M8U1Grammar、Taskandproject知识点教学案

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M8U1教学设计GrammarandUsage1

●Grammar and UsageStep 1: General introductionThe grammar items in this unit focus on negative statements. You are expected to understand the meanings of negative statements. You will also learn the ways to make a negative statement. Then you may apply what you have learnt to practical use by finishing two exercises.Step 2: ExercisesTurn the following into negative statements:1. They’re listening to pop music now.________________________________2. Many people can speak English nowadays._________________________________3. You must make your bed after you get up every day._______________________________________________4. His mother has a beautiful car.________________________________________________5. We need a pen and piece of paper.________________________________________________6. I need wear a warm coat._________________________________________________7. The old man always goes for a walk in the park after supper._______________________________________________8. The doctors volunteer in the countryside every year._________________________________________9. Mike does sports in the afternoon.________________________________10. You’d better talk with your parents right now.___________________________________1. Make a list of the most commonly used negative words:no, not, never, neither, hardly, seldom, few, little, barely…2. Please decide whether it is a true statement: John Keats was a famous short story writer.This statement is untrue. We can correct an untrue statement in the following way:John Keats was not a famous short story writer.3. As we learned, negative statements are often used to correct a mistaken idea. Let’s recall the ways to make negative statements.4. Read Part 1 and Part 2. When not is used with a negative prefix, the meaning of the sentence is positive. However, the positive meaning is not as strong as that of a direct positive statement. For example:Students are not discouraged to discuss things with their classmates. (Students are encouraged to discuss things with their classmates.)Your actions were not inexcusable, but they were certainly not appropriate. (Your actions were excusable, but certainly not appropriate.)It is not uncommon for him to be late. (It is very common for him to be late.)not can be used before a phrase of time, distance or a noun phrase to emphasize the negative meaning of the phrase. For example:It is not a long distance from the city center to the new railway station. (=It is very near from the city center to the new railway station.)It will not be long before most people around the world know how to use a computer. (=Soon, people around the world will know how to use a computer.) There were not many people present for the lecture. (=There were very few people present for the lecture.)5. Read Part 3. In informal English, the negative expressions can be used with whether and if to show doubt or uncertainty. For example:I wouldn't be surprised if they didn’t buy a house soon.(=I wouldn’t be surp rised if they bought a house soon.)I wonder whether/if I shouldn't get a haircut. (=I wonder whether/if I should get a haircut.)I wonder whether/if I shouldn't buy a new suit. (=I wonder whether/if I should buy a new suit.)6. Read Part 4. Pay attention to some negative expressions.on no account, in no circumstances, never before, nowhere, at no time, by no means,I. Multiple choice1. His mother had talked to him for many minutes while he was watching TV, but ＿＿＿＿.A. a little did he hearB. little did he hearC. little heard heD. a little heard he2. During the war, ＿＿＿＿but also he lost his wife and his child.A. not was his job in the lab taken awayB. not only was his job in the lab taken awayC. not merely his job in the lab was taken awayD. not just was taken away his job in the lab3. I think this is the first time that we have met.＿＿＿anywhere.A. Before have we never seen each otherB. Never before we have seen each otherC. Each other have we seen never beforeD. Never before have we seen each other4. ——The old man wouldn’t stay at home for a rest even if it rained.——＿＿＿＿. He would feel sick if he stayed home for one day.A. So would my grandpaB. So wouldn’t my grandpaC. Neither would my grandpaD. Nor wouldn’t my grandpa5. By no means ＿＿＿to our plan for the trip.A. will she agreeB. she will agreeC. agrees sheD. will agree she6. They went into a small house but ＿＿＿.A. no persons did they findB. not a person found theyC. not a person did they findD. not a person they found7. Henry often helps look after Granny Wang, but＿＿＿.A. seldom is GeorgeB. seldom George doesC. seldom does GeorgeD. seldom looks George after Granny Wang8. Nothing but two ancient Chinese coins ＿＿＿＿after they took out the jar.A. did they find in itB. they found in itC. in it did they findD. in it found theyII. Translation1. 这两本书都不是英国出版的。

