牛津译林版八年级英语上册8A Unit 3 单元教案
课题8A Unit 3 Reading (1) 课型New
教学目标1 .To guess meaning from pictures
2 .To infer general meaning from context and keywords
3. 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 in
Discussion：If you want to travel around the world in a
day, what can you do?
Step 2 Presentation
1) Introduction of the world park
2) Some new words and phrases:
the Golden Gate Bridge boring a lot of traffic be
quite far away
Step 3 Fast reading
1) What is the letter from Linda to her parents about?
2) What did Linda think of the trip?
Step 4 Careful reading
1) Fill in the table below:
A trip to the World Park in Beijing
Who
When
How(transportation)
How far
Weather
2)Find out the route of the trip
on the way at the World Park inside the park
3) Some questions
What was the weather like?
Where did Linda see the Golden Gate Bridge?
Could Linda’s mother see the photos? Why?
Step5 Role-play
Suppose you are Linda, retell the day out to the World
1、Be honest rather clever 22.4.264.26.202204:4004:40:12Apr-2204:40
2、By reading we enrich the mind; by conversation we polish it.二〇二二年四月二十六日2022
年4月26日星期二
3、All things are difficult before they are
easy.04:404.26.202204:404.26.202204:4004:40:124.26.202204:404.26.2022 4、By other's faults, wise men correct their
own.4.26.20224.26.202204:4004:4004:40:1204:40:12
5、Our destiny offers not the cup of despair, but the chalice of opportunity. So let us seize it, not in fear, but in gladness. Tuesday, April 26, 2022April 22Tuesday, April 26, 20224/26/2022
6、I have no trouble being taken seriously as a woman and a diplomat [in Ghana].。
4时40分4时40分26-Apr-224.26.2022
7、、There is no such thing as a great talent without great will - power..22.4.2622.4.2622.4.26。
2022年4月26日星期二二〇二二年四月二十六日
8、Towering genius disdains a beaten path. It seeks regions hitherto unexplored.04:4004:40:124.26.2022Tuesday, April 26, 2022
亲爱的读者： 感谢你的阅读，祝您生活愉快。
英语牛津译林八上Unit3教案全单元2
英语牛津译林八上Unit3教案全单元A Comprehensive Teaching Plan for Unit 3 of Oxford English Translation 8A一、教学内容本教案涵盖了英语牛津译林八年级上册Unit 3的主要内容。
具体章节为：Reading: A day out with Mum，Grammar: Present Continuous, Vocabulary: words related to activities and places, Fun with English: Communicative speaking activities, Writing: Writing a diary.二、教学目标1. 学生能够理解并运用现在进行时描述正在进行的动作。
2. 学生能够通过阅读文章，掌握并运用与日常活动和地点相关的词汇。
三、教学难点与重点教学难点：现在进行时的构成及其用法，不同情景下的词汇运用。
教学重点：通过阅读和口语交流，提高学生的语言实际运用能力。
四、教具与学具准备教具：PPT，黑板，教学视频，挂图。
学具：学生用书，练习册，字典，纸张和笔。
五、教学过程1. 导入（5分钟）：通过展示一段关于家庭出游的视频，引发学生对本单元主题的兴趣。
2. 预习检查（10分钟）：快速复习现在进行时，检查学生对相关词汇的预习情况。
3. 阅读理解（15分钟）：引导学生阅读课文，理解文章内容，并讨论文章中描述的活动。
4. 语法讲解（15分钟）：通过例句讲解现在进行时，并让学生进行随堂练习。
5. 口语练习（10分钟）：学生分组进行角色扮演，模拟文章中的场景。
六、板书设计现在进行时的结构重点词汇和短语日记的写作框架七、作业设计1. 作业题目：Write a diary about a day out with your family.答案示例：Today, my family and I went to the park. We were having a picnic under the tree. My brother was playing with his toy plane2. 完成练习册中与现在进行时相关的练习。
2024年英语牛津译林八上Unit3教案全单元
2024年英语牛津译林八上Unit3教案全单元一、教学内容本教案依据2024年英语牛津译林八年级上册Unit 3的内容进行设计。
