英语周报教案,高中牛津英语,模块八第二单元,Module8,Unit2Project

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牛津译林版高中英语模块8 Unit 2 The universal language Project

Unit 2 The universal language Project 导学案Teaching aims:After learning the article，the students will be able to know some basic ideas about different styles of music and the development of music. They are expected to take this article as an example to do some research on a singer or a band to make a web page by working together.Activity 1 预习效果检测(Have a check on the preview)Show title and lead in: how many types of music do you know in the world？Activity 2 Fast readingAsk students to read the article and find answers to the question.Q: How many kinds of music are mentioned in the passage？A. JazzB. R & BC. Rock & RollD. Pop musicActivity 3 Careful readingRead the passage carefully and deal with the following part.Activity 4 Consolidation (PPT8-15)Focus on each part and find out descriptions of the representatives.1) Louis Armstrong is the founding father of jazz. His strength lies in that he could improvise while he was playing it.2) Bill Haley and the Comets，a white band，and became a hit on the pop charts. They then recorded “Rock Around the Clock〞，which beca me the number one hit of 1955. “Rock Around the Clock〞caused rock music to be recognized as its own，separate style，and made it popular around the world.3) Big Joe Turner was a black American singer. He released his 1st R & R song called Shake，rattle & roll in 1954.He didn’t achieve fame mainly due to racial discrimination.4) Ask and answer questions:Who discovered Elvis Presley？A music promoter from Memphis，Tennessee.Out of what purpose？Because of the prejudice and racial discrimination of the timeHow to understand “he turned out to be the answer to Philip’s prayer〞？He is the best choice for Philip.What did Elvis Presley turn out to be？The most popular music star in the world.5) the Beatles: true or false？1. The Beatles broke up in 1970，but they are still very popular.2. Beatlemania is actually some kind of mental illness.3. In 1965，the Beatles held a concert in USA that was attended by approximately 55，000 people.Activity 5 DiscussionHelp students understand the structure of the text.How to research and what to research about a songer or a band? Think of some questions:When was the band founded and how?What musical instrument do they use?What songs do they sing? How about their style?Where do they perform?Activity 6 Work in groups and make a plan(确定调查对象、调查内容，分工合作)PlanningWork in small groups and decide which singer or band to focus on.PreparingFind as much information as you can either from a book，a magazine or from the internet. Producingmake your webpagePresentingPresent your webpage to the class. Paste it on the board.Activity 7 Homework1) Please review what has been learned in today’s class.2) Please finish the exercise on Page 109.3) Present your webpage next day。