人教课标版高中英语选修8 Unit1_Grammar名师教学设计

宾语
2.T: From the analysis of the sentence patterns, can you tell me what types of noun clauses are there.
S:Noun clauses are classified as subject clause, object clause, predicative clause and appositive clause.
It happened that…碰巧…
It appears that…似乎…
4It is＋过去分词＋从句
It is reported that…据报道…
It has been proved that…已证实…
It is said that…据说…
it作形式主语和it引导强调句的比较
it作形式主语代替主语从句,主要是为了平衡句子结构,主语从句的连接词有变化。而it引导的强调句则是对句子某一部分进行强调,无论强调的是什么成分,都可用连词that。被强调部分指人是也可用who/whom。例如:
DELC2获取新知识
Step2
Production
（学习
新知）(20mins)
1.Teacher guide Ss to learn the grammar rules of noun clauses.
名词性从句
【概念与分类】在句子中起名词作用的句子叫名词性从句。名词性从句的功能相当于名词词组,它在复合句中能担任主语、宾语、表语、同位语、介词宾语等,因此根据它在句中不同的语法功能,名词从句又可分为主语从句、宾语从句、表语从句和同位语从句。
It hasn’t been decided whether (if) we shall attend the meeting.

英语九年级外研版M8U1教学设计

英语九年级外研版M8U1教学设计Module 8 Unit 1 Here's to our friendship教学设计学校：陕西省渭南市华州区大明初级中学执教教师：张欣课题Module 8 Unit 1 Here's to our friendship 课型Listening and speaking教材分析Module8围绕“My future life”展开话题，切近学生生活，通过讨论毕业晚会，毕业演讲等不同形式呈现与生活生活密切相关地话题，UNIT1是一节听说课，通过听力练习，阅读回答问题，完成句子，发音和说等环节来探讨毕业话题，通过各种形式活动的开展，激发学生地学习激情，增强热爱母校地强烈感情。

学情分析九年级学生有了一定地语言知识、技能基础，大多数学生能够用正确地英语句子表达自己地思想，但少部分同学仍然在综合语言表达上有所欠缺，本单元的对话内容涉及学生的切身感受, 比较容易吸引学生的注意力,能引起学生的兴趣，但孩子们在语言表达上还是困难重重，教师在设计教学活动中，应该要鼓励学生树立信心,给学生观察、思考、体会、归纳、总结的时间和机会。

教学目标I Knowledge and skills:1. Words: handbag, beat, pardon, intend, fetch, pancake2. Expressions: intend to do sth, for long, even if3.To enable students to listen to and read the conversation about the school leavers.4.To enable students to talk about the plans for the future.2:#中国教II Courses and methods:PWP method, task-based method and interactive a pproachIII Emotion attitude and value:1.To develop the sense of thanks and learn to express thanks.【来源：21·世纪·教2.To learn to cherish the friendship.love our school,studyhard for our dreams.重难点How to talk about school leavers’ party and the plans for the future.www-2教法学法1.运用多种教学手段，激发学生的学习兴趣。

8上unit1grammar教案

T provides some pictures, words, phrases and sentences which may be useful to Ss.
5. Ss do some multiple choice and translation work.
Step4Summarize
T:This class we learnt the use ofadjectives, comparatives and superlatives.Now let’s read an interesting English poemas the end of this lesson.
nice nicer nicest
教后记
Some students grasp them very well. And they should do some exercises about them.
Good, better, best,
Never let it rest,
Till your good is better,
And your better is best!
Step5Homework
Revise the use of adjectives, comparatives and superlatives
导学
练习
Translate some useful phrases.
师生活动内容、方式（备课组）
二次备课（个人意见）
Step 1Lead-in
T: Yesterday I asked you to describe a person you like and bring his or her photo here. Now would you please show me your work?

