关于牛津初中英语 8A 第三单元部分教学思考

关于牛津初中英语8A第三单元 部分教学思考

一、教学内容分析 中心话题：外出一天——世界著名旅游景点的名称及相应的活动.

单元各部分具体内容分析 1、Welcome to this unit 内容：1.Eddie和Hobo的对话. 2.国外著名城市和景点. 作用：热身练习，铺垫，激发兴趣

2、Reading 内容：Linda写给妈妈的一篇关于世界公园的游记. 作用：单元核心，阅读能力.

3. Vocabulary 内容: 谈论有关北京的著名旅游景点和交通工具. 作用: 了解北京的著名景点名称和所需各种交通工具的名称.

4、Grammar 内容：Linda旅游途中的感受和 Amy发送给Linda的有关她在中国各地的游览情况. 作用：在情境中学习连词but, and,or

5、Integrated Skills 内容：1.一则学校篮球决赛的广告宣传. 2. 给网友安排一日游提建议. 作用：针对性地训练学生的听说读写的能力.

6、Study Skills 内容：Linda在阅读一则世界公园的广告. 作用：培养学生能在生活中区分陈述事实和表达观点.

7、Main Task 内容：Kitty和Daniel为即将回美国的Linda计划一日游,并邀请全班同学参加. 作用：指导学生写作方法,培养学生的写作能力。

8、Checkout 作用：复习本单元出现的一些主要语法和重要的语言现象。

二、单元目标及要求 1. 能够掌握北京和国外著名景点的名称. 2. 能够正确了解和谈论常见的交通工具. 3. 能够把本单元所学的语法知识正确应用于实际的语境中,并能正确使用形容词. 4. 能够有序地描述一次旅行的经历,并对自己的感受和观点加以叙说.

Teaching suggestions: Aim: (on TB P34) • Use vocabulary to identify and describe well-know places in Beijing and around the world, e.g., we are going to the top of the Eiffel Tower. • Use nouns/noun phrases to talk about means of transport, e.g., the trip took two hours by coach • Use ‘and/but/or’ to join ideas together, e.g., we saw the Eiffel Tower and liked it very much. • Use verbs and ‘to’-infinitives together, e.g., Linda wanted to visit the park. • Use reflexive pronouns when the subject and the object are the same person, e.g., Daniel taught himself how to make a home page. • Use formulaic expressions to make suggestions and arrangements for a trip, e.g., I’m afraid that’s not a good idea.

Difficulties: • Use reflexive pronouns correctly and properly. • Use correct sentence patterns to talk about means of transport Function: • Learn how to plan a trip Culture: • Know more about the world, esp. the main building or places of interest in different countries. • Learn to enjoy the traveling. • Phrases: some main phrases about countries, buildings, places of interest, and planning a trip.

Welcome to the unit: • T: “We all know Eddie is a lazy dog. But today he is not lazy. He is going out to exercise. Do you know what he is going to do?” (free talk and discuss, listen to the tape) • Elicit what they know about the countries and their capitals, we can use the pictures on P3 in Book 7B. (mount Fuji, the Statue of Liberty, the Eiffel Tower, Big Ben) • We can use a world map to talk about these countries and connect some famous places with the countries • We can use some postcards to talk about some famous places around the world. • T: Amy and Simon also got some post cards from their friends. Do you know where their friends visited? (the White House—America, The Opera House—Sydney, The Eiffel Tower—France) • In this part, there are not a lot of new words, so we can teach some new words which may appear in the reading material, e.g., the Pyramids, the Golden Gate Bridge

Reading: • We can first use some picture to introduce some places of interest around the world, then use time or places they visited as a clue to help Ss understand the passage. • Ask Ss to rewrite the passage, using ‘first, afterwards, then, next, finally’ or ‘At the school gate, On the city roads, On the highway, At the gate of the World Park, Inside the park’ • Teacher can also ask them some questions. These questions can help them find out the main points in this passage. (what, when, who, where, why, how) For stronger students, we can ask them to ask and answer questions by themselves.

