牛津英语8A Unit6教案

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牛津英语8aunit6教案

8A Unit 6全部教案Warm-up activities1 Read the conversation between Eddie and Hobo. Allow Ss enough time to make sense of the comic strip: heavy rain—Hobo is wet and cold.—His house is wet. Try to elicit from Ss what might happened to Hobo’s house.2 Ask some open questions about each picture.* What’s the weather like?* What happened to Hobo?* What do you think happened o Hobo’s house?* How does he fell at Eddie’s home?* Why doesn’t he want to go home alone?* Will Eddie help him?Ask two more able students to role-play the conversation.3 Elicit from Ss other bad weather conditions.Presentation1 Prepare Part A by providing more vocabulary to help Ss understand headlines in English.2 Ask students to consider whether the disasters are natural and tick the appropriate boxes. Ss can do it individually and then compare their answers with a partner. Check the correct answers with the whole class and elicit a definition for a natural disaster..4 Read the words in Part B and ask more able students to describe each weather condition only with simple phrases and words.5 Ask Ss to complete the task on their own and check the correct answers with the class as a whole.Language pointsNatural disasters, really warm, for too long, mop it up, lose the game, kill thousands of people, a car accident, crash into a tree, wash the village away, start a big fireHomework1 Learn the language points by heart.2 一课三练P.673 Preview the Reading Part.Presentation (Reading A)1 Talk to Ss about the context of surviving an earthquake. Elicit any information about the earthquakes in Taiwan or in other parts of the world. Bring some newspaper articles about earthquakes.2 Ask Ss to quickly skim the text on their own. Ask them to highlight the words they do not know. Then ask Ss to discuss them in pairs and try to work out their meaning from the context.3 Ask Ss to make list of words and phrases used in the text which describe noise and movement/destruction, fear and hope.* noise: big noise, thunder, screamed, real noise, bombs, shouted* movement/destruction: slight shaking, earth started to shake, ran (wildly), pieces of glass and bricks fell down, walls began to come down* fear: screamed, frightened, dark, could not at all, a moment of fear* hope: calm down, still alive, bright daylight, safe4 Read Timmy’s story aloud. Ask Ss to listen carefully.5 Check general understanding of the different paragraphs by asking some ‘ wh-‘ questions. Para 1: Where was Timmy?What happened in the shopping centre?Para 2: What happened to the building?How did people react?What did Timmy do?Para 3: Where was Timmy when the shaking stopped?How did Timmy feel?Para 4: What did Timmy do while he was waiting for help?Para 5: How was he rescued?Presentation (Reading B)1 Explain the context of Part B. Ask students to do Part B1 on their own. Encourage students to check their answer with a partner.3 Ask students to study the words in the box for one minute, then cover them and complete the diary entry in Part B2.Presentation (Reading C)1 Explain the context and point out to Ss the idea of telling a story with pictures. Divide the class into teams of 4-5 students to study each picture first.2 Ss write the captions in the blanks individually. Check answers with the whole class.3 Ask Ss to arrange the pictures in the right order.Presentation (Reading D)1 Explain the context and remind them about story telling from memory. Ss work in pairs to complete the task.2 Check the answers with the whole class.Language points (Part A)Feel a slight shaking through my body, a big noise like thunder, in fear, be frightened, start to shake, run in all directions, know where to go, run wildly, fall down, calm down, be over, could not see at all, be trapped, say to oneself, a moment of fear, go through my mind, since, hear excited shouts, in a great hurry, move away, see the bright daylight.Language points (Part C)Be very good at telling jokes, voteHomework1 Learn the language points by heart.2 一课三练P.68-693Preview the V ocabulary Part.当前中学英语课堂教学存在的主要问题及对策林会猛[ 摘要] ：中学英语课堂教学是提高教学质量的关键。

牛津版八年级英语上学期Unit 6教案1

津版八年级英语上学期Unit 6教案Objectives:1.To check the use of connectives of reason2.To check the use of “to”-infinitives to report someone’sorders ,requests and advice3.To revise vocabulary related to natural disastersAids:PicturesTeaching procedures:1.Greetings2.Revision3.Teaching procedures:a.Before students start doing the activities ,ask them to write down a listof the key language items they have learnt in this unit.Ask them to work on their own and then compare their lists with a partner .Ask one student to read his/her list and write it on the board ,separating the items into columns:vocabulary,grammar and functions.Ask other students to add other items to the list on the board.b.Ask students to bring in their vocabulary books and grammar patternbooks and copy the items so that they have a complete list in their books.c.Tell students to match the statements first before filling in the blanks.d.Ask students to complete Part A on their own and then check theirpartners’ work .e.Remind students about word puzzles.Check answers with the wholeclass.plete the blanks with correct forms:1)A flood _____(wash)the village away.2)Grandma always_____(shake)her grandson before he goes to sleep.3)The students are very excited,they can’t ______(calm)down at once.4)The temperate will _____(drop)to - 5 ℃tomorrow.5)Don’t forget_____(lock)the door before you leave home.4.HomeworkTranalate some sentences into English1．在台湾大地震成千上万人失去了生命。

牛津8A Unit 6第3课时

Teaching design:(8A)Uint6 Reading The Taiwan EarthquakePeriod(2)Teaching aims:I.Knowledge aims:to make students abtain some useful phrases and patternsabout the earthquake.II.Ability aims:students can comb the language points after reading.III.Skill aims:to train students’ ability of reading (skimming ,scanning,inferring ).Teaching type:an interaction between the teacher and students. Teaching methods:I.task—based teaching method.II.Practice-- training teaching method.III.situational teaching method.Teaching aids:the powerpoint.Teaching imprtances:the useful phrases and patterns about the earthquake. Teaching difficulties:students’ ability of reading.Teaching teps:I.Revision:( indivedual work ) (7分钟)Show students three kinds of natural desasters, studentscan choose one of them ,and try to describe it.(on thethird powerpoint card)II.Warm up : (3分钟)Show students some pictures about the earthquake onthe sixth card, and ask students :“What will you seewhen the earthquake comes?”Then ask students toguess the absent words. (work in pairs )III.Presentation : (20分钟)A)The first reading :ask students to skim the contest and put thepictures into the correct order (pictures on theseventh powerpiont card).B)The second reading : (indivedual work).ask students to scan the contest , and answer the“ture or false” questions. (the eighth card)C)The third reading : (intensive reading)ask students to read the contest ,and try to answerthe questions on the ninth card.IV.Practice: (5分钟)Show the tenth powerpoint cards to students, play thetape recorder and ask students to try to write down somerelative words. (Group work: teacher devide studentsinto four groups to finish the task).V.Production: (5分钟)questions on the eleventh card.VI.Assignments: (5分钟)A)You can write an short article about one of thefollowing content:a)the process of the earthquake.b)the process about Timmy’s survival.B)Try to retell the contest.Teaching reflection:Lots of reading with tasks during the class can train students’ ability of reading, most students will read well if the teacher insists on doing that.联系方式：Address: 连云港东海县李埝中学佘亮亮222332E—mail：yanzhongcao_1983@。

