“一师”教学设计范本TeachingPlanforUnit8
【公开课教案】英语新目标七年级下Unit8
Teaching Plan for Unit 8Teaching aim:. Ask for and give directions on the street.Grammar: 1. there be sentence pattern2. use the prepositions of place to describe the locationsStructure:1. Is there a bank near here? Yes, there is. It’s on Center Street.2. Are there any restaurants near here? Yes, there’s one in front of the post office.3. Where is the….? It’s ….4. Go along New Street. Turn right at the first crossing and the restaurant is onyour left, across from the pay phone.Vocabulary: refer to the wordlist on P125-P126Phrases: post office, police station, pay phone, across from, in front of, go along, turn right, turn left, spend time, enjoy reading，between…and…, next to, in the neighborhoodWriting: to write about your neighborhoodSentences for writing:1) I live in a/an …neighborhood.2) There is a/an ... (between…and…/ across from.../ next to....).3) I enjoy/like/ love …there. I often .... When I…, ...!4) To get there, I usually ....Use the following words to write a paragraph (at least 80 words): neighborhood, enjoy, between, along, getPassage to recite: P47 2b LisaTeaching procedures:Period One: Places and Positions Section AI. Lead inIntroduce Ss to the unit goal: ask for and give directions on the street. Match the words with the places in the picture.Read the words aloud.Notice: Bridge Street; Center Street; Long StreetII. Listening1b: Listen and circle the places you hear in 1aIII. Pair WorkA: Is there a hospital near here?B: Yes, there is. It’s on Bridge Street/Center Street/Long Street.IV. ListeningBefore listening:2a: have Ss look at the pictures and match the sentences with the pictures.While listening:Listen to 2b and fill in the blanks.After listening:Describe the places in 1a on page 43.The __________ is next to the ____________.The __________ is across from the ____________.The __________ is between the ____________ and the ____________. V. Role play2d: Listen and repeat the conversation. Use the map on page 43.A: You are new in town. You want to know if there is a ... around here. B: You are a local. Offer help and give directions.Make your own conversation and role play it.Language in use: How can I help you?I’m new in town.Is there a/an ... around here?Thanks so much.No problem.V. Homework: 1. Copy new words2. Recite the sentences in 2d.Period Two Give directions on the street Grammar P 45 +Section B P46I. Revision Grammar P 451. Use the map on P43Q: Where’s the hotel?An: It’s behind the police station.2. 3a: Have Ss answer the questions.3. 3b: Write three sentences.II. Street signsMost cities will have street signs to give drivers information, instruction or warnings. 1a: Match the words in the box with the signs.Practice: Go along Bridge Street/ Long Street/ New Street.Turn right/ left at the first crossing.___________ is on your right/ left.III. ListeningBefore listening:Ensure Ss understand where the speakers are located on the map.While listening:Listen to 1b and write the correct place for each letter in the picture.Before 1c, have Ss review the map and their answers from 1b, and then try to fill in the blanks.Listen to 1c and check the answers.After listening:Draw several routes on the map.Practice: Go along _____________.Turn right/ left at the _____________ crossing.____________ is on your right/ left.It’s next to/ across from/ between ... and....IV. Pair workAsk and answer questions about the places.A: A stranger in town.B: Give directions.Remind Ss that when they are given instructions they should repeat or confirm directions.Eg: A: Excuse me, is there a supermarket around here?B: Yes, there is. Go along ______________.Turn right/left at the _____________ crossing.It’s on your right/ left.A: Got it! Go along _____________.Turn right/left at the _____________ crossing.It’s on the right/ left.B: Yes. It’s next to/ across from/ between ... and ....A: Thank you very much.B: You’re welcome.1, post office 2, supermarket 3, pay phone 4, bank 5, libraryV. Homework: 1. Copy new words.2. Write your own conversation.Period Three/Four Write about your neighborhood Section B P47-48I. Lead inUse the map on P46Q: What can you see in the neighborhood?An: There is a/an ____________ in the neighborhood.There is a/an ____________ next to/ across from/ between ... and ...II. Reading2b: match each passage with a map.2c: read the passages again and answer the questions.III. Language points1)like/love to do 喜欢做某事2)spend v. ~ timeEg: I like to ~ time there on weekends/ in the afternoon.I like to ~ time in the library on weekends.3)watch ... doing sth.4)shop v.5)free adj.6)noisy adj. quiet7)enjoy doing sth.IV. SentencesLearn to use the following words and expressions in your writing.1.To get there,To get there, I usually walk out and turn right on Bridge Road.2.ThenThen I walk along Bridge Road.3.becauseI often exercise at the park because I love the clean air and sunshine.4.When I..., ....When I read books, time goes quickly!V. Writing3a: Look at the map of Cindy’s neighborhood and fill in the blanks. 3b: Draw a map of your neighborhood and write about it. Sentences for writing:1) I live in a/an …neighborhood.2) There is a/an ... (between…and…/ across from.../ next to....).3) I like/ love …there. I enjoy ... I often .... When I…, ...!4) To get there, I usually ....VI. Homework1.Writing2.Review Unit 8。
课程教案Teaching Plan-8
Teaching Plan -8:CAD standardLearning OutcomesOn the completion of this unit you will be able to correctly grasp the following knowledge as follows:•The need for CAD data standardization.•The concept of GKS (graphic kernel system) and its extensions for developing the graphic software systems.•The concept of IGES (initial graphics exchange specification) and STEP (standard foe exchange of product model data), and their extensions for exchange of modeling data.•The overview of drafting system and modeling system.AssessmentCompetency will be assessed by grasping the knowledge throughout this section.ResourcesTheory (Period: 2 classes in classroom)《CAD/CAM Principles and Applications》•Chapter 5: CAD standards•Chapter 6: Introduction to a drafting system•Chapter 7: Introduction to a modeling systemKey PointCAD standards, GKS, IGES, STEP, drafting system, modeling systemStandardization in graphicsWith the proliferation of the computers and software in the market, it is necessary to standardize certain elements at each stage, so that the files and the data will not be lost or used with much modification in the newer and different systems. This means there should be compatible between various software elements as also between the hardware and software. This can be achieved by maintaining proper interface standards at various levels.Following are some of the standards: GKS、IGES、DXF、STEP ……GKS (Graphical Kernel System)If a graphical program developed by a special system, it is difficult to use it in another system and the program has to be completely recoded. The same code is rewritten a number of times by different people in different system to achieve the tasks such as creating a line, drawing a circle and so on.It is desirable to code the program interchangeable in different systems. GKS (Graphical Kernel System) became the standard in 1982. The major contributions of GKS for the graphics programming are following:To provide the complete range of graphical facilities in 2D, including the interactive capabilities.To control all types of graphic devices such as plotters and display devices in consistent manner.The GKS has been subsequently enhanced to provide a separate standard for 3D as GKS 3D, which maintains the compatibility with the 2D standard.Exchange of modeling dataSince the CAD/CAM software is available from a number of vendors, it is necessary to communicate with the various systems in the same plant or different plants. This means that the data format used by all the software should be the same. The database formats are identified on the basis of the modeling requirements and it is not possible to have identical format for all the systems. But it is possible to identify a certain format for drawing exchange and make it a standard so that the various systems can convert their internal format to this format.IGES (Initial graphics exchange specification)The IGES is the most comprehensive standard and is designed to transmit the entire product definition including that of manufacturing and any associated information. The IGES file consists of 6 sub-sections:Flag section: indicate the form which the data is specified in.Start section: a man-readable prologueGlobal section: details of the product, person and company who originate it, the system which generate it, drafting standard used, some information required for its post processing.Directory entry section: provide an index for the file an contain attribute information such as colour, line type, transformation matrix, etc.Parameter data section: contain the data associated with the entities.Terminate section: contain the sub-totals of the records present in each of earlier sections.All kinds of modeling (wire modeling, surface modeling, solid