Unit 8新编实用英语课堂设计

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八年级英语上册-人教版-Unit 8 教学设计

八年级英语上册-人教版-Unit 8 教学设计一. 教材分析人教版八年级英语上册Unit 8主要围绕一般过去时展开，通过讲述过去发生的事情，让学生掌握一般过去时的构成和用法。

本单元关键词包括：yesterday, today, tomorrow, yesterday morning, yesterday afternoon, yesterday evening, in the morning, in the afternoon, in the evening等。

同时，本单元还涉及到过去时的疑问句和否定句的构成。

二. 学情分析八年级的学生已经掌握了基本的英语语法知识，对一般现在时有一定的了解。

但他们对一般过去时的掌握还不够熟练，需要通过大量的练习来提高。

此外，学生们的词汇量有待扩大，需要通过阅读和听力练习来提高。

三. 教学目标1.知识目标：让学生掌握一般过去时的构成和用法，能正确运用一般过去时进行问答。

2.能力目标：提高学生的听说读写能力，使他们在实际情境中运用一般过去时。

3.情感目标：激发学生学习英语的兴趣，培养他们的自信心。

四. 教学重难点1.重点：一般过去时的构成和用法。

2.难点：一般过去时的疑问句和否定句的构成。

五. 教学方法采用任务型教学法，让学生在完成各种任务的过程中，自然而然地掌握一般过去时的知识。

同时，运用情境教学法，创设各种情境，让学生在实际语境中运用一般过去时。

六. 教学准备1.教学材料：人教版八年级英语上册教材、多媒体课件、录音机、磁带。

2.教学工具：黑板、粉笔、挂图。

七. 教学过程1.导入（5分钟）利用多媒体课件展示一组图片，图片内容为学生昨天在学校所做的事情。

引导学生用一般现在时描述这些图片，激发学生对过去时的兴趣。

2.呈现（10分钟）教师播放录音，让学生听懂一般过去时的疑问句和否定句。

然后，展示PPT，呈现一般过去时的疑问句和否定句的构成，让学生初步感知一般过去时。

3.操练（10分钟）教师分别用一般过去时提问，学生用一般过去时回答。

新编实用英语综合教程2-Unit-8教案

的消息
Put in Use
2. 1) When I saw the position your company
advertised in China Daily, I decided to have a try. 2) I think I’d like to do something different. 3) Yes, I talked about it with him. 4) Well, I would need two weeks. 5) No, not at the moment. 6) Thank you. I appreciate the time you have given me.
1) be short of sth.: lack of sth.; not having enough of sth.缺少，不足
eg: I’m afraid I’m a little short of money this month.
2) a sense of sth.: have an understanding of sth. ; have an ability to judge sth.对某事的感觉、判断
Dialogue 2 Applying for a Job
diploma: 毕业文凭 eg: a High School diploma qualification: 资格,资历 be qualified to do sth. 有资格做某事 hear from sb. 收到某人的来信，收到某人
Eg: Assuming it rains tomorrow, what shall we do? She assumes a well-informed manner but in

Unit 8新编实用英语课堂设计教学资料

U n i t8新编实用英语课堂设计Unit Eight From Fat to FitClass Work Design: [Three Sessions – Six Contact Hours]Suggested Teaching Procedures and Class ActivitiesSECTION I Talking Face to Face1 Lead-in activities:Imitating Mini-Talks1. Warm-up questions:1) If you are ill, what do you prefer to do, to go to see a doctor or just find somemedicine to take? And what’s the reason?2) If you go to see a doctor, how do you usually make complaints?2. Class Activities:1. The students read the Mini-Talks after the teacher, and then try to recite themwithin five minutes in pairs.2. Ask the students to recite and perform the mini talks in class.3.The students discuss in groups, summarizing the words, phrases and sentencesfrequently used according to the following topics with the help of the teacher. The students speak out the sentences under the guidance of the teacher, payingattention to the pronunciation and the intonation.1) Sentences frequently used for making complaints to a doctor:(1) I’ve come down with a bad cold.(2) I’ve got a bad cough.(3) I don’t feel like eating anything.(4) I have a bad headache and a temperature.(5) I’ve got a terrible toothache.(6) I can’t eat or sleep at all. I’m feeling weak and dizzy.(7) My leg hurts so much and I’m feeling rather weak.(8) I don’t feel very well. Perhaps I’ve got heat-stroke.(9) I have taken some aspirin, but I still feel sick.(10) The toothache is killing me.2) Sentences frequently used for inquiring about the symptoms of a patient as a doctor:(1) What’s wrong with you? You look pale.(2) What’s wrong? Is anything the matter?(3) How long has this been going on?(4) How are you feeling today?(5) Jack, are you all right? You don’t look quite yourself.(6) Have you taken any medicine?(7) Open your mouth and say “ahhhh”.(8) Do you have a temperature?3) Sentences frequently used for giving advice and writing a prescription:(1) I’ll give you an injection to bring you fever down.(2) Here is a prescription to take care of your headache and keep your temperature down.(3) You should go on taking the medicine for three more days.(4) You need a minor operation.(5) You can try some Chinese therapies.(6) You must come back for a follow-up treatment.(7) Take this pain-killer three times a day after meals.Studying Medical Instructions1. Warm-up questions:1) What are medical instructions intended for?2) Do you always read medical instructions carefully before taking a medicine? Whyor why not?2. The students read and translate the sample Medical Instructions into Chinese under the guidance of the teacher.2 Act out activitiesSample dialogues1. The students read the sample dialogues after the teacher, trying to imitate theteacher’s pronunciation and intonation.2. Ask the students to read the sample dialogues in pairs.3. Groups work: Ask the students to categorize the useful sentences in the sampledialogues into four groups.1) Sentences for a patient to make a complaint to a doctor:(1) I’ve got a sore throat and a bad cough.(2) I t’s my skin. It’s so dry and rough.2) Sentences for a doctor to inquire about symptoms:(1) What’s wrong with you?(2) You don’t look well today. What’s the problem?3) Sentences for a doctor to give advice to a patient:(1) Try this throat spray.(2) Simply spray it into your throat three times a day.(3) Remember not to drink or eat anything immediately afterward.(4) You could try this skin oil treatment. Just rub the oil into you skin.(5) Keep it in a cool and dry place.4) Sentences for a doctor to comfort a patient:(1) You should feel relieved soon.(2) It will soothe and soften your skin immediately.4. Group work: Give the students several minutes to discuss what questions a doctor may ask while listening to a patient’s complaints.5. Pair work: Make a dialogue about seeing a doctor. One student acts as a patient and the other as a doctor. There will be a class performance.6. Do Exercises 5 and 6 in pairs.3 After-class activities:1. Pair work: Each pair makes a dialogue according to the tips in one of the fivetasks in Speak and Perform. There will be a class presentation in the next class period.2. Group work: Try to find more useful sentences and expressions for seeing a doctorand show them in the next class period.3. Pay a visit to the website http ///clips/149901/dont-touch-your –eyes to watch the video about seeing a doctor.SECTION II Being All Ears1 Learning Sentences for Workplace Communication1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time by looking at the corresponding Chineseversion. While listening to the English sentences, the students try to remember the meaning of each of the sentences they have heard. The focus here is oncross-reference of the English sentences and their Chinese meanings.3. Play the tape for a second time, and ask the students to do the exercises in this section.4. Play the tape for the third time with a pause after each sentence, and ask thestudents to repeat the sentence during the pause.2 Handling a Dialogue1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for a second time, and ask the students to answer the followingquestions:1) What’s the matter with Jack?2) What medicine has Jack taken?3) What does Li suggest Jack should do?4) What does the doctor ask Jack to do first?4. Play the tape for the third time, and the students read the dialogues following thetape simultaneously and trying to catch up the speed and simulate the speakers’tones.5. Do the exercises in this section.3 Understanding a Short Speech/Talk1. Give students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for a second time, and ask students to do the exercises in this section.4. Play the tape for the third time with a pause after each sentence, and ask thestudents to take notes of the key words.SECTION III Trying Your HandPracticing Applied Writing1 Sample analysis:The teacher summarizes briefly the format and language used in medical instructions. The teacher may show the following passage with PPT (If there is no PPT prepared, ask the students to take a dictation of the passage). Afterwards, ask the students to read it and translate it into Chinese orally.The language used in medical instructions is expected to be as straightforward as possible. Short and simple sentences are preferred. Everyday words are used in order not to confuse people.The sentences used in writing medical instructions:1. Keep out of reach of children.2. Store in a cool, dry place.3. The usual dose is 2-3 tablets twice daily.4. If your symptoms persist, stop taking the medicine.5. If the injection causes soreness or irritation, apply ice for 15 minutes every four to sixhours.6. Apply drops in both eyes in the morning and at night.7. Take two tablets 3 times a day after meals.8. Take one table in the morning or as directed by your doctor.The format of the doctor’s prescription and the language used in it:Since the doctor’s prescription is crucial to the patient, it is imperative that the patient should be able to fully understand it and no ambiguity is allowed. So a prescription must be written accurately, and a universal standard language be employed as well. Accurate diagnosis; proper selection of medication, dosage form and route of administration; proper size and timing of dose; precise dispensing; accurate labeling; and correct packaging must be all provided. Written prescriptions should contain: p atient’s full name and address; prescriber’s full name, address, telephone number, and DEA number; date of issuance; signature of prescriber; drug name, dose, dosage form, amount; directions for use; refill instructions.2 Simulated writing:1. With the help of the teacher, the students read and translate the two samples ofdoctor’s prescription into Chinese.2. Do Exercises 2 and 3 in groups.Writing Sentences and Reviewing Grammar1 The teacher gives a brief summary of the basic sentence structures.There are two kinds of conjunction s—coordinating and subordinating. We use a coordinating conjunction (and, but, or, nor, for, so) to join individual words, phrases and independent clauses. A subordinating conjunction (why, what, when, where, how, who, that, since, as, because, …) introduces a dependent clause and indicates the nature of the relationship between the independent clause and the dependent clause.2 Do Exercises 4, 5, and 6 in groups.3 Assignment for this section:Group work: Try to find another two medicine instructions and translate them into Chinese. There will be a group presentation in class.SECTION IV Maintaining a Sharp EyePassage 1 Don’t Wait Until Death Does Its Part1 Warm-up questions:1. Why do we say body health is vital for us?2. How can we treat our body fairly and lovingly?2 Guided reading aloud of the passage:The students read the passage after the teacher, trying to imitate the teacher’s pronunciation and intonation, and then read it in class individually. The teacher should pay attention to correcting the students’ pronunciation and intonation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out the difficult words and expressions in the whole passage which they don’t understand and report them to the class. The teacher will demonstrate the usage of those chosen points, and then ask the students to make up at least two sentences with them in groups. In this passage, apart from what have been chosen in Language Points in Teacher’s Book, the following points are encouraged to be chosen and practiced on.1. take sth for granted: be so familiar with sth. that one no longer appreciates itsvalue; assume sth. to be truee.g. He never praises her progress: he just takes it for granted.2. follow through: carry out or continue sth. to the end; complete sth.e.g. Starting a project is one thing, and following it through is another.3. in one’s own self-interest: for or to one’s own advantagee.g. It would be in your own self-interest to accept it.4. conform to sth.: keep to or comply with (generally accepted rules, standards, etc.)e.g. The building does not conform to safety regulations.5. impact on: strong impression or effect on sb./sth.e.g. Her speech made a tremendous impact on everyone.4 Teaching suggestions for understanding the passage in detail:1. Paragraph 1:1) Ask two or three students to read this paragraph.2) Group work: The students have a discussion to translate this paragraph intoChinese. Then there will be a group presentation in class.2. Paragraph 2:1) The students read this paragraph loudly by themselves.2) Meanwhile the teacher writes down the following table on the blackboard orshows it with PPT. The students are asked to fill in the table without looking atKey: 1. water 2. providing nutrients, energy and strong bones3. rest4. lifting one’s spirits3. Paragraph 3:1) Ask the students to read this paragraph together.2) Dictation practice: The teacher reads each sentence of the paragraph twice, andthe students write them down. Afterwards, the students check them up with their partners.4. Paragraphs 4 and5.1) The students read these two paragraphs following the teacher.2) Group work: The students have a discussion to find the answers to the following questions:(1) If the author doesn’t take care of his health, what will happen to him in the future? (His medical expenses will be increased, his senses will be exhausted, and early death will occur.)2) What awareness has the author got now?(He should struggle to develop a positive relationship with his body.)3) What positive actions has the author taken now?(He has taken the actions as exercising, eating mindfully, getting enough rest and water, limiting his work hours, and scheduling recreation.)5. Paragraph 6:1) The students read this paragraph together.2) Memory training: Give the students 2 minutes to remember this paragraph, andthen ask some of the students to recite it in class.5 Summary of the passage:Group work: The students have a discussion to categorize the different actions towards people’s heath.1. Actions or habits harmful to heath:(annoying physical problems, overeating, lazy lifestyle, excessive work, overtaking drugs, becoming alcoholic, etc.)2. Actions or habits good to health:(exercising, eating mindfully, getting enough rest and water, limiting work hours, and scheduling recreation, etc.)6 Suggested methods for doing exercises:1. Group work for Exercises 2 and 3: Underline the useful expressions in each sentence.2. Pair work for Exercises 4 and 5: Each student writes out the sentence patternsthey are going to use and then write out their translation. Afterwards they check up each other’s work, correcting the mistakes. At last, the whole class repeat the English translation of the sentences together.7 Assignments for this passage:1. Prepare a speech of how to keep your body healthy and present it in your group inthe next class period.2. Search online after class to find some better and easier ways for people to keephealthy.3. Preview Passage II.PASSAGE II The Loving Heart Will Go On1 Warm-up questions:1. Have you heard of body organ transplantation?2. Do you think people should donate any of their organs when they die? Give your reasons.2 Guided reading aloud of the passage:The students read the passage after the teacher, trying to imitate the teacher’pronunciation and intonation, and then read it in class individually. The teacher should pay attention to correcting the students’ pronunciation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out the difficult words and expressions in the passage which they don’t understand and then report them to the class. The teacher will demonstrate the usage of those chosen points, and ask the students to make up at least two sentences with them in groups. In this passage, apart from what may have been chosen in Language Points in Teacher’s Book, the following points are encouraged to be chosen and practiced on.1. be determined to do: decide firmly to do; make up one’s mind to doe.g. He is determined to give up the job and look for another one with a better salary.2. turn out to be: to be found out to be, as after an experience or trial; to end upe.g. Although Peter is a newcomer, he turned out to be the best player in the team.3. make it: (the health of a patient) be improved; to be successful; to arrive in timee.g. You wouldn’t make it without taking the correct medicine.4. be open about: be franke.g. She is open about her illness and often talks about it with her friends.5. a perfect fit for: the state, quality or way of being suitablee.g. Since he is a man of responsibility, he is a perfect fit for the position.4 Teaching suggestions for understanding the passage in detail:1. Paragraphs 1 and 2:1) The students read these two paragraphs together.2) Group work: The students have a discussion to find the answers to the following questions:(1) What’s the problem with Carmen’s mother?(She has a serious heart attack and needs a heart transplant.)(2) Why were the chances of the mother’s heart transplant very small?(Because it would take years to find a suitable donor heart.)(3) What did Carmen keep doing?(She kept contacting hospitals all over the country for her mother’s heart donor.)2. Paragraphs 3 to 7:1) Ask students to read these paragraphs in groups for two times.2) Meanwhile, the teacher writes down the following sentences on the blackboard orshows them with PPT. The students are asked to rearrange the sentences in acorrect order according to these paragraphs.(1) Frank’s wife, Cheryl, had been in hospital with a brain disease.(2) Carmen told the stranger her story.(3) Cheryl suddenly fell into a deep coma.(4) Carmen was in despair and fell into a corner of the hospital and began to cry(5) Maria had trouble walking in the room.(6) Two days later, it became clear that Cheryl would not make it through the night.(Correct order of the sentences: 5 – 4 – 2 – 1 – 3 – 6)4. Paragraphs 8 to 10:1) Ask two or three students to read the three paragraphs individually.2) Practice on expressions: The teacher says out the Chinese expressions and thestudents say them out in English.(1) 一个想法闪过他的大脑(an idea comes to his mind)(2)对此事坦言无忌( be open about it)(3) 进行移植手术(carry out the transplant)(4) 为弗兰克一家祈祷(pray for Frank’s family)(5)感觉到一股神奇的情结(felt a strange bond)(6)报答你(pay you back)5. Paragraph 11:1) Students read this paragraph together.2) Group work: The students have a discussion to translate the paragraph intoChinese. There will be a group presentation in class.5 Summary of the passage:1. The teacher shows the following dialogues with PPT. The students are asked to translate the Chinese expression into English in the interview and then read the dialogues.Interviewer: Hello, Maria. Pleased to meet you. I’m from the TV station. I’m so glad to see that you’ve recovered so soon.Maria: _______________（表示谢意）.Interviewer: Why did you need the heart transplant so urgently?Maria: I had just _____________________（逃过一次严重的心脏病发作). But my life _____________________（随时处于危险中）without a hearttransplant.Interviewer: Carmen, I’ve heard you were prepared to donate your heart to your mother in case you had an accident.Carmen: Yes, __________（我下定决心要拯救我母亲的生命）. Interviewer: Frank, your wife Cheryl had always wanted to donate something from her organs, hadn’t she?Frank: Yeah, __________________________ （她对此事坦言无忌）and had checked“yes”on her driver’s license.Interviewer: It is a miracle that Cheryl’s heart was a perfect fit for Maria. Carmen: Frank, I am clear that I_____________________（永远无法报答你们）. Maria: I will _________________（为你的一家祈祷）every day. Cheryl’s loving heart_______________（会获得永恒）.Key: 1) Thank you. 2) survived a serious heart attack 3) was in constant danger4) I was determined to save my mother’s life 5) she has been very open about it6) can never pay you back 7) pray for your family 8) will go on living 2. If there is no PPT prepared, give each group several minutes to prepare a short report of the story in about 80 words. There will be a group presentation in class.6 Suggested methods for doing Exercise 7:Group work: Ask the students to prepare the Chinese translation of the sentences in Exercise 7 in groups, and there will be a group presentation in class afterwards.7 Assignments for this section:Rewrite the passage in about 100 words in a third person.SECTION V Appreciating Culture Tips1 Understanding of logos, business mottos and famous sayings:Ask the students to read and appreciate the logos, business mottos and famous sayings.2 Group discussion:1. Which logos, business mottos and famous sayings impress you most? Give your comments.2. Please list some other logos, business mottos or famous sayings you are familiar with.3. Search online for more logos, business mottos and famous sayings and exchangethem in the next class period.。

