牛津初中英语8B Unit 4 教案
牛津英语8B chapter4教案
Chapter 4 Educational VisitsThe 1st periodTeaching Aims:1.Underestand and spell and use the new words in Chapter 42.Guide Students to understand and remember some important words..Teaching Important Points:1.Improve the stud ents’ ability to guess the meanings of words according to context.2.Develop the students’ creative, comprehensive and consolidating abilities. Teaching Difficult Point:1.How to master the new words as quickly as they canTeaching Methods:Individual, pair or group work to make every student work in class.Teaching Aids:The multimedia and blackboardTeaching Procedures:Step 1 Warming upAsk the students to watch some pictures to warm them up.Step 2 Presentation1. Read the following words and guess the meanings of them:• 1.aim: purpose; objective•Jack’s aim is to be one of the best students in his class.• 2. although: though; in spite of the fact that•Although he is over 60, he is still active and energetic.• 3. confident: feeling strong inside yourself; feeling that you can do things well and deal with any problems.•She is confident that she will win the long jump on Sports Day.• 4. deeply: to a great depth; to a great degree.•I deeply admire her beautiful stories.• 5.dump: a place where rubbish is collected.•The community complained to the government that the rubbish dumps were getting too big.• 6. educational: connected with education•Educational toys usually sell well.•7. host: people who receive you and look after you when you are visiting somewhere•There are eight people at the dinner last night, including our hosts.•8. improve: make something better•Tom improved his health by eating more fruit and vegetables.•9. keep in touch: stay in contact•I have kept in touch with a few of my friends from primary school, even though we now go to different middle schools.•10. scholarship : an amount of money given to someone by an organization to help pay for their education•Amy is trying to win a scholarship this term.•11. sightseeing: the activity of visiting interesting places as a tourist•You often see coaches full of tourists going on sightseeing tours of the city.•12. situation: the general state of things•Bob was in an embarrassing situation when he was caught cheating in the exam.Step 3 Consolidation and homework1. Review what we learnt today.1.Listen and read the new words in chapter 4.2.Copy down the new wordsTeaching Postscript:Chapter 4 Educational VisitsThe 2nd periodTeaching Aims:1. Know more about Educational Visits2. Train the student s’ reading ability.. Teaching Important Points:1. Improve the students’ ability to write a summary.2. Enable the students to understand the text better.3. Develop the students’ creative, comprehensive and consolidating abilities.Teaching Difficult Point:1.How to write a summary.2. The importance of Educational Visits.Teaching Methods:Individual, pair or group work to make every student work in class.Teaching Aids:The multimedia and the blackboardTeaching Procedures:Step 1 Lead-inBasic Knowledge :Picture 1 shows a merlion （鱼尾狮）an animal that has the head of a lion and the body of a fish.Picture 2 shows the White house in Washington, D.C, where the US President lives and works.Picture 3 is Ayers Rock (艾雅斯岩）. The largest monolith(独块巨石）in the world. Picture 4 is Eiffel Tower in Paris. It is the tallest building in the Paris, with a height of 320 m tall.Step 2 Pre-reading PresentationThink and answer• 1. Would you like to go abroad for a short period of time?• 2. Why you want to go abroad?• 3. What will do if you can go abroad?• 4. Do you know how can we apply for going abroad?• 5. Ask students look for some information about studying abroad.Step 3 Group work: Find these useful words and phases and master them.• 1. education (形容词）educational•The education in China is improving day by day.•The man is an educational gentleman.• 2. arrive; get; reach.•这三个词都表示到达。
牛津英语八年级下册 8B 初二英语Unit4 教案
Teaching procedure:Step 1 Warming up Discuss some questions: Do you like reading?What type of book do you like?Step 2 PresentationShow some pictures to learn new words.Step 3 Comic strip1. Show the flash.2. Listen and answer.1) Has Hobo decided what to do with the books?2) What does Hobo want to use the books to do?3. Act out the conversation.Step 4 Ask students to complete Part A on page 49. Step 5 Listen and answerListen to part B and answer the following question.1) What is Daniel reading?2) Why does he like reading history books?3) Does Sandy like reading history books?4) What does Sandy like to read in her spare time? Step 6 Read after the recorder and practise in pairs.A: What do you like to read in your spare time?B: I like reading……….A: Why do you like reading……..B: Because……Step 7 Notes1. Have you decided what to do with these books, Hobo？霍波，你已经决定了怎样处理这些书吗？句中“疑问词what + 动词不定式”结构作宾语，该结构的疑问词还可用when、how、which等。
牛津译林版英语 8B八年级下册Unit4 Integrated skills教案
T: The Class 1, Grade 8 students are talking about what they have read recently. Listen to them andmatcheach studentwith the type and name of the book they haveheard.You can predict before listening.
Title
8BUnit4 Integrated skills
Teaching objectives:
1. To understand some new words and expressions and learn to use them;
2.To catch the key points from the listening materials;
T: Listen and complete Part A1.
2. Learn the new words and phrases
T:Of all the books,I like readingHarry Potterbest. Who wrote the book?(J.K. Rowling.)
(3)How can he renew the books?
2. Read the dialogue
(1) Read the dialogue after the record.Pay attention to the pronunciation and intonation.
(2) Read in pairs.
7.Listen and completePart A3.
牛津英语8b unit 4 grammar2教案
Daniel wants to know more about the charity show hosted by Ricky. He is asking Kitty about the detail. You are to complete the dialogue between them using the passive voice in the past or the present perfect tense. Then I will give you the answers.
6.I hope more moneywill be_repaired_(raise) in the show next week.
7.Another bridge over the river_is going to be building______(build) in two months, isn’t it?
集体讨论意见
教
学
过
程
9, Hissuccess(成功) was the result of hard work.
10, Excuse me. Where’s theexit(出口) to the garden, please.
集体讨论意见
探究新知
Step 1 Have a revision and presenting
教
学
过
程
Step 4 Doing additional exercises
Correct mistakes in the following sentences.