模块八unit2教案

模块八unit2教案模块8，单元2通用语言周期1欢迎和阅读i .对象:1。

帮助学生对课文有一个大致的了解。

2。

让学生熟悉课文的详细信息。

3.帮助学生掌握阅读策略。

二。

教学重点:25 6+ 1。

如何让学生更好地理解这篇文章。

2.如何帮助学生完成所有的练习。

3。

如何帮助学生发展创新能力、综合能力和巩固能力？三。

教学步骤和方法:第一步:快速阅读大意快速通读课文，找出第一部分三个问题的答案。

《图兰朵》是一部讲述一个寒冷的中国公主的故事的歌剧，她名叫《图兰朵》，住在紫禁城里。

为了避免婚姻，她说任何潜在的丈夫必须正确回答三个谜语，否则就会死去。

2.吉亚卡摩·普契尼写了这部歌剧。

根据普契尼死后的笔记，最后一幕由他的一个学生F·兰科·阿尔法诺完成。

3.这是在户外进行的。

第二步:仔细阅读详细信息1。

再读一遍这篇文章，完成C1部分。

2.听录音，完成C2。

答案5 3 7 2 1 8 4 6步骤3:练习1。

完成部分D在面试中找到单词和表达。

199用正确的定义匹配它们。

答案1 e 2 b 3 d 4 f 5 a 6 h 7 c 8 g 2。

请阅读这篇关于桑兰的报纸文章。

用下面的单词完成它。

9答案1表演2天赋3中国4黄金5公主6谜语7潜力8结婚9背景10目击4。

作业1。

阅读课文，在课文中的关键词和短语下面划线。

2.单元修订:P108五、教学后注意事项第2页，共11页模块8、单元2通用语言周期2欢迎和阅读语言点1。

教学目标:使学生掌握课文中新的语言点。

二。

教学重点和难点:如何理解新语言。

教学程序和方法:第一步检查检查家庭作业。

语言点:1。

昨晚，我看了吉亚卡摩·普契尼举世闻名的歌剧《9图兰朵》的八场演出中的第一场。

昨晚，我去看了普契尼·贾科莫的举世闻名的歌剧《图兰朵》，这是中国北京紫禁城八场演出中的第一场。

(1) witness在这个句子中是及物动词，意思是“证明；见证”；它有时可以用作不及物动词，意思是“取得证书”等两个仆人见证了老人的遗嘱。

Module8 Unit2 教案 2023-2024学年外研版英语八年级上册

Module 8 AccidentsUnit 2 I was trying to pick it up when it bit me again.【教学目标】1. Understand the passages about the accidents.2. Grasp (掌握) the main idea of each part.3. Learn the skills of reading.4. Pay attention to the accidents and be careful in life.【教学重难点】重点：1. To grasp (掌握) the main idea of each part.2. To write a short passage about an accident.难点：To write a short passage about an accident.【教学方法】任务型教学法、小组合作法。

【教学过程】Step 1 Leading inWork in pairs. Talk about what you can do with a mobile phone.I can use a mobile phone to call people / play music / take photos …Step 2 Pre-taskLook at the picture. Say what is happening.1. Where is the cook?2. What is the cook doing?3. What can you find in the kitchen?4. How do you feel about snakes? Why?Step 3 While-taskFast readingRead and answer.1. Where did the accident happen?2. When did he leave hospital?Careful readingActivity 1 Read paragraph 1, and answer the questions.1. Who is the writer?2. What was he doing when a snake appeared?3. Where did the snake bite him?Activity 2 Read Paragraphs 2, 3 & 4, and choose the best answer.1. When and where did the snake come?A) A week ago; AfricaB) A few days earlier; Asia2. Where did the snake land?A) It landed under the dish.B) It landed on a table.3. Where did the snake hide?A) It hid under the dishes.B) It hid behind the fridge.Activity 3Read Paragraphs 5 & 6, and tell the sentences T or F.1. Soon his leg began to hurt badly.2. At first, doctors could help him because they knew what kind of snake bit him.3. When the doctor knew the kind of snake, they couldn’t give Mr. Jackson the right medicine.Activity 4 Read the last paragraph and fill in the blanks.“If a snake _______ you, _____ ___ your phone. Take ____ photo first and then _____ the photo ______ the doctors.” suggests Henry.Activity 5 Read and choose the correct answer.1. The snake bit Mr. Jackson again when _______.a) he was throwing it across the kitchenb) he was trying to pick it upc) it was climbing out of a box2. When Henry was trying to find the snake, _____.a) he could take a photo b) the snake became coolc) his hand began to hurt badly3. Henry hurried to hospital because ________.a) his hand was hurting b) he had a photo of the snakec) the doctors called him on his mobile phone4. The doctors gave Henry the right medicine after ______.a) they knew what kind of snake bit himb) they saw the snake in the photoc) he left hospital the next dayStep 4 Post-taskActivity 1 Put the sentences in order. (1, 2, 3 …)( )a. The snake bit Herry’s hand.( )b. A box of bananas arrived.( )c. Herry went to hospital.( )d. Herry left hospital.( )e. Herry took a photo.( )f. The doctors sent the photo to a zoo.( )g. The snake climbed out of the box.( )h. The doctors gave Henry the right medicine.( )i. Henry’s hand began to hurt.( )j. The snake hid behind the fridge.Activity 2Complete the passage with the correct form of the words in the box.A snake (1) _______ out of a box of bananas and (2) ____ somewhere. When Henry was working, the snake bit him. He (3) _____ the snake on a table and took its photo. When he was trying to find the snake, his hand began to (4) _____ badly. At the hospital the (5) ____ got worse. The doctors sent the photo to a zoo. After they found out what kind of snake bit him, they gave him the right (6) ________. Activity 3 Retell the story.According to the pictures on PPT and retell the story.Activity 4 Discuss in groups of four.If you stay at home alone, a thief knocks at the door, what will you do?If I am alone at home, I should …Then I will … / should … / can use … to …Activity 4 Exercise.一、单项选择。

