最新m8u2短语整理讲课教案

牛津初中英语8BUnit2教学案教学目的1. To go over unit 2教学重点和难点1. Grammar in this unit and some words and expressions 教学过程一、重点短语Welcome to the unitgo on a trip 进行一次旅行must be fun 一定有趣come on 快点；加油；得了吧bring sth. with sb. 随身带popular tourist attractions 受欢迎的旅游胜地go hiking / skiing 去远足/去滑雪see the beautiful view 欣赏美丽的风景take photos/pictures 拍照a symbol of Japan日本的象征/标志Readinghave a really fantastic time 玩得开心a famous theme park 一个著名的主题公园roller coaster 过山车以高速行驶(at a speed of )a fast food restaurant 一家快餐馆be interested in (doing) sth 对……感兴趣Sleeping Beauty 睡美人Snow White 白雪公主such as = like 例如can’t stop doing sth 忍不住/一直在做某事look so nice and cute 看上去如此漂亮可爱later in the afternoon傍晚/下午晚些时候the best part of the day一天中最精彩的部分wave to sb. 向某人挥/招手match across the park 列队走过公园clap and scream with joy 高兴得一边拍手一边尖叫a three-D film 一场三维电影apple pie苹果派at the end of 在……的最后under the fireworks 在烟火中in all总共,共计show sth to sb = show sb sth 把某物展示给某人看scream with excitement兴奋得尖叫起来be in Chinese style 以中式风格Vocabulary and Grammarthe line of people (人排成的)队伍wait in (the) line 在队伍里等get in进去a really delightful holiday一个确实使人高兴的假日a meaningful experience一次有意义的经历(可数)five years’teaching experience 5年的教学经验(不可数)to one’s delight /joy (n)使某人高兴的是……(do harm to(n) = be harmful to(adj)对……带来伤害)seem (to be) + adj 似乎……be on上演(延续性）begin/start(短暂性)celebrate their fifteen years of marriage (n) 庆祝结婚15周年Integrated skills and PronunciationWindow of the World世界之窗the best time for doing sth= to do sth是……的最好机all (the) year round一年到头;终年have ideas about sth 对某事有想法travel abroad出国旅行fly to a place = take a plane to a place=go to a place by air / plane 乘飞机去某地check it for you 替你核查某事tie it up 把它捆绑起来(tying)Main task and Checkoutwrite down the details 写下细节pleasant weather 宜人的天气desserts and snacks 甜点和零食the day of our trip to Hong Kong 我们去香港的那天be excited about……因……而兴奋three and a half hours = three hours and a half三个半小时have a bird’s-eye view of 鸟瞰;俯视the cultural centre of Hong Kong香港的文化中心state clearly 清楚地陈述something interesting and special有趣而又特殊的事情make your article more interesting使你的文章更有趣write about your feelings in the last paragraph在最后一段写一写你的感受1the day before yesterday 前天leave sth + 地点把某物遗忘在某地(left)march down the street 沿着街道行进take (bananas) from (the visitors) 从(客人手里)拿走(香蕉)2二、语法（现在完成时2）have/has been in表示“在某地呆了多久了”，(现在仍在那儿),可以与表示一段时间的状语连用。

小学英语课时备课设计学生活动：学生跟读潍坊市著名景点。

（学习知识点：潍坊市著名景点。

）2.学习内容：教师请学生进行对话示范，Where's Yangjiabu?B: It's in the east of Weifang.学生活动：观察潍坊景点地图中的景点位置，展开对子合作A: Hello, ...B: Hello,...A: Look, this is a map of Weifang. Where's ...?B: It's...（学习知识点：句型Where's ...? It's...）3.学习内容：教师列举学生刚刚说过的景点，询问学生有没有什么话想对自己的家乡潍坊说？学生活动：学生回答潍坊是一个美丽的城1.学习内容：教师呈现小短文，让学生尝试短文填空。

学生活动：根据对课文的理解进行短文填空。

图2.学习内容：播放课文音频，巡回观察指导，了解学生的跟读情况，并纠正发音。

学生活动:Listen and repeat.跟读并注意语音语调，模仿语音语调。

3.学习内容：教师呈现课本上的地图，教师带领学生展开复述Beijing is in the north of China. Suzhou is in the east of China. Lhasa is in the west of China. Guangzhou is in the south of China.学生活动：根据图中的四个地点，复述课文。

学习内容：教师设置情境：研学旅行中读图识图能力是必不可少的。

你能读懂你所心仪城市的地图吗？让我们来试一试吧！教师呈现地图：教师邀请一名同学上台示范Where’s the library?It’s in the south of the city.学生活动：观察地图，同桌之间展开对子合作：Where’s…?It’s in the …（学习知识点：句型Where’s…?It’s in the …及读图识图能力）Module 8 Unit 2 It’s in the north of China.beastWhere’s the libray?It’s in the south of the city.。

