全新改版牛津英语8A Unit2导学案8课时全
牛津版新教材8AUnit2全部教案
牛津版新教材8A Unit 2全部教案Warm-up activities1 Before looking at the comic strip, revise some of the ed to describe personalities focusing particularly on ‘smart’. Also revise comparatives and the structure ‘there be’. Preteach structures (‘What is …like?, It’s like…’) out of context.2 Ask students to study the page for a few minutes. Encourage them to ask any questions about the conversation. Invite more able students to give comments about the last sentence.3 After students have grasped the amusing message of the page, use it as a starting point for brainstorming on ‘What is school like?’ Ask students make comments, write everything on the Bb.4 Do a mini survey of students’ opinions.Presentation (Welcome to this Unit)1 Introduce the idea of the main language spoken in different countries around the world. Start with Chinese then move on to English. English is used as a main language in the following countries: Britain, Ireland, the USA, Canada, Australia and New Zealand. Talk to students briefly about different varieties of English used around the world.2 Ask students to read the list of words in Part A. Check for pronunciation and explain any unfamiliar words. Give them more British and American words to match.Language pointsWhy don’t dogs…? What is school like? Be like watching TV, fewer advertisements, autumn-fall, American football-football,football-soccer, film-movie, secondary school-high school, etc.Homework1 Learn the language points by heart.2 一课三练 P.133 Preview the Reading Part.Presentation (Reading A)1 Talk about different countries to introduce the idea that there are different kinds of schools around the world.2 On the Bb, write the headings ‘Life in a Chinese School’. Brainstorm quickly students’ ideas about what they want to tell people in other countries about their school life. Focus on enjoyable and special aspects of school.3 Write ‘Life in a British school’ and Life in an American School’ on the Bb. As a pre-reading activity, ask students what they think lives in these schools are like. Elicit subjects, different class activities, extra-curricular activities and clubs.4 Ask students to read the text. Explain any difficult words.5 Divide the class into two groups. Allocate one of the letters to each group. In pairs, ask students to underline the main points . Then ask them to circle all the keywords in the text. Ask students to make a gird with the different ‘Wh-‘ questions.Presentation (Reading B)1Ask students to do Part B1 on their own.Encourage students to check their answer with a partner. Invite less able students to find and underline the words in the text on page 20. Check answers orally with the whole class.2 Divide the class into pairs. Students read the conversation in Part B2 first without filling the blanks. Check whether they understand the conversation.3 Ask a pair of more able students to read the conversationto the class, pay attention to fluency, pronunciation and stress. Provide feedback on the correct choice of words for each blank.Presentation (Reading C)1 Do the class feedback as a quiz. Divide the class into eight groups. Students check their answers with members of their group. Ask students to close their books while I read the sentences and tell me whether the sentences are true or not.2 Ask students to correct the false sentences.3 Explain and read the words in the box in Part C2 .Ask students to look at the pictures on the page and complete the task on their own. Students select the correct phrases for each picture.4 Ask students to check in the text on page 20 to find out whether each picture is from John or Nancy.5 Write some questions about the reading passage.* What are the names of the two students?* What are the names of their towns?* Why does John love Home Economics most?* How old are students when they learn to drive in American?* What do older students do at the buddy club?