牛津8B英文全套教案6.doc
牛津初中英语 8B Unit Six 教案
8B Unit Six A charity walkPeriod OneTeaching content: Comic strips & Welcome to the unitTeaching goals:1、To guess meaning from pictures2、To learn more about charity events3、To introduce different kinds of needs and disabilities4、To encourage students to talk about how they can help those in needTeaching important & difficult points:Words: blind , deaf, disabled, elderly, homelessPhrases: train for it‟s …to…what about…help sb. do sth.Sentences: It‟s meaningful to support our charities.I don‟t think you‟ll ever finish your walk.Teaching Procedures:Step 1 Warming-up1.Show some pictures of charities around the world, go over the names of charities.Project Hope, Save China‟s tigers, Project Green Hope, Oxfam, ORBIS2.Ask students to think about “What do the charities do?”( to raise money for people in need )T: As we all know that, charities help raise money for people in need, how do they raise money? (Let students have a discussion.)3. Ask some students to talk about their opinions. (show a picture of charity walk, tell something about it to students)Step 2 Presenting1. Tell the students that there are different groups of people who need our help in the world. Ask: Do you know who they are?2. Show the pictures to the Ss and teach the new words：disabled, poor, blind, elderly , homeless, deaf3. Let the Ss read the new words4. Write these sentences on the Bb to help them.A blind person cannot see. A deaf person cannot hear.If a person is disabled, it means a part of his/her body does not work properlyAn elderly person means an old person. A homeless person has no homeA poor person has little moneyStep 3 Activities1. Tell students to label the pictures in Part A using the words from the box.2. Ask volunteers to read out the answers. Then ask them to read it together.3. Pair-work:Discuss the following questions:How can we help the people who need help?4. Divide the class into pairs.Ask students to read Amy and Daniel‟s conversation in Part B.Then ask them to talk about the people in Par A and how their lives might be made easier. Let the students create their own conversations.5. Give them some suggestions:(1) For people in wheelchairs, sidewalks, ramps and automatic doors are helpful.(2) For poor people, education programmes that allow them to get better jobs are helpful. Free medical care and affordable housing are so helpful.(3) Blind people can benefit from Braille sign, spoken announcements rather than written notices, contoured pavements and unobstructed sidewalks.(4) Elderly people can benefit from public transit that is easy to board, places to sit down outdoors and escalators or lifts instead of stairs.(5) For homeless people, shelters and soup kitchens can offer short-term help.(6) Deaf people can benefit from written notices and a greater awareness of sign language.6. Ask some pairs to act their dialogue.Step 4 Presentation1. Tell the Ss that Eddie and Hobo are talking about helping othersListen to the tape and answer:What is Hobo doing?2. Brief introduction about charity walk:Charity walk is a long walk in which you have to cover a distance within certain hours. People join the walk so as to raise money for charities.3. Ask the students to look at the pictures and read the conversation.Then answer the questions;(1)What does Hobo need during the walk?(2)What does Eddie think of Hobo‟s idea?(3) How does Eddie feel about supporting charities?4. Give them enough time to understand the meaning of the dialogue.5. Ask some pairs to act it out in class.6. Pay attention to the important pointIt‟s meaningful to support charities.Explain…It is‟ + adjective ( + …for sb‟ )+ …to‟-infinitive to the students.e.g. It is very important for us to learn English well.It is necessary to protect the environment.It is good for you to eat an apple every day.Step 5 SummaryStep 6 Homework1.Read the dialogue after class.2.Find more information about charity walk.8B Unit 6 A charity walkPeriod TwoTeaching content: Reading (I)Teaching goals:1. To understand the structure of the sentences2. To find the organization of the text3. To skim for overall meanings and scan for details4. To identify specific information about Oxfam TrailwalkerTeaching important and difficult points:1. To infer general meaning from picture, title and context2. To identify specific meaning in different contextsTeaching procedures:Step 1 Warming-up1. Enjoy a song …Love‟.2. We‟ve already known a lot about d ifferent charities. Do you know any of them?Get students to read the descriptions and guess the names of the charities.E.g. It helps poor people and support development projects.What charity is it?Step 2 Presentation1. Watch a video about Oxfam and introduce Oxfam to the class: a tough charity walk.2. Read fast and answer: How much money must each team raise?3. Listen to the tape and do T/F questions:(1). Oxfam Trailwalker is one of the biggest fund-raising events in Hong Kong.(2). All the people can join in it.(3). There are four people in each group in the charity walk.(4). It‟s necessary to carry everything with you.(5). Each team must raise at least HK＄650.4. Students read the passage and answer the following questions:(1). What kind of event is Trailwalker?(2). How long has Oxfam Trailwalker been in Hong Kong?(3). Is Oxfam Trailwalker an easy hike?(4). Team spirit is very important in it, isn‟t it?(5). What is it necessary for people to do during the charity walk?(6). What should people do before the walk?(7) What do you think the money is spent on?5. Figure out what each paragraph is talking about.Paragraph 1: What is Oxfam Trailwalker? Paragraph 2: Oxfam Trailwalker is a long, difficult walk. Paragraph 3: Team spirit and support Paragraph 4: Support teamsParagraph 5: Fitness and trainingStep 3 Practice1. Read the passage again. Make a flow chart about Oxfam Trailwalker.Then ask students to retell the passage with the help of the flow chart.2. Ask students to read the words and definitions in Part B1, on Page 96, then complete Part B1 on their own.(Answers: c, d, b, e, a)3. Ask the students to read the passage again, and then replace the words/phrases in Part B2 on Page 96. (Answers: 1.fund-raising 2. trail 3. team spirit4. join5.tough)4. Have a discussion: If you are over 18, will you join the charity walk? Why?What will you do for the walk? How?Students discuss in groups of four and then report to the whole class.5. Fill in the blanksStep 4 SummaryT oday we‟ve learnt about a fund-raising event. Can you say something about it? …Step 5 Homework1. Read the text and try to retell it.2. Copy the important words and phrases twice.8B Unit 6 A charity walkPeriod ThreeTeaching content: Reading (Ⅱ)Teaching goals:1. To do exercises to consolidate learning of the text2.To read aloud, listen to, write on and speak up about the textTeaching important & difficult points:1、To grasp some key words and expressions: a charity walk, design a web page, team spirit, supporteach other, keep you comfortable, at least, development projects, try one‟s best to do sth2. To grasp some key sentence patterns:It is an excellent chance for people to learn team spirit.It is necessary for them to support and help each other.It is meaningful to support charities.It is necessary that you start training a few months before the walkTeaching Procedures:Step 1 Having a revisionWhat will Hobo do to support charities? (To join in a charity walk )What do you know about …charity walk‟ in Hong Kong?Step 2 Reading and answeringRead the text on page 94 and then answer the following questions:What is the famous charity walk called? (Oxfam Trailwalker )Which organization organizes the event? (Oxfam Hong Kong )Why do we call it …Trailwalker‟? (Because people have to walk a 100-kilometer trail without sleep.)Can you finish such a walk? Why not? (It‟s a difficult/tough hike.)How many people are needed in the walk? (Four)So it is team work. People are grouped into a team of four. They need to work together to support each other during the walk. So do you think it‟s a very good/excellent chance to learn team spirit?It you take part in such an event, will you remember the experience forever?Step 3 Finishing off Part BRead the new words and expressions aloud on page 96. Match the numbers with the letters to finish Part B, checking the answers with your partner.Step 4 Reading after the tape and answeringRead after the tape and answer the following questions:When did Oxfam Trailwalker start? Who is helped by the money that is raised?When is Oxfam Trailwalker held? Who can join Oxfam Trailwalker?How long does the walk last? What‟s the route?How much money does each team need to raise?Step 5 Finishing Part C2Now go to page 97 to fill in the blanks in Part C2, then checking the answers later on.Step 6 Reading and doing additional exercisesRead the text silently, then doing the …True‟ or …False‟ exercise s.Step 7 Acting out the dialoguesRead aloud the dialogues on page 96 and 97. Then in pairs try to act them out. You may make changes to them in structure and in content.a. Read after the tape five times. Your parent‟s signature is needed.b. Finish more exercises8B Unit 6 A charity walkPeriod 4Teaching content: Grammar A, BTeaching goals:1. To use …It is‟ + adjective + …that‟ to say how one feels about sth2. To use …It is‟ + adjective + …to‟-infinitive to describe actions and situationsTeaching important & difficult points:1. To learn these phrases and sentences: look down,It is necessary that you train yourself before the walk.It is difficult to walk through eight country parks.2. It is +adj.