初中牛津英语8b全部教案

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篇1：初中牛津英语8b全部教案

单元目标

一、知识与技能

1. 词汇：New York City, Central Park, exam, were, rainy, delicious，expensive, inexpensive, crowded, flew, kite, later, felt, little, corner, discuss, etc.

2. 句型: Where did you go on vacation? I went to summer camp.Did she go to Central Park?Yes, she did.No, she didn’t.

3. 语法：一般过去时的特殊疑问句、一般疑问句及肯、否定回答。

4. 能力目标：能用一般过去时熟练谈论假期发生的事。

二、过程与方法

灵活运用教材，从所教学生的实际水平和语言能力出发，调整和取舍教学内容，合理安排本单元的课时数，设计好每课时的教学内容。

三、情感、态度与价值观

1.通过描述假期发生的事，增进同学间的了解，增进感情。

2.通过图片和视频欣赏优美的风景，培养热爱祖国大好河山的思想感情，提高学生的环保意识。

3.了解自己的能力，培养情操

4.培养学生们对英语的兴趣。

教法导航

1. 以任务型教学作为课堂教学理念、利用整体语言教学法、情景教学法、交际教学法等。

2. 在教学中创设切实可行的任务型教学活动、突出交际性。

3. 教师为主导、学生为主体、任务为基础，注重实用性。

4. 引趣激趣策略，创设情景调节气氛，引发激发学生兴趣。

学法导航

多读善思，小组合作、探究、学习、交流。

课时支配

第1课时：Section A 1a-2c

第2课时：Section A 2d-3c

第3课时：Section B 1a-2c

第4课时：Section B 2d-Self Check

初中牛津英语8b全部教案

篇2：牛津英语8b说课稿

The first period

Content: Comic strip and welcome to the unitTeaching aids: a tape recorder, pictures of trailwalkersTeaching aims: 1） Have the Ss know sth. participating in charity events and how they can support charity events.

2） To introduce different kinds of needs and disabilities3） To encourage Ss to talk about how they can help those people in need.

Teaching procedures:

Step1. Lead-in

1.       T asks Ss what a charity walk means.

2.       Some Ss present the pictures about charity walk.

Step2. 1.  Ss listen to the tape of comic strip and read and then act it out.

2.  T provides some information about the charity walk.

Step3. Ss learn sth. on P92 about the main task. T asks them to plan to get sth. ready for the task.

Step4. Warm-up

Divide the class into groups of four. Ask students to talk about what they would take with them on a charity walk. Tell each group to make a list of the items they would need. Collect the lists and compare them. Talk about why some items would be more useful than others.

Step5. Welcome to the unit

T presents some English notes about some words and let Ss infer which word it is.

1.       A person cannot see

2.       A person cannot hear.

3.       A part of his/her body does not work properly.

4.       A person is old.

5.       A person has no home.

6.       A poor person has little money.

Step6. Deal with Part A on P93

1.       Tell Ss to label the pictures in Part A using the words from the box.

2.       Ask volunteers to read out the answers.

3.       Talk about what it might be like to be disabled or disadvantaged. Remind Ss that most people with difficulties would prefer leading independent lives to depending on others for help.

4.       T shows pictures of some great people with difficulties and introduces them to Ss.

Step7. Part B on P93:

Divide the class into pairs. Ask Ss to read Amy and Daniel’s conversation in Part B. Then ask them to talk about the people in Part A and how their lives might be made easier. T provides some information as following:

e.g. For poor people, education programs that allow them to get better jobs are helpful. Free medical care and affordable housing are also helpful. For blind people , they can benefit from Braille signs, spoken announcements rather than written notices, contoured pavements and unobstructed sidewalks.

For homeless people, shelters and soup kitchens can offer short-term help.

For deaf people can benefit from written notices and a greater awareness of sign language.

Step8. Extension activity

Ask Ss to make a list of things they would find most difficult to do or they would miss most if they were blind, deaf, elderly, homeless, physically disabled or poor.

Assignment:   1. Recite the conversation in the Comic strip2.Writing: What can we do to help （ disabled/blind/elderly……） people?

The second period

Teaching aims:

1.       To recognize and understand information presented in a newspaper article.

2.       To understand related details and information.

3. To infer general meaning from pictures, titles and context.

4. to improve the students’ reading comprehension abilities.

Teaching procedures:

Part A

Step 1. Ask students whether they enjoy walking through country parks and ask them how far they would feel comfortable walking in a day. Then ask how much they know about Oxfam Trailwalker. Explain that Oxfam Trailwalker participants have to walk 100 kms in 48 hours, which usually means they cannot sleep for two days.

Step 2. Ask whether students have participated in any other charity events.

Step 3. Listen to the tape about the reading and then ask the students to read the article by themselves.

Step 4. Ask students to answer some questions about the reading to check their understanding about the passage.

Questions:

1.       When did Oxfam Trailwalker start?

2.       Who is helped by the money that is raised?

3.       When is Oxfam Trailwalker held?

4.       Who can join Oxfam Trailwalker?

5.       What’s the aim of Oxfam Trailwalker?

6.       Is Oxfam Trailwalker a difficult walk?

7.       What’s the job of a support team?

8.       What spirit must the members of the team have?

Step 5. Ask the students to find out the language points and make up some sentences using some phrases.

Step 6. Do a class feedback, checking the students’ understanding of the text and how they feel about this sort of event. Raise some general issues and encourage discussion.

Step 7. Task

1.       Retell the text based on some important phrases presented on the board.

2.Make up a dialogue according to the meaning of the passage.

Exercises

1. Fill in the blanks according to the passage.

Trailwalker is a ??____event.People organized it to______money for helping poor people. It is held in ______every year. People over 18 can_______themselves into a team of four people and _______the charity walk. They must finish walking a ______ trail within 48 hours.

The Trailwalkers have to walk through _______ country parks and over _______ hills and mountains. They need to walk _______ to finish the hike because only the team’s finishing time will be ________. It can help them learn team ________ They should carry things with them, and they also need _______ teams to bring food and drinks for them.

After you try your_____ to finish the walk, you’ll find it is an_______ you will never forget.

2. Write a T if the sentence is true. Write an F if it is false.

1.       Oxfam Trailwalker is organized by the Red Cross.

2.       The money helps poor people in Hong Kong and other parts of Asia and Africa.

3.       If you are 16,you can join Oxfam Trailwalker.

4.       There are five people in each team.

5.       Teams have to walk 100 kilometres in 48 hours.

6.       The route goes through eight country parks.

7.       Teams have to carry everything they will need.

8.       Each person must raise at least HK$6,000.

3. Fill in the blanks using the correct forms of the following phrases.

group…into…  in need  finish walking…  carry…with… without sleep1.       Now let’s _____ ourselves _____ a team of four and play games.

2.       Kate worked two days and nights _____ for the exams.

3.       The disabled people are required to _____ ten miles within fifteen minutes.

4.       On rainy days we had better _____ raincoats _____ ourselves.

5.       We should do something to help the people _____ in the Southeast Asia.

Keys:

1.       fund-rasing, raise, November, group, join, 100-kilometre, eight, twenty, walk, recorded, spirit, support, best, experience2.       1. F   2. T   3.F   4. F   5. T   6. T   7. F   8. F3.       1. group, into   2. without sleep   3. finish walking4.       carry with      5. in need

The third period

Teaching aims: 1. To identify specific meaning in different contexts2. To check understanding by completing a conversationTeaching procedures:

Part B

Step1  Ask students to match the words with the meanings in Part B1.

Step2  Ask four students to each read out one word and its meaning .Repeat the answers and clarify any misunderstandings.

Step3  Explain the content and instructions for Part B2. Tell the to look at the underlined words and explain that they must find a word or words in the reading passage on pages 94 and 95 to replace each word or phrase.

Step 4  Ask students to complete Part B2.

Step 5  Ask two volunteers to read out the conversation , replacing the underlined words with the correct words/phrases from the reading passage. Ask students to check their own answers.

Part C

Step 1 Tell students to read the headings in PartC1.Explain that each heading corresponds to a paragraph of the article on pages 94 and 95.Tell them to refer to the article and put the correct paragraph numbers in the blanks.

Step 2  Read out the headings and ask students to call out the paragraph numbers. Ask students to check their own answers and clarify any misunderstandings.

Step 3  Explain the context of Part C2.Tell the students to read the passage in Part A on pages 94 and 95 again and use the information there to complete the conversation.

Step 4  Read out Lily’s questions. Choose volunteers to give Ben’s answers .If any students have difficulties ,Point out where they can find the answers in the reading passage.

Exercises for period three

I. Multiple choice

（   ） 1.The room is too small for us _______________.

A. to live  B .living   C. to live in   D. to living（   ）2.It’s ___________ of you to help me solve the problem.

A. important    B. necessary     C. impossible   D .kind（   ）3.It’s ___________excellent chance for people to learn team spirit.

A. the         B./            C. a           D. an（   ）4.____Thanks to the building of the Three Georges Dam, traffic becomes much better.

_____So it is, and floods and droughts can ____________, too.

A. prevent     B. be prevented    C. be preventing   D. prevents（   ）5.The sign of NO SMOKING means ___________.

A. There’s no smoke            B. don’t smoke any moreC .you can’t smoke here          D. smoking is bad for your healthII. Translation

1.    中国是亚洲的一部分。

2.    对毅行者来说，要在48小时内走完100千米是很困难的。

3. 对人们来说，这是一个多么好的学习团队精神的机会啊！

4.    我们应该尽我们最大的努力去帮助那些确实需要帮助的人们。

5.    在这样的一个雨天，温暖和干燥衣服对保持你舒适很有必要。

III. Error correcting

（   ） 1.It’s important of Ben to drink milk every morning.

A          B       C           D

（   ） 2.He needs to buy more three dictionaries.

A    B       C       D

（   ） 3.My wife will be back after a monthA     B       C     D

（    ） 4.Although he walked for a long time but he didn’t feel tired.

A             B            C             D（    ） 5.The man has left the factory for three years.

A     B        C   D

IV. Reading comprehension

Jeff Keith has only one leg. When he was 12 years old, Doctors had to cut off most of his right leg.

Every day Jeff puts on an artificial leg（假肢）。The leg is plastic. With the plastic leg Jeff can ski, ride a bicycle, swim, and play soccer. He can also run.

Jeff made a plan with his friends who had plastic legs, too. They decided to run across America. They all wore special T-shirts. On it was “Run, Jeff, Run, Jeff Keith’s Run Across America.”When he was 22 years old. Jeff Keith ran across the United States from the east to the west. He started running in Boston. Seven months later, he stopped running in Los Angles. He ran 3200 miles. Jeff wore out 36 pairs of running shoes and five plastic legs. Jeff stopped in cities on the way  to Los Angeles. In every city people gave Jeff money. The money was not for Jeff, but for the American Cancer Society. The Society used the money to know more about cancer.

On the way to Los Angles Jeff talked to people about cancer. Jeff is disabled, but he can do many things. He finished college and is studying to be a lawyer（律师）。Jeff says,“People can do anything they want to do. I want people to know that. I ran not only for disable people. I ran for everybody.”（   ）1. Jeff’s right leg was cut off because he had _____________.

A. TB    B. an accident     C. cancer     D. hurt（    ） 2. Jeff’s friend s ran across America with him. They all have no_____________ .

A. T-shirts   B. legs    C. shoes       D. bicycle（    ） 3. From the passage we know that Boston is______________ .

A. in the west   B. in the middle  C. near Los Angeles   D. in the east（    ）4. Jeff Keith wants us to know that_______________.

A.     disabled people can do many thingsB.      It’s 3200 miles from Boston to Los AngelesC.     running shoes are easily broken

D.     disabled people can do everything

（    ）5.The sentence “I ran for everybody” means_____________.

A. he wants to get more artificial legs

B. people can do anything they want to

C. some disabled men will become lawyers

D. disabled people also can run

答案

I.                    1. C  2. D  3.D  4. B  5. CII.                 1.China is a part of Asia.

2.To Trailwalkers, it’s tough to finish walking a 100-kilometr trail within 48 hours.

3.What an excellent chance for people to learn team spirit.

4.We shpuld try our best to help people in need.

5.On such a rainy day, warm and dry clothes were necessary to keep you comfortable.

III.    1. B  for  2. C three more   3. C in  4.A 或 C去掉  5. B has been away fromIV.    1.C   2.B   .3.D    4.A     5.B

The fourth period

Contents: Vocabulary

Teaching aims:

1 To develop an understanding of compound nouns2 To guess the meanings of compounds and create nouns using promptsImportant and difficult points:

We can create new words by putting two words together. Sometimes we need to add a hyphen.

Teaching procedures:

Step1 Revision

1 Review the useful expressions

英汉互译：

1.重大事件之一                    6.group themselves into a team of four people2.带者疲惫的身躯走上山            7.walk two days and nights without sleep3.学习团队精神                    8.finish a 100-kilometre trail within 48 hours4.需要一起走完这个徒步行走        9.keep you comfortable5.支持发展工程                   10.an experience you will never forget2 Retell the reading

Step2 Presentation

1.Ask the students

e.g. 1. T:  What’s this?     S:  It’s a blackboard.

black +board  （a compound noun）

2  T:  .What’s this?    S:  It’s a football.

foot +ball  （a compound noun）

Step3 Vocabulary

1.We can create new words by putting two words together. Sometimes we need to add a hyphen（-） between the two words.

class       +        room           → classroomfund       +              raising                → fund-raisinghome      +         work           → homeworkwild       +        life                      → wildlife2.Tell students the way of forming compound nouns.

（1）    n. + n.                 e.g., home town, football, raincoat, etc（2）    adj. + n.      e.g., wildlife, blackboard, etc（3）    v-ing + n.     e.g., waiting-room, sleeping-car, etc（4）    v. + n.        e.g., cross-country, pickpocket, etc（5）    num. + n.     e.g., first-aid, second-hand, etc3.Tell students the way of forming compound adjectives.

a）        n. + adj.     e.g., worldwide, world-famous, etcb）        n. + v-ing   e.g., fund-raising, peace-loving, English-speaking, etcc）         n. + v-ed    e.g., man-made, air-filled, grass-covered, etcd）        adj.+ n-ed   e.g., kind-hearted, bad-tempered, etce）         num. + n. + （adj.） e.g., 100-kilometre, 13-year-old, etc4.Finish Part A and Part B.

Step 4 Game

Divide the class into six groups. Give them two minutes to see how many compound words they can write. If the group writes the most words, it will be the winner.

breakfast                anyone                  railway                birthdaysunset seafood afternoon eyesight                                                                   everything               housekeeper              swimsuit              handwritingearthquake               keyboard                headache               sunshinesuperstar                 sometimes              basketball              nothingschoolbag                website                 bedroom               bookshopweekend                 northeast                southwest             playgroundAssignment:

一。根据首字母提示，完成下列单词：

1.They are going to climb the m___________ next week.

2. It’s an e_____________ chance for us to learn teamwork3. Although he died, his s__________ of generosity lives on.

4. Liu Xiang set up a new r______________ in the Olympic Games.

5. I don’t think it’s n_______________ for me to learn it.

6. It’s i_____________ for him to finish the work in two days because it’s too hard.

7. I like water sports very much, e______________ surfing.

8. People o______________ 18years old can form groups of people .

9. What a______________ does it organize to raise money ?

10. It’s t_____________ that he doesn’t like hiking.

答案：根据首字母提示，完成下列单词：

mountain,  excellent, spirit,  record,  necessary,  impossible,   especially,  over,  activities,   true.

二。将所给单词组成新的单词，填到适当的句子中。

land  country  rail  every  table  rain  tennis  thing  way  drop  side  wet（1） Every summer, I go to the             for a trip.               （countryside）（2） I’ll meet you at the           station.                        （railway）（3） There are many birds in the            in Zhalong Nature Reserve.（wetland）（4） It's rainy outside. You can see a lot of            .              （raindrops）（5） You don’t have to carry            with you.                  （everything）（6） Liu Guoliang is very good at playing            .              （table-tennis）三。改错

（1） We can help blind people across the road.

（2） Trailwalker has been one of Hong Kong’s biggest fund-raising event since 1981.

（3） It’s a excellent chance for you to learn English.

（4） The money used to help poor children.

（5） This event can provide poor children of a chance to go to school.

（6） I have joined the club for nearly 10 years.

（7） We would like to celebrate his birthday by give him a lot of cards.

（8） All we need are enough time to practice playing the piano.

（9） Some workers work 48 hours without have a rest.

（10） It is difficult walking through eight country parks.

四。中译英

（1）    天马上要下雨了，你很需要带一件雨衣。（raincoat）（2）    这里过去是野生生物的理想的家，现在它已变成一个现代化的医院。（wildlife）（3）    募集基金的行为之一是举办一次慈善义演。（fund-raising）（4）    你还有什么别的要说吗？（anything）（5）    我们的教室应该每天打扫。（classroom）（6）    足球是一项遍及全世界的运动。（worldwide）课后小结：

The fifth period

Content: Grammar A

Teaching aim:

To use ‘It is’+ adjective + ‘that’ to say how one feels about somethingImportant and difficult points:

We can use the pattern ‘It is’+ adjective + ‘that’

Teaching procedures:

Step1 Revision

1.Review compound nouns

2.Play a game. Divide the class into two teams. Choose some compound words from the list below and write them on cards. Cut the card in half to separate the two words. Give each team an equal number of divided words and ask them to reassemble them to make compound words. The first team to assemble all their words correctly is the winner.

Step2 Presentation

1.We have learned about using adjectives to describle someone/something. We can also use adjectives in different patterns to give information about someone/something.

2.We use the 'It is'+ adjective + 'that' structure to say how we feel about something.

e.g. 1）It is necessary that you train yourself before the walk.

2）It is important that you have your own support team.

3）It is clear that you are wrong.

3.Write some adjectives on the board, such as good, lucky, possible, surprising, etc. Ask students to make up sentences using the “It is” + adj.+ “that” structure.

4.Finish the exercises on page 99 and invite students to read out their answers.

