以下是小编整理的溧阳实验初中8A Unit 5 全单元教案(译林牛津版八年级英语上册教案教学设计)，本文共10篇，希望能够帮助到大家。本文原稿由网友“识别度一流”提供。
篇1：溧阳实验初中8A Unit 5 全单元教案(译林牛津版八年级英语上册教案教学设计)
牛津初中英语8A Unit5
单元
课
时
部分
学习材 料 课型
教学重点与具体要求
从技能培养目标来划分 从教学过程来划分
第
五
单
元
Period 1 P74-75 Comic strip Welcome
to the unit 听说课 新授课 了解本课涉及的鸟类的英文名称和基本特点。
Period 2 P76-79 Reading 阅读课 新授课 1. 了解文中扎龙自然保护区的基本情况。
2. 培养学生根据上下文猜测单词意思的能力。
3. 复习和拓展有关保护野生动物词汇。
4. 引导教育学生保护鸟类，保护自然。
Period 3 P76-79 Reading 阅读、练习课 巩固课 1. 熟练掌握文章内容，能进行复述等练习。
2. 掌握课文中的语言点：
Period 4 P80 Vocabulary 词汇课 新授课 1. 学习用否定前缀构成反义形容词的方法。
2. 学会使用含否定前缀的形容词表达否定含义
Period 5 P81－83 Grammar 语法课 新授课 1. 了解识别五种基本句型结构。
2. 会用一般现在时表示将来。
Period 6 P83-85 Grammar 语法课 新授课 掌握副词的构成方法及在句子中的应用。
Period 7 P86-87 Integrated skills 综合技能课 新授课 1. 培养学生听录音获取具体信息的能力。
2. 能根据从录音中获取的信息完成报告。
3. 学习邀请别人参加某项活动的表达方式。
4. 学习如何对别人的邀请作出适当的反应。
Period 8 P88 Study skills 技能课 新授课 1. 学习记笔记策略。
2. 学习使用缩略词和符号。
Period 9 P89-90 Main Task 写作课 新授课 1. 了解申请表的填写方法。
2. 了解申请的填写作方法。
Period 10 P91 Checkout 语言知识课 复习课 1. 巩固本单元的教学内容。
2. 复习使用含否定前缀的形容词
3. 复习掌握副词的构成和用法
4. 复习使用一般现在时表示将来。
篇2：8A 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3：8A 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4：8a unit6 reading 教案教学设计(译林牛津版英语八年级)
一、教案背景
1、面向学生：中学
2、学科：英语
3、课时：两课时
4、学生课前准备：
（1）预习教材94-95页的内容。
（2）以小组分工形式搜集以下地震的相关资料并完成下列表格：
names of earthquakes when where the number of deaths
the Tangshan earthquake
the Wenchuan earthquake
the Yushu earthquake
the Haiti earthquake
the Chile earthquake
请你用英语写出关于地震的几句话：
（3）请完成下列调查表：
性别
学生
编号 地震发生时你的
自救方式请选择： 你对地震恐惧吗 你是否关注地震各种信息 我校地震逃生演练次数够吗 我县处于强地震带吗
a按照平时演练有秩序快速疏散到操场b手抱住头部躲在桌子下c手抱住头部躲在墙角 是 否 是 否 够 不够 是 否
1 男 女
2
.
40
（4）搜集资料：如何在灾难中自救。
二、教学课题
译林版牛津初中英语（八年级上）Module 2 Unit 6 Natural disasters Reading
The Taiwan earthquake
三、教学目标
（一）知识目标：
1、学习掌握课文四会内容。
2、了解台湾地震的整个过程。
3、掌握课文大意，并能按照事件发生顺序复述课文内容。
（二）能力目标：
1、培养学生根据关键词和语境猜测大意的能力。
2、进一步理解、应用过去进行时。
3、培养学生良好的听、说、读、写综合语言能力。
（三）情感态度目标：
1、通过学习主人公在地震中的活动，培养学生勇敢、不畏艰难的精神。激发学生珍爱生命及自我保护意识。
2、通过开展小组活动，积极与他人合作，培养学生互帮互助的团队精神。
四、教材分析
1、教材版本：
凤凰出版传媒集团、译林出版社义务教育课程标准试验教科书《牛津初中英语（八年级上）》。
2、学情分析：
本课以台湾9.21大地震为背景，男孩Timmy用第一人称叙述了在地震中他被困瓦砾堆下的故事，给人以亲身经历的感觉。这种感觉很容易使学生倾心地去听、去读、去说，或为故事中人物的命运和事件的发展深刻感受遭遇地震的恐惧不安和死里逃生。
这篇课文语境真实，有利于课堂交际活动的真实开展。在教学中我设计了Do you know how to protect yourself if there is an earthquake here? 等问题,由课内延伸到课外,增大学生的知识量,拓展了学生的思维,从而达到综合运用语言进行交际的目的。
3、教学重点：
1.了解有关地震的基本知识。
2. 通过阅读，理解课文大意并理清事情发生的顺序。
3.培养学生的阅读技巧。
4、教学难点：
进一步理解、应用过去进行时。
5、教学准备：
（1）利用百度搜索好教学所需的地震相关视频和音乐。
（2）多媒体、录音机。
（3）对学生调查表进行分析统计。
五、教学方法
1、教学方法
情境教学法、任务型教学法
2、学习方法
预习、自主学习、合作学习
六、教学过程
第一课时：
Step 1 情景导入(4分钟)
【小组活动】
小组展示课前用百度引擎www.baidu.com/搜集完成的合作成果
names of earthquakes when where the number of deaths
the Tangshan earthquake on 28 July,1976 in Tangshan 242,000
the Wenchuan earthquake on 12 May, in Sichuan 69,142
the Yushu earthquake on 14 April, in Gansu 2220
the Haiti earthquake on 12 Jan,2010 in Haiti 222,500
the Chile earthquake on 27 Feb,2010 in Chile 802
请你用英语写出关于地震的几句话： The Tangshan/ Wenchuan /... earthquake happened on...in...Many people died in the earthquakes.We should help the people in the disaster. We should hold more earthquake exercises. When an earthquake happens,we should run to the playground.We should be brave . ...
【设计意图】让学生通过了解几次大地震的基本情况，激发学生脑海中的地震图式，并能用几句英语句子描述地震。
T：An earthquake is a disaster , isn’t it ？引入课题：The Taiwan earthquake
Step 2 呈现(6分钟)
1【师生活动】
【百度视频01:07】video.sina.com.cn/v/b/13515276-1192284773.html
T:Where and when did the earthquake happen?
What is the big noise like ?
What can you see in the video?
S:It happened on May 12 in Wenchuan.
The big noise is like thunder / bombs under the ground .
I can see mountains and trees shaking , big stones falling down .
I can see people screaming in fear , running wildly .
【设计意图】：通过该视频提问检查小组成员课前自主学习的准备情况，检查四会内容预习情况，引入本课部分重要单词。
2【教师活动】板书学生回答时提到的新单词，并带读。
3【学生活动】完成P96B1练习，加深对新单词的理解。
Step 3 听力练习(6分钟)
1【教师活动】
T:There was also an earthquake in Taiwan on 21 , September in . About 2,000 people lost their lives , but a boy named Timmy survived. He is a survivor. Let’s listen to see what happened to him.
