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Chapter 3 A dangerous servantReadingTitleChapter 3 A dangerous servant Reading page 29-33GradeEightTeaching Contents The reading section in Chapter 3 in Oxford English Book 8B. It mainly trains the students’ ability in reading and develops the students’ ability in talking about home safety with its focus on using electricity correctly.Learners The students in Grade Eight are in a kind of transformative period. Considering in the intelligent aspect, though their abstract thinking starts to develop, yet imaginal thinking still plays a leading role in their thinking process. Additionally, their cognitive capability is incomplete. After one and a half school years learning and practising, they are now used to the English study in junior middle school but their childish curiosity which can be transformed into intellectual curiosity with the teacher’s direction and edification and be used to fulfill their learning task well still exists.Teaching Aims: Emotion Aims1. Arouse the students’ stronger awareness of participation and passion for using their learned Englishlanguage knowledge and skills.2. Be more cooperative in team work and respect others’ ideas.3. Get them to know that a language is a key to open a door to a wider world.Ability Aims1. Enable the students to talk about the differences between winter and summer.2. Improve their listening, speaking, reading and writing abilities.3. Improve their ability in cooperation in team work.4. Improve their ability in thinking and solving problems.Knowledge Aims1 Master the important words and expressions: cable, wire, power station, bubble, flow, metre, bury, connect2 Know how to use electricity correctly and safely.3 Make good preparations for the rest sections in this chapter.Teaching Emphasis 1 Practise different reading skills.2 Grasp the use of the key language items.TeachingDifficultiesDiscussion about the danger in using electricity thoughtlessly. TeachingAidMulti-mediaTeaching Methods 1 Natural approach2 Situation approach3 Task-based language teaching (These four tasks go from the easy to the difficult )4 Communicative approachLearning strategies: 1 Learning by doing method2 Cooperative learning method3 Indirect learning method4 Whole learning methodTeaching proceduresTeacher Students PurposePre-task 1 Warming Upl Greeting.l A song with the picture of arecorder which stops all in asudden.l Show them the picture of aplug off the power site.2Leading inl Why did the music stop?l What makes the recorderwork,fire,water or electricity?l Check the answer.1.Greeting.2.Listen to and followthe song.3. Give the answer.1.Warming up.2. Make a warm, happy and easyatmosphere3. Lead in the new topic for this lesson4. Shift into the following teachingcontents.While-task 1 Presentation.A Brain storm.l Do you want to go onlistening to the music?OK, let’s make electricityby ourselves.Do you know how?l Ask the students to choosethe materials in forms ofpictures for makingelectricity.B Learn the new words.cable, wire, power station,bubble, flow, metre, bury,connectC To celebrate, we listen to therest of the song.D Ask three students what otherthings uses electricity to workin our homes. Then show themmy answers in pictures.Match the pictures withdifferent kinds of energy.