初中牛津英语教材分析8AUnitThyee.doc

初中牛津英语教材分析8A Unit Three灌云县初级中学 张玲一、 教材分析本单元的主要话题是度假旅游。开篇通过Eddie和Hobo这两个卡通人物妙趣横生的对话，引出“爬山”这一旅游方式，为后面的主题讨论埋下伏笔；随后介绍了国外一些著名的旅游景点，引出了本单元的主要话题。阅读部分向学生介绍了私人信件的书写方式，信中非正式的语言描写了Linda去北京世界公园旅游的一次经历，并表达了旅游之后的感受。词汇部分介绍了北京的名胜以及在那里可以进行的活动，还介绍了到北京名胜的交通方式。语法部分包括三个内容，通过故事的发展呈现出来，A部分通过讨论学生去的游览地方，介绍了and, but和or的用法；B部分在关于去南山郊游的对话中介绍了带to的不定式的用法；C部分是一个漫画故事，讲述了去南山游览的过程中发生的一件事，在此语境中学习反身代词的用法。综合技能部分展示了一份学校某一次活动的海报，海报后还设置了一个时间表，提供了时间和对应的活动安排，学生可以来检查他们从阅读文章和听力材料中获取的信息是否正确，还可以运用表示提建议和作安排的语言来组织一次活动。学习技能部分介绍了事实与观点的区别，要让学生了解说服他人要会运用语言来表达自己的观点，在广告、新闻、信件以及报告中常把事实和观点结合起来。中心任务部分主要围绕制定旅游计划展开，让学生根据相关信息制定旅游计划。检测部分主要检查学生对所学语法内容的理解和运用情况。二、 总体目标 通过讨论度假旅游及相关的故事，即学习and, but和or这些连词的用法及不定式和反身代词的用法，又了解国内外一些著名旅游景点，特别是北京的名胜古迹，培养学生热爱自然、热爱祖国的情怀。同时，通过词汇的学习、综合技能的训练、学习技能的了解和任务的完成，使学生在各个方面的能力得以提高。三、 教学重点难点A: 重点1、 学习制定和交流自己的假期旅游计划、2、 学会使用and, but和or理解句子；3、 正确使用不定式；4、 掌握反身代词的用法。B: 难点1、 动词不定式的用法；2、 写信邀请朋友外出旅游。四、 学情分析和教学理念对于旅游的话题，学生是非常熟悉又感兴趣的。对于首都北京，虽然很多学生并没有去过，但了解的一定很多，其中著名的旅游景点和名胜古迹，学生应该是如数家珍。在此环节的教学上，学生们应该具有一定的接受能力。教学中科采用Role playing, Practicing, Cooperating, Scanning 和liantening for specific information 的学习策略，利用教学图片以及制作多媒体课件来展开课题Work alone, Pair work, Group work的口语交际活动。词汇教学部分可以通过实物或图片进行，引导学生进行描述，增加对词汇的理解和感受；听力和口语教学一角色扮演模仿对话、写关键词或复述对话、短文为主，加强对主要信息的获取和输出；阅读教学以写关键词语（信息）、复述短文、模仿描述等为主；写作教学以填词造句、模仿写作为主；语法教学以总结规律、模仿操练为主，并做到经常复习。五、 课时安排本单元攻击安排十个课时。具体安排如下：Comic strip and Welcome to the unit: one period; Reading: two periods; Vocabulary: one period; Grammar: two periods; Integrated skills: one period; Study Skills: one period; Main task: one period; Checkout: one period.六、 课时教案Period One Comic strip and Welcome to the unitTeaching contents:1. Words and expressions: Ourselves; greeting; greetings; present; foreign; city; come on; coffee shop; block; keep fit; take a boat trip; go past; have a great time; the Opera House; the Eiffel Tower; the White House2. Sentences: 1). What are you going to do? 2). Im going to exercise. 3). You need to exercise and keep fit.4). Come on. Lets enjoy ourselves!Three dimensional objectivess:Knowledge:1. Revise and learn and learn something about the worlds places of interest;2. Learn and use correct phrases to talk about the means of transportations. Abilites:1. To enable the students to know famouse cites abroad and interesting places in Beijing; 2. To enable the students to communicate about a holiday plan for a trip with deskmates or partners with simple conversation;Emotions:1. To cultivate the students to love the nature and their motherland by learning and remember some famous places of interest abroad, especially in Beijing.Key points and difficulties of teaaching:1. Learn and identify the places of interest at home and abroad, especially in Beijing;2. Learn how to discuss which foreign countries they would like to go.3. Enjoy ourselvesthe reflexsive pronouns.Analysis of Students learning and teaching ideas:There are some pictures of the places of interest at home and abroad on the postcards. The students are familiar with them. I think the students must be interested in these pictures when I show them to the students in class. Of course Ill show them a map of the world and then show the students how to search for some famous places of interest at home and abroad. Based on this, Ill show them how to identify the places of interest at home and abroad, and how to discuss which foreign countries they would like to go.Teaching preparation:Teaching pictures; a recordeer; some postcards and a map of the worldTeaching procedures:1. Warming-up: Get the students to share their travelling experiences with the class, by presenting famous places of interesting theyve ever visited, and ask them to tell what they think of these places. 2. Presentation:A: To introduce the Comic striop by the question If you are free, what are you going to do? Listen for the specific information What do you think Eddie is going to do?B: Go through the pictures and the conversation between Eddie and Hobo. Ask: Is Eddie really going to climb the hill? What is he going to do? C: Read the conversation aloud after the recorder. D: Act it out: Get some pair of students to read it out first, then act it out in roles before the class. 