苏教版译林牛津初中英语8A教案Unit6L6

英语（八年级上册）Unit 6 BirdwatchingStudy skills扬州市翠岗中学王启迪I. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. master the usage of the suffixes “-er”, “-or”, “-ist”;2. guess the meanings of the new words in contexts.II. Teaching contentsNew words and phrases: speaker, tour, make beautiful sounds, at bird shows, include birds inpoemsIII. Focus of the lesson and predicted area of difficulty1. Learn to use the suffixes “-er”, “-or”, “-ist”;2. Learn how to use some useful expressions.IV. Teaching proceduresStep 1 Lead-inShow some pictures and fill in the blanks.I love teaching English. I am an English __________. (teacher)He wrote many articles all his life. He was a famous __________. (writer)She is good at dancing. She is a __________. (dancer)Singing is their hobby. They are __________. (singers)He is playing the piano. He is a __________. (pianist)He has acted in many films. He is an __________. (actor)【设计意图：利用自我介绍和图片导入新课。

2018-2019学年译林牛津英语初二上册8AUnit 6 全单元教案

课题8A Unit 6 Welcome to this unit 课型New教学目标To learn the common names of birdsTo talk about birds on two aspects: characteristics and appearance. To arouse the students’ interest in birds in the wild教学重点To learn the common names of birds教学难点To talk about birds on two aspects: characteristics and appearance.教学过程教师内容备课札记Step 1 Presentation1.Talking about birdsShow the pictures of different kinds of birds and talk aboutthem focusing on what’s special about the b irds.Learn the new words (Revise some old words at the sametime, like wing/ feather/ beak)2.Do Part A on Page75.Step 2. Practice1.Show the pictures together and then get the students togive their names. Make sure all the students can read thenames correctly.2.Play a game: reading and guessing (guess what bird it is.)e.g. I live in wetland. I am very tall. I have long beak,long neck and long legs. I have black and white feathers.Who am I? (a crane)3.Ask the studentsWhich is your favorite bird? Why?Practice Part B on Page75 in pairsStep 3. ProductionMake up new conversations using Part B as a model and actthem out.Step 4. Presentation1.Say: We love birds. Eddie loves birds, too. Listen to thetape and find the answers to the following questions.1) What is Eddie going to do?2) Does he really love birds?3) What kind of birds does he like best?2.Practice reading in pairs and try to act it out.Step 5. Production1.Choose a kind of birds and describe its appearance using the new words.2.Do some exercises.1) I hope to go ____________ (birdwatch) someday.2) Among all the birds, I like cranes _______ (good).3) How many _____ (type) of tigers are there in the world?4) The other ________ (wing) of the bird was hurt.Step6 HomeworkWrite a short passage about your favorite bird (5-6sentences) .板书设计教学反思课题8A Unit 6 Reading (1) 课型New教学目标To develop the ability to infer the general meaning from title and context.To reinforce students ability to skim text for overall meaning and scan for details. To encourage the students to join Birdwatching Club.教学重点To develop the ability to infer the general meaning from title and context.教学难点To reinforce students ability to skim text for overall meaning and scan for details教学过程教师内容备课札记Step 1: Presentation1.Ask the students to talk about their favourite birds.A: Which bird do you like best?B: I like the …best.A: Why?B: Because…2. 教师通过提问，引出生词及课题：①Do you like the red-crowned cranes? Why?②Are there many red-crowned cranes in China now?(No, there are not many red-crowned cranes in China,they are rare and endangered.)③Where do they live?(They live in Zhalong——Aspecial place.) It is a nature reserve.3.Finish part B1 on page 78Step 2: Fast reading1.Listen to the tape and finish part C1 on page 792.Read the article by yourselves and divide it into two partsPart1 Something about ZhalongPart2 Different people’s thoughts(想法) and actions（行为）Step 3：Further reading1.Listen to part 1 again and answer the following questions(1)Where is Zhalong?(2)What is Zhalong?(3)Why is Zhalong an ideal home for wildlife?(4) How long do the birds live in Zhalong every year?(5) Why can many birds live comfortably in Zhalong?2. Retell part 1 according to the keywords on the blackboard.3. Read part2 by yourselves and finish the table.people thoughts and actions some peoplethe Chinesegovernmenta lot of touristsmembers of the Birdwatching Club ①②③④⑤many people4. Retell part 2 according to the keywords in the table.Step 4. PracticeDiscussion:We know there are fewer and fewer birds in the world ,then how can we protect the birds? Give your useful advice.Step 5 Homework:1.Recite the new words and recite the passage aboutred-crowned cranes.2. Do B2 on Page 78 and C2 on Page 79.板书设计教学反思课题8A Unit 6 Reading (2) 课型New教学目标1. To get more detailed information about Zhalong Nature Reserve.2. To analyze the sentences for the students to get a better understanding.3. To make sure the students know the importance of wetlands and nature reserves教学重点To get more detailed information about Zhalong Nature Reserve.教学难点To analyze the sentences for the students to get a better understanding.教学过程教师内容备课札记Step 1 Revision1. Answer some questions about Zhalong?(1)Where is Zhalong?(2) Is Zhalong Nature Reserve a good place for wildlife? Why?(3)Are there many red-crowned cranes in the world? Why?(4)Why are more and more birds in danger?(5)What actions should we take to protect the wildlife?Step 2 Language points.1. in north-east China = in the north-east of China西北___________ 东南_____________ 西南__________观察下面两句话：China is in the east of Asia and to the north of Australia.总结：“in”表示____________ “to”表示_________________2. one of the world’s most important wetlands= one of the most important wetlands in the worldOne of + _______________, 整体表示____________.e.g.: I think diving is one of _______ (危险的) _________ (活动).3. provide sth for sb = provide sb with sth 为某人提供某物e.g.:( ) China ____ a lot of food ___ Iraq during the war(战争).A.provides , forB. provides , withC. provided , forD. provided , with同义句：______________________________________________这本书将向你提供更多的信息(两种)。

