牛津英语8B Unit 5 Grammar 2格式教案

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牛津译林版英语八年级下册8BUnit5 教案

Unit 5 Good mannersWelcome to the unitTeaching objectives:Knowledge objectives: To get some knowledge about manners.Ability objectives: To learn to talk about manners in some public places in English.Value objectives: To arouse the students’ interes t in manners.Teaching focuses and difficulties：Some useful expressions: cut in on others, drop litterYou’re old enough to learn about manners. You’re never too old to learn. Teaching procedures:Step 1 PresentationPresent some new words and phrases of this unit:manners, cut in on sb./sth., politely, litter, tap, run, pick, obey, queueStep 2 ListeningListen to the conversation between Eddie and Hobo.Step 3 Watch and answer the questions.1. Do you think Eddie really wants to teach Hobo?No.2. What does Eddie teach Hobo?First, always share things with others. Second, don’t cut in on others. Always wait politely.3. What does Eddie really want from Hobo?The cake.Step 4 Reading1. Look at the pictures on page 65 and answer the questions.1) What should the boy do when he crosses the road?2) What is the girl doing?3) What should we do in the library?4) What are the man and the woman doing?5) What is the man doing?6) What did the boy do?2. Complete A on page 65. Then ask Ss to sum up what we should and should not do.Step 5 Listen to B on page 65 and complete the form.Listen to the conversation between Amy and Shirley, then complete the form.Step 6 Pair workGive some picture.Work in pairs and discuss what we should and should not do in a public place. Use the conversation as a model. Step 7 Language points1. You’re old enough to learn about manners now.现在够大了可以学礼仪了。

牛津译林版英语8B_Unit5_Grammar公开课课件

灵水村
The first day generous
be + adj. + enough + to do
share her things with others
helpful
help his friends
brave
be a group leader
careful brave
take care of her friends do things alone
To finish off Page 70 Part A
Pay attention
1. enough是副词，修饰前面的形容词。 enough用作副词时，位置在被修饰词的后面。
He is old enough to go to school.
Andy is strong enough to be a player.
4. It’s very kind of you to tell me this news. You are _k_i_n_d_ _e_n_o_u_g_hto tell me this news.
5. This problem is too difficult for her to work out. This problem is __n_o_t__ __e_a_s_y_ __fo_r___ ___h_e_r__ ____t_o__ ___w__o_rk____ __o_u_t____.
牛津译林版英语 8B Unit5 Grammar公开课课件
discussion express
n. 讨论 vt. 表达
make everyone laugh on her own join the discussion express himself clearly all the main points be busy with

译林版牛津英语 8B Unit5 Grammar 教案

Teaching plan8B Unit5 GrammarTeaching content: 牛津英语八年级下Unit5 Good manners Grammar Teaching aims1. Knowledge aims:To learn the sentence structure “enough …to…”To learn the sentence structure “too…to…”2. Ability aims:To use “enough …to…” to describe a person’s personalities and abilitiesTo use “too…to…” to express a negative result3. Emotion aims:To learn from others and be friendly to othersTo know the importance of teamworkTeaching proceduresStep1Warming up and lead-inDiscussion time: enjoy a video and discuss1. Who is your favourite character?2. Why do you like him/ her?Step2 Presentation1. Present the sentence structures according to the characters’ personalities and abilities2. Work out the rulesStep3Practice1. Wechat time: use “enough …to…” to describe the hare’s new friends2. Diary time: use “too…to…” to rewrite some sentences in the hare’s diary3. Entertainment time: use “enough …to…” or “too…to…” to talk about some pictures4. Race time: use “enough …to…” or “too…to…” t o complete the story about the second race between the tortoise and the hareStep4Summary time1. What have you learnt in this lesson? (knowledge and ability aims)2. What have you learnt from the story? (emotion aims)Step5 Homework1. Remember the structures and use them to make sentences.2. Finish the exercises.。

牛津译林版英语 8B八年级下册 Unit5 教案

Teaching Procedures
Designing aims
Step1:Leading-in
Good manners are very important in our daily lives.
1.Do you have good manners?
2.What do you always do if you want to show good manners to others?
4. Act it out.
听前的设问和表格有利于学生快速的获取信息，加强理解。对话的操练让学生熟悉目标语言知识为下面的语言运用做准备。创设不同的情景，为学生提供真实的语境，让学生在实践中获得学习的快乐和成就感，同时为拓展环节的语言输出做好语言铺垫。
Step5:Group Work: A competition.
We should/shouldn't...”
通过本环节的复习和巩固，一方面可以唤起学生对之前已经学习过的内容的复习，另一方面提高学生的语言表达能力。
Step2:Presentation
1.Free talk
(1) What traditionalmanners do you know in China?
(2) Toidentify specific details by answering some questions.
(3)To develop the students’ ability of guessing new words’ meanings from the context.
3.Value objectives：
Step3:Presentation
1.Present the six pictures and ask the students to talk about who is doing right and who is doing wrong? Why?

牛津译林版八年级英语上册Unit 5 Grammar 示范课教学设计

【难点】
在语境中运用动词不定式理解和表达意义。
五、教学活动设计
环节一：观看视频，激活已知，导入本节课语法点——用may来表示可能性。(5 mins)
教师首先创设情境，Martin和Gary正在讨论，播放视频，引导学生观看视频并回答问题。
教学活动
1.Studentspredict what Martin and Gary are talking about.
三、教学目标
通过本课时的学习，学生能够：
1.掌握may用来表示可能性，并总结、归纳其形式和结构；
2.在语境中运用动词不定式理解和表达意义；
3.了解更多有关动物的特征，从多角度观察和认识动物。
四、教学重难点
【重点】
1.掌握may用来表示可能性，并总结、归纳其形式和结构；
2.在语境中运用动词不定式理解和表达意义。
5.Studentsread and complete the passage usingmaywith the words in brackets.
活动层次
学习理解之感知与注意、获取与梳理、概括与整合
应用实践之内化与运用
效果评价
观察学生完成活动的情况，判断其对用may来表示可能性的掌握情况。
环节设计意图：引导学生在语境中识别并理解may用来表示可能性，并总结、归纳其形式和结构。
8. Students observe, circle and work out the rule by themselves.
9. Studentshave a brainstorm.
10.Students work in pairs and try to give Millie some suggestions.

