沪教版牛津英语8Aunit 1 Trees 完整教案(有教学反思)

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牛津上海版八年级下册 Unit 1 Trees 教学设计

牛津上海版八年级下册 Unit 1 Trees 教学设计一. 教材分析牛津上海版八年级下册Unit 1 Trees的主题是关于树木。

本单元主要通过学习树木的相关知识，让学生了解树木的重要性以及人类与树木之间的关系，提高学生对环境保护的意识。

教材中包括阅读材料、词汇学习、语法练习、听力、口语等多种类型的教学内容，旨在全面提高学生的英语综合运用能力。

二. 学情分析八年级的学生已经具备了一定的英语基础，能够进行简单的英语交流。

但部分学生在词汇量和语法知识方面还有待提高，因此需要在教学过程中针对性地进行辅导。

此外，学生对环境保护的认识各有不同，需要通过教学活动引导他们关注环境保护的重要性。

三. 教学目标1.知识目标：学生能够掌握与树木相关的词汇和表达方式，了解树木的重要性及人类与树木之间的关系。

2.能力目标：学生能够运用所学知识进行听力、口语、阅读和写作练习，提高英语综合运用能力。

3.情感目标：学生能够提高环保意识，认识到保护树木和环境的重要性。

四. 教学重难点1.重点：学生能够掌握与树木相关的词汇和表达方式，提高英语听说读写能力。

2.难点：学生能够运用所学知识进行实际场景的英语表达，提高英语口语和写作能力。

五. 教学方法1.任务型教学法：通过设置各种任务，让学生在实际语境中运用所学知识，提高英语综合运用能力。

2.情境教学法：创设相关情境，让学生在轻松愉快的氛围中学习英语。

3.合作学习法：鼓励学生分组讨论、合作完成任务，提高团队协作能力。

六. 教学准备1.教学材料：教材、多媒体课件、相关视频资料、练习题等。

2.教学设备：投影仪、计算机、音响设备等。

七. 教学过程1.导入（5分钟）利用图片或视频展示不同种类的树木，引导学生谈论树木的特点和作用，激发学生对树木的兴趣。

2.呈现（10分钟）讲解教材中关于树木的词汇和表达方式，如“pine tree”、“oak tree”等，并通过例句展示这些词汇的用法。

3.操练（15分钟）设计听力练习，让学生听录音并选出正确的树木名称。

8A牛津英语教学反思

《对8A牛津英语U5 Look It Up导入课的教学反思》Teaching Aims:1. To discover and activate any background of the topic “Look it up2.To increase knowledge and develop skills.3. To motivate the students’ interest of learning English.Important and difficult points: To enable the students to get a general idea of what the text is about.Teaching aids: multi- mediaTeaching procedure:I. Warming up1.Quick responses:What’s the answer of 9 plus 4?What’s the answer of 9 minus 3How much is 3 multiplied by 7?What’s the answer of 12 divided by 4?Can you explain the word “develop” in English?If you don’t know how to use a word, what will you do?2.Cartoon picture --Is my encyclopedia useful, Lo?--Yes, Hi. Very useful.II Presentation:1. Picture showing.通过直观教学图片展示，提高学生的学习兴趣，问题切入：What do you know about? Do you know anything about dinosaurs, Diogenes and Walt Disney? 2. Ask students to look at the pictures and try to complete the exercise.III: Short stories.1.Read the story and answer the questions.通过英语故事“Mickey Mouse And Donald Duck.”及Three Pigs Build A House的阅读进一步培养学生学习英语的兴趣2.Retell the story with the help of the questions. 通过对故事的复述培养学生的语言表达能力。

