Unit 2 Travelling教案 (译林牛津版英语八年级)

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篇1：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2：牛津8B unit8 教案教学设计(译林牛津版英语八年级)

Grammar

Teaching aims:

To learn to use passive voice in the simple future tense.

Teaching steps:

Step 1 Presentation

1. Show some pictures and present the new words: display, pollute, harm, living.

2. Let some students spell the words.

3. Read after the teacher.

4. Read together.

Step 2 Explanation

1. 被动语态的一般将来时的概念

被动语态的一般将来时用来描述将要发生的动作。

e.g. He will be/is going to be taken to hospital in a few minutes.

他几分钟之内就会被送到医院。

The food will be /is going to be eaten by the dog soon.

这些食物马上就会被狗吃掉。

2. 被动语态的一般将来时的构成

主语 will be/ be going to be 过去分词

I will be /am going to be

supported.

You /We /They will be /are going to be

He /She/It will be /is going to be

注意：主语是第一人称时，被动语态的一般将来时也可以用“shall be+动词的过去分词”来表达。

Step 3 Practice

1. Complete part A on page 112.

2. Check the answers.

3. Complete part B on page 113.

4. Check the answers.

Step 4 Exercises

I. 根据句意及括号内所给动词的提示填空。

1. A cat __________ (keep) in my grandmother’s house.

2. The concert ___________ (hold) last Friday evening.

3. Jane was made __________ (work) ten hours a day.

4. A new hospital _________________ ______ (build) in our city next year.

5. More than 50 trees ________________ (plant) since last month.

II. Complete part C on page 114.

Step 5 Homework

1. Review the contents of this lesson.

2. Finish the exercises in the workbook.

3. Preview the next lesson.

Integrated skills

Teaching aims:

1. Learn some words and phrases.

2. Practise listening skills by listening to a text.

Teaching steps:

Step 1 Revision

Translate some sentences.

1被扔进湖里be thrown into lakes

2被装满 be filled with

3使人们生病make people ill/sick

4将来in the future

5清理clean up

6和……一样as well as

7土地和水污染 land and water pollution

8采取行动做某事 take action to do sth.

9有机会做某事 have chance to do sth.

10考虑 think about

11这场演出将会在你们学校礼堂举行。

The show will be held at the school hall.

12污染是世界上最大的问题之一。

Pollution is one of the biggest problems in the world today.

Step 2 Presentation

Present the new words.

empty adj. 空的

survey n. 调查

Read aloud these new words

Step 3 Warming up

How can we live a green life?

What can we do to protect the environment in our daily lives?

Using some pictures to show how to go green in our daily lives.

Step 4 Listening

Listen to the tape and finish Part A1.

The Class 1, Grade 8 students want to do a survey to get some ideas for their presentation on how to go green. Listen to the conversation between Daniel and Sandy and write the correct information in the table below.

A survey on students’ daily habits.

Time: Survey (1) _____________

Daniel and Sandy meet:

(2) __________________

Place: (3) __________________

Numbers of students: (4) _________

Boys: (5)__________

Girls: (6) _________

Numbers of questions: (7) __________

Keys: (1) 4 p.m. this Wednesday (2) 3:40 p.m. this Wednesday (3) Room 201

(4) 50 (5) 25 (6) 25 (7) 6

Listen to the tape and finish Part A2.

Daniel and Sandy are talking about the results of the survey. Listen carefully and then complete the table below.

Daily habits Number of students

Turn off the tap when brushing teeth 35

Take showers for less than 10 minutes 20

Use both sides of the paper 40

Recycle empty bottles 15

Turn off the lights when they leave a room 41

Take their own bags to the supermarket 9

Complete Part A3.

Sandy is writing a note to Mr Wu about the survey she and Daniel have done. Help her complete the note. Use Parts A1 and A2 to help you.

Dear Mr Wu,

Daniel and I did a survey this (1)__________. Students were asked about their (2)____________.

Here are the results of the survey. Only (3)_____ students usually take showers for less than 10 minutes, but (4)_____ students turn off the tap when brushing their teeth. Only 15 students recycle (5)____________, but (6)____ students use both sides of the paper. It is great that most students remember to (7)_________ the lights when they leave a room, but few students take their own (8)________ to the supermarket.

The survey shows that students are doing a lot to help protect the environment, but there are still many more things they can do.

Sandy

Keys: 1. Wednesday 2. daily habits 3. 20 4. 35 5. empty bottles 6. 40 7. turn off 8. bags

Step 5 Speak up

1. Listen to the conversation between Sandy and Kitty then answer the questions:

1) What has been a serious problem all around the world?

2) What can Kitty do to protect the environment?

3) Is air pollution harmful to our health?

2. Listen to their conversation again and find out the advantages of planting trees.

Trees make our town look nicer.

Trees reduce dust and help keep air clean.

Trees help keep soil in place during storms.

Trees provide home for animals.

3. Read aloud the conversation then work in pairs to ask and answer. Use the conversation as a model

4. Make your own dialogue.

Sample conversation

S 1: Water is very important for all living things.

S 2: Yes. We should use our water carefully and not waste it.

S 1: Right. We can help save water by doing many simple things like turning off the tap while we brush our teeth.

S 2: Taking short showers saves even more water.

S 1: Saving water is good for the environment. I hope all of us do our best to save water.

S 2: I hope so too.

Step 6 Language points

1. I think our town will look nicer with more trees around.

句中with more trees around 为介词短语，起副词作用。Around 用作副词，意思是“周围，四周”。

e.g. I could hear laughter all around. 我可以听见周围的笑声。

2. Air pollution is harmful to our health.

be harmful to sb.= harm sb. = do harm to sb. 对某人有害

e.g. Air pollution is harmful to our health.

= Air pollution harm to our health.

= Air pollution does harm to our health.

空气污染对我们的健康是有害的。

3. They provide home for animals too.

provide sth. for sb. = provide sb. with sth.

提供给某人某物

e.g. They provide homes for animals.

= They provide animals with homes.

他们给动物提供了家园。

Step 7 Let’s do a survey.

Work in groups of four and ask your group members about their daily habits. Then write a short passage about the results and report it to the class.

Step 8 Exercises

一、根据汉语提示填空。

1. There is a ______(调查) on learning English.

2. He joined an English club to improve his ______ (日常的) English.

3. Smoking is a kind of bad _______(习惯) .

4. Some of the waste material can be reworked for _________ (再利用).

Keys: 1 survey 2 daily 3 habit 4 recycling

二、汉译英。

1. 几乎没有学生带他们自己的袋子去超市。

2. 这是调查的结果。

Keys: 1. Few students take their own bags to the supermarket.

2. Here are the results of the survey.

Step 9 Homework

1. Remember the new words in this lesson.

2. Preview the next lesson.

Study skills

Teaching aims:

1. To learn to talk about how to protect the environment

2. To learn to correct the mistakes by checking the work

Teaching steps:

Step 1 Revision

Translate the phrases and sentences.

1.关掉水龙头

2.少于

3. 扔掉

4. 依靠

5. 自然资源

6. 洗澡

7. 刷牙

8. 学生的数量

9. 用纸的两面

10. 回收空瓶子

11. 关灯

12. 做一个调查

13. …的结果

14. 保护环境

15. 几乎没有学生带他们自己的袋子去超市。

16. 这是调查的结果。

17. 调查表明学生为帮助保护环境正在做许多事。

Step 2 Presentation

1. Present some new words with pictures and then read them aloud

2. Let some students spell the words.

3. Read after the teacher.

4. Read together.

Step 3 Study skills

1. Explanation

We can correct a lot of our own mistakes by checking our work. After we have finished a piece of writing, always spend some time reading it through.

Types of mistakes

Step 4 Exercises

1. Complete the exercises on textbook.

Millie has written an article. Help her check her work. Underline the mistake, make the corrections and decide the types of mistakes she has made.

Let’s protect the environment!

People depend natural resources to live. Water and soil help provide us with necessary food and drinks. Coal, oil and natural gas is not only useful for families, but have a wider use for factorys.

Some natural resources are around us, such as water. Others like coal, oil and natural gas are dug up from the ground. They will form over thousands or even millions of years. As a result, it is very important for us to use them wise. If they are used and thrown away carelessly. finally some of them will run out.

It is time for us to take proper actions to protect our enviromnent. We should try produce less waste, reuse or recycle things if possible?

2. Check the answers.

3. Then read them aloud.

4. Do more exercises

Correct mistakes in the sentences.

1) You should pay not attention to his words.

2) Nobody can prove him wrongly.

3) Who made them so sadly?

4) What a valuable advice it is!

5) I really don’t know what to solve the problem.

6) I don’t see anything strange about the photo, too.

7) What is he look like? He is kind and helpful.

8) Listen, the music is sounding beautiful.

Step 5 Homework

Write a short passage “My green life” and use the skills we have learnt today to check your work.

Task

Teaching aims:

1. To learn some information about going green.

2. To learn how to write a script on how to go green.

Teaching steps:

Step 1 Presentation

1. Show some pictures and present the new words: simple, step, power.

2. Read after the teacher.

3. Read together.

Step 2 Warming up

Discuss: How can we go green?

go green = protect the environment

Step 3 Brainstorm

What can we do to save water?

What can we do to save power?

What can we do to reduce pollution?

Step 4 Reading

Read Millie’s notes on page 118 and find out:

What can we do to save water?

What can we do to save power?

What can we do to reduce pollution?

Which else can we do to live a green life?

Step 5 Practice

1. Complete Millie’s script on page 119.

2. Check the answers.

3. Read together.

Step 6 Language points

Here are some simple steps to take.

take some steps 采取一些措施

e.g. We should take some simple steps to save water.

我们应该采取一些简单的措施来节约用水。

Step 7 Writing

Show some pictures about protecting environment. Let the students to give a presentation on how to go green.

Useful expressions:

1) It is time for us to ….

2) We can save water by ….

3) We should use/take ….

4) … is a good way to ….

5) It is important for us to ….

6) It is good to ….

7) Moreover, ….

Step 8 Exercises

I. 用所给单词的适当形式填空。

1. The waste can ______________(separate) into different groups to recycle.

2. Take your own bags when __________ (shop).

3. You should do more exercise and watch ______ (little) TV.

4. We can save water by ________ (take) shorter showers.

5. You need to check your homework after finishing _________ (write).

II. 汉译英。

1. 我们可以通过缩短淋浴时间来节约用水。

2. 为了节约电力，当我们离开房间时应该把灯关掉。

3. 好习惯能够帮助减少污染。

4. 对我们来说养成环保的生活方式很重要。

5. 遵循这些小步骤，你可以对地球产生大影响。

6. 当电视和电脑不用时，我们应该关掉电源。

Step 9 Homework

1. Finish your script.

2. Review all the new words and language points in this unit.

篇3：牛津8B unit2 教案教学设计(译林牛津版英语八年级)

Unit 2 Travelling

Welcome to the unit

Teaching aims:

1. To know foreign city famous tourist resorts and popular attractions.

2. Be familiar with the scenic spot and the country.

Teaching steps:

Step 1 Warming up

Do you like travelling?

Do you know any famous tourist attractions in Yancheng?

Step 2 Comic strip

Look, listen and answer the questions.

1. Is Eddie happy in the first picture? Why?

2. Where is Eddie going?

3. Does Eddie want to go too?

4. What does Hobo want to bring?

5. Does Eddie feel happy at last? Why?

Step 3 Explanation

I don’t think it’ll be a holiday for me.

我想对我而言这不会是什么假期了。

这是个否定前移的句子，主句中的否定词实际是否定了从句中的内容。当主句含有I think, I believe等词语时，通常否定前移。

e.g. I don’t think it is a good idea. 我认为那不是个好主意。

Step 4 Let students look at the picture then act the dialogue out.

Step 5 Welcome the unit

If you have a chance (机会) to travel abroad (出国旅游), where will you go?

Then show some pictures about some popular attractions in foreign Countries:

the Great Wall

the Leaning Tower of Pisa

the Little Mermaid

the Statue of Liberty

the Sydney Opera House

Tower Bridge

Step 6 Read and guess

1. It is the longest wall in the world.

2. It is a present from French people. It stands for Liberty.

3. It sounds like pizza. It is leaning. It may fall down some day.

4. The girl has a fish’s tail instead of legs.

5. It is the busiest performing arts centre in the world.

6. It is a large bridge over the River Thames in London. It has twin towers.

Step 7 Work in pairs

Work in Part B.

A: What’s this, Millie?

B: It’s the Little Mermaid.

A: Where is it?

B: It’s in Copenhagen, the capital of Denmark.

A: What’s special about it?

B: It comes from the story by Hans Christian Andersen.

A: Have you ever been there? B: No, I haven’t.

Step 8 Do some exercises

Step 9 Homework

1. Prepare a fact file and write about one of your holidays.

2. Preview the new words in Reading.

Reading I

Teaching aims:

Let the students know Kitty tour of Hong Kong Disneyland’s observations and activities.

Let students talk about tourist in vocabulary.

Teaching steps:

Step 1 Review

Look at some pictures and say something about them.

e.g. the Leaning Tower of Pisa

the Statue of Liberty

Mount Fuji

the Little Mermaid

Tower Bridge

…

Step 2 Free talk

1. What places of interest have you visited in China?

2. Have you ever been to Hong Kong?

Step 3 Watch a video about Hong Kong Disneyland.

Step 4 Ask students to read together.

Step 5 Present some pictures about Hong Kong Disneyland.

Step 6 Let students read the letter and answer the questions.

1. Who visited Disneyland?

2. How long did they stay in Disneyland?

Step 7 Work on B1

Kitty is back in Sunshine Town. Amy is asking Kitty about her trip. Help Kitty answer Amy’s questions.

