牛津译林版-英语-八上-英语八年级上3单元 Study skills教学设计
牛津译林初中英语八年级上册Unit 3 A day out 教学设计
第六课时Study skills
2.Jack is a good boy. He often helps others. He is .
But his brother, David, dislikes staying with others. He is very .(help)
板书helpful---helpless
3.Look at the picture. Is the knife useful? Another picture: What about that one?
板书useful---useless
2.Ask students : Can you find some rules about them? (Let students watch the 6 words. )
At last, the teacher and the students conclude together: we can add –ful or –less to some nouns to form adjectives. The suffix –ful means “full of”. The suffix –less means “without”.
板书：n.+ful=adj. n.+less=adj. Look at the
words and
conclude
the rules.
Take notes.
语境避免了
枯燥的句型
展示和单词
练习。
在呈现
大量例词的
基础上让学
生寻找规律，
易于学生发
现后缀的知
识。
指导学生
通过读例句，
体会后缀
“-ful”和
“-less”在单
词中所起到
的作用和意
义，更利于学
生对后缀用
法的学习。
一
步一步呈现，
环环紧扣，真
正把学习和
思考的时间
让给了学生。
第16-30分钟Practice 1.Ask students to think freely:
Can you remember any other words like
them?
n. n.+ful=adj. n.+less=adj.
colour colourful colourless
harm harmful harmless
thank thankful thankless
……
2. Read these words and finish A on P39.
3. Let students read the answers.
Ask students:
T: Do all the words above have suffixes
–ful and –less? You can use your
dictionaries.
S: ……
T: Yes, “sleep”and “end”don’t have
the suffix –ful. And another word
“wonder”can be changed into
“wonderful”but not “wonderless”.
4. Read the words and master their
Think more
similar
words
and
conclude
them
Read the
words
together and
finish the
exercise.
Think about
the question
and
conclude
the
exceptions.
Read the
指导学生使
用比较分析
法，总结更多
类似用法的
单词，寻找规
律，真正做到
学以致用，并
且在完成练
习的过程中
对本节课所
学重点加以
练习，巩固所
学知识。
八年级英语上Unit3 Study skills教学设计牛津译林版
八年级英语上Unit3 Study skills教学设计（牛津译林版）牛津译林初中英语八年级上册Unit 3 A day out 教学设计盐城市文峰中学孙萍第六课时 Study skills一、教学内容分析教学内容Unit 3 A day out --- Study skills教学对象江苏省盐城市文峰中学初二（3）班，学生人数35人教学项目词汇: helpless useful uselaning taul colourful词组：feel excited be useless/usefulg 课文: Aassage教学方法任务教学法、学生中心教学法、多媒体教学、归纳教学法教学目标语言知识1、学习词汇、词组、句型2、了解名词构成形容词的后缀-ful和-l语言技能学会在语境中使用合适的形容词，用正确的后缀表明肯定或否定的意思语言运用了解后缀法，并能拓展其他类似的后缀用法文化意识能正确地使用形容词，了解不同后缀用法情感态度能正确地使用形容词描述旅行的所见所感学习策略使用比较分析法了解名词构成形容词的后缀教学重点了解名词构成形容词的后缀-ful和-l教学难点学会在语境中使用合适的形容词，用正确的后缀表明肯定或否定的意思运用任务运用适当的形容词描述旅行的所见所感二、课堂教学过程时间教学步骤教师活动学生活动教学目的第1-5分钟Lead-in1. Revise reading, say: Linda wWorld Park together wlass 1, Grade 8 students. What didWorld Park? What did they do there?2. Audalk about the World Park, say: What do youWorld Park? Is it wonderful? Can you sag about it?Listen and answer the quTalk about the World Park usingadjectives通过复习阅读文章导出一些形容词。
