Unit 2 Travelling教案4-优质公开课-译林八下精品

合集下载

译林版英语八年级下册Unit 2 Travelling教案

译林版英语八年级下册Unit 2 TravellingComic strip & Welcome to the unit教案I. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. master the new words, phrases and sentence structures;2. describe different places of interest;3. develop the ability to work in groups.II. Teaching contents1. New words and phrases: travelling, hey, the Great Wall, the Leaning Tower of Pisa,The Little Mermaid, the Statue of Liberty, the Sydney Opera House, Tower Bridge2. New structures: I’m going to South Hill for my holiday.I’ve been there before.Get ready.I’m getting all my things.I don’t think it’ll be a holiday for me.III. Focus of the lesson and predicted area of difficulty1. To master the new words, phrases and sentence structures.2. To talk about places of interest from around the world.IV. Teaching proceduresComic stripStep 1 Lead-inWatch a videoT: Let’s watch a short video first.T: We see many places of interest in the video. Do you want to see them with your own eyes? Do you like travelling/traveling?T: Most of you love travelling. Eddie and Hobo love travelling too. They’re planning a holiday now. Let’s listen to their conversation and find out where they’re going.1. Listen and answer(1) Where is Eddie going?(2) Does Hobo want to go too?(3) What does Hobo want to bring?2. Watch and discuss(1) Why does Eddie agree to take Hobo?(2) Why doesn’t Eddie think it will be a holiday for him?Step 3 Practice1. Listen and repeatT: Now let’s read after the tape. Pay attention to your pronunciation and intonation.2. Complete the passageEddie is going on a trip to South Hill. Hobo has been there before and he wants to Eddie. Eddie agrees. Hobo is very and he all his things with him.Poor Eddie! It will not be a for him, because he has to Hobo’s heavy bag.3. Read and act4. Group discussionT: Hobo wants to bring everything with him when he goes on holiday. Is it necessary? What do you usually bring with you when travelling?Welcome to the unitStep 1 Lead-in1. Places of interest in YangzhouT: Do you know these places of interest in Yangzhou? Have you ever been to these places?T: What other places of interest did you visit in China?2. Places of interest in ChinaT: You have been to so many places of interest. Now I will show you more pictures of places of interest in China.1. The six places of interestThe Great Wall 长城 Beijing China Tower Bridge 塔桥 London Britain Sydney Opera House 悉尼歌剧院 Sydney Australia Statue of Liberty 自由女神像New York America Leaning Tower of Pisa 比萨斜塔 Pisa ItalyLittle Mermaid 美人鱼雕塑 Copenhagen Denmark T: What’s this?S: It’s the Great Wall/the Statue of Liberty/…T: Where is it?S: It’s in Beijing, China/New York, the USA/…T: What’s special about it?S: It’s the longest wall in the world./It is a present from France. It stands for liberty./…2. Read the names of the six places of interest3. Finish part A4. Match the places of interest with their countries5. Play a guessing game(1) It is the longest wall in the world. (the Great Wall)(2) It is a present from French people. It stands for liberty. (the Statue of Liberty)(3) It is leaning. It may fall down some day. (the Leaning Tower of Pisa)(4) The girl has a fish’s tail inst ead of legs. (the Little Mermaid)(5) Its roof looks like a ship’s sails. It is in Australia. (the Sydney Opera House)(6) It is a large bridge over the River Thames in London. It has twin towers. (Tower Bridge)Step 3 Practice1. Listen and answerT: Listen to Part B carefully and answer the following questions.(1) What are Daniel and Millie talking about?(2) What’s special about it?2. Make up new conversationsT: Please work in pairs and make up new conversations. You can use the information in Part A to help you.3. Make a reportT: I know you have been to many other famous places. Please write a short passage about one of them. You can include the following information: What is it? Where is it? What is special about it?Then I’ll choose some of yo u to make a report before the class.4. Talk about travellingT: Most of you like travelling. Please work in groups and talk about what you can get from travelling?V. Homework1. Find more information about places of interest.2. Preview Reading.。

牛津译林版八年级下册Unit 2《Travelling》教学设计4

牛津译林版八年级下册Unit 2《Travelling》教学设计4一. 教材分析本课选自牛津译林版八年级下册Unit 2《Travelling》，本课的主题是关于旅行。

