【牛津版】八年级上册：Unit 1 Friends Study skills课件
2021-2022学年译林牛津版英语八年级上册Unit 1 同步练习
Unit 1 Period 5 Integrated skills & Study skillsⅠ.根据句意及首字母或汉语提示完成句子1.Do you have any (计划) for this summer holiday?2.Aging(老龄化) has become a (社会的) problem.3.I was afraid to speak in front of others because I was very (害羞的).4.[2019·广州] He likes all kinds of jokes because he has a great sense of h .5.[2019·济宁] A all the school subjects, English is my favourite.Ⅱ.根据句意,用所给单词的适当形式填空6.Which girl is (lovely), Lucy, Annie or Linda?7.Mr and Mrs Zhang like kids very much and plan (have) a second baby.8.Tom became a (wait) in a restaurant after leaving school.9.Jack and Bob want to be (policeman) when they grow up.10.Qi Baishi was one of the most famous (art) in China.11.Xu Beihong’s pictures of horses are beautiful (work) of art.12.[2019·鄂州] The (careful) you work, the fewer mistakes you’ll make.13.[2020·泰州]I have become much (fat) after the high school entrance PE exam. So I decide to lose weight in the coming holiday.14.What’s the (mean) of the word “unfriendly”?15.[2019·临沂] A team of climbers from Peking University reached the top of the world’s (high) mountain, Qomolangma, on May 15, 2018.Ⅲ.单项填空( )16.[2018·莱芜] Tina is very . Her face often turns red while answering questions in class.A.shyB.activeC.smartD.outgoing()17.[2019·大庆]—Would you like a film with us tonight?—Sorry, I have to help my mother do housework.A.seeB.to seeC.seeingD.to seeing( )18.[2019·云南]We are very about the graduation ceremony next Saturday. We can’t wait to be there.A.boringB.boredC.excitedD.exciting( )19.—What does your new English teacher look like?—She is a pretty lady long hair.A.atB.forC.withD.of( )20.[2018·天水]—What’s Han Mei like?—.A.She is a volunteerB.She studies very hardC.She likes skatingD.She is heavy but beautiful()21.[2020·扬州]Han clothing is becoming more popular young people.A.overB.amongC.betweenD.about()22.[2020·重庆B]The bank is the left of the supermarket. It’s not far.A.inB.forC.onD.at()23.This morning Linda came to school than student in her class.A.more early; any otherB.much earlier; the otherC.earlier; the otherD.much earlier; any other( )24.[2020·连云港]—is Ricky like?—He’s humorous. He often tells us funny jokes.A.HowB.WhatC.WhichD.Who( )25.[2018·葫芦岛]My father thinks writing is as as reading.A.interestingB.interestedC.more interestingD.more interestedⅣ.完形填空David is a middle school student. He with his parents had lived in a small village for fifteen years. It was a small place 26 only five families living there. His father, Mr Hill, was a rich farmer there. Mr Hill 27 a shop in our town two years ago. He bought a house here last month. His 28 moved to the new house and David began to study in our class. But he has 29 friends here. He often plays by 30 .His neighbour Cathy is a kind and 31 girl. She has many friends. She finds the boy never talks with 32 and decides to help him. David 33 to stay with her and talks to her a lot. Now they’re good friends.One afternoon, Cathy told David, “It 34 my sixteenth birthday tomorrow. I’ll have a birthday party. Would you like to come?”“35 , I’d like to,”the boy said 36 .David got home and thought of a 37 he could give to Cathy. He was sorry that he 38 to ask the girl what she liked. He couldn’ttelephone her because he didn’t know her 39 . At that moment, Mrs Hill came and asked, “What’s the matter, dear?”“40 would you like if it was your sixteenth birthday, Mum?”“Nothing,”the woman said, “I just wish I were sixteen.”( )26.A.has B. had C. with D. in( )27.A. open B. opens C. opened D. opening( )28.A. house B. shop C. building D. family( )29.A. a few B. few C. a little D. little( )30.A. himself B. him C. his D. he( )31.A. help B. helps C. helped D. helpful( )32.A. nobody B. somebody C. anybody D. everybody ( )33.A. enjoy B. enjoys C. like D. likes( )34.A. is B. was C. be D. will be( )35.A. Hello B. No C. Sorry D. Certainly ( )36.A. sad B. sadly C. happy D. happily( )37.A. book B. dress C. present D. pen( )38.A. forgot B. forget C. remember D. remembered ( )39.A. home B. number C. place D. address ( )40.A. What B. Which C. Who D. HowⅤ. 用括号中所给单词的正确形式填空Dear Mr Wu,I think I need your 41. (help). It’s about my daughter, Millie.Yesterday, Millie talked with her father about her 42. (plan) for her future job. “You can decide your future by 43. (you),”her father said to her. Then Millie said she wanted to be a singer. At first, I thought it was just a joke, but when she said she would go to the Singing Club every day after school, I knew she was not joking. I told her 44. (think) about it 45. (care). But she said that was her dream job and she wouldn’t change. She said she could be as 46. (famous) as her music teacher. She even said she 47. (travel) around the world and sing 48. (thousand) of beautiful songs.This sounded like a dream. But it can also be a big problem. You know, Millie is not good at her lessons. She didn’t know what her future would be like if she couldn’t go to college. Would you please 49. (talk) to her about it? Please ask her to spend 50. (much) time on lessons and go to the club less often.Many thanks,Grace Smith答案Ⅰ.1.plans 2.social 3.shy4．humour 5.AmongⅡ.6.the loveliest/the most lovely7．to have 8.waiter 9.policemen 10．artists 11.works 12.more carefully 13．fatter 14.meaning 15.highestⅢ.16.A17．B18．C19．C20．D21．B22．C23．D24．B25．AⅣ.26.C 。
牛津译林初中八年级英语上册 Unit 1 Friends Grammar课件1 (2)
5.Simon是他的长子。 Simonis_____son. A.theoldestB.hisoldest C.thehisoldestD.histheoldest 6.上海是中国第二大城市。 Shanghaiis__th_e___s_e_c_o_n_d__la_r_g_ecsittyinChina.
1.太阳和月亮哪个大？ W__h_i_c_h__o_n_e_is__b_i_g_g,erthesunorthemoon?
