仁爱版八年级英语Unit 6 A trip in Australia(1).doc

Unit 6 A trip in Australia(1)
Topic 1
Section A

Section A 需用1~2个课时。
重点活动是1a和2。
教学目标：
1. 继续学习有关邀请的话题。
2. 继续练习情态动词的用法。
教学过程
第一步：复习
分组讨论：讨论你们小组想去什么地方旅游，然后每组找出一名代表向大家介绍想去的地方，并说明原因。
第二步：呈现
1. 让学生听录音找出生词，然后回答这个问题： What does Michael want to do ?
2. 老师解释这些生词和短语。
receive,postcard,vacation,explore, you bet, why not...
再听一遍录音，让学生跟着录音读。
3. 把班级分为两部分，一部分扮演Darren,另一部分扮演Michael，表演对话，然后两人一组来表演。
第三步：巩固
1. 让学生看1b中的问句和答语，然后连线。
2. 让学生完成1c中的练习。让学生两人一组，根据图片和关键词来完成对话。然后老师让几对学生上讲台表演。
第四步：练习
1. 给学生两分钟时间来读3的选择题，找出生词：camp,老师给予解释。
2. 听录音让学生听并完成练习，之后再放一遍录音，让学生核实一下答案，最后老师给出正确答案。
第五步：综合探究活动
1. 找一个同学读2中的对话，其他同学找出生词，老师可以从其他同学中找一名同学将生词写在黑板上，之后老师解释生词：look forward to,adventure。
2. 给学生五分钟的时间读这个对话，然后老师给出该对话中的关键词语，让学生合上书看着这些提示词来表演对话。
3. 每位同学发一张纸，然后迅速将该对话改写成短文。

Section A

Section A needs 1~2 periods.
The main activities are 1a and 2.
Teaching aims and demands:
1. Go on learning the sentences about invitations.
2. Go on practicing how to use the model verb.
Teaching procedure:
Step 1 Review
Group work: Ask the students to talk about the places they want to go. And then ask one student from each group to introduce the place he wants to go and tell the reasons.
Step 2 Presentation
1. Please listen to the tape, find the new words and answer the question:What does Michael want to do?
2. Explain the new words and expressions to the students:
receive, postcard, vacation,explore, you bet, why not...
Play the tape again, let students follow.
3. Divide the class into 2 groups. One group acts as Darren, the other group acts as Michael.Act out the dialog. Then act out this dialog in pairs.
Step 3 Consolidation
1. Let the students read the questions and responses in 1b, and match them.
2. Let the students do 1c in pairs. Then ask some pairs to act out the dialogs.
Step 4 Practice
1. Give students 2 minutes to read the questions in 3 and find the new words, then explains the word: camp
2. Play the tape, let students listen and choose the best answers. Then listen again and check the answers.
Step 5 Project
1. Ask one student to read the dialog in 2, and other students find the new words. You can ask one of them to write down the words on the blackboard. The teacher explains the new words: look forward to, adventure.
2. Give the students 5 minutes to read the dialog, then ask them to close the books and look at the key words and expressions, and then let the students to act out this dialog.
3. Give one piece of paper to every student , then let them rewrite the dialog into a short article.