牛津英语模块八unit2教案

牛津英语模块八unit2教案Teaching aims:(1) Students are expected to retell the story or talk about the opera and the pe rformance to reinforce their speaking ability.(2) Get students to learn the language points appearing in the text and grasp t hem.Teaching procedures:Step 1 Revision－Finish the passage according to the textTurandot, a ________ opera set in ________, was written by an ________ co mposer called Giacomo Puccini towards the end of his life. He also wrote _______ __, which is set in ________.Jane Jones was lucky enough to ________ the first of only eight performanc es in ________ in Beijing. She wrote a ________ after watching the opera. In her opinion, the performance was ________ and ________.The music and the ________ were two of the key __________ of the opera. Besides,it _______ many Western and Chinese talents. For example, the orchestr a was ________ by Zubin Mehta, a famous conductor born in ________. The well-known Chinese ________ Zhang Yimou directed the opera. Some of the world’s gr eatest opera singers as well as many great Chinese ________, actors and singers were cast.Step 2 Language points (Learn and use)1. Last night, I witnessed the first of only eight performances of Giacomo Pucci ni’s world-famous opera, Turandot, being performed in the Forbidden City in Beijing, China. (page 18, lines 1-3)昨天晚上，我去看了贾科莫·普契尼闻名世界的歌剧《图兰朵》，那是在中国北京紫禁城八场演出的首场。

Module8Unit2(新教案)-2023-2024学年八年级上册英语(外研版)

举例：分析课文中的句子，如“Last week, my grandparents visited us.”，让学生了解一般过去时在句子中的运用。
2.教学难点
（1）一般过去时的运用：学生容易混淆一般过去时和现在时态，难以正确运用一般过去时描述过去事件。
解决方法：通过对比、举例和大量练习，让学生熟悉一般过去时的结构，如“Subject + Verb-ed”，并学会在实际场景பைடு நூலகம்正确使用。
在小组讨论中，学生们围绕一般过去时态在实际生活中的应用展开了热烈的讨论。我尝试提出一些开放性问题来启发他们的思考，但我也意识到，对于一些学生来说，从理论到实践的转化仍然是一个难点。他们需要更多的引导和实际例证来理解这一时态在日常交流中的作用。
1.设计更多的互动活动，让学生们在实践中反复练习一般过去时态，以提高他们的熟练度和自信心。
（2）动词过去式的变化：动词过去式变化规则较多，学生难以记住所有动词的过去式形式。
解决方法：总结动词过去式的变化规则，如以“-ed”结尾、辅音字母加“-ed”等，并通过练习巩固记忆。
（3）听力理解：学生在听力练习中，对一般过去时的运用和细节理解方面存在困难。
解决方法：采用多种形式的听力练习，如短对话、长对话、故事等，让学生在实战中提高听力理解能力。
三、教学难点与重点
1.教学重点
（1）词汇：本节课的核心词汇是描述过去经历和家庭事件的关键词，如grandparents, generation, born, during, until等。教师应重点讲解这些词汇的用法和搭配，确保学生能够熟练掌握。
举例：讲解“born”一词，强调它表示出生的过去时态，与一般过去时的运用密切相关。
2.思维品质：培养学生通过课文内容和听力练习，分析、推断和总结过去事件的能力，激发学生的逻辑思维和批判性思维。