modeling) information can be convenient handled in IGES. But some problems should be faced with IGES for translation of geometry between different systems because of the following reasons:1) The different export choice for exporting CAD geometric data through IGEScan make the result better or worse.2) The different system has accuracy or resolution. The IGES files are movedbetween two CAD/CAM products using different tolerance. Solid modelingis more sensitive than surface modeling because of this data problem.3) The translation time is too long.STEP (Standard foe exchange of product model data)It is a series of international standards with the goal of defining data across the full engineering and manufacturing life circle. The broad scope of STEP is as follows:1) The standard method of representing the information necessary forcompletely defining a product throught their entire life from concept designto the end of useful life.2) Standard methods for exchanging the data between two different systems.The STEP file consists of 8 major areas:1) Overview2) Description methods3) Implementation methods4) Conformance and tools5) Integrated-generic resources6) Application information models7) Application protocols8) Application interpreted constructsApplication protocolsThese are the main protocols to be used as subsets of STEP information model for exchange of data between specific application systems (such as between two finite element systems or between a CAD and Process Planning system). These parts describe not only what data is to be used to describe a product, but also how the data is used in the model. The application protocols use the integrated information resources in well defined combinations and configurations to represent a particular data model pf some phase of product life.DXF (Drawing exchange format)It is not a industry standard developed by any standard organization, but Autodesk for use with AutoCAD drawing files. A drawing interchange file is simply an ASCⅡtext file with a file extension of .DXF. the overall organization of a DXF file is as follows:1) Header section2) Classes section3) Tables section4) Blocks section5) Entities section6) Objects sectionDrafting systemAutoCAD is the most popular drafting system, and it is used widely. It can export the drawing file in the format of DWG, DWF, DXF and the other formats file. There are some geometric commands and editing commands in the system to supply the facilities for users.Modeling systemUG NX, Pro/E and CATIA are the major CAD/CAM systems.The modeling methods in UG NX system are: solid modeling, surface modeling, wire frame modeling. It seamlessly integrates constraint-based modeling, feature-based modeling and explicit geometric modeling.。
teaching plan (unit 8)
Teaching PlanCourse: Comprehensive English (VI)Teacher：Liang Haiying Academic Year: 2012-2013 Semester: 2Teaching ProceduresStep One: Greetings (1’)Step Two: Carry out task-cycle activities (44’)Aims: Through three major task cycles consisting of six concrete activities, the students’language knowledge and skills will be developed; at the same time, through these activities the students’critical thinking ability will be improved, and their learning and communicative strategies will be enhanced as well.Concrete task design and steps are as follows:Task One: listening and Speaking (15’)Activity One: Discussion on Fifth Avenue (5’)Aims: help students get familiar with the topic of this unit, and develop students’listening and speaking abilities; simultaneously, students’ communicative strategies can be improved as well.Concrete steps:1). Ask students to look at some pictures on Fifth Avenue with striking differences, leading students to have a more exhaustive image on Fifth Avenue.2). Students are asked to discuss in groups their impression on Fifth Avenue and try to predict the contents of the text.3). Some students are invited to share their opinions with the whole class.Activity Two: Group Discussion on Harlem (10’)Aims: Students can become more interested in the text through group discussion about Harlem by watching a video. This activity can practice students' oral English and cooperative strategies within the group members.Concrete steps:1).Ask the students to watch the video for twice in order to figure out the theme of the video.2). Amnopqrstuvwabcdefghi show their opinions.3). Evaluate students’ performance and summarize the theme by the teacher herself.Task Two: Writing Skill Analysis (13’)Activity One: Brief introduction to the author (3’)Aims: This unit is concerned with racial segregation against black people in America, with a view to thorough understanding of the text, the teacher can help the students to know much more about the background knowledge and writing features of the author by means of brief introduction to the author.Concrete steps:1). Introduce the author’s own life experiences in brief to make students understand why hewrites the works on racial segregation.2). By introducing the author's major works and writing features, the students may have a betterunderstanding of the text.Activity Two: Group discussion on discourse pattern of the text (10’)Aims: By introducing the discourse pattern theory put forward by Hoey, the students’analytical and writing ability will be improved, for it will help them know how to organize their essay in a more systematic way.Concrete steps:1). Introduce the discourse pattern theory put forward by Hoey.2). Organize students into groups to discuss the discourse pattern in the text.3). Invite several students to offer their views and in the end provide proper ones.Task Three: Reading (16’)Activity One: Skimming (8’)Aims: Help students get a general idea about the text through skimmL ÿ=ÿÝ- •L3L ÿÝ •L4ÿÝ P´ € ¤'¤BC^ b2/ Ý • the text to find out the answers to several questions.Ý P´ € ¤'¤BC^ b2/ Ý • the text to find out the answers to several questions.'¤BC^ b2/ Ý • the text to find out the answers to several questions.2). Ask students to offer their answers and give comments on their analysis.Activity Two: Detailed analysis of the first paragraph (8’)Aims: After students get a general idea about the text, detailed analysis of each paragraph will help students understand each sentence thoroughly, especially those difficult and complicated sentences.1). Language points in paragraph one.(1). The projects --- referring to the public housing projects.(2). Why are the projects in Harlem hated as much as the police? What is the ―real attitude of the white world‖ referred to in paragraph 1?They both reveal the attitude of the white world toward Black people at that time, which was one of racial segregation. Some white people looked upon Black people as an inferior race and concluded they must be placed under police surveillance and contained in separate areas rather than mixed with Whites.(3). commission --- a body of persons appointed to perform certain duties2). Language points in the rest of the text ( Note: this part will be included in the second period of the class)(1). hideous --- extremely ugly and unpleasant(2). bleak --- cold, bare, and cheerless(3). invincible --- undefeatable, unchangeable(4). indescribable --- im"‟ëX.â pU&ÔÏIÓ <¤ýLÒ8ÈmÏk ûAª ã**Њextremely good or extremely bad, or because description is too difficult to attempt(5). squalor --- wretchedness, squalidness, degraded condition; misery(6). (un)rehabilitate --- to put back into good conditione.g. a plan to rehabilitate inner-city areas(7). maimed --- injured for lifehooked --- (be) addicted to drugs(8). niched --- placed as in a niche, i.e. a hollow area in a wall(9). Where in paragraph 2 is Baldwin being ironic?In the sentence beginning with ―Even if … .‖ The examples do not really support what has been said about the administration.(10). at one’s discretion --- completely according to one’s own decision(11). Stuyvesant Town --- part of New York City named after Peter Stuyvesant(1610---1672), Dutch colonial official, last Dutch governor of New Netherland (later New York City)(12). What initially gave rise to Harlem’s private project? How did Black people react to it? Why?Blacks were not allowed to live in Stuyvesant Town. 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unit8 教案(英)teaching plan
Unit 8 It’s holiday seaon
Spring Festival
What do people usually do
during the Spring Festival?
People usually ---
Teaching PPT
G1 G2 G3 G4
3）Preview
Sum up the words, phrases and sentences in this lesson with the teacher.
Write down homework
Consolidation
Homework arrangement takes full account of students' needs at different levels.
2) Show the main words and phrases on PPT to educate the students on the manners and etiquette.
3) Read the words and phrases on the PPT.
4）Consolidate exercises in the form of competition.
3.Discussthe followingtopics
1) Do you like celebrating festivals?
Why?
2) What’s your favorite festival?
3) How much do you know about the Spring Festival?
read the words and phrases
The teaching plan of Unit 8
1. 2a:Look at the chart.Ask five students to read the five names of the pets in the first column.
