初中英语 牛津版 八年级上 第一单元 语法课教学设计
牛津初中八年级上Unit1(第1课时)教案+讲解分析+习题
初中八年级Unit 1 FriendsPeriod I: Comic strip & Welcome to the unit（第一课时）第一部分教案设计教学内容Comic strip & Welcome to the unit（第6~7页），通过两只小狗Eddie和Hobo的对话，引出朋友的话题。
教材分析Comic strip &Welcome to the unit是本单元的第一课时，主要是激发学生兴趣，通过Eddie 和Hobo两只小狗之间的对话，引出本单元的学习重点。
掌握相关的描写朋友的重要词汇和两个重要句式：“Maybe we can share it.”和“Can I have something to drink?"。
教学目标基础知识掌握词汇：honest, yourself, humorous,make,joke,secret,magazine,polite,trust,truethirsty, care,good-looking,tidy,lie词组：some more food, keep a secre,t care about, be ready to do sth, tell lies/funny jokes make sb happy, tell him/her everything about yourself, have problems 句型：Can I have something to drink?What about some milk?Can I have some more food?Maybe we can share it.What makes good friends, Amy?基本技能1.掌握本课出现的重点语言点。
2.学习用适当的词描述人的外貌和性格特点。
3.能简单描述好朋友的优秀品质。
综合素质让学生学习用适当的词描述人的外貌和性格特点。
牛津译林版英语八年级上册U1 Grammar 教案
《英语》（八年级上册）Unit 1 FriendsGrammarI. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. know when to use comparatives and superlatives;2. use comparatives and superlatives correctly;3. compare people or things.II. Teaching contents1. New words and phrases: height, slimmer, worse, worst2. New structure: We use comparatives + than to compare two people or things.We use the +superlatives to compare three or more people or things.III. Focus of the lesson and predicted area of difficultyIntroduce the structure of comparative and superlative adjectives.Change the adjectives into comparative and superlative adjectives.IV. Teaching proceduresStep 1 Lead-in1. Try to describe.Describe two girls’ appearances.2. Try to compareShow a table about two girls’ appearance. Lead the students to compare them.Alice is shorter than Lucy. Lucy is taller than Alice.Alice’s eyes are bigger than Lucy’s. Lucy’s eyes are smaller than Alice’s.Alice’s hair is longer than Lucy’s.Lucy’s hair is shorter than Alice’s.【设计意图】先以一个简短的描述人物外貌开头。
八年级英语上册全册教案(牛津版)
八年级英语上册全册教案(牛津版)单元一：Meeting New Friends教学目标：1. 研究并掌握有关问候和介绍的表达方式；2. 认识并了解一些中国和国际的传统节日；3. 培养学生的听、说、读、写能力。
教学内容：1. 情景对话：问候和自我介绍；2. 词汇：问候用语、介绍自己的句型；3. 语法：第三人称单数的一般现在时；4. 文化知识：中国春节和国际圣诞节。
教学步骤：第一课时1. 导入新课，并介绍本单元的教学目标。
2. 向学生介绍中外节日，并讨论他们对节日的认识。
3. 研究常用的问候语，例如：Hello, Hi, How are you, Fine, thank you. And you?等等。
通过角色扮演对话，练问候和回答。
4. 研究自我介绍的句型，例如：My name is Lucy. I'm twelve years old. I'm from China,等等。
学生之间进行自我介绍的练。
第二课时1. 复上节课学过的问候语和自我介绍的句型。
2. 研究第三人称单数的一般现在时。
向学生介绍第三人称单数的规则，并进行一些练。
3. 引入中国春节和国际圣诞节的文化知识，向学生介绍春节和圣诞节的起源、传统俗和庆祝方式。
让学生了解不同文化之间的差异。
4. 学生分组讨论，比较中国春节和国际圣诞节的异同。
第三课时1. 复上节课学过的第三人称单数的一般现在时。
2. 研究和巩固本单元的重点词汇和短语，例如：celebrate, tradition, festival,等等。
通过词汇游戏和练，提高学生的词汇水平。
3. 听力训练：播放录音，让学生听一段对话，然后回答问题。
通过听力训练提高学生的听力能力。
4. 朗读训练：让学生分角色朗读课文中的对话，提高学生的口语和阅读能力。
总结：通过本单元的教学，学生将学会基本的问候和自我介绍的英语表达方式，掌握第三人称单数的一般现在时的用法，了解中国春节和国际圣诞节的文化知识，并通过听、说、读、写的训练，提高学生的英语综合能力。
八年级英语上册 Unit 1 Friends Grammar教案 牛津版
Now can you understand another kind of diagram?
(very interesting--★★★★★, not interesting--★)
Step 4 Task
Look at the diagram on P11. Talk about it in groups. Then practise as the four children
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….
T: Look at these girls, who is ቤተ መጻሕፍቲ ባይዱhe 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?
