2015八年级英语下册《Unit 2 Travelling Revision》学案(新版)牛津版

八年级英语下册 Unit 2 Travelling Grammar课件 (新版

Differences
past
have/has been to … present
future
went there
be back
past
have/has gone to … present
future
went there haven’t returned
have/has been to …
have/has gone to …
She _h_a__s_b__e_e_n__ there many times. 3. I don’t know where Sally Stephen lives. I __h_a__v_enever_b__e_e_n_there. 4. It’s time to party. My parents _h__a_v_e__g_o__n_e_ away for the weekend. 5. _H_a_v__eyou _b__e_e_n_ to Buckingham Palace yet? 6. I’m sorry but Mr Johnson _h__a_s__g_o__n_eto Canterbury. Do you
FILL THE BLANKS WITH HAVE/HAS BEEN OR HAVE/HAS GOEN.
1. I’m afraid Mr Smith _h__a_s__g_o__n_eto New York and he won’t be
back for two weeks.
2. If you want to get some details about India, ask Penny.
has gone
gone
have
has been have gone

八年级英语下册 Unit 2 Travelling Grammar知识点拨译林牛津版教案

Unit 2 Travelling一、教学内容：Unit 2 TravellingGrammar二、教学目标：掌握Unit2的词法结构和用法：1. so…that /such…that/enough to/too…to…2. have/has been in, have/has been to, have/has gone to3. 延续性与短暂性动词经典讲解Grammar 1:so…that /such…that/enough to/too…to…解释：如此……以至于……so+ adj. /adv. +that从句或such+单/复数名词+that从句例：It’s so hot in summer that we can’t do without the air conditioner.夏天的天气热的我们少不了空调。

The teacher spoke so fast that I couldn’t understand what he was saying.老师讲得太快以致于我听不懂他在说什么。

He is such a genius that he doesn’t have to study much for exams.他是个天才，所以他考试都不用怎么念书。

They are such good basketball players that everybody wants to watch their games.他们个个都是很棒的篮球员，所以每个人都想去看他们打球。

表示：足以做某事enough to… 如: He is old enough to do it.意思是太……而不能too...to… 例: He is too young to go to school.中考so…that, too…to和enough to都是初中英语教材中的重要结构，在一定条件下它们可以相互转换，并经常成为中考考查的热点之一。

英语Unit2Travelling教案(牛津英语八年级下)

