牛津8B英文全套教案6.doc
牛津初中英语 8B Unit Six 教案
8B Unit Six A charity walkPeriod OneTeaching content: Comic strips & Welcome to the unitTeaching goals:1、To guess meaning from pictures2、To learn more about charity events3、To introduce different kinds of needs and disabilities4、To encourage students to talk about how they can help those in needTeaching important & difficult points:Words: blind , deaf, disabled, elderly, homelessPhrases: train for it‟s …to…what about…help sb. do sth.Sentences: It‟s meaningful to support our charities.I don‟t think you‟ll ever finish your walk.Teaching Procedures:Step 1 Warming-up1.Show some pictures of charities around the world, go over the names of charities.Project Hope, Save China‟s tigers, Project Green Hope, Oxfam, ORBIS2.Ask students to think about “What do the charities do?”( to raise money for people in need )T: As we all know that, charities help raise money for people in need, how do they raise money? (Let students have a discussion.)3. Ask some students to talk about their opinions. (show a picture of charity walk, tell something about it to students)Step 2 Presenting1. Tell the students that there are different groups of people who need our help in the world. Ask: Do you know who they are?2. Show the pictures to the Ss and teach the new words：disabled, poor, blind, elderly , homeless, deaf3. Let the Ss read the new words4. Write these sentences on the Bb to help them.A blind person cannot see. A deaf person cannot hear.If a person is disabled, it means a part of his/her body does not work properlyAn elderly person means an old person. A homeless person has no homeA poor person has little moneyStep 3 Activities1. Tell students to label the pictures in Part A using the words from the box.2. Ask volunteers to read out the answers. Then ask them to read it together.3. Pair-work:Discuss the following questions:How can we help the people who need help?4. Divide the class into pairs.Ask students to read Amy and Daniel‟s conversation in Part B.Then ask them to talk about the people in Par A and how their lives might be made easier. Let the students create their own conversations.5. Give them some suggestions:(1) For people in wheelchairs, sidewalks, ramps and automatic doors are helpful.(2) For poor people, education programmes that allow them to get better jobs are helpful. Free medical care and affordable housing are so helpful.(3) Blind people can benefit from Braille sign, spoken announcements rather than written notices, contoured pavements and unobstructed sidewalks.(4) Elderly people can benefit from public transit that is easy to board, places to sit down outdoors and escalators or lifts instead of stairs.(5) For homeless people, shelters and soup kitchens can offer short-term help.(6) Deaf people can benefit from written notices and a greater awareness of sign language.6. Ask some pairs to act their dialogue.Step 4 Presentation1. Tell the Ss that Eddie and Hobo are talking about helping othersListen to the tape and answer:What is Hobo doing?2. Brief introduction about charity walk:Charity walk is a long walk in which you have to cover a distance within certain hours. People join the walk so as to raise money for charities.3. Ask the students to look at the pictures and read the conversation.Then answer the questions;(1)What does Hobo need during the walk?(2)What does Eddie think of Hobo‟s idea?(3) How does Eddie feel about supporting charities?4. Give them enough time to understand the meaning of the dialogue.5. Ask some pairs to act it out in class.6. Pay attention to the important pointIt‟s meaningful to support charities.Explain…It is‟ + adjective ( + …for sb‟ )+ …to‟-infinitive to the students.e.g. It is very important for us to learn English well.It is necessary to protect the environment.It is good for you to eat an apple every day.Step 5 SummaryStep 6 Homework1.Read the dialogue after class.2.Find more information about charity walk.8B Unit 6 A charity walkPeriod TwoTeaching content: Reading (I)Teaching goals:1. To understand the structure of the sentences2. To find the organization of the text3. To skim for overall meanings and scan for details4. To identify specific information about Oxfam TrailwalkerTeaching important and difficult points:1. To infer general meaning from picture, title and context2. To identify specific meaning in different contextsTeaching procedures:Step 1 Warming-up1. Enjoy a song …Love‟.2. We‟ve already known a lot about d ifferent charities. Do you know any of them?Get students to read the descriptions and guess the names of the charities.E.g. It helps poor people and support development projects.What charity is it?Step 2 Presentation1. Watch a video about Oxfam and introduce Oxfam to the class: a tough charity walk.2. Read fast and answer: How much money must each team raise?3. Listen to the tape and do T/F questions:(1). Oxfam Trailwalker is one of the biggest fund-raising events in Hong Kong.(2). All the people can join in it.(3). There are four people in each group in the charity walk.(4). It‟s necessary to carry everything with you.