Amy: Who did you go to Hong Kong with?

Kitty: I went there with ___________.

Amy: Where did you go during your stay there?

Kitty: We went to ____________________.

Amy: How did you get there?

Kitty: We got there ___________________.

Amy: How long did you stay in the park?

Kitty: We stayed there for ___________.

Amy: Did you enjoy yourselves there?

Kitty: Sure. We had _______________.

Step 8 Work on B2

After talking with Kitty, Amy is making notes of how Kitty spent her day at Disneyland. Help Amy complete the notes below.

A day at Disneyland

Had fun on ______________

Hurried to have a __________ and met Disney _________________ on the way

Watched a _______ of Disney characters

Watched a __________

Did some ___________

Watched ____________ in front of the castle

Step 9 Work on B3

Kitty is showing Amy her photos the other day. Complete their conversation with the words in Kitty’s letter on pages 22 and 23.

Kitty: I took lots of photos at Hong Kong Disneyland, Amy.

Amy: Oh, let me have a look. Is that Mickey Mouse?

Kitty: Yes. He looked so _____.

Amy: What’s in this photo?

Kitty: It’s Space Mountain, an ______ roller coaster. It moved at high ______ and we were __________ and laughing through the ____.

Amy: What do you think was the best part of the day?

Kitty: I think the parade of Disney __________ was really wonderful.

Amy: Was the film in the park interesting?

Kitty: Yes. The 4-D film was like _______.We could even smell the apple ____.

Amy: Did you go shopping there?

Kitty: Yes. I bought ___________ key rings. Here’s one for you.

Amy: It’s nice. Thank you.

Step 10 Work on B4

Kitty had a good time at Hong Kong Disneyland. Find the sentences in her letter that show her happiness.

We’re having a fantastic time here.

First, we had fun on Space Mountain – an indoor roller coaster in the dark.

It moved at high speed and was really exciting!

We were screaming and laughing through the ride.

It was the best part of the day.

I ran after them and couldn’t stop taking photos.

Step 11 Homework

Ask students read the article after class.

Reading II

Teaching aims:

1. To know and master some useful words/sentences/phrases.

2. To know the meaning of passage.

3. To learn more about the world and protect the environment.

Teaching steps:

Step 1 Revision

Review Kitty’s trip.

Kitty did a lot of things at Hong Kong Disneyland. She did different things at different time. Let’s complete the table about her trip.

Step 2 Language points

1. I miss you so much!

miss vt. 想念，思念

e.g. Amy misses her grandparents very much.

艾米非常想念她的爷爷奶奶。

miss作动词时还可意为“错过；没做到”，其后接动词时，应用动词-ing形式。

e.g. Kitty was sad because she missed her train.

基蒂非常伤心，因为她错过了火车。

I don't want to miss seeing that film on television tonight.

我不想错过今晚在电视上看那部影片的机会。

miss还可用作名词，意为“女士；小姐”，此时m必须大写，常用于姓名或姓之前，尤指未婚女子。

e.g. Miss Smith is a popular writer.

史密斯小姐是一位受欢迎的作家。

2. We’re having a fantastic time here.

fantastic adj. 极好的，美妙的

e.g. We watched a fantastic play yesterday evening.

昨天晚上我们看了一场非常精彩的演出。

have a fantastic time 过得愉快，玩的高 兴 = have a good time = enjoy oneself = have fun

3. Today we spent the whole day at Disneyland.

the whole day 一整天 = all the day

e.g. They spent the whole day wandering about seeing the sights.

他们花了一整天参观名胜古迹。

4. It moved at high speed and was really exciting!

at high speed意为“快速地, 非常快地”, 其中的speed为名词, 意为“速度”, at speed与at high speed意思相同。

e.g. He drives the car at (high) speed in the road.

他在路上飞快地开车。

at a speed of ...也是一个常见的短语, 表示“以……的速度”。

e.g. The train is travelling at a speed of sixty miles an hour.

火车正以每小时六十英里的速度行驶。

5. We were screaming and laughing through the ride.

1) through是介词, 可它的意思不再是我们以前学过的“从……通过，穿过”, 而是“从(某事)的开始到结束, 从头到尾”的意思。

e.g. The nurse looked after the old man through his long illness.

这个老人病了很长时间, 这个护士一直在照顾他。

2) ride n.

可数名词, 意为“乘坐, 搭乘; (乘车或骑车的)短途旅程, 旅行”, 有时也可指“距离”。

e.g. Can I have a ride on your bike?

我能坐你的自行车吗?

6. …such as Snow White and Mickey Mouse.

such as 例如

such as和for example都有“例如”的意思，但是它们的用法有所不同。

such as常用来列举同类人或事物中的多个例子。

e.g. I like animals, such as dogs, bears and pandas.

我喜欢动物，例如狗，熊和熊猫。

for example一般只以同类人或事物中的“一个”为例。

e.g. He has ever been to many countries, for example, Australia.

他曾经去过许多国家，例如，澳大利亚。

选用such as或for example填空。

1) John likes many sports, ____________, basketball.

2) She can say many languages, __________ Chinese, Italian and Russian.

7. I ran after them and couldn’t stop taking photos.

run after 跟着跑，追逐

e.g. Look, the dog is running after the rabbit.

看，这条狗正在追赶那只兔子。

cannot stop doing something 忍不住一直做某事

e.g. We could not stop laughing when we watched Tom and Jerry.

我们在看《猫和老鼠》时忍不住一直大笑。

8. I bought a couple of king rings for classmates.

a couple of 可以表示不确定的“几个”。

e.g. a couple of minutes 几分钟

短语 a couple of也可以表示“两个”

e.g. I saw a couple of men get out.

我看见有2个男人出去了。

9. Hope you’ve enjoyed yourself there.

希望你在那儿玩的开心。

这是一个省略句，省略了主语I，完整的句子是 I hope（that) you’ve enjoyed

yourself there!

在非正式行文（包括日记，卡片，便条，信件）中，有时我们会省去主语，使文字更简洁。

e.g. Hope to here from you.

期待收到你的来信。

Step 3 Do some exercises.

Step 4 Homework.

Recite the new words, phrase and sentence patterns in Reading.

Grammar

Teaching aims:

1.掌握“have/has been to” 和 “have/has gone to”的用法。

2.理解短暂性动词和延续性动词的不同用法，以及它们之间的转换。

Teaching steps:

Step 1 Revision

Answer the questions.

1. Where has Kitty been?

2. How did she feel on Space Mountain?

3. What were they doing through the ride?

4. What did she meet on the way to the restaurant?

5. What was the best part of her day?

6. What did they do after the parade?

7. Did she buy any gifts?

8. When did they watch the fireworks?

Step 2 Study Grammar A: Using have/has been 和 have/has gone

We use have/has been to express the idea that someone went to a place and has already come back. It refers to an experience.

e.g. Mille and Amy have been to South Hill. They want to go there again.

Sandy has never been to South Hill. She wants to go with them.

We use have/has gone to express the idea that someone went to a place but has not yet returned.

e.g. Kitty and her family have gone to Hong Kong. They will come back next week.

Suzy is not at home at the moment.

She has gone to the bookshop.

Step 3 Summary

have/has been和have/has gone的用法

让我们一起来观察下面的句子并分析总结它们的用法!

① I have been to America many times. It’s really a modern city.

② Millie has gone to America with her family. I hope they have a great time

there.

【区别一】

通过分析上面两个例句, 你能得出什么结论呢?

___________ 表示曾经去过某地, 已经回来; 而 ___________表示说话时已经去了某地, 可能在途中, 也可能到达目的地。

③ Have you ever been to the supermarket to buy grapes?

④ Minnie and her father have been to the supermarket to buy grapes twice this

month.

⑤ Minnie and her father have gone to the supermarket to buy grapes.

【区别二】

通过分析上面三个例句, 你能得出什么结论呢?

含 ___________ 的句子中可以加 once, twice, ever, never等时间状语; 而含 ____________ 的句子中不能加此类时间状语。

【区别三】

综合分析上面五个例句, 你还能得出什么结论呢?

含 ___________ 的句子中主语的人称一般为第三人称形式; 而含 ___________ 的句子中对主语的人称没有限制。

Step 4 Practice

Finish the exercises on pages 26 & 27.

A1 The Class 1, Grade 8 students are talking about their classmates and families. Help them complete the sentences with have/has been or have/has gone.

1. Millie isn’t here. She _________ to the library.

2. Peter and Simon ____ just _____ to the library. They borrowed some interesting books.

3. My cousin __________ to Xi’an twice.

4. My parents __________ to Xi’an and they’ll stay there for a week.

5. Daniel won’t be with us at the party. He _________ to Shanghai.

A2. Daniel and Millie are chatting. Complete their conversation. Use the correct forms of the verbs in brackets.

Daniel: I haven’t seen Mr Wu for days. Where ____ he _____(go)?

Millie: He __________ (go) to Tianjin to attend a meeting.

Daniel: _____ you _____ (be) anywhere recently?

Millie: Yes, I __________ to Hainan with my parents.

Daniel: Oh, that’s great! ______ you ______ to Sanya?

Millie: Sure, we _________(be) to the beach there. Look at these photos.

Daniel: The beach is beautiful. I see Andy playing on the sand too.

Millie: Yes, We went there with his family.

Daniel: I see. By the way, shall we invite Andy to go for a picnic tomorrow?

Millie: Andy isn’t here this weekend. He and his parents __________(go) to countryside. They’ll be back tomorrow afternoon.

Step 5 Study Grammar B: Verbs with for and since

We use for when we talk about a period of time, and we use since when we talk about a time point in the past.

e.g. Mr Dong has lived here for many years.

Mr Dong has lived her since he was born.

Some verbs, such as come, go, buy and leave, can be used in the present perfect sense, but they cannot be used with for or since in positive statements.

Step 6 Summary

since和for的用法

现在完成时表示动作或状态从过去某一时刻开始, 一直持续到现在, 多与“since +点时间”或“for +段时间”连用。for表示“经过(一段时间)”, 而since表示“自从(……以来)”。

常见结构如下：

for + 表示一段时间的状语

一段时间+ ago

since +表示过去的某一时间点

从句

e.g. He has lived here for 16 years.

他住在这里有十六年了。

He has lived here since 16 years ago.

他从十六年前起就住在这里了。

He has lived here since 1991.

他从1990年起就住在这里了。

He has lived here since he was born.

他从出生起就住在这里。

If we want to express a continuous state, we can use another way like this.

Verb Used for a continuous state Example

begin/start have/has been on

The film has been on for 20 minutes.

finish/stop

have/has been over The parade has been over for hours.

come/go/arrive

have/has been in/at

Kitty has been in Hongkong for two days.

leave

have/has been away

She has been away from home since last Tuesday.

borrow

have/has kept

She has kept this book since last week.

join

have/has been in

have/has been a member of

Simon has been a member of the Football Club since last year.

marry

have/has been married They have been married for 15 years.

die

have/has been dead

The fish have been dead for some time.

Step 7 Practice

Kitty is telling Millie about her holiday in Hong Kong on the phone. Complete what she says with the correct forms of the verbs in brackets.

My parents and I _________(arrive) in Hong Kong on the first day of the winter holiday. We _________(be) here for three days.

I __________(borrow) a book about Hong Kong a week ago. It’s very useful. I ____ ____ (keep) it with me for a few days. It helps me learn more about Hong Kong.

Now it’s noon and we’re in Ocean Park. The first dolphin show ______(begin) at 11:30 a.m. It ________(be) on for about half an hour. The show is really exciting.

Step 8 Do some exercises.

I. 慧眼识错。

1. I have borrowed the book for 3 months.

2. My bother has joined the army since he was 18.

3. Jack and Tom have lived here since 5 years.

4. The film has been on since I have come to the cinema.

5. When has Mr. Li caught a bad cold?

6. His grandfather has been died for two years.

7. Jim has gone to Beijing for ten years.

8. What time have the factory opened?

9. I have gone to Chunhua Middle School twice.

II. 同义句转换。

1. The class was over ten minutes ago.

The class _____________ for ten minutes.

2. His grandpa died in .

His grandpa ______________ for ten years.

3. The exhibition has been on for three

days.

The exhibition ____________ three days ago.

4. My parents got married 25 years ago.

My parents __________________

since 25 years ago.

5. I bought the MP3 last week.

I __________ the MP3 for a week.

6. Kitty joined the Reading Club last year.

Kitty _____________________ the Reading Club since last year.

III. 翻译下列句子。

1. 这些日子你去哪里了？

2. 我父亲已经去上海出差了。

3. 他离开家已经了。

4. 篮球赛已经开始15分钟了。

5. 20分钟前会议就已经结束了。

6. 我两年前来到了这个学校。

7. 她已经到达公司半个小时了。

8. A: Tony曾经去过法国吗？B: 是的。

A: 他去过埃菲尔铁塔吗？ B: 没有。

9. A: 我昨天没看见你。你去哪儿了？

B: 我去电影院了。

A: 你什么时候去电影院的？

B: 昨天下午。

10. A: 你爸爸去哪儿了?

B: 他去美国了。他下周回来。

11. A: 他们去印度了吗?

B: 不，没有。他们明天走。

Step 9 Homework

1. 复习for和since的用法。

2. 复习延续性动词和非延续性动词的用法。

Integrated skills

Teaching aims:

1. By reading and listening to obtain useful information

2. Can ask and answer questions about travel

Teaching steps:

Step 1 Revision

Translate some sentences.

1. 小名参军半年了。

Xiao Ming has been a soldier for half a year.

2. 我们上了8年学了。

We have been students for eight years.

3. 下课10分钟了。

The class has been over for ten minutes.

