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Unit4 My neighbourhoodTeaching Content:Mastery words and expressions: corner, turn, cross, pass, on one’s /the way to, go/walk past/by Known words and expressions: neighbourhood, bakery, bookstoreTeaching Aims:Learn to ask the way and cultivate the munication ability.Teaching Important Points:1. Ask the way.2. Point to the way.Teaching Difficult Points;Show the way to the others.Teaching Preparation: flashcardsTeaching Aids: audiotape, flashcardsType of lesson: new lessonTeaching Procedure:Step1. Greeting the students. Ask the student on duty to report the situation in the class.Step2. Discuss your townAsk the students to talk about the town. Such as : it’s changes and circumstances. Tell them that in Canada, people live in munity. Talk about the neighbourhood.Step3. Answer the questions:1. What places do you pass on your way to school?2. Look at the pictures. What places do Jenny and Briain pass on their way to school?Discuss the two questions and change their ideas with their partners.Step4.Play the audiotape with the following questions:1. Where are they going?2. How do they usually go to school?3. Where do they pass on their way to school?4. Do they have time to stop?Step5. Read the text silently by the students. Then check the answers. Read it loudly in class in roles. The teacher walks around to see if they need some help.Sep6. Ask the students to work in groups and draw a map on which show the favourite places Jenny and Brian pass on their way to school. Then ask them to retell the story with the aid of the map. Step7. e to “ LET’S DO IT!”Have students brainstorm what they know want to say about the subject.Ask some volunteers to speak in front of the class.Step8.1. Finish off the activity book.3. Go on the next reading in the student book.summary1. It’s easy and interesting talking about the subjects around us. Let’s all take care the changes and circumstances.Before class, you can ask students to search some information about the neighbour and munity in western countries.Lesson 26: The Best NeighbourhoodTeaching Content:Mastery words and expressions: football, place, over thereNew words and expressions: soccer, coffee, coffee shop, video, video tore,Teaching Aims:It encourages students to think about the similarities and differences between Canadian neighbourhoods and their own neighbourhoods.Teaching Important Points:1. Design the neighbourhood of one’s own.2. Talk about likes and dislikes.Teaching Difficult Points:Draw maps according to one’s own imagination.Teaching Preparation: mapsTeaching Aids: audiotape, flashcards, mapsType of Lesson: new lessonTeaching Procedure:Step1. Lead in the lesson with the following questions:1. Are you satisfied with your neighbourhood?2. Where would you like to live?3. Would you like to live in a neighbourhood with lots of parks or stores?Step2. Listen to the tape and answer the following questions:1. How many bookstores did Jenny draw?2. Would Jenny like to live in a place with a park?3. Does he like a coffee shop?4. What else does Jenny need?Step3. Read the text carefully and draw maps. Draw what Jenny’s and Brian’s neighbourhood like. Change your maps with your partners.Step4. Finish the project:Talk about your neighbourhood. What will you like it to be? Would you like to live in a neighbourhood with lots of parks and stores?Discuss the project in groups. Then write it down. Remember to demonstrate your excuses.Find your partners who can live together. Does anyone else have the same opinion with you? Do you have the same interest?Step5. e to “PROJECT”.Draw a map of a neighbourhood where you would like to live-the best neighbourhood.Share your maps to the partners.Step6. Encourage the students to explore all the readings for this unit in the student book and read for vocabulary. Encourage them to think of vocabulary they already know.After about five minutes, ask the groups for some of the words they found or remembered. You could ask each group for three words in turn, and tell them they cannot repeat words when it’s their turn. Keep going from group to group until nobody can think of new words.Step7.1. Finish off the activity book.2. Go on the next reading in the student book..Summary:The important work in the class is to draw maps and build your vocabulary. The teacher can bring a map of own munity to the class. It can increase students’ learning interest and lead in the class easily.Lesson27: My map, Your Map, Our mapsTeaching Content:Mastery words and expressions: page, centre, bank, parking lot, by, across, across fromKnown words and expressions: shopping centre, movie theatre, at the top of, in the top/bottom left cornerTeaching Aims:1. Build the sense of learning by oneself.2. Find the similarities and differences between Canadian neighbourhoods and their own neighbourhoods.Teaching Important Points:1. Pronouns2. Ask questions about the directions.Teaching Difficult Points:Patterns: What’s that place be side the shopping centre?Teaching Preparation: mapsTeaching Aids: audiotape, flashcards, mapsType of lesson: new lessonTeaching Procedure:Step1.Ask some volunteers to tell what their ideal munity is like. At the same time, ask the others if they have the same opinion.Step2. Take out the map of your munity. Show it to the class first. Then the teacher covers a part of it, let them guess where it is.Step3. Listen to the tape and answer the following questions:1. What are Jenny and Danny doing?2. What is the square in the bottom left corner?3. What’s above the bank?4. What’s the square across from the parking lot, to the right?Step4. Read the text silently