Book8 Module3教学设计教案
Book 8 Module 3 the sun is shining 教案设计
教学反思
• 1、“两先两后”教学法充分给予了学生主动学习的机会，教师不再是 “满堂灌”，不是教死书，死教书。这种方法要求我们教给学生的是学 习的方法，教给他们的是一种能力。在“先学”方面，教师给学生足够 的时间让他们发挥自己的想像和小组研究的方式，使学生更具主动学习 的欲望。 2、在“后导”方面，学生在学习的过程中教师给予一定的指导，使他 们不至于走上盲区，少走弯路。 3、在总结评价环节，教师设计符合学生实际的练习题，把当堂的知识 都再当堂进行检测，能够把学生学到的知识进行当堂测验和巩固，学生 回家之后就没有家庭作业，能够进一步的尊重孩子的天性。 4、我从这种教学法真正体会到了教师的减负，对学生的减负。学生没 有太大的学习压力，教师也能够以学生为学习的主体，充分调动了他们 的学习的主动性和积极性。
教具准备
• 录音机，磁带，多媒体，图片、单词卡、 挂图
教学过程
1、热身导入 T: Hello, children. Ss: Hi, Mr Zheng T: How are you today? Ss: I’m fine, thank you. T: I’m so happy today. Can you guess why? Ss: Because... T: Because just now I played table tennes. I like playing table tennis. Do you like playing table tennis? T: Today, Lingling is very happy, too. Because she received a letter from her friend Daming. Daming sent many photos for her. 2、听说训练 1）初听文本 整体感知 作为第一遍听力，学生是初次接触听力材料，得到的应该是主旨大意， 因此问题设计最好是有一定的概括性的，学生根据所听到的信息从 不同侧面可以回答出一些内容。比如针对英语对话内容、短文设
Module8Unit3教案
2.教学难点
-难点一：词Байду номын сангаас的准确运用，特别是在描述实验过程和结果时。
-举例：学生可能难以区分某些词汇的用法，如hypothesis和theory，需要教师通过实例和练习进行讲解和指导。
-难点二：一般现在时态的正确使用，尤其是在实验描述中的动词时态搭配。
其次，在实验设计和展示环节，学生们在语言组织和表达方面存在一定的困难。这可能是因为他们对实验报告的框架和结构不够熟悉。为此，我计划在下一节课中，提前为学生提供实验报告的模板，并给出更多示例，以便他们在撰写和展示实验报告时能够更加自信和流畅。
此外，小组讨论环节，部分学生在发表观点和倾听他人意见方面还有待提高。为了培养学生的团队合作能力和沟通技巧，我将在接下来的课程中，更多地组织小组活动，并在活动中引导学生学会倾听、尊重他人意见，以及如何表达自己的观点。
五、教学反思
在今天Module 8 Unit 3的教学过程中，我发现学生们对自然科学实验表现出了浓厚的兴趣。他们积极投入讨论，认真进行实验操作，这让我深感欣慰。但在教学过程中，我也注意到了一些需要改进的地方。
首先，关于词汇的掌握，虽然大部分学生能够理解并运用自然科学相关词汇，但仍有部分学生在准确运用词汇方面存在困难。在今后的教学中，我需要更加关注这部分学生，通过设计更多有针对性的练习，帮助他们熟练掌握这些词汇。
3.增强学生团队合作意识，通过小组讨论、设计实验等活动，提升沟通协作和解决问题的能力；
4.拓展学生国际视野，了解科学实验在国际教育中的应用，激发学生对科学研究的兴趣。
三、教学难点与重点
Module 8 Unit 3《自然科学中的探索》
Book8 Module3教学设计教案
3.read and follow the tapewith the action.
1.point to each picture andsay thesentencestogetherand dothe action.
2.Play the tape again.
3.Ask some questions like when did Tilly go into the shop, what did she see etc.
.Further Development
1. Act it out like a drama.
2.Play games.(1)Divide all the students into two pairs. (2)Make sentences picture by picture in turn. Throughthe dice and competition and practice the dialogue.
