初二年級(jí)教案活頁(yè)紙
總課題 8B Unit6 A charity walk
總課時(shí)10
第1 課時(shí)課題Comic strip and welcome to the unit課型新 授
目標(biāo)
知識(shí)目標(biāo) Have the Ss know sth. participating in charity events and how they can support charity events.能力目標(biāo)
To introduce different kinds of needs and disabilities
情感目標(biāo) To encourage Ss to talk about how they can help those people in need.重點(diǎn)Something about the people who need help
教學(xué)難點(diǎn)The same as the above
教學(xué)過(guò)程
教 學(xué) 內(nèi) 容
備課札記
The demands for pre-learning Period 1
I.Try to read the words and phrases of this period
教 師 活 動(dòng) 方 式
學(xué) 生 活 動(dòng) 方 式
Teaching steps:
Step 1
1 Have a free talk with the whole class to organize the teaching. 2 T asks Ss what a charity walk means. 3 Some Ss present the pictures about charity walk. Step2. 1. Ss listen to the tape of comic strip and read and then act it out. 2. T provides some information about the charity walk. Step3. Ss learn sth. on P92 about the main task. T Greet with the teacher freely.
Listen and try to understand what teacher has said.
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asks them to plan to get sth. ready for the task. Step4. Warm-up Ask students to talk about what they would take with them on a charity walk. Collect the lists and compare them. Step5. Welcome to the unit T presents some English notes about some words Step6. Deal with Part A on P93 Step7. Part B on P93: Ask Ss to read Amy and Daniel’s conversation in Part B. Then ask them to talk about the people in Part A and how their lives might be made easier. T provides some information as following: Step8. Extension activity Ask Ss to make a list of things they would find most difficult to do or they would miss most if they were blind, deaf, elderly, homeless, physically disabled or poor. Assignment: 1. Recite the conversation in the Comic strip 2.Writing: What can we do to help ( disabled/blind/elderly……) people? Divide the class into groups of four.
Look and say
Read out the answers
In pairs.
教學(xué)反思
初二年級(jí)教案活頁(yè)紙
總課題 8B Unit6 A charity walk
總課時(shí)10
第2 課時(shí)
課題A charity walk (Reading A )課型
新 授
教學(xué)目標(biāo)
1. 知識(shí)目標(biāo) 1 To recognize and understand information presented in a newspaper article. To understand related details and information.能力目標(biāo) To infer general meaning from pictures, titles and context. 2 to improve the students’ reading comprehension abilities
情感目標(biāo) To let the students be charitable教學(xué)重點(diǎn)To read for general information about Oxfam
教學(xué)難點(diǎn)The same as the above
教學(xué)過(guò)程
教 學(xué) 內(nèi) 容
備課札記The demands for pre-learning Period 2
I.Try to read the passage and get the main idea of it
教 師 活 動(dòng) 方 式
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Teaching steps:
Step 1
Step 1. Ask students whether they enjoy walking through country parks and ask them how far they would feel comfortable walking in a day. Then ask how much they know about Oxfam Trailwalker. Explain that Oxfam Trailwalker participants have to walk 100 kms in 48 hours, which usually means they cannot sleep for two days. Step 2. Ask whether students have participated in any other charity events.
Greet with the teacher freely.
Listen and try to understand what teacher has said.
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教 學(xué) 內(nèi) 容
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教 師 活 動(dòng) 方 式
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Step 3. Listen to the tape about the reading and then ask the students to read the article by themselves. Step 4. Ask students to answer some questions about the reading to check their understanding about the passage. 1 When did Oxfam Trailwalker start? 2 Who is helped by the money that is raised? 3 When is Oxfam Trailwalker held? 4 Who can join Oxfam Trailwalker? 5 What’s the aim of Oxfam Trailwalker? 6 Is Oxfam Trailwalker a difficult walk? 7 What’s the job of a support team? 8 What spirit must the members of the team have? Step 5. Ask the students to find out the language points and make up some sentences using some phrases. Step 6. Do a class feedback, checking the students’ understanding of the text and how they feel about this sort of event. Raise some general issues and encourage discussion. Step 7. Task 1 Retell the text based on some important phrases presented on the board. 2.Make up a dialogue according to the meaning of the passage.
Listen and read
Look and say
Read out the answers
In pairs.