Section B

Section B 需用1~2课时。
重点活动是1a和4。
教学目标:
1. 复习如何邀请和应答。
2. 学习关于中国历史的文章，了解中国古代皇帝的坟墓。
3. 学习方位词。
4. 继续学习动词不定式的用法。
教学过程：
第一步:复习
1. 两人一组活动，老师让学生复习邀请和相应的表达法，老师可以举个例子：
A: Would you like to come to China for a trip?
B: You bet. I’d love to./ Yes, of course.
2. 老师问：
① Have you been to Beijing?
② Have you been to the 13 Imperial Tombs?
引出下一步。
第二步：呈现
1. 老师对学生说：“Darren will go to see the Chinese tombs, but he knows nothing about it. Now let’s listen to the tape.”
2. 放录音让学生听录音。
3. 将生词写在黑板上然后解释：marriage,death,survey, face,south,dynasty，northwest
4. 学生读1a的对话，然后两人一组练习。
5. 找几组同学来表演这个对话。
6. 让学生用生词来填空，例如：
In the old days, people thought birth, marriage and death were the most important things in their lives, so if they became emperors, they started to build their tombs. They surveyed the area to make sure the tombs faced south and had mountains at the back. So the emperors of the Ming Dynasty chose an area northwest of Beijing for their tombs.
第三步：巩固
1.让学生看1b，完成1b，复习动词不定式的用法。
2.让学生听录音，完成2，了解十三陵。学习新单词：imperial, mark, beginning, Sacred Way, official, camel, kneel
3. 找同学来讨论关于十三陵的情况。
第四步：练习
1. 老师可以在黑板上画一幅方位图，让学生说出方位词。如：

2. 老师给学生展示第36页十三陵的图画，根据图画，老师和学生问答：
Teacher:Where is Zhaoling?
Student: It’s in the west of the 13 Imperial Tombs.
3. 让学生独立完成3。
第五步： 综合探究活动
1. 让学生画一幅家或学校附近的地图。
2. 分别说出地图中的建筑在什么方位。
如：The supermarket is to the south of my home.

Section B

Section B needs 1~2 periods.
The main activities are 1a and 4.
Teaching aims and demands:
1. Review how to make invitaions and responses.
2. Learn about Chinese history and the tombs of ancient Chinese emperors.
3. Learn to use the words of direction.
4. Go on learning the usage of infinitive.
Teaching procedure:
Step 1 Review
1. Work in pairs. Let students make invitations and responses.The teacher can give a model:
A: Would you like to come to China for a trip?
B: You bet.I’d love to./ Yes, of course.
2. The teacher asks:
① Have you been to Beijing?
② Have you been to the 13 Imperial Tombs?
Lead to next step.
Step 2 Presentation
1. The teacher says to the students,
“Darren will go to see the Chinese tombs ,but he knows nothing about it. Now,let’s listen to the tape.”
2. Play the tape for the students to listen.
3. Write the new words on the blackboard and explain them: marriage, death, survey, face, south, dynasty, northwest
4. Students read the dialog in 1a, then practice in pairs.
5. Ask some pairs of students to read and act out the dialog.
6. Ask students to complete the passage with the new words. For example:
In the old days, people thought birth, marriage and death were the most important things in their life,so if they became emperors,they started to build their tombs.They surveyed the area to make sure the tombs faced south and had mountains at the back.So the emperors of the Ming Dynasty chose an area northwest of Beijing for their tombs.
Step 3 Consolidation
1. Ask the students to finish 1b to review the usage of infinitive.
2. Get students to listen to the tape and complete the passage about the 13 Imperial Tombs in 2.
Learn the new words: imperial, mark, beginning, Sacred Way, official, camel, kneel
3. Ask students to say something about the 13 Imperial Tombs.
Step 4 Practice
1. The teacher can draw a picture of position on the blackboard.Let students tell the different directions. For example:

2. The teacher shows the picture of the 13 Imperial Tombs on P36. The teacher and the students ask and answer questions like this:
Teacher: Where is Zhaoling?
Student: It’s in the west of the 13 Imperial Tombs.
3. Work alone. Students do 3.
Step 5 Project
1. Ask the students to draw a map of their home or school.
2. Tell the directions of the buildings in the map.
For example: The supermarket is to the south of my home.

