牛津8A UNIT 1 FRIENDS教案(译林牛津版八年级英语上册教案教学设计)

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篇1：牛津8A UNIT 1 FRIENDS教案

Unit 1 Friends

Language functions and focus

1. Use an adjective before a noun or after a linking verb to describe someone/ something

e.g.: She has short hair.

Her hair is short.

2. Use comparatives to compare two people /things

e.g.: Sandy’s hair is longer than Millie’s hair.

3. Use superlatives to compare three or more people things

e.g.: He is the tallest boy in my class.

4. Use ‘as’+ adjective+ ‘as’ to compare people / things

e.g.: Millie is as tall as Kitty.

5. Use adjectives to describe someone’s physical features and appearance

e.g.: Sandy is tall and has long hair.

Language skills

Listening

1. Identify main ideas to obtain information about a friend

2. Interpret information to obtain a general understanding of the people in a conversation

3. Identify specific and relevant information to complete letters about teenagers’ future plans

Speaking

1. Use questions and answers to talk about people’s appearance and personality

2. Use everyday expressions to show agreement and confirm information

Reading

1. Guess general meaning from keywords and context

2. Skim text for overall meaning and scan for details

3. Identify specific information about different people from their friends’ descriptions

Writing

1. Collect information and organize ideas to describe the appearance and personality of a friend

2. Produce a particular text-type for an audience using a given model

Study skills

Look for main points and keywords to help understand and remember a passage more easily

Background information

Book 8A continues the story about the lives and experiences of the six central characters introduced in Book 7A. Here, the characters are Grade 8 students. Your students will be able to identify with the different situations and contexts. Language is presented through real-life experiences, exposing students to real communication.

Overview of the unit

The main topic of this unit is describing the appearance and the qualities of a good friend. Students learn to talk about their friends and their future plans.

Unit opening

Background information

The opening page arouses students’ interest in the topic of the unit through the funny interactions of two cartoon characters (Eddie and Hobo). This opening page introduces the idea of friendship and sharing.

Warm-up activities

1. Read the conversation between Eddie and Hobo. Check understanding of ‘kind’ and ‘share’. Ask,

e.g.: What does Eddie give Hobo? (He gives him some cake and milk.)

Is there anything else in the fridge? (No, there isn’t.)

What does Hobo want? (He wants to share Eddie’s pizza in the bowl.)

2. Introduce the idea of sharing and friendship. Ask,

e.g.: Are Eddie and Hobo good friends? (Yes, they are. They share things.)

Who do you like more? Why? ( I like Eddie because he shares his food with Hobo.)

Ask two more able students to role-play the conversation in front of the class.

Welcome to the unit

Objectives

1. To revise vocabulary and expressions to describe people

2. To guess meaning from context

3. To generate ideas about people’s appearance and personalities

4. To categorize adjectives to describe important qualities of a friend according to personal preferences

Background information

This section introduces students to the unit topic about different personalities of friends. Students answer some questions in a magazine about the qualities of a best friend. It also preteaches some useful words and expressions.

Teaching procedures

1. Ask more able students

e.g.: Do you have a special friend? What makes him/her special?

Accept all reasonable answers. (He/She helps me with my homework. I can always talk to him/her about my problems, etc.)

2. Ask students to look at Part A and explain that they will be reading an advertisement in “Teenagers’ magazine. They have to match the qualities with the questions. For weaker classes, go through the words and phrases on the left. Then ask each question at a time and invite students to say the correct word or phrase. Then ask the class to write the correct letters on their own.

3. Go around the class to check that students have written the correct letters.

4. Ask more able students to think of other qualities of a good friend, e.g., generous, clever, kind, understands my problems, makes me laugh. Write the words and phrases on the board.

5. Read the list of words in Part B and chick that students understand their meanings. Check also understanding of ‘quite important’ and ‘very important’.

6. On the board, write ‘What qualities of a good friend are important to you?’. Ask the class to think carefully about what qualities they appreciate in friends and put ticks under the correct headings in the table. Encourage students to work on their own. Then ask them to compare their answers with a partner. Ask individual students to tell the rest of the class about their own choice and their partner’s choice of qualities. Write some structures on the board to enable students to focus on the choice of adjectives and to maintain a fluent oral performance.

Extension activity

You can copy the table. More able students can add more adjectives describing qualities of a good friend. Students can also interview several classmates using this table. They should write tally marks instead of ticks in the table. Then they can compare their results with a partner or in class to find out which qualities are the most popular.

Game

Ask each student to write three adjectives or phrases to describe a classmate on a piece of paper. Remind students to write his or her name as well. Encourage them to work on their own and not to show their choice of words to other students. Then collect the pieces of paper and put them together. Draw one at a time and read each description. Invite the class to guess whom it describes.

Reading

Objectives

1. To guess general meanings from keywords and context

2. To skim text for overall meanings and scan for details

3. To identify specific information about different people form their friends’ descriptions

4. To use adjectives to describe people’s appearance and characteristics

5. To recognize the use of comparatives and superlatives

Part A

Background information

This section presents three letters about ‘best friends’ for a writing competition held by ‘Teenagers’ magazine. The context invites students to think about qualities in their friends.

Teaching procedures

1. Review key vocabulary according to the general ability of the class. Tell the class about a friend or relative. If possible, show his/her photo. Say,

e.g.: My best friend is small and thin with long hair. She is very smart and helpful.

Then ask questions to check understanding. (Is my friend tall? Is her hair short or long? Is she willing to help?)

2. Divide the class into three groups and allocate one article 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.

3. On the board, write the headings ‘Appearance’ and ‘Personality’. Ask each group to go through their letter again and find words or expressions to match each heading. Invite students from each group to come forward and write their words and expressions under the correct heading.

4. Write the following questions on the board for students to copy in their books.

What does he/she look like? (For appearance)

What kind of person is he/she? (For personality)

What does he/she do or want to do in the future? (For future plan)

Invite students from each group to ask and answer these questions and describe the teenager in each article.

Part B

Teaching procedure

1. Explain the context and check that students understand what an editor of magazine or newspaper does. Then review the adjectives and nouns in the box in Part B1. Ask students to find the words in the articles on page4.

2. Ask students to do Part B1 on their own. Tell them that they need to look for specific details, which fit each of the persons described in the articles. Encourage students to check their answers with a partner. Then ask students to read out the completed captions one at a time.

3. Explain the context of Part B2 and ask students to find each description in the corresponding letter. Point to the photos in Part B2 and ask more able students to briefly describe each person. For weaker classes, read the sentences to the students and ask them to match them with the correct photos. Students could work individually or in pairs.

Game

1. Cut out some pictures of people of different height and appearance. Number the pictures or give familiar names to each person in the pictures (Mary, Tom, Peter, ect.). Stick the pictures on the board. Describe one of the people without pointing or even liking at his/her photo. Invite students to guess the person you have described. (That’s picture number five./ That’s Mary.) Then ask individual students to do the same while the rest of the class guess the person.

2. Alternatively, you can divide the class into three or four competing teams. Each team can work out description for the other teams to guess. Give a score only for the first correct guess.

Part C

Teaching procedures

1. Explain the context of Part C1 and read the six sentences for weaker classes. Depending on students’ abilities, set this activity either as an individual activity or as a quiz.

2. If you use it as a quiz, divide the class into teams of 4-5 students. Set a time limit. The team who gets all the correct answers first is the winner.

3. Alternatively, you can ask students to close their books while you are reading each sentence. Give a score to the team who gives the first correct answer.

4. Ask students to correct the false sentences.

5. Ask more able students to do the extra sentences in Part C1. You can also ask them to correct the false sentences.

6. Explain the context of Part C2 and check that students understand the idea of voting for somebody or something. If time allows, organize a class vote. Name a job, e.g., a class monitor, a student representative, etc. ask stronger classes to make a list of qualities required for the job. Write all the qualities suggested by the students on the board. For weaker classes, provide this table with the adjectives.

Then ask the students to vote for each quality. Before each vote, invite more able students to explain why they will vote or not vote for that particular quality. Accept all reasonable answers, e.g.: I will vote for ‘clever’ because it’s important that a class monitor learns and understands things quickly.

7. For weaker classes, read the sentences in the speech bubbles before you ask the students to find out who each of the characters will vote for and fill in the blanks. Then ask ‘Who will Amy/ Simon/ Sandy vote for?’ to check the answers.

8. Divide students into pairs and ask them to vote for one of the ‘best friends’ described in the articles on page4. Write down the number of votes for each person on the board.

Extension activity

Organize a class vote for a ‘best friend’. On a piece of paper, ask students to write a brief description about a person they consider to be a best friend. Invite 6-7 students to put up their descriptions on the board. Then read the descriptions one at a time and ask the class to vote for one of them. Ask individual students why they have voted for that particular person.

Vocabulary

Objectives

1. To use adjectives to describe people’s physical features

2. To use adjectives to describe general appearance of people

3. To select and use adjectives that are appropriate to describe the appearance of boys and girls

Background information

This section develops the use of adjectives to describe people’s appearance. Students should be encouraged to develop their range of adjectives as much as possible using the tasks on the page as a starting point.

As students become more and more able to understand the subtle meanings of words, they will be able to develop ways of accessing imaginative and creative texts to foster genuine interest and pleasure in what they read. In turn, they will gradually be able to use adjectives to write more interesting and creative texts themselves.

Teaching procedures

1. Explain the context of the tasks. Ask students to study the pictures and words. For weaker classes, go through the words and preteach unknown words. Ask students to do Part A on their own first and then compare answers with a partner. Ask several students to read their answers to check correct use of adjectives.

2. Go through the words in the box in Part B. less able students are not likely to know the adjectives which are only suitable to describe males or females. You may need to give them some hints. Ask students to use the words in sentences to check that they understand the meanings and use of words. Then ask students to complete the lists in groups of 4-5. Check answers orally with the class.

Extension activities

1. Ask students to find more adjectives for each category of the adjectives used in Part A. draw this table on the board and brainstorm as many words as possible.

Go through the adjectives and ask students to draw simple illustrations of the adjectives on pieces of paper. Invite some students to show their illustrations to the rest of the class.

Provide pictures of people either pinned up on the board or cut out of magazines to groups of four students. Fay an adjective and ask students to find a picture illustrating it.

2. Ask students to select and write suitable adjectives to describe themselves on a piece of paper. Invite some students to come forward and read the adjectives. Make sure that the atmosphere is supportive and that the rest of the class do not make any unpleasant comments.

3. Ask students to describe their friends, classmates, relatives or pop/sports stars using the adjectives they have learned. For stronger classes, encourage them to use any adjectives.

Game

1. Bring some pictures of people into the classroom or ask students to being pictures. These can be magazine or newspaper cuttings or photos. Divide students into groups of five. Give a picture to only one student in each group and ask him/her not to show it to the other students. Give blank pieces of paper to the other students. The student with the picture describes the features of the person in the picture while the other students draw the person. On the board, display the drawings together with the original picture. For stronger classes, invite students to find out the mistakes. For weaker classes, ask students to vote for the best drawing which resembles the picture.

2. Alternatively, tell students who are drawing the pictures to ask as many questions as possible to get information about the person they are drawing, e.g., ‘Is your person a boy/ a man/ a woman/ tall /small /fat /thin? Is his/ her face square/ round?’ The student looking at the picture is only allowed to say ‘Yes.’ or ‘No.’.

Grammar

Objectives

1. To use an adjective before a noun or after a linking verb to describe someone/ something

2. To use comparatives to compare two people/ things

3. To use superlatives to compare three or more people/ things

4. To compare two people/ things using ‘(not) as’+ adjective+ ‘as’

Background information

This section further develops the use of adjectives already introduced in the reading and vocabulary sections. The story moves on from describing best friends for a magazine competition to describing classmates at Beijing Sunshine Secondary School. Daniel wants to write to his e-friends about his classmates. We already know some students’ features from earlier passages but we will learn more about their physical appearance and abilities in this section. Most adjectives are familiar so that students are able to focus on using them accurately in sentences. The use of ‘(not) as’+ adjective+ ‘as’ is introduced in the context of a survey about outdoor activities.

Part A

Teaching procedures

1. Tell students that we use adjectives to describe people and things. Explain that we can put an adjective before a noun or after a linking verb. Read the examples on the page and invite students to think of more examples. Prompt students by giving an example with an adjective, e.g., placed before a noun, and ask students to put the adjective, e.g., after a linking verb and make another sentence.

2. For weaker classes, read the linking verbs in the tip box and check understanding. For stronger lasses, elicit the verbs.

3. For less able students, go through the words in Part A to check understanding. Ask students to rearrange the words on their own. Then invite several students to read out their complete sentences to check the answers.

4. Give less able students some extra words to rearrange and form complete sentences. You can use the additional items on the page. For stronger classes, divide the students onto pairs and ask each student to think of some jumbled words for his/her partner to rearrange into a complete sentence. Make sure students include adjectives in their sentences. To make the activity meaningful, tell students to describe friends, classmates or other familiar people.

Part B

Teaching procedures

1. It is a good idea to use pictures of people, animals or things to teach comparatives and superlatives. For example, use pictures of two pop/sports stars, to elicit examples with comparative forms, e.g., ‘Jacky is taller than Andy. Andy is thinner than Jacky. Andy is more handsome than Jacky.’ Make sure you use both short and long adjectives. Write the comparative forms on the board in two columns (short and long adjectives) and try to elicit the rule form the students, e.g., we add ‘-er’ to short adjectives and use ‘more’ for long adjectives. Then we add ‘than’ after the comparatives.

2. Add one or two more pictures of pop/sports stars to elicit examples with superlative forms. Write the superlative forms on the board in two columns (short and long adjectives) and try to elicit the rule form students, e.g., we add ‘-est’ to short adjectives and use ‘most’ for long adjectives. Then we add ‘the’ before the superlatives.

3. For stronger classes, point out the exceptions, e.g., ‘more pleased’, ‘the most pleased’; ‘more real’, ‘the most real’.

4. The table shows the change of form of adjectives when ‘-er’/ ‘-est’ or ‘more’/ ‘most’ are added. It also includes some irregular forms. Go through it with students. Check understanding by asking students to form comparatives and superlatives with other adjectives. You can use the additional examples on the page. Invite students to write the examples on the board to check the correct spelling.

5. For stronger classes, ask students to close their books and elicit the spelling rules from the examples you have written on the board. Then ask them to look at the table to check if they have formulated the correct rules. Give more able students the irregular forms of ‘old’ and ‘far’.

6. Ask students to complete the table in Part B1 on their own. Remind less able students to refer to the table at the top of the page. Then invite students to compare answers in pairs. Go through the exercise again with the whole class.

7. Ask students to complete ‘Work out the rule!’ at the top of page 10. For less able students, ask them to refer to the rules on page8 and the table on page9.

Part B2

Background information

Part B2 is a problem-solving task. Students must work out the answers form the information given in the table. Although this is a cognitively demanding task, as it requires comparing numbers, the vocabulary and language structures used in the activity are within students’ linguistic abilities.

Teaching procedures

1. For more able students, ask them to complete the sentences on their own and compare answers with a partner.

2. For less able students, go through the words and numbers in the table and ask questions. revise the adjectives in brackets before starting this task.

3. Check answers orally with the class.

Extension activity

Divide students into groups of 5-6. ask students to collect information about their own group and present it in a similar table. Students can include ‘Height’, ‘Weight’, ‘Running’, ‘Maths test’, etc. Tell students not to worry about the accuracy of their scores but to include approximate figures. Then ask them to write a group profile using sentences 1-9 as models.

Part C

Teaching procedures

1. Use the information collected by students to introduce the new structures in Part C. If you have not done the extension activity, use the information in the table in Part B2. prompt the students to complete the sentence to elicit the new structure.

2. Invite students to make their own sentences based on the information in their table or the table on the page. Write the sentences on the board. Elicit the rule form more able students. For less able students, read the explanation at the bottom of the page.

3. Before starting Part C1, revise the meaning of the nouns used in this activity ---- ‘hiking’, ‘swimming’, ‘camping’, ‘cycling’, ‘diving’ and ‘skiing’. Elicit the nouns by pointing at the pictures in the table. Invite students to think of other outdoor activities.

4. Elicit the meanings of the two key adjectives ---- ‘interesting’ and ‘dangerous’. List things, people, phenomena or activities and ask whether they can be dangerous or interesting, e.g., a fire, a favourite book, a lesson, a typhoon, ice-skating, etc.

5. Explain the context to students. Point out that the table in Part C1 is another way of presenting information of a survey. Encourage students to use this as a model for presenting survey results about their own classmates.