3. Introduction: A: Present a map of the world and encourage the students to share the names of the foreign countries in English, such as the USA, the UK, England, Australia; France ect. B: Prensent some postcards or pictures with the drawing of the White House in the Washington D.C. the USA, the Eiffel Tower and the River Seine in Paris, France, the Opera House and the famouse Harbour Bridge in Sydney, Australia. And help the students to learn something about the these famous places of interest by asking: 1). Do you know the name of this famous building? 2). Do you know where it is (located)? C: Help the students to correctly pronounce the names of the countries and their famous buildings. D: Part A on page 39. Match the postcards with the correct pictures. Ask: Who sent the first / second postcard? Which city did he go? What did he see? etc. 4. Pairwork:A: Create a situation for students first. Go through the postcards, and then listen for the specific information: 1). Which city does he want to visit? 2). Why does Simon want to go there? B: Get some pairs of students to read it out first, then act it out before the class.C: Production: Enocurage the students to make up a conversation on a trip plan. For less able students, they can imitate Part B on page 39, replacing the underlined parts with the information in Part A. Then have some pairs of students act it out.5. Class work design:A: Ask the students to write down the names of the places of interest at home and abroad, and learn them by heart;B: Make up a conversation on a trip plan on their own, and be ready to share it with the class next period. Period Two Reading (I)Teaching contents:Words and expressions: mom; sky; model; metal; inside; main; stomach; pyramid; parade; movement; inviteto; at the beginning; get on a coach; a lot of traffic; places of interest; on the highway; not any more; enjoy oneself; the whole world; from all over the world; on the Internet; home page.Sentences: 1). The trip from Kittys school took about two hours by coach. 2). Kitty and I didnt feel sick any more. 3). The model pyramids looked just like the real ones in Egypt. 4). When I saw them, I couldnt believe my eyes. 5). Kittys classmate Daniel taught himself how to make a home page.6). He put his photos on it for everyone to look at. Three dimenional objectives:Knowledge:1. Read the passage to learn something about this trip; 2. Revise and expand the knowledge of the places of interest in the world.Abilities: 1. To enable the students to identify the interesting places of interest at home and abroad, especially in Beijing;2. To enable the students to get the overall understanding of the passages on trip and learn how to write a personal letter on a trip. Emotion:To enable the students to love travelling, love the nature by reading the passage on a trip. Key points and difficulties:1. Too many words and expression for the students to learn and msater; 2. Learn useful expression from the passgae on a trip.Analysis of students learning and teaching ideas：The teaching effect must be quite good if I can present the contents by using the multimedia courseware to help the students to be immersive. But its a big problem for me to make the multimedia courseware more attractive and lovely. I think the students will be very interested in the topic on a trip. And whats more, more and more students have experienced the travelling to the iinteresting places at home. So I am sure they must have something to tell others about their own travelling experiences. But Im afraid they will have some trouble expressing themselves because of too many new words and expressions. Teaching preparation：Teaching pictures, a recorder and multimedia courseware. Teaching procedures：1. Warming-up:A: To encourage the students to say a passage on a trip plan for travelling by asking: 1). Where are you going during the holiday? 2). Which city are you going to? 3). Why do you want to go there? 