苏教版译林牛津初中英语8AUnit8L7教案
苏教版译林牛津初中英语8A教案Unit7L2
英语（八年级上册）Unit 7 SeasonsReading (I)扬州中学教育集团树人学校张瑾I. Teaching aims and learning objectivesBy the end of the lesson, students should:1. Learn to read and feel the beauty of the poem;2. Learn to tell the rhythm;3. Learn to improve the ability of appreciating a poem.II. Teaching contents1. New words and phrases: shower, upon, as, temperature, drop, butterfly, memory, stream, shade,pile, harvest, crop, be full of, forget to grow, fly, brown, fall into pilesupon the ground, harvest crop2. Sentences: What a perfect time to fly a kite!Farmers work to harvest crops, as the days are shorter and temperature drops.III. Focus of the lesson and predicted area of difficulty1. Understand the words related to the weather in four seasons;2. Understand the rhymes and the rhyme styles.IV. Teaching proceduresStep 1 Lead-in1. Discuss: What is a poem?2. Give explanations of what a poem is by using a poem as an example.【设计意图：用诗歌导入，生动形象，引发学生的学习兴趣。
江苏译林版牛津初中英语8A教学大纲(全册)
江苏译林版牛津初中英语8A教学大纲(全册)1. 课程目标- 掌握基本的英语语法和词汇知识。
- 培养听、说、读、写的能力，提高语言综合运用能力。
- 研究并了解英语国家的文化和俗。
2. 教学内容Unit 1: Getting to know you- 语法：be动词的用法、一般现在时- 词汇：人称代词、职业、国籍、家庭、个人描述- 阅读：介绍自己和他人、问候语- 听力：日常问候、简单交流- 写作：写一篇介绍自己的文章Unit 2: Our school life- 语法：there is / there are的用法、一般现在时- 词汇：校园、教室、学科、学校活动- 阅读：学生活动介绍、校园介绍- 听力：询问和提供信息- 写作：写一篇关于学校生活的日记Unit 3: A taste of English- 语法：可数和不可数名词、some和any的用法- 词汇：食物、餐厅用语、食物喜好- 阅读：英式早餐、午餐和晚餐介绍- 听力：点菜、询问和提供意见- 写作：写一篇关于你最喜欢的食物的文章...（依此类推，每个单元列出相关内容）3. 教学方法- 教师讲解和示范- 学生课堂互动，口头表达和书面练- 组织小组活动和角色扮演- 配备适当的教学资料和多媒体资源4. 评估方式- 课堂测试和作业- 听说读写各项能力的考查- 小组项目和个人报告- 学期末考试5. 教学资源- 课本：《江苏译林版牛津初中英语8A》- 多媒体资源：录音机、投影仪等以上为《江苏译林版牛津初中英语8A教学大纲(全册)》的简要介绍，具体内容请参考课本和教学资源。
2024年牛津译林版八年级英语上册8A Unit 7 单元教案
2024年牛津译林版八年级英语上册8A Unit7 单元教案一、教学内容本节课选自2024年牛津译林版八年级英语上册8A Unit 7，主要内容包括：Grammar（现在完成时态）；Reading（旅行经历分享）；Vocabulary（与旅行相关的词汇）。
二、教学目标1. 学生能够理解和掌握现在完成时态的构成和用法。
2. 学生能够通过阅读文章，了解旅行经历，并能用英语进行分享。
3. 学生能够熟练运用与旅行相关的词汇，进行日常交流。
三、教学难点与重点1. 教学难点：现在完成时态的构成和用法。
2. 教学重点：阅读理解能力的培养，词汇的运用。
四、教具与学具准备1. 教具：PPT、黑板、教学卡片。
2. 学具：课本、练习册、文具。
五、教学过程1. 引入：通过展示一组旅行图片，引发学生对旅行话题的兴趣。
2. 阅读理解：学生阅读课文，回答相关问题，了解旅行经历。
3. 例题讲解：讲解现在完成时态的构成和用法，结合例句进行演示。
4. 课堂练习：学生进行现在完成时态的句子练习，教师给予指导。
5. 词汇学习：学习与旅行相关的词汇，并进行小组讨论，运用词汇进行交流。
6. 小组活动：学生分组，运用所学词汇和现在完成时态，编写一段旅行经历对话。
7. 展示与评价：各小组展示成果，其他学生给予评价。
六、板书设计1. Unit 7 Travel2. 主要内容：Grammar: Present Perfect TenseReading: Travel experiencesVocabulary: Travelrelated words七、作业设计1. 作业题目：a. 根据所给图片，用现在完成时态描述旅行经历。
b. 编写一段旅行经历对话，运用所学词汇。
2. 答案：八、课后反思及拓展延伸1. 反思：关注学生在课堂上的参与度，及时给予指导和鼓励，提高学生的积极性。
2. 拓展延伸：鼓励学生课后进行实地调查，了解身边人的旅行经历，并用英语进行分享。
2024年牛津译林版八年级英语上册8AUnit7单元教案
2024年牛津译林版八年级英语上册8A Unit7 单元教案一、教学内容本节课选自2024年牛津译林版八年级英语上册8A Unit 7，主要内容包括：Reading部分“Seasons of the year”和“Which season do you like best?”，以及Grammar部分“Present perfect tense”。
二、教学目标1. 了解和掌握四个季节的名称及特点。
2. 学会使用现在完成时描述过去发生的事情对现在的影响。
3. 能够运用所学知识进行情景对话，表达自己对不同季节的喜好。
三、教学难点与重点1. 教学难点：现在完成时的构成及用法。
2. 教学重点：四个季节的词汇和现在完成时的运用。
四、教具与学具准备1. 教具：多媒体课件、黑板、粉笔。
2. 学具：英语课本、练习本、彩笔。
五、教学过程1. 引入：通过展示四个季节的图片，引导学生说出季节的名称及特点。
2. Reading部分：让学生自主阅读“Seasons of the year”和“Which season do you like best?”，然后回答相关问题。
3. Grammar部分：讲解现在完成时的构成及用法，举例说明，让学生进行随堂练习。
4. 情景对话：分组进行角色扮演，运用所学知识进行对话。
六、板书设计1. Seasons of the year: spring, summer, autumn, winter2. Present perfect tense: have/has + past participlee.g. I have finished my homework.七、作业设计1. 作业题目：(1) Write a short passage about your favorite season.(2) Translate the following sentences into English using the present perfect tense:a. 我已经吃过了晚饭。
2018-2019学年译林牛津英语初二上册8AUnit 7 全单元教案
课题8A Unit 7 Welcome to this unit 课型New教学目标1. To revise vocabulary and expressions to describe seasons2. To guess meaning from context3. Talk about your favourite seasons4.To master different ways of talking about weather教学重点Talk about your favourite seasons教学难点To master different ways of talking about weather教学过程教师内容备课札记Step 1 PresentationTeach the new words such as sunny, cloudy ,windy and so on withthe help of mediaAsk questions:What’s the weather like today?It’s sunny\cloudy\windy……Present our students a picture of the rain. Look, It’s raining . Theground is all wet. It’s rainy.Look, It’s snowing heavily. The ground is all white. It’s snowy.Look! There is a lot of fog. We can’t see anything clearly. It’sfoggy.Step2 PracticeDo the game one by one.What’s the weather like?It’s sunny.Now let’s play a game. The first student in each group will showthe second student a weather card and ask him or her the questionWhat’s the weather like? The second stud ent will answer thequestion and then ask the third one the same question. The teamwhich finishes first and does the best will win the game.Step3 PresentationWhat’s the weather like in spring?It’s the windy and rainy. It’s the best time for trees and flowers togrow. It’s the best time to fly kites.What’s the weather like in summer? It’s sunny and hot. It’s the besttime to go swimming.What’s the weather like in autumn? It’s sunny and cool. It’s thebest time to plan a day out.What’s the weather like in winter? It’s cold and snowy. It’s the besttime to play with snow.Now let’s listen to a conversation and then answer some questions. 1．Which season does Simon like best? Why?2．Which season does Amy like best? Why?Step4 PracticeNow work in groups of four and make a similar conversation. Comic stripStep1 PresentationWinter is coming. Eddie feels very cold. What does he want to do? Now let’s listen to the conversation between Eddie and Hobo, and then find out the answer. He wants Hobo to bring him clothes. Does Eddie look cool with the clothes? Hobo thinks he’ll look cool and feel cool with nothing on.Step2 DrillsListen to the tape and repeat after it. Pay attention to the pronunciation and intonation.These two teams will read Eddie’s part and t hese two will read Eddie’s part and these two will read Hobo’s part.Step3 DisplayWork in pairs and read the conversation between Eddie and Hobo. You can add your ideas.Step 4 HomeworkFind more information about wild animals and finish the exercises. 板书设计教学反思课题8A Unit 7 Reading (1) 课型New教学目标1. To guess general meanings from keywords and context2. To skim text for overall meanings and scan for details教学重点To identify specific information about different people form the poem教学难点To use words to describe the change of the four seasons教学过程教师内容备课札记Step 1 Revision.What’s your favourite season? Why?I like winter . It often snows in winter. It’s the best time to playwith snow.Step 2 Presentation1.T: Spring is the best season of the year. It’s warm and windy. It’sthe best time to fly kites. Bees and butterflies play among flowers.2.If the rain comes, they hide from the April showers.3.Summer is hot ,but we can enjoy a long summer holiday. Whatcan we do in summer? We can go swimming. We can eat an icecream. There are also quiet streams, trees and shade. I like chattingor reading in the middle of the day. The temperature rises quicklyat that time.4.What colour are the leaves? They are yellow, red, golden andbrown. In autumn, the leaves turn brown. they fall into piles uponthe ground. It’s the best time for farmers to harvest crops.5.As the days are shorter and the temperature drops, winter iscoming.It’s cold in winter. Sometimes it’s snowy. the ground iscovered with snow. Birds fly far away.Step3 DrillsNow please open your books and turn to page 83.Look at PartB2.We are going to listen to the poem. Write down the correctseasons in the blanks. Then match each season with the descriptionin the poem.1．It’s spring. what a perfect time to fly a kite! Bees and butterfliesplay among flowers.2 It’s autumn. Brown leaves fall on the ground. Farmers harvestcrops.3．