(5). Each team must raise at least HK＄650.4. Students read the passage and answer the following questions:(1). What kind of event is Trailwalker?(2). How long has Oxfam Trailwalker been in Hong Kong?(3). Is Oxfam Trailwalker an easy hike?(4). Team spirit is very important in it, isn‟t it?(5). What is it necessary for people to do during the charity walk?(6). What should people do before the walk?(7) What do you think the money is spent on?5. Figure out what each paragraph is talking about.Paragraph 1: What is Oxfam Trailwalker? Paragraph 2: Oxfam Trailwalker is a long, difficult walk. Paragraph 3: Team spirit and support Paragraph 4: Support teamsParagraph 5: Fitness and trainingStep 3 Practice1. Read the passage again. Make a flow chart about Oxfam Trailwalker.Then ask students to retell the passage with the help of the flow chart.2. Ask students to read the words and definitions in Part B1, on Page 96, then complete Part B1 on their own.(Answers: c, d, b, e, a)3. Ask the students to read the passage again, and then replace the words/phrases in Part B2 on Page 96. (Answers: 1.fund-raising 2. trail 3. team spirit4. join5.tough)4. Have a discussion: If you are over 18, will you join the charity walk? Why?What will you do for the walk? How?Students discuss in groups of four and then report to the whole class.5. Fill in the blanksStep 4 SummaryT oday we‟ve learnt about a fund-raising event. Can you say something about it? …Step 5 Homework1. Read the text and try to retell it.2. Copy the important words and phrases twice.8B Unit 6 A charity walkPeriod ThreeTeaching content: Reading (Ⅱ)Teaching goals:1. To do exercises to consolidate learning of the text2.To read aloud, listen to, write on and speak up about the textTeaching important & difficult points:1、To grasp some key words and expressions: a charity walk, design a web page, team spirit, supporteach other, keep you comfortable, at least, development projects, try one‟s best to do sth2. To grasp some key sentence patterns:It is an excellent chance for people to learn team spirit.It is necessary for them to support and help each other.It is meaningful to support charities.It is necessary that you start training a few months before the walkTeaching Procedures:Step 1 Having a revisionWhat will Hobo do to support charities? (To join in a charity walk )What do you know about …charity walk‟ in Hong Kong?Step 2 Reading and answeringRead the text on page 94 and then answer the following questions:What is the famous charity walk called? (Oxfam Trailwalker )Which organization organizes the event? (Oxfam Hong Kong )Why do we call it …Trailwalker‟? (Because people have to walk a 100-kilometer trail without sleep.)Can you finish such a walk? Why not? (It‟s a difficult/tough hike.)How many people are needed in the walk? (Four)So it is team work. People are grouped into a team of four. They need to work together to support each other during the walk. So do you think it‟s a very good/excellent chance to learn team spirit?It you take part in such an event, will you remember the experience forever?Step 3 Finishing off Part BRead the new words and expressions aloud on page 96. Match the numbers with the letters to finish Part B, checking the answers with your partner.Step 4 Reading after the tape and answeringRead after the tape and answer the following questions:When did Oxfam Trailwalker start? Who is helped by the money that is raised?When is Oxfam Trailwalker held? Who can join Oxfam Trailwalker?How long does the walk last? What‟s the route?How much money does each team need to raise?Step 5 Finishing Part C2Now go to page 97 to fill in the blanks in Part C2, then checking the answers later on.Step 6 Reading and doing additional exercisesRead the text silently, then doing the …True‟ or …False‟ exercise s.Step 7 Acting out the dialoguesRead aloud the dialogues on page 96 and 97. Then in pairs try to act them out. You may make changes to them in structure and in content.a. Read after the tape five times. Your parent‟s signature is needed.b. Finish more exercises8B Unit 6 A charity walkPeriod 4Teaching content: Grammar A, BTeaching goals:1. To use …It is‟ + adjective + …that‟ to say how one feels about sth2. To use …It is‟ + adjective + …to‟-infinitive to describe actions and situationsTeaching important & difficult points:1. To learn these phrases and sentences: look down,It is necessary that you train yourself before the walk.It is difficult to walk through eight country parks.2. It is +adj.+that clause3. It is +adj+to do sth.Teaching ProceduresStep 1 Part A1. Tell Ss that we use the …it is‟ + adjective + …that‟ structure to say how we feel about something.2. Ask two students to read the two sentences in the grammar table at the top of page 99. Encourage them to ask questions if they are unsure of the meaning.3. Ask students to complete the exercises on their own. Students have to rearrange the words to make sentences.4.Ask four students to read out one sentence each. Check for word order and correct pronunciation.5.Make some sentences using the adjectives and the given phrases.1) We can walk 100 kilometres in 48 hours.