(Do with Part A on page 30)E Ask the students:We can buy different kinds ofelectrical appliance in theshops, but can we also buy1.Observe (Pictures)Answer questionswith the learnedEnglish languageskills and knowledgeand backgroundknowledge.2.Repeat the words andtry to rememberthem.3.Listen to the rest ofthe song cheerfully.4. Answer the teacher’squestions.And matchthe words with thepictures.5. Think and answerthe question.1.Get more knowledge about makingeletricity.2. Make learning more interesting for thestudents.3. Remember the words with the help ofthe pictures and adjust theirpronunciation and get rid of theobstacle for the following steps whichthey will need necessarily.4. Make them more interested indealing with problems on our own.5. Make a natural and smooth shift to thereading step.6. Encourage the active and voluntarycommunicating.7. Master some difficult language items.8. Improve the classroom teachingeffectivenesselectricity there?2 ListeningA. Get the students to listencarefully to the tape with thefollowing questions.Did the girl buy electricity?B. Check the answer. 1. Listen to the tapewith the questions.2. Answer thequestions.3. Make answers tothe questionsindividually quickly.1. Train their ability in listening.2.Train the ability in guessingintelligently3. Exaine and consolidate the learningby using it.4. Encourage the active and voluntarycommunicating.5.Intensive reading skills.3 ReadingA Skip-readingl Read the whole article andfill in the form.l Check the answers.B Scan-readingAnswer the questions which need more understanding of the whole article.a) What did Daisy buy?b) Who is looking foolish?c) Who or what is the servant inthe title? 1. Read the articlequickly and fill inthe forms accordingto the article.2. Answer thequestions.1.Train the students’ abililty in skipreading.2.Train the students’ ability in scanreading.4 DiscussionThe danger of using electricity carelessly at home. 1.Think carefully.2. Group discussion.3.Report.1.Examine their reading result.2. Train the ability in asking andanswering in English.3. Get them to set up self-confidence inlanguage study and improve theirspeaking abilities by reading.4. Get deeper understanding of thereading material.Post- task 1 SummaryA.Summary.B.Exercises.C.Encourage any possiblequestions.1.Go over this lesson.2.Do the exercises.3.Ask questions ifnecessary.1.Consolidate the contents for thislesson.2.Encourage them to have doubts whilelearning.2 AssignmentExplain the homework.Understand thehomework assignment.1.Promote the love for science.3.A proverb:A frog in the well knowsnothing of the great ocean.Translate.2. Encourage the life-long learning andimprovement.4.EvaluationGet the students to evaluate theirstudy effectiveness and fill in theformFill in the evaluationchartMake a complete and compulsaryevaluation by respecting and respectingboth the course and the end.Build up the self- confidence for theVI Blackboard designCharpter 3 A dangerous servantcablewire power stationbubble be connected with Use electricity carefully. flow metre bury connectAppendix. Give the students before class.课堂评价表Name DateA. Very good.（优）B. Good. （良）C. Not bad. （合格）D. Need improvement. （还需努力） 学生自评 小组互评 教师总评 掌握基本知识 认真听讲 主动与同伴合作 积极提问students and motivate them to study harder better and harder by knowing themselves well.。
