牛津英语8B Unit 6 Grammar 2格式教案

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牛津译林版英语八年级下册Unit6 Grammar精品教案

Unit6 Grammar精品教案Teaching aims:1. To understand the differences between "It's + adj. +to-infinitive", "It's + adj.+ for...+to-infinitive" and "It's + adj. +of...+to-infinitive" .2. To use these sentence structures to make sentences.Teaching steps:Step 1 PresentationTeach the new words.donate vt.捐献charity n.慈善，慈善机构organization n.机构，组织blood n.血Step 2 Lead inAnswer the questions about the reading part.Is it fantastic to work as a volunteer?Is it important to support the Special Olympics World Games?Yes. It is fantastic to work as a volunteer.Yes. It is important to support the Special Olympics World Games.Step 3 Grammar explanationSection A1. Explain:We use It is + adjective + to-infinitive to express what we think about something.该句型中的形容词表示不定式所具备的特征或客观情况。

如：cheap, convenient, dangerous, difficult, easy, exciting, expensive, important, interesting, necessary, normal, possible, useful, wonderful。

2021年牛津译林版八年级英语下册Unit6 Grammar 教案

Unit 6 Grammar教案一．整体设计思路本节课是牛津初中英语八下Unit 6 Sunshine for all 的语法板块，在整体的设计中融入回馈社会这一主题。

在与学生分享自己的志愿者经历的过程中，逐渐渗透It is + adj.+ (for/of sb) + to do sth结构的运用，最后通过让学生进行记忆竞赛来巩固句型，并且通过讨论自己未来规划的形式输出。

二．教学目标1、知识目标a.学习用It is+adjective+to-infinitive结构来谈论做某事的感受。

b.学习用It is+adjective+for…+to-infinitive结构来谈论某人做某事的感受。

c.学习用It is+adjective+of…+to-infinitive结构来评价某人的行为。

d.能区分It is+adjective+for…+to-infinitive和It is+adjective+of…+to-infinitive的不同之处，并根据不同的语境准确地运用。

2. 技能目标培养学生总结规律，运用结构的能力，并且通过两人合作、小组讨论以及记忆竞赛等形式增强合作意识和提高口语表达能力。

３.情感目标让学生明白回馈社会的重要性和意义，引导学生树立正确的人生观和职业理想。

三．教学重点和难点１.对每个学习目标的训练并达到学生熟练掌握，最终达到运用自如的语言输出。

２.学生能够有意识的运用所学结构进行讨论和评价。

四．教学过程Step1: Warm-upIntroduce myself to the studentsStep2: Presentation1. Share my experience as a volunteer with students, then let them to know the first sentence structure: It is + adj. + to ...2. Finish Exercise A on Page 84, discuss some language points with the students.3. Talk about Simon’s experience as a volunteer for the Special Olympics, then find out the second structure: It is + adj. + for... + to ...4. Ask more students to work as volunteers for the next Yancheng 100- kilometer trail walker, and then give reasons with It is + adj.+ for ... + to...5. Review the passage “ V olunteering for the Special Olympics World games” , let the students to talk about Liu Ming and Li Hai, then find out the third structure: It is + adj.+ of ... + to...Step3: PracticeSay something about different characters in the programme “ Running man” , using “It is+ adj.+ of ... + to...”Step 4: Summary1. Sum up the lesson: Three sentence structures2. Have a PK: Let the students to list as many adjectives as possible,and know when to use them.Step 5: Group workLet the students talk about t heir future plans, with the beginning of “To be a/an, it is ...for/of...to...”Step 6: Homework1.Suppose you are a volunteer of the Home for the elderly, try to make five sentences using these three sentence structures to ask your friends t。

