中考总复习8a unit 3《a day out》教案与学案一体化

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牛津英语8AUnit3Adayout教材分析及十课时教案

初中牛津英语教材分析8A Unit Three一、教材分析本单元的主要话题是度假旅游。

开篇通过Eddie和Hobo这两个卡通人物妙趣横生的对话，引出“爬山”这一旅游方式，为后面的主题讨论埋下伏笔；随后介绍了国外一些著名的旅游景点，引出了本单元的主要话题。

阅读部分向学生介绍了私人信件的书写方式，信中非正式的语言描写了Linda去北京世界公园旅游的一次经历，并表达了旅游之后的感受。

词汇部分介绍了北京的名胜以及在那里可以进行的活动，还介绍了到北京名胜的交通方式。

语法部分包括三个内容，通过故事的发展呈现出来，A部分通过讨论学生去的游览地方，介绍了and, but和or的用法；B部分在关于去南山郊游的对话中介绍了带to的不定式的用法；C部分是一个漫画故事，讲述了去南山游览的过程中发生的一件事，在此语境中学习反身代词的用法。

综合技能部分展示了一份学校某一次活动的海报，海报后还设置了一个时间表，提供了时间和对应的活动安排，学生可以来检查他们从阅读文章和听力材料中获取的信息是否正确，还可以运用表示提建议和作安排的语言来组织一次活动。

学习技能部分介绍了事实与观点的区别，要让学生了解说服他人要会运用语言来表达自己的观点，在广告、新闻、信件以及报告中常把事实和观点结合起来。

中心任务部分主要围绕制定旅游计划展开，让学生根据相关信息制定旅游计划。

检测部分主要检查学生对所学语法内容的理解和运用情况。

二、总体目标通过讨论度假旅游及相关的故事，即学习and, but和or这些连词的用法及不定式和反身代词的用法，又了解国内外一些著名旅游景点，特别是北京的名胜古迹，培养学生热爱自然、热爱祖国的情怀。

同时，通过词汇的学习、综合技能的训练、学习技能的了解和任务的完成，使学生在各个方面的能力得以提高。

三、教学重点难点A: 重点1、学习制定和交流自己的假期旅游计划、2、学会使用and, but和or理解句子；3、正确使用不定式；4、掌握反身代词的用法。

牛津初中英语 8A Unit 3 A day out (说课稿)

牛津初中英语 8A Unit 3 A day out （说课稿）[ 2009-2-27 13:34:00 | By: smj123 ]9推荐牛津初中英语8A Unit 3 A day out （说课稿）教学目标：1. Demand the Students to master the building with its city and country on the back of the postcards.2. To get the main idea of Linda’s letter to her mother about the trip.3. To master the Grammar “verbs+ to-infinitives.教学重点难点：1. 熟知并能用英语流利地介绍各国著名的标志性建筑物，了解各国标志性建筑物的有关知识，激发学生学习英语的兴趣及运用英语交流的热情，使学生在学习中建立自信，提高学生参与语言活动的积极性。

2. 了解本单元中的一个语言点---动词的不定式，通过练习学会运用。

教学媒体的运用：新课标倡导学生是学习和发展的主体，而牛津英语这套教材有一定难度，单讲语言点又比较枯燥，因此如何在一堂语法课中吸引学生的注意力，激发他们的好奇心、求知欲及充分激发学生的主动意识和进取精神就成了关键。

所以我在教学过程中充分利用多媒体直观教学手段，将信息技术和学科相结合，营造轻松、活泼的课堂气氛，有张有弛，循序渐进，引导学生积极主动地投入到学习活动中去。

教学步骤：1．复习上一课的重点：形容词的比较级和最高级（以说、写为主）→拓展练习。

2．激情导入：听录音课文开头的小对话以及学习跟读Flash中的一首诗歌，用直观、形象、与学生互动的手段来教授，使教学内容更贴近学生的生活，激发学生的学习兴趣，提高学生参与语言活动的积极性。

3．Reading Know the main idea of the passage and master the useful expressions and phrases.4. Grammar 动词不定式的三种特殊用法用三个flash 分别讲解，避免了语言点的枯燥和难懂，增强了学生对知识的理解和记忆。

8A《 Unit 3 A day out》教学设计-优质教案

3. Check and ask some students to read the invitation letter.
4. Go through the useful expressions.
5. Read together.
设计说明：Try to let students be familiar with the information about the plan for a day out.
plete a passage about planning a day out .
4.学习重点难点
Key words and some phrases.
Learn to plan a day out and improve writing skills.
5.学习评价设计
1. To learn to make a plan for a day out..
3. Ask the students to make a plan for their trip.
4. Write an invitation letter according to their plans.
5. Invite some of the students to show their letters.
Help students to learn some useful expressions.
Step 4Writing
1. To learn different parts in the invitation letter.
2. Linda will go back to the USA. We will invite her to visit our hometown Zhenjiang.

中考一轮复习 8A unit 3 A day out 学案

A. slices of B. slice of C. slices
( ) 5. We ___ peanut before we eat them. A. eat B. hit C. peel
( ) 6. He often ____ the TV and watches the news when he comes home.
A: ___________________________ B: Yeah. I can show you the photos.
A: Good. _______________________ B: On my next day off, I will go for a drive.
A: ______________________________________
A. opens B. turns on C. turns off
( ) 7. _____ the bananas and yogurt in the blender. A. Put B. Put in C. Take
( ) 8. How do you ___ a kite? A. smell B. make C. taste
B: OK. Finally, turn on the blender. This is going to taste
选择
( ) 1. Finally, _____ all the ingredients in the blender. A. mix up B. mixo you want? A. money B. shoes C. moneys
睡过头______________休息，不工作________________一天结束时________________开车兜风________________停止做某事____________停下来去做某事______________参加_________________把倒入_________________切碎_____________

中考总复习8aunit3《adayout》教案与学案一体化

启东市双鹤学校英语教案与学案Free talk( Review Reading)(After one student finishes , the others can think about if they can help her/him.)StepII. Presentation语法指南l.with one's support "在某人的支持下，" without one's support.“没有某人的支持下，”①没有他的帮助，我们无法按时完成了工作。

_________________________________________________ Read,②在你的支持下，我作了这个决定。

understand,and 2. at the beginning常常跟of短语连用，表示"在…..开始时"，practice与at the end of相对应，表示“在•••.结束时”。

如：at the beginning of the trip/ the meeting/the film/the play 在旅途 /会议 /电影 /演出开始时at the end of the trip/the meeting/the film/the play 在旅途 /会议 /电影 /演出结束时▲in the beginning 意为“起初” =at first ,▲其反义词为in the end (= at last),意为"最终”。

如：起初我发现汉语难学。

_____________________________________________3. ①places of interest意为"名胜”，即旅游胜地。

interest是不可数名词，不与冠词连用。

长城、颐和园是中国的名胜。

The Great Wall, Summer Palace are②from all over /around /across the world 意为“来自世界各地”我们的朋友遍天下。

8A Unit3 A day out 单元整体教学设计

8A Unit3 A day out 单元整体设计本单元的七大板块部分基本上都围绕“A day out”这一话题展开，语言技能和语言知识都是依据这一话题而设计训练的。

这一话题非常贴近学生生活实际，学生会非常感兴趣，因此在教学过程中，应充分调动学生的积极性，鼓励学生大胆开口，运用英语表达外出旅游的感受，通过对话交流自己的一些旅游心得，帮助学生拓展课外知识，更好地了解世界。