通过对话的形式，让学生们了解不同国家的风土人情，激发他们对旅行的兴趣。

教材内容丰富，插图生动，有助于学生理解和学习。

二. 学情分析八年级的学生已经掌握了基本的英语语法和词汇，对英语有一定的兴趣，但部分学生可能在口语表达方面还存在困难。

因此，在教学过程中，需要关注学生的个体差异，调动他们的学习积极性，提高他们的口语表达能力。

三. 教学目标1.知识目标：让学生掌握旅行相关的词汇和表达方式，如：postcard,souvenir, exciting等。

2.能力目标：培养学生用英语进行日常交流的能力，如：询问和介绍旅行计划、描述风景等。

3.情感目标：激发学生对旅行的兴趣，培养他们的跨文化交际意识。

四. 教学重难点1.重点：旅行相关词汇和表达方式的掌握。

2.难点：用英语进行日常交流，特别是询问和介绍旅行计划、描述风景等场景。

五. 教学方法1.任务型教学法：通过完成各种任务，让学生在实践中学习和运用语言。

2.情境教学法：创设真实的旅行情境，激发学生的学习兴趣。

3.交际教学法：鼓励学生积极参与课堂交流，提高他们的口语表达能力。

六. 教学准备1.教师准备：准备好相关旅行景点的图片、视频等教学资源。

2.学生准备：预习旅行相关词汇和表达方式。

七. 教学过程1.导入（5分钟）利用图片或视频展示不同国家的风景，引导学生谈论旅行的话题，激发他们的学习兴趣。

2.呈现（10分钟）呈现本课的生词和短语，如：postcard, souvenir, exciting等，并用例句解释其意义。

让学生跟读，确保他们正确发音。

3.操练（15分钟）分组进行角色扮演，模拟旅行场景，练习询问和介绍旅行计划、描述风景等。

教师巡回指导，纠正错误，并提供帮助。

4.巩固（10分钟）设计一些旅行相关的问题，让学生用英语回答，如：你喜欢哪个国家？为什么？你最想去哪里旅行？等。

6牛津译林版英语八年级下册Unit2Travelling教学设计

4.互动作业：
（1）与同学进行线上或线下交流，分享旅行经历，互相学习旅行相关的英语表达。
（2）参与班级旅行主题讨论，发表自己的看法，锻炼口语表达能力。
注意事项：
1.学生在完成作业时，要注意句子结构和语法，尽量避免错误。
2.教师在批改作业时，要关注学生的语言运用能力，给予针对性的评价和指导。
3.鼓励学生积极参与作业完成，培养他们主动学习的习惯。
（3）对于基础较差的学生，多给予关注和鼓励，提高他们的学习兴趣和自信心。
4.教学评价：
（1）过程评价：关注学生在课堂活动中的表现，鼓励他们积极参与，提高口语表达能力。
（2）书面评价：通过作业、测验等形式，评价学生的书面表达能力。
（3）综合评价：结合学生的课堂表现、作业和测验成绩，全面评价学生的学习成果。
在本章节的学习中，学生可能面临以下挑战：
1.旅行相关词汇、短语和句型的掌握程度不一，部分学生可能对新词汇的理解和运用感到吃力。
2.口语表达能力有限，部分学生可能在进行角色扮演、小组讨论等活动时表现紧张，不够自信。
3.书面表达能力有待提高，学生在描述旅行经历时可能存在语法错误、句子结构混乱等问题。
针对以上学情，教师应采取以下策略：
2.口语作业：
（1）与同学合作，进行角色扮演，模拟旅行中的场景进行对话，并录制视频。
（2）向家人或朋友介绍一次旅行的计划，尽量使用所学英语知识。
3.拓展作业：
（1）收集有关旅行目的地的资料，如景点介绍、风俗习惯等，用英语整理成一篇小报告。
（2）设计一份旅行攻略，包括行程安排、酒店住宿、美食推荐等，用英语进行描述。
4.导入新课：通过讨论，引出本节课的主题——Travelling，告诉学生我们将学习与旅行相关的英语知识。

牛津译林版八年级下册Unit2《Travelling》说课稿

牛津译林版八年级下册Unit 2《Travelling》说课稿一. 教材分析《牛津译林版八年级下册Unit 2 Travelling》是一篇关于旅行的文章，通过描述不同人的旅行经历和目的，让学生了解和掌握与旅行相关的词汇和表达方式。

