Unit
8
Have
you
read
Treasure
Island
yet?
Section
A
(1a—2d)
一、教学目标
1.
听懂并掌握下列词汇及常用表达：
treasure,
island,
full
of,
classic,
page,
hurry
(up),
due
2.
能听懂谈论文学作品的对话并体验现在完成时的运用。
3.
能正确使用现在完成时谈论最近发生的事件和经历：
—Have
you
read
...?
—Yes,
I
have.
/
No,
I
haven’t.
4.
初步了解经典英美文学作品。
5.
引导学生阅读一些经典著作，爱上阅读，并学会评价所看的读物。
6.
激发学生对英语语言文化的兴趣，学会如何与人探讨和交流文学作品。
二、教学重点及难点
重点：
1.
听懂并掌握词汇及常用表达。
2.
能正确使用现在完成时谈论最近发生的事件和经历：
—Have
you
read
...?
—Yes,
I
have.
/
No,
I
haven’t.
难点：引导学生阅读一些经典著作，爱上阅读，并学会评价所看的读物。
三、教学准备
教学课件、六本经典英美文学作品的图片。
学生课前预习。
四、教学过程
Task
1
Step
1
Warming-up
Watch
and
answer
T:
Hello,
boys
and
girls.
Today
we’ll
learn
Unit
8.
Have
you
read
Treasure
Island
yet?
First,
let’s
watch
a
short
video
and
answer
the
following
questions.
Why
does
Jack
look
tired?
What
book
are
they
talking
about?
设计意图：通过男孩Jack和女同学谈论《鲁滨逊漂流记》的内容，激发学生对英语语言文化的兴趣，引出本课时谈论经典英美文学作品的话题。
Step
2
Pre-listening
Look
and
answer
1.
T:
OK!
Who
can
tell
me
what
the
video
is
about?
Yes,
it’s
about
Robinson
Crusoe.
Have
you
heard
of
or
read
this
book?
T:
It’s
written
by
Daniel
Defoe,
an
English
writer.
It’s
about
Robinson
Crusoe
who
lived
off
the
land
for
35
years
after
his
ship
wrecked
on
a
desert
island.
2.
T:
OK!
Now
please
look
at
this
picture.
Have
you
read
it?
T:
It’s
Treasure
Island,
written
by
Robert
Louis
Stevenson,
a
Scottish
writer.
It’s
about
young
Jim
Hawkins.
He
finds
a
treasure
map
and
begins
his
quest
for
buried
treasure.
treasure
n.
珠宝；财富
island
n.
岛屿
3.
T:
How
about
this
one?
Have
you
heard
of
it?
Do
you
like
it?
T:
It’s
Alice
in
Wonderland.
It’s
written
by
Lewis
Carroll,
an
English
writer.
It’s
about
a
young
girl
Alice.
In
her
dream,
she
falls
through
a
rabbit
hole
and
goes
to
another
land
where
she
meets
some
friends.
4.
T:
This
one
is
…
Yes,
it’s
Little
Women.
Have
you
read
it?
T:
It’s
written
by
Louisa
May
Alcott,
an
American
writer.
It’s
about
four
sisters
from
teens
into
young
women.
5.
T:
Look
at
this
one.
I
think
some
of
you
have
read
this
book.
It’s
Oliver
Twist.
T:
It’s
about
an
orphan
whose
name
is
Oliver
Twist.
Because
of
hunger
and
humiliation
at
the
orphanage,
he
escapes
to
London.
6.
T:
Have
you
read
the
last
one?
It’s
…
Tom
Sawyer.
It’s
written
by
Mark
Twain,
an
American
writer.
It’s
about
a
young
orphan
boy
Tom
Sawyer
living
on
the
banks
of
the
Mississippi
River.
设计意图：让学生了解经典英美文学作品的名称、内容以及相关的语言知识，同时融入本单元的目标语言，引导学生理解并运用现在完成时询问最近发生的时间和经历。
Work
on
1a
Check
and
tick
T:
So,
here
are
the
names
of
these
six
books.
Check
and
tick
the
ones
you
know.
设计意图：进一步强化学生对名著名称的认知，为后面的听力活动奠定基础。
Step
3
While-listening
Work
on
1b
Listen
and
answer
T:
OK!
Now
you
will
listen
to
three
dialogues
one
by
one.
And
then
you
should
answer
what
books
they
are
talking
about.
设计意图：让学生初步感知对话内容，进一步熟悉名著的英文名称。
Listen
again
and
complete
T:
Well.
Now
let’s
listen
to
the
three
dialogues
again
and
then
you
can
complete
the
chart.
设计意图：锻炼学生通过听获取信息的能力，体验现在完成时在谈论最近发生的时间和经历时的运用。
Work
on
1c
Talk
about
the
books
in
pairs
T:
Look!
Here’s
the
sample
conversation
about
Little
Women.
Now
you
can
talk
about
other
books
like
this.
