英语牛津译林八上unit4：学案(grammar-2)

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(完整版)牛津译林版英语八年级上册Unit4Grammar教学设计

盐城市初中英语精英教师培训班学员教课方案作品Unit 4 Do it yourself教课方案盐城市盐阜中学董爱红一、教课内容剖析教课内容牛津英语 8A unit4 Grammar教课对象教课项目单词、短语cut sentence on the other side和句型begin your work without reading them等语法发出指令、使用should 和 had better教课方法学生中心教课法，多媒体教课教课目的语言知识掌握发出指令，should和had better等句型语言技术概括总结技术语言运用运用发出指令， should 和 had better 等句型感情态度认识 DIY 的利处，倡议 DIY 的生活方式教课要点掌握发出指令， should 和 had better 等句型教课难点运用发出指令， should 和 had better 等句型运用任务运用发出指令， should 和 had better 等句型来讨论怎样预防腮腺炎二、讲堂教课过程时间教课教师活动步骤2Warm A game: Do opposite actions. minutes up For example: Stand up, Sit down, before Don ’tturn left, Don ’tturn right class3Prese Present some sentences from the text: minutes ntatio Read them first. Do it yourself. Stop n it.6Practi Ask: How to make a pumpkin lantern minutes ce4Practi Help students complete: How to make minutes ce cards on P47 and check the answers. 6Practi Ask: what should we do in the minutes ce library? What shouldn ’twe do in thelibrary?4Prese Present some sentences from the text:学生活动Students do oppositeactionsRead and find out therule: how to give instructions.Discuss in group, make itand say.Complete: How tomake cards on P47.Discuss in groups andsay.Read and find out the教课目的激活学生已有知识并调换学生兴趣激活学生已有知识并概括总结提高使用刚刚学习过的语法达成练习激活学生已有知识激活学盐城市初中英语精英教师培训班学员教课方案作品minutes ntatio What should we do? You ’d better get rule: how to use should n some tools.and had better.6Prese Ask: How to be a good student?Discuss in groups and minutes ntatio sayn4Practi Help students complete: DIY advice Complete : DIY advice minutes ce and check the answers.6Prese Ask:How to prevent Mumps( 腮腺Discuss in groups and minutes ntatio炎 )sayn5Exerci Help the students complete the Complete the exercise. minutes se exercise and check the answers.English people like DIY . A lot ofpeople spend their holiday makingtheir homes more b______1______.If there is anything that needsrepairing or decorating around theirhomes, such as p_____2_____thewalls or putting in a new shower, theywill do the jobs themselves. Theys_____3______ DIY experience withtheir friends. More and more peopleshow an i______4_____ in DIY .Sometimes people also DIY in orderto s_____5_____ money. They aretrying to find ways to make theirhouse better when they can’t affordthe c______6_____. So,it ’s notsurprising that DIY is very popular.DIY can be different.People oftenfind it more e______7______ to builda piece of furniture because they can ’tunderstand the instructions well.Sometimes the instructions are simpleand clear,but the furniturei______8_____ is difficult to build.DIY can also be d______9_____.People should learn much about DIYwork before doing it.U______10_____, many people don ’tcare about that. So they may be in 生已有知识并概括总结提高使用刚刚学习过的语法达成练习拓展思维当堂检测盐城市初中英语精英教师培训班学员教课方案作品danger.1Home Say: Finish some exercises.minute work三、教课反省教课反省。

牛津译林版8上Unit4 Grammar 教案

Module 1 Unit 4教案二Grammar教学目标1学会运用祈使句表达指令。

2学会用should和had better来提出建议教学内容四会内容词汇：cut sentence词组：on the other side of句型：Put up a picture on the wall.Don't paint the cat.Please fix the shelf for me.Don't touch the wet paint, please.You should know a little about DIY.You should not put so many books on the shelf.Your watch is broken. You had better buy a new one.You had better not be late for school.教学准备制作卡片的图片。

教学步骤A Giving instructionsStep I呈现1教师说：Suzy's cousin thinks he's good at DIY. Does his mother agree? 学生回答：No, she doesn't教师继续提问：Why do you think so? 鼓励学生回答：When he was painting the walls, his mother said, "Stop it.”教师板书：Stop it启发学生思考如何用祈使句来表达指令。

2引导学生自己总结祈使句的构成：We start a sentence with the base form of a verb when wewant to tell people what to do. We add do not/don't in front of the verb when we want to tell people not to do something. We often add please in a sentence if we want to give instructions politely.3教师说：Now open your books and turn to page 47, please Let's read the sentences together让学生翻到课本第47页，朗读A部分的例句。

