牛津版八年级英语Unit 3 教案
Warm-up activities
1 Review some keywords and phrases such as ‘exercise’,’climb’,’keep fit’ and ‘enjoy’. Ask students to look at the pictures and read the conversation between Eddie and Hobo.
2 Try to elicit from students the funny aspects of the comic strip. Allow students to express their feelings.
Ask two more able students to role-play the conversation in front of the class.
Presentation
1 Divide the class into groups of three. Set strict time limit of 1-2 minutes. Each student in a group reads one of the postcards in Part A. Ask students to underline the names of places mentioned in the postcard and add the names of the city and the country.
2 Encourage each student to take turns to explain the postcard to the other students in the group. Then students match the pictures to the text on the postcards on their own. Check answers in class.
3 Ask students to do Part B on their own, and then check answers with their partners. Check answers in class. Elicit sentences from students such as The Opera House is in Sydney, Australia.
Language points
Exercise, climb the hill, need to do, keep fit, come on, enjoy ourselves, take sb. to swh. , what happened there, the famous Harbour Bridge, the Opera House, the River Seine, the White House,
Homework
1 Learn the language points by heart.
2 一课三练 P.25
3 Preview the Reading Part.
 
Revision
1 Review key vocabulary according to the general ability of the class.
Presentation (Reading A)
1 Show the pictures of the World Park in Beijing. Elicit the names of the places or building.
2 Explain to students the context of the letter. Ask Who’s writing the letter? Who’s Linda? Who’s she writing to?
3 Read the letter to the class while students follow in their books. Try to read with expression.
4 Divide the class into groups of three and allocate one part to each group. Ask them to find adj., verbs or phrases in the letter, which describe how Linda felt that day. They can either underline the words they do not know or write them on a piece of paper. Then go through the words students have underlined.
5 Ask students in each group to go through the three sections in Linda’s letter and discuss the different feelings expressed in it.
3 Ask students to write a schedule of the day out indicating places and movements only. Ask them to list the key words.
6 Check students’ understanding. Ask comprehension questions.
Presentation (Reading B)
1 Ask students to read the conversation on their own.
2 Ask students to replace the underlined phrase with the correct words. Encourage less able students to find the words in the letter on page 36&37.
3 Ask students to compare answers in pairs. Then ask two students to read out the conversation in class to check the correct answers.
4 Ask students to write the list of new words and definitions in their vocabulary record books.
5 Divide the class into pairs and ask them to read the conversation.
Presentation (Reading C)
1 Do Part C as a class competition.
2 Ask students to close their books . Then read the sentences at random one at a time. Write them on the Bb only one at a time. Make it clear that students raise their hands when they are ready to answer.
3 Ask students to correct the false sentences. Allow less able students to open their books and find the correct information.
4 Talk to students about a home page to focus their attention on Part C2. Then ask them to sequence the pictures on Daniel’s home page on their own.
5 Check answers as a whole class activity.
6 Ask students if there are any disagreements. Encourage them to explain why they have selected a certain sequence in order to identify reasons for mistakes.
Language points (Part A)
Invite sb. to do, at the beginning, get on a coach, be boring, on the highway, feel sick, most of the trip, arrive at, be
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