本篇文章题材贴近学生的生活，能够激发学生的学习兴趣，同时培养学生的阅读能力和语言运用能力。

二. 学情分析八年级的学生已经具备了一定的英语基础，能够理解和运用一些基本的英语知识。

但是，对于一些与旅行相关的词汇和表达方式，他们可能还比较陌生。

因此，在教学过程中，需要注重引导学生理解和运用这些新词汇和表达方式。

三. 说教学目标1.知识目标：学生能够掌握本课的生词和短语，理解文章的主旨大意，能够运用所学知识进行简单的英语交流。

2.能力目标：学生能够提高阅读理解能力，能够运用所学知识进行写作和口语表达。

3.情感目标：学生能够培养对旅行的兴趣，增强对不同文化的认识和理解。

四. 说教学重难点1.重点：学生能够掌握本课的生词和短语，理解文章的主旨大意。

2.难点：学生能够运用所学知识进行写作和口语表达，以及对文章中一些细节内容的理解。

五. 说教学方法与手段1.交际法：通过小组讨论、角色扮演等形式，让学生在实际语境中运用所学知识，提高口语表达能力。

2.任务型教学法：通过完成各种任务，让学生在实践中学习和发展语言能力。

3.情境教学法：通过创设各种情境，让学生在真实的语境中学习和运用语言。

六. 说教学过程1.导入：通过展示一些旅行图片，引导学生谈论自己的旅行经历，激发学生的学习兴趣。

2.阅读理解：学生独立阅读文章，回答相关问题，检查学生对文章内容的理解。

3.新课导入：讲解本课的生词和短语，让学生通过例句理解并运用这些词汇。

4.课堂活动：通过小组讨论、角色扮演等形式，让学生运用所学知识进行实际操作。

5.写作练习：让学生根据文章内容，写一篇关于自己旅行的作文。

6.总结：对学生的学习情况进行总结，对学生的表现进行评价。

牛津译林版八年级英语下册Unit 2 Travelling优质课课件

Is travelling good or not?
❖ 17、儿童是中心，教育的措施便围绕他们而组织起来。2021/7/242021/7/242021/7/242021/7/24
❖ 2、Our destiny offers not only the cup of despair, but the chalice of opportunity. (Richard Nixon, American President )命运给予我们的不是失望之酒，而是机会之杯。二〇二一年六月十七日2021年6月17日星期四 ❖ 3、Patience is bitter, but its fruit is sweet. (Jean Jacques Rousseau , French thinker)忍耐是痛苦的，但它的果实是甜蜜的。10:516.17.202110:516.17.202110:5110:51:196.17.202110:516.17.2021 ❖ 4、All that you do, do with your might; things done by halves are never done right. ----R.H. Stoddard, American poet做一切事都应尽力而为，半途而废永远不行6.17.20216.17.202110:5110:5110:51:1910:51:19 ❖ 5、You have to believe in yourself. That's the secret of success. ----Charles Chaplin人必须相信自己，这是成功的秘诀。-Thursday, June 17, 2021June 21Thursday, June 17, 20216/17/2021

牛津译林版英语八下Unit 2《Travelling》教学设计

牛津译林版英语八下Unit 2《Travelling》教学设计一. 教材分析牛津译林版英语八下Unit 2《Travelling》主要讨论了与旅行相关的话题，包括旅行计划、旅行方式、旅行地点等。

本单元通过引入一个关于两个朋友讨论旅行的对话，让学生掌握与旅行相关的词汇和表达方式，同时提高他们的听说能力和合作能力。

教材还包括了阅读理解、语法练习、写作任务和文化背景介绍等内容，旨在帮助学生全面了解旅行的话题，并提高他们的语言运用能力。

二. 学情分析学生在学习本单元前已经掌握了一定的英语基础知识，具备基本的听说读写能力。

然而，对于一些与旅行相关的特定词汇和表达方式，学生可能比较陌生。

此外，学生可能对不同国家的文化背景和旅行习惯有不同的了解程度。

因此，在教学过程中，教师需要关注学生的个体差异，合理安排教学内容，并采用适当的教学方法，以满足不同学生的学习需求。

三. 教学目标1.知识目标：学生能够掌握与旅行相关的词汇和表达方式，如旅行方式、旅行地点、旅行计划等。

2.技能目标：学生能够听说读写与旅行相关的句子，并能够运用所学知识进行简单的旅行计划的制定。

3.情感目标：通过学习本单元，学生能够培养对旅行的兴趣，提高合作能力和跨文化交际意识。

四. 教学重难点1.重点：与旅行相关的词汇和表达方式的掌握。

2.难点：正确运用所学知识进行旅行计划的制定和表达。

五. 教学方法1.交际法：通过模拟真实的旅行场景，让学生进行角色扮演和交流，提高他们的听说能力。

2.任务型教学法：通过完成旅行计划、讨论旅行经历等任务，培养学生的合作能力和解决问题的能力。

3.文化导入法：介绍不同国家的旅行习惯和文化背景，提高学生的跨文化交际意识。

六. 教学准备1.教材：牛津译林版英语八下Unit 2《Travelling》教材。

2.多媒体设备：电脑、投影仪、音响等。

3.教学材料：旅行相关的图片、地图、旅行计划模板等。

七. 教学过程1.导入（5分钟）–教师通过向学生展示一些旅行相关的图片，引起学生对旅行的兴趣。

牛津译林版英语八下Unit 2《Travelling》(task)教学设计

牛津译林版英语八下Unit 2《Travelling》（task）教学设计一. 教材分析牛津译林版英语八下Unit 2《Travelling》主要介绍了旅行的相关话题，通过描述不同地方的旅游景点和旅行方式，让学生学会如何表达旅行计划和感受。

