公开课优质课牛津译林版八年级下册Unit 2 Travelling教案3

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牛津译林版八下 Unit 2 Travelling Grammar教案

课题：Unit 2 Travelling (Grammar)一、教学目标1.To further understand the use of the present perfect tense2.To distinguish ‘have/has been to’ and ‘have/has gone to’3.(Development goal):To understand specific information by rending二、教学重点：To distinguish ‘have/has been to’ and ‘have/has gone to’教学难点：To further understand the use o f the present perfect tense三、学习与交流小结： Have/has been to 表示（译为）____________________We use ‘have/has been to ‘ to express the idea that someone went to someplace and has already come back. Have/has gone to 表示（译为）_____________________ We use ‘have/has gone to ‘ to express the idea that someone went to someplace and is still there.四、典型例题用for 和since填空1.My family has owned a train__________1980.2.My has owned a train ___________many years.3.I hav e had a cold___________last Sunday.4.I have had a cold __________5 days.5.Mimi has lived in Beijing__________he was born.五、达标检测一，用’have/has been to ‘或‘have/has gone to ‘填空1. How many times______ you ______ Disneyland ?2. Mr Li ________ Hong Kong. And he'll come back in two days.3. My father ________Hong Kong twice.4. My father ________Hong Kong and he hasn't come back yet.5. Where's Lucy? —She ______ a restaurant for lunch.6. ?_______you _______to this park before.7. The Blacks aren't in Beijing, they _____ Shenzhen together.8. My aunt ______never _____ Russia, so she doesn't know where Russia is.二，单项选择( )1.Mr Smith to Tokyo and he will be back in a weekA. has beenB. has visitedC. has sentD. has gone( )2.-- How long have Mr and Mrs Green_____?--For more than twenty years.A. marriedB. had marriedC. got marriedD. been married( ) 3.-- Has your sister come back? --Yes, she has. She_____ back two days ago.A. cameB. has cameC. has comeD. has been( )4. Mary has been a League member three years.A. forB. sinceC. inD. On( )5.－What do you think of my answer to the questions?－Sorry. What’s that? I______ about something else.A. thoughtB. had thoughtC. am thinkingD. was thinking( )6.－I’m going on a trip to Japan after the exam.－Really? ___________!A. Have a nice timeB. CongratulationsC. OKD. It's nice of you( )7. ______ nice holiday the Turners have had!A. WhatB. HowC. What aD. How a( )8.The driver hurt the girl_____ badly_____ she had to see a doctor.A. so, thatB. either, orC. too, toD. neither, nor( )9.They_ China for two yearsA. have been toB. have been inC. have gone toD. hav e come to( )10.Mr Green isn't in the office ,He to the libraryA. has goneB. wentC. has beenD. will go三、句型转换1. He joined the army two years ago.He ____ _____ ______the army for two years.It is_______ ________since he _________the army.2. Amy bought the motorcycle two y ears ago.Amy _______ _______the motorcycle ________two years.3. The boy borrowed Harry Potter from the library three years ago.The boy ______ ________Harry Potter fro m the library _________three weeks.4. The parade began 2 hours ago.The parade_________ _______ ______ _______2 hours.5. The conference stopped last Saturday.The conference_______ _______ _________ __________last Saturday.6. My brother arrived here 2 days ago.My brother_______ _______here_______2 days.7. My cousin came to Beijing two weeks ago.My cousin_______ _____ ______Beijing _______two weeks.8. I have worked here since I came here .（对划线部分提问）9. They got marri ed ten years ago. (同义句)四、完成句子1. 我是三年前加入阅读兴趣小组的。