(possible)2) There are so many different trees in the country parks(interesting)3) There was snow on one of he mountains.(surprising)4) Each team must raise at least HK$6000.(important)5) So many people want to help others in need.(nice)Step 2 Part B1.Explain that the …It is‟+adjective +‟to‟-infinitive structure is similar to the structure students learned in Part A except that here, the adjective describes an action or activity.2.Ask two students to read the two sentences in the grammar table at the top of page 100. Encourage Ss to ask questions if hey are unsure of the meaning3.Check that Ss have understood the structure.4.Explain the context of the exercises. Ss are telling Amy how she can make a useful contribution to society. Tell them to make sentences using the words in brackets and the verbs from the box.5. Ask five students to read out one sentence each. Write he sentences on the Bb and ask students to check their own work.6.Make sentences using the given structure.It is difficult to ---It is easy to ---It is exciting to ---It is necessary to ---Make sentences using the given words1) People should not go hiking alone.(dangerous)2) Ben‟s team ca n raise over HK$6000 for charity.(possible)3) You can get very hot on the hike.(important/take lots of water)Step 5 Homework1. Finish the exercises in the Exercise Book .2. Try to make 6 sentences with the above structure .8B Unit 6 A charity walkPeriod 5Teaching content: Grammar C & VocabularyTeaching goals:1. To learn to use …It is +adjective +to do‟2. To learn to use …It is + adjective +for … to do‟2.To develop an understanding of compound nouns3.To guess the meanings of compounds and create nouns using prompts.Teaching important & difficult points:1. Help the students to learn to use …It is +adjective +to do‟2. Help the students to learn to use …It is + adjective +for … to do‟1.Help the students to develop an understanding of compound nouns2.Help the students to guess the meanings of compounds and create nouns using prompts. Teaching Procedures:Step 1 Presenting the structure of “It is + 形容词+ of sb. to do sth.”和“It is + 形容词+ for sb. to do sth.”In the text on page 94 there is a sentence: It is necessary for you to support and help each other before and during the event.“It is + 形容词+ of sb. to do sth.”和“It is + 形容词+ for sb. to do sth.”这两个句型使用频率都很高，前者表示说话人对客观事物的高兴、惊讶、遗憾、难过等情绪，表现的是人的性格、品质或特征，经常可以转换成：①How + 形容词+ it is + of sb. to do sth.!②How + 形容词+ of sb. to do sth.!③Sb. + is + 形容词+ to do sth..或后者表示说话人对客观事件的决断性，根据具体情况可以转换成：①To do sth. is + 形容词；②It is + 形容词+ that 从句；或③Sth. Is + 形容词（for sb.）to do.等。
牛津初中英语8B Unit6教学案
牛津初中英语8B Unit6教学案重点短语Welcome to the unittrain for a charity walk 为一个慈善步行活动受训support me 支持我It’s meaningful to do sth. 做某事是有意义的。
need some more food 需要更多的食物organize a charity walk 组织一次慈善步行活动people who need help = people in need需要帮助的人a disabled person 一位残疾人be blind in …eye 某一只眼睛瞎an elderly person 一位年岁大的人a homeless person 一位无家可归的人deaf people 聋人Readingone of Hong Kong’s biggest fund-raising events香港最大的募集基金活动之一be known as 被作为``````了解/作为`…而闻名people in other parts of Asia and Africa亚洲和非洲其它地区的人be held/take place in November 在11月举行group themselves into a team of four = form groups of four把他们自己组成四人小组join/take part in the charity walk 参加慈善步行a tough /difficult hike 一次艰苦的远足have to finish walking a 100-kilometre trail within 48 hours 不得不在48小时内走完100公里的小路It means that``` 这意味着``````walk for two days and nights without sleep不睡觉走两天两夜walk through eight country parks走过8个郊外公园walk over twenty hills and mountains翻过20座大小山an excellent chance 一个极好的机会plan everything together 一起计划每一件事the team’s finishing time will be recorded整个团队最终所用时间将被记录下来It is necessary/ useful for sb to do sth.对某人来说做某事``````。
牛津英语8B全英文教案
light rail taxi bus ah/plane undergrund duble-deer train
Step 3 Having a disussin
Disuss the transprt at different ties
2 h has Eddie eaten his fd? (Beause Eddie as hungr)
3 hat did Hb thin f Eddie in the past? (Hb thught Eddie as ind in the past)
4 hat des he thin f Eddie n? (Hb thins Eddie is bad n S he desn’t ant t pla ith hi an re)
N, let’s learn sething abut transprt at different ties (Sh the pitures)
hat are their naes? (light rail, duble-deer)
I ant t dra a tieline fr the different frs f transprt in Beiing Use the infratin fr Part A t plete the tieline
D translatin:
1我的玩具飞机在哪儿？
2你的妈妈怎样去上班？乘坐地铁。
3我再对父母要友善。
Perid 2 Reading I
(Ties have hanged)
Teahing gals
●T regnize tpes f questins used in intervie
译林版牛津英语新8B UNIT6教案
2) What kind of help do his family need? The need money for Xiao Wei’s operation.3) How can we help Xiao Wei?We can donate money.4. Read Peter’s letter and answer the questions.1) How does Peter write such a letter?2) What is the main idea of each paragraph in Peter’s le tter?5. Tell students the writing tips:Before writing, it’s necessary for us to organize our ideas first. When we write a letter for help, we need to tell others two points: who needs helphow we can help Read Peter’s letter and answer the questionsStep 4 Language points1. He has been ill in hospital since last month.他从上个月开始生病住院了。
本句用的是现在完成时，表示从过去某一时间开始一直持续到现在的动作或事情。
e.g. They have worked here since 1975.他们从1975年开始就在这工作了。