设计意图：训练学生运用现在完成时进行控制性的语言输出，锻炼学生的口头表达能力。
Task
2
Step
1
Pre-listening
Group
work
T:
Next
we’ll
look
at
some
pictures
and
discuss
the
two
questions
in
groups.
Then
write
some
key
words
for
each
story.
Who
is
the
main
character
in
each
picture?
What
happened
to
them?
Step
2
While-listening
Listen
and
circle
T:
Now
it’s
time
for
you
to
do
the
activity
in
2b.
Listen
to
another
conversation
to
know
who
has
read
these
books.
And
then
you
can
circle
the
names.
Make
notes
while
listening
to
help
you.
设计意图：进一步训练学生通过听获取信息的能力，提高学生的听力水平，并进一步熟悉文学作品。
Work
on
2b
Listen
again
and
write
T
and
F
T:
Listen
to
the
conversation
again.
If
the
statement
is
true,
write
T,
and
F
for
false.
full
of
满是
classic
n.
经典作品；名著
设计意图：由浅及深，逐步引导学生了解作品的内容信息。
Step
3
Post-listening
Work
on
2c
Talk
about
the
books
T:
Now
look
at
the
sample
of
conversation.
You’re
going
to
talk
about
these
six
books
like
this.
设计意图：进一步根据听力和样例，引导学生进行语言输出，让学生转换第三人称运用现在完成时表述内容。
Work
on
2d
Watch
and
learn
T:
Amy
and
Steve
are
talking
about
Robinson
Crusoe.
Now
we’ll
watch
a
short
video
and
learn
something
about
it.
设计意图：吸引学生的注意力，感知对话内容。
Read,
guess
and
learn
T:
Read
the
conversation
by
yourselves
and
guess
what
these
three
words
and
phrases
mean.
page
n.
（书刊等的）页
hurry
v.
匆忙
hurry
to
do
sth.
/
hurry
to
some
place
hurry
up
赶快
due
adj.
预期
be
due
(to
do
sth.)
e.g.
Jill
is
due
to
start
school
in
September.
设计意图：锻炼学生结合上下文猜测学习生词的能力，进一步熟悉对话内容。
Read
and
complete
T:
Next,
read
the
conversation
again
and
finish
the
following
tasks.
1.
Choose
the
correct
answer.
What
are
Amy
and
Steve
talking
about?
A.
Little
Women.
B.
Treasure
Island.
C.
Book
Report.
2.
Fill
in
the
blanks.
Name
Book
How
many
pages
has
he/she
read?
What
is
the
story
about?
Amy
(1)____________
(2)__
_____
Steve
(3)_________
(4)_________
(5)_______________________
设计意图：通过设置题目练习，主要培养学生概括对话大意和获取细节的能力。
Role-play
T:
Role-play
the
conversation
in
pairs.
设计意图：通过角色扮演，锻炼学生的语言表达能力，综合输出语言。
Step
4
Summary
T:
At
last,
let’s
summarize
the
key
points
of
this
lesson.
1.
treasure,
island,
full
of,
classic,
page,
hurry
(up),
due
2.
Alice
in
Wonderland
Treasure
Island
Robinson
Crusoe
Little
Women
Oliver
Twist
Tom
Sawyer
3.
—Have
you
read
...?
—Yes,
I
have.
/
No,
I
haven’t.
设计意图：总结本节课重要知识。
Step
5
Homework
1.
Recite
the
key
words
and
phrases.
2.
Read
Section
A
2d
aloud.
3.
Preview
Section
A
3a.
设计意图：复习巩固本节课所学并预习新课。
五、板书设计
Unit
8
Have
you
read
Treasure
Island
yet?
Section
A
(1a—2d)
1.
treasure,
island,
full
of,
classic,
page,
hurry
(up),
due
2.
Alice
in
Wonderland
Treasure
Island
Robinson
Crusoe
Little
Women
Oliver
Twist
Tom
Sawyer
3.
—Have
you
read
...?
—Yes,
I
have.
/
No,
I
haven’t.Unit
8
Have
you
read
Treasure
Island
yet?
Section
A
3a—Grammar
Focus
一、教学目标
1.
听懂并掌握下列词汇及常用表达：ship,
tool,
gun,
mark,
sand,
towards,
cannibal,
land
2.
能正确使用现在完成时谈论最近发生的事件和经历：
have/has
+
done
(just,
already,
yet)
—
Have
you
found
it
yet?
—
Yes,
I’ve
just
found
it.
/
Yes,
I’ve
already
found
it.
/
No,
I
haven’t
found
it
yet.
3.
能够正确区分just,
already,
yet的用法。
4.
能够读懂《鲁滨逊漂流记》的文章。
5.
了解并学习经典英美文学作品的名称、内容，提高文学素养和人文素养。
二、教学重点及难点
重点：
1.
听懂并掌握词汇及常用表达。
2.