Step3 More practice

Ben and Lily are talking about Oxfam Trailwalker, write what they say using the adjectives from the box and the given phrases.

important     lucky     possible     interesting    nice    surprisinge.g.1.we can walk 100 kilometres in 48 hours→It is possible that we can walk 100 kilometres in 48 hours.

2.there are so many different trees in the country parks3.there was snow on one of the mountains

4.each team must raise at least HK$6,000

5.so many people want to help others in need6.the weather is pleasant during the hikeStep4 Extension

Ask students to complete the following sentences with their own ideas. Using the structure they have learned in Part AIt is important that……

It is tough that……

It is good that……

It is necessary that……

It is sad that……

Assignment:

一。连词成句。

1.       necessary/we keep our city clean2.       dangerous/people drive after drinking3.       lucky/the weather is pleasant during the hike4.       important/each team must raise at least HK$60005.       interesting/there are so many different trees in the country parks6.       sad/people in poor countries do not have enough food二。根据中文，完成下列句子。

1. 他不会来参加晚会是真的。

2. 你每天读英语是很重要的。

3. 帮助别人学英语是快乐的。

4. 他是容易相处的。

5. 在河边玩是危险的。

6. 参加读书俱乐部是很有意义的。

7. 对于我们来说学好英语有必要。

8. 你能帮助我们真的太好了。

9.很明显，他说了谎。

10. 百闻不如一见。

答案：根据中文，完成下列句子：

1. It’s true that he won’t come to the party. 2. It’s important that you read English every day. （It’s important for you to read English every day）3. It’s a pleasure to help others with English.4. He is easy to get on well with.

5. It’s dangerous to play by the river.6. It’s meaningful to join the Reading Club.

7. It’s necessary for us to learn English well.8. It’s very kind/nice of you to help us.9. It’s clear that he told a lie.

10. It’s better to see one time than to hear a hundred times.（ To see one time is better than to hear a hundred times）课后小结：

The Sixth Period

Contents: Grammar B,C

Teaching aims:

1.       To use “It is” + adj. + “to”-infinitive to describe actions and situations.

2.       To use “It is” + adj. + “for…” + “to’-infinitive to specify the person one is talking about.

Important and difficult points:

1.       It is + adj. + to Cinfinitive

2.       It is + adj. + for sb. + to CinfinitiveTeaching procedures:

Step 1. Revision

Translate the sentences

1.       很明显，他说了谎。

2.       我们要学好英语，这是必要的。

3.       他来看我们，是真的吗？

Step 2. Presentation

1.       Explain that the ”It is“ + adj. + ”to“-infinitive structure is similar to the structure in part A, except that here, the adjective describes an action or activity. Find out the sentence with the structure in the reading:

It is useful to have support teams to bring you food and drinks.

2.       Ask students to make up more example sentences with the structure.

e.g.  It is difficult to understand him.

It is necessary to learn English well.

It is wise to take a map.

It is important to raise money to help people in need.

Step 3. Practice

1.       Ask students to go through the six pictures on page 100 and make sentences using the words in brackets and the verbs in the box.

2.       Invite volunteers to read out the sentences.

Step 4. Extension

Ask students to complete the following sentences with their own ideas, using the structure they have learned in part B.

1.       It is difficult to…

2.       It is easy to …

3.       It is surprising to …

4.       It is exciting to …

5.       It is interesting to …

6.       It is impolite to …

Step 5. Presentation

1.       Tell students that structure in part C is the same as the one in part B except that we insert ”for sb.“ between the adj. and the ‘to’-infinitive to indicate who we are talking about. Find out the sentence with the structure in the reading:

It is necessary for them to support and help each other both before and during the event.

2.       Ask students to read the three sentences in the box on page 101. Write the extra examples on the board with the words in a different order, ask students to rearrange the words in correct order.

e.g.  1. for you / to teach / It is / Mary / easy2. to learn / for us / It is / a foreign language / difficult3. dangerous / to swim / It is / in that river / for children3.       Ask students to tell the differences between the two sentences:

（1）    It is difficult for you to work out the Maths problem.

（2）    It is very kind of you to help me.

When the adjective describes someone’s character, we use ”of sb.“. When the adjective describes something or an action, we use ”for sb.“.

Make more examples:

e.g.   It is clever of you to solve the problem. / You are clever to solve the problem.

It is kind of you to give me the book. / You are kind to give me the book.

It is very dangerous for children to cross the busy street.

It is meaningful for us to join Oxfam Trailwalker.

Step 6. Practice

1.       Explain the context of the exercise in part C and complete the conversation. Invite some students to role-play Lucy and Lily’s conversation.

2.       Ask students to complete ”Work out the rule“ on their own.

Step 7. Consolidation

Make the sentences using the 'It is'+adjective+'for…'+'to'-infinitive structure.

e.g.1）。Lucy wants to be a doctor.（necessary/work hard/become）→It is necessary for Lucy to work hard to become a doctor.

2）。Ben's team wants to finish Oxfam Trailwalker within 30 hours.

（important/train/every day）

3）。Mary is busy with exams this week.（inconvenient/be/in the support team）4）。You can get very hot on the hike.（important/take/lots of water）5）。People should not go hiking alone.（dangerous）6）。Ben's team can raise over HK$6,000 for charity.（possible）Assignment:

动词填空：

1. You can exercise ______________（keep） fit before you start out.

2. What foreign language _________________（teach） in your school ?

3. Great changes _________________（take） place in this village since 1981.

4. My twin is interested in __________________（collect） stamps.

5. Many years ago people ____________（ know）that the earth _________（go） around the sun.

6. This is a picture _________________（draw） by the famous painter.

7. She said that she _______________ （celebrate） her birthday next Saturday .

8. Let’s go and find out what ______________ （happen） over there.

9. Do you know another way of ___________________（work） out the problems.

10. Do you know if there ___________________ （be） a piano concert at the Capital Theatre this Saturday ?

答案：动词填空：

1.to keep 2. is taught 3. have taken 4. collecting 5. knew, goes 6. drawn 7. would celebrate      8. is happening  9. working   10. will beComplete the sentences according to the Chinese1. It is sad                                        （一些山区的孩子不能上学）。

2. It is necessary                                      （保持我们的教室干净）。

3. It is impossible                                   （在24小时内完成这工作）。

4. It is important                                    （我们每天喝牛奶以保持健康）。

5.                （是有意义的）to raise money for Project Hope.

6. It is helpful                              （捐款给慈善机构）。

7. It is not easy                                （中国学生读这些单词）。

8. It is true                         （美国队很强大）， but we can still win.

课后小结：

篇3：牛津英语8b说课稿

一、说教材和学生

今天我说课的内容是8B第一 模块 Travel in time and space中的 Unit 3 Online travel的Integrated skills一课时。《Fun with English》（牛津初中英语）8B 有两个模块（Module）、六个单元（Unit），每个模块有三个单元，各单元包括：卡通漫画（Comic strip）、导入（Welcome to the unit）、阅读（Reading）、词汇（Vocabulary）、语法（Grammar）、综合技能（Integrated skills）、学习技巧/语音（Study skills/Pronunciation）、中心任务（Main task）、检测（Checkout）九个部分组成。整个教材按照 ”话题―功能―结构―任务“ 相结合的思路编排，以话题为主线，任务为主导，辅以功能和结构项目，有效培养学生综合运用英语的能力。

8B Unit 3内容就是介绍在线旅游，主题是计算机，重点是关于教育类游戏光盘，但也涉及其硬件、软件和功能.话题内容联系社会生活，贴近生活实际，富有时代气息，体现时代精神。通过卡通漫画（Comic strip）、导入（Welcome to the unit）、阅读（Reading）、词汇（Vocabulary）、语法（Grammar）五个环节学习，学生基本掌握本单元的词汇、句型、语法和话题内容等语言知识，到Integrated skills（综合技能）这一课时，已经初步具有应用语言的技能，语言知识学习从认知过程转入实践运用阶段，所以Integrated skills（综合技能）围绕与本单元主题相关的任务，将听、说、读、写糅合在一起进行综合练习，以提高学生综合应用语言的能力。通过对本课的分析，我认为本课的学习目标为：熟悉有关计算机程序的关键词；应用一段描述中所提供的主要信息并通过听掌握相关的补充信息；通过完成一段描述并掌握图标来培养精听技能。在使用计算机程序过程中求得帮助；通过问细节问题并做出恰当的回答来培养获取信息的技能和说的技能。重难点是对学生进行语言技能中的听、说能力训练。

二、说教法和学法

采用”任务型“教学途径。

”任务型“语言学习（Task-Based Learning; 简称TBL）是二十世纪八十年代外语教学研究者经过大量研究和实践提出的一个具有重要影响的语言教学模式，该模式是近来交际教学思想的一种发展形态，它把语言运用的基本理念转化为具有实践意义的.课堂教学方式。国家教育部制订的基础教育阶段《英语课程标准》（实验稿）提出了中学英语教学应”尽量采用任务型的教学途径“的要求。而江苏省译林出版社和牛津大学出版社联合编写出版的《牛津英语》充分体现了这一先进的教育理念，它按照任务型教学的原则设计语言实践活动。

《牛津英语》教材作为”任务型“语言学习的有效载体，在设计中以任务活动为主要途径，充分确立了学生的主体地位；每个单元围绕一个话题，让学生通过体验、实践、参与、合作、交流和探究等方式，学习和使用英语，通过丰富多彩的任务情境调动了学生学习的积极性，使他们更主动地投入到英语学习之中，同时也激发了他们的创新意识，培养了他们的创新能力。也必将会使学生的英语学习真正”动“起来，课堂教学真正”活“起来。完成任务的过程就是交流、合作、互动的过程。而这一过程关注更多的是语言意义，而不是语言形式，它完全有别于语法练习。真正体现以学习者为中心的教学理念。

三、说教学过程

依据”任务型“教学方法的原则要求，围绕本课的学习目标，结合教学内容，本课将设计六个”做某事“的Task,组织学生积极参与，通过思考、讨论、交流和合作等方式，学习和使用英语，完成学习任务。

Task（一）

目标：复习有关计算机的词汇，描述不同计算机附件的用途，导入新课。

任务：通过课件呈现计算机部件图片，让学生说出不同部件的名称，也可以谈谈这些部件的用途。

活动：学生看图，独立拼出计算机部件名称，小组交流附件用途。

Task（二）

目标：通过完成一段描述并掌握图标来培养精听技能。

任务：课件呈现PartA2中的图标（icons），听录音，处理课文PartA2.

活动：1、学生先看图标，小组探索写出图标名称，用铅笔划线来猜测每个图标的功能。2、Listen to the second part of the interview. Check their answers.3、Ask five students to read the sentences.

Task（三）

目标：熟悉有关计算机程序的关键词；通过一段谈论教育类计算机程序的对话完成填空练习来培养听的技能。

任务：讨论教育类计算机程序，仔细听录音，完成填空练习。

活动： 1、Ask : What CD-ROM programes do you have at home? 小组讨论有关教育类计算机程序。2、引出本课主话题：Travelling at home.让学生读Part A1部分描述，放录音，学生仔细听并尽可能多的完成填空练习。Then Play again, listen and check the answers.3、Ask six students to read these sentences one by one.

Task（四）

目标：学习用所提供的主要信息和通过听掌握相关的信息来处理新的信息。训练学生获取、处理和使用信息的能力。

任务：搜集Part A1和A2中的信息，完成一个有关Daily English的电脑光盘程序的电子邮件。

活动：1、阅读电子邮件Part A3,了解大意。2、独立填空，集体校对。3、Ask some questions, the students answer them. then read together.

Task（五）

目标：训练说的技能，在使用计算机程序过程中求得帮助，通过问细节问题并做出恰当的回答来培养获取信息的技能。

任务：朗读对话，分角色表演自己的对话。

活动：1、解释语境，分组朗读对话。2、对能力一般的学生，背对话，分角色表演。3、对能力强的学生准备并练习自己的模仿对话。4、选择几组表演检查效果。

Task（六）

目标：归纳语言点，写的技能训练。

任务：完成课题检测练习。

篇4：8B牛津unit1复习教案

8B牛津unit1复习教案

牛津 8B Unit1 复习教案

教学目的1. To go over the knowledge in unit 1

教学重点和难点1. present perfect tense and some words and expressions

教学过程

一、重点单词：just, since, fact, turn, miss, pleasant, land, way, lonely,

lucky, grandpa, unkind, impolite, over, unhealthy

二、短语运用：in fact, get married, turn into, noise pollution, take off,

in some ways, from time to time, be in service/use, free time, on

one’s own, on longer, the changes to;

三、重点结构：It is easy for him to see them as often as before.

It was built to the north of Lantau Island.

I wish you a happy holiday.

It no longer provides a good environment for wildlife.

The changes have brought many benefits but they have also caused many problems for wildlife.

四、语法：现在完成时，present perfect tense

1、现在完成时所表示的动作发生在过去，但考虑较多的不是动作发生在过去的什么时候，而是强调与目前的联系，即过去与现在的关系。强调过去的动作对目前造成的影响和后果，或强调动作本身或状态持续地现在，因此属于现在时范畴。它的主要用法可概括为八个字：影响、结果、持续和经历。

2、现在完成时的构成：

肯定式：I/We/you/they have + been/ worked

she/he/it has + been/worked

否定式：have not +been/worked

has not + been/worked

疑问式：Have +主语+been/worked …?

Has + 主语+ been/worked…?

3、现在完成时的用法

（1）表示过去发生的某一动作对现在生成的影响或结果。

如：He has read the book.他已经读过这本书了。

“读书”是发生在过去的动作，对现在造成的结果是“读过了”。

(2) 表示动作过去已经开始，持续到现在，可能还要继续下去。这时往往与表示一段时间的状语连用。

如：He has worked for more than three years. 他工作三年多了。

I have been in Suzhou for ten years. 我来苏州已经十年了。

(3) 现在完成时属于现在时态范畴，不能和表示过去的时间状语连用，如yesterday, last week, a day ago等。但可以和never, ever, already, yet, just(刚刚), for…, since…, in the past three years, so far(到目前为止), by now, before（以前）等连用。

如：Have you finished your picture yet? 你已经完成你的'画了吗？

I have never heard of him before. 过去我从未听说过他。

(4) 瞬间动词也叫短暂性动词。这种动词动作开始也就意味着结束，所以不能与表示一段时间的状语连用。这些动词是become, begin, start, buy, borrow, arrive, come, die, fall, finish, go, join, leave, marry 等。这了表述这种意思，我们常用相应的延续性动词have, keep 等或短语“be+名词/形容词/位置副词/介词短语”来代替短暂性动词。

如：He has kept the book for three weeks. 这本书他已借了三周了。

The meeting has been on for half an hour. 会已开始半小时了。

He has been in the army for three years. 他参军三年了。

（5）其他词组的区别

①since和for的区别

since短语或从句表示过去的动作延续至今，since之后为时间点。如：He has lived here since . 以来他一直住在这儿。

I haven’t seen him since ten years ago. 自十年前开始我就没见过他。

I have known him since I was very young. 我很小时就认识他了。

For短语表示动作延续多长时间，for后面跟时间段。

如：He has lived here for three years.他住这儿已经三年了。

I haven’t seen her for a long time.我已经好久没见到她了。

②have/has been in, have/has been to和have/has gone to的区别

have/has been in表示“在某地呆了多久了”，可以与表示一段时间的状语连用。 Have/has been to表示“曾到过某地（已回来）”，不能与一段时间的状语连用。两者表示的意义不同，所以跟的时间状语也不同。

如：He has been to Guangzhou twice. 他去过广州两次。

He has been in Guangzhou for a long time. 他在广州已呆了很长时间了。

have/has gone to意为“到某地去了（还没回来）”，表示到了某地或正在去的途中。总之，说话时当事人不在现场，一般不用第一、第二人称代词作句子的主语。

如：―Where is Kate? 凯特在哪儿？

―She has gone to the post office. 她去邮局了。

篇5：牛津英语8B unit 4 garmmar

Unit 4

5 &6 period：Grammar

－．教学目标：

l．To understand the purpose of using connectives of reason

2．To use “because” to give a reason for something

3．To use “because of ” to give a reason for something

4．To show results with “so”

5．To use “hope” and “wish” correctly

二．教学重难点：

words:

ground

Phrases：

Sentences：

1. Ricky helped with the charity show because he wanted to raise money for Project Green Hope.

2．Ricky was nervous because of the TV cameras.

3．There was a lot of work so I was very busy.

4．I hope (that) you will like the show.

5．I hope to see the charity show.

6．I wish (that) I would be the host of the next show.

7．I wish (that) the pop stars would invite me to lunch.

8. I wish (that) I could fly.

9. I wish (that) I were Richy.

10. I wish you a happy holiday.

11. We wish you good luck.

三．教学方法：

Listening and speaking．

四．教学手段－tape-recorder and multi－media

五．教学过程：

Step 1：Lead－in

1. introduce myself

I’m Zhang Ping, you can call me Miss Zhang. I’ll teach you till your teacher, Miss Cai, come back from the USA. This is my first time to teach fun with English , so you need your help, if there is any trouble. I didn’t teach for about half a year because I had a son last winter. I love my son because板书he is very lovely. I wish板书 I could stay at home板书for more time, but your English teacher has gone to the board, so板书I have to come back to teach you. I hope板书 we can get well on with.

2. free talk

T: I like F4 because they’re very handsome. Who is your favourite sports star/music star?

S: …is my favourite pop star.

T: Why do you like him/her best?

S: Because …

I like him/ her because he/she…板书

3. ask some more questions like this

Step 2 ：pre－task.

l. Turn to page 60. Let’s think of Ricky.

Q1: Why did Ricky help with the charity show? (Because he wanted to raise money for Project Hope).

Q2: Why couldn’t Ricky sleep the night before the show? ( Because he was too excited).

Step 3 ：While－task

Task1

1. T: When we ask for reasons, we use ‘why’. When we give reasons, we can use ‘because’. T: underline the sentences that contain the word ‘because’.

2. Ask two students to read out one example each from the grammar table at the top of page 64.

4. Explain the context of the exercise. Daniel is asking Sandy about the charity show. The words on the pieces of paper are reasons from Sandy’s notes.