1. My homework has finished already.
牛津英语8B Unit 4 复习教案
牛津英语8B Unit 4 复习教案【小试牛刀】1. The train came _____________.他今天看上去很高兴。
He_______________very happy today.It________________he ____________ very happy today.1. The boy ___________ to his feet.2. The boy ___________ his hand to answer this question.二、语法点拨被动语态(2)(1) 由情态动词构成的被动语态这种被动语态的结构是：情态动词+be+过去分词All these exercises must be finished before school is over. 所有这些习题必须在放学以前做完。
(2) 含有双宾语的句子的被动语态有一些动词如give, buy等，后面常跟两个宾语--直接宾语和间接宾语；通常直接宾语指物，间接宾语指人；指物或指人的宾语都可以作为被动句子的主语。
例如：Father bought him a computer. 爸爸给他买了一台电脑。
→A computer was bought for him(by father).(以物作主语)→He was bought a computer (by father). (以人作主语，虽语法正确，但实际不这样使用。
) 【必背】将这些带双宾语的动词背下来：(3) 含有宾语补足语的句子的被动语态有一些动词如make，call等，常伴有定语补足语(或称为复合宾语)；在变为被动语态时，宾补的位置不变。
He named the baby(宾) Lily(宾补). 他给这个婴儿起名叫莉莉。
The baby was named(谓语)Lily(宾补)(by him).(莉莉的位置不变)【注意】所有要求不定式作宾语补足语而不带to的动词，包括感官动词see, hear, watch, feel, look at, listen to及使役动词make, let, have和动词help,在变为被动语态时，还要把to 加上。
牛津版8B Unit4 Speak up & Study skills 教案
UNIT FOURPART ONE: TEACHING DESIGN第一部分：教学设计Unit Objectives●To talk about possible situations and possible results●To enlarge the vocabulary about wild animals●To use factual information to support their opinions on wild animals●To learn to take the responsibility to protect wild animalsLANGUAGE POINTS AND FOCUSESwolf, snake, noon, information, report, thirsty, exam, until,medicine, smell, towards, loss, chairperson, group, farmland,PERIOD 8: SPEAK UP & STUDY SKILLSTeaching Objectives●To learn to express one’s own ideas clearly and response to others’ opinion aboutanimals protecting●To learn to use factual information to support their own opinions and make theiropinion more persuasive●To learn to identify the intonation patterns in conditional sentencesTeaching ProceduresSTEP 1 Showing students some pictures of animal productsShow students some pictures of animal products, for example hats made of fur, scarves made of fur, coats ma de of fur or skin, things made of elephants’ tusks.STEP 2 Playing the tapeMillie is doing so, she is asking her mum not to buy clothes made of animal fur. Play the tape for the students to listen and answer the following question.What does Millie’s mum think about it?If I don’t buy them, someone else will buy them.Invite the students to open their books and read the dialogue and then find out the answer to the questions:What does Millie think about it?Many animals lose their lives because people buy furs. I don’t think that’s right. People should protect animals. If no one buys furs, then people won’t k ill wild animals any more.Get the students to read the dialogue fluently. For stronger classes, the teacher can give the students some time to practice and remember the dialogue. Then get them to act the dialogue. For weaker classes, play the tape and pause one sentence by another for the students to repeat. Explain carefully some of the key points here.STEP 3 Acting dialogues outSay ‘Animals lose their lives, because people buy animal furs. Animals lose their lives, because people eat their meat, too. For example, some people eat snakes in restaurants and others may drink wine with tiger bones inside. Do you think it is right? Make up a new dialogue to talk about it. Work in pairs, one student tries to ask the other not to eat animals/ do other things bad to animals.’Give the students 4-5 minutes to prepare, then get some pair to act their dialogues out. STEP 4 Reading aloud sentencesAfter the students finish their dialogues write the following sentences on the board and get them to read it paying attention to the intonation patterns.Get the students to focus on the intonations. The teacher reads the sentences and gets the students to repeat. While reading the sentences, draw rising and falling arrows to show the intonation patterns.Get the students to read the sentences for more times until most of the students can read them in a appropriate intonation patterns.STEP 5 Listeni ng to Simon’s reportGet the students to open their books to Page 70. Play the tape for the students to listen to Simon’s report on wolves. Pause the tape for the students to repeat focusing on the intonations patterns.Do chain work and get the students to read the sentences one by one.STEP 6 Explaining some of the sentencesAs this is a passage about wolves, we can collect more information here. It is necessary to explain some of the sentences:1. Wolves won’t survive if we don’t give them good areas of forests to live in.2. If we continue to destroy forests to build roads, they won’t have suitable homes.3. If farmers continue to make new farmland from forest, wild animals won’t get enough food.STEP 7 Getting the students to fill in the blanksSTEP 8 Talking about the animalsShow a picture of an elephant and get the students to talk about the animals. (They have learned about elephants in Book 7B.) Encourage them to talk about he five aspects: Appearance, Ability, Character, Food and Danger.STEP 9 Read ing Millie’s reportGet the students to read Millie’s report and pay special attention to the intonation patterns. Play the tape for the students to follow and repeat.Explain some of the sentences to them.1. Hunters will make a lot of money if they sell elephants’ tusks.2. Elephants will help farmers do lots of things if people train them.STEP 6 Homeworka. Write a short passage about the biggest animal on land.b. Finish off the exercises in the Evaluation Handbook and Learning English.。
牛津英语8Bunit4grammar教案
牛津英语8Bunit4grammar教案Unit4&6period：Graar－．教学目标：l．Tounderstandthepurposeofusingconnectivesofreason ．Touse“because”togiveareasonforsoething．Touse“becauseof”togiveareasonforsoething．Toshoresultsith“so”．Touse“hope”and“ish”correctl二．教学重难点：ords:groundPhrases：Sentences：Ricyhelpediththecharityshobecauseheantedtoraiseoney forProjectGreenHope.．RicyasnervousbecauseoftheTVcaeras.．ThereasalotoforsoIasverybusy.．Ihopeyouillliethesho.．Ihopetoseethecharitysho.．IishIouldbethehostofthenextsho.．Iishthepopstarsouldinviteetolunch.IishIcouldfly.IishIereRichy.0.Iishyouahappyholiday.1.eishyougoodluc.三．教学方法：Listeningandspeaing．四．教学手段－tape-recorderandulti－edia五．教学过程：Step1：Lead－inintroduceyselfI’ZhangPing,youcancalleissZhang.I’llteachyoutillyourteacher,isscai,ebacfrotheUSA.This isyfirsttietoteachfunithEnglish,soyouneedyourhelp,i fthereisanytrouble.Ididn’tteachforabouthalfayearbecauseIhadasonlastinter.Ilo veysonbecause板书heisverylovely.Iish板书Icouldstayathoe板书fororetie,butyourEnglishteacherhasgonetotheboard,so 板书Ihavetoebactoteachyou.Ihope板书ecangetellonith.freetalT:IlieF4becausethey’reveryhandsoe.hoisyourfavouritesportsstar/usicstar?S:…isyfavouritepopstar.T:hydoyouliehi/herbest?S:Because…Iliehi/herbecausehe/she…板书assoeorequestionsliethisStep2：pre－tas.l.Turntopage60.Let’sthinofRicy.Q1:hydidRicyhelpiththecharitysho?.Q2:hycouldn’tRicysleepthenightbeforethesho?.Step3：hile－tasTas1T:heneasforreasons,euse ‘hy’.henegivereasons,ecanuse ‘because’.T:underlinethesentencesthatcontaintheord ‘because’.Astostudentstoreadoutoneexapleeachfrothegraartablea tthetopofpage64.Explainthecontextoftheexercise.DanielisasingSandyab outthecharitysho.TheordsonthepiecesofpaperarereasonsfroSandy’snotes.AsstudentstoorontheirontoriteanserstoDaniel’snotes.Reindthethateachsentenceustcontaintheord‘because’.ReadouteachofDaniel’squestions.Asvolunteerstoanserthequestionsusing‘because’.Repeattheansersclearlyandasstudentstoch ectheironor.Tas2T:LooattheBb,esay:Ricyhelpediththecharityshobecauseheantedtoraiseoney forProjectHope.板书ealsocansay→Ricyhelpediththecharityshobecauseoftheoney.I’fatterthanbeforebecauseIhadababyfiveonthsago.板书ealsocansay→I’fatterthanbeforebecauseofybaby/hi.T:ecanalsouse‘becauseof’togiveareasonforsoething.heneuse‘becauseof’,itisfolloedbyanounorpronoun.T:Looatthegraartableatthetopofpage65.Shostudentstha tecanuse‘becauseof’toanserquestionsith‘hy’,e.g.hydidRicyhavetospealoudly?hyasRicynervous?T:ReadtheordsabovethespeechbubblesinpartB1,thefirst partsayshathappened,andthesecondpartisthereason.Ple aseuse‘becauseof’toaesentences.AsthreevolunteerstoreadouttheiransersT:partB2AyandShirleyarelooingatpicturesofaflood.Ayi sanseringShirley’squestionsaboutit.PleaseriteanserstoShirley’squestionsusing‘becauseof’or‘because’.SelecttostudentstoplaytherolesofShirleyandAy.Tas3T:IlieF4becausethey’rehandsoe.F4areveryhandsoe,soIliethe.Iliehi/herbecausehe/she…板书→He/Sheis…,soIliehi/her.Tellstudentsthatecanuse‘so’tointroducearesult.Readoutthetoexaplesandexplaintha tthefirstpartisafact,andthesecondpartisaresultoftha tfact.Explainthatlie‘because’,‘so’canbeusedtogiveareasonforsoething,buttheorderisdiff erentfroasentenceith‘because’.Inotherords,ecangivetheinforationinthee xaplesentencesusing‘because’asfollos:Iasverybusybecausethereasalotofor.IdonatedsoeoneybecauseIantedtohelpthepoor.AsstudentstorearrangetheordsinPartc1toaesentences.R eindthethatthefirstpartofthesentenceshouldbeafactan dthesecondpartshouldbearesult.oncestudentshavefinished,asthreestudentstoreadouton esentenceeach.correcterrorsandispronunciations.Asstudentstoreadthroughitty’sletterinpartc2foroveralleaningfirst.Thenasthetofil lintheblansusing‘because’‘becauseof’‘so’.Asstudentstoreadoutoneparagrapheach.clarifyanyisunderstandingsifnecessary.Asstudentstoplete‘orouttherule!’ontheiron.Asonestudenttoreadouttheruleandchectheans erasaclass.Inapoundsentence,ecannotusebecauseandsoatthesaetie.BecauseIgotuplate,soI’lateforschool.Igotuplate,soI’lateforschool.BecauseIgotplate,Ilateforschool.Tas4T:Iish板书Icouldstayathoefororetie,butyourEnglishteacherhasgo netotheboard,so板书Ihavetoebactoteachyou.Ihope板书Icangetellonithyou.TellSsthateuse‘hope’and‘ish’totalaboutthingsorsituationsthateanttohappen.Tohopeistoantsoethingtohappenandthinthatitispossibl e.eusuallyuse‘hope’totalaboutthepresentorthefuture.Toishistoanthatisnothappeningorhatdidnothappen.eusu allyuse‘ish’totalaboutthepastorthepresent.usageof‘hope’:vhope+todohope+clausen.hope→hopese.g.Ihopetoe.e.g.Ihopesheon’tetonight.e.g.you’reylasthope.usageof‘ish’:v.ish+todoish+sb.todoish+clause虚拟。