播放课本94-95页录音。
2【学生活动】
听录音，完成课本97页D部分判断正误。
3【师生活动】
学生朗读D部分判断正误的句子，教师与学生一起核对答案，就错误的句子要求学生改正并朗读。
【设计意图】：通过听力练习，让学生整体感受课文，同时训练学生的听说能力。
Step 4阅读(15分钟)
1【师生活动】
(1)教师再次播放课文录音，学生跟读2遍，教师用多媒体展示以下问题，并提问检查学生对课文的理解：
(1)、What was Timmy doing when the earthquake started ？
(2)、Why did people scream ?
(3)、Where did Timmy try to run when the real noice came，like bombs under the ground ?
(4)、Why did people run wildly in all directions ?
(5)、What happened to the building ？
(6)、How did Timmy feel when he was trapped ?
(7)、What did he tell himself when he was trapped ?
(8)、Did Timmy eat up the chocolare ? Why not ?
(9)、Did he survive the earthquake ?
(10)、How was Timmy saved ?
【设计意图】：让学生通过问题阅读来验证对篇章的整体理解，该部分主要采用5-W设计提问，其中(7)、What did he tell himself when he was trapped ? 和 (8)、Did Timmy eat up the chocolare ? Why not ? 两个问题的设计目的是为了教学生在面对灾难时要冷静，随身食品不要一下吃完，而要作为维持生命的延续。
Step 5练习(14分钟)
2【学生活动】
（1）、先小组内朗读，再全班朗读，然后小组合作完成下列表格并展示：
Noise People do What happened Timmy
At first / / / felt a slight shaking
Then A big noise
like thunder
Children screamed looked at each other in fear;
Childre were frightened
/ /
Then The real
noise came
like bombs ran in all directions; ran wildly Pieces of glass
and bricks fell down tried my best
to run,too
Final-ly The noise
ended calmed down;
could not see at all
（2）、完成课本97页c部分练习，选3位学生根据排好序的图片复述课文大意。
（3）、在音乐中完成课本96页B2部分练习
【百度视频】www.tudou.com/programs/view/C1GBeIg6FUs/
（4）、朗读课本97页c部分练习，小组核对答案。
【设计意图】：让学生通过朗读和练习，获得对文章的细节理解和把握，图片排序有助于学生掌握课文大意，为运用所学知识复述课文内容做准备，音乐《让爱转动整个宇宙》是让学生感受台湾人在9.21地震灾难后重建家园的奇迹和和对生活的坚强。
Homework
Finish off the exercises in the Evaluation Handbook and learing English.
板书设计:
The Taiwan earthquake（1）
用几句英语句子描述地震
The Tangshan/ Wenchuan /... earthquake happened on...in...Many people died in the earthquakes.We should help the people in the disaster. We should hold more earthquake exercises. When an earthquake happens,we should run to the playground.We should be brave . ...
生词、短语、句子
1、The big noise is like thunder / bombs under the ground .
2、What can you see in the video?
I can see。。。shaking , falling down .
screaming in fear , running widly .
3、P96B1练习听录音
1、完成课本97页D部分判断正误。
2、回答问题
(1)、。。。。。。
。。。。。。
(7)、What did he tell himself when he was trapped ?
(8)、Did Timmy eat up the chocolare ? Why not ?
。。。。。。
练习
1、完成课本97页c部分练习，根据排好序的图片复述课文大意。
2、完成课本96页B2部分练习
第二课时：
Step 6练习(12分钟)
1、【学生活动】
(1)First watch a video about an earthquake in Haiti ,Then complete the following artile:
【百度视频01:32】 v.youku.com/v_show/id_XMTcxNTA2ODEy.html
The building was shaking when the earthquake started . We can hear clearly pieces of bricks falling down the ground . A man in blue was running out of the building at the moment . The walls were shaking . Another three men were running wildly in all directions because they were very frightened . We can hear a loud noise like thunder/bombs under the ground . Then the walls began to come down , At last all calmed down.
(2)Ask Ss to read the above article.
【设计意图】：借助海地大地震的真实视频，让学生通过视、听来完成填空，达到对过去进行时的理解和应用，即把语法放到真实的语言环境中加以学习,同时对部分重点词语、短语加以巩固。
(3)词组练习
1、When hearing the loud thunder ,he felt a heavy shaking through his body .(一阵巨大的摇晃传过他的身体)
2、The baby calmed down (平静下来) after listening to teh beautiful music .
3、I was doing some shopping (在购物) when the earthquake took place .
4、Timmy shouted for help(大喊救命) but no one came for a long time .
5、People in the shop center looked at each other in fear (惊恐地相互看着).
6、When seeing the snake , the girls ran in all directions (四下逃窜).
(4)Translation
1、起先，他感觉到一丝轻微的震动传遍全身。
At first,he felt a slight shaking through his dody.
2、地震开始时，我正尽力朝操场跑去。
When the earthquake started,I was trying my best to run to the playground.
3、今早我看到她时，她正急匆匆地赶去上学。
When I saw her this morning,she was in a great hurry to go to school.
4、人们在疯狂奔逃时，一块块玻璃和砖块直下掉。
People were running wildly while pieces of glass and bricks were falling down .
Step 7 活动
1、【学生活动】(13分钟)
（1）Work in pairs
One acts as a reporter , the other acts as Tommy . The reporter interviews Tommy with such as the following questions :
(1)How did you feel at first when the earthquake happened ?
(2)What was the big noise like ?
(3)What were people doing while pieces of glasses and bricks were falling down .
(4)What did you feel when you were trapped ?And what did you do ?
(5)Did you shout for help ?
(6)Where did you know when you were trapped ?
(7)How did the people save you from the ruins ?
（2）Ask some volunteers to act out
【设计意图】：采访活动中给学生提供可能用到的问题，目的在于给学生建立脚手架，让学生伸伸手可摘桃，让每个学生都能有话可说，有利于培养学生自信心，使每个学生都能积极主动地参与到活动中来。
2、【师生活动】(6分钟)
T: Show Ss the following survey summary , which is based on the Ss’survey .
95 percentt of you are afraid of an earthquake , and we know Donghai county lies in a seismic activity area . Do you know how to protect yourself if there is an earthquake here?
调查统计表
性别
人数
百分比
地震发生时你的
自救方式请选择： 你对地震恐惧吗 你是否关注地震重大信息 我校地震逃生演练次数够吗 我县处于强地震带吗
a按照平时演练有秩序快速疏散到操场b手抱住头部躲在桌子下c手抱住头部躲在墙角 是 否 是 否 够 不够 是 否
abc 是 否 是 否 够 不够 是 否
男 19 19 17 2 16 3 18 1 18 1
89.5% 10.5% 84.2% 15.8% 94.7% 5.3% 94.7% 5.3%
女 21 21 21 0 13 6 19 2 17 4
100% 0% 61.9% 38.1% 90.5% 9.5% 81% 19%
汇总 40 40 38 2 29 9 37 3 35 5
100% 95% 5% 72.5% 27.5% 92.5% 7.5% 87.5 12.5%
T: Groups of four students to discuss the topic, and then representatives of each group to speak.
How to protect yourself if there is an earthquake here?
(1)We should run to the playground as fast as we can.
(2)I should help the girls / others.
(3)I should be brave,not frighened.
(4)We had better hide in the corner / under desks.
