高中牛津英語教案

9BUnit2welcometotheunit(牛津英語教案)。

9BUnit2welcometotheunit

Date:

I.Teachingobjectives:

1.Tointroducethecontextabouthavingarobottohelpwiththeworkforhumans

2.Totalkaboutwhatarobotcando

3.Tolearnsomeoftheadvantagesofrobots

II.Teachingprocedure:

Step1:Warm-up:Toraisestudentsinterest,getstudentsthinkingand

talkingaboutrobots:

①Haveyouseenrobotsinthefilms?

②Whatkindofrobotsdoyouknow?

③Doyoulikerobots?Why?

④Whatdoyouthinkrobotscandoforyou?

⑤Wouldyoubuyarobotinthefuture?Why?

Step2:welcometotheunit

1.Thepurposeofthispartistoactivatestudentsknowledgeof

robotsandgenerateinterestsofthistopic.Askonestudenttoreadthe

phrasesinthewordboxatthetopofpage19.Makesurethatallstudentsunderstandthemeaningsofthephrasessuchasdothelaundry,explorerdangerousplacesintheirownwords.

2.Explainthecontext.DanielisexplainingtoAmywhatrobotscan

do.AskstudentstocompletetheconversationonPage19ontheirown.

3.Asktwostudentstoreadtheconversationandcheckmistakes.

4.Encouragestudentstotalkaboutifrobotsareharmful?Divide

studentsintogroupstodiscuss.

①Whatdorobotsdoharmtohumanbeings?

②Whydotheydoharmtohumanbeings?

5.Listentothetapeforthefirsttimetolearnthemainideaof

thecomicstrip.

6.Listentothetapeforthesecondtimetoreadafterthetape.

7.Asksomestudentstoactoutthecomicstrip.

Step3:Usefulexpressions

1.complaint:不+可數(shù)名詞"抱怨"；可數(shù)名詞"抱怨的行動或話，投訴"

complain:動詞：complainto/about

2.post：動詞郵寄：.postsomethingforsb.

III.Homework:

1.Recitetheusefulvocabularyandcomicstrip.

2.Completesomeexercise.

3.Previewreading(1)

教學(xué)小結(jié)：學(xué)生基本能掌握對話，理解機器人能為人類做好多事。要求學(xué)生進行會話，課后學(xué)生都能背誦對話。

Unit2Reading(1)

Date:

I.Teachingobjectives:

1.Tounderstandtheideaofhowrobotscanchangeourlives.

2.Torecognizeandunderstandvocabularyaboutlifewithrobots.

3.Toidentifythegoodpointsofowningarobot.

II.Teachingprocedure:

Step1:Backgroundinformation:Arobotisanautomatedmachinethatis

programmedtoperformfunctionsjustasahumanwoulddo.

Step2:Reading"Thefirstpersontoownarobot"

1.Reviewthethingsthatarobotcandoin"welcometotheunit".

Askstudentswhethertheybelievepeoplewilluserobotstodotheir

choresfortheminthefuture.

2.Explainthecontextofthereadingpassage.Danielisreadingan

articleabouthavingarobotathome.Therearegoodpointsandbad

points.

3.Askstudentstolistentothepassage,payingattentiontothe

pronunciation,andmakesomeofthemtoreadtheparagraphsaloud.

4.Listthegoodpoints.

5.Askstudentstoreadeachparagraphandputforwardquestionsif

theyhave.

Step3:languagepoints

1.thefirstonetodosth.

2.inorderto:引導(dǎo)目的狀語，后接動詞原形，可以放在句首，或句末，否定形式inordernottodosth.：

ShelistenstoEnglisheverydayinordertogetgoodmarks.

=soastodo:ShelistenstoEnglisheverydaysoastogetgoodmarks.

=inorderthat+從句:ShelistenstoEnglisheverydayinorderthatshecan

getgoodmarks.

=sothat:ShelistenstoEnglisheverydaysothatshecangetgoodmarks.

