译林版牛津初中英语英语(8A)教学设计案例

牛津译林版八年级英语下册Unit8Agreenworld教学设计

（2）鼓励小组成员积极参与讨论，记录讨论结果。
（3）每组汇报讨论成果，分享环保建议。
（四）课堂练习，500字
1.教学活动设计
（1）根据课文内容，设计填空、选择、匹配等题型，帮助学生巩固词汇和语法知识。
（2）编写一篇关于环保的小对话，让学生进行角色扮演，提高口语表达能力。
2.教学实施
（1）发放练习题，指导学生独立完成。
因此，在教学过程中，我们需要关注以下几点：
1.重视词汇教学，通过多样化的教学活动帮助学生掌握环保词汇。
2.加强语法训练，让学生在实际语境中熟练运用一般现在时态和情态动词“should”。
3.结合生活实际，激发学生的环保意识，培养他们的责任感和参与意识。
4.创设互动、轻松的学习氛围，鼓励学生积极参与课堂讨论和实践活动。
5.自主学习法：引导学生利用网络、书籍等资源，自主学习与环保相关的知识。
（三）情感态度与价值观
在本章节的学习中，学生将形成以下情感态度与价值观：
1.提高环保意识，认识到保护环境的重要性。
2.培养责任感，自觉承担起保护环境的义务。
3.增强合作意识，学会与他人共同解决问题。
4.拓展国际视野，了解世界各地的环保现状。
7.评价反馈，持续改进
-采用形成性评价，如课堂问答、小组互评等，及时了解学生的学习情况。
-根据学生的学习反馈，调整教学策略，确保教学效果。
四、教学内容与过程
（一）导入新课，500字
1.教学活动设计
在课堂开始时，通过播放一段关于环保的短视频，让学生初步了解环保的重要性。随后，提出问题：“What do you think is the most serious environmental problem in the world?”引导学生思考并展开讨论。

牛津译林版八年级英语上册8AUnit6Reading说课稿

四、教学过程设计
（一）导入新课
为了快速吸引学生的注意力和兴趣，我将以一个谜语游戏导入新课。谜语如下："They take us to new places, but we never leave our seats. What are they?"（它们带我们去新地方，但我们从未离开座位。它们是什么？）学生思考后，我会揭晓答案："Books!"接着，我会展示一组旅行相关的图片，引导学生分享他们对旅行的看法和经历，从而自然过渡到本节课的主题——旅行相关的阅读材料。
（二）学习障碍
在学习本节课之前，学生需要具备一定的一般过去时态的语法知识和对旅行相关词汇的了解。前置知识或技能包括：能够运用一般过去时描述过去的事件，掌握相关旅行词汇如"flight delay"、"holiday destination"等。然而，学生在处理长难句、复杂句型以及信息提取方面可能存在障碍。此外，对于那些对英语阅读缺乏兴趣或阅读习惯不好的学生，理解文章的大意和细节可能会更具挑战性。
三、教学方法与手段
（一）教学策略
在本节课中，我将采用任务型教学法和互动式教学法。任务型教学法能够让学生在真实的语境中运用所学知识，提高他们的语言实际运用能力。而互动式教学法能够激发学生的思维，培养他们的合作能力和团队精神。我选择这些方法的理论依据是现代教育教学理论，即学习者为中心的教学理念，认为学生是学习的主体，通过积极参与和完成任务来提高自己的语言能力。
（三）巩固练习
为了帮助学生巩固所学知识并提升应用能力，我计划设计以下巩固练习和实践活动：1.小组讨论：学生分组讨论文章中的细节问题，如人物、事件和地点等，然后进行汇报。2.角色扮演：学生分组扮演文章中的角色，进行对话表演，锻炼他们的口语表达能力。3.阅读理解练习：设计一些阅读理解题目，让学生独立完成，检测他们的阅读理解能力。4.词汇运用练习：设计一些词汇运用题目，让学生运用所学旅行相关词汇进行填空或写作，提高他们的词汇运用能力。

江苏译林版牛津初中英语8A教学大纲(全册)

