8A Unit2 《 School life》单元教学设计-优秀教案
Step 2操练
1．让学生独立完成B1部分，两人一组核对答案，然后全班一起口头核对，以进一步巩固对词义的理解。
2．让学生看B4部分对话内容，问学生一些有关John的问题，检查他们是否理解对话内容，如：
⑸How often does John go to the Buddy Club? What can students do there?
⑹Who is Tony? Why does John think Tony is his hero?
⑺Why do John and his friends do sports together on Friday afternoon?
2．教师说：All thestudents in our class are clever.We should learn from each other.Ilove our class.It’s like a big family.What about you?接着向学生提问：What’s our school like?接受任何合理的回答，从而学习“What’s …like?”和“It’s like…”的句型，并进行巩固训练。
教学重难点
简要谈论学校生活，复习与学校生活有关的词汇；
掌握相同概念在英式英语和美式英语中的不同表达法
第1课时教学设计
课题
Welcome to the unit
课型新授课☑ຫໍສະໝຸດ /单元复习课□专题复习课□习题/试卷讲评课□ 学科实践活动课□ 其他□
1.学习目标确定
1．简要谈论学校生活，复习与学校生活有关的词汇。
T：Look! I’m Rubber. Who’s my friend?
S：It’s me. I’m Eraser.
2．教师以问答的形式引导学生谈论中国的学校生活，将重点放在愉快而有特色的内容上，可以涉及学习科目、班级活动、课外活动、兴趣小组等，如：
⑴How many lessons do you have every day?
⑻Does John like playing baseball?
2．通过与学生进行问题的讨论，引出本课时需讲解的语言点并板书foreign、during、discuss、offer(sb sth)等。
3．通过对比和例句展示等方式，帮助学生掌握上述语言点的用法。
4．鼓励学生对不懂的内容提问，针对学生的提问，教师解答并帮助他们扫清障碍。如：Learning foreign languages is fun.教师鼓励学生通过中英文对照理解句子含课文中出现了三句含比较级的句子：
4．让学生接着听余下的录音部分。教师说：What does Eddie think school is like?学生听完后在教师的鼓励下给出答案：It’s like watching TV, but there are fewer advertisements.板书advertisement。
5．打开课本，让学生阅读漫画，鼓励学生就Eddie和Hobo的对话提问，让能力较强的学生就最后一句话发表意见。为了鼓励学生作出回应，教师可呈现以下问题：
2．要求学生跟随录音朗读课文。
6.板书设计
French foreign language during discuss offer end baseball win
作业与拓展学习设计
1．熟读课文。
2．能力较强的学生背诵课文。
3．完成教师布置的书面练习。
教学反思与改进
第3课时教学设计
课题
reading
⑷When does your ideal school day finish?
⑸How many students are there in your ideal class?
3.板书设计
British biscuit rubber American eraser vacation cookie fall store truck yard movie
⑴Who wrote the first article? (Nancy.)
⑵What activity does the school have every year?
(It has a Reading Week every year.)
3．阅读课文第一部分，做判断正误练习：
⑴Nancy is in Year 9 at Woodland School, a mixed school. (F)
同时通过词汇卡片和教学挂图呈现mixed、French、foreign、language、during、discuss、guy、buddy、offer、end、baseball、win等词汇，引导学生运用这些词回答问题。
Step 2 阅读
教学过程设计
教学流程与课堂设计
1．教师可让学生讨论问题：What do you think a British/American school would be like?并板书Life in a British school和Life in an American school两个标题。2．让学生带着问题听录音，在播放课文第一部分Life in a British school录音前，呈现以下问题：
3．指导学生带着问题听录音并理解相关内容。教师说：Now let’s listen to Eddie and Hobo’s dialogue and answer the question: Why does Eddie think dogs don’t go to school?为学生播放前两幅漫画的录音，让学生回答问题发：Because he thinks dogs are cleverer than people.People have to work harder.
2．理解作者的个人感受和观点。
3．掌握文中的语言点。
5.学习重点难点
了解英美国家中学生的校园生活；
掌握文中的语言点.
6.学习活动设计
Step 1 导入
1．设计“找朋友”的游戏，复习前一课时学过的有关词汇。教师在卡片上分别写上英式英语的单词和美式英语的单词，将卡片分发给不同的学生，要求将意思相同的卡片配对。教师可作如下示范：
⑴Which school is Nancy at? What kind of school is it?
⑵Which subject does she like best? Why?
⑶What can students do during the Reading Week?
⑷Which school is John at?
2．对于能力较弱的学生，可给他们一些话题作为引导，如：
⑴How manysubjects do you have?Which is your favourite?
⑵Do you like after-school activities?Which one do you like best?
⑶When does your ideal school day begin?
年级
八
教科书版本及章节
牛津译林版八年级英语上册
Unit2 School life
单元（或主题）教学设计
单元（或主题）名称
Unit2 School life
1.单元（或主题）学习目标与重点难点
教学目标
1．简要谈论学校生活，复习与学校生活有关的词汇。
2．掌握相同概念在英式英语和美式英语中的不同表达法。
3．了解英式英语和美式英语在词汇方面的区别。
⑵What subjects do you study?
⑶How often do you have class meetings?
⑷What after-school activities do you have?
⑸Have you joined any clubs?
⑹Do you have a hero?
