8A unit4 Reading I教案
牛津英语8AUnit4教案
8A Unit 4全部教案Warm-up activities1 Create an interest in the issue of sharing the limited natural resources. Depending on the general interest of the class, choose one of the following situations:* A group of students are stranded on an island. There is not enough food available for everyoneto survive.* Astronauts are stranded in space. They do not have enough oxygen for everyone to survive.2 Make a list of people involved in the situation, a list of the resources available (e.g., food, oxygen, water, etc.) and a list of how long everyone is able to survive. Ss have to decide whether they stay alive together sharing what they have or they are going to occupy all the resources for their own survival.3 Ss study the pictures and read the conversation first on their own, then in pairs. Ask two more able students to role-play the conversation.Presentation1 Ss complete Part A. Encourage them to do the task without any pre-teaching of keywords. Check answers orally with the whole class.2 Divide Ss into pairs and ask them to do the survey in Part B13 Encourage them to discuss in pairs why they like or do not like the animals. Ask them to write down their ideas.Language pointsLook delicious, If you eat my food, I won’t talk to you., no one, in danger, a report on giant pandasHomework1 Learn the language points by heart.2 一课三练P.433 Preview the Reading Part.Revision1 Review key vocabulary according to the general ability of the class. Presentation (Reading A)1 On the Bb, write the following list of sentences on the Bb:* Xi Wang is the name of a baby giant panda.* Baby giant panda s are very small when they were born.* They grow very quickly.* Xi Wang has to find her own food when she is 20 months old.* Hunters kill giant pandas and sell their fur.2 Divide the class into three groups and allocate one part to each group. While students skim the text on their own, ask them to underline the words they do not know. Then go through the words students have underlined. Ask students to explain briefly how they know that the sentences on the Bb are true by identifying and listing key facts in the text.Presentation (Reading B& C)1 Ask Ss to draw a parallel between the growth of the baby giant panda and a human baby. Askif they know what happens to people while they grow up. Write the following words/phrases onthe Bb.Adult old person teenager baby middle-aged personYoung adult child toddlerDraw a timeline and encourage Ss to come forward and write each word at the correct point onthe timeline. Ask them to draw a more creative growth chart.2 Ask students to do a birth chart of themselves. Tell them to add their photos to the chart.Presentation (Reading D)1 Revise the words listed in the box in Part D.2 Ask students to complete Part D. Then ask some Ss to read the sentences aloud to check theirchoice of words.3 If they show interest, ask them to practice the text for a presentation for 2-3 minutes.Presentation (Reading E)1 Ask Ss to read the conversation in Part E in pairs to check if there are any words they do notknow. Then ask Ss to complete the sentences individually.2 Ask six Ss to read the conversation while the rest of the class check their answers.Language points (Part A)The story of Xi Wang, only 10 days old, it means…, was born, weigh just 100 grams, at fourmonths, for the first time, eight months later, not…any more, grow into, at the very beginnin up to 14 hours a day, bamboo shoots, have to look after herself, have another baby, It is adj. (forsb.) to do, some of the problems, kill it for its fur, nowhere to live, on their own, need help, indanger, take the following actions to do, protect giant pandas, make giant panda reserves bigger,encourage sb. to do, there will beLanguage points (Part B& C)Keep sb./sth. Safe from danger, large areas of land with trees, special areas for wild animals, stayaliveHomework1 Learn the language points by heart.2 一课三练P.44-453 Preview the V ocabulary Part.Presentation （Vocabulary）1 Creat an interest in animals. Try to extend the context by asking Ss if they would like to adoptan animal and , if they do, which one they would choose.2Use the task to check Ss’knowledge of name of animals. Ask Ss to guess the namesindividually first and then compare with a partner.3 Check answers with the whole class. Read all the words under the pictures and ask Ss to givedefinitions.Language pointsPolar bear---North Pole, wolf----wolvesHomework1 Learn the language points by heart.2 一课三练P.463 Preview the Grammar Part.Presentation （Grammar Part A）1 Try to elicit the conditional structure by asking questions such as What will happen if you come to school lats? What will happen if you break your favourite toy? Try to think of sentences own experience. Write the most interesting answers on the Bb. Ask Ss to which reflect Ss’ -clause as well. Read all the sentences again and ask more able Ss to elicit the include the “If”rule.-clauses on the Bb and ask Ss to finish the sentences with their own 2 Write some more open “If”ideas. Help Ss reformulate their ideas into correct sentences and write them on the Bb.3 Ask Ss to match the sentences on their own and then compare answers with a partner. Invite a more able student to read the sentences aloud for the rest of the class to check answers.4 For Part A2, Ask Ss to complete the sentences on their own and then compare answers with a partner. Check answers with the whole class.age 61.5 Ask Ss to complete “Work out the rule” at the bottom of pPresentation （Grammar Part B）1 Ask Ss to read through the rules and the sample sentences on their own. Then check understanding by asking them to think of other examples.