广州版英语八上Unit4教案

8A Unit 4 Wild Animals全课教案Warm-up activities1 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.Presentation1 Ss complete Part A. Encourage them to do the task without any pre-teaching of keywords. Check answers orally with the whole class.2 Divide Ss into pairs and ask them to do the survey in Part B13 Encourage them to discuss in pairs why they like or do not like the animals. Ask them to write down their ideas.Language pointsLook delicious, If you eat my food, I won‟t talk to you., no one, in danger, a report on giant pandasHomework1 Learn the language points by heart.2 一课三练P.433 Preview the Reading Part.Revision1 Review key vocabulary according to the general ability of the class. Presentation (Reading A) 1 On the Bb, write the following list of sentences on the Bb:* Xi Wang is the name of a baby giant panda.* Baby giant panda s are very small when they were born.* They grow very quickly.* Xi Wang has to find her own food when she is 20 months old.* Hunters kill giant pandas and sell their fur.2 Divide the class into three groups and allocate one part to each group. While students skim the text on their own, ask them to underline the words they do not know. Then go through the words students have underlined. Ask students to explain briefly how they know that the sentences on the Bb are true by identifying and listing key facts in the text.Presentation (Reading B& C)1 Ask Ss to draw a parallel between the growth of the baby giant panda and a human baby. Ask if they know what happens to people while they grow up. Write the following words/phrases on the Bb.Adult old person teenager baby middle-aged personYoung adult child toddlerDraw a timeline and encourage Ss to come forward and write each word at the correct point on the timeline. Ask them to draw a more creative growth chart.2 Ask students to do a birth chart of themselves. Tell them to add their photos to the chart. Presentation (Reading D)1 Revise the words listed in the box in Part D.2 Ask students to complete Part D. Then ask some Ss to read the sentences aloud to check their choice of words.3 If they show interest, ask them to practice the text for a presentation for 2-3 minutes. Presentation (Reading E)1 Ask Ss to read the conversation in Part E in pairs to check if there are any words they do not know. Then ask Ss to complete the sentences individually.2 Ask six Ss to read the conversation while the rest of the class check their answers. Language points (Part A)The story of Xi Wang, only 10 days old, it means…, was born, weigh just 100 grams, at four months, for the first time, eight months later, not…any more, grow into, at the very beginning, up to 14 hours a day, bamboo shoots, have to look after herself, have another baby, It is adj. (for sb.) to do, some of the problems, kill it for its fur, nowhere to live, on their own, need help, in danger, take the following actions to do, protect giant pandas, make giant panda reserves bigger, encourage sb. to do, there will beLanguage points (Part B& C)Keep sb./sth. Safe from danger, large areas of land with trees, special areas for wild animals, stay aliveHomework1 Learn the language points by heart.2 一课三练P.44-453 Preview the V ocabulary Part.Presentation （Vocabulary）1 Creat an interest in animals. Try to extend the context by asking Ss if they would like to adopt an animal and , if they do, which one they would choose.2Use the task to check Ss‟knowledge of name of animals. Ask Ss to guess the names individually first and then compare with a partner.3 Check answers with the whole class. Read all the words under the pictures and ask Ss to give definitions.Language pointsPolar bear---North Pole, wolf----wolvesHomework1 Learn the language points by heart.2 一课三练P.463 Preview the Grammar Part.Presentation （Grammar Part A）1 Try to elicit the conditional structure by asking questions such as What will happen if you come to school lats? What will happen if you break your favourite toy? Try to think of sentences which reflect Ss‟ own experience. Write the most interesting answers on the Bb. Ask Ss to include the “If”-clause as well. Read all the sentences again and ask more able Ss to elicit the rule.2 Write some more open “If”-clauses on the Bb and ask Ss to finish the sentences with their own ideas. Help Ss reformulate their ideas into correct sentences and write them on the Bb.3 Ask Ss to match the sentences on their own and then compare answers with a partner. Invite a more able student to read the sentences aloud for the rest of the class to check answers.4 For Part A2, Ask Ss to complete the sentences on their own and then compare answers with a partner. Check answers with the whole class.5 Ask Ss to complete “Work out the rule” at the bottom of p age 61.Presentation （Grammar Part B）1 Ask Ss to read through the rules and the sample sentences on their own. Then check understanding by asking them