6. Give students enough time to study the table carefully. Encourage students to ask questions to clarify or confirm meanings of specific details.

7. For weaker classes, read the conversation together with the students and explain any unfamiliar words/phrases first. Remind students not to use comparatives and superlatives, but only ‘(not) as…as’.

8. Remind students that they need to pay attention to who is speaking in the conversation in order to refer to the correct column in the table for information.

9. Ask students to work in pairs to complete the conversation. As this is a problem-solving task engaging students’ general knowledge as well as linguistic knowledge, you must allocate sufficient time to do this task. Check answers orally with the whole class.

10. If time allows, role-play the conversation. Check for correct pronunciation.

11. In part C2, ask students to complete the last column of Part C1 expressing their own opinions about the different outdoor activities included in the table.

12. In pairs, invite students to compare their answers and talk about what they think about the activities using ‘(not) as… as’. For less able students, tell them to use the conversation on the page as a model. Ask pairs of more able students to come forward and talk about what they think about the activities.

Extension activity

If there is time and interest, divide students into groups of 5-6 and ask them to do a similar survey of the classmates in their group using the table on the page as a model. Encourage more able students to include other activities in the survey and compare the activities using other criteria, e.g., popular, exciting, ect. Then make a display of the group surveys.

You can also draw the table without the information about Millie, Sandy, Daniel and Simon for students’ use. Students can add the names of the students in their group to the table.

Integrated skills

Part A

Objectives

1. To listen for and identify specific information

2. To interpret information and obtain a general understanding of the people involved in a conversation.

3. To respond to written text and information obtained from listening.

4. To select specific and relevant details, to consolidate information and complete two letters to the editor of a magazine.

Background information

In this section, Millie and Sandy are each writing about their own hopes for the future to Mr. Zhou, the editor of ‘Teenagers’ magazine. Before writing their respective letters, they discuss their future plans with their friends, Amy and Kitty.

Teaching procedures

1. Ask less able students to read the list of future plans before playing the recording. Check understanding. Encourage more able students to guess the meaning of phrases.

2. Invite students to talk about their own and their partners’ future hopes.

3. Play the recording. Students listen to the recording and put a tick next to each correct phrase as they hear it. Ask them to read the phrases they have ticked to check the correct answers.

4. If many students have got wrong answers, play the recording again. Stop the recording after each phrase listed in Part A1 if necessary.

5. For stronger classes, ask students to read Millie’s letter addressed to Mr. Zhou, the editor, on their own. For weaker classes, read the letter together with the students. Check general understanding of the letter and explain words and phrases if necessary. Ask students to read the list of phrases in Part A1 again and use the information to complete the letter.

6. Read the completed letter or ask a student to read it to check the correct answers.

7. For stronger classes, play the recording for Part A3 and ask students to complete Sandy’s letter on page 13 on their own. For weaker classes, go through the list of phrases in the table on page 12 again before playing the recording. Read the incomplete letter and check that students understand all the words.

8. For weaker classes, you may want to ask students to close their books and listen to the recording. Then check general comprehension of the conversation by asking questions such as “Are Sandy and Kitty going shopping this weekend? Why not? What’s Sandy doing to do next month? What does she love doing? What does she hope to become when she grows up?” Then play the recording again and ask students to complete Sandy’s letter. Allow less able students to check spelling of words in the table on page 12.

9. Read the completed letter or ask a student to read it to check the correct answers.

Extension activities

1. Divide students into pairs and invite them to talk about their own future hopes and/ or plans. Write down some useful questions for students to ask each other, e.g., ‘What would you like to be/do?’, ‘What do you hope to become when you grow up?’, ‘What kind of person would you like to be?, ect.

2. If time allows, ask students to write a letter about their own future hopes and/ or plans using one of the letters as a model. Add the letters to the display of group survey.

Pat B

Objectives

1. To use adjectives to describe friends and young people

2. To formulate questions about people’s personalities

3. To respond to questions about people’s appearance and personalities

4. To show agreement and confirm information

5. To interact with others in a familiar context

Background information

Explain the common context of introducing and describing friends to other people while showing their photos. Sandy and her cousin Helen are looking at Sandy’s photo album with photos of her friends. Helen is asking Sandy questions about her friends and Sandy is describing them.

Teaching procedures

1. For stronger classes, tell students to close their books and listen to you while you read the conversation. For weaker classes, allow students to follow the conversation in the book. Read the conversation line by line focusing on intonation and sentence stress. Ask students to underline words that are stressed.

2. Ask students to repeat the sentences as thy hear them. Make sure they so not sound monotonous or mechanical. If they have problems pronouncing particular words, practice the words separately first.

3. Ask students to practice the conversation in pairs and then change roles. Ask more able students to role-play the conversation in front of the class.

4. Ask students to bring photos of their friends. Invite more able students to show their photos while you ask them questions such as ‘Who is the boy/ girl on the left/ right/ in the middle/ next to…? What’s he/ she like? What would he/ she like to be when he/ she grows up?’ Students who do not have any photos to show can draw simple pictures to their friends.

5. Divide students in to pairs and invite them to ask each other questions about the people in their photos. Ask students to make up their own conversations based on the model. For less able students, allow them to write down their conversations first before role-playing them.

6. While students are practicing the conversation in pairs, move around the classroom providing help with correct pronunciation and fluency.

Study skills

Objectives

1. To find the main points of a passage in order to understand and memorize it more easily

2. To identify keywords in order to develop general understanding of a passage

3. To guess meaning and generate mental pictures

Background information

This section focuses on encouraging students to look for the main points and keywords in a passage so that they can understand and remember it more easily. The passage which students are required to read and understand in this section is a problem letter by a teenager in ‘Teenagers’ magazine. You need to introduce the genre of problem letters in magazines and newspapers. Arouse students’ interest in the topic by bringing some magazines or newspapers with such letters or replies to them.

Teaching procedures

1. Ask more able students what they want to find out when they read a passage. Write ‘What is it about?’ on the board and try to elicit the other questions listed on the page. Underline the ‘Wh-’ words.

2. For weaker classes, read the questions on the page together with the students and explain that answering these questions will help them find the main points or ideas in a passage. Tell students that not all the words in a passage are important and that they should always look for keywords (words of great importance) in a passage.

3. Read the letter to the whole class. You can ask more able students to close their books while you read. Then ask some open questions, e.g., ‘Who is Cindy? Why is Cindy unhappy? What is Cindy’s problem?’ Elicit a list of the details which describe Cindy and her problems. Explain difficult or unfamiliar words.

4. Briefly explain to students that they can understand information more quickly if they identify main points and keywords first. It is a good idea if students remember the questions listed on page 14 so that they can use them when reading through other texts. Ask students to study the questions for one minute, then close their books and say them to their partners to check if they have memorized them.

5. Ask students to read the letter carefully and underline the main points on their own suing a pencil initially. Remind them to refer to the ‘Wh-’ questions at the top of the page. Divide the class into groups of four and ask students to compare the main points they have underlined. Go through the letter again sentence by sentence and check the answers.

6. Now ask students to read the letter again and circle the other keywords using a pencil. Invite students to compare their answers in their groups. Then check the answers orally with the whole class.

7. You can ask more able students to underline main points and circle keywords at the same time.

8. Tell students to read the main points and keywords again, and answer the ‘Wh-’ questions. Students can work in pairs or groups of four. Then ask some of the pairs or groups to answer the questions in class.

Extension activities

1. For stronger classes, cut out or photocopy problem letters from magazines and newspapers. Give them out to groups of students. Ask students to go through their letters and identify the main points and keywords, invite a representative form each group to talk about the group’s letter in class.

2. Ask more able students to write a problem letter to a teenage magazine or newspaper using Cindy’s letter as a model. Tell students to write down the keywords describing their problems and the main points of their letters first. Then ask them to formulate complete sentences using the main points and keywords. Encourage students to read their letters in class.

Main task

Objectives

1. To plan ideas for personal writing

2. To write a description of the appearance and personality of a friend

3. To write for an audience

4. To write for a newspaper competition using appropriate register

5. To develop an understanding of the structure of the letter: introduction, main body and conclusion

Background information

Each main task requires students to use a range of skills (reading, writing, speaking and listening) in order to produce a final product. It also further develops the main theme of the unit-writing an article about a friend for a newspaper competition. Students have a chance to look at Daniel’s notes and his article about his best friend. Explain that this is a specific genre which is different form ordinary letters or stories. Students need to understand the purpose of the article and the audience they are writing for. Emphasize the fact that this article is for a competition in a magazine and will be read by the teenage readers of the magazine who will make their choice of the ‘best friend’ based on the qualities described in the article.

Teaching procedures

1. Explain the context of entering a writing competition of a teenage magazine. If possible, find out about similar writing or drawing competitions in magazines or newspapers, and show them to the students.

2. Ask students to look at Daniel’s notes in Part A. for weaker classes, read the words students and explain the meanings of difficult words. Ask some students to read the words to check for correct pronunciation.

3. Remind students that when we take notes we do not need to write in complete sentences-we just need to write down the keywords.

4. For less able students, tell them to look back at Daniel’s list and underline the adjectives which can be included in their own writing to describe their best friends.

5. Encourage students to use a variety of adjectives to avoid repetition. Remind them of the adjectives they have learned in this unit. Allow them to go through the pages of the unit to look for suitable vocabulary. Go around the classroom to offer help with spelling.

6. Ask students to read Daniel’s article in Part C on their own. Then ask general questions to check comprehension, e.g., ‘Who is Daniel’s best friend? Where does she live? What does she look like? What’s she like? What would she like to be when she grows up?

7. Ask students to underline the adjectives in the article.

8. Ask students to identify the four paragraphs in the article. Help them identify the purpose of each paragraph. Then focus on the layout of the article, e.g., introduction, main body and conclusion. Ask stronger classes to write a heading for each paragraph.

9. Make sure that students are aware of the use of pronouns, which help link different ideas and sentences together and avoid repetition of names.

10. Ask students to write a rough draft using their notes in Part B, Daniel’s article as a model and the plan in Part D.

11. In pairs, students read, check and correct their partners’ drafts. Encourage more able students to comment on their partners’ drafts. Go around the class to correct spelling and grammatical mistakes and to suggest improvements in the use of words and structures.

12. Ask students to rewrite their articles on a separate sheet of paper. Encourage students to add illustrations or photos of their best friends to make their articles more attractive.

13. Ask volunteers to read out their articles in class. Display the articles in the classroom.

Additional exercise

Ask more able students to make new sentences replacing Daniel’s adjectives with their own adjectives to describe a real or imaginary friend.

Game

Display only the photos or show only the illustrations on the board. Invite volunteers to read their articles or other students’ articles while the rest of the class try to match each description with a photo or an illustration.

Check out

Objectives

1. To assess students’ understanding and correct use of adjectives, comparatives and superlatives in a new context.

2. To assess students’ ability to transfer information from graphical presentation into writing.

3. To assess students’ understanding of a range of adjectives and set phrases to describe people’s appearance and personalities

4. To use noun and adjective collocations to describe people’s appearance and personalities

Background information

This section encourages students to find out how much they have learned and how well their learning strategies are working. In Part A of the Checkout section, students have a chance to meet Daniel’s best friend Kate. In Part B, they read a diary entry written by Daniel.

Teaching procedures

1. Tell students that they will be able to check their use of adjectives, comparatives and superlatives in the structures they have learned earlier in the unit by doing Part A.

2. Ask students to read through the table and complete the conversation. Set a time limit.

3. For stronger classes, ask students to correct themselves, or divide the class into pairs. Students correct each other’s work and write the score in the ‘paw’.

4. Tell students that they need to select the correct adjectives and noun phrases to fit the context of the sentences in the diary entry in Part B. set a time limit.

5. Ask more able students to work in pairs and check each other’s work. Remind them to write the score in the ‘paw’. For less able students, check answers with the whole class. Explain strategies on how to improve if students have problems. Suggest that they try to learn the adjective and the noun as a unit wherever possible.

6. For weaker classes, go through the diary entry and check that they understand all the words and phrases. Ask more able students to think of other adjectives or nouns to fit the context of the sentences. Write the appropriate suggestions on the board.

Extension activity

Ask students to write their own diary entries about some of the ‘best friends’ in this unit. Allow students to read the descriptions of Betty, Max and May on page 4, the letters on pages 12 and 13, and the description of Kate on page 16 again.

篇2：（牛津译林版）初二英语8A Unit 1 Friends

一.教学内容：

8A Unit 1 Friends

Welcome to the unit Reading Vocabulary Grammar(1)

二. 需要掌握的词汇

nothing bowl honest secret joy problem teenager

magazine good-looking musical slim generous willing ready

seat singer wonderful almost poor eyesight smart sense

humour bored unhappy joke fit knock advertisement

true vote thin square handsome cheerful than

height competition test

三. 重点与难点

1. make+宾语 + 宾语补足语， 类似的动词还有find , keep等。

What makes you so sad?

We found the film very interesting.

Keep your dog on a lead.

make sb. do sth.

Don’t make him work ten hours a day.

The glasses make him look smart.

2. share sth. with sb.与某人分享某物

We always share our troubles and joys with each other.

He shares a bedroom with his twin brother.

3. be willing to do sth 愿意做某事

He is willing to stay with us for the holiday.

Many people are willing to live in the country today.

4. help sb. with sth./ help sb (to) do sth.帮助某人做…

Can you help me with my lessons?

I often help mum do some cleaning.

5. because of 后面接名词、代词或动词的ing形式，because 后面接原因状语从句。

They didn’t visit the Great Wall because of the bad weather.

He didn’t catch the train because of getting up late.

=He didn’t catch the train because he got up late.

She went to bed very late because of too much homework.

=She went to bed very late because she had too much homework.

6. have a sense of humour/time/duty/beauty……有幽默/时间/责任/美感

Our teacher has a sense of humour, and often makes us laugh.

He is often late, and he has no sense of time.

7. think of 想到

What do you think of the magazine?

Please think of some words to describe your pet.

He thinks of others more than himself.

The washing machine is so old that they are thinking of buying a new one.

8. say a bad word about sb.说某人坏话

It’s not polite to say a bad word about someone behind him.

He never says a bad word about anyone.

9. keep a secret保密

Nobody else knows it. Keep it a secret.

10. knock over 撞倒

He knocked over the cup on the table.

A bus knocked him over when he crossed the road.

11. in need 需要

People in poor areas are in great need of money.

We ought to help those in need.

四. 语法

形容词的原形、比较级和最高级

形容词用于形容或修饰名词或代词，对名词或代词加以说明或限制，表示人或物的性质或特征等。形容词有两种基本用法：

放在be 等连系动词后作表语，如：She is very careful. They look smart.

放在所修饰的名词前作定语，如：It is a beautiful school.

形容词比较级和最高级的构成

形容词原形 比较级 最高级

规则情况 + er +est

以e 结尾的 +r +st

以辅音字母+结尾的 去y +ier 去y +iest

以一个元音加辅音结尾的 双写辅音字母+er 双写辅音字母+est

部分双音节和多音节 前面+more 前面+most

不规则情况

例如：

clean-cleaner-cleanest short-shorter-shortest

wide-wider-widest large-larger-largest

easy-easier-easiest heavy-heavier-heaviest

hot-hotter-hottest thin-thinner-thinnest

cheerful-more cheerful-most cheerful

important-more important-most important

不规则情况

many/much-more-most good/well-better-best

bad-worse-worst far-farther-farthest

little-less-least

形容词比较级用于两者之间的比较，如：

He is faster than my friend.

Kate is more careful than Jim.

形容词最高级用于三者或三者以上的比较， 如：

I am the shortest of all.

This MP3 is the most expensive in the shop.

在使用形容词最高级时，要在其前面加定冠词the。

【典型例题】

用形容词的适当形式填空

1. Of the five pens, this one is _______ (cheap).

2. That question is much_______(easy) than that one.

3. Tim is growing _______ and _______(tall).

4. Hainan is the second_______(large) island in China.

5. This bike is ______(new) of the two.

6. He is _______(good) at English than any other student in his class.

That is to say he is _________(good).

