8B UNIT6 COMIC STRIP教学案

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8B Unit 6教案

8B Unit 6教案Comic strip & welcome to the unit教学目标：1、了解不同种类的残疾和需求2、讨论如何帮助那些需要帮助的人教学重点：熟悉不同种类的残疾及如何帮助他们教学难点：讨论帮助残疾人的方法教学准备：导学案、ppt教学步骤：一．情景导入在前两个单元中，我们学习到了有关charity 的许多内容，现在大家来看看Eddie 和Hobo，他们在为慈善事业做什么？Do Eddie and Hobo try to do something for the charity?二．自主探究听录音回答问题What is Hobo doing for charity walk?Is Eddie willing to support charities?What does he think of supporting charities?What does Eddie give Hobo?What does Hobo need?What does Eddie think of Hobo’s walk?三．展评析疑1.read after the tapenguage points1)support sb2)need some more money3)during the walk4)I don’t think ……5)It’s +adj.+to do sth ……四．归纳拓展(discuss)Why are there some charities in the world?What kind of people need help?五．检测小结1．完成课本93页A部分的内容2．Work in pairs to act out the conversation on page 93 by Amy and Daniel3．DiscussionHow can we help people in need?Reading（1）教学目标：1、熟悉并了解文章的信息2、能通过图片、标题和上下文语境猜测课文大意教学重点：理解文章的大意，把握重要的细节教学难点：It’s +形容词+ to…和It is+形容词+ that…用法区别教学准备：导学案、课件教学步骤：一．情景导入Oxfam Trailwalker（乐施会毅行者）：是为募捐而进行的一种慈善步行，每年举办一次由香港乐施会组织。

《8B牛津英语Unit6 Comic strip Welcome to the unit》教学实践报告

《8B Unit6 Comic strip & Welcome to the unit》教学实践报告（指导思想，设计方法等说明）
本节课的主要内容是Comic strip & Welcome to the unit,目的在于通过两只小狗的简洁的对话和Welcome to the unit中的热身练习点明本单元学习的内容要点，根据学生的年龄特点通过播放一些电视片段激发学生对本单元话题的兴趣，同时给学生留下一些回味，吸引着学生继续深入地了解下去。

一、实践过程
Step 1 Looking and saying
Step 2 Listening and answering
Step 3 Reading after the tape and discussing
Step 4 Questioning and answering
Step 5 Finishing off Part A and B
Step 6 Doing an extension activity
Step 7 Homework
二、收获与体会
本节课是本单元的第一课，也是本单元的导入课，所以尤其重要。

整个教学过程中让学生感觉本单元的内容非常有趣，所以在课堂活动的设计上让学生参与的部分很多。

学生进行了一场辩论赛，给了学生很大的自由发挥的空间，也培养了他们的综合运用英语的能力。

这些活动的开展都极大地提高了学生的兴趣，为接下来的学习做好了准备。

三、问题与建议
教师要有意识地引导学生根据课本的内容进行加深与拓展，鼓励学生加入自己的语言进行丰满。

在综合运用的过程中，教师只起引导作用，主体完全是学生，千万不可偏差，教师完成了教学任务，学生锻炼了能力、学到了知识。

8B Unit6 Comic strip教学习型教学案

8B Unit6 Comic strip教学案8BUnit6comicstrip教学案welcometotheunit学习目标：知识与技能：1．掌握Itis+adj.+todosth句型；2．Peoplewhoneedhelp过程与方法：organizingacharitywalk.情感态度价值观：学生能够对需要帮助的人进行帮助教学重点：1．要帮助的人有哪些？2.掌握Itisadjtodosth句型。

教学设计：自学质疑1.Lookatthepicturesonpage92.ReadaftermewhatHoboandEdd iearesaying.2.whatareyoudoing?I’m___________foracharitywalk.3.It’s______________tosupportcharities4.Ineedmoney.5.为下列单词写出中文意思Blind_______eaf___________disabled__________elderly__________homeless______poor_________6、通过自学，我还有这些疑问：_________________________________________交流展示学生交流预习案中练习结果。

合作探究一、ListeningandansweringwhatwillHoboandEddiedotosuppor tcharities?whatisHobodoingforcharitywalk?IsEddiewil lingtosupportcharities?whatdoeshethinkofsupportingc harities?whatdoesEddiegiveHobo?whatdoesHoboneed?wha tdoesEddiethinkofHobo’swalk?二、Questioningandansweringwhyaretheresomecharitiesinth eworld?whatkindofpeopleneedhelp?三、FinishingoffPartAandBok.workinpairstoactouttheconve rsationonpage93byArmandDaniel.makeasimilarconversat ionlikethis.A:Howcanwehelpthepoor?B:wecanhelpthembe comerich.A:whatabouttheelderly?B:wecanlookafterthem afterschoolintheirhomes.…双基训练根据句意用所给词的适当形式填空。