表示在两者中选择: Which…+比较级, …or…?
2.男孩子们越来越强壮了。 Theboysare__s_tr_o_n_g_e_r_a_n_d_s_t_r_o_n_g_e_r_____.
A.taller, tallestB. taller, thetallest C. thetallest, tallestD. tallest, thetallest () 5. _______ofthetwomenismyuncle. A. TheolderB. Old
C. ATheoldestD. Oldest
()D3.Whichpenis_______, thisoneorthatone?
A.dearB.dearest C.thedearestD. dearer
MultipleChoice
() B4S.hKeaist_e_is__________o_ftahlla.nalltheothergirls.
规 many/ much
则
little
变
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far
worse more less farther further
worst most least farthest furthest
old
牛津译林版8上Unit 1 Friends Study skills 提优训练(含答案)
牛津译林版8上Unit 1 Friends Study skills 提优训练I．将下列单词按要求分类A. doctorB. worriedC. happyD. smartE. meatF. tiredG. policemanH. fishI. Egg J. waiter K. pretty L. hungryM. Teacher N. short O. carrot P. tall1. looks2. feelings3. people4. foodⅡ．词汇1. The students over there are talking about their future_______________(计划).2. Mei Lanfang is one of the most famous Beijing Opera___________(艺术家).3. My uncle is a (著名的) teacher in No. 1 Middle School.4. I want to become a (社会的) worker when Igrow up.5. This is the (good) jacket in our shop and it is the most expensive.6. The (humor) joke made all of us laugh.7. He looks much (healthy) this year than last year.8. Of the popular Korean stars, I think Rain is the______________ (smart).9. After having a good rest,my grandmother feels much_________________(well).10. China became the second (large) movie market in the world, behind the USA.11. Which do you think is___________________ (interesting), going to a picnic or going fishing? Ⅲ．根据汉语意思完成句子1．李强将来想成为一名社会工作者。
牛津版八年级英语上册册unit1教案
牛津8A Unit 1 Friends 教案（教材分析）Language functions and focus1. Use an adjective before a noun or after a linking verb to describe someone/ somethinge.g.: She has short hair.Her hair is short.2. Use comparatives to compare two people /thingse.g.: Sandy’s hair is longer than Millie‟s hair.3. Use superlatives to compare three or more people thingse.g.: He is the tallest boy in my class.4. Use …as‟+ adjective+ …as‟ to compare people / thingse.g.: Millie is as tall as Kitty.5. Use adj ectives to describe someone‟s physical features and appearancee.g.: Sandy is tall and has long hair.Language skillsListening1. Identify main ideas to obtain information about a friend2. Interpret information to obtain a general understanding of the people in a conversation3. Identify specific and relevant information to complete letters about teenagers‟ future plansSpeaking1. Use questions and answers to talk about people‟s appearance and personality2. Use everyday expressions to show agreement and confirm informationReading1. Guess general meaning from keywords and context2. Skim text for overall meaning and scan for details3. Identify specific information about different people from their friends‟ descriptionsWriting1. Collect information and organize ideas to describe the appearance and personality of a friend2. Produce a particular text-type for an audience using a given modelStudy skillsLook for main points and keywords to help understand and remember a passage more easilyBackground informationBook 8A continues the story about the lives and experiences of the six central characters introduced in Book 7A. Here, the characters are Grade 8 students. Yourstudents will be able to identify with the different situations and contexts. Language is presented through real-life experiences, exposing students to real communication. Overview of the unitThe main topic of this unit is describing the appearance and the qualities of a good friend. Students learn to talk about their friends and their future plans.Unit openingBackground informationThe opening page arouses students‟ interest in the topic of the unit through the funny interactions of two cartoon characters (Eddie and Hobo). This opening page introduces the idea of friendship and sharing.Warm-up activities1. Read the conversation between Eddie and Hobo. Check understanding of …kind‟ and …share‟. Ask,e.g.: What does Eddie give Hobo? (He gives him some cake and milk.)Is there anything else in the fridge? (No, there isn‟t.)What does Hobo want? (He wants to share Eddie‟s pizza in the bowl.)2. Introduce the idea of sharing and friendship. Ask,e.g.: Are Eddie and Hobo good friends? (Yes, they are. They share things.)Who do you like more? Why? ( I like Eddie because he shares his food with Hobo.)Ask two more able students to role-play the conversation in front of the class.牛津8A Unit1 教案（1课时）Welcome to the unitObjectives1. To revise vocabulary and expressions to describe people2. To guess meaning from context3. To generate ideas about people‟s appearance and personalities4. To categorize adjectives to describe important qualities of a friend according to personal preferencesBackground informationThis section introduces students to the unit topic about different personalities of friends. Students answer some questions in a magazine about the qualities of a best friend. It also preteaches some useful words and expressions.Teaching procedures1. Ask more able studentse.g.: Do you have a special friend? What makes him/her special?Accept all reasonable answers. (He/She helps me with my homework. I can always talk to him/her about my problems, etc.)2. Ask students to look at Part A and explain that they will be reading an advertisement in “Teenagers‟ magazine. They have to match the qualities with thequestions. For weaker classes, go through the words and phrases on the left. Then ask each question at a time and invite students to say the correct word or phrase. Then ask the class to write the correct letters on their own.3. Go around the class to check that students have written the correct letters.4. Ask more able students to think of other qualities of a good friend, e.g., generous, clever, kind, understands my problems, makes me laugh. Write the words and phrases on the board.5. Read the list of words in Part B and chick that students understand their meanings. Check also understanding of ‘quite important‟ and …very important‟.6. On the board, write …What qualities of a good friend are important to you?‟. Ask the class to think carefully about what qualities they appreciate in friends and put ticks under the correct headings in the table. Encourage students to work on their own. Then ask them to compare their answers with a partner. Ask individual students to tell the rest of the class about their own choice and their partner‟s choice of qualities. Write some structures on the board to enable students to focus on the choice of adjectives and to maintain a fluent oral performance.Extension activityYou can copy the table. More able students can add more adjectives describing qualities of a good friend. Students can also interview several classmates using this table. They should write tally marks instead of ticks in the table. Then they can compare their results with a partner or in class to find out which qualities are the most popular.GameAsk each student to write three adjectives or phrases to describe a classmate on a piece of paper. Remind students to write his or her name as well. Encourage them to work on their own and not to show their choice of words to other students. Then collect the pieces of paper and put them together. Draw one at a time and read each description. Invite the class to guess whom it describes.