牛津译林版英语 8B八年级下册Unit4Grammar教案
1. To learn to use questionwords + to-infinitives.
2. To learn how tousemustandhave to.
Teaching methods:Five-step method
5.Show students two more library rules.
a.Peoplemustn’tsmoke in the library.
b.Peopledon’t have topay for the book in the library.
6.Explain tothe studentswe use ‘must not’ to saysomething is not allowed.. We use ‘do not have to’ to say that it is not necessary to do something.
以Miss Rabbit寻梦为主线，借助图片呈现语法结构，让学生边学边操练，在学生有一定了解的情况下，鼓励他们总结归纳得出规则。
Step3:Practice
1.Translate some sentences by usingwh-words+to do
2.Remind students we can use a noun after some wh-words
7.Make a conclusion
继续利用Miss Rabbit的故事，创设语境，自然引出must和have to。将语法项目放入真实的情境中，让学生先形成一定的感性认识，然后在情境中体会语法的意义与功能。
牛津译林版八年级英语下册8BUnit4Agoodread全单元教案
Try to answer the questions.
Talk about the picture.
Guess.
Listen
Look, listen and
learn.
教
后
记
学科英语Leabharlann 年级八设计人
课型
课题
Unit4 Agood read
总课时
第2课时
教学目标
知识目标
To guess meanings of words from the context
e.Sandy is winderingwhere to askfor help.
f.Amy does not knowhow to writethe reprt.
2.Ask the students toconclude the rules,and understand the mengings of the stucture:“wh-” words + “to” infinitives.
Step5 Finding out all the useful expressions
Go over the text to find out all the useful expressions.
1crash against
2as、、as
3be tired out
4the same size as
5shout at sb
6fall over
7manage to do
Step 6.Doing homework
a. Listen and read after the tape five times.
牛津初中英语 8B Unit Four 教案
8B Unit Four A charity showPeriod OneTeaching content: Comic strips & Welcome to the unitTeaching goals:1.To introduce the names of the different charities in China.2.To become familiar with different ways of making suggestions..3.To introduce specific activities students can do to help a charity. Teaching important & difficult points:1、To introduce the names of the different charities in China.2、To introduce specific activities students can do to help a charity. Teaching Procedures:Step 1. Presentation1 .Remind Ss of the fashion show they learned about in Book7A,Unit6. Encourage them to talk about any information about charity events they have known.Ask Ss:Can you remember some charities that can help these people? Help them to learn the following charities with the help of picturesCharities in ChinaProject Hope (helps schools and students)Project Green Hope (helps protect rivers and lakes in China)Save China’s Tigers (protects tigers and other big cats in China) Spring Bud Project (helps poor young girls return to school)The teacher can give more names of international charities if possible.International CharitiesORBIS UNICEF OxfamWorld Wide Fund for Nature/WWF , World Vision Step2. Doing Part A and Part B on p61,then try to repeat them.Step3. Listening and ReadingListen to Eddie and Hobo‟s conversation. Design some questionsask Ss to recite it in class.Questions:1.Why is Hobo holding a microphone?(Because he has been chosen to be the host of a charity show.)2.What must Eddie do if he wants to be a good host?(He must practise a lot.)Step4.Learning the following key languageshold a microphone/hold a meeting be chosen to be …..the host of a charity show Congratulations(tosb.on sth.)!practise a lot sleep less during the dayadvertise on the Internet give out sth.(give it/them out)donate sth. to …. raise money for…organize sth return to school (go/come back to school)Step5. Discussions1. What will you do to raise money ?2.Which charity will you support? Why?Step6. Homework1.Recite the names of the charities and the ways of raising money.2.Recite the dialogue.3.Do some consolidation exercises.8B Unit Four A charity showPeriod TwoTeaching content: Reading (1)T eaching goals:1、To read an e-mail about a charity show2、To infer meaning from keywords and context3、To answer some questionsTeaching important & difficult points:1、To infer meaning from keywords and context2、To answer some questionsTeaching Procedures:Step1. Revision the names of the different charities we have learnt.Charities in ChinaProject Hope (helps schools and students)Project Green Hope(helps protect rivers and lakes in China)Save China’s Tigers (protects tigers and other big cats in China) Spring Bud Project(helps poor young girls return to school)Step 2.Discussion:Different ways of raising money for charities.We can advertise on the Internet.We can give out leaflets to ask people to donate money.We can sell books to raise money.We can organize a charity show.We can…..(encourage the Ss to talk about ways as many as possible .)Step3.Presentation1.Get Ss to look at the screen and introduce new words2.Listen to the tape of reading with books closed, and answer thequestions about the Reading(Part C1 on P64)Step4.Reading the e-mail by themselves,try to ask and answer some “Wh-”questionsWhat is the letter about?Why didn‟t Ricky write to Kitty earlier?What did he feel when the organizers chose him to be the host?Why was Ricky very nervous?Why couldn‟t Ricky sleep at all that night?When did the doors open?Was the charity show a success?Step 5.ConsolidationAfter they can answer the difficult questions, do Part B1 and PartB2 to cocsolidate what they have learned.Step6. Homework1.Read and recite the text.2.Do some exercises.8B Unit Four A Charity ShowPeriod ThreeTeaching content: Reading (II)Teaching goals:1. To figure out the structure of each passage2.To speak out the passage in their own words, following the structureof the passages3.To explain the language points in the passagesTeaching important & difficult points:1、To grasp the words：camera, pop, job, introduce, duty, event, fan, seem, business,2、To grasp the following drills:1). I am sorry that…2). raise money for the Project Green Hope 3). choose sb. to do sth. 4). start working on the show 5). It was my job to do sth 6). It was hard work.7). in the beginning 8). will be able to do sth.9). do everything right 10). keep doing sth.11). make a lot of noise 12). No time to be nervous any more.13). Everything seemed to happen so fast. 14). donate money to Project Green Hope15). We have a lot of support from … 16).I hope more events like this will be organized to …17) I think more people should be invited to take part in them.Teaching Procedures:Step 1. RevisionA: Reading the passages togetherHelp students to remember what we learnt last time by getting them to read the passages together loudly. (It is also good to choose some of the students to read the passage paragraph by paragraph.)B: Read in pairs and do ask and answer:What is the letter about?Why didn’t Ricky write to Kitty earlier?What did he feel when the organizers chose him to be the host?Why was Ricky very nervous?When did they start working on the show?Why couldn’t Ricky sleep at all that night?When did the doors open?Was the charity show a success?C: Figuring out what each paragraph is aboutHelp the students to figure out what each paragraph is about. It is important to encourage the students to speak out their ideas, and at the same time to give out their own reasons. (This is very important here, because it may make it easier for the students to understand the structure of a passage, and then remember it more easily.)Step 2 Explaining the sentencesExplain the sentences one by one and talk about the language points, by giving more examples.Step 3 SpeakingA: Read the Reading passage and have a try to retell the story .B: Work in groups and have a discussion. The topic is :What ability should you have if you want to be a good host?Step 4 ConsolidationClass exercises.