本单元包括阅读、听力、口语、写作和语法等多个方面的内容，任务部分要求学生根据所学内容，设计一份旅行计划。

二. 学情分析学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。

但在实际运用中，部分学生对旅行相关词汇和表达方式不够熟悉，同时对如何合理安排旅行计划缺乏经验。

因此，在教学过程中，需要注重对学生旅行词汇的培养和旅行计划能力的指导。

三. 教学目标1.学生能够掌握与旅行相关的词汇和表达方式。

2.学生能够正确运用一般现在时表达旅行计划。

3.学生能够通过合作完成一份旅行计划。

四. 教学重难点1.旅行相关词汇的掌握。

2.一般现在时的运用。

3.旅行计划的合理安排。

五. 教学方法1.任务驱动法：通过设计具体的旅行任务，引导学生主动参与学习。

2.合作学习法：学生分组完成旅行计划，培养团队协作能力。

3.情境教学法：创设旅行情境，让学生在实际语境中运用所学知识。

六. 教学准备1.旅行相关词汇卡片。

2.旅行计划模板。

3.多媒体教学设备。

七. 教学过程1.导入（5分钟）利用多媒体展示不同地方的旅游景点，引导学生谈论旅行话题。

教师提问：“你们最喜欢的旅行目的地是哪里？”让学生自由发表意见，从而引入本课内容。

2.呈现（10分钟）教师展示旅行相关词汇卡片，如：hotel、ticket、flight等，引导学生跟读并记忆。

接着，呈现一般现在时的句子，如：“I often go to Shangh.”，让学生理解并运用一般现在时表达旅行计划。

3.操练（15分钟）学生分组进行角色扮演，模拟旅行场景。

例如：A组为旅行社工作人员，B组为顾客。

A组需要为B组提供旅行建议，并运用一般现在时表达旅行计划。

译林版八年级英语下册Unit2Travelling教案

After reading the new words fluently, let Ss match the three parts with lines on their exercise book. Task 2.Make dialogues. Show the picture of Mount Fuji. T: What ' s this?Ss: It ' s Mount Fuji in Japan.T: What can people do there?S1: They can climb hills/ take photos.Make dialogue about other five pictures in pairs. Step4 Post - task1Practice the dialogue before the whole class. Step5 Pre - task 2T: Travelling is fun. Before your parents take you out to go on a trip, you should pack your thin gs.Write the phrases on the Bb. Teach them the meaning and the pronun ciati on.Step6 Whole task 2T: Now Eddie is going on a trip. Let ' look at the pictures one by one.Task 1.Show Picture 1. Act as Hobo. Ask: Hey, Eddie. Where are you going?Ss: I ' ngoing on a trip. ( help them answer.) Practise aga in.Task 2.Show Picture 2.T: You know, Eddie is going on a trip alone. But the trip must be fun. So Hobo asks: I have bee n there before. Can 1 jo in you ?Practise aga in.Task 3. Show Picture 3. Ask and answer with prese nt con ti nue ten se.Ss: What are you doi ng. Hobo?T: I ' m ting all my things .Task 4.Show Picture 4. Show the differe nee betwee n P 2 and P4.Check pre-exercise Stepl Leading -in1. Show the pictures of places of interests in different coun tries to review.2. The last place is Mount Fuji. Talk more aboutHong Kong . Show a picture of Hong Kong. Describe Hello Kitty ' s appearanee.Step2 Prese ntati onIf the stude nts have bee n there .T: you have been to Hong Kong Disneyland. Whendid you go there ?Can you tell us someth ing about it.if n ecessary , the stude nts can use some Chin ese words in their description. or the teacher can give some key words. e.g. roller coaster, at high speed a parade of Disney characters a 4-D film ,watch the fireworks ,fan tastic If the students haven' t been ,the teacher canthe picture of Disney and make a brief in structi on. T: This is a picture of Hong Kong Disn eyla nd. it ' s a wonderful place for both children and adults Space Mountainis exciting .The parade ofDisney land character is fan tastic . you can enjoy a 4-D film there. It ' lilse magic. there are many shops in side the park .you can do some shopp ing. You can also watch the fireworks in the evening ..They are very beautiful. Step3 Readi ng1 Students scan the reading materials and find the main 5 eleme nts, and outl ine the read ing. T: Today we ' regoing to learn about Hong Kong Disneyland from Kitty' s letter. Remember tothe five paints: when ,who, where , what, and how. Look at the questions in part B1 and find the an swersas quickly as you can.The students finish t B1 after scanning para1,2 2 Teach the students how to find the details and finish B2.Now we' re found out that Kitty went t (showfindoHong Kong Disneyland with her parents by un dergro und .They spe nt a whole day there and a fantastic time. But what did they do there? Let ' s read the rest of the letter and