课型
新授课☑章/单元复习课□专题复习课□
习题/试卷讲评课□ 学科实践活动课□ 其他□
学习目标确定
1．了解英美国家中学生的校园生活。
2．理解作者的个人感受和观点。
3．掌握文中的语言点。
学习重点难点
了解英美国家中学生的校园生活
理解作者的个人感受和观点
6.学习活动设计
Step 1呈现
1．通过提问的形式让学生回忆课文内容：
I often read more books than my classmates.
Time seems to go faster when we are reading interesting books.
教学过程设计
教学流程与课堂设计
On Friday afternoon, our school ends earlier than usual.
⑷The students think time seems to go faster because they like reading books. (T)
Step 3 操练
1．让学生朗读整篇课文，完成B3部分的练习，全班核对答案：Please read two articles again, and then finish Exercise B3 on page 22.
Step2 操练
1．指导学生跟录音集体朗读，注意语音语调。
2．将全班分成两大组进行分角色朗读。
Step3 展示
1．组织学生同桌分角色有感情地朗读对话，并设计符合漫画内容的面部表情和肢体语言。
牛津英语8A Unit2 School life Task教学案例-文档资料
牛津英语8A Unit2 School life Task教学案例一、设计理念通过任务型的教学途径，培养学生综合运用语言的能力，英语教学应创设一种互动的开放创新的教学关系，教师不仅仅是传授语言知识，更是学生语言技能的培养者，教学中教师要关注学生的情感态度，激发学生学习英语的兴趣及探究精神，帮助学生有效学习，关注个体差异，帮助学生构建积极向上的健康文化意识。
二、教材分析本课为《牛津初中英语》8A第二单元“task”课时，这一课时是本单元的中心任务部分，内容关于学校生活，包括学校每天的开始和结束时间，午餐时间，学习科目，各种运动，课外活动，学习阅读。
我理想化的学校，谈到了理想的上学和放学时间，合适的午餐时间，学校的设施，布局，作业和校际旅游，学生要综合利用本单元提及的有关信息，通过调查、填写、听、描述、写作等任务环节，写出自己理想的学校的文章，最终达到本单元的教学目的。
三、教学目的（一）知识目标1.掌握并运用本课时的四会词汇及重点句式。
2.了解问卷调查的有关知识，根据个人信息完成问卷，通过听、说、读、写，最后能达到运用学会的知识语言描述自己的理想学校。
（二）能力目标1.学生从多方面介绍理想中的校园生活。
2.学生根据写作要求构思文章，了解文章的组成部分。
（三）情感目标通过写作课让学生珍惜校园生活。
四、教学重难点通过学习能写一篇关于理想的学校生活的文章。
五、教学方法“任务型”教学法、自主学习和合作学习法。
六、教学步骤Step1：Lead-in（warming-up activities）Have a chant.（What do you do at school？）朗诵一首关于“What do you do at school”的英文诗，自然导入所要学习的内容。
Step2：Pre-taskAsk students some questions about school life.1.How many subjects do you learn？What are they？Ss：Chinese，English，Math，History，PE，Geography，Science...2.What time does your school day start/finish？Ss：It starts/finishes at...T：Do you like it？Is it too early/late？3.What kinds of sports do you know？Ss：basketball，football，softball，volleyball...4.Which sport do you like best？Why？5.Doyouliketowearuniformsatschool？Why/Whynot？Ss：Iliketowearthembecausethey’refashionable...Idon’tliketowearthembecausetheyaren otnice...6.Do you think your school is a good one？Why/Whynot？I think so/I don’t think so.Because it’s a famousschool/...Teacher makes a survey to know more about students’ide als.分析：通过提问有关学校生活的情况，达到复习的目的，并为下面引出中心任务做热身准备。
【范文】8a Unit2 School life教学案
8a Unit2 School life教学案Unit2SchoollifePeriod1comicstripandwelcometotheunit一，教学目标.简要谈论学校生活，复习与学校生活有关的词汇2.掌握相同概念在英国英语和美国英语中的不同表达法3．了解英国英语和美国英语的有关区别二，教学内容词汇：Britishliftposteraserfallvocationmathmovieelevatorsoccer___________________________________________________ ___________________________词组：gotoschool__________belike_____________watchTV______________besmarterthan________________feweradvertisements___ _________________句型：whydon’tdogsgotoschool,Eddie?_____________________________ ______what’sschoollike?_______________________________________ _______It’slikewatchingTV,buttherearefeweradvertisements.____ _________________________三，课前预习Ⅰ.Eddie和Hobo心中的学校是什么样的？根据你对他们的了解，来填空吧！Hobowantstoknow1_______dogsdon’tgoto2________whilepeoplemustgo.Eddiethinksdogsare3 ________thanpeopleandthey4_______gotoschool.ButHobo stillwonders5______aschoolislike.Eddiethinksit’sjust6_______7______TV.Butthereare8_______9_______i nit.Doyouthink10_____?Ⅱ.观察表格,写出相应英国英语单词的美国英语单词.BE=BritishEnglishAE=AmericanEnglishBEautumnliftfootballmathsrubberpostgroundfloorsecondaryschoolAE根据句意填空..InEngland,wecallit “autumn”,butinAmerica,theycallit“__________”.2.InEngland,peoplegoupanddownby________inthetallbui lding.3.Doyouknowanotherwayofsaying “garbagecan”?Iknow,it’s__________.4.whatdoes“soccer”mean?Itmeans__________.5.Now,canyoufindthe__________betweenBritishEnglisha ndAmericanEnglish.四，自我评测I单项选择。
牛津英语8A Unit2 School life 初二英语 课件教案 牛津版
牛津英语8A Unit2 School lifePeriod 1 Welcome to the unit————鲁河中学李红花教学目标:1. Talk about the school life and review the words about school life.2. Learn different words which mean the same thing between British English and American English.3. Learn the differences between British English and American English..重难点:1. Grasp the spelling of British words and American words such as lift and elevator, post and mail, film and movie, football and soccer, and so on.2. Know the differences between British English and American English.3. Grasp the words: British, lift, post, eraser, fall, elevator, math, movie, soccer4. Grasp the phrases: be smarter than, be like doing5. Grasp the sentences: Why don’t sb do sth?=Why not do sth? What’s school like?学习策略：合作交流、互动探究。