I don't think swimming is as/so dangerous as diving
= I think swimming is less dangerous than diving.
教学反思
学生要多练习语法
牛津译林版八年级英语上册Unit 1 Grammar示范课教学设计
Period 4Grammar
一、教学内容分析
本节课是一节语法课。主要内容是形容词的比较级和最高级的构成及其意义与功能，用以对比描述身边的人和物品。
二、学情分析
通过前几课时的学习，学生已经掌握了描述朋友及其品质的形容词，能够利用形容词来描述自己的好朋友，但对如何对比描述两个或两个以上的事物存在一定的困难。
学习理解之感知与注意、获取与梳理、概括与整合
效果评价
从学生完成活动的情况，判断其对形容词比较级知识的掌握情况。
环节设计意图：引导学生在语境中识别并理解形容词比较级的意义、功能与句型结构。
环节三：归纳总结形容词最高级的意义、功能和句型结构。(9 mins)
教师创设情境，引导学生完成练习，巩固对形容词比较级句型结构的掌握，并在语境中感知形容词最高级的意义和功能。之后，通过自主探究的方式，归纳总结形容词最高级的功能和句型结构。
教学活动
1. Students watch the video and answer the question.
活动层次
学习理解之感知与注意
效果评价
观察学生回答问题的表现，了解其对视频内容的理解程度。
环节设计意图：导入话题，激活学生关于形容词比较级的相关知识，为本节课的语法知识学习做铺垫。
环节二：识别形容词比较级的意义和功能，并归纳总结其功能和句型结构。(9 mins)
12. Students draw pictures of their friends and then write sentences to describe them with the given adjectives.
活动层次
应用实践之内化与运用
迁移创新之想象与创造
牛津译林版英语八年级上册Unit1Task教学设计
（一）导入新课（500字）
1.教师以一个关于梦想的故事或视频作为导入，引发学生对未来梦想的思考。
2.教师提问：“What is your dream for the future? How do you plan to achieve it?”，让学生分享自己的梦想和计划，激发学习兴趣。
4.布置课后作业：写一篇关于个人未来计划的英文作文，要求运用所学时态、词汇和句型。
五、作业布置
为了巩固本节课所学知识，培养学生的英语实际运用能力，特布置以下作业：
1.完成课本练习册中与本节课相关的内容，包括填空、选择、改写句子等类型，以加深对一般将来时态和一般现在时态的理解和应用。
2.结合个人实际，撰写一篇关于个人未来计划的英文作文，要求不少于80词。在作文中，运用本节课所学词汇、句型以及时态，描述自己的梦想、目标和实现计划的具体步骤。
3.引导学生回顾Unit1所学的词汇和句型，为新课的学习做好铺垫。
（二）讲授新知（500字）
1.教师通过示例，讲解一般将来时态和一般现在时态的用法，强调它们在描述未来计划时的应用。
2.学生跟随教师，一起总结两种时态的构成和用法，并进行板书展示。
3.教师讲解本节课的重点词汇和句型，并结合实际语境，让学生理解其含义和用法。
3.家长参与作业：学生与家长分享所学内容，邀请家长参与讨论孩子的未来计划，并给予建议和鼓励。家长签字确认，以增进家校互动，共同关注学生的成长。
4.自主学习：利用网络资源或课外阅读材料，了解不同职业的特点和要求，为下一节课的小组讨论做准备。
5.观察身边人的未来计划，了解他们的梦想和目标，下节课分享给同学们，以拓宽视野，激发学习动力。
1.针对学生兴趣，设计丰富多样的教学活动，激发学生的学习热情，提高课堂参与度。
初中英语 牛津版 八年级上 第一单元 语法课教学设计
Language一、教材分析：1. 课题：牛津英语上海版，八年级下册，Unit 1 Success stories2. 教学内容：Language The past continuous tenseA：Actions happening at a particular time in the pastB：Two continuing actions in the pastC：contrasting continuing and complete actions in the past3. 课型：语法课4. 语法知识The past continuous tense是首次出现; 该部分主要训练学生在本阶段需要掌握的语法重点；语法点在阅读文章中都已涉及，语法练习基本与本单元的话题相关。
5．本课主要以Practice –based的形式启发学生, 归纳语言知识，开展各层次、强化性和综合性练习，多种技能结合训练, 以练为主。
6．教学目标：①、知识目标：引导学生发现并归纳出The past continuous tense的基本结构、意义与用法。
引导学生发现并理解“when”和“while”的不同之处以及他们所使用的情景。
（Usually we use while to link two continuing actions and when to link longer, continuing actions with shorter, complete ones）②、能力目标：学生能理解并正确运用The past continuous tense，并能在模拟交际中正确运用该时态。
③、情感目标：培养学生探究学习、合作学习、自主学习的能力。
培养学生学习英语的兴趣以及有英语表达的愿望和自信心。
7.重点与难点:①. 引导学生积极主动地探究学习，发现语法规律，总结出The pastcontinuous tense的构成和在交际中的用法。
译林牛津版八年级英语上Unit 1 This is me Grammar教学设计
5).Millie is talking about her new classmates. Can you complete their conversation?
