资源简介

2022学年牛津英语上海版八年级第二学期unit3教案
Overview of the chapter
The topic for this chapter is electricity, electrical appliances and safety rules. The main passage is a dialogue between members of a family about electricity. The listening section has a dialogue between an electrician and a woman about a fault in her flat. The language, speaking and writing sections contain various tasks related to safety and rules.
Period 1
Pre-chapter activities
The Cartoon: this cartoon does not have a specific joke, but illustrates in a humorous way the sources of energy for humans and robots. It signals that the main passage will be about electricity.
Tell students that electrical appliances are apparatus, instruments or tools that use electricity (a lamp, a drill and so on); electricity is the power which is produced by rubbing (friction), by a machine called a generator or by chemical means (battery).
Ask students to tell what electrical appliances they use everyday at home and in schools. If they don’t know the English names, they can describe in English or draw them out. This activity can make students understand how important the electricity is in our daily life nowadays.
Help students understand the words ‘ electrical; electric’. These two words are both adjectives of the noun electricity, but they have different meanings. Electric relates to things that produce or are produced by electricity (electric storm, electric shock); electrical refers to things that are about electricity (electrical engineer) and things that use electricity (electrical appliances).
Tell students that when we plug an electrical appliance into a wall socket, we are using electricity produced by a generator. If any of the electrical appliances or the wiring in their home is out of order, they need to find an electrician to repair them.
Introduce the new words:
Blackout: a period of darkness caused by a cut in the electricity supply
Wire: a thread of metal
Energy: the power that makes things work
Cable: a thick, a strong rope made of wire
Shock: a very strong force or blow
Fill in the blanks with these words
Young people have more ________ than old ones.
Don’t touch the _____. You will get an electric _________.
When the workers were digging up the road, they cut the _______, and as a result, there was a ______ in the area.
Pre-reading
Ask students the following questions:
What is energy (the power that makes things work.)
How do you feel if you do not have any energy (tired or sleepy)
If you do not have a lot of energy, what can you do to increase your level (rest, sleep, eat healthy food and exercise regularly.)
What happen if a machine does not have any energy (it does not work)
How can we supply machines with energy (plug them into an electricity source; use batteries or solar panels.)
Ask students to tell what they are in the pictures.
A radio; mobile phone (cell phone); rice cooker; TV; torch; fan; vacuum cleaner; iron.
Ask students to do Ex. A. Tell them that ‘movement’ here means moving or being moved.
In this exercise, sound, heat, and light are nouns. They can also be used as adjectives or verbs, but with different meanings.
Sound (adj.): without any illness, in very good health. (I am in sound heath, so I do not need a doctor.)
Sound (v.): give a similar sound. (That sounds like a scream.)
Make a noise. (Sound the alarm clock)
Light (adj.): Not heavy (The bags are light because there is nothing in them.)
Light (v.): Give light to (The candles light the dark room.)
Heat (v.): to make something warmer or hotter (The food is cold. You have to heat it before you eat it.)
Ask students to do Ex. B.
Tell students that the last line of the passage is not a real question. Sometimes we use questions to which everybody knows the answer in order to emphasize what we want to say. We call this kind of question a rhetorical question. Benny’s mother makes fun of him by using a rhetorical question to show that he is the foolish one.
Consolidation
Go over and copy the new words
Listen to the recording of the text
Underline the new words in the text.
Number the paragraphs in the text.
Period 2
Warming up
Go over the new words and have a dictation
Electrical appliances; an electric shock; movement energy; a rice cooker; a mobile phone; an iron; a vacuum cleaner; a torch; a dangerous servant; look foolish.
Go over the following words: sound, light, heat, electricity, electrical, electric
That _______ a good idea.
He is in _______ health, so he can complete the work in time.
It is easy to use micro-wave oven to _____ heat food.
My suitcase is very ________, because there are only some clothes in it.
During the blackout last night, we used candles to _____ our rooms.
