课 题
8A Unit 1 Welcome to this unit
课型
New
教学目标
知识目标：谈论人的外貌个性，学习描述人的单词和表达法。
技能目标：谈论各自的朋友，掌握描述人物相貌和品质的知识。
情感目标：了解并逐步养成好朋友必须具备的优良的品质。
教学重点
学会用表示人的品质的单词与词组来描述自己的朋友。
教学难点
理解并正确运用与朋友品质相关的单词与词组。
教学过程
教 师 内 容
备 课 札 记
Step1 Warm-up
Talk about something happened in the summer holiday.
Show the pictures and introduce some places of interest and animals in Australia.
Ask the class to enjoy some photos. They took a photo with this famous man--- Batman. He’s a hero and people’s good friend because he helps people in danger. Do you agree? What do you think of him?
Step 2 Presentation
There are some more words to describe people. For example, we can say Batman is good-looking. But we never say he’s beautiful! We don’t use beautiful to describe a boy or a man. If someone likes to tell funny jokes to make others happy, we say he or she is humorous.
Teach “good-looking” and “humorous”.
Step 3 Practice
1. Play a guessing game.
2. T: Just now we heard some of the students talk about their best friends. Could you tell me which words are used most often? So these are very important qualities of a best friend, do you think so? What other qualities are important to you?
Sentences may be used:
I think my good friend should be very … because…
I agree. / I don’t agree with you because …
It’s q important for a friend to be …? Do you think so?
I don’t think my good friend must be very …
3. T: Why do you think he/she is your best friend? What makes him/her so special to you? Can you talk to him/her about anything? Do you talk to him/her when you have problems? Do you believe what he/she says? When you are happy or sad, do you talk to him/her?
Teach “sad”, “believe”, “honest” and “joy”.
Step 4 Presentation
T explains some language points.
1. T: How old is your best friend? What about you?
So you are teenagers. We call children between 13 and 19 teenagers.
Teach “teenager”.
We have a good friend, Eddie. Is he a teenager?
2. Who’s Eddie’s good friend? Why?
Play the tape of the Comic strip and Ss try to find out the answer to the question.
(Hobo is Eddie’s good friend because they always share things with each other.)
Ask the students to read the Comic strip and answer the questions:
(1) What does Eddie give Hobo?
(2) What does Hobo want?
(3) Do you think Eddie is a true friend? Why?
T explains some language points.
Step 5 Summarize
Discuss: Who do you like better as a friend, Eddie or Hobo? Why?
A model dialogue:
A: Who’s your good friend?
B: …
A: What’s he/she like?
B: …
A: What do you think of your friend?
B: …
A: What makes him/her so special to you?
B: … Can you tell me something about your good friend?
T: Today we have learned some important qualities about a good friend. It seems that we all think appearance is not so important, but a friend should be helpful and honest. And I hope everyone can be like that and you will have more friends.
Step 6 Homework
1. Describe a good friend of yours with the words and phrases learnt in this lesson.
2. Finish the Workbook exercises.
板书设计
教学反思
课 题
8A Unit 1 Friends Reading (1)
课型
New
教学目标
知识目标：进一步学习用形容词来描述朋友的外貌和个性。
技能目标：学会表达朋友品质的方法。
情感目标：学会欣赏别人，珍惜友谊。
教学重点
学会用形容词来描述朋友外貌和个性品质。
教学难点
.学会使用正确的阅读技巧进行文本解读，获取关于文中三个好友外貌与个性特征的主要信息。
教学过程
教 师 内 容
备 课 札 记
Step1 Revision
1.What are the most important qualities of a good friend?
2.What are the very important qualities of a good friend?
3. What’s your good friend like?
Step 2 Presentation
1. T: I have a good friend. Do you want to know her? What do you want to know about her?
2. Show a picture. Describe my good friend. Introduce some new expressions: as tall as; be willing to; have a good sense of humor; feel bored
Step 3 Fast reading
T: ‘Teenagers’ magazine is holding a writing competition. Some students have written some entries for it. Please read and find out their main qualities.
1---generous, helpful
2---humorous (have a good sense of humor), funny
3---true friend, kind
Step 4 Read for details
Complete the table after reading their entries once more.
Step 5 Retell
1. T: So we have got a table about them. And you have known a lot about them. Can you say sth about them according to the information in the table.
2. Give Ss 3 minutes to prepare
3. Ask 2-3 Ss to retell the three articles.
Step 6 Brainstorming
1. T: Well, when we describe our friends, we also need to describe what he or she is like. What kind of words can we use? ---Adjectives.
Eyes, nose: big, small
Face: round, square
Body: thin, strong, slim, fat, tall, short
Hair: short, long, straight, circled, shoulder-length
2. We can use so many useful words to describe people. Is there any difference in describing boys and girls? Can you give me any examples?(write down some words in the list on Page 7)
Step 7 Homework
1. Recite the new words and phrases.
2. Finish the Workbook exercises.
3.完成下列句子（每格一词）：
Betty长大后想周游世界。
Betty to the world when she .
他总是帮我学英语。
He always me my English.
当我读到那本书的时候，我想起了我最好的朋友Sandy.
I my best friend Sandy when I that book.
Jim慷慨大方，总是乐于助人。
Jim is and is always to .
他的腿太长，桌子底下搁不下。
His leg are long under the school desks.
他很善良从不说任何人的坏话。
He is very kind and never a about .
太多的电脑工作对我们的眼睛有害。
is our eyes.
Max很有幽默感，他讲笑话，总使我发笑。
Max has of . He tells jokes and always me .
板书设计
教学反思
课 题
8A Unit 1 Friends Reading (2)
课型
New
教学目标
知识目标：词汇：学会运用本课时的四会单词和重点词组
句型：She is as slim as I am. He is the tallest boy in my class.
技能目标：学会用本课所学的主要词汇、句型介绍自己最好的朋友。
情感目标：学会欣赏别人, 学会珍爱友谊。
教学重点
掌握并运用本课时的四会单词、 词组和句型。
教学难点
.通过观察把握他人最主要的外貌、性格特征。
教学过程
教 师 内 容
备 课 札 记
Step 1 Revision
T: We have learnt some words to describe your friends, can you introduce your friend to us?
Others please guess who it is?
Ask 3-4 Ss to read their articles.
Step 2 Some more exercises
1. T: Let’s meet our old friends again. Mr Zhou has some problems in describing them. Can you help him finish his sentences? Do Exe B2 on P5
2. Find out their photos according to Mr Zhou’s description.
3. Mr Zhou is writing some notes about them. Is he right?
4. Voting
Suppose you are going to vote for the best friend among these three students, what is your choice? Why?
Step 3 Voting in your own class
Do you have such a good friend in you class, or around you? Please vote for him or her, and tell us your reason. (talk about qualities)
Step 4 Language points
1.T: now let’s look at some useful expressions in the passages.Give Ss some phrases for them to translate:
与…一样苗条 as slim as
乐于做某事 be willing to do sth.
准备好做某事 be ready to do sth.
帮助我做家庭作业 help me with my homework
因为太多工作 because of too much work
戴眼镜 wear glasses
有很好的幽默感 have a good sense of humour
感到厌倦 feel bored
使我笑 make me laugh
走路经过 walk past
撞翻 knock over
说某人坏话 say a bad word about sb.
2.Read them together, and ask Ss to use some of them to make sentences.
3. T: Do you have any problem in the passages?
4. Answer any question Ss may have
Step 5 Practice
单词拼写 根据括号内的提示或首字母填写正确的词（每空一词）：
1. ---What do you think of May?
---She is so (love) that we all like her.
2. ---Does Jim do his homework as (care) as Tom? ---Yes, I think so.
3. ---Daniel will watch TV when he feels _____ (bore) at home. ---So will I.
4. My best friend Max has poor e , so he must wear glasses all day.
5. Look! Tony is wearing his father’s sweater. He looks . (fun)
6. I don’t like watching TV because of too many . (广告)
7. It is raining heavily. , (但是), They are still working in the field.
8. He came here (special) to say sorry to you.
9. Don’t be (担心) about me. I’m no longer young.
10. Betty is good at singing and playing the piano. She’s m .
Step 6 Conclusion
Ask Ss to make a conclusion of what we have learned in this period.
板书设计
教学反思
课 题
8A Unit 1 Friends Grammar
课型
New
教学目标
知识目标：1)掌握形容词的比较级和最高级的构成和基本用法。
2)学会使用形容词比较级和最高级来比较人或事物。
技能目标：1)能够运用形容词恰当地描述人或事物。 2)能够初步运用形容词的比较级和最高级来比较人或事物。
情感目标：学会欣赏，学会审美。
教学重点
1.形容词的基本用法。 2.形容词比较级和最高级的构成及基本用法。
教学难点
用形容词的比较级和最高级比较人或物。
教学过程
教 师 内 容
备 课 札 记
Step1 Lead-in
1.T: We use adjectives to describe people and things. We can put it before a noun or after a linking verbs.
Present this by revising the three Ss ‘ appearance, trying to choose the adjectives to introduce them,then show them just like : a clever girl, an interesting story
2. Present linking verbs
Step2 Comparatives and superlatives
1. If they are alike, how can we tell their difference?
E.g. Millie has long hair, Sandy has long hair, too.
We can say ‘Millie has longer hair than Sandy.’(on Bb)
Millie is slim. Sandy is slim, too.
---‘Millie is slimmer than Sandy.’(on Bb)
(Show a lot of pictures to teach them the changing rules and drills), PartB
2.Work out the rule
When we compare two things, we use comparatives, and we put ‘than’ _____ the comparatives.
When we compare more than three things, we can use superlatives, and we can put ‘the’ _____ the superlatives.
3. A is taller than B. B is taller than C. So we can say A is the tallest of the three.
(give more examples, make sure Ss can understand the difference between comparatives and superlatives)
Step 4 Practice
1. Ask Ss to compare their classmates, using comparatives and superlatives.
2. Show them some pictures, asking them to compare them.
3. Show them a table, asking them to compare the things in different ways.(PartB2)
Step 5 Consolidation
Finish off the exercises
（一）写出下列各词的比较级和最高级形式。
1. fine ________
2. thin
3. early ____ ___ ________
4. slim
5. wide ____ __
6. easy
dangerous ________ ________
8. fat ____ ___ ______ _
9. hard
10. careful
（二）用所给单词适当形式填空。
1. David is , Duff is than David, Diff is of the three. (thin)
2. Who’s (slim), Lucy or Lily?
3. ---Which is (small) than the earth, the sun or the moon?---The moon is, of course.
4. The (high) you stand, the (far) you’ll see.
5. The film is so (wonderful) that I want to see it again.
6. Our country is getting and (strong).
Step6 Homework
Compare things and make 5 sentences using comparatives and superlatives.
板书设计
教学反思
课 题
8A Unit 1 Friends Integrated skills
课型
New
教学目标
知识目标：1)运用学过的知识来描述人，进一步巩固形容词的用法。
2)识别阅读和听力材料种呈现的信息。
技能目标：用所得信息将语篇补充完整，谈论朋友的外貌和个性。
情感目标：根据所学内容，激发学生树立远大的理想。
教学重点
谈论未来计划，提高语言表达能力。
教学难点
理解上下文，并从中提取相关信息。
教学过程
教 师 内 容
备 课 札 记
Step1 Warm-up
两人操练对话讨论：
A: What do you want to be when you grow up?
B: I want to be a/an….
A: Why do you want to be a/an…? B: Because….
Step 2 Presentation
1. 听录音Listen to the tape about Millie’s future plans. Find out what Millie would like to do in the future.
2.听两遍，独立完成A1部分的练习,然后与你的同桌核对答案。
3.自主练习：根据A1部分及从听力材料中获取的信息，完成A2部分练习。
4.再听一边录音，核对答案。全班一起大声朗读Millie的信。
5.听对话：Sandy wants to write to Mr. Zhou about her future plans. Now she is talking to Kitty. Do you want to know what they’re talking about?
（1）听录音完成A3部分练习。
（2）再听一边录音，核对答案。
（3）全班一起大声朗读Sandy的信。
Step 3 Practice
小组活动：操练对话，进一步谈论人的外貌，个性和未来计划。
A: Who’s the girl /boy on your left/right?B: She/He is …
A: What is she/he like?B: She/He is …
A: What does she/he want to be when she/he grows up?B: …
A: Why does she/he want to be…?B: Because…
Step 4 Presentation
听对话录音，回答下列问题：
(1) Who is the boy on the left?
(2) What is he like?
(3) Does he run fast?
(4) What would he like to be when he grows up?
Step 5 Practice
合作展示：（1）跟录音朗读对话，然后与你的搭档配合表演对话。
（2）你们能编自己的对话并上台表演吗？试试哟！
Step 5 Exercises
词组互译
1.为人们歌唱
2. 倾听别人的问题
3. 解决问题
4. 和．．．交朋友
5. 环游世界
6. 尽力做某事
7. 长大
8. 看起来爱好体育的
板书设计
教学反思
课 题
8A Unit 1 Study skills
课型
New
教学目标
知识目标：学会利用词汇树来记忆词汇
技能目标：学习制作词汇树将单词分类
教学重点
学习制作词汇树将单词分类
教学难点
.学会利用词汇树来记忆词汇
教学过程
教 师 内 容
备 课 札 记
Step1 Revision
1. 回答下面的问题复习前面所学内容：
(1) What does Millie like doing?
(2) What does she want to be when she grows up? Why?
(3) What’s Sandy’s future plan? Why does she think so?
(4) Who’s her favourite singer?
2. 操练对话，进一步谈论朋友的爱好和未来计划。
Step 2 Warm-up
师生互动：回答问题与老师对话
(1) Who is your best friend?
(2) What is she/he like?
(3) What does she /he like doing?
(4) What is her/his future plan?
(5) Why does she/he want to do so?
Step 3 Presentation
Showing a picture and ask: What does he /she look like?(He is strong/tall/smart…She is beautiful/sweet/thin… )
What words can we use to talk about people’s feelings?
Write some words that we use to describe jobs and fruits
Step 4 自主探究
1.If you want to remember new words quickly, you can put the words into different groups to form a vocabulary tree. Complete the word tree on your own.
2. Draw a vocabulary tree.
Tips: a.Draw a big tree with some leaves.
b.Write the group names on its branches
c.Write down the words on the leaves of each branches.
d.Draw a picture of each word if necessary.
3.Work in pairs and draw your own vocabulary tree.
Step 4 Exercises
（一）根据汉语完成句子：
1. 这些天我很不开心，因为我在数学上遇到了问题。
I’m very these days because I
my Maths.
我真的不知道如何与我的新同学交朋友。
I really don’t know my ______ ______ ______ _________
_______ my new classmates.
3. 午饭期间，我总是独自坐在操场上看书。
, I always in the playground and read books.
4. 我对新学校不太了解，在这儿也没有朋友。
I _____ ______ my new school ______ _______ and I ____
________ here.
5. 我希望你能给我一些建议。
I hope that you can _____ ______ ______ ________.
6. 两个月前我刚随我的父母移居到北京。
I Beijing with my parents two months ago.
(二)根据括号内的要求改写句子（每空一词—）：
1. I think English is more difficult than Chinese. (改为否定句)
I English is more difficult than Chinese.
He has a round face. (用a square face改为选择疑问句)
he have a round face a square face?
3. I can tell her anything because she can keep a secret. (对划线部分提问)
tell her anything?
4. Shanghai is the largest city in China. (改为同义句)
Shanghai is larger than ______ ______ _____ in China.
5. Amy is 1.60 metres tall. Kate is 1.65 metres tall. (连成一句)
Amy isn’t Kate.
板书设计
教学反思
课 题
8A Unit 1 Friends Task
课型
New
教学目标
知识目标：1) 用形容词描述朋友的相貌和品质。
2) 运用合适的形容词来描述男孩和女孩。
技能目标：根据写作要求为自己的文章构思。
情感目标：养成正确的交朋友观，善于发现朋友的优秀品质。
教学重点
运用本单元的语言知识写一篇关于朋友的文章。
教学难点
.了解文章的组成：介绍，主体和结论。
教学过程
教 师 内 容
备 课 札 记
Step1 Warm-up
1.就被老师叫上讲台的同学的外貌特征进行描述。
2.小组活动：谈论你的好朋友，并说明你们成为好朋友的理由或他/她的品质。
1. What’s his/her name?
2. What’s he/she like？
3. What does he/she like doing?
4. What would he/she like to be in the future?
5. What’s his/her quality (personality)of a good friend?
Step 2 Presentation
1.自主探究：根据最近所学的对朋友描述的方法，对不同人的特征进行归类。
Words about people
Face
Eyes
Nose
Hair
General appearance
Personality
Abilities
2.根据以上信息，完成Part B，找出适合描述自己朋友的词，准备写作材料。
Step 3 Practice
听力练习：边听录音边思考以下问题：
1. Who is Daniel’s best friend?
2. Where does she live?
3. What does she look like?
4. What is she like?
5. What would she like to be when she grows up?
朗读课文，找出文中的关键词和主要部分。
Name:
Address:
Appearance:
Qualities:
Likes (hobbies):
Future plan:
Step 4 Discussion
根据课文内容认识每段的目的，讨论文章的结构：
1.Introduction ________________________________________________
2.Main body ________________________________________________
3. Conclusion ________________________________________________
Step 5 Exercises
根据首字母或括号内的提示拼写单词：
1. He has bright, eyes. (smile)
2. ---When did you g to know him?
---About ten years ago when I was in Shanghai.
3. Jak is very glad to help other people s their problems.
4. He isn’t honest at all, so I don’t b whatever he says.
5. ---What did you do during the summer holiday?
---We had a trip to Qingdao. (please)
6. His general a is thin and handsome.
7. He is a student and always works hard at all the lessons. (勤劳的)
8. I don’t think I can pass the exam w the teacher’s help.
9. ---I have no friend to talk to when I am . (happy).
---Why not talk to your teacher about your problem?
10. ---What’s your plan?