+that clause3. It is +adj+to do sth.Teaching ProceduresStep 1 Part A1. Tell Ss that we use the …it is‟ + adjective + …that‟ structure to say how we feel about something.2. Ask two students to read the two sentences in the grammar table at the top of page 99. Encourage them to ask questions if they are unsure of the meaning.3. Ask students to complete the exercises on their own. Students have to rearrange the words to make sentences.4.Ask four students to read out one sentence each. Check for word order and correct pronunciation.5.Make some sentences using the adjectives and the given phrases.1) We can walk 100 kilometres in 48 hours.(possible)2) There are so many different trees in the country parks(interesting)3) There was snow on one of he mountains.(surprising)4) Each team must raise at least HK$6000.(important)5) So many people want to help others in need.(nice)Step 2 Part B1.Explain that the …It is‟+adjective +‟to‟-infinitive structure is similar to the structure students learned in Part A except that here, the adjective describes an action or activity.2.Ask two students to read the two sentences in the grammar table at the top of page 100. Encourage Ss to ask questions if hey are unsure of the meaning3.Check that Ss have understood the structure.4.Explain the context of the exercises. Ss are telling Amy how she can make a useful contribution to society. Tell them to make sentences using the words in brackets and the verbs from the box.5. Ask five students to read out one sentence each. Write he sentences on the Bb and ask students to check their own work.6.Make sentences using the given structure.It is difficult to ---It is easy to ---It is exciting to ---It is necessary to ---Make sentences using the given words1) People should not go hiking alone.(dangerous)2) Ben‟s team ca n raise over HK$6000 for charity.(possible)3) You can get very hot on the hike.(important/take lots of water)Step 5 Homework1. Finish the exercises in the Exercise Book .2. Try to make 6 sentences with the above structure .8B Unit 6 A charity walkPeriod 5Teaching content: Grammar C & VocabularyTeaching goals:1. To learn to use …It is +adjective +to do‟2. To learn to use …It is + adjective +for … to do‟2.To develop an understanding of compound nouns3.To guess the meanings of compounds and create nouns using prompts.Teaching important & difficult points:1. Help the students to learn to use …It is +adjective +to do‟2. Help the students to learn to use …It is + adjective +for … to do‟1.Help the students to develop an understanding of compound nouns2.Help the students to guess the meanings of compounds and create nouns using prompts. Teaching Procedures:Step 1 Presenting the structure of “It is + 形容词+ of sb. to do sth.”和“It is + 形容词+ for sb. to do sth.”In the text on page 94 there is a sentence: It is necessary for you to support and help each other before and during the event.“It is + 形容词+ of sb. to do sth.”和“It is + 形容词+ for sb. to do sth.”这两个句型使用频率都很高，前者表示说话人对客观事物的高兴、惊讶、遗憾、难过等情绪，表现的是人的性格、品质或特征，经常可以转换成：①How + 形容词+ it is + of sb. to do sth.!②How + 形容词+ of sb. to do sth.!③Sb. + is + 形容词+ to do sth..或后者表示说话人对客观事件的决断性，根据具体情况可以转换成：①To do sth. is + 形容词；②It is + 形容词+ that 从句；或③Sth. Is + 形容词（for sb.）to do.等。
牛津初中英语8B Unit6教学案
牛津初中英语8B Unit6教学案重点短语Welcome to the unittrain for a charity walk 为一个慈善步行活动受训support me 支持我It’s meaningful to do sth. 做某事是有意义的。
need some more food 需要更多的食物organize a charity walk 组织一次慈善步行活动people who need help = people in need需要帮助的人a disabled person 一位残疾人be blind in …eye 某一只眼睛瞎an elderly person 一位年岁大的人a homeless person 一位无家可归的人deaf people 聋人Readingone of Hong Kong’s biggest fund-raising events香港最大的募集基金活动之一be known as 被作为``````了解/作为`…而闻名people in other parts of Asia and Africa亚洲和非洲其它地区的人be held/take place in November 在11月举行group themselves into a team of four = form groups of four把他们自己组成四人小组join/take part in the charity walk 参加慈善步行a tough /difficult hike 一次艰苦的远足have to finish walking a 100-kilometre trail within 48 hours 不得不在48小时内走完100公里的小路It means that``` 这意味着``````walk for two days and nights without sleep不睡觉走两天两夜walk through eight country parks走过8个郊外公园walk over twenty hills and mountains翻过20座大小山an excellent chance 一个极好的机会plan everything together 一起计划每一件事the team’s finishing time will be recorded整个团队最终所用时间将被记录下来It is necessary/ useful for sb to do sth.对某人来说做某事``````。
牛津英语8B全英文教案
light rail taxi bus ah/plane undergrund duble-deer train
Step 3 Having a disussin
Disuss the transprt at different ties
2 h has Eddie eaten his fd? (Beause Eddie as hungr)
3 hat did Hb thin f Eddie in the past? (Hb thught Eddie as ind in the past)
4 hat des he thin f Eddie n? (Hb thins Eddie is bad n S he desn’t ant t pla ith hi an re)
N, let’s learn sething abut transprt at different ties (Sh the pitures)
hat are their naes? (light rail, duble-deer)
I ant t dra a tieline fr the different frs f transprt in Beiing Use the infratin fr Part A t plete the tieline
D translatin:
1我的玩具飞机在哪儿？
2你的妈妈怎样去上班？乘坐地铁。
3我再对父母要友善。
Perid 2 Reading I
(Ties have hanged)
Teahing gals
●T regnize tpes f questins used in intervie
译林版牛津英语新8B UNIT6教案
2) What kind of help do his family need? The need money for Xiao Wei’s operation.3) How can we help Xiao Wei?We can donate money.4. Read Peter’s letter and answer the questions.1) How does Peter write such a letter?2) What is the main idea of each paragraph in Peter’s le tter?5. Tell students the writing tips:Before writing, it’s necessary for us to organize our ideas first. When we write a letter for help, we need to tell others two points: who needs helphow we can help Read Peter’s letter and answer the questionsStep 4 Language points1. He has been ill in hospital since last month.他从上个月开始生病住院了。
本句用的是现在完成时，表示从过去某一时间开始一直持续到现在的动作或事情。
e.g. They have worked here since 1975.他们从1975年开始就在这工作了。
2. have a serious disease有严重的血液疾病表示“生……病”通常用动词have。
如：头疼have a headache3. as soon as possible 尽可能快的e.g. 请尽快把书还给我。
Please return my book as soon as possible.4. lose one's life 失去生命，丧生e.g. 许多人在这个地震中丧生了。
8BUnit6Integratedskills教学案例（译林牛津版英语八年级）
8BUnit6Integratedskills教学案例（译林牛津版英语八年级）牛津英语8B Unit6 Integrated skills教学设计学习目标：1）进一步了解有关慈善步行的一些信息，并能从听力材料中获取有用的信息，培养“听说读写”的技能。
2）运用所获取的信息及相关情景完成一封信。
3）根据自己的语言基础能力，就某事给出建议，并对建议作出回应。
学习预习案：1．Discussion：Talk about Oxfam Trailwalker.Talk about it in Pairs, One ask and the other answers.（你可以参考书本94&95页）2．Read and write out the words and know their meanings （加油哟，要比赛的哟！）['unli] [flt] ['p:fikt]['tenn] ['reini] ['mbrel][lst] [waiz] ['mublfun]3. Preview（预习）PartA1 2 3. Try to read these information and understand the main ideas（如果有困难的话，可以向组长请教哟！）4 Read the dialogues in Speak Up carefully and answer the following questions.1）What do you need to pay attention to if you want to join a charity walk?2）What do you need to take if you don’t want to get lost?3）What about you own ideas? (你可以尽情地想象！)课堂巩固案1．Look at Part A1 carefully and tell whether they are true or false1) South Hill is a 950-metre high hill. （）2) This hill is about 5 km south of Moonlight Town. （）3) The students can play hide-and-seek and fly kites on the hill. （）4) The students can go swimming in the small lake （）5) The Class 1 Grade 8 will hold a party on South Hill. （）2．Listen to tape and then try to complete the descriptions about the Event of the Charity walk.（A1& A2） .3 .Complete the letter A3（小组讨论合作完成。
优品课件之牛津8B Unit6教学案
牛津8B Unit6教学案牛津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 trai ning 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 another Two 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. thankful B. meaningful C. meaningless D. easy 2) �CWould you like to have _________bread? -No, thanks. I’m full. A. a few more B. some more C. more a few D. more some 3)It is important _______ to the animals, because they are our friends. A. to kind B. to be kind C. be kind D. kind 4) It is reported that lots of people became _____because of the flood. A. boring B. brave C. excited D. homeless 5) I don’t think he will come to our party,_________? A. will he B. will I C. does he D. do I 2. 根据汉语意思完成句子： 1）你愿意支持慈善机构？ Willyou__________ ___________? 2）帮助老人是有意义的事。
八年级英语下册《8B Unit 6 A charity walk》Period 6 Integ rated skills教案 牛津版
1. 任务型教学 (Task-based Approach) 是指教师通过引导语言学习者在 课堂上完成任务来进行的教学。在任务型教学中有大量的小组或双人活动， 每个人都有自己的任务要完成，可以更好地面向全体学生进行教学。 2. 在活动中学习知识，培养人际交往、思考、决策和应变能力，有利 于学生的全面发展。 3. 加德纳的多元智能理论认为，每个人都至少具有八个方面的潜能， 智能是发展的，是可以培养的，而且在许多方面都能达到比较高的水平。 多元智能理论从以人为本的角度告诉我们，每个学生都是有潜能的，都是 需要开发的，也都是值得去开发的。 4. “最近发展区”理论认为学生个体可以实现从独立活动所能达到的 现实发展水平到潜在的发展水平的飞跃。
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Step V Presentation
探
学
1.Presenting Speak up If you want to join a charity walk, what should you do? What do you need to pay attention to? Give your own ideas. 2. Listening and answering Eric is asking Ben for some advice for joining a charity walk. Listen to Part B on page 103 and answer the following questions: What three things does Ben suggest E ric to do? 3.Explaining and reading Do you have any questions to the structure and meanin g of the dialogue? Put your questions to me.