人教英语九年级unit8优秀教学案例

2.组织课堂小测验或单元测试，对学生的学习成果进行评价。如设计一份针对过去进行时和一般过去时的被动语态的练习题，检验学生对该知识的掌握程度。
3.采用形成性评价和终结性评价相结合的方式，关注学生的学习过程和成果。如通过观察学生的课堂表现、作业完成情况等方面进行形成性评价，最后以单元测试成绩作为终结性评价。
在教学过程中，我以多媒体课件辅助教学，通过展示真实的图片、视频等素材，让学生直观地了解过去进行时的意义。在课堂活动中，我设计了一系列的互动环节，如小组讨论、角色扮演等，使学生在实践中掌握过去进行时的用法。同时，我还注重培养学生的跨文化交际能力，让学生在学习英语的过程中了解西方文化，提高他们的综合素质。
3.教师通过提问，激发学生对过去进行时的兴趣。例如：“Can you tell me what past continuous tense is and how to use it?”
（二）讲授新知
1.教师通过PPT展示过去进行时的构成和用法，用简洁明了的语言进行讲解。如：“The past continuous tense is formed by combining 'was' or 'were' with the verb's root. It is used to describe actions that were happening at a specific time in the past.”
2.举例说明过去进行时的用法，并提供一些常用表达。如：“I was reading a book when you called me.”
3.教师讲解一般过去时的被动语态的构成和用法，并进行对比分析。如：“The past passive tense is formed by combining 'was' or 'were' with the past participle of the verb. It is used to describe actions that were done to someone in the past.”

《新编实用英语》教案第二册Unit 8

Unit Eight FarewellI. Aims and RequirementsAfter learning this unit, students should grasp:1 Read and understand farewell letter2. How to write farewell letter3. How to say goodbye to someone4. Useful words, expressions and language pointsII. Introduction1. At the airport or station, we often see our friends off. What should we do for the farewell? This unit we will learn how to say goodbye to your friends.2. A letter of farewell is often written to express your thanks to somebody for the hospitality and kindness you’ve received from him or her. Let’s begin with a farewell letter.III.Teaching PlansTask 1 Talking face to face: A farewell letterL istening comprehensionPart 1 Read and translate some farewell lettersPart 2Read some dialogues about farewell and try to learn how to say goodbye to your friendsPart 3 Useful expressions and sentence patterns about farewellPart 4 PracticesPart 1 Read and translate some farewell lettersA letter of farewell is often written to express your thanks to somebody for the hospitality and kindness you’ve received from him or her.The farewell letter in page 131 is for you to translate, after translation you may be know more about this kind of letter, and this kind of knowledge will help a lot whenever you write one.Part 2 Read some dialogues about farewell and try to learn how to say goodbye to your friendsSample 1 How to say goodbye for different places?1. To learn the sentences to express your greetings, thanks, saying goodbyes, talking about future of business and so on.2. Tasks after class, try to make dialogues according to the giving message on page 133.Part 3 Useful expressions and sentence patterns about farewell1. Patterns for hostWe hope you’ll visit China again.Have you got everything ready for the trip?Did you enjoy your stay here?Can you stay a little longer?I wish you a pleasant journey.I’m sorry to see you go. I hope you’ll come back again.I wish you a very pleasant journey home. 祝您回国一路顺风。