---I would like to be a social worker. (将来)
板书设计
教学反思
课 题
8A Unit 1 Friends Self-assessment
课型
Revision
教学目标
对单元知识内容进行自我评估
教学重点
对单元知识内容进行自我评估
教学难点
.对单元知识内容进行自我评估
教学过程
教 师 内 容
备 课 札 记
Step1 Warm-up
1.根据老师出示的某个歌星、影星或球星的图片，用合适的形容词谈论他们的外貌特征。
2.比较身边的同学外貌特征的异同。
Step 2 Presentation
1.比较刚才老师出示的几张图片中人物的脸型，身高，身材眼睛大小，头发的长短等，复习形容词的比较级和最高级。
2.写出下面形容词的比较级和最高级，并写出一些具有相同构成方法或一类的其他形容词。
原级 比较级 最高级 构成方法相同的词
tall
nice
pretty
slim
beautiful
good
Step 3 Practice
和你的同桌自由讨论：
Who is your favourite star?
2. Who do you like best? Why?
Step 4 Self-assessment
展示自我评估表格，介绍自我评估的内容和评估方法，学生就自己对知识点的掌握进行自我评价。
Step 5 Exercises
（一）根据句意，用括号内所给词的正确形式填空：
1. ---What’s the weather like today, Daniel?
---It is much (hot) .
2. Dear editor, we are (read) of your magazine.
3. ---What’s the matter with you?
---I am ill and I feel (comfortable) all over.
4. ---What do yo think of e-books?
--- I think e-books will be as (popular) as paper books soon.
5. The children are seriously ill and you must send them to a (big) hospital.
(二)翻译句子
1. — 你长大了想当什么？
— 我想当一名社会工作者。
2. 使他人快乐比周游世界更重要。
3. 社会工作者帮助人们解决困难。
4. 我们教室和你们的一样整洁。
5. 苏州以其美丽的园林出名。
6. 因特网能帮助我们更多地了解世界。
7. —你姐姐是什么样的人？—她和蔼且有耐心。
8. 照片中左边那个男士是谁？
9. 我们应学会认真倾听人们诉说。
10.当我感到无聊时可以去找他。
11. 这是最激动人心的消息。
12.Jim的书包和我的一样重。
板书设计
教学反思
课 题
8A Unit 2 Welcome to this unit
课型
New
教学目标
知识目标：a. 词汇：British, lift, post, eraser, fall, vacation, math, movie
b. 词组：go to school, be like, watch TV c. 句型：①Why don’t dogs go to school? ②What’s school like? ③It’s like watching TV, but there are fewer advertisements.
技能目标：掌握相同概念在英国和美国英语中的不同表达法
情感目标：初步了解英国英语和美国英语之间的区别
教学重点
掌握相同概念在英国和美国英语中的不同表达法
教学难点
初步了解英国英语和美国英语之间的区别
教学过程
教 师 内 容
备 课 札 记
Step 1 Showing a world map
Get the students to know the English-speaking countries around the world, by showing a world map to them. Meanwhile write the name of different English-speaking countries in the world. Let the students know the differences between British and American English.
Step 2 Matching the two words that refer to the same things
Tell the students that people use different words to talk about the same things. Ask the students to open their books and match the two words that refer to the same things.
Get the students to read these words syllable by syllable to help them remember it.
Step3 Doing Part B on page 19
Get the students to finish doing Part B on page 19. Show the pictures and ask the students to speak out both the British and American words out loudly.
Step 4 Guessing what they are talking about?
(1) Show the first picture of Comic Stripes to the student without the words. Ask the students to guess: “what are they talking about?”Play the tape for the students to listen and find out the answer to the questions.
(2)Get the students to read and feel the humor here. (In fact, Eddie has no idea what school is like and why people need to got to school. However, he still thinks dogs are clever. ) If the students have no problem in understanding the dialogue, get them to practice the dialogue in pairs and act out the dialogue in front of the class. Encourage the students to add something to make the dialogue funnier and more interesting.
STEP 5 Talking about the sentences
Talking about the following sentences:
(1) We are smarter than people.
(2) There are fewer advertisements.
(3)What is school like? It’s like watching TV.
Step 6 Giving some reasons for your ideas
Eddie thinks school life is like watching TV. What do you think of our school life? Encourage the students to give some reasons for their ideas
It is very necessary for our teacher to lead the students to talk about the brighter side for the kid to develop an active attitude towards school life as well as to study.
STEP 7 Homework
Try to find more information about the differences between British and American English.
板书设计
教学反思
课 题
8A Unit 2 Reading (1)
课型
New
教学目标
知识目标：词汇：mixed, subject, sew, myself, tasty, even, guys, practice, hero, close, taste, article
技能目标：在老师指导下运用不同技巧阅读John和Nancy的文章。了解他们的学校生活
情感目标：了解John和Nancy的个人感受和观点，形成自己对学校生活的感想
教学重点
了解英国学校和美国学校不同的学校生活
教学难点
了解John和Nancy的个人感受和观点，形成自己对学校生活的感想
教学过程
教 师 内 容
备 课 札 记
Step1 Lead in
Ask some questions about their school life.
（1）How many lessons do you have every day?
（2）What subjects do you learn?
（3）How often do you have a class meeting?
（4）What clubs do you have?
（5）What after-activities do you have?
（6）Do you have a Reading Week?
（7）Where can you read books?
（8）Do you have a hero? Who is he/she?
When the teacher and the students talk about these questions, the teacher use the picture to teach some new words:
Mixed together magazine senior hero Home Ecnomics and so on.
Step 2 life in a British school:
Teacher says: Now I know something about your schol life. Do you want to know something about the life in a British school?
1. Let’s listen to the tape: “life in a British school” Then answer the questions:
(1). Who wrote the passage?
(2). What activity does the school have every day?
2.Ask the students to read the passage, then tell the sentences true (T) or false(F):
(1). John is in Year 9 at Woodland School, It’s a mixed school.
(2). John likes Home Economics best of all.
(3). He knows how to cook healthy and tasty meals before coming to this school.
(4). There is Reading Week in this school every year.
(5). The students can read any books from the school but they can’t bring in books from their home.
(6). They think Reading Week is too short because they want to read more books.
Step3 Life in an American school:
1. Now we know the life in a British school, let’s learn something about Life in an American school, Please read the passage, then answer the questions:
(1) Who wrote the second passage?
(2) What did her brother do last year?
(3) How does Nancy go to school now? What does she think of it?
(4) What do the students do in the Buddy Club?
(5) Why does Nancy say Julie is her hero?
(6) What do the students do durinng lunchtime?
Step 4 Ask the students to read the whole passage ,then do Exercise C1, C2. Then check the answers.
Step 5 Listen to the tape and repeat after the tape.
(1) Do Exercise B1 ,then check the answers.
(2) Ask the students to complete their conversation firet,then ask two students to read the dialogue to check the answers. Prctise in pairs.
Step 6 Discussion:
Ask the students to talk about their school life, then write it down.
板书设计
教学反思
课 题
8A Unit 2 Reading (2)
课型
New
教学目标
知识目标：掌握四会词汇和重点句型
技能目标：会运用本课的词组和句型
情感目标：解John和Nancy的个人感受和观点，形成自己对学校生活的感想
教学重点
会运用本课的词组和句型
教学难点
能用自己的话来描述自己的学校生活
教学过程
教 师 内 容
备 课 札 记
Step 1 Revision
1.Ask some questions about the two passages to revise the text.
2. Listen to the tape, then complete the form below.
Who?
John
Nancy
Where?
Woodland School, London
Rocky Mountain
High School, Denver
What club
/activity?
Home Economics; Reading week
Softball
The Buddy Club
How often?
Every year
Twice a week
Every Monday
Why?
Because he likes learning to cook and sew.
Because he can read anything he likes
Because she loves
the game.
Because she enjoys
it a lot.
Step 2 Teach some new words and phrases
1. health healthy healthily unhealthy
healthy—healthier—healthiest
2. taste—tasty
3. as well/too also
4. hero (n) heroes
5. spends + 时间/金钱 + on sth/(in) doing sth
It takes + sb + 时间 + to do
Sth costs sb + 金钱/精力
pay for; pay off
6. practice=practise: v. practice/practise doing
7. tell sb to do sth
ask sb to do sth
tell / ask sb not to do sth
8. 特殊疑问词+ to do
I want to know what to do, when to do it and how to do it.
I don’t know which one to buy.
9. It’s great because it’s faster than taking the bus.
a. than 是介词，后加名词、代词、动名词
b. than是连词， taking the bus 后省略了is。
Playing football is more interesting than having lessons (is).
10. She helps me learn all about my new school.
learn all about 意为“对……有全面的了解”
all是不定代词，还可以替换成nothing, little,
a little, something, much, everything, less,
more, most 等。
11. have a good/ great/ wonderful/ nice time doing something
have fun doing something
enjoy oneself
Step 3 Do exercise
Ask the students to read the text together, then finish of the exercises. Eight minutes later ,check the answers.
Step4 Discussion
What do you think of the life in a Chinese school/British school/an American school? Which school life do you think is better? Why?
板书设计
教学反思
课 题
8A Unit 2 Grammar
课型
New
教学目标
知识目标：a. 学习词汇：point, least, health b. 词组：free time, the funniest girl, tell funny jokes, score the most points, plant trees c. 句型：①Daniel has more flowers than Amy. ②Daniel has fewer CDS than Kitty. ③Simon has less orange juice than Sandy.
技能目标：能够运用more . . .than, fewer … than, less … than比较数量
能够运用the most, the fewest, 和the least比较数量
掌握副词比较级和最高级的构成
情感目标：初步了解中，英，美三国学校文化的差异
教学重点
能够运用more . . .than, fewer … than, less … than
教学难点
能够运用the most, the fewest, 和the least比较数量
教学过程
教 师 内 容
备 课 札 记
Step 1 Revision
1.Get the students to talk about the school lives in American and British schools. (It is a very important job for us to help the students feel familiar with the topic of the unit.)
2. I will help the students focus on the subjects and the after-school activities by asking some questions:
(1) What subjects does John/Nancy have at his school?
(2) What did they do during their free time?
Step 2 Looking ahead
Inform the students with what they are going to learn in this period. In Unit One (8A), we have learned how to compare two things or more. Most adjectives then are used after a linking verb. In Unit Two, we will learn to talk about the amount of two things or more. It is the comparative and superlative use of adjectives that are used before nouns.
Show the pictures in Part A (P23) one by one. Ask the students to talk about the pictures.
Step 3 Comparing in pairs
Get the students to compare John’s school, Nancy’s school and Daniel’s school in pairs.
Step4 Talking about the school life
Get the students to talk about their school life by asking questions about subjects and the activities they do at school. Encourage the students to put down the information in the last column of the table. (Part A2) How many subjects do we have? What are they?
What do you do at school, when you are free? How much free time do you enjoy?
How long do you spend doing your homework?
Get the students to compare their own information with Nancy’s school, John’s school and Daniels school. We have too much homework to do. So we have less free time than John and Nancy. We have more subjects than Nancy.
Step5 Finishing Part A3
Get the students to finish Part A1. Then get the students to talk about their lives at school. They may get the following sentences. Judy enjoys reading books. She reads more books than we do. She spends more money on books than we do.
Tommy doesn’t like ball games . He spends less time playing football than we do.
Step 6 Homework
Go over what we learned today and finish off the exercises in the books.
板书设计
教学反思
课 题
8A Unit 2 Integrated skills
课型
New
教学目标
知识目标：a. 词组：
number of students, length of summer holiday, have weeks off, in the summer
time, spend…doing sth, have computer Studies lessons
b. 句型：①I spend less time doing homework than John does.
②How many grade 8 classes are there at your school.
技能目标：听取细节，提炼信息
情感目标：了解更多中外学校生活的异同点
教学重点
听取细节，提炼信息
教学难点
了解更多中外学校生活的异同点
教学过程
教 师 内 容
备 课 札 记
Step1 Revision
Help Ss make sentences with “more … than, less … than, fewer … than, the most, the least, the fewest, the sane as, different from, the same … as” using the objects in the classroom.
In order to know school life in the countries where English is spoken, ask the questions about reading to know important information.
Step2 Presentation
Introduce background: Daniel is writing an article about the different schools for the school newletter. Sandy is helping him collect information on the Internet. Then go through the table in PartA1 on p. 32. Pay attention to the information on the title line. Explain some of the words. Ask Ss to indentify the missing facts. Learn the new word lengh, e.g. length of the holiday, length of my desk, etc..
Ask Ss to listen to the recording twice and finish the table in PartA and check the answers. Pause the recording for the second time after each answer to give Ss more time to write down the answers if necessary.
Step3 Reading
Let Ss go through Daniel’s article before they do the exercise in PartA2 on p.32 and check if they understand it. Ask Ss to do the exercise alone with the information in PartA1, then check the answers with their parters. Check the answers with the whole class and read the passage aloud.
Check if Ss remember something about Daniel, John and Nancy.
Let Ss finish the exercises in PartA3 on p. 33 according to the information inParts A1 and A2.
Step4 Practice
Know the situation with Ss and ask Ss to read PartB on p.33, then ask and answer about the conversation.
Read the conversation after the recording, then role-play to read it.
Practise the conversation in groups of four and then ask two to three groups to act it out in front of the class.
Homework
Make up their own conversation by imitaing the contents they’ve learned..
Finish the exercise in this lesson.
板书设计
教学反思
课 题
8A Unit 2 Study Skills
课型
New
教学目标
知识目标：掌握在形容词后加后缀-ly构成副词的方法
掌握在名词后加后缀-ly构成形容词的方法
技能目标：能辨别以-ly结尾单词的词性
情感目标：了解更多中外学校生活的异同点
教学重点
掌握在形容词后加后缀-ly构成副词的方法
掌握在名词后加后缀-ly构成形容词的方法
教学难点
能正确使用形容词和副词
教学过程
教 师 内 容
备 课 札 记
Step1 Presentation
让学生说出形容词变副词的规则
做一些形容词变副词的规则练习
Careful bad noisy early happy excited
让学生进行总结形容词变副词的规则并绘总如下
1）、一般情况下直接在形容词词尾直接加-ly。
如:real-really; helpful-helpfully;
careful-carefully; hopeful-hopefully;
slow-slowly; quick-quickly; quiet-quietly 2）、以辅音字母加y结尾的形容词要变y为i,然后再加-ly。
如: busy-busily; angry-angrily; easy-easily 3）、某些以辅音字母加不发音的字母e结尾和以-ue结尾的形容词要先去掉e,然后再加-y或-ly。
如: terrible-terribly; true-truly;
gentle-gently possible—possibly.
4）．绝大多数以e结尾的形容词仍然直接加-ly。例如：polite-politely, wide-widely等
5）,还有一类副词和形容词词义相同,但拼写却不同,如well和good。例句
He speaks good English. 他讲一口流利的英语。
He speaks English well. 他英语讲得不错。
6）．还有一类词本身既是形容词又是副词
early late
Step 2 Presentation
板书 friendly lovely 引导学生说出是在名词后加ly构成形容词
指导学生P25页上方表格的内容
Step3 practise
让学生读并完PartA 注意语音语调
做一个完成形容词转变副词的竞赛游戏
米莉下正在写日记，用正确的形式完成她的日记
四人一小组讨论答案，全班校对答案
让学生大声读这篇日记
做一些练习
Step3 Homework
记忆所学的词汇词组句型及后缀ly
预习Task
板书设计
教学反思
课 题
8A Unit 2 Task
课型
New
教学目标
知识目标：了解问卷调查的有关知识
技能目标：根据学校及个人情况完成一份问卷调查
情感目标：认识自己的最爱与需改进之处
教学重点
根据个人信息完成一份问卷调查
教学难点
根据学校和个人情况写出你最喜欢的科目，体育项目和课外活动，模仿例文写一篇作文
教学过程
教 师 内 容
备 课 札 记
Step 1. Questionnaire
Invite the students to fill in the questionnaire in Part A, on Page 35. Then go through the questions one by one and focus on what they like or dislike about their school. Organize a discussion and encourage the students to speak as many proper reasons as possible.
When the students are talking about what they like and dislike about their school. Ask them about their ideal school. Encourage the students to write down their answers on Page 35.
Step2 Designing a timetable
Invite the students to design a timetable for their favourite subjects, sports and after-school activities. They may need this to write about their ideal school.
Step3 Reading for structures
1. Ask the students: Are you satisfied with your current school life? What is your ideal school life?
Encourage the students to speak out their opinions.
2. Students listen to the tape and answer:
(1) When does Daniel’s school start?
(2) How much homework does he have?
3. Get the students to read the sample article by Daniel
and figure out the ways or the structure that they can follow to write about their own ideal school. Use the following questions to help the students.
(1) When does it finish ?
(2) Why does he think it is his ideal school?
(3) How long do they have lunch?
(4) What can they do in the big dining hall?
(5) What do they eat every day?
(6) What subjects does Daniel like to have? Why?
(7) How many students are there in each class?
(8) What’s in his ideal school? There is a park, a shopping mall, a big library , a tennis court and a swimming pool.
(9) Do they have homework at weekends?
(10) How often do they go on a trip to a museum or a theatre?
