牛津英语8B Uint1第二课时教案
牛津初中英语8BUnit2教学案
牛津初中英语8BUnit2教学案教学目的1. To go over unit 2教学重点和难点1. Grammar in this unit and some words and expressions 教学过程一、重点短语Welcome to the unitgo on a trip 进行一次旅行must be fun 一定有趣come on 快点；加油；得了吧bring sth. with sb. 随身带popular tourist attractions 受欢迎的旅游胜地go hiking / skiing 去远足/去滑雪see the beautiful view 欣赏美丽的风景take photos/pictures 拍照a symbol of Japan日本的象征/标志Readinghave a really fantastic time 玩得开心a famous theme park 一个著名的主题公园roller coaster 过山车以高速行驶(at a speed of )a fast food restaurant 一家快餐馆be interested in (doing) sth 对……感兴趣Sleeping Beauty 睡美人Snow White 白雪公主such as = like 例如can’t stop doing sth 忍不住/一直在做某事look so nice and cute 看上去如此漂亮可爱later in the afternoon傍晚/下午晚些时候the best part of the day一天中最精彩的部分wave to sb. 向某人挥/招手match across the park 列队走过公园clap and scream with joy 高兴得一边拍手一边尖叫a three-D film 一场三维电影apple pie苹果派at the end of 在……的最后under the fireworks 在烟火中in all总共,共计show sth to sb = show sb sth 把某物展示给某人看scream with excitement兴奋得尖叫起来be in Chinese style 以中式风格Vocabulary and Grammarthe line of people (人排成的)队伍wait in (the) line 在队伍里等get in进去a really delightful holiday一个确实使人高兴的假日a meaningful experience一次有意义的经历(可数)five years’teaching experience 5年的教学经验(不可数)to one’s delight /joy (n)使某人高兴的是……(do harm to(n) = be harmful to(adj)对……带来伤害)seem (to be) + adj 似乎……be on上演(延续性）begin/start(短暂性)celebrate their fifteen years of marriage (n) 庆祝结婚15周年Integrated skills and PronunciationWindow of the World世界之窗the best time for doing sth= to do sth是……的最好机all (the) year round一年到头;终年have ideas about sth 对某事有想法travel abroad出国旅行fly to a place = take a plane to a place=go to a place by air / plane 乘飞机去某地check it for you 替你核查某事tie it up 把它捆绑起来(tying)Main task and Checkoutwrite down the details 写下细节pleasant weather 宜人的天气desserts and snacks 甜点和零食the day of our trip to Hong Kong 我们去香港的那天be excited about……因……而兴奋three and a half hours = three hours and a half三个半小时have a bird’s-eye view of 鸟瞰;俯视the cultural centre of Hong Kong香港的文化中心state clearly 清楚地陈述something interesting and special有趣而又特殊的事情make your article more interesting使你的文章更有趣write about your feelings in the last paragraph在最后一段写一写你的感受1the day before yesterday 前天leave sth + 地点把某物遗忘在某地(left)march down the street 沿着街道行进take (bananas) from (the visitors) 从(客人手里)拿走(香蕉)2二、语法（现在完成时2）have/has been in表示“在某地呆了多久了”，(现在仍在那儿),可以与表示一段时间的状语连用。
牛津英语8bunit2教案
1 Before looking at the comic strip, revise some of the 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 fo r 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)1 Introduce 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 adve rtisements, 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3 Preview the Reading Part.Presentation (Reading A)1 Talk about different countries to introduce the idea that there are different kinds of schools around the world.2 On 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.3 Write ‘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 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 answers orally 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3 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. ar e 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 on their own first and then compare with a partner.Language pointsWant to learn more about the subjects that British students study, attach to, unimportant, unpopularHomework1 Learn the language points by heart.2 一课三练3 Preview the Grammar Part.Presentation （Grammar Part A）1 Use the context in Part A1 to arouse students’ interest. Talk to students about how many hours they spend doing various down the results in a table on the Bb. Introduce the idea of ‘more than’ ,’fewer than’ and ‘less than’.2 Ask students to study the sample sentences at the top of the each sentence. Invite students to make one more sentence about each picture.3 Review the difference between countable and uncountable nouns. Elicit 6-7 nouns to illustrate the differences.4 Ask st udents to read and complete ‘Work out the rule!’5 Ask 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）1 Ask students to look at the pictures at the top of the pageand read the sentences under each picture. 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 elicitthe rule in the introduction.3 Ask students to read and complete ‘work out the rule!’4 Part 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 the school uniform to arouse students’ interest and help students refocus on the task 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 than, 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 uniform Homework1 Learn the language points by heart.2 一课三练3 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 theirown. 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）1 Close 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. ., Who is the boy on your l eft? 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3 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. Ask some open questions, . , 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 initia lly. 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 notes in Part A.3 Remind students that when we take notes, we don’t need to write in comp lete sentences--- we just need to write down the keywords.4 Encourage students to use a variety of adj. to avoid repetition. Remind themof the adj. they’ve learned in this unit.5 Ask students to read Daniel’s article in Part C on their own. Then ask ge neral questions to check comprehension.6 Ask students to underline the adj. in the article.7 Ask 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, ., 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 articleas 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 face Presentation （Checkout）1 Tell 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.3 Tell 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 correctlyHomework1 Learn the language points by heart.2 一课三练3 Preview Unit 3。
八年级英语下册牛津8B Unit2(1-5)教案牛津版
启东市双鹤学校英语教案总课题8BUnit2 Travelling总课时10第1 课时课题ic strip&Wele to the unit 课型新授教学目标知识目标To introduce well-known attractions in foreign cities and popular places of interes能力目标To activate general knowledge about the world and identify activities which people do onholiday情感目标To start students thinking about different places in the world教学重点与难点To learn some popular tourist attractions .To talk about traveling to some famous places .教学资源 A small blackboard ,pictures , a recorder.课前预习内容 1.Preview the new words and phrases时间 5 minutes 方法Listen and understand. 要求Can spell the words教学过程教师活动学生活动Step 1:Pre-checking and a free discussion .What do you often do during holidays?Have you ever traveled to other cities and countries?Where did you visit last year?Work in pairs and tell each other about your traveling experiences..Step 2 PresentingI have been to England twice?—Have you ever been there?Do exercises.Listen启东市双鹤学校英语教案启东市双鹤学校英语教案启东市双鹤学校英语教案。
牛津初中英语_8B_Unit_Two_教案 新版doc资料
8B Unit 2 TravellingPeriod One Comic strips & Welcome to the unitTeaching goals:1. Ask Ss to prepare and make them know what they are going to carry when go on a holiday.2. To introduce well-known attractions in foreign cities and popular places of interest3. To activate general knowledge about the world and identify activities which people do on holiday4. To start students thinking about different places in the world.Teaching important & difficult points:1、symbol2、a symbol of bring…with… go hiking go skiing see the beautiful view take photos3、I’ve been there many times. It must be fun . I don’t think it’ll be a holiday for me.Teaching Procedures:Step 1. Revision or Warming-upT: introduces background information:There are many places of interest in China. Show Ss some photos and make Ss tell what they are. Apart from the ones, ask them if they have ever been to some other places.T: ---What do you often do during holidays? ---Have you ever traveled to other cities countries? And Where did you visit last year?Work in pairs and tell each other about your traveling experiences.Step 2 PresentationT: ----I have been to England twice? --- Have you ever been there? --- Where have you been? Talk about the photos in Part A. Ask if Ss have ever visited or heard about any of them and make them speak out the names. Now look at the picture one by one.T:---- What is it? It’s t he Leaning Tower of Pisa in Italy . S:---It is the symbol of Italy.T:---What can people do there ? S:---- Take photos./Go hiking./Go skiing ./See the beautiful views.Step 3 ConsolidationDivide the class into pairs. Tell Ss to work together to fill in the blanks with words from the box. Review answers as a class. Ask more students to write down the country where each of the sights can be found. Write the countries on the blackboard in random order and ask some Ss to match the places with their corresponding countries.Step 4 SummaryAsk Ss to work in pairs to talk about each of the photos. Tell them to use Dani el and Millie’s conversation in Part B as a model. Encourage more Ss to expand the model conversation to include things they know and want to do themselves.Model:S1: What’s this?S2: It’s the Great Wall of China.S1: What can people do there? S2: They can go walking there.Ask Ss to talk about the places they have visited and what they did there.Assignment: Make sure that Ss can remember the places of interests and their corresponding country names.Step5 PresentationT:---If you want to go on holiday ,what should you take?----What do you think is the most necessary? ----Is it good to take everything? Why not?----Eddie’s going on a trip,what about Hobo? Ask Ss to listen to the tape and read after tape. And then tell Ss to read the comic strip, and ask some questions to check understanding, e.g.,Is Eddie happy in the first picture? Why? (Yes. He is going on a trip.)Does Hobo want to go too?(Yes.)How does he feel?(He’s very excited)Why is Eddie unhappy in the last picture?(He has to carry a heavy bag.)Step 6 ConsolidationAsk Ss to talk about what people should take when they go on holiday in groups. Tell them to write the items on the blackboard if they have any ideas.Ask Ss to read with partner and try to perform Hobo and Eddie according to the comic strip.Then ask three or four pairs to perform this conversation before the class.