新目标八下unit3全英教案

第一篇：新目标八下unit3全英教案

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Unit 3: What were you doing when the UFO arrived?

I.Analysis of the Teaching Material 1.Teaching Aims and Demands(1)Knowledge Objects: In this unit students learn to talk about past events and to tell a story.(2)Ability Objects: To train the students’ ability of listening, speaking, reading and writing.(3)Moral Objects: To be virtuous is to do good.Virtue is fairer than beauty.2.Teaching Key Points: Introducing the key vocabulary and target language.3.Teaching Difficulties: New language • I was standing in front of the library when the UFO landed.While the alien was buying a key ring, I called the police.• UFO, alien, took off, landed, arrived, bathroom, bedroom, kitchen, barber's chair, barber shop, standing, studying, cleaning, talking, cutting, cooking, eating, getting out, bought, got out, making, sleeping, buying, while, when II.Teaching Time: Six periods Section AAdditional materials to bring to class

• paints or markers and large paper for a class mural Language goal • Ask one student to leave the room and wait outside the door.Then ask different students to start doing different things.One student can walk around the room.Another can look out of the window.A third can stand on his or her chair.Ask all three students to continue doing what they are doing without stopping and then ask the student outside the door to come in.• Ask the student outside the door to come in and sit down.Then ask the three students who were walking around the room, looking out the window, and standing on a chair to sit down.• Ask the first student who was doing an action, What were you doing when(student A)walked in? Help him or her to answer(supplying the whole answer if necessary), / was walking around the room when(student A)walked in.Ask die class to repeat, He(She)was walking around the room when(student A)walked in.• Repeat this with the second and third students who were doing actions: / was looking out the window when(student A)walked in.Ask the class to repeat, He(She)was looking out the window when(student A)walked in.The third student says, 1 was standing on a chair when(student A)walked in.Ask the class to repeat, He(She)was standing on a chair when(student A)walked in.• Ask some other students the question.What were you doing when(student A)walked in? They may answer.-/ was sitting here when(Student A)walked in or/ was talking to Carlos when(Student A)walked in.1 a This activity introduces some key vocabulary.• Point to the sentences.Say each sentence to the class and ask the students to repeat it-Ask-students to explain what each one means.They can use actions and simple explanations.For example, for in the bathroom, a student can pretend to he brushing his or her teeth or taking a shower and say, 1 was in the bathroom.I was brushing my teeth or I was in the bathroom.I was taking a shower.For barber shop and barber's chair, you may want to draw simple pictures on the

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hoard showing two barber chairs in a barber shop with a barber cutting a boy's hair.• Point out the six people and read the letter next to each one.Then ask students to write the letter of each person in the write-on line in front of each sentence.• Point out the sample answer.• Correct the answers.b This activity gives students practice in understanding the target language in spoken conversation.• Read the instructions.• Point to the people in the picture in activity la.Say, You will hear a recording of a reporter talking to the people in this picture.• Point to the two phrases after each letter in this activity.Say, There are two phrases after each letter.Listen carefully and circle the phrase that tells what each person was doing.Point out the sample answer.• Play the recording the first time.Students only listen

• Point to the people in the picture as you hear about that person on the recording.• Play the recording a second time.This time ask students to circle the correct phrases.• Correct the answers.c This activity provides guided oral practice using the target language.• Read the instructions.• Point out the example in the sample dialogue.Ask two students to read it to the class.• Say, Now work with your partner.Start by reading the conversation in the box with your partner.The look at the other people in the picture and have conversations about these people.You can use words and phrases from activity 1b.• As they talk, move around the room checking their work.Offer language support as needed.• Ask several pairs of students to say their conversations to the class.2a This activity gives students practice in understanding the target language in spoken conversation.• Read the instructions.• Point to the sentences with write-on lines.Say, You will hear a recording of a reporter talking to several people.Please put a number I in front of the thing that happened first, a number 2 in front of the thing that happened second, and so forth.• Play the recording the first time.Students only listen.Point to the sentences.• Play the recording a second time.This time ask students to write the numbers in front of the correct phrases.• Correct the answers.2b This activity provides listening and writing practice using the target language.• Read the instructions.Point to the write-on lines in each sentence.• Play the recording.Ask students to write the word when or while on each line.• Play the recording again.Ask students to correct their answers.Grammar note Point out that the abbreviation UFO means Unidentified Flying Object—something that is flying through the air that is unknown(unidentified)here on earth.Say Many abbreviations using two or three letters have a period after each letter For example, N.Y means New York and M.D.means Medical Doctor.But some abbreviations do not use periods.We usually write the abbreviation UPO without periods.2c This activity provides guided oral practice using the target language.• Point out the picture.Ask students to say what each person is doing.• Read the instructions.Then point 10 the example in the sample dialogue-Ask three students to

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read it to the class.Say, Make conversations like this about the people in the picture.• Ask students to work in small groups.Move around the room checking the progress of the groups and offering help as needed.• Ask a group to say its conversation to the class.Grammar focus • Review the grammar box.Ask students to say the two forms of each statement.• Repeat the activities from the Language Goal section at the beginning of this unit using different students and different actions.For example, have a different student wait outside the door.Have three students in the classroom read a book, sit on the floor, and draw a picture on the board.• Ask the student outside the door to come in and sit down.Then ask the three students who were reading a hook, sitting on the floor, and drawing a picture to sit in their chairs.• Ask the first student who was doing an action, What were you doing when(student A)walked in? Guide him or her to answer, 1 was reading a book when(student A)walked in.Ask the class to repeat.He(She)was reading a book when(student A)walked in.• Repeat this with the second and third students who were doing actions.• Draw a long horizontal line across the board.Write the words / was drawing a picture on the line.Then make a star in the middle of the line and write the word's when(student A)walked in below the star.Point to the straight line and say This action continued for a long time.Then point to the star and say, This action happened quickly.Run your finger along the line as you say the words, I was drawing a picture.Then slap your hand on the board at the star as you say the words, when(student A)walked in.• Point out that the word when comes before a quick action that happens only once.The word while comes before an action that continues for some time.• Ask students to say other sentences with when and while from this unit(or from their own lives).Optional activity Describe an action that you did earlier in the day and that took only a moment to do and tell what time it happened.For example,/ ate and listened to the news at 7:00 this miming, Then ask students to tell what they were doing at that time using the words when and while.Help the students make the first few students make sentences like these: / was sleeping when he/she listened to the news.or When he/she was listening to the radio, I was eating breakfast.Then describe similar actions at different times and ask students to make sentences using when and while.3a This activity provides reading and grammar practice using the target language.• Read the instructions.• Look at the pictures with the students.Ask them to describe what is happening in each one.• Ask students to complete the work on their own.• Correct the answers.3b This activity presents an opportunity for students to measure their vocabulary production against their comprehension.Students may understand what they read, but it is also important that they be able to tell others what they understand.• Read the instructions.• Ask one or two students to epxiain what is happening in one of the pictures.为您提供初中英语教学资源

