【导语】以下是小编为大家准备的译林牛津 8A Unit 6 短语、重点句子和书面表达(译林牛津版八年级英语上册教学案例)（共18篇），希望对大家有帮助。
篇1：译林牛津 8A Unit 6 短语、重点句子和书面表达(译林牛津版八年级英语上册教学案例)
1 be all wet 湿透了
2 half an hour later 半小时后
3 mop sth up / mop up sth 把某物拖干净
4 natural disasters 自然灾害
5 bad weather 坏天气
6 lose the game 输了比赛
7 thousands of people 成千上万的人们
8 a car accident 一起车祸
9 crash into 撞到……上
10 wash sth away / wash away sth 把……冲走
11 fall （down） from 从……摔下来
12 start a big fire 引起一场大火
13 a big storm 一场大暴雨
14 thunder and lightning 雷电
15 an earthquake survivor’s home page
一位地震幸存者的主页
16 survive the earthquake 在地震中幸存下来
17 at first 起先
18 feel a slight shaking 感到一阵轻微的震动
19 hear a big noise like thunder
听到像雷一样的一阵巨响
20 look at each other in fear 惊恐地互相看看
21 like bombs under the ground
像地下的炸弹爆炸一样
22 run in all directions 向四面八方逃跑
23 run out of the shopping center
跑出购物中心
24 run out to the street 向外跑到街上
25 run wildly 疯狂地奔跑
26 pieces of glass 玻璃碎片
27 fall down 摔下来
28 come down 倒下
29 calm down 安静下来
30 be trapped 陷入困境
31 say to oneself 自言自语
32 a moment of fear 片刻的恐惧
33 shout /scream for help 大声喊救命
34 stay alive 活着/ 活下来
35 a packet of chocolate 一袋巧克力
36 hear shouts from excited people
听到激动人群的叫喊声
37 in a great hurry （to do sth ）
极为匆忙地（做某事）
38 hurry to do sth 匆忙做某事
39 move sth away / move away sth
把……搬走（代词放于中间）
40 see the bright daylight 看到明亮的阳光
41 the noise of thunder 雷声
42 sound like 听起来像……
43 （be） around 7 7摄氏度左右
44 drop a little 下降一点
45 become / get worse 变得更糟
46 drop to -5 降到零下5摄氏度
47 be sunny / cloudy /foggy / frosty / stormy
晴朗的/多云的/有雾的/有霜的/暴风雨的天气
48 read some guidebooks 阅读一些指南书
49 on the side of the road 在路边
50 break down 损坏
51 What a terrible snowstorm !
多么可怕的一场暴雪呀！
52 play with snow 玩雪
53 get some snow from the ground 从地面上取雪
54 make a snowball 滚雪球
55 make a snowman 堆雪人
56 fall over 绊倒
57 last long 持续长久
58 an accident report 一份事故报告
59 cover……with 用……覆盖……
60 be covered with 被……覆盖
61 call the 110 hotline 打110热线
62 be serious 严重的
something serious 一些严重的事
63 time of arrival 到达的时间
64 conditions of victims 受害者的情况
65 read a newspaper article about a car accident
阅读一篇有关一起车祸的报刊文章
66 a heavy storm with thunder and lightning 一阵大风暴伴随着雷电声
57 catch/ cause fire 引起火灾
68 be （badly） hurt （严重）受伤
69 cause natural disasters 引发自然灾害
70 lose our umbrella in the wind
在风中丢了我们的雨伞
71 remove the snow 除雪
72 look out of the window 朝窗外看
73 hear the noise of traffic 听到车辆的声音
74 weather report 天气报告
75 typhoon signal number 台风信号
76 snowstorm warning 风雪警报
77 roll up trousers 卷起裤子
78 get worse 变得更糟
79 help people get out from under all the stones and bricks 帮助人们从石推和砖块下出来
79 give out food and clean drinking water to the local people 给当地的人们分发食物和净水
80 continue to fall around us 继续在我们周围落下
81 continue to do sth 继续做某事
1 I was sleeping when it started to rain .
当开始下雨时，我在睡觉
2 Who’s going to mop all the water up if you don’t come with me ? 要是你不跟我来，谁来把水拖干呢？
3 The earthquake in Taiwan killed thousands of people . 台湾地震致使数千人死亡
4 A car accident killed three men .
一起车祸致使3人死亡
5 A coach crashed into a tree last night .
一辆大巴昨晚撞上一棵树
6 A flood washed the village away .
一场洪水冲毁村庄
7 Lightening started a big fire in a house .
闪电引起了一间房屋燃起了大火
8 A young boy fell from a tree and hurt his legs .
一位小男孩从树上跌下，弄伤了腿
9 A big storm killed 20 people .
一场暴雨致使20人死亡
10 At first ,I felt a slight shaking through my body .
起初，我感到全身一阵轻微的摇晃
11 People in the shopping center looked at each other in fear . 购物中心的人们惊恐地看着对方
12 People were running wildly while pieces of glass and bricks were falling down .
玻璃碎片和砖块落下的同时，人们疯狂地奔跑着
13 I could not believe it was over .
我不能相信一切都结束了
14 I could not see anything at all . 我根本看不到东西
15 I did not know if anyone was around me .
我不知道我周围是否有人
16 A moment of fear went through my mind but I told myself to calm down since I was still alive .
我的脑中掠过一阵恐惧，但我告诉自己要镇定下来，因为我仍然还活着
17 I was trying to find my way out when I suddenly heard some noise above me .
当我听到我上方有些声音的时候，我正在找出口
18 I heard shouts from excited people .
我听到了激动的人群的叫喊声
19 They were in a great hurry to move away the bricks and stones . 人们迫不及待地移开砖块和石头
20 He survived the earthquake in .
他在的地震中幸存下来了
21 It sounded like bombs under the ground .
听起来就像地下的炸弹在爆炸
22 What’s the weather like today ?=How is the weather today ? 今天天气怎么样？
23 The temperature will be around 7 .
气温将在7度左右
24 The temperature is going to drop a little .
气温将要下降一点
25 The weather won’t be too bad . 天气将不算太坏
26 The temperature will be lower . 气温将更低
27 The weather will become worse on Friday .
周五的天气将更糟
28 The temperature will drop to -5 .
气温将降到零下5度
29 I saw you and your parents standing on the side of the road . 我看到你和你的父母站在路边
30 Why didn’t your father drive you to school as usual ? 为什么你的父亲不像往常一样开车送你去上学？
31 His car broke down because of the cold weather .
因为天冷，他的车坏了
32 While Daniel was making a snowball , he fell over . 在丹尼尔滚雪球的时候，他绊倒了
33 Suzy was making a snowman while kitty was standing beside her .苏珊在堆雪人，凯蒂站在她的边上
34 A snowstorm hit the city early this morning .
今天清早，一场暴雪袭击了这个城市
35 During the snowstorm , the 110 hotline received a call from Mr Su .
在暴雪期间，110热线接到了孙先生的来电
36 The snow was really heavy by then .
那时雪真的很大
37 This morning I read a newspaper article about a car accident . 今天早晨我阅读了一篇一起车祸的报道
38 His car crashed into a tree while he was driving in the snowstorm .
他在暴雪中驾车时车子撞到了一棵树上
39 Did you hear about the fire at a school in Britain last week ?
你听说到上周英国的一所学校着火的事了吗？
40 There was a heavy storm with thunder and lightning .伴随着雷电，下起了一场大暴雨
41 Her school caught fire because lightning hit it .
她的学校着火是因为闪电击中它
42 As it was a holiday , no one was at school .
由于是假期，没有人在校
43 Bad weather sometimes causes natural disasters .
坏天气有时会引起自然灾害
44 The fireman put out the fire soon .It didn’t last long .消防队员很快扑灭了火，没有持续很久
45 Snow continued to fall around us
.雪继续在我们周围降下来
46 Suddenly a strong wind came from behind .
突然一股强风从背后吹过来
47 We lost our umbrella in the wind and I nearly fell over . 我们在风中丢了雨伞，我差一点摔倒
48 I heard the noise of traffic the next morning .
第二天早晨我听到了车辆的声音
49 I looked out of the window and saw that people were working hard to remove the snow .
我朝窗外看，看到人们在奋力除雪
50 The video shows the terrible situation after the earthquake . 光碟上播放出了地震后的可怕的场景
51 Soldiers were helping people get out from under all the stones and bricks .
战士们正在帮助人们从所有的石块和砖块下出来
52 Some social workers were looking after the people in need while others were giving out food and clean drinking water to the local people .
一些社会工作者们正在照料需要帮助的人，同时另外的人正在给当地居民分发食物和干净的饮用水
书面表达
Accident report form
Accident Their house was on fire .
Weather conditions There was a lightnig
Date of call March 8
Time of call 8.30a.m.
Name of caller Jim
Place on Nanjing Road
No. of victims three
Conditions of victims Jim and his mother were Ok
His fater’s left hand was hurt .
Action Policemen arrived at 8.35a.m.
Sent the victims to hospital at 8.40a.m.
Jim called the 110 hotline at at 8.30 a.m. on March .Their house was on fire on Nanjing Road because there was a lightning . He and his parents were trapped in the house . He and his mother were OK . But his father’s left hand was hurt . The policemen arrived at 8.35 a.m. and sent them to hospital at once .