7. You are late again. You must come ________(early) next time.

答案：

1. the cheapest 2. easier 3. taller ; taller 4. largest 5. the newer

6. better, the best 7. earlier

【模拟试题】（答题时间：30分钟）

一、词组翻译

1. 保密 2. 一个诚实的孩子

3. 分享快乐 4. 愿意做…

5. 周游世界 6. 长大

7. 说某人坏话 8. 视力差

9. 有幽默感 10. 撞倒

11. 投票选最好的朋友 12. 直的披肩发

13. 给需要的人让座 14. 对…慷慨

二、写出下列形容词的比较级和最高级

late friendly bad early interesting

high often far cold much good

三、选择题

1. Lesson Two is _____ than Lesson Three.

A. more easier B. very easier C. much easy D. much easier

2. How did you become _________ in English?

A. interested B. interesting C. interest D. interests

3. She felt _______ that day.

A. happily B. happy C. to be happily D. to be happy

4. Have you got ______ to tell us?

A. new something B. new nothing C. anything new D. nothing new

5. The lessons in Unit 1 are_____ than ______ in Unit 2.

A. long , that B. longer, those C. longer, them D. long, it

四、完成句子

1. 他愿意与好朋友分享所有东西。

He ______ _______ _______ _______ all the things _____ his good friends.

2. 长大后他想周游世界。

He wants to ______ _______ the world when he ______ ______.

3. 因为电脑工作太多，他的视力不好。

He has ______ ______ _______ _______ too much computer work.

4. 我认为她的手表比我的贵。

I think his watch is ________ _______ _______ _______.

5. 他的叔叔是我们村里最富的。

His uncle is ______ ______ in our _______.

【试题答案】

一、1. keep a secret 2. an honest child

3. share one’s joy 4. be willing to do

5. travel around the world 6. grow up

7. say a bad word about sb. 8. have poor eyesight

9. have a sense of humour 10. knock over

11. vote for the best friend 12. straight and shoulder-length hair

13. give seats to people in need 14. be generous to

二、later-latest more friendly-most friendly worse-worst earlier-earliest more interesting- most interesting higher-highest more often-most often farther-farthest colder-coldest more-most better-best

三、D A B C B

四、1. is willing to share with 2. travel around grows up

3. poor eyesight because of 4. more expensive than mine

5. the richest village

【

篇3：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4：江苏省淮北中学英语学科教案8A Unit 1 Friends(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 1 Friends 总课时 10 第 1 课时

课 题 Welcome to the unit 课型 New

教学目标 知识目标 1.To revise vocabulary and expressions used to describe people

2.To guess meaning from context

3.To generate ideas about people’s appearance and personalities

4.To categorize adjectives to describe important qualities of a friend according to personal preferences

能力目标 To understand the concept of things that are unusual.

情感目标 To use adjectives to describe feelings and opinions

教学重点 To learn how to use adjectives to describe people’s appearance and characteristics

教学难点 To categorize adjectives to describe important qualities of a friend according to personal preferences

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 Warm-up

Step2 :Presentation

Step 3 Practice

Step4:Presentation

Step 5 Practice

Step 6 Summarize

Step 7 Homework

T: Hello everyone, glad to see you again! Did you have a nice summer holiday? Are you happy to be back to school and see all your friends?

Ss talk about their summer holidays.

T: This summer holiday I went to Australia with some of your classmates and friends. We took a lot of photos. Would you like to have a look?

Show the pictures and introduce some places of interest and animals in Australia.

T: Look, we took a photo with this famous man--- Batman. He’s a hero and people’s good friend because he helps people in danger. Do you agree? What do you think of him?

Ss talk about Batman with the adjectives describing appearance and personality, such as friendly, helpful, kind, polite, clever, brave, etc.

T: There are some more words to describe people. For example, we can say Batman is good-looking. But we never say he’s beautiful! We don’t use beautiful to describe a boy or a man. If someone likes music or is good at music, we say he or she is musical.

Teach “good-looking” and “musical”.

1. Play a guessing game. Ss describe their best friends in the class and guess who are talked about.

2. T: Just now we heard some of the students talk about their best friends. Could you tell me which words are used most often?

Ss: friendly, helpful, polite…

T: So these are very important qualities of a best friend, do you think so? What other qualities are important to you?

Ss complete the table in Part B, P7. Then work in pairs to exchange their ideas and have a debate.

Sentences may be used:

I think my good friend should be very … because…

I agree. / I don’t agree with you because …

It’s quite important for a friend to be …? Do you think so?

I don’t think my good friend must be very …

3. T: Why do you think he/she is your best friend? What makes him/her so special to you? Can you talk to him/her about anything? Do you talk to him/her when you have problems? Do you believe what he/she says? When you are happy or sad, do you talk to him/her? Why?

Teach “sad”, “believe”, “honest” and “joy”.

Ss complete Part A, P7 and report individually.

4. T explains some language points.

1. T: How old is your best friend? What about you?

Ss: 15/16 …

T: So you are teenagers. We call children between 13 and 19 teenagers.

Teach “teenager”.

T: We have a good friend, Eddie. Is he a teenager?

Ss: No.

2. T: Who’s Eddie’s good friend? Why?

T plays the tape of the Comic strip and Ss try to find out the answer to the question.

(Hobo is Eddie’s good friend because they always share things with each other.)

3. Ss read the Comic strip and answer the questions:

(1) What does Eddie give Hobo?

(2) What does Hobo want?

(3) Do you think Eddie is a true friend? Why?

4. Ss read the dialogue in pairs.

5. T explains some language points.

1. Ss act out the dialogue and they are encouraged to add in something they like.

2. Discuss: Who do you like better as a friend, Eddie or Hobo? Why?

3. Ss work in pairs to ask and answer about their good friends.

A model dialogue:

A: Who’s your good friend?

B: …

A: What’s he/she like?

B: …

A: What do you think of your friend?

B: …

A: What makes him/her so special to you?

B: … Can you tell me something about your good friend?

T: Today we have learned some important qualities about a good friend. It seems that we all think appearance is not so important, but a friend should be helpful and honest. And I hope everyone can be like that and you will have more friends.

1. Describe a good friend of yours with the words and phrases learnt in this lesson.

2. Finish the Workbook exercises.

板书设计 Unit 1 Friends

Phrases: have something to drink, make somebody happy/special, keep secrets, share one’s joy, believe what somebody says, talk to somebody about anything, clean and tidy

Sentences: Do you want some? Can I have something to drink?

What about some milk? Can I have some more food too?

There’s nothing else in the fridge.

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 1 Friends 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 guess general meanings from keywords and context

2.To skim text for overall meanings and scan for details

3.To identify specific information about different people form their friends’ descriptions

4.To use adjectives to describe people’s appearance and personalities

能力目标 By reading about the three friends appear the basic situation, Understanding friend with describe words to describe the appearance and personality of discourse.

情感目标 Learn to appreciate others, learn to treasure the friendship.

教学重点 To guess general meanings from keywords and context

教学难点 To identify specific information about different people form their friends’ descriptions

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:Revision.

Step2 :Presentation

Step 3 Practice

Step 4 Presentation

Step 5 Practice

Step 6 Summarize

Step 7 Practice

Step 8 Homework T: Yesterday we learnt to talk about friends. Friends are very important in our lives. Almost everyone needs a friend and almost everyone has a friend, do you think so? Let’s look at some interesting English sayings about friends. Please try to guess the meanings of them.

Ss read and discuss.

T:Why do you think friends are important? What can friends do for you?

Ss give different answers.

T: Is your friend’s appearance very important to you?

Ss: No.

T: Good. We should never judge a person by his appearance or clothes. But it’ll be good for you to learn some words to describe your friends’ appearance, right?

T shows the pictures and teaches “shoulder-length”, “slim” and “poor eyesight”.

Ss do Part B2, P9 individually. After checking the answers, T asks some Ss to give some more details about the appearance of each person in the pictures.

1. T: As you all think that appearance is not very important, could you tell me what is important in your opinion?

Ss answer with the adjectives they learnt to describe qualities, such as clean and tidy, helpful, honest, etc.

T: Excellent. Now I have some good friends here. Can you use some proper words to describe them?

Ss fill in the blanks to complete the sentences.

T teaches “generous”, “joke”, “humorous”, “have a good sense of humour”, “a true friend” and “be ready/ willing to do sth”.

2. T: ‘Teenagers’ magazine is holding a writing competition about good friends. Some students have written some entries for it. Please read and find out whether the following statements are true or false.

T:plays the tape recorder for the Ss to repeat.

Ss read and do Part C1, P10.

3. Ss read again and do Part B1 on their own. Tell them that they need to look for specific details, which fit each of the persons described in the articles.

1.Ss have a group competition by choosing to answer the questions about Betty in the table.

2.Fill in the blanks to complete the description about Max.

3.Complete the brief introduction about May.

T: What do we usually write about when we describe our friends?

Ss: Appearance, personalities …

T: Yes, in which paragraph do we usually write about the appearance?

Ss: Paragraph 1.

T: And in Paragraph 2?

Ss: Personalities.

T: Right. We also call it personalities. In the 3rd paragraph we can write about their behaviors or future plans.

1. Ss do Part C2, P10 and find out who each of the personalities will vote for and fill in the blanks. Then check the answers by asking and answering in pairs ‘Who will Amy/ Simon/ Sandy vote for?’

2. Ss vote for one of the ‘best friends’ described in the articles and tell the reason why.

3. Ss do a class vote for a ‘best friend’. Write a brief description about a person they consider as a best friend. Read some of the descriptions and then vote for one of them. Explain why they vote for that particular person.

1.Retell about the three best friends.

2.Recommend a best student in your class and tell the reason why you vote for him or her.

板书设计 Unit 1 Friends

Words: slim, shoulder-length, generous, singer, almost, eyesight, smart, true

Phrases: travel around the world, have poor eyesight, have a good sense of humour, knock off, a true friend, say a bad word about anyone, vote for

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 1 Friends 总课时 10 第 3 课时

课 题 ReadingⅡ 课型 New

教学目标 知识目标 1.To learn some useful expressions and use them in different context

2.To learn how to describe friends

能力目标 By reading about the three friends appear the basic situation, Understanding friend with describe words to describe the appearance and personality of discourse.

情感目标 Learn to appreciate others, learn to treasure the friendship.

教学重点 To use adjectives to describe sb’s appearance and characteristics

教学难点 To develop a good attitude towards friends

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

Step 1 Revision

Step2:Language points

Step3:Exercises

Step4:Summarize

Step 5 Poem

Step6 Homework 1. T: For yesterday’s homework I asked you to vote for a best student in your class. Now can you tell me your choice and your reason? Please describe that person in details and let’s guess who it is. Then we can vote for him or her, OK?

2. T: Yesterday we also met three friends in ‘Teenagers’ Magazine. They’re Betty, Max and May. How much do you remember them?

Ss have a group competition by answering questions about Max.

T: Wonderful! You have a very good memory. Now let’s move on to look at some

useful phrases and sentences in the three articles and learn to use them:

1. She is as slim as I am.她和我一样苗条。

as+形容词/副词的原级+as

他不如我高。He isn’t as tall as I .

他做作业和我一样认真。 He does homework as carefully as I do.

我昨天到家不如我姐姐早。 I didn’t get home as early as my sister yesterday.

2. be willing to do sth. 愿意做某事

我们愿意为希望工程筹集物品。We are willing to collect things for Project Hope.

3. any time随时,任何时候

如有问题，随时给我打电话。 If you have any problem, call me any time.

4. be ready to do sth./ be ready for sth. 乐于做某事；准备好做某事（状态）

雷峰总是乐于助人。

Lei Feng is always ready to help people.

我准备好考试了。

I’m ready for the exam.

get ready to do/ for sth. 为…作准备（动作）

5. someone/people in need 需要帮助的人

We are in need of water. 我们需要水。

患难朋友才是真朋友。

A friend in need is a friend indeed.

6. because of/because

because 后跟从句

because of 跟短语（sth/doing sth）因为下大雨，我们没做早操。

We didn’t do morning exercises because it rained heavily.

We didn’t do morning exercises because of the heavy rain.

7. knock sth off … 把某物从……撞翻

8. bored/ boring

bored （人感觉）无聊，乏味 boring （某物）无聊乏味

乏味的会议使大家都感到很无聊。

The boring meeting made everyone feel very bored.

9.have a good sense of humour = be very humourous 很有幽默感

10. a true friend 一个忠实的朋友

11. worry sb. 使某人担忧

12. keep a secret 保密

13. say a bad word about sb. 说某人坏话

说人坏话是不礼貌的。

It’s not polite to say bad words about others.

Fill in the blanks:

1) Are you _______ (will) to sing an English song for us?

2) Maybe she is ready _________ (dance).

3) He will watch TV when he feels _____ (bore) at home.

4) He is ________(help). He always gives seats to people in need.

5) He tells jokes and makes us _____ (laugh).

6) He plays the piano well. He’s ____(music).

7) Maybe he will grow into a ______(sing).

2. Complete the sentences:

1)我们都喜欢历史老师因为他很有幽默感。

We all like our history teacher because he __.

2) 这本书很乏味，它让我觉得无聊。

This book is ______ and it makes me _____.

3)当你经过我的桌子时,请别撞掉我的杯子。

Don’t _______ my cup ______ the table when you ___________ my table.

4) 长长的直发使她看上去很漂亮。

Her straight long hair __________________.

5) 我几乎和我父亲一样高。

I am ___________________ my father.

6) 由于打电脑游戏太多,他眼睛很差。

He_______playing computer games too much.

7) 我长大了想周游世界。

I want to ______________when I ________.

T: Today we went over some details about the three friends we met yesterday. We also learnt some useful phrases and sentences to describe friends. Friends are important to every one of us. Let’s cherish friendship and be nice to our friends. If we all have good friends and try to be true friends, our lives will be better and better! Now let’s enjoy an English poem together as the end of this class

We are always together in our hearts

We have many secrets to share

When I need you, you are there

Your sense of humour

Can always make me laugh

Thank you for being so generous

Let nothing come between us

Even when we are far apart

You are always in my heart

Write an article about your best friend. These should be covered in the article: name, age, appearance, personality, etc. (60 words at least)

板书设计 Unit 1 Friends

She is as slim as I am.

She is also helpful and is ready to help people any time.

Betty wants to be a singer and travel around the world when she grows up.

He has poor eyesight because of working on the computer too much at night.

His legs are very long and they do not fit under the school desks.

She is kind and never says a bad word about anyone.

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 1 Friends 总课时 10 第 4 课时

课 题 Vocabulary 课型 New

教学目标 知识目标 1.To use adjectives to describe appearance.

2.To use appropriate adjectives to describe the appearances of boys and girls.

能力目标 To make up more sentences talking about one’s appearance

情感目标 To select and use adjectives that are appropriate to describe the appearance of boys and girls.

教学重点 1 To use adjectives to describe general appearance of people

2 To select and use adjectives that are appropriate to describe the appearance of boys and girls.

教学难点 To make up more sentences talking about one’s appearance

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: Warm-up

Step2:Presentation

Step3: Practice

Step4: Presentation

Step 5 Practice

Step6:Homework T: Let’s play a guessing game, OK? You will see 6 sentences describing a person on the TV screen. If you can guess who she is after you read the first sentence, you will get 10 points. After the second sentence you can get 8 points. But after the last sentence you’ll get a zero. Does it make sense?

Ss find out the answer without much difficulty.

T: It’s easy, right? You have remembered the three friends’ appearances and the words to describe them. Now let’s have a look at these words again.

1. T: Look! Here is a table. When we describe people’s appearances, we usually talk about these different parts: build, height, leg and hair including the style and length.

Teach “build” and “height”.

T: Now please put the words into the table.

2. T: As the first guessing game is so easy, shall we play once more?

Ss: OK.

Ss fail to find out who she is.

T: Haha, it’s me! Why is it not so easy this time? Because you haven’t learnt this before and the information I gave you is not enough. We need to learn more to describe people’s appearances, right?

Ss look at the pictures and learn more words to describe appearance. They try to find out what the words are used for--- build, height, etc.

1. Ss do Part A, P11.

2. Ss find out more to describe--- eyes, face, etc.

3. Ss describe the people in the pictures with the words they have just learnt and each time there’s something new added in.

1. T: You’ve just described the appearances of a little girl, a pop singer, a sports star and a classmate of yours. What do you think of them?

Ss: Handsome, smart, good-looking, beautiful, pretty, lovely…

T: Well done! You’ve learnt a lot. But do you know that some words are suitable for girls only and some are for boys only? Of course there’re also some for both girls and boys. Let’s put them in the right places.

Girls：beautiful, pretty, lovely, slim

Boys：handsome, good-looking, smart

Ss do Part B, P11.

2. T: Now we’ve learnt a lot of words to describe girls and boys, face and hair, etc. Let’s have a group competition. Please write down as many words as possible in the given time according to my instructions. You must listen carefully and make sure you’re writing the right words. For example, if I ask you to write some words to describe hair, you can’t write round or square, OK?

1) Would you please write some words which are used only for boys?

2) Would you please write some words which describe a person’s face?

3) Would you please write some words which describe a person’s build?

