牛津英语8B Unit1教案
牛津版八年级英语上册册unit1教案.doc
牛津8A Unit 1 Friends 教案（教材分析）Language functions and focus1. Use an adjective before a noun or after a linking verb to describe someone/ somethinge.g.: She has short hair.Her hair is short.2. Use comparatives to compare two people /thingse.g.: Sandy’s hair is longer than Millie’s hair.3. Use superlatives to compare three or more people thingse.g.: He is the tallest boy in my class.4. Use ‘as’+ adjective+ ‘as’ to compare people / thingse.g.: Millie is as tall as Kitty.5. Use adj ectives to describe someone’s physical features and appearancee.g.: Sandy is tall and has long hair.Language skillsListening1. Identify main ideas to obtain information about a friend2. Interpret information to obtain a general understanding of the people in a conversation3. Identify specific and relevant information to complete letters about teenagers’ future plansSpeaking1. Use questions and answers to talk about people’s appearance and personality2. Use everyday expressions to show agreement and confirm informationReading1. Guess general meaning from keywords and context2. Skim text for overall meaning and scan for details3. Identify specific information about different people from their friends’ descriptionsWriting1. Collect information and organize ideas to describe the appearance and personality of a friend2. Produce a particular text-type for an audience using a given modelStudy skillsLook for main points and keywords to help understand and remember a passage more easilyBackground informationBook 8A continues the story about the lives and experiences of the six central characters introduced in Book 7A. Here, the characters are Grade 8 students. Yourstudents will be able to identify with the different situations and contexts. Language is presented through real-life experiences, exposing students to real communication. Overview of the unitThe main topic of this unit is describing the appearance and the qualities of a good friend. Students learn to talk about their friends and their future plans.Unit openingBackground informationThe opening page arouses students’ interest in the topic of the unit through the funny interactions of two cartoon characters (Eddie and Hobo). This opening page introduces the idea of friendship and sharing.Warm-up activities1. Read the conversation between Eddie and Hobo. Check understanding of ‘kind’ and ‘share’. Ask,e.g.: What does Eddie give Hobo? (He gives him some cake and milk.)Is there anything else in the fridge? (No, there isn’t.)What does Hobo want? (He wants to share Eddie’s pizza in the bowl.)2. Introduce the idea of sharing and friendship. Ask,e.g.: Are Eddie and Hobo good friends? (Yes, they are. They share things.)Who do you like more? Why? ( I like Eddie because he shares his food with Hobo.)Ask two more able students to role-play the conversation in front of the class.牛津8A Unit1 教案（1课时）Welcome to the unitObjectives1. To revise vocabulary and expressions to describe people2. To guess meaning from context3. To generate ideas about people’s appearance and personalities4. To categorize adjectives to describe important qualities of a friend according to personal preferencesBackground informationThis section introduces students to the unit topic about different personalities of friends. Students answer some questions in a magazine about the qualities of a best friend. It also preteaches some useful words and expressions.Teaching procedures1. Ask more able studentse.g.: Do you have a special friend? What makes him/her special?Accept all reasonable answers. (He/She helps me with my homework. I can always talk to him/her about my problems, etc.)2. Ask students to look at Part A and explain that they will be reading an advertisement in “Teenagers’ magazine. They have to match the qualities with thequestions. For weaker classes, go through the words and phrases on the left. Then ask each question at a time and invite students to say the correct word or phrase. Then ask the class to write the correct letters on their own.3. Go around the class to check that students have written the correct letters.4. Ask more able students to think of other qualities of a good friend, e.g., generous, clever, kind, understands my problems, makes me laugh. Write the words and phrases on the board.5. Read the list of words in Part B and chick that students understand their meanings. Check also understanding of ‘quite important’ and ‘very important’.6. On the board, write ‘What qualities of a good friend are important to you?’. Ask the class to think carefully about what qualities they appreciate in friends and put ticks under the correct headings in the table. Encourage students to work on their own. Then ask them to compare their answers with a partner. Ask individual students to tell the rest of the class about their own choice and their partner’s choice of qualities. Write some structures on the board to enable students to focus on the choice of adjectives and to maintain a fluent oral performance.Extension activityYou can copy the table. More able students can add more adjectives describing qualities of a good friend. Students can also interview several classmates using this table. They should write tally marks instead of ticks in the table. Then they can compare their results with a partner or in class to find out which qualities are the most popular.GameAsk each student to write three adjectives or phrases to describe a classmate on a piece of paper. Remind students to write his or her name as well. Encourage them to work on their own and not to show their choice of words to other students. Then collect the pieces of paper and put them together. Draw one at a time and read each description. Invite the class to guess whom it describes.牛津8A Unit1 教案（2课时）ReadingObjectives1. To guess general meanings from keywords and context2. To skim text for overall meanings and scan for details3. To identify specific information about different people form their friends’ descriptions4. To use adjectives to descr ibe people’s appearance and characteristics5. To recognize the use of comparatives and superlativesPart ABackground informationThis section presents three letters about ‘best friends’ for a writing competition held by ‘Teenagers’ magazine. The context invites students to think about qualities in their friends.Teaching procedures1. Review key vocabulary according to the general ability of the class. Tell the class about a friend or relative. If possible, show his/her photo. Say,e.g.: My best friend is small and thin with long hair. She is very smart and helpful. Then ask questions to check understanding. (Is my friend tall? Is her hair short or long? Is she willing to help?)2. Divide the class into three groups and allocate one article to each group. While students skim the text on their own, ask them to underline the words they do not know. Then go through the words students have underlined.3. On the board, write the headings ‘Appearance’ and ‘Personality’. Ask each group to go through their letter again and find words or expressions to match each heading. Invite students from each group to come forward and write their words and expressions under the correct heading.4. Write the following questions on the board for students to copy in their books. What does he/she look like? (For appearance)What kind of person is he/she? (For personality)What does he/she do or want to do in the future? (For future plan)Invite students from each group to ask and answer these questions and describe the teenager in each article.Part BTeaching procedure1. Explain the context and check that students understand what an editor of magazine or newspaper does. Then review the adjectives and nouns in the box in Part B1. Ask students to find the words in the articles on page4.2. Ask students to do Part B1 on their own. Tell them that they need to look for specific details, which fit each of the persons described in the articles. Encourage students to check their answers with a partner. Then ask students to read out the completed captions one at a time.3. Explain the context of Part B2 and ask students to find each description in the corresponding letter. Point to the photos in Part B2 and ask more able students to briefly describe each person. For weaker classes, read the sentences to the students and ask them to match them with the correct photos. Students could work individually or in pairs.Game1. Cut out some pictures of people of different height and appearance. Number the pictures or give familiar names to each person in the