牛津英语8B全英文 整册教案
牛津英语整册教案, 牛津英语8B整册教案,英语教案，牛津英语教案Unit 1 Past and presentPeriod 1 Comic strips & welcome to the unitTeaching goals●To introduce the concept of situations that started in the past and are continuing at present●To introduce the grammatical concept of the present perfect tense by focusing on atimeline.Teaching proceduresStep 1 Having a brainstorming—How do you come to school every day?—I come by bike. /by bus /by car.—How does your father go to work?—He goes to work by car. /He takes a car to work.Step 2 Presenting forms of transportThere’s too much traffic in Nanjing. But people began to take the underground in 2005. The underground has been in use since 2005. It’s fast and convenient.Now, let’s learn something about transport at different t imes. (Show the pictures)What are their names? (light rail, double-decker)I want to draw a timeline for the different forms of transport in Beijing. Use the information from Part A to complete the timeline.light rail taxi bus coach/plane underground double-decker train Step 3 Having a discussionDiscuss the transport at different times.The bus has been in use since 1958. People have taken the bus since 1958.…Step 4 Listening to and reading a dialogueIn the past, people took the bus to work. But at present, more and more people can take the taxi /underground/double-decker car/ to work. The transport has changed a lot. What about our old friends Eddie and Hobo? Have they changed a lot?Let’s go on to listen to and read the dialogue on page 6 between Eddie and Hobo. Then answer the following questions:1. Where’s Hobo’s food? Is it in the bowl now? Why not? (Because Eddie has eaten it.)2. Why has Eddie eaten his food? (Because Eddie was hungry.)3. What did Hobo think of Eddie in the past? (Hobo thought Eddie was kind in the past.)4. What does he think of Eddie now? (Hobo thinks Eddie is bad now. So he doesn’t want to play with him any more.)5. Why does Eddie say that Hobo has changed a lot, too? (Because Hobo wanted to play with him in the past, but now he doesn’t.)Step 5 Listening and reading aloudListen to the tape, and try to read aloud the dialogue on page 6 to the tape.Step 6 Finding and writing expressionsYou are to go over page 6 and 7 again to find out and write down all the useful expressions. Make sentences of your own with them after class.Step 7 Acting out the dialogueIn pairs act out the dialogue.Step 8 Doing homeworka. Read the comic strips and try to recite it.b. Try to revise the phrase and sentences in this period.c. Do translation:1. 我的玩具飞机在哪儿？2. 你的妈妈怎样去上班？乘坐地铁。
牛津英语8b免费全套教案
牛津英语8b免费全套教案一、教学内容二、教学目标1. 掌握本单元的重点词汇和短语，并能熟练运用到实际语境中。
2. 掌握本单元的语法知识，能运用正确的语法结构进行句子构建。
3. 提高学生的听说读写能力，增强英语语言运用能力。
三、教学难点与重点1. 教学难点：语法知识点的理解和运用，如时态、被动语态等。
2. 教学重点：词汇和短语的掌握，以及在实际语境中的运用。
四、教具与学具准备1. 教具：多媒体设备、黑板、粉笔、教学课件等。
2. 学具：学生用书、练习册、文具等。
五、教学过程1. 导入：通过展示与本单元主题相关的图片或视频，引发学生的兴趣，为新课的学习做好铺垫。
2. 新课内容呈现：结合教材，讲解本节课的重点词汇、短语和语法，并进行例句展示。
3. 例题讲解：针对本节课的重点内容，设计典型例题，进行讲解和示范。
4. 随堂练习：布置与本节课相关的练习题，让学生及时巩固所学知识。
5. 小组活动：组织学生进行小组讨论、对话练习或角色扮演，提高学生的口语表达能力。
六、板书设计1. Unit 1 Past and Present2. 重点词汇和短语：ancient, tradition, modern, technology, sport, cartoon等。
3. 语法结构：一般过去时、一般现在时、被动语态等。
七、作业设计1. 作业题目：（1）抄写本节课所学重点词汇和短语，每个单词写5遍。
① I ______ (use) the internet every day.② The Great Wall ______ (build) in ancient times.What's the main idea of Unit 1 Past and Present?2. 答案：（1）见板书。
（2）① use ② was built八、课后反思及拓展延伸1. 反思：本节课的教学效果如何？哪些环节需要改进？2. 拓展延伸：鼓励学生课后收集与新课相关的资料，如历史、文化、科技等方面的内容，以便在下一节课进行分享和讨论。
【K12学习】牛津8B英文全套教案6
牛津8B英文全套教案6 PERID7:INTEGRATEDSILLSTeahingbetives●Tlistenfrandidentifspeifiinfratin●Tregnizeeexpressinsinvlvedinrganizinganevent●Trespndtrittentextandinfratingtfrlistening●Ttalabutaharitsh●Tasfrhelpinrganizinganevent●TaesuggestinsandfferhelpTeahingPreduresSTEP1PresentingSuppseurlassisgingthldaharitshuarehldingaeetingtdis usstdfrtheshhat’llutalabut?Helpstudentstanser:naefthesh,naeftheharit,date,tie,plae,tietprie,dutie sfstudentsSTEP2ReadingandanseringThelass1,Grade8studentsareplanningtheirharitshReadS and’sntes,asandanserquestinsinpairs:hat’sthenaefthesh?hat’sthenaeftheharit?henilltheshbeheld?Huhisthetiet?STEP3ListeningandanseringDifferentstudentshavedifferentdutieshatilleahstuden tdfrtheharitsh?PleaselistenAsstudentstfillinthetableheansers,as:hilldesignthepster?hillrganizeapla?hillbethehstfthesh?hillsetupthestage?hillsingasng?hillasfriendsandfailieste?STEP4FinishingffPartA3AsstudentstfillintheblansinPartA3usingtheinfratinin PartsA1andA2hetheansersasalassReadthepassagealudtgetherSTEPListeningandanseringAftertheeeting,SandandittarestilltalingabuttheshAss tudentstlistentPartBandanserthefllingquestins: HisSand?h?hilltheasfrhelp?h?hatdthehpe?STEP6ReadingafterthetapeAsstudentstreadafterthetapesentenebsenteneSTEP7ExplainingandreadingExplainselanguagepintststudentsandasthetreadthedial guealudSTEP8aingupdialguesAsstudentstaeupsiilardialgues,thenattheutSTEP9HeraReadthetpassagesandtrtlearnitbheartbFinishfftheexerisesintheEvaluatinHandbPERID8:STUDSILLSTeahingbetives●Tintrdue“sensegrup”tstudents●TenuragestudentstreadpassagesinrretsensegrupsTeahingPreduresSTEP1ListeninganddisussingAsstudentstlistentatape,inhihnepersnisreadingapassa geithrretpause,thetherneisreadingthesaepassageithin rretpauseAfterlistening,asstudentstpareandsahihnere adsbetterandhSTEP2PresentingThestudentsaresuretthinthefirstpersnreadsbetterThen tellthehenereadasentene,eftenpauseintheiddle,andusu allthesepausesareadeardingtthegraatialstruturefthes enteneGraatiall,asenteneisadeupfseveralpartsandeahh asitsneaningThesepartsanbealledsensegrupAsensegrupa nbeard,anexpressin,aphraseralauseeftenusethesign“/”taeupdifferentsensegrupsinasenteneSTEP3Readingandsaingilliehashsenserds,phrasesandlausesfrsesentenesassen segrupsAsstudentstreadPartAbtheselvesandthinfreexap lesSTEP4PratiingillieillbethehstftheharitshSheantstaesureshespeasle arlandfluentlLet’shelpherpratieAsstudentstreadthesentenesinPartBbdiv idingeahsenteneintsensegrupThenlistentthetapeandsee ifthehavereadrretlSTEPDingextensinativitGivestudentsashrtreadingpassageAsthetdivideeahsente neintsentenesensegrupsThenreaditaludSTEP6HeraPratiereadinginrretsensegrupsbFinishfftheexerisesintheEvaluatinHandbPERID9:AINTASTeahingbetives●Tgenerateideasabutdesigningapster●Taeapster●TdesribethedetailsfaharitshTeahingPreduresSTEP1HavingarevisinanddisussingDustillreeberthelass1,Grade8studentsareplanningthei rharitshDifferentstudentshavedifferentdutieshat’sittandSand’sdut?Htaeapster?hatshuldberitteninapster?STEP3Readingandanseringhatelseshulderiteinthepster?Asstudentstreadthepster nPage73andhelpthefindutthereleentsinthepster Thenasandanserquestins:hatisthenaefthesh?henillthehldthesh?harethehldingaharitsh?hereilltheshbeheld?hrganizedthesh?Huhdthetietsst?hihharitarethesupprting?Explainthathendesigninganadvertisingpster,itisiprta nttinludeallthedetailssthatpeplehightbeinterestedin theshhaveenughinfratinabutitSTEP4ingtasuarTellstudentshatinfratinshuldbeinludedinapster STEPDesigningapsterAsstudentstdesigntheirnpstersbasednthedelnPage73Tel