2018年秋牛津译林版八年级上英语Unit3集体备课教案表格式
课题8A Unit 3 Welcome to this unit 课型New教学目标1.Introduce some well-known places in China and around the world.2. To activate existing knowledge of the world and identify names of places and countries3.Learn to talk about places of interest with partners in English教学重点Introduce some well-known places in China and around the world.教学难点Learn to talk about places of interest with partners in English教学过程教师内容备课札记Step1 Lead-in——free talk about exerciseShow some photos of the school sports meeting to lead insome new words and phrases.Step2 Comic strip1. Listening: put the four pictures into the right order2. Questions: what is Eddie going to do?What is Eddie’s hill in fact?3. Group work: what do you think of Eddie’s lifestyle?Please give him some advice to keep fit.Step3 Ss activities——where am I?1. Pair work: show photos of the trip to partners and letthem guess where you are.& make a dialogue to talk aboutthe trip.2. Ask some Ss to introduce their trip to classmates.Step 4 the teacher’s introduction——Where are they?Give the Ss some clues to find out where the three Ss (Jane,Leo and Nick) are.Step 5:Practice1. Match each building with its city and country2. Read the three postcards from Jane, Leo and Nick andmatch them with the correct pictures.Step 6:language points1. I’m going to exercise. 我去锻炼。
exercise 是动词，表示“锻炼”，“运动”；exercise 也可做名词，表示“练习”、“运动”。
eg：He exercises his dog every day. 他每天遛狗。
Swimming is a good exercise. 游泳是一个很好的运动。
2. Come on, Hobo. Let’s enjoy ourselves.快来吧，霍波，让我们玩得开心点。
enjoy oneself 表示“玩得愉快”，ourselves 是反身代词。
表示“我们自己”，其他反身代词还有myself (我自己)，yourself (你自己)，yourselves (你们自己)，himself (他自己)，herself (她自己)，themselves(他们自己)。
作同位语时，表示“亲自”。
eg：He enjoyed himself during the weekend.I will go there myself.3. Yesterday I took a boat trip under the famous Bridge.昨天我坐船游览了著名的海港大桥。
take a boat trip 表示“坐船旅行”，类似的短语还有take abus/train trip, go on a trip. “trip ”多指来往有定期的短途旅行。
4.It is a beautiful building with a big garden and many trees.白宫是一个非常漂亮的建筑，里面有一个大花园和许多树木。
with a big garden and many trees 在句中做伴随状语。
eg：She is a pretty girl with shoulder-length hair.Step 7:Homework板书设计教学反思课题8A Unit 3 Reading (1) 课型New教学目标1 .To guess meaning from pictures2 .To infer general meaning from context and keywords3. To respond to text by sequencing information教学重点To infer general meaning from context and keywords教学难点To respond to text by sequencing information教学过程教师内容备课札记Step1 Lead inDiscussion：If you want to travel around the world in aday, what can you do?Step 2 Presentation1) Introduction of the world park2) Some new words and phrases:the Golden Gate Bridge boring a lot of traffic bequite far awayStep 3 Fast reading1) What is the letter from Linda to her parents about?2) What did Linda think of the trip?Step 4 Careful reading1) Fill in the table below:A trip to the World Park in BeijingWhoWhenHow(transportation)How farWeather2)Find out the route of the tripon the way at the World Park inside the park3) Some questionsWhat was the weather like?Where did Linda see the Golden Gate Bridge?Could Linda’s mother see the photos? Why?Step5 Role-playSuppose you are Linda, retell the day out to the WorldPark according to the form. Work in pairs. Get some Ss toretell it.Step6 Post-reading1. Discussion (Group work)2.Divide the class into several groups. Have a discussionin groups. Show the Ss some pictures. Each group chooses apicture to talk about the place of interest you want to visitbest. 