________ is a very important kind of energy. All of the ________ appliances need it to work. However, we must be careful with it, or we will have a/ an _______ shock.
Reading and the new words
Play the recording of the text. Students listen and follow in their books. While they are listening, they should underline the new words if they haven’t done that the day before.
Give some time to students to listen to and read the text individually.
Ask them to fine the new words in Ex. C1 from the text.
Do Ex. C1. Encourage them to guess the meaning from the text. They can read the sentences which contain the words for several times.
Check the answers together when they finish.
Ask students to find the new words in Ex. C2, C3 from the text. And then try to complete these two exercises.
Check the answer together.
Read the new words and the descriptions together.
Learn the new words:
At last (adv.): in the end (usually be put at the beginning or the end of the sentences.)
He waited for the bus for an hour. At last, it arrived.
Bury (v.): put something or someone in the ground. (buried, buried)
When people die, they are usually buried.
Cable (n.): thick ropes of wire which electricity passes through.
Telegrams are sent to other countries by means of cables or by satellite.
Connect (v.): join together (connect to)
The computer is connected to the printer by a wire.
Electricity (n.): power that comes through wires and can make heat, sound and light, and move things.
The power station supplies electricity to this area.
Energy (n.): power that makes things work or makes people do things. (energetic)
Young people need much more ____ than the old people.
Explanation (n.): words that make something clear or say what something means.
He had no explanation why he was late.
Form (n.): shapes or kinds
Water has three forms: liquid, gas and solid.
Grin (n.): a very wide smile (this word can also be used as a verb: grinned, grinned)
There was a grin on his face when he opened his birthday presents.
In a way (adv.): partly
I agree with him in a way. Some of his ideas are right.
Invisible (adj.): cannot be seen
Carbon monoxide is an invisible gas, but it is very dangerous to breathe it.
Light bulb (n.): the glass part of an electric lamp that gives out light.
I cannot turn on the light, so I think have to buy another light bulb.
Meter (n.): a machine that tells you the amount used
The meter in the taxi will tell you how much you have to pay.
Monthly (adv.): done or happening every month (daily, weekly, yearly/ annually)
People usually pay their rent monthly.
Practice the new words.
Consolidation
Copy and read the new words. Try do remember all of them.
Listen to the tape of the text. Read after the tape.
Period 3
Warming up
Go over the new words and have a dictation
After a long time; words that make something clear; cannot be seen; kinds or shapes; join together; every month; partly; the power to do something; put under the ground; a kind of power that can make heat, sound and light, and move something; a very wide smile; the glass part of an electric lamp that gives out light; thick ropes that electricity passes through; a machine that tells you the amount used.
Fill in the blanks with these words
I have tricked Daisy _________.
________ flows through a wire.
A ________ can measure the amount of electricity that you use and you will get a bill _____. I think it’s like water _________.
That’s a not bad _____ of electricity.
Nobody has seen electricity. It is ________.
We can change electricity into different ________ of _________ that we can see, hear or feel.
One of the examples is the light in a ________.
We call the thick wires _______. They are _________ under the streets and ______ to a power station.
There was a ________ on his face.
Reading
Learn the new words
Play the recording of the text. Students listen and follow in their books.
Read the text after tape again.
Language points in the text.
A pack of + n. Both the countable nouns and uncountable nouns can be used here. When we use countable nouns in this expression, the nouns should be used as plural forms.
Look foolish. Here ‘look’ is a verb just like ‘be’. It must be followed by an adjective. The similar verbs are sound, feel, get, turn, become.
Amount. This word is usually used to described uncountable nouns. An amount of/ a huge amount of/ a little amount of
Like/ dislike (prep.)
Explanation (n.) explain (v.)
Although/ though. These two words are almost the same. We cannot use them and ‘but’ in one sentence.
A good servant (n.) serve (v.)
Be careful with something.
Change into= turn into
Think of= think about
Practice the text: read the text and them role play it.