Welcome板块通过卡通漫画导入本单元的话题“A day out”，是以非常逗笑的方式引出外出旅游的话题。

这一课时要求学生掌握相关的重要词语和主要的句式“What are you going to do?”Reading板块学生通过Linda写给她妈妈的信，学习大量的词汇、短语及相关表达；同时了解一些著名城市和景点。

在这一课时中，学生要学会运用正确的阅读方法来提高自己的阅读技能，提高阅读速度，快速找出关键词，了解中心大意，全面提升自己的阅读水平。

Grammar板块要求学生会使用“(not) as + adj.+as”结构来比较两个人或事物以及让学生掌握反身代词的用法。

Integrated skills板块主要通过出示图片，播放录音让学生根据上下文以及关键词了解课文的主要内容。

学会如何听取细节，提炼有用信息，学会如何向他人提出建议。

本课时重点为听，说技能训练。

Study skills板块主要介绍了一些构词法的常识，让学生了解并掌握一些通过加后缀-ful 和-less构成的单词。

Task板块通过计划一次外出郊游，旨在训练学生的写作能力。

在这一课时中，要求学生能识别关键信息，选择、组织并呈现信息。

学会写信邀请朋友外出郊游。

旨在训练学生的写作能力，培养他们综合运用英语的能力。

本单元的教学目标---从总到分1 了解国外著名城市和景点，并掌握相关的词汇及句式。

2 通过简单对话和同伴交流自己的假期旅游计划。

3 理解事实与观点的差异，学会陈述事实并表达观点。

8A Unit 3 A day out 教案

Unit 3 A day out. 教案Welcome to the unit教学目标:知识目标:Introduce some well-known places in China and around the world.能力目标:Activate existing knowledge of the world and identify names of places and countries. 情感目标:Get to know some famous places.教学重点与难点：Words: ourselves greetings foreign cityPhrases: come on coffee shop the Opera House the Eiffel Tower the White house as high as…Sentences: What are you going to do?I’m going to exercise.You need to exercise and keep fit.Come on. Let’s enjoy ourselves.教学过程:Step 1 Lead-inWatch a video.Step 2 Learn some phrases.1. be going to do 将要做……2. come on 来吧；赶快3. keep fit = keep healthy4. as high as… 与……一样高5. enjoy oneself 玩的愉快= have a good/great/wonderful time= have funStep 3 Comic strip1. Listen to the conversation between Hobo and Eddie and answer the questions.1. Is Eddie really going to climb a hill to exercise?2. What does Hobo think Eddie should do?2. Read and act.Step 4 Do you know these famous places of interest?1. Show some places.2. Watch a video and answer some questions.Step 5 Do you have a good memory?Where are these places in?Step 6 Make up new dialogues.A: How long is the Golden Gate Bridge?B: It's very long, about 1.7 miles.A: How wide is the bridge?B: It's 90 feet wide.Step 7 Do exercise A and B on Page 31.1. Amy and Simon are reading some postcards from their friends. Read the back of the postcards and match them with the correct pictures. Write the correct letters in the boxes.2. Simon searched on the Internet for some information about places of interest around the world. He is answering Amy’s questions. Work in pairs and talk about the places you are interested in. Use the conversation below as a model.Step 8 Work in groups.Show your partner some interesting places.Step 9 Homework1. To design a postcard after taking Eddie and Hobo to visit a place of interest.2. Try to complete this table to evaluate (评价) your English study.课后反思：学生学习并了解一些世界各地的标志性的建筑物以及所在的国家，学生的学习情况比较好，学习的兴趣较高。

牛津译林版英语新8AUnit3-Adayout教学案

2 What does Hobo think of it ?
3 Is Eddie going to climb a real hill? 听 Hobo 与 Eddie 的对话，Pay attention to them(见课件)
Watch the dialogue. Practice reading the dialogue. Act it out. 任务五:Tell a story about Eddie with the help of some sentences.
(1) Where did Linda go?
(2) Who did she go with?
(3) How long was the journey?
(4) Did she enjoy the journey at the beginning?
(5) How many models are there in the park?
Ss: Beijing、Shanghai--T: Yes, they are beautiful cities. T: What places of interest do you know? Ss: The Great Wall、Shui Hui Park、Long Life Garden--T: What places in the world would you like to go? Ss: the USA、the White House、England、Harbour Bridge--T: Yes, they are some foreign countries and places of interest in the world. T: How can we go on a trip? Ss: By bus、by plane、by boat/take a boat.

8A-Unit3-A-Day-Out-整单元教案设计

8A Unit 3 A Day OutPeriod 1 Comic strip and welcome to the unit Teaching aims:1. Introduce some well-known places in China and around the world.2. To activate exciting knowledge of the world and identify names of places and countries.3.To express the feeling of love to our countries.Teaching difficulty:Some useful words and expressionsTeaching Process:Step One: Lead-inAsk Ss the following questions to draw their attention to the topic in this lesson.Do you like listening to the song?But can you tell me what the man want to do in the song?Can he do that? (No)Why? (Because when he has momey, he doesn’t have time;When he has time, he doesn’t have money.)So what a pity!Do you like traveling? (Yes)But do you have time/money now? (No)So we can’t go to Guilin, either.Step Two: PresentationBut never mind, boys and girls! Some of us are traveling now.Look! Would you like to go with them? (Yes)You can choose one and go with her/him.Where are you now?T: 1. What is it? (It’s the Mount Fuji.)2. Where is he? (She is in Japan.)3. What’s the capital? (Tokyo.)Show some pictures to tell students about some places of interest.( I’m in London now. Look at the Big Ben. How tall!)(I’m in China now.Let’s go to the Tian’anmen Square first. Then climb the Great Wall.)(I’m in Paris now. I would like to visit the River Seine and the Eiffel Tower. Let’s go!)(I’m in Australia now. I will walk on the Harbour Bridge enjoy Beijing Opera in the Opera House. Look! How beautiful!)(I will go to the White House to meet Obama. He is the president. I’m a little nervous.)Step Three: Learn and read:Read all the words on the blackboard and try to spell the words.eg. the H_ _ bour BridgeRead tnem and remembet them! 30 seconds!Step Four: Exercise :Match the pictures, cities and countries.the Opera House Syndey Australiathe Eiffel Tower Paris Francethe White House Washington the USA…Step Five: Listen and answer:Do you know how long the Golden Gate is?Listen to Amy and Simon and try to find the answer.Do you know sth else about the famous places?Make a dialogue with your partners, like Amy and Simon. Step Six: Read and answer:Exercise:Who is the postcard for?Who wrote the postcard?Where is he now?Where did he visit?How did he take the trip?Leo → AmyThis time, two boys read it.Let’s see who can read it better, boys or girls?30 seconds to remember it!Exercise:Leo goes to the Eiffel Tower.The tower is by the River Seine.They will go to the interesting place this afternoon.Jane → SimonThis time, let’s read it together.Read it by yourselves. 30 seconds!Exercise:Jane saw the White House yesterday. (F)The president of the USA lives in the White House. (T) The White House is a bridge. (F)Simon is in the USA now. (T)The White House is in England. (F)Step Seven: Practice:Very interesting!So I think you can remember all the places now, right?But just look at me! Can you also say out the places? the Harbour Bridgethe Opera Housethe Eiffel Towerthe River Seinethe White HouseBig BenTian’anmen SquareMount FujiStep Eight: Language points:1. What are you going to do , Eddie ? Eddie, 你打算做什么？●be (am, is , are) + going to + 动词原形：一般将来时，表示打算或计划做某事。