1) where to go 2) when to go 3) how to go4) why to go 5) what to see 6) how to feel3.Each group chooses a student to give us a report.Step7 Sum-upFrom this lesson, we have learnt how to talk about theplace of interest we want to visit. We also learnt sth aboutthe places of interest So we must love our world and studyharder to make our world more and more beautiful.Step8 Homework1. Finish the exercises on the paper.2. Write a letter to your close friend to tell him/heryour pleasant trip to a place of interest.板书设计教学反思课题8A Unit 3 Reading 2 课型New教学目标1.To retell the story2.To master language points3.Encourage students to protect the environment.教学重点To master language points教学难点To retell the story教学过程教师内容备课札记Step1 Part B1. Ask students to read the conversation on their own.2. Ask students to replace the underlined phrases with thecorrect words.3. Ask students to compare answers in pairs.Step 2 Part C1. Do Part C1 as a class competition or a quiz.2. Ask students to close the books. The teacher read thesentences at random one at a time.Ask students to correct the false sentences.3. Additional sentences:a. There was a lot of traffic on the highway.b. Kitty did not like the song and dance parade4. Talk to students about a home page to focus theirattention on Part C2. Then ask them to sequence thepictures on Daniel’s home page on their own.Step3 : Explain some language points1. I’m doing fine.2. invite sb. to do sth.3. join / join in4. a fine warm day5. in a clear blue sky6. be far away from/ be far from/ 20 kilometres (away )from7. It/ sth. takes sb. some time to dosb. spend some time/ some money doing/ onsth. cost sb. some moneysb. pay some money for sth. /sb. pay sb. some moneyeg： I will spend two hours doing my homework today.= It will take me two hours to do my homework today.8. There was a lot of traffic(U) on the way.on one’s way to sp. / all the way / by the way9. boring/ boredThe long and boring talk made all of us bored.10. arrive at/ in get to reach11. can’t wait to do12. get on/off it13. in front of / in the front of14. more than/ over15. places of interestShow/ have interest in (doing) sth.eg: There are many places of great interest in Beijing.16. excited/ excitingeg: Hearing the exciting news, we were all very excited.17. be made of/ be made from/ be made out of/ be made insp. / be made by sb.18. I could believe my eyes. 我简直不相信我的眼睛。
新牛津译林版英语八年级上册第三单元表格式教案
2). Do you know where it is (located)?
C: Help the students to correctly pronounce the names of the countries and their famous buildings.
D: Part A onpage 31. Match the postcards withthecorrect pictures. Ask: Who sent the first / second…postcard? Which city did he go? What did he see? etc.
2).How wide is the bridge?
B: Get some pairs of students to read it out first,and thenact it out before the class.
C: Production:
Encouragethe students to make up a conversation on a trip plan. For less able students, they can imitate Part B on page 31, replacing the underlined parts with the information in Part A. Thenasksome pairs of studentstoact it out.
2.Learn how to discuss which foreign countries they would like to go.
牛津译林版八年级英语上册Unit3教案
牛津译林版八年级英语上册Unit3教案一、教学内容本节课选自牛津译林版八年级英语上册Unit 3，主要内容包括：Reading（1a1d）和Grammar（2a2d）。
Reading部分主要讲述了一个关于旅游的故事，让学生了解不同国家的文化特色。
Grammar部分主要学习了现在进行时态，以及动词ing形式的用法。
二、教学目标1. 能够理解并运用现在进行时态描述正在进行的动作。
2. 能够通过阅读文章，了解不同国家的文化特色，提高阅读能力。
3. 能够通过小组合作，用英语进行交流，提高口语表达能力。
三、教学难点与重点1. 教学难点：现在进行时态的用法和动词ing形式的构成。
2. 教学重点：阅读文章的理解，以及现在进行时态的运用。
四、教具与学具准备1. 教具：多媒体课件、黑板、粉笔。
2. 学具：课本、练习本、文具。
五、教学过程1. 导入：通过展示不同国家的旅游图片，引导学生谈论各自的旅游经历，激发学生的学习兴趣。
2. 阅读前：让学生预测文章内容，培养学生的预测能力。
3. 阅读中：1）让学生快速阅读文章，回答问题，检查对文章的整体理解。
2）详细讲解文章，分析重点词汇和句型，提高学生的阅读理解能力。
3）进行小组讨论，让学生运用现在进行时态描述文章中的动作。