pictures (Mary, Tom, Peter, ect.). Stick the pictures on the board. Describe one of the people without pointing or even liking at his/her photo. Invite students to guess the person you have described. (That’s picture number five./That’s Mary.) Then ask individual students to do the same while the rest of the class guess the person.2. Alternatively, you can divide the class into three or four competing teams. Each team can work out description for the other teams to guess. Give a score only for the first correct guess.Part CTeaching procedures1. Explain the context of Part C1 and read the six sentences for weaker classes. Depending on students’ abilities, set this activity either as an individual activity or asa quiz.2. If you use it as a quiz, divide the class into teams of 4-5 students. Set a time limit. The team who gets all the correct answers first is the winner.3. Alternatively, you can ask students to close their books while you are reading each sentence. Give a score to the team who gives the first correct answer.4. Ask students to correct the false sentences.5. Ask more able students to do the extra sentences in Part C1. You can also ask them to correct the false sentences.6. Explain the context of Part C2 and check that students understand the idea of voting for somebody or something. If time allows, organize a class vote. Name a job, e.g., a class monitor, a student representative, etc. ask stronger classes to make a list of qualities required for the job. Write all the qualities suggested by the students on the board. For weaker classes, provide this table with the adjectives.Then ask the students to vote for each quality. Before each vote, invite more able students to explain why they will vote or not vote for that particular quality. Accept all reasonable answers, e.g.: I will vote for ‘clever’ because it’s important that a class monitor learns and understands things quickly.7. For weaker classes, read the sentences in the speech bubbles before you ask the students to find out who each of the characters will vote for and fill in the blanks. Then ask ‘Who will Amy/ Simon/ Sandy vote for?’ to check the answers.8. Divide students into pairs and ask them to vote for one of the ‘best friends’ described in the articles on page4. Write down the number of votes for each person on the board.Extension activityOrganize a class vote for a ‘best friend’. On a piece of paper, ask students to write a brief description about a person they consider to be a best friend. Invite 6-7 students to put up their descriptions on the board. Then read the descriptions one at a timeand ask the class to vote for one of them. Ask individual students why they have voted for that particular person.牛津8A Unit1 教案（3课时）VocabularyObjectives1. To use adjectives to describe people’s physical features2. To use adjectives to describe general appearance of people3. To select and use adjectives that are appropriate to describe the appearance of boys and girlsBackground informationThis section develops the use of adjectives to describe people’s appearance. Students should be encouraged to develop their range of adjectives as much as possible using the tasks on the page as a starting point.As students become more and more able to understand the subtle meanings of words, they will be able to develop ways of accessing imaginative and creative texts to foster genuine interest and pleasure in what they read. In turn, they will gradually be able to use adjectives to write more interesting and creative texts themselves. Teaching procedures1. Explain the context of the tasks. Ask students to study the pictures and words. For weaker classes, go through the words and preteach unknown words. Ask students to do Part A on their own first and then compare answers with a partner. Ask several students to read their answers to check correct use of adjectives.2. Go through the words in the box in Part B. less able students are not likely to know the adjectives which are only suitable to describe males or females. You may need to give them some hints. Ask students to use the words in sentences to check that they understand the meanings and use of words. Then ask students to complete the lists in groups of 4-5. Check answers orally with the class.Extension activities1. Ask students to find more adjectives for each category of the adjectives used in Part A. draw this table on the board and brainstorm as many words as possible.Go through the adjectives and ask students to draw simple illustrations of the adjectives on pieces of paper. Invite some students to show their illustrations to the rest of the class.Provide pictures of people either pinned up on the board or cut out of magazines to groups of four students. Fay an adjective and ask students to find a picture illustrating it.2. Ask students to select and write suitable adjectives to describe themselves on a piece of paper. Invite some students to come forward and read the adjectives. Makesure that the atmosphere is supportive and that the rest of the class do not make any unpleasant comments.3. Ask students to describe their friends, classmates, relatives or pop/sports stars using the adjectives they have learned. For stronger classes, encourage them to use any adjectives.Game1. Bring some pictures of people into the classroom or ask students to being pictures. These can be magazine or newspaper cuttings or photos. Divide students into groups of five. Give a picture to only one student in each group and ask him/her not to show it to the other students. Give blank pieces of paper to the other students. The student with the picture describes the features of the person in the picture while the other students draw the person. On the board, display the drawings together with the original picture. For stronger classes, invite students to find out the mistakes. For weaker classes, ask students to vote for the best drawing which resembles the picture.2. Alternatively, tell students who are drawing the pictures to ask as many questions as possible to get inform ation about the person they are drawing, e.g., ‘Is your person a boy/ a man/ a woman/ tall /small /fat /thin? Is his/ her face square/ round?’ The student looking at the picture is only allowed to say ‘Yes.’ or ‘No.’.牛津8A Unit1 教案（4课时）GrammarObjectives1. To use an adjective before a noun or after a linking verb to describe someone/ something2. To use comparatives to compare two people/ things3. To use superlatives to compare three or more people/ things4. To compare two people/ things using ‘(not) as’+ adjective+ ‘as’Background informationThis section further develops the use of adjectives already introduced in the reading and vocabulary sections. The story moves on from describing best friends for a magazine competition to describing classmates at Beijing Sunshine Secondary School. Daniel wants to write to his e-friends about his classmates. We already know some students’ features from earlier passages but we will learn more about their physical appearance and abilities in this section. Most adjectives are familiar so that students are able to focus on using them accurately in sentences. The use of‘(not) as’+ adjective+ ‘as’ is introduced in the context of a survey about outdoor activities.Part ATeaching procedures1. Tell students that we use adjectives to describe people and things. Explain that we can put an adjective before a noun or after a linking verb. Read the examples on the page and invite students to think of more examples. Prompt students by giving an example with an adjective, e.g., placed before a noun, and ask students to put the adjective, e.g., after a linking verb and make another sentence.2. For weaker classes, read the linking verbs in the tip box and check understanding. For stronger lasses, elicit the verbs.3. For less able students, go through the words in Part A to check understanding. Ask students to rearrange the words on their own. Then invite several students to read out their complete sentences to check the answers.4. Give less able students some extra words to rearrange and form complete sentences. You can use the additional items on the page. For stronger classes, divide the students onto pairs and ask each student to think of some jumbled words forhis/her partner to rearrange into a complete sentence. Make sure students include adjectives in their sentences. To make the activity meaningful, tell students to describe friends, classmates or other familiar people.Part BTeaching procedures1. It is a good idea to use pictures of people, animals or things to teach comparatives and superlatives. For example, use pictures of two pop/sports stars, to elicit examples with comparative forms, e.g., ‘Jacky is taller than Andy. Andy is thinner than Jacky. Andy is more handsome than Jacky.’ Make sure you use both short and long adjectives. Write the comparative forms on the board in two columns (short and long adjectives) and try to elicit the rule form the students, e.g., we add ‘-er’ to short adjectives and use ‘more’ for long adjectives. Then we add ‘than’ after the comparatives.2. Add one or two more pictures of pop/sports stars to elicit examples with superlative forms. Write the superlative forms on the board in two columns (short and long adjectives) and try to elicit the rule form students, e.g., we add ‘-est’ to short a djectives and use ‘most’ for long adjectives. Then we add ‘the’ before the superlatives.3. For stronger classes, point out the exceptions, e.g., ‘more pleased’, ‘the most pleased’; ‘more real’, ‘the most real’.4. The table shows the change of form of adj ectives when ‘-er’/ ‘-est’ or ‘more’/‘most’ are added. It also includes some irregular forms. Go through it with students. Check understanding by asking students to form comparatives and superlatives with other adjectives. You can use the additional examples on the page. Invite students to write the examples on the board to check the correct spelling.5. For stronger classes, ask students to close their books and elicit the spelling rules from the examples you have written on the board. Then ask them to look at the tableto check if they have formulated the correct rules. Give more able students the irregular forms of ‘old’ and ‘far’.6. Ask students to complete the table in Part B1 on their own. Remind less able students to refer to the table at the top of the page. Then invite students to compare answers in pairs. Go through the exercise again with the whole class.7. Ask students to complete ‘Work out the rule!’ at the top of page 10. For less able students, ask them to refer to the rules on page8 and the table on page9.Part B2Background informationPart B2 is a problem-solving task. Students must work out the answers form the information given in the table. Although this is a cognitively demanding task, as it requires comparing numbers, the vocabulary and language structures used in the activity are within students’ linguistic abilities.Teaching procedures1. For more able students, ask them to complete the sentences on their own and compare answers with a partner.2. For less able students, go through the words and numbers in the table and ask questions. revise the adjectives in brackets before starting this task.3. Check answers orally with the class.Extension activityDivide students into groups of 5-6. ask students to collect information about their own group and present it in a similar table. Students can include ‘Height’, ‘Weight’, ‘Running’, ‘Maths test’, etc. Tell students not to worry about the accuracy of their scores but to include approximate figures. Then ask them to write a group profile using sentences 1-9 as models.Part CTeaching procedures1. Use the information collected by students to introduce the new structures in Part C. If you have not done the extension activity, use the information in the table in PartB2. prompt the students to complete the sentence to elicit the new structure.2. Invite students to make their own sentences based on the information in their table or the table on the page. Write the sentences on the board. Elicit the rule form more able students. For less able students, read the explanation at the bottom of the page.3. Before starting Part C1, revise the meaning of the nouns used in this activity ---- ‘hiking’, ‘swimming’, ‘camping’, ‘cycling’, ‘diving’ and ‘skiing’. Elicit the nouns by pointing at the pictures in the table. Invite students to think of other outdoor activities.4. Elicit the meanings of the two key adjectives ---- ‘interesting’ and ‘dangerous’. List things, people, phenomena or activities and ask whether they can be dangerous or interesting, e.g., a fire, a favourite book, a lesson, a typhoon, ice-skating, etc.5. Explain the context to students. Point out that the table in Part C1 is another way of presenting information of a survey. Encourage students to use this as a model for presenting survey results about their own classmates.6. Give students enough time to study the table carefully. Encourage students to ask questions to clarify or confirm meanings of specific details.7. For weaker classes, read the conversation together with the students and explain any unfamiliar words/phrases first. Remind students not to use comparatives and superlatives, but only ‘(not) as…as’.8. Remind students that they need to pay attention to who is speaking in the conversation in order to refer to the correct column in the table for information.9. Ask students to work in pairs to complete the conversation. As this is aproblem-solving task engaging students’ general knowledge as well as linguistic knowledge, you must allocate sufficient time to do this task. Check answers orally with the whole class.10. If time allows, role-play the conversation. Check for correct pronunciation.11. In part C2, ask students to complete the last column of Part C1 expressing their own opinions about the different outdoor activities included in the table.12. In pairs, invite students to compare their answers and talk about what they think about the activities using ‘(not) as… as’. For less able students, tell them to use the conversation on the page as a model. Ask pairs of more able students to come forward and talk about what they think about the activities.Extension activityIf there is time and interest, divide students into groups of 5-6 and ask them to do a similar survey of the classmates in their group using the table on the page as a model. Encourage more able students to include other activities in the survey and compare the activities using other criteria, e.g., popular, exciting, ect. Then make a display of the group surveys.You can also draw the table without the information about Millie, Sandy, Daniel and Simon for students’ use. Students can add the names of the students in their group to the table.牛津8A Unit1 教案（5课时）Integrated skillsPart AObjectives1. To listen for and identify specific information2. To interpret information and obtain a general understanding of the people involved in a conversation.3. To respond to written text and information obtained from listening.4. To select specific and relevant details, to consolidate information and complete two letters to the editor of a magazine.Background informationIn this section, Millie and Sandy are each writing about their own hopes for the future to Mr. Zhou, the editor of ‘Teenagers’ magazine. Before writing their respective letters, they discuss their future plans with their friends, Amy and Kitty. Teaching procedures1. Ask less able students to read the list of future plans before playing the recording. Check understanding. Encourage more able students to guess the meaning of phrases.2. Invite stude nts to talk about their own and their partners’ future hopes.3. Play the recording. Students listen to the recording and put a tick next to each correct phrase as they hear it. Ask them to read the phrases they have ticked to check the correct answers.4. If many students have got wrong answers, play the recording again. Stop the recording after each phrase listed in Part A1 if necessary.5. For stronger classes, ask students to read Millie’s letter addressed to Mr. Zhou, the editor, on their own. For weaker classes, read the letter together with the students. Check general understanding of the letter and explain words and phrases if necessary. Ask students to read the list of phrases in Part A1 again and use the information to complete the letter.6. Read the completed letter or ask a student to read it to check the correct answers.7. For stronger classes, play the recording for Part A3 and ask students to complete Sandy’s letter on page 13 on their own. For weaker classes, go through the list of phrases in the table on page 12 again before playing the recording. Read the incomplete letter and check that students understand all the words.8. For weaker classes, you may want to ask students to close their books and listento the recording. Then check general comprehension of the conversation by asking questions such as “Are Sandy and Kitty going shopping this weekend? Why not? What’s Sandy doing to do next month? What does she love