Module8Unit1教案

3.成果分享：每个小组将选择一名代表来分享他们的讨论成果。这些成果将被记录在黑板上或投影仪上，以便全班都能看到。
（五）总结回顾（用时5分钟）
今天的学习，我们了解了农场动物的特点和一般现在时的用法。同时，我们也通过实践活动和小组讨论加深了对动物力量描述的理解。我希望大家能够掌握这些知识点，并在日常生活中灵活运用。最后，如果有任何疑问或不明白的地方，请随时向我提问。
2.语法：一般现在时的用法，强调动作或状态的普遍性。
3.对话：学会使用What's the strongest...?询问最强的事物，并能回答相关问力量特点。
5.写作：仿写一篇关于农场动物力量对比的小短文。
本节课将结合学生的实际生活，通过生动的例子和实践活动，帮助他们更好地掌握本章节内容。
3.重点难点解析：在讲授过程中，我会特别强调动物词汇和一般现在时的用法这两个重点。对于难点部分，我会通过举例和比较来帮助大家理解。
（三）实践活动（用时10分钟）
1.分组讨论：学生们将分成若干小组，每组讨论一个与农场动物力量相关的实际问题。
2.实验操作：为了加深理解，我们将进行一个简单的角色扮演活动。这个活动将演示如何用英语描述动物的力量特点。
四、教学流程
（一）导入新课（用时5分钟）
同学们，今天我们将要学习的是Module 8 Unit 1 What's the strongest animal on the farm?这一章节。在开始之前，我想先问大家一个问题：“你们在农场或生活中见到过哪些动物，它们有什么特别之处？”这个问题与我们将要学习的内容密切相关。通过这个问题，我希望能够引起大家的兴趣和好奇心，让我们一同探索农场动物的力量奥秘。
五、教学反思
在今天的教学中，我发现学生们对农场动物的特点和一般现在时的用法表现出浓厚的兴趣。他们积极参与讨论，认真完成实践活动，这让我感到很欣慰。然而，我也注意到一些问题，值得我们共同反思。

Unit1Grammar教案

1.语言能力：通过学习不同时态的用法，使学生能够准确、熟练地运用英语描述过去、现在和未来的事件，提高他们的口头表达和书面表达能力。
2.思维品质：培养学生观察、分析、比较不同时态的语言现象，发展逻辑思维和批判性思维，提高解决问题的能力。
3.文化意识：通过学习时态在真实语境中的应用，使学生了解中西方文化差异，增强跨文化交际意识，培养国际视野。
（三）实践活动（用时10分钟）
1.分组讨论：学生们将分成若干小组，每组讨论一个与英语时态相关的实际问题。
2.实验操作：为了加深理解，我们将进行一个简单的时态填空练习。这个练习将演示不同时态的基本原理。
3.成果展示：每个小组将向全班展示他们的讨论成果和填空练习的结果。
（四）学生小组讨论（用时10分钟）
Unit 1 Grammar教案
一、教学内容
《Unit 1 Grammar教案》
本节课教学内容选自八年级英语上册，主要包括以下章节内容：
1.一般现在时态
2.一般过去时态
3.一般将来时态
4.现在进行时态
5.过去进行时态
二、核心素养目标
《Unit 1 Grammar》的教学旨在提升学生的英语学科核心素养，具体目标如下：
-难点2：动词过去式的变化。如：“eat”的过去式是“ate”，“go”的过去式是“went”。
-难点3：在实际情境中运用时态。如：描述正在进行的动作时，学生可能会说成“I am going to the library”而非“I am going to the library now”。
在教学过程中，教师需针对以上难点进行重点讲解和练习，帮助学生理解并掌握各时态的核心知识，提高他们在实际语境中正确运用时态的能力。
在小组讨论环节，学生们提出了许多关于时态在实际生活中应用的问题，这让我意识到他们已经开始学会将所学知识运用到实际情境中。然而，如何在短时间内帮助学生们更好地消化吸收这些知识点，仍然是我需要思考的问题。

8aU1教案

8aU1教案一、教学内容本课教材为人教版英语8A Unit 1，主要内容包括：引入部分关于问候和介绍的对话；语法部分为一般现在时态的构成和用法；阅读部分为一篇关于学校生活的短文；练习部分包括听力、口语、阅读和写作等多种形式的活动。

二、教学目标1. 学生能够熟练掌握日常问候和介绍的表达方式。

2. 学生能够正确运用一般现在时态描述人物特征和日常活动。

3. 学生能够理解并运用阅读材料中的关键信息，提高阅读理解能力。

三、教学难点与重点重点：一般现在时态的构成和用法。

难点：一般现在时态在实际语境中的运用。

四、教具与学具准备教具：多媒体教学设备、黑板、粉笔。

学具：学生课本、练习册、文具用品。

五、教学过程1. 引入部分：通过与学生进行日常问候和自我介绍，激发学生学习兴趣，引入本课主题。

2. 语法部分：讲解一般现在时态的构成和用法，通过例句和练习，让学生熟练掌握一般现在时态的运用。

3. 阅读部分：引导学生阅读关于学校生活的短文，通过回答问题、小组讨论等方式，提高学生的阅读理解能力。

4. 练习部分：设计听力、口语、阅读和写作等多种形式的活动，巩固本课所学知识。

六、板书设计板书内容主要包括一般现在时态的构成（主语+动词原形）、用法（描述人物特征、日常活动）和关键句型（描述人物特征的句型：He/She is tall/short/thin/fat. He/She has long/short hair. 描述日常活动的句型：He/She likes playing/watching sports.He/She goes to school bus/bike/on foot.）七、作业设计1. 完成练习册上的相关练习题。

