江苏省宿迁市宿豫区关庙初级中学八年级英语上册 Unit 3 A day out（第四课时）教案 牛津版.doc

Unit 3 A day out
教学
目标

重点难点分析
The same as above
教学流程安排
集体智慧
（以知识体系为主）
个性设计
（二次备课）
教学后记
1 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 them to form sentences with the keywords and write them on the Bb. E.g., The trip was boring. It was too long. Ask them to join the two ideas in one sentence.
2 Ask students to list other similar ideas about the journey using ‘and’.
3 Ask students to combine the two contrasting ideas--- of a boring trip on the coach and a wonderful day. Ask them when we use ‘and’ and ‘but’ to elicit the rulers.
4 Ask students to combine the two options.
5 Elicit a few sentences from students’ own experiences, focus on the sentences with the same subjects and verbs.
6 This is a deductive learning activity. Encourage students to work it out as a problem-solving task following a set sequence of deduction. Students should be able to work out the correct joining word and also which words to delete by applying rules on Page 41.
7 Elicit feedback from the class. Ask students to read out their new sentences. The others listen carefully and express agreement or disagreement. If there’s any disagreement, encourage students to explain their reasons to help them focus on the different details of the rule.
Presentation （Grammar Part B）
1 Read the sample sentences. Ask students to identify the verb and the ‘to’-infinitive in each sentences.
2 Elicit other verbs that are usually used with ‘to’-infinitive. Give them the extra examples listed on page 43.
3 Ask students to complete ‘Work out the rule!’ at the bottom of the page. For less able students, tell them to go through the example sentences and the explanations again.
4 Ask students to complete the conversation in pairs. They should make sense of the sentences before they select a verb. Remind less able students that they need to use ‘to’-infinitives in the conversation.
6 Ask students to read the conversation in pairs. Ask a pair of more able students to read out the conversation to the class.
7 Write down some sentences containing reflexive pronouns. You can use the following examples:
* I fell over and hurt myself.
* My baby sister can feed herself.
* My cat cleans itself every day.
* We found ourselves in the centre of the city.
8 Underline the reflexive pronouns in the sentences. Explain the use of reflexive pronouns. Tell them we use them when the subject and the object are the same person or thing.
9 Explain the difference between reflexive and personal pronouns by giving some examples
10 Go through the table. Make sure students are able to distinguish between the singular and plural forms.
11 Write some more verbs, e.g., ‘teach’, ‘give’, ‘buy…for’,’ look after’,etc.
12 Ask students to complete ‘Work out the rule!’ at the bottom of the page.
13 Explain the context and tell students that they need to find out Linda and Simon’s secret. Ask students to read the cartoon story first without working out the correct reflexive pronouns. Check the understanding of the vocabulary.
14 Then ask students to go through the story again and work out the correct reflexive pronoun for each blank.
15 Ask more able students to read out the speech bubbles in sequence. The rest of the class should listen carefully and check their answers.
Language points
Decide to do, prepare to do, see the sunset, take some photos of it,climb the rocks, hide-and-seek, pull himself up, luckily, do not tell anybody about this, keep their secret to themselves

学生对学过的课文还是不熟

还要多做练习来训练反身代词

完成《与课堂同行》的相关练习

板书设计
Unit 3 Grammar
1.as …as 2.reflexive

练习安排