牛津Unit 3 Phrases

英语牛津译林八上Unit 3：教案（全单元）8A Unit 3全部教案Warm-up activities1 Review some keywords and phrases such as ‘exercise’,’climb’,’keep fit’ and‘enjoy’. Ask students to look at the pictures and read the conversation between Eddie and Hobo.2 Try to elicit from students the funny aspects of the comic strip. Allow students to express their feelings.Ask two more able students to role-play the conversation in front of the class.*********************************************Presentation1 Divide the class into groups of three. Set strict time limit of 1-2 minutes. Each student in a group reads one of the postcards in Part A. Ask students to underline the names of places mentioned in the postcard and add the names of the city and the country.2 Encourage each student to take turns to explain the postcard to the other studentsin the group. Then students match the pictures to the text on the postcards on their own. Check answers in class.3 Ask students to do Part B on their own, and then check answers with their partners. Check answers in class. Elicit sentences from students such as The Opera House isin Sydney, Australia.Language pointsExercise, climb the hill, need to do, keep fit, come on, enjoy ourselves, take sb. to swh. , what happened there, the famous Harbour Bridge, the Opera House, the River Seine, the White House,Homework1 Learn the language points by heart.2 一课三练P.253 Preview the Reading Part.****************************************************Revision1 Review key vocabulary according to the general ability of the class. Presentation (Reading A)1 Show the pictures of the World Park in Beijing. Elicit the names of the places or building.2 Explain to students the context of the letter. Ask Who’s writing the letter? Who’s Linda? Who’s she writing to?3 Read the letter to the class while students follow in their books. Try to read with expression.4 Divide the class into groups of three and allocate one part to each group. Ask them to find adj., verbs or phrases in the letter, which describe how Linda felt that day. They can either underline the words they do not know or write them on a piece of paper. Then go through the words students have underlined.5 Ask students in each group to go through the three sections in Linda’s letter and discuss the different feelings expressed in it.3 Ask students to write a schedule of the day out indicating places and movements only. Ask them to list the key words.6 Check students’ understanding. Ask comprehension questions.**********************************************Presentation (Reading B)1 Ask students to read the conversation on their own.2 Ask students to replace the underlined phrase with the correct words. Encourage less able students to find the words in the letter on page 36&37.3 Ask students to compare answers in pairs. Then ask two students to read out the conversation in class to check the correct answers.4 Ask students to write the list of new words and definitions in their vocabulary record books.5 Divide the class into pairs and ask them to read the conversation.**********************************************Presentation (Reading C)1 Do Part C as a class competition.2 Ask students to close their books . Then read the sentences at random one at a time. Write them on the Bb only one at a time. Make it clear that students raise their hands when they are ready to answer.3 Ask students to correct the false sentences. Allow less able students to open their books and find the correct information.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.5 Check answers as a whole class activity.6 Ask students if there are any disagreements. Encourage them to explain why they have selected a certain sequence in order to identify reasons for mistakes. Language points (Part A)Invite sb. to do, at the beginning, get on a coach, be boring, on the highway, feel sick, most of the trip, arrive at, be made of metal, in front of, places of interest, from all over the world, the real ones in Egypt, an amazing day, join in, teach himself, a home page, for everyone to look atLanguage points (Part B)Travel from one place to another, movement of cars, the main road, come up from your stomach, the tall metal building, the old stone buildingLanguage points (Part C)It takes sb. time to doHomework1 Learn the language points by heart.2 一课三练P.26-273 Preview the Vocabulary Part.****************************************************** Presentation （Vocabulary）1 Part A is a recognition task asking students to identify the English names of popular places of interest in Beijing. Bring in photos of these places.2 Explain the context of the tasks. Ask students to study the pictures and words.2 Ask students to check answers with a partner. Then check the correct answers with the whole class by asking individual students to read out the sentences.3 Part B is a problem-solving task and students need to use their existing knowledge of Beijing to do it. Bring in a map of Beijing.4 Revise means of transport by asking students how they go to school or work.5 Ask students to do the task in pairs. Then ask students in a pair to compare their answers with another pair. Then ask students to take turns to read the sentences aloud to check the correct answers.Language pointsThe Monument to the People’s heroes, the red maple leaves, walk slowly around the big lake, feel the beauty of…, the names of the transport, more than an hour. Homework1 Learn the language points by heart.2 一课三练P.283 Preview the Grammar Part.************************************************Presentation （Grammar Part A）1 Elicit from students the context illustrated in the picture.Focus students’ attention on the trip and how the Class 1, Grade 8 students felt at the time. E.g., How was the trip? (boring, too long) Then ask them to form sentences with the keywords and write them on the Bb. E.g., The trip was boring. It was too long. Ask them to join the two ideas in one sentence.2 Ask students to list other similar ideas about the journey using ‘and’.3 Ask students to combine the two contrasting ideas--- of a boring trip on the coach and a wonderful day. Ask them when we use ‘and’ and ‘but’ to elicit the rulers.4 Ask students to combine the two options.5 Elicit a few sentences from students’ own experiences, focus on the sentences with the same subjects and verbs.6 This is a deductive learning activity. Encourage students to work it out as a problem-solving task following a set sequence of deduction. Students should be able to work out the correct joining word and also which words to delete by applying rules on Page 41.7 Elicit feedback from the class. Ask students to read out their new sentences. The others listen carefully and express agreeme nt or disagreement. If there’s any disagreement, encourage students to explain their reasons to help them focus on the different details of the rule.