上海版牛津英语8AM1U3

8A Module 1 My LifeUnit 3 TroubleThe First Period ReadingLanguage 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. V ocabulary:1) deal, trouble, argument, crowd, steal, hurry, afraid, ever, unusual, purse, quietly2) deal with, wait for, shout at, move through the crowd, stare at, hurry aboard,happen to, hold out, be going on2. Function: They stole my friend’s purse five minutes ago.Teaching aids:1. A recorder, a cassette2. S tudent’s book 8A page 39.Teaching steps:PRODEDURE CONTENTS METHODS PURPOSEI.Pre-taskpreparation1.Daily talk the things in hissack that the robber stolefrom the people Topic；What did you do lastSunday?Bob the robber stole 12things from these people.Can you name the thingsin his sack? Can you saywho he stole each thingfrom?Example:He stole a ball from thedog.Students wouldlike to share itwith classmatesand will makethe atmosphereof English.Review thesimple pasttense and askstudents tolearn to expresscorrectly in real3.Answer the questions.What do you knowabout…?1.Have you ever been ona ferry?2.What number do youdial to call the police?3.What is a diary?4.Do you keep a diary?5.What do you usually6.write in your diary?7.How often do youwrite? life in EnglishHelp students know something about diaries.II. While- task procedure 1. Read the title and theintroduction on the nextpage.Topic: Dealing withtroubleIntroduction: Here is apage from Paul’s diary.Paul is writing about anunusual thing thathappened to him one day.2、Learn the new words.3、Learn the article.Tell Ss to look at thetitle, subtitle andpictures before theyread the wholearticle, they can get ageneral idea of thetopic.Give a short answer tothe question below.1．What do you thinkPaul will write about?2．What is the mandoing with the bag?3.Which person isPaul?Ask Ss to read thetext by themselvesand find out the newwords, and try toguess the meaningsby reading the wordsaround them.1.Read the text afterthe tape.2..Read the texttogether.3. Match the paragraphswith their main ideas.Help Ssunderstandthe articleeasily.This is part ofthe skill ofpredicting, Itis good for Ssto makeintelligentguesses aboutwhat mightbe in thearticle.Develop theskill ofguessing andworking outthe likelymeaning of aword fromthe study ofits context.Check theunderstanding of the text.4. Look and think5. Exercises D1: Help Paul to complete the letter to Kurt.6. Exercise D2: Find the facts 1. Read the texttogether.2. Ask students tofinish exercises C1,C2, C3.3.Have a check.4.Work in pairs. Askand answer about Paul’sdiary. S1 asks thequestions and S2 tries toanswer his or herquestions.Later, Paul wrote a letterto his penfriend, Kurt.Some words are missingfrom his letter. Useinformation from Paul’sdiary to complete theletter. Put one word ineach blank.Work alone or in pairs.Read Paul’s diary againto find the answers tothese questions..Train the Ss’reading skills.The exercisepracticesusingdifferentforms of thesimple pasttense.III. Post-task activity 1. Retell the story. Suppose you arePaul’s father. Retellthe story.To reviewwhat theyhave learnedIV. Assignment Read and copy the newwords.Workbook 8A, pages11, 12, 18, 19 and 20. Go over the knowledge they have learned.教学反思：Second Period Grammar ALanguage Targets:1. Practise the simple past tense and adverbial expression.2. Students can use the simple past tense correctly.Language focus:1. V ocabulary: jump over a stream, blow down your tents, carry guns2. Forms of the simple past tense of irregular verbs.Teaching aids:1. A recorder, a cassette,2. Students’ book 8A page 42Teaching steps:PRODEDURE CONTENTS METHODS PURPOSEI.Pre-taskpreparationDaily talk Topic: A storyhappened on the bus Let students become interested in this topic and make the atmosphere of English.II. While- taskprocedure1.Introduce when touse the simple pasttense.2.The different formsof the past tense verbs. 1. Ask Ss when weshould use the simplepresent tense.We can use thesimple past tense torefer to things thathappened in the past.Here are somecommon time expressions, e.g., aminute ago,yesterday, lastweek/month/year.1.Regular verbs:1).We add -ed to thepast form of mostregular verbs inpositive sentences.Revise thebasic use ofthe simplepast tense.Let thestudentsremember therules and3.Practise4..Forms of the simple past tense. 