英语周报教案,高中牛津英语,模块八第二单元,Module8,Unit2Reading

The second period----ReadingTeaching Aims:1. Learn and master the following words and expressions:Cast; fall in love; feature; unconditional; be drunk with; exercise control over; break one’s promise; terrify; conduct2. Train the students’ reading abil ity.3. Get the students to learn about the Turandot..Teaching Important Points:1. Learn to use the following useful phrases:Cast; fall in love; feature; unconditional; be drunk with; exercise control over; break one’s promise; terrify; conduct2. Train the students’ reading ability.Teaching Methods:1. Fast reading to get a general idea of the text.2. Careful reading to get the detailed information.3. Asking-and-answering to help the students understand the text exactly.4. Pair or group work to make every student work in class.Teaching Aids:The multimediaTeaching ProcedureStep 1 GreetingsStep 2 Lead-inTo start the lesson by asking the students some questions1. Have you ever seen any of Zhang Yimou’s films? Besides films, what else has Zhang Y imou directed?2. Have you ever seen the Beijing Opera?3. Besides the Beijing Opera, have you ever enjoyed other foreign operas?Ask the students to talk freely in order to create an easy atmosphere to encourage the students to practise their spoken language. Ask the students to prepare some information in advance. Get thestudent to have a general idea of the opera.Step 3 Reading StrategyExplain the definition of a review to the students since different types of article have various ways of reading.1. What’s the definition of a review?A review is a report or an essay giving some information as well as some opinion or ideas about a book, performance, a painting or something similar.2. What should we pay attention to while reading a review of an opera?a. A review of opera usually starts with some background information.b. The review can five some important such as the actor’s names and finally an evaluation.c. The review may include lots of very descriptive words that reflect feelings.Step 4 Fast readingAsk the student to scan the text to finish the exercises in Part A1. What is Turandot?A: It is an opera that tells the story od a cold-hearted Chinese princess, named Turandot, who lives in the Forbidden City. To avoid marriage, she says that any potential husband must answer three riddles correctly or die.2. Who wrote Turandot?A: Giacomo Uccini wrote the opera. The final scene was completed by Franco Alfano, one of his students, based on Puccini’s notes after he died.3. Was the performance indoors or outdoors?A: It was performed outdoors.Step 5 Listening and comprehensionListen to the recording and ask the students to finish the exercises on P 20 Part C11. Why does the writer think that the Forbidden City is a good setting for Turandot?A: Because she felt that she could almost feel the history.2. What kind of person is Turandot?A: She is cold-hearted.3. What happened to the prince who could not answer the princess’s riddles?A: He was killed.4. What does Calaf say will happen if Turandot can guess his name by sunset?A: She does not have to marry him.5. What has Turandot’s father promised her?A: He promised to allow Turandot to choose her own husband.6. How many times will Turandot be staged in the Fobidden City?A: Eight.7. Who took part in this performance of Turandot?A: Turandot was played by Sharon Sweet from the USA, Liu was played by Barbara Hendricks from the USA and Calaf was sung by Kristian Johannsson form Iceland.8. What were the key ingredients for eh production of this opera?A: The bringing together of the group of people from many countries, the music and the setting. Step VI Post-readingIn order to have a accurate understanding of the text, ask the students to finish Part D on P 20. And explain some more language points to the students.1. witness n.a person who sees an event happening, especially a crime or an accidente.g. According to (eye) witnesses, the robbery was carried out by two teenage boys.witness vtto see something happen, especially an accident or crime:Witness doing sthe.g. He arrived home just in time to witness his brother being taken away by the police.2. setting n.the time and the place in which the action of a book, film, play, etc. happense.g. The play has its setting in a wartime prison.be set in …e.g. The story was set in Britain of the nineteenth century.3. take ona. to accept a particular job or responsibility:e.g. She took too much on and made herself ill.b. to employ someone:e.g. She was taken on as a laboratory assistant. c. to compete against or fight someone:e.g. The Government took on the unions and won.d. to begin to have a particular quality:e.g. Her voice took on a troubled tone.Step IX HomeworkPreview the text.Finish Exercise E on Page 21.。

Module8Unit2教案2022-2023学年外研版八年级英语上册

举例：学生能够在小组讨论中使用该句型来询问同伴更喜欢北京还是西安，并给出理由。
2.教学难点
（1）词汇的准确运用：学生对词汇的准确运用可能存在困难，例如，容易混淆“ancient”和“famous”等词的用法。
解决方法：通过例句展示、词义对比等方式帮助学生明确词汇用法。
（2）语法的正确使用：一般现在时和一般过去时的区别及运用对学生来说是一个难点，特别是时态在句子中的正确运用。
举例：学生能够使用“There are many historical buildings in Beijing, including the Forbidden City and the Temple of Heaven.”来介绍北京的名胜古迹。
（4）目标句型：“Which city do you like better, ... or ...?”的运用，学生需要学会使用该句型进行比较和选择。
（二）新课讲授（用时10分钟）
1.理论介绍：首先，我们要了解一般现在时和一般过去时的基本概念。一般现在时是描述习惯性动作或状态的时态，而一般过去时则是描述过去发生的动作或状态。它们是描述历史文化名城时常用的时态。
2.案例分析：接下来，我们来看课文中对北京和西安的描述。这个案例展示了如何运用这两种时态来描述城市的历史和现状。
2.实验操作：为了加深对时态的理解，我们将进行一个小游戏，通过卡片和图片来练习使用一般现在时和一般过去时。
3.成果展示：每个小组将向全班展示他们的讨论成果和时态练习的情况。
（四）学生小组讨论（用时10分钟）
1.讨论主题：学生将围绕“北京和西安的历史文化特色”这一主题展开讨论。他们将被鼓励提出自己的观点和想法，并与其他小组成员进行交流。
五、教学反思
在今天的教学中，我发现学生们对北京和西安的历史文化非常感兴趣，他们在讨论环节表现得积极主动，这让我感到很欣慰。通过本节课的学习，我意识到以下几点：

