上海版牛津英语8AM1U3

8A Module 1 My Life
Unit 3 Trouble
The First Period Reading
Language Targets:
ing the simple past tense to write a diary.
ing the adverbs of frequency to describe the action..
ing formulaic expressions to organize a diary.
4.Learners can know how to help others in an indirect way. Language focus:
1. Vocabulary:
1) deal, trouble, argument, crowd, steal, hurry, afraid, ever, unusual,
purse, quietly
2) deal with, wait for, shout at, move through the crowd, stare at, hurry
aboard, happen to, hold out, be going on
2. Function: They stole my friend’s purse five minutes ago. Teaching aids:
1. A recorder, a cassette
2. Student’s book 8A page 39.
Teaching steps:
PRODEDURE CONTENTS METHODS PURPOSE
I.Pre-task
preparation
1.Daily talk
2. Name the things in
his sack that the
robber stole from the
people Topic；
What did you do last
Sunday?
Bob the robber stole
12 things from these
people. Can you name
the things in his
sack? Can you say who
he stole each thing
from?
Students
would like
to share it
with
classmates
and will
make the
atmosphere of
English.
Review the
3.Answer the questions.Example:
He stole a ball from
the dog.
What do you know
about…?
1.Have you ever been
on a ferry?
2.What number do you
dial to call the
police?
3.What is a diary?
4.Do you keep a diary?
5.What do you usually
6.write in your
diary?
7.How often do you
write?
simple past
tense and ask
students to
learn to
express
correctly in
real life in
English
Help
students know
something
about
diaries.
II. While- task procedure 1. Read the title and
the introduction on the
next page.
Topic: Dealing with
trouble
Introduction: Here is a
page from Paul’s diary.
Paul is writing about
an unusual thing that
happened to him one
day.
2、Learn the new words.
3、Learn the article.
Tell Ss to look at
the title,
subtitle and
pictures before
they read the whole
article, they can
get a general idea
of the topic.
Give a short answer to
the question below.
1．What do you think
Paul will write
about?
2．What is the man
doing with the bag?
3.Which person is
Paul?
Ask Ss to read the
text by themselves
and find out the
new words, and try
to guess the
meanings by
reading the words
around them.
Help Ss
understand
the article
easily.
This is part
of the skill
of
predicting,
It is good
for Ss to
make
intelligent
guesses
about what
might be in
the
article.
Develop the
skill of
guessing
and working
out the
likely
meaning of a
4. Look and think
5. Exercises D1: Help Paul to complete the letter to Kurt.
6. Exercise D2: Find the facts 1.Read the text
after the tape.
2..Read the text
together.
3. Match the
paragraphs with their
main ideas.
1. Read the text
together.
2. Ask students to
finish exercises
C1, C2, C3.
3.Have a check.
4.Work in pairs. Ask
and answer about
Paul’s diary. S1 asks
the questions and S2
tries to answer his or
her questions.
Later, Paul wrote a
letter to his
penfriend, Kurt. Some
words are missing
from his letter. Use
information from
Paul’s diary to
complete the letter.
Put one word in each
blank.
Work alone or in
pairs. Read Paul’s
diary again
to find the answers to
these questions.
word from
the study of
its
context.
Check the
understandi
ng of the
text.
.Train the
Ss’ reading
skills
.The
exercise
practices
using
different
forms of the
simple past
tense.
III. Post-task activity 1. Retell the story. Suppose you are
Paul’s father.
Retell the story.
To review
what they
have
learned
IV. Assignment Read and copy the
new words.
Workbook 8A, pages
11, 12, 18, 19 and
20. Go over the knowledge they have learned.
教学反思：
Second Period Grammar A
Language Targets:
1. Practise the simple past tense and adverbial expression.
2. Students can use the simple past tense correctly.
Language focus:
1. Vocabulary: jump over a stream, blow down your tents, carry guns
2. Forms of the simple past tense of irregular verbs.
Teaching aids:
1. A recorder, a cassette,
2. Students’ book 8A page 42
Teaching steps:
PRODEDURE CONTENTS METHODS PURPOSE
I.Pre-task
preparation
Daily talk Topic: A story
happened on the bus Let students become interested in this topic and make the atmosphere of English.
II. While- task
procedure
1.Introduce when to
use the simple past 1. Ask Ss when we
should use the
simple present
tense.
We can use the
Revise the
basic use of
the simple
tense.
2.The different forms of the past tense verbs.
3.Practise
4..Forms of the simple past tense
to refer to things
that happened in
the past.
Here are some
common time expressions, e.g.,
a minute ago,
yesterday, last
week/month/year.
1.Regular verbs:
1).We add -ed to
the past form of
most regular verbs
in positive
sentences.
2).We only add -d
to verbs that end
in –e.