********************************************Presentation （Grammar Part B）1 Read the sample sentences. As k students to identify the verb and the ‘to’-infinitive in each sentences.2 Elicit other verbs that are usually used with ‘to’-infinitive. Give them the extra examples listed on page 43.3 Ask students to complete ‘Work out the rule!’ at the bottom of the page. For less able students, tell them to go through the example sentences and the explanations again.4 Ask students to complete the conversation in pairs. They should make sense of the sentences before they select a verb. Remind less able students that they need to use ‘to’-infinitives in the conversation.6 Ask students to read the conversation in pairs. Ask a pair of more able students to read out the conversation to the class.**************************************************Presentation （Grammar Part C）1 Write down some sentences containing reflexive pronouns. You can use the following examples:* I fell over and hurt myself.* My baby sister can feed herself.* My cat cleans itself every day.* We found ourselves in the centre of the city.2 Underline the reflexive pronouns in the sentences. Explain the use of reflexive pronouns. Tell them we use them when the subject and the object are the same person or thing.3 Explain the difference between reflexive and personal pronouns by giving some examples.4 Go through the table. Make sure students are able to distinguish between the singular and plural forms.5 Write some more verbs, e.g., ‘teach’, ‘give’, ‘buy…for’,’ look after’,etc.6 Ask students to complete ‘Work out the rule!’ at the bottom of the page.7 Explain the context and tell students that they need to find out Linda and Simon’s secret. Ask students to read the cartoon story first without working out the correct reflexive pronouns. Check the understanding of the vocabulary.8 Then ask students to go through the story again and work out the correct reflexive pronoun for each blank.9 Ask more able students to read out the speech bubbles in sequence. The rest of the class should listen carefully and check their answers.Language pointsDecide to do, prepare to do, see the sunset, take some photos of it,climb the rocks, hide-and-seek, pull himself up, luckily, do not tell anybody about this, keep their secret to themselvesHomework1 Learn the language points by heart.2 一课三练P.29-303 Preview the Integrated skills Part.************************************************Presentation （Integrated skills A）1 Talk to students about different school events. Elicit from students names of such events, e.g., a sports day, a funny day, a school fair, etc.2 Set the context of organizing sports, music, drama or any other events involving competition.3 Briefly review language required for a schedule using your students’ own experience. Use information based on the school. Write some details on the Bb.4 Read the poster in pairs. Ask some questions to find out the main points, e.g. , What’s it about? Who is it about? What will happen? Where will it happen? When?4 Ask students to look at Kitty’s notes and complete as much of the schedule as possible on their own. Encourage them to find the answers in the poster and underline them.5 Play the recording for Part A2 and ask students to complete the rest of the notes on their own.Play the recording again so that Ss are able to check, confirm or change their initial responses.6 Ask more able student to read the completed notes to the whole class to check answers .7 Present Part 3 as a quiz reading the sentences one by one. Ask more able student to rewrite the false statements with the correct details.Presentation （Integrated skills B）1 Ask students to practice the conversation in pairs and then change roles.2 Close the books and listen to me while I read the conversation. Ask students to repeat the sentences as they hear them.3 Encourage Ss to memorize the sentences. Ask them to pretend they are talking on the phone.4 Ask Ss to work in pairs and use the conversation as a model to make suggestions about visiting a place, express their opinions and make arrangements.Language pointsTh e final of…, take place, cheer for our team, with your support, we will win,half-time, presentation of cup and medals, per person, cost of the trip, over an hour, Shall we go to the Great Wall?, I’m afraid…, Why don’t we…?, play hide-and-seekHomework1 Learn the language points by heart.2 一课三练P.313 Preview the Study skills, Main task & Checkout Part.****************************************************** Presentation （Study skills）1 Make Ss aware of the difference between facts and opinions. Ask more able students what is a fact and what is opinion.2 Ask students to read the leaflet about the World Park.3 When they are comparing their answers, ask them to underline the words which express opinions and personal feelings.Language points （Study skills）467,000 square metres in areaPresentation （Main task）1 Introduce the topic of planning a day out. Ask Ss to bring in brochures of local places which they would like to visit.2 Elicit from Ss the need for accuracy in terms of times, dates, transport, places and types of activities.3 Remind students the context of this section. Go through the plan in Part A and point out the information which Kitty and Daniel want to include in the invitation letter.4 Tell Ss that the model plan prepares them for writing an invitation letter with their own information and details.5 Ask students to go through kitty and Daniel’s letter quickly and complete it on their own.6 Direct Ss’ attention to the different parts of the letter. Ask students to cover the prompts on the left. Ask them to match them with the corresponding parts in kitty and Daniel’s letter.7 Ask students to write a rough draft using the plans they have prepared in Part B. Language points （Main task）Is coming to visit you, all the way to…,************************************************Presentation （Checkout）1 Revise the use of joining words, reflexive pronouns and verbs +to infinitives.2 Ask students to read through the conversation and complete the sentences.3 Check the correct answers with the whole class and tell them to write their scores in the paw.4 Ask Ss to look at the pictures in Part B and explain the context. Ss then write the names of the places on their own.Language points （Checkout）Planned to go, pack my bag instead, play badly, shuttle bus, go climbing on rocks Homework1 Learn the language points by heart.2 一课三练P.32-343 Preview the Unit 4.。