4). How do you plan to get there?B: I will tell the students my trip plan, presenting the key phrases on the board. Id like to go to the World Park in Beijing. There are models of over a hundred places of interest from all over the world. We can see the Eiffel Tower, the pyramids and the Golden Gate Bridge in the park. They look just like the real ones. So I can travel around the world in a day. What an amazing day it will be!2. Presentation:A: By asking questions, stimulate students curiosity and thirst for knowledge: Linda went to the World Park in Beijing with the Class 1, Grade 8 students. She wrote a letter to her mother. Do you want to know what she did and what she saw there? B: Listen for the question: How did Linda feel about the visit to the World park?C: Complete the Part C1 on page 43. D: Scan the passage for the following questions: 1). Where did Linda go? 2). Who did she go with? 3). How long was the journey?4). Did she enjoy it at the beginning?5). What did she see from the coach when they arrived? 6). How many models of places of interest are there? 7). Which places of interest did they see? 8). Where can Lindas mother see the photos of her trip? E: Complete Part C2 on page 43. 3. Practice: Learn by heart the following useful expressions from the passage on a trip: (Refer to the aboveTeaching contents).4. Reading aloud:Read the passage aloud skillfully and remember the facts on Lindas trip.5. Class work design:A: Ask the students to learn useful expressions from the passage by heart; B: Complete the English sentences according to Chinese given. These sentences are adapted from the useful expressions and sentences in this period. Period Three Reading (II)Teaching contents:Words and expressions: their school trip to; traffic; be made of; feel sick; interest; join in; teach oneself how to do sth.Sentences:1). It was boring. / It was an amazing day. 2). It is made of metal and really tall.3). We just wanted to go into the park and enjoy oourselves. 4). There are over a hundred places of interest from all over the world. Three dimenional objectives:Knowledge:1. Read the passage to learn something about this journey; 2. Revise and expand the knowledge of the places of interest in the world;3. Learn to describe ones feeling with the correct adjectives.Abilities: 1. Analysis the passage and pick up the correct adjectives to describe ones own feeings about a trip; 2. To enable the students to write a letter about ones trip to an interesting place. Emotion:To enable the students to write something about their feelings on their own trips to places of interest at home and abraod, especially to use the correct adjectives to describe the trip experiences. Key points and difficulties:1. How to choose the correct adjectives to describe the experience about their trips; 2. The usage of the reflexive pronouns, especially the difference between the singular forms and plural forms;3. The usage the conjections but, and and or.Analysis of students learning and teaching ideas：This is a new teaching seesion and a practice seesion as well. I mainly show the language points and something difficult to understand in the passage. So in interpretation and demonstration, I will involve a certain number of exercises to consolidate what they are learning in class. On the other hand, I think it will be a little hard for the students to select the adjectives or phrases which describe the feeling on a trip. So I should give them a hand to show which of adjectives can express the feelings on travelling. While presenting the adjectives on the feelings on a trip, I will help the students to get the overall understanding of the passage. Teaching preparation：A recorder and some pictures. Teaching procedures：1: Warming-up: A: Go over the key phrases and useful sentences learned last period, and check their homework which were asked to finish after class; B: Ask the students to read aloud the passage so as to recall the facts of Lindas trip experience to the World Park in Beijing. Go over what the students learned last periond. 2: Practice: A: Guide students to divide the passage into short paragraphs so as to get more overall understanding of he passage; B: Scan the passage for the adjectives, which are used to describe the feelings about Lindas trip to the World Park in Beijing.ParagraphsAdjectivesPara. 1wonderful; interesting; great; did not enjoyPara. 25boring; felt sick; very excited; did not feel sick; ennjoy ourselves; wonderful; couldnt believe my eyesPara. 