牛津译林版英语八年级上册U4 Grammar 教案

《英语》（八年级上册）Unit 4 Do it yourselfGrammarI. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. learn the usage of the imperative sentences by giving instructions;2. use …should‟ or …had better‟ when givi ng advice.II. Teaching contents1. New words and phrases: cut, on the other side of2. New structures: Put up a picture on the wall.Don't paint the cat.Please fix the shelf for me.Don't touch the wet paint, please.You should know a little about DIY.You should not put so many books on the shelf.Your watch is broken. You had better buy a new one.You had better not be late for school.III. Focus of the lesson and predicted area of difficultyLearn the usage of the imperative sentences by giving instructions.U se …should‟ or …had better‟ when giving advice.IV. Teaching proceduresA Giving instructionsStep 1 Lead-inFree talkPlease look at the instructions and find out why Andrew isn‟t good at DIY!T: Today we‟ll learn Unit 5—Grammar. Look at the screen. When Andrew painted the living room, what did his mum say?S: She said, “Stop it!” (She gave instructions.)Put up a picture on the wallDon‟t hit the pipe.Paint the walls blue.Don‟t paint the cat.【设计意图】与本单元Reading内容紧密连接，创造学生心中熟悉的场景，引导他们初步接触Do型祈使句表达的语气和作用，自然有序地进入语法部分的学习。

牛津译林版英语八年级上册Unit4Grammar教学设计

3.学生能够通过阅读、听力等途径获取有关过去活动的信息，提高英语阅读和听力理解能力。
4.学生能够掌握英语日记的基本格式和写作方法，运用一般过去时进行日记写作，表达自己的过去经历和感受。
（二）过程与方法
1.通过小组合作、讨论、分享等方式，培养学生合作学习、探究学习的能力。
2.利用多媒体、网络资源等教学手段，创设丰富的语境，激发学生的学习兴趣，提高学生的英语实际运用能力。
4.布置课后作业，要求学生运用一般过去时编写一段话或日记，巩固所学知识。
五、作业布置
为了巩固本章节所学的一般过去时知识，培养学生实际运用英语的能力，特布置以下作业：
1.编写一篇关于自己过去经历的日记，要求使用一般过去时描述事件，不少于80词。
2.从课本中选择一个话题，如：My last weekend、A visit to a museum等，用一般过去时进行描述，不少于100词。
2.学生完成练习题，教师及时给予反馈和解答。
3.针对学生的薄弱环节，教师设计针对性练习，帮助学生提高。
（五）总结归纳
1.教师引导学生回顾本节课所学内容，总结一般过去时的用法和动词过去式的变化规律。
2.学生分享学习心得，交流学习方法和技巧。
3.教师强调一般过去时在实际语境中的重要性，鼓励学生在日常交流中多加运用。
二、学情分析
牛津译林版英语八年级上册Unit4 Grammar的教学对象为八年级学生。经过前三个单元的学习，学生已具备一定的英语基础，能够运用一般现在时、一般将来时进行简单的交流。在此基础上，学生对一般过去时的学习将更具挑战性。此外，学生在七年级阶段已接触过动词过去式，但对规则变化和不规则变化的掌握程度不一，需要在本章节中进行巩固和拓展。
八年级学生正处于青春期，思维活跃，求知欲强，对于新鲜事物充满好奇心。在本章节的教学中，教师应充分利用学生的这一特点，设计富有情境和趣味的教学活动，激发学生的学习兴趣。同时，学生已具备一定的自主学习能力和合作意识，教师可以引导他们通过小组合作、讨论等方式，共同探究语法知识，提高学习效果。

牛津译林版英语八年级上册Unit4Grammar优秀教学案例

（四）总结归纳
1.引导学生进行自我反思，检查自己的学习成果和不足之处，提高学生的自我认知能力。
2.组织学生进行同伴评价，培养学生的评价能力和批判性思维。
3.通过课后作业和练习题，检测学生的学习效果，及时发现和解决学生的问题。
（五）作业小结
1.布置针对性的作业，让学生进一步巩固所学知识，提高学生的实际运用能力。
4.反思与评价促进自我认知：在教学过程中，我引导学生进行自我反思，检查自己的学习成果和不足之处，提高了学生的自我认知能力。同时，组织学生进行同伴评价，培养了学生的评价能力和批判性思维。
5.教学内容与过程详细严谨：本案例中的教学内容与过程设计得非常详细和严谨，从导入新课到讲授新知，再到学生小组讨论、总结归纳和作业小结，每个环节都紧扣教材内容，注重培养学生的语言运用能力。此外，我还及时反馈和解答学生的问题，确保了教学效果的达成。
2.问题导向激发思考：在教学过程中，我设计了富有挑战性和思考性的问题，引导学生主动探究和思考被动语态的构成和用法。通过提问和讨论，激发了学生的思维活力，培养了学生独立思考和解决问题的能力。
3.小组合作增强参与：我组织了学生进行小组讨论和角色扮演活动，使学生在互动中运用被动语态，增强了学生的参与感和合作意识。这种小组合作的方式不仅提高了学生的团队协作能力，还增加了课堂的活力和效果。
在案例中，我首先通过一个有趣的动画故事引入本节课的主题，激发学生的学习兴趣。接着，我设计了一个小组讨论活动，让学生在互动中探究一般现在时和一般过去时被动语态的构成。在学生基本掌握被动语态的构成后，我组织了一个角色扮演活动，让学生在实际语境中运用所学知识。此外，我还设计了一些针对性的练习题，帮助学生巩固所学内容。
二、教学目标
（一）知识与技能
1.学生能够掌握一般现在时和一般过去时的被动语态的构成及其用法。

