每个老师需要在上课前弄好自己的教案课件，是认真规划好自己教案课件的时候了。必须要写好了教案课件计划，未来的工作就会做得更好！究竟有没有好的适合教案课件的范文？以下是小编收集整理的“外研社7BModule6TheOlympicadventure”，供您参考，希望能够帮助到大家。
外研社7BModule6TheOlympicadventure
一、教材内容分析
本模块话题是“体育运动”。内容为学生所熟悉，结合学校体育活动的开展及中国2008年奥运会的准备，便于开展课堂活动。要求学生了解奥运，了解不同国家和地区的体育运动，并且根据自己的知识与喜好做一张与体育有关的招贴画，掌握用形容词和副词来表达观点及形容词的比较级和副词的用法。
二、学情分析
通过初一上学期和本学期前五个模块，尤其是本学期Module5的学习，学生已基本储备运用形容词、副词的原级及形容词比较级来进行口、笔头表述的知识。而且本模块的话题既符合学生的认知水平，又与学生的生活、兴趣等相一致，因此，教学中教师应随时随地以学生已有知识和课本为出发点，灵活利用各种素材组织教学内容和过程，充分调动学生的积极性。
三、教学目标
1、语言知识目标
语音
单词在句子中的重读词汇
Olympic,adventure,more,dangerous,gymnastic,ski,popular,exciting,tiring,unpopular,boring,relax,relaxing,safe,neighbourhood,committee,arrive,late,back,however,slowly,loudly,clearly,visitor,need,quickly,well,badly,carelessly,better,hard,cassette,player,vocabulary,carefully,quietly,continue,until词组
begoodat,takearound,more…than…语法
形容词的比较级和副词的用法。功能
观点表达，尤其是形容词和副词的表述。话题
以“体育运动”为话题。2、语言技能目标听
能辨别表示运动的词语以及表达观点的形容词和副词；能听懂用所学的形容词比较级和副词所做的口头表述，询问及其回应的听力材料。说
能运用比较级形式比较不同的体育项目。流利地说出本模块的生词和短语。读
能读懂介绍体育活动的短文，并且将描述与图表相匹配，理解阅读材料中所学的形容词比较级和副词所表达的语义。进行简单的阅读技能训练。写
能用too或also将句子连接起来，使句子更加连贯。演示与表达
能向同伴介绍自己最喜欢的奥运项目、个人或小组设计的体育招贴画和奥运新项目等。 3、学习策略目标自主学习、有效交际、信息处理、英语思维能力。
认知
联系、归纳、推测等技能。观察并归纳形容词的比较级的变化和部分副词的构成规则，提高自学能力。调控
从同伴处得到反馈，对自己在叙述及作文中的错误进行修改。交际
学习运用恰当词语简单描述体育运动。资源
通过其他资源获取更多有关“体育运动”的简单英语。自学
策略
培养在词语与相应事物之间建立联想的习惯，形成话题联想的习惯。能自己检索有关体育活动项目或奥运会的资料并进行阅读。合作
学习
策略
互相学习，取长补短，注意学习策略共享，将自己所搜集的信息与其他同学共享。 4、文化意识目标中外
对比
各民族都有自己民族特色的体育活动，各国都有自己的优势项目。体育运动是民族团结的纽带。 5、情感态度目标通过学习描述体育运动，提高对体育和英语的学习兴趣，养成爱好体育运动的习惯。参加各种英语活动，克服困难，在新环境中进一步树立准确的语言学习观。6、任务
能够制作招贴画和设计奥运新项目等，介绍体育招贴画、奥运新项目的内容以及自己选择这些体育项目、这样设计的理由。四、教学重点和难点重点：掌握描述体育运动的基本词汇，读懂含有形容词的比较级和副词的句子，掌握形容词比较级的结构和副词的用法。难点：掌握形容词比较级的结构和副词的用法。五、教学方法基于课程改革的理念及“第二语言习得论”，培养实现人的可持续发展和人的主体精神的自我完善和发展所必需的能力和素质，运用任务型教学途径，围绕核心任务，设定小任务，开展和谐愉悦的课堂活动，强调兴趣第一的原则，初步设计“P—T—P”自主学习立体模式：pre-task…task-cycle…post-task。六、教材处理
核心任务：能够运用所学句型结构描述体育运动。三个环节如下：pre-task：学生联系生活实际，激活背景知识。task–cycle：通过整个模块的听说读写的训练，强化对“体育运动”的表达能力，为完成任务做好铺垫。post-task：达成任务，展示成果，反馈学习情况。课时安排：根据学生学习英语的特点和规律，我们把本模块划分为4课时：Period1:VocabularyandListeningandPronunciationPeriod2:ReadingandVocabularyandWriting4Period3:SpeakingandWriting5andAroundtheworldandModuleTaskPeriod4:Languagepractice
注意：教学时应根据学生的学习水平、生活实际水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。
七、教学设计
Period1:VocabularyandListeningandPronunciation
TeachingAimsandDemands:
1.LanguageKnowledge:
Keyvocabularyandphrases:Olympic,adventure,more,dangerous,gymnastic,basketball,cycling,tabletennis,ski,popular,exciting,tiring,unpopular,boring,relax,relaxing,safe,begoodat
Keystructure:begoodat,more…than…(重点)
2.Listeningskill:Tounderstandconversationsaboutsports.(难点)
3.Affectionandattitudes:Weshouldlovesports.
Learningstrategies:
Bottom–upapproach;listeningtothetape;watchavideo;dosomeexercises.
TeachingAids:Multi-Media(Taperecorder,video,OHP,handouts)
TeachingProcedures:
Step1Warming-up
1.Askthestudents:WhatistheOlympicflag?Whatdothefiveringsmean?WhatisthemottooftheOlympicGames?
2.Showaprogram—theexcitingmoment,andthenasksomequestions.
Step2Learning
1.Showthepicturestoteachtheadjectives.
(1)Talkaboutthesongandsomepictures.Whatdoyouthinkof…?
(2)GivetheSsthewordsandletthemcircletheadjectives.
happyswimticketinOlympicfastsportworldeasystrongrunandAmericaexpensivejumpbadmintonbadbasketballplanstadium
(3)Matchtheoppositeswitheachother:dangerous-safe,difficult-easy,exciting-boring,
(un)popular,relaxing-tiring.
(4)LettheSstrytofindsomemoreopposites.tall-short…
2.Reviseandlearnthenamesofsomesports.
(1)Guessing:Whatkindofsportsisit?
(2)Lookatthesignsandwritedownthesports.