(5)We should calm down and be not in chaos.
。。。。。。
【设计意图】：通过开展小组活动，培养学生在面临灾难来临时，要勇敢、要有互帮互助的团队精神，同时也激发了学生要珍爱生命及自我保护意识。从而将知识由课内延伸到课外,增大了学生的知识量。
3、【学生活动】(14分钟)
（1）根据视频内容和首字母提示完成下列文章：
【百度视频05:38】www.tudou.com/programs/view/GkPL9fAmYG8/
The Wenchuan earthquake
A sudden heavy earthquake hit Wenchuan at 14:28 on May 12,2008. The earthquake flattened the beautiful Wenchuan to the ground .More than 6,9000 people lost their lives and tens of thousands of people became homeless in the disaster. In pictures : People were trying their best to save trapped persons in the buildings .An old man was sitting on the ruins .Dead bodies and the injured were everywhere .A father only found his child.’s schoolbag in the ruins. Many people were crying for their lost relatives .They were in deep sorrow. PM Wen Jiabao was in a greay hurry to come to the disaster area in the fist time to guide rescue work. Lots of people donated money and blood to Wenchuan. While watching , I could not help crying. As students, we should try our best to help them .
（2）Ask Ss to present the answers .
（3）Read the article ,
【设计意图】：一是让学生对所学内容加以巩固和提高，并能学以致用，如过去进行时、重点单词和词组的使用；二是培养学生根据关键词和语境猜测大意的能力，并能从视频中获取信息和转化信息的能力；三是通过让学生观看这些催人泪下的惨烈场景、感人肺腑的细节，去感受、体验灾难中所显示出来的民族精神，从而培养学生珍爱生命、不畏艰难和团结互助的精神。
Homework
1、Try to recite the text.
2、Finish off the exercises in the Evaluation Handbook and learing English.
板书设计
The Taiwan earthquake（2）
一、Watch and complete the artile: was shaking、started 、pieces、 bricks falling 、running out 、were shaking 、three 、running wildly directions frightened 、noise 、thunder/bombs 、ground 、come down 、calmed
二、Activities
1、Work in pairs
2、Discuss:
How to protect yourself if there is an
earthquake here? (1)We should run to the playground as fast as we can.
(2)I should help the girls / others.
(3)I should be brave,not frighened.
(4)We had better hide in the corner / under desks.
(5)We should calm down and be not in chaos.
......
3、根据视频内容和首字母提示完成下列文章
earthquake、May 12,、lives 、disaster、trapped 、was sitting 、bodies 、everywhere 、in a greay 、money、blood 、crying、try
八、教学反思
本课是一篇阅读课，是以台湾9.21大地震为背景，以幸存男孩Timmy的切身经历为主线。在教学设计上主要采用情境教学法和任务型教学法。各教学环节紧紧围绕知识目标、能力目标和情感态度目标进行展开，力求突出重点和突破难点。
本课阅读任务分为三个阶段，即任务前、任务中和任务后。任务前以情景导入来激发学生的地震图式，引入四会内容，解决学生的语言障碍；任务中通过听读练习、一览表、视频等问题设置，并借助问答、讨论、小组活动探究、复述等形式进行教学活动开展，有利于学生先整体，后细节，再整体获取文章信息和转化文章信息的能力，这也是对学生的阅读技能和阅读方法的培养，同时对单词、短语和句子起到巩固和提高的作用。任务后借助海地大地震和汶川大地震的真实视频，让学生通过视、听来完成填空，达到对过去进行时的理解和应用，即把语法放到真实的语言环境中加以学习和巩固，从而有效突破教学难点；使用调查统计表，通过开展小组采访活动，培养了学生勇敢、互帮互助的团队精神，同时也激发了学生珍爱生命及自我保护意识，使学生的情感目标再次得到升华。
本节课教学活动的设计，无论是问题设计的层次性、艺术性和真实性，还是视频资源的合理使用、学生目标的达成情况和阅读技能的培养等方面都取得了很好的效果。但美中不足的是本课话题稍微有些沉重，班级中有95%的学生对地震感到害怕，对学生的心理健康或多或少会产生一些影响，这就需要我在以后类似话题的教学中要借助我校心理咨询教师对学生的心理多做一些必要的心理辅导。
八、教师个人介绍
省份 江苏 学校 东海县城头中学 姓名 刘华成
职称 中学一级 电话 15161350796 邮件 lhcctzx@126.com
通讯地址 江苏省东海县城头中学 邮编 222303
刘华成，男，汉族，徐州师范大学英语教育专业毕业，本科学历，自参加工作以来一直从事初中英语教育教学研究工作，近年来有多篇教学论文在国家级、省级刊物上发表。
著作权与使用申明：获奖作品的作者享有作品的著作权，并同意授权《中国教育信息化》杂志社与百度公司校园合作项目相关推广活动中以非商业目的对该获奖作品进行复制、使用、编辑、改编等。
篇5：江苏省淮北中学英语学科教案8A Unit 5 Birdwatchers(译林牛津版八年级英语上册教案教学设计)
初二年级教案活页纸 主备人：陈小军 审核人：初二英语组全体老师
总 课 题 8A Unit 5 Birdwatchers 总课时 10 第 1 课时
课 题 Comic strip and Welcome to the unit 课型 New
教学目标 知识目标 1.To learn the common names of birds
2To talk about birds on two aspects: characteristics and appearance.
3.To arouse the students’ interest in birds in the wild.
能力目标 To talk about birds on two aspects: characteristics and appearance.
情感目标 To arouse the students’ interest in birds in the wild..
教学重点 To talk about birds on two aspects: characteristics and appearance.
教学难点 To talk about birds on two aspects: characteristics and appearance.
课前预习1.Preview the new words.
2.Listen to the tape and read the dialogue.
教学方法 情景交际法、任务型教学法
教学过程
教学环节 教 师 活 动 学 生 活 动 备课札记
Step1 Presentation
Step2. Practice
Step3. Production
Step4. Presentation
Step5. Production
Step6.
Homework 1.Warm- activities up
Play a piece of music called ‘ the seaside voice’(There is sound by birds), then get the students to talk about it.
e.g. Is it nice? (Yes)
Where is the man playing the piano? (Near the sea)
What’s near the sea? (Birds)
Would you like to go and watch the birds near the sea? (Yes)
Let’s go birdwatching. Let’s be birdwatchers.
( Teach go birdwatching / birdwatcher)
Ask the students to say the English names of some birds.
2. Talking about birds
Show the pictures of different kinds of birds and talk about them focusing on what’s special about the birds.
Learn the new words (Revise some old words at the same time, like wing/ feather/ beak)
Do Part A on Page75
1. Show the pictures together and then get the students to give their names. Make sure all the students can read the names correctly.
2. Play a game: reading and guessing (guess what bird it is.)
E.g. I live in wetland. I am very tall. I have long beak, long neck and long legs. I have black and white feathers. Who am I? (a crane)
3.Ask the students ‘Which is your favorite bird? Why?
Practice Part B on Page75 in pairs
Make up new conversations using Part B as a model and act them out.
1.Say: We love birds. Eddie loves birds, too.
2.Listen to the tape and find the answers to the following questions.
1.)What is Eddie going to do?
2.)Does he really love birds?
3.)What kind of birds does he like best?
