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北师大版英语八下Unit 3 Communication Workshop (第1课时)教学设计

北师大版英语八下Unit 3 Communication Workshop （第1课时）教学设计一. 教材分析北师大版英语八下Unit 3 Communication Workshop（第1课时）的主要内容是关于描述人物外貌、性格和兴趣爱好的交际场景。

通过本节课的学习，学生能够掌握相关词汇和句型，运用所学知识进行实际交流。

教材以任务型教学法为导向，注重培养学生的语言运用能力和交际技巧。

二. 学情分析八年级的学生已经具备一定的英语基础，对于描述人物外貌和性格的特点有所了解。

但部分学生可能在实际交际中仍存在一定的困难，如词汇量不足、语法运用不熟练等。

因此，在教学过程中需要关注学生的个体差异，充分调动学生的积极性，提高他们的交际能力。

三. 教学目标1.知识目标：学生能够掌握描述人物外貌、性格和兴趣爱好的相关词汇和句型。

2.能力目标：学生能够在实际交际中运用所学知识，提高语言运用能力。

3.情感目标：通过小组合作，培养学生团结互助的精神，增强自信心。

四. 教学重难点1.重点：描述人物外貌、性格和兴趣爱好的相关词汇和句型。

2.难点：如何在实际交际中灵活运用所学知识，提高交际能力。

五. 教学方法1.任务型教学法：通过设定真实情境的任务，引导学生参与课堂活动，提高实际交际能力。

2.情境教学法：创设生动、形象的教学情境，激发学生的学习兴趣。

3.小组合作学习：培养学生团结互助的精神，提高交际能力。

六. 教学准备1.教学课件：制作包含人物图片、词汇和句型的课件。

2.人物卡片：准备不同人物的外貌、性格和兴趣爱好卡片。

3.录音设备：用于播放人物描述的录音。

七. 教学过程1.导入（5分钟）利用课件展示不同人物的照片，引导学生猜测人物的职业、性格和兴趣爱好。

学生可以自由发表自己的看法，教师给予鼓励和指导。

2.呈现（10分钟）教师展示人物卡片，引导学生说出描述人物外貌、性格和兴趣爱好的词汇和句型。

如：She has long black hr and big eyes. He is tall and thin, and he likes playing basketball.3.操练（10分钟）学生分成小组，每组挑选一张人物卡片，用所学词汇和句型描述卡片上的人物。

北师大八下Unit3 Communication Workshop(共34张PPT)

德国
德国的新年，庆祝时间前后有一周。这期间，家家户户都要摆上一棵枞树和横树，树叶间系满绢花，表示繁花如锦，春满人间。德国人在除夕午夜新年光临前一刻，爬到椅子上，钟声一响，他们就跳下椅子，并将一重物抛向椅背后，以示甩去祸患，跳入新年。孩子们组成乐队，穿上新衣服，拿着口琴和手风琴，列队在街上吹奏。成年人则手持彩旗，跟在后面呐喊唱歌，欢庆新年，德国的妇女在新年里要即兴表演家庭题材的喜剧小品。在德国的农村流传着一种过新年的风俗－ “爬树比赛”，小伙子们顺着光秃秃的树比赛爬高，第一名被誉为“新年英雄”，以示步步高升。
Country
Celebrations
begin with a family dinner; Spain eat twelve grapes — one for each
stroke
put on decorations on the door Japanese and windows; make rice cakes;
4. Jason has / has never made zongzi.
5. Jason prefers sweet / salty zongzi.
6. Jason has heard / beaten the drums on the dragon boats.
7. Jason thought the dragon boat races were enjoyable / too loud.
Look at the pictures and guess what the festival is.
New Year’s Day 元旦(1月1日)
Read the text and find out the answers to the questions.