Unit 6 Comic strip and Welcome to the unit

八年级英语学科导学案课题：8上Unit 6 Comic strip and Welcome to the unit 课型：New课时：第1课时一、Teaching aims:1、了解几种鸟类的英文名称和基本特点。

2、能用所学的知识谈论鸟类的外形特征及性格特征。

3、对野生鸟类产生兴趣。

二．Knowledge to prepare:一）翻译下列词组并熟读这些词组。

1.去观鸟2.在市场上3.鼓励某人做某事4.参加观鸟俱乐部5.飞往北方的国家6.在夏天7.彩色的尾巴二）、熟读本课中的新学词汇。

尤其下列几种鸟你会拼读吗？麻雀鹤_______ 海鸥________燕子天鹅____ 金雕三）请同学们阅读漫画部分，回答下列问题。

1.)What is Eddie going to do?2.)Does he really love birds?3.)What kind of birds does he like best?三．Teaching contents:1.请各组长课前检查课前学习的前三项作业。

组内互相听读新学词汇的发音。

2.PresentWarm- activities upPlay a piece of music called ‘ the seaside voice’(There is sound by birds), then get the studentsto talk about it.e.g. Is it nice? (Yes)Where is the man playing the piano? (Near the sea) What’s near th e sea? (Birds) Would you like to go and watch the birds near the sea? (Yes)Let’s go birdwatching. Let’s be birdwatchers.( Teach go birdwatching / birdwatcher)Ask the students to say the English names of some birds.3. Talking about birds（请多组同学展示其学习成果）Show the pictures of different kinds of birds and talk about them focusing on what’s special about the birds.4. Do Part A on Page755. Practice(1)Show the pictures together and then get the students to give their names. Make sure all the students can read the names correctly.(2) Play a game : reading and guessing (guess what bird it is.)E.g. I live in wetland. I am very tall. I have long beak, long neck and long legs. Ihave black anwhite feathers. Who am I? (a crane)(3）请各小组选一名代表在全班前表述一种鸟。

牛津英语8B-Unit6教案

牛津英语8B Unit 6 A green worldUnit6 The 1st periodContent: Comic strip & Welcome to the unitTeaching aims:1 To learn about how to protect the environment2 To have a discussion about what we should try our best to protect the environment.Teaching procedures:Step 1: Revision.Review the passive voice.Step 2:Learn the new words .Step 3: Welcome to the unit1. Introduce how to protect the environment2.Finish A. match the pictures with the correct sentencesStep 4: Comic strip.1.Listen to a short dialogue and think about the following questions:1)What will be planted this year?2)Why does Hobo want to plant more trees?3) Does Eddie want to come with Hobo?4) What does Eddie want to plant?2. Listen to the dialogue again and try to repeat after the tape.Step 5 : Dialogue1.Lead in Part BTeacher asks students why Kitty has decided to ride her bicycle to school.2.Key points:1)decide to do sth.2)from now on3)drive sb. to school4)lead to5)turn on/off6)by doing sth.7)go outStep 6: Homework:1. Recite the conversation.2. Finish the workbook.Blackboard :Summary:Uni6 the second periodContent: ReadingTeaching aims:1. to learn about the enviromental protection measures of Switzerland2. Tostrength the awareness of enviromental protection3. Passive voiceImportant and difficult points:1.The understanding of the reading2.Some useful expressions3.How to use the passive voice correctly.Teaching procedures:Step 1:Review some passive voice.Step 2: New words learning.Step 3: Read the text and learn.Step 4: Explain the meaning of the textStep 5:Learn some useful expressions.1.online friend2.with3.take active steps to do sth.4.sort rubbish into different types5.such as/ for example6.separate into7.learn about8.from all over the country9.cut down trees10.creat electricity from11.run out12.what’s more13.try one’s best to do sth.Step 6 Listen to the tape and read the text .Step 7 Do the exercises of part B .Step 8 Homework:1. Remember the new words.2. Finish the workbook.Blackboard:Summary:Unit 6 The third periodContent: GrammarTeaching aims:1.Students can use the passive voice in present tense correctly.2.Students can use the passive voice in simple future tense correctly. Teaching Procedures:Step1.New words learning..Step 2.The passive voice in present perfect tenseWe use the passive voice in the present perfect tense when the action took place in the past and continues to the present or still has a connection with the present.e.g. We have made twenty more keysTwenty more keys have been made by us.Step 3. The passive voice in simple future tenseWe use the passive voice in the simple future when the action has not taken place yet.e.g. Students will clean the classroom.The classroom will be cleaned by students.Step 4.ExercisesTranslate Chinese in to English:1.你已经收到多少卡片了？2.所有的树都已经被他种在公园了。