-clauses on the Bb and ask more able Ss to complete them with their own2 Write several “If”ideas. Remind them to write about repeated and predictable situations instead of possible results.3 Explain the context of Part B1. Revise the words in the box.4 Ask students to complete the sentences individually.5 Ask Ss to read the conversation with a partner checking the accuracy of their sentences. Then check answers with the class.Presentation （Grammar Part B2）1 Try to creat interest in learning interesting things about wild animals. Tell them that Amyreport introduces new information about tigers and wolves.2 Explain the context of writing a report. Revise the structure of conditional sentences.3 Ask Ss to read the report on their own to make sure that there are no unfamiliar words. Then Ss complete the sentences individually and compare them with a partner. Check answers with the whole class.Language pointsGrow more bamboo, run the other way, go to North Africa, walk through a rainforest, learn a lot about wild animals, arrive at noon, see the feeding of animals, get enough information for myclass report, attack people, spit poison, step on them, male wolvesHomework1 Learn the language points by heart.2 一课三练P.47-483 Preview the Integrated skills Part.Presentation （Integrated skills A）1 Invite students to talk about what they like about tigers and wolves. Brainstorm any information and general knowledge about the two animals.2 Ask Ss to study the two fact files in pairs. Check the meaning of some of the words.3 Help Ss focus on the general context by asking general questions they may be able to answer while listening for the first time. Write them on the Bb:* What is the name of the largest living cat?* What is Millie’s favourite animal?Play the recording. Students listen carefully for keywords to answer the questions.4 Play the recording for again and ask students to find out the missing facts in the fact sheets. Play the tape for the third time for Ss to check the answers.5 Ask Ss to read the letter in pairs and discuss any words they do not understand. Complete the letter without looking at the fact sheetson page 64. Then ask them to look at the fact sheets to check the answers and make corrections if necessary.6 Ask more able Ss to read aloud the letter.Presentation （Integrated skills B）1 Ask students to practice the conversation in pairs and then change roles. Identify any wordsor phrases they do not know.2 Ask students to create their own conversation using information from the fact sheets. Language pointsLive as a family, good at hunting other animals, make medicine, friendly towards each other, loss of living areas, make medicine from their bones, buy clothes made of animal fur, look lovely on me, lose one’s life, someone else,Homework1 Learn the language points by heart.2 一课三练P.493 Preview the Pronunciation, Main task & Check out Part.Presentation （Pronunciation）1 Remind Ss of communicative purpose of conditional sentences.2 Play the recording for Part A and ask Ss to listen carefully. Ss imitating the rising and falling voice patterns.3 Ask students to read Simon’s presentation with correct the rising and falling voices.4 Ask students to read Millie’s presentation in Part B quietly on their own. Play the recording .Ask Ss to listen carefully and mark where Millie’s voice rises and falls with the correct arrows.5 Tell students to read them again, and answer the ‘Wh-‘questions. Students work in pairs.Language points （Pronunciation）Peaceful animals, live in family groups, continue to build roads, have suitable homes, makenew farmland, make a lot of money, sell elephants’ tusks, train them,Presentation（Main task）1 Talk to Ss about the purpose of writing reports. Elicit from the different reports. Explain that inreports, we do not normally say ‘I feel…’ or ‘I like…’ and do not include personal co 2 Read the title of the report in Part A. Create an interest in the topic by asking what they havelearnt about giant panda in this unit.3 Ask students to skim through the report quickly and give each paragraph.4 Ss complete Simon’s report in Part C on their own. Ask more able Ss to read it aloud to checkthe answers.Language points （Main task）Spend a lot of time drinking their mums’ milk, at a time, get smaller and smaller, become farmlands, keep taking the land, what action can the club take? Sharp paws, walk uprightPresentation （Checkout）1 Set a time limit for reading the sentences in Part A and for filling the blanks. Ask Ss tocomplete the task on their own.2 Ask students to Proceed to Part B after completing Part A.3 Ss complete Part B on their own and then compare answers in pairs.Language points （Checkout）Climbing, what about playing football?, a friend like Alan, answer questions correctlyHomework1 Learn the language points by heart.2 一课三练P.50-523 Preview the Unit 5。
8A Unit4 Inventions reading 教学设计
“一核四维多元”生态课堂教学设计教学基本信息教学目标设计教学策略设计学习评价设计【主要内容】1.Finish exercises of some words, phrases and sentecnces2.Finish reading exercises of four inventions3.Learn to find out information about inventions4.Check their homework by solving some problems they have in preview. 【评价反馈】1.Check if students preview this lesson.2.Check students’ level of knowledge reserve.3.Check if students grasp the useful words , phrases, sentences.【主要内容】Before-reading1.Say the names of some inventions, and review the pattern of “ use …to …”2.Write the names of some inventions, and guess what invention they are going to learn today.1 Listen to and read part one and put the inventions in time order.2.Find out one sentence to match the picture.3. Give them pictures of carriages, trains, cars and their speed, let students to sum up the greatness of the wheel;4. Let students to watch a video, and let them guess what they are going to learn next.5.Read part two, read and finish the dialogue.A: When was the telephone invented?B: _____________________________________________A: Who invented the telephone?B: _____________________________________________A: Could people speak to each other over long distances before 1876?B: _____________________________________________A: Do millions of people across the world own mobile phones now?B: _____________________________________________6 Listen to and read part three and put the inventions in time order:7. Practise the pattern of “ with … we can …”8 Sum up with mindmapsAfter-reading:1 I f you were the writer, what was the fourth greatest invention you would write. Please introduce it to us.We think______________is a great invention (What)______________ (Who) invented it in ______________ (when)It was invented in ______________ (where)Before the invention of ______________ people had to ___________________________________________________________________With ______________, people can ____________________________2 Students can use the reading exercise to help.3.Have a presentation .