Step 4 Writing
Tell the students that they can write their own article following the structure. Get the students to read the passage and pick up some useful sentence patterns. Show some writings of theirs
Step 5 Homework
Go on finishing writing
板书设计
教学反思
课 题
8A Unit 2 Self-assessment
课型
Revision
教学目标
对单元知识内容进行自我评估
教学重点
对单元知识内容进行自我评估
教学难点
.对单元知识内容进行自我评估
教学过程
教 师 内 容
备 课 札 记
Step1 Revision
单词拼写：
1. He spends a lot of time _____ (练习) spoken English every day.
2. We must learn something from ______ (英雄).
3. If you take more exercise every day, you’ll be ____ _____ (健康).
4. Please give me something ___ (味道好的) to eat.
5. If you want to get good marks, it is _____ (有用的) to work hard.
翻译句子：
1. 你为何不和我们一起去看电影呢？
_______________________________________________
2. 我已经学会怎样做饭和怎样缝纫。
_______________________________________________
3. 她是一个歌手，也是一个舞者。
_______________________________________________
4. 他每天花两个小时练习弹钢琴。
_______________________________________________
5. 我们应该互相帮助，互相学习。
_______________________________________________
Step 2 Presentation
1. 展示自我评估表格，介绍自我评估的内容和评估方法，学生就自己对知识点的掌握进行自我评价。
2. 复述Reading 两篇描写学校生活的文章。谈谈自己的理想学校和学校生活。
3. 语法巩固 分别用more…than, fewer…than, less…than, the most , the fewest 和 the least 造句
4. 检验在形容词及名词后加后缀-ly分别构成副词和形容词的方法
Step 3 Practice
（一）词组翻译： 1. 穿校服
2. 休一周假 3. 和…颜色一样
4. 花更少的时间进行课外活动____________ 5. 介意做某事
6. 晚饭吃汉堡 7. 去海南旅游
8. 没有时间听流行音乐 9. 我理想的学校______________
10. 步行上班
（二）根据提示及句意完成单词：
1. You can't take the m __________ out of the library.
2. Hero means someone you a __________ very much.
3. There are more __________ (广告) on TV now. I don't like watching them.
4. What's your __________ (理想的) school like?
5. Every month they go on a school trip to a ____________ (博物馆).
板书设计
教学反思
课 题
8A Unit 3 Welcome to this unit
课型
New
教学目标
1.Introduce some well-known places in China and around the world.
2. To activate existing knowledge of the world and identify names of places and countries
3.Learn to talk about places of interest with partners in English
教学重点
Introduce some well-known places in China and around the world.
教学难点
Learn to talk about places of interest with partners in English
教学过程
教 师 内 容
备 课 札 记
Step1 Lead-in——free talk about exercise
Show some photos of the school sports meeting to lead in some new words and phrases.
Step2 Comic strip
1. Listening: put the four pictures into the right order
2. Questions: what is Eddie going to do?
What is Eddie’s hill in fact?
3. Group work: what do you think of Eddie’s lifestyle? Please give him some advice to keep fit.
Step3 Ss activities——where am I?
1. Pair work: show photos of the trip to partners and let them guess where you are.& make a dialogue to talk about the trip.
2. Ask some Ss to introduce their trip to classmates.
?Step 4 the teacher’s introduction——Where are they?
Give the Ss some clues to find out where the three Ss (Jane, Leo and Nick) are.
Step 5:Practice
1.???? Match each building with its city and country
2.???? Read the three postcards from Jane, Leo and Nick and match them with the correct pictures.??? ?
Step 6:language points
1.??I’m going to exercise. 我去锻炼。 exercise 是动词， 表示“锻炼”，“运动”；exercise 也可做名词， 表示“练习”、“运动”。 eg： He exercises his dog every day. 他每天遛狗。 Swimming is a good exercise.? ? 游泳是一个很好的运动。 2. Come on, Hobo. Let’s enjoy ourselves.??快来吧，霍波，让我们玩得开心点。 enjoy oneself 表示“玩得愉快”，ourselves 是反身代词。表示“我们自己”， 其他反身代词还有 myself (我自己)，yourself (你自己)，yourselves (你们自己)，himself (他自己)， herself (她自己)，themselves(他们自己)。作同位语时，表示“亲自”。 eg： He enjoyed himself during the weekend. I will go there myself. 3. Yesterday I took a boat trip under the famous Bridge.昨天我坐船游览了著名的海港大桥。 take a boat trip 表示“坐船旅行”，类似的短语还有take a bus/train trip, go on a trip.??“trip ”多指来往有定期的短途旅行。 4.It is a beautiful building with a big garden and many trees. 白宫是一个非常漂亮的建筑，里面有一个大花园和许多树木。 with a big garden and many trees 在句中做伴随状语。 eg： She is a pretty girl with shoulder-length hair.
Step 7:Homework
板书设计
教学反思
课 题
8A Unit 3 Reading (1)
课型
New
教学目标
1 .To guess meaning from pictures
2 .To infer general meaning from context and keywords
3. To respond to text by sequencing information
教学重点
To infer general meaning from context and keywords
教学难点
To respond to text by sequencing information
教学过程
教 师 内 容
备 课 札 记
Step1 Lead in
Discussion： If you want to travel around the world in a day, what can you do?
Step 2 Presentation
1)???? Introduction of the world park
2)???? Some new words and phrases:
the Golden Gate Bridge boring a lot of traffic be quite far away
Step 3 Fast reading
1) What is the letter from Linda to her parents about?
2) What did Linda think of the trip?
Step 4 Careful reading
1) Fill in the table below:
A trip to the World Park in Beijing
Who
?
When
?
How(transportation)
?
How far
?
Weather
?
2)Find out the route of the trip
on the way at the World Park inside the park
3)???? Some questions
What was the weather like?
Where did Linda see the Golden Gate Bridge?
Could Linda’s mother see the photos? Why?
Step5 Role-play
Suppose you are Linda, retell the day out to the World Park according to the form. Work in pairs. Get some Ss to retell it.
Step6 Post-reading
1. Discussion (Group work)
2.Divide the class into several groups. Have a discussion in groups. Show the Ss some pictures. Each group chooses a picture to talk about the place of interest you want to visit best. 1) where to go 2) when to go 3) how to go
4) why to go 5) what to see 6) how to feel
3.Each group chooses a student to give us a report.
Step7 Sum-up
From this lesson, we have learnt how to talk about the place of interest we want to visit. We also learnt sth about the places of interest So we must love our world and study harder to make our world more and more beautiful.
Step8 Homework
1. Finish the exercises on the paper.
2. Write a letter to your close friend to tell him/her your pleasant trip to a place of interest.
板书设计
教学反思
课 题
8A Unit 3 Reading 2
课型
New
教学目标
To retell the story
To master language points
Encourage students to protect the environment.
教学重点
To master language points
教学难点
To retell the story
教学过程
教 师 内 容
备 课 札 记
Step1 Part B
1. Ask students to read the conversation on their own.
2. Ask students to replace the underlined phrases with the correct words.
3. Ask students to compare answers in pairs.
Step 2 Part C
1. Do Part C1 as a class competition or a quiz.
2. Ask students to close the books. The teacher read the sentences at random one at a time.
Ask students to correct the false sentences.
3. Additional sentences:
a. There was a lot of traffic on the highway.
b. Kitty did not like the song and dance parade
4. Talk to students about a home page to focus their attention on Part C2. Then ask them to sequence the pictures on Daniel’s home page on their own.
Step3 : Explain some language points
1.???? I’m doing fine.
2.???? invite sb. to do sth.
3.???? join / join in
4.???? a fine warm day
5.???? in a clear blue sky
6.???? be far away from/ be far from/ 20 kilometres (away ) from
7.???? It/ sth. takes sb. some time to do
sb. spend some time/ some money doing/ on
sth. cost sb. some money
sb. pay some money for sth. /sb. pay sb. some money
eg：??I will spend two hours doing my homework today. = It will take me two hours to do my homework today.
8.???? There was a lot of traffic(U) on the way.
on one’s way to sp. / all the way / by the way
9.???? boring/ bored
The long and boring talk made all of us bored.
10. arrive at/ in get to reach
11. can’t wait to do
12. get on/off it 13. in front of / in the front of 14. more than/ over 15. places of interest
Show/ have interest in (doing) sth. eg: There are many places of great interest in Beijing.
16. excited/ exciting
eg: Hearing the exciting news, we were all very excited.
17. be made of/ be made from/ be made out of/ be made in sp. / be made by sb. 18. I could believe my eyes. 我简直不相信我的眼睛。 believe one’s eyes/ears = believe what one sees/hears. 19. culture/ cultural
20. Go and see for yourself. / by oneself
Step4 : Exercises
1.???? Ask students to do the exercises
2.???? Check the answers. ?
Step 5 : Homework?
Finish 《课课练》Reading Ⅱ
板书设计
教学反思
课 题
8A Unit 3 Grammar
课型
New
教学目标
1.Learn to use “”as…as” to say that people or things are the same in some ways.
2. Learn to use reflexive pronouns when the subjects and the objects are the same person or thing.
教学重点
Learn to use “”as…as” to say that people or things are the same in some ways.
教学难点
Learn to use reflexive pronouns when the subjects and the objects are the same person or thing.
教学过程
教 师 内 容
备 课 札 记
Step1 Revision
1. Ask several students to recite the Reading part.
2. Ask some questions:
(1)Where did Linda go with Kitty’s class?
(2)Why did she feel bored at the beginning?
(3)When they arrive at the World Park, what did they see?
(4)What did Linda think of the song and dance shows?
(5)What did the model Golden Gate Bridge look like?
Step 2 Presentation
1)???? Present: It looked as great as the real one.
as… as
We use as…as to say that people or things are the same in some ways.
2)???? Present two pens to practice the pattern: as… as
This pen is as long as that one.
His bag is as heavy as hers.
Jim is as tall as Mike.
We use not as… as to say that people or things are not the same in some ways.
This pen is not as long as that one.
His bag is not as heavy as hers.
Jim is not as tall as Mike.
Step 3 Practice
1) Read some sentences on the book P35.
2) Discuss the following questions:
What do you think of Mr. Wu?
Is the journey interesting? What about the visit?
Is the model Eiffel Tower taller than the real one in France?
Are the song and dance shows good? What about the models in the park?
Step 4 Reflexive pronouns
1) Present reflexive pronouns and explain their differences.
2) Read the table on P36 and finish it.
3) Practice the following sentences:
(1) I fell over and hurt myself.
(2) Their baby daughter can feed herself.
(3) My cat cleans itself everyday.
4) Add more phrases:
enjoy oneself, look after oneself, take care of oneself, hurt oneself, wash oneself hide oneself, leave…by oneself, buy… for oneself, make… by oneself dress oneself, help oneself to…, look at oneself in a mirror, teach oneself=learn… by oneself
Step 5 Homework
Finish 《课课练》Grammar
板书设计
教学反思
课 题
8A Unit3 Integrated Skills
课型
New
教学目标
1. To infer general meaning from context and keywords
2 .To extract information from a poster
3. To understand specific information by reading and listening
4. To check accuracy of written text by identifying true and false sentences
教学重点
To understand specific information by reading and listening
教学难点
To infer general meaning from context and keywords
教学过程
教 师 内 容
备 课 札 记
Step 1 Lead in
Free talk about some basketball matches
And lead in some new words and phrases:
go to the final basketball competition take place cheer for in this year’s final in the final of fare half- time presentation of cup and medals
Step 2 Presentation
Briefly review language required for a schedule using your students’ own experience. Use information based on the school. Write some details on the Bb.
Step3 The poster
A) Some questions for checking understanding
What is the poster about?
Where will it take place?
When will it take place?
Where will they have lunch?
How much should each student pay?
B) Try to fill in the table with the information in the poster
C) Listen to the tape and then complete the notes.
D) Part A3 T/F
E) Ask some students to retell it.
Step4 Language points
take place “进行，举行，发生”，与happen 同义。 Eg:??The story took place two years ago. ? ?? ?When will the class meeting take place?
?2. The winners receive the cup and medals at the end of the final.?? 获胜者将在决赛结束后获得奖杯和奖章。 3. Shall we go to the Great Wall???我们去长城好吗？ Shall I/we …? 可以表示征求意见，或劝告、邀请等。 Eg:? ?Shall we start now? ? ?? ?Shall I get you some more tea? 4.Write down the activities you can do at each place. 记下你们在每个地方可开展的活动。 write down “ 写下、记下”. Eg:? ?Write down his telephone number please. He wrote down his name in his paper at last. 5. Finally, work out the cost of the trip per person.?
?最后算出每人的旅行费用。 work out“算出，计算出”，per??表示“每个” Eg:? ?Can you work out how much money we need?
你能算出我们需要多少钱？ He walks ten miles per day.??他每天步行十英里。 6.Please let us know as soon as possible.请尽快告知我们。 as soon as possible??尽快 = as soon as one can You must finish your homework as soon as possible you can. I will write to you as soon as possible/I can.
我将尽快给你写信。 7. Thanks for keeping the secret for me. 感谢你为我保密。 Thanks /thank sb. for doing sth.??表示“为某事而感谢某人” ?Thank you for giving me the bike. Thanks for having me.??感谢你的招待。
Step5 Homework
Finish 《课课练》Integrated skills
板书设计
教学反思
课 题
8A Unit 3 Study Skills
课型
New
教学目标
Add –ful or –less to some nouns to form adjectives
Try to use correct adjectives
Describe things by using correct forms
教学重点
Add –ful or –less to some nouns to form adjectives
教学难点
Describe things by using correct forms
教学过程
教 师 内 容
备 课 札 记
Step1 Lead-in
Ask some questions:
What did Linda and her classmates see in the World Park?
What did they do there?
Discuss:
What do you think of the World Park? Is it wonderful?
Can you say something about it?
Step2 Presentation
1.Present some new words: wonderful, cheerful…
2.The suffixes –ful or –less
3.Some more words:
careful/careless , helpful/helpless, useful/useless
cheerful/cheerless, hopeful/hopeless, meaningful/meaningless…
Finish the table on P39
Step3 Practice
1. Finish Part B on P39
2. More exercise
1)Lee is kind and _____. He always ___ his classmate when they have trouble.(help)
2)All the tourists shouted “_____” when they saw the Pyramids, one of the seven _____ in the world.(wonder)
3) They ____ to get inside, but when they saw the long queue , they realized it was_____.(hope)
4)The road seems to be______. Will we ever reach the ______if it?(end)
5)The mother was _____ because many people helped her find her son.(thank)
Step4 Activities
Ask some students to write an article with some adjective learned today.
Step5 Homework
Finish 《课课练》Study skills
板书设计
教学反思
课 题
8A Unit 3 Task
课型
Revision
教学目标
To select , organize and present information.
To identity and sort out key information in order to plan a day out.
To write a letter inviting friends to go out on a trip
教学重点
To identity and sort out key information in order to plan a day out.
教学难点
To write a letter inviting friends to go out on a trip
教学过程
教 师 内 容
备 课 札 记
Step 1 Brainstorming
Your class wants to organize a class trip, how to plan it? What items should you make sure?
Time Place Activity transportation lunch cost…
Step2 Lead-in
a. Ask some questions in Integrated skills:
When does the final start?
Where will they watch the final?
How will they get there?
What do you think of the trip?
b. Discussion
Discuss the activities.
Step3 Presentation
1. The teacher says: Linda is going back to the USA soon, so Kitty and Daniel are inviting their classmates to go with Linda on a trip. Which places in Beijing do you think they will visit? What can they do there?
2. Discuss the following questions:
(1) How many places of interest are they going to visit? What are they?
(2) How will they get to Tian’anmen Square from Sunshine Town?
(3) What will they do at Tian’anmen Square?
(4) What will they do in Beihai Park?
(5) When will they leave Wangfujing Street?
3. Finish Part B on P41
Step4 Writing
Write a letter to invite your classmates to go out on a trip. Use the model in Part B.
Step5 Homework
Finish 《课课练》Task
板书设计
教学反思
课 题
8A Unit 3 Self-assessment
课型
Revision
教学目标
对单元知识内容进行自我评估
教学重点
对单元知识内容进行自我评估
教学难点
.对单元知识内容进行自我评估
教学过程
教 师 内 容
备 课 札 记
根据首字母或汉语提示完成单词：
1. Some birds are flying in the s____________.
2. The ________ (费用) of the trip is thirty yuan per person.
3. He will ____________(到达) Suqian next Sunday.
4. The museum is __________(免费的) for the students.
5. Our school football team are in the __________(决赛).
6. Let’s go and c___________ for our team.
7. ----Where did you go last week?
---- I went to ______________(澳大利亚) for a trip.
8. Would you like to see a film? I have two t_________.
9. If you are tired, we’ll stop and ____(休息) for a while.
10. My friends give me a lot of ______(支持) in my life.
用所给词的适当形式填空：
1. I think English is as _______ (important) as Chinese.
2. Mother is very busy. I often help ___________ (she) with the housework.
3. It is _________(interest) to see so many places of ______(interest), and all the visitors are ____(interest) in them.
4. You should take good care of ________ (you), Linda.
5. We had a ________ (wonder) time on the Great Wall.
6. Why not _____________ (go) to Beihai Park?
7. The boy is not so _______ (interesting) as his brother.
8. The story is so _____ (bored), I don’t want to read it.
9. I don’t know the ______________(mean) of the word.
10. Be ______________(care) when you cross the road.
11. Some ____________(climb) helped Simon at last.
12. This is the ____________(主要的) road in the town.
13. Many people like taking photos when they see the beautiful ____________(风景).
翻译句子
1. 我们将在下午四点回到学校。
We will _________ __________ _________ the school at four in the afternoon.
2. 幸运的是，几名攀爬者帮助了西蒙。
____________, some ____________ helped Simon.
3. 晚会将于周六晚上举行。
The party will ____________ ____________ on Saturday evening.
4. 孩子们迫不及待地阅读那些故事书。
The children ____________ ____________ ____________ read the storybooks.
5. 看到长城时，吉姆不敢相信自己的眼睛。
When Jim saw the Great wall, he _________ _________ _________ _________.
6. 你可以自己上网看旅行的照片。
You can see the photos _________ the trip __________ __________ ___________.
7. 让我们为篮球队加油吧！
Let’s _________ ____________ the basketball team.
板书设计
教学反思
课 题
8A Unit 4 Welcome to this unit
课型
New
教学目标
To learn about the names of common tools.
To talk about DIY in English.
教学重点
Useful expression
教学难点
To talk about DIY in English
教学过程
教 师 内 容
备 课 札 记
Comic strip
Step1 Presentation
1.1.Have a free talk: There’s something wrong with my computer. I’m going to fix it today. I’m going to do some DIY work. Do you know what DIY stands for?
Write “stand for” on Bb.
2. Ask: When you do DIY work, you do things yourself. Can you do any DIY work?
What can you do?
Step 2 Listening
1. Show the pictures of Hobo and Eddie without r the script, say: Look at these pictures, please. Hobo has some work to do today. Do you think Eddie will help him?
