人教版英语教案八年级下册集体备课教Unit 6 Section A(3a-4c)
Ⅲ.Warming-up
1.Look at the pictures and answer the questions.
2. Watch a video about the Monkey King.
Review the grammar box. Work in pairs.
Ⅵ.Practice
Work on4a:
1.Tell Ss to read the sentences in4aand try to fill in the blanks withunless, as soon as, so…that.
I was born in1999.
The new couple were so happy that they couldn’t stop smiling when they got married.
Why can’t the Monkey King turn himself into a person?
Read again and finish 3b
Check answers
Finish 3c
Revision
Pair work
Fill in the blanks
Check answers
Individual work
Finish 4b
Check answers
Work with a partner
教具与教法
Teaching Method:Readingmethod, Pairwork,speaking
Teaching Aid:A tape recorder, a computer, blackboardand anEnglishbook.
教学过程
教师活动
学生活动
Ⅰ.Greetings and Revision
2.Then check the answers.
Ⅶ.Activity 4b and 4c
1 Look at 4b. Fill in the blanks with the correct forms of the verbs in brackets.
2 Then check the answers.
Greetings
Tell stories
Learn new words
Repeat
Read by themselves
Ask and answer
Watch avideo
Scanning
Finish the tasks
Individual work
Presentation
Check answers
2 Ask them to readtheiranswers and check the answers.
3. 3c: Complete the sentences below with phrases from the passage. Then check the answers.
Ⅴ.Grammar Focus
He can’t turn himself into a person unless he can hide his tail.
作
业
布
置
1.Review grammar focus.
2 Read the passage of 3a after class.
教
后
反
思
记
过程与方法目标
Readingandspeaking
情态度与
价值观目标
让学生明白中国传统文化的博大、精深，并吸取中国传统文化中的精华。
教学重点
1)掌握本部分出现的生词和词组，达到熟练运用的目标。
2)阅读短文，获得相关的信息。通过阅读练习，来提高阅读能力。
教学难点
1)阅读短文，获得相关的信息的能力。
2)理解并运用所学的词汇及表达方式。
课时编号NO:
授课时间：第 周 星期 年 月 日
科目
English
年级
Gradeeight
主备人
课题
Unit 6 An old man tried to moved the mountains.Section A2(3a--4c)
上课人
知识与技能目标
object,magic, stick, hide, tail, turn…into,excite,western, monkey, weak…
3. After a while, invite two or three students to presenttheiranswers. Then check the answers.
Work on 3band 3c:
1 Ask students to read the passage again. And ask them to finish the table of 3b.
Acting
板
书
设
计
Unit 6 An old man tried to moved the mountains.Section A2(3a--4c)
object,magic, stick, hide, tail, turn…into,excite,western, monkey, weak, fit,couple, get married, be born
34c:Tell yourpartner about yourfavoritestory. Let the students tell the story in pairs. Ask some pairs to present.
Ⅷ.Homework:
1.Review grammar focus.
2 Read the passage of 3a after class.
Ⅳ.Reading
Work on3a:
1. Tell Ss to read the article in3aquickly and try to find the answers to thequestions.
2.Ask students to read the passage with these questions.
Greet the students as usual.
Let some Ss tell the story ofYu Gong moves a mountain.
Ⅱ.New words
1.Show some pictures and teach the students to read. Then ask them to repeat.