Unit 3 I’m more outgoing than my sister? Useful Phrases1.as(so)+adj./adv.+as 和...一样2.the singing competition 歌唱比赛3.have fun doing sth. 做某事很开心4.be talented in 对...有天赋5.be the same...as6.be good at= do well in7.care about 关心，在意8.make me laugh(v.)happy(adj.)a teacher(n.)9.as long as 只要---条件状语从句既然---原因状语从句10.be different from 与...不同11.bring out 出版；生产；使呈现12.get better grades 得到更好的成绩13.reach for sth. 伸手去某物14.touch one’s heart 触及某人的内心15.in fact 事实上，实际上16.one…,the other+n.…some…, other+n.(pl.)…17.be similar to 和...相似18.be good with 与某人要好19.call sb. at telephone number20. a lot, even,much+形容词比较级Classical Sentences1. That’s Tara, isn’t it?2. You can tell that Lisa really wanted to win, though.3. But the most important thing is to learn something new and have fun.4. Charles is taller than Sean.= Sean is not as(so)tall as Charles.= Sean is shorter than Charles.Charles is as tall as Derrick.5. Derrick and Charles are both tall.6. That’s why I like reading books and I study harder in class.7. I’m shy so it’s not easy for me to make friends.8. But I think friends are like books---you don’t need a lot of them as long as they’re good.9. My best friend Larry is quite different from me.= My best friend Larry is not the same as me.rry is much less hard-working, though.11.I don’t really care if my friends are the same as me or different.12.In fact, she’s funnier than anyone I know.13.So who do you think should get the job, Jenny or Jill?。