lthethseaharittsupprtandthenplanaprgraefeventsTellt hetensuretheinludealltheinfratinnthelistinPartA2Enu ragethetresearhtheirhsenharitntheInternettfindutrei nfratinabutitSTEP6FinishingffPartB1Tellstudentsthatiftheantrepepletnabuttheharitsh,the ’dbetterriteaspeehabutAsthethelpillietpleteherspeehu singtheinfratininPartA1Thenhetheansersasalassandrea dthepassagealudSTEP7ritingAsstudentstritespeehesardingttheirnpstersThenasafer eablestudentstpresenttheirspeehestthelassInvitether studentstsahetherthearepersuadedtattendtheevent STEP8HeraRevisehtaeapsterandriteaspeehfraharitshbPlanaharitshandriteaspeehfritPERID10:HEUTTeahingbetives●Trevisethehleunit,fusingnGraarandVabularTeahingPreduresSTEP1HavingarevisinnGraarhat’sthisunitabut?AsstudentstsasethingabuttheharitshthatRihsted Studentsanusethefllingquestinsthelptheselves: asRibus?h?hatasthepurpsefthesh?hatastheresultfthesh?hatdesRihpe?Banseringtheabvequestins,helpstudentsreviseGraar STEP2FinishingffPartAFillintheblans,hetheansersasalassandreaditalud STEP3HavingarevisinnVabularSuppseurlassaregingthldaharitshhatilludbefrethesh?Shthreepituresftheatreststudents,asthethsetheirfavu riteneStudentsandeidehihnethseblingatthearrangeentf thethingsatatheatreThengivethereasnsSTEP4FinishingffPartBFillintheblans,hetheansersasalassandreaditalud STEPDingadditinalexerise根据句意和首字母完成句中单词Idn’tlieathingTVnbeausethereareana_____________nit 2Let’sd_________urpetnethelpthep__________hildrengbatshl 3Allfushpethe__________shillbeasuess4urftballteagestthefinal!Theneedurs___________It’surd_________tstudhard6henthefilisver,eshuldalutthrughthee__________nebne 7Studentsinhinausuallhaveteninutes’b___________beteenlasses8Theshillreallgreatandana_____________ftthusandaeten itSTEP6HeraGverthehleunitandgetreadfrtheingtestbFinishfftheexerisesintheEvaluatinHandbUnitInternatinalharitiesPerid1istrips≈elettheunitTeahinggals●Tintrduestudentstseinternatinalharities●Tlearntuse‘usedt’and‘beusedt’TeahingpreduresStep1aringupbquestininghatharitiesinhinadunf?hatdthehelp?Inthisunit,e’lllearnseinternatinalharitieshatinternatinalharitie sdunf?Haveueverheardffausinternatinalharitieslie:RBIS,xfa ,UNIEF,rldVisinandrldideFundfrNature?Step2FinishingffPartAnpage77areselgsrpituresulduaththelgsiththeharities?IillhetheanserslaternStep3Disussinghatduthinpepleinpruntriesneedst?Dthegethelpfrintern atinalharities?hatanudfrharities?Step4Listeningandanseringxfaneedsnetarrniththeirrhallsfrdnatingpetnetxfa?illhednatehisnpetne?hsepetnedesheanttdnate?hendesheanttgtdnatene?DesEddieagree?hnt?hatdesEddiethinfHb?hereillHbtaeEddiethavelunh?DuthinEddieisillingtgtxfarightn?h?StepReadingaludandritingdnexpressinsNreadafterthetapesentenebsenteneuaregivenfiveinutestfindutandritednalltheusefulexpr essinsinthispartGverpage76and77againtunderlinealltheusefulexpressinExpressinsfristrips≈elettheunitNeedne,havesepetneleft,give…t…,havelunhattelve’l,bentusedt–ing,befrelunh,haveabiglunhafterards,usedtd…,beindt …,s…that…,alfurther,tae…t…,nextt…,lletinfratinabut…,ath…ith…,rite…intheblans,need…st,rite…inthebxStep6ReadingandatingReadthedialguealudandatitutinpairsStep7RetellingthestrTdaHbtellsEddiethatxfaneedsneHereebersthatEddiehass ep_____nel_____,sheassEddietganddnatesefitButEddiesasthath ealashasl_____attelve’lHeisn’tu_____tg_____utbefrelunh“Dn’t_____”Hbsas,“eanhaveabiglunha_____”Atlast,EddiehastgithHbandhesassadl,“uu_____tbever_____te,butnI’s_____thatIan’talanf_____”“,I’llt_____utaner_____It’sn_____tthexfashp”HbsashappilDubelievehathesas?Step8HeraReadtheistripsandtrtreeberitTrurbesttatitutbFinishfftheexerisesintheEvaluatinHandbPerid2ReadingITeahinggals●Tlearntguesseaningsfnerdsfrthentext●Tlearntsitextfrveralleaningsandsanfrdetails●TunderstandthestruturefdiffiultsentenesTeahingpreduresStep1Presentinghatinternatinalharitiesdunabut?hatdthed?HaveuheardfRBIS?RBIShelpsblindpepleinpruntriesThestatefbeingblindis alledblindnesshdesRBIShelptheblindpatients?Beausebl indnessaffetsanpeplearundtherld,stlinpruntriesButstftheasesfblindnessanbepreventedruredhdn’ttheblindgtseedtrs?Beausethearesprthatthean’tpafredialtreatentRBISdtrstreatthefrfreeTheperaten/ dperatinsntheirpatientsSthepatientsarethanful/grate fulttheHduthinRBISdtrsfeelhenthehelppeple?Step2FindingutexpressinsGntpage78and79readtheintervieandunderlinealltheusef ulexpressinsExpressinsAnintervieithanRBISdtrtell…sethingabut…,affet…arundtherld,inpruntries,abut80perentf…,urethease,p reventthease,havethenefr…,edialtreatent,useaflinge ehspital,visitpruntries,ntheplane,perfrperatins,use …as…,ateahingenter,naplane,rinahspital,an’taffrdtd…,travelt…,learnabut…,share…,teahsbsth, ath…nvide,duringavisit,peraten…,dperatins,rquil,dab,be gratefult…,than…fr…,sa…t…,thelunes,treatandureeeprbles,iprvethelivesfpati ents,arrnith…,supprt…b…,senddnatinst…Step3ListeningandanseringNlistentthetape,andthenanserthefllingquestins: Hanpeplearundtherldareaffetedbblindness?Hanasesfblindnessanbepreventedrured?heredRBISdtrsr?hatdesRBISneed?Step4ReadingsilentlandfinishingffPartB2ReadthetextsilentlagainTrtfillintheblansinPartB2,heinguransersagainsturpar tner’sStepFinishingffPartPutthesentenestgetherinPart,thenheingtheansersithur partnersStep6ReadingafterthetapeNreadafterthetapesentenebsentenePaattentintthesense grupsithinthesentenesStep7DingadditinalexeriseAsstudentsttellifthefllingstateentsare“True”r “False”ardingtthetextBlindnessaffetsabut4illinpeplearundtherld,stlineste rnuntriesF2anblindpeplehavennefredialtreatentT3Laldtrsperfrperatinsntheplaneinsteadfinthehspitalbe auseitisrefrtablentheplaneF4DrausedtdnertperatinsadaFPatientsarevergratefultRBISdtrsTStep8HeraReadafterthetapefivetiesurparent’ssignatureisneededbFinishtheexerisesintheEvaluatinHandbPerid3ReadingIITeahinggals●Trutthestruturefeahsentene●Tretellthestrintheirnrds,fllingtherganizatinfthepas sage●TexplainallthelanguagepintsTeahingpreduresStep1ReadingthetexttgetherReadthepassagenpage78and79tgetherludlIahsesefutreadthepassageparagraphbparagraphlatern Step2aingaflhartnRBISGverthetexttaeaflhartnRBIS,gettingreadfrretelling uanusetheflhartnpage88asadelNtrtretellthetextstrinurnrdsiththehelpftheflhart Step3RetellingthestrBlindnessaffetsabut4illinpeplearundtherld,_____inpr untriesInfat,abut80perentftheasesfblindnessanbe____ _rp_____Hever,anpepledn’thavee_____nefr_____t_____RBISisa_____thathelpstheprithe_____prblesItusesaf__ ___eehspitaltvisitpruntriesntheplane,v_____dtrsp___ _______Thealsusetheplaneasat__________Thedtrsdn’trinahspitalbutnaplane,beauseanftheirp_____aresp___ __thatthedn’thavethenett_____thspitalStheRBISdtrshavetgttheThea lst_____thel_____dtrsandnursesnes_____and_____Thehp ethelprepeplebt_____theDraisadtrntheRBISplaneHe_____n10patientsntheplanedu ringhislastv_____It’shardrbutheisusedtitnfurse,anpepleareverg_____thibe ausehehashelpedtheseeagainHebelievesthat__________a nbeusefulttheasesfblindnessAlltheneedise_____net___ __niththeirrShehpesthatreandrepepleillsupprttheirbs endingdnatinstRBISStep4Explaininglanguagepintshatquestinsduhaveabutthefllinglanguagepints?Naesent