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。

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。

牛津译林版八年级下册Unit 2《Travelling》word教案

Travelling课题8B Unit 2 Travelling Welcome to the unit课型新授授课日期月日第1课时教学目标1．To introduce well-known attractions in foreign cities and popular places of interest2.To activate general knowledge about the world .3.To identify activities which people do on holiday.教学重难点1. To learn some popular tourist attractions .2.To talk about traveling to some famous places.课前准备多媒体教学活动二次备课Check pre-exerciseStep1 Leading - inDiscussion:1. Each country has its places of interest.For example:（Show a picture of Great Wall）In China, there is Great Wall. At this time,write Great Wall and China on the Bb.2. Let the Ss tell more places of interestin foreign countries and write them on theBb.3. Ask them what people can do if they arein the famous places.Step2 Pre – task 11.Show the pictures of other five places ofinterest on the page 21. Ask Ss read thewords and do the exercise below.Lead them to read the names of places an dcountries.2. Show the picture of little Mermaid.T: It’s little Mermaid in D enmark . it’sfamous in the world.S1: Really ?.S2:That’s from the story by hans ChristianAndersen. .Step3 While - taskTask 1 .After reading the new words fluently, letSs match the three parts with lines ontheir exercise book.Task 2.Make dialogues. Show the picture of MountFuji.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 inpairs.Step4Post - task1Practice the dialogue before the wholeclass.Step5 Pre - task 2T: Travelling is fun. Before your parentstake you out to go on a trip, you should packyour things. Write the phrases on the Bb.Teach them the meaning and thepronunciation.Step6 Whole task 2T: Now Eddie is going on a trip. Let’slook at the pictures one by one.Task 1.Show Picture 1. Act as Hobo. Ask: Hey,Eddie. Where are you going?Ss: I’m going on a trip. ( help themanswer.) Practise again.Task 2.Show Picture 2.T: You know, Eddie is going on a tripalone. But the trip must be fun. So Hoboasks: I have been there before. Can I joinyou ?Practise again.Task 3. Show Picture 3. Ask and answer withpresent continue tense.Ss: What are you doing, Hobo?T: I’m getting all my things .Task 4.Show Picture 4. Show the difference betweenP 2 and P4.Try to get their two thoughts. Present thedialogue between them.Step7 Homework:Preview the new words in Reading教后记8B Unit 2 Travelling教案课题8B Unit 2 Travelling Reading(1)课型新授授课日期月日第2课时教学目标1.To read a letter about a holiday in Hong Kong2.To expand vocabulary to talk about travelingRemember to find the five paints:when ,who,where , what, and how. Look at the questionsin part B1 and find the answers as quicklyas you can.The students finish t B1 after scanningpara1,22 Teach the students how to find the detailsand finish B2.Now we’re found out thatKitty went to Hong Kong Disneyland with herparents by underground .They spent a wholeday there and a fantastic time. But what didthey do there? Let’s read the rest of theletter and complete partB2. check theanswersStep4 ActivitiesT: Millie is still in Hainan and she hasn’treceived Kitty’s letter yet . One day,Millie called Kitty and asked Kitty abouther trip to Hong Kong Disneyland .Let’smake a conversat ion between Millie andKitty. It should have at least fivequestions.The students act it .Step5Homework1.Recite the new words2.Find out useful words and phrases inReading3.Do B3 and B4 on Page 25教后记课题8B Unit 2 Travelling Reading(2)课型新授授课日期第三课时教学目标1.To practise the main language points of the context2.To speak out the passage in their own words3.To understand and use the expressions in the text教学重难点2.To speak out the passage in their own words, following thestructure of the passages.课前准备多媒体教学活动二次备课Check pre-exerciseTranslate some phrases into English.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 RevisionT: Aak the following questions1) 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 spend there ?Step 2 Presentation1 Discussion in group of 4.Finish Kitty’s activity form with tenvocabulary that describe the time in the text2 Find the time vocabulary and fill in the placeand activity.Step 3 Explaining the language pointsI am going to explain the important words, phrasesand sentences in the passage.Step 4 Practising and Sum upAmy went to Kitty’s house for supper. Kittyshowed Amy her photo album. Amy was very excitedand asked a lot of questions. Finish Part B3 onpage 25, and then work in pairs to make the similarconversation. For stronger class, students canadd more questions.Ask the students to sum up the passage.Step 5当堂检测、及时反馈Kitty_____ (已经去) Hong Kong for two days. Sheand her parents had a great time there. They spentthe whole day in Disneyland.It is _____ (世界文明的主题公园) and it’s reallyfantastic. It is one big park, but it actually hasfour parks.They got to Disneyland from their hotel _____ (乘地铁). They took photos _____(在鲸鱼喷泉前) atthe entrance, then they went to Space Mountain.They took the roller coaster, it _____ (高速移动). In the afternoon, there was a parade ofDisney characters. The _____ (演出者) all woredifferent costumes and waved to people while theymarched across the park. The children _____ (鼓掌) and screamed with joy.教后记课题8B Unit 2 Travelling Grammar课型新授授课日期课时第4/5课时教学目标1.To recognize contexts for the use of the present perfect tense.2.To understand the verbs with ‘for’, ‘since’ or ‘ago’3.To consolidate the present perfect tense4.To understand the verbs with continuous time adverbials教学重难点1.‘have/has been’ and ‘have/has gone’2. Verbs with ‘for’, ‘since’ or ‘ago’课前准备多媒体教学活动二次备课Check pre-exerciseStep1 RevisionTranslate some sentences.1. 小名参军半年了。

