下面是小编为大家整理的初二英语语法句子结构 教学案例(译林牛津版英语八年级)，本文共14篇，仅供大家参考借鉴，希望大家喜欢，并能积极分享!
篇1：初二英语语法句子结构 教学案例(译林牛津版英语八年级)
一、主语(subject): 句子说明的人或事物。
The sun rises in the east. (名词)
He likes dancing. (代词)
Twenty years is a short time in history.(数词)
Seeing is believing. (动名词)
To see is to believe. (不定式)
What he needs is a book. (主语从句)
It is very clear that the elephant is round and tall like a tree.
(It形式主语，主语从句是真正主语)
二、谓语(predicate):说明主语的动作、状态和特征
We study English.
He is asleep.
三、表语(predicative):系动词之后的成分，表示主语的性质、状态和特征。
He is a teacher. (名词)
Seventy-four! You don’t look it. (代词)
Five and five is ten. (数词)
He is asleep. (形容词)
His father is in. (副词)
The picture is on the wall. (介词短语)
My watch is gone / missing / lost. (形容词化的分词)
To wear a flower is to say “I’m poor, I can’t buy a ring. ” (不定式)
The question is whether they will come. (表语从句)
常见的系动词有: be, sound(听起来)， look(看起来)， feel(摸起来)，smell(闻起来)，
taste(尝、吃起来)， remain(保持，仍是)， feel(感觉) ….
It sounds a good idea.
The sound sounds strange.
Her voice sounds sweet.
Tom looks thin.
The food smells delicious.
The food tastes good.
The door remains open.
Now I feel tired.
三、宾语：
1)动作的承受者--动宾
I like China. (名词)
He hates you. (代词)
How many do you need? We need two. (数词)
We should help the old and the poor.
I enjoy working with you. (动名词)
I hope to see you again. (不定式)
Did you write down what he said? (宾语从句)
2)介词后的名词、代词和动名词--介宾
Are you afraid of the snake?
Under the snow, there are many rocks.
3) 双宾语--间宾(指人)和直宾(指物)
He gave me a book yesterday.
Give the poor man some money.
四、宾补：对宾语的补充，全称为宾语补足语。
We elected him monitor. (名词)
We all think it a pity that she didn’t come here. (名)
We will make them happy. (形容词)
We found nobody in. (副词)
Please make yourself at home. (介词短语)
Don’t let him do that. (省to不定式)
His father advised him to teach the lazy boy a lesson. (带to不定式)
Don’t keep the lights burning. (现在分词)
I’ll have my bike repaired. (过去分词)
五、主补：对主语的补充。
He was elected monitor.
She was found singing in the next room.
He was advised to teach the lazy boy a lesson.
六、定语：修饰或限制名词或代词的词、词组或句子。
Yan ling is a chemistry teacher.(名词)
He is our friend. (代词)
We belong to the third world. (数词)
He was advised to teach the lazy boy a lesson.(形容词)
The man over there is my old friend.(副词)
The woman with a baby in her arms is my sister. (介词)
The boys playing football are in Cla2. (现在分词)
The trees planted last year are growing well now. (过去分词)
I have an idea to do it well. (不定式)
You should do everything that I do. (定语从句)
七、状语：用来修饰v., adj., adv., or 句子。表示时间、地点、原因、目的、结果、程度、条件、方式和让步。
(以下例句按上述顺序排列) I will go there tomorrow.
The meeting will be held in the meeting room.
The meat went bad because of the hot weather.
He studies hard to learn English well.
He didn’t study hard so that he failed in the exam.
I like some of you very much.
If you study hard, you will pass exam.
He goes to school by bike.
Though he is young, he can do it well.
1简单句、并列句、复合句
根据语法形式，即句子的结构，英语的句子可分为简单句、并列句和复合句。
1简单句
句型：主语+谓语
只包含一个主谓结构，而句子的各个结构都只由单词或短语表示。
They are playing baseball in the garden.
他们正在公园里打棒球。
Her brother and sister both are teachers.
她的哥哥和姐姐都是老师。
2并列句
句型：简单句+并列连词+简单句
(常见的并列连词有and，but，or)
并列句是由两个或两个以上的简单句连接而成。并列句中的各简单句意义同等重要，相互之间没有从属关系，是平行并列的关系。它们之间用连词连结。
My friend was at home， and we talked for along time.
我的朋友在家，我们谈了好长时间。
Her father is a doc** and her mother is a teacher.
她父亲是个医生，她母亲是个老师。
I liked the s**y very much but Li Ming wasn't interested in it.
我非常喜欢这个故事，可是李明却对它不感兴趣。
Hurry up，or you'll be late.
快点，否则你就会迟到的。
3 复合句
句型：主句+连词+从句;或连词+从句+主句(包含一个主句、一个或一个以上的从句，或只包含一个从句，但有两个或两个以上的主句的句子叫复合句。)
基本句型 五： S V O C (主+谓+宾+宾补) 此句型的句子的共同特点是：动词虽然是及物动词，但是只跟一个宾语还不能表达完整的意思，必须加上一个补充成分来补足宾语，才能使意思完整。 宾语补足语：位于宾语之后对宾语作出说明的成分。宾语与其补足语有逻辑上的主谓关系，它们一起构成复合宾语。 名词/代词宾格 + 名词The war made him a soldier. 名词/代词宾格 + 形容词New methods make the job easy. 名词/代词宾格 + 介词短语I often find him at work. 名词/代词宾格 + 动词不定式The teacher ask the students to close the windows. 名词/代词宾格 + 分词 I saw a cat running across the road. S │V(及物)│ O(宾语) │ C(宾补) 1. They │appointed │him │manager. 2. They │painted │the door │green. 3. This │set │them │thinking. 4. They │found │the house │deserted. 5. What │makes │him │think so? 6. We │saw │him │out. 7. He │asked │me │to come back soon. 8. I │saw │them │getting on the bus.
S V O (主+谓+宾)
此句型句子的共同特点是：谓语动词都具有实义，都是主语产生的动作，但不能表达完整的意思，必须跟有一个宾语，即动作的承受者，才能使意思完整。
这类动词叫做及物动词。宾语位于及物动词之后，一般同主语构成一样，不同的是构成宾语的代词必须是代词宾格，如：me，him，them等 S│V及物动词│O
1. Who │knows │the answer?
2. She │smiled │her thanks.
3. He │has refused │to help them.
4. He │enjoys │reading.
5. They │ate │what was left over.
6. He │said │“Good morning.”
7. I │want │to have a cup of tea.
8. He │admits │that he was mistaken
： S V O C (主+谓+宾+宾补) 此句型的句子的共同特点是：动词虽然是及物动词，但是只跟一个宾语还不能表达完整的意思，必须加上一个补充成分来补足宾语，才能使意思完整。 宾语补足语：位于宾语之后对宾语作出说明的成分。宾语与其补足语有逻辑上的主谓关系，它们一起构成复合宾语。 名词/代词宾格 + 名词The war made him a soldier. 名词/代词宾格 + 形容词New methods make the job easy. 名词/代词宾格 + 介词短语I often find him at work. 名词/代词宾格 + 动词不定式The teacher ask the students to close the windows. 名词/代词宾格 + 分词 I saw a cat running across the road. S │V(及物)│ O(宾语) │ C(宾补) 1. They │appointed │him │manager. 2. They │painted │the door │green. 3. This │set │them │thinking. 4. They │found │the house │deserted. 5. What │makes │him │think so? 6. We │saw │him │out. 7. He │asked │me │to come back soon. 8. I │saw │them │getting on the bus.
S V o O (主+谓+间宾+直宾)
有些及物动词可以有两个宾语，如：give给，pass递，bring带，show显示。这两个宾语通常人为间接宾语;物为直接宾语。间接宾语一般位于直接宾语之前。一般的顺序为：动词 + 间接宾语 + 直接宾语。如：Give me a cup of tea,please. 强调间接宾语顺序为：动词 + 直接宾语 +介词+ 间接宾语。
如： Show this house to Mr.Smith. 若直接宾语为人称代词：动词+ 代词直接宾语 +介词+ 间接宾语。
如：Bring it to me,please. S│V及物│o多指人)│O(多指物)
1. She │ordered │herself │a new dress.
2. He │brought │you │a dictionary.
3.She │cooked │her husband │a delicious meal.
4. He │denies │her │nothing.
5. I │showed │him │my pictures.
6. I │gave │my car │a wash.
7. I │told │him │that the bus was late.
8. He │showed │me │how to run the machine.
S V P (主+系+表)
此句型的句子有一个共同的特点：句子谓语动词都不能表达一个完整的意思，必须加上一个表明主语身份或状态的表语构成复合谓语，才能表达完整的意思。这类动词叫做连系动词。系动词分两类：be, look, keep, seem等属一类，表示情况;get, grow, become, turn等属另一类，表示变化。be 本身没有什么意义,只起连系主语和表语的作用。其它系动词仍保持其部分词义。感官动词多可用作联系动词：look well/面色好,sound nice/听起来不错,feel good/感觉好，smell bad/难闻 S │V(是系动词)│ P His face │turned │red. 1. This │is │an English-Chinese dictionary. 2. The dinner │smells │good. 3. He │fell │in love.4. Everything │looks │different.5.He│is growing │tall and strong. 6. The trouble│is │that they are short of money.7. Our well │has gone │dry. There be 结构： There be 表示存在有。这里的there没有实际意义，不可与副词
there那里混淆。此结构后跟名词，表示(存在)有某事物 试比较：There is a boy there.(那儿有一个男孩。)/前一个there无实意，后一个there为副词那里。
篇2：初二一到四单元知识点总结 教学案例(译林牛津版英语八年级)
8AUnit1-Unit4知识点
1.Do you want some ?这里的some 是想要得到别人的肯定回答，所以用some而不用any.
2.something 不定代词，类似的还有somebody, someone, anything, everything等，和形容词连用时形容词放在不定代词后面。Nothing=not any thing 什么都没有了。No=not any
3.what about( doing)=how about(doing) ….怎么样
4.You are so kind=it is king of you to do sth.
类似的结构还有：it is+形容词 to do sth 如:
It is important for sb to sth对于某人而言做…很重要
It is easy for sb to do sth对于某人而言做…很简单
It is possible for sb to do sth对于某人而言做…又可能的
5.share 分享 share sth with sb和某人一起分享某物
Make good friends 交朋友 和某人交朋友 make friends with sb
6.say,tell,speak ,talk的区别
Say 指说话的内容，“don’t do it”he says.
Tell 指说故事讲笑话，tell jokes, tell lies
Speak 指说某种语言。Speak English, speak Chinese
Talk 指谈论，talk with sb 和某人谈论…
7.interest 有趣的人或物，兴趣，interesting 有趣的，令人感兴趣的，用来修饰物，如，an interesting book一本有趣的书
Interested 有趣的，形容人。Sb be interested in…某人对…感兴趣
类似的还有:excite exciting excited; amaze amazing amazed bore boring bored
8.one of+可数名词复数 ，表示…的一个
Be willing to do =be ready to do 乐意做某事
help sb with sth; help sb to do sth帮组某人做某事
give sb sth = give sth to sb给某人某物
someone in need需要帮助的人=someone in trouble
9.voice ,noise he sound 的区别
Voice指的是人的嗓音，noise指的是噪音，sound指的是声响，响声
grow up 长大 almost 几乎，most大多数，mostly副词，大多地，主要地 wear glasses 带眼镜
10.make 使役动词，使，让…
Make sb do 使某人做某事，让某人做。。。
Make sb +形容词，使某人怎么样make me happy 使我开心
Be made of 由…制成，看的出原材料
Be made from 由…制成，看不出原材料
a good sense of humour 幽默感
11.fit 动词 合适，适合。They do not fit well under his desk.
这件衣服不合适我。This clothes does not fit me .
Past 介词 路过，经过 walk past ,go past动词时pass。通过考试pass the exam
Cross动词 穿过，（表面）介词是across
Through 穿过（内部）go through 经历
Say a bad word about 说关于…的坏话
a true frieng挚友，真正的朋友keep a secret 保密
12.would like to do sth=want to do sth =feel like doing sth 想要做某事
learn about 了解
what is she like ?他是怎么样的
13.why not do sth为什么不做…=why don’t sb do…
be going to do sth =be planning to do sth 计划做某事
buy sth for sb= buy sb sth 买某物给某人
see a film 看电影 watch a movie看电影
year 8=grade8 the 8th grade八年级
mix with 混合。Be mixed with 混合
have lessons=attend lessons 上课
borrow… from …从。。。借。。。
near the end of 在…将要结束的时候
offer sb sth 提供某人某物
14.how much 多少，对时间和钱提问
Among 三者以上，both两者都
Sb spend +时间 （in）doing sth/on sth某人花费时间做
It takes sb+时间 to do sth 某人花费时间
Start 开始，finish 结束 start doing sth finish doing sth
Get up 起床 a lot of =lots of 许多，大量，即可修饰可数名词也可以修饰不可数名词 many 修饰可数名词，much 修饰不可数名词
15.have a good time doing sth =have fun doing sth 做某事很高兴
after school 放学后，after class 下班
after-school 放学后的，形容词 after-class下课的，课间的
16.trip短途旅行，travel旅行旅游，交通，journey 长途旅行
have a trip to …到。。。的旅行 go on a school trip 进行一个学校旅行 take a boat trip 乘船旅行
17.be going to do 计划，打算做…
Need to do sth 需要去做… do exercises 做锻炼 keep fit 保持健康=keep healthy
Enjoy oneself 玩的高兴，享受某人自己的…
Help oneself 随便吃，随便喝；请自便
Enjoy doing sth =like doing sth = love doing sth 喜欢做某事
The top of … … 的顶部
It is a beautiful building with a big garden and many trees.
With 在这里表伴随状态，翻译的时候需要注意，这是一个带有大花园和许多树的美丽建筑，with表示有的含义。With your support ,we will win.有你们的支持，我们将会赢
18.how long 对长度提问。How long is the Golden Gate Bridge?
How wide 对宽度提问。 How wide is the bridge?
How far 对路程，距离远近提问。
How often 对频率提问。
19 含有动词不定式的固定结构
Invite sb to do sth 邀请某人做某事
Ask sb to do sth 要求某人做某事
Advise sb to do sth 建议某人做某事
quite =very 很，非常on the way 在路上 a little 有点
finally最后，最终= in the end 名词 final，决赛
get off 下车，get on 上车 by bus =take a bus 乘坐大巴车
the whole world=all over the world =around the world 全世界
arrive at +小地点 arrive in+大地点 get to sp =reach sp 到达
couldn’t wait to do sth 迫不及待做某事
can’t help doing sth 情不自禁做某事
couldn’t believe one’s eyes 简直不敢相信某人的眼睛
more than 超过。。。 places of interest 名胜古迹，复数加在place
just 仅仅， in just one day 仅仅在一天之类
learn a lot 了解许多 a lot 相当于副词，许多
main sights 主要景点 main 形容词 主要的 副词mainly主要地
put in 安装，put up张贴 ，挂 put on 试穿
go and see for yourself 你亲自去看看。亲自for oneself
独自 by oneself 自学 teach oneself
20．Take place 发生= happen
It is free for groups of 30 or mare students. free免费的
Free 免费的；自由的，空闲的 for free=free of charge 免费
in one’s free time = when sb be free= in one’s spare time
在某人有空的时候
Far away from 离…远 join us 加入某人join sb
On foot = by walking = walk to sp 步行
21.instruction 说明指令。名词，词缀是ion，动词instruct
Had better do sth 最好做某事，最好不要做某事 had better not do sth
It says ,”do it yourself”这里的say的意思是写，说。不能用write和read。
Exactly精确地，准确地副词 ly 是词缀。形容词是exact
Repair=fix 修理 repair doing= fix doing
Decorate …with …用…装饰…名词是decoration
be crazy about =ba mad at 对….狂热，对…着迷
once 曾经；一次；一…就… another time另一次
make a mistake 犯错 put in a light 安装灯
a power cut 停电 hit a pipe 碰到水管
fill…with … 用…填满 用…装满…
be filled with = be full of 装满，充满
keep on doing sth 一直做某事，继续做某事
instead 相反，反而 instead of而不是
cut out 剪出
22.itis time to do sth =it is time for sth 该…. 是…时候了
be late for sth 做某事迟到 be late to do
stop dong sth 停止做某事（ 正在做的事情） stop to do sth 停下来去做（未做准备要做的事）
decide to do sth 决定做某事
colour 名词颜色，动词 上色，涂色 colour the roses red
paint 名词油漆 颜料， 动词涂颜料，上色，涂漆paint the room
cover 名词 封面，盖子，动词 覆盖 cover the floor
stick 名词棍子，动词粘贴，过去式stuck sticker名词贴纸
篇3：译林牛津 8A Unit 6 短语、重点句子和书面表达(译林牛津版八年级英语上册教学案例)