4) Would you please write some words which are used for both girls and boys?

Ss work in groups. Four groups come to the blackboard. Each time only one of them writes and the others can shout loudly to help.

1. T: Now let’s check how well you have learnt. Could you describe the appearance of the person you know best? It’s YOUSELF!

Get some students to come to the front of the classroom to describe their own appearances, try to use as many adjectives they’ve learnt as possible.

2. T: As there’s still some time left, we can play one more game called “Twenty Questions”. Please try to guess who I am thinking about by asking me questions about his or her appearance. You can’t ask special questions and I can only answer “Yes” or “No”. If you are smart enough, you may not need to ask 20 questions! Then you can play this game with your classmates. Here is a model:

T: I’m thinking about a boy in this class.

S1: Is he tall?

T: Yes.

S2: Is he strong?

T: No.

S3: Is he our monitor?

T: No.

S4: Does he have big eyes?

T: Yes.

……

Ss ask questions and guess. Then the one who gets the right answer comes to the front and the other students ask him/ her questions to continue the game.

1.Describe the appearance of someone you like very much. He or she may be your friend, your parent or your favorite star.

2.Try to bring a photo of his or hers here tomorrow. Let’s see how well you can use the words you’ve learnt.

板书设计 Unit 1 Friends

Words: thin, strong, tall, short, small eyes, big eyes, round face, square face, beautiful, pretty, lovely, handsome, good-looking, smart, slim

Girls：beautiful, pretty, lovely, slim

Boys：handsome, good-looking, smart

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 1 Friends 总课时 10 第 5 课时

课 题 Grammar A 课型 New

教学目标 知识目标 To use an adjective before a noun or after a linking verb to describe someone or something

能力目标 To use comparatives to compare two people or things

情感目标 To use superlatives to compare three or more people or things

教学重点 To use an adjective before a noun or after a linking verb to describe someone or something

教学难点 To use an adjective before a noun or after a linking verb to describe someone or something

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 Lead-in

Step：Presentation

Step 3 Practice

Step：Presentation

Step5：Practice

Step8：Homework

T: Yesterday I asked you to describe a person you like and bring his or her photo here. Now would you please show me your work?

Some Ss come to the blackboard and describe.

T： shows one of the descriptions and underlines some adjectives in the description.

T: These underlined words are called adjectives. Please look at the pictures and the sentences. Can you tell me the use of adjectives in them?

Show a picture of a woman with short hair and a sleeping cat.

She has short hair.

Her hair is short.

This is a lazy cat.

This cat is lazy.

Ss find out that adjectives are used to describe people or things and are used before nouns or after linking verbs.

T: Can you think of any linking verbs we’ve learnt before?

Show Ss some of the linking verbs which are often used.

Ss do Part A, P12. Rearrange the words to form complete sentences.

Millie has short hair.

Sandy wears round glasses.

Amy is funny and cheerful.

Millie does not like long hair.

Sandy is tall and has long hair.

T helps Ss find out the use of adjectives in each sentence--- before a noun or after a linking verb.

1. T: Look at these two girls. Can you find out the difference between the two sentences?

Emphasize that an adjective is used with a noun or a linking verb while an adverb is used with a verb.

2. Show Ss more pictures. Help them say sentences to compare the things with comparatives and superlatives.

Ss find out that comparatives are used to compare two people or things while superlatives are used to compare three or more people or things. Also find out some words and phrases which indicate the use of comparatives or superlatives.

Comparative: than, much, even, still, a little, of the two, Which/Who is …, A or B?

Superlative: the, of…, in …, Which/Who is …, A, B or C?

3. Ss look at the table and find out how to form comparatives and superlatives.

We add -er / -est to short adjectives.

(Short adjectives are adjectives of one or two syllables).

We use more/ most for long adjectives.

(Long adjectives are adjectives of three or more syllables.)

1.Ss do Part B1, Page 13. Write the comparatives and superlatives of the adjectives.

2. Ss have a group competition. Each member of a group should read and spell the comparative and superlative of an adjective below. The group that can do it most quickly with all the answers correct will be the winner.

1) light old healthy cheerful

2) safe thirsty slim bad

3) bright new much bored

4) sad heavy straight clearly

3. Ss do Part B2, P14. Complete the sentences according to the profile.

4. Ss make up a dialogue in pairs to compare people or things. They can choose any topic of the following: animals, sports, food and drinks, people in this classroom.

T provides some pictures, words, phrases and sentences which may be useful to Ss.

5. Ss do some multiple choice and translation work.

Step 7 Summarize

T: This class we learnt the use of adjectives, comparatives and superlatives. Now let’s read an interesting English poem as the end of this lesson.

Good, better, best,

Never let it rest,

Till your good is better,

And your better is best!

1.Revise the use of adjectives, comparatives and superlatives

2.Complete the exercises in the workbook

板书设计 Unit 1 Friends

Words: cheerful, printer, better, worse, worst, height, competition, test, be, become, feel, get, grow, keep, look, seem, smell, sound, taste, turn

Phrases：in the drawing competition

Sentences：This is the most expensive printer in the shop.

Millie is the slowest swimmer of the six students.

Sandy’s drawing is the most beautiful in the drawing competition

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 1 Friends 总课时 10 第 6 课时

课 题 Grammar B、C 课型 New

教学目标 知识目标 To compare two people/ things using ‘(not) as’+ adjective+ ‘as’

Review to use comparatives to compare two people/ things

能力目标 To use superlatives to compare three or more people/ things

情感目标 To use superlatives to compare three or more people/ things

教学重点 (not) as’+ adjective+ ‘as, language points

教学难点 (not) as’+ adjective+ ‘as

课前预习1.Preview the new words.

2.Revise some verb phrases.

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

StepOne:Brainstorming

StepTwo:

Practice

StepThree: Practice it in another way.

Step 4 Task

Step 5 Exercises

Step7:

Homework Show picture

T: Please look at this boy. What do you want to say about him?

S: ……(write the adjectives which students will be mentioned on the blackboard.)

T: All of you described him very well with these words.

Today, we’ll talk about adjectives.

Sentences: Liu Xiang is a tall boy.

He is sporty.

He has big eyes.

T: Who can tell me where we usually put adjs?

We use an adjective before a noun or after a link verb to describe someone/ something.

Show picture 2,3

T: What about Daniel? Is he tall?

T: Look at these girls, who is the tallest ?

T: not as…as = not so…as 不如……

比较级 + than 比……

T: Tommy likes music, and Dainel likes outdoor activities. Can you say their names?

Ask students to look at the table on page 11 and complete the conversations with ‘(not) as...as’

using ‘… than’, ‘the most…’, ‘as…as’, ‘not as … as’.

T: Amy thinks diving is the most interesting outdoor activity.

It’s more interesting than swimming and hiking.

Hiking is as interesting as camping. But they are not as interesting as skiing and swimming….

1 Tell the students that starts show how interesting the activity is and the triangles show that how dangerous the activity is.

2 Get the students to talk about Millie’s opinion first.

3 Give the students 3minutes to finish the exercises in SBP15 PartC1.

4 Check the answers together.

5.Ask the students to fill in their own information and talk about it in groups.

6 Encourage the students to make more sentences like this. Here can organize a competition among different groups.

Look at the diagram on P11. Talk about it in groups. Then practise as the four children

1 Fill in the blanks

I think English is as _________(important) as Chinese.

Swimming is as ___________(interesting) as cycling.

Amy is not as ___________(careful) as Simon.

Maths is not as ___________(difficult) as English.

2 Translation

1)我认为游泳不如徒步旅游有趣。

2)不仅滑雪而且骑自行车都没有潜水危险。

3)我认为如果我们小心，所有户外活动都不要危险。

1. Go over what we have learnt.

2. Worksheet S: Liu Xiang (write the adjectives which students will be mentioned on the blackboard.)

S: Daniel is as tall as Tommy.

Tommy is as tall as Jason.

S: Lily is not as tall as Mickey.

Judy is not so tall as Lily.

Mickey is taller than Lily.

Judy is shorter than Mickey

S: swimming, skiing, diving, camping, hiking, cycling

Ss repeat after the teacher first, and then practise in halves.

板书设计 Unit 1 Friends

Her hair is long. A is bigger than B.

She has long hair. C is the biggest of all.

D is not as big as A.

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 1 Friends 总课时 10 第 7 课时

课 题 Integrated skills 课型 New

教学目标 知识目标 1To get specific information from a listening material;

2.To talk about a friend.

3.To talk about future plans

能力目标 Use “Millie and Sandy expression of future plan” information fully open “listen” material “, ”saying“, ”reading“, ”write“ activities, improve the students' comprehensive ability of using language.

情感目标 Sentences according to the content and stimulate the students' establish lofty ideal

教学重点 Describe the future plans, language points

教学难点 Describe the future plans.

课前预习1.Preview the new words.

2.Revise some verb phrases.

教学方法 任务型教学法 练习法

教学过程

教学环节 教 师 活 动 学 生 活 动 备课札记

Step 1:

Warm-up

Step 2:

Free Talk

Step3 :

Listening

(Millie’s future plans)

Step4 Listen ( Sandy’s future plans)

Step 5:

Free talk

Step 6：

Speak up:

Step7:

Summarize

Step8 ：

Exercises

Step 9 ：Homework T: Who is he ? Can you describe him?

T: Would you like to be another Jack Chen? Why?

T: What does … like doing?

What would … like to do in the future?

T: Millie is talking to Amy about her future plans. Can you find out what she would like to do in the future? You can listen to their conversation and put a tick in the correct boxes in the table.

I would like to ……sing for people, be kind , be popular , listen to people’s problems,help people solve problems,make friends, make people happy, meet a lot of people, travel around the world

2.Check the answers.

3.Discuss with your partner ‘What is Millie like?’ and ‘ What does she want to do?’

4. Now you are quite familiar with Millie’s future plan. Please help her complete a letter.

Listen to the tape. While listening, please help Sandy complete her letter to an editor.

T: Millie is kind and helpful, so she wants to be a social worker. Sandy likes singing and she would like to be a famous singer. What about you? What are your future plans?

Talking about friends

1. Sandy is showing Helen some pictures of her friends. Do you know what they are talking about? Please listen and answer:

(1)Who are they talking about?

(2)What would Peter like to do in the future?

2. Listen and repeat.

3. Practice in pairs, talking about Mille, Sandy, or your classmates.

Your are young now. Everyone can dream about your future now. It isn’t bad to keep a dream always in your heart. Work hard. Believe you can fly. It will come true one day.

一 将下列词组译成英文。

1 对人们友善_________________

2 周游世界______________________

3 使人们高兴_____________________

4 倾听人们的问题__________________

5 帮助人们解决问题________________

6 碰见许多朋友 __________________

7 想成为一名著名的歌手____________

8 尽最大的努力来帮助他们__________

二 句子翻译。

1 我的确很高兴告诉你我的未来计划。

__________________________________

2 我希望我的朋友长大后能成为一名社会工作者。

__________________________________

3 请尽可能善待穷人。

__________________________________

4 我想动物叫朋友。

__________________________________

Finish the exercise sheet.

S:brave,kind,honest,pleasant…,an actor

S: Because he is famous and popular.

S: famous, popular, editor, social worker, solve,problems,hard-working, handsome, cheerful, a social worker

板书设计 Unit 1 Friends

be popular , listen to people’s problems,help people solve problems, make friends, make people happy, meet a lot of people, travel around the world

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 1 Friends 总课时 10 第 8 课时

课 题 Study Skills 课型 New

教学目标 知识目标 1.To find the main points of a passage in order to understand and memorize it more easily.

2.To identify keywords in order to develop general understanding of a passage.

3.To guess meaning and generate mental pictures.

能力目标 Through the determination keywords and key sentences to help students' reading comprehension, raises student's reading ability.

情感目标 Learn to make friends, good at finding friends the top quality.

教学重点 Identify keywords, find the main points of a passage

教学难点 Find the main points of a passage

课前预习1.Preview the new words.

2.Revise some verb phrases.

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. Revision:

Step2. Presentation

Step3 Reading.

Step4 Retelling

Step5. Consolidation exercises

Step6 :Homework T: 1. Do you have any future plans?

2. What are you going to do when you grow up?

3. Why?

4. What will you do to fulfill your aims?

1.Present the task today by playing a game.

The teacher gives a student a piece of paper on which there’s a story, ask the student to read it carefully The student tells the story that he gets to the whole class.

The teacher will read the story to class, ask them to find out the differences between the two stories.

2. Make a conclusion, tell the students when we are reading , we should pay attention to some main points, generally speaking, the main points are about the questions below:

What is it about?

Who is it about?

What happened?

Where did it happen?

When did it happen?

Why did it happen?

How did it happen?

1 Ask the students to open the book on page 18, and read the letter on page 18. Try to find out information about the questions above.

Who: Cindy---a Grade 8 student.

Where: Beijing Sunshine Secondary School

What: move to a new school, have problems with her new school

Why: Don’t know school very well, have no friends, do not know how to talk to her new friends,

How: feel uncomfortable, nervous; always stay alone

2 Ask the students to underline the main points with the help of the table above.

Students read the story again. Tick out the new words and phrases.

have problems with…

be uncomfortable/ comfortable

feel nervous

give advice

Ask the students to retell the letter with the help of the keywords on the blackboard.

一 词汇

第1-3题选出适当的中文含义：

1.I am a reader of your magazine. （阅读机；读者）

2.Now, I am studying at a new secondary school in Sunshine Town.（中等的；次要的）

3.I hope you can give me some advice.（建议；帮助）

第4-5题选出适当的英文解释

4.Sometimes, I am very nervous and I can’t answer their questions. (worried; excited)

5.I feel really uncomfortable when they talk to me. ( not happy; not comfortable)

第6题选出同义句

7.I miss my classmates very much.

8.I don’t catch my classmates very much.

9.I feel sad because my classmates are not with me.

二 正确地运用本课的生词填空

I just moved to Beijing with my parents. I m________ my old friend Jack very much. He studies in Guigang ________（中等的） School. He likes football and he is a true r________ of “Football Newspaper”. He is a member of the school football team. Now he is getting ready for a football match. Yesterday his mother bought a pair of football shoes for him. But they’re a little small and he feels u________. The match is coming. He feels very ________ (surprising, nervous) and doesn’t know what to do. He asks me for some a________.

三、测一测（今天的阅读技巧你掌握了多少？让我们检测一下吧！）请划出文章的要点和关键词：

The people in the USA speak the same language（语言） as the people in Britain. However, American English is different from British（英国的） English in many ways. There are a few differences in grammar（语法）. For example, people in Britain say “in hospital” and “Have you got a pen?” Pronunciation（发音） is sometimes different. Americans usually sound the “r” in words like “bird” and “hurt”. People in Britain do not sound the “r” in these words. Some spellings（拼写） are different. People in Britain write “colour” and “centre”, but people in the USA write “color” and “center”. They use different words which mean the same thing. People in the USA use “movie（电影）” but people in Britain use “film”.

Finish the exercise sheet. S: Yeah.

S: Social worker, official, teacher, doctor, nurse

S: We want to help others who need help.

S: work hard, try our best to learn English well.

Who: Cindy---a grade 8 student.

Where: Beijing Sunshine Secondary School

What: move to a new school, have problems with her new school

Why: Don’t know school very well, have no friends, do not know how to talk to her new friends,

How: feel uncomfortable, nervous; always stay alone

板书设计 Unit 1 Friends

What is it about? Who is it about?

What happened? Where did it happen?

When did it happen? Why did it happen?

How did it happen?

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 1 Friends 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 plan ideas for writing

2.To learn the proper and easy ways to write something;

能力目标 1) Use adjectives to describe a friend's appearance and quality.

2) According to article writing requirement and get the idea of composition: introduction, body, and conclusion.

情感目标 Learn to make friends, good at finding friends the top quality.

教学重点 Learn the proper and easy ways to write something, Identify keywords.

教学难点 Learn the proper and easy ways to write something.

课前预习1.Preview the new words.

2.Revise some verb phrases.

教学方法 过程性写作教学

教学过程

教学环节 教 师 活 动 学 生 活 动 备课札记

Step 1: Revision and Presentation

Step 2 :

Free Talk

Step 3 Listen and Read

Step 4 Write

Step4 :Homework T: In this unit, we have learnt a lot about friends and how to describe friends. Today, my question is : What can friends do?

T: Friends are important to us. We can’t live without friends

Talk about your best friend:

What’s his/her name?

What’s he/she like？

What’s his/her quality of a good friend (personality)?

What does he/she like doing?

What would he/she like to do in the future?

T: Would you like to write an article about your best friend?