Module8Unit 2ⅠTeaching Aims and Demands:1. Language knowledge:Key vocabulary: pick up, bite sb on +the 身体部位save one’s life turn off Key structure: Oh, and if the snake doesn’t smile for itsphoto, don’t w orry.2. Reading skill:(1) Get information about activity.(2) Improve the students’ reading ability.3.情感目标：通过本单元的学习培养学生具有妥善处理突发事件的能力，增加自我保护的意识。

ⅡTeaching important points：（教学重点）Key vocabulary Phrase Key structuresⅢTeaching Difficult Points ：（教学难点）1.Develop the Ss’ reading skill and let students find questions by themselves.2.Get the Ss to get enough knowledge about how to protect oneself .Ⅳ.Teaching Aids: Tape recorder, mobile phoneⅤ. Teaching procedures：Step 1 .激情导入Talk about what you can use a mobile phone to do .Eg. We can use a mobile phone to call people .Step 2. 自主学习1. Learn new words about Unit 2 by yourselves .2 With these questions,Listen to the tape and then answer them .(1) Who was in the story ?(2)When did the story happen ?(3) Where did he find the snake ?3.Read the passage carefully and then do part 4 .Step 3. 合作学习与探究:Read the text, work out your questions and following questions. At first, talk about in your group. If you don’t still work them out, please write them down on the blackboard .let other group’s classmates help you.（读课文，解决你和你们组所发现的问题以及下面的问题。

M8U2教案[教案]教学目标：1. 学习并能正确运用新词汇与表达：vocabulary and phrases。

2. 理解并能用正确的语法结构来描述人物和环境：grammar。

3. 学会使用调查和讨论的技巧：skills。

教学重点：1. 掌握新词汇和短语的意义和用法。

2. 熟练运用不同的语法结构来描述人物和环境。

3. 培养学生调查和讨论的能力。

教学步骤：Step 1: Warm-up通过观看一段关于旅行的视频片段，激发学生对旅行话题的兴趣，并引导他们讨论相关的问题。

Step 2: Vocabulary and Phrases介绍和讲解与旅行话题相关的新词汇和短语，例如destination, itinerary, accommodation等。

通过图片和实例的展示，帮助学生理解并掌握这些词汇。

Step 3: Grammar引导学生学习和理解描述人物和环境的语法结构，例如present simple和present continuous tense的使用。

通过展示不同的句子和对话，帮助学生熟悉这些语法结构，并进行实际操练。

Step 4: Listening and Speaking让学生听取一段关于旅行经历的录音，并回答相关问题。

然后，组织学生进行小组讨论，分享自己的旅行经历并提出问题。

鼓励学生使用刚学到的新词汇和语法结构来描述。

Step 5: Reading and Writing学生阅读一篇有关旅行的短文，并回答相关问题。

然后，让学生用所学的词汇和语法结构自己写一篇关于自己最喜欢的旅行地点的短文，包括地点的描述、旅行行程和个人观感。

Step 6: Review and Practice通过游戏等形式复习本节课所学的内容，并进行综合练习。

鼓励学生用新学的词汇和语法结构进行问答和讨论，加强对所学知识的巩固和运用。

Step 7: Assessment通过布置作业或小测验，对学生的学习成果进行评估，并提供反馈。

Module 8 Time offUnit 2 We thought somebody was moving about教学设计一、教材分析本节课是新外研版八年级下册Module8 Unit 2，课型是读写课。

课文由Betty游览张家界展开，激发学生对祖国大好河山的热爱，同时唤起学生的环保意识，在语言上体会that引导的宾语从句的用法。

二、教学对象分析本课的教学对象是初中二年级的学生，具有一定的词汇运用能力和阅读能力。

学生能够听懂简单故事的情节发展；能够在教师的帮助下或根据图片用简单的语言描述自己或他人的经历；能从简单的文章中找出相关信息，理解大意，并能根据上下文猜测生词的意思；能够模仿范例写文章。

三、教学目标语言知识目标：1、that引导的宾语从句2、能正确使用下词汇：square, shape, human, wake, wake up, path, pull. 语言技能目标：1、能根据题目预测文章内容，读懂介绍旅游景点和旅游经历的文章；2、培养学生预测上下文和获取细节信息的能力。

3、能根据所给事实性或描述性信息介绍武陵源国家张家界风景区。

情感态度目标：1、通过学习培养学生对祖国大好河山的热爱，激发建设祖国的热情。

2、加深对我国自然风景区的了解，增强学生的环保意识。

3、充分利用教材和多媒体教学所提供的学习资源，主动与他人交流，及时反思。

四、教学过程：【课前预习】1、查阅资料，简要了解张家界风景区2、学生领读单词【课内探究】Step 1. Warming--upShow some pictures of Zhangjiajie and introduce it to the students. And then write words as many as possible. （利用PPT向学生展示张家界的图片并加以介绍，然后尽可能多地写出学过的单词）设计意图：通过看图片、谈论图片可以培养学生的观察能力，考查学生的词汇量。