(3)Designasignandwritedownthenameofthesport. (4)Listenandnumberthesportsasyouhearthem. 3.LearntodescribetheseOlympicsportsusingtheadjectivesandtheiropposites. (1)Showsomepicturesandthenaskthestudents:Whichsportisdifficult/easy/dangerous/safe/exciting/boring? (2)Matchthesentenceswiththepictures. (3)ListenandrepeatthesentencesinActivities23. (4)Showthestudentssomemorepicturesandletthemtrytoanswerthequestion:Whichoneismore…?usingthestructure“…ismore…than…”. (5)Helpthestudentstosummarize:Aismoreadj.(多音节词)thanB. Step3Listeningandreading 1.LetthestudentslistentothetapeofActivity4andcheckthesentencesTrueorFalse. ●Chinesepeoplearegoodatgymnastics. ●Tabletennisismorepopularthangymnastics. ●Runningismoreinterestingthanbasketball. ●Cyclingismoredangerousthanskiing. ●Daminglikesbothrunningandbasketball. 2.LetthestudentslistenagainandtickforBettyandDaming. Betty Daming gymnastics tabletennis basketball running cycling skiing 3.Letthestudentsreadandtrytofinishtheconversation. Betty:Chinesepeopleareverygoodatgymnastics.Doyoulikegymnastics,Daming? Daming:Yes,Ido.ButChinesepeoplearegoodattabletennis,too,andtabletennisis____________thangymnastics. Betty:Ilovegymnastics.Ithinkit’s____________thantabletennis.WhatOlympicsportsdoyoulike? Daming:Basketballismyfavouritesport,butIalsolikerunning. Betty:Ohno,runningis_____boring_____basketball.Ialsolikecycling.Cyclingis_____relaxing_____running. Daming:No,itisn’t.Ithinkcyclingis_____tiring_____running.Anddoyoulikeskiing? Betty:Yes,Ido.Butit’s_____dangerous_____runningandcycling. Step4Speaking AskthestudentstochooseanOlympicsporthe/shewantstojoininbestandtelluswhyifhe/shewantstobeavolunteerin2008OlympicGames. Iwanttojoinin________.ItismyfavouriteOlympicsport.Becauseitis_______than______,andit’s_________________. Step5Homework 1.Readtheconversationasfluentlyaspossible. 2.Writeashortcomposition:“MyfavouriteOlympicsport”.Whydoyoulikeit?About50words.Period2:VocabularyandReadingandWriting4 TeachingAimsandDemands: 1.LanguageKnowledge: Newwordsandphrases:neighbourhood,committee,arrive,late,back,however,slowly,loudly,clearly,visitor,need,quickly,well,badly,carelessly,better,hard,takearound,cassette,player,vocabulary,carefully,quietly,continue,until Comparativeformstheusageofadverbs Keystructures:Itisdifficulttodo…,take…around,more…than…(重点) 2.Readingskill:TounderstandstoriesabouttheOlympicGames. 3.Affectionandattitudes:Weshouldlovesportsandwishthe2008BeijingOlympicGamessuccessful. Learningstrategies: Communicativeapproach. TeachingAids:Multi-Media(Taperecorder,video,OHP,handouts) TeachingProcedures: Step1Leadingin 1.Askthestudents:Whichcountrywillholdthe2008OlympicGames?What’sthe2008OlympicMascot? 2.TalkabouttheOlympicMascotsfor2008andsomeofthelatestOlympicGamesespeciallyMoscow1980,Seoul1988Beijing2008toleadinthetopicofthislesson“EnglishfortheOlympicGames”. Step2IntroductionandDiscussion 1.Tellthestudentsthebackground:OnJuly13th,2001,Beijingsucceededinbiddingforthe2008OlympicGames.ItwasexcitingnewsforChinesepeople.AsapersoninBeijing—thecitytoholdsuchagreatgame,everyonewasexcited.Sofromthenon,therushtolearnEnglishwasaroused.Today,moreandmorepeople,youngorold,begintolearnEnglish.Dongsi—thelocationofBeijingOlympicCommitteehasbecomeahotplacetolearnEnglish. 2.Letthestudentstodiscuss: (1)WhathasbeendoneandwhatisbeingdonetopreparetheBeijingOlympicGames? (2)Whatwouldyouliketodofor2008BeijingOlympicGames? Step3SkimmingandScanning 1.AsktheSstolookatthe2picturesandtellmewhattheycansee. 2.TheSsreadthepassageasquicklyastheycanandchooseaphotoforit. 3.AsktheSstoreadthepassagetofindoutthepeoplewhoarelearningEnglishandhowtheyarelearning. 4.TheSsreadafterthetapeandchoosethebetteranswerstothesevenquestions. 5.Readingroupsandfillintheblanks. Step4Learning 1.Findoutthepairadverbswithoppositemeaningsandreadtheadverbs. 2.LearnsomelanguagepointsandwritetheanswerstothequestionsinActivity2. Step5Retelling TheSstrytoretellthereadingpassagelookingatthreepicturesandsomeinformation. Step6Sayingandreporting 1.AsktheSstotrytosaysomethingaboutthemselvesusingtheadverbstheylearned. ◇Igettoschool… ◇Theteacherspeakstous… ◇WeneedtolearnEnglish… ◇WeneedtospeakEnglish… ◇Iwork… ◇Icheckmyvocabularyathome… ◇Ilistentomylessons… 2.Workingroupsoffourtodiscuss:HowshouldwelearnEnglishfor2008?Asksomegroupstotalkabouttheirreports. Step7Homework 1.Readthepassageafterclass. 2.Writeashortcompositionbeginningwith“IfwewanttobevolunteersinBeijing2008OlympicGames.Fromnowonweshould…”Period3:SpeakingWriting5AroundtheworldModuleTask TeachingAimsandDemands: 1.Speakingskill:Talkaboutthesportsonelikesusingcomparativeforms. 