牛津译林版八年级英语上册Unit 3 Study skills 示范课教学设计
通过本课时的学习，学生能够：
1.了解名词构成形容词的后缀-ful和-less；
2.学会在语境中使用合适的形容词，用正确的后缀表明肯定或否定的意思；
3.学会运用恰当的形容词，描写一次旅行经历。
四、教学重难点
【重点】
1.了解名词构成形容词的后缀-ful和-less；
2.学会在语境中使用合适的形容词，用正确的后缀表明肯定或否定的意思。
11. Students work in pairs and write the opposites of the underlined words.
活动层次
应用实践之分析与判断、内化与运用
效果评价
通过学生的作答情况，了解学生对后缀-ful和-less的认知、理解与应用情况。
环节设计意图:帮助学生理解、巩固所学。
教师引导学生在任务中理解、运用所学，巩固新知。
教学活动
8. Students work in pairs to discuss, then fill in the table.
9. Students read and complete the passage.
10. Students read and fill in the blanks.
环节四：拓展更多关于词缀的信息。（10 mins）
教师引导学生完成活动，拓展词缀方面的知识。
教学活动
12. Students work in pairs andcomplete the table.
13. Students discuss and fill in the table to learn more about how to change nouns into adjectives.
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。
牛津译林版英语八年级上册Unit3Studyskills教学设计
（二）过程与方法
1.过程方面：通过小组讨论、角色扮演、学习策略分享等形式，让学生在实践中掌握学习技巧，培养良好的学习习惯。同时，鼓励学生在课后运用所学方法进行自主学习，提高学习效果。
2.结合实例，讲解一般现在时、现在进行时和被动语态的用法，让学生在实际语境中感受语法点的运用。
3.分享一些有效的学习策略，如制定学习计划、如何做笔记、如何预习和复习等，引导学生学会自主管理学习。
（三）学生小组讨论
讲授新知后，组织学生进行小组讨论：
1.分组讨论：让学生分成小组，讨论以下问题：“What are the effective study methods you know?”（你知道哪些有效的学习方法？）和“How can we apply these study methods to our daily learning?”（我们如何将这些学习方法应用到日常学习中？）
此外，学生对英语学习的兴趣和动机存在差异，部分学生对英语学习缺乏热情，需要教师通过丰富多样的教学活动，激发学生的学习兴趣，提高他们的学习积极性。
在此基础上，本章节的教学应注重以下方面：一是巩固学生的基础知识，为学习技巧的提升奠定基础；二是关注学生的情感需求，培养积极的学习态度；三是尊重个体差异，实施差异化教学，满足不同学生的学习需求。通过以上措施，使学生在本章节的学习中，真正掌握学习技巧，提高英语素养。
1.写作练习：请学生结合自己的学习经验，写一篇关于“Effective Study Methods”（有效学习方法）的短文，要求至少使用本章节学习的五个重点词汇和短语，并在文章中正确运用一般现在时、现在进行时和被动语态。
牛津译林版八年级英语上册Unit 3教案
牛津译林版八年级英语上册Unit 3教案A day out Reading IPart 1 Teaching aims1.To learn some useful words and phrases such asWords:fine, join, myself, shine, clear, journey, sky, boring, finally, arrive, interest, main, culture, Internet, page, yourselves, themselvesPhrases:a little boring , arrive at/in, can’t wait, place of interest, get off , not believe one’seyes, by oneself, home page2. To improve students’ reading skills by skimming, scanning, analyzing, summarizing.3. To know the importance of travelling and encourage the students to go travelling .Part 2 Teaching main points1.To understand the email correctly.2.To read the new words and phrases correctlyPart 3 Teaching difficult pointsT o improve students’ reading skillsPart 4 Analysis of the teaching material1.Clue of this lessonThe whole lesson is based on the school trip to the World Park.It tells us some time, place, weather, transport, what Linda saw and how she felt. It also tells us some places ofinterest. Students try to find out the changes of the writer’s feeling during the trip byreading. It’s helpful to enhance the students’ awareness of trav elling . Go out, enjoy the trip and love our life.2.Meanings of the materialTravelling is not just for fun. It helps us know people, nature, history…. We can open up our eyes, enrich our knowledge, learn more about different countries, different people and different cultures and improve ourselves by travelling.3.Types of the materialThe reading material is in a form of an email. It is easy for students to read and understand.After reading students can imitate to write a diary about a trip.Part 4 Teaching methods1. Multimedia Computer Assisted Instruction2. Elicitation Method3. Communicative Approach4. Task ApproachPart 5 Teaching stepsStep 1 Warm upShow pictures and ask questions1. Can you speak out the names of places of interest we learnt yesterday?2. What place are you going to travel?3. Who are you going with?4. How are you going there?(Purpose: to lead in the names of the places of interest )Step 2 PresentationTeacher: The world is so big a nd I want to go and see. I have a dream and I’d like to go to the World Park in Beijing. There are models of more than a hundred places of interestfrom all over the world. We can see the Eiffel Tower and the Golden Gate Bridge inthe park. What an amazing day it will be!1. Watch a video and ask questions1) How many places of interest can you remember?2) What are they?(Purpose: to lead in the new words, to check students’ memory, to arouse students’ interest)2. Learn new words.(Purpose: to input new words , to practice speaking correctly by imitating)Step 3 SkimmingTeacher: Linda went to the World Park in Beijing. She wrote an email to her parents.Do you want to know what she did and what she saw there?1. Read just in one minute and answer the questions1) How ca n Linda travel around the world in one day?2) How many places of interest are talked about in Linda’s email?(Purpose: to develop students’ reading skills by skimming in a short time)2. Match the words with the meanings1.Join a. full2.journey b. get to3.boring c. places of interest4.finally d. take part in5.arrive e. not interesting6.whole f. a long trip7.main g. after a long time8.sights 10. most important(Purpose: to input information and to check if students understand the new words betterby skimming)3. Read and judge(Purpose: to check if students understand the article better by skimming)Step 4 Scanning1. Read the email paragraph by paragraph and answer questionsParagraph 11) Where did Linda go?2) Who did Linda go?Paragraph 23) How long was the journey?4) Did she enjoy the journey at the beginning?