to think of other examples.2 Write several “If”-clauses on the Bb and ask more able Ss to complete them with their own ideas. Remind them to write about repeated and predictable situations instead of possible results.3 Explain the context of Part B1. Revise the words in the box.4 Ask students to complete the sentences individually.5 Ask Ss to read the conversation with a partner checking the accuracy of their sentences. Then check answers with the class.Presentation （Grammar Part B2）1 Try to creat interest in learning interesting things about wild animals. Tell them that Amy‟s report introduces new information about tigers and wolves.2 Explain the context of writing a report. Revise the structure of conditional sentences.3 Ask Ss to read the report on their own to make sure that there are no unfamiliar words. Then Ss complete the sentences individually and compare them with a partner. Check answers with the whole class.Language pointsGrow more bamboo, run the other way, go to North Africa, walk through a rainforest, learn a lot about wild animals, arrive at noon, see the feeding of animals, get enough information for my class report, attack people, spit poison, step on them, male wolvesHomework1 Learn the language points by heart.2 一课三练P.47-483 Preview the Integrated skills Part.Presentation （Integrated skills A）1 Invite students to talk about what they like about tigers and wolves. Brainstorm any information and general knowledge about the two animals.2 Ask Ss to study the two fact files in pairs. Check the meaning of some of the words.3 Help Ss focus on the general context by asking general questions they may be able to answer while listening for the first time. Write them on the Bb:* What is the name of the largest living cat?* What is Millie‟s favourite animal?Play the recording. Students listen carefully for keywords to answer the questions.4 Play the recording for again and ask students to find out the missing facts in the fact sheets. Play the tape for the third time for Ss to check the answers.5 Ask Ss to read the letter in pairs and discuss any words they do not understand. Complete the letter without looking at the fact sheetson page 64. Then ask them to look at the fact sheets to check the answers and make corrections if necessary.6 Ask more able Ss to read aloud the letter.Presentation （Integrated skills B）1 Ask students to practice the conversation in pairs and then change roles. Identify any words or phrases they do not know.2 Ask students to create their own conversation using information from the fact sheets. Language pointsLive as a family, good at hunting other animals, make medicine, friendly towards each other, loss of living areas, make medicine from their bones, buy clothes made of animal fur, look lovely on me, lose one‟s life, someone else,Homework1 Learn the language points by heart.2 一课三练P.493 Preview the Pronunciation, Main task & Check out Part.Presentation （Pronunciation）1 Remind Ss of communicative purpose of conditional sentences.2 Play the recording for Part A and ask Ss to listen carefully. Ss imitating the rising and falling voice patterns.3 Ask students to read Simon‟s presentation with correct the rising and falling voices.4 Ask students to read Millie‟s presentation in Part B quietly on their own. Play the recording . Ask Ss to listen carefully and mark where Mill ie‟s voice rises and falls with the correct arrows.5 Tell students to read them again, and answer the …Wh-…questions. Students work in pairs. Language points （Pronunciation）Peaceful animals, live in family groups, continue to build roads, have suitable homes, make new farmland, make a lot of money, sell elephants‟ tusks, train them,Presentation（Main task）1 Talk to Ss about the purpose of writing reports. Elicit from the different reports. Explain that in reports, we do not normally say …I feel…‟ or …I like…‟ and do not include personal comments.2 Read the title of the report in Part A. Create an interest in the topic by asking what they have learnt about giant panda in this unit.3 Ask students to skim through the report quickly and give each paragraph.4 Ss complete Simon‟s report in Part C on their own. Ask more able Ss to read it aloud to check the answers.Language points （Main task）Spend a lot of time drinking their mums‟ milk, at a time, get smaller and smaller, become farmlands, keep taking the land, what action can the club take? Sharp paws, walk upright Presentation （Checkout）1 Set a time limit for reading the sentences in Part A and for filling the blanks. Ask Ss to complete the task on their own.2 Ask students to Proceed to Part B after completing Part A.3 Ss complete Part B on their own and then compare answers in pairs.Language points （Checkout）Climbing, what about playing football?, a friend like Alan, answer questions correctly Homework1 Learn the language points by heart.2 一课三练P.50-523 Preview the Unit 5。