2.Practice reading in pairs and try to act it out
1.Choose a kind of birds and describe its appearance using the new words.
2.Complete the conversation.
3.Translate into English.
1)、去观鸟__________________________
2)、在.市场上________________________
3)、鼓励某人做某事__________________
4)、参加观鸟俱乐部__________________
5)、飞往北方的国家__________________
6)、在夏天__________________________
7)、彩色的尾巴______________________
1.Copy the new words three times and recite them.
2.Look for more information about birds.
3.Write a short article about your favorite bird (characteristics and appearance)
4.Preview the new words in Reading (reading and reciting)
5.Read ‘ Birds in Zhalong’ twice and try to do Part C1 on Page 79.
板书设计
教学反思
江苏省淮北中学英语学科教案
初二年级教案活页纸 主备人：陈小军 审核人：初二英语组全体老师
总 课 题 8A Unit 5 Birdwatchers 总课时 10 第 2 课时
课 题 Reading I 课型 New
教学目标 知识目标 1.To develop the ability to infer the general meaning from title and context.
2.To revise and expand vocabulary in the context wildlife and conservation.
3.To reinforce students ability to skim text for overall meaning and scan for details
能力目标 To reinforce students ability to skim text for overall meaning and scan for details
情感目标 To encourage the students to join Birdwatching Club.
教学重点 To reinforce students ability to skim text for overall meaning and scan for details
教学难点 To reinforce students ability to skim text for overall meaning and scan for details
课前预习1Preview the new words.
2Listen to the tape and read the text
教学方法 情景教学法、归纳法
教学过程
教学环节 教 师 活 动 学 生 活 动 备课札记
Step1 Presentation
Step2. Practice
Step3. Production
Step4. Homework 1. Ask the students to talk about their favorite birds.
A: Which bird do you like best?
B: I like …best.
A: Why?
B: Because…
2.Have a dictation of the new words and phrases
go birdwatching at the market
learn more about encourage… to do sth. Crane northern
3. Talk about a picture of Zhalong.
E.g. What can you see in the picture? ( Birds, water and land with plants)
Why are so many birds here? ( They can swim and find food here.)
What birds, do you think, are they?
4. Talk about a picture of ‘red-crowned cranes’ and learn the new words, like wetland/shelter
crane/rare…
1.Listen to the tape and find the answers to the following questions:
What and where is Zhalong?
Is it a great place for wildlife? Why?
2.Read the passage silently and focus on the questions:
Why is Zhalong a special place?( special land / special birds)
What dangers does the reserve have?( danger to Zhalong/ danger to wildlife)
What actions can we take to protect birds?( government/ Birdwatching Club)
3.Listen to the tape and practice reading the passage..
4.Get the students to complete the following table
ZHALONG---A SPECIAL PLACE
LOCATION North-east China
LAND TYPE Wetland
IMPORTANCE An ideal home for wildlife
Provide food and shelter for wildlife
RARE BIRDS Rare red-crowned cranes
DANGERS Less and less space for wildlife
ACTIONS PEOPLE TAKE Make reserves to protect birds. The birdwatchers do a bird count each year. They are studying the changes in birds’ numbers
HOPE Everyone should do something to protect wildlife
1. Do C1 on Page 79 and check the answers to
2. Retell the passage according to the keywords on the blackboard.
(Location/ land type/ importance/ rare birds/ dangers/ actions people take)
3.Talk about Zhalong and then do Part B2 on Page 78
( Complete the conservation between Sandy and Daniel)
4. Read and complete the passage about red-crowned cranes.
1.Recite the new words
2.Recite the passage about red-crowned cranes.
3.Find out useful words and phrases in Reading
Do B1 on Page 78 and C2 on Page 79.
板书设计
教学反思
江苏省淮北中学英语学科教案
初二年级教案活页纸 主备人：陈小军 审核人：初二英语组全体老师
总 课 题 8A Unit 5 Birdwatchers 总课时 10 第 3 课时
课 题 ReadingⅡ 课型 New
教学目标 知识目标 1.To get more detailed information about Zhalong Nature Reserve.
2.To analyze the sentences for the students to get a better understanding.
3.To make sure the students know the importance of wetlands and nature reserves
能力目标 To make sure the students know the importance of wetlands and nature reserves
情感目标 To make sure the students know the importance of wetlands and nature reserves
教学重点 To analyze the sentences for the students to get a better understanding.
教学难点 To analyze the sentences for the students to get a better understanding.
课前预习1.Listen to the tape and read the text
2.To summarize key points of a story by sequencing statements
教学方法 讲授法 练习法
教学过程
教学环节 教 师 活 动 学 生 活 动 备课札记
Step1 Presentation
Step2. Practice
Step3. Production
Step 4.
Homework.
A. Revision
Answer some questions about the text.
1.Where is Zhalong?
2.Where is Heilongjiang?
3.Is Zhalong Nature Reserve a good place for wildlife? Why?
4.Are there many red-crowned cranes in the world? Why?
5.Why are more and more birds in danger?
Translate some useful expressions:
a nature reserve in north-east China
One of the world’s most important wetlands
provide…for etc.
B. Language points.
1.provide…for… 为…提供
The dining-room provides food for students every day.
2. endangered: in a dangerous state.
Giant pandas are endangered animals.
3.tourist:visitor
There are many foreign tourists visiting the World Park in Beijing every year.
4. stay n. v.
He learned a lot during her stay in Japan.
Please stay here till I come back.
5. change n. v.
Why did you make a change to the plan? Shall we change seats?
6.count n. v.
Our school does a student count every term.
Let’s help him count the books.
用 important, importance 填空
It’s ___________ to learn English well.
Do you know the __________of learning English?
1.Read the whole passage .
2.Part B1(Check the answers with the students )
3.Match the first parts of the sentences at the top with the second parts at the bottom( Check the answers to Part C2 and then practice reading)
4. Get the students to read the passage again. Say ‘Now you know Zhalong well. Let’s see if you can do this.’
If you are a tour guide, how do you introduce Zhalong to the tourists?
a nature reserve / important wetlands / provides food and shelter / many birds ----all year round / some birds--- for a short stay / living area for red-crowned cranes
1. Talk about Birdwatching Club. Say ‘ if you are a member of the birdwatching club, can you tell us something about your club?’ Get the students to talk about the things Birdwatchibg Club does / is going to do.
Studying
Do a bird count
Need more people to help
Hope the information will help people
2. Get the students to read the whole passage together loudly again.
3. Complete the short passage about Zhalong.
1.Finish the relative exercises.
2.Write a report about Zhalong to attract more
people to protect wildlife.
3.Preview the new words in Vocabulary
4.Preview using prefixes to form adjectives with
opposite.
板书设计
教学反思
江苏省淮北中学英语学科教案
初二年级教案活页纸 主备人:陈小军 审核人：初二英语组全体老师
总 课 题 8A Unit 5 Birdwatchers 总课时 10 第4 课时
课 题 Vocabulary 课型 New
教学目标 知识目标 1. To get to know prefixes
2. To use adjectives in the context of talking about nature reserves and wild birds by applying prefixes to indicate negative meaning.
3. To show the students an effective way to enlarge their vocabulary
能力目标 To show the students an effective way to enlarge their vocabulary
情感目标 To use adjectives in the context of talking about nature reserves and wild birds by applying prefixes to indicate negative meaning.