牛津8A Unit1 教案（2课时）ReadingObjectives1. To guess general meanings from keywords and context2. To skim text for overall meanings and scan for details3. To identify specific information about different people form their friends‟ descriptions4. To use adjectives to descr ibe people‟s appearance and characteristics5. To recognize the use of comparatives and superlativesPart ABackground informationThis section presents three letters about …best friends‟ for a writing competition held by …Teenagers‟ magazine. The context invites students to think about qualities in their friends.Teaching procedures1. Review key vocabulary according to the general ability of the class. Tell the class about a friend or relative. If possible, show his/her photo. Say,e.g.: My best friend is small and thin with long hair. She is very smart and helpful. Then ask questions to check understanding. (Is my friend tall? Is her hair short or long? Is she willing to help?)2. Divide the class into three groups and allocate one article to each group. While students skim the text on their own, ask them to underline the words they do not know. Then go through the words students have underlined.3. On the board, write the headings ‘Appearance‟ and …Personality‟. Ask each group to go through their letter again and find words or expressions to match each heading. Invite students from each group to come forward and write their words and expressions under the correct heading.4. Write the following questions on the board for students to copy in their books. What does he/she look like? (For appearance)What kind of person is he/she? (For personality)What does he/she do or want to do in the future? (For future plan)Invite students from each group to ask and answer these questions and describe the teenager in each article.Part BTeaching procedure1. Explain the context and check that students understand what an editor of magazine or newspaper does. Then review the adjectives and nouns in the box in Part B1. Ask students to find the words in the articles on page4.2. Ask students to do Part B1 on their own. Tell them that they need to look for specific details, which fit each of the persons described in the articles. Encourage students to check their answers with a partner. Then ask students to read out the completed captions one at a time.3. Explain the context of Part B2 and ask students to find each description in the corresponding letter. Point to the photos in Part B2 and ask more able students to briefly describe each person. For weaker classes, read the sentences to the students and ask them to match them with the correct photos. Students could work individually or in pairs.Game1. Cut out some pictures of people of different height and appearance. Number the pictures or give familiar names to each person in the pictures (Mary, Tom, Peter, ect.). Stick the pictures on the board. Describe one of the people without pointing or even liking at his/her photo. Invite students to guess the person you have described. (That‟s picture number five./That‟s Mary.) Then ask individual students to do the same while the rest of the class guess the person.2. Alternatively, you can divide the class into three or four competing teams. Each team can work out description for the other teams to guess. Give a score only for the first correct guess.Part CTeaching procedures1. Explain the context of Part C1 and read the six sentences for weaker classes. Depending on students‟ abilities, set this activity either as an individual activity or asa quiz.2. If you use it as a quiz, divide the class into teams of 4-5 students. Set a time limit. The team who gets all the correct answers first is the winner.3. Alternatively, you can ask students to close their books while you are reading each sentence. Give a score to the team who gives the first correct answer.4. Ask students to correct the false sentences.5. Ask more able students to do the extra sentences in Part C1. You can also ask them to correct the false sentences.6. Explain the context of Part C2 and check that students understand the idea of voting for somebody or something. If time allows, organize a class vote. Name a job, e.g., a class monitor, a student representative, etc. ask stronger classes to make a list of qualities required for the job. Write all the qualities suggested by the students on the board. For weaker classes, provide this table with the adjectives.Then ask the students to vote for each quality. Before each vote, invite more able students to explain why they will vote or not vote for that particular quality. Accept all reasonable answers, e.g.: I will vote for …clever‟ because it‟s important that a class monitor learns and understands things quickly.7. For weaker classes, read the sentences in the speech bubbles before you ask the students to find out who each of the characters will vote for and fill in the blanks. Then ask …Who will Amy/ Simon/ Sandy vote for?‟ to check the answers.8. Divide students into pairs and ask them to vote for one of the …best friends‟ described in the articles on page4. Write down the number of votes for each person on the board.Extension activityOrganize a class vote for a …best friend‟. On a piece of paper, ask students to write a brief description about a person they consider to be a best friend. Invite 6-7 students to put up their descriptions on the board. Then read the descriptions one at a timeand ask the class to vote for one of them. Ask individual students why they have voted for that particular person.