一）根据句意、首字母或中文提示完成单词1.It’s our d_________ to keep our classroom clean.2.Failure（失败）is the mother of s_________.3.Neil wants to r________ money for charity.4.I had to speak loudly because of the n______.5.The host is the person who i________ the guests in a party.6.We had a lot of support from local___________(商行,企业).（二)用所给单词的适当形式填空1. Half a year ago Jim started ________(play) football.2. It was my job ________(clean) the classroom.3. I’m very happy that my teacher chose me _________(be) the mon itor.4. I have a lot of homework _______(do) today.5. Lily kept_______(ask) Lucy about the pop singers.6. She doesn’t seem _________(like) this book.tep 5 Homeworka: Revise and know the usage of Passive Voive clearly.B: Learn the lessons we learned by heart.8B Unit Four A Charity ShowPeriod FourTeaching content: Grammar A BTeaching goals:1、To grasp the Passive Voice in simple future tense: will +be P.P.2、To grasp the Passive V oice with modal verbs :can, may, must and should+be P.P.Teaching important & difficult points:How to use the Passive Voice in simple future tense and with modal verbs.Teaching Procedures:（要编每个步骤的过程及活动）Step 1. RevisionA: Have a dictation of the phrases in Reading.B: Tranlate some sentences in Reading1.I felt very happy when I was chosen to be the host.2. A lot of money has been donated to Project Green Hope.3.I hope more events like this will be organized to raise money forcharity.4.I think more people should be invited to take part in them.Step 2 PresentationWrite the above 4 sentences on blackboard, then make a conclusion: The simple future tense: will/be going to+be P.P.The modal verbs: can, may, must, should + be P.P.Step 3 ConsolidationA: Finish the details about a charity show on P.66 ,using the Passive V oice in simple future tense.B: Write the six sentences about the hall arrangement on P.67, using the Passive V oice with modal verbs.Step 4 Do some consolidated exercises:Step 5 HomeworkReview what we have learnt.8B Unit Four A charity showPeriod FiveTeaching content: Grammar C & V ocabularyTeaching goals:1、To learn and use the Passive voice in present perfect tense.2、To identify and use words expressions related to the theater. Teaching important & difficult points:1、Words : voice; hang; education ;audience; curtain; stage; actor; perform2、Drills: Ricky has been chosen to be the host of the charity show.It was great fun to be the host, wasn‟t it ?We believe it will be a great success and a lot of money will be raised for Project Hope.Teaching Procedures:Step 1. RevisionAsk students to translate some sentences using passive voice in simple future tense and passive voice with modal verbs. Check the answers. Step 2 Presentation1.Passive voice in present perfect tense.1).Ask students some questions to revise Reading.①What does Ricky hope at the end of his e-mail?He hopes more events like this will be organized to raise money for charity.②Why was Ricky so busy before the show?A lot of work need be finished.③Was the show a success? How do you know?A lot of money has been donated to Project Green Hope.Write the last sentence on the blackboard and explain the sentence structureA lot of money has been donated to Project Green Hope.2). We use passive voice in present perfect tense when the action took place in the past and continues to the present or still has connection with the present..The teacher gives more examples .Eg: Hobo has been chosen to be the host of a charity show.The homework has been finished .Many new buildings have been built since 2000.Twenty more keys have been made by us.Explain the sentence structure of the passive voice in present perfect3).Students complete the conversation and the passage in Part C using the correct passive voice. Then check the answers.2.V ocabulary At the theatre1).Show the pictures of famous hosts and ask the students some questionsWho is he ? What does he do ? What is in his hand? Where can we hold a charity show?Learn the words host microphone and theatre .2).Ask students to discuss and say the different parts of the theatre, write them on the blackboard. Then read them loudly3).Write the correct names in the boxes in Part A.4).Arrange the letters to find the words.5).Play a guessing game. Ask students to say the names of different parts of a theatre.Step 3 ConsolidationStep4Homework1.Go over what we learned today.2. Finish off the exercises.8B Unit Four A charity showPeriod SixTeaching content: Integrated skills & Study skillsTeaching goals:1、To talk about a charity show2、To recognize key expressions involved in organizing an event;3、To write a note explaining arrangements for an event.4、To recognize and use contractions appropriatelyTeaching important & difficult points:1、Words: set up ; among ;phone ;snowy ;kid; silent2、Phrases: set up the stage; do a very important job3、Drills: I‟m sure he‟d like to help.Teaching Procedures:Step 1. Warming-upWatch a video for a while，then talk about it .Step 2 Presentation1.Part A Working on a charity show1). Part A1: Working on a charity showLook at Sandy‟s notes and answer the questions according to the information.①. What‟s the name of the show? ②.What do they raisemoney for?③. When will the show be held? ④.What time will theshow begin and finish?⑤.How much does each ticket cost?2). A2. Sandy has organized another meeting. Help her write down what each student says. Listen carefully. Complete the table below by puttinga tick in the correct boxes.（in the book）① Play the recording through without stopping. Ask students to getthe main ideas.② Play the recording again and check answers.Who will design the poster?Who will organize a play?Who will be the host of the show?Who will set up the stage?Who will sing a song?/ Who will ask friends and families to come?3). A3. Sandy is writing a note to Mr. Wu about the charity show. Help her complete the note. Use the notes in Parts A1 and A2 on page 70 to help you.4). A4: Useful expressions①.talk about doing something讨论做某事They are talking about setting up the stage.=They are talking about how to set up the stage.②.The show will be held.。
牛津译林版英语8B 八年级下册Unit4Reading1教案
Step4 Read for Details
Task1：ReadPara.1 and answer the following two questions:
Teaching Procedures
Designing aims
Step1 Lead-in
Watch a short video:Journey to the West
T:Do you know what's the name of the movie?Ss:西游记！
T:Yes, it's from one ofChina's four great classics. Do you enjoy reading it?Ss: Yes!
(4)What do you think of the tiny men?
(5)If you are tiny men, what will you talk about ?