北师大版英语八年级上册Unit3 Communication Workshop 精品教案Ⅱ

学生回顾任务，即本节课评选出班级六篇最好的报道，激发学生的热情和兴趣。由此，学生讨论好报道的评价标准。
CW
IW
5’
Example evaluation
Step 2
1. Ss read the evaluation chart silently.
2. Ss try to evaluate one classmate’s example through the projector with the help of teacher.
学生根据评价反馈表，评价自己的文章并修改。
IW
5’
Group-evaluation
Step 4
Ss evaluate the writing of each other in groups of six.
1) Ss exchange their writings clockwise and evaluate every writing individually.
2. Ss share the reasons of the top writing.
3. Ss offer some advice on how to improve it.
学生在班级展示组内最好的文章并说明理由，同时提供建议，使文章更加完善。从而培养学生的自信心和成就感。
CW
15’
Homework: Polish your writing and hand it in the next day.
学生在老师的帮助下运用评价标准阅读并评价同学的文章，为自我评价和小组评价做铺垫。
Self-evaluation and revision
Step 3
1. Ss evaluate their own writings with the help of the evaluation chart.

九年级英语北师大版全一册Unit3CommunicationWorkshop优秀教学案例

4.利用多媒体手段，如课件、视频等，为学生提供丰富的学习资源，增强英语学习的趣味性。
（三）学生小组讨论
1.设计具有针对性和实用性的小组讨论任务，让学生在实际情境中运用英语进行交流。
2.引导学生分工合作，充分发挥每个组员的作用。
3.鼓励学生积极发表自己的观点和看法，培养他们独立思考和批判性思维的能力。
4.反思与评价的教学环节：教师引导学生对课堂教学活动进行反思，总结自己在英语交际中的优点和不足，制定相应的学习策略。同时，教师通过观察、交流、测试等多种途径，了解学生的学习情况，给予他们及时、准确的评价，有效提高了学生的学习效果。
5.个性化的教学设计：教师充分考虑了学生的实际需求和兴趣，设计了具有针对性和实用性的教学活动。同时，教师关注学生的个体差异，给予每个学生充分的关注和指导，使全体学生都能在课堂上得到相应的锻炼和提高，体现了以学生为中心的教学理念。
2.能够通过听力练习，理解英语口语中的节奏、语调、语音等方面的特点，提高英语听力水平。
3.能够运用本节课所学的沟通技巧，在实际情境中进行有效的英语口语表达，提高英语口语交流能力。
4.通过小组讨论、角色扮演等互动活动，培养学生的团队合作意识和沟通协作能力。
（二）过程与方法
1.采用任务型教学法，设计具有针对性和实用性的教学活动，引导学生主动参与，提高他们的英语实际运用能力。
1.培养学生对英语学习的兴趣，使他们认识到英语在实际生活中的重要作用，提高他们的学习积极性。
2.培养学生尊重他人、团结协作的良好品质，使他们学会在团队中互相帮助、共同进步。
3.通过本节课的学习，使学生树能力。
4.培养学生具备跨文化交际的意识，使他们了解不同文化背景下的沟通方式，为将来的国际交流打下基础。
（五）作业小结

