以下是小编为大家准备了牛津8B unit2 教案教学设计(译林牛津版英语八年级)，本文共16篇，欢迎参阅。
篇1：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2：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3：牛津初中英语8B(译林牛津版八年级英语下册教案教学设计)
1. over the past 100 years
2. collect information
3. used to do
4. be used to+名词/doing
5. be used to do…/ be used for doing
6. get married/ tired/ paid/ hurt / lost / caught
7. play cards and Chinese chess
8. noise pollution / air pollution/ white pollution/ water pollution
9. take off
10. from time to time
11. have an interview with sb.
12. look up a word in the dictionary
13. if necessary
14. be in service/ be in use
15. on one’s own= by oneself
16. start / begin with
17. provide sth. for sb./ provide sb. with sth.
18. lose one’s way / get lost (be lost )
19. It must be fun.
20. go skiing/ hiking/ swimming/ sightseeing
21. take photos (of sb.)
22. dance to music
23. give sb. some advice on…
24. something interesting and special
25. make a video
26. hold a writing competition
27. write computer programs
28. come out
29. at the same time
30. a thirteen-year-old boy
31. fall asleep
32. play the role of…
33. sell out
34. Most of them is good
35. on the radio/ on the air
36. Do you mind telling me how to…?
37. in other words= that is to say
38. the host of charity show
39. Only if you sleep less during the day!
40. different ways of raising money
to raise money
41. give out
42. Will it be a success?
43. donate money to Project Hope
44. give something to people in need
45. make money by doing sth.
46. I wish (that) I could fly.
I wish (that) I were Yao Ming.
We wish you good luck.
I hope (that) you will like it.
I hope to pass all my exams.
47. set up
48. volunteer to do sth.
49. have some pocket money left
50. The good/ bad news is that…
51. perform operations on sb.= operation on sb.
52. be grateful to sb. for sth..= be thankful to sb. for sth.
53. be proud of…
54. All we need is enough money to carry on with our work.
55. improve the lives of children
56. treat them with kindness
57. leave a book at your place
58. support one’s family
59. care about other people
60. finish school
61. a helping hand
62. train for a charity walk
63. be known as = be famous as
64.be famous/ known for…
65. group themselves into a team of four people= form groups of four
66. team spirit
67. This will be an experience.(that) you will never forget
68 Its aim/ goal is to raise money for…
69. first-aid
70. give seats to the elderly (= old people)
71. pay attention to sth.
72. fill in the form
73. be willing to do sth.
74. theme park
75. remote control
76. all-time favorite CD-ROM
77. health care
78. prevent …from doing
篇4：unit2 reading 教案教学设计(译林牛津版英语高一)
Teaching aims & demands:
To develop students’ ability of reading a play
To know about American family life and problems that happen between American teenagers and their parents
To form a positive attitude towards solving problems between teenagers and parents
Teaching procedures:
Step 1: Lead-in
1. Revision: Guess the words
(1). a dirty or untidy state _______
(2). give a reason for something _______
(3). believe that somebody is good_______
(4). something worthless or of low quality_______
(5). a person between a child and a grown-up _______
(6). not polite_______
(7). without being punished_______
(8). grown-up_______
2. Group work
Talk about the four pictures on P21
List some problems with parents.
①____________ ②_____________ ③_____________
(2) How to solve these problems.
①____________ ②_____________ ③_____________
Step 2: Reading strategy
Please go through the Reading strategy and tell how to read a play.
1.It is often in the form of ___ _________.
2.It usually includes_________ ______, and each act can have_________ _______.
3.The words or speeches in a play are very________, and some of the words in a sentence are______ _____.
4.There are some helpful _____________in a play.
5.It should be_____ ________.
Step 3: Fast reading
Get students to read the play and finish Part A individually.
How many acts are there in this play? And how many scenes in each act?
Step 4: Detailed reading
1. Listening and complete C1 on P24.
2. Please read Act One of the play carefully and fill in the form
Characters Things they do Feelings
Mom and Dad
Eric
Daniel
2. Please read Act Two carefully and fill in form:
Characters Things they do Feelings
Daniel
Eric
Mom
Dad
Step 5: Careful reading
1. This passage is mainly about ________.
A. what Mom and Dad did after they returned from vacation.
B. what Daniel and Eric did at home.
C. the reason why the dog was tired and hungry
D. a big quarrel that an American family had
2. Mom and Dad left Daniel in charge at home because ______.
A. he was an adult B. he was the youngest
C. they liked him very much
D. they thought he could take good care of everything while they were away.
3. Which is NOT true according to the passage?
A. The children were very excited when their parents came back a day earlier than expected.
B. The children didn’t use the money for themselves.
C. Daniel was left in charge at home while their parents were away.
D. Eric wanted to tell his parents what had happened, but Daniel said they didn’t need to.
4. The main reason for their quarrel is that ______.
A. Daniel was too rude.
B. Eric didn’t tell his parents what had happened
C. the parents blamed Daniel without giving him a chance to explain
D. Daniel and Eric didn’t behave well at home.
Step 6: Post reading
Fill the missing words in the blanks to complete the summary of the play.
Mom and Dad arrived back from v_______ earlier than e_______ in order to give the boys a s_______. They got so a____. When they saw the house was in a m___ that Dad shouted at D____, the elder brother, who was in c______ of the house when they were away. Daniel s_______ the door to show his anger, because their parents never gave him a c_____ to explain. E___, the younger brother, wanted to explain to his parents what had h_______, but Daniel didn't think that their parents d______ to know the truth.
At the end of the play, both Mom and Dad thought maybe they were too h___on the boys. However, Dad decided to p_____ Daniel for his rudeness so that he would show r_____ for his parents in future.
Step 7: Discussion
1. If you were Eric or Daniel ,what will you do?
2. Find some adj. to describe good parents in your eyes.
They should be__________, __________, __________,__________...
3. How do you deal with the relationship between you and your parents?
We should _______, ________, _______, ________...our parents.
3. The word “family” means “f_______ a_____ m______ I l_____ y_____”.
Step 8: Homework
1. Role-play the dialogue in groups of five.
(Divide students into groups of five and one is the narrator and the others are the main characters. Role-play Act One and Act Two.)
2. Reading comprehension
There are three kinds of goals: short-term, medium-range and long-term goals.
Short-term goals are those that usually deal with current (当前的)activities, which we can apply on a daily basis. Such goals can be achieved in a week or less, or two weeks, or possibly months. It should be remembered that just as a building is no stronger than its foundation, our long-term goals cannot amount to very much without the achievement of solid short-term goals. Upon completing our short-term goals, we should date the occasion and then add new short-term goals that will build on those that have been completed.
The intermediate goals build on the foundation of the short-term goals. They might deal with just one term of school or the entire school year, or they could even extend for several years. Any time you move a step at a time, you should never allow yourself to become discouraged or overwhelmed. As you complete each step, you will enforce the belief in your ability to grow and succeed. And as your list of completion dates grow, your motivation （动力）and desire（欲望） will increase.
Long-term goals may be related to our dreams of the future. They might cover five years or more. Life is not a static thing. We should never allow a long-term goal to limit（限制） us or our course of action.
1. Our long-term goals mean a lot ________.
A. if we cannot reach solid short-term goals
B. if we complete the short-term goals。
C. if we have dreams of the future
D. if we put forward some plans
2. New short-term goals are built upon________.
A. a daily basis B. your achievement in a week
C. current activities D. the goals that have been completed
3. When we complete each step of our goals, _____________.
A. we will win final success B. we are overwhelmed
C. we should build up confidence of success
D. we should have strong desire for setting new goals
4. What is the main idea of this passage? _____________
A. Life is dynamic thing. B. We should set up long-term goals.
C. Different kinds of goals in life. D. The limitation of long-term goals.
5. Which of the following statements is wrong according to the passage? _____________
A. The long-term goals cannot amount to very much without the achievement of solid short-term goals.
B. The intermediate goals build on the foundation of the short-term goals.
C. Life is a static thing, thus we should never allow a long-term goal to limit us or our course of action.
D. We should often add new short-term goals to those which have been completed.
篇5：牛津8A Unit2全部配套教案(译林牛津版八年级英语上册教案教学设计)
Objectives:
- To introduce vocabulary used in British English and American English
- To distinguish between British and American usage
- To sort out vocabulary
Vocabulary
British English American English
1. American football
2. autumn
3. break
4. corridor
5. dustbin
6. lift
7. film
8. football
9. ground floor
10. Maths
11. rubber
12. secondary school 1. football
2. fall
3. recess
4. hall
5. garbage can
6. elevator
7. movie
8. soccer
9. first floor
10. Math
11. eraser
12. high school
Pre-task activities 1. Have my students read the words after the teacher. Pay attention to the pronunciation and the spelling of words.
During-task activities 2. Check the answers in pairs, then in class.
British English American English
13. American football
14. autumn
15. break
16. corridor
17. dustbin
18. lift
19. film
20. football
21. ground floor
22. Maths
23. rubber
24. secondary school 13. football
14. fall
15. recess
16. hall
17. garbage can
18. elevator
19. movie
20. soccer
21. first floor
22. Math
23. eraser
24. high school
3. Practice.
1) Say the words after the teacher.
2) Practice in pairs.
3) Make sure my students are able to use the words.
4. Have my students do Part B, on Page 19.
Check the answers in class.
Practice reading the words.
Post-task activities
Unit 2 School lives (Pp. 20 – 22) Reading
Objectives:
- To guess general meanings from pictures and keywords.
- To understand feelings and opinions.
- To identify specific information about school life.
Language focus:
1. life in a British school (l. 1)
life in an American school (l. 16)
2. in Year 8 (l. 3)
in 9th grade (l. 18)
3. a mixed school (l. 4)
4. have lessons together (l. 4-5)
5. my favourite subject (l. 5)
6. how to do things for myself (l. 6-7)
how to cook healthy and tasty meals
7. have a reading week (l. 9)
8. bring in books and magazines from home (l. 11)
9. the end of each class (l. 12 - 13)
10. talk to our friends about our books (l. 13)
11. our friends’ books (l. 15)
12. as well (l. 15)
13. in Denver (l. 19)
14. have driving lessons (l. 20)
have a driving lesson
15. every day 16. twice a week (l. 23)
17. play softball (l. 23)
18. spend a lot of time practicing (l. 24)
19. go to a ‘buddy club’ (l. 24-25)
20. at the buddy club (l. 25)
21. older students (l. 25)
22. enjoy this a lot (l. 26)
23. a senior in 12th grade (l. 27)
24. help me learn (l. 27)
25. help me with my homework (l. 28-29)
26. listen to my problems (l. 28)
27. my hero (l. 28)
my heroes
28. during lunchtime (l. 29)
29. meet my friends (l. 29)
30. have a great time (l. 29)
31. talk to each other (l. 29-30)
32. go to shopping malls (l. 30)
33. after class (l. 30)
Pre-task activities Brainstorming and Free discussion:
What do you like in our school?
What makes you unhappy?
Which is your favourite subject?
What subjects do you study at school?
What subjects do you want to study at school?
Do you want to study in Britain?
Do you want to study in America?
Why?
During-task activities 1. Fast reading
Read the articles on Page 20 as quickly as possible. Fill in the blanks below.
Name John Nancy
School Woodland School Rocky Mountain High School
Grade 8 9
In class
(Subject) Home Economics Driving lessons
After class
(activities) A reading week Play softball; go to a ‘buddy club’
2. Detailed study of the articles and word guessing
Life in a British School
1) About a mixed school
What kind of school is Woodland School? (A mixed school.)
Who studies in a mixed school? (Boys and girls. They have lessons together.)
There are some schools for girls only. Is our school a mixed school or not? (Yes, it is.)
2) About Home Economics
Home Economics is John’s favourite subject. It is one of the subjects in Woodland School.
What can students learn in this subject? (How to cook healthy and tasty meals. ‘Tasty meals’ means meals with a pleasant taste.)
Exercise 1
Hi everybody
My name is John. I am in Year 8 at Woodland School near London. It is a mixed school. Boys and girls have lessons together. My favourite subject is Home Economics. I like learning how to cook and sew. I did not know how to do things for myself before I came to this school. Now, I know how to cook healthy and tasty meals.
3) About the reading week
Suppose you are John. Answer my questions:
- How often do the students in Woodland School have the reading week? (Every year. = once a year.)
- Can the students read all the books from the school library? (Yes, they can.)
- What can you bring in (the library) from home? (Books and magazines.)
- What must you do if you want to read books and magazines from home? (Tell our English teacher what we are reading. ‘have to’ = ‘must’)
- Who can you talk to about your books near the end of each class? (Our friends.)
- Do you like the reading week? Do you think it is too long? Why not? (We want to read all our friends’ books as well. ‘as well’ = ‘too’)
Exercise 2
Our school has a reading week every year. My classmates and I （我和我的同学们） love it. We can read any books from the school library. We can even bring in （把……带来） books and magazines from home but we have to （必须） tell our English teacher what we are reading. Near the end of （在……的结尾） each class we can talk to our friends about （对……谈论关于……） our books. The reading week is always too short because we want to read all our friends’ books as well （也）.