1 be all wet 湿透了
2 half an hour later 半小时后
3 mop sth up / mop up sth 把某物拖干净
4 natural disasters 自然灾害
5 bad weather 坏天气
6 lose the game 输了比赛
7 thousands of people 成千上万的人们
8 a car accident 一起车祸
9 crash into 撞到……上
10 wash sth away / wash away sth 把……冲走
11 fall （down） from 从……摔下来
12 start a big fire 引起一场大火
13 a big storm 一场大暴雨
14 thunder and lightning 雷电
15 an earthquake survivor’s home page
一位地震幸存者的主页
16 survive the earthquake 在地震中幸存下来
17 at first 起先
18 feel a slight shaking 感到一阵轻微的震动
19 hear a big noise like thunder
听到像雷一样的一阵巨响
20 look at each other in fear 惊恐地互相看看
21 like bombs under the ground
像地下的炸弹爆炸一样
22 run in all directions 向四面八方逃跑
23 run out of the shopping center
跑出购物中心
24 run out to the street 向外跑到街上
25 run wildly 疯狂地奔跑
26 pieces of glass 玻璃碎片
27 fall down 摔下来
28 come down 倒下
29 calm down 安静下来
30 be trapped 陷入困境
31 say to oneself 自言自语
32 a moment of fear 片刻的恐惧
33 shout /scream for help 大声喊救命
34 stay alive 活着/ 活下来
35 a packet of chocolate 一袋巧克力
36 hear shouts from excited people
听到激动人群的叫喊声
37 in a great hurry （to do sth ）
极为匆忙地（做某事）
38 hurry to do sth 匆忙做某事
39 move sth away / move away sth
把……搬走（代词放于中间）
40 see the bright daylight 看到明亮的阳光
41 the noise of thunder 雷声
42 sound like 听起来像……
43 （be） around 7 7摄氏度左右
44 drop a little 下降一点
45 become / get worse 变得更糟
46 drop to -5 降到零下5摄氏度
47 be sunny / cloudy /foggy / frosty / stormy
晴朗的/多云的/有雾的/有霜的/暴风雨的天气
48 read some guidebooks 阅读一些指南书
49 on the side of the road 在路边
50 break down 损坏
51 What a terrible snowstorm !
多么可怕的一场暴雪呀！
52 play with snow 玩雪
53 get some snow from the ground 从地面上取雪
54 make a snowball 滚雪球
55 make a snowman 堆雪人
56 fall over 绊倒
57 last long 持续长久
58 an accident report 一份事故报告
59 cover……with 用……覆盖……
60 be covered with 被……覆盖
61 call the 110 hotline 打110热线
62 be serious 严重的
something serious 一些严重的事
63 time of arrival 到达的时间
64 conditions of victims 受害者的情况
65 read a newspaper article about a car accident
阅读一篇有关一起车祸的报刊文章
66 a heavy storm with thunder and lightning 一阵大风暴伴随着雷电声
57 catch/ cause fire 引起火灾
68 be （badly） hurt （严重）受伤
69 cause natural disasters 引发自然灾害
70 lose our umbrella in the wind
在风中丢了我们的雨伞
71 remove the snow 除雪
72 look out of the window 朝窗外看
73 hear the noise of traffic 听到车辆的声音
74 weather report 天气报告
75 typhoon signal number 台风信号
76 snowstorm warning 风雪警报
77 roll up trousers 卷起裤子
78 get worse 变得更糟
79 help people get out from under all the stones and bricks 帮助人们从石推和砖块下出来
79 give out food and clean drinking water to the local people 给当地的人们分发食物和净水
80 continue to fall around us 继续在我们周围落下
81 continue to do sth 继续做某事
1 I was sleeping when it started to rain .
当开始下雨时，我在睡觉
2 Who’s going to mop all the water up if you don’t come with me ? 要是你不跟我来，谁来把水拖干呢？
3 The earthquake in Taiwan killed thousands of people . 台湾地震致使数千人死亡
4 A car accident killed three men .
一起车祸致使3人死亡
5 A coach crashed into a tree last night .
一辆大巴昨晚撞上一棵树
6 A flood washed the village away .
一场洪水冲毁村庄
7 Lightening started a big fire in a house .
闪电引起了一间房屋燃起了大火
8 A young boy fell from a tree and hurt his legs .
一位小男孩从树上跌下，弄伤了腿
9 A big storm killed 20 people .
一场暴雨致使20人死亡
10 At first ,I felt a slight shaking through my body .
起初，我感到全身一阵轻微的摇晃
11 People in the shopping center looked at each other in fear . 购物中心的人们惊恐地看着对方
12 People were running wildly while pieces of glass and bricks were falling down .
玻璃碎片和砖块落下的同时，人们疯狂地奔跑着
13 I could not believe it was over .
我不能相信一切都结束了
14 I could not see anything at all . 我根本看不到东西
15 I did not know if anyone was around me .
我不知道我周围是否有人
16 A moment of fear went through my mind but I told myself to calm down since I was still alive .
我的脑中掠过一阵恐惧，但我告诉自己要镇定下来，因为我仍然还活着
17 I was trying to find my way out when I suddenly heard some noise above me .
当我听到我上方有些声音的时候，我正在找出口
18 I heard shouts from excited people .
我听到了激动的人群的叫喊声
19 They were in a great hurry to move away the bricks and stones . 人们迫不及待地移开砖块和石头
20 He survived the earthquake in .
他在的地震中幸存下来了
21 It sounded like bombs under the ground .
听起来就像地下的炸弹在爆炸
22 What’s the weather like today ?=How is the weather today ? 今天天气怎么样？
23 The temperature will be around 7 .
气温将在7度左右
24 The temperature is going to drop a little .
气温将要下降一点
25 The weather won’t be too bad . 天气将不算太坏
26 The temperature will be lower . 气温将更低
27 The weather will become worse on Friday .
周五的天气将更糟
28 The temperature will drop to -5 .
气温将降到零下5度
29 I saw you and your parents standing on the side of the road . 我看到你和你的父母站在路边
30 Why didn’t your father drive you to school as usual ? 为什么你的父亲不像往常一样开车送你去上学？
31 His car broke down because of the cold weather .
因为天冷，他的车坏了
32 While Daniel was making a snowball , he fell over . 在丹尼尔滚雪球的时候，他绊倒了
33 Suzy was making a snowman while kitty was standing beside her .苏珊在堆雪人，凯蒂站在她的边上
34 A snowstorm hit the city early this morning .
今天清早，一场暴雪袭击了这个城市
35 During the snowstorm , the 110 hotline received a call from Mr Su .
在暴雪期间，110热线接到了孙先生的来电
36 The snow was really heavy by then .
那时雪真的很大
37 This morning I read a newspaper article about a car accident . 今天早晨我阅读了一篇一起车祸的报道
38 His car crashed into a tree while he was driving in the snowstorm .
他在暴雪中驾车时车子撞到了一棵树上
39 Did you hear about the fire at a school in Britain last week ?
你听说到上周英国的一所学校着火的事了吗？
40 There was a heavy storm with thunder and lightning .伴随着雷电，下起了一场大暴雨
41 Her school caught fire because lightning hit it .
她的学校着火是因为闪电击中它
42 As it was a holiday , no one was at school .
由于是假期，没有人在校
43 Bad weather sometimes causes natural disasters .
坏天气有时会引起自然灾害
44 The fireman put out the fire soon .It didn’t last long .消防队员很快扑灭了火，没有持续很久
45 Snow continued to fall around us
.雪继续在我们周围降下来
46 Suddenly a strong wind came from behind .
突然一股强风从背后吹过来
47 We lost our umbrella in the wind and I nearly fell over . 我们在风中丢了雨伞，我差一点摔倒
48 I heard the noise of traffic the next morning .
第二天早晨我听到了车辆的声音
49 I looked out of the window and saw that people were working hard to remove the snow .
我朝窗外看，看到人们在奋力除雪
50 The video shows the terrible situation after the earthquake . 光碟上播放出了地震后的可怕的场景
51 Soldiers were helping people get out from under all the stones and bricks .
战士们正在帮助人们从所有的石块和砖块下出来
52 Some social workers were looking after the people in need while others were giving out food and clean drinking water to the local people .
一些社会工作者们正在照料需要帮助的人，同时另外的人正在给当地居民分发食物和干净的饮用水
书面表达
Accident report form
Accident Their house was on fire .
Weather conditions There was a lightnig
Date of call March 8
Time of call 8.30a.m.
Name of caller Jim
Place on Nanjing Road
No. of victims three
Conditions of victims Jim and his mother were Ok
His fater’s left hand was hurt .
Action Policemen arrived at 8.35a.m.
Sent the victims to hospital at 8.40a.m.
Jim called the 110 hotline at at 8.30 a.m. on March .Their house was on fire on Nanjing Road because there was a lightning . He and his parents were trapped in the house . He and his mother were OK . But his father’s left hand was hurt . The policemen arrived at 8.35 a.m. and sent them to hospital at once .
篇4：译林牛津版8A Unit 5 短语、重点句子和书面表达(译林牛津版八年级英语上册教学案例)
Unit 5词组
1、go birdwatching去观鸟
2、at the market在市场
3、roast chicken烤鸡
4 Beijing Duck 北京烤鸭
5 learn more about birds in the wetlands
更多得了解湿地的鸟类
6 encourage sb to do sth 鼓励某人做某事
7 get more information 获取更多的信息
8、fly to northern countries飞往北方国家
9 long-pointed wings 尖长的翅膀
10 long-winged birds 长翅膀的鸟
11 web-footed animals 有蹼足的动物
12 forked tails 剪刀似的尾巴
13 a long thin neck 细长的脖子
14 brownish feathers 略带棕色的羽毛
15 colourful feathers 鲜艳的羽毛
16 hooked beaks 带勾的喙
17、nature reserves自然保护区
18、in north-east China在中国东北
19 one of the world’s most important wetlands 世界上最重要的湿地之一
20 provide food and shelter for wildlife
为野生动植物提供食物和栖息地
21 provide food and shelter for wildlife
为野生生物提供食物和栖息地
22 provide sth for sb = provide sb with sth
为某人提供某物
23 an ideal home 理想家园
24 live comfortably 住得舒适
25 all year round 全年
26 an important living area 重要的生活区
27、stay there for a short stay=go there for a short stay
短暂停留
28、catch fish for food捕鱼为食
29、rare red-crowned cranes稀有的丹顶鹤
30 change the wetlands to ……把湿地改成……
31 change……to do sth 改换……来做某事
32 make space for ……为……留出位置
33 have enough living space 有足够的生活空间
34、the Chinese government中国政府
35、count birds/ do a bird coun t数鸟
36 protect these endangered birds
保护这些濒危灭绝的鸟类
37 less and less living space 越来越少的生活空间
38 a lot of tourists 许多游客
39 study the different kinds of birds
研究不同种类的鸟
40 the changes in their numbers 他们数量上的变化
41do something to help the birds 为保护鸟做些事
42、understand the importance of the wetlands
懂得保护湿地的重要性
43、be in danger处于危险当中
44 members of ……的成员
a member of ……的一位成员
45 do something for the birds 为鸟类做些事
46 in a dangerous state 处于危险状态
47 show good/bad manners to others
对别人有/（没）礼貌
48 walk a long way 走很长一段路
49 make them actively take action to protect wildlife
使得他们积极采取措施保护野生生物
50 the bus stop outside our school
我们校们外的公共汽车站
51 return to school 返校
52、a large/small number of大量/ 少量
53、keep shops开店
54、in other areas of the world在世界的其他地方
55、a pair of leather shoes一双皮鞋
56、drop litter carelessly随意扔垃圾
57、finish school毕业
58、be quiet安静下来
59、liaten to your talk 听你的演讲
60、make a lot of noise发出很多噪音，吵闹
61、during the birdwatching在观鸟期间
62、a report on Zhanglong关于扎龙的报告
63、prevent the flood防洪
64、for example例如
65、have an area of 120,000 hectares
覆盖1公顷的面积
66、an application form申请表
67、interests and hobbies兴趣和爱好
68、become a member of成为……成员
69、can’t wait for 等不及
can’t wait to do sth迫不及待地做某事
70 take the bus back 乘车返回
71sing nicely 唱得好听
72 speak softly 说得轻
73greet us politely 有礼貌地向我们问候
74make sure 务必，一定，确保
75 frighten the birds 吓着鸟
76 during the watch 在观察期间
77 other smaller birds 别的更小的鸟类
78 World Wetlands Day 世界湿地日
79the home of plants ， animals and birds
动植物和鸟类的家园
80 on that day 在那天
81 call sb on +（电话号码）
按……电话号码给某人打电话
82 e-mail sb at + 电子信箱
给某人发电子邮件到……信箱
83 prevent sb from sth / doing sth
阻止某人某事/ 阻止某人做某事
84 go to the wetlands photo show 去参加湿地相片展
85a big white bird with a long thin neck
一只长着细长脖子的大白鸟
86 World Wetlands Day 世界湿地日
87、watch the birds closely近距离观鸟
88 come to club activities 来参加俱乐部的活动
1 I am going birdwatching at the market .
我将到市场上去观鸟
2 What do you know about birds ?
你对鸟了解些什么？
3 Which bird do you like best ？你最喜欢那种鸟
4 The area provides food and shelter for wildlife .
这个地区为野生生物提供食物和栖息地
5 Many birds live comfortably in Zhalong Nature Reserve all year round .
许多鸟全年舒服地生活在扎龙保护区
6 Zhalong Nature Reserve is an important living area for the rare red-crowned cranes .
扎龙保护区是稀有丹顶鹤的重要生活区
7 Some people want to change the wetlands to make more space for farms and buildings .
有些人想改变湿地，为农田和大厦留出更多的空间
8 This means there will be less and less space for wildlife .
这意味着野生生物的空间越来越少
9 More and more birds are in danger because they do not have enough living space .
越来越多的鸟处于危险中，因为他们没有足够的生存空间
10 The Chinese government wants to protect these endangered birds .
中国政府想保护这些濒危灭绝的鸟
11 This year, members of our Birdwatching Club are going to study the different kinds of birds in Zhalong and the changes in their numbers .
今年，我们观鸟俱乐部的成员将研究扎龙地区不同种类的鸟以及在他们数量上的变化
12 Many people do not understand the importance of the wetlands .
许多人不了解湿地的重要性
13 We hope this information will help them understand and make them actively take action to protect wildlife .
我们希望这个信息将会帮助他们了解并且使得他们积极采取措施保护野生生物
14 When you go birdwatching , you sometimes have to walk a long way .
当你去观鸟时，你有时得走很长的一段路
15 If you leave litter there ,you will be unwelcome . 如果你把垃圾留在那儿，你将会不受欢迎
16 I found the article on wildlife interesting .
我发觉关于野生生物的文章是有趣的
17 First walk to your birdwatching place quietly .
首先轻轻地走到你的观鸟地点
18 You must talk very softly during the watch .
观鸟期间你必需说话要轻
19 It is important for you to write your reports clearly .
对于你来说，把你的报告写得清楚些是很重要的
20 Zhalong is the home of a lot of plants and animals , including different kinds of birds .
扎龙是许多动植物的家园，包括不同种类的鸟
21 There’s an interesting bird show as well .
也有有趣的鸟展
22 I will be very happy if I can became a member of your club .
如果我能成为你们俱乐部的成员，我将很高兴
23 Are you going to the wetlands photo show next week ？
下周你将去参加湿地相片展吗
24 They simply can’t wait for the show next week .
他们简直等不及下周的展览了
请帮助Sandy给观鸟俱乐部写一封信，要求加入俱乐部。包括以下要点：
1．我想成为观鸟俱乐部的一员。
2．我是八年级的学生，我对足球很感兴趣，我最喜欢的科目是科学和地理。
3．我热爱鸟类，热爱大自然。
4．每个星期天上午9点到10点可以参加俱乐部的活动。
5．联系方式：Tel: 0519-7088888.
Dear Sir or madam,
I listened to your report on birds yesterday . I would like to become a member of the Birdwatching Club . I a student in Grade 8 . I am interested in football . My favourite lessons are science and geography . I love birds and the nature as well . I can come to club activities from 9 a.m. to 10 a.m. . I’ll be very happy if I can be a member of your club . You can call me on 0519-7088888 .
Yours sincerely,
Sandy
篇5：8B Unit 6 Integrated skills 教学案例(译林牛津版英语八年级)
牛津英语8B Unit6 Integrated skills教学设计
学习目标：
1）进一步了解有关慈善步行的一些信息，并能从听力材料中获取有用的信息，
培养“听说读写”的技能。
2）运用所获取的信息及相关情景完成一封信。
3）根据自己的语言基础能力，就某事给出建议，并对建议作出回应。
学习预习案：
1．Discussion：Talk about Oxfam Trailwalker.
Talk about it in Pairs, One ask and the other answers.（你可以参考书本94&95页）
2．Read and write out the words and know their meanings（加油哟，要比赛的哟！）
['unli] [flt] ['p:fikt]
['tenn]['reini] ['mbrel]
[lst] [waiz] ['mublfun]
3. Preview（预习）PartA1 2 3. Try to read these information and understand the main ideas（如果有困难的话，可以向组长请教哟！）
4 Read the dialogues in Speak Up carefully and answer the following questions.
1）What do you need to pay attention to if you want to join a charity walk?
2）What do you need to take if you don’t want to get lost?
3）What about you own ideas? (你可以尽情地想象！)
课堂巩固案
1．Look at Part A1 carefully and tell whether they are true or false
1) South Hill is a 950-metre high hill. （ ）
2) This hill is about 5 km south of Moonlight Town. （ ）
3) The students can play hide-and-seek and fly kites on the hill. （ ）
4) The students can go swimming in the small lake （ ）
5) The Class 1 Grade 8 will hold a party on South Hill. （ ）
2．Listen to tape and then try to complete the descriptions about the Event of the Charity walk.（A1& A2） .
3 .Complete the letter A3（小组讨论合作完成。）
4. Talk about ‘What we need to take during the charity walk’as much as possible.(不要紧的，说少了也没关系的，但是一定要尽力哟！)
课后巩固案
1.词组互译（不看书你也行哟，相信自己）
1）开阔的空间 2）捉迷藏 3）在河边钓鱼
4）欣赏乡村美景 5）在平地上 6）行走的路线
7）新鲜的空气 8）迷路
9）It’s wise to take a map and a mobile phone 10）a perfect place
2. If you are going to organize a charity walk, what will you prepare for? Fill the following flow chart first，Then compare with your partners and Whose flow chart is the best. make your own dialogues in pairs, and try to present your dialogues..
A Flow Chart
Nof the event --------------
Name of the charity---------------
F about the place --------------
R of the walk----------------
Time of the walk --------------
Special event ---------------
Other a ---------------
3. Write something about ‘What we need to pay attention to during the walk ’as much as possible.(不要紧的，写少些没关系的，但是一定要尽力哟！)
牛津英语8B Unit3 Integrated skills教案
Teaching aims of knowledge：
1).To listen to the material about the charity walk and get the useful information recognize the key words about the computer programs
2).To use key information to complete the letter..
Teaching aims of learning skills
1) To know about the topic by previewing and identify relevant additional details by listening to the tape.
2) To exchange the suggestions and develop the skills of communication
Teaching aims of emotion：
1) To learn more about the charity walk and arousing the feeling of helping others in need
2) To have the ability of responding to detailed information and advice.
Teaching emphasis：
1).To communicate the topic ‘ organizing the charity walk ’ in the context
2).To get more information about the charity walk and try your best to learn help others in need.
Teaching difficulties：
1). To develop listening skills by completing a description and the ability of the communication
Teaching procedure：
Step One: Have a free talk. ( about 3 minutes)
We just had a three-day talking about Oxfam Trailwalker. Have you known it well? What is the Oxfam Trailwalker ? Who can join the Oxfam Trailwalker? etc
Now Discuss the Oxfam Trailwalker in pairs, one asks and the other answers.
A: …….. B: ……..
（预设：通过与学生聊天进行热身，使学生很快进入话题角色。用学生熟知的话题导入，能引起学生的共鸣。生成：学生主动参与，积极思索。同时很自然地引出本节课的主题：How to organize the charity walk.。）
Step Two: Pre-listening
1）Ask the students to read out the new words one by one on the paper according to the phonetics, Then ask one student to read out and the others read after him or her. Each group tell the teacher their points, The teacher give the evaluation about the each group and the students ( about 4 minutes)
（设计理念：“兴趣是最好的老师” 预设：让学生根据音标朗读单词，检查预习情况，熟悉听力材料中的单词，并通过小组计分形式进行竞赛，生成：鼓励学生积极参与，成为学习的主人，便于提高听力效率）
2）Tell the students that we’ll have a charity walk on South hill and ask the students‘How much do you know the South Hill ’Then get the students to Read out the sentences in PartA1 and the five sentences on the paper. Then tell if they are true or false.. If the sentences are false, please correct them. ( about 4 minutes)
(预设：在听前进行一定的铺垫，扫除训练一些语言障碍，以便于更好地进行下一步的听力)
Step Three: While-listening: ( about 17 minutes)
1) Explain the context of Part A1 by looking at the title of each part on the left and the details on the right. Then tell the students they first have to write the information as much as they can.
2) Listen to the tape twice without stopping and get the students to finish Part A1 Tell the students to check their answers in pairs, and ask six students to read out one sentence each.. Write the answers on the board to ensure that all the students have the correct answers and information.
（设计理念：培养通过整体听来培养学生整体获取信息的能力。生成：运用巧妙的教学艺术计发学生主动参与的欲望，小组自主活动成果显著。）
Step Four: After-listening:( about 6 minutes)
Get the students to discuss in groups to finish the A3.After they finish this part, the teacher asks each group to present their expressions. Then read out the letter after one student or read out the letter together.
