译林英语八年级上册第三单元8A Unit3 Study skills
Noun meaning
Adjective (with‘-ful’) meaningful wonderful
Adjective (with‘-less’) meaningless sleepless
wonder
sleepБайду номын сангаасtaste
tasteful
tasteless
1. 写出下列形容词的反义词 harmless harmful __________ meaningful meaningless __________ hopeless hopeful __________ useless useful __________ careless __________ careful thankful __________ thankless helpless __________ helpful colourless colourful __________
cheerful It was really a excited and (4) _________.
useless now, but great day. My ticket is (5) _______
I’ll keep it.
用所给词的适当形式填空
1.There is ________ endless (end) homework to do before the exam. helpful (help) girl. 2. Betty is a kind and ________ 3. Some people are always happy. They can be cheerful (cheer) every day. ________ harmful (harm) to your health. 4. Smoking is ________ 5. This TV fell down to the ground and couldn’t be useless (use) now. mended. It’s ________ colorful (color) dresses in 6. Amy saw so many ________ the shop that she couldn’t stop buying one after another.
Make some sentences or a passage with some adjectives ending “-ful” and “-less”.
个后缀都是加在名词后面构成形容词。
Noun
cheer colour end hope
Adjective (with‘-ful’) cheerful colourful
hopeful
Adjective (with‘-less’) cheerless colourless endless
hopeless
7. She is a _______ helpful (help) girl.
She is always ready to help others in need.
thankless (thank) boy did almost 8. The _________ nothing for his mother. 9. Mr Smith is a very ________ forgetful (forget) person. He often forgets something. 10. He is a ________ fearless (fear) mountaineer. He is my hero.
8A Unit3 A day out
Study skills
Suffixes ‘-ful’ and ‘-less’
英语的后缀(suffixes)具有较强的语法作 用, 加在词语后面并不改变该词语的基 本意义, 而是引起词性的变化。 后缀‘-ful’表示‘full of’或是‘having the quality of’；‘-less’表示‘without’ 或是‘not having the quality of’。这两
1.有些名词有后缀-ful构成的形容词, 但没有 后缀-less构成的形容词；反之亦然。如： endless, wonderful, …
2.并非所有的名词都由后缀-ful 和-less构成 形容词形式。如： friendly, windy, excited, interesting,…
We went to the World Park the day before yesterday. The models in the park were wonderful The song and dance shows (1)_________. colourful were also amazing. Their (2)___________ clothes were from different countries and beautiful All of us felt very looked very (3)_________.
牛津译林英语八年级上册Unit3 Study skills(共22张PPT)
The suffix -ful means
'full of'
.
The suffix -less means 'without'
.
We always add -ful or -less to some nouns to
form(构成) adjectives
.
知者加速：Try to remember the words in the table quickly.
3 points
In our class , Millie often helps (help)
others , she is the most helpful (help).
We should be as
helpful (help)
as she is.
பைடு நூலகம்
2 points
1) It is useless (use) to wait here , you'd better come tomorrow.
Unit 3 A day out
Study skills
课前准备：1.books，exercise books， test papers, dictionaries
八年级英语上Unit3 Study skills教学设计牛津译林版
八年级英语上Unit3 Study skills教学设计（牛津译林版）牛津译林初中英语八年级上册Unit 3 A day out 教学设计盐城市文峰中学孙萍第六课时 Study skills一、教学内容分析教学内容Unit 3 A day out --- Study skills教学对象江苏省盐城市文峰中学初二（3）班，学生人数35人教学项目词汇: helpless useful uselaning taul colourful词组：feel excited be useless/usefulg 课文: Aassage教学方法任务教学法、学生中心教学法、多媒体教学、归纳教学法教学目标语言知识1、学习词汇、词组、句型2、了解名词构成形容词的后缀-ful和-l语言技能学会在语境中使用合适的形容词，用正确的后缀表明肯定或否定的意思语言运用了解后缀法，并能拓展其他类似的后缀用法文化意识能正确地使用形容词，了解不同后缀用法情感态度能正确地使用形容词描述旅行的所见所感学习策略使用比较分析法了解名词构成形容词的后缀教学重点了解名词构成形容词的后缀-ful和-l教学难点学会在语境中使用合适的形容词，用正确的后缀表明肯定或否定的意思运用任务运用适当的形容词描述旅行的所见所感二、课堂教学过程时间教学步骤教师活动学生活动教学目的第1-5分钟Lead-in1. Revise reading, say: Linda wWorld Park together wlass 1, Grade 8 students. What didWorld Park? What did they do there?2. Audalk about the World Park, say: What do youWorld Park? Is it wonderful? Can you sag about it?Listen and answer the quTalk about the World Park usingadjectives通过复习阅读文章导出一些形容词。
牛津译林英语八年级上册unit3 Study skills (共35张PPT)
they can.
