Unit3Adayout教学目标重点难点分析Thesameasabove教学流程安排集体智慧（以知识体系为主）个性设计（二次备课）教学后记1Elicitfromstudentsthecontextillustratedinthepicture.Focusstudents’attentiononthetripandhowtheClass1,Grade8studentsfeltatthetime.E.g.,Howwasthetrip?(boring,toolong)ThenaskthemtoformsentenceswiththekeywordsandwritethemontheBb.E.g.,Thetripwasboring.Itwastoolong.Askthemtojointhetwoideasinonesentence.2Askstudentstolistothersimilarideasaboutthejourneyusing‘and’.3Askstudentstocombinethetwocontrastingideas---ofaboringtriponthecoachandawonderfulday.Askthemwhenweuse‘and’and‘but’toelicittherulers.4Askstudentstocombinethetwooptions.5Elicitafewsentencesfromstudents’ownexperiences,focusonthesentenceswiththesamesubjectsandverbs.6Thisisadeductivelearningactivity.Encouragestudentstoworkitoutasaproblem-solvingtaskfollowingasetsequenceofdeduction.Studentsshouldbe学生对学过的课文还是不熟abletoworkoutthecorrectjoiningwordandalsowhichwordstodeletebyapplyingrulesonPage41.7Elicitfeedbackfromtheclass.Askstudentstoreadouttheirnewsentences.Theotherslistencarefullyandexpressagreementordisagreement.Ifthere’sanydisagreement,encouragestudentstoexplaintheirreasonstohelpthemfocusonthedifferentdetailsoftherule.Presentation（GrammarPartB）1Readthesamplesentences.Askstudentstoidentifytheverbandthe‘to’-infinitiveineachsentences.2Elicitotherverbsthatareusuallyusedwith‘to’-infinitive.Givethemtheextraexampleslistedonpage43.3Askstudentstocomplete‘Workouttherule!’atthebottomofthepage.Forlessablestudents,tellthemtogothroughtheexamplesentencesandtheexplanationsagain.4Askstudentstocompletetheconversationinpairs.Theyshouldmakesenseofthesentencesbeforetheyselectaverb.Remindlessablestudentsthattheyneedtouse‘to’-infinitivesintheconversation.6Askstudentstoreadtheconversationinpairs.Askapairofmoreablestudentstoreadouttheconversationtotheclass.7Writedownsomesentencescontainingreflexivepronouns.Youcanusethefollowingexamples:*Ifelloverandhurtmyself.*Mybabysistercanfeedherself.*Mycatcleansitselfeveryday.还要多做练习来训练反身代词*Wefoundourselvesinthecentreofthecity.8Underlinethereflexivepronounsinthesentences.Explaintheuseofreflexivepronouns.Tellthemweusethemwhenthesubjectandtheobjectarethesamepersonorthing.9Explainthedifferencebetweenreflexiveandpersonalpronounsbygivingsomeexamples.10Gothroughthetable.Makesurestudentsareabletodistinguishbetweenthesingularandpluralforms.11Writesomemoreverbs,e.g.,‘teach’,‘give’,‘buy…for’,’lookafter’,etc.12Askstudentstocomplete‘Workouttherule!’atthebottomofthepage.13ExplainthecontextandtellstudentsthattheyneedtofindoutLindaandSimon’ssecret.Askstudentstoreadthecartoonstoryfirstwithoutworkingoutthecorrectreflexivepronouns.Checktheunderstandingofthevocabulary.14Thenaskstudentstogothroughthestoryagainandworkoutthecorrectreflexivepronounforeachblank.15Askmoreablestudentstoreadoutthespeechbubblesinsequence.Therestoftheclassshouldlistencarefullyandchecktheiranswers.LanguagepointsDecidetodo,preparetodo,seethesunset,takesomephotosofit,climbtherocks,hide-and-seek,pullhimselfup,luckily,donottellanybodyaboutthis,keeptheirsecrettothemselves完成《与课堂同行》的相关练习板书设计Unit3Grammar1.as…as2.reflexive练习安排