2. 根据所学知识，写一篇关于自己或朋友的小短文。

八、课后反思及拓展延伸课后反思：本节课通过引入日常问候和介绍，激发了学生的学习兴趣。

在讲解一般现在时态时，通过例句和练习，让学生在实际语境中掌握了时态的用法。

【牛津译林版】高二选修8英语：Unit 1 Grammar and usage(1) 教案设计

高二英语集体备课主备人：用案人：授课时间：____________ 第7课时课题M8 U1 Grammar and usage(1) 课型New教学目标1) To help the students master the Negative words and Negative statements重点1) To help the students master theNegative words and Negativestatements难点1) To help the students master theusage of phrasal verbs.教法及教具Teaching教学内容个案调整教师主导活动学生主体活动教学过程英语中的否定句一般都含有否定意义，但有些句型、词组和句子虽然带有否定词却表示肯定含义，这是学生掌握否定句时的难点，下面笔者针对这一难点进行简要的分析。

表示肯定意义的否定句有以下几种情况：一.含有肯定意义的某些否定句型：cannot help/choose but （必须，不得不，只能），cannot help doing sth.（忍不住做某事），cannot...too...（再……也不为过，越……越好）, hardly/scarcely...when...（刚……就……），no sooner...than...（刚……就……）等。

例如：1)I cannot help but admit the truth of your remarks, although they go against my interests. 虽然你的言论违反我的利益，但我不得不承认你说的对。

2)You cannot be too ________ with your work. 工作越仔细越好。

3)Hardly ______ we ___________ when we were told tostop. 我们刚开始就被叫停。

外研《Grammar》课教案

外研《Grammar》优质课教案一、教学目标1. 知识目标：（1）学生能够理解并掌握本课所学的语法知识点。

（2）学生能够运用所学的语法知识进行口头和书面表达。

2. 能力目标：（1）学生能够提高英语听说读写能力。

（2）学生能够运用所学的语法知识解决问题。

3. 情感目标：（1）激发学生学习英语的兴趣。

（2）培养学生的团队合作精神。

二、教学重难点1. 教学重点：本课所学的语法知识点。

2. 教学难点：语法知识点的运用。

三、教学方法1. 情境教学法：通过设定情境，让学生在实际语境中学习和运用语法知识。

2. 任务型教学法：通过完成任务，让学生在实践中运用语法知识。

3. 合作学习法：学生分组合作，共同完成任务，培养团队合作精神。

四、教学准备1. 教材：《外研Grammar》教材。

2. 多媒体设备：电脑、投影仪、音响等。

3. 教学辅助材料：课件、图片、卡片等。

五、教学过程1. 导入：通过歌曲、游戏等方式导入本课主题，激发学生兴趣。

2. 呈现：利用课件、图片等展示本课所学的语法知识点，引导学生观察和发现。

3. 讲解：对语法知识点进行详细讲解，并通过例句让学生理解其用法。

4. 练习：设计不同类型的练习题，让学生进行口头和书面练习。

5. 任务：布置实际任务，让学生在实践中运用所学语法知识。

6. 反馈：对学生的练习和任务完成情况进行点评，及时纠正错误。

7. 总结：对本课所学语法知识点进行总结，提醒学生重点注意。

8. 作业：布置作业，巩固所学知识。

六、教学评价1. 课堂表现评价：观察学生在课堂上的参与程度、听说读写能力的运用以及团队合作精神。

2. 练习完成情况评价：评估学生在口头和书面练习中的表现，及时给予反馈和指导。

3. 任务完成情况评价：评价学生在实际任务中的语法知识运用能力和解决问题的能力。

七、教学拓展1. 开展英语角活动：让学生在真实的交流环境中运用所学语法知识，提高口语表达能力。

2. 组织英语写作比赛：鼓励学生运用所学语法知识进行写作，培养书面表达能力。

高中m8u1grammar学案教案

拓展知识：1. 一般否定I don’t know this. No news is good news.There is no person /not a person/not any person in the house.2. 特指否定He went to his office, not to see him. I am sorry for not coming on timeI don’t think/believe/suppose/feel/imagine you are right.3. 部分否定I don’t know all of them. I can’t see everybody/everythingAll the answers are not right.并非所有答案都对。