牛津8A Unit1 教案（3课时）VocabularyObjectives1. To use adjectives to describe people‟s physical features2. To use adjectives to describe general appearance of people3. To select and use adjectives that are appropriate to describe the appearance of boys and girlsBackground informationThis section develops the use of adjectives to describe people‟s appearance. Students should be encouraged to develop their range of adjectives as much as possible using the tasks on the page as a starting point.As students become more and more able to understand the subtle meanings of words, they will be able to develop ways of accessing imaginative and creative texts to foster genuine interest and pleasure in what they read. In turn, they will gradually be able to use adjectives to write more interesting and creative texts themselves. Teaching procedures1. Explain the context of the tasks. Ask students to study the pictures and words. For weaker classes, go through the words and preteach unknown words. Ask students to do Part A on their own first and then compare answers with a partner. Ask several students to read their answers to check correct use of adjectives.2. Go through the words in the box in Part B. less able students are not likely to know the adjectives which are only suitable to describe males or females. You may need to give them some hints. Ask students to use the words in sentences to check that they understand the meanings and use of words. Then ask students to complete the lists in groups of 4-5. Check answers orally with the class.Extension activities1. Ask students to find more adjectives for each category of the adjectives used in Part A. draw this table on the board and brainstorm as many words as possible.Go through the adjectives and ask students to draw simple illustrations of the adjectives on pieces of paper. Invite some students to show their illustrations to the rest of the class.Provide pictures of people either pinned up on the board or cut out of magazines to groups of four students. Fay an adjective and ask students to find a picture illustrating it.2. Ask students to select and write suitable adjectives to describe themselves on a piece of paper. Invite some students to come forward and read the adjectives. Makesure that the atmosphere is supportive and that the rest of the class do not make any unpleasant comments.3. Ask students to describe their friends, classmates, relatives or pop/sports stars using the adjectives they have learned. For stronger classes, encourage them to use any adjectives.Game1. Bring some pictures of people into the classroom or ask students to being pictures. These can be magazine or newspaper cuttings or photos. Divide students into groups of five. Give a picture to only one student in each group and ask him/her not to show it to the other students. Give blank pieces of paper to the other students. The student with the picture describes the features of the person in the picture while the other students draw the person. On the board, display the drawings together with the original picture. For stronger classes, invite students to find out the mistakes. For weaker classes, ask students to vote for the best drawing which resembles the picture.2. Alternatively, tell students who are drawing the pictures to ask as many questions as possible to get inform ation about the person they are drawing, e.g., …Is your person a boy/ a man/ a woman/ tall /small /fat /thin? Is his/ her face square/ round?‟ The student looking at the picture is only allowed to say …Yes.‟ or …No.‟.牛津8A Unit1 教案（4课时）GrammarObjectives1. To use an adjective before a noun or after a linking verb to describe someone/ something2. To use comparatives to compare two people/ things3. To use superlatives to compare three or more people/ things4. To compare two people/ things using ‘(not) as‟+ adjective+ …as‟Background informationThis section further develops the use of adjectives already introduced in the reading and vocabulary sections. The story moves on from describing best friends for a magazine competition to describing classmates at Beijing Sunshine Secondary School. Daniel wants to write to his e-friends about his classmates. We already know some students‟ features from earlier passages but we will learn more about their physical appearance and abilities in this section. Most adjectives are familiar so that students are able to focus on using them accurately in sentences. The use of …(not) as‟+ adjective+ …as‟ is introduced in the context of a survey about outdoor activities.Part ATeaching procedures1. Tell students that we use adjectives to describe people and things. Explain that we can put an adjective before a noun or after a linking verb. Read the examples on the page and invite students to think of more examples. Prompt students by giving an example with an adjective, e.g., placed before a noun, and ask students to put the adjective, e.g., after a linking verb and make another sentence.2. For weaker classes, read the linking verbs in the tip box and check understanding. For stronger lasses, elicit the verbs.3. For less able students, go through the words in Part A to check understanding. Ask students to rearrange the words on their own. Then invite several students to read out their complete sentences to check the answers.4. Give less able students some extra words to rearrange and form complete sentences. You can use the additional items on the page. For stronger classes, divide the students onto pairs and ask each student to think of some jumbled words forhis/her partner to rearrange into a complete sentence. Make sure students include adjectives in their sentences. To make the activity meaningful, tell students to describe friends, classmates or other familiar people.Part BTeaching procedures1. It is a good idea to use pictures of people, animals or things to teach comparatives and superlatives. For example, use pictures of two pop/sports stars, to elicit examples with comparative forms, e.g., …Jacky is taller than Andy. Andy is thinner than Jacky. Andy is more handsome than Jacky.‟ Make sure you use both short and long adjectives. Write the comparative forms on the board in two columns (short and long adjectives) and try to elicit the rule form the students, e.g., we add …-er‟ to short adjectives and use …more‟ for long adjectives. Then we add …than‟ after the comparatives.2. Add one or two more pictures of pop/sports stars to elicit examples with superlative forms. Write the superlative forms on the board in two columns (short and long adjectives) and try to elicit the rule form stu dents, e.g., we add …-est‟ to short adjectives and use …most‟ for long adjectives. Then we add …the‟ before the superlatives.3. For stronger classes, point out the exceptions, e.g., …more pleased‟, …the most pleased‟; …more real‟, …the most real‟.4. The table shows the change of form of adjectives when …-er‟/ …-est‟ or …more‟/ …most‟ are added. It also includes some irregular forms. Go through it with students. Check understanding by asking students to form comparatives and superlatives with other adjectives. You can use the additional examples on the page. Invite students to write the examples on the board to check the correct spelling.5. For stronger classes, ask students to close their books and elicit the spelling rules from the examples you have written on the board. Then ask them to look at the tableto check if they have formulated the correct rules. Give more able students the irregular forms of ‘old‟ and …far‟.6. Ask students to complete the table in Part B1 on their own. Remind less able students to refer to the table at the top of the page. Then invite students to compare answers in pairs. Go through the exercise again with the whole class.7. Ask students to complete …Work out the rule!