Task5：ReadPara.5 and complete the blanks
根据不同段落，提供给学生不同阅读任务，从各个方面来锻炼学生的综合语言运用能力，使学生加深对故事情节和故事人物的理解，在提升语言运用能力的同时，也让学生在阅读中感受文学名著语言的魅力。与此同时通过小组成员之间互相合作，既降低了难度节约了时间又让学生体验到了与人合作的快乐。
Para.5couldn’tunderstand-managedto-lifted-lookeddown-began talking-began…
这个故事接龙的活动其实是对阅读文本的复述，学生可以根据文本的内容和自己的想象以及小组成员的合作来完成这个任务。复述故事的过程中，不仅用到阅读文本中的语言，更多的是用自己的语言将故事完整的表述出来。
Unit4教学设计牛津上海版英语八年级下学期
上海牛津教材8BU4单元教学设计Material:Oxford English 8B Unit 4 Newspapers 教材分析：What：本单元的主题是《报纸》，旨在通过不同形式的课堂活动和任务，帮助学生提高语言能力和理解能力，并了解新报道的特点和价值。
单元的核心课型包括阅读、文法、听力和口语。
Why：每个课时都有明确的教学目标和重点，以针对学生的各个能力进行训练。
通过阅读、角色扮演、语法学习、听力训练、口语表达和写作练习等活动，学生能够逐步提升他们的语言能力、阅读理解能力和写作表达能力，并深入了解报纸报道的特点和价值。
How：具体课时的语篇分析如下：【第一课时】第一课时的主要内容是阅读一篇关于校刊发布的会议记录。
通过略读和细读，学生将理解文章的主旨和细节信息。
重点是通过阅读了解文章的主旨和细节信息，同时加深对会议记录要素的理解。
【第二课时】第二课时的主要内容是通过角色扮演，让学生了解会议的内容和流程。
同时，还将讨论校报人员的职责与特点，以及学生办校报的作用与价值。
重点是通过角色扮演和讨论来深入理解会议的过程和校报的意义。
【第三课时】第三课时是关于情态动词"should"和"ought to"的学习。
学生将回顾并归纳"should"的用法，并学习了解"ought to"的用法。
重点是学生能够掌握并正确运用这两个情态动词进行口头和书面表达。
【第四课时】第四课时是关于宾语从句的学习。
学生将掌握宾语从句的结构和意义，并能够运用宾语从句进行口头和书面表达。
重点是学生掌握宾语从句的结构和应用，并能够熟练运用相应的语言表达能力。
【第五课时】第五课时是关于听力的训练。
学生将听懂一篇关于学生最激动人心的一天的文章，并能够获取文章的主旨和细节信息。
他们还将使用情态动词"should"来纠正听力文本中的错误。
同时，学生将了解校报文章的类型和文体特征。
牛津译林版八年级英语下册8B Unit4第9课时教案
牛津译林版八年级英语下册UNIT FOUR4PERIOD 9: TASKTeaching Objectives●To generate ideas about designing a poster.●To make a poster●To describe the details of a charity show.Teaching ProceduresSTEP 1 Having a revision and discussingDo you still remember the Class 1, Grade 8 students are planning their charity show. Different students have different duties. What’s Kitty and Sandy’s duty? ( They will design a poster. ) How to make a poster? What should be written in a poster? (name of the show, time, place, ticket price, etc.) STEP3 Reading and answeringWhat else should we write in the poster? Ask students to read the poster on Page 73 and help them find out other elements in the poster. (purpose, programme arrangement, charity introduction, who to thank, and the reason)Then ask and answer questions:What is the name of the show?When will they hold the show?Why are they holding a charity show?Where will the show be held?Who organized the show?How much do the tickets cost?Which charity are they supporting?Explain that when designing an advertising poster, it is important to include all the details so that people who might be interested in the show have enough information about it.STEP4 Coming to a summaryTell students what information should be included in a poster. (Part A2)STEP5 Designing a posterAsk students to design their own posters based on the model on Page 73. Tell them to choose a charity to support and then plan a programme of events. Tell them to ensure they include all the information on the list in Part A2. Encourage them to research their chosen charity on the Internet to find out more information about it.STEP6 Finishing off Part B1Tell students that if they want more people to know about the charity show, they’d better write a speech about. Ask them to help Millie to complete her speech using the information in Part A1. Then check the answers as a class and read the passage aloud.STEP7 WritingAsk students to write speeches according to their own posters. Then ask a few more able students to present their speeches to the class. Invite other students to say whether they are persuaded to attend the event.STEP8 Homeworka.Revise how to make a poster and write a speech for a charity showb.Plan a charity show and write a speech for it。
牛津英语8b unit 4 integrated skills 1格式教案
Step four practice
Say:Sandyis writing a note to Mr Wu about the charity show. Help her complete the note.
S:Millie is, I’ll organize a play with the exercises.
Check the answers.
Coplete Sandy’s note on Page 71.
Check the answers
Translate the phrases into english and try to use them correctly and freely.
主备人
用案人
授课时间
年月
总第70课时
课题
Unit 4 Integrated skills
课型
new
教学目标
1.To understand the conversation about a charity show
2.To get enough information from the listening comprehension to complete the plan for the charity show.
3.To discuss on the charity show and give their own ideas
重点
To get information from the listening comprehension and learn to discuss on the topic.
牛津译林版英语八年级下册 8BUnit 4 Speak upand study skills 教案
Speak up & Study skillsTeaching objectives:I Knowledge objective1.Phrases: the school librarian, borrow books from (he school library, at a time, forexample, give me a lot of confidence, less than an hour, ask for advice.2.Structures: What's your favourite type of books?I am willing to try new things.I also want to have exciting experiences.II Ability objectives1.To learn how to borrow book from the library.2.To understand how to use transitions between ideasIII Value objectivesTo let students be willing to read books.Teaching focuses and difficulties:1.To understand how to use transitions between ideas .2.Some structures: How long can I keep the books?You don't have to come to our desk every time.Teaching aids: PPTTeaching procedures:Step 1 RevisionTranslate some sentences.1.她拒绝和我一起去看电影。
牛津译林版8BUnit4(1-4课时)教学案
8B Unit4 A good read第一课时Comic & Welcome （新授课）日期_______ 主备人：审核人：______审批人：______ 班级：_________姓名：___________【学习目标】1.了解不同的书的英文表达。
2.能用英语谈论喜欢的书及喜欢的原因。
3.激发学生对阅读的兴趣。
【学习重难点】能用英语谈论喜欢的书及喜欢的原因。
【学习过程】一、课前预习·导学读背生词和对话。
二、课堂学习研讨1.do with对待，处理，与what连用；近义词deal with与how搭配。
I don’t know what I should ________ _________ the lovely rabbit.我不知道该如何处置这只可爱的兔子。
Can you tell me how _________ ________ _________ them?你能告诉我如何处理它们吗？2.spare adj.空闲的，空余的，近义词free, 在某人的空闲时间in one’s spare/free time What do you usually do _______ ________ ________ ________?你空闲时间常干什么？I often listen to music in my s_________ time.3.knowledge 知识，学问un.We go to school to get ___________ knowledge about many different things.我们上学是为了得到许多关于各种事物的知识。
I have little k___________ about computers.Could you teach me?knowledge前可以加不定冠词,后面常有形容词，表示“对……有某种程度的了解”。
他在历史方面知识渊博。
牛津英语8B Unit4教案(Grammer)教案
Unit 45 &6 period：Grammar－．教学目标：l．To understand the purpose of using connectives of reason 2．To use “because” to give a reason for something3．To use “because of ” to give a reason for something 4．To show results with “so”5．To use “hope” and “wish” correctly二．教学重难点：words:groundPhrases：Sentences：1. Ricky helped with the charity show because he wanted toraise money for Project Green Hope.2．Ricky was nervous because of the TV cameras.3．There was a lot of work so I was very busy.4．I hope (that) you will like the show.5．I hope to see the charity show.6．I wish (that) I would be the host of the next show.7．I wish (that) the pop stars would invite me to lunch.8. I wish (that) I could fly.9. I wish (that) I were Richy.10. I wish you a happy holiday.11. We wish you good luck.三．教学方法：Listening and speaking．四．教学手段－tape-recorder and multi－media五．教学过程：Step 1：Lead－in1.introduce myselfI’m Zhang Ping, you can call me Miss Zhang. I’ll teach you till your teacher, Miss Cai, come back from the USA.This is my first time to teach fun with English , so you need your help, if there is any trouble. I didn’t teach for about half a year because I had a son last winter.I love my son because板书he is very lovely. I wish板书 I could stay at home板书for more time, but your English teacher has gone to the board, so板书I have to come back to teach you. I hope板书 we can get well on with.2.free talkT: I like F4 becau se they’re very handsome. Who is your favourite sports star/music starS: …is my favourite pop star.T: Why do you like him/her bestS: Because …3.ask some more questions like thisStep 2 ：pre－task.l. Turn to page 60. Let’s think of Ricky.Q1: Why did Ricky help with the charity show (Because he wanted to raise money for Project Hope).Q2: Why couldn’t Ricky sleep the night before the show ( Because he was too excited).Step 3 ：While－taskTask11.T: W hen we ask for reasons, we use ‘why’. When we givereasons, we can use ‘because’. T: underline thesentences that contain the word ‘because’.2.Ask two students to read out one example each from thegrammar table at the top of page 64.4.Explain the context of the exercise. Daniel is askingSandy about the charity show. The words on the pieces of paper are reasons from Sandy’s notes.Ask students to work on their own to write answers toDaniel’s notes. Remind them that each sentence must contain the word ‘because’.Read out