外研版英语八年级英语上册精品教案【全册共12个模块】

外研版英语八年级英语上册精品教案【全册共12个模块】 知识水坝(豆丁网@pologoogle)为您整理 外研版英语八年级英语上册精品教案【全册】 外研版英语八年级上Module 1 How to learn English 全模块教案 I. Teaching goals 模块教学目标 听Listen and understand the advice given 技 说 Learn to ask for and give advice 能 读 Read advice about studying 目 写 Write a letter asking for advice about studying Write an English study plan 标 Asking for advice What should I do to …? How can I …? Can you give me some advice? 功Can you help me? Giving advice You should … How about …? Why don‘t …? 能 Don‘t forget to … Try (not) to … It‘s a good idea to … 语句 言式 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 目 标 1(重点词汇 translate, translation, correct, match, number, repeat, grammar, pronunciation, spelling, term, advice, mistake, notebook, else, radio, newspaper, message, each, excellent, orchestra, send, language, 词improve, basic, watch, guess, just, yourself, shy, conversation, deep, breath, smile, remember, forget, place, count, wish, borrow, group, mark, club, start, together, hear 2(认读词汇 writing, punctuation, pen friend, other, piece, accent 汇3. 短语 write down, each other, enjoy yourself, all the time 语Review the present simple, past simple, future simple, present continuous 法 tense 重1. How about listening to the radio or reading a newspaper in English? 2. And why don‘t you write down the correct spelling and grammar next to the mistakes? 3. I think everyone should have a pen friend and write email messages 点to each other. 4. Many people are shy when they speak English, so before you begin, take a deep breath and smile! 5. And when you‘re shopping, how about counting the English words, or saying the English names for everything you see? 句 子 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 II. Teaching material analyzing 教材 分析 定性数据统计分析pdf销售业绩分析模板建筑结构震害分析销售进度分析表京东商城竞争战略分析 本模块以“How to learn English”为话题，以学习征求建议、提出建议的 方法 快递客服问题件处理详细方法山木方法pdf计算方法pdf华与华方法下载八字理论方法下载 为主线，介绍了单词分类记忆、根据上下文判断词义;听力细节辨认、反向推理;略读等学习方法。通过模块学习，学生除了能掌握上述英语学习方法之外，还可以根据同学的建议制定更适合自己的学习计划;同时，模块也复习了一般现在时、现在进行时、一般过去时、一般将来时的用法。 Unit 1 通过听、读、说训练，初步学习给别人提建议的方法。其中活动1要求将所给 表 关于同志近三年现实表现材料材料类招标技术评分表图表与交易pdf视力表打印pdf用图表说话 pdf 示学习活动的词汇分类;活动2要求根据录音判断对话主题;活动3—5听读包含建议的对话并完成填表、答问等任务。活动6学习英语中的连读法;活动7根据提示口头练习给别人提建议的方法。 Unit 2 通过读、写训练，学会向别人征求建议或给别人提出建议。其中活动1要求学生列举自己在语言学习活动中遇到的实际困难。活动2—4要求学生阅读一语言学习网站“问答专栏”中内容后完成补全句子、回答问题等练习。活动5—6要求学生根据自己的学习实际，完成一封求助信并征求同学的建议。 Unit 3 对“提供学习建议”的功能项目进行综合训练，并在此基础上完成制定学习计划的任务。其中活动1、2 要求听取Charlie和Mary的对话，选出所听到的表示建议的句式并完成问答练习。活动3—5 要求根据所供图片，描述、评论Jack的学习、生活情况，并根据提示问题提出建议。活动6要求阅读 Helen的问题并用所供表达完成Simon的回信。活动7—9是词汇的拓展训练:其中7要求根据图片写出单词;8用所供词汇组成短语;9用所供词汇完成句子。Around the world给学生介绍了通过多种渠道学习英语的方法。Module task要求学生反思自己的英语学习，通过图标明晰信息，并根据图标信息制定学习计划;然后小组交流，提出修改建议。 III(Class types and periods 课型设计与课时分配 Period 1 Listening and speaking Period 2 Reading and writing Period 3 Integrating skills Period 4 Vocabulary and task IV. Teaching plans for each period分课时教案 Period 1 Listening and speaking Language goals 语言目标 1. Key vocabulary 重点词汇 translate, translation, correct, match, number, repeat, grammar, pronunciation, spelling, term, advice, mistake, notebook, else, radio, newspaper, message, each, excellent, orchestra 2. Key structures 重点句式 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 How about …? Why don‘t you …? You should … But try (not) to … Ability goals 能力目标 Enable students to give advice on English learning. Teaching methods 教学方法 Listening and speaking. Teaching aids 教具准备 Tape recorder, handout. Teaching procedures and ways 教学过程与方式 Step I Warming-up (1: P2) Talk about English learning. T: English is a widely-used language. People in more than one hundred countries speak English. And many more countries take English as second language. Learning English is fun, and of course not an easy job. But what is in English? What are we going to learn (about English)? Do you know? Encourage students to speak out what they have in mind. S: We‘ll learn English letters and words. S: We‘ll learn to speak English. S: We‘ll learn how to talk to foreigners. … T: You are right. We are going to learn a lot about English, such as grammar, pronunciation, vocabulary, and how to listen, speak, write and read English. Now please look at activity 1 on page 2. Ask students to read the words aloud and try to match them with the headings. It‘s best if you can tell them something about each of the item. Make sure students understand each of the items (And try to include the words in activity 2 as well!). Take ―Grammar‖ for example: T: Grammar is part of English. It helps us form words and sentences. It helps us check our speaking and writing. For example, you can say ―I am Daming.‖, but you cannot say ―I is Daming.‖ That‘s grammar. ... Check the answers by asking some students to read the words. Step II Listening (2: P2) First encourage students to tell the meaning of words in activity 2 and try to give some examples for each item, and then ask them to listen to the conversations and match them. T: Next we are going to listen to some short conversations. In the conversations, Daming, Lingling and Miss Li are talking about English learning. Listen carefully and try to match these conversations with the words in the box in 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 activity 2. But before this, can you first tell me the meaning of these words? Ask students to tell the meaning of these words either in Chinese or English and then listen to the conversations. Check the answers. Ask students to try to give the reasons why they choose the words. Step III Listening and reading (3—5: P2—3) Listening Ask students to listen to the conversation between Ms James and her students carefully with books closed. Then ask students to listen again and finish activity 4. Check the answers with the class. Then ask student to listen to the conversation again and finish the following exercises. Show the following. Put the following into English. 1. 你何不把正确的拼写和语法写在出错的地方, 2. 课堂上你应该讲英语。 3. 还有别的吗, 4. 每天核查一下生词本是个好主意。 5. 可是千万别逐词翻译每个单词。 6. 我认为大家都应该找个笔友，而且彼此应经常写电子邮件交流信息。 Sample answers: 1. Why don‘t you write down the correct spelling and grammar next to the mistakes? 2. You should always speak English in class. 3. What else? 4. It‘s a good idea to check your vocabulary notebook every day. 5. But try not to translate every word. 6. I think everyone should have a pen friend and write email messages to each other. Reading Ask students to work in pairs and read the conversation repeatedly and then ask some pairs to act out the conversation. Then ask and answer the questions in pairs. Step IV Speaking (6, 7: P3) Ask students to listen to and repeat the sentences in activity 6. T: When we speak English, we often read some syllables (one ending with consonant and the other beginning with a vowel) together. Now listen to the recording and repeat these sentences. After a few minutes, ask students to work in pairs and ask and answer the questions in activity 7. Sample conversation: S1: What should I do to improve your grammar? 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 S2: You should do more exercises. S1: What else? S2: Try to read more English books and newspapers. S1: I‘ll try to. S2: And don‘t forget to read some grammar books. S1: Thanks very much. … Step V Homework Ask students to 1. read the conversation in activity 3 repeatedly. 2. finish activities 1-4 on page 112 in Workbook. Period 2 Reading and writing Language goals 语言目标 1. Key vocabulary 重点词汇 send, language, improve, basic, watch, guess, just, yourself, shy, conversation, deep, breath, smile, remember, forget, place, count, wish 2. Key structures 重点句式 What do you think? This is a good way to … Ability goals 能力目标 Enable students to read and write a letter involving asking for and giving advice on English learning. Teaching methods 教学方法 Reading and writing. Teaching aids 教具准备 A computer and a projector. Teaching procedures and ways 教学过程与方式 Step I Warming-up (1: P4) In this procedure, introduce some English newspapers or magazines to the students. Ask if they know the Q & A column, and how they read these newspapers and magazines. Prepare some newspapers and magazines before class. Show some newspapers and magazines, such as 21st Century Teens, English Weekly, etc. T: Hello, everyone. Here are some English newspapers and magazines. Have you ever read them? S: Yes. I have read English Weekly. I like the paper. It helps me a lot. S: I have read 21st Century Teens for junior students. It‘s great. … T: Well, what questions do you have about understanding real English? S: I can‘t understand the native speakers well. What should I do? 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 S: Some sentences are difficult to explain. What do you think? … T: Good. About speaking English, what questions do you have? S: Sometimes I can‘t find suitable words to express myself. S: Do we need a very large vocabulary to speak fluent English? … T: Well. How about learning vocabulary? S: I find it hard to remember so many words in a short time. S: Sometimes I find it hard to put them into use. … T: Yes, we do have questions during learning English. If you have any problems in your study, you can write to the papers or magazines and ask for help. Did you know the Q & A column? S: Yes. It‘s very interesting and helpful. T: You are right. These newspapers and magazines are popular with middle school students. They help improve our English. And the Q & A is a great column. It gives us advice on how to learn English. It also helps us with some difficulties in learning English. Step II Reading (2—4: P4—5) Task In this procedure, students will read some questions and answers about English learning and learn the way to ask for and give advice. T: On page 4 there is a passage about English learning. Now read the passage and fill in the following form. Show the following. Name From Questions where Sample answers: Name From Questions where Li Hao Hubei What do you think of watching English films and listening to real English songs? Sam I‘m shy and can‘t speak to foreign teachers, what should Suzhou I do? Oliver Anhui What should I do to remember all the new words? Then ask students to read again and complete activities 3 and 4. Check the answers as follows. T: There are often students asking questions about learning English. These are usually the basic (Write basic on the blackboard) questions. What are the three 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 basic questions about learning English? S: How do you think of watching English films and listening to real English songs? S: I‘m shy can‘t speak to foreign teachers. What should I do? S: What should I do to remember English vocabulary? T: We learn English for communication. Do you find it easy to have a conversation (Write conversation on the blackboard) in English? S: I find it not easy because I can‘t find the suitable words. S: I think it‘s easy because I can speak fluently. … T: Well, just take it easy. When we talk with others in English, don‘t be afraid to make mistakes. If so, you‘d better take a deep breath (Write take a deep breath on the blackboard) and keep yourself calm and confident. Well, what do you often do after you take a deep breath? S: I often do something hard for me. S: I often do so before I begin with something new. T: Right. Sometimes we may feel nervous about something, then the best thing you can do is to take a deep breath. OK, now take a deep breath, and answer my question: Can you count or say the number of words you know? S: Yes, I can. I think it‘s easy. S: Yes, but I‘m not sure. T: I often hear some of you say, you can remember new vocabulary easily but forget easily too. What about you (point to one student)? Do you forget (Write forget on the blackboard) new vocabulary quickly or do you remember (Write remember on the blackboard) it? S: I forget it quickly. I don‘t know why. S: I can remember it because I often use it. T: Great. The best way to remember new vocabulary is to use it in sentences. But if you can‘t, do you feel shy (Write shy on the blackboard) about it? S: Sometimes I do. T: Then what makes you shy? S: I often speak broken English. It makes me shy. S: I can‘t get high marks in English. It makes me shy. T: But I do think it‘s not necessary to feel shy about it. We should face these difficulties with a smile. (Write smile on the blackboard) Here I want to know how you feel when you smile. S: I feel happy. T: After reading the passage, which piece of advice do you think is the best to help you improve your English? S: I think the third piece is the best because I often find it difficult to remember new vocabulary. S: I think the second piece is the best because I like smiling. S: I think the first piece is the best because I enjoy English films and songs. Strategies 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 T: Great! These are some basic ways of reading. Now look at the screen: Which way(s) did you use? Show the following. 1. Find the key words. 2. Read the topic sentences. Encourage students to use the above strategies to read the passage again and help them answer the following questions. Show the following. 1. There are three questions in the passage. Can you describe them in simple words? 2. What are the topic sentences for the fifth and seven paragraphs? Sample answers: 1. understanding real English, speaking English, learning vocabulary. 2. 5th: Take a deep breath and smile when you speak to foreign teachers. 7th: Try to remember eight or ten words a day. T: From above, we can see 1) Reading is not going through the whole text word by word or sentence by sentence. 2) Topic sentences are not always at the beginning of paragraphs. Post-reading Ask students to read the questions and answers again and say what advice the writer gives for each questions. Show the following chart. Questions Advice What do you think of watching Talk about the film or song with English films and listening to real friends, and guess the meaning of the English songs? new words. I‘m shy and can‘t speak to foreign Take a deep breath and smile when teachers, what should I do? you speak to foreign teachers. What should I do to remember all the Try to remember eight or ten words a new words? day. Check the answers by asking some students to read the answers. Step III Writing (5—6: P5) Making a list Ask students to list things they‘re (not) good at in English. Sample list: Good at: Listening: I can understand the speakers. Speaking: I can speak fluently. Reading: I can read fast and get the main idea of the text. Writing: I write diary in English every day. Vocabulary: I can remember new words easily. Grammar: I find it easy to remember the rules. Translation: I can find the right words quickly. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 Not good at: Listening: I can‘t remember what the speakers say. Speaking: I often make mistakes when speaking English. Reading: I try to find the meaning of each new word in the dictionary. Writing: I can‘t write English sentences correctly. Grammar: It‘s difficult to put the rules into use. Translation: I can‘t find the right words and often put the sentences in wrong order Writing a letter asking for advice Sample version: Dear Language Doctor, I understand the speakers, but I can‘t remember what they say. After listening, I find nothing has left in my mind. Can you help me? Best wishes, Lingling Writing a letter giving advice: Dear Lingling, You can‘t expect to remember all things at once. Try to take some notes while listening. And don‘t expect to catch every word of the speaker. Remember always be confident with yourself. Language Doctor Step IV Homework Ask students to 1. work in pairs and practice asking for and giving advice on English learning. 2. finish activities 5-8 on page 113 in Workbook. Period 3 Integrating skills Language goals 语言目标 1. Key vocabulary 重点词汇 borrow, group, mark 2. Key structures 重点句式 How about …? Why don‘t you …? Remember to … Ability goals 能力目标 Enable students to listen to and give advice. Teaching methods 教学方法 Cooperative learning. Teaching aids 教具准备 Tape recorder, handout. Teaching procedures and ways 教学过程与方式 Step I Warming-up 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 Show the following situations. Ask students to practice asking for and giving advice. 1. Li Ming likes playing computer games. He sleeps late in the evening and is often late for school. 2. Jessie is very interested in sports. She takes part in all kinds of sports activities at school. And she often watches the World Cup late in the evening. But she falls far behind others in study. Her parents are worried about that. 3. Lucy likes eating snacks but often misses meals. She becomes fat day by day. She feels worried. T: Look at the three situations. What advice would you like to give them? S: Playing games is helpful in developing our minds. But we shouldn‘t put all our hearts on it. Li Ming should not spend too much time on it. S: Jessie should spend more time on her study. S: Try not to eat too much snacks and do more exercise. T: Thank you for your advice. Step II Listening (1, 2: P6) Ask students to list the ways of giving advice. Then ask them to listen to the conversation and check the answers. T: Next, we‘ll listen to a conversation between Charlie and Mary. Before listening, please read through the seven items in activity 1. Play the tape through and ask students to listen and check the answers. For activity 2, ask students to read through the questions first, and try to guess what the conversation is about. Then listen and write the answers to the questions. Play the tape through for students to complete the answers. Call back the answers from the whole class. Step III Speaking (3—5: P6—7) In this procedure, students will work in pairs and talk about Jack‘s daily activities and give him advice, and then practice giving advice according to the problems. First ask students to work in pairs and talk about the pictures. T: Jack is student of your age. What does he do every day? Now look at the pictures and say what he usually does. You can write down your ideas, OK? Sample conversation: S1: What does he do in the evening? S2: He usually watches TV and goes to bed late. After this, ask students to discuss how to be a good student. First ask students to fill in the following blanks. Show the following. T: From the pictures we can see Jack often watches TV and goes to bed late in the evening, and he also gets up late in the morning. During the class, he doesn‘t listen to the teacher and he speaks Chinese in English classes, and he 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 can‘t do his homework well / write words in groups, so he gets bad marks in the exams. Do you think he‘s a good student? S: No. T: Then can you give him some advice? S: He should go to bed on time / early. S: He should get up early. S: Listen to the teacher in class. … T: Good. But how to be a good student? Now please discuss the question. Sample dialogue: S: To be a good student, you should go to bed on time and get up early. S: And listen to the teacher and try to speak more English in class. S: Don‘t forget to do your homework well. … T: Well done. To be a good student, you should work hard and form good habits of learning and living. Now please read the problems in activity 5. What advice would you give? Now discuss in pairs. Sample conversation: S1: I have a problem. I can‘t remember new words? What should I do? S2: OK. You should read and write them down in groups in your notebook repeatedly. S1: And I can‘t find my dictionary. S2: I often leave my homework at home. S1: So why don‘t we tidy our rooms and put our things away? S2: You‘re right. S1: By the way, I want a new book to read and I want some information about Beijing. Can you help me? S2: Of course. I want to know where the Beihai Park is. I think we should go to the library or the bookshop, or we can look on the Internet. S1: Good idea! S2: The teacher tells us to watch TV programs in English, but it‘s difficult to understand. Do you have any ideas? S1: You should just try to understand the story, not everything you hear. S2: That‘s right. I think we should listen to some English music too. S1: Great! How about buying a radio? S2: Well, OK. Start right now. Let‘s go. … Step IV Reading (6: P7) Ask students to finish activity 6 individually, and then check the answers by asking different students to read different parts of the completed letter. Step V Homework Ask students to 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 1. finish activities 9—13 in Workbook on page 114. 2. look on the Internet and find more English learning resources. Period 4 Vocabulary and task Language goals 语言目标 1. Key vocabulary 重点词汇 club, start, together, hear 2. Key structures 重点句式 You can learn English from … It‘s a good idea to … And don‘t forget to … Ability goals 能力目标 Enable the students to Teaching methods 教学方法 Revision and application. Teaching aids 教具准备 A computer and a projector. Teaching procedures and ways 教学过程与方式 Step I Warming up and lead-in (7: P8) Check the homework. And then ask students to read Around the world and discuss the content. T: There are many websites for English learning on the Internet. Have you found any? S: BBC World Service — Learning English. S: China Daily — Language tips. … T: Besides these, we can also learn English in the following ways. Now look at the pictures on page 8. But first you‘ll have to work out the words for these things. Call back answers from the whole class. T: Yes. We see these things every day. And we can learn English with these things. For example, in picture 1, we can see a notebook. What can we do with a notebook in learning English? S: We can keep new words down in it. S: Make notes in it when listening to teacher. … T: Good. The palest ink is better than the best memory. (好记性不如烂笔头) One way to learn English well is always keep your notebook with you. What can we learn from the other pictures? S: We can read English newspapers. S: Listen to the radio. … Step II Vocabulary (8, 9: P8) 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 Ask students to complete activities 8 on page 8 individually. And then check the answers with the whole class. Then ask students to make as many phrases as possible using the words in activity 9 by having a competition. T: Next, we‘ll have a competition. Work in groups of four and make phrases using the words in activity 9. Let‘s see which group can produce most phrases. Ask group leaders or representatives to present their results and decide the winner. Step III Writing an English study plan (10—13: P9) In this procedure, ask students to complete the table in activity 10 and then make an English study plan on their own. And then ask them to work in groups and give advice to each other. Sample plan: 1. Start with picture dictionaries, study pronunciation, watch TV, and listen to taped conversations, for 1 - 2 hours each day. 2. Start to read newspapers / magazines, for 1 - 2 hours each day 3. Review grammar and vocabulary once a week. 4. Go to the English Corner every week. 5. Watch English News on TV every evening. 6. Listen to English radio programs every morning. Step IV Homework Ask students to 1. to review what they have learned in this unit. 2. to finish activities 9—15 in Workbook as self-assessment. Teaching resources 教学资源库 I. Why learn English Learning to speak English well may be the best thing you can do to improve your life. That's right. Do you think it would be fun to have access to information that other people can't get? Talk and write letters to interesting people that others can't communicate with? Impress people around you whenever you opened your mouth? Make big jumps in your career, leaving others miles behind? You can get this entire if you speak English well. Get access to knowledge What are you interested in? Is it science? Music? Computers? Health? Business? Sports? Today's media — such as the Internet, television, and the press — give you almost unlimited access to knowledge about your favorite subjects. After all, we live in the information age, don't we? There's only one problem. Most of this knowledge is in English. Here are some examples of knowledge you can use if you know English: 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 , Most pages on the Web. That's over a billion (1,000,000,000) pages of information! It's amazing that learning just one language gives you access to almost all knowledge on the Internet. , Books — on any subject, from all over the world. Read books by British or American authors, and books translated from other languages. Whatever you're interested in, you can read about it in English! , The press. Only English-language magazines and newspapers can be bought in every part of the world. You don't have to search for Time, Newsweek, or the International Herald Tribune! , Science. English is the key to the world of science. In 1997, 95% of the articles in the Science Citation Index were written in English. Only about 50% of them were from English-speaking countries like the USA or Britain. , News reports. Watch international television networks, such as CNN International and NBC. They broadcast news much faster, and more professionally, than smaller, national networks. And you can watch them everywhere in the world. Communicate with people We like to call English "the language of communication". Why? Because it seems all the people in the world have agreed to use English to talk to each other. , About 1,500,000,000 people in the world speak English. Another 1,000,000,000 are learning it. , 75% of the world's letters and postcards are written in English. , Almost all international conferences and competitions are conducted in English. For example, the Olympics and the Miss World contest. , Diplomats and politicians from different countries use English to communicate with each other. English is the main language of organizations like the United Nations, NATO, and the European Free Trade Association. If you can communicate in English, you can: , Contact people from all over the world. Talk about your ideas and opinions on Internet discussion groups. Send e-mail to interesting people. Learn about their life and culture. , Travel more easily. Communicate with people wherever you go — English is spoken in more than 100 countries. Ask directions, have a conversation, or... ask for help. Who knows, maybe English will save your life someday! Enjoy art like never before English lets you feel the culture of the world like no other language. With a good knowledge of the English language, you can do wonderful things: , Watch American and British films in the original. Once you try it, you'll never go back to dubbed versions! 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 , Read great books. Every famous book was written in English or it was translated into English. There is an amazing number of titles — from classic plays like Hamlet to modern thrillers like Jurassic Park. , Enjoy English-language music more. Believe us: music is much better if you can understand the words. Push your career forward Knowing English will let you: , Put "excellent knowledge of English" on your CV. Get your dream job, and earn more money. , Gain technical knowledge. English is the language of technology, especially high technology like computer science, genetics, and medicine. If you're going to read about technology, you'll probably have to do it in English. , Learn computer science. Read technical articles without difficulty. Or write your own articles! , Be a world-class businessman (or -woman). It's simple. International business is done in English. And all business today is international. So if you want to play, you have to know English — to contact other businesspeople, go to conferences, read international business newspapers and magazines, etc. , Become a better scientist. Contact scientists from other countries, go to international conferences, and visit academic centers abroad. Learn about new scientific discoveries by reading papers, books, and magazines. , Use your computer more effectively. Most computer applications are in English, so you will understand them better — and become a better employee. Learn new skills for your job. The section "Get access to knowledge" explains how English helps you learn. II. 10 Tips for English Learning 1. How do you memorize new words? New words should be mastered in several ways. First, pronunciation, if you want to pronounce the word correctly, you'd better listen to it first and practice it again and again by imitation. Second, spelling, if you want to memorize the word how to spell, you'd better learn some knowledge for word building and pronunciation rules. Third, meaning and use, if you want to know the exact meaning and use of the word, you'd better learn it through context and reading. Finally, you should work hard on it. 2. How do you improve your reading? First, look at the title of the passage if there is. You can get the general idea of it. Then you pay attention to the first and last sentence of very paragraph of the passage. You can get the main idea of the paragraph. Third, through the context (上下文), you guess the new words that you come across. Finally, note the style and tone in order to the writer's implication in meaning. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 3. How do you improve your speaking? You can improve your speaking only through practice. Firstly, don't think of too much grammar, when you speak. You try to speak the key words, if you cannot speak the whole sentence, but you must speak the key words clearly and correctly. Secondly, pay attention to the different rhythms (节奏) between English and Chinese. We Chinese tend to stress the words equally, while the English words in the sentence tend to be stressed quite differently. The words with important information are normally stressed. Lastly, try to use your gestures and your facial expressions to go with your verbal communication. 4. How do you learn English grammar? The purpose of learning grammar is to help learners to have a better understanding of the language. It is no use remembering grammar rules by rote because there are no rules without exceptions. It is sensible to use English grammar as a tool to help you to understand and master English. You learn grammar only through language phenomena (现象)because it comes from it. So you learn those rules and do some exercises to practise them. 5. How do you improve your listening? You can improve your listening only through listening a great deal and there is no shortcut. First, you should have the right pronunciation of the words in your mind so learn to pronounce them correctly. Then, you try to catch the meaning of the sentence but not the separate meanings of the words, that is, do not concentrate on words too much but on the meaning as a whole. Third, pay attention to the liaison, (连读) loss of explosion and assimilation (同化) of the words. Lastly, pay attention to the stressed words and guess the meaning through the intonation. 6. How do you start to learn English? First, you must have your purpose of learning English in your mind. Do you want to improve your oral English or written English or for the purpose of tests? Second, what level are you at? Are your English intermediate? Lower or upper? Third, choose the way to learn English according to your time and finance. Do you want to learn English by self-study, English class, English courses on the radio, English learning software or even online courses on the Internet? Finally, you must study hard and insist on learning continuously for a year or two. 7. How do you improve your translation? First, learn some basic rules for translation. Then you must have a good master of both English and Chinese. Finally, you must practise, practise and more practise. You can refer to some bilingual magazines English world for example. You practise translation from Chinese to English and vice versa(反过来). Then you have some comparison with their translation. After some period of practice, you will make great progress. Practise makes perfect. 8. How do you tell the differences of English synonyms? There are no synonyms which are exactly the same. You should think of the synonyms in these ways. The style is different. Formal or informal? The meaning is different. General or specific? It is different in grammar. Different collocations and different sentence patterns. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 9. How do you learn English verb tense? First, pay attention to the adverbial of time, if there is one, in the sentence. Different adverbials of time indicate the use of different tense. Second, the meaning of predicate verb. Some verbs tend to be used a certain tense. For example, I like music. The word like tends to be used in simple present tense. Third, note the context, it will give you hints to use a certain tense. Finally, you'd better do some exercises in order that you have some consciousness (意识) of using English tense. 10. How do you buy English dictionary? Nowadays, there are so many different kinds of dictionaries. Find the kind of dictionary that you are looking for. Then you'd better find out who is the publisher? Is it a well-known publisher? How many copies has it been published? The more, the better. What do you think of the printing quality of the dictionary? 外研版英语八年级上Module 2 Experiences全模块教案 I. Teaching objectives 模块教学目标 听 Listen for experiences described in present perfect tense Skill 说 Talking and asking about experiences Focus 读 Reading passages talking about experiences 写 Write about experiences Asking and talking about travel experiences I‘ve always wanted to … …has / have flown all over the world. 功…has / have never been to … 能 句I‘ve never … 式—Have you ever …?—Yes, I have. / No, I haven‘t.—Has he / she …? —Yes, he / she has. / No, he / she, hasn‘t. 1. 重点词汇 Language Experience, ever, competition, airport, captain, Focus country, before, wonderful, prize, sound, someone, kind, western, abroad, fantastic, anywhere, delicious, sandwich, sell, seat, beside, only, yet, stone, climb, 词palace, time, name 汇2. 认读词汇 cabin, steward, reckon, brilliant, dream, Chinatown, Italian, pizza, musician, dagger, taste, roast, another, seafood, entertainment 3. 短语 take off, come true, more than 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 Sally has invited me to stay with her in England one day. 重Has she visited China before? 点 句No, she hasn’t. But I sent her a DVD and she‘s watched it. 子Have you ever entered a competition? No, I haven’t. The present perfect tense 法 语have / has been done II. Teaching materials analyzing教材分析 Module 2以Experiences为话题, 将Tony 和Lingling准备参加报纸举办的竞赛并赢得去伦敦旅游的机会作为导入，让学生在听、说、读、写技能训练的过程中学会通过正确使用现在完成时询问并讨论有关经验、经历的话题，并能根据课文以及所给出的提示，结合自己的实际，写一篇有关自己经历的短文。 Unit 1以Have you ever entered a competition为话题， 通过听、读、说的技能训练让学生学会如何运用现在完成时讨论和询问自己和他人的经历。其中Listening and vocabulary包括6个Activities。 1&2 要求学生通过听力训练，结合图片掌握本单元的生词与表达。3以Tony 和Lingling准备参加报纸举办的竞赛并赢得去伦敦旅游的机会为载体，通过听读训练， 让学生熟悉运用现在完成时态询问并讨论与经验有关的话题。4要求学生通过填表格准确理解和把握阅读文章所提供的信息。5 要求学生根据课文内容运用现在完成时，就Lingling和Sally是否做过某事，结对询问。6要求学生根据所给问题的提示，通过回答问题，正确理解所给生词的意义。Pronunciation and speaking包括2个Activities。7&8通过听说训练，培养学生正确的语音、语调，学会如何询问经历。 Unit 2以Wei Ming has been all over China by plane为话题，通过读写训练让学生学会讨论自己和他人的经历;并能根据所学内容和提示，通过结对讨论， 书 关于书的成语关于读书的排比句社区图书漂流公约怎么写关于读书的小报汉书pdf 写有关经历的内容。Reading and vocabulary 包括5个Activities。1 要求学生围绕所给主题:音乐会、西餐、梦想的实现、乘坐飞机、出国结对进行讨论。2呈现了5段有关经历的描述。3要求学生在正确理解课文内容的基础上在Activity 1中找出与Activity 2内容相匹配的问题。4要求学生通过阅读，正确理解划线部分代词所指代的事物。5 要求学生通过回答问题，正确理解所给生词的意义。Writing包括2个Activities。要求根据所学内容和提示，通过结对讨论，以书面形式呈现有关经历的讨论内容。 Unit 3 通过14个Activities的练习，对学生在模块2中所学内容进行复习巩固。1&2要求学生根据所给关键动词和图片以及提示，运用现在完成时态完成明信片。旨在训练学生运用现在完成时正确描述并询问经历。3&4要求学生就所给内容，运用提问经历的相关句型:Have you ever…? 完成一份调查报告，并在此基础上结对进行对话练习。5要求学生对所给单词进行分类，帮助学生归类记忆单词。6 &7通过听力活动培养学生运用英语获取细节信息的能力; 8让学生通过对话，熟练掌握询问别人经历的句型，同时学会正确运用have / has;9 要求学生在正确理解句意的基础上选填短语。Around the world为学生讲解了迪士尼乐园的概况;Mould task要求学生用问卷的形式完成对同学有关经历的调查。10 要求学生根据所提供的主题，运用现在完成时态对生活经历进行提问;11要求学生小组活动， 选出自己认为最佳的问题，培养学生合作学习的能力。谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 这两个活动可以看作是小组活动的准备阶段;12要求学生根据所给提示完成一份问卷调查;13要求学生提问并记录下其他同学的经历。14要求报告调查内容，训练学生输出信息的能力。 