Ask students to work on their own to write answers to Daniel’s notes. Remind them that each sentence must contain the word ‘because’.

Read out each of Daniel’s questions. Ask volunteers to answer the questions using ‘because’. Repeat the answers clearly and ask students to check their own work.

Task2

1. T: Look at the Bb, we say:

Ricky helped with the charity show because he wanted to raise money for Project Hope.板书

We also can say→Ricky helped with the charity show because of the money.

I’m fatter than before because I had a baby five months ago. 板书

We also can say→ I’m fatter than before because of my baby/him.

T: We can also use ‘because of’ to give a reason for something. When we use ‘because of’, it is followed by a noun or pronoun.

T: Look at the grammar table at the top of page 65. Show students that we can use ‘because of’ to answer questions with ‘why’, e.g.

Why did Ricky have to speak loudly? ( Because of the noise.)

Why was Ricky nervous? (Because of the TV cameras.)

T: Read the words above the speech bubbles in part B1, the first part says what happened, and the second part is the reason. Please use ‘because of’ to make sentences.

Ask three volunteers to read out their answers

T: part B2 Amy and Shirley are looking at pictures of a flood. Amy is answering Shirley’s questions about it. Please write answers to Shirley’s questions using ‘because of’ or ‘because’.

Select two students to play the roles of Shirley and Amy.

Task3

T: I like F4 because they’re handsome. F4 are very handsome, so I like them.

I like him/ her because he/she…板书

→He/She is …,so I like him/her.

1. Tell students that we can use ‘so’ to introduce a result. Read out the two examples and explain that the first part ( ‘There was a lot of work’/’ I wanted to help the poor’) is a fact, and the second part(‘I was very busy’/I ‘donated some money.’) is a result of that fact.

2. Explain that like ‘because’, ‘so’ can be used to give a reason for something, but the order is different from a sentence with ‘because’. In other words, we can give the information in the example sentences using ‘because’ as follows:

I was very busy because there was a lot of work.

I donated some money because I wanted to help the poor.

3. Ask students to rearrange the words in Part C1 to make sentences. Remind them that the first part of the sentence should be a fact and the second part should be a result.

4. Once students have finished, ask three students to read out one sentence each. Correct errors and mispronunciations.

5. Ask students to read through Kitty’s letter in part C2 for overall meaning first. Then ask them to fill in the blanks using ‘because’ ‘because of’ ‘so’.

6. Ask students to read out one paragraph each. Clarify any misunderstandings if necessary.

7. Ask students to complete ‘ Work out the rule!’ on their own. Ask one student to read out the rule and check the answer as a class.

8. In a compound sentence, we cannot use because and so at the same time.

(F) Because I got up late, so I’m late for school.

(T) I got up late, so I’m late for school.

(T) Because I got p late, I late for school.

Task4

T: I wish板书 I could stay at home for more time, but your English teacher has gone to the board, so板书I have to come back to teach you. I hope板书 I can get well on with you.

1. Tell Ss that we use ‘hope’ and ‘wish’ to talk about things or situations that we want to happen.

2. To hope is to want something to happen and think that it is possible. We usually use ‘hope’ to talk about the present or the future.

To wish is to want what is not happening or what did not happen. We usually use ‘wish’ to talk about the past or the present.

3. usage of ‘hope’:

v hope + to do

hope + clause

n. hope → hopes

e.g. I hope (wish) to come.

e.g. I hope she won’t come tonight.

e.g. You’re my last hope.

4. usage of ‘wish’:

v.

wish + to do

wish + sb. to do

wish + clause 虚拟。表示不可能实现。

I I wish sb. …

n. wish →wishes

e.g. We wish Zhou Jie Lun to have a concert next year.

e.g. I wish that I were Yao Ming. (impossible)

e.g. I wish that I could fly. (impossible).

e.g. I wish you merry Christmas.

e.g. I sent a post card with my best wishes for my dear friend.

I want (wish) you to come. (T)

I hope you to come. (F)

5. Explain the context of the exercise. The students are having a meeting to talk about their charity show. However, everyone is talking or thinking about different things.

6. Ask Ss to complete the exercise using the correct forms of ‘hope’ and ‘wish’.

7. Ask volunteers to read out their answers. Tell Ss to check their own work.

Step 4 ：post－task

Do WB P73 Ex Ⅰ,Ⅱ,Ⅲ,Ⅳ,

Do WB Ex Ⅱ,Ⅲ,Ⅳ

Step 5 ：Homework

篇6：牛津英语8B Unit1现在完成时态复习教案

牛津英语8B Unit1现在完成时态复习教案

牛津英语8B Unit1现在完成时态复习教案作者：yangyunolivia

单元

Unit 1

课题

Terminal Revision

课时

1

日期

教学目的

1.To go over the knowledge in unit 1

教学重点和难点

1.present perfect tense and some words and expressions

教学过程

一、重点单词：just,since,fact,turn,miss,pleasant,land,way,lonely,lucky,grandpa,unkind,impolite,over,unhealthy

二、短语运用：in fact,get married,turn into,noise pollution,take off,in some ways,from time to time,be in service/use,free time,on one's own,on longer,the changes to；

三、重点结构：It is easy for him to see them as often as before.

It was built to the north of Lantau Island.

I wish you ahappy holiday.

It no longer provides agood environment for wildlife.

The changes have brought many benefits but they have also caused many problems for wildlife.

四、语法：现在完成时，present perfect tense 1、现在完成时所表示的动作发生在过去，但考虑较多的不是动作发生在过去的什么时候，而是强调与目前的联系，即过去与现在的关系。强调过去的动作对目前造成的影响和后果，或强调动作本身或状态持续地现在，因此属于现在时范畴。它的主要用法可概括为八个字：影响、结果、持续和经历。

2、现在完成时的构成：

肯定式：I/We/you/they have+been/worked she/he/it has+been/worked

否定式：have not+been/worked has not+been/worked

疑问式：Have+主语+been/worked…?

Has+主语+been/worked…?

3、现在完成时的用法

(1)表示过去发生的某一动作对现在生成的.影响或结果。

如：He has read the book.他已经读过这本书了。

”读书“是发生在过去的动作，对现在造成的结果是”读过了“。

(2)表示动作过去已经开始，持续到现在，可能还要继续下去。这时往往与表示一段时间的状语连用。

如：He has worked for more than three years.他工作三年多了。

I have been in Suzhou for ten years.我来苏州已经十年了。

(3)现在完成时属于现在时态范畴，不能和表示过去的时间状语连用，如yesterday,last week,a day ago等。但可以和never,ever,already,yet,just(刚刚),for…,since…,in the past three years,so far(到目前为止),by now,before(以前)等连用。

如：Have you finished your picture yet?你已经完成你的画了吗?

I have never heard of him before.过去我从未听说过他。

(4)瞬间动词也叫短暂性动词。这种动词动作开始也就意味着结束，所以不能与表示一段时间的状语连用。这些动词是become,begin,start,buy,borrow,arrive,come,die,fall,finish,go,join,leave,marry等。这了表述这种意思，我们常用相应的延续性动词have,keep等或短语”be+名词/形容词/位置副词/介词短语“来代替短暂性动词。

如：He has kept the book for three weeks.这本书他已借了三周了。

The meeting has been on for half an hour.会已开始半小时了。

He has been in the army for three years.他参军三年了。

(5)其他词组的区别

①since和for的区别

since短语或从句表示过去的动作延续至今，since之后为时间点。

如：He has lived here since .以来他一直住在这儿。

I haven't seen him since ten years ago.自十年前开始我就没见过他。

I have known him since Iwas very young.我很小时就认识他了。

For短语表示动作延续多长时间，for后面跟时间段。

如：He has lived here for three years.他住这儿已经三年了。

I haven't seen her for along time.我已经好久没见到她了。

②have/has been in,have/has been to和have/has gone to的区别

have/has been in表示”在某地呆了多久了“，可以与表示一段时间的状语连用。Have/has been to表示”曾到过某地(已回来)“，不能与一段时间的状语连用。两者表示的意义不同，所以跟的时间状语也不同。

如：He has been to Guangzhou twice.他去过广州两次。

He has been in Guangzhou for along time.他在广州已呆了很长时间了。

have/has gone to意为”到某地去了(还没回来)"，表示到了某地或正在去的途中。总之，说话时当事人不在现场，一般不用第一、第二人称代词作句子的主语。

如：-Where is Kate?凯特在哪儿?

-She has gone to the post office.她去邮局了。

MSN（中国大学网）

篇7：牛津8B unit8 教案教学设计(译林牛津版英语八年级)

Grammar

Teaching aims:

To learn to use passive voice in the simple future tense.

Teaching steps:

Step 1 Presentation

1. Show some pictures and present the new words: display, pollute, harm, living.

2. Let some students spell the words.

3. Read after the teacher.

4. Read together.

Step 2 Explanation

1. 被动语态的一般将来时的概念

被动语态的一般将来时用来描述将要发生的动作。

e.g. He will be/is going to be taken to hospital in a few minutes.

他几分钟之内就会被送到医院。

The food will be /is going to be eaten by the dog soon.

这些食物马上就会被狗吃掉。

2. 被动语态的一般将来时的构成

主语 will be/ be going to be 过去分词

I will be /am going to be

supported.

You /We /They will be /are going to be

He /She/It will be /is going to be

注意：主语是第一人称时，被动语态的一般将来时也可以用“shall be+动词的过去分词”来表达。

Step 3 Practice

1. Complete part A on page 112.

2. Check the answers.

3. Complete part B on page 113.

4. Check the answers.

Step 4 Exercises

I. 根据句意及括号内所给动词的提示填空。

1. A cat __________ (keep) in my grandmother’s house.

2. The concert ___________ (hold) last Friday evening.

3. Jane was made __________ (work) ten hours a day.

4. A new hospital _________________ ______ (build) in our city next year.

5. More than 50 trees ________________ (plant) since last month.

II. Complete part C on page 114.

Step 5 Homework

1. Review the contents of this lesson.

2. Finish the exercises in the workbook.

3. Preview the next lesson.

Integrated skills

Teaching aims:

1. Learn some words and phrases.

2. Practise listening skills by listening to a text.

Teaching steps:

Step 1 Revision

Translate some sentences.

1被扔进湖里be thrown into lakes

2被装满 be filled with

3使人们生病make people ill/sick

4将来in the future

5清理clean up

6和……一样as well as

7土地和水污染 land and water pollution

8采取行动做某事 take action to do sth.

9有机会做某事 have chance to do sth.

10考虑 think about

11这场演出将会在你们学校礼堂举行。

The show will be held at the school hall.

12污染是世界上最大的问题之一。

Pollution is one of the biggest problems in the world today.

Step 2 Presentation

Present the new words.

empty adj. 空的

survey n. 调查

Read aloud these new words

Step 3 Warming up

How can we live a green life?

What can we do to protect the environment in our daily lives?

Using some pictures to show how to go green in our daily lives.

Step 4 Listening

Listen to the tape and finish Part A1.

The Class 1, Grade 8 students want to do a survey to get some ideas for their presentation on how to go green. Listen to the conversation between Daniel and Sandy and write the correct information in the table below.

A survey on students’ daily habits.

Time: Survey (1) _____________

Daniel and Sandy meet:

(2) __________________

Place: (3) __________________

Numbers of students: (4) _________

Boys: (5)__________

Girls: (6) _________

Numbers of questions: (7) __________

Keys: (1) 4 p.m. this Wednesday (2) 3:40 p.m. this Wednesday (3) Room 201

(4) 50 (5) 25 (6) 25 (7) 6

Listen to the tape and finish Part A2.

Daniel and Sandy are talking about the results of the survey. Listen carefully and then complete the table below.

Daily habits Number of students

Turn off the tap when brushing teeth 35

Take showers for less than 10 minutes 20

Use both sides of the paper 40

Recycle empty bottles 15

Turn off the lights when they leave a room 41

Take their own bags to the supermarket 9

Complete Part A3.

Sandy is writing a note to Mr Wu about the survey she and Daniel have done. Help her complete the note. Use Parts A1 and A2 to help you.

Dear Mr Wu,

Daniel and I did a survey this (1)__________. Students were asked about their (2)____________.

Here are the results of the survey. Only (3)_____ students usually take showers for less than 10 minutes, but (4)_____ students turn off the tap when brushing their teeth. Only 15 students recycle (5)____________, but (6)____ students use both sides of the paper. It is great that most students remember to (7)_________ the lights when they leave a room, but few students take their own (8)________ to the supermarket.

The survey shows that students are doing a lot to help protect the environment, but there are still many more things they can do.

Sandy

Keys: 1. Wednesday 2. daily habits 3. 20 4. 35 5. empty bottles 6. 40 7. turn off 8. bags

Step 5 Speak up

1. Listen to the conversation between Sandy and Kitty then answer the questions:

1) What has been a serious problem all around the world?

2) What can Kitty do to protect the environment?

3) Is air pollution harmful to our health?

2. Listen to their conversation again and find out the advantages of planting trees.

Trees make our town look nicer.

Trees reduce dust and help keep air clean.

Trees help keep soil in place during storms.

Trees provide home for animals.

3. Read aloud the conversation then work in pairs to ask and answer. Use the conversation as a model

4. Make your own dialogue.

Sample conversation

S 1: Water is very important for all living things.

S 2: Yes. We should use our water carefully and not waste it.

S 1: Right. We can help save water by doing many simple things like turning off the tap while we brush our teeth.

S 2: Taking short showers saves even more water.

S 1: Saving water is good for the environment. I hope all of us do our best to save water.

S 2: I hope so too.

Step 6 Language points

1. I think our town will look nicer with more trees around.

句中with more trees around 为介词短语，起副词作用。Around 用作副词，意思是“周围，四周”。

e.g. I could hear laughter all around. 我可以听见周围的笑声。

2. Air pollution is harmful to our health.

be harmful to sb.= harm sb. = do harm to sb. 对某人有害

e.g. Air pollution is harmful to our health.

= Air pollution harm to our health.

= Air pollution does harm to our health.

空气污染对我们的健康是有害的。

3. They provide home for animals too.

provide sth. for sb. = provide sb. with sth.

提供给某人某物

e.g. They provide homes for animals.

= They provide animals with homes.

他们给动物提供了家园。

Step 7 Let’s do a survey.

Work in groups of four and ask your group members about their daily habits. Then write a short passage about the results and report it to the class.

Step 8 Exercises

一、根据汉语提示填空。

1. There is a ______(调查) on learning English.

2. He joined an English club to improve his ______ (日常的) English.

3. Smoking is a kind of bad _______(习惯) .

4. Some of the waste material can be reworked for _________ (再利用).

Keys: 1 survey 2 daily 3 habit 4 recycling

二、汉译英。

1. 几乎没有学生带他们自己的袋子去超市。

2. 这是调查的结果。

Keys: 1. Few students take their own bags to the supermarket.

2. Here are the results of the survey.

Step 9 Homework

1. Remember the new words in this lesson.

2. Preview the next lesson.

Study skills

Teaching aims:

1. To learn to talk about how to protect the environment

2. To learn to correct the mistakes by checking the work

Teaching steps:

Step 1 Revision

Translate the phrases and sentences.

1.关掉水龙头

2.少于

3. 扔掉

4. 依靠

5. 自然资源

6. 洗澡

7. 刷牙

8. 学生的数量

9. 用纸的两面

10. 回收空瓶子

11. 关灯

12. 做一个调查

13. …的结果

14. 保护环境

15. 几乎没有学生带他们自己的袋子去超市。

16. 这是调查的结果。

17. 调查表明学生为帮助保护环境正在做许多事。

Step 2 Presentation

1. Present some new words with pictures and then read them aloud

2. Let some students spell the words.

3. Read after the teacher.

4. Read together.

Step 3 Study skills

1. Explanation

We can correct a lot of our own mistakes by checking our work. After we have finished a piece of writing, always spend some time reading it through.

Types of mistakes

Step 4 Exercises

1. Complete the exercises on textbook.

Millie has written an article. Help her check her work. Underline the mistake, make the corrections and decide the types of mistakes she has made.

Let’s protect the environment!

People depend natural resources to live. Water and soil help provide us with necessary food and drinks. Coal, oil and natural gas is not only useful for families, but have a wider use for factorys.

Some natural resources are around us, such as water. Others like coal, oil and natural gas are dug up from the ground. They will form over thousands or even millions of years. As a result, it is very important for us to use them wise. If they are used and thrown away carelessly. finally some of them will run out.

It is time for us to take proper actions to protect our enviromnent. We should try produce less waste, reuse or recycle things if possible?

2. Check the answers.

3. Then read them aloud.

4. Do more exercises

Correct mistakes in the sentences.

1) You should pay not attention to his words.

2) Nobody can prove him wrongly.

3) Who made them so sadly?

4) What a valuable advice it is!

5) I really don’t know what to solve the problem.

6) I don’t see anything strange about the photo, too.

7) What is he look like? He is kind and helpful.

8) Listen, the music is sounding beautiful.

Step 5 Homework

Write a short passage “My green life” and use the skills we have learnt today to check your work.

Task

Teaching aims:

1. To learn some information about going green.

2. To learn how to write a script on how to go green.

Teaching steps:

Step 1 Presentation

1. Show some pictures and present the new words: simple, step, power.

2. Read after the teacher.

3. Read together.

Step 2 Warming up

Discuss: How can we go green?

go green = protect the environment

Step 3 Brainstorm

What can we do to save water?

What can we do to save power?

What can we do to reduce pollution?

Step 4 Reading

Read Millie’s notes on page 118 and find out:

What can we do to save water?

What can we do to save power?

What can we do to reduce pollution?

Which else can we do to live a green life?

Step 5 Practice

1. Complete Millie’s script on page 119.

2. Check the answers.

3. Read together.

Step 6 Language points

Here are some simple steps to take.

take some steps 采取一些措施

e.g. We should take some simple steps to save water.

我们应该采取一些简单的措施来节约用水。

Step 7 Writing

Show some pictures about protecting environment. Let the students to give a presentation on how to go green.

Useful expressions:

1) It is time for us to ….

2) We can save water by ….

3) We should use/take ….

