牛津译林版八年级英语上册Unit3Adayoutgrammar教案

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牛津译林版八年级英语上册Unit3教案

牛津译林版八年级英语上册Unit3教案一、教学内容本节课选自牛津译林版八年级英语上册Unit 3，主要内容包括：Reading（1a1d）和Grammar（2a2d）。

Reading部分主要讲述了一个关于旅游的故事，让学生了解不同国家的文化特色。

Grammar部分主要学习了现在进行时态，以及动词ing形式的用法。

二、教学目标1. 能够理解并运用现在进行时态描述正在进行的动作。

2. 能够通过阅读文章，了解不同国家的文化特色，提高阅读能力。

3. 能够通过小组合作，用英语进行交流，提高口语表达能力。

三、教学难点与重点1. 教学难点：现在进行时态的用法和动词ing形式的构成。

2. 教学重点：阅读文章的理解，以及现在进行时态的运用。

四、教具与学具准备1. 教具：多媒体课件、黑板、粉笔。

2. 学具：课本、练习本、文具。

五、教学过程1. 导入：通过展示不同国家的旅游图片，引导学生谈论各自的旅游经历，激发学生的学习兴趣。

2. 阅读前：让学生预测文章内容，培养学生的预测能力。

3. 阅读中：1）让学生快速阅读文章，回答问题，检查对文章的整体理解。

2）详细讲解文章，分析重点词汇和句型，提高学生的阅读理解能力。

3）进行小组讨论，让学生运用现在进行时态描述文章中的动作。

4. 阅读后：让学生复述文章内容，巩固所学知识。

5. 语法讲解：1）通过例句，讲解现在进行时态的用法。

2）引导学生发现动词ing形式的构成规律。

3）进行随堂练习，巩固所学语法知识。

6. 小组活动：让学生分组编写一段对话，运用现在进行时态描述正在进行的动作。

六、板书设计1. Reading部分：1）文章2）重点词汇和句型3）现在进行时态的用法2. Grammar部分：1）现在进行时态的用法2）动词ing形式的构成规律七、作业设计1. 作业题目：1）根据所给情景，用现在进行时态编写一段对话。

2）阅读短文，回答问题。

2. 答案：八、课后反思及拓展延伸2. 拓展延伸：1）让学生收集有关其他国家旅游信息的资料，进行课堂分享。

牛津译林版八年级上册Unit 3 A day out Grammar教案

牛津译林版八年级上册Unit 3 A day outGrammar教案Unit 3 A day out Grammar教案I. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. use “as … as” and “not as/so … as” properly;2. use reflexive pronouns correctly;3. know how to use some new words and expressions.II. Teaching contents1. New words and phrases: itself, pull, rock, luckily, climber, keep the secret to oneself, look at each other, hurt yourself, enjoyed ourselves, pull himself up the rocks2. New structures: The bus is as comfortable as those in the USA.The Eiffel Tower is not as tall as the real one in France.The model Sydney Opera House looks as wonderful as that in Australia. Linda enjoyed herself in the park.Linda’s parents will go and see the photos for themselvesIII. Focus of the lesson and predicted area of difficultyHow to use “(not) as/so … as”.IV. Teaching proceduresA Using as … asStep 1 Lead-inShow the picture of West Lake and Yunlong Lake.T: I know you all love travelling. Now I’ll show you two beautiful lakes. Do you know them And where are they (The West Lake of Hangzhou and the Yunlong Lake of Xuzhou.) Do you think the Yunlong Lake is as beautiful as the West Lake (Yes.) 【设计意图】通过本单元旅游话题呈现两张景点的图片，在讨论过程中导入本课学习目标。

牛津译林版英语八年级上册Unit3 Grammar 教学设计

教师在学生总结的基础上呈现新知识，利于学生记忆。从身边举例子，易于理解。
第13-15分钟
Competition
完成同义句转换
1. Maths is not as interesting as English .
_________________________.
2. The Yellow River is not as long as the Changjiang River._____________.
滨海县陈涛中学教研片初中英语公开课
八上Unit 3 A day outGrammar教学设计
陈涛中学宋金鑫
一、教学内容分析
教学内容
Unit 3 A day out ---Grammar
教学对象
初二学生
教学项目
词汇: itself pull rock lucky luckily themselves climber
二、课堂教学过程
时间
教学步骤
教师活动
学生
活动教学目的第源自1-3分钟Lead-in
1. Ask students to answer the questions：
①Where did Linda go with Kitty’s class?
②Why did she feel bored at the beginning?
②他跑得与我一样快。
He runs as fast as I/me.
Take notes and answer the questions.
教师在学生总结的基础上呈现新知识，利于学生记忆。从身边举例子，易于理解。
第
6-8
分钟
Practice
2. Ask students to do more exercises（图片）