江苏译林版牛津初中英语8A教学大纲(全册)1. 课程目标- 掌握基本的英语语法和词汇知识。

- 培养听、说、读、写的能力，提高语言综合运用能力。

- 研究并了解英语国家的文化和俗。

2. 教学内容Unit 1: Getting to know you- 语法：be动词的用法、一般现在时- 词汇：人称代词、职业、国籍、家庭、个人描述- 阅读：介绍自己和他人、问候语- 听力：日常问候、简单交流- 写作：写一篇介绍自己的文章Unit 2: Our school life- 语法：there is / there are的用法、一般现在时- 词汇：校园、教室、学科、学校活动- 阅读：学生活动介绍、校园介绍- 听力：询问和提供信息- 写作：写一篇关于学校生活的日记Unit 3: A taste of English- 语法：可数和不可数名词、some和any的用法- 词汇：食物、餐厅用语、食物喜好- 阅读：英式早餐、午餐和晚餐介绍- 听力：点菜、询问和提供意见- 写作：写一篇关于你最喜欢的食物的文章...（依此类推，每个单元列出相关内容）3. 教学方法- 教师讲解和示范- 学生课堂互动，口头表达和书面练- 组织小组活动和角色扮演- 配备适当的教学资料和多媒体资源4. 评估方式- 课堂测试和作业- 听说读写各项能力的考查- 小组项目和个人报告- 学期末考试5. 教学资源- 课本：《江苏译林版牛津初中英语8A》- 多媒体资源：录音机、投影仪等以上为《江苏译林版牛津初中英语8A教学大纲(全册)》的简要介绍，具体内容请参考课本和教学资源。

2024年牛津译林版八年级英语上册8A Unit 7 单元教案

2024年牛津译林版八年级英语上册8A Unit7 单元教案一、教学内容本节课选自2024年牛津译林版八年级英语上册8A Unit 7，主要内容包括：Grammar（现在完成时态）；Reading（旅行经历分享）；Vocabulary（与旅行相关的词汇）。

二、教学目标1. 学生能够理解和掌握现在完成时态的构成和用法。

2. 学生能够通过阅读文章，了解旅行经历，并能用英语进行分享。

3. 学生能够熟练运用与旅行相关的词汇，进行日常交流。

三、教学难点与重点1. 教学难点：现在完成时态的构成和用法。

2. 教学重点：阅读理解能力的培养，词汇的运用。

四、教具与学具准备1. 教具：PPT、黑板、教学卡片。

2. 学具：课本、练习册、文具。

五、教学过程1. 引入：通过展示一组旅行图片，引发学生对旅行话题的兴趣。

2. 阅读理解：学生阅读课文，回答相关问题，了解旅行经历。

3. 例题讲解：讲解现在完成时态的构成和用法，结合例句进行演示。

4. 课堂练习：学生进行现在完成时态的句子练习，教师给予指导。

5. 词汇学习：学习与旅行相关的词汇，并进行小组讨论，运用词汇进行交流。

6. 小组活动：学生分组，运用所学词汇和现在完成时态，编写一段旅行经历对话。

7. 展示与评价：各小组展示成果，其他学生给予评价。

六、板书设计1. Unit 7 Travel2. 主要内容：Grammar: Present Perfect TenseReading: Travel experiencesVocabulary: Travelrelated words七、作业设计1. 作业题目：a. 根据所给图片，用现在完成时态描述旅行经历。

b. 编写一段旅行经历对话，运用所学词汇。

2. 答案：八、课后反思及拓展延伸1. 反思：关注学生在课堂上的参与度，及时给予指导和鼓励，提高学生的积极性。

2. 拓展延伸：鼓励学生课后进行实地调查，了解身边人的旅行经历，并用英语进行分享。

牛津译林版-英语-八上-8A-教案设计-6单元 Intergrated skills

To listen to tape for details in order to extract factual information.To understand the information obtained from lis tening and know how toresponse to it by w riting a report.Step 1 Lead-in1.Show a map of nature reserves in China in order to presentYancheng Nature Reser ve.2.Introduce Yancheng Nature Reserve to the students.Step 2 New lesson1.Read the quiz on page 75 and help Daniel choose the correctanswer to each question.2.Listen to the first part of a radio programme. Check whetheryou chose the correct answers .The teacher can play the tape for more times according to thelevels of the students.3.Listen to the whole radio programme and help him completethe report.Step 3 PresentationT: I want to go birdwatching with friends in Yancheng NatureReserve.Can you give us some advice before we go?Give the students some time to think over then give theadvice.Step 4 Speak up1 Listen to the conversation and answer this question:What advice does Sandy give to Daniel?2 Read the conversation and answer more questions:What is the use of a pair of binoculars ?(It helps people see more clearly.)Why should Daniel take a notebook with him?(He can write down what he sees.)How many pieces of advice does Sandy give? (Three.)Step 5 PracticeWork in pairs and ask for advice on an activity.Step 6 Language pointscover n. 封面(C),庇护所(U) v. 覆盖，包括e.g. 湿地为野生生物提供庇护所。

