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)（共18篇）由网友“战神卍风耀”投稿提供，下面是小编为大家整理后的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)，仅供大家参考借鉴，希望大家喜欢!
篇1：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2：8a 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3：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》 2008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4：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5：牛津初中英语知识点7年级(译林牛津版七年级英语上册教案教学设计)
牛津初中英语知识点汇总
7
1. an instruction book
2. a secondary school
3. introduce sb. to
4. start school
5. greet your partner
6. be clever at
7. have one cousin
8. have black hair in a ponytail
9. wear glasses
10. football field/pitch
11. at the weekend
12. kick/score a goal
13. The more English you speak in class, the faster you will learn.
14. practise doing
15. dark brown
16. talk on the phone
17. a computer programmer
18. have breakfast/lunch/dinner
have a wonderful dinner
19. have fun doing sth.
20. keep a diary
21. do after-class activities
22. at lunch time
23. go to assembly
24. spend + 时间/钱 + on sth
in doing sth.
25. on a school day
26. too much + 不可数名词 much too + adj/adv
27. win the first prize
28. all the time
29. meet up with sb.
30. go on a school trip
31. look forward to a great day
32. look forward doing
33. have problems/trouble/difficulty with
34. have problems/trouble/difficulty doing
35. dress up as a ghost
36. celebrate Halloween in many ways
37. give us candies as a treat
38. play a trick on
39. cut out
40. make…out of…
41. at Christmas/On Christmas Day
42. on holiday
43. give sb.a hint
44. dream of/about doing
45. join an e-club
46. take turns to do
47. get tired
48. between meals
49. a top student
50. log onto the website
51. an online interview
52. Good luck with your report
53. keep fit and stay healthy
54. full of energy
55. take in
56. a shopping mall
57. There’s a discount on sth.
58. prefer to do rather than do
59. prefer doing to doing
60. They match her T-shirt.
61. wait for one’s turn
62. help with my homework
63. call sb.on 5551
64. They fit very well
65. a fun place to go
66. 10 more minutes = another 10 minutes
67. raise money for Project Hope
68. join in the fashion show
69. in the 20th century
70. in the 1970s/1970’s
71. an interesting talk on…
72. wear my hair in a 1990s style
73. have fun doing
74. end in “e”
75. go to/attend assembly
76. write sth in the correct order
77. cut sth. into the shape of
78. be made of
79. be tired out
80. invite sb.to do
篇6：牛津初中英语知识点9A(译林牛津版九年级英语上册教案教学设计)
9A
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. promiSe sb. success
28. make an appointment
29. be good for sb./ do good to sb.
30. common problems teenagers have
31. achieve a balance between the two
32. focus on
33. stay up 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 ￥50,000
96. lead to
97. contact the police on 55501212
98. kidnapping/murder/shoplifting/theft
99. on the run
100. be stressed out
101. Time is running out.
102. be involved in
篇7：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8：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9：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10：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11：牛津8A Unit 1 Best friends 全套教案(译林牛津版八年级英语上册教案教学设计)
Unit 1 Welcome to the unit (Pp. 2 – 3) Warming up
Objectives
- To revise vocabulary and expressions to describe people
- To guess meaning from context
- To generate ideas about people’s appearance and personalities
- To categorize adjectives to describe important qualities of a friend according to personal preferences
Language focus
Vocabulary
nothing bowl honest secret
joy problems teenager magazine
good-looking musical
Phrases
1. have something to drink
Can I have something to drink?
2. What about …?
What about some milk?
3. some more food
have some more food
4. nothing else
There’s nothing else in the fridge.
5. the pizza in your bowl
6. talk to him / her
talk to him / her when you are sad
7. talk to him / her about …?
talk to him / her about anything
8. have problems
9. Do you believe …?
Do you believe what he / she says?
10. write to us at ‘Teenagers’ magazine
Pre-task activities 1. Brainstorming and free discussion
- Are you hungry now?
- If you are very hungry, what can you do? What are you going to do?
- Do you want to have anything to drink, too? What would you like to drink?
- If you are still hungry, what can you do? (Have some more food.)
- If there’s nothing else in the fridge, what can you do?
During-task activities 2. Listening task
Listen to the conversation between Eddie and Hobo. Can you find out the answers to these questions:
1) ______ is / are hungry.
A. Eddie B. Hobo
C. Eddie and Hobo
2) Hobo wants to share the ______ with Eddie.
A. cake B. milk C. pizza
3. Reading
1) Read the conversation after the tape.
2) Explain the language points briefly.
- Do you want some?
Do you want some cake?
I have a cake.
- Can I Have something to drink?
Is there anything in the fridge?
- What about …?
- Have some more food
Have too much food
Have enough food
- Maybe we can share it.
3) Have my students read the conversation aloud.
4) Have my students act the conversation in pairs.
4. Talking about your best friend
My best friend in my class is ______.
He / She is ______.
(Ask questions according to the sentences given on Page 3.)
honest: Do you believe what he / she says?
Keep secrets: Can you talk to him / her about anything?
Share my joy: Do you talk to him / her when you are happy?
5. Qualities of a good friend (Page 3)
- Have my students finish the exercises by themselves.
- Check the answers in class
6. What are the important qualities of a god friend? Complete the table on Page 3.
Post-task activities Discussion: If you were Eddie, you are hungry, too. Do you want to share your pizza with Hobo? Why or why not?
Unit 1 Best friends (Pp. 4 – 6) Reading
Objectives:
- To guess general meanings from keywords and context
- To skim text for overall meanings and scan for details
- To identify specific information about different people from their friends’ descriptions
- To use adjectives to describe people’s appearance and characteristics
- To recognize the use of comparatives and superlatives
Language focus
Vocabulary
slim generous willing ready
seat singer wonderful almost
poor eyesight smart sense
humour bored unhappy joke
fit knock advertisement shoulder-length
true vote
Phrases
1. as slim as I am
2. for a long time
3. be generous
4. be willing to share things with her friends
5. be ready to help people
6. any time
7. help me with my homework
8. give seats to people
9. in need
10. on the bus 11. want to be a singer
12. travel around the world
13. grow up
14. see each other often
15. have a wonderful friend named Max
16. almost 1.75 metres
17. have poor eyesight
18. because of
19. too much computer work
20. wear small, round glasses 21. make him look smart
22. have a good sense of humour
23. feel bored or unhappy
24. be with me
25. tell funny jokes
26. make me laugh
27. walk fast
28. walk past me
29. knock over our books and pens
30. be so funny
Pre-task activities 1. Who is your best friend in your class? He / she is …
2. classify the words into the following parts:
appearance
personality
ability
future plan
During-task activities 1. Read the passages, find out the key words of each passage.
- Betty is _____________.
- Max is ____________.
- May is _____________.
Betty Max May
Appear. Slim
Short hair Tall, poor eyesight
Glasses – smart Small straight, shoulder – length hair – pretty
Person. Generous
Helpful A good sense of humour A true friend
Special Wants to be a singer funny Kind
2. Choosing the best friend
- Have my students finish the exercises on page 5. Check the answers in pairs.
- Check the answers in class.
3. Detailed study of the passages
- Read the passages one paragraph after another. Ask students questions and help them take down the key phrases. Have my students retell the passages.
- Explain the language points as well.
4. What makes a best friend?
- Have my students finish Part C, on Page 6. Check the answers in pairs.
- Check the answers in class.
Language study 1. as … as …
She is as slim as I am.
She is as tall as I am.
I am as tall as she is.
I run as fast as she does.
She runs as fast as I do.
I drove as quickly as she did.
She drove as quickly as I did.
I am driving as carefully as she is.
She is driving as carefully as I am.
I can run as fast as she can.
She can run as fast as I can.
2. be willing to do sth.
be ready to do sth.
3. want to be …
want to do …
4. I have a wonderful friend named Max.
I have a wonderful friend called Max.
5. … because of too much computer work.
… because he has too much computer work.
6. … and they make him look smart.
they: the glasses
look smart (adj.)
make sb. do sth.
make me laugh
7. I never feel bored or unhappy when he is with me.
feel bored (adj.)
8. … and they do not fit under the school desks.
fit v.
9. … when he walks past the desks, …
pass & past
10. knock over
11. think of …
12. Everyone thinks she is pretty.
13. When something worries me, …
14. say a bad word about anyone.
Exercises:
I want to ______ ______ ______（告诉你关于……的事） my best friend Betty. She is ______ ______ ______（和……一样苗条） I am. She has short hair. We have been best friends ______ ______ ______ ______（一段很长的时间）.
Betty is generous. She is willing to share things ______ her friends. She is also very helpful and is ready to help people any time. She helps me ______ my homework and she always gives seats ______ people ______ need ______ the bus.
Betty ______ ______ ______ ______ ______（想要当一名歌手） and ______ ______ ______ ______（环游世界） when she ______ ______（长大）. We may not get to ______ ______ ______（看见彼此）often but we will always be best friends.
I have a ______ （出色的）friend ______（叫做） Max. He is very tall - ______（几乎） 1.75 metres. However, he has ______ ______ （视力不好） ______ ______ （因为） ______ ______ （太多的） computer work ______ ______ （在夜晚）. He ______ （戴） small, round ______ （眼镜） and they make him ______ ______ （看上去聪明的）.
Max _______________ （富有幽默感）. I never _______________ （觉得厌烦或不开心） when he _______________ （与我在一起）. He _______________ （讲述奇怪的笑话） and always _______________ （使我开怀大笑）.
His legs ______ (be) very long and they ______ (not fit) under the school desks. He can ______ (walk) ______ (fast) but when he ______ (walk) ______ (pass / past) the desks, he often ______ (knock) over our books and pens. He ______ (be) so funny.
I ______ ______ （想到） my good friend May when I read your advertisement. She is small and she has ______ （直直的）, ______ （齐肩发） hair. Everyone ______ （认为） she is pretty.
May is a ______ （忠实的）friend. When something ______ （困饶我）, I can always go to her. I can tell her ______ （任何事情） because she can keep a ______ （秘密）.
She is kind and never ______ (say) a bad word about ______ (someone).