Consolidation
Copy and read the text.
Copy the text.
Listen and read the text at least half an hour.
Go over the language points in the text.
Period 4
Warming up
Go over the new words and have a dictaton
Does anyone want anything; a pack of electricity; trick Daisy at last; she doesn’t know what electricity is; look foolish; flow through a wire; a meter measures the amount; get a bill for it monthly; in a way; a bad explanation; a good servant; be careful with; tell me what it looks like; scratch his head; be invisible; change it into forms of energy; think of an example; light bulb; electrical appliances.
Read the text and answer the following questions
Who is the good servant as well as a dangerous one in the text
What did Benny ask his sister to buy one evening
Why did Benny think that he had tricked his sister
Where does electricity flow
What can measure the amount of electricity
How often do we usually pay for the bill for electricity
What is the example of electricity that Benny thought of
Reading
Learn the new words.
Play the recording of the text. Students listen and follow in their books
Read the text after the tape again
Language points
Be connected to / connect something to something
Call/ name something/ somebody something
A grin /smile on his face
Chemical is a noun here
Objective clause: can you tell me what it looks like / she thinks she can buy it in packets/ do you know what electricity is From these examples we can see this kind of clause should follow a verb or a verb phrase. All the objective clauses should be written in the statement order.
Where did you go
I want to know where you went.
What is electricity
I don’t know what electricity is.
Practice the text. Read the text individually. Divide students into groups of four. Give them some time to role play the text. They can change their parts when they do it once.
Invite some groups to act out.
Post-reading
Tell students to do Ex. D. they can do it in pair or individually.
When they do the exercise, they are encouraged to find the evidence for each item.
Consolidations
Copy and read the new words
Copy and read the text. They had better read after the tape no less than 30 minutes
Go over the language points in the text.
Period 5
Warming up
Go over the new words and have a dictation
Are buried under the street; call the thick wires cables; they are connected to the power station; a grin on his face; the chemicals produce electricity; a dangerous servant; scratch his head; electrical appliances; although; a bad explanation; change into forms of energy; a light bulb; after a long time; cannot be seen; partly; happen every month.
Go over the text. Read the text after the tape and answer the questions
What do we call the thick wires
Where does electricity come from
What are cables connected to
Did Daisy buy the right thing that Benny want What’s that Why
Who looked foolish at last
Give students some time to read the text individually or read in parts in groups.
Invite some students to say something about electricity. They are permitted to look at their books, but are not allowed to read it. They must express their own ideas with their own words.
Post-reading
When students are familiar to the text, ask them to do Ex. E1. Encourage them to do it individually. If some students feel difficult to complete it, they can have a discussion in pairs or in groups. When they finish, check the answer together.
Do Ex. E2 with students. Tell them that just responding Yes or No to a question may be considered impolite. Usually we explain answer or give evidence why we think something is true.
Explain ‘scratch your head’ by gesture or by finding a student to demonstrate it to the class. You should scratch your head if you are puzzled or do not understand something.
Listening
Give students some time to read the instructions of this exercise. Make sure students understand the situation. In Benny’s flat, there is one faulty appliance. This sometimes causes all the electricity in the flat to go off (because a fuse or a trip-switch cuts off the power automatically when it senses a fault). An electrician is therefore trying to decide which appliance is causing this problem.
Tell students that they will not receive the information in the same order as that given for the appliances. They must listen carefully for the sense of the conversation.
Before playing the recording, give them some time to read the pictures carefully.
Play the recording twice and ask them to do the exercise.
Play the recording the third time and invite some students to check the answer to the whole class and explain why they do it.
Consolidation
Copy the new words and try to remember them.
Read the text at least 30 minutes. Try to recite the first five paragraphs.
Go over the language points in the text.
Period 6
Warming up
Go over the new words and expressions. Have a dictation.
