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1、初中英語8A牛津教程?Unit?3 教案 Unit 3 A day out Language functions and focus F Use vocabulary to identify and describe well-known places in Beijing and around the world, e.g., We are going to the top of the Eiffel Tower. F Use nouns / noun phrases to talk about means of transport, e.g., The trip took tw

2、o hours by coach. F Use ‘a(chǎn)nd’ / ‘but’ / ‘or’ to join ideas together, e.g., We saw the Eiffel Tower and liked it very much. The Golden Gate Bridge was small but wonderful. F Use verbs and ‘to’-infinitives together, e.g., Linda wanted to visit the park. F Use reflexive pronouns when the subject

3、and object are the same person, e.g., Daniel taught himself how to make a home page. F Use formulaic expressions to make suggestions and arrangements for a trip, e.g., I’m afraid that’s not a good idea. Language skills Listening % Recognize key expressions for making suggestions and arrangemen

4、ts % Infer general meaning from context and keywords % Listen for specific information to complete notes Speaking J Make suggestions about visiting places J Respond to suggestions with new information J State disadvantages and express reservations J Express opinions Reading & Guess meaning

5、 from pictures & Infer general meaning from context and keywords & Respond to text by sequencing information & Respond to text by identifying facts and opinion & Identify specific details by correcting a list of statements Writing ? Select, organize and present information ? Identify activiti

6、es and work out a schedule ? Give directions ? Write a letter inviting friends to go out on a trip Study skills ? Distinguish between facts and opinions Overview of the unit This unit focuses on the Class 1, Grade 8 school trip to the World Park in Beijing. There letter in the Main task sectio

7、n describes the experience of going on a school trip from a personal point of view. Students are invited to describe their feelings, state their opinions, and reflect on what they see. Unit opening Background information This comic strip points forward to some parts of the story in the unit: e

8、njoying oneself. Hobo’s reaction makes the point that you have to keep fin in order to enjoy outdoor activities such as climbing. Warm-up activity 1. Review some keywords and phrases such as ‘exercise’, ‘climb’, ‘keep fit’ and ‘enjoy’. Ask students to look at the pictures and read the conversation

9、 between Eddie and Hobo. Allow enough time for them to make sense of the visual presentation. 2. Listen to the conversation and read after the tape. Period 1 Welcome to the unit Objectives F To introduce well-known foreign cities and popular places of interest F To activate existing knowledg

10、e of the world and identify names of places and countries F To guess meaning from pictures Background information The postcards in this section provide a link to the world outside China and at the same time prepare students for the tip to the World Park in Beijing. Teaching procedures 1. Divide

11、 the class into groups of three. Set strict time limit of 1-2 minutes. Each students in a group reads one of the postcards in Part A. Ask students to underline the names of places mentioned in the postcard and add the name of the city and country. In postcard 1, students underline ‘the Harbour Bridg

12、e’ and ‘the Opera House’, and write ‘Sydney, Australia’. In postcard 2, they underline ‘River Seine’ and ‘the Eiffel Tower’, and write ‘Paris, France’. In postcard 3, they underline the White House’ and write ‘Washington, America’. 2. Encourage each student to take turns to explain his / her postca

13、rd to the other students in the group. Then students match the pictures to the text on the postcards on their own. Check answers in class. Extension activity Make a poster ‘Places Around the World’. Ask students to bring postcards fro different places around the world. Students show postcards to t

14、he class, stick them onto the poster and write the name of the place and country underneath each postcard. You can also bring in travel brochures from local agencies to provide plenty of resources for task. Try to include the places mentioned the trip to the World Park in the Reading section: the Ei

15、ffel Tower, the pyramids,, the Golden Gate Bridge. Encourage students to talk about famous places they have been to the places they wish to visit. Period 2 Reading 1 Objectives F To guess meaning from pictures F To infer general meaning from context and keywords F To respond to text by

16、 sequencing information F To identify specific details by correcting a list of statements Background information This section introduces students to the genre of personal letters. It also describes feelings and experiences in a very informal style. Linda, a visitor from the USA, is describing a s

