江苏省苏州市第二十六中学八年级英语上册《Unit3 A day out》教案 .doc

苏州市第二十六中学备课纸
教学课题Unit 3 A day out
教学时间（日期、课时）
教材分析
The postcards in this section provide a link to the world outside China and at the same time prepare students for the tip to the World Park in Beijing.
学情分析
1 The postcards in this section provide a link to the world outside China and at the same time prepare students for the tip to the World Park in Beijing.
教学目标
F To introduce well-known foreign cities and popular places of interest
F To activate existing knowledge of the world and identify names of places and countries
F To guess meaning from pictures
教学准备
pictures, recorder
集体备课意见和主要参考资料
Reference book
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教学过程
1. Divide the class into groups of three. Set strict time limit of 1-2 minutes. Each students in a group reads one of the postcards in Part A. Ask students to underline the names of places mentioned in the postcard and add the name of the city and country. In postcard 1, students underline ‘the Harbour Bridge’ and ‘the Opera House’, and write ‘Sydney, Australia’. In postcard 2, they underline ‘River Seine’ and ‘the Eiffel Tower’, and write ‘Paris, France’. In postcard 3, they underline the White House’ and write ‘Washington, America’.
2. Encourage each student to take turns to explain his / her postcard to the other students in the group. Then students match the pictures to the text on the postcards on their own. Check answers in class.
Extension activity
Make a poster ‘Places Around the World’. Ask students to bring postcards fro different places around the world. Students show postcards to the class, stick them onto the poster and write the name of the place and country underneath each postcard. You can also bring in travel brochures from local agencies to provide plenty of resources for task. Try to include the places mentioned the trip to the World Park in the Reading section: the Eiffel Tower, the pyramids,, the Golden Gate Bridge.
Encourage students to talk about famous places they have been to the places they wish to visit.

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板书设计
‘River Seine’
‘the Eiffel Tower
‘Paris, France

作业设计
(1) Try to remember the new words and drills.
(2) Finish the exercises.
(3) Preview the next lesson.

教学反思
Students need more practice

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教学课题 reading 1
教学时间（日期、课时）
教材分析
1. This section introduces students to the genre of personal letters. It also describes feelings and experiences in a very informal style. Linda, a visitor from the USA, is describing a school trip to the World Park in Beijing in a letter to her mother.
学情分析
This section introduces students to the genre of personal letters. It also describes feelings and experiences in a very informal style. Linda, a visitor from the USA, is describing a school trip to the World Park in Beijing in a letter to her mother.

教学目标
F To guess meaning from pictures
F To infer general meaning from context and keywords
F To respond to text by sequencing information
F To identify specific details by correcting a list of statements
教学准备
recorder and computer
集体备课意见和主要参考资料
Reference book
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教学过程
Part A
1. Revise the famous places around the world.
2. Divide the class into groups of three. Divide the letter into three parts, e.g., lines1-11, lines 12-20 and lines 21-29 and allocate a part to each student in the group.
3. Ask each student to find adjectives, verbs or phrases in their part of the letter, which describe how Linda felt that day. Students can either underline them or write them on a piece of paper.
4. Ask students in each group to go through the three sections in Linda’s letter and discuss the different feelings expressed in it.
5. Ask the students to write a schedule of the day out indicating places and movements only. Ask students to list only the key words in the following way:
start>Kitty’s school>coach>2 hours>city roads>highway>arrival at the World Park>the Eiffel Tower>park>whole world>over a hundred places of interest>the pyramids>Egypt>the Golden Gate Bridge>song and dance parade>the end.
6. Check students’ understanding. Ask comprehension questions:
a. Where did Linda go to?
To the World Park in Beijing.
b. Who did she go with?
With Kitty’s class.
c. How long was the journey?
About two hours.
d. Did she enjoy it at the beginning?
No, it was boring. There was a lot of traffic. She felt sick.
e. What did they see from the coach when they arrived?
They saw the Eiffel Tower.
f. How many places of interest are there?
Over a hundred.
g. Which places of interest did they see?
The pyramids and the Golden Gate Bridge.
h. What was the best part?
The song and dance parade.
i. Where can Linda’s mother see the photos of the trip?
On the Internet.