Encourage them with additional vocabulary they may have forgotten.• Ask students to complete the work in pairs.Remind them to use as many details as possible in their stories.Students may also add new details.• Ask a few students to tell their stories to the class.Encourage students to add details.4

This activity encourages students to use times to discuss their own experiences.• Read the instructions.• Ask two students to read the sample dialogue.• Ask another one or two students to talk about what they did at different times.You may use times and days other than the ones listed in the exercise.• Ask students to complete the work in groups.Students list and discuss their different activities.• Ask a few students to share their lists.Ask a few students to talk about their day in a conversation.Homework: Review Section A.Recite the words in this unit.Preview Section B.Finish Exx.Section A.Section B New language • shouted, shouting, took a photo, scared, police officer, call the police, newspaper reporter, climbed, climbing, jump down, couldn't, another, station, crowded, found, happened, ran away 1 This activity introduces some key vocabulary.• Point to the pictures and ask students to say what they see.Provide key vocabulary words as needed.Repeat incomplete or incorrect sentences in full,correct form.[T = Teacher, S = student] T: What is the cat doing? Sl: Going up the tree.T: That's correct.The cat is climbing the tree.It's climbing the tree.Class repeat.It's climbing the tree.SS: It's climbing the tree.• Read the instructions, say, Write the letter of each picture in front of the correct sentence.• Point out the sample answer.Ask students to finish the work on their own.• Correct the answers.2a This activity gives students practice in understanding the target language in spoken conversation.• Read the instructions.• Point to the phrases in the chart.Say, You will hear a recording of two people talking.They will talk about some of these things.They will not talk about two of these things.Check the things they talk about.Point out the sample answer.• Play the recording the first time.Students only listen.• Play the recording a second time.This time ask students to check the phrases they hear on the recording.• Correct the answers.2b This activity gives students practice in understanding the target language in spoken conversation.• Read the instructions.Say, This time you will be listening only for who did each thing.• Point to the third column in activity 2a.Point out the sample answer.Ask students what that answer means(It means that item 1 in activity la [saw a cat in a tree] matches with item e in activity 2a []ohn1.)Say, John saw a cat in a tree.为您提供初中英语教学资源

• Play the recording.Ask students to write the correct fetter after the actions they checked in activity 2a.• Play the recording a second time, if necessary.• Correct the answers.2c This activity provides guided oral practice using the target language.• Read the instructions.Say, One student will start the sentence and the other student will finish it.• Point to the example in the sample dialogue.Ask two students to read it to the class.• Ask students to work in pairs.Move around the room checking progress and offering help as needed.• Ask several pairs to say some of their sentences to the class.Optional activity

Some students may be ready to do a more advanced form of this activity.Ask these pairs of students to make up true sentences about their lives starting with the word while.For example, they can talk about what they were doing yesterday afternoon.One might say, While I was walking home yesterday afternoon...The other could say, While I was walking home yesterday afternoon, I saw a big dog.3 This activity provides reading and writing practice using the target language.• Read the instructions, pointing to the article and the list of questions.• Ask students to say what they see in the picture.Accept any reasonable answers.Rephrase any incomplete answers or answers with incorrect language as complete.correct sentences.For example: T: what do you see in the picture?S1: Suitcase.T: That's correct.There's a suitcase in the picture.What else is in the picture?S2: A woman.T: Correct.There's a woman.Where is she?S3: Train station? T: Yes, there's a woman at a train station.• Ask students to read the article to themselves, circling any words or phrases they don't understand.Explain these words or phrases or ask other students to do this.• Read the article to the class.Answer any other questions students may have.• Point to the list of five questions.Ask students to write tile answers.• Correct the answers.4a This activity presents an opportunity for students to engage in open-ended writing.• Read the instructions.• Ask one or two students to explain what is happening in one of the pictures.Be careful not to ask for too many descriptions or the other students will not have to think about their answers.• Ask students to complete the work on their own.Remind them to use times in their stories.• Ask a few students to read their stories.Ask if some students have different stories.If not, suggest different endings.For example, The girl's brother found her bike and thought she had forgotten it there.4b This activity lets students practice their speaking an listening skills in role plays.• Read the instructions.Students work in pairs with two students at a time playing the role of police officer and bicycle thief.• Ask students to complete the work on their own.• Ask a few students to show their role plays to the class.Ask the students to vote on the best role play.Homework: Review this unit.Finish Exx.Section B.Recite 3a Writing: Predicting your future, including your future job, the city you will live, etc.Preview the next unit.

第二篇：新目标八下英语unit3知识点总结

Unit 3 What were you doing when the UFO arrived?

二.教学目标：

1.谈论过去发生的事情

2.学会讲故事

3.热爱科学、探索科学

三.重点词汇：

UFO, bathroom, bedroom, kitchen, land, shirt, while, experience, around, strange, follow, kid, climb, jump, shout, cat, anywhere, happen, accident, plane, modern, kill, murder, bright, playground, bell, close, silence, meaning, earth, hero

四.重点短语：

in front of, get out of, talk on the phone, take off, be surprised, at the train station, run away, in hospital, at the doctor’s, walk around, call one’s name

五.重点句型：

1.What were you doing when the UFO arrived?

I was standing in front of the library.2.The boy was walking down the street when the UFO landed.While the boy was walking down the street, the UFO arrived.3.Where were you when the UFO arrived?

I was in my bedroom.六.语法重点：

1.过去进行时。

2.掌握以when和while引导的时间状语从句。

七.课文重点、难点讲解：

1.What were you doing when the UFO arrived?