牛津译林版八年级英语上册Unit 3教案

牛津译林版八年级英语上册Unit 3教案A day out Reading IPart 1 Teaching aims1.To learn some useful words and phrases such asWords:fine, join, myself, shine, clear, journey, sky, boring, finally, arrive, interest, main, culture, Internet, page, yourselves, themselvesPhrases:a little boring , arrive at/in, can’t wait, place of interest, get off , not believe one’seyes, by oneself, home page2. To improve students’ reading skills by skimming, scanning, analyzing, summarizing.3. To know the importance of travelling and encourage the students to go travelling .Part 2 Teaching main points1.To understand the email correctly.2.To read the new words and phrases correctlyPart 3 Teaching difficult pointsT o improve students’ reading skillsPart 4 Analysis of the teaching material1.Clue of this lessonThe whole lesson is based on the school trip to the World Park.It tells us some time, place, weather, transport, what Linda saw and how she felt. It also tells us some places ofinterest. Students try to find out the changes of the writer’s feeling during the trip byreading. It’s helpful to enhance the students’ awareness of trav elling . Go out, enjoy the trip and love our life.2.Meanings of the materialTravelling is not just for fun. It helps us know people, nature, history…. We can open up our eyes, enrich our knowledge, learn more about different countries, different people and different cultures and improve ourselves by travelling.3.Types of the materialThe reading material is in a form of an email. It is easy for students to read and understand.After reading students can imitate to write a diary about a trip.Part 4 Teaching methods1. Multimedia Computer Assisted Instruction2. Elicitation Method3. Communicative Approach4. Task ApproachPart 5 Teaching stepsStep 1 Warm upShow pictures and ask questions1. Can you speak out the names of places of interest we learnt yesterday?2. What place are you going to travel?3. Who are you going with?4. How are you going there?(Purpose: to lead in the names of the places of interest )Step 2 PresentationTeacher: The world is so big a nd I want to go and see. I have a dream and I’d like to go to the World Park in Beijing. There are models of more than a hundred places of interestfrom all over the world. We can see the Eiffel Tower and the Golden Gate Bridge inthe park. What an amazing day it will be!1. Watch a video and ask questions1) How many places of interest can you remember?2) What are they?(Purpose: to lead in the new words, to check students’ memory, to arouse students’ interest)2. Learn new words.(Purpose: to input new words , to practice speaking correctly by imitating)Step 3 SkimmingTeacher: Linda went to the World Park in Beijing. She wrote an email to her parents.Do you want to know what she did and what she saw there?1. Read just in one minute and answer the questions1) How ca n Linda travel around the world in one day?2) How many places of interest are talked about in Linda’s email?(Purpose: to develop students’ reading skills by skimming in a short time)2. Match the words with the meanings1.Join a. full2.journey b. get to3.boring c. places of interest4.finally d. take part in5.arrive e. not interesting6.whole f. a long trip7.main g. after a long time8.sights 10. most important(Purpose: to input information and to check if students understand the new words betterby skimming)3. Read and judge(Purpose: to check if students understand the article better by skimming)Step 4 Scanning1. Read the email paragraph by paragraph and answer questionsParagraph 11) Where did Linda go?2) Who did Linda go?Paragraph 23) How long was the journey?4) Did she enjoy the journey at the beginning?(Purpose: to practice speaking in pairs, to develop the reading skills of finding out detailsby scanning)2.Fill in the formParagraph 35) How many models are there in the park?Paragraph 46) Which places of interest did they see?(Purpose: to practice speaking in pairs, to develop the reading skills of finding out details by scanning)3.Choose What places of interest are mentioned ?A. the Golden Gate BridgeB. the Opera HouseC.Tian’anmen SquareD.the Eiffel TowerE.Big BenF.the pyramids(Purpose: to check the general information about places of interest by scanning)Paragraph 57) Which part did Linda think was also wonderful?Paragraph 68) Where can Linda’s parents see the photos of the trip?(Purpose: to practice speaking in pairs, to develop the reading skills of finding outdetails by scanning)4. Multiple choice( )______ put his photos on the Internet for______ to look at.A.Linda; her mumB. Mr. Wu; all the studentsC. Daniel; everyone(Purpose: to develop the reading skills of finding out details by scanning)5. Complete the notes(Purpose: to improve the reading skills of finding out details by scanning)9)What did Linda think of the trip?Step 5 Discussion1.Match the main ideas with the paragraphsPart 1 (Para.1-2) C. the beginning of the trip.Part 2 (Para.3-5) A. What Linda sawin the park.Part 3 (Para.6) B. Daniel’s home page.(Purpose: to discuss in groups and develop students’ reading skills by analyzing andsummarizing )2. Analysis the changes of Linda’s feeling1) How did Linda feel?2)How do you know?Beginning of the trip ------ Fine, warm, shining, clear, blueOn the way ------ Quite far away, a lot of traffic, a little boringDuring the trip ------Finally, couldn’t wait to, wonderful, excited, c ouldn’tbelieve my eyes, amazing, wonderful(Purpose: to develop students’ reading skills by finding out some key words and analyzing the changes of feeling in different places)Step 6 Consolidation1. Complete a diaryDear diary,It was______ today. The sun was ______ in a ______blue sky. I ________Kitty’s school trip to_______________. It is _____ far away. It______ us about _____hours to get there by____. There was a lot of _________ on the way and the __________was a little boring.We ______ ________at the park. I couldn’t ______to get off the bus. I was so excited.There are _______of more than a hundred _________________ from all over the world. I saw the model Eiffel Tower and the model Golden Gate Bridge. I couldn’t________________.I not only enjoyed myself, but also learnt a lot about________________.(Purpose: to check students’ reading skills by retelling )2.Pair work --- An interview.Make up a dialogue about a trip. Ask questions by using--- Who did you go with ?--- What did you see and what did you do?--- When did you go there?,--- Where did you go?--- How did you go?--- How long did you stay there?--- How did you feel?--- …(Purpose: to practice speaking and listening by outputting the information)Step 7 . DiscussionWhy do people like travelling?(Purpose: to have a moral education, to output the information)HomeworkOral work: Read the passage again and again ,try to recite.Written work :1. Finish the exercise on your exercise book.2.Underline the main and difficult language points.。