2. Say: Now let’s listen to the dialogue between Eddie and Hobo. Please answer some questions after listening.
Play the tape.
What’s Hobo going to do?
What should Hobo do first?
What does Hobo probably need?
Step 3 Activities
1. Say: Now open your books. Let’s repeat Eddie and Hobo’s dialogue after the tape. Pay attention to your pronunciation and intonation.
2. After reading, T: Well done! Now let’s work in pairs and act out the dialogue. You can add your own ideas.
3. Walk around the classroom and invite several pairs to act out in front of the classroom. T: Ok, some of you will come to the front and act out your dialogue.
Praise students: Good job!/Well done!
Welcome to the unit
Step 1 Presentation
1. T: Hobo has to build his new house on his own. He needs some tools. What tools do you think he needs?
Give some hints: I think he needs a hammer to hit nails with./I think he needs a screwdriver to put all the parts together./…
2. Ask students to turn to page 43, T: Please open your books. Look at the young man in this picture. He loves DIY a lot./He has lots of tools.
Lead the reading and explain the words.
Ask ss to complete Part A.
3. Ask ss to to talk about the use of these tools: Boys and girls, do you know what these tools are used for?
Step 2 Activities
1. T: Millie and Suzy are also talking about DIY. Listen to them and tell me what Suzy is going to do today. Play the tape.
2. Have ss turn to page 43,T: Open your books, please These two teams will read Millie’s part and those two will read Suzy’s part. Then change parts.
3. T: Boys and girls, it’s your turn to talk about some DIY work that you would like to do. You have three minutes. You can use Millie and Suzy’s conversation as a model.
Ss can prepare for three minutes, T walk around the classroom and choose several pairs to act out.
Praise ss that do well: Very good/Great!
Step 3 Homework
1. Read the words ,phrases and sentences fluently.
2. Memorize Comic strip and part B.
3. Preview Reading.
板书设计
教学反思
课 题
8A Unit 4 Reading (1)
课型
New
教学目标
To learn about vocabulary about DIY.
To understand the article and finish relative exercise.
To cultivate the sense of DIY.
教学重点
To understand the article and finish relative exercise.
教学难点
To cultivate the sense of DIY
教学过程
教 师 内 容
备 课 札 记
Step1 Presentation
1. Review the vocabulary of tools.
2. T：Suzy’s cousin Andrew likes DIY a lot. He’s crazy about DIY.Write “be crazy about” on Bb.
3. Present a picture of Andrew and ask : Look at this picture. What happened to Andrew?
Encourage ss to answer.
Write “pipe, fill…with…”on Bb.
T: Yes, it’s terrible.
Write “terrible” on Bb and ask ss to guess its meaning.
Lead the reading.
Step 2 Practice
1. T: Millie wants to retell Suzy’s story about DIY. Listen to Suzy’s article carefully and read the sentences in Part B3 on page 46. Write a T if the sentence is true or an F if it is false.
Play the recording of page 44, ask ss to do Part B3 on page 46.
2.T: Read the sentences and correct those with wrong information:
(3) Suzy’s cousin wanted to put up a picture on the wall.
(4) Suzy’s cousin thought the living room was boring, so he painted it blue.
(5) It took Suzy’s cousin five hours to put up the shelf on the wall.
(6) Suzy’s cousin thinks he already knows everything about DIY.
Then read the corrected sentences together.
Step 3 Reading
1. T: Listen to the article again and make some notes about it. Play the tape again. Pause between the middle, give the ss enough time to finish the note.
T: Please open your books and turn to page44.
Let’s repeat the article after the tape sentence by sentence. Pay attention to your pronunciation and intonation.
Play the tape.
Show some key words and phrases in each paragraph.
3. Present all the key words and phrases.
T: Close your books, please. Use these key words and useful phrases to retell the article.
Paragraph 1: be crazy about, repair, decorate, look terrible
Paragraph 2: a brighter light, make a mistake, power cut, put up a picture, hit a pipe, fill…with…
Paragraph 3: living room, boring, paint…blue, ceiling, floor, cat
Paragraph 4: a shelf, above, spend five hours, not stay, much higher
Paragraph 5: buy, advise, make him angry, attend lessons, know much more
4. T: Can you retell Suzy’s story about her cousin in your own words?Praise ss who can organize their language well and retell the article fluently.
Jobs
Problems
Put in a brighter light in his bedroom
The whole house had a power cut.
Put up a picture on his bedroom wall.
Hit a pipe and filled the room with water.
Painted the walls in the living room blue.
Painted the ceiling, the floor, and even his cat blue.
Put up a shelf for Suzy.
The books couldn’t stay there because one end of the shelf was much higher than the other.
Step 4 Homework.
1. Read the article fluently, memorize the vocabulary, phrases and sentences.
2. More able students to recite the text.
3. Finish the relative exercise.
板书设计
教学反思
课 题
8A Unit 4 Reading (2)
课型
New
教学目标
1. To learn about vocabulary about DIY.
2. To understand the article and finish relative exercise.
3. To cultivate the sense of DIY.
教学重点
To learn some useful expressions and use them in different context
教学难点
To cultivate the sense of DIY
教学过程
教 师 内 容
备 课 札 记
Step 1. Leading in
T: Yesterday we learnt the story of Andrew and his DIY jobs. Can you say something about Andrew?
Ste p 2. Presentation
A. Reading: Let the Ss read the context carefully and then answer the QS.
1.） What is Andrew crazy about ?
2.) What does he love to do ?
3.) Is he good at DIY ? Why ?
4.) How long did Andrew put up the shelf on the wall ?
5.) If you were Andrew , how would you paint the living room ?
6.）What did Suzy advise him to do ?
B、 Say Andrew and his DIY jobs and what problems he caused , then discuss how to solve these problems.
C、Translate the useful expressions:
1. put in a brighter light 2. have a power cut
3. make a mistake 4. put up a picture on the wall
5. hit a pipe 6. fill the room with water
7.keep on doing sth. 8. not only...but also...
9.put up the shelf 10. advise sb.to do
11. take a course in DIY 12. make him angry
13. attend lessons
D、Language points
Ask Ss to highlight the words、 phrases、sentences they do not know. Then ask them to discuss them in pairs and try to work out the meanings from the context . At last the teacher tries to help them and explain the language points .
Step 3. practice
Get the students to read the passage together aloud again,
1） Now you know Andrew and his DIY jobs well. Can you retell the text ?
2） Complete the conversation on Page 46 B4.
3) Here is a DIY advertisements ,can you finish it ？
Want to ( 安装电灯 ) . ( put in a light )
Want to ( 修理坏掉的水管 ) . ( repair the broken pipe )
Don＇t know how to deal with (停电 ) . ( a power cut )
We ( 建议 ) you ( 修一门课程 ) in DIY . ( advise , take a course )
You can ( 上课 ) every weekend . （attend lessons）
Call us on 88221546 .
Step 4. Activities
Enjoy DIY ：
Ask Ss to work in groups ,according to the teacher＇s instructions to do their DIY jobs
A：Having a discussion in groups
Group 1 : making a lovely envelope
Group 2 : making a birthday card
Group 3 :painting the paper
B: Group presentation
Step5 Exercise
Finish the relative exercise.
Step 6 Homework
1、To recite the text .
2、Write a passage about how to do your DIY jobs ( such as painting a room , fixing a bicycle , making cakes, repairing computers )
3、Preview Grammar
板书设计
教学反思
课 题
8A Unit 4 Grammar A
课型
New
教学目标
1. To master the new words.
2. To use imperative sentences to give instructions.
3. To use imperative sentences to give instructions in correct context.
教学重点
1. To use imperative sentences to give instructions.
2. To use imperative sentences to give instructions in correct context.
教学难点
As above
教学过程
教 师 内 容
备 课 札 记
Step 1 Greetings
One-minute speech about the article.
Step 2 Lead in
1. Play a game
Give instructions.
E.g. Please have a seat!
Sit down please!
Open the door!
Please don’t close the window!
………
Step 3 Presentation
1. Write these sentences on Bb and ask ss to discuss the structure.
Put up a picture on the wall.
Don’t stand on the desk.
Please pass the book to me.
2. Sum up the structure: We start a sentence with the base form of a verb when we want to tell people what to do. We add do not/don’t in front of the verb when we want to tell people not to do something. We often add please in a sentence if we want to give instructions politely.
3. T: Now open your books and turn to page 47, please. Let’s read the sentences together.
Step4 Practice
1. Present the pictures of making cards: Please look at these four pictures. What’s Millie doing?
Then ask: Do you know how to make cards? What should we do first?
Have ss guess the meaning of “cut”, lead the reading.
2. T: Open your books and turn to page 47. Look at the pictures carefully. Can you help Millie complete the instructions?
Have ss watch the pictures and finish the exercise.
3. T: Let’s read the sentences together.
Check answers together.
Step 5 Activities
1. T：Now let’s play a game. I’ll tell you what to do and please follow my instructions.
(1) Touch your nose.
(2) Stand up.
(3) Put up your books open.
(4) Don’t keep your books open.
(5) Don’t close your eyes.
2. Play a game called “Eddie says …” Ask all the students to stand up, the teacher is the judge.
Game begins, the teacher give the instructions. E.g.
Eddie says “stand up”
Ask ss to respond to teacher’s instructions quickly.
3. 将下列句子改成肯定否定祈使句
Come here early.
Ask him.
Don’t climb the tree.
Read the book carefully.
Don’t wait for her.
Homework
1.Preview GrammarB
2.Finish the relative exercise.
板书设计
教学反思
课 题
8A Unit 4 Grammar B
课型
New
教学目标
1. To master the new words.
2. To use should/had better to give advice.
3. To use should/had better to give advice in correct context.
教学重点
1. To use should/had better to give advice.
2. To use should/had better to give advice in correct context.
教学难点
As above
教学过程
教 师 内 容
备 课 札 记
Step 1 Presentation
Review Reading to introduce the usage of “should”
T: Suzy doesn’t think her cousin knows much about DIY either. What did she advise him to do?
T: What do you think she said to him about this?
Write this sentence on Bb and mark the word should in red.
2. T：Do you think we can use had better instead of should in this sentence?
Write “You had better take a course in DIY.”
Ask ss to think and understand the meaning of the two sentences.
3. Present more sentences, encourage ss to sum up the rule: Here are some more sentences. Can you work out when to use should and had better?
（1）To keep fit, you should /had better have a healthy diet.
（2）You should not /had better not leave litter.
（3）It’s going to rain. You should/had better take an umbrella.
4.Work out the rule with ss: We use should and had better when giving advice and telling people what we think is the best or right thing to do. The tone of had better is strong than should.
5. Please open your books and turn to page 48. Let’s read the sentences together.
Step 2 Practice
1. T: Suzy is giving DIY advice to her classmates. Can you help her make sentences with should(not) and had better(not)?
Have ss do exercise on page 48, and then read and check answers together.
2. T: You’re giving advice to your friends. Rewrite the following sentences using should(not) and had better(not):
(1) It’s time for class. Put your comic books away.
(You should/had better put your comic books away.)
(2）Your English is not good enough. Read more to improve it.(You should/had better read more to improve it)
(3)Turn your mobile phone off in class.
(You should/had better turn your mobile phone off in class.)
(4) Don’t make the mistake again.
(You should/had better not make the mistake again.)
3.T: Boys and girls ,you have learnt how to give advice. I have a problem and I need your help. I can’t sleep well at night and I feel tired during the day. Can you give me some advice?
Encourage ss to give advice:
You should drink a glass of milk before going to bed./ You should not watch TV just before going to sleep./You had better do some reading before you go to sleep./…
4.T: Work in pairs. Talk about your problems and try to give useful advice.
Homework
1.Preview Grammar
2.Finish the relative exercise.
板书设计
教学反思
课 题
8A Unit 4 Integrated skills
课型
New
教学目标
1. To obtain relative information through listening.
2. To talk about DIY in English.
3. To strength the listening, speaking, reading and writing skills.
教学重点
1. To talk about DIY in English.
2. To strength the listening, speaking, reading and writing skills.
教学难点
As above
教学过程
教 师 内 容
备 课 札 记
A .How to make a fruit salad
Step 1 Presentation
1. Communicate with ss to lead in new lessons: What did you have for breakfast/lunch today? What food do you like best? Do you have a healthy diet? Can you cook dinner on your own?
2. Present the picture of salad and ask: Look at the picture .This is my favorite food. What is it? Yes, it’s a salad.
Write salad on Bb and teach the new words.
T: Salad is healthy. Do you like it? Do you think it’s easy to make a salad? Can you make a salad?
3. T: What do you need when making a salad?
Write spoon and cream on Bb, teach the new words and explain.
Step 2 Listening
1. T: Open your books and turn to page 49. Look at the pictures in Part A1.
T: When we make a salad, we need some tools and we can add anything we like. Can you name the things in the pictures？
Write grape and strawberry.
2. T: Any and Suzy are making a fruit salad. They’re talking about what they need. Listen to their conversation and tick the things they need.
Play the tape.
3. T: Any volunteers? Have a try. The rest of you can check the answers together.
If they can’t obtain correct information, play the tape again, pause if necessary.
4. T: Amy is making some notes of how to make a fruit salad. Read her notes and put the sentences in the correct order.
Play the tape again, ask ss to finish Part A2 on page 49.
5. Ask ss to read together and check answers.
Step 3 Listening
1. T: Amy wants to make a fruit salad. She’s asking Suzy for some tips. Please listen to their conversation and help Amy complete her notes in Part A3 on page 50.
2. Ask ss to read together and check answers.
B.Speak up
Step 4 Activities
1. Have a free talk.
What do you often have for lunch?
Do you like sandwiches for lunch?
Sandy and her mum are talking about what to eat for lunch.
2. Play the tape.
Are sandwiches quick and easy to make ?
What do they put on the bread?
Do they just need one piece of bread?
3. Play the tape and ask ss to repeat after the tape.
4. Work in pairs: Work in pairs. It’s your turn to make similar dialogues. Talk about what you can make for lunch. You can use Sandy and her mother’s conversation as a model.
Homework
1. Memorize words, phrases and sentences.
2. Recite Speak up.
3. Preview Study skills.
板书设计
教学反思
课 题
8A Unit 4 Study skills
课型
New
教学目标
1. To add un-,in-and im- to form a new word.
2. To use adjectives with un-,in-and im- to express negative meanings.
教学重点
1. To add un-,in-and im- to form a new word.
2. To use adjectives with un-,in-and im- to express negative meanings.
教学难点
As above
教学过程
教 师 内 容
备 课 札 记
Step 1 Presentation
1.Show some words on the blackboard
old-young easy-hard tall-short
rude/impolite-polite happy-unhappy kind-unkind
Now，we know they are prefixes.
2.Presentation
Say: With some adjectives, we can change the meaning by adding a prefix. Adding the prefixes “dis”, “im” “in” or “un” to an adjective will express the opposite meaning of the word. These prefixes mean “not” or “the opposite of”
e.g. Trainers are comfortable to wear.But small ones are uncomfortable.
If someone shows good manners to others, he is a polite person.
If someone does not show good manners to others, he is impolite.
Step 2 Practice
1.Tell the students that “un-”is not the only prefix. There are more prefixes like this. Invite the students to open their book and ask them to match the words on the left with their opposites on the right.
1.certain—uncertain
2.important—unimportant …
2. Show some sentences and fill in the blanks with prefixes.
Zhalong is a protected area. It isn’t allowed to hunt or fish there. It is incorrect to kill wild animals. (correct)
These trainers are comfortable to wear. But those are uncomfortable. (not comfortable).
If someone shows good manners to others, he is a polite person. If someone doesn’t show good manners to others, he is impolite. (not polite )
3.Try to pronounce the underlined words。
1.The boy in this picture is Jake .He often plays with his cat after school.
2.Tennis is Lily’s favorite sport .She likes playing tennis with her father.
3.What does she look like?
She looks slim.
4.The girl has a lot of bags in her hand.
She is shopping.
5.I am a student .I go to school by bus every day.
Step 3 Group work
用否定前缀的形容词造句。
(1)Water is very important to us.
(2) This chair is too small.
（3）I have never seen such heavy snow here.
（4）The restaurant is quite near here.
（5）I don’t like him because he is rude.
Step 4 Exercise
Try to finish the exercises on Page51 and check the answers.
usual-unusual possible-impossible
certain-uncertain tidy-untidy
写出下列词的反义词.
necessary--_________important--_________ happy--_________comfortable--_________ friendly--__________ common--_________
welcome--__________able--_________ well--__________popular--__________ true--__________ tidy--__________
板书设计
教学反思
课 题
8A Unit 4 Task
课型
New
教学目标
1. To cultivate textual awareness.
2. To learn how to keep a diary.
3. To write a diary about DIY.
教学重点
1. To learn how to keep a diary.
2. To write a diary about DIY.
教学难点
To cultivate textual awareness
教学过程
教 师 内 容
备 课 札 记
Step 1 Lead in
1.T: We’ve learnt a lot about Suzy’s cousin. He loves DIY very much. What happens every time he does DIY?
2.Present more questions,
(1) What happen to the cat when Suzy’s finished painting the whole living room blue?
(2) Could Suzy put the books on the shelf made by her cousin?
(3) Why did Suzy’s cousin feel unhappy when Suzy advised him to take a course in DIY?
(4) Is Suzy also weak at DIY?
3. T: We know Suzy is good at DIY. Her mother’s birthday is coming. Do you know what he decided to give her mother? Did she do some DIY?
Encourage ss to guess the possibility.
Step 2 Reading
1. T: Suzy made a birthday card at the weekend. Listen to her diary entry carefully and find the answers to these questions.
(1) Why didn’t Suzy make the card at home?
(Because she wanted to keep it secret.)
(2) Did Sandy help?
(Yes. Sandy helped her with the drawing.)
(3) How long did Suzy and Sandy spend making it?
(They spent two hours making it.)
(4) What mistakes did Suzy keep making when working on it?
(She kept spelling the words wrong because she was too excited.)