I was standing in front of the library.（1）in front of …

在……前面，当……的面

in the front of …

在……的前部

（2）过去进行时：表示在过去某一时间内正在进行的动作。过去某一点时间正在进行的动作或某段时间内一直进行的动作。构成：was / were +

doing。过去进行时的标志词：at 8 o’clock last night, this time yesterday 等。注意：一些动词，如see，hear, love, like, know, remember, understand, have等感情、知觉和状态的词，一般不用于进行时。

过去进行时和一般过去时的区别：过去进行时表示过去正在进行的动作，而一般过去时则表示一个完整的动作。

2.I was getting out of the shower.我正洗完澡出来。

“get out”出来，get out of … 从……出来

3.I was walking down Centre Street when a UFO landed.walk down / along 沿着……走。

land“着陆、下降”，动词。take off“起飞”

e.g.The plane landed safely.4.The girl was shopping when the alien got out.While the girl was shopping, the alien got out.when 与while区分：

（1）“当…的时候”，如后面连接的动词为进行时态，则用while多于用when。而when通常与瞬间性动词或延续性不强的动词连用。

（2）如果while前后的动词都是进行时态，while可译为“与此同时”

I was reading while my brother was drawing.（3）当while前后的句子描述的情况相对或相反，while可译为“而”，while更强调并列的对比而非转折。

e.g.I am out-going while my sister is quiet and shy.总之，when表示做某种动作的时间或瞬间，由其引导的时间状语的时态如果是一般过去时，其主句通常要用过去进行时。while表示略长的一段时间，由其引导的时间状语从句用过去进行时，而主句时态根据实际情况而定。

5.I had a very usual experience on Sunday.experience 可数名词，“经历”。an experience一次经历。

6.I followed it to see where it was going, and I was very surprised when it went into a souvenir shop.（1）follow sb./ sth 跟随某人（某事物），follow及物动词，“跟随”。

（2）be surprise“感到吃惊”，主语为人。

e.g.He gave us a big surprise.We’re surprised to hear the news.That movie has a surprising end.7.Isn’t that amazing!太令人惊叹了！

这是感叹句的一种表达形式。如：Aren’t they perfect!

另外还有用how 和what开头的感叹句。例：What a day I had!

8.I saw a cat in a tree.9.It was really scared.be scared “（某人）给吓坏了，害怕了。”近义短语be afraid / frightened.10.He shouted at me.So I stopped climbing.shout at sb.冲某人大叫，shout sth.大叫某事物（shout his name）

stop doing sth.停止做某事，stop to do sth.停下来去做某事

11.call the police报警

talk on the telephone在电话里交谈

look outside往外看，look outside of 向…的外面看。

12.Beijing was made host to 2008 Olympics.host名词，“主人”；动词，“作东道主”

13.14.Robert Allen is now over 40.over：“超过”

15.The World Trade Centre in New York was destroyed by terrorists.Even the

date has meaning to most Americans.16.His flight around the Earth lasted about 22 hours.around 介词，“围绕，环绕”

last动词，“持续，延续”。

第三篇：2014八下unit3

八年级下册 Unit3 could you please clean your room？

I．翻译短语

1.洗盘子________________ 2.倒垃圾_____________________ 3.扫地____________________ 4.整理床铺______________4.打扫客厅____________________4.叠衣服___________________ 7.出去__________________ 8.呆在外面______________________9.搭车____________________ 10.至少_________________ 11.扔下________________________ 12.一直，频繁_______________ 13.惊讶的_______________ 14.一……就….._______________ 15.闲逛_______________________ 16.邀请某人去做某事__________________ 17.浪费时间__________________18.为了__________ 19.向某人提供某物(2个)___________________________________ 20 结果______________

21在…..花费时间或金钱___________ 22.依赖，信赖__________ 23.越早…,越好…___________ 24保持它干净和整洁___________________ 25.对….来说没有必要______________________ II.根据首字母提示完成单词

1.----Sandy, could you please take out the r________?----No problem.2.He often felt will and his grades d________.He really needed to work hard.3.We are old enough.We cant’ always d______ on our parents.4.---Could you p____ me the salt?---Sure, Here you are.5.My mother often f_____ the clothes for my brother.I think he is old enough to do that by herself.6.Let’s clean our room now.Mom won’t be happy if she sees this______(混乱)。7.Tom doesn’t study hard.As a _____(结果)，he often fails the exam.8.Kate _____(讨厌)to do chores.It is really boring.9._______(两者都不)of us knows the way to the supermarket.10.We should thank my parents for________(提供)a clean and comfortable environment at home.III.用词的适当形式填空

1.When did you finish ______(write)the book?

2.We should learn to be__________（independence）3.Our teacher is a man of______(fair)

4.Could you please_________(not sweep)the floor now.?

5.I ______(throw)my bag on the bed and ____(sit)on the sofa to have a rest yesterday afternoon.IV 翻译句子

1.请打扫一下你的房间好吗？

_______________________________________________ 2.我可以使用一下你的电脑吗？

_______________________________________________ 3.我们两个一周都没有做家务。

_____________________________________________ 4我一在电视机前坐下，妈妈就过来了。___________________________________

5.我们需要分担家务活来拥有一个干净而舒适的家。__________________________________ 6.家务活是浪费他们的时间。

____________________________________________________

7.为了取得好成绩，进入一所好大学，他们应该把时间花费在学业上。________________________________________________________________ 8.做家务可以培养孩子们的独立。

___________________________________________ V完形填空

Tom is the son of a farm owner.One New Year’’s idea.“ That isn’homework to do.” Hearing this, his father said, “ I promise to give you the best present if finish one year’s work.”Starting one Saturday, the early and worked hard until evening, just like Time passed quickly.Tom’s crops(庄稼the last day of the year, the father called his son to him.“I’m happy to see that you have worked very hard the whole year,” said the father.“Now tell me you want.”

The boy smiled and showed his father a big piece of bread made from his wheat(小麦).Then he said, “I’ve already got the best present: No pains, no gains(不劳无获).I think this is what you wanted me know.” to hear that.Then he smiled, too.1.A.worksB.workC.to workD.working 2.A.happyB.excitedC.excitingD unhappy 3.A.much toB.too muchC.a lotD.many 4.A.canB.needC.mustD.should

5.A.saidB.answeredC.agreedD.asked 6.A.put onB.put upC.got onD.got up

7.A.otherB.the othersC.any elseD.any other 8.A.OnB.AtC.InD.From

9.A.whereB.whatC.whichD.why 10.A.pleasedB.angryC.nervousD.sad

第四篇：新目标九年级英语Unit3教案

Unit 3 Could you please tell me where the restrooms are?

一、教学目标： 1.语言知识目标

基本词汇：restroom, stamp, bookstore, postcard, pardon, washroom, bathroom, normal, rush, suggest, staff, grape, central, mail, east, fascinating, convenient, mall, clerk, corner, polite, politely, speaker, request, direction, correct, direct, whom, address, underground 基本句型：Excuse me, do you know where I can buy some medicine? Sure.There’s a supermarket down the street.Could you please tell me how to get to the post office? Sorry, I’m not sure how to get there.I wonder where we should go next.Could you tell us when the band starts playing this evening? You should try that new ride over there.2.技能目标:（1）能用宾语从句礼貌的寻求帮助。（2）能用正确的方法指路。

