牛津8B英文全套教案4.doc

牛津8B英文全套教案4 Period 4 Vocabulary(Words about computers)Teaching goals To identify words about the computer To understand the functions of different parts of a computer To use appropriate nouns to talk about computer functions and applications To describe the uses of different computer accessoriesTeaching proceduresStep 1 Having a free discussion A: Do you have a computer? B: Yes, I do. A: What do you use it for? B: I use it to search for information. A: Why?B: Because its fast and easy.A: How often do you use it to search for information? B: I use it to search for information every week. Work in pairs, and the underlined words can be replaced. Step 2 PresentingWe have known that we can use computers for drawing and designing, playing games, writing computer program, etc. Do you want to know more about the computers? (Show pictures in Part A1 on page 46.) Lets learn the different parts of a computer. Explain the parts one by one. (Addition words: floppy disk, program, hard disk, cursor)Step 3 PractisingDaniel is looking for some information about computers on the Internet. Now I say a sentence, you tell me what it is or what it is used for. 1. You use this set of keys for typing. (keyboard)2. Sets of instructions that control your computer. (program)3. A machine that puts your words and pictures onto paper. (printer)4. You can se words and pictures on it. (screen)5. You move it with your hand to move the cursor on the screen. (mouse)Step 4 PractisingSimon has bought a new computer. Her cousin Annie is asking him some questions about it. Complete their conversation in Part A2 on page 46, and then work in pairs to act it out. Step 5 Playing a gameA Computer BingoYou are to draw a grid of nine squares in their books. You then write the words from Part A1 in the squares in any order. I will read out words from the list randomly and you are to keep a record of the ones I call out. You shall cross out the words when you hear them. Step 6 Doing homeworka. Read and learn these words and sentences by heart. b. Translation 1. 打印机能把字和图片打印到纸上。2. 我刚刚把信息储存到硬盘上。3. 我的新电脑比旧电脑要快的多。 4. 你可以在屏幕上选择一个图标，然后点击它来获得更多的细节。 (Keys: 1. A printer prints words and pictures on a piece of paper. 2. I have just saved this information in my floppy disk. 3. My new computer runs much faster than my old one. 4. You may get more detailed information by choosing a icon on the screen and clicking it.)Period 5 Grammar I(Passive voice)Teaching goals To identify and use the passive voice To recognize and understand the context for using the passive voice To become familiar with the function of the word by to indicate the agent who does somethingTeaching proceduresStep 1 Having a revisionWhats your best friends name? His name is Simon. / He is called Simon. Whats this called? (Show a picture of a computer) It is called a computer. What are they called? ( Show the different parts of the computer) .It is called a screen, a mouse, Step 2 Presenting (Show an educational CD-ROM called Around the world in eight hours。) What do we call it? We call it an educational CD-ROM. (Active voice) It is called an educational CD-ROM. (Passive voice)Who is the designer? Nancy Jackson designed it. (Active voice) It is designed by Nancy Jackson. (Passive voice) We use the active voice when it is important to know who performs the action. We can also use the passive voice when： 1. it is obvious who performs the action. Word processing skills are taught in our computer lessons. 2. we do not know or do not want to know who performed the action. The printer was sold already. 3. we think the action is more important than the person who performs the action. Educational CD-ROM are sold in many countries. We can also introduce the person who performs an action with the passive voice using by. We put by and the name(s) of the person(s) at the end of a passive sentence. Step 3 Arriving at a conclusion We use am, is, are + past participle to form the passive voice in the simple present tense. We use was, were + past participle to form the passive voice in the simple past tense.Step 4 Doing additional exercises Change the active voice into the passive voice:1. We clean the classroom every day. 2. He waters flowers twice a week. 3. The teacher wrote some words on the blackboard yesterday. 4. Jim saw a nice film last week. Step 5 Practising Millie wants to buy a new computer. Now she is at Sunnyside Shopping Mall. Complete the conversation in Part A1 on page 48. Step 6 Doing homeworka. Review the use of the passive voice b. Rewrite the text in your own point of views.Period 6 Grammar II(Passive voice with by)Teaching goals To consolidate the passive voiceTeaching proceduresStep 1 Having a revisionAsk the student to say the structure of the passive voice. I am You / We / They are + past participleHe / She / it is I was You / We / They were + past participleHe / She / it was When can we use the passive voice? Change the following sentences into passive voice: 1. People make this kind of computer in Beijing. 2. People use this kind of computer widely. 3. My father mended the computer for me. 4. Mum often washes clothes for us. 5. They search the information on the Internet. Step 2 Presenting Millie has bought a computer like Simons. However, she doesnt know how to open her e-dictionary on the computer. She called Simon and asks for help. Now I am Simon, I tell her how to do it. Then you try to change them into passive voice. 1. You close the window.2. You restart the computer. 3. You check the settings. 4. You connect the keyboard to the computer. 