【评价反馈】1. Check if students can use the new words and phrases2. Check if students can use the skill of reading3.Check if students understand the passage.【主要内容】1.Self-assessment .◆ I know how to use the words and phrases.◆ I know the main idea of the articles◆ I can introduce a new invention.2.Summery:What did I learn from the lesson ？3. Homework: Write the fourth greatest invention 【评价反馈】1. Help students find out and solve the problems they had during the class.2. Check if students know how to use phrases and words to introduce a new invention教学过程设计【Situation Introduction 】1. to play some pictures. Students say their names and use the pattern of “ use …to..”2. Finish Part A. Guess what inventions they are going to learn today【Preview Feedback 】Finish some exercises【learn some reading skills】Learn some readings skills and use them to read【设计意图】To arouse the students’ interest and attention by saying some inventions in real life【Present New Knowledge】Explain some reading skills before reading.【设计意图】To help students get ready for reading .【Consolidate New Knowledge】1.Students use the reading skills to get the information.2.Students read the passage【设计意图】To check if students master the reading skills【Read and write】Students read new inventions and try to write the fourth invention【设计意图】To practice the students’ reading ability.To motivates students to write the fourth invention1.Learn how to use the words and phrases2.Know the main idea and introduce a new invention3.Self-assessment and have a summary.4.Homework:Write the fourth greatest invention。
8A Unit4 听力教案新部编本
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8A Unit4 Do it yourself 教案继述中学姜丹Teaching aims:1.To listen to the recording, tick the right things and put the notes in the right order2.To select specific and relevant details to complete Millie and Kitty’s conversation3.To make up dialogues, using the sentences that give instructions and advice Important and difficult points:1.To listen to the listening materials and practice speaking2.To finish the listening exercises温故连接.导引自学一、翻译下列短语1、一片面包2、你最喜欢的水果3、做一份水果沙拉4、吃草莓5、停止打扫房间6、清洗水果7、把它们混合在一起8、确保9、把大的水果切成小块10、看起来色彩鲜艳1. can be made into wine.2. Monkeys like eating and peaches.3. Can you make with apples by yourself?4. The tastes sour and sweet. We can use it when we eat bread.5. My mother washes every night. She is always very busy.6. In summer, people like eating from the fridge. It is very cool.7. I had meals with the when I was young.三、根据句意及所给提示完成句子1. Will you w the fruit before you have it?2. We should m the fruit together if we are making the salad.3. Don’t l the stove on when you leave the room. It’s dangerous.4. She is a very careful girl, (例如), she often does maths problem twice.5. When you eat ham, you can put some (调味汁) on it.6. You can (增加) some salad if you like when you have bread.交流质疑.精讲点拨Step 1 Warming upT: Have you done any “DIY” activities? What should you do?S: Yes. We should----T: If you want somebody to do sth, what sentences can you use?S: We can use some sentences that give instructions and advice.Step 2 Free talkT: Have you ever prepared anything to eat for yourselves?Do you know how to make fruit salad?Today, let’s learn to make fruit salad.Step 3 Leading in1.The teacher shows some pictures to students and get them to revise some wordsthat are related to making fruit salad.e.g. watermelon, strawberries, bowl, spoon, salad cream2. Show the process of making fruit salad by watching a short video.Step 4 Listening practice1.Give students a few minutes to go through Part A1 on page 49, and then play therecording for the students to listen to and tick the right things.2.Listen to the recording again and help Amy put her notes in the correct order. Step 5 Listening and filling1.Give students several minutes to read through the dialogue between Millie andKitty on page 50.2.Play the recording for students to listen to and complets the conversation.3.Play the recording again for students to listen to and repeat. Ask them to try to getevery detail of Suzy’s instructions.Step 6 Speak up1.Play the recording of Part B, on page 50. Students listen to and repeat thedialogue.2.Students work in pairs to practice reading the dialogue.3.Get students to work in pairs to make up more dialogues about what to eat forlunch.4.Students give performances to practice their dialogue in pairs当堂反馈.拓展迁移一、用适当的介词填空1．What does he usually have supper?2. My cousin Andrew is crazy DIY.3. He tried to put a brighter light his bedroom, but he failed.4. We can put some beautiful pictures the wall.5. Can you fill the lovely little pig coins(硬币)?二、单项选择1. does he have hamburgers? Sometimes.A. How muchB. How manyC. How oftenD. How long2. The child dislikes fruit. He never eats oranges lemons.A. andB. orC. butD. to3. There isn’t cream in the kitchen. Let’s go and buy .A. any; someB. some; someC. any; manyD. some; much4. How many can you see in the fridge?A. bottles of orangesB. bottles of orangeC. bottle of orangesD. bottle of orange5. Is there salad in the jar? No, but there’s cream.A. some; anyB. any; someC. any; anyD. some; some三、句型转换1. You need to exercise and keep fit.(对划线部分提问)I need to ?2. What about visiting the Great Wall with me?(改为同义句)visit the Great Wall with me?3. Tom doesn’t like eating fish. He likes eating meat instead. (改为同义句) Tom likes eating meat fish.4. You should listen to the teacher carefully in class. (改为同义句)You listen to the teacher carefully in class.5. I think Mr Smith comes from American.(改为否定句)I think Mr Smith from America.。
《8Aunit4Reading1》精品课件ppt
c. Information of Andrew a. Andrew’s DIY jobs
Part3 (Para Andrew’s DIY jobs b. Advice from Suzy c. Information of Andrew
Read paragraph 1 and answer the questions below
What does Andrew love to do? He loves to repair things and decorate his house.
How does the house always look? The house always looks terrible.