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。

【最新】牛津译林版八年级英语下册Unit 2 Travelling教案3

Unit 2 Travelling 教案课题：Reading 2教学目标：1.知识目标：学习词汇：miss, fantastic, spend, ride, carton, such, magic, pie, feel, couple, indoor, roller coaster, character, parade, castle学习词组：move at high speed, hurry to, on the way, such as, later in the afternoon, cannot stop doing sth, takes photos, a couple of, at the end of, enjoy oneself学习句子：My parents and I have been in Hong Kong for two days.It was the best part of the day.I’m sure you’ll love them.I know you’ve gone to Hainan.2. 技能目标：1)了解外国城市著名的旅游胜地和受欢迎的景点。

2) 通过对话谈论人们在不同景点从事的各种活动。

3．情感目标：初步认识到这些胜地是全人类的共同财富。

教学重点：理解并掌握课文中重点词汇、词组和句型的用法。

教学难点：分析重点词汇、词组和句型的用法。

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：Revision1. Listen to the tape.2. Read the article quickly and silently.3. Find out the details of the letter according to the clue of time, different places and activities.任务二：True or False and fill in the blanksKitty ___________ Hong Kong for two days. She and her parents had a good time there. They spent the whole day in __________. They got to Disney from their hotel ______________. They took the roller coaster, it moved ____________. In the afternoon, there was a parade. It was the _________ part of the day. Kitty ran after the Disney characters and couldn’t stop __________ photos.任务三：ConsolidationMake an interview with your partner about your partner’s travelling. When you make this interview, please include these following questions.Notice:When did you go?Who did you go with?What did you see or do?Which thing were you interested in?What about your feelings?Step4：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。

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。

牛津译林版八年级下册Unit 2《Travelling》教学设计

牛津译林版八年级下册Unit 2《Travelling》教学设计一. 教材分析牛津译林版八年级下册Unit 2《Travelling》主要讨论旅行的主题。

通过本课的学习，学生将了解不同国家的风土人情，以及如何描述一次旅行经历。

本课包括三个部分：阅读理解、语法讲解及练习、以及综合技能训练。

教材内容丰富，贴近学生生活，能激发学生的学习兴趣，提高他们的英语素养。

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语法和词汇。

他们对新鲜事物充满好奇，喜欢通过图片和视频等直观手段进行学习。

但部分学生可能在英语表达方面还存在一定的困难，需要教师耐心引导和鼓励。

三. 教学目标1.知识目标：学生能够掌握描述旅行经历的相关词汇和句型，如“go ona trip”，“visit a place”，“try local food”等；2.能力目标：学生能够运用所学知识进行简单的英语交流，如讲述自己的旅行经历，询问他人的旅行计划等；3.情感目标：学生能够培养对不同文化的尊重和理解，激发他们对旅行的兴趣。

四. 教学重难点1.重点：学生能够掌握描述旅行经历的相关词汇和句型；2.难点：学生能够运用所学知识进行英语交流，尤其是如何在实际情境中正确使用所学词汇和句型。

五. 教学方法1.任务型教学法：通过设定各种真实的旅行情境，让学生在完成任务的过程中运用所学知识；2.情境教学法：利用图片、视频等直观手段，营造轻松愉快的学习氛围，激发学生的学习兴趣；3.小组合作学习：鼓励学生之间进行交流与合作，提高他们的团队意识和沟通能力。

六. 教学准备1.教学课件：制作包含图片、视频等直观手段的教学课件；2.练习题：准备相关的练习题，以便在课堂上进行操练和巩固；3.教学素材：收集一些关于旅行经历的英语文章和视频，用于拓展学生的视野。