Part B
1. Ask students to read the conversation on their own.
2. Ask students to replace the underlined phrases with the correct words.
3. Ask students to compare answers in pairs.
Part C
1. Do Part C1 as a class competition or a quiz.
2. Ask students to close the books. The teacher read the sentences at random one at a time.
Ask students to correct the false sentences.
3. Additional sentences:
a. There was a lot of traffic on the highway.
b. Kitty did not like the song and dance parade
4. Talk to students about a home page to focus their attention on Part C2. Then ask them to sequence the pictures on Daniel’s home page on their own.
Useful Expressions

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板书设计
a.Where did Linda go to?
b. Who did she go with?
c. How long was the journey?
d. Did she enjoy it at the beginning?
e. What did they see from the coach when they arrived?
f. How many places of interest are there?
g. Which places of interest did they see?
h. What was the best part?
i. Where can Linda’s mother see the photos of the trip?

作业设计
1(1) Read the article carefully and try to sum it up.
(2) Finish the exercises.

教学反思
Everyone has a good friend. But a friend in need is a friend indeed.

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教学课题Vocabulary
教学时间（日期、课时）
教材分析
1. This section continues the underlying theme of visiting places and making decisions about where to go. It also invites students to express their opinions and make comments about special aspects involved in visiting different places. The three parts are linked together as they present different parts of the story in a sequence. It is important to make students aware of the story as a whole before working on separate grammatical aspects.
Part A introduces the use of ‘and’, ‘but’ and ‘or’ in the context of places students could visit. The students have a chance to express their opinions about what they like or do not like when visiting places of interest.
Part B deals with the use of a verb and ‘to’-infinitive in the context of a conversation about going on an organized trip to South Hill.
Part C is a cartoon story about an incident on South Hill and focuses students’ attention on the use of reflexive pronouns.
学情分析
It also invites students to express their opinions and make comments about special aspects involved in visiting different places. The three parts are linked together as they present different parts of the story in a sequence. It is important to make students aware of the story as a whole before working on separate grammatical aspects.
教学目标
F To use proper nouns to talk about well-known places and tourist sights in Beijing
F To use nouns and noun phrases to talk about means of transport.
教学准备
Computer and the timetable
集体备课意见和主要参考资料
Reference book
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教学过程
1. Review the keywords in the sentences, e.g., beautiful, enjoy, the Eiffel Tower, the pyramids, the Golden Gate Bridge, interesting the coach to make sure students have not forgotten their meanings.
2. Look at the picture on Page 41
3. Part B is a problem-solving task and students need to use their existing knowledge of Beijingn to do it. Bringing in a map of Beijing may be useful.
4. Ask students to do the task in pairs. Then ask students in a pair to compare their answers with another pair. Then ask students to take turns to read the sentences aloud to check the correct answers.

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板书设计

beautiful,
enjoy,
the Eiffel Tower,
the pyramids,
the Golden Gate Bridge

作业设计
1. 1. Remember the new words.
2. Finish the exercises.