牛津译林版八年级英语下册Unit6Grammar教学设计

2.邀请学生分享学习心得，交流在练习中遇到的困难和解决方法。
3.对本节课的重点和难点进行梳理，强调动词过去式的变化规则。
4.鼓励学生在课后继续练习，加强对语法知识的巩固。
5.布置课后作业，要求学生在作业中运用一般过去时和频率副词，提高语法应用能力。
五、作业布置
为了巩固本节课所学的一般过去时和频率副词的知识，以及动词过去式的变化规则，特布置以下作业：
4.语法填空：完成一份包含一般过去时和频率副词的语法填空练习，共10题。
5.家庭作业：要求家长参与，学生向家长用英语讲述一个自己童年时的趣事，家长记录孩子所用的句子，并关注一般过去时和频率副词的使用情况。
6.视频观看：推荐观看一部英文电影或纪录片，让学生在观看过程中注意一般过去时和频率副词的用法，并在观看后进行总结。
-利用信息技术，如多媒体、网络资源等，为学生提供丰富的学习材料和互动平台，提高学习兴趣和效率。
-实施个性化教学，关注学生的差异，提供不同层次的学习支持，确保每个学生都能在原有基础上得到提高。
3.教学评价：
-结合形成性评价和终结性评价，全面评估学生的学习过程和结果。
-采用自我评价、同伴评价、教师评价等多种评价方式，鼓励学生主动参与、自我反思。
3.要求学生在规定时间内，用英语讨论并回答问题。
4.鼓励学生相互提问、补充，提高讨论的深度和广度。
5.每个小组汇报讨论成果，其他小组进行评价和反馈。
（四）课堂练习
在本环节中，我将设计多种形式的练习题，帮助学生巩固所学知识。
1.填空题：设计一般过去时和频率副词的填空题，让学生在规定时间内完成。
2.改错题：提供包含错误的一般过去时句子，让学生找出错误并改正。
2.难点：
-学生对于一般过去时的运用不够熟练，容易与其他时态混淆。

初中英语八年级上册(牛津译林版)Unit6Grammar优秀教学案例

3.小组合作：我组织了学生进行小组合作活动，让学生在小组内用英语进行交流和讨论，运用现在完成时态描述自己的经历。这种教学策略有助于培养学生的团队合作能力和交流沟通能力，提高学生的跨文化交际能力。同时，小组合作也有助于学生之间的互帮互助，使学生在交流和讨论中共同提高。
4.反思与评价：在教学过程中，我设置了反思与评价的环节，让学生在课堂结束前进行自我评价和小组评价。这种教学策略有助于学生及时发现自己的不足，调整学习策略，提高学习效果。同时，教师对学生的评价也能够给予学生肯定和鼓励，激发学生的学习动力。
（三）小组合作
小组合作是一种有效的教学策略，能够培养学生的团队合作能力和交流沟通能力。在教学过程中，我组织学生进行小组合作活动，让学生在小组内用英语进行交流和讨论，运用现在完成时态描述自己的经历。例如，我可以让学生进行角色扮演，模拟一段对话，其中一个学生用现在完成时态描述自己的旅行经历，另一个学生进行回应。通过这样的活动，学生能够在实际交流中运用和巩固现在完成时态。
问题导向教学策略能够激发学生的思考和探究欲望，培养学生的批判性思维能力。在教学过程中，我提出了若干与现在完成时态相关的问题，引导学生进行思考和讨论。例如，“现在完成时态和一般过去时态有什么区别？”，“现在完成时态用在什么样的句子中？”，通过问题的引导，让学生在思考和解答问题的过程中，深入理解和掌握现在完成时态的用法。
四、教学内容与过程
（一）导入新课
为了激发学生的学习兴趣，我设计了一个有趣的导入环节。我向学生展示了一张旅行照片，并提问：“你们猜猜我上周末去了哪里？”学生积极猜测，并用英语表达自己的猜测。然后，我回答：“I went to Beijing.”并强调：“I went to Beijing last weekend.”接着，我引导学生思考：“如果我们想描述我去北京的经历，我们可以用什么时态呢？”学生回答：“一般过去时。”我接着提问：“那么，如果我们想描述我去北京的另一个经历，我们该用什么时态呢？”这时，我引入现在完成时态的概念，并引导学生思考现在完成时态的构成和用法。

【新】牛津译林版八年级英语下册Unit6 Grammar教案

Unit6 Grammar教案本节课总体设计意图说明本节课教学内容为八下Unit6 Grammar，属于语法板块。

我们遵循在情境中呈现、在活动中操练、在交际中巩固的语法教学原则，关注结构，但更关注意义。

一、设计理念本节课基于这样的理念：从感悟中认知、以旧带新、以新促旧、新旧交互，构建学生稳固的知识网络；聚焦一两项微技能如口语表达，用所学结构自由地表达思想，把“行为评价句”三结构纳入学习与生活的实际中，使学生能信手拈来，运用自如。