An electrician; deal with; switch on; find out; air conditioner; washing machines; vacuum cleaner; rice cooker; look foolish; flow through a wire; be careful with; light bulb; scratch his head; a packet of electricity; be invisible; a meter measures the amount. The third and fifth paragraphs.
Go over the text. Read the text together.
Invite some students to tell something about electricity.
Language
Saying you are able or unable to do things
Invite some students to tell how many kinds of meanings the word ‘can’ has.
Tell students that can and can’t are usually to show our abilities. ‘Can’ has the same meaning as ‘be able to’.
When we use negative form of ‘can’, we usually use ‘can’t’. It is the short form of ‘cannot’. This word should be always be connected together.
The past form of the word ‘can’ is ‘could’. After both can and could, the verb should remain in its stem. For example: I can sleep on the floor. I could sleep on the floor.
The usual dialogue: Can you swim Yes, I can. No, I can’t.
Ask students questions by using can
Can you come to class earlier
Can you fly
Can you walk to school
Can you play basketball well
Can you stay after school today
Can you speak French
The word ‘can’ has other meanings. We can use this word to show permissions, just like the word ‘may’. When we ask for permission, the word ‘could’ is more polite than ‘can’. For example: Can/ Could / May I use your bike this afternoon Yes, of course. I am sorry./ I am afraid you cannot. I will use it at that time.
We can also use ‘cannot/ could not’ to show negative guessing. For example: That cannot be Tim. I saw him in the library just now.
Do the Ex. A1 with the students.
Do the Ex. A2 with the students.
Consolidation
Go over the meaning of ‘can’
Do Ex. A3 on the book.
Read the text for at least 30 minutes. Try to recite paragraph 6,7and 8.
Workbook and grammar book.]
Period 7
Warming up
Go over the new words and text. Have a dictation of the text.
Ask and answer
I can swim. Can you
I can play computer games. Can you
I can do the cooking. Can you
I can speak English. Can you
I can clean my bedroom. Can you
I can recite the text. Can you
What can you do at home/ at school/ in the classroom
What can you do in summer/ winter
What cannot you do
Can I have an apple
Could I watch the football game on TV
Could you please show me the way to the People’s Square
This revision exercise should be done before class individually. Give students some time (about 5 minutes). They are required to have a discussion in the groups of four to check the answers. We can do it in a game. The group who gets the most correct answers will be the winner. If some groups have the same number of the answers, the first one who finishes it will win the game.
Language
Telling people what to do or what not to do.
Invite a student to tell what does ‘must’ mean.
Tell students that we usually use this word to tell what to do or what not to do. ‘Must’ is similar to ‘have to’, but a bit stronger. The past form for ‘must’ is ‘had to’. Must usually implies punishment (rules or regulations) or danger (warnings) if not obeyed. Sometimes we use it if the result of the action is very serious (You must consider this problem carefully before you make your decision).
‘Must’ can be also used to indicate that someone is sure something will happen. For example: The pencil case must be Tim’s. He showed it to me yesterday.
The usual dialogue: Must I leave now Yes, you must. No, you needn’t. (you may leave if you want.) No, you mustn’t. (you are not permitted to leave.)
Do the Ex. B1 with students.
Ask students to do a group work. Each group must design two or three new signs, one to tell people what to do and the other must tell what people mustn’t do. Ask them to write down the meaning on the back of each sign.
Do Ex. B2. For the more able classes, you may prefer more detailed answers. For the weaker classes, simple answers are acceptable. In this exercise, ‘hopeful’ and ‘worried’ are not real names.
Consolidation
Complete the Ex. B3. Each student should write one of his or her problems. Write a letter about it.
Read the text at least 30 minutes and try to recite all the text.
Work book and grammar book
Period 8
Warming up
Have a bag with some items, such as a ruler, a duster, a fork and so on. Divide the class into groups. Each group will choose a representative to draw one thing from the bag. Then they will be given time to discuss, within their groups, the possible uses of the item they have drawn. The more uses they can think of, the more marks they will get. Some uses can be silly. Encourage them to show their creativity and use the word ‘can’.