4. 阅读后：让学生复述文章内容，巩固所学知识。
5. 语法讲解：1）通过例句，讲解现在进行时态的用法。
2）引导学生发现动词ing形式的构成规律。
3）进行随堂练习，巩固所学语法知识。
6. 小组活动：让学生分组编写一段对话，运用现在进行时态描述正在进行的动作。
六、板书设计1. Reading部分：1）文章2）重点词汇和句型3）现在进行时态的用法2. Grammar部分：1）现在进行时态的用法2）动词ing形式的构成规律七、作业设计1. 作业题目：1）根据所给情景，用现在进行时态编写一段对话。
2）阅读短文，回答问题。
2. 答案：八、课后反思及拓展延伸2. 拓展延伸：1）让学生收集有关其他国家旅游信息的资料，进行课堂分享。
英语牛津译林八上Unit3教案(全单元)
英语牛津译林八上Unit 3：教案（全单元）8A Unit 3全部教案Warm-up activities1 Review some keywords and phrases such as ‘exercise’,’climb’,’keep fit’ and‘enjoy’. Ask students to look at the pictures and read the conversation between Eddie and Hobo.2 Try to elicit from students the funny aspects of the comic strip. Allow students to express their feelings.Ask two more able students to role-play the conversation in front of the class.*********************************************Presentation1 Divide the class into groups of three. Set strict time limit of 1-2 minutes. Each student in a group reads one of the postcards in Part A. Ask students to underline the names of places mentioned in the postcard and add the names of the city and the country.2 Encourage each student to take turns to explain the postcard to the other studentsin the group. Then students match the pictures to the text on the postcards on their own. Check answers in class.3 Ask students to do Part B on their own, and then check answers with their partners. Check answers in class. Elicit sentences from students such as The Opera House isin Sydney, Australia.Language pointsExercise, climb the hill, need to do, keep fit, come on, enjoy ourselves, take sb. to swh. , what happened there, the famous Harbour Bridge, the Opera House, the River Seine, the White House,Homework1 Learn the language points by heart.2 一课三练P.253 Preview the Reading Part.****************************************************Revision1 Review key vocabulary according to the general ability of the class. Presentation (Reading A)1 Show the pictures of the World Park in Beijing. Elicit the names of the places or building.2 Explain to students the context of the letter. Ask Who’s writing the letter? Who’s Linda? Who’s she writing to?3 Read the letter to the class while students follow in their books. Try to read with expression.4 Divide the class into groups of three and allocate one part to each group. Ask them to find adj., verbs or phrases in the letter, which describe how Linda felt that day. They can either underline the words they do not know or write them on a piece of paper. Then go through the words students have underlined.5 Ask students in each group to go through the three sections in Linda’s letter and discuss the different feelings expressed in it.3 Ask students to write a schedule of the day out indicating places and movements only. Ask them to list the key words.6 Check students’ understanding. Ask comprehension questions.**********************************************Presentation (Reading B)1 Ask students to read the conversation on their own.2 Ask students to replace the underlined phrase with the correct words. Encourage less able students to find the words in the letter on page 36&37.3 Ask students to compare answers in pairs. Then ask two students to read out the conversation in class to check the correct answers.4 Ask students to write the list of new words and definitions in their vocabulary record books.5 Divide the class into pairs and ask them to read the conversation.