具体涉及章节如下：1. Reading: “A day out” 主要讲述一次户外旅行的经历；2. Grammar: Present continuous tense 现在进行时；3. Listening and speaking: “What are they doing?” 询问正在进行的动作；4. Vocabulary: 与户外活动相关的词汇。
二、教学目标1. 能够理解并运用现在进行时描述正在进行的动作；2. 能够运用本单元所学的词汇描述一次户外活动；3. 提高学生的听说能力，使他们能够进行简单的对话交流。
三、教学难点与重点1. 教学难点：现在进行时的构成与运用；2. 教学重点：掌握现在进行时的用法，以及与户外活动相关的词汇。
四、教具与学具准备1. 教具：多媒体设备、PPT、卡片；2. 学具：课本、练习册、笔记本。
五、教学过程1. 引入：通过展示一组户外活动的图片，激发学生的兴趣，引导他们谈论自己在周末的户外活动；2. 阅读理解：让学生阅读课文“A day out”，回答相关问题，并讨论课文中的现在进行时句子；3. 例题讲解：通过PPT展示现在进行时的构成，举例讲解并进行练习；4. 随堂练习：学生两人一组，用现在进行时进行对话练习；5. 听力练习：播放听力材料，让学生回答问题，并模仿对话；6. 词汇学习：学习与户外活动相关的词汇，并进行小组讨论；7. 小组活动：每组设计一次户外活动，用现在进行时描述活动过程；六、板书设计1. Unit 3 A day out2. 内容：现在进行时：主语 + be动词(am/is/are) + 动词现在分词户外活动词汇：hiking, camping, fishing, boating, picnic, swimming等。
七、作业设计1. 作业题目：(1) 根据下列句子，用现在进行时完成对话；(2) 写一篇短文，描述你最喜欢的户外活动，并使用现在进行时；(3) 根据课文内容，回答相关问题。
牛津译林版八年级英语上册8A Unit 3 第4课时教案
牛津译林版八年级英语上册8A Unit 3 A day out第一部分简要提示一、年级：八年级二、教学内容：Unit 3 A day out三、课型：第4课时四、教学目标1.知识目标1)运用适当的词汇讲述在北京不同的旅游景点能做些什么。
2)学会用适当的词汇和句型讲述怎样到达各个旅游景点。
2.能力目标1)学生能了解北京各旅游景点的不同特点。
2)学生能根据不同地点的远近选择适当的交通工具。
3.情感目标学生通过对北京旅游景点的学习和了解，增强爱北京，爱祖国的情感。
五、教学重难点理解并正确运用适当的词汇讲述旅游景点的游玩项目，选择适当的交通工具安排行程。
第二部分教学流程Step 1 Lead-in (2m)T: Hello, everyone. Do you want to go to Beijing? Why?Look, two foreign friends are talking about going to Bejing.T: Which city do you want to visit, Johnson?I want to visit Beijing.Why do you want to go there?Because I want to see the 2008 Olympic Games.2008年，我们可以去北京看奥运会。
除了看奥运会，北京还有什么玩的景点呢？What are the most interesting things to do in Beijing？Step 2 Part A (15m)T: What can we do in the World Park?S: We can take a look at models of over a hundred places of interest from all over the world.T: the Fragrant HillsWe may climb the mountain and look at the amazing view. View, view景色We may feel the beauty of the red leaves. Beauty, beauty 美，名词Do you know these places?This is Laoshe Tea House.This is the Great Wall.This is the Palace Museum.This is the Summer PalaceThis is the Monument to the People’s Heroes.This is Tian’anmen Square.This is Wangfujing Street.T: What can we do in these places? Open you books and turn to page 44.Part AKitty wants to take Linda out. She made a list of things that Linda might like to do. Help Kitty complete the list. Use the names from the box.Kitty 想带Linda游览北京，请将方框中的名称填在横线上，帮助Kitty完成游览清单。
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.。
译林牛津英语8A u3 教案
绿茵教育个性化教案学生姓名：年级：科目：授课日期：月日上课时间：时分------ 时分合计： 2 小时教学目标1.复习8A unit3单词，短语，句型2.复习8A unit3语法 a. as...as的用法b. 反身代词的用法重难点导航1. 8A unit3单词，短语，句型2. 8A unit3语法 a. as...as的用法b. 反身代词的用法教学简案：一.复习单词表A.易错单词B.重点单词的用法二.重点短语及句型的用法三.语法复习四.语篇复习五.重点短语归纳六.课堂练习学生小结：教师评价：审核人签字：学生签字：教师签字：班主任签字：8上Unit 3 A day out一、复习单词表A.拼读易错单词:Australia, president, journey, main, Model，culture, support, ticket, squareB. 重要单词用法:1. Australia n. live in Australia 澳大利亚n. Australians (pl.) 澳大利亚人adj They are Australian.2. wide adj. 宽阔的wide -wider-widest a wide roadadv. open your mouth wide（区分adv. widely 抽象意思，“广泛地”read widely）3.shine vi.照耀，发光shone-shone, shines, (be shining进行时)shiny adj. 