3).We change the -y
to-i and add -ed to
some of the verbs
that end in–y.
4).Some verbs
double their final
consonants when
-ed is added,
Write the past
forms of the given
verbs.
Tips:
Verbs ending in a
vowel + y form the
simple past tense
by adding ‘-ed’,
e.g., enjoy ed,
stay ed.
We form the simple
past tense of
irregular verbs
differently. We do
past tense.
Let the
students
remember
the rules
and make
sure Ss
understand
them.
Help the
students to
remember
the tips.
Tell the
students we
use the
simple past tense.
5. Language Exercises Complete their conversation.
plete their dialogue by writing the verbs in brackets in the past simple tense. not add ‘-ed’.
We use the simple
past tense to make
positive and
negative sentences
like this.
We can use the
simple past tense
to ask and answer
questions like
this.
Structure
e.g.
I heard the
argument.
I didn’t hear the
argument.
Did you hear the
argument?
Yes, I did.
No, I didn’t.
Tips:The simple
past tense is the
same for all
persons.
Later, Paul told
his friend Julia
about the
theft. Here are
some of Julia’s
questions and
Paul’s answers.
Put one or more
words in each
blank. The first
one has been done
for you.
1、Last month, Leo
went on a school
camping
trip. Now, he is
showing Ling some
simple past
tense to
talk about
things we
used to do.
Examine
whether Ss
have
grasped the
simple past
tense.
Train the
students’
speaking
ability.
photos. Work in pairs and role-play Leo and Ling. Complete their dialogue by writing the verbs in brackets in the past simple tense.
2、Work in pairs. S1 is a police inspector. S2 saw a robbery in the Pizza Palace. S1 asks about the robbery with the verbs in brackets. S2 uses the pictures and the words given to answer S1’s questions.
III. Post-task
activity
Complete the
newspaper report. Work alone to
complete the
newspaper
report below. Use
the questions and
answers you gave in
C1.
Work alone or in
pairs to complete
the newspaper
report below. Use
the correct form of
the verbs in
brackets.
To review
what they
have
learned
IV. Assignment Workbook 8A, pages
23, 24, 25 and 26. Go over the knowledge they have learned.
教学反思：
Third Period Grammar B
Language Targets:
1.To use the adverbial phrases of time with the simple past tense to show
when something happened.
2.Students can use the simple past tense correctly.
Language focus:
1. Vocabulary: jump over a stream, blow down your tents, carry guns
2. Forms of the simple past tense of irregular verbs.
Teaching aids:
1. A recorder, a cassette,
2. Students’ book 8A page 43
Teaching steps:
PRODEDURE CONTENTS METHODS PURPOSE
I.Pre-task preparation Daily talk Topic:
On my way to school
Get students
interested in
the topic
II. While- task procedure
1.Introduction:
the adverbial
phrases of time in
the simple past
tense. We can use
the adverbial
phrases of time with
the simple past
tense to show when
something happened.
ing last
The word last
refers to the week,
month, year, etc.
before the present
one.
3. Using in, on or at
with time.
4. Using ago.
5.Practise asking
and answering
Write down the
adverbial phrases
of time in the
simple past tense
Last month,
On Saturday,
In 2005,
Ten days ago
Adverbial phrases
can go after or
before the main
clause.
Tips:
We don’t say ‘last
morning/afternoon
/evening’, but
‘yesterday
morning/afternoon
/evening’.
We use in, on or at
with time phrases.
Read the following
examples.
We do not use in, on
or at before these
words: every last
next this tomorrow
yesterday
The word ago refers
to a period of time
before now. It
always comes after
the time word(s).
Look at this
time-line and read
the questions.
Answer questions 3
and 4. Then in
Help Ss use
the adverbs
and
adverbial
phrases
correctly.
plete Paul’s diary by using the correct adverbial phrases. pairs, practise
asking and
answering six more
questions like
these.
Last Wednesday,
what was the date?
What was the day
six days ago?
What was the date
two days ago?
What was the day
four days ago?
Paul is reading his
diary. It is now 9
p.m. on
30 June. Complete
Paul’s thoughts by
using the correct
adverbial phrases.
The first one has
been done for you.
Examine
whether Ss
have
grasped
tthe
adverbial
phrases of
time of the
simple past
tense.
III. Post-task activity 1.Additional
exercises.
Use the simple past
tense to describe
what students did at
the past times.
1.Write the
following
adverbial phrases
on the board.
two hours ago
yesterday last
week
one month ago
2.Ask the students
to write what they
did at those times.
To review
what they
have
learned
IV. Assignment Workbook 8A, pages
26 and 27. Go over the knowledge they have learned.
教学反思：
Fourth Period Listening
Language Targets:
1. To learn to catch the main information you need while listening.
2.To describe a person’s appearance correctly.