(Pay attention to some useful expressions: )go on trip to / join sb.=go… with sb. /take …out for a few days/ let sb do sth: let me have a look./ ‘take’ and ‘bring’ bring …with me/come on/ take the bag/go on a holiday/visit different places /go hiking /go skiing/see the beautiful view/ take photos/ a symbol ofStep7.SummaryAssignment: Make a dialogue according to the comic strip.Period Two Reading ITeaching goals:1、To read a letter about a holiday in Hong Kong.2、To expand vocabulary to talk about traveling.3、To identify specific details by answering questions.Teaching important & difficult points:1、fantastic, include, whale, speed, ride, clap, magic, pie, excitement,2、at the entrance, at high speed, through the whole ride, such as , in all, scream with excitement3、I heard you’ve gone to Thailand.I’ve been here in Hong Kong for two days.I met many of my favourite Disney characters, such as Sleeping Beauty , Snow White ,Aliceand Cinderella.The performers all wore different costumes and waved to people while they marched across the park singing and dancing all the way.The children clapped and screamed with joy when they saw their favourite characters. Teaching Procedures:Step 1. Revision or Warming-upCould you talk about the places of great interest where you have ever been to.Present your information and some interesting facts to the class.Step 2 Presentation—Do you like traveling to other cities or countries? —Yes, I do.—Why? —Because I think the trip is wonderful. (fantastic) /I can learn a lot about other cites or countries. /I can make many friends. …—Have you ever been to Hong Kong? —I have been there once. I went there last summer holiday. I spent the whole day in Disneyland.—Do you have any ideas about Disneyland? —It’s a world famous theme park. At the entrance you can take photos in front of the whale fountain. (Show the picture) You can take the roller coaster. (Show the picture.) It’s moved very quickly. (at a high speed). It’s exciting. People scream and laugh excitedly (with excitement) through the whole ride. You can see some Disney characters, such as Micky Mouse, Snow White, etc. (Show pictures) The performers all wear different costumes and waved to people while they go ahead (march) across the park. The children are clapping and screaming happily. (with joy)Show pictures of Part B2 on page 28. Consolidate the words in the sentences according to the pictures.Step 3 Consolidation（1）ReadingAmy’s cousin Shirley is interested in Hong Kong Disneyland. Now Shirley is telling her mum what she knows about the place from Amy. Now read the text and tell whether she is correct or not.1. Di sneyland is a world famous theme park and it’s really fantastic. (T)2. At the entrance, you can see the Micky Mouse fountain. (F)3. The ride at Space Mountain is not very interesting. (F)4. Kitty thinks the parade of Disney characters was the best part of the day. (T)5. At the end of the day, they watched fireworks in front of Adventureland. (F)6. Kitty took lots of photos in Hong Kong. (T)（2）Read the passage again, and then answer the following questions:1. What’s Disneyland?2. Hong Kong Disneyland is one big park, but in fact, how many parks does it have?3. What’s at the entrance to the park?4. In Tomorrowland, what is one of the most exciting attractions?5. Where can people meet Disney characters?6. Why do people think a three-D film is like magic?7. Where can people watch the great Lion King show?8. How long have Kitty and her parents stayed in Disneyland?(3) Having a detailed study of the passagesMain Street, USATomorrowlandHong Kong Disneyland(a world famous theme park) FantasylandAdventruelandAt the entrance→Tomorrowland (Space Mountain)(The whale fountain) (roller – coaster)→Fantasyland (Sleeping Beauty Castle)→Adventureland(Disney characters—a parade) (watch the great Lion King show) Main street→Sleeping Beauty Castle(buy souvenirs) (watch fireworks)Step 4 SummaryFinding out all the useful expressionsGo over the text Welcome to Hong Kong and find out all the useful expressions.a. Read after the tape five times. Your parent’s signature is needed.b. Memorize all the words and phrases.Period Three Reading IITeaching goals1. To figure out the structure of each passage2. To understand and use the expressions in the text3. To recognize and understand vocabulary about traveling4. To practise the main language points of the context5. To speak out the passage in their own words, following the structure of the passagesTeaching important & difficult points:1. fantastic, include, whale, speed,ride, clap,magic,pie, excitement,2. at the entrance, at high speed, through the whole ride, such as , in all, scream with excitement3. I heard you’ve gone to Thailand.I’ve been here in Hong Kong for two days.I met many of my favourite Disney characters, such as Sleeping Beauty , Snow White ,Aliceand Cinderella.The performers all wore different costumes and waved to people while they marched across the park singing and dancing all the way.The children clapped and screamed with joy when they saw their favourite characters. Teaching proceduresStep 1. Revision or Warming-up(1) Reading aloud the passageTurn to page 26 and read aloud the passage together.Kitty is back in Beijing. She is showing some photos of her visit to her neighbor Julia. Finish the conversation of Part B1 on page 28.(2)Having a revisionNow, it’s an English class. Kitty’s English teacher wants the students to say something about their trips during the holiday. Kitty has been to Hong Kong. Suppose you are Kitty, please say something about Hong Kong Disneyland with your own words according to the following expressions.At the entrance → Tomorrowland (Space Mountain)(The whale fountain) (roller – coaster)→Fantasyland (Sleeping Beauty Castle)→Adventureland(Disney characters—a parade) (watch the great Lion King show) →Main street→Sleeping Beauty Castle(buy souvenirs) (watch fireworks)Step 2 Presentation(1) Explaining the language pointsI am going to explain the important words, phrase and sentences in the passage.(2) PractisingAmy we nt to Kitty’s house for supper. Kitty showed Amy her photo album. Amy was very excited and asked a lot of questions. Finish Part C on page 29, and then work in pairs to make the similar conversation. For stronger class, students can add more questions.Step 3 ConsolidationFinishing the exercisesKitty_____ (已经去) Hong Kong for two days. She and her parents had a great time there. They spent the whole day in Disneyland. It is _____ (世界文明的主题公园) and it’s really fantastic. It is one big park, but it actually has four parks.They got to Disneyland from their hotel _____ (乘地铁). They took photos _____ (在鲸鱼喷泉前) at the entrance, then they went to Space Mountain. They took the roller coaster, it _____ (高速移动). In the afternoon, there was a parade of Disney characters. The _____ (演出者) all wore different costumes and waved to people while they marched across the park. The children _____ (鼓掌) and screamed with joy.(Keys: has been to, a theme park of the world civilization, by underground, in front of the whale fountain, moved at high speed, performers, clapped)Step 5 Homeworka. Learn the reading passage by heart.b. Tell something about Hong Kong Disneyland.Period Four GrammarTeaching goals1. To recognize contexts for the use of the present perfect tense2. To understand the verbs with ‘for’, ‘since’ or ‘ago’3.To consolidate the present perfect tense4.To understand the verbs with continuous time adverbialsTeaching important & difficult points:1、motorcycle, lamb, conference,programme ,gift,marriage2、Millie has been to South Hill many times.Daniel and Sandy have never been to South Hill.Kitty has gone to Hong Kong with her family.Millie has been away from Beijing for two days.Simon has been a member of the Football Club since last year.Teaching proceduresStep 1. Revision or Warming-upGrammar A—What do you often do during the holiday? —_____—Do you often travel to other places? —_____—How many places of great interest so you know in the world? —_____—What can you learn from the trip? —_____Gramma BMake a dialogue like this:A: Have you ever been to Shanghai? B: Yes, I have.A: Where did you go there? B: I went there two weeks ago.A: When did you leave Shanghai? B: I left there two days ago.A: How long have you stayed there? B: I have stayed there for twelve days.Work in pairs.Step 2 PresentingGrammar A—Where did you go last summer holiday? —I went to Shanghai last summer holiday.—Have you ever been to Beijing? —Yes, I have.—Do you want to go there again? —Yes, I do.We use ‘have /has been’ to express the idea that someone went to someplace and has already come back.I have been to England twice.(Where am I now/Am I still in England? )Millie, can you go to office to bring me the chair?Where’s Millie? She is on the way to the office, or maybe she is in the office.She has gone to the office. And she will come back in a few minutes.We use ‘have /has gone’ to express the idea that someone went to someplace and is still ther e. Grammar BWe can say: Jim has stayed in Shanghai for 12 days. He left there two days ago. But we can’t say: Jim has left Shanghai for two days. Because some verbs, such as ‘ come’, ‘go’ and ‘leave’ cannot be used with continuous time adverbials such as ‘ for two hours’ or ‘since last month’. To talk about an action that happened at a point in the past, we will have to use ‘ago’ and the simple past tense.Tell if the following sentences are true or false.1. He has bought a bike for two years. (F)2. Millie bought a purse two days ago. (T)3. She has already left Beijing. (T)4. She has been away from Beijing for 2 days. (T)5. She left Beijing two days ago. (T)6. Simon has joined the Reading Club since 2000. (F)7. His grandfather has died for 3 years. (F)8. When have they got married? (F)If you want to express a continuous state, you can use another way like this:Verbs Used for a continuous statebuy have /has hadborrow have /has keptarrive have /has been in /atleave have /has been awayjoin have /has been in /a member ofdie have /has been deadget married have /has been marriedcome / go have /has been in /atbegin / start have /has been onstop have/ has been overStep 3 ConsolidationGramma ADaniel is asking Millie about traveling. Complete the conversation on page 31 with the correct forms of the verbs in brackets.Finishing exercisesCorrect the mistakes1. Millie has gone to South Hill many times.2. Where’s your father? He has been to the library.3. When have you been to Hong Kong?4. Kitty has been to Hong Kong for two days.