二、学情分析基于这样的理念，我们对“学生已经掌握了什么，学生心理需要什么”作如下分析。

初二学生早在初一就已经多次接触到了“It’s +adj.+ to do sth.”这一句型结构，已经有了一定的知识储备。

如同学们耳熟能详的句子It’s good to live in a neighborhood like this（Unit 4 Book 7下）。

这就大大降低了教与学的难度。

这一结构在初中后阶段的学习中仍将会经常出现，9下教材中出现的次数超过十次。

有鉴于此，学好这一语法，实在是很重要。

基于这种句型的特点——对某一行为作出评价，事实上在日常交际中，用的比较多。

学生需要对这一句型结构在足够认知的基础上，上升到技能，从而达到灵活运用的水平。

避开语言形式不谈，这一结构所承载的丰富的社会意义不容忽视，甚至直接指向学生的是非观、价值观，对引导和培养学生的人生观、价值观有着非同凡响的意义。

因此，本课应当充分关注三维目标中的情感态度价值观目标的达成。

在社会交往中、生活实际学习实际中，关注哪些行为是正确或得体的。

三、教材分析这一句型结构始于初一，指向初三，贯穿整个初中英语教材。

三个句型结构中第一个结构是基础，第二个结构承上启下，第二第三句型结构含有动词不定时的两种逻辑主语，难度逐渐牛津英语初中教材各册教科书均有涉及，尤以初三居多，说明随着语言知识的丰富，这一结构的重要性会越发显现提升。

牛津英语选择在8下Unit6 Grammar部分对这一结构作系统的归纳和总结，起着承上启下的作用，为后续学习打下扎实的基础。

牛津译林版英语八年级下册 8B Unit 6 Grammar教案

Li Hai
to win the competition.
possible
her
to work for the charity on Saturday.
for引出逻辑主语
2.Present the table on Page 85.
Asking about the volunteer work
Simon is a volunteer now. He works for people with intellectual disabilities. Amy is asking him about his work. Complete their conversation with the phrases in the box.
2．Ability objectives:
(1) Touse structre to make sentences
3.Value objectives：
(1) To develop students’ rightvalues and to be kind to all the people
Teachingkeypoints and difficult points:
你能为需要帮助的人做些事情真的很善良。
We can useIt is + adjective + of... + to-infinitiveto express what we think of someone's actions.
It is
adjective
of
someone
to-infinitive
Teaching Procedures
Designing aims

牛津译林版八年级英语上册Unit 6 Grammar 示范课教学设计

15. Students read and learn to protect the environment.
活动层次
应用实践之内化与运用
迁移创新之想象与创造
效果评价
通过观察学生活动反馈，了解学生在实际生活中运用目标语言的能力。根据情况给与必要的指导和反馈。
环节设计意图：引导学生在不同的语境中巩固对知识的理解和运用，并联系实际，进行想象和创造活动，学会用所学知识做事。
环节设计意图：引导学生在语境中识别并理解不定式to do以及in order to do的意义、功能与句型结构。
环节三：在语境中，梳理并归纳总结“动词+宾语+动词不定式to do”的用法。(17 mins)
教师引导学生通过自主探究的方式，总结、归纳“动词+宾语+动词不定式to do”的用法。
教学活动
教师引导学生看视频，回答问题，激活已知。
教学活动
1. Students watch a video and answer the questions.
活动层次
学习理解之感知与注意
效果评价
观察学生回答问题的表现，了解其对已学内容的掌握程度。
环节设计意图：导入话题，激活学生已知。
环节二：在语境中，梳理并归纳总结动词不定式to do和inordertodo的功能和用法。(15 mins)
环节四：巩固新知，完成练习，在此基础进行迁移创新。(10 mins)
教师引导学生完成练习，巩固目标语言知识的用法，并联系实际，进行想象和创造活动。
教学活动
13.Students think aห้องสมุดไป่ตู้d answer the questions.
14. Students discuss and share their reports.