Unit 1 Describing people’s appearance (P. 7) Vocabulary
Objectives:
- To use adjectives to describe people’s physical features
- To use adjectives to describe general appearance of people
- To select and use adjectives that are appropriate to describe the appearance of boys and girls
Language focus:
Vocabulary: thin, square, handsome
Pre-task activities Weekly Quiz 4:
I. Vocabulary (60’)
generous unhappy wonderful
almost advertisement shoulder-length
II. Phrases (24’)
1. travel around the world
2. each other
3. have poor eyesight
4. too much computer work
5. have a good sense of humour
6. tell funny jokes
7. knock over …
8. think of …
III. Sentences (16’)
1. I have a good friend named Max.
2. The teacher makes me do a lot of exercises every day.
3. Everyone calls me Betty.
4. He saw three policemen when he walked past the police station.
5. Be quick! Don’t walk so slowly.
6. She is as slim as I am.
7. She is willing to share things with her friends.
8. She wants to be a singer when she grows up.
9. We didn’t go to the park yesterday because of the heavy rain.
10. I never feel bored when he is with me.
11. Max is my best friend. He is an honest boy.
12. He is a clever boy. = He is smart.
During-task activities 1. Have my students study the new words by themselves: thin, square
2. Daniel is … / Daniel looks …
3. Pattern drills:
What is Daniel like?
What does Daniel look like?
4. Describing the appearance of boys and girls.
Post-task activities General appearance:
slim, thin, fat, strong, tall, short, beautiful, smart, good-looking, handsome, pretty, tidy, clean
Face: long, short, round, square
Eyes: big, small, round, bright, smiling
Nose: long, short, big, small
Hair: black, dark brown, long, short, shoulder-length, straight, ponytail
Unit 1 Grammar (Pp. 8 – 11) Grammar
Objectives:
- To use an adjective before a noun or after a linking verb to describe someone / something
- To use comparatives to compare two people / things
- To use superlatives to compare three or more people / things
Language focus:
Vocabulary: cheerful, than
The comparative and superlative forms of the following adjectives:
Tall, small / nice, fine / pretty, easy / slim, big / beautiful, important / good, bad, etc.
Pre-task activities 1. Write one sentence to describe the appearance of your partner.
2. Write several sentences about the appearance of your partner.
General appearance, face, eyes, nose, hair, etc.
During-task activities 1. Change the sentence forms:
Millie has short hair.
Millie’s hair is short.
2. Comparatives
Have my students study the forms of the comparative forms of adjectives:
Tall, small, nice, easy, big, beautiful, good, bad, etc.
3. Superlatives
Have my students study the forms of the superlative forms of adjectives:
Tall, small, nice, easy, big, beautiful, good, bad, etc.
4. Part B1, on page 9.
5. Part B2, on page 10.
6. Word study:
Outdoor activities: hiking, cycling, camping, skiing, diving
7. Using ‘ (not) as ’ + adjective + ‘as’
She is as slim as I am.
8. Part C1, on page 11.
Post-task activities What do you think about the activities?
Talking about the activities with a partner using ‘(not) as … as’.
Unit 1 My best friend (Pp. 15 – 16) Main task
Objectives:
- To plan ideas for personal writing
- To write a description of the appearance and personality of a friend
- To write for an audience
- To write for a newspaper competition using appropriate register
- To develop an understanding of the structure of the letter: introduction, main body and conclusion
Language focus:
Vocabulary:
Smiling, general, appearance, pleasant, ability, wear
Pre-task activities Task I: Brainstorming and free discussion
Who is your best friend?
… is _________. (Ask my students to give as many words as possible. Classify the words into different groups while writing.)
Face: long, short, round, square
Eyes: big, small, round, bright, smiling
Nose: long, short, big, small
Hair: black, dark brown, long, short, shoulder-length, straight, ponytail, bunches
General appearance: slim, thin, fat, strong, tall, short, beautiful, smart, good-looking, handsome, pretty, tidy, clean
Personality: friendly, kind, polite, happy, honest, helpful, cheerful, pleasant
Abilities: smart, clever, hard-working, musical
During-task activities Task II: John’s best friend
- Do you know who my best friend is? (Show my students the picture of Kate, on page 16.)
- What is she like? What does she look like?
1) General appearance: tall and slim
2) face: square
3) nose: long
4) eyes: bright, smiling
5) hair: black, should-length, long
- What is her personality?
- Look at this picture, what is she doing? (She is helping Daniel with his homework.)
- What is her personality, can you guess? (She is helpful.)
Task III: Listening task
Listen to my speech; tell me my friend’s name, appearance, personality and her future plan.
(Ask my students to take notes while listening.)
Personality: helpful, friendly, kind, happy, cheerful, pleasant
Task IV: Reading task
Read the passage on page 16 and find out Kate’s ability.
She is clever.
Task V: My best friend
1. Read the passage after the tape.
2. Say something about Kate according to the notes the students have taken.
Post-task activities Ask my students to write his / her best friend in class. Ask other students guess who he / she is.
篇12：初三复习课：牛津英语8A Unit 1-3(译林牛津版八年级英语上册教案教学设计)
、Step1. warming up
Some questions: 1.what day is it today?
2.what’s the date today?
3.what’s the weather like today?
4.you have been here for a long time, how do you get on with your classmates?
5.have you make some friends since you came to this school?
6.who is your best friend?
7.can you tell me something about your best friend?
8.say something about your best friend,( appearance, characteristics, future dream),let other students guess who your best friend is.
Step 2 presentation
Unit one Reading
1. Now I know who your best friends are. Can you guess who my best friend is?
Ask some students to guess.
2. my best friend is Betty. Do you know something about Betty? Open your books and turn to page 4,try to find more information about her and the other two students.
3. ask the students to read the whole reading by themselves and try to find some important sentences by themselves.
4. ask some more questions: if you are going to choose one as your best friend, who will you choose and why?
Ask some volunteers to answer the question.
Unit two Reading
1. can you guess where they study? At Beijing Sunshine Secondary School or at Woodland School in England or at Rocky Mountain High School in America? (at Beijing……..)
2. do you still remember life in Woodland School in England and that at Rocky Mountain High School in America?
3. turn to page 20, read the passage together.
4. ask the students: which school life do you like better and why?
Ask some students to answer.
5. what about our own school life? What do you think of our school life?
Some students’ answers: (Part of Grammar)
a. Life in our school is as colourful as that in foreign countries.
b. Life in our school is not as colourful as that in foreign countries.
c. Life in our school is less colourful as that in foreign countries.
d. Life in our school is not so colorful as that in foreign countries.
e. Life in foreign countries is more colorful than that in our school.
Why?
a. we have more subjects that they do.
b. we have less free time than they do.
c. they have fewer subjects than we do.
d. they have more free time than we do.
Unit three Reading
1.we feel very stressed and tired because of so much homework and so many exams. What will you do to relax yourself?
Students’answers: sing songs loudly, listen to music, eat a lot of delicious food.
2.what about a day out? Do you think it’s a good idea? Linda also had a day out. During the day, she visited a lot of interesting places around the world. How did she succeed in doing that? Where did she go? Open your books and turn to page 89. read the text by yourself ant try do find the changes of her feelings.
Feelings:
3.what did she see during the day?
4.what was the best part during the day?
5.if you have a day off, where will you go?
6.if you have a week out, where will you go? Will you go to Beijing? Will you go to Guilin?
Oral book: page 103-104. read the two passages by yourself and try to say something about Beijing and Guilin without books.
Step3.
Homework: write a composition.
A trip to…../ Travelling to……
板书设计：
1.grammar:
a.Life in our school is as colourful as that in foreign countries.
b.Life in our school is not as colourful as that in foreign countries.
c.Life in our school is less colourful as that in foreign countries.
d.Life in our school is not so colorful as that in foreign countries.
e.Life in foreign countries is more colorful than that in our school.
Why?
a.we have more subjects that they do.
b.we have less free time than they do.
c.they have fewer subjects than we do.
d.they have more free time than we do.
2.some important phrases:
keep secrets be willing to do sth. be ready to do sth. share sth. with sb.
have a good sense of humour say a bad word about anyone travel around the world
give me some advice wear a smile on one’s face have a square face
why don’t sb. do sth spend a lot of time doing sth. have a great time doing sth.
have more weeks off in the summertime be different from walk to school
go on a school trip to the same size as keep fit enjoy ourselves take a boar trip
a lot of traffic invite sb. to do sth. feel sick for most of the trip be made of
places of interest teach oneself sth.=learn sth. by oneself take a look at feel the beauty of
at Christmas hope to do decide to do plan to do learn to do go on the trip
篇13：8A Unit 5 Birdwatchers教案(10课时)(译林牛津版八年级英语上册教案教学设计)
8A Unit 5 Birdwatchers 执笔：仲慧梅 蔡君 札记
Welcome to the Unit
Warm-up activities
1 Read the conversation between Eddie and Hobo. Check understanding of ‘birdwatching’.
2 Elicit from Ss what opinions are expressed by Eddie and Hobo.
Ask two more able students to role-play the conversation.
3 Ask more able Ss to name some birds in English.
4 Introduce the overall context of the unit and the main task.
Presentation
1 The purpose of Part A & B is to activate Ss’ideas and generate an interest in birds in the wild. Ask Ss to read the descriptions in Part A and identify the birds.
2 Ask several students which bird they like best and why. Then tell Ss to ask their partners. Encourage Ss to include not only factual details but as many as ideas as possible.
Language points
What are you doing tomorrow?, go birdwatching, at the market, Beijing Ducks, roast chickens, long-winged, web-footed, long pointed wings, fly to northern countries, have colorful feathers
Homework
1 Learn the language points by heart
2 一课三练 P.55
3 Preview the Reading Part.
Presentation (Reading A)
1 Before Ss look at this page, review vocabulary of wildlife and conversation previously taught.
2 Write the title ‘Zhalong-A special place’ on the board. Ask Ss what they know about it. Ask where do you think it is? What kind of animals live there? Etc. . Encourage any contributions.
3 Encourage Ss to visit some of the websites providing information about Zhalong before the lesson.
4 Ask pairs of Ss to exchange information and opinions about the different materials they are studying.
5 Ask more able Ss to look for names and descriptions of birds. Have a class feedback using Ss’ research skills.
6 Read the title and explain the context. Ask questions about why Ss think that Zhalong is a special place.
7 Ask Ss to skim the text quickly,focusing on key words and main points only. Set a strict time limit and tell them in advance that they only have 8 minutes, for example, to read the text. Then ask volunteers to each read a paragraph to the class.
9 Ask Ss to write a caption for each paragraph.
Presentation (Reading B)
1 Ask students to do Part B1 as a quiz.
2 Divide the class into groups of six. Choose a group to start the competition. Ask what does ‘endangered’ mean? Set a time limit for each group to answer.