III. Class types and periods 课型设计与课时分配 Period 1 Listening and reading Period 2 Reading and writing Period 3 Integrating skills (1) Period 5 Integrating skills (2) IV. Teaching plans for each period分课时教案 Period 1 Listening and reading Language goals 语言目标 3. Key vocabulary 重点词汇和短语 experience, ever, competition, airport, captain, country, take off, before, problem, wonderful, prize, sound 4. Key structures 重点句式 Has she visited China before? Take off from Beijing Capital Airport and land in London. And Sally has invited me to stay with her in England one day.仙， Have you ever entered a competition? Ability goals 能力目标 Enable students to get familiar with the words and expressions about experience Enable students to know how to use the present perfect tense. Teaching methods 教学方法 Listening, reading and discussing。 Teaching aids 教具准备 A tape recorder, a projector and some slides. Teaching procedures and ways 教学过程与方式 Step I Lead-in & Speaking Arouse students‘ interests in talking about their experiences and some of the new words. T: How is it going, everybody? S: Fine! T: Good! I think that is helpful for you to guess. Well, listen carefully. Here we go: It is in London and very famous. It was completed between 1858-59. It is named probably after Sir Benjamin Hall. It is a 320 foot high Clock Tower. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 … Show students the above items one by one. And make them to guess what it is according to the specific information given. S: It’s Big Ben! T: Great! Show students the picture of the Statue of Liberty. T: It‘s Big Ben! It‘s one of the most famous places of interest in London. And do you know any others? S: Yes! The London Eye. / Buckingham palace. / Fleet Street. / Parliament House / Madame Tussauds & The London Planetarium. / Sunset House. / The London Dungeon / British Museum. / Tower of London. / Tate Modern. / Westminster Abbey. / Hampton Court Palace. / Dali Universe… S: Cambridge and Oxford, T: Great! London is such a beautiful place. And I hope one day all of you can visit there. And that will become your unforgettable experience (Show students the word.). So you see, traveling around the world is a kind of experience. Can you give me other kinds of experience? Here give students some hints if necessary. For example: having a picnic, hiking, holding a party, joining a party, and even staying with parents during the weekend are kinds of experience. Encourage students to share theirs with other students simply and help improve their ability in communicating gradually and also further understand the word experience. T: Good job! Can you tell me what your most exciting experience was? Ask students to share their most exciting experiences with others using the past simple. Make them further understand what experience is and learn to talk about experience. T: Wonderful! You have had so beautiful experience! So, here I‘ll tell you my secret. Do you want to know? (Say to students secretly.) S: Of course! T: My favorite place is… After a moment, ask students to concentrate and listen to the teacher carefully. And then show them a picture of Swiss. T: Do you know where it is? S: Swiss. T: Great! Your geography must be perfect! (Show them the thumb to show your praise.) It is a very beautiful place! I want to go there in the day time. And even when I go to sleep (Act as if the teacher is sleeping.), I often dream about going there. It‘s holiday of my dreams. Repeat what the teacher has said or done to make sure that students understand the nature and meaning of dream. And then show the sentence: When you go to sleep, what do you dream about? Where do you want to go for your dream holidays? And ask them to say something about that. T: Wonderful! I do hope someday your dream can come true! Well, some of you 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 said that London is holiday of your dream, right? S: Yes! T: Do you know how to get there? S: By plane. / By hot balloon! / By ship… T: Marvelous! But Tony and Lingling have a different way. Do you want to know? S: Yes! T: OK. Next listen carefully! Step II Listening Get students to listen to the conversation for the first time and answer the following questions to get familiar with this conversation. T: Now, close your books. Listen to the tape carefully, and then ask the following questions. Clear? S: Yes! Show students the following questions. 1. Who is Lingling‘s pen friend? 2. What did Lingling send to her pen friend? 3. How can they go to London? 4. What‘s Lingling‘s problem? Ask students not to pay much attention to the tense and words they don‘t know, just listen for the detailed information. T: Are you ready? … OK. Here we go. Play the tape recorder. After listening, ask students to talk with their partners about these questions. T: Well, next, tell me the answers. Ask students to give the answers to these questions. Sample answers: 1. Sally Maxwell 2. A DVD about China 3. Enter a competition 4. The problem is the prize of the ticket. T: Well done! They can visit London by winning the competition. Well, in China, there are many competitions, like this one: show students the following picture. T: If you win the game, or become No.1, (Show the forefinger which means number 1.) you‘ll …get the prize ------ traveling abroad. (Here teacher should pause, in case some students know the answer. If not tell them the answer.)Clear? S: … If the students cannot understand at once, repeat or find other examples until they really understand that. T: Well, what competitions are there on television, in newspaper or at school? 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 And what kind of prizes are there for these competitions? Encourage students to talk about the competitions they are familiar with, interested in and even they have heard of. Teacher can guide them to answer in the following aspects: Samples: 1. School: Sports meeting hold in winter or autumn; Talent competition for all kinds of subjects; Competition for hobby or strong suit, like creating, drawing, singing, dancing… 2. Television: Talent show, family competition, Super girl, Dream China… 3. Newspaper: writing, photograph, news… 4. Prize: Cash, certificate, chance of traveling, training, good post, higher salary... T: From the conversation we know, Lingling‘s problem is the price of the ticked. So, the price is expensive or cheap for her? S: Expensive! T: Right! Because of the high petroleum price, the price of a plane ticket is much higher at present. 2. Ask students to listen to the conversation again and complete Activity 4. T: Lingling and Sally are so far away from each other, right? S: Yes! T: But they can share the experience with each other. Now, listen again and finish Activity 4. Ready? First ask students to look through Activity 4 before listening. After that ask students to check the answers with their partner and then check the answers together. T: Good! Now, close your book, I‘ll check you, listen carefully: Has Sally visited China? S: No, she hasn’t. If students can not give the correct answer, guide them by showing them. T: Well done! Now, look at Activity 4, practice with your partner, clear? S: Yes! Leave students enough time to practice this part, walk around and give them a hand if necessary. And then ask several groups to stand up or stand in front of the class to show their performance. Step III Grammar Explain the present perfect tense to students more detailed and help them prepare for reading and talking about experiences. T: Now, read the conversation with your partners and then tell me what problems you have, clear? S: Yes. Allow students enough time to read this conversation. Walk around and give students a hand. T: Well, stop now, who has problems? 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 S: I am sorry but I have a question. I can not clearly understand the first sentence: …has started some new competition. What does “has started” mean? T: Good question! That‘s exactly what we will learn today—the present perfect tense. If necessary, speak it in Chinese. And then show the following to the students. Name: the present perfect tense. Usage: We can use the present perfect simple to talk about an action completed in the past which has some relevance to the present. T: Have you got it? S: Yes! T: OK. Next, work with your partner, read the conversation again and find the sentences that use the present perfect tense. Clear? S: Yes. Give students enough time to do that, and then ask them to find out the formation rules of the present perfect tense. T: Have you finished it? S: Yes. T: Well, who would like to tell us these sentences? Ask some students to say the sentences they have found, if necessary show them to students to help them find the sentence structure for the present perfect tense. T: Can you find some rules? S: Yes! Ask some students to answer this, and then show the following to them. Form: …has / have + done General question: Have / Has… +done…? Confirmative answer: Yes, … have / has. Negative answer: No, … haven‘t / hasn‘t. T: Very good. You know we have learned the simple past form of the verbs, and next we‘ll look at the past participle form of the words. Now, look at the form. Show students the following form. verb Simple past Past participle form form visit watch enjoy want look enter T: Can you give the simple past form of these verbs? 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 S: Yes. Ask some students to fill in chat of simple past form. And then ask them to glance at the conversation to find out the past participle form of these verbs. Then help them find the rule. Sample answers: verb Simple past Past participle form form visit visited visited watch Watched Watched enjoy Enjoyed Enjoyed want Wanted Wanted look Looked Looked enter Entered entered T: So, you see, the two forms of these verbs are the same. The rule is… S: Add –ed. T: That‘s it. However, there are also some irregular verbs, we will learn them later. Step IV Pronunciation and speaking Get students read after the tape recorder to pronounce properly. And then ask them to work in pairs to do Activity 7. Step V Conclusion and Homework Help students have a revision of what they have learned today, especially the present perfect tense. And assign them to complete Activities 8-10 in the workbook. And also remember the past participle forms of those irregular verbs. Period 2 Reading and Writing Language goals 语言目标 1. Key vocabulary 重点词汇和短语 western, abroad, fantastic, anywhere, delicious, sandwich, sell, seat, beside, come true, Chinatown, Italian, pizza, more than, musician, dagger 2. Key structures 重点句子 Have you ever been to…? Is there anywhere she hasn‘t visited? I‘m at home in Chinatown. Yi Wen has tried western food in a hotel in Nanjing. I‘ve always wanted to meet her. It was my ―dream come true‖. Ability goals 能力目标 Enable students to read and talk about experience using the present perfect tense谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 Enable students to write sentence about experience using the present perfect tense and the information given. Teaching methods 教学方法 Talking, reading, listening, writing Teaching aids 教具准备 A tape recorder, a projector, and some slides. Teaching procedures and ways 教学过程与方式 在 Step I Revision and homework checking Check the answers to Activities 8-10 in the workbook, and then help them review the basic knowledge of the present perfect tense. Step II Speaking Ask students to talk about their experience about the topics given in Activity 1 using the present perfect tense. Play a popular song for students, and ask them to say who sings this some. T: now, listen carefully, and I‘ll show you a beautiful song. Play the tape recorder. T: Do you know who it is? S: … T: Well done! Have you ever been to his / her concert? S: Yes. / No. T: How do you think about the concert? S: He / She sang beautiful songs. S: The atmosphere there was exciting. S: All the fans sang with him / her together. S: … T: It sounds brilliant! And tell me who sings best in our class? S: … T: Great! You sing so well, and I think you can be a musician (Show the word musician to students). Musician, do you know musician? ... Well, Liu Huan is a musician; Tao Zhe is a musician, too. Got it? S: Yes! T: Brilliant! (Ask students who sings well :) Do you want to be a musician? S: Yes! T: Great! I do hope your dream come true (Show dream come true to students)! (Point to the students and say to the other students)I mean I hope he / she can really be a musician someday, clear? … And then we can go to your concert. OK? S: OK! T: Well, next, let‘s look at Activity 1 on page 12 and talk with your partners. Then show your dialogue and tell us have you ever had a ―dream come true‖. Clear? 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 S: Yes! Allow students enough time to do this part and then ask several pairs to show their dialogues. Step III Reading Ask students to read passages in Activity 2. Pre-reading Ask students to look through the 5 short passages and match with the questions in Activity 1. T: Just now, you talked about your experience about concert… S: Western food. / Dream come true. / Travel by plane. / Go abroad. T: Well done! Now, you see in Activity 2 there are 5 friends are also talking about these. Do you want to know their experience? S: Yes! T: OK. Here we go! While-reading 1. Ask students to look through the five passages and match with the correct questions in Activity 1, in order to make the get the topic of each passage. T: Well, first, read the passages as quickly as you can, and then work with your partners and give me the right answers, clear? S: Yes! Give students enough time to so this, then check the answers together. 2. Ask students to read the five short passages carefully and fill in the chat to help them find the six basic elements when they read a passage. T: Next read the passages again. Before you read, I‘d like you to read this chart. Show students the following chart. Who What When Where Why how T: Read the passages and then work with your partners and finish this chart. Got it? S: Yes! Give students enough time to do this, walk around and give them a hand if necessary. After that, ask some students give their answers and then check the 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 answers together. Sample answer: Who Wei Ming What All over China When On holidays WhoHan LiWhere Mount Tai, Sanya WhatSan Francisco in the USAWhy WhenEvery spring festival howBy plane Where Chinatown WhyVisit his grandparents WhoYi Wen how By planeWhatTried western food-Italian food When Who Wang MingWhere In a hotel in Nanjing What A Liu Huan concert Why Whenhow Where in Beijing Why how WhoHe Meifeng What Dream come true WhenAt the end of The House of the Flying Dagger Where A Beijing cinema Why She‘s always liked Zhang Ziyi 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 howWhen she got up, Zhang Ziyi was in the seat beside her. T: Well done! 3. Post-reading Ask students to do Activity 4&5 to consolidate the referential pronouns and practice explain vocabulary in English by give information. T: OK, now, work in groups of four and complete Activities 4&5. Ready? S: Yes! T: And before you do Activity 5, I‘d like to show you how to do it. Now, let‘s look at No. 1. From the word where we know that abroad refers to some… S: Places. T: That‘s it! So, read passage 2 and tell me what place is it? S: San Francisco in the USA. T: Yeah! And is it in China? S: No, it’s foreign countries! T: Great! Abroad refers to some foreign countries! Clear? S: Yes! Give students enough time to do this, and then check the answers to Activity 4 first. Sample answers to Activity 4. 1. Wei Ming‘s family 2. San Francisco in the USA / Han Li‘s grandparents 3. Liu Huan 4. He Meifeng 5. Zhang Ziyi Activity 5 Guide students how to explain these words and also should show them the correct explanations. T: Let‘s look at No 2? S: From the word close we know beside refers to the distance. And from passage 5, we know that He Meifeng has met Zhang Ziyi. So we think Zhang Ziyi was not far from her. And beside may refer to near, next to, not far from. T: Brilliant! No. 3. S: From the word food we know delicious talks about food. From the sentence “Have you ever had Italian food? It’s delicious! Pizza has always been my favorite food” in passage 3 we also know Han Li likes the food very much and the food tastes good, and make people want to eat. T: Beautiful! No. 6. S: We can find the word in passage 5. We can find seats in cinema. And also, on the bus, in our classroom, theater, gym, bench in park… T Good! How about No.7? S: We can find the word in passage 4. Liu Huan is the greatest Chinese musician, and many people like him, so the ticked for his concert is difficult to get. So we think we can not buy a ticket at all if the tickets are all sold out. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 T: Finally, let‘s look at No 4&5 together. After you read their experience, how do you think about that? S: It’s great! / Wonderful! / Nice! / Exciting. / Lovely! Teacher should repeat these words or write down and show them to students. T: Yeah! Fantastic just refers to what you have said above! Clear? S: Yes! Step IV Writing Ask students to write sentence about experience using the present perfect tense and the information given. Lead-in T: What we mainly talk about so far? S: Experience! T: That‘s it! Everyone here has fantastic experience, right? S: Yes! T: And do you keep diary? S: Yes! / No! T: Well, I think it‘s great to write down your fantastic experience. When you read it some day, you will feel happy. Do you think so? S: Yes! T: Well, next, let‘s learn how to write your experience, OK? S: OK! First ask students to read Activity 6 and the last two lines on page 13, and then help them analyze how to write. Analyze T: Next, read Activity 6 and the last two lines on page 13, discuss with your partners and fill in the chart. Clear? Show students the following chart. topic tense 1 what / how 2 + … 3 + … T: Have you finished? If you have finished, sit straight! After most of the students finish doing this, ask some students to and help them analyze and fill in the chat. T: OK. Fist let‘s look at these words: --- Backstreet Boys, fantastic --- Hamburgers What do these words tell us? S: They tell us what and how. T: Great! How about the following two sentences? --- I’ve seen the Backstreet Boys in a concert. They are fantastic! --- I’ve tried hamburgers. They’re delicious. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 S: They tell us who, where and also use which tense. T: And the last sentences? S: They tell us the time, that is when. T; Great! Next, let‘s fill in the chart together. Sample answers topic experience tense The present perfect tense 1 what / how Backstreet boy, fantastic 2 + who / where / tense I have seen the … in a concert. They are … 3 + when I have seen the … in a concert. It was in 2005 in Beijing. They are … Practice Ask students to do Activities 6&7 in pairs, and then ask several pairs to show their dialogues. Suggested answers: I‘ve seen Wang Fei in a concert. It was in 2004 in Shanghai. She was great! --- Where was Wang Fei‘s concert, and when? --- In 2004 in Shanghai. StepV Conclusion and homework Get the students to review what they have learned during this class: find out the key element when reading a passage, summary each of the passages in one sentence using the present perfect tense. Then ask them to finish Activities 1-4 in workbook. Period 3 Integrating skills (1) Language goals 语言目标 Key vocabulary 重点词汇 Only, yet, stone, climb, roast, palace, another, seafood, entertainment, time, name Ability goals 能力目标 Enable students to apply the present perfect tense in description of experiences. Teaching methods 教学方法 Revision and cooperative learning. Teaching aids 教具准备 A tape recorder. Teaching procedures and ways 教学过程与方式 Step I Homework checking and Lead-in T: Hello, boys and girls! S: Hello. Mr. / Miss / … T: Have you finished your homework? 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 S: Yes, we have. T: OK, now, let‘s check the answers together. Check the answers together. After that, ask students something about Beijing to prepare for the class. T: You‘ve done a good job! Well, here is another question for you: Have you ever been to Beijing? S: Yes. / No. T: What do you know about Beijing? S: The Great Wall. / The Palace Museum. / Tsinghua university. / Beijing university. / Roast duck… T: Great! Step II Speaking and writing Activities 1-4 help students use and review what they have learned about experience and the present perfect tense. 1. Get the students to do Activities 1 & 2 T: Since you have known Beijing better, I think it will be a piece of cake for you, right? S: Yes! T: OK. Next, do Activity 1 on your own and Activity 2 with your partner. Clear? S: Yes! Give students enough time to do the two Activities. Walk around; give them a hand if necessary. After that, ask some of the students to read their writings, and after class put up the excellent ones. And then ask some pairs to show their dialogues. 2. Get the students to do Activities 3-4 Before students do this, ask them to pay more attention to the past participle forms of these words. After they finished doing that, ask some of them to show their dialogues. Sample dialogue: A. Have you ever had a western meal? B: Yes, I have. Have you ever lived in another country? A: No, I haven‘t. 3. Get students to do Activity 8 on page 16 which help students practice talking about their own and others‘ experience. Step III vocabulary Ask students to do Activity 5 which help them summary, category and also add new words to their vocabulary storage. Sample answer: Air travel Entertainment Airport, cabin steward, captain, Cinema, concert, festival, film, music, 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 passenger, take off, trip, land song, Step IV Homework Ask students to do Activities 5-7 in workbook. Period 4 Integrating skill (2) Ability goals 能力目标 Enable students to find out experiences of their classmates by making a questionnaire. Teaching methods 教学方法 Cooperative learning, application. Teaching aids 教具准备 Some pictures of Disneyland, a projector and handout. Teaching procedures and ways 教学过程与方式 Step I Homework checking Check the answers to Activities 8-10 in workbook. If necessary, play the tape recorder and ask students to listen to the tape together, help them understand the difficult points. Step II Listening Get students to do Activities 6&7. Help them practice what information they should get when they are listening and talking about experience with others. Step III Task Get the students to prepare and use a questionnaire to find out about experience of their classmates reviewing and applying the present perfect tense. Sample questionnaire Answer 1Answer 2Topic Question Sport Have you ever swum in the sea? Book / filmHave you ever read Harry Potter written by J. K. Rowling? Country Have you ever been to Swiss? Have you ever eaten fajita(墨西哥菜),Food TechnologyHave you ever heard of a dog with chip(芯片) in its brain? Transport Have you ever traveled by a maglev(磁 悬浮列车)? Step IV Homework Ask students to finish Activities 11-12 in the workbook. Teaching resources 教学资源库 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 英国十大旅游胜地 1. 伦敦眼 (The London Eye) 英航伦敦眼 (The British Airways London Eye) 构成了伦敦天际一道亮丽的风景线。它是世界最大的观景摩天轮，乘坐伦敦眼仅需 30 分钟游客便可以饱览超过 55 处伦敦城内最著名的标志性景观，美不胜收的画面令人叹为观止。 2. 杜莎夫人蜡像馆和伦敦天文台 (Madame Tussauds & The London Planetarium) 在杜莎夫人蜡像馆(Madame Tussauds)您会与社会名流相聚一堂，比如凯莉•米洛(Kylie Minogue)，大卫•贝克汉姆(David Beckham)，和布莱德•皮特(Brad Pitt)等。在互动式的伦敦天文台(London Planetarium)，您将了解到各种关于太空旅行、行星和天文学的知识。 3. 萨摩塞特宫 (Somerset House) 萨摩塞特宫藏有一批世界著名的画作，宫内有考陶尔德美术学院 (Courtauld Institute of Art)，金碧辉煌的吉尔伯特收藏馆 (Gilbert Collection) 和艾尔米塔齐美术馆 (Hermitage Rooms) 。从 11 月到次年 1 月，广阔的中心庭园则摇身一变成为圣诞溜冰场 (Christmas Ice Rink)。 4. 伦敦地牢 (The London Dungeon) 参观世界上最阴森恐怖的著名景点，重新体验伦敦 2000 多年的历史中黑暗凄惨的一面。历览骇人的可怕场面，如断头台剧院 (Theatre of the Guillotine)， 开膛手杰克亲历记 (Jack the Ripper Experience) ，以及令人胆战心惊的乘船之旅。 5. 大英博物馆 (British Museum) 庄严宏伟的大英博物馆收集了从史前到现代世界各地的人类智慧结晶。著名的收藏品有 罗赛塔石碑 (Rosetta Stone) , 巴特农神殿 (Parthenon) 雕塑和 波特兰花瓶 (Portland Vase)。 6.伦敦塔 (Tower of London) 一位伦敦塔守卫(Yeoman Warder)将免费带您游览世界最著名的要塞建筑，探究其 900 年来的沧海桑田:它曾是皇宫、堡垒，也曾是监狱、刑场，曾用作为造币厂、兵工厂，还曾作过动物展览馆和珠宝库。 7. 泰德现代艺术馆 (Tate Modern) 壮观的泰德现代馆是英国国立的现代艺术博物馆，前身是泰晤士河畔的岸边发电厂(Bankside Power Station)，该馆内陈设着马蒂斯(Matisse)和毕加索(Picasso)的重要代表作，还有一些当代艺术作品、行为和装置等。 8. 西敏寺 (Westminster Abbey) 这栋建筑史上的经典之作是英国最杰出的哥特式建筑之一。很多盛大的王室典礼如加冕、婚礼，都在此举行，它既是英国史上很多著名的国王和王后的陵寝，也是无名士兵墓的所在地。 9. 汉普敦皇宫 (Hampton Court Palace) 这是英格兰最古老的都铎王宫，蕴藏着 500 多年的王室神秘历史。其内有诸多景点，如都铎王宫烹饪间，占地 60 英亩的河畔花园，举世闻名的迷宫( Maze )和亨利八世的富丽堂皇的国寓(State Apartments)，无一不让您流连忘返。 10. 达利作品纪念馆 (Dali Universe) 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 在伦敦，若要体验最具超现实主义风格的艺术氛围，应当前往位于南岸区中心的 达利作品纪念馆 ，那是一个能给您带来迷幻般梦境感受的互动式艺术画廊。达利作品纪念馆占地 3000 平方米，展品极具创新精神，常年展出萨尔瓦多 ? 达利令人讶异的作品。 外研版英语八年级上Module 3 Journey to Mars 全模块教案 I. Teaching objectives 教学目标 技听Listen for the sentence stresses Listen for finding out about a news broadcast 能说 Talk about recent events 目读Read a dialogue and a passage about space travel Read and choose the best title 标写 Write a narrative story Write a poster about space travel 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 Talk about recent events I/ You/ We/ They have just heard the news. 功He/ She /It has already … I/ You/ We/ They haven't …yet. 能He/ She/It hasn't …yet. Have you/ we/ they …yet? Yes, we/ you/ they have. 句语 No, we/ you/ they haven't. Has it/he/she reached Mars yet? Yes, it/he/she has. No, 式it/he/she hasn't. Astronauts have already been to the Moon. 言Astronauts have already gone to the Moon. They haven't discovered life on Mars yet. 1. 重点词汇 Earth, already, just, model, station, latest, several, 目month, discover, recently, show, over, planet, also, none, 词environment, air, grow, part, light, beyond, alone, cost, prefer, diary, even, secret, real, twice, explore 汇2. 认读词汇 标 Mars, panic, solar, grown, galzxy, billion, universe, entrance, Jupiter, mission, unmanned 3. 短语 space station, space shuttle 语法 The Present Perfect Tense with already, just, yet 话题Journey to Mars ?. Teaching materials analyzing 教材分析 本模块以Journey to Mars为话题，设计了三个单元的内容。旨在通过模块教学使学生了解太空的有关知识，学会运用现在完成时做事情，学会制作关于太空旅行的海报。 Unit 1 学习和太空科学有关的词汇;听和太空旅行有关的对话;接触含有just, already的现在完成时;听句子，并标明重读词汇。 Unit 2 读关于外星生命的文章，选择最佳题目;看图作句子并写故事;学习本模块新词汇与短语。 Unit 3 通过练习复现本单元重点词汇、句型和语法;了解planets and days 的有关知识;制作一份关于太空旅行的海报。 III(Class types and periods 课型设计与课时分配 Period 1 Listening and speaking (Unit 1) Period 2 Reading and writing (Unit 2) Period 3 Language in use (Unit 3) ?. Teaching plans for each period分课时教案 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 Period 1 Listening and speaking Target language 目标语言 1. Words & phrases生词和短语 message, Earth, just, hear, hear about, several, month, discover, recently, 2. Key sentences重点句子 I've just heard the news on the radio. Have the scientists spoken to the astronauts? Yes, they have. No, they haven't. Has it reached Mars yet? Yes, it has. No, it hadn't. We haven't discovered if there is life on Mars yet. Ability goals 能力目标 Enable students to listen to and talk about space travel. Learning ability goals学能目标 Help students to learn how to listen to and talk about space travel, using the Present Perfect Tense. Teaching important/difficult points 教学重难点 How to listen to and talk about space travel, using the Present Perfect Tense. Teaching aids教具准备 A projector or some pictures about space travel, a tape recorder . Teaching procedures and ways教学过程与方式 Step?Warming up and lead-in In this procedure, ask students to look at the projector or some pictures about space travel. Learn the words about it. Learn to ask and talk about the space travel, using the Present Perfect Tense. T: Hello, boys and girls. Nice to see you again. Do you know Yang Liwei, Fei Junlong and Nei Haisheng? This class we‘ll begin with a projector about space travel. Are you interested in it? Please look carefully. Can you say some words about it? Show the following. Write down the words and help them learn the words related to space travel. T: This is a projector about space travel. Do you know something about space travel? Please talk about it in groups. After a few minutes, ask students to report the discussion result. While the students report the result, write down the important words as follows. Earth, Mars, moon, scientist, spacecraft, space station, astronauts, space shuttle Encourage or help the students to say something about the words. e.g: T: Do you know "Mars"? 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 S: Yes, it is a small red planet. S: The fourth in order from the sun. S: The first planet outside the Earth’s orbit. Go on with the others in the same way. Step II Listening and reading T: Next let's listen to a passage. In this passage Daming and Tony are talking about space travel. Please listen carefully and answer two questions. Show the following. 1. Has the spacecraft read Mars yet? 2. Have we discovered if there is life on Mars yet? Play the tape for the first time. Ask students to answer. Sample answers: 1. Yes, it has. 2. No, we haven't. T: Now listen again. This time please underline the new words of this passage. After listening, ask students to discuss in groups and try to explain them in English. Sample words: Mars: a planet in solar system mission: task discover: to find … T: Please listen to the recording for the last time and answer the questions in 4. Play the recording. Then check the answers. After this, ask students to repeat after the recording. Then read in pairs. Then ask students to finish activities 5 and 6. Check the answers. Sample answers to activity 6: Something you‘ve borrowed this week: I‘ve borrowed some books about space travel this week. I‘ve borrowed a map of the world this week. Something you‘ve done recently: I‘ve finish reading a novel about an astronaut recently. I‘ve received three letters from my friends recently. A model of something you have seen: I‘ve seen a model of Zhang Heng‘s seismograph. I‘ve seen a model of spacecraft in Science Museum. Something scientists have discovered: American scientists have discovered that some plants are able to correct mistakes in their own genetic (遗传的) material. Then show the following and tell students something about the present perfect tense. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 1. I've just heard the news on the radio about the space mission to Mars. 2. I haven't heard about this yet. 3. Has it reached Mars yet? T: In these sentences we can find the structure: have / has +pp. Can you find more sentences like these in the passage? We use the Present Perfect to say that an action happened at an unspecified time before now. The exact time is not important. Show the following. EXAMPLES: I have seen that movie twenty times. I think I have met him once before. There have been many earthquakes in California. Has there ever been a war in the United States? People have traveled to the moon. Step III Pronunciation and speaking Play the recording. Ask students to underline the words the speaker stresses. Then check the answers. Then ask students to read after the recording and repeat the sentences. Speaking T: We have known much about space travel in this class. Can you write down things we've done and the things we haven't done yet about space travel? Check the answers with the class. Sample answers: We've sent astronauts to the Moon. We haven't sent astronauts to Mars. … Then ask students to exchange the things they wrote and check who has the longest list. Step IV Homework 1. Ask students to learn the new words and expressions in this unit. 2. Ask students to write a short passage to introduce space travel. Period 2 Reading and writing Target language目标语言 1. Word &phrases planet, alone, also, part, light, beyond, 2. Key sentences重点句子 … just (already) have/ has +p.p … …haven't/ hasn't + p.p…yet. Have/ Has + …+p.p +…yet? Ability goals能力目标 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 Enable students to read and write a story about space travel. Learning ability goals学能目标 Help students learn how to read and write a story about space travel. Teaching important/difficult points教学重难点 How to read and write a story about space travel. Teaching aids教具准备 Some pictures or a projector. Teaching procedures and ways教学过程与方式 Step I Revision and lead-in Check the homework. Talk about space travel. T: Looking up the sky, we can see the sun, the moon and stars in the sky. But what is the sky like? We didn‘t know until we have traveled in space. With the development of science, our dream of space travel has come true. T: Please look at the picture on page 20. What can you see? S: A spacecraft. T: Yes, we have sent some spacecraft into universe. What is in the universe? Help to answer and write down some important words. S: The sun, the earth, the moon, and some stars. S: And 9 planets. They are called the solar system. S: Galaxy. … T: Well done. We have known so many words about the space. Please write them down. Show the following. galaxy, planet, solar system, star, universe T: Can you put these words and expressions in order: from small to large? Check the answers and ask students to read the words. Step?Reading T: Boys and girls. We‘ll read a passage about the life on other planets. First please look at Part 2. There are four titles. (Go through with students) Please read the passage and choose the best title. Then ask students to read the passage again and check the true statements in part 4. Check the answers. After that, ask students to work in groups and discuss the questions in part 5. Sample answers to part 5: 1. Living things needs air. 2. Most often. 3. Some stores. 4. About 3 inches. 5. A spacecraft. 6. About 2 hours by plane. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 Step ? Writing (4: P21) T: Have we found any life on other planets? Please look at the cartoon picture. What happened? Ask students to work in pairs and ask and answer the questions. Then ask them to to write a story "Life on Mars" according to the answers in part 6. Sample version: We've just had some news about the mission to explore Mars. Scientists have just heard a message from a spacecraft. It has landed Mars. And it has discovered people there. But they haven't sent us a message because they can't hear us. They prefer life on Mars, so they haven't visited us on Earth. They also made TVs, radios, cars and so on with the other spacecraft. I think they are having a good time. Step?Homework Ask students to try to find more information about space. Period 3 Language in use Target language目标语言 1. Words & phrases生词和短语 even, secret 2. Key sentences重点句子 I've just heard the news. Has it reached Mars yet? Astronauts have already been to the Moon. They haven't discovered life on Mars yet. Ability goals能力目标 Enable students to use the Present Perfect Tense. Learning ability goals学能目标 Help students learn how to talk about and write something using the Present Perfect Tense. Teaching important/difficult points教学重难点 How to use the Present Perfect Tense. Teaching procedures and ways教学过程与方式 Step ? Revision 1. Check the homework. 2. Ask students to retell the passage in Unit 2. Step ? Grammar Make some explanation about the present perfect tense. (1) just, already, yet T: Now we‘ve learned how to use the present perfect tense. There‘s something more we should pay attention to. Now please finish parts 1 and 2 on page 22 first. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 The help students to make a conclusion about the use of just / already and yet. S: Just /already is usually used in affirmative sentences after have/has. S: Yet is usually used in the end of negative sentences. Then check the answers with the class. (2) Help students sum the grammar: the present perfect tense. Show the following. 动词构成: have/ has +p.p 句子构成: 肯 定 句 否定句 S +have/has +p.p S +have/has+not +p.p 特殊疑问句 回 答 What Who When have/has +p.p? S +have/has+p.p Where Why How 一般疑问句 回 答 Have/Has+ S+p.p? Yes, S+ have/has. No, S +haven't/hasn't.. (3) have/has been, have/has gone Create a situation as follows to help students make clear about the different usage of have/has been, have/has gone. T: Liu Mei, will you please go to the office to bring my book here? (Liu Mei goes to the office.) Class, where is Liu Mei? S: She has gone to the office. (After a while Liu Mei comes back with a book.) T: Thank you, Liu Mei. OK. Has Liu Mei been to the office? S: Yes, she has. T: Now, do you know the differences between have/has gone and have/has been? S: Yes. have/has gone: 去了某地，还没回来。