译林版初中八年级英语上册全套教案
Unit 1 FriendsPeriod 1【教学目标】Knowledge Aims1．Words: honest, joy, sad, believe, teenager, good-looking, musical2．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 tidy3．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.Ability Aims1．To learn about the new adjectives and expressions.2．To describe the appearance and character of a friend with adjectives.3．To talk about the appearance and character.Moral AimsLet the students talk about their friends happily.【教学重难点】some more what about= how about nothing else make sb. + 形容词something to drink/eatnumbers + more else【教学过程】Step 1 Warm-upT: 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.Step 2 PresentationT: 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".Step 3 Practice1．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. 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, and report individually.4．T explains some language points.Step 4 Presentation1．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.Step 5 Practice1．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?Step 6 SummarizeT: 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.Step 7 Homework1．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 Welcome to the unit1．some more food 再一些食物2．what about= how about .....怎么样？3．nothing else 再没有东西4．make somebody happy 使某人开心5．share one's joy 分享某人的欢乐share sth. with sb. 与某人分享某物6．make sb. + 形容词7．Can I have something to drink, please? 请问，我可以喝些东西吗？something to drink/eat 一些喝/吃的东西8．There's nothing else in the fridge. 冰箱里面再没有东西了.这是一个there be 句型，不可用there have/has 来表示有else接在something 和nothing 的后面，表示“还，再”的意思。
译林版八年级英语上册Unit 4 Do it yourself!(全章教案)
译林版八年级英语上册Unit 4 Do it yourself（全章教案）第1课时Comic strip and Welcome to the unit一、教学目标1、掌握DIY工具名称等方面的知识。
2、能运用DIY工具名称等来讨论DIY。
3、能熟练运用DIY工具名称等方面的词汇和句型。
二、教学重点DIY工具名称等方面的知识。
三、教学难点。
了解DIY的好处。
四、教学过程（一）Warming up (Free talk)（师）Show students some DIY jobs.（生）Watch some DIY jobs.（师）Ask: What are they?What does DIY stand for?Do you like DIY?What do we need when we DIY?（生）Have a talk.（二）Presentation（师）Show students the brush, the tape, the scissors, the glue and the rope.（生）Look at the tools, learn and say.（三）Practice（师）Help the students complete Part A on P43 and check the answers with the students.（生）Look at the picture and match the words in the box with the tools.（师）Say: We use it to paint the walls.We can't cut paper easily without them.We can use it to stick(粘) paper. It's often in the bottle.We always use it to stick (粘) paper on the wall.We use it to pull cars or tie (系) things together.（生）Listen and guess what it is/ they are.（四）Presentation and Practice（师）Show students some paper roses.Say: Suzy is going to make some paper roses.Play the tape.Ask: What does Suzy need for making paper roses?Does Suzy like DIY?（生）Listen to Part B on P43 and answer.（师）Play the tape.（生）Read after the tape.Read in pairs.（师）Help the students make up a new dialogue.（生）Make up a new dialogue and act it out (use Part B on P43 as a model).（师）Say: From your dialogues, I know most of you like DIY. Do Hobo and Eddie like DIY? （师）Play the tape.Ask: What’s Hobo going to do?Will Eddie help him?（生）Listen to the tape and answer.（师）Ask: What should Hobo do?（生）Read and answer:First: … Second: … Third: …（师）Ask: If we want to DIY a vase for Hobo, what should we do?（生）Discuss in groups and say: First: … Second: … Third: …（师）Help the students act the comic strip out.（生）Act the comic strip out.（五）Discussion（师）Ask: What’s the advantage(好处) of DIY.（生）Discuss in groups and say.（六）ExerciseHelp the students complete the exercise and check the answers. Every weekend in Britain, DIY shops and garden centres are always very busy. A large number of people spend their weekends doing improvements ( 改进) to their homes i___1_____ of relaxing!DIY projects are very p____2_____ in Britain and there are lots of TV programmes which show people how they can improve their homes.Some people prefer (更喜欢) simple d____3_____ — putting up wall-paper and painting walls, but there are a lot of different DIY projects that people decide to take on, from changing the new floor to setting a new shower.U____4_____, some people bite off more than they can chew (不自量力), and try to take on jobs which end in DIY disasters (灾难). For example, the shops often tell their customers that anything electrical (电的) should be done by an electrician. However, many people don’t care about this warning and put t_____5_____ in danger.五、教学反思第2课时Reading（1）一、教学目标1、掌握关于DIY方面的词汇和句型。
UNITONEPARTONE：TEACHINGDESIGN（译林牛津版八年级英语上册教案教学设计）
UNIT ONE PART ONE: TEACHING DESIGN (译林牛津版八年级英语上册教案教学设计)第一部分：教学设计Unit Goals● To learn how to use adjective properly● To learn to use comparatives to compare two people or two things, to use superlatives to compare three or more people or things and to use ‘as+ adjective + as’ to compare people or things● To collect information and organize ideas to describe their friends’ appearance and personality● To develop the skills of looking for main points and keywords● To develop some ideas about making friendsLANGUAGE POINTS AND FOCUSVOCABULARY More, nothing, bowl, honest, secret, joy, special, sad, believe, magazine, good-looking, slim, willing, ready, singer, almost, eyesight, round, smart, bored, joke, fit, off, advertisement, everyone, true, thin, square, handsome, cheerful, printer, better, worse, worst, test, dangerous, camping , activity, solve, future, become, famous, sporty, agree, runner, reader, uncomfortable, miss, advice, bright, smiling, dark, fat, neat, pleasant, wear, climbing, exciting, correctly (四会) teenager, musical, sense, humor, vote, height, competition, cycling, skiing, diving, outdoor, editor, social, nervous, general, appearance (三会) generous, shoulder-length, hiking, secondary, ponytail (二会) EXPRESSIONS as … as, give seats to, travel around the world, has poor/good eyesight, think of, keep a secret, say a bad word about, try to do sth., try one’s best to do sth., feeluncomfortable, sit aloneSTRUCTURE She is willing to share things with her friends.He has a good sense of humour.When something worries me, I can always go to her.I think swimming is not as interesting as cycling.I can listen to people’s problems and help them solve their problems.I will be happy if I can make people happy again.I am unhappy these days because I have some problems with my new school.PERIOD 1: COMIC STRIPES & WELCOME TO THE UNITTeaching Goals● To revise vocabulary and expressions used to describe people● To guess meaning from context● To generate ideas about people’s appearance and personalities● To categorize adjectives to describe important qualities ofa friend according to personal preferencesTeaching Procedures ww w. xk b1.co mSTEP 1 Brainstorming and free discussionAre 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?STEP 2 A listening taskListen 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 Hobo2. Hobo wants to share the ______ with Eddie. A. cake B. milkC. pizzaSTEP 3 Reading1) 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 the students read the conversation aloud.4) Have the students act the conversation in pairs.STEP 4 Discussionsa. If you were Eddie, you are hungry, too. Do you want to share your pizza with Hobo? Why or why not?b. Do you think Eddie is a good friend?c. What do you think should do?STEP 5 Talking about your best friendMy 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?Make me happy: Do you talk to him / her when you are sad?Helpful: Do you talk to him/her when you have problems.STEP 6 Qualities of a good frienda. Have the students finish Part A (Page 3).b. Check the answers in class.c. Get the students to make a summary as the following:A good friend can make you happy.A good friend should be helpful. He/she helps you solve problems.A good friend should be honest. You always believe what he/ she says.A good friend shares your joy. He/she shares your sadness, too.A good friend should keep secrets. You can tell him / her everything. \d. showing the qualities of a good friend.STEP 6 What’s important?a. A good friend may have lots of qualities. It is also very important for