江苏省淮安市淮阴区南陈集中学牛津译林版八年级英语下册Unit6《Comic strip》教学案

二次批阅评价
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7.无家可归的____________ 8.残疾的_____________ 二．译出并记住下列短语： 1. 奥林匹克运动会 ________ 2. 一个无家可归的人________ __ _____ _
3. 一个老年人 _________________ 4. 写信给地方政府 _________________ 5. 为某人提供某物____________ቤተ መጻሕፍቲ ባይዱ_____ 三．翻译下列句子： 1. 为奥运会做点事情是有意义的。 _______________________________________________. 2. 工作时候我需要吃更多的食物。 _______________________________________________.
6. I need you ________ (help)me with my Maths and English. 7.It is _________(mean) to plant trees on Tree Planting Day .
【拓展延伸】挑战自我，走向辉煌！完成课课练 P. 57 技能提升【课后巩固】学而时习之！完成课课练 P. 57 一.二【课后反思】
淮安市南陈集中学八年级英语教学案
主备人：赵云审核人：王萍＆万亮
8B Unit6 Sunshine for all Comic strip & Welcome to the unit
教师：教学班级：学生：班级：授课人：
第 1 课时总第 53 课时
教学日期：
姓名：
组别：
评价：
【教学目标】1.了解并掌握一些描述弱势群体的词汇。 2. 学会使用适当的词句谈论如何帮助弱势群体。 3. 树立同情弱者、乐于助人的意识。【教学重点】了解并掌握一些描述弱势群体的词汇。【教学难点】学会使用适当的词句谈论如何帮助弱势群体。师生活动（教师备

八年级英语：牛津8B Unit6教学案(教案文本)

初中英语标准教材八年级英语：牛津8B Unit6教学案(教案文本)Learning English is conducive to understanding the customs and culture of othercountries, reading foreign books, etc.学校：______________________班级：______________________科目：______________________教师：______________________--- 专业教学设计系列下载即可用 ---八年级英语：牛津8B Unit6教学案(教案文本)牛津8b unit6教学案8b unit 6 a charity walk 第一课时教学案【教学目标】1. enable the students to go on learning some vocabulary about charity.2. enable the students to talk about people who need help.3.learn how to help people in need.【预习导学】1.预习,熟读p 93生词并做练习：瞎的，失明的_____聋的____残疾人_____/____无家可归的人_____2.熟读comic strip and guess the topic of unit 6____.3.在comic strip中画出下列句子并翻译.1) i’m training for a charity walk.______2) it’s meaningful to support charities._______3) i need some more food during the walk._______4) i don’t think you’ll ever finish your walk._______4. 预习p93 and make a list of people who need help:_____________________.【典型例题精析】1. help sb (to) do sth / help sb with sth 帮助某人干某事举一反三：simon often_____ _____ _____ ____/____ ____ _____ _____ ____(帮我学英语).2. deaf adj.聋的，失聪的，在句中作表语时主语一般是人不是ear(s)he can’t hear anything because he is deaf. 他什么也听不见因为他是个聋子.deaf 用作形容词也可用作定语，所修饰的词既可以是人也可以是ear(s)举一反三：因为聋，他不能学说话.because he _____ _____,he could not learn to speak.他听不见你说话，因为他是个聋子.he can’t hear you, because he is____ _____ _____.3. sure, it is meaningful to support charities.当然,支持慈善机构是有意义的事.句型结构为：it is +adj.+ to do sth.做某事怎么样举一反三：学好英语很要._________..4. i need some more food during the walk.在行走时我还需要一些食物.here “more ”用在数字后或相当于数字的词后面表示“再”“又”, 数字 +more=another+数字,表示又几个”举一反三：他又游了两小时.he swam anothertwo hours/ ____ _____ _____.5.i don’t think you will ever finish your walk.我认为你将不会完成你的毅行.句子中的don’t否定的是从句，类似的从句中的否定前移的句子还有i believe/suppose…,该结构的反意疑问句应与从句保持一致.举一反三：i don’t think he has been to beijing,____ _____?6.what about homeless people? 无家可归的人呢?what/how about…? 是特殊疑问句的一种形式，用来询问对方情况及征求意见和看法举一反三：现在休息一会儿怎么样？_____?【目标达成检测】1.单项选择：1) his words seem to be _____. i hope you can think them over.a. thankfulb. meaningfulc. meaninglessd. easy2) –would you like to have _____bread?-no, thanks. i’m full.a. a few moreb. some morec. more a fewd. more some3)it is important _____ to the animals, because they are our friends. a. to kind b. to be kind c. be kind d. kind4) it is reported that lots of people became _____because of the flood. a. boring b. brave c. excited d. homeless5) i don’t think he will come to our party,_____?a. will heb. will ic. does hed. do i2. 根据汉语意思完成句子：1）你愿意支持慈善机构？will you____ _____?2）帮助老人是有意义的事。