Ask students to take out the letters that they have written about their problems. Ask them to show their letters to their partners. The partners should answer the letter. They may have some problems about vocabulary when they do this exercise. It does not if their English is incorrect. Try to understand what they want to say and write what they mean on the board in note form. Put all the ideas on the board and ask others to suggest solutions.
Language
Asking for and giving permission
Explain to the students that to ask for and give permission, both ‘can’ and ‘may’ are used. However, ‘may’ is more polite than ‘can’ and is preferable to use. We also usually use ‘could’. This is also a polite word here.
The usual dialogue: May/ Can/ Could I sit down Yes, you may/ can. No, you may not/ you cannot. May I use your bike this afternoon Yes, of course./ I am sorry. I will use it myself.
Do the Ex. C with students.
Using the classroom context, ask students to ask for your or another student’s permission to do something. If they cannot think of anything, ask questions such as the ones below to guide them.
If you stand up and the teacher has forgotten to tell you to sit down, what can you say (May I sit down, please )
If it is very hot in the classroom, what can you say (May I turn on the fan, please )
If you find it very difficult to breathe because the room is too stuffy, what can you say (May I open the windows, please )
If it is raining outside, what can you say (May I close the windows, please )
If you want to go to the toilet, what can you say (May I go to the toilet, please / May I be excused, please )
Speaking
Talk time
Tell students that to make the [l] sound, they must put their tongue on the ridge behind their upper teeth and allow air to flow out of one or both sides of their mouth. Make sure they don’t make a nasal sound. To make the [n] sound, which is a nasal consonant, the tongue is in the same position, but they have to vibrate the sound through their nose.
Stress that students must pay close attention to pronouncing the correct sound.
Say the words in Ex. A1. Then ask the class to repeat them chorally.
Read the sentences in Ex. A2. Ask the class to repeat them chorally and them ask a few students to read them individually.
Read the dialogue in Ex. A3. then choose a few sets of students to read the dialogue to the class.
Consolidation.
Go over the text.
Complete a letter to help your partners.
Work book and grammar book.
Period 9
Warming up
Go over the text and the new words. Have a dictation
Does anyone want anything; a pack of electricity; trick Daisy at last; she doesn’t know what electricity is; look foolish; flow through a wire; a meter measures the amount; get a bill for it monthly; in a way; a bad explanation; a good servant; be careful with; tell me what it looks like; scratch his head; be invisible; change it into forms of energy; think of an example; light bulb; electrical appliances; are buried under the street; call the thick wires cables; they are connected to the power station; a grin on his face; the chemicals produce electricity; a dangerous servant; scratch his head; electrical appliances; although; a bad explanation; change into forms of energy; a light bulb
Invite some students to recite or retell the text.
Ask and answer:
What can we use paper to do
What can we use wood for doing
Can you program computers with instructions
Can you Speak Japanese
What must we do in the classroom
What mustn’t we do in the cinema
Must I do my homework now
Must we finish reading the passage in 3 days
May I have a look at your new watch
May I speak to Benny
Could you please get me some cake on you way home
Speaking up
Students should work in pairs to produce short dialogues. This exercise shows various everyday situations which might be dangerous in some way. It is useful to remind students of the correct procedures which should be followed in these situations.
Give students some time to read the instructions of the exercise. Make sure they understand how to do it.
Students should do it in pairs.
Notes:
It is dangerous to use a water heater without opening the window, as there may be a gas leak.
Fridge is the short form of ‘refrigerator’ and is more commonly used in daily conversation.
If you look through the peephole, you can see who is outside with opening the door.
After they finish the exercise, read the dialogue together.
Consolidation
Go over the text and the new words.
Workbook and grammar book.
Period 10
Warming up
Invite students to recite or retell the story of the text.
Go over the new words and have dictation.