All is not gold that glitters. 闪光的不一定都是金子。

Both of them are not right.并非两人都对。

4. 全体否定None of my friends smoke I can see nothing/nobody Nothing can be so simple as this.5. 延续否定You didn't see him, neither/nor did I.He doesn't know English, let alone/to say nothing of/not to speak of French.6. 半否定句We seldom/hardly/scarcely/barely hear such fine singing. I know little English.7. 双重否定You can't make something out of nothing. What's done cannot be undone.There is no sweet without sweat. No gain without pains.8. 排除否定Everyone is ready except you. He did nothing but play. But for your help, I couldn't do it.9. 加强否定I won't do it at all. I can't see it any more. He is no longer a boy. I. Multiple choice:单选题mother had talked to him for many minutes while he was watching TV, but ＿＿.A. a little did he hearB. little did he hearC. little heard heD. a little heard hethe war, ＿＿＿＿but also he lost his wife and his child.A. not was his job in the lab taken awayB. not only was his job in the lab taken awayC. not merely his job in the lab was taken awayD. not just was taken away his job in the lab think this is the first time that we have met.＿＿＿anywhere.A. Before have we never seen each otherB. Never before we have seen each otherC. Each other have we seen never beforeD. Never before have we seen each other4.—— The old man wouldn’t stay at home for a rest even if it rained.——＿＿＿＿.He would feel sick if he stayed home for one day.A. So would my grandpaB. So wouldn’t my grandpaC. Neither would my grandpaD. Nor wouldn’t my grandpano means ＿＿＿ to our plan for the trip.A. will she agreeB. she will agreeC. agrees sheD. will agree shewent into a small house but ＿＿＿.A. no persons did they findB. not a person found theyC. not a person did they findD. not a person they foundoften helps look after Granny Wang, but＿＿＿.A. seldom is GeorgeB. seldom George doesC. seldom does GeorgeD. seldom looks George after Granny Wangbut two ancient Chinese coins ＿＿＿＿ after they took out the jar.A. did they find in itB. they found in itC. in it did they findD. in it found they翻译题这两本书都不是英国出版的。