Now, let’s see how Daniel describe his best friend.

Questions:

1.WhoisDaniel’sbest friend?

2.What does she look like?

3.What is she like?

4.What would she like to be when she grows up?

T: Read the article slowly by yourselves.Close your books. Let’s think it over

1. Introduction.

2. Main body

3.Conclusion

(1) Ask students to write down the key words on the lines in Part B

(2) Write a rough draft using their notes in Part B, Daniel’s article as a model

(3) Encourage students to use a variety of adjectives to avoid repetition.

(4) In pairs, students read, check and correct their partners’ drafts. Encourage more able students to comment on their partners’ drafts.

(5) Ask volunteers to read out their articles in class.

1 Review what we have learnt.

2 Worksheet S:play with me make me happy

share joy and happiness with me

stay with me when I feel unhappy / bored help me with my study keep secrets for me listen to me carefully and quietly teach me a lot understand me

S: name

appearance

personality

future plan

S: name

appearance (general, hair, eyes, nose, …)

personality other information( ability, hobbies,activities…)

future plans

板书设计 Unit 1 Friends

What’s his/her name?

What’s he/she like？

What’s his/her quality of a good friend (personality)?

What does he/she like doing?

What would he/she like to do in the future?

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 1 Friends 总课时 10 第10课时

课 题 Checkout 课型 New

教学目标 知识目标 1.To review what they have learnt in this unit;

2.To assess their understanding and correct use of adjectives, comparatives and superlatives.

能力目标 1.Know how to describe people's appearance.

2.Use adjectives to describe people orthings.

3.Master the comparative and superlative adjectives.

情感目标 Know how to find classmates’ good qualities

教学重点 Review what they have learnt in this unit

教学难点 Review what they have learnt in this unit

课前预习1.Preview the new words.

2.Revise some verb phrases.

教学方法 归纳法 练习法

教学过程

教学环节 教 师 活 动 学 生 活 动 备课札记

Step1: Brainstorming

Step 2 Check out

Step3：Practise

Step4:Homework The useful vocabulary about how to describe the best friend:

1. tell funny stories

2. as slim as I

3. knock over our books

4. make sb do sth

5. think of a social worker

6. worry me

7. straight and

8. shoulder-length hair

9. walk past our desk

10. have problems with study

11. has a sense of humour

12. keep secrets

13. feel bored / nervous

14. be popular with sb

15. because of too much

16. computer work

17. travel around the world

18. say a bad word about sb

19. give advice

20. wear a smile on one’s face

1. What a ______ (please) trip we had last week!

2. These clothes are their ____________ (wife).

3. It’s ____________ (possible) to finish the work in such a short time.

4. He moved out of New York after he got _____________(marry).

5. It is _____________(polite) to spit(吐痰) here and there.

6. The _________(题目) of the article is “ Beijing over the past _________(世纪)

7. There will be a lot of ________________(展览) next month.

8. Now a lot of tourists are surprised at the China’s ________________(发展).

9. The changes in our town have brought many ______________(优势) to us.

10. At last the boy ______________(意识到)what he did hurt the teacher’s ___________（感受）.

11. Can you find some information about the different forms of __________(运输) in Changzhou?

12. Can you take a look at your ____________ (最近的)photos?

13. We decided to make an _____________ (采访) with our principal.

14. They often help the children in poor areas, _____________(尤其)the children in Africa.

(1) Translations

1.他长得怎样?

2.Jim是一个慷慨大方的人,他总是乐于助人.

3.Betty长大后想周游世界.

4.Amy很有幽默感.

5.我能告诉她任何事,因为她能保守秘密.

6.Max 很有幽默感.他讲有趣的笑话,总使我发笑.

Max_______________ He tells _________and always _____________.

7.当我读到你的广告时,我想起了我的好朋友May.

I______my great friend May when I_________.

(2) Revision about comparatives and superlatives.

small _____ _____ nice ____ _____

pretty_____ _____ slim ____ ______

popular __________ ________

far ____ ____ little_____ ____

bad _____ _____ big _____ ______

easy_____ ______ hot _____ ______

careful __________ _________

tidy ____ ____ many(much)___ ____

用所给词的正确形式填空:

1. Tom has _________(many) erasers than I.

2. The red pen is________(nice) than the green pen.

3. Wang Ling works _________(hard) than any other student in his class.

4. You are no_______(long) a child.

5. He didn’t sing a song in English any _______ (much).

6. Who came here_______(early), Mary or Jane?

7. Which subject is ________________(important), science, art or Maths?

8. Mr Lin is ________(much) richer than Mr Wang.

9. He is ________(good) teacher in our school.

10. He is __________(fat) of the three.

11.The busier he is, _________ (happy) he is.

4) Correction

1. Climb is more interesting than camping.

2. I have a good friend name Betty.

3.He tells funny stories and always makes me to laugh.

4. She is as more slim as May.

5. I hope that you can give me some advices.

6. She always wears a smile in her face7.Max is the shorter of us three but the youngest.

8.Do you have a problem of your pronunciation?

9.This is one of the most interesting film.

(5) Rewrite the sentences

1.Diving is the most difficult activity of all.(同义句)2.A computer is not as expensive as a car. (同义句)3.She has a long face, big eyes and a small nose. (提问)

4.She would like to be a doctor in the future. (提问)5.This bag is 5 dollars. That bag is also 5 dollars. (合成一句)

(6) Do Part A and B

1. Review what we have learnt.

2. Worksheet

板书设计 Unit 1 Friends

1.tell funny stories 2.as slim as I

3.knock over our books 4.make sb do sth

5.think of a social worker 6.worry me

7.straight and 8.shoulder-length hair

9.walk past our desk 10.have problems with study

11.has a sense of humour 12.keep secrets

13.feel bored / nervous 14.be popular with sb

15.because of too much 16.computer work

17.travel around the world 18.say a bad word about sb

19.give advice 20.wear a smile on one’s face

教学反思

（小周）

篇5：（牛津译林版）初二英语8A Unit 1 Friends Grammar（2）

Integrated skill Study skill Main task Check out

需要掌握的词汇

dangerous cycling camping skiing diving outdoor activity popular solve

editor social future become famous agree reader nervous uncomfortable

lunchtime advice smiling general appearance pleasant

ability wear climbing correctly

重点与难点

1. as+adj.+ as 和……一样……

This book is as interesting as that one.

You are as careful as your sister.

not as/ so + adj. + as 不如…，不及…

He is not as/ so clever as his friend.

Their picture is not as / so beautiful as mine.

2. try/do one’s best to do sth.尽力做某事

She tried her best to catch up with her classmates.

I tried my best to pass the exam.

3. agree with sb. 同意某人（的观点、意见等）

agree to sth. 同意某事（如：决定、计划等）

agree to do sth. 同意做某事

Do you agree with me to walk home?

His plan sounds great. I agree to it.

I agree to stay at home to look after my sister.

4. advice 建议， 是不可数名词，“一个建议”为： a piece of advice give advice on sth. 提……的建议

He gave us some advice on how to solve the problem.

5. I think +宾语从句 ，如果从句为否定句，否定词通常放在主句中。

I think he is the best of the three.

I don’t think he is right.

6. have problems with … 有……问题

He is unhappy because he has some problems with his new school.

Do you have any problems with your work?

have problems （in） doing sth.做某事有困难

The boys have problems （in） winning the football game.

7. famous 著名的 be famous for因……而出名

Suzhou is famous for silk.

He is famous for his paintings

be famous as 以……出名

Betty is famous as a pianist.

8. bore v. 使厌烦 bored adj.无聊的，厌烦的boring adj.令人厌烦的

I get bored with my job, so I decide to leave the company.

This is such a boring job that I am not willing to do it.

类似的词还有

surprise 使惊讶surprised感到惊讶的surprising 令人惊讶的

excite excited exciting frighten frightened frightening

interest interested interesting

9. one of …… ……之一

Shanghai is one of the biggest cities in the world.

This is one of the most interesting books.

【典型例题】

根据中文提示，用正确形式填空

1. She is ________（苗条） than Joan.

2. He has nothing to do today. He feels _______（无聊）.

3. This song is one of ________（最受欢迎） songs this year.

4. Her shoes are a little small, so she feels ______（不舒服）.

5. I like to tell him everything because he can keep ________（秘密）.

6. My teacher is very helpful, she gave us a lot of _______（建议）.

7. Jim has _______（少） books than Tom.

8. ______（喝） too much soft drink is bad for your ______（健康）

答案：

1. slimmer 2. bored 3. the most popular 4. uncomfortable

5. secrets 6. advice 7. fewer 8. Having/ Drinking health

【模拟试题】（答题时间：30分钟）

一、词组翻译

1. 同意某人

2. 户外运动

3. 尽力解决问题

4. 在将来

5. 希望成为一名有名的社会工作者

6. 最好的朋友之一

7. 与某人共事

8. 给我们讲笑话

9. 面带微笑

10. 作文竞赛

二、选择题

1. Jack doesn’t run ________ Simon.

A. as quick as B. so quick as C. as quickly as D. so faster as

2. ---______ do you want to have? ---Nothing.

A. What other B. What else C. Else what D. Other what

3. We _____ you a good luck in the new term.

A. hope B. wish C. like D. want

4. He stayed at home on Sunday ______ the heavy rain.

A. because B. since C. as D. because of

5. I’m going to my aunt’s house to help my aunt ______ the dinner party.

A. be ready for B. getting ready for

C. get ready for D. get ready

6. China is larger than _______ in Asia.

A. any country B. any other country

C. other country D. another country

7. The question is _____ more difficult than that one.

A. much B. many C. very D. quite

8. The students have problems ______ the top of the mountain.

A. in getting to B. with C. get to D. arriving

三、同义句转换

1. Mr. Wu is the tallest in our school.

Mr. Wu is _____ _____ ______ ______ teacher in our school.

2. There are no other things in the fridge.

There _____ ______ ______ in the fridge.

3. He wears glasses because his eyesight is bad.

He wears glasses because he ______ ______ ______.

4. I liked beef better than fish.

I ______ beef ______ fish.

5. Kate’s pet is two years old, so is Kitty’s.

Kate’s pet is ______ ______ _____ Kitty’s.

四、阅读理解

Valentine’s Day is on February 14th every year. For this day, people send valentines to their loved ones. Valentine’s Day is a special（特殊）time to tell how much you care about a person.

Many people send candy in hearted-shaped（“心”状的）boxes to people they love. Flowers are also presents that people send on Valentine’s Day. Valentine cards with words are often used by many people.

Can you guess who gets the greatest number of Valentine cards in the United States each year? Is it mother or father, sister or brother? Is it uncle or aunt? Is it the special friend? No, it isn’t !

Mothers get a lot of cards, but school teachers get the most each year. Do you know who sends the most? Children do. Children send five times as many cards on February 14th as adults（成年人）do.

（ ）1. Valentine’s Day __________.

A. comes once a year B. is on February 4th

C. comes twice a year D. is on the first day of spring

（ ）2. We can know from the passage that Valentines refer to（涉及）______.

A. mothers and fathers B. cards, flowers, candy and so on

C. teachers and students D. uncles and aunts

（ ）3. Teachers get the most valentines because ________.

A. they send the most

B. students have too much money

C. so many students love their teachers

D. the valentines are made only for them

（ ）4. Which of the following is true?

A. Flowers are the best present for Valentine’s Day.

B. All valentines are read and white.

C. Adults never get cards on Valentine’s Day.

D. Adults send fewer cards than children do.

（ ）5. This passage is mainly about __________.

A. candy and flower

B. parents and children

C. valentines and their receivers（接收者）

D. the teachers in the United States

【试题答案】

一、1. agree with sb. 2. outdoor activity 3. try one’s best to solve the problem

4. in the future 5. hope to be a famous social worker

6. one of the best friends 7. work with sb.

8. tell us jokes 9. wear a smile on one’s face

10. writing competition

二、C B B D C B A A

三、1. taller than any other 2. is nothing else 3. has poor eyesight

4. preferred to 5. as old as

四、A B C D C

篇6：8a 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,2008 in Sichuan 69,142

the Yushu earthquake on 14 April,2010 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 1999. 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7：译林牛津 高一Unit 1教案

Unit 1 School Life in the UK

To introduce and develop the theme of school life

To identify the differences between school life in different countries

To develop the reading skills of skimming and scanning

To learn some words about school facilities

To learn about attributive clauses and how to use relative pronouns

To develop listening, speaking, reading and writing by completing a task and a project

To form a positive attitude in a new and challenging situation

To learn to be cooperative and helpful when working together

Period 1 Welcome to this unit

Teaching objectives:

To introduce and develop the theme of school life

To develop listening and speaking by talking about life in the new school

To know more about classmates

Teaching procedures:

1. Brainstorming

2. Listening and speaking

3. Discussion

4. Further discussion

5. Introducing more information

6. Writing

7. Homework

Period 2 Reading

Teaching objectives:

To develop the skills of skimming and scanning

To know about school life in the UK

To compare school life in the UK and in China

To form a positive attitude in a new and challenging situation

Teaching procedures:

1. Presentation of homework

2. Skimming

3. Scanning

4. Detailed reading

5. Thoughts after reading

6. Group work (problem solving)

7. Introducing more information

8. Homework

Period 3 Language focus

Teaching objectives:

To understand new words and expressions and learn how to use them

Teaching procedures:

1. Presentation of homework

2. Review of the text

3. Words to be studied and reviewed

4. Phrases to be learned

5. Sentences to be attended to

6. A word quiz

7. Homework

Period 4 Word Power

Teaching objectives:

To learn some words about school facilities

Teaching procedures:

1. Presentation of homework

2. Warming up

3. Words about school facilities

4. Reading

5. Discussion

6. Writing

7. Group work (problem solving)

8. Homework

Period 5 Project

Teaching objectives:

To develop listening, speaking, reading and writing by completing a project

To learn to be cooperative and helpful when working together

Teaching procedures:

1. Presentation of homework

2. Background education in the US

3. Starting a project

4. Planning

5. Preparing

6. Producing

7. Homework

Period 6 Grammar and Usage (1)

Teaching objectives:

To learn about attributive clauses ( with that, which, who, whose)

Teaching procedures:

1. Presentation of homework

2. Review of the text

3. Searching for attributive clauses in the text

4. Learning grammatical structure of attributive clauses with that, which, who, whose

5. Identifying attributive clauses in a passage

6. Practice 1, 2, 3

7. Homework

Period 7 Grammar and usage (2)

Teaching objectives:

To learn about attributive clauses (with whom and without relative pronouns)

To practice more on the usage of attributive clauses

Teaching procedures:

1. Presentation of homework

2. Review of attributive clauses

3. Learning grammatical structures of attributive clauses with whom and then those without relative pronouns

4. Practice 1, 2, 3

5. Homework

Period 8 Task

Teaching objectives:

To develop listening, speaking, reading and writing by completing a task

To develop the skill of comparing information

To develop the skill of reading a timetable and a notice

To learn how to write a notice

Teaching procedures:

1. Presentation of homework

2. Introducing the task

3. Skill building 1 and task 1

4. Skill building 2 and task 2

5. Skill building 3

6. Homework

Period 9 Presentation of project

Period 10 Evaluation

Unit 1 School life

第二板块 难点剖析

[词汇点击]

Part A

A1 词语剖析

1．exciting

exciting : adj. 令人兴奋的, 使人激动的

excited: adj. 兴奋的：处于激动状态的；兴奋的；激昂的

excite: v. 刺激, 使兴奋, 使激动

1. It's so ＿＿＿＿ to skate in Pairs. Everyone skates so fast and shouts at the top of his voice

在巴黎溜冰确实激动人心。每个人都在疾速运转，拼命尖叫。

2．she has many new ways to make her students ___________.

她总有很多新奇的方式使孩子激动不已。

3. A successful speaker knows how to _________ the crowd.

一个成功的演讲者懂得如何打动人群。

Key: exciting; excited; excite

2． experience

experience: [C] 经历,阅历

[U] 经验

v. .经验, 体验, 经历, 阅历

1. Experience teaches; experience does it.

经验给人教训；经验给人智慧。

2. Yesterday afternoon Frank Hawkins was telling me about his experiences as a young man. 昨天下午,弗兰克.霍金斯给我讲述他年轻时的经历。

3. Some of the students had experienced what hardships meant before they entered the university.有些大学生在进入大学之前体验过艰苦的生活。

[即刻点击]

1. Jumping out of _______ airplane at ten thousand feet is quite ________ exciting experience. (NMET 2002, 26)

A. /; the B. /; an C. an ;an D. the ;the

2. Some of the passengers told the reporters about their _____ in the burning train.

A. details B. trips C. events D. experiences

Key: C; D

3. earn

earn v. 挣得，博得 earnings: n. 所得收入

earn one’s living 自行谋生

1． The workers earned less money because they had to pay medical insurance.