8AUnit3Adayout复习学案教学设计

8AUnit3Adayout复习学案教学设计Teaching design of 8annit3adayout review pl an8AUnit3Adayout复习学案教学设计前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。

英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。

本教案根据英语课程标准的要求和针对教学对象是初中生群体的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。

便于学习和使用，本文下载后内容可随意修改调整及打印。

初三英语组复习学案（8a unit3）一、词组或短语序号chineseenglish1外出一天a day out2爬教学资源，完全免费，无须注册，天天更新！山climb the hill / mountain3需要锻炼need to exercise4保持健康keep fit / healthy5乘船进行一次旅行take a boat trip = have a trip by boat6在河边by the river7美国总统the president of the usa8白宫the white house9一次去……（地方）的旅行a trip to …..10世界公园the world park11参加……活动join in ……（主要用于小型活动）= take part in……（主要用于大型活动）12起初；在开始in the beginning = at first最后in the end = at last = finally13在……的开始at the beginning of…在……的末尾at the end of…14在学校大门口at the school gate15感到恶心feel sick16交通拥挤a lot of / much / lots of traffic17上….车（公共汽车，火车等）get on …..下….车get off …..18到达arrive at / in = get to = reach19不再not…any more = no more不再not…anylonger = no longer20名胜古迹places of （great） interest a place of （great） interest21遍及全世界all over the world22歌舞游行a song an教学资源，完全免费，无须注册，天天更新！ d dance parade23自学某事teach oneself sth. = learn sth. byoneself（我）自学英语teach myself english = learn english by myself24制作主页make a home page25制定……的清单make a list of…..26由……制成（看出材料）be made of 由….制成（看不出材料）be made from27亲自for oneself = oneself28看一看……take a look at = have a look at = look at…29回来return = come/go back归还return = give… back30欣赏精彩的北京京剧enjoy wonderful beijing opera31红色枫叶the red maple leaves32沿着湖慢慢的散步walk slowly around the lake 33感受老公园的美feel the beauty of the old park 34呆在家stay at home = stay home35了解更多关于…….learn /know more about……. 36在下半场in the second half37去骑马go horse riding38拍…….的照片take photos of ……39有了你的支持/在你的支持下with your support40每人10元10 yuan per person41写下，记下….write …..down （代词放中间）42为我们的队喝彩cheer for our team43举行；发生take place = happen44打进决赛go to the final = be in the final45暗自保守秘密keep one’s secrets to ones elf46奋力向岩石上爬pull oneself up on the rocks47玩捉迷藏play hide-and-seek48伤了自己hurt oneself49给某人看某物show sth. to sb. = show sb. sth.50来吧，快点, 加油come on51在….前面（外部）in front of在…..前部（内部）in/at the front of52人民英雄纪念碑the monument to the people’s heroes53一个接一个地方旅行trav el from one place to another54常见的一些动词后跟动词不定式plan to dosth./decide to do sth./agree to do sth.choose to do sth./prepare to do sth.want to do sth./hope to do sth./learn to do sth.55收拾我的行李pack my bags二、重点句子及句型：★★1.kitty’s teacher mr wu invited me to join in their school trip to the world park.2.the trip from kitty’s school took about two hours by coach.3.eiffe l is made of metal and really tall. 艾菲尔铁塔是由金属制成的，而且确实高大。