4) … is a good way to ….

5) It is important for us to ….

6) It is good to ….

7) Moreover, ….

Step 8 Exercises

I. 用所给单词的适当形式填空。

1. The waste can ______________(separate) into different groups to recycle.

2. Take your own bags when __________ (shop).

3. You should do more exercise and watch ______ (little) TV.

4. We can save water by ________ (take) shorter showers.

5. You need to check your homework after finishing _________ (write).

II. 汉译英。

1. 我们可以通过缩短淋浴时间来节约用水。

2. 为了节约电力，当我们离开房间时应该把灯关掉。

3. 好习惯能够帮助减少污染。

4. 对我们来说养成环保的生活方式很重要。

5. 遵循这些小步骤，你可以对地球产生大影响。

6. 当电视和电脑不用时，我们应该关掉电源。

Step 9 Homework

1. Finish your script.

2. Review all the new words and language points in this unit.

篇8：牛津8B unit2 教案教学设计(译林牛津版英语八年级)

Unit 2 Travelling

Welcome to the unit

Teaching aims:

1. To know foreign city famous tourist resorts and popular attractions.

2. Be familiar with the scenic spot and the country.

Teaching steps:

Step 1 Warming up

Do you like travelling?

Do you know any famous tourist attractions in Yancheng?

Step 2 Comic strip

Look, listen and answer the questions.

1. Is Eddie happy in the first picture? Why?

2. Where is Eddie going?

3. Does Eddie want to go too?

4. What does Hobo want to bring?

5. Does Eddie feel happy at last? Why?

Step 3 Explanation

I don’t think it’ll be a holiday for me.

我想对我而言这不会是什么假期了。

这是个否定前移的句子，主句中的否定词实际是否定了从句中的内容。当主句含有I think, I believe等词语时，通常否定前移。

e.g. I don’t think it is a good idea. 我认为那不是个好主意。

Step 4 Let students look at the picture then act the dialogue out.

Step 5 Welcome the unit

If you have a chance (机会) to travel abroad (出国旅游), where will you go?

Then show some pictures about some popular attractions in foreign Countries:

the Great Wall

the Leaning Tower of Pisa

the Little Mermaid

the Statue of Liberty

the Sydney Opera House

Tower Bridge

Step 6 Read and guess

1. It is the longest wall in the world.

2. It is a present from French people. It stands for Liberty.

3. It sounds like pizza. It is leaning. It may fall down some day.

4. The girl has a fish’s tail instead of legs.

5. It is the busiest performing arts centre in the world.

6. It is a large bridge over the River Thames in London. It has twin towers.

Step 7 Work in pairs

Work in Part B.

A: What’s this, Millie?

B: It’s the Little Mermaid.

A: Where is it?

B: It’s in Copenhagen, the capital of Denmark.

A: What’s special about it?

B: It comes from the story by Hans Christian Andersen.

A: Have you ever been there? B: No, I haven’t.

Step 8 Do some exercises

Step 9 Homework

1. Prepare a fact file and write about one of your holidays.

2. Preview the new words in Reading.

Reading I

Teaching aims:

Let the students know Kitty tour of Hong Kong Disneyland’s observations and activities.

Let students talk about tourist in vocabulary.

Teaching steps:

Step 1 Review

Look at some pictures and say something about them.

e.g. the Leaning Tower of Pisa

the Statue of Liberty

Mount Fuji

the Little Mermaid

Tower Bridge

…

Step 2 Free talk

1. What places of interest have you visited in China?

2. Have you ever been to Hong Kong?

Step 3 Watch a video about Hong Kong Disneyland.

Step 4 Ask students to read together.

Step 5 Present some pictures about Hong Kong Disneyland.

Step 6 Let students read the letter and answer the questions.

1. Who visited Disneyland?

2. How long did they stay in Disneyland?

Step 7 Work on B1

Kitty is back in Sunshine Town. Amy is asking Kitty about her trip. Help Kitty answer Amy’s questions.

Amy: Who did you go to Hong Kong with?

Kitty: I went there with ___________.

Amy: Where did you go during your stay there?

Kitty: We went to ____________________.

Amy: How did you get there?

Kitty: We got there ___________________.

Amy: How long did you stay in the park?

Kitty: We stayed there for ___________.

Amy: Did you enjoy yourselves there?

Kitty: Sure. We had _______________.

Step 8 Work on B2

After talking with Kitty, Amy is making notes of how Kitty spent her day at Disneyland. Help Amy complete the notes below.

A day at Disneyland

Had fun on ______________

Hurried to have a __________ and met Disney _________________ on the way

Watched a _______ of Disney characters

Watched a __________

Did some ___________

Watched ____________ in front of the castle

Step 9 Work on B3

Kitty is showing Amy her photos the other day. Complete their conversation with the words in Kitty’s letter on pages 22 and 23.

Kitty: I took lots of photos at Hong Kong Disneyland, Amy.

Amy: Oh, let me have a look. Is that Mickey Mouse?

Kitty: Yes. He looked so _____.

Amy: What’s in this photo?

Kitty: It’s Space Mountain, an ______ roller coaster. It moved at high ______ and we were __________ and laughing through the ____.

Amy: What do you think was the best part of the day?

Kitty: I think the parade of Disney __________ was really wonderful.

Amy: Was the film in the park interesting?

Kitty: Yes. The 4-D film was like _______.We could even smell the apple ____.

Amy: Did you go shopping there?

Kitty: Yes. I bought ___________ key rings. Here’s one for you.

Amy: It’s nice. Thank you.

Step 10 Work on B4

Kitty had a good time at Hong Kong Disneyland. Find the sentences in her letter that show her happiness.

We’re having a fantastic time here.

First, we had fun on Space Mountain – an indoor roller coaster in the dark.

It moved at high speed and was really exciting!

We were screaming and laughing through the ride.

It was the best part of the day.

I ran after them and couldn’t stop taking photos.

Step 11 Homework

Ask students read the article after class.

Reading II

Teaching aims:

1. To know and master some useful words/sentences/phrases.

2. To know the meaning of passage.

3. To learn more about the world and protect the environment.

Teaching steps:

Step 1 Revision

Review Kitty’s trip.

Kitty did a lot of things at Hong Kong Disneyland. She did different things at different time. Let’s complete the table about her trip.

Step 2 Language points

1. I miss you so much!

miss vt. 想念，思念

e.g. Amy misses her grandparents very much.

艾米非常想念她的爷爷奶奶。

miss作动词时还可意为“错过；没做到”，其后接动词时，应用动词-ing形式。

e.g. Kitty was sad because she missed her train.

基蒂非常伤心，因为她错过了火车。

I don't want to miss seeing that film on television tonight.

我不想错过今晚在电视上看那部影片的机会。

miss还可用作名词，意为“女士；小姐”，此时m必须大写，常用于姓名或姓之前，尤指未婚女子。

e.g. Miss Smith is a popular writer.

史密斯小姐是一位受欢迎的作家。

2. We’re having a fantastic time here.

fantastic adj. 极好的，美妙的

e.g. We watched a fantastic play yesterday evening.

昨天晚上我们看了一场非常精彩的演出。

have a fantastic time 过得愉快，玩的高 兴 = have a good time = enjoy oneself = have fun

3. Today we spent the whole day at Disneyland.

the whole day 一整天 = all the day

e.g. They spent the whole day wandering about seeing the sights.

他们花了一整天参观名胜古迹。

4. It moved at high speed and was really exciting!

at high speed意为“快速地, 非常快地”, 其中的speed为名词, 意为“速度”, at speed与at high speed意思相同。

e.g. He drives the car at (high) speed in the road.

他在路上飞快地开车。

at a speed of ...也是一个常见的短语, 表示“以……的速度”。

e.g. The train is travelling at a speed of sixty miles an hour.

火车正以每小时六十英里的速度行驶。

5. We were screaming and laughing through the ride.

1) through是介词, 可它的意思不再是我们以前学过的“从……通过，穿过”, 而是“从(某事)的开始到结束, 从头到尾”的意思。

e.g. The nurse looked after the old man through his long illness.

这个老人病了很长时间, 这个护士一直在照顾他。

2) ride n.

可数名词, 意为“乘坐, 搭乘; (乘车或骑车的)短途旅程, 旅行”, 有时也可指“距离”。

e.g. Can I have a ride on your bike?

我能坐你的自行车吗?

6. …such as Snow White and Mickey Mouse.

such as 例如

such as和for example都有“例如”的意思，但是它们的用法有所不同。

such as常用来列举同类人或事物中的多个例子。

e.g. I like animals, such as dogs, bears and pandas.

我喜欢动物，例如狗，熊和熊猫。

for example一般只以同类人或事物中的“一个”为例。

e.g. He has ever been to many countries, for example, Australia.

他曾经去过许多国家，例如，澳大利亚。

选用such as或for example填空。

1) John likes many sports, ____________, basketball.

2) She can say many languages, __________ Chinese, Italian and Russian.

7. I ran after them and couldn’t stop taking photos.

run after 跟着跑，追逐

e.g. Look, the dog is running after the rabbit.

看，这条狗正在追赶那只兔子。

cannot stop doing something 忍不住一直做某事

e.g. We could not stop laughing when we watched Tom and Jerry.

我们在看《猫和老鼠》时忍不住一直大笑。

8. I bought a couple of king rings for classmates.

a couple of 可以表示不确定的“几个”。

e.g. a couple of minutes 几分钟

短语 a couple of也可以表示“两个”

e.g. I saw a couple of men get out.

我看见有2个男人出去了。

9. Hope you’ve enjoyed yourself there.

希望你在那儿玩的开心。

这是一个省略句，省略了主语I，完整的句子是 I hope（that) you’ve enjoyed

yourself there!

在非正式行文（包括日记，卡片，便条，信件）中，有时我们会省去主语，使文字更简洁。

e.g. Hope to here from you.

期待收到你的来信。

Step 3 Do some exercises.

Step 4 Homework.

Recite the new words, phrase and sentence patterns in Reading.

Grammar

Teaching aims:

1.掌握“have/has been to” 和 “have/has gone to”的用法。

2.理解短暂性动词和延续性动词的不同用法，以及它们之间的转换。

Teaching steps:

Step 1 Revision

Answer the questions.

1. Where has Kitty been?

2. How did she feel on Space Mountain?

3. What were they doing through the ride?

4. What did she meet on the way to the restaurant?

5. What was the best part of her day?

6. What did they do after the parade?

7. Did she buy any gifts?

8. When did they watch the fireworks?

Step 2 Study Grammar A: Using have/has been 和 have/has gone

We use have/has been to express the idea that someone went to a place and has already come back. It refers to an experience.

e.g. Mille and Amy have been to South Hill. They want to go there again.

Sandy has never been to South Hill. She wants to go with them.

We use have/has gone to express the idea that someone went to a place but has not yet returned.

e.g. Kitty and her family have gone to Hong Kong. They will come back next week.

Suzy is not at home at the moment.

She has gone to the bookshop.

Step 3 Summary

have/has been和have/has gone的用法

让我们一起来观察下面的句子并分析总结它们的用法!

① I have been to America many times. It’s really a modern city.

② Millie has gone to America with her family. I hope they have a great time

there.

【区别一】

通过分析上面两个例句, 你能得出什么结论呢?

___________ 表示曾经去过某地, 已经回来; 而 ___________表示说话时已经去了某地, 可能在途中, 也可能到达目的地。

③ Have you ever been to the supermarket to buy grapes?

④ Minnie and her father have been to the supermarket to buy grapes twice this

month.

⑤ Minnie and her father have gone to the supermarket to buy grapes.

【区别二】

通过分析上面三个例句, 你能得出什么结论呢?

含 ___________ 的句子中可以加 once, twice, ever, never等时间状语; 而含 ____________ 的句子中不能加此类时间状语。

【区别三】

综合分析上面五个例句, 你还能得出什么结论呢?

含 ___________ 的句子中主语的人称一般为第三人称形式; 而含 ___________ 的句子中对主语的人称没有限制。

Step 4 Practice

Finish the exercises on pages 26 & 27.

A1 The Class 1, Grade 8 students are talking about their classmates and families. Help them complete the sentences with have/has been or have/has gone.

1. Millie isn’t here. She _________ to the library.

2. Peter and Simon ____ just _____ to the library. They borrowed some interesting books.

3. My cousin __________ to Xi’an twice.

4. My parents __________ to Xi’an and they’ll stay there for a week.

5. Daniel won’t be with us at the party. He _________ to Shanghai.

A2. Daniel and Millie are chatting. Complete their conversation. Use the correct forms of the verbs in brackets.

Daniel: I haven’t seen Mr Wu for days. Where ____ he _____(go)?

Millie: He __________ (go) to Tianjin to attend a meeting.

Daniel: _____ you _____ (be) anywhere recently?

Millie: Yes, I __________ to Hainan with my parents.

Daniel: Oh, that’s great! ______ you ______ to Sanya?

Millie: Sure, we _________(be) to the beach there. Look at these photos.

Daniel: The beach is beautiful. I see Andy playing on the sand too.

Millie: Yes, We went there with his family.

Daniel: I see. By the way, shall we invite Andy to go for a picnic tomorrow?

Millie: Andy isn’t here this weekend. He and his parents __________(go) to countryside. They’ll be back tomorrow afternoon.

Step 5 Study Grammar B: Verbs with for and since

We use for when we talk about a period of time, and we use since when we talk about a time point in the past.

e.g. Mr Dong has lived here for many years.

Mr Dong has lived her since he was born.

Some verbs, such as come, go, buy and leave, can be used in the present perfect sense, but they cannot be used with for or since in positive statements.

Step 6 Summary

since和for的用法

现在完成时表示动作或状态从过去某一时刻开始, 一直持续到现在, 多与“since +点时间”或“for +段时间”连用。for表示“经过(一段时间)”, 而since表示“自从(……以来)”。

常见结构如下：

for + 表示一段时间的状语

一段时间+ ago

since +表示过去的某一时间点

从句

e.g. He has lived here for 16 years.

他住在这里有十六年了。

He has lived here since 16 years ago.

他从十六年前起就住在这里了。

He has lived here since 1991.

他从1990年起就住在这里了。

He has lived here since he was born.

他从出生起就住在这里。

If we want to express a continuous state, we can use another way like this.

Verb Used for a continuous state Example

begin/start have/has been on

The film has been on for 20 minutes.

finish/stop

have/has been over The parade has been over for hours.

come/go/arrive

have/has been in/at

Kitty has been in Hongkong for two days.

leave

have/has been away

She has been away from home since last Tuesday.

borrow

have/has kept

She has kept this book since last week.

join

have/has been in

have/has been a member of

Simon has been a member of the Football Club since last year.

marry

have/has been married They have been married for 15 years.

die

have/has been dead

The fish have been dead for some time.

Step 7 Practice

Kitty is telling Millie about her holiday in Hong Kong on the phone. Complete what she says with the correct forms of the verbs in brackets.

My parents and I _________(arrive) in Hong Kong on the first day of the winter holiday. We _________(be) here for three days.

I __________(borrow) a book about Hong Kong a week ago. It’s very useful. I ____ ____ (keep) it with me for a few days. It helps me learn more about Hong Kong.

Now it’s noon and we’re in Ocean Park. The first dolphin show ______(begin) at 11:30 a.m. It ________(be) on for about half an hour. The show is really exciting.

Step 8 Do some exercises.

I. 慧眼识错。

1. I have borrowed the book for 3 months.

2. My bother has joined the army since he was 18.

3. Jack and Tom have lived here since 5 years.

4. The film has been on since I have come to the cinema.

5. When has Mr. Li caught a bad cold?

6. His grandfather has been died for two years.

7. Jim has gone to Beijing for ten years.

8. What time have the factory opened?

9. I have gone to Chunhua Middle School twice.

II. 同义句转换。

1. The class was over ten minutes ago.

The class _____________ for ten minutes.

2. His grandpa died in .

His grandpa ______________ for ten years.

3. The exhibition has been on for three

days.

The exhibition ____________ three days ago.

4. My parents got married 25 years ago.

My parents __________________

since 25 years ago.

5. I bought the MP3 last week.

I __________ the MP3 for a week.

6. Kitty joined the Reading Club last year.

Kitty _____________________ the Reading Club since last year.

III. 翻译下列句子。

1. 这些日子你去哪里了？

2. 我父亲已经去上海出差了。

3. 他离开家已经了。

4. 篮球赛已经开始15分钟了。

5. 20分钟前会议就已经结束了。

6. 我两年前来到了这个学校。

7. 她已经到达公司半个小时了。

8. A: Tony曾经去过法国吗？B: 是的。

A: 他去过埃菲尔铁塔吗？ B: 没有。

9. A: 我昨天没看见你。你去哪儿了？

B: 我去电影院了。

A: 你什么时候去电影院的？

B: 昨天下午。

10. A: 你爸爸去哪儿了?

B: 他去美国了。他下周回来。

11. A: 他们去印度了吗?

B: 不，没有。他们明天走。

Step 9 Homework

1. 复习for和since的用法。

2. 复习延续性动词和非延续性动词的用法。

Integrated skills

Teaching aims:

1. By reading and listening to obtain useful information

2. Can ask and answer questions about travel

Teaching steps:

Step 1 Revision

Translate some sentences.

1. 小名参军半年了。

Xiao Ming has been a soldier for half a year.

2. 我们上了8年学了。

We have been students for eight years.

3. 下课10分钟了。

The class has been over for ten minutes.

4. 电影开始了一小时了。

The film has been on for an hour.

5. 门打开半小时了。

The door has been open for half an hour.

Step 2 New words

beautyseaside theme park sailing view except

mountain business direct flight on business

Step 3 Free talk

Have you ever travelled to any places in China?

What did you do there?

Step 4 Listen to the tape and answer A1.

The Class 1, Great 8 students are talking about the kinds of places they like best. Listen to their conversation and match the students with the places. Write the correct letter in each box.

Places for travelling

a. Chinese gardens1. Kitty

b. Museums 2. Simon

c. Places of natural beauty3. Sandy

d. Seaside cities 4. Daniel

e. Theme parks 5. Millie

Step 5 Make sentences use the information in A1.