牛津初中英语8B Unit5教学设计

牛津初中英语教学设计案牛津初中英语8B Unit5 International Charities第二课时Reading 教学设计设计的基本理念：根据新课标，突出学生自主学习的主体地位原则，培养学生自主、合作、探究精神、突出语言运用能力培养的理念而设计。

《英语课程标准》是以学生“能做某事”的描述方式来设定各级目标要求的。

这就决定了我们在教学中要尽量采用“任务型”的教学途径。

在这一教学环节中，教师的任务就是根据单元和课堂教学内容和目标，给学生设计一个阶段、一个单元和每一课的学习任务、目标，并锁定任务，吸引和组织他们积极参与，通过思考、调查、讨论、交流和合作等方式，学习和使用英语，完成学习任务。

一、教材分析（一）教材的地位和作用1、单元背景分析：慈善机构在当今人们的生活中，尤其是贫困地区人们的生活中起到了越来越重要的作用。

这些机构通过不同的方式帮助世界各地的人们。

本单元就是让学生重点了解UNICEF(联合国儿童基金会)、World Vision(世界宣明会)、ORBIS（奥比斯）、Oxfam(乐施会)、Wide fund for Nature(世界自然基金会)五个国际慈善机构。

激发学生乐于助人的情怀，激励他们好好学习，为贫困地区的人们贡献自己的一份力量。

2、教材内容分析：本单元主要谈论有关慈善机构的话题。

本课是一篇阅读课文，通过学习对ORBIS一名医生的采访，了解ORBIS医生的基本工作状况。

学生通过对比学习，引出新课标语言的学习，并通过一系列的听、说、读、写活动逐步深入，不仅让学生学会用正确的语言介绍ORBIS 医生的工作情况，又能让学生了解更多关于世界贫困人口的情况，激发学生乐于助人的情怀。

所以本课是本单元的教学重点。

二、设计特色：强调学生自主学习、合作讨论和语言表达能力，不同的学生提出不同的要求，让每个层次的学生都有所收获，激发学习兴趣。

三、教案流程图：Language points Explain and examples Practice Choose the best answerShow and tellSummary What do you learn about the storyHomework Using keywords retell板书设计：Unit 5 International Charities (Reading) Questions:1、How many people does blindness affect around the world?2、How does help?3、What can people do to support ?4、What do volunteer doctor do on the plane? ……Words:affect mostly operation afford proud improve patient skill treat indeed operate ……教学反思：结合农村学生英语基础差，听说能力差，缺乏学习兴趣，两极分化严重这一特点设计了本课教学。