总课题Unit 4 Do it yourself 总课时8 第1课时课题Comic strip and Welcome to this unit 课型New教学目标1.To learn about the names of common tools.2.To talk about DIY in English.教学重点Useful expressions.教学难点To talk about DIY in English.教学准备Ppt. Notebook.课前预习Go through the part and try reciting the new words.教学过程教师活动学生活动备课札记Comic stripStep1 Presentation1.1.Have a free talk: There’s something wrong withmy 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 Listening1. 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.(1)What’s Hobo going to do?(2)What should Hobo do first?(3)What does Hobo probably need?Step 3 Activities1. 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 le t’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!Guess the meaning. Answer: DIY stands for “do-it-yourself”Answer: I can make kites/repair my bicycle/paint the shelf.Answer: No, Eddie won’t help him. Listen and answer questions.Turn to page 42 and read after the tape. Work in pairs.Act out. Encourage ss toWelcome to the unitStep 1 Presentation1. 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 Activities1. 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 Homework1. Read the words ,phrases and sentences fluently.2. Memorize Comic strip and part B.3. Preview Reading. imagine and say out.Learn new words. Finish Part A. Discuss and practice.Listen and answer: She’s going to make some paper roses today. Read.Work in pairs and act out.教学反思总课题Unit 4 Do it yourself 总课时8 第2课时课题Reading 1 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 understand the article and finish relative exercise.教学难点To cultivate the sense of DIY.教学准备Tape recorder Computer课前预习Try reading the new words and learning them by heart.教学过程教师活动学生活动备课札记Step1 Presentation1. Review the vocabulary of tools.2.T：Suzy’s cousin Andrew likes DIY a lot. He’scrazy 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 Practice1. 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 Reading1. 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.2. T: Please open your books and turn to page44. Guess the meaning. Answer: He tried to hit the nail with a hammer, but he hit a pipe and filled the room with water.Listen and judgeT\F.Listen and makeLet ’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 terribleParagraph 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, catParagraph 4: a shelf, above, spend five hours, not stay, much higherParagraph 5: buy, advise, make him angry, attend lessons, know much more4. 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 ProblemsPut 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 hiscat blue.Put up a shelf for Suzy. The books couldn ’t stay there because oneend 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.notes.Repeat and learn key words and phrases.Retell the article paragraph by paragraph.Retell the whole article.教学反思总课题Unit 4 Do it yourself总课时8 第3课时课题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.教学准备Computer课前预习Read the information about the article and get ready to retell.教学过程教师活动学生活动备课札记Step 1. Leading inT: Yesterday we learnt the story of Andrew and his DIY jobs. Can you say something about Andrew?Ste p 2. PresentationA. Reading: Let the Ss read the context carefully and then answer the QS.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 light2. have a power cut3. make a mistake4. put up a picture on the wall5. hit a pipe6. fill the room with water7.keep on doing sth.8. not only...but also...9.put up the shelf 10. advise sb.to do11. take a course in DIY 12. make him angry13. attend lessonsD、Language pointsAsk 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 Make a report. Have a group competition by answering questionsWatch and learn carefully.Write the useful points down in the notebooks.language points .Step 3. practiceGet 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. ActivitiesEnjoy DIY ：Ask Ss to work in groups ,according to the teacher＇s instructions to do their DIY jobsA：Having a discussion in groupsGroup 1 : making a lovely envelopeGroup 2 : making a birthday cardGroup 3 :painting the paperB: Group presentationStep5 ExerciseFinish the relative exercise.Homework1、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 Retell the text and do exercise.Listen and pay much attention to the main points.Try to finish some exercise.教学反思总课题Unit 4 Do it yourself总课时8 第5课时课题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.教学准备Computer Pictures Notebook课前预习Go through the part and try to learn some new words by heart.教学过程教师活动学生活动备课札记Step 1 Presentation1.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 Practice1. T: Suzy is giving DIY advice to her classmates. Can you help her make sentences with should(not) and had S: She advise him to take a course in DIY. S: You should take a course in DIY.Think and understand.Ask ss to discuss the rule..Sum up the rule. Read together.Do exercise.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.Homework1.Preview Grammar2.Finish the relative exercise. Read and check answers.Finish the exercise. Finish the exercise. Practice教学反思总课题Unit 4 Do it yourself总课时8 第4课时课题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.教学准备Computer Pictures Notebook课前预习Go through the part and try to learn some new words by heart.教学过程教师活动学生活动备课札记Step 1 GreetingsOne-minute speech about the article.Step 2 Lead in1. Play a gameGive instructions.E.g. Please have a seat!Sit down please!Open the door!Please don’t close the window!………Step 3 Presentation1. 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 Practice1. 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 Some Ss say something about the text.Follow the instructions.Ask ss to discuss the structure..Sum up the rule. Read together.S: She’s making a card.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 Activities1. 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.Homework1.Preview GrammarB2.Finish the relative exercise. S: We should cut out pieces of card first. Learn the new words.Watch some pictures and do exercise. Read and check answers.Follow the instructions.Finish the exercise.教学反思总课题Unit 4 Do it yourself总课时8 第6课时课题8A Unit4 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.教学准备Computer Pictures Notebook课前预习Go through the part and try to learn some new words by heart.教学过程教师活动学生活动备课札记A .How to make a fruit saladStep 1 Presentation1. Communicate with ss to lead in new lessons: What didyou 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 Listening1. 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 f ruit 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. Answer questions. Answer questions.A: We need some vegetables or fruit, a bowl, a spoon and some salad cream.Revise vocabulary about food and tools.Revise vocabulary about fruit.Listen and tick. Check answers.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 Listening1. T: Amy wants to make a fruit salad. She’s asking Suzy for some tips. Please listen to their conversation and helpAmy complete her notes in Part A3 on page 50.2. Ask ss to read together and check answers.B.Speak upStep 4 Activities1. 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.Homework1. Memorize words, phrases and sentences.2. Recite Speak up.3. Preview Study skills. Listen and answer questions.Repeat after the tape Finish the exercise.教学反思总课题Unit 4 Do it yourself总课时8 第7课时课题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.教学准备Computer Pictures Notebook课前预习Go through the part and try to learn some new words by heart.教学过程教师活动学生活动备课札记Step 1 Presentation1.Show some words on the blackboardold-young easy-hard tall-shortrude/impolite-polite happy-unhappy kind-unkind Now，we know they are prefixes.2.PresentationSay: 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 pre fixes 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 Practice1.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—uncertain2.important—unimpor tant …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). Find prefixes. Listen and learn.PracticeIf 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。