3.情感目标: 培养学生尊重他人，对人有礼貌，热爱生活。

二、教学重难点： 1.教学重点：（1）礼貌的向他人寻求帮助。（2）正确使用宾语从句。

2.教学难点：运用宾语从句礼貌的寻求帮助。

三、教学步骤: 第一课时Section A 1(1a-2d)Step 1 Warming –up Greeting Step 2 Presentation（1）Guessing game Show pictures to the whole class, one student explains the places in English and another one who doesn’t look at the blackboard guesses what place it is.For example, one student say: We can save money or exchange money in this place, another one guess it is a bank.Get students to guess the places like bank, post office, bookstore, museum, bathroom, washroom, mall and so on.（2）Show some stamps to students and present the new sentences: Could you tell me where I can buy some stamps? Could you please tell me where I can get a dictionary? Do you know where I can get some magazines? Step 3 Practice 1)Match each thing with a place in the picture in 1a.2)Read the phrases.___ get some money ___ get some magazines ___ have dinner ___ get a dictionary ___ get some information about the town ___ buy a newspaper ___ buy some stamps ___ get a pair of shoes Step 4 Listening Listen and complete the conversations in the picture in 1a.Then check the answers with the whole class.Step 5 Practice Make conversations using the information in 1a.Then talk about your own city.For example: A: Excuse me, could you please tell me how to get to the bookstore? B: Sure, just go along Main Street until you pass Center Street.The bookstore is on your right, beside the bank.A: Thanks.Do you know when the bookstore closes today? B: It closes at 7:00 p.m.today.A: Thank you!B: You’re welcome.Step 6 Listening 1.Listen and number the directions in the order that you hear them.2a You will hear some of the directions below.Number the directions in the order you hear them.___ Go to the bird floor.___ Turn left.___ Go to the second floor.___ Turn right.___ The supermarket is between the flower store and the bookstore.___ Go past the bookstore.2.Listen again.Show how the boy walks to the supermarket.Draw a line in the picture in 2a.Then get one student draw the line on the blackboard.3.Listen the third time and answer the questions.1)Excuse me, can you tell me where I can buy some medicine? 2)Do you know how to go there? 3)Ok, great.Oh, and one more thing.Do you know when this shopping center closes tonight? 4)Ok, thanks a lot.Step 7 Pairwork Make conversations about the other places in the picture in 2a.A: Excuse me.Can you tell me where I can buy some stamps? B: Yes, there’s a post office in this shopping center.A: Do you know how to go there? B: Yes.Go to the third floor and turn right.Then go past the bank.The post office is between museum and library.You should be able to get stamps.A: Ok, great.Oh, and one more thing.Do you know … B: I’m not sure, but you … A: Ok, thanks a lot.B: You’re welcome.Step 8 Reading 1.Read the conversation in 2d and answer the questions.2.Role – play the conversation.3.Explain the language pints in 2d.(1)Go along Main Street until you pass Center Street.1)until和 till同义为―直到……‖，till多用于口语，until可以放在句首，till则不能放在句首。2)not...until―直到……才‖，表示直到某一时间, 某一行为才发生, 之前该行为并没有发生。e.g.I did not study English until 9 o'clock last night.(2)Pardon? Restroom? You already want to rest? But we haven’t even started yet!

1)pardon用作动词，后面既可以跟宾语，也可以跟双宾语；pardon sb.for doing sth.意为―原谅/宽恕某人做某事‖

e.g.Can you pardon me for not passing the exam, Mom? 2)在没有听懂对方的话，请对方重复一 下时也可说 pardon。e.g.Pardon? I’m sorry I can’t follow you.(3)I’m excited to try the rides!

excited和 exciting的区别: 1)excited意为―激动的；兴奋的‖，作表语时，主语通常是人；作定语时，常用来修饰人，说明激动的表情。

e.g.All of us were excited when we heard the good news.The excited child opened his present quickly.2)exciting意为―激动人心的‖，作表语时，主语通常是物；作定语时，常用来修饰物。e.g.The movie is very exciting.My father told me an exciting story.(4)I mean … you know, a washroom or bathroom.mean作动词有以下含义：

1)有……的意思，指（多作及物动词），其后可跟名词或代词，也可跟从句。e.g.What does this word mean? 2）意味（着）（及物动词），常跟名词，有时可跟动词-ing形式或从句。e.g.Carl really could not do that — it would mean the end of his career.3）有……意图，打算，想，常跟名词、代词或动词不定式。跟带不定式 的复合结构时，还可用于被动语态。e.g.I never meant to hurt you.(5)We normally say ―toilets‖ or ―washrooms‖.normally adv.正常地;通常地，一般地 e.g.August is normally a slow month.(6)Nine thirty, so you don’t need to rush!

rush v.仓促;匆忙 n.仓促;匆忙

e.g.Then three policemen rushed at him.(rush v.)They made a rush for the door.(rush n.)Step 9 Summary 1)Excuse me.Where is Qiaotou Middle School? 2)Excuse me.Could you tell me where Qiaotou Middle School is? 3)Excuse me.Do you know how I can get to Qiaotou Middle School?=Do you know how to get to Qiaotou Middle School? 4)Excuse me.Which is the way to Qiaotou Middle School? Step 10 Homework Make conversations about your own town/city.第二课时Section A 2(3a-3b)Step 1 Revision 1)Translate the sentences into English.① 请你告诉我，怎样去书店好吗？

② 打扰了，你知道我在哪能买到一些邮票吗？ ③ 我想知道公园今天什么时候关门。④ 银行和超市之间有一个餐馆。2)Role-play the conversation in 2d.Step 2 Presentation 1)Show a picture of fun park.Ask students: Are you excited to try these in the fun park? 2)Show a ride to them and say: How do you think the ride? Is it fun or scary? Do you want to have a try? Step 3 Reading 1)Read the conversation in 3a quickly and true or false the sentences.① Alice and He Wei are in Water World.② The new ride looks scary.③ Alice was scary at first.④ Alice thinks the new ride is actually fun.⑤ He Wei thinks Fun Times Park restaurant severs delicious food.⑥ A rock band plays in Water World Restaurant every evening.⑦ Alice and He Wei can go later to the restaurant.2)Read the conversation again and answer the questions in 3a.1.Why did Alice not want to go on the new ride? How did she feel after the ride? 2.What is special about Uncle Bob’s restaurant?