Unit3CommunicationWorkshop教学设计七年级下册北师大版

Unit 3 munication WorkshopReadingExercise 1Purpose: to help students plete a survey report based on information in charts and graphs➢Direct students to the survey. Point out the three categories, Drinks, Meals, Snacks. Ask "Can you think of an example for each?" Elicit appropriate responses, for example, water, lunch, fruit. If you feel your students are ready to do the exercise, you may skip this step.➢Read and understand the sample text. Direct students to the survey. Say " Read the Healthy Eating Survey. " Monitor as students read, offering assistance as needed. After students have finished reading, direct them to the charts and graphs to the right. Explain that the charts and graphs represent the answers from a class that took the survey. Ask "Which charts or graphs go with which parts of the survey?" Elicit The first set of charts goes with the first section, the second set of graphs goes with the second section, and the third set of graphs goes with the third section. Point out the chart labeled Question 1. Ask students to identify what a, b and c stand for. In Students should indicate that a stands for choice a, b stands for choice b, and c stands for choice c. Then ask "What did most students answer for Question 1?" Elicit or provide b.Point out that b is bigger than a and c, so that means that most studentsanswered 6 for Question 1. Have students work in pairs or small groups to figure out the rest of the information in the charts and graphs. Ask questions similar to the ones above to confirm prehension.➢Direct students to the survey report. Say "Now read the survey and the charts and graphs again. plete the survey report" Monitor as students plete the report. If students need support, you may have them work in pairs or small groups.➢Go over the answers, having individual students read the sentences aloud.Answers1. healthy;2. some;3. sugar;4. healthy;5. junk food;6. some Expansion: Don't Stop!Note: Use this activity with more proficient students. Have students work in groups e up with another type of graphic organiser, for example, a picture graph, a line graph, an organisational chart, or a tree chart, to describe the results of the survey. Have students explain their charts or graphs to the class.WritingExercise 2Purpose: to help students prewrite by taking a survey and making charts and graphs to show the results➢Identify the structure and language for the special topic.Directstudents to the survey report in Exercise 1. Ask " Where did the writer get the information in the report?" Elicit or provide from the survey and the charts and graphs. Ask "How many paragraphs are there in the report?" Elicit three. Point out that each paragraph is about a different section. Point out the first paragraph is the introduction, which states the overall results (most students eat healthy food, but not healthy shacks or drinks). Then point out that the next paragraph is about drinks, while the third paragraph is about snacks. Ask "Is the language more formal or informal?" Revise the concepts of formal or informal if necessary. Elicit or provide It's more formal.➢Direct students to the survey in Exercise 1 and ask " Now take the survey". Monitor as students take the survey, offering assistance as needed. When students have finished, have them get into groups of four.Say "Now pare your surveys. What are the results?" Monitor as students talk about their surveys, paring their answers. When they've finished, say "Make charts and graphs to show your groups' results".Monitor as students draw the charts and graphs, offering help as needed.Direct students to the example charts and graphs. Allow them to be creative in ing up with their charts and graphs, as long as they are prehensible and can represent their groups' results.Exercise 3Purpose: to help students write a survey report about their groups' results➢List your structure. Direct students to the survey report in Exercise 1.Point out the information in the survey and where the writer got the information, for example, " A lot of students don't have healthy snacks or drinks."This information came from the charts for Questions 1 and2 and the graphs for Questions 56 and 7➢Write. Say " Use your survey, charts and graphs to write a survey report about your groups' results". Monitor closely as students write, offering help as needed. Be sure to give students enough time to write. If time is short in class, allow students to finish their passages for homework.➢Selfcheck. When students have finished writing, either give them a handout with the following checklist or write it on the board,□I have separate paragraphs for each section of the report.□I used more formal language.□I included all the results from our group.□I used the Key Words and Key Expressions correctly.□I doublechecked spelling, grammar and punctuation.Read the list aloud, making sure students understand meaning. Say " Now read your sur. vey report. Can you check all the points on the list?" Monitor as students read their reports, offering assistance on how they can improve them.➢Peerreview checklist. When students have finished doing the Selfcheck, have them swap papers with a partner. Alternately, you may collecttheir papers and redistribute them to the class, having peer editing done anonymously. Either give each student a handout with the following checklist or write it on the board:□Is the report interesting? If not, how could it be more interesting, for example, give more information or results?□Does the writer use formal language?□Does it answer all your questions about the writer's group? If not, what else would you like to know?□Did the student use the Key Words and t Key Expressions correctly? If not, circle them.□Is the spelling, grammar and punctuation correct? If not, circle where the student bust had problems.□Do you have any other suggestions?Read the questions aloud, making sure students understand meaning. Say " Now read your classmates' writing. Can you check all the points on the list?" Monitor as students read their classmates writing. Offer assistance on how they can give suggestions to o their classmates.➢Revise. When students have finished reading their classmates' papers and answering the questions on the Peerreview checklist, return the papers with the checklists. You may choose to have students meet and discuss their papers, or keep it anonymous. Say "Now use the information in the checklist to revise your reports". If time is short inclass, assign revision for homework.SpeakingExercise 4Purpose: to help students talk about their groups' results➢Say "Now tell the class about your groups results". Have a representative from each group e to the front of the class and tell the results of the survey. Encourage students not to simply read from their reports, but to summarise the results.➢After each group has had a chance to present their results, discuss the findings as a class. Ask "Are the groups' results the same or different?If different, how?" Discuss these questions as a class. You may even wish to have students prepare some charts or graphs to represent the entire class's results. Then ask " What are the results for the class?"Encourage students talk about what they found surprising about the results. You may also wish to see which group has the healthiest eating habits.Expansion: Don't Stop!Note: Use this activity to give students more practice.Have students prepare charts and graphs to represent the entire class's results. Encourage students to talk about the results. What, if anything, they found surprising about the results? Which group has the healthiest eating habits? Which has the least healthy?。