**********************************************Presentation (Reading C)1 Do Part C as a class competition.2 Ask students to close their books . Then read the sentences at random one at a time. Write them on the Bb only one at a time. Make it clear that students raise their hands when they are ready to answer.3 Ask students to correct the false sentences. Allow less able students to open their books and find the correct information.4 Talk to students about a home page to focus their attention on Part C2. Then ask them to sequence the pictures on Daniel’s home page on their own.5 Check answers as a whole class activity.6 Ask students if there are any disagreements. Encourage them to explain why they have selected a certain sequence in order to identify reasons for mistakes. Language points (Part A)Invite sb. to do, at the beginning, get on a coach, be boring, on the highway, feel sick, most of the trip, arrive at, be made of metal, in front of, places of interest, from all over the world, the real ones in Egypt, an amazing day, join in, teach himself, a home page, for everyone to look atLanguage points (Part B)Travel from one place to another, movement of cars, the main road, come up from your stomach, the tall metal building, the old stone buildingLanguage points (Part C)It takes sb. time to doHomework1 Learn the language points by heart.2 一课三练P.26-273 Preview the Vocabulary Part.****************************************************** Presentation （Vocabulary）1 Part A is a recognition task asking students to identify the English names of popular places of interest in Beijing. Bring in photos of these places.2 Explain the context of the tasks. Ask students to study the pictures and words.2 Ask students to check answers with a partner. Then check the correct answers with the whole class by asking individual students to read out the sentences.3 Part B is a problem-solving task and students need to use their existing knowledge of Beijing to do it. Bring in a map of Beijing.4 Revise means of transport by asking students how they go to school or work.5 Ask students to do the task in pairs. Then ask students in a pair to compare their answers with another pair. Then ask students to take turns to read the sentences aloud to check the correct answers.Language pointsThe Monument to the People’s heroes, the red maple leaves, walk slowly around the big lake, feel the beauty of…, the names of the transport, more than an hour. Homework1 Learn the language points by heart.2 一课三练P.283 Preview the Grammar Part.************************************************Presentation （Grammar Part A）1 Elicit from students the context illustrated in the picture.Focus students’ attention on the trip and how the Class 1, Grade 8 students felt at the time. E.g., How was the trip? (boring, too long) Then ask them to form sentences with the keywords and write them on the Bb. E.g., The trip was boring. It was too long. Ask them to join the two ideas in one sentence.2 Ask students to list other similar ideas about the journey using ‘and’.3 Ask students to combine the two contrasting ideas--- of a boring trip on the coach and a wonderful day. Ask them when we use ‘and’ and ‘but’ to elicit the rulers.4 Ask students to combine the two options.5 Elicit a few sentences from students’ own experiences, focus on the sentences with the same subjects and verbs.6 This is a deductive learning activity. Encourage students to work it out as a problem-solving task following a set sequence of deduction. Students should be able to work out the correct joining word and also which words to delete by applying rules on Page 41.7 Elicit feedback from the class. Ask students to read out their new sentences. The others listen carefully and express agreeme nt or disagreement. If there’s any disagreement, encourage students to explain their reasons to help them focus on the different details of the rule.