牛津译林版英语八上Unit 3《A day out》(Grammar)教学设计

牛津译林版英语八上Unit 3《A day out》（Grammar）教学设计一. 教材分析《牛津译林版英语八上Unit 3 A day out》是一篇关于日常活动的文章。

本节课的主要内容是学习一般过去时，通过阅读文章，让学生了解过去发生的事情，并在真实语境中运用一般过去时进行交流。

本节课的教学内容与学生的生活实际紧密相连，有助于激发学生的学习兴趣。

二. 学情分析学生在学习本节课之前，已经掌握了一般现在时、一般过去时和一般将来时的基本结构，能够运用这些时态进行简单的交流。

然而，学生在运用一般过去时描述过去发生的事情时，常常会出现时态混乱的情况。

因此，在教学过程中，教师需要帮助学生巩固一般过去时的用法，并将其运用到实际情境中。

三. 教学目标1.知识目标：–学生能够掌握一般过去时的基本结构。

–学生能够运用一般过去时描述过去发生的事情。

2.能力目标：–学生能够通过阅读文章，提高阅读理解能力。

–学生能够在真实语境中运用一般过去时进行交流。

3.情感目标：–学生能够培养对英语学习的兴趣。

–学生能够在学习中培养合作意识，提高团队协作能力。

四. 教学重难点•学生能够掌握一般过去时的基本结构。

•学生能够运用一般过去时描述过去发生的事情。

•学生能够在真实语境中灵活运用一般过去时进行交流。

五. 教学方法1.情境教学法：通过创设真实情境，让学生在实际语境中学习一般过去时。

2.任务型教学法：通过完成各种任务，提高学生的阅读理解能力和口语表达能力。

3.合作学习法：通过小组合作，培养学生的团队协作能力和沟通能力。

六. 教学准备1.教师准备：–制作PPT，展示文章内容和相关图片。

–准备教学道具，如图片、卡片等。

2.学生准备：–预习课文，了解文章大意。

–复习一般过去时的基本结构。

七. 教学过程1.导入（5分钟）教师通过提问方式引导学生回顾一般过去时的基本结构，如“What did you do yesterday?”，激发学生的学习兴趣。