(5) What colour did she use for the roses?
(She coloured them red, blue and pink.)
(6) Did they make a mess in the house?
(Yes. There was paint on everything.)
2. Play the tape.
T: Open your books and turn to page 52, please. Let’s repeat after the tape sentence by sentence.
3. Ask ss to read the article paragraph by paragraph and think over the content of each paragraph.
4. Make ss understand the content of a diary.
Para 1: The reason why Suzy made a birthday card.
Para 2: How she made the card.
Para 3: What happened in the end.
Para 3: Suzy’s hope.
Step 3 Writing
1. Ask ss to turn to page 53, part B.
T: Write your own diary entry about one of the DIY jobs you did. Use the diary entry in Part A as a model and use the useful expressions on page 52 to help you. Look at the ideas in Part B. You can choose to write about one of them or use your own ideas.
2. Check the composition.
Comment on two of their articles.
3. Read the sample together.
Homework
1. Memorize words, phrases and sentences.
2. Read and recite the sample writing.
3. Finish relative exercises.
板书设计
教学反思
课 题
8A Unit 5 Welcome to this unit
课型
New
教学目标
1. To introduce the topic of the unit and help the students focus on ‘Wild animals’
2. To learn more about wild animals and express their preference.
教学重点
To learn how to say something about wild animals in English.
教学难点
To talk about their favourite animals.
教学过程
教 师 内 容
备 课 札 记
Step1.Warm-up
1.Create an interest in the issue of sharing the limited natural resources. Depending on the general interest of the class, choose one of the following situations:
A group of students are stranded on an island. There is not enough food available for everyone to survive.
Astronauts are stranded in space. They do not have enough oxygen for everyone to survive. 2 Make a list of people involved in the situation, a list of the resources available (e.g., food, oxygen, water, etc.) and a list of how long everyone is able to survive. Ss have to decide whether they stay alive together sharing what they have or they are going to occupy all the resources for their own survival.
3 Ss study the pictures and read the conversation first on their own, then in pairs. Ask two more able students to role-play the conversation.
Step2. Presentation
1). Open your books and turn to page 57 to look at part A. Finish the exercise. Can you name at least three other animals? What are they? Give the students more pictures of animals
2).Now task! make a survey
Have a discussion in groups. Every member should say some names of animals.
a. Each group choose a student as the group leader to write something your group get about the names of animals.
b. Have a show. And talk about the result of each group.
Step3. Listening
So much for the new words. Now, let’s listen to Hobo and Eddie twice. After you listen to them, please answer my questions,
Is Eddie willing to share the food with Hobo? (No.)
Step4. Reading
I want to know Hobo and Eddie better. Please help me. Listen again, then read the article by yourselves. Do some True or False exercises.
1).The food is very tasty. (T)
2).Hobo can live without food. (F)
3).Eddie often takes care of Hobo. (T)
4).There is enough food for Hobo and Eddie. (F)
Now please pay more attention to these two sentences.
If you eat my food, I won’t talk to you.
If I don’t have food, I will die.
Step5. Describing
In the story Hobo and Eddie need enough food but there isn’t, so they are poor. The word “poor” can describe an animal, can you find some other words to describe an animal? Now let’s play a game “Bingo”!
1).It is very clever. Its favorite food is banana.
2).It has a long, soft tail and lives in the trees. It can climb trees quickly.
3).It is the biggest animals on land. It can lift heavy things.
4).It looks like a large fish in warm sea. You can watch them jump in the zoo.
5).It’s like a bear, but it has black and white fur.
6).It looks like a cat and has yellow fur and black stripes.
7).It’s large and heavy with thick(厚)fur. It is very strong.
8).It lives in Australia and it has a long strong tail and has strong legs. There is a useful bag for its baby
Write the animal you like best and like least.
Step6 Writing
Step7 Homework
1.To recite the dialogue.
2. Finish the Workbook exercises and the exercise paper.
板书设计
教学反思
课 题
8A Unit 5 Reading (1)
课型
New
教学目标
1.To develop the ability to guess general meaning form context
2.To get to know the problems that the giant pandas are facing and then start to
think of way to protect the pandas
3.To remember and learn to use the new words.
教学重点
1.To learn about all the information about giant pandas from the text.
2.To get to know the importance of animal protecting
教学难点
To describe the giant pandas.
教学过程
教 师 内 容
备 课 札 记
STEP 1 Lead in
Get the students to talk about the animals once again. Play the guessing game. Write something about a kind of animal on pieces of paper. Invite some of the students to choose and read about the animal and the others try to guess what animal it is.
STEP 2 Presentation
‘hunter’, ‘survive’ and ‘reserve’
As students come to ‘giant pandas’, get the students to talk about whatever they know about giant pandas. As they mention there are few giant pandas now, teach the words ‘hunter’, ‘survive’ and ‘reserve’.
To arouse the students’ interest, get the students to guess how heavy giant pandas are at birth. The teacher can also give them some choices to choose from. (e.g. 2 jin, 500 grams, 100 grams and 1 kilogram)
STEP 3 Practice
Tell the students the right answer. (They may be amazed at the information.)
Say ‘I have some pictures here. They show how the baby grows into a giant panda. Can you put them into the right order?’
Show them the following pictures and ask them to put them into the right order
STEP 4 Presentation
Tell the students, ‘Millie has found a report about giant pandas. Let’s read it and learn more about the animal. But first let’s listen to the first part of the passage and answer the following questions.’
Who is Xi Wang? (A baby panda.)
How old was Xi Wang when the writer first saw her? (10 days old.)
What did Xi Wang look like? (A small white mouse.)
What does “Xi Wang” mean in English? (Hope.)
STEP 5 Getting to know about Xiwang
Say ‘So it’s really amazing that the baby panda is so small. Do you want to know how it grows into a giant panda? Let’s open your books and read the passage.’ Get the students to read the passage and fill in the following table.
THE GROWTH OF XIWANG (PARA. 1-PARA.3)
AGE
WEIGHT
FOOD
At birth (1 day old)
100 grams (100g)
her mother’s
milk
10 days old
like a little white mouse
4 months
10 kilograms (10kg)
8 months
35 kilograms (35kg)
Bamboo leaves
and shoots
12 months
/
20 months
/
TIME
WHAT HAPPENED TO XIWANG
At birth (1 day old)
be born
4 months
Start to go outside her home for the first time
6 months
/
8 months
Grow into a healthy young giant pandas
12 months
/
20 months
Have to look after her self
STEP 6 Finishing Part C
Get the students to finish Part C: the growth of Xi Wang. Look at the pictures and get the students to read the sentences here loudly. This will once again consolidate the students’ understanding of Xi Wang’s growth.
板书设计
教学反思
课 题
8A Unit 5 Reading (2)
课型
New
教学目标
1.To read the passage once again for more details
2.To read the passage again and figure our how the writer organize the passage
3.To read the passage and focus on the language points to improve the students’ fluency and accuracy talking about giant pandas
教学重点
To develop students’ responsibility towards the endangered animal
教学难点
To develop students’ responsibility towards the endangered animal
教学过程
教 师 内 容
备 课 札 记
STEP 1 Reading the passage aloud together
Get the students to read the passage aloud together. Invite them to finish the Part B, Check the answers. (This may offer the less able students another time to consolidate the new words.)
STEP 2 Finishing off Part E
Ask the students to finish off Part E, Page 62. Use this as a revision to help the students recall what they have learned last time.
STEP 3 Working out the answers
Get the students to read the passage together once again and then divide the class into groups of 4-5. Ask them to work out the answer to the following question ‘How many parts are there in the passage.’
Give the students enough time to talk about it. And then invite some of them to express their personal opinions. (Students should be encouraged to speak out what they think.)
Part I: The growth of Xi Wang(Line 1- Line 14) (weight and food)
Part II: Giant pandas are in danger?(Line 15- Line 29)
A: Why are they in danger?(Line 15-21)
B: How to protect them?(Line 22-Line 29)
STEP 4 Finishing the following exercises
Get the student to talk about Part I. Invite them to talk about the growth of Xi Wang by finishing the following exercises:
?When Xi Wang was born, she w________ just 100 grams.
?When she was only 10 days old, she l________ like a white mouse.
?When she was 4 months old, she w________ about 10 kilograms and s___________ to go outside her home.
?When she was 6 months old, she b________ to eat bamboo shoots and leaves.
When she was 12 months old, she g_________ into a healthy young giant panda and w__________ 35 kilograms.
?When she was 20 months old, she s_________ to look after herself.
Then get the students to analyze the sentences: the when-clauses in each sentence give us a past time, so the main clauses use Simple Past Tense. (Students may come to the conclusion through observation.) Then get the student to underline such sentences in the passage.
STEP 5 Finding them out
‘During the growth of Xi Wang, Xi Wang had many ‘first-times’ Can you find them out.’ Use the following exercises to help students.
1.She started _________(go) outside her home for the first time.
2.She began _________ (eat) bamboo shoots and leaves.
3.She started _________(look) after herself.
In this way, the teacher directs the students attention to the use of ‘to’-infinitives after ‘start’ and ‘begin’.
STEP 6 Rewriting sentences
Say ‘Sadly, it is very difficult for giant pandas to survive in the wild.’ and write the sentence on the board. Then try to rewrite the sentence into the following sentences. ‘It is dangerous for giant pandas to live on in the wild.’ ‘They are in danger.’
These are some very important sentence patterns in the passage. Also it is necessary for the teacher to point out that ‘live on’ has a similar meaning with ‘survive’. This may also help the students to understand that we can use ‘be dangerous’ or ‘be in danger’ to talk about a similar situation.
STEP 7Finding out that why they are in danger
Get the students to find out that why they are in danger. To make the task easier, the teacher can show the following before hand.
If hunters ______(catch) a giant panda, they _________ (kill) it for its fur.
If the farmers ______(cut) down trees and forests, giant pandas _____ (have) nowhere to live.
If people _____ (find) baby pandas alone, they _____(take) them away.
As a result, the students’ attention will be easily drawn to the use of ‘if’-clauses. Guide the students to focus on the tense of the subordinate- clauses and main clauses. (I think it is OK for some teachers to use ‘主将从现’ to make summary here. At least it may help the students to remember this phenomenon.)
Explain the phrases here ‘kill…for…’, ‘cut down’, ‘have nowhere to live’ ‘find sb. adj’ and ‘take…away’.
板书设计
教学反思
课 题
8A Unit 5 Grammar
课型
New
教学目标
Using may for possibility
Using verbs+to-infinitives
教学重点
Using may for possibility, Using verbs+to-infinitives
教学难点
Using may for possibility, Using verbs+to-infinitives
教学过程
教 师 内 容
备 课 札 记
Grammar Part A
Using may for possibility
STEP 1 Presentation
1. Review information about reading to lead in grammar A.
2. Show the picture of pandas and then the teacher says:
It’s difficult for giant pandas to live in the wild. They face serious problems.
What do you think may happen to pandas? Lead students to guess：
Ss: they may not have a place to live or food to eat.
They may disappear from the earth.
Hunters may catch them.
Teacher sums up：Yes, you’re right.
Write the sentences including may on the blackboard.
3. Teacher ask students：What will happen to giant pandas if we do nothing?
Students answer：Soon there may be none left.write the answer on the blackboard, mark the underlined part with colorful chalk and tell students： We use may to say that something is possible.
STEP 2 Activities
1. Present the following five sentences, encourage students to think what may happen in the situation in groups of four. Use may to make the second half of each sentence. Choose some students to report the results, accept any reasonable answer.
（1）We need to protect pandas.
(2) It is raining.
(3) I will be very busy tomorrow.
(4) Watch this DVD.
(5) We will be happy to see you.
2. Let students complete the exercises in page 61, encourage students to ask and answer in pairs. Check the answers.
STEP 3 Practice
朗读下面的句子,然后译成汉语,并试着说出may的用法。
1.Wild animals may become dishes on the table any time.
2.I may die without them.
3.If we do nothing , soon there may be none left.
4.The bamboo forests are becoming smaller and smaller .As
a result, pandas may not have a place to live or food to eat.
STEP 4 Presentation
Grammar Part B
Using verbs to-infinitives
1. Lead in to-infinitives by asking some questions.
（1）When did Xi Wang start to go outside for the first time? （At four months old）
（2）When Xi Wang was six months old ,what did she begin to eat?（Bamboo）
(3)What?did?Xi?Wang?learn?to?do?when?she?was?20?months?old? (She?learnt?to?look?after?herself?)
2.?Write start?to?go?outside
begin?to?eat?bamboo?、?learn?to?look?after?herself on the blackboard，present the structure of infinitive.
STEP 5 Practice
1.?Teacher lead students to discuss some questions that they may meet when they are planning to go out for a trip, such as: （1）Who?do?you?plan?to?go?out?with? （2）Where?do?you?want?to?visit? （3）What?do?you?want?to?take? （4）How?do?you?plan?to?get?there? （5）What?do?you?hope?to?do?there? 2.?Teacher writes the questions above on the blackboard; let the students try to answer.
（1）I?plan?to?go?out?with?my?friend?Peter. （2）I?want?to?visit?the?UK. （3）I?decide?to?take?a?camera. （4）I?choose?to?get?there?by?plane. （5）I?would like?to?visit?some?places?of?interest.
板书设计
教学反思
课 题
8A Unit 5 Integrated skills
课型
New
教学目标
To identify specific characteristics, appearance, abilities, eating habits and danger in the context of animals
To develop students’ ability to infer meaning from context and key words
To learn more about the endangered animals
教学重点
To listen and develop the ability to extract information in order to complete two fact sheets
教学难点
To listen and develop the ability to extract information in order to complete two fact sheets
教学过程
教 师 内 容
备 课 札 记
STEP 1 Showing the pictures of tigers and wolves
As we have learned a lot about animals in the unit, in this part we can directly come to the two animals we are going to talk about. Show the pictures of tigers and wolves one by one and encourage the students to speak out what they know about them.
STEP 2 Listening and completing
Get the students to listen and complete the fact sheets.
Appearance: the largest living cat (look like a cat), big and
strong, bright eyes, yellow fur with black stripes.
Ability: can run fast, good at hunting other animals for food,
Character: usually they live alone, (if they have babies) live as a family
until baby tigers are 2-3 years old.
Food: hunt other animal for food
Dangers: Hunters hunt them for their fur (to make clothes etc.) and bones
(to make medicine)
Appearance: dog-like, not very big, gray fur (about 5-6 cm long)
Ability: very good eyesight, hearing and smell
Character: be friendly toward/ to each other, work as a team to hunt,
never attack people, do not kill for fun
Food: animal, insects, snails, vegetables
Danger: loss of living areas, no home (have nowhere to live) , no food
(have nothing to eat)
STEP 3 Explaining the bold-faced words and expression
Explain the bold-faced words and expressions above to the students. Pay special attention to: ‘yellow fur with black stripes’, ‘live alone’ ‘hunt…for…’ and ‘loss of the living areas’. It is important because students may need these to write or talk about tigers, wolves as well as other animals.
STEP 4 Talking about the two animals
Get the students to talk about the two animals looking at the two facts sheets. Encourage them students to start like this.
Tigers are the largest living cat in the world…..
Wolves are dog-like animals. They are not very big…..
STEP 5 Completing the letter in Part A2
Get the students to complete the letter in Part A2.
First, let the students complete the passage by themselves.
Then, get the students to check the answers in pairs.
Afterwards, check the answers in class. The teacher can get two students to read out the facts about tigers and wolves, while the others correcting their answers.
Finally, get the students to read the passage aloud.
STEP 6 Underlining the important phrases
Invite the students to underline the important phrases by themselves. Explain some of the most important ones, like ’write to sb. about doing sth.’ and ‘made sth from sth.’.
Show the students some pictures of the animals we have leaned. Encourage them to talk about the animals. They can talk about their appearance, ability, character, food and danger.
Encourage them to ask more people to help protect the animals.
板书设计
教学反思
课 题
8A Unit 5 Study skills
课型
New
教学目标
To learn the suffixes “-ness, -ing, -ion”
教学重点
To learn the suffixes “-ness, -ing, -ion”
教学难点
To learn the suffixes “-ness, -ing, -ion”
教学过程
教 师 内 容
备 课 札 记
Step 1 Lead-in
Lead in
Revise Reading: We all know pandas like eating bamboo. But when they are born, what do they eat?
Ss: In the beginning, they drink their mother’s milk. At six months old, they begin to eat bamboo.
Bb: begin+ning-----beginning
Step 2 Presentation
Brainstorm: Let the Ss say out words like this:
Feel+ing---feeling, mee+ing---meeting, shop+ping---shopping, swim+ming---swimming
camping, jogging, skating, reading, cleaning, skiing, sleeping
You see, we can change some verbs into nouns by adding the suffix –ing.
Sometimes we can change adjectives into nouns by adding the suffix –ing. ill+ness---illness, kind+ness---kindness, busy+ness---business
Happiness,
act---ion, invitation, invention, translation, organization
Step 3 Practice
1. Do Exs P65 A: Change the following verbs andadjectives into nouns.
Change the following verbs adjectives into nouns by adding the suffixes.
If you don’t know the word, you may use a dictionary.
2.Choose some Ss to come to the front of the classroom
and write their answers on the board. Ensure that all the words are spelled correctly. Ask Ss to check their ownwork.
3.Check answers in the groups first.
Step 4 Practice
Explain the context of Part B. Remind less able Ss that they will have to change some, but not all.
Write the answers on the board so Ss can check their spelling. Read aloud the passage.
3. Now I’m going to show you some verbs and adjectives. Please say their nouns, and then spell the nouns.
Step 5 Exercises
用所给单词的适当形式填空
1. We’ll never forget your (kind) to us.
2. I want to tell my best friend about Chinese. New Year’s (celebrate).
3. The food smells terrible. I have the same (feel).
4. We will have a parents’ (meet) this weekend.
5. The (collect) of these stamps took ten years.
6. I didn’t go to school yesterday because of my _____（ill）
板书设计
教学反思
课 题
8A Unit 5 Task
课型
New
教学目标
To learn to organize and present factual information in a report
教学重点
To learn to express one’s own opinion about animals in danger
教学难点
To learn to express one’s own opinion about animals in danger
教学过程
教 师 内 容
备 课 札 记
STEP 1 Introducing our animals
Introduce our friends---animals.