enesfurniththeperatensb=perfr/danperatinnsb2usedtd/beusedtding3s…that/suh…that4arrnith…beprudtd/beprudf…6iprvene’slife7begratefultsbfrsthStepDingadditinalexerises用所给词组的适当形式填空beprudf,usedt,beusedt,s…that,peraten,arrn,suh…thatHeashurt__________badl___________ehadtsendfradtr 2Thelittlegirl____________ashingherhandsbefreealsn 3Ia____________LiuXiangbeauseheisthepridefuruntr 4I___________spendpetneplaingputergaesIt’sbadfrstudThelddtr______________thepatientlastSunda 6eneedenughne__________urr,seneedursupprt Step6DinganextensinativitaThinabuthateandtsupprtRBISbIntrdueneharitthatunverellStep7HeraAtuttheinterviebTellurparentsabutRBISPerid4VabularTeahinggals●Tdevelpanunderstandingfsuffixes●Tuseprperverbsandadetivesinntext TeahingpreduresStep1HavingarevisinTbeginith,anserquestinsabutReading: hatindfpeplegtRBISfrhelp?anstasesfblindnessbeuredrprevented?hatdRBISdtrsd?Dthepatientsneedtpafrthetreatent?HdRBISdtrstreatthe?hatistherelatinshipbeteen“blind”and“blindness,“treat”and“treatent”,“perate”and“peratin”?eanfrnunsbaddingsuffixes‘-ent’,‘-ness’,r‘-in’tseverbsandadetivesSetieseneedthangetheendingftheve rbradetivebefreeaddthesuffixhapp-+i+ness=happinesselebrate-e+in=elebratininvite-e+atin=invitatinhatisasuffix?AsuffixisardendingItisagrupflettersuanaddttheendfar trd*egaling,helpful*Artrdstandsnitsnasard,butuanaenerdsfritbaddingbegi nningsandendingsFrexaple,'frt'isartrdBaddingtheprefix'dis'andthesuffix'able'uanaenerdssuhas'disfrt'and'frtable'Addingsuffixestrdsanhangeraddttheireaning,butstiprt antltheshhardillbeusedinasenteneandhatpartfspeehthe rdbelngstegIfuanttusethertrd'tal'inthefllingsentene:IastSainauneedtaddthesuffix'ing'sthattherd'tal'aesbettersens egraatiall:"IastalingtSaina"TherearevariussuffixeseusePrbablthestnare'ed'and'in g'HerearesethersuffixesandexaplesStep2FinishingffPartAGtpage82thelpDanielthangeverbsandadetivesintnuns,he ingtheansersithurpartnerThinfreexaplesifuan Step3FinishingffPartBFillintheblansinPartBnpage82Thenreadthee-ailaludStep4Dingadditinalexerises用括号中所给词的适当形式填空Thehildreninpruntrieshavet_____eptbttlestearnneLast terurshladea_____frhildreninprareas2Heuldntpahisrent,shehadt_____utThereastuh_____farsn theitrads3ldpeplelivea_____lifeinuruntrIt’sagreat_____frusteleuhere4Theteaheralas_____herstudentsasherhildrenThene_____ frblindnessaessepatientsseeagainTravelingbahaesusfeel_____alltheaThereisn’tuh_____herethisearStepHeraReadandlearnthesesuffixesheartSuffixExapleSuffixExapleedal+ed=alednesshapp+ness=happiness ingsa+ing=saingalaident+al=aidental ertall+er=tallerariagine+ar=iaginar tineduate+tin=eduatin ableaept+able=aeptable sindivide+sin=divisinllve+l=lvelianusi+ian=usiianentexite+ent=exiteentfullhpe+full=hpefullfulhelp+ful+helpfulestlarge+est=largestease+=eas bFinishfftheexerisesintheEvaluatinHandb PeridGraarITeahinggals●Tuse‘usedt’ttalabutapasthabitrstate●Tuse‘beusedt’ttalabuthatehavedneregularl TeahingpreduresStep1HavingarevisinDustillreeberDra?hatishe?heredidherinthepast?heredeshern?SeansaDrausedtrinthehspitaleuse‘usedt’ttalabutapasthabitrstateeanuseaninfinitiveafter‘usedt’Step2PratiingSasethingabutDra’slifehenheredinahspitalusing ‘usedt’Step3DinganextensinativitIagingttelluabutnlifeIusedtlivein…Iusedtgt…SendarshlIusedtplabadintntieaee…ShaphtfurfailInpairs,telleahtherhaturliveserelieint hepastEahstudentshuldaeupatleast3sentenesith‘usedt’Step4PresentingNDrarsntheRBISplaneHelivesalifehihisdifferentfrtheneinthepastButheisusedthisnelifeHeisusedtringntheRBI Splaneeuse‘beusedt’ttalabutsethingehavedneregularlfralngtiesthatitisnt neanreeputitbefreanunran“-ing”frfaverbStepFinishingfftheexerisesGtpage83tfinishexerisesinPartA,BandinpairsStep6DinganextensinativitHhaveurliveshangedsineustartedsendarshl?hatneexperienesandrutinesereuntfailiarithatfirst?Li ethedifferentethdftravelingtshl,largershlsize,diffe rentunifrs,resubetsfferedrtgethertfrulatesenteneste xpresstheideafbeingaustedtsethingIausedttaingthebustshlIausedtthelargerlassesatsendarshlIausedtearingtheshlunifrIausedtstudingrethan10subetsaeeStep7ingtasuarpare‘usedt’and ‘beusedt’,andthenruttherulenpage84usedt与beusedt的运用区别●usedt+d：“过去常常”表示过去习惯性的动作或状态，但如今已不存在。
八年级英语教案-牛津8B英文全套教案6
牛津8B英文全套教案6period 7: integrated skillsteaching objectives●to listen for and identify specificinformation●to recognize key expressions involvedin organizing an event.●to respond to written text and information got from listening●to talk about a charity show.●to ask for help in organizing an event.●to make suggestions and offer help.teaching proceduresstep1 presentingsuppose your class is going to hold a charity show. you are holding a meeting to discuss to do for the show. what’ll you talkabout?help students to answer:name of the show, name of the charity, date, time, place, ticket price, duties of studentsstep2 reading and answeringthe class 1, grade 8 students are planning their charity show. read sandy’s notes, ask and answer questions inpa irs:what’s the name of the show?what’s the name of the charity?when will the show be held? how much is the ticket?step3 listening and answeringdifferent students have different duties. what will each student do for the charity show? please listen.ask students to fill in the table.check answers, ask:who will design the poster? (kitty and sandy)who will organize a play? (millie and simon)who will be the host of the show? (millie)who will set up the stage? (sandy and amy)who will sing a song? (kitty and daniel)who will askfriends and families to come? (kitty, sandy, daniel, millie, simon, amy)step4 finishing off part a3ask students to fill in the blanks in part a3 using the information in parts a1 and a2.check the answers as a class. read the passage aloud together.step5 listening and answeringafter the meeting, sandy and kitty are still talking about the show. ask students to listen to part b and answer the following questions:how is sandy? why?who will they ask for help? why?what do they hope?step6 reading after the tapeask students to read after the tape sentence by sentence.step7 explaining and readingexplain some language points to students and ask them to read the dialogue aloud.step8 making up dialoguesask students to make up similar dialogues, then act them out.step 9 homeworka. read the two passages and try to learn it by heart. b. finish off the exercises in the evaluation handbook.period 8: study skillsteaching objectives ●to introduce “sense group” to students.●to encourage students to read passages in correct sensegroups.teaching proceduresstep 1 listening and discussingask students to listen to a tape, in which one person is reading a passage with correct pause, the other one is reading the same passage with incorrect pause. after listening, ask students to compare and say which one reads better and why.。
NEW牛津8BU6教案新部编本(6-10).
II. Listen to thecontents in this periodforfor several times
教师活动方式
学生活动方式
Teaching steps:
E.g.: for him / It is / money / to donate / easy---It is easyfor him to donate money.
HK$6,000 /for them / necessary / to raise / It is / at least---It is necessary for them to raise at least HK$6,000.