Unit 2 TravellingWarm-up activities1 Before looking at the comic strip, revise some of the ed to describe personalities focusing particularly on ‘smart’. Also revise comparatives and the structure ‘there be’. Preteach structures (‘What is …like?, It’s like…’) out of context.2 Ask students to study the page for a few minutes. Encourage them to ask any questions about the conversation. Invite more able students to give comments about the last sentence.3 After students have grasped the amusing message of the page, use it as a starting point for brainstorming on ‘What is school like?’ Ask students make comments, write everything on the Bb.4 Do a mini survey of students’ opinions.Presentation (Welcome to this Unit)1Introduce the idea of the main language spoken in different countries around the world. Start with Chinese then move on to English. English is used as a main language in the following countries: Britain, Ireland, the USA, Canada, Australia and New Zealand. Talk to students briefly about different varieties of English used around the world.2 Ask students to read the list of words in Part A. Check for pronunciation and explain any unfamiliar words. Give them more British and American words to match.Language pointsWhy don’t dogs…? What is school like? Be like watching TV, fewer advertisements, autumn—fall, American football—football, football—soccer, film—movie, secondary school—high school, etc.Homework1 Learn the language points by heart.2 一课三练P.133 Preview the Reading Part.Presentation (Reading A)1Talk about different countries to introduce the idea that there are different kinds of schools around the world.2On the Bb, write the headings ‘Life in a Chinese School’. Brainstorm quickly students’ ideas about what they want to tell people in other countries about their school life. Focus on enjoyable and special aspects of school.3Write ‘Life in a British school’ and Life in an American School’ on the Bb. As a pre-reading activity, ask students what they think lives in these schools are like. Elicit subjects, different class activities, extra-curricular activities and clubs.4 Ask students to read the text. Explain any difficult words.5 Divide the class into two groups. Allocate one of the letters to each group. In pairs, ask students to underline the main points . Then ask them to circle all the keywords in the text. Ask students to make a gird with the different ‘Wh-‘ questions.Presentation (Reading B)1Ask students to do Part B1 on their own.Encourage students to check their answer with a partner. Invite less able students to find and underline the words in the text on page 20. Check answersorally with the whole class.2 Divide the class into pairs. Students read the conversation in Part B2 first without filling the blanks. Check whether they understand the conversation.3 Ask a pair of more able students to read the conversation to the class, pay attention to fluency, pronunciation and stress. Provide feedback on the correct choice of words for each blank.Presentation (Reading C)1 Do the class feedback as a quiz. Divide the class into eight groups. Students check their answers with members of their group. Ask students to close their books while I read the sentences and tell me whether the sentences are true or not.2 Ask students to correct the false sentences.3 Explain and read the words in the box in Part C2 .Ask students to look at the pictures on the page and complete the task on their own. Students select the correct phrases for each picture.4 Ask students to check in the text on page 20 to find out whether each picture is from John or Nancy.5 Write some questions about the reading passage.* What are the names of the two students?* What are the names of their towns?* Why does John love Home Economics most?* How old are students when they learn to drive in American?* What do older students do at the buddy club?* What is the name of Nancy’s buddy?Language points (Part A)Year 8, a mixed school, have lessons together, Home Economics, how to cook and sew, how to do things for myself, cook healthy and tasty meals, a reading week, have to, the end of each class, as well, in 9th grade, driving lessons, drive me to school, it’s faster than taking a bus, twice a week, spend a lot of time practicing, go to a bubby club, help me with my homework, my hero, have a great time doingLanguage points (Part B)A close friend, with a pleasant taste, an article by a girl from the USA, be called, someone you admire very muchHomework1 Learn the language points by heart.2 一课三练P.14-153 Preview the Vocabulary Part.Presentation （Vocabulary）1 This section helps students expand their active vocabulary about school subjects. Ask students to read the words in the box and match pictures with correct subjects on their own.2 Check answers with class as a whole.3 Point out that two adj. are introduced, one using the prefix ‘un-‘ and the other using the suffix ‘-less’. Give them more examples.Unhappy, unhealthy, uncomfortable, carelessRead all the adj. Students should be able to recognize all the words. Ask them to do the task ontheir own first and then compare with a partner.Language pointsWant to learn more about the subjects that British students study, attach to, unimportant, unpopular Homework1 Learn the language points by heart.2 一课三练P.13 Preview the Grammar Part.Presentation （Grammar Part A）1Use the context in Part A1 to arouse students’ interest. Talk to students about how many hours they spend doing various things.Write down the results in a table on the Bb. Introduce the idea of ‘more than’ ,’fewer than’ and ‘less than’.2Ask students to study the sample sentences at the top of the page.Read each sentence. Invite students to make one more sentence about each picture.3Review the difference between countable and uncountable nouns. Elicit 6-7 nouns to illustrate the differences.4 Ask students to read and complete ‘Work out the rule!’5Ask students to study the table in Part A1 carefully. Work out the correct information and complete sentences 1-4. Complete the table with their own information to arouse their interest. Ask them abouttheir results comparing with Nancy’s and John’s.Presentation （Grammar Part B）1Ask students to look at the pictures at the top of the pageand read the sentences under each pictur e. Explain that we use ‘the most’ for the largest