Kitty likes to go….

Millie wants to go…

Step 6 Ask students talk with classmates

What is important when you plan your holiday?

Step 7 Listen to the tape finish A2.

The students are listening to a radio programme about the best time to visit some places in China. Put a tick (√) in the correct boxes.

Places to go Spring Summer Autumn Winter

Chinese

gardens Suzhou,

Yangzhou

Museums Beijing,

Xi’an

Places of natural beauty Mount Huang,

Jiuzhaigou

Seaside cities Dalian,

Qingdao

Theme parks Shenzhen,

Hong Kong

Step 8 Finish part A3 together.

Amy wants to give her classmates some advice on travelling in China. Help her complete her notes. Use the information in Parts A1 and A2 to help you.

Places to go in China

Kitty likes ___________, such as the Window of the world in Shenzhen or____________ Disneyland. She can go there all year round.

Simon loves water sports, such as sailing. He thinks it is great fun. He can visit a seaside city like ______ or Qingdao this ________.

Sandy likes places of ______________, like Mount Huang or Jiuzhaigou. She can go there in any season except _______. The views there in winter may be wonderful, but it is dangerous to climb the mountains or hills on cold and snowy days.

Daniel likes ________________. He can visit Suzhou or Yangzhou. The best time to go there is in spring or________. There may be some rain, but the weather is usually nice at that time of year.

Millie likes _________. She can go to Beijing or Xi’an. She can visit museums in any season.

Step 9 Pair work

Work in pairs. Talk about your travelling.

A: Where did you go last summer?

B: I went to …

A: What did you do there?

B: I went… I had a fantastic time.

Step 10 Written task

Your foreign friend wants to visit Suzhou, please give him some advice.

Speak up and Study skills

Teaching aims:

1. Students can ask and answer about the travel information.

2. Students can use main points and details to write an article.

Teaching steps:

Step 1 Free talk

Travelling is very interesting. May Day is coming and it’s a good season for travelling. Amy will go traveling. Where will she go?

Step 2 Speak up

Listen and answer some questions.

1. Where will Amy go?

2. How will they get there?

3. How long are they staying there?

4. How long dose it take to fly to Chengdu?

Step 3 Act out

Let students act the dialogue out.

Step 4 Pair work

Let students talk about:

What’s your holiday plan? Where do you want to go during the May Day holiday？

Give them tips:

Where are you going?

Why do you plan to go there?

Who are you going with?

How will you get there?

Step 5 Notes

1. My Dad has been to Chengdu on business twice.

我爸爸去成都出差过两次。

business n. 的意思是 “公事，生意”，该词还有“职业，企业”的意思。

on business 意思是“出差”

2. We’re going to take a direct flight to Chengdu.

我们将乘直飞航班到成都。

direct adj. 径直的

e.g. There is a direct high-speed train to Hangzhou.

有一班直达杭州的高速列车。

Step 6 Practice

Complete the sentences.

Step 7 Study skills

Presentation:

1. When we write about an experience or event, we can organize our ideas using

the following five main points.

When did it happen?

Where did it happen?

Who was there?

What happened?

How did you feel?

Then we should give details to support the main points.

2. Take Kitty’s day at Hong Kong Disneyland as an example:

When: during the winter holiday

Where: Hong Kong

Who: Kitty and her parents

What: visited Hong Kong Disneyland

How: had a fantastic time

Step 8 Practice

Mr wu is asking the Class1, Grade 8 students to organize the following information into main points and details. First, help them write the correct letters in the blanks. Then work pairs and talk about their trip.

a Class 1, Grade 8 students

b Enjoyed the natural beauty

c Everybody felt excited

d Flew kites

e Went fishing by the lake

f 5 March

g South Hill

h A visit to South Hill

When: ____________

Where: ____________

Who: ___________ ____________

What: ___________ ___________

How: ____________ ____________

Step 9 Sample speech

On 5 March, the Class 1, Grade 8 students went to South Hill. They enjoyed the natural beauty there. Some of them flew kites, while some of them went fishing by the lake. Everybody felt very excited.

Step 10

Write a passage about your trip, using the information we have learned in the lesson.

Task

Teaching aims:

To write an article about one of your holidays.

Teaching steps:

Step 1 Warming up

Show some pictures about Hong Kong Disneyland.

Step 2 Work in Task 1

1. Presentation

Show students some pictures to learn new words.

2. How does Kitty write her article?

Step 1(part A):

Step 2(part B):

Step 3(part C):

3. Look at Kitty’s fact file –Part A in page 32carefully and try to remember more information about Kitty’s trip to Hong Kong.

Main Points Details

When The winter holiday ------

where Hong Kong

Who ------

What visiting places of interest Disneyland

Ocean park---

Other activities

Eating

How

4. Useful expressions:

It took us …to fly to

The next day, we went to…

I loved watching the interesting…

…was exciting/beautiful/fantastic

On the third day, we visited…

We went to…on the fifth day

…was the best part of the day

We enjoyed this trip very much

Step 3 Work on Task 2

1. Complete Kitty’s article in Part B on page 33 as quickly as you can.

2. Analysis (分析) kitty’s article. We can group this article into 3 parts:

Part 1: para( )-para( ) It is mainly about

Part 2: para( )-para( ) It is mainly about

Part 3: para( )-para( ) It is mainly about

3. During Kitty’s article, Kitty used some adjectives（形容词）and adverbs（副词） to describe her article. Could you please find them out as many as you can?

Step 4 Notes

1. My parents and I left for the airport in the early morning.

我和父母一大早就前往机场。

leave for 动身去

e.g. The plane leaves for Hong Kong at 10:30.

飞机于10：30 起飞前往香港。

2. It took us about three and a half hours to fly to Hong Kong.

我们花了3个半小时飞到香港。

“3个半小时”还可以表达成three hours and a half

“一个半小时”的两种表达方式 one and a half hours

one hour and a half

Step 5 Writing

You are going to write an article about one of your holidays. Write down some main points and details, and organize your ideas before you write.

Tips:

1. Remember to state (陈述) clearly the place and the time of your trip, and the people who went with you.

2. Organize your ideas before you write.

3. Think of something interesting and special to write about.

4. Use adjectives and adverbs to make your article more interesting.

5. Write about your feelings in the last paragraph.

Step 6 Homework

If you went to Beijing for a holiday last summer, try to write an article about this trip.

篇9：初中牛津英语说课稿

一、说教材：

1、教材所处的地位及作用：

这单元是9B的最后一个单元。以Great people为话题展开本节课学生，该话题很容易引起学生们的讨论兴趣。在welcome to the unit 部分，学生们已初步本节课学生了一些有关伟人的知识。Reading 是一个单元的核心部分，它承载着众多的教学任务。我将reading部分分作二课时进行教学，第一课时为阅读课，第二课时为语言知识本节课学生课和练习巩固课。根据教材的安排及新课标要求学生们通过体验，实践，参与，合作，交流和探究等方式本节课学生和使用英语，真正体现以本节课学生者为中心的教学理念，我详细说说第一课时的教学。基于本课在教材中所处的地位及作用，特制定以下教学目标。

2、教学目标：

知识目标： 1、To grasp some important language points.

2、To understand English idoms.

能力目标： 1、To guess general meaning from keywords and context.

2、To skim text for overall meaning and scan for details.

情感目标：To learn spirit from great people.

3、教学重点与难点：

To identify true or false statements based on the reading passage.

To extract relevant information from the reading passage.

二、说教法：

本节课我主要采用以下几种教学方法：

1、根据课文特点和学生们实际情况，以情景教学法进行教学。

通过形象生动的图片及相关资料，调动学生们的本节课学生兴趣, 激起学生们情感上的.共鸣，从而引导学生们从整体上理解课文、从细节分析课文，促进学生们的语言能力及其情感等方面整体发展。

2、采用小组本节课学生法，扩大教学范围。

把学生们分成四人小组，也可以自由组合，让他们在互动中启发思维。同时注意保证每个学生们都有机会参与到本节课学生中来，培养学生们与伙伴合作的意识和策略。

3、运用操练法，拓宽本节课学生渠道。

把大部分课堂时间留给学生们，使学生们在多信息、高密度、快节奏的灵活操练过程中拓宽本节课学生渠道。

三、学法指导：

这一节是阅读课，九年级的学生们已具有一定的英语阅读能力，听说能力在原有的基础上也得到了进一步的提高，但参与课堂的积极性有所下降。针对以上学情，因此我先指导学生们进行快速阅读和深层阅读，帮助学生们运用自主本节课学生法来把握课文整体，培养学生们的分析归纳独立思考的能力；鼓励学生们小组活动，让每个人，尤其是那些薄弱同学，都能参与到课堂的本节课学生中，能动手完成一些基础的本节课学生任务和本节课学生目标，重在激发学生们本节课学生英语的兴趣，通过讨论让他们主动去涉取知识。

四、教学过程：

一 Skim the text, answer questions:

1. Why is Neil Armstrong famous?

2. Are there any aliens on the moon?

3. What award did he get?

二 Para 1-3: Before he walked on the moon

Name

Neil Armstrong

Date of birth

on________________

Place of birth

in_________________

Experiences

at 6_____________________

at 15____________________________

at 16 _______________________________

in 1949 _____________________

when he moved to California ___________________

in 1962 ________________________

in 1966 ________________________

三 Para3:Read and complete the passage:

In 1962, he ____ _______ ____become an astronaut.

In 1966, he and David R. Scott _________ ___ join two spacecraft together for the first time in space. But when the spacecraft began spinning ____ _____ ________, Mission Control thought it was _____ ____ ____ _____ _____ ______, so they _______ Armstrong ____ cut the flight short, and he succeeded.

四 Para4-5: Walking on the moon

Read and answer some questions:

1. When did Armstrong land on the moon?

2. Who did he come to the moon with?

3. What are the famous words?

4. How long did they walk on the moon?

5. What did they collect for further research?

6. What did the whole world do when Apollo 11 returned?

五 Retell the two paragraphs with the help of the six questions above:

六 Para6-7:Reports about aliens on the moon

Read and judge T or F:

1. It is said that Armstrong and Aldrin saw alien spacecraft.

2. The alien spacecraft is very small.

3. When Armstrong was on the moon, the aliens were very friendly.

七 Para8:Award for Armstrong

1.What is the Medal of Freedom for a US citizen?

2. What did Armstrong do for people around the world?

八 Read the passage together and fill in the blanks with right words:

Neil Armstrong took his first f_______ at six and received his pilot’s ________（执照） at 16. In 1949, Neil j_______ the navy and worked as a p_______. He was s_________ to be an astronaut in 1962. Four years later, he m__________ to join two spacecraft together in space. On 20th July 1969, he _______（着陆） Apollo 11 on the moon with Aldrin __________(成功).Neil said ‘one small step for man, one giant leap for m________’. Armstrong got the highest a_____ that a US c________ can receive. He is the pride of the world.

九 Retell the text

Name: Neil Armstrong

Date of birth: 5th August 1930

Place of birth: Ohio, the USA

Major event: at 6: was interested in flying

at 16: got his student pilot’s licence

In 1949: joined the navy

In 1962: became an astronaut

In 1966: joined 2 spacecraft together for the first time in space.

On 20th July 1969: walked on the moon

Famous words: one small step for man, one giant leap for mankind.

Award: Medal of Freedom

What do you think of him: our pride — make us realize...

Homework: 1.Recite the text.

2.Finish some additional exercises.

篇10：初中牛津英语课堂实录

初中牛津英语课堂实录

《Health Problems》课堂实录

授课教师：宋净夏 科目：英语 年级：六年级(2)班 时间：3月9日

教学过程：

Teacher：in this lesson，we will talk about our health problems。We know everybody is concern about health，so this class we will talk about health problems and what we shall do to solve health problems。

Teacher：please look at this page，he has got a health problem，what’s the mate with he?

Student：he has… Teacher：can you guess? Student：he has a cold。

Teacher：maybe he has a cold。OK ，sat down please。

Teacher：what’s the mate with he?

Student：she has a cold. Teacher：OK ，sat down please。

重复3遍，让3个学生回答同样问题。

Teacher：you know have a cold is a health problem，would you please read after me，“she has got a health problem”。 Student：“she has got a health problem”。

重复3遍，教师领读，学生跟读

Teacher：everybody has a health problem，now，we get to learn more health problems，please look the pictures。Number1，who know?

Student：a head ilk Teacher：OK ，very good，please read after me，“a head ilk”。

Student：“a head ache”。 Teacher：who know the second picture?

Student：stomache Teacher：very close，sat down please。 Student：a stomach ache。

Teacher：very good，read after me，“a stomach ache”。 Student：“a stomach ache”。

Teacher：what about the third one?

Student：tooth ache。

Teacher：very good，read after me，“tooth ache”。

Student：“tooth ache”。

Teacher：you know tooth ache is different from the previous health problems，“a stomach ache”，“a stomach ache”，have“tooth ache”。 read after me，“tooth ache”。 Student：“tooth ache”。 Teacher：“a head ache”，“a stomach ache”，“tooth ache” Student：“a head ache”，“a stomach ache”，“tooth ache” Teacher：look the pictures，the first one?

Student：a cold。

Teacher：very good，she has a cold。What about the second one?

Student：a fever

Teacher：very good，she has a fever，read after me，“a fever”。

Student：“a fever”。

Teacher：the last one?

Student：… Teacher：can you guess?

Student：… Teacher：sit down please。

Student：a sores of throat

Teacher：very good，read after me，“a sores of throat” Student：“a sores of throat”。

Teacher：look the picture，many people wear mask，maybe they have got…read after me，“the flu”。

Student：“the flu”。

Teacher：you know the Chinese mean is “流感”。read after me again，“the flu”。

Student：“the flu”。

Teacher：look at the hellokitty，guess she has?

Student：stuffy nose。 Teacher：very good，read after me，“stuffy nose”。

Teacher：look here，they are some of the health problems，I want you to follow me by pattern“why do I always have health problem?”，for example，“why do I always have a head ache?”。Do you hear，who ables to follow me?

Teacher：a fever，who can?

Student：why do I always have a fever

Teacher：very good，sit down please。stuffy nose?

Student：why do I always have stuffy nose?

Teacher：OK，what about head ache?

Student：why do I always have a head ache?

Teacher：OK，sores of throat? Student：why do I always have a sores of throat?

Teacher：what about tooth ache?

Student：why do I always have tooth ache?

Teacher：look at this boy，what’s the mate with the boy?what do he say to the doctor?

Student：why do I always have a stomach ache?

Teacher：OK，read after me，“why do I always have a stomach ache?”

Student：“why do I always have a stomach ache?”

Teacher：in the diagnosis，we will see the following words，too many and too much。For example，do not watch too much television，are you hear，and do not what what…who can tell me?please give me more examples。

Student：don’t spent too much money。

Teacher：OK，very good，sit down please。When I am a child，my mother often tell me don’t spent too much money。What else? Student：don’t eat too much…

Teacher：OK，don’t eat too much。What else?

Student：don’t play too much computer。

Teacher：OK，don’t play too much computer。

Student：don’t eat too much fastfood。

Teacher：OK，don’t eat too much fastfood。

Student：don’t drink too much coke。

Teacher：OK，don’t drink too much coke。

Teacher：in the diagnosis，you will see too many and too much。Please look here，“it’s because you eat too many rice dumplings ，I’m afraid”。Pay attention to this word，“afraid”，why is the doctor using “afraid”，“I’m afraid”means what?it maybe means he is not sure about it，or not certain about it。There maybe more reason about why have health problem。

Teacher：read after me，“it’s because you eat too many rice dumplings ，I’m afraid”。

Student：“it’s because you eat too many rice dumplings ，I’m afraid”。

重复3遍，然后让学生再读3遍

Teacher：can you give me more reasons why he always have stomach ache?

Student：because he usually eat too much fastfood。

Teacher：OK，very good，it’s because he usually eat too much fastfood。What else?

Student：because he usually eat too much snack。

Teacher：OK，very good，it’s because he usually eat too much snack。What else?

Student：because he usually eat too many crisps。

Teacher：OK，very good，it’s because he usually eat too much crisps。

Teacher：look here，what is he saying?who can guess and tell me?

Student：why do I always have…

Teacher：let me help you，can you read it ?

Student：why do I always have a sore throat?

Teacher：OK，you read very well.would you please say your diagnosis，who can tell me?

Student：because you usually eat too much snack。

Teacher：I’m… Student：afraid Teacher：OK，don’t forgot I’m afraid。Anyone else?

Student：it’s because you usually shout all the time。

Teacher：OK，maybe it’s because you usually shout too much or all the time。

Student：it’s because you usually drink too much cola。

Teacher：OK，very good。

Student：it’s because you don’t drink seven cups of water 。

Teacher：very good，it’s because you don’t drink enough water。

篇11：牛津英语5BUnit5Reviewandcheck教案

牛津英语5BUnit5Reviewandcheck教案

unit 5 review and check

一、教材学情分析：

本单元是复习单元，侧重归纳了本册书第一至第四单元的重要语言项目。通过看图编号、看图完成句子、看图完成语篇、看图说话等练习，帮助学生巩固已学过的词汇、句型和日常用语。教师在课前一定要认真分析学生的学习现状，课上则要根据学生对语言项目的掌握情况，对基础知识和基本技能进行扎实有效的训练，从而提高学生运用语言进行日常交际的能力。第一至第四单元的日常交际用语主要涉及“谈论课程表”、“谈论疾病”、“打电话”、“谈论兴趣爱好”、“谈论一个朋友”等项目。这些日常用语的实践性很强，教室在复习的过程中要有意识、有步骤地把机械性操练和交际性操练结合起来，引导学生把所学的知识运用到日常生活与学习中去。

第一至第四单元的单词主要涉及星期名称、课程名称、疾病名称、兴趣爱好、运动项目及副词等。复习过程可以将新旧单词滚动操练，并有所侧重，以帮助学生进一步掌握所学词语。

二、教学目标：

1. 复习及巩固动词与副词的搭配.

2. 复习问句who’s he/she…？yes, he /she does. no, he/she doesn’t.