牛津译林版-英语-八上-8A-教案设计-6单元 Study skills

8上U ni t 6 Study skillsTo understand the meaning of the suffixes.To know how to form n ouns for peop le by adding the suffixes.T o know how to form nouns for people by adding the suffixes.To know how to form nou ns for people by adding the suffixes.Step 1 Revision用所给词的适当形式填空。

1. The government had better _____ (take) action______(prevent) air pollution.2.Binocul ars can help you see _________(clear).3.It takes hours_____________ (watch) the birds.4.Take a pa ir of sunglasses with you ________________(protect)your eyes.5.T he gym is about 500 square metres in _________(area).6.Many ______(vis it) come to Yancheng Nature Reserve to gobirdwatching every year.7.There are ________(speak) in each corner of the hall.8.Yi Jianlian is my favourite basketball _________(play).9.Einstein was one of the greatest _______(science) in history.Step 2 ExplanationExplain the meaning of suffixes. Tell the students that we can add-er, -or and -ist to some words to form nouns for people.Step 3 PracticeFi nish the exercises on Page 77 and check the answers withthe students together.Step 4 Language points1.make beautiful sounds 发出优美的声音板书设计。

牛津译林版8aunit8task教学设计

二、学情分析
针对牛津译林版8A Unit 8的教学内容，我对学生的学情进行了以下分析：首先，八年级学生已具备一定的英语基础，掌握了基本的语法知识和词汇量，但在实际运用中，部分学生仍存在语言表达不流畅、词汇运用不准确等问题。其次，学生对节日的认识大多停留在表面，对于节日的文化内涵了解不足，这为本章节的教学提供了拓展的空间。
3.阅读作业：阅读教材中关于世界不同节日的文章，完成课后阅读理解练习题，进一步了解各国节日的文化背景。
设计意图：提高学生的阅读理解能力，拓宽国际视野，增强跨文化交际意识。
4.词汇积累：收集与节日相关的词汇和短语，并制作成词汇卡片。卡片内容包括词汇、词性、中文意思和例句。
设计意图：帮助学生积累词汇量，提高词汇运用能力。
2.设计意图：培养学生的合作意识和口语表达能力，了解不同节日的文化差异。
3.教学步骤：
a.教师提出讨论问题，学生小组讨论；
b.各小组汇报讨论成果，分享节日习俗和文化差异；
c.教师点评并总结各小组的发言；
d.邀请学生代表进行角色扮演，模拟节日庆祝活动。
（四）课堂练习
1.教学活动：设计一系列与节日相关的练习题，包括填空、选择、改错和写作等。
2.技能目标：学生能够运用所学知识，编写关于节日的对话和短文，提高英语写作能力。同时，通过听力训练，提高学生获取和处理信息的能力，增强跨文化交际意识。
（二）过程与方法
1.过程目标：通过小组合作、讨论、分享等形式，引导学生主动参与课堂活动，培养自主学习能力。教师以任务型教学法为主线，设计丰富多样的教学活动，让学生在实践中掌握知识。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本章节的重点在于让学生掌握与节日相关的词汇、短语和句型，如“festival”, “celebrate”, “custom”, “traditional”等，并能运用一般现在时和一般过去时描述节日的庆祝活动和传统习俗。

2024年牛津译林版8A Unit8英语期末复习专题英语教案

2024年牛津译林版8AUnit8英语期末复习专题英语教案一、教学目标1.巩固和运用Unit8所学的词汇、句型和语法知识。

2.提高学生的英语听说读写能力，尤其是阅读理解和写作能力。

3.培养学生的团队合作精神和创新能力。

二、教学内容1.词汇：复习Unit8的词汇，包括名词、动词、形容词、副词等。

2.句型：复习Unit8的主要句型，如一般过去时、过去进行时等。

3.语法：复习Unit8的语法知识，如过去时态的构成和用法。

4.阅读理解：通过阅读练习，提高学生的阅读理解能力。

5.写作：训练学生运用所学知识进行写作。

三、教学重点与难点1.重点：复习Unit8的词汇、句型和语法知识，提高学生的阅读理解能力和写作能力。

2.难点：过去时态的正确运用，阅读理解的技巧。

四、教学过程1.导入教师通过提问方式引导学生回顾Unit8所学内容，如：“Canyoutellmesomethingaboutthepasttense?Whatarethekeyvocab ularyinUnit8?”2.词汇复习教师展示Unit8的词汇表，让学生快速回忆并说出每个单词的中文意思。