* What is the name of Nancy’s buddy?Language points (Part A)Year 8, a mixed school, have lessons together, Home Economics, how to cook and sew, how to do things for myself, cook healthy and tasty meals, a reading week, have to, the end of each class, as well, in 9th grade, driving lessons, drive me to school, it’s faster than takin g a bus, twice a week, spend a lot of time practicing, go to a bubby club, help me with my homework, my hero, have a great time doingLanguage points (Part B)A close friend, with a pleasant taste, an article by a girl from the USA, be called, someone you admire very muchHomework1 Learn the language points by heart.2 一课三练 P.14-153 Preview the Vocabulary Part.Presentation （Vocabulary）1 This section helps students expand their active vocabulary about school subjects. Ask students to read the words in the box and match pictures with correct subjects on their own.2 Check answers with class as a whole.3 Point out that two adj. are introduced, one using the prefix ‘un-‘ and the other using the suffix ‘-less’. Give them more examples.Unhappy, unhealthy, uncomfortable, carelessRead all the adj. Students should be able to recognize all the words. Ask them to do the task on their own first and then compare with a partner.Language pointsWant to learn more about the subjects that British students study, attach to, unimportant, unpopularHomework1 Learn the language points by heart.2 一课三练 P.13 Preview the Grammar Part.Presentation （Grammar Part A）1 Use the context in Part A1 to arouse students’ interest. Talk to students about how many hours they spend doing various things.Write down the results in a table on the Bb. Introduce the idea of ‘more than’ ,’fewer than’ and ‘less than’.2 Ask students to study the sample sentences at the top of the page.Read each sentence. Invite students to make one more sentence about each picture.3 Review the difference between countable and uncountable nouns. Elicit 6-7 nouns to illustrate the differences.4 Ask students to read and complete ‘Work out the rule!’5 Ask students to study the table in Part A1 carefully. Work out the correct information and complete sentences 1-4. Complete the table with their own information to arouse their interest. Ask them abouttheir results comparing with Nancy’s and John’s.Presentation （Grammar Part B）1 Ask students to look at the pictures at the top of the pageand read the sentences under each picture. Explain that we use ‘the most’ for the largest amount and ‘the fewest/the least’ for the smallest amount.2 Ask students to read the sentences on their own and then ask questions to elicit the rule in the introduction.3 Ask students to read and complete ‘work out the rule!’4 Part B1 is a problem-solving task and they have to use deductive skills to work out the information from the table on page 24.5 Ask students to read out the sentences to check the answers..Presentation （Grammar Part C）1 Point to the picture and read the sample sentences. Ask students to identify the nouns in each sentence. Tell them that the two sentences have the same meaning. Elicit the different usage of words depending on the position of the noun.2 Divide students into pairs and ask them to do Part C1. Readthe worked example and point out the word order.3 students to look at the contents of their school bags. Ask them to show and name the things in it.4 Ask students to work in pairs to do Part C2. Ask each pair to tell the rest of the class about the similar objects they have in their school bags.Presentation （Grammar Part D）1 Point at the pictures at the top of the page and read the sentences. Explain when we use ‘the same as’ and ‘different from’.2 Use the topic of the school uniform to arouse students’ interest and help students refocus on the task more easily.3 Point at the pictures in Part D1 and explain that Millie and Simon go to Beijing Sunshine Secondary School and Tina and John go to Woodland School. Ask students to complete the sentences on their own and then read out the answers in class.4 Encourage more able students to make more comparisons on their own. Ask them to make a summary of their findings using the ideas given in Part D2.Language pointsMore than, fewer than, less than, compare…with, the most…, the fewest/the least, a large/small amount of, like---alike, the same as, different from, a