Point out the write-on line in front of each pet.Say,You will listen to the recording and number the pets in the order you hear them.Then write the numbers on the lines in the chart.Play the recording twice and then check the answers.5 2 1 4 3
Emotion goals:培养学生学习英语的强烈兴趣，乐于参加各种活动的积极情感，善于合作，培养学生团结协作精神。
（重难点）
教材
1.掌握询问对方意见的句型：
2.掌握评价意见的句型：
板书
设计
示意
框图
Unit 8 Why don’t you get her a scarf?
SuggestionsComments
时序
教学操作过程设计（重点写怎么教及学法指导，含课练，作业安排）
Step 1: Greeting
Step 2: Revision：words competition (all the class )
Step 3:Lead in grammar in Unit 8
1.At first ask students to review grammar in Unit 7 ( Would you mind doing…. ? or Could you please do …? ) according to some pictures in slides. And review some more drills of suggestions
Teaching Plan for Unit 8 Learning a foreign langua
Teaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语acquisition, correction, data, patience, stick, acquire, instruct, adopt, face, awful, academic, anxious, appropriate, make sense of,distinguish … from ,be equipped with, adjust itself to, be born wit h, regardless of, consider… put… to use, take risks/a risk, contribute to, take patienceb. 重点句型Learning a language is obviously more than just memorizing words, phrases and structures.If we develop our study skills, … but can in fact be twice as easy an d a lot of fun.2. Learning ability goals 学能目标Help the Ss learn how to talk about the different methods of learning a foreign language and the characteristics of the successful language learners.Teaching important points 教学重点Analyse the organization of the text.The understanding of the reading text about the problems and factors related to learning a foreign language.Teaching methods 教学方法Listening and intensive reading with the aid of the computer courseware.Teaching aids 教具A computer, a projector and Internet.Teaching procedure & ways 教学过程与方法Step1: Lead-in1. What’s our mother tongue?2. What’s our foreign language?3. Which do you think is harder ?Step 2: Skimming1. If we develop our study skills and way of Learning, is learningforeign language twice as hard or as easy?Twice as easy.2. Find out the topic sentence of each paragraph.Main ideaPara. 1 Learning a language is obviously more than just memorizing words, phrases and structures. It is puzzling how we are able to learn or acquire our mother tongue.Para. 2 Language experts have different answers to the question.Para. 3 Learning a foreign language is different from learning one’s mother tonguePara. 4 Successful language learners share a number of characteristicsPara. 5 By planning and evaluating their learning, successful language learners gain confidence which in turn allows them to enjoy the learning process and learn better and faster.Para. 6 If we adopt some of the study skills and characteristics described in the text, we will become more successful.3、What’s the purpose of writing this article?A. Learning a foreign language is twice as hard as learning our mother tongue.B. Learning a foreign language is more important than learning our mother tongue.C. Learning a foreign language is twice as easy if we develop our study skills.D. In fact, the number of people learning a foreign language has increased with years.4、Match the part with the main idea.Part1(Para 1~2) differencesPart2(Para 3) successful language learnersPart3(Para 4~6) learning of the mother tongueStep3: ScanningPart1.1. Answer the questions or do multiple choice.①What is the most puzzling question in learning our mother tongue?How were we able to make sense of what we heard and distinguish the mistakes and errors from "good" language?②How do different people explain our ability to learn our mother tongue?Some experts explain that we are equipped with a special ability to learn language and our brain adjusts itself to the language, Othersthink that we learn language in the same way we learn other things and that what we are born with is a general ability to learn and adapt ,not a language –specific part of the brain.③The sentence “Life is a very successful language school” means .A. we are equipped with a special ability to learn languageB. the key to learning the language well is to communicate with the people around usC. parents can give children language lessonsD. people can learn the language by themselvesLanguage points:1. make sense of 理解 make sense有意义make no sense in a sense在某种意义上Can you __make sense of ___ what I said?Talking after the accident __makes no sense___.what he said is reasonable__in a sense_.2. adjust 调整adjust / adapt… to适应1) You shouldn’t adjust your computer without an y instruction.2) He adjusted his errors and continued his research work.3) When you go to a new country, you must adapt /adjust yourself to new circumstances3. regardless of : 不管，不顾The coal boss risked making money regardless of workers’ safety.They decorated the house regardless of cost.Part2.In fact, we learn English much faster than we may have thought because ________.A. A lot of people are born with a special ability to learn a foreign language.B. English learning always takes place in class.C. Communicating with people often takes too much time.D. We can get a lot of help and the learning is more efficient.Language points:1. in other words 换句话说in a word 总而言之in word 口头上with the words 说完就......have a word with sb. 和某人说句话have words with sb = quarrel with sb 与…争吵keep one’s word = keep one’s promise 遵守诺言Word came that… 有消息传来……1) With the words, he walked away with a smile.2) It’s no use promising in word, but in deed.3) In a word, you are a very good boy.4) She often depends on others. In other wordsshe doesn’t do things by herself.5) I hope you will always keep your word6) Have a word with Rose and see what she thinks.7)Word came that our team had come out first.8)After having words with the boss, he decided to quit the job.Part 3:1. If you want to be a successful language learner, what characteristics must you have?interested in understanding my own thinking;curious about the world;willing to take chances ;confident in my ability;use different ways of learning ;plan my studies in order to deal with academic challenges.2. tick(√)some of the following points that the write thinks are important.（）1. set a clear goal in learning（）2. evaluate our learning（）3. make proper study plans（）4. have good pronunciation and intonation（）5.have interest in learning（）6.understand English grammar（）7.memorize new words（）8. be active and patient（）9. adopt some good study habits（）10. take risks and put ourselves in new learning situations（）11.put what we know to better use.Language points:1. put…to use : make use of / put...into practice1) You should put what you have to better use.= You should make better use of what you have.2) She put her knowledge of German to good use2. take/ run/ risks 冒险at any risk无论如何，无论冒什么危险at risk = in danger处于危险中at the risk of ... 冒着…的危险1) 他冒着生命的危险救了我一命。
Teaching Plan for Unit 8 Sports