8年级上Unit8教案(提高学生英语口语表达的教学方法

8年级上Unit8教案（提高学生英语口语表达的教学方法）一、教学目标：1. 知识目标：学生能够掌握Unit8中的重点词汇和短语。

学生能够理解并运用Unit8中的重点句型进行口语表达。

2. 能力目标：学生能够提高自己的英语口语表达能力，流利地运用所学知识进行交流。

学生能够通过小组合作和角色扮演等方式，提高自己的口语互动能力。

3. 情感目标：学生能够积极参与课堂活动，增强自信心和团队合作意识。

二、教学内容：1. 词汇和短语：引导学生复习Unit8中的重点词汇和短语，如“travel”、“tourist”、“attraction”等。

2. 句型：学生能够运用“Where are you from?”, “What do you do?”等句型进行自我介绍和询问他人信息。

三、教学过程：1. 热身活动（5分钟）：教师与学生进行简单的英语对话，检查学生对之前学过的知识的掌握程度。

2. 词汇复习（10分钟）：教师引导学生复习Unit8中的重点词汇和短语，可以通过游戏、闪卡等方式进行。

3. 句型练习（10分钟）：教师提供一些情景，让学生运用所学句型进行口语表达。

例如，让学生模拟在机场相遇，用“Where are you from?”进行交流。

4. 小组合作（15分钟）：学生分组，每组选择一个旅游地点，用英语介绍该地点的吸引力和特色。

学生可以运用所学词汇和句型进行口语表达。

5. 角色扮演（10分钟）：学生分组，每组扮演不同的角色，如导游和游客，用英语进行对话。

教师可以提供一些问题，引导学生运用所学句型进行口语表达。

教师对学生的口语表达进行评价和反馈，鼓励学生积极参与课堂活动，并提出改进建议。

四、课后作业：学生可以选择一个旅游地点，用英语写一篇简短的介绍，包括该地点的吸引力和特色。

五、教学评估：通过学生在课堂上的口语表达和作业完成情况进行评估，关注学生的词汇运用和句型掌握程度。

观察学生在小组合作和角色扮演中的表现，评估其团队合作和口语互动能力。

新编实用英语综合教程2 -Unit 8 Appliying for a job教案

Unit 8 Applying for a JobUnit GoalsWhat you should learn to do1.Understand a job advertisement2.Apply for a job3.Take a job interview4.Talk about a job5.Write a resumeWhat you should know about1.The way successful people start and run a business2.How to apply for a right job3.Supporting and concluding sentencesSection I Talking Face to Face1.Imitating Mini-Talks2.Acting out the Tasks3.Studying Email Information on the Internet4.Following Sample Dialogues5.Putting Language to UseSection II Being All Ears1.Learning Sentences for Workplace Communication2.Handling a Dialogue3.Understanding a Short Speech / TalkSection III Trying your Hand1.Practicing Applied Writing2.Writing Sentences and Reviewing GrammarSection IV Maintaining a Sharp EyePassage 1 :Text Applying for a New BossWhen I went off to college, I got one piece of advice from my father: “It doesn’t matter what courses you take, just find the great professors.” Sure enough, I soon discovered that all kinds of subjects were interesting to me as long as good teachers presented them. In Professor Weinstein’s class, I could hear the tumbrels rolling through the streets of Paris during the French Revolution. And going back further, I can still recall things about the stars that I should have long ago forgotten if not for mysecond-grade teacher, Miss Scorchiotti. To me, a great teacher is one who performs a subject in a way that makes it come alive.A great boss does the same. They turn the day-to-day uninteresting jobs into a learning experience. They convince you that you and what you are doing actually matter. They give you confidence, which makes you more willing to ask a question, or assume responsibility, or even suggest a change in some age-old company process. In short, a great boss knows how to teach.So my advice to anyone bound for the job market in the coming years and to anyone looking for a different work experience is: Don’t interview for the right job. Interview for the right boss. Not a best person, but someone who is willing and able to help you grow professionally.What are some signs of the wrong boss? Well, anyone who:● is surrounded by the same team year after year. If you’re such a good teacher, why aren’t these people moving on and getting promoted?● is short of a sense of humor. Life is short. Work is hard. Let’s lighten up when facing something difficult.● loves typing. Hates talking. Why are you emailing me when I sit across the hall?Who are the best bosses I ever had? Angela, my first boss out of college, was very clever and outspoken. She ruffled feathers around the company but was eager to let me in on what she thought and why.My boss Tom used to say: “You can sleep when you’re dead.” Working for Tom was just a bit exhausting. But he was also unbelievably straightforward, and quick to ask advice and give it. We often had different opinions, yet our discussions helped both of us learn more about what we were trying to perform. A great boss both gives respect and earns it.And how do you know when you’ve found the right boss? Be yourself with them and see if the self they are with you is someone you want to learn from for a couple of years. If that person is dull or dogmatic in an interview, guess what they’re going to be like Monday through Friday? Interviewees are on their best behavior in that setting, but so are interviewers. You don’t like what you see? The power is yours. Go out and interview another boss.Language Points1 Explanation of Difficult Sentences1. (Para. 1) And going back further, I can still recall things about the stars that I should have long ago forgotten if not for my second-grade teacher, Miss Scorchiotti ...Analysis: This is a complex sentence. That introduces a relative clause to modify the stars, followed by an if-clause of condition. Attention should be paid to the subjunctive mood used here: should have forgotten, ... with the latter part being an elliptical clause which can be assumed to be if it were not for ...Translation: 再早些，我仍然记得有关星体的知识，若不是由于我二年级的斯高奇奥迪老师，我早就将其忘光了。

新编实用英语综合教程2--Unit-8-Appliying-for-a-job教案

Unit 8 Applying for a Job Unit GoalsWhat you should learn to do1.Understand a job advertisement2.Apply for a job3.Take a job interview4.Talk about a job5.Write a resumeWhat you should know about1.The way successful people start and run a business2.How to apply for a right job3.Supporting and concluding sentencesSection I Talking Face to Face1.Imitating Mini-Talks2.Acting out the Tasks3.Studying Email Information on the Internet4.Following Sample Dialogues5.Putting Language to UseSection II Being All Ears1.Learning Sentences for Workplace Communication2.Handling a Dialogue3.Understanding a Short Speech / TalkSection III Trying your Hand1.Practicing Applied Writing2.Writing Sentences and Reviewing GrammarSection IV Maintaining a Sharp EyePassage 1 :Text Applying for a New BossWhen I went off to college, I got one piece of advice from my father: “It doesn’t matter what courses you take, just find the great professors.”Sure enough, I soon discovered that all kinds of subjects were interesting to me as long as good teachers presented them. In Professor Weinstein’s class, I could hear the tumbrels rolling through the streets of Paris during the French Revolution. And going back further, I can still recall things about the stars that I should have long ago forgotten if not for mysecond-grade teacher, Miss Scorchiotti. To me, a great teacher is one who performs a subject in a way that makes it come alive.A great boss does the same. They turn the day-to-day uninteresting jobs into a learning experience. They convince you that you and what you are doing actually matter. They give you confidence, which makes you more willing to ask a question, or assume responsibility, or even suggest a change in some age-old company process. In short, a great boss knows how to teach.So my advice to anyone bound for the job market in the coming years and to anyone looking for a different work experience is: Don’t interview for the right job. Interview for the right boss. Not a best person, but someone who is willing and able to help you grow professionally.What are some signs of the wrong boss? Well, anyone who:●is surrounded by the same team year after year. If you’re such a good teacher, why aren’t these people moving on and getting promoted?●is short of a sense of humor. Life is short. Work is hard. Let’s lighten up when facing something difficult.●loves typing. Hates talking. Why are you emailing me when I sit across the hall?Who are the best bosses I ever had? Angela, my first boss out of college, was very clever and outspoken. She ruffled feathers around the company but was eager to let me in on what she thought and why.My boss Tom used to say: “You can sleep when you’re dead.”Working for Tom was just a bit exhausting. But he was also unbelievably straightforward, and quick to ask advice and give it. We often had different opinions, yet our discussions helped both of us learn more about what we were trying to perform.A great boss both gives respect and earns it.And how do you know when you’ve found the right boss? Be yourself with them and see if the self they are with you is someone you want to learn fromfor a couple of years. If that person is dull or dogmatic in an interview, guess what they’re going to be like Monday through Friday? Interviewees are on their best behavior in that setting, but so are interviewers. You don’t like what you see? The power is yours. Go out and interview another boss.Language Points1 Explanation of Difficult Sentences1. (Para. 1) And going back further, I can still recall things about the stars that I should have long ago forgotten if not for my second-grade teacher, Miss Scorchiotti ...Analysis: This is a complex sentence. That introduces a relative clause to modify the stars, followed by an if-clause of condition. Attention should be paid to the subjunctive mood used here: should have forgotten, ... with the latter part being an elliptical clause which can be assumed to be if it were not for ... Translation: 再早些，我仍然记得有关星体的知识，若不是由于我二年级的斯高奇奥迪老师，我早就将其忘光了。