牛津译林版高中英语选修模块八选修模块8Unit2 Project教案-新版

牛津版选修8Unit2 Project教案The universal languageTeaching aimHelp students use what they have learnt to finish a project by working together. Teaching important and difficult points1. Help the students understand the text to collect as much information as they can.2. Ask the students to have a discussion about which singer or band they will focus on, what they will include in the project and how they can organize their webpage. Teaching aidsA computer and a projector.Teaching procedures:Step 1 Dictation.Step 2 Lead-inIn this unit, we have discussed different kinds of music. So today let’s have a closer look at the history and development of pop music.Step 3 First readingAsk the students to read the article “From jazz to pop” and then answer the qu estions. What is this text mainly about?It is about the history and development of pop music.How many periods can pop music be divided into according to the writer?Five periods. Early jazz, swing music, R&B, rock and roll, and 1960s pop music. Step 4 Second readingRead different parts of the text on by one.1. What was the most important instruments used in jazz?The trumpet is one of the most important instrument used in jazz2. Who is considered as one of the founding fathers of jazz?Louis Armstrong1. What is the difference between swing music and traditional jazz?Swing music is faster than traditional jazz and have a sort of swinging feel to the music.2. What are included in “big bands”?Big bands included a pianist a violinist and a bassist, as well as others.3. Who is considered as one of the pioneers of rock and roll?Big Joe Turner.1. Which band was the most successful rock and roll band of the 1960s?The Beatles.2. What is “Beatlemania”?The phenomenon that masses of fans of the Beatles welcome this band at the airport. Step 5 Finish exercises B1 and B2 on the page 109Step 6 Discussion.Work in groups to discuss how to research and what to research about a singer or a band and then answer the questions in part B.Step 7 HomeworkEach group should choose a singer or a band to research and then divide the work among group members. Each group member will be responsible for searching for some information. Use the information collected to make a webpage after class and present them to the class on the display wall.。

[精选]第八册第二模块教案.doc

Module2Unit! We' re going to have a picnic一、教学目标1.知识目标：⑴能听懂、会说本篇对话；⑵掌握木课中的四会单词j_duck, noisy, picnic⑶掌握句型「simple future tense: be going toWhen are we going to eat?Wc" rc going to cat at half past twelve.What arc we going to do?Wc arc going to walk around the lake・⑷能模仿课文，运用重点句型进行扩展性的情景会话；2.技能目标—会用be going to谈论意图和计划3.悄感目标「培养学生英语学习兴趣的持续及敢于开口表达的情感态度二、教学重点「四会单词及句型，课文的掌握三、教学难点」能模仿课文，运用重点句型进行扩展性的情景会话四、教学准备-录音机，图片，单词卡片等。

五、教学步骤-Step 1 Warm-up1.Sing an English song.2.Ask the children: What do you like doing in your spare time? (Let more students answer)Step 2 Introduction1 .Teach the new words in different ways: duck, noisy, picnicThen let Ss remember the words in their own small groups.2.T: r m going to go to the park with my friends this weekend?r m going to go at nine. How about you,children?(J)r|i板书重点句型)What are you going to do?I' m going to--*.When are you going to go?r m going to go at---.3.Practice the sentences by different ways.4.Finish activity 3 of Pagc7. Ask the children to ask and answer in pairs.5.TextT:Do you want to know what did Darning, Simon and Simon" s mother do during the weekend?(1)Put the chart on the blackboard and ask the children to look at the picture carefully. Listen to the dialogue carefully and ask several questions.(2)Play the cassette and circle the new words.(3)Play the cassette and ask some questions・When are they going to eat?What are they going to do?(4)Play the cassette again and pause after each sentence for the children to repeat.6.Practice in groups and act out the dialogue・Step 3 SummaryGroup work:让生口己总结"be going to”的用法。

英语周报课件,高中牛津英语,模块八,Module8,Unit2,Project

牛津版高二 Module 8
Unit 2
The universal language Project
First reading
What is this text mainly about? It is about the history and development of pop music. How many periods can pop music be divided into according to the writer? Five periods. Early jazz, swing music, R&B, rock and roll, and 1960s pop music.
Complete the outline of this part Swing music is a kind of jazz for _d_a_n_c_in_g_. It is _fa_s_t_e_r than traditional jazz music. Swing music was usually played in dance halls by “_B_ig__b_a_n_d_s_”, including a pianist, a violinist and a bassist, as well as others.
Complete the outline of this part
Jazz began in t_h_e__U_S_A__. After W__o_r_l_d_W__a_r_I_, jazz was the most popular type of music. It came from the folk songs of _A_m__er_i_c_a_n_b__la_c_k__sl_a_v_e_s.