‟ at the top of page 10. For less able students, ask them to refer to the rules on page8 and the table on page9.Part B2Background informationPart B2 is a problem-solving task. Students must work out the answers form the information given in the table. Although this is a cognitively demanding task, as it requires comparing numbers, the vocabulary and language structures used in the activity are within students‟ linguistic abilities.Teaching procedures1. For more able students, ask them to complete the sentences on their own and compare answers with a partner.2. For less able students, go through the words and numbers in the table and ask questions. revise the adjectives in brackets before starting this task.3. Check answers orally with the class.Extension activityDivide students into groups of 5-6. ask students to collect information about their own group and present it in a similar table. Students can include …Height‟, …Weight‟, …Running‟, …Maths test‟, etc. Tell students not to worry about the accuracy of their scores but to include approximate figures. Then ask them to write a group profile using sentences 1-9 as models.Part CTeaching procedures1. Use the information collected by students to introduce the new structures in Part C. If you have not done the extension activity, use the information in the table in PartB2. prompt the students to complete the sentence to elicit the new structure.2. Invite students to make their own sentences based on the information in their table or the table on the page. Write the sentences on the board. Elicit the rule form more able students. For less able students, read the explanation at the bottom of the page.3. Before starting Part C1, revise the meaning of the nouns used in this activity ---- …hiking‟, …swimming‟, …camping‟, ‘cycling‟, …diving‟ and …skiing‟. Elici t the nouns by pointing at the pictures in the table. Invite students to think of other outdoor activities.4. Elicit the meanings of the two key adjectives ---- …interesting‟ and …dangerous‟. List things, people, phenomena or activities and ask whether they can be dangerous or interesting, e.g., a fire, a favourite book, a lesson, a typhoon, ice-skating, etc.5. Explain the context to students. Point out that the table in Part C1 is another way of presenting information of a survey. Encourage students to use this as a model for presenting survey results about their own classmates.6. Give students enough time to study the table carefully. Encourage students to ask questions to clarify or confirm meanings of specific details.7. For weaker classes, read the conversation together with the students and explain any unfamiliar words/phrases first. Remind students not to use comparatives and superlatives, but only …(not) as…as‟.8. Remind students that they need to pay attention to who is speaking in the conversation in order to refer to the correct column in the table for information.9. Ask students to work in pairs to complete the conversation. As this is aproblem-solving task engaging students‟ general knowledge as well as linguistic knowledge, you must allocate sufficient time to do this task. Check answers orally with the whole class.10. If time allows, role-play the conversation. Check for correct pronunciation.11. In part C2, ask students to complete the last column of Part C1 expressing their own opinions about the different outdoor activities included in the table.12. In pairs, invite students to compare their answers and talk about what they think about the activities using ‘(not) as… as‟. For less able students, tell them to use the conversation on the page as a model. Ask pairs of more able students to come forward and talk about what they think about the activities.Extension activityIf there is time and interest, divide students into groups of 5-6 and ask them to do a similar survey of the classmates in their group using the table on the page as a model. Encourage more able students to include other activities in the survey and compare the activities using other criteria, e.g., popular, exciting, ect. Then make a display of the group surveys.You can also draw the table without the information about Millie, Sandy, Daniel and Simon for students‟ use. Students can add the names of the students in their group to the table.牛津8A Unit1 教案（5课时）Integrated skillsPart AObjectives1. To listen for and identify specific information2. To interpret information and obtain a general understanding of the people involved in a conversation.3. To respond to written text and information obtained from listening.4. To select specific and relevant details, to consolidate information and complete two letters to the editor of a magazine.Background informationIn this section, Millie and Sandy are each writing about their own hopes for the future to Mr. Zhou, the editor of ‘Teenagers‟ magazine. Before writing their respective letters, they discuss their future plans with their friends, Amy and Kitty. Teaching procedures1. Ask less able students to read the list of future plans before playing the recording. Check understanding. Encourage more able students to guess the meaning of phrases.2. Invite students to talk about their own and their partners‟ future hopes.3. Play the recording. Students listen to the recording and put a tick next to each correct phrase as they hear it. Ask them to read the phrases they have ticked to check the correct answers.4. If many students have got wrong answers, play the recording again. Stop the recording after each phrase listed in Part A1 if necessary.5. For stronger classes, ask students to read Millie‟s letter addressed to Mr. Zho u, the editor, on their own. For weaker classes, read the letter together with the students. Check general understanding of the letter and explain words and phrases if necessary. Ask students to read the list of phrases in Part A1 again and use the information to complete the letter.6. Read the completed letter or ask a student to read it to check the correct answers.7. For stronger classes, play the recording for Part A3 and ask students to complete Sandy’s letter on page 13 on their own. For weaker classes, go through the list of phrases in the table on page 12 again before playing the recording. Read the incomplete letter and check that students understand all the words.8. For weaker classes, you may want to ask students to close their books and listento the recording. Then check general comprehension of the conversation by asking questions such as “Are Sandy and Kitty going shopping this weekend? Why not? What‟s Sandy doing to do next month? What does she love doing? What does she hope to become when she grows up?” Then play the recording again and ask students to complete Sandy’s letter. Allow less able students to check spelling of words in the table on page 12.9. Read the completed letter or ask a student to read it to check the correct answers. Extension activities1. Divide students into pairs and invite them to talk about their own future hopes and/ or plans. Write down some useful questions for students to ask each other, e.g., …What would you like to be/do?