2).We only add -d toverbs that end in –e.3).We change the -yto-i and add -ed tosome of the verbs thatend in–y.4).Some verbs doubletheir final consonantswhen -ed is added,Write the past formsof the given verbs.Tips:Verbs ending in avowel + y form thesimple past tense byadding ‘-ed’, e.g.,enjoy ed, stay ed.We form the simplepast tense of irregularverbs differently. Wedo not add ‘-ed’.We use the simplepast tense to makepositive and negativesentences like this.We can use thesimple past tense toask and answerquestions like this.Structuree.g.I heard the argument.I didn’t hear theargument.Did you hear theargument?Yes, I did.No, I didn’t.Tips:The simple pasttense is the same forall persons.make sure Ssunderstandthem.Help thestudents toremember thetips.Tell thestudents weuse thesimple pasttense to talkabout thingswe used todo.5. Language Exercises Complete their conversation.plete their dialogue by writing the verbs in brackets in the past simple tense. Later, Paul told hisfriend Julia about thetheft. Here are someof Julia’s questionsand Paul’s answers.Put one or morewords in each blank.The first one has beendone for you.1、Last month, Leowent on a schoolcampingtrip. Now, he isshowing Ling somephotos. Work in pairsand role-play Leo andLing. Complete theirdialogue by writingthe verbs in bracketsin the past simpletense.2、Work in pairs. S1is a police inspector.S2 saw a robbery inthe Pizza Palace. S1asks about therobbery with theverbs in brackets. S2uses the pictures andthe words given toanswer S1’squestions.Examinewhether Sshave graspedthe simplepast tense.Train thestudents’speakingability.III. Post-taskactivityComplete thenewspaper report. Work alone tocomplete thenewspaperreport below. Use thequestions andanswers you gave inC1.Work alone or inpairs to complete theTo reviewwhat theyhave learnednewspaper report below. Use the correct form of the verbs in brackets.IV. Assignment Workbook 8A, pages23, 24, 25 and 26. Go over the knowledge they have learned.教学反思：Third Period Grammar BLanguage Targets:1.To use the adverbial phrases of time with the simple past tense to show whensomething happened.2.Students can use the simple past tense correctly.Language focus:1. V ocabulary: jump over a stream, blow down your tents, carry guns2. Forms of the simple past tense of irregular verbs.Teaching aids:1. A recorder, a cassette,2. Students’ book 8A page 43Teaching steps:PRODEDURE CONTENTS METHODS PURPOSEI.Pre-task preparation Daily talk Topic:On my way to schoolGet studentsinterested in thetopicII. While- task procedure1.Introduction: theadverbial phrases oftime in the simple pasttense. We can use theadverbial phrases oftime with the simplepast tense to showwhen somethinghappened.ing lastThe word last refersto the week, month,year, etc. before thepresent one.3. Using in, on or atwith time.4. Using ago.5.Practise asking andansweringWrite down theadverbial phrases oftime in the simplepast tenseLast month,On Saturday,In 2005,Ten days agoAdverbial phrasescan go after or beforethe main clause.Tips:We don’t say ‘lastmorning/afternoon/evening’, but ‘yesterdaymorning/afternoon/evening’.We use in, on or atwith time phrases.Read the followingexamples.We do not use in, onor at before thesewords: every lastnext this tomorrowyesterdayThe word ago refersto a period of timebefore now. It alwayscomes after the timeword(s).Look at this time-lineand read thequestions. Answerquestions 3 and 4.Then in pairs,practise asking andanswering six moreHelp Ss usethe adverbsand adverbialphrasescorrectly.plete Paul’s diary by using the correct adverbial phrases. questions like these.Last Wednesday,what was the date?What was the day sixdays ago?What was the datetwo days ago?What was the dayfour days ago?Paul is reading hisdiary. It is now 9 p.m.on30 June. CompletePaul’s thoughts byusing the correctadverbial phrases.The first one has beendone for you.Examinewhether Sshave graspedtthe adverbialphrases oftime of thesimple pasttense.III. Post-task activity 1.Additional exercises.Use the simple pasttense to describe whatstudents did at the pasttimes.1.Write the followingadverbial phrases onthe board.two hours agoyesterday last weekone month ago2.Ask the students towrite what they did atthose times.To reviewwhat theyhave learnedIV. Assignment Workbook 8A, pages26 and 27. Go over the knowledge they have learned.