牛津英语8aunit2教案
牛津版新教材8AUnit2全部教案
牛津版新教材8A Unit 2全部教案Warm-up activities1 Before looking at the comic strip, revise some of the ed to describe personalities focusing particularly on ‘smart’. Also revise comparatives and the structure ‘there be’. Preteach structures (‘What is …like?, It’s like…’) out of context.2 Ask students to study the page for a few minutes. Encourage them to ask any questions about the conversation. Invite more able students to give comments about the last sentence.3 After students have grasped the amusing message of the page, use it as a starting point for brainstorming on ‘What is school like?’ Ask students make comments, write everything on the Bb.4 Do a mini survey of students’ opinions.Presentation (Welcome to this Unit)1 Introduce the idea of the main language spoken in different countries around the world. Start with Chinese then move on to English. English is used as a main language in the following countries: Britain, Ireland, the USA, Canada, Australia and New Zealand. Talk to students briefly about different varieties of English used around the world.2 Ask students to read the list of words in Part A. Check for pronunciation and explain any unfamiliar words. Give them more British and American words to match.Language pointsWhy don’t dogs…? What is school like? Be like watching TV, fewer advertisements, autumn-fall, American football-football,football-soccer, film-movie, secondary school-high school, etc.Homework1 Learn the language points by heart.2 一课三练 P.133 Preview the Reading Part.Presentation (Reading A)1 Talk about different countries to introduce the idea that there are different kinds of schools around the world.2 On the Bb, write the headings ‘Life in a Chinese School’. Brainstorm quickly students’ ideas about what they want to tell people in other countries about their school life. Focus on enjoyable and special aspects of school.3 Write ‘Life in a British school’ and Life in an American School’ on the Bb. As a pre-reading activity, ask students what they think lives in these schools are like. Elicit subjects, different class activities, extra-curricular activities and clubs.4 Ask students to read the text. Explain any difficult words.5 Divide the class into two groups. Allocate one of the letters to each group. In pairs, ask students to underline the main points . Then ask them to circle all the keywords in the text. Ask students to make a gird with the different ‘Wh-‘ questions.Presentation (Reading B)1Ask students to do Part B1 on their own.Encourage students to check their answer with a partner. Invite less able students to find and underline the words in the text on page 20. Check answers orally with the whole class.2 Divide the class into pairs. Students read the conversation in Part B2 first without filling the blanks. Check whether they understand the conversation.3 Ask a pair of more able students to read the conversationto the class, pay attention to fluency, pronunciation and stress. Provide feedback on the correct choice of words for each blank.Presentation (Reading C)1 Do the class feedback as a quiz. Divide the class into eight groups. Students check their answers with members of their group. Ask students to close their books while I read the sentences and tell me whether the sentences are true or not.2 Ask students to correct the false sentences.3 Explain and read the words in the box in Part C2 .Ask students to look at the pictures on the page and complete the task on their own. Students select the correct phrases for each picture.4 Ask students to check in the text on page 20 to find out whether each picture is from John or Nancy.5 Write some questions about the reading passage.* What are the names of the two students?* What are the names of their towns?* Why does John love Home Economics most?* How old are students when they learn to drive in American?* What do older students do at the buddy club?* What is the name of Nancy’s buddy?Language points (Part A)Year 8, a mixed school, have lessons together, Home Economics, how to cook and sew, how to do things for myself, cook healthy and tasty meals, a reading week, have to, the end of each class, as well, in 9th grade, driving lessons, drive me to school, it’s faster than takin g a bus, twice a week, spend a lot of time practicing, go to a bubby club, help me with my homework, my hero, have a great time doingLanguage points (Part B)A close friend, with a pleasant taste, an article by a girl from the USA, be called, someone you admire very muchHomework1 Learn the language points by heart.2 一课三练 P.14-153 Preview the Vocabulary Part.Presentation （Vocabulary）1 This section helps students expand their active vocabulary about school subjects. Ask students to read the words in the box and match pictures with correct subjects on their own.2 Check answers with class as a whole.3 Point out that two adj. are introduced, one using the prefix ‘un-‘ and the other using the suffix ‘-less’. Give them more examples.Unhappy, unhealthy, uncomfortable, carelessRead all the adj. Students should be able to recognize all the words. Ask them to do the task on their own first and then compare with a