complete partB2. check the an swersStep4 ActivitiesT: Millie is still in Hainan and she hasn ' t receivedKitty ' s letter yet . One day, Millie called Kitty and asked Kitty about her trip to Hong Kong Disneyland .Let ' make a conversation between Millie and Kitty. It should have at least five questi ons.The stude nts act it .Step5 Homework1. Recite the new words2. Find out useful words and phrases in Readi ng3. Do B3 and B4 on Page 25Check pre-exerciseTran slate some phrases into En glish.1非常想念你2玩的开心3快速行驶4急忙去餐馆快速的吃饭5忍不住不停的拍照6买一对耳环Step1 Revisi onT: Ask the follow ing questio ns1） Where did Kitty go ?2） When did she go there ?3） Who did she go with ?4） How did she go there ?5） What did she do there ?6） How long did she spe nd there ?Step 2 Prese ntati on1 Discussi on in group of 4.Finish Kitty ' activity form with ten vocabulary that describe the time in the text2 Find the time vocabulary and fill in the place and activity. Step3 Expla ining the Ian guage pointsI am going to expla in the importa nt words, phrases and senten ces in the passage.Step 4 Practising and Sum upAmy went to Kitty ' house for supper. Kitty showed Amy her photo album. Amy was very excited and asked a lot of questions. Finish Part B3 on page 25, and then work in pairs to make the similar conversation. For stron ger class, stude nts can add morequesti ons.Ask the stude nts to sum up the passage.Step 5当堂检测、及时反馈Kitty （已经去）Hong Ko ng for two days. She and her pare nts had a great time there. They spe nt the whole day in Disn eyla nd.It is （世界文明的主题公园）and it 'reallyfan tastic. It is one big park, but it actually has four parks. They got to Disneyland from their hotel （乘地铁）. They took photos （在鲸鱼喷泉前）at theCheck pre-exerciseStep1.Lead-i nT: Now, I am teach ing you. You are liste ning to me carefully.Ask the students to give me more sentenceswritten in present continuous tense.Write the structure of present continuous tense on the Bb.T: But yesterday at this time, I was sitting in my office. (Write the structure of past continu ous tense on the blackboard). Underline the different verbs 'BE'.Step2. PresentationWe use ‘ havdhas been to ' express the idea that some one went to someplace and has alreadycome back.I have bee n to En gla nd twice.(Where am I now/Am I still in En gla nd?) Millie,can you go to office to bring me the chair?Where' s Millie? She is on the way to the office, or maybe she is in the office.She has gone to the office. And she will come back in a few minu tes.We use ‘ havdhas gone to ' express the idea that some one went to someplace and is not here.Step3. PractisingDaniel is ask ing Millie about traveli ng. Complete the conversation on page 27 with the correct forms of the verbs in brackets.Step4 Prese ntati onWe use for when we talk about a period of time, and we use since whe n 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 prese nt perfect sen se, but they cannotbe used with for or since in positive stateme nts. Step 5 since 和for 的区另UIf we want to express a continu ous state, we can use ano ther way like this.Verb Used for a continu ous stateExample : begi n/start have/has bee n onThe film has bee n on for 20 minu tes.fini sh/stop have/has bee n overThe parade has bee n over for hours.come/go/arrive have/has bee n in/atKitty has bee n in Hongkong for two days. Leave have/has bee n awayShe has been away from home since last Tuesday.borrow have/has keptShe has kept this book since last week.join have/has been in or have/has been amember ofSimon has been a member of the Football Club since last year.marry have/has bee n marriedThey have bee n married for 15 years.die have/has bee n deadThe fish have been dead for some time.Step6 PracticeStep7 Homework1. 复习for和since的用法。