We can ask them ‘How did Linda feel at first? How did she feel when they arrived at the World Park? …’. (didn’t enjoy, boring, felt sick; beautiful, excited, didn’t feel sick, enjoy ourselves, wonderful; wonderful, amazing, great, wanted to join in the dancing) These questions and answers can help Ss to understand the writer’s feeling throughout the trip. This is another way to help them to write a passage about a trip much better. If they can use adjectives correctly, their passages can be more attracting. • Since the grammar in this unit is ‘and, but, or’, and there are a lot of such kinds of words in this passage, we can ask Ss to match some sentences. In this way, they can not only understand the passage better, but also know a little about the usage of ‘and, but, or’, so that they won’t feel it hard when they are studying it in the grammar part.

We can use a map of Nanjing and ask them to introduce some places of interest in their hometown. By using a map, we can also help them understand the means of transport( if needed, we can use a map of China). • We can ask Ss to make some dialogues like this ‘Suppose you are Daniel, one of your classmates is not going to the world Park with you, so you are going to introduce it to him/her.’ ‘Suppose you are Linda. After you go home, your parents ask what you have seen and how do you feel. You need to tell them about your trip.’ • Exx C1 and C2, we can use them during the reading.

Vocabulary: • Since the places in Beijing are too far away from us, we can ask Ss to talk about the places of interest in Nanjing first. So we can bring a map of nanjing into the class. By using the map, we can help them to understand more about the means of transport. • Free talk: If you want to go to…, how can you go there. • If there is no bus or train, what can you do?…

Grammar: • In this unit, there are three grammar items: using ‘and, but, or’; using verbs ＋ ‘to’-infinitives; and reflexive pronouns. We know how to set some exercises for Ss, but what is difficult is to make it fun and easier to use them correctly. • We can design some games. Write some words or sentences on some cards, or just on the Bb. Ss can combine as many sentences as they can. The sentences should be correct and reasonable. E.g. The trip was boring. The trip was great. There was a lot of traffic. They had a wonderful day. Some students felt sick on the coach. They were very excited when they saw …

We can also design an interesting topic. E.g. talking about the sports meeting, or the class trip. Ask them to make a choice after the discussion. This is their task in the class. They need to do it in groups, using the grammar they have learnt, ‘and, but, or, plan/want/ agree/ decide/ prepare/ choose to do’, if possible, they can also use the reflexive pronouns, like ‘enjoy ourselves, hurt oneself…’ There are three parts, before the trip, during the trip, after the trip. Design some possible situations for them, ask them to talk or make a report. For able students, we can also ask them to write a report for the school newspaper and so on.

Integrated skills: A. The basketball final Aims: • To infer general meaning from context and keywords. (对学生要求：这则海报告诉你什么，你能否将内容转告给别人)通过以下手段达到这个目的。 • To extract information from a poster . (通过对Part A1的阅读来达到，要求学生自己找出海报提供的有关信息，完成部分内容的填空，剩下的通过听力部分来完成。) • To understand special information by listening. (由于阅读对内容已经有初步了解，通过听，让学生将剩下的填空完成。) • To respond to written text and information obtained from listening. (要求学生：能回答出海报和校长讲话中涉及的一些问题) • To check accuracy of written text by identifying true and false sentences . (要求快速完成Part A2 ，并将与内容不符的句子改正。) • Retell the notes.