八年级英语牛津译林版上导学案：Unit4 Grammar2

电子备课格式（最新）课题Unit4 Grammar2 主备刘美鸾主核孙亚莉使用者张军红课型New 使用日期2015.10 【学习目标】1. To learn to use should & had better2. To complete some exercises.第一次集体备课（通案）第二次备课（个案）【导入新课】Listen to me carefully in class.Don’t chat with each o ther in class.【板书课题】Unit4 Grammar2【学习目标】1. To learn to use should & had better2. To complete some exercises.【自学指导】Task11.Read the sentences by yourself.2.Work in groups to understand the sentences. 1. We had better go back to the stationnow, Ken. (新概念1 L95)2. I won't charge you this time. Butyou'd better not do it again!(新概念1 L129)3. Well, next time you'd better take myadvice! (新概念1 L129)4. He suggested that a double railway-tunnel should be built. (新概念2 L64)5. Of course, we should arrest him …(新概念2 L65)Sentences from this unit:1. What should we do?2. You’d better get some tools.Task21.To test your sense of observation.2.To test your ability of short-term memory.3.To test your ability to highlight(突出) the language points.1. We _________ go back to the station 学生活动指导：学生讨论并说出相同的句子。

英语牛津译林八上Unit4教案(全单元)

英语牛津译林八上Unit 4：教案（全单元）***8A Unit 4***Warm-up activities1 Create an interest in the issue of sharing the limited natural resources. Depending on the general interest of the class, choose one of the following situations:* A group of students are stranded on an island. There is not enough food available for everyone to survive.* Astronauts are stranded in space. They do not have enough oxygen for everyone to survive.2 Make a list of people involved in the situation, a list of the resources available (e.g., food, oxygen, water, etc.) and a list of how long everyone is able to survive. Ss have to decide whether they stay alive together sharing what they have or they are going to occupy all the resources for their own survival.3 Ss study the pictures and read the conversation first on their own, then in pairs. Ask two more able students to role-play the conversation.Presentation1 Ss complete Part A. Encourage them to do the task without any pre-teaching of keywords. Check answers orally with the whole class.2 Divide Ss into pairs and ask them to do the survey in Part B13 Encourage them to discuss in pairs why they like or do not like the animals. Ask them to write down their ideas.Language pointsLook delicious, If you eat my food, I won't talk to you., no one, in danger, a report on giant pandasHomework1 Learn the language points by heart.2 一课三练P.433 Preview the Reading Part.Revision1 Review key vocabulary according to the general ability of the class. Presentation (Reading A)1 On the Bb, write the following list of sentences on the Bb:* Xi Wang is the name of a baby giant panda.* Baby giant panda s are very small when they were born.* They grow very quickly.* Xi Wang has to find her own food when she is 20 months old.* Hunters kill giant pandas and sell their fur.2 Divide the class into three groups and allocate one part to each group. While students skim the text on their own, ask them to underline the words they do not know. Then go through the words students have underlined. Ask students to explain briefly how they know that the sentences on the Bb are true by identifying and listing key facts in the text.Presentation (Reading B& C)1 Ask Ss to draw a parallel between the growth of the baby giant panda and a human baby. Ask if they know what happens to people while they grow up. Write the following words/phrases on the Bb.Adult old person teenager baby middle-aged personYoung adult child toddlerDraw a timeline and encourage Ss to come forward and write each word at thecorrect point on the timeline. Ask them to draw a more creative growth chart.2 Ask students to do a birth chart of themselves. Tell them to add their photos to the chart.Presentation (Reading D)1 Revise the words listed in the box in Part D.2 Ask students to complete Part D. Then ask some Ss to read the sentences aloud to check their choice of words.3 If they show interest, ask them to practice the text for a presentation for 2-3 minutes.Presentation (Reading E)1 Ask Ss to read the conversation in Part E in pairs to check if there are any words they do not know. Then ask Ss to complete the sentences individually.2 Ask six Ss to read the conversation while the rest of the class check their answers. Language points (Part A)The story of Xi Wang, only 10 days old, it means…, was born, weigh just 100 grams, at four months, for the first time, eight months later, not…any more, grow into, at the very beginning, up to 14 hours a day, bamboo shoots, have to look after herself, have another baby, It is adj. (for sb.) to do, some of the problems, kill it for its fur, nowhere to live, on their own, need help, in danger, take the following actions to do, protect giant pandas, make giant panda reserves bigger, encourage sb. to do, there will beLanguage points (Part B& C)Keep sb./sth. Safe from danger, large areas of land with trees, special areas for wild animals, stay aliveHomework1 Learn the language points by heart.2 一课三练P.44-453 Preview the V ocabulary Part.Presentation （V ocabulary）1 Creat an interest in animals. Try to extend the context by asking Ss if they would like to adopt an animal and , if they do, which one they would choose.2Use the task to check Ss' knowledge of name of animals. Ask Ss to guess the names individually first and then compare with a partner.3 Check answers with the whole class. Read all the words under the pictures and ask Ss to give definitions.Language pointsPolar bear---North Pole, wolf----wolvesHomework1 Learn the language points by heart.2 一课三练P.463 Preview the Grammar Part.Presentation （Grammar Part A）1 Try to elicit the conditional structure by asking questions such as What will happen if you come to school lats? What will