(Keys: 1. Millie has been to South Hill many times. 2. Where’s your father? He has gone to the library. 3. When did you go to Hong Kong? 4. Kitty has been in Hong Kong for two days. ) Grammar BMillie and Sandy are talking on the phone. Complete the conversation on page 33.Then read together, trying to work in pairs to act it out.Correct the mistakes in the following sentences.1. He has bought a bike for two years.2. Millie has bought a purse two days ago.3. She have already left Beijing.4. She has left Beijing for 2 days.5. Has Millie left Beijing two days ago.6. Simon has joined the Reading Club since 2000.7. His grandfather has died for 3 years.8. When have they got married?(Keys: 1. He bought a bike two years ago. 2. Millie bought a purse two days ago. 3. She has already left Beijing. 4. She left Beijing 2 days ago. 5. Did Millie leave Beijing two days ago? 6. Simon joined the Reading Club in 2000. 7. His grandfather has been dead for 3 years. 8. When did they get married?)Step 4 SummaryPeriod five Integrated skillsTeaching goals:1.To develop the students’ abilities of listening, speaking, reading and writing.2.To learn to plan a holidayTeaching important & difficult points:To understand and respond to the factual information presented in the radio programmeTeaching procedures:Step 1. Warming-upDaily report: (Date ,Day ,Season,Today’s plan, Weather,Feelings, ....)Step2. PresentationAsk the students to talk with their classmates.Points:1.Do you like hot weather or cool weather?2.Which is more suitable for holiday?(show photos) Which is your favourite?Theme park water sports Chinese gardens buying souvenirs Hiking3.Which city will you go in China? And Why?Ask Ss to make dialogues and then present themStep 3. Holiday plansT: you have wonderful plans about your trips ,now The Class 1,Grade 8 are also planning a trip.1. Read what the students are saying in the table on page 34.2. Listen to a radio programme and put a tick in the correct boxes on page 34.and fill the form3. report what the students like and where they can go. .4. Fill in the blanks with the information in Part A1 and A2 on page 35.5. Check the answers and then Read the passage.Step 4. ConsolidationT: you have known the students’ plan well, please talk the plan with your partnersDialogue : A: What does Millie like? B:..A: Which place can she go to? B:..A: Which season can she choose? B:..Step 5.Listen and learnT Now tell me if I want to have a trip ,which points should I think about?Ss: place ,time ,activities, How to go there? How long will you stay? Who will go with you or alone?T: Let’s listen to another plan and answer1.place ,2.time ,3.activities,4.How to go there?5. How long will they stay ?6.Who will go with you or alone?Period 6 Speak up & Study skillsTeaching goals:1.To link sounds together when speak English.2.To master some key phases3.To make a plan for a holidayTeaching procedures:Step1 Speak upT: Choose one friends and make a plan for holidayLeave some questions for students to think aboutWhen…/ Where…/ How…/ Who…/ How long…Ask Ss to present their dialogue or planStep 2 Study SkillsT: I found some of your pronunciation isn’t so good when you talked. For example best time. You’d better say best time. This is link sounds together. You can find more on page36 .1.Ask Ss to read after the tape2.Ask Ss to read .(If his pronunciation is excellent, give him clap)Step9. HomeworkWrite down your trip plans and read to parents,and pay attention your pronunciationFinish exercises of this partGet ready for Main Task.Period Seven Main taskTeaching goals:1. To select, organize and present information2. To identify and sort key information required to talk about personal experiences3. To describe and explain places, experiences and feelings4. To discuss ideas for an article with a partnerTeaching important & difficult points:1. Sort key information required to talk about personal experiences2. To describe and explain places, experiences and feelingsTeaching procedures:Step 1. Warming-upAsk if any students remember the points about making a holiday plan?(write down and drawn a form)T: I want to go to Honkong. Have you been to Hongkong before? Ss:...(show some photos of Hongkong)Step2. Presentation1.T: Look at these photos and tell me sth about HongkongA:Present key phrases:see dolphin show and bird shows have a bird’s-eye view of...a .... city with tall buildings a good place to...beaches a seafood shop the cultural centre of...B.Ask one student to say sth about Hongkong using phrases above.C.Kitty has also been to Hongkong ,look at the form and talk with your partner about her tripEg: T: hello,.. Which pace did Kittygo for her holiday?S1:Hongkong.Step 3.Exercises.1.Ask students to complete Sandy’s article using the information in the fact file in article prepares2.Check the answers while reading3.Explain some difficult sentences and read them4.Ask Ss to read the whole text and divide the passage into some partsStep 4.PresentionT:Now you can choose any place you have been before and write sth about you experience. First it’s better for you to make a form then you can write one part by one part.Ask Ss to make a formStep5.SummaryT: Today we have known how to write an article about a holiday. You should prepare a fact file to organize your ideas before you write. Don’t forget to use more adj adv and key phrases to express your feelings.Step6.Homework1.Go on to finish your writing2.Get ready for check out and try to finish exercises on Page39.精品文档精品文档。
牛津译林8B U1(T同步)教案
学员编号：年级：初一课时数：3学员姓名：辅导科目：英语学科教师：蒋文婷授课类型T-8B U1-Past and present C- T-授课日期及时段教学内容（建议2-5分钟）批注：教师在此环节中可以引导孩子用英语和老师对上面图片进行描述，从而和孩子一起，在描述中叙述出本次课的主题。
（建议20-25分钟）一、词汇Words1. the changes to Sunshine Town阳光镇的变化→the changes to……的变化change n.变化，常用复数changes。
e.g. Great changes have taken place on Sunshine Town since 1995.Sunshine Town have changed greatly since 1995批注：注意to, 也可ofchange 零钱u.2. in the southern part of town→in the southern part of…在…的南部→south →southern批注：east东部→eastern东部的, west →western, north →northern方位词的用法3. in the past在过去→at present现在→in the future未来；将来，批注：注意这些短语中的介词和冠词。
4. turn the place into a park→turn…into…把…变成…Turn this sentence into English.批注：turn 短语turn on 打开turn off 关掉turn down 打垮5. play cards and Chinese chess打牌、下象棋，e.g. It’s pleasant to play cards and Chinese chess.批注：play the piano/ violin 乐器前有冠词“the” , 运动及棋类前无冠词6. water pollution水污染→air pollution空气污染，noise pollution噪音污染Water pollution was a serious problem before.批注：pollute v. pollute sth.e.g. The river is polluted seriously. We must take actions to reduce the pollution.7. used to dump its waste into water→used to do sth.过去常做某事，注意否定式、疑问式的形式⑴used to do sth →否定式used not to do sth或didn’t used to do sth→疑问式Did sb use to do sth.?或used sb. to do sth?⑵There be和used to合用的形式为There used to be。
牛津初中英语_8B_Unit_Two_教案 新版
8B Unit 2 TravellingPeriod One Comic strips & Welcome to the unitTeaching goals:1. Ask Ss to prepare and make them know what they are going to carry when go on a holiday.2. To introduce well-known attractions in foreign cities and popular places of interest3. To activate general knowledge about the world and identify activities which people do on holiday4. To start students thinking about different places in the world.Teaching important & difficult points:1、symbol2、a symbol of bring…with… go hiking go skiing see the beautiful view take photos3、I’ve been there many times. It must be fun . I don’t think it’ll be a holiday for me.Teaching Procedures:Step 1. Revision or Warming-upT: introduces background information:There are many places of interest in China. Show Ss some photos and make Ss tell what they are. Apart from the ones, ask them if they have ever been to some other places.T: ---What do you often do during holidays? ---Have you ever traveled to other cities countries? And Where did you visit last year?Work in pairs and tell each other about your traveling experiences.Step 2 PresentationT: ----I have been to England twice? --- Have you ever been there? --- Where have you been? Talk about the photos in Part A. Ask if Ss have ever visited or heard about any of them and make them speak out the names. Now look at the picture one by one.T:---- What is it? It’s t he Leaning Tower of Pisa in Italy . S:---It is the symbol of Italy.T:---What can people do there ? S:---- Take photos./Go hiking./Go skiing ./See the beautiful views.Step 3 ConsolidationDivide the class into pairs. Tell Ss to work together to fill in the blanks with words from the box. Review answers as a class. Ask more students to write down the country where each of the sights can be found. Write the countries on the blackboard in random order and ask some Ss to match the places with their corresponding countries.Step 4 SummaryAsk Ss to work in pairs to talk about each of the p hotos. Tell them to use Daniel and Millie’s conversation in Part B as a model. Encourage more Ss to expand the model conversation to include things they know and want to do themselves.Model:S1: What’s this?S2: It’s the Great Wall of China.S1: What can people do there? S2: They can go walking there.Ask Ss to talk about the places they have visited and what they did there.Assignment: Make sure that Ss can remember the places of interests and their corresponding country names.Step5 PresentationT:---If you want to go on holiday ,what should you take?----What do you think is the most necessary? ----Is it good to take everything? Why not?----Eddie’s going on a trip,what about Hobo? Ask Ss to listen to the tape and read after tape. And then tell Ss to read the comic strip, and ask some questions to check understanding, e.g.,Is Eddie happy in the first picture? Why? (Yes. He is going on a trip.)Does Hobo want to go too?