译林版八年级上册教案Unit3

备课

日期

2021    年

教学

课题

8A Unit 3 A day out

课时

安排

1

9月

22日

Comic strip & Welcome to the unit

7

教

学

目

标

1. To identify the words and phrases to describe the appearance and personality of a person； Revise and learn and learn something about the world’s places of interest;

Learn and use correct phrases to talk about the means of transportations.    

1. To enable the students to know famouse cites abroad and interesting places in Beijing;
2. To enable the students to communicate about a holiday plan for a trip with deskmates or partners with simple conversation;

1. To cultivate the students to love the nature and their motherland by learning and remember some famous places of interest abroad, especially in Beijing.

重点

1. Learn and identify the places of interest at home and abroad, especially in Beijing;
2. Learn how to discuss which foreign countries they would like to go.
3. Enjoy ourselves—the reflexive pronouns.

难点

教学过程设计

集 体 备 课

二 次 备 课

1. Warming-up:

    Get the students to share their travelling experiences with the class, by presenting famous places of interesting they’ve ever visited, and ask them to tell what they think of these places.

2. Presentation:

A: To introduce the ‘Comic striop’ by the question ‘If you are free, what are you going to do?’ ‘What do you think Eddie is going to do?’

B: Go through the pictures and the conversation between Eddie and Hobo. Ask: Is Eddie really going to climb the hill? What is he going to do?

C: Read the conversation aloud after the recorder.

D: Act it out: Get some pair of students to read it out first, then act it out in roles before the class.

3. Introduction:

A: Present a map of the world and encourage the students to share the names of the foreign countries in English, such as the USA, the UK, England, Australia; France ect.

B: Prensent some postcards or pictures with the drawing of the White House in the Washington D.C. the USA, the Eiffel Tower and the River Seine in Paris, France, the Opera House and the famouse Harbour Bridge in Sydney, Australia. And help the students to learn something about the these famous places of interest by asking:

1). Do you know the name of this famous building?

2). Do you know where it is (located)?

C: Help the students to correctly pronounce the names of the countries and their famous buildings.

D: Part A on page 39. Match the postcards with the correct pictures. Ask: Who sent the first / second … postcard? Which city did he go? What did he see? etc.

4. Pairwork:

A: Create a situation for students first. Go through the postcards, and then listen for the specific information:

1). Which city does he want to visit?     2). Why does Simon want to go there?

B: Get some pairs of students to read it out first, then act it out before the class.

C: Production:

Enocurage the students to make up a conversation on a trip plan. For less able students, they can imitate Part B on page 39, replacing the underlined parts with the information in Part A. Then have some pairs of students act it out.

5. Class work design:

A: Ask the students to write down the names of the places of interest at home and abroad, and learn them by heart;

B: Make up a conversation on a trip plan on their own, and be ready to share it with the class next period.

Listen for the specific information

Help the students to learn something about the these famous places of interest

课后

作业

1. Describe a good friend of yours with the words and phrases learnt in this lesson.  

2. Finish the Workbook exercises.

教学

反思

本课时的有关旅游景点的专有名词有些难记，得多花时间！

备课

日期

2021  年

教学

课题

8A Unit 3 A day out

课时

安排

2

 8月

30日

Reading1

7

教

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目

标

1. Read the passage to learn something about this trip;
2. Revise and expand the knowledge of the places of interest in the world.

1.To enable the students to identify the interesting places of interest at home and abroad, especially in Beijing;

2.To enable the students to get the overall understanding of the passages on trip and learn how to write a personal letter on a trip.

To enable the students to love travelling, love the nature by reading the passage on a trip.

重点

1. Too many words and expression for the students to learn and msater;
2. Learn useful expression from the passgae on a trip.

难点

New words and reading strategies

教学过程设计

集 体 备 课

二 次 备 课

1. Warming-up:

A: To encourage the students to say a passage on a trip plan for travelling by asking: 1). Where are you going during the holiday? 2). Which city are you going to? 3). Why do you want to go there? 4). How do you plan to get there?

B: I will tell the students my trip plan, presenting the key phrases on the board.

I’d like to go to the World Park in Beijing. There are models of over a hundred places of interest from all over the world. We can see the Eiffel Tower, the pyramids and the Golden Gate Bridge in the park. They look just like the real ones. So I can travel around the world in a day. What an amazing day it will be!

2. Presentation:

A: By asking questions, stimulate students' curiosity and thirst for knowledge: Linda went to the World Park in Beijing with the Class 1, Grade 8 students. She wrote a letter to her mother. Do you want to know what she did and what she saw there?