happen if you break your favourite toy? Try to think of sentences which reflect Ss' own experience. Write the most interesting answers on the Bb. Ask Ss to include the "If"-clause as well. Read all the sentences again and ask more able Ss to elicit the rule.2 Write some more open "If"-clauses on the Bb and ask Ss to finish the sentences with their own ideas. Help Ss reformulate their ideas into correct sentences and write them on the Bb.3 Ask Ss to match the sentences on their own and then compare answers with a partner. Invite a more able student to read the sentences aloud for the rest of the class to check answers.4 For Part A2, Ask Ss to complete the sentences on their own and then compare answers with a partner. Check answers with the whole class.5 Ask Ss to complete "Work out the rule" at the bottom of page 61.Presentation （Grammar Part B）1 Ask Ss to read through the rules and the sample sentences on their own. Then check understanding by asking them to think of other examples.2 Write several "If"-clauses on the Bb and ask more able Ss to complete them with their own ideas. Remind them to write about repeated and predictable situations instead of possible results.3 Explain the context of Part B1. Revise the words in the box.4 Ask students to complete the sentences individually.5 Ask Ss to read the conversation with a partner checking the accuracy of their sentences. Then check answers with the class.Presentation （Grammar Part B2）1 Try to creat interest in learning interesting things about wild animals. Tell them that Amy's report introduces new information about tigers and wolves.2 Explain the context of writing a report. Revise the structure of conditional sentences.3 Ask Ss to read the report on their own to make sure that there are no unfamiliar words. Then Ss complete the sentences individually and compare them with a partner. Check answers with the whole class.Language pointsGrow more bamboo, run the other way, go to North Africa, walk through a rainforest,learn a lot about wild animals, arrive at noon, see the feeding of animals, get enough information for my class report, attack people, spit poison, step on them, male wolvesHomework1 Learn the language points by heart.2 一课三练P.47-483 Preview the Integrated skills Part.Presentation （Integrated skills A）1 Invite students to talk about what they like about tigers and wolves. Brainstorm any information and general knowledge about the two animals.2 Ask Ss to study the two fact files in pairs. Check the meaning of some of the words.3 Help Ss focus on the general context by asking general questions they may be able to answer while listening for the first time. Write them on the Bb:* What is the name of the largest living cat?* What is Millie's favourite animal?Play the recording. Students listen carefully for keywords to answer the questions.4 Play the recording for again and ask students to find out the missing facts in the fact sheets. Play the tape for the third time for Ss to check the answers.5 Ask Ss to read the letter in pairs and discuss any words they do not understand. Complete the letter without looking at the fact sheetson page 64. Then ask them to look at the fact sheets to check the answers and make corrections if necessary.6 Ask more able Ss to read aloud the letter.Presentation （Integrated skills B）1 Ask students to practice the conversation in pairs and then change roles. Identifyany words or phrases they do not know.2 Ask students to create their own conversation using information from the fact sheets.Language pointsLive as a family, good at hunting other animals, make medicine, friendly towards each other, loss of living areas, make medicine from their bones, buy clothes made of animal fur, look lovely on me, lose one's life, someone else,Homework1 Learn the language points by heart.2 一课三练P.493 Preview the Pronunciation, Main task & Check out Part.Presentation （Pronunciation）1 Remind Ss of communicative purpose of conditional sentences.2 Play the recording for Part A and ask Ss to listen carefully. Ss imitating the rising and falling voice patterns.3 Ask students to read Simon's presentation with correct the rising and falling voices.4 Ask students to read Millie's presentation in Part B quietly on their own. Play the recording . Ask Ss to listen carefully and mark where Millie's voice rises and falls with the correct arrows.5 Tell students to read them again, and answer the 'Wh-'questions. Students work in pairs.Language points （Pronunciation）Peaceful animals, live in family groups, continue to build roads, have suitable homes, make new farmland, make a lot of money, sell elephants' tusks, train them, Presentation（Main task）1 Talk to Ss about the purpose of writing reports. Elicit from the different reports. Explain that in reports, we do not normally say 'I feel…' or 'I like…' and do not include personal comments.2 Read the title of the report in Part A. Create an interest in the topic by asking what they have learnt about giant panda in this unit.3 Ask students to skim through the report quickly and give each paragraph.4 Ss complete Simon's report in Part C on their own. Ask more able Ss to read it aloud to check the answers.Language points （Main task）Spend a lot of time drinking their mums' milk, at a time, get smaller and smaller, become farmlands, keep taking the land, what action can the club take? Sharp paws, walk uprightPresentation （Checkout）1 Set a time limit for reading the sentences in Part A and for filling the blanks. Ask Ss to complete the task on their own.2 Ask students to Proceed to Part B after completing Part A.3 Ss complete Part B on their own and then compare answers in pairs.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P.50-523 Preview the Unit 5。