能正确使用现在完成时谈论最近发生的事件和经历。
难点：区分just,
already,
yet
三、教学准备
教学课件。
学生课前预习。
四、教学过程
Task
1
Step
1
Revision
Look
and
match
T:
Hello,
everyone!
Today
we’ll
go
on
learning
something
about
literature.
First
read
the
names
of
3
books
and
match
them
with
their
brief
introductions.
设计意图：通过匹配练习，帮助学生进一步回忆起上节课所学的部分文学作品的英文名称和内容简介。
Do
an
oral
practice
T:
Next,
we’ll
do
an
oral
practice
to
review
what
we
learned
last
time.
设计意图：通过口语练习，帮助学生复习上节课所学内容，为本课的文章阅读奠定基础。
Step
2
Pre-reading
Look
for
some
information
and
discuss
T:
I
think
you
have
already
heard
of
Robinson
Crusoe.
So
let’s
look
at
the
picture
and
talk
about
it.
1.
Find
some
information
about
Robinson
Crusoe
on
the
Internet.
2.
Work
in
groups
and
discuss
the
following
questions.
◆
What
is
Robinson
Crusoe
about?
◆
Who
is
the
main
character?
◆
How
does
the
story
begin?
◆
What
happened
next?
◆
Can
you
imagine
his
life
on
the
island?
What
could
he
do
to
protect
himself?
设计意图：发散学生的思维，锻炼学生结合图片和问题预测文章内容的阅读能力。
Look
and
learn
T:
Robinson
Crusoe
was
written
by
an
English
writer
Daniel
Defoe
in
1719.
It’s
about
Robinson
Crusoe
who
lived
off
the
land
for
thirty-five
years
after
the
ship
wrecked
on
a
desert
island.
Robinson
Crusoe
was
so
kind
that
he
saved
a
man
and
called
him
Friday.
设计意图：帮助学生熟悉阅读材料背景，提高阅读效率。
Step
3
While-reading
Work
on
3a
Read
and
answer
T:
Now
here
are
two
questions
about
Robinson
Crusoe.
You
can
read
and
answer.
设计意图：让学生带着问题阅读，有目的地从整体感知文章内容。
Read
and
guess
T:
You
can
try
to
guess
the
Chinese
meanings
of
these
words
by
reading
the
passage.
ship
n.
船
tool
n.
工具
gun
n.
枪；炮
mark
n.
迹象；记号
sand
U
n.
沙滩；沙
towards
prep.
朝；向
cannibal
n.
食人肉者
设计意图：从细节入手，熟悉文章内容，锻炼学生猜词的能力，扩充他们的词汇量。
Work
on
3b
Read
and
find
1.
T:
Here
are
five
sentences
explanation
for
five
words
in
the
passage.
You
should
read
the
passage
and
then
find
the
words
one
by
one.
设计意图：训练学生关注文章细节，提高阅读能力。
2.
T:
OK!
Now
please
look
at
the
Chinese
here.
And
you’ve
got
to
read
the
passage
again
to
find
the
corresponding
English
words
and
phrases.
到达这个岛
arrive
on
this
island
制作船
make
a
boat
带回来
bring
back
放弃
give
up
等候
wait
for
砍倒
cut
down
建房子
build
a
house
使用工具
use
tools
发现迹象
find
the
marks
在沙滩上
on
the
sand
朝着房子跑来
run
towards
my
house
杀死……作为食物
kill
…
for
food
另一个人的脚印
the
marks
of
another
man’s
feet
还有谁
who
else
看见某人正在做某事
see
sb.
doing
sth.
朝……跑
run
towards
帮助某人做某事
help
sb.
do
sth.
给某人起名为……
name
sb.
…
教某人某事
teach
sb.
sth.
设计意图：进一步检测学生对于文章中短语的认知，扩充他们的词汇储备量。
Work
on
3c
Read
and
correct
T:
Look!
These
six
sentences
are
not
right
according
to
the
passage.
You
can
read
the
passage
again.
And
then
you
can
talk
about
them
in
groups
of
four
to
correct
the
sentences.
设计意图：检测学生对于文章细节的理解程度，加深他们对文章的印象。
Fill
in
the
blanks
T:
Have
you
grasped
the
main
idea
about
the
passage?
Now
please
fill
in
the
blanks
according
to
the
passage.
设计意图：通过练习，帮助学生整体把握文章结构。
Step
4
Post-reading
Retell
the
passage
T:
Now
let’s
retell
the
passage
based
on
the
structure.
设计意图：通过复述文章，锻炼学生对文本的概括能力和口头表达能力。
Think
and
discuss
T:
OK!
Now
that
we’ve
learned
the
passage,
it’s
time
to
discuss
what
we
can
learn
from
the
passage.
You
have
5
minutes
to
think
about
it.
设计意图：发散学生的思维，激活学生的想象力，综合输出语言。
Task
2
Presentation
Grammar
Focus
Read
and
learn
T:
Here’re
three
sentences.