模块8 unit 1 Task and project教案(含重要知识点)(译林牛津版高二英语选修八

模块8 unit 1 Task and project教案(含重要知识点)(译林牛津版高二英语选修八教案教学设计)整理Task Writing a literary reviewSkills building 1: listening for key wordsFirst, I’m going to read a paragraph aloud to you. After that, I’d like you to use your own words to summarize what I read. So please listen to me attentively, paying special attention to the emphasized key words.Just as a proverb says, 'Life is filled with twists and turns.' One can't gain any success if he or she never experiences difficulty or failure. In other words, trouble exists from beginning to end during our lifetime. Students may fail in their exams, scientists may fail in their experiments, and players may be defeated in their matches.Discuss in pairs: While listening to a lecture or a news report, do you always have to pay attention to every word the speaker uses?What do you think are the most important words to pay attention to? Why do you think so?Read the guidelines in Skills building 1 on Page 10. Try to give a speech, following the guidelines.Step 1: recognizing key words1. Suppose in your English class, your teacher is telling you how to write a literary review. Now listen to this speech, trying to fill the table inPart A on Page 10.2. Listen to the tape again, and check the answers.AnswersAParagraph 1author, title, genre, settingParagraph 2plot, characters, character developmentParagraph 3themes, symbolsParagraph 4personal opinion, rate of the story3. What role do you think friendship plays in our daily life? Now, let’s read a short story. After that, you may get a better understanding of friendship.4. Read the story again and then complete the table with the key words in the short story.Skills building 2: asking for and giving opinions1. Group work: Discussion: How to ask for and give opinions?What do you think of…?How do you like/find…?How do you feel about…?Do you think that…?In my opinion,…I think that…As far as I’m concerned,…Personally,…2. Pair work: Create a situation and make a dialogue, you’ll practice using the phrases you listed just now.3. Read the guidelines on Page 12.Step 2: giving your opinion on a literary review1. Read the literary review of “The Attic” on page 12. Focus on the plot, characters and the theme of the story.2. Have a discussion about the five questions listed below the review.Give your ideas freely.3. Acting: Work in pairs, making a dialogue. One acts as the reporter and the other as the reader. Try to use as many questions as possible.Skills building 3: writing a literary review1. Read the guidelines at the top of page 13. Remember what should be included in a review.2. Work in groups of four to write an outline of a literary review.Step 3: writing your reviewYou are expected to write a literary review of “The home-made ball” based on the information you have collected in Steps 1 and 2 and through this to practice the skills you have learnt in Skills buildings 1, 2 and 3.1. Review the information you have collected and the main points you need to include in writing a review.2. Work in groups of four to write the review.Possible example‘The home-made ball’ is a short story written by Jerry Johnson. The story is set in modern-day America.The main character of ‘The home-made ball’ is a boy called Kevin. Kevin and Mike are good friends who play soccer with their home-made ball every day, but when Kevin gets new sneakers and a soccer ball,things change.Friendship is an important theme in this short story. The author, Jerry Johnson, uses the old and new things, like the old home-made ball and the new soccer ball, and the old bench and the new sneakers as symbols. The old things symbolize the most valuable thing, friendship, which needs to be cherished.I think this story is really good and I give it a rating of four out of five.Language points of Task1…but Mike had made a ball out of old socks.make sth(制成品) out of sth（原材料）…是由…做成的make sth（原材料）into sth(制成品) 把…做成……old socks had been made into a ballmake out 看得清：搞得懂make up for sth.No amount of money can make up for the death of a child.This year's good harvest will make up for last year's bad one.make ends meetto have just enough money to pay for the things that you need 使收支平衡I make so little money that I cannot make ends meet.make a fool of sb. 戏弄to trick someone or make them appear stupid in some way2. have talent for (P11)talentn. [C or U] (someone who has) a natural ability to be good at sth., especially without being taught: 天赋Her talent for music showed at an early age.His artistic talents were wasted in his boring job.talented adj. a talented footballer/pianist3. at the sight of (P11)sightn. [C or S or U] sth. that is in someone's view: 景色The flowers at the annual flower show were a beautiful sight.You should always keep sight of your bags (= have them where youcan see them) while you're at the airport.I dare not let the children out of my sight (= go where I cannot see them) in this park.The castle came into sight (= started to be able to be seen) as we went round a bend in the road.I caught sight of (= saw for a moment) my former teacher while I was out shopping today, but she turned a corner and I lost sight of (= could no longer see) her.4. let out a sad sigh (P11)Let out the secret=give away the secretHe let the air out of the balloon.She let out a scream (= She made this noise).5. Up it flew, higher and higher, until it was a small dot in the sky. (P11) 它越飞越高，直到在空中变成一个小点。

八年级英语上册 Unit 1 Friends GrammarTask教学设计牛津译林版

Unit 1 FriendsGrammar－Task一、教材分析：This lesson aims to learn to use comparative and superlative adjectivesand the ways to remember words by putting the words into differentgroups.二、教学目标：1. To learn how to form comparative and superlative adjectives.2. To practice listening skills by completing some exercises aboutNora’s and Sandy’s future plans.3. To learn how to remember words by putting the words into different groups.4. To learn how to organize ideas about writing, then write aboutone’s best friend.三、教学重点: To learn how to use a comparative and superlative adjectives.四、教学难点：To learn how to form comparative and superlative adjectives.五、教学策略：1. The Direct Method2. The Audio-Lingual Method六、教学准备：ppt, tape七、教学环节：Step 1: Grammar1.Show some pictures to talk about height.Lead in the comparative and superlative adjectives: tall, taller and tallest, interesting, more interesting and most interesting2. ExplanationTeach how to form comparative and superlative adjectives.Teach how to use comparative and superlative adjectives.Step 2: Practice1. Complete Part A on page 12.2. Complete Part B on page 12.Step 3: Integrated skills1. Listen to Nora’s future plans and complete Part A 1 on page 13, then complete A2.2. Speak up: What’s he like?3. Listen and answerWhat is Peter like?Who’s the girl next to Peter?Step4: Study skillsTell Ss what a vocabulary tree is like and how to use it to remember words more quickly. Then complete a vocabulary tree on page15.Step5: Task1. Read Daniel’s list on pag e 16 and learn the words about people. Then listento Daniel’s article about his best friend and answer some questions.2. Answer some questions:1) Does Kate live far from Daniel’s home?2) What is she like?3) What does she want to be in the future?3. Read aloud the article.4. WritingWrite your own article about your best friend. Use the outline on Page 16 to help you organize your ideas. Then read it to your partners.Step6: Consolidation用所给词的适当形式填空：1. Pan Changjiang is a very _________ (humour) person.2. I’m the ________ (shy) student in our class.3. She thinks she is a little _______ (fat) than last year.4. He is a boy with ________ (smile) eyes.5. I watched an _________ (excite) football match last night.翻译句子：1. —你姐姐是什么样的人？—她和蔼且有耐心。