2. have a serious disease有严重的血液疾病表示“生……病”通常用动词have。
如：头疼have a headache3. as soon as possible 尽可能快的e.g. 请尽快把书还给我。
Please return my book as soon as possible.4. lose one's life 失去生命，丧生e.g. 许多人在这个地震中丧生了。
8BUnit6Integratedskills教学案例（译林牛津版英语八年级）
8BUnit6Integratedskills教学案例（译林牛津版英语八年级）牛津英语8B Unit6 Integrated skills教学设计学习目标：1）进一步了解有关慈善步行的一些信息，并能从听力材料中获取有用的信息，培养“听说读写”的技能。
2）运用所获取的信息及相关情景完成一封信。
3）根据自己的语言基础能力，就某事给出建议，并对建议作出回应。
学习预习案：1．Discussion：Talk about Oxfam Trailwalker.Talk about it in Pairs, One ask and the other answers.（你可以参考书本94&95页）2．Read and write out the words and know their meanings （加油哟，要比赛的哟！）['unli] [flt] ['p:fikt]['tenn] ['reini] ['mbrel][lst] [waiz] ['mublfun]3. Preview（预习）PartA1 2 3. Try to read these information and understand the main ideas（如果有困难的话，可以向组长请教哟！）4 Read the dialogues in Speak Up carefully and answer the following questions.1）What do you need to pay attention to if you want to join a charity walk?2）What do you need to take if you don’t want to get lost?3）What about you own ideas? (你可以尽情地想象！)课堂巩固案1．Look at Part A1 carefully and tell whether they are true or false1) South Hill is a 950-metre high hill. （）2) This hill is about 5 km south of Moonlight Town. （）3) The students can play hide-and-seek and fly kites on the hill. （）4) The students can go swimming in the small lake （）5) The Class 1 Grade 8 will hold a party on South Hill. （）2．Listen to tape and then try to complete the descriptions about the Event of the Charity walk.（A1& A2） .3 .Complete the letter A3（小组讨论合作完成。
优品课件之牛津8B Unit6教学案
牛津8B Unit6教学案牛津8B Unit6教学案8B Unit 6 A Charity Walk 第一课时教学案【教学目标】1. Enable the students to go on learning some vocabulary about charity. 2. Enable the students to talk about people who need help. 3.Learn how to help people in need. 【预习导学】1.预习,熟读P 93生词并做练习：瞎的，失明的_______聋的______残疾人_______________/____________无家可归的人_________________ 2.熟读Comic strip and guess the topic of Unit 6________________________. 3.在Comic strip中画出下列句子并翻译. 1) I’m trai ning for a charity walk.____________________________________ 2) it’s meaningful to support charities. _____________________________________ 3) I need some more food during the walk._____________________________________ 4) I don’t think you’ll ever finish your walk._____________________________________ 4. 预习P93 and make a list of people who need help:___________________________________________________________ _________________________________________________________________ _____. 【典型例题精析】 1. help sb (to) do sth / help sb with sth 帮助某人干某事举一反三：Simon often _____ _______ _______ ________/______ ______ _____ _____ ______(帮我学英语). 2. deaf adj.聋的，失聪的，在句中作表语时主语一般是人不是ear(s)He can’t hear anything because he is deaf. 他什么也听不见因为他是个聋子.deaf 用作形容词也可用作定语，所修饰的词既可以是人也可以是ear(s) 举一反三：因为聋，他不能学说话.Because he_______ _______,he could not learn to speak.他听不见你说话，因为他是个聋子.He can’t hear you, because he is______ _______ _______. 3. Sure, it is meaningful to support charities.当然,支持慈善机构是有意义的事. 句型结构为：It is +adj.+ to do sth.做某事怎么样举一反三：学好英语很要.___________________________________________.. 4. I need some more food during the walk.在行走时我还需要一些食物. Here “more ” 用在数字后或相当于数字的词后面表示“再” “又”, 数字 +more =another+数字,表示又几个” 举一反三：他又游了两小时.He swam another Two hours/ ________ _______ _______. 5.I don’t think you will ever finish your walk.我认为你将不会完成你的毅行. 句子中的don’t否定的是从句，类似的从句中的否定前移的句子还有I believe/suppose…,该结构的反意疑问句应与从句保持一致. 举一反三：I don’t think he has been to Beijing,______ _______? 6.What about homeless people? 无家可归的人呢? What/How about…? 是特殊疑问句的一种形式，用来询问对方情况及征求意见和看法举一反三：现在休息一会儿怎么样？_________________________? 【目标达成检测】1.单项选择： 1) His words seem to be _______. I hope you can think them over. A. thankful B. meaningful C. meaningless D. easy 2) �CWould you like to have _________bread? -No, thanks. I’m full. A. a few more B. some more C. more a few D. more some 3)It is important _______ to the animals, because they are our friends. A. to kind B. to be kind C. be kind D. kind 4) It is reported that lots of people became _____because of the flood. A. boring B. brave C. excited D. homeless 5) I don’t think he will come to our party,_________? A. will he B. will I C. does he D. do I 2. 根据汉语意思完成句子： 1）你愿意支持慈善机构？ Willyou__________ ___________? 2）帮助老人是有意义的事。
八年级英语下册《8B Unit 6 A charity walk》Period 6 Integ rated skills教案 牛津版
1. 任务型教学 (Task-based Approach) 是指教师通过引导语言学习者在 课堂上完成任务来进行的教学。在任务型教学中有大量的小组或双人活动， 每个人都有自己的任务要完成，可以更好地面向全体学生进行教学。 2. 在活动中学习知识，培养人际交往、思考、决策和应变能力，有利 于学生的全面发展。 3. 加德纳的多元智能理论认为，每个人都至少具有八个方面的潜能， 智能是发展的，是可以培养的，而且在许多方面都能达到比较高的水平。 多元智能理论从以人为本的角度告诉我们，每个学生都是有潜能的，都是 需要开发的，也都是值得去开发的。 4. “最近发展区”理论认为学生个体可以实现从独立活动所能达到的 现实发展水平到潜在的发展水平的飞跃。
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Step V Presentation
探
学
1.Presenting Speak up If you want to join a charity walk, what should you do? What do you need to pay attention to? Give your own ideas. 2. Listening and answering Eric is asking Ben for some advice for joining a charity walk. Listen to Part B on page 103 and answer the following questions: What three things does Ben suggest E ric to do? 3.Explaining and reading Do you have any questions to the structure and meanin g of the dialogue? Put your questions to me.