Presentation • Talk about school trips, to the museum, to go on an outing, to watch sports games in the stadium . talk about school sports meeting, basketball/football competition in school, talk about Olympic games in Greece. etc... • present the keywords and useful expressions from the talking and by using your students own experience: 1.有关比赛的：competition, match, take place, the first half, the second half, half-time, group matches, go to the final ，be in the final, score …points, (教师可出示篮球或足球比赛画面，区别competition, match, go to the final , be in the final 用英语解释half-time, final, 尽量使学生说出这些单词或词组。)

2.有关拉拉队的：supporters, audience, support, cheer, (give shouts of joy to support to sb.)（出示球迷拉拉队画面，并告诉学生拉拉队的口号e.g. come on! Hip, hip, Class1, Class1! Sunshine Secondary! Two-Four-Six-Eight, Hip, hip hooray!） 3.有关颁奖的：presentation ，come first…, win the match, winner, , receive the cup, medals, (gold /silver/bronze medals) etc…(出示颁奖典礼画面。) 4.其它单词：fare,. (用英语解释. cost of a journey by car, bus, taxi.) per person（for each person, 在Reading 里解释）

Reading: Ask students to read the poster in pairs. Ask some questions to find out the main points: (Do not focus on the factual details . focus students’ attention and to create an interest. ) • What is the poster about? • What about their basketball team? • Which team will they play against?) • Where will it take place? • When will it happen? • What does it want the other students in Sunshine Secondary to do? • How to cheer for their team? • What about the cost? Read aloud the poster.

Task 1: Complete the notes (by reading) • Ask students to look at Kitty’s notes and complete as much of the schedule as possible on their won. (find the answers in the poster and underline them.) (教师可以说出一些提示语，如第一行At 9:00 a.m. where will they meet, do you know? If not , it doesn't matter, we will know later.还可以对一些时间上的问题，引起学生们的关注) Task 2: Complete the notes (by listening) • Listen to the Principal’s speech, Students complete the rest of the notes. (listen to the tape twice), get one of the students to read the notes to the whole class to check the answers. (教师在第二遍适当的时候暂停，可解释：changing room, go to the seats)

Check and see: (Part A3) • present Part A3 as a quiz. Read the sentences one by one, students win a point for each correct answer. Then ask the students to rewrite the false statements with the correct details. Role play: • Ask students to give questions to these sentences of Part A3. Check the answers. • Ask them to make a telephone call (by using these questions) . or role play the conversation in pairs, present their conversations to the class. • (教师可以进行一次示范，一边对学生练习进行指导) Homework: Make a poster

B．Speak up Aims: • To recognize key expressions for making suggestions and arrangements. • To make suggestions about visiting places • To respond to suggestions with new information • To state disadvantage and express reservations. • To express opinions • How to organize an event • Suggestions→responding with reservations →disadvantages →opinions→reaching an agreement Notice: To focus on students pronunciation intonation and fluency. Remind them of the use of the rising and falling voice.

Suggested teaching procedures: • Revision: Revise the places of interest and places for amusements in Beijing,(出示一些名胜照片)，and discuss what people can do there. • Present: Temple of Heaven, Beijing Amusement Park. Presentation: • Present how to make suggestions and give responds by discussing a day out. • Say: New Year’s Day is coming , we will have three days off, what shall we do? • Learn: Where shall we… shall we… ? I’m afraid.. Let’s… Why don’t we… Why not… What about…. play hide –and –seek

Listening: • Question: Where do the children plan to go? What will they do there? • Listen again and repeat, ask students to imitate the tape. (check the imitation) and then read aloud individually. • Group discussion and performance • Give them some topics to discuss: for example: “Golden week is coming ” “A day out in May” “A day out in simmer holiday” • Work in groups discuss about visiting a place by using the conversation as a model. and put on the performance of discussion in front of the class.(可以让学生选出一位 “group leader”来主持讨论)

Study skills: • Fact or opinion? • To develop understanding of the differences between facts and opinions • To introduce students to the use of register(为学生介绍语域的用法) • To encourage students to state facts and express opinions

Suggested teaching procedures: • Presentation • Make students aware of the differences between facts and opinions. On the blackboard write a sentence starting a picture of a place of interest, or a fact about the school. e.g. There is a new teaching building in ourschool. write a sentence expressing an opinion about the school, “Ourschool is more beautiful” “Students have more places to play” “they are…” get students to compare the two sentences which is the fact (something is true) which is people’s opinion (what people think). • Get students to go through the explanation at the top of the page and read the examples. (这一步的目的仅让学生分清哪一句是事实，哪一句是观点)

