8Bunit2教案

8B Unit 2 T ravelling

课题Comic strip and W elcome to the unit 总第课时

备课时间上课时间

课时Period 1 教具A recorder and teaching pictures

T eaching

aims

To explore different tourist destinations around the world.

T eaching focus Ask Ss to prepare and make them know what they are going to carry when go on a holiday.

Difficult

points

To take the necessary things they have planned and when people are on their holidays. T eaching

method

Free talk, Presentation, Practice, Consolidation.

T eaching procedures

The second preparing lessons

Step1. Ask Ss to listen to the tape and read after tape. And then tell Ss to read the comic strip, and ask some questions to check understanding, e.g.,

Is Eddie happy in the first picture? Why? (Y es. He is going on a trip.)

Does Hobo want to go too?(Y es.)

How does he feel?(He?s very excited)

Why is Eddie unhappy in the last picture?(He has to carry a heavy bag.) Step2. Ask Ss to talk about what people should take when they go on holiday in groups. Tell them to write the items on the blackboard if they have any ideas.

Step3. Ask Ss to read with partner and try to perform Hobo and Eddie according to the comic strip. Then ask three or four pairs to perform this conversation before the class.

Step4. Pay attention to some useful expressions:

①join sb.=go… with sb.

②Let sb do sth: Let me have a look.

③…take? and …bring?

Assignment: Make a dialogue according to the comic strip.

T eaching

notes

8B Unit 2 T ravelling

课题Reading 1 总第课时

备课时间上课时间

课时Period 2 教具A recorder and teaching pictures

T eaching

aims

.To introduce well-known attractions in foreign cities and popular places of interest

T eaching focus 1. The understanding of the reading

2. Some useful expressions

Difficult points 1. The understanding of the reading

2. Some useful expressions

T eaching

method

Task-based approach.

T eaching procedures

The second preparing lessons

Step1 Ask Ss if they or their families have been to Japan. If no, T says something about Japan simply.

There are many places of interest in China as well as in other parts of the world. Where would you like to go? Have you ever been to Hong Kong? Do you know any places in Hong Kong? What can you we do there?

Step2 . Ask Ss if they know any theme parks around the world, e.g., Ocean Park, Disneyland, Suzhou Amusement Park, etc. Ask which characters are featured in the theme park they have mentioned. Explain the context of the reading passage. Step 3 Listen to the tape about the reading, and then ask Ss to read the text by themselves again.

Step 4 Ask Ss some questions to check their understanding and encourage Ss to think more about the topic.

Step 5 Ask Ss to read the letter again and to find out the details of the letter according to the clue of time and different places.

Step 6 Ask Ss to find out the language points in the letter and analyze them.

T eaching

notes

8B Unit 2 T ravelling

课题Reading 2 总第课时

备课时间上课时间

课时Period3 教具A recorder and teaching pictures

T eaching aims To revise vocabulary and expressions to well-known attractions in foreign cities and popular places of interest

T eaching focus 1. To revise vocabulary and expressions to describe people

2. To guess meaning from context

Difficult

points

To learn some useful expressions and use them in different context T eaching

method

Free talk, Presentation, Practice, Consolidation.

T eaching procedures

The second preparing lessons

Step One Discussion

Step Two: Reading the text

Step Three: Doing part D

Step Four: Post-reading

(language points)

1. Mum and I went to Hello Kitty?s house as

soon as we arrived. 一……就…

e.g I will tell you the news as soon as I meet him.

He came to see me as soon as he got here.

2. I was excited even though we had to wait

for two hours before we could get into the

house. 尽管, 虽然

e.g. H e always comes to see us even though she is very busy.

3. Everything there was so beautiful that I

wanted to live in it. 如此的…..以至于…

More sentences with it:

?(1)The bathroom looked so nice and cute that I could spend hours in it.

?(2) but they were so pretty that I didn?t want

?to eat them.

?(3)Their clothes were so colourful that I could not stop talking.

?(4)She danced so beautifully that everyone

?screamed.

So +adj/ adv +that clause

4.We were clapping our hands while they were marching across the park.当…时候

My father was watching TV while my mother was cooking. 而…

5. It matched well with the crown on her head and the bow on her left ear.

e.g. Y our tie matched well with your clothes.