3.Should Alice and He Wei get there early for dinner? Why? Step 4 Practice Rewrite them in a different way.e.g.I wonder where we should go next.Could you tell me where we could go next? Check the answers with the whole class.Step 6 Language points 1.I was scared at first, but shouting did help.此句相当于I was scared at first, but shouting really helped.原句是一种表现强调的句式，英语中，可用助动词do对谓语动词进行强调，构成强调句。e.g.Please do be careful.请一定小心。I do agree with you.我完全同意你的意见。

He did warn you other day, remember? 他前两天就告诫过你，还记得吗？ 2.You never know until you try something.try的用法

1)做名词 have a try 试一试

e.g.Why not have a try? 为什么不试一试？ 2)做动词

(1)try to do sth.努力做某事 e.g.Well, we’ll try to finish the homework in time.那好。我们争取及时完成作业。

(2)try doing sth.表示尝试着去做某事

e.g.--I usually go there by train.我通常乘火车去那儿。

--Why not try going by boat for a change? 为什么不换乘船呢?(3)try one’s best 尽某人最大的努力 e.g.Thank you.I will try my best.谢谢你。我会尽力而为的。

3.I suggest Water City Restaurant in Water World.suggest作动词，可意为―显示；间接表明‖，后可接宾语从句。e.g.His behavior suggested(that)he was a kind man.他的行为显示他是个好人。

suggest作―建议‖讲时，应注意以下两点： 1)suggest doing sth.建议做某事 e.g.I suggested going home.我建议回家。

2)suggest后接从句时，从句常用虚拟语气，谓语由―should +动词原形‖构成，should可以省略。

e.g.I suggested that we should go home.我建议我们回家。另外，suggestion是suggest的名词形式，作―建议‖讲时，是可数名词。e.g.Do you have any suggestions? 你有什么建议吗？

4.The restaurant is always busy, at that time so come a little earlier to get a table.用于―就餐‖的语境时，形容词busy相当于―吃饭人多；餐厅拥挤‖的意思；动词短语to get a table类似于汉语―定餐桌；占位子‖等意思。Step 7 Homework 1.背诵3a。

2.用―Could you tell me … ?‖写三个问路的句子。

第三课时Section A 3(Grammar focus-4c)Step 1 Revision 1.How did Alice and He Wei think of the new ride？Students say the sentences together? Alice thought that it looked pretty scary.He Wei thought that it would be fun.2.After the ride, Alice and He Wei talked about their feeling.Alice thought that was fun!She was scared at first, but shouting really did help.He Wei told Alice that ―You never know until you try something.‖ 3.Alice and He Wei talked about Uncle Bob’s.Alice thought this restaurant looked interesting.It seemed a rock band plays there every evening.He Wei suggested that they could have dinner there.Step 2 Grammar Focus 1)Let students complete the sentences.1.打扰了，你知道我能在哪买到一些药? Excuse me, do you know where ____ _____ buy some medicine? 2.当然，顺着这条街有个超市。

Sure.There is a supermarket down the street.3.请你告诉我怎样到邮局好吗？ Could you please tell me _____ ____ get to the post office? 4.对不起，我不确定怎样到那。

______, I am ______ ______ how to get there.5.你能告诉我们今晚乐队什么时候开始演奏吗？

Can you tell us ______ ____ ______ ______ playing this evening? 6.晚上8点开始。It starts at 8:00 p.m.7.我想知道接下来我们该去哪儿。I ______ where we ______ _____ _____.8.你应该试试那个新的乘骑设施。You should try that new ride over there.2）Objective clauses with wh-questions 上一个单元我们已经学习了由that和whether, if引导的宾语从句。这个单元我们继续学习由疑问词引导的宾语从句。疑问词：疑问代词（what、whom、who、whose、which）疑问副词（when、where、why、how）。

语序：无论主句是陈述句还是疑问句，也无论主从句间是什么引导词，宾语从句一律用陈述语序，即―引导词+主语+谓语+其它‖。如：Could you tell me where Wei Fang lives? 时态

1.如果主句是一般现在时或一般将来时，宾语从句的时态不受限制，可根据实际表达的需要来确定。如：

Jenny knows the man was flying a kite at that time.You will understand why I did it one day.总有一天你会明白我为什么那样做。

2.如果主句是一般过去时，宾语从句用过去时态的某种形式。如： I thought he had gone to town that day.我以为他那天进城去了。

3.如果宾语从句叙述的是客观事实、自然现象或科学真理等，从句不受主句时态的限制，用一般现在时。如： He said time is money.他说时间就是金钱。3）Practice 1.He asked ________ for the computer.A.did I pay how much B.I paid how much C.how much did I pay D.how much I paid 2.―Have you seen the film?‖ he asked me.He asked me _______.A.had I seen the film B.have I seen the film C.if I have seen the film D.whether I had seen the film 3.―You’ve already got well, haven’t you?‖ she asked.She asked ______.A.if I have already got well, hadn’t you B.whether I had already got well C.have I already got well D.had I already got well.4.He asked, ―How are you getting along?‖ He asked _______.A.how am I getting along B.how are you getting along C.how I was getting along D.how was I getting along 5.He asked me _____ told me the accident.A.whom B.which C.who D.whose 6.She asked me if I knew ______.A.whose pen is it B.whose pen it was C.whose pen it is D.whose pen was it Keys: DDBCCB Step 3 Function: Ask for information politely and follow directions 1)问路时应注意

① 问路时应首先说一声：―Excuse me.‖这样可以引起对方的注意，又不失礼貌。

② 当你没听清时，你可以说一声―Excuse me, would you please say it again?‖(对不起，请您再说一遍好吗?)或―I beg your pardon?‖(对不起，请再说一遍好吗?)等，礼貌地要求对方重复一遍。

③ 问完路后，千万不要忘记向对方说句―Thank you for helping me.‖ 或―Thank you.‖

④ 问路时经常会用到―向左(右)拐‖这样的表达，英语对此有两种常见的说法，即turn left(right)或turn to the left(right)。表示 ―在左(右)边‖，英语用介词on或at均可。2）用英语问路及其回答

① Excuse me, can you tell me where the railway station is? 打扰一下，请问火车站在哪儿? ② Excuse me, but can you tell me the way to the train station?

劳驾，请问去火车站怎么走? ③ Excuse me, could you tell me which is the way to the nearest hospital? 劳驾，请问去最近的医院怎么走? ④ Excuse me, would you please show me the way to the post office? 请告诉我去邮局怎么走好吗? ⑤ Excuse me, would you mind telling me the way to the police station? 劳驾，请告诉我去警察局怎么走好吗？

⑥ Excuse me, how can I get to No.1 Middle School? 劳驾，请问去一中怎么走? ⑦ Excuse me, is this the right way to the People’s Park?

打扰了，请问去人民公园走这条路对吗? ⑧ Excuse me.Could you tell me if there is a Qiaotou Middle School near here? 打扰了，请问桥头中学是否在这附近? ⑨ Excuse me.Do you know how I can get to Qiaotou Middle School? = Excuse me.Do you know how to get to Qiaotou Middle School? 请问，你知道怎样去桥头中学吗? 3）指路的方法

① Take along with this street, and … is on you left.② Go down this way, and turn left at the first crossing, and you’ll find … is right there, on your left.③… is behind(near, next to, on the left of)…

④ You can just take NO.111 bus, and get off at the second station.And you’ll see it.⑤ Look!… is in front of us far away, right there!Step 4 Practice 1)Rewrite the questions in 4a to make them more polite.① Where can I buy some grapes or other fruit? ② How does this CD player work? ③ How do I get to the Central Library?

