牛津英語(yǔ)8AUnit3Adayout教材分析及十課時(shí)教案

初中牛津英語(yǔ)教材分析8AUnitThree教材分析本單元的主要話題是度假旅游。開篇通過(guò)Eddie和Hobo這兩個(gè)卡通人物妙趣橫生的對(duì)話，引出“爬山”這一旅游方式，為后面的主題討論埋下伏筆；隨后介紹了國(guó)外一些著名的旅游景點(diǎn)，引出了本單元的主要話題。閱讀部分向?qū)W生介紹了私人信件的書寫方式，信中非正式的語(yǔ)言描寫了Linda去北京世界公園旅游的一次經(jīng)歷，并表達(dá)了旅游之后的感受。詞匯部分介紹了北京的名勝以及在那里可以進(jìn)行的活動(dòng)，還介紹了到北京名勝的交通方式。語(yǔ)法部分包括三個(gè)內(nèi)容，通過(guò)故事的發(fā)展呈現(xiàn)出來(lái)，A部分通過(guò)討論學(xué)生去的游覽地方，介紹了and,but和or的用法；B部分在關(guān)于去南山郊游的對(duì)話中介紹了帶to的不定式的用法；C部分是一個(gè)漫畫故事，講述了去南山游覽的過(guò)程中發(fā)生的一件事，在此語(yǔ)境中學(xué)習(xí)反身代詞的用法。綜合技能部分展示了一份學(xué)校某一次活動(dòng)的海報(bào)，海報(bào)后還設(shè)置了一個(gè)時(shí)間表，提供了時(shí)間和對(duì)應(yīng)的活動(dòng)安排，學(xué)生可以來(lái)檢查他們從閱讀文章和聽力材料中獲取的信息是否正確，還可以運(yùn)用表示提建議和作安排的語(yǔ)言來(lái)組織一次活動(dòng)。學(xué)習(xí)技能部分介紹了事實(shí)與觀點(diǎn)的區(qū)別，要讓學(xué)生了解說(shuō)服他人要會(huì)運(yùn)用語(yǔ)言來(lái)表達(dá)自己的觀點(diǎn)，在廣告、新聞、信件以及報(bào)告中常把事實(shí)和觀點(diǎn)結(jié)合起來(lái)。中心任務(wù)部分主要圍繞制定旅游計(jì)劃展開，讓學(xué)生根據(jù)相關(guān)信息制定旅游計(jì)劃。檢測(cè)部分主要檢查學(xué)生對(duì)所學(xué)語(yǔ)法內(nèi)容的理解和運(yùn)用情況?？傮w目標(biāo)通過(guò)討論度假旅游及相關(guān)的故事，即學(xué)習(xí)and,but和or這些連詞的用法及不定式和反身代詞的用法，又了解國(guó)內(nèi)外一些著名旅游景點(diǎn)，特別是北京的名勝古跡，培養(yǎng)學(xué)生熱愛(ài)自然、熱愛(ài)祖國(guó)的情懷。同時(shí)，通過(guò)詞匯的學(xué)習(xí)、綜合技能的訓(xùn)練、學(xué)習(xí)技能的了解和任務(wù)的完成，使學(xué)生在各個(gè)方面的能力得以提高。教學(xué)重點(diǎn)難點(diǎn)A:重點(diǎn)學(xué)習(xí)制定和交流自己的假期旅游計(jì)劃、學(xué)會(huì)使用and,but和or理解句子；正確使用不定式；掌握反身代詞的用法。B:難點(diǎn)動(dòng)詞不定式的用法；寫信邀請(qǐng)朋友外出旅游。學(xué)情分析和教學(xué)理念對(duì)于旅游的話題，學(xué)生是非常熟悉又感興趣的。對(duì)于首都北京，雖然很多學(xué)生并沒(méi)有去過(guò)，但了解的一定很多，其中著名的旅游景點(diǎn)和名勝古跡，學(xué)生應(yīng)該是如數(shù)家珍。在此環(huán)節(jié)的教學(xué)上，學(xué)生們應(yīng)該具有一定的接受能力。教學(xué)中科采用Roleplaying,Practicing,Cooperating,Scanning和lianteningforspecificinformation的學(xué)習(xí)策略，利用教學(xué)圖片以及制作多媒體課件來(lái)展開課題Workalone,Pairwork,Groupwork的口語(yǔ)交際活動(dòng)。詞匯教學(xué)部分可以通過(guò)實(shí)物或圖片進(jìn)行，引導(dǎo)學(xué)生進(jìn)行描述，增加對(duì)詞匯的理解和感受；聽力和口語(yǔ)教學(xué)一角色扮演模仿對(duì)話、寫關(guān)鍵詞或復(fù)述對(duì)話、短文為主，加強(qiáng)對(duì)主要信息的獲取和輸出；閱讀教學(xué)以寫關(guān)鍵詞語(yǔ)（信息）、復(fù)述短文、模仿描述等為主；寫作教學(xué)以填詞造句、模仿寫作為主；語(yǔ)法教學(xué)以總結(jié)規(guī)律、模仿操練為主，并做到經(jīng)常復(fù)習(xí)。課時(shí)安排本單元攻擊安排十個(gè)課時(shí)。具體安排如下：ComicstripandWelcometotheunit:oneperiod;Reading:twoperiods;Vocabulary:oneperiod; Grammar:twoperiods;Integratedskills:oneperiod; StudySkills:oneperiod;Maintask:oneperiod; Checkout:oneperiod.課時(shí)教案PeriodOneComicstripandWelcometotheunitTeachingcontents:Wordsandexpressions:Ourselves;greeting;greetings;present;foreign;city;comeon;coffeeshop;block;keepfit;takeaboattrip;gopast;haveagreattime;theOperaHouse;theEiffelTower;theWhiteHouseSentences: 1).Whatareyougoingtodo?2).I’mgoingtoexercise.3).Youneedtoexerciseandkeepfit. 