八年级英语下册 Unit 1 Trees教案 (新版)牛津上海版

Unit 1 Trees1教学目标Language skills 语言技能The students can collect the Frame Elements ( verb-phrases)The students can put the Frame Elements into sentences.The students will be able to write a passage with proper use of Frame Elements and useful patterns based on the Frameworks to describe their ideas about pollu tion.Language knowledge. 语言知识The students can use the key phrases and expression upon environment .The students can better understand the functions of present tenseEmotion 情感态度By involv ing the students’ on pollution problem, the students will be able to share their ideas and suggestion on protecting the environment.Ｄ. Learning strategies 学习策略1、The students will learn to be cooperative in group to complete the task.2、 The students will be able to use Framework to organize their vocabulary kno wledge and carry out their writing .2学情分析I don’t know any basic things relating to English writing about my would-be st udents in NanWu middle school . But I have to predict and try to conduct my tea ching adjustably on the realistic teaching that day . supposedly , the students have a unit-long inputs and intakes about the topic –protecting the environme nt , including the words and expressions, to describe pollutions around us or j ust a little .On one hand ,they are more likely to asked to finish a writing ab out their ideas about the pollutions in the writing part. On the other hand , in order to meet the requirement of a writing lesson , they will have to learn h ow to accomplish a writing to express their opinions about pollutions by my les son . Therefore ,what I will do is to put them to build up Framework step by st ep for the writing led by my teaching belief .3重点难点V 、Teaching focuses 教学重点、难点To collect the Frame Elements of students on pollutions.To help students put their Frame Elements (verbs) into sentences.To help students to output their passage with proper use of Frame Elements and useful patterns based on the Frameworks to describe their ideas about pollutio n.4教学过程教学活动活动1【活动】ⅥI、Teaching procedures 教学过程ⅥI、Teaching procedures 教学过程PhaseSpecific aimsTeacher’s activityStudents’ activitySkills involvedStep1:Pre-writing⑴ Brainstorm& Lead-in (Q and A)To arouse students’ interests and lead them in the teaching .Brainstorming the students through questions and answers.Be guided by questions and get involved in class⑵ Classify the pollutions1 To get students to classify the pollutionsTo brainstorm the students about their understand about pollutions and get them to classify the four kinds of pollutions1. To write down the kinds of pollutions on the worksheetTo identify the pollutions(3) Collect the Frame Elements1.To get students to Collect the Frame Elements (verbs )1. To recall students’ verbs to problems and solutions2. To get students to write down their verbs1. To shout out the verbs according the pollution problems2.To mark down the verbs beforehand.y down Elements for later sentencesTo collect the Frames elements and get ready for sentences as to link the sub-f rames.Step2 :While-writing)(1)Construct the sentencesTo help students to construct correct sentence.1. To have the students observe sentences about problems and solutions made with verbs . .2. To guide students to make their own sentences about problems and solutions.1. To write down their sentencesTo put the Frame Elements into correct sentences.phaseSpecific aimsTeacher’s activityStudents’ activitySkills involved(2) Clear minds by the FrameworkBefore starting to writing1.To help students to understand what they have learned in the writing lesson b y going through the Framework on water pollution .2. To guide students’ to carry out their passage by the Framework .1. To make students follow the Framework while writing .2. To offer necessary help to the students .1. To have a taste of a passagewith opinion about gas pollution as well as be conducted under a Frame pattern2. To write the passage guided by the Framework –Water pollution .To guide their writing with Framework.(3)Output the passage based on the Framework1、To get students to output their paragraphs at one specific pollutionTo ask the students to finish a paragraph about water / air pollution on their Frameworks.To finish the writing according based on the Framework .To write a paragraph based on the Frameworks.Step3：Post-writing Peer assessmentsTo evaluate the works and to stimulate their writing .1. To give out the evaluating criteria.2. To evaluate one or two samples publicly.3. To get students to finish the peer assessments.1. To evaluate each other.2. To reflect their writing and adjust for improvement.To be cooperativeand developmental.Step 4 Sum-up and assign homework1.To help students retrospect their learning objectives2. To get students to write passage protecting environment .。