Unit 4 How do you get to school?一、Analysis of the Teaching Material：单元分析内容提示本单元是新目标英语八年级上册第4单元，教材以How do you get to school?为中心话题，围绕“t raffic way”展开。

主要是在学习和运用某种交通工具去某地表达法的基础上，运用How long /How far 询问如何到达某地，描述“去某地的交通方式、时间、距离”。

其教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流，这对于提高学生的综合能力，特别是说的能力很有帮助。

教学目标1．知识目标：单词：学习掌握词汇bicycle, subway ,car, bus, train ,bus stop ,train station ,bus statio n ,subway station ,ride ,walk ,minutes ,kilometers ,miles ,north ,North America , part , thing, other, depend on ,by boa t, more ,means等。

语言功能：学会谈论、描述交通方式、距离及时速的表达。

语言结构：1）、How引导的特殊疑问句、肯定句与否定句句型：How do you get to school? I take the bus.How long does it take? It takes 20 minutes. （It takes sb. some time to do sth. ）How far is it? It’s 10 miles.2）、要求学生掌握好助动词do在不同人称特别是第三人称单数后的变化。

2. 语言技能：听说读写四方面1）、能根据录音判断交通的方式、花费的时间及距离；2）、能询问他人到达某地的交通方式的表达，并转述;3）、能运用简单的语言对自己上学的路线、方式进行描述；4）、阅读 3a和练习册上的文章，能理解大意，回答相应问题，并复述大意。

Unit4 How do you get to school?Background informationStudents: 40 Junior high school students, Grade 2Lesson duration: 45 minutesTeaching objectives:By the end of the lesson, students should be able to:1.know some simple transportations2.ask and answer questions about how to get some places3.learn to be a good listener and brave to ask questions in EnglishTeaching context:Vocabularysubway train by(表示交通、传递等的方式) bicycle stop transportation boat car taxi far how far kilometer mileSentences1. How do you get to school?1) I get to school on foot=I walk to school2) I get to school by+ any transportation3) I take a/an/the + transportation to school.4) I ride a bicycle/motorbike to school.2. How far is it from _____ to _____?3. How long does it take you to get from ____to____?Teaching aids: blackboard, chalk, PPTTeaching procedures:Step1. LeadingAs we all know that our society has become more and more developed and our life has become more and more convenient. There are a lot of transportations in our daily life now. For example, in the air, on the street ,even underground.What transportation can you think of?Step2. Learn the new wordsShow two pictures to the students and teach the new wordsStep 3.learn the first sentence ”How do you get to school?”a)ask the studentsb)show some famous persons and talk about them. Learn how to ask andanswer questions.c)do some pair workstep4. Topic: How do you get to your favorite places?a)Learn to use the logical words “first, next ,then”b)Practice using the structureStep5.introduce two sentences by showing a detail picturea)How far is it from ____ to____?b)How long does it take?step6. Practice using “H ow far is it from ____ to____?”step7.a)Show some pictures and talk about them. Learn how to use” How long doesit take?”b)Do some interactStep 8 do some listening and check the answersStep9 do some exercises and check the answersHomework write two conversations in 3b in your exercise book。

Unit 4 How do you get to school?一、Analysis of the Teaching Material：本单元是新目标英语八年级第四单元。

本单元以How do you get to school 为中心话题展开的，进一步使用一般现在时态来加深学生对其理解和运用。

在学习活动中，通过学生的自主学习与合作探究激发学生的学习兴趣，促进学生的情感交流。

以达到用英语来和别人讨论到达某地的最佳方式。

二、Design the principle：新目标英语强调的是任务型教学，强调学生要成为教学活动的主角，而老师只是从中起到协调引导作用，因此在我的教学设计里，比较重视学生活动。

充分调动起学生的积极性，让他们成为学习的主体。

本节课是本单元的第一课时，主要让学生掌握交通工具和基本句型“How do you……？”三、Teaching Aims and Demands：1.Knowledge ObjectsWords and expressionsTarget language2.Ability ObjectsListening skillSpeaking skillCommunicative competence..四、Teaching Focal Points：Key vocabulary:subway, take the subway,train, take the trainride a bike,take the bus, ,walk, take a taxi五、Target language:How do you get to school?I walk. How about you, Sally?I ride my bike.How does Mary go to school?She takes the train.六、Teaching Methods：Listening method.Pair workSpeaking七、Teaching Aids：A tape recorderPictures.Word cards.八、Teaching Procedures：Step One: Greet the class as usual.(Talk about the date. Use Present tense and Past tense. )T: What’s the date today?S: It is…….T：What was the date yesterday?S: It was…….（增强交际能力，复习学过知识)Talk about transportation.Step Two: New wordsShow some pictures of the new words on the screen. Ask students to tryto read these words.train, subway ,ship,car ,plane taxiMaybe there are only two new words for students---subway and train, sothe teacher only correct the pronunciation of these words.Then ask some students to say the phrases: ride a bike, take a/the bus ,taxi subway,train,ship and so on.(通过多媒体屏幕向学生展示所学单词,图文并茂，非常直观地向学生展示了新单词,调动了学生的学习积极性又强化了单词记忆。