have/has been: 去过某地，已经回 来 T: Great. Let's finish activities 3 and 4. Ask them to do them one by one. Then check the answers. (4) The forms of the verbs Ask students to complete the passage in parts 5 and 6 and summarize the building ways of past form, and past participle. Check the answers and then show the following. ?一般在动词原形末尾直接加上-ed。如:look-looked。 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 ?以不发音的字母e结尾的动词，去e再加-ed。如:live-lived。 ?末尾只有一个辅音字母的重读闭音节，先双写这个辅音字母，再加-ed。如: stop-stopped。 ?末尾是辅音字母+y结尾的动词，先变y为i，然后再加-ed。如:study-studied。 Step III Practice Ask students to read the letter in activity 7 and complete the letter. T: Boys and girls, do you want to know more about space? We‘ll read Mary's letter. I'll give you 3 minutes to complete it. If you finish it, please put up your hands and read it to us, OK? Ask one of the students to read it to the class. The others check the answers. Then ask students to listen to an interview and finish activity 8. Word competition T: Now let's have a competition between the boys and the girls. Let's see who can write more words about space. I'll give you two small boards and boys write on Board A, girls Board B. Begin! Then go through Around the world with students. Step IV Module task T: Do you know the first Moon landing or China's first manned space travel? Please work in groups and make a poster about space travel. You can look for more photos and information on the Internet. A sample poster: Making History: China's First Human Spaceflight Oct. 15, 2003, China launched an astronaut into Earth orbit. Shenzhou V takes off China Prepares for Second Piloted Space Mission China Launches Experimental Satellite Step V Homework 1. Ask the students to summarize what they have learned in this unit and preview the next unit. 2. Ask students to finish the exercises in the workbook. Teaching resources教学资源库 I. 重点知识讲解 (1) 现在完成时的含义 现在完成时叙述现在已经做过的事情或已有过的经验，所表示的动作在说话 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 前已经完成，但对现在有影响，即在以过去发生的事情的基础上暗示现在的状况，至于事情何时发生的并不重要。 The lift has broken down. 电梯坏了。 I have seen you wife. 我见过你太太。 Never in my life have I felt so excited. 我这一生从来没觉得这样兴奋。 现在完成时可用来表示若干时间以前直到现在一再重复的动作或屡有的经验，每次发生的时间并不重要，所以不提。可以和一些不确定的过去时间状语连用，如already, yet, just, before, recently, lately等。 I have already finished my homework. 我早把作业做完了。 He has just run out. 他刚跑出去。 (2) be up to的含义: ?up to意为“达到”，表示达到某一数量。 I can take up to four people in my car. 我的汽车最多能带四个人。 ?up to表示“由某人负责”。 Whether we go or not is up to you. 我们去不去你说了算。 ?up to表示―胜任‖。 He is not up to the job. 他不胜任这个工作。 ?表示―正在做某事‖。 What is he up to? 他在搞什么名堂。 II. 补充练习 (1) 根据句意填单词 ?The teacher was a_______ in the room when I arrived. ?All this year's new m_______ are at the car show. ?Columbus d_______ America. ?Many people are worried about the pollution (污染) of the e_______. ?He wanted to keep it s_______ from his family. ?They've r_______ bought a new car. ?Rice does not g_______ in a cold climate. ?He's written s_______ books about India. (2) 根据对话内容，填入所缺的词 Daniel: Joe, have you heard of Guilin? It‘s a city of China. Joe: Oh, I haven‘t heard of it before. Daniel: A lot of travelers like Guilin. It‘s famous for its __?__ and __? __. Joe: Have you ever been to Guilin? Daniel: Yes, I have. I went there last summer with my parents. I had a great time there. Joe: Do you like __?__? Daniel: Of course .How about you? Joe: Me, too. I have been to several countries except China. Daniel: So you __?__ visit the country one day. It‘s a beautiful country. And Chinese people are very __?__. I like Guilin and China. I stay in Guilin for ten days. I have never __?__ in a city for __?谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 __ than a week __?__ Guilin. Joe: I don‘t __?__ with you. I have been __?__ in a city for more than ten years! Daniel: Really? Which city? Joe: Here～New York. Key: (1) ?already ?models ?discovered ?environment ?secret ? recently ?grow ?several (2) ?water ?mountains ?traveling ?should ?friendly ?stayed ? more ?except ?agree ?staying III. Space Travel If you look at the title ―Space Travel‖, you must think that I am talking about real space travel. But here I am really telling you about a very good show that you shouldn‘t miss, ―the Space Travel Theme Park‖. Yesterday was a rainy day and my mother and I went to the Space Travel Theme Park in Haidian Exhibition Hall. The Entrance Hall is very big. I looked upwards and saw a blue ceiling dotted with stars. I was starting to feel that I was traveling in space! Suddenly, a statue of an ancient caught my eyes. Its eyes fixed unblinkingly on the far sky. He is Wan Hu, the man who was regarded by the whole world as ‖ the first man who wanted to fly up to the space‖. There is a story behind his stare. When he was looking up to the blue sky, a dream created in his mind, If I could fly into the sky… I watched Wan Hu for a long time, how important the dream is! I believe most of today‘s accomplishments started as a dream, perhaps a silly dream. How I admire Wan Hu! ―Come on, dear! Three scientists are waiting for you!‖ my mum called. I hurried over. ―I know them, they are Newton, K)E)Tsiolkovsky and Verne) Jules.‖ I said eagerly. ―Yes, they had made lot of great researches for the space science.‖ Suddenly, an idea came into my mind ,a dream is not enough. A scientific method is very important, too! Then, a big model of a space shuttle came into view. It is the well-known Columbia. My mother and I climbed into the space shuttle quickly. There were so many keys here and there. I was so amazed and enchanted at the sight. What a complex space shuttle! And then, my attention was caught at once by the portraits hang on the wall. The people in the portraits were seven famous astronauts! They all dedicated their dear lives to Columbia space flight. I realized that if a person only has a dream and scientific method, it is still not enough. They must have outstanding courage and selfless devotion. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 ―It is really valuable and really interesting.‖ My mother said to me when we left the hall. I nodded whole-heartedly. The rain continued heavily. The show of space travel is more than an adventure. I have really learned how a dream comes true,have a dream, love science, and then be dedicated to it! I will remember this for all my life. 外研版英语八年级上Module 4 Education全模块教案 I. Teaching objectives 教学目标 技 听Listen for the times and events 说 Talk about questions about time 能 读Read a passage about Project Hope for main ideas, matching words and meanings 目 Write a leaflet to raise money for the Hope Schools Write joining sentences using words like and, or, but 写 标 Talk about periods of time and numbers功How long have you known her? For two years. 能语How long have you lived there? Since 2004. 句How long have you been a student at your school? I‘ve been a student at my school since 2004./for three years. 式How long has Sally studied Chinese? 言She has studied Chinese for a year. Since 1989 Project Hope has built schools all over China. 1. 重点词汇 study, teach, since, same, poor, project, still, raise, describe, drop, school, important, ill, pay, perhaps, nearly, luckily, point, health, care目词 2. 认读词汇 汇countryside, train, electricity, organization, leaflet 3(短语 head teacher, get on (well) with, hear about, take part, look after, 标drop out of, hear of 语 Present perfect with for and since 法 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 ?. Teaching materials analyzing 教材分析 本模块以Education为话题，设计了三个单元的内容。旨在通过单元教学使学生学会谈论自己接受教育的情况;了解关于希望 工程 路基工程安全技术交底工程项目施工成本控制工程量增项单年度零星工程技术标正投影法基本原理 的情况;学会表述时间与事件;能用关联词and, or, but连接两个句子;能用所学的知识制作希望工程传单。 Unit 1 结合时间谈论某个事件，尤其是与学校教育有关的话题，重点学习since和for在现在完成时中的用法。 Unit 2 练习数字的读法;学习关于希望工程的课文，继续学习现在完成时所表达的含义;学习本单元重点词汇;用关联词but, and, or合并句子。 Unit 3 在练习中复现本单元重点词汇、句型和语法;读关于Oxfam的文章;制作一张希望工程传单为希望学校募捐。 III(Class types and periods 课型设计与课时分配 Period 1 Listening and speaking (Unit 1) Period 2 Reading and writing (Unit 2) Period 3 Language in use (Unit 3) ? Teaching plans for each period分课时教案 Period 1 Listening and speaking Target language 目标语言 1. Words & phrases生词和短语 study, teach, since, same, poor, project, get on (well) with, hear of 2. Key sentences重点句子 How long has Ms. James been a teacher? Since 1998. How long have you studied Chinese? For a year. She‘s studied it for a year. It is easier to learn a foreign language when you visit the country. In fact, since 1989 Project Hope has built schools all over China. Ability goals 能力目标 Enable students to listen to and talk about time and events. Teaching important/difficult points 教学重难点 How to listen to and talk about time and events, using the Present Perfect Tense with since and for. Teaching aids教具准备 A projector or some pictures a tape recorder Teaching procedures and ways教学过程与方式 Step I Lead-in In this procedure, present the word since and the sentence how long…? Give students a brief introduction to the sentence pattern and the word since in the present perfect. T: Hello. Boys and girls. Nice to see you again. S: Nice to see you. Draw a picture of a teacher on the blackboard to present the word since and how 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 long…? T: Look at the blackboard, this is Mr. Li. He became an English teacher in 1998. He has taught English since 1998. Write the word since on the blackboard. Ask students to repeat. Make sure students understand the meaning of the word. T: What does since mean? It means from 1998 to the present time. Then ask the students: How long has he been a teacher? Help them to answer: He has been a teacher for eight years. Write the sentence on the blackboard. How long has he been an English teacher? He has been an English teacher since 1998. / He has been an English teacher for eight years. Ask the students to read the sentences. Then check some pairs to read the sentences. Step II Pair work In this procedure, create certain situations for students to practise since and how long…? Show another two pictures with a foreigner named Mr. James with 2001 and a student with 2002 on them. Ask students to practice the word since and How long…? by doing pair work. First make a model with an individual. Sample conversation: T: How long has Mr. James lived in China? S: He has lived in China since 2001. Step III Listening and pair work In this procedure, students will learn to talk about the ―years‖ and activities. Ask them to listen to the conversation and match the years and activities correctly. Pay attention to the present perfect tense and how long…? T: Boys and girls, how long have you studied English? S: We have studied English since 2002. T: Very good. Look at part one of your textbooks. You can see some years above and some activities below. Two people are talking about the years and the activities. Look at the first year 1995. What happened? Can you guess? Now I‘ll play the recording. For the first tine, just listen. Match the years and activities when you listen again. Check the answers with some pairs. Then ask some pairs to repeat the six activities using the word since and how long…? Sample conversation: S1: How long has Ms. James been a teacher? S2: She has been a teacher since 1998./Since 1998. Step IV Listening and reading 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 In this procedure, students will listen and read a dialogue, then they will answer some questions and do some exercises to find further information. At the same time, they will learn some new words and expressions. (1) Present the new words poor, project, foreign, difficult, get on well with, really, etc. Stress these words when talking to the students. T: OK. Let me tell you something about my friend Sally. I have known her since 2004 for two years. I haven‘t met her, but I get on well with her because we love the same things. She can speak a little Chinese, but it‘s really difficult to learn a foreign language. Sally wants to visit a school of Project Hope, a school for poor children. Read slowly to make sure the students understand the meaning of each word and write the new words and expressions on the blackboard. Ask the students to repeat. (2) Listen to the recording and answer the questions. T: Betty and Lingling are talking about my friend Sally. Now listen and find out what they are talking about. Books closed. After a few minutes. T: Have you got it? Now look at part 4, and then work in pairs, and ask and answers questions. One asks and the other answers. Then you‘ll show your answers to the class. Sample conversation: S1: How long has Lingling known Sally? S2: Lingling has known Sally for two years. S1: Does she still know her? S2: Yes, she does. … Check some pairs of students. Then come to Activity 6. Ask students to read the conversation and complete the sentences. A few minutes later, check the answers. T: Have you finished? First, let‘s do some chain work to check your answers. You‘ll read the sentences in order from line one to line six. S1: Lingling knows Sally quite well, but she hasn’t met her. S2: Sally and Lingling get on well because they like the same things. S3: Sally hasn’t been to China, so speaking Chinese is difficult for her. S4: Sally is coming to China because her school orchestra has some concerts. S5: She has heard about the Hope School, so she wants to visit a school in Gansu or Qingdao. S6: Since 1989 Project Hope has built schools all over China. Step V Discussion In this procedure, practice the words and expressions in Activity 5. T: We have known something about Sally in the dialogue. You must want to know something about your friend. Now let‘s look at part five, imagine you are a reporter, you‘ll ask your friend some questions. Work in pairs! Start! 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 Sample conversation: S1: What do you find difficult in learning English? S2: I find new words difficult in learning English. S1: How many foreign countries have you visited? S2: I have visited three foreign countries. … Check the answers. Ask some pairs to make a dialogue in the front of the class. Step VI Pronunciation and speaking In this procedure, encourage students to talk about themselves using how long… and since, for. T: Today, we have studied the word since and the sentence how long…? Now, let‘s come back. Look at Activity 7. You‘ll listen to some sentences and repeat. Play the tape recorder twice, give students a few minutes to read the sentences by themselves. T: Work in groups of four, asking and answering questions on your own activities. One of you asks and the others answer, then change your turns. Sample conversation: S1: How long have you studied English? S2: I have studied English for 3 years since 2003./Since 2003. How long have you lived here? S3: I have lived my hometown for 14 years since 1992. /Since 1992. How long have you been a student at our school? S4: I have been at this school for 2 years since 2005./Since 2005. How long have you known your best friend? S1: I have known my best friend for 4 years since 2002. … Check some groups. Then ask students to complete Activity 8. Step VII Homework 1. Ask the students to learn the new words and expressions in this unit. 2. Ask the students to finish the exercises in Grammar part on P124 in the workbook. Period 2 Reading and writing Target language 目标语言 1. Words & phrases生词和短语 still, raise, describe, drop, drop out of school, important, ill, look after, pay, hear of, perhaps, take part, countryside, train, electricity 2. Key sentences重点句子 His parents have been ill and he has to look after them. With this money, Project Hope has built many schools and libraries. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 Most people in China have hear of Project Hope and have given money. Ability goals 能力目标 Enable students to talk about numbers and Project Hope. Teaching important/difficult points 教学重难点 How to talk about numbers and Project Hope. Teaching aids教具准备 A projector or some pictures and some small pieces of paper and a tape recorder. Teaching procedures and ways教学过程与方式 Step I Revision and lead in In this procedure, review the usage of ―since / for‖ and “how long‖. Then begin with Activity 1 of this unit. T: Yesterday we have known something about Sally and Betty and Project Hope. I have some small pieces of paper with some questions on them. I‘ll give them to some students and they will read the questions. The others will answer the questions as quickly as possible, OK?. Sample conversation: S1: How long has Sally known Lingling? S2: For two year. Ask a question about Project Hope and lead in this unit. T: Well, one more question. How long has the Project Hope built schools all over China? S: Project Hope built schools all over China for 15 years since 1989. T: Right. Do you want to know something more about Project Hope? S: Yes. T: OK. Let turn to page at 28 and look at Activity One. Step II Read the numbers In this procedure, students will learn to read the numbers to talk about some facts of Project Hope. Encourage students to read the numbers by themselves. T: The Project Hope has raised, that is, collected, much money for poor students. Write the word raise on the blackboard and tell the students its meaning. T: Look at the form in activity 1. Try to read these numbers. Ask some students to try to read them. Then help them to find out how to read numbers. T: How do you read 15, 500, 156? S: Fifteen million, five hundred thousand, one hundred and fifty six. T: Well done. When you read numbers, you should first divide every three figures as a group by using a comma. When you read the last three figures, add a thousand; the next three, add a million, and … Ask students to practice reading the numbers. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 Step III Pair work (1) In this procedure, do some pair work to practice Present Perfect tense and talk about numbers. T: These numbers tell us some facts about the Project Hope. Work in pairs, ask and answer questions according to this form. Pay attention to the tense. Sample conversation: S1: How much money have they raised? S2: They have raised 15, 500, 156 yuan. S1: How many students have they helped? S2: They have helped 4, 178 students. S1: How many schools have they built? S2: They have built 56 schools. S1: How many people have taken part? S2: 294, 006 people have taken part. Ask students to do pair work following the sample. Then check some pairs‘ work. Step IV Reading In this procedure, present the passage by using a picture. Then ask students to read the passage to find the main idea. Make sure they will learn the new words and expressions. Read the passage carefully. T: People often say the Project Hope is a life boat in a sea of need. It has helped many poor students to go back to school. Let‘s look at the picture on page 28. This boy had to drop out of school because his family is very poor. The Project Hope helped him and paid for their education. The Project Hope has built many schools and trained some teachers. Write the new words and expressions help, pay for, train, and drop out of school on the blackboard. T: OK. Do you want to know more about the Project Hope? Let‘s come to the passage Hope for the future. Read the passage quickly. After reading, please choose the main idea and discuss with your partner. After a few minutes. T: What is the main idea of the passage? S: Helping poor children go to school. T: You are right. When you want to find out the main idea, you should pay attention to the title and read the first paragraph or the last paragraph carefully, because the main idea often lies at the beginning or at the end of the passage. Now close your books. Let‘s listen to the recording of the passage. Play the tape recorder once. Encourage students to ask and answer questions in pairs. Sample conversation: S1: Did Liu Sanzi finish studying? S2: Yes, he did. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 Then play the tape recorder again, and ask them to check their answers by themselves. Ask students to read the passage for the third time and underline the new words and expressions. Deal with Activity 4 by doing a competition as follows: T: I‘ll read a word or an expression. If you know its meaning, please read the meaning as quickly as you can. Ready? First, drop out of school. S1: to leave before you’ve finished studying … Ask students to practice in pairs. Make sure they are familiar with the words and meanings. Step V Pair work (2) In this procedure, do some group work to make the students understand the words and expressions and use them correctly. T: Look at Activity 5. There are some new words and expressions in this passage. What do they mean? Please read the passage quickly and underline them. And then read these sentences loudly and try to remember the words and expressions. Do group work to make the students use them correctly in real situations. T: Let‘s work in pairs, and ask and answer questions about your own activities. One asks and the other answers, then exchange the roles. Sample conversation: S1: Who looks after you when you’re ill? S2: My mother looks after you when you’re ill. Check some pairs. Step VI Writing In this procedure, help students learn the conjunctions like and, or and but. Make sure they know the functions of the three words. Help them make some sentences using these three words. T: Sometimes we have to speak a long sentence. It‘s necessary to join two sentences. At this time, we often use conjunctions like and, or and but. Let‘s look at Activity 6 and read the sentences. After you finish, please think over a question: When should we use these tree words? Help students say the usage of these three words in Chinese. We use and in an affirmative sentence; or in a negative sentence; but shows the opposite. T: Now, work in groups of four. Let‘s make some sentences with and, or and but. We‘ll see which group can make the most sentences. Sample sentences: I like play basketball and football, but I don‘t like volleyball. I don‘t like tennis or table tennis. T: Now, please write the sentences you have made in your exercise-books. Step VII Discussion 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 In this procedure, ask students to talk about their own education. Then practise writing by joining these sentences together, using words like and, or and but. T: In this lesson, we have known something more about Project Hope. Now, let‘s talk about your own education. Discuss the questions and answers in Activity 7. Sample conversation: S1: Have you learnt a lot of English? S2: No, I haven‘t learned a lot of English. Ask students to work in groups, and ask and answer these questions. Then ask them to try to write the answers together to form a short passage. Step VIII Homework Ask students to 1. Write some sentences using and, or and but. 2. finish the exercises 5—10 on pages 125 and 126 in the workbook. Period 3 Language in use Target language 目标语言 1. Words & phrases生词和短语 nearly, luckily, point, health, care, organization, leaflet 2. Key sentences重点句子 How long have you studied Chinese? For a year. How long have you lived here? Since 2004. She‘s studied it for a year. Since 1989 Project Hope has built schools all over China. Ability goals 能力目标 Enable students to use Present Perfect with since and for. Teaching important/difficult points 教学重难点 Learn the usage of Present Perfect with since and for Teaching aids教具准备 Some pictures and a tape recorder. Teaching procedures and ways教学过程与方式 Step I Revision In this procedure, check the homework as a review of Unit 2. Have a dictation of some new words and expressions. Ask some students to read sentences with and, or and but they have made. Step II Grammar In this procedure, review the important points of this module. Ask students to do group and pair work and make short conversations to practise the present perfect tense with since and for. T: Work in groups of six, asking and answering questions in activity 1. You‘d better choose a reporter and he will ask the rest of five some questions. The reporter will write the names and at last, he will make a report to the class. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 Sample conversation: S1: Wang Tong, have you been to England? S2: No, I haven‘t. S1: Li Hui, have you been to England? S3: Yes, I have. S1: OK. I‘ll write your name. Next question. Have you worn glasses for more than three years? S4: No I haven‘t … Ask some groups to make a conversation. Then ask the reporter to make a report. Sample report: S1: Wang tong hasn‘t been to England, but Li Hui has been to England. Li Ming has worn glasses for more than three years… T: Well done. In this module, we have learnt Present Perfect with since and for. Now work in pairs. Write a short conversation using the questions in activity 4. Sample conversation: S1: How long have you known your teacher? S2: I have known my teacher for three years since 2003. Ask some pairs to ask and answer questions in the front of the class. Then ask them to write the conversation down and check the work with each other. Step III Listening In this procedure, ask students to listen to the tape first, and then answer the questions in activity 7. T: Books closed! We‘ll listen to the taper recorder. Please listen carefully and answer some questions. After listening, ask some pairs to ask and answer the questions in activity 7. S1: How long has Charlie lived in Beijing? S2: Since…/For… Then ask them to listen again, and help to check their answers. Step IV Practice In this procedure, ask the students to do some exercises to make sure they have understood and grasped the important points of Present Perfect with since and for and how long pattern. Ask students to do activities 2—9 on their own. Then check the answers with the class. Step V Module task In this procedure, ask students to practise writing a leaflet to raise money for the Hope Schools. First ask students to read about Oxfam. T: Do you know Oxfam? What does it do? Let‘s read Around the world and find 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 out. Give the students some minutes to read this passage and think about the main idea. Check the answers. T: Well. We‘ve known much about Project Hope and Oxfam. If we want to raise money for Project Hope, Oxfam can help a lot, right? S: Yes. T: And do you want to do something for it? Now let‘s write a leaflet to raise money for it. Read the instructions in activities 10, 11 and 12 first. Things Project Hope can do: 1. bring hope to people with difficulties and to their families. 2. offer help to persons of all special needs, ages and places. 3. talk to and keep in touch with persons with a special need or in great trouble. Things Project Hope has done: 1. helped many children go back to school. 2. given health care to people all over the world. 3. helped train the health workers. Sample leaflet: The Project Hope offers help to poor children with difficulties receiving education. Now we are building another Hope School. And we are now raising money for it. We hope you can help. Your help will ensure 3,000 school-age children return to school. Many thanks! Volunteers of Class 107 Step VII Homework Ask students to 1. review this Module. 2. finish the rest exercises in the workbook. Teaching resources教学资源库 I. 重点知识详解 (1) 现在完成时中的for和since for和since是现在完成时重要的标志，这两个词区别在于:for后接表示一段时间的状语;since后接表示一个时间点的状语。 He has been a teacher for three years. He has been a teacher since 2003. 用介词“for+一段时间”时，谓语动词要用延续性动词，不可用非延续性动词。 He has lived here for three year. 不可说:He has moved there for three years. (2) 形式主语it 在it‘s easier to learn a foreign language when you visit the country中，it是形式主语，真正的主语是后面的不定式。这是“it+形容词+to do”的句型。 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 It is important to study English. It is difficult for some foreigners to study Chinese. (3) get on well with get on/along well with表示“和某人相处很好”，可以用how来提问。Get on with sth.还有“„„怎么样”的意思。 —How are you getting on with your classmates? 你和你班的同学相处如何, —Quite well. 很好。 How are you getting along with your study? 你学习怎么样, (4) 数字的读法 读数字时，要注意以下几点: ?只有百和十位数之间有and连接。 ?读比较长的数字时，先用逗号从后面开始把每三位数隔开;读一个成百的 数字，然后在后面加thousand, million等即可。 234453667?234,453,667?two hundred and thirty four million, four hundred and fifty three thousand, six hundred and sixty seven 130458967500?130,458,967,500?one hundred and thirty billion, four hundred and fifty eight million, nine hundred and sixty seven thousand, five hundred II. Introduction to School Life Education is an important part of British life. There are hundreds of schools, colleges and universities, including some of the most famous in the world. Education is free and compulsory for all children between the ages of 5 - 16. Children's education in England is normally divided into two separate stages. They begin with primary education at the age of five and this usually lasts until they are eleven. Then they move to secondary school, there they stay until they reach sixteen, seventeen or eighteen years of age. Teachers in primary schools ( 4 - 11 year olds) are always addressed by their surname by parents and pupils alike, always Mr, Mrs or Miss Smith.…. In secondary schools (11 - 16 years), teachers are always addressed as Miss or Sir. III. 补充练习 (1) 根据句意填单词。 ?He has s______ music for three years. ?Tom and his brother work in the s______ factory. ?His family is poor, but l______, he can go to school with the help of a kind man. ?Did you h______ of him? He is a great man. ?My mother ______ ______ me when I am ill. ?It is i______ to train the teachers. ?I didn‘t see her for many years, p______ it is Mr. Li. ?we are r______ money help the boy go to school 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 (2) 用for 或since填空。 ?Jill has been in Ireland ______ Monday. ?Jill has been in Ireland ______ three days. ?My aunt has lived in Australia ______ 15 days. ?Margaret is in her office. She has been there ______ 7 o'clock. ?India has been an independent country ______ 1974. ?The bus is late. We've been waiting ______ 20 minutes. ?Nobody lives in those houses. They have been empty ______ many years. ?Mike has been ill ______ a long time. He has been in hospital ______ October. (3) 选择填空。 ? Mother ______ me a new coat yesterday. I ______ it on. It fits me well. A. made…have tried B. has made…tried C. made…tried ? ―He ______ to draw horses already‖. ―When ______ he?‖ ―Last year ― A. learned…did B. has learned…has C. has learned…did ? Tom ______ up into the tree. Look, he ______ high up there! A. has got…is B. has climbed…was C. got …was ?______ you ______ the text yet ? Yes, we ______ it two hours ago. A. Did…copy…did B. Have…copied…have C. Have…copied…did ? ―Why ______ she ______ angry?‖ ―Because he ______ at her just now.‖ A. did…get…shouted B. has…got…shouted C. did…get…has shouted ? My brother ______ college for over three years. A. has gone to B. has been in C. has been at ? I ______ the way. I ______ here for quite many years. A. knew…have lived B. knew…live C. know…have lived ?______ the baby still ______? No, it ______ crying. A. Has…cried…has stopped B. Is…crying…has stopped C. Did …cry…stopped ? You ______ me waiting for two hours. I ______ for you since five. A. kept…waited B. have kept…waited C. kept…have waited (4) 句型转换 ?I have been to Macau before. (改为否定句) I ______ ______ been to Macau before. ?He hasn't come to school because he's ill. (就划线部分提问) 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 ______ ______ he come to school? ?He has learned English for 5 years. (就划线部分提问) ______ ______ ______ ______ learned English? ?I bought a new bike just now. (用just改写) I ______ ______ ______ a new bike. ?We began to learn English three years ago. (改为同义句) We ______ ______ English ______ three years. Key: (1) ?studied ?same ?luckily ?hear ?look after ?important ?perhaps ?raising (2) ?since ?for ?for ?since ?since ?for ?for ?for, since (3) ?A ?C ?A ?C ?A ?C ?C ?B ?C (4) ?have not ?Why hasn‘t ?How long has he ?have just bought ?has learned, for 外研版英语八年级上Module 5 Western music全模块教案 I. Teaching objectives 教学目标 技 听Listen for matching people with the music they like 能说Talk about opinions about music 目读 Read a passage about music for information 标写Write a biography of a composer 语 功Talk about music You like western classical music, don‘t you? Yes, I do. 能Who‘s your favourite classical composer? Beethoven. 言She doesn‘t like pop music, does she? 句You‘ve heard of him, haven‘t you? He was German, wasn‘t he? 目式You listen to pop music, don‘t you? It‘s certainly very traditional, isn‘t it? 标 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 1. 重点词汇: pop, techno, beautiful, fun, lively, sad, serious, show, traditional, sure, Austrian, composer, fan, on earth, noisy, centre, drum, guitar, violin, elder, die, rest, maybe, phone, instrument, of course, loud, record, own, century 词汇3. 认读词汇 blues, classical, jazz, rock, dramatic, German, rap, organ, trumpet, waltz, younger, addition, actually, type, gospel, string, part-time, milkman, recording, artist, figure 3(短语 in addition to 语法 Tag questions ?. Teaching materials analyzing 教材分析 本模块以Western music为话题，设计了三个部分的内容。旨在通过模块教学使学生了解西方音乐的有关知识;了解奥地利著名作曲家——约翰?施特劳斯;学会表述反意疑问句及其回答;能谈论对不同类型的音乐及对于音乐的爱好和理解;谈论最喜欢的音乐;练习通过阅读找出信息的能力;能根据所给的信息写音乐家的传记。 Unit 1 谈论不同类型的音乐，学习能描述音乐的一些形容词;认识反意疑问句及其回答;谈论对音乐的喜好。 Unit 2 学习关于著名音乐家约翰? 施特劳斯和莫扎特的文章，并从文章中找出细节信息;利用所个的信息写音乐家的小传。 Unit 3 在练习中复现本单元重点词汇、句型和语法;读关于the orchestra的文章;谈论并描述最喜欢的音乐。 III(Class types and periods 课型设计与课时分配 Period 1 Listening and speaking (Unit 1) Period 2 Reading and writing (Unit 2) Period 3 Language in use (Unit 3) ? Teaching plans for each period分课时教案 Period 1 Listening and speaking Target language 目标语言 1. Words & phrases生词和短语 pop, techno, beautiful, fun, lively, sad, serious, slow, traditional, sure, Austrian, composer, fan, on earth, noise 2. Key sentences重点句子 Who‘s it by? You‘ve heard of him, haven‘t you? He was German, wasn‘t he? You like western classical music, don‘t you? But Sally is a classical musician, so she doesn‘t like pop music, does she? 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 No, she doesn‘t. What on earth is that? Ability goals 能力目标 Enable students to listen to different types of music and learn tag questions. Teaching important/difficult points 教学重难点 Learn to talk about different types music and tag questions. Teaching aids教具准备 A projector or some pictures and a tape recorder. Teaching procedures and ways教学过程与方式 Step I Lead-in In this procedure, show some pictures to let the students know different types of music. T: Hello. Boys and girls. Nice to see you again. S: Nice to see you. T: Do you like music? S: Yes. T: There are many different kinds of music. What kind do you know? Learn new words of music types with the students. Ask students to read the new words: blues, classical, jazz, opera, pop, rock, techno, make sure they know the meaning of each word. T: We can use some adjectives to describe different kinds of music. For example, how is pop music? Help the students to say modern. T: OK. Next please work in pairs, and ask and answer questions about your favourite types of music and describe it. Sample conversation: S1: What kind of music do you like? S2: I like blues. S1: How is blues? S2: It is sad. Help students learn the words dramatic, lively, slow, serious. Ask some pairs to make up a short conversation in front of the class. Step II Listening and matching In this procedure, ask students to listen to the tape and match different types of music and the adjectives. Help students learn and remember the new words. T: There are many different kinds of music and we can use many adjectives to describe them. Now, let‘s look at the picture on page 34. Listen to the tape and decide which type of music the people in the photo play. Play the recording and check the answers. Then ask students to listen again and match the words with the music. Check the answers with students. