牛津英语8BUNIT2初二下Word文档下载推荐.docx

1、 （Yes. He is going on a trip.）Does Hobo want to go too?（Yes.）How does he feel?（Hes very excited）Why is Eddie unhappy in the last picture?（He has to carry a heavy bag.）Step2. Ask Ss to talk about what people should take when they go on holiday in groups. Tell them to write the items on the blackboard

2、 if they have any ideas.Step3. Ask Ss to read with partner and try to perform Hobo and Eddie according to the comic strip. Then ask three or four pairs to perform this conversation before the class. Step4. Pay attention to some useful expressions: join sb.=go with sb. Let sb do sth: Let me have a lo

3、ok. take and bring Assignment: Make a dialogue according to the comic strip. Exercise:I. 英汉互译1. 去旅行 5 对某人而言有趣的一天2. 去划船/购物 6 the Great Wall3. 某人出去 7. Leaning Tower of Pisa4. 带某物到某地 8. Statue of LibertyII. 句型转换 can I go with you?（同义句） Can I _you? People can take photos there.（划线部分提问） _ _ people _ here

4、? I am going on a trip.（划线部分提问） _ _ you _?The second period Welcome to the unit1.To introduce well-known attractions in foreign cities and popular places of interest2. To activate general knowledge about the world and identify activities which people do on holiday3. To start students thinking about

5、different places in the world.Teaching procedures:Step1. T introduces background information:There are many places of interest in China. Show Ss some photos and make Ss tell what they are. Apart from the ones, ask them if they have ever been to some other places.Step2. Talk about the photos in Part

6、A. Ask if Ss have ever visited or heard about any of them and make them speak out the names.Step3. Divide the class into pairs. Tell Ss to work together to fill in the blanks with words from the box. Step4. Review answers as a class. Ask more students to write down the country where each of the sigh

7、ts can be found. Write the countries on the blackboard in random order and ask some Ss to match the places with their corresponding countries.Step5. Ask Ss to work in pairs to talk about each of the photos. Tell them to use Daniel and Millies conversation in Part B as a model. Encourage more Ss to e

8、xpand the model conversation to include things they know and want to do themselves. Model: S1: Whats this? S2: Its the Great Wall of China. What can people do there? They can go walking there. Step6. Ask Ss to talk about the places they have visited and what they did there.Make sure that Ss can reme

9、mber the places of interests and their corresponding country names.I. 根据汉语提示完成句子 It _（一定很有趣）5. Let me _（带他出去几个小时吧）6. He is _（整理行装）. He wants _（所身携带所有东西）7. We can _（看到美丽的风景）.II.用所给单词的正确形式填空8. It is my _ （three） day in China.9. He spend two hours _（read） English every day.10. It is one of _（famous）par

10、k in the world.11. They went to the restaurant as soon as we _（arrive）12. This song sounds so _（beautiful） that I want _（dance） to it.13. My daughter has a _（love） Hello Kitty purse.III. 改错 The new book must be very interesting. Let Millie go ski with us this afternoon. Please bring the umbrella wit

11、h you. It is raining outside. Yesterday I walked to school on foot. The third period To read a letter about a holiday in Japan. To expand vocabulary to talk about traveling. To identify specific details by answering questions.Background information:Sanrio Puroland is a multi-level indoor theme park

12、located in Tama City, Tokyo. It features all the Sanrio characters, the most famous of which is hello Kitty. That explains why many people call this theme park Hello Kitty Land. The Hello Kitty character first appeared on a purse in 1976 and has grown in popularity ever since.Part A:Step1 Ask Ss if

13、they or their families have been to Japan. If no, T says something about Japan simply.Step2 . Ask Ss if they know any theme parks around the world, e.g., Ocean Park, Disneyland, Suzhou Amusement Park, etc. Ask which characters are featured in the theme park they have mentioned. Explain the context o