Life in an American School
1) About driving age in the USA
- Students at 17 years old are in 12th grade in the USA.
- Students in 11th grade can have driving lessons.
Exercise 3
Hi guys,
I’m Nancy and I’m 14 years old. I’m in 9th grade （在九年级） at Rocky Mountain High School in Denver. My brother’s name is Jim. He is 17 years old. He had driving lessons （驾驶课） in school last year. Now, he drives me to school （开车送我上学） every day. This is great because it’s faster than （比……快） taking the bus.
2) About softball
- When do you play softball?
- How often do you play softball?
3) About the ‘buddy club’
3.
1) Home Economics
2) Tasty
3) As well
4) Softball
5) Buddy
4. Detailed study of the text
5.
Post-task activities
Unit 2 Making comparisons (Pp. 26 – 27) Grammar
Objectives:
- To compare two things using ‘like’ and ‘alike’
- To make comparisons using ‘the same as’ and ‘different from’
Language focus:
Structures:
- Amy’s sweater is like Millie’s sweater.
- (Amy’s shoes are like Millie’s shoes.)
- Amy’s sweater and Millie’s sweater are alike.
- My uniform is the same as Simon’s uniform.
- My uniform is different from Simon’s uniform.
Vocabulary:
Words about Stationery: ruler, paper, pencil, rubber, notebook
timetable
Pre-task activities 1. What are they wearing?
Look at the picture on page 26.
- How many students are there in the picture? (Four.)
- What are they wearing?
(Daniel is wearing a yellow jacket and a scarf.)
(Simon is wearing sports clothes.)
(Amy is wearing a red sweater.)
(Millie is wearing a red sweater, too.)
- Amy’s sweater is like Millie’s sweater.
- Amy’s sweater and Millie’s sweater are alike.
Have my students read the sample sentences and remember them.
During-task activities 2. Things that are similar
1) Have my students do Part C1.
2) Check the answers in pairs.
3) Ask my students to read the sentences aloud and check the answers in class.
3. What stationery do you have?
Have my students list the stationeries they have now. Teach the words ‘notebook’ and ‘paper clips’.
Post-task activities 4. Things in your school bags.
- My pen is like yours.
- Our notebooks are alike.
Pre-task activities 5. What are they wearing?
Look at the pictures on page 27. What are the boys wearing? (They’re wearing school uniforms.)
- Daniel’s uniform is the same as Simon’s (uniform).
- Daniel’s uniform is different from John’s (uniform).
It’s better to use what my students are wearing as the presentation.
During-task activities 6. Same or different?
1) Have my students do Part D1.
2) Check the answers in pairs.
3) Ask my students to read the sentences aloud and check the answers in class.
4) Then, go through Part D2 the same way.
Post-task activities Exercises on the Workbook:
How are their daily lives? (Pp. 26 – 27)
Unit 6 An accident report (Pp. 100– 101) Integrated skills
Language focus:
Vocabulary:
1) New words:
2) Numbers in English
Structure: more … than; fewer … than; less … than
1) There are more students in Rocky Mountain High School than in Woodland School.
2) There are fewer students in Rocky Mountain High School than in Beijing Sunshine Secondary School.
3) Rocky Mountain High School has more students than Woodland School.
4) Rocky Mountain High School has fewer students than Woodland School.
5) Chinese students have more weeks off in the summertime than British Students.
6) British students spend less time doing their homework than Chinese students.
Pre-task activities 1. John’s school, Nancy’s school and your school
1) Which school is John in? (Woodland School, Britain.)
2) Which school is Nancy in? (Rocky Mountain High School, the USA.)
3) Which school are you in? (Nanjing No. 13 Middle School.)
4) Which class are you in?
5) How many students are there in your class?
6) How many boys are there? How many girls are there?
(There are more / fewer boys than girls in my class.)
7) How many students are there in your grade?
8) How many students are there in your school? How many teachers?
9) How many students / teachers are there in Woodland School / Rocky Mountain High School?
During-task activities 2. Numbers of students, teachers and classrooms; length of summer holiday
A. Read the chart on Page 28.
1) How many students are there in Woodland School? (550.)
2) How many classrooms are there in Beijing Sunshine Secondary School? (45.)
3) How many classrooms are there in Rocky Mountain High School? (35.)
4) How long do the Beijing Sunshine Secondary School students have their summer holiday? (7 weeks.)
‘long’ & ‘length’
B. Listen to the conversation between Sandy and Daniel. Complete the table of Part A1, on Page 28.
- There are 550 students in Woodland School.
- The students in Beijing Sunshine Secondary School have 7 weeks off in the summertime.
D. Structures
1) There are more students in Rocky Mountain High School than in Woodland School.
2) There are fewer students in Rocky Mountain High School than in Beijing Sunshine Secondary School.
3) Rocky Mountain High School has more students than Woodland School.
4) Rocky Mountain High School has fewer students than Woodland School.
5) Chinese students have more weeks off in the summertime than British Students.
6) British students spend less time doing their homework than Chinese students.
E. Comparing Schools, Part A2, Page 28.
F. Comparing Schools, Part A3, Page 29.
Unit 2 Talking about different schools (P. 29) Speak up
Objectives:
- To develop fluency in asking and answering questions about school.
- To develop interactive skills by responding appropriately.
- To transfer a model conversation to a personal situation.
Language focus:
Vocabulary: kilometre
Structures:
1) How far do you live from your school?
How far is it from your home to school?
2) Do you walk to school?
Do you go to school on foot?
3) I usually take the school bus.
I usually go to school by bus.
4) What if it rains or snows?
What are you going to do / do you do if it rains or snows?
5) It doesn’t snow / rain, etc.
6) I don’t mind the rain.
Pre-task activities Mini-task I: How do you go to school?
- How do you go to school every day?
- How long does it take?
1) T – S
2) S – S
During-task activities Mini-task II: How do they go to school?
1. Listening task
- Daniel goes to school by bus.
- John walks to school
2. Reading aloud
Read after the tape twice.
3. Language studies
7) How far do you live from your school?
How far is it from your home to school?
8) Do you walk to school?
Do you go to school on foot?
9) I usually take the school bus.
I usually go to school by bus.
10) What if it rains or snows?
What are you going to do / do you do if it rains or snows?
11) It doesn’t snow / rain, etc.
12) I don’t mind the rain.
4. Role-play
Post-task activities Additional exercises on language points:
I. Fill in the blanks
Nancy: How far do you live from your school?
John: About two kilometres.
Nancy: Do you go to school on foot?
John: Yes, I walk to school every day. I like walking. And you?
Nancy: I usually ride my bicycle to school. (I usually go to school by bike.)
It’s fun (funny).
John: What if your bicycle doesn’t work?
Nancy: I don’t mind. I can take a bus then.
(I can go to school by bus then.)
II. Translation
1) The air pollution in Sunshine Town is less than that (the air pollution) in other areas of Beijing.
There is less air pollution in Sunshine Town than in other areas of Beijing.
2) British students spend less time (in) doing their homework than Chinese students (do).
3) How far is your home from your school? About 10 kilometres.
How far do you live from your school?
About 10 kilometres.
4) I don’t mind if it will rain tomorrow.
Unit 2 My ideal school (Pp. 31 – 32) Main task
Objectives:
- To complete a questionnaire with personal information.
- To select specific information for an ideal school week including the choice of favourite activities.
- To generate and organize ideas about an ideal school and write an article about it for website audience.
Language focus:
Vocabulary: finish, tick, baseball, table tennis, tennis, chess, drama, support, ideal, pop, tennis court
Phrases:
1. get up late
2. my ideal school
3. start at 9 a.m.
4. finish at 3 p.m.
5. have lots of time for after-school activities
6. have an hour for lunch
7. a big dining hall
8. eat lunch and chat
9. listen to pop music
10. in the hall
11. eat fruite and vegetables
12. every day
13. have Maths
14. love computers
15. have Computer Studies
16. before lunch 17. wear school uniforms
18. wear ties
19. be quite small
20. in each class
21. have a park
22. on one side
23. the other
24. have a big library with lots of useful books
25. have a tennis court and a swimming pool
26. lots of clubs
27. after-school activities
28. have half an hour of homework
29. at weekends
30. go on a school trip to a museum or a theatre
Pre-task activities Mini-task I: Your ideal school
1) When does your school start / finish? When do you get up?
2) How much time do you have for lunch? What do you do after lunch?
3) What subjects do you have every day? How many students are there in your class? Do you have to wear uniforms and ties?
4) Where is your school? What is around your school? What is your favourite place in your school?
5) What do you do after class? Every month? Every year?
During-task activities Mini-task II: Daniel’s ideal school
1) Introduction: starting and finishing time of school
2) Lunchtime: length, location, food
3) Subjects, school uniform and size of classes
4) Environment and facilities
5) Clubs and activities
Post-task activities Where do you want to go on with your studies after your leave No. 13 Middle School in ?
Unit 2 Showing surprise (P. 30) Pronunciation
Objectives
To recognize and use intonation patterns
To recognize and use falling voice to indicate the end of a statement
To recognize and use rising voice to show surprise
Language focus
Vocabulary
1. monkey n.
- Joe wants to get a pet monkey.
2. news n.
- Did you hear the news?
Tense
1. Laura hurt her leg on Monday.
2. She won’t be able to play basketball for three months.
3. Look out the window. It’s snowing!
4. Mr. Wu is going to be on TV tonight.
5. Joe wants to get a pet monkey.
6. You just ate four hamburgers.
7. We’ll have cakes for dinner tonight.
8. Did you hear the news? Liu Mei is going to move to Canada.
I don’t believe it.
During-task activities Mini-task I: Poor Laura
A. Amy and Sandy are talking about their classmate Laura. Try to fill in the blanks below.
Amy: Laura hurt her leg on Monday.
Sandy: Oh, really!
Amy: She has to stay in hospital for a month.
Sandy: A month!
Amy: Yes. She won’t be (be) able to play basketball for three months.
Sandy: Three months!
B. Amy and Sandy are talking about their classmate Laura. Listen to their conversation and fill in the blanks.
C. Listen to the conversation. Pay attention to the intonation patterns. Read after the tape.
D. Role-play
Mini-task II: Intonation
A. Read the sentences and fill in the blanks.
1) Look out the window. It is snowing (snow)!
2) Mr. Wu is going to be (be) on TV tonight.
3) Joe wants (want) to get (get) a pet monkey.
4) I’m hungry.
Hungry? You just ate (eat) four hamburgers.
5) We will have (have) cakes for dinner tonight.
6) Did you hear (hear) the news? Liu Mei is going to move (move) to Canada.
B. Read the sentences and put an arrow at the end of each sentence.
C. Listen to the tape and check the answers.
D. Read after the tape.
篇6：（牛津译林版）初二英语Unit2 School life
Welcome to the unit Reading Vocabulary Grammar
需要掌握的词汇
British dustbin lift fall garbage hall movie soccer mixed together subject myself tasty meal twice softball practice senior hero close article admire geography history language PE science useful unimportant boring useless unpopular least alike notebook timetable
重点与难点
1. mixed adj. 混合的 mixed double 混合双打 mix v.混合
This is a mixed school where boys and girls have lessons together.
Oil can not be mixed with water.= Oil and water can not mix.
Mix the paint with water.
2. together adv. 一起
Millie, together with her mother is coming to see us.
We often go to the park together on Sunday.
3. 反身代词myself yourself himself herself itself yourselves themselves ourselves
Help yourself to some apples.
They enjoyed themselves yesterday.
by oneself= alone
I can do it (by) myself/ alone.
You can’t leave her by herself/alone.
4. as well =too 也
My sister likes playing football as well/, too.
He sent his parent a letter and some money as well/, too.
=He sent his parent a letter as well as some money.
We study English and Chinese as well.
=We study English as well as Chinese.
He as well as his friends is going to spend a holiday at the seaside.
5. tasty adj. = delicious 味道好的 taste v.品尝
The mooncake is tasty.
He tasted the soup and find it tasty.
This kind of food tastes good.
6. twice 两次，两倍once three times many times
He goes fishing twice a month.
This box is twice bigger than that one.
I have been there many times.
7. practise v. 练习
You must practise your English.
practise doing sth.
She practises playing badminton once a week.
practice n. v.(美国英语中=practise)
Practice makes perfect.
She needs more practice in playing the piano.
8. close adj. 亲密的，紧靠的
He is my close friend.
Tim is close to his uncle.
He lives close to me.
9. have a great/ wonderful/ hard/… time doing sth.做某事很开心/困难
They had a great time dancing at the party.
They had a hard time bringing up the four children.
10. admire v.敬佩，羡慕
Who do you admire most in your class?
admire sb. for sth.
I admire you for your handwriting.
admiring adj.