2.Revise some verbs with the simple past
.Leading-in
1.Tell the students this is a famous European fable.Find out if any of the children know the story.
2. Review some sentences about the simple past tense.
3. Let somebody act the mouse, describe the story.
外研版英语八下module8 unit3教学设计教案
1.学生能流利地说出介绍有关旅行或远足经历的的句子。
2.能够根据有关旅行经历的文章并获取具体信息，能理解事件发生
Step5: Activiy4
让学生朗读方框中的单词。
了解每个单词的含义和词性。
以完形填空的形式巩固本模块的重点词汇。
Lead students to read the passage .
通过查找关键词和分析句子结构的方法来完成填空
Step 6
Listening
and reading
（Activity 5）
Lead students to calculate the information and content accoding to pictures and actviies.
Listen to the recording and finish the notes.
Unit3
Language in use
教材分析
本课时主要复习巩固本模块的语法——that引导的宾语从句，从合并句子、选词填空、用单词的正确形式填空等几个方面帮助学生复习第八模块，训练学生的思维能力和语言应用能力。
课时教学目标
1.Master the words and the stentences forms
教学辅助
教学课件、多媒体
教学方法
PWP Method
课时教学目标
1.掌握模块词汇和句型结构。
2.掌握that引导的宾语从句。
教学过程
教学活动
设计意图
教师活动
学生活动
巩固练习that引导的宾语从句。
Step1
Step 2
:Activity1
王晓华The sun is shining
Book8Module3 Unit1 The sun is shining.教学设计教案设计一、教案背景1，面向学生：小学 2，学科：英语3，课时：14，学生课前准备：1.预习课文，根据图片理解句子的意思。
2.背诵句子，理解句子。
二、教学课题知识与能力使学生掌握两个新授单词：shine , everyone ;4个目标语句：I am sending some photos. The sun is shining. The birds are singing in the trees .The ducks are eating our picnic .使学生能根据图片和情境说出单词和句子；能用现在进行时描述照片或图片；并能灵活运用到生活中去。
过程与方法1.情境教学法：我将教学建立在满足学生心理需要的基础上，在单词和句型练习中使用了日常生活常见的场景，激发了学生想说的愿望，也有利于学生表达能力的提高。
2.鼓励法课堂评价主要以鼓励性评价为主，恰当的使用激励性评语和赠送贴画方法让学生渴望成功的心理得到满足。
情感态度和价值观通过本课学习使学生有兴趣听、说英语、背歌谣，做游戏、敢干开口，乐于模仿，在鼓励性评价中树立信心在小组活动中积极参与合作，从而意识到交流对于学习英语的重要意义。
三、教材分析本课围绕Daming写给Lingling的一封信展开，在信中Daming附带了几张照片，并用现在进行时描述了照片的内容。
我借助“情境性”教学采用多样化的教学手段，激发学生学习英语的兴趣和愿望，使学生通过合作学习体验荣誉感和成就感，从而树立自信心，发展自主学习的能力，形成初步用英语进行简单日常交际的能力。
教学重点：引导学生掌握四个重点句子教学难点：引导学生学会用现在进行时描述图片或自己的经历，并能找准使用场景，敢于开口说英语。
教学过程中，用百度搜索查找一些与作者张岱有关的资料，进一步强化学生对张岱寄情于山水的闲情雅致的精神世界的了解；以百度图片搜索，展示几组西湖美丽景色的图片和文中所描绘意境的图片相对比，感受张岱文中所表现出来的闲情雅致以及内心世界的孤苦愁绪，加强学生对文章意境的整体把握；为了使学生对白描手法有一个清楚的认识，可以采用百度知道、百度图片搜索白描的概念和画例，语文中的意境相印证；课文拓展过程，使用百度搜索，将找到的有关西湖的诗句与学生课前查找的综合在一起，让学生感受到一个绚丽多彩的西湖，更主要的是增加学生的积累。
Module8Unit3复习课教案
-文章深层次理解：学生对文章细节和隐含意义的理解可能不够深入，例如，理解作者通过故事传达的成功要素和态度。