译林版牛津英语8B Unit 5 教案

8B Unit 5 教案（共9课时）Teaching DesignsUnit opening:Background informationCharities work to help people who are in need with donations they receive from companies, individuals, etc. This comic strip introduces a way tosupport charities – donating money. Other ways may include donating items that different charities need, doing voluntary work, etc.The first periodCotent: Comic stripPreparation: Ask Ss to search and collect information about international charities. Ss are also supposed to bring some pictures to class.Teaching aims:Have the Ss know sth. about international charities and try to talk theirfavorite charities.Teaching procedures:Step1. Tell Ss to read the comic strip, then ask some questions to checkunderstanding, e.g.,What does Oxfam need? (donations)What is Hobo going to do? (Donate money)Ask Ss how they feel about donating money to charities. Find out how much they know about why it is done and what the money is used for. Ask them what else they would consider donating.Step2. Ask Ss to read with partner and try to perform Hobo and Eddieaccording to the comic strip. Then ask three or four pairs to perform thisconversation before the class.Step3. Pay attention to some useful expressions: 1)…. left T: What does “left” mean here? e.g. There are only three 2) be used to doing e.g.He is used to getting up before 6:30 every morning. 3) too…to… e.g.He is too weak to walk any further.Step4. How charities help people:T asks Ss to present their information and pictures of international charities and say sth. about their charities. Ss exchange their ideas.Assignment: Make a dialogue according to the comic strip. Ss shouldreplace Oxform and use other words.The second periodContent: Welcome to the unitTeaching aims:1.To introduce Ss to some international charities2. To prioritize needs in poor countries.Teaching procedures:Step1. T introduces background information:There are many international charities helping needy people and worthycauses all over the world. Look at some symbols in Part A. T uses thesesymbols to present the following charities. T puts the pictures withthese symbols on the blackboard.Step2. Talk about international charities and the work they do. Ask SsWhich international charities they know and write a list on the board.Step3. Tell Ss To look at the symbols in Part A and the names of thecharities in the box. Ask them to write the names of the charities underthe pictures. Tell them to try to do the task on their own first, thencompare answers with a partner.Step4. Check answers as a class. Then Ss How much they know about what the charities in Part A do and how they help people.Step5. Talk about what life is like for people who are very poor. Ask Sstothink about how their lives might be different if they had almost nomoney.Step6. Divide the class into pairs. Ask Ss to look at the list of items inPart B and decide which items are the most important and which items arethe least important for people in poor countries.Assignment:Be able to know more international charities and try to remember theirfull names.The third periodTeaching aims: 1. Understand open questions used in an interview.2. Infer general meaning from title and context.3. Predict the meanings of specific words from close context4. Check understanding by linking parts of sentences.5. Summarize information by completing notes.Teaching procedures:Part A:Step1 Ask if Ss. Know anyone who works for a charity, and if so, whichcharity and what they do.Step2 T writes “ORBIS” on the bl ackboard. Ask Ss what they know about ORBIS or whether they have heard of it before doing the Welcome to theunit exercise. Talk about blindness and how it might affect a person’slife.Step 3 Listen to the tape about the reading, and then ask Ss to read thetext by themselves again.Step 4 Ask Ss some questions to check their understanding and encourage sts. to think more about the topic.Step 5 Ask Ss to do pair work. They practice the interview and perform Dr Ma and the interviewer. ( Three or four pairs perform the interview.)Step 6 Ask Ss to find out the language points in the conversation and analyze them.Part B:Step 1 Remind Ss that the vocabulary listed in Part B1 appears in the interview on pages 76 and 77. If Ss are not sure what a word means, it may help them to read the word in context on those pages.Step 2 Tell Ss to work on their own to complete Part B1.Step 3 Ask five Ss to each read out one word and its definition. Tell Ssto check their own answers.Step 4 Tell Ss to read the interview on pages 76 and 77 again, and usethe information there to help them complete Part B2.Step 5 Tasks one s tudent to read out Amy’s article, pausing at the blanks. This student asks the other Ss for the correct words to complete sentences.Part C:Step1. Explain the context of Part C1. Amy is looking at the ORBIS website and making notes.Step2. Sts. read Amy’s notes and match the first halves of the sentenceson the left with the second halves on the right by putting the correctletters in blanks.Step3. Check answers as a class. Ask six Ss to read out one complete sentence each. Write the correct sequence of letters on the board so Sscan check their answers.Step4. Ask Ss to read Daniel’s notes in Part C2 through first for overall meaning before they do the exercise.S tep5. Ask Ss to complete Daniel’s notes by selecting the correct words from the words in brackets.Step6. When Sts. have finished PartC2, ask volunteers to read out one sentence each.Assignment: Finish the exercises about Reading in workbooks.The fourth periodContents: V ocabularyTeaching aims:1 To develop an understanding of suffixes2 To use appropriate verbs and adjectives in context3 To use suffixes to create nounsImportant and difficult points:We can add –ion(-ation) and –ment to create nounsTeaching proceduresStep1 Revision1 Review the useful expressions英汉互译:1.习惯每天早起 e the plane as a teaching center2.为许多贫困的病人做手术7.some information about international charities3.创办一所希望小学8.affect about 45 million people around theworld4.百分之八十的失明的病例9.support our work by sending donations to ORBIS5.作关于国际儿童基金会的报告10.raise money by organizing other funding-raisingactivities2 Retell the readingStep2 presentation1. Suffixes & prefixesNounadjectiveAdj.oppositecare-ful(less)possibleIm-Help-ful(less)happyUn-use-ful(less)honestdis-e.g. 1. The boy is very help_______ but care________.2. The boy is quite __________(honest) so his father is very_________.(happy)2.e.g. 1.The boy was late because he was ________.(ill)because of his ___________.2.We often ___________ on TV and this is our __________. (advertise)Step3 V ocabulary1.We can form nouns by adding ‘ment’, ‘-ness’, ‘-ion’ to other wordsV erb& adjective + Suffixes ‘-ment’, ‘-ness’, ‘-ion’ → Nounmove + ment → movementill nessillnessprevent ion preventionorganize ation organization2. Finish the exercises.Step 4 more practice用所给的单词填空。

初中英语八年级下册(牛津译林版)Unit5Grammar教学设计

3.每个小组汇报讨论成果，其他小组进行评价和提问。
（四）课堂练习（500字）
1.教师设计一系列练习题，包括填空、句型转换、小作文等，让学生运用一般将来时态和情态动词。
-例如：填空题：“If I have time, I _______ (go) to the gym tomorrow.”
-小作文：Write a paragraph about your future career plans, using the Simple Future Tense and modal verbs.
2.学生分享后，教师总结并引入本节课的主题：“Today we are going to learn how to talk about the future using the Simple Future Tense and modal verbs.”
（二）讲授新知（500字）
1.教师讲解一般将来时态的构成，通过例句展示“will”, “going to”, “be going to”等结构的使用，解释它们之间的区别。
4.通过语法练习，提高对英语句子结构、语法规则的理解和应用能力。
（二）过程与方法
1.任务型教学法：设计小组讨论、角色扮演等任务，让学生在实际语境中运用将来时态和情态动词。
2.交际式学习：鼓励学生之间进行真实语境下的对话，交流关于未来的打算和可能性。
3.发现式学习：通过语法练习和例句分析，引导学生自主探索语法规则，总结使用一般将来时态和情态动词的技巧。
4.布置课后作业，要求学生运用所学语法知识编写一段关于未来梦想的短文，巩固课堂所学。
五、作业布置
为了巩固学生对一般将来时态和情态动词的理解与应用，特布置以下作业：
1.编写一篇关于“我的未来梦想”的英语短文，至少使用5个一般将来时态的句子和3个情态动词表达将来可能性或建议的句子。要求内容真实，语言准确，条理清晰。

