8B Unit2Grammar B and GrammarC教案
初中英语八年级下册(牛津译林版)Unit2Grammar优秀教学案例
3.鼓励学生在日常生活中尝试使用一般过去时的被动语态，提高他们的语言运用能力。
4.教师及时批改作业，给予评价和反馈，帮助学生巩固知识，提高他们的学习效果。
五、案例亮点
1.情境创设丰富多样：在教学过程中，教师通过展示图片、播放音频和视频等方式，为学生创设了丰富多样的情境，让他们在真实的语境中感知、理解和运用一般过去时的被动语态。这种情境创设不仅提高了学生的学习兴趣，而且有助于培养他们的语言运用能力。
四、教学内容与过程
（一）导入新课
1.利用图片或多媒体展示一些过去发生的事情，如旧照片、历史事件等，引导学生思考这些事情是如何被描述的。
2.播放一段录音或视频，其中包含一般过去时的被动语态，让学生听后猜测和描述录音或视频中的情境。
3.通过提问方式，引导学生回顾已学过的一般过去时知识，为新课的学习做好铺垫。
本节课的教学目标如下：
1.让学生掌握一般过去时的被动语态结构“was/were done”。
2.培养学生运用一般过去时被动语态进行交际的能力。
3.提高学生对英语语法的学习兴趣，激发他们的学习积极性。
在教学过程中，我注重启发式教学，创设各种情境，让学生在实践中感知、理解和运用语法知识。通过小组讨论、角色扮演等形式，让学生充分参与课堂，提高他们的语言运用能力。同时，注重分层教学，关注每一个学生的个体差异，使他们在课堂上都能得到有效的训练和提高。
在教学评价方面，我采用形成性评价和终结性评价相结合的方式，及时了解学生的学习情况，调整教学策略，确保教学目标的有效达成。通过本节课的教学，学生对一般过去时的被动语态有了更深入的理解，提高了他们的英语语法水平，达到了预期的教学效果。
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。
8B Unit2导学案及教案
8B Unit2导学案及教案8b unit2 导学案vocabulary 【自学探究】一、translation .变得很兴奋跳出来闪光的金色丝绸裙子与…搭配得好向…挥手随音乐起舞跳得美丽给某人看…变得很兴奋跳出来闪光的金色丝绸裙子与…搭配得好向…挥手随音乐起舞跳得美丽给某人看…二、can you guess these underlined words?1.helen is a careful student. but henry is a careless one. 2. some people think that leaning english is useless. that’s wrong. it’s useful. (use)3..i like watching zhou xingchi’s films with delight. they really make medelightful. 4.. nobody will be cheerful____ on such a cheerless__ rainy day. 5.there is endless homework to do before the exam.【教案】教学内容8b unit 2vocabulary课型新授课教学教学目标1. to develop an understanding of suffixes.2. to use appropriate adjectives in context, using the correct suffix to indicate positive or negative meanings.教学教学重难点1. to develop an understanding of suffixes.2. to use appropriate adjectives in context, using the correct suffix to indicate positive or negative meanings.教学方法情景交际法、归纳法教具准备课件教学步骤教师活动学生活动个性化补充step 1.revisionfirst, let ss try to retell the lessonthey have learned in the last period. and then show them some important phases. after that, ask them some questions:1).what did kitty and her parents see in disneyland?2).what did they do there?3).what do you think of disneyland? is itwonderful? can you say something about it?step2.presentation1.according to ss’ description, show some new words likewonderful, colorful, meaningful and so on. on the screen. 2. let ss find out the rule: n. + -suffix ‘ful’→adj remind ss that they learned about prefixes in book 8a, unit 5. tell them that a suffix serves a similar purpose, but it goes at the end of a word. tell them that the suffix ‘-ful’ means ‘full of’ or ‘having the quality of’. then show them some more examples and ask them to complete some sentences using the positive adjectives listed. 3. show ss some words like‘meaningless’&‘endless. let them find out the rule: n. + -suffix ‘less’→adj then tell them suffix ‘-less’ means ‘without’, e.g.‘meaningless’ after that, show them some more examples as well and ask them to complete some sentences using the negative adjectives listed 4. let ss read out the examples in the table at the top of page 30. ask students think of some more sentences using the positive and negative adjectives listed. step3.practicetell students that some nouns can take either suffix, some can only take ‘-ful’ some can only take ‘-less’ and some can take neither. then ask them to complete part a. tell them to use a dictionary for words they are not sure of. 2.let ss close their books, show them the nouns in part a. on the screen. ask ss to speak out the positive and negative adjectives. check students’ understanding of each word.. 3. some other ways to form the positive and negative adjectives .e.g. prefixes : ‘-in’, -‘ir’, ‘-in’, ‘-un’, ‘-dis’ .suffixes: ‘-ed’, ‘-ing’, ‘-ly’,‘-y’ and so on.4.ask ss to complete part b on their own. tell them that all the words they need can be found in the box. after that, ask a volunteer to read out it. ask another student to write the words with suffixes on the blackboard. .5. let ss do some more exercises. 1）write the correct form of the given word in the sentences.2).用后缀-ful. -less填空check the answers with them. step 4. activitiesshow ss a short passage. let them speak out the opposites of the underlined adjectives.step5. gamesdivide the students into groups of four. take turns to make a story using the positive and negative adjectives. the one who does the best is the winner. step6.mainly c onclusion 1.suffixes :‘ful’&‘less’2.suffixes :‘-ing’, ‘-ly’, ‘-y’ , ‘ed’3.prefixes : ‘-in’, ‘-ir’, ‘-in’, ‘-un’, ‘-dis’根据学生的回答引导出本课的生词。