partner.Language pointsWant to learn more about the subjects that British students study, attach to, unimportant, unpopularHomework1 Learn the language points by heart.2 一课三练 P.13 Preview the Grammar Part.Presentation （Grammar Part A）1 Use the context in Part A1 to arouse students’ interest. Talk to students about how many hours they spend doing various things.Write down the results in a table on the Bb. Introduce the idea of ‘more than’ ,’fewer than’ and ‘less than’.2 Ask students to study the sample sentences at the top of the page.Read each sentence. Invite students to make one more sentence about each picture.3 Review the difference between countable and uncountable nouns. Elicit 6-7 nouns to illustrate the differences.4 Ask students to read and complete ‘Work out the rule!’5 Ask students to study the table in Part A1 carefully. Work out the correct information and complete sentences 1-4. Complete the table with their own information to arouse their interest. Ask them abouttheir results comparing with Nancy’s and John’s.Presentation （Grammar Part B）1 Ask students to look at the pictures at the top of the pageand read the sentences under each picture. Explain that we use ‘the most’ for the largest amount and ‘the fewest/the least’ for the smallest amount.2 Ask students to read the sentences on their own and then ask questions to elicit the rule in the introduction.3 Ask students to read and complete ‘work out the rule!’4 Part B1 is a problem-solving task and they have to use deductive skills to work out the information from the table on page 24.5 Ask students to read out the sentences to check the answers..Presentation （Grammar Part C）1 Point to the picture and read the sample sentences. Ask students to identify the nouns in each sentence. Tell them that the two sentences have the same meaning. Elicit the different usage of words depending on the position of the noun.2 Divide students into pairs and ask them to do Part C1. Readthe worked example and point out the word order.3 students to look at the contents of their school bags. Ask them to show and name the things in it.4 Ask students to work in pairs to do Part C2. Ask each pair to tell the rest of the class about the similar objects they have in their school bags.Presentation （Grammar Part D）1 Point at the pictures at the top of the page and read the sentences. Explain when we use ‘the same as’ and ‘different from’.2 Use the topic of the school uniform to arouse students’ interest and help students refocus on the task more easily.3 Point at the pictures in Part D1 and explain that Millie and Simon go to Beijing Sunshine Secondary School and Tina and John go to Woodland School. Ask students to complete the sentences on their own and then read out the answers in class.4 Encourage more able students to make more comparisons on their own. Ask them to make a summary of their findings using the ideas given in Part D2.Language pointsMore than, fewer than, less than, compare…with, the most…, the fewest/the least, a large/small amount of, like---alike, the same as, different from, a uniformHomework1 Learn the language points by heart.2 一课三练 P.17-183 Preview the Integrated skills, Speak up & pronunciation Part.Presentation （Integrated skills A）1 Read the list of future plans before playing the recording.2 Invite students to talk about their own and their partner’s future hopes.3 Play the recording. Students listen carefully and put a tick next to each correct phrase as they hear it. Stop the recording after each phrase listed in Part A1 if necessary.4 Ask students to read Millie’s letter addressed to Mr Zhou, the editor, on their own. Read the completed letter to check the correct answers.5 Play the recording for Part A3 and ask students to complete Sandy’s letter on their own. Go through the list of phrases in the table on page 12 again. Read the completed letter.Presentation （Integrated skills B）1 Close the books and listen to me while I read the conversation. Ask students to repeat the sentences as they hear them.2 Ask students to practice the conversation in pairs and then change roles.3 Ask students to bring photos of their friends. Divide them into pairs and invite them to ask each other questions about the people in the photos. E.g., Who is the boy on your left? What’s he like? What would he like to be when he grows up?Language pointsPopular, help people solve problems, make friends, make people happy, editor, try to do---try to be kind to people, try my best to help them, a social worker, I’m really happy to do, future plans, It is great to do, become a famous singer, agree/agree with, one of the nicest boysHomework1 Learn the language points by heart.2 一课三练 P.19-203 Preview the Main task & Checkout Part.Presentation （Study skills）1 Ask more able students what they want to find out when they read a passage. Write ‘What’s it about?’ on the Bb and try to elicit the other questions listed on the page. Underline the ‘Wh-‘ words.2 Read the letter to the whole class. Ask more able students to close the books while I read. Ask some open questions, e.g. , Who is Cindy? Why is Cindy unhappy? What is Cindy’s problem? Explain difficult or unfamiliar words.3 Ask students to read the letter carefully and underline the main points on their own using a pencil initially. Remind them to refer to the ‘Wh-‘ questions at the top of the page. Divid the class into groups of four and ask students to compare the main points they have underlined. Go through the letter again sentence by sentence and check the answers.4 Ask more able students to underline main points and circle keywords.5 Tell students to read them again, and answer t he ‘Wh-‘questions. Students work in pairs.Language points （Study skills）Smiling, general appearance, pleasant, abilityPresentation （Main task）1 Explain the context of entering a writing competition of a teenagers’ magazine. If possible, find out about similar writing.2 sk students to look at Daniel’s notes in Part A.3 Remind students that when we take notes, we don’t need to write in complete sentences--- we just need to write down the keywords.4 Encourage students to use a variety of adj. to avoidr epetition. Remind them of the adj. they’ve learned in this unit.5 Ask students to read Daniel’s article in Part C on their own. Then ask general questions to check comprehension.6 Ask students to underline the adj. in the article.7 Ask students to identify the four paragraphs in the article. Help them identify the purpose of each paragraph. Then focus on the layout of the article, e.g., introduction, main body and conclusion.8 Make sure that students are aware of the use of pronouns, which help link different ideas and sentences together and avoid repetition of names.9 Ask students to write a rough draft using their notes in Part B, Daniel’s article as a model and the plan in Part D.Language points （Main task）Live next door, have been friends for almost 10 years, wear a smile on her facePresentation （Checkout）1 Tell students that they will be able to check their use of adj., comparatives and superlatives in the structures they have learned in the unit by doing Part A.2 Ask students to read through the table and complete the conversation.3 Tell students that they need to select the correct adj. and noun phrases to fit the context of the sentences in the diary entry in Part B. Set a time limit.Language points （Checkout）Climbing, what about playing football?, a friend like Alan, answer questions correctlyHomework1 Learn the language points by heart.2 一课三练 P.21-223 Preview Unit 3。
牛津英语8Aunit2教案设计
牛津英语8Aunit2教案设计教案设计：Unit 2教学目标：1. 学习并掌握本单元的词汇和短语；2. 能够运用所学知识描述人物的外貌和性格；3. 能够运用所学知识描述人物的爱好和兴趣；4. 能够运用所学知识描述人物的日常活动和习惯。
教学重点：1. 掌握本单元的词汇和短语；2. 运用所学知识描述人物的外貌和性格；3. 运用所学知识描述人物的爱好和兴趣；4. 运用所学知识描述人物的日常活动和习惯。
教学难点：1. 运用所学知识描述人物的外貌和性格；2. 运用所学知识描述人物的爱好和兴趣；3. 运用所学知识描述人物的日常活动和习惯。
教学准备：1. 教材《牛津英语8A》；2. 多媒体设备。
教学过程：Step 1: Warm-up1. Greet the students and ask them how they are doing.2. Review the vocabulary from Unit 1 by playing a game of "Guess the Word". Show pictures of the vocabulary words and have the students guess the word.Step 2: Presentation1. Introduce the new vocabulary words and phrases from Unit2. Use flashcards or pictures to help the students understand the meaning of the words.2. Have the students repeat the words and phrases after you.3. Play a game of "What's Missing?" to review the vocabulary words. Show the students the flashcards or pictures of the words, then remove one and ask the students to guess which word is missing.Step 3: Practice1. Divide the class into pairs or small groups.2. Give each group a set of picture cards with different people and ask them to describe the people's appearance and personality using the vocabulary words and phrases.3. Have the groups share their descriptions with the class.Step 4: Listening1. Play the audio recording of the conversations in Exercise2.2. Have the students listen and answer the questions in the exercise.3. Check the answers as a class.Step 5: Speaking1. Have the students work in pairs or small groups.2. Give each group a set of role cards with different people and ask them to have a conversation using the vocabulary words and phrases to describe the people's appearance, personality, hobbies, and daily activities.3. Monitor the students' conversations and provide feedback.Step 6: Reading and Writing1. Have the students read the passage in Exercise 3 and answer the questions.2. Check the answers as a class.3. Have the students write a short paragraph about their favorite person using the vocabulary words and phrases.Step 7: Review and Wrap-up1. Review the vocabulary words and phrases from Unit 2 by playing a game of "Word Association". Say a word from the unit and have the students say the first word that comes to their mind.2. Ask the students to share one thing they learned or found interesting from today's lesson.3. Assign homework: Have the students write a short paragraph about their favorite person using the vocabulary words and phrases from Unit 2.教学延伸：1. 为学生提供更多的练习机会，让他们能够更熟练地运用所学知识描述人物的外貌、性格、爱好和日常活动；2. 引导学生拓展思维，让他们能够描述不同类型的人物，如名人、动物等；3. 鼓励学生多与同学交流，互相了解并分享自己的兴趣和爱好。
8A Unit2 《 School life》单元教学设计-优秀教案
Step 2操练
1．让学生独立完成B1部分，两人一组核对答案，然后全班一起口头核对，以进一步巩固对词义的理解。
2．让学生看B4部分对话内容，问学生一些有关John的问题，检查他们是否理解对话内容，如：
⑸How often does John go to the Buddy Club? What can students do there?
