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2019-2020年八年級英語下冊 Unit 3 Online travel單元教案 牛津版 Period 1 ic strip ＆ Wele to the unit Teaching aims: 復(fù)習(xí)remote control, turn on和channel，要求學(xué)生讀卡通漫畫; 引出本單元主題 激活現(xiàn)有詞匯并掌握與主題有關(guān)的生詞； 談?wù)撾娔X的用途 Teaching procedures: Step 1 1. Review ‘remote control’, ‘turn on’ and ‘channel’. Then ask the students to read the ic strip. 2. Ask some questions Do you like playing puter games? What kind of puter games do you like to play? Can you give some examples? Why do you like it? Do you think these games are good or bad for you? Step 2 Tell the students that they are going to learn about the uses of puters. Ask them to think about what they use the puters for. Ask students to look at the pictures in Part A. Ask if they have used puters for these purposes. Tell students to label the pictures using the words from the box. Check answers as a class. Ask students to list as many other uses as they can. For example: playing CDs, VCDs or DVDs; chatting with or get to know friends; learning on the Internet; mathematical calculation,etc. Step 3 Tell students that they are going to talk about the uses of puters in Part B. Play the tape for the students to find the answer to the question: Why does Simon use puter to search for information? In pairs, students talk about different uses of puters. They can use Daniel and Simon’s conversation as a model and replace the underlined words with their own information. They can also create their own conversations about different uses of puters. Ask a few pairs to present their conversations to the class. Period 2 Reading(1) Teaching aims: 理解教育類游戲光盤的目的以及游戲中的主人公能做什么； 根據(jù)上下文語境和現(xiàn)有知識猜測大意； 掌握文章中的具體細節(jié); 完成Part B中的練習(xí) Teaching procedures: Step 1 Arouse students’ interest by telling them that they are going to read about a new educational CD-ROM. Explain that the game is set in different countries and involves a tour around the world. Step 2 Tell students that the first paragraph of the reading passage explains the background to the game. Ask some questions to check understanding, e.g., What’s the name of the new educational CD-ROM? What can it help you to do? Who is the designer? Tell students that the second paragraph of the reading passage introduces the main character of the game. Ask some questions to check understanding, e.g., Who is the main character of the game? How old is he? What does he like doing? What was he doing when he felt asleep? Tell students that the third and fourth paragraphs of the reading passage explain how the game is played. Ask them to read the rest of the reading passage and answer the following questions: How can you earn a point? What will happen if you have earned enough points? How long does it take you to finish the game? What do the questions test? What will you see on the screen when you reach a new place? What can you learn about when you reach London? What will you see when you pass a level? What happened to the places you have visited? Step 3 Part B Ask students to do this task on their own. Encourage students to find the words in the reading passage and match with the correct definitions. Step 4 鞏固練習(xí) Period 3 Reading(2) Teaching aims: 完成課后的練習(xí)，復(fù)習(xí)回憶課文內(nèi)容； 學(xué)習(xí)文章中出現(xiàn)的重要短語并學(xué)會運用; 熟讀課文 Teaching procedures: Step 1 Revise the reading passage by asking some questions: What’s the name of the game? Who is the main character? How do you play the game? Step 2 Part C1 Divide the class into pairs and set a time limit of five minutes. Ask the students to correct the false statements. Check answers as a class. Part C2 Explain the context and ask the students to read the conversation on their own. Have them find the correct words from the reading passage and plete the conversation. Invite some pairs to read the conversation to the class. Ask the rest of the class to check their answers. Step 3 Play the tape for the students to read. Step 4 Exercises Period 4 Vocabulary Teaching aims: 掌握有關(guān)計算機各部件的詞匯； 理解計算機不同部件的功能； 用恰當(dāng)?shù)拿~談?wù)撚嬎銠C的功能和用途； 