Get 2-3 students to introduce the animals we have already learned.
STEP 2 Describing the animals
Describing the animals. Show more pictures of different kinds of animals and invite the students to describe them (Mainly about appearance, encourage the students to include as much information as possible.).
STEP 3 Showing a picture of a giant panda
1. Show a picture of a giant panda. Get students to describe it. Get the students to talk about baby giant pandas, too. Ask the students two questions:
1. How many babies do mother giant pandas have at a time?
2. How many giant pandas are there in the world now?Get the students to guess and at the same time write their guesses on the board.
2. Play the tape for the students to find the answers to the two questions. Check the answers. Praise the students who get the closer answer.
3. Completing the following table
Say ‘ Pandas are in danger. Let’s get to know more about them and try to help.’ Invite the students to read the report on Page 71 and try to complete the following table.
STEP 4 Practice
the students to use the first person to talk about the animals. Tell them to talk about the five aspects: appearance, ability, character, food and danger. )
PANDAS ARE IN DANGER!
Appearance
beautiful black and white;
look like a bear/a white mouse(be born)
Character
quiet and peaceful
Lifestyle
eat bamboo shoots and leaves; never eat meat/drink mum’s milk; have one or two babies at a time
Dangers
Farmers keep taking their land; have nowhere to live;
hunters hunt them for their fur
Actions
write to newspapers and magazines;
let more people know about the problems;
ask people to do something to help
STEP 5 Discussion
1. Show the students a picture of a bear
Get the students to describe it, before they open their books to read about it. Encourage the students to talk as much as possible about it (appearance, ability, character, food and danger).
2. Show the students the following table. And ask them to complete it by reading the table.
BEARS ARE IN DAGER
Appearance
big and strong; small eyes/black or brown, fur/sharp paws
Character
like to move around in the daytime; seldom hurt people
Ability
can walk upright; good at swimming and climbing trees
Danger
hunters hunt them for their fur and paws; no bears in the world
STEP 6 Completing the report
1. Invite the students to complete the report about the bears. Then get the students to check the answers in pairs. Then check it in class.
2. Get the students to read aloud the passage.
板书设计
教学反思
课 题
8A Unit 5 Self-assessment
课型
Revision
教学目标
对单元知识内容进行自我评估
教学重点
对单元知识内容进行自我评估
教学难点
对单元知识内容进行自我评估
教学过程
教 师 内 容
备 课 札 记
Step I Revision of reading
Retell the story of Xiwang
1 day：weighed just 100 grams
10 days: looked like a white mouse
4 months：weighed about 10 kilograms, started to go outside her home
6 months：started to eat bamboo shoots and leaves
12 months：was not a small baby any more, grew into a healthy young giant panda, weighed about 35 kilograms
20 months：had to look after herself
Step 2 Language points
1……的故事 the story of…
2开始外出start to go outside (start to do=begin to do)
3首次for the first time
4长成grow into
5一天长达14小时 up to 14 hours a day
6照顾自己look after oneself=take care of oneself
7在野外in the wild
8将来 in the future
9砍伐树木和森林cut down trees and forests
10为了皮毛而屠杀它 kill it for its fur
11无处可住have nowhere to live
12两整天for 2 whole days
13独自on one's own=by oneself=alone
14拿走……take … away
15在危险之中be in danger
16采取行动take action(s)
采取行动来保护大熊猫take action(s) to protect giant pandas
17鼓励某人做某事encourage sb. to do sth
18不做任何事情do nothing
19在世界上in the world
20 看起来像一只小白鼠look like a white mouse
------看起来像小白鼠 look like white mice
21 不再not…any more=no more
22 不得不have to
23 因为because of
24 一开始 at the very beginning
25 四个月大时 at four months old
Step 3 Sentence revision
1 She looked like a white mouse.
look like……看起来像……sound like…… 听起来像……
taste like…品尝起来像…… smell like……闻起来像……
1）这首歌听起来像流行歌曲。
The song _____sound like_______ a pop song.
2）那些食物尝起来像月饼。
The food _____taste like_____ mooncakes.
2. Sadly, it is very difficult for giant pandas to survive in the wild, usually because of people.
It is + adj. + for sb. + to do sth. 对于某人而言做某事怎么样。
1) 对于他们来说单独完成这项工作是困难的。
It is ___difficult____ for them __to_ _____do_____ the work by themselves.
2）对于学生而言每天按时完成作业是必要的。
It is ____necessary____ __for_ ____students_____ __to_ ___finish____ ____homework___on time every day.
3. Mothers often leave baby pandas for two whole days on their own. on one’s own = alone =by oneself
e.g. 我们不得不独自回家。
We have to go home _on our own/by ourselves/_
4. When Xi Wang was born，she weighed just 100 grams．
5. Xi Wang drank her mother’s milk for up to 14 hours a day．
6. If hunters catch a giant panda，they will kill it for its fur.
Step 4 : Writing
近几年,人们越来越喜欢穿毛皮服装.请以Protecting Wild Animals为题,给时尚(Fashion)杂志写一篇文章,呼吁人们停止穿这种衣服,给动物一个生存的空间,并用行动来保护动物.
板书设计
教学反思
课 题
8A Unit 6 Welcome to this unit
课型
New
教学目标
To learn the common names of birds
To talk about birds on two aspects: characteristics and appearance.
To arouse the students’ interest in birds in the wild
教学重点
To learn the common names of birds
教学难点
To talk about birds on two aspects: characteristics and appearance.
教学过程
教 师 内 容
备 课 札 记
Step 1 Presentation
Talking about birds
Show the pictures of different kinds of birds and talk about them focusing on what’s special about the birds.
Learn the new words (Revise some old words at the same time, like wing/ feather/ beak)
Do Part A on Page75.
Step 2. Practice
Show the pictures together and then get the students to give their names. Make sure all the students can read the names correctly.
Play a game: reading and guessing (guess what bird it is.)
e.g. I live in wetland. I am very tall. I have long beak, long neck and long legs. I have black and white feathers. Who am I? (a crane)
Ask the students
Which is your favorite bird? Why?
Practice Part B on Page75 in pairs
Step 3. Production
Make up new conversations using Part B as a model and act them out.
Step 4. Presentation
Say: We love birds. Eddie loves birds, too. Listen to the tape and find the answers to the following questions.
1) What is Eddie going to do?
2) Does he really love birds?
3) What kind of birds does he like best?
2.Practice reading in pairs and try to act it out.
Step 5. Production
Choose a kind of birds and describe its appearance using the new words.
Do some exercises.
1) I hope to go ____________ (birdwatch) someday.
2) Among all the birds, I like cranes _______ (good).
3) How many _____ (type) of tigers are there in the world?
4) The other ________ (wing) of the bird was hurt.
Step6 Homework
Write a short passage about your favorite bird (5-6sentences) .
板书设计
教学反思
课 题
8A Unit 6 Reading (1)
课型
New
教学目标
To develop the ability to infer the general meaning from title and context.
To reinforce students ability to skim text for overall meaning and scan for details.
To encourage the students to join Birdwatching Club.
教学重点
To develop the ability to infer the general meaning from title and context.
教学难点
To reinforce students ability to skim text for overall meaning and scan for details
教学过程
教 师 内 容
备 课 札 记
Step 1: Presentation
Ask the students to talk about their favourite birds.
A: Which bird do you like best?
B: I like the …best.
A: Why?
B: Because…
2. 教师通过提问，引出生词及课题：
①Do you like the red-crowned cranes? Why?
②Are there many red-crowned cranes in China now?
(No, there are not many red-crowned cranes in China, they are rare and endangered.)
③Where do they live?(They live in Zhalong——A special place.) It is a nature reserve.
3.Finish part B1 on page 78
Step 2: Fast reading
Listen to the tape and finish part C1 on page 79
Read the article by yourselves and divide it into two parts
Part1 Something about Zhalong
Part2 Different people’s thoughts(想法) and actions（行为）
Step 3：Further reading
Listen to part 1 again and answer the following questions
(1)Where is Zhalong?
(2)What is Zhalong?
(3)Why is Zhalong an ideal home for wildlife?
(4) How long do the birds live in Zhalong every year?
(5) Why can many birds live comfortably in Zhalong?
2. Retell part 1 according to the keywords on the blackboard.
3. Read part2 by yourselves and finish the table.
people
thoughts and actions
some people
the Chinese government
a lot of tourists
members of the Birdwatching Club
①
②
③
④
⑤
many people
4. Retell part 2 according to the keywords in the table.
Step 4. Practice
Discussion:We know there are fewer and fewer birds in the world ,then how can we protect the birds? Give your useful advice.
Step 5 Homework:
1.Recite the new words and recite the passage about red-crowned cranes.
2. Do B2 on Page 78 and C2 on Page 79.
板书设计
教学反思
课 题
8A Unit 6 Reading (2)
课型
New
教学目标
1. To get more detailed information about Zhalong Nature Reserve.
2. To analyze the sentences for the students to get a better understanding.
3. To make sure the students know the importance of wetlands and nature reserves
教学重点
To get more detailed information about Zhalong Nature Reserve.
教学难点
To analyze the sentences for the students to get a better understanding.
教学过程
教 师 内 容
备 课 札 记
Step 1 Revision
1. Answer some questions about Zhalong?
(1)Where is Zhalong?
(2) Is Zhalong Nature Reserve a good place for wildlife? Why?
(3)Are there many red-crowned cranes in the world? Why?
(4)Why are more and more birds in danger?
(5)What actions should we take to protect the wildlife?
Step 2 Language points.
1. in north-east China = in the north-east of China
西北 ___________ 东南 _____________ 西南 __________
观察下面两句话：
China is in the east of Asia and to the north of Australia.
总结：“in”表示 ____________ “to”表示 _________________
2. one of the world’s most important wetlands
= one of the most important wetlands in the world
One of + _______________, 整体表示 ____________.
e.g.: I think diving is one of _______ (危险的) _________ (活动).
3. provide sth for sb = provide sb with sth 为某人提供某物
e.g.:( ) China ____ a lot of food ___ Iraq during the war(战争).?
provides , for B. provides , with
C. provided , for D. provided , with
同义句：______________________________________________
这本书将向你提供更多的信息(两种)。
______________________________________________________
4. change (1) n. 变化
You will see many changes in the village.
你会看见村里发生的许多变化。
(2) n. 找头；（找回的）零钱
Here is your change. 这是你的找头。
(3) v. 改变； 变化 In autumn the leaves change from green to brown. 秋天树叶由绿变黄。
5. danger 词性 ____, 意思是 __________?。
in danger (处在危险中) out of danger ?(脱离危险)??
endangered 词性 _____, 意思是 __________
dangerous??词性 _____, 意思是 ___________
e.g.:① If you are in the forest alone, you will be _______ because there are many _________ animals in the forest.
② We should take actions to ____ (保护) the _________ birds.
③ Keep calm before ___________.
6. living , alive 区别：两个词都是形容词，但是有一定的区别
???★?living 意为“活的”，可以放在n 前作前置定语，也可以作表语，做表语时可与alive 互换。
alive 意为“活着的”，不可以做前置定语，可以做表语。
e.g.: The old woman bought some _________ fish.
We find the bird is still __________.
居住空间 __________ 活羊 ____________________
7. important, 词性________, 意思是_____________
Importance, 词性 _________, 意思是____________
…的重要性 __________________________
e.g. English is as __________ as Maths, but many students don’t understand the __________ of it.
8. make space for 表示“为…让出空间，给…腾出地方”
其中space为不可数名词，表示“空间、余地”。make space for 可以用make room for 替换。space 也可以表示“宇宙、太空”，in space指“在太空”，space前通常不用冠词。
e.g. When the old man got on the bus, many people ____________________(为他让出空间).
It is great fun to travel in space. 在太空中旅行很有趣。
9.stay (1) n. 逗留、停留 We made a short stay in Beijing last week. 上个月我们在北京作了短暂逗留。
(2) v. 待、留
He often ______ at home in the evening. 晚上他经常呆在家里。
(3)v. 保持
We must exercise more to stay healthy.
我们必须多锻炼以保持身体健康。
板书设计
教学反思
课 题
8A Unit 6 Grammar
课型
New
教学目标
To make sure the students understand the use of to-infinitives for purpose.
To be able to use verbs + objects + to-infinitives to make sentences.
教学重点
To make sure the students understand the use of to-infinitives for purpose.
教学难点
To be able to use verbs + objects + to-infinitives to make sentences.
教学过程
教 师 内 容
备 课 札 记
Step1 Presentation
Translation
1.他来上海拜访他的朋友。
2.政府应该立法来保护野生生物。
3.为了省钱，她每天回家吃午饭。
4.为了赢得下个月的比赛，他们每天刻苦训练。
Use these sentences to give the students some examples about to-infinitives for purpose.
Step 2 Introduce the uses of to-infinitives for purpose
We can use to-infinitives to express purpose.
e.g. I often go to the market to watch birds.
Now the Chinese government has made laws to prevent all these things.
We can also use in order to to express purposes. This is more formal than to-infinitives.
e.g. Some people want to make the wetlands smaller in order to have more space for farms and buildings.
Take a notebook with you in order to write down what you see.
Step 3 Exercises
Match the first parts of the sentences on the left with the second parts on the right.Write the correct letters in the blanks.(Page 73)
More exercises
我呆在那儿看看会发生什么。
(I stayed there to /in order to see what would happen.)
为了不忘记，他记下了我的电话号码。
(He wrote down my telephone number in order not to forget it.)
为了赶上早班车，今天早上我很早就起床了。
(In order to catch the early bus, I got up early this morning.)
Step 4 Using verbs + objects + to-infinitives
1 We can use some verbs with objects and to-infinitives.
e.g. We are now inviting them to help us.
We need more people to count and describe the birds.
2 We add not before to-infinitives to express a negative meaning.
e.g. We ask people not to catch birds for any reason.
3 Pay attention to these words:
We often use these verbs in this structure.
advise ask cause encourage get help invite
order teach tell
4 Special words
We can use some verbs in this structure with infinitives without to.
make or let + object + infinitive without to
Max tells funny jokes and often makes me laugh.
Mr Wu agreed to let me join their school trip.
see or hear + object + infinitive without to
She saw a baby panda drink her mother's milk.
Millie and Amy heard someone sing in the park.
help + object + infinitive without to
This will help people (to) understand the importance of the wetlands.
Step 5 Exercises
1.Complete the sentences with the correct forms of the verbs in brackets. Ss’ books Page 74)
2. More exercises
我父亲经常鼓励我问老师问题。
(My father often encourages me to ask the teacher questions.)
李老师教我们打篮球两年了。
(Mr Li has taught us to play basketball for two years.)
语文老师让我们抄写这篇文章两遍。
(The Chinese teacher made us copy the article twice.)
为了及时到达那儿，他们很早就动身了。
(In order to get there in time, they set off early.)
为了通过期末考试，我们必须更努力学习。
(We must study harder in order to pass the final exams.)
Step 6 Homework
Recite the related phrases with to-infinitives.
板书设计
教学反思
课 题
8A Unit 6 Intergrated skills
课型
New
教学目标
To listen to tape for details in order to extract factual information.
To do a quiz before listening may help the students to focus on the information they are trying to get.
教学重点
To listen to tape for details in order to extract factual information.
教学难点
To understand the information obtained from listening and know how to response to it by writing a report.
教学过程
教 师 内 容
备 课 札 记
Step 1 Lead-in
1.Show a map of nature reserves in China in order to present Yancheng Nature Reserve.
2.Introduce Yancheng Nature Reserve to the students.
Step 2 New lesson
1.Read the quiz on page 75 and help Daniel choose the correct answer to each question.
2.Listen to the first part of a radio programme. Check whether
you chose the correct answers .
The teacher can play the tape for more times according to the levels of the students.
3.Listen to the whole radio programme and help him complete the report.
Step 3 Presentation
T: I want to go birdwatching with friends in Yancheng Nature Reserve.Can you give us some advice before we go?
Give the students some time to think over then give the advice.
Step 4 Speak up
1 Listen to the conversation and answer this question:
What advice does Sandy give to Daniel?
2 Read the conversation and answer more questions:
What is the use of a pair of binoculars ?
(It helps people see more clearly.)
Why should Daniel take a notebook with him?
(He can write down what he sees.)
How many pieces of advice does Sandy give? (Three.)
Step 5 Practice
Work in pairs and ask for advice on an activity.
Step 6 Language points
cover n. 封面(C),庇护所 (U) v. 覆盖，包括
e.g. 湿地为野生生物提供庇护所。
The wetlands provide cover for wildlife.
我们学校占地面积为3000平方米。
Our school covers an area of 3000 square metres.
把你的名字写在书的封面上。
Write your name on the cover of your book.
Step 7 Exercises
1.盐城自然保护区是很多野生生物的家园。
(Yancheng Nature Reserve is home to lots of wildlife.)
2.这个建筑物的面积有1000平方米。
(The building covers an area of 1000 square metres.)
(The building is 1000 square metres in area.)
3.公园是放风筝最完美的地方。
(Parks are perfect places to fly kites.)
Step 8 Homework
Write a letter to your friend to ask for information before going birdwatching.
板书设计
教学反思
课 题
8A Unit 6 Study skills
课型
New
教学目标
To understand the meaning of the suffixes.
To know how to form nouns for people by adding the suffixes.
教学重点
To know how to form nouns for people by adding the suffixes.
教学难点
To know how to form nouns for people by adding the suffixes.
教学过程
教 师 内 容
备 课 札 记
Step 1 Revision
用所给词的适当形式填空。
1. The government had better _____ (take) action ______(prevent) air pollution.
2.Binoculars can help you see _________(clear).
3.It takes hours_____________ (watch) the birds.
4.Take a pair of sunglasses with you ________________(protect) your eyes.
5.The gym is about 500 square metres in _________(area).