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 Step III Listening and reading Listening In this procedure, students will listen to and read a dialogue. Ask students to do pair work to find the people and the types of music they like. Learn some words in real situations. T: In these types of music, there is western classical music, do you like it? S: Yes. T: Sally‘s school orchestra is playing western classical music. At the same time, Tony, Lingling, Betty, Daming are talking about their favourite types of music. Let‘s listen. Ask students to listen to the tape and fill in the blanks of Activity 4. Go through the answers with the students. Reading In this procedure, ask the students to read the dialogue again and find some details. Do Activity 5 as a competition to see if the sentences are true or false. T: Read the dialogue again and do Activity 5. Check if they are true or false. Let‘s have a competition between boys and girls. If a boy or a girl first stands up and correct the question correctly, he / she will get a star. Those who get more stars will be the winner. Sample conversation: S1: They’re listening to western classical music. S2: True. S1: Strauss was born in the capital of Australia. S2: False. Strauss was born in the capital of Austrian. Add another three sentences for the students to decide. Show the following. The music Tony is listening is by Strauss. Sally doesn‘t like pop music. Daming likes rap music. At the same time, help students find out some difficult points. Deal with them together. Give students some other examples to make them understand further. In the end, count the numbers of stars with the whole students to see which side is the winner. Step IV Discussion In this procedure, practice some words and expressions in Activity 5 by having a discussion. T: There are some new words in the dialogue. Let‘s read these new words and try to remember them. Show the following. capital, composer, fan, musician, river T: Work in pairs. Ask and answer questions in Activity 6. Sample conversation: S1: What’ s the capital of Shandong Province? 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 S2: Jinan. S1: Who is your favourite composer? S2: My favourite composer is Beethoven. … Check the answers. Ask some pairs to make up a short conversation. . Step V Pronunciation and speaking Pronunciation In this procedure, ask students to listen to the tape and pay attention to the tone of tag questions. T: In the dialogue, there are some tag questions, can you find them? Help students to find the tag questions in the dialogue. T: Sometimes, tag questions may help us ask a real question or check information, but we must use different tones. Listen to the tape carefully, find out what tone we use when we ask a real question or check information. Play the tape and help students find out the different tones. T: When we want to ask a real question, will we use rising tone or falling tone? S: Rising tone. T: What about checking information? S: Falling tone. T: Well now, listen to the recorder and find out if the four sentences given are used to ask a real question or check information according to different tones. Help students understand and check the answers. Speaking In this procedure, ask students to work in pairs and describe their opinions of music. T: In this lesson, we have learnt many different types of music. We can use some adjectives to describe them. Let‘s talk about your opinion of music. Work in pairs, ask and answer what music you like or don‘t like. Give your reasons. Sample conversation: S1: What music do you like? S2: I like pop. It’s lively and good to dance to. I don’t like rock. It’s noisy. What about you? S1: I like… Ask some pairs to make a conversation before the class. Step VI Homework 1. Ask the students to learn and remember the new words and expressions of this unit. 2. Ask the students to read the dialogue and grasp some important sentences. Period 2 Reading and writing Target language 目标语言 1. Words & phrases生词和短语 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 centre, drum, guitar, violin, elder, die, rest, younger, in addition to 2. Key sentences重点句子 There were two composers called Johann Strauss: a father and a son. His Waltzes made him famous all over Europe. Before he was six he played not only the piano, but also the violin and the organ. Ability goals 能力目标 Enable students to talk about composers and musicians. Teaching important/difficult points 教学重难点 Talk about composers and musicians. Teaching aids教具准备 A projector and a computer. Teaching procedures and ways教学过程与方式 Step I Revision In this procedure, review some words and expressions in unit 1. Do pair work, using important sentences and tag questions. T: Hello. Boys and girls. Nice to see you again. S: Nice to see you. T: In the last unit, we have learnt many different types of music. What are they? S: Blues, classical, jazz, opera, pop, rock, techno T: How are these types of music? (Do chain work) S1: Blues is sad. S2. Classical is serious. S3: Jazz is beautiful and slow … T: Next work in pairs and ask and say about your favourite music, using tag questions. Write some tag questions and everyday English on the blackboard. Help students to revise them and make a conversation. Sample conversation: S1: You like pop music, don’t you? S2: No, I like rock music. You don’t like rock music, do you? S1: Yes. I do. I am a classical fan. S2: What on earth is that? S1: Classical music. S2: I don’t believe it. Ask some pairs to act out a conversation before the class. Step II Vocabulary In this procedure, make students familiar with some new words of musical instrument. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 T: There are many different types of music. How do people play them? What instrument do you know? S: Drum, guitar, violin, piano Ask students to read the pictures in activity 1 and help them answer. Present the new words: organ, trumpet. Ask students to read these words. Make sure they understand the meaning of each word. Then ask them to look at pictures on page 36, and match the pictures with the words. Step III Listening and Reading In this procedure, ask students to listen to and read the passage and decide whether the sentences are true or false to help them understand better the passage. T: We have known some types of music and instruments. There are also many great musicians in the world. Who do you know? Help students to say some famous musicians, in Chinese if necessary. T: There is a country called the capital of music. On the first day of every year, there is a New Year Orchestra in this city. Do you know the name? S: Yes, it is Vienna. T: There were also two great musicians in Vienna… S: Johann Strauss and Mozart. T: You are quite right. Today, let‘s come to know the two great musicians. First please listen to the tape with your books closed. After listening, you‘ll check the true sentences below the passage. Play the tape and check the answers after listening. Pair work In this procedure, ask students to read the passage again and find more information in the passage. T: Let‘s read the passage again and answer the questions in Activity 3. Read slowly and carefully this time. After a few minutes, ask students to work in pairs, and ask and answer the questions. Check some pairs. Deal with any difficulty points in understanding. Explain the meaning of the difficult sentences if necessary. Careful reading In this procedure, ask students to read more carefully to find out some important and difficult sentences. Explain these sentences and give some other examples. Write some sentences on the blackboard: 1. He is famous all over the Europe for his waltzes. 2. When he was 12, he wrote his first opera. 3. There were two composers. We call them Johann Strauss: a father and a son. 4. He played the piano, the violin and the organ. T: Please read the passage more carefully and find out the sentences in the 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 passage which have the same meaning as the sentences on the blackboard. After about 6 minutes, ask some students to do this task. Explain the language points to the students. Show the following and ask students to make sentences with them. 1. make…famous: This song made him famous. 2. at the age of: He went to school at the age of 7. 3. called: That boy is called Tom. 4. Not only…but also: He not only reads a lot, but also remembers a lot. Step IV Reporting In this procedure, help students report the passage, using information given in the passage to practice speaking and to be prepared for writing. T: We have learnt the passage about the two famous musicians. If you are a reporter, can you tell us the story of Mozart? Show the following key words and ask the students to make a report. Austria, 1756, not only…but also, around Europe, give concerts, at the age of 12, 1791, greatest composer Ask some students to report the story of Mozart. Step V Writing In this procedure, ask students to say something about Xian Xinghai and write a passage about it. T: There are many famous musicians in China. Who do you know? S: Nie’er, Xian Xinghai and… T: Yes, Xian Xinghai was one of the most famous musicians in China. Today, can you say something about him? Please look at Page 37. There are some notes about him. Work in pairs and say something about him according to the information given. Sample version: Xian Xinghai is one of the great composers of classical and traditional music. He was born in … Ask two students to make a report. Then ask students to write the passage down. Ask one student to write on the blackboard. Correct mistakes after writing. Step VI Homework Ask students to 1. read the passage for several times. 2. finish exercises 4—7 on page 129 in the workbook. Period 3 Language in use Target language 目标语言 1. Words & phrases生词和短语 maybe, phone, instrument, of course, loud, record, own, century 2. Key sentences重点句子 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 She doesn’t like pop music, does she? You‘ve heard of him, haven‘t you? He was German, wasn‘t he? You listen to pop music, don‘t you? It‘s certainly very traditional, isn‘t it? Ability goals 能力目标 Enable students to understand the tag questions and use them. Teaching important/difficult points 教学重难点 Revision of the tag questions. Teaching aids教具准备 Some pictures and a tape recorder Teaching procedures and ways教学过程与方式 Step I Revision Check the homework with the class and then have a dictation of some new words and expressions. Ask some students to read the passage about the composer of Xian Xinghai. Step II Grammar In this procedure, revise the important points of this module. Do pair work to practise tag questions. T: Look at page 38, activity 1. Let‘s play a game called ―looking for friends‖. One student reads a sentence in column A, if you can choose the correct tag question in Column B, you can stand up and answer. Sample conversation: S1: You like rock music. S2: don’t you? S1: They sing well. S3: don’t they? S1: He has written ten new songs this year. S4: hasn’t he? … T: Well done! Let‘s come to activity 2. Please fill in the proper tag questions in the blanks. Give the students a few minutes to write the answers. Then ask students to work in pairs and practise the conversation. Make sure they put the stresses in the right places. Ask some pairs to read the conversation. Then go through the answers with the class. T: Please tell us whether the speaker in each case is asking a real question or just checking information. Ask students to answer. Then check the answers. Step III Words and expressions 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 In this procedure, review some important words and expressions, making sure students know the meanings and spelling. Then do some practice. Show some pictures and ask students which type of music each picture is. Ask them to ask and answer in pairs according to the pictures. Sample conversation: S1: What type of music is it? S2: It’s pop music. S1: How is it? S2: It’s lively and modern. T: Please write down the different types of music below the five pictures. Then go on with Activity 5. Call back the answers. T: We have learned something about Mozart in the passage in Unit 2. Now let‘s learn more about this famous musician. Let‘s read the passage of Activity 6, and then fill in the blanks with proper words from Activities 4 and 5. Ask one student to write the answer on the blackboard. Then check the answers together. Step IV Reading In this procedure, read the passage about Elvis Presley and answer some questions and develop the reading skills of students. T: There were many famous pop singers in the world. Elvis Presley is one of the most famous. Let‘s read the passage about him and answer the questions. After reading, ask students to work in pairs and ask and answer the questions. Sample conversation: S1: How long did Elvis live in Memphis? S2: He lived there for 29 years. Around the world T: An orchestra is a large group of musicians who play classical music. What is it made up of? How is it going? Let‘s read a passage about it. Give the students a few minutes to read this passage. Step V Listening In this procedure, ask students to listen carefully and grasp the main idea of the passage. Ask and answer questions in pairs after listening. Play the tape twice and ask students to listen carefully. After listening, ask them to work in pairs and ask and answer the questions in pairs. Sample conversation: S1: Where does Amy study? S2: … Go through the answers with students. Step VI Module task In this procedure, ask students to work in pairs and talk about the music they like best. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 T: In this module, we learned something about music. Let‘s talk about your favourite music. Work in pairs, describe the music you like best. Sample conversation: S1: What kind of music do you like best? S2: I like rock music. S1: Why? S2: Because it is lively and fast. S1: Do you like classical music? S2: Yes I do. Ask some pair to act before the class. The ask students to do some group work as follows. T: Let‘s have a discussion. Work in groups of four. Every one will talk about your favourite music. Use the adjectives to describe your feelings when listening. After discussion, report your results to the class. Sample report 1: I like pop music. It’s lively and modern. I don’t like rock music, because it’s too noisy Sample report 2: Li Ming likes pop music, it’s lively and modern. He doesn’t like rock music, it’s too noisy. Step VII Homework Ask students to 1. summarize what they have learned in this Module. 2. finish the rest exercises in the workbook. Teaching resources教学资源库 I. 重点知识详解 (1) 反意疑问句的构成及回答 反意疑问句一般规律是“前否定后肯定;前肯定后否定”。构成反意疑问句的助动词应该和前面的一致，要注意时态、人称和数的变化。 He plays the piano well, doesn‘t he? They are listening to music, aren‘t they? My brother won‘t leave for America, will he? 但是情态动词的反意疑问句要注意，must表示“有必要”时，反意疑问句要用needn‘t;表示“必须”时，用mustn‘t。 You must go home right now, needn‘t you? The car must be locked, mustn‘t it. 祈使句的反意疑问句要用will/won‘t you? can/can‘t you? could/would you? 否定祈使句的反意疑问句用will you? Have a cup of tea, won‘t you?/will you? Don‘t open the door, will you? Let‘s的反意疑问句用shall we? Let us的反意疑问句用will/won‘t you? Let‘s take a rest, shall we? Let us do it, will you? 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 在“前否定，后肯定”形式的反意疑问句中，如果表示赞同前者说的话，和前面说的话相一致，用no回答，用汉语可翻译为“是的”;如果表示不赞同前者说的话，用yes回答，用汉语可翻译为“不是”。 He didn‘t get up early this morning, did he? 他今天早上起床不早，对吗, Yes, he did. (=He got up early) 不，他起得早。 No, he didn‘t (=He didn‘t get up early) 是的，他起得不早。 (2) not only…but also的含义及用法 not only A…,but also B…表示“不但;而且”，可连接两个并列成分，但强调后者;后面的also也可省略。 He is not only clever but also hard - working.(强调后者)他不但聪明而且能干。 not only…but also结构中，not only放在句首时，后面引导的句子要用倒装语序，引起部分倒装;但but also后的句子不倒装，用陈述语序。 Not only did he work faster, he worked better also. 他不仅工作更快，而且更好。 Not only did I know her, but I was her best friend. 我不仅认识她，而且是她最好的朋友。 II. 背景知识 1. 施特劳斯父子 维也纳华尔兹(Wiener Walzer)和施特劳斯父子维也纳华尔兹，这种源于四分之三拍节奏民间舞蹈的乐曲，经过约翰?施特劳斯父子的发展和创新，如今成了维也纳舞曲的象征。 父亲约翰?施特劳斯(Johann Strauss, Vater, 1804.3.14.-1845.9.25.)以前只是一家乐团里的中提琴演奏者。一八二五年，他自己创建了一个舞会乐队，并且在短短几年内使其成为一个具有相当规模的乐团。他先后率领乐团访问了德国、巴黎和伦敦，一八三五年成为宫廷舞会首席指挥。他的作品中最著名的莫过于《拉德斯基进行曲》。这首颂扬奥匈帝国常胜将军的乐曲，作为维也纳新年音乐会的最后一个保留曲目，传播到全世界亿万百姓的家中。 青出于蓝而胜于蓝。音乐世家的长子约翰?施特劳斯十九岁那年就自己成立了乐团。二十四岁的约翰?施特劳斯继承了父亲的著名乐团，并漫游了半个欧洲和美国。一八六三年，约翰 施特劳斯已经成为维也纳宫廷舞会的指挥。在这位华尔兹之王的四百多首华尔兹舞曲中，最著名当然是属他一八六七年创作的《蓝色的多瑙河》，这首舞曲甚至被人称为奥地利更受人欢迎的― 国歌:。 2. 莫扎特 1756年1月27日，莫扎特出生于奥地利的萨尔斯堡一个宫廷乐师之家。他很小就显露出极高的音乐天赋，在父亲的教导下学习音乐。从1762年起，在父亲的带领下，6岁的莫扎特和10岁的姐姐安娜开始了漫游整个欧洲大陆的旅行演出。他们到过欧洲许多地方，所到之处无不引起巨大的轰动～在奥地利国都维也纳，他们被皇帝请进王宫进行表演。 1772年，16岁的莫扎特终于结束了长达10年之久的漫游生活，回到自己的家乡萨尔斯堡，在大主教的宫廷乐队里担任首席乐师。由于不满主教对他的严厉管束，这段不稳定的雇佣关系终于在1781年结束，他毅然决定独立自主，前谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 往维也纳定居，走上艰难的自由音乐家道路。 莫扎特写作之轻松与神速使他的同时代人和后辈都把他看作是无师自通、不学而成的天才，纵观他的一生，除了孩提时期受到父亲的严格教诲外，的确从未得到过正式的教师指导。天才是不容否认的，但人们往往因此而忽略了天才也离不开刻苦与勤奋。莫扎特曾说:―人们以为我的艺术得来全不费功夫。实际上，没有人会像我一样花这么多时间和思考来从事作曲;没有一位名家的作品我不是辛勤地研究了许多次。 3. 爵士乐 爵士乐(jazz)是美国音乐的一种，开始于20世纪20年代，这是一种具有奇特节奏和非洲和声色彩的音乐形式，由早期的拉格泰姆(ragtime)、蓝调(blues)吸取了营养,发展到后来的比波普、自由爵士、现代爵士。它走过了一段令人惊喜而富有朝气的旅程。它的自由的即兴风格，结合黑人音乐家那天生的丰富节奏感，由此产生了这种微妙而无法准确记谱的美妙音乐。 4. 古典音乐 古典音乐是指那些从巴洛克时期(1600-1750)开始一直到20世纪早期，在欧洲文化传统背景下创作的音乐,它有别于通俗音乐和民族音乐,具有永恒的意义。大约从1600年开始,欧洲作曲家开始创作早期音乐，这也就是古典音乐的开端。事实上，很多西方古典音乐最早都是来自于为宗教仪式和庆典而写的音乐。 5. 蓝调 蓝调(Blues)为爵士、摇滚及福音歌曲(Gospel)的老祖宗，原本只是美国早期黑奴抒发心情时所吟唱的12小节曲式，演唱或演奏时大量蓝调音(Blue Notes)的应用，使得音乐上充满了压抑及不和谐的感觉，这种音乐听起来十分忧郁(Blue)。但就是这么一股〝反骨〞气息，使得它后来在叛逆的摇滚乐中发扬光大。蓝调以歌曲直接陈述内心想法的表现方式，与当时白人社会的音乐截然不同。 6. 流行音乐 流行音乐是20世纪最重要的艺术形式之一，而在流行音乐领域影响最广的则当属流行演唱。流行演唱自流行音乐诞生以来，它便显示出了蓬勃的生机，经过近百年的发展，如今已自成一派，在我国它已成为和美声唱法、民族唱法相抗衡的重要演唱方法之一。 7. 歌剧 歌剧一种以歌唱为主，并综合以器乐、诗歌、舞蹈等艺术为一体的戏剧形式。歌剧是西洋音乐舞台上最重要的综合艺术形式。西洋歌剧的故乡是意大利，第一部歌剧《达芙妮》(佛罗伦萨作曲家培里创作于1597年)在那里产生。中国宋元以来形成的各种戏曲，也有歌剧的性质。五四以后特别是延安时期，音乐工作者开始尝试借鉴西洋歌剧的创作方式来创作具有中国特色的歌剧. 8. 摇滚 摇滚乐是黑人节奏布鲁斯和白人乡村音乐相融合的一种音乐形式，它是以吉它、贝司、鼓为主，加上大功效的音响和诸多效果器来表现音乐的形式;它分为布鲁斯(Blues)、摇滚(Rock and Roll)、重金属(Heavy Metal)、朋克(Punk)、放克(Funk)、雷鬼(Reggae)、说唱乐(Rap)等等。 摇滚通过音乐来反大众化的东西。 9. 电子音乐 电子音乐，指运用电子方法产生和修饰的音乐。对于管弦乐队的传统乐器谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 有限音色的不满足是产生电子音乐的最初动力。作曲家可以十分方便地控制音响的音高、时值、力度和音色等各种因素，这样就使现场演奏电子音乐作品成为可能。新一代电子音乐家不仅用计算机控制电子音响合成器，完成音乐作品，还用计算机进行音乐风格分析、辅助音乐教学，甚至自动作曲。 III. 补充练习 (1) 根据句意填单词 ?It's t________ in England to eat turkey on Christmas Day. ?John is s________ because his dog has died. ?She's a l________ child and everyone likes him. ?What f________ it will be when we all go on holiday together. ?I can't work in here it's too n________. ?Our children have grown up and have children of their o________. ?While we play tennis what will the r________ of you do? ?Her face was s________ as she told us the bad news. (2) 单项填空 ?—Jack hasn‘t paid for the school things, has he? —______. His father will pay for him. A. Yes, he has B. No. he hasn‘t C. Yes, he did D. No, he didn‘t ?Your father has been to Guangzhou twice, ______? A. has he B. hasn‘t he C. doesn‘t he D. isn‘t he ?She‘s an Australian, ______? A. hasn‘t she B. isn‘t she C. doesn‘t she D. is she ?He has never visited the Great Hall of the People, ______? A. hasn‘t he B. has he C. does he D. doesn‘t h ?Lucy, you clean the blackboard today, ______? A. do you B. did you C. will you D. can you ?Mr. Green went to Shenzhen on business last wee, ______? A. isn‘t he B. doesn‘t he C. didn‘t he D. hasn‘t he ?John can hardly understand Chinese, ______ he? A. can‘t B. doesn‘t C. can D. does ?— weather! It‘s raining! —Bad luck! We have to stay at home all day. A. What fine B. How fine C. How bad D. What bad Key: (1) ?traditional ?sad ?lively ?fun ?noisy ?own ?rest ?谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 serious (2) ?B ?B ?B ?B ?C ?C ?C ?D 外研英语八年级上Module 6 A famous story全模块教案 I. Teaching goals 教学目标 技 听Listen to fairy tales including past on-goings 能说Ask and introduce events happening in the past 目读 Read fairy tales including past on -goings 标 写Write a description of things happened in the past Saying what you were doing at a specific time 功 Yesterday evening my father was watching TV. 能Were you reading a story? What were you doing last night? 句I was reading an English book. 语式 言 1. 重点词汇 suddenly, rabbit, party, fall, hole, strange, carry, tired, nothing, 目词once, pink, by, pocket, across, field, under, storm, outside, jump, during, noon, bookshop, wear, clap, cheer, gold, ring, hall, stop 标 汇2. 认读词汇 daisy, chain, hedge, scream, staff, worn, perform, follow 3. 短语 look into, go off 语 Past continuous: were/ was doing. 法 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 重 1. She was sitting by the river. 2. I called you dozens of times but no one answered. 点3. Alice was getting very tired. 4. There was nothing so strange in that. 句 子 II. Teaching material analyzing 教材分析 本模块以童话故事为主题，把语法与故事结合起来，采用隐性教育的方式让学生在了解故事的同时掌握过去进行时的结构和用法。 Unit 1共设计了7个活动。1 要求根据录音材料给故事中人物排序。2是谈论故事Alice‘s Adventures in Wonderland的一段对话。3为细节理解活动，要求学生听懂故事情节，记下故事中每个人物的活动。4要求辨认单词，按照提示为其分类。5要求用4中词汇完成句子。通过活动，学生可以从中学到用英语解释新单词的方法。6通过听读语音语调训练，帮助学生掌握含有过去进行时的句子的读音。7 要求写出在所给的过去时间内自己做的事情，然后结对进行问答练习(8)。 Unit 2通过讨论图片导入故事，以激发学生兴趣，并熟悉相关词汇，为阅读提供词汇、句法及背景知识的准备(1)。2是节选自Alice‘s Adventures in Wonderland的一段小故事，要求学生读后回答问题。3要求将问句和答语进行匹配，通过问答匹配了解故事的创作背景，为活动4的写作任务做准备。 这一活动训练的是阅读理解能力，可帮助学生更好地理解课文。4是写作活动。要求根据活动3中内容写一则关于Lewis Carroll and Alice Liddell的小故事。本活动不仅仅训练过去进行时的用法，还要求掌握叙述故事的时间顺序以及时间衔接词的用法，如:One day … Then … and Finally。 Unit 3 属于语言实践活动。1要求辨识过去进行时的正确结构形式。2采用选择答案完成句子的形式，通过语境训练进一步强化对过去进行时的认识，并能正确区分一般过去时与过去进行时的用法。3属于语言输出活动。要求学生根据所供语境，运用过去进行时态描述自己所做的事。4利用游戏方式，口头问答过去某时自己所做的事。 5仍是一个游戏活动。游戏的内容是―警察捉小偷‖。通过问答练习，调查每个人过去某时的行为活动，借以判断小偷身份。 6要求将上一活动中被调查人员的活动结果记录下来。7要求听一段小故事后，回答问题。8 要求根据语篇内容选择适当的词汇完成短文。活动9 要求先根据语意及句子结构知识完成句子，然后用句中短语造句，旨在培养学生的创造性思维能力。 Around the world 部分主要是让学生了解一些和冒险经历有关的英文名著。 Module task 是一个写作活动。写作要求突出真实性和交际性。活动10要求学生收集信息和精炼句子。先回想自己做了哪些事，用关键词把自己要表达的意思写下来。活动11 按提纲写故事。学生可模仿提示来写作。活动12 是一个展示过程，可让学生把自己写的故事读给全班听。 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 III. Class types and periods 课型设计与课时分配 Period 1 Listening and speaking (Unit 1) Period 2 Reading and writing (Unit 2) Period 3 Language in use (Unit 3:1-7) Period 4 Language in use (Unit 3:8-12) ?.Teaching plans for each period分课时教案 Period 1 Listening and speaking Language goals语言目标 1. Key vocabulary重点词汇 suddenly, rabbit, party, fall, hole, strange, carry 2. Key structures重点句式 Were/was doing Ability goals能力目标 Enable students to talk about past on-goings. Teaching methods教学方法 Communicative approach. Teaching aids教具准备 A tape recorder, some pictures or handout. Teaching procedures and ways教学过程与方式 Step I Lead-in Show some pictures of fairy tales, introduce the story briefly, and explain some new words. T: Do you like to read fairy stories? (Explain ―fairy story‖, in Chinese if necessary.) A fairy tale is a story written for, or told to, children. The story often includes elements of magic. Now look at the following pictures? Can you tell me the name of the stories? Show the following. S: Snow White. T: What is the story about? S: A little princess was saved from the evil deeds of her step-mother, the queen, by a group of seven dwarfs. T: Good. How about picture 2? S: Cinderrela. T: Do you know the story? S: It‘s about a beautiful girl. At first, Cinderella is living happily with her mother and father until her mother dies. Cinderella's father remarries a cold, cruel woman. The woman has two daughters. When the father dies, Cinderella's stepmother turns her into a servant in her own house. T: Well done. Do you know anything about picture 3? S: Aladdin and the wonderful lamp. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 … Time permits, talk about more fairy tales. T: Do you know the name of the story? Show the following picture. S: Alice‘s Adventure in Wonderland T: Good. It‘s a famous English story. Today we‘ll start with this fairy tale. Step II Listening Read through the list of characters with the students. Explain ?hatter‖, then play the tape and ask the students to listen and focus. T: We are going to listen to a short introduction of the story, Alice‘s Adventures in Wonderland. Before listening, let‘s read through the list of the characters first. … Pay attention to ―hatter‖ please. We know the word ―hat‖. A hatter is someone who makes hats. … Play the tape and ask students to number the characters in the story in the order. Call back the answers from the whole class. Step III Vocabulary Do activity 4. Ask students to group the words first in order to make them remember all the words easily and then go on with activity 5. T: There are some words in the box of activity 4. Please read these words first and then try to find out the words for ―animals‖. S: Cat, mouse, rabbit. T: Find out two words mean ―important people‖. S: King and queen T: The places outside home. S: Garden, grass. Ask them to read through the words chorally. … For activity 5, tell them to guess the words and complete the sentences. Check the answers by asking some students to read the sentences. Step IV Reading and grammar Ask students to read the conversation individually and find out the sentences with the form of ―v-ing‖. Write the sentences on the board: I‘m reading. She was sitting by the river. She was not reading. The queen was playing in the garden What were they doing? Point out the structure: 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 T: ―Was/were doing‖ is used to describe past on-goings. Now read aloud the following sentences. Show the following. I didn‘t hear the phone. My father was watching TV then. I was reading a book at that time. Explain the difference between the past simple tense and past continuous. Show the following. I wrote a letter yesterday morning. (The letter is finished) I was writing a letter yesterday morning. (We don‘t know if the letter is finished or not.) I saw a very good film last night. (It happened in the past) I was reading a book this time yesterday. (It was going on during the past time) Listening Ask students to listen to the recording of the conversation and do activity 3. Check their answer. Call their names from the whole class in order. Step V Pronunciation and speaking First ask students to read through the sentences in activity 6. Play the tape and have them follow. Then play the tape again, pausing to let the students repeat chorally and individually. After this, ask them to do activity 7, write notes on a piece of paper and then have conversations with their partners, ask and say what they were doing at these times. Sample answers: S: What were you doing at 7 am yesterday? S: I was going to school. S: What were you doing at 1 pm? S: I was helping my mother to do some washing. … Step VI Homework Ask students to: 1. read the conversation in activity 2 repeatedly. 2. do activities 1-4 in the workbook. 3. Try to find some information about the writer of the story. Period 2 Reading and writing Language goals 语言目标 1. Key vocabulary重点词汇 tired, nothing, twice, conversation, suddenly, pink, by, pocket, across, field 2. Key structures重点句式 Were/was doing Ability goals能力目标 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 Enable students to read and write about fairy tales. Teaching methods教学方法 Communicative approach. Teaching aids 教具准备 A tape recorder, some pictures and handouts. Teaching procedures and ways教学过程与方式 Step I Revision and lead-in Review past on-goings through asking and answering questions; encourage them to recall the characters in the story Alice‘s adventures in wonderland and lead in new lesson. T: Hello, boys and girls. What were you doing this time yesterday? S: We were having an English lesson. T: What did we learn yesterday? S: We learned to use past on-goings. T: Which story were we talking about? S: Alice‘s adventure in Wonderland. T: Good. Do you remember the characters in the story? S: Yes. The mad hatter and the march hare, the white rabbit, the red king, the red queen and Alice T: Great. Now let‘s look at the picture on page 44 please. Who‘s in the picture? S: It‘s a rabbit T: Do you think it is strange? S: Yes. It‘s wearing clothes. T: Yes, that‘s the point. Usually rabbits don‘t wear clothes. Is there anything else strange? S: It is carrying a stick. It is standing on its back legs. It‘s looking at a watch. T: Good. Why is it so strange? Today let‘s learn more about Alice‘s adventures in wonderland. Step II Reading In this procedure, students will read the start of Alice‘s adventure in Wonderland and answer the questions to learn more about the details of the story: what, who, when, where and why. Learn the following new words. tired, nothing, twice, conversation, suddenly, across, pocket And then ask students to read individually and discuss the questions with a partner. Check the answers. Ask them to read again and decide whether the following sentences are true or false. 1. Alice was reading a book. 2. The book had a lot of pictures in it. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 3. Alice wanted to make daisy chain. 4. A white rabbit ran past Alice and her sister. 5. The rabbit was wearing clothes. 6. The rabbit went into a hole under a big tree. 7. Alice entered the hole after the rabbit. Check the answers. Step III Writing In this step, students will do the match work first to know something about Lewis Carroll. Introduce more about Lewis Carroll to them and then ask them to write the story of Lewis Carroll and Alice Liddell T: Last period, I asked you to find some information about the writer of the story, have you finished? S: Yes. T: Can you tell me who the writer is? S: Lewis Carroll. T: Good. Today let‘s learn more about the writer. Let‘s learn why and how he wrote this story? Ask students to read the questions and answers fast, make sure they understand each one, and then let them do the match work. After a few minutes, call back the answers from the whole class, having one student ask a question and another answer. Explain when necessary. If possible, introduce more about the writer. (See Teaching resources: I) Then ask students to make a list of the information of Lewis Carroll and Alice Liddell and then join the sentences with ―one day…, then…, and finally…‖to write the story. When they have finished, ask some of them to read their story to the class. Sample version: Lewis Carroll‘s real name was Charles Dodgson. He was teaching math at the University of Oxford, England. One day he saw Alice in a garden. She was playing with her sisters. Carroll went to meet the girls and they asked him to take their photos. He became good friends with the Liddell children. One day they were having a picnic by the river, and Carroll was telling the girls lots of stories. Alice asked him to write down the stories. Then Carroll wrote Alice‘s Adventures in Wonderland. Finally Alice‘s Adventures with Lewis Carroll ended when she grew up. When they have finished, ask some of them to read their story to the class. Step IV Homework Ask students to 1. make sentences with the phrases: Once or twice, look into, what…for…, be doing…when…, think of, grow up, have a picnic. 2. do activities 5-6 in the workbook. Period 3 Language in use (I) 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 Language goals语言目标 1. Key vocabulary重点词汇 go off, under, thief, outside 2. Key structures重点句式 Were/was doing Ability goals能力目标 Enable students to use the past continuous tense correctly. Teaching methods教学方法 Communicative and practice. Teaching aids教具准备 A projector, a tape recorder and a computer. Teaching procedures and ways教学过程与方式 Step I Revision Check the homework by asking several students to read the sentences they made. Sample sentences: 1. She goes to travel once or twice a year. 2. He looked into the room and found nobody was there. 3. What are you going to Beijing for? 4. They were having a party when the teacher came. 5. She was thinking of making a paper boat to give the little girl. 6. We are going to have a picnic this weekend. 7. I‘m going to be a pilot when I grow up. Step II Practice Ask students to do activities 1-2, first individually and then check their answers with their partners. Draw their attention to the different forms of the past simple tense and past continuous tense. … Ask students to do activity 3. Read the list of the time through first and then ask them to write down what they were doing at these times. Ask several students to read their work. Samples answers: Last Sunday, during the day, I was doing some washing. At about seven o‘clock last night I was playing computer games. This morning, on my way to school, I was singing a song. This time last year, I was doing a part-time job in a restaurant. On Saturday, from about 12 noon to 2 pm I was cleaning my room. Step III Games Read through the example with the whole class and ensure that they understand what to do. Ask students to play the game in activity 4 in groups Go on with activity 5. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 T: Look at the pictures. We can see there was a robbery at 9 o‘clock last night, and the police are looking for the criminal. Now work in groups of six. One member of your group is a policeman; ask and say what you were doing at 9 o‘clock. If you cannot remember or don‘t know what you were doing, you will be treated as a suspect. Sample dialogue: (P = Police) P: Excuse me, may I ask you some questions? You know, there was a robbery last night. Well, what were you doing at eight last night, Sonly? Sonly: I was having dinner then. P: What were you doing at nine last night, liming? Liming: I was watching a football match on TV with my family. P: What about you, Lily? Lily: I was writing a letter. P: What were you doing, Sue? Sue: I was sleeping at home. Liz: I was on the bus with my sister. P: Well, many thanks to you all. See you! Further practice If students are interested in the game, ask them to make a story and solve robbery. After this, ask students to write down what each member of the group was doing. Step IV Listening Ask students to read through the questions in activity 7, and then listen to the tape and answer the questions. Check the answers by asking some students to retell the story in the recording. Step V Homework Ask students to: 1. finish the rest activities in the workbook. 2. read more about Alice‘s adventure in wonderland. Period 4 Language in use (II) Language goals语言目标 1. Key vocabulary重点词汇 look into; run across; smile at; think about 2. Key structures重点句式 Were/was doing Ability goals能力目标 Enable students to write a short story about their past experience. Teaching methods教学方法 Communicative approach. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 Teaching aids教具准备 A computer and a projector. Teaching procedures and ways教学过程与方式 Step I Lead-in Encourage students to recall the start of the story, and then read the pictures in activity 8 and complete the passage. Sample retelling story: Alice was sitting with her sister by the river and saw a white rabbit with pink eyes ran by her. The rabbit was strange. It said something and took a watch out and looked at it. Then it went down a large hole. Alice went down after it. T: Well, everyone. We have learned a lot about Alice‘s adventure in wonderland. Can you tell me some characters in the story? S: Yes. T: Can you tell me the animals in the story? S: A cat and a rabbit. S: What is the rabbit look like? S: It‘s wearing clothes. It‘s carrying a stick. It‘s wearing a watch. T: Who is the cat like? Who else is in the story? Now let‘s look at the pictures in activity 8 and find out. Step II Practice Ask students to do activity 8 individually and then read the completed passage. Then go on with activity 9. First ask them to do the match work and then retell the story in activity 8. Sample retelling story: When Alice was sitting near the river, she saw a strange rabbit going down a hole and followed it. Then she found a cat smiling in the garden. She then met the Mad Hatter and the March Hare. They were having a tea party. Finally she met a queen and a king. Ask several students to make new sentences with the phrases in activity 9. Samples sentences: He looked into the room and found nobody was there. I saw him run across the street. She is always smiling at her students. Don‘t you think about other people? Step III Around the world Ask students to read the information in Around the world and make a brief introduction of the three authors. Show the following. Mark Twain was an American journalist and writer who led an adventurous life 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 thin 19 century America, fighting in the civil war, working on the Mississippi steamboats and as a printer, and living in different places. His most famous books are The Adventures of Tom Sawyer and the Adventures of Huckleberry Finn, which are classic examples of American children‘s literature. They tell the story of two boys growing up near the Mississippi, and their adventures with their friends. Robert Louis Stevenson was Scot who trained as a lawyer, but became a famous novelist. He wrote a number of classic children‘s stories, including Treasure Island, Kidnapped and Dr. Jekyll and Mr. Hyde, many of them set in Scotland. Treasure Island is a wonderful story of Jim Hawkins adventures with a group of dangerous pirates. Daphne du Maurier was an English author, who wrote a great many plays, short stories and novels, as well as biography. Her most famous novels are Jamaica Inn, Rebecca and My Cousin Rachel. She often uses Cornwall in south-west England as the back drop to her romantic stories. Step IV Module task Deal with activity 10—12. Read through the instructions with the class. Ask them to choose to write about something which really happened to them, or invent something. T: It‘s time for you to write your story. Please write a short story about your past experience. You need to think about the following points: the time, the event, what you were doing at that time, what happened, what happened next and what happened finally. Make notes first and then join the sentences. You can follow the example in your book. Sample version: It was raining and I was waiting at the bus stop when a car stopped. The driver opened the door. It was Britney Spears! Then she said, ―Would you like a lift?