牛津英语8B全英文 整册教案
牛津英语整册教案, 牛津英语8B整册教案,英语教案，牛津英语教案Unit 1 Past and presentPeriod 1 Comic strips & welcome to the unitTeaching goals●To introduce the concept of situations that started in the past and are continuing at present●To introduce the grammatical concept of the present perfect tense by focusing on atimeline.Teaching proceduresStep 1 Having a brainstorming—How do you come to school every day?—I come by bike. /by bus /by car.—How does your father go to work?—He goes to work by car. /He takes a car to work.Step 2 Presenting forms of transportThere’s too much traffic in Nanjing. But people began to take the underground in 2005. The underground has been in use since 2005. It’s fast and convenient.Now, let’s learn something about transport at different t imes. (Show the pictures)What are their names? (light rail, double-decker)I want to draw a timeline for the different forms of transport in Beijing. Use the information from Part A to complete the timeline.light rail taxi bus coach/plane underground double-decker train Step 3 Having a discussionDiscuss the transport at different times.The bus has been in use since 1958. People have taken the bus since 1958.…Step 4 Listening to and reading a dialogueIn the past, people took the bus to work. But at present, more and more people can take the taxi /underground/double-decker car/ to work. The transport has changed a lot. What about our old friends Eddie and Hobo? Have they changed a lot?Let’s go on to listen to and read the dialogue on page 6 between Eddie and Hobo. Then answer the following questions:1. Where’s Hobo’s food? Is it in the bowl now? Why not? (Because Eddie has eaten it.)2. Why has Eddie eaten his food? (Because Eddie was hungry.)3. What did Hobo think of Eddie in the past? (Hobo thought Eddie was kind in the past.)4. What does he think of Eddie now? (Hobo thinks Eddie is bad now. So he doesn’t want to play with him any more.)5. Why does Eddie say that Hobo has changed a lot, too? (Because Hobo wanted to play with him in the past, but now he doesn’t.)Step 5 Listening and reading aloudListen to the tape, and try to read aloud the dialogue on page 6 to the tape.Step 6 Finding and writing expressionsYou are to go over page 6 and 7 again to find out and write down all the useful expressions. Make sentences of your own with them after class.Step 7 Acting out the dialogueIn pairs act out the dialogue.Step 8 Doing homeworka. Read the comic strips and try to recite it.b. Try to revise the phrase and sentences in this period.c. Do translation:1. 我的玩具飞机在哪儿？2. 你的妈妈怎样去上班？乘坐地铁。
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牛津8B英文全套教案6period 7: integrated skillsteaching objectives ● to listen for and identify specific information● to recognize key expressions involved in organizing an event.● to respond to written text and information got from listening● to talk about a c harity show.● to ask for help in organizing an event.● to make suggestions and offer help.teaching proceduresstep1 presentingsuppose your class is going to hold a charity show. you are holding a meeting to discuss to do for the show. what’ll you talk about?help students to answer:name of the show, name of the charity, date, time, place, ticket price, duties of studentsstep2 reading and answeringthe class 1, grade 8 students are planning their charity show. read sandy’s notes, ask and answer questions in pai rs:what’s the name of the show?what’s the name of the charity?when will the show be held? how much is the ticket?step3 listening and answeringdifferent students have different duties. what will each student do for the charity show? please listen.ask students to fill in the table.check answers, ask:who will design the poster? (kitty and sandy)who will organize a play? (millie and simon)who will be the host of the show? (millie)who will set up the stage? (sandyand amy)who will sing a song? (kitty and daniel)who will ask friends and families to come? (kitty, sandy, daniel, millie, simon, amy)step4 finishing off part a3ask students to fill in the blanks in part a3 using the information in parts a1 and a2.check the answers as a class. read the passage aloud together.step5 listening and answeringafter the meeting, sandy and kitty are still talking about the show. ask students to listen to part b and answer the following questions:how is sandy? why?who will they ask for help? why?what do they hope?step6 reading after the tapeask students to read after the tape sentence by sentence.step7 explaining and readingexplain some language points to students and ask them to read the dialogue aloud.step8 making up dialoguesask students to make up similar dialogues, then act them out.step 9 homeworka. read the two passages and try to learn it by heart. b. finish off the exercises in the evaluation handbook.period 8: study skillsteaching objectives ● to introduce “sense group” to students.● to encourage students to read passages in correct sense groups.teaching proceduresstep 1 listening and discussingask students to listen to a tape, in which one person is reading a passage with correct pause, the other one is reading the same passage with incorrect pause.after listening, ask students to compare and say which one reads better and why.345678910112019-05-18period 7: integrated skillsteaching objectives ● to listen for and identify specific information● to recognize key expressions involved in organizing an event.● to respo nd to written text and information got from listening● to talk about a charity show.● to ask for help in organizing an event.● to make suggestions and offer help.teaching proceduresstep1 presentingsuppose your class is going to hold a charity show. you are holding a meeting to discuss to do for the show. what’ll you talk about?help students to answer:name of the show, name of the charity, date, time, place, ticket price, duties of studentsstep2 reading and answeringthe class 1, grade 8 students are planning their charity show. read sandy’s notes, ask and answer questions in pairs:what’s the name of the show?what’s the name of the charity?when will the show be held? how much is the ticket?step3 listening and answeringdifferent students have different duties. what will each student do for the charity show? please listen.ask students to fill in the table.check answers, ask:who will design the poster? (kitty andsandy)who will organize a play? (millie and simon)who will be the host of the show? (millie)who will set up the stage? (sandy and amy)who will sing a song? (kitty and daniel)who will ask friends and families to come? (kitty, sandy, daniel, millie, simon, amy)step4 finishing off part a3ask students to fill in the blanks in part a3 using the information in parts a1 and a2.check the answers as a class. read the passage aloud together.step5 listening and answeringafter the meeting, sandy and kitty are still talking about the show. ask students to listen to part b and answer the following questions:how is sandy? why?who will they ask for help? why?what do they hope?step6 reading after the tapeask students to read after the tape sentence by sentence.step7 explaining and readingexplain some language points to students and ask them to read the dialogue aloud.step8 making up dialoguesask students to make up similar dialogues, then act them out.step 9 homeworka. read the two passages and try to learn it by heart. b. finish off the exercises in the evaluation handbook.period 8: study skillsteaching objectives ● to in troduce “sense group” to students.