‟, …What do you hope to become when y ou grow up?‟, …What kind of person would you like to be?, ect.2. If time allows, ask students to write a letter about their own future hopes and/ or plans using one of the letters as a model. Add the letters to the display of group survey.Pat BObjectives1. To use adjectives to describe friends and young people2. To formulate questions about people‟s personalities3. To respond to questions about people‟s appearance and personalities4. To show agreement and confirm information5. To interact with others in a familiar contextBackground informationExplain the common context of introducing and describing friends to other people while showing their photos. Sandy and her cousin Helen are looking at Sandy’s photo album with photos of her friends. Helen is asking Sandy questions about her friends and Sandy is describing them.Teaching procedures1. For stronger classes, tell students to close their books and listen to you while you read the conversation. For weaker classes, allow students to follow the conversation in the book. Read the conversation line by line focusing on intonation and sentence stress. Ask students to underline words that are stressed.2. Ask students to repeat the sentences as thy hear them. Make sure they so not sound monotonous or mechanical. If they have problems pronouncing particular words, practice the words separately first.3. Ask students to practice the conversation in pairs and then change roles. Ask more able students to role-play the conversation in front of the class.4. Ask students to bring photos of their friends. Invite more able students to show their photos while you ask them questions such as …Who is the boy/ girl on the left/ right/ in the middle/ next to…? What‟s he/ she like? What would he/ she like to be when he/ she grows up?‟ Students who do not have any photos to show can draw simple pictures to their friends.5. Divide students in to pairs and invite them to ask each other questions about the people in their photos. Ask students to make up their own conversations based on the model. For less able students, allow them to write down their conversations first before role-playing them.6. While students are practicing the conversation in pairs, move around the classroom providing help with correct pronunciation and fluency.牛津8A Unit1 教案（6课时）Study skillsObjectives。
牛津译林版英语八年级上册Unit4_study_skills教学设计
牛津译林版英语八年级上册Unit4_study_skills教学设计一. 教材分析牛津译林版英语八年级上册Unit4的主题是“study skills”，主要让学生掌握如何有效地学习。
本节课将介绍一些学习技巧，如如何制定学习计划、如何集中注意力等。
教材中包含一些任务和活动，旨在帮助学生提高他们的学习技能。
二. 学情分析八年级的学生已经具备了一定的英语基础，对于学习技巧也有一定的了解。
但他们在实际应用中可能会遇到一些问题，例如难以制定合理的学习计划，容易分心等。
因此，在教学过程中，需要引导学生认识到这些问题，并帮助他们找到解决问题的方法。
三. 教学目标1.知识目标：让学生掌握如何制定学习计划、如何集中注意力等学习技巧。
2.能力目标：通过各种活动，提高学生的听说读写能力。
3.情感目标：培养学生积极主动学习的态度，养成良好的学习习惯。
四. 教学重难点1.重点：让学生掌握学习技巧，如制定学习计划、集中注意力等。
2.难点：如何引导学生将这些学习技巧应用到实际学习中。
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。
2.合作学习法：鼓励学生互相合作，共同解决问题。
3.情境教学法：创设真实的学习情境，让学生更好地理解和学习。
六. 教学准备1.教师准备：准备好相关的教学材料，如PPT、任务单等。
2.学生准备：提前让学生预习教材，了解本节课的主题。
七. 教学过程1.导入（5分钟）教师通过提问方式引导学生谈论学习技巧，激发学生的学习兴趣。
例如：“你们觉得学习技巧重要吗？为什么？”2.呈现（10分钟）教师通过PPT展示本节课的主题“study skills”，并简要介绍本节课将学习的一些学习技巧。
3.操练（15分钟）教师学生进行小组讨论，让学生分享自己的学习技巧。
每个小组选出一个代表进行汇报，其他小组成员可以进行补充和评价。
4.巩固（10分钟）教师设计一些练习题，让学生通过完成练习来巩固所学内容。
2023年秋学期牛津译林版初中英语八年级上册教学计划教学进度表
2023年秋学期牛津译林版初中英语八年级上册教学计划附教学进度表一、学情分析本学期由我担任八年级（1）班英语教育教学工作，本班有男生23人，女生24人，共47人。
学生有较强的求知欲和表现欲，有良好的记忆力、模仿力但缺乏科学的学习策略和良好的学习习惯，具有一定的英语学习的积极性与主动性，因此，在本学期的教育教学工作中，教师要尽可能多的为学生创造良好的语言环境，给学生充足的语言“习得”机会，让学生在学习中积极参与、大胆发言，形成积极的情感态度和自主学习的能力。
二、教学内容与教材分析本册教材包括：Unit 1 Friends Unit 2 School life Unit 3 A day out Unit 4 Do it yourself Unit 5 Wild animals Unit 6 Birdwatching Unit 7 Seasons Unit 8 Natural disasters，共八个单元。
Unit 1 Friends本单元以“朋友”为话题，通过谈论人的外貌个性，学习描述人的单词和表达法。
要求通过谈论各自的朋友，能简单描述好朋友的优良品质。
掌握句型:She is also helpful and ready to help people in need. They do not fit well under his desk.Unit 2 School life本单元以“学校生活”为话题，学习more---than, fewer---than 和less---than的用法。
学习the most, the fewest和the least 的用法。
学会运用副词的比较级和最高级。
学会欣赏别人、珍爱友谊。
Unit 3 A day out本单元以“篮球赛”和“打算外出一天旅游”两个话题为载体，学习相关生词短语。
学会运用提建议、回复建议等句型结构在语境中表达观点。
重点学习掌握As---as ; not as--- as; not so---as; 辨别形容词和副词，Not as /so --- as 同义句转换，使用反身代词的条件等。
【牛津版】八年级上册：Unit 1 Friends Study skills课件
vegetable
carrot tomato potato
milk cola juice coffee
Betty,Max,May looks personality Best friends
-er , more ～ , than the -est , most ～ Comparative and superlative adjectives I would like to …
Unit 1 Friends Study skills
Try to describe
What’s he/she? What’s his/her feeling?
Study skills
What does he/she look like?
doctor short handsome happy
nurse student fat afraid
(adv.) almost
(adj.) humorous, polite, true, bored, sweet, shy, handsome, fat
Unit 1 Friends
My best friend
11
1. Put the words in Unit 1 into different groups.
A vocabulary tree
cookie chocolate beef cake chicken pork
★ Write the group names on the branches. ★ Write down the words on the leaves of each branches. banana pear
Future plans
Qualities of a good friend
初中英语八年级上册(牛津译林版)Unit2Studyskills教学设计
-结合课本内容，讲解一般现在时和一般过去时描述学习习惯和方法的用法；
-通过实际案例分析，让学生了解不同的学习策略及其优点。
2.教学过程：
-教师展示PPT，讲解重点词汇和表达；
-教师通过示例句子，引导学生学习语法知识；
-教师呈现案例分析，让学生了解学习策略在实际中的应用。
（三）学生小组讨论
1.教学活动设计：
（三）情感态度与价值观
1.情感目标：激发学生对学习的兴趣和热情，培养积极的学习态度；增强学生的自信心，使其在学习过程中保持乐观、积极的心态。
2.价值观目标：通过学习本章节，使学生认识到学习方法的重要性，培养良好的学习习惯和自主学习能力；引导学生珍惜时间，合理安排学习和生活，树立正确的时间观念；培养学生分享、合作的精神，增进同学之间的友谊。
三、教学重难点和教学设想
（一）教学重难点
1.教学重点：
-帮助学生掌握与学习技巧相关的英语词汇和表达，如time management、efficient learning、note-taking skills等；
-培养学生运用一般现在时和一般过去时描述学习习惯和方法的能力；
-引导学生运用不同的学习策略，提高学习效率Байду номын сангаас自主学习能力。
-利用多媒体手段，如视频、图片等，生动呈现学习技巧的实际应用，激发学生的学习兴趣。
2.任务驱动，实践探究：
-设计各种实践任务，如小组讨论、角色扮演、案例分析等，让学生在实践中掌握学习技巧；
-引导学生进行自我反思，总结自己的学习方法和经验，提高自我认知。
3.分层教学，关注个体差异：
-针对不同学生的学习需求，制定分层教学计划，提供个性化指导；
牛津译林版八年级上册Unit1《Friends》(Integratedskills)说课稿
牛津译林版八年级上册Unit 1《Friends》（Integrated skills）说课稿一. 教材分析《Friends》是人教版牛津译林八年级上册Unit 1的一篇阅读文章，主要讲述了四个朋友在周末的计划以及他们之间的友谊。
通过本节课的学习，学生可以掌握一般将来时态的运用，提高阅读理解能力，并培养与人相处的良好品质。
二. 学情分析八年级的学生已经具备了一定的英语基础，对一般将来时态有一定的了解。
但他们在阅读理解方面还存在一定的问题，如词汇量不足、阅读策略不明确等。
因此，在教学过程中，需要关注学生的个体差异，充分调动他们的学习积极性，提高他们的阅读能力。