(Yes.)How does he feel?(He’s very excited)Why is Eddie unhappy in the last picture?(He has to carry a heavy bag.)Step 6 ConsolidationAsk Ss to talk about what people should take when they go on holiday in groups. Tell them to write the items on the blackboard if they have any ideas.Ask Ss to read with partner and try to perform Hobo and Eddie according to the comic strip.Then ask three or four pairs to perform this conversation before the class.(Pay attention to some useful expressions: )go on trip to / join sb.=go… with sb. /take …out for a few days/ let sb do s th: let me have a look./ ‘take’ and ‘bring’ bring …with me/come on/ take the bag/go on a holiday/visit different places /go hiking /go skiing/see the beautiful view/ take photos/ a symbol ofStep7.SummaryAssignment: Make a dialogue according to the comic strip.Period Two Reading ITeaching goals:1、To read a letter about a holiday in Hong Kong.2、To expand vocabulary to talk about traveling.3、To identify specific details by answering questions.Teaching important & difficult points:1、fantastic, include, whale, speed, ride, clap, magic, pie, excitement,2、at the entrance, at high speed, through the whole ride, such as , in all, scream with excitement3、I heard you’ve gone to Thailand.I’ve been here in Hong Kong for two days.I met many of my favourite Disney characters, such as Sleeping Beauty , Snow White ,Aliceand Cinderella.The performers all wore different costumes and waved to people while they marched across the park singing and dancing all the way.The children clapped and screamed with joy when they saw their favourite characters. Teaching Procedures:Step 1. Revision or Warming-upCould you talk about the places of great interest where you have ever been to.Present your information and some interesting facts to the class.Step 2 Presentation—Do you like traveling to other cities or countries? —Yes, I do.—Why? —Because I think the trip is wonderful. (fantastic) /I can learn a lot about other cites or countries. /I can make many friends. …—Have you ever been to Hong Kong? —I have been there once. I went there last summer holiday. I spent the whole day in Disneyland.—Do you have any ideas about Disneyland? —It’s a world famous theme park. At the entrance you can take photos in front of the whale fountain. (Show the picture) You can take the roller coaster. (Show the picture.) It’s moved very quickly. (at a high speed). It’s exciting. People scream and laugh excitedly (with excitement) through the whole ride. You can see some Disney characters, such as Micky Mouse, Snow White, etc. (Show pictures) The performers all wear different costumes and waved to people while they go ahead (march) across the park. The children are clapping and screaming happily. (with joy)Show pictures of Part B2 on page 28. Consolidate the words in the sentences according to the pictures.Step 3 Consolidation（1）ReadingAmy’s cousin Shirley is interested in Hong Kong Disneyland. Now Shirley is telling her mum what she knows about the place from Amy. Now read the text and tell whether she is correct or not.1. Disneyland is a world famous theme park and it’s really fantastic. (T)2. At the entrance, you can see the Micky Mouse fountain. (F)3. The ride at Space Mountain is not very interesting. (F)4. Kitty thinks the parade of Disney characters was the best part of the day. (T)5. At the end of the day, they watched fireworks in front of Adventureland. (F)6. Kitty took lots of photos in Hong Kong. (T)（2）Read the passage again, and then answer the following questions:1. What’s Disneyland?2. Hong Kong Disneyland is one big park, but in fact, how many parks does it have?3. What’s at the entrance to the park?4. In Tomorrowland, what is one of the most exciting attractions?5. Where can people meet Disney characters?6. Why do people think a three-D film is like magic?7. Where can people watch the great Lion King show?8. How long have Kitty and her parents stayed in Disneyland?(3) Having a detailed study of the passagesMain Street, USATomorrowlandHong Kong Disneyland(a world famous theme park) FantasylandAdventruelandAt the entrance→Tomorrowland (Space Mountain)(The whale fountain) (roller – coaster)→Fantasyland (Sleeping Beauty Castle)→Adventureland(Disney characters—a parade) (watch the great Lion King show) Main street→Sleeping Beauty Castle(buy souvenirs) (watch fireworks)Step 4 SummaryFinding out all the useful expressionsGo over the text Welcome to Hong Kong and find out all the useful expressions.a. Read after the tape five times. Your parent’s signature is needed.b. Memorize all the words and phrases.Period Three Reading IITeaching goals1. To figure out the structure of each passage2. To understand and use the expressions in the text3. To recognize and understand vocabulary about traveling4. To practise the main language points of the context5. To speak out the passage in their own words, following the structure of the passagesTeaching important & difficult points:1. fantastic, include, whale, speed,ride, clap,magic,pie, excitement,2. at the entrance, at high speed, through the whole ride, such as , in all, scream with excitement3. I heard you’ve gone to Thailand.I’ve been here in Hong Kong for two days.I met many of my favourite Disney characters, such as Sleeping Beauty , Snow White ,Aliceand Cinderella.The performers all wore different costumes and waved to people while they marched across the park singing and dancing all the way.The children clapped and screamed with joy when they saw their favourite characters. Teaching proceduresStep 1. Revision or Warming-up(1) Reading aloud the passageTurn to page 26 and read aloud the passage together.Kitty is back in Beijing. She is showing some photos of her visit to her neighbor Julia. Finish the conversation of Part B1 on page 28.(2)Having a revisionNow, it’s an English class. Kitty’s English teacher wants the students to say something about their trips during the holiday. Kitty has been to Hong Kong. Suppose you are Kitty, please say something about Hong Kong Disneyland with your own words according to the following expressions.At the entrance → Tomorrowland (Space Mountain)(The whale fountain) (roller – coaster)→Fantasyland (Sleeping Beauty Castle)→Adventureland(Disney characters—a parade) (watch the great Lion King show) →Main street→Sleeping Beauty Castle(buy souvenirs) (watch fireworks)Step 2 Presentation(1) Explaining the language pointsI am going to explain the important words, phrase and sentences in the passage.(2) PractisingAmy went to Kitty’s house for supper. Kitty showed Amy her photo album. Amy was very excited and asked a lot of questions. Finish Part C on page 29, and then work in pairs to make the similar conversation. For stronger class, students can add more questions.Step 3 ConsolidationFinishing the exercisesKitty_____ (已经去) Hong Kong for two days. She and her parents had a great time there. They spent the whole day in Disneyland. It is _____ (世界文明的主题公园) and it’s really fantastic. It is one big park, but it actually has four parks.They got to Disneyland from their hotel _____ (乘地铁). They took photos _____ (在鲸鱼喷泉前) at the entrance, then they went to Space Mountain. They took the roller coaster, it _____ (高速移动). In the afternoon, there was a parade of Disney characters. The _____ (演出者) all wore different costumes and waved to people while they marched across the park. The children _____ (鼓掌) and screamed with joy.(Keys: has been to, a theme park of the world civilization, by underground, in front of the whale fountain, moved at high speed, performers, clapped)Step 5 Homeworka. Learn the reading passage by heart.b. Tell something about Hong Kong Disneyland.Period Four GrammarTeaching goals1. To recognize contexts for the use of the present perfect tense2. To understand the verbs with ‘for’, ‘since’ or ‘ago’3.To consolidate the present perfect tense4.To understand the verbs with continuous time adverbialsTeaching important & difficult points:1、motorcycle, lamb, conference,programme ,gift,marriage2、Millie has been to South Hill many times.Daniel and Sandy have never been to South Hill.Kitty has gone to Hong Kong with her family.Millie has been away from Beijing for two days.Simon has been a member of the Football Club since last year.Teaching proceduresStep 1. Revision or Warming-upGrammar A—What do you often do during the holiday? —_____—Do you often travel to other places? —_____—How many places of great interest so you know in the world? —_____—What can you learn from the trip? —_____Gramma BMake a dialogue like this:A: Have you ever been to Shanghai? B: Yes, I have.A: Where did you go there? B: I went there two weeks ago.A: When did you leave Shanghai? B: I left there two days ago.A: How long have you stayed there? B: I have stayed there for twelve days.Work in pairs.Step 2 PresentingGrammar A—Where did you go last summer holiday? —I went to Shanghai last summer holiday.—Have you ever been to Beijing? —Yes, I have.—Do you want to go there again? —Yes, I do.We use ‘have /has been’ to express the idea that someone went to someplace and has already come back.I have been to England twice.(Where am I now/Am I still in England? )Millie, can you go to office to bring me the chair?Where’s Millie? She is on the way to the office, or maybe she is in the office.She has gone to the office. And she will come back in a few minutes.We use ‘have /has gone’ to express the idea that someone went to someplace and is still there. Grammar BWe can say: Jim has stayed in Shanghai for 12 days. He left there two days ago. But we can’t say:Jim has left Shanghai for two days. Because some verbs, such as ‘ come’, ‘go’ and ‘leave’ cannot be used with continuous time adverbials such as ‘ for two hours’ or ‘since last month’. To talk about an action that happened at a point in the past, we will have to use ‘ago’ and the simple past tense.Tell if the following sentences are true or false.1. He has bought a bike for two years. (F)2. Millie bought a purse two days ago. (T)3. She has already left Beijing. (T)4. She has been away from Beijing for 2 days. (T)5. She left Beijing two days ago. (T)6. Simon has joined the Reading Club since 2000. (F)7. His grandfather has died for 3 years. (F)8. When have they got married? (F)If you want to express a continuous state, you can use another way like this:Verbs Used for a continuous statebuy have /has hadborrow have /has keptarrive have /has been in /atleave have /has been awayjoin have /has been in /a member ofdie have /has been deadget married have /has been marriedcome / go have /has been in /atbegin / start have /has been onstop have/ has been overStep 3 ConsolidationGramma ADaniel is asking Millie about traveling. Complete the conversation on page 31 with the correct forms of the verbs in brackets.Finishing exercisesCorrect the mistakes1. Millie has gone to South Hill many times.2. Where’s your father? He has been to the library.3. When have you been to Hong Kong?4. Kitty has been to Hong Kong for two days.