北师大版英语八年级上册 Unit 3 Communication Workshop 课件

A: Which class was the fastest in the 400 metres?
B: Class 2 was the fastest.
Work in pairs. Ask and answer questions about the school sports games.
slow / fast / high / long / strong
Write a report about the sports competition.
Class One, our class, was second. We had the fastest runner in the 100-metre race. But our class was the slowest in the 400 metres.
Class 2 Class 3
Think of a recent sports competition at your school. Fill the information in the table.
Event high jump long jump
100m 400m
Class 1 2nd 2nd 1st 3rd
Classes’ performances
School records
A photo
How can we write a report?
Title
School Sports Day
Introduction
Our School Sports Day was a success!
Classes’ performances
Read the report and complete the table.

北师大版英语八下Unit 3 Communication Workshop 教学设计

北师大版英语八下Unit 3 Communication Workshop 教学设计一. 教材分析北师大版英语八下Unit 3 Communication Workshop的主题是关于描述过去的事情。

本节课的主要内容是通过图片和情景对话，让学生学会如何询问和描述过去发生的事情。

教材中包含了丰富的图片、情景对话和练习题，旨在帮助学生提高英语口语交流能力和写作能力。

二. 学情分析学生在学习本节课之前，已经掌握了如何用英语进行简单的日常交流，并具备了一定的听、说、读、写能力。

但部分学生对于描述过去的事情的表达方式还不够熟练，需要通过本节课的学习来进一步巩固。

三. 教学目标1.知识目标：学生能够听懂、会说、会读、会写关于描述过去事情的关键词汇和句型。

2.能力目标：学生能够运用所学知识，用英语询问和描述过去发生的事情。

3.情感目标：通过小组合作和交流，学生能够提高团队合作意识和自信心。

四. 教学重难点1.重点：学生能够掌握描述过去事情的关键词汇和句型。

2.难点：学生能够运用所学知识，用英语询问和描述过去发生的事情。

五. 教学方法本节课采用任务型教学法、情境教学法和小组合作学习法。

通过设置各种情境和任务，引导学生主动参与学习，提高学生的口语交流能力和写作能力。

六. 教学准备1.教师准备：准备好教材、图片、多媒体课件等教学资源。

2.学生准备：学生提前预习教材，了解本节课的主题。

七. 教学过程1.导入（5分钟）教师通过展示一组图片，引导学生用英语描述图片中发生的事情。

例如：“What are they doing? What happened?”等。

2.呈现（10分钟）教师通过多媒体课件，呈现本节课的主题，并向学生介绍相关的关键词汇和句型，如：“yesterday”, “today”, “tomorrow”, “What did you do yesterday?”, “I went to the park with my friends yesterday.”等。

北师大版八上Unit3Communication Workshop(共25张PPT)

13、He who seize the right moment, is the right man.谁把握机遇，谁就心想事成。2021/9/42021/9/42021/9/42021/9/49/4/2021 •14、谁要是自己还没有发展培养和教育好，他就不能发展培养和教育别人。2021年9月4日星期六2021/9/42021/9/42021/9/4 •15、一年之计，莫如树谷；十年之计，莫如树木；终身之计，莫如树人。2021年9月2021/9/42021/9/42021/9/49/4/2021 •16、教学的目的是培养学生自己学习，自己研究，用自己的头脑来想，用自己的眼睛看，用自己的手来做这种精神。2021/9/42021/9/4September 4, 2021 •17、儿童是中心，教育的措施便围绕他们而组织起来。2021/9/42021/9/42021/9/42021/9/4
succeed vi. 成功
If you work hard, you will succeed. 如果你努力工作，你就会成功。
succeed (in) doing sth. 成功地做某事
He is certain to succeed in doing his
experiment. 他做试验一定会成功。
Work in pairs. Ask and answer questions about the school sports games.
➢ Which class was the slowest in the 400 metres?
➢ Class 1 was the slowest.
➢ Which class was the fastest in the 100 metres ?
Unit 3