‖ ―Yes, please,‖ I answered, and got into the car. ―Where are you going?‖ she asked. ―I‘m going home from school.‖ I said. ―Tell me where it is, and I‘ll take you there,‖ she said. So I explained how to get there and she drove me. She told me that she was having a day off as she had no concert that night. She said she enjoyed driving around new cities and seeing what people were doing. When we got home, I invited her in for a coup of tea, and, to my surprise, she accepted. My mother just stood there with her mouth open when we walked in. We made some tea and took it to my room. I had a big Britney poster on my wall. Britney laughed when she saw it. Step V Homework 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 Ask students to 1. finish the rest activities in the workbook. 2. make a self assessment of the module. Teaching resources教学资源库 I. Lewis Carroll Lewis Carroll‘s real name is Charles Lutwidge Dodgson, the first of 11 children of a clergyman. Born on Jan. 27, 1832, he soon became the family entertainer, with magic tricks, puppet shows, parodies, poems, word play puzzles and a family newspaper. He went to Rugby school and studied mathematics at Christchurch College, Oxford. After graduating, he remained at Christchurch as a lecturer in mathematics; however he was not a good teacher- perhaps because of his stammer-and was better known as a writer on maths and logic, writing more than 30 papers. He also held various administrative posts at the university. He met the Liddell children (daughters of the Dean of Christchurch) in the late 1850s, and started by photographing them. Dodgson was something of a pioneer in the early days of photography. It was a trip up the river from Oxford to Godstow with Lorina(13), Alice(10) thand Edith (8) on 4 July 1862 which laid the foundations of the first Alice story, although many of the elements were things he had already invented. The book was finally published as Alice‘s Adventures in Wonderland in 1868, with illustrations by John Tenniel, which have become as famous as the story itself. It was an instant success, and has remained a classic of children‘s literature in English. His pen-name--Lewis Carroll--was a word-play from a Latinised inversion of his own first two names. Unlike many writers, Dodgson made the sequel Through the Looking Glass and What Alice Found There equally interesting and amusing. It was published in 1871. His long nonsense poem The Hunting of the Snark was published in 1876, and towards the end of his life the two long Sylvie and Bruno novels, but were neither as good nor as successful as the Alice books. thDodgson died on 14 January 1898. II. 过去进行时 构成:过去进行时是由was/were +v.-ing构成的。与现在进行时类似，只是现在 进行时中的am/is/are 变成了was/were. 过去进行时的用法: 1( 表示过去某时正在进行的动作或情况 It was raining all night /all yesterday. 2( 过去某时并行的动作 While I was working in the garden, my wife was cooking dinner 3. 表示过去重复的动作 When he worked here, roger was always making mistakes. 过去进行时和一般过去时: 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 一般过去时通常表示过去发生的而现在已经结束的事件，动作或情况 Sam phoned a moment ago. I saw Fred in town. I had a word with Juliann this morning. 用一般过去时通常指动作何时发生，而不指动作持续多久。过去进行时和一般过去时经常同在一个句子里使用。过去进行时表示过去正在进行的情况或动作，一般过去时则表示比较短暂的动作或事件。正在进行中的动作或情况往往由连词when, as, just as, while等引导。 Jane met frank when she was living in Hollywood. Just as I was leaving the house, the phone rang. 外研英语八年级上Module 7 Feelings and impressions 全模块教案 I. Teaching goals 教学目标 技Listen to conversations and passages involving the description of 听 someone 能说 Talk about likes and dislikes 目读 To read a description of someone 标 写Describe yourself Write a simple description of someone 语 功Describe feelings and expressions That smells delicious! 言能It tastes too strong. It doesn‘t smell fresh. 目句It feels very soft and comfortable. She sounds really nice. And she looks very pretty. 标式 词 4. 重点词汇 feeling, smell, feel, salty, sour, tight, shoe, soup, dear, matter, 汇cheese, fresh, try, lovely, sweater, both, smart, pretty, must, introduce, later, soft, nervous hair, dark, fair, glasses, dance, especially, proud, stupid, angry, stranger, bicycle, shake, polite, rude, stare 5. 认读词汇 impression, guy, cookie, recognize, quite, excited 6. 短语 a bit 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 语 Learn to use sense verbs: sound, smell, taste, feel, look 法 1 It smells delicious /sour/fresh. 2. It feels soft/comfortable. 重3. It tastes salty/fresh/sweet. 4. That sounds nice. 点5. He /she looks smart/pretty. 6. These shoes feel tight. 句7. I feel nervous when I … 8. I feel a bit sad when I … 子 II. Teaching material analyzing 教材分析 本模块的主题是―Feelings and Impressions‖, 教材的设置将功能与结构融于话题与任务中，通过话题的循环与任务的完成学习感官动词的用法及系表结构。 Unit 1主要目标是学习感官动词，通过听读呈现了感官动词的功能，运用说写任务循环训练，强化语言知识。活动1要求听句子，给图片标号，训练学生捕捉主要信息及所需信息的能力。活动2要求将所给句子与图片配对，为学习对话做准备。活动3听读谈论“感觉和印象”的对话，培养学生领会主旨大意的听力技巧，呈现新的语言内容。活动4要求回答问题，进一步熟悉对话内容，掌握感官动词的用法。活动5要求完成句子，巩固感官动词及描述性形容词的用法。活动6 的完成可帮助进一步辨认不同感官动词与相应感觉器官的对应。活动7和8 是对本单元语音语调规则的训练及实践运用。 Unit 2 主要目标是学习运用系表结构描述人的外表，初步认识并使用when 引导的时间状语从句。活动1是热身活动，为阅读部分做了句式结构及词汇上的准备。要求学生运用所给词汇谈论图片中人物形象。活动2 是Sally写给其笔友Lingling的一封信，要求学生读后根据信中描述找出正确的图片。活动3要求将所给问句与相应段落配对，考查学生把握段落大意的能力。活动4要求学生仿照信件中Sally对自己外表的描述，描述照片中人物的形象。活动5和6 要求以回答问题和两人对话的形式，运用when 引导的时间状语从句谈论别人及自己的感受。活动7要求按照提示给Sally写一封回信介绍自己的情况:外貌、喜好等。 Unit 3 主要是语言应用。活动1 要求小组活动说出自己的好恶及理由，巩固感官动词的用法。活动2和3 要求用感官动词填空，完成句子。活动4—6侧重笔头落实。这三个活动用来巩固本模块学过的描述性的词汇，强化学生对这些词汇的理解、记忆。活动7、8分别通过根据描述猜测物品和听力训练的形式进一步巩固目标语言。活动9要求选择适当的词汇完成语篇。活动10要求运用所给词汇描述对物品的感受。Around the world 介绍了英国人见面时打招呼的方式。活动11要求运用所供材料描述自己认识的人的外貌特征。活动12要求进一步介绍自己认识的人的喜好。 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 III. Class types and periods 课型设计与课时分配 Period 1 Listening and reading (Unit 1) Period 2 Reading and writing (Unit 2: 1-4 and 7) Period 3 Speaking and writing (Unit 2: 5-6;Unit 3: 4-6) Period 4 Integrating skill (Unit 3: 1-3;7-12) ?. Teaching plans for each period分课时教案 Period 1 Listening and reading Language goals语言目标 1. Key vocabulary重点词汇 feeling, smell, feel, salty, sour, tight, shoe, soup, dear, matter, cheese, fresh, try, lovely, sweater, both, smart, pretty, must, introduce 2. Key structures重点句式 Sense verb+ adj Ability goals能力目标 Enable students to use sense verbs. Teaching methods教学方法 Communicative approach. Teaching aids教具准备 A tape recorder, some pictures and some objects. Teaching procedures and ways教学过程与方式 Step I Lead-in Read and explain these words. Ask the student to look at the pictures and decide what they think is happening. Play the tape for them to number the pictures, let them check with a partner, and then call back the answers from the whole class. T: Now please look at picture a. Why is the woman putting her hand over the nose? Try to guess. S: She must smell something terrible. T: What is the man? S: A cook. T: Yes. What is he doing? S: He is tasting something. Write ―taste‖ on the board. Then go on with the other pictures. Show the following. feel, look, sound, smell, taste T: They are sense verbs. As we can see, they all have something to do with our senses: eyes, ears, noses, tongue, hands. And they are often followed by descriptive adjectives, such as, quiet, salty, sour, strong, tight, etc. Ask students to read the words and sentences in activity 2 repeatedly. Step II Listening and reading 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 Listening In this step, students will listen to the tape and number the pictures and then match the sentences with the pictures. A few minutes later, call back the answers. Then call attention to the structure: Subject + sense verb + adj T: We can use the structure to express our feelings. Reading Ask students to read through the conversation individually and then play the tape and have them read and follow. Ask them some questions to check their comprehension. a. What is Betty doing? b. What is Lingling doing? c. How does the onion taste? d. How does the pizza taste? e. Who is going to the airport? And why? Then ask students to answer the questions in activity 4 in pairs and then check their answer. Call some students to say their answers in class. One student asks and the other one answers. Sample conversation: A: What smells delicious? B: Pizza smells delicious. A: What doesn‘t smell fresh? B: Cheese doesn‘t smell fresh. T: You did a very great job. Next please complete the sentences on page 57, write your answers on the books. You can discuss with your partner and check your answer with your partner. After that, call their attention to match different body parts and different sense verbs. Point out that in the right column, one word can be put in several blanks, for example, fresh can be put in the blanks after ―eye, mouth, nose‖, three of the blanks. Check the answers. Step III Pronunciation and speaking Do the task 7 on page 57, play the recording with pauses for them to repeat chorally and individually. Then ask them to work in pairs and make dialogues, talk about likes and dislikes. Sample dialogue: - Do you like Beijing roast duck? -Yes, I do. It tastes delicious. Do you like flowers? -Yes, it smells sweet and looks beautiful. Step IV Homework Ask students to 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 1. read the conversation repeatedly. 2. learn Everyday English on page 57 by heart. 3. finish activities 1, 2 and 6 in the workbook. Period 2 Reading and writing Language goals语言目标 1. Key vocabulary重点词汇 nervous, hair, dark, fair, glasses, dance, especially, proud, stupid, angry, stranger, excited, bicycle 2. Key structures重点句式 She‘s tall with short hair. She‘s wearing … She‘s carrying … Ability goals能力目标 Enable students to learn to write about a person. Teaching methods 教学方法 Bottom-up approach. Teaching aids教具准备 A computer and a projector. Teaching procedures and ways 教学过程与方式 Step I Revision Talk about feelings and impressions with students. Ask students who wear jeans come to the front of the class. T: Now, everyone, look! What kind of clothes do they all wear? S: Jeans. T: Many people, young or old, wear jeans today. Jeans are so popular, do you know why? S: Because they look beautiful! Ask one of the students who come to the front the following questions. T: Do you like swimming in the sea? Why or why not? S: Yes. I love swimming in the sea because the sea feels great. T: Silk clothes were first made in China. They are still popular today. Why are silk shirts so popular in China? S: Because they feel soft and look beautiful. … Help them to recall all the sense verbs and write the sentence structure on the board. Let students read and consolidate these words and structures. Step II Vocabulary In this step, introduce some new words and talk about the pictures to prepare for the reading. T: What do I look like? What about my hair, my face, my clothes? Do you know how to describe a person? Now look at the photos in activity 1. How do you think of the girls in the two pictures? First the girl in the left picture. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 S: She‘s tall, beautiful and lovely. T: What about her hair? S: It‘s long and black. T: She‘s tall with long black hair. (Write on the board) Is she young? S: Yes. T: She looks young and pretty. (Write on the board) Now look at the photo on the right. Tell me your idea about the girl. S: She‘s tall with short hair. S: She‘s young. S: She‘s smiling. She‘s pretty. … T: Great. How about her clothes? S: She wears jeans and T-shirt. … T: Good. Let‘s come to next step. Show the following. Ask students to read and makes sentences with them. dark, fair, glasses, long, old, pretty, short, tall, young Step II Reading In this step, ask them to read the letter individually and find out the right photo. T: Sally is going to meet her friend Lingling at the airport. But they didn‘t meet before and they didn‘t know what each other look like. Sally then describes herself in the letter. What does she look like? Now read her letter and underline the sentences about Sally‘s looking. After a while, ask students to read out loud the sentences, and then find out the right photo. Sample sentences: I‘m quite tall, with short fair hair, and I wear glasses. I‘ll wear jeans and a T-shirt for the journey, but I‘ll also carry my warm coat. T: Good. Can you find her now? Point out the picture. Ask some students to point out the picture and describe the picture. Then ask students to read again and find the sentences showing her likes and dislikes and those describe her feelings. Sample sentences: 1. … but I also like dance music --- I love dancing! I enjoy sports as well, especially tennis. 2. I‘m very proud of him! I feel stupid when I get bad marks and I get angry with myself --- I should work harder. … and I‘m quite shy when I‘, with strangers. I feel nervous when I speak Chinese, but I‘ll be fine after a few days. I‘m always sorry when I do something wrong … 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 But I‘m very excited about coming to China! Ask students to read the above sentences repeatedly. Then ask them to work in pairs and ask and answer the questions in activity 5. After this, ask them to read the letter again and then match the questions in activity 3 with the paragraphs. Check the answers and ask them to state their reasons. Step III Speaking Ask students to do activity 4. Samples description: The girl in the right photo She is tall with short hair, and she is wearing glasses. She‘s carrying a warm coat. She looks happy and young. Then ask students to work in groups of five or six. Each group describes a person in the class, and let other groups to guess who she or he is. Samples description: 1. She‘s cheerful. She‘s tall and slim with long, fair hair. Guess who she is! 2. He is not too tall, but he is strong. He often wears jeans and he is wearing glasses. Guess who he is! Encourage students to talk about their hobbies using the following sentence structures and phrases. I spend a lot of time with … I love … I enjoy … As well Sample description: I spend lots of time playing basketball. I love sports. I want to join our school basketball team. I enjoy music as well. Pairwork Ask students to read the letter and underline the sentences with ―when‖. Call someone to read the sentences they underlined with ―when‖. Ask someone to put the sentences down. Sample sentences: I hope you will recognize me from my photo when I arrive at the airport. I feel stupid when I get bad marks … Well, at first I often feel a bit sad when I leave my mum and dad for a few days, and I‘m quite shy when I‘m with strange4rs. I feel nervous when I speak Chinese, but I‘ll be fine after a few days. I‘m always sorry when I do something wrong, so please help me do the right things when I‘m with you in China! Point out ―when‖ means time here, not a question word and then ask them to work in pairs and ask and answer the question in activity 5. Then ask students to work in pairs and ask and say about their feelings as instructed in activity 6. Sample dialogues: 1. – When do you feel angry? 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 – When I get bad marks. 2. – When do you feel excited? – When I see a film. Step IV Writing Ask students to write a reply to Lingling and describe themselves in the letter. Sample version: Dear Lingling, Thank you for your message. I‘m very glad to hear from you. You said you‘ll come to our country next month. It‘s great! I‘ll meet you at the Berlin Station. I hope you can recognize me easily. I have short dark hair and I wear glasses. I‘m about 1.60m tall and a little thin. I‘ll wear a sweater and blue trousers for the journey. I‘ve got your photo --- you look so tall and strong. So I‘m sure we‘ll find each other! Thank you for telling me your hobbies. You sound just like me. I like playing volleyball, too. I spend a lot of time playing piano with my new teacher. I love singing too. I learn to sing children‘s songs every evening. I‘m looking forward to meeting you. See you next month! Love Jane Step V Homework Ask students to 1. read the letter repeatedly. 2. write a description of a friend or a family member. Period 3 Speaking and listening Language goals语言目标 1. Key vocabulary重点词汇 afraid, angry, excited, nervous, proud, sad, shy, sorry, stupid, sure, dark, fair, friendly 2. Key structures重点句式 I feel … when I … Ability goals能力目标 Enable students to use ―when‖ structure and describe others. Teaching methods教学方法 Communicative approach. Teaching aids教具准备 A projector and a computer. Teaching procedures and ways教学过程与方式 Step I Revision 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 Ask some students to show their work. Sample version: I have a good friend. Her name is Yuan Meng. She has long hair and two big eyes. She is very lovely, nice and friendly. She is good at drawing and I admire her very much. She often shows me her pictures. She often wears a blue T-shirt and white trousers. She likes white very much. And she sings very well. Her voice sounds sweet and soft. She looks pretty. Yuan Meng is my best friend. We will send E-mails to each other. Talk with students about their likes. T: What do you like? And why? S: I like bananas. It tastes sweet. S: I love pan cakes. It tastes delicious. S: I like pop music. It sounds great. … Then ask them to put the following sentences into English and then read the sentences in Language practice repeatedly to check their answers. Show the following. 1. 那个闻起来真香～ 2. 它尝起来味道挺浓烈的。 3. 它尝起来不新鲜。 4. 它让人感觉软绵绵的，很舒服。 5. 她的声音好听。人也长得漂亮。 Step II Speaking and listening Likes, dislikes and feelings Ask students to do activities 2 and 3 individually. Then check the answers by asking some to read the sentences. For activity 3, point out in sentences 1, 2, 3, 6, 8, we add ―s‖ after sense verbs, but in sentences 4, 5, 7, we don‘t add ―s‖ after sense verbs. Describing others Ask students to do activities 4—6 on page 60. For activity 4, point out: Usually when we describe a person we use these words, but there are some differences between these words. For example, we can see someone is ―tall‖ or ―short‖. We can‘t see ―friendly‖ or ―nice,‖ but we can judge from someone‘s behavior. Then ask them to match the words with the questions and put them in the box. Check their answer with the whole class. Then ask them to do activity 6. Pairwork 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 Go on with activity 5. Sample dialogue: A: What does your mum look like? B: She‘s tall and slim. A: What‘s your mum like? B: She is nice. … Step III Homework Ask students to do activities 3, 4 and 7 on pages 136 to 137. Period 4 Integrating skills Language goals语言目标 1. Key vocabulary重点词汇 afraid, angry, excited, nervous, proud, sad, shy, sorry, stupid, sure, dark, fair, friendly 2. Key structures重点句式 I feel … when I … Ability goals能力目标 Enable students to write a description of someone. Teaching methods教学方法 Task-based activities. Teaching aids教具准备 A projector and a computer. Teaching procedures and ways教学过程与方式 Step I Revision Do activity 7 on page 62. T: Look at the words in the box on top of the page 62. Go over the words by yourself. Your task is to describe the things in the box. One of you describes the things, your partner will guess what it is. Read the examples with some students and then ask them to work in pairs and do the game. Step II Listening T: Next we will listen to a speaker‘s complaining about something. Pay attention to the word ―complain‖, when you are not satisfied with something you will complain for it. Look at the table first. What can we guess from the words in the first column? Encourage students to guess what the listening material will be: Where is the speaker? What is he / she doing? What happened? Then ask them to listen to the recording carefully and complete the table in activity 8. Play the tape again. Call back the answers from the whole class. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 Step III Reading and writing Ask students to read the passage in Around the world. T: When we meet our friends in the street, we often greet each other. What do Chinese people we often do to greet people? S: We shake hands or ask ―Have you eaten?‖, ―Where are you going?‖ or ―Nihao!‖. T: Good. Different people in different countries do or say differently when they first meet. For example, people from France and Latin American countries kiss each other on the cheek while they greet each other. Mexicans often tap each other while Japanese usually bow. What do English people say or do when they meet? Now let‘s read the short passage and find out. Show the following questions. How do British people greet in formal meetings? How do they greet in informal situations? Sample answers: In formal meetings, they shake hands. Family members and good friends kiss, but men don‘t usually kiss other men. In informal situations, people just say ―hello‖ to each other. Then ask students to do activity 9. T: What about American people? Now read and complete the passage in activity 9. Check the answers by asking students to read the passage aloud. T: Well, from the two passages, we know that people in the two countries behave quite different from each other. It‘s important to learn different cultures when we learn English. After this, ask students to do activities 10. Check the answers with the class. More examples: Our school looks beautiful. The students look smart. Her voice sounds sweet. She looks nice. The tofu tastes sour. But the meat smells delicious. Step IV Module task Ask students to write a description of someone. Sample version: My best friend Daming is 14 years old. He is 1.68 meters tall and looks strong, handsome. He is friendly. One day, on his way to school, he met an old lady. She looks very worried. She lost her way. Daming helped her find the way home. Step V Homework Ask students to 1. summarize what they have learned in the module. 2. finish the rest activities in the workbook as a self-assessment. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 Teaching resources 教学资源库 I. How do people in different countries greet each other? The way people greet each other is seen in every place, whether it's a village, town, city, or country. Greetings are universal, some being very unique. Some people wave, others shake hands, bow, or hug each other. Some have no distinctions between a friend or someone they meet for business - they say the same greeting. Others make that distinction and have different wordings for different "levels" of people. Sometimes, not knowing the etiquette in one culture may be bad manners in another. JAPAN Bow from the waist. Look for another person that is doing the same. RUSSIA Kiss three times, on alternate cheeks...left, right, left. This is an old tradition. (Just kiss in the air and look for someone who is doing the same.) EGYPT Kiss three times, on alternate cheeks...left, right, left. (Just kiss in the air and look for someone who is doing the same.) ITALY Kiss on cheek 4 times -- 2 on the left and 2 on the right. (Just kiss in the air and look for someone that is doing the same.) NEW ZEALAND (Maori) when the Maori people greet each other, they press their noses together. This custom is called hongi. (Find your partner by pressing your nose in the air...figure out a way to do this.) MEXICO One kiss on the cheek. (Kiss in the air to the left or right) U.S. Businessmen (women) usually shake hands when meeting each other. (do a hand shake with your right hand to find your partner.) ITALY In Italy, friends greet each other by saying, "Ciao." (Say Ciao to find your partner.) FIJI Men are expected to say "oooo" when greeting their chief. (To find your chief say, "oooo.") AFGHANISTAN It is traditional for women to be more reserved in their greetings than men. When meeting a stranger, a man will say "manda na bashi." (May you not be tired.) A Ghilzai woman will raise her hand to cover her mouth. (To find your partner, put your hand over your mouth. Your partner will be saying manda na bashi. U.S. and EUROPE The High-fives originated among American college basketball players in the early 1980s. It soon spread to other sports and became fashionable among young people. (To find your partner, raise your hand to show your high-fives.) ZAMBIA To find your partner, nod, slightly bend knees, and shake hands, right hand extended, with left hand under right elbow. PORTUGAL Bom dia means "hello" in Portuguese. (Say bom dia to find your partner.) GHANA Ming-gah-bou, Ga means "hello" in Ghana. (Say Ming-gah-bou, Ga to find your partner.) ISRAEL Shalom means hello in Hebrew. (Say Shalom to find your partner.) CHINA Some people in China just say Ni-hao-ma which means "How are you?" (Say Ni-hao-ma to find your partner.) 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 TURKEY Merhaba means "hello." (Say Merhaba to find your partner.) FRANCE In France, people say Bon jour (Good day) during the day and Bon soir (good evening) in the evening. (Say Bon jour to find your partner.) SOUTH AFRICA The Afikaners of South Africa say "Goeie more" in the morning, "Goeie middag' in the afternoon, and "Goeie naand" in the evening. (to find your partner, say the appropriate greeting.) CZECH REPUBLIC Telephone greeting: In Czech Republic, people answer the phone with "Prosim:" ("Ready"). To find your partner, listen for a phone ring and say, "Prosim." GERMANY Telephone greeting: In Germany, people answer the phone by saying their last name. To find your partner, listen for a phone ring and say your last name. GREECE In the exotic Greek language, "Kalimera" (Good morning) is said. (To find your partner, say "Kalimera." VIETNAM Hello in Vietnamese is different depending on whom you are addressing. To an older man it is "Chao ong." To an older woman it is "Chao da." To a younger man it is "Chao anh." To a younger woman it is "Chau co." To small children it is "Chao chau." (to find your partner, use an appropriate greeting. you probably have to try different greetings.) VIETNAM Since "hello" in Vietnamese varies depending on whom you are addressing, say, "Bach co khoe khong?" (how are you?) to find your partner. II. Adjectives or adverbs? An adjective always follows a sense verb or a verb of appearance -- feel, taste, smell, sound, look, appear, and seem -- when it modifies the noun before the verb. Sarah‘s cough sounds bad. Here bad is an adjective that modifies the noun cough. Using the adverb badly here would not make sense, because it would mean her cough isn't very good at sounding. The ocean air smells fresh. Here fresh is an adjective that modifies the noun air. Using the adverb freshly here would not make sense, because it would mean that the air has a sense of smell that it uses in a fresh manner. She looks unhappy today. Here unhappy is an adjective that modifies the pronoun she. Using the adverb unhappily here would not make sense, because it would mean that she isn't very good at seeming. Avoiding Common Errors Bad or Badly? When you want to describe how you feel, you should use an adjective. So you'd say, "I feel bad." Saying you feel badly would be like saying you play football badly. It would mean that you are unable to feel, as though your hands were partially numb. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 Good or Well? Good is an adjective, so you do not do good or live good, but you do well and live well. Remember, though, that an adjective follows sense-verbs and be-verbs, so you also feel good, look good, smell good, are good, have been good, etc. Confusion can occur because well can function either as an adverb or an adjective. When well is used as an adjective, it means "not sick" or "in good health." For this specific sense of well, it's OK to say you feel well or are well -- for example, after recovering from an illness. When not used in this health-related sense, however, well functions as an adverb; for example, "I did well on my exam." 外研英语八年级上Module 8 Around town全模块教案 I. Teaching goals 模块教学目标 技 听Listen and match places and positions on a map 能说Ask for and give directions 目读 Read and follow a tour on the map 标写Write directions to places 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 Ask for directions How do/can I get to…? Where is…? Can you tell me the way to…? 功Where can I…? Is there a…? Give directions Go straight ahead. It‘s opposite Tian‘anmen Square. Turn left into Chang‘an Jie and then turn right into Chang Jie. 能It‘s between the Great Hall of the People and the Museums. It‘s on the corner of Station Road and King‘s Road. 语句 言式 目 1.重点词汇 bank, market, supermarket, pool, square, left, right, opposite, chairman, between, turn, corner, along, tour, painting, clear, boat, off, 标 tower, tourist 词2.认读词汇 revolutionary, memorial, gallery, parliament, guidebook, religious 3. 短语 over there, on the left/right(of), kind of, next to, on the corner of ,swimming pool, flower store, turn left/right, in the middle of, go along/across汇 语 Learn to use prepositions of place and movement 法 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 6. There‘s a park near our school. 7. Here‘s Tian‘anmen Square. 8. It‘s kind of quiet. 9. Excuse me, how do I get to the Forbidden City? 重10. You can take a train from the station. 11. A bridge is a religious building. 12. Where can I get something to eat? 13. The supermarket is opposite the restaurant. 14. When you are tired, the best way to see London is by boat. 点15. Opposite is the National Gallery, a museum with lots of famous paintings. 句 子 II. Teaching material analyzing 教材分析 本模块以“Around town”为话题，以出行旅游为主线，对话部分通过读地图呈现指路及表明具体位置的语言;阅读课文在继续呈现这方面语言的同时，向学生介绍了英国伦敦的一些名胜古迹。本模块中的听、说、读、写活动都围绕问路指路、地点方位等展开，给学生提供了充足的体验和运用语言的机会。 Unit 1 通过听、读、说训练，初步学习问路和指路的方法。其中活动1训练学生听的能力,学习词汇;活动2要求学会使用词汇造句;活动3—5听读包含指路的对话并完成搭配和选择填空的任务,熟悉方位的表达方式。活动6听读并掌握疑问句和祈使句的语调;活动7-9根据提示口头练习给别人指路的方法。 Unit 2 通过读、写训练，培养学生看地图的能力，读懂指路的指示语并训练笔头表达能力;其中活动1—4要求学生结合地图阅读文章，了解伦敦的著名建筑，巩固词汇，检测对细节的理解。活动5—6要求学生读懂并笔头掌握指路的指示语。 Unit 3 对“问路和指路”的功能项目进行综合训练，系统掌握语法。活动1、2 训练学生的口头表达和笔头书写能力，巩固问路和指路的表达方式。活动3、4提供多种问路方式并进一步拓展和运用。 活动5、6要求将本模块中学过的语言知识与听力训练结合起来。活动7、8是口头训练位置的表达方式。活动9-11谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 复习运用词汇。Around the world介绍的是Hermitage Museum。Module task要求学生介绍某地的位置及如何到达，实际运用所学知识。 III(Class types and periods 课型设计与课时分配 Period 1 Listening and speaking Period 2 Reading and writing Period 3 Revision and application Period 4 Vocabulary and task IV. Teaching plans for each period分课时教案 Period 1 Listening and speaking Language goals 语言目标 5. Key vocabulary 重点词汇 bank, market, supermarket, pool, swimming pool, square, left, right, opposite, chairman, between, turn, corner, along 6. Key structures 重点句式 How do I get to the Forbidden City? Go straight ahead. It‘s opposite Tian‘anmen Square. Can you tell me the way to a park? Turn left into Chang‘an Jie and then turn right into Chang Jie. Ability goals 能力目标 Enable students to learn how to give directions. Teaching methods 教学方法 Listening and speaking. Teaching aids 教具准备 Tape recorder, handout. Teaching procedures and ways 教学过程与方式 Step I Warming-up (1, 2: P64) Show some pictures of public places, and play a guessing game. Talk about the pictures. T: In this module, we are going to learn how to ask for and give directions. Look! I have some pictures. Today I want to go out. Where can I take a bus? Point out the picture. Encourage or help students to answer. S: Picture 9. At the bus stop. T: Yes. Now I need some money. Where can I go and get some money? S: You can get some from the bank. Picture 1. T: Good. I‘m hungry. I‘d like to get something to eat. Where should I go? S: You should go to the restaurant. T: You are right. Then I want to go shopping. I want to buy food and drink at the supermarket. And I want to buy some fruit and vegetables at the market. Also I want to buy a book at the bookshop. Oh, what a busy day! I‘m so tired. I need to relax. Then I go to the park to have a rest. After that, I go swimming 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 with my friend in the swimming pool. How exciting! Ask students to read the words in activity 1 aloud and try to match them with the pictures. It‘s best if you can tell them something about each of the item. Make sure students understand each of the items. Then ask them to listen to the recording and check the answers. After that, ask students to work in pairs and do activity 2. T: What can you find in our town? Is there a park near our school? Can you find a bank near your house? Where is it? Please talk about it in pairs. Ask students to present their conversations in front of the class. Step II Listening and reading (3-5: P64) Talk about the places in Beijing. T: Beijing is the capital of China. It has many famous places. Now look at the pictures. Do you know their English names? Show the following and ask students read the names of the places after the teacher. (Tian‘anmen Square) the Great Hall of People the Forbidden City Beihai Park Wangfujing Dajie the Chairman Mao Memorial Hall the Museum of Chinese History and the Museum of Chinese Revolutionary T: Do you know where they are? Now let‘s listen to the tape between Sally and Lingling and find out. Listening Play the tape for the first time. Students just listen. Then ask students to listen again and do activity 4. T: Please look at the map in activity 4. Listen again and try to match the numbers with the places. Check the answer in class. Reading Ask students to point to the map and role play the conversation in pairs. Show them the following words and expressions and ask them to try to retell the conversation: Here‘s, on the left/right, go straight, between…and…, go across, turn left/right (into), on the corner of, go along Then ask students to finish activity 5. Check the answers with the class. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 Step IV Speaking (6—9: P65) Ask students to listen to and repeat the sentences in activity 6. T: When we speak English, we should pay attention to the intonation, especially of interrogative and imperative sentences. Now listen to the recording and repeat these sentences. Then ask students to do the pair work as instructed in activities 7 and 8. T: Now you are in Wangfujing Dajie, and you‘d like to go to the other places in Beijing. Please work in pairs and make conversations asking for and give directions. You can use the sentences in activity 6. Sample conversation 1: - Excuse me, how do I get to Tian‘anmen Square? - Go down this street, and then turn right into Chang‘an Jie. Walk straight on. It is just on your right. Sample conversation 2: - Where‘s the bank? - It‘s on the corner of the street. Step V Homework Ask students to 3. finish activities 1-3 on page 140-141 in Workbook. 