Language focus:
1.Vocabulary: description, rather, baseball
2. Functions: It was black and brown in color..
He had quite long hair.
Teaching aids:
1. A recorder, a cassette,
2. Students’ book 8A page 45
Teaching steps:
PRODEDURE CONTENTS METHODS PURPOSE I.Pre-task
preparation
1.Look at the
picturre and answer
the question.
2.Review how to
describe a person’
s appearance. Question:
Who is the man in
the picture?
1.Do you still
remember what you
learned in the
LISTENING section
in Unit 1? When we
describe a person’
s appearance, what
do we usually talk
about?
hair colour, hair
length, hair
style, clothes…
2.Now, pretend
that you are Simon.
You are telling the
police about the
To motivate
the
students’
interest by
guessing
the
pictures.
Help
students to
know how to
describe a
person’s
appearance.
thief. Think about what you will probably say.
II. While- task
procedure
1. Listen to the
recording. Complete
some notes of
descriptions of the
other two thieves.
2. Find the two
thieves in the line 1.Now you are going
to complete some
notes of
descriptions of
the other two
thieves. What
should you do when
you need to
complete the notes
of descriptions of
people?
2.Listen to the
recording. You
will hear one of
the women, from the
story on page 39,
talking to a
policeman. She is
describing the two
other thieves.
Listen carefully
and complete the
descriptions below
by writing one word
in each blank.
Thief A: Thief B:
Age:
Height:
Build:
Hair:
Clothes:
Shoes:
Let
students
learn to
take notes
while
listening.
Develop the
students’
listening
skill.
of people below according to the descriptions. Now use the descriptions in A to help you find the two thieves in the line of people below. Circle the correct numbers.
III. Post-task
activity
1.Finds out the
suspect.
2.Describe one of
the your
classmates. Work in pairs. S1
describes one of
the other suspects
and S2 takes down
the notes and finds
out the suspect.
Now, describe one
of the your classmates, then
let others guess
who he or she is.
To motivate
the
students’
interest by
guessing
the
pictures.
IV. Assignment Workbook 8A, page
27. Go over the knowledge they have learned.
教学反思：
The Fifth Period Speaking
Language Targets:
1. Learn three pronunciations related to the past tense forms of verbs.
2. Be able to say the sentences with correct intonation .
3. Introduce a historical figure usinthe grammar learnt in this unit. Language focus and difficult points:
1. Three different ways of pronouncing the past tense forms of verbs.
2. Vocabulary: mend downstairs India press the button
Teaching Aids:
1. Student’s Book 8A page 46.
2. Multi-media
PROCEDURE CONTENTS METHODS PURPOSE
I.Pre-task
preparation Revision
Review three forms of the
simple past tense of
regular verbs
Help students to
learn the following
better.
II.While-tas
k procedure
A: Talk time
A1. /t/, /d/
or /Id/
Read and
compare
A2: Read the
sentences
correctly. There are three different
ways of pronouncing the
past tense forms of verbs.
Practise saying the
following verbs. Try to say
the endings correctly.
/t/ crossed helped
laughed pressed
asked
/d/ agreed realized
carried turned used
/Id/ ended needed
started
lifted visited
Tips：When the verb ends in
a
/t/ or /d/ sound, the /Id/
sound is added as an extra
syllable.
1、Listen to some verbs in
their past forms.Write them
in the correct columns.
2、Summary.
Show the rules for
pronouncing simple past
(and past participle)
endings.
3、Pronounce the endings of
Students practise
speaking skills and
learn more skills of
speaking
A3. Work in pairs these words. Write /t/, /d/
or /Id/ in the blanks.
1listen ed
__________
2like d
__________
3want ed __________
4hope d __________
5start ed __________
6chatt ed __________
7finish ed
__________
8organize d
__________
9stopp ed __________
10raise d __________
11walk ed __________
12turn ed __________
4.Listen and say these
sentences.
She pressed the button.
She lifted it up.
She carried it downstairs.
1.Write the examples on the
board:
Did she switch it on?↗
Yes, she switched it on.
↘
2.Ask Ss to repeat them.
3.Tell Ss to make their
voice rise of the end of the
questions and fall at the
end of the answers.
Let the students
use the rising and
falling
intonation
correctly.
III.Post-tas k activities B.Speak up 1.Imagine you are a famous
person in history. Say four
or five sentences about
yourself to the class but do
not tell your name. After
you have finished speaking,
ask the class to guess your
name. Use the clues below to
help you.
Ss practice
speaking English
and it can arouse
their interest.
2. Ask the class to guess
your name.
