牛津8A Unit 3 A day outWord格式文档下载.docx
- 文档编号:17448722
- 上传时间:2022-12-01
- 格式:DOCX
- 页数:13
- 大小:21.49KB
牛津8A Unit 3 A day outWord格式文档下载.docx
《牛津8A Unit 3 A day outWord格式文档下载.docx》由会员分享,可在线阅读,更多相关《牛津8A Unit 3 A day outWord格式文档下载.docx(13页珍藏版)》请在冰豆网上搜索。
Lindawantedtovisitthepark.
☞Usereflexivepronounswhenthesubjectandobjectarethesameperson,e.g.,
Danieltaughthimselfhowtomakeahomepage.
☞Useformulaicexpressionstomakesuggestionsandarrangementsforatrip,e.g.,
I’mafraidthat’snotagoodidea.
Languageskills
Listening
%Recognizekeyexpressionsformakingsuggestionsandarrangements
%Infergeneralmeaningfromcontextandkeywords
%Listenforspecificinformationtocompletenotes
Speaking
☺Makesuggestionsaboutvisitingplaces
☺Respondtosuggestionswithnewinformation
☺Statedisadvantagesandexpressreservations
☺Expressopinions
Reading
&
Guessmeaningfrompictures
Infergeneralmeaningfromcontextandkeywords
Respondtotextbysequencinginformation
Respondtotextbyidentifyingfactsandopinion
Identifyspecificdetailsbycorrectingalistofstatements
Writing
✍Select,organizeandpresentinformation
✍Identifyactivitiesandworkoutaschedule
✍Givedirections
✍Writealetterinvitingfriendstogooutonatrip
Studyskills
✍Distinguishbetweenfactsandopinions
Overviewoftheunit
ThisunitfocusesontheClass1,Grade8schooltriptotheWorldParkinBeijing.ThereletterintheMaintasksectiondescribestheexperienceofgoingonaschooltripfromapersonalpointofview.Studentsareinvitedtodescribetheirfeelings,statetheiropinions,andreflectonwhattheysee.
Unitopening
Backgroundinformation
Thiscomicstrippointsforwardtosomepartsofthestoryintheunit:
enjoyingoneself.Hobo’sreactionmakesthepointthatyouhavetokeepfininordertoenjoyoutdooractivitiessuchasclimbing.
Warm-upactivity
1.Reviewsomekeywordsandphrasessuchas‘exercise’,‘climb’,‘keepfit’and‘enjoy’.AskstudentstolookatthepicturesandreadtheconversationbetweenEddieandHobo.Allowenoughtimeforthemtomakesenseofthevisualpresentation.
2.Listentotheconversationandreadafterthetape.
Period1Welcometotheunit
Objectives
☞Tointroducewell-knownforeigncitiesandpopularplacesofinterest
☞Toactivateexistingknowledgeoftheworldandidentifynamesofplacesandcountries
☞Toguessmeaningfrompictures
ThepostcardsinthissectionprovidealinktotheworldoutsideChinaandatthesametimepreparestudentsforthetiptotheWorldParkinBeijing.
Teachingprocedures
1.Dividetheclassintogroupsofthree.Setstricttimelimitof1-2minutes.EachstudentsinagroupreadsoneofthepostcardsinPartA.Askstudentstounderlinethenamesofplacesmentionedinthepostcardandaddthenameofthecityandcountry.Inpostcard1,studentsunderline‘theHarbourBridge’and‘theOperaHouse’,andwrite‘Sydney,Australia’.Inpostcard2,theyunderline‘RiverSeine’and‘theEiffelTower’,andwrite‘Paris,France’.Inpostcard3,theyunderlinetheWhiteHouse’andwrite‘Washington,America’.
2.Encourageeachstudenttotaketurnstoexplainhis/herpostcardtotheotherstudentsinthegroup.Thenstudentsmatchthepicturestothetextonthepostcardsontheirown.Checkanswersinclass.
Extensionactivity
Makeaposter‘PlacesAroundtheWorld’.Askstudentstobringpostcardsfrodifferentplacesaroundtheworld.Studentsshowpostcardstotheclass,stickthemontotheposterandwritethenameoftheplaceandcountryunderneatheachpostcard.Youcanalsobringintravelbrochuresfromlocalagenciestoprovideplentyofresourcesfortask.TrytoincludetheplacesmentionedthetriptotheWorldParkintheReadingsection:
theEiffelTower,thepyramids,,theGoldenGateBridge.
Encouragestudentstotalkaboutfamousplacestheyhavebeentotheplacestheywishtovisit.
Period2Reading1
☞Toinfergeneralmeaningfromcontextandkeywords
☞Torespondtotextbysequencinginformation
☞Toidentifyspecificdetailsbycorrectingalistofstatements
Thissectionintroducesstudentstothegenreofpersonalletters.Italsodescribesfeelingsandexperiencesinaveryinformalstyle.Linda,avisitorfromtheUSA,isdescribingaschooltriptotheWorldParkinBeijinginalettertohermother.