4. 电影开始了一小时了。

The film has been on for an hour.

5. 门打开半小时了。

The door has been open for half an hour.

Step 2 New words

beautyseaside theme park sailing view except

mountain business direct flight on business

Step 3 Free talk

Have you ever travelled to any places in China?

What did you do there?

Step 4 Listen to the tape and answer A1.

The Class 1, Great 8 students are talking about the kinds of places they like best. Listen to their conversation and match the students with the places. Write the correct letter in each box.

Places for travelling

a. Chinese gardens1. Kitty

b. Museums 2. Simon

c. Places of natural beauty3. Sandy

d. Seaside cities 4. Daniel

e. Theme parks 5. Millie

Step 5 Make sentences use the information in A1.

Kitty likes to go….

Millie wants to go…

Step 6 Ask students talk with classmates

What is important when you plan your holiday?

Step 7 Listen to the tape finish A2.

The students are listening to a radio programme about the best time to visit some places in China. Put a tick (√) in the correct boxes.

Places to go Spring Summer Autumn Winter

Chinese

gardens Suzhou,

Yangzhou

Museums Beijing,

Xi’an

Places of natural beauty Mount Huang,

Jiuzhaigou

Seaside cities Dalian,

Qingdao

Theme parks Shenzhen,

Hong Kong

Step 8 Finish part A3 together.

Amy wants to give her classmates some advice on travelling in China. Help her complete her notes. Use the information in Parts A1 and A2 to help you.

Places to go in China

Kitty likes ___________, such as the Window of the world in Shenzhen or____________ Disneyland. She can go there all year round.

Simon loves water sports, such as sailing. He thinks it is great fun. He can visit a seaside city like ______ or Qingdao this ________.

Sandy likes places of ______________, like Mount Huang or Jiuzhaigou. She can go there in any season except _______. The views there in winter may be wonderful, but it is dangerous to climb the mountains or hills on cold and snowy days.

Daniel likes ________________. He can visit Suzhou or Yangzhou. The best time to go there is in spring or________. There may be some rain, but the weather is usually nice at that time of year.

Millie likes _________. She can go to Beijing or Xi’an. She can visit museums in any season.

Step 9 Pair work

Work in pairs. Talk about your travelling.

A: Where did you go last summer?

B: I went to …

A: What did you do there?

B: I went… I had a fantastic time.

Step 10 Written task

Your foreign friend wants to visit Suzhou, please give him some advice.

Speak up and Study skills

Teaching aims:

1. Students can ask and answer about the travel information.

2. Students can use main points and details to write an article.

Teaching steps:

Step 1 Free talk

Travelling is very interesting. May Day is coming and it’s a good season for travelling. Amy will go traveling. Where will she go?

Step 2 Speak up

Listen and answer some questions.

1. Where will Amy go?

2. How will they get there?

3. How long are they staying there?

4. How long dose it take to fly to Chengdu?

Step 3 Act out

Let students act the dialogue out.

Step 4 Pair work

Let students talk about:

What’s your holiday plan? Where do you want to go during the May Day holiday？

Give them tips:

Where are you going?

Why do you plan to go there?

Who are you going with?

How will you get there?

Step 5 Notes

1. My Dad has been to Chengdu on business twice.

我爸爸去成都出差过两次。

business n. 的意思是 “公事，生意”，该词还有“职业，企业”的意思。

on business 意思是“出差”

2. We’re going to take a direct flight to Chengdu.

我们将乘直飞航班到成都。

direct adj. 径直的

e.g. There is a direct high-speed train to Hangzhou.

有一班直达杭州的高速列车。

Step 6 Practice

Complete the sentences.

Step 7 Study skills

Presentation:

1. When we write about an experience or event, we can organize our ideas using

the following five main points.

When did it happen?

Where did it happen?

Who was there?

What happened?

How did you feel?

Then we should give details to support the main points.

2. Take Kitty’s day at Hong Kong Disneyland as an example:

When: during the winter holiday

Where: Hong Kong

Who: Kitty and her parents

What: visited Hong Kong Disneyland

How: had a fantastic time

Step 8 Practice

Mr wu is asking the Class1, Grade 8 students to organize the following information into main points and details. First, help them write the correct letters in the blanks. Then work pairs and talk about their trip.

a Class 1, Grade 8 students

b Enjoyed the natural beauty

c Everybody felt excited

d Flew kites

e Went fishing by the lake

f 5 March

g South Hill

h A visit to South Hill

When: ____________

Where: ____________

Who: ___________ ____________

What: ___________ ___________

How: ____________ ____________

Step 9 Sample speech

On 5 March, the Class 1, Grade 8 students went to South Hill. They enjoyed the natural beauty there. Some of them flew kites, while some of them went fishing by the lake. Everybody felt very excited.

Step 10

Write a passage about your trip, using the information we have learned in the lesson.

Task

Teaching aims:

To write an article about one of your holidays.

Teaching steps:

Step 1 Warming up

Show some pictures about Hong Kong Disneyland.

Step 2 Work in Task 1

1. Presentation

Show students some pictures to learn new words.

2. How does Kitty write her article?

Step 1(part A):

Step 2(part B):

Step 3(part C):

3. Look at Kitty’s fact file –Part A in page 32carefully and try to remember more information about Kitty’s trip to Hong Kong.

Main Points Details

When The winter holiday ------

where Hong Kong

Who ------

What visiting places of interest Disneyland

Ocean park---

Other activities

Eating

How

4. Useful expressions:

It took us …to fly to

The next day, we went to…

I loved watching the interesting…

…was exciting/beautiful/fantastic

On the third day, we visited…

We went to…on the fifth day

…was the best part of the day

We enjoyed this trip very much

Step 3 Work on Task 2

1. Complete Kitty’s article in Part B on page 33 as quickly as you can.

2. Analysis (分析) kitty’s article. We can group this article into 3 parts:

Part 1: para( )-para( ) It is mainly about

Part 2: para( )-para( ) It is mainly about

Part 3: para( )-para( ) It is mainly about

3. During Kitty’s article, Kitty used some adjectives（形容词）and adverbs（副词） to describe her article. Could you please find them out as many as you can?

Step 4 Notes

1. My parents and I left for the airport in the early morning.

我和父母一大早就前往机场。

leave for 动身去

e.g. The plane leaves for Hong Kong at 10:30.

飞机于10：30 起飞前往香港。

2. It took us about three and a half hours to fly to Hong Kong.

我们花了3个半小时飞到香港。

“3个半小时”还可以表达成three hours and a half

“一个半小时”的两种表达方式 one and a half hours

one hour and a half

Step 5 Writing

You are going to write an article about one of your holidays. Write down some main points and details, and organize your ideas before you write.

Tips:

1. Remember to state (陈述) clearly the place and the time of your trip, and the people who went with you.

2. Organize your ideas before you write.

3. Think of something interesting and special to write about.

4. Use adjectives and adverbs to make your article more interesting.

5. Write about your feelings in the last paragraph.

Step 6 Homework

If you went to Beijing for a holiday last summer, try to write an article about this trip.

篇4：8a 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5：牛津7AUnit 4(译林牛津版八年级英语上册教案教学设计)

Period 1

Teaching Contents

1. Comic strip.

2. Welcome to the unit.

Teaching Aims:

1. Knowledge objectives:

1) To revise old vocabulary and learn new vocabulary about food.

2) To talk about likes and dislikes with regard to food.

2. Ability objectives:

1) Express likes and dislikes.

2) Learning how to talk about the kinds of food they like and dislike.

3. Emotion objectives:

To help the students have a healthy lifestyle and diet.

Teaching Methods:

Listening, speaking, reading and writing

Teaching Materials:

1) Student’s book 7 A, page 55.

2) Some pictures of several kinds of food.

3) Slide shows.

Teaching Procedures:

1. Pre-task

1) Warming-up

Let’s sing a song to relax.

2) Free talk

T: Good morning, boys and girls.

S: Good morning, Miss…

T: In the last weeks, we’ve talked about festivals. What do we do on Festivals?

S1: We have parties.

S2: We often have big meals.

T: Yes, people eat different food on different festivals, right? What do people eat on Thanksgiving Day?

S1: Turkeys.

T: What do we eat on Spring Festival?

S2: Dumplings.

T: Great. Boys and girl, do you know some other food?

S1: Eggs.

S2: Bread, oranges.

T: Very good. Please look at the food.

(Show them a picture, in which the food is classified like the form on page 55, and then teach them the new words:

vegetable, hamburger, a bowl of rice . After showing these new words, teach them to read and remember these words which will appear in the lesson.)

T: Do you like these food?

S: Yes.

T: The food look very good, so I am a little hungry. ( with the gesture, let the students know the meaning of this word and write it on the blackboard) I want some fish. I like fish very much, and fish is my favourite food. But I don’t like chicken. I hate chicken.

(Write these two new words on the Bb and lead them to read.)

2. While-task

1) Presentation

T: Please look at the form on page 55, Tom, I like fish, what food do you like?

S: Hamburgs.

T: Do you love it?

S: Yes, I eat it every day.

T: Do you like rice?

S: No, I don’t

T: Thanks. You don’t like rice. So you dislike rice. Boys and girls, we know Tom’s favourite food , but how about your favourite food?

2) Practice

T: Please work in pairs and fill in the form.

(Give them 3 minutes to do it, then ask some of them to act it out )

3. Post-task

1) Presentation

T: Boys and girl, look at him. He is my friend, Jack. He is very …

(Show them a picture of a fat man.)

S: Fat.

T: Yes. Can you guess which food he loves?

S: Hamburgers.

T: You’re very clever. He loves hamburgers very much, and eats it every day.

Do you think he is a healthy person? (with gesture teach these two new words)

S: No.

T: Why?

S: He eats too much.

T: Yes. And he never does sports, he never exercises. (write this word on the Bb)

But he wants to be fit like him. (Show another picture of a very healthy and strong man)

Can you help him?

S: He can’t eat too much.

S2: He can run every day.

T: Yes, he can exercise. What can he eat?

S1: Vegetables.

S2: Rice.

T: Great. He needs a healthy diet. ( Write the two new words on the Bb and teach them to read.)

With the help of diet, he will have energy. (write it on the Bb and tell them the meaning of it in English.)

2) Comic strip

T: Now, boys and girls, listen to the tape and answer these two questions.

(Show the questions on the screen.)

1. What time is it?

2. Does Eddie often exercise?

(Ask the Ss to answer the questions.)

T: Now, please open your books, turn to page 54. Read after the tape.

(After reading after the tape, let them read by themselves in roles.)

S: …

3) Practice

T: Now, work in pairs to act it out.

(Give them 3 minutes to prepare it, then ask some pairs to act it out. )

Homework

1) Copy the new words.

2) Write five sentences about your family like this:

My father loves/likes…. My mother ….

3) Get ready for Reading on page 56.

Unit 4 Food

Period 2: Reading

Study Tasks:

1. Practice the technique of skimming for overall comprehension and scanning for details

2. Master the usages of : lifestyle, before, diet, energy, exercise, fast food, healthy, important, seldom, tired, top

3. Know how to keep healthy by doing exercise and have a suitable diet every day

Topic: Unit 4 What's your favourite food?

Contents: Reading(I) in Unit 4

Important points: the technique to skimming for overall comprehension and scanning for details

Difficult points: 1. the relationship between diet and overall health

2. the teachique to skimming for overall comprehension and scanning for details

Teaching procedures:

Pre-task 1) Revision

Help the students revise “What is your favourite food?” and the answers:“ My favourite food is... I like ... I love...” by making dialogues like this:

S1: What’s your favourite food?

S2: My favourite food is rice and chicken. What about you?

S1: My favourite food is fish and rice.

2) Lead-in

1. T: Show some pictures of playing basketball/football/tennis/volleyball... pictures of running/jumping/swimming/dancing... to the class with the questions:

T: S1, do you exercise at school?

S1: Yes, I do.

T: What exercise do you like?

S1: I like basketball/football/running...

2. T: Ask the whole class to discuss. “Why do we exercise every day?” (Write the sentence on the blackboard and explain. Give them 2minutes to discuss.)

Ss:...

3. (Have some students to report.)

T: To exercise is very good for our health. But food is also important for our health. What do you eat every day?

S1: I eat rice, apples, oranges, meat... every day.

T: What's your favourite food?

S2: I eat bread, milk, pork, bananas...every day.

Task circle 1) Listen and answer. (Kitty)

Let the Ss look at some questions about Kitty before they listen to the tape.

1. How often does Kitty dance?

2. Where did Kitty get her energy?

3. Why did Kitty change her diet?

Then ask the Ss to answer the questions.

2) Read and complete B2 (Kitty)

Ask the Ss to read Reading A by themselves. When they read, they’d better underline the new words. Then the teacher will get them to guess the meaning and explain. Then ask the Ss to complete B2 (Kitty) according to the text.

3) Read and answer. (Daniel)

Let the Ss look at some questions about Daniel before they read the text.

1. How often does Daniel swim?

2. Why did Kitty change her diet?

3. What does Daniel usually have for breakfast?

Then ask them to read the text to find the answers.

4) Complete B2 (Daniel)

Ask the Ss to complete B2 according to the text (Reading B).

5) Listen and repeat (Daniel)

Ask the Ss to listen to the tape and repeat after the tape sentence by sentence.

Read the passages in corals.

Post task 1) Do B1

Ask the Ss to do B1. Let them match the words on the left with the meaning on the right. Then check the answers: 1 dancer e , 2 energy f , 3 healthy d , 4 diet h , 5 seldom a , 6 top b , 7 lifestyle c , 8 exercise g

2) Complete C2

Tell students to do C2 individually, then ask them to check their answers with a partner. Refer back to the text if there are any disagreements.