You
can
read
carefully
and
have
a
try
to
sum
up
the
structure
of
the
present
perfect
tense
and
the
use
of
“yet”
and
“already”.
设计意图：锻炼学生善于观察和分析句子的能力，引出即将学习的语言点。
Look
and
learn
1.
T:
OK!
Now
let’s
learn
about
the
structure
of
the
present
perfect
tense.
2.
T:
Do
you
know
the
rules
of
the
past
tense
and
past
participle
of
some
verbs?
Some
rules
are
regular,
some
are
irregular.
Now
look
at
these
verbs.
Let’s
read
and
remember.
3.
T:
Please
look
at
these
sentences.
Can
you
find
how
to
use
just,
already
or
yet?
—
Have
you
found
it
yet?
—
Yes,
I’ve
just
found
it.
/
Yes,
I’ve
already
found
it.
/
No,
I
haven’t
found
it
yet.
4.
T:
Did
you
notice
the
word
“yet”
just
now?
Who
knows
the
differences
among
just,
already
or
yet?
Read
and
find
T:
Now
you
are
going
to
read
the
passage
again
and
find
all
the
structures
of
the
present
perfect
sense.
设计意图：让学生结合本课时的文章，感知现在完成时在表达最近和已经发生的事件和经历时的运用。
Step
2
Practice
T:
Now
let’s
finish
the
test.
1.
Lily
is
my
classmate.
We
______
each
other
since
she
came
to
our
school.
（2017?北京）
A.
know
B.
knew
C.
have
known
D.
will
know
2.
—Look!
Someone
______
the
classroom.
（2018?宁夏）
—Well,
it
wasn’t
me.
I
didn’t
do
it.
A.
is
cleaning
B.
was
cleaning
C.
has
cleaned
D.
will
clean
3.
—_____
you
ever
_____
to
the
Great
Wall?（2018?湖南永州）
—Yes,
three
times.
A.
Has;
been
B.
Have;
been
C.
Have;
gone
设计意图：通过让学生做近年中考题巩固现在完成时的知识点，在体验中考题型的过程中加深对该语法点的理解。
Step
3
Summary
T:
At
last,
let’s
summarize
the
key
points
of
this
lesson.
ship,
tool,
gun,
mark,
sand,
towards,
cannibal,
land
have/has
+
done
(just,
already,
yet)
—
Have
you
found
it
yet?
—
Yes,
I’ve
just
found
it.
/
Yes,
I’ve
already
found
it.
/
No,
I
haven’t
found
it
yet.
设计意图：总结本节课的重要知识点。
Step
4
Homework
1.
Recite
the
key
words
and
phrases.
2.
Read
Section
A
3a
aloud.
3.
Review
Grammar
Focus.
设计意图：帮助复习、巩固本节课所学内容。
五、板书设计
Unit
8
Have
you
read
Treasure
Island
yet?
Section
A
3a—Grammar
Focus
ship,
tool,
gun,
mark,
sand,
towards,
cannibal,
land
have/has
+
done
(just,
already,
yet)
—
Have
you
found
it
yet?
—
Yes,
I’ve
just
found
it.
/
Yes,
I’ve
already
found
it.
/
No,
I
haven’t
found
it
yet.Unit
8
Have
you
read
Treasure
Island
yet?
Section
A
4a—Section
B
1d
一、教学目标
1.
听懂并掌握下列词汇及常用表达：
fiction,
technology,
French,
pop
music,
rock,
band,
jazz,
country
music,
classical
music
2.
进一步巩固并正确运用现在完成时：Have
you
heard
of
rock?
3.
能够听懂谈论喜欢的歌手和音乐家及其喜欢理由的话题。
4.
学会通过补充主题相关词汇听懂重要细节的听力技能。
5.
了解西方流行乐队文化。
6.
借助音乐话题，丰富和拓展学生相关的语言表达。
二、教学重点及难点
重点：
1.
能够听懂谈论喜欢的歌手和音乐家及其喜欢理由的话题。
2.
能正确使用现在完成时谈论最近发生的事件和经历。
难点：学会通过补充主题相关词汇听懂重要细节的听力技能。
三、教学准备
教学课件、教师自行准备几类音乐的音频。
学生课前预习。
四、教学过程
Step
1
Revision
Do
and
review
T:
Hello,
everyone!
Today
we’ll
continue
to
learn
Unit
8.
Have
you
read
Treasure
Island
yet?
First,
do
some
exercises
to
review
the
grammar
we
learned
last
time.
Read
and
learn
T:
Read
the
sentences
and
pay
attention
to
the
words
in
red.
设计意图：结合有趣的游戏练习，活跃课堂气氛，复习单元语法，为接下来的语法练习奠定基础。
Work
on
4a
T:
You
can
see
five
conversations
next.
You
should
read
and
complete
using
the
words
in
brackets.
设计意图：结合简单句和对话语境，让学生体会现在完成时所表达的意义和功能，检测学生对语法点的掌握程度。
Work
on
4b
Read
and
fill
in
the
blanks
T:
Well
done!