amount and ‘the fewest/the least’ for the smallest amount.2 Ask students to read the sentences on their own and then ask questions to elicit the rule in the introduction.3 Ask students to read and comple te ‘work out the rule!’4Part B1 is a problem-solving task and they have to use deductive skills to work out the information from the table on page 24.5 Ask students to read out the sentences to check the answers..Presentation （Grammar Part C）1 Point to the picture and read the sample sentences. Ask students to identify the nouns in each sentence. Tell them that the two sentences have the same meaning. Elicit the different usage of words depending on the position of the noun.2 Divide students into pairs and ask them to do Part C1. Read the worked example and point out the word order.3 students to look at the contents of their school bags. Ask them to show and name the things in it.4 Ask students to work in pairs to do Part C2. Ask each pair to tell the rest of the class about the similar objects they have in their school bags.Presentation （Grammar Part D）1 Point at the pictures at the top of the page and read the sentences. Explain when we use ‘the same as’ and ‘different from’.2 Use the topic of t he school uniform to arouse students’ interest and help students refocus on thetask more easily.3 Point at the pictures in Part D1 and explain that Millie and Simon go to Beijing Sunshine Secondary School and Tina and John go to Woodland School. Ask students to complete the sentences on their own and then read out the answers in class.4 Encourage more able students to make more comparisons on their own. Ask them to make a summary of their findings using the ideas given in Part D2.Language pointsMore th an, fewer than, less than, compare…with, the most…, the fewest/the least, a large/small amount of, like---alike, the same as, different from, a uniformHomework1 Learn the language points by heart.2 一课三练P.17-183 Preview the Integrated skills, Speak up & pronunciation Part.Presentation （Integrated skills A）1 Read the list of future plans before playing the recording.2 Invite students to talk about their own and their partner’s future hopes.3 Play the recording. Students listen carefully and put a tick next to each correct phrase as they hear it. Stop the recording after each phrase listed in Part A1 if necessary.4 Ask students to read Millie’s letter addressed to Mr Zhou, the editor, on their own. Read the completed letter to check the correct answers.5 Play the recording for Part A3 and ask students to complete Sandy’s letter on their own. Go through the list of phrases in the table on page 12 again. Read the completed letter. Presentation （Integrated skills B）1Close the books and listen to me while I read the conversation. Ask students to repeat the sentences as they hear them.2 Ask students to practice the conversation in pairs and then change roles.3 Ask students to bring photos of their friends. Divide them into pairs and invite them to ask each other questions about the people in the photos. E.g., Who is the boy on your left? What’s he like? What would he like to be when he grows up?Language pointsPopular, help people solve problems, make friends, make people happy, editor, try to do---try to be kind to people, try my best to help them, a social worker, I’m really happy to do, future plans, It is great to do, become a famous singer, agree/agree with, one of the nicest boysHomework1 Learn the language points by heart.2一课三练P.19-203 Preview the Main task & Checkout Part.Presentation （Study skills）1 Ask more able students what they want to find out when they read a passage. Write ‘What’s it about?’ on the Bb and try to elicit the other questions listed on the page. Underline the ‘Wh-‘ words.2 Read the letter to the whole class. Ask more able students to close the books while I read. Asksome open questions, e.g. , Who is Cindy? Why is Cindy unhappy? What is Cindy’s problem? Explain difficult or unfamiliar words.3 Ask students to read the letter carefully and underline the main points on their own using a pencil initially. Remind them to refer to the ‘Wh-‘ questions at the top of the page. Divid the class into groups of four and ask students to compare the main points they have underlined. Go through the letter again sentence by sentence and check the answers.4 Ask more able students to underline main points and circle keywords.5 Tell students to read them again, and answer the ‘Wh-‘questions. Students work in pairs. Language points （Study skills）Smiling, general appearance, pleasant, abilityPresentation （Main task）1 Explain the context of entering a writing competition of a teenagers’ magazine. If possible, find out about similar writing.2 sk students to look at Daniel’s n otes in Part A.3 Remind students that when we take notes, we don’t need to write in complete sentences--- we just need to write down the keywords.4 Encourage students to use a variety of adj. to avoid repetition. Remind them of the adj. they’ve learned in this unit.5 Ask students to read Daniel’s article in Part C on their own. Then ask general questions to check comprehension.6 Ask students to underline the adj. in the article.7Ask students to identify the four paragraphs in the article. Help them identify the purpose of each paragraph. Then focus on the layout of the article, e.g., introduction, main body and conclusion.8 Make sure that students are aware of the use of pronouns, which help link different ideas and sentences together and avoid repetition of names.9 Ask students to write a rough draft using their notes in Part B, Daniel’s article as a model and the plan in Part D.Language points （Main task）Live next door, have been friends for almost 10 years, wear a smile on her facePresentation （Checkout）1Tell students that they will be able to check their use of adj., comparatives and superlatives in the structures they have learned in the unit by doing Part A.2 Ask students to read through the table and complete the conversation.3Tell students that they need to select the correct adj. and noun phrases to fit the context of the sentences in the diary entry in Part B. Set a time limit.Language points （Checkout）Climbing, what about playing football?, a friend like Alan, answer questions correctly Homework1 Learn the language points by heart.2 一课三练P.21-223 Preview Unit 3。