教学设计：自学质疑、精讲点拨、矫正反馈、迁移应用教学器具: pictures, recorder, computer, and the flags of Britain and England教学过程:Step I ：Leading – inT: Do you like our school? What do you like?How many subjects do you learn? Can you tell me some names of them?S: Chinese, Math, English, PE, Geography, etc. (Encourage the Ss to say more about it.)T: Good. Is there another word for Math?S: Yes. Maths.T: Great. Maths is Math. Maths is British English. While Math is American English (Step Ⅱ Pre-task (Welcome to the unit)Show the flags of the UK and the USA. Tell them that people speak English in both Britain and the USA , but sometimes they use different words which mean the same thing.T: I know many boys like playing football.Do you know what it says in American English?S: Soccer.(Write on Bb)Do you know the same use of other words? Please give me some examples. Write other right answers of the students on the Bb.Teach the students the new words:BE=British English AE=American Englishautumn falllift elevatorfootball soccermaths mathrubber eraserpost mailground floor first floorsecondary school high schoolStep Ⅲ While-taskTask1 Practise the new words more. Pay attention to the pronunciations and spelling.Task2 Finish Part A on Page 23. Teacher can give more words, such as sweets and candies, holiday and vocation, biscuit and cookie and so on.Task3 Write down both the British and American words, then finish Part B. Step Ⅳ Different spellings(1) Say: There are also some differences in spelling between British English and American English. Make a table and write down some words. E.g. favourite and favorite, centre and center.(2) Ask Ss to find more different words means the same thing and different spellings after class.Step Ⅴ Comic stripsDo you remember Hobo and Eddie? They are talking about school life.Listen to the tape and answer : What does Eddie think of the school life?Listen again and read after it.Point out: Why don’t you do sth?=Why not do sth?be smarter than, be like doing sth, there be, few/a fewLook at the picture and practise the dialogueAct the dialogue in groups and pairs.Step Ⅵ Free talk about Ss’ ideal schoolWhat do you like more about school, the assembly, the classes, lunchtime or the after-school activities? Do you like outdoor activities? Do you like fewer lessons? Do you like the lessons on the Internet? Talk about the above questions in groups and then make a report.Step Ⅶ Post-taskFill in the blankets with American English:It’s my first day in high school. I felt a little tired, but I had a good time. Our classroom is on the__________ (ground/first) floor. So we don’t need an__________ (lift/elevator). I like to go outside playing___________(soccer/football) after class. It’s my____________ (favourite/favorite) sport. Today we had 6 classes. I still found__________ (maths/math) was too difficult for me. But the new classmate next to me helped me work out a difficult problem.Step Ⅷ. Homework(1) Try to remember the new words and drills.(2) Finish the exercises.(3) Preview the next lesson.Blackboard Design牛津英语8A Unit Six Natural disastersPeriod 2: Reading I教学目标:To develop a general understanding of the passageTo infer meaning from keywords and contextTo learn about what happened by following the sequence of the earthquakeTo understand the feelings of the survivors at different stages of the earthquake 学习策略：合作交流、互动探究。
牛津英语8AUnit2Schoollife教案
⽜津英语8AUnit2Schoollife教案8A Unit2 School lifePeriod 1-5常州市北郊中学秦敏Period 1Comic strip and Welcome to the unit教学⽬标1. 简要谈论学校⽣活，复习与学校⽣活有关的词汇2. 掌握相同概念在英国英语和美国英语中的不同表达法3．了解英国英语和美国英语的有关区别教学内容四会内容词汇：British lift post eraser fall vocation math movie词组：go to school be like watch TV句型：Why don’t dogs go to school, Eddie?What’s school like?It’s like watching TV, but there are fewer advertisements.其他内容词汇：elevator soccer词组：be smarter than fewer advertisements教学准备1. 教学图⽚2. 录⾳机3. 多媒体教学步骤Step I 呈现1. 在看卡通漫画之前，先复习有关描述品质的形容词，特别讲解smart ⼀词以及形容词⽐较级结构和There be 句型。