uniformHomework1 Learn the language points by heart.2 一课三练 P.17-183 Preview the Integrated skills, Speak up & pronunciation Part.Presentation （Integrated skills A）1 Read the list of future plans before playing the recording.2 Invite students to talk about their own and their partner’s future hopes.3 Play the recording. Students listen carefully and put a tick next to each correct phrase as they hear it. Stop the recording after each phrase listed in Part A1 if necessary.4 Ask students to read Millie’s letter addressed to Mr Zhou, the editor, on their own. Read the completed letter to check the correct answers.5 Play the recording for Part A3 and ask students to complete Sandy’s letter on their own. Go through the list of phrases in the table on page 12 again. Read the completed letter.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 bring photos of their friends. Divide them into pairs and invite them to ask each other questions about the people in the photos. E.g., Who is the boy on your left? What’s he like? What would he like to be when he grows up?Language pointsPopular, help people solve problems, make friends, make people happy, editor, try to do---try to be kind to people, try my best to help them, a social worker, I’m really happy to do, future plans, It is great to do, become a famous singer, agree/agree with, one of the nicest boysHomework1 Learn the language points by heart.2 一课三练 P.19-203 Preview the Main task & Checkout Part.Presentation （Study skills）1 Ask more able students what they want to find out when they read a passage. Write ‘What’s it about?’ on the Bb and try to elicit the other questions listed on the page. Underline the ‘Wh-‘ words.2 Read the letter to the whole class. Ask more able students to close the books while I read. Ask some open questions, e.g. , Who is Cindy? Why is Cindy unhappy? What is Cindy’s problem? Explain difficult or unfamiliar words.3 Ask students to read the letter carefully and underline the main points on their own using a pencil initially. Remind them to refer to the ‘Wh-‘ questions at the top of the page. Divid 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.4 Ask more able students to underline main points and circle keywords.5 Tell students to read them again, and answer t he ‘Wh-‘questions. Students work in pairs.Language points （Study skills）Smiling, general appearance, pleasant, abilityPresentation （Main task）1 Explain the context of entering a writing competition of a teenagers’ magazine. If possible, find out about similar writing.2 sk students to look at Daniel’s notes in Part A.3 Remind students that when we take notes, we don’t need to write in complete sentences--- we just need to write down the keywords.4 Encourage students to use a variety of adj. to avoidr epetition. Remind them of the adj. they’ve learned in this unit.5 Ask students to read Daniel’s article in Part C on their own. Then ask general questions to check comprehension.6 Ask students to underline the adj. in the article.7 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.8 Make sure that students are aware of the use of pronouns, which help link different ideas and sentences together and avoid repetition of names.9 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.Language points （Main task）Live next door, have been friends for almost 10 years, wear a smile on her facePresentation （Checkout）1 Tell students that they will be able to check their use of adj., comparatives and superlatives in the structures they have learned in the unit by doing Part A.2 Ask students to read through the table and complete the conversation.3 Tell students that they need to select the correct adj. and noun phrases to fit the context of the sentences in the diary entry in Part B. Set a time limit.Language points （Checkout）Climbing, what about playing football?, a friend like Alan, answer questions correctlyHomework1 Learn the language points by heart.2 一课三练 P.21-223 Preview Unit 3。
牛津初中英语8Aunit2 School life导学案