3.asaresult:"因為，由于，由于。。。結(jié)果",用來做結(jié)果狀語

Shewaslateasaresultofheavyrain.

4.nolonger:"不再，再也不，今后不再"，指時間，多由于修飾某種具體狀態(tài)，相當(dāng)于notanylonger,其中any

longer一般放在句末。

Inolongergothere.=Idontgothereanylonger.

(nomore也用來表示不再，再也不"，但是強調(diào)數(shù)量和程度=notanymore)

Theresnomorewater.=Thereisnotwateranymore.

5.foranextrahour:extra"額外的，附加的"

III.Homework:

1.Recitetheusefulvocabularyandparagraphs.

2.Completesomeexercise.

3.Previewreading(2)

教學(xué)小結(jié)：了解機器人如何改變我們的生活，掌握課文里的語言點和重點。以及機器人給我們帶來的好處。

9BUnit2Reading(2)

Date:

I.Teachingobjectives:

1.Toidentifythebadpointsofowningarobot.

2.Toidentifytrueandfalsestatementsaboutlifewitharobot.

II.Teachingprocedure:

Step1:Revision:Revisetheusefulexpressionsagainorallyandhavea

dictation.

Step2:Reading"Thefirstpersontoownarobot"

1.Explainthecontextofthesecondpartofthereadingpassage.

Danielisreadinganarticleabouthavingarobotathome.Therearebadpoints.

2.Askstudentstolistentothepassage,payingattentiontothe

pronunciation,andmakesomeofthemtoreadtheparagraphsaloud.

3.Listthebadpoints.

①catchavirusandcausealotofproblems

②nolongerknowwhentocookandwakeMr.Jiangupat4inthemorning.

③Findhisbreakfastinthewashingmachine,cleanshirtsinthe

dustbin,booksinthesink.

④Movearoundthehouseandknockthingsover

4.Askstudentstoreadeachparagraphandputforwardquestionsif

theyhave.

Step3:languagepoints

1.behappywith=besatisfied/pleasedwith

2.wakesb.up

3.intheend=atlast=finally

4.returnsth.tosb.=givesth.backtosb.

5.decidetodosth.

III.Homework:

1.Recitetheusefulvocabularyandparagraphs.

2.Completesomeexercise.

3.Preview"Vocabulary"

教學(xué)小結(jié)：了解第一個擁有機器人的人以及機器人給他帶來的壞處。這一課時結(jié)實以后要求學(xué)生背誦課文。提高學(xué)生的口語能力。

9BUnit2Vocabulary

Date:

I.Teachingobjectives:

1.Tolearnthenamesofdifferentpartsofarobot.

2.Todesignanidealrobot

3.Towriteanarticletodescribetheidealrobot.

II.Teachingprocedure:

Step1:Inweakerclasses,studentsprobablywillnotknowwhatsomeof

thewordsinPartAmean.Writethewordsontheblackboardandhelpthem

finishthepart.

e.g.:Whatstheuseofacamera/battery/hand/wheel/speaker?

Acameratakespictures.

Abatterygivesuspower.

Ahandhelpspickupthings.

Wheelshelpthingsmove.

Wecanhearsoundthroughaspeaker.

Step2:Showstudentsrobotpicturesandaskstudentswhatotherfeatures

arobotmighthave.ThiswillhelpstudentswithPartB.Encourage

studentstousetheirimagination.

①Askstudentstolookatthepictureonpage24andanswerthe

questions.

②Askstudentsquestionsaccordingtothepicturesshown:

Whatdoesitlooklike?

Whatisthereonthehead/intheface/onbothsidesofitsbody?

Howdoesitspeak?

Whatistheuseofthearms/hands?

Howdoesitmove?

Whatkindofenergydoesithave?

Step3:Explainthecontextofpartb.Danieliswritinganarticleto

describehisidealrobot.Havestudentsworkinpairsandcompletethe

exercise.