教案8A_Unit_3__A_day_out

8A Unit 3 A day outTeaching aims and demands:e vocabulary to identify and describe well-know places in Beijing and around the world.e nouns/noun phrases to talk about means of transport.e …and‟/‟but‟/‟or‟ to join ideas together.e ver bs and …to‟-infinitives together.e reflexive pronouns when the subject and object are the same person.e formulaic expressions tp make suggestions and arrangements for a trip.Welcome to the UnitWarm-up activities1 Review some keywords and phras es such as …exercise‟climb‟,‟keep fit‟ and …enjoy‟. Ask students to look at the pictures and read the conversation between Eddie and Hobo.2 Try to elicit from students the funny aspects of the comic strip. Allow students to express their feelings.Ask two more able students to role-play the conversation in front of the class. Presentation1 Divide the class into groups of three. Set strict time limit of 1-2 minutes. Each student in a group reads one of the postcards in Part A. Ask students to underline the names of places mentioned in the postcard and add the names of the city and the country.2 Encourage each student to take turns to explain the postcard to the other students in the group. Then students match the pictures to the text on the postcards on their own. Check answers in class.3 Ask students to do Part B on their own, and then check answers with their partners. Check answers in class. Elicit sentences from students such as The Opera House is in Sydney, Australia.Language points1. need to do /need sth. /need doing sthWe need to do our homework every day.He doesn‟t need to do housework by himself.I need some help.The blackboard needs fixing. It is broken.2. keep fit =keep healthy 保持健康The old man exercises every day and keeps fitKeeping fit is very important for everyone.3. enjoy oneself=have a good time=have a great time =have a wonderful time 玩得很开心，过得很愉快Did you enjoy yourself in the World Park yesterday?The children are enjoying themselves in the park.4. take sb to swh带某人去某地His father takes him to the cinema twice a weekWould you like to take the visitors to the museum?.5. past/passHe went past my house yesterday ,but he didn‟t come to see me.He passed the English exam ,didn‟t he?6. a beautiful building with a big garden and many trees一幢绿树环绕带有大花园的美丽建筑I live in a house with many trees and flowers.Homework1 Learn the language points by heart.2 一课三练P.253 Preview the Reading Part.Reading 1Teaching aims and demands:Ⅰ. New words: mom, invite, beginning, coach, city, highway, sky, metal,interest, real, amazing, parade, himself, home page,yourself/yourselvesⅡ. Key points: to cultivate the Ss’abilities of obtaining and processing information in practiceⅢ. Teaching difficulties: to improve the Ss’reading skillsⅣ. Teaching methods: task-based approachⅤ. Teaching tasks:1. to develop the Ss‟ reading abilities2. to get the Ss to talk about the place of interest they want to visit best3. to get the Ss to learn sth about the places of interest and to make them love our world and study hard to make our world more beautifulⅦ.Teaching aids: tape recorder, tapes, CAI(powerpoint)Teaching procedures:Ⅰ.Warm-up ＆lead-inShow some pictures to let the Ss guess where I am.Ⅱ. Pre-readingTell the Ss I don‟t have enough time to travel around the world. What shall I do? ( Go to a world park just like Tao Lin did.)Tell the Ss the tasks of this lesson:1. to talk about the place of interest we want to visit best2. to learn sth about the places of interest and love our world and study hard to make our world more and more beautifulMini dictionary: Learn some new words. Get the Ss to match the new wordswith their English meanings. Explain the words simply.Ⅲ. While-reading1. ListeningNow, let‟s listen to the tape. After you listen to the tape, please answer my question, How did Linda feel yesterday? Help the Ss to answer. ( Get the Ss to match the sentences.)Listen and read the letter together. Then put the pictures in the correct order! Check the answers.2. ReadingSs read the letter by themselves. Get the Ss to ask and answer questions in pairs. Havea competition between boys and girls. Then ask the Ss to Fill in the form.3. Role-playSuppose you are Linda, retell the day out to the World Park according to the form. Work in pairs. Get some Ss to retell it.Ⅳ. Post-readingDiscussion (Group work)Divide the class into several groups. Have a discussion in groups. Show the Ss somepictures. Each group chooses a picture to talk about the place of interest you want to visit best.1) where to go 2) when to go 3) how to go4) why to go 5) what to see 6) how to feelEach group chooses a student to give us a report.Ⅴ. Sum-upFrom this lesson, we have learnt how to talk about the place of interest we want to visit. We also learnt sth about the places of interest So we must love our world and study harder to make our world more and more beautiful.Ⅵ. Homework1. Finish the exercises on the paper.2. Write a letter to your close friend to tell him/her your pleasant trip to a place of interest.Reading 2Step1 ResivionWe know Linda went to the World Park with the Class 1, Grade 8 students.Then Daniel made a home page. There are a lot of photos on it.After the trip, Linda also made a home page.Step2 Presentation1Look! This is Linda‟s home page. Is it n ice? What can we find on it?What does Linda think of the trip?Did she feel sick all day?So she changed her feeling on the trip. Let‟s see how he feeling changed.Look at these faces. They show Linda‟s different feelings.How did Linda feel?2 These li nes show Linda‟s feelings and different placesAsk and answer in pairs: How did Linda at the school gate?Where did Linda feel sick?Why did Linda feel sick?Linda felt tired after the trip but she still felt happy, because she went to the World Park.Who invited her?Step3 Language points1 Mr. Wu invited her to join in their school trip.After the trip, what should Linda say to thank him?Talk about invite sb to do sth/a placeLinda‟s birthday is coming. So she will invite her friends to come to he r party/her home.What would you like to invite your friend to do?Where would you like to invite your friend?Mr. Wu invited Linda to the World Park.. Where did they meet? How did they go there?What would you like to invite your friend to do?Where would you like to invite your friend?Mr. Wu invited Linda to the World Park.. Where did they meet? How did they go there?2 What else can we take if we have a trip?How long did the trip take Linda by coach? (Sth/It takes sb some time to do sth) Can you us e “it” to rewrite the sentenceHow do you go to school every day? How long does it take you to go to school? What can we know? (It takes..)How did you go to school this morning? How long did it take you to go to school? Now let‟s talk about Kitty‟s tri p first.(a form)How did …? How long did it take …to … by…?( It takes…)The trip took Linda two hours to the park. Where were they after two hours?3 They were at the gate of the World Park. We can say they arrived at the World Park. (arrive at a place) Here we use …at‟. Can we use …They arrived in the World Park.‟When we talk about a country or a city, we use arrive in (Nanjing/China)When we talk about a road, a park, a bridge, we use arrive at (Zhongyang Road)So which place is smaller? (the first place)We also have another two phrases to describe the same meaning.get to a place, reach a place (There‟s no preposition after reach.)Can you remember how to use them? Let‟s have a try to fill in the blanks with the phrases above as many as you can. See how many phrases can you use in each black. They arrived at the World Park. Did they feel sick at that time?4They didn‟t feel sick any more. (not … any more)There are some sentences. Try to complete them using not … any moreFor example: It‟s cold today. But I wear warm clothes, so I don‟t feel cold any more. What about others? What don‟t they do any more? Try to give me more suitable sentences to complete each one.Discuss with your partner.Amy drank water in class. Now she doesn‟t drink in c lass any more.What about you? What don‟t you do in class any more?You do better in class than before.Why don‟t we do that do that in class? Because we should listen carefully.There are a lot of useful knowledge and interesting things for us to learn in class. Such as English class, right?Let‟s go back to Linda‟s home page and see some more interesting pictures.5 What are they? Where are they?Are they famous and interesting? So we call them places of interest(a place of interest).What other places of interest do you know?So we have many places of interest in the world. And they are all interesting places. Many people are interested in them.Are you interested in the pyramids/the Golden Gate Bridge? (Yes, I am interested in …)Do you think they are interesting? ( Yes, they are interesting.)So we are interested in them because they are interesting.What subject are you interested in? Why?What is Eddie interested in? (sleeping and eating)Now do you know the differences between interested and interesting?Now Eddie and Hobo are talking about sports?Complete their dialogue6 We have other adjective groups like interested and interesting.(excited/exciting, bored/boring, amazed/amazing) They also have different meanings. Do you know how to use them? Have a try.Fill in the sentences with the right adjectives.You are so clever. Because you can teach yourselves how to use these words.7 Daniel is also clever. Because he taught himself how to make a home page.teach oneself/learn… by oneselfCan you rewrite it?Show some pictures. Ask …What can she teach herself?‟What can you teach yourself? What can your friend teach himself/herself?Step4 Practice1 Now let‟s look at Linda‟s diary. Help her complete it.We know a lot about her trip. If you want to know more, you can chat with Linda on the Internet.Let‟s go back to the home page and go into the chatting room.2 Look, Linda and Mary are chatting in the room. Mary is very interested in Linda‟s trip, but Linda is very busy now. I think you can help Linda to answer because you know a lot about her trip. Right?Read and answer in pairs.Suppose you had a trip to some place, and your friend also asks your these questions. Make up a new dialogue using Linda and Mary‟s dialogue as a model.3 After the trip, Linda wants to visit more interesting places. She put her plan on the page. Let‟s look at Linda‟s plan and help herNanjing Olympic Center/SydneyWhat can she see there?Suppose you are Linda now. You want to choose one place to godiscuss in groups of 4 with the questions and write on a piece of paper..Step5 HomeworkWrite down Linda‟s plan as today‟s homeworkGrammar Part APresentation1 Elicit from students the context illus trated in the picture.Focus students‟ attention on the trip and how the Class 1, Grade 8 students felt at the time. E.g., How was the trip? (boring, too long) Then ask them to form sentences with the keywords and write them on the Bb. E.g., The trip was boring. It was too long. Ask them to join the two ideas in one sentence.2 Ask students to list other similar ideas about the journey using …and‟.3 Ask students to combine the two contrasting ideas--- of a boring trip on the coach and a wonderful day. Ask t hem when we use …and‟ and …but‟ to elicit the rulers.4 Ask students to combine the two options.5 Elicit a few sentences from students‟ own experiences, focus on the sentences with the same subjects and verbs.6 This is a deductive learning activity. Encourage students to work it out as a problem-solving task following a set sequence of deduction. Students should be able to work out the correct joining word and also which words to delete by applying rules on Page 41.7 Elicit feedback from the class. Ask students to read out their new sentences. The others listen carefully and express agreement or disagreement. If there‟s any disagreement, encourage students to explain their reasons to help them focus on the different details of the rule.Grammar Part BPresentation1 Read the sample sentences. Ask students to identify the verb and the …to‟-infinitive in each sentences.2 Elicit other verbs that are usually used with …to‟-infinitive. Give them the extra examples listed on page 43.3 Ask students to complete …Work out the rule!‟ at the bottom of the page. For less able students, tell them to go through the example sentences and the explanations again.4 Ask students to complete the conversation in pairs. They should make sense of the sentences before they select a verb. Remind less able students that they need to use …to‟-infinitives in the conversation.6 Ask students to read the conversation in pairs. Ask a pair of more able students to read out the conversation to the class.Grammar Part CPresentation1 Write down some sentences containing reflexive pronouns. You can use the following examples:* I fell over and hurt myself.* My baby sister can feed herself.* My cat cleans itself every day.* We found ourselves in the centre of the city.2 Underline the reflexive pronouns in the sentences. Explain the use of reflexive pronouns. Tell them we use them when the subject and the object are the same person or thing.3 Explain the difference between reflexive and personal pronouns by giving some examples.4 Go through the table. Make sure students are able to distinguish between the singular and plural forms.5 Write some more verbs, e.g., …teach‟, …give‟, …buy…for‟,‟ look after‟,etc.6 Ask students to comple te …Work out the rule!‟ at the bottom of the page.7 Explain the context and tell students that they need to find out Linda and Simon‟s secret. Ask students to read the cartoon story first without working out the correct reflexive pronouns. Check the understanding of the vocabulary.8 Then ask students to go through the story again and work out the correct reflexive pronoun for each blank.9 Ask more able students to read out the speech bubbles in sequence. The rest of the class should listen carefully and check their answers.Language pointsDecide to do, prepare to do, see the sunset, take some photos of it,climb the rocks, hide-and-seek, pull himself up, luckily, do not tell anybody about this, keep their secret to themselvesHomework1 Learn the language points by heart.2 一课三练P.29-303 Preview the Integrated skills Part.Integrated skills APresentation1 Talk to students about different school events. Elicit from students names of such events, e.g., a sports day, a funny day, a school fair, etc.2 Set the context of organizing sports, music, drama or any other events involving competition.3 Briefly review language required for a schedule using your students‟ own experience. Use information based on the school. Write some details on the Bb.4 Read the poster in pairs. Ask some questions to find out the main points, e.g. , What‟s it about? Who is it about? What will happen? Where will it happen? When?4 Ask students to look at Kitty‟s notes and complete as much of the schedu le as possible on their own. Encourage them to find the answers in the poster and underline them.5 Play the recording for Part A2 and ask students to complete the rest of the notes on their own.Play the recording again so that Ss are able to check, confirm or change their initial responses.6 Ask more able student to read the completed notes to the whole class to check answers .7 Present Part 3 as a quiz reading the sentences one by one. Ask more able student to rewrite the false statements with the correct details.Integrated skills BPresentation1 Ask students to practice the conversation in pairs and then change roles.2 Close the books and listen to me while I read the conversation. Ask students to repeat the sentences as they hear them.3 Encourage Ss to memorize the sentences. Ask them to pretend they are talking on the phone.4 Ask Ss to work in pairs and use the conversation as a model to make suggestions about visiting a place, express their opinions and make arrangements.Language pointsThe final of…, take place, cheer for our team, with your support, we will win, half-time, presentation of cup and medals, per person, cost of the trip, over an hour, Shall we go to the Great Wall?, I‟m afraid…, Why don‟t we…?, play hide-and-seek Homework1 Learn the language points by heart.2 一课三练P.313 Preview the Study skills, Main task & Checkout Part.Study skillsPresentation1 Make Ss aware of the difference between facts and opinions. Ask more able students what is a fact and what is opinion.2 Ask students to read the leaflet about the World Park.3 When they are comparing their answers, ask them to underline the words which express opinions and personal feelings.Language points （Study skills）467,000 square metres in areaPresentation （Main task）1 Introduce the topic of planning a day out. Ask Ss to bring in brochures of local places which they would like to visit.2 Elicit from Ss the need for accuracy in terms of times, dates, transport, places and types of activities.3 Remind students the context of this section. Go through the plan in Part A and point out the information which Kitty and Daniel want to include in the invitation letter.4 Tell Ss that the model plan prepares them for writing an invitation letter with their own information and details.5 Ask students to go through kitty and Daniel‟s letter quickly and complete it on their own.6 Direct Ss‟ attention to the different parts of the letter. Ask students to cover the prompts on the left. Ask them to match them with the corresponding parts in kitty and Daniel‟s letter.7 Ask students to write a rough draft using the plans they have prepared in Part B. Language points （Main task）Is coming to visit you, all the way to…,。