3 In pairs, Ss read and complete the conversation. Invite some of them to read it in front of the class.
Presentation (Reading C)
1 Divide the class into teams of 4-5 students. Do Part C1 as a quiz. Set a time limit.
2 Ask students to correct the false sentences.
3 Encourage discussions about why a sentence is wrong in order to develop Ss’ deductive skills.
Language points (Part A)
A nature reserve, in north-east China, one of the world’s most important wetlands, wildlife, provide sth. for sb. ,different kinds of, all year round, for a short stay, there are many fish, catch them for food, the rare red-crowned cranes, change the wetlands to make more space for farms, less and less space for wildlife, have enough space, the Chinese government, protect these endangered birds, a lot tourists, members of our Birdwatching Club, study the different kinds of birds, the changes in their numbers, a bird count, the importance of wetlands
Language points (Part B)
Areas of land with wet ground, areas of land for farming, a place to live or stay, in a dangerous state, a large number of, people who are traveling, be important for
Language points (Part C)
Find food easily, in other parts of the world, have enough space to live, the ideal home for many plants, fish and birds
Homework
1 Learn the language points by heart.
2 一课三练 P.56-57
3 Preview the Vocabulary Part.
Presentation （Vocabulary）
1 Elicit some adj. with negative meaning, e.g., ‘unhappy’, ‘uncomfortable’. Write the word on the Bb and underline the prefixes. Explain that these prefixes change the meaning of an adj. from positive to negative.
2 Before starting on Part A, revise the meaning of all the positive adj. Ask more able Ss to use the words to make sentences to check comprehension.
3 Explain the context of Part B.
4 In pairs, Ss select suitable adj. from Part A. Then ask each pair to compare answers with another pair. Check answers with the class as awhole.
Language points
A protected area, leave litter
Homework
1 Learn the language points by heart.
2 一课三练 P.58
3 Preview the Grammar Part.
Presentation （Grammar Part A）
1 Talk to Ss about organizing a school trip.
2 Ask Ss to think of a school trip they would like to join in the future. Try to find some ads to help them to choose an event.Write some questions on the Bb:
* When does the walk/competition start/finish?
* What time does the coach leave?
* Where/When do we meet?
3 Point out the use of the time expression ‘tomorrow’.
4 Elicit the use of the simple present tense to talk about future events.
5 Explain the context of Mr Wu planning a school trip to Beijing Wildlife Park. Point to the timetable and ask questions.
Presentation （Grammar Part B）
1 Ask Ss What are you doing tonight? to elicit sentences with the present continuous tense.
2 Elicit from Ss the use of the present continuous tense. Point out that when using the present continuous tense to talk about the future, we normally talk about future events which are scheduled for the immediate future.
3 Carefully explain the context of Part B.
4 Ask students to read the conversation on their own, trying to make sense of it without focusing on the tense. Then ask them to fill in the blanks.
4 Ss read the conversation in pairs, checking the correct use of the verb forms.
Presentation （Grammar Part C）
1 Elicit from Ss some sentences with adverbs.
2Write the adv. From the table on the Bb, ask more able Ss to underline the suffix ‘-ly’ in the examples and formulate the rule.
3 Ask Ss to add more examples to each group of adj. in the table.
4 Check answers with the whole class.
5 Ask Ss to Complete ‘Work out the rule’.
6 Ask Ss to read the article in Part C2 silently on their own first. Ask Ss to complete the article using the correct adv. From Part C1.
7 Ask Ss to work in pairs and rearrange the words to complete sentences in Part C3.
Language points
Return to school, at the entrance, sandwiches, greet us politely
Homework
1 Learn the language points by heart.
2 一课三练 P.59-60
3 Preview the Integrated skills Part.
Presentation （Integrated skills A）
1 Try to maintain Ss’ interest in birdwatching and Zhalong.
2 Remind Ss of the article about Zhalong which they read in the reading section. Ask Ss if they remember any facts about Zhalong.
3 Ask Ss to read the quiz and try to answer the questions from the memory and general knowledge.
4 Explain that Ss will listen to a radio program about Zhalong. Play the recording. Students listen carefully and tick the second column of boxes as they hear it.
4 Check the correct answers with the whole class.
5 Ask students to read the report in Part A3 in pairs. Go through the words in the bracket.
Presentation （Integrated skills B）
1 Close the books and listen to me while I read the conversation. Ask students to repeat the sentences as they hear them.
2 Ask students to practice the conversation in pairs and then change roles.
3 Ask students to work in pairs and create another conversation by replacing the underlined words.
Language points
including
Homework
1 Learn the language points by heart.
2 一课三练 P.61
3 Preview the Study Skills, Main task & C
Presentation （Study skills）
1 Brainstorm from Ss when people need to take notes. Read 2-3 sentences and ask Ss to take notes as a warm-up activity.
2 Ask Ss what kind of notes are considered good.
3 Explain the context of Part A. Ask students to do the task on their own and then compare their answers with a partner.
4 Elicit from Ss other short forms widely used in dictionaries or other written texts.
5 Tell students to read them again.
Language points （Study skills）
For example, per cent
Presentation （Main task）
1 Introduce the topic of joining an organization. If possible, find out about similar writing.
2 Introduce the idea that people need to apply formally before they are accepted to join a club..
3 Explain the context of Part A. Go through the application form and explain any unfamiliar or difficult vocabulary.
4 Ask Ss to discuss their own details with a partner.
Language points （Main task）
Application form, date of birth,
Presentation （Checkout）
1 Ss do Part A on their own and compare their answers with a partner. Ask them to practice reading the conversation in pairs.
Language points （Checkout）
simply
Homework
1 Learn the language points by heart.
2 一课三练 P.62-64
3 Preview the Unit 6
篇14：牛津7AUnit6(译林牛津版七年级英语上册教案教学设计)
Teaching content：Comic strip and welcome to the unit
Teaching aims：1.复习掌握已学过的衣服的名称。
2.复习掌握已学过的颜色单词。
3.掌握并会使用服装的制作材料。
4.掌握并灵活运用课文中的对话。
5.教育学生养成乐于助人的品质。
Teaching focus ：1.衣服的名称及其制作材料。
2.会描述人物的穿着打扮。
Teaching aids：教学挂图，多媒体。
Teaching procedure：
Warming up:
Let the students see some pictures of the fashion show on the screen.
Pre - task:
1. Use the pictures to review the names of the clothes.
2. Review the colours. Ask the Ss to say the colours of the clothes.
3. Describe yourself what you are wearing today. Then ask some students to describe what they are wearing.
While- task:
1. Eddie is going to a fashion show. Will you please help him to dress up?
2. See some pictures of different kinds of dogs in clothes on the screen.
3. Use the pictures on the screen to present some new words: the material of the clothes. (silk, cotton, leather, wool,)
eg. Look at this lovely dog. Its scarf is white, and its made of silk.
4.Practise
Now Eddie is on the fashion show. He looks smart. He is doing a good job. He raises a lot of money for Project Hope. Use the following words to describe what Eddie is wearing.
names shoes hat scarf coat
colours black red white Yellow
materials leather wool silk cotton
5．Learn “comic strip”.
A. Present the comic strip. Help the Ss understand the meaning.
eg. Eddie is going to a fashion show. But he doesn't know what to wear. So he asks Hobo. Hobo tells him not to wear any clothes because dogs don't wear clothes.
B. Repeat the dialogue
C. Read the dialogue after the teacher.
D. Ask some students to act it out.
Post- task:
1.Welcome to the unit
A. Looking good and raising money.
The students are giving a fashion show to raise money for Project Hope. Look at the two students below and put the following words in the correct boxes.
B. Clothes and materials
Millie wants to join the fashion show. She wants to know the names of the names of the different materials. Help her write the correct words under the pictures.
2. Give a fashion show
Ask several students to give a fashion show.
The Second Teaching Plan Of Unit 6
Teaching Aims: (1) 认知目标：学习本课阅读内容。To learn the main diea of the reading.
(2) 技能目标：通过学生的活动，口头表达某人的衣着。初步完成本单元任务活动。
（3）情感目标：师生双边活动，增强亲合力，共同感受时装魅力。
Teaching contents: To learn the reading part of this unit, to grasp the main idea of this unit
Teaching Language Points: raise money; Project Hope, in /from 1980s;look colorful, / smart/modern /cool; a pair of blue jeans, fashion show.
Teaching procedures:
1. Lead-in (1)Select some Ss, Say something about their clothes. Pay attention to size, colour, and ues some suitable adjective words. Such as : smart, modern, cool, …
eg: 1. What colour is his coat?
2. What size is it ?
3. Does he look cool? …
(2) Ask the some Ss to describe my clothes. (to express one’s fashion with the words appeared in the reading. )
2. Warming up exercises: Present the new materials by picture.
(1) To distinguish the fashions in different times.(through pictures prepared.)
(2) Sum up. To describe a person in a short passage. (according to the pictures.)
Just like: “Deniel looked smart and modern. He wore blue and yellow sports clothes. He also wore a pair of colourful trainers. ”
3. Present the new materials; (1) Listening to the tape recorder and try to finish the form below.
Simon Clothes(1980s) Looked colourful Trousers were _____.His shirt was __ ____His tie was _______
Daniel ------ Looked ____ & ____. He wore ________.He also ______ trainers
Millie Give a talk on “_______” Young people ______ in 1990s. The trainers are _______.
Amy Young people like to wear ___________ Looked cool . She wore a yellow ‘silk blouse with ______ and a pair of blue jeans _____.
Sandy (I) Clothes(1990s) I wore ___, ____ and ______. I also wore my hair _____.
(2)Ask the Ss to sum up the impression on each student.(axxording to the form above)
(3) Try to retell the main ideas of the story.
4.Ask Ss to draw some pictures about Simon, Daniel, Millie, Amy and I.
This course is for the purpose of main task
5.Ss’ activities. Say something about the pictures drawn on the Bb.
6. Listen and read after the tape. (Pay attention to the intonation and pronunciation.) and try to translate some important sentences into Chinese.
7. Homework for today. Draw a picture of oneself in fashion for the Fashion Wall.
The Third Period of Unit 6
Teaching Contents: Reading A B
Teaching Topic: The Fashion Show
Teaching Aims: 1、进一步理解课文的主题
2、学习有关服装的名称、面料、色彩的运用
3、能够描述某个人的着装特色，增强个人的审美意识
Teaching LanguagePoints: 用新闻报道的形式写关于时装秀的一篇短文
Ⅰ.Greeting
Ⅱ.Warming up
1. Read the names of clothes with the picture on P87 (A)
T : He / She looks beautiful ( smart modern cool)
What is it?
S: Jacket tie shirt / blouse skirt
T : What are they?
S: Shoes trousers / boots
2. Ask the students about his (her) real life.
T: What are you wearing ?