each of Daniel’s questions. Ask volunteers to answer the questions using ‘because’. Repeat the answers clearly and ask students to check their own work.Task21. T: Look at the Bb, we say:We also can say板书We also can sayT: We can al so use ‘because of’ to give a reason for something. When we use ‘because of’, it is followed by a noun or pronoun.T: Look at the grammar table at the top of page 65. Show students that we can use ‘because of’ to answer questions with ‘why’, .Why did Ricky have to speak loudly ( Because of the noise.) Why was Ricky nervous (Because of the TV cameras.)T: Read the words above the speech bubbles in part B1, the first part says what happened, and the second part is the reason. Please use ‘because of’ to make sentences.Ask three volunteers to read out their answersT: part B2 Amy and Shirley are looking at pictures of a flood. Amy is answering Shirley’s questions about it. Please write answers to Shirley’s questions using ‘because of’ or ‘because’.Select two students to play the roles of Shirley and Amy.Task3T: I like F4 because they’re handsome. F4 are very handsome, so I like them.1.Tell students that we can use ‘so’ to introduce aresult. Read out the two examples and explain that thefirst part ( ‘There was a lot of work’/’ I wantedto help the poor’) is a fact, and the second part(‘Iwas very busy’/I ‘donated some money.’) is a resultof that fact.2.Explain that like ‘because’, ‘so’ can be used togive a reason for something, but the order is different from a sentence with ‘because’. In other words, we can give the information in the example sentences using ‘because’ as follows:I was very busy because there was a lot of work.I donated some money because I wanted to help the poor.3.Ask students to rearrange the words in Part C1 to makesentences. Remind them that the first part of the sentence should be a fact and the second part should be a result.4.Once students have finished, ask three students toread out one sentence each. Correct errors and mispronunciations.5.Ask students to read through Kitty’s letter in partC2 for overall meaning first. Then ask them to fill in the blanks using ‘because’ ‘because of’ ‘so’.6.Ask students to read out one paragraph each. Clarifyany misunderstandings if necessary.7.Ask students to complete ‘ Work out the rule!’ ontheir own. Ask one student to read out the rule and check the answer as a class.8.In a compound sentence, we cannot use because and soat the same time.(F)Because I got up late, so I’m late for school.(T) I got up late, so I’m late for school.(T) Because I got p late, I late for school.Task4T: I wish板书 I could stay at home for more time, but your English teacher has gone to the board,so板书I have to come back to teach you. I hope板书 I can get well on with you.1.Tell Ss that we use ‘hope’ and ‘wish’ to talkabout things or situations that we want to happen.2.To hope is to want something to happen and think thatit is possible. We usually use ‘hope’ to talk aboutthe present or the future.To wish is to want what is not happening or what didnot happen. We usually use ‘wish’ to talk aboutthe past or the present.age of ‘hope’:n. hope → hopes. I hope (wish) to come.. I hope she won’t come tonight.. You’re my last hope.4. usage of ‘wish’:v.wish + to do wish + sb. to dowish + clause 虚拟。
牛津英语8BUNIT4教案
UNIT FOUR A CHARITY SHOWPERIOD 1: COMIC STRIP & WELCOME TO THE UNITTeaching Goals•To introduce a specific activities students can do to help a charity.•To activate existing knowledge about doing charity work.•To become familiar with different ways of making suggestions.•To activate students’ interest in local charities and what they do.Teaching ProceduresSTEP 1 Having a revision and presenting(Show the ad. in Book 7A to students) Do you still remember the ad? What do Millie and Simon want to do? ( They want to help the children from poor areas in China.) We call such an activity a charity. The charity that helps schools and students in poor areas is called “ Project Hope”. What other charities do you know? Introduce “Project Green Hope”, “Save China’s Tigers”, “ Spring Bud Project” to students. Then ask them to finish off Part B, on Page 61.STEP 2 DiscussingWhat can we do for charity? Help students to answer: We can raise money for charity. How to do it? Let’s discuss. (Show the students the pictu res on Page 59 one by one) Ask:What are they doing?Picture1: They are selling books.Picture2: He is advertis ing on t he Internet.Picture3: They are giving out leaflets to ask people to donate money.Picture4: They are having a charity show.Ask students to finish off Part A on Page61.What is the goal of these activities? (To raise money/fund for charity)So they are called fund-raising activities.What other fund-raising activities do you know? Encourage students to think of more fund-raising activities.STEP 3 Extension activityDo a class survey. Ask students which type of activity they would like to be involved in if they want to raise money for charity. Encourage them to come up with other suggestions not mentioned in Part A. Draw a table on the Bb and fill in the totals to find out the most popular activity.At the same time, help students to revise how to make suggestions.Let’s …Why don’t you/we … ?What/ How about … ?Why not … ?Shall we … ?STEP 4 Looking and answering(Show Picture4 in Part A to students again)What are they doing? (They are holding a charity show.)What’s in the girl’s hand? ( a microphone)Ask students to guess what she is. Help students to answer : She is a host. What famous hosts do you know?How can we become good hosts? ( Only if we practice a lot.)STEP5 Presenting(Show Picture 1 on Page 60 to students)What is Hobo holding?Why is he holding a microphone? Ask students to think of as many answers as they can.STEP6 Listening and answeringWhy is Hobo holding a microphone? ( He will be the host of a charity show.) That is to say: He has been chosen to be the host of a charity show.What does Eddie say to him? ( Congratulations!)Does Eddie want to be a host?Is he sure that he can be a good host?How can he become a good host according to Hobo?Do you think he can be a good host? Why or why not?STEP7 Listening and repeatingAsk students to listen to the tape and read after it sentence by sentence. STEP8 Explaining and readingExplain some language points to students and ask them to read the whole dialogue again.have/has been chosen to be/do, practice a lot, I’m sure (that) …, Only if…STEP9 Acting outAsk students to act out the dialogueSTEP10 RetellingHobo is holding a m__________. Eddie wanted to know w_________ he was holding a microphone. Hobo told him he has been chosen to be the h_________ of a c________ show. Eddie admired Hobo very much. So he asked if he could be a host. Hobo told Eddie to p__________ a lot if he wanted to be a good host. Eddie agreed wit h him. But he wanted to sleep more. Hobo said to Eddie: “ You can be a good host o_________ if you sleep l________ during the day.” Now we know how lazy Eddie is.STEP11 Homeworka. Listen, repeat and read the comic strip and try to remember it. Try your best to act it out.b. Finish off the exercises in the Evaluation HandbookPERIOD 2: READING ITeaching Goals● To guess general meanings from the key words and context● To skim text for overall meanings and scan for details● To check meaning by completing sentences in a conversation.● To identify true or false statements based on the reading passage.