描述不同計算機附件的用途； Teaching procedures: Step 1 Identify the different parts of a puter. We can show some pictures to students. a. What are they? b. What do you usually use your puter for? c. How often do you use it? Step 2 Ask the students to tell us the functions of different parts of a puter. What’s a mouse used for? What’s a printer used for? Where can we see words and pictures? Where do people store information? What can people use to type information into puter? What do programmers design to control puter? Step 3 Add some new words. monitor (主機) window(窗口) mouse (鼠標(biāo)) mouse pad (鼠標(biāo)墊) modem (調(diào)制解調(diào)器) flash stick(優(yōu)盤) Step 4 Exercise Do Part A1 and A2 Period 5 Grammar(1) Teaching aims: 理解被動語態(tài)的概念； 了解被動語態(tài)的基本結(jié)構(gòu)； 學(xué)會正確使用被動語態(tài)。 Teaching procedures: Step 1 Lead-in 1. Explain that we use the passive voice when we are interested in the thing which was done rather than the person who did it. 2. Ask the students to read the three examples of the passive voice and to circle the verb in each one. Translate the sentences and explain the concept of the passive voice.(當(dāng)主語和謂語動詞構(gòu)成 被動關(guān)系，即謂語動詞是人的動作，但主語卻不是動作的執(zhí)行 者，而是動作的承受者時，即需要用被動語態(tài)) Step 2 Presentation Ask the students to find all the passive voice sentences in the reading passage on pages 40 and 41. Go through the tables on page 45 and get them to know what the passive voice is like. Explain the context of the exercise on page 46. Before they start to do it, review the use of past participles in Unit 1. Ask the students to read through the conversation for general meaning first. Tell the students that they should use both the simple present tense and the simple past tense of the verb ‘to be’ to plete the conversation. Give them enough time to plete it. If they can’t work it out correctly, they can work in pairs. Ask students to read their answers one by one to see if most students have understood the structure. Step 3 Practice Exercise: Period 6 Grammar(2) Teaching aims: 熟悉并理解使用被動語態(tài)的語境； 熟悉用來引出動作執(zhí)行者的單詞by； 補充一些其他時態(tài)的被動結(jié)構(gòu)； 說明被動語態(tài)使用過程中的一些特殊例子 Teaching procedures: Step 1 Revision Get the students to review the structure of the passive voice, including the simple present tense and the simple past tense. Ask the students to make up their own sentences using the passive voice. Step 2 Presentation Explain that we can also use the passive voice when we want to mention the doer or agent who does something. Introduce the concept of ‘by’ which enables us to say the name of the doer. We can use ‘by’ to say who or what does the action. Read through the sample sentences on page 47 and make them understand how to use ‘by’. Tell the students to plete ‘Work out the rule!’ on their own. Ask a volunteer to read out the rule. Step 3 Practice 1. Part B1 is a fun activity as students get involved in writing a story for an educational CD-ROM. Explain the context and ask the students to study the pictures carefully and the words below each one. 2. Ask the students to write out the sentences on their own. Then ask seven students to read out one sentence each. 3. Part B2 is a conversation about a puter game. Read the information about the CD-ROM and the conversation for general understanding. plete the conversation on their own and paying attention to the use of the past or present form of the passive voice. 4. Check the answers. Step 4 Additional language points 1. In our book, we only learn the use of the past and present form of the passive voice, but there are some other forms of the passive voice we should know. 常見被動語態(tài)的動詞形式(以give為例) 一般現(xiàn)在時 am(is／are)given 一般過去時 was(were)given 一般將來時 shall(will)be given 現(xiàn)在進行時am(is／are)being given 過去進行時was(were)being given 現(xiàn)在完成時has(have)been given 2. 感官動詞和使役動詞在主動結(jié)構(gòu)中，后面接不帶‘to’的不定式，但如果改為被動句，則需要把省略的‘to’加上，這類動詞有hear, watch, make, help, let, see, have等等。如： a. The boss made us work twelve hours a day. 改為 We were made to work twelve hours a day. b. They often hear the girl sing in the room. 