S: A shirt.
T: What’s it made of?
S: It’s made of silk (wool leather cotton).
T: What colour is it?
S: It’s red .(yellow black white blue green purple)
Ⅲ. Reading (1)
1. Read the new words.
T: Last Friday ,Sandy’s class gave a fashion show.
Can you read the new words.
a fashion show Project Hope style scarf
time times trainer trainers century
smart modern colorful comfortable cool
2. Read the text
3. Qs and As
T: (1) Who wore white shoes?
(2) What did Simon wear?
(3) Who wore a blouse?
(4) What did Amy wear?
(5) Who wore sport clothes?
(6) Who wore a black skirt?
(7) Was Amy’s blouse silk? Was Amy’s scarf wool?
4. Fill in the blanks.
Name Clothes
Simon
Daniel
Sandy
Amy
Ⅳ.Reading (2)
T: Now let’s look at P90 (B) “Style and fashion”
Finish Kitty’s notes.
1. Simon wore a pair of white_____________
2. Millie talked about sports shoes called _____________
3.Young people like to wear trainers because they are ____________
4.Sandy wore a red____________
5. Simon’s _________ was yellow and red.
6.Amy wore a yellow __________ blouse and a pair of blue jeans.
Ⅴ.Post-task activity
(1) T: Now , I’ll ask you to say something about your friend’s fashionable clothes. And let’s guess who he is / she is .
S: He /She is wearing ….
(2) T: OK. Please come to the front and say something about yourself.
S: I’m wearing…
Ⅵ. Reading (3)
The students read the text again.
Ⅶ. Homework.
T: Please write an article about your friend’s fashionable clothes.
( about the fashion show)
The Fourth Period Of Unit 6 Fashion
Topic: Reading C, D
Aims:
1. Identify clothes and learn the names appeared in the reading part.
2. Arouse students’ enthusiasm for contacting others by interviewing.
3. Developing the ability of useing
I. Greetings
T: Hello, everyboy. Nice to see you again .Oh, Student A, your shirt is very beautiful, who bought it for you?
A: My father did.
T: Oh, I see. Student B, you look colourful. I think you can give a fashion show.
B: Thank you.
T: Do you still remember the fashion show?
Ss: Yes, we do.
II. Fashionable Clothes (C1)
1.T: Ok, let’s look at the pictures. Please tell us what these are.
(Teacher show them the pictures on the blackboard, ask students to tell the names.)
Picture One
C: scarf
T: Yes, scarf, a blue silk scarf. Read after me, please.
(Students read after teacher. Repeat the steps to go over the left pictures. Shirt, a black shirt;
boot, a pair of long red boots; tie, a yelllow and red tie; trousers, a pair of white trousers; trainers, a pair of colourful trainers.)
T: Good. Who wore these colthes at the fashion show? Who can answer this question? Please read the passage ‘ The fashion show’’, then answer the question.
(Students read it quickly.)
T: Who wore the scarf? Student E , please.
E: Amy wore the blue silk scarf at the fashion show.
(Ask students do the rest questions, write the names on the lines.)
2. Ask students to do the exercises in pairs like this:
A: What is this?
B: It’s a …..
A: Who wore it/them at the fashion show?
B: ….. did.
III. Fashionable Clothes (C2 )
T: Let’s come to the next part. Kitty wants to check her notes before she writes the article. Help her read her notes below. Write a T if the sentence is true. Write an F if it is false. Go ahead.
(Students read and check. Ask them to give the answers. If the sentence is false, ask them why, then correct it. Students read the true sentences.)
IV. A television interview
1.T: Kitty interviewed Simon and Sandy after the fashion show. Here are six sentences said by them. Read the sentences, then listern to the tape, try to find out who said what then write the correct numbers in the blanks.
(After the students finish reading the sentences, play the tape for them to listen to then ask them to write the numbers.)
2.T: Kitty interviewed Simon and Sandy after the fashion show. Do you know how Kitty interviewed them? Next please work in pairs or groups to act out the interview. Please use the sentences given in our textbook.
(Student prepair and act out the interview.)
V. Homework.Suggest some of our classmates just came from a fashion show. Do you want to know something about the fashion show? Do you want to know something about him?
The Fifth Period of Unit 6
TeachingContents: Vocabulary
TeachingTopics: Fashion Clothes
Teaching Aims :①To recognize adjectives that describe clothing
②To use adjectives to express opininons about how things look
Ⅰ:Warming up
T:Good morning
S:Good morning
T:What are you wearing ?
S:A silk shirt
T:Very beautiful
S:Thank you
Ⅱ: Part (A)
1,Show the six pictures and let the students guess who they are
S: Picture 1:Sandy
2:Amy
3;sandy
4:simon
5:Daniel
6:Daniel
2,Ask stronger classes to describe what their classmates are wearing. They can also describe their favourite clothes they wear at weekends.
e.g..Amy is wearing a yellow silk blouse
Sandy is wearing a pair of long red boots
3,Read the new words
boots blouse skirt tie trainers T-shirt
Ⅲ:Part (B)
1: help students describe the appearance of clothes with a wider range of adjectives. Introduce the idea of opposites. Brainstorm some common words:
big-small
old-new
short-long
slim-fat
young-old
2 :Ask students to do Part B on their own . For weaker classes, you may need to pre-teach or check the meaning of some words.
3:Have students compare answers with a partner’s. You could ask S1 to say the numbered words, one at a time ,and S2to say the word with the opposite meaning.
Ⅳ:Do a game
students work in pairs to describe a boy’s(girl’s) appearance and clothes,guess who he (she) is.
Game: He is wearing a yellow blouse and his clothes is heavy.
Q: Who is he ?
Extension activity
Do a survey. Write the table below on the board. Divide the class into groups of four.Have students interview each other using these questions.
What is your favourite clothing item? What materal is it made from? What colour is it?
Name of classmate Favourite clothes Material Colour
1
2
3
4
Ask students to present their fingings. Write some model sentences on the board to help students talk about their findings.
`they all like…’
‘One student like …and two students like…’
Ⅴ.Homework
1:Read the text after class
2:Preview grammar
The 6th and 7th Period Grammar
A Simple past tense
Task-based Teaching Aims:
1. Cognitive Development
Make sure students can recognize the tense freely.
2. Proficiency Level
To develop their integrated skills through listening, reading, speaking and writing. They can use the tense to make up sentences and dialogues freely after learning. They can also recognize and use adverbs to order events.
3. Affective Learning
To develop their enjoyments of life and things around them, especially the success of learning, through interactive teaching and student-oriented teaching.
4. Cultural Understanding
Make them feel the cultural differences between Eastern and Western Countries.
Step 1 Revise the purpose and use of the simple past tense by using a timeline. Draw a timeline on the board to show how the simple past tense is expressed in English. Give students some common time expressions: yesterday, last night, a month ago, yesterday afternoon, last week, ten years ago and make sure they can use the simple past tense to talk about things in the past.
e.g. 1. Eddie met Millie 3 years ago.
2. Eddie was ill yesterday.
Step 2 Teach them how to form the simple past tense before practicing them.
We form the simple past tense by adding ‘-ed’ to regular verbs.
Most verbs + ed walk →consonant walked
Verbs ending in e + d live → lived
Verbs ending in a consonant + y - y + ied try → tried
Short verbs ending in double the
a vowel + a consonant consonant + ed stop → stopped
We form the simple past tense of irregular verbs differently. We do not add ‘ –ed’.
No change cost → cost
Change the vowel come → came
Change the consonant make → made
Change the vowel (s) and the consonant (s) buy → bought
Writing about the past
A1. Write about the simple past tense forms of the verbs below.
1. start → started 2. dress → dressed 3. play → played
4. help → helped 5. use → used 6. like → liked
7. look → looked 8. study → studied 9. plan → planned
Step 3 Talk to students about what you did last weekend and ask some questions as you go along, e.g. I had a really good weekend.
Did you have a good weekend?
I played tennis for two hours.
What did you do?
I watched a film on Saturday evening. It finished at 11 p.m.
What did you do last Saturday?
On Sunday, I took a bus from Wangfujing.
There were a lot of people.
What did you do on Sunday?
Step 4 Teach them how to use the simple past tense to make positive and negative sentences, ask and answer questions. Have them complete the conversation. Check answers and clarify any misunderstandings.
Mrs Wang: Did Millie ask Grandma about the dress on Monday?
Andy: No, she didn’t. She went to the Reading Club. Did she help you with the shopping on Tuesday?
Mrs Wang: Yes, she did. Did she play volleyball on Wednesday?
Andy: Yes, she did. But she cleaned her bedroom.
Mrs Wang: I know! Did she do her Maths project?
Andy: No, she didn’t. But she did some work for the fashion show.
Step 5 Teach them how to use the simple past tense to form positive and negative sentences, ask and answer questions with the verb ‘ to be’. Have them complete the conversation. Check answers and clarify any misunderstandings.
Millie: Were you at home on Saturday morning?
Sandy: Yes, I was.
Millie: Was your cousin at the football match?
Sandy: No, he wasn’t. He was at the shopping mall with Mum.
Millie: Were you and your parents at the cinema on Saturday evening?
Sandy: Yes, we were.
Millie: Were your grandparents at the fashion show on Friday?
Sandy: No, they weren’t.
Millie: Were we at school last Monday?
Sandy: No, we weren’t. Last Monday was a holiday.
B Sequencing events
Step 1 To recognize and use adverbs to order events. Tell them to pay attention to the simple past tense. We use these adverbs to show the order in which things happen. We put the adverbs at the beginning of a sentence as they connect the sentences. We often use them to clarify a process or a particular sequence of events.
( first, then, next, afterward, finally)
Step 2 Ask students to do a presentation about their own day using the adverbs they have learned. Encourage them to include more information. Help them choose a title. Remind them to use the simple past tense.
B1 Briefly review the adverbs, using the picturesfor support.
Ask students to write the letters in the boxes in Ppart B1 individually. Students check each other’s sequence of sentences. Monitor the class as you walk around.
B2 Set the context by reminding students about the fashion show described earlier in the unit before asking students to do B2. Link Simon’s experience to any other events your students may have been involved in. introduce the idea of woriting a picture story as a narrative using adverbs and the simple past tense to order events.
Step 3 Review key vocabualry and explain unfamiliar words: ‘ catwalk.’
Ask questions about each picture.
1) What did Simon do first?
2) What did Simon wear?
3) What did he do next?
4) Who did Simon talk to?
5) Where did he go afterwards?
Ask students to write sentences about Simon’s day using the simple past tense. Check the answers as a class activity.