8A Unit 6 Natural disasters 教案

8A Unit 6 Natural disasters 教案第2课时Reading (1)宜兴市高塍中学吴燕一教案背景此部分以第一人称的语气讲述了一次个人的亲身经历。

在1999年的台湾大地震中，Timmy 被困在了一座倒塌的建筑物下。

这次大地震发生在1999年9月21日凌晨一点四十七分。

地震的震中在台北市西南方150公里处南投县的集集镇，震级为里氏7.6级，当时大多数人都在睡梦中。

据报道在台北市人口密集地区有人员伤亡，建筑物倒塌和其他损坏现象。

在此次地震中有1700多人死亡，8700多人受伤，12000座建筑物遭受破坏，100000人无家可归。

据信这是台北上个世纪最严重的一次地震。

二教学课题8A Unit 6 Natural disasters 第2课时Reading (1)三教材分析本课在这个单元中起到引导作用，主要是通过本课的学习引出语法”when”和”while”,及过去进行时。

最后会用相应的信息写出一篇关于natural disasters的相关文章。

四教学方法听，说，读，写五教学过程Teaching objectives:1.Knowledge aims：1. To develop students’ reading skills (skimming and scanning).2. To get the useful information of the text.3. To guess the meaning of words and expressions in the text.2. Ability aims:To gain better understanding through the framework of the material.3. Emotion aimsTo guide the students to experience the pleasure of reading and how to protect themselves when are in danger..Difficult and important points:1. To develop students’ reading skills (skimming and scanning).2. To gain better understanding through the framework of the material.3.To get the useful information of the textTeaching preparingA tape recorder and some picturesTeaching methodlisten speak read writeTeaching procedures:Step 1. Pre-checking词组翻译在一个购物中心_____________________________恐惧地互相看着______________________________破碎玻璃片_________________________________一阵恐惧___________________________________吃一包巧克力_______________________________a slight shaking _______________________________run in all directing ____________________________clam down __________________________________shout for help ________________________________stay here for a long time __________________________Step 2 Presentation1. Show some pictures of natural disasters to present the topic of this unit – natural disasters2 Present the topic of reading – earthquakeGet the students to discuss:In your opinion, what is the most dangerous kind of natural disaster?Show some pictures of earthquakes3 Teach some new words:The teacher ask the students: What happened during the earthquake?Shake, bomb, fear, scream, direction, wildly.glass.bricksStep 3 Reading1. Get the students to skim the article and find the answer to the question:Did Timmy give up or try his best to survive when he was in danger during the earthquake?2 .Read the article for detailed information1) When the earthquake came, what did Timmy feel/ hear/see/do?2) How did Timmy save himself after he was trapped?3) How did other people save Timmy?3.Read the article for further understanding1) Listen to the tape and finish Exercises C, textbook Page 972) Read with feelings and finish Exercises D, textbook Page 97Step 4 Sum up1.We know about Timmy’s whole story.2.We learn some important phrases and sentences.3.We know how to save ourselves when we are in danger.Step5 Exercises & HomeworkThink of ways of saving yourself during other natural disasters, write them down . Do the exercises in Part B, Page 96.Try to say something about the main idea of the article.教学反思：通过快读，精读来回答问题，在做书本后的题目时，根据图片写句子中，第一幅图和第五幅的描述学生领会不清，part D判断正误，学生的答案85%是正确的，学生对课文内容了解，为reading的第二课时作好铺垫。

8Aunit6 教学设计

10mins
ask three students to read the text and explain the language points.
T: Which phrases and sentences are important do you think?
Which sentences are difficult do you think?
3.To know how to protect endangered birds..
教学重点、难点
教学重点：阅读内容中的知识点和句型表达
教学难点：灵活运用课堂所学知识点和句型和谈论扎龙自然保护区。
教学过程
Procedure
Time
Step1吸引注意，积累语言
5mins
Step 2回忆相关知识，初步运用结构
20mins
Teacher’s activities
Learners’activities
Purpose
Step 3引发期待行为，强化结构
10mins
Revision
T.We have learned much about Zhalong.
How much do you remember them?
通过读说练习形式进一步强化所学语言结构，活跃课堂气氛。
Make an interview in pairs to talk about Zhalong and how to protect endangered birds.
Homework
1 .write an article about how to protect wildlife.
Ss read the text carefully.

沪教版-英语-八上-牛津深圳版英语8A Unit 6 Period 6 教学设计

3.学生进行小组讨论，交流更多关于《孙子兵法》的相关内容。
Step 3完成Project板块的内容。
1.学生阅读A部分的故事名称。教师提问：Do you know these famous stories from history?。若有学生比较了解这些著名的历史故事，可要求他们简单介绍故事内容。
2.学生阅读B部分的问题，然后小组分工合作，根据这六个问题去查找并记录选定故事的相关信息。
2.学生阅读短文，完成练习A。
3.学生根据篇章内容判断下列行为是哪方军队的反应。
●sailed the boats towards Cao Cao’s camp (Zhuge Liang’s army)
●thought they were under attack (Cao Cao’s army)
●shouted and beat their drums loudly (Zhuge Liang’s army)
学习策略
对所学内容进行自我评估，反思学习中的进步与不足。
教学重点
掌握阅读历史故事题材篇章的方法。
教学难点
能比较同类的历史故事，寻找彼此之间的区别与相似之处。
教学过程
教学过程
Step 1完成More practice板块的学习。
1.教师呈现“草船借箭”的插图，要求学生猜测是哪个故事。并请
学生说出故事中的主要人物和故事的背景等。
●could not see through the thick fog (Cao Cao’s army)
●shot arrows towards the sounds of the drums and the shouting
(Cao Cao’s army)