Section C

Section C 需用1~2课时。
重点活动是1a和2。
教学目标:
1. 逐步提高学生听、说、读和写的能力。
2. 学会泛读短文，并从中获取相关信息。
3. 进一步学习时间状语从句。
教学过程：
第一步：复习
1. 找一些学生来做报告，内容为上节课所完成的作业。
2. 复习方位词。如：
①Beijing is the north of China.
②Henan is the south of Beijing.
③Japan is the east of China.
④Shandong is to the of Henan.
第二步：呈现
1. 让学生读1a，并找出新单词。
2. 学习新单词，再读短文，找出文章的中心意思，然后判断下列句子正误。
(F) It took Kangkang, Michael and Darren 2 hours to get to the Ming Tombs.
(T) They parked their bikes, then they started to walk.
(F) Kangkang was surprised at the huge stone animals lining the passage.
(T) When Darren finally pushed his way out,he realized that his friends were out of sight.
(T) Darren can’t speak any Chinese.
第三步：巩固
1.让学生再次看文章，并标出短文后四幅图的图序。
2.让学生复述短文，教师给予必要的帮助。
3.让学生在短文中找出时间状语从句。
4.教师解释时间状语从句，让学生进一步学习时间状语从句。
第四步： 练习
1. 老师帮助学生译出这些句子。
① We’ll let you know as soon as he comes back.
② When he got to the station, his friends were waiting for him there.
③ You can go straight until you reach the end.
④ After he had supper, he went out for a walk.
⑤ He was doing his homework while I was listening to the MP3.
⑥ He talked as he ate.
2. 学生根据1a中短文内容完成1b，然后教师核对答案。
第五步：综合探究活动
1. 做第二部分，让学生回想一下关于自己的一次有趣的旅游，在不同的时间、不同的感觉上打“√”。
2. 让学生写一篇文章讲述自己的一次旅游经历。

Section C

Section C needs 1~2 periods.
The main activities are 1a and 2.
Teaching aims and demands:
1. Improve students abilities from listening and speaking to reading and writing.
2. Learn to get information from the passage by skimming.
3. Learn more about adverbial clause of time.
Teaching procedure:
Step 1 Review
1. Let some students give a report on the project they finished in last period.
2. Review the words about direction. For example:
Fill in the blanks with the right words:
①Beijing is the north of China.
②Henan is the south of Beijing.
③Japan is the east of China.
④Shandong is to the of Henan.
Step 2 Presentation
1. Get students to read 1a and find out the new words.
2. Learn the new words, then read the passage again to catch the main idea, then mark the following sentences “true” or “false”.
(F) It took Kangkang, Michael and Darren 2 hours to get to the Ming Tombs.
(T) They parked their bikes, then they started to walk along the Scared Way.
(F) Kangkang was surprised at the huge stone animals lining the passage.
(T) When Darren finally pushed his way out, he realized that his friends were out of sight.
(T) Darren can’t speak any Chinese.
Step 3 Consolidation
1. Let the students read the passage again, then number the following pictures and check answers.
2. Help the students retell the passage.
3. Let students read 1a and find out the adverbial clauses of time.
4. Explains and the students learn the adverbial clauses of time to the students.
Step 4 Practice
1. Help the students translate these sentences:
① We’ll let you know as soon as he comes back.
② When he got to the station, his friends were waiting for him there.
③ You can go straight until you reach the end.
④ After he had supper, he went out for a walk.
⑤ He was doing his homework while I was listening to the MP3.
⑥ He talked as he ate.
2. Get the students to finish 1b according to 1a, then check the answers.
Step 5 Project
1. Do 2. Let students think about their interesting travel, check(√) different feelings at different time.
2. Get the students to write a passage about their travel experiences.

Section D

Section D 需用1~2课时。
重点活动是1a 和4。
教学目标：
1. 复习怎样描述一个人的旅游经历。
2. 学习写旅游日志。
3. 复习不定式的用法和时间状语从句。
教学过程：
第一步：复习
1. 就上一节课所学内容问学生一些问题。如：
How did the three boys get to the Ming Tombs?
Did they find places to park their bikes?
Did Darren take many photos of the Dingling Tomb?
When Darren pushed his way out, what happened to him?
Did Darren’s friends find him at last?
2. 找几个学生复述这三个男孩的旅游经历。
第二步：呈现
1. 老师说：
After traveling, Kangkang wrote a diary of the journey to the Ming Tombs. 教授生词： diary, journey
Notes: journey=travel