4. Ask students to read out their answers to check.
5. Tell students to read the letter in Part A3 to find the information to complete up: tips for joining a charity walk
list of notes
3. To understand the information presented and to complete a letter
based on the information from a radio programme
能力目标To understand and speak out
2. Ask two students to read and explain the two examples in the grammar table on P100.
牛津8B Unit6教学案
牛津8B Unit6教学案牛津8B Unit6教学案8B Unit 6 A harit al 第一时教学案【教学目标】1 Enable the students t g n learning se vabular abut harit 2 Enable the students t tal abut peple h need help3Learn h t help peple 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i strip and guess the tpi f Unit 6________________________3在i strip中画出下列句子并翻译1) I’training fr a harit al____________________________________2) it’s eaningful t supprt harities_____________________________________3) I need se re fd during the al_____________________________________4) I dn’t thin u’ll ever finish ur al_____________________________________4 预习P93 and ae a list f peple h need help:___________________________________________________________ _________________________________________________________________ _____【典型例题精析】1 help sb (t) d sth / help sb ith sth 帮助某人干某事举一反三：Sin ften_____ _______ _______ ________/______ ______ _____ _____ ______(帮我学英语)2 deaf ad聋的，失聪的，在句中作表语时主语一般是人不是ear(s)He an’t hear anthing beause 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Beause he _______ _______,he uld nt learn t spea他听不见你说话，因为他是个聋子He an’t hear u, beause he is______ _______ _______3 Sure, it is eaningful t supprt harities当然,支持慈善机构是有意义的事句型结构为：It is +ad+ t d sth做某事怎么样举一反三：学好英语很要___________________________________________4 I need se re fd during the al在行走时我还需要一些食物Here “re ” 用在数字后或相当于数字的词后面表示“再” “又”, 数字+re=anther+数字,表示又几个”举一反三：他又游了两小时He sa antherT hurs/ ________ _______ _______I dn’t thin u ill ever finish ur al我认为你将不会完成你的毅行句子中的dn’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/suppse…,该结构的反意疑问句应与从句保持一致举一反三：I dn’t thin he has been t Beiing,______ _______?6hat abut heless peple? 无家可归的人呢?hat/H abut…? 是特殊疑问句的一种形式，用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 rds see t be _______ I hpe u an thin the verA thanfulB eaningful eaningless D eas2) –uld u lie t have _________bread?-N, thans I’fullA a fe reB se re re a fe D re se3)It is iprtant _______ t the anials, beause the are ur friends A t ind B t be ind be ind D ind4) It is reprted that lts f peple beae _____beause f the fld A bring B brave exited D heless) I dn’t thin he ill e t ur part,_________?A ill heB ill I des he D d I2 根据汉语意思完成句子：1）你愿意支持慈善机构？ill u__________ ___________?2）帮助老人是有意义的事。
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。
初中牛津英语8b全部教案
初中牛津英语8b全部教案初中牛津英语8b全部教案1一、语言知识与技能1.根据读音规则和音标拼读单词。
2.理解和领悟词语的基本含义、语法项目以及语言形式的基本结构和常用表意功能;3.能在日常交际情景中听懂对话，例如，能听懂连续的指令并据此完成任务;能引出话题并进行几个回合的交谈;4.能听懂接近正常语速、熟悉话题的语段和简单故事，获取相关信息;5.能运用…..词汇和…..语言形式就熟悉的话题进行交谈;能运用…..词汇和…..语言形式及(或)所给提示描述人、物、事件、行为、特征等，表达简单的观点;6.能在教师的指导下进行简单的角色表演;7.能连贯、流畅地朗读课文;能从简单的*中找出有关信息，理解大意;根据上下文猜测生词的意思;8.每天课外阅读量最少达到100词。
9.能运用…..词汇和…..语言形式以及参照范例(*结构)写出简单的文段等，包括起草和修改。
二、文化意识10.了解语言和语用的文化因素，体验跨文化交际。
三、学习策略11-(1)利用读音规则和音标拼读词汇，利用上下文、非语言信息等理解词义，联想学习和记忆词汇，构词法等。
11-(2)利用情境等理解语法结构和表意功能，发现语言规律并举一反三。
11-(3)复习、整理归纳所学内容。
11-(4)利用预测、语调、重音、问题等来获取听力信息。
11-(5)在课内外活动中借助体态语用英语交流。
11-(6)利用预测、跳读、寻读、细节读等来获取*信息。
11-(7)仿写短文，准备素材、起草短文并修改。
11-(8)明确目标，制定计划，11-(9)了解并跨文化交际(恰当使用)。
四、情感态度12.乐于参与英语活动，敢于用英语表达，积极与他人合作，体验自己的学习效果。
备教学重、难点内容课标具体知识、技能、文化目标知识与技能、文化意识的重、难点内容课标具体策略目标选择sectionAsectionB目标1在读写过程中，能够根据读音规则和音标拼读单词。
11-(1)11-(2)11-(3)目标2词汇：name,nice,to,meet,too,your,Ms.,his,and,her,yes,she,he,no,not.语言形式：1)what’syourname?---Alan./I’mAlan./Myname’sAlan.2)Nicetomeetyou.3)What’shisname?---He’sEric./Hisname’sEric.4)What’shername?---She’sMary./Hername’sMary.5)IsheJack?---Yes,h eis./No,heisn’t.Hisname’sMike.6)AreyouHelen?---Yes,Iam./No,I’mnot.I’mGina.词汇：zero,one,two,three,four,five,six,seven,eight,nine,telephone,number ,phone,telephone/phonenumber,first,firstname,last,lastname,frien d,China,middle,school,middleschool.语言形式：1)What’syourphonenumber?---It’s…/Myphonenumberis…2)Isthisyourphonenumber?---Yes,itis./No,itisn’t.3)What’syourfirst/given/last/familyname?---Myfirst/given/last/fami lyname’s…初中牛津英语8b全部教案2一、总体目标1、加强课堂教学改革，真正转变课堂教学方式，提高学生的学习能力，争取把课堂变成学生学习的乐园。
牛津英语8B全英文教案
step 1 having a brainstormingstep 2 presenting forms of transport1900 1910 1920 1930 1940 1950 1960 1970 1980 1990 2000…step 4 listening to and reading a dialoguestep 5 listening and reading aloudlisten to the tape, and try to read aloud the dialogue on page 6 to the tape.1. 我的玩具飞机在哪儿？2. 你的妈妈怎样去上班？乘坐地铁。
3. 我再也不想跟你玩了。
4. 自从１９０９年人们就可以乘坐轻轨了。
5. 我们应该对父母要友善。
period 2 reading i●to identify true or false statements based on the reading passagestep 1 having a revisiontalk about the transport at different times.step 5 listening and readingstep 6 filling and retelling快速阅读课文，然后根据短文的内容，选择正确的答案。
period 3 reading ii●to understand and use the expressions in the textstep 1 reading the passages aloudstep 2 having a revisionstep 3 explaining the language points6. i feel a bit lonely/ from time to time.1. 我和我的父母一直住在一起直到1965年我结婚为止。
牛津译林版8BUnit6(5-7课时)教学案
8B Unit6 Sunshine for all 第五课时Grammar2（新授课）主备人：审核人：_________ 审批人：_________ 班级：_________ 姓名：_________【学习目标】1.学会用It is + adjective+ to –infinitive结构来谈论做某事的感受。
2.学会用It is + adjective+ for… + to –infinitive结构来谈论某人做某事的感受。
3.学会用It is + adjective+ of… + to –infinitive结构来评价某人的行为。
4.能区分It is + adjective+ for… + to –infinitive和It is + adjective+ of… + to –infinitive的不同之处，并根据不同的语境准确地运用。
【学习重难点】能区分It is + adjective+ for… + to –infinitive和It is + adjective+ of… + to –infinitive的不同之处，并根据不同的语境准确地运用。
【学习过程】一、课前预习·导学请根据句意，用介词of或for填空，补全句子1. It is necessary _______ us to take action to reduce the air pollution.2. It is kind _______ you t help me with my lessons.3. It is important ________ students to have enough sleep every day.4. It is dangerous _________ children to play with fire.5. It is silly ______ her not to forgive others for their mistakes.二、课堂学习研讨知识点讲解：It is + adjective+ to –infinitive句型通常用来表示对某事物的看法，意为“做某事是……的”。
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牛津8B英文全套教案6period 7: integrated skillsteaching objectives ● to listen for and identify specific information● to recognize key expressions involved in organizing an event.● to respond to written text and information got from listening● to talk about a c harity show.● to ask for help in organizing an event.● to make suggestions and offer help.teaching proceduresstep1 presentingsuppose your class is going to hold a charity show. you are holding a meeting to discuss to do for the show. what’ll you talk about?help students to answer:name of the show, name of the charity, date, time, place, ticket price, duties of studentsstep2 reading and answeringthe class 1, grade 8 students are planning their charity show. read sandy’s notes, ask and answer questions in pai rs:what’s the name of the show?what’s the name of the charity?when will the show be held? how much is the ticket?step3 listening and answeringdifferent students have different duties. what will each student do for the charity show? please listen.ask students to fill in the table.check answers, ask:who will design the poster? (kitty and sandy)who will organize a play? (millie and simon)who will be the host of the show? (millie)who will set up the stage? (sandyand amy)who will sing a song? (kitty and daniel)who will ask friends and families to come? (kitty, sandy, daniel, millie, simon, amy)step4 finishing off part a3ask students to fill in the blanks in part a3 using the information in parts a1 and a2.check the answers as a class. read the passage aloud together.step5 listening and answeringafter the meeting, sandy and kitty are still talking about the show. ask students to listen to part b and answer the following questions:how is sandy? why?who will they ask for help? why?what do they hope?step6 reading after the tapeask students to read after the tape sentence by sentence.step7 explaining and readingexplain some language points to students and ask them to read the dialogue aloud.step8 making up dialoguesask students to make up similar dialogues, then act them out.step 9 homeworka. read the two passages and try to learn it by heart. b. finish off the exercises in the evaluation handbook.period 8: study skillsteaching objectives ● to introduce “sense group” to students.● to encourage students to read passages in correct sense groups.teaching proceduresstep 1 listening and discussingask students to listen to a tape, in which one person is reading a passage with correct pause, the other one is reading the same passage with incorrect pause.after listening, ask students to compare and say which one reads better and why.345678910112019-05-18period 7: integrated skillsteaching objectives ● to listen for and identify specific information● to recognize key expressions involved in organizing an event.● to respo nd to written text and information got from listening● to talk about a charity show.● to ask for help in organizing an event.● to make suggestions and offer help.teaching proceduresstep1 presentingsuppose your class is going to hold a charity show. you are holding a meeting to discuss to do for the show. what’ll you talk about?help students to answer:name of the show, name of the charity, date, time, place, ticket price, duties of studentsstep2 reading and answeringthe class 1, grade 8 students are planning their charity show. read sandy’s notes, ask and answer questions in pairs:what’s the name of the show?what’s the name of the charity?when will the show be held? how much is the ticket?step3 listening and answeringdifferent students have different duties. what will each student do for the charity show? please listen.ask students to fill in the table.check answers, ask:who will design the poster? (kitty andsandy)who will organize a play? (millie and simon)who will be the host of the show? (millie)who will set up the stage? (sandy and amy)who will sing a song? (kitty and daniel)who will ask friends and families to come? (kitty, sandy, daniel, millie, simon, amy)step4 finishing off part a3ask students to fill in the blanks in part a3 using the information in parts a1 and a2.check the answers as a class. read the passage aloud together.step5 listening and answeringafter the meeting, sandy and kitty are still talking about the show. ask students to listen to part b and answer the following questions:how is sandy? why?who will they ask for help? why?what do they hope?step6 reading after the tapeask students to read after the tape sentence by sentence.step7 explaining and readingexplain some language points to students and ask them to read the dialogue aloud.step8 making up dialoguesask students to make up similar dialogues, then act them out.step 9 homeworka. read the two passages and try to learn it by heart. b. finish off the exercises in the evaluation handbook.period 8: study skillsteaching objectives ● to in troduce “sense group” to students.