(牛津译林版)八年级上册教案：unit3Grammar

电子备课教案模板教学内容8A,Unit3 Grammar 主备人授课人集体备课成员教学目标1. To grasp the usage of “as…as”2.To learn to use reflexive pronouns教学重点To grasp the usage of “as…as” and reflexive pronouns 教学难点To learn to use reflexive pronouns突破难点主要策略Group work, pair work课前准备PowerPoint, pictures, etc.集体研讨课文内容主备初稿集体讨论意见个性化内容Step1 Lead in1.Showing you some picturesI would like to show you some pictures.T: Are they happy?S: Yes. They enjoyed themselves.T: Where can we see the photos?S: On Daniel’s ho me page.2. Get the students to talk about thepictures above. Then elicit the sentences‘They enjoyed themselves.’Get the student to feel the differencesbetween the following sentences:He taught himself. (‘He’ and‘Himself’ is the same person.)He tau ght him. (‘He’ is one person.‘Him’ is another. )In this way, we can help the students tounderstand that we use reflexive pronounswhen the subject and the object are the sameperson.STEP 2 Spellings of reflexive pronounsSingularPlural TheFirstPersonmyself ourselvesThe Second PersonyourselfyourselvesThe Third Person himselfthemselvesherselfitselfGet the students to complete the exercises on Page 36. Check the answers in pairs and then check the answers together.Get the students to read and act out the dialogue.STEP 3 Other ways to use reflexive pronounsFor stronger class, it is good for the teacher to do some summary here.作表语Mary is notquite herselftoday.玛丽今天身体不好.That brave boyin the story wasmyself.故事里那个勇敢的男孩就是我本人.作宾语He cuthimself.他割伤了自己.Be careful, oryou will hurtyourself.小心, 否则你会伤着自己.She has tolook afterherself.她不得不自己照顾自己.I looked atmyself in themirror.我照镜子.作同位语Kate herselfcooked the mealyesterday.昨天凯特自己烧了饭.They will come here themselves.他们将亲自到这儿来.You may go and ask the teacher himself.你可以去问老师本人.I myself did the work.我亲自做的这件事.习惯用法Helpyourself! Helpyourselves你随便吃！你们随便吃！STEP 4 Doing some additional exercises1. Don’t tell me the answer. I’ll work out the problem myself.2. She is too young to look after herself.3. Help yourself/yourselves to some meat, please.4. Lei Feng was always ready to help others, he never thought of himself.5. It’s a new knife. Be careful not to cut yourself.6. It’s easy, so you should learn how to teach yourself/yourselves.7. I didn’t do it for them. They did it themselves.8. The workers just made the metal tower all by themselves.9. We need your help because we can’t finish the work on time ourselves.10. Can you work out the physics problems yourself/yourselves?STEP 5 HomeworkMake summaries about the grammar items in your own ways.Finish off the exercises in the Handbook小四号宋体，单倍行距，首行缩进2字符。

牛津译林版-英语-八上-英语八上3单元 Grammar 教学设计

牛津译林初中英语八年级上册Unit 3 A day out 教学设计第四课时Grammar⑤What did the model Golden Gate Bridge look like?2. Ask students to conclude the use of “as---as---””语法知识，自然过渡到新知识。

第4-5 分钟Presentation 1. Tell students : as… as 结构用于两者之间的比较，强调同级比较，表示：与…一样，中间跟形容词或者副词的原级。

Forexample:（用实物进行演示）①这支钢笔与那支钢笔一样长。

This pen is as long as that one.②他跑得与我一样快。

He runs as fast as I/me.Takenotes andanswerthequestions.教师在学生总结的基础上呈现新知识，利于学生记忆。

从身边举例子，易于理解。

第6-8 分钟Practice 2. Ask students to do more exercises（图片）①我们学校与他们学校一样大。

Our school is as ______ as theirs.②这台电脑与那台电脑一样贵。

This computer is as ______ as that one.③杰克与约翰一样聪明。

__________.④汉语和英语一样有用。

___________.⑤他篮球打得与我一样好。

_________.3. 请注意这句话的英文表达：他的书与我一样多。

He has as ________ _________ as I.不要说成：His books are as many as I.Finish theexercisesquicklyand checkanswerstogether.利用幻灯片上的图片，调动学生的积极性，比单纯让学生完成习题更容易吸引学生的眼球，激发学生的思考。