牛津译林版初中八年级英语下册《Travelling》RevisionPPT

3）Itisthreeyearssispassedsincehedied.
1）Hehasbeendeadforthreeyears
正确表达法:
×
?
瞬间动词/延续性动词
endless
helpful
cheerful
harmful
colorful
Homework
1. GooverthemainpointsofUnit2. 2. PrepareUnit3
have/hasgoneto… have/hasbeento… have/hasbeenin…
1. A:Where’sJim, LiLei? B:He______________hisschoollibrary. 2. TheGreens_____________Chinaforthreeyears. We_____________theGreatWalltwice. It’sverybeautiful.
hasgone
havebeen
hasgone
Exercises
用have/hasbeen或have/hasgone填空。
4. TheClass1, Grade8students__________tomanyplacesofinterestinourcity. 5. A:_______Tommy_______toNanjing? B:Yes. Hewenttherelastmonthandhasn’tcomebackyet.
v
s
DO
Experience:作经验是不可数名词作经历是可数名词
Task1Turnthemintoadjectiveswith “-ful” or “-less”
1. cheer 2. colour 3. care 4. end 5. hope 6. meaning 7. wonder 8. success

牛津译林八年级英语下Unit 2 Travelling Revision(共27)

3. Alice
4. Cinderella
5. Mickey Mouse
take photos with them look nice and cute
a parade of Disney characters
fourth:
wear different costumes wave to people march across the park sing and dance all the way clap and scream with joy
( ×)
(√ )
They have been here for two days. They have come here for two days. 他们来这儿已经两天了。
((√×))
He has joined the League member for two years. ( ×)
√ He has been a League member for two years. ( )
delightful
×
hopeful
meaningfLeabharlann l×wonderful
successful
adj.(反)
cheerless colorless careless
×
endless
hopeless meaningless
noiseless
× ×
Finish each sentence with the correct
1. she\go to Shanghai \3days ago 2. Tom \ in the school library\ an hour
3. My father \ on his way to the office