The Eighth Period of Unit 6 Fashion (Part 7)
Integrated Skills
Task-based Teaching Aims:
(1) Cognitive Development:
Through reading and listening to “The life of a trainer” , the Ss can learn and use relevant expressions freely.
(2) Proficiency Level:
To develop the Ss’ integrated skills through listening ,speaking, reading and writing .
(3) Affective Learning:
To develop the Ss’ enjoyments of life and things around them , especially the success of learning , through interactive teaching and student-oriented teaching .
(4) Cultural Understanding :
Make the Ss feel the cultural differences between Eastern and Western Countries.
Procedures:
Step One : Present a trainer and teach the different parts of it . Then listen and do part A1.
T: Is it a trainer ?
S: …
T: Do you like wearing trainers?
S: …
T: Do you know what the names of these parts are ?
S: …
T: OK. We call it “shoelace / sole / stripe / tongue”.
Step Two : Present the procedures of making a trainer .Then guide the Ss through the new words and let them speak out in English .
T: Now , boys and girls , I know that most of you like wearing trainers. Do you know how to make one ?
S: …
T: OK. First let’s have a look on the screen . Then please tell me about it .
S: …
T: OK. I know it’s very difficult for you to say . But it doesn’t matter . Now please discuss in your groups and later we’ll share your ideas together .
S: …(Discuss in groups )
T: (After listening to the Ss’ description , the teacher describes the general contents in Part A2 . Then let the Ss say after me twice . Finally listen and put the sentences in the correct order .)
Step Three : Present Part Two of the story . Then let the Ss get the general idea of it and pay much attention to the verbs past tense forms .
T: Now , we know how to make a trainer . Do you want to know how the trainer is getting along ? OK . Let’s listen carefully and complete the sentences in Part A4.
S: …
T: (After listening for three times , ask a student to present her answer , then check it . Teach the students to read the verbs and complete Part A3.)
T: Then guide the Ss to sum up the pronunciation principles of verbs past tense forms by reading themselves , such as:
清后[t], 元浊[d], [t][d]之后读[id].
eg: /t/ /d/ /id/
danced played acted
helped lived needed
talked answered visited
shopped carried shouted
Step Four :Present a fashion show and practise the sentences “What is / are … made of ? It’s/ They’re made of …”.
T: (First make a conversation with a student as a model in Part B. Then let the Ss work in groups of three to talk about the materials of their own clothes . Five or six minutes later , let them act out in the front and give the best a warm applause .)
Step Five :Written work
T: Now , we’ve learned the different parts of a trainer and how to make one . And we also see a fashion show and have learned different materials for making clothes . And would you please design some clothes and make a poster to give information about the styles , colours and materials of the clothes ? You can do it like this :
My Fashion ShowIntroduction Clothes A person wearing the clothes Introduction
T:OK. That’s all for today’s class . Thank you .
The Ninth Period of Unit 6 Fashion
Main task
Objectives
1 To describe different materials and items of clothing.
2 To make a brochure about clothes and fashion.
3 To present a brochure to the class.
Background information
Students will have opportunities to describe clothes and accessories. This section focuses on a fashion brochure for girls, which makes it necessary to bring in magazine pictures of boys’ fashions for mixed classes.
Bring in authentic brochures to show students the style of this kind of writing. Talk to students about the purpose of writing a brochure. Elicit from students as much information as possible about
1 Who are the readers?
2 What do the readers want to know?
3 How do you make your brochure look interesting to the reader?
Teaching procedures
1 Before doing the task, ask students who the audience is and emphasize the context in the Student’s Book of creating a ‘Fashion Wall’.
2 Tell students to read keywords below . Students identify any words they don’t know. Check and clarify the meaning of those words with the class.
Adjectives Clothing items MaterialsChecked hat silkSleeveless skirt cottonPatterned shirt denimLoose blouse leatherSpotted sweatshirt polyester Striped jacket viscoseFlowered sweater furTight socks linenComfortable tie Long shoesUncomfortable beltShort bootsBright suitFashionable dressModern CasualPolo-neckFormal
3 Enable students to describe themselves or their classmates by using the keywords above.
4 Ask students to read the model article on page 102. And tell them to use the model article and complete the sentences with word from Part A on page 101.
5 Check the answers and encourage students to express their opinions about the model article.
6 Tell students to choose one fashion item and make them aware of what kind of things . Their readers might like to read about . And tell students to create their own words to write a rough draft using the given model.
7 Let students read, check and correct their partner’s drafts in pairs and give them suggestions about the improvements in the use of words, spelling and structures and provide help while monitoring .
8 Make students rewrite their articles on a separate sheet of paper and add illustrations, particularly pictures of popular fashion items. Ask them to stick their work on the noticeboard and encourage them to read each other’s poster.
Sample writing
Teenagers like clothes that are fashionable and look good. My brochure is about casual, comfortable style.
First, I designed a cotton T-shirt. It is bright red and has a V-neck. It goes well with a pair of jeans. The jeans have wide legs. There are lots of big pockets at the front and back. I also designed a cotton shirt with long sleeves and buttons in the front.
Then I designed a pair of trainers to go with the jeans and T-shirt. They are very comfortable and made of white leather. They do not have laces, so they are easy to put on. The jacket I designed is blue with white sleeves.
All the clothes are comfortable to wear at weekends.
篇15：（牛津译林版）初二英语8A Unit 1 Friends
一.教学内容：
8A Unit 1 Friends
Welcome to the unit Reading Vocabulary Grammar(1)
二. 需要掌握的词汇
nothing bowl honest secret joy problem teenager
magazine good-looking musical slim generous willing ready
seat singer wonderful almost poor eyesight smart sense
humour bored unhappy joke fit knock advertisement
true vote thin square handsome cheerful than
height competition test
三. 重点与难点
1. make+宾语 + 宾语补足语， 类似的动词还有find , keep等。
What makes you so sad?
We found the film very interesting.
Keep your dog on a lead.
make sb. do sth.
Don’t make him work ten hours a day.
The glasses make him look smart.
2. share sth. with sb.与某人分享某物
We always share our troubles and joys with each other.
He shares a bedroom with his twin brother.
3. be willing to do sth 愿意做某事
He is willing to stay with us for the holiday.
Many people are willing to live in the country today.
4. help sb. with sth./ help sb (to) do sth.帮助某人做…
Can you help me with my lessons?
I often help mum do some cleaning.
5. because of 后面接名词、代词或动词的ing形式，because 后面接原因状语从句。
They didn’t visit the Great Wall because of the bad weather.
He didn’t catch the train because of getting up late.
=He didn’t catch the train because he got up late.
She went to bed very late because of too much homework.
=She went to bed very late because she had too much homework.
6. have a sense of humour/time/duty/beauty……有幽默/时间/责任/美感
Our teacher has a sense of humour, and often makes us laugh.
He is often late, and he has no sense of time.
7. think of 想到
What do you think of the magazine?
Please think of some words to describe your pet.
He thinks of others more than himself.
The washing machine is so old that they are thinking of buying a new one.
8. say a bad word about sb.说某人坏话
It’s not polite to say a bad word about someone behind him.
He never says a bad word about anyone.
9. keep a secret保密
Nobody else knows it. Keep it a secret.
10. knock over 撞倒
He knocked over the cup on the table.
A bus knocked him over when he crossed the road.
11. in need 需要
People in poor areas are in great need of money.
We ought to help those in need.
四. 语法
形容词的原形、比较级和最高级
形容词用于形容或修饰名词或代词，对名词或代词加以说明或限制，表示人或物的性质或特征等。形容词有两种基本用法：
放在be 等连系动词后作表语，如：She is very careful. They look smart.
放在所修饰的名词前作定语，如：It is a beautiful school.
形容词比较级和最高级的构成
形容词原形 比较级 最高级
规则情况 + er +est
以e 结尾的 +r +st
以辅音字母+结尾的 去y +ier 去y +iest
以一个元音加辅音结尾的 双写辅音字母+er 双写辅音字母+est
部分双音节和多音节 前面+more 前面+most
不规则情况
例如：
clean-cleaner-cleanest short-shorter-shortest
wide-wider-widest large-larger-largest
easy-easier-easiest heavy-heavier-heaviest
hot-hotter-hottest thin-thinner-thinnest
cheerful-more cheerful-most cheerful
important-more important-most important
不规则情况
many/much-more-most good/well-better-best
bad-worse-worst far-farther-farthest
little-less-least
形容词比较级用于两者之间的比较，如：
He is faster than my friend.
Kate is more careful than Jim.
形容词最高级用于三者或三者以上的比较， 如：
I am the shortest of all.
This MP3 is the most expensive in the shop.
在使用形容词最高级时，要在其前面加定冠词the。
【典型例题】
用形容词的适当形式填空
1. Of the five pens, this one is _______ (cheap).
2. That question is much_______(easy) than that one.
3. Tim is growing _______ and _______(tall).
4. Hainan is the second_______(large) island in China.
5. This bike is ______(new) of the two.
6. He is _______(good) at English than any other student in his class.
That is to say he is _________(good).
7. You are late again. You must come ________(early) next time.
答案：
1. the cheapest 2. easier 3. taller ; taller 4. largest 5. the newer
6. better, the best 7. earlier
【模拟试题】（答题时间：30分钟）
一、词组翻译
1. 保密 2. 一个诚实的孩子
3. 分享快乐 4. 愿意做…
5. 周游世界 6. 长大
7. 说某人坏话 8. 视力差
9. 有幽默感 10. 撞倒
11. 投票选最好的朋友 12. 直的披肩发
13. 给需要的人让座 14. 对…慷慨
二、写出下列形容词的比较级和最高级
late friendly bad early interesting
high often far cold much good
三、选择题
1. Lesson Two is _____ than Lesson Three.
A. more easier B. very easier C. much easy D. much easier
2. How did you become _________ in English?
A. interested B. interesting C. interest D. interests
3. She felt _______ that day.
A. happily B. happy C. to be happily D. to be happy
4. Have you got ______ to tell us?
A. new something B. new nothing C. anything new D. nothing new
5. The lessons in Unit 1 are_____ than ______ in Unit 2.
A. long , that B. longer, those C. longer, them D. long, it
四、完成句子
1. 他愿意与好朋友分享所有东西。
He ______ _______ _______ _______ all the things _____ his good friends.
2. 长大后他想周游世界。
He wants to ______ _______ the world when he ______ ______.
3. 因为电脑工作太多，他的视力不好。
He has ______ ______ _______ _______ too much computer work.
4. 我认为她的手表比我的贵。
I think his watch is ________ _______ _______ _______.