unit8课程设计

unit8课程设计一、课程目标知识目标：1. 学生能掌握Unit 8的核心词汇和基础语法结构，如：时态、被动语态等。

2. 学生能理解并运用课文中的关键句型进行日常交流。

3. 学生能了解并描述与本单元主题相关的社会文化现象。

技能目标：1. 学生具备通过听力、阅读等方式获取信息，提炼关键信息的能力。

2. 学生能够运用所学词汇、语法进行口头表达和书面写作。

3. 学生能够通过小组讨论、发表观点等方式，提高解决问题的能力。

情感态度价值观目标：1. 学生培养对英语学习的兴趣和自信心，树立积极的学习态度。

2. 学生学会尊重不同文化背景，增强跨文化交际意识。

3. 学生通过学习本单元内容，培养合作精神，提高团队协作能力。

课程性质：本课程以英语学科为基础，结合学生实际生活，注重培养学生的语言运用能力和跨文化交际能力。

学生特点：学生处于中学阶段，具有一定的英语基础，求知欲强，喜欢互动式的学习方式。

教学要求：教师应注重启发式教学，激发学生的学习兴趣，引导他们主动参与课堂活动，提高语言实践能力。

同时，关注学生的个体差异，实施分层教学，使每个学生都能在课堂上获得成就感。

通过本课程的学习，使学生达到预期设定的学习成果，为后续学习奠定坚实基础。

二、教学内容本单元教学内容主要包括以下几部分：1. 词汇：本单元的核心词汇，如：……（列举与课本相关词汇），以及与主题相关的扩展词汇。

2. 语法：本单元的语法重点，如：一般现在时、一般过去时、被动语态等。

3. 句型：课文中的关键句型，如：……（列举与课本相关句型），以及日常交流中常用的句型。

4. 阅读理解：课文内容的理解和分析，以及与主题相关的阅读材料。

5. 口语表达：运用所学词汇、语法进行日常交流，如：自我介绍、描述事物、表达观点等。

6. 写作：结合本单元主题，进行书面表达，如：书信、日记、小短文等。

教学大纲安排如下：第一课时：导入新课，学习词汇和语法，进行课堂互动。

第二课时：深入学习课文，分析课文结构，提炼关键信息。

8年级上Unit8教案(利用多媒体教具开展活跃的授课

8年级上Unit8教案(利用多媒体教具开展活跃的授课)第一章：教学目标与内容一、教学目标1. 让学生掌握Unit8中的重点词汇和短语。

2. 让学生能够运用所学的动词时态和语态进行口语表达和写作。

3. 通过多媒体教具，提高学生的学习兴趣和参与度。

二、教学内容1. 词汇：飞机、火车、汽车、自行车、地铁、公交等。

2. 动词时态：一般现在时、一般过去时、一般将来时。

3. 语态：被动语态。

第二章：教学方法与手段一、教学方法1. 任务型教学法：通过设定各种真实的任务，让学生在完成任务的过程中运用所学知识。

2. 情境教学法：通过创设各种生活情境，让学生在实际语境中学习英语。

二、教学手段1. 多媒体教具：PPT、视频、音频、图片等。

2. 实物教具：飞机、火车、汽车等模型。

3. 课堂活动：小组讨论、角色扮演、游戏等。

第三章：教学步骤与活动一、热身活动（5分钟）1. 教师播放一首关于交通工具的歌曲，让学生跟随音乐节奏进行演唱。

2. 教师提问学生关于交通工具的常见问题，如“你喜欢什么交通工具？”等，引导学生用英语进行回答。

二、新课导入（10分钟）1. 教师通过PPT展示Unit8的词汇和短语，引导学生进行朗读和记忆。

2. 教师讲解动词时态和语态的用法，并结合例句进行演示。

三、课堂实践（15分钟）1. 教师设置一个情境：学生们要参加一个旅游活动，需要选择交通工具。

让学生分组讨论，并给出自己的选择和理由。

2. 每组学生用英语进行汇报，其他学生进行评价和补充。

四、巩固练习（10分钟）1. 教师发放练习题，让学生运用所学的动词时态和语态进行填空练习。

2. 教师及时给予学生反馈，并进行讲解和辅导。

五、总结与作业（5分钟）1. 教师引导学生回顾本节课所学的知识和技能。

2. 教师布置作业：让学生写一篇关于自己最喜欢的交通工具的短文，并使用所学的动词时态和语态。

第四章：教学评价一、课堂表现评价1. 观察学生在课堂上的参与程度、发言积极性和合作意识。

unit8课程设计

unit8课程设计一、教学目标本节课的教学目标是让学生掌握Unit8中的核心词汇和句型，能够运用所学知识进行简单的日常交流。

具体来说，知识目标包括：1.掌握 Unit8 中的 15 个核心词汇。

2.理解并能够运用本单元的主要句型进行表达。

技能目标则要求学生能够：1.听懂并能够正确回答与 Unit8 相关的问题。

2.能够用英语进行简单的对话，运用所学词汇和句型进行表达。

情感态度价值观目标则是培养学生的团队合作意识，鼓励他们在课堂上积极发言，提高他们的自信心。

二、教学内容本节课的教学内容主要来自于教材 Unit8，包括以下几个部分：1.Unit8 的单词表，共计 15 个单词。

2.Unit8 的主要句型，包括疑问句、否定句和一般现在时等。

3.Unit8 的对话内容，涵盖了日常交流的各个方面。

三、教学方法为了提高学生的学习兴趣和主动性，本节课将采用多种教学方法，包括：1.讲授法：用于讲解单词和句型的用法。

2.讨论法：鼓励学生就对话内容进行讨论，提高他们的口语表达能力。

3.案例分析法：通过分析实际案例，让学生更好地理解单词和句型的运用。

4.实验法：学生进行小组活动，运用所学知识进行实际操作。

四、教学资源为了支持教学内容和教学方法的实施，丰富学生的学习体验，我们将准备以下教学资源：1.教材：Unit8 的课本和相关练习册。

2.参考书：提供相关的阅读材料，帮助学生拓展知识。

3.多媒体资料：包括图片、视频等，用于辅助教学。

4.实验设备：如有需要，准备相关的实验器材，让学生进行实际操作。

五、教学评估为了全面反映学生的学习成果，我们将采用多种评估方式，包括：1.平时表现：通过观察学生在课堂上的参与程度、发言积极性等，了解他们的学习状态。

2.作业：布置与 Unit8 相关的作业，如练习题、写作等，检查学生对知识的掌握程度。

3.考试：定期进行单元测试，评估学生对 Unit8 单词、句型和对话的掌握情况。

评估方式应客观、公正，能够全面反映学生的学习成果。

unit8大学英语教案

教学目标：1. 知识目标：掌握本单元的核心词汇和短语，理解并运用相关语法知识。

2. 能力目标：提高学生的听说读写能力，培养学生运用英语进行日常交流的能力。

3. 情感目标：激发学生对英语学习的兴趣，培养良好的学习习惯。

教学内容：1. 词汇：family members、household chores、household appliances、daily routines2. 语法：现在进行时3. 课文：My Daily Routine教学过程：一、导入1. 教师播放一段关于家庭日常生活的视频，引导学生思考家庭中常见的家务活动和家庭成员。

2. 学生分享自己的家庭日常，引出本单元主题。

二、词汇教学1. 教师带领学生复习上节课学过的词汇，并引出本节课的新词汇。

2. 学生通过图片、例句等方式学习新词汇，并进行拼写和造句练习。

三、语法教学1. 教师讲解现在进行时的构成和用法，结合例句让学生理解。

2. 学生进行语法练习，巩固所学知识。

四、课文教学1. 教师朗读课文，引导学生跟读，纠正发音。

2. 学生分角色朗读课文，提高口语表达能力。

3. 教师提问课文内容，检查学生对课文的理解。

五、练习环节1. 完形填空：教师给出一段关于家庭日常生活的短文，学生根据所学词汇和语法知识填空。

2. 阅读理解：教师给出一篇关于家庭日常生活的短文，学生阅读后回答相关问题。

六、口语练习1. 学生分组进行角色扮演，模拟家庭日常生活中的对话。

2. 学生展示自己的对话，教师点评并给予指导。

七、总结1. 教师对本节课所学内容进行总结，强调重点和难点。

2. 学生回顾本节课所学，分享自己的学习心得。

教学反思：1. 教师在课堂上应注重学生的参与度，鼓励学生积极发言，提高课堂氛围。

2. 教师应关注学生的学习需求，及时调整教学策略，确保学生掌握所学知识。

3. 教师应注重培养学生的听说读写能力，提高学生的英语综合运用能力。

八年级英语。U8 ___教学设计

八年级英语。

U8 ___教学设计备教师进行自我介绍，营造良好的教学氛围。

通过展示图片引发学生的兴趣，激发他们的好奇心和猜测能力。

教授新单词，扩大学生的词汇量。

1.猜测老师的爱好。

2.练新单词“传统”。

教学步骤教师活动学生活动设计意图及资源准备1.预测文章内容，研究阅读技巧。

2.研究并使用时间副词表达顺序。

3.阅读文章，回答问题。

1.引导学生预测文章内容，教授阅读技巧。

2.教授时间副词表达顺序，进行相关练。

3.让学生阅读文章，回答问题，检验阅读理解能力。

1.预测文章内容，研究阅读技巧。

2.研究并使用时间副词表达顺序。

3.阅读文章，回答问题。

通过预测文章内容，学生可以提前了解文章大意，提高阅读效率。

研究时间副词可以帮助学生更好地理解文章中的时间顺序。

阅读文章并回答问题可以检验学生的阅读理解能力。

1.进行小组讨论，分享感受。

2.以家庭为单位，制作感恩节晚餐菜谱。

1.进行小组讨论，分享感受。

2.以家庭为单位，制作感恩节晚餐菜谱。

小组讨论可以帮助学生更好地理解文章，并分享自己的感受。

制作感恩节晚餐菜谱可以让学生更加了解感恩节的文化背景，同时也可以研究制作食物的过程。

Step 1: Leading-in___ to spark the students' interest。

Step 2: Pre-reading___ its background n。

They explain that ___。

including the United States and Canada。

and that it involves a lot of food。

particularly turkey。

1.___ about the background n of Thanksgiving freely。

2.___ according to the key words on the screen about the pictures of a turkey in the first paragraph。