八年级英语北师大版上册册Unit3CommunicationWorkshop(第一课时)教学设计

b.展示图片，并鼓励学生快速回答。
c.对回答正确的学生给予表扬，增强他们的自信心。
d.引导学生关注本节课的主题——不同的交流方式。
（二）讲授新知
1.教学活动设计：
通过讲解、示例和练习，向学生介绍本节课的核心词汇和句型，如“text message”, “social media”, “How do you usually communicate with your friends?”等。
3.采用任务型教学法，设置真实的交流场景，引导学生主动参与，培养其合作意识和解决问题的能力。
4.注重个体差异，针对不同学生的学习需求，给予个性化的指导和鼓励，提高学生的学习信心。
5.通过课堂评价，了解学生的学习进度，及时调整教学策略，促进教学目标的达成。
（三）情感态度与价值观
1.培养学生尊重和理解不同的交流方式，认识到沟通的重要性，提高人际交往能力。
1.学生在交流方式方面，对于电话、短信等传统沟通方式较为熟悉，但对于社交媒体等新兴沟通工具的了解相对有限，需要通过本节课的学习，拓宽他们的知识视野。
2.在语言技能方面，学生的口语表达能力有待提高，特别是在描述不同交流方式时，时态运用不够熟练。因此，教学中需要重点关注这一方面的训练。
3.学生在情感态度上，对于英语学习存在一定的兴趣，但部分学生可能因为学习压力和自我要求过高，导致学习积极性不高。因此，教学中需要关注学生的情感需求，激发他们的学习兴趣。
e.课堂小结：教师引导学生总结本节课所学内容，强调重点和难点，巩固所学知识。
3.教学评价设想：
a.采用形成性评价，关注学生在课堂活动中的表现，及时给予反馈和鼓励，提高学生的学习积极性。
b.设计课后作业，检测学生对本节课知识的掌握程度，并根据作业反馈调整教学策略。

八年级英语北师大版上册册Unit3CommunicationWorkshop(第一课时)教学设计

2.能够运用一般现在时和一般过去时的疑问句和陈述句，进行简单的交流，如“Do you like...?”、“What did you do yesterday?”等。
3.能够运用目标句型进行情景对话，如“Can I help you?”、“Yes, I'd like...”等。
4.能够通过观察、模仿和实践，掌握正确的语音、语调，提高英语口语表达能力。
八年级英语北师大版上册册Unit3CommunicationWorkshop（第一课时）教学设计
一、教学目标
（一）知识与技能
在本章节的学习中，学生将掌握以下知识与技能：
1.能够理解并运用本节课所学的关于日常交流的词汇和短语，如“Hello, how are you?”、“I'm fine, thank you”等，进行基本的自我介绍和问候。
3.教师创设情境，展示目标句型的用法，如“Can I help you?”、“Yes, I'd like...”，并引导学生进行模仿和实践。
4.教师针对学生的发音、语调进行针对性指导，提高学生的英语听说能力。
5.教师通过讲解、示范、练习等方式，帮助学生掌握本节课的新知识。
（三）学生小组讨论
1.教师将学生分成小组，每组根据所学知识进行角色扮演，进行问候、自我介绍等情景对话练习。
5.强化团队合作训练，培养学生的沟通能力和团队协作精神。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本节课的重点在于使学生掌握日常交流的词汇和短语，如“Hello, how are you?”、“I'm fine, thank you”等，并能运用一般现在时和一般过去时的疑问句和陈述句进行简单交流。
4.利用多媒体教学资源，创设生动、真实的语言环境，让学生在实践中学习、运用英语。

初中英语北师大版七年级上册《Unit 3 Communication Workshop》教学课件

注意人称变化
Read and choose which is Linlin’s room? And why?
Linlin’s room is Room a.
1 2 3 4 5 6 7 8
Read and answer the questions.
1. How is Linlin’s room?
It’s small but tidy.
4. Where is the letter from? It’s from LinLin. 5. What’s LinLin’s email address? LinLin11emailX
6. What’s the email mainly about? It’s about Linlin’s room.
On the shelves above
the bed.
1
7.Are all of the books Linlin’s?
2 3
4
No. (No, they aren’t.)
5 6
7
6
7
8
Read and answer the questions.
8.Is the window big or small?
2. What is Linlin’s favorite color?
Her favourite colour is green.
1
1
2
2
3
4
5
6
7 8
.
Read and answer the questions.
3. Is there a bed in her room?
Yes, there is.
1.熟读、背诵课文。 2.根据中文提示完成句子。 3.试着描写自己的房间。