牛津初中英语8Aunit2 School life导学案Period 1 Comic strip & Welcome to the unit设计人：xxx 审核人：xxx一、学习目标：1)To introduce vocabulary used in British English and American English.2)To distinguish between British and American usage3)To sort out vocabulary二、学习指导：a)Some words in British and American Englishb)Some useful phrases: Why don’t you......What’s ... like… ?(like的不同用法)Few与 little的用法区别Tell sb（not）to do sth Write to…1.Preview comic strip and welcome to the unit。
3.回答问题：What’s your school like?2.Homework checking.3.Listen to the tape and find out the answer to the question and write it down:What does Eddie think school is like?_____________________________________________________________________.☆II. Eddie和Hobo心中的学校是什么样的？根据你对他们的了解，请填空：Hobo wants to know _______ dogs don’t go to ________ while people must go.Eddie thinks dogs are ________ than people and they _______ go to school. But Hobostill wonders ______ a school is like. Eddie thinks it’s just _______ ______ TV. Butthere are _______ _______ in it. Do you think so?4.Read the conversation , then ask and answer:a)Is school fun? ___________________________________________________b)Is school like watching TV? ______________________________________c)When you are watching TV, what do you like more, the programme you watch orthe advertisements?_________________________________________d)What do you like most about school, the assembly, the classes, lunchtime or theafter-school activities?____________________________________________.5.Some important sentences:a).Why don’t you +动词原形(Why don’t dogs go to school)b).比较级+than (We’re smarter than people)介词“像”“What’s your father like”--你父亲长什么样？是怎样的一个人？c).Like . -----unlike “不像”动词“喜欢”“What does your father like?”--你父亲喜欢什么？-----dislike “不喜欢”例句：介词+名词或动名词1）It’s like watching TV.2）You must do it like this.3）He can climb trees like a monkey动词+名词、代词、动词不定式、动名词。
牛津英语8Aunit2教案设计
牛津英语8Aunit2教案设计教案设计：Unit 2教学目标：1. 学习并掌握本单元的词汇和短语；2. 能够运用所学知识描述人物的外貌和性格；3. 能够运用所学知识描述人物的爱好和兴趣；4. 能够运用所学知识描述人物的日常活动和习惯。
教学重点：1. 掌握本单元的词汇和短语；2. 运用所学知识描述人物的外貌和性格；3. 运用所学知识描述人物的爱好和兴趣；4. 运用所学知识描述人物的日常活动和习惯。
教学难点：1. 运用所学知识描述人物的外貌和性格；2. 运用所学知识描述人物的爱好和兴趣；3. 运用所学知识描述人物的日常活动和习惯。
教学准备：1. 教材《牛津英语8A》；2. 多媒体设备。
教学过程：Step 1: Warm-up1. Greet the students and ask them how they are doing.2. Review the vocabulary from Unit 1 by playing a game of "Guess the Word". Show pictures of the vocabulary words and have the students guess the word.Step 2: Presentation1. Introduce the new vocabulary words and phrases from Unit2. Use flashcards or pictures to help the students understand the meaning of the words.2. Have the students repeat the words and phrases after you.3. Play a game of "What's Missing?" to review the vocabulary words. Show the students the flashcards or pictures of the words, then remove one and ask the students to guess which word is missing.Step 3: Practice1. Divide the class into pairs or small groups.2. Give each group a set of picture cards with different people and ask them to describe the people's appearance and personality using the vocabulary words and phrases.3. Have the groups share their descriptions with the class.Step 4: Listening1. Play the audio recording of the conversations in Exercise2.2. Have the students listen and answer the questions in the exercise.3. Check the answers as a class.Step 5: Speaking1. Have the students work in pairs or small groups.2. Give each group a set of role cards with different people and ask them to have a conversation using the vocabulary words and phrases to describe the people's appearance, personality, hobbies, and daily activities.3. Monitor the students' conversations and provide feedback.Step 6: Reading and Writing1. Have the students read the passage in Exercise 3 and answer the questions.2. Check the answers as a class.3. Have the students write a short paragraph about their favorite person using the vocabulary words and phrases.Step 7: Review and Wrap-up1. Review the vocabulary words and phrases from Unit 2 by playing a game of "Word Association". Say a word from the unit and have the students say the first word that comes to their mind.2. Ask the students to share one thing they learned or found interesting from today's lesson.3. Assign homework: Have the students write a short paragraph about their favorite person using the vocabulary words and phrases from Unit 2.教学延伸：1. 为学生提供更多的练习机会，让他们能够更熟练地运用所学知识描述人物的外貌、性格、爱好和日常活动；2. 引导学生拓展思维，让他们能够描述不同类型的人物，如名人、动物等；3. 鼓励学生多与同学交流，互相了解并分享自己的兴趣和爱好。