-写作中的逻辑表达：在写作练习中，学生可能难以将所学词汇和语法结构有机地结合，形成逻辑清晰、表达流畅的段落。
（四）学生小组讨论（用时10分钟）
1.讨论主题：学生将围绕“成功的故事”这一主题展开讨论。他们将被鼓励分享自己的成功经验，并与其他小组成员进行交流。
2.引导与启发：在讨论过程中，我将提出一些开放性问题，如“你认为成功可以复制吗？”来启发学生的思考。
3.成果分享：每个小组将选择一名代表来分享他们的讨论成果。这些成果将被记录在黑板上或投影仪上，以便全班都能看到。
（三）实践活动（用时10分钟）
1.分组讨论：学生们将分成若干小组，每组讨论一个与成功相关的实际问题，如如何平衡努力和技能以取得成功。
2.角色扮演：为了加深理解，我们将进行角色扮演活动。这个活动将演示如何在实际情境中使用本单元的词汇和语法结构。
3.成果展示：每个小组将向全班展示他们的讨论成果和角色扮演的结果。
然而，我也发现一些学生在运用本单元的核心词汇时仍存在困难。尤其是在口语交流环节，他们不能迅速地选择合适的词汇来表达自己的观点。这提醒我，在未来的教学中，需要更多关注词汇的深入学习和灵活运用。我考虑设计一些词汇游戏和小组竞赛，以提高他们的词汇记忆和运用能力。
在小组讨论环节，学生们积极参与，分享了自己的成功经验。这让我意识到，将个人经历融入课堂讨论，不仅能够增强学生的参与感，还能帮助他们更好地理解成功的多元因素。不过，我也观察到一些学生在表达自己的观点时，逻辑不够清晰。针对这一点，我计划在下一节课中增加一些逻辑表达训练，帮助他们构建更加条理分明的论述。
选修八 Unit 3 Reading 教学设计
XXXXX高级中学XXX选修八Unit 3 ReadingReading: The problem of the snakes教学设计---Book 8 Unit 3 Inventors and Invention I. Teaching contents教学内容Book8 Unit 3 Inventors and Invention (SEFC Book 8) Reading: The proble of the snakes. II. Design of Teaching Objectives 教学目标（三维目标）1.Knowledge objectives 知识目标：(1) Let the students know the procedures of getting the patent.(2) Encourage Ss to think and express their inventions(3) Develop Ss’ sense of cooperative learning.2 Ability objective能力目标:To train the reading comprehension to the whole passage3.Affective objectives情感目标：(1)Help Ss aware of the connection between iventing and the scientific process.(2) Develop Ss’ sense of cooperative learning.III. Teaching Important Points教学重点：To train the reading comprehension to the whole passageIV. Teaching Difficult Points教学难点：Enhance the students reading skills in the passage.V. Teaching Methods教学方法：(1) Co-operative learning(2) Activity-based teaching (individual work; group work; class work)(3) Students-centered approach & Task-based teaching and learningVI. Teaching Aids 教具：1. A blackboard2. A computer for multimediaVII. Teaching procedures 教学步骤：课前教师准备：把学生分成5小组；把得分统计表画在黑板上。
【人教版新目标】英语八年级上册Unit3单元教案
【人教版新目标】英语八年级上册Unit3单元教案一、教学目标1. 掌握表示性格特点的词汇；2. 研究如何简单叙述人物性格；3. 能够谈论并比较人物性格。
二、教学重点1. 掌握表示性格特点的词汇；2. 学会叙述人物性格。
三、教学难点1. 了解不同性格的人；2. 学会比较人物性格。