1．一个机器人的能量来自于电。
A robot’s energy comes from electricity.2．不同形式的能量（两种）（形）forms / kinds of energy ( energetic )3．热能/ 动能/ 光能/ 声能heat / movement / light / sound energy4．移动、变动/ 移到别处/搬运工move / remove / a removal worker 5．把……变成……（两种）change sth. into sth. / turn sth. into sth.6．买一袋糖/ 电池buy a packet of sweets / batteries7．耍弄某人（两种）trick sb. / play a trick on sb.8．通过一根电线流动flow through a wire9．电表估算你使用的电量. a meter measures the amount you use.10．测算、估算（名词）measure ( measurement )11．相当数量的（不可数）an amount of milk12．一个仪表/ 100米的赛跑 a meter / a 100-meter race13．每月得到一张电费帐单get a bill for electricity monthly14．在某种程度上（三种）in a way / partly / incompletely ( not completely) 15．一个不坏的解释（动词）not a bad explanation ( explain sth.)16．一个好而危险的仆人（动、名）a good and dangerous servant ( serve, service ) 17．对某物小心（两种）be careful with sth. / give attention to sth. 18．看上去像/ 看起来恶心look like sb. sth. / look nasty19．抓挠某人的脑袋scratch one’s head20．看不见的、无形的（反义）be invisible / visible21．思考、想出来一个例子（两种）think of / about an example22．通过细电线传到我们公寓come into our flats through thin wires23．被连接到粗电线上be connected to thick wires24．被埋在街道下be buried under the street25．被连接到粗电缆线be connected to thick wires cables 26．把……和……连接connect sth. to sth.27．发电厂/ 水库 a power station / a reservoir28．发电（两种）/ 电器设备make / produce electricity / electrical appliances 29．看上去愚蠢（近义）look foolish ( stupid, silly )30．愚弄某人/ 傻瓜、笨蛋fool sb. / a fool31．危险得多（三种）much / even/ far more dangerous32．她虽然很累，仍看午夜电影。
上海牛津8BChapter 3 A dangerous servant（writing）教学反思一、背景上海牛津英语教材融汇话题、交际功能和语言结构及实用英语，形成一套循序渐进的生活化的学习程序。
具有很多优点，但由于学生认知水平的发展具有规律性和局限性，教师只有充分认识和掌握这种规律，并结合教学实际合理设计教学程序，充分发挥学生的主体作用，教学相长，才能使教学效果最优化。
二、教材分析1、上海版牛津英语教材中的writing （写作）说明。
上海牛津的writing （写作）旨在培养学生书写不同体裁文章的能力，例如书信、报告、短文、日记、规则、故事和图表说明等。
内容一般与本章的阅读部分有关，但有时与“语言”或者“实用英语”部分有关。
写作部分由两部分组成：第一部分要求学生思考并解决与第二部分的任务有关的一个写作问题，然后再完成第二部分的写作任务。
2．本节话题。
本节选取的是上海牛津8B chapter3 writing (make rules)展开讨论的。
围绕情态动词must/must not这个基础知识点展开，同时谈论有关规则的话题，这也是大纲中的基础话题，所以本课在整册中是重要的基础课程。
3．语言点。
语言部分情态动词must/must not用法。
4．目标。
引导学生根据图片谈论规则，启发学生的思维。
掌握谈论此类话题的基本句式、词汇。
三、教学反思1、教材的整合我在设计教学任务时，对本课进行了整合，正如新课标中指出，“教师要善于结合实际教学需要，灵活地和有创造性地使用教材。
对教材的内容、编排顺序、教学方法等方面进行适当的取舍或调整”。
我在明确了任务目标后，精心设计恰当而又有效的活动，积极创设能让学生主动交流的语言环境，把课本材料还原成活生生的交际语言，既紧扣了教材，又抛开了教材，然后再回到教材。
让每个学生自然地进入活动角色，积极用英语思维，通过小组合作，把书本知识内化为实实在在的语言交际能力。
2、教学方法选择本节课内容是谈论校规，话题贴近学生生活实际，易于学生接受理解。
初二英语Chapter Three: A dangerous servant上海牛津版【本讲教育信息】一. 教学内容：Chapter Three: A dangerous servant二. 具体过程情态动词用法情态动词有can （could）, may （might）, must, have to, shall （should）, will （would）, dare （dared）, need （needed）, ought to等。
情态动词无人称和数的变化；不能单独使用，必须与其后的动词原形构成谓语（一）can, could1）表示能力（体力、知识、技能）。
Can you lift this heavy box?（体力）Mary can speak three languages.（知识）Can you skate?（技能）此时可用be able to代替。
can只有一般现在时和一般过去式；而be able to则有更多的时态。
I'll not be able to come this afternoon.当表示“经过努力才得以做成功某事”时应用be able to，不能用can。
如：He was able to go to the party yesterday evening in spite of the heavy rain.2）表示请求和允许。
—Can I go now?—Yes, you can. / No, you can't.此时可与may互换。
在疑问句中还可用could, might代替，不是过去式，只是语气更委婉，不能用于肯定句和答语中。