Unit 8新编实用英语课堂设计

Unit Eight From Fat to FitClass Work Design: [Three Sessions – Six Contact Hours]Suggested Teaching Procedures and Class ActivitiesSECTION I Talking Face to Face1 Lead-in activities:Imitating Mini-Talks1. Warm-up questions:1) If you are ill, what do you prefer to do, to go to see a doctor or just find some medicine totake? And what’s the reason?2) If you go to see a doctor, how do you usually make complaints?2. Class Activities:1. The students read the Mini-Talks after the teacher, and then try to recite them within fiveminutes in pairs.2. Ask the students to recite and perform the mini talks in class.3.The students discuss in groups, summarizing the words, phrases and sentences frequently usedaccording to the following topics with the help of the teacher. The students speak out the sentences under the guidance of the teacher, paying attention to the pronunciation and the intonation.1) Sentences frequently used for making complaints to a doctor:(1) I’ve come down with a bad cold.(2) I’ve got a bad cough.(3) I don’t feel like eating anything.(4) I have a bad headache and a temperature.(5) I’ve got a terrible toothache.(6) I can’t eat or sleep at all. I’m feeling weak and dizzy.(7) My leg hurts so much and I’m feeling rather weak.(8) I don’t feel very well. Perhaps I’ve got heat-stroke.(9) I have taken some aspirin, but I still feel sick.(10) The toothache is killing me.2) Sentences frequently used for inquiring about the symptoms of a patient as a doctor:(1) What’s wrong with you? You look pale.(2) What’s wrong? Is anything the matter?(3) How long has this been going on?(4) How are you feeling today?(5) Jack, are you all right? You don’t look quite yourself.(6) Have you taken any medicine?(7) Open your mouth and say “ahhhh”.(8) Do you have a temperature?3) Sentences frequently used for giving advice and writing a prescription:(1) I’ll give you an injection to bring you fever down.(2) Here is a prescription to take care of your headache and keep your temperature down.(3) You should go on taking the medicine for three more days.(4) You need a minor operation.(5) You can try some Chinese therapies.(6) You must come back for a follow-up treatment.(7) Take this pain-killer three times a day after meals.Studying Medical Instructions1. Warm-up questions:1) What are medical instructions intended for?2) Do you always read medical instructions carefully before taking a medicine? Why or whynot?2. The students read and translate the sample Medical Instructions into Chinese under the guidance of the teacher.2 Act out activitiesSample dialogues1. The students read the sample dialogues after the teacher, trying to imitate the teacher’spronunciation and intonation.2. Ask the students to read the sample dialogues in pairs.3. Groups work: Ask the students to categorize the useful sentences in the sample dialogues intofour groups.1) Sentences for a patient to make a complaint to a doctor:(1) I’ve got a sore throat and a bad cough.(2) I t’s my skin. It’s so dry and rough.2) Sentences for a doctor to inquire about symptoms:(1) What’s wrong with you?(2) You don’t look well today. What’s the problem?3) Sentences for a doctor to give advice to a patient:(1) Try this throat spray.(2) Simply spray it into your throat three times a day.(3) Remember not to drink or eat anything immediately afterward.(4) You could try this skin oil treatment. Just rub the oil into you skin.(5) Keep it in a cool and dry place.4) Sentences for a doctor to comfort a patient:(1) You should feel relieved soon.(2) It will soothe and soften your skin immediately.4. Group work: Give the students several minutes to discuss what questions a doctor may ask while listening to a patient’s complaints.5. Pair work: Make a dialogue about seeing a doctor. One student acts as a patient and the other asa doctor. There will be a class performance.6. Do Exercises 5 and 6 in pairs.3 After-class activities:1. Pair work: Each pair makes a dialogue according to the tips in one of the five tasks in Speakand Perform. There will be a class presentation in the next class period.2. Group work: Try to find more useful sentences and expressions for seeing a doctor and showthem in the next class period.3. Pay a visit to the website http///clips/149901/dont-touch-your–eyes to watch the video about seeing a doctor.SECTION II Being All Ears1 Learning Sentences for Workplace Communication1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time by looking at the corresponding Chinese version. Whilelistening to the English sentences, the students try to remember the meaning of each of the sentences they have heard. The focus here is on cross-reference of the English sentences and their Chinese meanings.3. Play the tape for a second time, and ask the students to do the exercises in this section.4. Play the tape for the third time with a pause after each sentence, and ask the students torepeat the sentence during the pause.2 Handling a Dialogue1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for a second time, and ask the students to answer the following questions:1) What’s the matter with Jack?2) What medicine has Jack taken?3) What does Li suggest Jack should do?4) What does the doctor ask Jack to do first?4. Play the tape for the third time, and the students read the dialogues following the tapesimultaneously and trying to catch up the speed and simulate the speakers’ tones.5. Do the exercises in this section.3 Understanding a Short Speech/Talk1. Give students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for a second time, and ask students to do the exercises in this section.4. Play the tape for the third time with a pause after each sentence, and ask the students to takenotes of the key words.SECTION III Trying Your HandPracticing Applied Writing1 Sample analysis:The teacher summarizes briefly the format and language used in medical instructions. The teacher may show the following passage with PPT (If there is no PPT prepared, ask the students to take a dictation of the passage). Afterwards, ask the students to read it and translate it into Chinese orally.The language used in medical instructions is expected to be as straightforward as possible. Short and simple sentences are preferred. Everyday words are used in order not to confuse people.The sentences used in writing medical instructions:1. Keep out of reach of children.2. Store in a cool, dry place.3. The usual dose is 2-3 tablets twice daily.4. If your symptoms persist, stop taking the medicine.5. If the injection causes soreness or irritation, apply ice for 15 minutes every four to sixhours.6. Apply drops in both eyes in the morning and at night.7. Take two tablets 3 times a day after meals.8. Take one table in the morning or as directed by your doctor.The format of the doctor’s prescription and the language used in it:Since the doctor’s prescription is crucial to the patient, it is imperative that the patient should be able to fully understand it and no ambiguity is allowed. So a prescription must be written accurately, and a universal standard language be employed as well. Accurate diagnosis; proper selection of medication, dosage form and route of administration; proper size and timing of dose; precise dispensing; accurate labeling; and correct packaging must be all provided. Written prescriptions should contain: p atient’s full name and address; prescriber’s full name, address, telephone number, and DEA number; date of issuance; signature of prescriber; drug name, dose, dosage form, amount; directions for use; refill instructions.2 Simulated writing:1. With the help of the teacher, the students read and translate the two samples of doctor’sprescription into Chinese.2. Do Exercises 2 and 3 in groups.Writing Sentences and Reviewing Grammar1 The teacher gives a brief summary of the basic sentence structures.There are two kinds of conjunction s—coordinating and subordinating. We use a coordinating conjunction (and, but, or, nor, for, so) to join individual words, phrases and independent clauses. A subordinating conjunction (why, what, when, where, how, who, that, since, as, because, …) introduces a dependent clause and indicates the nature of the relationship between the independent clause and the dependent clause.2 Do Exercises 4, 5, and 6 in groups.3 Assignment for this section:Group work: Try to find another two medicine instructions and translate them into Chinese. There will be a group presentation in class.SECTION IV Maintaining a Sharp EyePassage 1 Don’t Wait Until Death Does Its Part1 Warm-up questions:1. Why do we say body health is vital for us?2. How can we treat our body fairly and lovingly?2 Guided reading aloud of the passage:The students read the passage after the teacher, trying to imitate the teacher’s pronunciation and intonation, and then read it in class individually. The teacher should pay attention to correcting thestudents’ pronunciation and intonation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out the difficult words and expressions in the whole passage which they don’t understand and report them to the class. The teacher will demonstrate the usage of those chosen points, and then ask the students to make up at least two sentences with them in groups. In this passage, apart from what have been chosen in Language Points in Teacher’s Book,the following points are encouraged to be chosen and practiced on.1. take sth for granted: be so familiar with sth. that one no longer appreciates its value; assumesth. to be truee.g. He never praises her progress: he just takes it for granted.2. follow through: carry out or continue sth. to the end; complete sth.e.g. Starting a project is one thing, and following it through is another.3. in one’s own self-interest: for or to one’s own advantagee.g. It would be in your own self-interest to accept it.4. conform to sth.: keep to or comply with (generally accepted rules, standards, etc.)e.g. The building does not conform to safety regulations.5. impact on: strong impression or effect on sb./sth.e.g. Her speech made a tremendous impact on everyone.4 Teaching suggestions for understanding the passage in detail:1. Paragraph 1:1) Ask two or three students to read this paragraph.2) Group work: The students have a discussion to translate this paragraph into Chinese. Thenthere will be a group presentation in class.2. Paragraph 2:1) The students read this paragraph loudly by themselves.2) Meanwhile the teacher writes down the following table on the blackboard or shows it withKey: 1. water 2. providing nutrients, energy and strong bones3. rest4. lifting one’s spirits3. Paragraph 3:1) Ask the students to read this paragraph together.2) Dictation practice: The teacher reads each sentence of the paragraph twice, and the studentswrite them down. Afterwards, the students check them up with their partners.4. Paragraphs 4 and5.1) The students read these two paragraphs following the teacher.2) Group work: The students have a discussion to find the answers to the following questions: (1) If the author doesn’t take care of his health, what will happen to him in the future?(His medical expenses will be increased, his senses will be exhausted, and early death will occur.)2) What awareness has the author got now?(He should struggle to develop a positive relationship with his body.)3) What positive actions has the author taken now?(He has taken the actions as exercising, eating mindfully, getting enough rest and water, limiting his work hours, and scheduling recreation.)5. Paragraph 6:1) The students read this paragraph together.2) Memory training: Give the students 2 minutes to remember this paragraph, and then asksome of the students to recite it in class.5 Summary of the passage:Group work: The students have a discussion to categorize the different actions towards people’s heath.1. Actions or habits harmful to heath:(annoying physical problems, overeating, lazy lifestyle, excessive work, overtaking drugs, becoming alcoholic, etc.)2. Actions or habits good to health:(exercising, eating mindfully, getting enough rest and water, limiting work hours, and scheduling recreation, etc.)6 Suggested methods for doing exercises:1. Group work for Exercises 2 and 3: Underline the useful expressions in each sentence.2. Pair work for Exercises 4 and 5: Each student writes out the sentence patterns they are goingto use and then write out their translation. Afterwards they check up each other’s work, correcting the mistakes. At last, the whole class repeat the English translation of the sentences together.7 Assignments for this passage:1. Prepare a speech of how to keep your body healthy and present it in your group in the nextclass period.2. Search online after class to find some better and easier ways for people to keep healthy.3. Preview Passage II.PASSAGE II The Loving Heart Will Go On1 Warm-up questions:1. Have you heard of body organ transplantation?2. Do you think people should donate any of their organs when they die? Give your reasons.2 Guided reading aloud of the passage:The students read the passage after the teacher, trying to imitate the teacher’ pronunciation and intonation, and then read it in class individually. The teacher should pay attention to correcting the students’ pronunciation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out the difficult words and expressions in the passage which they don’t understand and then report them to the class. The teacher will demonstrate the usage of those chosen points, and ask the students to make up at least two sentences with them in groups. In this passage, apart from what may have been chosen in Language Points in Teacher’s Book,the following points are encouraged to be chosen and practiced on.1. be determined to do: decide firmly to do; make up one’s mind to doe.g. He is determined to give up the job and look for another one with a better salary.2. turn out to be: to be found out to be, as after an experience or trial; to end upe.g. Although Peter is a newcomer, he turned out to be the best player in the team.3. make it: (the health of a patient) be improved; to be successful; to arrive in timee.g. You wouldn’t make it without taking the correct medicine.4. be open about: be franke.g. She is open about her illness and often talks about it with her friends.5. a perfect fit for: the state, quality or way of being suitablee.g. Since he is a man of responsibility, he is a perfect fit for the position.4 Teaching suggestions for understanding the passage in detail:1. Paragraphs 1 and 2:1) The students read these two paragraphs together.2) Group work: The students have a discussion to find the answers to the following questions:(1) What’s the problem with Carmen’s mother?(She has a serious heart attack and needs a heart transplant.)(2) Why were the chances of the mother’s heart transplant very small?(Because it would take years to find a suitable donor heart.)(3) What did Carmen keep doing?(She kept contacting hospitals all over the country for her mother’s heart donor.)2. Paragraphs 3 to 7:1) Ask students to read these paragraphs in groups for two times.2) Meanwhile, the teacher writes down the following sentences on the blackboard or showsthem with PPT. The students are asked to rearrange the sentences in a correct order according to these paragraphs.(1) Frank’s wife, Cheryl, had been in hospital with a brain disease.(2) Carmen told the stranger her story.(3) Cheryl suddenly fell into a deep coma.(4) Carmen was in despair and fell into a corner of the hospital and began to cry(5) Maria had trouble walking in the room.(6) Two days later, it became clear that Cheryl would not make it through the night.(Correct order of the sentences: 5 – 4 – 2 – 1 – 3 – 6)4. Paragraphs 8 to 10:1) Ask two or three students to read the three paragraphs individually.2) Practice on expressions: The teacher says out the Chinese expressions and the students saythem out in English.(1) 一个想法闪过他的大脑(an idea comes to his mind)(2)对此事坦言无忌( be open about it)(3) 进行移植手术(carry out the transplant)(4) 为弗兰克一家祈祷(pray for Frank’s family)(5)感觉到一股神奇的情结(felt a strange bond)(6)报答你(pay you back)5. Paragraph 11:1) Students read this paragraph together.2) Group work: The students have a discussion to translate the paragraph into Chinese. Therewill be a group presentation in class.5 Summary of the passage:1. The teacher shows the following dialogues with PPT. The students are asked to translate the Chinese expression into English in the interview and then read the dialogues.Interviewer: Hello, Maria. Pleased to meet you. I’m from the TV station. I’m so glad to see that you’ve recovered so soon.Maria: _______________（表示谢意）.Interviewer: Why did you need the heart transplant so urgently?Maria: I had just _____________________（逃过一次严重的心脏病发作). But my life _____________________（随时处于危险中）without a heart transplant. Interviewer: Carmen, I’ve heard you were prepared to donate your heart to your mother in case you had an accident.Carmen: Yes, __________（我下定决心要拯救我母亲的生命）.Interviewer: Frank, your wife Cheryl had always wanted to donate something from her organs, hadn’t she?Frank: Yeah, __________________________ （她对此事坦言无忌）and had checked“yes”on her driver’s license.Interviewer: It is a miracle that Cheryl’s heart was a perfect fit for Maria.Carmen: Frank, I am clear that I_____________________（永远无法报答你们）.Maria: I will _________________（为你的一家祈祷）every day. Cheryl’s loving heart_______________（会获得永恒）.Key: 1) Thank you. 2) survived a serious heart attack 3) was in constant danger4) I was determined to save my mother’s life 5) she has been very open about it6) can never pay you back 7) pray for your family 8) will go on living2. If there is no PPT prepared, give each group several minutes to prepare a short report of the story in about 80 words. There will be a group presentation in class.6 Suggested methods for doing Exercise 7:Group work: Ask the students to prepare the Chinese translation of the sentences in Exercise 7 in groups, and there will be a group presentation in class afterwards.7 Assignments for this section:Rewrite the passage in about 100 words in a third person.SECTION V Appreciating Culture Tips1 Understanding of logos, business mottos and famous sayings:Ask the students to read and appreciate the logos, business mottos and famous sayings.2Group discussion:1. Which logos, business mottos and famous sayings impress you most? Give your comments.2. Please list some other logos, business mottos or famous sayings you are familiar with.3. Search online for more logos, business mottos and famous sayings and exchange them in thenext class period.。