教學(xué)反思
初二年級(jí)教案活頁(yè)紙
總課題 8B Unit6 A charity walk
總課時(shí)10
第3 課時(shí)課題Reading B
課型新授
教學(xué)目標(biāo)
知識(shí)目標(biāo)1. To identify specific meaning in different contexts 2. To check understanding by completing a conversation
能力目標(biāo) Be able to say sth about trailwalker
情感目標(biāo) Encourage them to be helpful 教學(xué)重點(diǎn)The useful phrases about Oxfam
教學(xué)難點(diǎn)The same as above
教學(xué)過(guò)程
教 學(xué) 內(nèi) 容
備課札記The demands for pre-learning Period 3
I.Try torevise the words and phrases about Oxfam
II. Try to retell the passage
教 師 活 動(dòng) 方 式
學(xué) 生 活 動(dòng) 方 式
Teaching steps:
Step 1 1 Have a free talk with the whole class to organize the teaching. 2 Ask students to match the words with the meanings in Part B1.
Step2 Ask four students to each read out one word and its meaning .Repeat the answers and clarify any misunderstandings.
Step3 Explain the content and instructions for Part B2. Tell the to look at the underlined words
Talk freely
Do it alone firstly，then check in pairs
and explain that they must find a word or words in the reading passage on pages 94 and 95 to replace each word or phrase. Step 4 Ask students to complete Part B2. Step 5 Ask two volunteers to read out the conversation , replacing the underlined words with the correct words/phrases from the reading passage. Ask students to check their own answers. Step 6 Tell students to read the headings in PartC1.Explain that each heading corresponds to a paragraph of the article on pages 94 and 95.Tell them to refer to the article and put the correct paragraph numbers in the blanks.
Step 7 Read out the headings and ask students to call out the paragraph numbers. Ask students to check their own answers and clarify any misunderstandings.
Step 8 Explain the context of Part C2.Tell the students to read the passage in Part A on pages 94 and 95 again and use the information there to complete the conversation.
Step 9 Read out Lily’s questions. Choose volunteers to give Ben’s answers .If any students have difficulties, Point out where they can find the answers in the reading passage.
Read out ，then check
Read it aloud
Practise it in pairs first ，then act it out
教學(xué)反思
初二年級(jí)教案活頁(yè)紙
總課題 8B Unit6 A charity walk
總課時(shí)10
第4 課時(shí)課題Vocabulary課型
新 授
教學(xué)目標(biāo)
知識(shí)目標(biāo)1. 1 To develop an understanding of compound nouns 2 To guess the meanings of compounds and create nouns using prompts能力目標(biāo) Be able to say sth about trailwalker with these words
情感目標(biāo) To encourage students to show love to those in need教學(xué)重點(diǎn)create new words by putting two words together
教學(xué)難點(diǎn)The same as above
教學(xué)過(guò)程
教 學(xué) 內(nèi) 容
備課札記The demands for pre-learning Period 4
Go on revising the words and phrases about Oxfam
教 師 活 動(dòng) 方 式
學(xué) 生 活 動(dòng) 方 式
Teaching steps:
Step 1 Review the useful expressions 英漢互譯: 1.重大事件之一 2.帶者疲憊的身軀走上山 3.學(xué)習(xí)團(tuán)隊(duì)精神 4.需要一起走完這個(gè)徒步行走 5.支持發(fā)展工程 6.group themselves into a team of four people 7.walk two days and nights without sleep 8.finish a 100-kilometre trail within 48 hours 9.keep you comfortable 10.an experience you will never forget 2 Retell the reading
Work them out alone ，then check them with the teacher
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Step2 Presentation
1.Ask the students T: What’s this? S: It’s a blackboard.
Write on the Bb ： black +board T: .What’s this? S: It’s a football.
Write on the Bb ： foot +ball Step3 Vocabulary
1.We can create new words by putting two words together. Sometimes we need to add a hyphen(-) between the two words. class + room → classroom fund + raising → fund-raising 2.Tell students the way of forming compound nouns. (1) n. + n. e.g., home town, football, raincoat, etc (2) adj. + n. e.g., wildlife, blackboard, etc (3) v-ing + n. e.g., waiting-room, sleeping-car, etc (4) v. + n. e.g., cross-country, pickpocket, etc (5) num. + n. e.g., first-aid, second-hand, etc 2.Tell students the way of forming compound nouns. (6) n. + n. e.g., home town, football, raincoat, etc (7) adj. + n. e.g., wildlife, blackboard, etc (8) v-ing + n. e.g., waiting-room, sleeping-car, etc (9) v. + n. e.g., cross-country, pickpocket, etc
Look and think
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(10) num. + n. e.g., first-aid, second-hand, etc 3.Tell students the way of forming compound adjectives. a) n. + adj. e.g., worldwide, world-famous, etc b) n. + v-ing e.g., fund-raising, peace-loving, English-speaking, etc c) n. + v-ed e.g., man-made, air-filled, grass-covered, etc d) adj.+ n-ed e.g., kind-hearted, bad-tempered, etc e) num. + n. + (adj.) e.g., 100-kilometre, 13-year-old, etc 4.Finish Part A and Part B. Step 4 Game
Divide the class into six groups. Give them two minutes to see how many compound words they can write. If the group writes the most words, it will be the winner.