全新改版牛津英语8AUnit2导学案8课时全.docx
【学习目标】知识目标：a.词汇：British, lift, post, eraser, fall, vacation, math, movieb.词组:go to school, be like, watch TVc.句型：①Why dorTt dogs go to school?②Whal's school like?③I Fs like watching TV, but there are fewer advertisements. 技能冃标：掌握相同概念在英国和美国英语中的不同表达法情感H标：初步了解英国英语和美国英语Z间的区別学习重点：学握相同概念在英国和美国英语中的不同表达法学习难点：初步了解英国英语和美国英语之间的区别学习过程【预习指导与检测】一、预习成果（一）观察表格，写出相应英国英语单词的美国英语单词：BE=British English AE=American EnglishBE autumn lift football Maths rubber post groundfloor secondary schoolAE（二）同学们请认真思考完成下面的练习：1.In England, we call it U autumrfbut in America, they call it “_____________ "・2・ In England, people go up and down by ________ in the tall building・3.Do you know another way of saying "garbage can"? I know, it's ____________ .4.What does “soccer" mean? It means ___________ .5.Now, can you find the __________ between British English and American English? 【课堂导学与互动】任务一:围绕“what is school like?”这个话题发表各自的意见。
八年级英语上册 Unit 2 School life Task导学案(新版)牛津版
Unit 2 School life［学习目标］1.熟练运用本课时的词汇与词组。
2.了解调查问卷的有关知识。
3.构思一篇文章，描述自己理想中的学校。
［活动方案］Activity I 课前预习：认真预习课本28—29页内容完成下列练习。
（一）对照书后单词表，写出下列单词。
1. 完成；结束____________2.午餐时间______________3.物理_____________4.羽毛球运动__________________5.理想的 ___________________（二）仔细阅读课本内容，划出下列短语，并写在自学案上。
1.起床早_______________________2.我理想的学校____________________3.许多时间_____________________4.课外活动________________________5.听音乐_____________________6.有一个小时吃饭时间______________7.穿着校服_____________________ 8.打领带__________________________9. 需要做某事___________________ 10.在午饭时间_____________________11. 进行学校旅行_________________ 12.玩的开心_____________________Activity II Self-learningTask1： Do a questionnaire: P28 Part A.根据自己实际情况自主回答，并在组内展示交流。
Task2：Read and answer(1) When does Daniel's ideal school start?(2) How much homework does he have?(3) When does the school finish？(4) How often do they go on school trips?(5) How many students are there in each class?(6) What activities do they do every month?(7) Does Daniel enjoy the lives in his ideal school?Activity III Discussion再次认真阅读范文，探究每段结构及常用表达。
牛津译林版-英语-八上-8A 2单元 School life Vocabulary导学案
初中英语导学案（8A Unit 2 School life ）【预习指导与检测】 一、 预习导航Daniel 和伦敦的John 在互通电子邮件，谈论各自在学校学习的科目及自己的看法。
希望同学们能通过他们的电子邮件学会自己学校科目的英文名称，以及能够对自己的科目表达自己的看法。
二、预习成果（一）写出下列单词的反义词：（二）同学们，完成以上练习时发现important 的反义词unimportant ，也就是在前面加un ，你能想到类似的情况吗？ _______ （三）预学质疑 _______ 【课堂导学与互动】任务一：小组讨论：采访你们组的同学关于中外学校生活的区别以及你们自己的不同感受并引出已学科目名词（利用下列类似问题）1. What subjects can British/American students have ?2. What can students learn from Home Economics /…?3. Which life do you like better ,British life or American life ? Why ?4. What kinds of subjects do they learn?任务二：游戏---8张写着学科名称的卡片，8张写着学科定义的卡片。
把他们全部面朝下放在桌上，参与者任选两张，如果两张卡片吻合就归于谁。
如果不吻合则继续，最后看谁获得卡片最多。
任务三：完成PartA1，核对答案后跟老师读准单词。
自主完成本班的课程表。
任务四：小组合作，讨论本班的课程表，用以下问句，如：1.What do you think of Science ? Is it interesting or boring ?2.Is English useful? Why? ...用这些问题导出以下形容词easy important interesting popular useful unimportant boring useless difficult unpopular等任务五：完成partB并组织单词竞赛：看谁写得最快，尽可能补充一些表达自己感受的形容词。
牛津新版8Aunit2教案第8课时
8A Unit 2 School Life Period 8task一、教学目标：1.Knowledge aims:a To complete a questionnaire with personal informationb. To select specific information for an ideal school week including the choice of favouriteactivitiesc. To generate and organize ideas about an ideal school and write an article about it for awebsite audienced. Four skills words : finish, tennis, chess, hall, pop, court;phrases: table tennis Art Clubchess Club Cooking lessonsDance Club Drama ClubDriving lessons Film clubReading Club Singing Groupmy ideal school get up latehave lots of time for have an hour for luncha big dinning hall listen to pop musicwear ties a swimming poolat weekends go on a school trip to…Sentences: My ideal school has a park on one side and a shopping mall on the other .We have a big library with lots of useful books.2. Abilities aims:a. To use persuasive language.b. To use some phrases to make sentencesc. Improve the students’ writing abilities..3. Moral aims:Make the students learn happily and use freely二、教学重点:1. Improve the students’ speaking and writing abilities2. Help the students to know more about the differences of the phrases, e.g.:“how long, how often, how soon” , “wear, put on, have on, dress”教学难点: How to write an article about one’s school life.