2.Writingskill:Tocombinesentencesusing“too”or“also”.Improvethestudents’writingabilities. 3.Tosummarizeandconsolidate“more…than…”andthenewvocabulary. 4.Affectionandattitudes:Weshouldlovesports. Learningstrategies: Top-downandInteractiveapproachanddosomeexercises. TeachingAids:Multi-Media(Taperecorder,video,OHP,handouts) TeachingProcedures: Step1Revision 1.HelptheSsreviseknowsomenamesoftheOlympicsports. 2.AsktheSstocomparetheOlympicsportsusingthestructure“…ismore…than…”lookingatsomepictures. Step2Speaking 1.Guessthesportstheteacherlikes. 2.TheSsasktheirpartnersandthenmakereports. ○Whatsportsdoyoulike?Whatdoyouthinkofit? ○Whatsportsdon’tyoulike?Whatdoyouthinkofit? Yourpartner () likes doesn’tlike Sports Why Mypartner________likes________.Itis________. He/shedoesn’tlike________.Itis________. Step3Writing 1.LettheSschooseforthemselves. popularexcitingdifficulttiringcheapdangerous Ilike______(running/skiing).______ismore______than______. Ilike______(basketball/cycling).______ismore______than______. Ilike______(tabletennis/gymnastics).______ismore______than______. 2.LettheSstrytowriteforthemselvesandtheirfriends. Ilike______.______ismore______than______. Myfriend______likes______. Hethinksitis______than______. 3.GivetheSstwoexamplestomakesuretheycanjoin2sentenceswithtoooralso. Step4Pairwork AsktheSstousethefollowingwordstomakeasimilardialogue. Words:basketballcyclinggymnasticrunningskiingtabletennis…popularexcitingrelaxingeasysafe… A:Doyoulikerunningorcycling? B:Ilikecycling. A:Why? B:Becausecyclingismorerelaxingthanrunning. A:Yes,andIthinkcyclingismoreexciting,too. Step5ModuleTask AsktheSstomakeaposterlikethis. OurfavouriteOlympicsport MyfavouriteOlympicsportisdiving. Ilikeitbecause it’sveryexciting.I thinkit’smorewonderful thanswimming.Chinese peoplearegoodat diving.Ihopewewill winthegoldmedalsin2008. Fourstudentsareinagroup.Eachgrouphasgotahandoutaboutoneofthemascotsofthe2008BeijingOlympicGames.AsktheSstosuppose:iftheyarethemascots,howtointroducethemselvesandtheirfavouriteOlympicsportsandwhytheylikethem.GivetheSssomesentencepatterns. ◆Mynameis________. ◆I’m________. ◆Istandforthe_____Olympicring. ◆I’m____________. ◆MyfavouriteOlympicsportis________.Becauseitis_________than_______. ◆Imean______________. Step7Homework 1.DotheSelf-assessmentonPage111. 2.MakeanOlympicsportposter.Period4:Languagepractice Keystructures:Abe+more+adj.thanB(重点) TeachingAimsandDemands: 1.Tosummarizeandconsolidategrammarfocus(comparativeformstheusageofadverbs). 2.Tosummarizeandconsolidateexpressionsandvocabulary. Learningstrategies: Formalinstructionandtask-basedapproachandinteractivepractice. TeachingAids:Multi-Media(video,OHP,handout) TeachingProcedures: Step1ActingandGuessing 1.Guessinggame:Youact,Iguess. Workinpairs.Onestudentactsthesportafterhavingalookatthepicture.Theotheronewhocan’tseethepicturetriestoguesswhatsportitisbywatchingtheactions. 2.HelptheSsmakeawordmapaboutOlympicGames. Step2DiscussionandSummary 1.DiscussthequestionswiththeSs. ●Aresportsgoodforus? Yes,everyoneneedstodosportsbecausetheykeepthebodystrongandhealthy. ●Whichsportisthebest? Runningiseasy,safeandgood.Butsomepeoplethinkitisboringandtheyliketeamsports.Basketballandtabletennisarepopular.Playsportthatyoulike. ●Isthereanythingyoumustnotdo? Don’ttrytodosomethingtooquicklyorcarelessly.Somesportscanbedangerous.Ifyouarenotstrong,gymnasticscanbebadforyou.Skiingcanbedangerous.Youneedlessonsfirst. 2.Focusthestudents’attention: Howtocompare… ●Runningischeaperandsaferthandiving. ●Swimmingiseasierthangymnastics. ●Tabletennisismorepopularthanjudo. Adverbsvs.Adjectives ■Don’ttrytodosomethingtooquicklyorcarelessly. ■Runningiseasy,safeandgood. Step3Writtenpractice ShowtheSstwogroupsofpictures.Dividethemintotwogroupsaccordingtotheirfavorstohaveacompetition. 1.DoActivity12onPage36. 2.DoEx.2onPage108intheWBandthenlettheSstofindoutthepairwordswithoppositemeanings. Step4Oralpractice 1.DividetheSsintotwogroups(BoysandGirls)toactthedialogue(Activity4onPage33).2.LettheSslearntocomparethesportsasthefollowing.A:Whatsportsdoyoulike? B:Ilikeswimmingandtabletennis. A:Whydoyoulikethem? B:Ilikethembecausetheyaremorerelaxingthanrunning. A:Doyoulikegymnastics? B:No,Idon’t.Idon’tlikegymnasticsorjudo. A:Why? B:Becausetheyaremoredangerousthantabletennis.Step5SuggestionsandDesign 1.LettheSslookatthefollowingandthengivetheirsuggestionstoHelenandMartin.Whatsportsshouldtheytake? □Helendoesn’tlikeeating,soKate isaverythingirl.Sheisweakand sheoftenhasacold.