It’s winter. Winter days are full of snow. Birds fly far a way.4 It’s summer. There are quiet streams, trees and shade. We can eatice cream.Step 4 Practice1．What can we see in winter2．Can trees and flowers grow in winter?3．Why do the birds fly far away?4．What can we do in spring?5．what do bees and butterflies do in sping?6．What can we do in summer?7．where can we often play in summer?8. Where can we see piles of autumn leaves?9．What are the farmers busy doing in autumn?Read the poem again and find the rhyming words.Read the poem again ,and then discuss and find the sentences in which the writer uses personification.Step 5 ActivitiesPlease repeat the poem after the tape.Pay attention to your pronunciation and intonation.Please read the poem together and express your feelings about each season.I’m go ing to divide you into four groups.Each group will read one of the seasons.Step6 Homework1. Read the text correctly and fluently.2. Do the exercises.3. Retell the passage.板书设计教学反思课题8A Unit 7 Reading 2 课型New教学目标1. To revise vocabulary and expressions to describe seasons2. To guess meaning from context3. To learn how to describe the weather.4.To learn some useful expressions and use them in different context教学重点To learn how to describe the weather.教学难点To learn some useful expressions and use them in different context教学过程教师内容备课札记Step 1 RevisionT: We have learnt some words to describe the seasons. can youdescribe each season with the words in the poem.introduce your favourite season to us? Others please guess whichseason it is?Ask 3-4 Ss to read their articles.Step 2 Some more exercises1．What can we see in winter2．Can trees and flowers grow in winter?3．Why do the birds fly far away?4．What can we do in spring?5．what do bees and butterflies do in sping?6．What can we do in summer?7．where can we often play in summer?8. Where can we see piles of autumn leaves?9．What are the farmers busy doing in autumn?Step3 ExplanationBe full of =be filled withForget to do sth, forget doing sthWhat a perfect time toWhat a perfect time to go on a tripWhat a perfect time to go swimmingWhat a perfect time to walk by a streamAs: while sth else is happening Pay as you leaveDrop: to become or make sth weaker,lower or lessThe price of the car has dropped a littleRise to come or go upwards;to reach a higher level or positionThe river has risen by several metersShower: a short period of rain or snowThere will be showers this afternoonTemperature: a measure of how hot or cold it isWinter has come and the temperature has dropped below zero Upon:onHe set the plates upon the table.Step 4 DrillsLook!Miss wang (______)these children.they are happy.It is getting cold. The temperature__will drop below zero__tomorrow.Susan forgot to do her homework yesterday.She has to finish it nowFarmers work hard in the fields to harvest crops every autumn. When winter comes,birds fly far away to find a warm place.The box is full of books.It is so heavy that I cannot carry it.Step 5 ActivitiesWhich season do you like best? Why?Please make a poster about your favourite seasonPlease come to the front. Show us your favourite season.Nature is full of pleasure and beauty.We should protect nature and make our world more beautiful.Step 6 Homework1.Read and retell Reading.2.Remember words, phrases and sentences.plete the exercises on books.4. Preview Grammar.板书设计教学反思课题8A Unit 7 Grammar 课型New教学目标To master the usage of different kinds of verbsThe difference between of Intransitive verbs, transitive verbs, linking verbs .教学重点To master the usage of different kinds of verbs教学难点The difference between of Intransitive verbs, transitive verbs, linking verbs .教学过程教师内容备课札记Step1 Lead-inT: We are going to look at three sentences.Pay attention to the verbs1.The snowy season will begin.2.Children can eat ice cream3.The autumn leaves turn brownThey are three kinds of verbs.They are intransitive verbs,transitive verbs and linking verbs.Step 2 work out the rules1 .An transitive verb does not take an object,but can have aprepositional phrase after it2.A transitive verb takes an object.3.A linking verb links the subject and the adjective phrasethat describes it.Linking verb:be,become,feel.get.look,seem,sound,stay,smell,taste,turn1.An intransitive verb does not take an object,but can have aprepositional phrase after it2.A transitive verb takes an object3.A linking verb links the subject and the adjective phrasethat describe it.Step 3 DrillsRead these sentences.pay attention to the underlined verbs.Which are transitive verbs?Which are intransitive verbs?And which are linking verbs?1.My sister works.2.Lucy is reading a book.3.My father bought me a new bike.4.The students keep healthy by cycling at weekends5.Where does the boy live?6.The fish tastes delicious.7.A terrible traffic accident happened on a rainy evening.8.I am a member of the dancing clubStep4 ConsolidationWe’ve learned about three kinds o f verbs.Each word or phrase after a verb plays a different role in the sentence because of the type of the verb.1. The boy is swimming.S+V2.Sandy watches clouds.S+V+O3.The film was interesting.S+V+PStep5 Sum upIntransitive verb: S+VTransitive verb: S+V+OLinking verb:S+V+PStep 6 Homework1.Review Grammar.2.Remember words,phrases and sentences.plete the exercise on book.4. Preview Integrated skills.板书设计教学反思课题8A Unit 7 Integrated Skills 课型New教学目标To get specific information from a listening material To talk about a friend.To talk about future plansTo listen for detail and extract specific information教学重点To get specific information from a listening material教学难点To listen for detail and extract specific information教学过程教师内容备课札记Step1. Revision:Help the students to revise the sentence structuresStep2. lead- inChina is a big country. In the south of China, It’s warm inwinter. But in the north, It’s cold in winter.Look at the pictures of Australia. The beaches there are veryfamous .Do you like going to the beach to lie in the sun andeat ice cream?In Australia, you can go to the beach and enjoy the sunshinein December. When it’s winter in China ,it’s summer inAustralia.Step3 ListeningNow we’re going to listen to the weather report about forcities. Listen carefully and complete the table on page 87.Listening A3.Annie is writing about the weather in differentplaces in her diary entry. listen to her conversation withSimon. Help her complete her diary entry.Step 4 ActivityPlay in groups. One is a reporter the other is a student.Winter in the north of China always seems to be so snowy.There’ll be a strong snowstorm in Beijing. It’s very cold.The lowest temperature will be minus twelve degrees.Winter in the south of China is warm. The temperature willstay above zero, between twenty-five degrees and eighteendegrees in haikou, so it won’t snow there.Provide some possible questions1What will the weather be like in Beijing?2What will the weather be like in Haikou?3What will the weather like……?Step 5 PresentationPresent the task today by listening to the tapeTell me what his aunt’s name is1.There was a strong snowstorm in Beijing.2.It is a bit cold and dry in Nanjing.3.There are some snowstorms in Nanjing.4.The wind is blowing hars in Beijing now.5.Aunt Jane will call DanielStep 6 DrillsPlease repeat after the tapeNow this half of the class will read Daniel’s part and the other will read Jane’s part. Then change partsStep 7 Homework1.Remember the words, phrases and sentences.2.Recite Part B.plete the exercises on book.4.Preview Study skills.