uint8 教学设计新部编版

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 8 I’ll help clean up the city parks．The 1st periodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularyclean up, hunger, homeless, cheer up, give out, volunteer, food, bank（2）Target LanguageI’d like to work outside．You could give out food at a food bank．2．Ability Objects（1）Train the students to express offering to help with the target language．（2）Train the students’ listening skill．3．Moral ObjectOffer help to the others as much as possible．Ⅱ．Teaching Key Points1．Key Vocabularyclean up, hunger, homeless, cheer up, give up2．Target LanguageHow to express offering to help with target language．Ⅲ．Teaching Difficult Points1．Teach the students how to use the new phrasal verbs．2．Teach the students to express offering to help with target language．Ⅳ．Teaching Methods1．Teaching by giving sample sentences and making up sentences．2．Teaching by showing pictures．Ⅴ．Teaching Aids1．A tape recorder2．Some pictures on volunteer’s offering helpⅥ．Teaching ProceduresStep ⅠRevision1．Revise the language points in Unit 7．Ask some questions like this: Where would you like to go on vacation? Why?（Because…）2．Revise the contents in Unit 7．3．Check homework by asking some students to read their sentences they’ve made with the verbs．Let them hand in their homework．4．Dictate ten words in Unit 7．Step ⅡlaIn this unit we learn to offer to help．We’ll use some phrasal verbs．Each phrasal verbs has two or three words, such as clean up, cheer up, give out．Here is an example on how to use clean up．Look at the title of Unit 8．I’ll help clean up the city parks．Repeat it twice, please．Ask the children to read the title twice．Then go on saying, "clean up means make a place clean and tidy, put things there in order"．Let’s see another example, We should always clean up after a picnic．Who can explain this sentence in your own, words?Ask one student to explain the sentence．He or she may say like this．This sentences means we should burn wastepaper, collect litter and empty bottles, etc．Then ask the class．Who can make more sentences with clean up?Ask several students to share their sentences to the class．Do the same with the other phrasal verbs．Read the instructions to the students．Please look at the picture now．We can see a bulletin board and two children in it．What is the bulletin board about?Help students to answer: V olunteer Today!Then continue saying, "Who can tell me the meaning of volunteer?"Ask one student to try to explain it．Then tell them the meaning of it．V olunteer means a person who offers to do something unpleasant or dangerous．It means a person who offers to help the others sometimes．Volunteer is used as a verb in this lesson．Draw the students’ attention to the three posters on the board．We can see one sentence in each poster．And we can see some people in each poster, too．What are the volunteers doing in each poster? Please work in pairs and talk about the posters．Give the students a few minutes to talk about what they will say．Let them talk about all the three items．Move around and help the pairs as needed．Then read the sentences in the posters to the class．Ask the pairs of students to explain what the sentence means in their own words．Or tell what the volunteers are doing in the posters．For example, for the first poster, a pair might say:It means there is trash in the park．There are papers on the ground．We can help clean up the park by picking up papers and trash．We can make the park clean．After the students have finished all the items, ask the students to add some other ways they can help people．Get them to write the ways down in the box below the picture．At last, ask some students to share their ideas with the class．Write any new words or phrases on the board and explain these words to the class, if necessary．Step Ⅲ1bCall the students’ attention to the two lists in the box in Activity lb．Ask some students to read the eight sentences on the lists to the class．Explain any new words and phrases in it．Make sure that all the students can understand the meanings of the eight items．Then get the children to read the instructions together．Say, we will hear four conversations．Your task is to match the items in the two lists．We can see the blanks in front of the first line of each conversation．Listen to the conversations and write the letter in front of the first line of each conversation．Put the letters of the second line of conversations in right places．Point out the sample answer to the class．Play the recording the first time．Tell the students to only listen．Then play the recording a second time．Tell them to write a letter in front of each numbered sentence this time．Check the answers．Step Ⅳ1cRead the instructions with the class．Call their attention to the example in the speech bubbles in Activity la．Ask a pair of students to read this conversation to a class．Then let them practice in pairs．Note their pronunciation of "like to" in phrases such as, I’d like to help hungry people．Tell them English speakers usually pronounce the words "like to" as if they were spelled like-tuh．Play the I’d like to statements on the recording to demonstrate this pronunciation．After they’ve finished practicing the sample conversation, ask them to make up similar conversations based on the other two posters．Get two pairs to demonstrate two conversations first．Then let the whole class practice in pairs．After that, play the recording of activity 1b and let the children read after it twice．Then ask them to practice similar conversations using the information in Activity 1b．Step ⅤSummaryStep ⅥHomework1．Make up one sentence with each of the following phrasal verbs:clean up, cheer up, give out2．Write out three conversations of activity 1c．Step ⅦThe 2nd PeriodⅠ．Teaching Aims and DemandsKnowledge Objects（1）Key Vocabularyclean-up, sign, put off, set up, establish, come up with（2）Target LanguageI’ll help clean up the city parks．2．Ability Objects（1）Train the students’ listening skill．（2）Train the students’ communicative competence using the target language．（3）Train the students to use the new phrasal verbs: cheer up, set up, come up with, put off/ 3．Moral ObjectPlan a City Parks Clean-up Day with your good friends and come up with some ideas to tell people about it．Ⅱ．Teaching Key Points1．Listening practice with target language．2．Make communications with target language．3．How to use the phrasal verbs．Ⅲ．Teaching Difficult Points1．Make communications with target language．2．Use the phrasal verbs．Ⅳ．Teaching Methods1．Listening2．Pairwork3．Role play the conversationⅤ．Teaching AidsA tape recorderⅥ．Teaching ProceduresStep ⅠRevision1．Revise the knowledge points on Page 60．Ask several students to tell some ways they could help people with books closed．2．Check homework by asking several pairs to read their conversations which they wrote down．3．Check homework by asking some students to read their sentences with the phrasal verbs．Let them hand in their homework．Step Ⅱ2aWe can see five pictures in Activity 2a．What can you see in each picture?Ask five different students to describe the pictures．After that, ask a student to read the words on the TV screen, on the sign and in the newspaper．We’ll hear some students at a club meeting．They are talking about how their club can help clean up the city parks．Ask the class to read the instructions together．Tell them to note the box of each picture, they will have to tick in the boxes of the items they hear on the recording．Now listen to the club members talking about what they can do to clean up the city parks and tick in the right small boxes．Play the recording the first time．Students only listen．Play the recording again．Ask students to check the things they hear．Check the answers．Step Ⅲ2bRead the instructions with the class．And let them have a look at the sentences．Read the first sentence to the students．Tell them it is a sample answer．Say, We will hear the same recording again．This time listen carefully to what the students say and fill in the blanks in the sentences．Play the tape again and the students write out the answers．Check the answers．Step Ⅳ2cAsk students to look at the sample conversation first．Ask a pair to read it to the class．Ask the class to read the instructions together．Say．You’ll work in pairs to role play the conversation in Activity 2b．Each pair will make a conversation like the sample one．You can use the sentences in Activity 2b as a guide．Ask the students to work in pairs．More around the classroom, checking the progress of the pairs and offering help as needed．Ask one or two pairs to say their conversations to the class．Step ⅤGrammar FocusSay, Do you remember the meaning of cheer up? Who can tell us?Ask a student to explain the phrasal verb cheer up like this:Cheer up means make someone happy．Then get students to make up some sentences with it．Say, Let’s learn some more phrasal verbs today．Please open your books at page 61．Look at the content in Grammar Focus and try to tell me the meanings of set up and come up with．Ask two children to tell their meanings like this:Set up means establish or start．Come up with means think up．Then get students to read the sample sentences in the grammar box．Write the phrasal verbs and the sentences on the blackboard．Get students to make more sentences with these phrasal verbs to get a further understanding．Step ⅥSummarySay, In this class, we’ve done some listening and writing practice with target language．We also did some oral practice in pairs．And we’ve discussed some phrasal verbs as well．Step ⅦHomework1．Write two conversations like the sample in Activity 2c．2．Make up one sentence with each of the following phrasal verbs: set up, come up with, put off, hand out, call upStep ⅧThe 3rd PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularymajor, commitment, veterinarian, coach（2）Target LanguageI’d like to join the school volunteer project．You could help coach a football team for little kids．2．Ability ObjectsTrain students’ reading skill．Train students’ speaking skill with target language．Train students’ writing skill with target language．3．Moral ObjectIf there is a student volunteer project in your school, try to join it; if not, try to set up one; being a volunteer is great!Ⅱ．Teaching Key Points1．Guide students to read the article in Activity 3a．2．Help students to use the target language to express what kinds of volunteer work they could do and what they like to do．1．Teaching Difficult Points1．Read the article for comprehension．2．Use the target language to express what kinds of volunteer work they could do and what they like to do．Ⅳ．Teaching Methods1．Pairwork2．Role playⅤ．Teaching AidsSome pictures that the volunteers are working, or some signs of the volunteers’ clubs．Ⅵ．Teaching ProceduresStep ⅠRevision1．Check the homework by asking some children to read their conversation．2．Check the homework by asking some children to share their sentences with the phrasal verbs with the class．3．Revise the target language they learned last class．Step Ⅱ3aHave the students look at the picture of the three children．Ask them who they think the children are．Then call the students’ attention to the title of the article and ask the children to read it out．Ask them the question again．This time they may answer．They are three volunteers．Read the instructions to the students．This is an article about volunteers．You have two tasks to do: first underline the kinds of work the volunteers do; second circle the reasons why they like their work．Continue saying．The names of the three volunteers are Li Huiping, Lan Pei and Zhu Ming．The article tells you about the different things they do to help people．Please read the article the first time and underline the things they do．There are three questions on the blackboard to help you．Write the three questions on the blackboard and tell them to scan the passage to get the answers and underline the words．Questions1．What does Li Huiping do to help people as a volunteer?2．What does Lan Pei do?3．What does Zhu Ming do?Check the answers by asking three students to answer the questions．Read the article to the class and do some explanation on any new words．Tell the students to raise their hands when I come to any word or sentence they don’t understand．Pause and do some explanation．Try to explain the new words in English like this: major means more important, for example, a major operation, the major roads; A veterinarian means an animal doctor, a doctor who treats animals．After that, get the students to read the article a second time to circle the reasons．Check the answers with the class．Then have the students read the article loudly twice．Encourage them to ask questions if they still can’t understand any words or sentences．Move around the classroom and answer the students’ questions．Step Ⅲ3bRead the instructions to the students．And tell them I love English．I could teach English in an after-school program．Hui loves playing football．What could Hui do if he wants to join the school volunteer project? Help the students answer．He could coach a fcf6tball team for little kids．Tell them coach means teach or train．Then ask the students to look at the table in Activity 3b．We can see three columns in this form．There are four names in the first column．And we can know what each of them loves doing from the second column, the column of loves．