三、工具与手段: 1. A tape recorder, 2. some slides and pictures四、教学过程：Part One 预习作业﹠预习交流《高效课堂》预习导学Part Two交流展示&点拨提高Step one: . Free talkAsk students to answer the following questions.1).What time does your school day start ?2).Do you think this is too early or too late ?3).What time does your school day finish ?4). Do you think thiis is too late or too early?5).How long is your lunchtime ?6). Do you do any after-school activities?7).What after-school activities do you do?8).Do you like to wear your school uniform? (师生问答，学生说出自己的看法)Step two: .Look at the questionnaire together and then ask the students to finish it by themselves. (师生一起浏览表格，学生独立完成)Ask them to discuss their choices.Brainstorm more subjects, sports and activities.Finish P28 AWrite them on the board. （学生讨论→全班交流）Step three :Reading (P29 B)1）T: Are you satisfied with your school life? What is your ideal school life?2）Listen and answer:①When does Daniel’s ideal school life?②How much homework does he have?3）Read and answer:①When does the school finish?②How long is his lunchtime?③How many students are there in each class?④Do they have a swimming pool?⑤What activity do they do every month?4) Help the students know how to present each part and the main idea of each paragraph.Step four:DiscussionLet the students discuss: What is my ideal school like?Part Three 检测反馈Writing: My ideal school1、Give 7-8 minutes to the students to write the article.2、Show some articles and give out the points.课后作业:1.《高》Period 82.Write an article about their ideal school3.Prepare for the next period.教后反思：。
UNIT2integratedskills导学案（译林牛津版英语八年级）
UNIT 2 integrated skills 导学案(译林牛津版英语八年级)< 8B Unit 2> NO: 0207 班级小组姓名学习目标：1．通过读和听获取有用的信息。
2．识别用来描述有代表性的假日活动的关键表达法。
3．能够询问和回答有关旅游地点的信息。
使用说明：1．了解本节的学习目标和重点内容，在课本P34-35中找出重点内容并自学，明确课堂任务，为自己和小组成员的展示献计献策。
2. 准备与旅游有关的地点和活动，为本单元话题服务重点、难点：词汇：sail abroad check词组：all year round travel abroad句型：Spring is the best time for visiting Chinese gardensDo you have any ideas about what to do for May Day holiday?一、自主学习：A:------Which tourist attraction have you ever been to? And what did you do there?B:-------二、合作、探究互相检查自主学习中关于旅游活动的信息，探究学习重点和难点.三、展示：Task 1 展示图片，学习与活动相关的词。
Task2 Students’ books P34 PartA1 What do the students like? Where can they go? What can they do there?Task 3 Students say sth. about travelling.I like …I plan to …I can do …Task 4 Listen to a radio programme about travelling in China, check the answers with the following partners:e.g. You can visit Chinese gardens in _______________./___________ is the best time for sailing.Help Amy complete the advice on travelling in China.Task5 Listen to Simon and Amy’s conversation and try to get some information about the holiday plan.Task 6 Make up new dialogues about your holiday plans.四．课堂小结：五．反思：六．作业和预习指导：下节课是写作课，回忆自己旅游的经历，列举相关事实，为本单元的写作做好准备。
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8A Unit 2 School life Comic strip and welcome to the unit 【学习目标】知识目标：a. 词汇：British, lift, post, eraser, fall, vacation, math, movieb. 词组：go to school, be like, watch TVc. 句型：①Why don‟t dogs go to school?②What‟s school lik e?③It‟s like watching TV, but there arefewer advertisements.技能目标：掌握相同概念在英国和美国英语中的不同表达法情感目标：初步了解英国英语和美国英语之间的区别学习重点：掌握相同概念在英国和美国英语中的不同表达法学习难点：初步了解英国英语和美国英语之间的区别学习过程【预习指导与检测】一、预习成果（一）观察表格, 写出相应英国英语单词的美国英语单词：（二）同学们请认真思考完成下面的练习：1. In England, we call it “autumn”, but in America, they call it “__________”.2. In England, people go up and down by ________ in the tall building.3. Do you know another way of saying “garbage can”? I know, it‟s __________.4. What does “soccer” mean? It means __________.5. Now, can you find the __________ between British English and American English? 【课堂导学与互动】任务一：围绕“what is school like?”这个话题发表各自的意见。
任务二：做一个小调查问卷：1. Do you like outdoor activities?2. Do you like fewer lessons?3. Do you like the lessons on the internet?任务三：说出有哪些国家的主要语言是英语？任务四：游戏---把那些相同概念在英国和美国英语中的不同表达法的单词卡片贴在参与者身上，让其他同学根据所贴单词判断那同学是来自于英国还是美国。