教师挑选一些重点词汇，让学生用这些词汇造句。

3.句型复习教师通过举例，让学生复习Unit8的主要句型，如：“Iwasdoingmyhomeworkwhenthephonerang.Hewenttothemoviesyest erday.”教师让学生模仿例句，自己编写一些句子。

4.语法复习教师通过讲解和练习，帮助学生复习过去时态的构成和用法。

教师让学生做一些填空题，巩固过去时态的语法知识。

5.阅读理解教师展示一篇与Unit8主题相关的阅读材料，让学生阅读并回答问题。

教师引导学生分析文章结构，提取关键信息，提高阅读理解能力。

6.写作训练教师给出一个写作题目，如：“Describeamemorableeventinyourlifeusingthepasttense.”教师引导学生梳理思路，列出要点，然后让学生开始写作。

牛津英语8AUnit5ReadingGiantpandas优秀教学案例

（三）小组合作
1.组织学生进行小组讨论和合作活动，如共同完成一篇关于大熊猫保护的文章，培养学生团队协作的能力。
2.鼓励学生互相交流和分享观点，培养学生的倾听和表达能力。
3.教师对小组合作的过程和结果进行观察和评价，提供反馈和建议，促进学生的小组合作能力的发展。
（四）反思与评价
1.教师引导学生进行自我反思，如让学生思考自己在课堂上的学习态度、参与程度、收获等，培养学生的自我评价和自我改进的能力。
在教学过程中，我以培养学生综合语言运用能力为核心，遵循启发式教学原则，创设生动、有趣的教学情境，激发学生的学习兴趣和积极性。针对学生的年龄特点和知识水平，我设计了各种互动性强、参与度高的教学活动，如小组讨论、角色扮演等，使学生在实践中掌握知识，提高语言运用能力。
在教学评价方面，我注重过程性评价与终结性评价相结合，关注学生的全面发展。通过对学生的课堂表现、作业完成情况、小组合作等方面进行持续关注和反馈，激发学生的学习自信心，促进学生主动参与课堂活动。同时，在终结性评价中，我采取多元化的评价方式，如自评、互评、师评等，全面评估学生的学习成果，为下一阶段的教学提供有力依据。
牛津英语8AUnit5ReadingGiantpandas优秀教学案例
一、案例背景
本案例背景以牛津英语8A Unit 5 Reading “Giant Pandas”为教学内容。本节课主要介绍了大熊猫的生活习性、生活环境以及保护大熊猫的重要性。通过本节课的学习，学生能够掌握相关词汇和句型，提高阅读理解能力，同时增强对野生动物保护的意识。
在教学实践中，我充分挖掘教材内涵，将语言学习与现实生活紧密结合，引导学生关注野生动物保护，培养学生的社会责任感和人文素养。通过本节课的学习，学生不仅提高了英语能力，还对大熊猫保护工作产生了浓厚兴趣，收到了良好的教学效果。

英语新课标教学设计：牛津英语8A Unit 1 Friends Reading1

英语新课标教学设计：牛津英语8A Unit 1 Friends Reading1一、教材分析本课的教学内容是《江苏牛津译林版》八年级上册 Module 1 Teenage life Unit 1 Friends—Best friends (Reading1)，本课的主题语境为人与社会——社会服务与人际沟通（人际关系），语篇类型为记叙文中的人物介绍。

【What】本课由三篇记叙文组成，三篇文章均以朋友为题材，表达对朋友的认识和对友谊的体会。

三个好朋友Betty，Max 和May，虽然性格和品质等方面都有所不同，但是和作者们之间的友谊是真实强烈的。

【Why】三位作者通过对Betty，Max 和May三个好朋友生动形象的描述，使读者从细节角度感知朋友的重要和友谊的珍贵，并从中得到如何认识“真朋友”的启迪，启发学生对于真正友谊的思考。