Exercise:在课文中找出下列短语:

1.一…..就…. as soon as

2.室内主题公园an indoor theme park

3.玩得快和have a great time

4.整天the whole day

5.虽然,尽管even though

6.观看游行watch a parade

7.与….协调很好match well with sth

8.伴着音乐跳舞dance to the music

9.向某人挥手wave to sb

10.跳出箱子jump out of the box

11.去那个城市旅游tour the city

12.傍晚later in the afternoon

13.如此的……以至于so…..that

14.拍手鼓掌clap one?s hands

15.忍不住,情不自禁干某事can?t stop doing sth

16.参观东京市中心visit the city center of Tokyo

17.穿着闪闪发光的金色丝裙wear a shiny golden silk dress

Step Five Homework

T eaching

notes

8B Unit 2 T ravelling

课题Vocabulary 总第课时备课时间上课时间

课时Period 4 教具Teaching pictures

T eaching aims 1.To develop an understanding of suffixes

2.To use appropriate adjectives in context, using the correct suffix to indicate positive or negative meanings

T eaching

focus

To use the correct suffix to indicate positive or negative meanings T eaching

method

Task-based approach，Scene pedagogy and Teaching with humor

T eaching procedures The second preparing

lessons

Step 1 Remind students that they learned about prefixes in Book 8A, Unit 5.

Step 2 Tell students that some nouns can take either suffix, some can only take …-ful? some can only take …-less? and some can take neither. Step 3 Read out the examples in the table at the top of gage 26.

Ask students t think of some sentences using the positive and negative adjectives listed. Write the sentences on the board.

Step 4 Ask students to read the list of nouns in Part A.

Step 5 Ask students to complete Part A.

Step 6 When students have finished, ask nine students to read out one row of the table each. Write the words on the board so students can check their spelling.

Step 7 Explain the context of Part B.

Step 8 Ask a volunteer to read out Sandy?s completed speech bubble. Ask another student to write the words with suffixes on the board.

Step 9 Tell students that Mr. Wu wants to put some articles on the notice-board. He asks Daniel to write an article about his trip to Disneyland. Help Daniel complete his article. Use the words from the box. Add …-ful? or …-less?.

…colourful?, …thoughtful?. The suffix …-less? means …without?, e.g. …meaningless?, …hopeless?.

T eaching notes

8B Unit 2 T ravelling

课题Grammar 1 总第课时

备课时间上课时间

课时Period 5 教具Pictures: a school, a computer room, a football field

T eaching aims 1.To learn some new words.

2. To recognize and use the past continuous tense

T eaching

focus

The use of the past continuous tense

Difficult

points

The use of the past continuous tense

T eaching

method

Task-based approach，Scene pedagogy and Teaching with humor

T eaching procedures The second preparing

lessons

Step 1 Review the use of the present continuous tense. Give a few examples: verb …be? + the …-ing? form of the verb.

Step 2 Explain the difference between the simple past tense and the past continuous tense. the simple past tense is used for a completed action in the past. The past continuous tense is used to describe an ongoing situation in the past. Explain that we form the past continuous tense by putting …was? or …were? before the …-ing? form of the verb.

Step 3 Explain the context of Part A1. Ask students to complete it on their own. Tell less able students that they have to put the verbs in brackets into the past continuous tense.

Step 4 Tell students that when we ask questions about what people were doing, we use the past continuous tense, e.g., …Were you watching TV??.

Step 5 Go through the tables on page 28, focusing on question forms. Ask a few questions to check understanding.

Step 6 Explain the context of Part A2. Daniel is asking Millie about her holiday. Ask students to complete the exercise on their own. When students have finished, ask tow more able students to role-play the conversation. Write the correct forms of the verbs on the board.

T eaching

notes

8B Unit 2 T ravelling

课题Grammar 2 总第课时

备课时间上课时间

课时Period 6 教具Pictures: a school, a computer room, a football field

T eaching aims To recognize the context created by the use of …while? and …when? with the past continuous tense

T eaching focus The use of the past continuous tense

To link ideas expressing results with …so…that?

Difficult

points

The use of the past continuous tense

T eaching

method

Task-based approach，Scene pedagogy and Teaching with humor

T eaching procedures

The second preparing lessons

Step1. Revision

T: What were you doing at seven last night?

