八年级英语下册Unit8Haveyoupackedyet？Period4教案鲁教五四制

Unit 8 Have you packed yet？Period 4
Teaching objectives:
1. Train the reading and speaking abilities.
2. Fast-reading to get a general idea of the text.
to get the detailed information in the text.
4. Master some vocabulary words and target language.
Teaching procedures:
Step 1. Learn the new words
This activity introduces the key vocabulary words.
(1) Show the following vocabulary on the screen by a projector.
root n．根；根部；根源 overseas adj．外国的；海外的
homeland n．祖国；家乡 search v．搜寻；搜索
in search of 寻找；寻求 farmer n．农民；农场主
field n．田间；田地
move n．被感动 deeply adv．深刻地；强烈地
strongly adv．强有力地；强劲地
abroad adv．在国外；海外
connect v．连接，关联 local adj．地址的；本地的
(2) Read the words and have students repeat them again and again until they
can pronounce them fluently and accurately.
Step 2. Section 1 Before you read
This activity allows students to activate their background knowledge before attempting the reading.
(1)Look at the picture. Let students describe what is happening in the
picture.
(2)Read the title aloud. Get students to predict what they think the article
is about, based on the title.
(3)Have students finish Task 1. But don’t look at the reading text.
Instead, they use their background knowledge to try to answer the
questions.
As students work, walk around, looking at their progress. When most
students complete the task, let students answer the questions with a
partner.
Step 3. Section 2 While you read
This activity encourages students to predict what they are about to read.
(1) Go through the instructions with the students．
(2) Get them to complete the task in small groups. When they work, walk around
the classroom and make sure students discuss in English their reasons for
selecting each word. Ask students to report their answers. Vote on the most
likely words.
(3) Answers will vary. But it is likely students will select culture, family,
history, grandfather and tradition.
Step 4. Section 3 After you read
(1) Ask the stu dents to read each sentence, and find and correct the single
mistake. They should refer back to the information in the reading.
(2) Ask students to use the reading to order the sentences 1 to 8. See above
answers for correct numbering of the sentences.
Answer: 2, 4, 8, 5, 6, 1, 3, 7
(3) Pr esent the imaginary situation, and ask students to suggest things that
overseas students could do in Shanghai. List them on the board. Check two
of the activities. Explain that means that they have already been done.
Put a cross by anoth er one. This example shows it has not been done yet.
(4) Tell students to write their own plan using activities from the board
as well as their own ideas. Remind them of the two ways to talk about the
activities: the Present Perfect positive, and the Present Perfect negative.
Monitor and provide language support where necessary.
(5) Ask students to exchange notebooks with a partner. They should identify
any mistakes they made. Instead if saying ‘You made three mistakes’, say
‘There are three things I can change which will improve our English’.
Step 4. Section 4 Go for it!
(1) Ask students to create a family tree. They may need the help of their
family for names and relationships. Ask some students to do an oral
presentation on their tree to the class, or in groups.
(2) Encourage other students to ask questions when they want more infor mation.
Put up a classroom display of all the family trees.
Step 5. If you have time
Explain to students that they are Robert Qian or Cathy Qin. Ask students to list ideas for activities that they want to write about.
Ask students to also make notes on why they t hink overseas students enjoyed
these activities. Monitor and ask questions like: Do you think American/
foreign students have ever tried this before? Do you thi nk they have this
in America/overseas?
Now ask the stud ents to describe how these activities have affected them. Step 6. Practice
Deal with some exercises on the video.
Step 7. Conclusion
(1) Train the reading and sp eaking abilities.
(2) Master some vocabulary words and target language.。