Step4:Askvolunteerstoreadthecompletedarticlefortheclass.Check

formistakesandmispronunciations.

III.Homework:

1.PreviewGrammar1

2.completesomeexercises.

教學(xué)小結(jié)：了解機器人的各部分零件。以及各部分零件的用處。幫助差一些的學(xué)生能更好的理解它們的意思，把單詞寫在黑板上，使他們更好的掌握。

9BUnit2Pronunciation

Date:

I.Teachingobjectives:

1.Tounderstandtheuseofstressinsentences

2.Torecognizethedifferentmeaningsofasentencebasedonwhere

thestressisplaced

3.Tostresstherightwordsinasentence

4.Tochoosethecorrectmeaningsofasentencebasedonstressed

words.

II.Teachingprocedure:

Step1:Readthethreeexamplesentencesclearlyandslowlyforstudents

tolistento.Askstudentstorepeatsentenceafteryoupayingattention

tothewordsthatisstressed.

Step2:PlaytherecordingforpartAthroughonceandaskstudentsto

listencarefullytothestressedwords.

Step3:Playtherecordingagainandencouragestudentstoimitatewhat

theyhear.Askstudentstoreadthesentencesaloud.

Step4:Explainhowthestressedwordsaffectthemeaningsofthe

sentences.

Step5:Dividetheclassintopairs.Askstudentstoreadoutthe

sentencestoeachother,stressingthewordsinbold.Listentothe

sentencesasyouwalkaroundtheclass.Praiseareaswherestudents

performwell.

Step6:Explainthatwhenwespeak,wecanstressdifferentwordsina

sentence.Thewordswestresscanchangethemeaningsofthesentence.

Writeanexamplesentenceontheblackboard:

"Thedogatefourtinsofbeansyesterday."

①Whoatefourtinsbeansyesterday?

②Howmanytinsofbeansdidthedogeatyesterday?

③Whatdidthedogeatfourtinsofyesterday?

④Whendidthedogeatfourtinsofbeans?

Step7:ReadthetwosentencesinpartBaloud,stressingthewords"robot

andDaniel".

Step8:Askstudentstoreadpointsa,bandcundereachsentence.Ask

themtocircletheletterwiththecorrectmeaningsforeachone.

Step9:Asktwostudentstoreadouttheirchoices.Encouragestudentsto

raisetheirhandsiftheydonotunderstandwhytheseanswersarecorrect.

III.Homework:

1.PreviewMaintask.

2.Completesomeexercises.

教學(xué)小結(jié)：能理解句子重音的使用，學(xué)生在聽了一遍后能讀出句子的重音。

9BUnit2Integratedskills

Date:

I.Teachingobjectives:

1.Toextrainformationfromaposter.

2.Tocompletenotesaboutarobotexhibition

3.Toextractinformationfromaradioprogramme

4.Tocompleteane-mail

5.Totalkaboutwhatrobotscandoandgiveopinionsabout

differenttypesofrobots.

II.Teachingprocedure:

PartA:Therobotexhibition

Step1:Askstudentswhethertheyhaveeverbeentoanexhibitioncenter

andwhatexhibitionstheyhaveseenbefore.

Step2:Explaintostudentsthattheywillnotbeabletofindallthe

informationtheyneedtocompletethenotesinPartA1justfromreading

theposter..However,theyshouldtrytofindasmuchinformationasthey

can.

Step3:Tellstudentstheycancompletethenotesbylisteningtothe

radioprogramme.

①Listentothetapeforthefirsttimetogetitsmainidea.Explain

thewords:Japan,SouthKorea,language,memory.

②Listentoittofindthenecessaryinformationtheyneed.

③Playtherecordingwithoutstopping

④Askstudentstogivetheirownanswers.

⑤Checktheanswerwiththeclass.

⑥Playtherecordingagain,allthewaythrough,withoutstoppingso

thatstudentscanchecktheirownanswers.

