牛津译林版英语8A Unit4全套教案.

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(完整版)牛津译林版英语八年级上册Unit4Grammar教学设计

情感态度 6
了解 DIY 的好处，倡导 DIY 的生活方式 O
掌握发出指令，should 和 had better 等句型 I
运用发出指令，should 和 had better 等句型 h
运用发出指令，should 和 had better 等句型来谈论如何预防腮腺
炎6
时间
2 minutes before class4
Help the students complete the exercise and check the answers. English people like DIY. A lot of people spend their holiday making their homes more b______1______. If there is anything that needs repairing or decorating around their homes, such as p_____2_____ the walls or putting in a new shower, they will do the jobs themselves. They s_____3______ DIY experience with their friends. More and more people show an i______4_____ in DIY. Sometimes people also DIY in order to s_____5_____ money. They are trying to find ways to make their house better when they can’t afford the c______6_____. So, it’s not surprising that DIY is very popular. DIY can be different. People often find it more e______7______ to build a piece of furniture because they can’t understand the instructions well. Sometimes the instructions are simple and clear, but the furniture i______8_____ is difficult to build. DIY can also be d______9_____. People should learn much about DIY work before doing it. U______10_____, many people don’t care about that. So they may be in

牛津译林8A U4(T同步)教案

学员编号：年级：初一课时数：3学员姓名：辅导科目：英语学科教师：蒋文婷授课类型T-8A U4-Do it yourself C- T-授课日期及时段教学内容（建议2-5分钟）批注：教师在此环节中可以引导孩子用英语和老师对上面图片进行描述，从而和孩子一起，在描述中叙述出本次课的主题。

（建议20-25分钟）一、词汇Words1. no problem 没问题1. 用来回答感谢(主要用于美国英语中)，意为：不用谢；别客气；没什么。

如：A：Thank you very much. 非常感谢你。

B：No problem. 没什么。

2. 用来回答道歉(主要用于美国英语中)，意为：没关系；没什么。

如：A：Excuse me for smoking here. 请原谅我在这儿抽烟了。

B：No problem. 没关系。

A：I’m sorry to have kept you waiting. 对不起，让你久等了。

B：No problem. 没关系。

3. 用来表示同意或愉快地回答请求，意为：没问题；小事一桩。

如：A：Could you post the letter for me? 请帮我寄这封信好吗?B：No problem. 没问题。

4. 用来表示有能力做某事，意为：没问题；不在话下。

如：A：Can you finish the work in an hour? 你能在一小时内做完这工作吗?B：No problem. 没问题。

5. 用来表示安慰(也说That’s no problem)，意为：没问题；那不成问题。

如：A：I’ve left my money at home. 我把钱忘在家里了。

B：(That’s) no problem. I can lend you what you need. 那没问题，你要多少我可以借给你。

有时直接用来回答用problem 提的问题。

如：A：What’s the problem? 有什么问题吗?B：No problem. Grandpa has solved it. 没问题，爷爷已把它解决了。

牛津译林版8A Unit4 Reading 教案

课题 Unit4主班级姓名学号【教学目的】1. To know some vocabulary about DIY.2. To understand the meaning of the article.3. To lead the students to DIY.【教学重难点】重点：language points难点：【学时安排】一课时【教学方法】reading/ exercises【教学过程】第一段自主学习1.导入新课1. Do you like DIY?2. Have you ever tried DIY? What is it?3. Do you want to take a course in DIY?2.学生自学3.自学检测第 1 页4.反应纠错第二段问题探究5.问题探究问题〔一〕1. Skim the article, then answer the question: What’s the article mainly about?2. Divide the article into three parts.问题〔二〕1. Read the article carefully, and underline the difficult words and phrases.问题〔三〕Read the article again, then tell whether the statements are true or false.6.课堂质疑7.课堂小结第三段当堂检测8.课堂检测一、根据中文或首字母提示写出单词。

1. Builders spent several weeks (to fix something that is damaged,第 2 页broken)the roof and pipe.2.A large bouquet of r arrived on her desk.3.I know this idea sounds (狂热的),but it may be worth a try.4.I (建议) you to think very carefully before making any decision.5.I’m taking a 〔课程〕 in graphic design.6.Is it 〔已经〕 5 o’clock?7.Mr.Black is ill ,so he is taking his class i .8.Only 12 people a the meeting.9.I remember (曾经)it snowed on my birthday, and I was so excited.10.There is a light hanging form the (天花板).11.He’s poor at spelling. He made a lot of spelling m in his writing.12.He is a c man. He spends all his money on stamps.13.They makes (管子) for the oil factory.14.I want to take a c in DIY.15.There are some books on the 〔架子〕.二、用所给词的适当形式填空。