S1: I was …

T: What was S1 doing at seven last night?

Ss: He/She was …

S2: What were you doing at this time yesterday?

S3: I was…

S2: What was S3 doing at this time yesterday?

Ss: He/She was…

Etc.

Step2 …while? and …when?

At seven last night, S1 was doing his homework, S2 was watching TV.

So we can say “ S1 was doing his homework while S2 was watching TV at seven last night.”

“S3 was talking with her classmate while S4 was doing his homework at this time of yesterday.”

“When the teacher came in, the students were talking with each other.”

Tell students that …while? and …when? both mean …at the same time as?. Explain that we often use the present continuous tense of the past continuous tense with …while? and …when?.

Ask the students to read the examples on page 29.

Step3. practice

1. Meeting at Millie?s home

Look at the pictures and describe what the students were doing when Simon arrived.

2. Oral practice

T: When I came into the classroom, what were you doing?

S1: When you came into the classroom, I was chatting with…

S2: When you came into the classroom, I was cleaning the blackboard.

S3: S1 was chatting with … while S2 was cleaning the blackboard.

Etc.

Step4. Using …so…that?

1.Read the two sentences on page 30 and try to find what kind of words

follow …so? and …that?.

2.Travels

Complete the sentences on page 31 C1 using …so…that?.

Rearrange the words on page 31 C2 to form sentences.

Step 5. Exercise

Ⅰ用所给动词的适当形式填空。

1.What ___________ you _____________(do) at this time last week?

2.When I came in, Tom __________________(read) a comic book.

3._________ you _________(have) classes at eight yesterday morning?

4.I ____(do) my homework while my father _____(watch) TV when my

mother ______(come) back.

5.--- What __________ you ____________(do) at 8 a.m. yesterday?

--- I ____________(do) some housework.

6.---What ________ you ____ (do) now?--- I _________(read) a novel.

7.While Jack _________(mend) his bike, Lingling knocked at the door.

8.She ________(watch) TV when her friend came __________(see) her.

T eaching

notes

8B Unit 2 T ravelling

课题Integrated skills 总第课时备课时间上课时间

课时Period 7 教具A recorder

T eaching aims To develop the students? abilities of listening, speaking, reading and writing. Important and difficult points：

T eaching

focus

To understand and respond to the factual information presented in the radio program. Difficult

points

To respond to information obtained from listening by completing a letter.

T eaching

method

Task-based approach，Scene pedagogy and Teaching with humor

T eaching procedures

The second preparing lessons

Step1.Daily report: What were we doing at this time of yesterday.

Step2. Presentation

Ask the students:

Do you like hot weather or cool weather?

Do you like Theme park?

Which city do you want to go in China? And Why?

Step 3. Holiday plans

1.Read what the students are saying and put a tick in the correct boxes in

the table on page 32.

2.Look at the table and report what the students like and where they cango.

3.Listen to a radio program and put a tick in the correct boxes on P32.

4.Fill in the blanks with the information in Part A1 and A2 on page 32. Step 4. Exercise改错

1.Read English everyday is very important to all of us students.

2.The old woman was so poor to buy herself a pair of shoes.

3.My teacher says that she will show those photos me as soon as she

comes out.

4.Can I have some information about the air tickets for these five cities

as well?

T eaching

notes

8B Unit 2 T ravelling

课题Speak up & Pronunciation总第课时备课课时间上课时间：

课时Period 8 教具 A recorder Teaching aims To talk about past and present habits

To give information about changes over time[来源学_科_网

Main points and Difficult points:

To give the students a chance of practicing their spoken English;

Teaching method:

Task-based approach，Scene pedagogy and Teaching with humor

Teaching Procedures:Personal design

Step 1 Revision

Dictation &Check homework[来源学科网

Step 2 Lead-in

Do you like water sports?Do you like Chinese gardens?

Step 3. Holiday plans

1.Listening

Listen to a radio programme and put a tick in the correct

boxes on page 32.

2.Fill in the blanks with the information in Part A1 and A2

on page 32.

3.Read the passage.

Step 4. Speak up

Read the dialogue then replace the underlined words with

your own information

Choose several pairs to act out their own dialogues.