上海牛津8a教案

上海牛津8a教案教案标题：上海牛津8A教案教学目标：1. 理解并正确使用本课时的目标词汇和短语。

2. 能够解释和应用本课时的语法结构。

3. 能够听懂并参与与本课时主题相关的对话和讨论。

教学重点：1. 目标词汇和短语的理解和正确应用。

2. 语法结构的解释和应用。

教学难点：1. 能够准确运用本课时所学的语法结构进行句子的构建。

教学准备：1. 上海牛津8A教材2. 多媒体设备教学过程：Step 1: 引入新课 (5分钟)使用多媒体设备播放一段相关视频或图片，引发学生对课程主题的兴趣。

然后向学生介绍本课时的主题和学习目标。

1. 通过多媒体展示本课时的目标词汇和短语，并给出他们的中文解释。

2. 教师朗读词汇和短语，并要求学生跟读，并组织学生进行词汇和短语的听写活动。

3. 学生分组进行词汇和短语的运用练习。

教师巡回指导并纠正他们的发音和用法。

Step 3: 语法解释与练习 (20分钟)1. 通过多媒体向学生展示本课时的语法结构，并解释其用法和构造。

2. 教师通过示范和提问的方式帮助学生理解这一语法结构，并鼓励他们使用所学的词汇和短语来构建例句。

3. 学生进行语法练习，包括填空和句子构造。

教师鼓励学生相互合作，共同解决问题。

4. 教师对学生的练习进行评价和指导，并鼓励学生主动参与讨论和解答问题。

Step 4: 对话和讨论 (15分钟)1. 学生分组进行有关本课时主题的对话练习。

每个小组选择一个代表，在班级面前展示他们的对话。

2. 教师引导学生进行有关本课时主题的讨论，并鼓励他们用所学的词汇、短语和语法结构参与讨论。

1. 学生进行课堂小结，回答教师提出的问题。

2. 学生完成一些与本课时主题相关的练习题，以巩固所学知识。

3. 教师用问题和情景演练等方式拓展学生对所学内容的理解和运用能力。

Step 6: 课堂总结与作业布置 (5分钟)教师对本课时所学内容进行总结，并布置相关作业，鼓励学生在家中进一步巩固所学。

教学反思：通过合理的教学设计和多样化的教学活动，学生能够在轻松而有趣的氛围中学习和巩固所学的词汇、短语和语法结构。

2020 牛津上海春季八年级英语下册Unit1 Trees 学案设计

教师姓名学生姓名年级初二上课时间学科英语课题名称Unit1 Trees 同步教案Ⅰ. Important words:1.___________ v.破坏；毁坏___________ n.毁灭；毁坏2.___________ n.战士___________ v./n.战斗，打架3.___________ n.产品4.___________ n.喧闹声，噪音Unit1 Trees同步教案___________ n.制片人，制作者___________ v.生产___________ adj.吵闹的；嘈杂的___________ adv.吵闹地5.___________ n.事实___________ n.因素6.___________ v.呼吸___________ n.呼吸7.___________ adj.感到有兴趣的___________ adj.令人产生兴趣的___________ n.兴趣，爱好8.___________ n.科学家___________ n.科学___________ adj.科学的9.___________ adj.纯净的___________ adj.纯净地10.___________ v.警告___________ n.警告；告诫11.___________ v./adj. 居住/现场的___________ adj.活着的___________ adj.活的，有活力的___________ adj.活泼的12.___________ adj.化学的___________ n.化学物质（复）___________ n.化学学科___________ n.化学家13.___________ v./n.燃烧/烧伤___________ adj.（只用于名词前）燃烧着的，迫在眉睫的14.___________ adv.几乎___________ adv./adj.努力地/艰难的；坚硬的15.___________ n.害处___________ adj.有害的___________ adj.无害的16.___________ v.享受___________ n.享受；快乐___________ adj.令人愉快的17.___________ v./n.交流；交换___________ v./n. 改变；替换18.___________ v.放回原处；更换；替换___________ n.更换；接替的人或物19.___________ v.交流沟通___________ n.交流沟通20.___________ v.感谢___________ adj.感谢的，感激的21.___________ adj.主要的___________ adv.主要地22.___________ adj.自然的___________ n.自然【小试牛刀】Ⅰ. Fill in the word in its proper form（用以下单词的合适形式填空）（错误率：掌握情第2页况：）1. live alive living livelyMy parents just ________ across the street from the Browns’.She is one of the greatest ________ actresses in our country.Trees provide fresh air to keep people ________ and healthy.This building is located next to a ________ and busy port（港口）.2.chemical chemicals chemistry chemistThey use some ________ ways to make the soil look better.In Britain, people can buy some beauty products in a ________ .We'll learn the science of ________ in Grade Nine.They add some poisonous ________ to the ingredients in order to make food more delicious.3.science scientist scientificEncyclopedias, history books and ________ books are non-fiction books.We should learn ________ farming.Quite a lot of Chinese ________ work on the South Pole.These business made their decisions based on ________ research.4. noise noisy noisilyI didn't sleep well because of the ________ of the traffic.It’s so ________ outside that we can't hear the teacher's words clearly.David always blows his nose ________ .5. fact factorWe have duty to provide ________ for our readers.Price is the deciding ________ for us to buy a house.6.know unknown well-knownAs we all ________ , the Great Wall is one of the most famous wonders in the world.An ________ woman won the tennis competition. Where does she come from?Wang Yaping, the Chinese woman astronaut, is ________ in the world.7.product producer produceThis book was the ________ of many years’ hard work.How did this factory ________ around 100 cars per hour?This country is one of the leading oil ________ .8.thank thankfulMy daughter ________ her uncle for the nice present yesterday.I’m ________ to have made such progress.9.main mainlyThe ________ reason for living in Shanghai is the friendly people around.My mum doesn’t like going out much, ________ because she has to look after the whole family.10.nature naturalAll these materials can be found in ________ .He is born with the ________ ability with figures.11.pure purelyLook, the fantastic ring is made of ________ told.Your team won the first prize ________ by chance.Ⅱ. Important phrases:pollution fighters抗污染的战士第4页fighters against pollutiona class project on pollution在污染方面的课题be interested in在…方面有兴趣living things on the earth地球上的生物make streets more beautiful and less noisy使街道更漂亮少些吵闹on the end of …在…的末端enjoy breathing pure cool air喜欢呼吸纯净凉爽的空气What else…?还有什么…？thank sb. for …为…感谢某人natural air conditioners天然空调take harmful gas from the air从空气中带走有害气体release oxygen into the air把氧气释放进空气one and a half hectares of trees 1.5公顷的树keep the whole class alive and healthy使整个班级有活力且健康as well as也，还almost all day几乎一整天for example例如attack a tree袭击一棵树warn sb. (not) to do sth.警告某人(不)要做某事protect sb. by doing sth.通过做某事来保护某人protect sb. from /against doing sth.make sth. taste nasty使某物尝起来很难吃communicate with one another相互交流be in danger处于危险cut down砍倒,砍伐Ⅲ. Important sentences:1. What else…？还有什么……？【记忆链接】What else do you want to buy? 你还想买些什么？同类词：something else/somebody else/anyone else/everyone else【注意】所有格与else连用时，-’s要添加在else上。