板书设计教学反思课题8A Unit 7 Study Skills课型New教学目标To find the main points of a passage in order to understand and memorize it more easily.To identify keywords in order to develop general understanding of a passage.To guess meaning and generate mental pictures.教学重点To give the students a chance of practicing their spoken English;教学难点To give the students a chance of practicing their spoken English;教学过程教师内容备课札记Step1. Revision:Help the students to revise the sentence structuresS+VS+V+OS+V+PS+V+IO+DOS+V+DO+OCStep2. Lead- inLook at th e picture. It’s cloudy.Can you describe the other pictures.It’s windy\rainy\snowy.Cloud-cloudy wind-windyRain-rainy snow-snowySun-sunny fog-foggyStep3 PresentationHave luck means luckyHealth\sleep\shine\noise\funHave health means healthyHave sleep means sleepyHave shine means shinyHave noise means noisyHave fun means funnyStep4 DrillsComplete Millie’s article with the help of the pictures and thewords in the boxRead the article together, please.Step5 ActivityPlay in groups. One is a reporter the other is a student.Winter in the north of China always seems to be so snowy. There’llbe a strong snowstorm in Beijing. It’s very cold. The lowesttemperature will be minus twelve degrees. Winter in the south of China is warm. The temperature will stay above zero, between twenty-five degrees and eighteen degrees in haikou, so it won’t snow there.Provide some possible questions1What will the weather be like in Beijing?2What will the weather be like in Haikou?3What will the weather like……?What’s the weather like in spring?It’s so___. Many people have to cover their faces with scarves. It makes them look___.What’s the weather like in summer?It’s usually very hot. People feel ____in the afternoon. sometimes it’s ____the sudden heavy rain causes many problems.How’s the weather in autumn?People are_____ to enjoy many ____days. They like to travel around the city in such weather .Step 6 Homework1.Remember some important words, phrases and sentences.plete the exercises on books.3. Preview Task.板书设计教学反思课题8A Unit 7 Task 课型Revision教学目标To plan ideas for writingTo learn the proper and easy ways to write something教学重点To write a description of the seasons教学难点To generate personal ideas, plan and organize text to express one's own opinions教学过程教师内容备课札记Step1 RevisionIn this unit, we have learnt a lot about how to describe seasons1.Which season is it in the pictures?2.What is the weather like?It’s cold and snow y3.What do people wear?They wear thick warm clothes4.what are people doing?They are making snowmen and having big snowball fights5.What are the rivers and lakes like?Deep,land,exciting,throw,ice everywhere,frozen,snowman,screamStep 2 Lead inHarbin is a city of ice and snow. Winter in Harbin isamazing.Simon is reading an article about it on the Internet.Read the article quickly and find the answers to these questions.1Which season does the author like best?2Why does the author like in winter?3What is the weather like?4 Can you see beautiful flowers and green trees during this season?5 What else does the author enjoy in winter? why?Step 3 PresentationSimon is reading an article about the winter in Harbin on theInternet.Useful expressionsIs my favourite season.I always enjoyI love spring ’summer ’autumn ’winterThe temperature is usually…It is often sunny\windy\rainyDuring this season, you canMy friends and I oftenStep 4 Activities1.What is your favourite season?2.What is the weather like then ?3. What does your city look like then?4.Why do you like this season?5 .What activities do people enjoy doing this season?Step 5 Brainstorming.1. When you want to talk about sth, what do you feel difficult to do? Proper words and phrases.So we need to gather enough words about sth. when we want to talk about it. How many words do you know that we can use to describe our friends? Let’s do it in groups. Please show us you are the best.Step 6 HomeworkWrite an article about your favourite season.Use the article on page 90 as a model.The questions above may help you板书设计教学反思课题8A Unit 7 Self-assessment 课型Revision教学目标To review what they have learnt in this unit;To assess their understanding and correct use of adjectives, comparatives and superlatives.To use adjectives to describe seasons教学重点To assess their understanding and correct use of adjectives, comparatives and superlatives.教学难点To use adjectives to describe seasons教学过程教师内容备课札记Step1 RevisionTeach the new words such as sunny, cloudy ,windy and soon with the help of mediaAsk questions:What’s the weather like today?It’s sunny\cloudy\windy……Present our students a picture of the rain. Look, It’s raining .The ground is all wet. It’s rainy.Look, It’s snowing heavily. The ground is all white. It’ssnowy.Look! There is a lot of fog. We can’t see anything clearly.It’s foggy.Step2 PracticeDo the game one by one.What’s the weather like?It’s sunny.Now l et’s play a game. The first student in each group willshow the second student a weather card and ask him or herthe question What’s the weather like? The second studentwill answer the question and then ask the third one the samequestion. The team which finishes first and does the bestwill win the game.Read these sentence.pay attention to the underlined verbs.Which are transitive verbs?Which are intransitive verbs?And which are linking verbs?1.My sister works.2.Lucy is reading a book.3.My father bought me a new bike.4.The students keep healthy by cycling at weekends5.Where does the boy live?6.the fish tastes delicious.7.A terrible traffic accident happened on a rainy evening.8.I am a member of the dancing clubStep 3 ConsolidationWe’ve learned about three kinds of verbs.Each word or phrase after a verb plays a different role in the sentence because of the type of the verb.1 The boy is swimming.S+V2Sandy watches clouds.S+V+O3The film was interesting.S+V+PIntransitive verb: S+VTransitive verb: S+V+OLinking verb:S+V+Premember the sentence structureMake up new sentences with different sentence structures Group work. Make up an interesting story using the adjectives, the comparatives and superlatives.Step4 ConsolidationDo some additional exercisesStep5 Homework1.Review the whole unit2. Complete exercises板书设计教学反思。
牛津译林版8aunit8task教学设计
针对牛津译林版8A Unit 8的教学内容，我对学生的学情进行了以下分析：首先，八年级学生已具备一定的英语基础，掌握了基本的语法知识和词汇量，但在实际运用中，部分学生仍存在语言表达不流畅、词汇运用不准确等问题。其次，学生对节日的认识大多停留在表面，对于节日的文化内涵了解不足，这为本章节的教学提供了拓展的空间。
3.阅读作业：阅读教材中关于世界不同节日的文章，完成课后阅读理解练习题，进一步了解各国节日的文化背景。
设计意图：提高学生的阅读理解能力，拓宽国际视野，增强跨文化交际意识。
4.词汇积累：收集与节日相关的词汇和短语，并制作成词汇卡片。卡片内容包括词汇、词性、中文意思和例句。
设计意图：帮助学生积累词汇量，提高词汇运用能力。
2.设计意图：培养学生的合作意识和口语表达能力，了解不同节日的文化差异。
3.教学步骤：
a.教师提出讨论问题，学生小组讨论；
b.各小组汇报讨论成果，分享节日习俗和文化差异；
c.教师点评并总结各小组的发言；
d.邀请学生代表进行角色扮演，模拟节日庆祝活动。
（四）课堂练习
1.教学活动：设计一系列与节日相关的练习题，包括填空、选择、改错和写作等。
2.技能目标：学生能够运用所学知识，编写关于节日的对话和短文，提高英语写作能力。同时，通过听力训练，提高学生获取和处理信息的能力，增强跨文化交际意识。
（二）过程与方法
1.过程目标：通过小组合作、讨论、分享等形式，引导学生主动参与课堂活动，培养自主学习能力。教师以任务型教学法为主线，设计丰富多样的教学活动，让学生在实践中掌握知识。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本章节的重点在于让学生掌握与节日相关的词汇、短语和句型，如“festival”, “celebrate”, “custom”, “traditional”等，并能运用一般现在时和一般过去时描述节日的庆祝活动和传统习俗。
江苏译林版牛津初中英语8A说课稿((全册))