Task 10: Discussion

T: Boys and girls, what do you learn from the text?

S2: I learn a lot from the text. I think it’s very important to have a healthy diet and a good lifestyle.

S3: I liked hamburgers a lot. But from now on, I will not eat them any more.

S4: I seldom exercised before. I decide to exercise every day.

T: Now if you are healthy, please tell us your diet and lifestyle. If you are not healthy, please tell us your old diet and lifestyle and your plans for your new diet and lifestyle.

Homework:

1. Write a short passage about your healthy diet and lifestyle or your plans for your new diet and lifestyle. (If some Ss think it hard, the teacher can give them some key words for help.)

2. Recite the text (Reading A & B).

牛津7AU4reading教案2

Task:1,To practise the technique of scanning ofr details

2,To know the relationship between diet and overall health

3,To master the usages of the following expressions and words

want to do, for two days,It's important for ...,be good for,eat ...for,not...any more,a

top student,like doing,on the internet,exercise,twice a week,dancer,fast food

4,To finish a class test

Topic:What we eat and how we live

Contents:Reading part in Unit 4

Important points:1,the usages of the expressions and words

2,the technique of scanning for detail

Difficult points:the relationship between diet and overall health

the teachique to scanning for detail

Blackboard design:

What we eat and how we live

Every day,I dance for two hours. It's important for a dancer to be healthy.I know that sweet snacks are not good for me. I always eat an apple for breakfast. I don't eat sweet snacks any more. I am...a top student I like studying. ...on the inernet. After class. I exercise every day for about 30 minutes. I swim twice a week. I always have a healthy meal for dinner.I don't eat fast food any more.

Teaching procedures:

Task One:Show the task for this class (Let the students know they study task):Omission

Task Two:Practise the skill for scanning for the details

1,Give the students papers

2,(The students)Try to read the passage fill the missing words

The girl's name is ______.She is ______ years old.She wants to be a _____.She often dances for _____ _____every day.Before she _____ate fruit and ______.She liked sweet______.Now she often eats_____for breakfast.She doesn't eat ______ _____between meals.

The boy's name is ______.He is a _____student at school.He like ______computer games.He often _____with his friends on the _____.Before he often ate ______for lunch.He wanted to ______basketball but he couldn't run______.So he _____for about half an hour a day.

Task Three:A discussion about food and life styles

1,Show a piece of videos (一段关于胖孩子录像)

2,A discussion

Task Four:Ability test

1,Give the papers

2,Use the expressions to fill in the blank for three hours,want to do,It's important for...,not...any more,eat.for,be good for,like doing...

Jack is an English boy.He ______a football player(足球运动员）He ______football very much.He plays football _______every day.He says playing football ______his health.Before he seldom played football because he couldn't run fast.He often ______meat _____his three meals.He got very fat...

Task Five:Practice

Help the students to master the usages of the expressions

First :T:English S:Chinese Then T:Chinese S:English

1， T:I want to be a dancer.

S：我想成为一名舞蹈者。（教师可帮助学生理解意思）

T：She/He/Miss Li/They/The boy want/wants to be a /an/teacher /singer/dancer/engineer/farmer/....

S:她/他/李小姐/他们......想成为......

T: 我/你/他/我们/你们/她们/王先生 ......想成为一名医生/教师/工人......

S:I/you/he/we/you/Mr Wang want/wants to be a/an ......

2，T:I dance for two hours very day.

S:我每天跳舞两小时。（教师可帮助学生理解意思）

T：Theboy/girl/man/teachers/women....run(s)/swim(s)/walk(s)/fish(es)/work(s)...for two/three/two and half/hours/thirty/twenty/ten/minutes...every day.

S:那个男孩/女孩/男人/教师们/妇女们......每天跑步 ......两/三/两个半时......

T：我/我的朋友们/他的爸爸/孩了们每天读书一小时，每天看电视三十分钟.....

S: I/My friends/His father.....read for one hour/watch TV for 30 minutes......

3,T:It's important for a dancer to be healthy.

S:对一个跳舞者来说，保持健康很重要。（教师可帮助学生理解意思）

T：It's important for you/them/the boy/the old man/...to walk/ swim/to do exercise/get up early .....every day.

S:对你/他们/那个男孩/老人......来说，每天散步/游泳/做锻练......非常重要。

T:对我们/你们/他们/平平/杰克......来说，每天读英语/ 每天听录音/散步/打篮球/喝点水/吃点蔬菜......很重要。

S: It's important for us/you/them/Pingping/Jack to read English /listen to the tape/walk/play basketball/eat some vegetables....

4,T:I know that sweet snacks are not good for me.

S:我知道甜点心对我没有好处。（可帮助学生理解）

T：Too much/many meat/sugar/ exercise/sleep/candies...is /are not good for the boy/girl/me/him....

S:吃太多的肉/糖/睡眠太多......对那个男孩......没有好处。......

Task Six:Class Practice

一、Fill in the blanks according to the passage

The girl's name is ______.She is ______ years old.She wants to be a _____.She often dances for _____ _____every day.Before she _____ate fruit and ______.She liked sweet______.Now she often eats_____for breakfast.She doesn't eat ______ _____between meals.

The boy's name is ______.He is a _____student at school.He like ______computer games.He often _____with his friends on the _____.Before he often ate ______for lunch.He wanted to ______basketball but he couldn't run______.So he _____for about half an hour a day.

二、Fill in the blanks with the expressions given

Simon is my friend. He wants ____ ____a basketball player.He knows ____ _____for him to run fast. So he runs ____ ____ ____in the morning every day.Before he didn't like running ____ ____.He often _____much chicken and meat ______his supper and he was very fat.His mother told him that too fat ______not _____ _____him. But now,Simon seldom eats chicken and meat.And he gets up early and do exercise every day.

三、Put the following into English

1，他们每天要打一个小时的网球。(for...)

2，明明想成为一个歌唱家。(want to be)

3，对你来说，每天吃一些水果很重要。(It's important...)

4，李先生每个月看两次电影。(twice)

5，读书（reading) 你每个人都有好处。(be good for)

6，汤姆早餐吃一个鸡蛋、一杯牛奶和一些面包。(eat...for)

Task Seven:Homework and exercise

1,Recite the passage

2,Finish the exercise in the book.

3,Class test 三

A Design for Vocabulary of Unit 4 (period 4 )

Teaching Content: Vocabulary of Unit 4 ( F W E 7A

Teaching Aims: 1. To recognize names of different foods

2. To use adjectives to describe different tastes

Teaching Difficulty: Spelling of the names of the foods

Teaching Importance: To recognize the names of the different foods

Teaching Tools: foods, pictures, a piece of cloth, papers

Teaching Procedure:

I. Greetings and giving the aims of this lesson.

T: Hello, boys and girls. Today we are going to recognize different food and their tastes.

II. Pre-task activity

1. T: Boys and girls, look at my desk. I bring some kinds of food here today. Let’s see who has the best memory. I’ll give you two minutes to look through the food. Then, I’ll cover the food. Who says the most names of the food, who’ll be the winner. And I’ll give him or her the food as a prize.

(Use some foods to make the students interested and excited.)

2. T: Now, boys and girls, look at these pictures. There are many kinds of food on the pictures. Let’s see what are their names. Now, follow me.

(Display the pictures of food with the words underneath them in large and clear letters. Use them to teach the new words. This makes the learning interesting and easy.)

III. Task cycle

Task1. Rearrange the letters of some food.

Boys and girls, let’s come to Part A on P59. Please help Millie rearrange the letters to find out the names of food. After you finish the answers, please put up your hand. Let me see who’ll be the first five students.

(get two students to write their answers on the blackboard and check the answers with the whole class. If your class is a stronger one you can choose other words for food and jumble the letters of each word. Ask for volunteers to write some of these words on blackboard. Work out the answers as a class activity.)

Task 2. Find how the food tastes.

Wow, look at me. It’s so sour/sweet/spicy/salty.

(Use some pictures of different kinds of food with strong tastes. Mime the words “sour” and “spicy”. Explain these meanings further with pictures.)

Now, boys and girls, let’s come to Part B. How well do you know the different tastes? Look at the pictures, write the correct words under the pictures.

(Ask students to do this task on their own. Compare answers with their partner.)

Task 3.List the names of food, then complete the figure.

Now, look at the figure. Please work in pairs, try to write down the names of food and their tastes. The more, the better.

Food Taste

( Get some students to report orally. )

There is another figure here. Please work in groups of four to complete the following figure .

Taste Food

Sweet

Sour

Salty

Spicy

IV. Post task

Please tell me how many names of food do you list. The more, the better.

(Students report the results to the whole class.)

Well done! Now, let’s see which group finds the most food. That’s the winner of this lesson.(Give some food as prizes.)

V. Homework

Make a survey. Go to the supermarket to find more food and their tastes.

Period 5

Grammar (Part A Adverbs of frequency)

Teaching contents:

the adverbs of frequency

Objectives:

To recognize and use the adverbs of frequency

Teaching Aids:

A computer, a projector

Teaching methods:

直观教学法、任务型教学

Teaching procedures:

Pre-task: 1) Presentation

T: Kate, what’s your favourite sport?

S1: My favourite sport is dancing.

T: So you can say, “I always dance.” Lucy, what sport do you love?

S2: I love swimming.

T: So you can say, “I usually swim.” Jack, do you like playing football?

S3: Yes, I do.

T: So you can say, “I often play football. I don’t like swimming, but swimming is good for my health. So I sometimes go swimming. Lily, do you like playing badminton?

S4: No, I don’t like it. I play it twice a week.

T: So you can say, “I seldom play badminton.” Tom, do you like playing football?

S5: No, I hate it. I will not play it.

T: So you can say, “I never play football.”

2): Tell the Ss the adverbs of frequency

Show the Ss a diagram to tell the adverbs of frequency. (用柱状图表示)

Main task: 1) Ask and answer

T: Tom, how often do you go roller skating? (show a picture of roller skating)

S1: I sometimes play badminton.

Repeat with other adverbs of frequency.

Then the teacher can encourage the students to ask the teacher some questions.

S1: How often do you swim?

T: I often swim.

2): Do Part A1

T: Boys and girls, do you want to know how often our friends exercise?

Ss: Yes.

Then ask the Ss to open their English books to complete the sentences in Part A1. First, let the students work individually. Then ask them to check their answers in pairs. At last, check for the correct use of adverbs as a class activity.

Pre-task: 1) Presentation

Show some kinds of food for lunch and dinner. (one picture for one kind of food)

T: What’s this?

Ss: It’s ice cream.

T: Lucy, how often do you eat ice cream?

S1: Sometimes.

T: And what’re they?

Ss: They’re noodles.

T: Tom, how often do you eat noodles?

S2: I usually eat them.

T: Now let’s see how many times Millie’s classmates eat these kinds of food for lunch and dinner in a week.

Show the table. Then let the Ss ask and answer questions according to the table.

S1: How many times do the boys eat chicken?

S2: They eat it twice a week.

Main task: Do Part A3

Ask the Ss to complete the sentences in Part A3. Then check the answers.

Post- task: Work in pairs and act it out

Ask the Ss to make dialogues about how often they exercise and how often they eat these kinds of food. Then let them act it out.

Homework:

Ask them to write a short passage to tell how often they themselves and their partners exercise and eat these kinds of food.

Period 6 (Grammar 2)

Teaching contents: 1 To recognize and use countable and uncountable nouns.

2 To recognize and use the indefinite articles to talk about things that are countable.

3 Make the students can use the form of a + … + of.

Teaching aims: 1 Make the students grasp the knowledge.

2 Train the abilities of listening, reading, speaking and writing and the studying skills of the students.

3 Make the students cooperate more in class.

Teaching important and difficult points:

1 To recognize and use countable and uncountable nouns.

2 To recognize and use the indefinite articles to talk about things that are countable.

3 Make the students can use the form of a + … + of.

Teaching aids: pictures, real objects and multi-media computer

Teaching steps：

Step 1 Presentation

T: Boys and girls, good morning. First, please look at the screen.

Show a picture of an apple.

T: What’s this?

S: It’s an apple.

T: (show a picture of a glass) What’s this?

S: It’s a glass.

T: Good. What’s this? (show a picture of a piano)

S: It’s a piano.

T: What are these? (show a picture of mangoes)

S: They are mangoes.

Use pictures to teach story, glass, piano, mango, shelf, carrot, tomato, pot, pancake and potato. At the same time, teach the singular and plural forms of these new words. They are stories, glasses, pianos, mangoes, shelves, carrots, tomatoes, pots, pancakes and potatoes.

Show a picture of a Christmas card with wishes on it.

T: You see, it’s a Christmas card. What should we write on it?

S: Merry Christmas!

T: Yes, and it’s a wish. For example, Happy New Year! It’s a wish, too. Any other examples?

S: Happy Teachers’ Day.

T: Good. These nouns are something we can count. So we call them countable nouns. And only countable nouns have plural forms.

Step 2 Conclusion

Conclude the rules that how to form the plural form of most countable nouns. We add ‘-s’ to the singular form. However, there are some exceptions.

Most nouns + s

Nouns ending in a consonant +y -y + ies

Nouns ending in s, sh, ch or x + es

Nouns ending in o + s or + es

Nouns ending in f or fe -f or fe + ves

Step 3 Presentation

T: We saw some pictures of countable nouns. Now let’s see some pictures of another kind of nouns. (show a picture of bread)

Look, what’s this? It’s bread.

T: What is it? (show a picture of water)

S: It’s water.

T: And what’s this? (show a picture of tea)

S: It’s tea.

Use pictures to teach tea, soup and salt.

T: You see, these are something we cannot count. So we call them uncountable nouns.