and check the answers. Then read it loudly in roles in pairs.Step5. Act the dialogue out in front of the class.Step6. Draw maps of the students’ own munities. Let the students who live in the same munity to check if they make any mistakes.Step7. Use the maps we drew to play the game.Play the game in groups in four. Cover a part of your map. Then let the others in the same group to guess what it is. The student who can guess more places than others is the winner.Step8. e to “PROJECT”.What’s missing from your map?Play the game with a friend.Put a piece of paper over one of the maps, so you can’t see it. Ask a friend to put a piece of paper ove LessonLesson 28: Turn Right, Turn LeftTeaching Content:Mastery words and expressions: along, sidewalkKnown words and expressions: Can you tell me the way to…?Teaching Aims:Know about the traffic roles in Canada and pare it with the ones in China.Teaching Important Points;1. Ask the way.2. Show the way to others.Teaching Difficult Points:Some expressions: the way to, look right, turn right, walk alongTeaching Preparation: flashcardsTeaching Aids: audiotape, flashcardsType of lesson: new lessonTeaching Procedure:Step1. Remind the students the names of the buildings. Such as: book store, grocery store, bakery, video store, mailbox, post office, apartment, house, hotel, beach, restaurant, swimming pool, library, bus stop, cinema, school, shop, sidewalk, park, parking lotStep2. Listen to the tape and imitate after it. Then listen again. Let the students notice the rhyme, rhythm and repetition in the song. These are good devices for developing an “ear for English”.Step3. Read the song by students themselves. Help them understand sense groups in the song.Step4. Discuss the projectDivide the students into several groups and discuss the following questions:1. Where must you walk in China?2. Are the traffic rules in China the same as the ones in Canada?Write your answers down and report to the class.Stp5. Finish the task1. If you are in school now, you want to go to the post office to post a letter. Write the rote down. Discuss it with your partners.2. Organize a dialogue and act it out in front of the class.Step6. Let’s sing the song together. Help them to sing in rows. Encourage then to sing loudly.Step7 .e to “LET’S DO IT”.Step8.1. Finish off the activity book.2. Go on the next reading in the student book.SummaryThere are so many beautiful songs in the book. Listen them carefully and it will bring you to a pretty world. Let the students feel the rhythm of the music.the other maps.Ask your friend questions to learn what’s missing on your map. Let your friend ask your questions. Write the missing places on your maps.Then, make your own map game. Give your game to a pair of your classmates. You play their game. They play your game.Step9. 1.Finish off the activity book.2．Go on the reading in the student book.SummaryMaps are used often in the class. So before the class, drawing maps must be prepared carefully.Lesson 29: My NeighbourhoodTeaching Content:Mastery words and expressions: cost, sugar, cook, ownKnown words and expressions: hockey, chocolate, hot chocolate, make a lot of drinks, ask …to do Teaching Aims:1. Learn about the typical neighbourhoods in Canada.2. Think about the similarities and differences between Canadian neighbourhoods and their own neighbourhoods.Teaching Important Points:1. Introduce one’s neighbourhood.2. Talk about likes and dislikes.Teaching Difficult Points:Describe one’s neighbourhood.Teaching Preparation: flashcardsTeaching Aids: audiotape, flashcardsType of lesson: new lessonTeaching Procedure:Step1. Sing the song in Lesson 28 together. Then let a few volunteers act in front of the class.Step2. Listen to the tape with the following questions:1. What does Michael like to do in winter?2. What does the shopping have in Machael’s neighbourhood?3. What’s hot chocolate?4. Does Machael help at home?5. What does Machael do at home?Step3. Read the text silently and check the answers. Let some students read the text loudly in class. Help them if they have trouble.Step4. Write a passageIntroduce your neighbourhood in class. First write it down. Then discuss the passages in groups. Let’s see whose neighbourhood is the most popular. Check if your neighbourhood exits safe questions. Report it to the police when you go back home.Step5. Talk about the subject: What do you do everyday at home?Ask some volunteers to e to the front. Tell what they do at home every day. The others listen and give their opinion if the student’s habits reasonable.Step6. Listen to the tape again. The students read after it until they can read it fluently.Step7. e to “ LET’S DO IT”.Is Michael’s life the same as yours? How is your life different? Do you help at home? Do you wash your own clothes? Where do you shop? Write a short passage about your life.Share your passages with the others in your group. Choose the best one to read in front of the class. Step8.1. Finish off the activity book.2.Go on the next reading in the student book.SummaryThe teacher encourages students to speak in front of the class, which is very necessary in training the spoken English. Tell them not to be shy and he will do better next time.Lesson 30: Eat a Donut and Turn RightTeaching Content:Mastery words and expressions:, a piece of, straight, wrong, cinema, get/ be lost, turn right, at the… crossingKnown words and expressions: until, till, crossing, walk until you see the movie theatre.Teaching Aims:1．Cultivate the spirit of cooperation in finishing the task.2．