四、教学过程1. 导入新课：通过展示一组人物图片，鼓励学生来描述人物的性格特点。
2. 研究新知：让学生听录音，学生听完后，让他们试图按照录音说出其中的内容。
然后再让他们分组讨论和总结出几个常用的性格词汇。
3. 练：让学生两人合作，通过比较两个人的性格来进行对话。
老师可以设定一些场景，让学生进行角色扮演。
4. 家庭作业：让学生编写一篇短文，介绍自己的性格特点，并简单描述自己和至少一位朋友的共同之处和区别。
五、板书设计Lesson 1 PersonalitiesUseful words* outgoing* shy* confident* easygoing* honest* creativeTarget languageWhat's he/she like? He/She is...六、教学反思本课通过多种方式来帮助学生掌握表示性格特点的词汇，学会叙述和比较人物性格。
由于学生们年龄较小，因此在讨论性格的过程中，老师需要引导学生正确和客观的表述。
同时通过引导学生进行小组讨论，让学生们在不同的角度去理解人物性格，对于提高学生的思维能力也有一定的帮助。
总的来说，本课教学收到了很好的效果。
Book8Module3集备课教学设计
适用精选文件资料分享Book 8 Module 3集教课Success With English Book 8 Module 3 Talking about FamousPeople 一、教课内容解析本是复，在学完 Module 3 的基上行。
上前，教先部署了采集名人料的任。
本主要通歌曲、游等形式，学生完成制作名人海并要介名人的任，以达到牢固、句型，展言运用能力的目的。
主要复描述人物相貌和性格的形容、名，句型主若是一般去相关的句式。
二、教课象解析六年的学生已开始神往更高次的学，他已有自己的梦想（ dream）。
名人是他感趣的，很多名人是他崇拜的偶像，偶像的榜激励着他自己的梦想。
他系地学了一般去等，已掌握了相关及描述人物的形容。
三、教课目 1 、言知：复掌握描述相貌、性格的形容（如：handsome, tall, strong, brave, kind, honest 等），名。
法：复牢固一般去。
主要句型： Who was he/she? When washe/she born? Where was he/she born? What was his/her job? What did he do? Was he/she brave/patient/clever? Didhe/she ⋯? Whendid he become a painter/leader? Whendid he/she die?2 、言技术懂得正确运用一般去来描述人物件、等。
能就名人的行表达与交流。
3 、感情度学名人的秀道德，激自己的学力。
4 、学策略懂得通同的方法来学。
极参加小合作，共同完成学任。
5 、文化意：认识中外名人，拓展文化野，提升文化交能力。
四、教课重、点要点：描述人物件的形容及名。
点：一般去句式的灵巧运用。
五、教课媒体自制件、音等六、教课程（一）入。
1 、Daily Talk.2、呈学目、主及任，并介一下价的方案。
外研高中选修八Module3教案
Mainlanguage points in the text.
1.entertain
A teacher should entertain as well as teach.
教师不仅要教书，也要能引起学生兴趣。
他说天色渐晚了。
Such unkind remark was not called for.
这种不客气的话真不该讲。
remark, state, say
这三个词都有“说”的意思。其实，remark, state, describe, narrate的词义更近，而say, speak, talk, tell的词义更近。这里主要分析remark和state的含义。
Mainlanguage points in the text.
难点
Mainlanguage points in the text.
基本
设想
Practising and Explaining
教学
过程
教学内容
教法
学法
Step 1
Step 2
Step 3
Revision
Review the main words learned last class:
幼弱的年轻易受害的：
of tender age.年幼
tender green shoots.柔弱的嫩芽
tender skin.过敏的皮肤
Considerate and protective; solicitous:
慈爱的考虑周到且给予保护的；慈爱的：
a tender mother; his tender concern.