英语人教版八年级下册unit6SectionA教学设计
Unit 6 An old man tried to move the mountains.Period One Section A(1a-2d)I. Teaching Goals:nguage goals:(1)Words &expressions:Be able to use the words and phrases:shoot, stone, weak, god, remind, silly,once upon a time, a little bit, instead of(2)Grammar:❖Be able to use conjunctions such as “as soon as, so...that...,unless” to tell a story❖Be able to use “how, what, who, why”etc.to ask about a story.(3)Structure::❖How does the story begin?❖Once upon a time, there was a very old man...❖What happened next?❖As soon as the man finished talking, Yu Gong said that his family could continue to move the mountains after he died.❖Why was Yu Gong trying to move the mountains?❖Because they were so big that it took a long time to walk to the other side2.Ability goals:By learning, Ss can tell a story in English, using the target language.3.Moral goals:By learning the story of Yu Gong, Ss are expected to realize that nothing is impossible if we have enough determination and perseverance.II. Teaching Importance1. To understand and ask about how the story goes on.2. To have Ss tell a story and use the conjunctions properly while telling.III. Teaching Difficulties:To enable Ss to tell Chinese legends or stories and give some opinions.in EnglishIV. Teaching Methods:Audio-visual Method; Task-based Teaching Method;; Communicative Method.V. Teaching Aids: CAI, PPTVI. Teaching Strategies: Summarize the stories according to the conversationVII. Teaching Procedure:Play a music video called Yu Gong Moved the Mountains by Jiang Tao.Ask “Have you heard of this song before?”and tell Ss that it sings about an ancient Chinese traditional story. Ask who knows the name of it and then present the language goal in Unit 6: Tell a story.1. T: In Section A, we’ll learn about some famous Chinese traditional stories. Can you guess what stories these are? Look at the screen and guess.Divide the class into two teams. A and B.Present a picture of a story little by little on the screen until one team correctly calls out the name of the story in English or Chinese, e.g. “Hou Yi Shoots the Suns”. Show the story title on the screen ask “Who is the main character in each story?”Give this team a point and then continue the game the same way one after another.2.Work on 1aSs read the story titles and match them with the pictures in 1a, then check the answers. Make sure that Ss can understand the new word “shoot”.Journey to the West b Yu Gong Moves a Mountain dHou Yi Shoots the Suns a Nu Wa Repairs the Sky cTask 3: Listening (3 mins)1.T tells Ss that Anna and Wang Ming are talking about a story and ask Ss to listen the conversation once and find out which story it is. Ss who get the answer may raise hands.2.Play the recording once more, Ss listen and check the facts they hear.3.Check the answers.√The two mountains were very high and big.√ A very old man tried to move the mountains.A man told Yu Gong that he could never do it.Task 4: Discussing (5 mins)Work on 1c1.T: Now Let’s discuss these questions in the box.(Have Ss read the questions, make sure that they understand each question.)2.Ss discuss the questions in pairs, they can use the tapescripts on P103 for help.(While Ss are discussing, show the useful expressions on the screen to offer tips)once upon a time; there was/were ; so... that....3.Have some pairs volunteer to ask and answer the questions.4.Task 5: ListeningWork on 2a (4 mins)1.Pre-listening.Show the pictures in 2a. Say”These pictures show how the story of Yu Gong went on, but they are in the wrong order.What happened in each picture?”