5. 他的叔叔是我们村里最富的。
His uncle is ______ ______ in our _______.
【试题答案】
一、1. keep a secret 2. an honest child
3. share one’s joy 4. be willing to do
5. travel around the world 6. grow up
7. say a bad word about sb. 8. have poor eyesight
9. have a sense of humour 10. knock over
11. vote for the best friend 12. straight and shoulder-length hair
13. give seats to people in need 14. be generous to
二、later-latest more friendly-most friendly worse-worst earlier-earliest more interesting- most interesting higher-highest more often-most often farther-farthest colder-coldest more-most better-best
三、D A B C B
四、1. is willing to share with 2. travel around grows up
3. poor eyesight because of 4. more expensive than mine
5. the richest village
【
篇16：8A Unit 4 Wild animals Vocabulary 学案 (译林牛津版八年级英语上册教案教学设计)
1.wild adj. 野生的，荒凉的，猛烈的
wild flowers / animals 野花/野生动物 the Wild Animals Club野生动物俱乐部
Many wild animals are in danger . 许多野生动物处于危险之中。
The silly girl was wild about the famous film star .那个愚蠢的女孩对那个著名的影星着了魔
They were wild with joy at the news .他们对那则消息欣喜若狂。
2.giant
(1) adj.用于动植物名词前，意为“大…” a giant cabbage . 一棵大卷心菜
(2) adj. “巨大的”=very big The giant size packet gives you more for less money .
特大的包装使你用较少的钱买到超值的分量。
(3) n. 巨人，伟人，天才 Yao Ming is called a giant . 姚明被称为巨人。
Lu Xun is a giant among writers .鲁迅是作家中的大文豪。
3.sadly adv. (more sadly , most sadly) 可惜，令人伤心地
Sadly , it’s very difficult for giant pandas to survive in the wild .
可悲的是，大熊猫在野外很难生存。
He looked sadly at the dead dog .他伤心地看着那个死狗。
4. survive v. 活下来，继续存在，幸存
(1) Sadly , it’s very difficult for giant pandas to survive in the wild .
(2)比…活得久， 在…中生还 She survived her husband . 她比她丈夫活得长。
Few children survived after the flood . 洪水过后，生还者极少。
survival adj.幸存 survivor n. 生还者
5.fur n. （动物的）毛，皮毛
If hunters catch a giant panda , they will kill it for its fur .
如果猎人捕捉到一只大熊猫，他们就会杀掉它取他的皮毛。
6.forest (large area of land with trees ) n . 森林 walk through the forest 穿越森林
7.nowhere n . 无处， 没有地方
(1)n. If farmers cut down trees and forests , giant pandas will have nowhere to live .
假如农民们砍倒树木和森林，大熊猫就会没有生活的地方。
He went nowhere last Saturday . 上星期六他哪里也没去。
(2)nowhere near = not nearly = far more 远远没有， 远不及
＄50 is nowhere near enough . 五十美圆远远不够。
The book is nowhere near interesting . 这本书一点意思也没有。
8.danger n.危险 in danger (of) 处于（…的）危险中 out of danger 脱离危险
The boy is badly ill and is in danger . Five days later , he was out of danger .
We should save the wild animals in danger .
The house is in danger of fire . He is in danger of losing his life .
There is no danger of swimming in the river .
9.action n.行动，指长时间的、系统的做法 take actions to do . 采取措施/行动做某事
We can take the following actions to protect giant pandas .我们能采取下列行动保护大熊猫。
Actions speak louder than words . 身教重于言教。（事实胜于雄辩）
You should put your words into actions . 你应说到做到。
10.protect （keep something/someone safe from/ against danger）
v. 保护，常与from/ against连用
Parents should protect their children from any harm . 父母应保护子女免受任何伤害
He wears sunglasses to protect his eyes from the sunlight . 他戴太阳镜保护眼睛免受阳光照射
They protect the young plants from the cold . 他们保护幼苗不受冻。
11.reserve (a special area for wild animals) n. 自然保护区
make giant panda reserves bigger 使大熊猫自然保护区更大
guild more reserves 建更多的自然保护区
12.encourage vt.鼓励，激励，支持 援助 encourage sb. to do sth .
encourage farmers to leave the giant panda reserves 鼓励农民们离开大熊猫自然保护区
His father encouraged him to work harder .他父亲鼓励他更加努力工作。
The teachers encourage their students in their studies .老师在学习上鼓励同学们。
13.safe (adj.) safely (adv.) safety (n.)
It’s good to be __________ at home on a night like this .
He got home ____________ at last .
Did you do anything for your own ______________ ?
He took the little boy to the _______________ .
14.alive adj. 活着的，无比较级和最高级，仅作表语和后置定语。多用于人或动物。
stay alive 仍然活着 catch a fish alive 活捉一条鱼
His father is dead but his mother is still alive .他父亲死了，但是他妈妈活着。
living adj. 活的，有生命的。作定语或表语，强调人或物的活力 living things
15.wolf - wolves 狼
Wolves live in family groups if they are in the wild .
16.report n. / v. 报告
If I finish my report , I’ll be happy . 假如我完成了我报告，我将很高兴。
a school report 一份成绩报告单
It’s reported that the number of the wild animals in Africa is getting smaller and smaller .
据报道，非洲的野生动物数量正变得越来越少。
17.attack n. / v. 攻击， 进攻
If a bear is in danger , it attacks people . 假如熊处于危险中，它就会攻击人。
The robber attacked the old man . 强盗攻击了那位老人。
make an attack on … 对…发起攻击
18.spit (spat / spit) v. 吐痰，吐吐沫
Some snakes spit poison if you step on them .假如你踩了它们，蛇会吐毒液。
Don’t spit on the ground . 不要随地吐痰
19.step (stepped , stepping) v. 踩，踏上
The woman stepped on my foot , but didn’t say sorry .那个妇女踩了我的脚，但没说对不起。
Step this way . 请走这边。
20.hunt (go after wild animals for food or sport , look for) v. 打猎，狩猎，搜索
They hunted foxes . 他们狩猎狐狸。
We’ll go hunting tomorrow .我们明天要外出打猎。
hunt for a job 找工作
hunter n. 猎人，打猎者
21.character n. 特点，性格，品质
You can tell a man’s character from his handwriting .根据一个人的笔迹可以判别他的性格
He has a strong / weak character . 他个性刚强/软弱。
They are twins but they have different characters .他们虽为双胞胎，但性格相当不同。
22.medicine n. 药（不可数）
take / have medicine (three times a day) 服药（每天三次）
make medicine from their bones 用它们的骨头做药
make … from … 用…制/做… （看不出原材料）
We make paper from wood . 我们用木材造纸。
They make wine from grapes . 他们用葡萄酿酒。
23.loss n. 丧失，损失，失败
Loss of living areas . 生活区的失去。
Loss of health is more serious than loss of wealth . 健康的丧失比财富的损失更严重。
He sold the clothes at a loss of 50 pounds . 他以损失50英镑的价格出售那些衣服。
He was at a loss of words . 他不知说什么好。
I was at a loss at what to do . 我不知道该干什么。
lose (lost) v. 丢失，失败
I lost my watch yesterday . Don’t lose heart .别灰心。
Which side lost the game ? 哪一边比赛失败了？
24.peaceful adj. 和平的，安宁的
They are peaceful animals if they live in family groups .
假如他们生活在家庭群体中，他们是和平的动物
I want to live in a place more peaceful than here . 我想生活在一个比这里更安全的地方。
peace n. 和平peacefully adv. 和平地，安宁地
25. continue (go on , keep on , start again after a stop ) v. 继续
continue to do / doing sth .继续做某事
If farmers continue to make new farmland , wild animals won’t get enough food .
假如农民们继续造新田，野生动物将得不到足够的食物。
If we continue to build roads , they won’t have suitable homes .
假如我们继续造路，他们将没有合适的家园。
He continued to read / reading when I spoke to him .我跟他说话的时候他继续看书。
To be continued . 未完待续。
26.suitable (fit , proper) adj. 适合的，适宜的，恰当的 suitably adv. 恰当地
books suitable for children 适合儿童的书
27.sell (sold) v. 卖
Hunters will make a lot of money if they sell elephants’ tusks .
假如猎人们卖掉象牙，他们会赚到很多钱。
I sold my brother my bike for 50 dollars . 我把我的自行车以五十美圆卖给我的哥哥了。
The book sells well . 这种书销售很好。
sell out 卖光，卖完
28.train v. 培养，训练
Elephants help farmers if people train them .假如人们训练它们的话，大象会帮助农民。
There are four abilities to train : hearing , reading , speaking , writing
有四种能力要训练：听力、阅读、口语、写作。
The young farmer tried to trained his cow to do farm work .
那个年轻的农民试着训练它的牛干农活
Grammar
条件状语从句
(1).在表示假设情况或讨论可能出现的情况的条件状语从句中，主句用一般将来时，从句用一般现在时表将来。
If we grow more bamboo , giant pandas will have more food .
If we don’t protect giant pandas , they will die .
If I see a snake in front of me , I will run the other way .
I will see a lot if camels if I go to North Africa .
Giant pandas will survive if we protect them .
I will see some beautiful birds if I walk through the rainforest .
假如我中午到那里的话，我可以看到喂养动物。
If I arrive at noon , I _______________ (see) _________________________ .
假如我仔细观察动物的话，我将会为我的班级报告获得足够的信息。
If I _____________ (watch) the animals carefully , I ____________ (get) enough information _________ my class report .
如果他来的话，我将打电话给你。
________________________ , I you .
如果明天不下雨的话，我们就去游览故宫。
If it _______________ (not rain) tomorrow , we ____________ on a trip ______________ .
如果他下周末有空的话，他就去动物园。
If he ____________ (have) time next weekend , he’ll go to the zoo .
(2).在表示一个事实或必然出现的结果的条件状语从句中，主句和从句都用一般现在时。
If tigers are hungry , they attack people .
If giant pandas have no food , they die .
If a polar bear is hungry , it catches fish from the water .
What do some snakes do if you step on them ?
What do male wolves do if there is danger ?
If tigers live in the wild they hunt for their own food .
They live as a family if they have babies .
如果在野外，狼以家族形式群居。
Wolves if they are in the wild .
如果鱼儿离开了水，就会很快死亡。
If a fish ______________________ water , it ____________________ soon .
如果我们砍伐太多的树，就会发生水灾或旱灾。
If we _______________________________ trees , there are floods or draughts .