Good morning, everyone. I ________ . ' m ' m from Middle School. Now I ' II say junior Oxford English 8 AUnit 1 Comic strips& welcome to the unit. I ' ll prepare to say the lesson from four parts.Part One Analysis of the Teaching Material(一) Status and FunctionThis is the first lesson of the unit .It aims to introduce about good friends. Such a topic is related to dailylife, so it is helpful to raise learning interests of students and it will be also helpful to improve theirsociety sense. It can help students to attain “ four skills ” request of listening, speaking, reading and writing. Therefore this lesson is in the important position of the teaching material.(二) Teaching aims and Demands1. Knowledge objects(1) To learn more new words and phrases.(2) To use vocabulary and expressions to describe people 'appearance and personalities.2. Ability objects(1) To use the vocabulary to describe important qualities of a friend.(2) To act out the comic strips .3. moral objectsTo get the Ss to develop their good qualities and build friendship between them.(三) Teaching key and Difficult point1. Key points(1) To master the new words and phrases.(2) To use vocabulary and expressions to describe people 'appearance and personalities.2. Difficult points:To use the vocabulary to describe important qualities of a friend.Part Two The Teaching Methods1. Communicative teaching method2. Audio-visual teaching method.3. Task- based ” teaching methodPart Three Studying Ways1. Teach the Ss how to be successful language learners.2. Let the S s pass “ Observatiomitation- Practice ” to study language.3. Teach the Ss how to master dialogues and how to communicate with others.Part Four Teaching Procedures I ' ll finish the lesson in four steps.Step1.Lead-inHave a free talk between T and Ss about their good friends.Step2.Presentation1.Show the pictures and introduce some places of interest in Beijing on PPT,ask Ss to talk about peoplein the photos with the adjectives describing appearance and personality,such as friendly,kind,polite,etc.2. Teach Ss some new words and phrases to describe people .3. Present the vocabulary about the qualities of a good friend in partA,let Ss match the words with the questions,then check the answers.4. Play a guessing game.Ss describe their best friends in the class and guess who are talked about.5.Show 4 pictures on page6 to the Ss then play the tape. Ss listen carefully and repeat.4. Act out the dialogue in front of the class.Step3.Ptactice 1.Retell the dialogue,and act out the dialogue with the partner.2. Do exercises on PPT then check the answers.Step4.Homework 1.Recite the new words and useful phrases.2.Finish off the exercises in workbook.Good morning, everyone. Now I ' II say junior Oxford English 8 A Unit IReading part A Best friends.I "prepare to say the lesson from four parts.Part One Analysis of the Teaching Material(一 )Status and Functionfor This is the second lesson of the unit. The lesson aims to introduce three articles about ‘ best friendsa writing competition. Such a topic is related to daily life, so it is helpful to raise learning interests ofstudents and it will be also helpful to improve their society sense. It can help students to attain “ fourskills ” request of listening, speaking, reading and writing. Therefore this lesson is in the important position of the teaching material.(二) Teaching aims and Demands「Knowledge objects(1) . To learn the new words and expressions.(2) To learn and get a better understanding of the passage.2. Ability objects(1) . To develop the students reading skills.(2) To be able to search some information about different people from their friends ' descriptions.3. moral objects(1) . To get the Ss to get on well with each other.(2) .To arouse the S s Interests in English.(3) .To build up the S s 'confidence.(三) Teaching key and Difficult point1. Key points (1). To master the new words and expressions.(2). To use adjectives to describe people 'appearance and personalities.2. Difficult points:(1) . To learn how to describe their friends.(2) .To retell the main idea of the text.Part Two The Teaching Methods1. Communicative teaching method2. Audio-visual teaching method3. Task- based ” teaching methodPart Three Studying Ways1. Teach the Ss how to be successful language learners.2. Let the Ss pass Observation-Imitation-Practice "to study language.3. Teach the Ss how to describe their best friends and how to communicate with others.Part Four Teaching ProceduresI ' f iniish the lesson in four steps.Step1.Lead-in Have a free talk between T and Ss about describing their best friends.Step2.Presentation1. Ask Ss to skim the text quickly on their own and answer some questions.2. Check the answers. And play the tape for the Ss to listen and repeat. Then get Ss to do true or false questions.3. Explain some useful phrases and language points to the Ss,then let them read and remember these.Step3.Ptactice 1.Ask Ss to read the articles ,T can correct their mistakes.2. Encourage Ss to do the exercises on PPT,then check the answers.3. Ask some able Ss to retell the passage.Step4.Homework1. Read and recite the text.2. Remember all the new words and useful language points.Good morning, everyone. Now I ' II say junior Oxford English 8A Unit 1 Vocabulary. I ' II prepare to say the lesson from four parts. Part One Analysis of the Teaching Material(一) Status and Function(Teaching contents)This is the fourth lesson of the unit. The lesson aims to introduce about describing people 'appearance.It 'very easy, but It 'important to master the knowledge. From this, Ss can also enlarge their vocabulary. Therefore this lesson is in the important position of the teaching material.(二) Teaching aims and Demands「Knowledge objects(1) To learn the new words.(2) To use adjectives to describe general appearance of people.2. Ability objectsTo use appropriate adjectives to describe the appearance of boys and girls.3. moral objectsTo get the Ss to(三) Teaching key and Difficult point1. Key pointsTo use adjectives to describe general appearance of people.2. Difficult points:To use appropriate adjectives to describe the appearance of boys and girls.Part Two The Teaching Methods1. Communicative teaching method2. Audio-visual teaching method3. Task- based ” teaching methodPart Three Studying Ways1. Teach the Ss how to be successful language learners.2. Let the Ss pass “ ObservOltediiron- Practice to s tudy language.3. Teach the Ss how to describe people 'appearance .Part Four Teaching ProceduresI ' f iniish the lesson in four steps.Step1.Lead-inRevise sth about Reading parts to go over the 3 Ss ' personalities.Step2.PresentationI.Show some pictures of people on PPT,and ask Ss to describe their appearance.2. Let Ss look at the pictures and learn more words to describe appearance.And ask them try to find outwhat the words are used for —build,height,etc.3 Discuss the adjectives to describe boys and girls,then T make a summary.Step3. Practice(1) Finish off the exercises on page11,then check the answers.(2) Show some exercises on PPT, let Ss finish them,and check the answers.Step4. HomeworkTry to remember all the adjectives of descring people 's appearance.Good morning, everyone. Now I juhioH SSaford English 8A Unit IGrammarAB&C. I ' ll prepare tosay the lesson from four parts.Part One Analysis of the Teaching Material(一 )Status and Function(Teaching contents)This is the fifth lesson of the unit. This lesson continues to talk about the use of adjectives,comparatives and suplatives. It 'very important and difficult. From this, Ss can also extend their knowledge. Therefore this lesson is in the important position of the teaching material.(二) Teaching aims and Demands「Knowledge objects(1) To learn the use of the adjectives . (2)To use comparatives to compare two people/things.(3) To use superlatives to compare three or more people/things(4) .To compare two people/things using (hot)as '+adjective+ as'.2. Ability objects(1) To use the adjectives correctly.(2) To use comparatives and superlatives correctly.3. moral objects(三)Teaching key and Difficult point(1)To use the adjectives correctly.(2) To use comparatives and superlatives correctly.(3) To compare two people/things using (hot)as +adjective+as '.Part Two The Teaching Methods1. Communicative teaching method 。