⑹Who is Tony? Why does John think Tony is his hero?
⑺Why do John and his friends do sports together on Friday afternoon?
2．教师说：All thestudents in our class are clever.We should learn from each other.Ilove our class.It’s like a big family.What about you?接着向学生提问：What’s our school like?接受任何合理的回答，从而学习“What’s …like?”和“It’s like…”的句型，并进行巩固训练。
教学重难点
简要谈论学校生活，复习与学校生活有关的词汇；
掌握相同概念在英式英语和美式英语中的不同表达法
第1课时教学设计
课题
Welcome to the unit
课型新授课☑ຫໍສະໝຸດ /单元复习课□专题复习课□习题/试卷讲评课□ 学科实践活动课□ 其他□
八年级英语上册Unit2 Task教学设计(牛津译林版)
八年级英语上册Unit2 Task教学设计（牛津译林版）本资料为woRD文档，请点击下载地址下载全文下载地址一．教学内容设计教学内容8AUnit2schoollifeTask教学对象初二学生教学项目词语及句型.Newwordsandphrases:finish,lunchtime,physics,Artclub,needtogetupearly,h aveanhourofhomework,abigcleandininghall,listentomus ic,wearties,ineachclass,choosesubjectstostudy,havec omputerlessons,afootballfield,aswimmingpool,goonasc hooltrip,havefun,badminton,ideal,myidealschool,atlu nchtime2.Newstructures:wehavelotsoftimeforafter-schoolactivities.weonlyhaveanhourofhomeworkeveryday.课文Anarticle教学方法Pairwork,Freetalk,Practice教学目标语言知识Torememberthelanguagepointsabove语言技能ToconstructideasforwritingTolearntheproperandeasywaystowritesomething语言运用文化意识Towriteanarticleaboutourschoollifeusingtheexpressio nslearntinthisunit.情感态度TomakeSStolovehis/herschoollife学习策略Tounderstandthestructureofthearticle教学重点Getthestudentswelltrainedinwritingthefirstdraftofal ettertotheirprincipalabout“myidealschool”;教学难点Getthestudentstoapplythewritingtechniquesspeciallyi nstructedinthisperiodtotheirletter-writing.二．课堂教学过程时间教学步骤教师活动学生活动教学目的5分钟Step1Lead-in.Presentapoemnamed“School”Getstudentstoenjoythepoemandanswersomequestions.T:Asweallknow,thisunitisaboutschoollife.Ihappenedto findapoemtalkingaboutaschoolontheInternet.Let’senjoyit.Readitaloudtogetherplease.Herearesomequest ionsforyou.Doyouliketheschool?whyorwhynot?Doyouhaveaschoolthatisdifferentfromitinyourmind?Areyouwillingtoshareyouridealschoolwithus?2.ShowlearningaimsPresentthelearningaims.Leadstudentstoreadthroughthe learningaimsloudly.T:Thisiswhatwearegoingtodotoday.Let’slookatthelearningaimsfirst.Learntodecideonwhattoincludeinthearticle “myidealschool”.Learntowriteagoodparagraphfirstbeforeworkingoutafir stdraftindividually.Asksstoanswerthequestionsasksstoreadtheaimsofthislesson.以小诗欣赏的方式导入，既较快地调动学生的学习兴趣，又自然地过渡到本节写作课的话题上来。
牛津译林版八年级英语上册8A Unit2 第2课时教案(无答案)
牛津译林版八年级英语上册课题：8A Unit 2 Reading 课时2 主备人一、课前预习导学教学目标 1.能流利地朗读课文 2.掌握本课四会单词和短语3.通过本课学习，能流利讲述学校生活教学内容：1.词组：in Year 8 how to do sth. for oneself as well2.句型：I did not know how to do things for myself课前预习练习John lives in__1__. He is a_2___ __3__student in a school called __4__school. It is a _5__school . Boy and girl have lessens _6__. John’s school has a _7_ __8__every year . They 9___it very much . They read books from the school __10___or from their _11__. near the __12__of each class ,they_13___about the books of their friends ___14__their friends. They all think the reading class is too __15__because they want to read____16__the books of their friends__17__ _18____二、课堂合作探究1. I am in Year 8 at woodland shoo l near London. Year 8=Grade 8 意为“八年级。