篇2：译林牛津版8A Unit 5 短语、重点句子和书面表达(译林牛津版八年级英语上册教学案例)
Unit 5词组
1、 go birdwatching去观鸟
2、 at the market在市场
3、roast chicken烤鸡
4 Beijing Duck 北京烤鸭
5 learn more about birds in the wetlands
更多得了解湿地的鸟类
6 encourage sb to do sth 鼓励某人做某事
7 get more information 获取更多的信息
8、fly to northern countries飞往北方国家
9 long-pointed wings 尖长的翅膀
10 long-winged birds 长翅膀的鸟
11 web-footed animals 有蹼足的动物
12 forked tails 剪刀似的尾巴
13 a long thin neck 细长的脖子
14 brownish feathers 略带棕色的羽毛
15 colourful feathers 鲜艳的羽毛
16 hooked beaks 带勾的喙
17、nature reserves自然保护区
18、in north-east China在中国东北
19 one of the world’s most important wetlands 世界上最重要的湿地之一
20 provide food and shelter for wildlife
为野生动植物提供食物和栖息地
21 provide food and shelter for wildlife
为野生生物提供食物和栖息地
22 provide sth for sb = provide sb with sth
为某人提供某物
23 an ideal home 理想家园
24 live comfortably 住得舒适
25 all year round 全年
26 an important living area 重要的生活区
27、stay there for a short stay=go there for a short stay
短暂停留
28、catch fish for food捕鱼为食
29、rare red-crowned cranes稀有的丹顶鹤
30 change the wetlands to ……把湿地改成……
31 change……to do sth 改换……来做某事
32 make space for ……为……留出位置
33 have enough living space 有足够的生活空间
34、the Chinese government中国政府
35、count birds/ do a bird coun t数鸟
36 protect these endangered birds
保护这些濒危灭绝的鸟类
37 less and less living space 越来越少的生活空间
38 a lot of tourists 许多游客
39 study the different kinds of birds
研究不同种类的鸟
40 the changes in their numbers 他们数量上的变化
41do something to help the birds 为保护鸟做些事
42、understand the importance of the wetlands
懂得保护湿地的重要性
43、be in danger处于危险当中
44 members of ……的成员
a member of ……的一位成员
45 do something for the birds 为鸟类做些事
46 in a dangerous state 处于危险状态
47 show good/bad manners to others
对别人有/（没）礼貌
48 walk a long way 走很长一段路
49 make them actively take action to protect wildlife
使得他们积极采取措施保护野生生物
50 the bus stop outside our school
我们校们外的公共汽车站
51 return to school 返校
52、a large/small number of大量/ 少量
53、keep shops开店
54、in other areas of the world在世界的其他地方
55、a pair of leather shoes一双皮鞋
56、drop litter carelessly随意扔垃圾
57、finish school毕业
58、be quiet安静下来
59、liaten to your talk 听你的演讲
60、make a lot of noise发出很多噪音，吵闹
61、during the birdwatching在观鸟期间
62、a report on Zhanglong关于扎龙的报告
63、prevent the flood防洪
64、for example例如
65、have an area of 120,000 hectares
覆盖1公顷的面积
66、an application form申请表
67、interests and hobbies兴趣和爱好
68、become a member of成为……成员
69、can’t wait for 等不及
can’t wait to do sth迫不及待地做某事
70 take the bus back 乘车返回
71sing nicely 唱得好听
72 speak softly 说得轻
73greet us politely 有礼貌地向我们问候
74make sure 务必，一定，确保
75 frighten the birds 吓着鸟
76 during the watch 在观察期间
77 other smaller birds 别的更小的鸟类
78 World Wetlands Day 世界湿地日
79the home of plants ， animals and birds
动植物和鸟类的家园
80 on that day 在那天
81 call sb on +（电话号码）
按……电话号码给某人打电话
82 e-mail sb at + 电子信箱
给某人发电子邮件到……信箱
83 prevent sb from sth / doing sth
阻止某人某事/ 阻止某人做某事
84 go to the wetlands photo show 去参加湿地相片展
85a big white bird with a long thin neck
一只长着细长脖子的大白鸟
86 World Wetlands Day 世界湿地日
87、watch the birds closely近距离观鸟
88 come to club activities 来参加俱乐部的活动
1 I am going birdwatching at the market .
我将到市场上去观鸟
2 What do you know about birds ?
你对鸟了解些什么？
3 Which bird do you like best ？你最喜欢那种鸟
4 The area provides food and shelter for wildlife .
这个地区为野生生物提供食物和栖息地
5 Many birds live comfortably in Zhalong Nature Reserve all year round .
许多鸟全年舒服地生活在扎龙保护区
6 Zhalong Nature Reserve is an important living area for the rare red-crowned cranes .
扎龙保护区是稀有丹顶鹤的重要生活区
7 Some people want to change the wetlands to make more space for farms and buildings .
有些人想改变湿地，为农田和大厦留出更多的空间
8 This means there will be less and less space for wildlife .
这意味着野生生物的空间越来越少
9 More and more birds are in danger because they do not have enough living space .
越来越多的鸟处于危险中，因为他们没有足够的生存空间
10 The Chinese government wants to protect these endangered birds .
中国政府想保护这些濒危灭绝的鸟
11 This year, members of our Birdwatching Club are going to study the different kinds of birds in Zhalong and the changes in their numbers .
今年，我们观鸟俱乐部的成员将研究扎龙地区不同种类的鸟以及在他们数量上的变化
12 Many people do not understand the importance of the wetlands .
许多人不了解湿地的重要性
13 We hope this information will help them understand and make them actively take action to protect wildlife .
我们希望这个信息将会帮助他们了解并且使得他们积极采取措施保护野生生物
14 When you go birdwatching , you sometimes have to walk a long way .
当你去观鸟时，你有时得走很长的一段路
15 If you leave litter there ,you will be unwelcome . 如果你把垃圾留在那儿，你将会不受欢迎
16 I found the article on wildlife interesting .
我发觉关于野生生物的文章是有趣的
17 First walk to your birdwatching place quietly .
首先轻轻地走到你的观鸟地点
18 You must talk very softly during the watch .
观鸟期间你必需说话要轻
19 It is important for you to write your reports clearly .
对于你来说，把你的报告写得清楚些是很重要的
20 Zhalong is the home of a lot of plants and animals , including different kinds of birds .
扎龙是许多动植物的家园，包括不同种类的鸟
21 There’s an interesting bird show as well .
也有有趣的鸟展
22 I will be very happy if I can became a member of your club .
如果我能成为你们俱乐部的成员，我将很高兴
23 Are you going to the wetlands photo show next week ？
下周你将去参加湿地相片展吗
24 They simply can’t wait for the show next week .
他们简直等不及下周的展览了
请帮助Sandy给观鸟俱乐部写一封信，要求加入俱乐部。包括以下要点：
1．我想成为观鸟俱乐部的一员。
2．我是八年级的学生，我对足球很感兴趣，我最喜欢的科目是科学和地理。
3．我热爱鸟类，热爱大自然。
4．每个星期天上午9点到10点可以参加俱乐部的活动。
5．联系方式：Tel: 0519-7088888.
Dear Sir or madam,
I listened to your report on birds yesterday . I would like to become a member of the Birdwatching Club . I a student in Grade 8 . I am interested in football . My favourite lessons are science and geography . I love birds and the nature as well . I can come to club activities from 9 a.m. to 10 a.m. . I’ll be very happy if I can be a member of your club . You can call me on 0519-7088888 .
Yours sincerely,
Sandy
篇3：（牛津译林版）初二英语8A Unit 1 Friends
一.教学内容：
8A Unit 1 Friends
Welcome to the unit Reading Vocabulary Grammar(1)
二. 需要掌握的词汇
nothing bowl honest secret joy problem teenager
magazine good-looking musical slim generous willing ready
seat singer wonderful almost poor eyesight smart sense
humour bored unhappy joke fit knock advertisement
true vote thin square handsome cheerful than
height competition test
三. 重点与难点
1. make+宾语 + 宾语补足语， 类似的动词还有find , keep等。
What makes you so sad?
We found the film very interesting.
Keep your dog on a lead.
make sb. do sth.
Don’t make him work ten hours a day.
The glasses make him look smart.
2. share sth. with sb.与某人分享某物
We always share our troubles and joys with each other.
He shares a bedroom with his twin brother.
3. be willing to do sth 愿意做某事
He is willing to stay with us for the holiday.
Many people are willing to live in the country today.
4. help sb. with sth./ help sb (to) do sth.帮助某人做…
Can you help me with my lessons?
I often help mum do some cleaning.
5. because of 后面接名词、代词或动词的ing形式，because 后面接原因状语从句。
They didn’t visit the Great Wall because of the bad weather.
He didn’t catch the train because of getting up late.
=He didn’t catch the train because he got up late.
She went to bed very late because of too much homework.
=She went to bed very late because she had too much homework.
6. have a sense of humour/time/duty/beauty……有幽默/时间/责任/美感
Our teacher has a sense of humour, and often makes us laugh.
He is often late, and he has no sense of time.
7. think of 想到
What do you think of the magazine?
Please think of some words to describe your pet.
He thinks of others more than himself.
The washing machine is so old that they are thinking of buying a new one.
8. say a bad word about sb.说某人坏话
It’s not polite to say a bad word about someone behind him.
He never says a bad word about anyone.
9. keep a secret保密
Nobody else knows it. Keep it a secret.
10. knock over 撞倒
He knocked over the cup on the table.
A bus knocked him over when he crossed the road.
11. in need 需要
People in poor areas are in great need of money.
We ought to help those in need.
四. 语法
形容词的原形、比较级和最高级
形容词用于形容或修饰名词或代词，对名词或代词加以说明或限制，表示人或物的性质或特征等。形容词有两种基本用法：
放在be 等连系动词后作表语，如：She is very careful. They look smart.
放在所修饰的名词前作定语，如：It is a beautiful school.
形容词比较级和最高级的构成
形容词原形 比较级 最高级
规则情况 + er +est
以e 结尾的 +r +st
以辅音字母+结尾的 去y +ier 去y +iest
以一个元音加辅音结尾的 双写辅音字母+er 双写辅音字母+est
部分双音节和多音节 前面+more 前面+most
不规则情况
例如：
clean-cleaner-cleanest short-shorter-shortest
wide-wider-widest large-larger-largest
easy-easier-easiest heavy-heavier-heaviest
hot-hotter-hottest thin-thinner-thinnest
cheerful-more cheerful-most cheerful
important-more important-most important
不规则情况
many/much-more-most good/well-better-best
bad-worse-worst far-farther-farthest
little-less-least
形容词比较级用于两者之间的比较，如：
He is faster than my friend.
Kate is more careful than Jim.
形容词最高级用于三者或三者以上的比较， 如：
I am the shortest of all.
This MP3 is the most expensive in the shop.
在使用形容词最高级时，要在其前面加定冠词the。
【典型例题】
用形容词的适当形式填空
1. Of the five pens, this one is _______ (cheap).
2. That question is much_______(easy) than that one.
3. Tim is growing _______ and _______(tall).
4. Hainan is the second_______(large) island in China.
5. This bike is ______(new) of the two.
6. He is _______(good) at English than any other student in his class.
That is to say he is _________(good).
7. You are late again. You must come ________(early) next time.
答案：
1. the cheapest 2. easier 3. taller ; taller 4. largest 5. the newer
6. better, the best 7. earlier
【模拟试题】（答题时间：30分钟）
一、词组翻译
1. 保密 2. 一个诚实的孩子
3. 分享快乐 4. 愿意做…
5. 周游世界 6. 长大
7. 说某人坏话 8. 视力差
9. 有幽默感 10. 撞倒
11. 投票选最好的朋友 12. 直的披肩发
13. 给需要的人让座 14. 对…慷慨
二、写出下列形容词的比较级和最高级
late friendly bad early interesting
high often far cold much good
三、选择题
1. Lesson Two is _____ than Lesson Three.
A. more easier B. very easier C. much easy D. much easier
2. How did you become _________ in English?
A. interested B. interesting C. interest D. interests
3. She felt _______ that day.
A. happily B. happy C. to be happily D. to be happy
4. Have you got ______ to tell us?
A. new something B. new nothing C. anything new D. nothing new
5. The lessons in Unit 1 are_____ than ______ in Unit 2.
A. long , that B. longer, those C. longer, them D. long, it
四、完成句子
1. 他愿意与好朋友分享所有东西。
He ______ _______ _______ _______ all the things _____ his good friends.