牛津英语8A Unit4教案

8A Unit 4全部教案Warm-up activities1 Create an interest in the issue of sharing the limited natural resources. Depending on the general interest of the class, choose one of the following situations:* A group of students are stranded on an island. There is not enough food available for everyone to survive.* Astronauts are stranded in space. They do not have enough oxygen for everyone to survive.2 Make a list of people involved in the situation, a list of the resources available ., food, oxygen, water, etc.) and a list of how long everyone is able to survive. Ss have to decide whether they stay alive together sharing what they have or they are going to occupy all the resources for their own survival.3 Ss study the pictures and read the conversation first on their own, then in pairs. Ask two more able students to role-play the conversation.Presentation1 Ss complete Part A. Encourage them to do the task without any pre-teaching of keywords. Check answers orally with thewhole class.2 Divide Ss into pairs and ask them to do the survey in Part B13 Encourage them to discuss in pairs why they like or do not like the animals. Ask them to write down their ideas. Language pointsLook delicious, If you eat my food, I won’t talk to you., no one, in danger, a report on giant pandasHomework1 Learn the language points by heart.2 一课三练3 Preview the Reading Part.?Revision1 Review key vocabulary according to the general ability of the class. Presentation (Reading A)1 On the Bb, write the following list of sentences on the Bb: * Xi Wang is the name of a baby giant panda.* Baby giant panda s are very small when they were born.* They grow very quickly.* Xi Wang has to find her own food when she is 20 months old. * Hunters kill giant pandas and sell their fur.2 Divide the class into three groups and allocate one part 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. Ask students to explain briefly how they know that the sentences on the Bb are true by identifying and listing key facts in the text. Presentation (Reading B& C)1 Ask Ss to draw a parallel between the growth of the baby giant panda and a human baby. Ask if they know what happens to people while they grow up. Write the following words/phrases on the Bb.Adult old person teenager baby middle-aged personYoung adult child toddlerDraw a timeline and encourage Ss to come forward and write each word at the correct point on the timeline. Ask them to drawa more creative growth chart.2 Ask students to do a birth chart of themselves. Tell them to add their photos to the chart.Presentation (Reading D)1 Revise the words listed in the box in Part D.2 Ask students to complete Part D. Then ask some Ss to read the sentences aloud to check their choice of words.3 If they show interest, ask them to practice the text for a presentation for 2-3 minutes.Presentation (Reading E)1 Ask Ss to read the conversation in Part E in pairs to check if there are any words they do not know. Then ask Ss to complete the sentences individually.2 Ask six Ss to read the conversation while the rest of the class check their answers.Language points (Part A)The story of Xi Wang, only 10 days old, it me ans…, was born, weigh just 100 grams, at four months, for the first time, eight months later, not…any more, grow into, at the very beginning, up to 14 hours a day, bamboo shoots, have to look after herself, have another baby, It is adj. (for sb.) to do, some of the problems, kill it for its fur, nowhere to live, on their own, need help, in danger, take the following actions to do, protectgiant pandas, make giant panda reserves bigger, encourage sb. to do, there will beLanguage points (Part B& C)Keep sb./sth. Safe from danger, large areas of land with trees, special areas for wild animals, stay aliveHomework1 Learn the language points by heart.2 一课三练3 Preview the Vocabulary Part.?Presentation （Vocabulary）1 Creat an interest in animals. Try to extend the context by asking Ss if they would like to adopt an animal and , if they do, which one they would choose.2Use the task to check Ss’ knowledge of name of animals. Ask Ss to guess the names individually first and then compare witha partner.3 Check answers with the whole class. Read all the words under the pictures and ask Ss to give definitions.Language pointsPolar bear---North Pole, wolf----wolvesHomework1 Learn the language points by heart.2 一课三练3 Preview the Grammar Part.?Presentation （Grammar Part A）1 Try to elicit the conditional structure by asking questions such as What will happen if you come to school lats What will happen if you break your favourite toy Try to think of sentences which reflect Ss’ own experience. Wr ite the most interesting answers on the Bb. Ask Ss to include the “If”-clause as well. Read all the sentences again and ask more able Ss to elicit the rule.2 Write some more open “If”-clauses on the Bb and ask Ss to finish the sentences with their own ideas. Help Ss reformulate their ideas into correct sentences and write them on the Bb.3 Ask Ss to match the sentences on their own and then compare answers with a partner. Invite a more able student to read the sentences aloud for the rest of the class to check answers.4 For Part A2, Ask Ss to complete the sentences on their own and then compare answers with a partner. Check answers with the whole class.5 Ask Ss to complete “Work out the rule” at the bottom of page 61.Presentation （Grammar Part B）1 Ask Ss to read through the rules and the sample sentences on their own. Then check understanding by asking them to think of other examples.2 Write several “If”-clauses on the Bb and ask more able Ss to complete them with their own ideas. Remind them to write about repeated and predictable situations instead of possible results.3 Explain the context of Part B1. Revise the words in the box.4 Ask students to complete the sentences individually.5 Ask Ss to read the conversation with a partner checking the accuracy of their sentences. Then check answers with the class.Presentation （Grammar Part B2）1 Try to creat interest in learning interesting things aboutwild animals. Tell them that Amy’s report introduces new information about tigers and wolves.2 Explain the context of writing a report. Revise the structure of conditional sentences.3 Ask Ss to read the report on their own to make sure that there are no unfamiliar words. Then Ss complete the sentences individually and compare them with a partner. Check answers with the whole class.Language pointsGrow more bamboo, run the other way, go to North Africa, walk through a rainforest, learn a lot about wild animals, arrive at noon, see the feeding of animals, get enough information for my class report, attack people, spit poison, step on them, male wolvesHomework1 Learn the language points by heart.2 一课三练3 Preview the Integrated skills Part.?Presentation （Integrated skills A）1 Invite students to talk about what they like about tigers and wolves. Brainstorm any information and general knowledge about the two animals.2 Ask Ss to study the two fact files in pairs. Check the meaning of some of the words.3 Help Ss focus on the general context by asking general questions they may be able to answer while listening for the first time. Write them on the Bb:* What is the name of the largest living cat* What is Millie’s favourite animalPlay the recording. Students listen carefully for keywords to answer the questions.4 Play the recording for again and ask students to find out the missing facts in the fact sheets. Play the tape for the third time for Ss to check the answers.5 Ask Ss to read the letter in pairs and discuss any words they do not understand. Complete the letter without looking at the fact sheetson page 64. Then ask them to look at the fact sheets to check the answers and make corrections if necessary.6 Ask more able Ss to read aloud the letter.Presentation （Integrated skills B）1 Ask students to practice the conversation in pairs and then change roles. Identify any words or phrases they do not know.2 Ask students to create their own conversation using information from the fact sheets.Language pointsLive as a family, good at hunting other animals, make medicine, friendly towards each other, loss of living areas, make medicine from their bones, buy clothes made of animal fur, look lovely on me, lose one’s life, someone else, Homework1 Learn the language points by heart.2 一课三练3 Preview the Pronunciation, Main task & Check out Part. ?Presentation （Pronunciation）1 Remind Ss of communicative purpose of conditional sentences.2 Play the recording for Part A and ask Ss to listen carefully.Ss imitating the rising and falling voice patterns.3 Ask students to read Simon’s pres entation with correct the rising and falling voices.4 Ask students to read Millie’s presentation in Part B quietly on their own. Play the recording . Ask Ss to listen carefully and mark where Millie’s voice rises and falls with the correct arrows.5 Tell students to read them again, and answer the ‘Wh-‘questions. Students work in pairs.Language points （Pronunciation）Peaceful animals, live in family groups, continue to build roads, have suitable homes, make new farmland, make a lot of money, sell eleph ants’ tusks, train them,Presentation（Main task）1 Talk to Ss about the purpose of writing reports. Elicit from the different reports. Explain that in reports, we do not normally say ‘I feel…’ or ‘I like…’ and do not include personal comments.2 Read the title of the report in Part A. Create an interest in the topic by asking what they have learnt about giant pandain this unit.3 Ask students to skim through the report quickly and give each paragraph.4 Ss complete Simon’s report in Part C on their own. A sk more able Ss to read it aloud to check the answers.Language points （Main task）Spend a lot of time drinking their mums’ milk, at a time, get smaller and smaller, become farmlands, keep taking the land, what action can the club take Sharp paws, walk upright Presentation （Checkout）1 Set a time limit for reading the sentences in Part A and for filling the blanks. Ask Ss to complete the task on their own.2 Ask students to Proceed to Part B after completing Part A.3 Ss complete Part B on their own and then compare answers in pairs.Language points （Checkout）Climbing, what about playing football, a friend like Alan, answer questions correctlyHomework1 Learn the language points by heart.2 一课三练3 Preview the Unit 5。

