牛津译林版八年级英语上册Unit3AdayoutGrammar教案 (2)
Unit3Adayout 课
题
Unit3Adayout---Grammar
课时第四课时执教时间复备
人
教学目标1．知识目标：
a.学习词汇：
itself,pull,rock,lucky,lu
ckily,themselvesclimber,.
b.学习词组：
ashappyas,notastallas,lookwonderful,pullthemselves uptherocks,hurtoneself,keeptheirsecrettothemselves .
c.学习句型：ThebusisascomfortableasthoseintheUSA.
TheEiffelTowerisnotastallastherealonei nFrance.
Luckily,someclimbershelpedSimon..
2.技能目标：掌握as…as的用法。
掌握反身代词的用法。
3．情感目标：培养外出旅行时的安全意识。
教
学
重
知识目标+技能目标。
吗？
亲自for oneself 伤了自己hurt oneself
独自by oneself 玩得开心enjoy oneself
自学teach oneself 自言自语say to oneself 请随便吃…help oneself to sth 把秘密藏在心里keep the secret to oneself
照顾自己look after oneself 迷路lose oneself
任务五Workouttherule
Wealwaysputreflexivepronounsafter(bef
ore/after)verbs.
任务六完成课本P.36的练习。
任务七语言点：
Luckily,theclimbershelpedSimon.
1)luckily词性：副词意思：幸运的是形容词是lucky名词luck
luckily的反义词是 unluckily lucky的反义词是 unlucky
完成句子：
a.Luckily,thepolicemansentthelostgirlh ome,howlucky shewas!
b.Unluckily,ourbasketballteamlostthega me.
c.Good luck toyouwithyournewdiet.
2)climber词性：名词意思: 登山者动词是 climb
填空：
Howbravethe climbers were!They climbed upsuchahighmountainwithoutanyhelp.
任务八用反身代词翻译句子。
1、请你随便吃些鱼吧。
(helponeselfto…) Please help yourself to some fish .
2、这个男孩很聪明，他在10岁时就自学了法语并独自去法国旅游。
(teachoneself；byoneself)
The boy is very clever, he taught himself French at the age of 10 and went on a trip to France.
3、我奶奶常常喜欢自言自语。
(saytooneself) My grandma often likes saying t o herself .
4、上周末，学生们在公园玩得很开心。
(enjoyoneself)
Last weekend, the students enjoyed
themselves in the park .
5、你必须亲自完成这个工作。
(foroneself) You must finish the work for yourself .
6、我们不会把这个秘密说出去的。
(keepone’ssecrettooneself)
We will keep our secret to ourselves . Step4：总结提升
同学们,在完成上面练习以后请你思考下列问题。
1.你能说出反身代词的构成吗？
2.你知道反身代词作宾语、作表语和作同位语的用法吗？各举一例。
3.你知道反身代词和人称代词的区别吗？请翻译下面两个句子。
Step5：当堂反馈见导学案
Step6：课后拓展见导学案
Step7：布置作业
1.Copynewwordsandphrases.
2.Recitethedialogue
教学过程Step1：预习指导与检测见导学案
Step2：展示目标见导学案
Step3：课堂导学与互动
任务一你能按人称顺序默写出所有的反身代词
吗？
myself、ourselves、yourself、yourselves、
himself、herself、 itself、themselves.
任务二总结反身代词的用法（小组讨论）
当宾语和主语指同一个人时，宾语用反身
代词。
任务三归纳短语小组讨论更多常接反身代词作
宾语的动词,如wash,buy,for等,选择造句。
你能用英语写出这些含反身代词的短语
吗？
亲自for oneself 伤了自己hurt oneself
独自by oneself 玩得开心enjoy oneself
自学teach oneself 自言自语say to oneself
请随便吃…help oneself to sth 把秘密藏在
心里keep the secret to oneself
照顾自己look after oneself 迷路lose
再备
任务八用反身代词翻译句子。
1、请你随便吃些鱼吧。
(helponeselfto…) Please help yourself to some fish .
2、这个男孩很聪明，他在10岁时就自学了法语并独自去法国旅游。
(teachoneself；byoneself)
The boy is very clever, he taught himself French at the age of 10 and went on a trip to France.
3、我奶奶常常喜欢自言自语。
(saytooneself) M y grandma often likes saying to herself .