陈卫锋Chen Weifeng from Xiting Senior Middle School, JiangsuTeaching aims and demands类别课程标准要求掌握的项目话题 1． Talk about sports2． Talk about interests and hobbies3． Talk about the Olympics4．Write a sports star’s profile功能 Interests and hobbiesWhich do yo u like…or …?What’s your favorite sport?Which sport do you like best?Which do you prefer…or…?What about…?Are you interested in…?词汇 continent well-known athlete gold medal torch badminton tie final dive shootingGreece competitor motto further rank gymnastics prepare preparation effect flamecompete flag weight position superstar point skill weigh title gesture facialstand for because of speed skating track and field take partin preparation for语法 Future Passive VoiceThe people of Beijing will plant more trees and build new roads.(陈述句)More trees will be planted and new roads will be built by the people of Beijing.Beijing will hold the 29th Olympic Games in the year 2008.（疑问句）When will the 29th Olympic Games be held in Beijing.Period Arrangements:warming up reading materialsPeriod 1 listening Period 2,3speaking language focuslistening (WB) complementary listening materialspeakingPeriod 4 speaking Period 5 complementary reading materialwriting(WB)integrating skill(writing) assessmentTeaching Procedures of Period 1:Step1.Warming up (15 mins)Ss know a lot about sports from everyday life and media, so I arrange such a task -discussion(group of 4):Q: What do you know about sports?During this process, if Ss can’t express themselves in English, Chinese is also all right. Besides, it is agood chance to present new words. If necessary, I will make some complements. At the same time, I will present them as many pictures about sports as possible.Possible response:school sports meetSports meet the National Gamesthe Asian Gamesthe Olympic Gamesthe World Cupetcball games: volleyball, basket ball, football, table tennis,tennis, ,golfbadminton, bowling, baseball, American football, ice hockey etcEvents of sports track and field: relay race, long jump, high jump, pole jump, discus, shot, javelin etcgymnastic: rings, double bars, high and low bars, horse , free exerciseswimming/shooting/skiing/ ice sports/diving/aquatic sports etcSport stars : Beckham, Mike Owen, Michael Jordan etcPurpose: This activity is designed to encourage students to think about sports and activaterelevant vocabulary.Step 2. Speaking(15 mins)Task1(pair work): Talk about their favourite sports, favourite sports stars, and the reason why they like them, with the following expressions as a guide.(See SB p52)Task2(pair work): A survey about physical fitness (See postscript 1)Task3(group work): Add up their total scores and divide by the number of people. Then get their group’s average scores. Discuss their survey answers.1). Do you think your group is doing well or not? Why ?2). How can you become fitter?Purpose: The students will use the information from the above step totalk about their interests and hobbies and to practise giving reasonsfor their opinions.Step 3. Listening (15 mins)Task 1: Brainstorming(encourage Ss to tell me as many words about thatas possible)Purpose: to work as a guide of listening part.Task 2: Listen to three sports reports and fill in the missing informationPurpose: In this activity, the students will hear three sports reports about basketball, football table tennis. It is what they are interested in and to learn to understand sports news report.Step 4. Homework AssignmentTask: Find out some background information about the Olympics. T will offer them some websites as well: // Purpose: This activity is related to the reading material of next period. To encourage Ss to find out the information by themselves.Teaching procedures of period 2Step1. Lead-in(10 mins)Task 1. Collect the information Ss have found, and this is a good chance to present new words. If necessary, warming up Ex can work as a guide.At the same time T will display some relevant pictures.Five rings Aisa Europe Africa America OceaniaIOC International Olympic committeeHeadquater Lausanne SwitzerlandMotto swifter higher strongerPresent President Jac ques RoggeOfficial language English French Spanish Russian GermanHost city of 2000 Olympics Sydney AustraliaHost city of 2004 Olympics Athens GreeceHost city of 2008 Olympics Beijing ChinaHost city of the first Olympics Athens GreeceSort Winter Olympics Summer OlympicsPurpose: to help Ss get as much background knowledge about the Olympics as possibleTask 2.Group work to discuss any of following questions:1).Why do so many athletes want to take part in the Olympic Games?2).Are the Olympic Games important to our society? Why or why not?Purpose: the activity is designed to get Ss to think about the Olympics as a preliminary activity related to the reading material.Step2. Reading(10 mins)Task1.Skimming to find out what is the reading material going to talk about.Possible answer: the OlympicsTask2. Scanning to find the topic wordsPossible answer: the Winter Olympics , the Summer Olympics, the ancient Olympics,the modern Olympics, the Olympic motto, the 2008 OlympicsPurpose: to train Ss to glance through the passage quickly to get a general idea.Task3. Careful reading to find out the main idea of each paragraph.Purpose: to train Ss how to find out the main idea of a paragraph.Step3.Consolidation(10 mins)Task1. Play the passage through once and ask Ss to underline some words and phrases they think useful.Task2.Match the new words and their meanings(See WB Ex)Task3.Fill in a form about the passageOlympics Year Location China’s gold medals competitorsold Greeceno female competitors1st in modern times23rd20002008 ? ?Purpose: to have a better understanding of the passage and note some useful words and phrases.Step4.Discussion(15 mins)Task1: Group work (group of 4) to discuss the following topics and they can choose whichever they are interested in talking about.Topic1. What is the spirit of the Olympic Games? What can you learn from it?Topic2. Do you agree that” faster, higher, stronger” is a good motto not only for sports but also for life in general? Why?Topic3.Is it important to win in a sports match? Why or why not?Topic4.Discuss the causes and effects of some serious problems of the Olympics and think of the possible solutions.Task2: DebateHosting the Olympic games is a great honour and a great responsibility. Since china has won the biddingof hosting the 2008 Olympics, what will the Olympics bring to China, good effects or bad effects.good effects bad effectspromote the economy costing a large amount of moneymake china better known to the world cause disorder to our society… …Purpose: to have a further understanding about the Olympics.Step5.Homework assignmentWrite a report based on the debate carried out in class about the good effects and bad effects of the Olympics. And encourage Ss to express their own idea in the report.Purpose: to cultivate them how to write discussed topicsTeaching procedures of period 3Step1. Extensive reading (WB) (15 mins)Task 1. Read the passage and have a discussion about some related questions.1).What are some problems that unknown athletes have to deal with?2).Why are the Olympic Games so important to many athletes?3).Why do stars like Michael Jordan make more money than other athletes?Task 2.Pair work Compare the sports listed. Are they popular in china? Why or why not?Sports Popular /not very popular ReasonsTennisSoccerTable tennisBadmintonPurpose: to know more about sports and the Olympics.Step2.Speaking(5 mins)Task 1. China is going to host the 2008 Olympic Games. To make it the most wonderful and successful one, what will be done ? If necessary, T can display two pictures for contrast.Task 2. As for Ss, Chinese, what will they do for the 2008 Olympics?Purpose: to make Ss note the use of Future Passive Voice and Future Active Voice.Step3. Language focus (25 mins)Task1. Group work to get a conclusion of the Future Passive Voice and give T more examples.Structure: Subject+ will be doneTask2. Show Ss a passage about the Olympics, and ask them to change it into passive voice.