doing? What does she hope to become when she grows up?” Then play the recordin g again and ask students to complete Sandy’s letter. Allow less able students to check spelling of words in the table on page 12.9. Read the completed letter or ask a student to read it to check the correct answers. Extension activities1. Divide students into pairs and invite them to talk about their own future hopes and/ or plans. Write down some useful questions for students to ask each other, e.g., ‘What would you like to be/do?’, ‘What do you hope to become when you grow up?’, ‘What kind of person wo uld you like to be?, ect.2. If time allows, ask students to write a letter about their own future hopes and/ or plans using one of the letters as a model. Add the letters to the display of group survey.Pat BObjectives1. To use adjectives to describe friends and young people2. To formulate questions about people’s personalities3. To respond to questions about people’s appearance and personalities4. To show agreement and confirm information5. To interact with others in a familiar contextBackground informationExplain the common context of introducing and describing friends to other people while showing their photos. Sandy and her cousin Helen are looking at Sandy’s photo album with photos of her friends. Helen is asking Sandy questions about her friends and Sandy is describing them.Teaching procedures1. For stronger classes, tell students to close their books and listen to you while you read the conversation. For weaker classes, allow students to follow the conversation in the book. Read the conversation line by line focusing on intonation and sentence stress. Ask students to underline words that are stressed.2. Ask students to repeat the sentences as thy hear them. Make sure they so not sound monotonous or mechanical. If they have problems pronouncing particular words, practice the words separately first.3. Ask students to practice the conversation in pairs and then change roles. Ask more able students to role-play the conversation in front of the class.4. Ask students to bring photos of their friends. Invite more able students to show their photos while you ask them questions such as ‘Who is the boy/ girl on the left/ right/ in the middle/ next to…? What’s he/ she like? What would he/ she like to be when he/ she grows up?’ Students who do not have any photos to show can draw simple pictures to their friends.5. Divide students in to pairs and invite them to ask each other questions about the people in their photos. Ask students to make up their own conversations based on the model. For less able students, allow them to write down their conversations first before role-playing them.6. While students are practicing the conversation in pairs, move around the classroom providing help with correct pronunciation and fluency.牛津8A Unit1 教案（6课时）Study skillsObjectives。
江苏省南通市实验中学八年级英语上册 Unit 1教案 牛津版
知识要点：概述：本单元是初中二年级第一学期的第一个单元。
除复习初一学过的动词的现在进行时外，重点还有情态动词（may），物质名词paper及其数量的表达法。
序数词r音节的拼读规则。
阅读训练材料为第3课第一部分的两段对话。
为了培养学生的阅读能力，还应充分利用阅读训练材料，同步完成。
有条件的话，准备一些初级阅读材料，最好是中英对照的英语读物，逐步提高自身的阅读能力。
重点：（1）情态动词may用来请求允许及答应。
本单元只要求听懂，会说，知道意思就可以。
（2）物质名词paper及其数量的表达法：例如：a piece of paper; two pieces of paper （3）序数词first, second, third和fourth。
（4）r音节的拼读规则。
掌握其一个音标是某个字母或字母组合的读音。
明确英语单词的发音特点（即一个字母特别是元音字母不只一个读音，一个音标（也叫音素）也不只由一个字母或字母组合来构成的）这点会在重点讲解中加以补充说明。
（5）为了培养良好的书写习惯。
抄写造句是十分必要的。
难点：单词量，词汇量的加大会造成学习的困难。
因此，要注意方法，千万不能死记硬背，要在听懂，读懂的基础上，通过拼读规则来记忆单词，而词义和词的搭配及用法，还必须通过有情景的课文，并结合各种言语实践才能达到。
只有本着“词不离句，句不离文”的原则，才能降低词汇学习的难度。
比如first如果掌握了发音[f[:st]而ir字母组合发[[:]的音，那么很轻松地就能写正确。
就不会写成frist了。
除此之外，名词复数和现在进行时的结构还是难点，方法之一就是学会写完一句检查一句。
疑点：（1）may与canMay I (we)......? 是请求允许的日常用语，可有不同的答语。
例如：May I come in? Yes, you may. /Yes, you can.May I have a piece of paper? Certainly! Here you are.（2）I’m sorry 的呼语也应是具体情况具体对待。
上海牛津英语最新版八下unit1教案
Unit1period 1教学内容：Vocabulary语言知识目标：学会以下词汇：raise permission disabled teenager offer sufferillness organize express pain lonely friendship difficulty joy hurt (hurt, hurt)( courage spirits pay (paid, paid) community in need voluntary work ask permission suffer from raise one‘s spirits in order to语言技能目标：1、学会用音标记单词2、学会单词的构词法和分析单词的规律学习策略：1.游戏教学（大小声）2.竞赛（首字母抢答。
念中说英，念英说中）情感态度：学会用赏识的眼光去鼓励每位学生说英语。
Step1 : 复习英标Step2 :单词教授raise permission…Game : high and low./Simon said→silent I said →say quicklyListen to the tape .Step3 : 复习巩固Read togetherRead in groupSay English/Say ChineseStep 4: 拓展competition （首字母抢答）Step 5 : Homework for today1 、朗读单词2、抄写单词→预习课文（译P3）period 2教学内容：Reading教学目标：语言知识：初步了解篇章的结构语言技能：根据上下文语境猜测词义。
初步理解文章脉络了解三篇汇报学习策略：运用略读策略，了解大致内容情感态度：树立服务他人，保护弱者的意识。
教学重点：根据上下文语境猜测词义。
教学难点：通过初步阅读了解文章大意教学过程：step1:导入1.学生观察PPT展现的图片-爱心，展开议论。
牛津小学英语1B Unit8 二次备课教案(1)
I can swim第一课时【教学目标】：1、能听懂、学会swim,skate,play football和play chess，发音准确。
2、能听懂、会说、会读字母Rr,Ss和Tt。
【教学重难点】：1、能听懂并学会swim,skate,play football和play chess，发音准确。
2、准确读和写字母Rr,Ss和Tt。
【教学准备】：词语卡片、小黑板【教学过程】：Step1 Free talk:T：Class begings.S1: Stand up.T: Hello, boys and girls.Ss: Hello, Miss WeiT: Open the door, please.S1: All right.T: Open the bags, please.Ss: All right.T: Open the books, please.Ss: OK.同桌进行操练Step2 look and Learn1、教师做游泳的动作引出单词swim。
2、教学单词读音，先带领学生模仿录音朗读，再开“小火车”操练，以加深学生对单词的印象。
3、以相同方法教学skate、play football和paly chess。
4、Listen and do，教师边说单词，边请学生做出相应的动作，再由一生做动作，请其他学生说出单词。
采用小组竞争的方式进行比赛5、教师引导学生用I can…来说句子S1：I can swim.S2: I can skate.对于优秀的学生进行鼓励Step3 Look and read1）出示字母卡片Rr，示范发音，并引导学生观察教师口型，听清楚发音，静听几遍以后，再模仿朗读。
2）用类似的方法教学其他字母。
3）在朗读例词run、star和taxi的时候，可以尝试着让学生跟着教师拼读单词，以进一步感受字母Rr,Ss和Tt,还可以再举出一些例子单词带学生读并感受读音。
Step4Practice学习活动1：listen and judge教师先带领学生操练所学字母，训练学生的辨认能力，再做练习。
牛津译林版英语8B八年级下册_Unit1_表格式教案
课题8B Unit1 past and present welcome to the unit 授课时间主备人总共课时 6 第几课时第一课时备课时间授课班级授课教师学情分析This unit is very easy , it is connected with the students’ life.教学目标 1.To introduce the concept of situations that started in the past and is continuing in the past.2.To introduce the grammatical concept of the present perfect tense.重点难点 1.To introduce the concept of situations that started in the past and is continuing in the past.2.To introduce the grammatical concept of the present perfect tense.授课内容和过程StepⅠRevision二次备课1. Dictate new words from own to check.Step ⅡPresentationA. Translate some sentences.1. He has been back for two hours.2. Jimmy has kept the book since last week.3. They have been married since 10 years ago.4. K ate has been a member of the club for 2 years.5. We have never been to Japan.Step ⅢWarm-up activitiesListen to a short dialogue and think about the questions.1. Where was Hobo’s food an hour ago?2. What did Eddie do?3. How has Eddie changed?4. How has Hobo changed?B. Listen to the dialogue again and try to repeat the tape.Step ⅣProduction1 .Read the dialogue together and understand the meaning of thedialogue.2.Change some sentencepatterns according to the dialogue.E. g: ---Have you done your homework?Yes, I have. / No，I haven’ t.Step ⅤPresentationTransport at different timesWrite the correct names under the pictures.B. Back to the past , complete the timetable.Step ⅥPracticeMake sentences according to the timetable.People began to use buses in 1935.Buses have been in use since1935.Step ⅦProductionDiscussionTry to make the sentences as long as possible. ( Group discussion)Step ⅧAssignment1. Recite Comic strip.2.Make sentences with “have/has been in use”.3. Preview Reading.作业布置 1. Review the contents of this lesson.板书设计教学反思课题8B Unit1 past and present Reading 1授课时间主备人总共课时 6 第几课时第二课时备课时间授课班级授课教师学情分析这一课时非常贴近学生的生活，很容易引起学生共鸣。
江苏译林版牛津初中英语8B说课稿(全册)
江苏译林版牛津初中英语8B说课稿(全册)一、教材背景《江苏译林版牛津初中英语8B》是适用于江苏省初中八年级学生的英语教材。
本教材以培养学生英语听说读写的能力为目标，结合了牛津初中英语的教学理念和江苏译林的教材编写风格，全面提升学生的英语综合素养。
二、教学目标通过本学期的教学，学生将能够达到以下目标：1. 熟练掌握每个单元的词汇、语法、听力和口语表达；2. 培养学生阅读理解的能力，能够读懂文章并回答相关问题；3. 提高学生的写作水平，能够用英语描述人物、地点、事件等；4. 培养学生的英语听力能力，能够听懂日常对话和简短的演讲。
三、教学内容本教材共分为八个单元，包括以下主题：1. Unit 1: Can you play the guitar?2. Unit 2: What's the matter?3. Unit 3: Why don't you talk to your parents?4. Unit 4: I want to be an actor.5. Unit 5: What were you doing when the UFO arrived?6. Unit 6: Life in the future.7. Unit 7: Would you mind turning down the music?8. Unit 8: What's your favorite way to relax?每个单元均包含词汇、语法、听力、口语、阅读和写作等多个方面的内容，通过这些内容的研究，学生将全面提高他们的英语能力。
四、教学方法本教学将采用以下方法：1. Task-based learning: 学生将通过完成任务来提高他们的语言能力，这包括角色扮演、小组合作、听力练等；3. Audio-visual aids: 教学过程中将使用多媒体设备来辅助教学，包括播放录音、观看视频等；4. Individual and pair work: 学生将有机会进行个人和小组活动，这有助于提高他们的自主研究和合作能力。
牛津英语8b unit 1 integrated skills
most of them have (10)_______ into new moved
flats.
Things have changed a lot over the years.
I hope I can visit Starlight Town and see the changes myself.
步骤三：活动激趣，完成任务。
Activity 4
Which one do you like better? Why?