********************************************Presentation （Grammar Part B）1 Read the sample sentences. As k students to identify the verb and the ‘to’-infinitive in each sentences.2 Elicit other verbs that are usually used with ‘to’-infinitive. Give them the extra examples listed on page 43.3 Ask students to complete ‘Work out the rule!’ at the bottom of the page. For less able students, tell them to go through the example sentences and the explanations again.4 Ask students to complete the conversation in pairs. They should make sense of the sentences before they select a verb. Remind less able students that they need to use ‘to’-infinitives in the conversation.6 Ask students to read the conversation in pairs. Ask a pair of more able students to read out the conversation to the class.**************************************************Presentation （Grammar Part C）1 Write down some sentences containing reflexive pronouns. You can use the following examples:* I fell over and hurt myself.* My baby sister can feed herself.* My cat cleans itself every day.* We found ourselves in the centre of the city.2 Underline the reflexive pronouns in the sentences. Explain the use of reflexive pronouns. Tell them we use them when the subject and the object are the same person or thing.3 Explain the difference between reflexive and personal pronouns by giving some examples.4 Go through the table. Make sure students are able to distinguish between the singular and plural forms.5 Write some more verbs, e.g., ‘teach’, ‘give’, ‘buy…for’,’ look after’,etc.6 Ask students to complete ‘Work out the rule!’ at the bottom of the page.7 Explain the context and tell students that they need to find out Linda and Simon’s secret. Ask students to read the cartoon story first without working out the correct reflexive pronouns. Check the understanding of the vocabulary.8 Then ask students to go through the story again and work out the correct reflexive pronoun for each blank.9 Ask more able students to read out the speech bubbles in sequence. The rest of the class should listen carefully and check their answers.Language pointsDecide to do, prepare to do, see the sunset, take some photos of it,climb the rocks, hide-and-seek, pull himself up, luckily, do not tell anybody about this, keep their secret to themselvesHomework1 Learn the language points by heart.2 一课三练P.29-303 Preview the Integrated skills Part.************************************************Presentation （Integrated skills A）1 Talk to students about different school events. Elicit from students names of such events, e.g., a sports day, a funny day, a school fair, etc.2 Set the context of organizing sports, music, drama or any other events involving competition.3 Briefly review language required for a schedule using your students’ own experience. Use information based on the school. Write some details on the Bb.4 Read the poster in pairs. Ask some questions to find out the main points, e.g. , What’s it about? Who is it about? What will happen? Where will it happen? When?4 Ask students to look at Kitty’s notes and complete as much of the schedule as possible on their own. Encourage them to find the answers in the poster and underline them.5 Play the recording for Part A2 and ask students to complete the rest of the notes on their own.Play the recording again so that Ss are able to