2. 长大后他想周游世界。
He wants to ______ _______ the world when he ______ ______.
3. 因为电脑工作太多，他的视力不好。
He has ______ ______ _______ _______ too much computer work.
4. 我认为她的手表比我的贵。
I think his watch is ________ _______ _______ _______.
5. 他的叔叔是我们村里最富的。
His uncle is ______ ______ in our _______.
【试题答案】
一、1. keep a secret 2. an honest child
3. share one’s joy 4. be willing to do
5. travel around the world 6. grow up
7. say a bad word about sb. 8. have poor eyesight
9. have a sense of humour 10. knock over
11. vote for the best friend 12. straight and shoulder-length hair
13. give seats to people in need 14. be generous to
二、later-latest more friendly-most friendly worse-worst earlier-earliest more interesting- most interesting higher-highest more often-most often farther-farthest colder-coldest more-most better-best
三、D A B C B
四、1. is willing to share with 2. travel around grows up
3. poor eyesight because of 4. more expensive than mine
5. the richest village
【
篇4：8B 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5：8A Unit4 Welcome to the unit 导学案(译林牛津版英语八年级)
【自主学习】
Preview the words & expressions from P58 to P59 & P63.
1. Try to write down and read the following words.
野生的__________ 海豚 __________熊_____________ 美味的_____________
袋鼠 ________ 松鼠___________狐狸___________ 昆虫_______________
狼（复数）______ 蛇_____________斑马_____________大熊猫_____________
2. Try to translate the following expressions.
看起来美味_______最喜欢的野生动物__________ 北极熊___________________
树叶_____________竹笋和竹叶________________ 更小的动物_______________
3. Complete Part A on P59.
4. Try to write down more wild animals (we don’t mention above) you know. (If necessary, you can look up your dictionary).
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
【课堂导学】
Task1 Listening, reading and acting
1. Listen to the tape of the comic strip and try to answer the questions.
Who has food? __________________________________________________
Is Eddie willing to share his food? _____________________________________________
2. Listen to the tape again and repeat.
3. Work in pairs and read the dialogue.
4. Act out the dialogue in the front. Show out yourself！
5. To find out the main and difficult points in the conversation, discuss and find out the answers.
Task2 A guessing game
Choose the wild animal you like best and least and then complete the table. Then play a guessing game with your friends.
picture of the animal its appearance:…
its food: …
I like it best because …
Chinese name: English name:
Task3 Speak up
1. Talk about the wild animal you like best and least with your partner and complete Part B1on P59.
Model: A: Which animal do you like best?A: Which animal do you like least?
B: I like giant pandas best. B: I like tigers least.
A: Why？A: Why?
B: Because they are lovely. B: Because they are dangerous.
Task4 Writing
Make a report about the animal you like best and write it down.
_____________________________________________________________________
____________________________________________________________________
_____________________________________________________________________
Task5 Discussion
Discuss with your partner --Many wild animals are in danger. Some wild animals are becoming fewer and fewer! Why? What can we do with the problems?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
【课后巩固】
一、根据首字母和中文提示写单词。
1. There are many w______ animals in the forest.
2. K_______ live in Australia. They can jump very far.
3. I think w______ are more dangerous than tigers because they work as a team but tigers don’t.
4. I need a cat in my house because there are so many m_______ in it and I’m afraid of them.
5. How _______(美味) the fish is！Do you want to have some?
6. I don’t think _______(狐狸) are cleverer than us.
7.The ________（海豚）show attract many visitors.
8.Can you guess what the ________(松鼠) likes to eat?
二、Millie 周末很想出去玩，她要求妈妈带她去商场，可是妈妈不答应，于是她和妈妈展开了一场争执，你来帮她说出她的心里话吧。
____1___(play) more computer games if I ____2___ (stay) at home.
If I ____3___(play) more computer games, I____4___（not do）my homework. My teacher____5___(be) angry if I ____6____(not do) my homework.If my teacher ___7____(be) angry, she ____8___(scold) me.
I___9____(cry) if she ____10____(scold) me.So Mum, please take me to the shopping center this weekend.
篇6：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 __________________________.
篇7：8a 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8：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9：（牛津译林版）初二英语8A Unit 1 Friends Grammar（2）
Integrated skill Study skill Main task Check out
需要掌握的词汇
dangerous cycling camping skiing diving outdoor activity popular solve
editor social future become famous agree reader nervous uncomfortable
lunchtime advice smiling general appearance pleasant
ability wear climbing correctly
重点与难点
1. as+adj.+ as 和……一样……
This book is as interesting as that one.
You are as careful as your sister.
not as/ so + adj. + as 不如…，不及…
He is not as/ so clever as his friend.
Their picture is not as / so beautiful as mine.
2. try/do one’s best to do sth.尽力做某事
She tried her best to catch up with her classmates.
I tried my best to pass the exam.
3. agree with sb. 同意某人（的观点、意见等）
agree to sth. 同意某事（如：决定、计划等）
agree to do sth. 同意做某事
Do you agree with me to walk home?
His plan sounds great. I agree to it.
I agree to stay at home to look after my sister.
4. advice 建议， 是不可数名词，“一个建议”为： a piece of advice give advice on sth. 提……的建议
He gave us some advice on how to solve the problem.
5. I think +宾语从句 ，如果从句为否定句，否定词通常放在主句中。
I think he is the best of the three.
I don’t think he is right.
6. have problems with … 有……问题
He is unhappy because he has some problems with his new school.
Do you have any problems with your work?
have problems （in） doing sth.做某事有困难
The boys have problems （in） winning the football game.
7. famous 著名的 be famous for因……而出名
Suzhou is famous for silk.
He is famous for his paintings
be famous as 以……出名
Betty is famous as a pianist.
8. bore v. 使厌烦 bored adj.无聊的，厌烦的boring adj.令人厌烦的
I get bored with my job, so I decide to leave the company.
This is such a boring job that I am not willing to do it.
类似的词还有
surprise 使惊讶surprised感到惊讶的surprising 令人惊讶的
excite excited exciting frighten frightened frightening
interest interested interesting
9. one of …… ……之一
Shanghai is one of the biggest cities in the world.
This is one of the most interesting books.
【典型例题】
根据中文提示，用正确形式填空
1. She is ________（苗条） than Joan.
2. He has nothing to do today. He feels _______（无聊）.
3. This song is one of ________（最受欢迎） songs this year.
4. Her shoes are a little small, so she feels ______（不舒服）.
5. I like to tell him everything because he can keep ________（秘密）.
6. My teacher is very helpful, she gave us a lot of _______（建议）.
7. Jim has _______（少） books than Tom.
8. ______（喝） too much soft drink is bad for your ______（健康）
答案：
1. slimmer 2. bored 3. the most popular 4. uncomfortable
5. secrets 6. advice 7. fewer 8. Having/ Drinking health
【模拟试题】（答题时间：30分钟）
一、词组翻译
1. 同意某人
2. 户外运动
3. 尽力解决问题
4. 在将来
5. 希望成为一名有名的社会工作者
6. 最好的朋友之一
7. 与某人共事
8. 给我们讲笑话
9. 面带微笑
10. 作文竞赛
二、选择题
1. Jack doesn’t run ________ Simon.
A. as quick as B. so quick as C. as quickly as D. so faster as
2. ---______ do you want to have? ---Nothing.
A. What other B. What else C. Else what D. Other what
3. We _____ you a good luck in the new term.
A. hope B. wish C. like D. want
4. He stayed at home on Sunday ______ the heavy rain.
A. because B. since C. as D. because of
5. I’m going to my aunt’s house to help my aunt ______ the dinner party.
A. be ready for B. getting ready for
C. get ready for D. get ready
6. China is larger than _______ in Asia.
A. any country B. any other country
C. other country D. another country
7. The question is _____ more difficult than that one.
A. much B. many C. very D. quite
8. The students have problems ______ the top of the mountain.
A. in getting to B. with C. get to D. arriving
三、同义句转换
1. Mr. Wu is the tallest in our school.
Mr. Wu is _____ _____ ______ ______ teacher in our school.
2. There are no other things in the fridge.
There _____ ______ ______ in the fridge.
3. He wears glasses because his eyesight is bad.
He wears glasses because he ______ ______ ______.
4. I liked beef better than fish.
I ______ beef ______ fish.
5. Kate’s pet is two years old, so is Kitty’s.
Kate’s pet is ______ ______ _____ Kitty’s.
四、阅读理解
Valentine’s Day is on February 14th every year. For this day, people send valentines to their loved ones. Valentine’s Day is a special（特殊）time to tell how much you care about a person.
Many people send candy in hearted-shaped（“心”状的）boxes to people they love. Flowers are also presents that people send on Valentine’s Day. Valentine cards with words are often used by many people.
Can you guess who gets the greatest number of Valentine cards in the United States each year? Is it mother or father, sister or brother? Is it uncle or aunt? Is it the special friend? No, it isn’t !
Mothers get a lot of cards, but school teachers get the most each year. Do you know who sends the most? Children do. Children send five times as many cards on February 14th as adults（成年人）do.
（ ）1. Valentine’s Day __________.
A. comes once a year B. is on February 4th
C. comes twice a year D. is on the first day of spring
（ ）2. We can know from the passage that Valentines refer to（涉及）______.
A. mothers and fathers B. cards, flowers, candy and so on
C. teachers and students D. uncles and aunts
（ ）3. Teachers get the most valentines because ________.
A. they send the most
B. students have too much money
C. so many students love their teachers
D. the valentines are made only for them
（ ）4. Which of the following is true?
A. Flowers are the best present for Valentine’s Day.
B. All valentines are read and white.
C. Adults never get cards on Valentine’s Day.
D. Adults send fewer cards than children do.
（ ）5. This passage is mainly about __________.
A. candy and flower
B. parents and children
C. valentines and their receivers（接收者）
D. the teachers in the United States
【试题答案】
一、1. agree with sb. 2. outdoor activity 3. try one’s best to solve the problem
4. in the future 5. hope to be a famous social worker
6. one of the best friends 7. work with sb.
8. tell us jokes 9. wear a smile on one’s face
10. writing competition
二、C B B D C B A A
三、1. taller than any other 2. is nothing else 3. has poor eyesight
4. preferred to 5. as old as
四、A B C D C
篇10：初二英语语法句子结构 教学案例(译林牛津版英语八年级)
一、主语(subject): 句子说明的人或事物。
The sun rises in the east. (名词)
He likes dancing. (代词)
Twenty years is a short time in history.(数词)
Seeing is believing. (动名词)
To see is to believe. (不定式)
What he needs is a book. (主语从句)
It is very clear that the elephant is round and tall like a tree.