(Keys: 1. Millie has been to South Hill many times. 2. Where’s your father? He has gone to the library. 3. When did you go to Hong Kong? 4. Kitty has been in Hong Kong for two days. ) Grammar BMillie and Sandy are talking on the phone. Complete the conversation on page 33.Then read together, trying to work in pairs to act it out.Correct the mistakes in the following sentences.1. He has bought a bike for two years.2. Millie has bought a purse two days ago.3. She have already left Beijing.4. She has left Beijing for 2 days.5. Has Millie left Beijing two days ago.6. Simon has joined the Reading Club since 2000.7. His grandfather has died for 3 years.8. When have they got married?(Keys: 1. He bought a bike two years ago. 2. Millie bought a purse two days ago. 3. She has already left Beijing. 4. She left Beijing 2 days ago. 5. Did Millie leave Beijing two days ago? 6. Simon joined the Reading Club in 2000. 7. His grandfather has been dead for 3 years. 8. When did they get married?)Step 4 SummaryPeriod five Integrated skillsTeaching goals:1.To develop the students’ abilities of listening, speaking, reading and writing.2.To learn to plan a holidayTeaching important & difficult points:To understand and respond to the factual information presented in the radio programmeTeaching procedures:Step 1. Warming-upDaily report: (Date ,Day ,Season,Today’s plan, Weather,Feelings, ....)Step2. PresentationAsk the students to talk with their classmates.Points:1.Do you like hot weather or cool weather?2.Which is more suitable for holiday?(show photos) Which is your favourite?Theme park water sports Chinese gardens buying souvenirs Hiking3.Which city will you go in China? And Why?Ask Ss to make dialogues and then present themStep 3. Holiday plansT: you have wonderful plans about your trips ,now The Class 1,Grade 8 are also planning a trip.1. Read what the students are saying in the table on page 34.2. Listen to a radio programme and put a tick in the correct boxes on page 34.and fill the form3. report what the students like and where they can go. .4. Fill in the blanks with the information in Part A1 and A2 on page 35.5. Check the answers and then Read the passage.Step 4. ConsolidationT: you have known the students’ plan well, please talk the plan with your partnersDialogue : A: What does Millie like? B:..A: Which place can she go to? B:..A: Which season can she choose? B:..Step 5.Listen and learnT Now tell me if I want to have a trip ,which points should I think about?Ss: place ,time ,activities, How to go there? How long will you stay? Who will go with you or alone?T: Let’s listen to another plan and answer1.place ,2.time ,3.activities,4.How to go there?5. How long will they stay ?6.Who will go with you or alone?Period 6 Speak up & Study skillsTeaching goals:1.To link sounds together when speak English.2.To master some key phases3.To make a plan for a holidayTeaching procedures:Step1 Speak upT: Choose one friends and make a plan for holidayLeave some questions for students to think aboutWhen…/ Where…/ How…/ Who…/ How long…Ask Ss to present their dialogue or planStep 2 Study SkillsT: I found some of your pronunciation isn’t so good when you talked. For example best time. You’d better say best time. This is link sounds together. You can find more on page36 .1.Ask Ss to read after the tape2.Ask Ss to read .(If his pronunciation is excellent, give him clap)Step9. HomeworkWrite down your trip plans and read to parents,and pay attention your pronunciationFinish exercises of this partGet ready for Main Task.Period Seven Main taskTeaching goals:1. To select, organize and present information2. To identify and sort key information required to talk about personal experiences3. To describe and explain places, experiences and feelings4. To discuss ideas for an article with a partnerTeaching important & difficult points:1. Sort key information required to talk about personal experiences2. To describe and explain places, experiences and feelingsTeaching procedures:Step 1. Warming-upAsk if any students remember the points about making a holiday plan?(write down and drawn a form)T: I want to go to Honkong. Have you been to Hongkong before? Ss:...(show some photos of Hongkong)Step2. Presentation1.T: Look at these photos and tell me sth about HongkongA:Present key phrases:see dolphin show and bird shows have a bird’s-eye view of...a .... city with tall buildings a good place to...beaches a seafood shop the cultural centre of...B.Ask one student to say sth about Hongkong using phrases above.C.Kitty has also been to Hongkong ,look at the form and talk with your partner about her tripEg: T: hello,.. Which pace did Kittygo for her holiday?S1:Hongkong.Step 3.Exercises.1.Ask students to complete Sandy’s article using the information in the fact file in article prepares2.Check the answers while reading3.Explain some difficult sentences and read them4.Ask Ss to read the whole text and divide the passage into some partsStep 4.PresentionT:Now you can choose any place you have been before and write sth about you experience. First it’s better for you to make a form then you can write one part by one p art.Ask Ss to make a formStep5.SummaryT: Today we have known how to write an article about a holiday. You should prepare a fact file to organize your ideas before you write. Don’t forget to use more adj adv and key phrases to express your feelings.Step6.Homework1.Go on to finish your writing2.Get ready for check out and try to finish exercises on Page39.11。
牛津英语8B unit2教案
8A Unit 2全部教案Warm-up activities1 Before looking at the comic strip, revise some of the to describe personalities focusing particularly on ‘smart’. Also revise comparatives and the structure ‘there be’. Preteach structures (‘What is …like, It’s like…’) o ut 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)1 Introduce 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3 Preview the Reading Part.Presentation (Reading A)1 Talk about different countries to introduce the idea that there are different kinds of schools around the world.2 On the Bb, write the headings ‘Life in a Chinese School’. Brainstorm quickly students’ ideas about what they want to tell people in oth er countries about their school life. Focus on enjoyable and special aspects of school.3 Write ‘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 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 answers orally 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 buddyLanguage 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3 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 on their own first and then compare with a partner.Language pointsWant to learn more about the subjects that British students study, attach to, unimportant, unpopularHomework1 Learn the language points by heart.2 一课三练3 Preview the Grammar Part.Presentation （Grammar Part A）1 Use the context in Part A1 to arouse students’ interest. Talk to students about how many hours they spend doing various down the results in a table on the Bb. Introduce the idea of ‘more than’ ,’fewer than’ and‘less than’.2 Ask students to study the sample sentences at the top of the each sentence. Invite students to make one more sentence about each picture.3 Review 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!’5 Ask 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）1 Ask students to look at the pictures at the top of the pageand read the sentences under each picture. Explain that we use ‘the most’ for the largest amount an d‘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 complete ‘work out the rule!’4 Part 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 the school uniform to arouse students’ interest and help students refocus on the task 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 than, 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 uniform Homework1 Learn the language points by heart.2 一课三练3 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 A1if 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 comp lete 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）1 Close 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. ., 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3 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. Ask some open questions, . , 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 p encil 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 notes in Part A.3 Remind students that when we take notes, we don’t need to w rite in complete sentences--- we just need to write down the keywords.4 Encourage students to use a variety of adj. to avoid repetition. Remind themof 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.7 Ask 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, ., 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 Par t B, Daniel’s articleas 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 face Presentation （Checkout）1 Tell 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.3 Tell 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 correctlyHomework1 Learn the language points by heart.2 一课三练3 Preview Unit 3。
牛津英语模块八unit2教案