牛津英语精美教学设计8A Unit 3 A day out

Step 1: Warm- up activities and elicit the new words. Enjoy some pictures of places of interest around the world. Free talk: T: What places did you visit before? Ss: Beijing、Shanghai--T: Yes, they are beautiful cities. T: What places of interest do you know? Ss: The Great Wall、Shui Hui Park、 Long Life Garden--T: What places in the world would you like to go? Ss: the USA、the White House、England、Harbour Bridge--T: Yes, they are some foreign countries and places of interest in the world. T: How can we go on a trip? Ss: By bus、by plane、by boat/take a boat. Step 2: Welcome to the unit. T: Amy and Simon‟s friends‟ went to some places of interest. Read the postcards and match them with the pictures. (Students read and match them with pictures. Teacher avoids to present the words directly with pictures. Give the students chances to guess the meaning of places with context and pictures.) 1. Read postcard .Ask the students to look for the new words and then learn: greetings , president 2. Look at the pictures and talk about them. T: Now we have known a lot about these world-famous places. Please talk about these places. A: Which foreign country do you want to visit, Simon? B: I want to visit the USA. A: Which city do you want to go to? B: I want to go to Washington. A: How will you go there? B: I can go there by air. A: Why do you want to go there? B: Because I want to see the White House there. A: I hope you will enjoy yourselves./have a good time there. The teacher gives a model with a good student then ask the students to do pair work with their desk mates with the help of these three postcards. Pair work: A: Which ________country do you want to visit, Simon? B: I want to visit_________. A: Which _______do you want to go to? B: I want to go to ________.

苏教牛津译林版初中英语八年级上册8A Unit3《A day out》Integrated 教学案

苏教牛津译林初中英语重点知识精选掌握英语语法知识，巩固词汇量和各种语态，学好英语基础一定要扎实，大家一起练习吧！牛津译林初中英语和你一起共同进步学业有成！8A Unit 3 A day out课题：Integrated skills (第七课时)教学目标1．根据上下文以及关键词了解课文的主要内容。

2．学会如何从海报中得到有用信息。

3．听取细节，提炼信息。

4．学会任何向他人提出建议。

课前准备阅读课本第50页海报，回答问题：1. When and where is the basketball match?__________________________________________________________2. What’s the cost of the trip?__________________________________________________________课堂学习一、用所给词的正确形式填空：1. The match was _________(cheer) because our team won.2. Is he one of the ____________(win) in the competition?3. Did you receive the cup at the end of the ___________(finally)?4. Don’t be afraid. We are all your ____________(support).5. She was very sad after ____________(receive) the letter from h im.6. The__________(费用) o f this trip is much cheape r than before.7. They will go on a school trip this Sunday. Are you ________(确定)?8. The school bus __________(到达) at our school at 7 a.m. every day.9. The teacher says:￥30 _______(每) person if you want to go there.”10.The score at ____________(中场休息) was 2-2.二、表达建议的几种方法：1. Shall we _______(go) to the Palace Museum?2. Let’s _______(go) to the Palace Museum?3. Why don’t we_______(go) to the Palace Museum?4. Why not _______(go) to the Palace Museum?5. What about _______(go) to the Pa lace Museum?6. How about _______(go) to the Palace Museum?7. Would you like_______(go) to the Palace Museum?8. Let’s ________ (go) to the Place Museum, ______________?三、根据课文内容及首字母提示，完成下列短文。

8A Unit3 A day out教案-2023-2024学年牛津译林版英语八年级上册

2.教师接着与学生进行交流，并让学生带着问题听录音：Which city does he want to visit? Why does Simon want to go there?
Do some extra exercises.
Have a free talk
Do some exercises
Listen and answer
教学准备
Tape recorder,Computer,Pictures
课前预习
Read the words and the text.
教学环节
教师活动
学生活动
设计意图
Step3
Activities
1.Do you remember Linda’s trip to the World Park?Can you complete the table about it?
Toinfer general meaning from the context and keywords.
教学准备
Tape recorder,Computer,Pictures
Read the words and the text.
课前预习
Read the words and the text.
教学环节
Step 5
Homework
Do you like traveling?
What places of interest did you visit before?
How did you go there?
Can you tell us some other ways of traveling?
Do you believe that we can visit all the interesting places in the world in only one year?