牛津英语8B-unit5教案

牛津英语8B Unit 5 International charitiesUnit5 The 1st periodContent: Comic strip & Welcome to the unitTeaching aims:1 To learn about the charities in foreign country2 To talk about the charities and what the charities can do .Teaching procedures:Step 1: Revision.Review the passive voice.Step 2:Dictate new words .Step 3: Welcome to the unit1. Introduce the charities the in foreign country1.)ORBIS2.) Oxfam3.)UNICEF4.)World Wide Fund Nature2.Finish A. Write the correct names in the blanks.3. Talk about the picture in Part A according to Daniel and Mr Wu’s conversation as a model.Step 4: Comic strip.1.Listen to a short dialogue and think about the following questions:1)What does Oxfam need?2)What does Hobo want Eddie to do?3) What does Hobo want Eddie to do first ?2. Listen to the dialogue again and try to repeat after the tape.3.Read the dialogue together and understand the meaning of the dialogue. Answerthe question:What will you do to help with the poor if you grow up ?4. Try to make a new conversation according to the comic strip and Part B. Step 5 :Homework:1. Recite the conversation.2. Finish the workbook.Blackboard :Summary:Uni5 the second periodContent: ReadingTeaching aims:1. To learn about ORBIS docters.2. To talk about what ORBIS docters can do.3. Using the passive voice.Important and difficult points:The understanding of the readingSome useful expressionsUsing the passive voice.Teaching procedures:Step 1: Dictate some passive voice.Step 2: Review the dialogue last class . Step 3: New words learning.Step 4: Read the text and learn.Step 5: Explain the meaning of the text Step 5: Learn some useful expressions.1.an interview with sb,2.be interested in3.tell sb sth /tell sb sth about sth4.the money for5.be used as6.afford to do sth7.teach sb sth/to do sth8.by doing sth9.be proud of doing sth/to do sthStep 6 Listen to the tape and read the text . Step 7 Do the exercises of part B .Step 8 Homework:1. Remember the new words.2. Finish the workbook.Blackboard:Summary:Unit 5The third periodContent: GrammarTeaching aims:1. To learn the difference between “active voice” and “passive voice”2. To learn the form of passive voice3. To learn how to use the passive voice”Teaching Procedures:Step1.New words learning..Step 2.Lead in“the passive voice”.I eat up the apple.----The apple is eaten.He finishes his homework------His homework is finished.It is obvious who performs the action。

2020-2021学年牛津译林版英语八年级下册8B Unit5 Grammar 教案

GrammarTeaching objectives:Knowledge objectives: To understand how to use “enough to” & “too … to ”.Ability objectives: 1. To use “enough to “ to describe a person’s quality and ability.2. To use “too … to “ to express a negative result.Teaching focuses and difficulties：To recogn ize and use “enough to” & “too … to ”.Teaching procedures:Step 1 RevisionTranslate some sentences:Step 2 Answer questions.1. What does Eddie say to Hobo before he mentions the good manners?2. What’ll British people do if you’re in their way?Keys: 1. You’re old enough to learn about manners.2. If you’re in their way, British people will be polite enough to wait till you move.Step 3 Grammar1. Can you find the similarity between the two sentences? What is it?1. You’re old enough to learn about manners.2. If you’re in their way, British people will be polite enough to wait till you move.to be + adjective + enough + to-infinitive2. We can use the verb to be + adjective + enough + to-infinitive to describe a person’s personalityand abilities.e.g. You are old enough to learn about manners.If you are in their way, British people will be polite enough to wait till you move.3. Suzy wants to tell her parents what she thinks about her friends. Help her make sentences using “to be + adjective + enough + to-infinitive”.Keys:1. …is kind enough to help his friends any time.2…. is patient enough to listen carefully when others speak.3…. is careful enough to notice small changes around her.4…. is generous enough to share her things with others.5…. is polite enough to queue in public.6…. is funny enough to make everyone laugh after class.4. We can use the verb to be + too + adjective + to-infinitive to express a negative result.British people are too polite to shout loudly in public.British people are too polite to push past you.5. Sometimes we need to add for someone before the to-infinitive.The UK is too far away for Jenny to go there on her own.6. The radio show is over. Millie wants to write about that day in her diary. Help her rewrite the sentences with “to be + too + adjective + to-infinitive”.1. Suzy was very shy. She did not join the discussion.2. Simon was very excited. He did not express himself clearly.3. Peter was slow. He could not write down all the main points.。

八年级英语下学期8B Unit5 grammar(2)牛津英语

As students in Grade 3，we have been used to do much homework.
4. 他们不习惯吃蔬菜吗？ Aren’t they used to eating vegetables？ 5.衣服是用来取暖的。 The clothes are used to keep warm.
Period six
Grammar ( 2 )
1. used to do sth 2. be used to sth
doing sth 3. be used to do sth
=be used for doing sth
used to do sth没有现在时形式,表示过去经常做某事.
1. I was a student in this school in the past.
3.I _a_m__u_s_e_d__to___ playing badminton with my friends at weekends.
4.Now people pay more attention to ___h_e_a_lt_h_c_a_r_e___.
5. He is the top student now but he ___u_s_e_d__to____ be weak at his study.
Talk about Tom’s past and present
Before Get up at half past six Go to school on foot Learn three main subjects Have lunch at home Go home early Have a little homework Go to bed at nine

初中英语八年级上册(牛津译林版)Unit5Grammar优秀教学案例

初中英语八年级上册（牛津译林版）Unit5Grammar优秀教学案例
一、案例背景
初中英语八年级上册（牛津译林版）Unit5涉及情态动词can的用法，这一知识点对于学生来说相对较为复杂，需要通过具体的教学案例来帮助他们理解和掌握。本案例背景设定在一所初级中学的英语课堂，教师在教学过程中发现学生在使用情态动词can时常常出现混淆和错误，因此决定设计一堂针对性的语法课，以提高学生对情态动词can用法的掌握程度。
五、案例亮点
1.情境创设法：本案例通过引入真实的生活情境，如购物、问路等，使学生能够将所学的语法知识与实际生活相结合，提高了学生的学习兴趣和参与度。情境创设不仅帮助学生更好地理解和记忆语法知识，还提高了学生的实际应用能力。
2.问题导向法：教师在教学过程中提出有意义的问题，引导学生思考和探索情态动词can的用法，激发了学生的思维能力和解决问题的能力。通过问题导向，学生能够主动思考和质疑，培养了他们的批判性思维和问题解决能力。
4.利用评价结果，教师可以对教学方法和策略进行调整和改进，以提高教学效果和学生的学习效果。
四、教学内容与过程
（一）导入新课
1.教师通过与学生进行简单的英语对话，复习已学过的一般现在时态，为导入新课做好铺垫。
2.利用图片或多媒体资源展示与情态动词can相关的情景，如一个人正在尝试跳高，引发学生对情态动词can的好奇心。
2.教师讲解情态动词can的不同形式，如can, could, be able to等，并解释其用法和区别。
3.教师进行现场演示，用情态动词can表达自己的能力和请求，让学生跟随教师一起模仿和练习。
4.教师通过多个示例句子，展示情态动词can在实际语境中的应用，如“Can I borrow your book?”等，帮助学生理解和掌握。