(See postscript 2)Task3. Pair work to ask questions about the passage with what , when, where, how etc.Task4. T has left a note to you ,asking you to write a notice for the students in Future Passive Voice. Work with their partners and write down the notice. Then report it to class orally.Next week we are going to clear the school as follows:Monday--- Classroom Building No.1Tuesday--- Classroom Building No.2Wednesday--- the computer center and language labThursday--- the science labsFriday--- the libraryPurpose: to consolidate their understanding about the Future Passive Voice.Step4.Homework assignmentTask1. Finish some consolidation Ex of the Future Passive VoiceTask2. Find out as much information as possible about their favourite sports starsPurpose: to encourage Ss to do what they are interested inTeaching procedures of period 4Step1.Listening(5 mins)Ss will hear something about some sports stars and make their own decision according to what they have heard.Step2.Speaking (10 mins)Guessing Game. Check what Ss have got about their favourite sports star.. Ask some Ss to come up to the front to tell what they have found while others guess the names of the sports stars.Purpose: to work as a preliminary step of writing.Step3.Writing (30 mins)Task 1.Brainstorming. Ask Ss to think out information about Yao ming as much as possible.Task 2. Read the profile about Yao ming and find out what are the useful information for writing a profile.Purpose: This activity is to let Ss find out how to write a profile by themselves.Task 3. Write similar profiles about their favourite sports stars and check some typical ones in class.Step4.Homework assigmentSuppose the Chinese Olympic Committee is inviting applications for volunteer jobs for the 2008 Olympic Games and Ss want to apply for the job.Try to write a profile to introduce themselves.Teaching procedures of period 5Step1.Listening(10 mins)Complementary listening material: It is important to be able to recognize and understand numbers quickly when listening to spoken English.Many sports listening tasks involve numbers.Listen to the speakers and extract the numbers which are needed to complete these tables.(See postscript 3)Purpose: to make Ss get used to listening to English sports news in daily life.Step2.Speaking(10 mins)Imagine the world in the year 5,000. What will our life be like then? Make a list of the things that you think will be done differently. Try to use the Passive Voice as much as possible.Example sentences:Eating food I think all food will be turned into juice and chopsticks won’t be used.Drinking waterWearing clothesBuilding housesDriving carsReading books…Purpose: to revise the language focus in this unit.Step3.Reading(10 mins)Read a complementary reading material about sports and finish the relevant Ex.(See postscript 4)Purpose: to offer Ss further information about sports so that they will have better understanding.Step4.Writing(15 mins)Task 1: Group work to talk about the sports as the sample. One member of the group write down what they have got during their discussion and another report what they have written down.Sport: SoccerObjective:Shoot the ball into the otherTeam’s goalNumber of players:Two teams of eleven players:ten outfielders and a goalkeepersSports field:Grass playing fieldEquipment:Football,two goalsBasic rules:1. Players are not allowed to use their hands.2. … Sport: Tabl e tennisObjective:Number of players:Sports field:Equipment:Basic rules: Sport:Objective:Number of players:Sports field:Equipment:Basic rules:Sport:Objective:Number of players:Sports field:Equipment:Basic rules:Task 2: Write a short essay in which you compare two sportsStep5.Homework AssignmentTask1: Since Ss have learned the whole unit, they must know more about sports. After class, ask Ss to find some scenes which have make them moved and tell us the reasons.Purpose: This activity is designed to check what Ss have learned from this unit.Task2: AssessmentPurpose: to help Ss to reflect on how and what they have learned from this unit.Through the whole unit a good many different kinds of assessment have been presented in the form of listening,speaking,reading and writing.But as a whole unit, I design such two forms to let Ss clearly know their own performances.Form 1: (total score 5)listening speaking reading writingSelf assessmentPeer assessmentTeacher assessmentForm 2: set improvement goalYour name Datea. What were your goals for this unit?b. Did you reach your goal?c. What different ways of learning did you use?d. Which did you like best?e. What your goals for the next unit?f. How do you plan to reach them?g. Will you ask some of your classmates for ideas and try new ways of learning?The Olympic GamesOur country will。
Teaching Plan for section 1 Unit 8 lp
Teaching Plan for Section 1 Unit 8Knowledge teaching point:words and expressions, the grammar, the text, and workbook exercisesAbility training:Improve the Ss’ ability of listening, speaking and reading. To make sure they can use the knowledge freelyMoral education:Educate the Ss to get a knowledge of celebrity and role models. And the students can know how to become celebrity .Key point and difficulty:1.Read the passage and get a general idea .2.How to become a celebrity and role model.eful expressions in the passage.Teaching method:Listening, speaking reading and practicing Learning, discussing and drills Teaching procedure:Step 1. Words1.I want to be recognized for an important achievement .be recognized for ---- 因为be recognized as ---- 作为相同的用法还有famous, known, well-known他是一个公认的好老师。
He is recognized as a fine teacher .2. It looked lost .lost 迷路常用短语be/get lost(=lose one’s way)在森林里她迷路了。
Unit 8 Teaching plan3-4
Unit 8: When is your birthday?Part 1: Teaching Design陈海燕第一部分:教学设计Period 3: Speaking (Page 49)(How old are you?)Objectives●To learn to use p ossessive‘s’●To learn to speak How old are you?Procedures■Warming up by studying How old are you? And Possessive‘s’Hello, class. What’s my name? OK. My name is Zhao Ping. How old am I? 我是多大了？I am fourty-nine. How old are you? 你多大了？You are twelve. When is you birthday? You birthday is April 11th. When is Li Hui Fang’s bithday? 李慧芳的生日是什么时候啊？3a PAIRWORK 结对活动There are three ID cards in 3a on page 49. Now in pairs choose an ID card and make a conversation.3d PAIRWORK 结对活动Ask and answer about each other’s name, age and date of birth.4 THE Birthday GAME生日游戏Look at the picture ON PAGE 49. How old are they? Can you guess?Ask and answer about ONE ANOTHER’S birthday and age and line up from youngest to oldest.Period 4: Matching, Listening and Speaking (Page 50)(When is your birthday party?)Objectives●To learn to talk about dates●To learn to use When questionsProcedures■Warming up by making up sentencesHello, class. To begin with, let’s make sentences with the two groups of words below. Let’s see who can make the most sentences.1 Looking and matchingLook at the expressions in the box. Match the pictures and the events.2a Listening and checkingNow we’ll hear a conversation about the pictures on page 50.Listen carefully and check the events.2b Listening and fillingPlease listen to the recording again and write the name of each event in the correct place in the calendar on page 50.Now go to page87 to read this conversation. While reading try to find all the wh-questions and answers.Go over the conversation again. And also cut/ the sentence into thought groups, study all the predicates, circle all the linking words and underline all the expressions. That’s grammar study, indeed.2c PAIRWORK 结对活动Look at the speech bubbles and read the conversation aloud. Ask and answer more questions about name, age and birthday.。
Teaching Plan英语教案模板
***［设计理念］初三学生面临中考的考验，使得老师注重题海战术，学生学得乏味、吃力。
而我的观点是：英语作为一门工具学科，要让学生学得轻松愉快，在愉悦的气氛下掌握知识，形成能力。
本课是学习语法：动词后的副词。
语法教学本身一定是枯燥乏味的，所以作为老师不能让学生死记硬背语法规则，而应该让学生在活动、练习中自然掌握语法规则。
因而我在课的开始阶段就设计了有趣的活动，如听录音判断说话者的心情、根据图片说形容词和副词、根据生活录像猜副词，让学生能以好奇愉快的心情展开学习。
巩固拓展阶段除了传统的习题练习以外，我还设计了游戏、头脑风暴和编故事等活动，在活动中培养学生实际运用语法的能力。
同时我精心设计了多媒体课件，让学生在学习过程中加入视觉的冲击，产生强烈的学习动机，从而能自觉地运用英语进行交际活动, 培养学生的语言交际能力，从而促进“听、说、读、写”教学，提高英语教学的实际效果。
［教材分析］1.本课介绍了世界人口迅速增长的状况以及所带来的一系列问题，同时也提到了欧洲的低出生率及老龄化问题。
人口问题是世界性问题，是本课重点教学内容。
就其内容而言，难度不大，同时具有很强的开放性，作为八年级的学生，已经通过各种渠道对世界和我国的人口问题有所了解，并且具备了一定的英语基础，有能力来学习这部分知识。
本课以雄辩的事实对同学们进行人口教育，说明控制人口增长的重要性和必要性，使他们进一步认识到中国实行计划生育政策的必要性和深远意义。
2.本课学习过去完成时态的构成和基本用法，为后面两课学习带有过去完成时的宾语从句作铺垫.询问学习询问人口情况的句型（英语中就人口提问只用what），表达自己观点的句型，以及表达赞同和反对的句型。
［学生分析］本班级同学英语基础较好，有少量的学习困难生。
总体水平不错，但在口语交际和语法知识方面还有欠缺。
因而我的教学重点主要放在培养学生灵活运用语法规则的能力方面，给学生提供一个英语交际的场合。
考虑到初三学生随着年龄的增长，活跃性方面不如起始年级，因而我在课堂中设计了游戏活动和讨论活动，让学生们产生学习的动机，提高课堂效率，从而能自觉地运用英语进行交际活动。
英语教学设计Unit 8
Lesson Plan of Unit 8When is your birthday ?（第 4 课时）一、教材内容分析本单元以When is your birthday?为话题，询问和谈论日期，围绕这一主题进行一系列的交际活动，使学生掌握日期的表达法，正确使用when引导的特殊疑问句对日期进行询问。
本节课是第四课时，在已经学习了询问日期的基础上，进一步提高学生的听说读写的能力。