苏教版译林牛津初中英语8A教案Unit7L1
英语（八年级上册）Unit 7 SeasonsComic strip & Welcome to the unit扬州中学教育集团树人学校王琪I. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. know some expressions about different weather;2. talk about students’ favourite seasons.II. Teaching contents1. New words and phrases: rainy, snowy, bet, foggy, look cool, with nothing on2. New structures: Which season do you like best?It’s the best time to play football outside.Which is your favourite season?III.Focus of the lesson and predicted area of difficultyDescribe different kinds of weather in different seasons.IV. Teaching proceduresComic stripStep 1 Lead-in1. Free talkEnjoy some pictures and think about “What is cool?”Encourage students to think about and talk about the different meanings of “cool”.When I am very hot and thirsty, cool is a glass of juice with ice.When I get up in the early morning, the cool wind can make me feel cool.When I see the picture of Doctor Du, I can’t help shouting “cool”!People who are so strong are very cool.A person who is clever at math is very cool.A person who remembers things well is very cool.A student who is good at all subjects at school is very cool.2. DiscussionShow some pictures and talk about the topic “How can we be cool?” Encourage students to think of more ideas about how to be cool.Maybe we can work hard to have some excellent or different skills.Maybe we can learn to sing “hip-pop” and pop dance. It’s really cool!Maybe we can dress up in strange and special clothes to make us so strange and so cool.Maybe we can get stronger and taller because a strong man will make others feel cool.【设计意图：Brainstorm “What is cool?”和free talk “How can we be cool?”引出本单元的重点词汇和句型，导入新课，快速进入英语语境。
牛津译林版八年级英语上册Unit7单元教案教学设计
4.培养学生的跨文化意识，使其了解并尊重不同文化背景下的学习方式和价值观。
5.培养学生的爱国情怀，使其在学习英语的同时，不忘弘扬中华民族优秀传统文化，为国家的繁荣发展贡献力量。
二、学情分析
针对牛津译林版八年级英语上册Unit7的教学内容，对学生学情进行分析如下：
1.教师设计一系列练习题，包括词汇填空、语法填空、阅读理解和写作等，让学生在课堂上完成。
2.学生独立完成练习题，教师巡回指导，解答学生的疑问。
3.教师挑选部分学生的练习题进行展示和讲解，帮助学生巩固所学知识。
（五）总结归纳，500字
1.教师引导学生回顾本节课的学习内容，总结词汇、语法和阅读理解的重点知识。
2.学生分享自己在课堂上的收获和感悟，教师给予肯定和鼓励。
3.教师强调英语学习的重要性，提醒学生课后加强复习，养成良好的学习习惯。
4.布置课后作业，要求学生在课后进一步巩固所学知识，并预习下一节课的内容。
五、作业布置
为了巩固本章节的学习内容，确保学生对知识点的掌握，特布置以下作业：
1.词汇练习：要求学生完成课后词汇练习，包括单词拼写、词义匹配等，以加深对新词汇的理解和记忆。
（二）过程与方法
在本章节的教学过程中，教师将采用以下方法，帮助学生达成教学目标：
1.任务型教学法：通过设定任务，引导学生主动参与课堂，培养其合作、探究的学习精神。
2.情境教学法：结合课文内容，创设生动、有趣的情境，让学生在实际语境中学习英语，提高语言运用能力。
3.分层教学法：针对不同层次的学生，设计不同难度的练习，使每个学生都能在原有基础上得到提高。
-阅读理解：对课文内容的准确理解，提炼文章主旨和大意。
(完整word版)苏教版 8A unit8 教案
恩次方教育个性化辅导教案年级：八年级辅导科目：英语课时数：2课题1、8AUNIT82.期末测试题讲解2、现在完成时巩固教学目的一、完成八年级上册的巩固二、巩固现在完成时语法三、掌握动词过去分词不规则变化教学内容1、8A 8A UNIT8语法过去进行时表示过去某个时间点正在发生的事情，在过去某一段时间一直在进行的动作句型结构主语+谓语动词+（宾语）谓语动词：was/were +doing (动词ing形式)常用的时间状语this morning,the whole morning,all day yesterday,from nine to ten last evening,when,while等。
※注意：进行时态的中出现的动词必须是持续性动词，而非短暂性动词。
以下静态动词不用现在进行时：a.表示感觉的动词，如feel,hear,know,see,smell,taste等；b.表示状态、感情的动词，如be,have,dislike,hate,love,like,want,wish等c.表示心理活动的动词，如forget,mean,realize,remember,understand等d.表示所属关系的动词（词组），如：own,belong to(属于)等。
现在分词变化规则①在词尾+ing，如play→playing；②当动词以重读闭音节结尾且结尾只有一个辅音的时候，双写末尾的辅音+ing，如run→running；③当动词以辅音+e结尾时，去e+ing，如make→making 4.④不规则变化：lie→lying，die→dyingEg：We were having breakfast at 8:00 this morning.句型转换①变为否定句：We were having breakfast at 8:00 this morning.(在be动词之后加not) weren’t②变为一般疑问句：Were you having breakfast at 8:00 this morning? (把be动词提到句子最前面，其它不变)回答：Yes, we were. No, we weren③特殊疑问句的变化规则：三步走，一换二代三提前例1：We were having breakfast at 8:00 this morning.(对划线部分提问)一换：换成一般疑问句Were you having breakfast at 8:00 this morning?二代：把划线部分用特殊疑问词代入Were you having breakfast at 8:00 this morning?三提前：把特殊疑问词提前 doing whatWhat were you doing at 8:00 this morning?练习：请把下列句子改成特殊疑问句1. The students were watching TV at home last night.（what/when/where）when/while/as区别①when当……时候可以接一个时间点，也可以接一个时间段。
牛津译林版-英语-八上-8A-教案设计- 8单元 Study Skills
To find the main points of a passa ge in order to understand and memorize it more easily.To identify keywords in order to develop ge neral understanding of a passage.To guess meaning and generate mental pictures.To describe an disaster or an accident by respond ing to questions and interacting with othersTo describe an disaster or an accident by responding to questions an d interacting with othersStep 1 Talking about picturesShow pictures of different kinds of bad weather and disasters. Get the students to talk about the results of them. They can also talk about what other people do to hel p.(It will be better if the teacher can collect some reports on disasters or bad weather from newspapers or magazines. In this step, the teacher may try to input more information about the disasters and help students to talk about it.)Step 2 Listen to the tapeExplain that Sandy and Amy are talking about a natur al disaster. Invite them to listen to the tape and try to answer the questions. With the help of these questions, it will be easier for s tudents to focus on the key information e.g. in Britain, last week, heavy storm, thunder and lightening, terrible, school caught fire, no one was hurt, students on holiday. They will also help them to orga nize their own dialogue.Step 3 Reading the dialogue againGet the students to read the dialogue aloud. Direct the students attention to the intonation of different sentences. We use a rising tone for general questions. We use falling tones for ‘wh-’ questions or statements. Get the students to read the dialogue again. Pay special attention to the intonation patterns used here. Then give the students several minutes for the students to practice and act. Step 4 Talking about a disasterGet them to talk about a disaster. They can choose what the would like and try to make a new dialogue.Offer them enough time to practice and then get them to act the ir own dialogue out in front of the class.Step 5 Homework1.Remember some important words, phr ases and sentences.plete the exercises on books.3. Preview Task.。
牛津译林版八年级英语上册8AUnit7单元教案
牛津译林版八年级英语上册8A Unit 7 单元教案一、教学内容二、教学目标1. 学生能够理解并运用现在完成时描述过去发生且对现在有影响的动作或状态。
2. 学生能够通过阅读文章，了解地震的特点、危害及自救方法。
3. 学生能够在实际情景中运用所学知识进行交流，提高口语表达能力。
三、教学难点与重点1. 教学难点：现在完成时的构成和用法，特别是延续性动词与瞬间动词在现在完成时中的运用。
2. 教学重点：阅读文章中关于地震的词汇、短语和句子结构，以及现在完成时的用法。
四、教具与学具准备1. 教具：PPT、黑板、录音机、磁带。
2. 学具：教材、练习册、笔记本、字典。
五、教学过程1. 导入：通过展示一组地震图片，引发学生对地震话题的兴趣，进而导入新课。
2. 新课内容展示：a. 现在完成时：通过例句展示现在完成时的构成和用法，解释延续性动词与瞬间动词在现在完成时中的区别。
b. Reading：学生自主阅读文章，完成相应练习，教师进行讲解。
3. 实践情景引入：设置地震自救场景，让学生运用现在完成时描述地震发生时的状况。
4. 例题讲解：针对本节课的重点和难点，设计相关例题进行讲解。
5. 随堂练习：学生完成课堂练习，巩固所学知识。
6. 口语交流：学生分组讨论，用现在完成时描述过去发生的事情，提高口语表达能力。
六、板书设计1. Unit 7 Earthquakes2. 语法点：现在完成时的构成和用法，延续性动词与瞬间动词的运用。
3. 词汇：与地震相关的词汇、短语。
4. 重点句子：文章中的重点句子。
七、作业设计1. 作业题目：1. 我已经完成了作业。
2. 他去过北京三次。
1. What is the main idea of the article?2. How can we protect ourselves during an earthquake?2. 答案：见课后附件。
八、课后反思及拓展延伸1. 教师反思：本节课的教学效果，学生的掌握程度，以及教学过程中的优点和不足。
译林版牛津初中英语英语(8A)教学设计案例
学生分3组，小组讨论，将要点记在纸片上，推荐代表上讲台发言
学生表演
学生欣赏
通过情景交际活动，化抽象为形象,
提高可视度，巩固,收拾反馈信息
设计情景，进行情感、态度、价值观的进一步教育
评价小结
课堂小结，引导学生归纳学到了什么？
效果测试，反馈矫正，布置作业。
自主测试
学生独立作业思考并单独回答学生改正并朗读句子朗读时注意观察思考学生分组活动小组讨论最后由部分小组代表归纳总结积极思考学生两人一组活动学生分别扮演游客与导演的角色到讲台上表演巩固课文内容引导学生对有关自然保护区的现状引起关注并思考保护区出现的问题基本技能训练引起认知冲突与矛盾由浅入深层层推进学会用一般现在时交流锻炼学生的英语交际能力教学过程合作探究教师活动学生活动设计意图活动7
④The birds in Zhalong live in a large cage.