4).Comeon.Let’senjoyourselves!Threedimensionalobjectivess:Knowledge:Reviseandlearnandlearnsomethingabouttheworld’splacesofinterest;Learnandusecorrectphrasestotalkaboutthemeansoftransportations.Abilites:ToenablethestudentstoknowfamousecitesabroadandinterestingplacesinBeijing;Toenablethestudentstocommunicateaboutaholidayplanforatripwithdeskmatesorpartnerswithsimpleconversation;Emotions:Tocultivatethestudentstolovethenatureandtheirmotherlandbylearningandremembersomefamousplacesofinterestabroad,especiallyinBeijing.Keypointsanddifficultiesofteaaching:Learnandidentifytheplacesofinterestathomeandabroad,especiallyinBeijing;Learnhowtodiscusswhichforeigncountriestheywouldliketogo.Enjoyourselves—thereflexsivepronouns.AnalysisofStudents’learningandteachingideas:Therearesomepicturesoftheplacesofinterestathomeandabroadonthepostcards.Thestudentsarefamiliarwiththem.IthinkthestudentsmustbeinterestedinthesepictureswhenIshowthemtothestudentsinclass.OfcourseI’llshowthemamapoftheworldandthenshowthestudentshowtosearchforsomefamousplacesofinterestathomeandabroad.Basedonthis,I’llshowthemhowtoidentifytheplacesofinterestathomeandabroad,andhowtodiscusswhichforeigncountriestheywouldliketogo.Teachingpreparation:Teachingpictures;arecordeer;somepostcardsandamapoftheworldTeachingprocedures:1.Warming-up:Getthestudentstosharetheirtravellingexperienceswiththeclass,bypresentingfamousplacesofinterestingthey’veevervisited,andaskthemtotellwhattheythinkoftheseplaces.2.Presentation:A:Tointroducethe‘Comicstriop’bythequestion‘Ifyouarefree,whatareyougoingtodo?’Listenforthespecificinformation‘WhatdoyouthinkEddieisgoingtodo?’B:GothroughthepicturesandtheconversationbetweenEddieandHobo.Ask:IsEddiereallygoingtoclimbthehill?Whatishegoingtodo?C:Readtheconversationaloudaftertherecorder.D:Actitout:Getsomepairofstudentstoreaditoutfirst,thenactitoutinrolesbeforetheclass.3.Introduction:A:PresentamapoftheworldandencouragethestudentstosharethenamesoftheforeigncountriesinEnglish,suchastheUSA,theUK,England,Australia;B:PrensentsomepostcardsorpictureswiththedrawingoftheWhiteHouseintheWashingtonD.C.theUSA,theEiffelTowerandtheRiverSeineinParis,France,theOperaHouseandthefamouseHarbourBridgeinSydney,Australia.Andhelpthestudentstolearnsomethingaboutthethesefamousplacesofinterestbyasking:1).Doyouknowthenameofthisfamousbuilding?2).Doyouknowwhereitis(located)?C:Helpthestudentstocorrectlypronouncethenamesofthecountriesandtheirfamousbuildings.D:PartAonpage39.Matchthepostcardswiththecorrectpictures.Ask:Whosentthefirst/second…postcard?Whichcitydidhego?Whatdidhesee?etc.4.Pairwork:A:Createasituationforstudentsfirst.Gothroughthepostcards,andthenlistenforthespecificinformation:1).Whichcitydoeshewanttovisit?2).WhydoesSimonwanttogothere?B:Getsomepairsofstudentstoreaditoutfirst,thenactitoutbeforetheclass.C:Production:Enocuragethestudentstomakeupaconversationonatripplan.Forlessablestudents,theycanimitatePartBonpage39,replacingtheunderlinedpartswiththeinformationinPartA.Thenhavesomepairsofstudentsactitout.5.Classworkdesign:A:Askthestudentstowritedownthenamesoftheplacesofinterestathomeandabroad,andlearnthembyheart;B:Makeupaconversationonatripplanontheirown,andbereadytoshareitwiththeclassnextperiod.PeriodTwoReading(I)Teachingcontents:Wordsandexpressions:mom;sky;model;metal;inside;main;stomach;pyramid;parade;movement;invite…to…;atthebeginning;getonacoach;alotoftraffic;placesofinterest;onthehighway;notanymore;enjoyoneself;thewholeworld;fromallovertheworld;ontheInternet;homepage.Sentences: 1).ThetripfromKitty’sschooltookabouttwohoursbycoach. 