8a unit3a day out integrated skill教学案例

8a unit3a day out integrated skill教学案例本案例根据新课标精神，以8A班Unit3A本课时的话题“A day out”为主题，采用整体技能教学策略，以培养学生的综合应用能力为主要目的，结合语言训练、阅读理解和写作练习，开展多种形式的语言练习，以达到把语言知识和技能融会贯通，使学生在实践中学习语言，为今后学习提供全面的支撑。

（一）课前准备本课前，我就Unit3A的内容、话题“A day out”以及本课时重点和难点等进行了充分的备课，并准备了一些相关教学材料。

1、相关教学材料为了使教学内容更加有趣，我设计了一些课堂活动，准备了一些有关的图片，帮助学生更好地了解“A day out”的话题，有助于激发学生的学习积极性。

2、教学目标为促进学生的学习，并达到我们的教学目标，我列出的学习目标是：（1）能够用英语介绍去一个景点玩耍的基本流程；（2）能够在情景中正确运用特定句型；（3）能够正确说出有关外出场景所用到的时态；（4）采用多媒体技术，做到语言技能综合运用。

（二）课堂安排1、Lead-in在此阶段，我带领学生回顾上一课所学的内容，给学生讲述一个小故事，帮助他们更好地理解今天要学习的内容，最终让学生明白接下来要学习的内容，并将学习目标展示给学生，引发学生的学习积极性。

2、Presentation在教学过程中，我采取多媒体技术，通过图片、动画、电影等多种形式讲解本课时内容，督促学生团结协作，在小组中互相帮助，并创设语言情境，更好地展示学生的语言技能。

3、Practice在授课内容灵活的运用的过程中，我会让学生在课堂上复习重点和难点，并让学生根据前面学过的内容，完成一些形式多样的练习，让学生以实践的方式去巩固所学的知识，激发他们的参与积极性。

4、Production在此阶段，我要求学生根据今天所学的内容，分别以口头表达和书面表达的形式，就“A day out”这一话题，进行个人表达，让学生尽力发挥自己的语言技能，在分享中互相学习，让课堂气氛活跃起来。