Now our task is to fill in the blanks in the third column, the column of Could．Get the students to discuss in pairs and fill the results of their discussions in the blanks．Move around the classroom to make sure that they are discussing in English and offer them help as necessary．Ask several pairs to report their answers to the class．Answers will vary but should show a sense of volunteering as well as a relationship to the skill．They may give answers in completely sentences orally but write in phrases．Step Ⅳ3cAsk a pair of the students to model the sample conversation first．Write the conversation on the blackboard．Model for the rest of the class．Then let the whole class practice in pairs．Remind them to use the sample conversation, but replace the words loves and skills．Move around the classroom while they are working, checking the progress and offering help as necessary．Ask two or three pairs to share their conversations to the class．Step ⅤPart 4Read the instructions to the class．Call the students’ attention to the clart on the left．Point out the titles Things I like to do and volunteer work I could do to the students．At first, each of you writes down three things you like to do on the lines in the column of Things I like to do．You can write in either complete sentences or phrases．For example, you can fill in the blank with I love drawing pictures, or Drawing pictures．Get the students to write down their own answers individually．As students write, move around the room helping with vocabulary if necessary．Show some pictures of volunteers’ work to remind them as well．Ask several to read their things they like to do to the class．Then work in pairs and give each other suggestions about what volunteer work you could do with those interests．Ask a pair to model the sample conversation before they begin to practice．Get students to practice in pairs．As the students practice, move around the classroom, correcting some mistakes they may make and helping them answer the questions．Tell them to fill in the blanks in the column of V olunteer work I could do with the suggestions that their partners have given them．After all of them have finished writing, ask one or two pairs to share their conversations to the class．Step ⅥSummaryIn this class, we’ve learned more about the volunteers and their work．And we’ve done much oral and written practice on volunteer work with target language．Step ⅦHomework1．Write a conversation like the sample on in Activity 3c．2．Write a conversation like the sample one in Activity 4．Step Ⅷ教学后记：The 4th PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularyrun out of, take after, fix up, give away, repair, not…any more, similar advertisements（2）Target LanguageWhat do you do, Jimmy?I fix up bikes and give them away．2．Ability Objects（1）Train the students’ reading, writing, speaking and listening skills with the target language．（2）Train the students to use the new phrasal verbs．3．Moral ObjectCome up with a good idea to help others．It will bring you much enjoyment．Ⅱ．Teaching Key Points1．Train the students’ reading, writing, speaking and listening skills with the target language．2．Teach the students to use the new phrasal verbs properly．Ⅲ．Teaching Difficult PointTeach the new phrasal verbs．Ⅳ．Teaching Methods1．Making up sentences2．Listening3．PairworkⅤ．Teaching AidA．tape recorder．Ⅵ．Teaching ProceduresStep I Revision1．Revise the contents of the article in Activity 3a．Section A2．Check the homework by asking some students to read the conversations they wrote．Correct any mistakes they might have made．Let them hand in their homework．Step Ⅱ1aRead the instructions to the students．Make sure that each one knows what to do．Let the students look at the sentences in the left column first．Try to explain the four sentences in English for the children, especially the new phrasal verbs in the sentences．Say to them like this: Please look at the sentences on the left column．Let’s get the meanings of them．Let’s see the first one．I’ve run out of itHere, run out of is a phrasal verb．It means reach an end of, use up or become short of．I’ve run out of it, means I’ve used it up, nothing left．Explain the other sentences in the same way．After explaining the sentences, read each sentence in the box and ask the students to repeat．Then ask several students to explain the sentences with letters in front of them．Tell them to explain them in their own sentences．For example, Sentence a, the student might respond．My bicycle was broken．I couldn’t ride it．I got new tires and a new seat．Now it works fine．Read the instructions again and ask the students to match the sentences with similar meanings．Say, Now match the numbered sentences with the lettered sentences in the box．Write the letter of one sentence in front of the number of the matching sentence．Look at the first sentence．The answer has been given．It’s Sentence b．Find out the answers to the other sentences．Check the answers by asking different students to read their matched sentences．Step Ⅲ1bCall the students’ attention to the phrasal verbs in the box．Have four different students explain each phrases in their own words．Make sure each student knows the phrasal verbs’ meanings．Then ask the students to read the instructions together．Now let’s make sentences with the words in the box．Please look at the sample sentence in your book．Who would like to read it and explain it in your own language?Ask one student to read the sample sentence and explain it．He or she might explain like this: The meaning of this sentence is I give my bicycle to charities without money．Who can make another sentence with give away? Please put up your hands．Ask two or three students who have put up their hands to say their sentences to the class．Correct any mistakes they may make．Then have the students work individually．Make one sentence with each phrasal verb in the box．Tell them to write down their sentences on the lines next to the box．Walk around the classroom as they write．Offer some help to them if they need．Try to remember who have made some wonderful sentences at the same time．After all of them have finished writing, choose some children who have made some wonderful sentences to share theirs with the class．Choose some of the best sentences．Write them on the blackboard．At last, ask the whole class to work in pairs and help each other．Let them check each other’s sentences very carefully．Correct all the mistakes in writing or sentence structures that their partners’ may have made．Step Ⅵ2aCall the students’ attention to the four pictures．Tell them the boy’s name is Jimmy．Read the instructions to the class．Your task is to number the pictures the correct order while you are listening to the conversation on the tape．But I want to ask you to guess the answer without listening now．Try to put the four pictures in a certain order to show a story of Jimmy by yourselves now．I’ll see whose answers ant correct after we finish doing the listening practice．Then have them give their own order by guessing．After a while, ask several ones to tell their answers to the whole class．Collect two or three answers which many students support on the blackboard．Next, ask some students to tell their own stories on the pictures according to their own orders．After that, ask the students to get ready to listen．Say, We will hear a radio program．A man is interviewing a boy．Write a number in each short line next to each picture while you are listening．Your numbers should be from 1 through 4 and show which thing they talk about first, second, third and fourth．Play the recording the first time．Students only listen．Then play the recording again．Ask students to number the pictures．Check the answers．Remember to say congratulations to the children who guessed correctly．Step Ⅴ2bRead the instructions together with the children．Make sure that everyone knows what to do．Call the students’ attention to the box．Ask four students to read the four sentences to the class．Point to the list of statements and true/false choices．We will listen to the same recording again．Before I play the recording, let’s do like this．—If you can remember the contents of the conversation, please you’re your answers; if you can’t remember the contents, please just guess the answers．It doesn’t matter whether your answers are right or wrong．After a while, have the students get ready to listen．Play the recording again．Ask the students to circle the correct answer to each question—T for true or F for false．Check the answer．Remember to say congratulations to the students who had a good guess before listening．Step Ⅵ2cFirst, play the recording of this lesson again，The students repeat after it．Let the students read after the tape at least twice．Tell them to try their best to copy the pronunciation of the recording．Read the instructions to the class．Tell them they will practice the conversation between Jimmy and the reporter, using the information in the Activities 2a and 2b．Ask a pair of the students to read the model conversation．Write the conversation on the blackboard．Then let them practice their own conversations in pairs．As the pairs work together, more around the room offering help as needed．Ask several pairs to share their conversations with the class．Step ⅦSummarySay, In this class, we’ve learned how to use some new phrasal verbs first．Andwe’ve done much listening practice on the target language．At last, we did some oral practice by making our own conversations．Step ⅧHomework1．Make up one more sentence with each of the phrasal verbs in Activity lb．2．Write out the conversations that you made by yourselves in Activity 2c．The 5th PeriodⅠ．Teaching Aims and DemandsKnowledge Objects（1）Key Vocabularycall up, hand out, call-in（=phone in）, strategy, work out（2）The new and old phrasal verbs．（3）The reading passage．2．Ability Objects（1）Train the students’ reading skill on how to make notes．（2）Train the students how to use the phrasal verbs．（3）Train the students’ writing and speaking skills．3．Moral ObjectIf you get in trouble in your volunteer work, go to the people around you to ask for help．Ⅱ．Teaching Key Points1．To help the children understand the article．2．To teach the new phrasal verbs．3．To direct the students how to make notes based on an article．Ⅲ．Teaching Difficult Points1．Teaching the new phrasal verbs．2．Directing the children to make notes based on an article．Ⅳ．Teaching Methods1．Giving examples2．Asking questions3．Making notes4．BrainstormingⅤ．Teaching AidsSome pictures on volunteer work, especially a picture on repairing bikes．Ⅵ．Teaching Procedures Step I Revision1．Revise the phrasal verbs that taught last class by asking students to make sentences with them again．2．Check homework by asking students to read their sentences and conversations to the class．3．Revise the story about Jimmy．Step Ⅱ3aWe have learned something about Jimmy．We know he is a Bike boy．He fixes up old bikes and gives them away．But he ran out of his money to buy old bikes last week．Has he come up with any way of getting money? or Will he have to stop?Let’s find out the answer in the article in Activity 3a．Please read the article once quickly and tell me the answer．Have the students scan the passage and catch the main idea of it．After around two minutes, Ask the question again．Step Ⅲ3hWe knew Jimmy had solved his problem．What things did he do to solve his problem? Please make a note of the things that Jimmy did to solve his problem．Ask a student to read the sample sentence in the book．Tell them to write out the things that Jimmy did．Use the sample sentence as a model．And they can reread the article to search for the answers．Let the students complete the work on their own．Walk around the room while they are writing, checking progress and correcting the mistakes they may make while writing．After they all finish writing, ask a few students to give their answers．Point out the mistakes they may have made in writing．Tell them article again．Tell them to read in context, guessing the meanings of new wordsand phrases from the other words around them．Students read the article again for comprehension this time．Allow them to read a little longer this time．After a while, point to the new words and phrases on the blackboard and let the students guess the meanings of them．The teacher does some explanation at the same time．Look at the blackboard now．Let’s explain these new words and phrases one by one．Ask the students to make some sentences with it if time permits．Let them do it as homework if there is no enough time in class．Get the students to read the instructions together．Say, Read the article a third time now．Please underline all the phrasal verbs while you are reading．Ask students to complete the work on their own．Get some students to tell the class their answers．Check the answers with the whole class．Then have them work in pairs．Tell them to check each other’s answers carefully and point out the mistakes their partners may have made．Tell them to help each other like this as often as possible．Write the correct answers on the blackboard to help them．After checking the answers, ask the students to read the article loudly．Teach them to read the new words or even the whole text before they start reading if necessary．Ask them to read for a while, ask one or two to read it to the class, correcting any pronunciation。