牛津译上海英语八年级第二学期：Unit 1 Trees 教案设计

Unit 1 TreesTeaching aimsAt the end of this period, students are expected to:◆Understand the meanings of the following words—average, item, product, fighter, fact, scientist, interested, notebook, suppose, breathe, pure, gas, release, oxygen.◆Get to know the function of trees.◆Arouse the interest in the natural world.Teaching aidsTextbook and multi-media facilities.Teaching proceduresLead-in:●Look at the pictures of different kinds of tress and guess the topic today.●What do you know about:1.How long do they live? Match the living things on the left with the average ages on the right.2.Which kind of pollution do trees help fight?3.Which of the following items come from trees?4.The best-known trees in Shanghai are magnolia trees. Their large, sweet-smelling flowers are known as the city flowers of Shanghai. Which picture shows a magnolia tree?●Before you read:1.Look at the title, the introduction and the pictures.2.Then decide whether the following statements are T or F.➢The pollution fighters are probably scientists.➢Trees are natural air conditioners.➢Trees can pass information to one another.●Read:1.Read the title and the introduction and answer the following questions:➢Who is doctor Ray?➢Why does Judy need to interview Dr Ray.2.Read the first part of the dialog (Line 1~12), learn some key words and phrases: be interested in; notebook, suppose, breathe, pure) and think about the following questions: ➢Why is Dr Ray so interested in trees?➢Judy knows only a little on trees. Can you give an example?➢How many examples does Dr Ray give?➢What are they?3.Read from Line 13~15 of the second part of the dialog and find out how people can breathe pure cool air. Learn the words: gas, release, oxygen. And use them to tell one major function of trees.●Homework:1.Read the dialog after tape.2.Copy new words and recite them.。

Unit1Trees教案2023-2024学年牛津上海版英语八年级下册

3.文化意识：通过学习树木的相关知识，学生将了解到树木在世界各地文化中的重要地位，培养他们的跨文化交际能力。同时，通过学习环境保护的重要性，学生将增强自己的文化自信，积极传播环保理念。
4.学习策略：在本单元的学习过程中，学生将学会如何使用字典、参考书籍等资源进行自主学习，培养他们的信息获取和处理能力。同时，学生还将学会如何对所学内容进行总结和归纳，提高他们的学习效率。
-重点词：leaf（树叶）、trunk（树干）、branch（树枝）、fruit（果实）、seed（种子）
-重点句：These trees have leaves that change color and fall off in autumn.（这些树的树叶在秋天会变色并脱落。）
②树木与人类生活的关系
2.思维品质：学生能够分析树木的种类、特点和与人类生活的关系，培养他们的分析、判断和推理能力。通过解决实际问题，如设计一个树木保护计划，学生将能够锻炼他们的创新思维和解决问题的能力。
3.文化意识：学生了解到树木在世界各地文化中的重要地位，培养他们的跨文化交际能力。同时，通过学习环境保护的重要性，学生将增强自己的文化自信，积极传播环保理念。
（三）改进措施
1.课堂管理：加强课堂管理，通过设置明确的学习目标和规则，引导学生积极参与课堂活动，提高学生的学习积极性。
2.教学方法：丰富教学方法，如引入小组讨论、角色扮演、实验等活动，提高学生的参与感和学习效果。
3.教学评价：完善评价体系，注重学生的综合素质和能力培养，采用多元化的评价方式，如课堂表现、作业完成情况、项目实践等，全面评价学生的学习成果。
4.学习策略：学生学会如何使用字典、参考书籍等资源进行自主学习，培养他们的信息获取和处理能力。同时，学生还将学会如何对所学内容进行总结和归纳，提高他们的学习效率。

牛津英语8AUnit1教案

A few students suggested including more real-life examples in the lesson
content to make it more relevant.
06
Homework assignment
Homework assignment Recitation and dictation of vocabulary and phrases
步骤
组织学生进行口头或书面总结，回顾本课所学内容。
教师对学生的表现给予评价和反馈，鼓励他们继续努力，提高自己的语言水平。
设计展示活动，如角色扮演、演讲或小组报告等，让学生在实际情境中运用所学知识。
05
Teaching Reflection
Success
Effective lesson structure
Present
步骤
目标：让学生了解新知识的概念和要点，帮助他们建立
正确的学习方向。
01
02
03
教师清晰地讲解本课的知识点，包括词汇、语法和语言
表达等。
通过实例、图片或视频等形式，帮助学生更好地理解新
知识。
04
05
组织小组讨论或问答活动，鼓励学生积极参与，加深对
知识的理解。
Practice
总结词：加强记忆
详细描述：学生需要反复朗读和背诵单元中出现的词汇和短语，以加强记忆，提高语言表达能力。
Homework assignment Recitation and dictation of vocabulary and phrases
总结词
提高听写能力
详细描述
通过听写练习，学生可以提高单词拼写和听力理解能力，同时加深对词汇和短语的记忆。