三. 说教学目标1.知识目标：学生能掌握一般将来时态的运用，正确运用相关词汇描述将来的计划。
2.能力目标：学生能提高阅读理解能力，快速获取文章主旨大意。
3.情感目标：学生能学会与人分享，培养友善、和谐的品质。
四. 说教学重难点1.重点：学生能掌握一般将来时态的运用和相关词汇。
2.难点：学生能在实际情境中运用一般将来时态描述自己的计划。
五. 说教学方法与手段1.采用任务型教学法，以学生为主体，充分调动他们的学习积极性。
2.运用多媒体教学手段，如PPT、视频等，提高学生的学习兴趣。
3.采用小组合作学习，培养学生的团队协作能力。
六. 说教学过程1.导入：通过展示图片，引导学生谈论自己的朋友，引出本课主题。
2.自主学习：学生快速阅读文章，回答相关问题，了解文章大意。
3.课堂讨论：学生分组讨论文章细节，分享自己的看法。
4.情境练习：学生模拟文章中的情境，运用一般将来时态描述自己的计划。
5.总结提升：教师引导学生总结文章主题，强调友谊的重要性。
6.课后作业：学生运用一般将来时态写一篇关于周末计划的短文。
七. 说板书设计板书设计如下：Friends•Four friends•Their plans for the weekend•Friendship八. 说教学评价1.课堂参与度：观察学生在课堂上的发言和互动情况，评价他们的参与度。
初中英语八年级上册(牛津译林版)Unit3Studyskills教学设计
在本环节中，我将通过以下方式帮助学生总结归纳所学内容：
1.师生互动：通过提问、回答、讨论等形式，引导学生回顾本节课所学的内容。
2.小组合作：组织学生进行小组合作，共同总结本节课的学习方法和技巧。
3.课堂小结：对学生在课堂上的表现进行点评，给予肯定和鼓励，并提出改进建议。
4.作业布置：布置具有实践性和探究性的作业，如让学生制定学习计划、撰写学习心得等，促使学生将所学内容内化为自己的学习行为。
b.案例分析：引入具体的学习案例，让学生分析、讨论、总结其中的学习方法和技巧。
c.小组合作：鼓励学生互相交流学习心得，共同探讨有效的学习方法，培养学生的合作精神和团队意识。
d.个性化指导：关注学生个体差异，给予针对性的指导，帮助学生找到适合自己的学习方法。
2.教学过程设想：
a.导入：通过头脑风暴、问卷调查等形式，引导学生思考自己的学习方法，为新课的学习做好铺垫。
五、作业布置
为了巩固本章节所学内容，培养学生的自主学习能力和实践能力，特布置以下作业：
1.制定学习计划：请每位学生结合本节课所学的学习方法，为自己制定一份为期一周的学习计划。学习计划应包括学习目标、具体内容、时间安排和自我评估等方面。
2.撰写学习心得：让学生撰写一篇关于本节课学习心得的短文，要求用英语表达。短文内容应涵盖以下几个方面：本节课所学到的学习方法和技巧、自己在学习过程中的感悟、今后如何将这些方法运用到实际学习中。
二、学情分析
针对本章节的教学内容，八年级的学生已具备一定的英语基础，但在学习技能方面仍有待提高。学生在前期的学习中，积累了一定的词汇和语法知识，能够进行简单的英语交流。然而，在学习方法和学习策略方面，部分学生仍存在一定的问题，如：学习计划不明确、学习效率低下、缺乏自主学习能力等。
江苏地区牛津译林版八年级上册英语课件8AU1studyskills
初 中 英 语
八 上
Leave-taking (告别语): In this part, you will tell your friend that you’re happy to meet him, and that you have to end the dialogue in a short time.
初 中 英 语
八 上
Today，we are proud to say that we are again the first newspaper to bring
our readers the news that yesterday’s
story was quite false.”
初 中 英 语
He described(描绘) the flood in great details(细节)，and Mr King wrote it all down and printed it in his paper that evening. He was happy to see that no other paper had got hold of the story.
初 中 英 语
八 上
Homework
Find out the keywords and main points of the passage.
初 中 英 语
八 上
Read the passage.
Mr King was the owner and editor(编辑)
of a small newspaper. He always tried to bring his readers the latest news.
的理解能力。
八年级英语上册 Unit 1 Friends Study skills教案 (新版)牛津版
Unit 1 FriendsStudy skillsI. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. know how to use the vocabulary tree to remember the new words;2. draw the vocabulary tree;3. try to draw the knowledge tree to remember the knowledge.II. Teaching contentsHow to remember words quickly.III. Focus of the lesson and predicted area of difficultyDraw the vocabulary tree.IV. Teaching proceduresStep 1 Lead-in1. Ask and answerThe teacher shows four figures of different professionals and writes down the key words on the blackboard.T: What’s he/she? What does he/she look like? What’s his/her feeling?2. Try to rememberGive the students one minute to remember the words on the blackboard. Then let the students try to say the words as many as possible.【设计意图】以问题为抓手，通过让学生简要地描述所给人物来复习前面所学知识。
英语Unit1FriendsStudyskills教案(牛津英语八年级上)
Unit 1 FriendsStudy skillsObjectives1. To find the main points of a passage in order to understand and memorize it more easily2. To identify keywords in order to develop general understanding of a passage3. To guess meaning and generate mental picturesBackground informationThis section focuses on encouraging students to look for the main points and keywords in a passage so that they can understand and remember it more easily. The passage which students are required to read and understand in this sect ion is a problem letter by a teenager in ‘Teenagers’ magazine. You need to introduce the genre of problem letters in magazines and newspapers. Arouse students’ interest in the topic by bringing some magazines or newspapers with such letters or replies to them.Teaching procedures1. Ask more able students what they want to find out when they read a passage. Write ‘What is it about?’ on the board and try to elicit the other questions listed on the page. Underline the ‘Wh-’ words.2. For weaker classes, read the questions on the page together with the students and explain that answering these questions will help them find the main points or ideas in a passage. Tell students that not all the words in a passage are important and that they should always look for keywords (words of great importance) in a passage.3. Read the letter to the whole class. You can ask more able students to close their books while you read. Then ask some open questions, e.g., ‘Who is Cindy? Why is Cindy unhappy? What is Cindy’s problem?’Elicit a list of the details which describe Cindy and her problems. Explain difficult or unfamiliar words.4. Briefly explain to students that they can understand information more quickly if they identify main points and keywords first. It is a good idea if students remember the questions listed on page 14 so that they can use them when reading through other texts. Ask students to study the questions for one minute, then close their books and say them to their partners to check if they have memorized them.5. Ask students to read the letter carefully and underline the main points on their own suing a pencil initially. Remind them to refer to the ‘Wh-’ questions at the top of the page. Divide 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.6. Now ask students to read the letter again and circle the other keywords using a pencil. Invite students to compare their answers in their groups. Then check the answers orally with the whole class.7. You can ask more able students to underline main points and circle keywords at the same time.8. Tell students to read the main points and keywords again, and answer the ‘Wh-’ questions. Students can work in pairs or groups of four. Then ask some of the pairs or groups to answer the questions in class.Extension activities1. For stronger classes, cut out or photocopy problem letters from magazines and newspapers.Give them out to groups of students. Ask students to go through their letters and identify the main points and keywords, invite a representative form each group to talk about the group’s letter in class.2. Ask more able students to write a problem letter to a teenage magazine or newspaper using Ci ndy’s letter as a model. Tell students to write down the keywords describing their problems and the main points of their letters first. Then ask them to formulate complete sentences using the main points and keywords. Encourage students to read their letters in class.。
八年级英语上册《Unit 1 Friends Study skills》 牛津版
money by looking after young children for other families. During the school year, she has a lot of after- school activities to do. Nancy also has a lot of homework, but never feels tired. The football season is a great time for Nancy. She is busier than usual.