牛津英语8Bunit2教案

8A Unit 2全数教案Warm-up activities1 Before looking at the comic strip, revise some of the to describe personalities focusing particularly on ‘smart’. Also revise comparatives and the structure ‘there be’. Preteach structures (‘What is …like?, It’s like…’) out of context.2 Ask students to study the page for a few minutes. Encourage them to ask any questions about the conversation. Invite more able students to give comments about the last sentence.3 After students have grasped the amusing message of the page, use it as a starting point for brainstorming on ‘What is school like?’ Ask students make comments, write everything on the Bb.4 Do a mini survey of students’ opinions.Presentation (Welcome to this Unit)1 Introduce the idea of the main language spoken in different countries around the world. Start with Chinese then move on to English. English is used as a main language in the following countries: Britain, Ireland, the USA, Canada, Australia and New Zealand. Talk to students briefly about different varieties of English used around the world.2 Ask students to read the list of words in Part A. Check for pronunciation and explain any unfamiliar words. Give them more British and American words to match.Language pointsWhy don’t dogs…? What is school lik e? Be like watching TV, fewer advertisements, autumn—fall, American football—football, football—soccer, film—movie, secondary school—high school, etc.Homework1 Learn the language points by heart.2 一课三练3 Preview the Reading Part.Presentation (Reading A)1 Talk about different countries to introduce the idea that there are different kinds of schools around the world.2 On the Bb, write the headings ‘Life in a Chinese School’. Brainstorm quickly students’ ideas about what they want to tell people in other countries about their school life. Focus on enjoyable and special aspects of school.3 Write ‘Life in a British school’ and Life in an American School’ on the Bb. As a pre-reading activity, ask students what they think lives in these schools are like. Elicit subjects, different class activities, extra-curricular activities and clubs.4 Ask students to read the text. Explain any difficult words.5 Divide the class into two groups. Allocate one of the letters to each group. In pairs, ask students to underline the main points . Then ask them to circle all the keywords in the text. Ask students to make a gird with the different ‘Wh-‘ questions.Presentation (Reading B)1Ask students to do Part B1 on their students to check their answer with a partner. Invite less able students to find and underline the words in the text on page 20. Check answers orally with the whole class.2 Divide the class into pairs. Students read the conversation in Part B2 first without filling the blanks. Check whether they understand the conversation.3 Ask a pair of more able students to read the conversation to the class, pay attention to fluency, pronunciation and stress. Provide feedback on the correct choice of words for each blank.Presentation (Reading C)1 Do the class feedback as a quiz. Divide the class into eight groups. Students check their answers with members of their group. Ask students to close their books while I read the sentences and tell me whether the sentences are true or not.2 Ask students to correct the false sentences.3 Explain and read the words in the box in Part C2 .Ask students to look at the pictures on the page and complete the task on their own. Students select the correct phrases for each picture.4 Ask students to check in the text on page 20 to find out whether each picture is from John or Nancy.5 Write some questions about the reading passage.* What are the names of the two students?* What are the names of their towns?* Why does John love Home Economics most?* How old are students when they learn to drive in American?* What do older students do at the buddy club?* What is the name of Nancy’s buddy?Language points (Part A)Year 8, a mixed school, have lessons together, Home Economics, how to cook and sew, how to do things for myself, cook healthy and tasty meals, a reading week, have to, the end of each class, as well, in 9th grade, driving lessons, drive me to school, it’s faster than taking a bus, twice a week, spend a lot of time practicing, go to a bubby club, help me with my homework, my hero, have a great time doingLanguage points (Part B)A close friend, with a pleasant taste, an article by a girl from the USA, be called, someone you admire very muchHomework1 Learn the language points by heart.2 一课三练3 Preview the Vocabulary Part.Presentation （Vocabulary）1 This section helps students expand their active vocabulary about school subjects. Ask students to read the words in the box and match pictures with correct subjects on their own.2 Check answers with class as a whole.3 Point out that two adj. are introduced, one using the prefix ‘un-‘ and the other using the suffix ‘-less’. Give them more examples.Unhappy, unhealthy, uncomfortable, carelessRead all the adj. Students should be able to recognize all the words. Ask them to do the task on their own first and then compare with a partner.Language pointsWant to learn more about the subjects that British students study, attach to, unimportant, unpopularHomework1 Learn the language points by heart.2 一课三练3 Preview the Grammar Part.Presentation （Grammar Part A）1 Use the context in Part A1 to arouse students’ interest. Talk to students about how many hours they spend doing various down the results in a table on the Bb. Introduce the idea of ‘more than’,’fewer than’ and ‘less than’.2 Ask students to study the sample sentences at the top of the each sentence. Invite students to make one more sentence about each picture.3 Review the difference between countable and uncountable nouns. Elicit 6-7 nouns to illustrate the differences.4 Ask students to read and complete ‘Work out the rule!’5 Ask students to study the table in Part A1 carefully. Work out the correct information and complete sentences 1-4. Complete the table with their own information to arouse their interest. Ask them abouttheir results comparing with Nancy’s and John’s.Presentation （Grammar Part B）1 Ask students to look at the pictures at the top of the pageand read the sentences under each picture. Explain that we use ‘the most’ for the largest amount