牛津译林版英语八年级上册Unit6Grammar教学设计

3.针对学生的疑问和难点，教师进行讲解，巩固所学知识。
（四）课堂练习，500字
1.设计填空、选择题、改写句子等多种形式的练习，让学生在课堂上即时巩固所学知识。
2.教师巡回指导，解答学生的疑问，纠正错误。
3.针对练习中的典型错误，进行讲解和示范，提高学生的实际应用能力。
4.鼓励学生互相批改，发现并改正错误，培养合作精神。
在教学过程中，教师需关注以下学情：
1.学生对一般过去时的理解程度，部分学生可能对此概念较为模糊，需要通过具体实例进行讲解和引导。
2.学生在动词过去式变化方面的掌握程度，部分学生可能对规则变化和不规则变化混淆，需要加强分类练习和巩固。
3.学生在运用一般过去时进行句子构建时的自信心，部分学生可能因为担心犯错而羞于开口，教师应给予鼓励和支持，提高他们的积极性。
难点：将发现的语法规则运用到实际的语言表达中，形成有效的语言输出。
（二）教学设想
针对以上教学重难点，以下是我对教学过程的设想：
1.创设情境，导入新课
利用图片、视频等多媒体资源，展示与过去有关的场景，如童年游戏、传统节日等，激发学生的兴趣，自然引入一般过去时的学习。
2.任务驱动，自主学习
设计各种任务，如填空、选择题、改写句子等，让学生在完成任务的过程中，自主发现并总结一般过去时的用法和动词过去式。小组成员互相交流、讨论，共同解决难点问题，提高学习效率。
4.课堂讲解，巩固知识
教师针对学生的疑问和难点进行讲解，结合具体实例，帮助学生巩固所学知识。
5.多样化练习，提高应用能力
设计丰富多样的练习，如填空、句子改写、对话编写等，让学生在实际语境中运用一般过去时，提高语言应用能力。
目的：通过练习，巩固一般过去时的语法知识，提高学生的解题能力。

Unit6+Grammar+教学设计牛津深圳版(广州沈阳通用)八年级英语下册

8B Unit 6 Pets Grammar教学设计一、教学材料授课年级：八年级教材：牛津沪教版单元名称：Pets主题：副词的使用课型：语法课二、教学内容分析本单元主题语境为“宠物”，主阅读篇章由两篇议论短文组成，围绕“养宠物狗是个好主意吗？”分别展开论述，并列举论据印证论点。

语法的第一部分主要利用了阅读篇章中的句子，引导学生对副词的构成和用法进行分析，包括方式副词的构成规则以及副词修饰动词的用法。

基于本单元主题语境，教材也创设了一个名叫Happy的宠物店老板对员工提要求的情境，要求学生将所给的形容词转换成副词并填入适当的空格中，旨在帮助学生掌握形容词转换成副词的变化规则。

语法的第二部分也是基于主阅读篇章的语境，通过两个例句介绍方式副词比较级和最高级的形式和用法，并提供一张调查四家宠物中心受欢迎程度的调查表，要求学生将所给副词转换成比较级和最高级并完成调查报告，旨在帮助学生掌握方式副词的比较级和最高级。

而本单元的写作部分要求学生写一篇议论性的短文，就“哪种动物最适合作为宠物饲养？”阐述自己的观点，文体与主阅读篇章相同。

因此，本节语法课是学生在完成主阅读篇章的学习后，对文中的语言现象进行的深入分析，同时通过完成语法课堂任务，为下一节写作课做好铺垫。

三、学情分析本次授课为异地教学，授课班级为广州市铁一中学越秀校区初二（4）班学生，该班学生程度较好。

学生在此前的英语学习中已经多次接触过副词，大部分学生对方式副词的构成和意义已经有了基本的了解，但学生并未真正理解方式副词的语用功能，在语言表达尤其是书面表达时不会主动运用副词。

学生在上学期已学习了形容词比较级和最高级的形式和用法，但对副词的比较级和最高级则接触较少，而且对形容词和副词的用法区别不够清晰。

因此本节语法课采用翻转课堂的形式，学生在课前通过微课视频自主学习副词的构成（form）和意义（meaning），在课堂上则通过参加课堂活动和完成课堂任务深入理解方式副词的意义，观察并归纳副词比较级和最高级的构成规则，学会在真实的语境中使用方式副词及其比较级最高级(use)。