her? She feels nervous and uncomfortable. (5) Does she want to go back to her old school? No. She hopes to make friends with her new
classmates.
Task 3 Ss talk in pairs. A What is the story about? It’s about problems with a new school. (2) Who is it about? It’s about a Grade 8 student. (3) What happened? She moved to a new secondary school.
like reading, musical, singer, grow up, as popular as ,Jay Chou,trouble, move, school, no, friends, sleep well, need help---
she misses her old classmates
Some Ss retell the letter.
牛津译林版八年级英语上册Unit 1 Study skills示范课教学设计
环节一：激活已知，引发学习兴趣（3 mins）
玩“我说你猜”的游戏，引导学生描述卡通人物。
教学活动
1. Studentsplay a game. (Four pairs of students are required. One student describes the cartoon character, and the other guesses.)
Unit 1 Friends
Period 6 Study skills
一、教学内容分析
本节课是本单元的学习技巧课。主要内容包括Studyskills板块，学习利用词汇树记忆词汇的方法。
二、学情分析
学生通常采用单一的音标记单词或者语义记单词的方法，记忆效率相对较低，学生对利用信息结构图来记单词的方法了解较少。
活动层次
学习理解之感知与注意
效果评价
通过检查学生1分钟内记单词的个数，了解学生利用音标或语义记单词的成果。
教学活动
4.Students read the words and phrases, and put them into different groups.
5. Students put the words or phrases in the right groups.
6. Students can draw pictures of the words as possible as they can.
活动层次
学习理解之获取与梳理
学习理解之概括与整合
效果评价
通过观察学生在制作词汇树过程中遇到的问题，了解学生对词汇分类的掌握情况。
教学活动
7. Students learn how to make a vocabulary tree and remember the words and phrases with the help of the vocabulary tree.
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★ Draw pictures if necessary.
Have a try
Complete the vocabulary tree by writing the words on the correct leaves.
Study skills
afraid angry cook cute excited lovely policeman slim tall waiter
doctor fat afraid unhappy
short waiter teacher strong
handsome student pretty slim
happy angry cute policeman
nurse lovely sad tall
A good method
doctor short student angry cute unhappy handsome lovely strong happy afraid slim
bored doctor nurse pretty tired
Let’s practise
Eddie
Study skills
banana potato cola
cookie pear juice
carrot chocolate pork
people
tomato milk coffee
beef chicken cake
Study skills
A knowledge tree
Comparative and superlative adjectives (n.) voice swimmer, smile (v.) care, trust smile, choose 1.She is willing to share things with her friends. 2.She is shorter than I am. 3.He is the tallest boy in our class.
short handsome fat lovely pretty cute strong slim tall
feelings
happy angry afraid sad unhappy
Study skills
Try to draw A vocabulary tree
★ Put the words into different groups. ★ Draw a tree. ★ Write the group names on the branches. ★ Write down the words on the leaves of each branches.
teacher slim pretty happy
lovely cute sad unhappy
Study skills
Try to remember
Can you remember these words quickly? Give you one minute to remember them.
Unit 1 Friends Study skills
Try to describe
What’s he/she? What’s his/her feeling?
Study skills
What does he/she look like?
doctor short handsome happy
nurse student fat afraid
vegetable
carrot tomato potato
milk cola juice coffee
Betty,Max,May looks personality Best friends
-er , more ～ , than the -est , most ～ Comparative and superlative adjectives I would like to …
2. Try to draw a vocabulary tree.
food
vegetable fruit snack meat
drinks milk cola juice coffee
carrot tomato potato
banana pear
ቤተ መጻሕፍቲ ባይዱ
cookie beef chocolate chicken people cake pork
Study skills
★ Draw a tree.
Study skills
nurse fat waiter teacher pretty sad policeman tall
Put the words into different groups
jobs
doctor nurse waiter student teacher policeman
looks
A vocabulary tree
cookie chocolate beef cake chicken pork
★ Write the group names on the branches. ★ Write down the words on the leaves of each branches. banana pear
(adv.) almost
(adj.) humorous, polite, true, bored, sweet, shy, handsome, fat
Unit 1 Friends
My best friend
11
1. Put the words in Unit 1 into different groups.
Future plans
Qualities of a good friend
Helpful honest keep secrets make me happy share my joy
Unit 1 Friends
My best friends Para 1 … Para 2 … Para 3 …
A knowledge tree
Let’s draw a vocabulary tree.
Study skills ★ Put the words into different groups.
banana beef milk pork cookie potato chicken coffee carrot pear cola cake tomato chocolate juice