14、f the reading passage. Step 3 Listen to the tape about the reading, and then ask Ss to read the text by themselves again. Step 4 Ask Ss some questions to check their understanding and encourage Ss to think more about the topic. Step 5 Ask Ss to read the letter again and to find out the details of th

15、e letter according to the clue of time and different places.Step 6 Ask Ss to find out the language points in the letter and analyze them.Part B:Step 1 Explain the context of Part B1 and remind Ss the words can be found in the reading on Page22 and 23. Step 2 Tell Ss to work on their own to complete

16、Part B1. Step 3 Ask some volunteers t read the Sandy and Mays completed conversation.Step 4 Tell Ss to read the letter on page22 and again, and use the information there to help them to complete Part B2-Sandy is showing the photos to her classmates.Step 5 Ask four Ss to read out one caption each and

17、 ask others to put the pictures into the order in which they were taken.Part C and D:Step1. Explain the context of Part C. Sandy is making notes about what she and her family saw and bought at Sanrio Puroland.Step2. Ask what the items in the pictures at the top of the table represent. Elicit Hello K

18、ittys bathroom, parade, stationery, Hello Kittys biscuits sweets and Hello Kittys purse.Step3. Ask Ss to put ticks in the correct boxes to show what Sandy and her family saw and bought at Sanrio Puroland.Step4. Review answers as a class. Clarify any misunderstandings.Step5. Divide the class into pai

19、rs. Ask Ss to work together to complete the conversation in part D.Step6. When Ss have finished, ask them to read out the completed conversation to the class and role-play the conversation in the class. Finish the exercises about Reading in workbooks. 过得很愉快 6. spend the whole day 看上去漂亮 7. an indoor

20、theme park 照相 8. later in the afternoon 给某人买某物 9. the best part of the day 等候几个小时 10. jump out of 用所给动词的适当形式填空 One of them is _（travel） to Tokyo next month. Mothers Day is coming. But he _（buy）a present for his mother yet. Last week we _（watch） the parade through the window. Look, some _（dance） to t

21、he music. Others _（clap） their hands. My friend waved to me while I _（walk）along the street. 判断正误 sandy and her parents went to Hello Kittys house. sandy has bought a lovely Hello Kitty purse for her cousin. They had lunch in the Hello Kitty house. The best part of the day was the parade. Hello Kitt

22、y wore the red bow on her right ear.IV. 同义句改写 I will show my friend these photos when I come back.I will show these photos _ my friend _ _ _ I come back. He was too tired to get up early.He was _ tired _ he could not get up early. The dress is very beautiful. I want to buy it very much.The dress is

23、_ beautiful _ I want to buy it very much. I started to do my homework at once after I came back home from school.I started to do my homework _ _ _ I came back home from school.V. 根据汉语完成句子1 表演者花了数小时游行通过公园。2 我最喜欢那个戴着蝴蝶结的玩具熊。3 我们变得如此兴奋，以至我们无法停止跟着音乐起舞。4 MILLIE的母亲一到家，MILLIE就朝她跑过去。5 他边等边看书。The fourth peri

24、od Vocabulary To develop an understanding of suffixes To use appropriate adjectives in context, using the correct suffix to indicate positive or negative meaningsStep 1 Remind students that they learned about prefixes in Book 8A, Unit 5. Tell them that a suffix serves a similar purpose, but it goes

25、at the end of a word. Tell them that the suffix -ful means full of or having the qualities of, e.g. colourful, thoughtful. The suffix -less means without, e.g. meaningless, hopeless.Step 2 Tell students that some nouns can take either suffix, some can only take -ful some can only take -less and some

26、 can take neither.Step 3 Read out the examples in the table at the top of gage 26. Ask students t think of some sentences using the positive and negative adjectives listed. Write the sentences on the board.Step 4 Ask students to read the list of nouns in Part A. Check students understanding of each word.Step 5 Ask students to complete Part A. Tell them to use a dictionary for words they are not sure of.Step 6 When students have finished, ask nine students to read out one row of the table each. Write the words on the board so students can check their spelling. Tell more able