Step 4 Practice

Do B1 on Page 62.

Check answers and then do B2. Read Millie and her mother’s conversation and write the underline nouns in the correct column of the table.

Then check the answers.

Step 5 Presentation

Show the students a picture of a cup of tea.

T: Now please look at the screen. What’s this?

Ss: It’s tea.

T: Yes, it is. And it’s a cup of tea. We can not say a tea, but a cup of tea. We can use nouns in front of uncountable nouns to show their amounts. Let’s see some other examples.

Show pictures of a glass of milk, a bowl of rice, a packet of salt one by one. Ask the students to read these phrases.

Then show a picture of meat. Teach kilo and a kilo meat.

Then show a picture of two or three glasses of milk. Teach the plural forms of these phrases.

two bowls of rice three cups of tea four kilos of meat

five packets of salt Students read these phrases together.

Conclusion: a … of + uncountable nouns

Show some other pictures. e.g. a bag of apples a box of eggs

two baskets of bananas

T: We can also use nouns in front of uncountable and countable nouns to show their amounts.

Step 6 Practice

Translate some phrases.

1 五杯茶 2 两袋牛奶

3 一碗米饭 4 三袋盐

5 一盒鸡蛋 6 四公斤芒果

Step 7 Exercises

Do the exercise on Page 63, in the kitchen. Read the conversation and fill in the blanks with a or an.

Then check the answers.

Get students read the dialogue together.

T: Pay attention. In this sentence “It takes half _______ hour to cook.” we should put ‘an’ in the blank.

T: We use ‘a’ or ‘an’ before a singular countable noun. If the noun starts with a vowel sound, we use ‘an’. And in the word hour, the letter ‘h’ is silent and it starts with a vowel sound, so we use ‘an’.

T: Let’s see how many letters we can put ‘an’ before them. Please think it over.

Then check answers.

The letters are A, E, F, H, I, L, M, N, O, R, S, X.

Step 8 Production

T: We’ll have a party. We don’t have enough food or drinks. So we should go shopping. Please work in pairs and make up a new dialogue about shopping.

Choose several pairs to perform their dialogues in class.

Homework

Write down the dialogue discussed above.

Period 7

A Design for Intergrated skills of Unit Four

Teaching Content:Integrated skills (Part A)

Teaching Aims:Develop four skills by way of talking about “How to keep fit”.

Teaching Tools:recorder,slides,etc.

Teaching Procedure:

I.Greetings and giving the aim of this lesson:

T:Hello,boys and girls. Today we’re going to talk about “How to keep fit”,then please finish the questionnair on Page64. （Explain“ fit”）

II.Pre-task activity:

At the beginning,show some funny pictures to arouse students’ interest in different lifestyles ,food and health issues.

T: Now, please look at this form, it is Wang Ling’s lifestyle, please talk about it, do you think it is a good lifestyle?

exercise Play computer games Eat fruit and vegetables Watch TV Eat fast food

never *

seldom *

sometimes *

often *

always *

(The students have a talk)

S: No. It isn’t a good lifestyle.

T: Good Now would you like to tell me your lifestyles ?

S: Yes.

T: OK. Work in groups .I will give you five minutes ,please talk about your own lifestyles, then I will ask some groups to give us your opinions . You can refer to these questions on the screen:

1. How often do you exercise?

2. How long do you sleep every night?

3. How much TV do you watch every day?

4. How often do you eat cakes, biscuits and sweets?

5. How often do you eat fruit and vegetables?

6. How often do you walk to school?

(The students have a talk.)

T: OK. Time is up. Any groups volunteers?

(Some groups give their opinions, the teacher gives some advice, Then have a free talk to teach new words and phrases :“less than”,“more than ”,“biscuits” and “total”.)

III.Task cycle:

Task 1 : Come to the questionnair.

T: Now you are logging onto the Get Fit website and listening to an online interview with one of the club members, Hu Wen. Then please finish the questionnair on P64.

(Explain the instructions and the purpose of a “lifestyle” questionnaire carefully. The students study the questionnair individually. Check for general understanding and confirm the meanings of adverbs of frequency, individually and in pairs.)

Task 2: Finish the questionnair. Play the recording ,ask students to listen for specific information about Hu Wen ’s lifestyle and tick the correct boxes, ask them to check their answers with a partner. Then check answers as a class activity. Give help and explanations if students have problems. Then encourage them to find the information for themselves and complete the last column of the questionnair.

Task3: Report.Ask students to enter Hu Wen’s score and their own score in the table in PartA3.Students analyze the health scores for Hu Wen and themselves. Read out the three categories. Ask students to put up their hands for each category. Count the number of students in each category to see how healthy or unhealthy the class is. (The teacher can ask the students to draw a chart according to the report for class display.)

IV.Post-task activity:

Task1: Interview. Divide the class into pairs. Ask students to read and understand the questions in PartA4 before they interview their partners. Pay attention to intonation. Ask them to drop their voice at the end of the question. Say some sample questions and ask students to repeat them.

Task 2: Report.Ask students to complete the report in Part A5.Use the information obtained from the questions in Part A4.Ask students to put up their reports, together with the class profile for classroom display.

V. Homework :1. Make a survey: What do your friends have for breakfast/lunch/supper?

See how healthy or unhealthy they are . Tell them to how to keep fit.

2.Make a plan for yourself to tell your classmates how you keep fit.

(The students can choose one as their homework)

A Design for Integrated Skills of Unit 4(Period 8)

Teaching Content:Integrated skills ( Part B )

Teaching Aims:1.Develop four skills

2.Introduce and consolidate common intonation patterns with ‘Wh’ questions.

Teaching Tools:recorder, slides etc.

Teaching Procedure:

I. Greetings and giving the aim of this lesson

T: Hello, boys and girls, today we’re going to talk about food and diet, ask and answer questions about likes and dislikes

II. Pre-task activity.

(First say a rhyme :What would you like?

What would you like? I’d like some rice.

What would you like? I’d like some pies.

Sure,they’re very nice. )

T: Good job.OK,here are Peter’s diets,please talk about them,(give some sentence patterns about like and dislike),then tell your partners what you like and dislike.(make the students work in pairs)

Before Now

seldom Fruit and vegetables seldom Fast food

often Snacks, sweets often Fruit and vegetables

always Fast food always Healthier food

(The students have a report , the teacher gives some advice, then have a free talk to teache new words:“feel”,“luck”,“supermarket”,and“ carry.”

III. Task cycle:

Task 1:Know Meiling and Ricky’s diets .Listen to the tape , make the students listen for some details about Meiling and Ricky’ conversation, then ask the students to repeat the dialogue between Meiling and Ricky.(in chorus, in groups, or in pairs)

Task 2:Act out the dialogue. Ask students to work in pairs , then make some pairs to present the dialogue before the class,make sure that students should be able to role-play this conversation with fluency, eye contact and appropriate intonation.

IV.Post-task activity:

Task 1:Make up new dialogues .Ask students to work in pairs and talk about their own diets. for some weaker classes,allow students to write down their conversations before role-playing them. Remind them that they can use Meiling and Ricky’s conversation as a model.. Ask some pairs to present their conversation to the class. After this ,the teacher can give some advice.

Task2:Extension activity. On Page 67 is a calorie and vitamin chart listing some common food items. Set up an activity to encourage students to talk about their own and their classmates’diets without referring to their books, then ask the students to write a short passage about it .If time permitted,the teacher can give some comment on some passages.

Task 3: Introduce common intonation patterns with ′Wh‵questions.

Make the students talk about their lifestyle and diet, make sure they use ‘Wh’ questions.,(give some sentence patterns), tell them to pay attention to the intonation.Explain that we drop our voice at the end of a ‘Wh’ question to indicate that we have finished speaking .Tell them Wh-words include“ what ”“when ”“ why ”“where ” “who ” “how ” “which ”“whom ”and“ whose.”

Task 4. Pratice. Ask students to listen to the questions on the recording, then repeat each question, make them place the downward arrow on the last word of each question ,ask some students to write an answer to each question, make the students practise saying the questions and the answers in pairs, they can add their own Wh questions about food items and use different Wh-words.At last,ask some pairs to come to the front of the classroom and present the conversation.

VII. Homework: Written work: My favourite food.

Period 9 (Main Task)

Teaching contents: To teach the students how to write an article.

Teaching aims:

1 To express factual information about diets and lifestyles in writing.

2 To write an article for a website based on personal information.

3 To read an article to a classmate and check for mistakes.

4 To train the healthy lifestyle of the students.

Teaching important and difficult points:

To teach the students how to write an article.

Teaching aids: pictures, real objects and multi-media computer

Teaching steps:

Greetings and assigning the task

T: Good morning/afternoon, boys and girls. Do you know about Get Fit Club. Get Fit Club is an e-club which introduces healthy styles and helps people to live better and healthier. Millie has joined it. We are going to join it, too. And each member of it must write an article to introduce his/her healthy life style. So in this class each of us will write an article to talk about our life styles.

Warming up

T: In the last several periods, we have already learned and revised many names of food. Now, can you say them as many as possible?...

Food: cakes(1),bread(2),rice(3),meat(4),chicken(1),beef(3),fish(2),noodles(4),

eggs(3) ,potatoes(2),tomatoes(1),hamburgers(4),pizzas(4),carrots(3),

turnips(2) ,vegetables(1) etc.

Fruit: watermelons(4), apples(1), pears(2), bananas (3), oranges(3),

lemons(2), strawberries(4) , mangoes (1), pineapples(2) cherries (3),etc.

Drinks: coke(1), juice(3), water(4), milk(2), tea(3) etc.

Snacks: biscuits(1), chips(4), ice cream(2) etc.

Pre-writing

1) T: Good. You have really known a great deal of words about food. Here is a form. Can you ask and answer the questions and fill the form? After you have finished it, you will have a report.

Name __________________________ Age ____________________________

HealthCondition__________________Hobby/Hobbies____________________

Questions Answers

Do you have breakfast every day? Seldom/every day/never

What do you have for breakfast?

What do you have for lunch?

Do you have snacks?

What do you have for supper?

Do you have sports?

How often do you have sports?

2) T: Look at the information table on page 67 and compare your form with your partners .Do you know how much energy you need every day? Can your diets give you enough energy ?Do you eat too much or take too little exercise ?Learn the calories and vitamins in each portion of the food ,compare the report above and design a healthy diet for yourselves and tell the class about it.

Breakfast: bread, milk, eggs, fruit/noodles with eggs or meat, fruit/

Congee, eggs, meat, fruit etc.

Lunch (dinner): soup, rice, pork, fish, vegetables / soup, rice, chicken,

vegetables, fruit / soup, fish, beef, vegetables, fruit, etc.

Supper: porridge, cakes, vegetables\ congee, cakes, vegetables/

noodles, vegetables etc.

Snacks: biscuits, juice etc.

Exercise: have a walk every day/jogging/play ball games/do morning exercises, riding, etc.

Report Pattern

Hello, everybody. My name is…. I am…years old. I like….I am strong/a little weak/a bit fat/a little thin/…I will have…for breakfast every day, because …; for lunch I will have….This will give me enough energy to….; Between lunch and dinner /supper ,I will have some snacks, such as….I will have …for supper. I will do enough exercise and I will ….I will be a healthy boy /girl.

Writing

T: Please read Millie’s article for the website (on Page68) and see how Millie design her healthy life style.

T: Millie has written out her plan to keep fit. Now you try it, imitating her writing style, write your own articles for the Get Fit Club.

Tips for your writing

Name: age: sports: health condition:

What to have for breakfast:

What to have for lunch:

What to have for dinner/supper:

What to have between the meals:

some exercise

Writing Sample: Millie’s article on Page 68(omitted)

Post-writing

1) T: OK, you have finished your writing. That’s great. Do you want to share them with the whole class and improve them? Please read your articles to the class. We will help you to correct your mistakes and make your articles better. Who will read the article first?

…

…

….

2) T: In this class, we have finished our articles for the Get Fit Club. Each of us has done a good job. Now here is your homework:

Homework

Read, beautify, print, display your articles and post to the Get Fit Club (Website-Fit@sina.com)

Help your parents to design their healthy diets and write them out.

Finish the exercises on page 60 and page 61, workbook.

Period 10

Teaching Contents:

1. Checkout

2. Exercises

Teaching focus:

Self-assessment for students to find out how much they have learned in this unit.

Teaching difficulties:

1. to write the key vocabulary

2. the usage of the simple present tense

Teaching Aims:

1. Knowledge objectives(知识目标):

1) To revise the use of adverbs of frequency and the names of common food items

2) To revise key vocabulary

3) To review the simple present tense

2. Ability objectives(能力目标):

To help the students build the ability of self-study and self-assessment

3. Emotion objectives(情感目标):

To help the students have a healthy lifestyle and live a healthy life

Teaching Methods:

Listening, speaking, reading and writing

Teaching Procedures:

1. Pre-task

1) Greetings.

2) Free talk

T: Hello, boys and girls! How are you today?

Ss: I’m fine. Thank you. And you?

T: I’m OK now. But I didn’t feel well yesterday. I went to see the doctor. The doctor said, “There’s nothing serious. You’d better exercise more and have more healthy food, such as vegetables, fruits.” Do you often exercise, boys and girls?

Ss: Yes. (Some Ss may say “No”.)

T (to a boy): Do you often exercise?

S1: Yes.

T: What kind of exercise, basketball or football?

S1: …

T (to a girl): What about you?

S2: No, I don’t exercise.

T: Why not?

S2: Because I have no time. I have to do a lot of homework.

T: Oh, you have a lot of homework to do. But I think you must exercise often to be strong, to have a healthy body. If not, you will feel ill and have to stay in bed or go to see the doctor, then you will not be able to come to school and you will fall behind others.