牛津译林版英语八下Unit 2《Travelling》(reading1)教学设计

牛津译林版英语八下Unit 2《Travelling》（reading1）教学设计一. 教材分析牛津译林版英语八下Unit 2《Travelling》（reading 1）介绍了不同人的旅行经历和旅行方式。

本文主要讲述了一位年轻人在澳大利亚的背包旅行经历。

通过阅读，学生可以了解澳大利亚的风土人情，同时提高自己的阅读理解和词汇运用能力。

二. 学情分析学生已经掌握了基本的英语语法和词汇，具备一定的阅读理解能力。

但部分学生对澳大利亚的相关文化背景知识了解不多，可能影响对文章内容的理解。

此外，学生在对旅行主题的讨论方面可能存在一定的兴趣和认知差异。

三. 教学目标1.了解澳大利亚的风土人情。

2.提高阅读理解和词汇运用能力。

3.激发学生对旅行的兴趣，培养积极的生活态度。

四. 教学重难点1.重点：通过阅读理解文章内容，了解澳大利亚的风土人情。

2.难点：掌握与旅行相关的词汇和表达方式。

五. 教学方法1.阅读理解教学法：通过提问、讨论等方式引导学生理解文章内容。

2.任务型教学法：让学生在完成任务的过程中，运用所学知识和技能。

3.情境教学法：创设真实的旅行情境，激发学生学习兴趣。

六. 教学准备1.准备相关旅行图片、视频等教学资源。

2.设计针对文章内容的问题和讨论题目。

3.准备与旅行相关的词汇卡片。

七. 教学过程1.导入（5分钟）利用图片、视频等教学资源，引导学生谈论旅行相关的话题，激发学生的学习兴趣。

同时，引导学生思考旅行中可能遇到的问题和挑战。

2.呈现（10分钟）向学生介绍文章的作者和背景，然后呈现文章标题《Travelling》。

接着，分段落呈现文章内容，并在每个段落结束后引导学生回答相关问题，以检查学生的理解程度。

3.操练（10分钟）学生分组讨论文章内容，回答问题。

教师巡回指导，帮助学生解决理解上的困难。

同时，引导学生运用所学词汇和表达方式进行讨论。

4.巩固（10分钟）学生根据自己的旅行经历，用英语撰写一段旅行故事。

牛津译林版八年级英语下册Unit 2 Travelling第4课时示范公开课教学课件

Presentation
+
a period of time
a time point in the past
Presentation
for
since
+
1. We have lived here ______ 1990.2. — How long have you studied here? — ______ 5 years. 3. The boy has had a bad cold ______ last night.4. I have waited ______ two hours. 5. Mr. Huang has kept the books ______ last month.6. We have been friends ______ a long time.
Unit 2 TravellingGrammar
牛津译林版八年级英语下册
Task 1
I have been to Mount Huang before.
Warming-up
Look and say
I have been to Hainan twice.
Warming-up
I have never been to London.
during the two hours
have the key rings
Kitty has had the keg rings since two hours ago.
Presentation
go, buy, come, leave…
The present perfect tense
go, buy, come, leave…
I hope to visit Tower Bridge one day.

6牛津译林版英语八年级下册Unit2Travelling优秀教学案例

2.同伴评价：学生之间可以进行相互评价，分享彼此的学习心得和经验，给出建设性的意见和建议。通过这种方式，学生可以相互启发，取长补短，共同提高。
3.教师评价：我会对学生的学习过程和结果进行全面的评价，关注他们的知识掌握程度、技能运用水平、情感态度和价值观等方面。评价结果将以鼓励性、发展性的语言给出，以激发学生的学习兴趣和自信心。
2.学生能够在学习和实践过程中，培养良好的合作意识和团队精神，提高他们的人际交往能力和沟通能力。
3.学生能够通过了解不同国家的旅游景点和风土人情，增强对世界多元文化的尊重和包容，培养良好的跨文化交际能力和全球观念。
三、教学策略
（一）情景创设
1.真实情境：在教学之初，我将会利用多媒体展示不同国家的旅游景点图片和视频，让学生仿佛置身其中，激发他们的学习兴趣和欲望。通过这种方式，学生可以更直观地了解本单元的主题，从而更好地融入后续的学习活动。
2.学生能够通过观察、讨论和实践等环节，深入了解旅游相关词汇和语法知识的用法，提高他们的语言运用能力和实际操作能力。
3.学生能够在教师的指导下，运用多媒体教学手段，如图片、视频等，进行听力训练和口语练习，提高他们的听力和口语技能。
（三）情感态度与价值观
1.学生能够通过学习本单元的内容，增强对旅游文化的兴趣和热爱，提高他们的文化素养和人文素养。
2.交流互动：在小组合作的过程中，学生需要进行充分的交流和互动，分享自己的观点和经验，倾听他人的意见和建议。通过这种方式，学生可以提高他们的沟通能力，增强合作意识。
（四）反思与评价
1.学生自主反思：在教学过程中，我会鼓励学生对自己的学习过程进行反思，如“我在学习中遇到了哪些困难？我是如何克服这些困难的？”等。通过这种方式，学生可以更好地了解自己的学习情况，找到不足之处，提高自我调整和自我完善的能力。