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Unit Eight From Fat to FitClass Work Design: [Three Sessions – Six Contact Hours]Suggested Teaching Procedures and Class ActivitiesSECTION I Talking Face to Face1 Lead-in activities:Imitating Mini-Talks1. Warm-up questions:1) If you are ill, what do you prefer to do, to go to see a doctor or just findsome medicine to take? And what’s the reason?2) If you go to see a doctor, how do you usually make complaints?2. Class Activities:1. The students read the Mini-Talks after the teacher, and then try to recite themwithin five minutes in pairs.2. Ask the students to recite and perform the mini talks in class.students discuss in groups, summarizing the words, phrases and sentences frequently used according to the following topics with the help of the teacher.The students speak out the sentences under the guidance of the teacher, paying attention to the pronunciation and the intonation.1) Sentences frequently used for making complaints to a doctor:(1) I’ve come down with a bad cold.(2) I’ve got a bad cough.(3) I don’t feel like eating anything.(4) I have a bad headache and a temperature.(5) I’ve got a terrible toothache.(6) I can’t eat or sleep at all. I’m feeling weak and dizzy.(7) My leg hurts so much and I’m feeling rather weak.(8) I don’t feel very well. Perhaps I’ve got heat-stroke.(9) I have taken some aspirin, but I still feel sick.(10) The toothache is killing me.2) Sentences frequently used for inquiring about the symptoms of a patient as a doctor:(1) What’s wrong with you? You look pale.(2) What’s wrong? Is anything the matter?(3) How long has this been going on?(4) How are you feeling today?(5) Jack, are you all right? You don’t look quite yourself.(6) Have you taken any medicine?(7) Open your mouth and say “ahhhh”.(8) Do you have a temperature?3) Sentences frequently used for giving advice and writing a prescription:(1) I’ll give you an injection to bring you fever down.(2) Here is a prescription to take care of your headache and keep your temperature down.(3) You should go on taking the medicine for three more days.(4) You need a minor operation.(5) You can try some Chinese therapies.(6) You must come back for a follow-up treatment.(7) Take this pain-killer three times a day after meals.Studying Medical Instructions1. Warm-up questions:1) What are medical instructions intended for?2) Do you always read medical instructions carefully before taking a medicine?Why or why not?2. The students read and translate the sample Medical Instructions into Chinese under the guidance of the teacher.2 Act out activitiesSample dialogues1. The students read the sample dialogues after the teacher, trying to imitatethe teacher’s pronunciation and intonation.2. Ask the students to read the sample dialogues in pairs.3. Groups work: Ask the students to categorize the useful sentences in the sampledialogues into four groups.1) Sentences for a patient to make a complaint to a doctor:(1) I’ve got a sore throat and a bad cough.(2) I t’s my skin. It’s so dry and rough.2) Sentences for a doctor to inquire about symptoms:(1) What’s wrong with you?(2) You don’t look well today. What’s the problem?3) Sentences for a doctor to give advice to a patient:(1) Try this throat spray.(2) Simply spray it into your throat three times a day.(3) Remember not to drink or eat anything immediately afterward.(4) You could try this skin oil treatment. Just rub the oil into you skin.(5) Keep it in a cool and dry place.4) Sentences for a doctor to comfort a patient:(1) You should feel relieved soon.(2) It will soothe and soften your skin immediately.4. Group work: Give the students several minutes to discuss what questions a doctor may ask while listening to a patient’s complaints.5. Pair work: Make a dialogue about seeing a doctor. One student acts as a patient and the other as a doctor. There will be a class performance.6. Do Exercises 5 and 6 in pairs.3 After-class activities:1. Pair work: Each pair makes a dialogue according to the tips in one of the fivetasks in Speak and Perform. There will be a class presentation in the next class period.2. Group work: Try to find more useful sentences and expressions for seeing a doctorand show them in the next class period.3. Pay a visit to the website httpSECTION II Being All Ears1 Learning Sentences for Workplace Communication1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time by looking at the corresponding Chineseversion. While listening to the English sentences, the students try to remember the meaning of each of the sentences they have heard. The focus here is on cross-reference of the English sentences and their Chinese meanings.3. Play the tape for a second time, and ask the students to do the exercises in this section.4. Play the tape for the third time with a pause after each sentence, and askthe students to repeat the sentence during the pause.2 Handling a Dialogue1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for a second time, and ask the students to answer the followingquestions:1) What’s the matter with Jack?2) What medicine has Jack taken?3) What does Li suggest Jack should do?4) What does the doctor ask Jack to do first?4. Play the tape for the third time, and the students read the dialogues followingthe tape simultaneously and trying to catch up the speed and simulate the speakers’ tones.5. Do the exercises in this section.3 Understanding a Short Speech/Talk1. Give students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for a second time, and ask students to do the exercises in this section.4. Play the tape for the third time with a pause after each sentence, and askthe students to take notes of the key words.SECTION III Trying Your HandPracticing Applied Writing1 Sample analysis:The teacher summarizes briefly the format and language used in medical instructions.The teacher may show the following passage with PPT (If there is no PPT prepared, ask the students to take a dictation of the passage). Afterwards, ask the students to read it and translate it into Chinese orally.The language used in medical instructions is expected to be as straightforward as possible. Short and simple sentences are preferred. Everyday words are used in order not to confuse people.The sentences used in writing medical instructions:1. Keep out of reach of children.2. Store in a cool, dry place.3. The usual dose is 2-3 tablets twice daily.4. If your symptoms persist, stop taking the medicine.5. If the injection causes soreness or irritation, apply ice for 15 minutes every four to sixhours.6. Apply drops in both eyes in the morning and at night.7. Take two tablets 3 times a day after meals.8. Take one table in the morning or as directed by your doctor.The format of the doctor’s prescription and the language used in it:Since the doctor’s prescription is crucial to the patient, it is imperative that the patient should be able to fully understand it and no ambiguity is allowed. So a prescription must be written accurately, and a universal standard language be employed as well. Accurate diagnosis; proper selection of medication, dosage form and route of administration; proper size and timing of dose; precise dispensing; accurate labeling; and correct packaging must be all provided. Written prescriptions should contain: p atient’s full name and address; prescriber’s full name, address, telephone number, and DEA number; date of issuance; signature of prescriber; drug name, dose, dosage form, amount; directions for use; refill instructions.2 Simulated writing:1. With the help of the teacher, the students read and translate the two samplesof doctor’s prescription into Chinese.2. Do Exercises 2 and 3 in groups.Writing Sentences and Reviewing Grammar1 The teacher gives a brief summary of the basic sentence structures.There are two kinds of conjunctions—coordinating and subordinating. We use a coordinating conjunction (and, but, or, nor, for, so) to join individual words, phrases and independent clauses. A subordinating conjunction (why, what, when, where, how, who, that, since, as, because, …) introduces a dependent clause andindicates the nature of the relationship between the independent clause and the dependent clause.2 Do Exercises 4, 5, and 6 in groups.3 Assignment for this section:Group work: Try to find another two medicine instructions and translate them into Chinese. There will be a group presentation in class.SECTION IV Maintaining a Sharp EyePassage 1 Don’t Wait Until Death Does Its Part1 Warm-up questions:1. Why do we say body health is vital for us?2. How can we treat our body fairly and lovingly?2 Guided reading aloud of the passage:The students read the passage after the teacher, trying to imitate the teacher’s pronunciation and intonation, and then read it in class individually. The teacher should pay attention to correcting the students’ pronunciation and intonation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out the difficult words and expressions in the whole passage which they don’t understand and report them to the class. The teacher will demonstrate the usage of those chosen points, and then ask the students to make up at least two sentences with them in groups. In this passage, apart from what have been chosen in Language Points in Teacher’s Book, the following points are encouraged to be chosen and practiced on.1. take sth for granted: be so familiar with sth. that one no longer appreciatesits value; assume sth. to be true. He never praises her progress: he just takes it for granted.2. follow through: carry out or continue sth. to the end; complete sth.. Starting a project is one thing, and following it through is another.3. in one’s own self-interest: for or to one’s own advantage. It would be in your own self-interest to accept it.4. conform to sth.: keep to or comply with (generally accepted rules, standards, etc.). The building does not conform to safety regulations.5. impact on: strong impression or effect on sb./sth.. Her speech made a tremendous impact on everyone.4 Teaching suggestions for understanding the passage in detail:1. Paragraph 1:1) Ask two or three students to read this paragraph.2) Group work: The students have a discussion to translate this paragraph intoChinese. Then there will be a group presentation in class.2. Paragraph 2:1) The students read this paragraph loudly by themselves.2) Meanwhile the teacher writes down the following table on the blackboard orshows it with PPT. The students are asked to fill in the table without lookingKey: 1. water 2. providing nutrients, energy and strong bones3. rest4. lifting one’s spirits3. Paragraph 3:1) Ask the students to read this paragraph together.2) Dictation practice: The teacher reads each sentence of the paragraph twice,and the students write them down. Afterwards, the students check them up with their partners.4. Paragraphs 4 and5.1) The students read these two paragraphs following the teacher.2) Group work: The students have a discussion to find the answers to the following questions:(1) If the author doesn’t take care of his health, what will happen to him in the future?(His medical expenses will be increased, his senses will be exhausted, and early death will occur.)2) What awareness has the author got now?(He should struggle to develop a positive relationship with his body.)3) What positive actions has the author taken now?(He has taken the actions as exercising, eating mindfully, getting enough rest and water, limiting his work hours, and scheduling recreation.)5. Paragraph 6:1) The students read this paragraph together.2) Memory training: Give the students 2 minutes to remember this paragraph, andthen ask some of the students to recite it in class.5 Summary of the passage:Group work: The students have a discussion to categorize the different actionstowards people’s heath.1. Actions or habits harmful to heath:(annoying physical problems, overeating, lazy lifestyle, excessive work, overtaking drugs, becoming alcoholic, etc.)2. Actions or habits good to health:(exercising, eating mindfully, getting enough rest and water, limiting work hours, and scheduling recreation, etc.)6 Suggested methods for doing exercises:1. Group work for Exercises 2 and 3: Underline the useful expressions in each sentence.2. Pair work for Exercises 4 and 5: Each student writes out the sentence patternsthey are going to use and then write out their translation. Afterwards they check up each other’s work, correcting the mistakes. At last, the whole class repeat the English translation of the sentences together.7 Assignments for this passage:1. Prepare a speech of how to keep your body healthy and present it in your groupin the next class period.2. Search online after class to find some better and easier ways for people tokeep healthy.3. Preview Passage II.PASSAGE II The Loving Heart Will Go On1 Warm-up questions:1. Have you heard of body organ transplantation?2. Do you think people should donate any of their organs when they die? Give your reasons.2 Guided reading aloud of the passage:The students read the passage after the teacher, trying to imitate the teacher’pronunciation and intonation, and then read it in class individually. The teacher should pay attention to correcting the students’ pronunciation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out the difficult words and expressions in the passage which they don’t understand and then report them to the class. The teacher will demonstrate the usage of those chosen points, and ask the students to make up at least two sentences with them in groups. In this passage, apart from what may have been chosen in Language Points in Teacher’s Book, the following points are encouraged to be chosen and practiced on.1. be determined to do: decide firmly to do; make up one’s mind to do. He is determined to give up the job and look for another one with a better salary.2. turn out to be: to be found out to be, as after an experience or trial; to endup. Although Peter is a newcomer, he turned out to be the best player in the team.3. make it: (the health of a patient) be improved; to be successful; to arrive in time. You wouldn’t make it without taking the correct medicine.4. be open about: be frank. She is open about her illness and often talks about it with her friends.5. a perfect fit for: the state, quality or way of being suitable. Since he is a man of responsibility, he is a perfect fit for the position.4 Teaching suggestions for understanding the passage in detail:1. Paragraphs 1 and 2:1) The students read these two paragraphs together.2) Group work: The students have a discussion to find the answers to the following questions:(1) What’s the problem with Carmen’s mother?(She has a serious heart attack and needs a heart transplant.)(2) Why were the chances of the mother’s heart transplant very small?(Because it would take years to find a suitable donor heart.)(3) What did Carmen keep doing?(She kept contacting hospitals all over the country for her mother’s heart donor.)2. Paragraphs 3 to 7:1) Ask students to read these paragraphs in groups for two times.2) Meanwhile, the teacher writes down the following sentences on the blackboardor shows them with PPT. The students are asked to rearrange the sentences ina correct order according to these paragraphs.(1) Frank’s wife, Cheryl, had been in hospital with a brain disease.(2) Carmen told the stranger her story.(3) Cheryl suddenly fell into a deep coma.(4) Carmen was in despair and fell into a corner of the hospital and began to cry(5) Maria had trouble walking in the room.(6) Two days later, it became clear that Cheryl would not make it through the night.(Correct order of the sentences: 5 – 4 – 2 – 1 – 3 – 6)4. Paragraphs 8 to 10:1) Ask two or three students to read the three paragraphs individually.2) Practice on expressions: The teacher says out the Chinese expressions and thestudents say them out in English.(1) 一个想法闪过他的大脑(an idea comes to his mind)(2) 对此事坦言无忌( be open about it)(3) 进行移植手术(carry out the transplant)(4) 为弗兰克一家祈祷(pray for Frank’s family)(5)感觉到一股神奇的情结(felt a strange bond)(6)报答你(pay you back)5. Paragraph 11:1) Students read this paragraph together.2) Group work: The students have a discussion to translate the paragraph intoChinese. There will be a group presentation in class.5 Summary of the passage:1. The teacher shows the following dialogues with PPT. The students are asked to translate the Chinese expression into English in the interview and then read the dialogues.Interviewer: Hello, Maria. Pleased to meet you. I’m from the TV station. I’m so glad to see that you’ve recovered so soon.Maria: _______________（表示谢意）.Interviewer: Why did you need the heart transplant so urgently?Maria: I had just _____________________（逃过一次严重的心脏病发作). But my life _____________________（随时处于危险中）without a heart transplant. Interviewer: Carmen, I’ve heard you were prepared to donate your heart to your mother in case you had an accident.Carmen: Yes, __________（我下定决心要拯救我母亲的生命）.Interviewer: Frank, your wife Cheryl had always wanted to donate something from her organs, hadn’t she?Frank: Yeah, __________________________ （她对此事坦言无忌）and had checked “yes”on her driver’s license.Interviewer: It is a miracle that Cheryl’s heart was a perfect fit for Maria. Carmen: Frank, I am clear that I_____________________（永远无法报答你们）. Maria: I will _________________（为你的一家祈祷）every day. Cheryl’s loving heart_______________（会获得永恒）.Key: 1) Thank you. 2) survived a serious heart attack 3) was in constant danger4) I was determined to save my mother’s life 5) she has been very open about it6) can never pay you back 7) pray for your family 8) will go on living2. If there is no PPT prepared, give each group several minutes to prepare a short report of the story in about 80 words. There will be a group presentation in class.6 Suggested methods for doing Exercise 7:Group work: Ask the students to prepare the Chinese translation of the sentences in Exercise 7 in groups, and there will be a group presentation in classafterwards.7 Assignments for this section:Rewrite the passage in about 100 words in a third person.SECTION V Appreciating Culture Tips1 Understanding of logos, business mottos and famous sayings:Ask the students to read and appreciate the logos, business mottos and famous sayings.2 Group discussion:1. Which logos, business mottos and famous sayings impress you most? Give your comments.2. Please list some other logos, business mottos or famous sayings you are familiar with.3. Search online for more logos, business mottos and famous sayings and exchangethem in the next class period.。

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