● to encourage students to read passages in correct sense groups.teaching proceduresstep 1 listening and discussingask students to listen to a tape, inwhich one person is reading a passage with correct pause, the other one is reading the same passage with incorrect pause. after listening, ask students to compare and say which one reads better and why.345678910112019-05-18period 7: integrated skillsteaching objectives ● to listen for and identify specific information● to recognize key expressions involved in organizing an event.● to respond to written text and information got from listening● to talk about a charity show.● to ask for help in organizing an event.● to make suggestions and offer help.teaching proceduresstep1 presentingsuppose your class is going to hold a charity show. you are holding a meeting to discuss to do for the show. what’ll you talk about?help students to answer:name of the show, name of the charity, date, time, place, ticket price, duties of studentsstep2 reading and answeringthe class 1, grade 8 students are planning their charity show. read sandy’s notes, ask and answer questions in pairs:what’s the name of the show?what’s the name of the charity?when will the show be held? how much is the ticket?step3 listening and answeringdifferent students have different duties. what will each student do forthe charity show? please listen.ask students to fill in the table.check answers, ask:who will design the poster? (kitty and sandy)who will organize a play? (millie and simon)who will be the host of the show? (millie)who will set up the stage? (sandy and amy)who will sing a song? (kitty and daniel)who will ask friends and families to come? (kitty, sandy, daniel, millie, simon, amy)step4 finishing off part a3ask students to fill in the blanks in part a3 using the information in parts a1 and a2.check the answers as a class. read the passage aloud together.step5 listening and answeringafter the meeting, sandy and kitty are still talking about the show. ask students to listen to part b and answer the following questions:how is sandy? why?who will they ask for help? why?what do they hope?step6 reading after the tapeask students to read after the tape sentence by sentence.step7 explaining and readingexplain some language points to students and ask them to read the dialogue aloud.step8 making up dialoguesask students to make up similar dialogues, then act them out.step 9 homeworka. read the two passages and try to learn it by heart. b. finish off the exercises in the evaluation handbook.period 8: study skillsteaching objectives ● to introduce “sense group” to students.● to encourage students to readpassages in correct sense groups.teaching proceduresstep 1 listening and discussingask students to listen to a tape, in which one person is reading a passage with correct pause, the other one is reading the same passage with incorrect pause. after listening, ask students to compare and say which one reads better and why.345678910112019-05-18period 7: integrated skil lsteaching objectives ● to listen for and identify specific information● to recognize key expressions involved in organizing an event.● to respond to written text and information got from listening● to talk about a charity show.● to ask for help in organizing an event.● to make suggestions and offer help.teaching proceduresstep1 presentingsuppose your class is going to hold a charity show. you are holding a meeting to discuss to do for the show. what’ll you talk about?help students to answer:name of the show, name of the charity, date, time, place, ticket price, duties of studentsstep2 reading and answeringthe class 1, grade 8 students are planning their charity show. read sandy’s notes, ask and answer questions in pairs:what’s the name of the show?what’s th e name of the charity?when will the show be held?how much is the ticket?step3 listening and answeringdifferent students have different duties. what will each student do for the charity show? please listen.ask students to fill in the table.check answers, ask:who will design the poster? (kitty and sandy)who will organize a play? (millie and simon)who will be the host of the show? (millie)who will set up the stage? (sandy and amy)who will sing a song? (kitty and daniel)who will ask friends and families to come? (kitty, sandy, daniel, millie, simon, amy)step4 finishing off part a3ask students to fill in the blanks in part a3 using the information in parts a1 and a2.check the answers as a class. read the passage aloud together.step5 listening and answeringafter the meeting, sandy and kitty are still talking about the show. ask students to listen to part b and answer the following questions:how is sandy? why?who will they ask for help? why?what do they hope?step6 reading after the tapeask students to read after the tape sentence by sentence.step7 explaining and readingexplain some language points to students and ask them to read the dialogue aloud.step8 making up dialoguesask students to make up similar dialogues, then act them out.step 9 homeworka. read the two passages and try to learn it by heart. b. finish off the exercises in the evaluation handbook.period 8: study skillsteaching objectives ● to introduce “sense group” to students.● to encourage students to read passages in correct sense groups.teaching proceduresstep 1 listening and discussingask students to listen to a tape, in which one person is reading a passage with correct pause, the other one is reading the same passage with incorrect pause. after listening, ask students to compare and say which one reads better and why.345678910112019-05-18period 7: integrated skillsteaching objectives ● to listen for and identify specific information● to recognize key expressions involved in organizing an event.● to respond to written text and information got f rom listening● to talk about a charity show.● to ask for help in organizing an event.● to make suggestions and offer help.teaching proceduresstep1 presentingsuppose your class is going to hold a charity show. you are holding a meeting to discuss to do for the show. what’ll you talk about?help students to answer:name of the show, name of the charity, date, time, place, ticket price, duties of studentsstep2 reading and answeringthe class 1, grade 8 students are planning their charity show. read sandy’s notes,ask and answer questions in pairs:what’s the name of the show?what’s the name of the charity?when will the show be held? how much is the ticket?step3 listening and answeringdifferent students have different duties. what will each student do for the charity show? please listen.ask students to fill in the table.check answers, ask:who will design the poster? (kitty and sandy)who will organize a play? (millie and simon)who will be the host of the show? (millie)who will set up the stage? (sandy and amy)who will sing a song? (kitty and daniel)who will ask friends and families to come? (kitty, sandy, daniel, millie, simon, amy)step4 finishing off part a3ask students to fill in the blanks in part a3 using the information in parts a1 and a2.check the answers as a class. read the passage aloud together.step5 listening and answeringafter the meeting, sandy and kitty are still talking about the show. ask students to listen to part b and answer the following questions:how is sandy? why?who will they ask for help? why?what do they hope?step6 reading after the tapeask students to read after the tape sentence by sentence.step7 explaining and readingexplain some language points to students and ask them to read the dialogue aloud.step8 making up dialoguesask students to make up similar dialogues, then act them out.step 9 homeworka. read the twopassages and try to learn it by heart. b. finish off the exercises in the evaluation handbook.period 8: study skillsteaching objectives ● to introduce “sense group” to students.● to e ncourage students to read passages in correct sense groups.teaching proceduresstep 1 listening and discussingask students to listen to a tape, in which one person is reading a passage with correct pause, the other one is reading the same passage with incorrect pause. after listening, ask students to compare and say which one reads better and why.345678910112019-05-18period 7: integrated skillsteaching objectives ● to listen for and identify specific information● to recognize key expressions involved i n organizing an event.● to respond to written text and information got from listening● to talk about a charity show.● to ask for help in organizing an event.● to make suggestions and offer help.teaching proceduresstep1 presentingsuppose your class is going to hold a charity show. you are holding a meeting to discuss to do for the show. what’ll you talk about?help students to answer:name of the show, name of the charity, date, time, place, ticket price, duties ofstudentsstep2 reading and answeringthe class 1, grade 8 students are planning their charity show. read sandy’s notes, ask and answer questions in pairs:what’s the name of the show?what’s the name of the charity?when will the show be held? how much is the ticket?step3 listening and answeringdifferent students have different duties. what will each student do for the charity show? please listen.ask students to fill in the table.check answers, ask:who will design the poster? (kitty and sandy)who will organize a play? (millie and simon)who will be the host of the show? (millie)who will set up the stage? (sandy and amy)who will sing a song? (kitty and daniel)who will ask friends and families to come? (kitty, sandy, daniel, millie, simon, amy)step4 finishing off part a3ask students to fill in the blanks in part a3 using the information in parts a1 and a2.check the answers as a class. read the passage aloud together.step5 listening and answeringafter the meeting, sandy and kitty are still talking about the show. ask students to listen to part b and answer the following questions:how is sandy? why?who will they ask for help? why?what do they hope?step6 reading after the tapeask students to read after the tape sentence by sentence.step7 explaining and readingexplain some language points to students and ask them to read the dialoguealoud.step8 making up dialoguesask students to make up similar dialogues, then act them out.step 9 homeworka. read the two passages and try to learn it by heart. b. finish off the exercises in the evaluation handbook.period 8: study s killsteaching objectives ● to introduce “sense group” to students.