牛津译林版八年级英语下册Unit 2 Travelling 重难点知识归纳总结

牛津译林版八年级英语下册Unit 2 Travelling重难点知识归纳总结【重点单词】1.travelling ['trævlɪŋ] n. <英>旅行=<美> traveling2.miss [mɪs] vt. 想念，思念3.fantastic [fæn'tæstɪk] adj. 极好的，美妙的4.indoor ['ɪndɔː] adj. （在）室内的5.speed [spiːd] n. 速度6.ride [raɪd] n. 乘坐（游乐设施）7.cartoon [kɑː'tuːn] n. 卡通片，动画片8.character ['kærɪktə] n. 人物9.such [sʌtʃ] det. & pron. 这样的(人或物)10.parade [pə'reɪd] n.（庆祝）游行11.magic ['mædʒɪk] n. 魔法12.pie [paɪ] n. 派，馅饼13.feel [fiːl] vt. 感觉到，意识到14.couple ['kʌp(ə)l] n. 两人，两件事；几人，几件事15.castle ['kɑːs(ə)l] n. 城堡16.sand [sænd] n. 沙；沙滩17.countryside ['kʌntrɪ'saɪd] n. 农村，乡下18.over ['əʊvə] adv. 结束19.marry ['mæri] vi. & vt. 结婚，嫁，娶20.dead [ded] adj. 死的21.beauty ['bjuːti] n. 美丽；美人22.seaside ['siːsaɪd] adj. 海边的23.sailing ['seɪlɪŋ] n. 帆船运动，航行24.except [ɪk'sept] prep. 除了……以外25.view [vjuː] n. 景色，风景26.mountain ['maʊntɪn] n. 高山27.business ['bɪznɪs] n. 公事；商业；生意28.direct [dɪ'rektˌdaɪ'rekt] adj. 直达的，直接的29.flight [flaɪt] n. 航班；航行30.point [pɔɪnt] n. 要点31.detail ['diːteɪl] n. 细节32.delicious [dɪ'lɪʃəs] adj. 美味的，可口的33.seafood ['sɪfuːd] n. 海鲜34.airport ['eəpɔːt] n. 机场【重点短语】1.roller coaster (游乐场的)过山车，环滑车2.such as 例如3.a couple of 一对；一双，两三个4.at the end of 在……末尾5.theme park 主题公园6.on business 出差7.go to someplace for a holiday去某地度假8.join sb. in doing sth. 加入某人去做某事9.get ready 准备e from a story by sb. 来自某人写的一个故事11.have a fantastic time 玩得特开心12.spend the whole day 花了一整天13.move at high speed 高速运行14.scream and laugh through the ride 全程都在尖叫大笑15.hurry to do sth. 匆忙做某事16.have a quick meal 吃顿快餐17.meet some Disney cartoon characters 见到一些迪士尼卡通人物18.a parade of Disney characters 迪士尼人物的游行19.get excited 变得兴奋ter in the afternoon 下午晚些时候21.run after them 追赶他们22.can’t stop taking photos 忍不住拍照23.watch a 4-D film 看了一场4D电影24.smell the apple pie 闻到苹果馅饼的味道25.buy a couple of key rings for sb. 给某人买了几个钥匙扣26.at the end of the day 在这天结束的时候27.watch the fireworks 看烟花【重点句型】1.I’ve been there before.我以前去过那里。

牛津译林版英语八年级下册课时练习 Unit 2 Travelling Revision

Unit 2 TravellingUnit 2 综合复习一、根据句意和中文提示完成单词。

1. I saw a ________ (几个人) of students get out from the school gate.2. The great match has been ________ (结束) for two hours.3. After the ________ (游行) , we watched a 4-D film.4. I’d like to ask a ________ (直接的) question, "How long have you known that man?"5. My grandma has been ________ (死的) for five years.6. Helen lives in a big family. She doesn't know all her ________ (亲戚的) names.7. The ________ (机场) is far from here. So we must leave early.8. We have to do some ________ (室内的) activities because of the heavy rain.9. The bus is travelling at a ________ (速度) of sixty miles an hour.10. —How tiring is to reach the top of the ________ (高山) after three hours' climbing! —Don't care much for that. The view from here is so beautiful.11. I wonder how long the general manager has been in Europe on ________ (公事) .12. —What's the main ________ (人物) in the play? —Snow White.13. My grandparents iv in the countryside. I ________ (想念) them very much.14. We had a ________ (极好的) time at Hong Kong Disneyland last week.15. You'd better draw a line under the important ________ (要点) .16. I took the ferris wheel (摩天轮) just now. It was really an exciting ________ (乘坐) .17. My sister Amy likes watching ________ (卡通片) very much.18. The whole story happened like ________ (魔术) and we couldn't believe our eyes.19. I could ________ (感觉到) the energy in his words. He made me brave!20. Everyone in Class1had a picnic in the park ________ (除了……以外) Jim because he was ill in hospital.二、根据句意, 用括号中所给单词的适当形式填空。

