牛津译林版英语八年级下册Unit2 Travelling Reading（II）教案
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. use the key words and expressions to introduce the trip to Hong Kong Disneyland;
2. know how to include enough details to indicate the writer’s feeling and prepare to write about a trip;
3. know how to introduce a trip with the help of transitions.
II. Teaching contents
1. New words and phrases: miss, fantastic, indoor, roller coaster, speed, ride, cartoon, character, such, parade, magic, pie, feel, couple, castle, hurry to, on the way, such as, a couple of, at the end of, enjoy oneself
2. New structures: We’re having a fantastic time here.
It moved at high speed and was really exciting.
We hurried to a restaurant to have a quick meal.
On the way, we met some Disney cartoon characters, such as Snow White and Mickey Mouse.
I ran after them and couldn’t stop taking photos.
I bought a couple of key rings for classmates.
III. Focus of the lesson and predicted area of difficulty
1. To use the key words and expressions to introduce the trip to Hong Kong Disneyland.
2. To know how to use the transitions to connect the events.
3. To know how to make inferences.
IV. Teaching procedures
Step 1 Revision
1. Describe some pictures
T: We’ve learnt about Kitty’s trip to Hong Kong Disneyland, and here are some pictures taken by Kitty. Look and try to describe them. Maybe you can tell us something about the Disneyland.
2. Read after the flash
T: Read after the flash. Pay attention to the pronunciation.
3. Retell the trip
T: Introduce the trip to Hong Kong Disneyland with the help of pictures and key words.
【设计意图：主题相关图片能快速有效地帮助学生回顾文章主体内容，flash能帮助学生正音，关键词和图片能帮助学生复述课文。】
Step 2 Language focus
1. Study the first language point
The teacher shows the sentence with “have a fantastic time” and asks the students to find a phrase in the letter with the similar meaning. The teacher lists the similar phrases. Students translate a sentence into English.
2. Fill in the form
Students read the letter carefully and fill in the form.
The teacher shows the structure of the text and tells that these activities are organized in the time order.
【设计意图：学生读课文并完成表格，先找时间线索，再依次确定地点和活动，这也是一种阅读方法的指导。本活动中我们列出文章主线索，下面的设计将以此为据，依照步骤，在主人公的活动中学习相关语言点。】
3. Study the activities one by one and the other language points
(1) speed
The teacher introduces the phrases “at high speed” “at low speed” and “at a speed of ...” and asks students to complete the sentences with the help of pictures.
(2) hurry
The teacher shows some phrases of “hurry”. Use a picture of hare and tortoise and complete three sentences to make a comparison.
(3) characters, such as & for example
The teacher shows some pictures of Disney cartoon characters so that students can have a better understanding. Introduce Snow White and Mickey Mouse.
The teacher shows another sentences with “for example”, and invites students to find the differences between “such as” and “for example”. Translate two sentences into English using these two phrases.
(4) parade
The teacher plays a clip of video to help understand the meaning of “a parade”.
(5) run after, can’t stop doing
The teacher uses two pictures to help students understand “run after” and asks them to think why Tom the cat seldom catches Jerry the mouse.
Students think about people’s reactions in two conditions, and try to make more sentences.
(6) pie, magic, a 4-D film
The teacher uses a picture to help understand “apple pie”.
The teacher introduces “a 4-D film”, “a 3-D film” and “a 2-D film” and asks if students know the differences. The teacher explains that “D” represents “dimensional” and uses some pictures to help understand.
(7) a couple of
The teacher shows the meanings of “a couple of” and “couple”, asks the students to do some exercise and introduces an English saying (not every couple is a pair).
(8) at the end of
The teacher lists some phrases with “end” and asks students to list the opposite ones. Students translate three sentences into English.
4. Complete the story
The teacher shows a passage about the story of Kitty’s dream and asks the students to complete it using the words we’ve learnt.
【设计意图：在语言点的教学中，教师试图出示足够多的示例，在真实的情境中引导学生总结出词的不同用法，随即让学生用这些词组去造句，实际运用中又巩固了这一语言点，语言点讲解注意到拓展学生知识面，介绍英语习语，并引导学生学会独立思考。语言点讲解结束后，教师自编了一篇与主题相关的文章，让学生用刚学到的短语填空，操练了重点语言点，巩固了学生对词义的理解。】
Step 3 Extension
1. Know the transitions
(1) The usage of transitions.
T: We know there are six events during the trip. In which order does the writer organize them? And how does she connect the ideas of the passage? Can you circle them? Yes, they are called transitions. Then, what are transitions?’
(2) The definition of transitions
The teacher shows the definition, uses some pictures to help understand, and gives an example.
(3) List more transitions
【设计意图：连接词，又被称为胶水词，在习作中起着重要的作用。本环节初步介绍了其用法、定义，并列举了足够多的范例，有助于引导学生在日后的习作中运用它们。】
2. Know how to make inferences
The teacher tells the students “why and how should we make inferences”, introduces an inference chart, and gives an example. Students work in groups to make more inferences.
【设计意图：做出推断是较为高级的思维活动，也是学生阅读理解类题目的难点和失分点。本环节的设计介绍了其意义，并设计了表格帮助学生形成思维图像，教师示范进行一次推断，并请学生在组内进行讨论，有助于训练学生的思维，鼓励学生灵活运用所学的知识，从而提高学生的综合语言运用能力。】
3. Write a similar article
Students write another trip paragraph by paragraph, use the writer’s checklist to check their writing.
【设计意图：读写结合应成为我国中学英语阅读教学的落脚点。采用“以读促写”的教学法，循序渐进地帮助学生完成一篇简单的游记，让学生认识到只有在有意义的交流中语言能力才能得到提高。】
V. Homework
1. Finish the writing.
2. Read about more trips and share them in the class.