positive side 正方 negative side 反方 the life in the past the life at present
步骤四：合作学习，弱化难点。
Activity 5 Speak-up Listen to the tape and answer: •How did Millie go to her primary
步骤三：活动激趣，完成任务。
Pre-listening
Activity 1
Advantages: A good environment WhatEnvironmentsee in this pictur can you Transport Disadvantages: less development
教学重点：能理解书面和口头形式陈述的信息 教学难点：用英语谈论过去和现在的习惯
教学目标
1. 知识目标：听录音，获取有关星光镇变化的具体信息。
2. 能力目标：通过完成一篇日志对听取的信息做出回应。
3. 情感目标：讨论过去和现在的生活。
教学重点、难点：
1. 教学重点：能理解书面和口头形式陈述的信息。通过 任务型教学，用描述图片这个形式，创设轻松、活泼的氛 围，吸引学生的兴趣；用猜谜、竞赛等形式，完成任务， 来突出本课的重点。
牛津译林版八年级下册英语Unit1教案
牛津译林版八年级下册英语Unit 1教案一、教学内容本课教材为牛津译林版八年级下册英语，Unit 1的主题是“Why don’t you talk to your parents?”。
本课将学习一般现在时的肯定句、否定句和疑问句，以及如何运用一般现在时描述习惯和经常发生的动作。
同时，学生还将学习如何用一般现在时表达喜欢和不喜欢的活动。
二、教学目标1. 学生能够听懂、会说、会读本课的生词和短语，如“often, sometimes, usually, rarely, never, brush your teeth, watch TV”等。
2. 学生能够运用一般现在时描述自己的习惯和经常发生的动作。
3. 学生能够在适当的情境中，用英语进行简单的交流，如询问和描述他人的习惯。
三、教学难点与重点重点：一般现在时的肯定句、否定句和疑问句的构成和运用。
难点：一般现在时态的运用，如何用英语描述自己的习惯和经常发生的动作。
四、教具与学具准备教具：多媒体课件、黑板、粉笔。
学具：课本、练习册、文具。
五、教学过程1. 情景引入：教师通过展示一幅图片，图片中有一个男孩在刷牙，一个女孩在看电视，引发学生对日常习惯的讨论。
2. 新课导入：教师引导学生学习一般现在时的肯定句、否定句和疑问句，并通过例句和练习让学生掌握一般现在时的构成和运用。
3. 课堂实践：教师设计一些情境，让学生运用一般现在时进行角色扮演和小组讨论，如描述自己的日常习惯，询问和描述他人的习惯等。
4. 随堂练习：教师给出一些练习题，让学生独立完成，检验学生对一般现在时的掌握程度。
六、板书设计板书内容：一般现在时肯定句：主语 + 动词原形否定句：主语 + don't/doesn't/does not + 动词原形疑问句：Do/Does/Doesn't + 主语 + 动词原形？七、作业设计1. 作业题目：用一般现在时描述你的日常习惯，并写一篇短文介绍你的朋友。
沪教牛津版本八年级下册英语unit1教案(深圳)
( ) 11. _______ is difficult to work out the maths problem.A.ThisB. ThatC. It( )12. We decided _______ at the end of this month.A. travelB. not start outC. to leave( )13. Let him _______ a rest. I think he must be tired after the long walk.A.hasB. haveC. to have( )14. _______the computer is a problem.A.How to useB. What to useC. Where to use9.I haven’t decided wha t (draw) for my cartoon book.10. Children under 18 years old are not allowed (drive).11. What he said made us deeply _____. (move )12. As a result of my laziness, I failed ________( finish ) my work in time.13. I am sorry ______ (not have) written you a letter at the time.14. Will you lend him a magazine _________ (read)?15. I feel tired and sleepy. Why not stop _______ (rest) for a while?语法填空Dear Mum,I’m writing this letter to talk about my worry about you. I can’t stop linking about my Dad’s death and both of us are suffering sadness. In fact, I really want to ask you (14) ____________ (not give) up being alive. All of us know that you and Dad loved each other so much. You always got up early (15) ____________ (look) after him when he was in hospital. My Dad has been away for half a year. But you still can't believe in this综合训练一、完形填空My name is Feng Guixiang. I want to tell you about the China Children and Teenagers' Fund(CCTF) and how it __1__ me.One of the CCTF's special __2__ is the Spring Bud Project. In 1989, 4.8 million children in the country, aged from seven to fourteen, were too __3__ to attend school. Eighty-three percent of them were __4__. Because of this, the CCTF launched the Spring Bud Project to help them. Since then, the project has helped millions of girls __5__ to school. It has also built a lot of schools.The very first Spring Bud class was here in Guangxi in 1989. The Spring Bud Project __6__ me to attend that class. It also rented a 7 close to the school for me. I could live in it without paying money.Before the project started, I stayed at home and helped my mother with the __8__. Going to school changed my life __9__. I learnt to read and write and do many other things.Now I __10__ a teacher at a Spring Bud school here in Guangxi. I wish to help other girls the way the Spring Bud Project helped me.1. A. hated B. helped C. accepted D. treated2. A. spirit B. difficulties C. lessons D. activities3. A. unusual B. disabled C. poor D. free4. A. girl B. students C. boys D. adults5. A. fail B. decide C. return D. walk6. A. looked for B. waited for C. lasted for D. paid for7. A. shop B. room C. car D. book8. A. housework B. teamwork C. homework D. network9. A patiently B. greatly C. carefully D. luckily10. A learn from B. care for C. talk with D. work as二、阅读理解Carly Harris is a student at University of Utah. She was travelling with her cousin in December when she saw a video on the media about a camp called Camp Moria in Greece. Then they decided to be volunteers in this camp.They tried to contact the organizer of the camp, but failed. At last, they got to the camp by themselves.Camp Moria used to be a military barrack(军营) with 700 people, but nearly 2, 000 lived there when Harris arrived in December. There, Harris’s job was to give the drenched people hot tea and dry clothes. One day, a young man in the camp told her she was very kind and thanked her very much. Harries later knew his name is Soufiane El Yassami. He is from Morocco. Many North African refugees(难民), like El Yassami, travelled across the ocean to Europe for a better life, but finally, they arrived in Lesbos as refugees, not immigrants (移民) .Harris is Mormon(摩门的), and El Yassami is Muslim(穆斯林的). They are very different in many ways. However, on Harris's last day in the camp, when El Yassami asked if he could make friends with her, she said yes. Then they became good friends and kept in touch with each other for a long time…1. What was Carly Harris doing when she saw the video about the campA. V olunteering in another refugee camp.B. Studying at University of Utah.C. Working in a social medium company.D. Travelling with her cousin.2. The underlined word "drenched" in Paragraph 4 probably means __________ in English.A. wetB. weakC. poorD. old3. What can we know about El Yassami from the passage?A. He is not Muslim.B. He thought Harris was very kind.C. He would like to work with Harris.D. He got to lesbos as an immigrant at last.4. Which of the following is true according to the passage?A. Harris had graduated from University of Utah.B. Harris succeeded in contacting the organizer of Camp Moria.C. Camp Moria should be very crowded.D. Harris didn’t want to make frien ds with el Yassami.5. In what order did the following events take place?a. El Yassami arrived in Lesbos as a refugee.b. Harris gave hot tea and dry clothes to the people in the camp.c. Harris made friends with El Yassami.d. Harris saw the Greek camp from a video on social media.e. El Yassami expressed his thanks to Harris.A. a-b-e-d-cB. a-d-b-e-cC. d-b-a-c-eD. d-a-b-c-e三、根据短文内容,从选项中选出能填入文中空白处的最佳选项,选项中有一项为多余选项。
牛津译林版八年级英语下册8Bunit1 past and present 课文要点全解
牛津英语8Bunit1 past and present课文要点全解Comic strip1.I've just eaten it我刚把它吃了。
(教材第6页)just此处用作副词，意为“刚刚,刚才”,通常与现在完成时连用。
Mr Wang has just left our classroom,王老师刚刚离开我们的教室。
I've just heard the news.我刚听到这个消息。
[拓展]①just副词，还可意为“正好，恰好;仅仅，只是”，起加强语气的作用。
This jacket is just my size.这件夹克衫正合我的尺码。
He is just a child他仅仅是一个孩子。
I just want to talk to you.我只是想和你谈谈。
②.just own意为“刚才”相当于a moment ago,.常用于句来，用于一般过去时态的句子中。
I met one of my friends in the street just now.我刚才在街上遇到了我的一个朋友。
③just then意为“就在那时”。
Just then, someone knocked at the door.就在那时，有人敲门。
中考●链接I'm not hungry because I have ______had lunch.A.everB. neverC. justD. still解析:我们可用“前后照应法”解答此题。