⑤There are many red-crowned cranes in other parts of the world.
⑥Many endangered birds live in Zha long now.
4)What should we do to protect the nature reserve?
引导学生用第一人称讨论
三、再次听读，认识扎龙
活动３：逐句播放
学生听课文录音
思考并回答
交流自己的体验
用第一人称完成，并表演
学生跟读
初步感知扎龙自然保护区的信息
培养学生听力和英语语言交际能力
培养学生演绎归纳比较和分析问题能力，丰富学生经验
⑥What do a lot of tourists go to Zhalong to do?
牛津译林版8AUnit8教案
Unit 8 Natural disastersComic strip & welcome to the unitTeaching aims1.to introduce the topic “Natural disasters”.2.To identify vocabulary related to the topic.Teaching content1.learn some new words: natural, accident, wash, village, lightening, storm, rainstorm, thunder, etc.2.Learn some phrases: mop up , lose the final, wash away, catch fire, start fire.3.Sentences:I was sleeping when it started to rain.Didn’t you hear the rain?Who’s going to mop up the water if I go home without you?Was anyone hurt?Difficulties and key points1.to grasp the new words of natural disasters.2.To distinguish the natural disasters from accidents.Teaching aidssome pictures , a tape-recorder &multimediaTeaching proceduresStep1 ：Lead-inBefore this lesson, the teacher can collect some pictures about some natural disasters.In class, the teacher show these pictures to the students, and ask them, “ What can you see in the picture?”, “What happened to these things/people?”Step 2: Presentation1.Revise the change between adjectives and adverbs.2.Ask students: What is the weather like today? What ‘re the disasters? What are natural disasters?Step 3: Practice1.Look at the pictures of the dialogue. Guess what’s wrong with Hobo?2.Play the recording, listen and answer the following questions:⑴What’s wrong with Hobo?⑵Why does Hobo ask Eddie to go home with him?3.Ask several pairs to practise the dialogue.4.Notes:(1)Didn’t you ...?(2)... if ...(3)一段时间+ laterAfter + 一段时间Step 4: Learning1.Guessing games：The teacher describes some kinds of disasters and get students to guess what they are .2.Practice reading the new words and phrases.3.Get students to complete Part A.4.Notes:(1)Accident 可数名词；an accident 不可数名词：by accident(2)Thousands of (不确定数) two thousand (确定数)Step 5: Free talk1.Get students to listen to the record of the conversation and practice reading it.2.Get students to talk about some natural disasters in their life freely.Step Homework1.Memorize the words of natural disasters.2.Talk about more disasters.Unit 8 Natural disastersReadingTeaching aims1.To infer meaning from keywords and context.2.To grasp the language points in the context.3.To develop the students’ ability of reading and using English.4.To make students learn more about the damage caused by the earthquake.Teaching contentWords: shaking , body, fear, scream, shake, direction, glass, brick, calm, moment, mind, since, alive, loudly,etc. Phrases: 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, move away, etc.Sentences:I was sleeping when the earthquake started.... people were running in all directions while pieces of glass and bricks were falling down.... I told myself to calm down since I was still alive.... I did not know if anyone else was near me.... there was just just enough space for me to move.Difficulties and key points1.To grasp the language points in the text.2.To finish the exercises about the reading comprehension.3.To recite the whole text.4.To understand the object clause.Teaching aidsmultimedia, a tape-recorder, some wall chartsTeaching proceduresStep1 ：Lead-inMethod 1: Show some pictures about. Wenchuan earthquakes to students, make them remember the situation in 12 th May. Think about the power of earthquake.Method 2: Ask two pairs of students to perform the dialogue of last lesson. Show pictures about earthquake to the students and ask them to say something about the pictures.Step 2: Presentation1.Show some pictures or videos about Wenchuan earthquake.2.We all remember the Wenchuan earthquake, but we know little about the Taiwan earthquake. There was a survivor in the Taiwan earthquake,we want to know what happened to Timmy.Step 3 : Leading1.Listen to the passage, answer the following questions:(1)Where are Timmy?(2)What happened to the people and buildings?(3)Where was Timmy when the shaking stopped?(4)What did Timmy do while he was waiting for help?(5)How was Timmy saved?2.Check out the answers. Then play the recording for the students to listen to.3.Write some keywords on the blackboard, then play the recording again, the students just listen without books and look at the keywords to understand the passage.Step 4: Activities1.Do the exercises in B1 and B2 on page 95.2.Play the recording again, let the students listen and repeat.3.Read the passage, then do exercises in B3 and B4 on page 96.Step 5 : Explanation1.shake v. --- shaking n.2.slight adj. --- slightly adv.3.In all directions4.try one’s best to do sth.5.finally = at last = in the end6.calm v. & adj.7.If 引导的宾语从句8.I did not even know where I was.9.say to oneself10.alive adj. 作后置定语与表语Step 6 : Practice1.Finish the rest of the exercises.2.Read the passage one by one.3.Retell the passage with keywords.Step 7 : Homework1.Recite the whole passage.2.Remember the language points.Unit 8 Natural disastersGrammarTeaching aims1.To understand the basic structures of past continuous tense.2.To master the past continuous tense.3.To use the past continuous tense with “when ”, “as” and “while” correctly. Teaching contentWords: terrible, break, snowball, snowman, hitPhrases: break down, because of , come into, fall over, run towards Sentences:I was sleeping. They were not sleeping. Were you sleeping?I saw you and your parents standing on the side of the road.He was ringing someone to come and help when Millie saw us.As I was trying to find my way out, I suddenly heard some noise above me.While Millie was watching TV. Andy came into the room.Difficulties and key points1.To use the past continuous tense correctly.2.To master the differences between “when” and “while”.Teaching aidsmultimedia,some pictures and cardsTeaching proceduresStep1 ：Lead-inMethod 1: T: What are you doing?S: We are having at English class.T: What were you doing at this time yesterday?S: We were having a Geography class.Method 2: T: After learning a passage about earthquakes, are you interested in it? Students in Class 1 Grade 8 are trying to find more about earthquakes. Let’s see what they did yesterday.Step 2: Presentation1.Ask students some questions ,create plots and scenes to use past continuous tense.2.Help students understand that the past continuous tense is used to talk about things that were happening some time in the past .3.Write the basic structure on the blackboard: “was / were (not) + v. -ing”.4.Give examples of changing the sentences into negative sentences, and how to ask and answer questions using the past continuous tense.Step 3 : Activities1.Finish the exercise in Part A. Then check the answers.Notes:(1)look for/ find(2)See sb. Doing sth./do sth.(3)It’s time to do sth./ for sth.2.Ask some students to make sentences with the past continuous tense.Step 4: Presentation1.Ask some questions about the dialogue in Part A. write the answers on the blackboard. Underline the word “when” and “while”.E.g. T: What was Millie doing when the snowstorm came?Millie was walking to the bus stop when the snowstorm came.Show more sentences like this on the blackboard.2.Help students to work out the rule. When we talk about a longer action, we usually use “while”. or “as”.Step 5 : Activities1.Finish the exercises in Part B. then check the answers.2.Make sentences using “when” and “while”.e.g.(1) While my mother was cooking supper, my father was reading newspapers.(2) When I came home, my little dog was sleeping.(3) The students were talking when the teacher came in.