□Martinloveseating.Heis alwayseatingsomething.Buthe istoofatnow.Heusuallyfeelstired. 2.DesignanewOlympicsportaccordingtothefollowingquestions:☆What’sitlike?☆Howdopeopleplayit?☆Doyoulikeit?☆Whydoyoulikeit?Step6Homework 1.Makeupadialogueaboutsportswithyourpartner. 2.FinishtheexercisesintheWB. 扩展阅读 教案课件是每个老师工作中上课需要准备的东西，大家正在计划自己的教案课件了。教案课件工作计划写好了之后，这样接下来工作才会更上一层楼！你们清楚教案课件的范文有哪些呢？以下是小编收集整理的“Module6TheOlympicadventure （外研七下）”，希望能为您提供更多的参考。 Module6TheOlympicadventure 海宁市湖塘初中陈旭炯查晓英 一、教材内容分析 本模块话题是“体育运动”。内容为学生所熟悉，结合学校体育活动的开展及中国2008年奥运会的准备，便于开展课堂活动。要求学生了解奥运，了解不同国家和地区的体育运动，并且根据自己的知识与喜好做一张与体育有关的招贴画，掌握用形容词和副词来表达观点及形容词的比较级和副词的用法。 二、学情分析 通过初一上学期和本学期前五个模块，尤其是本学期Module5的学习，学生已基本储备运用形容词、副词的原级及形容词比较级来进行口、笔头表述的知识。而且本模块的话题既符合学生的认知水平，又与学生的生活、兴趣等相一致，因此，教学中教师应随时随地以学生已有知识和课本为出发点，灵活利用各种素材组织教学内容和过程，充分调动学生的积极性。 三、教学目标 1、语言知识目标 语音 词汇 词组 语法 功能 话题 听 说 读 写 演示与表达
Step6GroupworkModule6TheOlympicadventure （外研七下）
自主学习、有效交际、信息处理、英语思维能力。
认知
联系、归纳、推测等技能。观察并归纳形容词的比较级的变化和部分副词的构成规则，提高自学能力。调控
从同伴处得到反馈，对自己在叙述及作文中的错误进行修改。交际
学习运用恰当词语简单描述体育运动。资源
通过其他资源获取更多有关“体育运动”的简单英语。自学
策略
培养在词语与相应事物之间建立联想的习惯，形成话题联想的习惯。能自己检索有关体育活动项目或奥运会的资料并进行阅读。合作
学习
策略
互相学习，取长补短，注意学习策略共享，将自己所搜集的信息与其他同学共享。 4、文化意识目标中外
对比
各民族都有自己民族特色的体育活动，各国都有自己的优势项目。体育运动是民族团结的纽带。 5、情感态度目标通过学习描述体育运动，提高对体育和英语的学习兴趣，养成爱好体育运动的习惯。参加各种英语活动，克服困难，在新环境中进一步树立准确的语言学习观。6、任务
能够制作招贴画和设计奥运新项目等，介绍体育招贴画、奥运新项目的内容以及自己选择这些体育项目、这样设计的理由。
四、教学重点和难点
重点：
掌握描述体育运动的基本词汇，读懂含有形容词的比较级和副词的句子，掌握形容词比较级的结构和副词的用法。
难点：
掌握形容词比较级的结构和副词的用法。
五、教学方法
基于课程改革的理念及“第二语言习得论”，培养实现人的可持续发展和人的主体精神的自我完善和发展所必需的能力和素质，运用任务型教学途径，围绕核心任务，设定小任务，开展和谐愉悦的课堂活动，强调兴趣第一的原则，初步设计“P—T—P”自主学习立体模式：pre-task…task-cycle…post-task。
六、教材处理
核心任务：
能够运用所学句型结构描述体育运动。三个环节如下：pre-task：学生联系生活实际，激活背景知识。task–cycle：通过整个模块的听说读写的训练，强化对“体育运动”的表达能力，为完成任务做好铺垫。post-task：达成任务，展示成果，反馈学习情况。
课时安排：
根据学生学习英语的特点和规律，我们把本模块划分为4课时：
Period1:VocabularyandListeningandPronunciation
Period2:ReadingandVocabularyandWriting4
Period3:SpeakingandWriting5andAroundtheworldandModuleTask
Period4:Languagepractice
注意：教学时应根据学生的学习水平、生活实际水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。
七、教学设计
Period1:VocabularyandListeningandPronunciation
TeachingAimsandDemands:
1.LanguageKnowledge:
Keyvocabularyandphrases:Olympic,adventure,more,dangerous,gymnastic,basketball,cycling,tabletennis,ski,popular,exciting,tiring,unpopular,boring,relax,relaxing,safe,begoodat
Keystructure:begoodat,more…than…(重点)
2.Listeningskill:Tounderstandconversationsaboutsports.(难点)
3.Affectionandattitudes:Weshouldlovesports.
Learningstrategies:
Bottom–upapproach;listeningtothetape;watchavideo;dosomeexercises.
TeachingAids:Multi-Media(Taperecorder,video,OHP,handouts)
TeachingProcedures:
Step1Warming-up
1.Askthestudents:WhatistheOlympicflag?Whatdothefiveringsmean?WhatisthemottooftheOlympicGames?
2.Showaprogram—theexcitingmoment,andthenasksomequestions.
Step2Learning
1.Showthepicturestoteachtheadjectives.
(1)Talkaboutthesongandsomepictures.Whatdoyouthinkof…?
(2)GivetheSsthewordsandletthemcircletheadjectives.
happyswimticketinOlympicfastsportworldeasystrongrunandAmericaexpensivejumpbadmintonbadbasketballplanstadium
(3)Matchtheoppositeswitheachother:dangerous-safe,difficult-easy,exciting-boring,
(un)popular,relaxing-tiring.
(4)LettheSstrytofindsomemoreopposites.tall-short…
2.Reviseandlearnthenamesofsomesports.
(1)Guessing:Whatkindofsportsisit?
(2)Lookatthesignsandwritedownthesports.
(3)Designasignandwritedownthenameofthesport. (4)Listenandnumberthesportsasyouhearthem. 3.LearntodescribetheseOlympicsportsusingtheadjectivesandtheiropposites. (1)Showsomepicturesandthenaskthestudents:Whichsportisdifficult/easy/dangerous/safe/exciting/boring? (2)Matchthesentenceswiththepictures. (3)ListenandrepeatthesentencesinActivities23. (4)Showthestudentssomemorepicturesandletthemtrytoanswerthequestion:Whichoneismore…?usingthestructure“…ismore…than…”. (5)Helpthestudentstosummarize:Aismoreadj.(多音节词)thanB. Step3Listeningandreading 1.LetthestudentslistentothetapeofActivity4andcheckthesentencesTrueorFalse. ●Chinesepeoplearegoodatgymnastics. ●Tabletennisismorepopularthangymnastics. ●Runningismoreinterestingthanbasketball. ●Cyclingismoredangerousthanskiing. ●Daminglikesbothrunningandbasketball. 