us to figure out what the most important qualities are, because the students may need these to tell about good friends. These will definitely help the students a lot in making friends with each other.b. Have the students finish the table in groups of four. I think it is important to get the students to discuss it before we come to any conclusion. Or simply, w e don’t need any conclusions here. The thing that matters is that they start to think about this on their own.I think it very helpful to give the students the sentence patterns before they start to talk about this topic. The sentence patterns are listed as follows.It is very important for my good friend to be polite.It is quite important for my good friend to be clean and tidy.It is not important for my good friend to be good looking.It is very important for my good friend to….It is quite important for my good friend to….It is not important for my good friend to….STEP 7 Homeworka. Read the comic stripes and try to remember it. Try your best to act it out.b. Try to read your notes about the qualities of good friends. If possible, think of other qualities a good friend should have.c. Finish off the exercises in the Evaluation Handbook and Learning English.PERIOD 2: READING ITeaching Goals● To guess general meanings from the key words and context● To skim text for overall meanings and scan for d etails● 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 superlativesTeaching ProceduresSTEP 1 Let’s talking about your best friendsGet the students to talk about their friends. They may just say a few words or some very short sentences, but they are encouraged to speak out what they have already learned to describe a person. Then classify some of the words they used on the blackboard in different categories.1. Who is your best friend in your class? He / she is …2. Classify the words into the following parts:appearancepersonalityabilityfuture plan3. Get the students to read the words on the blackboard together.STEP 2 Finding out the key words“In our textbook, three students has written (wrote) about their friends for a competition. Can your find their names as quickly as possible. “(Betty, Max and May)Read the passages, and find out the key words for each of the passages新课标第一网Betty is _____________.Max is ____________.May is _____________.Betty Max MayAppearance SlimShort hair Tall, poor eyesightGlasses – smart Small straight,shoulder – length hairprettyPerson Generous , Helpful a good sense of humour a true friendSpecial Wants to be a singer funny KindSTEP 3 Choosing the best friendHave the students finish the exercises on page 5. Check the answers in pairs. Or Check the answers in class.STEP 4 Detailed study of the passagesRead the passages one paragraph after another. Ask students questions and help them take down the key phrases.Betty1. Is Betty the writer’s new friend? (No, they have been friends for a long time.)2. What does Betty look like? (She is as slim as the writer and has short hair. )3. What are Betty’s personalities? (She is generous and helpful.)4. How can we know she is generous? (She is willing to share things with her friends.)5. How can we know she is helpful?(She is ready to help people any time. She helps writer with her homework.She always gives seat to people in need on the bus. )6. What does Betty want to do when she grows up?(She wants to be a singer and travel around the world when she grows up. )Max1.What is Max like?(He is very tall--- almost 1.75metres. His small, round glasses make him look smart.)2.Why does he have poor eyesight?(Because of working on the computer too much at night.)3. What is the characteristic (性格) of Max? Max has a good sense of humour.)4. Why does the writer say so?(The writer never feels bored or unhappy when he is with Max. He tells funny jokes andalways makes me laugh. )5. Do Max’s legs fit under the desks? Why? (No. Because his legs are very long.)6. Why does the writer think Max is funny?(Because Max often knocks their things off the desks when he walks past their desks.)May1. What is May like?(She is shorter than the writer and is very small. She has straight, shoulder-length hair. Everyone thinks she is pretty. )2. What kind of friend is May? (May is a true friend. )3. Why does the write think May is a true friend?(a. She can keep a secret. When something worries the writer, he can always go to her. The writer can tell May anything. )(b. She is kind. She never says a bad word about anyone.)Have the students retell the passages, looking at the keywords on the blackboard.STEP 5 What makes a best friend?Have the students finish Part C1, on Page 6.Check the answers in pairs. OrCheck the answers in class.STEP 6 DiscussionWhich people would you like to have as your best friends Betty, Max or May? Why?STEP 7 Homework1. Read after the tape five times. Your parent’s signature is needed.2. Finish the exercises in the Evaluation Handbook and Learning English.PERIOD 3: READING IITeaching Goals● To figure out the structure of each passage● To speak out the passage in their own words, following the structure of the passages● To explain the language points in the passages● To develop a good attitude towards friendsTeaching ProceduresSTEP 1 Reading the passages togetherHelp students to remember what we learnt last time by getting them to read the passages together loudly.STEP 2 Figuring out what each paragraph is aboutHelp the students to figure out what each paragraph is about. It is important to encourage the students to speak out their ideas, and at the same time to give out their own reasons. (This is very important here, because it may make it easier for the students to understand the structure of a passage, and then remember it more easily.)BettyMaxMaySTEP 3 Explaining the sentencesExplain the sentences one by one and talk about the language points, by giving more examples.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 glas ses look smart (adj.) / make sb. do sth./ make me laugh7. 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 & past10. knock …off11. think of …12. Everyone thinks she is pretty.13. When something worries me, …14. say a bad word about anyone.STEP 4 Finishing the exercisesGet the students to finish the following exercises without looking at the book to check if they have grasp the language points or remember the sentences.STEP 5 Saying something about making friendsIt’s the time for the student to say something about making friends. They are going to be motivated to think about the following questions.a. What kind of people can be your best friend?b. What kind of personality do you hope your best friends to have?c. What do you think is the most important thing between two friends?STEP 6 Homeworka. Recite the three passages fluently.b. Tell your parents about your best friend at school.c. Write about your best friend, following the structure.PERIOD 4: VOCABULARYTeaching Goals● To use adjectives to describe people’s physical features● To use adjectives to describe general appearance of people● To select and use adjectives th at are appropriate to describe the appearance of boys and girls● To make up more sentences talking about one’s appearanceTeaching ProceduresSTEP 1 A guessing gameTake an exercise book to the classroom. Tell the students that one of them has done well in yesterday’s homework. Can you guess who he/she is?In this way, the students’ attention is drawn to describing a person. They will surely get the right person. If not, I will give them some hints.STEP 2 Talking about one’s appearanceIt is important to learn to describe one’s appearance.When we see a person, we don’t pay attention to his facial appearance at the first sight. We can only tell his/her general appearance. Can you think of words that talk about one’s general appearance?tall, short, strong, fat, thin, slim, tidy, clean, beautiful, good-looking, handsome, lovely, pretty, smart, lovely, cuteHere we should pay attention to some of the words. For example, we seldom us ‘thin’ or ‘fat’ to talk about people, because they sounds impolite, sometimes it may hurt that people.STEP 