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牛津8A Unit 3 A day out教案
牛津8A Unit 3 A day out教案 Warm-up activities 1 Review some keywords and phrases such as ‘exercise’,’climb’,’keep fit’ and ‘enjoy’. Ask students to look at the pictures and read the conversation between Eddie and Hobo. 2 Try to elicit from students the funny aspects of the comic strip. Allow students to express their feelings. Ask two more able students to role-play the conversation in front of the class. Presentation 1 Divide the class into groups of three. Set strict time limit of 1-2 minutes. Each student 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 names of the city and the country. 2 Encourage each student to take turns to explain the 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. 3 Ask students to do Part B on their own, and then check answers with their partners. Check answers in class. Elicit sentences from students such as The Opera House is in Sydney, Australia. Language points Exercise, climb the hill, need to do, keep fit, come on, enjoy ourselves, take sb. to swh. , what happened there, the famous Harbour Bridge, the Opera House, the River Seine, the White House, Homework 1 Learn the language points by heart. 2 Preview the Reading Part. Revision 1 Review key vocabulary according to the general ability of the class. Presentation (Reading A) 1 Show the pictures of the World Park in Beijing. Elicit the names of the places or building. 2 Explain to students the context of the letter. Ask Who’s writing the letter? Who’s Linda? Who’s she writing to? 3 Read the letter to the class while students follow in their books. Try to read with expression. 4 Divide the class into groups of three and allocate one part to each group. Ask them to find adj., verbs or phrases in the letter, which describe how Linda felt that day. They can either underline the words they do not know or write them on a piece of paper. Then go through the words students have underlined. 5 Ask students in each group to go through the three sections in Linda’s letter and discuss the different feelings expressed in it. 3 Ask students to write a schedule of the day out indicating places and movements only. Ask them to list the key words. 6 Check students’ understanding. Ask comprehension questions. Presentation (Reading B) 1 Ask students to read the conversation on their own. 2 Ask students to replace the underlined phrase with the correct words. Encourage less able students to find the words in the letter on page 36&37. 3 Ask students to compare answers in pairs. Then ask two students to read out the conversation in class to check the correct answers. 4 Ask students to write the list of new words and definitions in their vocabulary record books. 5 Divide the class into pairs and ask them to read the conversation. Presentation (Reading C) 1 Do Part C as a class competition. 2 Ask students to close their books . Then read the sentences at random one at a time. Write them on the Bb only one at a time. Make it clear that students raise their hands when they are ready to answer. 3 Ask students to correct the false sentences. Allow less able students to open their books and find the correct information. 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. 5 Check answers as a whole class activity. 6 Ask students if there are any disagreements. Encourage them to explain why they have selected a certain sequence in order to identify reasons for mistakes. Language points (Part A) Invite sb. to do, at the beginning, get on a coach, be boring, on the highway, feel sick, most of the trip, arrive at, be made of metal, in front of, places of interest, from all over the world, the real ones in Egypt, an amazing day, join in, teach himself, a home page, for everyone to look at Language points (Part B) Travel from one place to another, movement of cars, the main road, come up from your stomach, the tall metal building, the old stone building Language points (Part C) It takes sb. time to do Homework 1 Learn the language points by heart. 2 Preview the Vocabulary Part. Presentation （Vocabulary） 1 Part A is a recognition task asking students to identify the English names of popular places of interest in Beijing. Bring in photos of these places. 2 Explain the context of the tasks. Ask students to study the pictures and words. 2 Ask students to check answers with a partner. Then check the correct answers with the whole class by asking individual students to read out the sentences. 3 Part B is a problem-solving task and students need to use their existing knowledge of Beijing to do it. Bring in a map of Beijing. 4 Revise means of transport by asking students how they go to school or work. 5 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. Language points The Monument to the People’s heroes, the red maple leaves, walk slowly around the big lake, feel the beauty of…, the names of the transport, more than an hour. Homework 1 Learn the language points by heart. 2 Preview the Grammar Part. Presentation （Grammar Part A） 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 ‘a(chǎn)nd’. 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 ‘a(chǎn)nd’ 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!’ a【牛津8A Unit 3 A day out教案】相關(guān)文章：
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