17、chool trip to the World Park in Beijing in a letter to her mother. Part A Teaching procedures 1. Revise the famous places around the world. 2. Divide the class into groups of three. Divide the letter into three parts, e.g., lines1-11, lines 12-20 and lines 21-29 and allocate a part to each stude

18、nt in the group. 3. Ask each student to find adjectives, verbs or phrases in their part of the letter, which describe how Linda felt that day. Students can either underline them or write them on a piece of paper. 4. Ask students in each group to go through the three sections in Linda’s letter and

19、discuss the different feelings expressed in it. 5. Ask the students to write a schedule of the day out indicating places and movements only. Ask students to list only the key words in the following way: start>Kitty’s school>coach>2 hours>city roads>highway>arrival at the World Park>the Eiffel Towe

20、r>park>whole world>over a hundred places of interest>the pyramids>Egypt>the Golden Gate Bridge>song and dance parade>the end. 6. Check students’ understanding. Ask comprehension questions: a. Where did Linda go to? To the World Park in Beijing. b. Who did she go with? With Kitty’s class. c

21、. How long was the journey? About two hours. d. Did she enjoy it at the beginning? No, it was boring. There was a lot of traffic. She felt sick. e. What did they see from the coach when they arrived? They saw the Eiffel Tower. f. How many places of interest are there? Over a hundred.

22、 g. Which places of interest did they see? The pyramids and the Golden Gate Bridge. h. What was the best part? The song and dance parade. i. Where can Linda’s mother see the photos of the trip? On the Internet. Period 3 Reading 2 Part B Teaching procedures 1. Ask students to read the

23、conversation on their own. 2. Ask students to replace the underlined phrases with the correct words. 3. Ask students to compare answers in pairs. Part C Teaching procedures 1. Do Part C1 as a class competition or a quiz. 2. Ask students to close the books. The teacher read the sentences at r

24、andom one at a time. Ask students to correct the false sentences. 3. Additional sentences: a. There was a lot of traffic on the highway. b. Kitty did not like the song and dance parade 4. Talk to students about a home page to focus their attention on Part C2. Then ask them to sequence the pict

25、ures on Daniel’s home page on their own. Useful Expressions Homework Period 4 Vocabulary Objectives F To use proper nouns to talk about well-known places and tourist sights in Beijing F To use nouns and noun phrases to talk about means of tran

26、sport. Background information This section continues the underlying theme of visiting places and making decisions about where to go. It also invites students to express their opinions and make comments about special aspects involved in visiting different places. The three parts are linked together

27、 as they present different parts of the story in a sequence. It is important to make students aware of the story as a whole before working on separate grammatical aspects. Part A introduces the use of ‘a(chǎn)nd’, ‘but’ and ‘or’ in the context of places students could visit. The students have a chance to

28、 express their opinions about what they like or do not like when visiting places of interest. Part B deals with the use of a verb and ‘to’-infinitive in the context of a conversation about going on an organized trip to South Hill. Part C is a cartoon story about an incident on South Hill and focu

29、ses students’ attention on the use of reflexive pronouns. Teaching procedures 1. Review the keywords in the sentences, e.g., beautiful, enjoy, the Eiffel Tower, the pyramids, the Golden Gate Bridge, interesting the coach to make sure students have not forgotten their meanings. 2. Look at the pict

30、ure on Page 41 3. Part B is a problem-solving task and students need to use their existing knowledge of Beijingn to do it. Bringing in a map of Beijing may be useful. 4. Ask students to do the task in pairs. Then ask students in a pair to compare their answers with another pair. Then ask students

31、to take turns to read the sentences aloud to check the correct answers. Extension activity Period 5 Grammar 1 Objectives F To use ‘a(chǎn)nd’, ‘but’ and ‘or’ to join ideas together F To use verbs and ‘to’-infinitives together F To use reflexive pronouns when the subject

32、and object are the same person Background information This section continues the underlying theme of visiting places and making decisions about where to go. It also invites students to express their opinions and make comments about special aspects involved in visiting different places. The three p

33、arts are linked together as they present different parts of the story in a sequence. It is important to make students aware of the story as a whole before working on separate grammatical aspects. Part A introduces the use of ‘a(chǎn)nd’, ‘but’ and ‘or’ in the context of places students could visit. The s