用序数词表示：the Eighth year = the Eighth Grade2. It is a mixed school. mix 动词意为“搀和” “混合”mixed 形容词“ 混合的” mixed school “ 男女混合的学校”。
八年级英语上册unit2task教学设计牛津译林版
八年级英语上册Unit2 Task教学设计（牛津译林版）一．教学内容设计教学内容8AUnit2 school life Task教学对象初二学生教学项目词语及句型1.New words andphrases:luArt Club, need to get up early, have an houwork, a big clean dining hall, lusic, weaach claubudy, have computer la football field, a swimming pool, go on a schoolave fun, baddeal, my ideal school, at lu2.New structures:We have lafter-school activWe only have an houwork every daAn article教学方法Pair work, Free talk, Pra教学目标语言知识To remember the languagabove语言技能Tuct ideas for writingTo leaand easy ways to wg语言运用文化意识To write an article about our school life using the exleau情感态度To malove his/l l学习策略To understanductuarticle教学重点Gudents well trained in writingdraft of a lal about “My ideal school”;教学难点Gudapply the writing techniqually instructeddletter-writing.二．课堂教学过程时间教学步骤教师活动学生活动教学目的5分钟Step 1 Lead-Present a poem named “School” Get studand answquT: As we all know, this unit is about school life. I happened to find a poem talking about a schoolILet’Read it aloud together please. Here aquuDo you ll? Why or why not?Do you have a school that is dur mind?Are you willing to share your ideal school with us?2. Show learning aPlearning aims. Lead studad through the learning aims loudly.T: This is what we are going to do today. Let’s look at the learning a(1) Learn to decide on whaludarticle “My ideal school”.(2) Learn to write a good paragrabefore working out a first draft individually.Aanswer the quaad the alesson.以小诗欣赏的方式导入，既较快地调动学生的学习兴趣，又自然地过渡到本节写作课的话题上来。
牛津英语8AUnit2教案
8A Unit2 School lifePeriod 1-5 常州市北郊中学秦敏Period 1Comic strip and Welcome to the unit教课目的1.简要讨论学校生活，复习与学校生活有关的词汇2.掌握同样看法在英国英语和美国英语中的不一样表达法3．认识英国英语和美国英语的有关差别教课内容四会内容词汇： British lift post eraser fall vocation math movie词组： go to school be like watch TV句型： Why don’t dogs go to school, EddieWhat’s school likeIt ’s like watching TV, but there are fewer advertisements.其余内容词汇： elevator soccer词组： be smarter than fewer advertisements教课准备1.教课图片2.录音机3.多媒体教课步骤Step I 体现1. 在看卡通漫画以前，先复习有关描绘质量的形容词，特别解说smart 一词以及形容词比较级构造和 There be 句型。
2. 若有必需，可提早教授What islike It ’s like 的句型。
向学生发问： What is ourschool likeStep II 阅读1. 播放 Comic strip 部分录音前，让学生思虑问题： What does Eddie think school is like听完请学生回答。
2.翻开课本，让学生看几分钟漫画。
鼓舞学生就其对话进行发问。
如：3.学生跟从录音机朗诵，先集体朗诵，再分角色朗诵，最后表演。
Step III活动1. 在学生掌握了漫画中的信息后，教师可将此漫画作为起点，指引学生想有关What’sschool like的话题。
2. 解说必需的语言点。
《八年级英语牛津版8AUnit2IntegratedSkills教案：学生主导教学,提高自主学习能力
《八年级英语牛津版8AUnit2IntegratedSkills教案：学生主导教学，提高自主学习能力》。
I. 教学目标1.学习关于志愿者工作的词汇和短语；2.练习听、说、读、写和翻译技能；3.学习如何描述志愿者工作和谈论志愿者工作的重要性；4.提高学生在学习中的自主学习能力和合作能力。
II. 教学内容和活动1.词汇和短语训练学生们将自主学习定义和解释词汇和短语，例如“volunteer”，“community service”，“local volunteer organization”等等。