小学英语unit 1 1 《trees》教学案例及反思

小学英语unit 1 1 《trees》教学案例及反思随着环境污染的加剧，树木的状况日益恶化，很多人都变得更加关心绿色环境。

小学英语教学中，有一个重要的主题课时：《tree》，它不仅可以增强英语语言能力，而且也能让孩子对绿色环境有更好的理解和热爱，以此来培养孩子的绿色理念，推动全社会环保的发展。

本次《trees》教学案例以杨老师教学为例，采用多媒体辅助教学，以及图文结合的方式，引入本次教学话题：《trees》。

首先，老师引入“tree”这个话题，明确本节课的语言目标：可以认识，比较，说出常见树种，如maple tree,eucalyptus tree等，读出熟记的句子，及简单谈论树木。

之后，老师展示英文歌曲《I plant my tree》，通过录像的方式，让学生理解英文歌曲的大意，让学生参与活动，引导学生发表自己的观点和意见。

接着，老师使用多媒体科技，让学生看系列录像，不仅可以让学生了解树的基本概念，还让学生自己动手做实验，让学生更加深入地理解树木的概念，让他们更加了解绿色环境。

同时，老师还用图片来展示不同种类的树木，如桦树，杨树，橡树，松树等，让学生更好地理解树木的分类、特征及对环境的重要性，以此来扩大学生对“ tree”话题的理解。

本次《trees》教学案例让学生更加熟悉树木，既增强了学生的英语能力，让学生深入地认识树木的特性，也引导学生爱护环境，培养绿色理念。

在本次教学案例过后，有几点值得思考：1、多媒体辅助教学是否对英语教学有益？答案是肯定的。

现代教学技术可以有效地提高课堂教学效果，让整个教学过程更加有趣味性，让学生动手更加踊跃，以此来丰富学生的学习体验，培养他们的创新能力。

2、现代教学技术如何帮助学生更好地理解话题？通过让学生看视频，读图片等手段，可以更好地让孩子理解话题的概念，以此来让他们更好地学习英语，更快地掌握语言知识，因此，多媒体辅助教学是不可或缺的一环。

3.如何更好地培养学生的绿色理念？通过教学话题，如《trees》，告诉学生树木的重要性，让他们了解树木的起源，及树木对环境的重要性，从而培养孩子们的绿色理念，以此来推动全社会绿色环保的发展。

【8A版】上海版牛津英语1A教案全册

ORfordEnglishBook1AUnit1thefirstperiod一．教学说明1．今天是小朋友进入小学的第一节英语课，所有的学生都表现出对英语的极大的好奇。

作为一名英语教师，要通过充满知识和乐趣的课堂将孩子们的好奇转换成对英语学习持久的兴趣和热情。

2．班级中的孩子来自不同的环境，有着完全不同的知识基础和认知能力。

教师应主动地去了解学生，这对今后的教学工作十分重要。

二．教学内容1．认知内容：能听懂会说Goodmorning.–HowdoRoudo?–HowareRou?-Fine,thankRou.–Hello!等问候语。

2．能力要求：学会用-Goodmorning.–HowdoRoudo?–HowareRou?-Fine,thankRou.–Hello!来问候和交流。

3．情感态度：通过学生对本课问候句子的学习，培养学生讲文明的良好习惯。

并鼓励学生用这些问候语与新同学交朋友，增进新生之间的了解和友谊。

四、教学提示1．媒体准备：玩偶、响板、歌曲磁带2．教学关注点：本课中的句子例如：HowareRou?Fine,thankRou.对于一些从来没有接触过英语的小朋友来说比较困难，为了解决这一问题，可从以下方面做努力。

1）注重学习的过程，为学生的学习铺好台阶；2）在小朋友们喜欢的游戏、歌曲等活动中巩固句子；3）多创设学生间的合作交流的机会，以缓解因差异造成的成效不一。

3．资源分享：九年义务教学课本3A有配套的歌曲：如<Hello,howareRou?> 4.设计思路：1）这个单元中的歌曲对于一年级的小朋友而言学起来比较困难。

而少量多次是分解难题的有效方法，因此可将这首歌的学习安排在本单元中的各课时中，让小朋友在几节课中，从感知到熟悉和学唱一步步的学习，这样学起来既轻松又有成效。

3）由于Let’s talk的内容适合刚入学的一年级新生，所以将这部分内容提前到第一课时来上。

5．教学反思：1)句型最好板书出示，加以认读。

牛津上海版英语八年级下册《Unit 1 Trees》教学设计1

牛津上海版英语八年级下册《Unit 1 Trees》教学设计1一. 教材分析《Unit 1 Trees》是牛津上海版英语八年级下册的一单元，本单元的主题是关于树木的知识。