教学重点 To show the students an effective way to enlarge their vocabulary by adding prefixes to adjectives
教学难点 To use adjectives in the context of talking about nature reserves and wild birds by applying prefixes to indicate negative meaning.
课前预习1.Preview the new words.
2.Listen to the tape and read after the tape
教学方法 情景教学法、归纳法
教学过程
教学环节 教 师 活 动 学 生 活 动 备课札记
Step1 Presentation
Step 2. Practice
Step 3. Production ( Part B )
Step 4.
Homework.
1 Revision
Check the homework and dictate new words on Page 80
2 Using some pictures to elicit some adjectives.
Helpful / unhelpful grateful / ungrateful
Kind / unkind lucky / unlucky
Get the students to read the words and then direct their attention to the prefix ‘ un- ’.
3 Presentation
Say: With some adjectives, we can change the meaning by adding a prefix. Adding the prefixes “dis”, “im” “in” or “un” to an adjective will express the opposite meaning of the word. These prefixes mean “not” or “the opposite of”
e.g. Trainers are comfortable to wear. Small shoes are uncomfortable.
If someone shows good manners to others, he is a polite person.
If someone does not show good manners to others, he is impolite.
Match the adjectives on the left with their opposite on the right.( Part A)
Tell the students that ‘un-’ is not the only prefix. There are more prefixes like this. Invite the students to open their book and ask them to match the words on the left with their opposites on the right.
1.necessary-unnecessary 2.important-unimportant
3.comfortable-uncomfortable 4.honest-dishonest
5.regular-irregular 6.happy-unhappy
7.wecome-unwelcome 8.correct-incorrect
9.common-uncommon 10.friendly-unfriendly
11.possible-impossible 12.able-unable
B. Play a game.
Show the word-cards for the students to say the opposite words by adding prefixes.
C. Help the students to categorize the words using the following table.
And work out some of the rules
un- unhealthy, unsafe, untidy, unpopular
dis- dishonest
im- impolite, impatient, impossible
(usually before ‘p’)
in- Infamous, inexpensive
ir- irregular
il illegal
1.Complete the sentences in PartB, check the answers in pairs. Then go through the sentences in class. Draw the students’ attention to the things they should or shouldn’t do while going birdwatching.
2.Game:Prepare a list of adjectives with positive and negative meanings.
Read the adjectives one at a time. Every time students hear a negative adjective, they should stand up and repeat it. If the adjective has a positive meaning, students should remain seated and keep silent.
3.Complete the following sentences.
1. Finish the relative exercises.
2. Write out the opposite of the following adjectives.
3. Preview Grammar A and B.
Read the passage in Reading and try to say out their sentence structures.
板书设计
教学反思
江苏省淮北中学英语学科教案
初二年级教案活页纸 主备人：陈小军 审核人：初二英语组全体老师
总 课 题 8A Unit 5 Birdwatchers 总课时 10 第5课时
课 题 Grammar A & B 课型 New
教学目标 知识目标 1.To get to know five kinds of sentence structures
2. To understand the functions of different parts of speech in a sentence.
3. To develop an understanding about when to use simple present tense to talk about future.
能力目标 To understand the functions of different parts of speech in a sentence.
情感目标 To develop an understanding about when to use simple present tense to talk about future.
教学重点 To understand the functions of different parts of speech in a sentence.
教学难点 To develop an understanding about when to use simple present tense to talk about future
课前预习Preview the new words.
Look up the words in the dictionary to find out the differences
教学方法 情景教学法、归纳法
教学过程
教学环节 教 师 活 动 学 生 活 动 备课札记
Step1 Presentation
Step 2.
Practice
Step 3.
Presentation
Step4. Production
Step5.
Homework
1.Check the homework of the opposite of some adjectives
Ask some students to write the opposites of some adjectives
2.Explanation about sentence structures
Invite the students to open their books directly to Page81. Explain that each word or phrases plays a part in the sentence. Different combinations of the elements form different sentence structures. Write the following sentence son the board and analyze it
She eats breakfast.
S V O
3.Ask the students to read their sentences of each structure
E.g. S+V The swan is swimming.
S+V+DO Sandy is watching a bird.
S+V+P Birdwatching is interesting.
S+V+IO+DO Sandy gave the doves some food.
S+V+DO+OC Sandy calls her parrot Chatty.
1.Complete the exercises on Page81
Go through the sample sentences on Page81. explain how the elements combined together. Pay special attention to the last two sentences.
Sandy gave the doves some food.
Sandy calls her parrot Chatty.
2. Make some sentences according to the former part of the unit and get them to analyze.
3. Show another group of sentences and get the students to decide the sentence structure.
1. Have a free talk and elicit the use of simple present, talking about programmers, timetable, calendars .
2. Talk about the schedule for tomorrow with simple present tense.
1. (Organizing a school trip)Talk about the timetable on Page82. Complete the notes on Page 83 using the simple present tense of verbs in brackets.
2.Talk about the schedule using simple present tense
TIME ACTIVITIES
6:30 The first underground leaves
8:00-10:00 Give lessons to Class1 and Class2
11:00 Meet my friends from Xiamen
12:00 Have lunch with my friends
13:00 Return to school
13:30 Have a meeting
16:00 Meet some parents in the office
19:00 Watch Ji Xiaolan
Fill the blanks with proper forms of the given verbs according to the schedule.
3. Make a summary to the use of simple present tense.
1. Recite the note about organizing a school trip on Page83.
2. Complete the relative exercises.
3. Make five more sentences according to the sentence structures.
4. Preview Grammar C
板书设计
教学反思
江苏省淮北中学英语学科教案
初二年级教案活页纸 主备人：陈小军 审核人：初二英语组全体老师
总 课 题 8A Unit 5 Birdwatchers 总课时 10 第 6 课时
课 题 Grammar C 课型 New
教学目标 知识目标 1.To learn to use adverbs of manner to give more information about the way things happen
2. To learn form adverbs of manner
能力目标 To master the differences between adjectives and adverbs
情感目标 To educate the students to help each other.
教学重点 To learn form adverbs of manner.
教学难点 To learn form adverbs of manner.
课前预习1.Preview the new words.
2.Listen to the tape and read the dialogue.
教学方法 情景交际法、任务型教学法
教学过程
教学环节 教 师 活 动 学 生 活 动 备课札记
Step 1
Presentation
Step II. Practice
Step III. Production
Step IV
Homework. 1. Elicit the adjective and adverb
Tell the students that I have been to the Beijing Wildlife Park, too. But I didn’t enjoy it because it rained. Show the following picture and elicit the adjective and adverb.
‘ It rained heavily. The rain was very heavy.’ In the same way, show more pictures and elicit more pairs of adjectives and adverbs.
e.g.
She speak fluent French. She speaks French fluently.
He is always very careful when he drives. He drives carefully.
2. We form adverbs of manner like this:
1)Most adjectives +ly
quiet-quietly polite-politely
2)Adjectives ending in le –e +y
gentle-gently
3)adjectives ending in y --y +ily
easy-easily happy-happily
1. Form adverbs from the adjectives below.
Do Part C1 on Page84 and remember the words.
2. Change the following adjectives into adverbs.
Usual lucky
Sudden gentle
Quiet angry
3. Make up five more sentences with some adverbs.
We are talking excitedly.
They ran so fast to catch the bus.