牛津译林版英语八年级上册Unit3Grammar说课稿

（三）互动方式
在教学过程中，我将设计多种师生互动和生生互动环节，以促进学生的参与和合作。例如，在导入环节，我会通过提问引导学生思考，激发他们的学习兴趣。在课堂实践环节，我会组织学生进行小组讨论、角色扮演等活动，鼓励他们积极参与，培养团队协作能力。在巩固环节，我会邀请学生上台展示自己的作品，让其他同学进行评价和反馈，提高他们的口语表达能力和评价能力。通过这些互动方式，可以充分调动学生的积极性，提高课堂氛围，促进学生的全面发展。
（二）学习障碍
在学习本节课之前，学生需要具备一定的一般过去时态知识，以及对英语语法的基本了解。然而，部分学生在学习过程中可能存在以下障碍：
1.过去进行时态的构成和用法混淆。学生可能会错误地将其与一般过去时态相混淆，导致在实际运用中出现错误。
2.标志性词语的运用不当。学生可能无法准确地使用标志性词语来表示过去进行时态，从而影响语境的表达。
（三）巩固练习
为了帮助学生巩固所学知识并提升应用能力，我计划设计以下巩固练习和实践活动：
1.小组讨论：让学生分成小组，讨论并总结过去进行时态的用法和标志性词语。每个小组选出一个代表进行汇报，其他小组进行评价和补充。
2.角色扮演：学生分成小组，根据所给情境，运用过去进行时态进行角色扮演。鼓励他们大胆开口，注重语音语调的准确性和表达的自然性。
四、教学过程设计
（一）导入新课
为了快速吸引学生的注意力和兴趣，我将以一个谜语游戏作为导入方式。谜语如下：“When I was young, I could run fast. But now, I am always slow. What am I?”让学生猜测答案，并引导他们思考这个谜底与本节课的关系。通过这个游戏，学生可以轻松地进入学习状态，激发对过去进行时态的好奇心。

译林牛津版八年级英语上Unit 3 A day out Grammar教案

Unit 3 A day out Grammar教案I. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. use “as … as” and “not as/so …as” properly;2. use reflexive pronouns correctly;3. know how to use some new words and expressions.II. Teaching contents1. New words and phrases: itself, pull, rock, luckily, climber, keep the secretto oneself, look at each other, hurt yourself, enjoyedourselves, pull himself up the rocks2. New structures: The bus is as comfortable as those in the USA.The Eiffel Tower is not as tall as the real one in France.The model Sydney Opera House looks as wonderful as that in Australia.Linda enjoyed herself in the park.Linda’s parents will go and see the photos for themselvesIII. Focus of the lesson and predicted area of difficultyHow to use “(not) as/so … as”.IV. Teaching proceduresA Using as … asStep 1 Lead-inShow the picture of West Lake and Yunlong Lake.T: I know you all love travelling. Now I’ll show you two beautiful lakes. Do you know them? And where are they? (The West Lake of Hangzhou and the Yunlong Lake of Xuzhou.) Do you think the Yunlong Lake is as beautiful as the West Lake? (Yes.) 【设计意图】通过本单元旅游话题呈现两张景点的图片，在讨论过程中导入本课学习目标。

牛津译林版-英语-八上-8上3单元 Grammar 教案

3.hurt yourself
4keep the secret to ourselves
Step 4:拓展提升
Other ways to use reflexive pronouns
1.作表语
The boy in the story was myself.
2.作宾语
She has to look after herself.
5.The old man is(ill )today than yesterday
6.The Mid-autumn Festival is not as(important) as the Spring Festival to theChinese
7.This coat is too expensive. Do you have a(cheap) one?
Toknow how touse‘as...as’‘not as/so...as’.
3.To use‘as...as’&‘not as/so...as’to say the things and people that are the same in some ways.
4.To activate the students’ awareness ofcomparing.
徐州市教学改革实验学校教师备课设计页
课题
8上Unit 3 A day out Grammar
课型
Grammar
教具
Mul-timedia
总课时数
20
完成时间
10.8
教学方法
Task-based approach
主备人
Zhang Xizhi
授课时间
10.14

牛津译林版八年级英语上册Unit3教案

牛津译林版八年级英语上册Unit3教案一、教学内容本节课选自牛津译林版八年级英语上册Unit 3，主要内容包括：Reading部分的“A day out”和“Grammar”部分的“Present continuous tense”。