He gave me an admiring look.
11. like/ alike 像，like 通常作介词用，alike 通常作形容词。
Your coat is like mine = Your coat and my coat is alike.
12. the same as/ different from与…相同/不同
Daniel’s tie is the same as John’s.
I have the same bike as he (does).=My bike is the same as his.
You made the same mistake as I did.
School life here is quite different from that in Britain.
He has a different temper from his brother.
13. more/ less/ fewer …than…比…多/少
more是 many或much 的比较级，many或much 的最高级是most.
less 是little的比较级，其最高级为 least
fewer 是few的比较级，其最高级为 fewest
He has more disks than I(do /have).
We study fewer subjects than they (do).
I made less money than he (did).
［典型例题］
选择题
1. ______ most students, he never comes to school late.
A. Like B. As C. For D. To
2. Please do it _____ I told you.
A. like B. as C. according D. for
3. A lot of people tried their best, but ______ people won the price.
A. a few B. few C. little D. a little
4. Why is there ______ traffic on the street in February than in May?
A. less B. fewer C. few D. little
5. Everyone lives _____ now.
A. a happy life B. happy life C. happy lives D. happy living
6. It will be ______ before he gets better.
A. sometimes B. some time C. some times D. sometime
7. This ruler is _____ length as that one.
A. as B. same C. as same D. the same
答案：1. A 2. B 3. B 4. A 5. A 6. B 7. D
【模拟试题】（答题时间：30分钟）
一、词组翻译
1. 家政
2. 烧健康美味的饭菜
3. 也
4. 花很多时间练习开车
5. 相互交谈
6. 在十六岁时
7. 和……一样
8. 与……不同
二、句型转换
1. Ann didn’t leave here before her mother came back.(同义句转换)
Ann ______ leave here ______ her mother came back.
2. Meimei dances best of all the girls. (同义句转换)
Meimei dances _______ than ______ _____ ______.
3. The old house isn’t there any longer. (同义句转换)
The old house ______ _______ ______ there.
4. I spent a lot of time practising English. (同义句转换)
It _____ _____ ______ time_____ ______ English.
三、用所给词的适当形式填空
1. John is a ______(Britain) student, he comes from London.
2. My mother cooks very ______ (taste) meals.
3. You wear your hair in the 1980s style today. It’s ______(popular).
4. I have _______(little) homework than you.
5. You should listen to your teacher ______(careful) and work ______(hard) than before if you want to get the______ (high) points in your class.
6. If you want to be ______, you should cook ______ food and eat ______(health).
7. Our school has the ______(many) students in our city.
8. We have a great time ______(play) softball after school.
9. There is ______(few) water in my bottle than in yours.
10. They were the ______(hero) of the World War II.
11. There are many _____(different) between the two countries.
12. His money is ______(two) more than I.
四、完成句子
1. 他们一星期见一次面，相互开心地交谈。
They meet ______ _______ ______ , and ______ ______ ______ ______ _____.
2. Kate的毛衣和Helen 的 是一样的。
Kate _____ _____ ______ ______ _____ Helen.
Kate’s ______ ______ ______ ______ _____ Helen’s.
Kate’s ______ _____ _____ Helen’s.
3. 他的答案与你的不同。
His answer is _____ _____ yours.
4. 我们应该用较少的人力与财力把工作做得更好。
We should use ______ people and ______ money to do the work _____.
【试题答案】
一、1. home Economics
2. cook healthy and tasty meals
3. as well
4. spend a lot of time practising driving
5. talk with each other
6. at (the age of) 16
7. (be) the same as…
8. be different from…
二、1. didn’t, until 2. better, any other girl 3. is no longer 4. took me much, to practise
三、1. British 2. tasty 3. unpopular 4. less 5. more carefully , harder, highest 6. healthy , healthy, healthily 7. most 8. playing 9. less 10. heroes 11. differences 12. twice
四、1. once a week, have a great time talking
2. has the same sweater as , sweater is the same as, sweater is like
3. different from
4. fewer , less, better
篇7：8B Unit 1-unit 6 知识点(译林牛津版八年级英语下册教案教学设计)
08 8B UNIT 4
1, Why are you holding a microphone , hobo? Hobo, 你为什么手上拿着个麦克风呀？
At that moment , I saw the robber holding a gun in his hand.
Our school will hold a fund-raising activity next week. hold 举行，举办
There will be a fund-raising activity in our school next week.
A fund-raising activity will be held / take place in our school next week.
2,Because I’ve been chosen to be / as the host of a charity show.
choose-----be chosen ---- have been chosen (被动语态用于现在完成时当中)
be chosen to do sth 被选中去干……
choose to sth 选择去某事/愿意去做某事
The old man chose to donate all my money to Project Hope.
3, practice a lot 勤加练习/多练习
4, You can be a good host only if you sleep less during the day. (只要)
sleep less 少睡一点 during the day / in the daytime 在白天 at night 在晚上
5, We can advertise on the Internet. = put an advertisement
我们可以在网上做广告
6, We should give out leaflets to ask people to donate money to charities 散发
donate ……to …… 把……捐给……
The doctor asked me to give up smoking. 放弃
7, Why don’t we organize a charity show? = Why not = let’s
= What/How about organizing a charity show?
8, Let’s sell books to raise money for charities. raise…… for…… 为……筹集……
9, Project Hope helps the students in poor areas return to school. = go/come back to
贫困地区的学生们
10, I am going to be the host of / host the charity show. 主持……
11, I am sorry that I didn’t write to you earlier because I have been very busy.
过去（1） be busy 现在
12, I was helping with a charity show.
help (sb) do sth / with sth
It is very kind of you to help me with my English.
Project Hope helps build schools.
13, A lot of work needed to be finished , so I did not have much free time. = spare time
finish-----be finished ---- needed to be finished (被动语态用于need to 当中)
14, We started working on the show two months ago , so we could do everything on time.
work on sth = be busy with sth 忙于/从事 某事
15, It was my job to introduce each star. to do sth 作主语
= My job was to introduce each star.
16, I had to remember to look at the right camera at the right time.
remember to sth 记得去做某事（事还没有做）
Don’t you know him?
Oh, I remember seeing him at the party last Sunday.
17, In the beginning/At first ,I thought I would never be able to remember all the words and do everything right at the same time. 话
18, Slowly, everything became easier.= Everything slowly became easier.
18, The big day came very quickly. = important
19, I couldn’t sleep at all.
Hearing the bad news, I couldn’t fall asleep any more/longer.
20, “Will it be a success ?/ Will it be successful?”I kept asking myself.
keep doing sth 一直做某事
21, “No time to be nervous any more.”I told myself. tell oneself 自言自语
=“I don’t have any time to be nervous any more.”I told myself.
22, The fans of the pop stars were making a lot of noise, so I had to speak loudly.
make a lot noise 制造噪音 speak loudly 大声说话
23, Everything seemed to happen so fast , and now it is all over / ends.
= It seemed that everything happened so fast, and it is all over.
24, We had a lot of support from local businesses.
24, I hope more events like this will be organized to raise money for charities.
organize-----be organized ---- will be organized /is going to be organized (被动语态用于一般将来时当中)
25, I think more people should be invited to take part in these events. = join in
invite-----be invited ---- should be invited (被动语态用于情态动词当中) 类似的有 may / must / can be invited 等
26, He (also) met many pop stars (as well) (too).
He didn’t eat lunch (either). （也）
Tom (as well as) his friends is skating over there. （和）
27, The performers performed / acted very well in the performance and the audience clapped their hands excitedly.
the audience 观众 （集体名词）
28, The money will be used to help people in need./ for helping people in need.
to do sth / for doing sth 引导目的
29, The curtains should be hung across the stage.
我们应当沿着舞台把帷幕悬挂起来
悬挂，吊 hang hung hung 上吊 hang hanged hanged
30, The “exit”may be stuck on the side door. stick stuck stuck
我们也许可以把exit 贴在边门上。
31, Seats can be arranged in front of the stage. arrange 布置
32, Speakers may be placed / put / set at the corners of the school hall.
33, We have arranged work among the students. arrange 分配
34, arrange/organize time 计划/组织时间
35, The stage is going to be set up by Danniel. set up搭建，建立
36, I will phone/make phone calls to/call you .
37. I am sorry for being late!
It doesn’t matter. 没关系！
38, We should care more about the disabled. care about 关心，照顾
39, Their parents have no money , so their children has to go to work instead (of going to school)
40, We want to thank our teachers for their support.
41, Then the curtains rose. rise 升起
Raise your hands! 举起手来！ raise 举起
42, The host came on stage with a microphone in his hand.
come on stage 登上舞台 with a microphone in one’s hand 手拿麦克风
43, There is always a break between classes. 休息
44, At the end of the show , the audience clapped with excitement / excitedly.
篇8：Unit2 Module7 学案(译林牛津版高二)
一、重点词汇
1. trial n. 试用；试验；考验；审判
This new drug is undergoing clinical trial.
on trial 在试验中；受审 He is on trial for murder.
trial and error 反复试验；不断摸索
It was by/through trial and error that I learnt most of what I know about gardening.
2. note v. 注意到，发现；记录
note sth. down 把……记下来 The policeman noted down every word she said.
note 作名词时的相关短语：
make/take a note/notes of... 把……记下来 take note of 注意到
take/make notes 做笔记 be noted for/as 因为/作为……而出名
leave a note 留下便条
She sat there taking notes of everything that was said.
Please take note of this announcement.
3. name v. 给……命名; 说出……的名字; 提名
name sb. sth. 给某人取名为…… name... after... 以……名字命名
The child was named after its father.
name 作名词时的相关短语：
by the name of 名叫……的 in the name of 以……的名义
4. wonder adj. 非凡的，奇妙的，神奇的 n.奇迹，神奇；奇观；惊奇 v. 想知道
注意 wonder 的重点句型：
It's a wonder that you recognized me after all these years. 奇怪的是……
（It's) no wonder you can't sleep when you eat so much. 难怪……
I was wondering whether/if I could borrow your car.
5. relief n
缓和，减轻 The pills gave her some relief.
轻松，宽心 Hearing the news.，he breathed a sign of relief.
救济物品，救济金 Relief was flown to the flood-hit areas.
to one's (great) relief 使某人宽慰的是
bring relief to sb. 给某人带来欣慰/解脱,减轻某人的痛苦
relieve v. 减轻(病痛、忧虑、负担等），缓解；救济
relieve pains/ anxiety/pressure/ traffic jams...
relieve sb. of sth. 解除某人的负担责任等
6. pleasure n.
[u]愉快，高兴 He finds great pleasure in reading.
[c]乐事；趣事 It is a pleasure to work with you.
1) --- Thank you very much for your help.
---(It's) My pleasure.
2)---Could you help me with my English after school today?
---With pleasure.
7. point n. 点，位置；尖端；要点；分数
point of view 观点
on the point of 正要……的时候 She was on the point of going out when the telephone rang.
to the point 中肯扼要；切中要害
There is no point in doing sth. 做某事是没有用或意义的
There is no point talking to her. She never listens.
8. adj.life-saving 救命的 blood-thinning 稀释血液的 bacteria-killing 杀菌的
二、重点难点语言点
1. ASA could reduce the risk of colon cancer by 40 per cent.
ASA可以降低40%的结肠癌发病率。
reduce the risk of doing sth. 减少做某事的风险
Eating a lot of green food helps reduce the risk of heart disease.
His good reputation is now at risk 处境危险
You have no right to take risks with our lives. 冒险
He saved his son at the risk of losing his own life. 冒着……风险
2. They were able to produce it in large quantities. 他们可以大量生产它。
in large quantities 大量地 in small quantities 少量地
注意：“quantities of+可数名词与不可数名词”作主语，后面的名词无论是可数名词的复数
还是不可数名词，谓语都用复数；“a quantity of+可数名词与不可数名词”做主语，谓语动
词与名词保持一致。
Great quantities of milk are needed in this city.
A large quantity of potatoes have been sold.
3. It was a dream come true.
a dream come true 是固定短语，意为“梦想成真”.
需注意的是如果come true 单独使用的话，后面不接宾语。如：
Owning a big house is now a dream come true, although I never thought it would come true.
4. It was fundamental to saving many thousands of lives...
be fundamental to doing sth./to sth. 对……是十分重要的或必不可少的
I think that hard work is fundamental to success.
5. One theory suggests that acupuncture blocks pain signals from reaching the spinal cord or brain.
block sb./sth. from doing sth. 相当于 prevent/stop/keep sb./sth. from doing sth.阻止……做
The tall building blocked me from viewing the beautiful scenery in the distance.