Module 8 Choosing PresentsUnit2 She often goes to concerts.教学设计【教学目标】1.掌握本单元的重点短语与句子，理解并识记课文中的知识要点。

2.能读懂简单的文章介绍，介绍自己或他人对某种事物的喜爱。

3.学会表达自己的情感，为他人选择合适的礼物。

【教学重难点】重难点：频度副词【课时安排】1课时【教学过程】一、导入环节（一）导入新课，板书课题导入语：Today, we will learn Unit 2 of Module 8, “She often goes to concerts.” (write the title on the blackboard).(二)出示学习目标过渡语: Let’s read the learning goals together.1.掌握本单元的重点短语与句子，理解并识记课文中的知识要点。

2.能读懂简单的文章介绍，介绍自己或他人对某种事物的喜爱。

3.学会表达自己的情感，为他人选择合适的礼物。

过渡语: Are you clear? Let’s go on.二、先学环节（一）自学指导过渡语:First look at the guides carefully and then finish the tasks step by step.1. 读一读单词框中的短语，不会写的单词写写。

2. 第一遍读，快速阅读课文，理解文章的大体意思。

3. 第二遍读，读课文，完成课后练习。

4. 第三遍读，完成课本第三题。

（二）自学检测1. Read the passage and match the people with what they like doing.2. Choose presents from the pictures in Activity 1 for them.3. complete the passage with the correct form of the words from the box.（三）我的疑惑过渡语: Do you have any questions? If you have some questions, put up your hands.请你将自学和测试过程中的疑惑提出来。

初中英语外研版八年级下册高效课堂资料Module 8 Time offUnit 2 We thought somebody was moving about. 教学设计【教学目标】1.掌握本单元的12个重点单词、12个短语及句子。

2.读懂有关旅行经历的文章并获取信息，并根据提示介绍旅游胜地。

3.通过阅读对旅游胜地的描述，能激发对祖国大好河山的热爱，增强环保意识。

【教学重难点】重难点：that引导的宾语从句【课时安排】1课时【教学过程】一、导入环节（2分钟）（一）导入新课，板书课题导入语:Good morning, class. How are you? Today, we will learn Module 8 Unit 2. And write the title on the blackboard.（二）出示学习目标过渡语:Let’s read the learning goals together.1.我能掌握本单元的12个重点单词、12个短语及句子。

2.我能够读懂有关旅行经历的文章并获取信息，并根据提示介绍旅游胜地。

3.通过阅读对旅游胜地的描述，能激发对祖国大好河山的热爱，增强环保意识。

过渡语:Are you clear? Let’s go on.二、先学环节（15分钟）（一）出示自学指导过渡语:First look at the guides carefully and then finish the tasks step by step.1. Scan the passage and match the questions with the paragraphs.2. Read the passage carefully and answer the questions.3. Read the passage again and finish Activity4.（二）自学检测反馈1. Scan the passage and match.Paragraph 2 The story of their climbing Mount TianziParagraph 3 Descriptions of ZhangjiajieParagraph 4 A special experience at night during the holiday2. Read the passage carefully and answer the questions.Paragraph 2:(1)Where is Zhangjiajie? _________________(2) How large is it? _________________ (3) What is it famous for? ___________________________.Paragraph 3: Tell T or F (1)They camped by a small village. ( )(2)Betty heard a noise from a monkey.( ) (3)Lingling’s uncle was worried about the noise.( )Paragraph 4:(1)Did they see the lakes and forests from the top? ______________________________(2)What could they only see? __________________________________(3)Was it right to pull leaves off plants? ___________________________Paragraph 5: (1)What do you know about Dongting Lake?__________________________________.3. Number the sentences in the correct order.(Activity4)三、后教环节（15分钟）过渡语:After learning the conversation, let’s talk about language points in groups.1. 承诺做某事________________ 和...待在一起_____________ 玩得开心___________________因...而出名___________________ 看起来像_______________ 把某人叫醒__________________ 来回走动_____________________ 发出声响___________________ 寻找____________________ 摘下________________ 第二大淡水湖__________________2.I promised to write, so...我答应你们会写信的....promise在此处是动词，意为_______________,常见用法有（1）承诺做某事___________________ （2）承诺某人某事_____________________（3）promise +that 从句promise 还可以做名词，keep one's promise 遵守诺言我爸爸答应过给我买一辆自行车。

课题M8U2 We thought somebodywas moving about!课型Reading andwriting授课时间2015、教学案序号 2学习目标1.知识目标：掌握相关词汇和语法。