牛津译林版英语八年级上册Unit6Grammar优秀教学案例

4.针对学生在作业中出现的问题，进行针对性的讲解和辅导，确保他们能够掌握一般现在时和一般过去时被动语态。
五、案例亮点
1.情境创设贴近生活：本案例通过创设贴近学生生活的情境，如角色扮演、情景剧等，使学生在真实的情境中感知和运用一般现在时和一般过去时被动语态，提高了学生的学习兴趣和积极性。
2.问题导向激发思维：本案例通过设计富有挑战性的问题，引导学生探索一般现在时和一般过去时被动语态的奥秘，激发了学生的思维，培养了他们的探索精神和问题意识。
3.组织学生进行自我评价、同伴评价和教师评价，让学生在评价中，发现自己的优点和不足，提高自己的语法运用能力。
4.鼓励学生积极参与评价，培养他们的评价能力，使他们在评价中，不断成长和进步。
四、教学内容与过程
（一）导入新课
1.利用多媒体展示一幅图片，图片中的人物正在做某件事情，但不知道是谁在做。让学生猜测是谁在做，引出被动语态的概念。
二、教学目标
（一）知识与技能
1.学生能够掌握一般现在时和一般过去时的被动语态的构成，即“am/is/are done”和“was/were done”。
2.学生能够理解一般现在时和一般过去时被动语态的用法，能够正确运用被动语态描述动作的承受者。
3.学生能够通过例句和练习，掌握一般现在时和一般过去时被动语态的辨析，能够根据上下文正确选择使用主动语态或被动语态。
3.小组合作促进互动：本案例通过组织小组合作活动，让学生在互动、讨论中共同探究一般现在时和一般过去时被动语态的用法，培养了学生的合作能力和团队精神，提高了课堂的活力。
4.反思与评价提高能力：本案例通过引导学生进行自我评价、同伴评价和教师评价，让学生在评价中发现自己的优点和不足，提高了学生的评价能力和自我反思能力。

八年级英语：牛津8B Unit6教学案(教案文本)

初中英语标准教材八年级英语：牛津8B Unit6教学案(教案文本)Learning English is conducive to understanding the customs and culture of othercountries, reading foreign books, etc.学校：______________________班级：______________________科目：______________________教师：______________________--- 专业教学设计系列下载即可用 ---八年级英语：牛津8B Unit6教学案(教案文本)牛津8b unit6教学案8b unit 6 a charity walk 第一课时教学案【教学目标】1. enable the students to go on learning some vocabulary about charity.2. enable the students to talk about people who need help.3.learn how to help people in need.【预习导学】1.预习,熟读p 93生词并做练习：瞎的，失明的_____聋的____残疾人_____/____无家可归的人_____2.熟读comic strip and guess the topic of unit 6____.3.在comic strip中画出下列句子并翻译.1) i’m training for a charity walk.______2) it’s meaningful to support charities._______3) i need some more food during the walk._______4) i don’t think you’ll ever finish your walk._______4. 预习p93 and make a list of people who need help:_____________________.【典型例题精析】1. help sb (to) do sth / help sb with sth 帮助某人干某事举一反三：simon often_____ _____ _____ ____/____ ____ _____ _____ ____(帮我学英语).2. deaf adj.聋的，失聪的，在句中作表语时主语一般是人不是ear(s)he can’t hear anything because he is deaf. 他什么也听不见因为他是个聋子.deaf 用作形容词也可用作定语，所修饰的词既可以是人也可以是ear(s)举一反三：因为聋，他不能学说话.because he _____ _____,he could not learn to speak.他听不见你说话，因为他是个聋子.he can’t hear you, because he is____ _____ _____.3. sure, it is meaningful to support charities.当然,支持慈善机构是有意义的事.句型结构为：it is +adj.+ to do sth.做某事怎么样举一反三：学好英语很要._________..4. i need some more food during the walk.在行走时我还需要一些食物.here “more ”用在数字后或相当于数字的词后面表示“再”“又”, 数字 +more=another+数字,表示又几个”举一反三：他又游了两小时.he swam anothertwo hours/ ____ _____ _____.5.i don’t think you will ever finish your walk.我认为你将不会完成你的毅行.句子中的don’t否定的是从句，类似的从句中的否定前移的句子还有i believe/suppose…,该结构的反意疑问句应与从句保持一致.举一反三：i don’t think he has been to beijing,____ _____?6.what about homeless people? 无家可归的人呢?what/how about…? 是特殊疑问句的一种形式，用来询问对方情况及征求意见和看法举一反三：现在休息一会儿怎么样？_____?【目标达成检测】1.单项选择：1) his words seem to be _____. i hope you can think them over.a. thankfulb. meaningfulc. meaninglessd. easy2) –would you like to have _____bread?-no, thanks. i’m full.a. a few moreb. some morec. more a fewd. more some3)it is important _____ to the animals, because they are our friends. a. to kind b. to be kind c. be kind d. kind4) it is reported that lots of people became _____because of the flood. a. boring b. brave c. excited d. homeless5) i don’t think he will come to our party,_____?a. will heb. will ic. does hed. do i2. 根据汉语意思完成句子：1）你愿意支持慈善机构？will you____ _____?2）帮助老人是有意义的事。