【How】三篇文章结构清晰，从外貌，性格，品质，梦想多个方面描述，使Betty，Max 和May的形象丰满立体。

除了运用大量丰富的形容词描写性格和外貌之外，还用了具体的事例和大量的细节描写塑造了鲜明的人物形象。

用always/never/so 等副词以及感叹号等标点符号等表达了对朋友真实强烈的感情。

二、学情分析本课的教学对象为初二学生，学生通过对前一课时Welcome to the unit &Comic strips 的学习，掌握了很多描写朋友性格的词汇，对“最好的朋友”这个话题也有很浓厚的表达兴趣。

学生已经具备一定的处理表层信息的能力，但是如何筛选整合信息和挖掘深层信息的能力还有待加强。

同时在梳理文章结构，解读语言特征方面还需要老师的引导。

如何搭建合适的支架锻炼学生的思维品质和培养迁移运用能力是本课的教学难点。

三、教学目标1. 学习能力：学生能获取和梳理Betty, Max和May 三位好朋友的基本信息（外貌，性格及其他），借助阅读形成的结构化知识，进行选择判断。

江苏译林版牛津初中英语8A说课稿((全册))

Good morning, everyone. I’m____ . I’m from ____ Middle School. Now I’ll say junior Oxford English 8A Unit 1 Comic strips& welcome to the unit.I’ll prepare to say the lesson from four parts.Part One Analysis of the Teaching Material(一)Status and FunctionThis is the first lesson of the unit.It aims to introduce about good friends. Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their society sense. It can help students to attain “four skills” request of listening, speaking, reading and writing. Therefore this lesson is in the important position of the teaching material.(二)Teaching aims and Demands1.Knowledge objects(1)To learn more new words and phrases.(2)To use vocabulary and expressions to describe people’s appearance and personalities.2.Ability objects(1)To use the vocabulary to describe important qualities of a friend.(2)To act out the comic strips .3. moral objectsTo get the Ss to develop their good qualities and build friendship between them.(三) Teaching key and Difficult point1. Key points(1)To master the new words and phrases.(2)To use vocabulary and expressions to describe people’s appearance and personalities.2. Difficult points:To use the vocabulary to describe important qualities of a friend.Part Two The Teaching Methods1. Communicative teaching method2. Audio-visual teaching method.3. Task-based” teaching method Part Three Studying Ways1.Teach the Ss how to be successful language learners.2.Let the S s pass “Observation-Imitation-Practice”to study language.3.Teach the Ss how to master dialogues and how to communicate with others.Part Four Teaching Procedures I’ll finish the lesson in four steps.Step1.Lead-inHave a free talk between T and Ss about their good friends.Step2.Presentation1.Show the pictures and introduce some places of interest in Beijing on PPT,ask Ss to talk about people in the photos with the adjectives describing appearance and personality,such as friendly,kind,polite,etc.2.Teach Ss some new words and phrases to describe people .3.Present the vocabulary about the qualities of a good friend in partA,let Ss match the words with the questions,then check the answers.4.Play a guessing game.Ss describe their best friends in the class and guess who are talked about.5.Show 4 pictures on page6 to the Ss then play the tape. Ss listen carefully and repeat.4.Act out the dialogue in front of the class.Step3.Ptactice 1.Retell the dialogue,and act out the dialogue with the partner.2.Do exercises on PPT then check the answers.Step4.Homework 1.Recite the new words and useful phrases.2.Finish off the exercises in workbook.Good morning, everyone. Now I’ll say junior Oxford English 8A Unit 1Reading part A Best friends. I’ll prepare to say the lesson from four parts.Part One Analysis of the Teaching Material(一)Status and FunctionThis is the second lesson of the unit. The lesson aims to introduce three articles about ‘best friends’ for a writing competition. Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their society sense. It can help students to attain “four skills” request of listening, speaking, reading and writing. Therefore this lesson is in the important position of the teaching material.(二)Teaching aims and Demands1.Knowledge objects(1). To learn the new words and expressions.(2)To learn and get a better understanding of the passage.2.Ability objects(1). To develop the students’ reading skills.(2)To be able to search some information about different people from their friends’ descriptions.3. moral objects(1). To get the Ss to get on well with each other.(2).To arouse the S s’ interests in English.(3).To build up the S s’ confidence.(三) Teaching key and Difficult point1. Key points(1). To master the new words and expressions.(2). To use adjectives to describe people’s appearance and personalities.2. Difficult points:(1). To learn how to describe their friends.