2. 如有必要，可提前教授What is …like? It’s like …的句型。
向学⽣提问：What is our school like?Step II 阅读1. 播放Comic strip 部分录⾳前，让学⽣思考问题：What does Eddie think school is like?听完请学⽣回答。
2. 打开课本，让学⽣看⼏分钟漫画。
⿎励学⽣就其对话进⾏提问。
如：Is school fun?Is school like watching TV?3. 学⽣跟随录⾳机朗读，先集体朗读，再分⾓⾊朗读，最后表演。
Step III 活动1.在学⽣掌握了漫画中的信息后，教师可将此漫画作为起点，引导学⽣想有关What’s schoollike?的话题。
Unit2Schoollife教学设计2024-2025学年牛津译林版英语八年级上册
在行为习惯方面，学生们具备较好的学习习惯和纪律性，能够按时完成作业和参加课堂活动。然而，部分学生可能存在对英语学习兴趣不高、积极性不足等问题。针对这一情况，我将采用多种教学手段和策略，激发学生的学习兴趣，提高他们的学习积极性。
- 反馈作业情况：及时批改作业，给予学生反馈和指导。
学生活动：
- 完成作业：认真完成老师布置的课后作业，巩固学习效果。
- 拓展学习：利用老师提供的拓展资源，进行进一步的学习和思考。
- 反思总结：对自己的学习过程和成果进行反思和总结，提出改进建议。
教学方法/手段/资源：
- 自主学习法：引导学生自主完成作业和拓展学习。
Unit2Schoollife教学设计2024-2025学年牛津译林版英语八年级上册
主备人
备课成员
教材分析
《Unit2 Schoollife》教学设计 2024-2025学年牛津译林版英语八年级上册
本节课内容主要围绕学校生活展开，通过描述不同学科的老师和学生们的日常生活，让学生们能够掌握相关词汇和表达方式，提高他们的听说读写能力。同时，通过本节课的学习，学生们能够更好地了解学校生活，增强他们对学习的热情和兴趣。
3. 思维品质：通过各种互动活动，如小组讨论、角色扮演等，学生能够培养他们的批判性思维和创新思维，提高他们解决问题的能力。
4. 学习能力：通过自主学习、合作学习和探究学习，学生能够培养他们的自主学习能力、合作学习能力和探究学习能力，提高他们的学习效率。
学情分析
本节课的对象是八年级的学生，他们已经掌握了基本的英语语法和词汇，具备一定的听、说、读、写能力。在学习本节课的内容时，他们能够运用已学的知识进行简单的交流和表达。然而，他量和提高语言运用能力。
牛津英语8AUnit2 School Life教案
（V0原教案）牛津英语8AUnit2 School Life教案Comic strip and Welcome to the unitA、教学目标1、知识目标Words: British lift post vacation math movie elevator soccer Phrases: go to school, be like (doing) sth., watch TV, be smarter than, fewer advertisements, find out, British English, Americanfootball, secondary school中学= high school 高中Sentences: Why don’t dogs go to school, Eddie?What’s school like?=How is school? 上学是什么样子？It’s like watching TV, but there are fewer advertisements.2、技能目标：能说出英美国家在部分英语使用上的区别3、情感目标：感受英语的不同语体及带来的文化差异。
B、教学过程：1、检查学生预习情况，帮助学生找出本节课的重点和难点。
2、复习有关校园生活的相关词汇。
3、学习Welcome to the unit部分。
(1) 告诉学生英国英语和美国英语不同。
(2) 练习书上Part A(3). 完成Part B(4). 小游戏。
Divide the whole class into two groups to have a word competition. The first group is now studying in a British school , it givesBritish English, while the second group gives the correct American English quickly.4、学习Comic strip部分。
【学习实践】8A Unit 2 School life Period 2 Reading教学设计
8A Unit 2 School life Period 2Reading教学设计PresentationoftheteachingdesignoxfordEnglish8AUnit2SchoollifePeriod2Reading8AUnit2SchoollifePeriod2ReadingI.Analysisoftheteachingmaterial.Briefintroductionoftheteachingmaterial:TheteachingmaterialwhichI’mgoingtotalkaboutisPeriod2ReadingofUnit2in8A,oxford English.ThelessonisabouttheschoollivesinaBritishsch oolandanAmericanschool.Fromthislesson,studentscange tsomeideasaboutschoolsaroundtheworldandcanmakecompa risonsbetweendifferentschoolsaftertheyreadaboutscho olsinbothBritainandAmerica.Thepurposeofthislessonis todevelopthestudents’basicreadingskills–skimmingandscanning.Trytolookforthemainpointsandkeywordstohelpstudentsrememberandunderstandeverypassag ebetter.Inthislesson,Iwillleadmystudentstoidentifys pecificinformationaboutschoollife.Andmystudentsaree xpectedtobeabletoorganizeideastowriteanarticleabout anidealschool.meanwhile,Ithinkmoraleducationshoulda lsobecarriedoutproperly.2.Teachingaimsanddemands:Accordingtothenewstandardcurriculumandthesyllabus,I thinktheteachingaimsarethefollowing:)Aimsofknowledge:★Tomakethestudentsmastersomeusefulwordssuchasmixed,t ogether,subject,tasty,softball,practice,buddy,hero …★Tomakethestudentsmasterthefollowingphrasesandsenten cepatterns:inyear8=inGrade8，amixedschool,HomeEconomics,cookhealthyandtastymeals ,aswell,takeabus,twiceaweek,haveagreattimedoingsth …★Trytotalkabouttheiridealschools.2)Aimsofabilities:★Toimprovestudents’abilitiesoflistening,speaking,readingandwriting.★Todevelopstudents’abilitiesoftalkingabouttheirschoollivesusingtheusef ulwordsandexpressionslearnedinthislesson.3)Aimsofemotion:★Tomakethestudentshavegoodcooperationandself-confide nce.★Tocarryoutmoraleducationproperlyandmakethestudentsh aveactiveattitudestowardstheirschoollivesandstudy.w eshouldletstudentsknownomatterwhichschooltheyarein, theyshouldstudyhard.Iftheydon’t,theywon’tachievesuccess.3.Teachingfocusanddifficulties:)Teachingfocus:★Someusefulwordsandexpressionsmentionedinknowledgeob jects.