(Purpose: to practice speaking in pairs, to develop the reading skills of finding out detailsby scanning)2.Fill in the formParagraph 35) How many models are there in the park?Paragraph 46) Which places of interest did they see?(Purpose: to practice speaking in pairs, to develop the reading skills of finding out details by scanning)3.Choose What places of interest are mentioned ?A. the Golden Gate BridgeB. the Opera HouseC.Tian’anmen SquareD.the Eiffel TowerE.Big BenF.the pyramids(Purpose: to check the general information about places of interest by scanning)Paragraph 57) Which part did Linda think was also wonderful?Paragraph 68) Where can Linda’s parents see the photos of the trip?(Purpose: to practice speaking in pairs, to develop the reading skills of finding outdetails by scanning)4. Multiple choice( )______ put his photos on the Internet for______ to look at.A.Linda; her mumB. Mr. Wu; all the studentsC. Daniel; everyone(Purpose: to develop the reading skills of finding out details by scanning)5. Complete the notes(Purpose: to improve the reading skills of finding out details by scanning)9)What did Linda think of the trip?Step 5 Discussion1.Match the main ideas with the paragraphsPart 1 (Para.1-2) C. the beginning of the trip.Part 2 (Para.3-5) A. What Linda sawin the park.Part 3 (Para.6) B. Daniel’s home page.(Purpose: to discuss in groups and develop students’ reading skills by analyzing andsummarizing )2. Analysis the changes of Linda’s feeling1) How did Linda feel?2)How do you know?Beginning of the trip ------ Fine, warm, shining, clear, blueOn the way ------ Quite far away, a lot of traffic, a little boringDuring the trip ------Finally, couldn’t wait to, wonderful, excited, c ouldn’tbelieve my eyes, amazing, wonderful(Purpose: to develop students’ reading skills by finding out some key words and analyzing the changes of feeling in different places)Step 6 Consolidation1. Complete a diaryDear diary,It was______ today. The sun was ______ in a ______blue sky. I ________Kitty’s school trip to_______________. It is _____ far away. It______ us about _____hours to get there by____. There was a lot of _________ on the way and the __________was a little boring.We ______ ________at the park. I couldn’t ______to get off the bus. I was so excited.There are _______of more than a hundred _________________ from all over the world. I saw the model Eiffel Tower and the model Golden Gate Bridge. I couldn’t________________.I not only enjoyed myself, but also learnt a lot about________________.(Purpose: to check students’ reading skills by retelling )2.Pair work --- An interview.Make up a dialogue about a trip. Ask questions by using--- Who did you go with ?--- What did you see and what did you do?--- When did you go there?,--- Where did you go?--- How did you go?--- How long did you stay there?--- How did you feel?--- …(Purpose: to practice speaking and listening by outputting the information)Step 7 . DiscussionWhy do people like travelling?(Purpose: to have a moral education, to output the information)HomeworkOral work: Read the passage again and again ,try to recite.Written work :1. Finish the exercise on your exercise book.2.Underline the main and difficult language points.。
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.
译林版英语八年级上册精品教案Study skills
Unit 3 A day outStudy skillsTeaching aims1. Be able to master the usage of the suffixes“-ful” and “-less”;2. Be able to use the suitable adjectives in contexts,and express positive or negative meanings by using the right suffixes.Teaching contents1.New words and phrases: useless, cheerful, colourful, helpless, useful, cheer, hope, meaning, taste, ticket, keep.2.The suffi xes “-ful” and “-less”.Important points and difficult points1. How to use the suitable adjectives in contexts.2. How to express positive or negative meanings by using the right suffixes.Teaching proceduresStep 1 Lead-in1. Revise ReadingT: Linda went to the World Park together with the Class1, Grade8 students. What did they see in the World Park? What did they do there?What do you think of the World Park? Is it wonderful?(I think the World Park is wonderful.It shows us a colorful world. It is reallymeaningful to go there.)2. Fill in the blanksSandy is so ______ that she makes few mistakes in her homework. (care)Simon is ________ , so he always makes too many mistakes in her homework. (care)Jack often helps those left-behind children. He is ________ (help), for he can imagine those children's feelings of being _________ (help).Don’t argue(争论) with them. It’s ________ (use). Let’s do something ________ (use) to change that.【设计意图】通过提问复习reading部分的内容，提问学生的感受，导入新课的话题鼓励学生积极思考，列举出更多的带有后缀的形容词。
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。