2019版牛津译林版 8A unit2 Grammar 教案设计
牛津译林版-英语-八上-英语八上2单元 Grammar 教学设计
教学方法
Pair work, Free talk, Discussion
教学目标
语言知识
To learn how to form comparative and superlative adv;
To learn to say with comparative and superlative adverbs
情感态度
To let the students compare people or things happily
学习策略
Learn to say and write.
教学重点
1. Grasp the structures “fewer/less … than” and “the fewest/least/most” to describe the amount.
(2) Help the students to work out the rules: we use “more … than …”, “fewer … than …”, “the most”, “the fewest”to compare the amount of countable nouns.
Millie has the least juice.
She ran faster than Millie.
Amy came first in the race. She ran the fastest.
结构
1. Use “fewer/less … than” and “the fewest/least” to compare the amount of countable nouns and uncountable nouns correctly;
牛津译林版英语八年级上册Unit2Grammar教学设计
（一）教学重难点
1.教学重点：
-掌握一般现在时、一般过去时和一般将来时在句子中的运用。
-学会使用频率副词描述人物活动的频率。
-能够运用情态动词表达对人物能力、可能性及必要性的推测。
-熟练运用there be句型描述某个地方或场景中存在的人或物。
2.教学难点：
-时态和语态的正确运用与变换，尤其是在实际语境中的应用。
b. Choose the best answer to complete the sentence.
c. Correct the mistakes in the following sentences.
2.练习过程中，教师鼓励学生积极参与，并及时给予反馈和指导。
3.针对学生的错误，教师进行分类总结，分析错误原因，帮助学生提高语法水平。
2.小组讨论过程中，教师巡回指导，解答学生的疑问。
3.讨论结束后，每个小组选派一名代表进行汇报，分享讨论成果。
（四）课堂练习
1.教学活动：教师设计以下练习题，帮助学生巩固所学知识：
a. Fill in the blanks with the correct form of the verb in parentheses.
（三）学生小组讨论
1.教学活动：教师将学生分成小组，每组四人，要求学生以小组为单位，讨论以下问题：
a. How to use the frequency adverbs (always, usually, often, sometimes, never) correctly in sentences?
2.互动交流：鼓励学生之间进行互动交流，如小组讨论、角色扮演等，使其在交流中自然地运用频率副词和情态动词，提高语言表达能力。
Unit2 GrammarA 教案牛津译林版八年级英语下册
牛津译林版八年级英语下册8B Unit 2 TravelingGrammar1.认识和使用过去进行时Teaching procedures:Step 1 复习现在进行时的用法。
举几个例子来说明学生目前在做什么。
提醒学生我们如何形成现在进行时: verb ‘be’ + the ‘-ing’ form of the verb.Step 2 举一些使用过去进行时的例子。
解释一般过去时和过去进行时之间的区别。
告诉学生简单过去时用于过去完成的动作。
The past continuous tense is used to describe an ongoing situation in the past. Explain that we form the past continuous tense by putting ‘was’ or ‘were’ before the ‘-ing’ form of the verb.Step 3 解释A1 部分的上下文。
基蒂正在问西蒙昨天在计算机房里发生了什么。
请学生自行完成。
告诉能力较差的学生，他们必须将括号中的动词变成过去进行时。
学生完成练习后，选择两名更有能力的学生进行角色扮演对话。
在黑板上写出动词的正确形式。
Step 4 Tell students that when we ask questions about what people were doing, we use the past continuous tense, e.g., ‘Were you watching TV?’.Step 5 浏览第28 页上的表格，重点是问题形式。
问几个问题来检查理解。
Step 6 Explain the context of Part A2. Daniel is asking Millie about her holiday. 请学生自行完成练习。
学生完成后，请两名更有能力的学生进行对话。
牛津译林版八年级英语上册Unit2grammar教学设计
4.小组任务：分组进行角色扮演，每组编写一个关于人物经历的小故事，要求运用所学语法知识，并进行表演。下节课进行展示和评比。
5.自主学习：鼓励学生利用课后时间，通过查阅资料、观看英语视频等途径，拓展与人物特点、经历和计划相关的词汇，提高词汇量。
2.设计意图：通过小组讨论，让学生在实际语境中运用语法知识，提高语言运用能力。
3.操作步骤：
a.教师给出讨论话题，如：“描述你的好朋友”、“讲述你的一天”等。
b.学生分成小组，围绕话题展开讨论，尽量运用所学语法知识进行描述。
c.各小组派代表分享讨论成果，其他学生认真倾听，互相学习。
d.教师针对学生的讨论情况进行点评，给予鼓励和建议。
b.视频结束后，教师邀请学生分享他们观察到的人物行为。
c.教师引导学生运用一般现在时、一般过去时和一般将来时描述视频中的人物行为。
d.教师板书相关语法知识点，为学生讲授新课做好铺垫。
（二）讲授新知
1.教学内容：一般现在时、一般过去时、一般将来时；频率副词；情态动词。
2.设计意图：通过讲解和实例分析，帮助学生掌握语法知识点，并学会在实际情景中运用。
5.培养学生的自主学习能力，鼓励学生在课后进行语法知识的复习和巩固，养成良好的学习习惯。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本章节的重点在于让学生掌握一般现在时、一般过去时和一般将来时在句子中的运用，以及频率副词和情态动词的用法。
难点：如何引导学生将这些语法知识灵活运用于实际情景对话中，提高语言表达的自然性和准确性。
3.采用任务型教学法，设计丰富多样的课堂活动，帮助学生巩固所学知识，提高语言运用能力。
牛津译林版8AUnit 2 Grammar教学案(无答案)-精选教学文档
课题 unit2班级姓名学号【教学目标】1. To compare two things, using “more…than, fewer…than, less…than”2. To compare more than two things, using “the most…, the fewest…, the least…”3. Comparative and superlative adverbs.【教学重难点】Comparative and superlative adverbs.【学时安排】一课时【教学方法】练习法,讲解法【教学过程】第一段自主学习1.导入新课Look at the picture (on Page23 Part A). Ask and answer:T: Who has more tomatoes, Millie or Daniel?S: Millie does.T: Yes, Millie has more tomatoes. Millie has more tomatoes than Daniel. Who has fewertomatoes, Kitty or Millie?S: Kitty does.T: Yes, Kitty has fewer tomatoes. Kitty has fewer tomatoes than Millie. So Millie has the most tomatoes. Daniel has the fewest tomatoes.Go on practicing with the pictures in the same way.第 1 页2.学生自学3.自学检测4.反馈纠错第二段问题探究5.问题探究问题（一）Ask students to study the table in Part A1 carefully. Work out the correct information and complete sentences 1-4.问题（二）Review the difference between countable and uncountable nouns. Elicit 6-7 nouns to illustrate the differences.问题（三）Ask them about their results comparing with Nancy’s and John’s. Complete the table on Page23.6.课堂质疑7.课堂小结第三段当堂检测一、单项选择。