4. 能熟练运用“打电话”及课程的日常用语

5. 能正确掌握like + doing的形式

6. 通过复习，能熟练地掌握1-4单元所学的单词。

7. 能教熟练地在情景中运用1-4单元所学的`句型和日常交际用语。

三、教学重点

1. 复习及巩固动词与副词的搭配.

2． 能熟练运用“打电话”及课程的日常用语

3． 能正确掌握like + doing的形式问句whoes he/she…？yes, he /she does. no, he/she doesn’t.

四、教学难点

1． 能熟练地掌握1-4单元所学单词

2． 能综合运用1-4单元所学的句型和日常交际用语。

3． 能初步改编或扩充1-4单元所学的对话。

五、课前准备：

1、图片。

2、录音机和磁带。

六、课时安排：

总共五课时：

第一课时：a部分look,read and write

第二课时：c部分look,read and complete

第三课时：b部分look,and write

第四课时：d部分look and talk

第五课时：补充习题第五单元

第一教时

一、教学目标：

1. 复习及巩固动词与副词的搭配.

2. 复习问句whoes he/she…？yes, he /she does. no, he/she doesn’t.

二、教学重点及难点：

1. 复习及巩固动词与副词的搭配.

2. 复习问句whoes he/she…？yes, he /she does. no, he/she doesn’t.

三、课前准备：

1、图片。

2、录音机和磁带。

四、教学过程：

step 1.revision

1. greetings

2. freetalk

1).do you have any hobbies?

2).do you like…？

3).does he/she…？

4).what does he/she usually do…？

3. answer quickly

the way: 当一个学生说出动词时,另一个学生快速的说出相应的副词.

step 2.look,read and write.

1. show the pictures (1-4) and answer questions.

1).what does the girl/boy do?

2)do he/she…？

2. read the sentences and fill in the blank.

3. check the answers.

4. show the pictures (5-8) and answer questions.

1).does miss li like keeping goldfish?

2).does mr black like making model ships?

3).does mrs brown like cooking?

4).does mr green like collecting stamps? 共7页，当前第1页1234567

step 3.look and write.

1. show the pictures of part b.

2. talk about the pictures.

3. divide 8 groups and make dialogues

4. check out.

step 4 consolidation

assign homework: finish part a and b.

read it and recite it.

第二教时

一、教学目标

1． 能熟练运用“打电话”及课程的日常用语

2． 能正确掌握like + doing的形式

二、教学重点和难点

1． 能熟练运用“打电话”及课程的日常用语

2． 能正确掌握like + doing的形式

三、课前准备

挂图，实物，图片

四、教学过程

step1.revision

1.greetings

2.free talk

may i speak to…?

this is …speaking.

i am sorry to hear that.

see you soon..

sorry, wrong number.

step 2.look read and complete of part c

1. show the picture and describe the dialogue

2. make a dialogue in pairs

3. check out

4. play a game: make friends

the way:做两组卡片：一组是课程名称，另一组是代表该课程的图片。

请几位学生各抽一张，并找出与自己卡片上的名称/图片相符的图片/

名称，引导学生复习课程名称，如一位学生出示代表pe的科目图片，

另一位学生则说pe。

5. show the picture of part c2

6. make a dialogue in pairs

7. check out

step 3.consolidation

1. assign homework: finish part c

2. recite it

3.exercise

单词辩音 判断单词划线部分读音是否相同,用 “√”或 “×”表示.

( ) 1. clock monkey ( ) 2. music student

( ) 3. dance park ( ) 4. eat headache

( ) 5. grow flower ( ) 6. do does

翻译下列词组。

1．给树浇水 2、从周一到周五

3、游得好 4、学英文

5、忙碌的一周 6、一位中国朋友 共7页，当前第2页1234567

7、写一封电子邮件 8、打乒乓球

9、哭得大声 10、住在一个小镇

第三教时

一、教学目标

1． 通过复习，能熟练地掌握1-4单元所学的单词。

2． 能教熟练地在情景中运用1-4单元所学的句型和日常交际用语。

二、教学重点及难点

1． 能熟练地掌握1-4单元所学单词

2． 能综合运用1-4单元所学的句型和日常交际用语。

3． 能初步改编或扩充1-4单元所学的对话。

三、课前准备

挂图，图片

四、教学过程

step1. revision

1. greetings

2. warming—up

3. free talk

1) do you have any hobbies?

2) what do you like?

i like…

3) what do you usually do?

4) what does he/she usually do?

he/she usually…

step 2.look and talk

1. game “do and guess”

the way: 根据动作猜词组 给名词快速说词组

2. show the picture of part d

3. according the model to make a new dialogue

4. check out

step 3.consolidation

（一）选出可以填入空白处的最佳答案.

( ) 1. we have eight _________ this term.

a lessons b subject c subjects

( ) 2. i usually go to the park ______ saturday morning.

a on b in c at

( ) 3. mike usually ______ to school from monday to friday.

a go to b goes to c going to

( ) 4. look! my brother ______ in the playground.

a plays b is play c is playing

( ) 5. tom is twelve. we are _______ age.

a same b the same c a same共7页，当前第3页1234567

( ) 6. -what’s wrong with helen?

-she _______ got an earache.

a is b does c has

( ) 7. does yang ling like _______ photos?

a take b takes c taking

( ) 8. what _____ nancy usually do after school? she usually _____ the flowers.

a do, water b does, water c does, waters

( ) 9. su yang has many stamps. she’s showing _____ to her classmates.

a us b it c them

( ) 10. -________ you run fast?

-yes, i can.

a do b can c are

（二）从ⅱ栏中选出ⅰ栏中相应的选项.

ⅰ ⅱ

( ) 1. may i speak to helen? a. he’s making a model plane.

( ) 2. how do you feel now? b. this is helen speaking.

( ) 3. do you usually watch tv? c. not bad, thanks.

( ) 4. what’s mike doing? d. yes, i can.

( ) 5. can you make model ships? e. i feel cold.

( ) 6. how are you? f. she likes science.共7页，当前第4页1234567

( ) 7. does the boy speak loudly? g . no, i don’t.

( ) 8. what subject does nancy like? h. yes, he does.

第四课时

一、教学目标

1．通过练习巩固本单元的单词、句型。

2．通过有针对性的操练，训练重点句型和难点，使学生能熟练运用所学句型进行情景对话和交流。

二、教学重点

1．巩固掌握本单元的单词、句型

三、教学难点

熟练地掌握与运用所学句型

四、教具准备

挂图、录音机、实物投影。

五、教学过程

（一）选出括号里正确的单词填空.

1. -do you live in a small town?-no, i _______. (doesn’t, don’t)

2. -show _____ his stamps, please. –here you are. (we, us)

3. my aunt likes dancing. she dances ________. (beautiful, beautifully)

4. i_________ an e-mail to my english friend, tom. (am writing, am write)

5. what ________ liu tao usually do on sundays? (do, does)

6. i can get some water ______ (for, with) you.

（二）根据上下文联系及提示，将对话补充完整。

a: hello, li lei.

b: hello, wang hai, come and have a look at the photo.

a: the boy with blue eyes?

b: he’s my english friend, david.

a: does he live?

b: he in london.

a: does he like football?

b: yes, he . he very well.

a: great! we have the same hobby.

（三）连词成句

1. lessons, do, have, what, you, morning, the, in ( ? )

______________________________________

2. aunt, like, making, your, clothes, does ( ? )

______________________________________

3. her, are, a, lesson, miss li, having, students, and( . )

______________________________________

4. can, pretty, i, make, my, for, doll, dresses ( . )

______________________________________

5. lives, small, a, my, near, town, in, beijing, grandfather ( . )

______________________________________

（四） 完成句子 根据所给的汉语, 将下列句子翻译成英文.

1． 这是新学期的第一节数学课。

this is the ______ ________ lesson of the new ________.

2． 海伦咳嗽的厉害，现在正卧病在床。

helen has got a _____ ______. she is _____ ______ now.

3． 她母亲不喜欢做衣服。

her mother _____ like ______ _______.

4． -高云喜欢话画画吗？

-不，她喜欢听音乐。

-______ gao yun like ______ pictures?

-no. she ______ listening to music.

第五课时

一、教学目标

1．通过练习巩固本单元的单词、句型。 共7页，当前第5页1234567

2．通过有针对性的操练，训练重点句型和难点，使学生能熟练运用所学句型进行情景对话和交流。

二、教学重点

1．巩固掌握本单元的单词、句型

三、教学难点

熟练地掌握与运用所学句型

四、教具准备

挂图、录音机、实物投影。

五、教学过程

（一）听单词,选出你所听到的选项.

( ) 1. a tuesday b thursday c wednesday

( ) 2. a backache b headache c toothache

( ) 3. a chinese b science c computer studies

( ) 4. a go shopping b collect stamps c make clothes

( ) 5. a speak loudly b sit quietly c walk carefully

( ) 6. a how about you? b see you soon. c here you are.

（二）听问题,选出能回答所给问题的最佳选项.

( ) 1. a it’s fine. b it’s friday. c it’s 1st march.

( ) 2. a i’ve got a cough. b i feel cold. c i’m sorry to hear that.

( ) 3. a no, he isn’t. b no, he can’t. c no, he doesn’t.

( )4. a i am nancy. b this is nancy. c it is nancy.

( ) 5. a yes, she does. b she often surfs the internet. c no, he doesn’t.

（三）根据听到的对话及问题， 选择正确的答语，将其序号填入括号内。

( ) 1 a. in the computer room. b in the kitchen. c. on the playground.

( ) 2 a. four. b six. c. two.

( ) 3 a. music. b flowers. c. hobbies.

( ) 4 a. she is ill. b. she is hot. c. she is fine.共7页，当前第6页1234567

( ) 5. a. mike. b. helen. c. sorry, i don’t know.

（四）阅读下面的短文, 判断正(√)误(×).

(a)

xiao fang is a girl. she is ten. she studies at hong qi primary school. she goes to school from monday to friday. on sundays she usually helps her mother with housework. in the morning, she usually gets up at six and goes to school at seven. she has lunch at school. after lunch she likes going to the reading room. in the afternoon, she usually has three lessons. she likes english very much. she says english is very interesting and important. in the evening, she like surfing the internet and goes to bed at nine.

( ) 1. xiao fang studies at hong feng primary school.

( ) 2. she is eleven now.

( ) 3. xiao fang like pe very much.

( ) 4. after lunch, she likes going to the library with her classmates.

( ) 5. xiao fang doesn’t like doing housework.

(b)

my name is peter. i live in nanjing. i have a sister. her name is mary. we go to the same school in nanjing. but we’re in different (不同的)classes. on sundays, we don’t go to school. mary and i do our homework in the morning. in the afternoon, sometimes we go to the library with my parents. our parents like reading newspapers. but i don’t. i like reading picture books. mary likes reading storybooks. we go home at about four thirty. sometimes, mary and i help my mother with housework. on sunday afternoon, we clean your rooms and sweep the floor. in the evening, we usually watch tv together.

( ) 1. mary and i are in the same class.

( ) 2. we don’t have any lessons on sundays.

( ) 3. we go to the library on sunday morning.

( ) 4. sometimes mary and i do housework on sundays.

( ) 5. we all like reading newspapers.

共7页，当前第7页1234567

篇12：牛津英语Unit6AtaPElesson教案

牛津英语Unit6AtaPElesson教案

Unit 6 At a PE lessn

第五课时

一、教学内容

5B.Unit 6 E,G,H 部分.

1． 复习人体部位名称，以及体育课上的动作词组， D.E部分

2． 复习祈使句

3． 复习现在进行时

二、教学目标

1． 通过复习，要求学生能熟练地掌握本单元所学的有关活动类词汇。

2． 能熟练的在情景中运用本单元所学的.句型和日常交际用语。

3 能初步了解字母组合ai和a在单词中的发音。

三、教学重、难点

能正确听 说 读 写四会句型“Put…n… Tuch…with… All right.”

四、课前准备

1． 准备录音机和本课唱歌的磁带。

2 准备E部分图片

3． 课前写好本课的课题5B.Unit6.

五、教学过程

Step 1 Organizatins.

1. Greetings

T: Gd rning/afternn, bs and girls.

Ss: Gd rning/afternn, Miss Zhang.

2. Let’s sing a sng.学生听录音跟读唱英语歌曲 Tw acets.

Step2 Revisin

1. Free tal

T: Wh’s n dut tda? Ss: I a.

T: What da is it tda? Ss: It’s Mnda.

T: What subect d u lie? Ss: I lie…

T: What class are u in? Ss: I’ in Class Tw.

T: What lessns d u have n Mnda? Ss: We have…

2. 教师出示人体图片，请学生快速说出人体部位名称

3．请同学板演默写人体部位名称单词新 课标 第 一 网

Step3 L and read

1. 教师出示图片，复习单词 a pineapple, a grape, an egg, a head和a uth

2. 师生问答：Can u …? es, I can. N, I can’t.以及Where’s …? It’s in …

3. 教师出示图片，指导学生看图，并练习读句子。

4. 同桌互相讨论读对话。

5 同桌表演对话。

Step 4 Listen and repeat

1快速展示单词图片，一闪即停，然后问学生：What’s issing? 让学生看图后说单词。

2 集体认读单词，并让学生找出单词的共同音素。

3再听录音跟读句子。

Step 5 Sing a sng

1 播放歌曲，学生静听欣赏。

2 学生读歌曲，并理解歌词大意。

3 跟随录音简单哼唱，再学唱歌曲。

4 生表演歌曲

Step6 Hewr

听录音跟读本课所内容，要求学生能够根据本课所学句子和日常交际用语进行自编会话，同桌表演。

篇13：牛津初中英语8B(译林牛津版八年级英语下册教案教学设计)

1. over the past 100 years

2. collect information

3. used to do

4. be used to+名词/doing

5. be used to do…/ be used for doing

6. get married/ tired/ paid/ hurt / lost / caught

7. play cards and Chinese chess

8. noise pollution / air pollution/ white pollution/ water pollution

9. take off

10. from time to time

11. have an interview with sb.

12. look up a word in the dictionary

13. if necessary

14. be in service/ be in use

15. on one’s own= by oneself

16. start / begin with

17. provide sth. for sb./ provide sb. with sth.

18. lose one’s way / get lost (be lost )

19. It must be fun.

20. go skiing/ hiking/ swimming/ sightseeing

21. take photos (of sb.)

22. dance to music

23. give sb. some advice on…

24. something interesting and special

25. make a video

26. hold a writing competition

27. write computer programs

28. come out

29. at the same time

30. a thirteen-year-old boy

31. fall asleep

32. play the role of…

33. sell out

34. Most of them is good

35. on the radio/ on the air

36. Do you mind telling me how to…?

37. in other words= that is to say

38. the host of charity show

39. Only if you sleep less during the day!

40. different ways of raising money

to raise money

41. give out

42. Will it be a success?

43. donate money to Project Hope

44. give something to people in need

45. make money by doing sth.

46. I wish (that) I could fly.

I wish (that) I were Yao Ming.

We wish you good luck.

I hope (that) you will like it.

I hope to pass all my exams.

47. set up

48. volunteer to do sth.

49. have some pocket money left

50. The good/ bad news is that…

51. perform operations on sb.= operation on sb.

52. be grateful to sb. for sth..= be thankful to sb. for sth.

53. be proud of…

54. All we need is enough money to carry on with our work.

55. improve the lives of children

56. treat them with kindness

57. leave a book at your place

58. support one’s family

59. care about other people

60. finish school

61. a helping hand

62. train for a charity walk

63. be known as = be famous as

64.be famous/ known for…

65. group themselves into a team of four people= form groups of four

66. team spirit

67. This will be an experience.(that) you will never forget

68 Its aim/ goal is to raise money for…

69. first-aid

70. give seats to the elderly (= old people)

71. pay attention to sth.

72. fill in the form

73. be willing to do sth.