M8U1教案

Module8 Unit1Will you help me?潍坊高新区北海学校陈立华一、教材分析本单元主要讲解一般将来时的运用，前面的模块中已经接触过一般将来时的陈述句与特殊疑问句形式，本单元主要讲解一般将来时的一般疑问句形式：Will you…?及其回答方式。

二、教学目标本单元知识点较散，但大部分是前面接触过的，主要让学生掌握Will you…?句型的问答方式，了解描述天气时需要It+will+be+描述天气的形容词。

三、教学重难点重点：短语of course及一般将来时的一般疑问句的问答形式。

难点：怎样描述天气。

四、教学方法小组合作法、情境教学法、多媒体辅助法、任务教学法等。

五、教学过程1.Greeting Teacher and students say “hello” to each other.2.Lead-in此环节主要通过一幅没有完成的画作来引出“Will you help me?”句型，主要过程如下：T:Well,I know that all of you flied the kites on our playground some days ago,Yes?Ss:Yes.T:So,do you like flying kites? Ss:Yes,I do.T:Oh,yes!I love,too.So I want to make a dragon kite.But I can’t draw its eyeswell.Will you help me?(此处在课前就板书好，并将回答部分设计成：Yes,_____ _____.\No,_____ _____.形式。

同时说到此处时就把早画好的书画贴在黑板上。

)Ss:Yes.(此处学生很有可能回答完Yes就停止，也有可能说出I will。

总之此处要引导学生说出完整的回答：Yes,I will.或者是No,I won’t.) T:Who can help me? Ss help me draw the dragon’s eyes.And then I will say:Great!It’s a cool dragon kite.I like it very much！（此处给予小组及个人双重的奖励。

外研版八年级上册m8u1教案

外研版八年级上册m8u1教案Module 8 Time offUnit 1 I can hardly believe we’re in the city centre.一、教学目标（T eaching aim）1、知识目标（Knowledge aim）（1）在教学过程中学习和巩固单元新授单词和短语hardly, sights, thirsty, waste ake up,point out, at the top of（2）熟练掌握that引导的宾语从句的句型结构和用法并运用该句型描述家乡的名胜2、能力目标（Ability aim）提高学生的听说读写能力，能听懂和阅读关于介绍去北海公园旅行的语言材料，能通过相关词汇和图片描述自己和他人的对北海公园的观点；能编写关于旅行的对话。

3情感目标（Moral aim）学会倾听他人的旅行经历和观点；激发学生对大自然的热爱，陶冶情操，激发对祖国的热爱之情；培养学生的环境保护意识。

二、教学重点（T eaching focus）The object clauses（that引导的宾语从句）教学难点（T eaching difficulty）1.The object clauses That引导的宾语从句中从句人称的变化2 宾语从句时态的变化2. hard和hardly的区别教学过程（T eaching Procedures）1 导入（Lead-in）（1）让学生听《我想去桂林》这首歌，欣赏大自然的美丽景色，从而引出休假旅游的话题。

（2.）听课文Part 1 ，让学生看和描述北海公园的照片，为对话部分的学习做准备2词汇学习（Vocabulary learning）(1) 单词学习：通过图片学习单词，并练习本科的词汇。