Step 5. ExerciseⅠ用所给词的适当形式填空

1.One of the biggest theme _____(park) is in Suzhou.

2.Kitty likes __________(buy) souvenirs, so she will go

to Shanghai for a holiday.

3.Shanghai is a good place for people____(go) __(shop)

in any season.

Step 5 Assignment

T eaching notes

8B Unit 2 T ravelling

课题Main task 总第课时备课时间上课时间

课时Period 9 教具A recorder

T eaching aims 1.To select, organize and present informaiton

2.To identify and sort key information required to talk about personal experiences

3.To describe and explain places, experiences and feelings

T eaching focus To describe the changes to a place .

To select descriptive information to write a report .

Difficult

points

To organize language and descriptions to write a comparison .

T eaching

method

Task-based approach，Scene pedagogy and Teaching with humor

T eaching procedures

The second preparing lessons

Step 1 Ask students to look at Sandy?s fact file in Part B.

Step 2 Ask students to read through Sandy?s article in Part C to get an idea of the structure and topics covered before they begin filling in the blanks.

Step 3 Tell students that in Part D, they are going to write about their favourite holiday. Tell them that it can be a real holiday to a place they have visited in the past, or a dream holiday about a place that they would like to visit. Encourage them to do some research about the place they are going to write about.

Step 4 Brainstorm information about students? own experiences and places they have visited. Generate interest in writing an article for other people to read. Point out to students that other people might want to visit certain places and would like to find out more information before they consider a holiday.

Step 5 Divide the class into pairs. Ask students to talk to their partners about how they will prepare and present their articles. Encourage them to share ideas.

Step 6 Remind students about the importance of giving information clearly and effectively. Tell them that they should draft their articles first.

When correct this kind of writing, focus on clarity and presentation. Assignment: Finish the composition

T eaching

notes

8B Unit 2 T ravelling

课题Checkout 总第课时备课时间上课时间

课时Period 10 教具Teaching pictures T eaching

aims

To review what they have learnt in this unit

T eaching focus To assess students?ability to transfer information from graphical presentation into writing.

Difficult points To assess students? understanding of a range of adjectives and set phrases to describe people?s appearance and personalities

T eaching

method

Task-based approach，Scene pedagogy and Teaching with humor

T eaching procedures The second preparing

lessons

一选择填空

1.Y ou can write about your _____ in the last paragraph.

A. feeling

B. feelings

C. feel

D. feels

2.All of us feel very tired. We all hope we can have a _____

holiday this winter holiday.

A. delight

B. delightful

C. delighted

D. delights

3.I want to go _____ and I start ____ a special trip to Japan.

A. sightseeing, planning

B. sightseeing, planing

C. sightsee, planning

D. sightseeing. Plan

4.It took me one and a half hours _____ Zhenjiang this morning.

A. get to

B. getting to

C. to get to

D. to arrive

5.Y ou should listen to the teacher very ______ in class

A. care

B. careless

C. careful

D. carefully

6.We took a lot ____ photos ___ the Great Wall when we were in

Beijing.

A. of , to

B. of, of

C. to, to

D. to, of

二用所给词的适当形式填空

1plan a trip to Japan 2land safely 3go sightseeing 4feel cold 5on the fourth day of one?s trip

https://www.wendangku.net/doc/c916558933.html,st winter we _______________ because of the heavy snow.

2.The plane _______________ yesterday evening in Beijing

3.He was talking to his friend while we ____________________

4.__________________________, they bought many souvenirs in

that street.

5.If he has enough money, he ______________________.

三根据汉语提示完成句子

1.It ___________________(不在下雪)when we got there.

2.Would you like ___________________ (去观光)with me?

3.He spent the whole day ____________________ (给…拍照)the

parade.

4.They started _________ (拍手)when the principal came into the

assembly hall.

5.We were so excited that we _____________________(一点也不

觉得冷)

6.I like Xiamen, because __________________________( 那儿

的天气宜人)

四、根据句意及首字母写出单词。（1×5）

1.Elephants can carry things with their t_________.

2.Kitty likes dancing. She can dance b____________.

3.The trip to Japan was a happy e_____________.

4.Hello Kitty was wearing a g________ silk dress.

5.The class is so interesting that we don?t feel b_______ at

all.

T eaching

notes