三、 重点句子
Reading
1. If you open up any medicine cupboard in the world, there is a high probbability that you will find
aspirin and penicillin.（P18,L2)
2. In fact, 3500years ago, some recipes recommended drinking a tea made from the dried leaves of a
particular plant to reduce body pains.(P18,L7)
3. The first trials of this medicine took place in 1899 when the company Hoffmann worked for began
giving the medicine in powder form to physicians to use with patients.(P18,L17)
4. Not only has aspirin saved many people's lives by reducing fever and helping stop pain, but there
are also other things that aspirin can help with.(P18,L20)
5. Lawrence Carven, a doctor from the USA, is the author of several published reports, one of which
introduced the idea in 1953 that aspirin could reduce the risk of heart attacks by thinning blood.
(P18,L21)
6. The bacteria-killing medicine is considered by many to be one of the most important medicines in
contemporary society.(P19,L36)
7. He saw that the cells of the bacteria were clear, which meant that they were dead and that the
mould had killed them(P19,L39)
8. However, it was not until World WarⅡthat two other scientists managed to use new chemical
techiques to purify it. (P19,L46)
9. If penicillin had not been available, many people would have died from illness including
pneumonia, an illness that affects the lungs.(P19,L51)
10. So, although Fleming discovered penicillin, it was over a decade before someone else turned
penicillin into the great drug of the 20th century.(P19,L55)
Project
1. They think that the use of acupuncture began during the Stone Age when stone knives or sharp-edged tools, called 'bian', were used to make holes on swollen areas of the body.(P30,L5)
2. Acupuncture involves putting stainless steel needles into the skin at certain points on the body so that a disease can be cured or a health problem solved.(P30,L19)
3. In the West, accupuncture has become very popular, as has Chinese traditional herbal medicine.
(P31,L42)
Workbook
1. The sun gives off energy in the form of heat and light.(P110,A1)
2. How did it come about that you were able to study overseas? (P112, C1)
3. It was Edward Jenner, a doctor in the countryside of England in the late 1700s, who brought the virus under control.(P114,L7)
4. He could have claimed that he owned the smallpox vaccine, and then the companies that made the vaccine would have had to pay him.(P114,L17)
四、 重点难点复习
1. 请用以下动词短语的适当形式填空。
focus on look out for carry out try out leave behind put off turn up split up
open up let out look around make out turn into decide on take down put through
1). How to desert farming land is a question worth discussing.
2). Sally her Christmas present with delight.
3). Be more careful next time. Never any of your things on the bus again.
4). A study in the USA showed that the medicine could prevent a stroke.
5). Teachers should students who may be having eyesight problems.
6). Jack showed me a weekly magazine mainly endangered animals.
7). Have they a date for the wedding?
8). You've got to buy a ticket to the castle.
9). We have the match until tomorrow because of the bad weather.
10). The missing letter eventually inside a book.
11). Everyone a cry of surprise upon hearing the news.
12). You should learn to important things in your English class.
13). It was too dark, and I couldn't the words written on the wall.
14). Fleming this mould on another bacterium.
15).Could you please me to the manager?
16). We were inti groups to discuss the question.
2. 翻译句子
1). 该队的成功在很大程度上是由于他的努力。
飞机定于五点到达伦敦。 （due to)
2). 政府应立即采取有效措施减少污染保护环境。(take measures)
3).老师建议我们听讲座的时候要记笔记。（recommend)
4).直到20世纪80年代，我的家乡才发生了这些变化。（强调句型）
5）他最终成功地克服了电脑游戏瘾。（addiction)
6) 新来的秘书会减轻一些我们文案工作(paperwork)的负担。(relieve)
7）我们需要三个月才能把这部字典编完。（before)
8) 凯特被大多数学生认为是全校最优秀的老师之一。（consider)
篇9：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10：八年级英语8B unit1 Comic strips & welcome to the unit 教案 (译林牛津版英语八年级)
第1课时 20 年 月 日
一、教学目标:
● To introduce the concept of situations that started in the past and are continuing at present
● To introduce the grammatical concept of the present perfect tense by focusing on a timeline.
二、教学重点难点：
教学重点：transport at different times
Present perfect tense
教学难点：the grammatical concept of the present perfect tense by focusing on a timeline.
三、教学准备：
A tape recorder
Multimedia courseware
四、教学过程：
Step 1 Having a brainstorming
-How do you come to school every day?
-I come by bike. /by bus /by car.
-How does your father go to work?
-He goes to work by car. /He takes a car to work.
Step 2 Presenting forms of transport
Read and answer:
1) How did Millie’s dad go to school when he was a student?
2) Why didn’t he take a bus?
3) How did Millie go to school? Why?
used to 用法：过去常常做某事
Eg: He used to be a teacher
They used to live here.
Step 3Listening to and reading a dialogue
In the past, people took the bus to work. But at present, more and more people can take the taxi /underground to work.
The transport has changed a lot.
What about our old friends Eddie and Hobo? Have they changed a lot?
Let’s go on to listen to and read the dialogue on page 6 between Eddie and Hobo. Then answer the following questions:
1. Where’s Hobo’s food? Is it in the bowl now? Why not? (Because Eddie has eaten it.)
2. Why has Eddie eaten his food? (Because Eddie was hungry.)
3. What did Hobo think of Eddie in the past? (Hobo thought Eddie was kind in the past.)
4. What does he think of Eddie now? (Hobo thinks Eddie is bad now. So he doesn’t want to play with him any more.)
5. Why does Eddie say that Hobo has changed a lot, too? (Because Hobo wanted to play with him in the past, but now he doesn’t.)
Step 4 Listening and reading aloud
Listen to the tape, and try to read aloud the dialogue on page 6 to the tape.
Step 5 Finding and writing expressions
You are to go over page 6 and 7 again to find out and write down all the useful expressions. Make sentences of your own with them after class.
Step 6 Acting out the dialogue
In pairs act out the dialogue.
Step 7 Doing homework
a. Read the comic strips and try to recite it.
b. Try to revise the phrase and sentences in this period.
c. Do translation:
五、板书设计
Unit1 welcome to the unit
See- saw- seen
Eat-ate--eaten
Change-changed--changed
修改栏
教后感：
课题：8b unit1 reading1 第2课时 20 年 月 日
一、教学目标:
● To recognize types of questions used in interview
● To recognize extended answers to raise questions
● To infer general meaning from the title and the context
● To guess meanings of specific words from the context
● To identify true or false statements based on the reading passage
二、教学重点难点：
教学重点：Times have changed
教学难点： since /over的用法
Present perfect tense
三、教学准备：
A tape recorder
Multimedia courseware
四、教学过程：
Step 1 Having a revision
Talk about the transport at different times.
Step 2 Talking about pictures
(Show two pictures to the students.)
Picture 1: A small town with some restaurants, shops, a small post office and an old cinema. Near the river, there was a steel factory
Talk about the picture, and teach the new words: restaurant, cinema, steel factory
What do you think of the steel factory?
The factory often threw away useless things into the river in the past. (The factory used to dump the waste into the river.) The waste made the river dirty. (The waste polluted the river.) The government got to know the danger and it took action to get rid of the pollution to protect the river. (The government realized it was a serious problem and took action to improve the situation)
It has changed a lot.
Picture 2: A town with a large shopping mall, a theater and a central park.
What do you think of the park?
Step 3 Reading to find out the new words
There are some new words in the dialogue on page 8.
But don’t be worried about their meaning. Just read the dialogue for the first time to find out and circle all the words you don’t know.
Now guess the meaning of the words from the context.
Now go to page 10 to finish Part B in pairs.
Read the passage again, and then tell if the sentences in Part C on page 10 are true or false.
Step 4 Finding and writing expressions
Go over page 8 and 9 again to find out and write down all the useful expressions. Make sentences of your own with them after class.
Step 5 Listening and reading
Listen to the tape and read aloud the dialogue to the tape, and then try to help Millie complete sentences in Part D on page 11.
(Keys: 1. moved 2. see 3. lonely 4. cards 5. chess 6. park 7. open 8. gardens)
Step 6 Filling and retelling
Go to page 8 to read the dialogue, finding out the changes to Sunshine Town and filling in the table below.
五、板书设计
Unit1 reading1
I’ve lived here since I was born.
Have you ever moved house?
Has the town changed a lot over the years?
修改栏
教后感：
课题： 第3课时 20 年 月 日
一、教学目标:
● To figure out the structure of each passage
● To understand and use the expressions in the text
● To practice the main language points of the context
● To retell the passage in their own words, following the structure of the passages
二、教学重点难点：
教学重点：retell the passage in their own words, following the structure of the passages
教学难点：practice the main language points of the context
三、教学准备：
A tape recorder
Multimedia courseware
四、教学过程：
Step 1 Reading the passages aloud
To begin with, turn to page 8 and read the passage aloud again to the tape.
Step 2 Having a revision
1. What was the Sunshine Town like in the past?
They h________ some small restaurants, shops and markets stalls. There once was a steel p________ near Sunshine River. The poison k________ fish and plants and p________ the river. The p________ was a very serious problem.
2. What about the Sunshine Town now?
Now, there is a large shopping mall and a theatre in the town and the town has t________ into a park. People often m________ their friends there. And the government took action to r________ the pollution, and the river is b________ clean again.
3. What about Mr. Chen’s life now?
It’s better in some w________. It’s nice to have o________ space and pretty gardens. However, many of his old friends have m________ to other areas. He f________ a bit lonely from time to time. But it’s great that sometimes they come b________ to see him.
Step 3 Explaining the language points
1. I’ve lived here since I was born.
3. Has Sunshine town changed/ a lot?
4. The factory used to put the waste/ into the river.
5. The government took action/ to improve the situation
6. I feel a bit lonely/ from time to time.
Step 4 Doing practices
First fill in the blanks on page 11 in Part C. Then make a similar dialogue in pairs.
Step 5 Finishing the exercises
Get the students to finish the following exercises without looking at the book to check if they have grasp the language points or remember the sentences.
Step 8 Doing homework
a. Learn the reading passage by heart.
b. Tell your parents or your friends about changes to Sunshine Town.
五、板书设计
language points:
1. I’ve lived here since I was born.
2 Has Sunshine town changed/ a lot?
3. The factory used to put the waste/ into the river.
4. The government took action/ to improve the situation
5. I feel a bit lonely/ from time to time. 修改栏
教后感：
课题：8b unit1 grammar 1 第4课时 20 年 月 日
一、教学目标:
● To learn the spelling of the past participles of verbs
● To recognize contexts for the use of the present perfect tense
● To use the present perfect tense to talk about events that starts in the past and are connected to the present
● To understand adverbs of time and use them with the present perfect tense
二、教学重点难点：
教学重点：the spelling of the past participles of verbs
教学难点：use the present perfect tense to talk about events that starts in the past and are connected to the present
三、教学准备：
A tape recorder
Multimedia courseware
四、教学过程：
Step 1 Learning about the present perfect tense
Here is a brief review of the form and function of the present perfect tense.
The present perfect is used when the time period has not finished:
I have seen three movies this week.
(This week has not finished yet.)
The present perfect is often used when the time is not mentioned:
The present perfect is often used with for and since.
The present perfect is formed like this: have plus past participle
Step 3 Doing practice
Eddie was born four years ago
past present
We use the simple past tense to talk about what happened at a definite time in the past.
Eddie has lived with Millie since he was born.
Eddie has lives with Millie for four years.
Step 4 Drawing a conclusion
We make positive statements and negative statements using the present perfect tense like this:
have /has (+not) + Past participle
We usually use these forms when we speak: hasn’t = has not, haven’t = have not
Look up the past participles in the dictionary if necessary. There is also a table of irregular verbs on page 122.
We ask and answer questions using the present perfect tense like this.
Have I /you/we/they arrived? Yes, I/you/we/they have. No, I/you/we/they haven’t/have not.
Has he/she/it arrived? Yes, he/she/it has.
No, he/she/it hasn’t/has not.
Step 5 Doing practice
a. Review the use of the present perfect tense
b. Fill in the blanks with the right tense of the verbs.
1. Eddie ___________ (be) born four years ago.
2. Eddie __________ (live) with Millie since he was born.
3. Mr Smith __________ (not come) back yet.
4. _____ they _____ (see) any exhibition recently?
5. ---- _____ you _____ (finish) your work? ---- No, I haven’t.
五、板书设计
Be-was/were-been
Give-gave--given
Forget-forgot-forgotten
Go-went--gone
修改栏
教后感：
课题：8b unit1 grammar2 第5课时 20 年 月 日
一、教学目标:
● To consolidate the present perfect tense
● To learn to use time expressions with the present perfect tense
二、教学重点难点：
教学重点：the present perfect tense
教学难点：use time expressions with the present perfect tense
三、教学准备：
A tape recorder
Multimedia courseware
四、教学过程：
Step 1 Having a revision
Have a dictation
Write down the past participle of the following verbs.
1. repair 2. marry 3. see 4. change 5. turn 6. pollute 7. feel 8. throw 9. write 10. make
Step 2 Talking about the present perfect tense
We use the simple past tense to talk about what happened at a definite time in the past.
We use the present perfect tense to talk about things that started in the past and continue to the present.
We also use the present perfect tense to talk about things that happened in the past but with connection with the present.