2. 老师提问：
What did he write in his diary?
让学生读1a 并找出生词，学生读生词。
3. 学生听1a 并读1a的内容。
4. 让学生分组读 1a , 可以根据日志中的时间段分组读。
第三步：巩固
1. 学生再读1a，并完成1b.
2. 让学生根据1a复述日志的内容，学生可以这样开始：
Student 1 : Yesterday, they checked their bikes and did the last safety check.
Student 2 : At 8∶10 a.m, they reached Yuanmingyuan, they imagined the Qing emperors walking around there before it was destroyed.
Student 3 : ...
Student 4 : ...
.
.
.
第四步：练习
1. 让学生听录音，完成2，然后核对答案。
2. 让学生复习Topic 2 中的语言点。
3. 复习时间状语从句和不定式。
第五步：综合探究活动
1. 让学生根据4中的表格分组讨论各自的旅行经历。
2. 写一篇关于自己旅游的日志。（学生可以课下做）
教学评估：
用适当的词完成这篇短文（首字母已给出）。
Darren had an adventure during his vacation. He went to explore the tombs of ancient Chinese emperors with Kangkang and Michael. Birth, marriage and death were the most important things in one’s life. So most emperors surveyed areas to build their tombs. Ming Dynasty faced south and it had huge stones lining the passage. It was exciting. They had lunch inside of the Dragon and Phoenix Gate.After traveling, they treated themselves to a cool drink. In the evening, Kangkang wrote a diary of the journey. They really had a great time.

Section D

Section D needs 1~2 periods.
The main activities are 1a and 4.
Teaching aims and demands:
1. Review how to describe one’s travel experience.
2. Learn to write a diary of the journey.
3. Review the usage of infinitive and the adverbial clauses of time.
Teaching procedure:
Step 1 Review
1. Ask some questions about what they learned in the last period. For example:
How did the three boys get to the Ming Tombs?
Did they find places to park their bikes?
Did Darren take many photos of the Dingling Tomb?
When Darren pushed his way out, what happened to him?
Did Darren’s friends find him at last?
2. Let students retell the experience of the three boys’ traveling.
Step 2 Presentation
1.The teacher says:
After traveling, Kangkang wrote a dairy of the journey to the Ming Tombs. The teacher
explains the new words: diary, journey
journey=travel
2.The teacher asks:
What did he write in his diary?
Let students read 1a and find out the new words.
3.Students listen to 1a and read it.
4.Ask students to read 1a in groups,they can begin according to the time in the diary.
Step 3 Consolidation
1.Students read 1a again and do 1b.
2.Ask students to retell the diary according to 1a. Students can begin like this:
Student 1:Yesterday, they checked their bikes and did the last safety check.
Student 2: At 8∶10 a.m, they reached Yuanmingyuan, they imagined the Qing emperors walking around there before it was destroyed.
Student 3: ...
Student 4: ...
.
.
.
Step 4 Practice
1. Play the tape for the students to listen and complete the passage in 2. Then check the answers.
2. Let the students go over the language points in Topic 2.
3. Review the adverbial clause of time and the usage of infinitive.
Step 5 Project
1. Get the students to discuss about travel experience according to the form in 4.
2. Write a journal about your own travel.(Students can do it after class.)
Teaching assessment:
Fill in the passage with proper words:(The first letter is given)
Darren had an adventure during his vacation. He went to explore the tombs of ancient Chinese emperors with Kangkang and Michael. Birth, marriage and death were the most important things in one’s life. So most emperors surveyed areas to build their tombs. Ming Dynasty faced south and it had huge stone animals lining the passage. It was exciting. They had lunch inside of the Dragon and Phoenix Gate. After traveling, they treated themselves to a cool drink. In the evening, Kangkang wrote a diary of the journey.They really had a great time.