Unit 3 My birthday知识梳理一、Words & Phrases9.have fun 尽情玩10.my birthday party我的生日聚会11.bring..…to带来二、Sentences1.When's your birthday?你的生日是在什么时候？2.My birthday is on 26th September.我的生日在9月26日。

重点句型讲解1.能用“When's your birthday?”询问对方的生日，并用“It's on.…”进行应答。

What time和When都表示“什么时候”。

前者表示具体的“几点钟”“几分几点”；后者表示的时间范围较广，但是也可以指“几点钟”，可以代替What time。

2.It's on 26th September.=It's on September 26th.on表示具体的时间，如某月某日；in表示一个大致的时间，如某年某月；at表示某一个具体时间点。

3.学习序数词。

（1）序数词一般由基数词词尾加th构成。

（2）特殊情况：onefirst,twosecond,threethird。

（3）拼法不规则：fivefifth,eighteighth,nineninth,twelvetwelfth。

（4）整数（10除外）序数词的构成是将基数词词尾y变ie，然后加th，如twentytwentieth,thirtythirtieth。

（5）两位或两位以上的基数词变序数词时，将个位数变成序数词。

如twentyonetwentyfirst。

（6）简写序数词时要用序数词的最后两个字母，如firstlst,second2nd,third3rd。

单词播音园了解字母组合st在单词中发/st/，如toast、postman、first。

注意：以st开头的单词，清辅音/心要发浊辅音/d/，如star、stay、stand。

Module 4 Unit 3 FireI. Words and phrases 单词和短语1. smoke /sməuk/通常作不及物动词，意为“吸烟”。

[例句]My father is giving up smoking. 我爸爸正在戒烟。

Don't smoke here! 这儿禁止吸烟!smoke也可以作名词，意为“烟”。

[例句]I can't stand the smell of smoke. 我不能忍受烟味。

2. start /stɑ:t/作不及物动词，意为“开始，着手”。

[例句] Summer vacation usually starts in early July. 暑假一般在七月初开始。

[拓展延伸]还可以表示“起程，出发”。

[例句]We'll start at six on Friday morning. 我们星期五早上六点出发。

3. match /mætʃ/ 作名词，意为“火柴”。

[例句]Boy, don't play with matches! 孩子，别玩火柴！[拓展延伸]作名词，还可以表示“比赛”。

[例句]There is a football match between Class 1 and Class 3 next week. 下周，一班和三班有一场足球赛。

4. careful /'kɛəfəl/作形容词，意为“仔细的；小心的”。

[例句] Tom was careful not to say anything about this to her. 汤姆小心翼翼，避免向她提及此事。

Be careful with the fire. 当心这火。

I am always careful when crossing a street. 我过马路时总是很小心的。

5. safety /'seifti/ n. 安全，平安[例句] We should lead the children to a place of safety.我们应该把孩子们带到一个安全的地方。

Unit 3 places of interest教学目标：掌握it的各种用法教学重点：learn to talk about some places of interest教学难点：master the usage of “it”教学过程：一。