The doctor told me to eat more vegetables and fruits. Can you tell me any names of fruits?

S3: …

S4: …

T: Good! Thank you! Now I must eat more apples, bananas and vegetables and exercise more. By the way, what food do you often have?

S5: …

S6: …

T: Good! Boys and girls, do you know Amy? What food does Amy often eat, do you know?

2. Task circle

1) Do Part A

T: Please open your books at p69. Let’s look at Part A. How often does Amy eat these different kinds of food? Look at the chart below and write a few sentences. (Two minutes)

(Two minutes later, ask some students to speak out their sentences.)

T: Now, boys and girls, how often do you eat these different kinds of food in the picture? First, do you often eat fish? …

… …

2) Do Part B

Now, let’s look at Part B. You are now a member of the Get Fit Club too. Complete this week’s crossword puzzle. You can read these sentences first, they will help you find the right words.

(Ask some Ss to tell their answers.

1. Eating good food and doing exercise help you stay healthy.

2. A kind of fast food. (hamburger)

3. Many Chinese eat it every day. (rice)

4. They grow on trees. They can be red or green. (apples)

5. This fruit is yellow and it tastes sour. (lemon)

6. You need this drink to live. (water)

7. They swim. (fish) )

3. Post task

Now boys and girls, please add your scores. Let’s see who gets the most score. He or she will be the winner of this lesson.

4. Homework:

1. Make a survey to find how often your classmates eat some certain kinds of food. Write down a few sentences according to Part A on p.69. You should use “ sometimes, never, usually, always, often, seldom”.

2. Preview Unit 5.

篇6：牛津初中英语8B(译林牛津版八年级英语下册教案教学设计)

1. over the past 100 years

2. collect information

3. used to do

4. be used to+名词/doing

5. be used to do…/ be used for doing

6. get married/ tired/ paid/ hurt / lost / caught

7. play cards and Chinese chess

8. noise pollution / air pollution/ white pollution/ water pollution

9. take off

10. from time to time

11. have an interview with sb.

12. look up a word in the dictionary

13. if necessary

14. be in service/ be in use

15. on one’s own= by oneself

16. start / begin with

17. provide sth. for sb./ provide sb. with sth.

18. lose one’s way / get lost (be lost )

19. It must be fun.

20. go skiing/ hiking/ swimming/ sightseeing

21. take photos (of sb.)

22. dance to music

23. give sb. some advice on…

24. something interesting and special

25. make a video

26. hold a writing competition

27. write computer programs

28. come out

29. at the same time

30. a thirteen-year-old boy

31. fall asleep

32. play the role of…

33. sell out

34. Most of them is good

35. on the radio/ on the air

36. Do you mind telling me how to…?

37. in other words= that is to say

38. the host of charity show

39. Only if you sleep less during the day!

40. different ways of raising money

to raise money

41. give out

42. Will it be a success?

43. donate money to Project Hope

44. give something to people in need

45. make money by doing sth.

46. I wish (that) I could fly.

I wish (that) I were Yao Ming.

We wish you good luck.

I hope (that) you will like it.

I hope to pass all my exams.

47. set up

48. volunteer to do sth.

49. have some pocket money left

50. The good/ bad news is that…

51. perform operations on sb.= operation on sb.

52. be grateful to sb. for sth..= be thankful to sb. for sth.

53. be proud of…

54. All we need is enough money to carry on with our work.

55. improve the lives of children

56. treat them with kindness

57. leave a book at your place

58. support one’s family

59. care about other people

60. finish school

61. a helping hand

62. train for a charity walk

63. be known as = be famous as

64.be famous/ known for…

65. group themselves into a team of four people= form groups of four

66. team spirit

67. This will be an experience.(that) you will never forget

68 Its aim/ goal is to raise money for…

69. first-aid

70. give seats to the elderly (= old people)

71. pay attention to sth.

72. fill in the form

73. be willing to do sth.

74. theme park

75. remote control

76. all-time favorite CD-ROM

77. health care

78. prevent …from doing

篇7：八年级英语8B unit1 Comic strips & welcome to the unit 教案 (译林牛津版英语八年级)

第1课时 20 年 月 日

一、教学目标:

● To introduce the concept of situations that started in the past and are continuing at present

● To introduce the grammatical concept of the present perfect tense by focusing on a timeline.

二、教学重点难点：

教学重点：transport at different times

Present perfect tense

教学难点：the grammatical concept of the present perfect tense by focusing on a timeline.

三、教学准备：

A tape recorder

Multimedia courseware

四、教学过程：

Step 1 Having a brainstorming

-How do you come to school every day?

-I come by bike. /by bus /by car.

-How does your father go to work?

-He goes to work by car. /He takes a car to work.

Step 2 Presenting forms of transport

Read and answer:

1) How did Millie’s dad go to school when he was a student?

2) Why didn’t he take a bus?

3) How did Millie go to school? Why?

used to 用法：过去常常做某事

Eg: He used to be a teacher

They used to live here.

Step 3Listening to and reading a dialogue

In the past, people took the bus to work. But at present, more and more people can take the taxi /underground to work.

The transport has changed a lot.

What about our old friends Eddie and Hobo? Have they changed a lot?

Let’s go on to listen to and read the dialogue on page 6 between Eddie and Hobo. Then answer the following questions:

1. Where’s Hobo’s food? Is it in the bowl now? Why not? (Because Eddie has eaten it.)

2. Why has Eddie eaten his food? (Because Eddie was hungry.)

3. What did Hobo think of Eddie in the past? (Hobo thought Eddie was kind in the past.)

4. What does he think of Eddie now? (Hobo thinks Eddie is bad now. So he doesn’t want to play with him any more.)

5. Why does Eddie say that Hobo has changed a lot, too? (Because Hobo wanted to play with him in the past, but now he doesn’t.)

Step 4 Listening and reading aloud

Listen to the tape, and try to read aloud the dialogue on page 6 to the tape.

Step 5 Finding and writing expressions

You are to go over page 6 and 7 again to find out and write down all the useful expressions. Make sentences of your own with them after class.

Step 6 Acting out the dialogue

In pairs act out the dialogue.

Step 7 Doing homework

a. Read the comic strips and try to recite it.

b. Try to revise the phrase and sentences in this period.

c. Do translation:

五、板书设计

Unit1 welcome to the unit

See- saw- seen

Eat-ate--eaten

Change-changed--changed

修改栏

教后感：

课题：8b unit1 reading1 第2课时 20 年 月 日

一、教学目标:

● To recognize types of questions used in interview

● To recognize extended answers to raise questions

● To infer general meaning from the title and the context

● To guess meanings of specific words from the context

● To identify true or false statements based on the reading passage

二、教学重点难点：

教学重点：Times have changed

教学难点： since /over的用法

Present perfect tense

三、教学准备：

A tape recorder

Multimedia courseware

四、教学过程：

Step 1 Having a revision

Talk about the transport at different times.

Step 2 Talking about pictures

(Show two pictures to the students.)

Picture 1: A small town with some restaurants, shops, a small post office and an old cinema. Near the river, there was a steel factory

Talk about the picture, and teach the new words: restaurant, cinema, steel factory

What do you think of the steel factory?

The factory often threw away useless things into the river in the past. (The factory used to dump the waste into the river.) The waste made the river dirty. (The waste polluted the river.) The government got to know the danger and it took action to get rid of the pollution to protect the river. (The government realized it was a serious problem and took action to improve the situation)

It has changed a lot.

Picture 2: A town with a large shopping mall, a theater and a central park.

What do you think of the park?

Step 3 Reading to find out the new words

There are some new words in the dialogue on page 8.

But don’t be worried about their meaning. Just read the dialogue for the first time to find out and circle all the words you don’t know.

Now guess the meaning of the words from the context.

Now go to page 10 to finish Part B in pairs.

Read the passage again, and then tell if the sentences in Part C on page 10 are true or false.

Step 4 Finding and writing expressions

Go over page 8 and 9 again to find out and write down all the useful expressions. Make sentences of your own with them after class.

Step 5 Listening and reading

Listen to the tape and read aloud the dialogue to the tape, and then try to help Millie complete sentences in Part D on page 11.

(Keys: 1. moved 2. see 3. lonely 4. cards 5. chess 6. park 7. open 8. gardens)

Step 6 Filling and retelling

Go to page 8 to read the dialogue, finding out the changes to Sunshine Town and filling in the table below.

五、板书设计

Unit1 reading1

I’ve lived here since I was born.

Have you ever moved house?

Has the town changed a lot over the years?

修改栏

教后感：

课题： 第3课时 20 年 月 日

一、教学目标:

● To figure out the structure of each passage

● To understand and use the expressions in the text

● To practice the main language points of the context

● To retell the passage in their own words, following the structure of the passages

二、教学重点难点：

教学重点：retell the passage in their own words, following the structure of the passages

教学难点：practice the main language points of the context

三、教学准备：

A tape recorder

Multimedia courseware

四、教学过程：

Step 1 Reading the passages aloud

To begin with, turn to page 8 and read the passage aloud again to the tape.

Step 2 Having a revision

1. What was the Sunshine Town like in the past?

They h________ some small restaurants, shops and markets stalls. There once was a steel p________ near Sunshine River. The poison k________ fish and plants and p________ the river. The p________ was a very serious problem.

2. What about the Sunshine Town now?

Now, there is a large shopping mall and a theatre in the town and the town has t________ into a park. People often m________ their friends there. And the government took action to r________ the pollution, and the river is b________ clean again.

3. What about Mr. Chen’s life now?

It’s better in some w________. It’s nice to have o________ space and pretty gardens. However, many of his old friends have m________ to other areas. He f________ a bit lonely from time to time. But it’s great that sometimes they come b________ to see him.

Step 3 Explaining the language points

1. I’ve lived here since I was born.

3. Has Sunshine town changed/ a lot?

4. The factory used to put the waste/ into the river.

5. The government took action/ to improve the situation

6. I feel a bit lonely/ from time to time.

Step 4 Doing practices

First fill in the blanks on page 11 in Part C. Then make a similar dialogue in pairs.

Step 5 Finishing the exercises

Get the students to finish the following exercises without looking at the book to check if they have grasp the language points or remember the sentences.

Step 8 Doing homework

a. Learn the reading passage by heart.

b. Tell your parents or your friends about changes to Sunshine Town.

五、板书设计

language points:

1. I’ve lived here since I was born.

2 Has Sunshine town changed/ a lot?

3. The factory used to put the waste/ into the river.

4. The government took action/ to improve the situation

5. I feel a bit lonely/ from time to time. 修改栏

教后感：

课题：8b unit1 grammar 1 第4课时 20 年 月 日

一、教学目标:

● To learn the spelling of the past participles of verbs

● To recognize contexts for the use of the present perfect tense

● To use the present perfect tense to talk about events that starts in the past and are connected to the present

● To understand adverbs of time and use them with the present perfect tense

二、教学重点难点：

教学重点：the spelling of the past participles of verbs

教学难点：use the present perfect tense to talk about events that starts in the past and are connected to the present

三、教学准备：

A tape recorder

Multimedia courseware

四、教学过程：

Step 1 Learning about the present perfect tense

Here is a brief review of the form and function of the present perfect tense.

The present perfect is used when the time period has not finished:

I have seen three movies this week.

(This week has not finished yet.)

The present perfect is often used when the time is not mentioned:

The present perfect is often used with for and since.

The present perfect is formed like this: have plus past participle

Step 3 Doing practice

Eddie was born four years ago

past present

We use the simple past tense to talk about what happened at a definite time in the past.

Eddie has lived with Millie since he was born.

Eddie has lives with Millie for four years.

Step 4 Drawing a conclusion

We make positive statements and negative statements using the present perfect tense like this:

have /has (+not) + Past participle

We usually use these forms when we speak: hasn’t = has not, haven’t = have not

Look up the past participles in the dictionary if necessary. There is also a table of irregular verbs on page 122.

We ask and answer questions using the present perfect tense like this.

Have I /you/we/they arrived? Yes, I/you/we/they have. No, I/you/we/they haven’t/have not.

Has he/she/it arrived? Yes, he/she/it has.

No, he/she/it hasn’t/has not.

Step 5 Doing practice

a. Review the use of the present perfect tense

b. Fill in the blanks with the right tense of the verbs.

1. Eddie ___________ (be) born four years ago.

2. Eddie __________ (live) with Millie since he was born.

3. Mr Smith __________ (not come) back yet.

4. _____ they _____ (see) any exhibition recently?

5. ---- _____ you _____ (finish) your work? ---- No, I haven’t.

五、板书设计

Be-was/were-been

Give-gave--given

Forget-forgot-forgotten

Go-went--gone

修改栏

教后感：

课题：8b unit1 grammar2 第5课时 20 年 月 日

一、教学目标:

● To consolidate the present perfect tense

● To learn to use time expressions with the present perfect tense

二、教学重点难点：

教学重点：the present perfect tense

教学难点：use time expressions with the present perfect tense

三、教学准备：

A tape recorder

Multimedia courseware

四、教学过程：

Step 1 Having a revision

Have a dictation

Write down the past participle of the following verbs.

1. repair 2. marry 3. see 4. change 5. turn 6. pollute 7. feel 8. throw 9. write 10. make

Step 2 Talking about the present perfect tense

We use the simple past tense to talk about what happened at a definite time in the past.

We use the present perfect tense to talk about things that started in the past and continue to the present.

We also use the present perfect tense to talk about things that happened in the past but with connection with the present.

What’s the form of the present perfect tense?

Have /has (+not) + Past participle

Step 3 Doing practices

Make a dialogue like this:

A: Have you ever finished your homework?