(It形式主语，主语从句是真正主语)
二、谓语(predicate):说明主语的动作、状态和特征
We study English.
He is asleep.
三、表语(predicative):系动词之后的成分，表示主语的性质、状态和特征。
He is a teacher. (名词)
Seventy-four! You don’t look it. (代词)
Five and five is ten. (数词)
He is asleep. (形容词)
His father is in. (副词)
The picture is on the wall. (介词短语)
My watch is gone / missing / lost. (形容词化的分词)
To wear a flower is to say “I’m poor, I can’t buy a ring. ” (不定式)
The question is whether they will come. (表语从句)
常见的系动词有: be, sound(听起来)， look(看起来)， feel(摸起来)，smell(闻起来)，
taste(尝、吃起来)， remain(保持，仍是)， feel(感觉) ….
It sounds a good idea.
The sound sounds strange.
Her voice sounds sweet.
Tom looks thin.
The food smells delicious.
The food tastes good.
The door remains open.
Now I feel tired.
三、宾语：
1)动作的承受者--动宾
I like China. (名词)
He hates you. (代词)
How many do you need? We need two. (数词)
We should help the old and the poor.
I enjoy working with you. (动名词)
I hope to see you again. (不定式)
Did you write down what he said? (宾语从句)
2)介词后的名词、代词和动名词--介宾
Are you afraid of the snake?
Under the snow, there are many rocks.
3) 双宾语--间宾(指人)和直宾(指物)
He gave me a book yesterday.
Give the poor man some money.
四、宾补：对宾语的补充，全称为宾语补足语。
We elected him monitor. (名词)
We all think it a pity that she didn’t come here. (名)
We will make them happy. (形容词)
We found nobody in. (副词)
Please make yourself at home. (介词短语)
Don’t let him do that. (省to不定式)
His father advised him to teach the lazy boy a lesson. (带to不定式)
Don’t keep the lights burning. (现在分词)
I’ll have my bike repaired. (过去分词)
五、主补：对主语的补充。
He was elected monitor.
She was found singing in the next room.
He was advised to teach the lazy boy a lesson.
六、定语：修饰或限制名词或代词的词、词组或句子。
Yan ling is a chemistry teacher.(名词)
He is our friend. (代词)
We belong to the third world. (数词)
He was advised to teach the lazy boy a lesson.(形容词)
The man over there is my old friend.(副词)
The woman with a baby in her arms is my sister. (介词)
The boys playing football are in Cla2. (现在分词)
The trees planted last year are growing well now. (过去分词)
I have an idea to do it well. (不定式)
You should do everything that I do. (定语从句)
七、状语：用来修饰v., adj., adv., or 句子。表示时间、地点、原因、目的、结果、程度、条件、方式和让步。
(以下例句按上述顺序排列) I will go there tomorrow.
The meeting will be held in the meeting room.
The meat went bad because of the hot weather.
He studies hard to learn English well.
He didn’t study hard so that he failed in the exam.
I like some of you very much.
If you study hard, you will pass exam.
He goes to school by bike.
Though he is young, he can do it well.
1简单句、并列句、复合句
根据语法形式，即句子的结构，英语的句子可分为简单句、并列句和复合句。
1简单句
句型：主语+谓语
只包含一个主谓结构，而句子的各个结构都只由单词或短语表示。
They are playing baseball in the garden.
他们正在公园里打棒球。
Her brother and sister both are teachers.
她的哥哥和姐姐都是老师。
2并列句
句型：简单句+并列连词+简单句
(常见的并列连词有and，but，or)
并列句是由两个或两个以上的简单句连接而成。并列句中的各简单句意义同等重要，相互之间没有从属关系，是平行并列的关系。它们之间用连词连结。
My friend was at home， and we talked for along time.
我的朋友在家，我们谈了好长时间。
Her father is a doc** and her mother is a teacher.
她父亲是个医生，她母亲是个老师。
I liked the s**y very much but Li Ming wasn't interested in it.
我非常喜欢这个故事，可是李明却对它不感兴趣。
Hurry up，or you'll be late.
快点，否则你就会迟到的。
3 复合句
句型：主句+连词+从句;或连词+从句+主句(包含一个主句、一个或一个以上的从句，或只包含一个从句，但有两个或两个以上的主句的句子叫复合句。)
基本句型 五： S V O C (主+谓+宾+宾补) 此句型的句子的共同特点是：动词虽然是及物动词，但是只跟一个宾语还不能表达完整的意思，必须加上一个补充成分来补足宾语，才能使意思完整。 宾语补足语：位于宾语之后对宾语作出说明的成分。宾语与其补足语有逻辑上的主谓关系，它们一起构成复合宾语。 名词/代词宾格 + 名词The war made him a soldier. 名词/代词宾格 + 形容词New methods make the job easy. 名词/代词宾格 + 介词短语I often find him at work. 名词/代词宾格 + 动词不定式The teacher ask the students to close the windows. 名词/代词宾格 + 分词 I saw a cat running across the road. S │V(及物)│ O(宾语) │ C(宾补) 1. They │appointed │him │manager. 2. They │painted │the door │green. 3. This │set │them │thinking. 4. They │found │the house │deserted. 5. What │makes │him │think so? 6. We │saw │him │out. 7. He │asked │me │to come back soon. 8. I │saw │them │getting on the bus.
S V O (主+谓+宾)
此句型句子的共同特点是：谓语动词都具有实义，都是主语产生的动作，但不能表达完整的意思，必须跟有一个宾语，即动作的承受者，才能使意思完整。
这类动词叫做及物动词。宾语位于及物动词之后，一般同主语构成一样，不同的是构成宾语的代词必须是代词宾格，如：me，him，them等 S│V及物动词│O
1. Who │knows │the answer?
2. She │smiled │her thanks.
3. He │has refused │to help them.
4. He │enjoys │reading.
5. They │ate │what was left over.
6. He │said │“Good morning.”
7. I │want │to have a cup of tea.
8. He │admits │that he was mistaken
： S V O C (主+谓+宾+宾补) 此句型的句子的共同特点是：动词虽然是及物动词，但是只跟一个宾语还不能表达完整的意思，必须加上一个补充成分来补足宾语，才能使意思完整。 宾语补足语：位于宾语之后对宾语作出说明的成分。宾语与其补足语有逻辑上的主谓关系，它们一起构成复合宾语。 名词/代词宾格 + 名词The war made him a soldier. 名词/代词宾格 + 形容词New methods make the job easy. 名词/代词宾格 + 介词短语I often find him at work. 名词/代词宾格 + 动词不定式The teacher ask the students to close the windows. 名词/代词宾格 + 分词 I saw a cat running across the road. S │V(及物)│ O(宾语) │ C(宾补) 1. They │appointed │him │manager. 2. They │painted │the door │green. 3. This │set │them │thinking. 4. They │found │the house │deserted. 5. What │makes │him │think so? 6. We │saw │him │out. 7. He │asked │me │to come back soon. 8. I │saw │them │getting on the bus.
S V o O (主+谓+间宾+直宾)
有些及物动词可以有两个宾语，如：give给，pass递，bring带，show显示。这两个宾语通常人为间接宾语;物为直接宾语。间接宾语一般位于直接宾语之前。一般的顺序为：动词 + 间接宾语 + 直接宾语。如：Give me a cup of tea,please. 强调间接宾语顺序为：动词 + 直接宾语 +介词+ 间接宾语。
如： Show this house to Mr.Smith. 若直接宾语为人称代词：动词+ 代词直接宾语 +介词+ 间接宾语。
如：Bring it to me,please. S│V及物│o多指人)│O(多指物)
1. She │ordered │herself │a new dress.
2. He │brought │you │a dictionary.
3.She │cooked │her husband │a delicious meal.
4. He │denies │her │nothing.
5. I │showed │him │my pictures.
6. I │gave │my car │a wash.
7. I │told │him │that the bus was late.
8. He │showed │me │how to run the machine.
S V P (主+系+表)
此句型的句子有一个共同的特点：句子谓语动词都不能表达一个完整的意思，必须加上一个表明主语身份或状态的表语构成复合谓语，才能表达完整的意思。这类动词叫做连系动词。系动词分两类：be, look, keep, seem等属一类，表示情况;get, grow, become, turn等属另一类，表示变化。be 本身没有什么意义,只起连系主语和表语的作用。其它系动词仍保持其部分词义。感官动词多可用作联系动词：look well/面色好,sound nice/听起来不错,feel good/感觉好，smell bad/难闻 S │V(是系动词)│ P His face │turned │red. 1. This │is │an English-Chinese dictionary. 2. The dinner │smells │good. 3. He │fell │in love.4. Everything │looks │different.5.He│is growing │tall and strong. 6. The trouble│is │that they are short of money.7. Our well │has gone │dry. There be 结构： There be 表示存在有。这里的there没有实际意义，不可与副词
there那里混淆。此结构后跟名词，表示(存在)有某事物 试比较：There is a boy there.(那儿有一个男孩。)/前一个there无实意，后一个there为副词那里。
篇11：An Earthquake in Sichuan（牛津8A配套教学）(译林牛津版八年级英语上册教案教学设计)
苏州市十六中学 周红兰
【教学课型】复习及写作训练课
【教材分析】
1．教材内容 （牛津初中英语8A Unit 6 8BUnit 5&6）
2．教材处理
8A Unit6讲述了发生地震和暴风雪等自然灾害后当地人们如何从容应对，相互帮助，共渡难关。8B Unit 5&6介绍了一些慈善机构和组织以及它们的职能。笔者对这三个单元进行有机的串联与整和，同时还注重把学生所需要的语言环境和背景知识渗透在整个过程中。重新设计写作任务，要求学生学会写记叙文、说明文、倡议书等，自然承接，深化话题，进而增强学生呼吁他人帮助受灾群众的社会责任感；激发学生的爱国爱民之情；增加对自然灾害的认识和防范。
【教学目标】
1 知识目标
复习并灵活运用所学的描述受灾和呼吁捐助灾区的词汇和句型：
词汇：fire, earthquake, flood, rainstorm, snowstorm, typhoon, sandstorm, donate to, raise … for等
句型：Thank you for…; It’s … for sb to do sth; I’m asking you to …;
I’m wondering if …; I hope that …等
2 能力目标
1）能根据所提供话题和范文写一份倡议书
2）了解和掌握一些在不可预见的自然灾害和人力不可抗拒的重大事故中如何自护和自救的办法。
3 情感和价值观目标
加强生命教育，增强社会责任感，懂得珍惜生命，懂得如何动员社会力量来帮助处于困境中的人们。
【教学重点】
1 复习相关的词组和短语
2 根据文字提供的信息写一篇有关的文章
【教学难点】
1 如何写出语意连贯及结构完整的短文
2 如何把握写作中的时态、语态；语气和情感
【教学过程】
Step 1 Lead in
Read some newspaper headlines and watch some pictures about the earthquake that happened in Sichuan , then talk about the pictures and review the expressions and phrases:
survive the earthquake kill thousands of people feel a shaking through my body
look at each other in fear run in all directions
pieces of glass and bricks fall down begin to come down
be trapped in calm down shout/scream for help
stay alive be in a great hurry move away the bricks and stones
operate on the PLA men soliders/social workers
give out food and clean drinking water volunteers/do some voluntary work
government officials support teams team spirit
be grateful to carry on with send donations to
without meals or sleep with tired bodies group themselves into a team of four
mourn the death of sb have support from businesses
【设计说明】
首先齐声朗读三个单元的Reading部分，然后叫学生找出其中的关键短语和词组，教师板书在黑板上，可叫同学一起拼写。接着展示和观看图片让学生了解5.12地震的惨烈和灾后中国政府和中国人民如何共同抗震救灾，众志成城。教师可以要求学生朗读词组、书写词组和短语、根据板书在黑板上的词组来复述汶川大地震的经过。激发他们的爱国热情，珍惜和尊重生命。同时复习了词组和句型，承接救灾这个话题，提高他们对相关内容的兴趣，同时引出下一步骤。
Step 2 Discuss: 1. What should we do if an earthquake happens to us?