（预设过程：在做这部分练习之前，让学生先明白A3部分的内容，然后再填空。安排小组讨论，使学生在轻松愉快的环境中实现更多的信息交流展示成果，集体朗读。这样符合学生由易到难，由浅入深的认知规律。）
Step Five: Speak-up ( about 5 minutes)
(1) Explain the context: Students talk about what to take on a charity walk and what they should pay attention to. Tell the students to think about what they would bring if they were participating in the charity walk.(The group leaders can write on the small blackboard.) Then listen to the tape and answer the following questions on the paper.
(2) Then read out in pairs. The teacher can also tell the students to use the information on the small blackboard to make their own conversations. If they do well, the teacher can add their points to encourage them. ( about 4 minutes)
（设计理念：用话题引入课堂讨论，引发学生的参与意识。让学生对遇到的问题提出自己的建议，这样可以拓展学生的思维，鼓励学生用英语去思考、表达现实问题，学以致用, 提高英语口语表达能力。）
Step six: homework( about 2 minutes)
In class：talk about ‘organizing the charity walk’ as much as possible.
After class: 1) To remember the new words in the Integrated skills.
2) To read or talk about the letter in A3 and the conversation in Speak Up Fluently.
3) Finish off the exercises on the Workbook.
（设计理念：充分设计不同层次活动，设计不同层次的问题，以此来迎合不同层次学生的需求，让不同层次的学生都能开口,都能充满热情学习。）
板书设计（Blackboard Design）
8B Unit 6 Integrated skills
Group 1 Group 2 play hide-and-seek
open space and fresh air
flat land for flying kites…
Group 3 Group 4see the beautiful view of country
pay attention to…
It’s wise to ……..
Group 5 Group 6 get lost…if necessary ['unli]
[flt]
['p:fikt]
['tenn]
['reini] ['mbrel]
[lst]
[waiz]
['mubl fun]
教学反思：
在本节课设计的过程中，我非常注意培养学生的兴趣和热情。如，刚开始通过聊天，接着小组合作、竞赛根据音标朗读单词，后来的听力信息研讨及对学生的评价和鼓励等都是为了提高学生的学习兴趣及热情。同时教师巧设问题，循序渐进，让学生对听力材料进行很好的咀嚼、消化、吸收。让学生进行充分的听说能力训练，并注重层次性，根据学生的不同情况，设计不同的运用要求，尽量让每位学生都能有机会去表现自己，体验成功的快乐。但在一些细节上还做得不是很好，如单词的朗读花样有点多，听力的练习还应该多让学生自主讲解，Speak Up的操练还有点仓促，生怕学生讲的不够好，对学生放手还不够充分。 在今后的教学中，应进一步领悟“三案六环节” 为教学服务。
篇6：译林牛津 8B Unit 1 全套教案(译林牛津版八年级英语上册教学案例)
8B Unit 1 Past and present
Period I & II Grammar Writer: Time:
Teaching Aims:
1.To learn some new words.
2. To learn the use of the present perfect tense and time expressions with it.
3. To understand the difference between the present perfect tense and the simple past tense.
Teaching contents:
the present perfect tense and time expressions with it
Important points
The use of the perfect tense: have/ has +p.p.
Difficult points:
The use of the perfect tense: have/ has +p.p.
Teaching methods:
Task-based teaching method Teaching Aids:
a projector; a multi-media computer system Notes
Teaching procedures:
Step1.Teach the new words from P13 to P17.
Step2. Lead in the present perfect tense.
T: When did you have breakfast?
S: I had breakfast an hour ago.
T: He had breakfast an hour ago. He has had breakfast. (Bb)
T: Where did you study English last term?
S: We studied English in Shang Xin He Middle School.
T: Yes. You studied English in Shang Xin He Middle School. You have studied here for about two years.(Bb)
→我们用一般过去时谈论过去发生的动作,但当过去发生的动作和现在有联系有影响时,我们用现在完成时态.(Refer to P13)→Structure: have/has +V (过分)
Step 3. How we form the past participles of verbs P13 (Add the simple past forms)
Add: have---had---had hear---heard---heard buy---bought---bought
go---went---gone do---did----done eat---ate---eaten
forget---forgot---forgotten cut---cut---cut read---read---read
Step 4.Explain the use of the present perfect tense.
(一) 基本用法:
1. 到现在为止这段时间已发生的情况.动作从过去延续到现在.
eg. She has been ill for three days. (She’s been…)
We have learned 2,000 English words. (We’ve …)
2. 某个动作虽是过去发生,但其后果和影响及于现在.
eg. Thanks you. I’ve had my supper.(现在用不着吃)
Tom has seen the film.(对这部电影有所了解)
(二) 时间状语: already, yet(否,疑), since, ever, never, just, before(句尾),for+时间段, recently
eg. She has already finished her work.
I have ever heard about it.
Step 5. Change the above sentence patterns to general questions, negative sentences and question the underlined parts.
Step 6. Make sentences P14 A1
Step 7. Compare the difference between the present perfect tense and the simple past tense.
现在完成时的特点是某一动作发生与现在有联系,一般过去时则单纯谈过去发生的某一动作,不涉及对现在的影响.
e.g. Simon has lost his watch./ Simon lost his watch.
Have you bought a pen? / When did you buy the pen?
What did you have for lunch? / Have you had lunch?etc
注:句中有表示过去的时间状语如yesterday, last week,…ago etc,不能用现在完成时.
Step 8.Chat time P11, A2
Step 9. Time expressions with the present perfect tense. P16. B
Tell students that present perfect tense must have a specific time when it is used. These time expressions include already, ever, for…, just, never, since…, yet, recently. Explain in Chinese ‘already, just, never通常用于have 或has后；而yet 和recently通常放句末。不过，有时already也能放句末。’
Step 10. Different forms of transport P17
Homework
Blackboard design
After-class-reflection
宜兴市万石中学牛津英语初二备课组集体教案
8B Unit 1 Past and present
Period III Comic strip & Welcome to the unit Writer: Time:
Teaching Aims:
1 To introduce the concept of situations that started in the past and is continuing in the present
2 To introduce the grammatical concept of the present perfect tense by focusing on a timeline and ordering information chronologically.
Teaching contents:
To introduce the present perfect tense and transport at different times
Important points
To introduce the grammatical concept of the present perfect tense by focusing on a timeline and ordering information chronologically.
Difficult points:
To introduce the grammatical concept of the present perfect tense by focusing on a timeline and ordering information chronologically.
Teaching methods:
Communicative method Teaching Aids:
a projector; a multi-media computer system Notes
Teaching procedures:
Step 1: Dictate new words from “ past” to “since”.
Step 2: Review the present perfect tense
1) Translate some sentences (oral practice)
2) Correct mistakes
1 He has come back for two hours
2 Jimmy wrote to me since last week.
3 They got married since 10 years ago.
4 Kate has joined the league for three years.
5 We have never gone to Japan.
6 How long has he gone there? –Since last Friday.
7 He has written two books since he has worked here.
8 How long did you go to the USA? –Five years ago.
Step 3: Warm-up activities
1) Listen to the short dialogue and think about the following questions:
A What did Eddie do? Why?
B How has Eddie changed?
C How has Hobo changed?
2) Listen to the dialogue again and try to repeat after the tape
3) Read the dialogue together and understand the meaning of the dialogue.
Change some sentence patterns according to the dialogue
E.g.: I’ve eaten it ------ I haven’t eaten it.
----- Have you eaten it? Yes, I have /No, I haven’t.
4) Read it again and try to recite it.
Step 4: Welcome to the unit (P7)
1. A Transport at different times
Write the correct names under the pictures.
2. B Back to the past Complete the timeline.Make sentences according to the time table
E.g.: The taxi has been in service in Beijing since 1913/for 94 years. People in Beijing began to use the taxi in 1913.
Step 5 Practice
Finish exercises in Study English.
Homework
Blackboard design
After-class-reflection
宜兴市万石中学牛津英语初二备课组集体教案
8B Unit 1 Past and present
Period IV Reading (1) Writer: Time:
Teaching Aims:
1 To recognize types of questions used in interviews.
2 To recognize extended answers to open questions.
3 To infer general meaning from title and context.
Teaching contents:
Text: Time have changed
Important points
1. The understanding of the reading
2. Some useful expressions
Difficult points:
1. The understanding of the reading
2. Some useful expressions
Teaching methods:
Task-based method Teaching Aids:
a projector; a multi-media computer system Notes
Teaching procedures:
Step 1: Dictate some past participles.
Step 2: Review the dialogue.
Step 3: Read the text and find the answer the following questions.
1) How long has Mr. Cheng known Sunshine Town?
2) When did Mr. Chen moved away from Sunshine River ? Why?
3) How has the place changed?
4) What was the problem when there was a shoe factory near Sun shine River?
5) How does he think about the life now?
Step 4: Do the exercise on page 6 C1 and correct the false statement.
Step 5: Learn the first half of the text and explain some useful expressions.
1 in fact. 实际上I thought this answer was right. In fact ,it’s wrong.
2 live together/there 一起生活 live on the fifth floor
3 get married to sb = marry sb . 与某人结婚。
e.g.: Tom got married to Mary last year =Tom married Mary last year.
They got married last year.
4 until 直到… not …until 直到…才
e.g. : He did his homework until 7 o’clock yesterday evening.
He didn’t do his homework until 7 o’clock yesterday evening.
5 change a lot
change v. 改变Our city has changed a lot .
change n. 变化，零钱Great changes have taken place in our city .
( the changes to Sunshine Town , the answer to…, the key to…the entrance to…)
6 turn…into…把…变成… turn into变成
e.g. The government turned the factory into a library three years ago.
Water turns into ice when it freezes.
The shop has turned into a hotel
Step 6 Listen to the tape and read the learned part of the text .
Step 7 Do the exercise on page 10 B
Match the words on the left with the meanings on the right.
Step 8 Practice
Finish exercises in Study English
Homework
Blackboard design
After-class-reflection
宜兴市万石中学牛津英语初二备课组集体教案
8B Unit 1 Past and present
Period V Reading (2) Writer: Time:
Teaching Aims:
1 To grasp some useful expressions
2 To retell the main idea of the text
3 To understand the use of some words through the exercises.
Teaching contents:
Text: Time have changed
Important points
Alone & lonely
Difficult points:
Alone & lonely
Teaching methods:
Task-based method Teaching Aids:
a projector; a multi-media computer system Notes
Teaching procedures:
Step 1: review the first part of the text
a) important phrases
b) ask and answer according to the text
c) recite some part of the text
Step 2 learn the rest of the text
1) let students ask questions and find answers together.
2) useful expressions.
1 used to do/be ；过去常常做…/是…
e.g.: He used to be a teacher.
be/get used to doing…现在习惯于做…
e.g.: He is used to having noodles for breakfast.
2 pleasant :指环境，地方，行程的舒适愉快。多用于修饰事物。
e.g.: The weather is usually pleasant here in May. The trip is pleasant.
pleased :指感到愉快。通常描述人。
be pleased with…
e.g.: I’m pleased with your work. The teacher is pleased with us.
同根词---pleasure. With pleasure. / It’s my pleasure.
3 lonely adj.指人，表示寂寞孤独，指物，表示荒凉，无人居住的
e.g.: He feels lonely without friends. / This is a lonely house.
alone adj./adv. 独自的（地） He lives alone .
4 from time to time =sometimes=at times
5 It’s adj ( for sb) to do---- It’s nice to have open space It’s interesting for us to fly kites. It has become more difficult to see my old friends
6.way
1) 方面，方式，方法。 in this way /that/another way
in some ways 在某些方面，在某种程度上
a new way of teaching 一种新的教法。
2） 路 on one’s way to--- on his way to school
by the way 顺便问一下
Step 3 Finish the exercises on page 11C2 and D .
Step 4 Practice
Finish exercises in Study English
Homework
Blackboard design
After-class-reflection
宜兴市万石中学牛津英语初二备课组集体教案
8B Unit 1 Past and present
Period VI Vocabulary Writer: Time:
Teaching Aims:
1. To develop an understanding of opposites.
2. To use appropriate adjectives in context to express positive and negative meanings.
Teaching contents:
Vocabulary---opposites
Important points
Opposites
Difficult points:
Opposites
Teaching methods:
Method of Brainstorm Teaching Aids:
a projector; a multi-media computer system Notes
Teaching procedures:
Step1.Review the opposites
1.Ask the students to give the opposites orally (P12)
2.Explain:
easy---difficult/hard expensive---cheap/inexpensive
happy---sad/unhappy like---dislike(v.)/unlike(prep.)
3. Review the prefixes and suffixes (give more examples besides the ones in the book)
un- unhappy
friendly- able- popular-
welcome- fit- tidy-
clear- safe- comfortable -
dis- disappear
honest- agree-
in- infamous
im-impossible
ir- irregular
-less helpful---helpless
useful- careful-
4. Give more opposites
first---last love---hate noisy---quiet
day---night beginning---end rich---poor
big---small interesting---boring short---long/tall
Step2.Correct the mistakes in Millie’s e-file
Step3.Exercises
1.They ____(be) in New York for seven years. They ____(move) there in .
2. If it ___(be) fine tomorrow, we ___(go) for a picnic.
3. Mr Green ___(teach) English in this city since he ___(come) here in 1995.
4. ___ you ever ___(make) a ship? Yes, I ___(make) one last year.
5. It ___(be) a small village in the past. But things ___(change) a lot over the years.
6. It’s nice ___(have) a pretty garden. We enjoy ___(play) there.
7. I’m afraid I ___ (miss) the meeting. It ___(begin) an hour ago .It ___for half an hour already.
8. He ___(finish) his homework. Now he ___(have) a rest.
Step 4 Practice
Finish exercises in Study English
Homework
Blackboard design
After-class-reflection
宜兴市万石中学牛津英语初二备课组集体教案
8B Unit 1 Past and present
Period VII Integrated skills Writer: Time:
Teaching Aims:
1. To listen for details about changes to Starlight Town.
2. To focus on general meaning by identifying specific details in pictures and general context.
3. To understand and respond to factual information presented in written and oral forms.
4.To respond to information obtained from listening by completing a diary.
Teaching contents:
Changes to Starlight Town and changes in our own lives
Important points
Four skills: listening, speaking, reading and writing
Difficult points:
The listening part
Teaching methods:
Listening & speaking method Teaching Aids:
a projector; a multi-media computer system Notes
Teaching procedures:
Step1. Revision
1. Review and dictate some past participles.
2. Review the opposites.
3. Check homework.
Step2. Listening
1. Talk about Daniel and Simon’s history project.
2. Compare the two pictures in P18 A1
3. Listen:
①.Listen to get a general understanding of the conversation
②.Listen to complete the sentences in Part A
③.Listen to check by themselves
4. Check the answers
Step3.Complete the diary in A2
1. Complete and check
2. Note:
① lend sth. to sb. = lend sb. sth.
② There have been many changes to this place.
=This place has changed a lot.
=Great changes have taken place in Hong Kong.
eg. There have been a park near here for four years.
③ be in service = be in use
④ travel to and from town
= go into and out of the town
⑤ over the years = during the years
⑥ see the changes myself
= see the changes on my own
= see the changes by myself
3. Read the diary
Step4 Speak up: talking about changes in your life
1. Read “speak up” part and answer the questions.
Questions:
1) How did Millie go to school when she was in primary school?
Her mother took her to schoolDoes Millie’s mother still take her to school now?
No, she doesn’t.
3) How does Millie go to school now?
By bus on her own.
4) What does Millie enjoy doing after school?
She enjoys chatting with Sandy her and other friends.
5) Does Sandy think school life is really great?
Yes, she does.
Homework
Blackboard design
After-class-reflection
宜兴市万石中学牛津英语初二备课组集体教案
8B Unit 1 Past and present
Period VIII Speak up &Study skills Writer: Time:
Teaching Aims:
1. To talk about past and present habits
2. To give information about changes over time
3. To become more familiar with the sequence of letters in the alphabet
4. To develop dictionary skills and recognize guide words
5. To use guide words to locate words in a dictionary
Teaching contents:
Speak up & Study skills
Important points
Make their own conversation
Difficult points:
Make their own conversation
Teaching methods:
Listening & speaking method Teaching Aids:
a projector; a multi-media computer system Notes
Teaching procedures:
Step 1 Revision
1. Dictation
2. Check homework
Step 2 Lead-in
1. How do you usually go to school? (on foot/ by bike)
2. How did you go to school when you were in primary school?
3. What do you often after class and after school?
Step 3 Speak up
1. Listen to the tape
1) Who took Millie to school before ?
2) How did Sandy go to school before.?
3) Does Millie like chatting with her friends ?
4) What do you think of your school life ?
2. Listen and repeat
3. Read and role-play
4. Ask Ss to think about changes in their lives
Primary school Secondary school
On foot with parents On foot on my own
Take me to school by bike By bike
5. New dialogue
6. Useful expressions
1.) when I was …
2.) since I started…
3.) How has/have …changed?
4.) on one’s won = by oneself = alone
5.) have more/ less free time
6.) have the same feeling/ way (as …)
7.) Do you agree (with sb)?
Step 4 Study skills ---using a dictionary
1. Ask Ss to call out “ A-Z” in order; one of them writes them on the Bb.
2. Tell them the rule to look up words in a dictionary.
3. Finish off the exercises
Homework
Blackboard design
After-class-reflection
宜兴市万石中学牛津英语初二备课组集体教案
8B Unit 1 Past and present
Period IX Main Task &Checkout Writer: Time:
Teaching Aims:
1. To describe two pictures explaining the differences between past and present situations .
2. To generate ideas to describe specific details shown in pictures .
3. To organize language and descriptions to write a comparison .
4. To select descriptive information to write a report .
5. To describe the changes to a place.
Teaching contents:
Main Task &Checkout
Important points
Writing
Difficult points:
Writing
Teaching methods:
Writing method Teaching Aids:
a projector; a multi-media computer system Notes
Teaching procedures:
Step1： Revision
1. Everyday English
2. Check homework
3. Finish off Checkout (the present perfect tense)
Step 2：Presentation
1.Do you still remember the changes to Moonlight Town. Let’s compare it’s past and present.
2. Some language points.
Step 3：Main task: Moonlight Town: Past and Present
1.Questions about Moonlight Town:
⑴ Where is Moonlight Town?
⑵ What did it use to be ?
⑶ Was it a good place for wildlife ?
⑷ How could people go to Moonlight Town before ?
⑸ How can people go to Moonlight Town now ?
⑹ Do you think the changes to it have brought benefits ?
⑺ Have the changes caused problems ?