34、tudents have a chance to express their opinions about what they like or do not like when visiting places of interest. Part B deals with the use of a verb and ‘to’-infinitive in the context of a conversation about going on an organized trip to South Hill. Part C is a cartoon story about an incident

35、 on South Hill and focuses students’ attention on the use of reflexive pronouns. Part A Teaching procedures 1. Review the key words in the sentences, e.g., beautiful, enjoy, the Eiffel Tower, the pyramids, the Golden Gate Bridge, interesting and coach to make sure students have not forgotten thei

36、r meanings. 2. Elicit from students the context illustrated in the picture. Focus students’ attention on the trip and how the Class 1, Grade 8 students felt at the time, e.g., How was the trip? (boring, too long). Then ask students to form sentences with the keywords and write them on the board, e.

37、g. The trip was boring. It was too long. Ask students if the two ideas are similar. Finally, ask them to join the two ideas in one sentence. For weaker classes, prompt student use ‘a(chǎn)nd’. The trip was boring and too long. 3. Ask how the Class 1, Grade 8 students felt at the time, e.g., Did the stude

38、nts enjoy the trip at the beginning? (No, they didn’t enjoy it.) Then ask, e.g., Did the students have a good time later on? (Yes, they did. The had a wonderful time.) Ask students to combine two contrasting ideas—of a boring trip on the bus and a wonderful day. It was boring on the coach but the st

39、udents had a wonderful time later on. 4. Ask students How can Linda’s mother know about the trip? She can look at Linda’s photos on Daniel’s homepage. Then ask Can Linda’s mother know about the trip just after Linda’s return to America? Yes, she can. Linda can show her mother the photos when she go

40、es home. Ask students to combine two options. Linda’s mother can look at Linda’s photos on Daniel’s homepage or Linda can show her mother her photos when she goes home. 5. Have the students work out the rules. 6. Have the students finish the exercises on Page 42-43. Period 6 Grammar 2 Part B a

41、nd C Teaching procedures 1. Revise some places of interest around the world. 2. Ask: Where would like to visit? Why? Have the students discuss in pairs and then have the students present their ideas. Write would like to visit want to visit plan to visit decide to visit a

42、gree to visit (One of the students answer: I’d like to go to Sydney. Because I can see the Opera House and the Harbour Bridge. They are famous in the world. The scenery there is beautiful, especially the blue sea. I can swim in the sea. T: Can you swim? S: No. T: In my opinion, you should plan

43、to go to the Dead Sea. Do you agree to go there? S: Yes, if I have money. T: He decides to go to the Dead Sea if he has money. 3. Have the students work out the rules. 4. Have the students look at the pictures and say something about the pictures. Help them use the following phrases: enjoy onese

44、lf, hurt oneself, wash oneself, teach oneself, learn by oneself, look after oneself, etc. 5. Have the students finish the conversation and check the answers. Period 7 Integrated skills Objectives F To infer general meaning from context and keywords F To

45、extract information from a poster F To understand specific information by reading and listening F To check accuracy of written text by identifying true and false sentences Background information In this section, presents a poster advertising a school event. This is followed by a typical schedule

46、 giving precise times and venues. Then students have a chance to check the accuracy of the information they have gathered through listening and reading. Teaching procedures 1. Talk to students about different school events. Elicit from students names of such events, e.g., a sports day, a swimming

47、gala, a fun day, a school fair, a reading week, etc. 2. Set the context of organizing sports, music, drama or any other events involving competition. Elicit from students the information they need to organize such an event, e.g., times, venues, forms of transport. 3. Write some details on the boar

48、d. Include any words from the task which you think need revising or preteaching, e.g., basketball team, competition, match, the final, lunch, restaurant, fare, win, ticket, start, cheer, support, supporters, presentation, cup, medals, etc. 4. Ask students to read the poster in pairs. Ask some ques

49、tions to find out the main points, e.g. What is it about? (A basketball competition.) Who is it about? (Students at Beijing Sunshine Secondary School.) What will happen? (The final of the competition.) Where will it happen? ( At South Hill School in Moonlight Town.) When will it happen? (On Sunday,