2. What can we do to help the survivors?
【设计说明】
Step1 和Step2是Pre-writing阶段，是语言和内容的输入，输入阶段可以是听一段材料，阅读一篇文章，也可以是让学生看图说话等。教师可以在写作之前组织学生围绕写作的话题展开讨论，让他们能言之有物。在这部分教师可以启发学生讨论如果大地震来临我们如何脱险、如何减少伤害或伤亡。适时地进行“事先预防教育”、“事中处理教育”、“事后化解教育”。让孩子进行自我保护的教育。
Step 3 Teach how to wrote an article and ask them to write one, supposing they are victims, survivors , volunteers, doctors or the reporters in quake zones. And ask them to pay attention to the writing tones, capitalization, usage, punctuation, and spelling.
1) choose the topic
2) choose materials
3) make a list
4) start to write
A terrible earthquake happened in Sichuan. / There was a terrible earthquake in Sichuan.
The houses and buildings fell down and the survivors were homeless.
He lost family members and relatives and he was very sad.
Premier Wen was in a great hurry to the quake zones .
The PLA men hurried to the quake zones.
They were searching for the survivors.
She was trapped in the bricks and stones and the volunteers were trying to save her.
The soldiers were carrying the victims on their backs.
A little baby was saved.
They were having a break.
The doctors were performing an operation.
They were marching across the stones and bricks and carrying the victims.
The chairman of our country was comforting a child without parents.
The nurse was encouraging the girl not to give up hope.
They were supporting each other.
The support team members were mourning the death of a mother and her daughter.
The goods from foreign countries arrived.
A new couple were donating blood.
The children were donating their pocket money.
A beggar was donating money .
All the Chinese people were mourning the loss of more than 7 million of people.
The volunteers were giving out the food and clean drinking water.
The people in quake zones were grateful to the PLA men and the government.
Luckily, we can rebuild a better world.
The social workers were encouraging the children to cheer up.
There was delightful smile on the girl’s face again.
【设计说明】
在while-writing 阶段，教师的主要任务是分解写作任务，创设写作情景，提供必要的词汇或句子结构等方面的帮助。因为本节课的内容是关于抗震救灾的，教师可以从网上下载一些汶川大地震的图片，要求学生根据所看到的内容以及刚复习到的词组给每幅图片配上必要的文字说明。这一部分相对简单一些，只要学生注意每幅图的时态、语态和单、复数就可以了。实际上这一部分的难度就相当于中文翻译成英文。接着要求学生身临其境以各种身份写一篇文章。他们的身份可以是灾区的受害者、记者、解放军战士、志愿者或前往救援的医生、心理医生或社会工作者等。这一部分相对前一部分来说难一些，要求学生注意体裁的选择，内容的组织和安排以及语言的恰当使用等问题。把讨论中和本节课中所复习的词汇和知识要点运用于写作实践，从而在充分的语言输入后实现有效的输出。
Step 4 Discuss & correct their articles
【设计说明】
在Post-writing阶段，教师应先呈现习作的评价标准，分别从content/structure/language usage/ mechanical skills等几方面进行自我修正和评价。接着教师引导学生自我欣赏与相互欣赏，自我修正与相互修正，自我提高与相互提高。作品的第一鉴赏者和评价者应该是作者本人，学生完成写作后，教师应要求自己读一遍，在朗读过程中找出习作的优点和不足。在自我欣赏和修正之后，老师鼓励同桌或学习小组成员之间相互欣赏与修正；最后请几个同学到台上展示自己的作品，或叫相对写作水平较好的同学把他们的习作写在黑板上，让同学们一起修正，老师要注意从欣赏的角度来点评学生的习作，尽量避免叫基础差的同学，要照顾他们的自尊心。这样做的话也可以给基础较差同学提供范文。
【板书设计】
An Earthquake in Sichuan
survive the earthquake kill thousands of people feel a shaking through my body
look at each other in fear run in all directions
pieces of glass and bricks fall down begin to come down
be trapped in calm down shout/scream for help
stay alive be in a great hurry move away the bricks and stones
operate on the PLA men solider workers
give out food and clean drinking water volunteers/do some voluntary work
government officials support teams team spirit
be grateful to carry on with send donations to
without meals or sleep with tired bodies group themselves into a team of four
【教学反思】
这节课是在非常肃穆的氛围下进行的。这节课我首先相当的是生命教育，其实它并不是一个陌生的话题。早在上世纪九十年代中期随着素质教育的概念的提出而被频频提起。但十余年的发展，并没有出现令人欣慰的结果。对生命的尊重是生命教育的基础，必要的危机意识、自护能力是生命教育的核心。教师应抓住契机传授一些灾难到来的一瞬间该如何应对的基本技能。大地震后，关于国家领导人火速赶灾区，救援部队驰援，中国政府对灾难的公开坦然，全国哀悼日所体现的人性关怀，无不激发起学生作为一个中国人的民族自豪感。在英语学科教学过程中，老师应努力渗透思想、道德、品格、情感、价值观等，引入人与自然、人与社会、人与文化、人与自我等方面的内容，引导学生对自然、社会、自我进行深层次的反思，将英语教学从普通知识的教授提升到人文素养的培养。注重寓思想教育于英语教学中。这一节课让学生体会到了生命的尊贵，人与人之间关系的纯洁，让学生体会到奉献的快乐。
复习课的特点是容量大，所以要求老师对教材进行有机的整和。复习不是简单的机械重复，而是问故知新的求知过程。它既是教师帮助学生弥补知识缺陷的一项重要的工作，又是帮助学生梳理知识、融会贯通的大好时机。教师既要善于激活学生已有的语言能力，又要对新旧知识进行有机地串联与整和，使学生每时每刻在课堂上使用所学的知识。书面表达是衡量学生语言输出能力和运用能力的主要手段，它既要学生使用正确的语法、确当的词汇、合理的结构，清楚、连贯地表达意思。教师要精心设计教学的每一个环节，使语言环境和背景知识有序合理地渗透在整个教学过程中，让学生每时每刻都沉浸在语言的氛围中。教师在处理语言知识时，应根据学生的学习特点，有重点、有层次地采用形式多样的机械性的操练和意义性操练进行强化和巩固，为学生进入、运用、演绎所学语言并最终完成一篇习作设计合理递进的台阶。所以我在设计本教案时从复习词组、短语开始，接着看图写句子，最后再写习作。在教学过程经常会有一些无法预见的教学因素和教学情景发生，教师要有效利用生成性教学资源。在上这节课时，一同学说想写一份劝募信，由于没学过这部分内容，所以我抓住机会，教给他们写劝募信的格式、语气等。然后引导学生讨论：这样的信写给谁能收到更多的捐款？为什么？这个环节可以拓展学生的写信对象，既可以是国内人士也可以是国外人士，既可以是团体或组织。由于课堂上时间较紧，只能完成一个初稿，所以我临时决定这节课的课后。
就是完成这封劝募信。这节课保证了老师在课堂上对学生的写作过程进行有效的监督和指导，复习、写作、评改浑然一体，“发展学生综合语言应用能力”真正落到了实处。
世上无难事，只怕有心人。笔者相信如果每个老师都能合理利用教材资源，细心地去设计每一节课，并持之以恒，学生的总体英文水平定能突飞猛进。教学是一门艺术，笔者希望本文是齐放的“百花”中的一朵，为我们的初中英语教学添上一点“颜色”。
【参考文献】
1．许少秋 “高中课型课例交流与研究” 《中小学外语教学》 第5期
2． 石锡伍 “利用教材资源开展写作训练的策略” 《中小学外语教学》 2008第5期
中学一级
篇12：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13：牛津初中英语知识点8年级8A(译林牛津版八年级英语上册教案教学设计)
1. be familiar with
2. be divided into
3. share similar characteristics
4. at times
5. keep secrets
6. forgive sb.for their faults
7. sense of humor
8. She is stubborn at times though.
9. make such a mess
10. come up with new ideas
11. agree with sb.
12. Would you mind doing extra work?
13. would rather do … than do…
14. Blue looks good on you.
15. be in a good mood
16. I’m feeling blue.
17. feel relaxed/stressed
18. a contented feeling
19. cheer sb. up
20. remind sb. of sth.
21. the color of nature
22. physical strength
23. have difficulty making a decision
24. figure out
25. get good marks in tests
26. make phone calls to sb.
27. promize sb. success
28. make an appointment
29. be good for sb./ do good to sb.
30. common problems teenages have
31. achieve a balance between the two
32. focus on
33. stay ou late
34. from time to time
35. offer sb.some suggestions
36. give sb. an idea of
37. Susan prefers her drink hot.
38. Do you want your coffee black?
39. His computer broke down suddenly.
40. be in the wrong order
41. read sth. through
42. solutions to stress
43. deal with
44. be weak in
45. Mr Wu suggested that his students write to their penfriends about the causes of their stress.
46. keep the worries to yourself
47. wish for
48. I’m far too busy to go shooping.
49. a weekly round-up of what is happening in sport.