【Phrases】1.位于2.大量的3..蜿蜒曲则4. …的顶部5.山脉6..在华北7.超过8. 在公元前五世纪9.成形10. …的中心11.坐船旅行12. 被…吸引13.洗澡14.做…的最好时间15.致以诚挚问候16.知悉;了解17.预先;提前18. a mountain chain19 . in the third century BC 20. ancient Chinese bronzes21. a landscape painting 22 natural sceneryMatch each word in ColumnⅠwith meaning in ColumnⅡ.Column ⅠColumn Ⅱ( )1. tourist A. a narrow road( )2. journey B.turn in different directions( )3. path C. a person who travels to another place for pleasure( )4. base D. a trip from one place to another( )5. twist E.the lowest part of something【知识精讲】 1. interestA. noun； a place of interest have /show interest in develop an interest in lose interest inB. V；interest sb be/become interested inC. adj. interested interestingplace(s) of interest 名胜；旅游胜地；旅游景点2.planmake a plan /carry out a planHer penfriends in England are planning to visit China,T:①他激励我们去实行该计划He gave us great encouragement to _________________.3.collect 收集collect stampscollect money for 为…筹集/募集资金领走, 带走（某人）; 拿走, 取走, 收走（某物）T：①垃圾工每周运走一次垃圾. The dustmen ____ the rubbish ____.②他每天下午四点从学校接回孩子He ________ from school_____.collectiona collection of 一系列搜集物; 收藏品a complete collection of the works of Lu Xuna large collection of ancient Chinese bronze ware, sculptures,paintings, calligraphy and furniture.4.twist: 盘旋，蜿蜒，曲折①长城婉蜒曲折穿梭在中国北方的崇山峻岭上The Great Wall twists and turns along the tops of mountain chains in northern China.②这条乡间小道蜿蜒曲折穿梭在农舍间.The country path twists and turns among the cottages.5.chain nounmountain chains = a chain of mountains 山脉a chain of =____________________ a series ofa chain of events, ideas 一系列的事件、意见 a chain store ,chain reaction6. information[U] a piece of information collect information information on/about sth.Inform (v.) inform sb. of sth. inform sb. that …keep sb. informed of sth.Informative (a.) providing information; instructive 提供资讯的；增长见识的7. take shape vi. 形成(具体化),成型T：①我们进行了讨论之后,计划就形成了.in the shape of something e.g. silver door in the shape of a large birdeg. The cartoon character began to take shape in his mind.用shape构成的一些复合形容词：a heart-shaped / egg-shaped facedragon-shaped kites8. travel, trip, journey ,tourtravel : 指“长途旅行，或周游（泛指周游世界）”常指长时间、远距离的“旅行”。

Unit 3 Welcome to our schoolComic strip &Welcome to the unitTeaching Aims:1. Learn some new words about subjects.2. Learn some phrases.Step1. Lead-in1.Show some pictures , present the new words.2.Learn the new words.Step2. Say the subjects1.Show some pictures , then write the correct subject under each picture.2.Do some exercises .3.Make a dialogue .A: Do you like …B: Yes, I do./ No, I don’t.A: Which is your favourite subjectB: … .Step3 Listening1.Listen and answer a question .Which is Eddie’s favourite subject2.Listen and repeat .3.Read together .Step4. Practice1.Read the dialogue in pairs.2.Act it out .Step5. Presentation1.Show a picture and present-What’s the date today-It’s … .2. Show another picture and present the new words.3. Learn the new words.Step6. Listen and answer1.Listen to the tape and answer the following question .(1)What’s the date today(2)What day is tomorrow(3)Can Millie’s mum come(4)When does the parents’ meeting begin(5)When and Where do they meet2.Listen and repeat .3.Read the dialogue together .Step7. Read and actStep 8 ExercisesToday is 9 O______ .T________ is Open Day. Millie’s mum w_____ like to come. The parents’ m_______ begins at two o________ in the afternoon. A______ that, parents watch two of their lessons. They will meet at the school g_____ at 1:30 tomorrow. Step9. Explanation1.favourite=like...best 最喜欢的e.g. Which is your favourite subject= Which subject do you like beste.g. My favourite subject is English.= I like English best.2.-What’s the dat e today 今天是几号？-It’s... .3.would like to do sth.=want to do sth. 想要做某事e.g. I’d like to go swimming.= I want to go swimming.-Would you like to go swimming-Yes, I’d like to.= -Do you want to go swimming-Yes, I do.4.the parents’ mee ting 家长会5.at the school gate 在大门口Step10. Exercises一、根据首字母或汉语提示完成单词。