七. 教学过程1.导入（5分钟）利用一张美丽的旅行图片或视频，引导学生谈论关于旅行的主题。

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。

牛津译林版八年级下册Unit 2《Travelling》教学设计3

牛津译林版八年级下册Unit 2《Travelling》教学设计3一. 教材分析《Travelling》是牛津译林版八年级下册Unit 2的一篇课文，主题是关于旅行的。

教材通过描述不同地方的自然风光、人文景观和风土人情，引导学生了解世界各地的旅游胜地，激发他们的学习兴趣。

本文主要讲述了一位游客在中国旅行时的所见所闻，介绍了中国的长城、故宫和西湖等著名景点。

二. 学情分析八年级的学生已经具备了一定的英语基础，能够理解和表达简单的日常生活和旅行相关的词汇和句子。

但他们对一些专业术语和复杂句型可能还比较陌生，因此需要在教学中给予适当的引导和帮助。

此外，学生对中国的传统文化和旅游景点有一定的了解，但可能缺乏系统的表达和描述能力。

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“旅游胜地”、“自然风光”、“风土人情”等。

2.能力目标：学生能够听懂、说清、读懂并运用本文的主要内容，描述自己喜欢的旅游胜地。

3.情感目标：通过学习本文，学生能够增强对祖国美好河山的热爱之情，激发他们学习英语的兴趣。

四. 教学重难点1.重点：学生能够理解和运用与旅行相关的词汇和表达方式。

2.难点：学生能够听懂、说清、读懂并运用本文的主要内容，描述自己喜欢的旅游胜地。

五. 教学方法1.情境教学法：通过设定旅行情境，引导学生参与课堂活动，提高他们的学习兴趣。

2.交际教学法：利用小组讨论、角色扮演等形式，让学生在实际语境中运用英语进行交流。

3.任务型教学法：通过完成各种任务，培养学生解决问题的能力，提高他们的英语综合运用能力。

六. 教学准备1.教师准备：提前准备好与旅行相关的图片、视频等教学资源，制作多媒体课件。

2.学生准备：预习课文，了解课文内容，准备课堂讨论。

七. 教学过程1.导入（5分钟）利用图片或视频展示中国的旅游景点，如长城、故宫、西湖等，引导学生谈论他们所了解的旅游胜地。

教师提问：“Do you like travelling? Why?”，激发学生的学习兴趣。

牛津译林版英语八年级下册Unit2TravellingGrammar优秀教学案例

四、教学内容与过程
（一）导入新课
1.我通过展示不同国家的旅游景点图片，引发学生对旅游话题的兴趣和好奇心。图片中包含了各种自然风光、历史遗迹和文化特色，让学生对旅游目的地有直观的认识。
2.我提问学生：“你们最喜欢的旅游目的地是哪里？”让学生分享自己的旅游经历和喜好，激发他们对旅游话题的讨论和表达欲望。
在教学过程中，我注重引导学生通过观察、思考、交流和实践，发现语言规律，掌握语法知识，并将所学应用到实际生活中。通过本节课的学习，学生不仅提高了英语语言能力，还增强了对旅游文化的认识，（一）知识与技能
1.学生能够掌握一般现在时的被动语态结构，理解其含义并能够运用到实际情景中。通过观察、分析和实践，学生能够熟练运用一般现在时的被动语态进行准确的描述和表达。
在案例中，我首先通过展示不同国家的旅游景点图片，激发学生的学习兴趣，让他们在轻松愉快的氛围中进入学习状态。接着，我以一段旅行视频为素材，引导学生运用一般现在时的被动语态进行表达，帮助他们巩固所学语法知识。此外，我还设计了一个小组讨论活动，让学生结合旅行计划表格，用英语讨论并制定一个简单的旅行计划，从而提高他们的实际应用能力。
3.通过小组讨论，学生能够培养团队合作意识和沟通能力，提高口语表达能力和解决问题的能力。
（四）总结归纳
1.在学生小组讨论结束后，我邀请各小组代表分享他们的旅行计划和讨论成果。通过总结和归纳，学生能够巩固所学知识，并从他人的计划中学习和借鉴。
2.我引导学生总结一般现在时的被动语态的结构和用法，让他们对所学的语法知识有一个清晰的认识和记忆。
3.最后，我强调一般现在时的被动语态在旅游情景中的应用和重要性，让学生明白学习英语语法的实际意义和价值。
（五）作业小结
1.在课程结束前，我布置一项作业，要求学生根据所学的旅行计划制定一个个人的旅行计划。学生需要使用一般现在时的被动语态来描述他们的旅行目的地和活动安排。

