牛津英语8BUNIT2初二下 4.docx

1、牛津英语8BUNIT2初二下 4牛津英语8BUNIT2(初二下)(Unit 2,8B)Teaching DesignsUnit opening:Background informationIn this unit students explore different tourist destinations around the world. And when people are on their holidays, they should take the necessary things they have planned.The first period Content: Comic

2、stripTeaching aims: Ask Ss to prepare and make them know what they are going to carry when go on a holiday.Step1. Ask Ss to listen to the tape and read after tape. And then tell Ss to read the comic strip, and ask some questions to check understanding, e.g., Is Eddie happy in the first picture? Why?

3、 (Yes. He is going on a trip.)Does Hobo want to go too?(Yes.)How does he feel?(Hes very excited)Why is Eddie unhappy in the last picture?(He has to carry a heavy bag.)Step2. Ask Ss to talk about what people should take when they go on holiday in groups. Tell them to write the items on the blackboard

4、 if they have any ideas.Step3. Ask Ss to read with partner and try to perform Hobo and Eddie according to the comic strip. Then ask three or four pairs to perform this conversation before the class. Step4. Pay attention to some useful expressions: join sb.=go with sb. Let sb do sth: Let me have a lo

5、ok. take and bring Assignment: Make a dialogue according to the comic strip. Exercise: I. 英汉互译1. 去旅行 5 对某人而言有趣的一天2. 去划船/购物 6 the Great Wall3. 某人出去 7. Leaning Tower of Pisa4. 带某物到某地 8. Statue of LibertyII. 句型转换1. can I go with you?(同义句) Can I _you?2. People can take photos there.(划线部分提问) _ _ people _

6、 here?3. I am going on a trip.(划线部分提问) _ _ you _?The second period Content: Welcome to the unitTeaching aims: 1.To introduce well-known attractions in foreign cities and popular places of interest2. To activate general knowledge about the world and identify activities which people do on holiday3. To

7、 start students thinking about different places in the world.Teaching procedures:Step1. T introduces background information:There are many places of interest in China. Show Ss some photos and make Ss tell what they are. Apart from the ones, ask them if they have ever been to some other places.Step2.

8、 Talk about the photos in Part A. Ask if Ss have ever visited or heard about any of them and make them speak out the names.Step3. Divide the class into pairs. Tell Ss to work together to fill in the blanks with words from the box. Step4. Review answers as a class. Ask more students to write down the

9、 country where each of the sights can be found. Write the countries on the blackboard in random order and ask some Ss to match the places with their corresponding countries.Step5. Ask Ss to work in pairs to talk about each of the photos. Tell them to use Daniel and Millies conversation in Part B as

10、a model. Encourage more Ss to expand the model conversation to include things they know and want to do themselves. Model: S1: Whats this? S2: Its the Great Wall of China. S1: What can people do there? S2: They can go walking there. Step6. Ask Ss to talk about the places they have visited and what th

11、ey did there.Assignment: Make sure that Ss can remember the places of interests and their corresponding country names.Exercise: I. 根据汉语提示完成句子4. It _(一定很有趣)5. Let me _(带他出去几个小时吧)6. He is _(整理行装). He wants _(所身携带所有东西)7. We can _(看到美丽的风景).II.用所给单词的正确形式填空8. It is my _ (three) day in China.9. He spend tw

12、o hours _(read) English every day.10. It is one of _(famous)park in the world.11. They went to the restaurant as soon as we _(arrive)12. This song sounds so _(beautiful) that I want _(dance) to it.13. My daughter has a _(love) Hello Kitty purse.III. 改错1. The new book must be very interesting.2. Let

13、Millie go ski with us this afternoon.3. Please bring the umbrella with you. It is raining outside.4. Yesterday I walked to school on foot.5. The third periodTeaching aims: 1. To read a letter about a holiday in Japan.2. To expand vocabulary to talk about traveling.3. To identify specific details by

14、answering questions.Background information:Sanrio Puroland is a multi-level indoor theme park located in Tama City, Tokyo. It features all the Sanrio characters, the most famous of which is hello Kitty. That explains why many people call this theme park Hello Kitty Land. The Hello Kitty character fi

15、rst appeared on a purse in 1976 and has grown in popularity ever since.Teaching procedures:Part A:Step1 Ask Ss if they or their families have been to Japan. If no, T says something about Japan simply.Step2 . Ask Ss if they know any theme parks around the world, e.g., Ocean Park, Disneyland, Suzhou A