Step 5 Test in class
教學(xué)反思
初二年級(jí)教案活頁(yè)紙
總課題 8B Unit6 A charity walk
總課時(shí)5
第5課時(shí)課題Grammar A課型
新 授
教學(xué)目標(biāo)
知識(shí)目標(biāo) 1. To learn and use ‘It is’+ adjective + ‘that’ to say how one feels about something能力目標(biāo) Be able to make sentences with ‘It is’+ adjective + ‘that’
情感目標(biāo)Encourage them to be helpful教學(xué)重點(diǎn)The same as above
教學(xué)難點(diǎn)The same as above
教學(xué)過(guò)程
教 學(xué) 內(nèi) 容
備課札記
The demands for pre-learning Period 9
Try to finish the exercises
教 師 活 動(dòng) 方 式
學(xué) 生 活 動(dòng) 方 式
Teaching steps:
Step 1 1 Have a free talk with the whole class to organize the teaching. Step2 Presentation
1. We have learned about using adjectives to describle someone/something. We can also use adjectives in different patterns to give information about someone/somethi 1)It is necessary that you train yourself before the walk. 2)It is important that you have your own support team. 3)It is clear that you are wrong.
In two teams
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3.Write some adjectives on the board, such as good, lucky, possible, surprising, etc. Ask students to make up sentences using the “It is” + adj.+ “that” structure. 4.Finish the exercises on page 99 and invite students to read out their answers. Step3 More practice
Ben and Lily are talking about Oxfam Trailwalker, write what they say using the adjectives from the box and the given phrases.
important lucky possible interesting nice surprising
1.we can walk 100 kilometres in 48 hours →It is possible that we can walk 100 kilometres in 48 hours. 2.there are so many different trees in the country parks Step4 Extension
Ask students to complete the following sentences with their own ideas. Using the structure they have learned in Part A It is important that…… It is tough that……Practise in groups
Try to speak as much as possible
教學(xué)反思
初二年級(jí)教案活頁(yè)紙
總課題 8B Unit6 A charity walk
總課時(shí)10
第6 課時(shí)課題Grammar B課型新授
教學(xué)目標(biāo)
知識(shí)目標(biāo) 1. To use ‘It is + adjective + to ? infinitive’ to describe actions and situations 2. To use ‘It is + adjective + for…+ to ?infinitive’ to specify the person one is talking about能力目標(biāo) To use the structures to construct sentences情感目標(biāo) To encourage students to show love to those in need教學(xué)重點(diǎn)To use the structures to construct sentences
教學(xué)難點(diǎn)The same as the above
教學(xué)過(guò)程
教 學(xué) 內(nèi) 容
備課札記
The demands for pre-learning Period 6
I.Try to read the words and phrases of this period according to the sounds
教 師 活 動(dòng) 方 式
學(xué) 生 活 動(dòng) 方 式
Teaching steps:
Part B: It is + adjective + to infinitive
1. Explain the structure is similar to the one learned in Part A, in which the adjective describes an action or activity. 2. Ask two students to read and explain the two examples in the grammar table on P100.
3. Check that students have understood the structure with the extra example: E.g.: tiring / up hills / It is / to run---It is tiring to run up hills. HK$6,000 / necessary / to raise / It is / at least---It is necessary to raise at least K$6,000.
4. Explain the context of the exercise before
Greet with the teacher freely.
Listen and try to understand what teacher has said.
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making the sentences, match the correct word with the picture. And then put the words into the right order.
5. Ask five students to read out the sentences loudly to check answers.
6. Make up more sentences by using ‘difficult / easy / exciting /
interesting / necessary.
Part C: It is + adjective + for… + to infinitive
7. Explain the structure in Part C is the same as the one in Part B except that we insert ‘for (someone) between the adjective and the ?to
infinitive to indicate who we are talking about.
8. Ask three students to read and explain the three sentences in the grammar table on P101.
9. Check that students have understood the structure with the extra example: E.g.: for him / It is / money / to donate / easy---It is easy for him to donate money.
HK$6,000 /for them / necessary / to raise / It is / at least---It is necessary for them to raise at least HK$6,000.