Write a position with what we learn in the text.Teaching Important Points:1. Ask the way.2. PronounsTeaching Difficult Points:Show a place to the others.Teaching Preparation: FlashcardsTeaching Aids: audiotape, flashcardsType of lesson: new lessonTeaching Procedure:Step1. Talk about the following content:1. What do you like to do after school?2. Where do you like to go?The students talk about the subject with the partners. After five minutes, let some volunteers e to the front to express their opinions.Step2. e to “ THINK ABOUT IT!”1. Have you ever lost before?2. How did you find your way back?Getting lost is familiar experience in one’s life. So give them chances to speak in front of the cla ss. In order to share the chances, every two students have one chance to speak for five sentences.Step3. Listen to the tape with the following questions:1. Where is Brian going?2. Why does Brian get lost when he reads Danny’s note?3. Did Brian arrive at the cinema at last?Step4. Read the text silently and check the answers. Then read the text loudly in class. Answer another question: “How do they arrive at the theatre?”Step5. Make up dialoguesSuppose you are on your way to a hotel. It is late now. You are very worried. What will you do now? Work in groups and make up dialogues. Then act it out in front of the class.Step6. Where am I?Draw a map on the blackboard and point where you are. Now you are in the school, you must go to the train station to meet your uncle, how should you get there? Draw the rote in your exercise book. Then write it down in English. Work in pairs. Tell your partner how you can get there.Step7. e to “LET’S DO IT”.Act out a play with a partner. One f you is looking for a bookshop, theatre or museum, but you don’t know the way. The other is a policeman who offers to help.Work in pairs. Write it down when it is necessary. Act it out in front of the class.SummaryAsking the way is a kind of ability that we must grasp in our daily life. Spend more time on practice in the class. Remember to encourage all the students to speak.Lesson 31: I Need a MapTeaching Content:Mastery words and expressions: keep, envelopeKnown words and expressions: get to know, It isn’t easy to live.Teaching Aims:1. Find the subject of a passage.2. Express one’s feeling in English.Teaching Important Points:1. Predict what Brian wrote in his diary.2. Pronouns.3. Retell one’s experience.Teaching Difficult Points:Re tell o ne’s experience.Teaching Preparation: flashcardsTeaching Aids: audiotape, flashcardsType of lesson: new lessonTeaching procedure:Step1. Retell the story in Lesson 30.Step2. Suppose you are hungry, you are looking for a restaurant. How do you ask the way? Let thestudents discuss. The teacher writes their answers down.1. Can you tell me the way to the restaurant?2. Excuse me…3. Which is the way to…?4. How can I get to…?Step3. Listen to the tape with the following questions:1. When did Jenny and Brian walk to school?2. What is the bakery for?3. What happened to Brian yesterday?4. What will Brian ask his uncle to buy?Step4. Read the text silently and check the answers. Then read it loudly in class.Step5. Divide the class into several groups and ask each group to write what happened to Brian in three sentences. They must think and summarize. They must also describe Brian in the third person. Step6. Listen to the tape again and have a further study to the text.Step7 e to “LET’S DO IT”.One of your friends from another city is ing to see you. Write an to him or her giving directions to your house.Read it to your partner. Let’s see if he can find your house. Is your demonstration clear enough? Step8.1. Finish off the activity book.3. Go on the next reading in the student book..Summary:You must learn to record your experience. Can you write it clearly according to your story? Workhard and practice more, you will make much progress.Lesson 32: Unit ReviewTeaching Content:Mastery words and expressions from Lesson25 to Lesson31.Known words and expressions in Lesson25-31.Teaching Aims:This unit presents information about typical Canadian neighbourhoods. Students learn about the types of stores and housing in Canadian neighbourhoods, and learn vocabulary to describe these neighbourhoods and their own.Teaching Important Points:1. Ask the way.2. Pronouns.Teaching Difficult Points:Show the way to the others.Teaching Preparation: flashcardsTeaching Aids: audiotape, flashcardsType of lesson: Review LessonTeaching Procedure:Step1. Remind the students the words of the places.Description: The students raw a map of a neighbourhood where they would like to live. They labeleverything in their neighbourhood in English. They can include anything they can describe in English. In small groups, each student takes a turn presenting his or her map.Step2. Work with partnersIn Lesson27 of the student book, on the second page, there are two maps of the same neighbourhood. Each map has different missing neighbourhood. Each map has different missing information. In pairs, the students cover up one or the other map, and figure out the missing information o the map they can see by asking their partners questions. Then they create their own missing information maps. They exchange their work with another pair of students, and each pair plays the game with the new maps.Step3. Sing the song in Lesson28: Turn Right, Turn LeftStep4. Describe your daily life. Practice prepositions of position, names of neighbourhood places, and asking and giving directions.Step5. Deal with the exercises.Step6. Finish off the activity book. If you have time, sing the song again together.SummaryIn this lesson, we must review what we learn in this unit. On the other hand, we deal with the deal with the difficulties in the exercises. The teacher must be very careful to arrange the class well.。