2. Practice
1).Ask the Ss to read the tables on page 10 and 11.
2).Ss finish Part D. Teachbestandworld.
3).Write lines of mixed-up words on the board. Ask students to make positive statements.
a)my she English teacher is
b)best we the world friends are in the
c)football player is good Simon a
d)are my class in Millie Sandy and
e)not he does tennis play
Is the doghappy? No.It isn’thappy.
Are the dog and the cathappy?Yes. They arehappy.
What about you?Are youhappy?Yes. I amhappy.We arehappy.
Put them on the Bb.
There are sixmembers in his family. How many members are there in your family?
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Language
一、教材分析：
1. 课题：牛津英语上海版，八年级下册，Unit 1 Success stories
2. 教学内容：Language The past continuous tense
A：Actions happening at a particular time in the past
B：Two continuing actions in the past
C：contrasting continuing and complete actions in the past
3. 课型：语法课
4. 语法知识The past continuous tense是首次出现; 该部分主要训练学生在
本阶段需要掌握的语法重点；语法点在阅读文章中都已涉及，语法练习基本与本单元的话题相关。
5．本课主要以Practice –based的形式启发学生, 归纳语言知识，开展各层次、强化性和综合性练习，多种技能结合训练, 以练为主。
6．教学目标：
①、知识目标：引导学生发现并归纳出The past continuous tense的基本结
构、意义与用法。
引导学生发现并理解“when”和“while”的不同之处以及他们所使用的情景。
（Usually we use while to link two continuing actions and when to link longer, continuing actions with shorter, complete ones）
②、能力目标：学生能理解并正确运用The past continuous tense，并能在
模拟交际中正确运用该时态。
③、情感目标：培养学生探究学习、合作学习、自主学习的能力。
培养学
生学习英语的兴趣以及有英语表达的愿望和自信心。
7.重点与难点:
①. 引导学生积极主动地探究学习，发现语法规律，总结出The past
continuous tense的构成和在交际中的用法。
②. 学会用过去进行时描述两个过去同时发生的行为动作。
③. 学会区分when 和while在连接持续动词和瞬间动词时的不同用法。
8.教学设计方法与依据:
本节课的思路是让学生感知材料，发现语言的特点，归纳语言知识的规律，
从而在合适环境下合理运用该知识点。
The past continuous tense是本单元新出现的语法知识，也是教学的难点。
为了更好地帮助学生掌握这一语法，教学中应创设语境，辅以大量练习以求达到熟练的程度。
在教学中，教师应积极创设语境，帮助学生理解The past continuous tense的结构与用法,并能在模拟交际中正确运用该时态。
学会用过去进行时描述两个过去同时发生的行为动作;区分when 和while在连接持续动词和瞬间动词时的不同用法。
二.教学过程与步骤：
1. Revision
1. Check part of the assignment the day before.
2. Get Ss to see some pictures to present some sentences in the present
continuous tense. Help Ss to revise the form: am/is/are doing. (remind students of the changes of v-ing form and write down the forms on the blackboard)
2. Grammar learning --- The past continuous tense
(1) Draw a time line on the blackboard and present the sentences in the past
continuous tense. By giving the examples with the time line, tell Ss we have the past continuous tense and The present continuous tense and their differences.
(2) Get the Ss to pay attention to the form of the past continuous tense: S + was/
were doing + particular point of past time. Help them to tell the meaning of the example sentences and find out the sentence structures and the usages of the past continuous tense.
3. Practice
(1) Complete the blanks in A. Check the answers in class. Explain some points if
Ss make mistakes
(2) Get the Ss to pick out some sentences in the past continuous tense in Reading
A like these:
①He was practicing the piano while other children his age were playing
games and having fun.
②He was watching a Tom and Jerry cartoon on television when he first
heard Western classical music.
(3) Use the time line again to help students to understand the differences
between while and when: Usually we use while to link two continuing actions and use when to link continuous, longer actions with shorter, complete ones. (Teacher can do actions to help students understand the context of using these two sentence structures)
(4) Get the Ss to pay attention to the sentence structure of while:
S1 + was/ were doing +while+ S2 + was/ were doing. Remind Ss of the question form of the past continuous tense. Get Ss to make their dialogues following the example of part B in page 8.
(5) Get the Ss to pay attention to the sentence structure of when:
S1 + was/ were doing +when+ S2 + did. Get Ss to make their dialogues about the picture in part C following the example.
4. Competition (Optional)
Have a competition between boys and girls. See who can make more correct sentences in the past continuous tense.
5. Homework
Finish some exercises in Book B.。