牛津译林版英语八下Unit2《Travelling》说课稿

牛津译林版英语八下Unit 2《Travelling》说课稿一. 教材分析牛津译林版英语八下Unit 2《Travelling》主要讲述了关于旅行的相关话题。

本单元通过介绍不同类型的旅行方式、旅行计划、旅行中的注意事项等，帮助学生掌握与旅行相关的词汇和表达方式，提高学生的听说读写能力。

教材内容丰富，贴近学生生活，有利于激发学生的学习兴趣。

二. 学情分析八年级的学生已经具备了一定的英语基础，对于日常生活中的基本表达已经能够熟练运用。

但是，对于一些关于旅行的专业词汇和表达方式可能较为陌生。

因此，在教学过程中，需要关注学生的个体差异，针对不同学生的学习需求进行引导和帮助。

三. 说教学目标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、旅行计划、旅行注意事项等。

2.能力目标：学生能够听懂、会说、会读、会写关于旅行的句子，提高学生的听说读写能力。

3.情感目标：通过本单元的学习，学生能够培养对旅行的兴趣，提高对英语学习的热情。

四. 说教学重难点1.重点：学生能够掌握与旅行相关的词汇和表达方式。

2.难点：学生能够运用所学的词汇和表达方式进行实际交流，编写关于旅行的短文。

五. 说教学方法与手段1.交际法：通过模拟真实场景，让学生在实际交流中运用所学知识。

2.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高学生的参与度。

3.多媒体辅助教学：利用多媒体课件、图片、视频等丰富教学手段，提高学生的学习兴趣。

六. 说教学过程1.导入：以一段关于旅行的视频导入，激发学生的学习兴趣。

2.新课呈现：通过展示图片、实物等，引入本节课的主题，引导学生学习相关词汇和表达方式。

3.课堂练习：设计不同类型的练习，让学生在实际交流中运用所学知识。

4.小组活动：学生分组进行讨论，分享各自的旅行经历，促进学生之间的交流。

5.课堂小结：对本节课所学内容进行总结，帮助学生巩固记忆。

6.课后作业：布置相关任务，让学生课后进行练习，巩固所学知识。

Unit2 Travelling Revision课件牛津译林版八年级英语下册

2．……的首都 __th__e_c_a_p__it_a_l_of 短 3．高速运行 _m__o_v_e__a_t_h_i_g_h speed 语 4．例如 _su__c_h_a__s_/_fo_r__example 精 5．追逐 ___r_u_n__a_f_te__r_ 选 6．忍不住一直做某事 _c_a_n_'_t_s_t_o_p__d_oing sth
典型例题 (1) Dad, you have worked for three hours. Stop _B___
and have a rest, please.
A. to work B. working C. work D. works
(2) It’s dinnertime. Let’s ____A____ dinner.
“最后”，多作状语，相当于at last/finally。
典型例题
在这条路的尽头，你就能找到这家医院。 __A_t__ __t_h_e__ __en__d____ _o_f_____ the road, you can find the hospital.
考点4 except/besides
except besides
4．It is dangerous to climb the mountains
__o_n__c_o_l_d__a_n_d__s_n_o__w_y days
5. -Nobody knows which team will win the
2014 World Cup in Brazil.
-Yes. That is the _m__a_g_i_c_ of the beautiful
(2)他昨天动身去英国了。 He __le_f_t ___ __f_o_r___ England yesterday.