牛津译林版八年级上册Unit 4《Do it yourself》(Grammar)教学设计

牛津译林版八年级上册Unit 4《Do it yourself》（Grammar）教学设计一. 教材分析《Do it yourself》是人教版牛津译林八年级上册第五单元的一篇阅读文章，主要讲述了一个关于孩子们自己动手做玩具的故事，通过这个故事，让学生学会如何使用一般现在时描述习惯和能力。

本节课的主要目标是让学生掌握一般现在时的用法，并能运用到实际情景中。

二. 学情分析八年级的学生已经具备了一定的英语基础，对一般现在时有所了解，但部分学生可能对时态的运用还不够熟练。

学生在学习过程中，需要通过大量的练习来巩固知识点。

此外，学生对动手操作的活动感兴趣，可以通过实践活动提高学生的学习积极性。

三. 教学目标1.知识目标：让学生掌握一般现在时的结构（主语+动词原形）和用法，能够正确运用一般现在时描述自己的习惯和能力。

2.能力目标：培养学生阅读理解能力，提高学生运用英语进行交际的能力。

3.情感目标：培养学生热爱生活，勇于尝试自己动手解决问题的良好品质。

四. 教学重难点1.重点：一般现在时的用法和结构。

2.难点：一般现在时在实际情景中的运用。

五. 教学方法1.任务型教学法：通过完成具体任务，让学生在实践中掌握一般现在时的用法。

2.情境教学法：创设真实情境，让学生在实际情景中运用一般现在时。

3.游戏教学法：通过趣味游戏，激发学生的学习兴趣，提高学生的学习积极性。

六. 教学准备1.教材：《Do it yourself》相关材料。

2.多媒体设备：电脑、投影仪等。

3.教学道具：玩具、图片等。

4.教学课件：制作相关课件，包括图片、动画、游戏等。

七. 教学过程1.导入（5分钟）利用图片和动画引入话题，激发学生的学习兴趣。

提问学生：“你们喜欢自己动手做东西吗？为什么？”引导学生谈论自己喜欢的动手活动。

2.呈现（10分钟）呈现故事情境，让学生感知一般现在时的用法。

通过讲述故事，引导学生关注故事中孩子们自己动手做玩具的情节，提问学生：“他们是怎么做玩具的？”引导学生用一般现在时描述孩子们的行为。

英语牛津译林八上unit4：学案(grammar-2)

英语牛津译林八上unit4：学案（grammar-2）注意事项：1. 答题前，考生先将自己的姓名、准考证号填写清楚，将条形码准确粘贴在考生信息条形码粘贴区。

2．选择题必须使用2B铅笔填涂；非选择题必须使用0.5毫米黑色字迹的签字笔书写，字体工整、笔迹清楚。

3．请按照题号顺序在各题目的答题区域内作答，超出答题区域书写的答案无效；在草稿纸、试题卷上答题无效。

4．保持卡面清洁，不要折叠，不要弄破、弄皱，不准使用涂改液、修正带、刮纸刀。

8AUNIT4GRAMMAR（2）课型：新授主备人：季爱娟审核人：阴婷、周芳容课时：6姓名：【一】导入模块用所给单词的适当形式填空：1. IFSHE＿＿＿＿＿＿＿＿＿（COME）HERETOMORROW，SHE＿＿＿＿＿＿＿〔SEE）HERFATHER.2. IFYOU＿＿＿＿＿＿＿＿（NOTSTUDY）HARD，YOU＿＿＿＿＿＿＿＿（NOTPASS）THEEXAM.3. IFWE＿＿＿＿＿＿＿＿＿（GROW）MANYFLOWERSINOURCITY，IT＿＿＿＿＿＿＿＿＿＿（LOOK）MOREBEAUTIFUL.4. IFIT＿＿＿＿＿＿＿＿＿＿（NOTRAIN）TOMORROW，I＿＿＿＿＿＿＿＿＿＿＿（GO）SWIMMING.5. IFPEOPLE＿＿＿＿＿＿＿＿＿＿（NOT PROTECT）WILDANIMALS，THEYWILLDIE.2.ASKSTUDENTSWHATANIMALSTHEYLIKEBEST，ANDWHY.引入“BECAUSE”AND “BECAUSEOF”。

【二】导学模块展示目标：掌握BECAUSE与BECAUSE OF的用法与区别。

课前预习导学：阅读课本例句，讨论BECAUSE和BECAUSEOF的用法。

课堂合作探究：1.学生讨论：BECAUSE作连词用，其后连接THAT从句。

BECAUSE OF后接名词、名词词组或V－ING形式。

E.G.HEHADTOSTAYATHOME＿＿＿＿＿＿＿＿＿＿HISMOTHERWASILL.TOMDIDN'TGOTOSCHOOLYESTERDAY＿＿＿＿＿＿＿＿＿＿＿＿HISILLNESS.2.学生独立完成课本67页B、C部分的练习，学生完成后，两人一组检查，鼓励学生相互解答。