2.能力目标：能读懂介绍旅游景点和旅游经历的文章；培养学生预测下文和获取细节信息的能力。

3.情感目标：能根据所给实行或描述性信息介绍国家风景区。

表述与表达事实、情感，培养规范的写作习惯。

重难点重点：掌握相关词汇和语法，能实际运用。

难点：能熟练掌握宾语从句。

课前预习找出课文中的宾语从句。

课上导学活动过程一、Free talk二、自主学习（一）、小组内相互讨论、检查预习情况；（二）、Reading：Task I. Fast reading(略读)Q1: Who wrote the email?Q2: Who did she write it to?Q3: What’s her email mainly about?Task II. Part 1. Read the passage and match the questions with the paragraphs. Paragraph 2 ______ Paragraph 3_______ Paragraph 4_______A. Descriptions of Zhangjiajie.B. The story of their climbing Mount TianziC . A special experience at night during the holiday.Part 2 ：Careful reading（细读，重在细节把握）Paragraph 2:1.Where is Zhangjiajie?_______________________________2. How large is it? _________________________________3. What is it famous for? _______________________________Paragraph 3: Tell T or F( ) 1.They camped by a small village.( ) 2. Betty heard a noise from a monkey.( ) 3.Lingling’s uncle was worried about the noise.Paragraph 4:1.Did they see the lakes and forests from the top?____________________________________2.What could they only see?____________________________________3.Was it right to pull leaves off plants?____________________________________Paragraph 5 :1.What do you know about Dongting Lake?2. When will they come back?（四）理解意思1. 再次精读全文，小组内讨论文意并找出不懂的句子；2. 进行小组间合作交流，互相解答，教师点拨，精讲知识点。

四年级上册英语教案M8 U2 Sam is going to ride a horse1外研社（三起）教学内容：本节课是外研社（三起）四年级上册英语第八模块第二单元的内容。

主题是“Sam is going to ride a horse”，主要围绕将要做的事情进行教学。

课程内容涉及一般将来时态的运用，动词短语如“ride a horse”、“draw pictures”等，以及相关的日常交际用语。

教学目标：1. 知识与技能：学生能够理解并运用一般将来时态表达将要做的事情；能够听懂、会说、会读本节课的重点词汇和日常交际用语。

2. 过程与方法：通过情境创设、角色扮演、小组合作等教学方法，提高学生的英语听说能力和合作学习能力。

3. 情感态度价值观：培养学生对英语学习的兴趣和积极性，增强学生参与课堂活动的自信心。

教学难点：1. 正确运用一般将来时态表达将要做的事情。

2. 准确发音和记忆本节课的重点词汇和日常交际用语。

教具学具准备：1. 教师准备课件、录音机、磁带等教学工具。

2. 学生准备英语课本、练习本、彩色笔等学习工具。

教学过程：1. 导入：通过图片或视频展示本节课的主题，引导学生预测故事内容。

2. 呈现：教师播放录音，学生跟读并学习本节课的重点词汇和日常交际用语。

3. 操练：学生分组进行角色扮演，练习运用一般将来时态表达将要做的事情。

4. 巩固：教师设计相关练习，学生独立完成，巩固所学知识。

板书设计：1. 四年级上册英语教案M8 U2 Sam is going to ride a horse1外研社（三起）2. 重点词汇和日常交际用语3. 一般将来时态的表达方式作业设计：1. 听录音，跟读课文。

2. 抄写并默写本节课的重点词汇。

3. 小组合作，编写一个关于将要做事情的对话。

课后反思：重点关注的细节：教学难点1. 正确运用一般将来时态表达将要做的事情一般将来时态是英语中常用的时态之一，表示将来某一时刻或某段时间内将要发生的动作或存在的状态。

四年级上册英语教案M8 U2 Sam is going to ride a horse外研社（三起）一、教学内容本节课我们将学习外研社《英语》四年级上册第八模块第二单元《Sam is going to ride a horse》。

本单元主题是谈论将要做的事情，涉及到一般将来时态的运用。

教学内容包括单词：horse, ice cream, ride, make, draw；短语：go to the park, have an ice cream；句型：“What are you going to do this weekend? I'm going to ”。