牛津译林版英语八下Unit 2《Travelling》教学设计

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

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

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

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

然而，对于一些与旅行相关的特定词汇和表达方式，学生可能比较陌生。

此外，学生可能对不同国家的文化背景和旅行习惯有不同的了解程度。

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

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

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

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

四. 教学重难点1.重点：与旅行相关的词汇和表达方式的掌握。

2.难点：正确运用所学知识进行旅行计划的制定和表达。

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

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

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

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

2.多媒体设备：电脑、投影仪、音响等。

3.教学材料：旅行相关的图片、地图、旅行计划模板等。

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

牛津译林版英语八下Unit 2《Travelling》(task)教学设计

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

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

二. 学情分析学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。

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

因此，在教学过程中，需要注重对学生旅行词汇的培养和旅行计划能力的指导。

三. 教学目标1.学生能够掌握与旅行相关的词汇和表达方式。

2.学生能够正确运用一般现在时表达旅行计划。

3.学生能够通过合作完成一份旅行计划。

四. 教学重难点1.旅行相关词汇的掌握。

2.一般现在时的运用。

3.旅行计划的合理安排。

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

2.合作学习法：学生分组完成旅行计划，培养团队协作能力。

3.情境教学法：创设旅行情境，让学生在实际语境中运用所学知识。

六. 教学准备1.旅行相关词汇卡片。

2.旅行计划模板。

3.多媒体教学设备。

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

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

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

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

3.操练（15分钟）学生分组进行角色扮演，模拟旅行场景。

例如：A组为旅行社工作人员，B组为顾客。

A组需要为B组提供旅行建议，并运用一般现在时表达旅行计划。

Unit2 travelling Revision教案牛津译林版八年级下册

Step3 Completing the conversations
Kitty is on her way to the supermarket.Sandyasked her some questions. Let’s read the dialogue between them, completingthe conversation Then read it, and work in pairs to act it out.
Step4 Presenting
Millie has gone toThailand. She sent a postcard to Simon tellinghim her wonderful trip there. But Simon wascareless. She spilled some ink over some of the words. Help him find the correct words tofinishexercises.
Step5Homework
a. Go over the whole unit and get ready for the coming test.
b. Try to tell your parents or your friends about your wonderful trip.
教
学
反
思
重点难点
在语境中熟练地运用现在完成时
教学过程
复备
Step1Brainstorming
Say something about Kitty’s trip toHong Kong.(ReviseReading)
—How long have you ever been in Japan?

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。

英语：Unit2 Travelling Revision 课件(译林牛津版八年级下)

What are they?
Millie had a _f_a_n_ta_s_ti_c_(美妙) time in Thailand.
She saw an elephant show. The elephants _m__a_rc_h_e_d__ (前进) down the street and _w_a_v_e_d___ (挥手) to visitors. The best part was when they
Have you been to Disneyland? Where has Mother Pig been?
the entrance. Space Mountain is an exciting roller coaster. It
moved at high speed. They were screaming and
laughing through the whole ride. They met many characters in front of Sleeping
How much do you know about China?
Shenzhen, Suzhou, Shanghai, Qingdao, Lushan Mountain
Time
Places
Activities
Spring Summer Autumn
All year around
PSauizrhwouork：visit Chinese gardens
The 4th Tsim Sha Tsui visit museums;
day
th香e 港cul文tur化al 中cen心ter of… go shopping
Kowloon

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。

八年级英语下册：Unit 2 Travelling知识点复习(译林牛津版)

Unit 2 Travelling词汇部分：1. go on a trip. 相当于have a trip.He is going on a trip to Beijing. 他准备去旅行。

He is having a trip to Beijing.2. fun 用名词表示“享乐”、“娱乐”、“乐趣”，有趣的人或事、开心的事，fun是不可数名词，因此，其前不可以加不定冠词 aIt’s fun to play with water. 玩水是件有趣的事。