2.LetthestudentslistenagainandtickforBettyandDaming. Betty Daming gymnastics tabletennis basketball running cycling skiing 3.Letthestudentsreadandtrytofinishtheconversation. Betty:Chinesepeopleareverygoodatgymnastics.Doyoulikegymnastics,Daming? Daming:Yes,Ido.ButChinesepeoplearegoodattabletennis,too,andtabletennisis____________thangymnastics. Betty:Ilovegymnastics.Ithinkit’s____________thantabletennis.WhatOlympicsportsdoyoulike? Daming:Basketballismyfavouritesport,butIalsolikerunning. Betty:Ohno,runningis_____boring_____basketball.Ialsolikecycling.Cyclingis_____relaxing_____running. Daming:No,itisn’t.Ithinkcyclingis_____tiring_____running.Anddoyoulikeskiing? Betty:Yes,Ido.Butit’s_____dangerous_____runningandcycling. Step4Speaking AskthestudentstochooseanOlympicsporthe/shewantstojoininbestandtelluswhyifhe/shewantstobeavolunteerin2008OlympicGames. Iwanttojoinin________.ItismyfavouriteOlympicsport.Becauseitis_______than______,andit’s_________________. Step5Homework 1.Readtheconversationasfluentlyaspossible. 2.Writeashortcomposition:“MyfavouriteOlympicsport”.Whydoyoulikeit?About50words.Period2:VocabularyandReadingandWriting4 TeachingAimsandDemands: 1.LanguageKnowledge: Newwordsandphrases:neighbourhood,committee,arrive,late,back,however,slowly,loudly,clearly,visitor,need,quickly,well,badly,carelessly,better,hard,takearound,cassette,player,vocabulary,carefully,quietly,continue,until Comparativeformstheusageofadverbs Keystructures:Itisdifficulttodo…,take…around,more…than…(重点) 2.Readingskill:TounderstandstoriesabouttheOlympicGames. 3.Affectionandattitudes:Weshouldlovesportsandwishthe2008BeijingOlympicGamessuccessful. Learningstrategies: Communicativeapproach. TeachingAids:Multi-Media(Taperecorder,video,OHP,handouts) TeachingProcedures: Step1Leadingin 1.Askthestudents:Whichcountrywillholdthe2008OlympicGames?What’sthe2008OlympicMascot? 2.TalkabouttheOlympicMascotsfor2008andsomeofthelatestOlympicGamesespeciallyMoscow1980,Seoul1988Beijing2008toleadinthetopicofthislesson“EnglishfortheOlympicGames”. Step2IntroductionandDiscussion 1.Tellthestudentsthebackground:OnJuly13th,2001,Beijingsucceededinbiddingforthe2008OlympicGames.ItwasexcitingnewsforChinesepeople.AsapersoninBeijing—thecitytoholdsuchagreatgame,everyonewasexcited.Sofromthenon,therushtolearnEnglishwasaroused.Today,moreandmorepeople,youngorold,begintolearnEnglish.Dongsi—thelocationofBeijingOlympicCommitteehasbecomeahotplacetolearnEnglish. 2.Letthestudentstodiscuss: (1)WhathasbeendoneandwhatisbeingdonetopreparetheBeijingOlympicGames? (2)Whatwouldyouliketodofor2008BeijingOlympicGames? Step3SkimmingandScanning 1.AsktheSstolookatthe2picturesandtellmewhattheycansee. 2.TheSsreadthepassageasquicklyastheycanandchooseaphotoforit. 3.AsktheSstoreadthepassagetofindoutthepeoplewhoarelearningEnglishandhowtheyarelearning. 4.TheSsreadafterthetapeandchoosethebetteranswerstothesevenquestions. 5.Readingroupsandfillintheblanks. Step4Learning 1.Findoutthepairadverbswithoppositemeaningsandreadtheadverbs. 2.LearnsomelanguagepointsandwritetheanswerstothequestionsinActivity2. Step5Retelling TheSstrytoretellthereadingpassagelookingatthreepicturesandsomeinformation. Step6Sayingandreporting 1.AsktheSstotrytosaysomethingaboutthemselvesusingtheadverbstheylearned. ◇Igettoschool… ◇Theteacherspeakstous… ◇WeneedtolearnEnglish… ◇WeneedtospeakEnglish… ◇Iwork… ◇Icheckmyvocabularyathome… ◇Ilistentomylessons… 2.Workingroupsoffourtodiscuss:HowshouldwelearnEnglishfor2008?Asksomegroupstotalkabouttheirreports. Step7Homework 1.Readthepassageafterclass. 2.Writeashortcompositionbeginningwith“IfwewanttobevolunteersinBeijing2008OlympicGames.Fromnowonweshould…”Period3:SpeakingWriting5AroundtheworldModuleTask TeachingAimsandDemands: 1.Speakingskill:Talkaboutthesportsonelikesusingcomparativeforms. 2.Writingskill:Tocombinesentencesusing“too”or“also”.Improvethestudents’writingabilities. 3.Tosummarizeandconsolidate“more…than…”andthenewvocabulary. 4.Affectionandattitudes:Weshouldlovesports. Learningstrategies: Top-downandInteractiveapproachanddosomeexercises. TeachingAids:Multi-Media(Taperecorder,video,OHP,handouts) TeachingProcedures: Step1Revision 1.HelptheSsreviseknowsomenamesoftheOlympicsports. 2.AsktheSstocomparetheOlympicsportsusingthestructure“…ismore…than…”lookingatsomepictures. Step2Speaking 1.Guessthesportstheteacherlikes. 2.TheSsasktheirpartnersandthenmakereports. ○Whatsportsdoyoulike?Whatdoyouthinkofit? ○Whatsportsdon’tyoulike?Whatdoyouthinkofit? Yourpartner () likes doesn’tlike Sports Why Mypartner________likes________.Itis________. He/shedoesn’tlike________.Itis________. Step3Writing 1.LettheSschooseforthemselves. popularexcitingdifficulttiringcheapdangerous Ilike______(running/skiing).______ismore______than______. Ilike______(basketball/cycling).______ismore______than______. Ilike______(tabletennis/gymnastics).______ismore______than______. 2.LettheSstrytowriteforthemselvesandtheirfriends. Ilike______.