★catchthemainideasaboutdifferentschoollivesinaBritis hschoolandanAmericanschool.2)Teachingdifficulties:★Tousetheirownlanguagetodescribetheirschoollives.II.Analysisofthestudentsmystudentsareabout13or14yearsofage.Theyarecurious,a ctiveandenjoylearningintheexciting,interestingandre laxingatmosphere.ontheotherhand,they’retooyoungtonoticethecontentslongenough.Theyeasilyl oseconfidenceinfaceofdifficulties.Sosuitabletasksar everyimportant.Theteachingactivitiesshouldbeinteres tingandwithintheirabilitiesandtheintroductionsshoul dbegivenstepbystep..Student-centered)Studentsarethemastersofstudy.Theyarealwaysthec enterofstudy.★Placemyselfatthepositionofmystudents★Basemyteachingonthemajorityofthestudents★Startfromthestudents’levelsandexperiences★Givethestudentsmostofthetimetopractice★Berelativetostudents’life,interestsandneeds.Forjuniorstudents,Ithinkinterestsarehalfsuccess.2)Teachersarejusttheorganizers,researchersanddirect ors,likethecoachinasportsteam.whenstudentsareengage dinactivities,teacherscanjointhem,givingthesuggesti ons,offeringthehelptheyneedandencouragingthemtimely.2.Task-basedteachingTask-basedTeachingmethodputsanemphasisonlearninghow tocommunicatethroughinteractioninthetargetlanguage. Englishcanonlybelearnedbypractice.Thetasksshouldbem eaningfulandwithinthestudents’abilities.onlyinthiswaycanwereallymakeourstudentsac tivelearners.3.Necessaryteachingaidsmulti-mediaandataperecorderIV.Learningmethods★Individualandgroupwork.★Learntotalkabouttheidealschoollifethroughinteractio ninthetargetlanguage.V.TeachingproceduresStepsTeacher’sActivitiesStudents’ActivitiesPurposesStep1GreetingsGreetingsGreetingsEnliventheatmosphere.Step2Lead-ina)Presentsomepicturesaboutmyschool.b)Teachsomenewwordsandphrasesaboutschoollivesbytalk ingaboutstudents’schoollives.Learnsomenewwordsandphrasesaboutschoollives.a)Learnfromtheknowntotheunknown.b)Enlargestudents’vocabulary.Vocabularyteachingisquitenecessaryandimportant.when weteachnewwords,itseemsthatmerelypresentinglearners withalistofwords,givingoneortwoexamplesoftheirusean daskingthemtolearnthemisnotenough.Theyshouldbeprese ntedfrequentlyinavarietyofspokenandwrittencontextsf oraperiodaftertheyarefirstlearned.Step3FreetalkAskstudentssomequestionsabouttheirschoollives.Talkabouttheirschoollivesbyansweringtheteacher’squestions.Developthestudents’speakingability.Step4SkimmingAskstudentstoreadthetwoarticlesaboutAmericanschooll ifeandBritishschoollifequicklyandasktwoquestions.ReadthearticlesquicklyandanswerthequestionsDevelopthestudents’abilityofgraspingthegeneralideaofapassageinashortti mebyskimming.Step5Scanninga)Playthetapeforthestudentsandaskstudentstoreadthea rticlesagainandgetthestudentstodosomeT/Fjudgments.b)checktheanswers.a)Readcarefullyagainwhilelisteningtotherecorder.b)DosomeT/Fjudgments.a)Developthestudents’readingability.b)Getstudentstounderstandthearticlesbetter.Step6consolidationa)Showaformaboutjohn’sschoollifeandNancy’sschoollifeandaskstudentstofillintheform.b)checktheanswer.c)Getthestudentstotrytoretellthearticleswiththehelpof theinformationintheformandthesentencepatternsgivenb ytheteacher.a)Fillintheform.b)Retellthearticles.consolidationoftheAmericanschoollifeandBritishschoo llife.Step7Discussiona)Showthestudentssomequestionsabouttheiridealschool lives.b)Askthemtotalkabouttheiridealschoollivesingroupsof four.Givehelpasmuchaspossible.c)Giveasmuchencouragingpraiseaspossible.Studentstalkabouttheiridealschoollivesinfrontofthec lass.a)Pavethewayfortheirowndescribingb)Fosterthestudents’abilityinapplyinglanguage.Everybodylikessuccess.Successinthelanguagewillbreed apositiveattitude,whichinturnwillmakefurthersuccess likely.Sowordsofpraisesuchas“Good”“Great”“welldone”“Excellent”“Acleverboy/girl”shouldbeoftensaidinclass.Themorethestudentsareaffir med,themoreactivethey’llbe.However,Ithinkpraiseshouldbesuitable.weteacher scan’tpraisejustforpraise.what’smore,errorsarenormalinspokenlanguageandshouldbeacc