74. theme park

75. remote control

76. all-time favorite CD-ROM

77. health care

78. prevent …from doing

篇14：初中牛津英语三个教案及分析评价

教师情况: 吴亦佳 静安区教育学院附校, 七年级6班

教材片段: 7A Module 5 Unit 1 Jobs people do（第五章第一单元 人们的职业）

时间: 12月26日 下午第1节

地点: 静安区教育学院附校 南楼 四楼

案例描述: 这是一篇由五个小段组成的阅读文章。文章描述一个名叫Simon的学生在上学路上见到街道清洁工人、面包师、报贩、花店老板和菜贩们在清早的忙碌情景。教参上有关于准备阶段须达到的目标描述：教师应该让学生明白，即每一种职业都有其自身的价值，学生们不能因人们的职业而看轻他们。

吴亦佳老师在要求学生四人为小组一起朗读后，提问: “How many jobs are mentioned in

the passage?（短文中提到了几种职业？）”“What does Simon see them doing?（Simon

看到他们在做什么？）”由于书本都是打开着的，学生们轻松地回答了这两个问题。但是，吴老师接下来问的两个问题，引起学生们的思索和讨论。她问道：“Do you want to be a str

eet sweeper? How useful are the street sweepers?（你会当一名街道清洁工人吗？街道清洁工人的工作是怎样的重要？）大多数学生谈到如果没有人做街道清洁工作，将会发生的困难

局面。少数学生表示愿意当一名街道清洁工人。然后，吴老师又问了关于花店女老板的一个问题: “Why does Mrs. Chen get up early?（陈太太为什么天天早起？）”学生们又一次活跃

起来，告诉老师陈太太天天早起是为了到花市取鲜花；为了保证花店有新鲜花供应；为了将花卖个好价钱，多挣钱好养家；多挣钱可以扩大店面，做大买卖; 陈太太天天早起, 是因为她工作很努力…… 吴老师不失时机地提问：“When you grow up will you work hard?（你长

大后会努力工作吗？）”这次，吴老师得到了一致的肯定回答。

分析与评价: 将德育融入学科教学中，是每一个教师都明了的职责，但不是每一个教师

都能做好的一项工作。在发达国家中，每一种职业都有其自身的价值的观念，体现在所有的教育阶段中。因为那里的人们已经认识到，人们的能力是有差别的，社会需要各种服务，社会应该让各种能力的人有生存的空间，合作与共存。中国是发展中国家，中国人“学而优则仕”的观念由来已久。四十年前，清洁工人的孩子也许会接父母的班，谋一份固定的职业收入。三十年前，就只有那些不愿去农村的青年才肯服从分配，到环卫所报到。二十年前，有一批因农村城镇化而失去土地的农民加入了环卫工作的行列。近十年来，似乎不见有上海人的子女在做街道清洁工作。所以，“你会当一名街道清洁工人吗？街道清洁工人的工作是怎样的重要？”这样的问题，并不是每一个上海的初中生轻易能回答的。吴老师的问题设计不仅符合牛津英语教材的要求，而且有她的独到之处：她将两个问题放在一起问。引起学生们头脑中轻视街道清洁工人和街道清洁工作的重要性两种观念的冲突。尽管大多数学生不可能在那个瞬间得出正确的结论，但他们有可能因此开始思考“不能因人们的职业而看轻他们”。 吴老师后来将学生们的注意力引向勤奋工作，表面看似乎不再“为难”学生们，有了一个松弛的转机，实际上是让学生们重视面前的每一项工作任务，努力施展自己的才能。

教师情况: 金燕萍, 静安区教育学院附校, 九年级1班

教材片段: 9A Chapter 6 Language (第六章 语言知识)

时间: 月5日 下午 第二节

地点: 静安区教育学院附校 北楼

案例描述: <三只小猪>是来自西方文学的一个著名童话故事。它讲述了三只小猪在猪妈妈的要求下，分别用稻草、木头和砖，建造了不同材料的小屋。稻草屋和木头屋不堪大灰狼的攻击，先后倒塌。最后，三只小猪终于靠砖头垒造的小屋，避免了被大灰狼吃掉的危险。金燕萍老师利用了这个故事的文学内涵，在教学条件状语从句（conditional sentences）时，给学生以较大的联想空间，让学生在有趣的语言情景中，反复操练句型结构。在这一教学片段中，师生共享了英语语言的特殊魅力。

当屏幕上出现了猪妈妈要求三只小猪出外造屋子的彩色画面时，学生开始偷笑。是呀，谁不知道这个故事？可是，金燕萍老师并不打算讲述这个幼儿园孩子也知道的故事。她说：“Mother is asking them to make a living themselves.（猪妈妈在要求小猪们自己谋生。）”规

范的语言适合15岁的少年人的思想。然后，她为第一只小猪用稻草建屋，作拟人化的表述: “

If I build a house of hay, I’ll live comfortably.（如果我造一间稻草屋，我会住得很舒服。）”第二只小猪遐意地骑在木屋的屋顶上吃苹果，金老师听完学生对画面的描述后，晃着脑袋模仿小猪的语气，说道：“If I build a house of wood, I’ll live happily.（如果我造一间木头屋，我会住得很开心。）”当学生们看到第三只小猪建造的砖屋时，他们已经完全被教师引入故事情景，他们异口同声回答了教师的问题。“What is the house built of?” “It’s built of bricks.”(“这座房子是用什么做的？”“它是用砖块做的。”) 这时，金老师用严肃的口气模仿第三只小猪，说道：“If I build a house of bricks, I will live safely.(如果我造一间砖屋，我会住得很安全。)”然后，金老师问学生们是否同意第三只小猪的观点，要求他们说出理由。学生们开始议论，他们自然地使用第三人称，讲述大灰狼可以轻易摧毁稻草屋和木板屋，砖头是硬的，如果大灰狼去啃砖屋，它会崩掉它的牙齿……学生们假设着种种可能的结果，不时爆发哄堂大笑。

在欢快的氛围中，金老师对句型结构作了简单的归纳: “The three pigs have told us the real wills. That’s what we can learn from these sentences.（三只小猪告诉了我们它们真实的愿望，那就是我们从这些句子中能感悟到的。）

分析与评价: 有关条件状语从句的英语语言知识是初中英语教学阶段比较困难的部分。

牛津英语教材与以往英语教材的不同处，在于早在初二教材曾出现过此类句型，初三阶段则进入巩固和归纳，而且必须用英语思维，使用语言知识于语言情景中。金老师巧设情景，利用学生已知故事的结果，进行语言的迁移。她的这种教学措施既活跃了学生的思维，丰富了学生的语言，又进行了人文教育。

以往，我曾观察过不少有关条件状语从句的教学。由于大多数教师偏重于语法知识的难度处理，往往采用（1）解剖结构（2）分析例句（3）大量练习题，句子的填充、改错、翻译或造句的“三步曲”。甚或有些教师还会让学生同时学习和比较真实条件状语从句和虚拟条件从句，将一些学生的记忆搅得一塌糊涂。我也曾看到有些教师干脆“就地取材”，要学生翻译他现编的中文句子。例如：如果我不早起床，我就会迟到。如果他不做作业，他就不能通过考试。如果我们不打扫教室，教室就会很脏。教师以为自己在做思想工作，这些句子说得很顺溜。学生却听得一点儿也没有兴趣，就象用英语做忏悔。这样的语言课，乏味尚在其次，伤害了学生的自尊必然会消褪他们对英语学习的热情。

我们要让英语课程适合每一个学生，教师如何根据学生的需要恰当地使用教学资料是相当重要的一个方面。在这点上，金老师比其他教师更高明之处在于她能注意到学生的情感状态，她了解学生可能对三个小猪的做法有自己的看法（孩子的叛逆性情，可能使他们曲解或反对大人的判断）。所以她利用一个大家熟悉的简单故事，让学生用英语来感受其文化内涵，用英语来表述思想，以达到师生、生生互相理解共同提高的目的。而英语语法知识则被作为一种使用的载体，而非教学的主要目的。

案例三

教师情况: 方立萍 静安区教育学院附校, 八年级3班

教材片段: 8A Chapter 4 Language (第四章 语言知识)

时间: 年10月31日 下午第3节

地点: 静安区教育学院附校 北楼

案例描述: 这是一个关于数字的故事, 涉及到较多的生词和数学计算题。 方立萍老师为了提

高学生们的学习兴趣，也为了巩固上一节课所学词汇， 有意识地将讨论引向学生们所熟悉的身边事物。 她给了学生们三个问题：

1. Where can we find numbers? （我们可以在哪里找到数字？）

2. What are the jobs that use numbers a lot? （哪些工作使用大量数字？）

3. Can you name different kinds of numbers you know?（你能说出你所知道的数字的名称

吗？）

学生们对第一个问题，作出五花八门的答案。 从公交车的站台牌、药品说明、石英钟、饭店价格表、气象预报到火车票，几乎每一个学生都举了个例子。方老师频频点头，很欣赏的样子。有了第一个问题的准备，第二个问题就比较容易了。不少学生提到会计、数学教师、营业员、超市工作人员、警察、宇航员等等。当学生们开始回答第三个问题时，有不少人翻书找单词或者向同桌打听单词的读法。此后的回答就比较少了。方老师不失时机地让学生们作了一个数字和它们的名称的配对练习，依靠集体的力量复习巩固已学词汇。方老师接下来要求学生们用4-5句句子谈论有关上海的事，必须使用一些数字。学生们的小组讨论很热烈，他们的发言更精彩。有人提到了金茂大厦的高度，有人报出当天本市的温度，有人说道上海的人口，还有人使用分数报出使用现代化交通工具的人数比例……

课后，方老师兴奋得脸涨得通红，连声说：“学生们知道的事真多，我可以在课堂上学到许多东西。”

分析与评价: 有人提出，今日的教师对知识的拥有“一桶水”是不够的。教师需要不断更新

自己的专业知识，教师还需要拥有可能有的其它知识和技能，这样才能将中国人的后代培养成具有良好综合素质的强国建设者。

那么，教师们何时何地去学那些将要提供给学生的新知识和新技能呢？不定期的师资培训、校本培训固然必不可少，专家指导和自学进修也是经常所需，但是还有一条“博采众长”、向自己的学生们学习的“捷径”。

牛津英语教材有很多新的题材，中老年教师有生活经验但词汇量有限，青年教师语言丰富但阅历不够。在教学过程中，教师们想做到有“一桶水”的提前量尚且不容易，更何况会遇到很聪明、很活跃、很有见识的更年轻的群体。他们中的不少人甚至比教师们学得更快更多。面临这样的局面，我们的教师如果还一味以“先生”自居，总想着去教别人，往往会遇到尴尬的场面。莫如改变理念，放下架子，起个引导的作用，和学生们一起学习、互相学习。

现在，方老师经常说：“我从学生们那里学到很多东西。” 象方老师那样尊重学生们的脑力

劳动、注意帮助学生观察世界、最大限度地让学生们在课堂上发挥语言能力和想象力的教师，

必然能较好的与学生们沟通，得到学生们的理解和支持。

以上三个案例反映了我区牛津英语教学实践中比较好的教学发展趋势，也是我和附校大多数英语教师经常向全区初中英语教师宣传的有效的教学方法。

篇15：牛津版新教材8A Unit 2全部教案

Warm-up activities

1 Before looking at the comic strip, revise some of the adj.used to describe personalities focusing particularly on ‘smart’. Also revise comparatives and the structure ‘there be’. Preteach structures (‘What is …like?, It’s like…’) out of context.

2 Ask students to study the page for a few minutes. Encourage them to ask any questions about the conversation. Invite more able students to give comments about the last sentence.

3 After students have grasped the amusing message of the page, use it as a starting point for brainstorming on ‘What is school like?’ Ask students make comments, write everything on the Bb.

4 Do a mini survey of students’ opinions.

Presentation (Welcome to this Unit)

1 Introduce the idea of the main language spoken in different countries around the world. Start with Chinese then move on to English. English is used as a main language in the following countries: Britain, Ireland, the USA, Canada, Australia and New Zealand. Talk to students briefly about different varieties of English used around the world.

2 Ask students to read the list of words in Part A. Check for pronunciation and explain any unfamiliar words. Give them more British and American words to match.

Language points

Why don’t dogs…? What is school like? Be like watching TV, fewer advertisements, autumn-fall, American football-football, football-soccer, film-movie, secondary school-high school, etc.

Homework

1 Learn the language points by heart.

2 一课三练 P.13

3 Preview the Reading Part.

Presentation (Reading A)

1 Talk about different countries to introduce the idea that there are different kinds of schools around the world.

2 On the Bb, write the headings ‘Life in a Chinese School’. Brainstorm quickly students’ ideas about what they want to tell people in other countries about their school life. Focus on enjoyable and special aspects of school.

3 Write ‘Life in a British school’ and Life in an American School’ on the Bb. As a pre-reading activity, ask students what they think lives in these schools are like. Elicit subjects, different class activities, extra-curricular activities and clubs.

4 Ask students to read the text. Explain any difficult words.

5 Divide the class into two groups. Allocate one of the letters to each group. In pairs, ask students to underline the main points . Then ask them to circle all the keywords in the text. Ask students to make a gird with the different ‘Wh-‘ questions.

Presentation (Reading B)

1Ask students to do Part B1 on their own.Encourage students to check their answer with a partner. Invite less able students to find and underline the words in the text on page 20. Check answers orally with the whole class.

2 Divide the class into pairs. Students read the conversation in Part B2 first without filling the blanks. Check whether they understand the conversation.

3 Ask a pair of more able students to read the conversation to the class, pay attention to fluency, pronunciation and stress. Provide feedback on the correct choice of words for each blank.

Presentation (Reading C)

1 Do the class feedback as a quiz. Divide the class into eight groups. Students check their answers with members of their group. Ask students to close their books while I read the sentences and tell me whether the sentences are true or not.

2 Ask students to correct the false sentences.

3 Explain and read the words in the box in Part C2 .Ask students to look at the pictures on the page and complete the task on their own. Students select the correct phrases for each picture.

4 Ask students to check in the text on page 20 to find out whether each picture is from John or Nancy.

5 Write some questions about the reading passage.

* What are the names of the two students?

* What are the names of their towns?

* Why does John love Home Economics most?

* How old are students when they learn to drive in American?

* What do older students do at the buddy club?

* What is the name of Nancy’s buddy?

Language points (Part A)

Year 8, a mixed school, have lessons together, Home Economics, how to cook and sew, how to do things for myself, cook healthy and tasty meals, a reading week, have to, the end of each class, as well, in 9th grade, driving lessons, drive me to school, it’s faster than taking a bus, twice a week, spend a lot of time practicing, go to a bubby club, help me with my homework, my hero, have a great time doing

Language points (Part B)

A close friend, with a pleasant taste, an article by a girl from the USA, be called, someone you admire very much

Homework

1 Learn the language points by heart.

2 一课三练 P.14-15

3 Preview the Vocabulary Part.

Presentation （Vocabulary）

1 This section helps students expand their active vocabulary about school subjects. Ask students to read the words in the box and match pictures with correct subjects on their own.

2 Check answers with class as a whole.

3 Point out that two adj. are introduced, one using the prefix ‘un-‘ and the other using the suffix ‘-less’. Give them more examples.

Unhappy, unhealthy, uncomfortable, careless

Read all the adj. Students should be able to recognize all the words. Ask them to do the task on their own first and then compare with a partner.

Language points

Want to learn more about the subjects that British students study, attach to, unimportant, unpopular

Homework

1 Learn the language points by heart.

2 一课三练 P.1

3 Preview the Grammar Part.

Presentation （Grammar Part A）

1 Use the context in Part A1 to arouse students’ interest. Talk to students about how many hours they spend doing various things.Write down the results in a table on the Bb. Introduce the idea of ‘more than’ ,’fewer than’ and ‘less than’.

2 Ask students to study the sample sentences at the top of the page.Read each sentence. Invite students to make one more sentence about each picture.

3 Review the difference between countable and uncountable nouns. Elicit 6-7 nouns to illustrate the differences.

4 Ask students to read and complete ‘Work out the rule!’

5 Ask students to study the table in Part A1 carefully. Work out the correct information and complete sentences 1-4. Complete the table with their own information to arouse their interest. Ask them abouttheir results comparing with Nancy’s and John’s.

Presentation （Grammar Part B）

1 Ask students to look at the pictures at the top of the pageand read the sentences under each picture. Explain that we use ‘the most’ for the largest amount and ‘the fewest/the least’ for the smallest amount.

2 Ask students to read the sentences on their own and then ask questions to elicit the rule in the introduction.

3 Ask students to read and complete ‘work out the rule!’

4 Part B1 is a problem-solving task and they have to use deductive skills to work out the information from the table on page 24.

5 Ask students to read out the sentences to check the answers..

Presentation （Grammar Part C）

1 Point to the picture and read the sample sentences. Ask students to identify the nouns in each sentence. Tell them that the two sentences have the same meaning. Elicit the different usage of words depending on the position of the noun.

2 Divide students into pairs and ask them to do Part C1. Read the worked example and point out the word order.

3 students to look at the contents of their school bags. Ask them to show and name the things in it.

4 Ask students to work in pairs to do Part C2. Ask each pair to tell the rest of the class about the similar objects they have in their school bags.

Presentation （Grammar Part D）

1 Point at the pictures at the top of the page and read the sentences. Explain when we use ‘the same as’ and ‘different from’.

2 Use the topic of the school uniform to arouse students’ interest and help students refocus on the task more easily.

3 Point at the pictures in Part D1 and explain that Millie and Simon go to Beijing Sunshine Secondary School and Tina and John go to Woodland School. Ask students to complete the sentences on their own and then read out the answers in class.

4 Encourage more able students to make more comparisons on their own. Ask them to make a summary of their findings using the ideas given in Part D2.

Language points

More than, fewer than, less than, compare…with, the most…, the fewest/the least, a large/small amount of, like---alike, the same as, different from, a uniform

Homework

1 Learn the language points by heart.

2 一课三练 P.17-18

3 Preview the Integrated skills, Speak up & pronunciation Part.

Presentation （Integrated skills A）

1 Read the list of future plans before playing the recording.

2 Invite students to talk about their own and their partner’s future hopes.

3 Play the recording. Students listen carefully and put a tick next to each correct phrase as they hear it. Stop the recording after each phrase listed in Part A1 if necessary.

4 Ask students to read Millie’s letter addressed to Mr Zhou, the editor, on their own. Read the completed letter to check the correct answers.

5 Play the recording for Part A3 and ask students to complete Sandy’s letter on their own. Go through the list of phrases in the table on page 12 again. Read the completed letter.

Presentation （Integrated skills B）

1 Close the books and listen to me while I read the conversation. Ask students to repeat the sentences as they hear them.

2 Ask students to practice the conversation in pairs and then change roles.

3 Ask students to bring photos of their friends. Divide them into pairs and invite them to ask each other questions about the people in the photos. E.g., Who is the boy on your left? What’s he like? What would he like to be when he grows up?

Language points

Popular, help people solve problems, make friends, make people happy, editor, try to do---try to be kind to people, try my best to help them, a social worker, I’m really happy to do, future plans, It is great to do, become a famous singer, agree/agree with, one of the nicest boys

Homework

1 Learn the language points by heart.

2 一课三练 P.19-20

3 Preview the Main task & Checkout Part.

Presentation （Study skills）

1 Ask more able students what they want to find out when they read a passage. Write ‘What’s it about?’ on the Bb and try to elicit the other questions listed on the page. Underline the ‘Wh-‘ words.

2 Read the letter to the whole class. Ask more able students to close the books while I read. Ask some open questions, e.g. , Who is Cindy? Why is Cindy unhappy? What is Cindy’s problem? Explain difficult or unfamiliar words.

3 Ask students to read the letter carefully and underline the main points on their own using a pencil initially. Remind them to refer to the ‘Wh-‘ questions at the top of the page. Divid the class into groups of four and ask students to compare the main points they have underlined. Go through the letter again sentence by sentence and check the answers.

4 Ask more able students to underline main points and circle keywords.

5 Tell students to read them again, and answer the ‘Wh-‘questions. Students work in pairs.

Language points （Study skills）

Smiling, general appearance, pleasant, ability

Presentation （Main task）

1 Explain the context of entering a writing competition of a teenagers’ magazine. If possible, find out about similar writing.

2 sk students to look at Daniel’s notes in Part A.