牛津译林版八年级英语上册Unit4 Grammar学案

主备：审核: 日期:学校________ 班级____________ 姓名__________ 家长签字_______【板块要点】一、教学目标1. 掌握祈使句的基本构成、用法、肯否定的形式。

2. 掌握should, had better 的用法、肯否定形式。

3. 能够使用祈使句进行简单的交流。

教学重点、难点1.祈使句的基本构成、用法，肯、否定的形式。

2. 祈使句进行交流技巧。

三、句型（语法）1．Paint the walls blue.Please Paint the walls blue.Don’t paint the walls blue, please.2．should (not) do sth. / had better(not) do sth.3．Put so many books on the shelf4．Cut out pieces of card with a pair of scissors.主备: 审核: 日期:学校________ 班级____________ 姓名__________ 家长签字_______ 【课前导学】1.张贴一张画________________________2.剪出几张卡片______________________3.尝试着做某事______________________4.放弃______________________5.持续/不断做某事____________________6.在......另外一边______________________【课堂学习】Step1. Presentation and practiceⅠ1. Free talk with students and present “Imperative sentence”.2. Explain more about “Imperative sentence”. ( PPT )3. Finish the exercises on P47.Step2. Presentation and practiceⅡ1. Show a picture to present “should” and “had better”.2. Present the usages of “should”.3. Present the usages of “had better”.4. Finish the exercises on P48.Step3. HomeworkFinish off the exercises.【语法小贴士】1. Imperative sentence (祈使句) ，用于表示向对方提出请求、命令、劝告等。

牛津译林版英语八年级上册Unit4 Grammar 精品学案

Unit4 Grammar 精品学案【学习目标】：1.理解什么是祈使句。

2.掌握祈使句的肯定和否定两种形式。

3.牢记祈使句中出现的一些特殊情况。

4.学会用should 和had better 来提出建议。

【学习重难点】:1.祈使句肯定和否定两种形式的应用.2.祈使句中出现的一些特殊情况及其应用。

【自主学习】一、预习翻译下列短语和句子1. on the other side of…____________________________2. put up a picture on the wall_______________________3. Don’t paint the cat.______________________________4. Please fix the shelf for me.________________________5. Don’t touch the wet paint, please.__________________6. You should know a little about DIY.________________7. You should not put so many books on the shelf.___________________________8.Your watch is broken. You had better buy a new one___________________________9. You had better not be late for school.________________________________二、预习本课重点短语1.切出_________2.放弃__________3.在每个卡片上__________4.试着说出_____5.更好的记住事情____________6.坚持尝试___________7.了解有关……____________8.加入一个自己动手俱乐部____________ 9.做DIY工作___________10.要耐心_________【课堂学习合作探究过程】（一）向学生展示四句常见的祈使句：Be quiet, please.No smoking ,please.No parking！Keep off the grass.让学生发现规律，并告诉学生祈使句的含义：祈使句( Imperative Sentence）表命令、请求、劝告、警告、禁止等。

新牛津译林版八年级英语上册Unit4 Grammar 课件(2)

Please ________ don’t give (not give) up. ____ Keep trying and you will find you can remember things better.
How to give advice?
What did Suzy advise Andrew to do? What can we use to give advice politely?
How to give advice?
What will you say to Andrew when he paints the living room blue?
You should not... You had better not...
DIY advice
1. There are many useful books about DIY. You should/ had better buy some to learn more about it. 2. DIY is not easy. You should/had better join a DIY club to learn more about it. 3. Instructions are important. You should/had better not begin your work without reading them. 4. Scissors can be dangerous. You should/had better not play with them when you do DIY jobs. 5. Sometimes it’ll take time to do a DIY job. You should/ had better be patient.

英语牛津译林八上Unit4经典教案(1-2)

英语牛津译林八上Unit 4：经典教案（1-2）8A Unit 4 Wild animals---Comic strip& Welcome to the unit 【Aims and demands】Knowledge objects：1.Talking about the animals。