牛津译林版八年级下册Unit2TravellingTask教学设计

- How did you get there?
- What did you do there?
- What did you like most about the trip?
2.口语作业：学生与家长或朋友一起，用英语谈论彼此的旅行经历。要求每人至少分享一次旅行经历，并运用所学词汇和句型进行交流。
3.阅读作业：阅读一篇关于旅行的英语文章，回答相关问题。文章可以从课本、网络或英语报纸、杂志中选取。要求学生通过阅读，提高旅行话题的背景知识，拓展视野。
-一般过去时态的运用，能够熟练描述旅行经历；
-口语和书面表达旅行经历的框架构建。
2.教学难点：
-学生对于一般过去时态的掌握，尤其是在动词过去式的变化上；
-学生在口语表达中，如何将所学的词汇和语法知识灵活运用于实际情境；
-学生在写作过程中，如何组织语言，使文章条理清晰、内容丰富。
（二）教学设想
针对以上教学重难点，我提出以下教学设想：
四、教学内容与过程
（一）导入新课，500字
在本章节的教学起始阶段，我将采用以下方式导入新课：
1.利用多媒体展示世界各地著名的旅游景点图片，如长城、埃菲尔铁塔、自由女神像等，让学生猜测并说出这些景点的名称和所在国家。
2.引导学生谈论他们的旅行经历，提出问题：“Have you ever been to any interesting places? Can you share your travelling experiences with us?”通过学生的回答，自然引入旅行话题。
2.引入一般过去时态，通过图片和情境，讲解并举例说明动词过去式的变化规则，让学生在实际语境中感知和运用。
3.搭建口语和书面表达旅行经历的框架，如：“During my trip to... , I visited... and I also...”，让学生模仿并练习。

牛津译林版英语八年级下册Unit2Travellingwelcome优秀教学案例

3.教师可以对学生的作业进行批改和反馈，及时了解学生的学习情况，并提供针对性的建议和指导，帮助学生提高和进步。
五、案例亮点
1.情景创设：通过展示真实旅行情境的图片和视频，激发学生的学习兴趣和想象力，使学生能够更好地理解和运用所学词汇和句型。
2.问题导向：通过提出旅行相关的问题，引导学生思考和表达，激发学生的探究欲望，提高学生的思维能力和语言表达能力。
2.设计小组讨论活动，让学生就旅行话题展开讨论，如"Where would you like to travel?"，鼓励学生表达自己的观点和想法，提高学生的交流和表达能力。
3.通过小组合作，教师可以引导学生学会分享、合作，培养良好的团队精神和交流沟通能力，同时增加学生之间的互动和交流。
（四）反思与评价
四、教学内容与过程
（一）导入新课
1.教师可以通过展示一张自己旅行的照片，引起学生对旅行话题的兴趣，并提出问题："Do you like traveling? Why?"，激发学生的思考和交流欲望。
2.利用多媒体技术，播放一段旅行视频，让学生感受旅行的乐趣和魅力，并提出问题："What did they do in the video? Can you guess their feelings?"，引导学生运用已有知识进行预测和表达。
牛津译林版英语八年级下册Unit2Travellingwelcome优秀教学案例
一、案例背景
牛津译林版英语八年级下册Unit2 "Travelling"旨在通过学习旅行相关的词汇和表达，提高学生的语言运用能力和对实际生活中旅行话题的理解。本单元的核心句型是"What did you do? I stayed in a hotel./I visited the Great Wall./I took a boat trip."，同时涉及不同国家的旅游特色介绍。