二、教学目标1. 知识与技能：学生能够理解并运用本节课所学的单词、短语和句型进行简单的英语交流。

2. 过程与方法：通过听、说、读、写的训练，提高学生的英语听说能力和阅读理解能力。

3. 情感态度与价值观：培养学生对英语学习的兴趣，增强学生的合作意识。

三、教学难点1. 正确运用一般将来时态表达将要做的事情。

2. 单词和短语的理解与运用。

四、教具学具准备1. 教具：多媒体课件、录音机、磁带、卡片。

2. 学具：学生用书、练习册、笔。

五、教学过程1. 导入：通过播放歌曲《What are you going to do?》来吸引学生的注意力，激发学生的学习兴趣。

2. 新课呈现：利用多媒体课件展示本节课的单词、短语和句型，引导学生跟读并模仿。

3. 练习：通过小组合作、角色扮演等形式，让学生运用本节课所学的单词、短语和句型进行交流。

4. 巩固：布置相关的练习题，让学生独立完成，检查学生的学习效果。

六、板书设计1. 四年级上册英语教案M8 U2 Sam is going to ride a horse外研社（三起）2. 单词：horse, ice cream, ride, make, draw3. 短语：go to the park, have an ice cream4. 句型：“What are you going to do this weekend? I'mgoing to ”七、作业设计1. 抄写本节课所学的单词和短语。