牛津英语模块八unit2教案Teaching aims:(1) Students are expected to retell the story or talk about the opera and the pe rformance to reinforce their speaking ability.(2) Get students to learn the language points appearing in the text and grasp t hem.Teaching procedures:Step 1 Revision－Finish the passage according to the textTurandot, a ________ opera set in ________, was written by an ________ co mposer called Giacomo Puccini towards the end of his life. He also wrote _______ __, which is set in ________.Jane Jones was lucky enough to ________ the first of only eight performanc es in ________ in Beijing. She wrote a ________ after watching the opera. In her opinion, the performance was ________ and ________.The music and the ________ were two of the key __________ of the opera. Besides,it _______ many Western and Chinese talents. For example, the orchestr a was ________ by Zubin Mehta, a famous conductor born in ________. The well-known Chinese ________ Zhang Yimou directed the opera. Some of the world’s gr eatest opera singers as well as many great Chinese ________, actors and singers were cast.Step 2 Language points (Learn and use)1. Last night, I witnessed the first of only eight performances of Giacomo Pucci ni’s world-famous opera, Turandot, being performed in the Forbidden City in Beijing, China. (page 18, lines 1-3)昨天晚上，我去看了贾科莫·普契尼闻名世界的歌剧《图兰朵》，那是在中国北京紫禁城八场演出的首场。
牛津英语8bunit2教案
8A Unit 2全部教案Warm-up activities1 Before looking at the comic strip, revise some of the to describe personalities focusing particularly on ‘smart’. Also revise comparatives and the structure ‘there be’. Preteach structures (‘What is …like, It’s like…’) o ut 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)1 Introduce 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3 Preview the Reading Part.Presentation (Reading A)1 Talk about different countries to introduce the idea that there are different kinds of schools around the world.2 On the Bb, write the headings ‘Life in a Chinese School’. Brainstorm quickly students’ ideas about what they want to tell people in oth er countries about their school life. Focus on enjoyable and special aspects of school.3 Write ‘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 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 answers orally 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 buddyLanguage 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3 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 on their own first and then compare with a partner.Language pointsWant to learn more about the subjects that British students study, attach to, unimportant, unpopularHomework1 Learn the language points by heart.2 一课三练3 Preview the Grammar Part.Presentation （Grammar Part A）1 Use the context in Part A1 to arouse students’ interest. Talk to students about how many hours they spend doing various down the results in a table on the Bb. Introduce the idea of ‘more than’ ,’fewer than’ and‘less than’.2 Ask students to study the sample sentences at the top of the each sentence. Invite students to make one more sentence about each picture.3 Review 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!’5 Ask 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）1 Ask students to look at the pictures at the top of the pageand read the sentences under each picture. Explain that we use ‘the most’ for the largest amount an d‘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 complete ‘work out the rule!’4 Part 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 the school uniform to arouse students’ interest and help students refocus on the task 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 studentsto 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 than, 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 uniform Homework1 Learn the language points by heart.2 一课三练3 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 comp lete 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）1 Close the books and listen to me while I read the conversation. Ask studentsto 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. ., 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3 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. Ask some open questions, . , 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 p encil initially. Remind them to refer to the ‘Wh-‘ questions atthe 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 notes in Part A.3 Remind students that when we take notes, we don’t need to w rite 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.7 Ask 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, ., 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 Par t B, Daniel’s articleas 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 face Presentation （Checkout）1 Tell 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.3 Tell 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 correctlyHomework1 Learn the language points by heart.2 一课三练3 Preview Unit 3。
上海牛津二年级英语上册《Unit8__第2课时教案》
Unit8 第二课时参考教案一、主要新授内容(new contents)Let’s talk ---I need a new belt.I need a new dress.二、学习目标(Objectives)1、在前一教时学习的基础上，学习单词：belt, dress, shirt.2、能用正确的语音语调说出I need a new belt.这一新句型，并能用所学过的服饰类单词和其他单词做替换。
3、能熟练运用a new … 这一词组来进行表达，理解new 的含义。
4、在确保完成基本教学目标的基础上，在口语中导入old, short, small 等形容词,丰富操练的句型和内容，使学生对语言材料的表达更为准确和真实。
三、教学建议1、任务前期准备阶段（Pre-task preparation section ）Pre-task Preparation 是指我们要求学生运用目的语（即所学的语言）进行操练之前，呈现给学生的语言材料。
在这个环节主要让学生获得对即将操练的语言材料的第一次感知。
也可以通过对前一课时所学内容的复习巩固，为新授内容的教学做好准备。
Activity 1 （Guess ）1、教学辅助(Aids)1) 电脑（2A-U8-1）2）屏幕2．活动过程（Process ） StepsContents Methods Purpose 1 Guess:What is this? What are these? 看屏幕上出现的剪影，让学生猜猜是什么东西，猜对了教师就点击图片使其出现彩色的画面。
通过看剪影猜单词，复习前一课时学过的内容，为新课做准备。
2 Read the words. 请学生读出这些单词，然后点击，使其顺序发生变化，再请其他学生来读，多次反复。
通过图片顺序的变化，使学生不感到单调，也能使他们更牢固地掌握单词。
Activity 2 （Quick response ）1、教学辅助(Aids)1) 电脑（2A-U8-2）2）屏幕3) 四张图片（冬季和夏季图片各一张，从外面回家和即将出门的图片各一张）2．活动过程（Process）Steps Contents Methods Purpose1 Put on or take off? 看屏幕中的东西，根据老师出示的图片，分别说出Puton you r …或Take offyour …例：如果老师出示的是冬季图片或将要出门的图片，就说Put on your coat.如果是夏季图片或从外面回家的图片，就说：Take offyour coat. 通过图片创设一定的情景，让学生根据图片内容判断该说put on 还是take off，既培养学生的观察能力和判断能力，又起到复习巩固的作用。
牛津译林版-英语-八上-8单元 第2课时 教案+讲解分析+习题设计
Period Ⅱ: Reading（第二课时）第一部分教案设计教学内容Reading（第94页），本课时主要学习Reading A文章的内容，了解1999年台湾地震中幸存者Timmy的故事。
教材分析“Reading”部分A是1999年台湾地震中幸存者Timmy叙述了自己被困瓦砾下死里逃生的故事。
教学目标基础知识掌握词汇：shaking, body, fear, scream，shake, direction, glass, brick，calm，moment，mind, since，alive，loudly，etc.词组：at first，in fear, run out of，in all directions, fall down,come down, be trapped, go through, calm down, shout for help，pull through,find one’s way out, move away, etc.句型：I was sleeping when the earthquake started. …people were running f all directions while pieces of glass and bricks were falling down....I did not know if anyone else was near me....I told myself to calm down since I I was still alive.…there was just enough space for me to move.基本技能1.读懂文章，了解1999年台湾地震的基本情况。
2.掌握基本的四会单词、词组及句型。
3.理解使用过去进行时的语境。
综合素质：教育学生学会在自然灾难中自我保护。
教学重难点及突破重点：掌握基本的四会单词、词组及句型。
牛津英语8b教案
牛津英语8b教案教案标题：牛津英语8b教案教学目标：1. 通过本节课的学习，学生能够掌握新单词和短语，并能够正确运用它们进行口语和书面表达。
2. 学生能够理解并正确运用本节课所学的语法知识，包括时态、句型结构等。
3. 学生能够通过本节课的练习和活动，提高他们的听、说、读、写能力，培养他们的英语交际能力。
教学重难点：1. 重点：新单词和短语的掌握与运用，语法知识的理解与运用。
2. 难点：学生能够在实际交流中正确运用所学知识，提高他们的语言表达能力。
教学准备：1. 教材：牛津英语8b教材2. 多媒体设备：投影仪、音响设备3. 教学资源：课件、练习题、教学实例教学过程：Step 1: Warm-up (5 minutes)通过播放一段相关的视频或音频，引导学生进入英语学习的氛围，激发他们的学习兴趣。
Step 2: Presentation (15 minutes)教师通过课件或实物图片等展示新单词和短语，引导学生跟读并理解其意义。
同时，介绍本节课的语法知识，例如时态、句型结构等。
Step 3: Practice (20 minutes)学生进行小组或全班练习，包括口语练习、阅读练习、填空练习等，巩固所学知识。
Step 4: Production (15 minutes)学生进行任务型活动，例如小组讨论、角色扮演等，运用所学知识进行实际交流。
Step 5: Review and Homework (5 minutes)教师进行本节课内容的总结和复习，布置相关的作业，巩固学生的学习成果。
教学反思：教师应根据学生的实际情况，灵活调整教学方法和教学内容，确保学生能够全面提高他们的英语能力。
同时，鼓励学生多参与课堂活动，培养他们的自主学习能力。
牛津英语8B UNIT2教案
牛津英语8B UNIT2(初二下)(Unit 2,8B)Teaching DesignsUnit opening:Background informationIn this unit students explore different tourist destinations around the world. And when people are on their holidays, they should take the necessary things they have planned.The first periodContent: Comic stripTeaching aims: Ask Ss to prepare and make them know what they are going to carry when go on a holiday.Step1. Ask Ss to listen to the tape and read after tape. And then tell Ss to read the comic strip, and ask some questions to check understanding, e.g.,Is Eddie happy in the first picture? Why? (Yes. He is going on a trip.)Does Hobo want to go too?(Yes.)How does he feel?(He’s very excited)Why is Eddie unhappy in the last picture?(He has to carry a heavy bag.)Step2. Ask Ss to talk about what people should take when they go on holiday in groups. Tell them to write the items on the blackboard if they have any ideas.Step3. Ask Ss to read with partner and try to perform Hobo and Eddie according to the comic strip. Then ask three or four pairs to perform this conversation before the class.Step4. Pay attention to some useful expressions:①join sb.=go… with sb.②Let sb do sth: Let me have a look.③‘take’ and ‘bring’Assignment: Make a dialogue according to the comic strip.Exercise:I.英汉互译1.去旅行 5 对某人而言有趣的一天2.去划船/购物 6 the Great Wall3.某人出去7. Leaning Tower of Pisa4.带某物到某地8. Statue of LibertyII.句型转换1.can I go with you?(同义句) Can I ______you?2.People can take photos there.(划线部分提问) ______ ______ people ____ here?3.I am going on a trip.(划线部分提问) ______ ______ you _______?The second periodContent: Welcome to the unitTeaching aims:1.To introduce well-known attractions in foreign cities and popular places of interest2. To activate general knowledge about the world and identify activities which people do on holiday3. To start students thinking about different places in the world.Teaching procedures:Step1. T introduces background information:There are many places of interest in China. Show Ss some photos and make Ss tell what they are. Apart from the ones, ask them if they have ever been to some other places.Step2. Talk about the photos in Part A. Ask if Ss have ever visited or heard about any of them and make them speak out the names.Step3. Divide the class into pairs. Tell Ss to work together to fill in the blanks with words from the box.Step4. Review answers as a class. Ask more students to write down the country where each of the sights can be found. Write the countries on the blackboard in random order and ask some Ss to match the places with their corresponding countries.Step5. Ask Ss to work in pairs to talk about each of the photos. Tell them touse Daniel and Millie’s conversation in Part B as a model. Encourage more Ss to expand the model conversation to include things they know and want to do themselves.Model:S1: What’s this?S2: It’s the Great Wall of China.S1: What can people do there?S2: They can go walking there.Step6. Ask Ss to talk about the places they have visited and what they didthere.Assignment:Make sure that Ss can remember the places of interests and their corresponding country names. Exercise:I. 