八年级英语第四单元作文范文下册全文共3篇示例，供读者参考篇1Unit 4: My NeighbourhoodMy neighbourhood is a bustling and vibrant place that I am proud to call home. It is a diverse community where people of different cultures and backgrounds come together to create a lively and dynamic atmosphere.One of the things that I love most about my neighbourhood is the sense of community that exists here. Our neighbours are friendly and welcoming, always ready to lend a helping hand or share a smile. Whether it is a friendly wave from across the street or a chat with a neighbour at the local market, I always feel a strong sense of connection and belonging in my neighbourhood.Another thing that I appreciate about my neighbourhood is the variety of amenities and facilities that are available to residents. We have everything from parks and playgrounds to restaurants and shops, providing us with plenty of opportunities for recreation and entertainment. I love spending time in thelocal park, playing basketball with friends or enjoying a picnic with family.The public transportation system in my neighbourhood is also excellent, making it easy for residents to get around without the need for a car. I often take the bus or subway to school or to visit friends, knowing that I can rely on a safe and efficient transportation system to get me where I need to go.In addition to the amenities, facilities and transportation options, my neighbourhood also has a strong sense of history and culture. There are many historic buildings and landmarks in the area that remind us of our past and the people who have lived here before us. I enjoy exploring the neighbourhood and learning about its history through guided tours or visits to museums and galleries.Overall, my neighbourhood is a wonderful place to live, filled with friendly faces, exciting activities and a rich sense of history and culture. I am grateful to be a part of this vibrant community and look forward to many more years of making memories and connections in my neighbourhood.篇2Unit 4 of the eighth grade English textbook in the second semester focuses on the topic of "A trip to the USA". In this unit, students learn about the geography, culture, and history of the United States, as well as how to plan and prepare for a trip to the country. They also practice reading, listening, speaking, and writing skills related to travel and tourism.To begin with, students are introduced to the different regions of the United States, such as the Northeast, Midwest, South, and West. They learn about the climate, landscapes, and famous landmarks of each region, helping them understand the diversity of the country. In addition, students study American culture, including holidays, traditions, and cuisine. They also learn about famous historical events and figures in American history, such as the Civil War, the Civil Rights Movement, and Martin Luther King Jr.In terms of language skills, students practice reading comprehension by reading passages about American cities, national parks, and tourist attractions. They also listen to audio recordings of conversations and interviews to improve their listening comprehension. Through role-plays and group discussions, students work on their speaking and communicationskills, discussing travel plans, asking for directions, and sharing their opinions on different aspects of American culture.Writing tasks in this unit focus on planning and organizing a trip to the United States. Students learn how to write emails to inquire about flights and accommodation, as well as how to create a travel itinerary and budget. They also practice writing descriptive paragraphs about their dream vacation in the USA, using adjectives, adverbs, and sensory details to paint a vivid picture for the reader.Overall, Unit 4 provides students with a comprehensive understanding of American culture and travel, while also developing their language skills in reading, listening, speaking, and writing. By the end of the unit, students should feel confident in their ability to plan and prepare for a trip to the USA, as well as communicate effectively in English while traveling.篇3Title: My Favorite SeasonThe fourth unit of the eighth-grade English textbook discusses the topic of seasons. In this unit, students learn about the four seasons - spring, summer, autumn, and winter - and the different weather and activities associated with each season. Inthis essay, I will be talking about my favorite season and why I love it so much.Out of the four seasons, my favorite season is spring. I love spring because everything comes back to life after the long, cold winter. The trees start budding, the flowers bloom, and the birds start chirping again. The weather is usually mild and pleasant, and I can finally start spending more time outdoors.One of the things I love most about spring is the cherry blossoms. In my town, we have a cherry blossom festival every year, and the whole town turns pink with all the beautiful blossoms. I love taking walks under the cherry blossom trees and enjoying the delicate scent of the flowers.Another reason why I love spring is that it's the perfect time for outdoor activities. I love going on hikes and picnics, riding my bike, and playing sports outside. The sun is shining, the birds are singing, and everything just feels alive and vibrant.In conclusion, spring is my favorite season because of the blossoming flowers, mild weather, and opportunities for outdoor activities. I love the feeling of renewal and rebirth that comes with the season, and I always look forward to the arrival of spring each year.。