2.Useful espressions
1.) no longer = not ..any longer
2.) bring many benefits
3.) cause many problems
Step4： Presentation (Changes to…)
How to write a report about changes to some places.（refer to P22）
Step5 : Writing
Ask students to look at the two given pictures (Jianye District in Nanjing)
Step6: Checkout
1. Complete Part A in page 23.
2. Check the answers.
3. Complete Part B in Page 23.
4. Check the answers.
Homework
Blackboard design
After-class-reflection
篇7：Reading 阅读快餐 教学案例(译林牛津版英语高二)
“推理判断”在阅读理解中属于深层次题，而且在高考中占很大比重。
“推理判断”题要求在理解整个语篇的基础上，从文章所提供信息的各个方面着手，抓住关键语句，运用逻辑思维，并借助常识，透过表层，理解文章的深层含义或寓意。尽管这项技能难以掌握，但在历届高考考试中，甚至一切考试中，它都倍受出题者的青睐。
一、出题模式
考查考生对整个语篇进行判断推理的能力时，通常是以下列方式提出问题的：
1. We can conclude that... 2. We may infer that...
3. The writer suggests that... 4. The story implies that...
5. What the writer really means is... 6. It can be inferred from the passage that...
7. According to the passage, you can see... 8. It can be seen from the passage that...
考查考生对作者观点、态度及语气、语调的理解时，常见的设问有：
1. What does the author think of...? 2. How does the author feel about...?
3. What's the tone of this passage? 4. The tone of this passage is...
考查考生文章的来源或该文的出处做出判断时， 通常提问的方式有：
1. This selection might be some parts of a book concerned with...
2. This passage might be taken out of a book dealing with...
3. Where did this passage most probably appear?
4. These extracts are probably taken from...
二、技巧解疑
要进行正确的推理，首先应对文章的写作特点或推理特点有所了解。推理是揭示事态的原因或结果，这类文章通常是以三种方式展开的。
第一种是从结果到原因，重点在原因。其推理方式往往是首先提出一个问题或叙述一个事实，然后给予答案或说明原因。
第二种推理方式是从原因到结果，重点在结果。其推理方式是首先在导言中提出问题，然后指出或列举这个问题可能引起或已经引起的后果。
第三种推理方式是因果连锁反应，即前一个矛盾统一体中的结果又连为后一个矛盾统一体中的原因。掌握文章的推理方式，在进行推理时是大有帮助的。
其次是要看清题意和题型要求，还要在阅读时注意收集各种线索，捕捉与之有关的信息。另
外，在选择答案时，因其大同小异，模棱两可，应根据题意要求，选择最切合原文内容的一个。但往往很多文章并不严格依照这三种模式来展开，所以，做题时就得靠考生保持清醒的头脑，从文章给出的事实和逻辑两个方面去判断推理了。 当考生遇到问及作者的态度，观点的考题时，首先要通读全文，对文章的写作风格有所了解，尤其要仔细领会文章的主题思想，因为它通常能规定作者的写作笔调。其次，要注意作者在描述事物，表达观点时遣词造句的方式。因为在表达个人看法时，作者往往用一些带有个人感情色彩或褒贬分明的词汇，阅读时多加注意就能做出正确的判断。
下面，我们一起来看看一篇阅读理解题的片段，试试能否选出正确答案。
(1) …
(2) …
(3) Social psychologist Carrol Dweck, PhD, tested the effects of overpraise on 400 fifth graders while she was at Columbia University. She found that kids praised for “trying hard” did better on tests and were more likely to take on difficult assignments than those praised for being “smart”.
(4) “Praising attributes(品质) or abilities makes a false promise that success will come to you because you have that quality, and it devalues effort, so children are afraid to take on challenges, ” says Dweck, now at Stanford University, “They figure they’s better quit while they’re ahead.”
62. The author quoted(引用) Dr. Dweck’s words in the last paragraph in order to make the article
_____.
A. better-knownB. better-organized C. more percussive D. more interesting
63. We can infer from the passage that _____.
A. praise for efforts should be more encouraged
B. praise for results works better than praise for efforts
C. praising a child’s achievements benefits his or her success in life
D. praising a child’s abilities encourage him or her to take on challenges
以上两小题均为推理判断题，答案没有直接表达在短文里，但62题从第四段引用Dr. Dweck’s 的话，让人看到这种表扬会导致孩子们退缩，害怕挑战，从而使文章更具震撼力。所以答案为C。63从第三段She found that kids praised for “trying hard” did better on tests and were more likely to take on difficult assignments than those praised for being “smart”.可以得知答案是A。
从上面例题我们可以看出，推断的内容在文章中虽没有明确的叙述，但却暗含在文字之中。因此在进行推断时，必须要靠有关的文字部分作为推理的前提和依据，千万不能想当
三、高考实战
请做天津高考卷阅读理解题的D篇。本文是一篇说明文，主要介绍了被动获得知识所存在的一个严重的问题--被告知的可能是谣言。并用现实生活中简单的事例加以说明。
We can achieve knowledge either actively or passively（被动地）. We achieve it actively by direct experience, by testing and proving an idea, or by reasoning.
We achieve knowledge passively by being told by someone else. Most of the learning that takes place in the classroom and the kind that happens when we watch TV or read newspapers or magazines is passive. Conditioned as we are to passive learning, it’s not surprising that we depend on it in our everyday communication with friends and co-workers.
Unfortunately, passive learning has a serious problem. It makes us tend to accept what we are told even when it is little more than hearsay and rumor(谣言).
Did you ever play the game Rumor? It begins when one person writes down a message but doesn’t show it to anyone. Then the person whispers it, word for word, to another person. That person, in turn, whispers it to still another, and so on, through all the people playing the game. The last person writes down the message word for word as he or she hears it. Then the two written statements are compared. Typically, the original message has changed.
That’s what happens in daily life. The simple fact that people repeat a story in their own words changes the story. Then, too, most people listen imperfectly. And many enjoy adding their own creative touch to a story, trying to improve on it, stamping（打上标记）it with their own personal style. Yet those who hear it think they know.
This process is also found among scholars and authors: A statement of opinion by one writer may be re-stated as fact by another, who may in turn be quoted by yet another; and this process may continue, unless it occurs to someone to question the facts on which the original writer based his opinion or to challenge the interpretation he placed upon those facts.
48. According to the passage, passive learning may occur in _______.
A. doing a medical experiment B. solving a math problem
C. visiting an exhibitionD. doing scientific reasoning
49. The underlined word “it” in Paragraph 2 refers to _____.
A. active learningB. knowledge C. communicationD. passive learning
50. The author mentions the game Rumor to show that _____.
A. a message may be changed when being passed on
B. a message should be delivered in different ways
C. people may have problems with their sense of hearing
D. people tend not to believe in what they know as rumor
51. What can we infer from the passage?
A. Active learning is less important. B. Passive learning may not be reliable.
C. Active learning occurs more frequently. D. Passive learning is not found among scholars.
请做08年高考全国卷Ⅰ阅读理解E篇。本文介绍了美国著名的生物学家Edward Wilson 的著作The Future of Life中的一些有关如何开发、利用和保护自然资源的情况。
Edward Wilson is America’s, if not the world’s, leading naturalist. In The Future of Life, he takes us on a tour of the world’s natural resources(资源). How are they used? What has been lost? What remains and is it able to continue with the present speed of use? Wilson also points out the need to understand fully the biodiversity(生物多样性)of our earth.
Wilson begins with an open letter to the pioneer in environment (环境) protection, Henry David Thoreau. He compares today’s Walden Pond with that of Thoreau’s day. Wilson will use such comparisons for the rest of the book. The problem is clear: man has done great damage to his home over the years. Van the earth, with human help, be made to return to biodiversity levels that will be able to support us in the future?
Biodiversity, Wilson argues, is the key to settling many problems the earth faces today. Even our agricultural crops can gain advantages from it. A mere hundred species(物种) are the basis of our food supply, of which but twenty carry the load. Wilson suggests changing this situation by looking into ten thousand species that could be made use of, which will be a way to reduce the clearing of the natural homes of plants and animals to enlarge farming areas.
At the end of the book, Wilson discusses the importance of human values in considering the environment. If you are to continue to live on the earth, you may well read and act on the ideas in this book.
72. We learn from the text that Wilson cares most about ______
A. the environment for plants B. the biodiversity of our earth
C. the wastes of natural resources D. the importance of human values
75. We can infer that the text is _______
A. a description of natural resources B. a research report
C. a book review D. an introduction to a scientist.
总之，“推理判断”只是英语阅读能力中的一部分，而该能力的培养是一个渐进的复杂过程，要养成每天阅读英语的习惯，循序渐进，持之以恒，精泛结合，广泛猎奇。在潜移默化中你会感觉到你的阅读能力又有了长足的提高。
答案：
48. 推理判断题。由文章第二段前两句we achieve knowledge passively by being told by some else,……in the classroom and the kind that happens when we watch TV of read newspaper or magazines is passive可知被动学习是指由别人告知所获得的知识。故选C. A、B、D 都是主动学习。
49. 推理判断题。根据it 所在句可知这个代词指代的是前句所提的被动学习，句意：在日常生活中依靠被动学习并不奇怪。D为正确答案.。
50. 推理判断题。通过第四段最后一句可知，原始的含义改变了，例证了第三段提出的论点“被动学习使我们接受被告知的事物，甚至有时是谣言。”因此A项为正确项。
51. 推理判断题。此题可用排除法。A、C两项未提，而由最后一段第一句可知D项不正确。由文章第三段加后几段的例证可推知B 项正确。
72. 推理判断题。文章第一段Edward Wilson的书The Future of Life不仅让我们对资源的来龙去脉有一个很好地了解,而且指出“我们有必要对地球的生物多样性有一个充分的了解。”第三段的语句Biodiversity, Wilson argues, is the key to settling many problems the earth faces today.也说明了Biodiversity是解决地球面临许多问题的关键。故选B项。
75. 推理判断题。从文章开头的In The Future of Life, he takes us on a tour of the world’s natural resources(资源).到结尾处的At the end of the book, Wilson discusses the importance of human values…可知该文是介绍一本书的内容。故选C项。
篇8：7A Unit1 This is me! 教学案例(译林牛津版英语七年级)
学生姓名 小班 学科 英语 授课时间 .
老师姓名 邱明超 年级 七年级 授课时段 10：00-11:30
课题名称 Unit1 This is me!
教学目标 Introduce yourself to your classmates and know how to greet each other.
Simple present tense of the verb to be
Vowels about a,e,i,o,u.
课前检查 作业完成情况：优□ 良□ 中□ 差□ 老师建议：
一：教学重点
1．Greetings:学生知道问候语以及同学之间怎样问候
2．Reading:Welcome to Class 1,Grade 7!课文内容翻译讲解分析以及相关语法固定搭配
3.Grammar:Simple present tense of the verb to be Be动词的一般现在时，疑问句以及肯定回答否定回答
4.Vowels:a,e,i,o,u.
5.Task:Introducing yourself知道如何写关于介绍自己的英语作文
二．教学内容
1.Lead in 导入部分，学习短对话，了解整个单元的学习主要导向以及相应的语法
以及new words
a.老师领读课文内容，并翻译讲解
b.Oh,I love e-dogs.哦，我爱电子狗。Love 喜欢，爱。Love sth = like sth 喜欢某物
c.What’s your name ?My name is Hobo.你叫什么名字？我叫霍波。当询问对方叫什么名字时，一般会用What’s your name ?而回答则是My name is....
d.Are you my master ?你是我的主人吗？这是一般疑问句的形式，把Be 动词提句首，首字母大写。Master主人，可数名词。
e.How to look after your e-dog.如何去照顾你的电子狗。How to do sth如何怎样做某事
f.Look after sb =take care of sb照顾 某人
G.introduce yourself to your classmates.把你介绍给同学 introduce sb to sb 把某人介绍给某人
2.Greetings问候语
a.greet each other 相互问候 greet 动词，问候，动名词greeting(s)可数，复数直接加s
b.常见问候语
Good morning早上好 Good afternoon下午好Good evening 晚上好
Nice to meet you.见到你很高兴。=Glad to meet you.
3.Reading:Welcome to Class1,Grade 7!
a.I’m 12 years old.我十二岁了。=I’m a 12-year -old girl/boy.
I love reading.我爱阅读。Love doing sth喜欢做某事=like doing sth=like to do sth
Play football踢足球。Play +球类运动 中间零冠词
Play the piano 弹钢琴 play +the +乐器 中间定冠词the
afer school 放学 after class 下课 介词词组
after-school 放学后的 after-class 课后的 形容词，两个单词之间加了连字符变成一个整体词
He is from Nanjing.他来自南京。 be from =come from 来自。。。
He is good at Maths.他擅长数学。Be good at= do well in= be clever at 擅长......
b.写关于人的外貌特征以及兴趣爱好的英语单词及词组
a new student 一个新学生short hair 短发 meet my new classmates约见新同学
tall 高的，short 矮的 slim 苗条的 like sports 喜欢运动play football 踢足球 long hair长头发 like music 喜欢音乐
4.Grammar Simple present tense of the verb to be be动词的一般现在时
a.我们用一般现在时来谈论事实和陈述事物的特征。
I am a student.我是一名学生。
Sandy is my classmate,桑迪是我的同班同学。
We are in Class 1.我们在一班。
2.我们利用be 动词的一般现在时来造肯定句和否定句
肯定句：
I am happy.我高兴。
You /we/they are happy,你们/我们/他们高兴。
He /she/it is happy.他/她/它高兴。
否定句：在be 动词后直接加not.
I am not happy.我不高兴。
You /we/they are not happy,你们/我们/他们不高兴。
He /she/it is not happy.他/她/它不高兴。
Be动词的一般疑问句形式以及肯定回答否定回答
Am I happy?我高兴? 肯定回答：Yes,I am.否定回答：No,I am not
Are you /we/they happy?你们/我们/他们高兴?
肯定回答：Yes, you/ we/they are.否定回答：No, you/we/they are not.
Is he /she/it happy?他/她/它高兴?
肯定回答：Yes,he/she/it is.否定回答：No,he/she/it is not.
5.Vowels:a,e,i,o,u
cake face game lake name/ei/短元音
be he me we these/i:/ 长元音
bike fine kite rice time /ai/短元音
go home no nose so /au/短元音
Computer cute music pupil use /ju:/长元音
Listen to the music. It’s nice.
These students often fly kites.
Those pupils like playing games.
④He likes the cute baby
⑤Sometimes we go home late.
6.Task:Introducing yourself
Useful expressions
My name is .../I am...
I am...(years old).
I live with...in...
I am tall/short/ pretty/small....
My hair is long/short.
I have long/short hair.
I wear glasses.
I like/love...
I am good at dancing/swimming...
7.Conclusion
Students know how to introduce themselves to othes.
Students master the grammar simple present tense of the verb to be
Students can write a competition about themselves
作业 English book page7,page9,page10,page12,page13, page14,英语大课堂相关练习
备注：背诵Unit1已学的单词词组，并下节课默写。
篇9：《牛津高中英语》阅读课教学案例及分析 (译林牛津版英语高二)
一、教学课型: 阅读理解课
二、教材分析
1. 教材内容
见《牛津高中英语》模块一 Unit 1 （Pages 2-3）
2. 教材处理
该篇文章主要介绍中国学生Wei Hua在英国为期一年的留学经历。通过她对英国中学生活的描述，学生对英国中学生的日常学习情况增加一定的了解。但由于内容较多以及中英文化方面的差异，在阅读过程中，对于刚进入高中学习的学生，他们中有些在完全理解课文方面有一定的困难。
针对上述分析，本课在设计时先以录像导入的形式，增加学生对文章有关的感性知识；然后采用略读的方法，培养学生阅读整体观念；在随后的细节处理时，采取寻读、细节理解、正误辨别的方法；在难点处理时，通过启发诱导，教师归纳的措施加以突破。整个教学过程的设计由浅入深，由感悟、理解、分析、归纳、总结到运用，从而完成从阅读输入到理解输出的学习过程，达到培养学生阅读能力的目标。
3. 教学目标
① 知识目标: 通过该文的学习,帮助学生对英国中学作息时间、班级规模、所学科目、课程内容、学习负担等学校生活有具体的了解。
②能力目标: 通过寻找文章大意及具体细节问题的答案，培养学生快速归纳文章主旨和获取文章细节的阅读能力。
③ 文化目标: 通过对课文的学习、有助于学生对英国中学生活全面而深入的理解，体会中英两国之间由于国情、历史的不同所产生的文化教育的差异。
4. 教学的重点和难点
① 重点：对英国中学生活的具体了解和中英两国之间的文化教育的差异。
② 难点：如何培养学生运用略读（skimming）和寻读（scanning）阅读技巧来快速获取主旨大意和细节信息的能力。
三、教学设计
1. 总体思路
本课的教学设计采用：阅读前（导入）、阅读中（略读，寻读，辨别正误，比较, 分组活动, 巩固）、阅读后（运用）三部分。
2. 教学过程
Step 1 Lead-in
T: Now, Class, we have learned English since the primary school, and we have known some British language, culture, history and some other British lives. But do you know what the British school life is really like? If you want to know the answer, please watch the following video.
(设计说明:
由学生从小学以来的英语学习,自然过度到对对英语语言、文化、历史等方面的了解，进而提及到英国中学生活，激发学生对该话题的兴趣,为下文做很好的背景铺垫。)
Show the students a short video, which mainly tells us about a public British school where we may know something about the British students’ study hours at school, their school activities, their subjects and their study goals.
(设计说明:
通过这段录像使学生从视觉, 听觉等方面了解到英国中学生的日常作息时间、在校活动、所学科目以及学习目标,让学生多方面直观,感性地了解英国中学生活,为后面文章的学习提供很好的背景知识。)
Step 2 Presentation
T: From this the video, we have already gained some brief impression about the British school life. If you want to get something more about it, let’s come to today’s passage.
T: Today we are going to read a passage by Wei Hua, who once studied in the UK. She will give us some detailed information about the school life in the UK.
(设计说明:
由录像内容自然导入课文, 环环相扣, 轻松入题。同时, 对文章的内容作简要介绍, 让学生对阅读内容有所了解。)
Step 3 Reading
(1) Skimming
T: Now please skim the passage quickly and try to find the answers to the following questions. Hand up when you get them. (Show the questions on the screen.)
1. What is the main idea of this passage?
(Suggested answers: 1. It mainly tells us some specific information about what school life in the UK is really like and some differences between high schools in the UK and in China.)
2. What are the key points you can conclude from each paragraph?
(Suggested answers: Para 1: School hours; Para 2: Attending assembly; Para 3: Teachers and classmates; Para 4-6: Homework and subjects; Para 7: British food and her activities; Para 8: feeling and hope.)
(设计说明:
通过让学生对文章的中心思想和段落关键词归纳，有意识地培养学生的略读策略, 有助于学生有的放矢地快速获取主要信息的阅读能力。)
(2) Scanning
Ask the Ss to go through the passage as quickly as possible and try to find answers to the three following questions.
1. How long did Wei Hua stay in Britain?
2. What was the name of Wei Hua’s class teacher?
3. What did Wei Hua make in her woodwork class?
(Answers: 1. For one year. 2. Mr Heywood. 3. A small table. )
(设计说明:
该步骤旨在让学生带着问题通过快速寻读文章相关信息, 以此形成对Wei Hua留学英论的经历有一个初步了解。)
(3) Detailed information
T: Now please scan the passage to find some detailed information from each paragraph and then fill in the following form:
Para Main idea Detailed information
1
School hours a) Was she happy with the school life? (Yes.)
b) School in Britain _____ around 9 am and _____ about 3:30 pm. (starts; ends)
2
Attending assembly a) Who was the girl sitting next to her on the first day? (Diane.)
b) The headmaster told them about _____ during assembly. (Rules, the best way to earn respect from the school.)