What’s the form of the present perfect tense?
Have /has (+not) + Past participle
Step 3 Doing practices
Make a dialogue like this:
A: Have you ever finished your homework?
B: Yes, I have. /No, I haven’t.
A: When did you do it? /When will you do it?
B: I did it last night. /I’ll do it tomorrow.
Step 4.Doing additional exercises
Millie and Sandy are talking about their history project. Complete their conversation using the correct forms of the verbs in brackets.
Millie: Hi, Sandy. (1)_____ you _____ (start) your history project yet?
Sandy: Yes. I (2) _____ (look) on the Internet to get some ideas, but I (3) _____ (not write) the report yet.
Millie: What (4) _____you _____ (decide) to write about?
Sandy: I want to write about Tianjin. (5) _____you _____ (be) there?
Millie: Yes, I (6) _____ (go) there with my family last year. I think Tianjin (7) _____ (not change) much.
Sandy: I think there (8) _____ (be) some changes. I (9) _____already _____ (learn) a lot about the history of the city.
(Keys: 1. Have…started 2. have looked 3. haven’t written 4. have…decided 5. Have…been 6. went 7. hasn’t changed 8. have been 9. have…learned/learnt)
Step 5.Doing homework
a. Review the uses of the present perfect tense.
b. Correct the mistakes in the following sentences.
1. Do you know when he has lived here? _____
2. I have written to my pen friend for a week ago. _____
3. I haven’t eaten something since 9 a.m. _____
4. They haven’t heard from Jim’s letter for a long time. _____
5. The shop has opened for about ten years. _____
五、板书设计
Write down the past participle of the following verbs.
1. repair 2. marry 3. see
4. change 5. turn 6. pollute
7. feel 8. throw 9. write
10. make 修改栏
教后感：
课题：8b unit1 integrated skills 第6课时 20 年 月 日
一、教学目标:
● To listen for details about changes to Starlight Town.
● To focus on general meaning by identifying specific details in pictures and general context.
● To understand and respond to factual information presented in written and oral forms.
● To respond to information obtained from listening by completing a letter.
二、教学重点难点：
教学重点：
listen for details about changes to Starlight Town.
教学难点：
general meaning by identifying specific details in pictures and general context.
三、教学准备：
A tape recorder
Multimedia courseware
四、教学过程：
STEP 1 Having a revision
Can you ell me something about the changes to Sunshine Town?
STEP 2 Listening to the tape
There is a conversation between Daniel and Kitty . They are talking about change in their lives. Listen to the tape and answer the following questions.
1. How did Millie go to school when she was in primary school? What about Sandy?
2. How does Millie to go school now?
3. What does Millie enjoy doing after class?
4. What do they think of school life?
STEP 3 Practising
What changes have been in your life? Work in pairs, and also try to find out about the changes in your partner’s life.
STEP 4 Presenting
Show the students the picture on the left.
Let’s describe the picture.
There are many trees and grass. The air is fresh. There are some wild birds and ducks. The water in the lake is clean. People live in the small houses in the small villages.
Then show the students the picture on the right.
Let’s see the changes to Starlight Town.
There are many tall buildings, many shops, many highways. There are no lakes
STEP 4 Listening to the tape
Daniel and Simon are doing their project on Starlight Town near Beijing. We have already known something about it. Let’s listen to their conversation, then fill in the blank in Part A1 on page 16.
STEP 5 Completing the diary
Simon is writing about Starlight Town in his diary. Help him complete his diary entry on page 16.
Explain: borrow sth. from sb. Lend sth to sb.
in service / in use
over the years / during the year. (谓语动词用现在完成时)
五、板书设计
Past now
Green hills smaller lake
Clean and fresh air new railway station
Wild birds near the lake tall buildings and new flats
修改栏
教后感：
课题：8b unit1 study skills 第7课时 20 年 月 日
一、教学目标:
The differences between facts and opinions
To use facts and opinions in the articles.
二、教学重点难点：
教学重点：The differences between facts and opinions
To use facts and opinions in the articles.
教学难点：To use facts and opinions in the articles.
三、教学准备：
Some exercises
四、教学过程：
Step1 lead-in
1. revise the changes to Starlight Town
T: Do you still remember Starlight Town?
It has changed a lot. What has changed in the environment, the transport and the living conditions?
2. T: then what do you think of Starlight Town? And why?
1) I think Starlight Town is a modern town.(opinion)
2) It has tall buildings and a new railway station( fact)
3.T: facts are true statements. They include names, dates, events and numbers.
Opinions tell what we believe, feel or think. When people say something beginning with I think, I believe or I feel, or using adjectives like good, bad and terrible, that must be their opinion.
Step2 practice
Turn to page 17, let’s have a look at more examples.
When we write, we can use facts to support our opinions.
We can give facts first, and then state our opinions.
Step3 doing exercises
Read the sentences below, write an F for a fact or an O for an opinion
1) There were only small shops and restaurants in the town(F)
2) Old people used to play cards and Chinese chess together(F)
3) The new park in the town centre looks beautiful.(O)
4) There was once a steel factory near the sunshine River(F)
5) Life is getting better in some ways(O)
6) Many of his friends have moved away.(F)
7) He is a good boy(O)
Step4 practice
Finish part B on page 17
Help Millie decide which are opinions and which are facts.
Reorganize them into a short passage.
Step5 Homework
What do you think of our school? Tell me your opinions
Don’t forget to give some supporting facts.
五、板书设计
8b unit1 study skills
1There were only small shops and restaurants in the town(F)
2.Old people used to play cards and Chinese chess together(F)
3.The new park in the town centre looks beautiful.(O)
4.There was once a steel factory near the sunshine River(F)
5.Life is getting better in some ways(O)
6.Many of his friends have moved away.(F)
修改栏
教后感：
课题：8b unit1 task 第8课时 20 年 月 日
一、教学目标:
● To describe two pictures explaining the differences between past and present situations.
● To generate ideas to describe specific details shown in pictures.
● To organize language and descriptions to write a comparison.
● To describe the changes to a place.
二、教学重点难点：
教学重点：describe two pictures explaining the differences between past and present situations.
教学难点：describe the changes to a place.
三、教学准备：
A tape recorder
Multimedia courseware
四、教学过程：
STEP 1 Free discussion
Ask the students to have a free discussion: “ The changes to school / family / festival / lifestyle / city/ …”
Model: The changes to school
School yard, timetable, subjects, numbers of the students and teachers, activities, teaching condition
STEP 2 Presenting
Amy plans to write about the changes to Moonlight Town for her project. She has got an old photo and a recent photo of the town.
Show the photos to the students, then ask them to talk about them in groups of four or five.
Talk about the difference between them, then show the fact file to the students,
In the past At present
STEP 3 Filling the blanks
Help Amy complete her report in Part con page 19
STEP 4 Reading the article
Ask the students to read the report. Then tell them about other changes that Amy didn’t mention. E.g. Moonlight Town is noisier now. there are more shops and businesses, the roads are busier, etc.
STEP5 Writing
Ask the students to make some notes . Tell students to begin writing their reports. Remind them that it is essential that they prepare draft first and check for clarity of information.
STEP 7 Homework
a. Remember how to get information to write the article.
b. Write an article about the changes to ….
五、板书设计
Unit1 task
Useful expressions:
1) It has changed a lot over the years
2) Many changes have taken place in …
3) People are enjoying a …life
4) There were only…in the past, but now…
修改栏
教后感：
篇11：8B 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12：牛津版高一模块一，unit2 home alone 教学设计 (译林牛津版英语高一)
教学设计
Reading
Home alone
张郁
Teaching Aims:
To grasp the general idea of the play.
To know about American family life and problems that happen between American teenagers and their parents
To know how to solve problems between teenagers and parents
Teaching Important & Difficult Points:
Learn to analyze the emotions of each character from the instructions of the play.
Learn to solve the solve problems between teenagers and parents
Teaching Methods:
Discussion in pairs or in groups; task-based in-class activities; writing a letter, performance
Teaching Aids: a multimedia classroom; a basketball ,a suitcase
Teaching Procedures:
StepⅠLead-in.
Show three family photos to students.
Get students to think about the following questions:
Do you always have a good relationship with your parents?
Have you ever argued with them?
What have you argued about ?
Step Ⅱ Fast Reading
1. Get students to read the play and finish the following two questions:
(1)Why do the parents get angry?
(2)Why is money for dog food gone?
Step ⅢCareful reading
Task One :True or False
Decide whether the following statements are true or false according to the play.
Mon and Dad were back from their holiday a week earlier. F week→day
Eric was happy when seeing his mother. F happy→ frightened
Parents left Daniel in charge. T
The boys spent the money seeing the vet for Spot. T
The room was very clean and tidy when their parents came back. F clean→in a mess
Daniel didn’t have a chance to explain what had happened. T
Mom felt regretful for what they said to Daniel. T
Boys didn’t use up the money from their parents F didn’t use→ used
Task Two: Detailed information
1. Please read Act One of the play carefully and fill in the form
Characters Things they doFeelings
Mom and Dad just coming back from vacation excited, dis
disappointed, angry
Eric playing soccer at home surprised and frightened
Daniel stay in another room sorry, angry
2. Please read Act Two carefully and fill in form:
Characters Things they do Feelings
Danielexpressing his angerangry
Eric comforting his brother calm
Mom talking about the things that happened today sorry and regretful
Dad strong-willed/ stubborn
3. Choose the best answer.
(1) The reason why the dog walks slowly is that the dog B .
A. ate too much to walk fast B. was seriously ill
C. was just tired D. was given nothing to eat
(2) What did the boys do with the money the parents left? D
A. They lost it. B. They had a party with it.
C. They bought some food to eat with it. D. They sent the dog to the hospital with it.
(3) Why were the boys angry? The reasons are as follows except that C .
A. the parents didn’t give the boys a chance to explain
B. the parents didn’t believe in the boys
C. the boys were attacked by the dog
D. the parents thought the boys were of great fault
(4) The reason why the house was so dirty is that D .
A. Spot pulled the dirty out of the trash can B. the boys forgot to clean the room up
C. the parents were back one day earlier than expected
D. the boys had no time to clean it
(5) Which sentence is TRUE according to the text? A
A. The parents thought the boys would act as adult. B. Eric slammed the door.
C. Spot was one of the parents’ sons. D. The parents asked Spot something instead of shouting at the boys.
Step ⅣDiscussion
If you were a psychologist, please help Daniel to solve his family problem. Please find out the reasons and solutions
Step ⅤWriting
Help Daniel to write a letter to his parents to explain the truth.
Step VI Homework
Write an end to the play.
篇13：8B UNIT 4 GRAMMAR 导学案(译林牛津版英语八年级)
Unit 4 Grammar NO.0406 班级：________ 小组___________ 姓名_________
学习目标：
1）知识目标：学习情态动词、一般将来时和现在完成时的被动语态结构及用法
2）能力目标：掌握所学知识，并应用所学知识完成与慈善表演相关的练习
3）情感态度和价值观：用对比归纳总结的形式学习语法，在情境中学习语法，并将语法知识应用到实际的交际中。
使用说明： 根据导学案的自主学习要求，做好复习，提前完成课本P66-68练习。
重点：1.speaker education 以及重点短语
2. 情态动词、一般将来时和现在完成时的被动语态结构
难点：1.现在完成时的被动语态的正确形式。
2.判断是否要用被动语态以及用何种时态的被动语态。
一．自主学习：
（一）复习the words at the theatre
Play a word game.
Word:English meaning:
exit__________________________________________________
microphone ___________________________________________________
curtain ___________________________________________________
_________________ The objects for people to sit on.
_________________ They make the stage colourful and bright.
_________________ They can make the voice be heard in every place you want.
（二）导学部分
1. 预习新课，完成课本上习题。
2.学习以下单词并写出他们的过去式和过去分词。
organize ___________ ___________ raise ___________ ___________
donate ___________ ___________ support ___________ ___________
invite ___________ ___________ place ___________ ___________
hang ___________ ___________ stick ___________ ___________
arrange___________ ___________ set ___________ ___________put ___________ ___________ choose ___________ ___________
hold ___________ ___________ build __________ ______________
二．合作、探究
1.讨论课本P66-68学习重点。
2.探究以下任务中的问题
三．展示
Task1 The students want to organize a charity show in the school hall, how do they arrange the things in the school hall for the charity show.
Do exercises on P67.
总结：How do we form the passive voice with modal verbs?
We use ________________________________________________+ p.p. to form the passive voice with modal verbs
Task 2
比较we will build our new library next year.
Our new library will be built next year.
Kitty will invite her parents to the fashion show.
Her parents will be invited to the fashion show.
___________________________________________________________________________
总结：How do we form the passive voice in the simple future tense?
We use ____________ or_____________________+ p.p. to form the passive voice in the simple future tense.
Do exercises on P66.