牛津译林版英语8AUnit4全套教案

Step 4 Homework.1. Read the article fluently, memorize the vocabulary, phrases and senten ces.2. More able students to recite the text.3. Finish the relative exercise.教学反思sentence. Pay attention to your pronunciation and inton ati on. Play the tape. Show some key words and phrases in each paragraph. 3. Prese nt all the key words and phrases. T: Close your books, please. Use these key words and useful phrases to retell the article. Paragraph 1: be crazy about, repair, decorate, look terrible Paragraph 2: a brighter light, make a mistake, power cut, put up a picture, hit a pipe, fill …with …Paragraph 3: living room, boring, paint …blue,ceiling, floor, cat Paragraph 4: a shelf, above, spend five hours, not stay, much higher Paragraph 5: buy, advise, make him an gry, atte nd less ons, know much more 4. T: Can you retell Suzy ' s story about her cous in in your own words? Praise ss who can organize their Ianguage well and retell the article flue ntly. phrases. Retell the paragraph paragraph. Retell the article.article bywhole 总课时第3课时总课题 Unit 4 Do it yourself总课时8 第5课时课题Grammar B课型New教学目标1. To master the new words.2. To use should/had better to give advice.3. To use should/had better to give advice in correct con text. 教学重点 1. To use should/had better to give advice.2. To use should/had better to give advice in correct con text.教学难点 As above.教学准备 Computer Pictures Notebook课前预习Go through the part and try to lear n some new words by heart.教学过程教师活动学生活动备课札记教学反思 Want to broke n pipe ) Don / t know cut ) We (建议（修理坏掉的水管）. how to deal with (停电）you （修一门课程repair the(a power in DIY .(advise , take a course ) You can ( 上课 )every weekend . ( attend lessons )Call us on 88221546 .Step 4. ActivitiesEnjoy DIY :Ask Ss to work in groups ,according to the teacher / s in struct ions to do their DIY jobs A : Having a discussion in groups Group 1 : making a lovely en velope Group 2 : making a birthday card Group 3 :pa in ti ng the paper B: Group prese ntati onStep5 ExerciseFinish the relative exercise. Homework 1、 To recite the text . 2、 Write a passage about how to do your DIY jobs (such as painting a room , fixing a bicycle , making cakes, repairi ng computers ) 3、 P review GrammarListe n and pay much attention to the main poi nts.Try to finish some exercise.Sandy and her mum are talking about what to eat for lunch. 2. Play the tape.Are san dwiches quick and easy to make ? What do they put on the bread?Do they just n eed one piece of bread?3. Play the tape and ask ss to repeat after the tape.4. Work in pairs: Work in pairs. It ' s your turn to make similar dialogues. Talk about what you can make for lunch. You can use Sandy and her mother ' s con versati on as a model. Homework1. Memorize words, phrases and sentences.2. Recite Speak up.3. Preview Study skills.总课题 Unit 4 Do it yourself总课时8 第7课时课题Study skills课型New教学目标 1. To add un-,i n-and im- to form a new word.2. To use adjectives with un-,i n-and im- to express n egative meanin gs.教学重点 1. To add un-,i n-and im- to form a new word.2. To use adjectives with un-.i n-and im- to express n egative meanin gs.教学难点 As above.教学准备Computer Pictures Notebook教学反思Fin ish the exercise.课前预习Go through the part and try to lear n some new words by heart.教学过程教师沽动学生沽动备课札记Step 1 Lead in1. T: We' ve learnt a lot about Suzy ' s cousin. He loves DIY very much. What happens every time he does DIY?2. P rese nt more questi ons,(1) What happen to the cat when Suzy' s finished painting the whole living room blue?(2) C ould Suzy put the books on the shelf made by her cous in?(3) W hy did Suzy' s cousin feel unhappy when Suzy advised him to take a course in DIY?⑷ Is Suzy also weak at DIY?3. T: We know Suzy is good at DIY. Her mother' s birthday is coming. Do you know what he decided to give her mother? Did she do some DIY?En courage ss to guess the possibility.Step 2 Reading1. T: Suzy made a birthday card at the weeke nd. Liste n to her diary entry carefully and find the answers to these questi ons.(1) Why didn ' t Suzy make the card at home?(Because she wan ted to keep it secret.)(2) Did Sandy help?(Yes. Sandy helped her with the draw in g.)(3) How long did Suzy and Sandy spe nd making it?(They spe nt two hours making it.)(4) What mistakes did Suzy keep making whe n work ing onit?(She kept spelling the words wrong because she was too excited.)(5) What colour did she use for the roses?(She coloured them red, blue and pin k.)(6) Did they make a mess in the house?(Yes. There was paint on everyth in g.)2. Play the tape.T: Open your books and turn to page 52, please. Let ' s repeat after the tape sentence by sentence.3. Ask ss to read the article paragraph by paragraph and think over the content of each paragraph.4. Make ss un dersta nd the content of a diary.Para 1: The reas on why Suzy made a birthday card.Para 2: How she made the card.Para 3: What happe ned in the end.Para 3: Suzy' s hope.Step 3 Writing1. Ask ss to turn to page 53, part B.T: Write your own diary entry about one of the DIY jobs you did. Use the diary entry in Part A as a model and use the useful expressions on page 52 to help you 1 ook atS:Something terrible happe n.S: It was also pain ted blue.S: No, the books couldn ' t stay there because one end was much higher and higher.An swer.An swerthes equestio ns.Liste n and repeat. Read and think over.。

牛津8AUnit4教案(完整资料).doc

2.Show them some pictures and introduce DIY in English.
Step two- Presentation
1.Show them some tools and introduce thewords.
2.Finish the exercise in the text book and check answers.
nguage points.
7.Listen to a dialogue again and answer the three questions.
8.Let the students read and give some explanations.
9.Make a similar dialogue and act it out.
Teaching focus
To describe some tools and how to use them correctly.
Difficult points
Some difficult language points such as, instead& instead of, you’d better (not) do and so on.
((2)look at the picture again, and discuss:
Do you think Suzy’s cousin is good at DIY?
S: No, he isn’t. He caused a lot of problems when he did things himself.
I’ll show you a form to help you.Discuss with your partners.

英语牛津译林八上Unit4教案(全单元教案)

英语牛津译林八上Unit 4：教案（全单元教案）《牛津初中英语》8A Unit 4 Wild animalsComic strip& Welcome to the unit一、教学目标1 了解对话内容，掌握重点词组及初步了解if句型的用法2. 熟悉学习更多有关野生动物的词语二、教学重难点学生讨论表达对动物的喜好三、教学流程Step1 Comic stripHobo and Eddie have a new problem now. Listen to the tape and answer the following questions.1 What does Hobo want to do?2 Is Eddie willing to share his food?Language points:look delicioustalk to/with sblook after/ take care ofAsk students to pay attention to‘if’clauses Step2 VocabulariesAsk students to look at the pictures and learn new words about wild animals.bear dolphin giant panda kangaroo squirrel tigerStep3 Guessing gamesLet students paly a guessing gane to engage them.One student describes and the other guess ‘What animal is it?’Step 4 Make a surveyAsk stuents to work in pairs. Complete the survey form on P59Step5 DiscussionA: Which animal do you like best?B: I like ……best.A: Why？B: Because they are …...A: Which animal do you like least?B: I like…… least.A: Why?B: Because they are …...Step 6 HomeworkRemember all the words about wild animals and try to describe them.《牛津初中英语》8A Unit 4 Wild animalsReading1一教学目标1.知识目标1.)知识并运用本课时的四会单词。