④ Is the Italian restaurant nearby open on Mondays? Get students write down their answers in their books.2)What should each person ask in the following situations? Let students write down their answers and them say their answers one by one.① Tim is very hungry.Could you tell me where I can get something to eat? Excuse me, would you mind telling me how I can get to a nearby restaurant? Pardon me, do you know if there’s a restaurant around here? ② Sally needs to mail a letter.③ Helen needs to know when the bike shop closes.④ Ben is wondering if there’s a bank in the shopping center.3)Ask students to write four questions that a tourist might ask about your city/ town.Then role-play conversations with your partner.Step 5 Exercises Translate the sentences into Chinese.① 请你到那后给我打个电话好吗？ ② 请在这条路的尽头向右转。

③ 你能告诉我在哪里可以买到一些邮票吗？ ④ 你可否告诉我火车什么时候到达武汉？ Step 6 Homework 假如你到一个陌生的城市去旅游，你想向当地人了解一些关于那个城市的 东西，请编写一个你和当地人的小对话。

第四课时Section B1(1a-2d)Step 1 Revision You are a tourist in a city, you want to know something about the city.Make a conversation about asking information politely.A: Could you please tell me where the nearest bank is? B: Sure, go east along this street, then you’ll see it.A: Can you tell me if there is a delicious restaurant near here? B: Sure.Walk along this street, the restaurant is on you right.A: And do you know where the biggest hospital is? B: Go down this street, turn left at the first crossing, you will see it.A: After dinner, I want to buy a pair of shoes, would you mind telling me where the nearest supermarket is? B: It’s over there, just across from you.A: Haha!I see it.Thank you very much!B: You are welcome.Step 2 Lead in 1)Talk about places in your city.2)Show some pictures of places and discuss what qualities are important for each place.Step 3 1a & Pairwork 1a What qualities are important for each place? Write the words from the box next to each place below.Write the most important words first.Pair work 1b Talk about places in your city using the words in 1a.A: The Fun Arts Museum is really interesting.B: Yes, and it’s beautiful, too.A: ….Step 4 Listening(1c)1)Listen and check the sentences you hear.Conversation 1 ______ You can go to Green Land.Conversation 2 _____ Could you tell me where the bookstore is? 2)Listen to the conversations and complete the sentences.(1c)Conversation 1 The boy asks about ___________, and the clerk tells him to go to Green Land.Conversation 2 The girl asks about _________, and the clerk tells her to go to the corner of Market and Middle Streets.Conversation 3 The mother asks about ________.The father wants to go to a ________ museum.The younger girl wants to go to a _______ museum.The boy wants to go to a __________ museum.The older girl wants to go to an ______ museum.The clerk suggests they go to the _________ museum.3)Listen again and answer the questions(1d)Conversation 1 The boy asks about restaurants, the clerk suggests him go to Green Land, they have delicious salad.…

Step 5 Practice Role-play the conversations between the clerk and the tourist.A: Can you tell me where there’s good place to eat? B: Of course.What kind of food do you like? A: I’d like fresh vegetables.B: You can go to Green Land, they have delicious salad.A: ….Step 6 Presentation 2a Where do you need to make polite requests? Think of some possible situations.Discuss them with your partner.1)If you need help with your homework, what would you ask.① Your mother or father

Mom, Can you help me with my homework? ② Your best friend

Can you help me with my homework? ③ A teacher.Excuse me, Sir? Could you please help me with my homework? 2)Zhang Ming is traveling in the USA.He wants to go to a small town but he doesn't know the way now.What should he do? Step 7 Discussion Discuss the language you used to make this request(要求，请求).Was it the same each time? If not, discuss why not.Step 8 Reading 1)Read the article and match paragraph with its main idea.Paragraph 1(adv.礼貌地)….Paragraph 2.… Paragraph 3 2)Read the article again and answer the questions.Read paragraph 1 and answer the question.What else do we need to learn besides asking a question correctly when you ask for help? We need to learn how to be polite when we ask for help.Read paragraph 2 and answer the question.What do we need to think about when you talk to different people? We need to think about whom we speak to or how well we know them.Read paragraph 3 and answer the question.What can lead in to a request with a stranger on the street? ―Excuse me, I wonder if you can help me‖ or ―I’m sorry to trouble you, but …‖ before asking for help.2c Find all the direct questions and polite requests from the passage.1.2d Read the requests below.In the second column, write A if you would say it to someone you know and B if you would say it to a stranger.In the last column, write where you think these people are.Step 9 Language points 1.Both are correct, but the first one sounds less polite.less + 形容词或副词，构成降级比较形式，相当于中文―不那么；稍许不……‖之意。e.g.His second movie is less interesting.他的第二部电影就没那么有趣。

2.It might seem more difficult to speak politely than directly.情态动词might 表达一种可能性及推测的不确定性，意思与表达可能性的may相当，表示―有可能，也许会‖，但语气更加委婉，更不确定。e.g.He might come, but it’s very unlikely.他也许会来，但非常靠不住。

3.However, it is important to learn how to use the right language in different situations.it作形式主语 【梳理】 在英语中，如果主语是较长的动词不定式或一个句子，为了保持句子结构的平衡，避免头重脚轻，通常用it作形式主语放在句首，而把真正的主语放在句尾。常见的句型有：

1)It is + adj.(+ for + sb.)+ to do sth.。常用于此句型的形容词有important, difficult, dangerous, necessary, useful, possible等，用来对to do sth.进行说明。如： It’s difficult for us to finish the work in an hour.2)It is + adj.+ of + sb.+ to do sth.。常用于此句型的形容词有good, kind, nice, clever, wise等，用来对sb.的性格、品质等进行说明。如：It’s kind of you to say so.Step 10 Exercises 请根据汉语意思完成下列英语句子（每空一词）。1.对他来说，回答那个问题是十分困难的。It’s very hard ____ him ____ _______ that question.2.你这样说真是太好了。