10. Ask students to complete ‘Work out the rule’ on their own.
11. Explain the context of the exercise. Tell students to complete the conversation using the words from the box.
12. Divide the class into pairs to role-play the conversation. III. Exercise: complete “grammar” in class
Read aloud.
Make new sentences.
Try to formulate the rules by themselves.
Role play.
教
學(xué)
反
思
初二年級(jí)教案活頁(yè)紙
總課題 8B Unit6 A charity walk
總課時(shí)10
第7 課時(shí)課題Integrated Skills課型新授
教學(xué)目標(biāo)
知識(shí)目標(biāo)1. To listen for general information about a charity walk
2. To focus on general meaning by identifying specific details in a
list of notes
3. To understand the information presented and to complete a letter based on the information from a radio programme
能力目標(biāo) To understand and speak out
情感目標(biāo) To let the students be charitable 教學(xué)重點(diǎn)To listen for general information about a charity walk
教學(xué)難點(diǎn)To focus on general meaning by identifying specific details in a list of notes
教學(xué)過(guò)程
教 學(xué) 內(nèi) 容
備課札記
The demands for pre-learning Period 7
I.Try to read the words and phrases of this period according to the sounds
II. Listen to the contents in this period for for several times
教 師 活 動(dòng) 方 式
學(xué) 生 活 動(dòng) 方 式
Teaching steps:
Part A: A charity walk
From the former reading passage, we know that trail-walkers have to walk through 8 country parks and over 20 hills and mountains. Among them
there is a South Hill for them to cover.
1. Explain the context. The students are organizing a charity walk. Ask students to read the information and answer
Read the information
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the following questions to check their understanding.
① Where is the South Hill?
② What is the height of the hill?
③ What can people do there?
2. Listen to the tape for the first time to get the main idea.
3. Listen to the tape for the second time and fill in the blanks after the tape.
4. Ask students to read out their answers to check.
5. Tell students to read the letter in Part A3 to find the information to complete the passage.
Part B: Speak up: tips for joining a charity walk
Trail-walkers have to plan everything together and it is necessary to carry everything with them. Can you give suggestions when Amy has a charity walk?
6. Students give out their own suggestions when they have a charity walk.
7. Explain the context of Part B. Students talk about what to take on a charity walk and what they should pay attention to.
Answer the questions.
Listen to the tape
Think and answer
Discuss the things to be taken with during a walk.
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8. Ss listen to the tape for the first time to get its main idea and repeat what they have heard when they listen to it for the second time.
9. Divide the class into pairs. Ask students to role-play the conversation.
10. Ask students to prepare their own conversation about going on a charity walk. Explain that one student should ask questions and the one should give advice and suggestions.
III. Exercise: Complete “Integrated skills” in class.
IV. Homework: prepare “Main task” and complete the preview
Listen and repeat.
Role-play
Have a conversation
教學(xué)反思
初二年級(jí)教案活頁(yè)紙
總課題 8B Unit6 A charity walk
總課時(shí)10
第8 課時(shí)課題Pronunciation課型新授
教學(xué)目標(biāo)
知識(shí)目標(biāo)To recognize the difference between the /w/ sound and the /v/ sound and pronounce them correctly
能力目標(biāo) To read the sound correctly
情感目標(biāo) 教學(xué)重點(diǎn)
To recognize the difference between the /w/ sound and the /v/ sound and pronounce them correctly
教學(xué)難點(diǎn)The same as above
教學(xué)過(guò)程
教 學(xué) 內(nèi) 容
備課札記
The demands for pre-learning Period 8
I.Try to read the words and phrases of this period according to the sounds
II. Listen to the contents in this period for several times
教 師 活 動(dòng) 方 式
學(xué) 生 活 動(dòng) 方 式
Teaching steps:
Part A: /w/ and /v/
1. Write the /w/ and /v/ on the blackboard and tell students to listen as the teacher pronounces.
2. Explain that when they make the /w/ sound, they push their lips forward and make the mouth round.
① Ask some students to read the words in Part A.
Listen and repeat.
Read
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② And then play the recording, making sure they pronounce it correctly
in each one.
3. Explain that when they make the /v/ sound, make sure that their top teeth touch the bottom lip. Remember to use their voice too.
① Ask some students to read the words in Part B.
②And then play the recording, making sure they pronounce it correctly in each one.
4. Tell students that in Part C, they will hear both the two sounds.
Ask them to look at them and pronounce first, then play the recording and ask the students to repeat the words.
5. Play the recording for Part D and tell students to follow along in their books. Divide the class to say the sentences.
Read the words.