学生们将在小组中分享他们的定义和解释，以确保大家都理解这些词汇和短语的含义。
2.听力和口语练习学生们将听取与志愿者工作有关的几段对话和直接间接的陈述，然后在小组中合作练习听力和口语技能。
学生们将互相询问关于志愿者工作的问题，并用所学的词汇和短语回答问题。
同时，店主们还可以为学生们提供一些互动游戏和任务，例如“匹配词汇和短语”，以检查学生们的理解和记忆力。
3.阅读和写作练习学生们将自主阅读有关志愿者工作的文章，并在小组内分享他们的想法和体验。
接下来，学生们将撰写一篇短文，介绍他们自己或其他人的志愿者经历。
在小组中，学生们将合作改正对方的稿子，并提供建议和反馈。
4.翻译练习学生们还将自主完成一些翻译任务，例如翻译关于志愿者工作的句子和表达。
学生们将在小组中分享他们的翻译成果，并互相修正和完善。
5.分组讨论和反馈在教学结束前，学生们将分组进行讨论，谈论他们学习的体验和收获，并提供彼此反馈。
同样，老师将给予学生们一些正面的鼓励和肯定，以激励学生们不断提高自己的学习能力和表现。
III. 教学评估教学评估将会从多个角度出发。
老师将根据学生们的听力、口语、阅读、写作和翻译能力来进行评估，评估标准包括发音、语法、用词等。
学生之间也可以相互进行评估和反馈，以提高彼此的学习能力和表现。
最重要的是，学生的学习成果将会被定期测试和比较，以确保他们的学习是有进展的。
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Period 1Comic strip and Welcome to the unit教学目标1. 简要谈论学校生活，复习与学校生活有关的词汇2. 掌握相同概念在英国英语和美国英语中的不同表达法3．了解英国英语和美国英语的有关区别教学内容四会内容词汇：British lift post eraser fall vocation math movie词组：go to school be like watch TV句型：W hy don’t dogs go to school, Eddie?What’s school like?It’s like watching TV, but there are fewer advertisements.其他内容词汇：elevator soccer词组：be smarter than fewer advertisements教学准备1. 教学图片2. 录音机3. 多媒体教学步骤Step I 呈现1. 在看卡通漫画之前，先复习有关描述品质的形容词，特别讲解smart 一词以及形容词比较级结构和There be 句型。
2. 如有必要，可提前教授What is …like? It’s like …的句型。
向学生提问：What isour school like?Step II 阅读1. 播放Comic strip 部分录音前，让学生思考问题：What does Eddie think school is like?听完请学生回答。
2. 打开课本，让学生看几分钟漫画。
鼓励学生就其对话进行提问。
如：Is school fun?Is school like watching TV?3. 学生跟随录音机朗读，先集体朗读，再分角色朗读，最后表演。
Step III 活动1.在学生掌握了漫画中的信息后，教师可将此漫画作为起点，引导学生想有关What’sschool like?的话题。
2.解释必要的语言点。
Step IV 呈现1.向学生展示一幅世界地图并提问：What countries do you know? Can you show us onthe map? What language do they speak?引导学生说出他们知道的国家的名称，并写在黑板上，然后向学生介绍各个国家使用的不同语言。
2.引导学生说出英语作为主要语言或本族语言的国家。
告诉学生在每个地区使用英语中都产生了一些特殊的词，词义和发音。
Step V 呈现1. 展示英国和美国的两面国旗，告诉学生世界上最大的两个使用英语的国家：the UK 和the USA。
这两个国家在使用英语的过程中也有不少区别。
让学生朗读23页A部分列出的单词，检查他们的发音是否正确，并解释生词。
让学生四人一组将单词配对，然后全班一起口头核对答案并成对朗读，注意每组单词先读英国英语，后读美国英语，这样便于学生记忆。
2. 给能力较强的学生提供更多的有关英国英语和美国英语的单词。
3. 让学生看23页B部分的图片，并标上英语和美语单词，然后与同伴核对答案。
请几名学生将答案读给大家听。
然后全班一起朗读，注意每一组单词先读英国英语，后读美国英语。
Step VI 呈现1.对于能力较强的学生，教师可指出英国英语和美国英语在单词拼写方面的区别。
2.Step VII 练习1.练习2.讨论Step VIII家庭作业1.Search the Internet for more information about the school life in othercountries.2. Write down your own opinions of the ideal school life.Period 2Reading （第一课时）教学目标1. 学会运用各种阅读方式，读懂文章，了解英美国家中学生的学校生活。
2. 了解作者的个人感受和观点。
3. 了解和掌握文中的语言点。
教学内容四会内容词汇：mixed subject sew myself tasty even guys practice hero close taste article词组：in Year 8 a mixed schooldo things for oneself a Reading Weeknear the end of talk to somebodyin 9th grade have driving lessonsdrive somebody to twice a weekspend… doing something talk to somebody about somethingenjoy… a lot help somebody with/do something have a great time doing something句型：Boys and girls have lessons together.I like learning how to cook and sew.I know how to cook healthy and tasty meals.This is great because it takes less time than taking the bus.We always have a great time talking to each other.What does the word “hero” mean?It means someone you admire very much.