6.Many ______(visit) come to Yancheng Nature Reserve to go birdwatching every year.
7.There are ________(speak) in each corner of the hall.
8.Yi Jianlian is my favourite basketball _________(play).
9.Einstein was one of the greatest _______(science) in history.
Step 2 Explanation
Explain the meaning of suffixes. Tell the students that we can add -er, -or and -ist to some words to form nouns for people.
Step 3 Practice
Finish the exercises on Page 77 and check the answers with
the students together.
Step 4 Language points
1.make beautiful sounds 发出优美的声音
2.at bird shows 在鸟展上
3.birds in the pictures 画里的鸟
4. include birds in their poems 把鸟写进他们的诗里
5. part of our lives 我们生活的一部分
Step 5 Exercises
Step 6 Homework
Revise how to form nouns for people by adding -er, -or and -ist.
板书设计
教学反思
课 题
8A Unit 6 Self-assessment
课型
New
教学目标
To fill in form beforehand.
To use the knowledge they have learned in the former parts.
To organize the information into an invitation letter.
教学重点
To use the knowledge they have learned in the former parts.
教学难点
To organize the information into an invitation letter.
教学过程
教 师 内 容
备 课 札 记
Step 1 Warm-up
How can we be a member of the club?
You should finish three tasks if you want to be a member of the Birdwatching Club.
Step 2 Task
Task 1: Complete the application form
Complete the application form with your own information.
Task two: Study Amy’s letter.
1.Listen and answer:
(1) Why does Amy write the letter?
(Because she would like to join the Birdwatching Club.)
(2) What is Amy's favourite subject? (Biology.)
(3) When can Amy take part in the activities?
(From 2 p.m. to 5 p.m. on Sundays.)
(4) How can we contact Amy?
(We can give her a call or email her.)
Match the Para with the main idea.
Present the content by PowerPoint.
Step 3 Language points
1. introduce myself 介绍我自己
2. be interested in 对……感兴趣
3. learn about 学习
4. different kinds of plants 各种各样的植物
5. become a member of 成为……的一员
6. natural world 自然界
7. take part in 参加
8. know more about 更了解……
9. call sb. on + (phone number) 拨打（电话号码）找某人
10. email sb. at +(email address)按照（邮件地址）发邮件给某人
11. I think it is important for me to do something to protect them.
It is + adj. + for sb. to do sth. 表示对某人来说做某事怎么样
e.g. 对我来说，解决这道数学题很容易。
It's easy for me to work out the math problem.
孩子们在那条河里游泳是危险的。
It is dangerous for children to swim in that river.
Step 4 Task
Task three: Try to write an application letter
写作指导：
在构思这封信时, 你可以从以下几个方面入手：
1) 确定申请信的格式；
2) 说明自己的写信意图；
3) 简单介绍一下自己的情况，包括年级、兴趣、爱好等；
4) 说明自己要加入这个俱乐部的原因；
5)交代清楚自己的联系方式。
1) Write your own application letter. Use Amy's letter as a model.
2) Offer some useful expressions:
I am a student at ... and I am in Grade...
My favourite subject(s) is/ are...
I am very interested in ...
I would like to be a member of / join ...
I think it is important for me to ...
I can take part in activities from ... to ...
I will be very happy if I can become a member of ...
You can call me on ... or email me at ...
Step 5 Homework
1.Write an appliciation form.
2.Remember the useful vocabulary and phrases.
3.Finish the workbook.
板书设计
教学反思
课 题
8A Unit 6 Task
课型
New
教学目标
对单元知识内容进行自我评估
教学重点
对单元知识内容进行自我评估
教学难点
对单元知识内容进行自我评估
教学过程
教 师 内 容
备 课 札 记
Step1:Revision
Ask several Ss to retell the different part of the passage.
Step2:Practice
翻译词组：
去观鸟____________________
在市场上__________________________
灰白色羽毛_______________________
4、燕尾__________________________
5、金雕_________________________
6、彩色羽毛__________________________
7、自然保护区______________________
8、在中国东北部_____________________
9、为野生动物提供食物和栖息地________________
10、理想的家园______________________
11、一年到头________________________
12、短暂的停留________________________
13、捕鱼为食_________________________
14、一个重要的居住区______________________
15、珍稀的丹顶鹤_____________________
16、为农田和建筑物让出更多的空间_________________
17、越来越少的空间_____________________
18、濒危的鸟类__________________________
19、进行鸟类统计_______________________
20、邀请某人做某事______________________
了解…的重要性_________________________
22、使某人做某事_____________________
23、在数量上的改变________________________
24、不同种类的鸟_____________________
25、积极的采取行动保护野生动物___________________
句子翻译：
扎龙是世界最重要的湿地之一。
许多鸟一年到头都舒适的住在扎龙自然保护区，然后有一些只在那儿作短暂的停留。
自然保护区给野生动物提供了食物和栖息场所。
对于不同种类的植物、鱼类和鸟类来说，这是个理想的家园。
一些人想该百年湿地，为农田和房屋让出更多的空间。
这意味着野生动物的生存空间将越来越少。
中国政府想要保护这些濒临灭绝的鸟类。
我们正在研究不同种类的鸟类在数量上的变化。
我们需要更多的人来帮助我们清点鸟类并做些事去帮助鸟类。
10、我们希望这个信息会帮助他们理解湿地的重要性并使他们积极的采取行动保护野生动物。
Step 3 Check the answers and give Ss some minutes to learn them by heart and dictate them.
板书设计
教学反思
课 题
8A Unit 7 Welcome to this unit
课型
New
教学目标
1. To revise vocabulary and expressions to describe seasons
2. To guess meaning from context
3. Talk about your favourite seasons
4.To master different ways of talking about weather
教学重点
Talk about your favourite seasons
教学难点
To master different ways of talking about weather
教学过程
教 师 内 容
备 课 札 记
Step 1 Presentation
Teach the new words such as sunny, cloudy ,windy and so on with the help of media
Ask questions:
What’s the weather like today?
It’s sunnycloudywindy……
Present our students a picture of the rain. Look, It’s raining . The ground is all wet. It’s rainy.
Look, It’s snowing heavily. The ground is all white. It’s snowy.
Look! There is a lot of fog. We can’t see anything clearly. It’s foggy.
Step2 Practice
Do the game one by one.
What’s the weather like?
It’s sunny.
Now let’s play a game. The first student in each group will show the second student a weather card and ask him or her the question What’s the weather like? The second student will answer the question and then ask the third one the same question. The team which finishes first and does the best will win the game.
Step3 Presentation
What’s the weather like in spring?
It’s the windy and rainy. It’s the best time for trees and flowers to grow. It’s the best time to fly kites.
What’s the weather like in summer? It’s sunny and hot. It’s the best time to go swimming.
What’s the weather like in autumn? It’s sunny and cool. It’s the best time to plan a day out.
What’s the weather like in winter? It’s cold and snowy. It’s the best time to play with snow.
Now let’s listen to a conversation and then answer some questions.
1．Which season does Simon like best? Why?
2．Which season does Amy like best? Why?
Step4 Practice
Now work in groups of four and make a similar conversation.
Comic strip
Step1 Presentation
Winter is coming. Eddie feels very cold. What does he want to do? Now let’s listen to the conversation between Eddie and Hobo, and then find out the answer. He wants Hobo to bring him clothes.
Does Eddie look cool with the clothes? Hobo thinks he’ll look cool and feel cool with nothing on.
Step2 Drills
Listen to the tape and repeat after it. Pay attention to the pronunciation and intonation.
These two teams will read Eddie’s part and these two will read Eddie’s part and these two will read Hobo’s part.
Step3 Display
Work in pairs and read the conversation between Eddie and Hobo. You can add your ideas.
Step 4 Homework
Find more information about wild animals and finish the exercises.
板书设计
教学反思
课 题
8A Unit 7 Reading (1)
课型
New
教学目标
1. To guess general meanings from keywords and context
2. To skim text for overall meanings and scan for details
教学重点
To identify specific information about different people form the poem
教学难点
To use words to describe the change of the four seasons
教学过程
教 师 内 容
备 课 札 记
Step 1 Revision.
What’s your favourite season? Why? I like winter . It often snows in winter. It’s the best time to play with snow.
Step 2 Presentation
1.T: Spring is the best season of the year. It’s warm and windy. It’s the best time to fly kites. Bees and butterflies play among flowers.
2.If the rain comes, they hide from the April showers.
3.Summer is hot ,but we can enjoy a long summer holiday. What can we do in summer? We can go swimming. We can eat an ice cream. There are also quiet streams, trees and shade. I like chatting or reading in the middle of the day. The temperature rises quickly at that time.
4.What colour are the leaves? They are yellow, red, golden and brown. In autumn, the leaves turn brown. they fall into piles upon the ground. It’s the best time for farmers to harvest crops.
5.As the days are shorter and the temperature drops, winter is coming.It’s cold in winter. Sometimes it’s snowy. the ground is covered with snow. Birds fly far away.
Step3 Drills
Now please open your books and turn to page 83.Look at Part B2.We are going to listen to the poem. Write down the correct seasons in the blanks. Then match each season with the description in the poem.
1．It’s spring. what a perfect time to fly a kite! Bees and butterflies play among flowers.
2 It’s autumn. Brown leaves fall on the ground. Farmers harvest crops.
3．It’s winter. Winter days are full of snow. Birds fly far away.
4 It’s summer. There are quiet streams, trees and shade. We can eat ice cream.
Step 4 Practice
1．What can we see in winter
2．Can trees and flowers grow in winter?
3．Why do the birds fly far away?
4．What can we do in spring?
5．what do bees and butterflies do in sping?
6．What can we do in summer?
7．where can we often play in summer?
8. Where can we see piles of autumn leaves?
9．What are the farmers busy doing in autumn?
Read the poem again and find the rhyming words.
Read the poem again ,and then discuss and find the sentences in which the writer uses personification.
Step 5 Activities
Please repeat the poem after the tape.Pay attention to your pronunciation and intonation.
Please read the poem together and express your feelings about each season.
I’m going to divide you into four groups.Each group will read one of the seasons.
Step6 Homework
1. Read the text correctly and fluently.
2. Do the exercises.
3. Retell the passage.
板书设计
教学反思
课 题
8A Unit 7 Reading 2
课型
New
教学目标
1. To revise vocabulary and expressions to describe seasons
2. To guess meaning from context
3. To learn how to describe the weather.
4.To learn some useful expressions and use them in different context
教学重点
To learn how to describe the weather.
教学难点
To learn some useful expressions and use them in different context
教学过程
教 师 内 容
备 课 札 记
Step 1 Revision
T: We have learnt some words to describe the seasons. can you describe each season with the words in the poem.
introduce your favourite season to us? Others please guess which season it is?
Ask 3-4 Ss to read their articles.
Step 2 Some more exercises
1．What can we see in winter
2．Can trees and flowers grow in winter?
3．Why do the birds fly far away?
4．What can we do in spring?
5．what do bees and butterflies do in sping?
6．What can we do in summer?
7．where can we often play in summer?
8. Where can we see piles of autumn leaves?
9．What are the farmers busy doing in autumn?
Step3 Explanation
Be full of =be filled with
Forget to do sth, forget doing sth
What a perfect time to
What a perfect time to go on a trip
What a perfect time to go swimming
What a perfect time to walk by a stream
As: while sth else is happening Pay as you leave
Drop: to become or make sth weaker,lower or less
The price of the car has dropped a little
Rise to come or go upwards;to reach a higher level or position
The river has risen by several meters
Shower: a short period of rain or snow
There will be showers this afternoon
Temperature: a measure of how hot or cold it is
Winter has come and the temperature has dropped below zero
Upon:on
He set the plates upon the table.
Step 4 Drills
Look!Miss wang (______)these children.they are happy.
It is getting cold. The temperature__will drop below zero__tomorrow.
Susan forgot to do her homework yesterday.She has to finish it now
Farmers work hard in the fields to harvest crops every autumn.
When winter comes,birds fly far away to find a warm place.
The box is full of books.It is so heavy that I cannot carry it.
Step 5 Activities
Which season do you like best? Why?
Please make a poster about your favourite season
Please come to the front. Show us your favourite season.
Nature is full of pleasure and beauty.We should protect nature and make our world more beautiful.
Step 6 Homework
Read and retell Reading.
Remember words, phrases and sentences.
Complete the exercises on books.
4. Preview Grammar.
板书设计
教学反思
课 题
8A Unit 7 Grammar
课型
New
教学目标
To master the usage of different kinds of verbs
The difference between of Intransitive verbs, transitive verbs, linking verbs .
教学重点
To master the usage of different kinds of verbs
教学难点
The difference between of Intransitive verbs, transitive verbs, linking verbs .
教学过程
教 师 内 容
备 课 札 记
Step1 Lead-in
T: We are going to look at three sentences.
Pay attention to the verbs
1.The snowy season will begin.
2.Children can eat ice cream
3.The autumn leaves turn brown
They are three kinds of verbs.They are intransitive verbs, transitive verbs and linking verbs.
Step 2 work out the rules
1 .An transitive verb does not take an object,but can have a prepositional phrase after it
2.A transitive verb takes an object.
3.A linking verb links the subject and the adjective phrase that describes it.
Linking verb: be,become,feel.get.look,seem,sound,stay,smell,taste,turn
1.An intransitive verb does not take an object,but can have a prepositional phrase after it
2.A transitive verb takes an object
3.A linking verb links the subject and the adjective phrase that describe it.
Step 3 Drills
Read these sentences.pay attention to the underlined verbs. Which are transitive verbs?Which are intransitive verbs? And which are linking verbs?
1.My sister works.
2.Lucy is reading a book.
3.My father bought me a new bike.
4.The students keep healthy by cycling at weekends
5.Where does the boy live?
6.The fish tastes delicious.
7.A terrible traffic accident happened on a rainy evening.
8.I am a member of the dancing club
Step4 Consolidation
We’ve learned about three kinds of verbs.Each word or phrase after a verb plays a different role in the sentence because of the type of the verb.
1. The boy is swimming.
S+V
2.Sandy watches clouds.
S+V+O
3.The film was interesting.
S+V+P
Step5 Sum up
Intransitive verb: S+V
Transitive verb: S+V+O
Linking verb:S+V+P
Step 6 Homework
Review Grammar.
Remember words,phrases and sentences.
Complete the exercise on book.
4. Preview Integrated skills.
板书设计
教学反思
课 题
8A Unit 7 Integrated Skills
课型
New
教学目标
To get specific information from a listening material
To talk about a friend.
To talk about future plans
To listen for detail and extract specific information
教学重点
To get specific information from a listening material
教学难点
To listen for detail and extract specific information
教学过程
教 师 内 容
备 课 札 记
Step1. Revision:
Help the students to revise the sentence structures
Step2. lead- in
China is a big country. In the south of China, It’s warm in winter. But in the north, It’s cold in winter.
Look at the pictures of Australia. The beaches there are very famous .Do you like going to the beach to lie in the sun and eat ice cream?
In Australia, you can go to the beach and enjoy the sunshine in December. When it’s winter in China ,it’s summer in Australia.
Step3 Listening
Now we’re going to listen to the weather report about for cities. Listen carefully and complete the table on page 87.
Listening A3.Annie is writing about the weather in different places in her diary entry. listen to her conversation with Simon. Help her complete her diary entry.
Step 4 Activity
Play in groups. One is a reporter the other is a student.
Winter in the north of China always seems to be so snowy. There’ll be a strong snowstorm in Beijing. It’s very cold. The lowest temperature will be minus twelve degrees. Winter in the south of China is warm. The temperature will stay above zero, between twenty-five degrees and eighteen degrees in haikou, so it won’t snow there.
Provide some possible questions
1What will the weather be like in Beijing?
2What will the weather be like in Haikou?
3What will the weather like……?
Step 5 Presentation
Present the task today by listening to the tape
Tell me what his aunt’s name is
1.There was a strong snowstorm in Beijing.
2.It is a bit cold and dry in Nanjing.
3.There are some snowstorms in Nanjing.
4.The wind is blowing hars in Beijing now.
5.Aunt Jane will call Daniel
Step 6 Drills
Please repeat after the tape
Now this half of the class will read Daniel’s part and the other will read Jane’s part. Then change parts
Step 7 Homework
1.Remember the words, phrases and sentences.
2.Recite Part B.
3.Complete the exercises on book.
4.Preview Study skills.
板书设计
教学反思
课 题
8A Unit 7 Study Skills
课型
New
教学目标
To find the main points of a passage in order to understand and memorize it more easily.
To identify keywords in order to develop general understanding of a passage.
To guess meaning and generate mental pictures.
教学重点
To give the students a chance of practicing their spoken English;
教学难点
To give the students a chance of practicing their spoken English;
教学过程
教 师 内 容
备 课 札 记
Step1. Revision:
Help the students to revise the sentence structures
S+V
S+V+O S+V+P
S+V+IO+DO
S+V+DO+OC
Step2. Lead- in
Look at the picture. It’s cloudy.
Can you describe the other pictures.
It’s windyrainysnowy.
Cloud-cloudy wind-windy
Rain-rainy snow-snowy
Sun-sunny fog-foggy
Step3 Presentation
Have luck means lucky
Healthsleepshinenoisefun
Have health means healthy
Have sleep means sleepy
Have shine means shiny
Have noise means noisy
Have fun means funny
Step4 Drills
Complete Millie’s article with the help of the pictures and the words in the box
Read the article together, please.
Step5 Activity
Play in groups. One is a reporter the other is a student.
Winter in the north of China always seems to be so snowy. There’ll be a strong snowstorm in Beijing. It’s very cold. The lowest temperature will be minus twelve degrees. Winter in the south of China is warm. The temperature will stay above zero, between twenty-five degrees and eighteen degrees in haikou, so it won’t snow there.
Provide some possible questions
1What will the weather be like in Beijing?
2What will the weather be like in Haikou?
3What will the weather like……?
What’s the weather like in spring?
It’s so___. Many people have to cover their faces with scarves. It makes them look___.
What’s the weather like in summer?