It’s very kind ____ you ____ ____ so.3.我们在阅览室里保持安静是十分必要的。

It’s necessary ______ ______(should)keep quiet in the reading room.It’s necessary for us _______ ______ ______ in the reading room.Keys: 1.for;to answer 2.of, to say 3.that we, to keep quiet Step 11 Homework Write a guide to a place that you know well.第五课时Section B 2(3a—Self check)Step 1 Revision 1)Write down the phrases ① 提出礼貌的要求 ② 听起来更礼貌 ③ 一个很直接的问题 ④ 请求帮助 ⑤ 在不同的情形下 ⑥ 取决于 ⑦ 你所用的表达方式 ⑧ 比如 ⑨ 花时间导入 ⑩ 变得更擅长 2）Fill in the blanks according to 2b.When you visit a _______ country, it is _________ to know how to ask for help ______.For example, ―Where are the restrooms?‖ or ―Could you _____ tell me where the ________ ___?‖ these are similar ________ for _________ you may ask.Both are _______ English, but the first one sounds _____ polite.That is because it is a very ______ question.It is not enough to just ask a question ________.We also need to learn how to be polite — when we ask for _____.In English, ___ in Chinese, we change the way we ______ in different _________.The expressions you use might _______ ___ whom you are speaking to ___ how well you know them.If you say to your teacher, ―When is the school trip?‖ this might sound ________.But if you say, ―Excuse me, Mr.West, do you know when the school trip ___?‖, this will sound _____ more polite.However, it is all right to ask direct questions to your classmates because you know them ____.It might seem more _______ to speak politely than _______.It is important to learn how to use _____ ________ in different situations.This will also help you ___________ better with other people.Step 2 Presentation Imagine you are going on a short study vacation at a school in an English-speaking country.What would you like to know before you go? Write some polite, indirect questions about the following topics.The topics are: ① The course you will study ② The time of the course ③ Where and what you can eat ④ Where you will stay ⑤ What activities you can do ⑥ Travel to the school

Keys: 1.Q: Excuse me, can you tell me what course I will study? 2.Q: Pardon me, could you please tell me when the course will start? 3.Q: Excuse me, would you mind telling me where and what I can eat? 4.Q: Excuse me, do you know where I will stay? 5.Q: Excuse me, can you tell me what activities I can do? 6.Q: Pardon me, could you please tell me how to get to school? Step 3 Practice Make conversations according to the information in 3a.Step 4 Writing 1)Write a polite letter to the school asking for the information you want to know.Use your notes in 3a.In your letter, you should: introduce yourself say when you are coming politely ask for information thank the person for helping you 2)Use the following expressions to help you: My name is … and I’m from … I’ll be coming to your school for … I’d like to know about …

I would like to thank you for… I’m looking forward to your reply.3）写作指导：本次写作内容是一封书信，信的开头和结尾已经给出。但我 们还是要记住书信的格式，便于今后自己运用。信中首先要介绍自己，然后告诉你去他们学校的时间，然后同学们可根据在3a环节中所问到的 问题来礼貌的询问你想知道的信息。One possible version: Dear Sir or Madam, I’ll be coming to your school soon for a short study vacation.I will leave your school on July 10th.I am a boy from China.I am in Grade Nine.I like English, I also like doing sports.I am glad that I can study in your school.I’d like to know more information about the school.Could you tell me what course I will study in your school? And I also want to know when the course will start.I want to know where I will stay.Can you tell me? Would you mind telling me where and what I can eat in your school? I like all kinds of activities.Could you please tell me what activities I can do in your school? The last question, can you tell me how I can get to your school? I would like to thank you for helping me and I look forward to your reply.Yours faithfully student He Wei Step 5 Self Check 1)Fill in the blanks with the words in the box.2)Write questions and answers using the words given.Step 6 Language points 1.I’m looking forward to your reply.look forward to期待，盼望。后面接名词或者动名词。e.g.I look forward to your good news.我等待你的好消息。Look forward to hearing from you.期待你的来信。2.I would like to thank you for…

thanks for―因……而感谢‖，是客套用语，thanks相当于thank you，for强调为何而感谢，其后可接名词或V-ing。

e.g.Thanks for lending me the money.多谢您借钱给我。

Thanks for reminding.I’d forgotten all about his coming this afternoon.谢谢你提醒我，我完全忘了他今天下午要来。

3.I need to plan my time better.1)plan sth.计划某事，后接名词。

e.g.I want to plan my summer vacation.我想要计划我的暑假。2)plan to do sth.计划去做某事，to是动词不定式。

e.g.They plan to have a sports meeting.他们计划开运动会。3)plan for sth.关于……的计划，plan是名词。Step 7 Homework 根据3b的内容写一封回信。

第五篇：八下Unit 6全英教案

Unit 6 How long have you been collecting shells?

Period 1 Section A I.Teaching aims and teaching demands:

In this unit students learn to talk about how long you have been doing things.II.Teaching key and difficult points:

A.Vocabulary

collect, inline, marathon, skate, stamp, shell, globe, monster,particularly, run out of, be interested in,last year, times, numbers, How long…? birthday, penguin, hobby, kite B.Target language How long have you been skating? I’ve been skating since nine o’clock.When did you start skating? I started skating at nine o’clock.Students are skating at the Hilltop School.C.Structures Present perfect progressive Simple past tense Present progressive tense III.Teaching methods: Audio-lingual methods IV.Teaching aids: a tape recorder V.This unit is divided into eight periods.Period2 Section B I.Teaching aims and demands : Students practice using the target language.II.Teaching key and difficult points:

A.Vocabulary stamp, collect stamps, kites, B.Target language ①What does he collect? He collects kites.②How long have you been collecting these kites? Since I was ten years old.③How many do you have?

I have about 35.④I collect shells because they are beautiful.⑤I’d like to collect stamps because they are interesting.Step 1 Grammar Focus

Go through grammar focus with the students together.Step 2 Reading(3a.)Task 1.Read the passage.Task 2.Explain some difficulties by the teacher.① talk to sb.② raise money

③ the first one to

④ an hour ago ⑤ How long have you been playing Task 3.Find the sentences of the Present Perfect Progressive Tense by students.Step3 Group work

Finish 3b and 4.Step 4.Pairwork 2b This activity reviews and introduces selected vocabulary.Task 1.Ask a student to read the sample answers and then fill in the chart and tell your partner what you collect and what you would like to collect, say why.Task 2.First read the conversation in the box, then ask students to work in pairs to talk about their answers.Task 3.Have some pairs act their conversations to the class.Step 5.Listening 2a This activity gives students practice writing the target language and understand it in spoken conversation.Task 1.Read the instructions.Say you will hear three conversations.They are about Bob, Marcia , and Liam and their collections.First of all, let’s look at some key words.so far 到目前为止

stuffed animals 填充玩具动物

an interesting collection 一个有趣的收藏 theater and movie tickets 电影票

Task 2.Play the recording the first time.Students only listen.Task 3.Play the recording a second time.Ask the students to fill in the table.Then correct the answers.Step 6.Listening 2b Listen carefully.Then check the answers.Step 7 lead in Look at the four pictures and answer the following questions.1.What can you see in the pictures? 2.What are they? Step 8 Reading(3a)1.Read the passage by students and draw lions connecting each snow globe and its description.2.Explain some difficulties by the teacher.3.Find the sentences of The Present Perfect Progressive Tense.Step9Writing(3b)