(2).To retell the main idea of the text.Part Two The Teaching Methods1. Communicative teaching method2. Audio-visual teaching method3. Task-based” teaching method Part Three Studying Ways1.Teach the Ss how to be successful language learners.2.Let the Ss pass “Observation-Imitation-Practice”to study language.3.Teach the Ss how to describe their best friends and how to communicate with others.Part Four Teaching ProceduresI’ll finish the lesson in four steps.Step1.Lead-in Have a free talk between T and Ss about describing their best friends.Step2.Presentation1.Ask Ss to skim the text quickly on their own and answer some questions.2.Check the answers. And play the tape for the Ss to listen and repeat. Then get Ss to do true or false questions.3.Explain some useful phrases and language points to the Ss,then let them read and remember these. Step3.Ptactice 1.Ask Ss to read the articles ,T can correct their mistakes.2.Encourage Ss to do the exercises on PPT,then check the answers.3.Ask some able Ss to retell the passage.Step4.Homework1.Read and recite the text.2.Remember all the new words and useful language points.Good morning, everyone. Now I’ll say junior Oxford English 8A Unit 1 Vocabulary.I’ll prepare to say the lesson from four parts.Part One Analysis of the Teaching Material(一)Status and Function(Teaching contents)This is the fourth lesson of the unit. The lesson aims to introduce about describing people’s appearance. It’s very easy, but It’s important to master the knowledge. From this, Ss can also enlarge their vocabulary. Therefore this lesson is in the important position of the teaching material.(二)Teaching aims and Demands1.Knowledge objects(1)To learn the new words.(2) To use adjectives to describe general appearance of people.2.Ability objectsTo use appropriate adjectives to describe the appearance of boys and girls.3. moral objectsTo get the Ss to(三) Teaching key and Difficult point1.Key pointsTo use adjectives to describe general appearance of people.2. Difficult points:To use appropriate adjectives to describe the appearance of boys and girls.Part Two The Teaching Methods1. Communicative teaching method2. Audio-visual teaching method3. Task-based” teaching methodPart Three Studying Ways1.Teach the Ss how to be successful language learners.2.Let the Ss pass “Observation-Imitation-Practice” to study language.3.Teach the Ss how to describe people’s appearance .Part Four Teaching ProceduresI’ll finish the lesson in four steps.Step1.Lead-inRevise sth about Reading parts to go over the 3 Ss’ personalities.Step2.Presentation1.Show some pictures of people on PPT,and ask Ss to describe their appearance.2.Let Ss look at the pictures and learn more words to describe appearance.And ask them try to find out what the words are used for—build,height,etc.3 Discuss the adjectives to describe boys and girls,then T make a summary.Step3. Practice(1) Finish off the exercises on page11,then check the answers.(2)Show some exercises on PPT, let Ss finish them,and check the answers.Step4. HomeworkTry to remember all the adjectives of descring people’s appearance.Good morning, everyone. Now I’ll say junior Oxford English 8A Unit 1GrammarAB&C. I’ll prepare to say the lesson from four parts.Part One Analysis of the Teaching Material(一)Status and Function(Teaching contents)This is the fifth lesson of the unit. This lesson continues to talk about the use of adjectives,comparatives and suplatives. It’s very important and difficult. From this, Ss can also extend their knowledge. Therefore this lesson is in the important position of the teaching material.（二）Teaching aims and Demands1.Knowledge objects(1)To learn the use of the adjectives . (2)To use comparatives to compare two people/things.(3) To use superlatives to compare three or more people/things(4).To compare two people/things using ‘(not)as’+adjective+ ‘as’.2.Ability objects(1)To use the adjectives correctly.(2) To use comparatives and superlatives correctly.3. moral objects(三) Teaching key and Difficult point(1)To use the adjectives correctly.(2) To use comparatives and superlatives correctly.(3)To compare two people/things using ‘(not)as +adjective+as’.Part Two The Teaching Methods1. Communicative teaching method。