通过本节课的学习，学生将了解并掌握现在进行时的用法，以及描述正在发生的事情。

二、教学目标1. 能够正确理解并运用现在进行时描述正在发生的事情。

2. 能够通过阅读文章，理解并掌握文章的主旨大意和细节信息。

3. 提高学生的听说能力，使他们能够用英语进行简单的日常交流。

三、教学难点与重点1. 教学难点：现在进行时的构成和用法。

2. 教学重点：阅读文章的理解，以及现在进行时在语境中的运用。

四、教具与学具准备1. 教师准备：PPT，展示阅读文章的图片，以及相关的练习题。

2. 学生准备：课本，笔记本，彩色笔。

五、教学过程1. 导入：通过展示一组正在进行的活动的图片，引导学生用现在进行时描述图片内容，激发学生的兴趣，引入新课。

2. 阅读文章：让学生阅读文章，回答相关问题，理解文章的主旨大意和细节信息。

3. 现在进行时语法讲解：结合文章中的例子，讲解现在进行时的构成和用法，并进行例句展示。

4. 例题讲解：针对现在进行时，给出典型例题，进行讲解和解析。

5. 随堂练习：让学生完成PPT上展示的练习题，巩固所学知识。

6. 小组活动：学生分组，用现在进行时描述组内成员正在进行的动作，提高学生的口语表达能力。

六、板书设计1. Unit 3 A day out2. 主要内容：现在进行时的构成：主语 + be动词(am/is/are) + 动词ing形式现在进行时的用法：描述正在发生的事情文章主旨大意和细节信息七、作业设计1. 作业题目：a. 根据所给图片，用现在进行时描述图片内容。

b. 仿写一篇关于自己一天活动的文章，要求运用现在进行时。

2. 答案：a. 例如：The man is playing basketball.八、课后反思及拓展延伸1. 反思：本节课通过阅读文章，引导学生掌握现在进行时，教学效果较好。

牛津译林版八年级英语上册unit3 第4课时教案

牛津译林版八年级英语上册Unit 3 A day outGrammar A&B教案一．教学目标1．学会使用and, but 和or将意思连接起来。

2．正确使用不定式。

3．掌握反身代词的用法。

二．教学内容四会内容词汇：sunset possible themselves itself rockwonder climber luckily lucky词组：go horse riding plan to take Linda outagree to go with them decide to stay at homepull themselves up the rocks句型：Thank you for agreeing to let me go on the tripI hope to watch the sunset其他内容词汇：hide-and-seek词组：the busy traffic the Yellow Mountainat Christmas三．教学准备多媒体四．背景知识本部分继续讲述旅游参观以及决定去拿些景点的主题，鼓励学生表达自己的观点，并对不同景点的特别之处做出评价。

语法练习的三个部分密切相连，按故事发展顺序分别呈现不同内容，因而要让学生在做语法练习前将故事作为一个整体来理解，这一点很重要。

A部分通过谈论学生可能去旅游的地方，介绍了and, but 和or的用法，学生有机会就游览时喜欢什么发表自己的看法。

B部分在关于去South Hill 郊游的对话中，介绍了带to的不定式的用法。

C部分是一个漫画故事，讲述了去South Hill游览的过程中发生的一件事，在此语境中让学生注意反身代词的用法。

五．教学步骤Step1 呈现1 教师通过以下练习，检查学生对课文的记忆及掌握情况。

(1) The sky ____ (be) blue and everything ____ (be) beautiful.(2) It ____ (be) a great day but we _________ (not enjoy) it at the beginning.(3) Linda’s mother can ____ (look) at Linda’s photos on Daniel’s home page or Linda can show her mother her photos when she ____ (go) home.2．教师呈现与前课文相关的、使用and, but和or 的几个句子，在比较与讲解中，使学生了解这几个连词的用法。

牛津译林版8上Unit3 Grammar 教案

Module 1 Unit 3教案二Grammar教学目标1掌握as… as的用法。

2掌握反身代词的用法教学内容四会内容词汇：itself pullluckily climberrock词组：as happy as not as tall aslook wonderful pull themselves up the rockshurt oneself keep their secret to themselves句型：The bus is as comfortable as those in the USA.The Eiffel Tower is not as tall as the real one in France.Luckily, some climbers helped Simon.教学准备两份同样的文具，如两支相同的笔等教学步骤A Using as… asStep I复习1检查家庭作业，了解学生对Reading部分文章的熟读或背诵情况。

在基础较好的班级可以让学生背诵，在基础较弱的班级可以让学生朗读，教师根据情况纠正学生的读音。

2教师通过提问检查学生对课文的理解情况。

(1)Where did Linda go with Kitty’s class? (The World Park)(2) Why did she feel bored at the beginning?(Because there was lot of traffic on the way)(3) When they arrived at the World Park what did they see? (They saw models of more than ahundred places of interest from all over the world.)(4) What did Linda think of the song and dance shows? (They were wonderful.)(5) What did the model Golden Gate Bridge look like?(It looked as great as the real one.)Step II 呈现1教师板书：It looked as great as the real one引出as… as，告诉学生：We use as… as to say that people or things are the same in some ways.2教师呈现两只同样长的笔，两个同样重的书包，并请两个同样身高的学生，指导学生以造句的形式口头操练as…as结构。