教学反思：
The Sixth Period Writing Language Targets:
1. To finish Judy’s diary by using correct verbs and other words.
2. To use the simple past tense to write a diary.
3. To express their own ideas in English fluently.
Language focus and difficult points:
1.The simple present tense.
2. Vocabulary: helicopter, out of, up to, climb up
Teaching Aids:
1. Student’s Book 8A page 47
2. Multi-media
PROCEDURE CONTENTS METHODS PURPOSE
I.Pre-task
preparation
1、Daily talk
2. Have a
discussion. Talk about what you saw
yesterday.
Read Paul’s diary on page 39
again. The introduction
section says that Paul is
writing about an unusual
thing that happened to him
one day.
Discuss:
What is the unusual thing?
Review the simple
past tense and
practise the
students’ speaking
ability.
Let the students
express their own
ideas in English.
3.Learn how
to write diaries.We are going to learn to write
diaries in this lesson. Can
you answer the following
questions about diaries?
1.What is a diary?
2.What do people usually
write in their diaries?
3.What tense do people
usually use when writing a
diary?
Help students learn
more about writing
diaries.
II.While-tas k procedure 1. Look at
the picture
and answer
the
questions
2. Complete
the
sentences by
using the
pictures and
the words in
the boxes.
Before we write our own
diaries, we are going to
complete an entry from Judy’
s diary. Look at the picture
on the right and answer the
two questions below.
1.Who came in the morning?
2.What did he give to Judy?
Now you are Judy. Every day
you write a diary. Yesterday
was your birthday, and you
saw a robbery.
Work in pairs. Complete the
sentences by using the
pictures and the words in the
boxes. Remember to put the
verbs into the simple past
tense.
Work alone complete Judy’s
diary entry for
yesterday.Ask Ss what Judy
did in each picture,
meanwhile, read the words in
the box on page 45.
Learn to write some
sentences by using
some key words with
the help of the
pictures.
III.Post-tas k activities 1.Work alone
to complete
Judy’s diary
entry for
yesterday.
Look at Judy’s diary and
complete the table
Students will
practise writing
skills by learning
2.Students work on their own to write their diaries..
1、What happened to you last
Sunday? Use the questions to help you. Then write your own diary. Remember to use the simple past tense. What was the date last Sunday? In the morning … At noon …
In the afternoon …
In the evening …
2、Read it to the partner after having finished. Then ask him/her to correct it.
how to make an article better
Train the Ss ’ writing skills and practise the simple past tense.
V.
Assignment
Workbook 8A, pages 29 and 30.
教学反思：
The Seventh Period More Practice
Language Targets:
1. To learn some funny side of police work.
2. To be able to collect information and find the imformation about funny side of police work. around you.
3.To express their ideas in English fluently.
Language focus and difficult points:
Vocabulary: admit, arrest, case, customs, rare, refund, release,
smuggle, teller
Teaching Aids:
1. Student’s Book 8A page48
2. Multi-media
Teaching steps:
PRODEDURE CONTENTS METHODS PURPOSE I.Pre-task
preparation 1、Learn some new
words about
criminals. A.These people are
all criminals. Match
the names with the
crimes in the
pictures Use a
dictionary if
necessary.
Students
will know more
about the
criminals. It
will make the
students
become
interested in
the learning.
II. While- task procedure 1.Show the
introduction, the
title and the pictures,
Title:The funny
side of police work
The introduction：
Paula wanted to write
an article about the
funny side of police
work for her school
newspaper. She
interviewed Detective
Smith and he told her
these stories.
2.Listen and read the
stories.
1、Try to answer these
questions.
Who told these
stories?
What is his job?
2、Explain what the
title means.
Think: What do you
think these stories
will be about?
1、Find these words in
the passage and work
out their meanings.
customs released
smuggle teller
refund rare
2、Use the following
words to complete
these sentences.
The words should have
the same meanings as
Try to
arouse the
students’
interest of
speaking
English.
Help the
students to
understand
the new
words
better.
3.Look quickly through the three stories on page 48 again to find answers to these questions.
4.Answer these questions. those in brackets.
Write the correct
letter for each story
in the blanks.
In which story (A, B,
or C) did ...
1）.some birds sing a
song?
Story _______
2）a robber give a
teller his address?
Story
_______
3）.the police arrest
a man by mistake?
Story
_______
In Story A, why did
Detective Smith
arrest the man?
In Story B, where did
the man go after the
robbery?
In Story C, what do
you think happened
after the birds
started to sing?
Check how
much the
students
understand
the funny
side of
police
work.
III. Post-task
activity Have a discussion. 1.What do you think
of police work?
2．Tell us some
funny side of
police work you
have known.
To show
students’
own ideas
about funny
side of
police
work.
IV. Assignment Retell the stories. Go over the
knowledge
they have
learned.
实用标准
教学反思：文案大全。