牛津译林版8A Unit4 Reading 教案

课题 Unit4主班级姓名学号【教学目标】1. To know some vocabulary about DIY.2. To understand the meaning of the article.3. To lead the students to DIY.【教学重难点】重点：language points难点：【学时安排】一课时【教学方法】reading/ exercises【教学过程】第一段自主学习1.导入新课1. Do you like DIY?2. Have you ever tried DIY? What is it?3. Do you want to take a course in DIY?2.学生自学3.自学检测1 / 104.反馈纠错第二段问题探究5.问题探究问题（一）1. Skim the article, then answer the question: What’s the article mainly about?2. Divide the article into three parts.问题（二）1. Read the article carefully, and underline the difficult words and phrases.问题（三）Read the article again, then tell whether the statements are true or false.6.课堂质疑7.课堂小结第三段当堂检测8.课堂检测一、根据中文或首字母提示写出单词。

1. Builders spent several weeks (to fix something that is damaged,2 / 10broken)the roof and pipe.2.A large bouquet of r arrived on her desk.3.I know this idea sounds (狂热的),but it may be worth a try.4.I (建议) you to think very carefully before making any decision.5.I’m taking a （课程） in graphic design.6.Is it （已经） 5 o’clock?7.Mr.Black is ill ,so he is taking his class i .8.Only 12 people a the meeting.9.I remember (曾经)it snowed on my birthday, and I was so excited.10.There is a light hanging form the (天花板).11.He’s poor at spelling. He made a lot of spelling m in his writing.12.He is a c man. He spends all his money on stamps.13.They makes (管子) for the oil factory.14.I want to take a c in DIY.15.There are some books on the （架子）.二、用所给词的适当形式填空。

牛津译林版8AUnit4(1-4课时)教学案

Unit 4 Do it yourselfPeriod 1 Welcome to the unit【学习目标】1. 学会常用工具的名称2. 学会用英语DIY的话题展开对话【学习重、难点】1. 学会常用的工具名并掌握本课时的重点句型【课前预习】1. 这里有清楚的说明_____________________2. 先读它们__________________________3. 下一步是什么？_______________________4. 你最好拿一些工具__________________5. 上面写着：“自己动手做” _____________6. 在年轻人当中很流行________________7. 准确地讲，DIY是什么？ _______________________8. 代表_____________________9. 自己装饰事物而不要付钱让别人来做_______________________10. 做一些纸玫瑰________________________ 11. 听起来很可爱____________________ 12. 一副剪刀____________________________ 13. 喜欢做一些新的东西_____________ 【课堂导学】Step 1: Lead- inThere’s something wrong with my computer. I am going to fix it today. I’m going to do some DIY work. Do you know what DIY stands for?Step 2: ListeningLook at the pictures. Hobo has some work to do today. Do you think Eddie will help him?Listen to the tape and answer the questions1.What’s Hobo going to do?2.What should Hobo do first?3.What does Hobo probably need?Step 3: Activities1.repeat the dialogue2.read in pairs and act out the dialogueStep 4: presentation1. Hobo has to build his new house on his own. He needs some tools. What tools do you think he needs?2. Put the words in the correct boxes.3. Do you know what these tools are used for?Step 5: activities1. listen to them and tell me what Suzy is going to do today.2. practise the dialogue in groupsStep 6: Homework1. recite the dialogue2. finish the exercises【课堂检测】一、根据句意，首字母或汉语提示完成单词。

牛津译林版8A Unit4 Reading 教案-最新教育文档

课题 Unit4主班级姓名学号【教学目标】1. To know some vocabulary about DIY.2. To understand the meaning of the article.3. To lead the students to DIY.【教学重难点】重点：language points难点：【学时安排】一课时【教学方法】reading/ exercises【教学过程】第一段自主学习1.导入新课1. Do you like DIY?2. Have you ever tried DIY? What is it?3. Do you want to take a course in DIY?2.学生自学3.自学检测第 1 页4.反馈纠错第二段问题探究5.问题探究问题（一）1. Skim the article, then answer the question: What’s the article mainly about?2. Divide the article into three parts.问题（二）1. Read the article carefully, and underline the difficult words and phrases.问题（三）Read the article again, then tell whether the statements are true or false.6.课堂质疑7.课堂小结第三段当堂检测8.课堂检测一、根据中文或首字母提示写出单词。

1. Builders spent several weeks (to fix something that is damaged,第 2 页broken)the roof and pipe.2.A large bouquet of r arrived on her desk.3.I know this idea sounds (狂热的),but it may be worth a try.4.I (建议) you to think very carefully before making any decision.5.I’m taking a （课程） in graphic design.6.Is it （已经） 5 o’clock?7.Mr.Black is ill ,so he is taking his class i .8.Only 12 people a the meeting.9.I remember (曾经)it snowed on my birthday, and I was so excited.10.There is a light hanging form the (天花板).11.He’s poor at spelling. He made a lot of spelling m in his writing.12.He is a c man. He spends all his money on stamps.13.They makes (管子) for the oil factory.14.I want to take a c in DIY.15.There are some books on the （架子）.二、用所给词的适当形式填空。

英语牛津译林八上Unit4教案(全单元)