(4) My sister was listening to the music while my brother was watching TV.Step 6 : HomeworkUnit 8 Natural disastersIntegrated skillsTeaching aims1.To listen to the recording and make some notes according to different “natural disasters”.2.To complete the dialogue about different disasters according to the recording.3.To talk about dealing with different accidents.Teaching contentWords: danger, situation, burn, follow , safety, should, moreover, pancakes, dangerous,etc.Phrases: away from, cover with, as....as possible, protect ... from... be on fire, take a lift, traffic accident, stay away from, keep one’s hand in cold water, put on etc.Sentences:Look carefully, right and left when you cross the road.Do you know what to do first if I burn myself?Difficulties and key pointsTo get the correct information from the listening materials.Teaching aidscharts, a tape-recorder and multimediaTeaching proceduresStep1 ：Lead-inT: Good morning, everyone! Today we’ll do some listening exercises. It’s about “protecting yourself from danger”. what should you do when you are in danger? Firstly, let’s revise some knowledge about “natural disasters”.Step 2: Presentation1.Ask students to look through the exercise in Part A1 before they listen.2.Play the recording for the students to listen and write down the correct telephone numbers.Step 3 : Listening and practicing1.Help students go through the notes in Part A2, tell them what they should do.2.Play the recording for students to listen and complete the notes.3.Check their answers.Step 4:Listen againLet students listen to the tap again and finish Part A3. Then check the answers and explain some language points.Eg: moreover, be on fireIt’s dangerous to use lifts during points.Step 5 : Activities1.Ask : What should you do when you face an accident? Get some students to tell the whole class what they should do.2.Play the tape for the students to listen to .Ask : What is the accident?How should Millie deal with the burn?3.Divide students into groups and practise the dialogue using their own information.4.Encourage some pairs to act out their dialogues in front of the whole classStep 7 : Homework1.Go over the language points in this part.2.Practice more dialogues about “ Protecting yourself from danger”.Unit 8 Natural disastersStudy skillsTeaching aims1.To learn how to form the compound words.2.To divide the compound into two parts correctly.Teaching content1.To master the rules of forming the compound.2.Words: create, pancake, relationship, separate, headachePhrases: put... together, compound words, separate intoSentences: We can put two words together to create new words.Sometimes we can remember words more easily by separating some compound words into two words. Difficulties and key pointsTo learn to form the compounds and divide them into parts correctly.Teaching aidssome cards and multimediaTeaching proceduresStep1 ：Lead-inT: Today, we are going to learn a new kind of forming words. Now look at the cards.The teacher puts two cards with words that have been learnt, and ask:Can you know the new words?S: Yes, classroom, classmate, earthquake, etc.Help students summarize the rules of forming the new words.Step 2: Presentation1.Write down these words on the blackboard.2.Get students to read through these words and guess their meanings.Step 3 : Discussion1.Divide the whole class into several groups and discuss the rules of forming new nouns.2.Ask students to think out more compound words.3.Get some students from each group to present their results to the whole class, the teacher help them summarize the rules.4.Get students to write the correct words in the blanks in Part A according to the word-building rules.Step 5 : PracticeGive students some minutes to divide these words into two parts. Then check their work.Step 6 : BrainstormingGive students to think about this kind of word-formation, then tell more words about it.E.g: football, notebook, waiting-room, etc.Step 7 : Homework1.Revise this kind of word formation.Find out more words like these.Unit 8 Natural disastersTaskTeaching aims1.To generate ideas about natural disasters.2.To organize ideas using Sandy’s notes.3.To organize ideas for writing an article about a natural disaster for the school newsletter.Teaching content1.To learn to organize ideas about the article “natural disasters” according to Sandy’s notes.2.To complete Sandy’s article and use the article as a model to write a short article.3.Words: hit ,share, terrible, nearly, sweep, umbrella.Phrases: share with, sweep away, pull through, fall over, look out ofSentences: We could only hear the wind blowing.The snow kept falling around us.I share an umbrella with her while we were walking to the bus stop.Difficulties and key pointsTo writ an article about “natural disasters”.Teaching aidsPictures, a tape-recorder&multimediaTeaching proceduresStep1 ：Lead-in1.Show some pictures about different “natural disasters” and let students talk about them in pairs.2.Play a short video about an earthquake and get students to answer some questions.Step 2: Presentation1.T: Good morning /afternoon / evening, everyone! Today we will hear a story about a snowstorm. Do you want to know what has happened? Let’s go and see.2.Ask some students to read the notes one by one on page 102.Step 3 : Leading1.Explain the notes in Part to students.2.Tell students the notes can be divided into three parts; the introduction, the things happened during below the snowstorm and after the snowstorm.3.Let students discuss the form of writing notes.e the words and sentences below the notes on page 102 to talk about different “natural disaster ”Step 4: Activities1.Read through the passage on page103 and help students understand the whole passage.plete the passage using the information in Part A.3.Ask two students to read the passage.Notes:(1)hit → hit（过去式）→ hit(过去分词)(2)share sth. with sb.(3)keep doing sth.(4)fall over(5)look out ofStep 5 : Explanation1.Divide students into several groups to talk about a natural disaster.anize the ideas using the useful expressions in Part A.3.Ask some students to read their notes in front of the whole class.Step 6 : Practice1.Get students to write an article about a natural disaster on their own.2.Show their works to the whole class.Step 7 : Homework1.Revise the language points in this unit.2.Do some exercises of this unit.。
牛津译林版八年级英语上册8AUnit7单元教案
牛津译林版八年级英语上册8A Unit 7 单元教案一、教学内容本节课我们将学习牛津译林版八年级英语上册8A Unit 7的教材内容。
具体包括：Reading部分的“Seasons of the year”和“Which season do you like best?”，以及Grammar部分的“Present continuous tense”。
二、教学目标1. 学生能够理解并掌握描述四季变化的词汇和表达方式。
2. 学生能够运用现在进行时描述正在进行的动作。
3. 学生能够通过阅读文章，了解不同季节的特点和活动。
三、教学难点与重点重点：现在进行时的用法以及描述四季变化的词汇。
难点：正确运用现在进行时描述正在进行的动作。
四、教具与学具准备1. 教具：PPT，展示四季变化的图片和动画。
2. 学具：学生准备笔、纸和英语课本。
五、教学过程1. 导入：通过展示四季变化的图片，引导学生谈论不同季节的特点。
2. 阅读理解：学生阅读“Seasons of the year”和“Which season do you like best?”，回答相关问题。
3. 语法讲解：讲解现在进行时的构成和用法，结合例句进行说明。
4. 例题讲解：给出几个句子，让学生判断是否使用了正确的时态，并解释原因。
5. 随堂练习：学生进行现在进行时的句子练习，教师给予指导。
6. 小组活动：学生分组讨论，运用现在进行时描述组内成员正在进行的动作。
六、板书设计1. 四季变化词汇：spring, summer, autumn, winter, warm, hot, cool, cold, etc.2. 现在进行时：be + doing3. 例句：The children are playing in the park.（孩子们正在公园里玩耍。
）七、作业设计1. 作业题目：请用现在进行时描述下列场景。
a. Your friends are having a picnic in the park.b. Your parents are watching TV at home.c. The teacher is explaining the lesson to the students.答案：a. My friends are having a picnic in the park, enjoying the beautiful spring weather.b. My parents are watching TV at home, relaxing after a long day at work.c. The teacher is explaining the lesson to the students, making sure they understand the key points.2. 课后阅读：阅读一篇关于四季变化的文章，用现在进行时描述文章中的场景。
牛津译林版八年级英语上册unit8第7课时教案
牛津译林版八年级英语上册8A Unit8 Natural Disasters Integrated SkillsTeaching Objectives:To learn some useful expressions in case of the emergency call.To train the ability of getting details from the tape and use the information to finish the report form. To retell the accident with the information on the accident report call.Teaching contents:Words: condition cover caller arrival serious victim mobile phone Phrases: weather conditions cover the whole roadTime of arrival get worseCrash into catch fireSend the victim to…Sentences: She is as slim as I am.She is also helpful and is ready to help people any time.Betty wants to be a singer and travel around the world when she grows up.He has poor eyesight because of working on the computer too much at night.His legs are very long and they do not fit under the school desks.She is kind and never says a bad word about anyone.Teaching preparations:ComputerPicturesTape recorderTeaching procedures:Step 1 Warm-upT: What’s the weather like today? How can I know the weather a day earlier? (report)T: Through the weather report we can know the weather conditions. How many kinds of weather do you know? (windy, cloudy, sunny, rainy, snowy) And which do you think is the most interesting one? Why ?Show them the picture and say: The snow covers all the things and we can play with our friends. But if there is too much snow, it will be a disaster, and there will be some accidents on the road.Step 2 PresentationShow a picture about a car accident to the students.T: What can you see in the picture? (crash into). If there are some people in the car, they may hurt. So we call them “victims”. And we have to send them to the hospital, we can call what number? Teach the students some useful phone numbers.Present a picture.T: what information can you get from the picture? (a snowstorm, crash into a tree, trapped in the car, 2 people)T: they are Mr Su and Mrs Su, look at part A2 and fill in the blanks as many as you can. Then listen to the tape and try to complete the accident report form.Step 3 Practice1: listen to the tape and fill in the blanks. Play the tape again and then check the answers.2.listen for the third time and solve some problems that the students have.3.T: suppose that you are an reporter and now you are interviewing the couple, work with yourpartner and try to make a dialogue. Here are some questions:What happened to you, Mr Su?Were you alone in the car?Why didn’t you get out by yourself?Was anyone hurt?Did you call someone for help?What do you think caused the accident?4.Finish part A3. check the answers.5.retell the accident according to some hints.Step 4 Presentation1. T：Sandy told her e-friend about the snowstorm in her e-mail. Vivien also told her about a natural disaster in her school. Let’s listen to the conversation and find out what disaster it was.2. Play the tape and try to answer these questions:What happened in Britain?What caused the fire?Was anyone hurt?1.read after the tape and let the students themselves make up some dialogues using this as a model.Step 5 Homework。