牛津8A Unit 6第1课时教案

牛津初中英语8A Unit 6 Natural disastersPERIOD 1: Comic strips & welcome to the unitTeaching aims: 1.To learn some new words about the weather;2.To remember the names of natural disasters;3.To be able to describe natural disasters.Focal points: 1.words for four skills: natural earthquake accident wash village lightning storm rainstorm thundereful expressions start to rain half an hour later kill thousands ofpeople a car accident wash the village away start a big fire fall from a tree Difficult points:To be able to describe some disaster weather using the words. Teaching aids: A tape-recorder Some pictures of disastersTeaching procedures:Step 1 GreetingsStep 2 Studying aimsStep 3 Lead-inTalk about today’s weather with students. Review the words about weather, like rain rainy snow snowy wind windy,ect.Step 4 PresentationSay ‘Some bad weather may cause natural disasters. Now let’s see if you kn ow the following disaters. ’For stronger classes, it is necessary to introduce more bad weather, like storm and sandstorm etc.Put it clear that bad weather sometimes can cause disasters (Teach the word ‘disaster’ and explain it in English ‘A natural disaster is a very bad accident caused by natural forces. It usually causes great damage or loss of life.’) Show pictures about the disasters and elicit the disasters, like flood, drought, tsunami, and hurricane, and earthquake etc.Step 5 PracticeStudents listen to the descriptions and tell if they are accidents or disasters.Get the students to finish the exercises in Part A and then check the answers.Emphasize that natural disasters are caused by nature forces usually with great damage and lossof life. Accidents are things that suddenly happened. No one plans it. Sometimes they are caused by people’s mistakes.Explain some of the language used here and help the students to understand.Step 6 PresentationShow the following picture to the students. Get them to guess what happened.Encourage the students to be creative and try to make different kinds of guesses. Get the students to listen to the tape and find out what happened.For weaker classes, get the students to talk about each picture.Get the students to read and practice the dialogue and then act the dialogue out. Encourage the students to add something to make the dialogue funnier.Step 7 AskingStudents read the words and sentences on these two pages and try to find out anything they don’t understand.Step 8 Language pointsTeacher explains something important to students. Students try to remember them.Step 9 ActivityDiscussing about the bad weather and disasters, get the students to discuss about the bad weather and disasters.Suppose there is very bad weather or a disaster somewhere, get the students to work in pairs as reporters and cameramen and try to report it.Ask the students to show their feelings and to act out the behaviors of people in the bad weather.If there is a strong wind, they may feel hard to walk and hard to hold the umbrella.Step10 Exercises。