50. up-to-date information
51. the program covers different sports
52. a bit boring
53. This year’s Beijing Music Awards will be covered live.
54. send text messages
55. win free tickets
56. a horron film
57. A doctor is found dead in his house.
58. get scared
59. take a close look
60. the Asian Tiger in its natural habit
61. win an award
62. refer to
63. put away
64. enter the writing competition
65. the remote control
66. work on the plan
67. It is you who make our story so perfect.
68. Stop daydreaming! Be more realistic!
69. stand by
70. join the film industry
71. put all her effort into ballet training
72. play the lead role in the play
73. shortly after
74. win an Oscar for Best Actress
75. protect the environment
76. remember sb. as
77. devote…to…
78. work closely with UNICEF
79. earn sb. many awards
80. The president presented her with the Medals.
81. pass away
82. rush into the cinema
83. action films
84. fall in love with
85. star in mant films
86. keep doing
87. The person is wanted for murder!
88. He was last seen leaving his office at 7p.m.
89. bleed to death
90. Detective Lu added that the police are checking the scene for fingerprints and other clues.
91. be guilty of
92. be charged with
93. break into
94. computer systems
95. offer a reward of
96. for a short stay
97. the endangered birds
98. the changes in their numbers
99. sort out
100. a radio program on bird
101. email sb. at…
102. mop the floor up
103. A coach crashed into a tree.
104. wash away
105. survive the earthquake
106. happen to sb.
107. look at each other in fear
108. run in all directions
109. run out of
110. calm down
111. A moment of fear went through my mind.
112. stay alive
113. in a great hurry
114. drop to -5
115. make an excuse
116. A snowstorm hit Beijing.
117. can do nothing but do
118. divide…into
篇14：牛津8A Unit 1 Best friends 全套教案(译林牛津版八年级英语上册教案教学设计)
Unit 1 Welcome to the unit (Pp. 2 – 3) Warming up
Objectives
- To revise vocabulary and expressions to describe people
- To guess meaning from context
- To generate ideas about people’s appearance and personalities
- To categorize adjectives to describe important qualities of a friend according to personal preferences
Language focus
Vocabulary
nothing bowl honest secret
joy problems teenager magazine
good-looking musical
Phrases
1. have something to drink
Can I have something to drink?
2. What about …?
What about some milk?
3. some more food
have some more food
4. nothing else
There’s nothing else in the fridge.
5. the pizza in your bowl
6. talk to him / her
talk to him / her when you are sad
7. talk to him / her about …?
talk to him / her about anything
8. have problems
9. Do you believe …?
Do you believe what he / she says?
10. write to us at ‘Teenagers’ magazine
Pre-task activities 1. Brainstorming and free discussion
- Are you hungry now?
- If you are very hungry, what can you do? What are you going to do?
- Do you want to have anything to drink, too? What would you like to drink?
- If you are still hungry, what can you do? (Have some more food.)
- If there’s nothing else in the fridge, what can you do?
During-task activities 2. Listening task
Listen to the conversation between Eddie and Hobo. Can you find out the answers to these questions:
1) ______ is / are hungry.
A. Eddie B. Hobo
C. Eddie and Hobo
2) Hobo wants to share the ______ with Eddie.
A. cake B. milk C. pizza
3. Reading
1) Read the conversation after the tape.
2) Explain the language points briefly.
- Do you want some?
Do you want some cake?
I have a cake.
- Can I Have something to drink?
Is there anything in the fridge?
- What about …?
- Have some more food
Have too much food
Have enough food
- Maybe we can share it.
3) Have my students read the conversation aloud.
4) Have my students act the conversation in pairs.
4. Talking about your best friend
My best friend in my class is ______.
He / She is ______.
(Ask questions according to the sentences given on Page 3.)
honest: Do you believe what he / she says?
Keep secrets: Can you talk to him / her about anything?
Share my joy: Do you talk to him / her when you are happy?
5. Qualities of a good friend (Page 3)
- Have my students finish the exercises by themselves.
- Check the answers in class
6. What are the important qualities of a god friend? Complete the table on Page 3.
Post-task activities Discussion: If you were Eddie, you are hungry, too. Do you want to share your pizza with Hobo? Why or why not?
Unit 1 Best friends (Pp. 4 – 6) Reading
Objectives:
- To guess general meanings from keywords and context
- To skim text for overall meanings and scan for details
- To identify specific information about different people from their friends’ descriptions
- To use adjectives to describe people’s appearance and characteristics
- To recognize the use of comparatives and superlatives
Language focus
Vocabulary
slim generous willing ready
seat singer wonderful almost
poor eyesight smart sense
humour bored unhappy joke
fit knock advertisement shoulder-length
true vote
Phrases
1. as slim as I am
2. for a long time
3. be generous
4. be willing to share things with her friends
5. be ready to help people
6. any time
7. help me with my homework
8. give seats to people
9. in need
10. on the bus 11. want to be a singer
12. travel around the world
13. grow up
14. see each other often
15. have a wonderful friend named Max
16. almost 1.75 metres
17. have poor eyesight
18. because of
19. too much computer work
20. wear small, round glasses 21. make him look smart
22. have a good sense of humour
23. feel bored or unhappy
24. be with me
25. tell funny jokes
26. make me laugh
27. walk fast
28. walk past me
29. knock over our books and pens
30. be so funny
Pre-task activities 1. Who is your best friend in your class? He / she is …
2. classify the words into the following parts:
appearance
personality
ability
future plan
During-task activities 1. Read the passages, find out the key words of each passage.
- Betty is _____________.
- Max is ____________.
- May is _____________.
Betty Max May
Appear. Slim
Short hair Tall, poor eyesight
Glasses – smart Small straight, shoulder – length hair – pretty
Person. Generous
Helpful A good sense of humour A true friend
Special Wants to be a singer funny Kind
2. Choosing the best friend
- Have my students finish the exercises on page 5. Check the answers in pairs.
- Check the answers in class.
3. Detailed study of the passages
- Read the passages one paragraph after another. Ask students questions and help them take down the key phrases. Have my students retell the passages.
- Explain the language points as well.
4. What makes a best friend?
- Have my students finish Part C, on Page 6. Check the answers in pairs.
- Check the answers in class.
Language study 1. as … as …
She is as slim as I am.
She is as tall as I am.
I am as tall as she is.
I run as fast as she does.
She runs as fast as I do.
I drove as quickly as she did.
She drove as quickly as I did.
I am driving as carefully as she is.
She is driving as carefully as I am.
I can run as fast as she can.
She can run as fast as I can.
2. be willing to do sth.
be ready to do sth.
3. want to be …
want to do …
4. I have a wonderful friend named Max.
I have a wonderful friend called Max.
5. … because of too much computer work.
… because he has too much computer work.
6. … and they make him look smart.
they: the glasses
look smart (adj.)
make sb. do sth.
make me laugh
7. I never feel bored or unhappy when he is with me.
feel bored (adj.)
8. … and they do not fit under the school desks.
fit v.
9. … when he walks past the desks, …
pass & past
10. knock over
11. think of …
12. Everyone thinks she is pretty.
13. When something worries me, …
14. say a bad word about anyone.
Exercises:
I want to ______ ______ ______（告诉你关于……的事） my best friend Betty. She is ______ ______ ______（和……一样苗条） I am. She has short hair. We have been best friends ______ ______ ______ ______（一段很长的时间）.
Betty is generous. She is willing to share things ______ her friends. She is also very helpful and is ready to help people any time. She helps me ______ my homework and she always gives seats ______ people ______ need ______ the bus.
Betty ______ ______ ______ ______ ______（想要当一名歌手） and ______ ______ ______ ______（环游世界） when she ______ ______（长大）. We may not get to ______ ______ ______（看见彼此）often but we will always be best friends.
I have a ______ （出色的）friend ______（叫做） Max. He is very tall - ______（几乎） 1.75 metres. However, he has ______ ______ （视力不好） ______ ______ （因为） ______ ______ （太多的） computer work ______ ______ （在夜晚）. He ______ （戴） small, round ______ （眼镜） and they make him ______ ______ （看上去聪明的）.
Max _______________ （富有幽默感）. I never _______________ （觉得厌烦或不开心） when he _______________ （与我在一起）. He _______________ （讲述奇怪的笑话） and always _______________ （使我开怀大笑）.
His legs ______ (be) very long and they ______ (not fit) under the school desks. He can ______ (walk) ______ (fast) but when he ______ (walk) ______ (pass / past) the desks, he often ______ (knock) over our books and pens. He ______ (be) so funny.
I ______ ______ （想到） my good friend May when I read your advertisement. She is small and she has ______ （直直的）, ______ （齐肩发） hair. Everyone ______ （认为） she is pretty.
May is a ______ （忠实的）friend. When something ______ （困饶我）, I can always go to her. I can tell her ______ （任何事情） because she can keep a ______ （秘密）.
She is kind and never ______ (say) a bad word about ______ (someone).
Unit 1 Describing people’s appearance (P. 7) Vocabulary
Objectives:
- To use adjectives to describe people’s physical features
- To use adjectives to describe general appearance of people
- To select and use adjectives that are appropriate to describe the appearance of boys and girls
Language focus:
Vocabulary: thin, square, handsome
Pre-task activities Weekly Quiz 4:
I. Vocabulary (60’)
generous unhappy wonderful
almost advertisement shoulder-length
II. Phrases (24’)
1. travel around the world
2. each other
3. have poor eyesight
4. too much computer work
5. have a good sense of humour
6. tell funny jokes
7. knock over …
8. think of …
III. Sentences (16’)
1. I have a good friend named Max.
2. The teacher makes me do a lot of exercises every day.
3. Everyone calls me Betty.
4. He saw three policemen when he walked past the police station.
5. Be quick! Don’t walk so slowly.
6. She is as slim as I am.
7. She is willing to share things with her friends.
8. She wants to be a singer when she grows up.
9. We didn’t go to the park yesterday because of the heavy rain.
10. I never feel bored when he is with me.
11. Max is my best friend. He is an honest boy.
12. He is a clever boy. = He is smart.
During-task activities 1. Have my students study the new words by themselves: thin, square
2. Daniel is … / Daniel looks …
3. Pattern drills:
What is Daniel like?
What does Daniel look like?
4. Describing the appearance of boys and girls.
Post-task activities General appearance:
slim, thin, fat, strong, tall, short, beautiful, smart, good-looking, handsome, pretty, tidy, clean
Face: long, short, round, square
Eyes: big, small, round, bright, smiling
Nose: long, short, big, small
Hair: black, dark brown, long, short, shoulder-length, straight, ponytail
Unit 1 Grammar (Pp. 8 – 11) Grammar
Objectives:
- To use an adjective before a noun or after a linking verb to describe someone / something
- To use comparatives to compare two people / things
- To use superlatives to compare three or more people / things
Language focus:
Vocabulary: cheerful, than
The comparative and superlative forms of the following adjectives:
Tall, small / nice, fine / pretty, easy / slim, big / beautiful, important / good, bad, etc.
Pre-task activities 1. Write one sentence to describe the appearance of your partner.
2. Write several sentences about the appearance of your partner.
General appearance, face, eyes, nose, hair, etc.
During-task activities 1. Change the sentence forms:
Millie has short hair.
Millie’s hair is short.
2. Comparatives
Have my students study the forms of the comparative forms of adjectives:
Tall, small, nice, easy, big, beautiful, good, bad, etc.