教材围绕树木的种类、特点以及与人类生活的关系展开，通过学习本单元，学生能够掌握关于树木的英语词汇和句型，提高听说读写的能力。

二. 学情分析八年级的学生已经具备了一定的英语基础，对于日常生活中常见的树木有一定的了解。

但是，对于树木的专业知识和英语表达可能还不够熟悉。

因此，在教学过程中，需要注重引导学生用英语描述树木的特点和种类，并能够运用所学知识进行简单的交流。

三. 教学目标1.能够掌握关于树木的英语词汇和句型，如：kinds of trees, leaves,roots, trees are important等。

2.能够用英语描述不同种类的树木及其特点。

3.能够听懂、会说、会读、会写关于树木的简单对话和短文。

4.能够意识到树木对人类生活的重要性，培养爱护树木的意识。

四. 教学重难点1.重点：掌握关于树木的英语词汇和句型，能够用英语描述不同种类的树木及其特点。

2.难点：能够听懂、会说、会读、会写关于树木的简单对话和短文，以及运用所学知识进行交流。

五. 教学方法1.任务型教学法：通过设定各种任务，让学生在完成任务的过程中，运用所学知识进行交流，提高学生的实际运用能力。

2.情境教学法：创设各种与树木相关的情境，让学生在真实的情境中，自然地学习和使用英语。

3.合作学习法：学生进行小组合作学习，鼓励学生互相交流、讨论，提高学生的团队合作能力。

六. 教学准备1.准备与树木相关的图片、视频等教学资源。

2.准备树木的英语词汇和句型卡片。

3.准备录音机、磁带等录音设备。

4.准备与树木相关的阅读材料。

七. 教学过程1.导入（5分钟）利用图片、视频等教学资源，引导学生谈论日常生活中见的到的树木，激发学生的学习兴趣。

2.呈现（10分钟）利用卡片，呈现本节课的重点词汇和句型，如：kinds of trees, leaves, roots, trees are important等。

牛津上海版本英语初中八年级的下册的学习教案：U1Trees.doc

牛津上海版英语八年级下册教案： U1TreesU1 Pollution FightersPeriod ITeaching objectives:1)Reviewing and learning some more information about trees.2)Having students catch the general ideas of the whole passage and understand some new words and expressions.e.g. living things, release, oxygen, etc.Difficulties:To read through the whole passage.Teaching aids:Blackboard, computer, over-head projectTeaching proceduresWarming-up:1)Write from the memory.2)Read the comics on page 15 and let students know that we’ll talk about the biggest and oldest living things on earth ----trees. Pre-task preparations:1)Let students talk freely to see how much they know abouttrees and make a guessto see whose number is close to the answer.2)Answer the questions in“What do you know about⋯ ?”While-task procedures:1)Get students to look at the title, the subtitle, and the picturesto tell who are pollution fighters.2) Let students read through the whole passage. Look at thestatements on the screen and let them to find out the facts in the passage to complete the sentences.Post-task activity:1)According to what they’ve known, let them fill in the blanksto finish the sentences. Help students to summarize thegeneral ideas of the passage.Assignments:Oral work: read the interview on page 17.Written work: preview the passage with the help of dictionary. Notes:Period IITeaching objectives:1)Learning the first part of the interview2)Having students review or learn the words and expressionse.g. be interested in, sip, etc.Language focus:1)Helping students pronounce new words correctly and try to memorize2)Doing some exercise to let students understand the language points.Difficulties:Use ‘noisy-noisily-noise, living-alive’correctly to some of them. Teaching aids:Blackboard, computer, over-head projectTeaching proceduresWarming-up:Complete the statements to see how much they remember the information about trees.Pre-task preparations:Ask students the meanings of the new words. They can choose one of the answers. Then learn to read.While-task procedures:1)Review and introduce the words and expressions.2)Do some exercise to help students understand how to use the language points correctly.Post-task activity:Do some exercise by themselves.Assignments:Oral work: read the textWritten work: review the new words and expressions.Notes:默写时间太长以至于后面知识点来不及讲，减少学生做笔记时间，通过练习让学生理解知识点并且运用。