2019版牛津译林版 8A unit2 Integrated skills 教案设计
牛津译林版(2019)必修 第二册 Unit2 Grammar and usage 教案
Book 2 Unit 2 Be sporty, be healthyGrammar and usagePassive voice in the present continuous and present perfect tenses 教学目标By the end of this section, students will be able to:1. understand the use of passive voice in the present continuous and present perfect tenses;2. summarize general rules of passive voice in the present continuous and present perfect tenses;3. role-play an interview between a school news reporter and a PE teacher with the right tenses.教学重难点1. To understand the passive voice in the present continuous and present perfect within context;2. To apply the target grammar correctly according to different situations.教学过程步骤教学活动设计意图互动时间&模式Lead-inStep 1 The teacher shows students 4 groups of pictures and invites students to make sentences with passive voicein the present continuous or present perfect tenses.For example:The teacher introduces the term and focuses on themeaning as well as the form of the target grammar.The teacher tells students that they are going to learnpassive voice in the present continuous and presentperfect tenses. The former is used to indicate an通过图片直观呈现目标语法使用情境，在造句练习的过程中，使学生能够体验和感悟现在进行时态以及现在完成时态的被动语态的表意特征。
2019年译林牛津版初中英语八年级上册Unit 2 School life Grammar 2优质课教案(2)
Get the students to finish Part B1, Page 24. Check the answers.
Step 2
1.(1)Get the students to finish the exercises Page 24.
Teaching method
Task-based approach，Scene pedagogy
Teaching procedures
The second preparing lessons
Step 1Starting by ch ecking learning
we learned how to compare t wo things. Now let me check if you have grasped it very well. Ask the students to open their books and turn to Page 29. Encourage the students to talk about the different schools. This time the students are hoped to compare not only two schools, but also all the schools.
Teachers can use the following questions to guide the students.
(1 )Which school has the most subjects? Which school has the fewest?
unit2 Grammar课时教案牛津译林版八年级英语下册
牛津译林版八年级英语下册Unit2 GrammarTeaching aims:1. Master the usage of "have/has been to" and "have/has gone to".2. Understand the different usages of transient verbs and continuous verbs, and the conversion between themTeaching procedures:Step 1 ReviewStep 2 Study Grammar A: Using have/has been 和have/has gone 我们使用have/has been 表达某人去了一个地方并且已经回来的想法。
它指的是一种体验。
e.g. Mille and Amy have been to South Hill. They want to go there again.Sandy has never been to South Hill. She wants to go with them.我们使用have/hasgo 来表达某人去了某个地方但尚未返回的想法。
e.g. Kitty and her family have gone to Hong Kong. They will come back nextweek.Suzy is not at home at the moment.She has gone to the bookshop.Step 3 Summaryhave/has been和have/has gone的区别Step 4 Practice完成第26 和27 页的练习。
Step 5 Study Grammar B: Verbs with for and since当我们谈论一段时间时，我们使用for，当我们谈论过去的某个时间点时，我们使用。
牛津译林版八年级英语上册Unit 2 Grammar示范课教学设计
11.Studentsfillin the blanks and answer the question. Then summarize the rules of forming comparative and superlativeadverbs.
教学活动
5. Studentsjudge the sentences with the information.
6.Students circlethe + superlative + nounin each sentence. Then analyze and summarizerules.
7. Students look at the pictures and talk in pairs.
3. PreviewIntegrated skills.
4. Students look at the pictures and fill in the blanks. Then fill in the blank to summarize.
活动层次
学习理解之感知与注意、获取与梳理、概括与整合
应用实践之内化与运用
效果评价
从学生完成活动的情况，判断其对知识的掌握情况。
Unit2School life
Period 4Grammar
一、教学内容分析
本节课是一节语法课，主要内容是如何比较事物的数量以及副词的比较级和最高级的构成。
二、学情分析
学生在前一单元已经学习了形容词的比较级和最高级的意义与功能，能够准确运用形容词的比较级和最高级对比描述人或事物，但对如何比较事物的数量以及如何用副词的比较级和最高级描述人或事物缺乏了解。
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