Unit 4 How do you get to school?I. Teaching article(课题): Unit FourII. Teaching aims and demands(教学目的和要求):How do you get to school? -- I take the bus.How long does it take? --It takes 20 minutes.How far is it? --It’s 10 miles.III. Teaching importance and diffculty(教学重难点):Talk about how to get to places.IV. Teaching ways(教学方法):Revision, Learning, Practice and Reading.V. Teaching tools(教学工具):Tape-recorder and Lattern.V. Teaching time(教学时间):Six periodsVI. Teaching procedure(教学过程):The first periodI. Teaching Aims and Demands1. Knowledge ObjectsKey vocabulary.Target language.Oral practice.2. Ability ObjectsListening skill.Writing municative competence.3. Moral ObjectKnow about some traffic rules.II. Teaching Importance and DifficultyTarget language.Hey, Dave. How do you get to school?I walk. How about you, Sally? --I ride my bike.How does Emilio get to school? --He takes the train.III. Teaching MethodsListening method.Writing method.Pairwork.IV. Teaching AidsA tape recorder..V. Teaching ProcudruesStep I Greet the class as usual and check the homeworkStep II Learn the new words.Step III Section A 1aFirst ask students to look at the picture. And read the sample sentences to them.Ask them to repeat.Hey, Dave. How do you get to school? --I walk. How about you, Sally?I ride my bike.Step IV 1bFirst ask students to say what each person is doing. Write the phrases on the board.WalkingRiding a bikeTake the trainTaking the subwayTake the busStep V1c PairworkAsk two students to read the dialogue I the speech bubbles to the class. Sa: How does Bob get to school?Sb: He takes the train.Step VI Culture NoteYou may wish to include in the lesson names for other forms of transportation that are common I t he students’ home culture.Step VII Summary and HomeworkThis class we’ve learnt some key vocabulary and the target language. How do you (does he) get to school?Do you know how your parents go to work? Next class I’ll ask some of you to tell me the answers.Step VIII Blackboard DesignUnit 4 How do you get to school?Key vocabularyHow do you get to school?How does he get to school?I walk. He walks.教学反思:第一个课时应该是学生最感兴趣的.因为它简单有趣.活动多.同时它也是每一单元的引路石.所以我在课前先让学生听一首歌曲,----traveling in the world 既让学生知道要学什么.又激起他们的兴趣.同时我发现在这一课时中可以多请几个潜能生.The third periodI. Teaching Aims and Demands1. Knowledge ObjectsKey vocabulary.Reading and writing practice.Oral practice.The exercise of the workbook.2. Ability ObjectsWriting skills.Reading municative competence.3. Moral ObjectBe careful when crossing the street.II. Teaching Importance and DifficultyOral practice.The exercises of the workbook.III. Teaching MethodsReading and Writing method.Pairwork.IV. Teaching AidsA projector.V. Teaching ProcudruesStep I Greet the class as usual and check the homework.Step II Show the new words on the blackboard.Step III 3aT: First I’ll ask some questions. How can you get to school? How long does it take? Who would like to answer these questions? OK. You please.Sa: I take a bus. It take twenty minutes.Sb: I ride my bike. It takes fifteen minutes.Sc: I walk. It takes about seven minutes.T: Great. Now open your books at page 21. Let’s look at the reading passage. I’ll ask a student to read it to the cl ass.Step IV 3bShow the pictures and the time and distance on the blackboard.Ask one student to name one form and transportation and read the information that goes with it. Ask other students to name the other three.Step V Info gap race!First help the students form groups of three. Because threestudents work together in this activity.Ask the other students questions. Then fill in the blanks. Tell students the first group to fill in all the blanks wins. They will get little presents.Step VI Map practiceQ: How far is it from to ?A: It’s miles(kilometers).Q: How long does it take to go from to ?A: It takes (hours).Step VII Summary and HomeworkThis class we’ve had reading and writing practice. And we’ve done a game. Finish off the workbook exercise.Step VIII Blackboard DesignUnit 4 How do you get to school?How How long How far教学反思:教学时可以根据实际情况,或和学生有关的事.这样能引起学生的共鸣.他们就愿意讲.就有话可讲.如.你可问How do you go to Shuitou No. 1 Middle School? How far is it? How long does it takes? 等等.The second periodI. Teaching Aims and Demands1. Knowledge ObjectsKey vocabulary.Target language.Oral practice.Grammar Focus.2. Ability ObjectsListening skill.Writing municative competence.3. Moral ObjectDon’t be late for school.II. Teaching Importance and DifficultyTarget language.Oral practice.Grammar Focus.III. Teaching MethodsListening and writing methods.Pairwork.IV. Teaching AidsA tape recorder..V. Teaching ProcudruesStep I Greet the class as usual and check the homeworkStep II2aNow open your books at page 20. Look at the transportation pictures. I’ll ask a student to identify each picture.Picture 1 a trainPicture 1 a busPicture 1 walkPicture 1 a subwayPicture 1 a bikeStep III 2bFirst point to the clocks and their times. Ask eight students to read the time one by one to the class.a. 10 minutesb. 15 minutesa. 25 minutes b. 30 minutes a. 35 minutes b. 40 minutesa. 50 minutes b. 55 minutes Step IV 2c PairworkT: Now please look at the sample dialogue. I’ll ask two students to read it to the class. Who would like to read? Oh, you two, please.Sa: How do you get to school?Sb: Well, I usually walk but sometimes I take the bus.Sa: How long does it takel?Sb: It takes about 10 minutes to walk and 15 minutes by us.Step V Grammar FoucusReview the grammar focus box. Ask students to say the statements and responses.Step VI SummaryThis class we’ve learnt to talk about how to get to school and how long it takes to get to school.Step VII HomeworkWrite down grammar sentences in your exercise books.Step VIII Blackboard DesignUnit 4 How do you get to school?Key vocabularyHow do you get to school? How does he get to school?How long does it take? It takes about 10 minutes.教学反思:教单词时或后可以让学生根据该单词做一些谜语,The fifth periodI. Teaching Aims and Demands1. Knowledge ObjectsKey vocabulary.Reading passage.Reading and writing practice.2. Ability ObjectsWriting skills.Reading skills.Survey.3. Moral ObjectTell students a moved story.II. Teaching Importance and DifficultyReading and writing practice.Survey.III. Teaching MethodsReading and Listening method.Survey method.IV. Teaching AidsA projector.V. Teaching ProcudruesStep I Greet the class as usual and check the homework.Step II Show some new words on the blackboard. Teach the new words and ask students to repeat.Step III 3aNow let students read the article again. Then have them look at five sentences on the blackboard.1. In North America, not all students take the bus to school.2. Other parts of world are different from the United States.3. In Japan, the three popular ways of getting to school are bus, train and bike.4. In China, bikes and houses are the most popular means of transportation.5. Students in Hongshanhu and Kaishandao have to take a boat to get to school.Answers: 1. T 2. T 3. F 4. F 5. TStep IV 3bFirst let students look at the chart.This chart shows how students get to GardenHigh School.Make sure students know what to do. Ask them to finish the activity individually according to the chart.Step V 3cJust now you filled in on article about how students get to HilsvilleHigh School. How do students get to your school?Step VI Survey Find someone who…Tell students we’ll do a survey. Please turn to page 92. Go around the class and ask questions like this:How far do you live from schoolHow do you get to school?How long does it take to get to school?Step VII SummaryToday we’ve learn t some key vocabulary and done some reading and writing practice.StepⅧHomeworkWrite 3c down in your exercise book.教学反思:让学生复述3a真的是有难度.可否让学生缩写.找中心句等.The sixth period------reviewingI. Teaching Aims and Demands1. Knowledge ObjectsKey vocabulary.Reading and oral practice.Just for Fun.Exercises of the workbook.2. Ability ObjectsWriting skills.Oral practice.3. Moral ObjectHelp someone who has trouble.II. Teaching Importance and DifficultyOral practice.Exercise of the workbook.III. Teaching MethodsReading method.Speaking method.Self check method.IV. Teaching AidsA projector.V. Teaching ProcudruesStep I Greet the class as usual and check the homework.Step II Show some new words on the blackboard. Read the new words and ask students to repeat.Step III S elf Check 1First tell students to use words:”ride, take, think of, and get to”1. How do you get to school in the morning.2. What do you think of the transportation in your town?3. When it rains I take a taxi.4. How far do you live from the bus station?5. I like to ride my bike on the weekend.Step IV 2First let students look at the picture.Image you meet an American who needs help. His friend is ill in hospital. Ask students to work in pairs to write out the conversation. Walk around the class offering language support where necessary.Step V Just for Fun!Ask students to read the cartoon to themselves.How do they get to school?They cater pillar walks.The butterfly flies.Step VI WorkbookUnscramble these questions. Then answer them. Use the words in paretheses.Q: How do you get do the store?A: I take a train.Step VII SummaryToday we’ve reviewed key vocabulary in this unit and done some reading and writing practice.Step HomeworkFinish off the exercise of the workbook.教学反思:复习课应是一单元的总结,同时更应该是有所拓展.所以课后我觉得课中给学生的话题还是太少太小了。