67amazing day; greatC: Scan the passage once again, and list up the key words and phrases of the each paragraph. Para. 1: a wonderful day-interesting places, invited me to, a great day, at the beginning;Para. 2: yesterday morning-met, got on, took about two hours, got better, highway, felt sick;Para. 3: arrived at-blue, beautiful, excited, from the coach, made of, tall, got off, did not feel sick, go into, enjoy ourselves;Para. 4: inside-in front of, from all over the world, small but wonderful;Para. 5: pyramids-the Golden Gate Bridge, back home, cant believe my eyes, wonderful;Para. 6: an amazing day-the best part, the music, join in; Para. 7: see some photos-taught himself how, look at, for yourself.D: complete Part B on page 42.3. Presentation: I will show the key points and the difficulties on the board, and ask the students to wirte down what I will say. (Refer to the above Key points and difficulties).4: Production: Ill get some students to retell the passage with their own words accroding to the key words and adjectives describing the feeling on a trip. 5. Class work design: A: Write down their summary of the passage; B: Complete the English sentences according to Chinese given. These sentences are adapted from the useful expresions and sentences as well.Period Four VocabularyTeaching contents:Words and expressions: beauty; Tiananmen Sqaure; travel by underground; ride a bicycle; view; laoshe Tea House; the Summer Palace; The Palace Museum; Wangfujing StreetSentences: 1). We can ride a bicyle to Tiananmen Square from home. 2). Take the underground to Deshengmen and then take a bus there. 3). You can take a taxi around the centre of Beijing to learn more about olf Beijing. Itll be expensive but fast. Three dimenional objectives:Knowledge: 1、 To identify the famous scenic spots in Beijing; 2、 To learn the names of the transportation, such as bus; taxi; underground; bicycle, ect.Abilities:1). Use the right expressions of tourism means of transportation.Emotion: 1、 To learn how to talk about a trip; 2、 To enable the students to get more and more iinterested in travelling.Key points and difficulties:1、 The use of the infinitives; 2、 The names of the interesting places iin Beijing; 3、 The names of tourism means of transportation.Analysis of students learning and teaching ideas： Some places of interest and activities to do in Beijing are introduced in this part, and the means of transportation to get there are presented here as well. Of course, the students must be ineterested in the interesting places in Beijing. So I can get this great chance too teach them more about trips and tourism means of transportantion to Beijing. Although, the means of transportantion are getting more and more advnced these days, the students are likely to be a bit strange to modern means of transportation.Teaching preparation：Some pictures of interesting places in Beijing, a tourism map of Beijing and some pictures of the means of relevant transportation. Teaching procedures：1. Warming-up:A: Revise Reading by asking the following questions: 1). Where did Linda go with Kittys class? 2). Why did she feel sick at the beginning? 3). When they arrived at the World Park what did they see from the coach and how did they feel? 4). What was the best part of the day? 2. Prestentation:A: Ill present some pitcures of Beijing, which are about the fampuse scenic spots in Beijiing, such as, Laoshe Tea House, Wangfujing Street. The Graet Wall, the summer Palace, the Palace Museum, etc. Look, do you know where it is? Yes, it is Laoshe Tea House. What can we do there? We can drink special Beijing tea and enjoy the wonderful Beijing Opera in it. B: Have the stduents talk about the pictures I show them like the following.C: Present the key and useful phrases on the board while talking about these pictures, and Ill guide the students to read them aloud. C: Books open to page 44. Have the students complete Part A and Part B. 3. Interaction:A: (Between the teacher and students): Where do you want to go most? Why do you want to go there? How do you get there? B: Ill be designated some certain places, and ask the students to talk about: 1). Why do you want to go there? 2). How can we get to the . from ? C: Each student think of a place to write down in the notes and hand it to the teacher. Then let out one student to slip one piece of note in front of the class, according to what was wriiten in the note, he should describe how to get to the designated location.S1: This place is far away. We can take the _to _, and then ta