5. You double-click on the auto-run icon. Complete the conversation in Part A2 on page 48, then read it and act it out. Step 3 Practising 1. Simon has bought a new educational CD-ROM called Saving princess Laura. Before he can play the game, he must pass a test. (Show the pictures in Part B1 on pages 50-51 to the students.) Help Simon pass the test by rearranging the words to form correct sentences. 2. Millie has bought a new educational CD-ROM. Daniel is asking her some questions about it. (Show the profile of the game to the students.) According to the information about the CD-ROM, complete the conversation between Millie and Daniel in Part B2 on page 51.Step 4 Doing additional exercises Complete the sentences in the passive voice. Use the correct forms of the verbs in the box. build, eat, paint, steal, catch, grow, sell, write 1. This picture _ By Millie. 2. Coke _ all over the world. 3. Rice _ in China. 4. Some money _ from the bank yesterday. 5. The thieves _ by the police. 6. This flat _ in 1986. 7. This newsletter article _ by Daniel. 8. All the snacks _ before the party ended. (Keys: 1. was painted 2. is sold 3. is grown 4. was stolen 5. were caught 6. was built 7. was written 8. were eaten) Step 5 Homeworka. Go over what we have learnt. b. Correct the mistakes in the following sentences. 1. Word processing skills is taught in our school. 2. Football is played by all over the world. 3. The printer didnt sold last month. 4. The book was bought by I yesterday.5. The old people are spoken politely. (Keys: 1. Word processing skills are taught in our school. 2. Football is played all over the world. 3. The printer wasnt sold last month. 4. The book was bought by me yesterday. 5. The old people are spoken to politely. )Period 7 Integrated skillsTeaching goals To recognize keywords about computer programs To identify keywords about topics and sub-topics in the context of a conversation about an educational computer program To use key information given in a description and identify relevant additional details by listening To develop intensive listening skills by completing a description and identifying symbolsTeaching proceduresStep 1 Having a brainstormingAsk the students to say as much as possible about the computers.Step 2 Presenting Do you like traveling? How do you travel to other places? Do you think if it is possible to travel at home? There is a new educational CD-ROM called Daily English. Do you like it?Step 3 Listening to the tapeMillie is listening to a radio interview about this CD-ROM. She has downloaded a description of it, but some of the words are missing. Listen to the first part of the interview, finishing part A1 on page 52. Then try to answer the following questions: 1. What does this new English course include? 2. Is it only good for tourists? 3. What can people learn from it? 4. How many topics are there in this course? 5. Who is the guide? Step 4 Presenting We know there are some icons on the computer. Different icons have different functions. There are also five icons in this new English course. (Show the icons.) First, ask students to guess their names and functions. Step 5 ListeningThe second part of the description is about the different icons. However, the icons and their functions got mixed up because of a virus. Listen to the second part of the interview. Finish Part A2 on page 50. Step 6 Completing the e-mail Millie is writing an e-mail to Sandy. She wants to tell her the CD-ROM program Daily English, but she has forgotten some of the details. Can you say something? Its an English course from Australia. It includes a book and five CD-ROMs. Its good for students and tourist. We can learn using the telephone, asking and answering questions, talking about the weather and the time. Finish Part A3 on page 51.Step 7 Practising Sandy is using Daily English, but he has some problems. So she is asking Millie for help. Listen to the conversation on page 53. Then make a similar dialogue. Step Homeworka. Read the two passages and try to learn it by heart. b. Translation 1. 当你有危险时，你可以向警察求救。 2. 在这套软件里许多主题被涉及。3. 我打算在晚上定购一个包裹。4. 你能告诉我怎样启动这个教育软件吗？5. 屏幕上出现了一只猫。(Keys: 1. When you are in danger, you may call the police for help. 2. Many topics are covered in this package. 3. I am going order a package tonight. 4. Can you tell me how to start this educational program? 5. A cat appears on the screen. )Period 8 Study skillsTeaching goals To develop sorting and categorizing skills To develop an understanding of relationships between a variety of words and ideas To categorize vocabulary and ideas according to different types of informationTeaching proceduresStep 1 Having a brainstorming Ask the students to tell about different uses of the computers. Ask the students to name different parts of the computers. Step 2 Presenting We can organize similar objects or ideas together in groups. This helps us see patterns and relations. Putting things in categories helps us keep them organized. Ask students if they keep their CDs in categories, and if so, ask how they sort them. There are different ways of sorting things. For example, a CD collection can be sorted by title, name of singer and type of music, etc. Step 3 Practising (Show Part A on page 52. ) The students can be divided into three categories. Ask students to put the words from the box under the correct headings in Part A. Ask more able students to add extra words to each category. Show students the headings in Part B. Tell them to re-order the words from Part A and put them under the correct headings in Part B. Ask more able students to put the extra words they added in Part A under the correct headings in Part B. Step 4 Presenting Mr Wu has written the topics for a composition on the blackboard and is asking students to organizing them into paragraphs. Read the topics. Which