book8 unit3 阅读课教学设计
Book8 Unit3 The problem of the snakes Learning Objectives:1.To obtain a deeper understanding of inventors and inventions2.To acquire the skills of organizing a problem-solution process logicallyKey points and difficult points:1、Ss can sort out the process of invention.2、Ss can describe the problem of the snakes and what has been done by the writer to solve the problem.3、How to help students read between the lines to mine the deep information of the text.4、How to help students find the key words and write a summary.Learning Procedures:Activity1: Chat with students and get them involved1)Ss watch the vivid pictures of different inventions and discoveries and distinguish them, finding the connection between invention and discovery.2)Ss can learn the stages every inventor must go through. In doing so, Ss form their reading expectations.Activity 2: Read for structure.Ss spend 2 minutes skimming and scanning the story, sort out the structure by finding out the main idea of each paragraph and learn the writing style of the passage.Activity 3: Read for details.Ss are guided to read each paragraph with T’s questions to get the basic message and infer the key words of each stage.Activity 4: Write a summary in about 60 wordsAccording to the key words and some writing tips, Ss are required to write a summary in about 60 words.Activity5: DiscussionSs are to discuss what they have learnt from the author.Activity6: AssignmentReview and find out the golden expressions in the passage. This is a practical as well as an aesthetic design for Ss.。
book 8 unit 3---grammar 教学设计及分析
Grammar---the past participles used as the attribute or predicativeLaohekou No.1 High School, COCO一、Basic information1.Content：Book 8 Unit 3 Inventors and Inventions Period 4 Grammar2.Grade：Senior Two3.The edition of the textbook：PEP4. Time：45mins二、Teaching design1. Textbook analysisThe topic of this unit is inventors and inventions, and the grammar part is about the past participle used as the attribute or predicative, which is a relative difficult grammar item for students, especially for the students who are not good at grammar learning and lack of common sense on grammar. So my primary task is to lower the degree of difficulty while increase their interest.2. Academic analysisThe basic forms of the past participle and Matthew’s story are not strange to most students, with which as the beginning can easily get them interested. But they may not be sure about the usages or characteristics of the past participle, their importance and meaning as well. Yet fortunately, the context and pictures can increase its interest.3. Designing basis（1）Try to make the students as the center of the class. Ask them to preview and thinking before class, study in groups to discuss, cooperate and communicate with each other, so as to cultivate their abilities of self-study and research.（2）creating a problem-solving pattern, stimulate the students’interest in learning, arouse their internal motivation and encourage them to explore and find.（3）make use of CAI to rich the content, and improve the effect and effic iency.4.Teaching aims：（1）Knowledge aims: To enable the students to understand the basic forms,negative forms and meanings of past participles.To enable the students to grab the functions of pastparticiples used as the attributive and predicative.（2）Ability aims: To cultivate the students’ abilities to compare, analyze anduse nonfinite verbs.（3）Emotional aims: To increase the students’ interest in English grammar.To let the students understand how to put them into use.5. Teaching important and difficult points:（1）To enable the students understand the differences between the past participle used as the attributive and predicative.（2）To enable the students to understand the usages of the past participle used as the attributive and predicative.6. Teaching aidsPPT, text books and other paper materials四、Teaching reflection1. The applying of CAI enriches the contents of the class and increasing theefficiency of the class.2. The presentation of pictures can increase their interest in learning Englishgrammar.3. The problem-solving pattern effectively stimulates the motivation of study ofall students and cultivates their ability of self-studying and cooperating.4. The content of this lesson is too much and a little bit difficult for thestudents to grasp the rules, so the effect is not asgood as I thought. I should try more new things inmy class in the future in order to find more effectiveand efficient ways of teaching grammar.五、Blackboard design1、过去分词构成及意义：过去分词短语：可以带有自己的宾语或被状语修饰。