Now
look
at
this
passage.
You
have
to
read
first
and
then
fill
in
the
blanks
with
the
correct
forms
of
the
words
in
brackets.
You
can
guess
the
meanings
of
the
underlined
words
while
reading.
fiction
n.
小说
technology
Un.
科技工艺
French
n.
法语
VS
France
n.
法国
设计意图：进一步检测学生对语法的掌握程度，并训练学生的阅读技能，培养学生结合上下文猜测词义的习惯。
Work
on
4c
Complete
the
chart
in
pairs
T:
Look
at
the
chart
in
4c.
You
can
ask
and
answer
in
pairs
to
complete
it
with
the
information
about
you
and
your
partner.
设计意图：锻炼学生在日常交际中正确运用现在完成时，提高学生的口头表达能力和实际交际能力。
Step
2
Pre-listening
Think
and
talk
T:
OK!
We
have
learned
something
about
literature
for
two
lessons.
Now
we’ll
learn
something
about
music.
I
wonder
if
you
like
music.
And
I
want
to
know
who
your
favorite
singer
or
musician
is.
设计意图：引入新的学习话题，提高学生的学习兴趣。
Look
and
learn
1.
T:
I
know
most
of
you
like
music.
Then
do
you
know
the
kinds
of
music?
Five
kinds
of
music
will
be
shown
here.
First
look
at
classical
music.
It’s
a
kind
of
music
written
in
the
European
tradition
from
1750
to
1830,
such
as
Mozart.
2.
T:
This
is
country
music.
Do
you
like
it?
It’s
a
kind
of
music
that
has
its
roots
in
the
rural
southern
states
of
the
US,
such
as
Take
Me
Home,
Country
Road.
3.
T:
Jazz
becomes
more
and
more
popular
nowadays.
Do
you
like
jazz
too?
It’s
a
type
of
music
of
black
American
origin.
Brass,
woodwind
and
piano
are
the
instruments.
Jazz
has
a
strong
beat.
4.
T:
Look!
What
kind
of
music
is
this
one?
I
often
listen
to
rock.
It’s
a
type
of
popular
modern
music
with
a
strong
loud
beat,
played
using
guitars
and
drums,
such
as
Long
long
way
to
go.
5.
T:
Pop
music
sounds
popular.
Do
you
think
so?
It’s
a
kind
of
modern
music
that
is
very
popular,
especially
with
young
people,
and
usually
consists
of
simple
tunes
with
a
strong
beat.
设计意图：帮助学生了解不同的音乐类型，调动学生学习英语的兴趣。
Work
on
1a
Talk
in
pairs
T:
Who
is
your
favorite
singer
or
musician?
Tell
your
partner
why
you
like
him
or
her.
设计意图：调动学生的学习自主性，激活他们的思维模式，为下面的听说活动做好准备。
Step
3
While-listening
Work
on
1b
Listen
and
write
T:
Let’s
listen
to
a
conversation
between
Alex
and
Dave.
And
then
write
A
for
Alex
and
D
for
Dave
next
to
each
opinion.
Work
on
1c
Listen
again
and
take
notes
T:
Now
you’ve
got
to
listen
to
the
conversation
again
to
take
notes
of
Alex
and
Dave.
设计意图：锻炼学生通过听获取细节信息的能力，提高他们的听力水平。
Step
4
Post-listening
Look
and
learn
T:
Just
now
we
did
the
listening
task.
Now
let’s
learn
the
listening
skills.
设计意图：帮助学生学习听力技能，提高听力水平，为接下来的听力活动奠定基础。
Work
on
1d
Ask
and
answer
T:
Here’re
three
questions
about
music.
Ask
your
partner
what
kind
of
music
they
listen
to
and
why.
How
does
the
music
make
them
feel?
设计意图：锻炼学生的口头表达能力，增进同学间的了解，进一步巩固有关音乐话题的谈论。
Test
T:
Now
let’s
take
a
test.
You
can
fill
in
the
blanks
with
the
correct
forms
of
the
words
in
brackets.
1.
I
_______
(tell)
him
about
it
2
days
ago,
but
he
________________
(not
decide)
what
to
do
yet.
2.
I
________
already
__________
(finish)
doing
homework.
3.
_____
she
_______
(hear)
the
jazz
yet?
4.
—When
_____
they
________
(leave)
Shanghai?
—Last
night.
They
____________
(be)
away
for
about
7
hours.
5.
We
_____
(get)
here
yesterday,
but
we
________________
(not
start)
to
work
yet.
设计意图：通过练习检测学生对知识的掌握情况。
Step
5
Summary
T:
At
last,
let’s
summarize
the
key
points
of
this
lesson.
fiction,
technology,
French,
pop
music,
rock,
band,
jazz,
country
music,
classical
music
Have
you
heard
of
rock?
Do
you
like
music?