ever"曾经”;never“从不”;just“刚才，刚刚”;sill 还;仍”。
由主句句意“我不饿”可推知从句句意应为“因为我刚吃过午饭”。
故选C。
答案:C2.Why?为什么? (教材第6页)这是一个省略问句，其完整形式是"Why did you cat my food?。
why引导的特殊疑问句用来询问原因，通常用because (因为)引导的句子来回答。
八年级英语下册 Unit1精品教学案(共10课时) 牛津译林版
8B Unit1 Past and present8B Units1导学案参考答案Unit1第一课时：一、1.was 2.has eaten 3.to have 4.to play 5.is eating 6.took 7.rode8.will be二、1.would like , grows up 2.walks to school 3.goes to work by bus 4.flies to5.don’t want to any more第二课时：一、1.know about 2.get married 3.move out 4.water pollution 5.in the centreof6.feel lonely7.turn into8.from time to timeed to do 10.in some ways二、well has lived southern got married in the centre of children has changed a lotmarket stallsHas turned into to play cards pleasant shoe factory waste waterfish and plants polluted took action cleaner in some ways open space lonely第三课时：一、1. I don’t want to play with you any more.2.There used to be the home of birds.3.He live in Beijing since he moved here.4.In the past ,many people had no money to go to school.5.Nanjing has changed a lot in the past five years.6.Many friends have moved to other places ,so I feel lonely from time to time.7.I had an interview with my Chinese teacher this morning.8.It has bee more difficult to play chess with my old friends.二、1.Where have they gone ..2.How long has lived3.When was born4.you helping me第四课时：一、1.dishonest 2.unhappy 3.unlucky 4.impolite 5.unkind二、D C C B C A三、1.cheaper 2.healthiest 3.impossible 4.safely 5.well better第五课时：一、1.They haven’t read the book yet.Have they read the book yet? Yes, they have/ No , they haven’t1.How long has Daniel stayed in Shanghai?2. I have known him for ten years.3.Sandy has been in Beijing for half an hour.二、1. Have seen have did see2.lent hasn’t given 3.have been did visit第六课时：一、C C A A D B二、1. He has already finished homework.2.Have you ever been to Beijing?3.I have known Linda for 3years.4. I have just seen Lily.5.We haven’t heard from him for a long time.第七课时：一、1.is 2.do 3.will be 4.shall go 5.taught 6.has taught 7.has gone8.Have seen 9.have learned 10.will arrive二、1.How long have you known him?2.Has Jane finished her homework?3.I haven’t worked in this school for two years.4.Why hasn’t Jim finishedhis homework?5.when did you buy this watch?6.Who is the old man next to Lily?7.Which girl is my sister?8.How far is your home from your school?第八课时：一、1.advantages 2.reduce 3.changed 4.developments 5.service6.interview7.realizes 9.repair二、1.recently 2.unpleasant 3.impolite 4.have done 5.left6.southern7.polluted8.Has arrived arrived9.has eaten 10.have been第九课时：第十课时：一、1.as often as before 2. have an interview with sb ed to do sth 4.so big and modern5.in the north of二、1. was has lived 2.was made 3.Has arrived arrived 4.has eaten5.safely6.has been7.have been三、1.B 2.C 3.B 4.C 5.D 6.A四、1.Have you anything 2.doesn’t provide any longer 3.since ago ed to5.has been to。
牛津译林版八年级下册英语Unit1优质教案
牛津译林版八年级下册英语Unit 1优质教案一、教学内容本节课选自牛津译林版八年级下册英语Unit 1《Past and present》，主要围绕过去和现在的生活进行讨论。
具体内容包括：Grammar：Past continuous tense；Vocabulary：changes，primary school，factory，crowded，noise，pollution；Reading：Changes in my hometown；Functional expressions：Talk about changes in the past and the present.二、教学目标1. 能够理解并运用一般过去进行时描述过去某个时刻正在进行的动作。
2. 能够通过阅读课文，了解并讨论家乡过去和现在的变化。
3. 能够运用目标词汇描述过去和现在的不同。
三、教学难点与重点教学难点：一般过去进行时的构成和用法；目标词汇的运用。
教学重点：运用一般过去进行时描述过去某个时刻正在进行的动作；讨论家乡过去和现在的变化。
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、字典。
五、教学过程1. 引入：通过展示一组家乡过去和现在的图片，引导学生讨论并引入话题。
2. 语法讲解：讲解一般过去进行时的构成和用法，结合例句进行解释。
3. 例题讲解：给出几个例句，让学生分析并翻译，巩固一般过去进行时的用法。
4. 阅读课文：让学生阅读课文，了解家乡的变化，并回答相关问题。
5. 随堂练习：设计一些练习题，让学生运用一般过去进行时和目标词汇进行练习。
6. 小组活动：分组讨论，让学生用英语描述自己家乡过去和现在的变化。
六、板书设计1. 一般过去进行时的构成：主语+was/were+动词的现在分词。
2. 目标词汇：changes，primary school，factory，crowded，noise，pollution。
牛津英语8BUnit1Pastandpresent单元分析及课时教案
八年级牛津英语8B Unit1 Past and present 单元分析及课时教案金坛市第五中学英语组张文学执笔【教材分析】主要内容包括：一、语篇内容，本单元探讨的是时代变迁带来的变化和发展，涉及北京交通系统的变化，以及通过阳光城过去和现在的改变。
二、语法内容，本单元的语法内容时现在完成时，这一语法是学生学习的一个难点。
三、词汇学习技能，主要是反义词的构成与运用；以及如何使用英语词典查单词。
四、写作技能，能通过语篇的学习，掌握如何描述某地过去到现在所发生的变化。
【单元目标】知识目标：1．学习动词过去分词的拼写及现在完成的基本构成2．学习并识别使用现在完成时的语境。
3．识别反义词并掌握其正确的用法。
4．学习并掌握有关发展变化的词汇。
能力目标：1．熟悉并灵活地使用现在完成时谈论因时间变迁而产生的变化。
2．能理解采访时用到的问题并能对开放性延伸性的问题予以回答。
3．能听取有关大屿山变化的具体信息并能通过两幅照片的对比描述某地从过去某一时间到现在的发展变化。
学习技巧目标：进一步熟悉字母表的字母顺序，指导学生掌握查阅字典的技能。
情感目标：通过中国各地的发展变化，激发学生的爱国热情，进行爱国主义教育。
文化目标：通过阳光镇的过去到现在的发展和变化，了解时代的变迁。
【教学重难点】1.有目的的进行语篇教学及从阅读教学中的问题讨论、语篇分析、语义重构及机械模仿四个教学过程着手，培养学生的写作能力，提高学生的写作水平。
2. 现在完成时的教学是本单元语法教学中重中之重，也是学生学习的难点，是学生两级分化的关键。
3. 本单元的一些重点词汇及重要句子、句型。
【学情分析和教学建议】本单元的话题-过去与现在的变化，这与现在社会热点-改革开放30周年活动很贴近，这对学生学习课文有一定帮助，也为学生的写作提供有效的素材。
因此教师在教学设计与课堂教学过程中要准备充分的材料，从而让学生意识到改革开放各地变化，激发学生的爱国热情。
在教学方法上，教师可以采用Role-playing; Cooperating; Pre-reading; While-reading; Post-reading; brainstorming; listening for special information等教学、学习策略，正确利用好教学图片以及多媒体课件展开课堂教学体现教学过程中学生的参与活动work alone, Pair work, Group work, Discussion.词汇教学可以通过图片或多媒体进行，以原有知识带动新知识，并在教学词汇是，进行必要的句子教学或小篇段教学，使词汇教学不孤立。
牛津译林版八年级上英语Unit1集体备课表格式教案
牛津译林版八年级上英语Unit1集体备课表格式教案题8A Unit 1 Welunit课型New教学目标知识目标：谈论人的外貌个性，学习描述人的单词和表达法。
技能目标：谈论各自的朋友，掌握描述人物相貌和品质的知识。
情感目标：了解并逐步养成好朋友必须具备的优良的品质。
教学重点学会用表示人的品质的单词与词组来描述自己的朋友。
教学难点理解并正确运用与朋友品质相关的单词与词组。
教学过程教师内容备课札记Warm-upTalk aboug happenedummer holiday.Showures and introdulaand animals in Australia. AlaTa photo wamous man--- Batman. He’s a hero and people’s good friend becaulps people in danger. Do you agree? What do you?Step 2 PresentationThere awords to describe people. For example, we can say Batman is good-looking. But we never say he’s beautiful! We don’t use beautiful to describe a boy or a man. Illl fuaappy, we saumorous.Teach “good-looking” and “humorous”Pr aPlay a guessing game.2. T: Just now we heardudents talk aboubds. Could you tell me which words are used?are vant quala bd, do you? Whaqualities aau?ay be used:Igood friend should be very … because…I agree. / I don’t agree with you because …It’s q important for a friend to be …? Do you?I don’good friend must be very …3. T: Why do you/ur bd? What makes him/al to you? Can you tal/her about anything? Do you tal/her when you have problems? Do you believe what he/she says? When you are haad, do you tal/her?Teach “sad”, “believe”, “honest” and“joy”PresentationT explalanguagT: How old is your bd? What about you? So you are teenagers. We call children between 13 andagers.Teach “teenager”.We have a good friend, Eddie. Is he a teenager? 2. Who’s Eddie’s goo d friend? Why?Play the taandd out the answqu(Hobo is Eddie’s good friend becaualways share things with ea) Audadand answer the questions:(1) What does Eddie give Hobo?(2) What does Hobo want?(3) Do youddie is a true friend? Why?T explalanguagummarizeDiscuss: Who do you like better as a friend, Eddie or Hobo? Why?A model dialogue:A: Who’s your good friend?B: …A: What’s he/she like?B: …A: What do youur friend?B: …A: What makes him/al to you?B: … Can you tellg about your good friend?T: Today we have learnedant qualities about a good friend. Iat we all think appearaant, but a friend should be helpful andAnd I hope evan be like that and you will havdHomework1. Describe a good friend of yours wwords and phrases lealesson.2. FWorkbook ex板书设计教学反思课题8A Unit 1 Friends Reading (1)课型New教学目标知识目标：进一步学习用形容词来描述朋友的外貌和个性。