B: Listen for the question: How did Linda feel about the visit to the World park?

D: Scan the passage for the following questions:

1). Where did Linda go?     2). Who did she go with?

3). How long was the journey? 

4). Did she enjoy it at the beginning?

5). What did she see from the coach when they arrived?

6). How many models of places of interest are there?

7). Which places of interest did they see?

8). Where can Linda’s mother see the photos of her trip?

E: Complete exercise on page 34.

3. Practice:

Learn by heart the following useful expressions from the passage on a trip: (Refer to the above—Teaching contents).

4. Reading aloud:

Read the passage aloud skill fully and remember the facts on Linda’s trip.

5. Class work design:

A: Ask the students to learn useful expressions from the passage by heart;

B: Complete the English sentences according to Chinese given. These sentences are adapted from the useful expressions and sentences in this period.

Complete the Part B2 on page 33.

课后

作业

Retell the trip of Linda.

教学

反思

提高学生的阅读技能，记叙或复述琳达的旅程可以作为一个好的线索。

备课

日期

   2021  年

教学

课题

8A Unit 3 A day out

课时

安排

3

8 月

31日

Reading2

7

教

学

目

标

1. Read the passage to learn something about this journey;
2. Revise and expand the knowledge of the places of interest in the world;
3. Learn to describe one’s feeling with the correct adjectives.

1. Analysis the passage and pick up the correct adjectives to describe one’s own feeings about a trip;
2. To enable the students to write a letter about one’s trip to an interesting place.

To enable the students to write something about their feelings on their own trips to places of interest at home and abroad, especially to use the correct adjectives to describe the trip experiences.

重点

1. How to choose the correct adjectives to describe the experience about their trips;
2. The usage of the reflexive pronouns, especially the difference between the singular forms and plural forms;

难点

Use the learnt expressions to talk about their own trips.

教学过程设计

集 体 备 课

二 次 备 课

1: Warming-up:

A: Go over the key phrases and useful sentences learned last period, and check their homework which were asked to finish after class;

B: Ask the students to read aloud the passage so as to recall the facts of Linda’s trip experience to the World Park in Beijing. Go over what the students learned last periond.

2: Practice:

A: Guide students to divide the passage into short paragraphs so as to get more overall understanding of he passage;

B: Scan the passage for the adjectives, which are used to describe the feelings about Linda’s trip to the World Park in Beijing.

C: Scan the passage once again, and list up the key words and phrases of the each paragraph.

Para. 1: a wonderful day---interesting places, invited me to, a great day, at the beginning;

Para. 2: yesterday morning---met, got on, took about two hours, got better, highway, felt sick;

Para. 3: arrived at---blue, beautiful, excited, from the coach, made of, tall, got off, did not feel sick, go into, enjoy ourselves;

Para. 4: inside---in front of, from all over the world, small but wonderful;

Para. 5: pyramids---the Golden Gate Bridge, back home, can’t believe my eyes, wonderful;

Para. 6: an amazing day---the best part, the music, join in;

Para. 7: see some photos---taught himself how, look at, for yourself.

3. Presentation:

I will show the key points and the difficulties on the board, and ask the students to wirte down what I will say. (Refer to the above ‘Key points and difficulties’).

4: Production:

I’ll get some students to retell the passage with their own words accroding to the key words and adjectives describing the feeling on a trip.

5. Class work design:

A: Write down their summary of the passage;

B: Complete the English sentences according to Chinese given. These sentences are adapted from the useful expresions and sentences as well.

Teach the languages points when revising the trip.

Complete Part B on page 42.

课后

作业

Learn the language points by heart.

Preview the Vocabulary  Part.

教学

反思

本课时语言点多，应该多多练习巩固。

备课

日期

   2021  年

教学

课题

8A Unit 3 A day out

课时

安排

4

 9月

2日

Grammar

7

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目

标

To enable the students to master the usage of the reflexive pronouns and as..as..

1、  To enable the students to use the reflexive pronouns in the real situation;

2、  To enable the students to talk about the real situation while travelling with the correct reflexive pronouns.

3、  and as..as..

Talk about the changes of the feeling while travelling with the correct reflexive pronouns.

重点

1. The usage of the infinitives in their oral or written English;

The useage of the reflexive pronouns and as..as.. in the real situation.

and as..as..

难点

2. The usage of the infinitives in their oral or written English;

The useage of the reflexive pronouns and as..as.. in the real situation.

教学过程设计

集 体 备 课

二 次 备 课

Step 1: warm-up.

Finish the exercises on page 35

Step 2: presentation.