Step4:ExplainthecontextofpartA3.Remindstudentstheycanreferto

theinformationonpage28tofillintheblanks.

Step5:Encouragestudentstocompletethisexerciseontheirownorin

groups.

PartB:Speakup.

Step6:Askstudentstoworkinpairs.Theyshouldreadtheconversation

throughonce,swaprolesandthenreadtheconversationagain.

Step7:Encouragestudentstomakeuptheirownconversationsabout

robots.Listentothestudentsasyouwalkaroundtheclassroom.Asksome

pairstopresentnewonestotheclass.

III.Homework:

1.Recitetheconversationonpage29andcompletesomeexercises.

2.Previewpronunciation.

教學(xué)小結(jié)：學(xué)生基本能聽懂A1,A2,在聽的基礎(chǔ)上完成A3.了解國際展覽上不同國家的機器人。學(xué)生在學(xué)的同時能互相對話，談?wù)摍C器人能為我們做些什么。

9BUnit2Grammar(1)

Date:

I.Teachingobjectives:

1.Touseobjectclausesintroducedby"wh-"words

II.Teachingprocedure:

Step1:Reviewobjectclausesintroducedby"iforwhether"and"that".

Explainthattheseclausesrelateto"yes/no"questions.

Structures:主語+謂語+賓語從句①that+主語+謂語+其他

②if/whether+主語+謂語+其他（勵志的句子 dJz525.CoM）

Step2:Tellstudentsthatwhenobjectclausesrelateto"wh-"questions,

weshoulduse"wh-"wordstointroduceobjectclauses.Askstudentstoreadthegrammarrulesandthetwoexamplesatthetop.

Step3:Remindthemthattheclausesshouldbeintroducedby"wh-"words

andthewordorderintheclauseshouldbethesameasinthestatements.

e.g:Therobotnolongerknew.

Whenshoulditcookbreakfast.

→Therobotnolongerknewwhenitshouldcookbreakfast.

Step4:Writethefollowingsentencesontheblackboardandencourage

studentstousethefollowingstructures:

⑴Iamnotsure…

⑵Idliketoknow…

⑶Icantimagine…

⑷Canyoutellme…?

①whereisZhongshanPark?

②Howdidyougotoschool?

③WhatwillyoudonextSunday?

④Whenwastheparceldelivered?

⑤Whocalledinthemorning?

Step5:Asksstudentstodotheexerciseonpage25.Studentswillbeable

tocompleteitontheirown.Checktheanswersasaclass.

III.Homework:

1.Reviewtherulesofobjectclausesintroducedby

"wh-/that/if/whether".

2.Previewgrammar(2)

教學(xué)小結(jié)：學(xué)生能掌握以wh-特殊疑問句引導(dǎo)的賓語從句。掌握它的結(jié)構(gòu)。

9BUnit2Grammar(2)

Date:

I.Teachingobjectives:

1.Touse"inorderto"tointroducethepurposeofanaction.

2.Touse"asaresult"tointroducetheresultofsomething.

3.touse"needto"totalkaboutsomethingwehavetodo.

II.Teachingprocedure:

Partone:"inorderto/asaresult"

Step1:Listthetwosentencesinthereadingpassage:

①Inordertohavemorefreetime,Ihavetobuyarobot.

②Asaresult,Mr.Jiangnolongerneededtogetupearlytodothe

housework.

Step2:Askstudentsaquestion:"Whatshouldwedoifwewanttohave

morefreetime?"

Writesomeoftheanswersontheblackboardandconnectthemwith"in

orderto".

Step3:Explaintstudentsthat"inorderto"means"withthepurposeof"

andthatwecanuseittointroducethepurposeofanaction.Itcanbe

usedatthebeginningorinthemiddleofthesentences.

Step4:Samemethodcanbeappliedtointroduce"asaresult".Remind

studentsthatweuseittointroducetheresultofsomething.

Step5:Askstudentstoreadthegrammarrulesandexamplesentencesat

thetopofpage26totheclass.