Task 7:
Making your own sentences
There are so many Minions. They are countless.
Part of my story
Somewhere on the Earth, there are some lovely creatures called the Minions. The number of the Minions are so huge that they are countless. They have a master called Gru. They love Gru. Each time they see Gru, they feel cheerful.
Task 5:
Listening and filling
The night is bitter cold. I wonder if you know that I'm s_l_e_e_p_le_s_s.
Ooh yes. You will always be my __e_n_d_le_s_s_love.
B: His car hit the big tree yesterday.
Mr. Green was not careful. He was so __c_a_r_e_le_s_s__ .
care (n.) + -less (suffix) careless (adj.)
means “without”
Are they cheerful? Do you think it is meaningful to have a day out with your dad?
英语牛津译林八上Unit3教案(全单元)
英语牛津译林八上Unit 3：教案（全单元）8A Unit 3全部教案Warm-up activities1 Review some keywords and phrases such as ‘exercise’,’climb’,’keep fit’ and‘enjoy’. Ask students to look at the pictures and read the conversation between Eddie and Hobo.2 Try to elicit from students the funny aspects of the comic strip. Allow students to express their feelings.Ask two more able students to role-play the conversation in front of the class.*********************************************Presentation1 Divide the class into groups of three. Set strict time limit of 1-2 minutes. Each student in a group reads one of the postcards in Part A. Ask students to underline the names of places mentioned in the postcard and add the names of the city and the country.2 Encourage each student to take turns to explain the postcard to the other studentsin the group. Then students match the pictures to the text on the postcards on their own. Check answers in class.3 Ask students to do Part B on their own, and then check answers with their partners. Check answers in class. Elicit sentences from students such as The Opera House isin Sydney, Australia.Language pointsExercise, climb the hill, need to do, keep fit, come on, enjoy ourselves, take sb. to swh. , what happened there, the famous Harbour Bridge, the Opera House, the River Seine, the White House,Homework1 Learn the language points by heart.2 一课三练P.253 Preview the Reading Part.****************************************************Revision1 Review key vocabulary according to the general ability of the class. Presentation (Reading A)1 Show the pictures of the World Park in Beijing. Elicit the names of the places or building.2 Explain to students the context of the letter. Ask Who’s writing the letter? Who’s Linda? Who’s she writing to?3 Read the letter to the class while students follow in their books. Try to read with expression.4 Divide the class into groups of three and allocate one part to each group. Ask them to find adj., verbs or phrases in the letter, which describe how Linda felt that day. They can either underline the words they do not know or write them on a piece of paper. Then go through the words students have underlined.5 Ask students in each group to go through the three sections in Linda’s letter and discuss the different feelings expressed in it.3 Ask students to write a schedule of the day out indicating places and movements only. Ask them to list the key words.6 Check students’ understanding. Ask comprehension questions.**********************************************Presentation (Reading B)1 Ask students to read the conversation on their own.2 Ask students to replace the underlined phrase with the correct words. Encourage less able students to find the words in the letter on page 36&37.3 Ask students to compare answers in pairs. Then ask two students to read out the conversation in class to check the correct answers.4 Ask students to write the list of new words and definitions in their vocabulary record books.5 Divide the class into pairs and ask them to read the conversation.**********************************************Presentation (Reading C)1 Do Part C as a class competition.2 Ask students to close their books . Then read the sentences at random one at a time. Write them on the Bb only one at a time. Make it clear that students raise their hands when they are ready to answer.3 Ask students to correct the false sentences. Allow less able students to open their books and find the correct information.4 Talk to students about a home page to focus their attention on Part C2. Then ask them to sequence the pictures on Daniel’s home page on their own.5 Check answers as a whole class activity.6 Ask students if there are any disagreements. Encourage them to explain why they have selected a certain sequence in order to identify reasons for mistakes. Language points (Part A)Invite sb. to do, at the beginning, get on a coach, be boring, on the highway, feel sick, most of the trip, arrive at, be made of metal, in front of, places of interest, from all over the world, the real ones in Egypt, an amazing day, join in, teach himself, a home page, for everyone to look atLanguage points (Part B)Travel from one place to another, movement of cars, the main road, come up from your stomach, the tall metal building, the old stone buildingLanguage points (Part C)It takes sb. time to doHomework1 Learn the language points by heart.2 一课三练P.26-273 Preview the Vocabulary Part.