英语牛津译林八上Unit 4：教案（全单元）***8A Unit 4***Warm-up activities1 Create an interest in the issue of sharing the limited natural resources. Depending on the general interest of the class, choose one of the following situations:* A group of students are stranded on an island. There is not enough food available for everyone to survive.* Astronauts are stranded in space. They do not have enough oxygen for everyone to survive.2 Make a list of people involved in the situation, a list of the resources available (e.g., food, oxygen, water, etc.) and a list of how long everyone is able to survive. Ss have to decide whether they stay alive together sharing what they have or they are going to occupy all the resources for their own survival.3 Ss study the pictures and read the conversation first on their own, then in pairs. Ask two more able students to role-play the conversation.Presentation1 Ss complete Part A. Encourage them to do the task without any pre-teaching of keywords. Check answers orally with the whole class.2 Divide Ss into pairs and ask them to do the survey in Part B13 Encourage them to discuss in pairs why they like or do not like the animals. Ask them to write down their ideas.Language pointsLook delicious, If you eat my food, I won't talk to you., no one, in danger, a report on giant pandasHomework1 Learn the language points by heart.2 一课三练P.433 Preview the Reading Part.Revision1 Review key vocabulary according to the general ability of the class. Presentation (Reading A)1 On the Bb, write the following list of sentences on the Bb:* Xi Wang is the name of a baby giant panda.* Baby giant panda s are very small when they were born.* They grow very quickly.* Xi Wang has to find her own food when she is 20 months old.* Hunters kill giant pandas and sell their fur.2 Divide the class into three groups and allocate one part 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. Ask students to explain briefly how they know that the sentences on the Bb are true by identifying and listing key facts in the text.Presentation (Reading B& C)1 Ask Ss to draw a parallel between the growth of the baby giant panda and a human baby. Ask if they know what happens to people while they grow up. Write the following words/phrases on the Bb.Adult old person teenager baby middle-aged personYoung adult child toddlerDraw a timeline and encourage Ss to come forward and write each word at thecorrect point on the timeline. Ask them to draw a more creative growth chart.2 Ask students to do a birth chart of themselves. Tell them to add their photos to the chart.Presentation (Reading D)1 Revise the words listed in the box in Part D.2 Ask students to complete Part D. Then ask some Ss to read the sentences aloud to check their choice of words.3 If they show interest, ask them to practice the text for a presentation for 2-3 minutes.Presentation (Reading E)1 Ask Ss to read the conversation in Part E in pairs to check if there are any words they do not know. Then ask Ss to complete the sentences individually.2 Ask six Ss to read the conversation while the rest of the class check their answers. Language points (Part A)The story of Xi Wang, only 10 days old, it means…, was born, weigh just 100 grams, at four months, for the first time, eight months later, not…any more, grow into, at the very beginning, up to 14 hours a day, bamboo shoots, have to look after herself, have another baby, It is adj. (for sb.) to do, some of the problems, kill it for its fur, nowhere to live, on their own, need help, in danger, take the following actions to do, protect giant pandas, make giant panda reserves bigger, encourage sb. to do, there will beLanguage points (Part B& C)Keep sb./sth. Safe from danger, large areas of land with trees, special areas for wild animals, stay aliveHomework1 Learn the language points by heart.2 一课三练P.44-453 Preview the V ocabulary Part.Presentation （V ocabulary）1 Creat an interest in animals. Try to extend the context by asking Ss if they would like to adopt an animal and , if they do, which one they would choose.2Use the task to check Ss' knowledge of name of animals. Ask Ss to guess the names individually first and then compare with a partner.3 Check answers with the whole class. Read all the words under the pictures and ask Ss to give definitions.Language pointsPolar bear---North Pole, wolf----wolvesHomework1 Learn the language points by heart.2 一课三练P.463 Preview the Grammar Part.Presentation （Grammar Part A）1 Try to elicit the conditional structure by asking questions such as What will happen if you come to school lats? What will happen if you break your favourite toy? Try to think of sentences which reflect Ss' own experience. Write the most interesting answers on the Bb. Ask Ss to include the "If"-clause as well. Read all the sentences again and ask more able Ss to elicit the rule.2 Write some more open "If"-clauses on the Bb and ask Ss to finish the sentences with their own ideas. Help Ss reformulate their ideas into correct sentences and write them on the Bb.3 Ask Ss to match the sentences on their own and then compare answers with a partner. Invite a more able student to read the sentences aloud for the rest of the class to check answers.4 For Part A2, Ask