因为工人要交医疗保险,所以他们赚得的钱就少了。

2． The old man earned his living as a fisherman.

这老人以捕鱼为生。

3． As we know, it’s his honesty that earned the admiration of his friends.

正如我们所知，正是他的诚实得到了朋友们的赞扬。

4． It’s said that a person's intelligence and abilities have a direct effect on his or her earnings.

一个人的收入与其智商及能力直接有关。

注意： earn , gain , win

earn 指为钱（或任何其他报酬）而工作，含有报酬是应得的含义。

win 指在竞争、战争、比赛中获胜， 并可能由此得到奖赏。

gain指获得有用和需要的东西，常用于与钱没关系的场合。

1. He has________ a lot of money by working part-time job.

他通过做兼职，已经挣了好多钱。

2. He wants to ＿＿＿a trip to Europe in that competition, but he will be happy if he gets a new bicycle.

他想在那场比赛中得到一个去欧洲的旅游奖,但是如果他能得到一辆新自行车,他会非常高兴。

3. She ______ enough experience while working for the newspaper.

她在为那家报社工作期间取得了足够的经常。

Key: earned; win；gained

4. respect

n.(与of,for 连用)尊敬, 敬重；方面 respectful adj. 恭敬的, 尊敬的, 尊重人的, 有礼貌的

(pl.)敬意；问候 respectfully adv. 尊敬地, 谦恭地

in some/all/few/respects 在一些/所有/极少方面

vt. 尊敬, 尊重, 不防碍

1. We should show respect to those who are older. 我们应该尊敬长者。

2. The students have great respect for their history teacher. 学生们非常尊敬他们的历史教师。

3. Please give me respects to your wife. 请代我向你太太问好。

4. Respect yourself, or no one else will. 人必自敬，然后人敬之。

5. The words such as “ Respectfully，yours” can often be seen at the end of the letter. 信的末尾经常写上类似“Respectfully，yours”的字眼以表尊敬。

6. In what respect do you think he is worth praising? 在哪些方面你觉得他值得表扬？

[即刻点击]

I’m sure she will do as she promised; I’ve got great _________ her.

A. respect for B. respects of C. honor of D. faith in

Key: A

5. achieve

v. 完成, 达到 achievement: [U] 完成，达到；[C]成就, 功绩

make achievements 获得成绩，取得成就

1． We may have the feeling of satisfaction and achievement from our English study when we are able to say something simple in English。当我们可以说点儿简单的英语交谈时,我们就可以从英语学习中得到满足感和成就感。

2． The success of the experiment proves that we have made great achievements in the study of rocket. 那个实验的成功证明我们在火箭方面的研究取得很大成就。

3．The university has achieved all its goals this year. 这个大学今年已经实现了所有的奋斗目标。

［即学即用］

Jack London worked very hard and finally he _______ his goal.

A. made B. found C. developed D. achieved

Key: D

6．used to do

used to do 过去常常做某事

be used to do 被用来做。。。

be/get used to doing sth./ sth.习惯于/开始习惯于做。。。

there used to be 某地过去有某物

[即刻点击]

1．There _________ a swimming pool in our town. 我们镇上过去有一个游泳池。

2．In our school, candles ＿＿＿＿ give light when electricity is cut off. 在我们学校，停电时，就用蜡烛来照亮。

3．I _________ traveling by air and only on one occasion have I ever felt frightened.

我习惯了乘飞机旅行,只有一次我可给吓怕了。

Key: used to be; are used to；am used to

7. challenge

challenge n./v. 挑战 challenging adj. 引起挑战性兴趣的

1. He challenged me to play another tennis game. 他向我挑战要我跟他再打一场网球。

2. The present world is full of challenges as well as opportunities. 当今社会充满了机遇与挑战。

8. free

adj. 免费的；空闲的

a free meal. 免费的一餐 for free 免费的 free time 空闲时间

1．The girl 'gave' her mother a free dress once a week! 这个姑娘每周`给'她妈妈一件免费的衣服。

2．All the books were given away free. 所有的书都免费赠送。

9．prepare

prepare: v准备, 预备, 有能力而且愿意 preparation: n. 准备, 预备

prepare for…/prepare…for… make preparations for

be prepared for

1. Working on a part-time job can prepare them for a future career.

打工为大学生将来的工作作好准备。

2. Will you help me prepare for the get-together of the old classmates?

你能否帮我为这次老同学聚会做好准备工作?

3. Preparations for the top government officers' visit are almost complete.

迎接政府高级官员来访的准备工作差不多已全部完成。

[即刻点击]

1. He was _________ to do anything to save the local people.他已经做好一切准备来抢救当地群众。

2. The team __________ themselves for defeat. 这个队心理上已经做好了接受失败的准备。

Key: prepared; has prepared

10．fun

[U]愉快；开心 adj. funny 有趣的，可笑的

for fun寻找乐趣；当作玩笑；不是认真的 make fun of 捉弄

1．There's no fun in spending the whole evening playing cards. 整个晚上打朴克牌没有意思。

2．I felt unhappy whenever I was made fun of. 无论何时被人嘲笑，总让我不好受。

3．.Fifty years ago , wealthy people would rather hunt wild animals for fun than go sightseeing .五十年前，人们宁愿捕杀野生动物来寻开心也不愿意外出观光。

[即刻点击]

1．”Mr Alexander doesn't just write＿＿＿＿; in fact, writing is his bread and butter.“

”亚历山大从事写作不是为了好玩,事实上写作是他的谋生之道。“

2． Mary realized she ________.

A. was playing a joke about B. was making fun

C. was being make fun of D. was made fun

Key: for fun; C

11. drop

v. 1放弃；断绝（往来）；滴下, 落下 n. 滴；点

drop sb. a line 写封短信 drop in on sb. 造访某人 drop in at some place 造访某地

1. He seems to have dropped most of his friends. 他好像与大多数的朋友不再来往了。

2. He lifted a rock only to drop it on his own feet.他搬起石头砸了自己的脚。

3. A drop of ink may make a million think.（George G Byron）一滴墨水写成的文字可让千万人思索。(拜伦)

4．Don’t forget to drop me a line when you are free! 有空时写封信给我!

5．Sorry, we are late-we drop in at a pub on the way! 不好意思迟到了，我们中途去了一趟酒吧。

[即刻点击]

1．The headmaster asked me to _________ him at his office. 校长让我去他办公室。

2. __________ when you have time.有空时写封信给我。

3. I want to _______ out of math class, which is too hard for me. 我不想上数学课，它对我来说太难了。

Key: drop in on; Drop me a line; drop

12. miss

v. 错过；失去; 想念；思念

miss doing sth. 想念/错过做某事

1. He threw the ball to me, but I missed it and it landed on the ground. 他把球扔给我，但我没接住，球落在了地上。

2. Being too tired, he narrowly missed crashing into the tree. 太累了，他差一点撞到树上。

3．I'm sure that everybody will miss him very much. 我相信每个人都会怀念他。

[即刻点击]

My mind wasn’t on what he was saying so I’m afraid I ______ half of it.(NMET 2004, 30)

A. was missing B. had missed C. will miss D. missed

13．the way to do 做。。。的方式

the way to do sth.

＝the way of doing sth.

＝the way （that）

1. Unluckily, we had no way to prove he was stealing money. 不幸地，我们无法证明他在偷钱。

2. There is no way of getting in touch with her. 无法与她取得联系。

3. We feel shame of the way you talked with the old man. 我们为你与那位老人说话的方式感到羞耻。

[即刻点击]

1. What is the way George thought of ______ enough money to buy the house?

A. to get B. getting C. having got D. being got

Key: A

14. someday=some day

15 regret

regret n.遗憾, 悔恨, 抱歉, 歉意 without regret. 毫无遗憾地

vt. 为...感到遗憾, 后悔, 惋惜, 哀悼, 懊悔

vi. 感到抱歉

Much to my regret, I am not able to accept your invitation. 令我遗憾的是

Her regret was that she never had the chance of seeing him. 遗憾的事

注意：

regret to do 很遗憾地要做。。。

regret doing: 为已经做的事后悔

[即刻点击]

1. I _________(tell)you that you’re not fit for the job. 很遗憾地告诉你

2. To this day I do not _____________(make)the remark. 后悔做了某事

Key: regret to tell; regret having made

Part B

16. develop

develop v. 发展, 发达;洗印, 显影 developing: adj. 发展中的

development: n. 发展 developed: adj. 发达的

1．How can you believe that he developed that small scale shop into a worldwide business!

他把那家小厂发展为国际企业，让人难以致信。

2．At university he developed a good habit of reading loudly in the morning.

大学时，他养成了早晨大声读书的好习惯。.

3. Can you develop the film yourself?

你自己会冲洗胶卷吗？

[即刻点击]

Whether it’s a ______ or ______ country depends on the living standard of the common people。

Key:

developing; developed

16. donate

donate: v. 捐赠, 赠予 donation n. 捐赠品, 捐款, 贡献

donate …to… 把。。。捐赠给。。。

The businessman donated a lot of money to the hospital.

这个商人捐给医院很多钱。

17. close

v. 关, 关闭, 结束, 停止, 使靠近, 靠拢, 会合, 包围

n. 结束

adj.近的, 紧密的, 精密的, 齐根的, 封闭的, 亲密的, 闷气的

adv. 接近, 紧密地

1. I live close to the shops. 我住得离商店很近。

2. How close parents are to their children has a strong effect on the character of the children.父母与孩子有多亲近对孩子的性格有很大影响。

3. As everyone knows, Karl Marx and Engels were close friends. 众所周知，马克思和恩格斯是一对密友。

注意：close , closely的区别

close强调的是空间位置关系的“靠近”，而closely则强调的是两个人或事情关系上的“密切”。

［即学即用］

1. Come ______ . I want to tell you something secret. .

2. The police is watching the bank _____.

Key: close closely

18．含介词的短语归纳：

(1 )形容詞短语：

be happy with 因。。。感到开心 be challenging for 对。。。有挑战

get interested in 对。。。感兴趣

(2 )动词短语

sit next to 坐在。。。旁边 sound like 听起来像 graduate from 从。。。毕业

donate… to …把。。。捐赠给。。。 tell sb. about sth. 告诉某人某事 achieve high grades 获得高分

make a speech 做演讲 develop an interest 养成一种兴趣

(3 )介词短语

than usual 比通常 for free 免费 at lunchtime 在午餐时 at first 起初

on the school field 在操场上

［即学即用］ 请你做课本第78页A2试试吧！

Key:

1. with;

2. to, at ;

3. like;

4. to, at;

5. On;

6. for;

7. about;

8. at;

9. On, on

14. 词形变化

1. enjoy v. 欣赏，喜爱 enjoyable: adj. 令人愉快的, 可享受的

2. achieve v. 获得 achievement n. 成就，功绩

3. prepare. v. 准备 preparation n. 准备，预备

4. experience v. 体验 experience. [C] 经历 [U]经验

experienced. adj. 富有经验的

5．help v 帮助 help n. 帮助 helpful adj. 有帮助的

6. introduce v. 介绍 introduction n. 介绍

7. develop v. 发展 development n. 发展 developed adj. 发达的 developing adj. 发展中的

8. donate v . 捐赠，赠予 donation n.捐赠品，捐款

9. display v . 陈列，展览 display n. 陈列，展览

10. please v 使。。。喜欢 pleasure n. 愉快；乐事

pleased adj. 高兴的，满足的 pleasing adj. 令人高兴的，合意的

［即学即用］ 请你做课本第78页A1试试吧！

Key:

4. enjoyable

5. experience

6. challenging

7. e-mails

8. funny

9. drop

10. exciting

11. helpful

【难句导学】

Part A

1．… It was difficult to remember all the faces and names.（Page 2, Line 18）

很难记得所有人的脸和他们的名字。

It 做形式主语。在这种名词性从句中为了保持句子的平衡,往往用先行词it作形式主语或形式宾语,而把真正的主语或宾语放到后面,尤其是that引导的主语从句往往用先行词it作形式主语.此句也可以改写为:To remember all the faces and names was difficult.

【即学即用】

1. _______ is a fact that English is being accepted as an international language.

A. There B. This C. That D. It

2. ________ worried her a bit that her hair was turning gray.

A. That B. It C. What D. There

3. I like ______ is the autumn when the weather is clear and bright. (NMET2004, 27)

A. this B. that C. it D. one

【即学即用】答案

1. D 2. B 3. C

2.I found the homework was not as heavy as what I used to get in my old school…(Page 2 , Line 20)

我发现现在的家庭作业不如以前学校里布置得多。。。

1) 在以前学过的表示比较的句子中，as 或than 后接的多数是名词或代词来担任比较状语。

例如

The elephant is much heavier than the horse. 象比马重。

本句是 what I use to get in my old school 是由从句担任比较状语。

例如

You are as sweet as sugar. The situation is not so bad as you suggest.

你甜如蜜。情形不如你说的那样糟。

2)what是连接代词，不仅引导名词性从句，而且在从句中充当一定的成份，如主语、宾语或表语。

The important thing is what you do, but not what you say. 重要的是你做什么，而不是说什么。

What make school proud was that more than 90% of the students had been admitted to key universities. （2003上海春季,33）使学校引以为豪的是90%以上的学生被重点大学录取。

【即学即用】

1. A computer can only do _________ you have instructed it to do.

A. how B. after C. what D. when

2. Perseverance(坚定) is a kind of quality ---- and that’s _________it takes to do anything well.

A. whatB. that C. which D. why

3．After Yang Li Wei succeeded in circling the earth, _______ our astronauts desire to do is to walk in space.(上海 2004，37)

A. where B. what C. that D. how

4．No one can be sure _____ in a million years.

A. what man will look like B. what will man look like

C. man will look like whatD. what look will man like(91)

即学即用答案

1) C 2) A 3) B 4）A

Part B

3． Upon finishing his studies, he started traveling in China.

一完成学业，他就开始在中国旅行。

注意on / upon doing sth. = as soon as 引导的从句。作此意讲时on / upon后也可以接名词。如on his arrival…。

On hearing the news, he burst into tears. 一听到这个消息，他放声大哭起来。

【即学即用】

1. ______________(一看到这则消息)， I immediately rang to see if I could help.

Key: On reading the news

第三板块 语法讲练

语法链接

1．语法精讲

定语从句

用来说明主句中某一名词或代词（有时也可说明整个主句或主句中一部分）而起定语作用的句子叫作定语从句。

关系代词引导的定语从句

关系代词所代替的先行词是人或物的名词或代词，并在句中充当主语、宾语、定语等成分。关系代词在定语从句中作主语时，从句谓语动词的人称和数要和先行词保持一致。

1）who, whom, that 这些词代替的先行词是人的名词或代词，在从句中所起作用如下：

Is he the man who/that wants to see you?

他就是你想见的人吗？（who/that在从句中作主语）

He is the man whom/ that I saw yesterday.

他就是我昨天见的那个人。（whom/that在从句中作宾语）

2) Whose 用来指人或物，(只用作定语, 若指物，它还可以同of which互换）, 例如：

They rushed over to help the man whose car had broken down. 那人车坏了，大家都跑过去帮忙。

Please pass me the book whose (of which) cover is green. 请递给我那本绿皮的书。

3）which, that 它们所代替的先行词是事物的名词或代词，在从句中可作主语、宾语等，例如：

A prosperity which / that had never been seen before appears in the countryside. 农村出现了前所未有的繁荣。（which / that在句中作宾语）

The package (which / that) you are carrying is about to come unwrapped. 你拿的包快散了。(which / that在句中作宾语）

小结

代替人 代替物 代替人或物

主语 Who which that

主语 Whom which that

宾语 Whose(=of whom) whose(=of which)

1． 语法专练

1． 请完成书上P11 练习！

Key:

1) which 2)whose 3)who 4)whom/who 5) who 6) which 7) who 8) which/that 9) who

2. 单选：

1. The house _________ the capitalist used to live in is now a nursery.

A. that B. where C. what D. when

2 .The book ______ cover is broken, is not mine.

A. which B that C whose D of which

3. I met a foreigner in the park yesterday afternoon _____ could speak Chinese very well.

A. who B. which C. when D. he

4．This is Mr Smith, ____ I think has something interesting to tell you.

A . who B whom C. that D. x

5. The radio set ___ last week has gone wrong.

A.I bought it B. which I bought it C.I bought D. what I bought

6. In the police station I saw the man from ___ room the thief had stolen the TV set.

A. whom B. which C. that D. whose

7. .His parents wouldn’t let him marry anyone ____ family was poor.