1.First ask students to complete the message according to Activity 2a.2.Check their answers.3.Show a sample message on screen by a projector and ask students to read by themselves.Step 6 Group work(4a)

Make a survey about everyone’s hobby.Find out how long they have been doing their hobby.Task 3.Teach these words:

1.因为做某事而感谢某人：thanks /thank sb for doing sth.=give/return thanks to sb for doing sth 2.因为某事而感谢某人：thanks/thank sb for sth=thanks to sb for sth 3.事实上：in fact=as a matter of fact 4.我最喜爱的（人、物）：my favorite 5.不得不（客观因素）：have to do sth I had to work for a boss in order to make a living.(为了生存，我不得不为老板工作）

6.一定、必须（主观因素）：must do sth I must work hard.（我必须努力工作）7.用完：run out of 无意碰到，跑过：run across 追赶：run after 逃跑：run away 自来水：running water 8.使某事由别人做/遭受了……、：have sth/sb+过去分词

I'm going to have my shoes mended tomorrow.（明天我去补鞋子）She had her hands burned.（她烧伤了她的手）①使某人做某事：have/let/make sb do sth ②使……处于……、状态：have sb/sth doing sth ③have a good time/a lesson/a meeting/a rest/a talk/a swim.....④穿着 ：have on ⑤和某人讲话：have a word with ⑥最好：had better do sth 9.北极熊：polar bears 10.别人：anyone else=anybody else 别的一些事情：something else 别的任何事情：everything else 没有别的事情：nothing else 别的什么事情：what else 11.在某人……岁生日：on one's +序数词 birthday

on my seventh birthday（在我7岁生日的时候）12.到处：be all around

13.带有动物的玻璃器：globes with animals 14.让（使）某人做某事：let/make/have sb do sth 有这种用法的还有一些感官动词：

see sb do sth

hear sb do sth

notice sb do sth

feel sb do sth

watch sb do sth

如果接-ing形式，则表示动作正在进行。15.顺便说一句：by the way 16.在去……、的路上：on the way(to)....17.挡路：in the way 18.用这种（那种）：in this(that)way 19.在某种程度上：in a way 20.决不：in no way 21.迷路：lose one's way 22.喜欢做某事：like to do sth/like doing sth 23.大约两年：about two years 24.告诉关于……、：tell about...25.制作一个……的清单：make a list of....26.完成做某事：finish doing sth 27.对……感兴趣：be/become interested in....28.每两年：every two years.29.把某物送给某人：send sth to sb=send sb sth 30.停止做某事：stop doing sth 31.停下来做某事：stop to do sth Step 6.Writing

Task 1.Read the instructions.Task 2.Ask the students to write the e-mails on their own.Task 3.Ask some students to read their e-mails to the class.Step 7Homework 1.Review the vocabulary.2.Write your own conversations about your collections.Period3 Reading and writing I.Teaching aims and demands : Students practice the target language by reading and writing.II.Teaching key and difficult points: A.Vocabulary

the capital of，a city with a very colorful history，in Russian style，more than，be welcomed by，Chinese history，be far from，be certain B.Target language

① This is an teresting city with a very colorful history.② Since I came to China, I’ve been learning a lot about my family history.③ I think if you study hard, you’ll be able to understand any culture III.Teaching methods: Audio-lingual methods and Control-writing.IV.Teaching aids: a tape recorder V.Teaching procedure Step1 Dictation Step 2 Selfcheck(Part 1)1.Get students to fill in the blanks and then check their answers.2.Make their own sentences with the words.Step 3 Self check(Part 2)1.Get students to read the ad.2.Ask students to finish the letter on the own.3.Check their answers and five some explain.Step 4 Reading: I’ve been studying history in China.Section 1 Before you Read:

Ask students to answer the following questions: ① How mush so you know about history? ② How many Chinese dynasties can you think of? ③ How many famous characters from Chinese history can you think of?(make a list)④ Can you think of famous characters from the history of other countries Step 5 Section 2 While You Read: Reading strategy

Let students scan the text quickly to find details that they are looking for.Tell students they can find information quickly without reading the whole text Step 6 Section 3 After You Read:

Ask students to go through the reading again.Then have them complete the sentences below.1.Leo has been teaching in China for_______.2.Some buildings in Harbin are______.3.The _______ welcomed the first Jewish settlers to China.4.In Australia, students usually study _______ and ______ history.5.The more Leo learns about ________, the more he enjoys ______ in China.Step 7 Group work(3b)1.Divide students into groups of three.2.Show the conversations in 3b on th3e screen.3.Ask students to practice the conversations, then let them make their own conversations according to3b.Step 8 Summary Key words: 1.the capital of …的省会/首都 2.with a very colorful history有着非常丰富的历史 3.European influence 欧洲化影响 4.be in…style 具有……的风格 are in Russian style俄罗斯风格

5.So it was very interesting for me to learn that a lot of Jews came to live in Harbin many years ago.很多年前就有很多犹太人来到哈尔滨居住，这对我来说了解这一历史是非常有趣的。

6.In fact, the first Jews probably came to Kaifeng more than a thousand years ago, and were

welcomed by the Song Emperor.事实上, 最早的犹太人可能一千多年前就来到了开封, 他们受到了宋朝皇帝的热情欢迎。

7.It is + 形容词+for sb to do sth 对于某人而言, 做某事很…… 如: 对你来说完成此工作很容易。It’s easy for you to finish this work.对外国人来说学中文有点难。

It’s a bit difficult for foreigners to learn Chinese.8.However, when I heard that I was going to work in China, I started studying Chinese history.然而, 当我听说我将在中国工作的时候，我开始学习中国历史。I’ve been studying for over two years now.我已经学习两年了。(现在完成进行时)9 9.For a foreigner like me, the more I learn about Chinese history, the more I enjoy living in China.对于一个象我这样的外国人来说, 了解中国历史越多, 我越喜欢住在中国。10.the more I learn about Chinese history, the more I enjoy living in China.the +比较级……, the +比较级…… 越……越…… 你学习越认真, 你的成绩就会越好．

The harder you study, the better your grades will be.11.Although I live quite far from Beijing, I’m certain I will be here for the Olympic Games in 2008!quite adv.相当;十分

quite far from

距离……相当远 certain

adj.确实的;无疑的 be certain 确信……, 肯定…… =be sure the Olympic Games 奥林匹克运动会

12.自便。You ______ _____ to come and go as you please.13.If you know where she is,please________（告之我）14.We have_______（用尽）money to buy the house.15.Tom _______（对……感兴趣）science ten years ago.16.He would like to ______（交些朋友）in China.17.The poor man had to________（谋生）by begging.