Let’s go this way. It’s going to be more fun. 咱们走这边，会更有趣。

We have a lot of fun at the party. 晚会上我们玩得很开心。

3. take sb out 带某人出去take sb to the park. 带某人去公园4. excited/ exciting. 都是形容词，其中excited 通常修饰人、描述人的感受。

exciting 通常描述事物（或消息）的特征。

例如：The film is very exciting. 电影很令人激动。

We are excited at the news. 我们对这些消息感到很激动。

英语中像这样的形容词很多，如：surprised interested movedsurprising interesting moving5. go hiking/ go skiing 去徒步旅行/ 去滑水。

go skating 去滑冰go swimming 去游泳go shopping 去购物6. as soon as 一……就……I went shopping as soon as I arrived . 我一到就去购物。

You will see the beautiful view as soon as you get there. 你一到那儿就会看见美丽的风景。

牛津译林版英语八下Unit2《Travelling》(reading1)说课稿

牛津译林版英语八下Unit 2《Travelling》（reading1）说课稿一. 教材分析《Travelling》是牛津译林版英语八年级下册Unit 2的一篇阅读文章，主要讲述了一位澳大利亚女士和美国女士在机场相遇并互相询问旅行计划的故事。

文章通过介绍她们的旅行目的地、旅行方式及旅行中的趣事，让学生在阅读过程中了解不同国家的风土人情，培养学生的跨文化交际意识。

文章题材贴近学生生活，激发学生学习兴趣，同时培养学生阅读和获取信息的能力。

二. 学情分析根据我对学生的了解，他们已经具备了一定的英语基础，能够进行简单的阅读理解。

但在阅读长篇文章时，部分学生可能会感到困难。

此外，学生在词汇量和语法知识方面也有所不足，需要老师在教学过程中给予适当引导。

针对这些情况，我在教学过程中将注重培养学生的阅读技巧，帮助他们更好地理解文章内容。

三. 说教学目标1.知识目标：让学生掌握文章中的重点词汇和短语，如“passportcontrol”、“flight number”等；理解文章的基本情节，并能用英语进行简单描述。

2.能力目标：培养学生运用阅读技巧快速获取文章信息的能力，提高学生的阅读理解水平。

3.情感目标：培养学生对旅行的兴趣，激发学生探索不同国家文化的热情。

四. 说教学重难点1.重点：文章中的重点词汇和短语，以及一般现在时的运用。

2.难点：引导学生运用阅读技巧，理解文章中的细节信息，如人物关系、旅行计划等。

五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在完成具体任务的过程中，提高阅读理解能力。

2.教学手段：利用多媒体课件，为学生提供直观的视觉感受，帮助学生更好地理解文章内容。

六. 说教学过程1.导入：以一段关于旅行的视频片段引发学生对旅行的兴趣，进而引入本课话题。

2.阅读理解：学生自主阅读文章，完成相关练习，培养学生快速获取信息的能力。

3.词汇学习：教师讲解文章中的重点词汇和短语，让学生进行实时巩固。

八年级英语下册《Unit 2 Travelling Revision 1》牛津版

• 3.一般过去时强调过去发生的动作或状态，与表示过去的具体时间连用（last, ago, yesterday, etc. ）
五：have/has gone与have/has been 区别
have gone to have been to have been in
去了某地还没回来只用于第三人称
贯穿这次乘坐
through the ride
匆忙去饭店
hurry to a restaurant
匆匆吃了一餐
have a quick meal
卡通人物
cartoon characters
例如
such as /for example
迪士尼人物游行
a parade of Disney characters
去了说话时某人不在只用于第三人称
去过常与ever, never, once,twice,连用
在… 与时间段连用用how long 提问
A: How long _h_av_e_ you _b_e_e_n__in_ China? B: I _h_av_e__b_e_e_n_ here for 3 years.
二、Adverbs of time（标志性的时间状语）
before(句末)（以前）, by now /so far(到目前为止),
once, twice, three times,… just(刚刚), recently（最近）， yet(否/疑)（还/已经）, already(肯)（已经）, ever(否/疑)（曾经）, never（从不）, all one’s life（一生） ,
hurry hurried hurried
去y＋ied
注:以辅音字母加y结尾的词,去y＋ied.