He sings beautifully.
They work hard.
She speaks softly.
4. Get the students to work out the rules. It is necessary to mention another special cases( e.g. true / truly)
1.Complete the exercises on Page85
Get the students to complete them. And first get them to check the answers in pairs. Then check the answers together.
2. Remind: There are many other words that can be both adjectives and adverbs.
e.g. hard/ last/ deep/ fast/ long/ far/ well/ first/ pretty/ early/
high/ wide/ late/ ugly…
3.Do more additional exercises( 见练习)
A adjectives and adverbs
B Fill in the blanks with right form of given words.
Fill in the blanks with right form of given words.
1. He stopped his car ______(slow) in front of me.
2.Jim answered the question ____________ (correct), and he won the first prize.
3. I have poor eyesight. I can’t see the words on the blackboard __________ (clear).
4. All the children play ____________ (happy) on Children’s Day.
5. I can’t hear you because you speak ___________ (soft).
6. What a sunny day! The sun shines ____________ (bright).
7.Tom is careful. He does everything __________ (careful).
8. On our way home, it rained ___________ (heavy), we were all wet.
9.The baby may be hungry. He is crying_______ (noisy).
10. “Shut up!” the man shouted ______ (angry).
C Complete the following passage
1. Finish off the related exercises
2. Take some notes about birdwatching.
3. Recite the article about the trip to Beijing Wildlife Park on Page85.
4. Preview the words in Integrated Skills
5. Search for more information about Zhalong Nature Reserve.
板书设计
教学反思
江苏省淮北中学英语学科教案
初二年级教案活页纸 主备人：陈小军 审核人：初二英语组全体老师
总 课 题 8A Unit 5 Birdwatchers 总课时 10 第 7 课时
课 题 Integrated skills 课型 New
教学目标 知识目标 1.To listen to tape for details in order to extract factual information.
2.To do a quiz before listening may help the students to focus on the information they are trying to get.
3.To understand the information obtained from listening and know how to response to it by writing a report.
能力目标 To understand the information obtained from listening and know how to response to it by writing a report.
情感目标 To know how to describe someone.
教学重点 To understand the information obtained from listening and know how to response to it by writing a report.
教学难点 To understand the information obtained from listening and know how to response to it by writing a report.
课前预习1Preview the new words.
2Listen to the tape and read the text
教学方法 情景教学法、归纳法
教学过程
教学环节 教 师 活 动 学 生 活 动 备课札记
Step1 Presentation
Step2 Practice
Step3 Production
Step4 Homework
1.Revise the uses of adjectives and adverbs
2.Warming up
Say ‘Yesterday, I watched a TV program about endangered birds. They are facing a lot of problems.’
Farmers keep taking land to make farmlands.
Workers change wetlands to make more space for factories and buildings.
There government does businesses there to make money.
Divide the students into groups of4-5 and discuss about what they can do to help.
3. Say ‘Luckily, there are some big nature reserves. One of them is Zhalong. Guess how big it is. Teach the new word ‘hectare’.
3.Talk about Zhalong Nature Reserve
4. Go through the facts about Zhalong on Page86, and then listen to the tape and tick out the facts mentioned in the tape.
5. Check the answers and then do a class survey to see how many students get all the answers right and how many of them got 4 right answers. Praise them.
1.Put the information into the sentences and get the students to read the sentences loudly.(P art A on Page86)
2.Listen and repeat.
3. Complete Sandy’s report on Zhalong.
First get them check the answers in pairs. Then get several students to read out the passage loudly and check the answers together. And then go through the passage to locate some important sentence patterns that we can use in our writings.
e.g.1. It has/ covers an area of more than 210,000 hectares.
2. Zhalong is a good place to go birdwatching.
3. It’s a home of a lot of animals, including different kinds of birds.
4.Wetlands provide food and shelter for endangered birds.
5.They are important also because they prevent flood.
1．Finish the following exercises. Encourage the students to find the answers in the passage.
2．Retell the report on Zhalong according to some keywords on the blackboard.
3.Have a dictation of some sentences about Zhalong.
1. Finish off the relative exercises.
2. Recite the useful words and expressions.
3. Write a conservation if you want to invite your friends to go birdwatching.
4. Retell the report on Zhalong.
板书设计
教学反思
江苏省淮北中学英语学科教案
初二年级教案活页纸 主备人：陈小军 审核人：初二英语组全体老师
总 课 题 8A Unit 5 Birdwatchers 总课时 10 第 8 课时
课 题 Speak up and Study Skills 课型 New
教学目标 知识目标 1.To invite people at the same time give the information about times, places and activities .
2. To develop some ideas about how to take notes.
3. To recognize and understand the short forms and symbols
能力目标 1.To develop some ideas about how to take notes.
2. To recognize and understand the short forms and symbols
情感目标 To develop a systematic recording system of progress.
教学重点 1. To invite people at the same time give the information about times, places and activities .
2. To develop some ideas about how to take notes.
教学难点 1. To invite people at the same time give the information about times, places and activities.
2. To develop some ideas about how to take notes.
课前预习1. read the text first.
2 .learn the new words.
教学方法 讲授法 练习法
教学过程
教学环节 教 师 活 动 学 生 活 动 备课札记
Step1 Presentation
Step2 Practice
Step3 Production
Step4. Presentation
Step5. Practice
Step6. Homework
1. Have a dictation of words and phrases.
2.Ask some students to retell the report on Zhalong.
3.Say: The students in Sunshine Secondary School are interested in birds and they want to do something to protect them. They are going birdwatching. Listen to the conversation between Daniel and Sandy. And find out the answers to the following questions:
Where/ When are they going birdwatching?
What time does it start/ finish?
4. Tell them we should pay attention to the place, time and activities while listening.
Practice the conversation in pairs and then try to act it out.
1) e.g. 2) PE
3) mins 4) n.
5) no. 6) TV
7) km 8) PC
9) v. 10) especially
11) somebody 12) something
13) usually
1. Make up new conversations to invite their classmates to do something together.
2.Master the expression of invitation:
Would you like to…?
1.Translate messages
Show two messages to the students to guess the meanings:
How u? Cold USA Temp.<50C
Birds < before. Need collect info about no. of birds in CN.
Get to know some short forms
Do Part A on Page88 and read the words well.
3. Learn about the symbols.
Complete Part B on Page88 and read the words.
1. Show two tables and ask them to write the short forms and symbols.
2. Complete Part C
Answer: Need info about no. of birds in Zhalong. E.g. no. of red-crowned cranes >100?
1. Remember short forms and symbols as many as possible to make notes while listening
2.Make an application form to join the Birdwatching Club.
3. Discuss: Why do you want to join the club?
What can you do for the club?
板书设计
教学反思
江苏省淮北中学英语学科教案
初二年级教案活页纸 主备人: 陈小军 审核人：初二英语组全体老师
总 课 题 8A Unit 5 Birdwatchers 总课时 10 第 9 课时
课 题 Main task 课型 New
教学目标 知识目标 1. To use the knowledge they have learned in the former parts.
2. To fill in form beforehand.
3. To organize the information into an invitation letter.
4. To get the students involved in the topic and arouse their interest.
能力目标 1.To organize the information into an invitation letter.
2. To use the knowledge they have learned in the former parts.
情感目标 1.To organize the information into an invitation letter.