****************************************************** Presentation （Vocabulary）1 Part A is a recognition task asking students to identify the English names of popular places of interest in Beijing. Bring in photos of these places.2 Explain the context of the tasks. Ask students to study the pictures and words.2 Ask students to check answers with a partner. Then check the correct answers with the whole class by asking individual students to read out the sentences.3 Part B is a problem-solving task and students need to use their existing knowledge of Beijing to do it. Bring in a map of Beijing.4 Revise means of transport by asking students how they go to school or work.5 Ask students to do the task in pairs. Then ask students in a pair to compare their answers with another pair. Then ask students to take turns to read the sentences aloud to check the correct answers.Language pointsThe Monument to the People’s heroes, the red maple leaves, walk slowly around the big lake, feel the beauty of…, the names of the transport, more than an hour. Homework1 Learn the language points by heart.2 一课三练P.283 Preview the Grammar Part.************************************************Presentation （Grammar Part A）1 Elicit from students the context illustrated in the picture.Focus students’ attention on the trip and how the Class 1, Grade 8 students felt at the time. E.g., How was the trip? (boring, too long) Then ask them to form sentences with the keywords and write them on the Bb. E.g., The trip was boring. It was too long. Ask them to join the two ideas in one sentence.2 Ask students to list other similar ideas about the journey using ‘and’.3 Ask students to combine the two contrasting ideas--- of a boring trip on the coach and a wonderful day. Ask them when we use ‘and’ and ‘but’ to elicit the rulers.4 Ask students to combine the two options.5 Elicit a few sentences from students’ own experiences, focus on the sentences with the same subjects and verbs.6 This is a deductive learning activity. Encourage students to work it out as a problem-solving task following a set sequence of deduction. Students should be able to work out the correct joining word and also which words to delete by applying rules on Page 41.7 Elicit feedback from the class. Ask students to read out their new sentences. The others listen carefully and express agreeme nt or disagreement. If there’s any disagreement, encourage students to explain their reasons to help them focus on the different details of the rule.********************************************Presentation （Grammar Part B）1 Read the sample sentences. As k students to identify the verb and the ‘to’-infinitive in each sentences.2 Elicit other verbs that are usually used with ‘to’-infinitive. Give them the extra examples listed on page 43.3 Ask students to complete ‘Work out the rule!’ at the bottom of the page. For less able students, tell them to go through the example sentences and the explanations again.4 Ask students to complete the conversation in pairs. They should make sense of the sentences before they select a verb. Remind less able students that they need to use ‘to’-infinitives in the conversation.6 Ask students to read the conversation in pairs. Ask a pair of more able students to read out the conversation to the class.**************************************************Presentation （Grammar Part C）1 Write down some sentences containing reflexive pronouns. You can use the following examples:* I fell over and hurt myself.* My baby sister can feed herself.* My cat cleans itself every day.