牛津英語8B全英文教案
step 6 completing the e-mail
millie is writing an e-mail to sandy. she wants to tell her the cd-rom program ‘daily english’, but she has forgotten some of the details. can you say something?
● it’s an english course from australia.
● it includes a book and five cd-roms.
● it’s good for students and tourist.
● we can learn using the telephone, asking and answering questions, talking about the weather and the time.
…
finish part a3 on page 51.
step 7 practising
sandy is using ‘daily english’, but he has some problems. so she is asking millie for help. listen to the conversation on page 53. then make a similar dialogue.
step homework
a. read the two passages and try to learn it by heart.
b. translation
1. 當你有危險時，你可以向警察求救。
2. 在這套軟件里許多主題被涉及。
3. 我打算在晚上定購一個包裹。
4. 你能告訴我怎樣啟動這個教育軟件嗎？
5. 屏幕上出現(xiàn)了一只貓。
(keys: 1. when you are in danger, you may call the police for help. 2. many topics are covered in this package. 3. i am going order a package tonight. 4. can you tell me how to start this educational program? 5. a cat appears on the screen. )
period 8 study skills
teaching goals
● to develop sorting and categorizing skills
● to develop an understanding of relationships between a variety of words and ideas
● to categorize vocabulary and ideas according to different types of information
teaching procedures
step 1 having a brainstorming
ask the students to tell about different uses of the computers.
ask the students to name different parts of the computers.
step 2 presenting
we can organize similar objects or ideas together in groups. this helps us see patterns and relations. putting things in categories helps us keep them organized.
ask students if they keep their cds in categories, and if so, ask how they sort them. there are different ways of sorting things.
for example, a cd collection can be sorted by title, name of singer and type of music, etc.
step 3 practising
(show part a on page 52. ) the students can be divided into three categories. ask students to put the words from the box under the correct headings in part a. ask more able students to add extra words to each category.
show students the headings in part b. tell them to re-order the words from part a and put them under the correct headings in part b. ask more able students to put the extra words they added in part a under the correct headings in part b.