goforit8aunit6教案

SECTION AGoals●To learn to use comparatives with -er,–ier,more and both●To talk about personal traits●To compare peopleProceduresWarming up by learning grammarAn adjective is a describing word. When we compare two nouns we use a comparative adjective. An example of this is the use of the endings: -er –est.If you look at these sentences, we are using comparative adjectives to describe size: A pony is small.A cat is smaller.A mouse is smallest.Warming up by looking and sayingJudy and her car Andy and his car$10,000$5,000Hello, everyone!I’m happy to meet you again. Today we shall take up the Sixth unit, Unit 6 “I’m more outgoing than my sister”.Look at these two pictures please. Picture1 shows us Judy and her new car. Picture 2 shows us Andy and his car. Please look at the blackboard and read after me the sentences. When you read, you should pay attention to the new structure of the sentence.OK, now let’s compare students and subjects in our classroom. For example, Mary is taller than Lucy. Lucy is thinner than Mary. Lily’s ruler is longer than Nancy’s. Can you make a sentence with than? Have a try, please.1a Matching wordsLook at the picture on page 31 in your book. What can you see in the picture? That’s right, the twins. Look at these too boys. They are Pedro and Paul. They are brothers. Who is taller, Pedro or Paul? Yes, Pedro is taller. Now repeat after me: Pedro is taller. OK, please look at the blackboard and read these sentences:Please pay more attention to “…er...than...”This structure is used in comparisons. Now look at the words in the box in your book and match each word with the opposite.Pl ease draw lines between the words of the opposite meanings. Now let’s check theanswers.2b Listening and NumberingLook at the picture again. The people in the picture are all twins. Twins are childrenborn at the same time to the same parents. Sometimes they look exactly alike, butnot always. The twins in this picture do not look exactly alike. Please listen tothese three conversations and number the twins. You write the number 1 to 3 in theblanks beside the twins.OK, now, let’s check the answers.Now let’s read the tapescript to find out Comparatives with -er or–ier and thanstructure. Shadow than and blacken -er or–ier.1c DoingpairworkNow practice the conversation in the picture. And then make your own conversationsabout the twins with your partner.I’ll ask some pairs to say your conversations to the class.2a Listening and writingNext we will listen to a conversation about Tina and Tara. Look at the picture onpage 32 in your book. Tina and Tara are talking to the reporter. Listen to the tapecarefully and pay attention to what are they talking about. They are talking aboutthemselves, right? OK. Now look at the two columns and read the headings please:-er, -ier and more . In the conversation, some words they say end in –er or –ier,some words they add more ahead. Listen carefully again and write the –er and –ierwords in the first column and the words that use more in the second column.Now look at the blackboard. Please pay attention to the word “funny”. When a wordends in “y”, the “y” changes to an “i” when you add “-er”. That is “funnier”.And look at thesethree words: athletic, outgoing and serious . What is special aboutthese words? Yes, they have three to five syllables. When you compare things usingwords with three or more syllables, you use the word “more”.2b Listening and writingListen to the recording again. This time write words in theboxes of 2b using the words from the list in activity 2a. Lookat the example “funnier” in the box for Tina, which meansTina isfunnier than Tara.How are Tina and Tara different?Tina is funnier, more outgoing and more athletic than Tara.Tara is more serious, smarter and quieter than Tina.2c doing pairworkJust now we talked about the twins Tina and Tara. Next we are going on talking about Tom and Sam. How are Tom and Sam different? Look at the chart in activity 2c, and work in pairs. You decide which one is A and which one is B. Student A in each pair look at the chart on page 32, and student B look at the chart on page 89. You mustn’t look at your partners’ page.For example, student A read the sample question to the class: “Is Tom smarter than Sam?” Student B looks at the answer on your chart on page 89 and answers: “No, Sam is smarter than Tom.” Student B can ask another question, for example, “Is Sam taller than Tom?” Student A should answer: “Yes, Sam is taller than Tom.” Are you clear? OK, now please continue on your own.The sample dialogue:A: Is Tom smart er than Sam?B:No, he isn’t. Sam is smart er than Tom. Is Sam tall er than Tom?A: Yes, he is. Is Sam more athletic than Tom?B:No, he isn’t. Tom is more athletic than Sam. Is Tom quiet er than Sam?A: Yes, he is. Is Sam thinn er than Tom?B:No, he isn’t. Tom is thinn er than Sam.3a Reading and writingNow we have got to know how different Sam and Tom are. And there are another two pictures of girls on page 33. Do they look alike? Maybe in some ways they look the same. Here is a letter from Liu Li to Isabel. Please read it quickly and tell me what Liu Li tells Isabel. That’s right, Liu Li tells Isabel s omething about her and her twin sister Liu Ying. OK, under the article, six statements are given. Read the article again in details and write T (for true) if the statements are true, F (for false) if the statements are false or DK (for don’t know) if you don’t know the answer and try to give reasons why you write F or DK. Now let’s check your answers.Next please look at these sentences on the board.We are both student. We both have black hair.They are both tall. They both like sports.Please pay attention to the place of the word “both” in the sentences. Does the word “both” come before or after the word “are”? Does the word “both” come before or after the word “have” and the word “like”? Yes, as you see, the word “both” comes after the verb be (are), and before other verbs (have, like). Try to use it correctly.3. Now let’s read the article loudly to the tape sentence by sentence. Try to imitate the pronunciation and intonation of the native reader.Read the article for a second time. While reading underline the useful expressions in the article, blacken the –er,–ier or more and both and shadow the connectives. You should copy the expressions into your notebook after school.Do the exercises by filling in the blanks.3b Doing pairworkAfter reading we come to know there are some things different between Liu Li and Liu Ying, and they have some things in common. Do you have a twin sister or twin brother? Maybe the answers are not. But I think most of you have good friends. And now please tell your partner about things that are the same and different between you and your friends. You should try to use these words and phrases: “in some ways, both, although, be good at, look the same, the same as, in comm on, more than”. First read the sample conversation in the box, and work together for a few minutes to make your own conversation. Then I’ll ask some pairs to say your dialogues to the class.Closing up by playing a game: same or differentNow let’s play a game. Here is a box. Please write your name on a piece of paper and put it in the box. Then take a paper from the box to find a partner. Are you OK? Next I’ll give you three minutes to write down the things that are the sa me and different between you and your partner. Are you ready? Begin!Oh, Time’s up. Let’s stop here, please! Let’s see how many same and different examples you have found, and the pair who has the most examples is the champion. Now I’ll ask some pairs to read your list to theclass. Any volunteers?SECTION BGoals●To learn to use: make me laugh, be good at, do the same things as, popular, best friend, schoolwork, opinion, opposite, really●To learn to talk about what a good friend should be likeProcedures1a Reading and rankingEveryone has friends in his life. Some friends have some things in common with you; some friends are different from you. What kind of things is important in a friend? Here are six descriptions on the page 34. Open your book at page 34 and look at 1a. Read each description loudly. In your opinion, which one is the most important? Please rank the things (1-6). You put a 1 after the thing that is most important to you, and put a 2 after the second most important thing and so forth. N ow let’s check which things are most important to you. I’ll ask a student to copy these six phrases on the board. Please read them together loudly. Next I’ll ask you some questions. If you agree, hands up please. Mary, could you help me write the results after each phrase on the blackboard? OK, thank you.1b Working with a groupWell, every one of you has his own idea. Now please talk about what you think a good friend should be like in groups of four. First read the example dialogue, and then make your dialogue about friends using the phrases in activity 1a.2a Listening and writingJust now you gave your opinions about what you think a good friend should be like to your group. Next you will hear an interviewer talking to Holly and Maria. What are they talking about? When I play the recording for the first time, you just listencarefully and give me the answer. Have you got it? Yes, they are talking about their best friends. Now look at the chart, listen to the tape again and write the things that Holly and Maria like about their best friends. You can write only words and phrases. Let’s check your answers.2b Listening and writingWe are both good at sports. Do you agree? OK, listen again. This time please pay attention to the similarities and differences between Holly and Maria and their best friends. Listen carefully and fill in the blan ks. I’ll ask some students to read your answers later on.The answers:As usual, you are asked to read the tapescript. While reading underline the useful expressions in the article, blacken the –er,–ier or more and both and shadow the connectives. You are asked to copy the expressions into your Expressions Book after school.2c Doing pairworkNext we are going to make a conversation in pairs using the information from activities 2a and 2b.Some of you will be asked to present your conversation to the class.3a Reading and underliningAccording to 2a and 2b, we know some friends have opposite views and interests, and some like the same things. Should friends be different or the same? I think everyone has his own idea. Let’s see what these t hree students think, and if you agree with them. First, please look at the photos and read the article to find any words or sentences you don’t understand. I’ll offer you help and you can also settle them by or among yourselves. Second, read the article again, slash / the sentences, underline all the words that describe what people are like and shadow the connectives. I’ll ask some of you to read the text and say which words should be underlined and which should be shadowed.OK, now please read the article as the recorder goes. When you read, you should pay more attention to the pronunciation and intonation. Try to imitate the native reader. 3b Reading and writingOK, now please look at the chart in activity 2a on page34 again. Write some sentences about Holly, Maria, and their best friends. First, read the sample sentences. Then write your own sentences. And I’ll ask two students to write sentences on the blackboard.Now let’s check and make corrections on the board.3c Doing a personalized writingWe have just written something about Holly, Maria and their friends. Now it’s time to write something about you and your friend. First please put down the words and phrases from this unit you can use, and you can put down some other words and phrases you would like to use, too. Second write your own article using these words and phrases.4 Doing pairworkRead the job ad. What are they looking for at the English Study Center? Yes, they are looking for a weekend teacher. And what do they expect of a weekend teacher? Yes, a weekend teacher needs to have good grades, needs to be outgoing, needs tobe good with children and also good at telling jokes. It’s not easy, isn’t it? Who wants to be a weekend teacher? Ok, Ruth and Rose do. Good! They are both outgoing girls. Who do you think should get the job? Give your reasons using comparatives.Now work in pairs. You can choose any two classmates and talk about which classmate is better suited for the job.Closing down by looking and sayingCute, cuddly, and horribly wrong... It's the Happy Tree Friends! They may be sugary sweet but there's no way they'll escape their horrible fate! What chaos will these critters experience next?SECTION CHECKGoals●To revise the description words about personal traits●To practice writing in EnglishProcedures1 Filling and writingPlease open your book at page 36 and look at part 1.in the blanks with the words given. You may change the form of the word if necessary. And you can find the words in the preceding unit.Example:1. Dave is more athletic than his brother.2. He is telling us a funny story.3. My best friend is more outgoing than me.4. Mary is smarter and quieter than most of the kids in her class.2 WritingNow you are middle school students. What did you do two years ago? Do you remember? Yes, you studied in primary school. Do you know what happened to you these two years? Maybe you are taller, smarter and more athletic than before. OK, please look at the questions in part 2 and write about how you are different from before. Example:Two years ago, I was a primary school student. I am taller now. I am smarter than before, too. I’m better at math and good at physics. I try to make more friends with my classmates and be more helpful to them. So I’m more popular and more outgoing than I was in the primary school. I will do my best to be a better student. Just for fun!Let’s sing a song in English.This little piggy went to marketThis little piggy went to market,this little piggy stayed at home,this little piggy had roast beef,this little piggy had none,and this little piggy went wee wee wee weeall the way homePart 2: Teaching resources (第二部分:教学资源)I. Background readings (背景阅读)International Friendship DayAugust 3is International Friendship Day, time to recognize your friends and their contribution to your life. Friendship helps to bring peace and positivity to the globe - another great reason to celebrate!Friendship Day occurs on the first Sunday of August - only once a year - so make the most of it! Friends come in many shapes, sizes and guises: school friends, work colleagues, siblings, partners, parents, pets and neighbors. Pull out all the stops and let your friends know they are truly appreciated!II. Word studies1. bothadj. 两；双 the two; not just one but also the other: Both my parents are still alive. 我的父母仍然活着。