3 Boys or girls?Some of the words can only be used to talk about boy, while some only with girls. So it is also very important to make it clear.a. Have the students finish Part B in two or three minutes.b. Discuss the answers with the students. Make sure they feel confident in using these words.Boys: good-looking, handsome, smartGirls: beautiful, good-looking, handsome, lovely, pretty, smartIt must be stated very clear that handsome can not only go with boys but also with girls. But when it describes girls, it means ‘having an attractive appearance with large strong features’, sometimes it means ‘端庄的’ in Chinese.But, ‘beautiful’ and ‘pretty’ are not the same. Usually, ‘pretty’ is used to modify girls who are small but be autiful.STEP 4 Talking of something special about one’s appearanceHowever, it is not enough that we describe people’s general appearance. For example, when I say ‘My friend is good-looking’, do you know whom I am talking about? No. So it is really import ant for us to learn to describe one’s facial appearance and learn to talk about something special about someone.First. Let’s talk about one’s hairstyle.have black hair in a ponytail/in bunches, wears a modern hair style, have straight, shoulder-length hair, with short, straight hair on the foreheadSecond, let’s talk about one’s face.round, square, oval, small, bigThird, let’s talk about one’s eye.have big, bright and smiling eyes, round, big, small, have poor eyesight, wears (small, round) glasses (with black frames) Fourth, let’s talk about one’s nose.big, small, flat, hookedFifth, let’s talk about one’s ear.big, small, look like two small fansFinally, let’s talk about one’ s mouth.big small, wideWell, it may seem a little bit boring if we only name and write the words on the blackboard. So it is important for me to do something to take control of the class.I think it is good way to describe the students in the class, as I am teaching the words. The students will be well-motivated to describe the students around them.They will surely have fun this way.STEP 5 ActivityNow, we can easily write about someone’s appearance. Can your write about one of your classmates? Let the others guess who he /she is? You need to write at least 5 sentences.Give the students 5-6 minutes to write the passage. Get some of the students to read aloudSTEP 6 A summaryMake a general summary. Read the words on the blackboard.General appearance: slim, thin, fat, strong, tall, short, beautiful, smart, good-looking, handsome, pretty, tidy, clean Face: long, short, round, squareEyes: big, small, round, bright, smilingNose: long, short, big, smallHair: black, dark brown, long, short, shoulder-length, straight, ponytailSTEP 7 Homeworka. Read and learn these words by heart.b. Write about one of your best friends.c. Finish off the exercises in the Evaluation Handbook and Learning English.PERIOD 5: GRAMMAR ITeaching Objectives● To learn to use an adjective before a noun or after a linking verb to describe someone or something● To help students understand the structure “linking verb+ adjective”● To use comparatives to compare two people or things● To use superlatives to compare three or more people or things● To get students focus on how to form comparatives and superlatives with adjectives● To help students to have some general ideas about when to use comparatives and when to use superlativesTeaching ProceduresSTEP 1 Having a revisionSam has a square face. Jude has long and black hair.Sam’s face is square. Jude’s hair is long and black.Jimmy is a tall boy. Sandy is a pretty girl .Jimmy is tall. Sandy is pretty.Get your students to read and compare these sentences.The conclusion: We can use adjectives to describe someone or something. We can put and adjective before a noun or after a linking verb.Get the students to talk about the sample sentences in Part A to check if we make the right conclusion.STEP 2 Being followed by adjectivesUsually, verbs are followed by adverbs. But they can be followed by adjectives. Why? Because they are different kind of verbs. If a verb can be followed by an adjective, then we can make a conclusion that the verb is a ‘linking verb’. Get the students to think of more examples.When you grow older, you may understand this.Spring is here. Trees turn green.The dumplings smell nice.He does exercises to keep healthy.After a long walk, I felt tired.The flowers in the garden look beautiful.(The verb ‘look’ can be used in other structures, ‘He looked at me angrily. ’ In this example, ‘look’ is not used as a linking verb, so it is modified not by an adjective but by an adverb ‘angrily’. The structure is different from ‘He looked angry’)Your white coat gets dirty.He seems happy today.STEP 3 Talking about the picturesShow two pictures to the students and get one or two students to talk about the pictures.Jim is tall. Sam is tall, too. (Let’s compare. Who is taller?) Sam is taller.Show one more picture. Get the students to compare the three pictures. They may easily come out with the following sentence, ‘Sam is the tallest.’(I may use more pairs of pictures like this to talk about it.)Tell the students that we use comparatives to compare two people or things. When we compare three or more people or things, we use superlatives.STEP 4 Forming comparatives and superlativesAsk the students, do you know how to form comparatives and superlatives.Most short adjectives+-er/-est cold, kind, round smartShort adjectives ending in e +-r/-st nice, fine, braveShort adjectives ending in a consonant +y -y+-ier/-iestfunny, lazy, pretty, easy, earlyShort adjectives ending in a vowel + a consonantslim, big, hot, fat, thin‘+more/most’ before long adjectivesimportant, helpful, polite, interesting, carefulReplace the irregular adjectives with new wordsgood/well, better, bestbad/ ill/ badly, worse, worstlittle, less, leastmuch/many, more, mostold, elder/older, eldest/eldestfar, farther/further, farthest/ furthestGet the students to finish Part B1 on page 9.STEP 5 Finishing Part B2 on page 10Get the students to finish Part B2 on page 10. Remind the students that the structures like ‘of the three, of all, in+ a noun’ usually go with superlatives. While the word ‘than’ is usually used with comparatives. It is also important to tell the students to add a ‘the’ before superlatives.If necessary, I think the teachers should give some examples to show the students how to read and understand the structures. Then use questions to help them.STEP 6 SummaryCompare two people and things:A is_______ ______B.(tall)A is_______ ______B.(slim)A is _______ ______B.(heavy)This pencil case is_____ _____that one.(nice)English is_____ _____ ________Maths.(interesting).A is _____ ______B at English .(good)Compare three or more things:Sam is____ ____ of the three. (tall)The bag is ____ _______ of all. (heavy)The girl is_____ ________in our class. (thin)The weather in Kunming is______ ______in China.(fine)Li Yuchuan is _______ _______ _______ super girl of the three.(wonderful)STEP 7 Additional exercisesJim is very __________. Tom is much ___________than Jim. Tom is _________ of the three. (tall)Who is _________, Daniel or Millie?