Ss to complete the sentences on their own and then compare answers with a partner. Check answers with the whole class.5 Ask Ss to complete "Work out the rule" at the bottom of page 61.Presentation （Grammar Part B）1 Ask Ss to read through the rules and the sample sentences on their own. Then check understanding by asking them to think of other examples.2 Write several "If"-clauses on the Bb and ask more able Ss to complete them with their own ideas. Remind them to write about repeated and predictable situations instead of possible results.3 Explain the context of Part B1. Revise the words in the box.4 Ask students to complete the sentences individually.5 Ask Ss to read the conversation with a partner checking the accuracy of their sentences. Then check answers with the class.Presentation （Grammar Part B2）1 Try to creat interest in learning interesting things about wild animals. Tell them that Amy's report introduces new information about tigers and wolves.2 Explain the context of writing a report. Revise the structure of conditional sentences.3 Ask Ss to read the report on their own to make sure that there are no unfamiliar words. Then Ss complete the sentences individually and compare them with a partner. Check answers with the whole class.Language pointsGrow more bamboo, run the other way, go to North Africa, walk through a rainforest,learn a lot about wild animals, arrive at noon, see the feeding of animals, get enough information for my class report, attack people, spit poison, step on them, male wolvesHomework1 Learn the language points by heart.2 一课三练P.47-483 Preview the Integrated skills Part.Presentation （Integrated skills A）1 Invite students to talk about what they like about tigers and wolves. Brainstorm any information and general knowledge about the two animals.2 Ask Ss to study the two fact files in pairs. Check the meaning of some of the words.3 Help Ss focus on the general context by asking general questions they may be able to answer while listening for the first time. Write them on the Bb:* What is the name of the largest living cat?* What is Millie's favourite animal?Play the recording. Students listen carefully for keywords to answer the questions.4 Play the recording for again and ask students to find out the missing facts in the fact sheets. Play the tape for the third time for Ss to check the answers.5 Ask Ss to read the letter in pairs and discuss any words they do not understand. Complete the letter without looking at the fact sheetson page 64. Then ask them to look at the fact sheets to check the answers and make corrections if necessary.6 Ask more able Ss to read aloud the letter.Presentation （Integrated skills B）1 Ask students to practice the conversation in pairs and then change roles. Identifyany words or phrases they do not know.2 Ask students to create their own conversation using information from the fact sheets.Language pointsLive as a family, good at hunting other animals, make medicine, friendly towards each other, loss of living areas, make medicine from their bones, buy clothes made of animal fur, look lovely on me, lose one's life, someone else,Homework1 Learn the language points by heart.2 一课三练P.493 Preview the Pronunciation, Main task & Check out Part.Presentation （Pronunciation）1 Remind Ss of communicative purpose of conditional sentences.2 Play the recording for Part A and ask Ss to listen carefully. Ss imitating the rising and falling voice patterns.3 Ask students to read Simon's presentation with correct the rising and falling voices.4 Ask students to read Millie's presentation in Part B quietly on their own. Play the recording . Ask Ss to listen carefully and mark where Millie's voice rises and falls with the correct arrows.5 Tell students to read them again, and answer the 'Wh-'questions. Students work in pairs.Language points （Pronunciation）Peaceful animals, live in family groups, continue to build roads, have suitable homes, make new farmland, make a lot of money, sell elephants' tusks, train them, Presentation（Main task）1 Talk to Ss about the purpose of writing reports. Elicit from the different reports. Explain that in reports, we do not normally say 'I feel…' or 'I like…' and do not include personal comments.2 Read the title of the report in Part A. Create an interest in the topic by asking what they have learnt about giant panda in this unit.3 Ask students to skim through the report quickly and give each paragraph.4 Ss complete Simon's report in Part C on their own. Ask more able Ss to read it aloud to check the answers.Language points （Main task）Spend a lot of time drinking their mums' milk, at a time, get smaller and smaller, become farmlands, keep taking the land, what action can the club take? Sharp paws, walk uprightPresentation （Checkout）1 Set a time limit for reading the sentences in Part A and for filling the blanks. Ask Ss to complete the task on their own.2 Ask students to Proceed to Part B after completing Part A.3 Ss complete Part B on their own and then compare answers in pairs.Language points （Checkout）Climbing, what about playing football?, a friend like Alan, answer questions correctlyHomework1 Learn the language points by heart.2 一课三练P.50-523 Preview the Unit 5。