2.New words: wild, delicious, bear, dolphin, giant panda, kangaroo,squirrel3.Sentences: If you eat my food, I won’t talk to you.If I don’t have food, I will die.Ability objects:1.To develop the Ss’ abilities of listening, speaking about the animals2.To train the Ss’ ability of working in pairs.3.To develop the Ss’ abilities of comm unicationEmotion objects:1.To enable the Ss to love animals and love life.2.To enable the Ss to know animals well.【TEACHING KEY AND DIFFICULT POINTS】Key points:1.To help the Ss to know the names of animals.2.To enable the Ss to love animals.Difficult points:1.How to say something about wild animals in English.2.How to arouse the feeling of loving the animals.【Teaching method】 Task-based approach.【Teaching aids】 CAI, A tape recorder.【Teaching steps】Step1. Warm-upEnjoy the beautiful song：Old Macdonald(多媒体呈现)Step2. Presentation1).Do you like the beautiful song? Its name is Old Macdonald. Can youhear some animals? Please say their names. Now open your books and turn to page 59 to look at part A. Finish the exercise. Can you name at least three other animals? What are they? Give the students more pictures of animals.2).Now task! make a surveyHave a discussion in groups. Every member should say some names of animals.a. Each group choose a student as the group leader to write somethingyour group get about the names of animals.b. Have a show. And talk about the result of each group.Step3. ListeningSo much for the new words. Now, let’s listen to Hobo and Eddie twice. After you listen to them, please answer my questions, Is Eddie willing to share the food with Hobo? (No.)Step4. ReadingI want to know Hobo and Eddie better. Please help me. Listen again, then read the article by yourselves. Do some True or False exercises.1).The food is very tasty. (T)2).Hobo can live without food. (F)3).Eddie often takes care of Hobo. (T)4).There is enough food for Hobo and Eddie. (F)Now please pay more attention to these two sentences.If you eat my food, I won’t talk to you.If I don’t have f ood, I will die.Step5. DescribingIn the story Hobo and Eddie need enough food but there isn’t, so they are poor. The word “poor” can describe an animal, can you find some other words to describe an animal? Now let’s play a game “Bingo”!1).It is very clever. Its favorite food is banana.2).It has a long, soft tail and lives in the trees. It can climb trees quickly.3).It is the biggest animals on land. It can lift heavy things.4).It looks like a large fish in warm sea. You can watch them jump in the zoo.5).It’s like a bear, but it has black and white fur.6).It looks like a cat and has yellow fur and black stripes.7).It’s large and heavy with thick(厚)fur. It is very strong.8).It lives in Australia and it has a long strong tail and has strong legs. There is a useful bag for its babyStep6. Write the animal you like best and like least.Step7.Homework Learn the language points by heart;Preview the Reading *****************************************************完形填空(15分)Once a lion saw a fine young horse and wanted to eat it．But the horse was very1 and he couldn’t catch her．Then the lion had2 ．He said to the3 ，“I’m agood 4 and I can do something for you．”The horse was 5 ．She understood 6 the lion wanted to do．So one day when the lion came near the horse，she said to him，“There is 7 wrong with one of my 8 ．”and asked him to look it over(检查)．Of course，the lion was very glad to do So．Then the horse raised(抬起)one of her legs from the ground．9 the lion looked at her foot，she kicked(踢)on the 10 ．The lion fell to the ground．The horse laughed and ran away．( )1．A．beautiful B．young C．careful D．happy( )2．A．an idea B．a way C．an answer D．a question( )3．A．friends B．animals C．birds D．people( )4．A．doctor B．nurse C．teacher D．farmer( )5．A．happy B．afraid C．clever D．hungry( )6．A．what B．how C．where D．which( )7．A．nothing B．something C．anything D．everything( )8．A．heads B．ears C．faces D．feet( )9．A．Before B．After C．When D．What( )10．A．head B．1egs C．hands D．feet。

译林牛津版八上英语 Unit 4 Do it yourself Grammar 2教案

8A Unit4Grammar 2教学目标：1.掌握四会单词2.能正确使用should/had better来表达建议3.在语境中使用祈使句和should/had better重点，难点：能正确使用should/had better来表达建议，在语境中使用祈使句和should/had bettershould/had better学生不陌生。

情态动词should 常用来表示劝告、建议或义务，意思是“应该”，had better 是固定词组，意思是“应该；最好”，ha d better 常用来提出建议，语气较强，往往含有强迫或命令的口气，故常用于长辈对晚辈、上级对下级或平辈之间。

Step one :Warming-upOne-minute speech(reading)Step Two: PresentationFree talkDo you like DIY？What kind of things do you like to do by yourself?（I like doing something delicious in the kitchen )Can you give us some example s?E.g. Be ca reful with fi re.You should be caref ul with fire.2. present the sentencesCooking is difficult.There are many books about cooking.Fire and knives can be dangerous.Sometimes we will spent a lot of time on the food.Advice is important.You should read books about cooking.Cook ing is difficult . You should join a club to learn m ote about it.Fire and knives can be dangerous. You had better be careful with them .Sometimes we will spent a lot of time on the food . You should be patient.Advice is important.you had bet ter listen to your teacher or mother/read some to learn more about it.Step Three PracticePart BComplete the sentences.More exercisesCheck out the answers（在讲解的过程中适当的扩展点内容。