(thin)Li Lei is __________ than Li Xin and Wang Fei. He is______________ in his class. (early)This story is ____________ than that one. (interesting)This first girl is quite _________. The second one is __________ than the first one. But the third one is ________________ of all. (pretty)STEP 8 HomeworkReview what we have learnt.Finish off the exercises in the Evaluation Handbook and Learning English.PERIOD 6: GRAMMAR IITeaching Objectives● To consolidate the usage of comparatives and superlatives● To continue to talk about how to compare people and things● To use ‘(not) as …so/as…’ to compare people or things, when people or things are (not) the same in some ways Teaching ProceduresSTEP 1 Using comparativesGet two pencils (One is new, the other is used.) in hands and show them to the students. Get the students to talk about the two pencils using comparatives.A is longer than B.B is shorter than A.A is as long as C.Use pictures and things to do this several times. Make sure that the students can speak this structure very well.STEP 2 Talking about the tableAsk the students to look at the table on page 10 again. Get them to talk about the table once again.Millie is 1.5 meters tall. Sandy is 1.5 meters tall, too.Millie is as tall as Sandy.Amy is 40 kg. Kitty is 40kg, too. Amy is as heavy as Kitty.Millie is 150cm. Peter is 168cm.Millie is not as tall as Peter.Millie is shorter than Peter.Encourage the students to make more sentences, using ‘(not) as …so/as…’the more sentences, the better.STEP 3 Filling in the blanksShow the students a table as following.A B C DAgeHeightWeightRunning (50m)Maths testEnglih testChinese testAsk the students to work in groups of four and first fill in theblanks by asking each other questions. Then get the students to talk about this information in groups of 4 students. Encourage them to use comparatives, superlati ves and ‘(not) as… so /as…’to compare people or things. STEP 4 Making sentences Tell the students that stars show how interesting the activity is and the triangles show that how dangerous the activity is.Get the students to talk about Millie’s opinion fir st.Hiking is as interesting as skiing.Swimming is not as interesting as hiking.Camping is not as interesting as swimming.Diving is not as interesting as camping.Cycling is not as interesting as diving.Skiing is as dangerous as diving.Swimming is as dangerous as camping.Hiking is as dangerous as cycling.Cycling is not as dangerous as diving.Hiking is not as dangerous as swimming. …. AND SO ON.Give the students 3 minutes to finish the exercises in Part C1 on page 15.(For weaker classes, the teacher better explain how all this works.For stronger classes, just let the students to do it by themselves. )Check the answers together.Ask the students to fill in their own information and talk about it in groups.Encourage the students to make more sentences like this. Here I can organize a competition among different groups. Or I can organize some chain work.STEP 5 A summaryWe use ‘(not) as…so/as…’ to compare people or thing, when they are (not) the same in some ways.STEP 6 Additional exercisesI. Fill in the blanksI 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.II. Translation我认为游泳不如徒步旅游有趣。
初中英语译林教案八上
初中英语译林教案八上一、教学目标：1. 知识目标：（1）能够理解文章内容，掌握相关词汇和短语。
（2）能够运用所学知识，描述自己理想的学校。
2. 能力目标：（1）能够通过阅读，获取文章中的信息，并进行简单的推理。
（2）能够运用所学知识，进行简单的写作和口语表达。
3. 情感目标：（1）激发学生对学校生活的热爱，对理想的追求。
二、教学重难点：1. 教学重点：（1）文章内容的理解。
（2）相关词汇和短语的掌握。
2. 教学难点：（1）文章中一些细节的理解。
（2）如何运用所学知识，描述自己理想的学校。
三、教学步骤：1. 导入：（1）利用图片或实物，引导学生谈论学校生活。
（2）引导学生思考，他们理想的学校是什么样的。
2. 阅读理解：（1）让学生独立阅读文章，理解文章内容。
（2）通过提问，检查学生对文章内容的理解。
3. 词汇学习：（1）引导学生学习文章中出现的新词汇和短语。
（2）通过例句和练习，帮助学生掌握这些词汇和短语。
4. 写作练习：（1）让学生根据文章内容，列出他们理想的学校的框架。
（2）让学生根据这个框架，用自己的话，描述自己理想的学校。
5. 口语表达：（1）让学生分组，互相描述自己理想的学校。
（2）鼓励学生大胆开口，表达自己的观点。
四、课后作业：1. 抄写文章中出现的新词汇和短语。
2. 根据文章内容，写一篇关于自己理想的学校的短文。
五、教学反思：通过本节课的教学，发现学生在阅读理解方面还存在一些问题，需要在今后的教学中，加强对学生阅读理解的训练。
同时，学生在口语表达方面还需要加强，需要在今后的教学中，多给学生提供口语表达的机会。
最新译林版八年级英语上册(全册教案)
译林版八年级英语上册全册教案Unit 1 Friends第1课时Comic strip and Welcome to the unit一、教学目标1、To identify the new words and phrases;2、To describe the appearance and personality of a person with simple and proper words.3、To categorize adjectives to describe important qualities of a friend according to personal.二、教学重点To describe the appearance and personality of a person with simple and proper words.三、教学难点To talk about the important qualities of a good friend with proper adjectives.四、教学过程（一）Lead-in（师）T: Hello, boys and girls, do you have a friend? Yes, of course, you do. As we know, every one of us should have at least one or two friends. Time seems to go faster when good friends are together.Ask some open questions:e.g. Who is your good friend?Could you tell us something about your good friend?Why do you choose him/her as your good friend?（生）Talk about these questions with their partners（二）Presentation and Practice（师）T: It’s nice to see Hobo and Eddie again. Do you like them? Yes, they are funny and they can always make us happy.Let’s listen and answerthe questions:(1)What does Eddie give Hobo?(A cake, some milk)(2)What else does Hobo want?(The pizza in Eddie’s bowl)(1)Will they share the pizza? Why or why not?(Yes, they will. Because good friends always share.No, they won’t. Because Hobo already has a big cake.（2）Do you think they are good friends?(Yes, they often share things with each other.)（生）Listen carefully and try to understand what the teacher says.Listen to the recording and answer the two questions.Discuss in pairs（师）Repeat after the recording and pay attention to your pronunciation and intonationGood students can add an ending to it.Choose some pairs to act it out.（生）Read after the recording loudlyPractice in pairs loudly.Act out.（师）Eddie and Hobo are good friends. They often share things with each other. Can you describe your good friends to us? What’s your friend like?(honest, good-looking, tidy, polite, care about sb, keep a secret, never tell lies，etc.)Daniel is reading about a writing competition in Teenagers magazine. Let’s help him Match the qualities on the left with the questions on the right.Daniel and Amy are talking about what qualities are important in good friends .Listen and answer:What do they think good friends should be like? (honest,helpful and interesting )（生）Say out a word or a phrase one by one.Check the answers by speaking out with the complete sentences. Eg:My friend is helpful so he/she is ready to help when I have problems.Listen carefully and try to answer the question.（师）Pay attention to your pronunciation and intonationBoys act Daniel, girls act Amy, then exchange.Walk around and give students some help.Now let’s play a guessing game. One of you will describe your good friend in our class with 4/5 sentences and the others will guess who he/she is.（生）Read loudlyPractice in pairsDescribe, listen and guess（三）Extension（师）Let’s learn some proverbs.A friend in need is a friend indeed.If you want to make friends , you must become good friends.（生）Read the proverbs loudly and write them down on their note books.（四）SummarizeT: 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（五）Homework（六）当堂训练Best friends are the people who like you and h_______ you the most. They are the ones who are e________ to work with and easy to have fun with.Sometimes it’s d_______ to find a best friend. And sometimes you can f_____ a little lonely. But just because you don’t have a best friend now, it doesn’t mean you won’t have one in the f______. Best friends s_____ to find each other as if by magic. And when you find your best friend, the magic will last forever.(help, easy, difficult, feel, seem)五、教学反思第2课时Reading（1）一、教学目标1、To guess general meanings from keywords and context2、To recognize the use of comparatives and superlatives3、To skim text for overall meanings and scan for details二、教学重点To skim text for overall meanings and scan for detailsTo find out the names, looks and personalities about the friends in the text;三、教学难点To use adjectives to describe people’s appearance and personalities四、教学过程（一）Lead-in（师）1. QuestionnaireLet the students do a questionnaire about “Who will you talk to when you are in such situations,parents, teachers or friends?”1. You are very happy.2. You are very sad.3. You have a secret and you want to tell someone.4. You have problems.5. You want to go shopping.2. Free talkA life without friends is a life without a sun. What makes good friends?（生）1、Discuss these questions with their partners.2、Express their opinions .eg:Good friends should be...（二）Presentation and Practice（师）Show a picture of my friend and learn some words and phrases.Look at this photo. This is mybest friend. Can you say something about her?Present some new words and phrases.(smile, sweet, long straight hair, have a good sense of humour, etc.)（生）Describe the photo in rows.