and ‘the fewest/the least’ for the smallest amount.2 Ask students to read the sentences on their own and then ask questions to elicit the rule in the introduction.3 Ask students to read and complete ‘work out the rule!’4 Part B1 is a problem-solving task and they have to use deductive skills to work out the information from the table on page 24.5 Ask students to read out the sentences to check the answers..Presentation （Grammar Part C）1 Point to the picture and read the sample sentences. Ask students to identify the nouns in each sentence. Tell them that the two sentences have the same meaning. Elicit the different usage of wordsdepending on the position of the noun.2 Divide students into pairs and ask them to do Part C1. Read the worked example and point out the word order.3 students to look at the contents of their school bags. Ask them to show and name the things in it.4 Ask students to work in pairs to do Part C2. Ask each pair to tell the rest of the class about the similar objects they have in their school bags.Presentation （Grammar Part D）1 Point at the pictures at the top of the page and read the sentences. Explain when we use ‘the same as’ and ‘different from’.2 Use the topic of the school uniform to arouse students’ interest and help students refocus on the task more easily.3 Point at the pictures in Part D1 and explain that Millie and Simon go to Beijing Sunshine Secondary School and Tina and John go to Woodland School. Ask students to complete the sentences on their own and then read out the answers in class.4 Encourage more able students to make more comparisons on their own. Ask them to make a summary of their findings using the ideas given in Part D2.Language pointsMore than, fewer than, less than, compare…with, the most…, the fewest/the least, a large/small amount of, like---alike, the same as, different from, a uniformHomework1 Learn the language points by heart.2 一课三练3 Preview the Integrated skills, Speak up & pronunciation Part.Presentation （Integrated skills A）1 Read the list of future plans before playing the recording.2 Invite students to talk about their own and their partner’s future hopes.3 Play the recording. Students listen carefully and put a tick next to each correct phrase as they hear it. Stop the recording after each phrase listed in Part A1 if necessary.4 Ask students to read Millie’s letter addressed to Mr Zhou, the editor, on their own. Read the completed letter to check the correct answers.5 Play the recording for Pa rt A3 and ask students to complete Sandy’s letter on their own. Go through the list of phrases in the table on page 12 again. Read the completed letter.Presentation （Integrated skills B）1 Close the books and listen to me while I read the conversation. Ask students to repeat the sentences as they hear them.2 Ask students to practice the conversation in pairs and then change roles.3 Ask students to bring photos of their friends. Divide them into pairs and invite them to ask each other questions about the people in the photos. ., Who is the boy on your left? What’s he like? What would he like to be when he grows up?Language pointsPopular, help people solve problems, make friends, make people happy, editor, try to do---try to be kind to people, try my best to help them, a social worker, I’m really happy to do, future plans, It is great to do, become a famous singer, agree/agree with, one of the nicest boysHomework1 Learn the language points by heart.2 一课三练3 Preview the Main task & Checkout Part.Presentation （Study skills）1 Ask more able students what they want to find out when they read a passage. Write ‘What’s it about?’ on the Bb and try to elicit the other questions listed on the page. Underline the ‘Wh-‘ words.2 Read the letter to the whole class. Ask more able students to close the books while I read. Ask some open questions, . , Who is Cindy? Why is Cindy unhappy? What is Cindy’s problem? Explain difficult or unfamiliar words.3 Ask students to read the letter carefully and underline the main points on their own using a pencil initially. Remind them to refer to the ‘Wh-‘ questions at the top of the page. Divid the class into groups of four and ask students to compare the main points they have underlined. Go throughthe letter again sentence by sentence and check the answers.4 Ask more able students to underline main points and circle keywords.5 Tell students to read them again, and answer the ‘Wh-‘questions. Students work in pairs.Language points （Study skills）Smiling, general appearance, pleasant, abilityPresentation （Main task）1 Explain the context of entering a writing competition of a teenagers’ magazine. If possible, find out about similar writing.2 sk students to look at Daniel’s notes in Part A.3 Remind students that when we take notes, we don’t need to write in complete sentences--- we just need to write down the keywords.4 Encourage students to use a variety of adj. to avoid repetition. Remind them of the adj. they’ve learned in this unit.5 Ask students to read Daniel’s article in Part C on their own. Then ask general questions to check comprehension.6 Ask students to underline the adj. in the article.7 Ask students to identify the four paragraphs in the article. Help them identify the purpose of each paragraph. Then focus on the layout of the article, ., introduction, main body and conclusion.8 Make sure that students are aware of the use of pronouns, which help link different ideas and sentences together and avoid repetition of names.9 Ask students to writ e a rough draft using their notes in Part B, Daniel’s article as a model and the plan in Part D.Language points （Main task）Live next door, have been friends for almost 10 years, wear a smile on her facePresentation （Checkout）1 Tell students that they will be able to check their use of adj., comparatives and superlatives in the structures they have learned in the unit by doing Part A.2 Ask students to read through the table and complete the conversation.3 Tell students that they need to select the correct adj. and noun phrases to fit the context of the sentences in the diary entry in Part B. Set a time limit.Language points （Checkout）Climbing, what about playing football?, a friend like Alan, answer questions correctly Homework1 Learn the language points by heart.2 一课三练3 Preview Unit 3。