eptedwhenlearnerspracticeusingthelanguage.Step8SummaryGiveasummaryaboutschoollife.Understandwhattheylearnedclearlytoday.Getstudentstohaveactiveattitudestowardstheirschooll ivesandstudy.VI.Homework.Readthetwopassagesandchooseonetorecite.2.Pleasewritesomethingaboutyouridealschoollife.3.Ifpossible,youcanmakeaposteraboutyouridealschoollif e.VII.BlackboarddesignUnit2SchoollifemixedsubjectsHomeEconomicssewtastypractice…VIII.Asummaryafterteaching: Ithinktheaimsofthisperiodhavebeenmainlyachieved.Inordertoenliventheatmosphereoftheclassandrelievethest udents’nervousfeelings,Ikeptsmilingtomystudentsandtriedtom akemyspokenlanguageclear,gentleandeasytofollow.Thes tudentsweresocleverthattheydidthepracticestepbystep intheexpectedway.Atlast,whenthestudentswereaskedtot alkabouttheiridealschools,theywereallexcitedandputu ptheirhands.Ithinkthestudentswerehighlymotivatedand theteachingtaskswereaccomplishedsuccessfully.ByZhangHong,No.8SecondarySchoolGroupA:LifeinaBritishschoolwherejohn:Subjects/activitieswhenwhattodoTrytoretelljohn’sschooljohnisin…school./Itis…/Hisfavoritesubjectis…/Now,hecancook…/Hisschoolhas…/IntheReadingweek,hecan…GroupB:LifeinanAmericanschoolwhereNancy:Subjects/activitieswhenwhattodoTrytoretellNancy’sschoolNancyisin…school./Herbrotherhad…inschool./She…twiceaweek./Shespends…practicing…/Everymonday,shegoesto…/Herbuddyis…/ShecanhelpNancy…。
【范文】8A Unit 2 School life教学设计英文
8A Unit 2 School life教学设计英文UNITTwoPARToNE:TEAcHINGDESIGN第一部分：教学设计Unitobjectives●TogetthestudentstounderstandthedifferencebetweenBri tish/AmericanEnglish●Tolearnhowtouse‘more…than’,‘fewer...than’and ‘less…than’tocompareamounts●Tolearntouse‘thesameas’and‘differentfrom’t●Todeveloptheabilityoflistening,speaking,readingandw ritingLANGUAGEPoINTSANDFocUSVocABULARyBritish,lift, post,eraser,fall,math,movies,mixed,subject,sew,myse lf,tasty,even,practice,hero,close,taste,article,art ,geography,language,PE,science,useful,unimportant,u seless,unpopular,point,least,health,able,tonight,mo nkey,finish,tabletennis,tennis,chess,hall,pop,court ,paperclipsoccer,softball,senior,admire,online,time table,length,baseball,elevator,HomeEconomics,guy,bu ddy,summertime,drama,idealEXPRESSIoNSAmixedschool,h owtocookandsew,howtodothingforoneself,cookhealthyandtastymeals,aswell,drivinglessons,driveto,twiceawee k,helpsb.withsth.,listentoone’sproblem,more…than,fewer..than,less…than,themost…,thefewest…,theleast…,thesameas,bed ifferentfrom,halfanhourofhomework,goonaschooltrip.USEFULSENTENcEPATTERNSIttakeslesstimethantakingtheb us.Ispendalotoftimepracticing.wealwayshaveagreattim etalkingtoeachother.chinesestudentshavemoreweeksoff inthesummertimethanBritishstudents.BritishStudentss pendlesstimedoingtheirhomeworkthanchinesestudents.P ERIoD1:comIcSTRIPES&wELcomEToTHEUNITTeachingobj ectives●TointroducevocabularyusedinBritishEnglishandAmerica nEnglish●TomakesurethatstudentscantellBritishEnglishfromAmer icanEnglish●Tosortoutvocabularyintwocategories:BritishandAmeric anEnglish●Tointroducethetopic‘SchoolLife’tostudents●Tomakesurethattheycanstarttocomparedifferentschooll ivesindifferentcountriesTeachingProceduresSTEP1Show ingaworldmapGetthestudentstoknowtheEnglish-speaking countriesaroundtheworld,byshowingaworldmaptothem.me anwhilewritethenameofdifferentEnglish-speakingcount riesintheworld.STEP2matchingthetwowordsthatrefertot hesamethingsTellthestudentsthatpeopleusedifferentwo rdstotalkaboutthesamethings.Askthestudentstoopenthe irbookandmatchthetwowordsthatrefertothesamethings.P 23Getthestudentstoreadthesewordssyllablebysyllablet ohelpthemrememberit.STEP3DoingPartBonpage19Getthest udentstofinishdoingPartBonpage19.Showthepicturesand askthestudentstospeakoutboththeBritishandAmericanwo rdsoutloudly.STEP4workingingroupsDividethewholeclas sintotwogroups.TellthefirstgroupisnowstudyinginaBri tishschoolandthesecondgroupisinAmericanschool.Showm orepicturesandgetthestudentstotalkaboutit.1.ourscho oliscleanandtidy.weneverdropthingscarelessly,becaus eitiseasytofindadustbininourschool.2.whenwemakemist akesinourhomework,weneeda/anearsertohelpcorrectthem.3.weoften/seldomplayAmericanfootballafterschool.4.Theautumnofourschoolisverybeautiful.Treeleavesturnyell