根据汉语提示完成句子4.It _______________________________(一定很有趣)5.Let me ____________________________________(带他出去几个小时吧)6.He is ________________(整理行装). He wants ___________________________(所身携带所有东西)7.We can _______________________________(看到美丽的风景).II.用所给单词的正确形式填空8.It is my ___ (three) day in China.9.He spend two hours _____(read) English every day.10.It is one of ______(famous)park in the world.11.They went to the restaurant as soon as we _______(arrive)12.This song sounds so ______(beautiful) that I want _____(dance) to it.13.My daughter has a _____(love) Hello Kitty purse.III.改错1.The new book must be very interesting.2.Let Millie go ski with us this afternoon.3.Please bring the umbrella with you. It is raining outside.4.Yesterday I walked to school on foot.5.The third periodTeaching aims:1.To read a letter about a holiday in Japan.2.To expand vocabulary to talk about traveling.3.To identify specific details by answering questions.Background information:Sanrio Puroland is a multi-level indoor theme park located in Tama City, Tokyo. It features all the Sanrio characters, the most famous of which is hello Kitty. That explains why many people call this theme park ‘Hello Kitty Land’. The Hello Kitty character first appeared on a purse in 1976 and has grown in popularity ever since.Teaching procedures:Part A:Step1 Ask Ss if they or their families have been to Japan. If no, T says something about Japan simply.Step2 . Ask Ss if they know any theme parks around the world, e.g., Ocean Park, Disneyland, Suzhou Amusement Park, etc. Ask which characters are featured in the theme park they have mentioned. Explain the context of the reading passage.Step 3 Listen to the tape about the reading, and then ask Ss to read the text by themselves again.Step 4 Ask Ss some questions to check their understanding and encourage Ss to think more about the topic.Step 5 Ask Ss to read the letter again and to find out the details of the letter according to the clue of time and different places.Step 6 Ask Ss to find out the language points in the letter and analyze them.Part B:Step 1 Explain the context of Part B1 and remind Ss the words can be found in the reading on Page22 and 23.Step 2 Tell Ss to work on their own to complete Part B1.Step 3 Ask some volunteers t read the Sandy and May’s completed conversation.Step 4 Tell Ss to read the letter on page22 and again, and use the information there to help them to complete Part B2-Sandy is showing the photos to her classmates.Step 5 Ask four Ss to read out one caption each and ask others to put the pictures into the order in which they were taken.Part C and D:Step1. Explain the context of Part C. Sandy is making notes about what she and her family saw and bought at Sanrio Puroland.Step2. Ask what the items in the pictures at the top of the table represent. Elicit ‘Hello Kitty’s bathroom, parade, stationery, Hello Kitty’s biscuits sweets and Hello Kitty’s purse.’Step3. Ask Ss to put ticks in the correct boxes to show what Sandy and her family saw and bought at Sanrio Puroland.Step4. Review answers as a class. Clarify any misunderstandings.Step5. Divide the class into pairs. Ask Ss to work together to complete the conversation in part D.Step6. When Ss have finished, ask them to read out the completed conversation to the class and role-play the conversation in the class.Assignment: Finish the exercises about Reading in workbooks.Exercise:I.英汉互译1.过得很愉快 6. spend the whole day2.看上去漂亮7. an indoor theme park3.照相8. later in the afternoon4.给某人买某物9. the best part of the day5.等候几个小时10. jump out ofII.用所给动词的适当形式填空1.One of them is ______(travel) to Tokyo next month.2.Mother’s Day is coming. But he ______(buy)a present for his mother yet.st week we ______(watch) the parade through the window.4.Look, some _____(dance) to the music. Others ______(clap) their hands.5.My friend waved to me while I ______(walk)along the street.III.判断正误1.sandy and her parents went to Hello Kitty’s house.2.sandy has bought a lovely Hello Kitty purse for her cousin.3.They had lunch in the Hello Kitty house.4.The best part of the day was the parade.5.Hello Kitty wore the red bow on her right ear.IV.同义句改写1.I will show my friend these photos when I come back.I will show these photos ______ my friend ______ ______ _______ I come back.2.He was too tired to get up early.He was _____ tired _____ he could not get up early.3.The dress is very beautiful. I want to buy it very much.The dress is _____ beautiful _______ I want to buy it very much.4.I started to do my homework at once after I came back home from school.I started to do my homework ______ ______ _____ I came back home from school. V.根据汉语完成句子1．表演者花了数小时游行通过公园。
牛津译林8B U2(T同步)教案
学员编号：年级：初二课时数：3学员姓名：辅导科目：英语学科教师：授课类型T-8B U2- Travelling C- T-授课日期及时段教学内容：（建议2-5分钟）Q1:These photos are my works, what do you think of those? Do you want to know more about them?Q2：Do you like travel? Which places have you been to, please share with me?批注：通过对学生描述和讲述这几张图片来和他引起共鸣，进入本单元的学习。
（建议20-25分钟）一、词汇Words1. popular tourist attractions(旅游胜地)e.g. Mount Fuji富士山，the Great Wall，the Leaning Tower of Pisa比萨斜塔，the Little Mermaid小美人鱼，the Statue of Liberty自由女神像，the Tower Bridge伦敦塔桥，Big Ben大本钟，the Grand Palace(泰国)大王宫，the Pattaya Beach(泰国)芭堤雅海滩，Ocean Park(香港)海洋公园，Window of theWorld(深圳)世界之窗。
批注：提示学生注意the的有无问题。
Hong Kong Disneyland(香港迪士尼乐园)的四大主题公园(theme park)：Main Street USA(美国小镇大街)，Tomorrowland(明日世界)，Fantasyland(幻想世界)，Adventureland(探险世界)。
2.adj的后缀⑴cheerful→cheerless, colourful→colourless, careful→careless, hopeful→ hopelessmeaningful→meaningless, helpful→helpless, harmful→ harmless, useful→ useless⑵delightful, wonderful, successful⑶endless, noiseless＝quiet批注：在这里给学生复习在U1中学过的前缀，如in-,un-,dis-,un-,im-。
牛津英语8Bunit2教案
8A Unit 2全部教案Warm-up activities1 Before looking at the comic strip, revise some of the ed to describe personalitiesfocusing particularly on ‘smart’. Also revise comparatives and the structure ‘th 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 aboutthe 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)1 Introduce the idea of the main language spoken in different countries around the world. Startwith Chinese then move on to English. English is used as a main language in the followingcountries: Britain, Ireland, the USA, Canada, Australia and New Zealand. Talk to studentsbriefly 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 anyunfamiliar 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)1 Talk about different countries to introduce the idea that there are different kinds of schoolsaround the world.2 On the Bb, write the headings ‘Life in a Chinese School’. Brainstorm quickly students about what they want to tell people in other countries about their school life. Focus on enjoyableand special aspects of school.on the Bb. As aand Life in an American School’ 3 Write ‘Life i n a British school’ 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, askstudents to underline the main points . Then ask them to circle all the keywords in the text. Ask-‘ questions.students to make a gird with the different ‘WhPresentation (Reading B)1Ask students to do Part B1 on their own.Encourage students to check their answer with apartner. Invite less able students to find and underline the words in the text on page 20. Checkanswers orally with the whole class.2 Divide the class into pairs. Students read the conversation in Part B2 first without filling theblanks. 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 theiranswers with members of their group. Ask students to close their books while I read thesentences 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 thepage 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 orNancy.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 todo 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 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 youadmire very muchHomework1 Learn the language points by heart.2 一课三练P.14-153 Preview the V ocabulary Part.Presentation （Vocabulary）1 This section helps students expand their active vocabulary about school subjects. Ask students。
牛津8B英文全套上课学习上课学习教案2
牛津8B英文全套教案2 Unit2TravelingPeriod1comicstrips&welcometotheunitTeachinggoals●Tointroducewell-knownattractionsinforeigncitiesandp opularplacesofinterest●Toactivategeneralknowledgeabouttheworldandidentifya ctivitieswhichpeopledoonholiday●Tostartstudentsthinkingaboutdifferentplacesinthewor ldTeachingproceduresStep1Havingafreediscussionwhatdoyouoftendoduringholidays?Haveyouevertraveledtoothercitiesandcountries?wheredidyouvisitlastyear?workinpairsandtelleachotheraboutyourtravelingexperi ences..Step2PresentingIhavebeentoEnglandtwice?—Haveyoueverbeenthere?—wherehaveyoubeen?Therearesomepicturesofsomepopulartouristattractions .Nowlookatthesepicturesonebyone.—whatisit?It’stheLeaningTowerofPisainItaly.—ItisasymbolofItaly.—whatcanpeopledothere?—Takephotos./Gohiking./Goskiing./Seethebeautifulview s.Step3Doingpractices.Doyouknowanyfamousattractionsinchinaorotherpar tsoftheworld?Nowtellyourpartnersomethingaboutthepyr amids,theEiffelTower,mountTai,NiagaraFalls,theTajma hal泰姬陵,andAyre’sRock.2.workinpairstotalkabouteachofthephotos.UsetheconversationbetweenDanielandmillie’sonpage25asamodel.youmayexpandthemodelconversationtoincludethingsyouknowandwanttodoyourselves.Step4Doingextensionactivities.Inpairstalkaboutplacesyouhavevisitedandwhatyou didthere.2.Bringinanypostcardsyoumayhaveofdifferentsightsand attractionsaroundtheworld.Step5Presenting—Ifyouwanttogoonholiday,whatshouldyoutake?—whatdoyouthinkisthemostnecessary?—Isitgoodtotakeeverything?whynot?—Eddie’sgoingonatrip,whataboutHobo?Step6Findingandwritingexpressionsyouaretogooverpage24and25againtofindoutandwritedown alltheusefulexpressions.makesentencesofyourownwitht hemafterclass.ExpressionsGoonatripto…,join…,take…outforafewdays,bring...withme,comeon,takethebag,goo nholiday,visitdifferentplaces,doaprojecton…,findou tmoreabout…,discussone’sideaswith…,prepareafactfile,writeaboutone’sdreamholiday,talkto…about…,use…asamodel,replace….with…,gohiking,goskiing,seetheb eautifulview,takephotos,asymbolof…Step7ListeningtaskLookatthepictureonpage20,andthenlistentothetape,try ingtoanswerthefollowingquestions.—IsEddiehappyinthefirstpicture?why?—whatdoesHobothinkofthetrip?DoesHobowanttogo,too?—HowdoesHobofeelthetrip?—whyisEddieunhappyinthelastpicture?Step8ReadingaloudthetextReadafterthetape,andthenactthedialogueout.ThejokeinthisdialogueisthatEddiewantstogoonholidayt orelax.Insteadhewillbeworkingharderthanhewouldifheh adstayedathome.Step9Doinghomeworka.Readthecomicstripsandtrytoreciteit.b.Trytorevisethephraseandsentencesinthisperiod.c.Translation.长城是中国的象征。