Reading
I． Useful expressions
the story of Xi Wang 希望的故事 look like a white mouse看上去像只白鼠
call her Xi Wang 叫它希望 weigh just 100 grams 称到100克
start to go outside her home 开始到户外去 for the first time第一次
eight months later 八个月后
grow into a healthy giant panda长成一只健康的大熊猫
at the very beginning 在刚开始时 up to 14 hours 高达14 小时
eat bamboo shoots and leaves吃竹子的嫩枝和树叶
have another baby又生了个孩子 survive in the wild在野外生存
kill the panda for its fur杀死熊猫以获取皮毛 cut down trees and forests 砍伐树木和森林
have nowhere to live 没有住处
leave baby pandas for two whole days on their own让小熊猫单独呆两天
find baby pandas alone 发现小熊猫独处时 take them away 带走它们
be in danger 处于危险中 take the following actions采取如下行动
make giant panda reserves bigger 扩大大熊猫保护区的范围
encourage farmers to leave the giant panda reserves 鼓励农民们离开大熊猫保护区
ii Details of the text
1. We called her Xi Wang.
call 称呼,叫做,后跟宾语和宾语补足语,如:
We call him Mr .Li.我们叫他李老师。
The boy called Jim is my best friend. 那个叫做Jim的男孩是我的好朋友。
call的其他用法
1）喊叫，叫醒
Please call me in the morning.请早上叫醒我。
2）呼唤，召唤
Call the doctor at once.立刻叫医生来。
3）打电话，
make a telephone call.打电话
I called him yesterday. 昨天我打电话给他了。
2.At four months,she weighed about 10 kilograms and she started to go outside her home for the first time.
for the first time 表示第一次，当time作“次”解释，前面又有序数词时要与for连用。 如：
I left home for Beijing in for the first time.我第一次离家去北京。
When did you meet him for the first time ? 你第一次什么时候遇到他的？
但：1）作表语时不与for连用，如：
这将是我第一次看到烟花。
It will be my first time to see the firework.
2）times 前有基数词时不与for连用，如：
当他在中国工作时去过三次上海。
He went to Shanghai three times when he worked in China.
3.Eight months later,she was not a small baby any more.
later adv. late 的比较级,意为……之后,过了……以后
“一段时间+ later”相当于“after+一段时间”,多用于一般过去时.如
三天后，他去了英国。
Three days later,he went to England.=After three days, he went to England.
一周后，他回到了那个城市。
A week later，he returned to the city.= After a week, he returned to the city
later还可单独使用,意为“后来,以后”用于过去时和将来时,如:
The rain will stop later. 雨过会会停。
Later the girl found her mother.后来，那个女孩找到了她妈妈。
和later有关的短语，句子
later on 后来 See you later.再见 sooner or later.迟早
4.She grew into a healthy young giant panda and weighed 35 kilograms.
grow into 长成，发展成
She grew into a big girl.她长成一个大姑娘了。
Our hometown has grown into a modern city.我们的家乡发展成一个现代化的城市了。
grow的其他用法
1）连系动词，变得
Truth never grows old.真理永远不会过时。
My mother’s hair is growing gray.妈妈的头发正在变白。
2）种植，栽培；养；留
grow rice种水稻 grow a beard 留胡子 grow up长大
5. At the very beginning,XiWang drank her mother’s milk for up to 14 hours a day.
up to 意为＂达到，接近，多到，一直到＂
The number of students in our school is up to 5000.我校的学生数多达5000。
He does his home work for up to 3 hours every day.他每天做长达3小时的作业。
The team did not play up to its best today.那个球队今天没有发挥出最理想的水平。
6. Mothers often leave baby pandas for two whole days on their own.
leave (left)
1)离开
He left home in a hurry.他匆忙离开家。
2)留下,忘带
He left her book in the garden.他把书丢在花园里了。
3)把……留给
I will leave my car to you. 我会把我的车留给你。
4) leave +宾语+补语(为形容词,介词短语,名词等) ,使……处于……状态
leave the door open让门开着
leave the baby by itself把婴儿单独留下
leave one on one’s own留下……不管
The woman left her baby on it’s own. 这个妇女留下她的孩子无人照看。
5)去,出发 It’s time for us to leave.我们该出发了。
Integrated skills & Pronunciation
1.live as a family until baby tigers are 2-3 years old 在小老虎两至三岁前以家庭形式居住
as a family 以家庭形式 as “作为”
She works as a teacher . 她当老师。
I think of you as my best friend . 我把你当我最好的朋友。
as和like都可以表示“像…一样”，但作此意解时，as是连词，like是介词，且as表示本身就是，而like本身不是，只是“像”
请尽量照着我写的这样写。 Please try to write like me .= Please try to write as I do .
像他弟弟一样，他也喜欢体育运动。_____________ his brother , he likes sports .
他想工人一样工作。 He works _________ a worker .
他当工人。 He works __________ a worker .
as常可用于such as / such…as和the same as的结构中。
我们需要像你一样的人。 We need such a person as you .
我的主意和你的一样。 My idea is the same as yours .
我想买像你的一样的车。 I want to buy the same car as you did .
2.I think you should not buy clothes made of animal fur .我认为你不应该买动物毛皮做的衣服。
made of animal fur是过去分词短语作定语，表示与clothes之间的被动关系。
make…of…是主动短语，意为“用…制成…”，做好成品后仍然看得出原材料。
她喜欢穿丝织的村衫。She likes wearing blouse _________________________ silk .
我们用丝绸做衣服。 We _______________ clothes _________ silk .
【注】该短语常在被动语态中出现
书是由印刷而成的。 Books ______________________________ paper .
这把小刀是由金属制成的。 The knife _________________________ metal .
3.They look lovely on me .我穿它们很漂亮。
“衣服+look + adj. +on sb.”意为“衣服穿在某人身上怎么样”
这件连衣裙你穿很好看。 The dress looks nice _______ you .
这衬衫穿在他身上很帅气。 The shirt looks smart ___________ him .
【注】如果人作主语，应用“sb. looks +adj.+ in + sth.”结构。意为“某人穿了什么衣服怎么样”
你穿这条连衣裙看上去很不错。 You look nice _______ this dress.
这个年轻人穿这套衣服更帅。 The young man looks _________________ ____ this suit .
4.Hunters will make a lot of money if they sell elephants’ tusks .
猎人们如果卖了象牙就会赚很多钱。
make money意为“赚钱”
他去年赚了很多钱。 He ____________________________ last year .
你认为养猪很赚钱吗？ Dou you think keeping pigs can make good money ?
谋生make one’s living 生火 make a fire 交朋友make friends
犯错误 make a mistake 取笑 make fun of
Main task & Checkout
1． Mother giant pandas have only one or two babies at a time.
at a time 一次,每次, 表示数次相同行为中的一次,此处的不能用代替
你一次能从图书馆借几本书?
How many books can you borrow from the library at a time?
他一次能搬三把椅子.
He can carry three chairs at a time.
我们不能一次做两件事.
We can’t do two things at a time.
比较: 1)at the time曾经,一度
我过去常常在早上散步.I walked in the morning at one time.
2) at times 有时,不时,相当于sometimes
通常他们在学校吃午饭,但有时在附近的饭店吃 .
They usually have lunch in the school,but at times they have it in the restaurant nearby.
3) all the time总是,相当于always
晚上你总是呆在家吗? Do you stay at home all the time in the evening?
2.Their number is getting smaller and smaller. 他们的数量变得越来越少了。
get + 比较级(+ and + 比较级) 表示“……变得更……(越来越……)”。
Winter is coming. It’s getting colder and colder. 冬天要来了,天气越来越冷了。
With the development of technology, English is getting more and more important. 随着科技的发展,英语越来越重要了。
If this continues , then there will be no giant pandas in the world.
3.There will be ...”表示“在某处将有……”。这是there be句型的将来时形式,也可用“There is going to be ...”结构,但其中的be不可用have或has代替。
比较“Sb. will have ...(to do)”表示“某人将有某事(要做)”。
There will be a football match on TV tonight. 今晚电视将播放一场足球比赛。
If farmers cut down trees and forests, giant pandas will have nowhere to live. 如果农民们砍伐树木和森林,大熊猫将没有地方生活了。
4.If farmers keep taking the land，giant pandas will have nowhere to live.
强调重复进行某一相同的动作,常与延续性动词或表示静止状态的动词连用.(如:
那个人站了大约半个小时.
The man kept standing for about half an hour?
我将在外面等你一个小时.
有关动物的谚语
I will keep waiting for you for one hour outside..
Early birds catch the worm. 早起的鸟，有食吃。
Kill two birds with one stone. 一箭双雕；一举两得。
Let sleeping dogs lie. 勿惹事生非。
The best fish swim near the bottom. 好鱼常在水底游。
Hair by hair you will pull out the horse’s tail. 一根一根拔，拔光马尾巴。（水滴石穿）
A lazy sheep thinks its wool heavy. 懒羊嫌毛重。
If you don’t enter a tiger’s den, you can’t get his cubs. 不入虎穴，焉得虎子。
篇17：8A Unit 4 Wild Animals 全单元教案(译林牛津版八年级英语上册教案教学设计)
Warm-up activities
1 Create an interest in the issue of sharing the limited natural resources. Depending on the general interest of the class, choose one of the following situations:
* A group of students are stranded on an island. There is not enough food available for everyone to survive.
* Astronauts are stranded in space. They do not have enough oxygen for everyone to survive.
2 Make a list of people involved in the situation, a list of the resources available (e.g., food, oxygen, water, etc.) and a list of how long everyone is able to survive. Ss have to decide whether they stay alive together sharing what they have or they are going to occupy all the resources for their own survival.
3 Ss study the pictures and read the conversation first on their own, then in pairs. Ask two more able students to role-play the conversation.
Presentation
1 Ss complete Part A. Encourage them to do the task without any pre-teaching of keywords. Check answers orally with the whole class.
2 Divide Ss into pairs and ask them to do the survey in Part B1
3 Encourage them to discuss in pairs why they like or do not like the animals. Ask them to write down their ideas.
Language points
Look delicious, If you eat my food, I won’t talk to you., no one, in danger, a report on giant pandas
Homework
1 Learn the language points by heart.
2 一课三练 P.43
3 Preview the Reading Part.
Revision
1 Review key vocabulary according to the general ability of the class. Presentation (Reading A)
1 On the Bb, write the following list of sentences on the Bb:
* Xi Wang is the name of a baby giant panda.
* Baby giant panda s are very small when they were born.
* They grow very quickly.
* Xi Wang has to find her own food when she is 20 months old.
* Hunters kill giant pandas and sell their fur.