( Ss can volunteer to say something about the pictures ) After that , have Ss try to number the picturesaccording to what they think the story should be like.2.While listening:Say “Let’s continue to listen to this story. Listen to Wang Ming carefully.”Play the recording, Ss listen and check if their guessings in advance are right or wrong.3.After listeningCheck the answers in class.Work on 2b (6 mins)(Listen for specific items in conversations.)1. Pre-listeningBefore listening, have Ss read each sentence and explain some difficult sentences (e.g. “as soon as, remind and unless”)for Ss to make sure that they understand them. And then Ss predict and underline the answers they think will be correct.2.While listeningPlay the recording again and Ss circle the words they6 hear.3.After listeningReview the correct answers by reading the whole sentence with the class,and have Ss raise their hands if they predicted the answers correctly in advance.Task 6: Look and talk (8mins)1.T: Well, Wang Ming told us the story of Yu Gong today. Can you try to tell this story as him? Just do it . Let’s say “YES, I CAN.”(The whole class say “YES, I CAN.”loudly.2.T shows all the pictures about the story in order.Ss look at the pictures and try to tell the story in their own words.Remind them using the information in 1b and 2b. Ss can also use the tapescripts for help 3.Ask individuals to retell the whole story one after another.Task 7: Role-play (10 mins)Work on 2d1.T: Thanks for telling us the famous story. Well, what do you think we can learn from this story or the character Yu Gong?Then ask for some personal opinions about the story.After this, T may say “Wow! you have so many different ideas about the story. Why don’t we listen to other people’s opinions about it ?”2.Pay Ss’ attention to 2d and Show the following chart to Ss . Ask Ss to listen to the conversation and underline the correct information to completer the chart.Then check the answers by asking individuals to answer.3.Let Ss read after the teacher and find some verb phrases that they have learned.E.g: try to do sth, keep doing sth, give up, agree with sbThen have Ss find the new expressions and try to explain how to use them. E.g:✧I think it’s a little bit silly.a little bit (= a little) + 形容词或副词时，表示“一点儿”✧But what could Yu Gong do instead of moving the mountains?instead of 是复合介词，后接名词、代词、动词的-ing形式或介词短语等，意为“代替，作为……的替换”。
八年级英语下册教学(人教版,河北专版)Unit6SectionA(3a4c)说课稿
情感态度与价值观：
1.学生对旅行和冒险产生兴趣，培养探索精神；
2.学生在合作学习中，培养团队意识和互助精神；
3.学生通过学习英语，增强自信心和跨文化交际能力。
（三）教学重难点
根据对学生的了解和教学内容的分析，本节课的教学重点和难点如下：
教学重点：
2.培养学生的合作精神，提高团队协作能力；
3.增进师生之间的了解，建立良好的师生关系。
四、教学过程设计
（一）导入新课
为了快速吸引学生的注意力和兴趣，我将采用以下方式导入新课：
1.利用多媒体展示旅行图片和视频，让学生在视觉和听觉上感受到旅行的魅力；
2.提问：“Do you like traveling? Have you ever had any interesting experiences while traveling?”引发学生对旅行话题的思考，激发他们的表达欲望；
八年级英语下册教学（人教版，河北专版）Unit6SectionA(3a4c)说课稿
一、教材分析
（一）内容概述
本节课的教学内容来自人教版河北专版八年级英语下册Unit 6 Section A(3a-4c)。在这个课程体系中，本单元主要围绕旅行和冒险展开，旨在让学生掌握相关的词汇、语法以及听说读写技能。本节课在整个课程体系中起到了承上启下的作用，不仅复习了之前学过的动词时态，还引入了新的语法点——过去进行时。
三、教学方法与手段
（一）教学策略
我将采用以下主要教学方法：
1.任务型教学法：通过设置真实的语言任务，引导学生运用所学知识解决问题，提高学生的语言运用能力。
2.交际教学法：注重培养学生的听说能力，通过模拟真实的交际场景，让学生在实际交流中学习英语。
八年级下册Unit63a-4教案新部编本
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 6 How long have you been collecting shells教案第二课时一、教学内容与分析：1.教学内容：Section A: 3a-42.教学目标：a. Knowledge aims: Learn new words and useful expressionb. Ability aims: 从阅读材料中获取信息并能运用这些信息完成任务二、教学重难点：1.本课重点是掌握并进一步巩固第一课时的句型;熟悉并掌握现在完成进行时的含义和用法;要求学生能应用他们在实际情景中自如运用。