高中英语Module 8 Unit 2 project 教学案选修八

Module 8 Unit 2 project 教学案Fast readingHow many kinds of music are mentioned in this passage? What are they?Detailed reading:1) early jazzLouis Armstrong ---one of the___________________ What’s special as performing?2) R & B (____ and _____ ) 3) Rock and roll : Big Joe TurnerHe is considered one of the _______ of rock and roll. In ____he released the first R & B song called ___________________Why didn’t he achieve much fame when he was alive?Sam Philips ---a ___________I could ____ ____ _____ if I could find ____ ____ ____ who could sing like a black man!Elvis Presley ----- The Hillbilly Cat “猫王 ”He has often been called __________ because of his _______________. However, he became less ________ two years after he was _________ the army.4) Pop musicBeatles were known as the _____ rock and roll band of the ____, but they broke up in ____. Were the Beatles popular at that time? And how do you know?Post reading1. make friends with2. split up/break up3. be anchored in...4. be intended for sth.5. make a fortune6. cut short (his musical life)7. be drafted into8. be seen as9. play an important role in 10. turn out 11. masses ofKEY:Fast reading: Five kinds of music : early jazz, swing rhythm and blues rock and roll pop music Detailed reading:错误！不能通过编辑域代码创建对象。

《Module+8—unit2》+教案1

Module 8 AccidentsUnit 2 I was trying to pick it up when it bit me again.【教学目标】●Knowledge objectiveKey vocabulary—under,plate,bite,climb,hide,throw,fridge,prepare,hurt,pain,worse,medicineKey structures—in pain●Ability objectiveTo get information about traffic rules.To master the past continuous tense.●Moral objective1. To help students know the importance of dealing with the accidents.2. To know about how to deal with the sudden accident.【教学重点】1. To get information from the reading material about accidents.2. To learn some new words.【教学难点】To understand the main idea of each paragraph of the article.【教学方法】PWP method, task-based method.【教学手段】A tape recorder, multimedia and some pictures【教学过程】Teaching Procedures:Step 1 Revision and lead-inLook at the pictures and guess what is he/she doing?Step 2 Consolidate new wordsLook and say.The teachers shows the pictures of new words and let the students to say as quickly as possible.Step 3 Talk about what you can do with a mobile phoneWork in pairs. Talk about what you can use a mobile phone to do.-I can use a mobile phone to call people/play music/take photos…-…Step 4 Look at the picture and say what’s happeningLook at the picture and say what’s the accident and draw the answers from the students.Step 5 Listen and answer the questions1.Where did the accident happened?2.When did he leave hospital?Step 6 Read the passage and answer the questions1. Where did the snake bite him?2. When did Jackson pick up his mobile phone?3. Why couldn’t th e doctor help him at first?Step 7 Read the passage and choose the correct answerFirst let the Ss read the passage carefully and then choose the answer according the passage.Step 8 Complete the passage with the correct form of the words in the boxRead the passage carefully and get the main idea and choose the words from the box, then use the correct form to fill in the blanks.Step 9 Language pointsLet Ss master the main points of the passage.Step 10 Learning to learnLearn about more knowledge about writing.Step 11 Write a short story about an accident1.Find these words and expressions in the passage in Activity 3.2.Look at how they are used to tell the story.e the words and expressions to write a new story.Step 12 SummaryLet Ss talk about what they have learnt in class.Step 13 ExercisesLet the students practice the main points in Unit 2.Step 14 中考链接Do some exercises from the entrance exam to senior high schools. Step 15 HomeworkWrite a passage to tell about your experience when you were in danger. 【课后反思】。