______ismore______than______. Myfriend______likes______. Hethinksitis______than______. 3.GivetheSstwoexamplestomakesuretheycanjoin2sentenceswithtoooralso. Step4Pairwork AsktheSstousethefollowingwordstomakeasimilardialogue. Words:basketballcyclinggymnasticrunningskiingtabletennis…popularexcitingrelaxingeasysafe… A:Doyoulikerunningorcycling? B:Ilikecycling. A:Why? B:Becausecyclingismorerelaxingthanrunning. A:Yes,andIthinkcyclingismoreexciting,too. Step5ModuleTask AsktheSstomakeaposterlikethis. Fourstudentsareinagroup.Eachgrouphasgotahandoutaboutoneofthemascotsofthe2008BeijingOlympicGames.AsktheSstosuppose:iftheyarethemascots,howtointroducethemselvesandtheirfavouriteOlympicsportsandwhytheylikethem.GivetheSssomesentencepatterns. ◆Mynameis________. ◆I’m________. ◆Istandforthe_____Olympicring. ◆I’m____________. ◆MyfavouriteOlympicsportis________.Becauseitis_________than_______. ◆Imean______________. Step7Homework 1.DotheSelf-assessmentonPage111. 2.MakeanOlympicsportposter.Period4:Languagepractice Keystructures:Abe+more+adj.thanB(重点) TeachingAimsandDemands: 1.Tosummarizeandconsolidategrammarfocus(comparativeformstheusageofadverbs). 2.Tosummarizeandconsolidateexpressionsandvocabulary. Learningstrategies: Formalinstructionandtask-basedapproachandinteractivepractice. TeachingAids:Multi-Media(video,OHP,handout) TeachingProcedures: Step1ActingandGuessing 1.Guessinggame:Youact,Iguess. Workinpairs.Onestudentactsthesportafterhavingalookatthepicture.Theotheronewhocan’tseethepicturetriestoguesswhatsportitisbywatchingtheactions. 2.HelptheSsmakeawordmapaboutOlympicGames. Step2DiscussionandSummary 1.DiscussthequestionswiththeSs. ●Aresportsgoodforus? Yes,everyoneneedstodosportsbecausetheykeepthebodystrongandhealthy. ●Whichsportisthebest? Runningiseasy,safeandgood.Butsomepeoplethinkitisboringandtheyliketeamsports.Basketballandtabletennisarepopular.Playsportthatyoulike. ●Isthereanythingyoumustnotdo? Don’ttrytodosomethingtooquicklyorcarelessly.Somesportscanbedangerous.Ifyouarenotstrong,gymnasticscanbebadforyou.Skiingcanbedangerous.Youneedlessonsfirst. 2.Focusthestudents’attention: Howtocompare… ●Runningischeaperandsaferthandiving. ●Swimmingiseasierthangymnastics. ●Tabletennisismorepopularthanjudo. Adverbsvs.Adjectives ■Don’ttrytodosomethingtooquicklyorcarelessly. ■Runningiseasy,safeandgood. Step3Writtenpractice ShowtheSstwogroupsofpictures.Dividethemintotwogroupsaccordingtotheirfavorstohaveacompetition. 1.DoActivity12onPage36. 2.DoEx.2onPage108intheWBandthenlettheSstofindoutthepairwordswithoppositemeanings. Step4Oralpractice 1.DividetheSsintotwogroups(BoysandGirls)toactthedialogue(Activity4onPage33).2.LettheSslearntocomparethesportsasthefollowing.A:Whatsportsdoyoulike? B:Ilikeswimmingandtabletennis. A:Whydoyoulikethem? B:Ilikethembecausetheyaremorerelaxingthanrunning. A:Doyoulikegymnastics? B:No,Idon’t.Idon’tlikegymnasticsorjudo. A:Why? B:Becausetheyaremoredangerousthantabletennis.Step5SuggestionsandDesign 1.LettheSslookatthefollowingandthengivetheirsuggestionstoHelenandMartin.Whatsportsshouldtheytake? □Helendoesn’tlikeeating,soKate isaverythingirl.Sheisweakand sheoftenhasacold.□Martinloveseating.Heis alwayseatingsomething.Buthe istoofatnow.Heusuallyfeelstired. 2.DesignanewOlympicsportaccordingtothefollowingquestions:☆What’sitlike?☆Howdopeopleplayit?☆Doyoulikeit?☆Whydoyoulikeit?Step6Homework 1.Makeupadialogueaboutsportswithyourpartner. 2.FinishtheexercisesintheWB. 课题Module6TheOlympicadventure 教学目标 教学重点polysyllabiccomparativedegreeadverbs(adv.)多音节形容词比较级副词 教学过程 StepⅡ.Writing StepⅢ.Writingpractice StepⅣ.Homework Whole-classwork: Groupwork: Pairswork: 教案课件是每个老师工作中上课需要准备的东西，是认真规划好自己教案课件的时候了。此时就可以对教案课件的工作做个简单的计划，新的工作才会如鱼得水！适合教案课件的范文有多少呢？小编特地为大家精心收集和整理了“NewStandardEnglish8BModule10Myperfectholiday”，供您参考，希望能够帮助到大家。 NewStandardEnglish8BModule10Myperfectholiday 一.教材内容分析 本模块话题相对分散，主要是谈论假或想象的话题。语法现象主要是用would/wouldn’t表达对事情的想象，学生不但要具备并熟练地掌握would/wouldn’t表示假设的技巧，并且要会运用这一技巧进行对出游计划的描述。教学中应结合学生实际情况，调整教学内容，合理设置课时。适当进行拓展，以激发学生的学习兴趣，拓宽学生视野。 二、学情分析 1.本模块的主要篇章所涉及的内容是学生所熟悉的（如假设家长不在家），但是没有很鲜明的特色，也没有激发学生求知欲的信息沟。所以在处理教材的过程中需要多设置一些令学生有谈论欲望的话题。 2.would/wouldn’tdosth结构本身比较简单,学生掌握起来难度不大,只要教师稍加指点就行。 三．教学目标 1．语言知识目标词汇 核心词汇：perfect,board,flight,gate,silly,business,empty,stomach,burn,enough,everything,college,simple,properly,seeoff,not…atall, 掌握:outdoor,living,manage 日常用语 Hey,youlot!Youmustbejoking!Soundsgreat!Notbad. We’reoffto…Comeon.Bettergetgoing.语法 1.Would/wouldn’t表“想象”用法 2.so…that…表示程度结果的状语从句 3.although引导的让步状语从句 话题 以天气为中心，介绍不同地方的各种天气情况，以及去这些地方的最佳时候。 2．语言技能目标 听 听懂有关出游假设的简短对话，提高学生实际交谈能力。 