Unit4 Inventions 一.要点短语:1.instead of取代,替代2.light bulb电灯泡3.help sb (to) do sth帮助某人做某事4.live a better life过更好的生活5.in the early 19th century6.in history在历史上7.at the start of在……初期8.since then从那以后9.each other彼此lons of数百万的11.mobile phone手机12.allow sb to do sth允许某人做某人13.keep in touch with与……保持联系14.in the day time在白天15.imagine doing sth想象做某事16.make noise制造噪音17.keep…off使……远离18.in front of在……的前面19.at the same time同时20..throw away扔掉21.turn into变成22.right now现在23.all the time一直24.make a mess弄得一团糟25.lead to导致，引起26.with the help with在……的帮二、单词用法必记单词：Funny create telephone comfortable century inventSince anytime develop special wing introduction必记词组：Instead of light bulb in history at the start of since then each other millions of in front of keep in touch with in the daytimemake noises keep...off at the same time throw away in a shorter time turn into all the time make a mess in the future right now make a mess lead to with the help of mobile phone用法集萃：1.Help sb do sth.2.Begin to do sth.3.Allow sb. To do sth.4.As many+可数名词复数+as +one can5.Imagine doing sth.6.Feel+adj.7.So many+复数名词8.Keep sb./sth.+形容词9.A+连系动词be+形容词比较级+than+B10.(not) as+形容词/副词原级+as...11.The+姓氏复数12.Make sb.+do sth.知识点概要1. Listen to advertisements for four funny inventions.(p49)1). advertisement 广告ad 缩写Miss White recently placed an in the local newspaper.怀特小姐最近在当地报纸上刊登了一则广告。