Step6:Asksstudentstocompletetheexerciseandchecktheanswersasa

wholeclass.

Parttwo:"needto"

Step7:Explaintostudentsthat"needto"isastrongverb.Weuseit

whenwewanttotalkaboutsomethingweshoulddo.

Step8:Askstudentswhatthingstheyneedtodotoday."Ineedto…"

Step9:Askstudentstoworkontheirowntocompletetheexerciseusing

"needto"andthephrasesinthebox.Checkanswerswiththeclass.

Step10:Askstudentstocomplete"workouttherule".

III.Homework:

1.Reviewgrammar2andcompleteexercises.

2.Preview"Integratedskills"

教學(xué)小結(jié)：掌握asaresult,inorderto,needto的用法。

9BUnit2Maintask

Date:

I.Teachingobjectives:

1.Toreadandunderstandaquestionnaire

2.Touseinformationfromaquestionnairetocompleteacomplaint

letter.

3.Towriteacomplaintletter.

II.Teachingprocedure:

PartA:Therobotexhibition

Step1:Askstudentstoreadthesevendifferentsectionsofthe

questionnaire.Askstudentstoraisetheirhandsiftheyhaveany

questions.

Step2:AskstudentswhethertheyagreeordisagreewithDanielsanswers.

Ifstudentsdisagree,askthemtojustifytheiranswers

IdontagreewithDanielonquestionXbecause…

Step3:Askstudentstoreadtheletterontheirown.

Step4:AskstudentstodescribehowDanielfeels,andtellthemthatthey

cancompletethelettersusingtheinformationfromthequestionnaireon

page31.

Step5:Encouragestudentstocompletetheletterontheirown.Oncethey

havefinished,readthewholeletteraloud.

Step6:Askstudentstousethequestionnairetheycompletedforthe

extensionactivityonpageT31asabasisforcompletingtheirown

complaintlettersinpartC.Remindstudentsthatwhentheywritea

complaintletter,theyshouldmaintainaformalstyle.Althoughtheycan

maketheircomplaintlettersclear,theyshouldbepolite.

Step7:Askstudentstoreadhisorherdraftlettertoclassmatetocheck

formistakes.

III.Homework:

1.Writeacomplaintletteroftheirowns.

2.PreviewCheckoutandcompletetheexercises.

3.Reviewvocabularyandgrammarinthisunit.

教學(xué)小結(jié)：能看懂投訴信的問卷調(diào)查，能使用問卷調(diào)查的內(nèi)容完成一封投訴信。

根據(jù)所學(xué)內(nèi)容學(xué)生能自己完成一篇作文。

9BUnit2Checkout

Date:

I.Teachingobjective:

1.Toreviewkeyvocabularyandgrammaritemstaughtinthisunit.

2.Togivestudentstheopportunitytopracticethevocabularyand

grammaritems,andtogainconfidencethroughdoingso

3.Toallowstudentstochecktheirprogressandaskanyquestions

theymaystillhave.

II.Teachingprocedure:

1.Tellstudentsthatthisisrevisionandthattheyhavealready

learntthesewordsandgrammaritems.

2.Askstudentstoreadthee-mailinpartAforoverallmeaning

beforetheybeginfillingintheblanks.

3.Askstudentstocompletetheexerciseontheirown.Remindthem

ofthegrammaritemstheywillneedtouse.

4.Gothroughtheanswerswithstudents.Askstudentstoeachread

outoneparagraph.Listenformistakesandmispronunciations.

5.TellstudentsthatpartBisavocabularygame.Itisnot

difficultasthefirstletterofeachanswerisprovided.Encourage

studentstocompletethisexerciseindependently.

6.Askstudentstoraisetheirhandswhentheyhavefinished.Have

thefirststudentwhoraisesthehandtoreadoutthetaskonthelist.

Checkformistakesandmispronunciation.

III.Homework:

1.Completesomeexercises.