3
Teachers and classmates a) Who was her favorite teacher? (Miss Burke.)
b) Was it easy for her to remember all the students’ faces and names? Why? (No. Because they had to move to different classrooms for different classes.)
4
Homework and subjects a) The homework was not heavy, but why was it a bit challenging for her at first? (Because all the homework was in English.)
5 a) Why did her English improve a lot? (Because she used English every day and spent an hour each day reading English books in the library.)
b) Did she enjoy cooking? How do you know? (Yes. She thought it was really fun as she learned how to buy, prepare and cook food.)
6 a) Do students have to learn all the subjects even if they don’t like them? (No.)
7
British food and her activities
a) Why did she miss Chinese food a lot at lunchtime? (Because British food is very different, and British people eat lots of desserts after their main meal.)
b) She usually played on the school field. Sometimes she played _____. Sometimes she _____. (football with the boys; relaxed under a tree or sat on the grass)
8 Feeling and hope a) She felt _____ and hopes _____ . (lucky, to be back and study there again.)
(设计说明:
通过用表格的形式对文章中重要信息加以呈现, 将略读和寻读、获取细节信息和深层理解相结合，并将读与写自然衔接起来，让学生系统，直观地掌握阅读材料中重点内容, 这要求学生认真分析课文，积极思考, 从而使他们对英国中学生活有进一步的理性认识。)
(4) True or false
T: Please read the passage again, and then decide the following sentences true or false according to the article. If it is false, please try to correct it.
1. Wei Hua likes the school hours in the UK.
2. Chinese schools encourage students to work hard.
3. Wei Hua’s favorite teacher was Miss Burke.
4. The average number of the students in each class in Britain is over 30.
5. British students have fixed classroom and classmates.
6. British students can only study two languages: English and French.
7. Wei Hua enjoyed British food.
8. Wei Hua enjoyed playing football.
9. Wei Hua is now back in Manchester again.
(Suggested answers:
1. T 2. T 3. T
4. F The average number of the students in each class in Britain is 29.
5. F They move to different classrooms for different classes.
6. F They have to study English, but they can drop French if they don’t like. They can choose Spanish or German.
7. F She missed Chinese food a lot.
8. T
9. F She hopes that someday she can go back and study in Manchester again.)
(设计说明:
在学生基本理解文章的内容后, 通过对文章细节以正误选择题的形式加以呈现, 引导学生分析比较文章具体细节, 培养学生辨别是非正误细节的阅读理解能力。)
(5) Consolidation
Ask the students to read the passage carefully one more again to find the answers to the following questions. Through careful reading, students can get the further understanding about the text and consolidate what they have learned from skimming and scanning.
1. Which of the following statements is Not Wrong according to the passage?
A. She used to get up at 8 a.m. in China.
B. What the headmaster told them sounded like what she used to hear in her school in China.
C. She was such a good cook that she liked cooking British food.
D. She didn’t like History or Art, so she chose Woodwork.
2. What is the main idea of the passage?
A. Her English improved a lot as she used English every day.
B. School life in the UK is busy and bitter.
C. She had a wonderful experience in a British school.
D. She wanted to go back to China and enjoy Chinese food.
3. Which of the following has the closest meaning to “I could e-mail my family and friends back home for free” ?
A. I could e-mail my family and friends back home without paying money.
B. I could e-mail my family and friends back home freely.
C. I could e-mail my family and friends in my free time.
D. I could be free to e-mail my family and friends back home.
4. The writer’s purpose of writing the passage is to __________.
A. tell us that she doesn’t like school life in Britain
B. excite more students to study abroad
C. improve her English
D. introduce her exciting and happy life in Britain
5. She felt lucky because __________.
A. she could get up an hour later than usual
B. the headmaster told them to earn respect by working hard and achieving high grades
C. she had been given a golden opportunity to study in Britain and met helpful and friendly teachers and students
D. she improved her English
(Suggested answers: 1. B 2. C 3. A 4. D 5. C)
(设计说明:
该环节问题的设置遵循了文章阅读的整体性和连贯性原则，要求学生不仅要读懂设置的题干问题，还要能够理解文章中有关内容及其内在联系，即不仅考查学生对阅读中语言形式的掌握，而且考查他们对语言知识的灵活运用。)
Step 4 Group work
Ask the students to hold a discussion about the following topic: What’s the similarity and difference between the schools in China and the UK?
Aspects In the UK In China
similarity
difference
After the discussion the teacher may ask two or three students from different groups to present their group’s opinions about the topic. The teacher should give them some help if necessary.
(设计说明:
通过组织学生对中国和英国中学的异同进行比较讨论，从而进一步加深对英国中学生活差异的体会和感悟。这样，有助于提高学生对知识的理解水平和运用所学的内容解决问题的能力，既可以为教师教学提供反馈信息，又可以让学生之间的相互启迪，使他们在学习过程中学会学习。)
Step 5 Reading strategy
At first the teacher may ask the class how they can get the main idea and detailed information from the passage. If necessary, the teacher may give the students some minutes to think about it or work together with their partner. After several minutes, the teacher may ask some of them to deliver their approaches to finding the main idea and detailed information from the passage.
Then the teacher may draw a conclusion about the reading strategies of skimming and scanning by showing the following contents on the screen.
Skimming: We skim a passage when we want to get a general idea of what it is about. We look at the titles and headings, the first and last sentences of paragraphs and the first and last paragraphs as well as pictures and charts to guess what the passage is about.
Scanning: When we want to find certain information in a passage quickly, we scan the passage for key words and phrases, dates, numbers, etc. We do not need to read the whole passage word by word.
(设计说明:
该步骤通过让学生对学习过程中所采用的无意识阅读策略加以思索、讨论和分析，然后，在老师的启发引导下，对阅读策略进行总结归纳，使学生对学习方法的掌握由无意学习发展到有意学习，从而使得学生进一步有效掌握阅读技巧和方法，不断提高阅读能力。
Step 6 Discussion
T: Nowadays, more and more young students are going abroad to study. What effects (影响）will the new school life have on them?
Then the teacher may ask students to work in groups of four and have a discussion about what opinions they can offer. Each group should choose a representative to summarize the opinions of the group and then report them to the class. When the representative expresses their views, they should give a clear and detailed description about what are the advantages and disadvantages of studying abroad. If necessary, the teacher may show the class the following points to help the students who are poor in English know how to do it.
Advantages:
1. Widen their view;
2. Improve their English;
3. Learn to be independent and cooperate with others;
4. Learn about foreign customs and culture;
5. Let the foreigners learn about China and attract them to invest in China;
6. Learn advanced technology;
7. …
Disadvantages:
1. Cost a lot of money and become a heavy burden on their parents;
2. Feel homesick;
3. Form some bad habits;
4. Stay in a foreign country and refuse to come back;
5. …
(设计说明:
该步骤设计根据教学目标和学生的认知水平，通过比较留学国外的优缺点，使阅读学习通过讨论活动成为学生交流的动力，把知识的获取、规律的探索、分析解决问题的方法寓于讨论之中，真正把阅读学习作为自我探究、自我发现、主动实践和合作交流的载体，从而使得学生有效掌握阅读内容和阅读技巧。)
Step 7 Summary and Assignment
T: Today we’ve learned a text about Wei Hua’s experience in the UK. Meanwhile, we have learned the reading strategies: skimming and scanning. Master these and put them into use in future while reading. Through reading we know there are many differences both in the timetable and in the curriculum. Read the passage after class and get familiar with these language points. After class, please finish Parts D and E and have a further discussion with your partners about the topic in Part F.
(设计说明：
通过课堂教学，教师完成了对学生阅读内容的输入过程，该环节设计旨在进一步巩固所学知识，促进学生形成有效的学习策略，提高自主学习能力，让学生学会思考问题、面对陌生的问题和领域寻找解决问题的答案和方法，把学生的目光引向广阔的知识海洋，最后能够对知识进行高效输出。）
篇10：高中英语基础知识考点 教学案例(译林牛津版英语高一)
236.因..感激某人 be grateful to sb for sth/be thankful to sb for sth
237.养成..习惯 form/get into the habit of doing sth
改掉习惯 break/get rid og the habit of doing sth
238.cut sth in half=cut sth into halves
239.帮忙 lend a hand to sb 上交 hand in
240.hang 悬挂-hung-hung/hang 上吊-hanged-hanged
241.碰巧做某事 happen to do sth/碰巧… It (so) happens that…/
某事碰巧发生某人身上 Sth happen to sb
242.Hardly…when…/no sooner…than…(置于句首,前分句倒装,前句用Had done,后句过去时)
Hardly had he left When I came
243.在某方面有问题 have trouble with sth/
让某人做某事 have sb do sth=let sb do sth=make sb do sth
让某事被做 have sth done 使..处于某种状态 have sth doing
与…有关 have something to do with
244.收到某人来信 hear from sb
听见某人做某事（全过程） hear sb do 听见某人做某事（片段） hear sb doing
245.激烈的讨论 heated discussion
246.大雨/雪 heavy rain/snow
247.帮助某人摆脱困境 help sb out 帮助某人做某事 help sb with sth=help sb(to) do sth
有用的 be of help=be helpful在..的帮助下 with the help of
248.犹豫做某事 hesitate to do sth
249.高度评价 think/speak highly of
250.举起/耽搁 hold up 别挂断 hold on 阻挡 hold back
251.为了纪念 in honour of
252.无论多困难 however difficult=whatever difficulty/
无论…however+形容词/副词 =whatever+名词
253.匆忙做某事 hurry to do sth=do sth in a hurry
254.对..有大概的了解 get a rough/general idea of sth
255.不良作用 ill effect 副作用 side effect
256.设想做某事 imagine doing sth
257.对..产生影响 have an impact/influence on 给某人留下好印象 give sb a good impression
258.在某人20几岁时 in one’s twenties
259.depend on依靠=rely on be independent of 不依赖别人的,.独立的
260.把某事通知某人 inform sb of sth 使某人得到通知 keep sb informed of sth
261.比…次等 be inferior to 比…高等 be senior to 比…低 be junior to
262.坚持做某事 insist on doing sth
坚决要求做 insist that+句子（用should+V）
坚持..观点 insist that+句子（事实情况）
263.打算做某事 plan to do=mean to do= intend to do
264.对..感兴趣 take/show interest in=be interested in
265.参军 join the army 成为一员 join sb积极参加 join in=take part in
266.和某人开玩笑 play a joke on sb 嘲笑某人 laugh at sb=make fun of sb
267.靠左行驶 keep to the left
阻止某人做某事keep sb from doing sth=prevent sb (from)doing sth=stop sb (from)doing sth
与..保持一致 keep up with 赶上 catch up with 勿踏草坪 keep off the grass
268.拆毁 knock sth down=pull sth down 撞倒某人 knock sb down
269.认识某人 know sb了解某人 know about/of sb
270.一门关于..的知识 a knowledge of English
271.缺少 lack sth=be lacking in sth=be short of sth 由于缺乏 for lack of=be in absence of
272.持续 last for=run for=continue for=last
273.开会迟到 be late for meeting 晚做作业 be late with hoework
晚些到arrive late lately=recently(句子用现在完成时) later on稍后
274.同一类的 of a kind
275.lie 位于/躺-lay-lain lay 放置，孵蛋-laid-laid
276.通向，导致 lead to=result in
277.从错误中吸取教训 learn from one’s mistake 给某人一个教训teach sb. a lesson
278.请假 ask for leave 让某人独自呆着 leave sb. alone
279.抽出空闲时间 spare one’s leisure/free time
280.想要做…feel like doing=would like to do sth
281.很可能 be likely to do sth./It is likely that…
282.坐落在…be located in/by/on/near…
283.严密保管某物 keep sth under lock and key
284.look after 照顾 look around 环顾 look up 查询
look out 小心 look into 深入调查 look for 寻找
285.灰心 lose heart
286.茫然不知所措 be at a loss
287.使某人发疯 drive sb mad
288.主修 major in
289.大多数 the majority of…
290.make off with money 携款而逃 make out 辨认出 make up 编造，化妆
make up for ，弥补 be made up of 由…组成（物理变化）
be made up from 由…组成（化学变化）be made into 制成…
make it possible to do …/that+句子 使…成为可能
291.manage to do 没法成功做某事 try to do 尽力去做某事
292.用这种方式 in the way=in this manner=by the method
293.与…结婚 marry sb. =be married to sb.
294.做某事无关紧要 it doesn’t matter that…
295.怎么了？what’s the matter/the trouble/wrong with sb?
296.mean to do sth 打算做… mean doing sth 意味着…
What do you mean by doing sth.?指…
Every means +单数 All means +复数 by means of 通过，利用
297.提及做某事 mention doing sth
298.给某人留个条 leave a message for sb
299.在…中间 in the middle of
300.避免做某事 miss doing sth
301.错误的 by mistake 把…误以为… mistake A for B
302.没有心情做某事 be in no mood to do sth.
303.越来越多 more and more 越来越挤 more and more crowded
越…就越… the+比较级…the+比较级… more than+数词=over 超过
no more than =only
304.moreover 而且，此外 unless 除非 therefore 因此 in that =because 因为 otherwise=or 否则 once 一旦，曾经 that is to say 就是说
305.must be doing 一定正在做… must have done 过去一定做过…
can’t/couldn’t have done 过去一定没做过… should have done 本该做而未做…
306.be native to 土产的
307.如果有必要的话 if necessary 未必,不一定 not necessarily
308.没必要做某事 There is no need to do sth …
309.neither A nor B either A or B not only A not also B 谓语动词看B
A as well as B A together with B A with B 谓语动词看A
310.对…紧张 be nervous about…
311.不是别的，正是… no other than
312.注意 take notice of
313.到目前为止 by now=so far(句子用现在完成时) now that =since既然
314.反对某人做某事 object to doing sth
315.be obliged to do sth. 被迫做某事 be obliged to sb for doing sth. 因某事感谢某人
316.observe a rule 遵守规则
317.在…场合 on the occasion of/in the situation
318.某人从未想到…It never occurred to sb that
319.对…开放 be open to sth. 把…对公众开放 open sth to the public
320.依照某人的看法 in one’s opinion
321.在…对面 be opposite to…
322.整齐 keep sth in order 混乱 out of order
目的在于 in order to do=so as to do
in order that+句子(can/could/may/might+ V) in order not to do=so as not to do
323.换言之 in other words 总而言之 in a word
324.喝着茶聊天 discuss sth over tea
325.在…中起作用 play a part in…
326.挑剔 be particular about…
327.pass away 去世 pass by 路过 pass on 传递
328.看见 case,point,pause,situation选where
329.特别的 be peculiar to
330.百分之四十 forty percentage of…
331.天气允许的话 weather permitting=If weather permits
332.说服某人做某事 persuade sb to do sth 说服某人别做某事 persuade sb out of doing sth
333.pick out 挑选出 pick the flower 摘花 pick up 捡起,无意间学会,接某人
334.按计划 as planned
335.受…欢迎 be popular with
336.人口多 the large population
337.没有…可能性 There is no possibility of doing
338.尽可能快 as soon as possible
339.练习做某事 practice doing sth
340.因为某事表扬某人 praise sb for doing sth
341.比起…更喜欢 prefer doing to doing prefer to do sth rather than do sth
342.perpare sth 直接准备… prepare for sth 为…做准备(间接的)
为某事做准备 make preparations for sth
343.出席 be present at 目前 at present=now(进行时) 不久 presently=soon(将来时) 当前的政府 the present government 在座所有人 everyone present
344.假装做某事 pretend to do pretend to be doing pretend to have done
345.以…自豪 be proud of=take pride in
346.profit 利润 interest 利益
347.promote 促进,发扬
348.保护某人免受…的伤害 protect sb from sth
349.证明是 turn out to be +形容词/n=prove(to be)+形容词/n
350.故意的 on purpose
351.put away 收好,放好 put down 写下,记下 put off 推迟 put out 熄灭
put up 举起,建造 put up with 容忍
352.在某方面迅速 be quick at (doing) sth
353.raise 举起(及物) rise 上升(不及物,指价格和太阳上升)
354.乐于做某事 be ready to do sth
355.sb realize one’s dream=the dream come true
356.reasonable 合理的,公道的
357.recall 回想 remind sb of sth 使某人想起…
358.refer to 提到,参考,查阅
359.refuse to do sth 拒绝做某事 reject doing sth 正式反对某事
360.regret to do (与说有关的V)talk/inform/say regret doing 后悔做…
remember/forget to do 记得去做某事(没做) remember/forget doing 记得做过某事
try to do sth 尽力去做某事情try doing sth 试用另一种方法
361.与…有关 be related to
362.relieve 缓解 relax 放松 release 释放
363.remain to be done 有待…
364.在维修中 under repair
365.抵制做某事 resist doing sth 防水 be resistant to water
366.the rest=the others(特指剩余的那些)
367.as a result 因此 as a result of 由于 result from 由于 result in 导致
368.冒险做某事 risk doing sth=run the risk of doing sth
369.为…留下空间 make room for…
370.交通高峰期 rush hour
371.on sale 廉价出售 for sale 上市=on the market
372.stand for 代表
373.search for sth=look for sth 寻找… search sb 搜身 search for sb=look for sb 寻找某人
be in search of 寻找
374.seat oneself 就座(表动作) be seated 表状态
看见seated, missing, lost必选
375.be second to none不亚于任何人 a second time 又一次再一次
376.see sb off给某人送行
负责--- I’ll see to it that(用一般现在时)
377.make sense有意义
378.sensible 明智的 It is sensible of sb to do sth sensitive敏感的 be sensitive to
379.开始着手做某事情set about doing=set out to do=get down to doing
Set off 出发,启程 set sth aside把…放置在一边 set up=build建立
380. sign 招牌,手势,标记 signal 信号 signature 签名
381. sometime 某个时候(将来时,过去时) 用when提问
Some time一段时间(完成时) 用how long提问
Sometimes有时(一般现在时) 用how soon提问
Some times几次(完成时) 用how many times提问
382. sooner or later 迟早 some other day 某一天 看见以上两个时间状语用将来时
看见the other day 用过去时
383. sb spend money on sth sb spend money in doing sth
384. 在现场 on the spot=on the scene
385. 用…代替… substitute A for B= replace B with A
386. such a beautiful girl= so beautiful a girl
Such…as 例如… such…that…如此…以致于
387.突然地 all of a sudden
388.suggest doing sth 建议做某事情
sb suggest that+句子(用should+动词原形)表示建议
sth suggest that+句子(事实情况)表示表明,暗示
389.养活一家人 support a family
390.确保 Make sure that+句子(一般现在时)
某人一定会做…be sure to do sth… 某人对…有把握be sure of doing…
391.使某人惊讶to one`s surprise
392.take in吸收 take off 飞机起飞,脱下衣服 take on呈现,雇佣
take up从事,占据,选学
393.量体温 take one`s temperature
394.think of sb想到某事情 think about sb为某人着想 think over仔细考虑
think+it+形容词+to do/that 认为…怎么样
395.young though he is=young as he is
396.turn to sb for help向某人求救 turn on打开 turn off 关掉
turn up 音量开大,出现 turn down 音量开小,拒绝
397.make oneself understood/heard
398.It is not until …that…直到…才The reason why…is that…
399.不值钱的valueless worthless
非常值钱的priceless valuable invaluable
400.view:从上往下,从里往外看到的景色
401.visit sp=pay a visit to sp
402.等待某人做某事情 wait for sb to do sth
403.各行各业 all walks of life
404.警告某人某事情warn sb of sth warn sb to do sth warn sb not to do sth
405.热心肠的warm-hearted
406.被广泛使用be widely used
407.有消息传来 word came that保守诺言keep one`s word
408.值得做某事be worth doing/be worthy of+n/.be worthy of being done/be worthy to be done
409.积极参加体育活动 take part in the sports activities
篇11：牛津8B unit8 教案教学设计(译林牛津版英语八年级)
Grammar
Teaching aims:
To learn to use passive voice in the simple future tense.