8A Unit 3 A day out教案

8A Unit 3 A day out教案Period 1 Comic Strip and Welcome to the unitTeaching Aims：1.To introduce the topic ‘A day out’2.To introduce the famous places around the world and the countries students belong to Teaching emphasis and difficulties:1. To develop fluency in talking about the places students would like to go2. To talk about places of interest around the worldTeaching steps:Step 1 Presentation1.Have a free talk. Ask If you have some free time, what are you going to do? I’m going to---2.Show a picture of Eddie to the students and get the students to guess- what do you thinkEddie is going to do if he has some free time.3. Ask the students ‘Usually, Eddie is a very lazy dog. Do you think he is going to climb the hill? Let’s listen to the tape and find out the answer. ’4. Listen to the tape and get the student to answer the question.Is Eddie really going to climb the hill? No, he isn’t.What is he going to do? He is going to eat some food.4. Ask another three questions one by one orally for the students to answer.Does he wants to exercise? (Yes, he does.)Does he wants to keep fit? (No, he doesn’t. )Step 2 Practice1. Sa y open you books, please. Let’s repeat Eddie and Hobo’s conversation after the tape.2. Now the boys will be Eddie and the girls will be Hobo. Read the conversation. Pay attention to your pronunciation and intonation.3. Practise the conversation in pairs. You have five minutes. Youcan add your own ideas if you want.4. Ask several pairs to act it out.Step 3 Presentation1. Show a map of the world. Here’s a map of the world. Look at it and tell me the countries you know about. Get the students to talk about their own experiences. Then ask them ‘Do you wantto travel to foreign countries? (Yes.) Do you know about these pla ces?’2.Elicit what they know about the countries and their capitals. We can use the pictures (Mount Fuji, the Statue of Liberty, the Eiffel Tower, Big Ben, Saint Basil’s Cathedral). Look at the pictures in my hand. Do you know the name of this famous building? Do you know where it is? Write these places on the blackboard and read aloud.3. To talk about more countries, we can use a world map and at the same time we talk about some famous places in the countries.Show more pictures and teach the famous places that are going to appear in the reading material. Ask questions: ‘Which country is it in? Which city is it in.?’4.Discuss the postcards on the book.Step 3 Practice1.After reading the postcards from his friends, Simon searched on the Internet for some information about places around the world. Which place of interest are Simon and Amy talking about？2.Play the tape and answer some questions.3.How long is the Golden Gate Bridge?4.How wide is the bridge?5.Play the tape again, repeat after the tape.6.Now this hal f of the class will read Amy’s part and the other half will read Simon’s part. Then we change parts.7..Get the students to make up dialogues using Simon and Amy’s as a model.Homework:1.Recite comic strip2.Preview reading板书设计：Unit 3 Comic strip and welcome to the unitThe Opera House Washington FranceThe Eiffel Tower Sydney the USAThe White House Paris Australia教后感：Most of the students understand the passages well, and most of them can read and write the new words and useful expressions correctly.Period 2 Reading 1Teaching Aims：1.To guess the general meaning of a passage or sentences with the help of pictures2.To infer general meaning from the context and keywordsTo develop the ability to write about a day out following certainsequencesTeaching emphasis and difficulties:1. To learn the differences between the school life in British school and American school.2. To feel and understand the different feeling of the visitor at different placesTeaching steps:Step 1 Revision1. Say It is a wonderful and amazing world. There are many places of interest in the world. Let’s see if you know their names. Teach the words and phrases -wonderful and amazing, places of interest.2. Show the pictures of different places. Then get the students to talk about where they are and what they can do there.Step 2 Presentation1.Ask Where are you going on holiday?Which city are you going to?\Why do you want to go there?How do you plan to get there?2.The teacher introduce his own plan: I’d like to go to the World Park in Beijing. There aremodels of more than a hundred places of interest from all over the world. We can see the Eiffel Tower and the Golden Gate Bridge in the park. They look just like the real ones, so I can travel around the world in a day. What an amazing day it will be! Read aloud the underlined part.Step 3 Practice1.Linda went to the World Park in Beijing with the Class 1, Grade 8 students. She wrote anemail to her parents. Do you want to know what she did and what she saw there?2.Ask a question How did Linda feel about the visit to the World Park? Scan the text.3.Explain some new words. Complete B1.4.Play the tape, complete B3, correct the wrong information.Step 4 Practice1.Read the text again, divide the text into 3 part, ask the students to find out the words candescribe Linda’s feeling.Paragraphs 1-2 enjoyed myself, a little boringParagraphs 3-4 couldn’t wait, wonderful, very excited, couldn’t believe my eyes Paragraphs 5-6 amazing, wonderful3.Homework:Read the text and try to recite itRemember new words, phrases and sentences板书设计：Paragraphs 1-2 enjoyed myself, a little boringParagraphs 3-4 couldn’t wait, wonderful, very excited, couldn’t believe my eyes Paragraphs 5-6 amazing, wonderful教后感：Most of the students understand the passages well, and most of them can read and write the new words and useful expressions correctly.Period 3 Reading 2Teaching Aims：3.To guess the general meaning of a passage or sentences with the help of pictures4.To infer general meaning from the context and keywords3.To develop the ability to write about a day out following certain sequencesTeaching emphasis and difficulties:To infer general meaning from the context and keywordsTo feel and understand the different feeling of the visitor at different placesTeaching steps:Step 1Presentation1.Do you remember Linda’s trip to the World Park? Can you complete the table about it?2.Ask the students to complete a short passage.It was fine and warm yesterday. Mr Wu invited Linda to __________ their school trip to the World Park. The ____________ was long and a little ______________. They arrived at the_________. They quickly _________ the bus and the models of places of interest were there __________ them! They were very excited and couldn’t __________. They learnt a lot about different ___________ .3.Discuss the table and passage, explain the language points.Arrive , boring, finally, join, journey, main, sightsStep 2 Practiceplete B4 and check the answer.2.Read aloud.3.Now make a dialogue in pairs. You can use Kitty and Daniel’s conversation as a model. Now try to retell Lin da’s trip to the World Park. Encourage the students to retell the trip with key wordsnvite me to the World Park enjoy myselfGet there by bus a lot of trafficA little boring arrive atCan’t wait places of interestFrom all over the world the model Eiffel TowerBe make of steel the model Golden Gate BridgeAs great as an amazing dayThe song and dance shows on the InternetHomework:1. Read the text correctly and fluently.2. Do the exercises3. Preview Grammar.板书设计：Unit 3 Reading 2Invite me to the World Park enjoy myselfGet there by bus a lot of trafficA little boring arrive atCan’t wait places of interestFrom all over the world the model Eiffel Tower教后感：After revision, most students can retell the text and write an article about their students.Period4 Grammar 1Teaching Aims：1.To compare two people/ things using ‘(not) as’+ adjective+ ‘as’2.To learn reflexive pronounsTeaching emphasis and difficulties:1.To compare two people/ things using ‘(not) as’+ adjective+ ‘as’2.To learn reflexive pronouns3. To compare two peo ple/ things using ‘(not) as’+ adjective+ ‘as’4.To learn reflexive pronounsTeaching steps；Step 1 RevisionStep 11.Revision Revise reading. Ask some questionsWhere did Linda go with Kitty’s class?Why did she feel bored at the beginning?When they arrived at the World Park, what did they see?What did Linda think of the song and dance shows?What did the model Golden Gate Bridge look like?Step 2 PresentationWrite the sentence on the blackboard—It looked as great as the real one. We use as—as to say that people or things are the same in some ways.Step 3 Practiceplete the sentence under each picture with as---as or not as---as.2.Read these six sentences aloud3.Ask the students to discuss and compare Linda’s trip, ask some questions.What do you think of Mr Wu?Is the journey interesting? What about the visit?Is the model Eiffel Tower taller than the real one in France?Are the song and dance shows good? What about the models in the park?Ask the students to answer these questions with as---as, not as---asStep 4 Presentation1.Write the sentence on the blackboard-Students did not enjoy themselves at the beginningbecause there was too much traffic on the way.Show some sentences on the blackboard and explain the differences2.between pronouns and reflexive pronouns.Daniel taught himself how to make a home page.Daniel taught him how to make a home page.3.Look at the table on Page 36,Complete the exercises on Page 36 and check the answStep 5 Practice1.Present more sentences on the blackboardI fell over and hurt himself.Their baby daughter can feed herself.My cat cleans itself every day.2.Give more verbs---wash, give, buy, look after, ask students to make sentences.Homework:Revision part reading.Complete the exercises板书设计：Unit 3 Grammar1.教后感：Most of the students can grasp how to To compare two people/ things using ‘(not)as’+ adjective+ ‘as’,but for some poor students, they need teacher ‘s help and practise more.Period5 Integrated skillsTeaching Aims：1. To infer general meaning from context and key words2. To get the most important information from poster.3. To listen to the arrangement in the order of time and locate somedetailed information about the activity.Teaching emphasis and difficulties:1.To learn to organize the information obtained from reading and listen,by responding to written text2.To get the most important information from the poster.Teaching steps:Step 1 presentation--The basketball final1.Show some pictures about sports, introduce some games, such as football match, basketballmatch, high jump, long jump.2.Ask some questions:Do you like sports、Do you often watch basketball matches?Are you in the school basketball team?3.More questions:When and where do you usual do sports?Who do you do sports with?How often do you do sports?4.Say: when I’m free, I like watching ball games. Basketball is my favourite. I think the finalis usual the most exciting game to watch. Have you ever watched a basketball final?Show a picture and say: This is a basketball final. Sunshine Middle School basketball team is in the final. We are going to watch it, but I’m not sure of the time, the place and the cost of the trip. Would you please help me find the informationStep 2 Practice1.Look at the poster and ask some questions.Which school is in the final of the basketball competition?Where will the match take place?plete some of the table with the information from Part A1. Teacher says: Let’s listen tothe tape and complete the table.3.Play the tape for twice, then complete A2.4.Play the tape again, complete Part A3, correct some information.Step 3 Presentation--speak up1.Ask some questions: Do you often go to watch the matches with your friends? Do you knowhow to invite your friends? Daniel and Kitty are planning a day out for Linda. Please listen t o the tape and tell me where they’ll go.2.Play the tape and then answer the questions:They are going to the China Science and Technology Museum.3.Play the tape again, read after it.Step 4 Practice1.Teacher says: I’d like to visit a place of interest in our city, but I don’t know where to go.Can you give me some suggestion?2.Give some expressions about giving suggestions3.Read the dialogue after the tape.4.Students read the dialogue in pairs, ask some pairs to act it out.Homework:1.Remember new word and phrases2.Recite Speak up3.Preview Study skills4.板书设计：Remember new word and phrases5.Recite Speak up6.Preview Study skills教后感：Most of the students can listen to the tape well, and complete the passage by themselves. But for some poor students, they need to practice more.Period6 study skillsTeaching Aims：3.To learn the suffixes –ful and -lessTo learn to use adjectives correctly, use suffixes correctly.Teaching emphasis and difficulties:1. To learn the suffixes –ful and -less2 To learn to use adjectives correctly, use suffixes correctlyTeaching steps:Step 1 Lead in1.Revise reading, say: Linda went to the World Park together with the Class 1, Grade 8students. What did they see in the World Park? What did they do there?Ask the students to talk about the World Park, say: What do you think of the World Park? Is it wonderful? Can you say something about it?Step 2 Presentation1.Write some adjectives on the blackboard---wonderful, cheerful, etc.2.Ask the students to find out suffix—ful , tell the students that –ful means full of or havingthe qualities of3.Ask the students to give more adjectives with –ful---- useful, beautiful, careful, etc.4.Write some adjectives on the blackboard--- careless, helpless, useless, etc.5.tell the students that –less means without.plete the table on Page 39.Step 3 Practice5.Ask the students to complete Part A, then check the answer.6.Ask the students to complete Part B, then check the answer.7.Give more exercises⑴ Lee is kind and _________. He always _____________ his classmates when they havetrouble. ( help )⑵All the tourists shouts __________ when they saw the Pyramids, one of the seven__________ in the world. (wonder ).⑶ They __________ to get inside, but when they saw the longqueue, they realized it was_________. ( hope )⑷ The road seems to be __________. Will we ever reach the ________ of it? ( end )⑸ The mother was _________ because many people helped her find her son. ( thank ) Step 4 Practice1.Show a short passage, ask the students to find out the opposite of the underlined adjectives. Today Mary wears a colourful dress. She looks very beautiful. Mary is not only kind but also helpful. Besides, she is very careful. She finds it useful to learn English well, so she always works hard and gets high marks in English tests. However, her classmate Tom is very different from her. He often sleeps in class. He also spends too much time playing computer games, even though it is a meaningless activityHomework:Complete the exercises.Preview Task板书设计：Unit 3 Study skills⑴ Lee is kind and _________. He always _____________ his classmates when they havetrouble. ( help )⑵All the tourists shouts __________ when they saw the Pyramids, one of the seven__________ in the world. (wonder ).⑶ They __________ to get inside, but when they saw the long queue, they realized it was_________. ( hope )⑷ The road seems to be __________. Will we ever reach the ________ of it? ( end )⑸ The mother was _________ because many people helped her find her son. ( thank )教后感：Most students can grasp the main idea of the lesson. But for poor students ,they need to practise more.Period 7 Task and self-assessmentTeaching Aims：1.To obtain information by doing research work.2.To organize words to attract readers.To be able to express their trip planlTeaching emphasis and difficulties:1.To be able to express their trip plan.2.To write a letter to invite a friend to have a day out..Teaching steps:Step 1 Revision1. Have a free talk with the students about intergrated skills.When does the final start?Where will they watch the final?How will they get there?How much does the trip cost?What do you think of the trip?2. Tell the students wh- questions are very important when write something.Step 2 Presentation1.Linda is going back to the USA soon, so Kitty and Daniel are inviting their classmates to gowith Linda on a trip. Which place in Beijing do you think they will visit? What can they do there?2.Read Part A, ask some questionsHow many places of interest are they going to visit? What are they?How will they get to Tian’anmen Square from Sunshine Town?What will they do at Tian’anmen Square?What will they do in Beihai Park?When will they leave Wangfujing Street?Step 3 Practice1.Teacher says: The plan for their trip is ready. Kitty and Daniel are writing an invitationletter to their classmates, but they missed out some information. They need your help.plete Part B.3.Ask the students to read the Useful expressions, explain some important ones.4.Read the invitation aloud.5.Teacher says: i t’s your turn now to write an invitation letter.6.Ask several students to read their writings.Homework:1.Remember new words and expressions2.Read and recite the model3.Preview Unit 4板书设计：Unit 3 TaskTime:Place:Activities:教后感：Most of the students can grasp the items in this unit well, but they need to practice writing.人For some poor students. They had better read part task again ,then try to write theirs.。

