八年级英语The Big Move教案

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4. Read after the tape， then choose any part they like to read.
Step 4 Drill　
To help the students understand the passage better. 　 1. Fill in the form according to what they‘ve learnt.
2. Use the key words to retell the story. Step 5 Creative Learning Performance
To improve the students‘ ability of communication. 1. A competition between boys and girls.
2.Group discussion： If you were Susan， what would you do to solve the problems?/ What do you think of Liu Chang?
Step 6 Enforcement
Consolidation Summing-up　 Step 7 Homework　
Consolidation　 Writing：
1. What will you do if you meet with difficulties in your life or study?
Or：
2. What will you do if your friends have problems? 　

　　　　　　　　Lesson 2 Student‘s Page
I Match the words with the meanings.
1. introduce a. books to write feelings
2. anyone b. understand， notice
3. diary c. so...that... can‘t
4. too...to d. make fun of
5. embarrassed e. when
6. laugh at f. meet and tell names
7. drop g. because of
8. arrive in/at h. know well
9. realize i. reach
10. as soon as j. any person
11. thanks to k. shy
12. be used to l. fall

II Fill in the missing words.

Feelings Problems Places 1＿＿＿＿＿＿
Worried She just ＿＿＿＿＿＿＿＿ to a new country.
There were many things she didn‘t know.
China 2＿＿＿＿＿＿ She couldn‘t read the ＿＿＿＿＿＿＿＿ signs. airport 3＿＿＿＿＿＿ She couldn‘t use ＿＿＿＿＿＿＿＿ and ＿＿＿＿＿＿＿ food on the table.
＿＿＿＿＿＿ 4＿＿＿＿＿＿

5＿＿＿＿＿＿ She stood ＿＿＿＿＿＿＿＿＿ the classroom on her first day of ＿＿＿＿＿＿＿＿.
She was too shy to talk to anyone.
school
6＿＿＿＿＿＿ Liu Chang ＿＿＿＿＿＿＿＿ up to her and talked to her ＿＿＿＿＿＿
English.
school
III Complete the passage.
We moved to 1.＿＿＿＿＿＿＿＿！It is very 2.＿＿＿＿＿＿＿＿， but I have some 3.＿＿＿＿＿＿.
At first I was 4.＿＿＿＿＿＿＿＿ about moving to a new country. Then， when I tried to read Chinese signs， I was 5.＿＿＿＿＿＿＿＿. I also had another problem. When I tried using 6. ＿＿＿＿＿＿＿， I dropped food on the table. I looked 7. ＿＿＿＿＿＿， but nobody laughed at me. I felt very 8.＿＿＿＿＿＿＿＿.
I felt 9.＿＿＿＿＿＿ on my first day of school. It was 10.＿＿＿＿＿＿！ I was too shy to talk to anyone. Then， while I was 11.＿＿＿＿＿＿＿ outside， a boy 12.＿＿＿＿＿ himself to me in English！ He told me about China. Now we‘re friends.
课题 Unit 1 The Big Move Lesson 3 姓名 李姝恋
（杨楚珊中学） 年 级 八年 时间 20xx.8
目
标
设
计 知识目标 1. Pronunciation and a chant
2. Important words and phrases
3. Time clause 技能目标 1. Practice reading and speaking.
2. Grasp the grammar about the time clause. 情感目标 Keep good habits and improve yourselves. 教 学
重 点 1. The rules of stressed syllable in the word.

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www.jiaoshi66.com 2. The stressed words in the sentence.
3. The using of important words in this unit. 教 学
难 点 The using of adverbial clause

板
书
设
计 Lesson 3
Main clause Time clause
　　Future T. when Present T.
　　Present T. while Present T.
　　Past T. as soon as Past T.
after
before
教学
设想 1. Reorganize teaching materials in order to make the students practice both pronunciation and words first.
2. By reviewing Lesson 2， make the students understand the grammar of time clause better. Step 1 Warm-up
Show the students the chant and ask them to try to follow it. Step 2
Divide the whole lesson into three parts： the area of W (words and phrases)， the area of P (pronunciation) and the area of S (structure). The students will choose which part to deal with first.
Pronunciation
(A) Students read after the tape about the words and circle the stressed syllable in each word. Then explain the rules of stressed syllable.
(B) Explain the rules of stressed words in a sentence. (Key words， such as nouns， verbs， pronouns， adjectives， adverbs etc. should be stressed in a sentence.) After explanation， ask the students to listen to the tape and circle the two words that get the most stress in each sentence. Step3

Words and phrases
(A) Show a picture of a clown . Ask questions： Who is this? What does he do? Can you modify the clown with some adjectives? With the help of these questions， students will fill in the blanks with the words given easily.
Show another picture of an ostrich. Ask questions： Will the ostrich be near to you， when you find it in the zoo? Why not? These questions also can help the students fill in the blanks.
(B) Look at the picture in this part and let the students talk about the picture. Step4
Structure
(A) Explain what the time adverbial clause is.
(B) Ask students find time adverbial clause in Lesson Two.
(C) Remind the students of the conjunctions and the tense.
(D) Do some exercises about the conjunctions.
(E) Play a game between boys and girls about the time clause.
(F) Play a flash of my friend， Mike. Ask the students to write some time clauses about Mike‘s day.
(G) Make a survey about “ What does your classmate do as soon as he gets home from school?“ and “ What does he do before he goes to bed?“
Talk about the teacher‘s day and tell students how important it is to form a good life habit. Step5
Homework：
Please have a look at your old photographs and write about your last trip.



Lesson 3 Student‘s Page
1. Choose the word that has the same stress.
(1) transportation A. information B. imagine C. question
(2) confuse A. trouble B. realize C. embarrassed
(3) awful A. diary B. arrive C. confused

2. Choose the best answer.
(1) The clown can get anyone ＿＿＿＿＿ and he never feels embarrassed.
　　A. to smile B. smile C. smiling
(2) My friend like to ＿＿＿＿＿＿ jokes. We all like to listen to him after class.
　　A. speak B. say C. tell
(3)Don‘t laugh ＿＿＿＿＿＿ the poor boy. We should help him.
　　A. on B. at C. to
(4)Your problem is ＿＿＿＿＿＿＿. I am ＿＿＿＿＿＿＿＿by it.
　　A. confusing， confusing B. confused， confusing C. confusing， confused
(5) Sara has been in China for two years. She ＿＿＿＿＿＿＿ China.
　　A. used to B. is used to C. is used with

3.Combine the sentences with the word that is given.

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