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课堂教学设计
课题 Unit 6 Birdwatching Welcome to the unit 集体备课和 个人修改意见
教时 1 课型 新授 主备人 备课时间 2021,12,2
教 学 三 维 目 标 语言 知识 1.To learn the common names of birds. 2.To talk about birds on two aspects: characteristics and appearance. 3.To arouse the students’ interest in birds in the wild.
语言技能 1.To listen to the common names of birds. And talk about birds on two aspects: characteristics and appearance. 2.Be able to read some articles about birds. 3.Be able to write read some articles about birds.
情感 态度 To arouse the students’ interest in birds in the wild..
教学 四点 纲要 教学 重点 To talk about birds on two aspects: characteristics and appearance.
教学 难点 To talk about birds on two aspects: characteristics and appearance.
课标点 To write something about birds.
中考点 Words about name, characteristics and appearance of birds.
教学 五点 设想 1．复习对话设计说明：通过师生间的问候，拉近彼此的距离，使学生快速融入英语课堂。要求学生谈论已知的鸟类名称，从而激发学生的背景知识，并为之后的知识输入做好铺垫。 2．教师板书这些已学过的鸟类名称以及其他和鸟类相关的单词，可以加强同学们对这些词的深刻了解。 3．通过教材中的图片复习目标语言。为下一步骤的角色扮演活动降低了难点，做了充分的铺垫，使学生感到有话可说。 4．通过让学生参考黑板上的鸟类图片和B部分的对话，和同桌讨论他们最喜欢的鸟类，可以有效的提高学生对英语词汇记忆的兴趣。 5．通过让学生跟录音朗读对话，可以激励同学们的兴趣，使语言学习过程成为学生积极的情感体验。
教学过程及内容 教师活动 学生活动 集体备课和个人修改意见
Step1 Presentation Warm- activities up Play a piece of music called ‘ the seaside voice’(There is sound by birds), then get the students to talk about it. e.g. Is it nice (Yes) Where is the man playing the piano (Near the sea) What’s near the sea (Birds) Would you like to go and watch the birds near the sea (Yes) Let’s go birdwatching. Let’s be birdwatchers. ( Teach go birdwatching / birdwatcher) Ask the students to say the English names of some birds. Step2. Practice Talking about birds Show the pictures of different kinds of birds and talk about them focusing on what’s special about the birds. Step3. Production Learn the new words (Revise some old words at the same time, like wing/ feather/ beak) Do Part A on Page69 1. Show the pictures together and then get the students to give their names. Make sure all the students can read the names correctly. 2. Play a game: reading and guessing (guess what bird it is.) E.g. I live in wetland. I am very tall. I have long beak, long neck and long legs. I have black and white feathers. Who am I (a crane) 3.Ask the students ‘Which is your favorite bird Why Practice Part B on Page69 in pairs Make up new conversations using Part B as a model and act them out. 1.Say: We love birds. Eddie loves birds, too. 2.Listen to the tape and find the answers to the following questions. 1.)What is Eddie going to do 2.)Does he really love birds 3.)What kind of birds does he like best 2.Practice reading in pairs and try to act it out 1.Choose a kind of birds and describe its appearance using the new words. 2.Complete the conversation. 3.Translate into English. 3.Translate into English. 1)、去观鸟__________________________ 2)、在.市场上________________________ 3)、鼓励某人做某事__________________ 4)、参加观鸟俱乐部__________________ 5)、飞往北方的国家__________________ 6)、在夏天__________________________ 7)、彩色的尾巴______________________ Step4Homework 1.Copy the new words three times and recite them. 2.Look for more information about birds. 3.Write a short article about your favorite bird (characteristics and appearance) 4.Preview the new words in Reading (reading and reciting) 教师提问 教师利用多媒体出示图片 教师板书这些描述鸟类的形容词。 展示优秀对话 让学生看课本P69,完成练习 教学生如何谈论鸟类的话题 教师总结 学生回答 继续操练对话，谈论观鸟的话题 鼓励学生多说描写鸟类的形容词如long thin neck Broad wings 两人小组讨论鸟类图片和B部分对话
作业 设计
板 书 设 计 8A Unit 6 Birdwatching Comic strip and Welcome to the unit market yeah hen wing watch the birds broad wings at the market ling thin neck 15 types of cranes rare birds What do cranes look like
教 学 反 思
课堂教学设计
课题 8A Unit 6 Birdwatching Reading 集体备课和 个人修改意见
教时 2 课型 新授 主备人 备课时间 2021年12月 2日
教 学 三 维 目 标 语 言 知 识 1.To develop the ability to infer the general meaning from title and context. 2.To revise and expand vocabulary in the context wildlife and conservation. 3.To reinforce students ability to skim text for overall meaning and scan for details Nature provide cover perfect round while stay easily cent space lead fisherman fish government
语 言 技 能 Be able to guess the meaning of some words. Be able to read some articles about birds. Be able to write read some articles about birds.