● to encourage students to read passages in correct sense groups.teaching proceduresstep 1 listening and discussingask students to listen to a tape, inwhich one person is reading a passage with correct pause, the other one is reading the same passage with incorrect pause. after listening, ask students to compare and say which one reads better and why.345678910112019-05-18period 7: integrated skillsteaching objectives ● to listen for and identify specific information● to recognize key expressions involved in organizing an event.● to respond to written text and information got from listening● to talk about a charity show.● to ask for help in organizing an event.● to make suggestions and offer help.teaching proceduresstep1 presentingsuppose your class is going to hold a charity show. you are holding a meeting to discuss to do for the show. what’ll you talk about?help students to answer:name of the show, name of the charity, date, time, place, ticket price, duties of studentsstep2 reading and answeringthe class 1, grade 8 students are planning their charity show. read sandy’s notes, ask and answer questions in pairs:what’s the name of the show?what’s the name of the charity?when will the show be held? how much is the ticket?step3 listening and answeringdifferent students have different duties. what will each student do forthe charity show? please listen.ask students to fill in the table.check answers, ask:who will design the poster? (kitty and sandy)who will organize a play? (millie and simon)who will be the host of the show? (millie)who will set up the stage? (sandy and amy)who will sing a song? (kitty and daniel)who will ask friends and families to come? (kitty, sandy, daniel, millie, simon, amy)step4 finishing off part a3ask students to fill in the blanks in part a3 using the information in parts a1 and a2.check the answers as a class. read the passage aloud together.step5 listening and answeringafter the meeting, sandy and kitty are still talking about the show. ask students to listen to part b and answer the following questions:how is sandy? why?who will they ask for help? why?what do they hope?step6 reading after the tapeask students to read after the tape sentence by sentence.step7 explaining and readingexplain some language points to students and ask them to read the dialogue aloud.step8 making up dialoguesask students to make up similar dialogues, then act them out.step 9 homeworka. read the two passages and try to learn it by heart. b. finish off the exercises in the evaluation handbook.period 8: study skillsteaching objectives ● to introduce “sense group” to students.● to encourage students to readpassages in correct sense groups.teaching proceduresstep 1 listening and discussingask students to listen to a tape, in which one person is reading a passage with correct pause, the other one is reading the same passage with incorrect pause. after listening, ask students to compare and say which one reads better and why.345678910112019-05-18period 7: integrated skil lsteaching objectives ● to listen for and identify specific information● to recognize key expressions involved in organizing an event.● to respond to written text and information got from listening● to talk about a charity show.● to ask for help in organizing an event.● to make suggestions and offer help.teaching proceduresstep1 presentingsuppose your class is going to hold a charity show. you are holding a meeting to discuss to do for the show. what’ll you talk about?help students to answer:name of the show, name of the charity, date, time, place, ticket price, duties of studentsstep2 reading and answeringthe class 1, grade 8 students are planning their charity show. read sandy’s notes, ask and answer questions in pairs:what’s the name of the show?what’s th e name of the charity?when will the show be held?how much is the ticket?step3 listening and answeringdifferent students have different duties. what will each student do for the charity show? please listen.ask students to fill in the table.check answers, ask:who will design the poster? (kitty and sandy)who will organize a play? (millie and simon)who will be the host of the show? (millie)who will set up the stage? (sandy and amy)who will sing a song? (kitty and daniel)who will ask friends and families to come? (kitty, sandy, daniel, millie, simon, amy)step4 finishing off part a3ask students to fill in the blanks in part a3 using the information in parts a1 and a2.check the answers as a class. read the passage aloud together.step5 listening and answeringafter the meeting, sandy and kitty are still talking about the show. ask students to listen to part b and answer the following questions:how is sandy? why?who will they ask for help? why?what do they hope?step6 reading after the tapeask students to read after the tape sentence by sentence.step7 explaining and readingexplain some language points to students and ask them to read the dialogue aloud.step8 making up dialoguesask students to make up similar dialogues, then act them out.step 9 homeworka. read the two passages and try to learn it by heart. b. finish off the exercises in the evaluation handbook.period 8: study skillsteaching objectives ● to introduce “sense group” to students.● to encourage students to read passages in correct sense groups.teaching proceduresstep 1 listening and discussingask students to listen to a tape, in which one person is reading a passage with correct pause, the other one is reading the same passage with incorrect pause. after listening, ask students to compare and say which one reads better and why.345678910112019-05-18period 7: integrated skillsteaching objectives ● to listen for and identify specific information● to recognize key expressions involved in organizing an event.● to respond to written text and information got f rom listening● to talk about a charity show.● to ask for help in organizing an event.● to make suggestions and offer help.teaching proceduresstep1 presentingsuppose your class is going to hold a charity show. you are holding a meeting to discuss to do for the show. what’ll you talk about?help students to answer:name of the show, name of the charity, date, time, place, ticket price, duties of studentsstep2 reading and answeringthe class 1, grade 8 students are planning their charity show. read sandy’s notes,ask and answer questions in pairs:what’s the name of the show?what’s the name of the charity?when will the show be held? how much is the ticket?step3 listening and answeringdifferent students have different duties. what will each student do for the charity show? please listen.ask students to fill in the table.check answers, ask:who will design the poster? (kitty and sandy)who will organize a play? (millie and simon)who will be the host of the show? (millie)who will set up the stage? (sandy and amy)who will sing a song? (kitty and daniel)who will ask friends and families to come? (kitty, sandy, daniel, millie, simon, amy)step4 finishing off part a3ask students to fill in the blanks in part a3 using the information in parts a1 and a2.check the answers as a class. read the passage aloud together.step5 listening and answeringafter the meeting, sandy and kitty are still talking about the show. ask students to listen to part b and answer the following questions:how is sandy? why?who will they ask for help? why?what do they hope?step6 reading after the tapeask students to read after the tape sentence by sentence.step7 explaining and readingexplain some language points to students and ask them to read the dialogue aloud.step8 making up dialoguesask students to make up similar dialogues, then act them out.step 9 homeworka. read the twopassages and try to learn it by heart. b. finish off the exercises in the evaluation handbook.period 8: study skillsteaching objectives ● to introduce “sense group” to students.