（三）Reading（师）1. Read and answerToday I’ll introduce some friends to you. They are teenagers like you. Let’s see who they are. Open your books on Page 8. Read the text quickly and tell me their names.2.Read and find out their main qualitiesRead quietly and find out the adjectives to describe their qualities.Betty---(generous, helpful)Max---(humorous,funny)May---(true friend, kind)3.Listen to the tape and read again ,then try to answer the following questionsStop the recording after each entry.Betty: Is Betty slim?What does she want to dowhen she grows up?Max: How tall is Max?What about his legs?Betty: Is Betty pretty?Why is she a true friend?4.Repeat after the tape.Repeat after the recording,and pay attention to the pronunciation and intonation.Divide the whole class into three groups. Each group read one entry.5.Read in groups.Read the entries by yourselves loudly and walk around to help those who has problems with the pronunciation.（生）1.Read the text quickly and find out the names.2.Read quietly and find out the adjectives.3.Read the questions first, then listen and read and find out the answers.4.Repeat after the recording loudly.Each group read one entry loudly.Read alone loudly. They can ask for help from teachers or better students when they have problems.（四）Practice（师）plete Part B1 on Page9.Mr Zhou, the editor of Teenagers magazine, is making profiles of Betty, Max and May. Help him complete the information in Part B1.2.Read the sentences in Part B2 to judge whether they are true or false. If they are false, please correct them.（生）plete the information carefully. Ask three students to write down their answers on the blackboard to check the answers.2.Do the exercises carefully then check the answers together.（五）Extension（师）Have a discussion about “Who do you want to choose as your best friend, Betty, Max or May? Why?” in a group of four.（生）Discuss in groups then choose one to report.（六）Homework（七）当堂训练随堂检测（5分钟）根据短文内容回答下面的问题Everyone wants to own the friendship, because without a friend, the world is like a desert. Many people want others to be their friends, but they don't give friendship back. That is one of the reasons why some friendships don't last very long. To have a friend, you must learn to be one. You must learn to treat your friend the way you want your friend to treat you. Learning to be a good friend means learning the following rules.Honesty is where a good friendship starts. Friends must be able to trust one another. Generosity means sharing and sharing makes a friendship grow. You don't have to give your lunch money or your clothes, of course. Instead you share your ideas and feelings. Everyone needs understanding and help with a problem. Turning to a friend can be a first step in solving the problem. So to be a friend you must listen and understand. You must try to put yourself in your friend's place, so you can understand the problem better.1. Is it easy to keep a good friendship?2. What are the three rules to be a good friend?3. Which is the base of friendship among the three rules?(1. No, it isn't. 2. Honesty, generosity and understanding. 3. Honesty. )五、教学反思第3课时Reading（2）一、教学目标1、To learn some useful expressions and use them in different context.2、To introduce Betty, Max and May with the help of a mind map3、To use the key words and expressions to express students’ own ideas二、教学重点To learn some useful expressions and use them in different context.三、教学难点To retell the entries with the help of some key words and expressions 四、教学过程（一）Lead-in（师）Read the entries and complete the table.（生）Read and find out the words and phrases.（二）Retell the entries（师）Try to retell each entry with the help of the table.Give students 2-3 minutes to prepare.（生）Retell each entry with the help of the key words in the table.（三）Practice（师）1. Complete Part B3Mr Zhou is writing about Betty, Max and May. Help him write the correct names in the boxes in Part B3 and find out some related details in the three entries.Ask some students to read out their answers.2. Discuss some important phrases and sentencesWalk around and give students some helpplete Part B4Mr Wu is asking the students who they would choose as their best friends. Complete the conversation with the words in the box .Ask four students to read out the conversation to check the answers.（生）1.Do the exercise on their own.Listen carefully to check the answers.2.First find out some important expressions in the passages, then discuss in pairs how to use them.3.Do the exercise on their own,4.Listen carefully to check the answers.（四）Extension（师）We’ve learnt a lot about Betty, Max and May. If you need to choose one of them as your best friend, who would you choose? Why?Choose some groups to present their conversation.（生）Work in a group of four to make a conversation like Part B4.Present their conversation in the front of the classroom.（五）SummaryLet'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!（六）Homework（七）当堂训练根据短文回答下面的问题Everyone needs friends. There is an old saying,"Friends are God's way of taking care of us." But how do you find real friendship and keep it?The American writer Sally Seamans tells young students some smart ways to find friends. Sally says finding friendship is just like planting a tree. You plant the seed (种子) and take care of it to make it grow.First, you should choose a friend. A good friend should be kind and patient.To make a friend, you cannot be too shy. You should make each other happy and share your lives.What should you do when you have a fight with your friend? You have to talk to him or her. When there is no one around, have an honest talk. If he or she doesn't want to talk, you could write a letter.Remember that friendship is the most important thing in your life.1. Sally wants to tell students the ways to_____.A. find friendsB. plant treesC. get happyD. keep fit2. What makes good friends? A good friend should _____.A. be lovely and coolB. be kind and patientC. have lots of moneyD. have good looks3. According to the text, you can _____your friend after a fight.A. buy a present forB. never say a word toC. have dinner withD. write a letter to4. What should you do if you fight with your friend?A. Fight till win.B. Say sorry to him or her.C. Have an honest talk or write a letter.D. Tell the teacher.（ABDC）五、教学反思第4课时Grammar一、教学目标1.To learn how to form comparative and superlative adjectives2.To use comparatives to compare two people or things3.To use superlatives to compare three or more people or things二、教学重点1.To introduce the structure of comparative and superlative adjectives2.To change the adjectives into comparative and superlative forms三、教学难点To use comparative and superlative adjectives to compare people or things correctly四、教学过程（一）Lead-in（师）1.Show Sandy and Millie’s pictures.Look at these two girls. Please describe two girls’ appearances.2. Try to compare themCan you find the differences between them?Lead the students to compare them. Ask some better students to say out some sentences.eg:Sandy is taller than Millie.Write down some words on the blackboard: taller, shorter, bigger, longer,etc.Present the sentences on the the screen.（生）1.Describe the two girls one by one in rows.2.Think carefully and try to say out as many differences as they can.Millie is shorter than Sandy.Sandy’s hair is longerthan Millie’s.......（二）Presentation of comparative adjectives（师）1. Try to work out the ruleAsk the students toread these sentencesand try to find the rulesabout comparative.Introduce when we canuse comparative andthe basic structure ofcomparativeadjectives.2. Try to sayShow some pictures. Ask the students to compare them. At the same time, the teacher gives some adjectives to help the students. Lead the students to find what the short adjectives are.3. Try to findAsk the students to observe the comparative of the short adjectives. Let the students find the rules of the forms.4. Try to changeAsk the students to change the adjectives into their comparatives.5. Try to thinkIntroduce the long adjectives and let them list some more long adjectives.6. Try to concludeLead the students to conclude the rules according to the sentences of long comparative adjectives. And introduce the irregular adjectives and their comparative forms.（生）1.Read these sentences on the screen carefully and think carefully.pare the pictures and find the short adjectives3.Observe carefully and find out the rules of the forms.