【当堂反馈】（一）选择填空：（（（（（（二）根据句意和所给单词填空：1. -- Sorry, I am late. -- Why don‟t you ________ (get) up early?2. Do you think dogs are __________ (smart) than people?3. Who is _________ ( lazy), Hobo or Eddie?4. My parents like _________ (watch) TV in the evening.5. We need __________ (little) money and ________ (few) people to do the work.【课后拓展】（一）根据所给汉语完成句子:1．刚才你看到课桌上的一块橡皮了吗？_____________2．我们的学校看上去像个美丽的花园。
你们的是什么样子的？_____________3．我父母晚上喜欢看电视。
_____________【学后反思】8A Unit 2 School life Reading I【学习目标】知识目标：词汇：mixed, subject, sew, myself, tasty, even, guys, practice, hero, close, taste, article技能目标：在老师指导下运用不同技巧阅读John和Nancy的文章。
了解他们的学校生活情感目标：了解John和Nancy的个人感受和观点，形成自己对学校生活的感想学习重点：了解英国学校和美国学校不同的学校生活学习难点：了解John和Nancy的个人感受和观点，形成自己对学校生活的感想学习过程【预习指导与检测】一、预习成果（一）阅读完课文，请把下列谈及的内容给John 和Nancy归类:1. a mixed school2. go to school in a car3. cook healthy and tasty meals4. talk to each other5. Home Economics6. play softball7. go to a bubby club 8. a reading week 9. go to shopping malls10. talk to friends about booksJohn ___________________________ Nancy _____________________________【课堂导学与互动】任务一：讨论——What do you think British / American school would be like? 同学们可以根据此话题展开讨论。
任务二：阅读第一篇文章，判断正误1. John likes Home Economics best of all. ( )2. There is a Reading Week in his school every year. ( )3. The students can read any books from the school library, but they can‟t bring in booksfrom home. ( )4. They think Reading Week is too short because they want to read more books. ( )5. John is in Year 9 at Woodland School, a mixed school. ( )任务三：阅读第二篇文章，回答系列问题1. What did Jim do in school last year?2. How does Nancy go to school every day?3. What do the students do in the Buddy Club?4. Why does Nancy say Julie is her hero?5. What do American students do during lunchtime?【当堂反馈】（一）翻译短语:1. drive me to school______________2. a close friend3. read the most books_____________4. near the end of each class______________5. after school ______________6. take less time______________7. enjoy singing______________ 8. twice a week ______________9. have driving lessons____________ 10. listen to my problems______________ （二）单项选择:（（（（（【课后拓展】（一）用所给动词的适当形式填空：1.How long do you spend_____________ (read) every day?2.Look out of the window. How hard it _____________(rain)!3.You _____________(drive )to school next year, aren‟t you?4.Do you know how _____________(make) kites?5.Would you like _____________(bring) in books and magazines from home?【学后反思】8A Unit 2 School life Reading II【学习目标】知识目标：掌握四会词汇和重点句型技能目标：会运用本课的词组和句型情感目标：解John和Nancy的个人感受和观点，形成自己对学校生活的感想学习重点：会运用本课的词组和句型学习难点：能用自己的话来描述自己的学校生活学习过程【预习指导与检测】一、预习成果（一）词组翻译：1. 一个混合学校________________2. 怎样做健康可口的饭_________________3. 在读书周期间________________4. 开车送我上学5. 彼此聊天6. 花两小时做功课7. 亲自8. 玩得很开心9. 帮助我做功课10. 在每堂课接近结束时________________11. 练习打垒球12. 一个14岁的男孩13. 一起上课14. 从家里带书和杂志来________________15. 花得时间比坐公共汽车少16. 一周两次（三）have a great time doing sth是什么意思？它的同义词组还有哪些？__【课堂导学与互动】任务一：齐读reading部分。
任务二：根据John的文章，完成下面短文：John was in __________ at Woodland School near London. It‟s a ________school. His favorite subject is ___________.So he can cook healthy and ___________meals now. His school has a _______ week every year. He and his classmates can read books from the school library. And they can also ________ in books and_________ from home. The reading week is too ______ because he wants to read others‟ books __________.任务三：根据Nancy的文章，完成下面短文：Nancy is 14 years old. She is in 9th g________ at Rocky Mountain High School. Her brother Jim had d________ lessons last year. It‟s great for her because he d________ her to school every day. It‟s f________ than taking a bus. She plays s_________ twice a week. Shespends lots of time p__________. Every Monday she goes to a b__________ club. Her buddy is Julie. Julie h__________ Nancy learn all about her new school. She helps Nancy with her homework and listens to her p_________. Nancy thinks Julie is a h_________. During lunchtime, she has a good time t__________ with her friends. Sometimes, they go to s_________ malls after school.任务四：教师分析文中重点短语和重点句型学生齐读John和Nancy的文章。