8B Unit6教案

---------------------------------------------------------------最新资料推荐------------------------------------------------------8B Unit6教案8B Unit 6 A Charity Walk Period 1 Comic strip and Welcome to the unit 1 support sb./sth. , a blind/deaf/homeless/poor/disabled person , an elderly person, help sb. (to) do sth./ help sb with sth. To introduce different kinds of needs and disablities. To encourage students to talk about how they can help those in need Computer, recorder, pictures Teaching procedures: Step 1. Presentation 1.According to the pictures of Hobo and Eddie, ask students questions to lead in the topic: Do Hobo and Eddie try to do something for the charity? What have they done? 2.Before learning, asking students to guess what they are doing. 3.Play the recorder and students listen to it with the question Why is Hobo exercising so hard? 4.Then check the answer in the class. 5.Show students some pictures about Charity Walk, and give some brief introductions: Charity Walk is a long walk in which you have to cover a distance within certain hours. People join the work so as to raise money for charities. 6.Let students read the Comic Strip on Page 92 and give them some questions to answer in a limited time. ⑴ What does Hobo need during the walk? (Hobo needs some more food) ⑵ What does Eddie1 / 19think of Hobos idea? (Eddie doesnt think Hobo will finish his walk) 7.Ask the students to read after the recorder. First together, then in roles. Remind students to pay attention to their pronunciations and tones. Step 2. Activities 1. Practise reading the dialogue in pairs. Encourage them to imagine. 2. Ask several pairs to act their dialogues out Step 3. Presentation 1. Ask students a question to discuss What kinds of people need our help in the worldto lead in the topic. 2. Show the pictures in Part A on Page93. Teaching new words according to these pictures. 3. Read the new words together. Step 4. Practice 1. Tell students to label the pictures in Part A , using the words from the box. 2. Ask volunteers to read out the answers. 3. Talk about what it might be like to be disabled or disadvantaged. Remind students that most people with difficulties would prefer leading independent lives to depending on others for help. 4. Divide the class into pairs. Ask students to read Amy and Daniels conversation in Part B. Then ask them to talk about the people in Part A and how their lives might be made easier. Less able students can use Amy and Daniels conversation as a model and replace the underlined words with their own ideas. More able students can create their own conversations. Step 5.Homework 8B Unit 6 A---------------------------------------------------------------最新资料推荐------------------------------------------------------Charity Walk Period 2 Reading 1New language items: groupinto , team spirit, at least, of course, in need, be knownas/for/to , a 100-kilometre trail, try ones best to do sth. ,try doing sth. , Its for sb to do sth. To recognize and understand information presented in a newspaper article. To understand related details and information. To infer general meaning from picture, title and context. Can introduce a charity activity using correct language. Computer, recorder, pictures Teaching procedures: Step 1. Leadin 1. Review words learnt in last class by matching the wordswith their meanings. 2. Show the students the logo of Oxfam Trailwalker. Then introduce Oxfam Trailwalkers sutiation to students. Lead in the Reading. Step 2. Reading 1. Ask Ss to readthe title of Reading first. 2. Give Ss some questions and askthem to find out the answers by going through the text quickly.⑴ Can you give me an introduction to Oxfam Trailwalker? ⑵ Is Oxfam Trailwalker an easy hike? ⑶ Team spirit is very im portantin it, isnt it? Ss read the first two paragraphs after the recorder. 3. 4. Answer some related questions after reading.⑴ Where is Oxfam Trailwalker held every year? It is heldin every year. ⑵ Who can join Oxfam3 / 19Trailwalker? People over can group themselvesinto a team of and join Oxfam Trailwalker. ⑶ What isthe aim of Oxfam Trailwalker? To forhelping poor people in HongKong and other parts of Asia andAfrica. ⑷ Is Oxfam Trailwalke r a difficult walk? Yes, itis. The trailwalkers have to walk kilometres within hours. They have to walk through eight and over hills and mountains. 5. Read the next two paragraphs and answerthe following questions. ⑴ Is it nece ssary for team membersto support and help each other before and during the event? Why?⑵ What is the job of a support team? ⑶ What will the moneybe used for? Read the last paragraph with the question Whatshould we 6. do if we want to take part in the charity walk?7. Check all the answers. Step 3. Homework 8B Unit 6 A Charity Walk Period 3 Reading 2 1 Newlanguage items: hear about/ of sb./ sth. , hear from sb, takepart in, two more people= another two people, take placeidentify specific meaning in different context To check understanding by completing a conversation Computer,recorder, pictures Teaching procedures: Step 1Practice 1. Ask Ss to match the words with the meanings inPart B1. As this is a relatively short exercise, all students---------------------------------------------------------------最新资料推荐------------------------------------------------------ should be able to complete it on their own. 2. Ask four students to each read out one word and its meaning. Repeat the answers and clarify any misunderstandings. 3. Explain the context and instructions for Part B2. Lilys brother Ben is thinking about joining the Oxfam Trailwalker, but he needs three more people to make up team. He is chatting to Jack on ICQ about it. Tell Ss to look at the underlined words and explain that they must find a word or words in the reading passage on Page 94 and 95 to replace each word or phrase. 4. Ask students to complete Part B2. 5. Ask two volunteers to read out the conversation, replacing the underlined words with the correct words/ phrases from the reading passage. Ask Ss to check their own answers. Step 2 .Practice 1. Tell students to read the headings in Part C1. Explain that each heading corresponds to a paragraph of the article on page 94 and 95.Tell them to refer to the article and put the correct paragraph numbers in the blanks. 