M8 Unit 2 集体备课教案(译林牛津版高二英语选修八教案教学设计)整理Module 8 unit 2 The universal languagePeriod One Welcome to the unitTeaching aimLet the students get familiar with the topic of music. Encourage the students to practice their spoken English by talking about their favourite kind of music and discussing the pictures.Teaching important and difficult points1. Relate the information given in the book to the students’ own experiences and let them get familiar with different kinds of music.2. Let them talk about music fully and freely.Teaching aidsA computer and a projector.Teaching procedures:Step I. Lead-in (Discussion)Do you like music? Why or why not?How many kinds of music do you know? Can you list some types of music?What are the common topics of musicStep II. Ask the students to look at the pictures one by one on P17. Then ask some questions about each picture.Step III. Enjoy some music and ask the students to tell what kind of music they are.Step IV. Make up a dialogue.Ask you partner what kind of music he/she likes best and why he/she likes about it.Step V. Ask the students to tell a story about a famous musician. If there is no, introduce one to the students.Step VI. Discussion.Chinese opera is a kind of music with a long history. But some young Chinese don’t like it at all. Some even think that it is noisy. So what do you think about Chinese opera? How can we make more people interested in Chinese opera?Step VII. Summary.Step VIII. Homework.Preview the reading part.Period Two Three ReadingTeaching Aims:1. Learn and master the following words and expressions:Cast; fall in love; feature; unconditional; be drunk with; exercise control over; break one’s promise; terrify; conduct2. Train the students’ reading ability.3. Get the students to learn about the Turandot..Teaching Important Points:1. Learn to use the following useful phrases:Cast; fall in love; feature; unconditional; be drunk with; exercise control over; break one’s promise; terrify; conduct2. Train the students’ reading ability.Teaching Methods:1. Fast reading to get a general idea of the text.2. Careful reading to get the detailed information.3. Pair or group work to make every student work in class.Teaching Aids:The multimediaTeaching ProcedureStep 1 GreetingsStep 2 Lead-inTo start the lesson by asking the students some questionsAsk the students to talk freely in order to create an easy atmosphere to encourage the students to practise their spoken language. Ask the students to prepare some information in advance. Get the student to have a general idea of the opera.Step 3 Reading StrategyExplain the definition of a review to the students since different types of article have various ways of reading.1. What’s the definition of a review?A review is a report or an essay giving some information as well as some opinion or ideas about a book, performance, a painting or something similar.2. What should we pay attention to while reading a review of an opera?a. A review of opera usually starts with some background information.b. The review can five some important such as the actor’s names and finally an evaluation.c. The review may include lots of very descriptive words that reflect feelings.Step 4 Fast readingAsk the student to scan the text to finish the exercises in Part AStep 5 Listening and comprehensionListen to the recording and ask the students to finish the exercises on P 20 Part C1Answers:1. Because she felt that she could almost feel the history.2. She is cold-hearted.3. He was killed.4. She does not have to marry him.5. He promised to allow Turandot to choose her own husband.6. Eight.7. Turandot was played by Sharon Sweet from the USA, Liu was played by Barbara Hendricks from the USA and Calaf was sung by Kristian Johannsson form Iceland.8. The bringing together of the group of people from many countries, the music and the setting.Step 6 Post-readingIn order to have an accurate understanding of the text, ask the students to finish Part D on P20. And explain some more language points to the students.1. witness n.e.g. According to (eye) witnesses, the robbery was carried out by two teenage boys.witness vtwitness doing sthe.g. He arrived home just in time to witness his brother being taken away by the police.2.star vt (e.g. The studio would like to star her in a sequel to last year’s hit.)cast vt (e.g. The doctor decided not to cast his new film withbig-name actors.)3. setting n.e.g. The play has its setting in a wartime prison.be set in … (e.g. The story was set in Britain of the nineteenth century.)4. take ona. to accept a particular job or responsibility:e.g. She took too much on and made herself ill.b. to employ someone:e.g. She was taken on as a laboratory assistant.c. to compete against or fight someone:e.g. The Government took on the unions and won.d. to begin to have a particular quality:e.g. Her voice took on a troubled tone.5. exercise vt (to use one’s right, power or influence)e.g. The young employer simply does not know how to exercise his power over his employees.Since you’re a citizen of our country, you should exercise your right to vote.6. be desperate to do sth./be desperate for sth.( to be eager or in great need to do/for sth.)e.g. The old man was desperate to see his son, Who had left home to study abroad.The boy is desperate for a new pair of football shoes.7. leave vt 常用“leave＋宾语＋宾补”结构(to let sb. do sth. or be in a state/to let sth. be in a state )e.g. My grandma is over 80 years old, so do not want to leave her alone at home.The poor farmer died, leaving his wife and three children in poor conditions.When the couple went on holiday, they left their pet dog in the care of a friend.8. transform vt (to make a complete change of the appearance or character of)e.g. Plenty of rain might transform the area from a desert into a place full of plants.It is said that the old railway station built about 100 years ago will soon be transformed into a railway museum.Step 7 HomeworkPeriod Four Word powerTeaching Aims:1. Learn to read a passage of something about an orchestra and instruments used in an orchestra.2. Enlarge the students’ vocabulary.Teaching Important Points:1. Understand the meanings of words and expressions related to an orchestra.2. Master the words in this part and use them freely.Teaching Difficult Points:1. Knowing the main idea of the passage.2. Remember some new words about an orchestra.Teaching procedures:Step 1 Greetings1. Greet the whole class as usual.2. Check their homework if any.Step 2 Brainstorming1. What is an orchestra like?2. What kind of music is performed by an orchestra? (classical music/opera)3. Do you know any famous orchestras in China or in other countries around the world?Step 3 V ocabulary learning1. Read the web page in Part A carefully, and then complete the following chart written on the blackboard.Complete Part B individually and then check answers with a partner to see if they have got the answers.Suggested answers:strings: harp, violas, double bassesbrass: saxophones, trombones, tubaswoodwind: oboes, bassoons, piccolospercussion: timpani, xylophones, gongs2. Read the report and complete Part C individually referring to PartsA and B.Suggested answers:(1) orchestra (2) chamber (3) symphony(4) strings (5) brass (6) violins(7) cellos (8) brass (9) trumpets(10) Flutes (11) woodwind (12) bass drumsStep 4 V ocabulary extensionPlease focus on Part D and complete it individually.Answers to D:the instruments in red: stringsthe instruments in blue: woodwindthe instruments in green: brassthe instruments in yellow: percussionStep 5 HomeworkPeriod Five Six Grammar and UsageTeaching Aim:Introduce the ellipsis.Teaching Important Point:The basic usage of the ellipsis and learn to use it in different situations.Teaching Difficult Point:How to help the students learn when to use ellipsis and how to use it correctly.Teaching Methods:Teaching and practicing.Individual or pair work.Teaching Aid:Multimedia.Teaching procedures:Step1: Introduction to ellipsisEllipsis means leaving out words of a sentence when the meaning can still be understood. Ellipsis is used when you do not want to repeatwords or phrases that are obvious. You’re to learn when to use ellipsis and how to use it correctly.Step 2: PresentationSentences on the blackboard- How is your cousin today? ---(She is )Much better.(You) Open the the window, please!(It) Sounds fine to me.(It is a ) Pity our teacher couldn’t come.(Is there) Anything wrong?(Have you) Found your pencil?Read these sentences and point put the words that have been left out in each sentence.Step 3: Instructions1. Go over Part 1 Part 2Ellipsis is often used in imperative sentences, in short responses, in infinitive phrases and in informal English. Ellipsis is also used after hence, some prepositions or than. You should pay attention to the case in which ellipsis is used when two clauses with the same pattern and the same verb are used in a sentence.Read the examples in Point 2 and get to know that in some special styles, words are left out just to save space and time. When it comes to signs and labels, newspaper headlines, instructions, postcards, diaries and notes, ellipsis is often used.2. More examplesStep 4: Practices1. Read Part A carefully and find out the words that can be left out.Answers:Singer: It was a real privilege for me to be cast. It had always been one of my strongest desires to have a part in Turandot.Jane: How were you hired for the job?Singer: Well, I’m a musical performer,………One day, saw a poster that the production company’s Personnel Department had put up saying that they were looking for singers. I applied for the job, and they sent me an invitation to try out for a part in the chorus.Jane: Was it difficult to try out?Singer: Yes, it was difficult…………Singer: The best part was visiting Beijing because the performancewas staged in the Forbidden City.