4、上周末，学生们在公园玩得很开心。
(enjoyoneself)
Last weekend, the students enjoyed themselves in the park .
5、你必须亲自完成这个工作。
(foroneself) You must finish the work for yourself .
6、我们不会把这个秘密说出去的。
(keepone’ssecrettooneself)
We will keep our secret to
ourselves .
Step4：总结提升
同学们,在完成上面练习以后请你思考下列问题。
1.你能说出反身代词的构成吗？
2.你知道反身代词作宾语、作表语和作同位语
的用法吗？各举一例。
3.你知道反身代词和人称代词的区别吗？请翻
译下面两个句子。
Step5：当堂反馈见导学案
Step6：课后拓展见导学案
Step7：布置作业
1.Copynewwordsandphrases.
2.Recitethedialogue
教学
反思。
牛津译林版八年级英语上册第三单元教案
4.例题讲解：10分钟，通过例题讲解和练习，巩固语法知识。
5.听力训练：15分钟，进行听力练习，提高学生的听力技巧。
6.课堂小结：5分钟，总结本节课的重点内容。
三、课堂提问
1.提问时应注意问题的开放性和层次性，鼓励学生思考和表达。
2.对于不同难度的提问，可以针对不同水平的学生，确保每个学生都能参与课堂。
四、情景导入
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。
二、教学目标
1.学生能够理解并掌握Reading部分的主要内容，了解伦敦一日游的活动安排。
2.学生能够运用一般过去时描述过去发生的事情。
3.学生通过听力练习，提高英语听说能力，拓展旅游相关的词汇。
三、教学难点与重点
教学难点：一般过去时的用法，旅游相关词汇的掌握。
教学重点：阅读理解能力的培养，听力技巧的训练。
八、课后反思及拓展延伸
1.课后反思：本节课学生对于一般过去时的掌情况较好，但部分学生在听力练习中存在困难，需要在今后的教学中加强听力训练。
2.拓展延伸：鼓励学生在课后了解更多关于旅行的趣事，积累旅游相关词汇，提高英语水平。
重点和难点解析
1.教学难点：一般过去时的用法和旅游相关词汇的掌握。
2.例题讲解：一般过去时的例题选择和讲解。
最新牛津译林初中八年级英语上册 Unit 3 A day out Grammar教案
Unit 3 A day out课题Unit 3 A day out ---Grammar课时第四课时执教时间复备人教学目标1．知识目标：a.学习词汇：itself, pull, rock, lucky, luckily, themselves climber,.b.学习词组：as happy as, not as tall as, lo ok wond erful, pull themselves up the rocks, hurt oneself, keep their secret to themselv es.c.学习句型：The bus is as comfortable as those in the USA.The Eiffel Tower is not as tall as the real one in France.Luckily, some climbers helped Simon..2. 技能目标：掌握as…as的用法。
掌握反身代词的用法。
3．情感目标：培养外出旅行时的安全意识。
教学重点知识目标 + 技能目标。
教学难点反身代词的各种用法。
学法指导归纳法和演绎法。
教学过程Step1：预习指导与检测见导学案Step2：展示目标见导学案Step3：课堂导学与互动任务一你能按人称顺序默写出所有的反身代词吗？myself、 ourselves、 yourself、 yourselves、himself、 herself、 itself、 themselves.任务二总结反身代词的用法（小组讨论）当宾语和主语指同一个人时，宾语用反身代词。
任务三归纳短语小组讨论更多常接反身代词作宾语的动词,如wash, buy, for等,选择造句。
你能用英语写出这些含反身代词的短语吗？亲自for oneself 伤了自己hurt oneself独自by oneself 玩得开心enjoy oneself自学 teach oneself 自言自语say to oneself请随便吃…help oneself to sth 把秘密藏在心里keep the secret to oneself照顾自己look after oneself 迷路lose oneself任务五Work out the ruleWe always put reflexive pronouns after (before / after)verbs.任务六完成课本P.36的练习。
最新牛津译林初中八年级英语上册《Unit 3 A day out》(第2课时)教案
Unit 3 A day out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教学重难点To identify specific details by correcting a list of statements集体备课二次备课教学过程：Part A1. Revise the famous places around th e world.2. Divide the class into groups of three. Divide the le tterinto three parts, e.g., lines1-11, lines 12-20 and lines21-29 and al locate a part to each s tudent in the group.3. Ask ea ch student to find adjectives, verbs or phrases intheir part of the letter, which describe how Linda felt thatday. Students can either underline them or write them on apiece of paper.4. Ask students in each group to go through the three sectionsin Linda’s letter and discuss the dif ferent feelingsexpressed in it.5. Ask the students to write a schedule of the day outindicating places and movements only. Ask students to listonly the key words in the following way:start>Kitty’s school>coach>2 hours>cityroa ds>highway>arriv al at the World Park>the EiffelTowe r>park>w hole world>over a hundred places ofinterest>the pyramids>Egypt>the Golden Gate Bridge>song anddance parade>the end.6. Check students’understanding. Ask comprehensionquestions:a. Where did Linda go to?To the World Park in Beijing.b. Who did she go with?With Kitty’s cl ass.c. How long was the journey?About two hours.d. Did she enjoy it at the beginning?No, it was boring. There was a lot of traffic. She felt sick.e. What did they see from the coach when they arrived?They saw the Eiffel Tower.f. Ho w many places of interest are there?Over a hundred.g. Which places of intere st did they see?The pyramids and the Golden Gate Bridge.h. What was the best part?The song and dance parade.i. Where can Linda’s mother see the photos of the trip? On the Internet.教后记：。