What
kind
of
music
do
you
listen
to?
Why
do
you
listen
to
it?
How
does
it
make
you
feel?
设计意图：总结本节课的重要知识点。
Step
6
Homework
1.
Recite
the
key
words
and
phrases.
2.
Preview
Section
B
2b.
设计意图：复习、巩固本节课所学内容并预习新课。
五、板书设计
Unit
8
Have
you
read
Treasure
Island
yet?
Section
A
4a—Section
B
1d
fiction,
technology,
French,
pop
music,
rock,
band,
jazz,
country
music,
classical
music
Have
you
heard
of
rock?
Do
you
like
music?
What
kind
of
music
do
you
listen
to?
Why
do
you
listen
to
it?
How
does
it
make
you
feel?Unit
8
Have
you
read
Treasure
Island
yet?
Section
B
3a—Self
Check
一、教学目标
1.
巩固本单元的词汇及常用表达。
2.
用现在完成时谈论最近发生的事件或经历。
3.
描述最喜欢的作家或歌手并完成写作。
4.
巩固现在完成时的语用。
5.
通过用英语写出自己喜爱的音乐，感受音乐的魅力。
二、教学重点及难点
重点：
1.
用现在完成时谈论最近发生的事件或经历。
2.
巩固现在完成时的语用。
难点：描述最喜欢的作家或歌手并完成写作。
三、教学准备
1.
教学课件、教师自己喜欢的歌手或作家的照片。
2.
学生课前预习，准备写作的相关信息。
四、教学过程
Step
1
Revision
Practise
and
review
T:
Hello,
everyone!
Today
we’ll
learn
the
last
lesson
of
Unit
8.
Have
you
read
Treasure
Island
yet?
Before
we
have
our
new
lesson,
let’s
do
some
practice
of
the
words
we’ve
learned
in
this
unit.
设计意图：引导学生快速回归课堂学习状态，复习单元词汇及常用表达，为本课时的写作输出及综合检测奠定基础。
Step
2
Pre-writing
Look
and
think
T:
Maybe
everyone
has
his
favorite
singer
or
writer.
Today
I
want
to
share
Michael
Jackson
with
you.
Do
you
know
him?
He
was
an
American
singer,
songwriter
and
dancer.
He
is
regarded
as
one
of
the
most
significant
cultural
figures
of
the
20th
century.
His
first
record
Big
Boy
was
published
in
1968.
设计意图：引起学生的共鸣，激活学生的思维模式，为写作准备好素材。
Work
on
3a
Think
and
make
a
list
T:
Here’re
ten
questions
about
your
favorite
singer
or
writer.
Think
and
then
make
a
list
of
facts
about
him
or
her.
Making
a
list
before
starting
to
write
an
article
is
an
important
step.
As
for
some
uncertain
information,
just
write
in
correct
language
forms
and
check
after
class.
After
finishing
writing,
show
your
own
lists.
设计意图：激活学生的思维模式，为写作梳理思路，准备素材。
Look
and
learn
T:
Before
writing
an
article,
let’s
learn
how
to
describe
your
favorite
writer
or
singer.
设计意图：引导学生掌握写作技能，帮助他们梳理写作思路，从而提高写作水平。
Read
and
refer
to
T:
Read
and
refer
to
the
sample
composition
to
find
some
useful
sentences.
设计意图：帮助学生进一步理清写作思路，提升写作技能。
Step
3
While-writing
Work
on
3b
Write
an
article
1.
T:
Read
the
phrases
and
sentence
structures
in
3b.
And
then
write
the
article
about
the
singer
or
writer,
using
these
phrases
and
sentence
structures,
as
well
as
the
list
of
facts.
2.
T:
Pay
attention
to
this
table.
We
will
evaluate
your
writing
according
to
this
table.
Make
sure
you
write
all
the
main
points.
Try
to
use
correct
expressions
and
not
to
make
mistakes.
Remember
to
have
a
good
handwriting.
If
you
have
excellent
expressions
and
good
ideas,
you’ll
get
extra
points.
Now
let’s
begin
our
writing.
Item
Point
Main
points
1.
Who
is
the
singer/writer?
2.
When
did
the
singer/writer
first
become
famous?
3.
How
and
why
did
he/she
first
become
famous?
4.
What
famous
songs/books
has
he/she
recorded/written?
When?
5.
How
many
CDs/books
has
he/she
sold?
6.
Is
he/she
still
popular
today?
7.
How
do
you
feel
about
his/her
music/books?
8.
Have
you
ever
played/sung
his/her
songs
yourself?
5
Use
correct
and
beautiful
expressions.
4
Make
no
mistakes.
5
Have
a
good
handwriting.
2
Adding
Have
excellent
expressions
and
good
ideas.
2
设计意图：引导学生将头脑中形成的素材转换为笔头练习，学以致用，从而提高写作能力和表达能力。此外，向学生呈现写作评分标准，让学生在写作过程中知道需要注意哪些方面，规范其写作。
Step
4
Post-writing
1.