八年级英语下册 8B Unit 6 A Charity Walk Grammar(2)学案牛津版

八年级英语下册 8B Unit 6 A Charity Walk Grammar（2）学案牛津版A Charity Walk Grammar（2）班级姓名备课组长【学习目标】1、To use “It is” + adj、+ “to”-infinitive to describe actions and situations、2、To use “It is” + adj、+ “for…” + “to’-infinitive to specify the person one is talking about、Important and difficult points:1、It is + adj、 + to –infinitive2、 It is + adj、 + for sb、 + to –infinitive【课前预习】1、it is +adj +that从句和 it is +adj +for sb to do sth 有时可以互换1)It is necessary that we train ourselves before the walk、=It is necessary _____ _____ ____________ ourselves before the walk、2)It is important _____ we must help each other、= It is important _____ __________ _____ each other、3)It is necessary______ him to practice speaking English、= It is necessary _____ _____ must practice speaking English、4)It is comfortable _____ Lily lives in a big flat、=It is comfortable ____ Lily ____ live in a big flat、2、It is + adj、 + of sb、 to do sth、表示某人做某事是---这个结构中的of sb 是不定式to do sth的逻辑主语、句中的形容词是表示人物品质或特征，是用来描述人的，如：right, kind, nice, clever, wise, polite, brave, wrong, strong , good, honest, generous , rude,careless…1) It’s nice ____ you to donate your own money with people in need、2)It’s generous____ you to share your food withothers、3)It is kind ______you to help me solve the problem、3、以上结构可以转换为：(1)How + adj、 + it is + of sb、 to do sth、!How kind it is of you to help me solve the problem!(2)Sb、 + is + adj、 + to do sth!You are kind to help me solve the problem!4、 it 还可代替to do 和 That 从句作形式宾语find/make /think it +adj +to do sth find/ make/think it + adj +that 从句Its easier _____ (say)than _____ (do)、【学习过程】Step1、RevisionStep2、PresentationExplain that the “It is” + adj、 + “to”-infinitive structure is similar to the structure in part A,1、Ask students to go through the six pictures on page100 and make sentences using the words in brackets and the verbs in the box、Step3、 Presentation1、Tell students that structure in part C is the same as the one in part B except that we insert “for sb、” between the adj、and the ‘to’-infinitive to indicate who we are talking about、2、 Ask students to tell the differences between the two sentences:(1)It is difficult for you to work out the Maths problem、(2)It is very kind of you to help me、Step4、 Practice1、Explain the context of the exercise in part C and complete the conversation、 Invite some students to role-play Lucy and Lily’s conversation、【当堂训练】一、选择填空（）1、Is _________ necessary to complete the work before National Day、A this B that C it D he ( )2、I don’t think _____possible to master a foreign language without much memory work、 A this B that C its D it( )3、 ___________ is true that English is used as an international language、A There B This C That D It( )4、 It is _________ of the people to donate money to the poor、A important B useful C meaningful D good ( )5、 It is kind_________、A for you to help me B for you helping me C of you to help me D of you helping me ( )6、 He is a teacher with a lot of ____、He oftentells us many of his interesting ___ in Africa、A experiences; experience B experience; experience C experience; experiences D experienced; experience( )7、 The money is used to _________ people in need、A helping B help C helped D be helped( )8、 I made the cake by __________、 Help __________, Tom and Kate、A ourselves; yourself B myself; yourself C myself; yourselves D ourselves; yourselves( )9、 It is bad for your eyes __________ computer games too much、A plays B to play C play D to playing( )10、 It was known __________ Trailwalker before、A toB asC forD of( )11、_________ the classroom is important、A It’s cleaning B Clean C Cleans D To clean( )12、 You should plan _________ going to carry during the walk、A what are you B what you are C how are you D how you are( )13、 _________ have you been there? For three times、A How longB How oftenC How many timesD How soon( )14、Millie’s father found __________ yesterday、A a new job B new job C a new work D new works( )15 She left in __________ a hurry _________ she forgot to lock the door、A so; and B such; that C too; to D such; and 【课后提升】一、词形变化1、The question __________(it)is not difficult to answer、2、 I will write down the __________(finish)time of your group、3、 Septemper is the_________(nine)month of a year、4、 Mr Tang said that she__________________(come)in two days、5、 You can exercise _____________(keep) healthy、6、 What foreign language________________(teach)in your school?7、 Great changes ___________________(take)place since1981、8、 They got ___________(lose)in the forest、9、 Many years ago,people_________(know)that the earth ______(go)around the sun、10、 It is __________(possible)for us to learn English well in such a short time、11、Amy is too young ____________ (join)us、12、 After the earthquake,hundreds of people were___________(home)、13、-Where’s your mum?--- She _____________(go)to Hong Kong、14、It’s __________(polite)of you to talk loudly in a cinema、15、It’s __________(please)to go hiking with old friends、16、 In the past,my parents used to return home with ________(tire)bodies、17、 ________(good)of all,there is a small lake near the hill for us、18、 They are often heard ____________(sing)in the next room early in the morning、二、翻译句子1、学习团队精神对人们来说很重要。