3牛津译林版英语八年级下册Unit2Travelling教学设计

为此，教师应结合学生的实际情况，采用多样化的教学方法和策略，激发学生的学习兴趣，帮助他们克服困难，提高英语综合运用能力。在教学过程中，注重分层教学，关注学生的个体差异，让每个学生都能在课堂上获得成就感。同时，鼓励学生积极参与课堂活动，培养他们的自主学习能力和团队合作精神，为今后的英语学习打下坚实基础。
（2）学习一般过去时描述旅行经历，如：I visited/went to/saw...
（3）学习目标句型，进行旅行经历的问答，如：Where did you go? What did you do? How was your trip?
2.教学方法：
（1）通过实物、图片等直观教具，帮助学生理解和记忆词汇。
（4）提高阅读和听力水平，获取与旅行相关的信息。
2.难点：
（1）在实际语境中灵活运用一般过去时描述旅行经历。
（2）正确使用旅行相关的词汇和表达方式进行口语交流。
（3）提高阅读和听力水平，快速获取关键信息。
（二）教学设想
1.词汇教学：
（1）通过图片、实物等直观教具，帮助学生形象地记忆旅行相关词汇。
（2）设计词汇接龙、头脑风暴等游戏，激发学生学习词汇的兴趣。
5.评价与反馈：
（1）采用多元化的评价方式，如自评、互评、教师评价等，全面评估学生的学习成果。
（2）关注学生的个体差异，给予针对性的指导和建议。
（3）及时反馈学生的学习情况，激发学生的学习兴趣和积极性。
四、教学内容与过程
（一）导入新课
1.教学活动：
（1）教师展示一组旅行照片，引导学生关注旅行话题。
（2）邀请学生分享自己的旅行经历，激发学生的学习兴趣。
2.培养学生的环保意识，让他们在旅行过程中关注环境保护，做到文明旅游。

八年级英语下册 Unit 2 Travelling教案3 (新版)牛津版-(新版)牛津版初中八年级下

9.How long does it take
to fly toChengdu?
10.We are going to take a
direct flight toChengdu.
11.The film has been on
for 20 minutes .
12.The parade has been
板书设计
38. go shopping / do some shopping
39．a couple of
40．at the end of
41．attend the meeting
42．by the way
43．go for a piic
教学札记
over for hours .
13.He has been a member
of the Football Club since
last year .
14.The fish have been dead for some time .
15.They have been married for 15 years .
39.go shopping / do some shopping
40.a couple of
41.at the end of
42.attend the meeting
43.by the way
44.go for a piic
45.places fortraveling
46.Chinese gardens
47.side cities
49.theme parks
50.water sports
51.the Window of the
World

牛津译林版八年级英语下册教学课件 Unit 2 Travelling Task 教案

牛津译林版八年级英语下册教学教案Unit 2 Travelling TaskI. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. organize their ideas by using fact files;2. write an article about their holidays.II. Teaching contents1. New words and phrases: delicious, seafood, airport, relative, leave for,2. New structures: It took us … to fly to …We enjoyed this trip very much.III. Focus of the lesson and predicted area of difficultyTo d evelop students’ writing ability.IV. Teaching proceduresStep 1 Lead-inT: Do you still remember Kitty’s trip to Hong Kong? Look at the pictures and talk about Kitty’s trip to Disneyland . What other places did she visit?Step 2 Pre-writing1. Read Kitty’s fact fileT: Kitty plans to write about her trip to Hong Kong. She organized her ideas by using a fact file.First she wrote down the main points. Then she wrote down the details. Look at her fact file.2. Complete Kitty’s article3. Structure of Kitty’s articleT: Let’s read Kitty’s article and work out its structure. Underline key words and topic sentences because they can be helpful.(1) Paragraph 1.Introduction: when, where and who(2) Paragraph 2-5.Main body: what—the places to go, the activities to do and the food to eat(3) Paragraph 6.Conclusion: how—feelings4. Useful expressionsT: Read the article again and circle useful expressions. You can use the expressions in your own articles.5. How to writeT: Let’s write our own article. First of all, choose a holiday. Then think of when, where, who and how (the way of transportation).T: Now we’ll move to the main body. What can we learn from Kitty’s article?(1) Think about three or four main points.(2) Write one or two sentences to support each point.(3) Organize the ideas in time order.(4) Use the simple past tense.(5) Use adjectives and adverbs to make your article more interesting.(6) Remember to organize the ideas in proper order.T: Let’s come to the last part, conclusion. We should write about the feelings in this part.7. Talk about your best holiday in pairs.Where have you been on holiday ?When did you travel there?Who did you travel with?What did you do/eat/see there?How do you like the trip?Step 3 While-writing根据提示写一篇80字短文，可适当发挥。