Introduce the following passage: Students did not enjoy themselvves at the beginning because there was too much traffic on the city roads, but later they saw many wonderful places of interest from all over the world and had a good time. Daniel taught himself how to make a home page. So after the trip, he put some photos on the Internet for everyone to look at. I’ll write the two sentences underlined with the reflexive pronouns on the board.

Help the students to work out the rule: The reflexive pronouns are used while the subject is the same as the object.

Step 3:

 I’ll continue to present the following on the board, and ask the students to discuss the differences between the reflexive pronouns and the personal pronouns:

1). Daniel taught himself how make a home page.

   ==Daniel learned to make a home page.

2). Daniel taught him how to make a home page.

   ==He learnt how to make a home page from Daniel.

Step 4:Pair work: Work out the rule on page 36.

Step 5：

 Books open to page 36 First of all, have the students go through the pictures and the contents, and then complete this exercise. Then read it out in roles.

Step 6:

 I’ll present the key and useful expressions and sentences on the board (Refer to the above ‘Teaching contents’).

Give them some pictures to say some sentences of “as…as…”.

Help the students to work out the rule.

课后

作业

翻译句子

教学

反思

反身代词的单复数形式要讲清楚，对于含有反身代词的短语应花时间强化记忆。

备课

日期

   2021  年

教学

课题

8A Unit 3 A day out

课时

安排

5

9 月

7日

Integrated Skills

7

教

学

目

标

1. According to the context, understand the main contents of the passage;

2. According the related information, complete the timetable for an activity’.

1. Learn how to get useful information from the poster;

2. Listen for specific information, and extract the related information;

3. Learn how to give others advice.

1. Learn how to organize an activity by giving others advice and making an arrangement

2. Learn to use the expressions when reaching an agreement in the end based on making the suggestions, the critisims and the response to the illustration to the downside.

重点

1. How to extract the specific information from what they hear or read;

2. How to make suggestions to others;

3. How to use the expressions when reaching an agreement in the end based on making the suggestions, the critisims and the response to the illustration to the downside correctly.

难点

教学过程设计

集 体 备 课

二 次 备 课

1. Warming-up:

Present the students some pictures of all kinds of games, introducing the names of the games, such as a football match, a basketball match, high juump, long jump, etc. And I’ll ask the students some simple questions about sports.

2. Presentation:

A. To the students, I'll say; When I’m free, l like watching ball games. Basketball is my favourite. I think the final is usually the most exciting. Have you ever watched the final of a basketball match?

B: Show a video: This is the final of a baskeball commpetition. Beijing Sunshine Secondary School goes to the final. We are going to watch it, but I’m not sure of the time, the place and the price of the ticket. Would you please help me find some information about it?

3. Reading comprehension:

A: The students go through the poster on page 50 for specific infirmation, and then answer the questions I raise.

B: In order to get better understanding of the poster, group the students to ask each other questions about the poster after going through the poster.

C: Ask the students to try their best to fill iin the blanks with as much information as they can.

4. Listen comprehenson:

A: Here, it may be hard for the less able students to get some related information from the poster. So I play the tape for them, and ask them to listen for the specific information. After that, I’ll ask the students to complete the timetable on page 50.

B: Listen to the tape once again, and tell true or false in Part A3 on page 51.

C: Overall understanding for listening:

5: Interaction:

A: Part B on page 51. Ask the students to go through the converstaion. And I'll ask: I would like to visit somewhere in our city, but I don’t know where to go. Do yoou have any good ideas? Can you give me some suggestions? Then I’ll aask them to sum up the expressions:

1). Would you like to…?  2). Shall we …?

3). What / How about…? 4). Why not…?

5). Why don’t we…? 6). Would you please…?

7). Let’s …

B: I’ll guide the students how to make correct suggestions with the above patterns. And then I’ll ask them to make up converstaions, and get ready to act it out before the class.

6: Class work design:

A: In order to master how to make suggestion that they’ll invite others to go out for a visit, l’ll ask them to make up a conversation with the forms of the making suggestions;

B: Complete English sentences according to Chinese given. These sentences are adapted fron the useful expressions and sentences in this period.

Of course, here the answers should be according to their own lives.

课后

作业

完成相关练习.