check, confirm or change their initial responses.6 Ask more able student to read the completed notes to the whole class to check answers .7 Present Part 3 as a quiz reading the sentences one by one. Ask more able student to rewrite the false statements with the correct details.Presentation （Integrated skills B）1 Ask students to practice the conversation in pairs and then change roles.2 Close the books and listen to me while I read the conversation. Ask students to repeat the sentences as they hear them.3 Encourage Ss to memorize the sentences. Ask them to pretend they are talking on the phone.4 Ask Ss to work in pairs and use the conversation as a model to make suggestions about visiting a place, express their opinions and make arrangements.Language pointsTh e final of…, take place, cheer for our team, with your support, we will win,half-time, presentation of cup and medals, per person, cost of the trip, over an hour, Shall we go to the Great Wall?, I’m afraid…, Why don’t we…?, play hide-and-seekHomework1 Learn the language points by heart.2 一课三练P.313 Preview the Study skills, Main task & Checkout Part.****************************************************** Presentation （Study skills）1 Make Ss aware of the difference between facts and opinions. Ask more able students what is a fact and what is opinion.2 Ask students to read the leaflet about the World Park.3 When they are comparing their answers, ask them to underline the words which express opinions and personal feelings.Language points （Study skills）467,000 square metres in areaPresentation （Main task）1 Introduce the topic of planning a day out. Ask Ss to bring in brochures of local places which they would like to visit.2 Elicit from Ss the need for accuracy in terms of times, dates, transport, places and types of activities.3 Remind students the context of this section. Go through the plan in Part A and point out the information which Kitty and Daniel want to include in the invitation letter.4 Tell Ss that the model plan prepares them for writing an invitation letter with their own information and details.5 Ask students to go through kitty and Daniel’s letter quickly and complete it on their own.6 Direct Ss’ attention to the different parts of the letter. Ask students to cover the prompts on the left. Ask them to match them with the corresponding parts in kitty and Daniel’s letter.7 Ask students to write a rough draft using the plans they have prepared in Part B. Language points （Main task）Is coming to visit you, all the way to…,************************************************Presentation （Checkout）1 Revise the use of joining words, reflexive pronouns and verbs +to infinitives.2 Ask students to read through the conversation and complete the sentences.3 Check the correct answers with the whole class and tell them to write their scores in the paw.4 Ask Ss to look at the pictures in Part B and explain the context. Ss then write the names of the places on their own.Language points （Checkout）Planned to go, pack my bag instead, play badly, shuttle bus, go climbing on rocks Homework1 Learn the language points by heart.2 一课三练P.32-343 Preview the Unit 4.。
牛津译林版八年级英语上册Unit3精品教案
牛津译林版八年级英语上册Unit3精品教案一、教学内容本节课选自牛津译林版八年级英语上册Unit 3，主要内容包括：Reading部分的“Alex and his classmates are on their way to the Penang Hill.”以及“Alex and his classmates visit the snake farm.”两个章节。
通过本节课的学习，学生将掌握现在进行时态的用法，了解并学会描述旅行中的所见所闻。
二、教学目标1. 能够理解并运用现在进行时态描述正在进行的动作。
2. 能够运用本节课所学的词汇和句型描述旅行中的经历。
3. 培养学生的阅读理解能力，提高他们的英语听说技能。
三、教学难点与重点1. 教学难点：现在进行时态的用法以及旅行相关词汇的运用。
2. 教学重点：阅读理解能力的培养和英语听说技能的提高。