Read paragraph 2-4 and find out Andrew's DIY jobs and the problems he caused.
up a shelf
not only have…but Advice from Suzy： also…
books can’t stay …was much higher
books about DIY than…
take a course
angry ,instead
Further thinking：
1.Why is DIY more and more popular?
save money;
have the feeling of success
bring us interest;
（成功）;
give us hobbies;
learn from the failure(失败) ;
show creative（创造性的） ideas; learn to change;
牛津译林版英语8A Unit4全套教案(共8课时)
总课题Unit4 Do it yourself 总课时8 第1课时课题Comic strip and Welcome to this unit 课型New1.To learn about the names of common tools.教学目标2.To talk about DIY in English.教学重点Useful expressions.教学难点To talk about DIY in English.教学准备Ppt. Notebook.课前预习Go through the part and try reciting the new words.教学过程教师活动学生活动备课札记Comic stripStep1 Presentation1.1.Have a free talk: There’s something wrong withmy computer. I’m going to fix it today. I’m going to do some DIY work. Do you know what DIY stands for?Write “stand for” on Bb.2. Ask: When you do DIY work, you do things yourself. Can you do any DIY work?What can you do?Step 2 Listening1. Show the pictures of Hobo and Eddie without r the script, say: Look at these pictures, please. Hobo has some work to do today. Do you think Eddie will help him?2. Say: Now let’s listen to the dialogue between Guess the meaning. Answer: DIY stands for “do-it-yourself”Answer: I can make kites/repair my bicycle/paint the shelf.Answer: No, Eddie won’t help him.Listen and answerEddie and Hobo. Please answer some questions after listening.Play the tape.(1)What’s Hobo going to do?(2)What should Hobo do first?(3)What does Hobo probably need?Step 3 Activities1. Say: Now open your books. Let’s repeat Eddie and Hobo’s dialogue after the tape. Pay attention to your pronunciation and intonation.2. After reading, T: Well done! Now le t’s work in pairs and act out the dialogue. Youcan add your own ideas.3. Walk around the classroom and invite several pairs to act out in front of the classroom. T: Ok, some of you will come to the front and act out questions.Turn to page 42 and read after the tape.Work in pairs.Act out.Encourage ss to imagine and say out.your dialogue.Praise students: Good job!/Well done!Welcome to the unitStep 1 Presentation1. T: Hobo has to build his new house on his own. He needs some tools. What tools do you think he needs?Give some hints: I think he needs a hammer to hit nails with./I think he needs a screwdriver to put all the parts together./…2. Ask students to turn to page 43, T: Please open your books. Look at the young man in this picture. He loves DIY a lot./He has lots of tools. Lead the reading and explain the words.Ask ss to complete Part A.3. Ask ss to to talk about the use of these tools: Learn new words.Finish Part A. Discuss and practice.Listen and answer: She’s going to make some paper roses today. Read.Boys and girls, do you know what these tools are used for?Step 2Activities1. T: Millie and Suzy are also talking about DIY. Listen to them and tell me what Suzy is going to do today. Play the tape.2. Have ss turn to page 43,T: Open your books, please These two teams will read Millie’s part and those two will read Suzy’s part. Then change parts.3. T: Boys and girls, it’s your turn to talk about some DIY work that you would like to do. You have three minutes. You can use Millie and Suzy’s conversation as a model.Ss can prepare for three minutes, T walk around the classroom and choose several pairs to act out. Work in pairs and act out.Praise ss that do well: Very good/Great!Step 3 Homework1. Read the words ,phrases and sentences fluently.2. Memorize Comic strip and part B.3. Preview Reading.教学反思总课题Unit 4 Do it yourself 总课时8 第2课时课题Reading 1 课型New教学目标1.To learn about vocabulary about DIY.2.To understand the article and finish relative exercise.3.To cultivate the sense of DIY.教学重点To understand the article and finish relative exercise.教学难点To cultivate the sense of DIY.教学准备Tape recorderComputer课前预习Try reading the new words and learning them by heart.教学过程教师活动学生活动备课札记Step1Presentation1. Review the vocabulary of tools.2.T：Suzy’s cousin Andrew likes DIY a lot. He’scrazy about DIY.Write “be crazy about” on Bb.3. Present a picture of Andrew and ask : Look at this picture. What happened to Andrew? Encourage ss to answer.Write “pipe, fill…with…”on Bb.T: Yes, it’s terrible.Write “terrible” on Bb and ask ss to guess its meaning.Lead the reading.Step 2Practice1. T: Millie wants to retell Suzy’s story about DIY. Listen to Suzy’s article carefully and read Guess the meaning.Answer: He tried to hit the nail with a hammer, but he hit a pipe and filled the room with water.Listen andthe sentences in Part B3 on page 46. Write a T if the sentence is true or an F if it is false.Play the recording of page 44, ask ss to do Part B3 on page 46.2.T: Read the sentences and correct those with wrong information:(3) Suzy’s cousin wanted to put up a picture on the wall.(4) Suzy’s cousin thought the living room was boring, so he painted it blue.(5) It took Suzy’s cousin five hours to put up the shelf on the wall.