● To match broken sentences using the information from the reading passage. Teaching ProceduresSTEP1 Having a revisionHow can we raise money for charities?Help students to revise Part A on Page61STEP2 PresentingAsk students whether they’ve ever been to a charity show.Tell them that a good charity show must have a good host.What’s a host’s job?Help students to answer the question by using the sentence structure--- A host’s job is to …Encourage them to come up with as many ideas as they can.STEP3 Reading and answeringTell students that there was a charity show. Ask them to read the text for the first time and answer the following questions:Who was the host?What was his job? ( His job was to introduce each star.)How did Ricky feel when he was chosen to be the host? ( excited but nervous) Why did he feel nervous? ( Because of the TV cameras.)What was the result of the show? ( They had a lot of support from local businesses. )Do you think the show was a success?STEP4 Listening, reading and answeringDo you want to know more about the successful charity show?Ask students to listen to the tape and read after it. Then answer: What did Ricky do before/in/after the show?What Ricky did for the charity showstarted working on the show two months agoBefore the show practiced a lotcouldn’t sleep at all before the eventIn the show →introduced each star, spoke loudly because of the noise from the fanshope more events like this will be organizedAfter the showwrote to Kitty to tell her something about the charity showIn a word, Ricky had many duties.STEP5 Reading and doing exercisesAsk students to read the text aloud. Then finish off Part B on Page 63 and Part C on Page 64. Check the answers as a class.STEP6 Homeworka. Listen and read after the tape five times.b. Finish the exercises in the Evaluation Handbook.PERIOD 3: READING IITeaching Goals● To speak out the passage in their own words, following the structure of the passages● To explain the language points in the passagesTeaching ProceduresSTEP 1 Reading the passages togetherHelp students to remember what we learnt last time by getting them to read the passages together loudly. (It is also good to choose some of the students to read the passage paragraph by paragraph.)STEP2 Rearranging the orderWhile Ricky was working on the charity show, he was too busy to write in his diary. Help him put his notes in order.a. I couldn’t sleep at all because I was so excited.b. Many people donated money to Project Green Hope.c. We started working on the show.d. The doors to the theatre opened.e. I had to speak very loudly because of the noise.f. The organizers chose me to be to the host.STEP3 RetellingRicky was so busy these days that he didn’t write to Kitty e__________. He was preparing for a c_________ show. They wanted to r________ money for Project Green Hope. The o__________ chose him to be the host. At first he felt very n________ because of the TV c__________. They started w__________ on the show two months ago. His job was to i__________ each star. He also had many other d________. He practiced a lot. He had to r__________ to look at the right camera at the right time. Everything became a little bit easierb________ he worked hard. He was so e__________ that he couldn’t sleep at all that night. At the charity show he told h_________ not to be nervous any more. The show was a great s__________. Many people d_________ money. He hopes that they can have more e__________ like this to raise money for charities.STEP 4 Explaining the sentencesExplain the sentences one by one and talk about the language points, by giving more examples.1. on time/in timeIt’s necessary for us to hand in our homework on time.The patient should be treated in time.2. because of/becauseWe didn’t go to the park because of the heavy rain.= We didn’t go to the park because it rained heavily.3. Everything seemed to happen so fast.= It seemed that everything happened so fast.It seems to rain soon.=It seems that it will rain soon.He seems (to be ) a nice man.= It seems that he is a nice man.4. It was my job to introduce each star.= My job was to introduce each star.5. work on6. keep doing7. in the beginning8. a little bit easierSTEP 5 Finishing the exercisesGet the students to finish the following exercises without looking at the book to check if they have grasp the language points or remember the sentences.用所给短语的适当形式填空feel happy, raise money for, because of, practice a lot, have many other duties, keep asking oneself, in the beginning, no time to be nervous, make noise, havea lot of support1. Don’t _______________. The baby is sleeping now.2. _____________. I thought I would never win the drawing competition.3. Look! The students _____________________ Spring Bud Project. They are selling their favourite toys.4. Ricky ______________ when the organizers chose him to be the host of the charity show.5. Hobo told Eddie if he wanted to be a good host, he hadto_________________.6. “ Will the charity show be successful?” He ____________ before the show started.7. We chose Jim to be our new chairperson. He ____________ from us and our teachers.8. They had to stay at home___________ the bad weather.9. I____________________ as a teacher. But my main job is to teach my students English well.10. “ _____________________” I told myself before the show started.STEP6 Saying one’s own experience as a hostAsk students to say something about their own experience as a host in a class or a school activity.STEP7 Homeworka. Recite the three passages fluently.b. Finish the exercises in the Evaluation Handbook.PERIOD 4: VOCABULARYTeaching Goals● To identify and use words and expressions related to the theatre.Teaching ProceduresSTEP1 Having a revision and presentingWhat did Ricky and his classmates do for charity? ( They held a charity show. )Where did they hold the show? ( At a theatre. )Have you ever been to a theatre?What can you see there?(Show the pictures of what’s in a theatre to students one by one. )entrance-exiton the stage: performers, lights, microphone, curtain (hang)in front of the stage: audience, seatsSTEP2 Finishing off Part A and Part BAsk students to finish off Part A and Part B, then check the answers as a class. STEP3 Doing additional exercise用所给单词的正确形式填空audience, perform, microphone, hang, stage, light, exit1. The ______________ was excited by the wonderful show.2. Our Chinese teacher uses a ___________ when she gives us a lesson so that each of us can hear her clearly.3. ---Did you go to the performance last week?---Of course I did. The _________ was Britney Spears. I’m her fan.4. Don’t forget to turn off the ____________ when you leave the office.5. Look! Jim is standing on the ____________. He will make a wonderful speech for us.6. L ook at the sign “____________”. I know it tells you the way out of a room or a building.7. People usually ____________ curtains in front of the stage or windows. STEP4 Playing a gameHangmanStudents get into groups of four. Pair up the group. Give each group two words from one of the exercises on Page 63. One group draws a hangman diagram and blanks on the board ( one blank per letter of the word). The other group guesses the letters in the word. If the group guesses a correct letter, the group at the board writes it in the correct blank. If the letter is wrong, the group at the board begins to draw a hangman: first the head, then body, left arm, right arm, left leg, right leg. If the group guesses the correct word before the hangman is completed, this group wins a point. If the hangman is completed before the correct word is guessed, the point goes to the group which divided the word. The group take turns to do the guessing.STEP 5 Homeworka. Read and learn these words by heart.b. Finish off the exercises in the Evaluation HandbookPERIOD 5: GRAMMAR ITeaching Objectives● To revise the use of passive voice.● To help students understand and use passive voice with modal verbs.Teaching ProceduresSTEP1 Having a revision and presentingRicky and his classmates held a charity show to raise money for charity. That is to say a charity show was held by Ricky and his classmates to raise money for charity. In the second sentence, we use passive voice. Ask students to say something about passive voice, including meaning, structure, etc.Where did Ricky and his classmates hold the show? ( At a theatre. )What’s in a theatre? ( stage, curtain, seats, microphone, speaker, lights, exit, entrance. )How to arrange the things at a theatre? ( Show students a picture of a theatre and the pictures of equipments at the theatre as well, ask students to put the right picture on the right place while talking about them. )Where should we hang the curtain? We should hang the curtain behind the stage.= The curtain should be hung behind the stage.What about the microphone? We must set the microphone in the middle of stage.= The microphone must be set in the middle of the stage.In these two sentences, we use modal verb (should, must ) + be done. What other modal verbs do you know? ( can, may, ought to )STEP2 Finishing off Part B1Ask students to use the structure to go on with the discussion.: Where to arrange the seats? Where to put the sign “ Exit”? Where to place lights / put the speaker? Then ask them to tell the reasons.e.g. ----Where can we arrange the seats?---- The seats can be arranged in front of the stage.----Why?----Because audience can sit there and enjoy the performance.After making the dialogue in pairs, ask students to fill in the blanks in Part B1, then check the answers as a class.STEP3 Making dialoguesAsk students to make dialogues in different situations using passive voice with modal verbs.e.g. As a host, what must be done before a show?As an audience, what can’t be done during show?As a performer, what may be done after a show?STEP4 Doing additional exerciseTranslation1. 作业必须按时上交。