牛津译林版八年级上册Unit 3 A day out Grammar教案
牛津译林版八年级上册Unit 3 A day outGrammar教案Unit 3 A day out Grammar教案I. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. use “as … as” and “not as/so … as” properly;2. use reflexive pronouns correctly;3. know how to use some new words and expressions.II. Teaching contents1. New words and phrases: itself, pull, rock, luckily, climber, keep the secret to oneself, look at each other, hurt yourself, enjoyed ourselves, pull himself up the rocks2. New structures: The bus is as comfortable as those in the USA.The Eiffel Tower is not as tall as the real one in France.The model Sydney Opera House looks as wonderful as that in Australia. Linda enjoyed herself in the park.Linda’s parents will go and see the photos for themselvesIII. Focus of the lesson and predicted area of difficultyHow to use “(not) as/so … as”.IV. Teaching proceduresA Using as … asStep 1 Lead-inShow the picture of West Lake and Yunlong Lake.T: I know you all love travelling. Now I’ll show you two beautiful lakes. Do you know them And where are they (The West Lake of Hangzhou and the Yunlong Lake of Xuzhou.) Do you think the Yunlong Lake is as beautiful as the West Lake (Yes.) 【设计意图】通过本单元旅游话题呈现两张景点的图片，在讨论过程中导入本课学习目标。
译林牛津版八上英语Unit 3 A day outgrammar教案
Unit 3 A day out教学目标1.To know the meaning of ‘as...as’‘not as/so...as’.2.To know how to use ‘as...as’‘not as/so...as’.3.To use‘as...as’& ‘not as/so...as’to say the things and people that are the same in some ways.4.To activate the students’ awareness of comparing.教学重难点Importants points:To learn to use ‘as...as’‘not as/so...as’ properly. Difficult points:1.To guide Ss to express the sentences.2.To let Ss know how to use ‘as...as’‘not as/so...as’.集体备课二次备课教学过程：Step 1 Lead-in1.Greetings2.Match th e proverbs with correct Chinese. Find out the same part‘as...as’.As cool as cucumber 镇定自若As poor as church mouse一贫如洗An honest man’s nod is as good as his bond。
君子一言，驷马难追Step 2 ‘as...as’1.Talk about some pictures:P1.The flowers in the garden are beautiful.The flowers on the wall are also beautiful.The flowers on the wall are as beautiful as those in the garden.P2.The film we saw last night was exciting.The film we are watching now is also exciting.The film we are watching now is as exciting as the one we saw last night.P3.The hat in the window looks stran ge.The hat on the man’s head also looks strange.The hat on the man’s head looks as strange as the one in the window.2.Watch the sentences to work out the rule:as+adj.+as Activi ty 1. To make more sentences with ‘as+adj.+as’.Step 3. ‘not as...as’Choose the ta llest girl in our class: Kitty is tall. Choose the tallest boy in our class:Tom is also tall.Let them stand toge ther:kitty is not as tall as Tom.=Kitty is not so tall as Tom.=Kitty is shorter than Tom.=Tom is taller than kitty.Compare the pictures:P.The apples in the basket are very big.The apples i n the box are small.The app les in the box are not as big as the ones in the basket.The appl es in the box are not so big as the ones in the basket. =The apples in the box are smaller than the ones in the basket.=The apples in the basket are bigger than the ones in the box.Watch and work out the rule: Not as/so+adj.+as而且这样的句子还可以跟比较级进行转换而意思不变。
牛津译林版八上《Unit 3 A day out》word教案2
Difficult points
1.To activate existing knowledge of the world and identify names of places and countries
2.To guess meaning from pictures
Difficult points
1.The understanding of some long sentences.