苏教牛津译林版初中英语八年级上册8A U8 第七课时
苏教牛津译林初中英语重点知识精选掌握英语语法知识，巩固词汇量和各种语态，学好英语基础一定要扎实，大家一起练习吧！牛津译林初中英语和你一起共同进步学业有成！8A Unit 8 Natural Disasters 第七课时导学案Speak up & Study skills使用日期________ 班级________ 姓名________ 组别________ 评价_______ 【学习目标】1. 能用英语谈论如何急救，培养学生自我保护的意识。
2. 能理解复合词的构成及含义。
3. 能根据提示构成和记忆复合词。
【学习重点】能用英语谈论如何急救；能理解复合词的构成及含义。
【基础引航】一、写出并背默下列单词。
1. 烧伤2. 女儿3. 孙女4. 儿子5. 孙子6. 木板7. 工作日8. 头痛9. 牙痛10. 乡下11. 家务12. 烙饼二、译出并记住下列短语。
1.在家做饭__________________2.首先做什么_________________3.用……裹住__________________4.看医生___________________5.把手放在冷水里__________________三、翻译下列句子。
1. 当我们烫伤了，你知道我们首先应该做什么呢？Do you know ________ _______ ________ first when we _______ _______?2. 第一步，你需要将你的手放在冷水中大概10分钟。
_______, you should _____ your hand _____ the cold water _____ about ten minutes .3.用一张干净的毛巾裹住受伤的地方。
________ the burn ________ a ________ _________ .4. 我需要抹一点药膏吗？Should I __________ any ________ _________ it ?【要点探究】1. 朗读课本P100 Speak up 对话，回答问题。
新译林牛津英语八年级上册8AUnit8全单元教案
新译林牛津英语八年级上册8AUnit8全单元教案课题8A Unit 8 Welcome to this unit 课型New教学目标1. To learn the common names of natural disasters.2. To help students to know different kinds of weather and disasters.3. To arouse the students’ interest in natural disasters.教学重点To learn the common names of natural disasters.教学难点I was sleeping when it started to rain.教学过程教师内容备课札记Step1.Talking about the picture.(Show a picture with rainy weather)1.Get students to talk about what happens in the picture.For example:What’s t he weather like? How is the weather? Is therain heavy?2.Review the words about the weather.Step2.Presentation.1)Introduction:Hobo has some trouble. What has happened to him?Let’s ha ve a look .2)Students read comic strip.What’s the weather like?What happened to Hobo?What was bob doing when it started to rain?When did Hobohear the rain?What happened to Hobo’s house?Why doesn’t he want to go home?4)Repeat the dialogue after the tape.5)Have difficulties to explain.Be all wet全湿了Mop all the water up用拖把把所有的水拖掉I was sleeping when it started to rain.当开始下雨的时候我正在睡觉。
2020年牛津译林版八年级英语下册Unit8 L7 Task 教案
Unit 8 A green world 教案TaskI. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. use notes to organize their ideas;2. use new words and expressions learnt in Unit 8 correctly;3. write a passage about going green.II. Teaching contents1. New words and phrases: simple, step, power2. New structures: Here are some simple steps to take.Follow these small steps, and you can make a big difference to the Earth!III. Focus of the lesson and predicted area of difficulty1. To plan how to use details to support the topic.2. To review the first draft.3. To write an article about going green in easy and clear English.IV. Teaching proceduresStep 1 Lead-inGo over A3 on Page 116T: These days Sandy has written a note to Mr Wu about the survey on students’ daily habits. Let’s read it again.T: We can see there are three paragraphs. Do you know what each paragraph is about?T: Let’s have a clear look at the structure.The first paragraph is the introduction and it gives us the general information of the survey. Paragraph 2 is the results of the survey. It mainly tells the facts of the survey.In Paragraph 3, Sandy states her opinion.【设计意图：通过再读综合技能中Sandy给吴老师的信，让学生总结文章的框架。
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英语（八年级上册）Unit 8 Natural DisastersTask扬州市江都区第三中学张礼兰I. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. give facts for writing;2. organize ideas by making notes;3. write an article about a natural disaster.II. Teaching contents1. New words and phrases: share … with …, keep falling, nearly fall over, clear the snow, comefrom behind;2. New structures: A snowstorm hit Beijing on Friday, 5 January.I was doing my homework in the classroom when Mr Wu came in.My parents could not get home that night because of the heavy snow.III.Focus of the lesson and predicted area of difficulty1. Organize ideas by drawing up an outline;2. Write an article about a natural disaster in easy and clear English.IV. Teaching proceduresStep 1 Lead-in1. Compare two articlesT: Today I am going to tell you a story about how Timmy survived the 1999 Taiwan earthquake.Listen to this, pleaseIn 1999, a terrible earthquake happened in Taiwan.At first Timmy was sleeping. When he felt the shaking, he wanted to run out of the building, but he failed. And unluckily he was trapped in the dark. After that, he calmed down and tried to find his way out.At last, some people heard him and saved him.T: What do you think of the story? Do you think I’m good at telling stories? Why or why not?Is there anything good in my story?T: Here are some good points and bad points of my version. So you all think Timmy’s version is better than mine. And I agree with you. Now let’s g o over the structure of Timmy’s version.In Timmy’s version we can see the changes of his feelings, and we can see how terrible the earthquake was. It seems that we were there with him at that time. How do we have such feelings? First, articles in the first person make it easier for readers to have the same feelings as the writer’s. Second, f acts in details help support the writer’s opinion.2. Work out the structureT: Now I think you know how to write a natural disaster. Maybe we can give Timmy’s version a little bit change.e.g.: At last, I was safe. I was so happy to see the bright daylight again.【设计意图：通过比较两则关于Timmy在地震中的故事，让学生了解关于自然灾害的文章的写作结构，并初步认识细节描写的重要性。
】Step 2 Presentation1. Read Part A on page 102T: This week, a snowstorm hit Beijing. Our friend Sandy wants to write about it. And before writing she makes some notes. Let’s have a look.2. Have a discussionT: “A sandstorm happened in Beijing on Friday, 5 January.”“There was a sandstorm in Beijing on Friday, 5 January.” Which is better? Why? What about this one? Why? A sandstorm hit Beijing on Friday, 5 January. Some verbs can bring clear pictures in readers’ mind.T: Here is an interesting example: “越来越多的人开始骑自行车” So, suitable words, phrases or sentence structures can help make your article better.3. Finish the tableFind out the detail about the sandstorm and fill up the table.4. Answer the questionT: Why did I stay at Millie’s home?(The snow was very heavy. My parents couldn’t get home. Millie asked me to go to her home.My parents agreed and her parents agreed, too.)T: As teenagers, you shouldn’t sleep outside without permission because you’re not old enough to do so. Remember to give more details and then readers will know how terrible the snowstorm was.5. CompareT: Which is better among the three versions? Why?6. Finish Part B on page 103T: Now it’s time for us to help Sandy complete her article.【设计意图：通过提炼A部分里的信息填表，让学生学习如何在写作中陈述事实性信息。
通过讨论让学生进一步了解细节描写对支撑观点的重要性。
教会学生使用过渡词使自己的文章行文自然。
】Step 3 Writing1. Watch and take notesT: Now it’s time for us to write. First we should choose a topic. There are many kinds of natural disasters and you can choose any one you like. Since you’ve no time to search the Internet for more information, I will provide some for you. And I want you to write down some key words while watching the video. After that you need to write down some notes.2. Show the structure3. Offer some writing tips and useful expressionsT: Here are some writing tips and useful expressions for you.【设计意图：通过过程性写作，指导学生提升写作技能。
】Step 4 Evaluation1. Show the evaluation tableT: What is a good article about a natural disaster? Here is something you need to pay attentionto. Now read your article by yourself according to the writing tips and evaluation table.2. Evaluate(1) Self-evaluateRead your article by yourself according to the writing tips and evaluation table.(2) Peer-evaluateShare your article with your partner.【设计意图：通过介绍评价表及评价方式，使学生能够对自己和同伴的作品进行正确评价。