情感 态度 To encourage the students to join Birdwatching Club.
教学 四点 纲要 教学 重点 To reinforce students ability to skim text for overall meaning and scan for details
教学 难点 To reinforce students ability to skim text for overall meaning and scan for details
T 中考点 the importance of … provide sth for sb=provide sb with sth guess the meaning of the words in English
教学 五点 设想 1教师通过以下问题向学生介绍扎龙自然保护区的基本情况，引出本课中一些重要单词，做好铺垫。 2 教师通过在每段录音内容之间稍作停顿，可以使学生有时间完成记录任务。加强同学们对课文的深刻了解。 3通过用投影或课件显示所有重要词汇，这样使英语对话更加完整贴近实际。 4 通过让学生分成四人小组，联系自己所在地区的实际情况展开讨论，可以引导学生增强保护自然的意思。也可以帮助学生拓展思路。 5教师挑选部分小组代表上台汇报本组讨论结果，可以激励同学们对保护自然的意识，使语言学习过程成为学生积极的情感体验，主动思维和大胆实践，形成自主学习能力的过程。
教学过程及内容 教师活动 学生活动 集体备课和个人修改意见
Step1 Presentation 1. Ask the students to talk about their favorite birds. A: Which bird do you like best B: I like …best. A: Why B: Because… 2.Have a dictation of the new words and phrases go birdwatching at the market learn more about encourage… to do sth. Crane northern 3. Talk about a picture of Zhalong. E.g. What can you see in the picture ( Birds, water and land with plants) Why are so many birds here ( They can swim and find food here.) What birds, do you think, are they 4. Talk about a picture of ‘red-crowned cranes’ and learn the new words, like wetland/shelter crane/rare… Step2. Practice 1.Listen to the tape and find the answers to the following questions: What and where is Zhalong Is it a great place for wildlife Why 2.Read the passage silently and focus on the questions: Why is Zhalong a special place ( special land / special birds) What dangers does the reserve have ( danger to Zhalong/ danger to wildlife) 3.Listen to the tape and practice reading the passage.. 4.Get the students to complete the following table ZHALONG---A SPECIAL PLACELOCATIONNorth-east ChinaLAND TYPEWetlandIMPORTANCEAn ideal home for wildlife Provide food and shelter for wildlifeRARE BIRDSRare red-crowned cranesDANGERSLess and less space for wildlifeACTIONS PEOPLE TAKEMake reserves to protect birds. The birdwatchers do a bird count each year. HOPEEveryone should do something to protect wildlife
Step3. Production 1. Do C1 on Page 79 and check the answers to 2. Retell the passage according to the keywords on the blackboard. (Location/ land type/ importance/ rare birds/ dangers/ actions people take) 3.Talk about Zhalong and then do Part B2 on Page 78 ( Complete the conservation between Sandy and Daniel) 1.provide…for… 为…提供 The dining-room provides food for students every day. 2. endangered: in a dangerous state. Giant pandas are endangered animals. 3.tourist:visitor There are many foreign tourists visiting the World Park in Beijing every year. 4. stay n. v. He learned a lot during her stay in Japan. Please stay here till I come back. 5. change n. v. Why did you make a change to the plan Shall we change seats 6.6.count n. v. Our school does a student count every term. Step4. Practice Let’s help him count the books. 用 important, importance 填空 It’s ___________ to learn English well. Do you know the __________of learning English 1.Read the whole passage . 2.Part B1(Check the answers with the students ) 3.Match the first parts of the sentences at the top with the second parts at the bottom( Check the answers to Part C2 and then practice reading) 4. Get the students to read the passage again. Say ‘Now you know Zhalong well. Let’s see if you can do this.’ 教师提问 教师利用多媒体放听力 教师板书再次播放录音 教师用投影仪或可见显示事先整理好的重要词汇 教师展示重要词汇 学生复述课文 展示复述课文 教师总结 学生回答 学生朗读课文 鼓励学生边听边记录重要词汇。 学生跟读 五人小组活动，展示
作业 设计
板 书 设 计 8A Unit 6 Birdwatching Reading nature provide cover perfect round while stay easily cent space lead fisherman fish government in North-east China provide food and cover for… all year round in order to have more space for… lead to make laws to prevent
教 学 反 思 教学随笔
课堂教学设计
课题 Unit 6 Grammar 集体备课和 个人修改意见
教时 1 课型 新授 主备人 备课时间 2021.11.22
教 学 三 维 目 标 语言 知识 掌握本课重点词、短语和句子，如： write down take photos of the birds make me laugh let me join their school trip I often go to the market to watch the birds.