牛津译林版-英语-八上-8A-教案设计-7单元 Self-assessment

课题8上Unit 7Self-assessment 课型Revision教学目标To review what they have learnt in this unit;To assess their understanding an d correct use of adjectives, comparatives and superlatives.To use adjectives to describe seasons教学重点To assess their understanding and cor rect use of adjectives, comparatives andsuperlatives.教学难点To use adjectives to describe seasons教学过程教师内容备课札记Step1 RevisionTeach the new words such as sunny, cloudy ,windy and so on with the help of mediaAsk questions:What’s the weath er like today?It’s su nny\cloudy\windy……Present our students a picture of the rain. Look, It’s raining . The ground is all wet. It’s rainy.Look, It’s snowing heavily. T he ground is all white. It’s snowy.Look! There is a lot of fog. We can’t see anything clearly. It’s foggy.Step2 PracticeDo the game one by one.What’s the weather like?It’s sunn y.Now let’s play a game. The first student in each group will show the second student a weather card and ask him or her the question What’s the weather like? The second student will answer the question and then ask the third one the same question. The team which finishes first and does the best will win the game.Read these sentence.pay attention t o the underlined verbs. Which are transitive verbs?Which are intransitive verbs? And which are linking verbs?1.My sister works.2.Lucy is reading a book.3.My father bought me a new bike.4.The students keep healthy by cycling at weekends5.Where does the boy live?6.the fish tas tes delicious.7.A terrible traffic accident happened on a rainy evening.8.I am a member of the dancing clubStep 3 ConsolidationWe’ve learned about three kinds of verbs.Each word or phrase after a verb plays a different role in the sentence because of the type of the verb.1 The boy is swimm ing.S+V2Sandy watches clouds.S+V+O3The film was interesting.S+V+PIntransitive verb: S+VTransitive verb: S+V+OLinking verb:S+V+Premember the sentence structureMake up new sentences with different sentence structures Group work. Make up an interesting story using the adje ctives, t he comparatives and superlatives.1.Review the whole unit2. Complete exercises板书设计。

英语新课标教学设计：牛津英语8A Unit 3 Welcome to the unit

英语新课标教学设计：牛津英语8A Unit 3 Welcome to the unit教材分析根据《新课程标准》的目标，要求学生能引出话题并进行交谈，能用英语询问对方情况，能在教师的指导下参与角色扮演活动。

本课是牛津译林版8A U3的第一课时，对象是八年级学生，是整个单元的导入部分。

该课时要求学生具备一定的跨文化意识，了解国外的几个著名景点，能用英语简单介绍其基本信息，并根据单元主题学会设计自己的一天出游计划。

学情分析八年级是英语学习的关键时期，这个阶段的学生好奇心和求知欲比较强烈，已经具备了较好的英语基础，语言综合运用能力有了较大的提升，表达热情有所增强。

初二的学生能积极主动思考问题，甚至提出质疑，课本的内容已经不能完全满足学生的求知欲了。

因此，在教学过程中，需要注重教学方法的灵活性和趣味性，注重对学生高阶思维包括批判性思维和创新性思维的培养，引导学生进行深度学习。

在设计问题时，信息型问题和开放型问题并举，由浅入深、循序渐进，满足不同层次的学生的需求。

此外，教师还要多用积极的鼓励性语言，激发学生的学习兴趣和热情，通过启发引导、自主思考和小组合作等形式，促使学生能够享受课堂。

教学目标1. 能识别课文中外国著名城市及景点，说出其基本信息及背后的文化内涵，并能谈论这些景点。

2.会运用本课中的单词、短语和句型谈论更多的城市和名胜。

3. 能通过小组合作，安排一日出游计划并做报告。

教学重难点重点：本课时的重点单词、词组和句型；难点：国外景点的信息介绍和安排一日出游计划。

教学手段充分利用网络资源，筛选符合本课时教学内容的视频和语音来辅助教学，增强课堂教学的趣味性、提升有效性。

本节课结合了体验式英语教学模式、情景教学模式和任务型教学方式，引导学生在轻松愉快的环境中合作学习语言。

教学准备1. 知识准备：认真研读教材，熟悉教学内容，正确分析学情，设置具体切实可行的教学目标，准确把握住该课的重难点。

2. 资源准备：从网上下载教学所需的图片、语音和视频，整合现有的文字和听力材料制作出条理清晰、环节流畅且新颖精美的多媒体课件。

牛津译林版八年级英语上册8AUnit7单元教案

牛津译林版八年级英语上册8A Unit 7 单元教案一、教学内容本节课我们将学习牛津译林版八年级英语上册8A Unit 7的教材内容。

具体包括：Reading部分的“Seasons of the year”和“Which season do you like best?”，以及Grammar部分的“Present continuous tense”。