8A Unit6 Main task

hit
A snowstorm hit Beijing on Friday, 28th January.
初中英语
八上
2
share…with
People shared umbrellas with others.
初中英语
八上
3
lose
Sandy and Millie lost their umbrella in the wind.
6 Snow
9 people
7 umbrella
10 traffic
8 walk
11 window
12 remove
初中英语
八上
a snowstorm Para 1 introduction
Para 2 during the snowstorm
Para 3 after the snowstorm
during the snowstorm
?
after the snowstorm
Where was I? What did I hear? What did I see? How did I feel?
初中英语
八上
Pair work Reading Part A and B on page 105 carefully Task One Asking and answering questions with your partner as below: A：When and where did the snowstorm happen? B：It hit Beijing on Friday, 28th January. ...
初中英语
八上

8A Unit 6 第六课时

8A Unit 6 Natural disasters 第六课时Grammar (2)Teaching Objectives:To learn more about the past continuous tense.To learn the usage of “when” and “while” in the past continuous tense.Teaching contents:Words: discuss, terrible, break, snowball, snowman, hitPhrases: search the Internet discuss…with… plan a trip to Tangshan on the side of the road drive you to school as usual break down Some others: project guidebook a terrible snowstormTeaching preparations:Tape recorderComputerPicturesTeaching procedures:Step 1 RevisionT: Can you talk to your partner about your morning? And tell them what you were doing at each time. Make a dialogue.Work in pairs and then ask some of the pairs to and act it out.Then let the students guess what I was doing this morning, using “were you…?”Do more exercises to consolidate the rules we learnt.Step 2 PresentationT: What were you doing when I came into the classroom just now?Ask some students and write down the sentences on the blackboard.I was talking to the classmates when you came in.I was reading the English book when you came in.I was cleaning my desk when you came in.T: ask two of the students to come to the front and do different actions, ask, what was A doing while B was…Write down the time and the students’ different activities on the blackboard and ask: what was A doing while B was doing something?What was B doing while A was doing something?He was playing football when the snowstorm hit LiyangThey were talking loudly when the bell rang.Our teacher was talking to Amy when I came into the office.My mother was preparing the breakfast when I got up.Compare when and while, tell the students the differences between when and while.Step 3 PracticeDo some exercises1. My wallet dropped on the ground _______ I was running.2. __________ I was falling asleep, there was a loud knock on the door.3. __________ he was reading, an earthquake started.4. Were the students listening to the teacher carefully __________ the teacher was giving a lesson?5. __________ the telephone rang, I became nervous.1.What _________you _______(do) at this time yesterday.2.He __________ (watch) TV from 8p.m. to 10p.m. I ____________(play) piano.3. John _________ (fly) kites in the park at 9a.m. yesterday morning.4. Sandy __________ (call) Daniel at that time5. He ___________ (read) while his brother _________ (watch) TV.6. They __________ (chat) when their teacher _______ (come) into the classroom.7. What__________ you___________ (do) when I knock at the door.I _____________(wash) my coats.8.________the policemen ______________(watch) the traffic or_________(have) a rest from 7 a.m. to 10a.m.?No, they ________.9. One day, he __________ (lie) on the grass and __________(look) at the sky when he fellasleep .10. I ____________ (search) the World Wide Web.11. When Simon arrived, Amy __________(read) a book.12. My mother ________________ (cook) while my father _____________(read).翻译句子．１．我妈妈正在做饭，我爸爸在看报纸．２．当老师进教室时，学生们在相互聊天．３．当孩子们正在上课的时，地震发生了.４．当我购物时，我突然听到了一声象雷一样的巨响．Step 4 PresentationDo you remember the snowstorm we learnt yesterday?What can you do if the snowstorm stops?Then show the students some pictures and teach them some new words and phrases.Ask the students to finish the exercises on page 101 then check the answers.Step 5 Homework。