牛津译林版八年级英语下册8BU5 Grammar教学设计(公开课)

牛津译林版八年级英语下册8BU5 Grammar教学设计（公开课）一. 教材分析本课选自牛津译林版八年级英语下册8BU5，主题是关于一般现在时态的用法。

通过本课的学习，学生将能够掌握一般现在时态的构成、用法及主谓一致等语法知识。

教材通过丰富的语境和真实的例子，帮助学生理解和运用一般现在时态。

二. 学情分析八年级的学生已经学习过一般现在时态，对本课的内容有一定的了解。

但部分学生可能对主谓一致等语法规则掌握不牢固，需要通过本课的学习进一步巩固。

同时，学生对于英语语法的兴趣和积极性需要激发，以便更好地参与课堂活动。

三. 教学目标1.知识目标：学生能够掌握一般现在时态的构成、用法及主谓一致等语法知识。

2.能力目标：学生能够在实际语境中正确运用一般现在时态，提高英语表达能力。

3.情感目标：通过本课的学习，学生能够增强对英语语法的兴趣，提高学习积极性。

四. 教学重难点1.重点：一般现在时态的构成和用法。

2.难点：主谓一致和一般现在时态在实际语境中的运用。

五. 教学方法1.情境教学法：通过创设真实的语境，让学生在实际情境中感知和运用一般现在时态。

2.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高参与度。

3.互助合作学习：鼓励学生之间相互讨论、交流，共同解决问题。

六. 教学准备1.教材：牛津译林版八年级英语下册。

2.多媒体设备：电脑、投影仪等。

3.教学素材：相关图片、PPT、练习题等。

七. 教学过程1.导入（5分钟）利用图片和简短的视频，引导学生回顾一般现在时态的用法，为新课的学习做好铺垫。

2.呈现（10分钟）通过PPT展示一般现在时态的构成和用法，让学生初步感知和理解。

同时，讲解主谓一致的规则。

3.操练（10分钟）设计一些简单的练习题，让学生分组进行练习，及时巩固所学知识。

教师巡回指导，解答学生的疑问。

4.巩固（10分钟）创设一个真实的语境，让学生分角色扮演，用一般现在时态进行对话。

鼓励学生大胆开口，提高实际运用能力。

沪教牛津版8AU5-2 Grammar教案

Experiencing
1.Present a song using present perfect tense :Try Everything.
2.Show and lead students to read the lyrics.
1.EnjoBiblioteka the song.2.Observe the lines of lyrics.
Consolidate the use of the present perfect tense.
Teaching Methods
Task-based teaching method; situational method
Teaching Aids
ppt; song; video
Procedures
Teacher’s activities
Students’activities
Purposes
Step 1:
The Teaching Design of Present Perfect Tense
Title
The present perfect tense
Lesson Type
Grammar
Grade Level
Grade 8
Teacher
Learning
Objectives
At the end of the lesson, Ss will be able to:
Applying
1.Show an example of drill 1. Then check answers with students.
2.Show an example of drill 2. Then checkanswers with students.

八年级英语下册《8B Unit 2 Travelling》Period 5 Grammar(2)教案牛津版

2.促进学生积极参与语言交流活动，启发想象力和创造性思维，有利于发挥学生的主体性作用。
3.在任务型教学中掌握学习策略的实质是经常性的反馈以适应每个学生所需要的个别化帮助作为群体教学的补充。
4.根据反馈的信息对个别乃至全体学生未达到目标采取适当的方式方法给予弥补。
5.在活动中学习知识，培养人际交往、思考、决策和应变能力，有利于学生的全面发展。
Situational Teaching Method
Aids:
课前准备（教具、活动准备等）
Blackboard; computer; OHP (overhead projector); some pictures
教学设计
课前延伸
1. Preview the new words of this part and try to master the usage of them.
2. Finish the exercises of this part.
Teaching Plan
(授课计划)
Studying Plan
(学习计划)
Aims
(设计意图)
课
内
探
究
课
内
探
究
学
StepOneWarming up & Revision
1.Check the words in groups.
检查核对学生答案，及时给予褒贬评价。
课内探究
练
Step Six
Production
Discussion
Try to make the sentences as long as possible. ( Group discussion)
全班共分为10小组，每句两小组展开竞赛活动，看谁句子质量高?小组内合作扩句，既降低难度，又提高答案质量。展开小组竞赛，有利于激发热情。