沪教牛津版英语八年级上册全套教学案【含答案】

2015-2016沪教牛津版初中英语八年级上册全套教学案Content第一讲 (2)Unit1 Language points (2)第二讲 (9)Grammar-不定代词 (9)第三讲 (13)Unit2 Language points (13)第四讲 (27)Grammar-数词 (27)第五讲 (35)Unit3 Language points (35)第六讲 (46)Grammar-形容词和副词 (46)第七讲 (56)Unit4 Language points (56)第八讲 (70)Grammar-形容词副词同级比较 (70)第九讲 (76)Unit5 Language points (76)第十讲 (89)Grammar-现在完成时 (89)第十一讲 (97)Unit6 Language points (97)第十二讲 (108)Grammar-现在完成时补充 (108)第十三讲 (116)Unit7 Language points (116)第十四讲 (128)Grammar-if条件状语从句 (128)第十五讲 (133)Unit8 Language points (133)第十六讲 (138)Grammar-情态动词 (138)优乐单元测 (144)V ocabulary (230)八年级上册英语教案资料第一讲Unit1◆知识探究1.Is my encyclopaedia useful, Lo?1)useful: 有用的，有益的，有帮助的 a useful book2)use +ful= useful 名词+ful= 形容词3)以-ful结尾的形容词的反义词多是相应的以-less结尾的形容词。

eg: useful--useless careful--careless helpful--helpless2.Leonardo da Vinci was an Italian painter, inventor, musician,engineer and scientist.动词后加后缀-er/ -or构成一种职业。

牛津上海英语八年级第二学期：Unit 1 Trees 学案设计(无答案)

Unit 1 Trees【学习目标】1．学生能够基本掌握词汇、词组、句型及语法。

2．牢记各个知识点的用法，归纳总结异同点，通过习题加强巩固。

【学习重难点】1．能根据要点提示复述课文大意。

2．能背诵课文中的重点句型或句子。

【学习过程】1．pollution fighter 环保卫士= fighter against pollution.污染(v)__________.e.g. ________________________. 我们承诺不污染河流。

噪音污染___________.水污染____________.polluted (adj.) 不干净的。

e.g. ______________________. 别吃不干净的食物。

Fight. (v. /n.)He put up a fight to the end. 他坚持斗争到最后。

Don’t fight with your classmates! 别和班级同学打架。

斗士，卫士________________.环保卫士__________________.2．Fighting 加油！=come on（口语）She is interviewing Doctor Ray, a scientist, about tree.3．Interview (v. /n.) 采访，面试。

我想采访一下我们的校长（headmaster）__________________________________.我有一个面试要参加（to attend）_______________________________________.4．Science n. 科学e.g. It is important to study science and technology.(科学和技术)科学家(n )_______________.e.g. Qian Xueshen was ________________________.一名伟大的中国科学家。

牛津上海版初中英语八年级-Unit1 Trees-第2课时

2、语法知识和词组搭配
（2）词组搭配 keep…alive 表示保持生命力，活着。 Oxygen can keep you alive. 氧气能使你存活。 communicate with 做不及物动词时，意思是“通讯，沟通，交流”。其常用搭配为：communicate with somebody，意思是“和某人沟通/交流/通话”。 I communicate with him regularly by letter. 我与他定期通信。 in danger 表示在危险中，有…的危险。 Reckless drivers put themselves and others in danger. 莽撞的驾车人将自己和他人置于危险的境地。
2、语法知识和词组搭配
（2）词组搭配 enjoy 表示喜欢做某事。 1) 表示“喜欢”“享受”等，其后可接动名词作宾语，但不能是不定式。 Children enjoy reading stories. 小孩子喜欢读故事。 2) 其后接反身代词，表示“过得愉快”，与 have a good time同义。 I hope you enjoy yourself this evening. 我希望你今晚组搭配 be interested in 对…感兴趣 I'm interested in the French culture. 我对法国文化感兴趣。 on the earth 在地球上 Long ago enormous animals lived on the earth. 很久以前，地球上生活着巨大的动物。区别：on earth 究竟，到底 Why on earth didn't you tell me the truth? 你到底为什么不跟我说实话？
真题链接

上海牛津版英语八年级上册八上8AUnit1U1同步讲义教案

上海牛津版英语八年级上册八上8AUnit1U1同步讲义教案学员编号：年级：课时数：学员姓名：辅导科目：英语学科教师：授课类型TUnit1（牛津8上）基础知识梳理教学目标1、使学生能够基本掌握牛津八年级上册Unit1中的基础词汇及重要句型；星级★★★★授课日期及时段（建议2-5分钟）Let's talk about our hobbies. For example: My hobby is playing chess._________________________ ____________________________ _______________________________________________________ ____________________________ _____________________________批注：上面六幅图片引入学生的兴趣爱好，老师可适当引导学生交流特别的兴趣爱好，通过动漫效应熟悉课文中的重要句型My hobby is...，要求学生看完图片后自行熟练说出该句型。

T同步-U1基础知识梳理（建议20-25分钟）一、词汇Words1. baseball n. 棒球运动e.g. Dick was keen on playing baseball when he was a little boy.迪克还是个小孩的时候就迷恋上了棒球运动。

That man over there used to be one of the best players in baseball.那边那个人以前是最好的棒球运动员之一批注:[百科知识]介绍不为学生熟知的棒球运动：棒球运动是一种以棒打球为主要特点，集体性、对抗性很强的球类运动项目。