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LONGSTRONGTAILSUSEDFORRESTINGON.KANGAROOS'SFRONTMLEUGCSHASRHEORT，ER
ANDAREALMOSTLIKEARMS.KANGAROOS'SHEADSAREQU，ITESMALL
BUT THEIREARSAREQUITELARGE.
MOTHERKANGAROOSHAVEAPOCKETATTHEFRONT.THEYHAVEONEBABYEACHYEAR.WHENITISBO
【三】导练模块
课内练习巩固：
〔一〕
将以下句子改为同义句
1.
IDIDN'TGOHIKINGBECAUSEOFTHEHEAVYRAIN.
IDIDN'TGOHIKING.
2.
SHEHASPOOREYESIGHTBECAUSESHEDOESTOOMUCHHOMEWORK.
SHEHASPOOREYESIGHT.
ANDCAN TRAVELATMORETHAN50KILOMETRESANHOUR.THEYAREVE，RYSTRONG
BUTONLYEATFRUIT， LEAVESANDGRASS.
（
）1.HOWMANYDIFFERENTKINDSOFKANGAROOHSEARRE？E
A.SEVEN
B.SEVENT－Y OUR
TOMDIDN'TGOTOSCHOOLYESTE＿R＿DA＿Y＿＿＿＿＿＿＿＿＿ HISILLNESS.
2. 学生独立完成课本 67 页 B、C部分的练习，学生完成后，两人一组检查，鼓励学
生相互解答。集核对答案。
3. 开展活动。将全班分为四组，然后看每组在规定时间内写出多少用
BECAUS和E
BECAUSEO表F 达原因的句子。
（
）5.AREKANGAROOS'FRONTLEGSSTRONGERTHANTHEIRB？ACKLEGS
A.YES，THEYARE.
B.NO， THEYAREN'T.
C.THEYARESTRONGER. D.WEHAVENOIDEA.
（NOTPAS）S THEEXAM.
3.
IFWE＿＿＿＿＿＿＿＿＿（ GRO）WMANYFLOWERSINOURC，ITITY＿＿
＿＿＿＿＿＿＿＿（ LOOK） MOREBEAUTIFUL.
4.
IFIT ＿＿＿＿＿＿＿＿＿＿（ NOTRAIN）TOMORR，OWI ＿＿＿＿＿＿
＿＿＿＿＿（ GO） SWIMMING.
课后拓展延伸：阅读理解
THEREARE47DIFFERENTKINDSOFKANGAROTHOESS. MALLESTAREABOUTQAUART
EROFAMETRELO；NTGHEBIGGESTARETALLERTHANAMAN.
KANGAROOSHAVEVERYLONGSTRONGBACKLEGS.THEREAREUSEDFORJUMPING.THEYALSOHAVE
8AUNIT4GRAMM（AR2）
课型：新授主备人：季爱娟审核人：阴婷、周芳容课时：
6 姓名：
【一】导入模块
用所给单词的适当形式填空：
1.
IFSHE＿＿＿＿＿＿＿＿＿（ COM）E HERETOMORR，OSWHE＿＿＿＿＿
＿＿〔 SEE）HERFATHER.
2.
IFYOU＿＿＿＿＿＿＿＿（ NOTSTUD）YHARD，YOU＿＿＿＿＿＿＿＿
C.FORTY－ SEVEN
D.FOTRY－ SEVEN
（
）2.HOWLARGEISABIGKANGA？ROO
A.SMALLERTHANAMAN
B.BIGGERTHANAMAN
C.THESAMESIZEASAMAN
D.AQUARTEROFAMETRELONG
（
）3.DOESEACHKANGAROOHAVEAP？OCKET
A.YES，IT DOES.
B.NO，IT DOES.
C.NO，IT DOESN'T.
D.IT DOESN'T TELL US
（
）4.HOWLONGDOESABABYKANGAROOSTAYINITSMOTHER？'SPOCKET
A.ONEMONTH B.THREEMONTHS
C.SIXMONTHS D.FIVEMONTHS
英语牛津译林八上 unit4 ：学案（ grammar-2）
注意事项：
1. 答题前，考生先将自己的姓名、准考证号填写清楚，将条形码准确粘贴在考生信息条形码粘贴区。 2．选择题必须使用 2B 铅笔填涂；非选择题必须使用 0.5 毫米黑色字迹的签字笔书写，字体工整、笔迹清楚。 3．请按照题号顺序在各题目的答题区域内作答，超出答题区域书写的答案无效；在草稿纸、试题卷上答题无效。 4．保持卡面清洁，不要折叠，不要弄破、弄皱，不准使用涂改液、修正带、刮纸刀。
5.
IFPEOPLE＿＿＿＿＿＿＿＿＿＿（ NOT PROTEC）T WILDANIMAL，S
THEYWILLDIE.
2.ASKSTUDENTSWHATANIMALSTHEYLIKE，BEASNTDWHY引. 入“ BECAUS”E AND
“BECAUSEO”F。
【二】导学模块
展示目标：掌握 BECAUSE与 BECAUSE OF的用法与区别。
RN，
THEBABYKANGAROOGOESSTRAIGHTINTOITSMOTHER'SPOCKBEATB.YTHKAENGAROOSTAYSTHER
EFORSIXMOTHS.
THEBIGGESTKANGAROOSSTANDMORETHAN2ME，TRESTALL
ANDTHEIRBACKLEGSARSETRONGTHATTHEYCANJUMPMORETHAN9METRES.THEYAR，EVERYFAST
课前预习导学：阅读课本例句，讨论 BECAUSE和 BECAUSEO的F用法。
课堂合作探究：
1. 学生讨论： BECAUSE作连词用，其后连接 THAT从句。 BECAUSE OF后接名词、名
词词组或 V－ ING形式。 E.G.HEHADTOSTAYATHO＿M＿E＿＿＿＿＿＿＿＿
HISMOTHERWASILL.

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