（2）单词竞赛，先让小组内读单词，由小组长领读或小组齐读，由此加深对单词的记忆。

，然后选择两组比赛，一组选一个代表，对另外一个小组进行提问，或英语或汉语意思。

英语比较级语法教学设计

英语⽐较级语法教学设计⽜津英语8A Unit1 Grammar 教学设计教材分析Teaching Content AnalysisThe oxford version Junior school English textbook is related to the real life activity and the illustrations in it are lively and vivid.Also the textbook pays attention to the development of students' emotion The content of the class is the Grammar part of 8A Unit1.This class will make students acquire the use of comparatives and superlatives and give them some training of oral communication skills. I will begin the lesson with the topic which is familiar to the students in order to stimulate students' interest in learning.Started from life experience and cognitive ability, I will advocate the learning methods and task-oriented teaching methods such as practice, participation, cooperation and communication, which will help increase students' language comprehensive ability.教学⽬标Teaching Aims:1.Make sure the students could read,understand and remember these new words:cheer, printer, better, worse, worst, height, competition, test2.Make sure the students get the structure and the use of comparatives and superlatives.3.Make sure the students can talk freely with the grammar we learned.4.Enhance the cooperative ability and group work ability.5.Make the students are awared of the idea of overall development.教学重点Teaching Important Points:1.Learn and master some important words and phrases in this period.2.Learn and master the structure and the use of comparatives and superlatives.教学难点Teaching Difficult Point:How to master the expression of comparatives and superlatives in sentences.教学辅助Teaching Aids:Multimedia(ppt)Pictures教学过程Teaching Procedures:Step 1:warming-upPlay a song that involves the expresion of comparatives and superlatives.Ask students to talk what the song tells about in general.设计理念(This part is in order to create the English class atmosphere and get every student involved in the class)Step2:lead-inShow three pictures of different-sized appleShow three pictures of different-aged manShow three pictures of bicycle,bus and airplaneLet students use the adj to describe the pictures and do the compare设计理念(in order to introduce the comparatives and superlatives to students and let students have a vivid understand of them)Step3:Presentation1Show the rule of structure of comparatives and superlatives构成⽅法原级⽐较级最⾼级单⾳节词和少量多⾳节词⼀般在词尾加-er/-est cold colder coldestfast faster fastest 以e结尾的直接加-r/-st large larger largestnice nicer nicest 重读闭⾳节词只有⼀个辅⾳字母时，应先双写辅⾳字母再加-er/-estbig bigger biggesthot hotter hottest 以辅⾳字母+y结尾的双⾳节词，先改y为i再加-er/-esteasy easier easiestearly earlier earliest多⾳节词和部分双⾳节词在词前加more/most beautiful more beautiful most beautifulimportant more important most importantalso there are some special forms of comparatives and superlativesgood-better-best bad-worse-worst little-less-more many-more-mostAnalysis the form and lead students to read.Give them three minutes to understand the rule and try to remember them.设计理念(in order to get students master the formulate rule of comparatives and superlatives) PracticeGive some words and let students tell the comparatives and superlatives of them设计理念(in order to consolidate what we learned before)Presentation2show the usage of comparatives and superlatives:We put “than” after the comparatives: A+be动词+形容词⽐较级+than+B;We put “the” before the superlatives.PracticeShow them a tableMillie Sandy Amy Peter SimonHeight(cm)150 148 145 168 158Weight(kg)44 45 40 49 48Millie Sandy Amy Peter SimonChinese(10) 8 8 10 9 9Math(10) 8 7 7 10 8English (10) 10 8 8 10 6Drawing (10) 7 10 8 8 7I will create a situation that my friend wants to choose the moniter in her class and she needs some help. I will list some adj and ask students to work in groups to use the sentence which involving comparatives and superlatives to describe the table.设计理念(In this table,there are many dates for students to do mechanical practice about the use of comparatives and superlatives. In order to make students become quite familiar with the use of comparatives and superlatives)After discussion, let them tell who is the most suitable choice and why.设计理念(In order to let students have an idea of overall development)Step4:Homework:Do some research on your hometown about the difference between the past and /doc/ca4857270.html e the comparatives and superlatives.If you have some problems,ask for help from your parents.教学⽅法Teaching Methodspreview before class, self-learning in class as the main line, dialogue between teachers and students, talking about the background knowledge, do a variety of exercises, group discussion on an extended topic and other series of teaching activities to check the comprehensive use of students' language ability.Through the hierarchy and practicediver sification stimulate students' strong learning aspire to access to a variety of approaches to learning, knowledge and skills for students to have cooperative learning enthusiasm and knowledge accomplishment. In the process of teaching, in addition to pay attention to the cultivation of students' knowledge and practice skills, it also pays attention to the cultivation of students' establish of correct emotional target.设计特⾊：演绎法与归纳法结合教学语法，练习有层次性，难度逐次提升，⾃由谈论来增多语⾔输出，强调学⽣⾃主学习，培养学⽣学习英语的习惯。