牛津英语8BUnit 1 第二课时 八年级英语8B unit 1电子教案[整理1-9课时] 八年级英
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牛津英语8BUnit 1 第二课时Content: ic strip & Wele to the unitTeaching aims:1 To introduce the concept of situations that started in the past and are continuing in the present2 To introduce the grammatical concept of the present perfect tense by focusing on a timeline and ordering information chronologically.Teaching procedures:Step 1:Everyday EnglishStep 2: Review the present perfect tenseTranslate some sentences (oral practice)1.他病了两天了。
2.我入党很长时间了。
3.她刚刚遇到一个朋友。
Step 3: Warm-up activities1) Listen to a short dialogue and think about the following questions:a What was in the bowl an hour ago?(Hobo’s food.)b Why did Eddie eat Hobo’s food?(Because he was hungry.)c Why does Hobo think Eddie has changed?(Because Eddie was kind before.)2) Listen to the dialogue again and try to repeat after the tape3) Read the dialogue together and understand the meaning of the dialogue.4) Read it again and try to recite it and act it out. .Step 4: Wele to the unitA)Review some words about transport(bus, coach, plane, taxi, underground, train)Ask some questions.1) How do you go to school every day?2) How do your parents go to work every day?3)If I want to go to the USA, how can I get there?B)Show some pictures, teach new words (double-decker, light rail)Double-decker: It is a bus with two floors.Light rail: It is a rail transportation system in cities, usually driven by electric power and runs above the ground on tracks.C) Then do P7 Part AMake a dialogue:T: When did people begin to use buses in Beijing?S: People began to use them in 1935.Buses have been in use since 1935.D)Do P7 Part Bplete the timelineMake sentences according to the timetableEg: People in Beijing began to use trains in 1909.Step 5:Homework1.recite some words and phrases2.finish the workbook.3.recite the dialogue of the ic strip教学后记:。
牛津英语8B unit2教案
8A Unit 2全部教案Warm-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)1 Introduce 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 sch ool 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)1 Talk about different countries to introduce the idea that there are different kinds of schools around the world.2 On 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.3 Write ‘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 answers orally 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 V ocabulary Part.Presentation （Vocabulary）1 This section helps students expand their active vocabulary about school subjects. Ask studentsto 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 on their own first and then compare with a partner.Language pointsWant to learn more about the subjects that British students study, attach to, unimportant, unpopularHomework1 Learn the language points by heart.2 一课三练P.13 Preview the Grammar Part.Presentation （Grammar Part A）1 Use 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’.2 Ask 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.3 Review 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!’5 Ask 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）1 Ask students to look at the pictures at the top of the pageand read the sentences under each picture. 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 complete ‘work out the rule!’4 Part 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 ofwords 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 the school uniform to arouse students’ interest and help students refocus on the task 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 than, 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）1 Close 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? W hat’s helike? 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 s tudents 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. Ask some 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 in itially. 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 note s 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.7 Ask 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 andsentences 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）1 Tell 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.3 Tell 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。
牛津英语8Bunit2教案
8A Unit 2全数教案Warm-up activities1 Before looking at the comic strip, revise some of the 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)1 Introduce 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 lik e? 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3 Preview the Reading Part.Presentation (Reading A)1 Talk about different countries to introduce the idea that there are different kinds of schools around the world.2 On 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.3 Write ‘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 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 answers orally 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3 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 on their own first and then compare with a partner.Language pointsWant to learn more about the subjects that British students study, attach to, unimportant, unpopularHomework1 Learn the language points by heart.2 一课三练3 Preview the Grammar Part.Presentation （Grammar Part A）1 Use the context in Part A1 to arouse students’ interest. Talk to students about how many hours they spend doing various down the results in a table on the Bb. Introduce the idea of ‘more than’,’fewer than’ and ‘less than’.2 Ask students to study the sample sentences at the top of the each sentence. Invite students to make one more sentence about each picture.3 Review 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!’5 Ask 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）1 Ask students to look at the pictures at the top of the pageand read the sentences under each picture. 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 complete ‘work out the rule!’4 Part 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 wordsdepending 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 the school uniform to arouse students’ interest and help students refocus on the task 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 than, 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3 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 Pa rt 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）1 Close 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. ., 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3 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. Ask some open questions, . , 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 throughthe 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 notes 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.7 Ask 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, ., 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 writ e 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）1 Tell 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.3 Tell 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3 Preview Unit 3。
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8B Uint1 V ocabulary
备课人：李亚梅
【教学目标】1了解反义词及其反义词的词缀
2.在具体语境中运用恰当的形容词表达肯定和否定
【重点难点】1.前缀构词法: un-;dis-;in-;im-;ir-
2. ---enough to do sth. ; have an interview with sb. = interview sb.
【教学过程】
Step One: Pre-task
Teacher says, “I will give you some words. Do you still remember their opposites?”
honest----dishonest appear----disappear like----dislike
correct---- incorrect possible----impossible polite----impolite
happy----unhappy lucky----unlucky healthy----unhealthy regular----irregular
Step Two: While-task
1. Open your books and turn to Page 1
2. Ask Ss to read the words together. Explain the meanings of the words if necessary.
2.Teacher asks, What did Millie do with Daniel’s grandpa?
She had an interview with Daniel’s grandpa.
3. Read Millie’s diary and underline the wrong words. Write the correct words above the mistakes.
nguage points
He is lucky enough to see the changes to Sunshine Town. …adj + enough to do sth.
e.g.扬州人真幸运,将会看到奥运圣火经过扬州。
The people of Yangzhou are_____ the Olympic holy fire passing through Yangzhou.
Step Three: Post-task
Ask the students to say something about Daniel’s grandpa and Mr. Chen
一、写出下列词的反义词like possible correct formal comfortable order important lock necessary appear happy able regular
二、根据句子意思，用所给词的适当形式填入
1) Chinese people are very ____ to foreign friends. (friend)
2) When he knew the bird died, he felt _______. (happy)
3) It is ______ for us to have a walk in the morning or in the evening. It’s good for our health. (necessary)
4) Xiao Li is very _______, sometimes he loses his books, sometimes he leaves his keys at home. (care)
5) Do you think it’s ___ to protect the wildlife in our world? (unimportant)
6) It is ________ to come to school late. (polite)
7) You should keep _______ in the library. (noisy)
8) It’s very _______ in summer in Nanjing. (cold)
Step Four：Homework。