八年级英语北师大版上册册Unit3CommunicationWorkshop(第一课时)优秀教学案例

5.巩固（10分钟）：通过游戏、竞赛等形式，让学生进一步巩固本节课所学知识。
6.总结（5分钟）：对本节课的内容进行简要回顾，强调一般过去时的表达方式。
7.作业布置（5分钟）：布置相关的书面和口头作业，巩固所学知识。
二、教学目标
（一）知识与技能
1.学生能够掌握本课的生词和重点句子，理解并运用一般过去时描述过去发生的日常活动。
（四）总结归纳
1.对本节课的学习内容进行简要回顾，强调一般过去时的表达方式和用法。
2.引导学生总结自己的学习心得和体会，提高学生的自我反思能力。
3.进行课堂小测验，检验学生对一般过去时的掌握情况，及时发现和解决问题。
（五）作业小结
1.布置相关的书面和口头作业，巩固所学知识。
2.要求学生通过日记、故事等方式，运用一般过去时描述过去发生的日常活动。
（三）情感态度与价值观
1.学生能够感受到学习英语的乐趣，培养对英语的兴趣和自信心。
2.学生能够认识到学习英语的重要性，培养积极的学习态度和良好的学习习惯。
3.学生能够在交流中，尊重他人，理解他人，培养合作精神和团队意识。
4.学生能够通过学习英语，拓宽视野，增长知识，培养跨文化交际的能力。
5.学生能够将所学知识运用到实际生活中，提高生活质量和综合素养。
教学目标：
1.能听懂、会说、会读本课的生词和重点句子。
2.能运用一般过去时描述过去发生的日常活动。
3.能通过pair work和group work等形式，提高合作能力和交际能力。
4.能培养对英语的兴趣和自信心，提高自主学习能力。
教学重难点：
1.掌握一般过去时的表达方式。
2.能够运用所学知识进行实际交流。
2.学生能够通过听、说、读、写等多种方式，运用所学知识进行实际交流。

Unit 3 Communication Workshop Writing 英语写作课设计(北师大版

(B) Last year in June, we had a big party to celebrate my mum and dad’s sixtieth birthday. We held the party at my sister’s house and invited all the family and, of course, lots of my parents’ friends. A few of my good friends came as well.(C) First my cousin and I put out the welcome mat. I made 3 litres of orange juice. Then the people started coming and we served drinks. After that I started frying some food and my corsin started serving the food. Unfortunately, while I was talking to a friend I burnt the sausages!(D) My Uncle Jim spent all evening taking photos. He took one terrible one of Auntie Barbara giving me a kiss! Dad was very funny. I’ll never forget him dancing with mum at the party. I had a really good time with all my friends.(A)The party went on until really late. One of the neighbours came to complain about the noise, but in the end she came in and had a drink. The last people to leave were Tom and Sarah. The house was a bit of a mess and my sister made us all a cup of tea. It was a great party!(B) Last year in June, we had a big party to celebrate my mum and dad’s sixtieth birthday. We held the party at my sister’s house and invited all the family and, of course, lots of my parents’ friends. A few of my good friends came as well.(C) First my cousin and I put out the welcome mat. I made 3 litres of orange juice. Then the people started coming and we served drinks. After that I started frying some food and my corsin started serving the food. Unfortunately, while I was talking to a friend I burnt the sausages!(D) My Uncle Jim spent all evening taking photos. He took one terrible one of Auntie Barbara giving me a kiss! Dad was very funny. I’ll never forget him dancing with mum at the party. I had a really good time with all my friends.(A)The party went on until really late. One of the neighbours came to complain about the noise, but in the end she came in and had a drink. The last people to leave were Tom and Sarah. The house was a bit of a mess and my sister made us all a cup of tea. It was a great party!(B) Last year in June, we had a big party to celebrate my mum and dad’s sixtieth birthday. We held the party at my sister’s house and invitedall the family and, of course, lots of my parents’ friends. A few of my good friends came as well.(C) First my cousin and I put out the welcome mat. I made 3 litres of orange juice. Then the people started coming and we served drinks. After that I started frying some food and my corsin started serving the food. Unfortunately, while I was talking to a friend I burnt the sausages!(D) My Uncle Jim spent all evening taking photos. He took one terrible one of Auntie Barbara giving me a kiss! Dad was very funny. I’ll never forget him dancing with mum at the party. I had a really good time with all my friends.(A)The party went on until really late. One of the neighbours came to complain about the noise, but in the end she came in and had a drink. The last people to leave were Tom and Sarah. The house was a bit of a mess and my sister made us all a cup of tea. It was a great party!(B) Last year in June, we had a big party to celebrate my mum and dad’s sixtieth birthday. We held the party at my sister’s house and invited all the family and, of course, lots of my parents’ friends. A few of my good friends came as well.(C) First my cousin and I put out the welcome mat. I made 3 litres of orange juice. Then the people started coming and we served drinks. After that I started frying some food and my corsin started serving the food. Unfortunately, while I was talking to a friend I burnt the sausages!(D) My Uncle Jim spent all evening taking photos. He took one terrible one of Auntie Barbara giving me a kiss! Dad was very funny. I’ll never forget him dancing with mum at the party. I had a really good time with all my friends.(A)The party went on until really late. One of the neighbours came to complain about the noise, but in the end she came in and had a drink. The last people to leave were Tom and Sarah. The house was a bit of a mess and my sister made us all a cup of tea. It was a great party!。