4. draw a map of their neighborhood. Ask for and give directions on the map. Period 2 Reading and writing Language goals 语言目标 1. Key vocabulary 重点词汇 tour, painting, clear, boat, off, tower 2. Key structures 重点句式 Go along… Take the boat back … Get off the boat and go past … Ability goals 能力目标 Enable students to read about some famous places in London and learn to give directions. Teaching methods 教学方法 Reading and writing. Teaching aids 教具准备 A tape recorder and a multimedia computer. Teaching procedures and ways 教学过程与方式 Step I Revision and lead-in Draw the following picture on the blackboard. Review the building names and prepositions of place. park bank library post office Center Street 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 school T: Please look at the picture. Is there a library in the picture? S: Yes, there is. T: Where is it? S1: It’s between the bank and the post office. S2: It’s opposite the school. S3: It’s on Center Street. Write between, opposite, on on the blackboard. The same way goes with next to, behind, on the corner of, and in front of. In this procedure, introduce the way to read a map. T: Hello, everyone. Do you know maps? A map is a picture of a place. Different maps show different information. Now here is a map of London. We‘ll take a short tour of London following the map. Step II Reading (1-4: P66-67) In this procedure, students will listen to and scan the text for the famous places and the prepositions of places. First ask students to listen to the recording and read the map. After listening. T: Look at the map, please. On the right, there is a river on the map, can you see it? What‘s the name of the river? S: River Thames. T: And there are four bridges above it. What are they? S: They are Tower Bridge, Waterloo Bridge, Railway Bridge, and Westminster Bridge. T: Besides this, what else can you see? S: We can also see a park, a square, a church, a market and a station. S: And there are three streets and one road. Then ask students to read the passage on their own. After reading, ask them to answer the following questions. T: Which places in London are mentioned in this text? What are they? S: National Gallery, Buckingham Palace, Houses of Parliament, Big Ben, London Eye, Tower Bridge and Tower of London. T: Great! What prepositions of place can you find? S: In the middle of, along, opposite, near, at, next to, past, into… T: Well. Please mark the places in activity 2 on the map according to the text. Ask students to listen to the passage again and then try to fill in the following blanks. Show the following. We are standing ____ the middle of London. _____ is the National Gallery. Go ____the red street to Buckingham Palace. Turn left and go ___ the Houses of Parliament and Big Ben. ______you can see the London Eye. You can get the boat ____ Big Ben. Get off the boat ____ Tower Bridge. The Tower of London is ______ the bridge. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 Key: in, Opposite, along, to, Opposite, near, at, next to Encourage students to finish activities 3 and 4. Check the answer with the class. Try to give more information about the places. Step III Writing (5, 6: P67) Write directions to places in London. Ask students to list places they can find on the map. And then write direction to places in London. Sample direction: Take the boat from Tower Bridge to Big Ben. Get off the boat at Big Ben. There you can see Houses of Parliament. Then go along the street to Buckingham Palace. Work in pairs. Read directions and guess the name of the place to finish Step IV Homework Ask students to 3. work in pairs and practice asking for and giving directions. 4. finish activities 4-8 on page 141-142 in Workbook. Period 3 Integrating skills Language goals 语言目标 1. Key vocabulary 重点词汇 tourist 2. Key structures 重点句式 Where is…? It‘s between…and… Where can I …? Is there …? Ability goals 能力目标 To summarise and consolidate Teaching methods 教学方法 Cooperative learning. Teaching aids 教具准备 Tape recorder, handout. Teaching procedures and ways 教学过程与方式 Step I Warming-up Show the following situations. Ask students to practice asking for and giving directions. 1. Now you are in the classroom. Where do you sit? (between, opposite, next to, near, left, right, on the corner of) 2. Han Fei sits in the middle of the class. How can you get to the position of her? (go straight/along/across/past, turn left/right (into)…) 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 Give an example. Then ask the students to practice in front of class. T: If you are a stranger, or you lose your way, how do you ask the way? And how will you give directions? Now read Language Practice on Page 68 by yourselves. Pay attention to the underlined words and expressions. Step II Speaking and Writing (1, 2: P68) Tell students something about FLTRP. Then ask them to read the map in activity 1. T: FLTRP stands for Foreign Language Teaching and Research Press. A famous press in China. Now look at the map. Work in pairs and find: Where is FLTRP Tower? How do we get to Tian‘anmen Square from FLTRP Tower? Practice it in pairs. Sample answers: Start at the FLTRP Tower. Go along Xisanhuan Road to the south, and when you get to the Chengxiang Department Store, turn left. This is Chang‘an Street. After you pass the Military Museum, you can see Xidan Cultural Center on your left. Go along Chang‘an Street, then you get to Tian‘anmen Square. Then ask students to chose a starting point and a finish point and write down the directions. T: Now can you tell me the way to the Beijing West Railway Station from Tian‘anmen Square? Please write down the directions on your book. Sample answer: Start in Tian‘anmen Square. Go along Chang‘an Street. You will pass the Xidan Cultural Centre on your right, then the Military Museum. When you get to Xisanhuan Road, turn left. Go along this street and you will get to Beijing West Railway Station. Step III Practice (3, 4: P69) Ask students to do the activities 3 and 4 individually, then check the answer with the class. First ask students to look at the map on Page 66 again and then match the questions with the answers in activity 3. Then ask them to work in pairs and ask and answer about their school. T: What‘s in our school? There are classrooms, offices, science labs, computer rooms, a playground and a library. What can we do in these places? Where are they? Let‘s ask and answer about our school. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 Ask some students to act out the dialogue to the class. Step IV Listening (5, 6: P69) Ask students to finish activities 5 and 6 individually. T: First read the words about places. Read the map and listen to the tape. Try to label the places. Check the answers. Then ask students to listen again and answer the questions in activity 6. Step V Homework Ask students to 1. finish activities 9, 10 in Workbook on page 114. 2. draw a small map and write directions to places they know well. Period 4 Vocabulary and task Language goals 语言目标 1. Key vocabulary 重点词汇 religious 2. Key structures 重点句式 You can take a train from the station. A church is a religious building. A store is where you go shopping. Ability goals 能力目标 Enable students to describe the positions and write a tour of their town. Teaching methods 教学方法 Revision and application. Teaching aids 教具准备 A computer and a projector. Teaching procedures and ways 教学过程与方式 Step I Warming up (7: P8) Check the homework. Then play a guessing game. T: Look at our classroom. There is an object. It‘s on the left of the blackboard. And it‘s on the wall. What is it? S: Is it the map? T: No, it isn‘t. S: Is it the picture of Lei Feng? T: Yes, you got it. Well then, please work in pairs, choose an object and describe its position and let your partner guess. Step II Practice (9—11: page 70-71) Ask students to complete activities 9 - 11 on page 70 individually. And then check the answers with the whole class. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 Step III Reading and writing (12, 13:P71) Around the world In this procedure, ask students to read Around the world first and discuss the content. T: Let‘s look at the picture. What can you see? Where is it? S: The Winter Palace. It‘s part of the Hermitage Museum in Russia. T: What do you know about that? Please read it by yourselves. Then tell me something about it. Writing T: Are you familiar about your town? What are the most important places to see? Where are they? How do you get there? Now please write a tour by yourselves. Sample tour: This is our town. The most important place is Pangquan Valley. It‘s in the northwest of our town. If you want to visit there, take a bus in the Fenghuang County. It will take you to the town. Get off the bus, and you‘ll see a large white building. Pangquan Valley is right behind the building. Then ask students to write an email to a foreign friend and say how to get from the station or airport to their home. Sample email: Dear Paul, When you arrive at the station, take the Number 6 bus. The bus stop is in front of the station. Get off the bus at the Great Square. Then it is a five-minute walk. Walk across the square to West Street (there is a bank on the corner). Go along West Street and then turn right into Flower Street. There‘s Number 44 on the corner. See you at eight o‘clock. Peter Step IV Homework Ask students to 3. review what they have learned in this unit. 4. finish activity 11 in Workbook as self-assessment. Teaching resources 教学资源库 I. Useful expressions for asking the way and giving directions Excuse me, could you tell me the way to the station, please? Excuse me. I‘m looking for the town hall. What‘s the best way to the station/ Is it far from the church to the station? How far is it from the church to the station? Where is the nearest bus stop? Where is the next bus stop? It takes about 10 minutes by bus. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 It‘s a 10-minute walk. The church is within walking distances. You can‘t miss it. Go straight on (until you come to …) Turn back/Go back. Turn right /left (into…) Go along… Cross… Take the first/second road on the left/right. It‘s on the left/right. opposite, near, next to, between, at the end (of), on/at the corner, behind, in front of,(just)around the corner, traffic lights, crossroads II. Exercise (I) What's the best way to the post office? (Use the map for orientation.) Excuse me, where is the post office, please? 1. ___________ at the next corner. 2. Then ___________ until you come to the traffic lights. 3. ___________there. 4. The post office is ___________the cinema. Key : 1. Turn right 2. go straight on 3. Turn left 4. opposite (II) Fill in the words below correctly. (Use the map for orientation.) continue, end, excuse, get, left (2x), next, opposite, right, second, straight on, thank, turn, welcome 1. ___________ me, how do I ___________to the cinema? 2. Go ___________. 3. Turn ___________at the corner. 4. Then take the ___________ road on your ___________. 5. ___________to the ___________of the road. 6._________left there. 7. The cinema is on your___________,___________the castle. 8. ___________ you very much. 9. You're __________ Key: 1. Excuse get 2. straight on 3. left 4. second, right 5. Continue, end 6. Turn 7.left , opposite 8.Thank 9. welcome 外研英语八年级上Module 9 Animals in danger全模块教案 I. Teaching goals 模块教学目标 技听 Match pictures with descriptions about animals 能 说Ask and answer questions about protecting animals 目 读 Read articles about animals 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 标写 Write about animals in danger Talk about animals in danger A: Did you like the zoo? 功B: Yes, I was so excited to see the pandas … at last! It was interesting to learn about the 能 Wolong Panda Reserve. A: But it‘s sad to think about all those animals in danger. It makes me sad. 句B: The surprising thing was to hear how many animals are in danger. We need to 语 protect 式 them better. 言 A: And it just isn‘t right to kill whales or elephants for their meat. B: Absolutely, but it‘s hard to stop the killing. 目 Talk about how to protect animals WWF works to protect all animals in danger, so the panda has become the 标 symbol of all animals in danger. There is still a long way to go to save the panda. 1( 1. 重点词汇 2( danger, protect, orange, cousin, brown, mad, kill, hard, away, dirty, awful, peace, 3( 词 example, nature, research, mainly, reason, situation, symbol, cause, feed, provide, 4( clean 5( 汇2. 认读词汇 6( reserve, surprising, absolutely, rare, surprised, southwest, turtle, design, jewellery, 7( difficulty, pollute 8( 3. 短语 9( find out, natural reserve, live on, less and less, for example Infinitive structures 1. And many animals have no place to live in. 语2. We need to help the animals live in peace. 法3. But many people decide not to think about it. 4. But it‘s sad to think about all those animals in danger. 1. It was interesting to learn about the Wolong Panda Reserve. 重2. But it‘s sad to think about all those animals in danger. 点3. And many animals have no place to live in. 句4. We need to help the animals live in peace. 子The WWF works to protect all animals in danger. II. Teaching material analyzing 教材分析 本模块以“Animals in danger”为话题，以学习动词不定式的用法为主线，介绍了当前濒临灭绝,需要人类保护的动物的情况,并重点介绍了大熊猫的保护情况。在此基础上，学生可以根据自己的建议制定更合理的动物保护措施;模块同时通过该话题还复习了一般现在时、现在进行时、一般过去时、一般将来时的用法。 Unit 1 通过听、读、说训练，初步学习动词不定式。其中活动1要求将所给动物词汇与对其特征的描述相匹配。活动2要求根据录音判断所谈论的动物及濒临灭绝的动物。活动3—5听读包含谈论动物的对话并完成回答问题、填空及造句等任务。活动6学习英语中句子的意群;谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 活动7根据提示进行问答练习。活动8要求学生讨论活动1图片中的动物，自己判断哪种动物最需保护。 Unit 2 通过读、写训练，学会使用动词不定式介绍需要保护的动物及其保护的情况。其中活动1—5要求学生首先自己谈论大熊猫的情况，然后阅读文章并找出各段主题句, 最后练习运用不定式造句。活动4—5要求学生根据文章回答问题和填空。活动6要求学生根据一段介绍大熊猫目前生活状况的短文及问题提示,写一篇关于另一种濒临灭绝动物的情况。 Unit 3 对“动词不定式”的功能项目进行综合训练，并在此基础上学写关于濒临灭绝的动物的情况。其中活动1、2 要求学写不定式的句子并根据情况正确使用不定式。活动3 要求根据活动2 进行对话练习。活动4-7利用填空、造句、游戏等形式进一步练习动词不定式的用法。活动8要求学生听录音并回答问题。活动9要求用所给词汇完成短文，以进一步巩固课本内容。Around the world给学生介绍了几种濒临灭绝的动物，同时也提供了写作范文。Module task要求学生写一篇关于濒危动物的短文并做出了写作方法及步骤。 III(Class types and periods 课型设计与课时分配 Period 1 Listening and speaking Period 2 Grammar Period 3 Reading and writing Period 4 Integrating skills Period 5 Vocabulary and task IV. Teaching plans for each period分课时教案 Period 1 Listening and speaking Language goals 语言目标 1. Key vocabulary 重点词汇 danger, protect, orange, cousin, brown, reserve, mad, surprising, kill, absolutely, hard, away, dirty, awful, peace, find out, rare, example, nature, nature reserve, surprised, at last, on earth 2. Key structures 重点句式 I was so excited to see the pandas at last. It was (not) interesting / sad/ right/ hard to do sth. need/ decide(not) to do sth. The surprising thing was to hear how many animals are in danger. Ability goals 能力目标 Enable students to talk about animals in danger. Teaching methods 教学方法 Listening and speaking. Teaching aids 教具准备 Tape recorder. Teaching procedures and ways 教学过程与方式 Step I Warming-up (1: P72) Talk about animals. T: Animals are our friends. We should learn to live together with animals. Many families now have 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 pets at home. That is, human beings are living with animals. They are pet animals. What pet animals do you know? S: Cats, dogs, rabbits, etc. T: Do any family keep tiger, lion, elephant, etc as pet animals? S: No. T: Do you know why? S: Because they are dangerous. S: Because they are too difficult to keep. … T: Good. Just think about this: Where do these animals live? What do they eat? What‘s their situation like? Do you know? Encourage students to speak out what they have in mind. S: We can only see them in the zoo. S: People kill them to make money. S: We must protect them. … T: Quite true. From now on, we are going to talk about animals in danger. (emphasize the phrase ―in danger‖). Now please look at activity 1 on page 72. Ask students to complete the quiz with the words in the box, check the answers and then read each word twice loudly. Step II Listening and reading (2—5: P72—73) Listening First ask students to read the questions in activity 2 and get them to take notes while listening. Then listen and check the answers. Then ask them to listen to the conversation between Lingling and Sally carefully with their books closed. And then answer the questions in activity 4. Reading Ask students to read after the tape first. Work in pairs and read the conversation repeatedly and then ask some pairs to act out the conversation. Ask students to find out the infinitive structures in the conversation and read them together. Sample sentences: I was so excited to see the pandas … at last! It was interesting to learn about the Wolong Panda Reserve. But it‘s sad to think about all those animals in danger. The surprising thing was to hear how many animals are in danger. We need to protect them better. Absolutely, but its‘ hard to stop the killing. And many animals have no place to live in. Also, often their water isn‘t good to drink because we‘ve made it dirty. We need to help the animals live in peace. Let‘s find out what we can do to save them … Then ask students to finish activity 5 on P73. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 Step IV Speaking (7: P73) Pronunciation T: In English, a sentence can be divided into several parts or groups. When we read these sentences, we can often pause between these groups. Now listen to and repeat the sentences in activity 6. Speaking Ask students to work in pairs. Ask and answer the questions in activity 7. T: Whales are large animals in the sea. Some whales can weigh 160 ton. They are really frightening. But are you surprised to find out that whales are in danger? Why do some animals have no place to live in? … Now work in pairs and discuss the questions in activity 7. Sample conversation: S: I learned about whales when I was very young. They are very large animals. I thought human beings are afraid of such animals. S: But now whales are in danger too. It‘s surprising! S: Whales are hunted for meat and skin. They have no place to live in. S: I think it‘s because human beings destroyed or polluted their living places. S: I agree. I think it‘s cruel for human beings to kill animals for their meat. S: I don‘t think so. If we don‘t eat animals, what to eat? S: We can eat vegetables and fruits. Most people do so now. S: I can‘t agree. I think some animals are for eating. S: Till now, many animals have become endangered or extinct. Most people want to help animals in danger. And I would like to find out more about animals in danger. S: Me, too. Let‘s try to do something to protect these animals. Then ask them to work with a partner and talk about the animals in Activity 1 and then report the discussion results. Sample version: The elephant is the most important animal to protect. There are many elephants work for people, but many people kill the elephants for their teeth. There aren‘t many elephants left in the world. … Step V Homework Ask students to 1. read the conversation in activity 3 repeatedly. 2. finish activities 1-4 on page 112 in Workbook. Period 2 Grammar Language goals 语言目标 7. Key vocabulary 重点词汇 interesting, sad, surprising, surprised, need, hard, place, good, decide, right, to do, hear 8. Key structures 重点句式 It‘s (not) + adj. + to do sth. I was surprised to do sth. decide to do sth. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 need to do sth. a good place to buy things The surprising thing was to hear that bad news. Ability goals 能力目标 Enable students to use infinitive correctly. Teaching methods 教学方法 Explanation and practising. Teaching aids 教具准备 Handout. Teaching procedures and ways 教学过程与方式 Step I Lead-in Grammar T: Good morning, boys and girls! Today we‘re going to learn a new grammar. Now I‘ll write down 5 sentences on the blackboard, and please write them down on your notebook, too. Then tell me the similarity between them. S: OK. Show the following. 1. It‘s interesting to watch a movie. 2. It‘s not hard to learn English. 3. I am surprised to see you here. 4. We need to finish our homework every day. 5. HongKong is a good place to buy things. 6. The surprising thing was to hear that bad news. Step II Explanation First encourage students to tell the similarity between the sentences. Show the following. 1. to + v. 2. It‘s + adj. + to do 3. need to do sth. 4. be to do sth. T: We can see that the above sentences all include ―to + v‖. In fact they are in the same family, and they are called ―infinitive‖. (Write ―infinitive‖ down and ask students to use a red pen to emphasize the infinitives). Now look at the first sentence. Can you give me more examples? S: It‘s good to eat vegetables. S: It‘s sad to hear the accident. S: It‘s nice to see you here. It‘s easy to learn math. It‘s right to tell the truth. T: Excellent! Now I want to change these sentences. Look carefully, please. Show the following. 1. To watch a movie is interesting. 2. To eat vegetables is good. 9. To hear the accident is sad. T: Maybe you have found something different. What‘s the function of ―to do‖? S: As the subject of the whole sentence. T: Great! That‘s it. We can use the infinitive to work as the subject of the whole sentence. But how come these sentences ―It‘s + adj. + to do‖? Well, do you want to have a big, long head and 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 short legs? Maybe that will look uncomfortable. So we need our old friend ―it‖ to help us. Thus we have all these sentences. Then ask students to read the following aloud. 1. It is interesting to watch a movie. 2. It‘s good to eat vegetables. 3. It‘s sad to hear the accident. T: OK. Now let‘s go on with the next sentence ―It‘s not hard to learn English.‖ Clearly it‘s the negative form of the infinitive. How is it formed? S: To add ―not‖ before the infinitives. T: Yes, so change the sentences above into negative ones. S: 1. It‘s not interesting to watch a movie. 2. It‘s not good to eat vegetables. 3. It‘s not sad to hear the accident. T: Well, the next type. Look at sentence3 ―I was surprised to see you here.‖ And it‘s just easy for you to give other examples. S: He was afraid to tell his mother the matter. I‘m glad to hear you. T: This time the infinitive functions as adverbial in the whole sentence. Then give the students some examples. 1. She was ready to go. 2. You‘re right to do it. 3. The water is not good to drink. Ask students to read these sentences together. And then go on to the next type. T: ―We need to finish our homework every day.‖ The infinitive is used as the object of the main verb. Many verbs can be followed by infinitives. Such as: learn, tell, forget, remember, decide, ask, try, like, need, etc. Show the following. eg: We learn to speak English every day. Mary forgot to give me my book. Helen decided to have a holiday. We‘ll learn the usage of the verbs and you should pay attention to the usage. OK, next type, as attribute. I think you‘re familiar with it. S: There is a house to live in. We have something to discuss. Would you like something to drink? T: Well, the last type, infinitives as predicatives. For example: 1. My only wish is to be a good teacher. 2. The important thing is to finish it on time. 3. The first thing was to open the door. T: Well, we have went through five main usages of infinitives, and they are ―subject, adverbial, object, attribute and predictive‖. Now let‘s read all the examples again. Step III ,,,;,,;, I(单项填空 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 1.Tell him ____ the window. A. to close B. not close C. close 2. It‘s important ____ the truth. A. know B. to know C. knowing 3. I was excited ____ from you. A. hearing B. hear C. to hear 4. Is there anyone ____ to? A. talk to B. to talk to C. talking 5. It‘s wrong ____ others. A. to laugh at B. laugh at C. laughing at 6. The thing now is ____ the right people. A. find out B. to find out C. find II( 用动词的适当形式填空 1. Do you remember ____ (return) the book tomorrow? 2. It‘s impossible ____ (live) without water. 3. It‘s hard ____ (talk) with him. 4. We have a good book ____(read). 5. I‘m happy ____ (have) a nice present. 6. The problem is ____ (make) a right chance. III(翻译句子 1. 她决定周末回家. 2. 学习英语是一种乐趣. 3. 课前预习很重要吗? 4. 这是一个娱乐的好地方. 5. 听到妈妈病了,他很伤心. 6. 他的目标是当科学家. Step IV Homework Ask students to 5. review the grammar carefully, and make up three sentences for each type. 6. learn the words on pages 186—189. Period 3 Reading and writing Language goals 语言目标 1. Key vocabulary 重点词汇 southwest, mainly, live on, reason, less and less, situation, symbol, turtle, cause, feed 2. Key structures 重点句式 Pandas have less and less land to live in. Then the pandas will have enough food to eat and enough places to live in. Need / work to do sth. Ability goals 能力目标 Enable students to read and write about animals in danger. Teaching methods 教学方法 Reading and writing. Teaching aids 教具准备 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 A tape recorder. Teaching procedures and ways 教学过程与方式 Step I Warming-up In this procedure, get students to do Activity 1 on P74, and say what they know about pandas. T: Hello, everyone. In the first period, we talked about animals in danger. Today, we will learn something about our lovely ―panda‖. First I‘d like you to say something about it. S: I know that pandas only live in China. S: There aren‘t many pandas living in the world. And our government has made many reserves to protect them. S: The most important point is that everyone should love pandas and protect them. … T: Yes, sure. So now let‘s look at the situation of pandas now. Step II Reading (2: P74) In this procedure, students will read the passage on P74 and finish Activity 2. Check the answer. Reading strategies T: When we read a passage, we often first find its topic sentence in each paragraph. All of the topic sentences work for the main idea of the passage in a reasonable order to form a nice passage. Usually the topic sentence in a paragraph is the first or the last sentence. Sometimes, it is in the middle. And rarely, we need to summarize it by ourselves. For example: In this passage, the first three paragraphs‘ topic sentences are the first sentences of each paragraph. And in the last paragraph, we can find the topic sentence by reading its main idea and summarize. Find the clues: 1. The panda is one of the animals most in danger. (An animal in danger.) 2. Pandas live in the forests and mountains of Southwest China. (The panda‘s home.) 3. Our government is working hard to save pandas. (Help for pandas.) 4. The WWF works to protect all animals in danger, so the panda has become the symbol of all animals in danger. Post-reading Ask students to read the passage and try to answer the questions in Activity 4 on P75. Sample answers: 1. Because the area of bamboo is becoming smaller for many different reasons. 2. Bamboo. 3. The government has made a new plan to help pandas. The nature reserves will be bigger and the bamboo will grow better. 4. Because the area of bamboo is becoming smaller for many different reasons, so pandas have less and less land to live on. And pandas don‘t have many babies, and baby pandas often die. The situation is serious. Then ask students to read the passage paragraph by paragraph again and explain some of the grammar points in it. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 1. one of … eg: He is one of my good friends. Sally is one of the girls who study hard. 2. There be …doing… eg: There is a boy crying in the corner. There are many people playing on the beach. 3. less and less eg: Students have less and less time for playing. People have less and less time to relax themselves. 4. need to do sth. eg: We need to do exercises. Bob needs to walk home. Go through the passage by yourself and try to digest the passage, then do Activity 3 on P75 and then after checking the answer, read the sentences together. Word study Ask students to do activity 5on P75 and then ask them to read the short passage repeatedly. Step III Writing (6: P75) Ask students to read the short passage about panda first and then choose another animal in danger and answer the questions in Activity 6 and write a passage about it. Sample answers: 1. The wild Bactrian camel. There are perhaps 950 left in the wild for different reasons. 2. There are perhaps 950 left in the wild. But it still works for people to carry many things. And many people sell its skin for money. So it is in danger now. 3. We need to protect it. 4. We should stop using it as a servant, and give it a nice environment to live. We can also have natural reserves for the camel. And we can do something to tell people the importance of protecting it. Sample version: The wild Bactrian camel lives in Northwest China Mongolia. It is a large camel and the only species in the world with two humps. There are perhaps 950 left in the wild. But it still works for people to carry many things. And many people sell its skin for money. So it is in danger now. We need to protect it. We should stop using it as a servant, and give it a nice environment to live. For example: We can also have natural reserves for the camel. And we can do something to tell people the importance of protecting it. Step IV Homework Ask students to 5. write a passage about an animal in danger in their exercise-books. 6. finish activities 5-10 on pages 145-146 in Workbook. Period 4 Integrating skills Language goals 语言目标 1. Key vocabulary 重点词汇 design, jewellery, for example, provide, difficulty, clean, pollute 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 2. Key structures 重点句式 It is + adj. + to do sth. The surprising thing was to … Ability goals 能力目标 Enable students to use infinitive correctly. Teaching methods 教学方法 Cooperative learning. Teaching aids 教具准备 A tape recorder. Teaching procedures and ways 教学过程与方式 Step I Revision (1, 4-9: P76-78) Review the infinitive and the text. And then do some exercises. Get students to finish the exercises about infinitive and check the answers. Ask students to read the sentences together or in groups after checking. Step II Listening and speaking (2: P76; 8: P78) Listening Ask students to choose the correct words and then listen and check and pay attention to the different usages of set phrases. Then read the conversation together. Show the following. 1. want to do sth. 2. It‘s + adj. of sb. to do sth. 3. Let‘s do sth. Then check the answers. Speaking T: Work in pairs and role-play the conversation between Katy and Samantha in Activity 2. Then try to make a similar one by yourselves. Sample conversation: S1: Hi, Bob speaking. S2: Hi, Bob. It‘s Jim. Do you want to see a football match tonight? S1: Oh, it‘s very nice of you to invite me. What are the two teams? S2: England and France. The exciting thing is to guess who will be the winner. S1: Oh, that sounds good. What time does it start? S2: At four o‘clock. Let‘s meet at half past three. S1: OK. See you then. S2: OK. Listening Then go on with activity 8. First ask students to guess what will be talked about. Then play the tape and get the students to listen and answer the questions. Check the answers with the class. Step III Reading and writing (Around the world: P76; 10-12: P79) Around the world 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 Ask students to read the passages by themselves, and then finish the following exercises. Show the following. Fill in the blanks. 1. The largest animal in the world is ________. It lives in ________ and eats ________ for food. 2. The wild Bactrian camel lives in _________ and ________. It is the _________ in the world with two humps. 3. Many ________ live in India but you can find them in other counties as well. There are many elephants which ________ for people. Writing First ask students to discuss in small groups to decide which animal they want to write about. Find out about the animal. Then write one or two short paragraphs about it. Sample version: Gray bats Gray bats only weigh up to half an ounce. Their wings measure about 1.5 inches across. Gray bats live in groups in caves. Most gray bats live in caves in Alabama, northern Arkansas, Kentucky, Missouri, and Tennessee. The caves are usually found near a river or lake. During the day, gray bats sleep. At night, they eat up to 1,000 mosquitoes or other pests in one hour. There are about 2 million bats, but their numbers become smaller because their living place are becoming smaller and some died from eating insects which is killed by pesticides. Step VI Homework Ask students to 1. finish activities 11—12 in Workbook on page 147. 2. summarize what they have learned in the module. Teaching resources 教学资源库 I. Animals are in danger! All around the world there are species of animals that are about to become extinct --- disappear for ever. We need to do something to stop this happening. If we go on using nature as thoughtlessly as we have been doing, there will soon be nothing left. So nature has to be looked after carefully. Amazing Facts , The world's noisiest land animals are the howler monkeys. When the male monkeys call, their screams can be heard from 16km away. , The world's largest land animal is the African elephant. An adult elephant grows over 3 meters tall and weighs 5.7 tons. , Cheetahs are the world's fastest animals on land. They can run up to 100km/h over short distances. , The giraffe is the tallest mammal in the world. It can grow over 5 meters tall. It has long neck so that it can reach the leaves high up in the trees. , Beetles are the biggest insect group. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 , Insects are found all over the world, even in the frozen lands and the deserts where other animals find it hard to live. , Butterflies and moths have tiny scales that cover their bodies. The scales are made up of thousands of tiny hairs. , The difference between a crocodile and an alligator is that when crocodile's mouth is closed you can see it's fourth tooth sticking out. , Some lizards have skin like a collar round its neck which they puff out to make themselves look bigger when they are scared or excited. , The largest, heaviest lizard is the Komodo dragon from Indonesia. It can grow up to 3 meters long, and is a fierce hunter. , The world's largest bird is the African ostrich. It has powerful legs and can run as fast as 65km/h. , Lions hunt and kill only when they are hungry. , Vultures use their keen eyesight to spot a dead animal far below on the ground. , The world's heaviest snake is Anaconda, found in South America and Trinidad. It can weigh up to 150kgs. It strangles its prey by coiling round it. , Some monkeys use their tails like hands to grip on to things. , Camels can stay many days without food and water. They have wide, hairy feet to stop them sinking in the sand, and their nostrils can close to keep out the dust. , Badgers can see well in the dark and have strong sense of smell. , The Andean condor is the world's largest bird of prey, weighing as much as 12kg. It has a wingspan of about 3 meters. , Blue whales are the biggest, heaviest living creatures. They can grow up to 30 meters long. , The sawfish is found in the warm oceans. It has a long, flat snout with toothed edges. As the fish moves along, it swings it's saw from side to side, wounding and killing small fish which then it eats. It doesn't harm humans. , The chameleon can change its colour very quickly depending on the colour of the thing it's on. , An animal called tarsier can turn its head round to look behind it without moving its body. , Some birds, such as the reed warbler, can sing two tunes at a time. , Giraffes have 45-centimeter long black tongue which they can use to clean their ears. Strange but true , Lions sleep up to 20 hours a day. , Gorillas sleep in nests which they build in tree tops. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 , Blue whale babies weigh up to 7 tonnes at birth. , Crickets have ears positioned on their knees. , Puffer fish puffs its body to scare away the enemies. , Salmon live in the sea, but they return to breed in river where they were born. , A female cod can lay up to 9 million eggs. , Snakes never close their eyes at any time. , Chameleon lizards can look in two directions at the same time. , If a lizard's tail is broken off, it can usually grow a new one. , A bird called Swift spends all it's time in the air. It only comes down to breed. , Flamingoes are pink because their bodies take the colour of shrimps they eat. , Elephants spend 23 hours a day eating. , No two zebras have exactly the same pattern of stripes. , Squirrels sometimes wrap their bushy tails around their body to keep themselves warm. , Sailors have been known to have mistaken the basking whales for islands and try to land on them. , A chameleon can alter its colour depending on its mood. , It takes an elephant calf 6 months how to use its trunk. , Flies take off backwards. , The giraffe has 7 neck bones exactly the same as humans. , Dolphins and whales talk to each other whistling. , The humming bird is the only bird that can fly backwards. , Rare African gorillas are sometimes killed to use their hand to make ashtrays. , The rare kakapo parrot lays one egg every four years. II. People and Animals I am Sun Meng. I am a junior high school student. I like animals. I like many kinds of animals: pigeons, dogs, goats, monkeys and elephants are my favorites. Some of them are very clever, and some of them are very beautiful. In a word, they have different characteristics. I like to go to the zoo, because I can see animals there. I usually buy food for them, and I think I know what they like. I like to feed the elephants best. They like eating bananas. In their presence, I feel we are one big, harmonic family. In America, when people say "man's best friend", they don't mean another person. Instead, they are talking about a lovely animal: the dog! This description shows the friendship between people and animals. Dogs and other pets can bring joy to people's lives. Dogs can be taught to become the “eyes” for a blind person or "ears" for a deaf person. Like people, animals have lives. Why don't we become good friends? In the world, some kinds of animals are in danger of becoming extinct. Let's protect animals from now on! 