牛津8B Unit5 全单元教学设计教案

牛津8B Unit5 全单元教学设计Unit 5 International charitiesPart 1 Teaching design第一部分教学设计Period 1 ic strips & wele to the unit(How charities help people, Charities around the world)Teaching goals●To introduce students to some international charities●To learn to use ‘used to’ and ‘be used to’Teaching proceduresStep 1 Warming up by questioningWhat charities in China do you know of? What do they help?In this unit, we’ll learn some international charities. Whatinternational charities do you know of?Have you ever heard of famous international charities like:ORBIS, Oxfam, UNICEF, World Vision and World Wide Fund for Nature?Step2 Finishing off Part AOn page 77 are some logos or pictures. Could you match the logos with the charities? I will check the answers later on.Step3 DiscussingWhat do you think people in poor countries need most? Do they get help from international charities? What can you do for charities? (We can donate our pocket money to them.)Step4 Listening and answeringOxfam needs money to carry on with their work.Who calls for donating pocket money to Oxfam? (Hobo)Will he donate his own pocket money? (No)Whose pocket money does he want to donate? (Eddie’s)When does he want to go to donate money? (Right now, at lunchtime)Does Eddie agree? (Of course not)Why not? (He doesn’t often go out before lunch. That is to say, he isn’t used to going out before lunch.)What does Eddie think o f Hobo? (Hobo was kind to him before, but now he isn’t. That is to say, Hobo used to be kind to Eddie.)Where will Hobo take Eddie to have lunch?Do you think Eddie is willing to go to Oxfam right now?Why?Step5 Reading aloud and writing down expressionsNow read after the tape sentence by sentence.You are given five minutes to find out and write down all the useful expressions in this part. Go over page 76 and 77 again to underline all the useful expressions.Step6 Reading and actingRead the dialogue aloud and act it out in pairs.Step7 Retelling the storyToday Hobo tells Eddie that Oxfam needs money. He remembers that Eddie has some p_____ money l_____ , so he asks Eddie to go and donate some of it. But Eddie says that he always has l_____ at twelve o’clock. He isn’t u_____to g_____out before lunch. “Don’t w_____ .” Hobo says, “We can have a big lunch a_____ .” At last, Eddie has to go with Hobo and he says sadly, “You u_____ to be very k_____ to me, but now I’m so w_____ that I can’t walk any f_____ . ” “OK, I’ll t _____ you to a new r_____ . It’s n_____ to the Oxfam shop.” Hobo says happily. Do you believe what he says?(Keys: pocket, left, used, going, worry, afterwards, used, kind, weak, further, take, restaurant, next)Step8 Homeworka. Read the ic strips and try to remember it. Try your best to act it out.b. Finish off the exercises in the Evaluation Handbook.Period 2 Reading I(An interview with an ORBIS doctor)Teaching goals●To learn to guess meanings of new words from the context●To learn to skim text for overall meanings and scan for details●To understand the structure of difficult sentencesTeaching proceduresStep1 PresentingWhat international charities do you know about?What do they do?Have you heard of ORBIS?ORBIS helps blind people in poor countries. The state of being blind is called blindness. Why does ORBIS help the blind patients? Because blindness affects many people around the world, mostly in poor countries. But most of the cases of blindness can be prevented or cured. Why don’t the blind go to see doctors? Because they are so poor that they can’t pay for medical treatment. ORBIS doctors treat them for free. They operate on/do(perform) operations on t heir patients. So the patients are thankful/grateful to them. How do you think ORBIS doctors feel when they help people? (They feel proud.)Step 2 Finding out expressionsGo on to page 78 and 79read the interview and underline all the useful expressions.Step3 Listening and answeringNow listen to the tape, and then answer the following questions:How many people around the world are affected by blindness?How many cases of blindness can be prevented or cured?Where do ORBIS doctors work?What does ORBIS need?Step4 Reading silently and finishing off Part B2Read the text silently again.Try to fill in the blanks in Part B2, checking your answers against your partner’s. (Keys: operations, skills, knowledge, grateful, patients, cured, donations)Step5 Finishing off Part CPut the sentences together in Part C, then checking the answers with your partners. (Keys: 1e, 2f, 3a, 4c,5d,6b; 1charity, 2blind,3eye, 4hospital, 5doctors, 6treat, 7teach, 8operations)Step6 Reading after the tapeNow read after the tape sentence by sentence. Pay attention to the sense groups within the sentences.Step7 Doing additional exerciseAsk students to tell if the following statements are “True” or “False” according to the text.1.Blindness affects about 45 million people around the world, mostly in western countries. F2.Many blind people have no money for medical treatment. T3.Local doctors perform operations on the plane instead of in the hospital because it is morefortable on the plane. F4.Dr. Ma used to do one or two operations a day. F5.Patients are very grateful to ORBIS doctors. TStep8 Homeworka. Read after the tape five times. Your parent’s signature is needed.b. Finish the exercises in the Evaluation Handbook.Period 3 Reading II(An interview with an ORBIS doctor)Teaching goals●To work out the structure of each sentence●To retell the story in their own words, following the organization of the passage●To explain all the language pointsTeaching proceduresStep 1 Reading the text togetherRead the passage on page 78 and 79 together loudly.I may choose some of you to read the passage paragraph by paragraph later on.Step2 Making a flow chart on ORBISGo over the text to make a flow chart on ORBIS, getting ready for retelling.You can use the flow chart on page88 as a model.Now try to retell the text story in your own words with the help of the flow chart.Step3 Retelling the storyBlindness affects about 45 million people around the world, m_____ in poor countries. In fact, about 80 per cent of the cases of blindness can be c_____ or p_____. However, many people d on’t have e_____ money for m_____ t_____.ORBIS is a c_____ that helps the poor with e_____ problems. It uses a f_____ eye hospital to visit poor countries. On the plane, v_____ doctors p_____ o_____. They also use the plane as a t_____ c_____.The doctors don’t work in a hospital but on a plane, because many of their p_____ are so p_____ that they don’t have the money to t_____ to hospital. So the ORBIS doctors have to go to them. They also t_____ the l_____ doctors and nurses new s_____ and k_____ .They hope to help more people by t_____ them.Dr. Ma is a doctor on the ORBIS plane. He o_____ on 150 patients on the plane during his last v_____ . It’s hard work but he is used to it now. Of course, many people are very g_____ to him because he has helped them see again. He believes that m_____ m_____ can be useful to the cases of blindness. All they need is e_____ money to c_____ on with their work. So he hopes that more and more people will support their by sending donations to ORBIS.