反思：如何将一般将来时被动语态变成问句？
e.g. Many pop stars will be invited to the charity show. (提问)
The underground will be completed in two years. (提问)
Task 3 What is passive voice in present perfect tense?
the structure of present perfect tense _____________________________________
the structure of passive ______________________
the structure of passive voice in present perfect tense _________________________________
e.g. Millie ____________________ （已经被选为）as the host of the charity show.
The project ____________________________（已经被完成）。
Do exercises on P68.
Task 4 Help Kitty complete her email to Ricky about the charity show her class is organizing using the correct passive voice.
Do exercises on P69.
EXERCISES:
一．短语翻译
来自当地企业的人们被用于
横过悬挂舞台在边门上
在舞台两侧 在学校礼堂的的四周
相当多一次巨大的成功
付教育费 一主持人的身份出现
二． 见学习评价
五．小结
六．反思
七．布置作业和指导预习
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, in Sichuan 69,142
the Yushu earthquake on 14 April, 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 . 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。
篇15：牛津7AUnit 4(译林牛津版八年级英语上册教案教学设计)
Period 1
Teaching Contents
1. Comic strip.
2. Welcome to the unit.
Teaching Aims:
1. Knowledge objectives:
1) To revise old vocabulary and learn new vocabulary about food.
2) To talk about likes and dislikes with regard to food.
2. Ability objectives:
1) Express likes and dislikes.
2) Learning how to talk about the kinds of food they like and dislike.
3. Emotion objectives:
To help the students have a healthy lifestyle and diet.
Teaching Methods:
Listening, speaking, reading and writing
Teaching Materials:
1) Student’s book 7 A, page 55.
2) Some pictures of several kinds of food.
3) Slide shows.
Teaching Procedures:
1. Pre-task
1) Warming-up
Let’s sing a song to relax.
2) Free talk
T: Good morning, boys and girls.
S: Good morning, Miss…
T: In the last weeks, we’ve talked about festivals. What do we do on Festivals?
S1: We have parties.
S2: We often have big meals.
T: Yes, people eat different food on different festivals, right? What do people eat on Thanksgiving Day?
S1: Turkeys.
T: What do we eat on Spring Festival?
S2: Dumplings.
T: Great. Boys and girl, do you know some other food?
S1: Eggs.
S2: Bread, oranges.
T: Very good. Please look at the food.
(Show them a picture, in which the food is classified like the form on page 55, and then teach them the new words:
vegetable, hamburger, a bowl of rice . After showing these new words, teach them to read and remember these words which will appear in the lesson.)
T: Do you like these food?
S: Yes.
T: The food look very good, so I am a little hungry. ( with the gesture, let the students know the meaning of this word and write it on the blackboard) I want some fish. I like fish very much, and fish is my favourite food. But I don’t like chicken. I hate chicken.
(Write these two new words on the Bb and lead them to read.)
2. While-task
1) Presentation
T: Please look at the form on page 55, Tom, I like fish, what food do you like?
S: Hamburgs.
T: Do you love it?
S: Yes, I eat it every day.
T: Do you like rice?
S: No, I don’t
T: Thanks. You don’t like rice. So you dislike rice. Boys and girls, we know Tom’s favourite food , but how about your favourite food?
2) Practice
T: Please work in pairs and fill in the form.
(Give them 3 minutes to do it, then ask some of them to act it out )
3. Post-task
1) Presentation
T: Boys and girl, look at him. He is my friend, Jack. He is very …
(Show them a picture of a fat man.)
S: Fat.
T: Yes. Can you guess which food he loves?
S: Hamburgers.
T: You’re very clever. He loves hamburgers very much, and eats it every day.
Do you think he is a healthy person? (with gesture teach these two new words)
S: No.
T: Why?
S: He eats too much.
T: Yes. And he never does sports, he never exercises. (write this word on the Bb)
But he wants to be fit like him. (Show another picture of a very healthy and strong man)
Can you help him?
S: He can’t eat too much.
S2: He can run every day.
T: Yes, he can exercise. What can he eat?
S1: Vegetables.
S2: Rice.
T: Great. He needs a healthy diet. ( Write the two new words on the Bb and teach them to read.)
With the help of diet, he will have energy. (write it on the Bb and tell them the meaning of it in English.)
2) Comic strip
T: Now, boys and girls, listen to the tape and answer these two questions.
(Show the questions on the screen.)
1. What time is it?
2. Does Eddie often exercise?
(Ask the Ss to answer the questions.)
T: Now, please open your books, turn to page 54. Read after the tape.
(After reading after the tape, let them read by themselves in roles.)
S: …
3) Practice
T: Now, work in pairs to act it out.
(Give them 3 minutes to prepare it, then ask some pairs to act it out. )
Homework
1) Copy the new words.
2) Write five sentences about your family like this:
My father loves/likes…. My mother ….
3) Get ready for Reading on page 56.
Unit 4 Food
Period 2: Reading
Study Tasks:
1. Practice the technique of skimming for overall comprehension and scanning for details
2. Master the usages of : lifestyle, before, diet, energy, exercise, fast food, healthy, important, seldom, tired, top
3. Know how to keep healthy by doing exercise and have a suitable diet every day
Topic: Unit 4 What's your favourite food?
Contents: Reading(I) in Unit 4
Important points: the technique to skimming for overall comprehension and scanning for details
Difficult points: 1. the relationship between diet and overall health
2. the teachique to skimming for overall comprehension and scanning for details
Teaching procedures:
Pre-task 1) Revision
Help the students revise “What is your favourite food?” and the answers:“ My favourite food is... I like ... I love...” by making dialogues like this:
S1: What’s your favourite food?
S2: My favourite food is rice and chicken. What about you?
S1: My favourite food is fish and rice.
2) Lead-in
1. T: Show some pictures of playing basketball/football/tennis/volleyball... pictures of running/jumping/swimming/dancing... to the class with the questions:
T: S1, do you exercise at school?
S1: Yes, I do.
T: What exercise do you like?
S1: I like basketball/football/running...
2. T: Ask the whole class to discuss. “Why do we exercise every day?” (Write the sentence on the blackboard and explain. Give them 2minutes to discuss.)
Ss:...
3. (Have some students to report.)
T: To exercise is very good for our health. But food is also important for our health. What do you eat every day?
S1: I eat rice, apples, oranges, meat... every day.
T: What's your favourite food?
S2: I eat bread, milk, pork, bananas...every day.
Task circle 1) Listen and answer. (Kitty)
Let the Ss look at some questions about Kitty before they listen to the tape.
1. How often does Kitty dance?
2. Where did Kitty get her energy?
3. Why did Kitty change her diet?
Then ask the Ss to answer the questions.
2) Read and complete B2 (Kitty)
Ask the Ss to read Reading A by themselves. When they read, they’d better underline the new words. Then the teacher will get them to guess the meaning and explain. Then ask the Ss to complete B2 (Kitty) according to the text.
3) Read and answer. (Daniel)
Let the Ss look at some questions about Daniel before they read the text.
1. How often does Daniel swim?
2. Why did Kitty change her diet?
3. What does Daniel usually have for breakfast?
Then ask them to read the text to find the answers.
4) Complete B2 (Daniel)
Ask the Ss to complete B2 according to the text (Reading B).
5) Listen and repeat (Daniel)
Ask the Ss to listen to the tape and repeat after the tape sentence by sentence.
Read the passages in corals.
Post task 1) Do B1
Ask the Ss to do B1. Let them match the words on the left with the meaning on the right. Then check the answers: 1 dancer e , 2 energy f , 3 healthy d , 4 diet h , 5 seldom a , 6 top b , 7 lifestyle c , 8 exercise g
2) Complete C2
Tell students to do C2 individually, then ask them to check their answers with a partner. Refer back to the text if there are any disagreements.
Task 10: Discussion
T: Boys and girls, what do you learn from the text?
S2: I learn a lot from the text. I think it’s very important to have a healthy diet and a good lifestyle.
S3: I liked hamburgers a lot. But from now on, I will not eat them any more.
S4: I seldom exercised before. I decide to exercise every day.
T: Now if you are healthy, please tell us your diet and lifestyle. If you are not healthy, please tell us your old diet and lifestyle and your plans for your new diet and lifestyle.
Homework:
1. Write a short passage about your healthy diet and lifestyle or your plans for your new diet and lifestyle. (If some Ss think it hard, the teacher can give them some key words for help.)
2. Recite the text (Reading A & B).
牛津7AU4reading教案2
Task:1,To practise the technique of scanning ofr details
2,To know the relationship between diet and overall health
3,To master the usages of the following expressions and words
want to do, for two days,It's important for ...,be good for,eat ...for,not...any more,a
top student,like doing,on the internet,exercise,twice a week,dancer,fast food
4,To finish a class test
Topic:What we eat and how we live
Contents:Reading part in Unit 4
Important points:1,the usages of the expressions and words
2,the technique of scanning for detail
Difficult points:the relationship between diet and overall health
the teachique to scanning for detail
Blackboard design:
What we eat and how we live
Every day,I dance for two hours. It's important for a dancer to be healthy.I know that sweet snacks are not good for me. I always eat an apple for breakfast. I don't eat sweet snacks any more. I am...a top student I like studying. ...on the inernet. After class. I exercise every day for about 30 minutes. I swim twice a week. I always have a healthy meal for dinner.I don't eat fast food any more.
Teaching procedures:
Task One:Show the task for this class (Let the students know they study task):Omission
Task Two:Practise the skill for scanning for the details
1,Give the students papers
2,(The students)Try to read the passage fill the missing words
The girl's name is ______.She is ______ years old.She wants to be a _____.She often dances for _____ _____every day.Before she _____ate fruit and ______.She liked sweet______.Now she often eats_____for breakfast.She doesn't eat ______ _____between meals.
The boy's name is ______.He is a _____student at school.He like ______computer games.He often _____with his friends on the _____.Before he often ate ______for lunch.He wanted to ______basketball but he couldn't run______.So he _____for about half an hour a day.
Task Three:A discussion about food and life styles
1,Show a piece of videos (一段关于胖孩子录像)
2,A discussion
Task Four:Ability test
1,Give the papers
2,Use the expressions to fill in the blank for three hours,want to do,It's important for...,not...any more,eat.for,be good for,like doing...
Jack is an English boy.He ______a football player(足球运动员）He ______football very much.He plays football _______every day.He says playing football ______his health.Before he seldom played football because he couldn't run fast.He often ______meat _____his three meals.He got very fat...
Task Five:Practice
Help the students to master the usages of the expressions
First :T:English S:Chinese Then T:Chinese S:English
1， T:I want to be a dancer.
S：我想成为一名舞蹈者。（教师可帮助学生理解意思）
T：She/He/Miss Li/They/The boy want/wants to be a /an/teacher /singer/dancer/engineer/farmer/....
S:她/他/李小姐/他们......想成为......
T: 我/你/他/我们/你们/她们/王先生 ......想成为一名医生/教师/工人......
S:I/you/he/we/you/Mr Wang want/wants to be a/an ......
2，T:I dance for two hours very day.
S:我每天跳舞两小时。（教师可帮助学生理解意思）
T：Theboy/girl/man/teachers/women....run(s)/swim(s)/walk(s)/fish(es)/work(s)...for two/three/two and half/hours/thirty/twenty/ten/minutes...every day.
S:那个男孩/女孩/男人/教师们/妇女们......每天跑步 ......两/三/两个半时......
T：我/我的朋友们/他的爸爸/孩了们每天读书一小时，每天看电视三十分钟.....
S: I/My friends/His father.....read for one hour/watch TV for 30 minutes......
3,T:It's important for a dancer to be healthy.
S:对一个跳舞者来说，保持健康很重要。（教师可帮助学生理解意思）
T：It's important for you/them/the boy/the old man/...to walk/ swim/to do exercise/get up early .....every day.
S:对你/他们/那个男孩/老人......来说，每天散步/游泳/做锻练......非常重要。
T:对我们/你们/他们/平平/杰克......来说，每天读英语/ 每天听录音/散步/打篮球/喝点水/吃点蔬菜......很重要。
S: It's important for us/you/them/Pingping/Jack to read English /listen to the tape/walk/play basketball/eat some vegetables....
4,T:I know that sweet snacks are not good for me.
S:我知道甜点心对我没有好处。（可帮助学生理解）
T：Too much/many meat/sugar/ exercise/sleep/candies...is /are not good for the boy/girl/me/him....
S:吃太多的肉/糖/睡眠太多......对那个男孩......没有好处。......
Task Six:Class Practice
一、Fill in the blanks according to the passage
The girl's name is ______.She is ______ years old.She wants to be a _____.She often dances for _____ _____every day.Before she _____ate fruit and ______.She liked sweet______.Now she often eats_____for breakfast.She doesn't eat ______ _____between meals.
The boy's name is ______.He is a _____student at school.He like ______computer games.He often _____with his friends on the _____.Before he often ate ______for lunch.He wanted to ______basketball but he couldn't run______.So he _____for about half an hour a day.