改為 The girl is often heard to sing in the room. Step 5 Exercise Period 7 Integrated Skills Teaching aims: 熟悉有關(guān)計算機程序的關(guān)鍵詞； 掌握一段談?wù)摻逃愑嬎銠C程序的對話中有關(guān)主題和次主題的關(guān)鍵詞； 運用一段描述中所提供的主要信息并通過聽掌握相關(guān)的補充信息； 通過完成一段描述并掌握圖標(biāo)來培養(yǎng)精聽技能； 在使用計算機程序過程中求得幫助； 交流信息； 通過問細節(jié)問題并做出恰當(dāng)?shù)幕卮饋砼囵B(yǎng)獲取信息的技能。 Teaching procedures: Step 1 Lead-in What CD-ROM programs do you have at home? How often do you use them? Who else in your family uses them? Why do you like them? When do you use them? Step 2 Presentation 1.Do you know any educational programs? (games; sports; treasure; hunts; detective games; educational etc.) 2. Today we are going to talk about an educational program which teaches English through traveling around in Australia and New Zealand. 3. What do you want to know about this educational program? (Ask the students to answer freely) e.g. Who is the program designed for? Who is the main character in the program? What is it about? How do you progress through the program? 4. Play the tape for the students to listen, try to find the answer to the questions. 5. Play the tape again, and finish the exercise in Part A1. 6. Check the answer together. Step 3 Listening Part A2 1. Look at the pictures and answer these questions How many icons are there? Do you know? What do they use for? 2. Play the tape and try to find out which answer is right, and which one is right. 3. Part A3 Finish the exercise according to the information of Part A1 and A2 4. Check the answer and read the short passage. Step 4 Speaking Explain the content of the conversation. Work in pairs and read the conversation. Ask the students to make up their own conversations using the one on the book as a model. Choose some pairs to present their dialogues in the class. Step 5 Exercise Period 8 Main Task Teaching aims: 選擇，組織和陳述信息； 培養(yǎng)對文章或有創(chuàng)意故事的重要組成部分的理解能力； 采用恰當(dāng)?shù)膶懽黠L(fēng)格寫作； 展示一篇關(guān)于自己最喜歡的教育類游戲光盤的文章 Teaching procedures Talk to students about the municative purpose of writing reports and articles. Explain the context of part A. Daniel is writing about his favourite educational puter game for a writing petition. Ask Ss to read the profile in Part A. Tell Ss to read the questions in Part B and answer them using the information in the profile in part A. Read the questions in Part B one at a time and ask Ss to volunteer answers. Ask Ss to plete the article in Part C using the information on page 53. Ask three volunteers to read out one paragraph each .Tell Ss to check their own answers. Explain the context of part D .Ss are going to join the writing petition too. Ask them to choose their favourite one and write some information about it using the profile in Part A as a model. Ask Ss to write about their games using Daniel’s article in Part C as a model. Tell Ss to read their articles to their partners .Ask a few more able Ss to present their articles to the class. Period 9 Study Skills ＆ Checkout Teaching aims: 培養(yǎng)整理和分類的技能； 根據(jù)不同類型的信息將詞匯和觀點進行分類； 評估學(xué)生運用被動語態(tài)的能力； 允許學(xué)生檢查自己是否學(xué)有進步，并提出尚未解決的問題 Teaching procedures: Ask Ss to look at the words in the word box in Part A .Explain that the words can be divided into three categories. Ask Ss to put the words from the box under the correct headings in Part A. Ask more able Ss to add extra words each category. Ask Ss to look at the headings in part B .Tell them to re-order the words from Part A .Ask more able Ss to put the extra words they added in Part A under the correct headings in Part B. Ask Ss to plete Part C on their own .Check answers as a class. Checkout: Explain the context of Parts A and B .Ss have entered a petition to test their knowledge of puters. Ask Ss to work on their own to plete Part A. Remind them that they will have to use the passive voice. Ask four Ss to read out one sentence each. Tell Ss to check their answers and write their scores in the Paw. Tell Ss to look at the picture in Part B and label the parts of the puter .Ask Ss to try to label all the parts from memory. Ask a volunteer to write the answers to Part B on the board.