* We found ourselves in the centre of the city.2 Underline the reflexive pronouns in the sentences. Explain the use of reflexive pronouns. Tell them we use them when the subject and the object are the same person or thing.3 Explain the difference between reflexive and personal pronouns by giving some examples.4 Go through the table. Make sure students are able to distinguish between the singular and plural forms.5 Write some more verbs, e.g., ‘teach’, ‘give’, ‘buy…for’,’ look after’,etc.6 Ask students to complete ‘Work out the rule!’ at the bottom of the page.7 Explain the context and tell students that they need to find out Linda and Simon’s secret. Ask students to read the cartoon story first without working out the correct reflexive pronouns. Check the understanding of the vocabulary.8 Then ask students to go through the story again and work out the correct reflexive pronoun for each blank.9 Ask more able students to read out the speech bubbles in sequence. The rest of the class should listen carefully and check their answers.Language pointsDecide to do, prepare to do, see the sunset, take some photos of it,climb the rocks, hide-and-seek, pull himself up, luckily, do not tell anybody about this, keep their secret to themselvesHomework1 Learn the language points by heart.2 一课三练P.29-303 Preview the Integrated skills Part.************************************************Presentation （Integrated skills A）1 Talk to students about different school events. Elicit from students names of such events, e.g., a sports day, a funny day, a school fair, etc.2 Set the context of organizing sports, music, drama or any other events involving competition.3 Briefly review language required for a schedule using your students’ own experience. Use information based on the school. Write some details on the Bb.4 Read the poster in pairs. Ask some questions to find out the main points, e.g. , What’s it about? Who is it about? What will happen? Where will it happen? When?4 Ask students to look at Kitty’s notes and complete as much of the schedule as possible on their own. Encourage them to find the answers in the poster and underline them.5 Play the recording for Part A2 and ask students to complete the rest of the notes on their own.Play the recording again so that Ss are able to check, confirm or change their initial responses.6 Ask more able student to read the completed notes to the whole class to check answers .7 Present Part 3 as a quiz reading the sentences one by one. Ask more able student to rewrite the false statements with the correct details.Presentation （Integrated skills B）1 Ask students to practice the conversation in pairs and then change roles.2 Close the books and listen to me while I read the conversation. Ask students to repeat the sentences as they hear them.3 Encourage Ss to memorize the sentences. Ask them to pretend they are talking on the phone.4 Ask Ss to work in pairs and use the conversation as a model to make suggestions about visiting a place, express their opinions and make arrangements.Language pointsTh e final of…, take place, cheer for our team, with your support, we will win,half-time, presentation of cup and medals, per person, cost of the trip, over an hour, Shall we go to the Great Wall?, I’m afraid…, Why don’t we…?, play hide-and-seekHomework1 Learn the language points by heart.2 一课三练P.313 Preview the Study skills, Main task & Checkout Part.****************************************************** Presentation （Study skills）1 Make Ss aware of the difference between facts and opinions. Ask more able students what is a fact and what is opinion.2 Ask students to read the leaflet about the World Park.3 When they are comparing their answers, ask them to underline the words which express opinions and personal feelings.Language points （Study skills）467,000 square metres in areaPresentation （Main task）1 Introduce the topic of planning a day out. Ask Ss to bring in brochures of local places which they would like to visit.2 Elicit from Ss the need for accuracy in terms of times, dates, transport, places and types of activities.3 Remind students the context of this section. Go through the plan in Part A and point out the information which Kitty and Daniel want to include in the invitation letter.4 Tell Ss that the model plan prepares them for writing an invitation letter with their own information and details.5 Ask students to go through kitty and Daniel’s letter quickly and complete it on their own.6 Direct Ss’ attention to the different parts of the letter. Ask students to cover the prompts on the left. Ask them to match them with the corresponding parts in kitty and Daniel’s letter.7 Ask students to write a rough draft using the plans they have prepared in Part B. Language points （Main task）Is coming to visit you, all the way to…,************************************************Presentation （Checkout）1 Revise the use of joining words, reflexive pronouns and verbs +to infinitives.2 Ask students to read through the conversation and complete the sentences.3 Check the correct answers with the whole class and tell them to write their scores in the paw.4 Ask Ss to look at the pictures in Part B and explain the context. Ss then write the names of the places on their own.Language points （Checkout）Planned to go, pack my bag instead, play badly, shuttle bus, go climbing on rocks Homework1 Learn the language points by heart.2 一课三练P.32-343 Preview the Unit 4.。