(Keys: mostly, cured, prevented, enough, medical treatment, charity, eye, flying, volunteer, perform, operations, teaching, center, patients, poor, travel, teach, local, skills, knowledge, treating, operated, visit, grateful, modern, medicine, enough, carry)Step4 Explaining language pointsWhat questions do you have about the following language points? Now make sentences of your own with them.1. operate on sb.=perform/do an operation on sb.2. used to do/ be used to doing3. so…that/such…that4. carry on with…5. be proud to do/ be proud of…6. improve one’s life7. be grateful to sb. for sth.Step5 Doing additional exercises用所给词组的适当形式填空(有一个多余)1.He was hurt __________ badly ___________ we had to send for a doctor.2.The little girl ____________ washing her hands before meals now.3.I am ____________ Liu Xiang because he is the pride of our country.4.I ___________ spend my pocket money playing puter games. It’s bad for my study.5.The old doctor ______________ the patient last Sunday.6.We need enough money __________ our work, so we need your support.(Keys: so…that, is used to, proud of, used to, operated on, to carry on )Step6 Doing an extension activitya.Think about what we can do to support ORBIS.b.Introduce one charity that you know very well.Step7 Homeworka. Act out the interview.b. Tell your parents about ORBIS.Period 4 Vocabulary(Suffixes ‘-ment’, ‘-ness’ and’-ion’)Teaching goals●To develop an understanding of suffixes●To use proper verbs and adjectives in contextTeaching proceduresStep1 Having a revisionTo begin with, answer my questions about Reading:What kind of people go to ORBIS for help? (Blind and poor people.)Can most cases of blindness be cured or prevented? (Yes.)What do ORBIS doctors do? (They treat many patients.)Do the patients need to pay for the treatment? (No.)How do ORBIS doctors treat them? (They operate on them.=They perform operations on them.) What is the relationship between “blind”and “blindness, “treat”and “treatment”, “operate” and “operation”?W e can form nouns by adding suffixes ‘-ment’, ‘-ness’, or ‘-ion’ to some verbs and adjectives. Sometimes we need to change the ending of the verb or adjective before we add the suffix. happy-y+i+ness=happ inesscelebrate-e+ion=celebrat ioninvite-e+ation=invit ationStep2 Finishing off Part AGo to page 82 to help Daniel to change verbs and adjectives into nouns, checking the answers with your partner. Think of more examples if you can.Step3 Finishing off Part BFill in the blanks in Part B on page 82. Then read the aloud.Step4 Doing additional exercises用括号中所给词的适当形式填空1.The children in poor countries have to _____ empty bottles to earn money. Last term our schoolmade a _____ for children in poor areas. (collect)2.He could not pay his rent, so he had to _____ out. There was too much _____ of cars on thecity roads. (move)3.Old people live a _____ life in our country.It’s a great _____ for us to wele you here. (happy)4.The teacher always _____ her students as her children.The new _____ for blindness makes somepatients see again. (treat)5.Traveling by coach makes us feel _____ all the way.There isn’t much _____ here this year.(sick)(Keys: collect, collection; move, movement; happy, happiness; teats, treatment; sick, sickness ) Step5 Homeworka. Read and learn these suffixes heart.b. Finish off the exercises in the Evaluation Handbook.Period 5 Grammar I(‘Used to’ and ‘Be used to’)Teaching goals●To use ‘used to’ to talk about a past habit or state●To use ‘be used to’ to talk about what we have done regularlyTeaching proceduresStep1 Having a revisionDo you still remember Dr. Ma? What is he? (A doctor.)Where did he work in the past? (In the hospital.)Where does he work now? (On the ORBIS plane.)So we can say Dr. Ma used to work in the hospital. We use ‘used to’ to talk about a past habit or state. We can use an infinitive a fter ‘used to’.Step2 PracticingS ay something about Dr. Ma’s life when he worked in a hospital using ‘used to’.Step3 Doing an extension activityI am going to tell you about my own life.I used to live in …I used to go to … Secondary school.I used to play badminton twice a week.…Show a photo of your family. In pairs, tell each other what your lives were like in the past. Each student should make up at least 3 sentences with ‘used to’.Step4 PresentingNow Dr. Ma works on the ORBIS plane. He lives a life which is different from the one in the past. But he is used to his new life. He is used to working on the ORBIS plane.We use ‘be used to’ to talk about something we have done regularly for a long time so that it is not new any more. We put it before a noun(phrase) or an “-ing” form of a verb.Step5 Finishing off the exercisesGo to page 83 to finish exercises in Part A, B and C in pairs.Step6 Doing an extension activityHow have your lives changed since you started secondary school?What new experiences and routines were you not familiar with at first? Like the different methodof traveling to school, larger school size, different uniforms, more subjects offered. Work togetherto formulate sentences to express the idea of being accustomed to something.I am used to taking the bus to school.I am used to the larger classes at secondary school.I am used to wearing the school uniform.I am used to studying more than 10 subjects a week.Step7 ing to a summarypare ‘used to’ and ‘be used to’, and then work out the rule on page 84.Step8 Homeworka. Review what we have learnt.b. Finish off the exercises in the Evaluation HandbookPeriod 6 Grammar II(Using ‘so…that’ and ‘such…that’)Teaching goals●To learn to use ‘so…that’and ‘such…that’Teaching proceduresStep1 PresentingWhat do you want to be in the future? What do you think of the job of teaching?I think educating students is a long process and it is very important. We must be patient enough. That is to say educating students is so important that teachers must be patient enough.= Educating students is such a long process that we must be patient enough.We use ‘so…that’or ‘such…that’to show the result of something. We can use an adjective or an adverb between ‘so’ and ‘that’, and we use a noun or a noun phrase between ‘such’ and ‘that’.Step2 PracticingShirley wants to be a doctor when she grows up. Amy is now telling her what a doctor’s life is like. Help her bine what she is saying with ‘so…that’ or ‘such…that’. (Page 85)Step3 Doing an extension activityLook at these pictures. We are to make sentences using ‘so…that’ and ‘such…that’. Picture1: A little boy wants to get the apple on the table. But he is too short.→The little boy is so short that he can’t get the apple on the table.→He is such a little boy that he can’t get the apple on the table.