● to encourage students to read passages in correct sense groups.teaching proceduresstep 1 listening and discussingask students to listen to a tape, in which one person is reading a passage with correct pause, the other one is reading the same passage with incorrect pause. after listening, ask students to compare and say which one reads better and why.345678910112019-05-18period 7: integrated skillsteaching objectives ● to listen for an d identify specific information● to recognize key expressions involved in organizing an event.● to respond to written text and information got from listening● to talk about a charity show.● to ask for help in organizing an event.● to make suggestions and offer help.teaching proceduresstep1 presentingsuppose your class is going to hold a charity show. you are holding a meeting to discuss to do for the show. what’llyou talk about?help students to answer:name of the show, name of the charity, date, time, place, ticket price, duties of studentsstep2 reading and answeringthe class 1, grade 8 students are planning their charity show. read sandy’s notes, ask and answer questions in pairs:what’s the name of the show?what’s the name of the charity?when will the show be held? how much is the ticket?step3 listening and answeringdifferent students have different duties. what will each student do for the charity show? please listen.ask students to fill in the table.check answers, ask:who will design the poster? (kitty and sandy)who will organize a play? (millie and simon)who will be the host of the show? (millie)who will set up the stage? (sandy and amy)who will sing a song? (kitty and daniel)who will ask friends and families to come? (kitty, sandy, daniel, millie, simon, amy)step4 finishing off part a3ask students to fill in the blanks in part a3 using the information in parts a1 and a2.check the answers as a class. read the passage aloud together.step5 listening and answeringafter the meeting, sandy and kitty are still talking about the show. ask students to listen to part b and answer the following questions:how is sandy? why?who will they ask for help? why?what do they hope?step6 reading after the tapeask students to read after the tapesentence by sentence.step7 explaining and readingexplain some language points to students and ask them to read the dialogue aloud.step8 making up dialoguesask students to make up similar dialogues, then act them out.step 9 homeworka. read the two passages and try to learn it by heart. b. finish off the exercises in the evaluation handbook.period 8: study skillsteaching objectives ● to introduce “sense group” to students.● to encourage students to read passages in correct sense groups.teaching proceduresstep 1 listening and discussingask students to listen to a tape, in which one person is reading a passage with correct pause, the other one is reading the same passage with incorrect pause. after listening, ask students to compare and say which one reads better and why.345678910112019-05-18period 7: integrated skillsteaching objectives ● to listen for and identify specific information● to recognize key expressions involved in organizing an event.● to respond to written text and information got from listening● to talk about a charity s how.● to ask for help in organizing an event.● to make suggestions and offer help.teaching proceduresstep1presentingsuppose your class is going to hold a charity show. you are holding a meeting to discuss to do for the show. what’ll you talk about?help students to answer:name of the show, name of the charity, date, time, place, ticket price, duties of studentsstep2 reading and answeringthe class 1, grade 8 students are planning their charity show. read sandy’s notes, ask and answer questions in pairs:what’s the name of the show?what’s the name of the charity?when will the show be held? how much is the ticket?step3 listening and answeringdifferent students have different duties. what will each student do for the charity show? please listen.ask students to fill in the table.check answers, ask:who will design the poster? (kitty and sandy)who will organize a play? (millie and simon)who will be the host of the show? (millie)who will set up the stage? (sandy and amy)who will sing a song? (kitty and daniel)who will ask friends and families to come? (kitty, sandy, daniel, millie, simon, amy)step4 finishing off part a3ask students to fill in the blanks in part a3 using the information in parts a1 and a2.check the answers as a class. read the passage aloud together.step5 listening and answeringafter the meeting, sandy and kitty are still talking about the show. ask students to listen to part b and answer the following questions:how is sandy?why?who will they ask for help? why?what do they hope?step6 reading after the tapeask students to read after the tape sentence by sentence.step7 explaining and readingexplain some language points to students and ask them to read the dialogue aloud.step8 making up dialoguesask students to make up similar dialogues, then act them out.step 9 homeworka. read the two passages and try to learn it by heart. b. finish off the exercises in the evaluation handbook.period 8: study skillsteaching objectives ● to introduce “sense group” to students.● to encourage students to read passages in correct sense groups.teaching proceduresstep 1 listening and discussingask students to listen to a tape, in which one person is reading a passage with correct pause, the other one is reading the same passage with incorrect pause. after listening, ask students to compare and say which one reads better and why.345678910112019-05-18period 7: integrated skillsteaching objectives ● to listen for and identify specific information● to recognize key expressions involved in organizing an event.● to respond to wr itten text and information got from listening● to talk abouta charity show.● to ask for help in organizing an event.● to make suggestions and offer help.teaching proceduresstep1 presentingsuppose your class is going to hold a charity show. you are holding a meeting to discuss to do for the show. what’ll you talk about?help students to answer:name of the show, name of the charity, date, time, place, ticket price, duties of studentsstep2 reading and answeringthe class 1, grade 8 students are planning their c harity show. read sandy’s notes, ask and answer questions in pairs:what’s the name of the show?what’s the name of the charity?when will the show be held? how much is the ticket?step3 listening and answeringdifferent students have different duties. what will each student do for the charity show? please listen.ask students to fill in the table.check answers, ask:who will design the poster? (kitty and sandy)who will organize a play? (millie and simon)who will be the host of the show? (millie)who will set up the stage? (sandy and amy)who will sing a song? (kitty and daniel)who will ask friends and families to come? (kitty, sandy, daniel, millie, simon, amy)step4 finishing off part a3ask students to fill in the blanks in part a3 using the information in parts a1 and a2.check the answers as a class. read the passage aloud together.step5 listening and answeringafter the meeting, sandyand kitty are still talking about the show. ask students to listen to part b and answer the following questions:how is sandy? why?who will they ask for help? why?what do they hope?step6 reading after the tapeask students to read after the tape sentence by sentence.step7 explaining and readingexplain some language points to students and ask them to read the dialogue aloud.step8 making up dialoguesask students to make up similar dialogues, then act them out.step 9 homeworka. read the two passages and try to learn it by heart. b. finish off the exercises in the evaluation handbook.period 8: study skillsteaching objectives ● to introduce “sense group” to students.● to encourage students to read passages in correct sense groups.teaching proceduresstep 1 listening and discussingask students to listen to a tape, in which one person is reading a passage with correct pause, the other one is reading the same passage with incorrect pause. after listening, ask students to compare and say which one reads better and why.345678910112019-05-18period 7: integrated skillsteaching objectives ● to listen for and identify specific information● to reco gnize keyexpressions involved in organizing an event.● to respond to written text and information got from listening● to talk about a charity show.● to ask for help in organizing an event.● to make suggestions and offer help.teaching proceduresstep1 presentingsuppose your class is going to hold a charity show. you are holding a meeting to discuss to do for the show. what’ll you talk about?help students to answer:name of the show, name of the charity, date, time, place, ticket price, duties of studentsstep2 reading and answeringthe class 1, grade 8 students are planning their charity show. read sandy’s notes, ask and answer questions in pairs:what’s the name of the show?what’s the name of the charity?when will the show be held? how much is the ticket?step3 listening and answeringdifferent students have different duties. what will each student do for the charity show? please listen.ask students to fill in the table.check answers, ask:who will design the poster? (kitty and sandy)who will organize a play? (millie and simon)who will be the host of the show? (millie)who will set up the stage? (sandy and amy)who will sing a song? (kitty and daniel)who will ask friends and families to come? (kitty, sandy, daniel, millie, simon, amy)step4 finishing off part a3ask students to fill in the blanks in part a3 using the information in parts a1 anda2.check the answers as a class. read the passage aloud together.step5 listening and answeringafter the meeting, sandy and kitty are still talking about the show. ask students to listen to part b and answer the following questions:how is sandy? why?who will they ask for help? why?what do they hope?step6 reading after the tapeask students to read after the tape sentence by sentence.step7 explaining and readingexplain some language points to students and ask them to read the dialogue aloud.step8 making up dialoguesask students to make up similar dialogues, then act them out.step 9 homeworka. read the two passages and try to learn it by heart. b. finish off the exercises in the evaluation handbook.period 8: study skillsteaching objectives ● to introduce “sense group” to students.● to encourage students to read passages in correct sense groups.teaching proceduresstep 1 listening and discussingask students to listen to a tape, in which one person is reading a passage with correct pause, the other one is reading the same passage with incorrect pause. after listening, ask students to compare and say which one reads better and why.345678910112121。