2. Read out the headings and ask students to call out the paragraph numbers. Ask students to check their own answers and clarify any misunderstandings. For stronger classes, ask students to tell you the line numbers where the information can be found. 3. Explain the context of part C2.5 / 19Lily is asking Ben about Oxfam Trailwalker. Tell students toread the passage in part A on page 94 and 95 again and use theinformation there to complete the conversation .For weakerclasses, students can work in pairs to complete this exercise.For stronger classes, students can work on their own. 4. Readout Lilys questions. Choose volunteers to give Bens answers.If any students have difficulties ,point out where they canfind the answers in the reading passage. Step 3. Homework 8B Unit 6 A Charity Walk Period 4 Vocabulary 1 1. Newlanguage items: Countryside, gentleman, grandchild, handwriting, headache, overcoat, pancake, postman, toothbrush,upstairs, weekday, ache need to do sth, need sb to do sth, needdoing = need to be done Sometimes, we need to add a hyphenbetween the two words. To develop an understanding ofcompound nouns To guess the meanings of compounds and createnouns using prompts Computer, recorder, pictures Teaching procedures: Step 1 Lead in 1. Help students reviewReading by presenting them some questions: 1). What is Oxfam Trailwalker? 2). Is it possible that people carry everythingwith them during the walk? Step 2 Presentation 1. Write theanswers on the board, underline the words Trailwalker,fund-raising, everything. Ask students to read them after the---------------------------------------------------------------最新资料推荐------------------------------------------------------ teacher. 2. Ask students to find out the same points these words have. 3. Explain to students that these words are formed by putting two smaller words together. 4. Help students recall some compound words that they learnt before. Step 3. Practice 1. Ask students to complete the exercise by combining the words in Part A. Remind them that they will have to use hyphens in some cases. Allow them to use a dictionary to check their work if necessary. 2. Students read the words in Part A together and try to say out their meanings. 3. Ask students to complete the exercise in Part B on page98. Check the answers in class together. Tell students that they can understand the compound words meanings and remember them easily by dividing and combining them. Step 4. Activity 1. Present some compound words to students and ask students to guess their meanings. 2. Present a passage with some compound words in it. Ask students to find them out and say out their meanings. 3. Divide the class into two teams. Give each team an equal number of words and ask them to reassemble the words to make compound words. The first team to assemble all their words correctly is the winner. Step 5 Homework 8B Unit 6 A Charity Walk Period 5 Grammar Part A B 1 New language items: look7 / 19down on sb/sth It is necessary that you train yourself beforethe walk. It is difficult to walk through eight country parks.It is important for people to learn team spirit. To use Itis＋adjective ＋ that to say how one feels about something Touse It is＋adjective ＋ to-infinitive to describe actions andsituations Computer, recorder, pictures Teaching procedures: Step 1 Lead in 1. Present some samples tostudents to describe what people do to the disabled or theelderly. 1). Some doctors and nurses volunteer to work for ORBIS.2).Some people look down on deaf people. 3). Governments helpthe homeless go back to their hometowns.4). Students often giveseats to the elderly on the bus. 5). Oxfam Hong Kong organizesTrailwalker to raise money for poor people in November everyyear. 2. Students express their opinions using differentadjectives according to the language settings given, such as meaningful, wrong, necessary, polite and important 3.Give students a sample: It is meaningful that some doctors andnurses volunteer to work for ORBIS. Ask students to match withthe other four sentences imitating this sample. 4. Helpstudents sum up this sentence structure: It is＋adjective ＋that clause. Tell them that we use this structure to say howwe feel about something. Step 2. Practice 1. Ask two students---------------------------------------------------------------最新资料推荐------------------------------------------------------to read the two sentences in the grammar table at the top of page99. Encourage students to ask questions if they are unsure of the meaning. 2. Ask students to complete the exercise on their own. Students have to rearrange the words to make sentences. 3. Ask four students to read out one sentence each. Check for word order and correct pronunciation. Step 3 Presentation 1. Show pictures to students and ask them to make sentences using the structure of It is＋adjective ＋that clause. It is meaningful to take part in the charity walk. It is important to help others when they are in trouble. 2. Sum up the new structure: It is＋adjective ＋ to do sth. Explain that this structure is similar to the structure students learned in Part A except that here, the adjective describes an action or activity. 3. Ask two students to read the two sentences in the grammar table at the top of page100. Encourage students to ask questions if they are unsure of the meaning. Step 4. Practice 1. Check that students have understood the structure. Write some sentences and adjectives on the board. Ask students to make new sentences imitating the samples. 1). People join the charity walk. (meaningful) 2). They walk a 100-kilometre trail within 48 hours. (tough) 3). They start9 / 19training a few months before the walk. (necessary)4). They havesupport teams. (useful) 2. Explain the context of the exercise.Students are telling Amy how she can make a useful contributionto society. Tell them to make sentences using the words inbrackets and the verbs from the box. Step 5 Homework 8BUnit 6 A Charity Walk Period 6 Grammar Part C 1 1. Newlanguage items: a tough charity walk, a fund-raising event, atleast, buy him some milk, It is ＋ adjective ＋ for ＋ toinfinitive. It is important for people to learn team spirit.What for? ＝ Why? 1).Learn and understand the sentencepattern of It is ＋ adjective ＋ for ＋ to infinitive. 