江苏省东台市唐洋镇中学八年级英语上册《Unit 3 A day out Reading 2》教案 牛津版.doc

unit 3 a day out reading 2教案teaching goals to read the passage again, focusing on language points and sentence patterns to figures out the way in which the writer wrote the passage to learn to write about a trip in an informal way teaching proceduresstep 1 reading the text togetherget the students to read the text together. and then give them a very simple outline of the passageand help the students to retell the text. at the school gate,. on the way, .at the gate of the world park, .inside the world park, .the best part of the day, .photos of the tripget the student to finish part b, page 42. check the answers and read the dialogue. step 2 reading the text againget the students to read the text again. get the students to work in groups of four and try to figureout what each paragraph is about. part 1 a brief introduction to the trip. (para. 1)part 2 on the way to the park(para. 2)part 3 at the gate of the park(para. 3)part 4 inside the park(para. 4-6)part 5 photos of the trip (para. 7)step 3 reading the passage paragraph by paragraphhave a wonderful timeget some of the students to read the passage paragraph by paragraph, focusing on explaining the language points. a brief introduction to the tripinvite sb. to do sth.(not) enjoy it at the beginninggot on a coach, take about 2 hourson the city roads, a lot trafficon the highway, get betterit was boring on the way to the parkfeel sick for most of the tripa day out the sky was blue and everything was beautifulsee the eiffel tower, became excitedat the gate of the parkgo off (not) feel sick go into the park and enjoy ourselves there are models of a hundred places of interest from all over the worldthe pyramids, like the real onesinside the park couldnt believe ones eyes golden gate bridge, like the one back hometeach oneself how to make a home pagephotos of the trip go and see for yourself! put his photos on it for everyone to look at one thing to mention here is that i dont mean to give the student such a huge structure to copy or to remember. what i want to do here is to help the students get the relations between paragraph and paragraph, between sentence sentences. this will definitely help them to improve their writing ability as well as the ability to organize their oral speeches. step 4 reading the sentencesas we are figuring out the outline, read the sentences and stop where language points can belocated. 1) kittys teacher mr. wu invited me to join in their school trip to the world park. (l. 4 5)yesterday morning mr. wu and the other students met kitty and me at the school gate. (l. 7 8)2) then we got on a coach. (l. 8)we all got off quickly. (l. 15)3) the trip from kittys school took about two hours. (l. 8 9)it took about two hours from kittys school to the world park in beijing.4) there was a lot of traffic on the city roads but it got better when we were on the highway. (l. 9 11)the music was great. (l. 25)5) finally, we arrived at the world park. (l. 12)6) the sky was blue and everything was blue. (l. 12 13)7) we became very excited when we saw the eiffel tower from the coach!(l. 13 14)it (the trip) was boring. (l. 9)it was an amazing day. (l. 24)8) kitty and i did not feel sick any more. (l. 15 16)9) we just wanted to go into the park and enjoy ourselves.(l. 16 17)go and see for yourself! (l. 29)10) there are over a hundred places of interest from all over the world. (l. 19)over = more than11) the pyramids looked just like the real ones in egypt. (l. 21)the golden gate bridge looked just like the one back home too. (l. 21 22)12) you can see some photos of the trip on the internet. (l. 27)13) kittys classmate daniel taught himself how to make a home page.(l.27 28)14) he put his photos on it for everyone to look at. (l. 29)well, i dont think it is a good way, if you just read, underline and then translate. what we should do here, form my point of view, is to get the students to find more s