二、Fill in the blanks with the expressions given
Simon is my friend. He wants ____ ____a basketball player.He knows ____ _____for him to run fast. So he runs ____ ____ ____in the morning every day.Before he didn't like running ____ ____.He often _____much chicken and meat ______his supper and he was very fat.His mother told him that too fat ______not _____ _____him. But now,Simon seldom eats chicken and meat.And he gets up early and do exercise every day.
三、Put the following into English
1，他们每天要打一个小时的网球。(for...)
2，明明想成为一个歌唱家。(want to be)
3，对你来说，每天吃一些水果很重要。(It's important...)
4，李先生每个月看两次电影。(twice)
5，读书（reading) 你每个人都有好处。(be good for)
6，汤姆早餐吃一个鸡蛋、一杯牛奶和一些面包。(eat...for)
Task Seven:Homework and exercise
1,Recite the passage
2,Finish the exercise in the book.
3,Class test 三
A Design for Vocabulary of Unit 4 (period 4 )
Teaching Content: Vocabulary of Unit 4 ( F W E 7A
Teaching Aims: 1. To recognize names of different foods
2. To use adjectives to describe different tastes
Teaching Difficulty: Spelling of the names of the foods
Teaching Importance: To recognize the names of the different foods
Teaching Tools: foods, pictures, a piece of cloth, papers
Teaching Procedure:
I. Greetings and giving the aims of this lesson.
T: Hello, boys and girls. Today we are going to recognize different food and their tastes.
II. Pre-task activity
1. T: Boys and girls, look at my desk. I bring some kinds of food here today. Let’s see who has the best memory. I’ll give you two minutes to look through the food. Then, I’ll cover the food. Who says the most names of the food, who’ll be the winner. And I’ll give him or her the food as a prize.
(Use some foods to make the students interested and excited.)
2. T: Now, boys and girls, look at these pictures. There are many kinds of food on the pictures. Let’s see what are their names. Now, follow me.
(Display the pictures of food with the words underneath them in large and clear letters. Use them to teach the new words. This makes the learning interesting and easy.)
III. Task cycle
Task1. Rearrange the letters of some food.
Boys and girls, let’s come to Part A on P59. Please help Millie rearrange the letters to find out the names of food. After you finish the answers, please put up your hand. Let me see who’ll be the first five students.
(get two students to write their answers on the blackboard and check the answers with the whole class. If your class is a stronger one you can choose other words for food and jumble the letters of each word. Ask for volunteers to write some of these words on blackboard. Work out the answers as a class activity.)
Task 2. Find how the food tastes.
Wow, look at me. It’s so sour/sweet/spicy/salty.
(Use some pictures of different kinds of food with strong tastes. Mime the words “sour” and “spicy”. Explain these meanings further with pictures.)
Now, boys and girls, let’s come to Part B. How well do you know the different tastes? Look at the pictures, write the correct words under the pictures.
(Ask students to do this task on their own. Compare answers with their partner.)
Task 3.List the names of food, then complete the figure.
Now, look at the figure. Please work in pairs, try to write down the names of food and their tastes. The more, the better.
Food Taste
( Get some students to report orally. )
There is another figure here. Please work in groups of four to complete the following figure .
Taste Food
Sweet
Sour
Salty
Spicy
IV. Post task
Please tell me how many names of food do you list. The more, the better.
(Students report the results to the whole class.)
Well done! Now, let’s see which group finds the most food. That’s the winner of this lesson.(Give some food as prizes.)
V. Homework
Make a survey. Go to the supermarket to find more food and their tastes.
Period 5
Grammar (Part A Adverbs of frequency)
Teaching contents:
the adverbs of frequency
Objectives:
To recognize and use the adverbs of frequency
Teaching Aids:
A computer, a projector
Teaching methods:
直观教学法、任务型教学
Teaching procedures:
Pre-task: 1) Presentation
T: Kate, what’s your favourite sport?
S1: My favourite sport is dancing.
T: So you can say, “I always dance.” Lucy, what sport do you love?
S2: I love swimming.
T: So you can say, “I usually swim.” Jack, do you like playing football?
S3: Yes, I do.
T: So you can say, “I often play football. I don’t like swimming, but swimming is good for my health. So I sometimes go swimming. Lily, do you like playing badminton?
S4: No, I don’t like it. I play it twice a week.
T: So you can say, “I seldom play badminton.” Tom, do you like playing football?
S5: No, I hate it. I will not play it.
T: So you can say, “I never play football.”
2): Tell the Ss the adverbs of frequency
Show the Ss a diagram to tell the adverbs of frequency. (用柱状图表示)
Main task: 1) Ask and answer
T: Tom, how often do you go roller skating? (show a picture of roller skating)
S1: I sometimes play badminton.
Repeat with other adverbs of frequency.
Then the teacher can encourage the students to ask the teacher some questions.
S1: How often do you swim?
T: I often swim.
2): Do Part A1
T: Boys and girls, do you want to know how often our friends exercise?
Ss: Yes.
Then ask the Ss to open their English books to complete the sentences in Part A1. First, let the students work individually. Then ask them to check their answers in pairs. At last, check for the correct use of adverbs as a class activity.
Pre-task: 1) Presentation
Show some kinds of food for lunch and dinner. (one picture for one kind of food)
T: What’s this?
Ss: It’s ice cream.
T: Lucy, how often do you eat ice cream?
S1: Sometimes.
T: And what’re they?
Ss: They’re noodles.
T: Tom, how often do you eat noodles?
S2: I usually eat them.
T: Now let’s see how many times Millie’s classmates eat these kinds of food for lunch and dinner in a week.
Show the table. Then let the Ss ask and answer questions according to the table.
S1: How many times do the boys eat chicken?
S2: They eat it twice a week.
Main task: Do Part A3
Ask the Ss to complete the sentences in Part A3. Then check the answers.
Post- task: Work in pairs and act it out
Ask the Ss to make dialogues about how often they exercise and how often they eat these kinds of food. Then let them act it out.
Homework:
Ask them to write a short passage to tell how often they themselves and their partners exercise and eat these kinds of food.
Period 6 (Grammar 2)
Teaching contents: 1 To recognize and use countable and uncountable nouns.
2 To recognize and use the indefinite articles to talk about things that are countable.
3 Make the students can use the form of a + … + of.
Teaching aims: 1 Make the students grasp the knowledge.
2 Train the abilities of listening, reading, speaking and writing and the studying skills of the students.
3 Make the students cooperate more in class.
Teaching important and difficult points:
1 To recognize and use countable and uncountable nouns.
2 To recognize and use the indefinite articles to talk about things that are countable.
3 Make the students can use the form of a + … + of.
Teaching aids: pictures, real objects and multi-media computer
Teaching steps：
Step 1 Presentation
T: Boys and girls, good morning. First, please look at the screen.
Show a picture of an apple.
T: What’s this?
S: It’s an apple.
T: (show a picture of a glass) What’s this?
S: It’s a glass.
T: Good. What’s this? (show a picture of a piano)
S: It’s a piano.
T: What are these? (show a picture of mangoes)
S: They are mangoes.
Use pictures to teach story, glass, piano, mango, shelf, carrot, tomato, pot, pancake and potato. At the same time, teach the singular and plural forms of these new words. They are stories, glasses, pianos, mangoes, shelves, carrots, tomatoes, pots, pancakes and potatoes.
Show a picture of a Christmas card with wishes on it.
T: You see, it’s a Christmas card. What should we write on it?
S: Merry Christmas!
T: Yes, and it’s a wish. For example, Happy New Year! It’s a wish, too. Any other examples?
S: Happy Teachers’ Day.
T: Good. These nouns are something we can count. So we call them countable nouns. And only countable nouns have plural forms.
Step 2 Conclusion
Conclude the rules that how to form the plural form of most countable nouns. We add ‘-s’ to the singular form. However, there are some exceptions.
Most nouns + s
Nouns ending in a consonant +y -y + ies
Nouns ending in s, sh, ch or x + es
Nouns ending in o + s or + es
Nouns ending in f or fe -f or fe + ves
Step 3 Presentation
T: We saw some pictures of countable nouns. Now let’s see some pictures of another kind of nouns. (show a picture of bread)
Look, what’s this? It’s bread.
T: What is it? (show a picture of water)
S: It’s water.
T: And what’s this? (show a picture of tea)
S: It’s tea.
Use pictures to teach tea, soup and salt.
T: You see, these are something we cannot count. So we call them uncountable nouns.
Step 4 Practice
Do B1 on Page 62.
Check answers and then do B2. Read Millie and her mother’s conversation and write the underline nouns in the correct column of the table.
Then check the answers.
Step 5 Presentation
Show the students a picture of a cup of tea.
T: Now please look at the screen. What’s this?
Ss: It’s tea.
T: Yes, it is. And it’s a cup of tea. We can not say a tea, but a cup of tea. We can use nouns in front of uncountable nouns to show their amounts. Let’s see some other examples.
Show pictures of a glass of milk, a bowl of rice, a packet of salt one by one. Ask the students to read these phrases.
Then show a picture of meat. Teach kilo and a kilo meat.
Then show a picture of two or three glasses of milk. Teach the plural forms of these phrases.
two bowls of rice three cups of tea four kilos of meat
five packets of salt Students read these phrases together.
Conclusion: a … of + uncountable nouns
Show some other pictures. e.g. a bag of apples a box of eggs
two baskets of bananas
T: We can also use nouns in front of uncountable and countable nouns to show their amounts.
Step 6 Practice
Translate some phrases.
1 五杯茶 2 两袋牛奶
3 一碗米饭 4 三袋盐
5 一盒鸡蛋 6 四公斤芒果
Step 7 Exercises
Do the exercise on Page 63, in the kitchen. Read the conversation and fill in the blanks with a or an.
Then check the answers.
Get students read the dialogue together.
T: Pay attention. In this sentence “It takes half _______ hour to cook.” we should put ‘an’ in the blank.
T: We use ‘a’ or ‘an’ before a singular countable noun. If the noun starts with a vowel sound, we use ‘an’. And in the word hour, the letter ‘h’ is silent and it starts with a vowel sound, so we use ‘an’.
T: Let’s see how many letters we can put ‘an’ before them. Please think it over.
Then check answers.
The letters are A, E, F, H, I, L, M, N, O, R, S, X.
Step 8 Production
T: We’ll have a party. We don’t have enough food or drinks. So we should go shopping. Please work in pairs and make up a new dialogue about shopping.
Choose several pairs to perform their dialogues in class.
Homework
Write down the dialogue discussed above.
Period 7
A Design for Intergrated skills of Unit Four
Teaching Content:Integrated skills (Part A)
Teaching Aims:Develop four skills by way of talking about “How to keep fit”.
Teaching Tools:recorder,slides,etc.
Teaching Procedure:
I.Greetings and giving the aim of this lesson:
T:Hello,boys and girls. Today we’re going to talk about “How to keep fit”,then please finish the questionnair on Page64. （Explain“ fit”）
II.Pre-task activity:
At the beginning,show some funny pictures to arouse students’ interest in different lifestyles ,food and health issues.
T: Now, please look at this form, it is Wang Ling’s lifestyle, please talk about it, do you think it is a good lifestyle?
exercise Play computer games Eat fruit and vegetables Watch TV Eat fast food
never *
seldom *
sometimes *
often *
always *
(The students have a talk)
S: No. It isn’t a good lifestyle.
T: Good Now would you like to tell me your lifestyles ?
S: Yes.
T: OK. Work in groups .I will give you five minutes ,please talk about your own lifestyles, then I will ask some groups to give us your opinions . You can refer to these questions on the screen:
1. How often do you exercise?
2. How long do you sleep every night?
3. How much TV do you watch every day?
4. How often do you eat cakes, biscuits and sweets?
5. How often do you eat fruit and vegetables?
6. How often do you walk to school?
(The students have a talk.)
T: OK. Time is up. Any groups volunteers?
(Some groups give their opinions, the teacher gives some advice, Then have a free talk to teach new words and phrases :“less than”,“more than ”,“biscuits” and “total”.)
III.Task cycle:
Task 1 : Come to the questionnair.
T: Now you are logging onto the Get Fit website and listening to an online interview with one of the club members, Hu Wen. Then please finish the questionnair on P64.
(Explain the instructions and the purpose of a “lifestyle” questionnaire carefully. The students study the questionnair individually. Check for general understanding and confirm the meanings of adverbs of frequency, individually and in pairs.)
Task 2: Finish the questionnair. Play the recording ,ask students to listen for specific information about Hu Wen ’s lifestyle and tick the correct boxes, ask them to check their answers with a partner. Then check answers as a class activity. Give help and explanations if students have problems. Then encourage them to find the information for themselves and complete the last column of the questionnair.
Task3: Report.Ask students to enter Hu Wen’s score and their own score in the table in PartA3.Students analyze the health scores for Hu Wen and themselves. Read out the three categories. Ask students to put up their hands for each category. Count the number of students in each category to see how healthy or unhealthy the class is. (The teacher can ask the students to draw a chart according to the report for class display.)