2).Canuse It is ＋ adjective ＋ for ＋ to infinitive to specify theperson one is talking about Computer, recorder, pictures Teaching procedures: Step 1. Presentation 1.Present studentsthe sentence: It is meaningful that Dr Ma works for PRBIS. Askstudents to change the sentence using the sentence pattern ofIt is＋adjective＋for＋to infinitive. 2.Write studentsanswer on the board: It is meaningful to work for PRBIS. Askingand answering. T: Who works for ORBIS? S: Dr Ma. Explain thatthe structure in Part C is the same as the structure in PartB exvept that we insert for (someone) between the adjective andthe to-infini9tive to indicate who we are talking about.---------------------------------------------------------------最新资料推荐------------------------------------------------------3.Write the sample on the board: It is meaningful for Dr Ma to work for ORBIS.4.Ask three students to read the three sentences in the grammar table at the top of page101. Encourage students to ask questions if they are unsure of the meaning. Step 2. Practice 1.Check that students have understood the structure. Write the following sentences on the board. Ask students to make up new sentences with the structure of It is＋adjective＋for＋ to infinitive. 1).You cannot go swimming alone. (dangerous) 2).I will try to support the charity by doing some voluntary work.. (meaningful) 3).You cannot finish all the homework in an hour. (impossible) 2.Explain the context of the exercise in Part C on Page101. Lucy and Lily are talking about Oxfam Trailwalker. Tell students to complete the conversation using the words from the box, then check the answers in class together.3.Divide the class into pairs. Ask students to role-play Lucy and Lilys conversation. Ask one or two pairs to present the conversation to the class.4.Ask students to complete Work out the rule! on their own. Ask one student to read out the rule. Step 3 Extension activity Ask more able students to complete the following sentences with their own ideas, using the structure they have learned in Part C. It is important for to11 / 19It is impossible for to It is tough for to It isnecessary for to Step 4 Homework 8B Unit 6 ACharity Walk Period 7 Integrated skills Part A Newlanguage item a visit to South Hill, play hide-and-seek, closeto, hear sb do /doing sth, flat land for flying kites, about900 metres high, To listen for general information about acharity walk To focus on general meaning by identifyingspecific details in a list of notes To understand the information presented in a radio programme and complete aletter based on the information Computer, recorder, pictures Teaching procedures: Step 1 Presentation 1. Ask students aquestion: What is Oxfam Trailwalker? After students answer it,the teacher organizes them to discuss: How can we plan for thecharity walk? Help students sum up the important points theyshould think about for a charity walk. 2. Explain the context.The Class 1, Grade 8 students are organizing a charity walk.Students will make notes about South Hill. Listen to a radio programme about it and complete the notes. Then completea letter to the Principal using the information in Part A1 3.Ask students to read the information at the top of page102. Forweaker classes, review hide-and-seek and flat. 4. Tell studentsto fill in as many blanks as they can in Part A1using the---------------------------------------------------------------最新资料推荐------------------------------------------------------ information in the list of notes. For less able students, tell them that the answers to Nos.1,2,3,4,13,15 and 16can be found at the top of the page. For classes that are really weak, review these answers before playing the recording. Step 2 Listening 1. Play the recording and ask students to listen for the missing information in Part A1. For weaker classes, stop every now and and then to give students time to write. For stronger classes, play the recording all the way through without stopping. 2. If necessary, play the recording again so students can check their answers. 3. Ask a few students to read out their answers. Ensure all students have completed the notes correctly. Step 3 Practice 1. Tell students to read the letter in Part A3. Then tell them that they can find the information to complete it from the notes in Part A1 on page102. 2. Ask students to complete the letter in Part A3. For weaker classes, students can work in pairs. For stronger classes, students can work on their own.3. Read out the letter in Part A3. Pause at the blanks and ask students to volunteer answers. Tell students to check their own work. Step 4 Homework 8B Unit 6 A Charity Walk Period 8 Integrated skills Part B 1 New language item pay attention to, join a charity walk, what else, mobile phone13 / 19Bring an umbrella if necessary. Its wise to take a map and a mobile phone. To ask for advice To give advice and make suggestions To respond to detailed information and advice Computer, recorder, pictures Teaching procedures: Step 1 Lead in Lead in the topic by asking students a question: Weve decided the destination and route of the walk, but what else should we pay attention to during the walk? Students discuss with each other. Step 2 Presentation 1. Explain the context of Part B. Students talk about what to take on a charity walk and what they should pay attention to. Tell students to think about what they would bring if they were participating in the charity walk. Brainstorm some ideas and write them on the board, e.g., clothes, cap, drinks. maps, mobile phone, money, watch, etc. 2. Introduce the background information to students: Ben is giving some useful advice to Eric. Lets listen carefully and find out what suggestions Ben gives Eric. 3. Play the tape. After listening to the tape, students answer the question: Pay attention to the weather; Bring an umbrella if necessary; Carry enough water; Take a map and a mobile phone. Step 3 Practice 1. Divide the class into pairs. Ask students to role-play Eric and Bens conversation. Ask one or two pairs to read out the conversation to the class. 