paragraphs would you put them in? Finish Part C on page 54. Step 5 Playing a gameDivide the class into five teams. Give each team a card showing these headings: vegetables, sports, colors, items of clothing fruit, jobs, animals, countries, weather words. Ask each group to think of as many word as possible. Step 6 Homeworka. Review what we have learnt.b. Try to think of some headings and remember more words in the same categories. Period 9 Main taskTeaching goals To select, organize and present information To develop an understanding of the key components of writing articles or creative stories To write for an audience and adapt style accordingly To present an article about a favorite educational computer game Teaching proceduresStep 1 Taking a free discussionA: What do you often use your computer for? B: A: Is it often used for playing games? B: Yes. A: Whats your favorite educational computer game? B: Its A: Why? B: BecauseStep 2 Having a revision1. Ask the students to say something about Around the world in eight hours. Then ask the students to write a profile according to the passage. 2. Show the profile of Travel in space. Ask the students to say something about it with their own words. Step 3 PresentingI have another educational computer game called Online traveler for you. Show the profile on page 55 to the students. Ask the students to read the profile, trying to get the information to answer the following questions. Finish Part B on page 55. Step 4 Reading the article Daniel likes Online traveler best. Now he is writing an article about it. Help him finish Part C on page 5. Then read it aloud. Step 5 Writing If you want to join the writing competition at your school, how would you write an article about your favorite educational computer game? First, think of your favorite educational computer game and write a profile of it, and then write the article. Second, read your article to the others. Step 6 Homeworka. Memorize the flow chart and read the passage aloud.b. Write an article about your favorite educational computer game. Period 10: CheckoutTeaching goals To assess students ability to formulate passive sentences To review vocabulary related to computers To allow students to check their progress and ask any questions they may still haveTeaching proceduresStep 1 Having a revision (Show the students a computer and different parts of it.) What are they? What are they used for? / What are the uses of different parts of a computer? Finish Part B on page 57. (Revise vocabulary.) What do you use your computer for?. (Revise Welcome to the unit.) We have known a lot about computers. The Computer Club is holding a competition to test their members computer knowledge. Daniel has entered the competition. Read the following questions and help him answer them. Finish Part A on page 57. Revise the passive voice.Step 2 Finishing exercisesFilling in the blanks with the correct tenses and voices1. A number trees _ (plant) every year. 2. An English book _ (read) by me yesterday. 3. The old people _ (speak) to politely. 4. The classroom _ (not clean) yesterday. 5. _ you _ (ask) to join Millies birthday party? 6. The teachers _ (listen) carefully by the students. Step 3 Having a revision Ask the students to say something about the following CD-ROMs. Around the world in eight hours (Revise Reading) Saving Princess Laura Travel in space (Consolidate the passive)“Daily English (Revise Integrated skills) Step 4 Finishing exercises Translations: 1. 这本书是我写的。2. 这些车什么时候将卖完？3. 信息刚才被储存到硬盘上。4 . 什么东西出现在屏幕上了？5. 这个游戏是被谁设计的？6. 这个游戏将被设置在火星上。(Keys: 1. This book is written by me. 2. When will these cars be sold out? 3. The information has just been saved on the hard disk. 4 . What appeared on the screen? 5. By whom is this play designed? 6. This game will be set on the Mars. ) Step 5 Homeworka. Go over the whole unit and get ready for the coming test. b. Try to tell your parents or your friends your favorite educational computer game. UNIT FOUR A CHARITY SHOWPERIOD 1: COMIC STRIP WELCOME TO THE UNITTeaching Goals?To introduce a specific activities students can do to help a charity.?To activate existing knowledge about doing charity work.?To become familiar with different ways of making suggestions.?To activate students interest in local charities and what they do.Teaching ProceduresSTEP 1 Having a revision and presenting(Show the ad. in Book 7A to students) Do you still remember the ad? What do Millie and Simon want to do? ( They want to help the children from poor areas in China.) We call such an activity a charity. The charity that helps schools and students in poor areas is called “ Project Hope”. What other charities do you know? Introduce “Project Green Hope”, “Save Chinas Tigers”, “ Spring Bud Project” to students. Then ask them to finish off Part B, on Page 61.STEP 2 DiscussingWhat can we do for charity? Help students to answer: We can raise money for charity. How to do it? Lets discuss. (Show the students the pictures on Page 59 one by one) Ask: What are they doing?Picture1: They are selling books.Picture2: He is advertising on t he Internet.Picture3: They are giving out leaflets to ask people to donate money.Picture4: They are having a charity show.Ask students to finish off Part A on Page61.What is the goal of these activities? (To raise money/fund for charity)So they are called fund-raising activities.What other fund-raising activities do you know? Encourage students to think of more fund-raising activities.STEP 3 Extension activityDo a class survey. Ask students which type of activity they would like to be involved in if they want to raise money for charity. Encourage them to come up with other suggestions not mentioned in Part