2. To use the knowledge they have learned in the former parts.
教学重点 1. To organize the information into an invitation letter.
2. To use the knowledge they have learned in the former parts.
教学难点 1.To organize the information into an invitation letter.
2. To use the knowledge they have learned in the former parts.
课前预习1.Preview the new words.
2.Listen to the tape and read after the tape
教学方法 情景教学法、归纳法
教学过程
教学环节 教 师 活 动 学 生 活 动 备课札记
Step1 Presentation
Step 2. Practice
Step 3. Production
Step4 Homework
1.Check the homework
Ask two or three students to report their application to the class.
2. Present how to write a letter in English
Address: small place first then bigger place the biggest place at last
e.g. Room 402 38 Hill Road Sunshine Town Beijing 100000
1. Listen and read
1)Listen to the tape first
2)Answer some questions
Which club does Amy want to join?
What subjects are her favorite subjects?
Why does she join the club?
When is her free time?
How do we get in touch with her?
3)Read the application letter.
Collect some useful information for the students to write:
Why did she write the letter?
Something about herself, school and grade
Why would she like to join the club?
If the application is successful..!
2. Ask the students to write their own application letter according to their application forms.
Why do you write the letter?( I listened to your talk./I would like to become a member of…)
Something about yourself(school/grade/favorite subjects/interests and hobbies/
Clubs and activities to protect wildlife)
Why would you like to join the club?
If the application is successful…
3. Exchange, read and correct their letters.
4.Ask some able students to read their letters and let other students talk about them
1. Rewrite the letter carefully after class, and then put t hem up on the back wall.
2. Collect all the useful phrases in this unit.
3.Go over the new words in this unit
4. Finish the relative exercises.
板书设计
教学反思
江苏省淮北中学英语学科教案
初二年级教案活页纸 主备人：陈小军 审核人：初二英语组全体老师
总 课 题 8A Unit 5 Birdwatchers 总课时 10 第10课时
课 题 Check out 课型 New
教学目标 知识目标 1.To know clearly about what they have learned in this unit.
2. To use simple present tense to talk about the future
3. To use the adverbs of manner correctly.
4. To revise the names of the birds and see if students know them well.
能力目标 To revise the names of the birds and see if students know them well.
情感目标 To revise the names of the birds and see if students know them well.
教学重点 1.To use the adverbs of manner correctly.
2. To know clearly about what they have learned in this unit.
教学难点 1.To use the adverbs of manner correctly.
2. To know clearly about what they have learned in this unit.
课前预习Preview the new words.
Look up the words in the dictionary to find out the differences
教学方法 情景教学法、归纳法
教学过程
教学环节 教 师 活 动 学 生 活 动 备课札记
Step 1 Revision
Step 2.
Discussion
Step 3 Make a summary
Step 4.Practice
Step 5
Homework
1.Describe one’s appearance
Remind the students of the topic of this unit. And then show some pictures of birds for them to describe their appearance.
2.Answer the following questions
Say: However, many of these birds are in danger now. So the government builds many reserves. Zhalong is one of them. Retell something about Zhalong Nature Reserve.
Qs: Where is Zhalong?
Why do we say it is a special place?
Who lives in Zhalong?
What can it provide for wildlife?
1.Talk about the dangers
2.Talk about the actions to take
3.Talk about what to pay attention to when we go birdwatching.
1. Make a summary about how to use simple present tense to talk about future.
2.Resive how to write an application letter:
Why do you write this letter?
Something about yourself
What can you do?
1.Write an application letter
2. Finish the exercises on Page91 and then check the answers.
3. Complete the sentences with proper words.
4. Complete the sentences with given words.
5. Complete the sentences with proper form of given words.
1. Finish off the relative exercises
2. Listen to the tape of this unit
3. Revise the whole unit and get ready for the test.
4. Preview the new words in Unit6 and search for some information about natural disasters.
板书设计
教学反思
（小周）
篇6：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7：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8：An Earthquake in Sichuan（牛津8A配套教学）(译林牛津版八年级英语上册教案教学设计)
苏州市十六中学 周红兰
【教学课型】复习及写作训练课
【教材分析】
1．教材内容 （牛津初中英语8A Unit 6 8BUnit 5&6）
2．教材处理
8A Unit6讲述了发生地震和暴风雪等自然灾害后当地人们如何从容应对，相互帮助，共渡难关。8B Unit 5&6介绍了一些慈善机构和组织以及它们的职能。笔者对这三个单元进行有机的串联与整和，同时还注重把学生所需要的语言环境和背景知识渗透在整个过程中。重新设计写作任务，要求学生学会写记叙文、说明文、倡议书等，自然承接，深化话题，进而增强学生呼吁他人帮助受灾群众的社会责任感；激发学生的爱国爱民之情；增加对自然灾害的认识和防范。
【教学目标】
1 知识目标
复习并灵活运用所学的描述受灾和呼吁捐助灾区的词汇和句型：
词汇：fire, earthquake, flood, rainstorm, snowstorm, typhoon, sandstorm, donate to, raise … for等
句型：Thank you for…; It’s … for sb to do sth; I’m asking you to …;
I’m wondering if …; I hope that …等
2 能力目标
1）能根据所提供话题和范文写一份倡议书
2）了解和掌握一些在不可预见的自然灾害和人力不可抗拒的重大事故中如何自护和自救的办法。
3 情感和价值观目标
加强生命教育，增强社会责任感，懂得珍惜生命，懂得如何动员社会力量来帮助处于困境中的人们。
【教学重点】
1 复习相关的词组和短语
2 根据文字提供的信息写一篇有关的文章
【教学难点】
1 如何写出语意连贯及结构完整的短文
2 如何把握写作中的时态、语态；语气和情感
【教学过程】
Step 1 Lead in
Read some newspaper headlines and watch some pictures about the earthquake that happened in Sichuan , then talk about the pictures and review the expressions and phrases:
survive the earthquake kill thousands of people feel a shaking through my body
look at each other in fear run in all directions
pieces of glass and bricks fall down begin to come down
be trapped in calm down shout/scream for help
stay alive be in a great hurry move away the bricks and stones
operate on the PLA men soliders/social workers
give out food and clean drinking water volunteers/do some voluntary work
government officials support teams team spirit
be grateful to carry on with send donations to
without meals or sleep with tired bodies group themselves into a team of four
mourn the death of sb have support from businesses
【设计说明】
首先齐声朗读三个单元的Reading部分，然后叫学生找出其中的关键短语和词组，教师板书在黑板上，可叫同学一起拼写。接着展示和观看图片让学生了解5.12地震的惨烈和灾后中国政府和中国人民如何共同抗震救灾，众志成城。教师可以要求学生朗读词组、书写词组和短语、根据板书在黑板上的词组来复述汶川大地震的经过。激发他们的爱国热情，珍惜和尊重生命。同时复习了词组和句型，承接救灾这个话题，提高他们对相关内容的兴趣，同时引出下一步骤。
Step 2 Discuss: 1. What should we do if an earthquake happens to us?