教学反思：Fourth Period ListeningLanguage Targets:1. To learn to catch the main information you need while listening.2.To describe a person’s appearance correctly.Language focus:1.V ocabulary: description, rather, baseball2. 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 45Teaching steps:PRODEDURE CONTENTS METHODS PURPOSE I.Pre-taskpreparation1.Look at the picturreand answer thequestion.2.Review how todescribe a person’sappearance. Question:Who is the man in thepicture?1.Do you stillremember what youlearned in theLISTENING sectionin Unit 1? When wedescribe a person’s appearance, what dowe usually talkabout?hair colour, hairlength, hair style,clothes…2.Now, pretend thatyou are Simon. Youare telling the policeabout the thief. Thinkabout what you willprobably say.To motivatethe students’interest byguessing thepictures.Help studentsto know howto describe aperson’sappearance.II. While- taskprocedure1. Listen to therecording. Completesome notes ofdescriptions of theother two thieves.2. Find the two thievesin the line of peoplebelow according to thedescriptions. 1.Now you are goingto complete somenotes of descriptionsof the other twothieves. What shouldyou do when youneed to complete thenotes of descriptionsof people?2.Listen to therecording. You willhear one of thewomen, from thestory on page 39,talking to a policeman. She isdescribing the twoother thieves. Listencarefully andcomplete thedescriptions below bywriting one word ineach blank.Thief A: Thief B:Age:Height:Build:Hair:Clothes:Shoes:Now use thedescriptions in A tohelp you find the twothieves in the line ofpeople below. Circlethe correct numbers.Let studentslearn to takenotes whilelistening.Develop thestudents’listeningskill.III. Post-task activity Work in pairs. S1describes one of the To motivate1.Finds out the suspect.2.Describe one of the your classmates. other suspects and S2takes down the notesand finds out thesuspect.Now, describe one ofthe your classmates,then let others guesswho he or she is.th e students’interest byguessing thepictures.IV. Assignment Workbook 8A, page27. 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 buttonTeaching Aids:1. Student’s Book 8A page 46.2. Multi-mediaPROCEDURE CONTENTS METHODS PURPOSEI.Pre-taskpreparation RevisionReview three forms of thesimple past tense of regularverbsHelp students to learnthe following better.II.While-taskprocedureA: Talk timeA1. /t/, /d/ or/Id/Read and compareA2: Read thesentencescorrectly. There are three different waysof pronouncing the past tenseforms of verbs.Practise saying the followingverbs. Try to say the endingscorrectly./t/ crossed helped laughedpressed asked/d/ agreed realized carriedturned used/Id/ ended needed startedlifted visitedTips：When the verb ends in a/t/ or /d/ sound, the /Id/sound is added as an extrasyllable.1、Listen to some verbs in theirpast forms.Write them in thecorrect columns.2、Summary.Show the rules for pronouncingsimple past (and past participle)endings.3、Pronounce the endings ofthese 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 theseStudents practisespeaking skills andlearn more skills ofspeakingA3. Work in pairs sentences.She pressed the button.She lifted it up.She carried it downstairs.1.Write the examples on theboard:Did she switch it on?↗Yes, she switched it on.↘2.Ask Ss to repeat them.3.Tell Ss to make their voicerise of the end of the questionsand fall at the end of theanswers.Let the students usethe rising and fallingintonation correctly.III.Post-task activities B.Speak up 1.Imagine you are a famousperson in history. Say four orfive sentences about yourself tothe class but do not tell yourname. After you have finishedspeaking, ask the class to guessyour name. Use the clues belowto help you.2. Ask the class to guess yourname.Ss practice speakingEnglish and it canarouse their interest.