16、musement Park, etc. Ask which characters are featured in the theme park they have mentioned. Explain the context of the reading passage. Step 3 Listen to the tape about the reading, and then ask Ss to read the text by themselves again. Step 4 Ask Ss some questions to check their understanding and en

17、courage Ss to think more about the topic. Step 5 Ask Ss to read the letter again and to find out the details of the letter according to the clue of time and different places.Step 6 Ask Ss to find out the language points in the letter and analyze them.Part B:Step 1 Explain the context of Part B1 and

18、remind Ss the words can be found in the reading on Page22 and 23. Step 2 Tell Ss to work on their own to complete Part B1. Step 3 Ask some volunteers t read the Sandy and Mays completed conversation.Step 4 Tell Ss to read the letter on page22 and again, and use the information there to help them to

19、complete Part B2-Sandy is showing the photos to her classmates.Step 5 Ask four Ss to read out one caption each and ask others to put the pictures into the order in which they were taken.Part C and D:Step1. Explain the context of Part C. Sandy is making notes about what she and her family saw and bou

20、ght at Sanrio Puroland.Step2. Ask what the items in the pictures at the top of the table represent. Elicit Hello Kittys bathroom, parade, stationery, Hello Kittys biscuits sweets and Hello Kittys purse.Step3. Ask Ss to put ticks in the correct boxes to show what Sandy and her family saw and bought a

21、t Sanrio Puroland.Step4. Review answers as a class. Clarify any misunderstandings.Step5. Divide the class into pairs. Ask Ss to work together to complete the conversation in part D.Step6. When Ss have finished, ask them to read out the completed conversation to the class and role-play the conversati

22、on in the class.Assignment: Finish the exercises about Reading in workbooks.Exercise: I. 英汉互译1. 过得很愉快 6. spend the whole day2. 看上去漂亮 7. an indoor theme park3. 照相 8. later in the afternoon4. 给某人买某物 9. the best part of the day5. 等候几个小时 10. jump out ofII. 用所给动词的适当形式填空1. One of them is _(travel) to Toky

23、o next month.2. Mothers Day is coming. But he _(buy)a present for his mother yet.3. Last week we _(watch) the parade through the window.4. Look, some _(dance) to the music. Others _(clap) their hands.5. My friend waved to me while I _(walk)along the street.III. 判断正误1. sandy and her parents went to H

24、ello Kittys house.2. sandy has bought a lovely Hello Kitty purse for her cousin.3. They had lunch in the Hello Kitty house.4. The best part of the day was the parade.5. Hello Kitty wore the red bow on her right ear.IV. 同义句改写1. I will show my friend these photos when I come back.I will show these pho

25、tos _ my friend _ _ _ I come back.2. He was too tired to get up early.He was _ tired _ he could not get up early.3. The dress is very beautiful. I want to buy it very much.The dress is _ beautiful _ I want to buy it very much.4. I started to do my homework at once after I came back home from school.

26、I started to do my homework _ _ _ I came back home from school.V. 根据汉语完成句子1 表演者花了数小时游行通过公园。2 我最喜欢那个戴着蝴蝶结的玩具熊。3 我们变得如此兴奋，以至我们无法停止跟着音乐起舞。4 MILLIE的母亲一到家，MILLIE就朝她跑过去。5 他边等边看书。The fourth periodContent: VocabularyTeaching aims:1. To develop an understanding of suffixes2. To use appropriate adjectives in

27、context, using the correct suffix to indicate positive or negative meaningsTeaching procedures:Step 1 Remind students that they learned about prefixes in Book 8A, Unit 5. Tell them that a suffix serves a similar purpose, but it goes at the end of a word. Tell them that the suffix -ful means full of

28、or having the qualities of, e.g. colourful, thoughtful. The suffix -less means without, e.g. meaningless, hopeless.Step 2 Tell students that some nouns can take either suffix, some can only take -ful some can only take -less and some can take neither.Step 3 Read out the examples in the table at the

29、top of gage 26. Ask students t think of some sentences using the positive and negative adjectives listed. Write the sentences on the board.Step 4 Ask students to read the list of nouns in Part A. Check students understanding of each word.Step 5 Ask students to complete Part A. Tell them to use a dictionary for words they are not sure of.Step 6 When students have finished, ask nine students to read out one row of the table each. Write the words on the board so students can check their spelling. Tell more ab