2. What can we do to help the survivors?
【设计说明】
Step1 和Step2是Pre-writing阶段，是语言和内容的输入，输入阶段可以是听一段材料，阅读一篇文章，也可以是让学生看图说话等。教师可以在写作之前组织学生围绕写作的话题展开讨论，让他们能言之有物。在这部分教师可以启发学生讨论如果大地震来临我们如何脱险、如何减少伤害或伤亡。适时地进行“事先预防教育”、“事中处理教育”、“事后化解教育”。让孩子进行自我保护的教育。
Step 3 Teach how to wrote an article and ask them to write one, supposing they are victims, survivors , volunteers, doctors or the reporters in quake zones. And ask them to pay attention to the writing tones, capitalization, usage, punctuation, and spelling.
1) choose the topic
2) choose materials
3) make a list
4) start to write
A terrible earthquake happened in Sichuan. / There was a terrible earthquake in Sichuan.
The houses and buildings fell down and the survivors were homeless.
He lost family members and relatives and he was very sad.
Premier Wen was in a great hurry to the quake zones .
The PLA men hurried to the quake zones.
They were searching for the survivors.
She was trapped in the bricks and stones and the volunteers were trying to save her.
The soldiers were carrying the victims on their backs.
A little baby was saved.
They were having a break.
The doctors were performing an operation.
They were marching across the stones and bricks and carrying the victims.
The chairman of our country was comforting a child without parents.
The nurse was encouraging the girl not to give up hope.
They were supporting each other.
The support team members were mourning the death of a mother and her daughter.
The goods from foreign countries arrived.
A new couple were donating blood.
The children were donating their pocket money.
A beggar was donating money .
All the Chinese people were mourning the loss of more than 7 million of people.
The volunteers were giving out the food and clean drinking water.
The people in quake zones were grateful to the PLA men and the government.
Luckily, we can rebuild a better world.
The social workers were encouraging the children to cheer up.
There was delightful smile on the girl’s face again.
【设计说明】
在while-writing 阶段，教师的主要任务是分解写作任务，创设写作情景，提供必要的词汇或句子结构等方面的帮助。因为本节课的内容是关于抗震救灾的，教师可以从网上下载一些汶川大地震的图片，要求学生根据所看到的内容以及刚复习到的词组给每幅图片配上必要的文字说明。这一部分相对简单一些，只要学生注意每幅图的时态、语态和单、复数就可以了。实际上这一部分的难度就相当于中文翻译成英文。接着要求学生身临其境以各种身份写一篇文章。他们的身份可以是灾区的受害者、记者、解放军战士、志愿者或前往救援的医生、心理医生或社会工作者等。这一部分相对前一部分来说难一些，要求学生注意体裁的选择，内容的组织和安排以及语言的恰当使用等问题。把讨论中和本节课中所复习的词汇和知识要点运用于写作实践，从而在充分的语言输入后实现有效的输出。
Step 4 Discuss & correct their articles
【设计说明】
在Post-writing阶段，教师应先呈现习作的评价标准，分别从content/structure/language usage/ mechanical skills等几方面进行自我修正和评价。接着教师引导学生自我欣赏与相互欣赏，自我修正与相互修正，自我提高与相互提高。作品的第一鉴赏者和评价者应该是作者本人，学生完成写作后，教师应要求自己读一遍，在朗读过程中找出习作的优点和不足。在自我欣赏和修正之后，老师鼓励同桌或学习小组成员之间相互欣赏与修正；最后请几个同学到台上展示自己的作品，或叫相对写作水平较好的同学把他们的习作写在黑板上，让同学们一起修正，老师要注意从欣赏的角度来点评学生的习作，尽量避免叫基础差的同学，要照顾他们的自尊心。这样做的话也可以给基础较差同学提供范文。
【板书设计】
An Earthquake in Sichuan
survive the earthquake kill thousands of people feel a shaking through my body
look at each other in fear run in all directions
pieces of glass and bricks fall down begin to come down
be trapped in calm down shout/scream for help
stay alive be in a great hurry move away the bricks and stones
operate on the PLA men solider workers
give out food and clean drinking water volunteers/do some voluntary work
government officials support teams team spirit
be grateful to carry on with send donations to
without meals or sleep with tired bodies group themselves into a team of four
【教学反思】
这节课是在非常肃穆的氛围下进行的。这节课我首先相当的是生命教育，其实它并不是一个陌生的话题。早在上世纪九十年代中期随着素质教育的概念的提出而被频频提起。但十余年的发展，并没有出现令人欣慰的结果。对生命的尊重是生命教育的基础，必要的危机意识、自护能力是生命教育的核心。教师应抓住契机传授一些灾难到来的一瞬间该如何应对的基本技能。大地震后，关于国家领导人火速赶灾区，救援部队驰援，中国政府对灾难的公开坦然，全国哀悼日所体现的人性关怀，无不激发起学生作为一个中国人的民族自豪感。在英语学科教学过程中，老师应努力渗透思想、道德、品格、情感、价值观等，引入人与自然、人与社会、人与文化、人与自我等方面的内容，引导学生对自然、社会、自我进行深层次的反思，将英语教学从普通知识的教授提升到人文素养的培养。注重寓思想教育于英语教学中。这一节课让学生体会到了生命的尊贵，人与人之间关系的纯洁，让学生体会到奉献的快乐。
复习课的特点是容量大，所以要求老师对教材进行有机的整和。复习不是简单的机械重复，而是问故知新的求知过程。它既是教师帮助学生弥补知识缺陷的一项重要的工作，又是帮助学生梳理知识、融会贯通的大好时机。教师既要善于激活学生已有的语言能力，又要对新旧知识进行有机地串联与整和，使学生每时每刻在课堂上使用所学的知识。书面表达是衡量学生语言输出能力和运用能力的主要手段，它既要学生使用正确的语法、确当的词汇、合理的结构，清楚、连贯地表达意思。教师要精心设计教学的每一个环节，使语言环境和背景知识有序合理地渗透在整个教学过程中，让学生每时每刻都沉浸在语言的氛围中。教师在处理语言知识时，应根据学生的学习特点，有重点、有层次地采用形式多样的机械性的操练和意义性操练进行强化和巩固，为学生进入、运用、演绎所学语言并最终完成一篇习作设计合理递进的台阶。所以我在设计本教案时从复习词组、短语开始，接着看图写句子，最后再写习作。在教学过程经常会有一些无法预见的教学因素和教学情景发生，教师要有效利用生成性教学资源。在上这节课时，一同学说想写一份劝募信，由于没学过这部分内容，所以我抓住机会，教给他们写劝募信的格式、语气等。然后引导学生讨论：这样的信写给谁能收到更多的捐款？为什么？这个环节可以拓展学生的写信对象，既可以是国内人士也可以是国外人士，既可以是团体或组织。由于课堂上时间较紧，只能完成一个初稿，所以我临时决定这节课的课后。
就是完成这封劝募信。这节课保证了老师在课堂上对学生的写作过程进行有效的监督和指导，复习、写作、评改浑然一体，“发展学生综合语言应用能力”真正落到了实处。
世上无难事，只怕有心人。笔者相信如果每个老师都能合理利用教材资源，细心地去设计每一节课，并持之以恒，学生的总体英文水平定能突飞猛进。教学是一门艺术，笔者希望本文是齐放的“百花”中的一朵，为我们的初中英语教学添上一点“颜色”。
【参考文献】
1．许少秋 “高中课型课例交流与研究” 《中小学外语教学》 第5期
2． 石锡伍 “利用教材资源开展写作训练的策略” 《中小学外语教学》 2008第5期
中学一级
篇9：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10：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
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