闪闪发光的Look. What a sunny day! The sun ___________________（shine）through the window.4. clear adj. 晴朗的；清晰的clearer-clearest, in the clear sky在晴朗的空中clearly adv. 清晰地think clearly, say sth. clearly, write clearly (动词+副词)5. boring adj. 乏味的bore—boring—bored( ) We felt _____ at the _____ advertisements while watching TV programs.A. bored; boringB. boring; boredC. boring; boringD. bored; bored6. finally adv. 最后in the end=at last=finally at the end of 在…末尾final adj.最后的/ n.决赛go to the final闯进决赛watch the basketball final例如:The girl was hit by a car and died _____________(final).7. interest兴趣（U）place(s) of interest 景点，风景名胜have (no) interest in sth/in doing sth.=be(not) interested in sth./in doing sth. interesting 令人感兴趣的( ) All the students are ________ in the places of ________ in Beijing.A.interesting, interestB. interested,interestC. interested, interestingD.interesting, interested8. main adj. 主要的the mainsights主要的景点main idea(s)中心思想mainly adv. 主要地The article is mainly about…9. culture n文化different cultures the culture of France/America/Australiacultural adj.文化的10.pull拉，pulls, pulled, pulling (推push) pull himself up the rocks11. luck n.幸运，运气lucky adj. 幸运的(lucky-luckier-luckiest) 反义词unluckyluckily adv. 幸运地，幸运的是反义词unluckily例如：①We will have the final exam tomorrow.Really? Good __________(luck).②You are ___________ (luck) enough to pass the exams.③____________, (luck) he lost his purse yesterday.④Don’t tell her the ____________(luck) news because it will make her sad.12. climb vt．→ climber n. 登山者，攀爬者climb, climbs, climbed, climbing13.support支持n.&vt. supported, supporting, supporter(s) n.支持者14. cheer vi. vt. & n.欢呼，喝彩cheers, cheered, cheering, cheer for our team为我们队欢呼*cheerful兴高采烈的adj.15.The trip cost(花费vt.) me one thousand yuan.=The cost(费用n.) of the trip is one thousand yuan.( ) ---What’s the ________of the trip to the World Park, Daniel?--- Taking a trip there _____100 yuan per person.A.c ost; takesB. cost; costsC. price; spendsD. price; pays16.free免费的free tickets eat for freefreely 免费地; 自由地e n．→ useful adj.(有用的→ useless adj.(无用的)care n．→ careful adj. → careless adj.help n. → helpful adj.→ helpless adj.meaning n.→meaningful adj. → meaningless adj.taste n．→ tasteful (tasty) adj. → tasteless adj.18. top n.顶部，（物体的）上面on/at the top of在……顶部in the middle of 在……中间at the bottom of 在……底部19.join, joins, joined, joining加入(某人/组织)join us/them, 加入(某人) join the swimming club(加入某组织,不能加in)join in /take part in the activity(参加活动)( ) ①–Shall we _____the singing?—That’s a good idea. Let’s ___ them.A. join in, join inB. join, joinC. join in , joinD. join, join in( ) ②—What are you talking about?—We are talking about if we can let Sandy _____ the School Reading Club.A. joinB. join inC. take partD. take part in20. The journey旅程to sp. was boring. （trip短途旅行the school trip to sp.）二、重点词组、句型用法：1. You need to exercise and keep fit.. 你需要锻炼。
牛津译林版八年级英语上册8A Unit 3 全单元教案