● to e ncourage students to read passages in correct sense groups.teaching proceduresstep 1 listening and discussingask students to listen to a tape, in which one person is reading a passage with correct pause, the other one is reading the same passage with incorrect pause. after listening, ask students to compare and say which one reads better and why.345678910112019-05-18period 7: integrated skillsteaching objectives ● to listen for and identify specific information● to recognize key expressions involved i n organizing an event.● to respond to written text and information got from listening● to talk about a charity show.● to ask for help in organizing an event.● to make suggestions and offer help.teaching proceduresstep1 presentingsuppose your class is going to hold a charity show. you are holding a meeting to discuss to do for the show. what’ll you talk about?help students to answer:name of the show, name of the charity, date, time, place, ticket price, duties ofstudentsstep2 reading and answeringthe class 1, grade 8 students are planning their charity show. read sandy’s notes, ask and answer questions in pairs:what’s the name of the show?what’s the name of the charity?when will the show be held? how much is the ticket?step3 listening and answeringdifferent students have different duties. what will each student do for the charity show? please listen.ask students to fill in the table.check answers, ask:who will design the poster? (kitty and sandy)who will organize a play? (millie and simon)who will be the host of the show? (millie)who will set up the stage? (sandy and amy)who will sing a song? (kitty and daniel)who will ask friends and families to come? (kitty, sandy, daniel, millie, simon, amy)step4 finishing off part a3ask students to fill in the blanks in part a3 using the information in parts a1 and a2.check the answers as a class. read the passage aloud together.step5 listening and answeringafter the meeting, sandy and kitty are still talking about the show. ask students to listen to part b and answer the following questions:how is sandy? why?who will they ask for help? why?what do they hope?step6 reading after the tapeask students to read after the tape sentence by sentence.step7 explaining and readingexplain some language points to students and ask them to read the dialoguealoud.step8 making up dialoguesask students to make up similar dialogues, then act them out.step 9 homeworka. read the two passages and try to learn it by heart. b. finish off the exercises in the evaluation handbook.period 8: study s killsteaching objectives ● to introduce “sense group” to students.● to encourage students to read passages in correct sense groups.teaching proceduresstep 1 listening and discussingask students to listen to a tape, in which one person is reading a passage with correct pause, the other one is reading the same passage with incorrect pause. after listening, ask students to compare and say which one reads better and why.345678910112019-05-18period 7: integrated skillsteaching objectives ● to listen for an d identify specific information● to recognize key expressions involved in organizing an event.● to respond to written text and information got from listening● to talk about a charity show.● to ask for help in organizing an event.● to make suggestions and offer help.teaching proceduresstep1 presentingsuppose your class is going to hold a charity show. you are holding a meeting to discuss to do for the show. what’llyou talk about?help students to answer:name of the show, name of the charity, date, time, place, ticket price, duties of studentsstep2 reading and answeringthe class 1, grade 8 students are planning their charity show. read sandy’s notes, ask and answer questions in pairs:what’s the name of the show?what’s the name of the charity?when will the show be held? how much is the ticket?step3 listening and answeringdifferent students have different duties. what will each student do for the charity show? please listen.ask students to fill in the table.check answers, ask:who will design the poster? (kitty and sandy)who will organize a play? (millie and simon)who will be the host of the show? (millie)who will set up the stage? (sandy and amy)who will sing a song? (kitty and daniel)who will ask friends and families to come? (kitty, sandy, daniel, millie, simon, amy)step4 finishing off part a3ask students to fill in the blanks in part a3 using the information in parts a1 and a2.check the answers as a class. read the passage aloud together.step5 listening and answeringafter the meeting, sandy and kitty are still talking about the show. ask students to listen to part b and answer the following questions:how is sandy? why?who will they ask for help? why?what do they hope?step6 reading after the tapeask students to read after the tapesentence by sentence.step7 explaining and readingexplain some language points to students and ask them to read the dialogue aloud.step8 making up dialoguesask students to make up similar dialogues, then act them out.step 9 homeworka. read the two passages and try to learn it by heart. b. finish off the exercises in the evaluation handbook.period 8: study skillsteaching objectives ● to introduce “sense group” to students.● to encourage students to read passages in correct sense groups.teaching proceduresstep 1 listening and discussingask students to listen to a tape, in which one person is reading a passage with correct pause, the other one is reading the same passage with incorrect pause. after listening, ask students to compare and say which one reads better and why.345678910112019-05-18period 7: integrated skillsteaching objectives ● to listen for and identify specific information● to recognize key expressions involved in organizing an event.● to respond to written text and information got from listening● to talk about a charity s how.● to ask for help in organizing an event.