(6) Suzy’s cousin thinks he already knows everything about DIY.Then read the corrected sentences together.Step 3 Reading1. T: Listen to the article again and make some judgeT\F.Listen and make notes.Repeat and learnnotes about it.Play the tape again. Pause between the middle, give the ss enough time to finish the note.2. T: Please open your books and turn to page44. Let’s repeat the article after the tape sentence by sentence. Pay attention to your pronunciation and intonation.Play the tape.Show some key words and phrases in each paragraph.3. Present all the key words and phrases.T: Close your books,please. Use these key words and useful phrases to retell the article. Paragraph 1: be crazy about, repair, decorate, look terribleParagraph 2: a brighter light, make a mistake, power cut, put up a picture, hit a pipe, key words and phrases.Retell the article paragraph by paragraph.fill…with…Paragraph 3:living room, boring, paint…blue, ceiling, floor, catParagraph 4: a shelf, above, spend five hours, not stay, much higherParagraph 5: buy, advise, make him angry, attend lessons, know much more4. T: Can you retell Suzy’s story about her cousin in your own words?Praise ss who can organize their language well and retell the article fluently.Jobs ProblemsPut in a brighter light in his bedroom The whole house had a power cut.Put up a picture on his bedroom wall. Hit a pipe and filledthe room with water.Retell the wholearticle.Painted the walls in the living room blue. Painted the ceiling, the floor, and even his cat blue.Put up a shelf for Suzy. The books couldn’t stay there because one end of the shelf was much higher than the other.Step 4Homework.1. Read the article fluently, memorize the vocabulary, phrases and sentences.2. More able students to recite the text.3. Finish the relative exercise.教学反思总课题Unit 4 Do it yourself总课时8 第3课时课题Reading 2 课型New教学目标1. To learn about vocabulary about DIY.2. To understand the article and finish relative exercise.3. To cultivate the sense of DIY.教学重点To learn some useful expressions and use them in different context 教学难点To cultivate the sense of DIY.教学准备Computer课前预习Read the information about the article and get ready to retell.教学过程教师活动学生活动备课札记Step 1. Leading inT: Yesterday we learnt the story of Andrew and his DIY jobs. Can you say something about Andrew?Ste p 2. PresentationA.Reading:Let the Ss read the context carefully and then answer the QS.Qs:1.）What is Andrew crazy about ?2.) What does he love to do ?3.) Is he good at DIY ? Why ?4.)How long did Andrew put up the shelf on the wall ?5.) If you were Andrew, how would you paint the living room ?6.）What did Suzy advise him to do ? Make a report.Have a group competition by answering questionsB、Say Andrew and his DIY jobs and what problems he caused , then discuss how to solve these problems.C、Translate the useful expressions:1. put in a brighter light2. have a power cut3. make a mistake4. put up a picture on the wall5. hit a pipe6. fill the room with water7.keep on doing sth.8. not only...but also...9.put up the shelf 10. advise sb.to do11. take a course in DIY 12. make him angry13. attend lessonsD、LanguagepointsAsk Ss to highlight the words、phrases、sentences they do not know. Then ask them to discuss them in pairs and try to work out the meanings from the context . At last the teacher tries to help them and explain the language points . Watch and learn carefully.Write the useful points down in the notebooks.Step 3. practiceGet the students to read the passage together aloud again,1）Now you know Andrew and his DIY jobs well. Can you retell the text ?2）Complete the conversation on Page 46 B4.3) Here is a DIY advertisements ,can you finish it ？Want to ( 安装电灯) . ( put in a light )Want to ( 修理坏掉的水管) . ( repair the broken pipe )Don＇t know how to deal with (停电) . ( a power cut ) We ( 建议) you ( 修一门课程) in DIY . ( advise , take a course )You can ( 上课) every weekend . （attend lessons）Call us on 88221546 .Step 4. Activities Retell the text and do exercise.Listen and pay much attention to the main points.Enjoy DIY ：Ask Ss to work in groups ,according to the teacher＇s instructions to do their DIY jobsA：Having a discussion in groupsGroup 1 : making a lovely envelopeGroup 2 : making a birthday cardGroup 3 :painting the paperB: Group presentationStep5 ExerciseFinish the relative exercise.Homework1、To recite the text .2、Write a passage about how to do your DIY jobs ( such as painting a room , fixing a bicycle , making cakes, repairing computers )3、Preview Grammar Try to finish some exercise.教学反思总课题Unit 4 Do it yourself总课时8 第5课时课题Grammar B 课型New教学目标1. To master the new words.2. To use should/had betterto give advice.3. To use should/had better to give advice in correct context.教学重点1. To use should/had better to give advice.2. To use should/had better to give advice in correct context.教学难点As above.教学准备Computer Pictures Notebook课前预习Go through the part and try to learn some new words by heart.教学过程教师活动学生活动备课札记Step 1 Presentation1.Review Reading to introduce the usage of “should”T: Suzy doesn’t think her cousin knows much about DIY either. What did she advise him to do?T: What do you think she said to him about this?Write this sentence on Bb and mark the word should in red.2. T：Do you think we can use had better instead of should in this sentence?Write “You had better take a course in DIY.”Ask ss to think and understand the meaning of the two sentences.3. Present more sentences, encourage ss to sum up the rule: Here are some more sentences. Can you work out when to use should and had better?（1）To keep fit, you should /had better have a healthy S: She advise him to take a course in DIY.S: You should take a course in DIY.Think and understand.Ask ss to discuss thediet.（2）You should not /had better not leave litter.