牛津译林版英语八年级上册Unit3 Study skills,Task and self-asses
Unit3 Study skills，Task and self-assessment精品教案教材分析Study skills部分介绍了一些构同法的常识。
Task板块通过计划一次外出郊游，为写作做好准备。
Self-assessment板块要求学生对照单元各个学习项。
教学目标基础知识掌握词汇：helpless , useful , useless, cheer , hope, meaning, taste, cheerful, colourful ticket, keep, square词组：meet everyone, see the biggest city square, visit the garden and row boats, plan a day out, go back to ...句型：We will take the underground/bus to Tian'anmen Square.=We will go to Tian'anmen Square by underground/bus.We will walk to Beihai Park.=We will go to Beihai Park on foot.We hope you can join us.基本技能1 了解名词构成形容词的后缀-ful和-less。
2 学会在语境中使用合适的形容词，用正确的后缀表明肯定或否定的意思。
3选择、组织并呈现信息。
综合素质能识别关键信息并将其归类，计划一次郊游,学会写信邀请朋友郊游。
教学重难点及突破重点：掌握基本的四会单词、词组及句型。
难点：学习在写作前先列提纲，学习写信邀请朋友郊游。
教学突破先利用活动进行口头操练，列出写作提纲，再进行写作。
教学准备教师准备：多媒体课件学生准备：1写有名词的卡片。
2稿纸。
教学设计Step I Lead-in(导入)1 Linda went to the World Park together with the Class 1, Grade 8 students. What did they see in the World Park? What did they do there?2谈论对世界公园的看法，What do you think of the World Park? Is it wonderful? Can you say something about it?Step II Presentation(新授)1呈现wonderful, cheerful 等词。
译林牛津版八上英语 Unit 3 A day out Study skills教案
8A UNIT3 Study skills教学目标：掌握the suffixes –ful and –less的用法。
了解后缀法，并能拓展其他类似的后缀用法。
教学重点：重点：Master the usage of the suffixes –ful and –less.StepⅠ Presentation呈现图片和句子1.Simon got 100 points in the exams. So he is very . But Jane only got 80 points. She is very .(care)板书careful---careless2.Jack is a good boy. He often helps others. He is . But his brother, David, dislikes staying with others. He is very .(help)板书helpful---helpless3.Look at the picture. Is the knife useful? Another picture: What about that one? 板书useful---uselessQ: Can you tell me sth about them? (Let students watch the 6 words. )At last, the teacher and the students say together: we can add –ful or –less to some nouns to form adjectives. The suffix –ful means “full of”. The suffix –less means “without”.板书：n.+ful=adj. n.+less=adj.Step Ⅱ Practice1. Can you remember any other wo rds like them? (Let students think freely.)n. n.+ful=adj. n.+less=adj.colour colourful colourlessharm harmful harmlessthank thankful thankless……Read these words and finish A on page A39.2. Let students read the answers.Q: All the words above have suffixes –ful and –less? You can use your dictionaries. S: ……T: Yes, “sleep”and “end”don’t have the suffix –ful. And another word “wonder” can be changed into “wonderful” but not “wonderless”.3. Read the words and master their meanings. (use dictionaries)Then make sentences with these words. For example: They are telling tasteless jokes in the tasteful room. (You can also use them in 2 sentences.)4. Finish the exercises B on page 39. Check the answers. Let students underline some important phrases.Step Ⅲ ContinuationWe can add–ful or –less to some nouns to form adjectives. What can we also add to any other nouns to form adjectives? （Let students recall the words.）n.+y=adj. :rainy, cloudy, windy, snowy, healthy, lucky, noisy, icyn.+ous=adj. :danger+ous=dangerousn.+ly=adj. :lovely, friendly(指导学生将这些词语抄在笔记本上，并在课后查字典，增添同类词)Step IV ActivitiesHave a competition to find out who can recite these words with suffixes more.HomeworkMaster the usage of these words and recite them.Add some more words with suffixes on the note and remember them.。
牛津译林 八年级上册 Unit3 Study skills (共23张PPT)
•
11、越是没有本领的就越加自命不凡 。2021/8/52021/8/52021/8/5Aug-215-Aug-21
•
12、越是无能的人，越喜欢挑剔别人 的错儿 。2021/8/52021/8/52021/8/5T hursday, August 05, 2021
•
13、知人者智，自知者明。胜人者有 力，自 胜者强 。2021/8/52021/8/52021/8/52021/8/58/5/2021
I’d love to, but…
How about …?
I’m afraid that’s not
a good idea.
an NBA final 决赛
support
支持 v&n
supporters
支持者
The players need the supporters’ support. With their support, they will win.
3. When will they go to the China Science and Technology Museum ?
They will go there tomorrow.
How to Make suggestions
A: What shall we do this Sunday? Shall we …? B: That’s a good idea. …
get to /arrive at
10:30 a.m.
The (4) _m__a_t_c_h__s_t_a_r_t_s______.
(5)1_0__:5_5__a_.m_ . Half-time.
11:30 a.m.
(6) T__h_e__m__a_t_c_h__f_i_n_i_s_h__e.s
牛津译林英语八年级上册Unit3 Study skills (共22张PPT)
Activity1: Speak out
One student say one adjective, and the other students say its opposite as quickly as they can.
Activity2: Challenge (挑战) Your group can choose
Unit 3 A day out Study skills
Prevision
自主预学
I think the World Park is w_o_n_d_e_rf_u_l . It shows us a c_o_lo_u_r_fu_l world. It is really m_e_a_n_in_g_f_u_l to go there.