（三）Presentation of superlative adjective（师）1.Introduce the superlative adjectives.Ask three students to come to the front of the classroom. Lead students to think :Who is the shortest /the tallest of the three?Present three pieces of chalk.Lead students to think which one is the shortest/the longest?Write down the sentences on the blackboard and underline the the superlative adjectives2.Try to compare other thingsShow more things in the classroom to ask students to compare using the superlative adjectives.3.Try to concludeLead the students to conclude the rules of superlative adjectives, including the form rules and the sentence structure.（生）Observe carefully and try to say out the answers with a whole sentence.（四）ConclusionAsk students to read the table on Page11 to know more about the forms of comparative and superlative adjectives. Then work out the basic rules of using comparative and superlative adjectives on Page 12.（五）Practice（师）1.Part A on Page12Daniel is writing about his classmates. Help him complete the table in Part A with the correct adjectives.2.Part B on Page12Daniel has made a profile of his classmates. Read the profile and find out some new words. eg: Height, weight, test, etc.（生）1.Ask two students to write down the answers on the blackboard. Then check the answers together.2.Ask three students to write down the answers on the blackboard. Then check the answers together.（六）Extension（师）Work in pairs and make a dialogue comparing people or things. You can choose any of the following topics:animals, sports, food and drink and people in the classroom.（生）Make a dialogue in pairs then act it out.（七）Homework（八）当堂训练In the evening, Kitty and her family are watching TV together. Complete their conversation.kitty：Dad and Mum,l think our family is ________(happy)family in the world.Dad：Yes,my dear.We aren't ________(rich)family in Beijing,but we're happy living together.Mum：Our flat is ________(small)many other people's homes,but we're ________(happy)them.kitty：Daniel is ________(smart)lie’s English is ________(good)mine. Simon is ________(good)me at sports,but l think l have ________(good)family in the world.Mum and Dad,you are ________(generous)people and you are ________(kind)person to me,Grandma.Grandma：And you're ________(wonderful)person in the world,Kitty.Kitty：You too,Grandma.(the happiest, the richest, smaller than, happier, smarter, better than, better than, the best,the most generous, the kindest, the most wonderful)五、教学反思第5课时Integrated skills一、教学目标1、To talk about friends’ looks and personalities2、To talk about friends’ future plans3、To get specific information from listening materials二、教学重点1、To talk about friends’ looks and personalities2、To talk about friends’ future plans三、教学难点To get specific information from listening materials to complete the entries四、教学过程（一）Presentation（师）1.Show a picture of BettyThis is Betty. Do you remember what Betty wants to be when she grows up?2.Talk about this topic in pairsWhat are you going to be when you grow up?Why do you want to be a ......?3. Present the new phrasesWhen I was your age, I wanted to be a social worker. I wanted to help people with their problems.Write down: social worker（生）1.Ask one student to answer: She wants to be a singer.2.Talk about the topic in pairs.3.Listen carefully and learn the new phrases（二）Listening(Nora’s future plans)（师）1. Listen and complete A1Nora is talking to Amy about her future plans. plete A2Let’s listen and find out what her future plans are.Tick the correct boxes in the table.Listen to the tape again and check their answers.3. Read and find out some important sentencesNora is writing about her future plans in her diary. Look at the table in PartA1. Help Nora complete her diary entry.（生）1.Listen carefully and Tick the correct boxes in the table.plete A2 with the information in A1. Ask one student to read the entry to check the answers.3.Read and find out some important sentences.（三）Listening (Sandy’s future plans)（师）1 .Listen and answerRead the entry and find out some important sentences.2. Listen and complete A3Nora would like to be a social worker when she grows up. What about Sandy? What’s her plan? Please listen to Sandy’s conversation with Daniel and find it out.3. Read the diary entry together.Listen to the recording again and help Sandy complete her diary entry.Check the answers in pairs, the check the answers as a class.Read the diary entry together.（生）1.Listen carefully and complete A3.2.Check the answers in pairs3.Read the diary entry loudly.（四）Practice（师）Please make a dialogue with your partner, talking about your future plan.（生）make a dialogue in pairs to talk about their future plans.（五）Presentation（师）Show the picture of Part B and asks who Sandy is.Introduce the sentences: Sandy is the girl on the right.Sandy is the girl with glasses/a ponytail. Teach the new word “ponytail”.（生）Observe carefully.（六）Listening（师）Listen and answerWho’s the boy on the left? What’s he like?Who’s the girl next to him?What’s she like?（生）Listen carefully and find out the answers.（七）Practice（师）Read the dialogue together.Read aloud in groupsRead in rolesPay attention to linking and loss of blasting.（生）Read loudly（八）Extension（师）The teacher asks the students to bring some pictures of their own friends or families to class, exchange the photos and discuss about them（生）Talk about their own photos, using the dialogue as a model.（九）当堂训练Dear Anita,In your last letter you asked me about my plans for the future. First, I will finish high school.Then I will go to college and study to be a doctor. I won’t get married right away because it takes a long time to become a doctor. I want to help sick people. I’m going to learn a lot about illness. Maybe I will find a treatment for cancer. I’ll be famous and I will become very rich.After I become a successful doctor, I’ll get married. I want to marry an interesting person. For example, my wife might be an artist. We will have a wonderful life together. I think we will have one or two children. Doctors get paid quite a lot so I think we will have a nice house. We will travel a lot.I want to visit Australia, Europe, and Africa.Are these plans, or dreams? Do they sound crazy to you? Write soon and tell me about your plans.Your friendJosh 根据短文判断正误。
牛津译林版八年级英语上册全套优质教案汇总
牛津译林版八年级英语上册全套优质教案汇总一、教学内容1. Unit 1 FriendsReading: Best friendsVocabulary: New words and expressions related to friendshipGrammar: Comparative forms and superlative forms of adjectives2. Unit 2 School lifeReading: My school lifeVocabulary: New words and expressions related to school lifeGrammar: Present continuous tense3. Unit 3 A day outReading: A visit to the Great WallVocabulary: New words and expressions related to travel and sightseeingGrammar: Past simple tense4. Unit 4 Wild animalsReading: Giants of the oceanVocabulary: New words and expressions related to wild animalsGrammar: Future simple tense二、教学目标1. 能够理解并运用所学的词汇和语法知识进行日常交流。
2. 能够通过阅读文章，提取关键信息并理解文章大意。
3. 培养学生的英语思维能力，提高他们的听说读写综合运用能力。
三、教学难点与重点1. 教学难点：正确运用比较级和最高级形式描述人物和事物。
掌握现在进行时、一般过去时和一般将来时的用法。
2. 教学重点：培养学生运用目标词汇和语法进行情景对话和写作的能力。
四、教具与学具准备1. 教具：教材投影仪音频播放设备2. 学具：课本练习册笔记本五、教学过程1. 导入：通过展示与单元主题相关的图片或视频，引发学生的兴趣和思考。
译林版初中英语教案八年级上册
译林版初中英语教案八年级上册教案标题：译林版初中英语教案八年级上册教案目标：1. 帮助学生掌握八年级上册英语教材的重点知识和技能。
2. 提高学生的听、说、读、写能力。
3. 培养学生的合作与沟通能力。
教案内容：本教案将按照译林版初中英语八年级上册的教学内容进行安排，包括以下单元：1. Unit 1: How do you study for a test?2. Unit 2: I used to be afraid of the dark.3. Unit 3: Teenagers should be allowed to choose their own clothes.4. Unit 4: What would you do?5. Unit 5: Nelson Mandela—a modern hero.6. Unit 6: I'm going to study computer science.7. Unit 7: Will people have robots?8. Unit 8: What's the best movie theater?9. Unit 9: When was it invented?10. Unit 10: By the time I got outside, the bus had already left.教案步骤：每个单元的教案步骤包括以下几个部分：1. 导入活动：通过引入相关话题或图片等方式激发学生的学习兴趣。
2. 词汇与语法讲解：介绍本单元的关键词汇和语法知识，并提供相关的练习。
3. 听说训练：通过听力材料和口语练习，帮助学生提高听力理解和口语表达能力。
4. 阅读训练：通过阅读材料和相关练习，培养学生的阅读理解能力。
5. 写作训练：引导学生进行书面表达练习，提高他们的写作能力。
6. 综合训练：通过综合性的练习和活动，巩固本单元的知识和技能。
7. 课堂总结：对本节课的学习内容进行总结，并布置相关的作业。
牛津译林版八年级英语上册全套教案汇总
牛津译林版八年级英语上册全套教案汇总一、教学内容1. Unit 1 Friends：描述友谊的重要性，学会如何描述朋友的特点，了解朋友的兴趣爱好。