……Singer: Yes, I would like to visit Beijing again.Jane: Well, it’s been fun talking to you. I thank you for your time.2.Read the instructions in Part B and finish the part individually.Answers:1 b2 c3 a4 d5 e1 Bob James, the pop star dies of drug abusing.2 This is the door to the stage.3 The performance last night was not as good as usual.4 Please handle this with care.5 Turandot is really a wonderful performance, and the setting is fantastic too.3. Do Part C1 and C2 on page110 of the Workbook. After doing the two exercises, they will know more clearly how to use ellipsis correctly.Step 5: Exercises1. - Are there any English story books for us students in the library?- There are only a few, ___________.A. if anyB. if thereC. if someD. if has2. - Would you like to go with us?- Yes, _____________.A. I'dB. I'd likeC. I'd like toD. I'd like to do3. - Would you like to have a try once again?- ________________.A. Yes, I likeB. No, I don’t like itC. Yes, I want very muchD. Yes, I’d like to4. - What do you think made Mary so upset?- ___________ her bicycle.A. As she lostB. LostC. LosingD. Because of losing5. - When did they get down to the job?- _______________.A. Until they leftB. Till they arrivedC. Since they finished itD. Not until they turned to me6. - Are you angry?- Yes. He should at least answer when _____________.A. speakingB. spoken toC. spokenD. speaking to7. Be careful while _________ the street.A. to crossB. crossingC. he crossesD. being cross8. _______ us for a dinner, don’t you?A. Don’t you joinB. JoinC. Have to joinD. Let’s join9. I promise we’ll be there at 6, _________.A. rainy or shineB. rains or shiningC. rain or shineD. rain or shining10. In the car accident the child was hurt, but ___________.A. the mother is killedB. the mother killedC. the mother being killedD. the mother has killed11. __________ I don’t remember where I met him.A. Fact is whichB. what the fact is thatC. The fact is whatD. Fact is12. He raised his hand __________ silence.A. as if to commandB. as though he going to commandC. as though to commandD. as of he commanding13. Francis Preston Blair, Jr., _________ born in Kentucky, lived and practiced law in Missouri.A. wasB. he wasC. althoughD. who he was14. We are to install this instrument ____________.A. as originally plannedB. as it originally plannedC. as was originally plannedD. as it being originally planned15. __________, people and objects are presented in a flat, often angular, abstract manner in JacobLawrence’s paintings.A. Always able to recognizeB. The ability to recognize alwaysC. While always recognizableD. Always can be recognizedAnswers:1-5 ACDCD 6-10 BBBCB 11-15 DCCACPeriod Seven EightTask Writing a website negative emotional languageTeaching Aims:1. To train the students’ ability of listening and writing.2. To master the skills in the writing of the life story of a composer3. To practise writing the life story of a composerTeaching procedure:Step 1 Review the last period of the unitSkills building 1: listening for facts about peopleWhen we are listening for facts about people, there are certain things we need to listen for. These includes:1. date when they were born and diede.g. He/She was born/died on 26 May 1962.2. places where they were born or died. These might be or countries.e.g. He/She was born in London, England.3. specific things that they did in their life. This will include dates and places such as when and where they got married or had a child, etc.e.g. He married Jane in Paris in 1999.4. information about why they did something and who or what influenced them.e.g. He wrote this opera because he liked East Asia.Step 2 ListeningWhile listening to the recording, ask the students to apply listening skills in practical use, such as note taking. The teacher should be responsible for the speed of the recording and make sure the student can finally understand the text as a whole. After the teacher can check the answers with the students.Step 3 Table fill-inIn this section, the students first are required to go through three passages on p 27. Since during the listening we have just finished part of the exercise, the teacher can design a skimming and scanning practice here, asking the students to find the relevant information of the table provided on P 26. And later ask the students to check their answers by presentation.Skills building 2: finding out about people’s livesSometimes you need to find out about people’s lives. You can start by asking the following questions.Which city/country was he/she born in?When was he/she born?What instruments did he/she play?When was …written?When did he/she die?Where did he/she die?Did he/she have brothers/sisters? What were their names?When did he/she get married?Who did he/she marry?Can you tell me any other information about him/her?Is there anything else you can tell me about him/her?Step 2 asking for further informationIn this section, the students are supposed to work in pair to practice the skills in skills buildings 2. The teacher can encourage the students to pracise their spoken language during this part, and later the teacher can also provide the sample answers to the students.Skills building 3: writing someone’s life storyWhen writing someone’s life story on an exhibition board, you need to:1. Start with his/her name as a little with the dates of his/her birth and death underneath.2. Perhaps use a timeline to illustrate what the person did in his/her life.3. Write the information in the order that it happened.4. Include pictures to make it attractive.Step 3: writing the life story of a composerIn this section, the students should apply their learned skills to practical use. First they have to collect some facts about the composers, find out about people’s lives and then write someone’s life story. The teacher first of all should remind the students of these steps and then give some instructions to the students. If it is needed, the teacher can also give the students a sample writing to show how they are supposed to phrase their article.Step 4 HomeworkPrepare for next period.Period Nine Ten Project The universal languageTeaching aimHelp students use what they have learnt to finish a project by working together.Teaching important and difficult points1. Help the students understand the text to collect as much information as they can.2. Ask the students to have a discussion about which singer or band they will focus on, what they will include in the project and how they can organize their webpage.Teaching aidsA computer and a projector.Teaching procedures:Step 1 Dictation.Step 2 Lead-inIn this unit, we have discussed different kinds of music. So today let’s have a closer look at the history and development of pop music.Step 3 First readingAsk the students to read the article “From jazz to pop” and then answer the questions.What is this text mainly about?It is about the history and development of pop music.How many periods can pop music be divided into according to the writer?Five periods. Early jazz, swing music, RB, rock and roll, and 1960s pop music.Step 4 Second readingRead different parts of the text on by one.Early jazz1. What was the most important instruments used in jazz?The trumpet is one of the most important instrument used in jazz2. Who is considered as one of the founding fathers of jazz?Louis ArmstrongFrom wing music to rock and roll1. What is the difference between swing music and traditional jazz?Swing music is faster than traditional jazz and have a sort of swinging feel to the music.2. What are included in “big bands”?Big bands included a pianist a violinist and a bassist, as well as others.3. Who is considered as one of the pioneers of rock and roll?Big Joe Turner.1960s pop music1. Which band was the most successful rock and roll band of the 1960s?The Beatles.2. What is “Beatlemania”?The phenomenon that masses of fans of the Beatles welcome this band at the airport.Step 5 Finish exercises B1 and B2 on the page 109Step 6 Discussion.Work in groups to discuss how to research and what to research about a singer or a band and then answer the questions in part B.Step 7 HomeworkEach group should choose a singer or a band to research and thendivide the work among group members. Each group member will be responsible for searching for some information. Use the information collected to make a webpage after class and present them to the class on the display wall.文档内容到此结束，欢迎大家下载、修改、丰富并分享给更多有需要的人。