二、教学目标1. 学生能够理解并掌握描述四季变化的词汇和表达方式。

2. 学生能够运用现在进行时描述正在进行的动作。

3. 学生能够通过阅读文章，了解不同季节的特点和活动。

三、教学难点与重点重点：现在进行时的用法以及描述四季变化的词汇。

难点：正确运用现在进行时描述正在进行的动作。

四、教具与学具准备1. 教具：PPT，展示四季变化的图片和动画。

2. 学具：学生准备笔、纸和英语课本。

五、教学过程1. 导入：通过展示四季变化的图片，引导学生谈论不同季节的特点。

2. 阅读理解：学生阅读“Seasons of the year”和“Which season do you like best?”，回答相关问题。

3. 语法讲解：讲解现在进行时的构成和用法，结合例句进行说明。

4. 例题讲解：给出几个句子，让学生判断是否使用了正确的时态，并解释原因。

5. 随堂练习：学生进行现在进行时的句子练习，教师给予指导。

6. 小组活动：学生分组讨论，运用现在进行时描述组内成员正在进行的动作。

六、板书设计1. 四季变化词汇：spring, summer, autumn, winter, warm, hot, cool, cold, etc.2. 现在进行时：be + doing3. 例句：The children are playing in the park.（孩子们正在公园里玩耍。

）七、作业设计1. 作业题目：请用现在进行时描述下列场景。

a. Your friends are having a picnic in the park.b. Your parents are watching TV at home.c. The teacher is explaining the lesson to the students.答案：a. My friends are having a picnic in the park, enjoying the beautiful spring weather.b. My parents are watching TV at home, relaxing after a long day at work.c. The teacher is explaining the lesson to the students, making sure they understand the key points.2. 课后阅读：阅读一篇关于四季变化的文章，用现在进行时描述文章中的场景。

牛津译林版-英语-八上-8A-教案设计-5单元 Study skills

To le arn the suffixes “-ness,-ing, -ion”Step 1 Lead-in1.Lead inRevise Reading: We all know pandas like eatingbamboo. But when they are born, what do they eat?Ss: In the beginning, they drink their mother’s milk. At six months old, they begin to eat bamboo.2.Bb: begin+ning-----beginningStep 2 Prese ntation1.Brainstorm: Let the Ss say out words like this:Feel+ing---feeling, mee+ing---meeting,shop+ping---shopping, swim+ming---swimmingcamping, jogging, skating, reading, cleaning, skiing, sleeping2.You see, we can change some verbs into nouns byadding the suffix –ing.3.Sometimes we can change adjectives into nouns byadding the suffix –ing. ill+ness---illness,kind+ness---kindness, busy+ness---businessHappiness,4.act---ion, invitation, invention, translation,organizationStep 3 Practice1. Do Exs P65 A: Change the following verbs andadjectives into nouns.Change the following ve rbs adjectives into nouns by adding the suffixes.If you don’t know the word, you may use a dictionary.2.Choose some Ss to come to the front of the classroomand write their answers on the board. Ensure that all the words are spelled correctly. Ask Ss to check their ownwork.3.Check answers in the groups first.Step 4 Practice1.Explain the context of Part B. Remind less able Ss thatthey will have to change some, but not all.2.Write the answers on the board so Ss can check theirspelling. Read aloud the passage.3. Now I’m going to show you some verbs and adjectives. Please s ay their nouns, and then spell the nouns.Step 5 Exer cises用所给单词的适当形式填空1. We’ll never forget your (kind) to us.2. I want to tell my best friend about Chi nese. New Year’s (celebrate).3. The food smells terrible. I have the same (feel).4. We wil l have a parents’ (meet) this weekend.5. The (collect) of these stamps took ten years.6. I didn’t go to school yeste rday because of my _____（ill）板书设计。

牛津译林版八年级英语上册8A U1 integrated skills 教案

2.After practicing, tell the students that: Do you know what I want to be when I was your age?
教
学
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answers.
Step 4 Communication and show
1. Get students to show the right answers in Part A.
3. The teacher plays the tape for students to listen to the dialogues and complete the information in Part A1 and Part A2. The leader in each group leads the members to discuss the
2.Get the students to change the adjectives into the comparative and superlative forms.
Step 2 Independent learning
1.Students preview the new words and underline them on their books.
Step 5 Asking and developing
1. Ask students if they have any problems.If some student asks questions, get students to discuss in groups first.The teacher helps them if necessary.
2. Get students to maketheirown dialogues in pairs.