Teaching steps:
Step 1 Presentation
1. Show some pictures and present the new words: display, pollute, harm, living.
2. Let some students spell the words.
3. Read after the teacher.
4. Read together.
Step 2 Explanation
1. 被动语态的一般将来时的概念
被动语态的一般将来时用来描述将要发生的动作。
e.g. He will be/is going to be taken to hospital in a few minutes.
他几分钟之内就会被送到医院。
The food will be /is going to be eaten by the dog soon.
这些食物马上就会被狗吃掉。
2. 被动语态的一般将来时的构成
主语 will be/ be going to be 过去分词
I will be /am going to be
supported.
You /We /They will be /are going to be
He /She/It will be /is going to be
注意：主语是第一人称时，被动语态的一般将来时也可以用“shall be+动词的过去分词”来表达。
Step 3 Practice
1. Complete part A on page 112.
2. Check the answers.
3. Complete part B on page 113.
4. Check the answers.
Step 4 Exercises
I. 根据句意及括号内所给动词的提示填空。
1. A cat __________ (keep) in my grandmother’s house.
2. The concert ___________ (hold) last Friday evening.
3. Jane was made __________ (work) ten hours a day.
4. A new hospital _________________ ______ (build) in our city next year.
5. More than 50 trees ________________ (plant) since last month.
II. Complete part C on page 114.
Step 5 Homework
1. Review the contents of this lesson.
2. Finish the exercises in the workbook.
3. Preview the next lesson.
Integrated skills
Teaching aims:
1. Learn some words and phrases.
2. Practise listening skills by listening to a text.
Teaching steps:
Step 1 Revision
Translate some sentences.
1被扔进湖里be thrown into lakes
2被装满 be filled with
3使人们生病make people ill/sick
4将来in the future
5清理clean up
6和……一样as well as
7土地和水污染 land and water pollution
8采取行动做某事 take action to do sth.
9有机会做某事 have chance to do sth.
10考虑 think about
11这场演出将会在你们学校礼堂举行。
The show will be held at the school hall.
12污染是世界上最大的问题之一。
Pollution is one of the biggest problems in the world today.
Step 2 Presentation
Present the new words.
empty adj. 空的
survey n. 调查
Read aloud these new words
Step 3 Warming up
How can we live a green life?
What can we do to protect the environment in our daily lives?
Using some pictures to show how to go green in our daily lives.
Step 4 Listening
Listen to the tape and finish Part A1.
The Class 1, Grade 8 students want to do a survey to get some ideas for their presentation on how to go green. Listen to the conversation between Daniel and Sandy and write the correct information in the table below.
A survey on students’ daily habits.
Time: Survey (1) _____________
Daniel and Sandy meet:
(2) __________________
Place: (3) __________________
Numbers of students: (4) _________
Boys: (5)__________
Girls: (6) _________
Numbers of questions: (7) __________
Keys: (1) 4 p.m. this Wednesday (2) 3:40 p.m. this Wednesday (3) Room 201
(4) 50 (5) 25 (6) 25 (7) 6
Listen to the tape and finish Part A2.
Daniel and Sandy are talking about the results of the survey. Listen carefully and then complete the table below.
Daily habits Number of students
Turn off the tap when brushing teeth 35
Take showers for less than 10 minutes 20
Use both sides of the paper 40
Recycle empty bottles 15
Turn off the lights when they leave a room 41
Take their own bags to the supermarket 9
Complete Part A3.
Sandy is writing a note to Mr Wu about the survey she and Daniel have done. Help her complete the note. Use Parts A1 and A2 to help you.
Dear Mr Wu,
Daniel and I did a survey this (1)__________. Students were asked about their (2)____________.
Here are the results of the survey. Only (3)_____ students usually take showers for less than 10 minutes, but (4)_____ students turn off the tap when brushing their teeth. Only 15 students recycle (5)____________, but (6)____ students use both sides of the paper. It is great that most students remember to (7)_________ the lights when they leave a room, but few students take their own (8)________ to the supermarket.
The survey shows that students are doing a lot to help protect the environment, but there are still many more things they can do.
Sandy
Keys: 1. Wednesday 2. daily habits 3. 20 4. 35 5. empty bottles 6. 40 7. turn off 8. bags
Step 5 Speak up
1. Listen to the conversation between Sandy and Kitty then answer the questions:
1) What has been a serious problem all around the world?
2) What can Kitty do to protect the environment?
3) Is air pollution harmful to our health?
2. Listen to their conversation again and find out the advantages of planting trees.
Trees make our town look nicer.
Trees reduce dust and help keep air clean.
Trees help keep soil in place during storms.
Trees provide home for animals.
3. Read aloud the conversation then work in pairs to ask and answer. Use the conversation as a model
4. Make your own dialogue.
Sample conversation
S 1: Water is very important for all living things.
S 2: Yes. We should use our water carefully and not waste it.
S 1: Right. We can help save water by doing many simple things like turning off the tap while we brush our teeth.
S 2: Taking short showers saves even more water.
S 1: Saving water is good for the environment. I hope all of us do our best to save water.
S 2: I hope so too.
Step 6 Language points
1. I think our town will look nicer with more trees around.
句中with more trees around 为介词短语，起副词作用。Around 用作副词，意思是“周围，四周”。
e.g. I could hear laughter all around. 我可以听见周围的笑声。
2. Air pollution is harmful to our health.
be harmful to sb.= harm sb. = do harm to sb. 对某人有害
e.g. Air pollution is harmful to our health.
= Air pollution harm to our health.
= Air pollution does harm to our health.
空气污染对我们的健康是有害的。
3. They provide home for animals too.
provide sth. for sb. = provide sb. with sth.
提供给某人某物
e.g. They provide homes for animals.
= They provide animals with homes.
他们给动物提供了家园。
Step 7 Let’s do a survey.
Work in groups of four and ask your group members about their daily habits. Then write a short passage about the results and report it to the class.
Step 8 Exercises
一、根据汉语提示填空。
1. There is a ______(调查) on learning English.
2. He joined an English club to improve his ______ (日常的) English.
3. Smoking is a kind of bad _______(习惯) .
4. Some of the waste material can be reworked for _________ (再利用).
Keys: 1 survey 2 daily 3 habit 4 recycling
二、汉译英。
1. 几乎没有学生带他们自己的袋子去超市。
2. 这是调查的结果。
Keys: 1. Few students take their own bags to the supermarket.
2. Here are the results of the survey.
Step 9 Homework
1. Remember the new words in this lesson.
2. Preview the next lesson.
Study skills
Teaching aims:
1. To learn to talk about how to protect the environment
2. To learn to correct the mistakes by checking the work
Teaching steps:
Step 1 Revision
Translate the phrases and sentences.
1.关掉水龙头
2.少于
3. 扔掉
4. 依靠
5. 自然资源
6. 洗澡
7. 刷牙
8. 学生的数量
9. 用纸的两面
10. 回收空瓶子
11. 关灯
12. 做一个调查
13. …的结果
14. 保护环境
15. 几乎没有学生带他们自己的袋子去超市。
16. 这是调查的结果。
17. 调查表明学生为帮助保护环境正在做许多事。
Step 2 Presentation
1. Present some new words with pictures and then read them aloud
2. Let some students spell the words.
3. Read after the teacher.
4. Read together.
Step 3 Study skills
1. Explanation
We can correct a lot of our own mistakes by checking our work. After we have finished a piece of writing, always spend some time reading it through.
Types of mistakes
Step 4 Exercises
1. Complete the exercises on textbook.
Millie has written an article. Help her check her work. Underline the mistake, make the corrections and decide the types of mistakes she has made.
Let’s protect the environment!
People depend natural resources to live. Water and soil help provide us with necessary food and drinks. Coal, oil and natural gas is not only useful for families, but have a wider use for factorys.
Some natural resources are around us, such as water. Others like coal, oil and natural gas are dug up from the ground. They will form over thousands or even millions of years. As a result, it is very important for us to use them wise. If they are used and thrown away carelessly. finally some of them will run out.
It is time for us to take proper actions to protect our enviromnent. We should try produce less waste, reuse or recycle things if possible?
2. Check the answers.
3. Then read them aloud.
4. Do more exercises
Correct mistakes in the sentences.
1) You should pay not attention to his words.
2) Nobody can prove him wrongly.
3) Who made them so sadly?
4) What a valuable advice it is!
5) I really don’t know what to solve the problem.
6) I don’t see anything strange about the photo, too.
7) What is he look like? He is kind and helpful.
8) Listen, the music is sounding beautiful.
Step 5 Homework
Write a short passage “My green life” and use the skills we have learnt today to check your work.
Task
Teaching aims:
1. To learn some information about going green.
2. To learn how to write a script on how to go green.
Teaching steps:
Step 1 Presentation
1. Show some pictures and present the new words: simple, step, power.
2. Read after the teacher.
3. Read together.
Step 2 Warming up
Discuss: How can we go green?
go green = protect the environment
Step 3 Brainstorm
What can we do to save water?
What can we do to save power?
What can we do to reduce pollution?
Step 4 Reading
Read Millie’s notes on page 118 and find out:
What can we do to save water?
What can we do to save power?
What can we do to reduce pollution?
Which else can we do to live a green life?
Step 5 Practice
1. Complete Millie’s script on page 119.
2. Check the answers.
3. Read together.
Step 6 Language points
Here are some simple steps to take.
take some steps 采取一些措施
e.g. We should take some simple steps to save water.
我们应该采取一些简单的措施来节约用水。
Step 7 Writing
Show some pictures about protecting environment. Let the students to give a presentation on how to go green.
Useful expressions:
1) It is time for us to ….
2) We can save water by ….
3) We should use/take ….
4) … is a good way to ….
5) It is important for us to ….
6) It is good to ….
7) Moreover, ….
Step 8 Exercises
I. 用所给单词的适当形式填空。
1. The waste can ______________(separate) into different groups to recycle.
2. Take your own bags when __________ (shop).
3. You should do more exercise and watch ______ (little) TV.
4. We can save water by ________ (take) shorter showers.
5. You need to check your homework after finishing _________ (write).
II. 汉译英。
1. 我们可以通过缩短淋浴时间来节约用水。
2. 为了节约电力，当我们离开房间时应该把灯关掉。
3. 好习惯能够帮助减少污染。
4. 对我们来说养成环保的生活方式很重要。
5. 遵循这些小步骤，你可以对地球产生大影响。
6. 当电视和电脑不用时，我们应该关掉电源。
Step 9 Homework
1. Finish your script.
2. Review all the new words and language points in this unit.
篇12：牛津8B unit2 教案教学设计(译林牛津版英语八年级)
Unit 2 Travelling
Welcome to the unit
Teaching aims:
1. To know foreign city famous tourist resorts and popular attractions.
2. Be familiar with the scenic spot and the country.
Teaching steps:
Step 1 Warming up
Do you like travelling?
Do you know any famous tourist attractions in Yancheng?
Step 2 Comic strip
Look, listen and answer the questions.
1. Is Eddie happy in the first picture? Why?
2. Where is Eddie going?
3. Does Eddie want to go too?
4. What does Hobo want to bring?
5. Does Eddie feel happy at last? Why?
Step 3 Explanation
I don’t think it’ll be a holiday for me.
我想对我而言这不会是什么假期了。
这是个否定前移的句子，主句中的否定词实际是否定了从句中的内容。当主句含有I think, I believe等词语时，通常否定前移。
e.g. I don’t think it is a good idea. 我认为那不是个好主意。
Step 4 Let students look at the picture then act the dialogue out.
Step 5 Welcome the unit
If you have a chance (机会) to travel abroad (出国旅游), where will you go?
Then show some pictures about some popular attractions in foreign Countries:
the Great Wall
the Leaning Tower of Pisa
the Little Mermaid
the Statue of Liberty
the Sydney Opera House
Tower Bridge
Step 6 Read and guess
1. It is the longest wall in the world.
2. It is a present from French people. It stands for Liberty.
3. It sounds like pizza. It is leaning. It may fall down some day.
4. The girl has a fish’s tail instead of legs.
5. It is the busiest performing arts centre in the world.
6. It is a large bridge over the River Thames in London. It has twin towers.
Step 7 Work in pairs
Work in Part B.
A: What’s this, Millie?
B: It’s the Little Mermaid.
A: Where is it?
B: It’s in Copenhagen, the capital of Denmark.
A: What’s special about it?
B: It comes from the story by Hans Christian Andersen.
A: Have you ever been there? B: No, I haven’t.
Step 8 Do some exercises
Step 9 Homework
1. Prepare a fact file and write about one of your holidays.
2. Preview the new words in Reading.
Reading I
Teaching aims:
Let the students know Kitty tour of Hong Kong Disneyland’s observations and activities.
Let students talk about tourist in vocabulary.
Teaching steps:
Step 1 Review
Look at some pictures and say something about them.
e.g. the Leaning Tower of Pisa
the Statue of Liberty
Mount Fuji
the Little Mermaid
Tower Bridge
…
Step 2 Free talk
1. What places of interest have you visited in China?
2. Have you ever been to Hong Kong?
Step 3 Watch a video about Hong Kong Disneyland.
Step 4 Ask students to read together.
Step 5 Present some pictures about Hong Kong Disneyland.
Step 6 Let students read the letter and answer the questions.
1. Who visited Disneyland?
2. How long did they stay in Disneyland?
Step 7 Work on B1
Kitty is back in Sunshine Town. Amy is asking Kitty about her trip. Help Kitty answer Amy’s questions.
Amy: Who did you go to Hong Kong with?
Kitty: I went there with ___________.
Amy: Where did you go during your stay there?
Kitty: We went to ____________________.
Amy: How did you get there?
Kitty: We got there ___________________.
Amy: How long did you stay in the park?
Kitty: We stayed there for ___________.
Amy: Did you enjoy yourselves there?
Kitty: Sure. We had _______________.
Step 8 Work on B2
After talking with Kitty, Amy is making notes of how Kitty spent her day at Disneyland. Help Amy complete the notes below.
A day at Disneyland
Had fun on ______________
Hurried to have a __________ and met Disney _________________ on the way
Watched a _______ of Disney characters
Watched a __________
Did some ___________
Watched ____________ in front of the castle
Step 9 Work on B3
Kitty is showing Amy her photos the other day. Complete their conversation with the words in Kitty’s letter on pages 22 and 23.
Kitty: I took lots of photos at Hong Kong Disneyland, Amy.
Amy: Oh, let me have a look. Is that Mickey Mouse?
Kitty: Yes. He looked so _____.
Amy: What’s in this photo?
Kitty: It’s Space Mountain, an ______ roller coaster. It moved at high ______ and we were __________ and laughing through the ____.
Amy: What do you think was the best part of the day?
Kitty: I think the parade of Disney __________ was really wonderful.
Amy: Was the film in the park interesting?
Kitty: Yes. The 4-D film was like _______.We could even smell the apple ____.
Amy: Did you go shopping there?
Kitty: Yes. I bought ___________ key rings. Here’s one for you.
Amy: It’s nice. Thank you.
Step 10 Work on B4
Kitty had a good time at Hong Kong Disneyland. Find the sentences in her letter that show her happiness.
We’re having a fantastic time here.
First, we had fun on Space Mountain – an indoor roller coaster in the dark.
It moved at high speed and was really exciting!
We were screaming and laughing through the ride.
It was the best part of the day.
I ran after them and couldn’t stop taking photos.
Step 11 Homework
Ask students read the article after class.
Reading II
Teaching aims:
1. To know and master some useful words/sentences/phrases.
2. To know the meaning of passage.
3. To learn more about the world and protect the environment.
Teaching steps:
Step 1 Revision
Review Kitty’s trip.
Kitty did a lot of things at Hong Kong Disneyland. She did different things at different time. Let’s complete the table about her trip.
Step 2 Language points
1. I miss you so much!
miss vt. 想念，思念
e.g. Amy misses her grandparents very much.
艾米非常想念她的爷爷奶奶。
miss作动词时还可意为“错过；没做到”，其后接动词时，应用动词-ing形式。
e.g. Kitty was sad because she missed her train.
基蒂非常伤心，因为她错过了火车。
I don't want to miss seeing that film on television tonight.
我不想错过今晚在电视上看那部影片的机会。
miss还可用作名词，意为“女士；小姐”，此时m必须大写，常用于姓名或姓之前，尤指未婚女子。
e.g. Miss Smith is a popular writer.
史密斯小姐是一位受欢迎的作家。
2. We’re having a fantastic time here.
fantastic adj. 极好的，美妙的
e.g. We watched a fantastic play yesterday evening.
昨天晚上我们看了一场非常精彩的演出。
have a fantastic time 过得愉快，玩的高 兴 = have a good time = enjoy oneself = have fun
3. Today we spent the whole day at Disneyland.
the whole day 一整天 = all the day
e.g. They spent the whole day wandering about seeing the sights.
他们花了一整天参观名胜古迹。
4. It moved at high speed and was really exciting!
at high speed意为“快速地, 非常快地”, 其中的speed为名词, 意为“速度”, at speed与at high speed意思相同。
e.g. He drives the car at (high) speed in the road.
他在路上飞快地开车。
at a speed of ...也是一个常见的短语, 表示“以……的速度”。
e.g. The train is travelling at a speed of sixty miles an hour.
火车正以每小时六十英里的速度行驶。
5. We were screaming and laughing through the ride.
1) through是介词, 可它的意思不再是我们以前学过的“从……通过，穿过”, 而是“从(某事)的开始到结束, 从头到尾”的意思。
e.g. The nurse looked after the old man through his long illness.
这个老人病了很长时间, 这个护士一直在照顾他。
2) ride n.
可数名词, 意为“乘坐, 搭乘; (乘车或骑车的)短途旅程, 旅行”, 有时也可指“距离”。
e.g. Can I have a ride on your bike?
我能坐你的自行车吗?
6. …such as Snow White and Mickey Mouse.
such as 例如
such as和for example都有“例如”的意思，但是它们的用法有所不同。
such as常用来列举同类人或事物中的多个例子。
e.g. I like animals, such as dogs, bears and pandas.
我喜欢动物，例如狗，熊和熊猫。
for example一般只以同类人或事物中的“一个”为例。
e.g. He has ever been to many countries, for example, Australia.
他曾经去过许多国家，例如，澳大利亚。
选用such as或for example填空。
1) John likes many sports, ____________, basketball.
2) She can say many languages, __________ Chinese, Italian and Russian.
7. I ran after them and couldn’t stop taking photos.
run after 跟着跑，追逐
e.g. Look, the dog is running after the rabbit.