（3）It’s going to rain. You should/had better take an umbrella.4.Work out the rule with ss: We use should and had better when giving advice and telling people what we think is the best or right thing to do. The tone of had better is strong than should.5. Please open your books and turn to page 48. Let’s read the sentences together.Step 2 Practice1. T: Suzy is giving DIY advice to her classmates. Can you help her make sentences with should(not) and had better(not)?Have ss do exercise on page 48, and then read and check answers together. rule..Sum up the rule. Read together.Do exercise.Read and check answers.2. T: You’re giving advice to your friends. Rewrite the following sentences using should(not)and had better(not):(1) It’s time for class. Put your comic books away. (You should/had better put your comic books away.)(2）Your English is not good enough. Read more to improve it.(You should/had better read more to improve it)(3)Turn your mobile phone off in class.(You should/had better turn your mobile phone off in class.)(4) Don’t make the mistake again.(You should/had better not make the mistake again.)3.T: Boys and girls ,you have learnt how to give advice. I have a problem and I need your help. I can’t sleep well at night and I feel tired during the day. Can you give me some advice? Finish the exercise. Finish the exercise.Encourage ss to give advice:You should drink a glass of milk before going to bed./You should not watch TV just before going to sleep./YouPractice had better do some reading before you go to sleep./…4.T: Work in pairs. Talk about your problems and try togive useful advice.Homework1.Preview Grammar2.Finish the relative exercise.教学反思总课题Unit 4 Do it yourself总课时8 第4课时课题Grammar A 课型New教学目标1. To master the new words.2. To use imperative sentences to give instructions.3. To use imperative sentences to give instructions in correct context.教学重点1. To use imperative sentences to give instructions.2. To use imperative sentences to give instructions in correct context. 教学难点As above.教学准备Computer Pictures Notebook课前预习Go through the part and try to learn some new words by heart.教学过程教师活动学生活动备课札记Step 1 GreetingsOne-minute speech about the article.Step 2 Lead in1. Play a gameGive instructions.E.g. Please have a seat!Sit down please!Open the door!Please don’t close the window!………Step 3 Presentation1. Write these sentences on Bb and ask ss to discuss the Some Ss say something about the text.Follow the instructions.structure.Put up a picture on the wall.Don’t stand on the desk.Please pass the book to me.2. Sum up the structure: We start a sentence with the base form of a verb when we want to tell people what to do. We add do not/don’t in front of the verb when we want to tell people not to do something. We often add please in a sentence if we want to give instructions politely.3. T: Now open your books and turn to page 47, please. Let’s read the sentences together.Step4 Practice1. Present the pictures of making cards: Please look at these four pictures. What’s Millie doing?Then ask: Do you know how to make cards? What Ask ss to discuss the structure..Sum up the rule. Read together.S: She’s making a card.should we do first?Have ss guess the meaning of “cut”, lead the reading. 2. T: Open your books and turn to page 47. Look at the pictures carefully. Can you help Millie complete the instructions?Have ss watch the pictures and finish the exercise.3. T: Let’s read the sentences together.Check answers together.Step 5 Activities1. T：Now let’s play a game. I’ll tell you what to do and please follow my instructions.(1) Touch your nose.(2) Stand up.(3) Put up your books open.(4) Don’t keep your books open.(5) Don’t close your eyes.S: We should cut out pieces of card first. Learn the new words.Watch some pictures and do exercise. Read and check answers.Follow the instructions.2. Play a game called “Eddie says …”Ask all thestudents to stand up, the teacher is the judge.Game begins, the teacher give the instructions. E.g.Eddie says “stand up”Ask ss to respond to teacher’s instructions quickly.3. 将下列句子改成肯定否定祈使句Finish the exercise. Come here early.Ask him.Don’t climb the tree.Read the book carefully.Don’t wait for her.Homework1.Preview GrammarB2.Finish the relative exercise.教学反思总课题Unit 4 Do it yourself总课时8 第6课时课题8A Unit4 Integrated skills 课型New教学目标1. To obtain relative information through listening.2. Totalk about DIY in English.3. Tostrength the listening, speaking, reading and writing skills.教学重点1. To talk about DIY in English.2. To strength the listening, speaking, reading and writing skills.教学难点As above.教学准备Computer Pictures Notebook课前预习Go through the part and try to learn some new words by heart.教学过程教师活动学生活动备课札记A .How to make a fruit saladStep 1 Presentation1. Communicate with ss to lead in new lessons: What didyou have for breakfast/lunch today? What food do you like best? Do you have a healthy diet? Can you cook dinner on your own?2. Present the picture of salad and ask: Look at the picture .This is my favorite food. What is it? Yes, it’s a salad.Write salad on Bb and teach the new words.T: Salad is healthy. Do you like it? Do you think it’s easy to make a salad? Can you make a salad?3. T: What do you need when making a salad?Write spoon and cream on Bb, teach the new words and explain. Answer questions. Answer questions.A: We need some vegetables or fruit, a bowl, a spoon and some salad cream.Step 2 Listening1. T: Open your books and turn to page 49. Look at the pictures in Part A1.T: When we make a salad, we need some tools and we can add anything we like. Can you name the things in the pictures？