语言技能 To get to know five kinds of sentence structures To understand the functions of different parts of speech in a sentence. To develop an understanding about when to use simple present tense to talk about future.
情感 态度 To educate the students to help each other.
教学 四点 纲要 教学 重点 To understand the functions of different parts of speech in a sentence.
教学 难点 To develop an understanding about when to use simple present tense to talk about future
课标点 To do & not to do in order to do
中考点 To develop an understanding about when to use simple present tense to talk about future.
教学 五点 设想 1复习对话设计说明：通过师生间的问候，拉近彼此的距离，使学生快速融入英语课堂。 2 教师板书这些已学过的鸟类名称以及其他和鸟类相关的单词，可以加强同学们对这些词的深刻了解。 3通过教材中的图片复习目标语言。 4 通过让学生参考黑板上的鸟类图片和B部分的对话，和同桌讨论他们最喜欢的鸟类，可以有效的提高学生对英语词汇记忆的兴趣。另外，这也是老师对学生本节课所学知识的一种检测。 5通过让学生跟录音朗读对话，形成自主学习能力的过程。
教学过程及内容 教师活动 学生活动 集体备课和个人 修改意见
Step1 Leading 1 检查家庭作业，了解学生对Reading的熟读和背诵情况。 2 Ask some questions Why do many tourists go to Zhalong every year What kind of animals can we find in Zhalong What will happen if people build more farms and buildings in the wetlands Why do the members of the Birdwacthing Society go to Zhalong once a year What do they need more people to do Step2. Present 1 教师通过板书或课件显示上述前四个问题的答案，并用下划线突出to watch the bird 和to study the birds部分，引导学生理解动词不定式部分在这俩个句子中所起的表示目的的作用。 2 教师说：Now please open your books and turn to Page70. Find more sentences like these. 鼓励学生在Reading 部分找出更多同类的句子。教师随后通过课件显示查找结果。如: Now the Chinese government has made laws to prevent all these things. Every year, a lot of tourists go to Zhalong to watch the birds. Step3 Practice 1 教师说： There are some sentences about Zhalong on page 73, please match the two parts. 2 Check the answers, read the sentences aloud. 3 T: We can also use “in order to” to express purpose . This is more formal than using to-infinitives.Can you change these sentences with in order to 鼓励学生改写句子。教师可以给出前俩句作为示范。 People go to Zhalong in order to watch the birds. They should read about the birds first in order to learn more about them. Step4 Homework Recite the note about organizing a school trip on plete the relative exercises. Make five more sentences according to the sentence structures. 通过提问，复习课文 导入新课 列举更多的例句，让学生熟悉句型 通过已学课文的提问，鼓励学生用已学句型来回答问题展示答句 通过复习reading部分的内容，引出本课时内容。 教师出示大熊猫胡图片，对学生说： 教师将以上几个问题呈现在黑板上，让学生试着完整回答。 学生回答，并用may猜测可能性 学生四人一组，思考在每句话设定的情形下可能发生什么情况，用may 接龙。写出后半句。 学生小组讨论，接受任何合理回答。 学生自由讨论，并写下动词不定式中的疑问点。 学生自主讨论，并造句，告诉对方自己是如何使用动词不定式的。 学生两人一组用动词不定式进行回话，分角色朗读。 动词不定式的否定形式如何使用。并造句。学生练习。
作业 设计
板 书 设 计 8A Unit 6 Grammar write down take photos of the birds make me laugh let me join their school trip I often go to the market to watch the birds. Take a notebook with you in order to write down what you see
教 学 反 思
课堂教学设计
课题 8A Unit 6 Birdwatching Integrated skills 集体备课和 个人修改意见
教时 1 课型 新授 主备人 备课时间 2021. 10. 23
教 学 三 维 目 标 语言 知识 1学习邀请别人参加某活动的表达方式。 2 听录音，获取具体信息，并从录音中获取的信息完成报告
语言技能 学习如何对别人的邀请作出适当的反应
情感 态度 保护鸟类，保护自然。
教学 四点 纲要 教学 重点 学习邀请别人参加某活动的表达方式，及如何对别人的邀请作出适当的反应
教学 难点 听录音，获取具体信息，并从录音中获取的信息完成报告。