看，这条狗正在追赶那只兔子。
cannot stop doing something 忍不住一直做某事
e.g. We could not stop laughing when we watched Tom and Jerry.
我们在看《猫和老鼠》时忍不住一直大笑。
8. I bought a couple of king rings for classmates.
a couple of 可以表示不确定的“几个”。
e.g. a couple of minutes 几分钟
短语 a couple of也可以表示“两个”
e.g. I saw a couple of men get out.
我看见有2个男人出去了。
9. Hope you’ve enjoyed yourself there.
希望你在那儿玩的开心。
这是一个省略句，省略了主语I，完整的句子是 I hope（that) you’ve enjoyed
yourself there!
在非正式行文（包括日记，卡片，便条，信件）中，有时我们会省去主语，使文字更简洁。
e.g. Hope to here from you.
期待收到你的来信。
Step 3 Do some exercises.
Step 4 Homework.
Recite the new words, phrase and sentence patterns in Reading.
Grammar
Teaching aims:
1.掌握“have/has been to” 和 “have/has gone to”的用法。
2.理解短暂性动词和延续性动词的不同用法，以及它们之间的转换。
Teaching steps:
Step 1 Revision
Answer the questions.
1. Where has Kitty been?
2. How did she feel on Space Mountain?
3. What were they doing through the ride?
4. What did she meet on the way to the restaurant?
5. What was the best part of her day?
6. What did they do after the parade?
7. Did she buy any gifts?
8. When did they watch the fireworks?
Step 2 Study Grammar A: Using have/has been 和 have/has gone
We use have/has been to express the idea that someone went to a place and has already come back. It refers to an experience.
e.g. Mille and Amy have been to South Hill. They want to go there again.
Sandy has never been to South Hill. She wants to go with them.
We use have/has gone to express the idea that someone went to a place but has not yet returned.
e.g. Kitty and her family have gone to Hong Kong. They will come back next week.
Suzy is not at home at the moment.
She has gone to the bookshop.
Step 3 Summary
have/has been和have/has gone的用法
让我们一起来观察下面的句子并分析总结它们的用法!
① I have been to America many times. It’s really a modern city.
② Millie has gone to America with her family. I hope they have a great time
there.
【区别一】
通过分析上面两个例句, 你能得出什么结论呢?
___________ 表示曾经去过某地, 已经回来; 而 ___________表示说话时已经去了某地, 可能在途中, 也可能到达目的地。
③ Have you ever been to the supermarket to buy grapes?
④ Minnie and her father have been to the supermarket to buy grapes twice this
month.
⑤ Minnie and her father have gone to the supermarket to buy grapes.
【区别二】
通过分析上面三个例句, 你能得出什么结论呢?
含 ___________ 的句子中可以加 once, twice, ever, never等时间状语; 而含 ____________ 的句子中不能加此类时间状语。
【区别三】
综合分析上面五个例句, 你还能得出什么结论呢?
含 ___________ 的句子中主语的人称一般为第三人称形式; 而含 ___________ 的句子中对主语的人称没有限制。
Step 4 Practice
Finish the exercises on pages 26 & 27.
A1 The Class 1, Grade 8 students are talking about their classmates and families. Help them complete the sentences with have/has been or have/has gone.
1. Millie isn’t here. She _________ to the library.
2. Peter and Simon ____ just _____ to the library. They borrowed some interesting books.
3. My cousin __________ to Xi’an twice.
4. My parents __________ to Xi’an and they’ll stay there for a week.
5. Daniel won’t be with us at the party. He _________ to Shanghai.
A2. Daniel and Millie are chatting. Complete their conversation. Use the correct forms of the verbs in brackets.
Daniel: I haven’t seen Mr Wu for days. Where ____ he _____(go)?
Millie: He __________ (go) to Tianjin to attend a meeting.
Daniel: _____ you _____ (be) anywhere recently?
Millie: Yes, I __________ to Hainan with my parents.
Daniel: Oh, that’s great! ______ you ______ to Sanya?
Millie: Sure, we _________(be) to the beach there. Look at these photos.
Daniel: The beach is beautiful. I see Andy playing on the sand too.
Millie: Yes, We went there with his family.
Daniel: I see. By the way, shall we invite Andy to go for a picnic tomorrow?
Millie: Andy isn’t here this weekend. He and his parents __________(go) to countryside. They’ll be back tomorrow afternoon.
Step 5 Study Grammar B: Verbs with for and since
We use for when we talk about a period of time, and we use since when we talk about a time point in the past.
e.g. Mr Dong has lived here for many years.
Mr Dong has lived her since he was born.
Some verbs, such as come, go, buy and leave, can be used in the present perfect sense, but they cannot be used with for or since in positive statements.
Step 6 Summary
since和for的用法
现在完成时表示动作或状态从过去某一时刻开始, 一直持续到现在, 多与“since +点时间”或“for +段时间”连用。for表示“经过(一段时间)”, 而since表示“自从(……以来)”。
常见结构如下：
for + 表示一段时间的状语
一段时间+ ago
since +表示过去的某一时间点
从句
e.g. He has lived here for 16 years.
他住在这里有十六年了。
He has lived here since 16 years ago.
他从十六年前起就住在这里了。
He has lived here since 1991.
他从1990年起就住在这里了。
He has lived here since he was born.
他从出生起就住在这里。
If we want to express a continuous state, we can use another way like this.
Verb Used for a continuous state Example
begin/start have/has been on
The film has been on for 20 minutes.
finish/stop
have/has been over The parade has been over for hours.
come/go/arrive
have/has been in/at
Kitty has been in Hongkong for two days.
leave
have/has been away
She has been away from home since last Tuesday.
borrow
have/has kept
She has kept this book since last week.
join
have/has been in
have/has been a member of
Simon has been a member of the Football Club since last year.
marry
have/has been married They have been married for 15 years.
die
have/has been dead
The fish have been dead for some time.
Step 7 Practice
Kitty is telling Millie about her holiday in Hong Kong on the phone. Complete what she says with the correct forms of the verbs in brackets.
My parents and I _________(arrive) in Hong Kong on the first day of the winter holiday. We _________(be) here for three days.
I __________(borrow) a book about Hong Kong a week ago. It’s very useful. I ____ ____ (keep) it with me for a few days. It helps me learn more about Hong Kong.
Now it’s noon and we’re in Ocean Park. The first dolphin show ______(begin) at 11:30 a.m. It ________(be) on for about half an hour. The show is really exciting.
Step 8 Do some exercises.
I. 慧眼识错。
1. I have borrowed the book for 3 months.
2. My bother has joined the army since he was 18.
3. Jack and Tom have lived here since 5 years.
4. The film has been on since I have come to the cinema.
5. When has Mr. Li caught a bad cold?
6. His grandfather has been died for two years.
7. Jim has gone to Beijing for ten years.
8. What time have the factory opened?
9. I have gone to Chunhua Middle School twice.
II. 同义句转换。
1. The class was over ten minutes ago.
The class _____________ for ten minutes.
2. His grandpa died in .
His grandpa ______________ for ten years.
3. The exhibition has been on for three
days.
The exhibition ____________ three days ago.
4. My parents got married 25 years ago.
My parents __________________
since 25 years ago.
5. I bought the MP3 last week.
I __________ the MP3 for a week.
6. Kitty joined the Reading Club last year.
Kitty _____________________ the Reading Club since last year.
III. 翻译下列句子。
1. 这些日子你去哪里了？
2. 我父亲已经去上海出差了。
3. 他离开家已经了。
4. 篮球赛已经开始15分钟了。
5. 20分钟前会议就已经结束了。
6. 我两年前来到了这个学校。
7. 她已经到达公司半个小时了。
8. A: Tony曾经去过法国吗？B: 是的。
A: 他去过埃菲尔铁塔吗？ B: 没有。
9. A: 我昨天没看见你。你去哪儿了？
B: 我去电影院了。
A: 你什么时候去电影院的？
B: 昨天下午。
10. A: 你爸爸去哪儿了?
B: 他去美国了。他下周回来。
11. A: 他们去印度了吗?
B: 不，没有。他们明天走。
Step 9 Homework
1. 复习for和since的用法。
2. 复习延续性动词和非延续性动词的用法。
Integrated skills
Teaching aims:
1. By reading and listening to obtain useful information
2. Can ask and answer questions about travel
Teaching steps:
Step 1 Revision
Translate some sentences.
1. 小名参军半年了。
Xiao Ming has been a soldier for half a year.
2. 我们上了8年学了。
We have been students for eight years.
3. 下课10分钟了。
The class has been over for ten minutes.
4. 电影开始了一小时了。
The film has been on for an hour.
5. 门打开半小时了。
The door has been open for half an hour.
Step 2 New words
beautyseaside theme park sailing view except
mountain business direct flight on business
Step 3 Free talk
Have you ever travelled to any places in China?
What did you do there?
Step 4 Listen to the tape and answer A1.
The Class 1, Great 8 students are talking about the kinds of places they like best. Listen to their conversation and match the students with the places. Write the correct letter in each box.
Places for travelling
a. Chinese gardens1. Kitty
b. Museums 2. Simon
c. Places of natural beauty3. Sandy
d. Seaside cities 4. Daniel
e. Theme parks 5. Millie
Step 5 Make sentences use the information in A1.
Kitty likes to go….
Millie wants to go…
Step 6 Ask students talk with classmates
What is important when you plan your holiday?
Step 7 Listen to the tape finish A2.
The students are listening to a radio programme about the best time to visit some places in China. Put a tick (√) in the correct boxes.
Places to go Spring Summer Autumn Winter
Chinese
gardens Suzhou,
Yangzhou
Museums Beijing,
Xi’an
Places of natural beauty Mount Huang,
Jiuzhaigou
Seaside cities Dalian,
Qingdao
Theme parks Shenzhen,
Hong Kong
Step 8 Finish part A3 together.
Amy wants to give her classmates some advice on travelling in China. Help her complete her notes. Use the information in Parts A1 and A2 to help you.
Places to go in China
Kitty likes ___________, such as the Window of the world in Shenzhen or____________ Disneyland. She can go there all year round.
Simon loves water sports, such as sailing. He thinks it is great fun. He can visit a seaside city like ______ or Qingdao this ________.
Sandy likes places of ______________, like Mount Huang or Jiuzhaigou. She can go there in any season except _______. The views there in winter may be wonderful, but it is dangerous to climb the mountains or hills on cold and snowy days.
Daniel likes ________________. He can visit Suzhou or Yangzhou. The best time to go there is in spring or________. There may be some rain, but the weather is usually nice at that time of year.
Millie likes _________. She can go to Beijing or Xi’an. She can visit museums in any season.
Step 9 Pair work
Work in pairs. Talk about your travelling.
A: Where did you go last summer?
B: I went to …
A: What did you do there?
B: I went… I had a fantastic time.
Step 10 Written task
Your foreign friend wants to visit Suzhou, please give him some advice.
Speak up and Study skills
Teaching aims:
1. Students can ask and answer about the travel information.
2. Students can use main points and details to write an article.
Teaching steps:
Step 1 Free talk
Travelling is very interesting. May Day is coming and it’s a good season for travelling. Amy will go traveling. Where will she go?
Step 2 Speak up
Listen and answer some questions.
1. Where will Amy go?
2. How will they get there?
3. How long are they staying there?
4. How long dose it take to fly to Chengdu?
Step 3 Act out
Let students act the dialogue out.
Step 4 Pair work
Let students talk about:
What’s your holiday plan? Where do you want to go during the May Day holiday？
Give them tips:
Where are you going?
Why do you plan to go there?
Who are you going with?
How will you get there?
Step 5 Notes
1. My Dad has been to Chengdu on business twice.
我爸爸去成都出差过两次。
business n. 的意思是 “公事，生意”，该词还有“职业，企业”的意思。
on business 意思是“出差”
2. We’re going to take a direct flight to Chengdu.
我们将乘直飞航班到成都。
direct adj. 径直的
e.g. There is a direct high-speed train to Hangzhou.
有一班直达杭州的高速列车。
Step 6 Practice
Complete the sentences.
Step 7 Study skills
Presentation:
1. When we write about an experience or event, we can organize our ideas using
the following five main points.
When did it happen?
Where did it happen?
Who was there?
What happened?
How did you feel?
Then we should give details to support the main points.
2. Take Kitty’s day at Hong Kong Disneyland as an example:
When: during the winter holiday
Where: Hong Kong
Who: Kitty and her parents
What: visited Hong Kong Disneyland
How: had a fantastic time
Step 8 Practice
Mr wu is asking the Class1, Grade 8 students to organize the following information into main points and details. First, help them write the correct letters in the blanks. Then work pairs and talk about their trip.
a Class 1, Grade 8 students
b Enjoyed the natural beauty
c Everybody felt excited
d Flew kites
e Went fishing by the lake
f 5 March
g South Hill
h A visit to South Hill
When: ____________
Where: ____________
Who: ___________ ____________
What: ___________ ___________
How: ____________ ____________
Step 9 Sample speech
On 5 March, the Class 1, Grade 8 students went to South Hill. They enjoyed the natural beauty there. Some of them flew kites, while some of them went fishing by the lake. Everybody felt very excited.
Step 10
Write a passage about your trip, using the information we have learned in the lesson.
Task
Teaching aims:
To write an article about one of your holidays.
Teaching steps:
Step 1 Warming up
Show some pictures about Hong Kong Disneyland.
Step 2 Work in Task 1
1. Presentation
Show students some pictures to learn new words.
2. How does Kitty write her article?
Step 1(part A):
Step 2(part B):
Step 3(part C):
3. Look at Kitty’s fact file –Part A in page 32carefully and try to remember more information about Kitty’s trip to Hong Kong.
Main Points Details
When The winter holiday ------
where Hong Kong
Who ------
What visiting places of interest Disneyland
Ocean park---
Other activities
Eating
How
4. Useful expressions:
It took us …to fly to
The next day, we went to…
I loved watching the interesting…
…was exciting/beautiful/fantastic
On the third day, we visited…
We went to…on the fifth day
…was the best part of the day
We enjoyed this trip very much
Step 3 Work on Task 2
1. Complete Kitty’s article in Part B on page 33 as quickly as you can.
2. Analysis (分析) kitty’s article. We can group this article into 3 parts:
Part 1: para( )-para( ) It is mainly about
Part 2: para( )-para( ) It is mainly about
Part 3: para( )-para( ) It is mainly about
3. During Kitty’s article, Kitty used some adjectives（形容词）and adverbs（副词） to describe her article. Could you please find them out as many as you can?
Step 4 Notes
1. My parents and I left for the airport in the early morning.
我和父母一大早就前往机场。
leave for 动身去
e.g. The plane leaves for Hong Kong at 10:30.
飞机于10：30 起飞前往香港。
2. It took us about three and a half hours to fly to Hong Kong.
我们花了3个半小时飞到香港。
“3个半小时”还可以表达成three hours and a half
“一个半小时”的两种表达方式 one and a half hours
one hour and a half
Step 5 Writing
You are going to write an article about one of your holidays. Write down some main points and details, and organize your ideas before you write.
Tips:
1. Remember to state (陈述) clearly the place and the time of your trip, and the people who went with you.
2. Organize your ideas before you write.
3. Think of something interesting and special to write about.
4. Use adjectives and adverbs to make your article more interesting.
5. Write about your feelings in the last paragraph.
Step 6 Homework
If you went to Beijing for a holiday last summer, try to write an article about this trip.
篇13：牛津高中英语语法----情态动词 (译林牛津版高二英语下册教学论文)
牛津高中英语语法----情态动词
1 情态动词的语法特征
1） 情态动词 除ought 和have 外，后面 不定式。
2） 情态动词没有 的变化。
2 比较can 和be able to
1）表示成功地做了某事，只能用_____________。
He was able to flee Europe before the war broke out.
= He managed to flee Europe before the war broke out.
2) could不表示过去时态,提出委婉的请求，（注意在回答中不可用_________）。
--- Could I have the television on? --- Yes, you ____. / No, you _______.
3 比较may和might
1) 表示允许或请求；表示没有把握的推测； He might be at home.
2) may 放在句首，表示_____。May God bless you!
3) might 表示推测时，可能性比may ____。
4）固定短语： may/might as well，后面接不带to 的不定式，意为“______”。
If that is the case, we may as well try.
典型例题 ( ) Peter ___come with us tonight, but he isn't very sure yet.
A. must B. may C. can D. will
4 比较have to和must
1)两词都是'必须'，have to 表示____________， must 表示________________，既主观上的必要。
My brother was very ill, so I _______ call the doctor in the middle of the night. (客观上需要做这件事)
He said that they _____ work hard.（主观上要做这件事）
2) 在否定结构中： don't have to 表示“________” mustn't 表示“_______”，
You don't have to tell him about it. 你_______要把此事告诉他。
You mustn't tell him about it. 你_________把这件事告诉他。
5 must表示推测
1) must用在肯定句中表示推测，意为“________”。
2) must表对现在的状态或现在正发生的事情的推测时， must 后面通常接________或_____________。 You have worked hard all day.You must be tired.
He must be working in his office.
比较：
He must be staying there. 他现在肯定呆在那里。
He must stay there. 他必须呆在那。
3) must 表示对已发生的事情的推测时，must 要接___________。
I didn't hear the phone. I must have been asleep.
4) must表示对过去某时正发生的事情的推测，must 后面要接不定式的_____________。
---Why didn't you answer my phone call?
---Well, I must have been sleeping, so I didn't hear it.
5) 否定推测用 ________。
If Tom didn't leave here until five o'clock, he can't be home yet.
6 表示推测的用法 ( can, could, may, might, must 皆可表示推测)，其用法如下：
1）情态动词+动词原形。
表示对现在或将来的情况的推测，此时动词通常为系动词。
I don't know where she is, she may be in Wuhan.
2）情态动词+动词现在进行时。
表示对现在或将来正在进行的情况进行推测。
At this moment, our teacher must be correcting our exam papers.
这时，我们老师想必在批改试卷。
3）情态动词+动词完成时。
表示对过去情况的推测。
We would have finished this work by the end of next December.
明年十二月底前我们很可能已完成这项工作了。
The road is wet. It must have rained last night.
4）情态动词+动词的现在完成进行时。
表示对过去正在发生事情的推测。
Your mother must have been looking for you. 你妈妈一定一直在找你。
5）推测的否定形式，疑问形式用can't, couldn't表示。
Mike can't have found his car, for he came to work by bus this morning.
迈克一定还没有找回他的车，因为早上他是坐公共汽车来上班的。
注意：could, might表示推测时不表示时态，其推测的程度不如 can, may。
7. 情态动词+ have +过去分词
1) may(might) have + done sth, can (could) have + done sth ____________________。
Philip may (might) have been hurt seriously in the car accident.
Philip can (could) have been hurt seriously in the car accident.
2) must have +done sth，___________________。
--- Linda has gone to work, but her bicycle is still here. ---She must have gone by bus.
3) ought to have done sth, should have done sth _______________(而事实上并没有做)。
否定句表示“不该做某事而做了”。
You ought to (should) have been more careful in this experiment.
He ought not to have thrown the old clothes away.（事实上已扔了。）
ought to 在语气上比should 要强。
4) needn't have done sth ___________________ (但是实际上已经做了)
I dressed very warmly for the trip, but I needn't have done so. The weather was hot.
5) would like to have done sth 本打算做某事
I would like to have read the article, but I was very busy then.
8. will和would
注意：
1）would like sth；Would like to do = want to 想要做---。 Would you like to go with me?
2）Will you…? Would you like…? 表示肯定含义的请求劝说时，疑问句中一般用some, 不用any。
Would you like some cake?
3）否定结构中用will，一般不用would, won't you是一种委婉语气。
Won't you sit down?
9. 情态动词的回答方式
问句 肯定回答 否定回答
Need you…? Yes, I must. No,I needn't
Must you…? /don't have to.
10. 比较need和dare
这两词既可做实义动词用，又可做情态动词用。作为情态动词，两者都只能用于疑问句，否定句和条件句。 need 作实义动词时后面的不定式必须带to，而dare作实义动词用时, 后面的to 时常可以被省略。
1) 实义动词： sb need + n. / to do sth
2) 情态动词： need，只用原形need后加do，否定形式为need not。
Need you go yet? Yes, I must. / No, I needn't.
3) need 的被动含义：need, want, require, worth（形容词）后面接doing也可以表示被动：
need doing = need to be done
语法经典练习：
1. He ______ you more help, even though he was very busy.
A. might have given B. might give C. may have given D. may give
2. Jenny______ have kept her word. I wonder why she changed her mind.
A. must B. should C. need D. would
3. . -Could I borrow your dictionary?
-Yes, of course you_________
A. might B. will C. can D. should
4. I told Sally how to get here, but perhaps I ______ for her.
A. had to write it out B. must have written it out
C. should have written it out D. ought to write it out
5. -Shall I tell John about it?
-No, you ______ . I've told him already.
A. needn't B. wouldn't
C. mustn't D. shouldn't
6. ─There were already five people in the car but they managed to take me as well.
─ It______ a comfortable journey.
A. can't be B. shouldn't be
C. mustn't have been D. couldn't have been
7. It's nearly seven o'clock. Jack______ be here at any moment.
A. must B. need C. should D. can
8. .When he was there, he______ go to that coffee shop at the corner after work
every day.
A. would B. should C. had better D. might
9. .Sir, you _____ be sitting in this waiting room. It is for women and children only.
A. oughtn't to B. can't
C. won't D. needn't
10. The fire spread through the hotel very quickly but everyone ______ get out.
A. had to B. would C. could D. was able to
责任编辑：李芳芳
篇14：8a unit6 reading 教案教学设计(译林牛津版英语八年级)
一、教案背景
1、面向学生：中学
2、学科：英语
3、课时：两课时
4、学生课前准备：
（1）预习教材94-95页的内容。
（2）以小组分工形式搜集以下地震的相关资料并完成下列表格：
names of earthquakes when where the number of deaths
the Tangshan earthquake
the Wenchuan earthquake
the Yushu earthquake
the Haiti earthquake
the Chile earthquake
请你用英语写出关于地震的几句话：
（3）请完成下列调查表：
性别
学生
编号 地震发生时你的
自救方式请选择： 你对地震恐惧吗 你是否关注地震各种信息 我校地震逃生演练次数够吗 我县处于强地震带吗
a按照平时演练有秩序快速疏散到操场b手抱住头部躲在桌子下c手抱住头部躲在墙角 是 否 是 否 够 不够 是 否
1 男 女
2
.
40
（4）搜集资料：如何在灾难中自救。
二、教学课题
译林版牛津初中英语（八年级上）Module 2 Unit 6 Natural disasters Reading
The Taiwan earthquake
三、教学目标
（一）知识目标：
1、学习掌握课文四会内容。
2、了解台湾地震的整个过程。
3、掌握课文大意，并能按照事件发生顺序复述课文内容。
（二）能力目标：
1、培养学生根据关键词和语境猜测大意的能力。
2、进一步理解、应用过去进行时。
3、培养学生良好的听、说、读、写综合语言能力。
（三）情感态度目标：
1、通过学习主人公在地震中的活动，培养学生勇敢、不畏艰难的精神。激发学生珍爱生命及自我保护意识。
2、通过开展小组活动，积极与他人合作，培养学生互帮互助的团队精神。
四、教材分析
1、教材版本：
凤凰出版传媒集团、译林出版社义务教育课程标准试验教科书《牛津初中英语（八年级上）》。
2、学情分析：
本课以1999年台湾9.21大地震为背景，男孩Timmy用第一人称叙述了在地震中他被困瓦砾堆下的故事，给人以亲身经历的感觉。这种感觉很容易使学生倾心地去听、去读、去说，或为故事中人物的命运和事件的发展深刻感受遭遇地震的恐惧不安和死里逃生。
这篇课文语境真实，有利于课堂交际活动的真实开展。在教学中我设计了Do you know how to protect yourself if there is an earthquake here? 等问题,由课内延伸到课外,增大学生的知识量,拓展了学生的思维,从而达到综合运用语言进行交际的目的。
3、教学重点：
1.了解有关地震的基本知识。
2. 通过阅读，理解课文大意并理清事情发生的顺序。
3.培养学生的阅读技巧。
4、教学难点：
进一步理解、应用过去进行时。
5、教学准备：
（1）利用百度搜索好教学所需的地震相关视频和音乐。
（2）多媒体、录音机。
（3）对学生调查表进行分析统计。
五、教学方法
1、教学方法
情境教学法、任务型教学法
2、学习方法
预习、自主学习、合作学习
六、教学过程
第一课时：
Step 1 情景导入(4分钟)
【小组活动】
小组展示课前用百度引擎www.baidu.com/搜集完成的合作成果
names of earthquakes when where the number of deaths
the Tangshan earthquake on 28 July,1976 in Tangshan 242,000
the Wenchuan earthquake on 12 May,2008 in Sichuan 69,142
the Yushu earthquake on 14 April,2010 in Gansu 2220
the Haiti earthquake on 12 Jan,2010 in Haiti 222,500
the Chile earthquake on 27 Feb,2010 in Chile 802
请你用英语写出关于地震的几句话： The Tangshan/ Wenchuan /... earthquake happened on...in...Many people died in the earthquakes.We should help the people in the disaster. We should hold more earthquake exercises. When an earthquake happens,we should run to the playground.We should be brave . ...
【设计意图】让学生通过了解几次大地震的基本情况，激发学生脑海中的地震图式，并能用几句英语句子描述地震。
T：An earthquake is a disaster , isn’t it ？引入课题：The Taiwan earthquake
Step 2 呈现(6分钟)
1【师生活动】
【百度视频01:07】video.sina.com.cn/v/b/13515276-1192284773.html
T:Where and when did the earthquake happen?
What is the big noise like ?
What can you see in the video?
S:It happened on May 12 in Wenchuan.
The big noise is like thunder / bombs under the ground .
I can see mountains and trees shaking , big stones falling down .
I can see people screaming in fear , running wildly .
【设计意图】：通过该视频提问检查小组成员课前自主学习的准备情况，检查四会内容预习情况，引入本课部分重要单词。
2【教师活动】板书学生回答时提到的新单词，并带读。
3【学生活动】完成P96B1练习，加深对新单词的理解。
Step 3 听力练习(6分钟)
1【教师活动】
T:There was also an earthquake in Taiwan on 21 , September in 1999. About 2,000 people lost their lives , but a boy named Timmy survived. He is a survivor. Let’s listen to see what happened to him.
播放课本94-95页录音。
2【学生活动】
听录音，完成课本97页D部分判断正误。
3【师生活动】
学生朗读D部分判断正误的句子，教师与学生一起核对答案，就错误的句子要求学生改正并朗读。
【设计意图】：通过听力练习，让学生整体感受课文，同时训练学生的听说能力。
Step 4阅读(15分钟)
1【师生活动】
(1)教师再次播放课文录音，学生跟读2遍，教师用多媒体展示以下问题，并提问检查学生对课文的理解：
(1)、What was Timmy doing when the earthquake started ？
(2)、Why did people scream ?
(3)、Where did Timmy try to run when the real noice came，like bombs under the ground ?
(4)、Why did people run wildly in all directions ?
(5)、What happened to the building ？
(6)、How did Timmy feel when he was trapped ?
(7)、What did he tell himself when he was trapped ?
(8)、Did Timmy eat up the chocolare ? Why not ?
(9)、Did he survive the earthquake ?
(10)、How was Timmy saved ?
【设计意图】：让学生通过问题阅读来验证对篇章的整体理解，该部分主要采用5-W设计提问，其中(7)、What did he tell himself when he was trapped ? 和 (8)、Did Timmy eat up the chocolare ? Why not ? 两个问题的设计目的是为了教学生在面对灾难时要冷静，随身食品不要一下吃完，而要作为维持生命的延续。
Step 5练习(14分钟)
2【学生活动】
（1）、先小组内朗读，再全班朗读，然后小组合作完成下列表格并展示：
Noise People do What happened Timmy
At first / / / felt a slight shaking
Then A big noise
like thunder
Children screamed looked at each other in fear;
Childre were frightened
/ /
Then The real
noise came
like bombs ran in all directions; ran wildly Pieces of glass
and bricks fell down tried my best
to run,too
Final-ly The noise
ended calmed down;
could not see at all
（2）、完成课本97页c部分练习，选3位学生根据排好序的图片复述课文大意。
（3）、在音乐中完成课本96页B2部分练习
【百度视频】www.tudou.com/programs/view/C1GBeIg6FUs/
（4）、朗读课本97页c部分练习，小组核对答案。
【设计意图】：让学生通过朗读和练习，获得对文章的细节理解和把握，图片排序有助于学生掌握课文大意，为运用所学知识复述课文内容做准备，音乐《让爱转动整个宇宙》是让学生感受台湾人在9.21地震灾难后重建家园的奇迹和和对生活的坚强。
Homework
Finish off the exercises in the Evaluation Handbook and learing English.
板书设计:
The Taiwan earthquake（1）
用几句英语句子描述地震
The Tangshan/ Wenchuan /... earthquake happened on...in...Many people died in the earthquakes.We should help the people in the disaster. We should hold more earthquake exercises. When an earthquake happens,we should run to the playground.We should be brave . ...
生词、短语、句子
1、The big noise is like thunder / bombs under the ground .
2、What can you see in the video?
I can see。。。shaking , falling down .
screaming in fear , running widly .
3、P96B1练习听录音
1、完成课本97页D部分判断正误。
2、回答问题
(1)、。。。。。。
。。。。。。
(7)、What did he tell himself when he was trapped ?
(8)、Did Timmy eat up the chocolare ? Why not ?
。。。。。。
练习
1、完成课本97页c部分练习，根据排好序的图片复述课文大意。
2、完成课本96页B2部分练习
第二课时：
Step 6练习(12分钟)
1、【学生活动】
(1)First watch a video about an earthquake in Haiti ,Then complete the following artile:
【百度视频01:32】 v.youku.com/v_show/id_XMTcxNTA2ODEy.html
The building was shaking when the earthquake started . We can hear clearly pieces of bricks falling down the ground . A man in blue was running out of the building at the moment . The walls were shaking . Another three men were running wildly in all directions because they were very frightened . We can hear a loud noise like thunder/bombs under the ground . Then the walls began to come down , At last all calmed down.
(2)Ask Ss to read the above article.
【设计意图】：借助海地大地震的真实视频，让学生通过视、听来完成填空，达到对过去进行时的理解和应用，即把语法放到真实的语言环境中加以学习,同时对部分重点词语、短语加以巩固。
(3)词组练习
1、When hearing the loud thunder ,he felt a heavy shaking through his body .(一阵巨大的摇晃传过他的身体)
2、The baby calmed down (平静下来) after listening to teh beautiful music .
3、I was doing some shopping (在购物) when the earthquake took place .
4、Timmy shouted for help(大喊救命) but no one came for a long time .
5、People in the shop center looked at each other in fear (惊恐地相互看着).
6、When seeing the snake , the girls ran in all directions (四下逃窜).
(4)Translation
1、起先，他感觉到一丝轻微的震动传遍全身。
At first,he felt a slight shaking through his dody.
2、地震开始时，我正尽力朝操场跑去。
When the earthquake started,I was trying my best to run to the playground.
3、今早我看到她时，她正急匆匆地赶去上学。
When I saw her this morning,she was in a great hurry to go to school.
4、人们在疯狂奔逃时，一块块玻璃和砖块直下掉。
People were running wildly while pieces of glass and bricks were falling down .
Step 7 活动
1、【学生活动】(13分钟)
（1）Work in pairs
One acts as a reporter , the other acts as Tommy . The reporter interviews Tommy with such as the following questions :
(1)How did you feel at first when the earthquake happened ?
(2)What was the big noise like ?
(3)What were people doing while pieces of glasses and bricks were falling down .
(4)What did you feel when you were trapped ?And what did you do ?
(5)Did you shout for help ?
(6)Where did you know when you were trapped ?
(7)How did the people save you from the ruins ?
（2）Ask some volunteers to act out
【设计意图】：采访活动中给学生提供可能用到的问题，目的在于给学生建立脚手架，让学生伸伸手可摘桃，让每个学生都能有话可说，有利于培养学生自信心，使每个学生都能积极主动地参与到活动中来。
2、【师生活动】(6分钟)
T: Show Ss the following survey summary , which is based on the Ss’survey .
95 percentt of you are afraid of an earthquake , and we know Donghai county lies in a seismic activity area . Do you know how to protect yourself if there is an earthquake here?
调查统计表
性别
人数
百分比
地震发生时你的
自救方式请选择： 你对地震恐惧吗 你是否关注地震重大信息 我校地震逃生演练次数够吗 我县处于强地震带吗
a按照平时演练有秩序快速疏散到操场b手抱住头部躲在桌子下c手抱住头部躲在墙角 是 否 是 否 够 不够 是 否
abc 是 否 是 否 够 不够 是 否
男 19 19 17 2 16 3 18 1 18 1
89.5% 10.5% 84.2% 15.8% 94.7% 5.3% 94.7% 5.3%
女 21 21 21 0 13 6 19 2 17 4
100% 0% 61.9% 38.1% 90.5% 9.5% 81% 19%
汇总 40 40 38 2 29 9 37 3 35 5
100% 95% 5% 72.5% 27.5% 92.5% 7.5% 87.5 12.5%
T: Groups of four students to discuss the topic, and then representatives of each group to speak.
How to protect yourself if there is an earthquake here?
(1)We should run to the playground as fast as we can.
(2)I should help the girls / others.
(3)I should be brave,not frighened.
(4)We had better hide in the corner / under desks.
(5)We should calm down and be not in chaos.
。。。。。。
【设计意图】：通过开展小组活动，培养学生在面临灾难来临时，要勇敢、要有互帮互助的团队精神，同时也激发了学生要珍爱生命及自我保护意识。从而将知识由课内延伸到课外,增大了学生的知识量。
3、【学生活动】(14分钟)
（1）根据视频内容和首字母提示完成下列文章：
【百度视频05:38】www.tudou.com/programs/view/GkPL9fAmYG8/
The Wenchuan earthquake
A sudden heavy earthquake hit Wenchuan at 14:28 on May 12,2008. The earthquake flattened the beautiful Wenchuan to the ground .More than 6,9000 people lost their lives and tens of thousands of people became homeless in the disaster. In pictures : People were trying their best to save trapped persons in the buildings .An old man was sitting on the ruins .Dead bodies and the injured were everywhere .A father only found his child.’s schoolbag in the ruins. Many people were crying for their lost relatives .They were in deep sorrow. PM Wen Jiabao was in a greay hurry to come to the disaster area in the fist time to guide rescue work. Lots of people donated money and blood to Wenchuan. While watching , I could not help crying. As students, we should try our best to help them .
（2）Ask Ss to present the answers .
（3）Read the article ,
【设计意图】：一是让学生对所学内容加以巩固和提高，并能学以致用，如过去进行时、重点单词和词组的使用；二是培养学生根据关键词和语境猜测大意的能力，并能从视频中获取信息和转化信息的能力；三是通过让学生观看这些催人泪下的惨烈场景、感人肺腑的细节，去感受、体验灾难中所显示出来的民族精神，从而培养学生珍爱生命、不畏艰难和团结互助的精神。
Homework
1、Try to recite the text.
2、Finish off the exercises in the Evaluation Handbook and learing English.
板书设计
The Taiwan earthquake（2）
一、Watch and complete the artile: was shaking、started 、pieces、 bricks falling 、running out 、were shaking 、three 、running wildly directions frightened 、noise 、thunder/bombs 、ground 、come down 、calmed
二、Activities
1、Work in pairs
2、Discuss:
How to protect yourself if there is an
earthquake here? (1)We should run to the playground as fast as we can.
(2)I should help the girls / others.
(3)I should be brave,not frighened.
(4)We had better hide in the corner / under desks.
(5)We should calm down and be not in chaos.
......
3、根据视频内容和首字母提示完成下列文章
earthquake、May 12,、lives 、disaster、trapped 、was sitting 、bodies 、everywhere 、in a greay 、money、blood 、crying、try
八、教学反思
本课是一篇阅读课，是以台湾9.21大地震为背景，以幸存男孩Timmy的切身经历为主线。在教学设计上主要采用情境教学法和任务型教学法。各教学环节紧紧围绕知识目标、能力目标和情感态度目标进行展开，力求突出重点和突破难点。
本课阅读任务分为三个阶段，即任务前、任务中和任务后。任务前以情景导入来激发学生的地震图式，引入四会内容，解决学生的语言障碍；任务中通过听读练习、一览表、视频等问题设置，并借助问答、讨论、小组活动探究、复述等形式进行教学活动开展，有利于学生先整体，后细节，再整体获取文章信息和转化文章信息的能力，这也是对学生的阅读技能和阅读方法的培养，同时对单词、短语和句子起到巩固和提高的作用。任务后借助海地大地震和汶川大地震的真实视频，让学生通过视、听来完成填空，达到对过去进行时的理解和应用，即把语法放到真实的语言环境中加以学习和巩固，从而有效突破教学难点；使用调查统计表，通过开展小组采访活动，培养了学生勇敢、互帮互助的团队精神，同时也激发了学生珍爱生命及自我保护意识，使学生的情感目标再次得到升华。
本节课教学活动的设计，无论是问题设计的层次性、艺术性和真实性，还是视频资源的合理使用、学生目标的达成情况和阅读技能的培养等方面都取得了很好的效果。但美中不足的是本课话题稍微有些沉重，班级中有95%的学生对地震感到害怕，对学生的心理健康或多或少会产生一些影响，这就需要我在以后类似话题的教学中要借助我校心理咨询教师对学生的心理多做一些必要的心理辅导。
八、教师个人介绍
省份 江苏 学校 东海县城头中学 姓名 刘华成
职称 中学一级 电话 15161350796 邮件 lhcctzx@126.com
通讯地址 江苏省东海县城头中学 邮编 222303
刘华成，男，汉族，徐州师范大学英语教育专业毕业，本科学历，自参加工作以来一直从事初中英语教育教学研究工作，近年来有多篇教学论文在国家级、省级刊物上发表。
著作权与使用申明：获奖作品的作者享有作品的著作权，并同意授权《中国教育信息化》杂志社与百度公司校园合作项目相关推广活动中以非商业目的对该获奖作品进行复制、使用、编辑、改编等。
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