二、教学目标1.知识目标：A. 重点词汇：speech, contest, party, trip, basketball gameB. 重点句型：When is the speech contest?It’s October fifth.2.能力目标：A. Train students’ listening and speaking skills.B. Enable students to talk about the events at school.C. Make their own plans.3.情感目标Section B的学习内容安排课内外的一些活动，非常贴近学生的学习生活。
通过互相询问课内外活动的安排日程，不仅可以增进同学之间的了解和友情，而且还能学会合理地安排自己的作息时间，养成有规律地生活、学习的好习惯。
Teaching procedures教学过程StepⅠLead-in and Presentation （10minutes）1. Sing the song “Happy Birthday”.2. Ask the students to talk about their classmates’birthdays in class to review what they have learned. Then ask some students to act out.3. Use the pictures to teach the new wordsT: Now please look at the pictures.Show a picture with some people having a contest.T: These people are talking to the whole school. Other people are waiting to speak. Who is the best speaker? It’s a contest.Teach party, school trip，basketball game, Art Festival and music in the similar way.【设计说明：活动1通过歌曲引发学生学习兴趣；活动2 以做调查的方式复习了已学习的内容，让学生体验到学习的快乐；活动3运用图片教了新单词，组织学生学习运用，为下面的听说活动扫清障碍】Step ⅡMatch (1:P50，5minutes )1. Use the pictures to practice the conversations, they can begin like this:S1: What are they doing ?S2: They are having a party.2. Ask the students to match the pictures with the events. Write the correct letter next to the word.【设计说明：运用课本图片让学生更加掌握了本课的新单词，学生自由交谈的过程中引入课文中的生词，使所学知识得到很好的运用，为下面的听说活动扫清障碍。
Unit8Teachingplan
Unit 8 I ' d like some noodlesI. Teaching Contents: Unit 8 I ' d like some noodlesII: Analysis of the Teaching Material1. Status and functionThe topic of this un it is about food. The stude nts will lear n how to order food or take-away .In this unit, the students will be able to use would like ” to express their need for food and learn how to ask others 'information and provide their personal information during the process.2. Teach ing aims and dema nds(1) Kno wledge objectsa. T o master how to order food or take-away;b. To master the modal verb would ” and what” questions.c. To master the usage of coun table nouns and uncoun table nouns.(2) Ability objectsa. To use would like ” to talk about the need for food.b. To improve students ' abitoynoifi unication and social practice.(3) Sen sibility objects:Let the stude nts experie nee the happ in ess of lear ning En glish, cultivate their ability todo things and foster the spirit of cooperati on in group activities.3. Teach ing difficult points and focus:(1)Key words and target Ianguage and structures;(2)To master the usage of countable nouns and uncountable nouns;(3)To use would like ” to express their need for food and learn how to order food.III. Target Lan guage(1) What kind of noodles would you like?I ' d likbeef and tomato noodles, please.(2) What size bowl of noodles would you like?I ' d like large / medium / small bowl of noodles.(3) What is your address?My address is …IV. Vocabularylarge, no odles, beef, chicke n, mutt on, potatoes, cabbage, dumpli ngs, porridge, soup, gree n tea, orange juice, would like, address, kind, size, bowl.V. Teach ing TimeFive periods(3)Liste ning practice and speak ing practice(4) To lear n the coun table and uncoun table nouns. 2. Ability objectsTo train stude nts' ability of liste ning and speak ing. II. Teach ing Focuses1. To lear n the n ames of food and the coun table and uncoun table nouns;2. To lear n how to order food;3. To make pair work. III. Teachi ng Procedures Step 1 Prese ntati onShow a picture and let the stude nts an swer the questi ons below: 1) Can you see three bowls? 2) What are in them? 3) Do you like noodles? 4) Can you find the differences among the three bowls of noodles?5) Show the sign _ Special 1, Special2, Special3 to understand their meanings. Step2. Prese ntati on1. Teach the new words of food used in no odles.2. Look at the nu mbered list of in gredie nts. Read and repeat.3. Ask stude nts to match each word with the foods in 1a. Step3. Grammar1. Prese nt the coun table and uncoun table nouns.2. List many words, and let the students discuss in groups and tell us what kinds of nouns thesewords are.Step4. Prese ntati onPrese nt the target la nguage as follow ing: A: What kind of noodles would you like? B: I ' d likbeef and tomato noodles, please. Step5. Practice the drill1、 Read the conversation above.2、 A sk students to work in pairs. One person is the waiter, the other one is the customer. The n letthem perform the con versati on in front of the classroom.Step6. Liste ningShow three bowls of no odles in picture on page47. Ask: What in gredie nts are in these no odles?Play the recording the first time .Students only listen. Play the record ing a sec ond time and correct the an swers. Step7. Homework1. Review the kno wledge lear ned in this period.2. Copy the new words.The sec ond periodI . Teach ing Aims and Dema nds1. K no wledge objectsa) To review how to order food;b) Key structures: A: What size bowl of no odles would you like?In dividual design1、 2、 3、desig ndividualdesig ndividualdesig ns ad.。
电子教案第一册U8-1.doc
课时 1 班级 教师周次课型 Listening & Speaking □期 主任 签字 单元Unit 8 We'd like to check in. 学习目标1. To be able to know the words and basic sentence patterns often used to get or offer services in hotels.2. To be able to understand the dialogues about hotel services.3. To be able to book a hotel. 2; 1. To be able to know the words often used to get or offer services in hotels. 2. To be able to talk about hotel services- 教学难点The functional sentences about how to offer services in hotels and how to talk about hotel services. What kind of room would you like? May I have your name? 教具The script & video clips of dialogues. PowerPoint presentation slides of images of different facilities and different kinds of rooms in hotels. 教学环节设计 教学步骤 教学过程设计 Teaching Plan学年 第1学期教学环节设计Warming up I. Show the students the picture on Page 79 of Unit &ask them to look at the picture and discuss:1.Where are they?2.What are they doing?IL Introduce the key themes to the students.III.Ask the students to listen to the sentences andmatch the key words in the sentences with thepictures in Activity ①,Warming up.Present the key sentences on the slide and explaintheir meanings-IV.Ask the students to look at the four pictures inActivity ②，and then match the words aboutdifferent kinds of rooms with the pictures.Listening & Speaking practice (1) I.Ask the students to try reading the words in the pictures on Page 81. Then ask the students to read them after the tape.II.Show the pictures of some jobs in a hotel. Tell the students they are going to listen to a short dialogue about different jobs in hotels. Give them someadvice on listening skills.III.Play the tape twice and ask the students to practice it after the tape.IV.Ask the students to listen to the dialogue in Activity ② and read after the tape, learning how to book a room in a hotel.V.Ask the students to listen to the dialogue again. Show the students different kinds of rooms in a hotel and elicit the names of them. If the students can^t answer, tell them some related knowledge. Encourage students to tell their experience in hotels. VI.Ask the students to listen to the dialogue again. And then ask them to form into groups and make dialogues with the given words and pictures in Activity ③.Listening & Speaking practice (2) I.Ask the students to look at the dialogue in Activity④ on Page 82, and then listen to the tape. Ask the students to read the dialogue after the tape.II.E xplain some polite speech used in the dialogues which is often used to get or offer services in hotels, and emphasize the importance of polite speech. Example: May I help you ?Enjoy your stay.III.Ask the students to listen to the dialogue in Activity ④ again, and look at the pictures in Activity ⑤.Then ask them to work in pairs and make two dialogues about different people checking in the hotels.IV.Ask the students to show their dialogues to the学节计教环设Consol idat ion I.Present pictures of different jobs in hotels, ask the students to talk about their major duties.II.P resent pictures of different kinds of rooms in hotels, ask the students what kind of room they would like to have.Summary Key words:bellboy desk clerk cleaner waiter twin room singleroom double room suiteKey sentence patterns:May I help you?What kind of room would you like?May I have your name, sir?Enjoy your stay.Homework 1 • Ask the students to read the dialogue.2.Ask the students to memorize the key words andsentence patterns.3.Ask the students to get ready to describe orintroduce a famous hotel.。