牛津译林版8AUnit6教案

Unit 6 BirdwatchingWelcome to the unitTeaching aims1.To learn different kinds of birds and the description of birds.2.To talk about one’s preference and give reasons.Teaching contentWords: birdwarching ,market, yummy, join,crane, sparrow, swan,eagle, feather,broad, neck,rarePhrases: go to the market,watch birds,join the club,look like,the same as, a type ofSentences: Do you like ....?I often go to the market to watch birds.What do .... look like?Difficulties and key pointsTo learn to describe the features of the birds.Teaching aidsa projector, a tape-recorderTeaching proceduresStep 1: Lead-inMethod 1: T: Good morning, boys and girls! Today we’ll learn something about birds. Do you like birds? Are they beautiful?Method 2: T: Hello,everyone! Here are some posters of birds. What can you see in the poster? Do you think it is beautiful? Step 2 : Presentation1.Ask students if they know the meaning of “birdwatching”. help them find the answer by asking some questions:What does a birdwatcher do ?Where do they usually watch the birds?Then the teacher tells students that birdwatching is to watch birds in nature, and birdwatcher is the person who watches birds.2.Tell students Eddie is going birdwatching tomorrow.T: Do you know where he is going to watch birds?Which bird do you think he likes?Play the tape for the students to listen to and find the answers.3.Check the answers.Play the again. Get the students to listen and repeat.Step 3: Practice1.Divide students into pairs or groups to practise reading the dialogue.2.T: Does Eddie like real birds?Note : duck: ①可数名词，表示“鸭子”。

上海牛津版英语八年级上册八上8AUnit6U6同步讲义教案

年级：初二辅导科目：英语课时数：3课题8AU6知识讲解
教学目的本次课进行8AU6的复习，主要对本单元的词汇和语法进行学习，让学生能够灵活掌握这个单元，并把知识点运用到试题当中。

教学内容
Step1. Greetings
1.本周学校英语课程的进度到哪啦？
2.你觉得本周学到的知识中有哪些还不太清楚的？
Step2. Warming up
（老师自行收集学生的错题）
Step3. Check Homework
检查并讲评上次布置的作业，提问上次课讲过的重点知识
Step4. 核心课程---8AU6
★目标扫描★
重点词汇：unexplored, approach, shake, blood, trust, run out of, close to, take place 重点语法：1, 一般将来时
2，反意疑问句
★词汇与词组检测★（要求学生默写部分请老师自行删除）八年级上学期课本梳理 Unit 6
英文词性中文含义词汇拓展captain n. 船长；机长
navigator n. 领航员；驾驶员v.
n.
lost adj. 迷路的；迷失的v.
unexplored adj. 无人涉足的v.
valley n. 山谷
cliff n. 悬崖；峭壁
rock n. 岩石；石头
storey n. 楼层两层楼高
approach v. 靠近；接近。

牛津8A Unit6 Welcome to the unit By Jin Chaohua 教案

Teaching PlanUnit 6 Welcome to the unitBy Jin ChaohuaObjectives: 1. Know the main task of the unit2. Learn words about natural disasters3. Be able to tell difference between natural disasters and accidents4. Be able to say something about the natural disasters Proceduces:1.Task 1—What are we going to learn in Unit 6?1) Show the task question, let Se think about it while learning2) Before listening. Ss look at the comic strips and think about the questions:What’s the weather like? --It’s raining outside.3) Ss listen to the tape and answer these questions (facts):What happened to Hobo’s house? --It’s all wet.Does Hobo want to go back home alone? --No. He wants to go home withEddie.4) Ss listen and repeat after each sentence, T show them one by one5) Let Ss look at Picture 4, guess the meaning of “mop”, encourage S to do an action to show it6) Ss read together and think the following questions (open):Why doesn’t Hobo want to go home alone?--The floor is all wet. He needs some one to help him mop it up. He doesn’t want to do it himself.How does Eddie think of the idea?--He doesn’t like the idea. He’s the master, so he shouldn’t do these things.He’s very lazy.7) Ss practise in pairs to act it outIf Ss need help, show them the sentences8) Go back to the task question, let Ss guess and express in Chinese “自然灾害”—natural disasters9) Show the main task of the unitEncourage Ss to read it out for others2.Task 2—Learn words about natural disasters1) Show Ss the pictures about them:flood, earthquake, rainstorm, snowstorm, thunder and lightening, typhoon2) Ss do Ex (Part B) to check themselves3.Task 3—Tell the difference between natural disasters and accidents1) Ss do Ex (Part A)Ask Ss to guess the meaning of new words2) Check answers. Encourage Ss to read the sentences and then give out their answers3) Learn new words according to more pictures and model sentence4.Go through all the new words, read them5. Task 4—To be a news reporterSs work in groups of fourChoose a kind of natural disaster to talk aboutReport one by oneRemind Ss: Work as a team, help each other6.Draw a conclusionScientist sayThere are more natural disasters today than before.Why?Protect our world/ motherland.7.Homework8.EndingIf we want to hear birds singing, hear the beautiful sound of the forest. Let’s start to protect the environment.Let’s end our class in the beautiful music. That’s all for today. Goodbye, everybody.。