2. Tell students to---------------------------------------------------------------最新资料推荐------------------------------------------------------ prepare their own conversations about going on a charity walk. Explain that one student should ask questions and the other student should give advice and suggestions. 3. Give students some time to practise their conversations. Allow less able students to write down their conversations first before doing the role-play. Listen to the conversations as you walk around the class. Give help and advice where necessary. 4. Ask a few pairs to present their conversations to the class. For stronger classes, ask students to comment on the advice given. Step 4 Homework 8B Unit 6 A Charity Walk Period 9 Pronunciation 1 New language item vest, the sound of violins, lovely voices I was waiting for Wendy when I heard something. It was the sound of violins coming from Valley Park. To recognize the difference between the /w/ sound and the /v/ sound To pronounce the /w/ sound and the /v/ sound correctly Computer, recorder, pictures Teaching procedures: Step 1 Revision Ask students to perform their dialogues they made up in last class before the class. Step 2 Presentation 1. Write the phonetic symbols /w/ and /v/ on the board. Tell students to listen as you pronounce first the /w/ sound and then the /v/ sound. Ask students if they can heat the difference.15 / 19Ask students to repeat the sounds in chorus. 2. Explain that when they make the /w/ sound, they should push their lips fouward and make their mouths rounded. When they make the /v/ sound, they should touch their top teeth to their bottom lips and vibrate their throats. 2. Ask students to imitate to read the /w/ and /v/ sounds five times. Step 3 Practice 1.Ask students to read the words in Part A on page104. Play the recording for Part A. Ask students to repeat the words, making sure they pronounce the /w/ sound correctly in each one. 3. Play the recording for Part B. Ask students to repeat the words, making sure they pronounce the /V/ sound correctly in each one. This is a difficult sound for most students so remind them to make sure that their top teeth are touching their bottom lips. If necessary, play the recording again so students get more practice saying the words. 4. Tell students that in Part C, they will hear both the /w/ and the /v/ sounds. Ask them to look at the words first, then play the recording. Tell students to repeat the words. Listen carefully to ensure you can hear a clear difference between the two sounds. Ask a few students to say the pairs of words to the class. 5. Ask students to read Simons speech bubble in Part D. Tell them to pay special attention to the letters in blue, as these are /w/ and /v/ sounds.---------------------------------------------------------------最新资料推荐------------------------------------------------------6. Play the recording for Part D and tell students to followalong in their books. 7. Divide the class into pairs. Askstudents to practise saying the sentences in Simons speechbubble to each other. Walk around the class and listen forcorrect pronunciation of the /w/ and /v/ sounds. Step4Homework 8B Unit 6 A Charity Walk Period 10Main task and checkout 1 New language item provide with,be interested in, remember to do sth/remember doing, startingtime, fill in the form, first ten people, the aim of Walk forChildren, contact sb on ＋telephone number, by mail The aim ofWalk for Children is to raise money for the charity calledUNICEF. For further information, please contact Amy on 55586390. To complete a flow chart To complete a web pagearticle about a charity event To organize language and information to describe specific details about an event Toreview the adjective constructions taught in the Grammarsection To review some of the new vocabulary students havelearned in the unit Computer, recorder, pictures Teaching procedures: Step 1 Presentation Tell students to lookat Amy and Daniels flow chart in Part A. Remind students thatit is a good habit to use a flow chart to organize ideas before17 / 19writing. Ask students to read through and complete Amy and Daniels web page in Part B. Tell them that they can find the information they need from the flow chart on page105. 1. Ask six students to read out one completed paragraph each. Tell students to comment on whether the web page is effective, informative, interesting and persuasive. Step 2 Writing Explain the context of Part C: Suppose you are working together to create your own web page about a charity event that you are organizing. Work in fours to discuss which charity they want to support and why. Tell them to begin by producing a flow chart like Amy and Daniels on page105 in order to organize their ideas. Remind students that their charity event does not have to be a walk. They can plan any type of charity event they like, such as a fun fair, charity show, etc. Students brainstorm the key information that they should include in their flow charts, such as the name of the event, what type of event it is, when it will be held( date and time), why it is held, where it will be held, who is organizing the event, who can participate, etc, and any other relevant information. Ask students to complete their flow charts ensuring they contain all the essential information. Step 3 Revision Review new words and the charity event learnt in this unit by asking and answering some questions: 1). How---------------------------------------------------------------最新资料推荐------------------------------------------------------ can we raise money for the charity? 2). Whats one of the biggest fund-raising events in Hong Kong? 3) How is the Oxfam Trailwalker held? 4).Can everyone join the walk freely? 5) What is very important during the walk? Students complete Part B on page107, check the answers in class together. Explain the context of Part A. Ask students to complete it on their own. Ask someone to read out the e-mail in Part A. Pause at the blanks. Repeat the answers to ensure that all students have heard them clearly. Ask students to check their own work and write their scores in the paw. Step 4Homework19 / 19。