oworred.STEP5Guessingwhattheyaretalkingabout?Pictur etalkingPlaythetapeforthestudentstolistenandfindout theanswertothequestions.Getthestudentstoreadandfeel thehumorhere.Practicethedialogueinpairsandactoutthe dialogueinfrontoftheclass.Encouragethestudentstoadd somethingtomakethedialoguefunnierandmoreinteresting .Teachersshouldgivesomecommentsandpraisethegroupsfo rtheiractingandcreativeness.STEP6Talkingaboutthesen tencesTalkingaboutthefollowingtwosentences:wearesma rterthanpeopleTherearefeweradvertisements.whatisschoollike?It’slikewatchingTV.STEP7GivingsomereasonsforyourideasE ddiethinksschoollifeislikewatchingTV.whatdoyouthink ofourschoollife?Encouragethestudentstogivesomereaso nsfortheirideasbyofferingasentencepatternontheblack board.Ithinkmyschoollifeis______________,becauseit/ we_______________.Itisverynecessaryforourteachertoleadthestudentstotalkaboutthebrightersideforthekidto developaactiveattitudetowardsschoollifeaswellastost udy.STEP8Homeworka.Trytofindmoreinformationaboutthe differencesbetweenBritishandAmericanEnglish.b.Finis hofftheexercisesintheEvaluationHandbookandLearningE nglish.Period2:ReadingITeachingobjectives●Toguessgeneralmeaningfrompicturesandkeywords●Tounderstandfeelingsandopinions●Toidentifyspecificinformationaboutschoollife.●ToLearnaboutthelivesinaBritishschoolandanAmericansc hoolTeachingProceduresSTEP1Introducingwordswithdiff erentspellingUsethefollowingtabletointroducewordswi thdifferentspelling.BritishEnglishAmericanEnglishfa vourite,colourfavorite,colorcenter,theatrecenter,th eaterTravelertravellerchequecheckPractiselicencePra cticelicenseStep2FindingdifferencesTellthestudentst hatthedifferencesnotonlylieinthelanguage.Thereareal sosomedifferencesbetweendifferentschools.Andaskthem toopenthebooksandreadthepassagetofinddifferencesand trytofillinthetable.LifeinaBritishschoolLifeinanAme ricanschoolGradeInyear8in9thgradeSpeciallessonsHaveHomeEconomicshavedrivinglessonsSpecialActivitiesHav eareadingweekplaysoftball/gotoabuddyclubwhatelse?Ne artheendofclasswecantalktoourfriendsaboutbooks.Duri nglunchtime,wehaveagreattimetalkingtoeachother.Step 3FinishingPartc2GetthestudentstofinishPartc2onpage2 6.GetthestudentstotalkaboutHomeEconomics,Readingwee k,Buddyclubetc.Step4ReadingthepassagesGetthestudent storeadthepassagesandthenfinishPartc1onpage26.Askth estudentstocorrectthesentencesifitisnotright.Step5R eadingforinformationGetthestudentstoreadformorespec ificinformationandanswerthefollowingquestions.PASSA GEA1.whereiswoodlandSchool?2.Isitamixedschool?3.wha tisamixedschool?Isyourschoolamixedschool?yes.4.Isjohn’sfavoritesubjectHomeEconomics?5.whydoeshelikeHomeEconomics?6.Didheknowhowtocookan dsewbeforehecametothisschool?7.whatdotheydoduringth ereadingweek?Afterthis,getthestudentstoreadthewhole passagealoudtogether.Thismayhelptoknowhowthestudent sgraspthepassages.PASSAGEB1.wheredoesNancystudy?2.w hydoesNancy’sbrothertakehertoschoolbycar?3.Howoftendoessheplays oftball?4.wheredoesshegoeverymonday?5.whatdotheydoi ntheBuddyclub?6.whatdotheyusuallydoatlunchtime?Gett hemtoreadthepassagealoudandthendotheexerciseinPartB 2.Getthestudentstoreadaloudtheconversation.STEP7Hom eworkReadthepassagesthreetimes.Finishofftheexercise intheEvaluationHandbookandLearningEnglish.PERIoD3:R EADINGIITeachingobjectives●Tounderstandthestructureofeachpassage●Torecitethepassages●Tousethesentencesinthepassagetotalkorwriteaboutscho ollives●TofocusonthelanguagepointsTeachingProceduresStep1Re adingaloudthepassagesGetthestudentstoreadaloudthepa ssagesonebyone.Step2ShowingthelogosGetthestudentsto talkabouttheschoollifeinaBritishschoolandinanAmeric anschool.whatisspecialabouttheschoollifeofwoodlandS chool?HomeeconomicsReadingweekwhatisspecialaboutthe RockymountainSchool?DrivinglessonsSoftball/Buddyclu bAtlunchtime/Afterschool,…Step3ReadingthepassagesandspeakingoutthedetailsHome EconomicsLearnhowtocookandsew/howtocookhealthyandta styfoodReadanybooksfromtheschoollibraryHedrivesmeto school./It’sgreatbecauseit’sfasterthantakingthebus.SoftballIspendalotoftimepra