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 upTeaching Aids:1. Student’s Book 8A page 472. Multi-mediaPROCEDURE CONTENTS METHODS PURPOSEI.Pre-taskpreparation1、Daily talk2. Have adiscussion.3.Learn howto writediaries.Talk about what you sawyesterday.Read Paul’s diary on page 39again. The introduction sectionsays that Paul is writing about anunusual thing that happened tohim one day.Discuss:What is the unusual thing?We are going to learn to writediaries in this lesson. Can youanswer the following questionsabout diaries?1.What is a diary?2.What do people usually write intheir diaries?3.What tense do people usuallyuse when writing a diary?Review the simple pasttense and practise thestudents’speakingability.Let the studentsexpress their own ideasin English.Help students learnmore about writingdiaries.II.While-task procedure 1. Look at thepicture andanswer thequestions2. Completethe sentencesby using thepictures andthe words inBefore we write our own diaries,we are going to complete anentry from Judy’s diary. Look atthe picture on the right andanswer the two questions below.1.Who came in the morning?2.What did he give to Judy?Now you are Judy. Every day youwrite a diary. Yesterday was yourbirthday, and you saw a robbery.Work in pairs. Complete thesentences by using the picturesLearn to write somesentences by usingsome key words withthe boxes. and the words in the boxes.Remember to put the verbs intothe simple past tense.Work alone complete Judy’sdiary entry for yesterday.Ask Sswhat Judy did in each picture,meanwhile, read the words in thebox on page 45.the help of the pictures.III.Post-task activities 1.Work alone tocomplete Judy’sdiary entry foryesterday.2.Studentswork on theirown to writetheirdiaries..Look at Judy’s diary andcomplete the table1、What happened to you last Sunday?Use the questions to help you. Thenwrite your own diary. Remember touse 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 havingfinished. Then ask him/her to correctit.Students will practisewriting skills bylearning how to makean article betterTrain the Ss’ writingskills and practisethe simple pasttense.V. Assignment Workbook 8A, pages 29 and 30.教学反思：The Seventh Period More PracticeLanguage 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:V ocabulary: admit, arrest, case, customs, rare, refund, release, smuggle, teller Teaching Aids:1. Student’s Book 8A page482. Multi-mediaTeaching steps:PRODEDURE CONTENTS METHODS PURPOSE I.Pre-taskpreparation 1、Learn some newwords about criminals. A.These people are allcriminals. Match thenames with the crimes inthe pictures Use adictionary if necessary.Studentswill know moreabout thecriminals. Itwill make thestudentsbecomeinterested in thelearning.II. While- task procedure 1.Show the introduction,the title and the pictures,Title:The funny side ofpolice workThe introduction：Paulawanted to write an articleabout the funny side ofpolice work for her schoolnewspaper. Sheinterviewed DetectiveSmith and he told herthese stories.1、Try to answer thesequestions.Who told these stories?What is his job?2、Explain what the titlemeans.Think: What do youthink these stories willbe about?Try toarouse thestudents’interest ofspeakingEnglish.2.Listen and read the stories.3.Look quickly through the three stories onpage 48 again to find answers to these questions.4.Answer these questions. 1、Find these words inthe passage and work outtheir meanings.customs releasedsmuggle tellerrefund rare2、Use the followingwords to complete thesesentences.The words should havethe same meanings asthose in brackets.Write the correct letterfor each story in theblanks.In which story (A, B, orC) did ...1）.some birds sing asong?Story _______2）a robber give a tellerhis address?Story _______3）.the police arrest aman by mistake?Story _______In Story A, why didDetective Smith arrestthe man?In Story B, where did theman go after therobbery?In Story C, what do youthink happened after thebirds started to sing?Help thestudents tounderstandthe newwords better.Check howmuch thestudentsunderstandthe funnyside of policework.III. Post-taskactivity Have a discussion. 1.What do you thinkof police work?2．Tell us some funnyside of police workTo showstudents’ownideas aboutfunny side ofyou have known. police work. IV. Assignment Retell the stories. Go over theknowledgethey havelearned.教学反思：。