● to make suggestions and offer help.teaching proceduresstep1presentingsuppose your class is going to hold a charity show. you are holding a meeting to discuss to do for the show. what’ll you talk about?help students to answer:name of the show, name of the charity, date, time, place, ticket price, duties of studentsstep2 reading and answeringthe class 1, grade 8 students are planning their charity show. read sandy’s notes, ask and answer questions in pairs:what’s the name of the show?what’s the name of the charity?when will the show be held? how much is the ticket?step3 listening and answeringdifferent students have different duties. what will each student do for the charity show? please listen.ask students to fill in the table.check answers, ask:who will design the poster? (kitty and sandy)who will organize a play? (millie and simon)who will be the host of the show? (millie)who will set up the stage? (sandy and amy)who will sing a song? (kitty and daniel)who will ask friends and families to come? (kitty, sandy, daniel, millie, simon, amy)step4 finishing off part a3ask students to fill in the blanks in part a3 using the information in parts a1 and a2.check the answers as a class. read the passage aloud together.step5 listening and answeringafter the meeting, sandy and kitty are still talking about the show. ask students to listen to part b and answer the following questions:how is sandy?why?who will they ask for help? why?what do they hope?step6 reading after the tapeask students to read after the tape sentence by sentence.step7 explaining and readingexplain some language points to students and ask them to read the dialogue aloud.step8 making up dialoguesask students to make up similar dialogues, then act them out.step 9 homeworka. read the two passages and try to learn it by heart. b. finish off the exercises in the evaluation handbook.period 8: study skillsteaching objectives ● to introduce “sense group” to students.● to encourage students to read passages in correct sense groups.teaching proceduresstep 1 listening and discussingask students to listen to a tape, in which one person is reading a passage with correct pause, the other one is reading the same passage with incorrect pause. after listening, ask students to compare and say which one reads better and why.345678910112019-05-18period 7: integrated skillsteaching objectives ● to listen for and identify specific information● to recognize key expressions involved in organizing an event.● to respond to wr itten text and information got from listening● to talk abouta charity show.● to ask for help in organizing an event.● to make suggestions and offer help.teaching proceduresstep1 presentingsuppose your class is going to hold a charity show. you are holding a meeting to discuss to do for the show. what’ll you talk about?help students to answer:name of the show, name of the charity, date, time, place, ticket price, duties of studentsstep2 reading and answeringthe class 1, grade 8 students are planning their c harity show. read sandy’s notes, ask and answer questions in pairs:what’s the name of the show?what’s the name of the charity?when will the show be held? how much is the ticket?step3 listening and answeringdifferent students have different duties. what will each student do for the charity show? please listen.ask students to fill in the table.check answers, ask:who will design the poster? (kitty and sandy)who will organize a play? (millie and simon)who will be the host of the show? (millie)who will set up the stage? (sandy and amy)who will sing a song? (kitty and daniel)who will ask friends and families to come? (kitty, sandy, daniel, millie, simon, amy)step4 finishing off part a3ask students to fill in the blanks in part a3 using the information in parts a1 and a2.check the answers as a class. read the passage aloud together.step5 listening and answeringafter the meeting, sandyand kitty are still talking about the show. ask students to listen to part b and answer the following questions:how is sandy? why?who will they ask for help? why?what do they hope?step6 reading after the tapeask students to read after the tape sentence by sentence.step7 explaining and readingexplain some language points to students and ask them to read the dialogue aloud.step8 making up dialoguesask students to make up similar dialogues, then act them out.step 9 homeworka. read the two passages and try to learn it by heart. b. finish off the exercises in the evaluation handbook.period 8: study skillsteaching objectives ● to introduce “sense group” to students.● to encourage students to read passages in correct sense groups.teaching proceduresstep 1 listening and discussingask students to listen to a tape, in which one person is reading a passage with correct pause, the other one is reading the same passage with incorrect pause. after listening, ask students to compare and say which one reads better and why.345678910112019-05-18period 7: integrated skillsteaching objectives ● to listen for and identify specific information● to reco gnize keyexpressions involved in organizing an event.● to respond to written text and information got from listening● to talk about a charity show.● to ask for help in organizing an event.● to make suggestions and offer help.teaching proceduresstep1 presentingsuppose your class is going to hold a charity show. you are holding a meeting to discuss to do for the show. what’ll you talk about?help students to answer:name of the show, name of the charity, date, time, place, ticket price, duties of studentsstep2 reading and answeringthe class 1, grade 8 students are planning their charity show. read sandy’s notes, ask and answer questions in pairs:what’s the name of the show?what’s the name of the charity?when will the show be held? how much is the ticket?step3 listening and answeringdifferent students have different duties. what will each student do for the charity show? please listen.ask students to fill in the table.check answers, ask:who will design the poster? (kitty and sandy)who will organize a play? (millie and simon)who will be the host of the show? (millie)who will set up the stage? (sandy and amy)who will sing a song? (kitty and daniel)who will ask friends and families to come? (kitty, sandy, daniel, millie, simon, amy)step4 finishing off part a3ask students to fill in the blanks in part a3 using the information in parts a1 anda2.check the answers as a class. read the passage aloud together.step5 listening and answeringafter the meeting, sandy and kitty are still talking about the show. ask students to listen to part b and answer the following questions:how is sandy? why?who will they ask for help? why?what do they hope?step6 reading after the tapeask students to read after the tape sentence by sentence.step7 explaining and readingexplain some language points to students and ask them to read the dialogue aloud.step8 making up dialoguesask students to make up similar dialogues, then act them out.step 9 homeworka. read the two passages and try to learn it by heart. b. finish off the exercises in the evaluation handbook.period 8: study skillsteaching objectives ● to introduce “sense group” to students.● to encourage students to read passages in correct sense groups.teaching proceduresstep 1 listening and discussingask students to listen to a tape, in which one person is reading a passage with correct pause, the other one is reading the same passage with incorrect pause. after listening, ask students to compare and say which one reads better and why.345678910112121。