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 III. Animal protection Animals are natural resources that people have wasted all through our history. Animals have been killed for their fur and feathers, for food, for sport, and simply because they were in the way. Thousands of kinds of animals have disappeared from the earth forever. Hundreds more are on the danger list today. About 170 kinds in the United States alone are considered in danger. Why should people care? Because we need animals. And because once they are gone, there will never be any more. Animals are more than just beautiful or interesting. They are more than just a source of food. Every animal has its place in the balance of nature. Destroying one kind of animals can create many problems. For example, when farmers killed large numbers of hawks, the farmers‘ stores of corn and grain were destroyed by rats and mice. Why? Because hawks eat rats and mice. With no hawks to keep down their numbers, the rats and mice multiplied quickly. Luckily, some people are working to help save the animals. Some groups raise money to let people know about the problem. And they try to get the governments to pass laws protecting animals in danger. Quite a few countries have passed laws. These laws forbid the killing of any animals or plants on the danger list. Slowly, the number of some animals in danger is growing. 注释: 1. feather n.羽毛，翎毛，箭羽 2. balance n.平衡 3. hawk n.鹰，隼 4. multiple vt.增加，繁殖multiply adj.多样的multiple choice adj.多项选择 的 5. forbid vt.禁止，不许;阻止，妨碍 根据短文内容选择正确答案 1 Animals are important to us mainly because _____. A. they give us a source of food B. they are beautiful and lovely C. they keep the balance of nature 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 D. they give us a lot of pleasure 2 What has happened to the animals on the earth? A. Hundreds of kinds of animals are gone forever. B. Many kinds of animals have died out. C. About 170 kinds of animals have disappeared forever. D. All kinds of animals are in danger. 3 Why do people kill animals? A. They kill animals for something they need. B. They kill animals to raise some money. C. Animals destroy their natural resources. D. Animals create many problems. 4 Which of the following is NOT true? A. People care much about animals because they need them. B. Once a certain kind of animal is gone forever, there will never be any more. C. Killing all rats and mice may cause some new problems. D. People must not kill any animals or plants. 5 What can we conclude from the fact that quite a few countries have passed laws protecting animals in danger? A. Every person will know the importance of protecting wild animals. B. Animals in danger will not be killed any more. C. The number of some animals in danger will increase. D. Animals in danger will be kept away from people. Key: 1—5 CAADC 外研英语八年级上Module 10 Lao She's Teahouse全模块教案 I. Teaching objectives 教学目标 Listen for the events in your life 听 技说 Talk about plans, hopes, offers, etc. Talk about events in your life 能读Read about Lao She and his Teahouse 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 目 Write a passage describing a film or play Write and act out a scene from a play 写 标 Talk about events in your life Would you like us to take you to Lao She‘s Teahouse? I‘d like to go to the teahouse again one day. 功 Can we come and see the teahouse? 能Let‘s stay longer. How was it? 语句Did you have a good time? That‘s the main thing. 言式She wanted to see some Beijing Opera. My parents offered to take us there. My parents agreed to take us. We decided to stay for two hours. 目 I hope to understand more next time. 1. 重点词汇:标main, interest, offer, agree, almost, impossible, special, take place, 词汇lose, master, twentieth, full, silver 4. 认读词汇 teahouse, audience, customer, dynasty, waiter, folk, acrobatics, enjoyable, performance 语法Verbs followed by infinitives ?. Teaching materials analyzing 教材分析 本单元以Lao She‘s Teahouse为话题，设计了三个部分的内容。旨在通过单元教学使学生学会谈论自己生活中的事情;了解老舍和他的著作《茶馆》;学会表述计划、希望与建议;能找出文章的小标题;能用所学的知识写一段话，描述一部电影或戏剧，并出演其某些场景。 Unit 1谈论日常行为，复习表示“邀请”的日常用语，引入关于老舍茶馆的对话;学习带不定式做宾语的动词的用法。 Vocabulary and listening中共设计了6个活动。1要求学生根据所供图片和单元标题预测录音中人物Lingling和Sally去了什么地方，并说出理由。2听录音并将人物所说的话排序。3是一段关于Lao She及其Teahouse (《茶馆》)的对话。4要求学生阅读对话后回答问题。5将2中话语与该活动中陈述配对。6利用所给词汇回答问题。Pronunciation and speaking中，7听录音重复句子。8结合实际，练习动词用法。用5中词汇和所供句型描述日常生活行为。 Unit 2 学习老舍、老舍的《茶馆》以及老舍茶馆的简介，学习一些生词和短语;通过阅读文章，学会概括段落大意;利用所学知识，就一部戏剧或电影进行写作。 Reading and vocabulary中活动1要求学生阅读关于Lao She及其Teahouse (《茶馆》)介绍的短文，概括各段落大意。2要求将所给词汇及短语与其相应英谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 文释义配对。3要求学生阅读短文并完成句子。Writing中活动4要求学生阅读小短文并找到问题答案。5要求学生就自己最近看过的戏剧或电影展开问答练习。6利用4，5中提示写短文介绍电影或戏剧。 Unit 3 在练习中复现本单元重点词汇、句型和语法;读关于Theatres的文章;写戏剧中的一个场景并进行表演。 活动1-3主要从词句两个方面练习后接不定式的几个动词的用法。4谈论老舍的话剧Teahouse。5-7听录音并进行选择、判断正误、编写对话的练习。8-10进行句子填空、配对、短文填空等综合训练。 Around the world简单介绍了西方戏剧的起源及古希腊戏剧家。 Module task写出一个戏剧场景并在班内表演。 III(Class types and periods 课型设计与课时分配 Period 1 Listening and speaking (Unit 1) Period 2 Reading and writing (Unit 2) Period 3 Language in use (Unit 3) ?. Teaching plans for each period分课时教案 Period 1 Listening and speaking Target language 目标语言 1. Words & phrases生词和短语 main, interest, offer, agree, almost, impossible, special, teahouse, whisper 2. Key sentences重点句子 How was it? Did you have a good time? So my parents offered to take us there. Not especially, but I wanted to see the teahouse, so my parents agreed to take us. I tried to understand it, but it was almost impossible. We only planned have some tea, but we decided to stay for two hours. I hope to understand more next time. Ability goals 能力目标 Enable students to listen to and talk about events in daily life. Teaching important/difficult points 教学重难点 Introduce some verbs that must followed by infinitives. Teaching method教学方法 Task-based activities. Teaching aids教具准备 A projector or some pictures, a tape recorder Teaching procedures and ways教学过程与方式 Step I Lead-in In this procedure, give students a brief introduction of Teahouse and Beijing Opera. Ask students to do pair work to guess where and why Lingling and Sally went. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 T: Hello. Boys and girls. Nice to see you again. S: Nice to see you. T: In Module 5 we learned many different types of music. Do you still remember them? What are they? S: Jazz, pop, classical, rock… T: Which type of music is China famous for? S: Beijing Opera. T: Yes, many people like to listen to Beijing Opera. Some foreigners also like it. We can listen to Beijing Opera in big theatres, but we can also listen to it in a teahouse. Write the word teahouse on the blackboard and explain it to the students. T: What does teahouse mean? It is formed by tea and house. Help students guess the meaning of teahouse and Lao She’s Teahouse. Ask students to guess where Lingling and Sally went, and why. T: Lingling and Sally went out last night. Where did they go? Why? Let‘s look at the pictures and the title. Let‘s guess. Work in pairs. Sample conversation: S1: Where did they go? S2: They went to Lao She’s Teahouse. S1: Why did they go there? S2: Because Sally wanted to listen to Beijing Opera. Step II Listening and pair work In this procedure, students will listen to events. Ask them to listen to the conversation and number the sentences. T: Two children want to go to Lao She‘s Teahouse. Let‘s listen to the tape and number the sentences. Pay attention to Would you like…and I’d like…? Then do pair work to practice this pattern. Play the tape and ask the students to listen carefully. T: Now, let‘s exchange your answers with your deskmates and check the answers. Play the tape again and go through answers with the students. Then ask some pairs to make up a conversation with Would you like…and I’d like…? They can use any words. Sample conversation: S1: Would you like to go skating with me? S2: All right. I’d like to. Step III Listening and reading In this procedure, students will listen to and read a dialogue, then they will answer some questions and do some exercises to further understand the dialogue. At the same time, they will learn some new words and expressions, especially some verbs followed by infinitives. 1. Present the new words main, interest, offer, agree, almost, impossible. Stress 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 these words when talking to the students. T: OK. Lingling and Sally went to Lao She‘s Teahouse last night. Let me tell you something about my friend Sally. Sally likes traveling, but her main interest is music. So Lingling‘s parents offered to take them to the teahouse. They can drink tea and see opera there. Lingling wanted to see the teahouse, so her parents agreed to take them. Sally found it almost impossible to understand Beijing Opera. Read slowly to make sure the students understand the meaning of each word and write the new words and expressions on the blackboard. Ask the students to repeat. 2. Ask students to listen to the tape recorder and answer the questions. T: Some students are talking about Teahouse, Beijng opera and Lao She. Let‘s listen to the tape recorder and find out what they are talking about. Books closed. After listening one or two times, ask students to do activity 4: work in pairs, ask and answers questions in pairs. Sample conversation: S1: What does Sally like to do? S2: He likes to listen to music. S1: Why did Sally want to go to Lao She’s teahouse , S2: Because she wanted to see some Beijing Opera. … Ask students to listen again and check answers with each other. Step IV Discussion In this procedure, practice some words and expressions in activity 6 by having a discussion. T: We have known that Sally likes music and wanted to see some Beijing Opera. You must want to know something more about their visit to Lao She‘s Teahouse. Now let‘s look at activity 7. Imagine you are a reporter, you‘ll ask your friend some questions. You must use the new words in the box. Work in pairs! Sample conversation: S1: Did they plan to stay for two hours? S2: They only planned to have some tea, but they decided to stay for two hours. S1: What is Lao She most famous for? S2: He is especially famous for his play, Teahouse. … Ask some pairs to act out the dialogues in front of the class. Step V A Game In this procedure, do a game to help students find pairs of sentences which have the same meaning. Help them understand the meaning of each sentence and what the direct speech sentence stands for. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 Hand some cards with the sentences of activity 2 to some students. T: Now let‘s play a game called Find Your Friend. A student will read one sentence in activity 5. Those six students who got my cards must check your sentences. If your sentence has the same meaning with it, you must stand up and read it. If you can‘t find it, you may lose the game. Sample conversation: S1: She offered to take us there. S2: Would you like us to take you to Lao She’s Teahouse? S3: They planned to stay for some tea. S4: We are only going to stay for some tea. S5: They decided to stay longer. S6: Let’s stay longer. OK. … In the end, help students find the rule: each verb in these sentences is followed by infinitive. Ask the students to remember this rule and these verbs. Step VI Pronunciation and speaking In this procedure, revise the pattern in this unit and make sure students pronounce the sentences properly. Encourage them to use ―verbs+to do‖. T: Today, we have learned something about Lao She‘s Teahouse and some special verbs that are followed by infinitives. You‘ll listen to some sentences, please repeat after the recording. Play the tape recorder twice. Give students a few minutes to read the sentences by themselves. Then ask them to work in groups of four. Every student must make up a sentence according to activity 8. Sample sentences: S1: I have decided to go fishing next week. S2:They offered to buy a present for me. S3: My hope is to be a scientist one day. S4: My parents agreed to take me to the park on Saturday. Check some groups. Then ask the students to complete activity 9, using their answers. Ask one student to report his events. Sample version: I wanted to watch TV tonight. My parents offered to buy me a computer. They agree to take me to listen to a concert. I hoped to be an artist one day. Step VII Homework: 1. Ask the students to learn the new words and expressions in this unit. 2. Ask the students to finish exercise on P124 in the workbook. Period 2 Reading and writing Target language 目标语言 1. Words & phrases生词和短语 lose, master, twentieth, customer, dynasty, waiter, folk, acrobatics 2. Key sentences重点句子 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 The play shows the audience life in China between 1898 and 1945. It asks us to see the teahouse as the centre of the neighbourhood. It takes place in a teahouse in old Beijing and it tells us the story of Wang Lifa and his customers. His parents sent him to the Teacher‘s School and he learned to teach. He was named a ―People‘s Artist‖ and a ―Great Master of language‖. Lao She‘s teahouse gives a wonderful welcome to everyone from China and from all over the world. Ability goals 能力目标 Enable students to read and write a passage about the film and the play they saw. Teaching important/difficult points 教学重难点 How to find out the heading of each paragraph in the passage Verbs followed by infinitives Teaching methods教学方法 Task-based learning. Teaching aids教具准备 A projector or some pictures and some small pieces of paper, a tape recorder Teaching procedures and ways教学过程与方式 Step I Revision and lead-in In this procedure, revise something that was studied in unit 1 by doing pair work. After that, lead in Activity One of this unit. T: Yesterday we have known something about Lao She‘s Teahouse. I have some small pieces of paper with some questions on them. I‘ll give them to some students and they will read the questions. You will answer the questions as quickly as you can. Sample conversation: S1: What does Sally likes to do? S2: He likes to listen to music. S1: Why did Sally want to go to Lao She’s teahouse, S2: Because she wanted to see some Beijing Opera. Ask some students questions about Lao She and Teahouse and lead in this unit. T: What is Lao She most famous for? S: He’s especially famous for his play, Teahouse. T: Right. Do you want to know something more about Lao She and his Teahouse? Now please turn to page at 82 and look at activity 1. Step II Listening and matching Vocabulary In this procedure, make students familiar with some new words of some instruments by making use of pictures. Give a brief introduction of Lao She and Teahouse. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 T: Teahouse is the most famous play written by Lao She. When and where did it take place? Help students answer. S: It took place in 1898 to 1945 in a teahouse in old Beijing. T: This play tells us a story of Wang Lifa and his customers in old Beijing. There are many different types of people with different ends. Wang loses the teahouse and dies in the end. Lao She is considered as a Great Master of Language in the twentieth century. Use the picture of the Teahouse to help students understand. Present the new words: take place, customers, lose, master, twentieth, waiter. Ask the students to read these words. Make sure they understand the meaning of each word. Listening and matching In this procedure, ask the students to listen and read the passage and find out the heading of each paragraph. Match the correct headings with the paragraphs. T: Now that you have known something about Lao She and Teahouse. Let‘s read the passage to get some further information. First, listen to the tape with your books closed. After listening, read the passage and then you‘ll match the headings with the paragraphs. Point out that finding out the heading of each paragraph is important. The title of a passage, the paragraph headings and the photos will help them understand the main ideas. After that, ask students to read the passage again and underline the new words and expressions and then finish activity 4. Competition T: I‘ll read a word or an expression. If you know its meaning, please read the meaning as quickly as you can. After students get ready. T: Part of a town where people live. S1: neighbourhood … Then divide students into two groups. One group reads the meanings and the other group says the words and expressions. Step III Reading In this procedure, ask students to read more carefully to find out some important and difficult sentences. Explain these sentences and give some other examples. Then do some exercises. T: Let‘s read the passage again and complete the sentences in Activity 3. Read slowly and carefully this time. Check the answers and go through answers with the students. Deal with any difficulty point in understanding. Explain the meaning of the difficult sentences if necessary. Ask the students to read the sentences carefully and loudly. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 Reporting In this procedure, help students report the passage, using some questions. T: We have learnt the passage about Lao She‘s play, Teahouse. If you are a reporter, can you tell us this story? You can do a report after answering some questions. Provide some questions, ask the students to do pair work. Sample conversation: S1: When and where does the play take place? S2: It takes place between 1898 and 1945 in a teahouse in old Beijing. S1: Who is in it? S2: It tells us the story of Wang Lifa and his customers. S1: What’s the story? S2: The play shows the audience the life in old China by asking us to see the teahouse as the centre of the neighbourhood. In the end, Wang loses the teahouse and he dies. Write down some key words and ask students to make a report. One possible version: Lao She’s play Teahouse takes place between 1898 and 1945 in a teahouse in old Beijing. It tells us the story of Wang Lifa and his customers. The play shows the audience life in old China by asking us to see the teahouse as the centre of the neighbourhood. In the end, Wang loses the teahouse and he dies. Step IV Reading and Speaking In this procedure, ask students to ask and answer questions of the passage in pairs. Be prepared to write a short passage. T: Let‘s talk about some other films and plays. Did you ever heard of The Sound of Music? It is a very interesting film. Let‘s read the passage to find answers to the questions. Work in pairs! Sample conversation: S1: What’s the name of it? S2: The name is The Sound of Music. S1: Where does it take place? S2: It takes place in Australia. … T: Everyone may have favourite film and play. Now talk with your friends about your favourite film and play. Ask and answer questions in pairs like activity 4. Sample version: S1: What’s the name of it? S2: The name is Superman Returns. S1: Where does it take place? S2: It takes place in America. … Ask a student to report his favourite film or play. Connect the answers together. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 Step V Writing Come to Activity 6, ask the students to write the passage down. Ask one student to write on the blackboard. Correct mistakes after writing. One sample version: My favourite film is Superman returns. It takes place in America. After a long visit to the lost remains of the planet Krypton, the Man of Steel returns to earth to become the people‘ savior once again and reclaim the love of Lois Lane. Step VI Homework Ask students to 1. Learn and remember the new words and important sentences. 2. Read the passage for several times. Period 3 Language in use Target language 目标语言 1. Words & phrases生词和短语 full, silver, enjoyable, performance 2. Key sentences重点句子 She wanted to see some Beijing Opera. My parents offered to take us there. My parents agreed to take us. We decided to stay for two hours. I hope to understand more next time. Ability goals 能力目标 Enable students to use Verbs followed by infinitives Teaching important/difficult points 教学重难点 Verbs which are followed by infinitive. Teaching methods教学方法 Task-based learning. Teaching aids教具准备 Some pictures and a tape recorder Teaching procedures and ways教学过程与方式 Step I Revision In this procedure, check the homework and then ask students to talk about Lao She’s Teahouse. Have a dictation of some new words and expressions. Ask some students to read the passage about his or her favourite film and play. T: Let‘s come to Exercise 4, talk about something about Lao She‘s Teahouse. One sample: The play takes place in a tea house. It asks us to see the teahouse as the centre of the neighbourhood…. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 Step II Vocabulary In this procedure, ask students to finish activities 8 and 10 by doing pair work. Ask the students to complete the sentences and passage with the correct form of the words and expressions in the box. Check the answers by themselves first, then go through the answers with the students. Step III Grammar In this procedure, revise the important grammar points of this module. Do pair work to practise verbs followed by infinitives. T: Look at page 84, activity 1. Let‘s work in pairs to complete the sentences with the correct form of the words in the box. Sample conversation: S1: I’d like to see Beijing Opera one day. S2: He wanted to see Beijing Opera one day. S1: Yes. Let’s go to the opera. S2: They agreed to go to the opera. Ask some pairs to act before the class. Then go through the answers with the students. T: Well done! Let‘s come to activity 2. Please complete the sentences with the correct form of the words in the box. Give the students a few minutes to write the correct answers. Ask some pairs to read their answers. Go through the answers with students. Then go on with activity 3. Step IV Listening In this procedure, ask students to listen to the conversation and check the true sentences in activity 6. Go through the answers with students and play the tape again to ask them to check their answers. Step V Speaking and writing In this procedure, ask students to do activities 7 and 9. T: Sometimes we can express our feelings through what we say. Let‘s come to activities 9. Work in pairs, match sentences 1-4 with sentences a-d. One sample: S1: It‘s lovely to see you! S2: I‘m very happy. S1: The food here is excellent. S2: It‘s delicious. … Then ask students to work in pairs and write a short conversation using the sentences in activity 9 and the verbs hope, want, would like. One sample conversation: 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 S1: It‘s lovely to see you! S2: Me too! S1: Would you like to go the park? S2: I want to, but I must do my home work. S1: It‘s a pity. I hope to go with you next time. S2: OK. Thank you all the same. Then ask some pairs to act out the conversation. Step VI Module task In this procedure, ask students to read Around the world first. Make sure they understand the meaning of the passage. Explain some difficult sentences to the students if necessary. Then ask them to work in groups and write a scene from a play. Give the students a few minutes to write the conversation. Ask some groups to act out the conversation in front of the class. Step VII Homework Ask students to 1. revise this Module. 2. finish the activities in the workbook. Teaching resources教学资源库 I. 重点知识详解 (1) 不定式作宾语 接不定式的动词主要有:want, like, would like，decide，hope，help，learn， mean，plan，seem，wish, fail等。 The driver failed to see the other car in time. 司机没能及时看见另一辆车。 I happen to know the answer to your question. 我碰巧知道你那道问题的答案。 I like to keep everything tidy. 我喜欢每件东西都保持整洁。 I want to speak to Tom. 我想和汤姆谈话。 还有―动词+疑问词+to‖的形式: Please show us how to do that. 请演示给我们如何去做。 There are so many kinds of tape-recorders on sale that I can't make up my mind which to buy.有这么多的录音机，我都拿不定主意买哪一种。 II. Lao She and Teahouse Teahouse This is one of the famous dramas by Lao She. The drama is set in a typical, old Beijing teahouse and follows the lives of the owner and his customers through three stages in modern Chinese history. The play spans fifty years and has a cast of over sixty characters drawn from all levels of society. Brought together in Yutai Teahouse, they reflect the changes that took place in Chinese society. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 The strength and appeal of the play lie in part in Lao She's masterful recreation of the characters and language of the streets of old Beijing, but the center of its strength is Lao She's vision, his unerring choice of significant detail, and his familiarity with the old society he is describing, with its strengths, weaknesses, and ironies. It is this which carries Teahouse beyond the borders of social criticism and makes it a complex and living work of art. Written in 1957, Teahouse bids an inspired, lingering farewell to old Beijing and the old society, despite their evils and ills, and extends a passionate welcome to the new society with its promise of freedom and equality of the people. Standing as it does between old and new China, and deeply rooted in both, Teahouse shimmers with a fine sense of ambivalence. True to its writer, to China, and to its time, it is a masterpiece of modern theater. About the Author Lao She (1899-1966) was one of the most renowned contemporary Chinese writers, famous for his novels and plays. His works have been translated into over 20 foreign languages. 外研英语八年级上Module 11 The weather全模块教案 I. Teaching objectives 教学目标 技 Listen for information in a weather forecast. 听 Talk about weather说 能Ask questions to show surprise Read a passage about weather to match photos with description 读 目of the weather Write advice and give reasons using because, so and but 标 写 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 Talk about weather What will the weather be like? It may not even be cold, just wet. And it might be windy. It may be quite cool, so it‘ll probably be hot and sunny. 功 能 Come on, better get going! 句 It‘s freezing, isn‘t it? 语式 Yes, it‘s really cold. Will it be snowy? 言It may not even be cold just now. And it might be windy. It‘ll probably be hot and sunny. It may be quite cool. 目 1. 重点词汇 cloud, shower, degree, temperature, joke, wet, might, windy, probably, sunny, cool, dry, cloudy, camera, umbrella, pleasant, 标词汇from time to time, fall, possible, shine, depend 5. 认读词汇 centigrade, freezing, snowy, swimsuit, northwest, southeast, compared, stormy, best, railcard, truly 语法 Possibility: may, might, probably ?. Teaching materials analyzing 教材分析 本单元以Education为话题，设计了三个部分的内容。旨在通过单元教学使学生学会谈论天气和气象信息;了解美国各地区的气候情况;学会表述惊讶;能用关联词and, so, but写一篇短文，表达建议，并给出理由;能准备关于到中国来旅游的最佳时间的建议。 Unit 1谈论天气及其标志和气象信息，谈论不同国家和地区的天气状况，重点学习和天气有关的词汇以及情态动词may, might和副词probably表示可能性的用法。 Vocabulary and listening中设计了6个活动。1要求把表示天气状况的词汇与相应图标配对。2听天气预报录音，选出正确的信息。3俩俩合作，纠正图表中不正确的信息。4要求听读一段谈论日常活动与天气状况的对话。5听关于春节天气预报的录音完成表格。6根据对话内容选择正确的表达。Pronunciation and speaking中7听录音学习句子不同语调所传达的不同含义并对所给句子做出判断。8利用活动2中正确信息，描述天气情况。9对不同时间内天气状况做出预测。 Unit 2 学习关于美国各地区差别很大的气候状况的课文，学习一些外国地名的读法;能用because, so, but写短文，提供建议并给出理由。 Reading and vocabulary中1阅读介绍美国各地气候状况的短文，描述图片中内容。2根据短文内容完成句子。3阅读表示建议的句子，说出理由。Writing中4要求将两栏中句子配对。5用because, so, but提出参观所在城镇时的建议并说明理由。 Unit 3 在练习中复现本单元重点词汇、句型和语法;读关于The wettest 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 place的文章;准备关于到中国来旅游的最佳时间的建议。 1, 2听录音，选择正确的月份和句子。3用所给词汇填空。4俩俩合作，根据提示完成句子。5 用完成句子。6用括号内所给的词汇完成句子。7对话谈论自己平常做的事及可能会做的事。8描述图片中温度计所示度数含义。9用表示天气状况的词补充句子。10俩俩合作，询问温度、天气状况。11用所给的词填空介绍英国天气状况的短文。 Around the world介绍了世界上最潮湿的地方。 Module task要求准备关于到中国来旅游的最佳时间的建议。其中12—13要求学生阅读一封Email并回答问题。13根据提示完成信件。 III(Class types and periods 课型设计与课时分配 Period 1 Listening and speaking (Unit 1) Period 2 Reading and writing (Unit 2) Period 3 Language in use (Unit 3) ?. Teaching plans for each period分课时教案 Period 1 Listening and speaking Target language 目标语言 1. Words & phrases生词和短语 cloud, shower, degree, temperature, joke, wet, might, windy, probably, sunny, cool, dry, cloudy, centigrade, freezing, snowy 2. Key sentences重点句子 It’s freezing, isn’t it? It may not even be cold, just wet. And it might be windy. What will the weather be like? It may be quite cool, so it‘ll probably be hot and sunny. Come on, better get going! Ability goals 能力目标 Enable students to listen to and talk about weather. Teaching important/difficult points 教学重难点 The usage of may, might and probably. Teaching methods教学方法 Task-based learning. Teaching aids教具准备 A projector, some pictures and a tape recorder Teaching procedures and ways教学过程与方式 Step I Lead-in Show some pictures to help students learn some new words about weather. T: Weather has an important effect on our lives. If we are planning a trip or just getting dressed in the morning, we always have to know what the weather will be like. Weather changes with different seasons and times. Look at the picture above. What‘s the weather like? 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 S: It’s sunny. S: It’s cloudy. S: It’s raining. S: It’s flashing. Show the words about the weather. cloud, rain, showers, snow, storm, sun, wind Ask students to read the new words. Make sure they know the meaning of each word. Then ask them to do activity 1. Help students match the words with the symbols. Step II Listening In this procedure, ask students to listen to the tape and check the correct information in the table. If the information is wrong, correct it. T: If we want to know weather information, we may listen to weather forecast. Please listen to a forecast and check the correct information in the table. Play the tape. Then check the answers with students. Ask students to listen to the dialogue in activity 4. T: Spring Festival is coming. Do you want to see friends at Spring Festival? Of course we do. So it is very important to listen to the weather forecast during the Spring Festival. Tony is going to England during the Spring festival. What will be the weather like? Now listen and find out. Ask students to listen to the tape and then fill in the blanks in activity 5. Check the answers. Step III Reading In this procedure, ask students to read the dialogue and do activity 6 as a competition to see if the sentences are true or false. T: Read the dialogue again and do activity 6. Check if they are true or false. Let‘s have a competition between boys and girls. If you stand up and correct the question correctly first, you will get a star. Those who get more stars will be the winner. Sample: S1: It’s always cold and wet in February in England. S2: True. S1: It’s often freezing in February in England. S2: False. It may not be cold, just wet. And it might be windy in England. … Step IV Pronunciation and speaking In this procedure, ask students to listen to the tape and help students find out the different connotation of different of intonation. After listening, ask students to read these sentences loudly and then decide if the speaker is asking a question or showing surprise. Check the answers. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 Speaking Ask students to work in pairs and give a forecast for China according to activity 2. T: In this lesson, we have learnt many different types of weather. We can use some words to describe the weather. Let‘s report a weather forecast for China according to activity 2. Now work in pairs and make a weather forecast. We can use may, might, probably to describe something we are not very certain of. Ask some pairs to show their report before the class. One sample version: Tomorrow may be sunny. It may be rainy next week. It might be very cold next month. Step V Homework 1. Ask the students to learn and remember the new words and expressions of this unit. 2. Ask the students to finish activities 1—3 on page 152. Period 2 Reading and writing Target language 目标语言 1. Words & phrases生词和短语 camera, umbrella, pleasant, from time to time, fall, swimsuit, northwest, southeast, compared 2. Key sentences重点句子 The USA is a very big country to visit, so choose carefully the places to see and the time to go. Bring a good map because you may want to travel around. It‘s a good idea to bring your camera because you may want to take photos of the autumn leaves. It‘s pleasant to visit Alaska in July and August but it might be cool in the evening. So remember to wear some warm clothes. Any time you like! Ability goals 能力目标 Enable students to talk about the weather in the USA. Teaching important/difficult points 教学重难点 How to talk about the weather in the USA. Teaching methods教学方法 Reading and writing. Teaching aids教具准备 A projector or some pictures and some small pieces of paper, a tape recorder Teaching procedures and ways教学过程与方式 Step I Revision In this procedure, students will revise some new words and do pair work to 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 practice the sentence: What will the weather be like tomorrow? Show some pictures to the class and ask some students to write the following words on the blackboard. sunny, cloudy, snow, freezing, temperature, cool, dry, shower, wet, snowy Then ask them to work in pairs, and talk about the weather today and tomorrow. Sample dialogue: S1: What‘s the weather like today? S2: It‘s cloudy. S1: What will the weather be like tomorrow? S2: It may be rainy./It will probably be rainy. Ask some pairs to act in front of the class. After this, present the Reading by practice When’s the best time to… in pairs. T: It‘s sunny/cloudy/rainy…today. But when is the best time to visit our town/city? Why? (Write the question on the blackboard) Let‘s have a discussion in pairs. Sample dialogue: S1: When is the best time to visit our town/city? S2: I think September is the best time. S1: Why? S2: Because it‘s not too hot or cold at that time. Ask some pairs to act in front of the class. Step II Reading In this procedure, ask students to listen and read the passage. Make sure they can describe the photos according to the passage. T: Like China, there are many beautiful places in the USA. The weather is different in these places. Now listen to a passage introducing the weather in the USA. Books closed! Listen to the tape and decide what you can see in the photos. Ask the students to listen to the tape. After listening, ask the students to have a discussion about the photos in groups. Ask some students to have a report. Sample reports: S: It might be autumn in Picture 1 because the trees start to change colour. A white house stands behind the trees. It may be pleasant to live in the house. S: It might be hot summer in Picture 2 because there are many people swimming in the sea. And I can see a balloon. S: It is winter now in Picture 3. There are a lot of snow in the street. Then ask students to read the passage and check their answers. T: You should choose time to visit some good places in the USA. Read the passage carefully and fill in the table below. Places Time The reason 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 New York and May and Washington October DC New England September California December The northwest July and (Alaska) August Southeast(TexaSpring and s) winter Ask students to work in pairs to complete the table and report their answers. Then go through the answers with the students. Sample answers: Places Time The reason New York and May and Because it‘s not too hot then. In winter Washington there‘s a lot of snow, too. October DC New England The weather starts to get cooler and the September trees start to change color. And you can take photos of the autumn leaves. California December The weather is fine all year. You can swim in the sea. The northwest July and It isn‘t very cold and there‘s a lot of rain. (Alaska) August Southeast(Texa Spring and Because it‘s usually very sunny here. s) winter Step III Careful reading In this procedure, students will read the passage more carefully and slowly. Then they will do activities 2 and 3. Check the answers with the class. T: If you want to give your friends advice, you‘d better give your reasons at the same time. Now read the passage again and find out the sentences of this type. Sample sentences: 1. Bring an umbrella. Bring an umbrella because it might rain. 2. Wear warm clothes. Wear warm clothes because it might be cool in the evening. Ask students to report their work. Game Ask students to do activity 4 by playing a game ―Look for your friends‖. T: When we give our friends advice, we should use because or so to say our reasons. Let‘s come to activity 4. Please read the sentences first, and then we‘ll 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 play a game. Divide students into two groups and ask each group to write these sentences down on small pieces of paper. One group writes down the first part numbered 1, 2, 3 … and the other the part with a, b, c…. Then begin the game as follows: S1 group draws one piece from Sa group and read the sentence, the other group must respond quickly by matching the two parts of the sentence and read out loudly. One sample: S1: You can come any time you like, but… Sa: But the best time to visit England is in spring. Step IV Writing In this procedure, students will try to write some advice and give the reasons using so, but, because. T: We‘ve learned the best time to visit the USA from the passage. What‘s the best time to visit your town? Write your advice and don‘t forget to give your reasons. Give students a few minutes to write and ask some students to read what they write before the class. Sample version: The best time to visit my town is in summer because the famous cypresses all become green. The mountains and rivers are very clear and cool. And don‘t forget to bring your umbrellas because there might be rains any time there. Guess where my town is! Step V Homework Ask students to 1. finish activities 4—7 on page 153. 