牛津译林版英语八年级上册Unit4 Grammar教学设计

Unit 4 Do it yourself 教学设计教学内容牛津英语8A unit4 Grammar 教学对象教学项目单词、短语和句型cut sentence on the other side begin your work without reading them等语法发出指令、使用should和had better教学方法学生中心教学法，多媒体教学教学目标语言知识掌握发出指令，should和had better等句型语言技能归纳总结技能语言运用运用发出指令，should和had better等句型情感态度了解DIY的好处，倡导DIY的生活方式教学重点掌握发出指令，should和had better等句型教学难点运用发出指令，should和had better等句型运用任务运用发出指令，should和had better等句型来谈论如何预防腮腺炎时间教学步骤教师活动学生活动教学目的2 minutes before class WarmupA game: Do opposite actions.For example: Stand up, Sit down,Don’t turn left, Don’t turn right…Students do oppositeactions激活学生已有知识并调动学生兴趣3 minutes PresentationPresent some sentences from the text:Read them first. Do it yourself. Stopit.Read and find out therule: how to giveinstructions.激活学生已有知识并归纳总结提升6 minutes PracticeAsk: How to make a pumpkin lantern Discuss in group, makeit and say.使用刚刚学习过的语法4 minutes PracticeHelp students complete: How to makecards on P47 and check the answers.Complete: How to makecards on P47.完成练习6 minutes PracticeAsk: what should we do in thelibrary? What shouldn’t we do in thelibrary?Discuss in groups andsay.激活学生已有知识4 minutes PresentatioPresent some sentences from the text:What should we do? You’d better getRead and find out therule: how to use should激活学生已有n some tools. and had better. 知识并归纳总结提升6 minutes PresentationAsk: How to be a good student? Discuss in groups andsay使用刚刚学习过的语法4 minutes PracticeHelp students complete: DIY adviceand check the answers.Complete : DIY advice 完成练习6 minutes PresentationAsk: How to prevent Mumps(腮腺炎)Discuss in groups andsay拓展思维5 minutes ExerciseHelp the students complete theexercise and check the answers.English people like DIY. A lot ofpeople spend their holiday makingtheir homes more b______1______.If there is anything that needsrepairing or decorating around theirhomes, such as p_____2_____ thewalls or putting in a new shower, theywill do the jobs themselves. Theys_____3______ DIY experience withtheir friends. More and more peopleshow an i______4_____ in DIY.Sometimes people also DIY in orderto s_____5_____ money. They aretrying to find ways to make theirhouse better when they can’t affordthe c______6_____. So, it’s notsurprising that DIY is very popular.DIY can be different. People oftenfind it more e______7______ to builda piece of furniture because they can’tunderstand the instructions well.Sometimes the instructions are simpleand clear, but the furniturei______8_____ is difficult to build.DIY can also be d______9_____.People should learn much about DIYwork before doing it.U______10_____, many people don’tcare about that. So they may be indanger.Complete the exercise. 当堂检测1 minute HomeworkSay: Finish some exercises.教学反思。