8AUnit6教案

8A Unit6 Natural disasters教学设计第一课时Welcome to the unitTeaching aims:To introduce the topic of disaters.To identify vocabulary related to disasters.To identify weather conditions and label pictures with correct words.Focus and difficulties:To recognize the weather conditions and natural disaster.Teaching methods:Communication and descriptionTeacing aids:recorder Multi-media computerTeaching procedures:Step1 Lead in :T: What ’s the weather like t odaySs: ItRevise some other words about rain, snow, wind.Step2 Presentationsome pictures of snowstorm that happened inChina during last Spring Festival.Get them to answer the questions about it.﹙1﹚ .Do you like snow in winter﹙2﹚ .Do you think too much snow is good or bad for peoplestudents to tell their ideas.Show more pictures of bad weather.Ask: What caused the trouble or problemsHelp students to answer : nature. They are natural cause the bad weather .They make people get into the trouble.Step3 Practice: Do you know what other natural disasters What words do we use to talk about bad weatherElicit from students other bad weather conditions. ( rainstorm,snow storm, Read the words in Part B and ask more able students to describe eachweather condition only with simple phrases and words.3. Help Ss to complete the task on their own and check the correct answers with the class as a whole.more pictures of natural disasters,help students to know their names and describle them. Help students to use the Past Continuous Tense to talk about the pictures.5．T: Can you distinguish natural disasters from disasters caused by other r easonsGet them to look at part A on P93 and try to finish this partcheck the correct answers with the class as a whole,then read together.Teach some new words.Step4 ActivityDivide the students into groups of four to discuss. Bring some photos to each group and ask students to write a headline about natural disasters or accidents.Step5 Presentation: Look at the pictures ,people suffered from these natural disasters . What can wedo to help will discuss it warmly. Then teacher leads students to the comic strip.:Hobo has some trouble. What happened to him Let ’ s have a look. Students look at the pictures. Teacher asks someopen questions about each picture.1).What ’s the weather like( It’s raining)2). What happened to Hobo( He got wet.)3).What was Hobo doing when it started to rain ( He was sleeping)4).Did he hear the rain ( Half an hour later.)5).What do you think happened o Hobo’s house(The floor was all wet.)6). Why doesn ’t he want to go home alone(Because he wants Eddie to mopall the water up)7).Will Eddie help him(No. I don’t think Eddie likes his idea.)2.Play the tape and students read after it.Explain some language points.StepAsk students to role-play the conversation.Step :Revises the contents we have learned.Preview Reading牛津英语8A Unit6 Natural disasters教学设计Reading(1)Teaching aims:infer the meaning from the key words,pictures and the context.elicit any information about the earthquakes in Taiwan orin other parts of the world.develop the Ss’ability and skills reading comprehension andlet the Ss learn how to describe natural disasters and how o protectthemselves in the natural disasters.Difficult points:The key words and phrases the comprehension of thestory.Teaching methods: reading and talkingTeacing aids:recorder Multi-media computerTeaching procedures:Step1 Lead in :T: we have learnt some natural disastrs last time .What disasters havewe leartEncourage students to say something about the natural disasters. Show some picturs of an earthquake that happened in Wengchuan,sichuan on May12,2008 .Step2 Presentationthe students guess the new words by showing the pictures and talkabout the earthquake that happened in Sichuan.: What do people often feel/do when the earthquake happened some newwords and phrases.shake v.摇动，震动（shaking n.）hear a big noise like thunder听到一声像打雷同样的声音in fear (be frightened)惧怕，惧怕Scream v.尖叫run in all directions奔向四周八方run wildly疯狂地奔跑fall down掉下来come down坍毁，塌陷learning these newwords ,help students finish PatrB1. Check it together. : There was an earthquake in Taiwan in 1999. Manypeople lost their lives in the earthquake , but a boy called Timmy surrived. Let ’s listen to the story to see what happened to himStep3 Listening and skimingthe tape for Studenets and check general understanding by asking some‘ wh’ questions and doing exercises PartC.skim the passage and do exercises on PartD.Step4 Reading and answering1. Listen and read after the tape one paragraph by one if they understand by asking more questions about the passage.the students to read the whole passage in front of the them to mime and gesture in order to illustrate the different aspects of the experience.Step5. Practicestuednts to read the sentences in the boxes in PartC and fill in the blanks. Check the answers with the whole class.the students into groups of the story ,then encourage some of them toretell in front of the class.Homeworkthe new words .to read the story as fluently as you can牛津英语8A Unit6 Natural disasters教学设计Reading(2)Teaching aims:scan the passage.explain some difficult and important language points and to use the m.make an interview about the earthquake.Difficult points:some language structuresTeaching methods:reading and talkingTeacing aids:recorder Multi-media computerTeaching procedures:Step1 revision1.Revise the names of natural disasters.the students the photos of the story of Taiwan earthquake and help themto retell it.Step2 ScanningScan each paragraph and encourage the students to tell their difficulties. Teacher helps students to solve them. Teacher explains language pointsto students.shaking (n.)震动，摇动Fear (n.)惧怕，惧怕一阵惧怕a moment of fearin fear direction 在惧怕中方向，方向人们四周逃散。

牛津8A_unit6_全单元教学案导学案讲学稿

10
第2课时
课题
Reading(A)
课型
新授
教学目标
知识目标
1.Todevelopstudents’reading skills (skimming and scanning).
2. To gettheusefulinformation of the text.
3. To guessthemeaning of words and expressions inthetext.
教学过程
教师活动
学生活动
Step 1. Pre-checking
词组翻译
1．在一个购物中心_____________________________
2．恐惧地互相看着______________________________
3．破碎玻璃片_________________________________
4．一阵恐惧___________________________________
5．吃一包巧克力_______________________________
6．a slight shaking _______________________________
7．run in all directing ____________________________
4.The radio says that there __________(be) a snowstorm tomorrow.
5.I _______________(do) my homework when my mother got home yesterday.
Ⅱ.Show some pictures to talk about common weather

上海版牛津英语 8A Unit 6 Speaking教案设计和设计说明

Oxford English 8A Module 3 Unit 6Learning objectivesBy the end of this class, students are expected to•express intentions and give adviceand suggestions by using and substituting sentence patterns•understand the structure of makinga plan by analyzing the model dialogue •make a thoughtful plan through discussionFocus of teaching•Helping students understand the structure of a planPotential difficulty in learning•Giving proper advice and making suggestions in different situations.Procedures教学设计说明【教材分析】本堂课教学材料选自牛津教材8A Module 3 Unit 6的Speaking “expressing definite and indefinite intentions; giving advice and suggestions”。

内容为如何表达确定和不确定计划，并提出建议和倡议的语言功能。

【学情分析】本节课教学对象为八（1）班学生。

大部分八年级的学生基本掌握表达未来计划和提出建议和倡议的语言，但在区分确定和不确定的表达以及如何在讨论一个计划的过程中运用这些语言知识从而讨论出一个完整的计划方面有一定的困难。

特别是根据不同情境提供合理的建议和倡议是本节课学生学习的难点。

所以在教学中我需要激活学生的相关生活经历，设计由易到难的教学活动，帮助化解学生的学习难点。