它在国际上开展较为广泛，影响较大，被誉为“竞技与智慧的结合”。

在美国、日本尤为盛行，被称为“国球”。

联系课文中的重点短语be keen on sth/doing sth,可鼓励学生多造类似的句型。

2022年牛津版上海版八年级下册 Unit 1 Trees 教案

U1 Pollution FightersPeriod ITeaching objectives:1)Reviewing and learning some more information about trees.2) Having students catch the general ideas of the whole passage and understand some new words and expressions.e.g. living things, release, oxygen, etc.Difficulties:To read through the whole passage.Teaching aids:Blackboard, computer, over-head projectTeaching proceduresWarming-up:1) Write from the memory.2) Read the comics on page 15 and let students know that we’ll talk about the biggest and oldest living things on earth ----trees.Pre-task preparations:1)Let students talk freely to see how much they know about treesand make a guess to see whose number is close to the answer. 2)Answer the questions in “ What do you know about …〞While-task procedures:1)Get students to look at the title, the subtitle, and the pictures totell who are pollution fighters.2)Let students read through the whole passage. Look at thestatements on the screen and let them to find out the facts in the passage to complete the sentences.Post-task activity:1)According to what they’ve known, let them fill in the blanks tofinish the sentences. Help students to summarize the general ideas of the passage.Assignments:Oral work: read the interview on page 17.Written work: preview the passage with the help of dictionary. Notes:Period IITeaching objectives:1)Learning the first part of the interview2)Having students review or learn the words and expressionse.g. be interested in, sip, etc.Language focus:1) Helping students pronounce new words correctly and try to memorize2) Doing some exercise to let students understand the language points.Difficulties:Use ‘noisy-noisily-noise, living-alive’ correctly to some of them. Teaching aids:Blackboard, computer, over-head projectTeaching proceduresWarming-up:Complete the statements to see how much they remember the information about trees.Pre-task preparations:Ask students the meanings of the new words. They can choose one of the answers. Then learn to read.While-task procedures:1) Review and introduce the words and expressions.2) Do some exercise to help students understand how to use the language points correctly.Post-task activity:Do some exercise by themselves.Assignments:Oral work: read the textWritten work: review the new words and expressions.Notes:默写时间太长以至于后面知识点来不及讲，减少学生做笔记时间，通过练习让学生理解知识点并且运用。

牛津 8A Unit1 教案(1课时)

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 fr iend according to personal preferencesBackground informationThis section introduces students to the unit topic about different personalities of friends. Students answer some questions in a ma gazine about the qualities of a best friend. It also preteaches so me 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 home work. 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 the questions. For weaker classes, go t hrough the words and phrases on the left. Then ask each questio n at a time and invite students to say the correct word or phras e. Then ask the class to write the correct letters on their own.3. Go around the class to check that students have written the c orrect letters.4. Ask more able students to think of other qualities of a good friend, e.g., generous, clever, kind, understands my problems, ma kes me laugh. Write the words and phrases on the board.5. Read the list of words in Part B and chick that students unde rstand their meanings. Check also understanding of ‘quite impor tant’ and ‘very important’.6. On the board, write ‘What qualities of a good friend are imp ortant to you?’. Ask the class to think carefully about what quali ties they appreciate in friends and put ticks under the correct he adings in the table. Encourage students to work on their own. T hen ask them to compare their answers with a partner. Ask indi vidual students to tell the rest of the class about their own choic e and their partner’s choice of qualities. Write some st ructures o n the board to enable students to focus on the choice of adjectiv es and to maintain a fluent oral performance.Extension activityYou can copy the table. More able students can add more adject ives describing qualities of a good friend. Students can also inter view 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 colle ct the pieces of paper and put them together. Draw one at a time and read each description. Invite the class to guess whom it d escribes.。

牛津上海版初中英语八年级-Unit1 Trees-第3课时分解

课程小结
（1）核心词汇
average 平常的;平均的 fighter 战士 interested 感兴趣的 suppose 假定; 推测 breathe 呼吸; 活着 release 释放; 发布
produce alive warn protect replace hardly
生产; 制作活着的; 活泼的警告; 通知保护; 贸易保护替换; 代替几乎不; 简直不
Trees(第三课时)
学习目标
1、掌握课文核心词汇，并练习造句。 2、掌握课文语法知识Байду номын сангаас并熟悉搭配。 3、理解课文主要内容，并回答问题。
3、阅读理解
① fact
a. made by nature, not by man
② natural
b. use something else instead
③ warn
课程小结
（2）主要语法点 The present continuous tense 现在进行时 The simple present tense 一般现在时
（3）词组搭配 be interested in 表示对…感兴趣 on the earth 表示在地球上 keep…alive 表示保持生命力，活着 communicate with… 表示通讯、沟通、交流 in danger 表示在危险中，有…的危险
c. damage something by fire
④ join
d. connect things together
⑤ burn
e. a thing that is true
⑥ replace
f. say that something bad or