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8B Unit 4 Teaching PlanPeriod (1)教学题目：8B Unit 4 Comic strip and Welcome to the unit教学课时：Period 1教学课型：新授课；听说课教学目标：初步认识一些慈善机构的名称并了解其工作；对慈善活动和慈善活动的组织形式有初步的认识；教学重难点:熟悉不同的提建议方式；激发学生对慈善活动以及参与这些活动的兴趣教学内容：介绍一些慈善机构及慈善活动的组织形式；初步感受现在完成时的被动语态教学准备：录音机，多媒体，投影仪教学步骤：Step1 Lead-in1.Show students the picture of a fashion show and ask students: What are they doing?2.Tell them it is a charity show.3.Ask students: Why do they do it?4. Tell students that we can hold a charity show to raise money for charities.Step 2 Welcome to the unit1.Ask students: Do you know any other ways to raise money? Show students some pictures offund-raising activities of charities.2.Teach students new words: advertise; give out leaflets.3.Let students finish Part A on P61 and check the answers by reading the sentences.4.Conclude the ways to express suggestions.5.Ask students: We now have different charities. Do you know some of them in China?6.Show them some pictures of different charities and say something about them.7. Check the answers to Part B on P61.Tell them more charities if possible, such as: ORBIS(helps the blind people in poor countries using a plane)UNICEF (helps children all over the world by providing clean water, food and education) Step 3 Comic strips1.Are you interested in charity shows? So are Eddie and Hobo. Hobo has been chosen to be thehost of a charity show. Present students some new words: host(hostess); microphone.2.Listen to their conversation and answer some questions.(1)What is Hobo doing?(2)What is he going to be?(3)What is Eddie’s wish?(4)What does Hobo think about Eddie’s wish?3.Let students read the dialogue by themselves (or practice in pairs).4. Do some more exercises after reading and check the answers together.(1) Fill in the blanks(2) Put the following into English5. Oral practice: Try to act out this dialogue in pairsStep 4 Homework1.Remember the name of charities and activities.2.Practice the dialogue between Eddie and Hobo.Period (2)教学题目：8B Unit 4 Reading (1)教学课时：Period 2教学课型：新授课；阅读课教学目标：读一封有关一次义演的电子邮件；根据关键词和上下文猜测课文大意；教学重难点:培养阅读技巧；了解与义演有关的词汇教学内容：学习与课文相关的生词，了解文章大意教学准备：录音机，多媒体，投影仪教学步骤：Step 1 Revision1.Review the charities: look at the pictures and name them and say something about them.2.Review some activities to raise money with the help of the pictures.Step 2 Lead-in1.Free talk:(1)Have you ever been a host of a charity show?(2)If you are chosen to be the host of the charity show, how will you feel?(3)As a host, what will you do before the show?2.Tell students: Ricky was the host of a charity show. He wrote an e-mail to his cousin Kitty.Let’s see what he has written in his e-mail.3.Show some pictures and teach some new words: introduce; duty; business; camera; goods4.Do some exercises (P63 B1), and read these new words loudly.Step 3 Reading1.T: It’s time for us to read the e-mail.2.Reading task 1: Read it quickly, and find out : What’s the passage about?3.Reading task 2: After listening to the tape, do “T” or “F” questions.(P64 C1) and check theanswers.4.We can divide the passage into two parts.Part1: Paragraph1-Paragraph2Part2: Paragraph3-Paragraph75. Ask students to read Part1 and ask some questions with the books open.(1)Why didn’t Ricky write to Kitty earlier?(2)Why did he help with the charity show?(3)How did he feel?6. Help students divide Part2 into 3 parts again according to time.Time ParagraphBefore the show two months ago 3-4the night before the big event 5twenty minutes before the show 6During the show 6After the show 7Fill in the formTime What he did Feelingtwo months before the show He practiced a lot. He had to He was happy to do it. Slowly,remember to look at the righteverything become easier.camera at the right timethe night before the show He couldn’t sleep at all He was so excited.twenty minutes before the show He told himself: No time toHe was not nervous any more.be nervous any more. This isit. He had to speak loudly.Step 4 PracticeSuppose one is Ricky, the other is Simon. Simon wants to interview Ricky about the show. Try to have an interview between Ricky and Simon with some informationStep 5 Homework1.Read the passage fluently.2.Remember some new words and useful phrases.教学题目：8BUnit 4 Reading (2)教学课时：Period 3教学课型：巩固练习课；阅读课教学目标：通过活动来熟悉掌握课文中的重点词语和句型；通过练习加深课文的理解教学重难点:掌握相关的阅读技巧,多加训练提高阅读水平.教学内容：学习知识点和重要短语教学准备：多媒体，投影仪教学步骤：Step 1 Revision and language points1. Ask students some questions about Reading(Paragraph1-2)(1)Why was Ricky helping with a charity show?(2)When did he feel very happy?(3)Ricky was also very nervous, wasn’t he? Why?2. Explain the language points while answering the above questions. （超链接）(1)To raise money for Project Green Hope.(2)When he was chosen to be the host.(3)Yes. He was nervous because of the TV cameras.3.Ask more questions about Reading (Paragraph3-4)(1)What did they do two months ago?(2)What was his job?(3)Was it hard work?(4)Was everything going well in the beginning?4. Teach the language points by answering the above questions. （超链接）(1) They started working on the show two months ago.(2) His job was to introduce each star. (It was his job to introduce each star.)(3) Yes, it was hard work.(与work hard的区别)(4) No. In the beginning, he thought he would never be able to remember all the words and doeverything right at the same time. But slowly, everything became easier.5. Ask more questions about Reading (Paragraph5-7)(1) What did he keep asking himself the night before the show?(2) When did people come into the theatre?(3) Why did he have to speak loudly?(4) Did everything seem to happen so fast?(5) What was the result of the charity show?6. Teach the language points by answering the above questions. （超链接）(1) He kept asking himself :“Will it be a success?’’(2) Twenty minutes before the event.(3) Because the fans of the pop stars were making a lot of noise.(4) Yes. Everything seemed to happen so fast.(5) Everyone was very generous and they had a lot of support from local businesses.Step2 Practice1.Finish Part B2 on Page 63 and Part C2 on Page64, and then check the answers.2.Discussion:(1) How can you be a good host of a charity show?(2) How can you invite more people help with the charity?Step 3 More exercisesStep 4 Homework1. Read the passage again and again.2. Do some exercises.教学题目：8B Unit 4 V ocabulary教学课时：Period 4教学课型：新授课；词汇课教学目标：认识并使用与剧场相关的词汇；并能正确运用.教学重难点:学习通过英文释义猜测词汇意思教学内容：与剧场相关的词汇教学准备：多媒体，投影仪教学步骤：Step 1 RevisionHow many Chinese charities do you know? What are they? What can they do?Ask students to talk to each other with some pictures.Step 2 Lead-in1. Show a picture of a charity show.2. Ask students: Do you know how to be a good host of a charity show?Where can we hold a charity show?3.Show a picture of the theatre and ask students to name different parts as much as possible.4.The teacher explains some new words: audience; curtain; stageStep 3 V ocabulary Part A and Part B1.Open the books and show students the different parts of the theatre.2.Check the answers.3.Read the words after the teacher.Step 4 Language points1.performer, performer, performance2.actor, actress, act, action3.voice, noise, sound4.make sb. do sth. sound louder5.hangStep 5 Oral practice and some exercisesStep 6 Homework1.Remember different parts of the theatre.2.Do some exercises.Grammar A&B教学题目：8B Unit 4 Grammar教学课时：Period 5-6教学课型：新授课；语法教学教学目标：1.掌握并能使用一般将来时的被动语态2. 掌握并能使用带有情态动词的被动语态3. 掌握并能使用现在完成时的被动语态教学重难点:复习巩固不同时态下被动语态的运用.教学内容：本课时可通过补充的语法练习进行知识的拓展与延伸，增加课堂容量，曾强学生对语法的灵活应用。