说 能利用核心词汇在不同的场景下表达自己的想象； 流利地说出本模块的生词、日常用语。 读 能阅读表示想象的的文章。进行简单的阅读技能训练。 写 1．能用核心词汇写出简短的表示想象的句子； 2．能形成完整的计划性文章。 演示与表达 能向全班做有关出游计划的发言与展示。3．学习策略目标 认知 联系，归纳，想象，推测等技能。 调控 从同伴处得到反馈，对自己在叙述及作文中的错误进行修改 交际 学习运用恰当词语介绍自己的想法；学习在讨论中表述自己的观点 资源 通过其他资源获取更多世界旅游的信息。 自学策略 能在大量的语言运用环境中总结出核心词汇及句型的用法。 合作学习 策略 关心他人的生活状态，学习换位思考，能互相讨论形成自己的独立观点。 4．文化意识目标了解不同地方的旅游资源，互相交流不同国家的文化，对学生进行不同文化意识的渗透。同时让了解其他国家风景，增加学生的背景知识。培养学生具有一定的责任意识和关爱他人之心。 5．情感态度目标 1）通过课文教学引导学生关注文化，关注社会，关注身边的时事和优秀人物。2）通过学习送行分别时所用的交际用语，学会与人友好相处。3）通过谈论不同的假设场景，激发学生的内在情感,学习换位思考，进行情感教育。 4）能在小组活动中积极与他人合作，相互帮助，共同完成学习任务。 四．重点难点 1.教学重点以谈论假设的话题为中心，谈论各种情况下的可能性。 2．教学难点1）表达猜想的词汇及它们在句中的正确运用。2）能用恰当正确的英语介绍个人的旅游计划。3.突破途径 以话题为核心，通过个人思考、小组及班级活动等不同途径，在听、说、读、写中使句型以不同的形式反复出现，在足够的输入中，达成有效的语言输出，并通过交流获取更多的信息。 五、教材处理 1、任务 核心任务：能够运用所学句型结构向朋友介绍所去旅游的地方的具体情况以及行程的安排。三个环节如下： pre-task：学生联系生活实际，激活思维。 Task-cycle：通过整个模块的听说读写的训练，强化“假设和想象”的表达能力，为完成核心任务做好铺垫。 post-task：达成任务，展示成果，自我评价，反馈学习情况。2、课时安排 PeriodOne:Unit1 PeriodTwUnit2 PeriodThree:Unit3(Activity1,2,5,7,8) PeriodFour:Unit3(Activity4,10,aroundtheworld) 六．教学设计 第一课时：Unit1 一.TeachingAimsandDemands: 1.LanguageKnowledge Keyvocabulary:perfect,board,flight,gate,silly,outdoor,so…that… Keystructure:would/wouldn’tdosth;so…that…;although 2.Listeningskill:understandwhatareSallyandherfriendsgoing,helpstudentstobefamiliarwithsomewords. 3.Speakingskill:practicethestructureof“would/wouldn’tdosth”;expresscorrectly. 二.TeachingAids:Multi-Media(orTaperecorder,OHP) 三.TeachingProcedures: Step1RevisionandLeadingin 1.Revisetheheroesandheroinesmentionedinlastmodule.Ask:“Whoarethey?/Whatarethey?” 2.Askstudent“Whatwouldyouliketobe?” 设计意图：复习前一模块所学的内容,回忆一些英雄人物,由Whatwouldyouliketobe?引出本模块的would的用法;因为这个句型学生比较熟悉,由所学过的句型引出将要学的结构,学生会感觉比较自然,比较好接受。 Step2Practice 1.ShowapictureofHelenKeller,introduceoneofherbooksThreeDaystoMe.2.Havethestudentstalkinpairs.Suppose:IfyouarelikeHelen,youhavethreedaystosee,whatwouldyoudo?/Whatwouldn’tyoudo?Giveanexampletohelpthemexpressthemselveswith“would/wouldn’t”.3.Practiceorally:Whatwouldyoudoforthecomingholiday?设计意图:通过英雄人物而引出海伦﹒凯勒，介绍她的一本书，给学生设置了一个假设的状态，从而可以进行would句型的操练；同时在情感教育上，给学生竖立学习的榜样，同时能够意识到自己的幸运，要把握好眼前的学习和生活。再接着又可以转换到第二个假设：在即将到来的假期，你该如何渡过。从而进入到该句型的大量口头练习。 Step3listeningpractice（Activity1＆2） 1.ShowapictureofSally.Sally’sholidayiscoming.Askquestionsaboutthepicture. 2.Studentslistentotheconversationandanswerthequestions. 设计意图:通过谈论假日，转换渡假人物，设置图片相关的问题，既是设置悬念，又做好听力练习前的准备和铺垫工作。学生可以学习有的放矢的听力方法。 Step4Listenandread1.Ask:“WherewillSallygo?”and“WherewouldSally’sfriendsgo?” 2.Showthetable,askthestudentstofinishitafterlistening. 3.Finishactivity2and3,checktheanswerswiththestudents.Discusswhennecessary. 4.Finishthetable.Studentsaskandanswerinpairs.设计意图 Step5practice1.Makeclearthedifferencebetween“will”and“would”bypictures.2.Practicetheuseof“so…that…”.3.Practicetheuseof“although/but”,payspecialattentionthatthesetwowordsmustn’tbeusedinonesentence.设计意图:这是第一节课向学生呈现would的用法,要使得学生能够区别will与would.但是用语言直接表述并不合适,所以利用图片进行处理,让学生在真实的语言环境中体会两个词所传达的语意的不同。在so...that..句型和although句型切换时采用同一幅图，使过渡比较自然，同时能培养学生的发散性思维。 Step7Homework 1.Workbookpage133,Ex2,5. 2.FinishUnit3activity1,2onyourbook. 3.PreveiwUnit2.Finishpage82Ex2,3. 4.Supposeifyouareateacher. Whatwouldyoudo?/Whatwouldnotyoudo? 设计意图：扎实基础，完成书本关于本节课的相关练习。学习换位思考，假设你是老师，你会做些什么，不做什么。也是老师从学生中间吸取一些有意义的建议的机会。 第二课时：Unit2 一.TeachingAimsandDemands: 1.LanguageKnowledge Keyvocabulary:business,empty,stomach,burn,enough,everything,college,living,simple,properly, Keystructure:would/wouldn’tdosth not…atall… 2.Readingskill:Readingforspecificinformation 3.Speakingskill:express“would/wouldn’tdosth”practicallyandcoherently. 二.TeachingAids:Multi-Media(orTaperecorder,OHP) 三.TeachingProcedures: Step1Revisionandcheckthehomework 1.Revisetheuseof“so…that…”.Makesentenceswhilelookingatthepictures. 2.Presentthehomeworkofstudents.“Ifyouareateacher…” ShowtheirhomewokbyOHP,havethestudentpresentatthefrontoftheclass. 设计意图：这个环节既可以检查学生的回家作业情况，又是对所学内容的复习。在学生有所准备的情况下，一些优良学生的陈述将会是可以有所期待的。 Step2Discussion(pairworkorgroupwork) 1.Discussion1:The2008OlympicGamesiscoming.Studentswillhavefinishedtheirexambythen.Havethemdiscuss:Howwouldyouwatchthegames?WouldyougotoBeijingtowatchgames?etc. 2.Discussion2:Askstudent:“Haveyoueverseenthefilm‘HomeAlone’?”Ifyourparentsarenotathome,wouldyoulookaftreyourself?Wouldyourlifebeok? 设计意图:通过两个讨论，目的之一是为了在前一节课的基础上，学生由已经会说would句型，到让学生能较自由地表达，表达追求准确和流畅。目的之二是承上启下的作用，第二个由《小鬼当家》引出的话题所讨论的内容是书本阅读材料的相关内容，这样可以起到pre-read的作用。 Step3Readandlearn Let’shavealookattwostudents-ZhengChengyuandSimaYige,whatabouttheirhomealone?1.Studentscanthepassage,helpthemfindoutthebestsummaryofthispassage.2.Listentothepassage,thentrytoanswerthequestionsofactivtty3.3.Checktheanswerwiththestudents.4.Givesomeexplainationswherenecessary.