教學(xué)反思
初二年級(jí)教案活頁(yè)紙
總課題 8B Unit6 A charity walk
總課時(shí)10
第9 課時(shí)課題Main Task課型
新 授
教學(xué)目標(biāo)
知識(shí)目標(biāo)1. To complete a flow chart and a web page article about a charity
event. 2. To order ideas using a flow chart.
能力目標(biāo) To describe specific details about an event and organize language and information to create a web page.
情感目標(biāo) To encourage students to show love to those in need教學(xué)重點(diǎn)To complete a flow chart and a web page article about a charity event.
教學(xué)難點(diǎn)To draw out the main line of the event.
教學(xué)過(guò)程
教 學(xué) 內(nèi) 容
備課札記
The demands for pre-learning Period 9
Try to read the flow chart of this period and try to fill in the blanks on Page 106
教 師 活 動(dòng) 方 式
學(xué) 生 活 動(dòng) 方 式
Teaching steps:
1. In this section students need to create a web page about a charity event. They are encouraged to use the given flow chart and model to develop their own ideas.
2. Ask and answer according to the flow chart:
① What is the event called?
② When will it be held?
③ Why is it held?
④ Where will it be?
⑤ Who can join the walk?
Ask and answer
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⑥ How can people apply to join the walk?
⑦ How long is the walk?
⑧ Which charity is being supported?
3. Explain the context of the Main task. Tell students to look at Part A.
4. Ask students to read through the web page in Part B. Tell them that they can find the information they need to complete it from the flow chart on P105.
5. Ask students to complete the web page on their own.
6. Ask six students to read out one completed paragraph each. Tell students to check their answers.
Part C: Writing practice
7. Divide the class into pairs. Explain the context of Part C. Students are working together to create their own web page organizing. Tell them to begin by producing a flow chart in order to organize their ideas. They can plan any type of charity event they like, such as a fun fair, charity show, bicycle ride, etc.
Read through the web page in Part B
Check the answers.
Working together to create their own web page
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8. Tell students to talk about which charity they want to support and why. Then brainstorm the key information that they should include in their own flow charts, e.g.:
① the name of the event
② what type of event it is
③ when it will be held
④ why it is held
⑤ where will it be h eld
⑥ who is organizing the event
⑦ who can participate…
9. Tell students to complete their own flow charts and present in class.
10. When students have finished their flow charts, tell them to use the information in the flow charts to design web pages according to the model on P106.
11. When the web page designs are completed, ask several students to
present them to the class for comment.
II. Exercise: complete “Main Task” in class.
IV. Homework: Complete exercise on P107/ summarize the key points of Unit 6.
Think about what should be included in a flow chart.
Present it to the class
教學(xué)反思
初二年級(jí)教案活頁(yè)紙
總課題8B Unit6 A charity walk
總課時(shí)10
第10 課時(shí)課題Checkou課型
新授
教學(xué)目標(biāo)
知識(shí)目標(biāo) 1. To review the adjectives constructions taught in the Grammar section
2. To review some of the new vocabulary students have learned in the unit
能力目標(biāo) To allow students to check their own progress
情感目標(biāo)教學(xué)重點(diǎn)To review the adjectives constructions taught in the Grammar section
教學(xué)難點(diǎn)To allow students to check their own progress
教學(xué)過(guò)程
教 學(xué) 內(nèi) 容
備課札記
The demands for pre-learning Period 9
Try to finish the exercises
教 師 活 動(dòng) 方 式
學(xué) 生 活 動(dòng) 方 式
Teaching steps:
1. Explain the context of Part A. Amy is writing an e-mail to her friend about a charity walk. Tell students to read the e-mail first, then select the correct words from the brackets to complete it. This is a self assessment exercise so encourage students to work on their own.
2. Read out the e-mail in Part A. Pause at the blanks and ask students to volunteer answers. Repeat the answers to ensure that all students have heard them clearly.
Select the correct words from the brackets
Read
教學(xué)過(guò)程
教 學(xué) 內(nèi) 容
備課札記
教 師 活 動(dòng) 方 式
學(xué) 生 活 動(dòng) 方 式
Ask students to check their own work and write their scores in the paw. 3. Ask students to read Amy’s thought bubble in Part B and look at the word tree. Point out that they should pay attention to the numbers in the tree as No.5 is at the top. 4. Tell students to complete the word tree. For weaker classes, remind students that all the words in the word tree are from the reading passage on pages 94 and 95. 5. Ask a more able student to read out Amy’s completed thought bubble. Tell students to write their scores in the paw.
Look at the word tree and complete it.
教學(xué)反思
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