牛津译林版八年级英语上册Unit3AdayoutReadingI教学设计

2.培养学生热爱生活、珍惜友谊的情感，通过课文描述的郊游活动，让学生体会到与朋友共度美好时光的重要性。
3.培养学生的环保意识，让学生认识到保护环境、爱护大自然的重要性，并在日常生活中付诸实践。
4.引导学生树立正确的价值观，学会尊重他人，关爱他人，培养良好的团队合作精神。
二、学情分析
八年级学生经过前一阶段的学习，已经具备了一定的英语基础知识，对一般现在时、一般将来时等时态有了一定的了解。在此基础上，学生开始学习一般过去时，需要通过具体的语境来巩固和运用这一时态。在本章节的学习中，学生对阅读文章的理解能力有待提高，对一些较为复杂的句子结构和生词短语还需要进一步学习和掌握。此外，学生在写作方面，对如何运用一般过去时进行描述仍需加强练习。因此，在教学过程中，教师应关注学生的个体差异，提供适当的指导和支持，帮助学生克服学习难点，提高英语综合运用能力。同时，结合学生的生活实际，激发学生的学习兴趣，引导他们积极参与课堂活动，培养良好的学习习惯和团队合作精神。
5.反思总结：学生撰写一篇反思日记，内容包括对本节课所学内容的理解、学习过程中的困惑以及今后的学习计划。通过反思，学生能够更好地认识自己的学习状况，为下一阶段的学习做好准备。
教师需在课后及时检查和批改作业，给予学生反馈，关注学生的学习进步和困惑。同时，针对学生的个体差异，给予个性化的指导和建议，助力学生英语学习的全面提升。
- Conclusion: Talk about your overall impression and feelings about the day out.
2.阅读作业：要求学生课外阅读一篇关于旅行的英文文章，并完成相应的阅读理解题。通过这项作业，学生能够提高阅读理解能力，拓展词汇量，同时巩固一般过去时的运用。

牛津译林版八年级上Unit3AdayoutGrammarTask教学设计

3.教师设计一些情景对话，让学生在课堂上进行角色扮演，巩固现在进行时态的用法。
4.教师针对学生可能出现的问题，如动词ing形式的构成、be动词的选用等，进行详细讲解和示范。
（三）学生小组讨论
1.教师将学生分成小组，每组选择一幅公园活动的图片，用现在进行时态进行描述。
2.各小组进行讨论，互相纠正语法错误，确保每位成员都能正确使用现在进行时态。
针对学生的实际情况，本章节教学将从以下几个方面进行设计：一是巩固现在进行时态的语法知识，通过丰富多样的练习，帮助学生熟练掌握；二是拓展与公园活动相关的词汇，提高学生的表达能力；三是创设情境，让学生在实际语境中运用所学知识，提高语法运用能力。
同时，考虑到学生在学习过程中可能出现的问题，如注意力不集中、学习积极性不高等，教师应充分运用教学策略，激发学生的学习兴趣，调动他们的学习积极性。通过小组合作、竞赛等形式，培养学生的合作精神和竞争意识，提高课堂参与度，从而使学生在轻松愉快的氛围中学习英语，提高语法水平。
2.教师邀请学生分享学习心得，总结在学习过程中遇到的困难和解决办法。
3.教师强调本节课的重点和难点，提醒学生课后加强练习，巩固所学知识。
4.教师布置课后作业，要求学生运用现在进行时态描述自己在公园的一天，激发学生的创作欲望。
五、作业布置
1.完成课本上Unit 3的Grammar Task部分，要求学生正确运用现在进行时态描述图片中的活动，并在家长协助下进行角色扮演，提高学生的实际运用能力。
3.学生能够运用本单元所学的句型“Whatareyoudoing?”、“We are...”进行简单的交流，询问并回答在某个地方正在进行的动作。
4.学生能够通过语法任务练习，提高英语语法运用能力，为写作奠定基础。
（二）过程与方法