T:
Please
exchange
your
article
with
your
partners
and
grade
it
according
to
the
table.
2.
T:
After
grading,
please
write
down
your
advice
on
your
partners’
articles.
3.
T:
If
your
partners’
articles
get
18-20
points,
please
stand
up
and
read
them
aloud.
设计意图：同伴之间相互交换作文，根据评分标准打分并给出相应的意见。调动了学生的兴趣，也使学生更加清楚如何写好一篇规范的文章。通过批改他人的作文，学生也在内心检视了自己的作文，起到了取长补短的作用。
Work
on
Self
Check
Read
and
think
T:
Read
these
words
first
and
think
which
verbs
can
match
with
them.
设计意图：调动学生的学习积极性，复习动词的搭配，为练习做好准备。
Fill
in
the
blanks
T:
Now
let’s
start
Self
Check.
You
can
read
and
fill
in
the
blanks
with
the
correct
words
in
the
box.
设计意图：检测并巩固动词短语的搭配，扩充学生的词汇量。
Think
and
review
T:
Now
let’s
talk
about
the
past
tense
and
the
present
perfect
tense.
Who
can
tell
us
the
difference
between
them?
Which
tense
can
we
use
when
we
just
want
to
say
a
thing
that
happened
in
the
past?
And
which
tense
can
we
use
to
express
the
influence
by
now
of
the
thing
that
happened
in
the
past?
设计意图：引导学生复习，巩固对单元语法的掌握，为下一步的练习做准备。
Fill
in
the
blanks
T:
Read
and
find
the
key
words
which
can
distinguish
the
present
perfect
tense
from
the
past
tense.
And
then
fill
in
the
blanks
with
the
correct
forms
of
the
words
in
brackets.
设计意图：检测并巩固学生对现在完成时的理解和运用。
Make
a
list
T:
Complete
the
column
of
you
by
yourselves
first.
And
then
ask
and
answer
in
groups
to
complete
the
columns
of
your
classmates,
using
the
present
perfect
tense.
设计意图：综合输出语言，增进学生间的了解和友谊。
Show
time
T:
Read
your
information
with
whole
sentences.
设计意图：进一步提高学生的表述能力。
Step
5
Summary
T:
Now
it’s
time
to
summarize
what
we’ve
already
learned
in
this
unit.
I
have
finished
my
science
homework
but
I
haven’t
listened
to
music.
1.
Who
is
the
singer/writer?
2.
When
did
the
singer/writer
first
become
famous?
3.
How
and
why
did
he/she
first
become
famous?
4.
What
famous
songs/books
has
he/she
recorded/written?
When?
5.
How
many
CDs/books
has
he/she
sold?
6.
How
did
you
find
out
about
him/her?
7.
Is
he/she
still
popular
today?
8.
Have
you
introduced
this
singer/writer
to
others?
9.
How
do
you
feel
about
his/her
music/books?
10.
Have
you
ever
played/sung
his/her
songs
yourself?
设计意图：总结本节课所学重点内容。
Step
6
Homework
1.
Recite
the
key
words
and
phrases.
2.
Write
the
article
about
the
singer
or
writer.
3.
Preview
Unit
9.
设计意图：复习旧知，预习新课。
五、板书设计
Unit
8
Have
you
read
Treasure
Island
yet?
Section
B
3a—Self
check
I
have
finished
my
science
homework
but
I
haven’t
listened
to
music.
1.
Who
is
the
singer/writer?
2.
When
did
the
singer/writer
first
become
famous?
3.
How
and
why
did
he/she
first
become
famous?
4.
What
famous
songs/books
has
he/she
recorded/written?
When?
5.
How
many
CDs/books
has
he/she
sold?
6.
How
did
you
find
out
about
him/her?
7.
Is
he/she
still
popular
today?
8.
Have
you
introduced
this
singer/writer
to
others?
9.
How
do
you
feel
about
his/her
music/books?
10.
Have
you
ever
played/sung
his/her
songs
yourself?Unit
8
Have
you
read
Treasure
Island
yet?
Section
B
(2a—2e)
一、教学目标
1.
听懂并掌握下列词汇及常用表达：
fan,
southern,
modern,
success,
forever,
abroad,
actually,
ever
since,
southern,
belong,
one
another,
laughter,
beauty,
million,
record
2.
能够读懂有关乡村音乐的文章。
3.
通过阅读，进一步巩固对现在完成时的认识和理解。
4.
通过阅读，寻找关键信息，并利用关键信息完成段落大意的归纳。
5.
了解美国乡村音乐，感受音乐的魅力，提高生活品味。
二、教学重点及难点
重点：
1.
听懂并掌握词汇及常用表达。
2.
通过阅读，进一步巩固对现在完成时的认识和理解。
难点：
通过阅读，寻找关键信息，并利用关键信息完成段落大意的归纳。
三、教学准备
教学课件。
学生课前预习。
四、教学过程
Step
1
Warming-up
Look
and
review
T:
Hello,
everyone!