cticing.BuddyclubShehelpsmelearnallaboutmynewschool .Shehelpsmewithmyhomeworkandlistenstomyproblems.Atl unchtimewehaveagreattimetalkingtoeachotherwiththehe lpofthestructure,itmaybeeasierforthestudentstounder standandrecitethetext.withthehelpofthestructure,itm aybeeasierforthestudentstounderstandandrecitethetex t.Step4Readingthroughthepassagesandexplainingthelan guagepointsGetthestudentstoreadthroughthepassagesan dexplainthelanguagepoints.Phrases:1.amixedschool2.favoritesubject3.howtocookandsew4.howtodothingsformyself5.howtocookhealthyandtastymeals6.haveareadingweek7.bringinbooksandmagazines8.talktosb.aboutourbooks9.aswell10.havedrivinglessons11.drivesb.toschool12.twiceaweek13.duringlunchtime14.haveagreattimedoing1.wecanevenbringinbooksandmagazinesfromhome.2.wehavetotellourEnglishteacherwhatwearereading.3.wewanttoreadallourfriends’booksaswell.4.Thisisgreatbecauseittakeslesstimethantakingthebus.5.Ispendalotoftimepracticing.6.wealwayshaveagreattimetalkingtoeachother.Step5Doing someconsolidateexercises1.看！他们正很开心地玩着篮球呢?2.Look!Theyarehavingagreattimeplayingbasketball.3.南希花了很多的时间在打垒球上。
8A Unit 2 School lifeComic strip教案新部编本
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校8A Unit 2 School lifecomic strip and welcome to the unit教案Teaching aims:1.To introduce vocabulary used in British English and American English2.To understand and act out Comic strips.3.To distinguish the use between British English and American EnglishImportant and difficult points:To learn the difference between British English and American English in vocabulary【温故链接·导引自学】《导学案》P17一、根据首字母或英文提示二、翻译下列短语或句子【交流质疑·精讲点拨】Welcome to the unitStep 1 Free talk1.T: Which countries do you know about? Can you find them on a map? Whatlanguages so people in these countries speak?S: -------Step 2 Presentation1.T: I have two national flags in my hands. Which countries do they belong to?S:T: Yes, the UK and the USA. People in these two countries both speak English , but they sometimes use different words to refer to the same thing.2.Read the words of Part A3.Four students in a group4.Check and readStep 3 Practice1.Following the recording of the dialogue, students practice reading the dialogue, thenin pairs.. At last, students find out the British words and change them into the American words according to Part A.2.make a dialogue by yourselves.Comic stripStep 1 Presentation1.T: Can you tell me who’s the tallest in our class?S: Li Lei is the tallest in our class. / Li Lei is taller than the other students in our class./ Li Lei is taller than any other student in our class.T: Who do you think is clever?S: Jim is the best at all the lessons. I think he’s very clever.2.T: Now let’s listen to Eddie and Hobo’s dialogue and answer the question:Why does Eddie think dogs don’t go to school?What does Eddie think school is like?3.Read the dialogue and answerIs school fun?Is school like watching TV?When do you watch TV? Which do you like better, the TV programmes or the advertisements?Which do you like better about school, the lessons or the after-school activities?Step 2 Practice1.Read the dialogue after the tape2.分角色朗读3.act before the class【当堂反馈·拓展迁移】根据所给的首字母完成句子:《评价》P 16 语法入门单项选择和句型转换教后反思：。
牛津译林版八年级上册Unit 2《School life》(Reading 1)教学设计
牛津译林版八年级上册Unit 2《School life》（Reading 1）教学设计一. 教材分析《School life》（Reading 1）选自牛津译林版八年级上册，主要介绍了一名英国中学生George在Hillview School的学习生活。
文章通过描述George的日常生活、学习情况和与同学的互动，让学生了解英国学校的生活。
本篇文章题材贴近学生的生活，能够激发学生的学习兴趣，同时培养学生用英语描述日常生活的能力。
二. 学情分析八年级的学生已经具备一定的英语基础，能够听、说、读、写简单的英语句子。
但学生在阅读理解方面仍有待提高，特别是对于长篇文章的理解和分析能力。
此外，学生的词汇量和语法知识也需进一步拓展和巩固。
针对学生的具体情况，教师在教学过程中应注重培养学生的阅读理解能力，引导学生运用已学知识进行语言实践。
三. 教学目标1.知识目标：（1）能够掌握文章中的核心词汇和短语，如：homework、PE、music lesson、school uniform等。
（2）能够理解文章的主旨大意，了解英国学校的生活。
（3）能够运用所学知识描述自己的学校生活。
2.能力目标：（1）提高学生的阅读理解能力，能够快速捕捉文章中的关键信息。
（2）培养学生的口语表达能力，能够用英语描述日常生活。
（3）提高学生的写作能力，能够撰写关于学校生活的短文。
3.情感目标：培养学生对学校生活的热爱，增强学生的团队协作意识。
四. 教学重难点（1）掌握文章中的核心词汇和短语。
（2）理解文章的主旨大意，了解英国学校的生活。
（3）运用所学知识描述自己的学校生活。
（1）正确运用词汇和短语进行句子构建。
（2）提高阅读理解能力，分析文章中的细节信息。
五. 教学方法1.任务型教学法：通过设定各种任务，引导学生参与课堂活动，提高学生的学习兴趣和积极性。
2.情境教学法：创设真实的教学情境，让学生在实践中运用所学知识。
3.合作学习法：分组讨论，培养学生的团队协作能力和沟通能力。