设计意图：首先浏览全文，对全文有个大概印象，然后对全文进行精读，理解全文内涵。学生学习相关的阅读策略。 Step4write 1.Writedowninthetable,whatyouwolddo?Whatyouwoldn’tdo?Andwritedownafewsentences.Studentscanfinishitbydiscussingwiththeirdeskmates. 设计意图：由说进入到句子的书写，力图循序渐进。 Step5Discussion 1.Yourparentshavedonemuchforyouinyourlife.Imagine:Whenyougrowup,whatwouldyoudoforthem? 2.(option)Introduceabook,RobisonCrusoe,(maybemoststudentsarefamiliarwiththecontentofthisbook).Thenhaveagroupdiscussion:Imagine:Ifyouwillliveonanislandaloneforamonth.1.whatthreethingswouldyoutake?2.whatwouldyoudowiththethreethings? 设计意图：在讨论“你想父母做什么”的过程中，即进行知识的教育，同时进行情感教育。 Step6Homework 1.FinishWBEx4. 2.FinishUnit3Ex4,5,7,10. 3.Supposeyouwillrunforthemonitoroftheclass,prepareforyourlecture.Usingwould,wouldn’t,so…that…,although 设计意图：进一步巩固would结构，进入到书写阶段。 第三课时：Unit3(Activities1,2,5,7,8) 一.TeachingAimsandDemands: 1.LanguageKnowledge Keystructure:would/wouldn’tdosth;so…that…;though/but; 2.Speakingskill: 3.Writingskill: 二.TeachingAids:Multi-Media(orTaperecorder,OHP) 三.TeachingProcedures: Step1Warming-upandrevision 1.Runforthemonitor! Havesomestudentstothefronttogivealecture,otherstudentslistentothemandthenmadeavote,decidewhowillbeournextmonitor? Step2summary 1.Makeasummaryofthe“would/wouldn’t”,finishactivity1and2. 2.Revisethestructure“although/but”,finishactivity5. 3.Makeaconsolidationof“so…that…”,finishactivity7. Step3Listening 1.Listenandcheck. Listenforthefirsttimetofinishthetableofactivity8. 2.Listenandrepeat step4Homework 1.WBEx3,6,10. 第四课时：Unit3(Activities4,10,aroundtheworld) 一.TeachingAimsandDemands: 1.LanguageKnowledge Keyvocabulary:seeoff,manage 2.Foundationinformation:learnaboutdifferentkindsofholidaysaroundtheworld. 3.Writingskill:Formadraftofeachstudent’sholidayplan. 二.TeachingAids:Multi-Media(orTaperecorder,OHP)三.TeachingProcedures: Step1WarmingupandLeading-in 1.Revisethetextofunit2 Step2Activity4 1.Finishthepassage,checktheanswerwiththestudents. Step3Activity10 Studentshavefinishitthenightbefore,sotheteacherjustneedtochecktheanswerwiththestudents. Step4Aroundtheworld 1.Showsomepicturesoftheicehotel.Letstudentsguesswhereitis. 2.Askquestionsabouttheicehotel.Havethemscanthepassageofaroundtheworld.Answerthequestions. 3.Showanothergroupofpicturesofasafariholiday.ReadWBEx10. 设计意图:把后面的阅读练习提到前面,和书本的背景知识一起呈现给学生,形成一种对比与选择,为后面的写作打下基础;同时也可以完成这部分的阅读任务,提高课堂效率。 Step5ModuleTask 1.Lookupamapanddecidewhereyouwouldliketogo. 2.Lookupfactsabouttheplace.Findoutaboutitshistory,howlongittakestogetthere,howtogetthere,whattheweather’slikeandwhatyoucandothere. 3.Planyourpassage-lookatthepassageinunit2ifyou’dlikesomehelp.Don’tforgettouse“would”. 4.Includesomepictures. 设计意图：通过前面的几个课时，学生从说到写简单的句子，最终形成一篇完整的出游计划。但是这篇文章只能在课堂上形成一个雏形，或想法。可以引导学生利用更多的网络资源来丰富自己的作文，并且可以做适当的装饰与美化。在班级的适当位置可以将优秀作品进行张贴或采取其他的反馈与激励措施。 Step6Homework: 1.Finishyourholidayplan 文章来源：http://m.jab88.com/j/61010.html
TheOlympicadventure教案
Unit3languageinuse.课型New课时
Aims
Tocombinesentencesusing“too”or“also”.Improvethestudents’writingabilities.
Tosummarizeandconsolidate“more…than…”andthenewvocabulary.
教学难点Tousetheadverbscorrectly.
教学方法practice
教具准备PPT,pictures
板书设计
Module6TheOlympicadventure
Unit3languageinuse.
教师活动学生活动教学设计
StepⅠ.Revision
1.HelptheSsreviseknowsomenamesoftheOlympicsports.
2.AsktheSstocomparetheOlympicsportsusingthestructure“…ismore…than…”lookingatsomepictures.
1.LettheSschooseforthemselves.
popularexcitingdifficulttiringcheapdangerous
Ilike______(running/skiing).______ismore______than______.
Ilike______(basketball/cycling).______ismore______than______.
Ilike______(tabletennis/gymnastics).______ismore______than______.
2.LettheSstrytowriteforthemselvesandtheirfriends.
Ilike______.______ismore______than______.
Myfriend______likes______.
Hethinksitis______than______.
3.GivetheSstwoexamplestomakesuretheycanjoin2sentenceswithtoooralso.
ShowtheSstwogroupsofpictures.Dividethemintotwogroupsaccordingtotheirfavorstohaveacompetition.
1.DoActivity12onPage36.
2.DoEx.2onPage108intheWBandthenlettheSstofindoutthepairwordswithoppositemeanings.
1.Makeupadialogueaboutsportswithyourpartner.
2.FinishtheexercisesintheWB.
Whole-classwork:
LookatthepicturesandAnswersomequestions.
Lookatsomepictureswiththewords,sayouttheiroppositewords.
Readanddiscusstheconversationingroups.Atlastasksomegroupstotranslatetheconversation.
MakeasimilarconversationsNewStandardEnglish8BModule10Myperfectholiday
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