B: Yes, I have. /No, I haven’t.

A: When did you do it? /When will you do it?

B: I did it last night. /I’ll do it tomorrow.

Step 4.Doing additional exercises

Millie and Sandy are talking about their history project. Complete their conversation using the correct forms of the verbs in brackets.

Millie: Hi, Sandy. (1)_____ you _____ (start) your history project yet?

Sandy: Yes. I (2) _____ (look) on the Internet to get some ideas, but I (3) _____ (not write) the report yet.

Millie: What (4) _____you _____ (decide) to write about?

Sandy: I want to write about Tianjin. (5) _____you _____ (be) there?

Millie: Yes, I (6) _____ (go) there with my family last year. I think Tianjin (7) _____ (not change) much.

Sandy: I think there (8) _____ (be) some changes. I (9) _____already _____ (learn) a lot about the history of the city.

(Keys: 1. Have…started 2. have looked 3. haven’t written 4. have…decided 5. Have…been 6. went 7. hasn’t changed 8. have been 9. have…learned/learnt)

Step 5.Doing homework

a. Review the uses of the present perfect tense.

b. Correct the mistakes in the following sentences.

1. Do you know when he has lived here? _____

2. I have written to my pen friend for a week ago. _____

3. I haven’t eaten something since 9 a.m. _____

4. They haven’t heard from Jim’s letter for a long time. _____

5. The shop has opened for about ten years. _____

五、板书设计

Write down the past participle of the following verbs.

1. repair 2. marry 3. see

4. change 5. turn 6. pollute

7. feel 8. throw 9. write

10. make 修改栏

教后感：

课题：8b unit1 integrated skills 第6课时 20 年 月 日

一、教学目标:

● To listen for details about changes to Starlight Town.

● To focus on general meaning by identifying specific details in pictures and general context.

● To understand and respond to factual information presented in written and oral forms.

● To respond to information obtained from listening by completing a letter.

二、教学重点难点：

教学重点：

listen for details about changes to Starlight Town.

教学难点：

general meaning by identifying specific details in pictures and general context.

三、教学准备：

A tape recorder

Multimedia courseware

四、教学过程：

STEP 1 Having a revision

Can you ell me something about the changes to Sunshine Town?

STEP 2 Listening to the tape

There is a conversation between Daniel and Kitty . They are talking about change in their lives. Listen to the tape and answer the following questions.

1. How did Millie go to school when she was in primary school? What about Sandy?

2. How does Millie to go school now?

3. What does Millie enjoy doing after class?

4. What do they think of school life?

STEP 3 Practising

What changes have been in your life? Work in pairs, and also try to find out about the changes in your partner’s life.

STEP 4 Presenting

Show the students the picture on the left.

Let’s describe the picture.

There are many trees and grass. The air is fresh. There are some wild birds and ducks. The water in the lake is clean. People live in the small houses in the small villages.

Then show the students the picture on the right.

Let’s see the changes to Starlight Town.

There are many tall buildings, many shops, many highways. There are no lakes

STEP 4 Listening to the tape

Daniel and Simon are doing their project on Starlight Town near Beijing. We have already known something about it. Let’s listen to their conversation, then fill in the blank in Part A1 on page 16.

STEP 5 Completing the diary

Simon is writing about Starlight Town in his diary. Help him complete his diary entry on page 16.

Explain: borrow sth. from sb. Lend sth to sb.

in service / in use

over the years / during the year. (谓语动词用现在完成时)

五、板书设计

Past now

Green hills smaller lake

Clean and fresh air new railway station

Wild birds near the lake tall buildings and new flats

修改栏

教后感：

课题：8b unit1 study skills 第7课时 20 年 月 日

一、教学目标:

The differences between facts and opinions

To use facts and opinions in the articles.

二、教学重点难点：

教学重点：The differences between facts and opinions

To use facts and opinions in the articles.

教学难点：To use facts and opinions in the articles.

三、教学准备：

Some exercises

四、教学过程：

Step1 lead-in

1. revise the changes to Starlight Town

T: Do you still remember Starlight Town?

It has changed a lot. What has changed in the environment, the transport and the living conditions?

2. T: then what do you think of Starlight Town? And why?

1) I think Starlight Town is a modern town.(opinion)

2) It has tall buildings and a new railway station( fact)

3.T: facts are true statements. They include names, dates, events and numbers.

Opinions tell what we believe, feel or think. When people say something beginning with I think, I believe or I feel, or using adjectives like good, bad and terrible, that must be their opinion.

Step2 practice

Turn to page 17, let’s have a look at more examples.

When we write, we can use facts to support our opinions.

We can give facts first, and then state our opinions.

Step3 doing exercises

Read the sentences below, write an F for a fact or an O for an opinion

1) There were only small shops and restaurants in the town(F)

2) Old people used to play cards and Chinese chess together(F)

3) The new park in the town centre looks beautiful.(O)

4) There was once a steel factory near the sunshine River(F)

5) Life is getting better in some ways(O)

6) Many of his friends have moved away.(F)

7) He is a good boy(O)

Step4 practice

Finish part B on page 17

Help Millie decide which are opinions and which are facts.

Reorganize them into a short passage.

Step5 Homework

What do you think of our school? Tell me your opinions

Don’t forget to give some supporting facts.

五、板书设计

8b unit1 study skills

1There were only small shops and restaurants in the town(F)

2.Old people used to play cards and Chinese chess together(F)

3.The new park in the town centre looks beautiful.(O)

4.There was once a steel factory near the sunshine River(F)

5.Life is getting better in some ways(O)

6.Many of his friends have moved away.(F)

修改栏

教后感：

课题：8b unit1 task 第8课时 20 年 月 日

一、教学目标:

● To describe two pictures explaining the differences between past and present situations.

● To generate ideas to describe specific details shown in pictures.

● To organize language and descriptions to write a comparison.

● To describe the changes to a place.

二、教学重点难点：

教学重点：describe two pictures explaining the differences between past and present situations.

教学难点：describe the changes to a place.

三、教学准备：

A tape recorder

Multimedia courseware

四、教学过程：

STEP 1 Free discussion

Ask the students to have a free discussion: “ The changes to school / family / festival / lifestyle / city/ …”

Model: The changes to school

School yard, timetable, subjects, numbers of the students and teachers, activities, teaching condition

STEP 2 Presenting

Amy plans to write about the changes to Moonlight Town for her project. She has got an old photo and a recent photo of the town.

Show the photos to the students, then ask them to talk about them in groups of four or five.

Talk about the difference between them, then show the fact file to the students,

In the past At present

STEP 3 Filling the blanks

Help Amy complete her report in Part con page 19

STEP 4 Reading the article

Ask the students to read the report. Then tell them about other changes that Amy didn’t mention. E.g. Moonlight Town is noisier now. there are more shops and businesses, the roads are busier, etc.

STEP5 Writing

Ask the students to make some notes . Tell students to begin writing their reports. Remind them that it is essential that they prepare draft first and check for clarity of information.

STEP 7 Homework

a. Remember how to get information to write the article.

b. Write an article about the changes to ….

五、板书设计

Unit1 task

Useful expressions:

1) It has changed a lot over the years

2) Many changes have taken place in …

3) People are enjoying a …life

4) There were only…in the past, but now…

修改栏

教后感：

篇8：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9：模块7 Unit 3 Project 教学设计(译林牛津版八年级英语上册教案教学设计)

Teaching Design for M7 Unit 3Project, Advance with English

Designed by Ji Lifen

教材内容分析

Project仍然围绕本单元的中心话题“因特网及其运用”展开的，属于探究式学习。由阅读材料和几个提示性问题组成。阅读部分探讨了如何在网上进行信息检索，介绍了两种搜索服务，如何搜索以及如何运用所检索的信息。通过学习，实践，讨论，激发学生的好奇心和求知欲望，鼓励学生运用从阅读材料中所掌握的知识进行小组分工合作在网上对相关话题搜索制作一个海报，并在全班范围内进行交流。

学生分析

1． 经过前面几个课时的学习，学生对因特网方面的知识有了一定的了解和兴趣，但对如何在网上进行有效搜索了解较少；

2． 学生具备一定的阅读理解能力，但在有限的时间内查找特定的信息和分析处理的能力还有待提高。

教学目标(Teaching aims)

1. Help the students to read a passage using the skills of fast reading and careful reading.

2. Help the students to build up their overall ability.

3. Help them to make use of information and process it according the demand and cooperate in a team and enjoy learning English

4. Help students realize the importance of using information legally and properly.

其中，第1点为语言技能目标，第2点和第3点是能力目标，第5点为德育目标。

设计思想

根据《高中英语教学大纲》的要求，在课堂教学中，必须以学生为主体，为中心进行教学，教师在教学中起主导作用。因此我采用任务型教学方式，每一部分都设有一定的任务，引导学生自主或者合作完成。教学过程由脑风暴开始，引入本课阅读文章，进行所设计的快速阅读和仔细阅读活动，对文章进行相应要求的理解。阅读活动由整体入手，由易到难，步步推进，层层深入。讨论部分旨在引导学生对网络有正确的认识。作业设计以阅读材料为依托，让学生运用网络资源在小组内施展其才能，同时将话题定为公共交通，从而为下个单元的学习做了准备。整个教学活动以教材为载体，以学生为中心。学生参与活动贯穿始终。学生既有个人活动，又有小组活动和班级活动。

在课堂教学中，学生应该跟老师学学习方法，提高阅读速度和阅读技巧,查找﹑分析﹑处理信息的能力以及写作能力。积极参与小组的各项活动，展现自己和小组的能力，并培养团队协作能力。在整个教学活动中，学生充分调动其各个感官进行听、说、读、写，积极主动的学习。

教学媒体1.the multimedia teaching system

2.the blackboard

教学过程(Teaching Procedures )(45 ms)

教师活动内容﹑方式 活动内容﹑方式 备注

Step 1 Leading in

1. Ask Ss ：In ways can we get information?

(S1: Watching TV.

S2: Going to libraries.

S3: Reading newspapers.

S4: Reading magazines.

S5: Surfing on the Internet …)

2. Show students some pictures and provide them with more sources. ( Listening to the radio; Communicating with others…)

3. Focus on the Internet.

Ask Ss ：From your answer, I know that you tend to surf on the Internet to get information. Now please think over how to do research on the Internet in your daily life.

( S1: I usually use Baidu.

T : Do you know what is Baidu?

S2:It is a kind of search engines.

T: Do you know something about search engines.

Ss: No.

T: Ok. We are going to read an article and after reading it, you will know more about the Internet.)

Step2. Fast reading

Ask the students to read the text quickly and answer the questions

1. What is the topic of this passage? (主旨归纳)

（Ss：Researching on the Internet.

T: How can you know this?

Ss: From the title .

T: Very good. How can we deal with this kind of problem? Can you draw a conclusion?

S1: We should pay special attention to the title.

T: What other things should we pay attention to?

S2: The first or the last para.）

2. Can you draw a structure of this passage?

(篇章结构)

( Show an example of this kind of question in reading comprehension.

T: Which of these diagrams best shows the structure of the passage?

Ss: C.

Draw a conclusion:

Actually the whole passage can be divided into three parts.

Write on the Bb:

PartⅠ: Introduction

PartⅡ: Body

PartⅢ: Conclusion

3. Main idea of each part.

Ask students to go through PartⅠand try to summarize the main idea of it.

( some things to keep in mind to use the Internet in the best way possible.)

Ask: What are the things?

Let’s read the remaining part of the passage and find the answer.

Ask Ss to go through PartⅡand try to summarize the mian idea of this part.

Draw a conclusion:

( T: How can you find the information from the passage?

Ss: From the subtitles.

T: So when we are asked to summarize the mian idea, we should turn to the subtitles.

Step3. Careful reading

1. Focus on the steps.

Ask Ss: What do you do step by step when you research information on the Internet?

( Steps: Step One: Choosing s search service

Step Two: How to search

Step Three: Using your information )

Draw a conclusion:

Step One: Before

Step Two: While

Step Three: After

2. Step One : Choosing s search service

① What are the two search services?

( Search engines & Subject directories )

② Comparison between Search engines & Subject directories.

Ask Ss: Do they have something in common?

What do they have in common?

( Both give you you direct links. )

Ask Ss: What are the differences?

( The information is chosen and organized differently. )

③ Listen and fill in the blanks.

Comparison

between

Search engines & Subject directories

a type of ________ built by _________

based on __________ selected by ______

choose pages for you________ and divided into ______

provide _____________ get_____ sometimes a short summary

goes to ________ offer_______________

④ Typical examples

ⅰAsk Ss to think of some examples of the two services.

ⅱProvide Ss with two typical examples.

Search engine: Baidu ( www.baidu.com )

Subject directory: Sohu ( www.sohu.com )

⑤ Practice

“Now would you please help me to find the suitable search service?”

If I am interested in investing in Yancheng and want to get some information about Yancheng as soon as possible, which service should I choose?

3. Step Two: How to search

Ask Ss: How many tips are mentioned?

( Pay attention to the words in blue. )

① Try to describe the tips in your own words.

② ⅰCheck the dates of the sites.

ⅱCheck the source of the information you find.

To do research, choose some formal pages rather than personal ones.

( T: What kind of page should you choose for doing research?

Ss: Government pages, or pages managed by organizations and companies you trust.

T: So we can say that Formal pages not Personal pages.)

ⅲ Focus on cross-checking.

( T: How can we do cross-checking?

Why should we do cross-checking? )

Ask Ss to guess the meaning of this word.

③ Pay attention to the way you type your words.

( T: Why ?

S1: Because it makes a difference.

T: What does the author provide in the passage to prove this?

S2: Examples.

T: How to get the pages having the words “bird” and “sparrow”?