2022年牛津译林版八年级英语下册Unit 1 Past and present教案
Unit 1 Past and present教案总课题8B Unit 1 Past and present 总课时8 第1 课时课题Welcome to the unit 课型New教学目标1 To introduce the present perfect tense generally.2 To introduce the different forms of transport at different times in Hong Kong.教学重难点1.To introduce the present perfect tense generally.2 To introduce the different forms of transport at different times in Hong Kong.学法指导task-centered approach教具准备课件教学步骤二次备课Step 1: Free talkIn the past, Hobo and Eddie weregood friends. But now somethinghappens between them. Do you wantto know what’s wrong with them?Step 2: PresentationRead the dialogue, and find out the answers to the followingquestions.1)What was in the bowl an hour ago?2) What did Eddie do?3) Why did he do that thing?4) Why does Hobo think Eddie has changed?Explaining the new tense :the present perfect tenseEg: 1) Have you seen my food?(see—saw—seen)2)I’ve (I have) eaten it.(eat—ate—eaten)3) We have not seen him for a long time ……4) How has he changed?Let Ss read the dialogue in pairs.Step 3: Presentation1. Show the pictures . Discuss them with the Ss.: What’s the use ofit?Where do you usually see it?Is it a special one? Why?Which transport do you like best?2. Write the correct names under the pictures.Step 4: PracticeFinish part B (Back to the past) & complete the timeline.作业设计1.背诵本课的单词与词组2.预习Reading，完成预习作业教学反思总课题8B Unit 1 Past and present 总课时8 第2课时课题Reading 1 课型New 教学目标1 To grasp some useful expressions2 To infer general meaning from title and context教学重难点The unders tanding of the reading学法指导Task-centered approach教具准备课件教学步骤二次备课Step 1 Free talk .Where is your hometown?Has it changed a lot?Can you tell us something about the changes to your hometown?As you know, I am a teacher now. But five years ago, I was ateacher, too. So I have worked here for 3 years. I think our schoolchanged a lot. Do you think so? Everything has changed a lot?Step2: Presentation.Have you been to Beijing? Now, look at some pictures of it. Witnessgreat changes to it over 100 years. Show pictures.Step 3 Reading A1. Would you like to listen to Mr Chen, Daniel’s grandpa? Play theta pe for Ss 2 times. Answer the following questions.How long has Mr Chen known Sunshine Town?Did Mr Chen live there all the time? Why?Does Mr Chen think the place changed a lot?What are the differences between the past and present?2.Check the answers if they can not answer.3. Explain some difficul t points.4. Ask Ss to read in pairs and try to act it out.Step4: Practice.1.Do the exercise on page 10 B1Match the words on the left with the meanings on the right.2. Finish off the exercises of partB2,3 on P.(T/F).S tep 5 Finish Part D on page 11作业设计1．背诵本课的单词与词组2．完成《课课练》上本课时的作业教学反思总课题8B Unit 1 Past and present总课时8 第 3 课时课题Reading 2课型New教学目标To grasp some useful expressions and understand the new tense-Present perfect tense;To retell the main idea of the text；教学重难点To get more detailed information about the changes to the town and understand the new tense-Present perfect tense.学法指导Task-centered approach教具准备课件教学步骤二次备课Step 1: Pre-checking.Translate the phrasesAsk some students to give us the answers and then correct;Ask themto read together.B.预习交流作业（见学案）小组核对-----集体校对-----质疑交流C.Further understanding the text.Ask and answer.Who is Mr Chen?(He is Daniel's grandpa who lived in Sunshine Town before.)What do you know about Mr Chen?(He got married in 1965.Then he and his wife moved to another flat inthe center of town. Lase Last year, they moved again. Now, he oftenmeets his friends in the park.He feels a bit lonely from time to time.)What was in Sunshine Town in the past?(There was some small restaurants,shops and market stalls. There wasalso a small post office and an old cinema.)How many people lived there in the past?(30,000people.)What is the town centre now?(It's a park. )What does Mr Chen do in the park?(He meets his friends to play cardsand chinese Chinese chess.)Why is there less water pollution than before?(Because thegovernment has took taken action to reduce the pollution. )Step2:PresentationA. Present perfect tense:①概念:动词结构：have/has+动词的过去分词基本用法：表示这个动作发生在不确定的过去时间并对现在有影响。
牛津初中英语8B unit 1 Test ( Unit 1 Past and present )
Test （Unit 1 Past and present ）1.Has the place changed a lot? 这个地方变化很大吗？= Has a great change happened to theplace? = Has there been a great change in this place.The place hasn’t changed a bit. = The place hasn’t changed at all. = Nothing has changed in this place. 这个地方一点儿也没变。
2.We had our own Chinese medicine shops, dentists and market stalls.我们有我们自己的中药店，牙医和街边摊点。
take the medicine 服药3.Now, the place turned into a park. 现在，这个地方变成了一个公园。
change sth. into 把某物变成4.Was noise pollution a problem before the closing of the old airport?在老机场关闭之前噪音污染很厉害吗？5.I feel a bit lonely from time to time. 我时常感到有一点儿孤独。
He writes home from time to time. 他时常写信回家。
6.the interview with Mr. Dong 对董先生的那次采访in that area 在那个地区lie wrote about the interview on the computer, but Andy changed the file and made tenmistakes when Millie was not around. Millie在电脑上写了关于那次采访的情况，但是当Millie不在的时候Andy修改了文档并且犯了十个错误。
牛津英语8Bunit1知识点
(牛津初中英语总复习) 8B Unit 1一.精选词汇㈠重点短语1. the changes to Sunshine Town阳光镇的变化→the changes to……的变化 (p8)〈知识链接〉change n.变化，常用复数changes。
e.g. Great changes have taken place since 1995.2. in the southern part of town →in the southern part of…在…的南部→south →southern 〈知识链接〉east东部→eastern东部的, west →western, north →northern3. in the past在过去→at present现在→in the future未来；将来，注意这些短语中的介词和冠词。
4. turn the place into a park →turn…into…把…变成…〈知识链接〉①Heat turns water into vapor.热使水变成蒸气。
②Turn this sentence into English.5. play cards and Chinese chess打牌、下象棋，e.g. It’s pleasant to play cards and Chinese chess.6. water pollution水污染→air pollution空气污染，noise pollution噪音污染 (p9)〈知识链接〉Water pollution was a problem before.7. used to dump its waste into water →used to do sth过去常做某事，注意否定式、疑问式的形式〈知识链接〉⑴used to do sth →否定式used not to do sth或didn’t use to do sth→疑问式Did sb use to do sth?或Used sb to do sth? ⑵There be和used to合用的形式为There used to be。
2023年牛津译林版八年级英语下册《8B Unit 1 Past and present》教案：St
《8B Unit 1 Past and present》教案：Study skillsTeaching aims:1.To understand the difference between facts and opinions.2.To learn the ways to express opinions.3.To learn to state facts an d ex press opinions.Important points:1.To understand the difference between facts and opi nions.2.To learn the way s to express opinionsDifficult point:To learn to state facts and express opinions.Teaching procedures:Step 1 Lead-in1. Do you still remember Starlight Town? It has changed a lot. What has changed in the environment, the transport and the living conditions?2. Then what do you think of Starlight Town? And why? Write down some of the answers, e.g. I think Starlight Town is a modern town. It has tall buildings and a new railway station. Te ll S s that the first sentence is an opinion, and the s econd one is a fact. Do you know what fact and opinion mean?3. Facts are true s tatements. They include names, dates, events and numbers. Opinions tell what we believe, feel or think. When people say something beginning with I think, I believe or I feel, or using adjectives like good, bad, and terrible, that must be their opinion.Step 2 Presentation1. Ask Ss to open their books and turn to page 17. Then ask then to look at more examples.2. Tell Ss: When we write, we can use facts to support our opinions. We can also give facts first, and then state our opinions. For example: “My hometown is beautiful.” This is an opinion. “ There are green hills all around. A river runs through the centre of town.”This is a fact.Step 3 Practice。