2).KittyandIdidn’tfeelsickanymore. 3).ThemodelpyramidslookedjustliketherealonesinEgypt. 4).WhenIsawthem,Icouldn’tbelievemyeyes. 5).Kitty’sclassmateDanieltaughthimselfhowtomakeahomepage. 6).Heputhisphotosonitforeveryonetolookat.Threedimenionalobjectives:Knowledge:Readthepassagetolearnsomethingaboutthistrip;Reviseandexpandtheknowledgeoftheplacesofinterestintheworld.Abilities:1.Toenablethestudentstoidentifytheinterestingplacesofinterestathomeandabroad,especiallyinBeijing;Toenablethestudentstogettheoverallunderstandingofthepassagesontripandlearnhowtowriteapersonalletteronatrip.Emotion:Toenablethestudentstolovetravelling,lovethenaturebyreadingthepassageonatrip.Keypointsanddifficulties:Toomanywordsandexpressionforthestudentstolearnandmsater;Learnusefulexpressionfromthepassgaeonatrip.Analysisofstudents’learningandteachingideas：TheteachingeffectmustbequitegoodifIcanpresentthecontentsbyusingthemultimediacoursewaretohelpthestudentstobeimmersive.Butit’sabigproblemformetomakethemultimediacoursewaremoreattractiveandlovely.Ithinkthestudentswillbeveryinterestedinthetopiconatrip.Andwhat’smore,moreandmorestudentshaveexperiencedthetravellingtotheiinterestingplacesathome.SoIamsuretheymusthavesomethingtotellothersabouttheirowntravellingexperiences.ButI’mafraidtheywillhavesometroubleexpressingthemselvesbecauseoftoomanynewwordsandexpressions.Teachingpreparation：Teachingpictures,arecorderandmultimediacourseware.Teachingprocedures：1.Warming-up:A:Toencouragethestudentstosayapassageonatripplanfortravellingbyasking:1).Whereareyougoingduringtheholiday?2).Whichcityareyougoingto?3).Whydoyouwanttogothere?4).Howdoyouplantogetthere?B:Iwilltellthestudentsmytripplan,presentingthekeyphrasesontheboard.I’dliketogototheWorldParkinBeijing.Therearemodelsofoverahundredplacesofinterestfromallovertheworld.WecanseetheEiffelTower,thepyramidsandtheGoldenGateBridgeinthepark.Theylookjustliketherealones.SoIcantravelaroundtheworldinaday2.Presentation:A:Byaskingquestions,stimulatestudents'curiosityandthirstforknowledge:LindawenttotheWorldParkinBeijingwiththeClass1,Grade8students.Shewrotealettertohermother.Doyouwanttoknowwhatshedidandwhatshesawthere?B:Listenforthequestion:HowdidLindafeelaboutthevisittotheWorldpark?C:CompletethePartC1onpage43.D:Scanthepassageforthefollowingquestions:1).WheredidLindago? 2).Whodidshegowith?3).Howlongwasthejourney? 