2.Previewthewholeunitandprepareforanexam

教學(xué)小結(jié)：通過這一課時，學(xué)生能掌握本課的語言點和語法要點。

教學(xué)反思：通過本單元的教學(xué)，學(xué)生能學(xué)習(xí)思考機器人為我們工作的可能性。激發(fā)學(xué)生的興趣，學(xué)生有機會進一步發(fā)揮想象力，更獨立地開展學(xué)習(xí)。

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8BUnit5導(dǎo)學(xué)案

Welcometotheunit

“慈善機構(gòu)”（Internationalcharities）是指從事慈善事業(yè)的非營利性組織。世界五大國際慈善機構(gòu)簡介：

1.ORBIS（奧比斯基金會）：奧比斯的理想是將世界上所有可避免的失明完全消滅。奧比斯對全人類提供高品質(zhì)的眼科護理與治療，特別是針對全世界超過1億8千萬的盲胞、視覺受損者及失明的高危險群。目前有80%左右的失明是可以避免的，大約有數(shù)百萬的失明是可以藉著高科技的醫(yī)療方法被治愈的。

2.Oxfam：（樂施會）：國際樂施會由十三個獨立自主的非官方組成的救援機構(gòu)，跨越種族、性別、宗教和政治的界限，與政府部門，社會各界及貧窮人群合作，一起努力解決貧窮問題，并讓貧窮人群得到尊重和關(guān)懷。為消除貧窮、不公平現(xiàn)象而努力。“助人自助,對抗貧窮”是樂施會的宗旨和目標(biāo)。

3.UNICEF(聯(lián)合國兒童基金會)：聯(lián)合國兒童基金會主要著眼于拯救兒童生命，并使他們成為對社會有益的成員。堅持不懈地追求實現(xiàn)兒童的權(quán)利將為我們創(chuàng)造一個更加平等的社會，并使我們的人口更健康、更具有創(chuàng)造力。

4.WorldVision（世界宣明會）：世界宣明會是一個國際救援及發(fā)展機構(gòu)，旨在為貧窮的兒童、家庭及小區(qū)帶來長遠的改變，援助不分宗教、種族或性別。

5.WorldWideFundforNature（世界自然基金會WWWF）：WWF的使命是遏止地球自然環(huán)境的惡化，創(chuàng)造人類與自然和諧相處的美好未來。

①ORBIS（奧比斯基金會）80%oftheworldblindnessisavoidable，worktoreducepreventableblindnessinmanycountries.Itisdedicatedtothesavingofsightandthedeliveryoftrainingofdoctorsandnurses.

②Oxfam（樂施會）worktoeliminatepovertyandinjusticeinmanycountries.

③UNICEF(聯(lián)合國兒童基金會)UnitedNationsChildren’sFund，worktoensurethatbasicnutrition,healthandeducationalneedsofchildrenaremet.

④WorldVision（世界宣明會）fundsdevelopmentprojectsinpoorareasaroundtheworld.

⑤WorldWideFundforNature（世界自然基金會WWWF）worktoconservetheenvironmentandanimalhabitats.ItusedtobeknownasWorldWildlifeFund.

someotherinternationalcharities:FriendsoftheEarth地球之友/Greenpeace綠色和平組織/InternationalRescueCommittee國際救援委員會/InternationalYouthFoundation國際青少年基金會/MedicinesSansFrontieres無國界醫(yī)生組織/SalvationArmy救世軍/SavetheChildren/WorldFoodProgramme國際糧食救援署/WorldRelief世界救濟

一.預(yù)習(xí)P76—P77，翻譯下列短語。

1．國際慈善機構(gòu)2.帶某人去飯店

3.在……隔壁4.最重要的

5.過去常常做某事6．習(xí)慣于做某事

7.有一些剩下的零花錢8.吃一頓大餐

二、Writedowntheinternationalcharities:

_____________helpspeoplewhoareblind.

_____________________protectstheenvironmentandanimal’shabitats(棲息地).

________________providesfundfordevelopmentprojectsinpoorareasaroundtheworld.

________________helpsthepoortogetmorefood,houses,jobs,educationandmedicine.

_________________meetsthechildren’sneedofnutrition,healthandeducation.

三、查找資料，了解更多的慈善機構(gòu)的名稱。

1._______________________________2._______________________________

3._______________________________4._______________________________

5._______________________________6._______________________________

教學(xué)內(nèi)容8BUnit5Welcometotheunit課型新授課

Teachingaims:1.Learn“Comicstrip”andknowalittleaboutinternationalcharitiesand“beusedtodoingsth”；

2.Learndifferentnamesofinternationalcharitiesandtheirfunctions.

Teachingsteps:

Step1Warmingupbyquestioning

WhatcharitiesinChinadoyouknowof?Whatdotheyhelp?

Inthisunit,we’lllearnsomeinternationalcharities.Whatinternationalcharitiesdoyouknowof?

Haveyoueverheardoffamousinternationalcharitieslike:ORBIS,Oxfam,UNICEF,WorldVisionandWorldWideFundforNature?

Step2Presentation

1.Showthewallchartandpresentsomecharitiesintheworld:

a.ORBIS奧比斯

Note:It’sacharitylikeaflyingeyehospital.Ifpeopleinpoorcountrieshaveeyeproblemsandtheyhavenomoneytoseethedoctor,volunteerdoctorswilloperateonthemonaplane.

b.Oxfam樂施會

Note:It’saBritishcharitythathelpspeopleinmanyways.

c.UNICEF聯(lián)合國兒童基金會

Note:It’sacharitythathelpschildreninneed.

d.WorldVision世界宣明會

Note:It’saChristian（基督教的）charity.

e.WWF=WorldWideFundforNature世界自然基金會

Note:It’sacharitythatprotectswildlifeandnature.

2.Practicereadingthemagainandagain.

3.P77(PartA)

Step3Discussion

1.T:Asweknow,peopleinpoorareasneedalotofthings.Whatdotheyneed？

（GettheSstodiscuss）

2.P75PartBT:Whatdotheyneedmost/least?

3.GettheSstomakeareportlikethis:Ithinktheyneed…most/least.

Step4Listeningandanswering

1.Oxfamneedsmoney.WhatdoesHobowanttodo?

2.DoesEddiewanttogooutbeforelunch?

Whattimedoeshealwayshavelunch?

3.Whereisthenewrestaurant?

Step5Readingandacting

Readthedialoguealoudandactitoutinpairs.

Step6languagepoints

1.usedadj.二手的;舊的;用過的

2.usedto過去常常(后接動詞原形)

e.g.Iusedtogotoschoolonfoot,

butIgotoschoolbybusnow.

3.be/getusedtosth./doingsth.

對某事物/做某事已適應(yīng)/習(xí)慣

e.g.Heisusedtohardwork.

Iamnotusedtodrinking.

4.一日三餐之前一般不加冠詞。

如：

Wheredidyouhavebreakfastthismorning?

但如果breakfast,lunch,supper或dinner之前有形容詞修飾時，常加a/an。

如：

Wehadawonderfuldinnerlastnight.

5.“too…to…”結(jié)構(gòu)表示“太……而不能……”，副詞后接形容詞或副詞的原形，其后再接動詞不定式。

如：

Sheistooyoungtogotoschool.

“too…to…”結(jié)構(gòu)可以轉(zhuǎn)化為“so…that…”結(jié)構(gòu)，如：

Heistooshorttoreachtheapple.→

Heissoshortthathecan’treachtheapple.

Step7Homework

a.Readthecomicstripsandtrytorememberit.Tryyourbesttoactitout.

b.Finishofftheexercisesintheworkbook.