课标点 能研读问卷，并找出答案，准确寻找有用信息。
中考点 从录音中获取有用信息完成报告。
教学 五点 设想 1复习对话设计说明：要求学生谈论已知的鸟类名称，从而激发学生的背景知识，并为之后的知识输入做好铺垫。 2 教师板书这些已学过的鸟类名称以及其他和鸟类相关的单词，可以加强同学们对这些词的深刻了解。 3通过教材中的图片复习目标语言。另外，通过让学生自由讨论，这样使英语对话更加完整，更加贴近实际，也为下一步骤的角色扮演活动降低了难点，做了充分的铺垫，使学生感到有话可说。 4 通过让学生参考黑板上的鸟类图片和B部分的对话，和同桌讨论他们最喜欢的鸟类，可以有效的提高学生对英语词汇记忆的兴趣。 5通过让学生跟录音朗读对话，可以激励同学们的兴趣，使语言学习过程成为学生积极的情感体验，主动思维和大胆实践。
教学过程及内容 教师活动 学生活动 集体备课和个人 修改意见
Step1 Free talk Work in pairs or groups and talk about something about Zhalong. 3. If you want to know more about Zhalong, please look at the test about Zhalong in Part A1 on Page 86.Answer as many questions as you can. You may discuss with your partner. 1.Revise the uses of adjectives and adverbs 2.Warming up Say ‘Yesterday, I watched a TV program about endangered birds. They are facing a lot of problems.’ Farmers keep taking land to make farmlands. Workers change wetlands to make more space for factories and buildings. There government does businesses there to make money. Divide the students into groups of4-5 and discuss about what they can do to help.
3. Say ‘Luckily, there are some big nature reserves. One of them is Yancheng . Guess how big it is. Teach the new word ‘cover’. 4.Talk about Yancheng Nature Reserve. Step2 Presentation 1. Go through the facts about Zhalong on Page86, and then listen to the tape and tick out the facts mentioned in the tape. 2. Check the answers and then do a class survey to see how many students get all the answers right and how many of them got 4 right answers. Praise them. Step3. Practice 1.Put the information into the sentences and get the students to read the sentences loudly. (P art A on Page75) 2.Listen and repeat. 3. Complete Daniel’s report on Yancheng. Step4. Production First get them check the answers in pairs. Then get several students to read out the passage loudly and check the answers together. And then go through the passage to locate some important sentence patterns that we can use in our writings. e.g. 1. It has/ covers an area of more than 4,530 square kilometres. 2.Yancheng is a good place to go birdwatching. 3. It’s a home of a lot of animals, including different kinds of birds. 4.Wetlands provide food and shelter for endangered birds. 5.They are important also because they are important to the health of people all over the world. Step4 Speak up Read Sandy and Daniel’s conversation, then answer the questions. What should they take when they go birdwatching Why 以下是一些对别人作出邀请 (1) Yes, I;m free./I’d love to come./I’ll be very happy to come. (2) I’m very pleased to come.(更正式用语) (3) Oh, I’m very sorry I won’t be able to make it./ I’m bury. 教师提问 分组开展活动 教师板书 让学生看课本P74,完成练习 根据老师的提示语完成部分信息的填写 学生自主讨论表达建议的句型 仔细听录音 完成剩余信 息的填写 小组讨论模仿编对话 教师总结 学生积极参与相关运动话题的谈论，并朗读学习有关生词 自主学习海报，学会捕捉相关的重要信息 获胜组依次朗读句子 认真阅读句子，辨别对错并将错误的改正 听录音回答问题 完成翻译句子 两人小组核对答案 宣布获胜组
作业 设计 Homework 1. Finish off the relative exercises. 2. Recite the useful words and expressions. 3. Write a conservation if you want to invite your friends to go birdwatching.