A. that B. whom C. of whose D. whose

8. A football fan(球迷) is _____ has a strong interest in football.

A. a thing that B. something that C. a person who D. what

9. A child _____ parents are dead is called an orphan.

A. who B. who’s C. whose D. which

10. He made another wonderful discovery ____ of great importance to science.

A. which is B. which it is C. who is D. it is

11. Those ___ _____ break the rule will be punished.

A that B who C they D whom

12. Do you still remember the days ______ we spent together then?

A when B during which C / D on which

13. 1) Do you know the girl _________ is talking with the director?

2) Do you know the girl _________ the director is talking with?

3) I like the flowers __________ you bought for me very much.

Key: 1-5 ACAAC 6-10 DDCCA 11-12. BC 13. that/who ; whom/who ; which/that

第四板块 单元演练

I 单选

1. Mother is _____ supper and the rest of the family are sitting at the table _____ it.

A preparing, prepared B preparing, prepared for

C preparing for, preparing D prepared for, preparing for

2. Businessman as he is, his main goal is not only to _______ a profit(利润).

A. earn B. challenge C. introduce D. develop

3. In our town, wood can ___________ a fire.

A. be used to make B. be used to making

C. use to make D. used to making

4. I _______ your making desserts after lunchtime.

A. miss B. prepare C. donate D. regret

5. Joe Jones, the eldest of the eight children, had to ____ out of high school at the age of 16 to help his father on the farm.

A．leave B. drop C. fall D. go

6. The students at colleges or universities are making ______ for the coming new year.

A. many preparations B. much preparation C. preparation D. preparations

7. Although it was really a difficult task, he decided to try his best to_______ success.

A. challenge B. host C. approve D. achieve

8 The boss ______ company I worked in two years ago has _________ in solving such kind of problem.

A. whose; many experiences B. who; many experiences

C. whose; much experience D. which; much experience

9. I don’t like _______ you speak to her.

A. the way B. the way in that C. the way which D. the way of which

10. Which sentence is wrong?

A. The professor lives in the room whose windows face south.

B. Don’t enter the house its roof has been destroyed in the hurricane.(飓风)

C．We prefer the students who like challenging themselves.

D. I still remember the name of the village we visited last year.

11．Charlie Brown is a ______ boy ____ has a dog and there are many stories of a lot of ______ happens between them.

A. funny; who; fun B. fun; he; fun

C. funny; he; fun D. fun; who; funny

12. Dr. Kelly walked ______ to the window to watch ________ the short man shopping on the street.

A. close; closely B. closely; close

C. close; close D. closely; closely

13. Marie Curie paid no attention _____ the prize that she won because of her achievements in physics.

A. to B. of C. about D. from

14. ----- I would join a party tonight!

----- _____________!

A. For free B. Have fun

C. Good luck! D. Don’t come back too late!

15. I found the homework was not so heavy as ______ I _____ to get in my old school.

A. that; was used B. what; used C. which; used D. that; used

II 用所给词或短语的适当形式填空：

earn respect pay attention to inform… of… on doing…

make preparations donate …to… graduate from develop recent

1. I would achieve higher grades if I ____ more ___________ the rules and requirements.

2．After _________ university, he began to earn his living by editing programmes.

3．Things got so bad ________that he decided to go on a diet. recently

4. With hard work, she _________ into a great writer.

5. The works that Guo Moruo ___________ are being displayed in the assembly hall.

6. The sales manager asked his men to ______ him ____ everything about the sales in time.

7. He has never done enough __________for his examinations.

8.______________(hear) that familiar song, he couldn’t help dancing to the music.

9. Give my _______ to your mother, please.

10. He has spent all his ________, so he has to borrow from all of his friends to live through the rest days.

III 动词适当形式填空：

experience achieve challenge prepare broadcast introduce continue respect please regret

1．Have you _______ Yoga? It’s really ___________ to learn from that _________ teacher!

2. Mother is busy in the kitchen, ____________ for the dinner.

3．It’s really a _______ role for him

4. German is a _________ country, while China is a ________ country.

5．We're ___ to listen to her __ voice.

6．You can hear the programme __________ every Wednesday. Don’t miss it!

7. Let me ____ myself first, my name is Jason.

8. According to the weather report, the weather will _________ fine till this weekend..

9. The success of the experiment proves that we have made great ______________ in the study of computer.

10. To our _________, the Japanese never feel _________ for what they did in the second war.

IV 中译英

1．政府批准了新建筑计划.

2．我很高兴经历了一种不同的生活方式。

3. 因为每天花几个小时读英语，我的英语进步了很多。

4. 要放弃自己喜爱的科目很难。

5．我们很遗憾地通知大家，科学馆在下周四关闭。

V 完形填空：20

At first I couldn’t believe it! There were no 1 in rows; no bells rang; no one had to go to class. Although we all lived “in”, nobody made us go to bed at a certain time; there was no “lights out”.

The 2 thing was that practically all the students went to class, and very few people stayed up late at night. Only the new people stayed up or 3 class. The new ones always went wild 4 , but this never lasted long. The 5 took some getting used to. Our teachers treated us like 6 ; never did we have to 7 “stand up”, “sit down” , “speak out”. I don’t 8 one student who didn’t try his best.

The subjects were the same as those in 9 school, but what a difference in the approach! For example, in botany we had 10 classes in the spring or fall, but instead we 11 two gardens, a vegetable garden and a flower garden. 12 in winter we each studied a few 13 things about what we had grown. In math the students built three different kinds of storeroom-small ones 14 , but usable. They did this instead of having lessons in the classroom. They really had a 15 time too, designing everything, drawing the blueprints, 16 the angles and so on . I didn’t take math. I can’t stand it! Besides, I could do the basic things with numbers. That’s 17 .

18 I think I am a better person for having gone to the school. I can read and write as well as anyone else my age, and I can think better. That’s probably a real big 19 between the free school and regular school-the amount of 20 .

1. A. desks B. lights C. students D. buildings

2. A. sad B. last C. good D. strange

3. A. attended B. took C. missed D. studied

4. A. from then on B. just then C. once more D. just then

5. A. freedom B. habit C. time D. people

6. A. workers B. pupils C. gardeners D. grown-ups

7. A. understand B. study C. play D. say

8. A. hear from B. feel like C. think about D. know of

9. A. night B. regular C. small D. real

10. A. all B. short C. no D. indoor

11. A. planted B. studied C. drew D. toured

12. A. Still B. Then C. Yet D. Next

13. A. wild B. successful C. usual D. particular

14. A. as well B. after a while C. of course D. as a result

15. A. funny B. great C. convenient D. thoughtful

16. A. looking out B. taking out C. finding out D. figuring out

17. A. dull B. interesting C. enough D. dangerous

18. A. On the whole B. Once again C. Sooner or later D. After a while

19. A. problem B. chance C. difference D. change

20. A. reading B. gardening C. teaching D. thinking

VI 选词填空：15

experience immediately literature average extra drop poet generation on of with lucky help miss use title

It is not a new thing to ______ the way ____ life in other countries. Three years ago I came to England for further study. _____ landing at the airport, I couldn’t help ________ China! ______, my roommate, a girl who was interested in ________, was very ________ and helped me get ________ to the new life soon. Besides learning, we often went to attend a speech ______ “Shakespeare and his tragedies” in our ______ time.

VII 阅读理解 20%

( A )

Although there are no state controlled survival courses in Britain or the United States, there are various independent organizations offering similar activities.

Students can participate ( take part ) in outdoor training courses through university clubs and societies . Anyone can register ( 登记 ) with such groups, which then organize courses ,training and trips for all members .

One of the most popular outdoor training programmes in both the US and Britain, is Outward Bound ( 户外训练 ). It was founded in 1941 in Wales and attracts hundreds of thousands of adventurous types every year.

The courses are to broaden minds through experiences that build confidence, self-esteem ( 自尊 ) and character. As well as specialist courses such as canoeing, leadership skills and sailing, participants can take part in week long adventure training camps which include a host of sports and survival training education skills.

Michael Williams, an American student, took part in an Outward Bound course last year. He said: “We learned lots of first aid skills, lots of natural history, lots of environmental facts , and participated in a wildlife preservation ( protecting ) programme. Beyond that, my favorite skills learned were sailing and rock climbing.”

Courses can last up to 40 days and are open to anyone over the age of 14. Students must be in general good health, but do not need to be experienced in outdoor-sports. There is no selection process; everyone is welcome, although new participants are advised to pick a course matching their physical power.

Most of the British courses take place in the Beacons in Wales. Another similar organization is the UK Survival School, which includes courses on learning to live with the environment, sailing and winter survival. On a basic survival weekend students will learn how to get water and food, how to make fire and cook with it, to find and build a shelter, control survival life support, how to cross rivers, send off an SOS signal, and to use compasses by day and night.

According to the leaders, such adventures are “an awakening, an exploration into unknown.” Outward Bound believes that participants will “use mind and body traveling some of the earth’s roughest wildness areas.”

( )1. The advantage of the training courses is that _________ .

A. participants can make friends with others

B. participants can visit some places of interest

C. participants can experience different adventures

D. participants can learn how wonderful nature is

( )2. In the Outward Bound course last year , the most exciting experience Michael Williams had was _________ .

A. learning first aid skills B. collecting facts of environment

C. preserving wildlife D. rock climbing and sailing

( )3. What’s the writer’s purpose to write this passage?

A. To introduce the training course to readers.

B. To persuade readers to take part in the training courses.

C. To tell readers the danger of this training course.

D. To introduce the wonders of the world to readers.

( B )

Many Chinese students who have learnt English for more than ten years are still unable to speak English very well when they meet a foreigner. They seem to have mastered the basic language structure(结构), but a conversation in English will make them feel uneasy. They are afraid that other people might find out their mistakes.

It's uncommon that many students who are bad speakers of English can write English perfectly. This proves that they are unable to organize their idea in English. The center of the problem is that they lack practice and confidence (自信).

Why should you be afraid? Do you fear those foreigners with whom you are speaking? Don't be shy, they will not laugh at you just for a little mistake you make. The best way to get rid of trouble is to learn to speak by speaking more. I am sure that constant practice will help you succeed.

4. What's the best topic for the passage?

A. How to Speak to Foreigners

B. How to Study English Well

C. How to Organize the Idea in English

D. Practise Speaking English All the Time

5. Many Chinese students can write English very well, but they cannot speak English fluently because

A. they seldom meet foreigners

B. they seldom practise speaking English

C. they had no chance to speak English

D. they think it's enough to master the basic language structure only

6. So many Chinese students are afraid speak to foreigners because

A. they are afraid they can't understand foreigners

B. they don't think their English is poor

C. they worry about making mistakes in their speaking

D. they didn't tike speaking to foreigners

7. According to the passage, which of the following is NOT true?

A. We can speak English fluently by doing more speaking.

B. If you can write English perfectly, you are able to organize your idea in English.

C. If you can write good English composition, you can speak English very well.

D. Any Chinese students can't speak English fluently because they are afraid of making mistakes.

8. In the last paragraph, the expression ”get rid of“ means_______.

A. throw away B. free oneself from

C. give up D. do with

VIII 作文 10%

常州电视台今年八月将举办中学生才艺大赛。你校将组织学生参加，请你用英语写一篇广播通知。要点如下：

比赛时间：8月20日

报名时间：截止7月底

报名地点：学生会

注意：

①广播稿约100词。

②应包括以上要点，但不要逐字翻译，要组织成一篇通顺连贯的短文。

生词：才艺大赛 --- talent show 学生会--the Student Union

Key:

I 单选：

1~5 C A A A B 6~10 D D C A B 11~15 A A A B B

II用所给词或短语的适当形式填空：

1. paid… attention to

2. graduating from

3. recently

4. developed

5. donated to

6. inform…of

7. preparations

8. On hearing

9. respects

10. earnings

III 动词适当形式填空：

1. experienced; an experience; experienced

2. preparing

3. challenging

4. developed; developing

5. pleased; pleasing

6. broadcast/broadcasted

7. introduce

8. continue

9. achievements

10. regret; regretted

IV 中译英

1. The government approved the new building plans.

2. I am pleased to experience a different way of life.

3. My English improve a lot as I spent several hours reading English every day.

4. It’s hard to drop some subjects which you like.

5. We regret to inform you that Science Laboratory will be closed next Thursday.

V 完形填空：

1~5 ADCBA 6~10 DCDBC 11~15ABDCB 16`~20 DCACD

VI 选词填空：15

experience; of; On; missing; Luckily; literature; helpful; used; titled; extra

VII 阅读理解

1~3 C D A 4~8 DBCCA

VIII 作文

May I have your attention, please? I am happy to inform you that a High School Students’ Talent Show will be held in ChangZhou Television Station on August 20th. This is really a good chance to show your singing , dancing, hosting and different talents. If you would like to have a try, you’ll have to go to the Student Union to sign up before the end of July.

Thanks for your kind attention!

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》 2008第5期

2． 石锡伍 “利用教材资源开展写作训练的策略” 《中小学外语教学》 2008第5期

中学一级

篇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 2006?

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

篇11：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12：8A 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13：Unit 2 Travelling教案 (译林牛津版英语八年级)

Unit 2 Travelling

Comic ＆Welcome to the unit

By Wu Zhiqin (Jiangzhuang Secondary School)

Teaching goals

● To introduce well-known attractions in foreign cities and popular places of interest

● To activate general knowledge about the world and identify activities which people do on holiday

● To start students thinking about different places in the world

Difficulties

To introduce well-known foreign cities and popular tourist attractions

Teaching procedures

Step 1 Lead-in

Lead-in topic using some pictures

Step 2 Presenting

1. Activity1: Talk about the pictures .Try to answer the three questions:

1)What’s the name of it?

2) Which country and which city is it in?

3) If you go there , what do you want to do there?

Activity 2 : Match the pictures with their names.

2. Work in pairs to talk about each of the photos.

Use the conversation between Daniel and Millie’s on page 25 as a model. You may expand the model conversation to include things you know and want to do yourselves.

3. Doing exercise1:

Step3 Presenting

1. Listen and answer:

Where is Eddie going?

Does Hobo want to go too?

What does Hobo want to bring?

Will Eddie have a happy? Why or why not ?

2. Read the dialogues (completion between)

3. Act out the dialogues

4. Doing exercises2

Step4 Production

Try to be a guide using the pictures

Step5 Homework

1. Finish excise1 and exercise 3 on Wb

2. Write down your words as the guide

Exercises

一．Match the places of interest on the left with the country on the right

( ) 1. the Great Wall ( ) A. Japan

( ) 2.the Leaning Tower of Pisa ( ) B .the USA

( ) 3.the Little Mermaid ( ) C. the UK

( ) 4.the Statue of Liberty ( ) D China

( ) 5.the Tower Bridge ( ) E. Italy

( ) 6.the Eiffel Tower ( ) F Denmark

( ) 7.the Opera House ( ) G .Australia

( ) 8. Mount Fuji ( ) H. France

二．Complete the following sentences

这本书肯定有趣。

This book ______________________.

让我带你出去吃晚饭。

Let me________________.

儿童节对你来说不是假期了。

Children’s Day________________.

富士山是日本的象征。

Mount Fuji is________________________________.

我去旅行时喜欢拍许多照片。

I like _____________________________when I __________________________.

篇14：译林牛津 8B Unit 1 全套教案(译林牛津版八年级英语上册教学案例)

8B Unit 1 Past and present

Period I & II Grammar Writer: Time:

Teaching Aims:

1.To learn some new words.

2. To learn the use of the present perfect tense and time expressions with it.

3. To understand the difference between the present perfect tense and the simple past tense.

Teaching contents:

the present perfect tense and time expressions with it

Important points

The use of the perfect tense: have/ has +p.p.

Difficult points:

The use of the perfect tense: have/ has +p.p.

Teaching methods:

Task-based teaching method Teaching Aids:

a projector; a multi-media computer system Notes

Teaching procedures:

Step1.Teach the new words from P13 to P17.

Step2. Lead in the present perfect tense.

T: When did you have breakfast?

S: I had breakfast an hour ago.

T: He had breakfast an hour ago. He has had breakfast. (Bb)

T: Where did you study English last term?

S: We studied English in Shang Xin He Middle School.

T: Yes. You studied English in Shang Xin He Middle School. You have studied here for about two years.(Bb)

→我们用一般过去时谈论过去发生的动作,但当过去发生的动作和现在有联系有影响时,我们用现在完成时态.(Refer to P13)→Structure: have/has +V (过分)

Step 3. How we form the past participles of verbs P13 (Add the simple past forms)

Add: have---had---had hear---heard---heard buy---bought---bought

go---went---gone do---did----done eat---ate---eaten

forget---forgot---forgotten cut---cut---cut read---read---read

Step 4.Explain the use of the present perfect tense.