【最新】牛津译林版八年级英语下册Unit 2 Travelling教案4

Unit 2 Travelling 教案课题：Grammar教学目标：1.知识目标：学习词汇：sand, countryside, over, marry, dead学习词组：on the first day of, Ocean Park, dolphin show学习句子：Millie and Amy have been to South Hill.Kitty and her family have gone to Hong Kong.I see Andy playing on the sand too.Mr Dong has lived here for many years.Mr Dong has lived here since he was born.2. 技能目标：1) 区别运用have/has been 和have/has gone。

2) 学习现在完成时延续性的动作或状态的表示方法。

3) 理解非延续性动词和延续性动词的不同用法，以及他们之间的转换。

3. 情感目标：学会使用恰当规范的语言。

在与他人对话中学会准确表达自己的思想。

教学重点：have been 和have gone.理解非延续性动词和延续性动词的不同用法，以及他们之间的转换。

教学难点：进一步区分理解非延续性动词和延续性动词的不同用法，以及他们之间的转换。

教学教具：录影机，多媒体，实物等。

教学过程：Step1：预习指导与检测，见导学案。

Step2：展示目标，见导学案。

Step3：课堂导学与互动：任务一：Using have/has been and have/has goneWhere has Kitty been?Has she ever been to Hong Kong Disneyland?Has she ever been to...?任务二：Work out the ruleWe use ‘have (has) been’ to express the idea that someone went to some place and has already come back.1. Millie and Amy have been to South Hill. They want to go there again.2. 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.1. Kitty and her family have gone to Hong Kong. They will come back next week.2. Suzy is not at home at the moment. She has gone to the bookshop.任务三：Daniel and Millie are chatting at a weekend. Complete their conversation with the correct forms of the verbs in bracket.Daniel: I haven’t seen Mr Wu for days. Where (1) ______ he ______ (go)?Millie: He (2) __________ (go) to Tianjin to attend a meeting.D: (3) _____ you _____ (be) anywhere recently?M: Yes, I (4) __________ (be) to Hainan with my parents.D: Oh, that’s great! (5)______ you _______ (be) to Sanya?M: Sure, we (6) __________ (be) to the beach there. Look at these photos.D: The beach is beautiful. I see Andy playing on the sand too.M: Yes. We went there with his family.D: I see. By the way, shall we invite Andy to go for a picnic tomorrow?M: Andy isn’t here this weekend. He and his parents (7) _________ (go) to the countryside. The y will be back tomorrow afternoon.任务四：判断下列句子的正误( ) 1. I have been to the library to borrow the famous book, it’s on my bookshelf now.( ) 2. Daisy has been to the supermarket and I don’t know when she will be back.( ) 3. A: Where is Mr. Clark, why can’t I see him?B: He has been to the hospital, he feels a little ill.( ) 4. Dad has gone to the office. I don’t know how to spend the lonely time.( ) 5.Simon has never gone to Europe, he hopes some day he can go there for a holiday. 小组活动，请某一个组员到老师办公室去拿作业本，组长问Where has … gone?过了一会儿，他（她）从办公室回到了教室，组长问他（她）：Where have you been? Or Where were you?(你们能区别have been和have gong吗？小组讨论一下，请互相帮助哟！)任务五：Verbs with for and sinceQuestions about reading:How long hasn’t Kitty seen Millie?How long has Kitty been in Hong Kong?任务六：Work out the rulefor + 时间段since + 时间点任务七：非延续性动词/短暂动词与延续性动词begin/start have/has been onstop /finish have/has been overcome/go/arrive have/has been in/atleave have/has been awayborrow have/has keptjoin have/has been a member of/ have/has been inbuy have/has hadget married /marry have/has been marrieddie have/has been deadopen have/has been openclose have/has been closedfall asleep have/has been asleepturn on/off have/has been on/offfall ill have/has been illcatch a cold have/has had a coldget to know have/has knownbegin to learn have/has learnedget up have/has been upbecome interested in have/has been interested inreturn/come back/go back have/has been backExercisesStep4：总结提升1.你是如何掌握本课的学习内容的？__________________________________________________________________2.方法点拨：__________________________________________________________________Step5：当堂反馈见导学案。