莘县翰林小学Module 8 Unit2I often go swimming【教学目标】(1)Words: students must understand new word , and remember always, never.(2) Sentences: students can use do you often---?To talk about others’ habits. Students can use I always\ often \sometimes\ never---. And She always \often\ sometimes\ never ---. (3) Grammar: students can understand always\ often\ sometimes\ never and the General tense. 【教学重点】(1)Words: always, often, sometimes, never(2)Sentences: Do you always\ often\ sometimes\ never---?I always\ often\ sometimes\ never--He\ She always\ often\ sometimes\ never---. (3)Grammar: the general continue tense【教学难点】How to read always , never, how to use always, o ftensometimes, never.【教学过程】一、激趣定标，导学互助。

Step 1. Warming upSay the chant and do actions.二、激疑求知，探理求源。

Step 2. Presentation(1)Show some pictures and say，which group can say most phrases.(2)T: I have lots of hobbies. Reading English books is my hobby. Look at this picture. What’s he doing?S1: He’s reading English books.T: Do you always read English books?S2: Yes, I do. \Yes, of course.\ No, I don’t .\ Not really.Teach always.Then show write stories.Teach often.Show the picture of playing football.T:I like playing football. Do you like playing f ootball?S1:---.T: Do you sometimes play football?S1:---.Teach sometimes.……(3)Show some pictures, students practice in pairs, then show.三、激情展示，分享交流。

Modue8 Unit2 教材知识详解1.Godioc hurried out of the houe金凤花姑娘匆忙跑出了房子。

out of…意为“从……出来，在……之外〞，如：The man hurried out of the room这个人飞快地跑出房间。

2.与out有关的短语：tae out of从……拿出来；hurr out of从……匆忙出来；oo out of从……朝外看；ruh out of从……冲出来；um fortabe either 它也不舒服。

either作副词，意为“也〔不〕〞，常用于否认句中。

either作代词，意为“两者任一〞。

如：You don’t ie the new houe I don’t ie it either你不喜欢这幢新房子，我也不喜欢。

Either of the gir ie running两个女孩任何一个都喜欢跑步。

but Godioc wa ver heav and oon the chair wa in e bac/go bac。

return本身就有“回〞的意思，所以不再和bac连用。

如：M mother wi return in two wee我的妈妈两周之后回来。

return作动词，还可表示“归还〞，常与to连用，即returnto与give bac to意思相近。

如：I want to return thi boo to Jim我想把这本书还给吉姆。

Then Bab Bear e here, Bi!〞琳达向她的弟弟大喊:“到这里来，比尔！〞Don’t hout at the itte gir不要向那个小女孩大吵大嚷。

3.…o Godioc umed out of bed and hurried out of the houe without her baet……所以金凤花姑娘从床上跳下来，没拿篮子就匆忙跑出了房子。

without作介词，意为“无；没有〞；后接名词或者动名词。