2. find information about Sydney and New York. Period 3 Language in use Target language 目标语言 1. Words & phrases生词和短语 possible, shine, depend, stormy, best, railcard, truly 2. Key sentences重点句子 It‘s freezing, isn‘t it? Yes, it‘s really cold. Will it be snowy? It may not even be cold just now. And it might be windy. It‘ll probably be hot and sunny. It may be quite cool. Ability goals 能力目标 Enable students to use may, might and probably. Teaching important/difficult points 教学重难点 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 Make sentences using It’s…to do sth and sentences with may, might, probably and because, but, so. Teaching methods教学方法 Task-based learning. Teaching aids教具准备 Some pictures and a tape recorder Teaching procedures and ways教学过程与方式 Step I Revision In this procedure, check the homework with students. Ask students to talk about weather and give advice and reasons. One sample: S: What‘s the weather like in your town? S: In spring it‘s very cool and there‘s little rain. S: What‘s the best time to visit your town? S: The best time to visit my town is in winter. S: Why? S: Because it‘s not cold in winter and there‘s a lot of snow in the mountains and people usually ski there. S: It might of great fun. Step II Listening In this procedure, ask students to listen to a short passage and finish activities 1 and 2. T: Do you know the city of Sydney? Where is it? S: It‘s in Australia. T: What do you know about the city? S: It is the oldest city in Australia. T: What is the best time to visit the city? S: The best time to visit Sydney is in autumn, especially around March and April, with clear, warm days and mild nights. In Spring (September to November) there's more chance of rain, but it usually clears quickly. Average temperatures are around 25?C (77?F), though it can get to over 40?C (104?F) in summer. Talk about the New York city with students in the same way. Then ask students to listen to the passage and do the exercises. Go through the answers with students. Step III Further practice Revise It’s…to… in this module: Ask students to do activities 3 and 4. Check the answers by doing chain work as follows. Sample: S1: It’s a good idea to bring an umbrella. S2: The best time to visit New York is in October. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 S3: It’s very important to wear warm clothes when it’s freezing. … Then go on with activities 5 and 6. Revise the use of possible, probably and may. Give students a few minutes to complete the exercises. Do chain work to check the answers. Sample: S1: It’s sunny now, but let’s take an umbrella because it may rain later. S2: It isn’t always warm in February, so it might be cool. S3: We’re going to the mountain and we hope it may snow. … After this, ask students to do activities 7—11. Check the answers with the class. Step IV Module task In this procedure, students will read a passage and answer questions first, and then write a message to one of their friends. Sample answers to activity 12: 1. The best time to come is in October. 2. It might be warm but there may be some rain. And it might be cold. 3. She should bring a sweater. 4. She might stay in a small hotel --- a bed-and-breakfast or B & B. 5. She might like to buy a railcard to travel around the rest of the country. Sample answers to activity 13: Sally Marks starts the message by ―Dear …‖ and finish the message by ―Yours truly‖ and her name and working place. Sample message: Dear Susan, It‘s good to hear that you my want to visit China. The best time to visit china is during spring season (March to May) and autumn season (September to November). Normally, the most comfortable season of the year is early autumn (September to early October). During that period, temperatures are reasonable throughout China (about 50-72F) with a limited amount of rain. September for example is the only month in the year when the ancient and valuable paintings of the Beijing Palace Museum are displayed due to proper climate conditions (low humidity and proper temperature). Spring can also be delightful with the average temperatures nearly the same as in autumn (about 50-72F). Summer (from June to the end of August) can be very hot with temperatures well above 72F, especially in the famous 'four furnaces' of China: Wuhan, Tianjing, Chongqing and Nanchang. Summer is also the rainy season, so don‘t forget umbrellas, light raincoats and rubber shoes. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 Winter can be very cold especially in the north. Off season travel can also offer its rewards. For example the Harbin Winter Ice Lantern Festival is quite charming. Before deciding when to take a tour, it is worth checking carefully the weather conditions of each city on the journey. Step V Homework Ask students to 1. revise this Module. 2. finish the rest activities in the workbook. Teaching resources教学资源库 I. 重点知识详解 maybe与may be maybe 是副词，意思是“也许、可能”，在句中作状语，相当于perhaps，常位 于句首。如: Maybe she\'ll come this afternoon. 她可能今天下午来。 Maybe you put the letter in your pocket. 大概你把信放在衣袋里了。 而may也有可能之意，may be中的may是情态动词，be 是动词原形，两者构成 完整的谓语形式，与主语形成系表结构意为“也许是......可能是......”。 I can\'t find my watch. It may be in your bag. 我找不到我的手表了,它可能在你 的包里。 He may be a soldier. 他可能是个军人。 maybe 和may be有时可以互换。 He may be in the office.(=Maybe he is in the office.)他或许在办公室。 You may be right.(=Maybe you are right.)你或许是对的。 II. Best time to visit the USA As the USA covers several micro-climates it is difficult to pinpoint exactly when the best time to visit is. Depending on your tastes and interests the USA can be visited year-round. The summer tourist season tends to run from Memorial Day (late May) to Labor Day (early September) with the peak period being mid June to the end of August. May or June is generally ideal as air fares are less expensive than in July and August, the hours of daylight are at their maximum, the weather is usually mild, and recreational facilities are operating but not too crowded. September is also well worth considering. Florida, the most visited destination for travellers, is warm throughout the year and hot in the summer months. If you do not like temperatures too high the best time to visit would be December to March. Autumn (Fall) is the perfect time to see New England when many states come alive in orange, red and yellow.The first couple of weeks of October are the most spectacular. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 III. Best time to visit Australia "When is the best time to travel through Outback Australia?" is a question that I hear asked a lot. There is no simple answer to it. It depends mostly on where you want to go. The Outback in Australia is huge and spans several climate zones. (We will look at them on this page.) It also depends on what kind of activities you are interested in and by which means you travel. The weather will be of more importance if you want to go camping. Or if your car doesn't have air conditioning. Or if you want to go swimming. In my opinion any time is a good time to visit the Australian Outback. There will always be a part of Australia for which the time you chose is just perfect... The Arid Regions of Outback Australia The weather in arid inland Australia is characterised by extremes, hot days and freezing nights. Overall there are hotter days and milder nights in summer, compared to bearable days and freezing nights in winter. You choose. Of course keep in mind that the seasons are opposite to the northern hemisphere's. I should mention here that the temperatures alone don't tell the whole story. Humidity is a huge factor as well. The drier the heat the less you will feel it. Less humidity and cloud cover also means that heat is not retained at night. You can have very hot days but the nights are still pleasantly cool. Very hot in Alice Springs feels a lot better than somewhat hot in Darwin. Always look at temperature and humidity, like this map does. Having said that, the driving distances in Outback Australia are huge and if you are driving you will spend a lot of time in your vehicle. If you want to drive through Outback Australia in summer do yourself a favour and make sure the car has air conditioning. I'll tell you a "secret" for how to deal with the heat. Drink, drink, drink! Water, that is, not sweet sodas. If you go for walks always take a water bottle. As I said above, you don't feel the heat much if it is dry, but you will lose even more moisture. Drinking enough water is the single most important thing you can do to feel well in higher temperatures! It can make all the difference. Northern Outback Australia Northern Outback Australia is tropical and has a distinct dry and wet season. The dry season from April/May to September/October is considered to be the best time for travel with pleasant day temperatures and mild nights. Beginning and oend of 'the Dry' can be hot and humid, with temperatures up to 35C (95F) and above. On the plus side there are less tourists and lower prices. The 'Wet' is considered by many locals to be the best time of the year in the Outback in Australia. It is the breeding season and wildlife abounds. Our red world gets covered in a lush green lacework of fresh vegetation and all the waterfalls in our favourite swimming spots are raging. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 Of course it doesn't rain every day, most rains happen in the evening or wee hours of the morning. The lightning show accompanying the tropical thunderstorms has to be seen to be believed. However, travel can be restricted. The many unsealed roads in Outback Australia are closed, and even highways get cut off at times. It is something I would only recommend to people who have a lot of time. (And did I mention another reason why we locals love the Wet? We have the place to ourselves again.) 外研英语八年级上Module 12 Traditional life全模块教案 I. Teaching objectives 教学目标 Listen for what you must and mustn‘t do 听 Ask and answer about customs说 Say what you must and mustn‘t do 读 Read the passage to know what you must and mustn‘t do 技 Write advice about customs and rules in China Write advice for foreign guests to a Chinese family 能 写 目 标 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 Talk about customs and what you must and mustn‘t do You can‘t be serious. You mustn‘t do any cleaning on the first day of the Chinese New Year. 功And you can‘t cut your hair. 能 语No, in China, you must wait and open it later. 句 What must I do at Spring Festival? 式 Must I use both hands? 言You must say Mr. and Mrs. when you speak to older people. You can use first names with your friends. You mustn‘t talk too loudly. In some trains you can‘t even use your mobile phone. 目1. 重点词汇 chess, chopsticks, purse, soap, hang, immediately, accept, lucky, break, anything, receive, noise, stay, shout, throw, shoulder, catch, smoke, passport, litter 标词汇6. 认读词汇 set, chat, move, wrap, custom, greet, wedding, light, around, pour, mobile, body, pavement 3(短语 do some cleaning, wash up, hang on, waste bin 语法 Must/mustn’t and can/can’t ?. Teaching materials analyzing 教材分析 本单元以Traditional life为话题，设计了三个单元的内容。旨在通过单元教学使学生学会谈论不同国家和地区的风俗习惯;了解英国的风俗;学会表达“应该与不应该做的事情”;能就中国的风俗习惯进行写作;能给外宾提供一些建议，使他们了解中国的风俗习惯。 Unit 1 听录音，对照图片学习一些物品的名称，听录音并读对话，从送礼物引出不同国家的不同的风俗习惯，初步了解must, mustn‘t, can, can‘t的用法。 Listening and vocabulary中活动1、2通过图片标号、配对的形式学习单元词汇。3是关于不同国家风俗习惯的对话。4、5根据对话内容完成判断、填空等任务。Pronunciation and speaking中6学习含有must句型的赌法。7、8根据所给情景列举自己必须做或不允许做的事并讲给小组内伙伴听。 Unit 2 学习关于英国的一些风俗习惯的课文，结合图画更好地理解课文;学习本单元重点词汇;用must, mustn‘t, can, can‘t来描述不同国家的不同的风俗习惯。写一篇介绍中国风俗的文章。 Reading and vocabulary中1要求观察两幅(就餐与婚礼)描述生活习俗的图片。2俩俩合作，就所供话题进行讨论。3阅读介绍英国传统习俗和习惯的短文并找出相关图片。4、5、6根据短文内容完成填表、讨论、答问等任务。Writing列举在中国自己可以做或不允许做的事，并写一篇短文给来华旅游者提出建议。 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 Unit 3 在练习中复现本单元重点词汇、句型和语法;读关于Signs around the world的文章;为到中国的家庭做客的外国宾客提出一些建议。 1、2要求听一个小朋友谈论自己日常生活的录音并完成判断、答问任务。3、4、5要求列举并谈论自己在家必须做和不允许做的事。6、7、8、10要求用所给词汇填空完成句子或短文。9利用猜物游戏学习新词。11猜测所给标志含义。 Around the world 介绍了几种路标的含义。 Module task写短文给来中国做客的外国人提出建议。 III(Class types and periods 课型设计与课时分配 Period 1 Listening and speaking (Unit 1) Period 2 Reading and writing (Unit 2) Period 3 Language in use (Unit 3) ?.Teaching plans for each period分课时教案 Period 1 Listening and speaking Target language 目标语言 1. Words & phrases生词和短语 chess, chopsticks, purse, soap, hang, immediately, accept, lucky, do some cleaning, break, anything, receive, set, chat, move, hang on, wrap, custom 2. Key sentences重点句子 You can‘t be serious. You mustn‘t do any cleaning on the first day of the Chinese New Year. And you can‘t cut your hair. No, in China, you must wait and open it later. What must I do at Spring Festival? Must I use both hands? Ability goals 能力目标 Enable students to listen to and talk about things they must and mustn‘t do. Teaching important/difficult points 教学重难点 The usage of must, mustn’t, can, can’t Teaching methods教学方法 Task-based learning. Teaching aids教具准备 A projector or some pictures, a tape recorder. Teaching procedures and ways教学过程与方式 Step I Lead-in In this procedure, ask students to learn some new words by doing activities 1 and 2. T: In our daily life, we can‘t do anything without the help of certain things. For example, we Chinese eat with chopsticks, we look up new words in a dictionary, etc. Now listen to the tape and number the words and expressions in activity 1. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 Play the tape and ask students to repeat these words and expression and then number them and match them with pictures. Step II Listening In this procedure, students will listen and read a dialogue. Ask them to do pair work to find what you must and mustn‘t/can‘t do in China. T: Today is Lingling‘s birthday. Her friends bought her a present. Let‘s listen to the dialogue. From the dialogue, we know some different traditions in China, the USA and Britain. Now listen and find out. After listening, ask students to do activity 4. Then ask them to read the dialogue and finish activity 5. Check the answers with the class. Step III Pronunciation and speaking In this procedure, ask students to listen to the tape and pay attention to the questions and answers and then make up conversations in pairs to practice must, mustn‘t/can‘t. ask them to write them down if time permits. T: In the dialogue, there are some sentences containing must, mustn‘t. They show that you are told to do something or not to do something. That‘s an order. You can‘t break. Help students find the sentences out. Then play the tape and ask students to listen and repeat after the recording. After this, ask students to list the things they must and mustn‘t do in the given situations and then work in groups and say the things out. T: In our daily life, there are many things we must or mustn‘t do. Think over and make a list. Let‘s see whose is the longest. Sample lists: At home: You must wash your hands when you enter your home. You must help your mother do housework. At the dinner table: You must wash your hands before having a meal. You mustn‘t talk with your food in your mouth. At school: You mustn‘t go to school late. You must hand in your homework in time. … Step IV Homework 1. Ask the students to learn and remember the new words and expressions of this unit. 2. Ask the students to finish activities 3—6 on pages 156-157 in the workbook. Period 2 Reading and writing Target language 目标语言 1. Words & phrases生词和短语 noise, stay, shout, throw, shoulder, catch, greet, wedding, light, around, pour, 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 mobile, body 2. Key sentences重点句子 For example, you usually shake hands with people when you meet them for the first time. You must say Mr. and Mrs. when you speak to older people, but you can use first names with your friends. You can only drink tea at a tea party, not coffee or juice. In buses or trains, the other passengers are very quiet, and you mustn‘t talk too loudly. In some trains you can’t even use your mobile phone. Then the woman mustn‘t arrive at the church on time but a few minutes late. The girl who catches them will be next to get married. Ability goals 能力目标 Enable students to read and write a passage about traditional life in China. Teaching important/difficult points 教学重难点 How to use must, mustn’t, can and can’t. Teaching methods教学方法 Task-based learning. Teaching aids教具准备 A projector or some pictures and some small pieces of paper, a tape recorder Teaching procedures and ways教学过程与方式 Step I Revision and lead-in In this procedure, ask students to talk about the pictures in activity 1. T: As we know, the custom and traditional life is different in different countries. Now please look at the pictures in activity 1 on page 98. What can you see? What are the people doing? Ask the students to say the words and write them down. S: In picture 1, there are four people standing around the table. They are having a meal. S: In picture 2, there is a man and a woman. They are holding a wedding. Then ask them to work in pairs and talk about the topics given in activity 2. T: Look at activity 2. There are some actions. What must we do? What mustn‘t we do? Can you give some advice? Let‘s have a discussion in fours again before reading the passage. Sample: S: When you greet people, you should first say hello to them and then shake hands with them. But don‘t kiss when you are in England. S: When we have a tea party in China, we can talk freely and eat anything we like. And we can have a tea party anytime anywhere. S: But in England, you can‘t have tea after 4:30, and can‘t drink coffee or juice. S: Making noise is impolite in China when having a meal. But in Japan, you‘d better make some noise to show that you like the food. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 S: Chinese never have weddings in churches. They have it at home. Ask some students to have a report in front of the class. Step II Listening and reading In this procedure, ask students to listen and read the passage. Make sure they can match the meaning of the passage. T: We have just discussed some customs. Let‘s come to activity 3 to see if your report is fit for the true fact. Please listen to the tape with your books closed. After listening, answer a question: Which ones can you see in the pictures? Play the tape and check the answers. Then ask students to read the passage and activities 4 and 6. Check the answers with the class. Speaking Ask students to read the passage carefully again and talk about the differences of traditional life in England and China. T: After reading, we learned that there are some differences of traditional life in England and China. What are the differences? Now work in pairs and have a talk. Sample dialogue: S1: What are the differences when people are on the bus in China and England? S2: When people are on the bus, people in China often chat, but in England, you mustn‘t talk too loudly. Ask some pairs to work in front of the class. Step III Writing In this procedure, ask students to write a passage about what you must, mustn‘t/can‘t do in China. First ask them to write notes using the table in activity 7. Sample: You must offer your guests tea. You mustn‘t talk too loudly at table. You must take a gift with both of your hands. You mustn‘t call the names the elders. Then ask students to write the passage down. Sample version: Advice for visitors: traditional life in China The Chinese will nod or bow slightly as an initial greeting. Handshakes are also popular; wait, however, for your Chinese counterpart to initiate the gesture. If you visit a school, theater, or other workplace, it is likely that you will be greeted with applause as a sign of welcome. In turn, you should respond by applauding back. The Chinese do not use their hands when speaking, and will only become annoyed with a speaker who does. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 To summon attention, turn your palm down, waving your fingers toward yourself. Use your whole hand rather than your index finger to point. The Chinese, especially those who are older and in positions of authority, dislike being touched by strangers. Acknowledge the most senior person in a group first. Smiling is not as noticeable in China, since there is a heavy emphasis on repressing emotion. Members of the same sex may hold hands in public. Public displays of affection, such as kissing, between the sexes are frowned upon. Do not put your hands in your mouth, as it is considered vulgar. When in public, avoid biting your nails, removing food from your teeth, and similar practices. Blowing your nose with a handkerchief is also acceptable. Step IV Homework Ask students to 1. read the passage repeatedly. 2. finish activities 9—11 on pages 158-159 in the workbook. Period 3 Language in use Target language 目标语言 1. Words & phrases生词和短语 wash up, smoke, passport, litter, pavement, waste bin 2. Key sentences重点句子 You must say Mr. and Mrs. when you speak to older people. You can use first names with your friends. You mustn‘t talk too loudly. In some trains you can’t even use your mobile phone. Ability goals 能力目标 Enable students to use must, mustn’t, can and can’t. Teaching important/difficult points 教学重难点 How to use must, mustn’t, can and can’t. Teaching methods教学方法 Task-based learning. Teaching aids教具准备 Some pictures and a tape recorder. Teaching procedures and ways教学过程与方式 Step I Revision and lead-in Check the homework. Then ask students to listen to a teenager talking about his life. T: As a teenager, there are some things you must or mustn‘t/can‘t do. Now we‘ll listen to a passage. A teenager is talking about his life. Listen carefully and 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 check the things he must and mustn‘t do. Ask students to listen to the tape and choose right answers. Then ask students to listen again and answer the questions in activity 2. Go through the answers with the students and play the tape again to check their answers. Step II Grammar practice Reviewing the use of must, mustn’t, can, can’t as follows. Show the following. Must You use must to talk about something you're strongly advised to do. You often use it when you talk about safety instructions. You must fasten your seat belt. Must not, (mustn't) You use must not, (mustn't) to talk about something you aren't allowed to do or you're strongly advised not to do. You mustn't lean out of the window. Then ask students to do activities 2—7. Check the answers with the class. After this, ask students to read Sings around the world on page 103 and then work in pairs and guess the meanings of the signs in activity 11. Step III New words and expressions Learn the new words by asking students to do activity 9. T: Let‘s play a game. Guess what it is! Work in groups, one group chooses a word or an expressions from the box and describe it to the class. The other group should guess the words or expressions in turn. The one who got it will win the game. Then ask students to finish activities 8 and 10. Check the answers with class. Step IV Module task In this procedure, students will work in pairs and discuss the advice for foreign guests to a Chinese family and then write the advice down. Sample notes: The Chinese will nod or bow slightly as an initial greeting. Handshakes are also popular; wait, however, for your Chinese counterpart to initiate the gesture. If you visit a school, theater, or other workplace, it is likely that you will be greeted with applause as a sign of welcome. In turn, you should respond by applauding back. Avoid making expansive gestures and using unusual facial expressions. The Chinese do not use their hands when speaking, and will only become annoyed with a speaker who does. Some hand gestures, however, are necessary. They are outlined in the next two points. To summon attention, turn your palm down, waving your fingers toward 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 yourself. Use your whole hand rather than your index finger to point. The Chinese, especially those who are older and in positions of authority, dislike being touched by strangers. Acknowledge the most senior person in a group first. Smiling is not as noticeable in China, since there is a heavy emphasis on repressing emotion. Members of the same sex may hold hands in public. Public displays of affection, such as kissing, between the sexes are frowned upon. Do not put your hands in your mouth, as it is considered vulgar. Consequently, when in public, avoid biting your nails, removing food from your teeth, and similar practices. Pushing is common in lineups. Spitting in public is acceptable. Blowing your nose with a handkerchief is also acceptable. Dress Code: Casual clothes are acceptable everywhere, although smarter clothes can gain more respect. Revealing clothes should be avoided. … Give the students a few minutes to the advice. Ask some students to read their passages before the class. Sample advice: You must bow or nod when you greet people. You mustn‘t touch the older. You must use your whole hand rather than your index finger to point. You can‘t hold hands of the opposite sex in public. You must blow your nose with a handkerchief. Step V Homework Ask students to 1. revise this Module. 2. finish the rest activities in the workbook. Teaching resources教学资源库 I. 重点知识详解 一、must的用法 1) 表示主观的义务和必要, 主要用于肯定句和疑问句, 意思为 ―必须……， 得……，要……‖;由must引起的疑问句，肯定回答要用must或have to, 否定回 答要用needn‘t或don‘t have to, 意思是―不必‖;must的否定形式mustn‘t表示禁 止，意思是―不能，不许‖。 We must find a good method to learn computer well. 我们必须找一个学好电脑 的方法。 —Must I finish the task right now? 我现在必须完成这个工作吗, —Yes, you must. / Yes, you have to. 是的。 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 (—No, you needn‘t. / No, you don‘t have to. 不，不必。) You mustn‘t come here without permission. 未经允许，你不能来这儿。 2) 表示肯定的猜测，常用于肯定句中，意思为 ―一定是, 必然……‖。 Your sister must be a doctor in this hospital.(现在的猜测) 你姐姐一定是这家 医院的医生。 He must be reading newspapers in the reading room now.(正在进行的猜测)他 此刻一定正在阅览室读报。 It must have rained last night, for the ground is wet.(过去的猜测)昨晚一定下 雨了，因为地面上是湿的。 二、情态动词can的用法 can的否定形式为cannot，缩写形式为can't。 1) 表示能力，意思是:能，会。 I can't swim. 我不会游泳。 Can you drive, 你会开车吗, 注意:can表示能力可和be able to互换使用，且后者有更多的时态，be able to常 被用来表示can所不能表示的将来或完成的概念。 They will be able to run this machine on their own in three months. 他们过三个 月就能自己开这台机器了。 2) 表示可能性，意思是:可以，可能。 That big cinema can seats 2,000 people. 那家大电影院能坐2000人。 He can be very friendly at times.有时他会很友好。 3) 表示允诺，意思是:可以，能够。 You can have the book when I have finished it.书我看完了可以给你。 Can I use your pen,我可以用你的钢笔吗, 4) 表示惊异、不相信等(用于疑问句、否定句或感叹句中)，意思是:会，可 能。 This can't be true. 这不可能是真的。 Can it be true, 这可能是真的吗, II. Customs and rules in England The British are said to be reserved in manners, dress and speech. They are famous for politeness, self-discipline and especially for sense of humor. Basic politeness (please, thank-you, excuse me) is expected. How to greet people British people are quite reserved when greeting one another. Greeting can be a bright ―Hello‖, ―Hi‖ or ―Good morning‖, when you arrive at work or at school. Terms of endearment --- Names we may call you You may be called by many different ―affectionate‖ names, according to which part of the Britain you are in. Do not be offended, this is quite normal. For example, you may be called dear, flower, love, chick, mate, son, madam, miss, sir, according to your sex, age and location. Visiting people in their houses When being entertained at someone‘s home it is nice to take a gift for the 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 host and hostess. A bottle of wine, bunch of flowers or chocolates are all acceptable. Eating We eat continental style, with fork in the left hand and the knife in the right. Do‘s and Don‘ts in England Do stand in line: In England we like to form orderly queues (standing in line) and wait patiently for our turn e.g. boarding a bus. It is usual to queue when required, and expected that you will take correct turn and not push in front. ―queue jumping‖ is frowned upon. Do say ―Excuse me‖: If someone is in you way and you would like them to move, say excuse me and they will move out of your way. Do pay as you go: Pay for drinks as you order them in pubs and other types of bars. Do say ―Please‖ and ―Thank you‖: It is very good manners to say ―please‖ and ―thank you‖. It is considered rude if you don‘t. whenever you will notice in England that they say ―thank you‖ a lot. Do cover your mouth: When yawning or coughing always cover your mouth with your hand. Do shake hands: When you are first introduced to someone, shake their right hand with your own right hand. Do say sorry: If you accidentally bump into someone, say ―sorry‖. They probably will too, even if it was your fault! This is a habit and can be seen as very amusing by an ―outsider‖. Do smile: A smiling face is a welcoming face. Do drive on the left side of the road. Don‘t greet people with a kiss: They only kiss people who are close friends and relatives. Avoid talking loudly in public It is impolite to stare at anyone in public. Do not pick your nose in public: They are disgusted by this. If your nostrils need de-bugging, use a handkerchief. Avoid doing gestures such as backslapping and hugging This is only done among close friends. Do not spit: Spitting in the street is considered to be very bad mannered. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 Do not burp in public: you may feel better by burping loudly after eating or drinking, but other people will not! If you can not stop a burp from bursting out, then cover your mouth with your hand and say ―excuse me‖ afterwards. Do not pass wind in public Now how can we say this politely? Let‘s say that you want to pass wind. What do you do? Go somewhere private and let it out. It is impolite speak with your mouth full of food. Do not ask personal or intimate questions: They do not ask questions such as: How much money do you earn? How much do you weigh? Or why aren‘t you married? Never eat off a knife when having a meal. III. Chinese etiquettes The Chinese will nod or bow slightly as an initial greeting. Handshakes are also popular; wait, however, for your Chinese counterpart to initiate the gesture. If you visit a school, theater, or other workplace, it is likely that you will be greeted with applause as a sign of welcome. In turn, you should respond by applauding back. Avoid making expansive gestures and using unusual facial expressions. The Chinese do not use their hands when speaking, and will only become annoyed with a speaker who does. Some hand gestures, however, are necessary. They are outlined in the next two points. To summon attention, turn your palm down, waving your fingers toward yourself. Use your whole hand rather than your index finger to point. The Chinese, especially those who are older and in positions of authority, dislike being touched by strangers. Acknowledge the most senior person in a group first. Smiling is not as noticeable in China, since there is a heavy emphasis on repressing emotion. Members of the same sex may hold hands in public. Public displays of affection, such as kissing, between the sexes are frowned upon. Do not put your hands in your mouth, as it is considered vulgar. Consequently, when in public, avoid biting your nails, removing food from your teeth, and similar practices. Pushing is common in lineups. Spitting in public is acceptable. Blowing your nose with a handkerchief is also acceptable. Dress Code: Casual clothes are acceptable everywhere, although smarter clothes can gain more respect. Revealing clothes should be avoided. Problems that arise in China through cultural differences can often be put down to simple misunderstandings. In general, Chinese people are not forthcoming with information unless they are specifically asked for it, so be prepared to ask direct 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 questions to get the information you need. Locals may not even speak honestly but will try to say what they think you want to hear. This is not done maliciously and an element of patience and understanding will ease the situation. Chinese people are courteous but reserved and politeness is appreciated at all times. Don't always be fooled by a smile as this can mean that the person is upset or embarrassed and try to avoid confrontational situations that may cause a loss of "face". Confrontation is not appreciated and will only worsen rather than resolve any situation. Family Meals Although customs and the kinds of food eaten vary according to region, it is most common for Chinese families to gather for three meals a day. In some areas and at some times of the year, laborers may have only two full meals a day, but when possible, they supplement these with up to three smaller ones, often taken at tea houses. There is not, in general, the strong association we have in the West between the type of food and the time of day it should be served (say, eggs for breakfast, a sandwich for lunch, pot roast for dinner). The sorts of dishes served at the two or three main meals are pretty much the same. The goal in planning, however, is to provide a number of dishes at each meal, so that, rather than experiencing difference by comparison between one meal and the next, each meal includes, in itself, a satisfying array of elements. The Stuff of the Meal The center of the Chinese meal is fan, or grain. So much so that the meal itself is called hsia fan, "a period of grain." In the South and among urban families in other areas, the fan may be rice or rice products, but rice is expensive, as is the wheat eaten in the North in the form of cooked whole grains, noodles, or bread. Depending on the region, then, less prosperous families might make their meals of millet, sorghum, or corn. The meats and vegetables we think of as the focus of the meal are known as ts'ai, which means something like "side dishes" -- one could almost go so far as to call them condiments for the fan. Who Eats When and How Eating begins in order of seniority, with each diner taking the cue to start from his or her immediate superior. Children are taught to eat equally from each ts'ai dish in turn, never betraying a preference for a particular item by eating more of it, never seeming to pause to choose a specific bite from the plate. In order to cool the soup a bit and to better diffuse the flavor in the mouth, soup is eaten by sipping from the spoon while breathing in. This method, of course, produces the slurping noise that is taboo in the West. To eat fan, a diner raises the bowl to her lips and pushes the grains into her mouth with chopsticks. This is the easiest way to eat it and shows proper enjoyment -- eating fan from a bowl left sitting on the table suggests dissatisfaction with the food. The diner must finish all the fan. To leave even a grain is considered bad manners, a lack of respect for the labor required to produce it. 谢谢使用 知识水坝(豆丁网@pologoogle)为您整理 谢谢使用