PartA
1.Revisethefamousplacesaroundtheworld.
2.Dividetheclassintogroupsofthree.Dividetheletterintothreeparts,e.g.,lines1-11,lines12-20andlines21-29andallocateaparttoeachstudentinthegroup.
3.Askeachstudenttofindadjectives,verbsorphrasesintheirpartoftheletter,whichdescribehowLindafeltthatday.Studentscaneitherunderlinethemorwritethemonapieceofpaper.
4.AskstudentsineachgrouptogothroughthethreesectionsinLinda’sletteranddiscussthedifferentfeelingsexpressedinit.
5.Askthestudentstowriteascheduleofthedayoutindicatingplacesandmovementsonly.Askstudentstolistonlythekeywordsinthefollowingway:
start>
Kitty’sschool>
coach>
2hours>
cityroads>
highway>
arrivalattheWorldPark>
theEiffelTower>
park>
wholeworld>
overahundredplacesofinterest>
thepyramids>
Egypt>
theGoldenGateBridge>
songanddanceparade>
theend.
6.Checkstudents’understanding.Askcomprehensionquestions:
a.WheredidLindagoto?
TotheWorldParkinBeijing.
b.Whodidshegowith?
WithKitty’sclass.
c.Howlongwasthejourney?
Abouttwohours.
d.Didsheenjoyitatthebeginning?
No,itwasboring.Therewasalotoftraffic.Shefeltsick.
e.Whatdidtheyseefromthecoachwhentheyarrived?
TheysawtheEiffelTower.
f.Howmanyplacesofinterestarethere?
Overahundred.
g.Whichplacesofinterestdidtheysee?
ThepyramidsandtheGoldenGateBridge.
h.Whatwasthebestpart?
Thesonganddanceparade.
i.WherecanLinda’smotherseethephotosofthetrip?
OntheInternet.
Period3Reading2
PartB
1.Askstudentstoreadtheconversationontheirown.
2.Askstudentstoreplacetheunderlinedphraseswiththecorrectwords.
3.Askstudentstocompareanswersinpairs.
PartC
1.DoPartC1asaclasscompetitionoraquiz.
2.Askstudentstoclosethebooks.Theteacherreadthesentencesatrandomoneatatime.
Askstudentstocorrectthefalsesentences.
3.Additionalsentences:
a.Therewasalotoftrafficonthehighway.
b.Kittydidnotlikethesonganddanceparade
4.TalktostudentsaboutahomepagetofocustheirattentiononPartC2.ThenaskthemtosequencethepicturesonDaniel’shomepageontheirown.
UsefulExpressions
Homework
Period4Vocabulary
☞Tousepropernounstotalkaboutwell-knownplacesandtouristsightsinBeijing
☞Tousenounsandnounphrasestotalkaboutmeansoftransport.
Thissectioncontinuestheunderlyingthemeofvisitingplacesandmakingdecisionsaboutwheretogo.Italsoinvitesstudentstoexpresstheiropinionsandmakecommentsaboutspecialaspectsinvolvedinvisitingdifferentplaces.Thethreepartsarelinkedtogetherastheypresentdifferentpartsofthestoryinasequence.Itisimportanttomakestudentsawareofthestoryasawholebeforeworkingonseparategrammaticalaspects.
PartAintroducestheuseof‘and’,‘but’and‘or’inthecontextofplacesstudentscouldvisit.Thestudentshaveachancetoexpresstheiropinionsaboutwhattheylikeordonotlikewhenvisitingplacesofinterest.
PartBdealswiththeuseofaverband‘to’-infinitiveinthecontextofaconversationaboutgoingonanorganizedtriptoSouthHill.
PartCisacartoonstoryaboutanincidentonSouthHillandfocusesstudents’attentionontheuseofreflexivepronouns.
1.Reviewthekeywordsinthesentences,e.g.,beautiful,enjoy,theEiffelTower,thepyramids,theGoldenGateBridge,interestingthecoachtomakesurestudentshavenotforgottentheirmeanings.
2.LookatthepictureonPage41
3.PartBisaproblem-solvingtaskandstudentsneedtousetheirexistingknowledgeofBeijingntodoit.BringinginamapofBeijingmaybeuseful.
4.Askstudentstodothetaskinpairs.Thenaskstudentsinapairtocomparetheiranswerswithanotherpair.Thenaskstudentstotaketurnstoreadthesentencesaloudtocheckthecorrectanswers.
Period5Grammar1
☞Touse‘and’,‘but’and‘or’tojoinideastogether
☞Touseverbsand‘to’-infinitivestogether
☞Tousereflexivepronounswhenthesubjectandobjectarethesameperson
PartBdealswiththeuseofaverband‘to’-infi
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 牛津8A Unit day out 牛津