Write grape and strawberry.2. T: Any and Suzy are making a fruit salad. They’re talking about what they need. Listen to their conversation and tick the things they need.Play the tape.3. T: Any volunteers? Have a try. The rest of you can check the answers together.If they can’t obtain correct information, play the tape again, pause if necessary.4. T:Amy is making some notes of how to make a fruit salad. Read her notes and put the sentences in the correct Revise vocabulary about food and tools.Revise vocabulary about fruit.Listen and tick. Check answers.order.Play the tape again, ask ss to finish Part A2 on page 49.5. Ask ss to read together and check answers.Step 3 Listening1. T: Amy wants to make a fruit salad. She’s asking Suzyfor some tips. Please listen to their conversation and help Amy complete her notes in Part A3 on page 50.2. Ask ss to read together and check answers.B.Speak upStep4 Activities1. Have a free talk.What do you often have for lunch?Do you like sandwiches for lunch?Sandy and her mum are talking about what to eat for Listen and answer questions.Repeat after the tapelunch.Finish the exercise.2. Play the tape.Are sandwiches quick and easy to make ?What do they put on the bread?Do they just need one piece of bread?3. Play the tape and ask ss to repeat after the tape.4. Work in pairs: Work in pairs. It’s your turn to makesimilar dialogues. Talk about what you can make forlunch. You can use Sandy and her mother’s conversationas a model.Homework1. Memorize words, phrases and sentences.2. Recite Speak up.3. Preview Study skills.教学反思总课题Unit 4 Do it yourself总课时8 第7课时课题Study skills 课型New1. Toadd un-,in-and im- to form a new word.教学目标2. To use adjectives with un-,in-and im- to express negative meanings.1. To add un-,in-and im- to form a new word.教学重点2. To use adjectives with un-,in-and im- to express negative meanings.教学难点As above.教学准备Computer Pictures Notebook课前预习Go through the part and try to learn some new words by heart.教学过程教师活动学生活动备课札记Step 1 Presentation1.Show some words on the blackboardold-young easy-hard tall-shortrude/impolite-polite happy-unhappy kind-unkind Now，we know they are prefixes.2.PresentationSay: With some adjectives, we can change the meaning by adding a prefix. Adding the prefixes “dis”, “im” “in” or “un” to an adjective will express the opposite meaning of the word. These prefixes mean “not” or “the opposite of”e.g. Trainers are comfortable to wear.But small ones are uncomfortable.If someone shows good manners to others, he is a polite person.If someone does not show good manners to others, he is Find prefixes. Listen and learn.impolite.Step 2Practice1.Tell the students that “un-”is not the only prefix. Thereare more prefixes like this. Invite the students to opentheir book and ask them to match the words on the leftwith their opposites on the right.Practice1.certain—uncertain2.important—unimportant …2. Show some sentences and fill in the blanks with prefixes.Zhalong is a protected area. It i sn’t allowed to hunt orfish there. It is incorrect to kill wild animals. (correct)These trainers are comfortable to wear. But those are uncomfortable. (not comfortable).If someone shows good manners to others, he is a polite person. If someone doesn’t s how good manners toothers, he is impolite. (not polite )3.Try to pronounce the underlined words。
牛津译林版8A Unit4 Do it yourself Reading课件(共38张PPT)
1. Is it easy for Andrew to put up a shelf on the wall? 2. How do you know that?
3. What is his shelf like?
4. What should a shelf be like,
A or B ?
A
B
Andrew is crazy about DIY. (有表情地表达）
= Andrew didn’t thank Suzy. Instead, he was angry. =Andrew should take Suzy’s advice instead of being angry.
Later，Andrew took all of our advice and he has changed. Now Andrew can __ put__a in light easily without have __ a ____ power cut making his house____ ___.He won’t __the __ ___ ___ water ____ when he hit pipe and ___ fill the roomwith puts up a picture on the wall. He also knows how to paint his house. Look, it looksnot __ only ___ brighter ___ ___cleaner and but also tidier.With our advice, he has helped his cousin put upa new bookshelf on the wall and books __ __ can stay ___ on __ the __ ____. shelf Andrew… Andrew can do _____in _____ better DIY and he is crazier about DIY than before. He can always enjoy himself now.
译林英语牛津版8A Unit4 reading I A trip to the zoo
to the World of Animals
elephant(s) giraffe(s)
bird(s)
panda(s)
lion(s) monkey(s)
P__a_n_d_asare black and white,they are very _c_u_te. They live in the P__a_n_d_a_H__o_u_s.eThey like to eat _b_a_m__b_o_o_. They are a little lazy, they like to l_ie__do__w_n_a_ll_d_a_y_l_o_n.g
Lions’ Area
Panda House
Walk along the road.
To the north of the Panda House.
Go straight on.
the World of Birds
Lions’ Turn left. Area To the west of the Lions’ Area.
9/14/2019
Lions are the _k_in_g__s of the _a_n_im__a_l_ world. They are veryd_a_n_g_e__ro_u_s_. So never _g__o_ _n__e_a__r them.
9/14ovely. They can ___f_ly_. Birds can _m_a_k__e _b_e_a_u_ti_fu_l_s_o_u_n_dwshen they sing.When winter comes ,they always fly to the _s_o_u_t_h_.
To the north of the Panda House.
8A unit4 reading1(new).ppt
paper
light bulb
train
wheel
telephone
computer
Groups discussion
These inventions help us in many ways in our daily lives. We may use them anytime,anywhere.
Which group is the best
Step one: Lead-in
What inventions do you think is the most mportant in the world ? Why?
Do you know these inventions …?
Inventions change our way of life. Look at the photos below. Write the name of each invention in the blanks.
____fa_s_t_e_r_a_n_d__m_o_r_e____ comfortable
The telephone
(2)___A_le_x_a_n_d__e_r _G_r_a_h_a_m__B_ell
People speak to each other over can(3)________a_l_o_n_g__d_is_t_a_n_c_e__
_m__o_b_i_le__p_h_o_n_e_s___.
The light bulb 1 What did people use to see at night
8A Unit4 Reading 1课件ppt
she weighed about 10 kilograms . Eight months later,
She weighed 35 kilograms .
Things she eats
At the very beginning, Xi Wang drank her mother’s milk for up to 14 hours a day.