板 书 设 计 8A Unit 6 Birdwatching Integrated skills write down take photos of the birds make me laugh let me join their school trip I often go to the market to watch the birds. Take a notebook with you in order to write down what you see.
教 学 反 思
课堂教学设计
课题 Unit 6 Study skills 集体备课和 个人修改意见
教时 1 课型 新授 主备人 备课时间 2021.11.17
教 学 三 维 目 标 语言 知识 1 Ss can understand the meaning of the suffix “-er, -or, -ist”. 2 Ss know how to use the suffixes to form new nouns.
语言技能 1 Ss can talk about their future jobs by using the word formation rules. 2 Ss can understand what their partners would like to be by asking and answering questions.
情感 态度 To arouse the students’ interest in birds in the wild..
教学 四点 纲要 教学 重点 the suffix “-er, -or, -ist”.
教学 难点 how to use the suffixes to form new nouns
课标点 the suffix “-er, -or, -ist”.
中考点 how to use the suffixes to form new nouns
教学 五点 设想 1教师通过板书或多媒体显示，用彩色突出显示词性的变化。使学生快速融入英语课堂。从而激发学生的背景知识，并为之后的知识输入做好铺垫。 2 教师采用：头脑风暴法：让学生说出已学单词中有这样的词形变化表示人物的单词。 3通过出示写由单词的卡片。另外，通过让学生自由讨论，这样使英语对话更加完整，更加贴近实际 4 通过鼓励学生完成并朗读所有的句子，可以有效的提高学生对英语词汇记忆的兴趣。另外，这也是老师对学生本节课所学知识的一种检测。 5通过让学生集体朗读所有的句子，可以激励同学们的兴趣，使语言学习过程成为学生积极的情感体验，主动思维和大胆实践，形成自主学习能力的过程。
教学过程及内容 教师活动 学生活动 集体备课和个人 修改意见
Step 1 呈现 教师通过展示或多媒体显示一些不同职业人士的图片：I’m your English teacher. I’m teaching you English this year. 通过下划线或彩色突出显示teacher和teach这两个单词。引导学生观察并总结这两个单词词形上的变化，即teach+er→teacher. 让学生回忆已学单词中有这种词形变化的表示人物的单词。 Worker, cleaner, player……将这些单词及词形变化板书在黑板上。 We can change some words into nouns for people by adding the suffix –er. But please take a look at these words. Do we change them into nouns by adding –er 出示最美司机，著名舞蹈演员，知名作家图片，板书一下几个单词：dance, drive, write. 引导学生回答：No. we add –r instead. 让学生观察这些词的特点，归纳这些以e结尾的词加r构成表示人物的名词。 出示游客和著名演员图片，将act和visit写在黑板上。Now please look at these two words. How can we change them into nouns for people 指出有些单词可通过加后缀-or来变成表示人物的名词：For some words, we can change them into nouns for people by adding the suffix –or. 出示钢琴，钢琴家，名画，画家的图片。板书art和piano，指出有些单词可通过加后缀-ist变成表示人物的名词，边说边将两个名词写在art和piano旁边。 Step 2 朗读 朗读黑板上词汇，注意语音。（提醒记忆时最好一组一组地记忆，将原形和变化后的名词连在一起读。） Step 3 操练 完成课本第77页A部分练习。 小组学生讨论答案，集体核对答案。 比赛（1） 将全班学生分成4个小组比赛，教师出示写有单词的卡片，让学生说出对应的名词并拼写。鼓励学生说的越快越好，率先站起来答对的得分。 比赛（2） 将学生分为两大组，由每组成员来选择卡片向另一组的成员提问，每个学生限回答或提问3次。 完成课本第77页B部分练习。 核对答案，然后集体朗读所有句子。 小组活动 鼓励学生选择一组词，用该组词造句。 教师提问 教师利用多媒体出示图片 带领学生朗读，向学生讲解后缀的作用。 指导学生用“头脑风暴法”巩固单词。 具体方法是：把学生分成两人一小组，其中一人读出课本上任意名词或动词，要求另一人快速说出其名词并拼写，稍后交换角色操练。 让学生集体朗读所有对话：Read the correct conversations together． 教师要允许并鼓励学生用不同思路造句. 对有创意的句子要给予表扬 如：一个学生说clean，另一学生快速说出cleaner。 学生根据提示用带名词后缀的名词造句。
作业 设计
板 书 设 计 Unit6 Study skills 名词性后缀-er, -or, -ist 一．给下列词加上后缀变成表示人的名词，并按要求将它们归类。 Work tour visit speak hunt write piano science report Paint farm drive art learn help kill dance play win Sing run follow hide share teach western provide 直接加er或r构成的名词：_____________________________ 2. 直接加or构成的名词：_________________________________ 3. 直接加ist构成的名词：_________________________________ 4. 非直接加ist构成的名词：_______________________________ 5. 非直接加er构成的名词: _________________________________
教 学 反 思
课堂教学设计
课题 8A Unit 6 Birdwatching Task period 7 集体备课和 个人修改意见
教时 1 课型 新授 主备人 备课时间 2021年11月 25日
教 学 三 维 目 标 基础 知识 了解 To use the knowledge they have learned in the former parts. To fill in form beforehand. To organize the information into an invitation letter.