IV.Post-task activity:
Task1: Interview. Divide the class into pairs. Ask students to read and understand the questions in PartA4 before they interview their partners. Pay attention to intonation. Ask them to drop their voice at the end of the question. Say some sample questions and ask students to repeat them.
Task 2: Report.Ask students to complete the report in Part A5.Use the information obtained from the questions in Part A4.Ask students to put up their reports, together with the class profile for classroom display.
V. Homework :1. Make a survey: What do your friends have for breakfast/lunch/supper?
See how healthy or unhealthy they are . Tell them to how to keep fit.
2.Make a plan for yourself to tell your classmates how you keep fit.
(The students can choose one as their homework)
A Design for Integrated Skills of Unit 4(Period 8)
Teaching Content:Integrated skills ( Part B )
Teaching Aims:1.Develop four skills
2.Introduce and consolidate common intonation patterns with ‘Wh’ questions.
Teaching Tools:recorder, slides etc.
Teaching Procedure:
I. Greetings and giving the aim of this lesson
T: Hello, boys and girls, today we’re going to talk about food and diet, ask and answer questions about likes and dislikes
II. Pre-task activity.
(First say a rhyme :What would you like?
What would you like? I’d like some rice.
What would you like? I’d like some pies.
Sure,they’re very nice. )
T: Good job.OK,here are Peter’s diets,please talk about them,(give some sentence patterns about like and dislike),then tell your partners what you like and dislike.(make the students work in pairs)
Before Now
seldom Fruit and vegetables seldom Fast food
often Snacks, sweets often Fruit and vegetables
always Fast food always Healthier food
(The students have a report , the teacher gives some advice, then have a free talk to teache new words:“feel”,“luck”,“supermarket”,and“ carry.”
III. Task cycle:
Task 1:Know Meiling and Ricky’s diets .Listen to the tape , make the students listen for some details about Meiling and Ricky’ conversation, then ask the students to repeat the dialogue between Meiling and Ricky.(in chorus, in groups, or in pairs)
Task 2:Act out the dialogue. Ask students to work in pairs , then make some pairs to present the dialogue before the class,make sure that students should be able to role-play this conversation with fluency, eye contact and appropriate intonation.
IV.Post-task activity:
Task 1:Make up new dialogues .Ask students to work in pairs and talk about their own diets. for some weaker classes,allow students to write down their conversations before role-playing them. Remind them that they can use Meiling and Ricky’s conversation as a model.. Ask some pairs to present their conversation to the class. After this ,the teacher can give some advice.
Task2:Extension activity. On Page 67 is a calorie and vitamin chart listing some common food items. Set up an activity to encourage students to talk about their own and their classmates’diets without referring to their books, then ask the students to write a short passage about it .If time permitted,the teacher can give some comment on some passages.
Task 3: Introduce common intonation patterns with ′Wh‵questions.
Make the students talk about their lifestyle and diet, make sure they use ‘Wh’ questions.,(give some sentence patterns), tell them to pay attention to the intonation.Explain that we drop our voice at the end of a ‘Wh’ question to indicate that we have finished speaking .Tell them Wh-words include“ what ”“when ”“ why ”“where ” “who ” “how ” “which ”“whom ”and“ whose.”
Task 4. Pratice. Ask students to listen to the questions on the recording, then repeat each question, make them place the downward arrow on the last word of each question ,ask some students to write an answer to each question, make the students practise saying the questions and the answers in pairs, they can add their own Wh questions about food items and use different Wh-words.At last,ask some pairs to come to the front of the classroom and present the conversation.
VII. Homework: Written work: My favourite food.
Period 9 (Main Task)
Teaching contents: To teach the students how to write an article.
Teaching aims:
1 To express factual information about diets and lifestyles in writing.
2 To write an article for a website based on personal information.
3 To read an article to a classmate and check for mistakes.
4 To train the healthy lifestyle of the students.
Teaching important and difficult points:
To teach the students how to write an article.
Teaching aids: pictures, real objects and multi-media computer
Teaching steps:
Greetings and assigning the task
T: Good morning/afternoon, boys and girls. Do you know about Get Fit Club. Get Fit Club is an e-club which introduces healthy styles and helps people to live better and healthier. Millie has joined it. We are going to join it, too. And each member of it must write an article to introduce his/her healthy life style. So in this class each of us will write an article to talk about our life styles.
Warming up
T: In the last several periods, we have already learned and revised many names of food. Now, can you say them as many as possible?...
Food: cakes(1),bread(2),rice(3),meat(4),chicken(1),beef(3),fish(2),noodles(4),
eggs(3) ,potatoes(2),tomatoes(1),hamburgers(4),pizzas(4),carrots(3),
turnips(2) ,vegetables(1) etc.
Fruit: watermelons(4), apples(1), pears(2), bananas (3), oranges(3),
lemons(2), strawberries(4) , mangoes (1), pineapples(2) cherries (3),etc.
Drinks: coke(1), juice(3), water(4), milk(2), tea(3) etc.
Snacks: biscuits(1), chips(4), ice cream(2) etc.
Pre-writing
1) T: Good. You have really known a great deal of words about food. Here is a form. Can you ask and answer the questions and fill the form? After you have finished it, you will have a report.
Name __________________________ Age ____________________________
HealthCondition__________________Hobby/Hobbies____________________
Questions Answers
Do you have breakfast every day? Seldom/every day/never
What do you have for breakfast?
What do you have for lunch?
Do you have snacks?
What do you have for supper?
Do you have sports?
How often do you have sports?
2) T: Look at the information table on page 67 and compare your form with your partners .Do you know how much energy you need every day? Can your diets give you enough energy ?Do you eat too much or take too little exercise ?Learn the calories and vitamins in each portion of the food ,compare the report above and design a healthy diet for yourselves and tell the class about it.
Breakfast: bread, milk, eggs, fruit/noodles with eggs or meat, fruit/
Congee, eggs, meat, fruit etc.
Lunch (dinner): soup, rice, pork, fish, vegetables / soup, rice, chicken,
vegetables, fruit / soup, fish, beef, vegetables, fruit, etc.
Supper: porridge, cakes, vegetables congee, cakes, vegetables/
noodles, vegetables etc.
Snacks: biscuits, juice etc.
Exercise: have a walk every day/jogging/play ball games/do morning exercises, riding, etc.
Report Pattern
Hello, everybody. My name is…. I am…years old. I like….I am strong/a little weak/a bit fat/a little thin/…I will have…for breakfast every day, because …; for lunch I will have….This will give me enough energy to….; Between lunch and dinner /supper ,I will have some snacks, such as….I will have …for supper. I will do enough exercise and I will ….I will be a healthy boy /girl.
Writing
T: Please read Millie’s article for the website (on Page68) and see how Millie design her healthy life style.
T: Millie has written out her plan to keep fit. Now you try it, imitating her writing style, write your own articles for the Get Fit Club.
Tips for your writing
Name: age: sports: health condition:
What to have for breakfast:
What to have for lunch:
What to have for dinner/supper:
What to have between the meals:
some exercise
Writing Sample: Millie’s article on Page 68(omitted)
Post-writing
1) T: OK, you have finished your writing. That’s great. Do you want to share them with the whole class and improve them? Please read your articles to the class. We will help you to correct your mistakes and make your articles better. Who will read the article first?
…
…
….
2) T: In this class, we have finished our articles for the Get Fit Club. Each of us has done a good job. Now here is your homework:
Homework
Read, beautify, print, display your articles and post to the Get Fit Club (Website-Fit@sina.com)
Help your parents to design their healthy diets and write them out.
Finish the exercises on page 60 and page 61, workbook.
Period 10
Teaching Contents:
1. Checkout
2. Exercises
Teaching focus:
Self-assessment for students to find out how much they have learned in this unit.
Teaching difficulties:
1. to write the key vocabulary
2. the usage of the simple present tense
Teaching Aims:
1. Knowledge objectives(知识目标):
1) To revise the use of adverbs of frequency and the names of common food items
2) To revise key vocabulary
3) To review the simple present tense
2. Ability objectives(能力目标):
To help the students build the ability of self-study and self-assessment
3. Emotion objectives(情感目标):
To help the students have a healthy lifestyle and live a healthy life
Teaching Methods:
Listening, speaking, reading and writing
Teaching Procedures:
1. Pre-task
1) Greetings.
2) Free talk
T: Hello, boys and girls! How are you today?
Ss: I’m fine. Thank you. And you?
T: I’m OK now. But I didn’t feel well yesterday. I went to see the doctor. The doctor said, “There’s nothing serious. You’d better exercise more and have more healthy food, such as vegetables, fruits.” Do you often exercise, boys and girls?
Ss: Yes. (Some Ss may say “No”.)
T (to a boy): Do you often exercise?
S1: Yes.
T: What kind of exercise, basketball or football?
S1: …
T (to a girl): What about you?
S2: No, I don’t exercise.
T: Why not?
S2: Because I have no time. I have to do a lot of homework.
T: Oh, you have a lot of homework to do. But I think you must exercise often to be strong, to have a healthy body. If not, you will feel ill and have to stay in bed or go to see the doctor, then you will not be able to come to school and you will fall behind others.
The doctor told me to eat more vegetables and fruits. Can you tell me any names of fruits?
S3: …
S4: …
T: Good! Thank you! Now I must eat more apples, bananas and vegetables and exercise more. By the way, what food do you often have?
S5: …
S6: …
T: Good! Boys and girls, do you know Amy? What food does Amy often eat, do you know?
2. Task circle
1) Do Part A
T: Please open your books at p69. Let’s look at Part A. How often does Amy eat these different kinds of food? Look at the chart below and write a few sentences. (Two minutes)
(Two minutes later, ask some students to speak out their sentences.)
T: Now, boys and girls, how often do you eat these different kinds of food in the picture? First, do you often eat fish? …
… …
2) Do Part B
Now, let’s look at Part B. You are now a member of the Get Fit Club too. Complete this week’s crossword puzzle. You can read these sentences first, they will help you find the right words.
(Ask some Ss to tell their answers.
1. Eating good food and doing exercise help you stay healthy.
2. A kind of fast food. (hamburger)
3. Many Chinese eat it every day. (rice)
4. They grow on trees. They can be red or green. (apples)
5. This fruit is yellow and it tastes sour. (lemon)
6. You need this drink to live. (water)
7. They swim. (fish) )
3. Post task
Now boys and girls, please add your scores. Let’s see who gets the most score. He or she will be the winner of this lesson.
4. Homework:
1. Make a survey to find how often your classmates eat some certain kinds of food. Write down a few sentences according to Part A on p.69. You should use “ sometimes, never, usually, always, often, seldom”.
2. Preview Unit 5.
篇16：Unit 2 Travelling教案 (译林牛津版英语八年级)
Unit 2 Travelling
Comic ＆Welcome to the unit
By Wu Zhiqin (Jiangzhuang Secondary School)
Teaching goals
● To introduce well-known attractions in foreign cities and popular places of interest
● To activate general knowledge about the world and identify activities which people do on holiday
● To start students thinking about different places in the world
Difficulties
To introduce well-known foreign cities and popular tourist attractions
Teaching procedures
Step 1 Lead-in
Lead-in topic using some pictures
Step 2 Presenting
1. Activity1: Talk about the pictures .Try to answer the three questions:
1)What’s the name of it?
2) Which country and which city is it in?
3) If you go there , what do you want to do there?
Activity 2 : Match the pictures with their names.
2. Work in pairs to talk about each of the photos.
Use the conversation between Daniel and Millie’s on page 25 as a model. You may expand the model conversation to include things you know and want to do yourselves.
3. Doing exercise1:
Step3 Presenting
1. Listen and answer:
Where is Eddie going?
Does Hobo want to go too?
What does Hobo want to bring?
Will Eddie have a happy? Why or why not ?
2. Read the dialogues (completion between)
3. Act out the dialogues
4. Doing exercises2
Step4 Production
Try to be a guide using the pictures
Step5 Homework
1. Finish excise1 and exercise 3 on Wb
2. Write down your words as the guide
Exercises
一．Match the places of interest on the left with the country on the right
( ) 1. the Great Wall ( ) A. Japan
( ) 2.the Leaning Tower of Pisa ( ) B .the USA
( ) 3.the Little Mermaid ( ) C. the UK
( ) 4.the Statue of Liberty ( ) D China
( ) 5.the Tower Bridge ( ) E. Italy
( ) 6.the Eiffel Tower ( ) F Denmark
( ) 7.the Opera House ( ) G .Australia
( ) 8. Mount Fuji ( ) H. France
二．Complete the following sentences
这本书肯定有趣。
This book ______________________.
让我带你出去吃晚饭。
Let me________________.
儿童节对你来说不是假期了。
Children’s Day________________.
富士山是日本的象征。
Mount Fuji is________________________________.
我去旅行时喜欢拍许多照片。
I like _____________________________when I __________________________.
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