3 Remind students that when we take notes, we don’t need to write in complete sentences--- we just need to write down the keywords.

4 Encourage students to use a variety of adj. to avoid repetition. Remind them of the adj. they’ve learned in this unit.

5 Ask students to read Daniel’s article in Part C on their own. Then ask general questions to check comprehension.

6 Ask students to underline the adj. in the article.

7 Ask students to identify the four paragraphs in the article. Help them identify the purpose of each paragraph. Then focus on the layout of the article, e.g., introduction, main body and conclusion.

8 Make sure that students are aware of the use of pronouns, which help link different ideas and sentences together and avoid repetition of names.

9 Ask students to write a rough draft using their notes in Part B, Daniel’s article as a model and the plan in Part D.

Language points （Main task）

Live next door, have been friends for almost 10 years, wear a smile on her face

Presentation （Checkout）

1 Tell students that they will be able to check their use of adj., comparatives and superlatives in the structures they have learned in the unit by doing Part A.

2 Ask students to read through the table and complete the conversation.

3 Tell students that they need to select the correct adj. and noun phrases to fit the context of the sentences in the diary entry in Part B. Set a time limit.

Language points （Checkout）

Climbing, what about playing football?, a friend like Alan, answer questions correctly

Homework

1 Learn the language points by heart.

2 一课三练 P.21-22

3 Preview Unit 3

篇16：八年级英语8B unit1 Comic strips & welcome to the unit 教案 (译林牛津版英语八年级)

第1课时 20 年 月 日

一、教学目标:

● To introduce the concept of situations that started in the past and are continuing at present

● To introduce the grammatical concept of the present perfect tense by focusing on a timeline.

二、教学重点难点：

教学重点：transport at different times

Present perfect tense

教学难点：the grammatical concept of the present perfect tense by focusing on a timeline.

三、教学准备：

A tape recorder

Multimedia courseware

四、教学过程：

Step 1 Having a brainstorming

-How do you come to school every day?

-I come by bike. /by bus /by car.

-How does your father go to work?

-He goes to work by car. /He takes a car to work.

Step 2 Presenting forms of transport

Read and answer:

1) How did Millie’s dad go to school when he was a student?

2) Why didn’t he take a bus?

3) How did Millie go to school? Why?

used to 用法：过去常常做某事

Eg: He used to be a teacher

They used to live here.

Step 3Listening to and reading a dialogue

In the past, people took the bus to work. But at present, more and more people can take the taxi /underground to work.

The transport has changed a lot.

What about our old friends Eddie and Hobo? Have they changed a lot?

Let’s go on to listen to and read the dialogue on page 6 between Eddie and Hobo. Then answer the following questions:

1. Where’s Hobo’s food? Is it in the bowl now? Why not? (Because Eddie has eaten it.)

2. Why has Eddie eaten his food? (Because Eddie was hungry.)

3. What did Hobo think of Eddie in the past? (Hobo thought Eddie was kind in the past.)

4. What does he think of Eddie now? (Hobo thinks Eddie is bad now. So he doesn’t want to play with him any more.)

5. Why does Eddie say that Hobo has changed a lot, too? (Because Hobo wanted to play with him in the past, but now he doesn’t.)

Step 4 Listening and reading aloud

Listen to the tape, and try to read aloud the dialogue on page 6 to the tape.

Step 5 Finding and writing expressions

You are to go over page 6 and 7 again to find out and write down all the useful expressions. Make sentences of your own with them after class.

Step 6 Acting out the dialogue

In pairs act out the dialogue.

Step 7 Doing homework

a. Read the comic strips and try to recite it.

b. Try to revise the phrase and sentences in this period.

c. Do translation:

五、板书设计

Unit1 welcome to the unit

See- saw- seen

Eat-ate--eaten

Change-changed--changed

修改栏

教后感：

课题：8b unit1 reading1 第2课时 20 年 月 日

一、教学目标:

● To recognize types of questions used in interview

● To recognize extended answers to raise questions

● To infer general meaning from the title and the context

● To guess meanings of specific words from the context

● To identify true or false statements based on the reading passage

二、教学重点难点：

教学重点：Times have changed

教学难点： since /over的用法

Present perfect tense

三、教学准备：

A tape recorder

Multimedia courseware

四、教学过程：

Step 1 Having a revision

Talk about the transport at different times.

Step 2 Talking about pictures

(Show two pictures to the students.)

Picture 1: A small town with some restaurants, shops, a small post office and an old cinema. Near the river, there was a steel factory

Talk about the picture, and teach the new words: restaurant, cinema, steel factory

What do you think of the steel factory?

The factory often threw away useless things into the river in the past. (The factory used to dump the waste into the river.) The waste made the river dirty. (The waste polluted the river.) The government got to know the danger and it took action to get rid of the pollution to protect the river. (The government realized it was a serious problem and took action to improve the situation)

It has changed a lot.

Picture 2: A town with a large shopping mall, a theater and a central park.

What do you think of the park?

Step 3 Reading to find out the new words

There are some new words in the dialogue on page 8.

But don’t be worried about their meaning. Just read the dialogue for the first time to find out and circle all the words you don’t know.

Now guess the meaning of the words from the context.

Now go to page 10 to finish Part B in pairs.

Read the passage again, and then tell if the sentences in Part C on page 10 are true or false.

Step 4 Finding and writing expressions

Go over page 8 and 9 again to find out and write down all the useful expressions. Make sentences of your own with them after class.

Step 5 Listening and reading

Listen to the tape and read aloud the dialogue to the tape, and then try to help Millie complete sentences in Part D on page 11.

(Keys: 1. moved 2. see 3. lonely 4. cards 5. chess 6. park 7. open 8. gardens)

Step 6 Filling and retelling

Go to page 8 to read the dialogue, finding out the changes to Sunshine Town and filling in the table below.

五、板书设计

Unit1 reading1

I’ve lived here since I was born.

Have you ever moved house?

Has the town changed a lot over the years?

修改栏

教后感：

课题： 第3课时 20 年 月 日

一、教学目标:

● To figure out the structure of each passage

● To understand and use the expressions in the text

● To practice the main language points of the context

● To retell the passage in their own words, following the structure of the passages

二、教学重点难点：

教学重点：retell the passage in their own words, following the structure of the passages

教学难点：practice the main language points of the context

三、教学准备：

A tape recorder

Multimedia courseware

四、教学过程：

Step 1 Reading the passages aloud

To begin with, turn to page 8 and read the passage aloud again to the tape.

Step 2 Having a revision

1. What was the Sunshine Town like in the past?

They h________ some small restaurants, shops and markets stalls. There once was a steel p________ near Sunshine River. The poison k________ fish and plants and p________ the river. The p________ was a very serious problem.

2. What about the Sunshine Town now?

Now, there is a large shopping mall and a theatre in the town and the town has t________ into a park. People often m________ their friends there. And the government took action to r________ the pollution, and the river is b________ clean again.

3. What about Mr. Chen’s life now?

It’s better in some w________. It’s nice to have o________ space and pretty gardens. However, many of his old friends have m________ to other areas. He f________ a bit lonely from time to time. But it’s great that sometimes they come b________ to see him.

Step 3 Explaining the language points

1. I’ve lived here since I was born.

3. Has Sunshine town changed/ a lot?

4. The factory used to put the waste/ into the river.

5. The government took action/ to improve the situation

6. I feel a bit lonely/ from time to time.

Step 4 Doing practices

First fill in the blanks on page 11 in Part C. Then make a similar dialogue in pairs.

Step 5 Finishing the exercises

Get the students to finish the following exercises without looking at the book to check if they have grasp the language points or remember the sentences.

Step 8 Doing homework

a. Learn the reading passage by heart.

b. Tell your parents or your friends about changes to Sunshine Town.

五、板书设计

language points:

1. I’ve lived here since I was born.

2 Has Sunshine town changed/ a lot?

3. The factory used to put the waste/ into the river.

4. The government took action/ to improve the situation

5. I feel a bit lonely/ from time to time. 修改栏

教后感：

课题：8b unit1 grammar 1 第4课时 20 年 月 日

一、教学目标:

● To learn the spelling of the past participles of verbs

● To recognize contexts for the use of the present perfect tense

● To use the present perfect tense to talk about events that starts in the past and are connected to the present

● To understand adverbs of time and use them with the present perfect tense

二、教学重点难点：

教学重点：the spelling of the past participles of verbs

教学难点：use the present perfect tense to talk about events that starts in the past and are connected to the present

三、教学准备：

A tape recorder

Multimedia courseware

四、教学过程：

Step 1 Learning about the present perfect tense

Here is a brief review of the form and function of the present perfect tense.

The present perfect is used when the time period has not finished:

I have seen three movies this week.

(This week has not finished yet.)

The present perfect is often used when the time is not mentioned:

The present perfect is often used with for and since.

The present perfect is formed like this: have plus past participle

Step 3 Doing practice

Eddie was born four years ago

past present

We use the simple past tense to talk about what happened at a definite time in the past.

Eddie has lived with Millie since he was born.

Eddie has lives with Millie for four years.

Step 4 Drawing a conclusion

We make positive statements and negative statements using the present perfect tense like this:

have /has (+not) + Past participle

We usually use these forms when we speak: hasn’t = has not, haven’t = have not

Look up the past participles in the dictionary if necessary. There is also a table of irregular verbs on page 122.

We ask and answer questions using the present perfect tense like this.

Have I /you/we/they arrived? Yes, I/you/we/they have. No, I/you/we/they haven’t/have not.

Has he/she/it arrived? Yes, he/she/it has.

No, he/she/it hasn’t/has not.

Step 5 Doing practice

a. Review the use of the present perfect tense

b. Fill in the blanks with the right tense of the verbs.

1. Eddie ___________ (be) born four years ago.

2. Eddie __________ (live) with Millie since he was born.

3. Mr Smith __________ (not come) back yet.

4. _____ they _____ (see) any exhibition recently?

5. ---- _____ you _____ (finish) your work? ---- No, I haven’t.

五、板书设计

Be-was/were-been

Give-gave--given

Forget-forgot-forgotten

Go-went--gone

修改栏

教后感：

课题：8b unit1 grammar2 第5课时 20 年 月 日

一、教学目标:

● To consolidate the present perfect tense

● To learn to use time expressions with the present perfect tense

二、教学重点难点：

教学重点：the present perfect tense

教学难点：use time expressions with the present perfect tense

三、教学准备：

A tape recorder

Multimedia courseware

四、教学过程：

Step 1 Having a revision

Have a dictation

Write down the past participle of the following verbs.

1. repair 2. marry 3. see 4. change 5. turn 6. pollute 7. feel 8. throw 9. write 10. make

Step 2 Talking about the present perfect tense

We use the simple past tense to talk about what happened at a definite time in the past.

We use the present perfect tense to talk about things that started in the past and continue to the present.

We also use the present perfect tense to talk about things that happened in the past but with connection with the present.

What’s the form of the present perfect tense?

Have /has (+not) + Past participle

Step 3 Doing practices

Make a dialogue like this:

A: Have you ever finished your homework?

B: Yes, I have. /No, I haven’t.

A: When did you do it? /When will you do it?

B: I did it last night. /I’ll do it tomorrow.

Step 4.Doing additional exercises

Millie and Sandy are talking about their history project. Complete their conversation using the correct forms of the verbs in brackets.

Millie: Hi, Sandy. (1)_____ you _____ (start) your history project yet?

Sandy: Yes. I (2) _____ (look) on the Internet to get some ideas, but I (3) _____ (not write) the report yet.

Millie: What (4) _____you _____ (decide) to write about?

Sandy: I want to write about Tianjin. (5) _____you _____ (be) there?

Millie: Yes, I (6) _____ (go) there with my family last year. I think Tianjin (7) _____ (not change) much.

Sandy: I think there (8) _____ (be) some changes. I (9) _____already _____ (learn) a lot about the history of the city.

(Keys: 1. Have…started 2. have looked 3. haven’t written 4. have…decided 5. Have…been 6. went 7. hasn’t changed 8. have been 9. have…learned/learnt)

Step 5.Doing homework

a. Review the uses of the present perfect tense.

b. Correct the mistakes in the following sentences.

1. Do you know when he has lived here? _____

2. I have written to my pen friend for a week ago. _____

3. I haven’t eaten something since 9 a.m. _____

4. They haven’t heard from Jim’s letter for a long time. _____

5. The shop has opened for about ten years. _____

五、板书设计

Write down the past participle of the following verbs.

1. repair 2. marry 3. see

4. change 5. turn 6. pollute

7. feel 8. throw 9. write

10. make 修改栏

教后感：

课题：8b unit1 integrated skills 第6课时 20 年 月 日

一、教学目标:

● To listen for details about changes to Starlight Town.

● To focus on general meaning by identifying specific details in pictures and general context.

● To understand and respond to factual information presented in written and oral forms.

● To respond to information obtained from listening by completing a letter.

二、教学重点难点：

教学重点：

listen for details about changes to Starlight Town.

教学难点：

general meaning by identifying specific details in pictures and general context.

三、教学准备：

A tape recorder

Multimedia courseware

四、教学过程：

STEP 1 Having a revision

Can you ell me something about the changes to Sunshine Town?

STEP 2 Listening to the tape

There is a conversation between Daniel and Kitty . They are talking about change in their lives. Listen to the tape and answer the following questions.

1. How did Millie go to school when she was in primary school? What about Sandy?

2. How does Millie to go school now?

3. What does Millie enjoy doing after class?

4. What do they think of school life?

STEP 3 Practising

What changes have been in your life? Work in pairs, and also try to find out about the changes in your partner’s life.

STEP 4 Presenting

Show the students the picture on the left.

Let’s describe the picture.

There are many trees and grass. The air is fresh. There are some wild birds and ducks. The water in the lake is clean. People live in the small houses in the small villages.

Then show the students the picture on the right.

Let’s see the changes to Starlight Town.

There are many tall buildings, many shops, many highways. There are no lakes

STEP 4 Listening to the tape

Daniel and Simon are doing their project on Starlight Town near Beijing. We have already known something about it. Let’s listen to their conversation, then fill in the blank in Part A1 on page 16.

STEP 5 Completing the diary

Simon is writing about Starlight Town in his diary. Help him complete his diary entry on page 16.

Explain: borrow sth. from sb. Lend sth to sb.

in service / in use

over the years / during the year. (谓语动词用现在完成时)

五、板书设计

Past now

Green hills smaller lake

Clean and fresh air new railway station

Wild birds near the lake tall buildings and new flats

修改栏

教后感：

课题：8b unit1 study skills 第7课时 20 年 月 日

一、教学目标:

The differences between facts and opinions

To use facts and opinions in the articles.

二、教学重点难点：

教学重点：The differences between facts and opinions

To use facts and opinions in the articles.

教学难点：To use facts and opinions in the articles.

三、教学准备：

Some exercises

四、教学过程：

Step1 lead-in

1. revise the changes to Starlight Town

T: Do you still remember Starlight Town?

It has changed a lot. What has changed in the environment, the transport and the living conditions?

2. T: then what do you think of Starlight Town? And why?

1) I think Starlight Town is a modern town.(opinion)

2) It has tall buildings and a new railway station( fact)

3.T: facts are true statements. They include names, dates, events and numbers.

Opinions tell what we believe, feel or think. When people say something beginning with I think, I believe or I feel, or using adjectives like good, bad and terrible, that must be their opinion.

Step2 practice

Turn to page 17, let’s have a look at more examples.

When we write, we can use facts to support our opinions.

We can give facts first, and then state our opinions.

Step3 doing exercises

Read the sentences below, write an F for a fact or an O for an opinion

1) There were only small shops and restaurants in the town(F)

2) Old people used to play cards and Chinese chess together(F)

3) The new park in the town centre looks beautiful.(O)

4) There was once a steel factory near the sunshine River(F)

5) Life is getting better in some ways(O)

6) Many of his friends have moved away.(F)

7) He is a good boy(O)

Step4 practice

Finish part B on page 17

Help Millie decide which are opinions and which are facts.

Reorganize them into a short passage.

Step5 Homework

What do you think of our school? Tell me your opinions

Don’t forget to give some supporting facts.

五、板书设计

8b unit1 study skills

1There were only small shops and restaurants in the town(F)

2.Old people used to play cards and Chinese chess together(F)

3.The new park in the town centre looks beautiful.(O)

4.There was once a steel factory near the sunshine River(F)

5.Life is getting better in some ways(O)

6.Many of his friends have moved away.(F)

修改栏

教后感：

课题：8b unit1 task 第8课时 20 年 月 日

一、教学目标:

● To describe two pictures explaining the differences between past and present situations.

● To generate ideas to describe specific details shown in pictures.

● To organize language and descriptions to write a comparison.

● To describe the changes to a place.

二、教学重点难点：

教学重点：describe two pictures explaining the differences between past and present situations.

教学难点：describe the changes to a place.

三、教学准备：

A tape recorder

Multimedia courseware

四、教学过程：

STEP 1 Free discussion

Ask the students to have a free discussion: “ The changes to school / family / festival / lifestyle / city/ …”

Model: The changes to school

School yard, timetable, subjects, numbers of the students and teachers, activities, teaching condition

STEP 2 Presenting

Amy plans to write about the changes to Moonlight Town for her project. She has got an old photo and a recent photo of the town.

Show the photos to the students, then ask them to talk about them in groups of four or five.

Talk about the difference between them, then show the fact file to the students,

In the past At present

STEP 3 Filling the blanks

Help Amy complete her report in Part con page 19

STEP 4 Reading the article

Ask the students to read the report. Then tell them about other changes that Amy didn’t mention. E.g. Moonlight Town is noisier now. there are more shops and businesses, the roads are busier, etc.

STEP5 Writing

Ask the students to make some notes . Tell students to begin writing their reports. Remind them that it is essential that they prepare draft first and check for clarity of information.

STEP 7 Homework

a. Remember how to get information to write the article.

b. Write an article about the changes to ….

五、板书设计

Unit1 task

Useful expressions:

1) It has changed a lot over the years

2) Many changes have taken place in …

3) People are enjoying a …life

4) There were only…in the past, but now…

修改栏

教后感：

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