其他内容词汇：guy softball buddy senior admire词组：Home Economics as wellplay softball in the Buddy Cluba cl ose friend an article by…句型：We can even bring in books and magazines from home, but we have to tell our English teacher what we are reading.Reading Week is always too short because we want to read all our classmates’ book s as well.Students in 12th grade are called seniors.教学准备1. 教学挂图2. 录音机3. 多媒体教学步骤Step I 导入1.复习前一课时学过的有关词汇。
Words.What are they doing in the pictures?2. 完成相关练习Step II 阅读1. What do you think British/American school would be like? 板书 Life in a Britishschool 和Life in an American school。
2. 听录音回答问题。
Life in a British school:Who wrote the first passage?What activity does the school have every year?Life in an American school:Who wrote the second passage?Who else are mentioned in the passage3．快速阅读，做T/F Qs.1)In a mixed school, boys and girls have lessons together.2)John’s favourite subject is English.3)Students at John’s school can read magazines during the reading week.4)Students must not talk in class during the reading week.5)You can have driving lessons at age 16 in the USA.6)Nancy plays softball twice a week.7)Every Monday, Nancy meets Julie to talk about school.8)American students go to shopping malls at lunchtime.4.跟读磁带，完成表格。
5.仔细阅读，完成课文内容填空。
John was in __________ at Woodland School near London. It’s a __________ school. His favourite subject is ______________. So he can cook healthy and __________ meals now. His school has a __________ Week every year. He and his classmates can read any books from the school library. And they can even__________ in books and __________from home. Reading Week is always too __________ because he wants to read others’ books __________.Nancy is 14 years old. She is in 9th g__________ at Rocky Mountain High School. Her brother Jim had d__________ lessons last year. It’s great for her because he d__________ her to school every day. It’s f__________ than taking a bus. She plays s__________ twice a week. She spends lots of time p__________ . Every Monday she goes to a b__________ club. Her buddy is Julie. Julie h__________ her learn all about her new school. She helps Nancy w__________ her homework and listens to her p__________ . Nancy thinks Julie is a h__________. During lunchtime, she has a great time t__________ to each other. Sometimes they go to s__________ malls after school.Step III 活动1. Make a dialogue with John/Nancy to know about their school lives…You: Where do you study, John?John: I am…You: What is your favourite lesson at school?Jo hn: Oh, my favourite lesson is … I like learning…You: Do you have special activities at school?John: Yes. We have … every year. We can…You: That’s great!Step IV 呈现1.Life in John’s school2.Life in Nancy’s school3.Life in your school4. Your ideal schoolStep V 家庭作业1. 熟读课文2. 熟记有关生词，短语和句子3. 完成相关练习Period 3Reading (第二课时)教学目标1. 掌握重要语言点，词组，句型。