2.重点词语及句型：raise several skaterWhat does Bob collect ? He collects kites.How long has she /he been collecting kites?Lu Ning has been skating for four hours.Li Chen started an hour ago.三、课前准备：1.本课时的教学图片。
2.课前发给学生表格向学生布置任务：在表格中写出自己的爱好及持续的时间。
四、教学步骤：Step1: Warm-up and revision.1. Greet the class2. Check the homework.Ask two pairs of students to say their conversation according to their tables about their hobbies.S1:How long have you been doing …?S2:I have been doing … for … hours.S1:How long has S1 been doing…?S2:She/He has been doing … for ….Step2: Lead-inT: Do you know Why they are holding the skating marathon?Collect the student’s answers and tell them: They are skating to raise money for charity.Step3: Reading1. Turn to P46, Look at 3a. Fast reading and answer a question.How much money does each student raise for every hour’s skating?A: She has been walking for five hours.4. Q: _______________________A: I’ve been watching TV since 7:00.5. Q: _______________________3) Answer the questions. Use the words in the parentheses.A: He has been waiting for the train for an hour.1. Q: How long have you been working in this restaurant? (Two years) A: I’ve been working here for two years.2. Q: How long has your sister been working here? (June)A: She has _______________________3. Q: How long has that man been waiting? (Twenty minutes)A: He has _______________________4. Q: How long has that woman been sitting there? (8:30)A: She has _______________________5. Q: How long has that boy been talking on the phone? (Five minutes) A: He has _______________________6. Q: How long have you been talking to me? (Ten minutes)A: I’ve _______________________Step 6: Homework:1. Oral work: Listen and imitate P46 3a.2. Written work: Write a short passage about your partner’s hobby.。
人教版英语八年级下册教案：Unit6 SectionA(3a-4c)-最新教学文档
Unit6 SectionA（3a-4c）教案(Section A 3a-4c)1.0Teaching analysis教情分析1.1Teaching objectives 教学目标1.1.1Language goals 语言目标1.1.1.1 Key Words and Chunks1.1.1.1.1For applying: object, hide, tail, magic, stick, excite, Western, fit, couple, smile, marry, be able to, most of them, Journey to the West, in fact, look like, this is because..., make 72 changes, turn...into..., so...that..., at other times, as soon as, came out, become interested in, the weak, give up, once upon a time, continue to move, the other side, fall in love with, can’t stop smiling, get married, all over the world1.1.1.1.2 For comprehending: stepsister, prince1.1.1.2 Sentence Structures1) In November 1979, pupils in England were able to watch a new TV program called Monkey. P432) Most of them were hearing this story for the first time. P433) The Monkey King or Sun Wukong is the main character in the traditional Chinese book Journey to the West. P434) In fact, he sometimes does not even look like a monkey! P435) This is because he can make 72 changes to his shape and size, turning himself into different animals and objects. P436) But unless he can hide his tail, he cannot turn himself into a man. P437) To fight bad people, the Monkey King uses a magic stick. P438) Sometimes he can make the stick so small that he can keep it in his ear. P439) At other times, he is able to make it big and long. P4310) And as soon as the TV program came out more than 30 years ago, Western children became interested in reading this story because the clever MonkeyKing keeps fighting to help the weak and never gives up. P4311) Once upon a time, there was a very old man... P4412) What happened next? P4413) As soon as the prince saw her, he fell in love with her. P4414) The new couple were so happy that they couldn’t stop smiling when they got married.15) Children all over the world love the Monkey King!1.1.1.3 Grammar Focus1) But unless he can hide his tail, he cannot turn himself into a man.unless 的意思是“如果不；除非”,它引导的是一个条件状语从句，相当于if...not...You will fail the exam, unless you work hard.