2. Unit 2 School life：谈论学校生活，了解不同国家的学校制度，学会用英语表达对学校的看法。
3. Unit 3 A day out：学会描述一次外出活动，用英语进行方位描述，表达对景点的喜好。
4. Unit 4 Do it yourself：介绍手工艺制作过程，学会使用祈使句和说明性语言。
5. Unit 5 Wild animals：了解野生动物，学会用英语描述动物的特点和习性。
6. Unit 6 Birdwatching：介绍观鸟活动，学会描述鸟类的特征，表达对观鸟的喜好。
7. Unit 7 Seasons：描述四季变化，学会用英语表达天气情况和活动安排。
8. Unit 8 Natural disasters：了解自然灾害，学会用英语描述灾害现象和防护措施。
二、教学目标2. 使学生掌握本册教材中的重点词汇、短语和语法知识，并能灵活运用。
3. 培养学生的跨文化交际意识，提高实际运用英语进行交流的能力。
三、教学难点与重点1. 教学难点：词汇的拓展运用、语法知识点的理解、口语表达能力的提升。
2. 教学重点：教材各章节的核心词汇、短语、句型及语法结构。
四、教具与学具准备1. 教具：多媒体设备、黑板、教学卡片等。
2. 学具：教材、笔记本、练习本、彩色笔等。
五、教学过程1. 实践情景引入：通过图片、视频等方式，让学生身临其境地感受各个单元的主题，激发学习兴趣。
2. 例题讲解：针对每个单元的重点知识，设计典型例题，引导学生分析和解答。
3. 随堂练习：设置适量练习题，巩固所学知识，提高学生的实际运用能力。
4. 互动环节：组织学生进行小组讨论、角色扮演等活动，培养学生的口语表达和团队协作能力。
六、板书设计1. 每个单元的核心词汇、短语和句型。
2. 语法知识点及其例句。
精编牛津译林版八年级英语上册全套教案汇总
牛津译林版八年级英语上册全套教案汇总共计198页牛津译林版八年级英语上册Module 1 Teenage life教案汇总（Unit1—Unit4）Unit 1 FriendsComic strip and Welcome to the unitI. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. identify the new words and phrases;2. describe people’s qualities with simple and proper words;3. know more about friendship and try to develop some good qualities.II. Teaching contents1. New words and phrases: thirsty, honest, care about, keep a secret, make sb happy, be ready to do sth, have problems, believe what he/she says, tell lies/funny jokes.2. New structures: Can I have something to drink?Can I have some more food?What makes good friends?You can trust them because they never tell lies.III. Focus of the lesson and predicted area of difficultyDescribe people’s qualities with simple and proper words.IV. Teaching proceduresA Comic stripStep 1 Lead-in1. The topic of the unit ― friendsT: Hello, boys and girls, do you have a friend? Yes, of course, you do. As we know, every one of us should have at least one or two friends. Time seems to go faster when good friends are together.2. Free talkAsk some open questions:Who is your good friend?Could tell us something about your good friend?Why do you choose him/her as your good friend?【设计意图】从谈论身边的朋友引入课题，拉近与学生的心理距离，学生有了表达的欲望，也能用自己的语言初步描述朋友的性格。
译林版八年级英语上册教案5篇
译林版八年级英语上册教案5篇译林版八年级英语上册教案5篇作为一名教师总不可避免地需要编写教案，教案是向课堂教学转化的关节点。
下面是小编为你准备的译林版八年级英语上册教案，快来借鉴一下并自己写一篇与我们分享吧！译林版八年级英语上册教案篇1Teaching procedures(教学步骤):Step 1 Leading in(导入话题，激活背景知识)1. Greetings and free talk .2. Check the Homework .Step 2 Pre-task(任务前活动)SB Page 13 , 1a .1. Read the instructions to the students .2. Read the sentences and ask a student to read the sentences to the class.3. Write NI , I , VI for each statement .4. What is important to you when you choose clothes ?”Write one or more oftheir statements to the class .Talk about the answers with the class .Step 3 While-task(任务中活动)SB Page 13 , 2a .1. Read the instructions .Make sure the Ss understand what they should do.2.Read the three sentences in the box .You will be listening to a radioadvice program .They will be talking about one of these problems .3. Play the tape twice .Ss check the problem they hear .4. Play the tape again ,Ss correct the answers .SB Page 13 , 2b .1.Read the instructions .Make sure Ss understand what they should payattention to .2. Look at the chart .There are three persons ,Kim , Nicole ,Emilio .Whowill give Erin some advice ?What are they ? Read each name for the class .3. Play the recording again .Ss write their answers .4. Play the recording again ,one sentence by one sentence .Check theanswers .Step 4 Post-task(任务后活动)SB Page 13 , 2c .1.Point out the example in the sample dialogue .Ss practice reading .2. Pairwork: What do you think Erin should do ?3. Share their conversations with whole class .Homework(家庭作业) :You left your Homework(家庭作业) at home ,what should you do ? Please give youradvice .教学后记:译林版八年级英语上册教案篇2一、教师寄语A bold attempt is half success.（勇敢的尝试是成功的一半）二、学习目标知识目标：Words:milk, junk food, health, unhealthy, habit, exercise, most, result, try, different maybe, although,Phrases:junk food, as for, on weekends, no students, try to do, look after, kind ofSentences:1.But my mother wants me to drink it.2.She says it’s go od for my health3.I try to eat a lot of vegetables.4.Is her lifestyle the same as yours or different?能力目标:学会谈论饮食习惯。
译林版八年级英语上册Unit5Wildanimals！（全章教案）
译林版八年级英语上册Unit 5 Wildanimals全章教案第1课时Comic strip and Welcome to the unit一、教学目标1. 95% students learn to master the new words and some sentence patterns;2. 90% students talk about wild animals from two aspects: characteristics and appearance;二、教学重点To let students talk about favourite animals and give reasons.三、教学难点To let students talk about favourite animals and give reasons.四、教学过程（一）Lead-in(W elcome to the unit)T: We know there are many lovely pets around us, such as dogs, cats, goldfish, rabbits, tortoises and so on. If you get one or two of them as pets, will you look after them well? I believe you can take good care of your pets. However, many other animals also need your care. They don’t live in our house. They are wild animals and some of them live in the wild. (Board-writing: wild) Would you like to go to the forest and visit them?S: Y es.T: We are strangers in the forest, so wild animals are shy and afraid to see us. Some of them hide（二）Presentation1. Present the names of wild animals(1) Show more pictures of wild animalsT: They are wild animals and they can’t speak like us. Can you help them introduce themselves? Y ou can make the self-introduction just like this. Hello! My name is … I am … I can …(2) Read the names of the wild animals after the teacherAsk the students to read these new words and phrases after the teacher for three times. Make sure all the students can read the names correctly. Then do Part A on page 57.(3) Finish Part A on page 57(4) Play a guessing gameT: Wild animals are our friends. It’s important to protect wild animals. Let’s check how much you know about wild animals. Let’s play a guessing game. Write the names on pieces of paper and then invite some students to choose and say something of the animals (To make it easier, ask the students to use the first person). The other students should listen carefully and guess what animal it is.Bear: I’m very big and strong. I like eating fish.Zebra: I look like a horse and can run fast. I have black-white stripes.Squirrel: I am small but lovely. I have a very big tail. I like eating nuts (坚果).Giant Panda: I am cute and I live in China. I hope that one day I can take a colour photo.Dolphin: I’m friendly and clever. I like playing balls and dancing in the sea. Who am I?Tiger: I’m the King of our forest. I’m dangerous. Don’t attack (攻击) me!2. Present the dialogue(1) Read the dialogue and answer the question.T: Millie and her classmates are talking about their favourite wild animals. Let’s listen to t heir conversation and then try to answer the question: What’s Simon’s favourite wild animal? (Play the recording of part B)S: He likes lions best.(2) Get the students to read the dialogue carefully and complete the table.(3) Get the students to read the dialogue together or in roles.(4)Get the students to make up dialogues.T: We have learned many kindsof wild animals. Can you tellme which wild animal you likebest and which one you likeleast? Then get the students totalk about their favourite wildanimals.（三）PracticeUse the following model tomake dialogue.A: Which animal do you like best?B: I like … best.A: Why?B: Because they are …A: Which animal do you like least?B: I like … least.A: Why?B: Because they are …（四）Lead-in(Comic strip)1. Look at the picture and answer the questionsT: Look at the picture. We all know him. He is our old friend Eddie. Is Eddie a wild animal?S: No. Because he doesn’t need to look for food in the wild.T: Well, Hobo and Eddie are talking about wild animals. Now let’s watch a short flash about their dialogue and try to answer the questions:(1) Will Eddie eat the wild animals? Why or why not?(2) Will Eddie eat the wild animal? Why or why not?2. Play the flash for them and then get some students to answer the question（五）Practice1. Play the tape again and get the students to read after it. Then ask them to fill in the blanks.T: Please listen to the tape again and repeat in groups, paying attention to the pronunciation and intonation.2.Work in pairs and read the dialogue in roles.