译林牛津版8A Unit4 Do it yourself Task 公开课课教学课件 (共17张PPT)

Task A DIY story
What did you do / make? Why did you do that?
A DIY story
What
I decided to … by myself.
Why
I … because …
feeling
When I completed …, I hope …
Try to do it yourself, live a different life!
Read your diary entry
again, and try to make Try to do it yourself,
it better.
live a different life!
What
I decided to … by myself.
Why
I … because …
feeling
When I completed …, I hope …
First … Second … Finally …
How
What problems
I made a mistake when …
who
… helped me with …
Tips: Use the Simple Past Tense.
Write your own diary entry about a DIY job you did.
Check list
Symbol S
WO
Meaning A spelling mistake
(拼写错误） A mistake in word order
SuMzy’s DIY story
Part 1
Part2

(完整版)牛津译林版英语八年级上册Unit4Grammar教学设计.doc

盐城市初中英语精英教师培训班学员教学设计作品Unit 4 Do it yourself教学设计盐城市盐阜中学董爱红一、教学内容分析教学内容牛津英语 8A unit4 Grammar教学对象教学项目单词、短语cut sentence on the other side和句型begin your work without reading them等语法发出指令、使用should 和 had better教学方法学生中心教学法，多媒体教学教学目标语言知识掌握发出指令，should和had better等句型语言技能归纳总结技能语言运用运用发出指令， should 和 had better 等句型情感态度了解 DIY 的好处，倡导 DIY 的生活方式教学重点掌握发出指令， should 和 had better 等句型教学难点运用发出指令， should 和 had better 等句型运用任务运用发出指令， should 和 had better 等句型来谈论如何预防腮腺炎二、课堂教学过程时间教学教师活动步骤2Warm A game: Do opposite actions. minutes up For example: Stand up, Sit down, before Don ’tturn left, Don ’tturn right ⋯class3 Prese Present some sentences from the text: minutes ntatio Read them first. Do it yourself. Stop n it.6Practi Ask: How to make a pumpkin lantern minutes ce4 Practi Help students complete: How to make minutes ce cards on P47 and check the answers.6 Practi Ask: what should we do in the minutes ce library? What shouldn ’twe do in thelibrary?4 Prese Present some sentences from the text:学生活动Students do oppositeactionsRead and find out therule: how to give instructions.Discuss in group, make itand say.Complete: How tomake cards on P47.Discuss in groups andsay.Read and find out the教学目的激活学生已有知并学生趣激活学生已有知并提升使用学的法完成激活学生已有知激活学盐城市初中英语精英教师培训班学员教学设计作品minutes ntatio What should we do? You ’d better get rule: how to use should n some tools.and had better.6Prese Ask: How to be a good student?Discuss in groups and minutes ntatio sayn4 Practi Help students complete: DIY advice Complete : DIY advice minutes ce and check the answers.6 Prese Ask: How to prevent Mumps( 腮腺Discuss in groups and minutes ntatio 炎 ) sayn5 Exerci Help the students complete the Complete the exercise. minutes se exercise and check the answers.English people like DIY . A lot ofpeople spend their holiday makingtheir homes more b______1______.If there is anything that needsrepairing or decorating around theirhomes, such as p_____2_____ thewalls or putting in a new shower, theywill do the jobs themselves. Theys_____3______ DIY experience withtheir friends. More and more peopleshow an i______4_____ in DIY .Sometimes people also DIY in orderto s_____5_____ money. They aretrying to find ways to make theirhouse better when they can’t affordthe c______6_____. So, it ’s notsurprising that DIY is very popular.DIY can be different. People oftenfind it more e______7______ to builda piece of furniture because they can ’tunderstand the instructions well.Sometimes the instructions are simpleand clear, but the furniturei______8_____ is difficult to build.DIY can also be d______9_____.People should learn much about DIYwork before doing it.U______10_____, many people don ’tcare about that. So they may be in 生已有知识并归纳总结提升使用刚刚学习过的语法完成练习拓展思维当堂检测盐城市初中英语精英教师培训班学员教学设计作品danger.1Home Say: Finish some exercises.minute work三、教学反思教学反思。

牛津译林版8A unit4 integrated skills 教案

教学过程设计
集体备课
二次备课
Step 1 New words
Show pictures to teach new words.
What fruit do you know?
What other food do you know?
What cooking tools do you often use to make food?
Step 7 Homework
Try tomake a kind offood.
Rememberall the things we need to make food.
根据句意及提示完成单词
1.I can’t tell you. It’s a s.
2.Pupils should know how to scommonly used words.
3.There is a s________in a salad bowl.
4.I bought some fruits. Please wash them c__________.
5.Cut the fruits into small p_________.
6.Can you help me blow up these(气球)?
2.addsth to sth
3.cut…into…
4.get sth ready
5.tipsfor sth/ doing sth
6.make sure
7.for example
Step 6 Speak up
Ask two questions,
Read the dialogue
Language points
At the end of the lesson, thestudentsimprove their listening skills and should learn how to make things.

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