=You will fail the exam, if you don’t work hard.2) And as soon as the TV program came out more than 30 years ago, Western children became interested in reading this story because the clever Monkey King keeps fighting to help the weak and never gives up.as soon as译为“一.....就......”，引导时间状语从句。
Unit6SectionA教案人教版英语八年级下册
目录人教版八年级下册Unit 6 A 部分1a到2b教案 (1)Unit 6 2d 教案 (3)Unit 6 3a教案 (5)Unit 6 Grammar Focus 教案 (7)人教版八年级下册Unit 6 A 部分1a到2b教案一、教学目标1.语言知识目标：o能掌握以下单词：remind, bit, silly, instead ofo能掌握以下句型：▪How does the story begin?▪What happened next?▪What do you think of the story of Yu Gong?▪What could Yu Gong do instead of moving the mountains?o能够用英语询问故事的开始、发展及后续等。
o能够对故事中的人物或情节发表一些简单的看法或观点。
2.情感态度价值观目标：o学习愚公，要学习他“主动挖山”的精神。
o在生活中遇到困难时，应该采取怎样的态度对待它？o通过“搬家”来避开它或找领导请求帮助；o还是像愚公一样明知困难却迎难而上，凭借自己的力量勇敢的克服困难。
二、教学重难点1.教学重点：o掌握本课时中出现的生词：remind, bit, silly, instead ofo学会询问故事发展的基本句型：▪How does the story begin?▪What happened next?o学会表达故事中的人物或情节，并发表一些简单的看法或观点。
2.教学难点：o学会表达故事中的人物或情节，并发表一些简单的看法或观点。
三、教学过程1.Leadin：o播放动画片《愚公移山》的视频，导入本单元主题。
o询问学生是否知道其他中国传统故事，激发学生的学习兴趣。
2.Presentation：o引导学生学习生词，如：once upon a time, shoot, stone 等。
o鼓励学生尝试用英语讲述故事。
3.Writing：o让学生看1a中的图片，然后阅读故事名称。
人教版八年级英语下册Unit6SectionA3aGrammar教学设计
Step 1:情境导入（5分钟）
1.教师通过展示图片、播放视频等方式，引导学生谈论自己的周末计划。
2.学生在教师的引导下，运用一般将来时态描述自己的计划。
Step 2:语法讲解（15分钟）
1.教师讲解一般将来时态（be going to）的结构和用法。
2.学生跟随教师进行例句练习，熟悉一般将来时态的构成。
-设想二：建立课后反馈机制，教师及时了解学生的学习情况，调整教学策略。
6.开展课外活动，将英语学习与生活实际相结合。
-设想一：组织英语角活动，让学生在轻松的氛围中练习一般将来时态的表达。
-设想二：鼓励学生参加英语演讲比赛、编写英语短剧等，提高他们的语言实践能力。
四、教学内容与过程
（一）导入新课（500字）
3.学生分享自己的观察和发现，教师适时引导，为新课导入做好过渡。
（二）讲授新知（500字）
1.教师呈现一般将来时态（be going to）的结构，解释其用法，并举例说明。
2.学生跟随教师一起分析例句，总结一般将来时态的构成和用法。
3.教师通过PPT展示、板书等形式，详细讲解一般将来时态的疑问句和否定句构成，并让学生进行模仿练习。
3.加强小组合作学习，培养学生相互交流、共同进步的学习氛围。
4.教师关注每个学生的学习状态，给予个性化的指导和鼓励，提高学生的自信心。
三、教学重难点和教学设想
（一）教学重难点
1.重点：一般将来时态（be going to）的结构和用法，包括动词形式、疑问句和否定句构成。
2.难点：
（1）理解并区分一般将来时态与一般现在时、一般过去时的不同。
3.作业反馈：教师应及时检查学生作业，给予评价和指导，鼓励学生持续进步。
八年级英语下册Unit6集体备课教案
八年级英语下册Unit 6的教学设计一、教学内容分析本课时的内容是以慈善活动“滑冰马拉松”的新闻报道为主题，通过以读促说的教学目的展开话题。
二、教学目标1、语言目标词汇：skater raise several句型：How long have you been doing something?I have been doing something for/since….When did you start doing something?2、情感目标通过阅读使学生树立和加强积极参加慈善活动的意识，了解马拉松作为慈善活动之一的文化内涵。
3、能力目标以读促说，培养学生的读说能力。
通过对以滑冰马拉松这一慈善题材的阅读，促进学生在一定的语境中运用现在完成进行时和一般过去时进行语言的输出和交流。
阅读中渗透阅读策略，培养学生分析问题、解决问题的能力。
三、教学重、难点1、在特定的语境中正确运用现在完成进行时和一般过去时进行语言交流。
2、对发生的事情进行现场报道。
四、教学方法任务型教学法，情景教学法，交际法。
五，教学安排Period1 （section A 1a~2c）Period2 （section A 3a~4 ）Period3 （section B 1a~2c）Period4 （section B 3a~4 ）Selfcheck1~2Period 1T eaching procedures :Step 1 Leading inAsk one of the students the question: Liu Ziyang, when did you study English ?Help the student answer: I studied English in 2003.Say,in this unit we’re going to talk about how long we’ve been doing things .Then ask :Liu Ziyang, how long have you been studying English ?Help him to answer : I have been studying English since 2003./I have been studying English for two years .Get Ss to repeat .Repeat the activity with other students .Step 2 Pre-taskSB Page 44 , 1a .1.Ask a student to read the three questions ,and answer the questions as example like this:I started class at 9:00 .I slept for ten hours . I have been skating for five hours/ I havebeen skating since five years ago .2.Have Ss work in groups of four .3.Ask the