(一) 基本用法:

1. 到现在为止这段时间已发生的情况.动作从过去延续到现在.

eg. She has been ill for three days. (She’s been…)

We have learned 2,000 English words. (We’ve …)

2. 某个动作虽是过去发生,但其后果和影响及于现在.

eg. Thanks you. I’ve had my supper.(现在用不着吃)

Tom has seen the film.(对这部电影有所了解)

(二) 时间状语: already, yet(否,疑), since, ever, never, just, before(句尾),for+时间段, recently

eg. She has already finished her work.

I have ever heard about it.

Step 5. Change the above sentence patterns to general questions, negative sentences and question the underlined parts.

Step 6. Make sentences P14 A1

Step 7. Compare the difference between the present perfect tense and the simple past tense.

现在完成时的特点是某一动作发生与现在有联系,一般过去时则单纯谈过去发生的某一动作,不涉及对现在的影响.

e.g. Simon has lost his watch./ Simon lost his watch.

Have you bought a pen? / When did you buy the pen?

What did you have for lunch? / Have you had lunch?etc

注:句中有表示过去的时间状语如yesterday, last week,…ago etc,不能用现在完成时.

Step 8.Chat time P11, A2

Step 9. Time expressions with the present perfect tense. P16. B

Tell students that present perfect tense must have a specific time when it is used. These time expressions include already, ever, for…, just, never, since…, yet, recently. Explain in Chinese ‘already, just, never通常用于have 或has后；而yet 和recently通常放句末。不过，有时already也能放句末。’

Step 10. Different forms of transport P17

Homework

Blackboard design

After-class-reflection

宜兴市万石中学牛津英语初二备课组集体教案

8B Unit 1 Past and present

Period III Comic strip & Welcome to the unit Writer: Time:

Teaching Aims:

1 To introduce the concept of situations that started in the past and is continuing in the present

2 To introduce the grammatical concept of the present perfect tense by focusing on a timeline and ordering information chronologically.

Teaching contents:

To introduce the present perfect tense and transport at different times

Important points

To introduce the grammatical concept of the present perfect tense by focusing on a timeline and ordering information chronologically.

Difficult points:

To introduce the grammatical concept of the present perfect tense by focusing on a timeline and ordering information chronologically.

Teaching methods:

Communicative method Teaching Aids:

a projector; a multi-media computer system Notes

Teaching procedures:

Step 1: Dictate new words from “ past” to “since”.

Step 2: Review the present perfect tense

1) Translate some sentences (oral practice)

2) Correct mistakes

1 He has come back for two hours

2 Jimmy wrote to me since last week.

3 They got married since 10 years ago.

4 Kate has joined the league for three years.

5 We have never gone to Japan.

6 How long has he gone there? –Since last Friday.

7 He has written two books since he has worked here.

8 How long did you go to the USA? –Five years ago.

Step 3: Warm-up activities

1) Listen to the short dialogue and think about the following questions:

A What did Eddie do? Why?

B How has Eddie changed?

C How has Hobo changed?

2) Listen to the dialogue again and try to repeat after the tape

3) Read the dialogue together and understand the meaning of the dialogue.

Change some sentence patterns according to the dialogue

E.g.: I’ve eaten it ------ I haven’t eaten it.

----- Have you eaten it? Yes, I have /No, I haven’t.

4) Read it again and try to recite it.

Step 4: Welcome to the unit (P7)

1. A Transport at different times

Write the correct names under the pictures.

2. B Back to the past Complete the timeline.Make sentences according to the time table

E.g.: The taxi has been in service in Beijing since 1913/for 94 years. People in Beijing began to use the taxi in 1913.

Step 5 Practice

Finish exercises in Study English.

Homework

Blackboard design

After-class-reflection

宜兴市万石中学牛津英语初二备课组集体教案

8B Unit 1 Past and present

Period IV Reading (1) Writer: Time:

Teaching Aims:

1 To recognize types of questions used in interviews.

2 To recognize extended answers to open questions.

3 To infer general meaning from title and context.

Teaching contents:

Text: Time have changed

Important points

1. The understanding of the reading

2. Some useful expressions

Difficult points:

1. The understanding of the reading

2. Some useful expressions

Teaching methods:

Task-based method Teaching Aids:

a projector; a multi-media computer system Notes

Teaching procedures:

Step 1: Dictate some past participles.

Step 2: Review the dialogue.

Step 3: Read the text and find the answer the following questions.

1) How long has Mr. Cheng known Sunshine Town?

2) When did Mr. Chen moved away from Sunshine River ? Why?

3) How has the place changed?

4) What was the problem when there was a shoe factory near Sun shine River?

5) How does he think about the life now?

Step 4: Do the exercise on page 6 C1 and correct the false statement.

Step 5: Learn the first half of the text and explain some useful expressions.

1 in fact. 实际上I thought this answer was right. In fact ,it’s wrong.

2 live together/there 一起生活 live on the fifth floor

3 get married to sb = marry sb . 与某人结婚。

e.g.: Tom got married to Mary last year =Tom married Mary last year.

They got married last year.

4 until 直到… not …until 直到…才

e.g. : He did his homework until 7 o’clock yesterday evening.

He didn’t do his homework until 7 o’clock yesterday evening.

5 change a lot

change v. 改变Our city has changed a lot .

change n. 变化，零钱Great changes have taken place in our city .

( the changes to Sunshine Town , the answer to…, the key to…the entrance to…)

6 turn…into…把…变成… turn into变成

e.g. The government turned the factory into a library three years ago.

Water turns into ice when it freezes.

The shop has turned into a hotel

Step 6 Listen to the tape and read the learned part of the text .

Step 7 Do the exercise on page 10 B

Match the words on the left with the meanings on the right.

Step 8 Practice

Finish exercises in Study English

Homework

Blackboard design

After-class-reflection

宜兴市万石中学牛津英语初二备课组集体教案

8B Unit 1 Past and present

Period V Reading (2) Writer: Time:

Teaching Aims:

1 To grasp some useful expressions

2 To retell the main idea of the text

3 To understand the use of some words through the exercises.

Teaching contents:

Text: Time have changed

Important points

Alone & lonely

Difficult points:

Alone & lonely

Teaching methods:

Task-based method Teaching Aids:

a projector; a multi-media computer system Notes

Teaching procedures:

Step 1: review the first part of the text

a) important phrases

b) ask and answer according to the text

c) recite some part of the text

Step 2 learn the rest of the text

1) let students ask questions and find answers together.

2) useful expressions.

1 used to do/be ；过去常常做…/是…

e.g.: He used to be a teacher.

be/get used to doing…现在习惯于做…

e.g.: He is used to having noodles for breakfast.

2 pleasant :指环境，地方，行程的舒适愉快。多用于修饰事物。

e.g.: The weather is usually pleasant here in May. The trip is pleasant.

pleased :指感到愉快。通常描述人。

be pleased with…

e.g.: I’m pleased with your work. The teacher is pleased with us.

同根词---pleasure. With pleasure. / It’s my pleasure.

3 lonely adj.指人，表示寂寞孤独，指物，表示荒凉，无人居住的

e.g.: He feels lonely without friends. / This is a lonely house.

alone adj./adv. 独自的（地） He lives alone .

4 from time to time =sometimes=at times

5 It’s adj ( for sb) to do---- It’s nice to have open space It’s interesting for us to fly kites. It has become more difficult to see my old friends

6.way

1) 方面，方式，方法。 in this way /that/another way

in some ways 在某些方面，在某种程度上

a new way of teaching 一种新的教法。

2） 路 on one’s way to--- on his way to school

by the way 顺便问一下

Step 3 Finish the exercises on page 11C2 and D .

Step 4 Practice

Finish exercises in Study English

Homework

Blackboard design

After-class-reflection

宜兴市万石中学牛津英语初二备课组集体教案

8B Unit 1 Past and present

Period VI Vocabulary Writer: Time:

Teaching Aims:

1. To develop an understanding of opposites.

2. To use appropriate adjectives in context to express positive and negative meanings.

Teaching contents:

Vocabulary---opposites

Important points

Opposites

Difficult points:

Opposites

Teaching methods:

Method of Brainstorm Teaching Aids:

a projector; a multi-media computer system Notes

Teaching procedures:

Step1.Review the opposites

1.Ask the students to give the opposites orally (P12)

2.Explain:

easy---difficult/hard expensive---cheap/inexpensive

happy---sad/unhappy like---dislike(v.)/unlike(prep.)

3. Review the prefixes and suffixes (give more examples besides the ones in the book)

un- unhappy

friendly- able- popular-

welcome- fit- tidy-

clear- safe- comfortable -

dis- disappear

honest- agree-

in- infamous

im-impossible

ir- irregular

-less helpful---helpless

useful- careful-

4. Give more opposites

first---last love---hate noisy---quiet

day---night beginning---end rich---poor

big---small interesting---boring short---long/tall

Step2.Correct the mistakes in Millie’s e-file

Step3.Exercises

1.They ____(be) in New York for seven years. They ____(move) there in 1998.

2. If it ___(be) fine tomorrow, we ___(go) for a picnic.

3. Mr Green ___(teach) English in this city since he ___(come) here in 1995.

4. ___ you ever ___(make) a ship? Yes, I ___(make) one last year.

5. It ___(be) a small village in the past. But things ___(change) a lot over the years.

6. It’s nice ___(have) a pretty garden. We enjoy ___(play) there.

7. I’m afraid I ___ (miss) the meeting. It ___(begin) an hour ago .It ___for half an hour already.

8. He ___(finish) his homework. Now he ___(have) a rest.

Step 4 Practice

Finish exercises in Study English

Homework

Blackboard design

After-class-reflection

宜兴市万石中学牛津英语初二备课组集体教案

8B Unit 1 Past and present

Period VII Integrated skills Writer: Time:

Teaching Aims:

1. To listen for details about changes to Starlight Town.

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

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

4.To respond to information obtained from listening by completing a diary.

Teaching contents:

Changes to Starlight Town and changes in our own lives

Important points

Four skills: listening, speaking, reading and writing

Difficult points:

The listening part

Teaching methods:

Listening & speaking method Teaching Aids:

a projector; a multi-media computer system Notes

Teaching procedures:

Step1. Revision

1. Review and dictate some past participles.

2. Review the opposites.

3. Check homework.

Step2. Listening

1. Talk about Daniel and Simon’s history project.

2. Compare the two pictures in P18 A1

3. Listen:

①.Listen to get a general understanding of the conversation

②.Listen to complete the sentences in Part A

③.Listen to check by themselves

4. Check the answers

Step3.Complete the diary in A2

1. Complete and check

2. Note:

① lend sth. to sb. = lend sb. sth.

② There have been many changes to this place.

=This place has changed a lot.

=Great changes have taken place in Hong Kong.

eg. There have been a park near here for four years.

③ be in service = be in use

④ travel to and from town

= go into and out of the town

⑤ over the years = during the years

⑥ see the changes myself

= see the changes on my own

= see the changes by myself

3. Read the diary

Step4 Speak up: talking about changes in your life

1. Read “speak up” part and answer the questions.

Questions:

1) How did Millie go to school when she was in primary school?

Her mother took her to schoolDoes Millie’s mother still take her to school now?

No, she doesn’t.

3) How does Millie go to school now?

By bus on her own.

4) What does Millie enjoy doing after school?

She enjoys chatting with Sandy her and other friends.

5) Does Sandy think school life is really great?

Yes, she does.

Homework

Blackboard design

After-class-reflection

宜兴市万石中学牛津英语初二备课组集体教案

8B Unit 1 Past and present

Period VIII Speak up &Study skills Writer: Time:

Teaching Aims:

1. To talk about past and present habits

2. To give information about changes over time

3. To become more familiar with the sequence of letters in the alphabet

4. To develop dictionary skills and recognize guide words

5. To use guide words to locate words in a dictionary

Teaching contents:

Speak up & Study skills

Important points

Make their own conversation

Difficult points:

Make their own conversation

Teaching methods:

Listening & speaking method Teaching Aids:

a projector; a multi-media computer system Notes

Teaching procedures:

Step 1 Revision

1. Dictation

2. Check homework

Step 2 Lead-in

1. How do you usually go to school? (on foot/ by bike)

2. How did you go to school when you were in primary school?

3. What do you often after class and after school?

Step 3 Speak up

1. Listen to the tape

1) Who took Millie to school before ?

2) How did Sandy go to school before.?

3) Does Millie like chatting with her friends ?

4) What do you think of your school life ?

2. Listen and repeat

3. Read and role-play

4. Ask Ss to think about changes in their lives

Primary school Secondary school

On foot with parents On foot on my own

Take me to school by bike By bike

5. New dialogue

6. Useful expressions

1.) when I was …

2.) since I started…

3.) How has/have …changed?

4.) on one’s won = by oneself = alone

5.) have more/ less free time

6.) have the same feeling/ way (as …)

7.) Do you agree (with sb)?

Step 4 Study skills ---using a dictionary

1. Ask Ss to call out “ A-Z” in order; one of them writes them on the Bb.

2. Tell them the rule to look up words in a dictionary.

3. Finish off the exercises

Homework

Blackboard design

After-class-reflection

宜兴市万石中学牛津英语初二备课组集体教案

8B Unit 1 Past and present

Period IX Main Task &Checkout Writer: Time:

Teaching Aims:

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

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

3. To organize language and descriptions to write a comparison .

4. To select descriptive information to write a report .

5. To describe the changes to a place.

Teaching contents:

Main Task &Checkout

Important points

Writing

Difficult points:

Writing

Teaching methods:

Writing method Teaching Aids:

a projector; a multi-media computer system Notes

Teaching procedures:

Step1： Revision

1. Everyday English

2. Check homework

3. Finish off Checkout (the present perfect tense)

Step 2：Presentation

1.Do you still remember the changes to Moonlight Town. Let’s compare it’s past and present.

2. Some language points.

Step 3：Main task: Moonlight Town: Past and Present

1.Questions about Moonlight Town:

⑴ Where is Moonlight Town?

⑵ What did it use to be ?

⑶ Was it a good place for wildlife ?

⑷ How could people go to Moonlight Town before ?

⑸ How can people go to Moonlight Town now ?

⑹ Do you think the changes to it have brought benefits ?

⑺ Have the changes caused problems ?

2.Useful espressions

1.) no longer = not ..any longer

2.) bring many benefits

3.) cause many problems

Step4： Presentation (Changes to…)

How to write a report about changes to some places.（refer to P22）

Step5 : Writing

Ask students to look at the two given pictures (Jianye District in Nanjing)

Step6: Checkout

1. Complete Part A in page 23.

2. Check the answers.

3. Complete Part B in Page 23.

4. Check the answers.

Homework

Blackboard design

After-class-reflection

篇15：牛津英语9A unit 1 词组(译林牛津版九年级英语上册教案教学设计)

UNIT1:

词组，短语

1， it is nice of you to do sth

2， bring me the newspaper

3， have lots to eat

4， worry about (not)dong sth

5， be familiar with

6， the 12 animals signs of the Chinese horoscope

7， people in the west

8， learn more about western culture

9， be divided into

10, people born under the same star

11,at times

12,like to be the leader

13,give up easily

14,take care of others

15save money

16,buy sb sth/ buy sth for sb

17,worry too much

18,pay attention to details

19,argue with others

20,love peace

21,keep secrets

22,forgive sb for one’s faults

23,have a good sence of humour

24,travel to different places

25,make and plan things

26,wait without getting angry

27,agree with each other

28,care only about oneself

29,treat everyone equally

30,feel sure about one’s ability

31,spend time /money doing sth

32,explain things to sb

33,show off

34,make such a mess

35,give each of us two gifts

36,the whole birthday cake

37,organize this party for us

38,be patient enough to do sth

39,be on the phone

40,have success at school or work

41,around the middle of the month

42,call Mr zhang on 84166488

43,have a mixture of good luck and bad luck

44,spend money wisely

45,have problems with my bike

46,get lots of rest

47,get sick

48,the same as

49,be suitable for

50,come up with=think of

51,be able to=can

52,have fun in doing sth

53,recommend sb as the new chairperson

54,try to be funny

55,finish all the summer homework

56,get full/good marks

57,forget to do sth

58,be afaid of doing sth

59,make a speech in assembly

60,show sb how to use the libriary

61,try one’s best

62,do extra work

63,get more organized

64,use sth to do

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