A riddle（谜语）
We are beautiful black and white animals .We look like bears. We live only in China . Our favourite food is bamboo shoots and leaves . our greatest hope is to take a colour photo. Who are we?
giant panda
The growth of Xiwang
the weight of Xi Wang
the things she eats
The weight of Xi Wang
When she was born, she weighed just 100 grams . At four months,
Unit4 wild animals
by Zhu Ling
bear
fox
wolf
tortoise
monkey
lion
tiger
kangaroo
dolphin
squirrel
Polar bear
eaffe
zebra
words
• • • • • • • • Bear Fox Wolf Tortoise Monkey Lion Tiger kangaroo • • • • • • • Dolphin Squirrel Polar bear Elephant Camel Giraffe zebra
8A unit4 wild animals Reading教案
8A unit4 wild animalsTeaching aims:1.to develop the ability to guess the general meaning from the context.2.to get to know the problems that the giant pandas are facing and then start tothink of ways to protect the pandas.Teaching main and different points: 1.to use if-clause correctly2.to discuss the ways to protect wild animals in English Teaching aids: teaching cards radioTeaching ProceduresStep1.Talking about the animalsGet the students to talk about the animals. Play the guessing game again.Guess:1.They are large and heavy. They like eating sweet food and fish. If they are hungry,theyalso eat man.2.They are lovely and clever animals in the sea. They like swimming in groups, They arevery friendly to people.3.They come from Australia. They jump with their babies in their special pockets.4.They have yellow fur with black strips. They are the king of the forest.5.They are the biggest animals on land. They eat grass.6.They are small animals with big tails. They like climbing tress and eating nuts.Step2. Presentation1.show the students the following pictures which show how the baby grows into a giantpanda. Ask the students to put them into the right order.2.according to the pictures,ask them to find out:Step3. Listening to the first pare of the passageTell the students:”Millie has found a report about giant pandas. Let us read it and learn more about the animals. But first let us listen to the first part of the passage and answer the following questions.”Step4: Filling in the following tableSay “so it is really amazing that the baby panda is so small. Do you want to kow how it grows into a giant panda? Let us open our books and read the passage”.Get the students to read the passage and fill in the following table.Ask; What did Xi Wang do at different times? Get the students to read and find out the answers. Step5; Finishing PartCGet the students to finish partC: the growth of Xi Wang. Look at the pictures and get the students to read the sentences here loudly. This will once again consolidate the students’understanding of Xi Wang’growth.Step6: Reading and finding out the problemSay:Are pandas lovely? Howere,they are now in danger. It is hard for them to survive in the wild.( write the sentences on the blackboard.) They are facing a lot of problems.Can you find themStep7; Finish Part DHunters, farmers and some people did something bad to the giant pandas. Get the students say something to them.Hunters, you should n′t kill giant pandas for their fur.Farmers, you should n′t cut down trees and forests any more.Get the students to finish partD, on page62. Then check the answers.Step8:DiscussionDiscuss; As a middle school student, can you think of some good ideas to protect pandas?Step9:HomeworkRead the passage and finish off the exercises in the books.。
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总 课 题 8A Unit 4 Wild Animals 总课时 8 第 2 课时
课 题 Reading I 课型 New
教学目标 知识目标 1.Be able to understand and use the words and phrases to describe the giant pandas’ appearance and take actions to protect them。 2.To to realize we must try our best to protect pandas. 3.To know the growth of Xiwang and how to protect them.
能力目标
Through the posts to enhance students' learning protect wildlife
consciousness.
情感目标
Through the posts to enhance students' learning protect wildlife
consciousness.
教学重点
1.To understand the main idea of the article.
2.To learn how to take actions to protect the wild animals
教学难点
1.To understand the main idea of the article.
2.To learn how to take actions to protect the wild animals
课前预习
1Preview the new words.
2Listen to the tape and read the text
教学过程
教学环节 教 师 活 动 学 生 活 动 备课札记
Step 1. Warm up Step 2. Pre-reading Step3. While-reading Step4 Post-reading 1.To check the preposition 2.To talk about some wild animals. T: Can you tell me which is your favourite wild animal? And can you tell me which is my favourite wild animal? T: Do you know why I like giant pandas best ? Because giant pandas are very lovely. They look like white mice when they were born. They look like bears when they grow up. They are friendly , too. They like eating bamboo leaves and shoots. They seldom eat meat or hurt other animals. But it’s a pity that there are not many giant pandas in the world. They’re in danger. Hunters catch them and kill them for their fur . And farmers cut down trees and forests. So they have nowhere to live. We should take actions to protect them.(let Ss read the words after the teacher) T: Here is a story of Xi Wang, a very lovely giant panda. Would you like to read it with me? Now open your books, turn to P.60. Read it quickly and answer the following questions . 1) What’s the story about? 2)What will happen to giant pandas if we do nothing? T: Now , listen to the tape and read after it and then answer the six questions on the screen . Then encourage the students to find the main ideas about this story. T: Now Let’s find the main ideas together and put them on the blackboard. T: Look at the screen . Finish the table of “The growth of Xi Wang”. Catch more details about XiWang. T: Now please read the passage together . Then finish the exercises on P. 61 Part B And Part C.
Step5
Summary
Step6.
Homework
T: Now , We’ve known the giant pandas very well ,
They are very lovely and we love them very much .
But there are fewer and fewer pandas in the world .
They’re in danger . Do you know why? Now, work
in groups and find out “What problems can a giant
panda meet in its life?”
Then ask some able students of each group to talk in
front of the class. After that,finish the Note-making
2 on the screen.
T: Discuss with your partners: What other problems
will the giant pandas have? What actions can we
take ?And can you have a face to face interview
about pandas?
Teacher makes a summary that we should take
actions to protect giant pandas.
1.Write an artide about “what’s the relationship
between wild animals and human beings?”
2.Finish the exercises of reading
教学反思