3. Superlatives
Have my students study the forms of the superlative forms of adjectives:
Tall, small, nice, easy, big, beautiful, good, bad, etc.
4. Part B1, on page 9.
5. Part B2, on page 10.
6. Word study:
Outdoor activities: hiking, cycling, camping, skiing, diving
7. Using ‘ (not) as ’ + adjective + ‘as’
She is as slim as I am.
8. Part C1, on page 11.
Post-task activities What do you think about the activities?
Talking about the activities with a partner using ‘(not) as … as’.
Unit 1 My best friend (Pp. 15 – 16) Main task
Objectives:
- To plan ideas for personal writing
- To write a description of the appearance and personality of a friend
- To write for an audience
- To write for a newspaper competition using appropriate register
- To develop an understanding of the structure of the letter: introduction, main body and conclusion
Language focus:
Vocabulary:
Smiling, general, appearance, pleasant, ability, wear
Pre-task activities Task I: Brainstorming and free discussion
Who is your best friend?
… is _________. (Ask my students to give as many words as possible. Classify the words into different groups while writing.)
Face: long, short, round, square
Eyes: big, small, round, bright, smiling
Nose: long, short, big, small
Hair: black, dark brown, long, short, shoulder-length, straight, ponytail, bunches
General appearance: slim, thin, fat, strong, tall, short, beautiful, smart, good-looking, handsome, pretty, tidy, clean
Personality: friendly, kind, polite, happy, honest, helpful, cheerful, pleasant
Abilities: smart, clever, hard-working, musical
During-task activities Task II: John’s best friend
- Do you know who my best friend is? (Show my students the picture of Kate, on page 16.)
- What is she like? What does she look like?
1) General appearance: tall and slim
2) face: square
3) nose: long
4) eyes: bright, smiling
5) hair: black, should-length, long
- What is her personality?
- Look at this picture, what is she doing? (She is helping Daniel with his homework.)
- What is her personality, can you guess? (She is helpful.)
Task III: Listening task
Listen to my speech; tell me my friend’s name, appearance, personality and her future plan.
(Ask my students to take notes while listening.)
Personality: helpful, friendly, kind, happy, cheerful, pleasant
Task IV: Reading task
Read the passage on page 16 and find out Kate’s ability.
She is clever.
Task V: My best friend
1. Read the passage after the tape.
2. Say something about Kate according to the notes the students have taken.
Post-task activities Ask my students to write his / her best friend in class. Ask other students guess who he / she is.
篇15：初三复习课：牛津英语8A Unit 1-3(译林牛津版八年级英语上册教案教学设计)
、Step1. warming up
Some questions: 1.what day is it today?
2.what’s the date today?
3.what’s the weather like today?
4.you have been here for a long time, how do you get on with your classmates?
5.have you make some friends since you came to this school?
6.who is your best friend?
7.can you tell me something about your best friend?
8.say something about your best friend,( appearance, characteristics, future dream),let other students guess who your best friend is.
Step 2 presentation
Unit one Reading
1. Now I know who your best friends are. Can you guess who my best friend is?
Ask some students to guess.
2. my best friend is Betty. Do you know something about Betty? Open your books and turn to page 4,try to find more information about her and the other two students.
3. ask the students to read the whole reading by themselves and try to find some important sentences by themselves.
4. ask some more questions: if you are going to choose one as your best friend, who will you choose and why?
Ask some volunteers to answer the question.
Unit two Reading
1. can you guess where they study? At Beijing Sunshine Secondary School or at Woodland School in England or at Rocky Mountain High School in America? (at Beijing……..)
2. do you still remember life in Woodland School in England and that at Rocky Mountain High School in America?
3. turn to page 20, read the passage together.
4. ask the students: which school life do you like better and why?
Ask some students to answer.
5. what about our own school life? What do you think of our school life?
Some students’ answers: (Part of Grammar)
a. Life in our school is as colourful as that in foreign countries.
b. Life in our school is not as colourful as that in foreign countries.
c. Life in our school is less colourful as that in foreign countries.
d. Life in our school is not so colorful as that in foreign countries.
e. Life in foreign countries is more colorful than that in our school.
Why?
a. we have more subjects that they do.
b. we have less free time than they do.
c. they have fewer subjects than we do.
d. they have more free time than we do.
Unit three Reading
1.we feel very stressed and tired because of so much homework and so many exams. What will you do to relax yourself?
Students’answers: sing songs loudly, listen to music, eat a lot of delicious food.
2.what about a day out? Do you think it’s a good idea? Linda also had a day out. During the day, she visited a lot of interesting places around the world. How did she succeed in doing that? Where did she go? Open your books and turn to page 89. read the text by yourself ant try do find the changes of her feelings.
Feelings:
3.what did she see during the day?
4.what was the best part during the day?
5.if you have a day off, where will you go?
6.if you have a week out, where will you go? Will you go to Beijing? Will you go to Guilin?
Oral book: page 103-104. read the two passages by yourself and try to say something about Beijing and Guilin without books.
Step3.
Homework: write a composition.
A trip to…../ Travelling to……
板书设计：
1.grammar:
a.Life in our school is as colourful as that in foreign countries.
b.Life in our school is not as colourful as that in foreign countries.
c.Life in our school is less colourful as that in foreign countries.
d.Life in our school is not so colorful as that in foreign countries.
e.Life in foreign countries is more colorful than that in our school.
Why?
a.we have more subjects that they do.
b.we have less free time than they do.
c.they have fewer subjects than we do.
d.they have more free time than we do.
2.some important phrases:
keep secrets be willing to do sth. be ready to do sth. share sth. with sb.
have a good sense of humour say a bad word about anyone travel around the world
give me some advice wear a smile on one’s face have a square face
why don’t sb. do sth spend a lot of time doing sth. have a great time doing sth.
have more weeks off in the summertime be different from walk to school
go on a school trip to the same size as keep fit enjoy ourselves take a boar trip
a lot of traffic invite sb. to do sth. feel sick for most of the trip be made of
places of interest teach oneself sth.=learn sth. by oneself take a look at feel the beauty of
at Christmas hope to do decide to do plan to do learn to do go on the trip
篇16：8A Unit 5 Birdwatchers教案(10课时)(译林牛津版八年级英语上册教案教学设计)
8A Unit 5 Birdwatchers 执笔：仲慧梅 蔡君 札记
Welcome to the Unit
Warm-up activities
1 Read the conversation between Eddie and Hobo. Check understanding of ‘birdwatching’.
2 Elicit from Ss what opinions are expressed by Eddie and Hobo.
Ask two more able students to role-play the conversation.
3 Ask more able Ss to name some birds in English.
4 Introduce the overall context of the unit and the main task.
Presentation
1 The purpose of Part A & B is to activate Ss’ideas and generate an interest in birds in the wild. Ask Ss to read the descriptions in Part A and identify the birds.
2 Ask several students which bird they like best and why. Then tell Ss to ask their partners. Encourage Ss to include not only factual details but as many as ideas as possible.
Language points
What are you doing tomorrow?, go birdwatching, at the market, Beijing Ducks, roast chickens, long-winged, web-footed, long pointed wings, fly to northern countries, have colorful feathers
Homework
1 Learn the language points by heart
2 一课三练 P.55
3 Preview the Reading Part.
Presentation (Reading A)
1 Before Ss look at this page, review vocabulary of wildlife and conversation previously taught.
2 Write the title ‘Zhalong-A special place’ on the board. Ask Ss what they know about it. Ask where do you think it is? What kind of animals live there? Etc. . Encourage any contributions.
3 Encourage Ss to visit some of the websites providing information about Zhalong before the lesson.
4 Ask pairs of Ss to exchange information and opinions about the different materials they are studying.
5 Ask more able Ss to look for names and descriptions of birds. Have a class feedback using Ss’ research skills.
6 Read the title and explain the context. Ask questions about why Ss think that Zhalong is a special place.
7 Ask Ss to skim the text quickly,focusing on key words and main points only. Set a strict time limit and tell them in advance that they only have 8 minutes, for example, to read the text. Then ask volunteers to each read a paragraph to the class.
9 Ask Ss to write a caption for each paragraph.
Presentation (Reading B)
1 Ask students to do Part B1 as a quiz.
2 Divide the class into groups of six. Choose a group to start the competition. Ask what does ‘endangered’ mean? Set a time limit for each group to answer.
3 In pairs, Ss read and complete the conversation. Invite some of them to read it in front of the class.
Presentation (Reading C)
1 Divide the class into teams of 4-5 students. Do Part C1 as a quiz. Set a time limit.
2 Ask students to correct the false sentences.
3 Encourage discussions about why a sentence is wrong in order to develop Ss’ deductive skills.
Language points (Part A)
A nature reserve, in north-east China, one of the world’s most important wetlands, wildlife, provide sth. for sb. ,different kinds of, all year round, for a short stay, there are many fish, catch them for food, the rare red-crowned cranes, change the wetlands to make more space for farms, less and less space for wildlife, have enough space, the Chinese government, protect these endangered birds, a lot tourists, members of our Birdwatching Club, study the different kinds of birds, the changes in their numbers, a bird count, the importance of wetlands
Language points (Part B)
Areas of land with wet ground, areas of land for farming, a place to live or stay, in a dangerous state, a large number of, people who are traveling, be important for
Language points (Part C)
Find food easily, in other parts of the world, have enough space to live, the ideal home for many plants, fish and birds
Homework
1 Learn the language points by heart.
2 一课三练 P.56-57
3 Preview the Vocabulary Part.
Presentation （Vocabulary）
1 Elicit some adj. with negative meaning, e.g., ‘unhappy’, ‘uncomfortable’. Write the word on the Bb and underline the prefixes. Explain that these prefixes change the meaning of an adj. from positive to negative.
2 Before starting on Part A, revise the meaning of all the positive adj. Ask more able Ss to use the words to make sentences to check comprehension.
3 Explain the context of Part B.
4 In pairs, Ss select suitable adj. from Part A. Then ask each pair to compare answers with another pair. Check answers with the class as awhole.
Language points
A protected area, leave litter
Homework
1 Learn the language points by heart.
2 一课三练 P.58
3 Preview the Grammar Part.
Presentation （Grammar Part A）
1 Talk to Ss about organizing a school trip.
2 Ask Ss to think of a school trip they would like to join in the future. Try to find some ads to help them to choose an event.Write some questions on the Bb:
* When does the walk/competition start/finish?
* What time does the coach leave?
* Where/When do we meet?
3 Point out the use of the time expression ‘tomorrow’.
4 Elicit the use of the simple present tense to talk about future events.
5 Explain the context of Mr Wu planning a school trip to Beijing Wildlife Park. Point to the timetable and ask questions.