Unit8第一课时教学设计
Unit8第一课时教学设计sectiona（1a-2c）主要目的是让学生学习用英语描述制作香蕉奶昔的过程和步骤，并在下一节课中使用本主题引出关键句、祈使句、可数名词和不可数名词，即Howmone-/Howmone-？问题、顺序副词和其他语言知识。
根据以上内容和新的英语课程标准，本课程的设计如下：（1）教学目标：1。
知识目标a、重点词汇：peel,cutup,put…into,pour,turnon..b、重点句式：howdoyoumake…?先…，然后…，接着…，最后…。
c、语法知识：多少+不可数名词howmany+可数名词2、能力目标：a、学习做香蕉奶昔。
b．用英语描述香蕉奶昔的制作过程和步骤。
3．情感目标帮助学生学习制作和食用更健康的食物。
4、教具：多媒体搅拌器几个塑料杯六个香蕉两杯牛奶一大杯做好的香蕉奶昔(二)．教学重、难点1.要点：A.描述香蕉奶昔的制造过程。
b、祈使句的结构和用法。
2.难度：用目标语言描述奶昔的制作过程。
（3） 1. 设计理念本节课我主要运用任务型教学法及情景交际法，并采用多媒体课件进行教学。
因为兴趣是最好的老师，为了激发学生的学习兴趣，我设计了生动形象的图片及动画来吸引学生的注意力。
按照任务型教学的基本理念，课堂任务的设计选择贴近学生实际生活的话题内容。
提供符合真实生活的学习情景，通过自主，合作，探究培养学生主动学习英语的兴趣，自学能力和合作能力。
让学生多说英语，在用中学，学以致用。
（四）学情分析：我们住在一个偏远的地方，学习英语的环境很差。
我们每天只上两节英语课。
但八年级学生有强烈的好奇心和求知欲，喜欢参与。
因此，我让学生在教学中有更多的个人经验，为学生创造一个英语学习环境。
使学生对英语学习有更高的兴趣，顺利完成本课程的学习任务。
教学方法指导用多媒体辅助教学将本课所需要的录音、图片等课件展示在学生们面前，使抽象的语言变得直观。
让学生亲身动手做苹果奶昔，实现师生互动，生生互动和人机互动的多向交流。
高一英语教案：Teaching Plan (Unit 8)
Teaching Plan (Unit 8)Reading广州培英中学李淑芬1.Teaching Aims1) To introduce the history of Olympic Games.2) To get the students familiar with the motto and the items of Olympic Games.3) To get the students know the latest development of Beijing Olympic Games.4) To express the opinion toward the Olympic Games and talk about the good effects and badeffects of hosting the Olympic Games.2.Teaching StepsⅠWarm up(1)Picture Show (3 minutes)Draw students’ attention to have the lesson and make them prepare for the class. Show the pictures to active the atmosphere and raise their interest to the topic, sports and the Olympic Games.T: Class, do you know this sport? (show a picture of wrestling)S: Table tennis.T: Clever. Then do you know how many categories of sports in Olympic Games? You know China will held the 2008 Olympic Games, so it’s important for us to have the knowledge of different items of Olympic Games. So now let’s check weather you have got enough knowledge.Teacher shows the pictures in turn and check weather the students know the English names of the sports items. Or Teacher divides the students into two groups to have a competition about saying out different kinds of sports. The result will be marked by how many kinds of sports they can say out.(2) Answering Questions (5 minutes)Through the activities above, the students have got familiar with different kinds of sports.Then ask them the following questions: 1) Which sport events do you like to watch most?Why? 2) Is it important to win in a sports match? Why or why not? 3) Are the Olympic Games important to our society? Why or why not? 4) Why do athletes from so many countries want to take part in the Olympic Games?Teacher can ask one student to answer the first question, then ask him the second question further, which will cause the rest students’ attentions. Then teacher can ask more students to get more different answers by asking weather the rest of the class agree with his or her opinion and encourage those who have different opinions to present their ideas.ⅡFast Reading (3 minutes)T: I think all of you know that the Olympic is held ever four years, and China has got the chance to hold the 2008 Olympic Games. Do you know anything more about the Olympic Games? (Wait for a few seconds to see weather some students can give more information.) But do you know when and where was the first Olympic Games, are the items the same as those in ancient times, and what will China do to prepare the 2008 Olympic Games? Today we are going to read the history about the Olympic Games. Now, I will give you 3 minutes to read the text silently and then decide in which paragraph the following questions are answered. Match the questions and the paragraphs.How many gold medals did Carl Lewis Paragraph 3win in the 1984 Olympic Games?When did the old Olympic Games begin Paragraph 5and what were the old Olympic Games like?How often are the Olympic Games held? Paragraph 2Where will the 29th Olympic Games be held? Paragraph 1How many athletes took part in the 2000 Olympic Games? Paragraph 4Check the st udents’ answers and get them to be familiar with the structure of the text.ⅢDetail Reading (7 minutes)T: Well, it seems you all know the structure of the text and have the general idea about the text. Then I would like you to read it carefully and to get the detail information andfinish the following true or false exercise.1 (T) In the early Olympic Games, only men were allowed to compete and watch the Games.2. (F) The motto of the Olympic Games is “Faster, Higher, Further”.Stronger3. (F) Carl Lewis won three gold medals in the 1984 Olympic Games.four4. (F) The 27th Olympic Games were held in Los Angeles.Sydney5. (F) The 28th Olympic Games were held in Beijing.28th29thOr Beijing6. (F) The winter Olympic Games are held every three years.fourⅣFill in the blanks (2 minutes)Ask the students to fill in the blanks with the words they get form the text.ⅤExplain the important points (5 minutes)Use the examples to illustrate the important points or phrases. Give some exercise tostudents to have a strong understanding.ⅥPractice ( Choose one of the practice. Time is limited to 7 minutes)Practice 1Give three videos to students and ask them to dub them into English. One is about the Olympic Games held in ancient times, one is about what the Chinese people do in preparation for the 2008 Olympic Games, and the other is about the Chinese achievement in the 2000 Sydney Olympic games. Students can have their own thinking toward the three videos and they can say anything they want to and anything they know. This kind of activities test the students’ understand of the text and their knowledge about the topic. And it’s also a kind of practice to test their competence. It doesn’t matter if they cannot say much. The point is that this activity can draw their attention and raise their interest. It’s alsoa good opportunity for them to have special experience. It’s also a good chance to test theirskills. It’s ok if they can only say out several phrases or sentences. If some of them find it hard to do the work, they will work hard on this work later and do their best.Practice 2Suppose the students are the reporters of CCTV, and there is a special program for the 2008 Beijing Olympic Games. Every week there are different kinds of topics about the Olympictheir program carefully and choose which is the best.ⅦProject (6 minutes)Get the students to discuss the good effects and bad effects of holding the Olympic Games.T: Class, do you still remember the exciting moment of Beijing’s successful bid for 2008 Olympic Games? It’s really a great honor and a great responsibility to host the Olympic Games. But do you notice that being the host of the Olympic Games will have good and bad effects on the host city. I know you have read a lot of news, so you must have read something about Beijing’s 2008 Olympic Games. Could you name some of the effects? Now, I will divide you into four groups, and I will give you 3 minutes to discuss. While discussing, please write down the good effects and the bad effects. Then we will have a competition to see which group could name the most. The result is marked by how much effects they can name.ⅧSummary (2 minutes)Have an oral review about what have been learnt.ⅨHomeworkTo write a passage about the effect about holding the Olympic Games.。
An English Teaching Plan of Unit 8教案