class each question and call on several different students to answer .Step 3 While-taskSB Page 44 , 1b .1.Play the recording and get Ss to fill in the chart .2.Correct the answers .SB Page 44 , 1c .In pairs ,get the students to ask and answer .Then ask some pairs to say their conversations to the class.SB Page 45 , 2a & 2b .1.Read the instructions and have Ss know what to do .2.Play the recording .Ss write down their answers .3.Correct the answers .Step 4 Post-taskSB Page 45 , 2c .1.Read the example in sample dialogue in activity 2c .2.In pairs,role play the interview between Alison and the reporter .3.Ask two pairs to say their conversations to the class .Step 5 Grammar FocusSB Page 45 , grammar focus .1.Review the grammar box .2.Explain that in these sentences “since” comes before a date and “for” before a period oftime .3.Ask What is the difference between “How long did you skate ?”and “How long have youbeen skating?” .Explain that “did” question means that the person has stopped doing the action .The “have you been” question shows that the person is continuing to do the action at the present moment .Step 6 HomeworkReview the present perfect progressive .四、本课小结从本节课的课堂教学活动内容来看，听、说、读、写活动贯穿于新目标英语教学的各个环节，可见，对学生各种英语学习基本技能的训练与培养是目前英语课堂教学的重中之重。
人教版八年级下Unit6SectionA3a3c教学设计
f.课后作业：布置与环保相关的作业，如调查问卷、写作等，让学生在实际操作中深化对环保知识的理解。
6.教学评价：采用过程性评价和终结性评价相结合的方式，关注学生在学习过程中的表现，激发他们的学习积极性。
四、教学内容与过程
（一）导入新课
需要注意的是，学生在英语学习中仍存在一定程度的个体差异，部分学生对词汇和语法掌握不够扎实，可能会影响他们对本章节内容的理解和掌握。因此，在教学过程中，教师应关注每一个学生的成长，给予个性化指导，确保他们在原有基础上得到提高。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本节课的重点在于让学生掌握环保相关的词汇和短语，如"prevent", "pollute","environment", "waste", "reuse", "recycle"等，并能运用一般现在时描述环保行为。此外，学会使用目标句型“What can we do to…?”, “We can…”进行问题回答和讨论。
2.任务型教学法：设计各种任务，如小组讨论、角色扮演等，让学生在实际操作中运用所学词汇和句型，提高他们的语言表达能力。
3.分层教学：针对学生的个体差异，设计不同难度的练习和活动，使每个学生都能在原有基础上得到提高。
4.情感教育：在教学过程中，注重培养学生的环保意识，让他们认识到自己日常行为对环境的影响，激发他们积极参与环保行动。
人教版八年级下Unit6SectionA3a3c教学设计
一、教学目标
（一）知识与技能
1.学生能够理解并掌握本节课所学的词汇和短语，如"prevent", "pollute", "environment", "waste", "reuse", "recycle"等，并能正确运用这些词汇描述环保相关的行为和措施。
八年级英语下册教学(人教版,河北专版)Unit6SectionA(3a4c)优秀教学案例
（二）过程与方法
1.学生通过观察、分析、归纳等方法，自主探究一般过去时的结构与用法。
2.学生通过pair work、group work等形式，进行实际操作，培养合作学习能力。
3.学生通过角色扮演、情景模拟等活动，提高运用一般过去时进行交际的能力。
3.教师讲解一般过去时的构成规则，如不规则动词的过去式变化，以及常见动词的过去式。
4.教师通过听力练习，让学生练习识别一般过去时，提高听辨能力。
（三）学生小组讨论
1.教师提出讨论话题：“Talk about something you did last weekend.”，引导学生用一般过去时进行交流。
1.学生自我反思：让学生回顾自己的学习过程，总结自己在掌握一般过去时的过程中的优点和不足，明确今后的学习方向。
2.同伴评价：学生相互评价，互相借鉴，共同提高。
3.教师评价：教师对学生的学习过程和结果进行评价，关注学生的个体差异，给予及时的反馈和指导。
4.多元化评价：结合自评、互评和师评，采用问卷调查、测试等方式，全面评估学生的学习效果。
4.情境模拟：创设模拟情境，如面试、旅行等，让学生在实际情景中运用一般过去时进行交际。
（二）问题导向
1.启发式提问：教师通过提问引导学生思考，让学生在回答问题的过程中自主探究一般过去时的结构与用法。
2.递进式提问：教师提出一系列由浅入深的问题，引导学生不断深入思考，提高学生对一般过去时的理解。
3.讨论式提问：教师提出开放性问题，引导学生展开讨论，培养学生的思维能力和口头表达能力。
4.学生通过听力练习，提高对一般过去时的听辨能力，培养听力技巧。
5.学生通过阅读练习，丰富词汇量，提高阅读理解能力。
英语人教版八年级下册Unit 6 Section A 3a教学设计
分段复述。通过笔记及图片帮助学生复述每段课文内容。
Step 7
Exercises
Showexercises to the students.
Memorize the phrases in 3a. Choose the best answers.
通过背诵词组，做单选练习来巩固本课知识点。
Play the tape.
guess.
Listen to 3a.Skim3a.Answer questions
略读
Step5
Second reading
Walk around the classroom and provide help.
Scan3aand get details.Read the 2ndparagraph again and finish 3b. Read the whole passage again and choose the best answers.
Teaching important and difficult points:
1.be able to = can2.a TV program called3.for the first time4.in fact5.look like
6.turn …into7.as soon e out9.be/become interested in10.keep doing
11.the weak12.give up
Teaching aid:
A computer for multimedia use,video
Teaching procedures
Steps
Teacher’s activities