牛津译林版八年级英语上册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 students in 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 is in 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. Askthem 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 selecteda 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 at Language 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 V ocabulary 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 wasboring. 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 agreement 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. Ask 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 t o 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. Askstudents 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 themselves Homework1 Learn the language points by heart.2 一课三练P.29-303 Preview the Integrated skills Part.Presentation （Integrated skills ）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 pair s. 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 （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 （task）Is coming to visit you, all the way to…,。
译林牛津版英语8AUnit3教材分析及全单元教案
译林牛津8AUnit3教材分析一、教材分析本单元的主要话题是度假旅游。
开篇通过Eddie和Hobo这两个卡通人物妙趣横生的对话，引出“爬山”这一旅游方式，为后面的主题讨论埋下伏笔；随后介绍了国外一些著名的旅游景点，引出了本单元的主要话题。
阅读部分向学生介绍了私人信件的书写方式，信中非正式的语言描写了Linda去北京世界公园旅游的一次经历，并表达了旅游之后的感受。
词汇部分介绍了北京的名胜以及在那里可以进行的活动，还介绍了到北京名胜的交通方式。
语法部分包括三个内容，通过故事的发展呈现出来，A部分通过讨论学生去的游览地方，介绍了and, but和or的用法；B部分在关于去南山郊游的对话中介绍了带to的不定式的用法；C部分是一个漫画故事，讲述了去南山游览的过程中发生的一件事，在此语境中学习反身代词的用法。
综合技能部分展示了一份学校某一次活动的海报，海报后还设置了一个时间表，提供了时间和对应的活动安排，学生可以来检查他们从阅读文章和听力材料中获取的信息是否正确，还可以运用表示提建议和作安排的语言来组织一次活动。
学习技能部分介绍了事实与观点的区别，要让学生了解说服他人要会运用语言来表达自己的观点，在广告、新闻、信件以及报告中常把事实和观点结合起来。
中心任务部分主要围绕制定旅游计划展开，让学生根据相关信息制定旅游计划。
检测部分主要检查学生对所学语法内容的理解和运用情况。
二、总体目标通过讨论度假旅游及相关的故事，即学习and, but和or这些连词的用法及不定式和反身代词的用法，又了解国内外一些著名旅游景点，特别是北京的名胜古迹，培养学生热爱自然、热爱祖国的情怀。
同时，通过词汇的学习、综合技能的训练、学习技能的了解和任务的完成，使学生在各个方面的能力得以提高。
三、教学重点难点A: 重点1、学习制定和交流自己的假期旅游计划、2、学会使用and, but和or理解句子；3、正确使用不定式；4、掌握反身代词的用法。
B: 难点1、动词不定式的用法；2、写信邀请朋友外出旅游。
牛津译林版八年级英语上册8A Unit3 第3课时教案(无答案)
牛津译林版八年级英语上册课题：Unit 3 Reading (2) 课时：第3课时一、课前预习导学学习目标：1.复习和拓展有关世界名胜的知识。
2.学会用正确的形容词描述旅游的感受。
预习准备（一）根据课文写出下列词组:1.不再________________2.过得愉快_______________________3.在------的前面________________4.名胜古迹_______________________5.遍及________________________6.令人惊奇的一天__________________7.在公路上____________________ 8.制作主页_______________________9.来自全世界的名胜______________________________________(二)预习下列句子（会读、翻译）1.The trip from Kitty’s school took about two hours by coach.________________________________________________2.Kitty and I did not feel sick any more.________________________________________________3.The model pyramids looked just like the real ones in Egypt.________________________________________________4.When I saw them, I couldn’t believe my eyes.________________________________________________5.He put his photos on it for everyone to look at.________________________________________________二、课堂合作探究1. Kitty and I did not feel sick any more.not ---- any more 意为______________________e.g. He is old and does not work any more .他年老了，再也不工作了。
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.