2.The students use their own words to express their own trips.
Teaching method
Task-based approach，Scene pedagogy and Teaching with humor
Eddie can have a day out . We will also go on a trip to someplace .But we need a guide, who wants to be the guide? Come on , show us around the place of interest.
T: What places of interest do you know? Ss: The Great Wall、Shui Hui Park、Long Life Garden---
T: What places in the world would you like to go? Ss: the USA、the White House、England、Harbour Bridge---
Teaching aims
最新牛津译林版八年级英语上册 Unit 3 A day out Grammar 2精品课件
3. Help _y_o_u_r_se_l_v_e_s (you) to some fish, children.
最新初中英语精品课件设计
4. She fell off the bike and hurt _h_e_rs_e_l_f (she).
it
宾
him
格 me you her us you them
it
最新初中英语精品课件设计
物主代词
形容
his
词性 物主
my
your
her
our your their
代词
its
名词 性
hisBiblioteka 物主 mine yours hers ours yours theirs
代词
its
最新初中英语精品课件设计
反身代词
4. 反身代词作动词的宾语。一般放在 这些动词后面： enjoy, help, hurt, teach, wash, look after, get, dress, buy等。如: Did you enjoy yourselves at the weekend? He teaches himself English at home. “Help yourselves to some fish.”
5. 反身代词可以作表语。如: I am not quite myself today. He doesn’t seem himself this morning.
• Finish the exercises on Page 36.
Practice
1. My bike is broken. May I use _y_o_u_r_s (you)?
牛津译林版八年级上册Unit 3《A day out》(Reading 2)教学设计
牛津译林版八年级上册Unit 3《A day out》（Reading 2）教学设计一. 教材分析《A day out》是人教版牛津译林八年级上册Unit 3的教学内容，文章讲述了一个男孩和他的爷爷一起度过的一天。
通过这一天的活动，男孩了解了爷爷年轻时的经历，增进了他们之间的感情。
本文主题积极向上，旨在让学生在理解故事的同时，学会关爱家人，珍惜与家人相处的时光。
文章难度适中，语言简洁易懂，插图生动有趣，有利于激发学生的学习兴趣。
二. 学情分析八年级的学生已经具备了一定的英语基础，能够听、说、读、写一些简单的英语句子。
但他们在阅读理解、词汇积累以及语法运用方面仍有待提高。
此外，学生对家庭亲情题材的文章感兴趣，容易产生共鸣。
在教学过程中，教师应关注学生的个体差异，充分调动他们的学习积极性，引导他们主动参与课堂活动。
三. 教学目标1.知识目标：让学生掌握故事的基本情节，理解文章主题；学会生词和短语；提高学生的阅读理解能力。
2.能力目标：培养学生运用英语进行日常交流的能力；提高学生的写作技巧。
3.情感目标：教育学生关爱家人，珍惜与家人相处的时光；培养学生的团队协作精神。
四. 教学重难点1.重点：让学生掌握故事情节，理解文章主题；学会生词和短语；提高阅读理解能力。
2.难点：引导学生运用英语进行表达，并在实际情境中运用所学知识。
五. 教学方法1.情境教学法：通过设置情境，让学生在真实的环境中感受和体验英语。
2.互动式教学法：鼓励学生积极参与课堂活动，提高他们的口语表达能力。
3.任务型教学法：通过完成任务，让学生在实践中运用英语，提高他们的综合语言运用能力。
六. 教学准备1.教材：人教版牛津译林八年级上册Unit 3《A day out》。
2.多媒体设备：电脑、投影仪、音响等。
3.教学素材：相关图片、视频、课件等。
4.作业布置：提前准备相关练习题，巩固所学知识。
七. 教学过程1.导入（5分钟）利用多媒体展示一幅家庭和睦的图片，引导学生谈论自己的家人和亲情。
牛津译林版八年级上册8A Unit 3 A day out Grammar(2)教案