板書設(shè)計8BUnit5Welcometotheunit

Internationalcharities:ORBISOxfamUNICEFWorldVisionWWF

someotherinternationalcharities:

usedto

be/getusedtosth./doingsth.

so…that…

教學(xué)反思

一、根據(jù)句意及首字母提示完成單詞。

1.Jimhassome_____money（零花錢）,sohewantstobuyanewCD.

2.Chinaisoneofthe___________(國際的)countriesintheworld.

3.Hefeelsso____（虛弱）thathecan’tstandup.

4.Wewillbegoodfriends_________(以后).

5.IwanttogotoLondonfor______（更深遠）study.

二、用所給詞的適當(dāng)形式填空

1.“Remember_______(close)thedoorafterschool,”ourteachertoldus.

2.Wehavealittletime____(leave).Let’sreadtheEnglish.

3.Areyouusedto_______(do)yourhomeworkatnight?

4.Heusedto_____(visit)theGreatWall.

三、根據(jù)首字母提示，完成下文。

HobohearsthatOxfamn______money.HewantstodonateEddie’sp______moneytoOxfam.ButEddiewantstohavelunchf_____becauseit’s12o’clock.

Heisn’tusedtog_____outbeforelunch.Hepretends（假裝）thatheistoow_____towalk.Finally,Hobowilltakehimtoanewr_________nexttotheOxfamshop.

牛津初中英語8BUnit4welcometotheunit

牛津英語8BUNIT2教案

Content:Maintask

Teachingaims:

1.Toselect,organizeandpresentinformaiton

2.Toidentifyandsortkeyinformationrequiredtotalkaboutpersonalexperiences

3.Todescribeandexplainplaces,experiencesandfeelings

4.Todiscussideasforanarticlewithaparter

Teachingprocedures:

Step1

Introducethetopicofdescribingandexplainingholidayexperiences.Askifanystudentskeepatraveldiarywhentheygoonholiday.Askthemtothinkaboutwhatsortsofthingstheywouldputinatraveldiary.

Step2

ExplainthecontextofPartA.sandyisthinkingofthingstowriteaboutforherproject.AskstudentstolookatSandy’sthoughtbubble.AskstudentstolookatSandy’sfactfileinPartB.TellthemthatSandyhasmadenotesabouteachofthepointsinherthoughtbubble.TalkaboutthefactfileinPartBandpointoutthemoredetailedinformationwhichSandywantstoinclude.

Step3

AskstudentstoreadthroughSandy’sarticleinPartCtogetanideaofthestructureandtopicscoveredbeforetheybeginfillingintheblanks.AskstudentstocompleteSandy’sarticleusingtheinformationinthefactfileinarticlepreparesthemforwritingtheirownarticleusing

theirwoninformationanddetail.WhenstudentshavecompletedPartC,asksixstudentstoreadoutoneparagrapheach.Askstudentstochecktheiranswers.

Step4

TellstudentsthatinPartD,theyaregoingtowriteabouttheirfavouriteholiday.Tellthemthatitcanbearealholidaytoaplacethey

havevisitedinthepast,oradreamholidayaboutaplacethattheywouldliketovisit.Encouragethemtodosomeresearchabouttheplacetheyaregoingtowriteabout.

Step5

Brainstorminformationaboutstudents’ownexperiencesandplaces

theyhavevisited.Generateinterestinwritinganarticleforother

peopletoread.Pointouttostudentsthatotherpeoplemightwantto

visitcertainplacesandwouldliketofindoutmoreinformationbeforetheyconsideraholiday.

Step6

Dividetheclassintopairs.Askstudentstotalktotheirpartnersabouthowtheywillprepareandpresenttheirarticles.Encouragethemtoshareideas.

Step7

Remindstudentsabouttheimportanceofgivinginformationclearly

andeffectively.Tellthemthattheyshoulddrafttheirarticlesfirst.

Whencorrectthiskindofwriting,focusonclarityandpresentation.Thepurposeofthiskindofwritingistoprovideasmuchdetailedinformationaspossiblesothatthereadercangetaclearpictureofthesituation.

Assignment:

Finishthecomposition