—Could I come to see you tomorrow?—Yes, you can. （No, I'm afraid not. ）3）表示客观可能性（客观原因形成的能力）。
They've changed the timetable, so we can go by bus instead.This hall can hold 500 people at least.4）表示推测（惊讶、怀疑、不相信的态度），用于疑问句、否定句和感叹句中。
初二英语Cha e thi afternoon当表示“经过努力才得以做成功某事”时应用be abe to，不能用can。
如：He wa abe to go to the e to ee ou tomorrow—Ye, ou can （No, I’m afraid not ）3）表示客观可能性（客观原因形成的能力）。
The’ve changed the timetabe, o we can go b bu inteadThi ha can hod 500 e in time在回答引出的问句时，如果是否定的，不能用mutn’t（禁止，不准），而用needn’t, don’t have to（不必）—Mut we hand in our eercie boo toda—Ye, ou mut—No, ou don’t have to / ou needn’t2）mut是说话人的主观看法，而have to则强调客观需要。
mut只有一般现在时，have to 有更多的时态形式。
①The e o ear②—Need I finih the wor toda—Ye, ou mut / No, ou needn’t3）dare和need作实义动词用时，有人称、时态和数的变化。
在肯定句中，dare后面常接带to的不定式。
在疑问句和否定句中，dare后面可接带to或不带to的不定式。
而need 后面只能接带to的不定式。
①I dare to wim acro thi river②He doen’t dare （to）anwer③He need to finih hi homewor toda（五）ha, houd1）ha 用于第一人称，征求对方的意见。
What ha we do thi evening2）ha 用于第二、三人称，表示说话人给对方的命令、警告、允诺或威胁。
①You ha fai if ou don’t wor hard（警告）②He ha have the boo when I finih it（允诺）③He ha be a, the fim han’t tarted et, o we ____A needn’t hurrB didn’t need hurrC needn’t to hurrD needn’t have hurried28）It wa rea ver dangerou; ou ____ him eriouA might have inuredB coud inureC houd have inuredD mut inure29）A he had heart attac, he wa tod that he ____ continue the worA needn’tB ma notC mutn’tD can’t30）An Engihman who ____not ut B coud C ma D might31）I ____ie to mae a uggetionA coudB woudC mutD might32）I now thing are hard with ou, but ou ____tr to get over the difficutieA canB maC mutD ought33）I can’t find the recorder in the room It ____ b omebodA ma have been taen awaB ma eaveC ma tae awaD mut have taen awa 34）He ____the 9:20 train becaue he didn’t eave home ti 9:25A can reachB coud catchC ma not catchD coudn’t have caught【试题答案】1）A 2）C 3）A 4）C 5）B 6）C 7）D 8）D 9）D 10）D 11）D 12）C 13）D 14）B 15）B 16）B 17）B 18）C 19）C 20）A 21）A 22）C 23）A 24）C 25）A 26）D 27）D 28）A 29）C 30）B 31）B 32）C 33）A 34）D。
Chapter 4 A dangerous servant一、词汇1. dangerous adj. 危险的danger n. 习惯用语：in danger 处于危险中2. servant n. 佣人、仆人serve v. 接待，服务service n. 服务3. electricity n. 电electric adj. 电的；用电的electrical adj. 用电的；与电有关的4. but sth. in packets 成包买习惯用语：buy sth.for…= spend … on sth.5. flow(into, through, etc.sth.) v. 流；流动6. explanation n. 解释；说明explain v. 解释7. invisible adj. 看不见的，不可见的反义词：visible adj. 看得见的vision n. 视力；视野have good / normal vision 视力好/ 正常8. energy n. 能量；能heat energy 热能 light energy光能9. connect v. （使）连接；联结习惯用语：connect A to / with Bconnect A and B10. bury(buried, buried)v. 把（某物）掩藏在地下习惯用语：bury one’s nose in a book 埋头看书11. power n. （1）电力供应 a power station 发电厂；发电站（2）能力powerless adj. 无能为力的be powerless to do sth.powerful adj. 强有力的powerful weapons 强大的武器12. contain v. 包含；含有；容纳container n. 容器13. chemical （1）n. 化学物质（2）adj. 化学的chemical changes 化学变化chemistry n. 化学chemist n. 化学家；药剂师14. produce v. 生产product n. 产品meat products 肉制品production n. 生产；产量二、句式1. Although electricity is much more dangerous than water, …尽管电比水要危险得多，……（1）although conj. = though 虽然；尽管（2）much more dangerous than …much用来修饰比较级可以修饰比较级的词much, a lot, far, ……得多a little, a bit, ……一点儿even 甚至，still 仍然2. Can you tell me what it looks like? 你能告诉我它看起来像什么吗？3. We call the thick wires cables. 我们把粗电线叫做电缆。