• 后缀是添加在单词词尾形成新的单词的一个 字母或者一组字母。
Task12：CDaisncuyossuiognuess？
合作互学
• Amy is _c_a_re_f_u_l _ because she makes few mistakes in her homework.(care)
• Reading books is very _h_e_l_p_fu_l___.(help)
end with __-_fu_l ___
adv/a√dj
Lead-in
Learning aims
Knowledge aim Ability aim
• Learn more about the suffix. 后缀
• Learn to use the right adjectives.
• A suffix is a letter or a group of letters that add to the end of a word to form a new word.
牛津译林版英语八年级上册Unit3Studyskills教学设计
（二）过程与方法
1.过程方面：通过小组讨论、角色扮演、学习策略分享等形式，让学生在实践中掌握学习技巧，培养良好的学习习惯。同时，鼓励学生在课后运用所学方法进行自主学习，提高学习效果。
2.结合实例，讲解一般现在时、现在进行时和被动语态的用法，让学生在实际语境中感受语法点的运用。
3.分享一些有效的学习策略，如制定学习计划、如何做笔记、如何预习和复习等，引导学生学会自主管理学习。
（三）学生小组讨论
讲授新知后，组织学生进行小组讨论：
1.分组讨论：让学生分成小组，讨论以下问题：“What are the effective study methods you know?”（你知道哪些有效的学习方法？）和“How can we apply these study methods to our daily learning?”（我们如何将这些学习方法应用到日常学习中？）
此外，学生对英语学习的兴趣和动机存在差异，部分学生对英语学习缺乏热情，需要教师通过丰富多样的教学活动，激发学生的学习兴趣，提高他们的学习积极性。
在此基础上，本章节的教学应注重以下方面：一是巩固学生的基础知识，为学习技巧的提升奠定基础；二是关注学生的情感需求，培养积极的学习态度；三是尊重个体差异，实施差异化教学，满足不同学生的学习需求。通过以上措施，使学生在本章节的学习中，真正掌握学习技巧，提高英语素养。
1.写作练习：请学生结合自己的学习经验，写一篇关于“Effective Study Methods”（有效学习方法）的短文，要求至少使用本章节学习的五个重点词汇和短语，并在文章中正确运用一般现在时、现在进行时和被动语态。
译林牛津版英语8AUnit3教材分析及全单元教案
译林牛津8AUnit3教材分析一、教材分析本单元的主要话题是度假旅游。
开篇通过Eddie和Hobo这两个卡通人物妙趣横生的对话，引出“爬山”这一旅游方式，为后面的主题讨论埋下伏笔；随后介绍了国外一些著名的旅游景点，引出了本单元的主要话题。
阅读部分向学生介绍了私人信件的书写方式，信中非正式的语言描写了Linda去北京世界公园旅游的一次经历，并表达了旅游之后的感受。
词汇部分介绍了北京的名胜以及在那里可以进行的活动，还介绍了到北京名胜的交通方式。
语法部分包括三个内容，通过故事的发展呈现出来，A部分通过讨论学生去的游览地方，介绍了and, but和or的用法；B部分在关于去南山郊游的对话中介绍了带to的不定式的用法；C部分是一个漫画故事，讲述了去南山游览的过程中发生的一件事，在此语境中学习反身代词的用法。
综合技能部分展示了一份学校某一次活动的海报，海报后还设置了一个时间表，提供了时间和对应的活动安排，学生可以来检查他们从阅读文章和听力材料中获取的信息是否正确，还可以运用表示提建议和作安排的语言来组织一次活动。
学习技能部分介绍了事实与观点的区别，要让学生了解说服他人要会运用语言来表达自己的观点，在广告、新闻、信件以及报告中常把事实和观点结合起来。
中心任务部分主要围绕制定旅游计划展开，让学生根据相关信息制定旅游计划。
检测部分主要检查学生对所学语法内容的理解和运用情况。
二、总体目标通过讨论度假旅游及相关的故事，即学习and, but和or这些连词的用法及不定式和反身代词的用法，又了解国内外一些著名旅游景点，特别是北京的名胜古迹，培养学生热爱自然、热爱祖国的情怀。
同时，通过词汇的学习、综合技能的训练、学习技能的了解和任务的完成，使学生在各个方面的能力得以提高。
三、教学重点难点A: 重点1、学习制定和交流自己的假期旅游计划、2、学会使用and, but和or理解句子；3、正确使用不定式；4、掌握反身代词的用法。
B: 难点1、动词不定式的用法；2、写信邀请朋友外出旅游。