牛津译林版八年级英语上册Unit3教案

牛津译林版八年级英语上册Unit3教案一、教学内容二、教学目标1. 学生能够理解阅读文章内容，掌握文章中的重点词汇和短语，提高阅读能力。

2. 学生能够运用现在进行时描述正在进行的动作，掌握现在进行时的构成和用法。

3. 学生能够在实际情境中运用所学知识进行交流，提高口语表达能力。

三、教学难点与重点1. 教学难点：现在进行时的构成和用法，以及在实际情境中的运用。

2. 教学重点：阅读文章的理解，词汇和短语的学习，以及口语交流能力的培养。

四、教具与学具准备1. 教具：黑板、粉笔、多媒体设备、卡片。

2. 学具：英语课本、练习本、彩色笔。

五、教学过程1. 导入：通过展示一幅公园的图片，引导学生谈论在公园里通常会做什么，引出本节课的主题。

2. 阅读环节：a. 学生自主阅读文章，理解文章大意。

b. 教师提问，检查学生对文章的理解程度。

c. 学习文章中的重点词汇和短语，进行讲解和练习。

3. 语法环节：a. 教师讲解现在进行时的构成和用法，举例说明。

b. 学生进行现在进行时的句型练习，巩固所学知识。

4. 口语交流环节：a. 学生两人一组，进行角色扮演，模拟采访朋友。

b. 教师选取几组进行展示，给予评价和指导。

六、板书设计1. 阅读部分：文章、重点词汇和短语、文章结构。

2. 语法部分：现在进行时的构成、用法、例句。

3. 口语交流部分：采访问题、回答示例。

七、作业设计1. 作业题目：1) What are Alex and his friends doing in the park?2) What is Alex's friend interested in?b. 根据所给图片，用现在进行时描述图片中的情景。

2. 答案：a. 1) They are playing football in the park.2) Alex's friend is interested in taking photos.b. 例如：The children are playing games. The old man is reading a book.八、课后反思及拓展延伸1. 课后反思：本节课通过阅读、语法学习和口语交流，让学生掌握了现在进行时，提高了阅读和口语表达能力。

牛津译林版八年级英语上册Unit3 grammar 教学设计-优秀教案

Ask the students to answer these questions with as---as, not as---as
Step4 Presentation
1.Write the sentence on the blackboard-Students did not enjoy themselves at the beginning because there was too much traffic on the way.
I fell over and hurt himself.
Their baby daughter can feed herself.
My cat cleans itself every day.
2.Give more verbs---wash, give, buy, look after, ask students to make sentences.
Where did Linda go with Kitty’s class?
Why did she feel bored at the beginning?
When they arrived at the World Park, what did they see?
What did Linda think of the song and dance shows?
Daniel taught him how to make a home page.
3.Look at the table on Page 36,
Complete the exercises on Page 36 and check the answ
Step 5 Practice
1.Present more sentences on the blackboard

初中英语八年级上册(牛津译林版)Unit3Grammar教学设计

-家长鼓励孩子分享在学校的学习成果，让孩子在家庭环境中感受到英语学习的乐趣。
4.拓展作业：
-鼓励学生通过查阅资料、观看英语视频等途径，了解一般将来时、一般过去时和现在进行时在其他场景中的应用。
-学生可自愿选择一个感兴趣的话题，运用所学语法知识，进行拓展性学习，并在下一节课上与同学分享。
5.个性化作业：
-练习结束后，教师选取部分题目进行讲解，分析解题思路。
（五）总结归纳
1.教学活动设计：
-教师引导学生回顾本节课所学的内容，总结一般将来时、一般过去时和现在进行时的用法。
-学生分享自己在课堂学习中的收获和感悟。
2.教师总结：
-教师对课堂所学知识进行梳理和归纳，强调重点和难点。
-提醒学生课后加强练习，巩固所学知识。
1.培养学生积极的学习态度，激发他们对英语学习的兴趣，使他们愿意主动参与课堂活动，敢于开口说英语。
2.培养学生的合作意识，使他们学会与他人共同学习、共同进步，形成良好的团队精神。
3.通过学习英语，拓展学生的国际视野，使他们了解不同国家的文化，增强跨文化交际能力。
4.培养学生的自信心，让他们在英语学习过程中不断挑战自我，克服困难，取得进步。
3.课后作业布置：
-布置与课堂练习相关的作业，要求学生课后完成，以巩固所学知识。
-鼓励学生利用所学语法知识，进行实际情境的口语练习。
五、作业布置
为了巩固本节课所学的语法知识，特布置以下作业：
1.书面作业：
-完成课后练习册中与本节课相关的一般将来时、一般过去时和现在进行时的练习题。
-尝试运用所学语法知识，编写一段小对话，描述未来计划、过去经历或正在进行的动作。
在本单元的学习中，学生可能会对以下方面感到困惑：如何正确区分和使用一般将来时、一般过去时和现在进行时；如何在具体语境中灵活运用所学的语法知识进行表达。针对这些问题，教师应结合学生的实际情况，设计具有针对性和实用性的教学活动，帮助他们逐步克服困难，提高英语水平。