Practice(话题可以利用眼前所见的情景如教室，同学，书本，报纸，天气，学校伙食等就事实，谈观点) 先是教师说一句事实，启发学生谈一句看法做一次示范，再让学生work in pairs. 一个谈事，一个谈观点，让学生谈在学校的，在校外的所见所闻. 如：I know Li Ping passed the maths exam! Yes, he works harder than before. 又如：Look at the dining hall, so many people ,it takes a long time to get the meal. Yes, it’s tiring and I can’t wait to get to the front. 让其他学生判断哪一个说的是事实，哪一个说的是看法。并让学生相互纠正错误。 • A poster: The world park (put a tick in the correct column) • Complete Part 2. ask students to identify and under line the words /phrases that express opinions rather than facts

Conclusion • 教师指出之所以练习这些是因为写文章用事实谈观点，用观点谈事实，会使你的文章更有说服力，或使别人对你说的事情感兴趣，使你的语言更具有感染力。这种方式常常用在广告语，新闻报导 • 教师可以现编一句广告词，如：“My wife had it, she looks younger!” • 启发学生将自己熟悉的广告用英语说说看，让大家猜是什么产品的广告。

Main task: • Aims: • To select organize an present information • To identify and sort out key information in order to plan a day out. • To give directions • To write a letter inviting friends to go out on a trip.

Suggested teaching procedures: 1. Introduction • Introduce the topic of planning a day out. • Bring in a map of Nanjing, say : My cousin from Britain will come to Nanjing, He will stay in Nanjing for only one day, but I have no idea about how to show him around, who would like to help me? • (可以一边和全班学生交谈，提问，一边在黑板上画路线图，如果路线不正确，其他学生会提出不同的路线。) • Ask students to make a plan for a day out. Brain storm about how to make a plan for a day out.（根据Part B 前三个问题谈） • Get students to go through Part A and Part B and see what other things we didn’t talk about. • Ask students to make a plan again.(根据Part B 后6个问题谈) • Get them to write the plan in their exercise books.

2. Practice Part C • Go through the letter quickly, Complete the letter on their own ,use the information in Part A • 以下步骤同意教参。将左侧的文字盖住，将信件的不同组成部分的名称写在黑板上，让学生把这些部分与信的内容搭配起来，最后把书合上，让学生说出这封信的结构。

3.Writing • 让学生根据B部分的计划写自己的邀请信。可以增加一些观点。 • 这种邀请信要求准确，清晰地呈现信息，最后的编辑工作十分重要。还可以让学生把在暑假去过的城市、地区编成一份旅游邀请信。

Checkout: Aims : • To assess students use of joining words ‘and’ ‘but’ ‘or’, reflexive pronouns and verbs + to-infinitives • To check knowledge of names of famous places in China and around the world • Revise the words and phrases of this un

Suggested teaching procedures: • Revision • dictation • dictate all the phrases and useful expressions in this unit . （听写用英文解释英文） • Revise ‘and’ ‘but’ ’or’，‘verbs+ to-infinitives’ and reflexive pronouns (可以将作业中发现的错句搬到黑板上来讨论, 可以将没核对的练习让全班来核对，让学生总结使用语言应该注意的是什么，容易错的地方在哪里)

Part A: Winners! • 限时完成，相互核对记分。对以下的词语进行提问，看学生是否掌握：in the end, pack bags, instead, play badly, go to the airport, by shuttle bus, why didn’t you go to …(帮助学生用英文解释英文) • Practice the conversation and act it out. • Part B • Ask: Do you want to be a world traveler ? What places would you like to visit? • (让学生完成Part B, 得出分数。并说出这些景点所在的城市、国家的名称，以及在那里可以做的事情。通过许多天的讨论，学生们还可以说出更多的世界各地，也可以一一地讲出。)

Thank You All!

关于牛津初中英语 8A 第三单元部分教学思考