→The little boy is too short to get the apple on the table.Step4 ing to a summaryWork out the rule about‘so…that’ and ‘such…that’.S tep5Homeworka. Go over what we have learnt.b. Finish off the exercises in the Evaluation Handbook.Period 7 Integrated skills(Writing, reading and speaking up)Teaching goals●To listen for and identify specific information about UNICEF●To respond to a written text and information got from listening●To talk about favorite charitiesTeaching proceduresStep1 PresentingWhat international charities do you know about? Which charity can help you with your eye problems? Do the ORBIS doctors volunteer to do the work? Yes. They are volunteers. They do some voluntary work.We have known somethi ng about the work of ORBIS. Today, let’s talk about the work of UNICEF. Step2 Reading and answeringAsk students to read the article in Part A2 and answer the following questions:Which charity is this article talking about?When and where was it set up?Why was it set up?How many countries and areas does UNICEF work in?What does UNICEF help?Step3 Listening and finishing off Part A1Listen to Part A1 and put the sentences in the correct order.Check on your answers in pairs.More questions about UNICEF:What does UNICEF provide?How does UNICEF raise money?How can we help UNICEF?Step4 Finishing off Part A 2, A 3 and A4.Fill in the blanks in Part A 2, A 3 and A4, checking on the answers and read the sentences aloud. Step 5 Reading after the tapeRead after the tape sentences by sentence, paying attention to the sense groups within the text. Step 6Finding and copying expressionsGo over page 86 and 87 again to find and copy all the useful expressions.Step 7 Making up new dialoguesTo speak up let’s go on to make up new dialogues using Part B as a model.Step10 Homeworka. Listen, repeat and recite the dialogue in Part B.b. Finish off the exercises in the Evaluation Handbook.Period 8 Study skills(Making flow charts)Teaching goals●To learn to show ideas by a flow chartTeaching proceduresStep1 Learn how to make a flow chartStep-by-Step process of how to develop a flow chart●Gather information of how the process flows: use a)conservation, b)experience, or c)productdevelopment codes.●Trial process flow.●Allow other more familiar personnel to check for accuracy.●Make changes if necessary.●pare final actual flow with best possible flow.Step2 Practicinga. Look at Show Amy’s unfinished flow chart on page 88. Fill in words in the blanks.b. Retell about ORBIS in your own words with the help of the flow chart.Step 3 Designing a flow chartFind facts about UNICEF. Design a flow chart of it.In pairs try to prepare a flow chart to explain a familiar activity like:How to travel from Nanjing to the Yellow Mountain?How to organize a fund-raising activity?How to make their favourite dish?How to operate a CD player?How to play your favourite puter game?I will ask a few pairs to write their flow charts on the board.Step4 HomeworkFinish off the exercises in the Evaluation Handbook.Period 9 Main task(A charity work, A helping hand from UNICEF)Teaching goals●To learn to put ideas in a logical sequence●To learn to describe people’s livesTeaching proceduresStep1 Questioning and answeringCan you say something about the work of an ORBIS doctor or nurse?Where do they work?Are they afraid of flying?What do they have to do before being ORBIS doctors or nurses? (Trained as doctors or nurses. ) What kind of people are they? Why? (They really care about others.)What do you think of the work of an ORBIS doctor or nurse?Step2 Looking and sayingLook at the pictures on page89, and say something about Mary’s work. These pictures show the story of someone who changed her job and lifestyle in order to do something she likes and is interested in.Now put the paragraphs in PartA2 in the correct order according to the pictures in PartA1. Answer the following questions:What did Mary use to be?What did she do before being an ORBIS nurse?What does she do for ORBIS now?What does she think of her jobNow read the passage aloud together.Step3 RetellingR etell the work of an ORBIS nurse called Mary according to the pictures in Part A1.Step4 DiscussingHow do you f eel about Mary’s new lifestyle? Would you change your lifestyles in order to help others? Why or why not?Step5 Talking about the pictures about MandeepWe are now going to learn about someone who was helped by UNICEF. Look at the pictures on page 90 and read the captions in Part B1.What did Mandeep use to do?What happened to her one day?What does she do now?What does she say?What do you think of UNICEF?Step6 Finishing off PartB2W rite about Mandeep’s life. You can use the outline in PartB2 to help you. Use your own imaginations to describe details, events and feelings. Remember to make a flow chart before writing.I will ask a few students to present their reports to the class.Step7 Homeworka. Write an article about somebody’s life which has something to do with a charity.b. Finish off the exercises in the Evaluation Handbook.Period 10: Checkout(Making people’s lives better)Teaching goals●To revise the wh ole unit, focusing on Grammar and VocabularyTeaching proceduresStep 1 Having a revisionWhat international charities do you know about?Which charity helps the blind with their eye problems?Where do the ORBIS doctors work?What do they do? (operate on = perform/ do operations on the blind )Who is Dr. Ma?Where did he work in the past? (He used to work in a hospital.)Is he used to his life now?How does he feel when he helps people in need? (Proud )How do their patients feel to them? (They are grateful to them. )Why? (Because they do such an important job that people are grateful to them.= Because their job is so important that people are grateful to them.)Step 2 Doing a wordsearch puzzleGo to page 91 to find all the words in the wordsearch puzzle.Step3 ing to a summaryCould you s um up the differences between ‘used to’ and ‘be used to’; ‘so…that’ and ‘such…that’?Step4 Finishing off Part AFill in the blanks in Part A, and then find out all the useful expressions in it.(Keys: so…that, are used to, used to, am used to, used to, such…that)Step5 Doing additional exercises用所给词的适当形式填空1.UNICEF raises money by _____ (sell) Christmas cards and _____ (organize) other fund-raisingactivities.2.Mike is willing to share his _____ (happy) with his friends.3.Most girls are afraid of _____ (go) alone at night.4.Uncle Tom used to _____ (grow) vegetables to make a living.5.The most important thing for us is _____ (study) hard.6.I think he is used to _____ (climb) the hill in the early morning.7.She always helps people and people are always _____ (grate) to her.8.UNICEF provides clean water, food and _____ (educate) to poor children.(Keys: selling, organizing, happiness, going, grow, studying, climbing, grateful, education) Step6 Homeworka.Go over the whole unit and get ready for the ing test.b.Try to introduce one of the international charities to your friends in English.c.Finish off the exercises in the Evaluation Handbook.。