高二英语选修八_Unit3_Reading名师教学设计
Unit3 Reading名师教学设计Book 8 Unit 3 : Inventors and inventionsSection 1阅读课教学设计【教材版本与册数】人教版选修8【单元名称】Unit 3 Inventors and inventions【课时】第1课时【课型】Reading（阅读课）Section 1阅读课框架单1/ 92/ 93/ 9【本课时教学设计】4/ 9DELC 2获取新知识Step2Pre-Reading（读前）(6 mins)1. Teacher asks students a moral question and guide thestudents to skim the text and discuss with students what thevalue of such a website would be.（3 mins）T: Is it right for some members of society to get extra helpbecause they have a disability?S: (Group discussion and give answers)T: “Family Village” is a website offering the disabled acommunication opportunity in the Internet. Do you think itbeneficial to the disabled people?2. Teacher asks the Ss to predict the content of the text byinferring from the title and picture.（3mins）T: Please glance at the title and picture. Can you guess whatkind of information would be included in disabled students’story?(make a list on the board of possible topics)S: Make predictions.1. 关于残疾人是否应该得到更多的帮助这个话题的讨论为引入阅读文本的背景知识进行铺垫: 让学生更加了解这个网站的存在意义和价值。
高中英语《book8unit3Inventors and inventions》优质课教案、教学设计
教学设计Step 1. Warming UpAsk two questions to lead in the topic.1.Get Ss to discuss the difference between the inventions and a d iscovery and give a definition of them and give some examples of each category.2.Do a guessing game and discuss which is an invention and which is a discovery.(设计目的:通过问题层层深入，引导学生认识发明与发现的区别，激发学生学习兴趣为阅读教学作铺垫）Step 2. Pre-reading1. ask a question: if there were snakes in your yard, how would you like to deal with them?（设计目的:直接导入课文，让学生根据标题及课文插图对课文内容进行预测。
）Step 3. Fast reading1.Ask Ss to read the text quickly and try to get the main idea of the whole text. Suggested Answer:The text narrates the problem of the snakes and presents the pr ocedures of catching them and applying for a patent.2.Get Ss to divide the passage and work out the main idea for e ach part.Part I (Para 1): The discovery of the problem of the snakes. Part II (Para 2 ～3): The research on the approaches to solve th e problem.Part III (Para 4～6) : The attempts to catch the snakes.Part IV (Para 7～8): The requirement of getting a patent.（设计目的：要求学生快速浏览文章，概括出文章主旨大意，把文章分为四部分，并找出每部分的大意。
选八Unit3教学设计
Book8 Unit3 ReadingThe problem of the snakes教学设计I.Teaching goads:1.To learn about the useful words and expressions about inventions2. Comprehend the text and improve reading skills.3.To further develop the awareness of the importance of applying for a patent.II.Teaching methods:Guiding teaching and task-based teachingIII.Teaching aidsMulti-functional teaching equipmentIV.Teaching proceduresStep1. Pre-readingPurpose :To get Ss to be aware of the connection between inventing and the scientific process.1. Let Ss work in pairs and decided what the first and most important stage is to make aninvention.2. Ask Ss to finish the exercise of Pre-reading on P19 and then check the answer in pairs.Key:1 Finding a problem2 Doing research3 Thinking of a creative solution4 Testing solution5 Deciding on the invention6 Applying for a patentStep 2. Lead-inTo arouse Ss’ interest in learning about the difference between a discovery and an invention.What kind of writing style is the passage ? ___A__.A. narrativeB. argumentativeC. explanatoryD. imaginaryStep 3 Fast readingSkim the whole passage and get the main idea:The text narrates the p______ of the snakes and presents the p_________ of catching them and applying for a p______.Purpose: To get Ss to have a brief understanding of the textAsk Ss to read the text quickly and try to get the main idea of the whole text.Step 4 Careful readingGet Ss to divide the passage and work out the main idea for each part.Part I (Para 1): The discovery of the problem of the snakes.Part II (Para 2～3): The research on the approaches to solve the problem.Part III (Para 4～6): The attempts to catch the snakes.Part IV (Para 7～8): The requirement of getting a patent.Part 1Read the passage and answer the questions.What was the mother upset about?Part 2Prepared with some research findings, I decided1 ___ three possible approaches: firstly, removing 2 _____habitat; secondly, 3 __________(attract) them into a trap using male or female perfume or food; and thirdly, cooling them so that they would become 4 ______ (sleep) and could be easily caught. I decided to use 5 ____ last one.Part3 Make a dialogueAsk the students to make a dialogue by using the following expressions.Inventor:Hello, my name is…I want to apply for a patent for my inventionPatent officers:What is your invention？How can it be used for?How does it work? How much does it cost?What is it made of? Is it environmentally friendly?In what way is it different from others?Patent office (专利局) plays the role of deciding what is an invention and what is not.And only inventions can get patents and so be recognized and protected.Step 5 HomeworkWrite about a passage about how to apply for a patent.。
人教版高中英语 Boook 8 Unit3 Learning about language课程教学设
新课标人教版高中英语选修八Module8 Unit3 Inventors and inventions –Learning about languageWords and expressions词汇复习拓展教学设计1教学目标1. 语言知识(Knowledge objectives)复习巩固并拓展该单元重点单词:inventor, invention, invent,solar, mankind, leap, giant, private, failure, rely, likely, master, daily, aim, grasp, achieve, perfect, economic,arrange, develop, scientific词组:set foot in, have an effect on, come to life, rely on句型:It is likely that-clausesb./sth. be likely to do sth.It is likely that-clause2.语言技能(Ability objectives)1)灵活掌握单词的读音,拼写,意思,词性和用法.2)巩固学生使用该单元重点单词进行造句的能力,以及联句成章的写作能力。
3. 学习策略(Strategy objectives)学生能在一定程度上形成自主与合作学习、有效理解和信息处理的英语思维能力。
培养学生理解、积累并举一反三、灵活运用语言知识的能力。
4. 情感策略(Moral objectives)学生进一步了解科技的日新月异,增强世界意识;体验用英语交流的成功与喜悦,以及培养团队协作互助精神。
2学情分析该课程的教学对象为高三普通班的学生,他们已经具备适中的英语词汇量、发音能力和语言知识能力及运用能力。
他们之前已经学习过该单元的单词和短语句式。
本堂课为额外的词汇语言知识复习及能力拓展课程。
高中英语人教版选修8 教学设计 Module8 Unit 3
Unit 3 Inventors and inventionsThe First Period Warming up一．Aims:1. Teaching aims 教学目标：Help the students learn how to talk about inventions and discoveries.重点词汇和短语discovery, application, evaluate, presentation, alternative, messenger, get together,make a case for, add up2. Ability aims能力目标Enable the students to talk about information and different.二．ContentsStep I Ask the students to talk about the pictures with the tea cher’s help, and then discuss the first two questions.what is a discovery?What’s the difference between a discovery and an invention?Step II Work in pairs and talk about the three different things, telling them apart and giving reasons.1. Which these pictures show inventions? Does any of them show discoveries?2. Work out two rules that will help you decide what is a discovery and what is aninvention?Step III Go on with some other questions of this part.What modern inventions do you know? Describe them to your partner and how useful they are in life today.Step IV Work in groups of four to discuss the question: Suppose you are working for a mobile company. It is your job to suggest new ways of developing a mobile. In pairs discuss some new applications of a mobile. Make a list of the ones you like and that seem the most useful.Choose one you both like and think will be popular with other people.The Second Period Reading一．Aims:1. Teaching aims 教学目标How s to describe the problem of the snakes and what has been done by the writer to solve the problem.重点词汇和短语Patent, distinguish, product, power, perfume, cube, abrupt, abruptly, convenient, expectation, monitor, passive, criterion, valid, application, file, rod, call up, now and then, set about, in case 2. Ability aims能力目标Enable the students to describe the problem of the snakes and what has been done by the writer to solve the problem. Make them realize it takes steps to catch the snakes and it’s not easy to get a patent.二．