八年级英语Unit 6 Grammar教学案牛津版

Unit 6 Natural disastersPeriod 5 Grammar学习目标：1.进一步学习过去进行时。

2. 学习while 和when 在过去进行时中的应用。

Step 1 预习语法1.语法简介：过去进行时态(一）构成was (were) + 动词-ing构成。

(二)形式过去进行时的肯定式:I was working. / You were working. / He/She/It was working.We/You/They were working.过去进行时的否定式:I was not working. / You were not working. / He/She/It was not working.We / You / They were not working.过去进行时的疑问式：Were you working at ten last night? Yes, I was. / No, I wasn’t.Was he working at ten last night? Yes, he was. / No, he wasn’t. (三）用法：过去进行时的意义：表示过去正在发生或进行着的动作。

例如：You were listening to me. / They were learning English.What were you doing?He was watching TV .过去进行时的用法：表示在过去某一时刻或某一时间正在进行的动作。

这一特定的过去时间，除了有上下文暗示以外，一般用时间状语来表示。

When were you doing this timeyesterday?--We were working in class.He was mending his bike at ten o’clock yesterday.I was drawing a horse when the teacher came in.While she was trying to pass a truck before her, she sawanother car ing. 2. 学习了过去进行时的语法，快来完成99---100页A1和A2部分的练习吧。

8BUnit6第二课时教案

牛津英语 8B 教学设计
课题
Unit 6. A charity walk Reading (I)
课时
2
words: group, tough, trail, within, excellent, chance, spirit, record, aim, process 2. useful expressions: fund-raising event, people over eighteen, be known as, group…into, take place, team spirit, 2．能力目标：1. To recognize and understand information in the passage 2. To understand related details and information 1. To recognize and understand information in the passage 2. To understand related details and information
学生活动内容、方式
旁注
Read and answer
Read and choose
Complete Part C1 & C2 Listen and repeat
Have a dictation Act out their conversations Free talk
Listen and learn the new word
Read the new words
Read and find out
Read and find
牛津英语 8B 教学设计
教师活动内容、方式 2). Who can join Oxfam Trailwalker? People over _____ can group them into teams of ________ and join it. 3). What is the aim of Oxfam Trailwalker? To ______for helping poor people in Hong Kong and other parts of Asia. 4). Is Oxfam Trailwalker a difficult walk? Yes, it is. The trailwalkers have to walk _____ kilometers within ______ hours. They have to walk through ________ country parks and over _____ hills and mountains. 3. Read Paragraph 3&4 and answer the following questions 1). Is it necessary for team members to help and support before and during the walk? Why? 2). What is the job of a support team? 3). What will the money be used for? 4. Say: Do you want to want to be a member of the support team? What should we do if we want to take part in the charity walk? Read the 5th paragraph and choose the right answer. (A. We should start training a few months before the show. B. We should help people in need. C. We should carry everything with us.) Step4. Practice 1. Get the students to read the passage again and do Part C1 & C2. 2. Check the answer together. Step5. Read 1. Play the recording for the students to listen and repeat. 2. Get the students to practice reading the passage. Step6. Consolidation 翻译下列短语： 1. 香港最大的募捐活动之一 2. 亚洲的其他地方 3. 年满十八岁的人 4. 把……分成…… 5. 在 48 小时内 6. 走完 100 公里的路 7. 团队的结束时间 8. 至少 9. ……的目的 10. 组成四人小组 Step7. Homework 1. Memorize the new words and phrases 2. Practice reading the passage 3. Finish off the exercises (同步导学) 教后记