Unit2Travelling教案（译林牛津版英语八年级）

Unit 2 Travelling教案 (译林牛津版英语八年级)Unit 2 TravellingComic ＆Welcome to the unitBy Wu Zhiqin (Jiangzhuang Secondary School)Teaching goals● To introduce well-known attractions in foreign cities and popular places of interest● To activate general knowledge about the world and identify activities which people do on holiday● To start students thinking about different places in the worldDifficultiesTo introduce well-known foreign cities and popular tourist attractionsTeaching proceduresStep 1 Lead-inLead-in topic using some picturesStep 2 Presenting1. Activity1: Talk about the pictures .Try to answer the three questions:1)What’s the name of it?2) Which country and which city is it in?3) If you go there , what do you want to do there?Activity 2 : Match the pictures with their names.2. Work in pairs to talk about each of the photos.Use the conversation between Daniel and Millie’s on page 25 as a model. You may expand the model conversation to include things you know and want to do yourselves.3. Doing exercise1:Step3 Presenting1. Listen and answer:Where is Eddie going?Does Hobo want to go too?What does Hobo want to bring?Will Eddie have a happy? Why or why not ?2. Read the dialogues (completion between)3. Act out the dialogues4. Doing exercises2Step4 ProductionTry to be a guide using the picturesStep5 Homework1. Finish excise1 and exercise 3 on Wb2. Write down your words as the guideExercises一．Match the places of interest on the left with the country on the right( ) 1. the Great Wall ( ) A. Japan( ) 2.the Leaning Tower of Pisa ( ) B .the USA( ) 3.the Little Mermaid ( ) C. the UK( ) 4.the Statue of Liberty ( ) D China( ) 5.the Tower Bridge ( ) E. Italy( ) 6.the Eiffel T ower ( ) F Denmark( ) 7.the Opera House ( ) G .Australia( ) 8. Mount Fuji ( ) H. France二．Complete the following sentences这本书肯定有趣。

牛津译林版英语八下《Unit 2 Travelling》word教案(6-10课时)

4. One of the girls has boughtthreepencils .(同上)
5. The boys have been toSouth Hill many times .(同上)
Step 2Presenting
We can say: Jim has stayed inShanghaifor 12 days. He left there two days ago. But we can’t say: Jim has leftShanghaifor two days. Because some verbs, such as ‘ come’, ‘go’ and ‘leave’ cannot be used with continuous time adverbials such as ‘ for two hours’ or ‘since last month’. To talk about anaction that happened at a point in the past, we will have to use ‘ago’ and the simple past tense.
B: I have stayed there for twelve days.
Work in pairs.
Ⅱ、按要求改写句子。
1. My parents have been toNantong.(一般疑问句)
2.My fatherhas just gone fishing .(对划线部分提问)
3. The students there have studied Frenchfor two years.(同上)
启东市双鹤学校英语教案
总课题
8BUnit2 Travelling

Unit 2 Travelling+第4课时+示范教案(八下)

Unit 2 TravellingGrammar一、教学目标1. 掌握本课重点词汇：sand, over, marry, dead2. 掌握本课重点句型：Kitty and her parents have been to Hong Kong Disneyland recently.Millie has gone to Hainan.Millie has studied at Sunshine Middle school for two years.Kitty and Millie haven’t seen each other since last week.3. 能够正确使用have/has been和have/has gone，以及短暂性动词在与for和since连用时的变化形式。

4. 能够正确区分短暂性动词和延续性动词。

5. 能根据不同的语境正确使用短暂性动词和延续性动词。

二、教学重点及难点重点：1. 能够正确使用have/has been和have/has gone，以及短暂性动词在与for和since连用时的变化形式。

2. 能够正确区分短暂性动词和延续性动词。

3. 能根据不同的语境正确使用短暂性动词和延续性动词。

难点：能够正确区分短暂性动词和延续性动词，以及掌握短暂性动词在与for和since连用时的变化形式。

三、教学过程Task 1Step 1 Warming-upGet Ss to look at the pictures and talk about them, and then think about the question “Where have you been?”.【设计意图】结合图片进行讨论，调动学生学习兴趣，同时引入新课内容。

Step 2 Presentation1. Get Ss to look at the pictures and think about the questions.2. Get Ss to read the sentences aloud and l earn “have/has been”and “have/has gone”.【设计意图】通过问题引导学生探究思考，从而自己发现语法规则，更便于记忆与运用。