Today
we’ll
continue
to
learn
Unit
8.
Have
you
read
Treasure
Island
yet?
Last
time
we
learned
something
about
music.
I
wonder
if
you
still
remember
the
names
of
them.
Let’s
look
and
review.
设计意图：回顾所学的音乐知识，为新课的学习奠定基础。
Step
2
Pre-reading
Work
on
2a
Think
and
discuss
T:
Think
and
discuss
in
pairs
according
to
the
questions.
设计意图：发散学生的思维，激活他们的知识储备，为下面的文章阅读做好准备。
Step
3
While-reading
Work
on
2b
Scan
and
complete
T:
Scan
the
passage
and
get
the
information
to
complete
the
fact
sheet.
设计意图：培养学生寻读的技巧，锻炼他们快速获取信息的能力。
Think
and
match
T:
Now
you
can
skim
the
passage
and
then
match
the
topic
of
each
paragraph.
设计意图：初步检测并训练学生把握文章各个段落的核心内容，为后续的归纳段落大意奠定基础。
Read
again
and
guess
to
learn
T:
All
these
are
the
new
words
and
phrases
in
the
passage.
Read
again
and
guess
to
learn
what
they
mean
according
to
the
context.
abroad
adv.
在国外；到国外
actually
adv.
事实上
ever
since
自从
ever
since
then
fan
n.
迷；狂热爱好者
southern
adj.
南方的
modern
adj.
现代的
success
n.
成功
VS.
succeed
v.
belong
v.
属于
belong
to
one
another
互相
=
each
other
laughter
n.
笑声
beauty
n.
美丽
million
num.
一百万
three
million
millions
of
record
n.
唱片；记录
v.
录制；录音
设计意图：提升学生学习单词的技能，扩充他们的单词储备量。
Work
on
2c
Read
and
underline
the
main
ideas
T:
Read
the
passage
to
underline
the
main
ideas
referring
to
the
questions
in
2c.
设计意图：培养学生根据提示捕捉主要信息的能力，进一步熟悉文章大意。
Think,
read
and
find
T:
Write
short
answers
to
the
questions
in
2c
using
the
underlined
sentences
in
the
passage.
设计意图：初步训练学生的书面表达，为2d的归纳文章大意活动提供语言支架。
Step
4
Post-reading
Work
on
2d
Think
and
write
T:
Write
a
short
summary
of
the
passage
within
100
words,
using
the
answers
to
the
questions
in
2c.
设计意图：锻炼学生的书面表达能力，提高他们的写作水平。
Look
and
learn
T:
While
reading,
make
notes
or
underline
the
main
ideas
in
the
text.
After
reading,
write
a
short
summary
using
the
underlined
sentences.
This
can
help
better
understand
the
text.
设计意图：帮助学生巩固利用关键信息归纳总结文章大意的阅读技巧，提高学生的阅读和写作能力。
Work
on
2e
Think
and
discuss
in
pairs
T:
Now
please
close
your
books.
How
many
facts
can
you
remember
about
country
music?
What
are
they?
What
other
facts
do
you
want
to
know
about
it?
Discuss
more
about
the
passage
in
pairs,
and
then
make
a
list
of
questions.
设计意图：发散学生的思维，拓宽他们的写作空间，综合输出语言。
Test
T:
Now
let’s
take
a
test.
million
abroad
actually
belong
fan
1.
He
will
study
_________
in
Singapore.
2.
This
Robinson
Crusoe
_________
to
our
teacher.
3.
She
has
been
a
_________
of
American
country
music.
4.
He’s
sold
more
than
120
_________
records.
_________,
I’ve
already
finished
reading
Little
Women.
设计意图：检测学生对本节课知识的掌握程度。
Step
5
Summary
T:
At
last,
let’s
summarize
the
key
points
of
this
lesson.
fan,
southern,
modern,
success,
forever,
abroad,
actually,
ever
since,
southern,
belong,
one
another,
laughter,
beauty,
million,
record
Who
is
Sarah?
Where
is
she
from?
What
does
she
like?
What
is
country
music?
What
is
Sarah’s
dream?
Who
is
Garth
Brooks?
设计意图：总结本节课所学的重要知识。
Step
6
Homework
1.
Recite
the
key
words
and
phrases.
2.
Read
Section
B
2b
aloud.
3.
Review
Grammar
Focus.
设计意图：复习、巩固本节课所学内容。
五、板书设计
Unit
8
Have
you
read
Treasure
Island
yet?
Section
B
(2a—2e)
fan,
southern,
modern,
success,
forever,
abroad,
actually,
ever
since,
southern,
belong,
one
another,
laughter,
beauty,
million,
record
Who
is
Sarah?
Where
is
she
from?
What
does
she
like?
What
is
country
music?
What
is
Sarah’s
dream?
Who
is
Garth
Brooks?