50、7th November.) 5. Ask students to look at Kitty’s notes and complete as much of the schedule as possible on their own. Encourage students to find the answers in the poster and underline them. 6. Play the recording in Part A2. Ask students to listen to the Principal’s speech at morning assembly. St

51、udents complete the rest of the notes. Play the recording again so that students are able to check, confirm or change their initial responses. Extension activities Part B Objectives F To recognize key expressions for making suggestions and arrangements F To make suggestions about visiting place

52、s F To respond to suggestions with new information F To state disadvantages and express reservations F To express opinions Background information In this section, students are encouraged to use the language about making suggestions and arrangements to organize an event. The conversation provide

53、s a typical model for making suggestions, responding with reservations, pointing out disadvantages and reaching an agreement in the end. Teaching procedures 1. Read the conversation with the desk mates and answer some questions: a. What would Kitty like to go? b. What other place will Kitty and

54、Daniel go? Why? 2. Have the students make up a new dialogue and role play the dialogue in front of the class. Period 8. Study skills Objectives F To develop understanding of the differences between facts and opinions F To introdu

55、ce students to the use of register F To encourage students to state facts and express opinions Background information This section introduces the differences between facts and opinions. Language is sometimes used to express opinions in order to persuade. A combination of facts and opinions is oft

56、en used in advertisements, newspaper stories, features and articles as well as in letters and reports. The language of opinions creates more interest and can influence the feelings of the readers. A fact is something that you know has happened or is true whereas an opinion is what you think about s

57、omething based on your personal judgment. Teaching procedures 1. Make students aware of the difference between facts and opinions. On the board, write a sentence stating a fact. Then in another column on the board, write a sentence Extension activities

58、 Period 9 Main task Step1. lead in : T: Hello , everybody! Do you want to go out for a trip?(Yes) Good! Suppose your class has a chance to go out for a trip. How will you organize the day out? You know, the whole class must go out together and go back together. At the same time, we will

59、 make our day our as interesting as possible, that is to say , we should make full use of the day to relax ourselves. Step 2. Presentation. 1. Ask students to open the books and read Kitty and Daniel’s plan for their trip with the following questions When will they meet together at the Sunshine Un

60、derground Station? How will they go to the center of Beijing? Which places will they visit? 2. Check the answers one by one and then have students connect the given information into sentences. 3. Ask students to finish the letter in Part C by using the information from the plan of Part A. 4. Ask

61、a student to read the letter and write the answers o the blackboard. 5. Ss do the exercise in the book by themselves then cheek the answers with the whole class. Step 3. Practice 1. Go through the letter and do some explanations to students, then have them read the letter together. 2. Ask studen

62、ts to discuss how to plan a day out with their partners by using Kitty and Daniel’s plan and the steps in Part B to help. 3. Ask some students to read their letters loudly and give them useful advice and encouragement. Step 5 Sum up. The main task of this period is . 1. To learn to write a let

63、ter to invite somebody to go out on a trip. Through learning this part, all students should master certain writing skills. 2. Language points (1) …is coming to visit you (2) all the way to … We will change to the bus and take the bus all the way to Tina’an men square. 3. Pondering Lea

64、rn the language points by heart and try to put them into practice . Put the writing skills into writing practice to express one’s own idea correctly. Step 6. Go on with “”what happened on South Hill, learn the following: １.Climb the rock ２.Play hide –and –seek. ３wonder, wonderful, wonderfully.

65、 ４.Pull oneself up the rocks. ５.lucky, luckily ６.climber. Step 7. Summary Step 8. Homework. １．Make some sentences with “verb+ to do sth”. ２．Find the sentences with Reflexive pronouns we learned. Period 10 Checkout Step 1. Lead

66、 in T: Hello, everybody! In the past two weeks, we have learned Unit3. Who can tell me what the topic of this unit us? What can you do after learning this unit? Now , let’s review the knowledge that we’ve learned in this unit. Step 2. Presentation 1. Have students read the words, the Comic strips and the text of Reading loudly. 2. Present important words on the big screen. 3. Go over the text by emphasizing the important phrases in the Reading. 4. Go over the grammar knowle