牛津译林版八年级英语上册Unit 6 Comic strip示范课教学设计

11. Students make dialogues to talk about their favourite birds.
活动层次
学习理解之获取与梳理
应用实践之内化与运用
效果评价
通过聆听学生的活动反馈，了解学生对语料信息的理解程度以及对描述鸟类表达方式的掌握情况，了解学生对目标语言的内化与运用情况。
作业与拓展
1. Talk about your favourite birds with your friends.
2. PreviewReading.
环节设计意图:培养学生提取关键信息的能力，同时搭建语言框架，口头输出，锻炼学生的口语表达能力。
环节四：在新的语境中获取信息，并联系生活实际，谈论保护鸟类的重要性和方式。（8 mins）
通过看视频回答问题的活动，引导学生听中获取信息，并通过谈论保护鸟类的措施，引导学生树立保护鸟类的意识。
教学活动
12.Students watch the videoand answer the questions.
环节设计意图：激发学生的学习兴趣，引出本节课的主题。
环节二：创设情境，在情境中学习了解有关野生鸟类的特征（22mins）
通过活动和问题引领，引导学生认识野生鸟类，了解其特征。并掌握描述鸟类的正确表达方式。
教学活动
3. Students listen and answer some questions.
7. Students discuss a question.
8. Students match the pictures with the birds.
活动层次
学习理解之获取与梳理、概括与整合
应用实践之描述与阐释
效果评价

牛津译林版英语八年级下册Unit6Comicstripwelcometotheunit教学设计

五、作业布置
为了巩固本节课的学习内容，培养学生的创新思维和动手能力，特布置以下作业：
1.创作漫画：请学生运用本节课所学的词汇和句型，结合一般现在时态，创作一篇关于自己或身边朋友的小漫画故事。要求故事内容生动有趣，能够体现出人物的性格特点。
2.漫画鉴赏：学生选择一篇自己喜欢的漫画，分析漫画中的角色、情节和表达手法，并撰写一篇不少于100词的鉴赏文章，分享自己的观点和感受。
3.角色扮演：学生与家长或朋友一起，选择本节课所学的漫画角色进行角色扮演，录制一段视频或音频，展示自己的英语口语表达能力。
4.课后阅读：推荐学生阅读一些英文漫画或幽默故事，培养他们的阅读兴趣，提高英语阅读水平。
5.词汇积累：要求学生收集本节课所学的重点词汇和句型，整理成词汇卡片，以便随时复习。
1.作业提交时间：下周上课前。
2.作业要求：字迹清晰，内容完整，尽量使用所学知识进行表达。
3.评价方式：教ቤተ መጻሕፍቲ ባይዱ将对学生的作业进行批改，给予评价和建议，鼓励学生相互分享、交流、学习。
2.能够运用一般现在时态描述漫画中的情境，表达对漫画的喜好和看法。
3.能够通过观察、听力和阅读，获取漫画中的关键信息，提高英语阅读理解能力。
4.能够运用所学知识，创作自己的漫画故事，并与同伴分享。
（二）过程与方法
1.通过小组合作，培养学生的团队协作能力和交流沟通能力。
2.通过观察、听力和阅读，提高学生的英语信息获取和处理能力。
5.漫画创作：鼓励学生发挥创意，运用所学知识，创作属于自己的漫画作品。
6.展示与评价：组织学生展示自己的漫画作品，大家共同评价、交流，提高学生的鉴赏能力和创新思维。
7.总结反馈：教师对本节课的学习内容进行总结，给予学生反馈，帮助他们巩固所学知识。