4).Didsheenjoyitatthebeginning?5).Whatdidsheseefromthecoachwhentheyarrived?6).Howmanymodelsofplacesofinterestarethere?7).Whichplacesofinterestdidtheysee?8).WherecanLinda’smotherseethephotosofhertrip?E:CompletePartC2onpage43.3.Practice:Learnbyheartthefollowingusefulexpressionsfromthepassageonatrip:(Refertotheabove—Teachingcontents).4.Readingaloud:ReadthepassagealoudskillfullyandrememberthefactsonLinda’strip.5.Classworkdesign:A:Askthestudentstolearnusefulexpressionsfromthepassagebyheart;B:CompletetheEnglishsentencesaccordingtoChinesegiven.Thesesentencesareadaptedfromtheusefulexpressionsandsentencesinthisperiod.PeriodThreeReading(II)Teachingcontents:Wordsandexpressions:theirschooltripto…;traffic;bemadeof;feelsick;interest;joinin;teachoneselfhowtodosth.Sentences:1).Itwasboring./Itwasanamazingday.2).Itismadeofmetalandreallytall. 3).Wejustwantedtogointotheparkandenjoyoourselves.4).Thereareoverahundredplacesofinterestfromallovertheworld.Threedimenionalobjectives:Knowledge:Readthepassagetolearnsomethingaboutthisjourney;Reviseandexpandtheknowledgeoftheplacesofinterestintheworld;Learntodescribeone’sfeelingwiththecorrectadjectives.Abilities:Analysisthepassageandpickupthecorrectadjectivestodescribeone’sownfeeingsaboutatrip;Toenablethestudentstowritealetteraboutone’striptoaninterestingplace.Emotion:Toenablethestudentstowritesomethingabouttheirfeelingsontheirowntripstoplacesofinterestathomeandabraod,especiallytousethecorrectadjectivestodescribethetripexperiences.Keypointsanddifficulties:Howtochoosethecorrectadjectivestodescribetheexperienceabouttheirtrips;Theusageofthereflexivepronouns,especiallythedifferencebetweenthesingularformsandpluralforms;Theusagetheconjections‘but’,‘a(chǎn)nd’and‘or’.Analysisofstudents’learningandteachingideas：Thisisanewteachingseesionandapracticeseesionaswell.Imainlyshowthelanguagepointsandsomethingdifficulttounderstandinthepassage.Soininterpretationanddemonstration,Iwillinvolveacertainnumberofexercisestoconsolidatewhattheyarelearninginclass.Ontheotherhand,Ithinkitwillbealittlehardforthestudentstoselecttheadjectivesorphraseswhichdescribethefeelingonatrip.SoIshouldgivethemahandtoshowwhichofadjectivescanexpressthefeelingsontravelling.Whilepresentingtheadjectivesonthefeelingsonatrip,Iwillhelpthestudentstogettheoverallunderstandingofthepassage.Teachingpreparation：Arecorderandsomepictures.Teachingprocedures：1:Warming-up:A:Gooverthekeyphrasesandusefulsentenceslearnedlastperiod,andchecktheirhomeworkwhichwereaskedtofinishafterclass;B:AskthestudentstoreadaloudthepassagesoastorecallthefactsofLinda’stripexperiencetotheWorldParkinBeijing.Gooverwhatthestudentslearnedlastperiond.2:Practice:A:Guidestudentstodividethepassageintoshortparagraphssoastogetmoreoverallunderstandingofhepassage;B:Scanthepassagefortheadjectives,whichareusedtodescribethefeelingsaboutLinda’striptotheWorldParkinBeijing.ParagraphsAdjectivesParawonderful;interesting;great;didnotenjoyPara.2—boring;feltsick;veryexcited;didnotfeelsick;ennjoyourselves;wonderful;couldn’tbelievemyeyesPara.6—7amazingday;greatC:Scanthepassageonceagain,andlistupthekeywordsandphrasesoftheeachparagraph.Para.1:awonderfuldayinterestingplaces,invitedmeto,agreatday,atthebeginning;Para.2:yesterdaymorningmet,goton,tookabouttwohours,gotbetter,highway,feltsick;Para.3:arrivedatblue,beautiful,excited,fromthecoach,madeof,tall,gotoff,didnotfeelsick,gointo,enjoyourselves;Para.4:insideinfrontof,fromallovertheworld,smallbutwonderful;Para.5:pyramidstheGoldenGateBridge,backhome,can’Para.6:anamazingdaythebestpart,themusic,joinin;Para.7:seesomephotostaughthimselfhow,lookat,foryourself.D:completePartBonpage42.3.Presentation:Iwillshowthekeypointsandthedifficultiesontheboard,andaskthestudentstowirtedownwhatIwillsay.(Refertotheabove‘Keypointsanddifficulties’).4:Production:I’llgetsomestudentstoretellthepassagewiththeirownwordsaccrodingtothekeywordsandadjectivesdescribingthefeelingonatrip.5.Classworkdesign:A:Writedowntheirsummaryofthepassage;B:CompletetheEnglishsentencesaccordingtoChinesegiven.Thesesentencesareadaptedfromtheusefulexpresionsandsentencesaswell.PeriodFourVocabularyTeachingcontents:Wordsandexpressions:beauty;Tian’anmenSqaure;travelbyunderground;rideabicycle;view;laosheTeaHouse;theSummerPalace;ThePalaceMuseum;WangfujingStreetSentences: 1).WecanrideabicyletoTian’ 2).TaketheundergroundtoDeshengmenandthentakeabusthere. 3).YoucantakeataxiaroundthecentreofBeijingtolearnmoreaboutolfBeijing.It’llbeexpensivebutfast.Threedimenionalobjectives:Knowledge:ToidentifythefamousscenicspotsinBeijing;Tolearnthenamesofthetransportation,suchasbus;taxi;underground;bicycle,ect.Abilities:1).Usetherightexpressionsoftourismmeansoftransportation.Emotion:Tolearnhowtotalkaboutatrip;Toenablethestudentstogetmoreandmoreiinterestedintravelling.Keypointsanddifficulties:Theuseoftheinfinitives;ThenamesoftheinterestingplacesiinBeijing;Thenamesoftourismmeansoftransportation.Analysisofstudents’learningandteachingideas：SomeplacesofinterestandactivitiestodoinBeijingareintroducedinthispart,andthemeansoftransportationtogettherearepresentedhereaswell.Ofcourse,thestudentsmustbeineterestedintheinterestingplacesinBeijing.SoIcangetthisgreatchancetooteachthemmoreabouttripsandtourismmeansoftransportantiontoBeijing.Although,themeansoftransportantionaregettingmoreandmoreadvncedthesedays,thestudentsarelikelytobeabitstrangetomodernmeansoftransportation.Teachingpreparation：SomepicturesofinterestingplacesinBeijing,atourismmapofBeijingandsomepicturesofthemeansofrelevanttransportation.Teachingprocedures：1.Warming-up:A:Revise‘Reading’byaskingthefollowingquestions:1).WheredidLindagowithKitty’sclass?2).Whydidshefeelsickatthebeginning?3).WhentheyarrivedattheWorld4).Whatwasthebestpartoftheday?2.Prestentation:A:I’llpresentsomepitcuresofBeijing,whichareaboutthefampusescenicspotsinBeijiing,suchas,LaosheTeaHouse,WangfujingStreet.TheGraetWall,thesummerPalace,thePalaceMuseumLook,doyouknowwhereitis?Yes,itisLaosheTeaHouse.Whatcanwedothere?WecandrinkspecialBeijingteaandenjoythewonderfulBeijingOperainit.B:HavethestduentstalkaboutthepicturesIshowthemlikethefollowing.C:Presentthekeyandusefulphrasesontheboardwhiletalkingaboutthesepictures,andI’llguidethestudentstoreadthemaloud.C:Booksopentopage44.HavethestudentscompletePartAandPartB.3.Interaction:A:(Betweentheteacherandstudents):Wheredoyouwanttogomost?Whydoyouwanttogothere?Howdoyougetthere?B:I’llbedesignatedsomecertainplaces,andaskthestudentstotalkabout:1).Whydoyouwanttogothere?2).Howcanwegettothe….from…?C:Eachstudentthinkofaplacetowritedowninthenotesandhandittotheteacher.Thenletoutonestudenttosliponepieceofnoteinfrontoftheclass,accordingtowhatwaswriiteninthenote,heshoulddescribehowtogettothedesignatedlocation.S1:Thisplaceisfaraway.Wecantakethe_________to_________,andthentakea______there.DoyouknowwhatplaceIamtalkingabout?S2:Itisthe________.Wecanclimbupitandlookattheamazingview.4.Production:I’llpresenttheinstructiontothefollowingpractice:SomestudentwouldliketogotoseetheMonumenttothePeople’sHeroesatTian’anmenSquare.ButheisnowattheBeijingRailwayStation.Sothinksitover,andhedecidestogotherebyundergroundtoWangfujingStreet,andwalkstraighttotheTian’anmenSquareandtoseetheMonumenttothePeople’sHeroes.ThenI’llaskthestudentstoretell5.Classworkdesign:A:CompletetheEnglishsentencesaccordiingChinesegiven;Thesesentencesareadaptedfromthecontentsonpage44.B:“AdditionalExercise-book”,page24.Vocabularybuilding.PeriodFiveGrammar(I)Teachingcontents:Wordsexpressions:sunset,possible,wonder,climber,gohorseriding,plantotakeLindaout,agreetogowiththem,decidetostayathome,thebusytraffic,theYellowMountain,atChristmas.Sentences: Thankyouforagreeingtoletmegoonthetrip. Ihopetowatchthesunset.Threedimenionalobjectives:Knowledge:Learntousetheconjunctions‘a(chǎn)nd’,‘but’and‘or’;Toenablethestudentstousetheinfinitivescorrectly.Abilities:Toenabletothestudentstotelltheiropinionsonwhattheylikeorwhattheydislikewhiletravellingwiththeconjunctions‘a(chǎn)nd’,‘but’and‘or’,andtheinfinitives;Toenablethestudentstotalkabooutwhattheyareplanningordecidingtodointhefollowingtime.Emotion:Bytalkingaboutwhattheylikeorwhattheydislikewhiletravelling,cultivatestudents'lovenature,lovethebeautyofnature,enjoyandfeelthebeauty.Keypointsanddifficulties:Thedifferencesbetweentheconjunctions‘a(chǎn)nd’,‘but’and‘or’,andtherealmeaningoftheinfinitives;Howtousetheinfinitivesincommunication.Analysisofstudents’learningandteachingideas：Thissectionistalkingaboutthetopicofatripandthedecisionofwhichtourismscenictopicstheywillgo.Itencouragesstudentstoexpresstheiropinnionsondifferentsites,andthespecialplaces.ThethreesectionsinGrammarPartiscloselyconnected,basedonthesequenceofthestorywithdifferentcontents,asaresult,thispartmakesstudentsthinkofthestoryasawholebeforedoinggrammarexercises.Itisveryimportant.InPartA,we’lltalkaboutwherethestudentsmaygotovisit,introducingtheusageoftheconjunctions‘a(chǎn)nd’,‘but’and‘or’.Asareesult,thestudentshaveachancetoshowtheiropinionsonwhattheylikeortheydislike.PartBintroducestheusageoftheinfinitivesintheconversationabout‘VisitingtheSouthHill’.Teachingpreparation：Multimediacourseware,oraproject.Teachingprocedures：1.Warming-up:A:Helpthestudentstorecallthepassagebyfillingintheblankswiththecorrectwords:1).Itwasagreatday______wedidnotenjoyitatthebeginning.2).Theskywasblue_______everythingwasbeautiful.3).They’resmall________wonderful.4).Themusicwasgreat_______Kittywantedtojoininthedancing.5).Linda’smothercanlookatLinda’sphotoonDaniel’shomepage_______Lindacanshowhermotherherphotoswhenshegoeshome.2:Groupwork:A:Summary:Helpthestudentstofindouttherulesoftheusageoftheconjunctions‘a(chǎn)nd’,‘but’and‘or’.Ofcourse,IshouldgivethestudentsasmuchinstructionasIcan,andIwillwritedowntheserulesontheboard:and:tojoinideasthattaresimilarbut:tojoinideasthataredifferentoroppositeor:tojoinpossibilitiesoroptionsB:Gothroughthecontentsonpage45.Herearethreekindsofsituations:1).Whenthetwosubjectsandthetwopredicateverbsaredifferentfromeachother;2).Whenthetwosubjectsarethesame,wedonotneedtorepeatthefirstone;3).Whenthetwosubjectsandverbsarethesame,wedon’tneedtorepeatthefirstones;C:Booksopentopage46—47:Completethisexerciseinoralfirst,thencompletetherestinwrittenEnglish.D:I’llpresentmoreexerciseabouttheusageoftheconjunctions‘a(chǎn)nd’,‘but’and‘or’.3:Cooperation:A:I’llguidethestudentstodiscusssomeproblemsofthepossibilitiesthattheyaregoingoutforavisit.1).Whodoyouplantototakeout? 2).Whatplacesdoyouwanttovisit?3).Whatdoyouwanttotake? 4).Howdoyoudecidetogoout?5).Whatdoyouhopetododthere?Here,I’llpresentthequestionsaboveontheboard,introducingtheuseageoftheinfinitives,andI’lltrymybesttohelpthestudentsrememberthem.B:I’llguidethethestudentstogothroughthemodelsinPartBonpage47,andraisiingsomequestionshere:1).WhatisKittypreparingtodonextSunday?2).Whodoessheplantotakeout? 3).DidLindawantovisitthepark? 4).Whodidn’twanttovisitthepark? 5).Whatdidshedecidetodo?C:I’llaskthestudentstoraisemorequestionsaboutthetheusageoftheinfinitiveswith‘to’:Eachstudentshowtwoexampleswiththeverbs,andmakeupnewsentences.Intheend,I’llaskethemtoworkouttheruleoftheusageoftheinfinitives.D:Presenttheexerciseonpage48ontheboard,andaskthestudentstofinishoffit.4:Classworkdesign:A:‘AdditionalExercise-book’,page25.PartA1.Thisismainlytoconsolidatetheusageoftheconjunctions‘a(chǎn)nd,‘but’and‘or’.B:‘AdditionalExercise-book’,page27PartB2.Thisismainlytoconsolidatetheusageoftheinfinitives.PeriodSixGrammar(II)Teachingcontents:Wordsandexpressions:themselves;itself;rock;climber;luckily;hide-and-seek;pullthemselvesuptherocksSenetences:TheClass1,Grade8studentsenjoyedthemselesverymuch.t Danieltaughthimselfhowtomakeahomepage. IwonderwhereSimonishiding. Luckily,theclimbershelpedSimon. You’relucky.Youdidn’thurtyourself. SimonandLindalookedateachother.Theykepttheirsecrettothemselves.Threedimenionalobjectives:Knowledge:Toenablethestudentstomastertheusageofthereflexivepronouns.Abilities:Toenablethestudentstousethereflexivepronounsintherealsituation;Toenablethestudentstotalkabouttherealsituationwhiletravellingwiththecorrectreflexivepronouns.Emotion:Talkaboutthechangesofthefeelingwhiletravellingwiththecorrectreflexivepronouns.Keypointsanddifficulties:TheusageoftheinfinitivesintheiroralorwrittenEnglish;Theuseageofthereflexivepronounsintherealsituation.Analysisofstudents’learningandteachingideas：Asweknowthatwelearnedabouttheusageoftheinfinintivesandtheconjunctions‘a(chǎn)nd’,‘but’and‘or’.Asawholepart,theusageofthereflexivepronounsinthethisperiodshouldbeconnectedtotheteachingofthelastperiod.PartConpage48—49tellsusaboutanaccidentwhichhappenedduringthevisittotheSouthHill.It’llhelpthestudentspaygreatattentiontotheusageofthereflexivepronounsintherealsituation.Infact,thisisreallyhardforthestudentstomaster.Teachingpreparation：Multimediacoursewareoraproject.Teachingprocedures：1:Warming-up:A:Fillintheblankswiththecorrectconjunctions‘a(chǎn)nd’,‘but’and‘or’.Thismainlyhelpsthestudentsrevisetheusageoftheconjunctions‘a(chǎn)nd’,‘but’and‘or’.B:Filltheblankswiththecorrectformoftheverbsgives.Thiamainlyhelpsthestudentstorevisetheusageoftheinfinitiveswith.2:Presentation:A:I’llintroducethefollowingpassage:Studentsdidnotenjoythemselvvesatthebeginningbecausetherewastoomuchtrafficonthecityroads,butlatertheysawmanywonderfulplacesofinterestfromallovertheworldandhadagoodtime.Danieltaughthimselfhowtomakeahomepage.Soafterrhetrip,heputsomephotosontheInternetforeveryonetolookat.I’llwritethetwosentencesunderlinedwiththereflxivepronounsontheboard.I’llhelpthestudentstoworkouttherule:Thereflexivepronounsareusedwhilethesubjectisthesameastheobject.B:I’llcontinuetopresentthefollowingontheboard,andaskthestudentstodiscussthedifferencesbetweenthereflexivepronounsandthepersonalpronouns:1).Danieltaughthimselfhowmakeahomepage.==Daniellearnedtomakeahomepage.2).Danieltaoghthimhowtomakeahomepage.==HelearnthowtomakeahomepagefromDaniel.C:Pairwork:Workouttheruleonpage48.D.Booksopentopage49!Firstofall,havethestudentsgothroughthepitucresandthecontents,andthencompletethisexercise.Thenreaditoutinroles.E:I’llpresentthekeyandusefulexpressionsandsentencesontheboard(Refertotheabove‘Teachingcontents’).3:Classworkdesign:A:Inordertohelpthestudentstomastertheusageoftheconjunctions‘a(chǎn)nd’,‘but’and‘or’,theinfinintiveswithandthereflexivepronouns,Iaskthestudentstomakeuptwosentenceswitheachoftheabove.B:‘AddictionalExercise-book’,page28.partC2.thisiamainlytoconsolidatetheusageofthereflexivepronouns.PeriodsevenIntegratedskillsTeachingcontents:Wordsexpressions:final;cheer;ticket;per;winner;receive;suppose;fare;supporter;half-time;presentation;cheerfor;costofthetrip;overanhour;inthefinallof…;takeplace;receivethecupandmedals;attheendof…Sentences: WhereshallwegowithLinda? ShallwegototheGreatWall? I’mafraidthat’snotagoodidea. Well,wecouldgotothePalace Yes,that’sagoodidea. I’dliketogototheTempleof Whydon’twegotoBeijing Whatagreatidea! Let’sgototheTempleofThreedimenionalobjectives:Knowledge:1.Accordingtothecontext,understandthemaincontentsofthepassage;2.Accordingtherelatedinformation,completethetimetableforanactivity’.Abilities:1.Lea