Presentation （Grammar Part B）
1 Ask Ss What are you doing tonight? to elicit sentences with the present continuous tense.
2 Elicit from Ss the use of the present continuous tense. Point out that when using the present continuous tense to talk about the future, we normally talk about future events which are scheduled for the immediate future.
3 Carefully explain the context of Part B.
4 Ask students to read the conversation on their own, trying to make sense of it without focusing on the tense. Then ask them to fill in the blanks.
4 Ss read the conversation in pairs, checking the correct use of the verb forms.
Presentation （Grammar Part C）
1 Elicit from Ss some sentences with adverbs.
2Write the adv. From the table on the Bb, ask more able Ss to underline the suffix ‘-ly’ in the examples and formulate the rule.
3 Ask Ss to add more examples to each group of adj. in the table.
4 Check answers with the whole class.
5 Ask Ss to Complete ‘Work out the rule’.
6 Ask Ss to read the article in Part C2 silently on their own first. Ask Ss to complete the article using the correct adv. From Part C1.
7 Ask Ss to work in pairs and rearrange the words to complete sentences in Part C3.
Language points
Return to school, at the entrance, sandwiches, greet us politely
Homework
1 Learn the language points by heart.
2 一课三练 P.59-60
3 Preview the Integrated skills Part.
Presentation （Integrated skills A）
1 Try to maintain Ss’ interest in birdwatching and Zhalong.
2 Remind Ss of the article about Zhalong which they read in the reading section. Ask Ss if they remember any facts about Zhalong.
3 Ask Ss to read the quiz and try to answer the questions from the memory and general knowledge.
4 Explain that Ss will listen to a radio program about Zhalong. Play the recording. Students listen carefully and tick the second column of boxes as they hear it.
4 Check the correct answers with the whole class.
5 Ask students to read the report in Part A3 in pairs. Go through the words in the bracket.
Presentation （Integrated skills B）
1 Close the books and listen to me while I read the conversation. Ask students to repeat the sentences as they hear them.
2 Ask students to practice the conversation in pairs and then change roles.
3 Ask students to work in pairs and create another conversation by replacing the underlined words.
Language points
including
Homework
1 Learn the language points by heart.
2 一课三练 P.61
3 Preview the Study Skills, Main task & C
Presentation （Study skills）
1 Brainstorm from Ss when people need to take notes. Read 2-3 sentences and ask Ss to take notes as a warm-up activity.
2 Ask Ss what kind of notes are considered good.
3 Explain the context of Part A. Ask students to do the task on their own and then compare their answers with a partner.
4 Elicit from Ss other short forms widely used in dictionaries or other written texts.
5 Tell students to read them again.
Language points （Study skills）
For example, per cent
Presentation （Main task）
1 Introduce the topic of joining an organization. If possible, find out about similar writing.
2 Introduce the idea that people need to apply formally before they are accepted to join a club..
3 Explain the context of Part A. Go through the application form and explain any unfamiliar or difficult vocabulary.
4 Ask Ss to discuss their own details with a partner.
Language points （Main task）
Application form, date of birth,
Presentation （Checkout）
1 Ss do Part A on their own and compare their answers with a partner. Ask them to practice reading the conversation in pairs.
Language points （Checkout）
simply
Homework
1 Learn the language points by heart.
2 一课三练 P.62-64
3 Preview the Unit 6
篇17：让英语书面表达成为学生的乐事 (译林牛津版英语)
【摘要】：古人云：“知之者不如好之者，好之者不如乐知者。” 英语教师要在新教学理念的指引下，以学生为主体，最大限度地调动学生学习英语的兴趣，生成英语思维，给予学生合理有效的作文指导，改变学生不想写书面表达的局面，变“要我写”为“我要写”，转“我要写”为“我乐写”的英语写作心态。
【关键词】： 英语思维; 英语写作实践; 我乐写
英语书面表达一直是教学的重点和难点。它是英语语言的一种综合性表达方式，充分体现了学生的英语语言表达能力和英语思维呈现能力。在历年来的英语教学实践中，我深刻感受到,大部分学生认为英语作文太难写，没有英语思维，即没有语感，绞尽脑汁也很难写出几句准确、无误的英文句子，以至于对作文失去了信心，不乐于写作。古人云：“知之者不如好之者，好之者不如乐知者。”如何提高学生的英语书面表达能力，让学生乐于英语写作，值得每一位英语教师去研究、探索和实践。
下面是结合我多年的英语教学实践，和大家共享自己的几点体会和具体做法。
一、 夯实基本功，铸就英语思维－让学生有‘话’可写
英语写作能力并非是一蹴而就的，它必须由浅入深，由简到繁，由易到难，循序渐进，一环紧扣一环地进行训练。教师应注重英语“听、说、读、写”四大技能的训练，严格要求学生正确、端正、熟练地书写字母，单词和句子，注意大小写和标点符号。多进行组词造句，连词造句，翻译句子，诵读短文的基础词汇训练，为学生的英语书面表达打好扎实的根基。
1、 以竞赛的方式让“单词和短语”成为学生的“战利品”。
单词是构成英语语言最基本的单位，是进行一切英语活动的根本，而单词到句子还有一段很长的距离，这中间的距离需用词组和短语来过渡。
为迎合学生的口味，让学生乐此不疲地去记忆重点单词和短语，教师可根据学生好胜的心理特征，积极开展单词拼写比赛和短语应用接龙，如：share a bedroom with my sister,学生需灵活地应用share…with …来组成新的短语，一个接一个地说，不许有重复。最后参照学生努力赢得的“战利品”，恰到好处地给予鼓励和表扬，每月给表现非常突出的学生颁发“非凡记忆”奖。
2、 让学生爱上英语阅读，浸润英语思维。
《英语课程标准》总目标中提出了：“具有独立阅读能力，注重情感体验，有丰富的积累，形成良好的语感”。也就是说英语思维的生成来源于大量的阅读。
布鲁纳说得好：“最好的学习动机莫过于学生对所学材料本身具有内在的兴趣”。为了让学生爱上英语阅读，教师要用心备好每一节课，努力挖掘英语素材中的趣味性因素，为学生创设各种愉快的情境，处处引起学生的兴趣，使学生迫不及待地想了解素材、熟悉素材、掌握素材、应用素材，潜移默化地吸引学生爱上英语阅读。素材即是《牛津初中英语》每个单元所包含的comic strip dialogue, the articles of reading ,vocabulary, grammar, integrated skills with speak up, main task 。其中趣味性“对话＂可引导学生表演，阅读和主要话题任务中作文范例最好在训练学生熟读的基础上开展背诵或复述比赛。期待着丰富的英语阅读能够‘结出’英语思维之‘果’，教师首先要积极调动学生表演、背诵、复述、讨论教材中的对话或文章；其次，为学生提供大量的句子翻译练习和话题简述训练。
“为有源头活水来”。英语教学中的“听、说、读、写”基本功的操练，就是英语写作的源泉。学生只有在大容量的“听、说、读、写”英语学习实践中，才能构建属于自己的英语词汇“金字塔”。用时可从“金字塔”中随机抽取适宜的英语词汇和句子，生成英语思维式的书面表达，真正地让学生具备了有“话”可写的优势。
二、 给予写作方法 指导作文实践－让学生明白“怎样写”
1、培养学生良好的英语写作习惯。
英语书面表达要实现文笔优美、要点清晰、没有语法和时态的错误，首要的是学生需积累扎实、丰富的英语词汇“金字塔”，其次是必须掌握一定的写作技巧，养成良好的写作习惯。
中学阶段的英语写作技巧如下：
⑴ 认真审题，体例得当，要点齐全。
认真审题需从三方面入手：审文体（弄清何种体裁的文章），审要求（内容、要求、时间、环境），审人称和时态。
⑵ 巧用英语书面表达顺序。
一般来说，书面表达的顺序是：写提纲－打草稿－连句成文。文章写完之后，对照提示和要求，仔细核对，确保要点没有被遗漏。
⑶ 表达准确，条理清楚。
平时注重句型、习惯用语的积累，掌握一定的单词和重点短语。力求正确使用词语，恰当应用地道的英语句型和自己熟悉而且又有把握的句子，避免写出中式的英语句子。例如‘I very thank you ’，准确的英语思维句子应是： ‘Thank you very much ’。
⑷ 词数适中，认真规范书写，一气呵成。
⑸ 通读全文，检查单词、标点符号、人称、时态和句子。
2、“生米煮成熟饭”－英语写作实践。
初中阶段的书面表达主要通过写小故事、看图写话、写日记、书信等，来培养学生的英语综合运用的能力。教师最好为学生提供不同体裁的英语书面表达专题训练，从而让学生掌握英语写作技巧。训练写作时最好当场发题，限时交卷，促使学生瞬间接受信息，快速理解信息，通过表达信息，提高学生的英语书面表达应试能力。然后组织学生之间交换作文，互批、互改、互“品”，鼓励学生用“放大镜”去寻找同伴作文中的精彩之处或可取之处，并把它们写下来。最后，组织学生相互交流、讨论、汇总每个人的精彩语句，教师给予恰当的指导，一篇融合了全班同学的智慧“米粒”，就顺理成章的煮成了香喷喷的“米饭”啦。同学们欣赏着一篇篇饱含自己一份辛劳的英语作文，成功的喜悦之情溢于言表、真所谓“乐学之下无负担”。
经过反复地、大量地英语写作实践，学生们逐渐享受到了英语写作的快乐，潜移默化地改变了学生“要我写”为“我要写”的积极表达状态。
三、 教师赏析学生“作品”－让学生乐于写作
教师对作文的讲评是作文教学中尤为重要的一环。在‘赏析’学生的书面表达时，教师要注重两点：一是对学生的作文进行必要的修饰、讲评，肯定他们在书面表达中所呈现的优点和成功的地方，指出他们作文中的不足与失误；二是善于用激情洋溢的评语称赞对方，让学生永葆高昂的写作热情和快乐、自信的写作心境。
教育家陶行知说：“学习有了兴趣，学生就肯用全副精神去做事，学与乐不可分。”我相信英语教师只要在新教学理念的指引下，以学生为主体，最大限度地调动学生学习英语的兴趣，给予学生合理有效的作文指导，包容他们犯错，放大每一个个体的“闪光点”，一定会改变学生不愿意写作文的局面，变“要我写”为“我要写”，转“我要写”为“我乐写”即让英语书面表达成为学生的乐事。
参考文献：[1]全日制义务教育英语课程标准解读 ，2002．5
[2]学习的快乐－走向对话，（日本）佐藤学 著；钟启泉译，2004．1
[3]中小学英语教学与研究 第8期
[4]零距离施教-名师和谐师生关系的构建艺术 贺斌 主编 西南师范大学出版，.9
[5]激发学习动机 （美国）布罗菲著，陆怡如译，华东师范大学出版 .4
篇18：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.
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★牛津初中英语知识点9A(译林牛津版九年级英语上册教案教学设计)
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