四、教具与学具准备1. 教具：PPT、录音机、磁带、黑板、粉笔。
2. 学具：教材、练习本、彩色笔。
五、教学过程1. 导入：通过展示一组旅行图片，引导学生谈论他们在旅行中的有趣经历，激发学生的学习兴趣。
2. 阅读前：播放Reading部分的录音，让学生听并回答问题，了解文章大意。
3. 阅读中：引导学生细读文章，学习现在进行时态的用法，并完成相应的练习。
4. 阅读后：组织学生进行小组讨论，运用本节课所学的词汇和句型描述旅行中的所见所闻。
5. 例题讲解：针对本节课的重点语法和词汇，设计例题并进行讲解。
6. 随堂练习：让学生完成教材上的练习题，巩固所学知识。
六、板书设计1. Unit 3 Reading: Alex and his classmates visit the Penang Hill.2. 重点词汇：hill, snake, farm, visit, exciting, interesting, dangerous, feed, watch, climb等。
英语牛津译林八上Unit3教案全单元
b.布置一篇关于户外活动的作文，要求学生运用所学知识，提高写作能力。
c.推荐与户外活动相关的英语阅读材料，拓展学生的知识面，提高阅读理解能力。
本节课程教学技巧和窍门
一、语言语调
1.在讲解现在进行时态时，教师应注意语调的变化，以引起学生的注意。
2.在提问和回答环节，使用升调和降调，增加语言的感染力。
二、时间分配
c. Integrated skills部分：学生通过听力和口语练习，运用现在进行时态进行交流。
3.例题讲解：针对本节课的重点和难点，讲解典型例题，帮助学生巩固所学知识。
4.随堂练习：设计相关练习题，让学生在课堂上及时巩固所学知识。
5.小结：对本节课的内容进行总结，强调现在进行时态的用法。
六、板书设计
2.拓展活动：鼓励学生运用现在进行时态进行日常交流，提高口语表达能力；布置作文和推荐阅读材料。
详细说明：
1.针对性辅导：教师根据学生在课堂上的表现和作业情况，了解学生对现在进行时态的掌握情况，针对问题进行一对一或小组辅导，帮助学生克服难点。
2.拓展活动：
a.鼓励学生在日常生活中，用现在进行时态进行口语交流，提高口语表达能力。
七、作业设计
1.作业题目：
a.根据所给图片，用现在进行时态描述图片中的动作。
b.根据课文内容，完成一篇关于一次户外活动的文章。
2.答案：
八、课后反思及拓展延伸
1.反思：通过课后反思，教师了解学生对现在进行时态的掌握情况，针对学生的问题进行针对性的辅导。
2.拓展延伸：
a.鼓励学生运用现在进行时态进行日常交流，提高口语表达能力。
b.布置一篇关于户外活动的作文，让学生巩固所学知识，并提高写作能力。
牛津译林版八年级英语上册Unit3教案
牛津译林版八年级英语上册Unit3教案一、教学内容二、教学目标1. 能够正确理解并运用现在进行时描述正在进行的动作。
2. 能够通过阅读文章，了解并描述一次愉快的郊游经历。
3. 培养学生的团队协作能力，学会如何制定一日游计划。
三、教学难点与重点1. 教学难点：现在进行时态的构成和用法，以及如何运用现在进行时描述正在进行的动作。
2. 教学重点：阅读文章的理解，以及一日游计划的制定。
四、教具与学具准备1. 教具：黑板、粉笔、教学课件、录音机、磁带。
2. 学具：英语课本、笔记本、字典。
五、教学过程1. 导入：通过展示一组郊游的图片，引发学生对本节课话题的兴趣。
2. 阅读理解：让学生阅读Reading部分的A day out，并完成相应的练习，了解文章大意。
3. 例题讲解：针对Grammar部分的现在进行时，讲解其构成和用法，并给出例句。
4. 随堂练习：让学生运用现在进行时描述教室内的正在进行的动作。
5. 小组活动：学生分组，根据Integrated skills部分的提示，制定一日游计划。
6. 作业展示：各小组展示一日游计划，并进行评价。
六、板书设计1. Reading部分：A day out（文章）2. Grammar部分：现在进行时（Present Continuous Tense）构成：主语 + am/is/are + 动词现在分词例句：The children are playing games.3. Integrated skills部分：Planning a day out七、作业设计1. 作业题目：请运用现在进行时描述你家中此刻的场景。
答案示例：My mother is cooking dinner in the kitchen. My father is watching TV in the living room. I am doing my homework in my bedroom.2. 作业要求：不少于80词，句子通顺，语法正确。
英语牛津译林八上Unit3精品教案全单元
英语牛津译林八上Unit3精品教案全单元一、教学内容本单元的教学内容选自英语牛津译林版八年级上册Unit 3《Aday out》，主要围绕“户外活动”的主题展开。
具体章节及内容包括：Reading部分，介绍了一群学生参加户外探险活动的经历；Grammar部分，讲解了将来进行时态的用法；Integrated skills部分，通过听力练习和口语交流，让学生掌握描述户外活动的相关表达；Studyskills部分，引导学生学习如何制作旅行计划。
二、教学目标1. 能够理解并运用将来进行时态描述未来的活动计划。
2. 能够通过听力练习和口语交流，掌握描述户外活动的相关词汇和表达。
3. 能够根据文章内容，概括并复述文章大意。
三、教学难点与重点1. 教学重点：将来进行时态的用法，描述户外活动的相关词汇和表达。
2. 教学难点：将来进行时态的构成及用法，如何将所学知识运用到实际情景中。
四、教具与学具准备1. 教具：多媒体设备，PPT，黑板，教鞭。
2. 学具：课本，练习本，笔。
五、教学过程1. 导入：通过展示一组户外活动的图片，引导学生用英语描述图片内容，激发学生的学习兴趣。
2. 新课内容呈现：a. Reading部分：让学生快速阅读文章，然后回答问题，引导学生关注文章细节。
b. Grammar部分：通过例句讲解，让学生理解将来进行时态的构成及用法。
c. Integrated skills部分：播放听力材料，让学生完成相关练习，并进行口语交流。
d. Study skills部分：引导学生学习如何制作旅行计划，并进行小组讨论。
3. 例题讲解：针对Grammar和Integrated skills部分的重点内容，设计相关例题，进行讲解。
4. 随堂练习：针对新课内容，设计练习题，让学生进行巩固练习。
六、板书设计1. Reading部分：文章大意，关键信息。
2. Grammar部分：将来进行时态的构成及用法。
3. Integrated skills部分：描述户外活动的相关表达。
牛津译林版八年级英语上册第三单元教案范例
1.利用图片、视频等多媒体资源，创设真实有趣的旅行情境，吸引学生的注意力。
2.通过小组讨论或个人分享，让学生结合自身经历，增加课堂的互动性。
教案反思
1.教学内容方面：本节课内容较为丰富，但在实际操作中，应注意调整教学节奏，避免过于紧凑，确保学生能够充分吸收和消化知识。
2.教学方法方面：在讲解语法和例题时，可以尝试更多互动式和参与式的教学方法，提高学生的参与度和兴趣。
本节课程教学技巧和窍门
一、语言语调
1.在讲解重点难点时，语速宜慢，以便学生更好地理解和吸收。
2.在情景导入和互动环节，语调可以适当提高，以激发学生的兴趣和积极性。
二、时间分配
1.导入环节：5分钟，通过展示图片和简短讨论，引起学生对旅行话题的兴趣。
2.阅读理解：15分钟，让学生自主阅读并提问，确保学生充分理解文章内容。
2. Reading部分：伦敦一日游活动安排
3. Grammar部分：一般过去时的用法
4. Fun with English部分：听力练习
七、作业设计
1.作业题目：请运用一般过去时，描述你最近的一次旅行经历。
2.答案示例：Last weekend, I went to the countryside with my family. We visited my grandparents and enjoyed the beautiful scenery. We also picked apples and had a picnic.