教学反思
Students need more practice

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教学课题Grammar
教学时间（日期、课时）
教材分析
This section continues the underlying theme of visiting places and making decisions about where to go. It also invites students to express their opinions and make comments about special aspects involved in visiting different places. The three parts are linked together as they present different parts of the story in a sequence. It is important to make students aware of the story as a whole before working on separate grammatical aspects.
Part A introduces the use of ‘and’, ‘but’ and ‘or’ in the context of places students could visit. The students have a chance to express their opinions about what they like or do not like when visiting places of interest.
Part B deals with the use of a verb and ‘to’-infinitive in the context of a conversation about going on an organized trip to South Hill.
Part C is a cartoon story about an incident on South Hill and focuses students’ attention on the use of reflexive pronouns.
学情分析
It also invites students to express their opinions and make comments about special aspects involved in visiting different places. The three parts are linked together as they present different parts of the story in a sequence. It is important to make students aware of the story as a whole before working on separate grammatical aspects.
教学目标
F To use ‘and’, ‘but’ and ‘or’ to join ideas together
F To use verbs and ‘to’-infinitives together
F To use reflexive pronouns when the subject and object are the same person
教学准备
Recorder
集体备课意见和主要参考资料
Reference book
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教学过程
Part A
Review the key words in the sentences, e.g., beautiful, enjoy, the Eiffel Tower, the pyramids, the Golden Gate Bridge, interesting and coach to make sure students have not forgotten their meanings.
2. Elicit from students the context illustrated in the picture. Focus students’ attention on the trip and how the Class 1, Grade 8 students felt at the time, e.g., How was the trip? (boring, too long). Then ask students to form sentences with the keywords and write them on the board, e.g. The trip was boring. It was too long. Ask students if the two ideas are similar. Finally, ask them to join the two ideas in one sentence. For weaker classes, prompt student use ‘and’. The trip was boring and too long.
3. Ask how the Class 1, Grade 8 students felt at the time, e.g., Did the students enjoy the trip at the beginning? (No, they didn’t enjoy it.) Then ask, e.g., Did the students have a good time later on? (Yes, they did. The had a wonderful time.) Ask students to combine two contrasting ideas—of a boring trip on the bus and a wonderful day. It was boring on the coach but the students had a wonderful time later on.
4. Ask students How can Linda’s mother know about the trip? She can look at Linda’s photos on Daniel’s homepage. Then ask Can Linda’s mother know about the trip just after Linda’s return to America? Yes, she can. Linda can show her mother the photos when she goes home. Ask students to combine two options. Linda’s mother can look at Linda’s photos on Daniel’s homepage or Linda can show her mother her photos when she goes home.
5. Have the students work out the rules.
6. Have the students finish the exercises on Page 42-43.
Part B and C
1. Revise some places of interest around the world.
2. Ask: Where would like to visit? Why? Have the students discuss in pairs and then have the students present their ideas.
Write would like to visit
want to visit
plan to visit
decide to visit
agree to visit
T: Can you swim?
S: No.
T: In my opinion, you should plan to go to the Dead Sea. Do you agree to go there?
S: Yes, if I have money.
T: He decides to go to the Dead Sea if he has money.
3. Have the students work out the rules.
4. Have the students look at the pictures and say something about the pictures. Help them use the following phrases: enjoy oneself, hurt oneself, wash oneself, teach oneself, learn by oneself, look after oneself, etc.
5. Have the students finish the conversation and check the answers.

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板书设计
would like to visit
want to visit
plan to visit
decide to visit
agree to visit

作业设计
(1) Revise the new drills of this lesson.
(2) Preview the next lesson.
(3) Finish the exercises.
教学反思
Students need more practice

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教学课题Integrated skills
教学时间（日期、课时）
教材分析
In this section, presents a poster advertising a school event. This is followed by a typical schedule giving precise times and venues. Then students have a chance to check the accuracy of the information they have gathered through listening and reading.
学情分析
In this section, presents a poster advertising a school event. This is followed by a typical schedule giving precise times and venues. Then students have a chance to check the accuracy of the information they have gathered through listening and reading.

教学目标
F To infer general meaning from context and keywords
F To extract information from a poster
F To understand specific information by reading and listening
F To check accuracy of written text by identifying true and false sentences
教学准备
Recorder
集体备课意见和主要参考资料
Reference book
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教学过程
1. Talk to students about different school events. Elicit from students names of such events, e.g., a sports day, a swimming gala, a fun day, a school fair, a reading week, etc.
2. Set the context of organizing sports, music, drama or any other events involving competition. Elicit from students the information they need to organize such an event, e.g., times, venues, forms of transport.
3. Write some details on the board. Include any words from the task which you think need revising or preteaching, e.g., basketball team, competition, match, the final, lunch, restaurant, fare, win, ticket, start, cheer, support, supporters, presentation, cup, medals, etc.
4. Ask students to read the poster in pairs. Ask some questions to find out the main points, e.g. What is it about? (A basketball competition.) Who is it about? (Students at Beijing Sunshine Secondary School.) What will happen? (The final of the competitio