牛津译林版八年级英语下册8B Unit6第2课时教案

牛津译林版八年级英语下册Unit 6 Period 2 Reading I(We need your support Oxfam Trailwalker)Teaching goals● To understand the structure of the sentences● To find the organization of the text● To skim for overall meanings and scan for details● To identify specific information about Oxfam TrailwalkerTeaching proceduresStep 1 Reading the passages togetherHello, class. Today we go to page 94 to read an article entitled We need your support Oxfam Trailwalker.But first let’s listen to and read the text to the tape. Try to divide the sentences into sense groups while reading aloud.Step 2 Figuring out what each paragraph is talking aboutFigure out what each paragraph talks about.Paragraph1: What is Oxfam Trailwalker?Paragraph2: Oxfam Trailwalker is a long, difficult walk.Paragraph3: Team spirit and supportParagraph4: Support teamsParagraph5: Fitness and trainingStep 3 Making a flow chart about Oxfam TrailwalkerWe shall try to make a flow chart about Oxfam Trailwalker.Step 4 Retelling the story with the help of the chart Oxfam Trailwalker has been in practice in Hong Kong since 1981. It is a c_____ event. Oxfam OxfamTrailwalker:fund-raisingevent A tough hike To learn team spirit To plan what to carry To start training before the walkHong Kong organized it to raise money for helping p_____ people. It is held in N_____ every year. Only the people o_____ 18 can join it.Oxfam Trailwalker is very t_____. People need to g_____ themselves into a team of four and finish walking a 100-meter trail w_____ in 48 hours. They also must raise at l_____ HK＄6,000. During the walk, all the members must walk together to finish the hike because only the t_____ finishing time will be recorded. So people in the same group need to help each other. It is a great chance to learn team s_____.Because people have to walk two days and nights without s_____. They should start t_____ a few months before the walk. They also need s_____ teams to bring food, drinks and warm clothes for them.I want to join Oxfam Trailwalker. I believe it will be an e_____ I will never f_____.(Keys: charity, poor, November, over, tough, group, walk, least, team, spirit, sleep, training, support, experience, forget)Step 5 Explaining language points1.group…into…2.It’s necessary for you to…3.It’s useful to…4.It is necessary that…5.have sb. to do sth.6.keep you comfortable7.at least8.be used to do9.try one’s best to do sth.10.Why not do…?Step 6 Doing additional exercises用所给词组的适当形式填空1.If we want to win a team sport, we should have_____.2.You should put the milk into the fridge. It can only keep fresh _____.3.We must _____learn English well because it’s more and more useful.4.Although that little boy is 6 years old, he often _____money _____Oxfam.5.It’s dark outside. I _____leave now.6.Peter is quite happy because he has just _____his homework.7.We want to help the _____with the donations.8.Mary broke her leg yesterday. So she needs to stay in bed for _____a month.9.Every morning, my grandfather_____physical exercises at 6 o’clock.10.In the English class, the teachers always _____the students _____and ask them to play game. (Keys: team spirit; within 48 hours; try our best to; raises, for; have to; finished doing; people in need; at least; begins doing; groups, into a team of four)Step 7 DiscussingIf you are over 18, will you join the charity walk? Why? What will you do for the walk? How? Step 8 Homework。

牛津译林版八年级英语下册8B Unit6第2课时教学案

牛津译林版八年级英语下册8B Unit 6 第二课时教学案编写人：创新中学; 审稿人：【教学目标】1.Get Ss to learn some new words and expressions about --Oxfam trailwalker2. Try to improve Ss’ ability of getting information through reading.3.Encourage Ss to join in more meaningful events to help more people in need.【预习导学】1.预习并熟读P 94-97生词2. 根据汉语意思写出单词分组_______困难的，费力的______在……之内__________高山，山岳_____________极好的___________机会________精神，灵魂___________记录(v)_________训练，培训(n)___________合作精神，团队精神_________当然_______________发生_________________3.朗读Reading在课文上画出下列短语和句型并翻译：1)one of Hong Kong’s biggest fund-raising events______________________2)be known as___________ 3)people over eighteen_____________________4)group…into a team of four_______________________5)finish walking a 100-kilometer trail_______________________6)two days and nights without sleep________________________7)learn team spirit_________________8)plan everything together___________9)carry everything with sb_______________10)at least_______________11)try one’s best to help people in need_________________________12)an experience you will never forget___________________________13)It’s necessary for you to support and help each other before and during theevent. __________________________________________________14) It’s necessary that you start training a few months before the walk.________________________________________________________.【典型例题精析】Explanations of the key words:1.group v.分组，组成小组，常用搭配形式group…into…把……分组举一反三：我们可以分成八人一组。