8A Unit3 A day out教学案

8AUnit 3导学案导学案导学案导学案导学案导学案导学案导学案导学案8A Unit 3参考答案导学案1一、1.boat past 2.coffee 3.president 4.with 5.foreign二、1. How did you arrive at the World Park?2.I took a boat trip under the famous Harbour Bridge and went past the Opera House.3.Did you have a good time when you went out?4.What were they doing when you went past?三、C B C B导学案2一、略。

二、1.School trip 2.coach 3.traffic 4.better 5.excited 6.got off 7.models8.interest 9.amazing三、1.Luckily 2.began 3.chose 4.to visit 5.to lend6.amazing7.taught8.yourself9.beauty 10.saw导学案3一、略二、1.they their 2. us 3.ourselves 4.yourself 5.my 6.yours 7.themselves8.our 9.hers 10. you your mine导学案4一、1.boring 2.invited 3.world 4.beauty 5.traffic二、1.What do you think of the trip?2.How far is it from the school to the park?3.He often goes to New York by plane.4.I go home on my foot after school every day.5. She sometimes rides a bike to school.三、1.take underground to World Park 2.over hundred places interest have no idea3.be careful too much traffic4.at the beginning of the meeting, sang5.on English, grades in导学案5一、1.but 2.or 3.and 4.or 5.and 6.but 7.but二、1. We can go to the Eiffel Tower or visit the pyramids first.2. The music was great but too loud.3. The Golden Gate Bridge was small and looked just like the one in America.4. Would you like some pears or grapes?5. spent on6.take an underground三、1.to go 2. to go 3.passing 4. not to cross5. play6. to buy7.don’t watch8. have四、1. you can go to Sanya or Guilin in the summer holiday.2. They are planning to go travelling tomorrow.3. Look! The children are playing hide-and-seek.4. Jack taught himself how to make a home page last year.导学案 6一、略二、1.help yourselves to 2.will hurt yourself 3.taught herself4.is pulling himself5.enjoyed ourselves6. by himself三、1.himself 2.myself 3.themselves 4. myself 5.themselves四、1.are preparing for 2.to stay at home, of going travelling, too much homework.3.to keep secret f or each other4.Jiang Ming is ill now, and he can’t go to school.5.go swimming or fishing6.decided to7.planning for a really interesting trip.8.but he can’t solve the problem.导学案7一、1.cheerful 2.winners 3.final 4.supporters 5. receiving 6.cost7. sure 8.arrives 9.per 10.half-time二、1.more than two 2.cost him 3. which sportswoman to support 4.with many useful5.why not go/what about going三、go go go go going导学案8一、1.fact 2.opinion 3.fact 4.opinion 5.opinion二、1.preparing 2.invited 3.excited 4.beauty 5.amazing三、1.to keep fit 2.taught himself 3. take photos 4.is knocking at5. hide-and-seek四、1.ourselves 2.beginning 3.watched 4.are going to fly 5. unpopular导学案9一、略二、1.tries his best to 2.taught himself, home page 3.so many places of interest4. want to take, sunset5.climbs the rocks导学案10一、1. It is sunny and our city looks more beautiful.2. He invited me to the morning assembly but I am too busy to go.3. On Sunday you can go horse riding or listen to pop music at home.4. The little boy is very young but knows more things than the other children.5. My mother can do cooking for me at home or I can go to the restaurant for supper.二、1.stay 2.to do 3.to become to treat 4.to go 5.to pull三、1.yourselves 2.yourself 3.themselves 4.ourselves 5.himself6.myself7.itself8.myself9.himself四、略8A Unit4。

八年级英语教案8AUnit3Adayout教学设计英文

作者VX：免费范文8A Unit 3 A day out教学设计英文unit threepart one: teaching design第一部分：教学设计unit objectives ●to use the vocabulary to identify and describe well-known places in beijing andaround the world● to learn to make suggestions and arrangements● to learnto talk about different places using facts and opinion● to develop the ability to select, organize and present information about a place language points and focusesvocabularyourselves, foreign, city, mom, beginning, coach, traffic, sky, model, metal, inside, whole, interest, real, song, internet, beauty, sunset, possible, themselves, itself, rock, climber, luckily, lucky, final, cheer, win, ticket, medal, per, winner,receive, badly, airport, remember (四会) greeting, greetings, presidents, block, pyramids, home page, movement, main, stomach, view, hide-and-seek, wondersupport, fare, supporter, presentation, pack, instead, shuttle(三会) highway, parade, halftime(二会)expressionskeep fit, enjoy oneself, invite sb. to do sth. at the beginning,get on/off a coach, a lot of traffic(不可数), places of interest, all over the world, teach oneself, feel the beauty of the old park, decide/ hope/ choose to do sth. hurt oneself,keep their secret to themselves, cheer for our team, square metres in areausefulsentence patterns1. the trip from kitty’s school took about two hours by coach2. he put his photos on it for everyone to look at3. they were amazing, weren’tthey?4. i wonder where simon is hiding.5. the school bus takes over anhour to get back to my school after lunch.6. we will make it a really fun day for everyone.7. if you want to come, please let us know as soon as possible.period1: comic stripes & welcome to the unitteaching o bjectives● to introduce the topic‘a day out’● to introduce the famous places around the world and the countries students belong to● to develop fluency in talking about the places students wouldlike to go作者VX：免费范文。