Unit3CommunicationWorkshop(第一课时)教学设计八年级英语北师大版上册册

Unit 3 munication Workshop（第一课时）Lesson Focus·By reading the model essay, summarize the content of their writing.·bined with the evaluation criteria, modify the content of your own writing. ReadingExercise 1Purpose: to help students understand the content of a text and plete a table Read and understand the sample text. Direct students to the photo, the caption and the title. Ask“What do you think the article will be about?”Elicit the results of school sports games. If you feel your students are ready to do the exercise, you may skip this step.Say“Read the report. Which teams were the best and the worst in the school?”Monitor as students read the first time, offering assistance as needed. After students have finished reading, ask“Which teams were the best and the worst?”Elicit Class Three was the best, and Class One was the worst.Say "Read the article again. plete the table below". Monitor, offering help as needed. If students need support, have them work in pairs.Go over the answers, first having students pare their answers with each other. Then ask individual students to say the answers aloud, as they plete a similar table on the board. Encourage students to answer in plete sentences.pushups: 2nd, 3rd, 1stpullups: 2nd, 3rd, 1stlong jump: 1st, 2nd, 3rdhigh jump: 3rd, 1st, 2nd400m; 3rd, 1st, 2nd100m; 3rd,2nd,1stSpeakingExercise 2Purpose: to help students ask and answer questions about a textDirect students to the table and the Example. Read the example dialogue aloud, or have two students read it. Ask“Where can you find that information in the table?”Give students some time to study the table. Then elicit or provide, pointing to the table on the board. If you feel your students are ready, you may skip this step.Say““Study the table and think of questions you can ask your partner”.Monitor, offering help as needed. You may wish to have students write down the questions before speaking. If students need support, have them work in pairs.Have students get into pairs. Say“Ask and answer questions about the school sports games”Monitor, offering help as needed. Make notes of serious errors and have a feedback session at the end of the activity.Exercise 3Purpose: to help students plete a table with information on recent sports games at schoolAsk““Can you think of recent sports games at school?”Brainstorm the sports events at your school. Write some of them on the board. Ask students if they remember the results of the games, and which class came in first, second and third. If students can't remember, provide them this information, which you have gathered ahead of time.Say““Now plete the table”. Monitor, offering help as needed. If students need support, have them work in pairs.Go over the answers, asking individual students to say them aloud.plete a similar table on the board, making sure all students have the correct information.Exercise 4Purpose: to help students write sentences paring classes' performances in sports gamesBrainstorm what you want to write. Write some adjectives and adverbs on the board, for example, good, bad, fast, high, long, etc.Alternatively, elicit these from students, asking them to think of adjectives and adverbs that describe sports games. Ask students to tell you the parative and superlative forms of the words. Elicit the rules forforming paratives and superlatives, reminding students to use than with paratives and the or a possessive adjective with superlatives. If you feel your students are ready, you may skip this step.Direct students to the table in Exercise 3. Say“Now, using the information in the table, write sentences paring the classes' performance in the sports games. ”Monitor, offering help as needed.。

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