掌握 form address chairperson introduce natural Date of birth join the Birdwatching Society introduce myself enjoy the natural would
能力 训练 过程 方法 听说 To organize the information into an invitation letter.
读 To use the knowledge they have learned in the former parts.
写 To understand the information obtained from listening and know how to response to it by writing a report.
情感 态度 价值观 To organize the information into an invitation letter. To use the knowledge they have learned in the former parts.
教学 四点 纲要 教学 重点 To develop some ideas about how to take notes.
教学 难点 To invite people at the same time give the information about times, places and activities .
课标点 Exchange, read and correct their letters.
中考点 To fill in form beforehand.
教学 五点 设想 1让学生填写申请表，使学生快速融入英语课堂。要求学生浏览后有疑问及时提出并书写工整，从而激发学生的背景知识，并为之后的知识输入做好铺垫。 2 让学生俩人一组，互相交换检查申请表填写情况，并及时指出错误。 3教师用投影仪展示几位学生的申请表，让全班同学一起检查问题，从而激起学生的积极性和渴求知识的欲望。 4 让四位同学朗读申请信，每个学生朗读一段。读完每段后让学生思考这一段注意包含哪些信息。最后教师用投影或课件显示自己的观点，使学生明确在写申请信时每段包含哪些内容。可以有效的提高学生对英语写作的兴趣。另外，这也是老师对学生本节课所学知识的一种检测。 5通过用投影仪展示学生相互修改过的申请信，让学生朗读范文。可以激励同学们的兴趣，使语言学习过程成为学生积极的情感体验，主动思维和大胆实践，形成自主学习能力的过程。
教学过程及内容 教师活动 学生活动 集体备课和个人修改意见
Step1 Presentation 1.Check the homework Ask two or three students to report their application to the class. 2. Present how to write a letter in English Address: small place first then bigger place the biggest place at last e.g. Room 402 38 Hill Road Sunshine Town Beijing 100000 Step2. Practice 1. Listen and read 1)Listen to the tape first 2)Answer some questions Which club does Amy want to join What subjects are her favorite subjects Why does she join the club When is her free time How do we get in touch with her 3)Read the application letter. Step3. Production Collect some useful information for the students to write: Why did she write the letter Something about herself, school and grade Why would she like to join the club If the application is successful..! 2. Ask the students to write their own application letter according to their application forms. Why do you write the letter ( I listened to your talk./I would like to become a member of…) Something about yourself(school/grade/favorite subjects/interests and hobbies/ Clubs and activities to protect wildlife) Why would you like to join the club If the application is successful… 3. Exchange, read and correct their letters. 4.Ask some able students to read their letters and let other students talk about them Step4 Homework 1. Rewrite the letter carefully after class, and then put t hem up on the back wall. 2. Collect all the useful phrases in this unit. 3.Go over the new words in this unit 4. Finish the relative exercises. 教师提问 分组开展活动 教师投影展示 教师要求学生写作 教师总结 学生回答 填写申请表 俩人一组，互相交换检查，指出错误 学生朗读范文
作业设计
板 书 设 计 8A Unit 6 Birdwatching Task Speaker tour make beautiful sounds at bird shows include birds in poems
教 学 反 思 教学随笔

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