Contents:Step I Ask the Ss to guess about the content of the passage from the title.Then ask the Ss to judge the right order of stages of inventions.Step II Get the Ss to comprehend the passage carefully and accurately, and then divide the text into several parts and work out the main idea for each paragraph.PartⅠ (Para.1) the discovery of the problem of snakesPartⅡ (Para.2-3) the research on the approaches to solve the problemPartⅢ (Para.4-6) the attempts to catch the snakesPartⅣ (Para.7-8) the requirements of getting a patent.Step III Ask Ss to go over the whole text again and analyze the text in details.Discuss the following questions:1.What are the writing techniques of this text?2.What’s the main idea of the text?3.What should we learn from this text?4.What’ the writing purpose of the writer?Step IV Comprehending: Finish the exercise1, 2, 3.The Third Period Language Points一．Aims:Talk about inventors and inventionsLearn about the stages used in scientific research二．Contents:Step I words and phrase1. Do you know the stages every inventor must go throughbefore they can have their invention approved?go through(1)经历(2)通过,成功,成交(3)审阅,检查(4)翻找,查看(5)穿过,通过Most families went through a lot in the war.2. I was researching into the habits of snakes so I could trap them in the easiest way.do research on /into /in... 从事, 进行, 做研究They are carrying out a research into the causes of cancer.They are doing research into electricity.3. when I called up my mother in the countryside on the phone.call up 打电话，使......回忆起I’ll call you up tonight (call sb. /ring sb. up )The old photo calls up memories of my childhood. (recall sth.)4. Snakes come near the house now and then.now and then 有时, 偶尔I see them now and then, but not often.5. Here was a chance for me to distinguish myself by inventing something that would catch snakes but not harm them.distinguish oneself 显扬自己, 使自己扬名。
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2.Make students use the Simple Past Tense well.
Aids
tape-recorder cards picture book
Teaching
Process
Teacher’s Activity
3Ask some questions according to this dialogue.
.Homework
1.Recite and act the dialogue freely. Then
tell the story to your parents.
1.sing together with the action
2.Revise some verbs with the simple past
.Leading-in
1.Tell the students this is a famous European fable. Find out if any of the children know the story.
2.point to each picture and elicit as much information as possible and understand the meaning of the teacher.
3.read and follow the tape with the action.
Students’ Activity
1.Greeting each other.
2.Review the sentences and dialogue:
There was a boy. He looked after sheep. The boy ran to the village“WoБайду номын сангаасf, wolf,”he shouted. They said.“Don’t tell lies!”
3.Play the tape again and pause for the class to repeat each sentence.
.Further Development
1.Encourage the class to act the whole story.
2.Let the Ss to tell the fable in turns.
Aids
tape-recorder cards picture book
Teaching
Process
Teacher’s Activity
Students’ Activity
Re-preparation
.Warming up and Revision
1.Play the tape-recorder and let student sing a song“at the factory”
Focus
1.Words: shout. wolf. once upon a time. look after. sheep. bored. village. everyone. field. Laugh. lie
2.Sentence pattern:①There was a boy. He looked after sheep.②The boy ran to the village. ”Wolf, wolf,” he shouted.③They said,” Don’t tell lies!”
Teaching Plan
Title
NSE Book 8 Module 3 Unit 1 He shouted, “wolf, wolf!”
Aims
1.learn a famous traditional story and tell the pupils to be an honest man
2.learn to tell something in the past
1.point to each picture and say the sentences together and do the action.
2.The children point at the corresponding picture and act out in pairs.
3.Listen carefully and answer the questions
Feed
Back
Teaching Plan
1. Enable the students read and understand this small story.
2. Review some sentences about the simple past tense.
3. Let somebody act the mouse, describe the story.
2.read together or row by row
1.Tell the story in Chinese.
2.Try to talk about the story in English and learn to say the new words in different ways..
1.Draw their attention to the picture story in their books. And listen and understand the dialogue first time.
2.Let the students talk about the story as they can and write new words on the board.
.Listening & Reading Activities
1.Play the tape
2.Play it again pausing after each sentence and perform a simple gesture to indicate the meaning, for example: bored, shouted, ran, angry, wolf, etc.