S3: Type “bird” + “sparrow”.

T: How to get the pages having information about “birds” but no information about “sparrow”?

S4: Type “bird” - “sparrow”.

T: How to get the pages having information about “birds” or “sparrow”?

S5: Type “bird” or “sparrow”.)

a. Pages have the words “bird” and “sparrow”

b. Pages have information about “birds” but no information about “sparrow”

c. Pages have information about “birds” or “sparrow”

4. Step Three: Using your information

If we write a research paper in college, can we cite(引用) the information on the internet?

How should we use the information from the internet?

(We should attach a list of the sites we got our information from.)

Show an example and emphasize the importance of using information legally.

Step4 Summary

Fill in the blanks according to the text.

Step 5 Discussion

Internet

more advantages or disadvantages?

Divide Ss into two groups : Team A Pro & Team B Con

Pro:

1. gain more information;

2. build social ties

3. broaden our horizons

4. more convenient to communicate;

5. save money and time

Con:

1. full of traps and unhealthy materials ( uncontrolled infor. )

2. be addicted to games

3. do damage to our health

4. affect the Chinese language

5. put movie industry in a rough situation

Give Ss some tips.

important things

that you need to keep in mind

when you're on your computer at home or at school.

First, remember never to give out personal information

such as your name, home address, school name, or telephone number.

Also, never send a picture of yourself to someone you chat with on the computer.

Never write to someone who has made you feel uncomfortable or scared.

Do not meet someone or have them visit you

without the permission of your parents.

Tell your parents right away

if you read anything on the Internet that makes you feel uncomfortable.

Remember that people online may not be who they say they are.

Someone who says that “she” is a “12-year-old girl” could really be an older man.

Step6. Writing & Homework

Make a poster explaining how you have searched and what you have found.

Topic: Public Transport

Steps: Planning → Preparing → Producing → Presenting

Individual activity. Enjoy the pictures and discuss the questions

Individual activity.

Read quickly and answer the questions.

Try to draw conclusions from the questions.

Individual activity.

Read quickly and answer the questions.

Listen and finish the task

Listen and finish the task

Group activity.

Discuss in a group ,write down the steps and report to the class

Individual activity.

Group activity.

Discuss in a group

Group activity.

Discuss and finish the task step by step following the tips Actually, many students give the same answer, that is, surfing on the Internet.

板书

板书

根据学生反馈机动调整

运用启发式问题，激发学生思考，培养其概括能力

板书

德育教育贯穿其中

自由讨论，互助合作

板书设计：

Title: Researching on the Internet

Introduction ( some things to keep in mind )

↙ ↓ ↘

Steps: Before While After

↘ ↓ ↙

Conclusion ( Follow these tips and enjoy searching)

篇10：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11：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12：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13：module1 unit1 教案 (译林牛津版英语高一)

牛津高中英语教学设计

单 元：Unit 1 School life

板 块：Reading 1

Thoughts on the design:

在完成了welcome板块的学习后，阅读一名从中国到英国的交换生的介绍文章。让学生在阅读过程中使用skimming理解文章大意，用scanning 获取细节信息，之后再对文章作综合回顾。然后，引导学生换个角度，从英国学生的角度来看待中国的学校生活，模仿课文，从不同的方面介绍中国的校园生活。

Teaching objectives:

1. to help the Ss master the reading skills of skimming and scanning.

2. to guide the Ss to understand the passage and learn about more details of school life in the UK.

3. to encourage the Ss to learn to view our school life in a different perspective.

Step 1. Lead-in

1. [Teacher] We’ve learned a little about the difference between schools in China and in the UK.

2. [Brainstorming] If you were an exchange student in a UK school, what would you enjoy most?

3. Collect answers from a few students.

4. [Teacher] Today we’ll read an article from a school magazine, written by Wei Hua, who studied in the UK for one year. Let’s find out what she finds enjoyable.

[设计思路]：从上一课时涉及的中英学校生活差异谈起，问学生什么是他们心目中英国校园生活最让人喜欢的部分，从而引出课文的enjoyable experience。

Step 2. Reading for general ideas

1. Introduce the reading skill: skimming.

2. Teacher can start with the title and the first paragraph so that the Ss know how to work out the general idea of each paragraph.

3. [pairwork] Ask the Ss to work in pairs. Go through the passage quickly to find out the main idea of each paragraph.Check answers one by one paragraph.

[设计思路]：教师示范skimming的运用，让学生学会在快速浏览的情况下，抓住文章的要点。

Step 3. Reading for details

1. Introduce the reading skill: scanning.

2. Teacher can do Q1, Q2 in Part A first.

3. [Individual work]Ask Ss to do Q3 in Part A and questions in C1 individually.

Check answers with the Ss.

4. [Listening and reading] Ask Ss to go through the questions in C2.

Then listen and read after the recording. Ask Ss to answer the questions using their own words.

[设计思路]: 示范传授scanning的运用，并辅以相关练习，让学生在阅读中掌握阅读方法。

Step 4. Consolidation

1. [Task-based reading] Ask the Ss to do the task-based reading and check answers.

Aspects Details

General impression It was a different but exciting and enjoyable 1. ______________

Assembly Students should attend it on the first day and the 2. ____________

Will tell the rules of the school during that period.

Class Our class is of the 3._______ size; we would never study in a fixed classroom.

Subjects English I practiced it every day, so it got 4. ________ a lot.

French I had an 5. _______ French class on Tuesday evenings.

Cooking I learned a lot and could make delicious cakes.

Selective ones Students can 6. _______ studying some subjects if they don’t like them.

7. _________ It was not heavy but a bit 8. ______________

Spare time I played football with others, 9. _______ under a tree and went to the Computer Club where I could send e-mails to my family and friends 10. _________ of charge.

Keys: 1-5 expericenced headmaster average improved extra

6-10 stop Homework challenging relaxed free

[设计思路：通过任务型阅读填空的形式，帮助同学进一步巩固课文内容并再次理清文章概要]

Step 5. Discussion

1. [groupwork] Suppose you were Daniel, a UK student in China on a student exchange programme, write a passage for him entitled “School life in China”. Discuss what will be covered in the passage. Draw the outline and present.

[设计思路]：了解了中国学生在英国的感受，让学生换个角度，谈一谈英国学生在中国学习的感受。一方面让学生创设了情境，让学生运用学到的语言，同时，也促使学生以新的视角来看待自己周围的学习、生活。

Step 6. Homework

1. Revise the text and do part E.

2. Prepare for an interview with Wei Hua.

篇14：Lost Civilization教案 (译林牛津版英语高一)

一，教学课型：阅读课

阅读课是学生综合运用所学语法、词汇和功能等知识，认真阅读文章，达到帮助其学习语言、文化等方面的知识，形成良好的阅读策略，提高阅读理解能力的课型。

教学任务有以下：

复习巩固所学词汇。

逐步阅读课文，达到深层次理解。

渗透阅读方法。

二，教材分析

教材内容（见课本page42）

教材处理

《牛津高中英语。学生用书》所选的文章不仅题材广泛、内容丰富、文化意识强、内涵丰富，而且体裁多样，涵盖了说明文、议论文、小说、戏剧、记叙文等，为学生学习语言提供了丰富多彩的素材。本课教材节选Ann一个加拿大女孩的五篇游记，把她在Pompeii和Loulan两处的所见、所闻、所感、所思展示出来。教师可以呈现出与这两处有关的简单的对错问题让学生轻松答题，然后过渡到具体的问题，达到深一层次理解，再者对两个古代城市进行比较归纳，对文章达到更深地理解，最后升华主题，唤起人们保护世界文化遗传的意识。

教学目标

(1)通过阅读短文，了解两处失落的文明--Pompeii和Loulan.

(2)提高学生阅读能力。

(3)提高学生语言运用能力。

教材重点和难点

(1)引导学生归纳短文、比较两个古代城市的异同。

(2)引导学生升华主题，增强人们保护世界文化遗产意识。

三，教学设计

（-）设计思想

本节课是在多媒体教学环境下实施的大容量、快节奏的课堂教学。教师首先让学生复习回顾与本篇文章相关联的词汇，接着运用略读、寻读、跳读等阅读方法，对所节选的五篇游记从不同层次，由浅入深、由表及里，逐层推进地进行阅读，从而达到对文章深层次的理解。根据文章的描述，培养学生保护世界各国文化遗产、文明古迹的意识，同时让学生思考如何去保护文化遗产和文明古迹：逐渐实现从语言的输入和内化到语言成果的输出，提高学生应用语言的能力。

（二）教学过程

Step1 .Revision

Go over the words

Match the words with their definitions

( ) 1.take over A place a dead body in a grave

( ) 2.erupt B rich

( ) 3.unfoutunately C huge

( ) 4.hawre D take control of

( ) 5.wealthy E sadly ,unluckily

( ) 6.ruins F provide space for

( ) 7.enormous G parts of a building that

remain after it has been badly

damaged or destroyed. .

( ) 8. .bury H (of a volcano)throw out lava and ash

[设计说明]

该教学步骤复习巩固所学的有关词汇，同时为接下来的阅读扫清了障碍。

Step2.leading-in

1. T: Now let’s talk about two questions with your partners?

Can you name some buildings that would represent ancient civilizations in China?

What does the title Lost Civilizations mean?

2.T:In this passage,, there are two lost civilizations .What are they? (showing some pictures of Pompeii and Loulan)

T: Do you know which place these pictures describe ?

S: Pompeii

T: Do you know which place these pictures describe ?

S: Loulan

T: Have you ever been to Pompeii and Loulan ?

S: _________

T: Have you known about them ?

S: _________

T: Would you like to visit them?

S: __________

Now let’s go with Ann together.

[设计说明]

通过问题讨论链接中国古代文明，感性认识现存文明与失落文明的含义。通过逼真的图片让学生初步认识Pompeii和Loulan，增强学生对课文的阅读兴趣，并自然地引出本课的话题，与作者一起游历两古城遗迹。

Step3 Reading

1读前(pre-reading)

教师通过放录音,让学生跟着录音浸入课文，初步了解大意，同时也注意了语音语调。

2读中（while-reading）

T: Now read the passage quickly and answer the following “T” or “F” questions.

A. The author is going to China by air next week.( Day1-15th July)

The city of Pompeii was founded in the 7th century BC.(Day2-16th July)

C. The city of Pompeii wasn’t found until the 18th century.( Day3-17th July)

D. Loulan was a stopping point on the famous silk road between the east and the west almost 2000 years age (Day10 –24th July )

E. Pompeii and Loulan were lost for the same reason.(Day11-25th July )

(2)T: Now read the passage carefully and answer the following wh-questions.

A. What happened to Pompeii in August AD79?

B How was the buried city discovered ?

C Where were the stepping stones along the road in Pompeii used for ?

D. Why was Loulan an important city about 2000 years ago?

How do many people think Loulan disappeared?

F. What is one main similarity between Pompeii and Loulan?

(3)T: Now read the passage more carefully and fill in the following blanks with proper words and phrases

Pompeii Loulan

Where was it located ① China

When was it founded? In the 8th century BC ②

What kind of city was it? A rich city ③

Why was it destroyed? ④ ⑤

How was it discovered In the 18 century ,a farmer found some stone with writing on it, then people started to dig ⑥

What can you find about the city now ? Streets with ⑦,houses with⑧,bodies of people that had been turned to stone the city walls,⑨, ⑩ that ran through the middle of the city

(4)Choose the best answer according to the passage.

( ) A. Which of the following statements is not true?

a. Both of the two cities were lost civilizations about 2000 years ago.

b. Both of the two cities were discovered by local people.

c. Pompeii was destroyed by a volcano while Loulan was gradually covered over by sandstorms.

d. Pompeii was in Italy while Loulan was in China.

( ) B. The purpose of writing this passage is ____

a. show how happy the writer was to have such a chance to visit the sites.

b. to arouse people’s sense of protecting civilizations.

c. to compare the civilizations of Pompeii and Loulan destroyed.

d. to tell us how Pompeii and Loulan were destroyed.

[设计说明]

该环节通过表面理解→深层理解→比较异同→归纳总结这样四个步骤对全文作全面理解。

3读后（post-reading）

T: As we all know there were lots of ancient civilizations in the world in history.

Some of them have disappeared while others remain today .such as the Great wall, the Terracotta Warriors ,the Hanging Gardens ,Pyramids and so on (showing some pictures of them)

Now let’s discuss in groups.

(1)If you have a chance ,which place would you like to visit most? Why?

T :From the passage we know Pompeii and Loulan were destroyed by nature.

But I think human may also destroy our civilizations. If we want to make our civilizations exist for ever, I think we should make people have the sense of protecting our civilizations

Now let’s discuss in groups.

(2) What can we do to make people have the sense at protesting our civilizations?

(设计说明)

以上两个问题展开小组讨论.该教学活动旨在提高学生用英语表达观点的能力,同时进行德育渗透，培养学生保护文化遗产的意识。并通过小组讨论培养学生的合作意识。

Step4 Consolidation

做学生用书Part E、F Page.45

Step5 Summary

通过本课时的学习，让学生全面深刻地理解了课文，提高了能力。

Step6 Homework

预习课文上的语言点，为阅读课第二课时作准备。

★ （牛津译林版）初一英语Unit 6预习

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★ 一模块二单元period 7 task 3教案(译林牛津版高一英语必修一教案教学设计)

★ 模块5 unit1-2 重点短语(译林牛津版高二英语必修五教案教学设计)

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★ 模块10 Unit 4 全单元教案(英语周报)(译林牛津版高三英语选修十教案教学设计)

★ 牛津英语高一模块4各单元词组(译林牛津版高一英语必修四教案教学设计)

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