答案示例：
Last summer, my family and I went to Beijing for a vacation. On the first day, we visited the Forbidden City and learned about the history of the Ming and Qing dynasties. The next day, we climbed the Great Wall and enjoyed the beautiful scenery. We also tried some delicious local cuisine. It was a wonderful trip and I hope to visit Beijing again in the future.
2018年秋牛津译林版八年级上英语Unit3集体备课教案表格式
课题8A Unit 3 Welcome to this unit 课型New教学目标1.Introduce some well-known places in China and around the world.2. To activate existing knowledge of the world and identify names of places and countries3.Learn to talk about places of interest with partners in English教学重点Introduce some well-known places in China and around the world.教学难点Learn to talk about places of interest with partners in English教学过程教师内容备课札记Step1 Lead-in——free talk about exerciseShow some photos of the school sports meeting to lead insome new words and phrases.Step2 Comic strip1. Listening: put the four pictures into the right order2. Questions: what is Eddie going to do?What is Eddie’s hill in fact?3. Group work: what do you think of Eddie’s lifestyle?Please give him some advice to keep fit.Step3 Ss activities——where am I?1. Pair work: show photos of the trip to partners and letthem guess where you are.& make a dialogue to talk aboutthe trip.2. Ask some Ss to introduce their trip to classmates.Step 4 the teacher’s introduction——Where are they?Give the Ss some clues to find out where the three Ss (Jane,Leo and Nick) are.Step 5:Practice1. Match each building with its city and country2. Read the three postcards from Jane, Leo and Nick andmatch them with the correct pictures.Step 6:language points1. I’m going to exercise. 我去锻炼。
牛津译林版八年级英语上册Unit3教案
牛津译林版八年级英语上册Unit3教案一、教学内容本节课选自牛津译林版八年级英语上册Unit 3，主要内容包括：Reading（阅读）部分的“Alex and his classmates go to awildlife park”以及“Grammar and usage”（语法与用法）部分的“Comparative degree of adjectives”（形容词的比较级）。
二、教学目标1. 能够正确理解并运用课文中的重点词汇和句型，描述在野生动物园的经历。
2. 掌握形容词比较级的形式和用法，并能用于比较两个人或物。
3. 提高学生的阅读理解能力，培养其合作学习和解决问题的能力。
三、教学难点与重点重点：课文中的重点词汇、句型以及形容词比较级的用法。
难点：如何运用形容词比较级进行准确的比较。
四、教具与学具准备1. 教师准备：PPT、黑板、教鞭等。
2. 学生准备：课本、练习本、笔等。
五、教学过程1. 导入：通过展示一组野生动物的图片，引导学生谈论它们的特点，进而引入课文主题。
2. 阅读理解：a. 学生自主阅读课文，了解文章大意。
b. 教师提问，检查学生对课文的理解。
c. 学生分角色朗读课文，提高口语表达能力。
3. 语法讲解：a. 教师通过例句，讲解形容词比较级的形式和用法。
b. 学生进行随堂练习，巩固所学知识。
4. 小组活动：a. 学生分成小组，用形容词比较级描述图片中的人物或物品。
b. 各小组展示成果，其他小组进行评价。
5. 例题讲解：a. 教师讲解典型例题，分析解题思路。
b. 学生独立完成练习题，巩固所学知识。
b. 学生分享学习心得，进行拓展延伸。
六、板书设计1. 课文Alex and his classmates go to a wildlife park2. 重点词汇：gorilla, elephant, antelope, exciting, interesting, dangerous, safe3. 形容词比较级：taller, shorter, thinner, fatter, stronger, weaker七、作业设计1. 作业题目：a. 根据课文内容，编写一段关于你在野生动物园的经历的对话。