8上Unit 4 Inventions1.They help people live a better life.live a better life 过上更好的生活live a worse life 过上更糟糕的生活2.The following are three of the most important inventions in history 以下是历史上最重要是三项发明one of +最高级+名词复数“最....之一”e.g Yao Ming is one of the most famous player in the world3.Traveling became faster and more comfortable 旅行交通更快速，更舒适。

Travel 动词，动词做主语，要加ing 变成动名词方可做主语。

Runing is good for health 跑步有益身体健康faster and more comfortable英语中常用两个比较级连在一起，表示“越来越...”more and more beautiful 越来越漂亮4.In the early 19th century, the first trains began to carry passengers.A few thousand years ago, people started to use wheels on carriages begin/start to do sth 开始做某事对于hundred ,thousand, million,billion 等数字，只有一种情况下可加s, 即hundreds /thousands/millions/billions of ...5.They allowed people to keep in touch with each other anytime, any where.allow sb to do sth 允许某人做某事allow sb not to do sth 不允许某人做某事Students are not allowed to play football n the streetkeep in touch with sh 和某人保持联系Keep in touch with me when you go back to America6.With light bulbs, people can do as many things in the evenings as they can in the daytime.有了电灯泡，人们晚上也和白天一样可以做很多事情as...as.... “和...一样...”同级比较，否定形式not so ...as...“和...不一样”常考考点之一，考察俩个as之间用形容词还是副词Tom runs as quickly as BenJenny is not as beautiful as Tina7.Can you imagine living without them?imagine doing sth想像做某事。