课题8A Unit 3 A day out Grammar(2) 课型New学习目标1.To review the usage of “as------as”to say that people or things are the same in some ways.2.To enable the students to use the reflexive pronouns in the real situation学习重点1.To review the usage of “as------as”to say that people or things are the same in some ways2.To enable the students to use the reflexive pronouns in the real situation;学习难点To understand and use “as------as”to say that people or things are the same in some ways教法教具Task-based teaching method.学讲计划教学过程个人复备自主先学Students preview and do the preview exercises.1.The story_____________（本身）is not interesting at all.2.It is ______________(making you feeling well) to wear a part of trainers when you are going hiking.3.Look.Here come the __________(people who climb ).Let’s cheer for them.4.He fell off the bicycle yesterday______（幸运地）,he didn’t hurt himself.5.I want to collect some__________（岩石）sample on the way to the top of the mountain.小组讨论Discuss about the sentences.1.Students didn’t enjoy themselves at the beginning because there was too much traffic on the way. (students _themselves)2.Distinguish the reflexive pronouns with pronouns.1) David taught himself how to make a home page .(David learnt to make a home page.)2 )David taught him how to make a home page .(David showed anther boy how to make a home page.交流展示Study the sentences and work out the rules:(according to the sentences and guess the meanings of them)( 1) I fell over and hurt myself(2) .Their baby daughter can feed herself .(3) My cat cleans itself every day.(4) He said to hims elf softly.Work out the rule: The reflexive pronouns are used while the subject is the same as t he object.课时数年月日质疑拓展Present the following on the board, and ask the students to discuss the differences between the reflexive pronouns and the personal pronouns:1). Daniel ta ught himself how to make a home page.==Daniel learned to make a home page.2). Daniel taught him how to make a home page.==He learnt how to make a home page from Daniel.C: Pair work: Work out the rule on page 48.检测反馈选用合适的翻身代词完成下列句子。
牛津译林版英语八上Unit 3《A day out》(Grammar)教学设计
牛津译林版英语八上Unit 3《A day out》（Grammar）教学设计一. 教材分析《牛津译林版英语八上Unit 3 A day out》是一篇关于日常活动的文章。
本节课的主要内容是学习一般过去时，通过阅读文章，让学生了解过去发生的事情，并在真实语境中运用一般过去时进行交流。
本节课的教学内容与学生的生活实际紧密相连，有助于激发学生的学习兴趣。
二. 学情分析学生在学习本节课之前，已经掌握了一般现在时、一般过去时和一般将来时的基本结构，能够运用这些时态进行简单的交流。
然而，学生在运用一般过去时描述过去发生的事情时，常常会出现时态混乱的情况。
因此，在教学过程中，教师需要帮助学生巩固一般过去时的用法，并将其运用到实际情境中。
三. 教学目标1.知识目标：–学生能够掌握一般过去时的基本结构。
–学生能够运用一般过去时描述过去发生的事情。
2.能力目标：–学生能够通过阅读文章，提高阅读理解能力。
–学生能够在真实语境中运用一般过去时进行交流。
3.情感目标：–学生能够培养对英语学习的兴趣。
–学生能够在学习中培养合作意识，提高团队协作能力。
四. 教学重难点•学生能够掌握一般过去时的基本结构。
•学生能够运用一般过去时描述过去发生的事情。
•学生能够在真实语境中灵活运用一般过去时进行交流。
五. 教学方法1.情境教学法：通过创设真实情境，让学生在实际语境中学习一般过去时。
2.任务型教学法：通过完成各种任务，提高学生的阅读理解能力和口语表达能力。
3.合作学习法：通过小组合作，培养学生的团队协作能力和沟通能力。
六. 教学准备1.教师准备：–制作PPT，展示文章内容和相关图片。
–准备教学道具，如图片、卡片等。
2.学生准备：–预习课文，了解文章大意。
–复习一般过去时的基本结构。
七. 教学过程1.导入（5分钟）教师通过提问方式引导学生回顾一般过去时的基本结构，如“What did you do yesterday?”，激发学生的学习兴趣。