2021年牛津译林版中考英语复习讲义(考点归纳及练习)(8B Unit1)
2021年中考英语复习考点归纳（8B Unit1）高频词汇考点1 married adj.已婚的，结婚的(教材P8 Reading)[知识精讲] married的动词形式为marry，名词形式为marriage。
1. marry sb. /get married to sb. 表示动作，意为“和某人结婚”，不能和表示一段时间的状语连用。
2. be married ( to sb. )表示状态，能和表示一段时间的状语连用，用于完成时态中。
考点2 move away搬走(教材P8 Reading)[知识精讲] move作动词，意为“移动；使感动”。
move into搬进move to 搬到move house搬家move out of…从……搬走考点3yet adv. 还，仍(教材P14 Grammar)[知识精讲] yet为现在完成时的标志，用于否定句和疑问句中。
already意为“已经”，用于肯定句中。
现在完成时的一般疑问句可用not yet作简略的否定回答。
考点4 return vi.返回(教材P16 Integrated skills)[知识精讲] return作不及物动词，意为“返回”，相当于go/come back，后接表示地点的名词时要用介词to或from，后接表示地点的副词时不用介词。
return to…回到……return from…从……回来return不能与back连用。
return用作及物动词时，表示“归还”，相当于give back。
return sth. to sb. = return sb. sth.把某物还给某人考点5 keep in touch保持联系(教材P16 Integrated skills)[知识精讲] 表示“保持联系”还可以用stay in touch，其反义短语为lose touch，意为“失去联系”。
表示“与某人保持联系”用keep in touch with sb.。
牛津译林版八年级英语下册8B-Unit1-4知识点整理归纳
牛津译林版八年级英语下册8B Unit1-48B Unit1Past and present四会词组：ed to do sth.过去经常做某事2.share sth with sb与某人分享某物3.take a bus to sp/go to sp by bus乘车去某地4.ride a bike to sp/go to sp by bike骑车去某地5.in the northern part of town在镇北边6.get/be married to与某人结婚7.since then从此一直8.over the years多年以来9.turn…into…把……变成10.put the waste into the river把废物放进河里11.take action to improve the situation采取措施改善这种情况12.in some ways在某些方面13.feel a bit lonely感到有点儿寂寞14.sometimes/at times/from time to time有时15.all one’s life在某人的一生中16.over the past century在过去的一个世纪17.learn more about对…了解更多18.clean and fresh air新鲜空气19.living conditions生活条件20.railway station火车站21.return from the USA从美国归来22.at primary school在小学23.go abroad出国24.keep in touch with与某人保持联系25.much easier更加容易26.be/get used to(doing)sth习惯于(做)某事27.alone/by oneself/on one’s own单独28.on both sides of the road在路的两边rge open spaces大的开放空间30.in their free/spare time在他们的空闲时间四会句型：1.You used to share food with me!你过去经常与我分享食物！2.It took a long time to wait for the next one.要花很长时间等下一班车。
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上海求实进修学校教师教学设计方案Shanghai Qiushi Continuation School学生编号学生姓名授课教师卫老师辅导学科英语所属年级八年级教材版本牛津上海版课题名称8B M1 U1 课时进度总第（）课次授课时间2014-2-21 教学目标8B M1 U1 语法词汇巩固，阅读强化训练重点难点现在进行时重点知识回顾重要词汇：1. interest n. 兴趣v. 使好奇--- interested adj. 感兴趣的--- interesting adj. 有意思的，引人入胜的sb. be interested in (doing) sth. 某人对（做）某事感兴趣练一练(1) Now he’s grown up he no longer takes any __________ in his stamp collection.(2) Are you __________ in history?(3) Jack has bought some _________ books.(4)Mary is _________ in _________ coins. She also takes an ________ in stamps.2. harm n.& v. 伤害，损害--- harmful adj. 有害的---harmless adj. 无害的harmfully adv.有害地--- harmlessly adv.无害地练一练e.g. (1) Pollution causes _________ to lakes and beaches.(2) Gossip can _______ other people.(3) Smoking is_________ to your health.3 . danger n.----safety (opp.)dangerous adj.----safe (opp.)dangerously adv.----safely (opp.)练一练(1) In war a soldier’s life is full of ________.(danger/ dangerous/ dangerously)(2) The river is ________ for bathers. (danger/ dangerous/ dangerously)(3) Are these toys _________ for small children? (safety/ safe/ safely)(4) __________ First. (safety/ safe/ safely)4. destroy v.破坏，毁坏---destruction n.毁灭，毁坏比较damage 与destroydamage 指价值、用途降低或外表损坏等，不一定全部破坏，损坏了还可以修复destroy 指彻底毁坏以至于不能或很难修复练一练The heavy rain __________ many houses.That town __________ in an earthquake.5. breathe v.呼吸---breath n.呼吸breathe in 吸入breathe out 呼出练一练1. The air was so cold that we could hardly ____________.2. Most people don’t realize that they are ____________ polluted air.3. His illness is the result of _____________ harmful gases over many years.4. Humans take in oxygen and __________________ carbon dioxide.5. Take a deep ________ and say ‘Ah’.6. warn v.警告---warning n.警告，告诫练一练I ________ him not to go too close to the fireplace.There is a _________ on every packet of cigarettes.(1) warn sb of / about sth. 警告某人某事例如I warned you of the danger, didn’t I ?(2) warn sb. (not) to do sth. 警告某人（不）要做某事例如Doctors warned people not to smoke. （3）warn sb. against sth./ doing sth. 警告某人不要做某事例如They warned him against swimming in the river. （4）warn sb. that …警告某人某事例如The weather station warned that a storm was coming.重要短语：（1）be interested in 对……感兴趣(2) living things 生物(3) on the end of 在……的末端(4) of course 当然(5) thank…for 为……而感谢……(6) take…from…从……中拿出(7) release…into…将…释放到… (8)as well as 也，还(9)protect…by doing sth. 通过…..保护(10)join…together将……连在一起（11）one another/each other(12) hardly any/almost no (13) in danger 处于危险之中难点：interested (adj) 感兴趣的，interesting(adj) 有趣的，interest (n) 兴趣练习：Mary is _________ in _________ coins. She also takes an ________ in stamps.三重要语法：现在进行时一）.现在进行时表示的意义：1.表示现在（说话瞬间）正在进行或发生的动作，强调动作发生的时间是此时此刻。
例如；I am reading an English book. 我正在看一本英语书。
2.表示目前一段时间内的活动或现阶段正在进行的动作。
例如：Tom’s parents are working in China this year. 汤姆的父母今年一直在中国工作。
二）.现在进行时的句子结构：现在进行时由“助动词be + 动词的现在分词”构成，三）标志词检测：I. Fill in the blanks with the given words in their proper forms.1.We should try our best to fight _______ ( pollute).2.The man is a brave ________ (fight). We should learn from him.3.Students should clean the classroom ______ (they) after school.4.Sam wants to be a ________ ( science) when he grows up in the future.5.Boys and girls, how many ________ (nature) elements do you know?II. Choose the right word to complete the sentence.1.We will have a meeting to talk about the plan ______ (at /on) the end of this week.2.You can find a hotel ________ (at / on) the end of the street.3.People usually communicate _______ ( with / to) each other in the tea bar.4.Let's talk about the project ________ (to / on) the Open Day.参考答案：I. 1. pollution 2. fighter 3. themselves 4. scientist 5. naturalⅡ. 1. at 2. on 3. with 4. on三.现在分词的构成：1.直接在动词原形末尾加-ing。
例如：teach—teaching play—playing look—looking go—going2.以不发音的字母e 结尾的动词，先去掉e 再加-ing。
例如：write—writing take—taking live—living give—giving3.以重读闭音节结尾的动词，且末尾只有一个辅音字母时，应双写该辅音字母再加-ing。
例如：put—puttingrun—running begin—beginning swim—swimming四.现在进行时的标志：1.句中有副词now时，，常表示动作正在进行，这时要用现在进行时。
例如：The children are playing football now. 孩子们现在正在踢足球。
2.句首有look, listen 提醒注意时，提示我们动作正在进行，这时要用现在进行时。
例如：Look! A train is coming. 看！火车来了。
Listen! He is reading. 听！他正在朗读。
3.句首有表示钟点的时间时，提示动作正在进行，这时要用现在进行时。
例如：It’s six o’clock. My mother is cooking breakfast. 现在六点了，我妈妈正在做早餐。
4.根据语境或上下文理解，如果是动作正在进行，这时要用现在进行时。
例如：Don’t make noise. The baby is sleeping. 不要吵，婴儿正在睡觉。
五.（没有进行时态的动词：）在英语中有一些动词没有或很少有进行时态。
到目前，我们学过的没有进行时态的动词有：1. 表示感觉的感官动词，be, want,cost, seem, need, care,contain, owe, exist...如see“看见”，hear“听见”，smell“闻起来”taste“尝起来”find “找到”，notice“留意”等。