After a long time; words that make something clear; cannot be seen; kinds or shapes; join together; every month; partly; the power to do something; put under the ground; a kind of power that can make heat, sound and light, and move something; a very wide smile; the glass part of an electric lamp that gives out light; thick ropes that electricity passes through; a machine that tells you the amount used.
Show the signs that students drew before. Invite some students to tell what these signs mean by use must or mustn’t
Invite some students to read the letter about their problems and ask their partner to read the letter about their advice.
Using English
Read the conversation between Benny and Brenda. Choose some students to read the dialogue again.
Ask students to find out the definition of the fiction and non-fiction. They should also find the arrangement rules for these two kinds of books
Fiction: contain stories about people and things that are not real.
Rules for fiction books: in alphabetical order by the authors’ names
Non-fiction: about real people and things
Rules for non-fiction books: by subject and we give each subject a number.
Notes:
Spiderwoman is a comic book heroine. Other famous heroes or heroines include Superman, Batman, Spiderman, Flash Gordon and Wonder Woman.
Inventors are people who make new things.
The World Cup refers to football (soccer).
The book entitled Discover Chinese Food is a cookery book.
Do Ex. B with students.
Notes:
As all the books are fiction, they are arranged in alphabetical order by the authors’ names.
We look at the authors’ family names (surnames) first, and then at their first names or initials.
The family name is always put at the end of English name. When it is put on a book, authors often put their family names first and then their first names or their initials, separated by a comma.
Do Ex. C
Do Ex. D. The topic is what the book is about. The title is the name of the book.
Consolidation
1. Workbook and grammar book
Period 11
Warming up
Go over the new words and the text. Invite some students to recite or retell the text.
Show students some signs, ask them to say what the meanings are by using must/ mustn’t
Give students some time to practice the dialogue in the speaking up section. Invite some pairs to act out.
Ask and answer:
What are the fiction books
What are the non-fiction books
How does the library arrange the fiction books
What about the non-fiction books
The fiction books are usually arranged by the order of authors’ names. Do we look at their first names or family names
Writing
Tell students to read the instructions for Ex. A and to look closely at the picture.
Make sure they understand the difference between the two kinds of rules.
Rules a: what we should do
Rules b: what we are not allowed to do.
Ask students to tell which behaviors are sound and which ones are not proper in the office.
Ask students to work out the office rules according to their result of discussion and to decide which rules belong to category a and category b.
If the rules are about behavior, they will tell you how to do the right things. They will be similar to rules a. If the rules are about safety, not doing what is stated may be dangerous. They will be similar to rules b.
To do the Ex. B1, ask students to work in pairs to think of rules for a new school. They should do it in a discussion and orally.
After the discussion, they should do Ex. B2 individually, writing out the ‘must/ mustn’t rules’.
Invite some of the students to read their rules aloud to the whole class. Other students should vote for the best rules in our schools.
Consolidation
Ask each student to think of the rules for their own classroom. They can be the rules for the whole class or for a particular group of students. They should write out their rules on the paper.
Workbook and grammar book.
Period 12
Warming up
Invite students to read out their classroom rules. Divide them into groups of five or six. They have a discussion and choose the best rules in their groups. The representatives from groups read the rules.
Read the best rules together.
Ask students weather there are some rules in their homes. If there are some, what are they.
More practice
Ask students to imagine what will happen if there is no electricity. If any of them have the experience of blackout, invite him or her to tell what happened at that time.
After the discussion, they should under stand electricity is very important in out life nowadays. It is very useful as well as dangerous. So we should be careful with it and try to save it.
Ask students to look at the pictures in Ex. B and find out the wrong behaviors in them. They can work in pairs to make some rules for saving electricity by using must/ mustn’t.
Ask some of the students to read out their rules.
Ask students to do Ex C. remind them of the simple present tense. They should do it individually.
Invite some students to tell the answers and check them together.
Consolidations
Write some rules for safety at home.
Choose the best rules for classroom and make a poster of them

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