（六）ConsolidationDivide the students into two groups: boy group and girl group. Boy group’s opinion: People can eat wild animals. Girl group’s opinion: People shouldn’t eat wild ani mals. They are given several minutes to prepare for the debate.（七）SummaryT: Wild animals are our friends. We shouldn’t eat or kill them. We should love and protect them. We should share the world with them!（八）Homework1. Finish some exercises of this period;2. Find more information about giant pandas;3. Preview Reading五、教学反思第2课时Reading（1）一、教学目标1. 95% students learn to get specific information by using the indicating words;2. 90% students to understand the understand the importance of protecting wild animals.二、教学重点To let students know the background of different wild animals in the world and talk about them 三、教学难点To let students know the background of different wild animals in the world and talk about them 四、教学过程（一）Lead-inEnjoy a video about Kungfu Panda II.T: Today, we’ll continue to learn about wild animals. First, let’s enjoy a video.T: As we can see, the panda in the film is very good at kungfu and it lives happily. But it is very difficult for real pandas to survive in the wild. They need our help, right? In fact, there are a lot of things that we can do to care about the pandas. We can join the WWF. We can design a leaflet to ask people to help the pandas. So, let’s think about how to design a leaflet. I am sure that you will know how to design it after learning this report on the baby panda Xi Wang.（二）Presentation1. Learn the new expressions(1) B rainstorm T: What do you know about giant pandas?(2) Present the new expressionsT: Most of you know that the giant pandas live mainly on bamboo. And you also know that the number of giant pandas is very small because they are facing serious problems. They are in danger. Shall we take action to protect them? (Show some pictures with the words: live mainly on, face serious problems, be in danger and take action right away.)T: In fact, there a re a lot of facts about giant pandas that you don’t know. In the arti cle, The Story of Xi Wang, you find them and think you will know how to protect them after reading it.2. Skim for the main idea of the whole text(1) Watch a video of the text and skim for the main idea of the articleT: First, let’s watch a video to get a general idea of the text.T: Can you find an easy way to get the main idea of the article quickly? (Group work)T: Sometimes, we can get the main idea of the whole article from the title, the pictures and the first and last paragraph.(2) Have a tryT: Let’s have a challenge to get the main idea of the text.3. Skim for the main idea of each paragraph(1) BrainstormT: The report is about the pandas, so let’s guess in what aspects we can introduce the pandas. We will use the mind map to help us. Here, I will give you a sample of the mind map.(2) Skim for the main ideas of paragraph 2 to 5T: All of you have thought of so many ideas. Now, let’s read paragraph 2-5 and find their main ideas to see whether you have made the right prediction.(3) Explain how to find out the main idea with the topic sentence.T: Here, I have a question for you. How did you find the main idea of paragraph 4? Can you circle the topic sentence?4. Understand the structure of the textT: So far, we have known how the report is organized. It is time for us to analyze the structure of the report. How many parts can the report be divided into? What are they? Please work in groups.5. Scanning for the specific information.(1) Finish the table.T: Boys and girls ,we have known the structure of this article and the main idea of each paragraph. Now, let’s get a close look at the article. First, let’s find out what the pandas eat and how much they weigh in different stages. Y ou can circle some useful words while looking for answers. Now, please listen to the tape and then finish the table.Information about Xiwang(2) DiscussionT: While looking for the answers, you may find some useful words that can help you quicklyfind the information you need. Can you circle them?(3) Scanning for the specific informationT: Next, let’s find out what problems the pandas face and what actions we can take. Y ou can circle some useful words while looking for answers.(4) Have a tryT: Let’s have a challenge to use the indicating words to find the answers.6.SummaryT: Now we have a better understanding of the text. Let’s review what we learnt.（三）Consolidation1. Retell the textT: Boys and girls, so far, we have learnt a lot of details about giant pandas. I think we can tell our friends or someone else about this lovely wild animal. Let’s retell the story. Here are some useful expressions for you.look like a white mouse weigh just 100 gramsat four months oldeightmonthslater not … any morein the beginninglook after herselfface serious problemsit is difficult for … to …live mainly on become smaller and smalleras a resultbe in danger take action2. Finish a leafletT: We need to take action to help them right now. Please design a leaflet to ask people to care about giant pandas. Here are some useful expressions.… be born in the beginning when … Sadly …for example …Also... in danger take action3.SummaryT: No buying, no killing!（五）Homework1. Search the internet to find out more ways to protect wild animals;2. Finish the paper.五、当堂检测The baby panda called Xi Wang weighed just 100 grams at______and looked______a white mouse.At four months old,she began to go outside for the ______time.Eight months later,she weighed______35kilograms.In the beginning, Xi Wang drank her mother’s milk.When she was six months old,she began to eat______.When she was 20 months old,she learnt to look after______.Sadly,giant pandas face serious problems in the________.For example,it is very difficult for pandas to have_______,and many baby pandas die when they are very young.Also,giant pandas live______on a special kind of bamboo.However,the bamboo_______are becoming smaller and smaller.As a result,pandas may not have a place to live or ______to eat.Giant pandas are now in _____.We should take action right away.We can help pandas have ______babies,build more panda reserves or make ______to protect pandas.There are now only about 1,600 pandas in the wild.If we do nothing,______there may be none left!Keys:1.birth 2.like 3.first 4.over 5.bamboo 6.herself 7.wild 8.babies9.mainly 10.forests 11.food 12.danger 13.more ws 15.soon六、教学反思第3课时Reading（2）一、教学目标1. 100% students can have a deeper understanding of the report;2. 90% student can use the new words and phrases properly;3. 85% students learn to rewrite the report in the perspective of Xi Wang.二、教学重点To let students have a deeper understanding of the report;三、教学难点To let students have a deeper understanding of the report;四、教学过程（一）Revision1. Have a revision of the basic information about giant pandasT: Hello, everyone! We have learnt a story about a baby panda called Xi Wang. In today’s lesson, we will have a revision of the story and learn something useful from the story. First, I want to know how much you know about Xi Wang. Please answer the following questions.(1) What did she look like when she was born?(2) What could she do when she was 4 months old?(3) What do pandas eat when they grow up?2. Have a revision of the problems that giant pandas face and the actions that we can take to protect them.（二）Practice1. ExercisesT: Now, let’s have a challenge to see whether you can use the new language points in exams.(1) Fill in the blanks with the correct forms of the words in the brackets.a. Although she _________ (bear) in America, she spent her childhood in China. (was bo rn)b. When the sun appeared in the east, the sky starts ________ (get) brighter and brighter. (toget)c. People in North China _________ (main) on wheat. (mainly)d. Sanjiangyuan is one of the biggest nature ________ (自然保护区) in the world. (reserves)e. We should not do something against the _________ (法律) in the protected areas. (laws)(2) Translate the following sentences into Englisha. 现在大多数野生动物都面临严重的问题。