An English Teaching PlanTeaching content: Section A 1a-2a of Unit 8 (Book 1)Teaching aims: 1. Learn the new words about months and ordinal numbers.2. Learn the sentence pattern: A: When is your birthday?B: My birthday is June fourth.3. Improve the students’ listening and speaking ability.Important points: The same as the teaching aims.Difficult points: 1. The pronunciation of some new words.2. The ordinal numbers.Ways to break through difficult points:1. Picture teaching;2. Dialogue practice.Teaching aids:A CAI projectorTeaching steps:Step One: Leading-in1.Warming-up: listen to a song.2.Greeting.3.Do some arithmetic problems to revise cardinal numbers.Step Two: Pre-task1. List cardinal numbers from 1 to 31 and teach the ordinal numbers.2. Let’s chant to remember the changing rules of ordinal numbers.3. Do 2a. Listen and repeat. Practice reading the ordinal numbers.4. Listen to the song of months and ask: How many months are there in ayear? What are they?5. Teach the new words about the months6．Do 1a. Practice reading the month words.7. Do memory challenge games to consolidate the month words andordinal numbers.8. T: This month is November. How many days are there in November?Look at the calendar. Help students say the dates and then match the dates.9. Look at some pictures and practice reading the dates of some specialdays.Step Three: While-task1.Do a guessing game to show the English teacher’s birthday..2.Ask: When is your birthday? (My birthday is June fourth.)3.Practice between the teacher and some individual students.4.Pairwork. Practice between students.5.Do 1b. Listen and number the conversations.6.Do 1c. Pair work. Practice the conversations.Step Four: Post-task1.Make a survey and ask some students to report the results to the class.2.A special birthday party.3.Remember parents’ birthday.4.Show the final result of the group competition on the screen.Step Five: Homework1. Ask about your family’s birthdays.2. Find the birthdays of the famous people(名人).Design of the blackboardfir st seco nd thi rd four th fif th Jan uary Feb ruary six th seven th eighth ninth ten th Mar ch Apr il ……twent ieth twenty-first……Jun e Jul ythirt ieth thirty-first Aug ust Sep temberOct ober Nov emberDec emberWhen is your birthday?My birthday is June fourth.It’s June fourth.。
Unit 8 First aid(A Teaching Plan)
.A Teaching Plan for Unit 8 First aidNo.2 Middle School Mr. ZhangⅠ.Teaching Goals:1. Talk about first aid and medicine;2. Practise talking about what you should and should not do;3. Learn to use the Subjective Mood(2) ;4. Write a process paragraph.Ⅱ. Teaching method: Task-based teaching and learning; cooperative learningⅢ. T eaching Time: Six periodsⅣ.T eaching Procedures:Period 1 Warming-up & ListeningWarming-upTask 1What words can you think of when you talk about accidents and first aid? Drown; bleed; choke wound; electrical crash;; First aid Ambulance; unconscious; cut; breath; move; conscious; fall; hit;Burn/catch fire; flood; broken legs/arm; Task 3 what should you notice when using the first aid?Sum-up ListeningLead-in: Look at the pictures on P58 and answer some questions.1.What can you see in the two pictures? Where are they?2.What do you think has happened to the boy and the girl?Task 1 To lead the Ss go through the Qs and finish the exercise one by one.The same goes for Listening in WB.Teaching reflection:Period 2 SpeakingTask 1 To ask Ss to find out what things at home can be dangerous?Electricity; Cooking; Poisons; toys; small things; fire; knife, ladders; natural gas;Task 2 To ask Ss to tell each other how to make their families safe..The same goes for Talking in WB．Period 3-4 Pre-reading & Reading & post-readingTask1 Pre-reading To ask Ss to judge some basic first aid knowledge.( True or false)1. When a car accident happens, you are in a panic and have no idea what to do. (F)2. If two cars crash into each other, you run straight to the cars and try to save the drivers under the cars. (F)3. If someone is bleeding badly, you tie a handkerchief very tightly around his wound.4. Two people are both hurt in the accident. One is screaming; the other one is unconscious. You save the first one first. (F)5. After getting the injured man out of the car, you lay him comfortably on his back. (F)Task 2 To ask Ss to find out the main ideas of the paragraphs.Para. 1.First aid is very importantPara. 2 The most important is to stay calm.Para. 3-4 When we have to think fast, we must remember DR ABC to give first aid.Para. 5-6 When we have checked the DR ABC we should give the first aid that is needed and call an ambulance.Task 4 What do you learn from the text? (Teacher may let Ss do pair work)I’ve learn how to use first aid to save people and myself.(What does “D,R,A,B,C” really mean?)D: Danger →We should make sure that the accident scene is safe.R: Response→Make sure the wounded is conscious and can breathe.A: Airway →Make sure the airway is open and it’s easy to breathe.B:Breathing →If the person is not we should use the mouth-to-mouth method to start his/her breathing.C:Circulation →We s hould make sure that the person’s blood is circulating by checking the person’s pulse.Task 5 To ask Ss to finish the question in pre-reading.Teaching reflection:Period 5 Language study1.Go through the passage together with the students and deal with the language points in it．2. Deal with word study(traditional way is OK)．3. Learn grammar (The Subjective Mood)．①．虚拟语气用在条件从句中②．虚拟语气用在建议句中③．虚拟语气用在愿望句中The same goes for Practicing in WB．Period 6 Integrating skillsTask 1 To ask Ss to answer the following questions.1. What are common injuries?Common injuries are accidents that easily happen at home. We may not be able to prevent them from happening, but everyone should know what to do if an accident happens.2. How many kinds of common injuries are mentioned in this passage? And what are they?4 : Animal bites; Burns; Cuts; PoisoningTask 2 If you are a doctor, how do you deal with those common injuring? Read and finish the tableConclusion:The same goes for Reading in WB．Writing:To ask Ss to write a process paragraph about giving first aid for a kind of injury such as traffic accident burns or something else. Try to use the step words; First, Then, After, Finally, and more order words.Teaching reflection:。
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5. Fill in the blanks and talk about the dates and activities.
2.Review 12 months of a year.
3.Review ordinal numerals.
4.Talk about birthdays.
5.Talk about holidays and dates.
To activate students’prior knowledge and get them ready for the new topic.
To confirm students’understanding and using of the dates.
3.Do Jigsaw reading in pairs.
To help students have a general idea of the text.
4. Read aloud the notice after the recording.
have a general understanding of the notice(dates and activities).
talk about their favorite school activities.
get more interested in school activities.
To provide students with more opportunities to practice the target language
6. Talk about other activities they like.
To activate students’thinking.
Post - task
While - task
1. Talk about school activities and learn some new words and expressions.
To lead in the new topic and teach the target vocabulary.
2. Listen to the school notice and circle the dates they hear.
Teaching focus:Learni来自g about the dates
Teaching procedures:
procedures
Learning activities
Teaching purposes
Pre- task
1. Enjoy a song - The months.
To arouse Students’interests.
（注意：以下简案仅供参考,内容不要超过2页）
Teaching Plan for Section B Unit 8 (Reading)
Objectives:
At the end of this period, students are expected to
understand the new words and expressions: school trip, art festival, book sake, term, busy, have a good time.
Group work: Complete a notice to a friend.
To create a situation in which students can use what they have learned.
Assignment
1.Read and recite the text.
2.Design a notice for the school activities in one month.
To help students to consolidate what they have learned in class.