教学

反思

学生通过听力策略的引导，听力练习完成较好。关于提建议的用语，可以让学生加大练习量，以熟练掌握其运用。

备课

日期

2021年

教学

课题

8A Uni t3 A day out

课时

安排

6

 9月

1日

  Study skills

7

教

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目

标

The suffixes –ful and -less

重点

The suffixes –ful and -less

难点

The suffixes –ful and -less

教学过程设计

集 体 备 课

二 次 备 课

Step 1. Greetings

Teaching procedures:

1. Make sure that students understand the 

concept of opposites Give some similar

examples . e.g. hot /cold  , fast / slow ,

 big / small 

2. Explain the concept of prefixes and suffixes .Tell students that when we add  the prefix un-in front of some adjectives ,  it usually means ‘ not’. Give some examples eg. friendly / unfriendly , healthy  / unhealt hy,lucky /unlucky ,usual /unusual . When  w e  add the suffix –ful to the end of some   adjectives , it means ‘ full of ……’ i.e. the person or Teaching procedures:

1. Ask students to look at the words in the left  column of Part A and do the task on their  own
2. Have one student read out a word from the left Colum .
3. Explain the context of Part B .You may

want to remind students about prizes that

 can be won at your school and activate 

students’ knowledge about recommendation

letters .

6. Ask students to read two reports on their 

own first .Ask them to try to make sense 

of what is being said in the reports .

7. Then students read the first report again 

and use the mixed-up letters to help them

make a suitable adjective .

8. Follow the same procedure for the second

report. Ask students to read out the report 

one sentence at a time . Write the missing

words on the  board .

.9 Ask students to write a report about one 

of the classmates using one of the reports

  in Part B on page77 as a model .Encourage  them to use as many adjectives as possible .        

Homework完成课堂作业纸

课后

作业

Revise the use of adjectives, comparatives and superlatives

Complete the exercises in the workbook

教学

反思

不仅要注意缀本身的教授，还要告诉学生缀对于扩大词汇量的重要性。

备课

日期

  2021  年

教学

课题

8A Unit3 A day out

课时

安排

7

9 月

7日

Task

7

教

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目

标

1. Select and organize and present soome information;

2. Fill in the blanks to complete an article about a day out.

1. To enable the students to tell the key information, classify them, and plan a day out;

2. Write a letter to invite a friend of yours to go outing.

1. To cultivate the students’ interest in outsighting to love the nature and enjoy the beauty of the nature;

2. In order to be more organized, learn to write a letter to invite your friend to go outing with you on your own.

重点

1. To enable thes tudents to tell the key inforomation, claasify them and plan a day out;

2. How to write an invitation letter with facts and opinions to your friends to go outing.

难点

教学过程设计

集 体 备 课

二 次 备 课

1. Warming-up:

Present some questions about ‘Integrated Skills’ and get them to ask them correctly and accept the reasonable facts as many as possible. e.g:

1). When does the final start?  2). Where do they watch the final?

3). How do they go there? 4). How much is the ticket?

5). What do you think of their trip? (Students’ own answers!!)

2. Presentation:

A: Present the background of this part: Linda is going back to the USA. So Kitty and Daniel invite their classmates to go out with Linda on a trip. What places in Beijing do you think they will go to? What can they do there? Guide the students to discuss and accept all the reasonable answers.

B: Guide the class to go through the trip plan in Part A on page 53. Ask aome questions like the following;

1). How many places of interest are they going to visit? What are they?

2). What will they do in Beihai Park?

3). How will they get to the Palace Museum from Sunshine Underground Station?

4). What will they do at Tian’anmen Square?

5). How much time will they spend at Tian’anmen Square?

6). When will they leave Wangfujing Street?

C: Part C on page 54. Ask the class to complete the invitation letter with the informatiion in Part A.

3. Instructions:

A: Guide the class to pay attention to how to write an invitation, including its style and relevant contents: date; name of the receiver; purpose; plan; cost; instructions; colsing and signitures.

B: Present some difficult sentences and phrases in the letter (Refer to ‘Teaching content’).

4. Practice:

A: Create a cituation for the class to plan a day out—you need to make a good plan for your trip and write an invitation letter to your classmates.

B: Ask the class to go through Part B on page 53, and make a new plan for themselves. Here, I should remind students to have a free discussion to make continuous improvement of their own information.

C: Using the Part C on page 54 as a model, write an invitation letter to their classmates to invite them to go outing with them.

D: Collect the students’ writing and check some good ones as models to share with the class.

5. Class work design:

A: I’ll present an instruction for the class , and ask them to write an invitation after class, and ask the, to hand them in tomorrow;

A: Complete English sentences according to the Chinese given. These sentences are adpated from this period, which should be mastered.

I’ll give them help as much as I can at the moment.

Ask the class to read them out and learn them by heart.

课后

作业

Rewrite their articles on a separate sheet of paper. Encourage students to add illustrations or photos of their best friends to make their articles more attractive.

教学

反思

有很多学生们会说成文的东西, 但写时语法错误较多, 要及时跟进他们订正情况。