2 Divide the class into three groups and allocate one part to each group. While students skim the text on their own, ask them to underline the words they do not know. Then go through the words students have underlined. Ask students to explain briefly how they know that the sentences on the Bb are true by identifying and listing key facts in the text.
Presentation (Reading B& C)
1 Ask Ss to draw a parallel between the growth of the baby giant panda and a human baby. Ask if they know what happens to people while they grow up. Write the following words/phrases on the Bb.
Adult old person teenager baby middle-aged person
Young adult child toddler
Draw a timeline and encourage Ss to come forward and write each word at the correct point on the timeline. Ask them to draw a more creative growth chart.
2 Ask students to do a birth chart of themselves. Tell them to add their photos to the chart.
Presentation (Reading D)
1 Revise the words listed in the box in Part D.
2 Ask students to complete Part D. Then ask some Ss to read the sentences aloud to check their choice of words.
3 If they show interest, ask them to practice the text for a presentation for 2-3 minutes.
Presentation (Reading E)
1 Ask Ss to read the conversation in Part E in pairs to check if there are any words they do not know. Then ask Ss to complete the sentences individually.
2 Ask six Ss to read the conversation while the rest of the class check their answers.
Language points (Part A)
The story of Xi Wang, only 10 days old, it means…, was born, weigh just 100 grams, at four months, for the first time, eight months later, not…any more, grow into, at the very beginning, up to 14 hours a day, bamboo shoots, have to look after herself, have another baby, It is adj. (for sb.) to do, some of the problems, kill it for its fur, nowhere to live, on their own, need help, in danger, take the following actions to do, protect giant pandas, make giant panda reserves bigger, encourage sb. to do, there will be
Language points (Part B& C)
Keep sb./sth. Safe from danger, large areas of land with trees, special areas for wild animals, stay alive
Homework
1 Learn the language points by heart.
2 一课三练 P.44-45
3 Preview the Vocabulary Part.
Presentation （Vocabulary）
1 Creat an interest in animals. Try to extend the context by asking Ss if they would like to adopt an animal and , if they do, which one they would choose.
2Use the task to check Ss’ knowledge of name of animals. Ask Ss to guess the names individually first and then compare with a partner.
3 Check answers with the whole class. Read all the words under the pictures and ask Ss to give definitions.
Language points
Polar bear---North Pole, wolf----wolves
Homework
1 Learn the language points by heart.
2 一课三练 P.46
3 Preview the Grammar Part.
Presentation （Grammar Part A）
1 Try to elicit the conditional structure by asking questions such as What will happen if you come to school lats? What will happen if you break your favourite toy? Try to think of sentences which reflect Ss’ own experience. Write the most interesting answers on the Bb. Ask Ss to include the “If”-clause as well. Read all the sentences again and ask more able Ss to elicit the rule.
2 Write some more open “If”-clauses on the Bb and ask Ss to finish the sentences with their own ideas. Help Ss reformulate their ideas into correct sentences and write them on the Bb.
3 Ask Ss to match the sentences on their own and then compare answers with a partner. Invite a more able student to read the sentences aloud for the rest of the class to check answers.
4 For Part A2, Ask Ss to complete the sentences on their own and then compare answers with a partner. Check answers with the whole class.
5 Ask Ss to complete “Work out the rule” at the bottom of page 61.
Presentation （Grammar Part B）
1 Ask Ss to read through the rules and the sample sentences on their own. Then check understanding by asking them to think of other examples.
2 Write several “If”-clauses on the Bb and ask more able Ss to complete them with their own ideas. Remind them to write about repeated and predictable situations instead of possible results.
3 Explain the context of Part B1. Revise the words in the box.
4 Ask students to complete the sentences individually.
5 Ask Ss to read the conversation with a partner checking the accuracy of their sentences. Then check answers with the class.
Presentation （Grammar Part B2）
1 Try to creat interest in learning interesting things about wild animals. Tell them that Amy’s report introduces new information about tigers and wolves.
2 Explain the context of writing a report. Revise the structure of conditional sentences.
3 Ask Ss to read the report on their own to make sure that there are no unfamiliar words. Then Ss complete the sentences individually and compare them with a partner. Check answers with the whole class.
Language points
Grow more bamboo, run the other way, go to North Africa, walk through a rainforest, learn a lot about wild animals, arrive at noon, see the feeding of animals, get enough information for my class report, attack people, spit poison, step on them, male wolves
Homework
1 Learn the language points by heart.
2 一课三练 P.47-48
3 Preview the Integrated skills Part.
Presentation （Integrated skills A）
1 Invite students to talk about what they like about tigers and wolves. Brainstorm any information and general knowledge about the two animals.
2 Ask Ss to study the two fact files in pairs. Check the meaning of some of the words.
3 Help Ss focus on the general context by asking general questions they may be able to answer while listening for the first time. Write them on the Bb:
* What is the name of the largest living cat?
* What is Millie’s favourite animal?
Play the recording. Students listen carefully for keywords to answer the questions.
4 Play the recording for again and ask students to find out the missing facts in the fact sheets. Play the tape for the third time for Ss to check the answers.
5 Ask Ss to read the letter in pairs and discuss any words they do not understand. Complete the letter without looking at the fact sheetson page 64. Then ask them to look at the fact sheets to check the answers and make corrections if necessary.
6 Ask more able Ss to read aloud the letter.
Presentation （Integrated skills B）
1 Ask students to practice the conversation in pairs and then change roles. Identify any words or phrases they do not know.
2 Ask students to create their own conversation using information from the fact sheets.
Language points
Live as a family, good at hunting other animals, make medicine, friendly towards each other, loss of living areas, make medicine from their bones, buy clothes made of animal fur, look lovely on me, lose one’s life, someone else,
Homework
1 Learn the language points by heart.
2 一课三练 P.49
3 Preview the Pronunciation, Main task & Check out Part.
Presentation （Pronunciation）
1 Remind Ss of communicative purpose of conditional sentences.
2 Play the recording for Part A and ask Ss to listen carefully. Ss imitating the rising and falling voice patterns.
3 Ask students to read Simon’s presentation with correct the rising and falling voices.
4 Ask students to read Millie’s presentation in Part B quietly on their own. Play the recording . Ask Ss to listen carefully and mark where Millie’s voice rises and falls with the correct arrows.
5 Tell students to read them again, and answer the ‘Wh-‘questions. Students work in pairs.
Language points （Pronunciation）
Peaceful animals, live in family groups, continue to build roads, have suitable homes, make new farmland, make a lot of money, sell elephants’ tusks, train them,
Presentation（Main task）
1 Talk to Ss about the purpose of writing reports. Elicit from the different reports. Explain that in reports, we do not normally say ‘I feel…’ or ‘I like…’ and do not include personal comments.
2 Read the title of the report in Part A. Create an interest in the topic by asking what they have learnt about giant panda in this unit.
3 Ask students to skim through the report quickly and give each paragraph.
4 Ss complete Simon’s report in Part C on their own. Ask more able Ss to read it aloud to check the answers.
Language points （Main task）
Spend a lot of time drinking their mums’ milk, at a time, get smaller and smaller, become farmlands, keep taking the land, what action can the club take? Sharp paws, walk upright
Presentation （Checkout）
1 Set a time limit for reading the sentences in Part A and for filling the blanks. Ask Ss to complete the task on their own.
2 Ask students to Proceed to Part B after completing Part A.
3 Ss complete Part B on their own and then compare answers in pairs.
Language points （Checkout）
Climbing, what about playing football?, a friend like Alan, answer questions correctly
Homework
1 Learn the language points by heart.
2 一课三练 P.50-52
3 Preview the Unit 5
篇18：8A Unit4 Welcome to the unit 导学案(译林牛津版英语八年级)
【自主学习】
Preview the words & expressions from P58 to P59 & P63.
1. Try to write down and read the following words.
野生的__________ 海豚 __________熊_____________ 美味的_____________
袋鼠 ________ 松鼠___________狐狸___________ 昆虫_______________
狼（复数）______ 蛇_____________斑马_____________大熊猫_____________
2. Try to translate the following expressions.
看起来美味_______最喜欢的野生动物__________ 北极熊___________________
树叶_____________竹笋和竹叶________________ 更小的动物_______________
3. Complete Part A on P59.
4. Try to write down more wild animals (we don’t mention above) you know. (If necessary, you can look up your dictionary).
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
【课堂导学】
Task1 Listening, reading and acting
1. Listen to the tape of the comic strip and try to answer the questions.
Who has food? __________________________________________________
Is Eddie willing to share his food? _____________________________________________
2. Listen to the tape again and repeat.
3. Work in pairs and read the dialogue.
4. Act out the dialogue in the front. Show out yourself！
5. To find out the main and difficult points in the conversation, discuss and find out the answers.
Task2 A guessing game
Choose the wild animal you like best and least and then complete the table. Then play a guessing game with your friends.
picture of the animal its appearance:…
its food: …
I like it best because …
Chinese name: English name:
Task3 Speak up
1. Talk about the wild animal you like best and least with your partner and complete Part B1on P59.
Model: A: Which animal do you like best?A: Which animal do you like least?
B: I like giant pandas best. B: I like tigers least.
A: Why？A: Why?
B: Because they are lovely. B: Because they are dangerous.
Task4 Writing
Make a report about the animal you like best and write it down.
_____________________________________________________________________
____________________________________________________________________
_____________________________________________________________________
Task5 Discussion
Discuss with your partner --Many wild animals are in danger. Some wild animals are becoming fewer and fewer! Why? What can we do with the problems?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
【课后巩固】
一、根据首字母和中文提示写单词。
1. There are many w______ animals in the forest.
2. K_______ live in Australia. They can jump very far.
3. I think w______ are more dangerous than tigers because they work as a team but tigers don’t.
4. I need a cat in my house because there are so many m_______ in it and I’m afraid of them.
5. How _______(美味) the fish is！Do you want to have some?
6. I don’t think _______(狐狸) are cleverer than us.
7.The ________（海豚）show attract many visitors.
8.Can you guess what the ________(松鼠) likes to eat?
二、Millie 周末很想出去玩，她要求妈妈带她去商场，可是妈妈不答应，于是她和妈妈展开了一场争执，你来帮她说出她的心里话吧。
____1___(play) more computer games if I ____2___ (stay) at home.
If I ____3___(play) more computer games, I____4___（not do）my homework. My teacher____5___(be) angry if I ____6____(not do) my homework.If my teacher ___7____(be) angry, she ____8___(scold) me.
I___9____(cry) if she ____10____(scold) me.So Mum, please take me to the shopping center this weekend.
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