It’s usually very hot. People feel ____in the afternoon. sometimes it’s ____the sudden heavy rain causes many problems.
How’s the weather in autumn?
People are_____ to enjoy many ____days. They like to travel around the city in such weather .
Step 6 Homework
Remember some important words, phrases and sentences.
Complete the exercises on books.
3. Preview Task.
板书设计
教学反思
课 题
8A Unit 7 Task
课型
Revision
教学目标
To plan ideas for writing
To learn the proper and easy ways to write something
教学重点
To write a description of the seasons
教学难点
To generate personal ideas, plan and organize text to express one's own opinions
教学过程
教 师 内 容
备 课 札 记
Step1 Revision
In this unit, we have learnt a lot about how to describe seasons
1.Which season is it in the pictures?
2.What is the weather like?
It’s cold and snowy
3.What do people wear?
They wear thick warm clothes
4.what are people doing?
They are making snowmen and having big snowball fights
5.What are the rivers and lakes like?
Deep,land,exciting,throw,ice everywhere,frozen,snowman,scream
Step 2 Lead in
Harbin is a city of ice and snow. Winter in Harbin is amazing.Simon is reading an article about it on the Internet.
Read the article quickly and find the answers to these questions.
1Which season does the author like best?
2Why does the author like in winter?
3What is the weather like?
4 Can you see beautiful flowers and green trees during this season?
5 What else does the author enjoy in winter? why?
Step 3 Presentation
Simon is reading an article about the winter in Harbin on the
Internet.
Useful expressions
Is my favourite season.
I always enjoy
I love spring ’summer ’autumn ’winter
The temperature is usually…
It is often sunnywindyrainy
During this season, you can
My friends and I often
Step 4 Activities
1.What is your favourite season?
2.What is the weather like then ?
3. What does your city look like then?
4.Why do you like this season?
5 .What activities do people enjoy doing this season?
Step 5 Brainstorming.
1. When you want to talk about sth, what do you feel difficult to do? Proper words and phrases.
So we need to gather enough words about sth. when we want to talk about it. How many words do you know that we can use to describe our friends? Let’s do it in groups. Please show us you are the best.
Step 6 Homework
Write an article about your favourite season.
Use the article on page 90 as a model.
The questions above may help you
板书设计
教学反思
课 题
8A Unit 7 Self-assessment
课型
Revision
教学目标
To review what they have learnt in this unit;
To assess their understanding and correct use of adjectives, comparatives and superlatives.
To use adjectives to describe seasons
教学重点
To assess their understanding and correct use of adjectives, comparatives and superlatives.
教学难点
To use adjectives to describe seasons
教学过程
教 师 内 容
备 课 札 记
Step1 Revision
Teach the new words such as sunny, cloudy ,windy and so on with the help of media
Ask questions:
What’s the weather like today?
It’s sunnycloudywindy……
Present our students a picture of the rain. Look, It’s raining . The ground is all wet. It’s rainy.
Look, It’s snowing heavily. The ground is all white. It’s snowy.
Look! There is a lot of fog. We can’t see anything clearly. It’s foggy.
Step2 Practice
Do the game one by one.
What’s the weather like?
It’s sunny.
Now let’s play a game. The first student in each group will show the second student a weather card and ask him or her the question What’s the weather like? The second student will answer the question and then ask the third one the same question. The team which finishes first and does the best will win the game.
Read these sentence.pay attention to the underlined verbs. Which are transitive verbs?Which are intransitive verbs? And which are linking verbs?
1.My sister works.
2.Lucy is reading a book.
3.My father bought me a new bike.
4.The students keep healthy by cycling at weekends
5.Where does the boy live?
6.the fish tastes delicious.
7.A terrible traffic accident happened on a rainy evening.
8.I am a member of the dancing club
Step 3 Consolidation
We’ve learned about three kinds of verbs.Each word or phrase after a verb plays a different role in the sentence because of the type of the verb.
1 The boy is swimming.
S+V
2Sandy watches clouds.
S+V+O
3The film was interesting.
S+V+P
Intransitive verb: S+V
Transitive verb: S+V+O
Linking verb:S+V+P
remember the sentence structure
Make up new sentences with different sentence structures
Group work. Make up an interesting story using the adjectives, the comparatives and superlatives.
Step4 Consolidation
Do some additional exercises
Step5 Homework
Review the whole unit
2. Complete exercises
板书设计
教学反思
课 题
8A Unit 8 Welcome to this unit
课型
New
教学目标
1. To learn the common names of natural disasters.
2. To help students to know different kinds of weather and disasters.
3. To arouse the students’ interest in natural disasters.
教学重点
To learn the common names of natural disasters.
教学难点
I was sleeping when it started to rain.
教学过程
教 师 内 容
备 课 札 记
Step1.Talking about the picture.
(Show a picture with rainy weather)
1.Get students to talk about what happens in the picture.
For example:What’s the weather like? How is the weather? Is the rain heavy?
Review the words about the weather.
Step2.Presentation.
1)Introduction:Hobo has some trouble. What has happened to him? Let’s have a look .
2)Students read comic strip.
What’s the weather like?
What happened to Hobo?
What was bob doing when it started to rain?
When did Hobohear the rain?
What happened to Hobo’s house?
Why doesn’t he want to go home?
4)Repeat the dialogue after the tape.
5)Have difficulties to explain.
Be all wet全湿了
Mop all the water up用拖把把所有的水拖掉
I was sleeping when it started to rain.
当开始下雨的时候我正在睡觉。
Step3.Getting to know the weather
Introduction:Rainy days and fine days are very common, (ask students:What other kind of weather do they know?
2.Discussion.
3.Check(Students can say it in Chinese).At the same time ,teach the new words about the weather.
Typhoon, thunder,lightning, rainstorm snowstorm
4.Bad weather sometimes cause disasters.
Teach:disaster and we call them natural disasters.
5.Ask students to talk about weather and disasters.
Heavy rain and rainstorm----------flood
Thunder and lightning---------fire
Step4.Finish the exercises in Part A.
Do and check the answers
Step5.Discussing about the bad weather and disaster.
What will happen if there is a …?
How will you feel if there is a...?
What will you do if there is a…?
Step 6 Homework
1. Read the text book and learn the new words and phrases by heart.
2. Discuss with your friend how to protect our Earth.
板书设计
教学反思
课 题
8A Unit 8 Reading (1)
课型
New
教学目标
1. To guess general meanings from keywords and context
2. To skim text for overall meanings and scan for details
教学重点
1.To value students’ ability of reading
2.To educate students to be careful with disasters like fire .
教学难点
To develop the ability to infer the general meaning from title and context.
教学过程
教 师 内 容
备 课 札 记
Step1.Revision
1) Introduction:We learnt something about natural disaster last time. What disaster have we learnt?
2) Students discuss in pairs.
Step2.Presentation.
Use students’ answer to discuss an earthquake.
For example:Where does it usually happen?
How do people feel when it happens?
Step3.Read the passage about “The Taiwan Earthquake”
pay attention to the following questions:
When the earthquake happened, What was I doing? Why did people scream?
Did the writer survive?
Stpe4.Presentation.
Read the passage themselves.
Repeat after the tape.
Have difficulties to explain.
4.be trapped=be in trouble陷入困
5.at first=at the beginning 在开始
6.a loud noise like thunder像雷声一样的声音
7.in fear恐惧be frightened害怕
8.in all directions四面八方 run wildly拼命地跑
9.try one’s best to do sth=do one’s best to do sth尽力做某事
10.pieces of glass玻璃片 calm down冷静下来
11.be over,结束
12.say to oneself自言自语
13.shout for help喊救命
14.move away搬
15.look at each other in fear恐惧地对看着
16.do some shopping买东西
17.stay alive活着
18.go through my mind闪过头脑
Sentences:
I was doing my homework when it started.
I didn’t know if anyone was around me.
I didn’t know where I was.
Some people screamed because they were very frightened.
People were running wildly while pieces of glass and bricks were falling down.
They didn’t know where to go.
Some people ran out of the shopping centre.
I thought somebody could hear me but no one came for a long time.
I was trying to find my way out when I suddenly heared some noise
above me.
Step5.Consolidation.
1).Read the passage again.
2).Give students some key words, and ask them to retell the story if time permitted.
Step6 Homework
1. Read the text correctly and fluently.
2. Do the exercises.
3. Retell the passage.
板书设计
教学反思
课 题
8A Unit 8 Reading 2
课型
New
教学目标
1. To get more detailed information about the earthquake in Taiwan
2. To analyze the sentences for the students to get a better understanding.
3. To make sure the students know how to protect themselves during the earthquake.
教学重点
To get more detailed information about the earthquake in Taiwan
教学难点
To analyze the sentences for the students to get a better understanding.
教学过程
教 师 内 容
备 课 札 记
Step1.Review the new words.
Repeat after the teacher
Step2.Review the phrases.
(Ask some students to come the blackboard to have a dictation or ask students to translate according to the Chinese.)
Step3.Review the text.
(According to the following questions)
What was I doing when the earthquke started?
At first, how did I feel?
Then what did I hear?
Why did some people scream?
What did the real noise like?
How did people run?
Did they know where to go?
What did I try to do?
While pieces of glass and bricks were falling down, what were people doing?
What about the walls?
Did the writer believe the earthquake was over when the noise and shaking ended?
Could the writer see anything around him?
Did I know where I was?
At last, was I safe?
Step4.Listen and repeat
Step5. Go through Part B & C
Step 6 Homework
Read and retell Reading.
Remember words, phrases and sentences.
Complete the exercises on books.
4. Preview Grammar. and get ready for dictation
板书设计
教学反思
课 题
8A Unit 8 Grammar
课型
New
教学目标
To understand when to use the past continuous tense.
教学重点
To recognize and use the past continuous tense
教学难点
To recognize and use the past continuous tense
教学过程
教 师 内 容
备 课 札 记
Step 1 Questioning
Say, ‘Now, I am teaching you. You are listening to me carefully.’
(ask A)What are you doing?
(ask B)What did A do just now?
(ask B)What were you doing when A answered my question?
(ask C)What were you doing when I came in?
(ask A)What was C doing at that time?
(ask D)What were you doing while I was talking with A,B,C?
Step 2 Design a scene
As the students are talking about the things they do, write the structure of past continuous tense ‘was/were +doing’ on the board.
Step 3 Paying attention to uses of words
During the students describing the pictures, pay attention to use ‘was’ and ‘were’ to consolidate the past continuous tense.
Step 4 Describing the picture
Describe the picture in general questions and give them positive and negative answers. Practice in pairs. Write the two kinds of answers on the Bb.
Was David cooking at eight yesterday? Yes, he was.
Was David having dinner at 8 last night? No, he wasn’t.
Step 5 Practicing the dialogue
After finishing describing the nine pictures, practice the dialogue like this.
T: What was David doing last night at eight last night?
Ss: He was doing some cooking.
Practice in pairs. Let them choose any picture they want.
Step 6 Completing Part A1
Get the students to complete Part A1, Page 99. Check the answers in pairs and in class. Explain the main phrases in the dialogue e.g. ‘discuss … with…’ and ‘plan a trip to’. Get them to read the dialogue aloud.
Ask the students some question to offer them more chance for practice.
Step 7 Finishing the dialogue
Finish the dialogue in Part A2, and then check the answers. Explain some the main phrases like ‘see…doing’ and ‘as usual’.
Ask the students to close the book. Ask them some questions about this dialogue.
Step 8 Homework
Review Grammar.
Remember words,phrases and sentences.
Complete the exercise on book.
4. Preview Integrated skills.
板书设计
教学反思
课 题
8A Unit 8 Integrated Skills
课型
New
教学目标
To get specific information from a listening material
To understand the process of producing an accident report form
To recognize the key expressions involved in an emergency call and an accident report
教学重点
To understand the process of producing an accident report form
教学难点
To recognize the key expressions involved in an emergency call and an accident report
教学过程
教 师 内 容
备 课 札 记
Step 1 Talking about the weather
First, get the students to talk about the weather today.
(This is an activity that can be organized throughout the whole text).
Step 2 Showing a picture of snowy days
Show a picture of snowy days and then get the students to talk about the weather condition. Encourage the students to discuss what will happen to cars and people.
Step 3 Discussing about what the victims can do
They can shout for help. They can use their mobile phone to call the 110 hotline. They can also call the 120 hotline for help.
Motivate to think about what information should be involved in the call. What happen?
(the accident)
Weather condition
Name of the caller
Step 4 Looking at the two reports on Page 102
Explain that Mr. and Mrs. Su had a car accident during the snowstorm. Ask students to look at the two reports on Page 102 and explain that the report form in Part A1 is from the 110 hotline where as the report in Part A2 is made by the policemen after they rescued Mr. and Mrs. Su.
Explain the items in the report form and make sure that they can understand it.
Step 5 Playing the tape two times
Play the tape two times for the students to find as much information as possible. And then fill in the report form. And of course, it is impossible for them to complete the table by listening.
Get them to read the repot below and find more information.
(One thing to mention here is that the teacher can also get students to understand how the victims through their voice. If possible, get them to imitate it. )
Step 6 Calling the police for help
Divide the students into two groups. Suppose that they are in different situations and encourage them to call the police for help.
Step 7 Homework
1.Remember the words, phrases and sentences.
2.Recite Part B.
3.Complete the exercises on book.
4.Preview Study skills.
板书设计
教学反思
课 题
8A Unit 8 Study Skills
课型
New
教学目标
To find the main points of a passage in order to understand and memorize it more easily.
To identify keywords in order to develop general understanding of a passage.
To guess meaning and generate mental pictures.
教学重点
To describe an disaster or an accident by responding to questions and interacting with others
教学难点
To describe an disaster or an accident by responding to questions and interacting with others
教学过程
教 师 内 容
备 课 札 记
Step 1 Talking about pictures Show pictures of different kinds of bad weather and disasters. Get the students to talk about the results of them. They can also talk about what other people do to help. (It will be better if the teacher can collect some reports on disasters or bad weather from newspapers or magazines. In this step, the teacher may try to input more information about the disasters and help students to talk about it.)
Step 2 Listen to the tape Explain that Sandy and Amy are talking about a natural disaster. Invite them to listen to the tape and try to answer the questions. With the help of these questions, it will be easier for students to focus on the key information e.g. in Britain, last week, heavy storm, thunder and lightening, terrible, school caught fire, no one was hurt, students on holiday. They will also help them to organize their own dialogue.
Step 3 Reading the dialogue again
Get the students to read the dialogue aloud. Direct the students attention to the intonation of different sentences. We use a rising tone for general questions. We use falling tones for ‘wh-’ questions or statements. Get the students to read the dialogue again. Pay special attention to the intonation patterns used here. Then give the students several minutes for the students to practice and act.
Step 4 Talking about a disaster
Get them to talk about a disaster. They can choose what the would like and try to make a new dialogue.
Offer them enough time to practice and then get them to act their own dialogue out in front of the class.
Step 5 Homework
Remember some important words, phrases and sentences.
Complete the exercises on books.
3. Preview Task.
板书设计
教学反思
课 题
8A Unit 8 Task
课型
Revision
教学目标
To plan ideas for writing
To learn the proper and easy ways to write something;
教学重点
To write a description of the disasters
教学难点
To generate personal ideas, plan and organize text to express one's own opinions
教学过程
教 师 内 容
备 课 札 记
Step 1 Talking about pictures
Show a picture of a snowstorm and get the students to talk about it.
Step 2 Writing an article about a natural disaster
Explain that Sandy wants to write an article about a natural disaster. Write the following sentences on the board beforehand with blanks.
Get the students to fill in the blanks. In this ways, they can get some idea about what sandy saw, what she heard and how she felt.
Get the students to read the sentences one by one. Motivate the students to read it aloud.
Step 3 Making a flow chart
Tell the students that Sandy also makes a flow chart to organize her ideas. Divide the students into groups of 4. Invite the students to help Sandy complete the flow chart. Then ask them to discuss the answers in groups of 4. Check the answers.
Direct students’ attention to the way that the flow chart was organized. Point out that introduction gives us some facts.
Then Sandy is going to talk about the things that happened during the snowstorm and then after the storm.
Sandy tells us what she saw, what she hear and how she felt during and after the snowstorm.
After this it is important to point out that to organize the ideas will help people who are telling a personal story. It is also very important for the speaker to consider of the audience.
Step 4 Completing the sample article
Give the students 4-5 minute to complete the sample article. And then check the answers to it.
Get the students to figure out the structure of the article.
Step 5 Locating some important sentence patterns
Go through the article and help the students to locate some important sentence patterns.
I looked out of the window and saw that people were working hard to remove the snow.
Step 6 Homework
Remember the words, phrases and sentences.
Read and recite sample writing.
3.Write a passage about your ideal school.
板书设计
教学反思
课 题
8A Unit 8 Self-assessment
课型
Revision
教学目标
To review what they have learnt in this unit
To revise the use of past continuous tense
To identify the vocabulary about bad weather and natural disasters
教学重点
To revise the use of past continuous tense
教学难点
To identify the vocabulary about bad weather and natural disasters
教学过程
教 师 内 容
备 课 札 记
Step 1 Giving a weather report
Get a student give a weather report. Then get them to talk about their favorite weather.
Step 2 Eliciting the use of past continuous tense
Remind the students of the topic of this unit ‘Natural Disaster’.
Elicit the use of past continuous tense. By asking some questions.
What was Timmy doing when the earthquake happened?
He was doing some shopping when the earthquake happened.
While/ when he was doing some shopping the earthquake.
While / he was doing some shopping, his mother was cooking at home.
Explain the way past continuous tense is used and when to use ‘when’ or ‘while’.
Step 3 Finishing off the exercises in Part A
Get the students to finish off the exercises in Part A,
Page107. Get the students to check the answers in pairs and then check them in class. Do this orally and write the most important words on board. When we come to some familiar topics here, we can talk more about it. For stronger classes, it is good to talk about more natural disasters.
Step4 Do some more consolidate exercises
Step5 Homework
Review the whole unit
2. Complete exercises
板书设计
教学反思