8Bunit2Grammar
【教学目标】1. 学会正确使用have/has been 禾口have/has gone 。
2. 理解短暂性动词和延续性动词的不同用法，以及他们之间的转换。
3. 会根据不同语境选择使用短暂性动词和延续性动词。
4. 学会短暂性动词在与for和since连用时的变化形式。
5. 加深对现在完成时的理解。
【教学重点、难点】学会正确使用have/has been和have/has gone。
学会正确使用短暂性动词和延续性动词【课前准备】判断正误：将错误的地方划出来，并在括号内订正。
1.1 have gone to Japa n before. ( )2. The scenery of Mount Fuji is very beautiful. I have bee n to there three times.( )3. His father has been to Beijing. He won ' t be back until next week )4. How long has Kitty gone in Hong Kong? ( )【教学过程】Step 1 :Prese nti onWe use ‘ have /has bee n ' to express the idea that some one went to someplace and has already come back.I have bee n to En gla nd twice. (Where am I no w/Am I still in En gla nd?)Millie, can you go to office to bring me the chair?Where' s Millie? She is on the way to the office, or maybe she is in the office.She has gone to the office. And she will come back in a few minu tes.We use ‘ have /has gone ' to express the idea that some one went to someplace and is still there.Step 2: Practisi ngDaniel is asking Millie about traveling. Complete the conversation on page 31 with thecorrect forms of the verbs in brackets.Step 3: Fin ish ing exercisesCorrect the mistakes1. Millie has gone to South Hill many times.2. Where ' s y(father? He has been to the library.3. When have you bee n to Hong Kong?4. Kitty has bee n to Hong Kong for two days.Step4:小组合作ago, since 禾口for 的用法(1) ago只能用于过去时，放于段时间后。
8BUnit2grammar教案
初二
学科
英语
课题
Unit2 Grammar
主备人
贺玉梅
授课教师
任教班级
授课时间
年月日第周 星期
主备教师教学设计
二次备课
教学目标
1.To recognize contexts for the use of the present perfect tense
2.To understand the verbs with ‘for’, ‘since’
Step 3 Practising
Tell if the following sentences are true or false.
1. He has bought a bike for two years. (F)
2. Millie bought a purse two days ago. (T)
3. She has already leftBeijing. (T)
4. She has been away fromBeijingfor 2 days. (T)
5. She leftBeijingtwo days ago. (T)
6. Simon has joined the Reading Club since 2000. (F)
A: Have you ever been toShanghai?
B: Yes, I have.
A: Where did you go there?
B: I went there two weeks ago.
A: When did you leaveShanghai?
B: I left there two days ago.
(Where am I now/Am I still inEngland? )
Unit 2 Grammarfocus-3c教案 2022-2023学年人教版八年级下册英语
4. The old man had ______________ (无事可做) every day.
整理反刍
总结评价
1.做动词宾语。常见动词有would like, want, help, learn, hope, decide, volunteer。2.作宾语补足语。常见动词有ask, want, tell, invite, like, hate。3.作目的状语。4.作后置定语。
展示交流
plete the sentences.
Mario and Mary ____ ___ several hours each week __ ____ others. Mario wants __ ___ an animal doctor. He _________ at an animal hospital. He wants __ _____ more about ____ __ care for animals.
5 .动词help及一些役使动词后面常省略to。
布置作业
Make sentences with the phrases below.
put up, hand out, call up, cheer up, come up with, give out, put off
板书设计
Unit 2 I’ll help to clean up the city parks.Grammarfocus-3c
You could _____ hospital ___ ____ you visit the kids and cheer them up.
③他自愿一周去那里一次去帮助孩子们学习读书She ________ there once a week ____ ______ kids learn to read.
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。
牛津译林版英语八年级下册Unit2Grammar说课稿
（一）教学策略
在本节课中，我主要采用交际法、任务型教学法和情境教学法。交际法强调在真实的语言环境中进行交流，让学生在实际运用中掌握语言知识；任务型教学法注重学生的参与和实践，通过完成各种任务提高他们的语言能力；情境教学法通过创设情境，让学生在特定的语境中学习和使用语言。这些方法的选用基于constructivism学习理论，即学习者通过主动构建知识，实现对语言的深入理解和运用。
（四）总结反馈
在总结反馈阶段，我会引导学生进行自我评价，并提供有效的反馈和建议。首先，我会让学生回顾本节课所学内容，总结自己的收获。然后，我会邀请学生分享自己在练习和实践活动中的体验，以及遇到的困难和问题。最后，我会根据学生的反馈，给予针对性的建议和指导，帮助他们更好地掌握现在进行时态。
（五）作业布置
四、教学过程设计
（一）导入新课
为了快速吸引学生的注意力和兴趣，我将以一个简单的互动游戏作为导入方式。游戏规则如下：我会播放一段视频，视频中的人物正在做一些动作，如跑、跳、唱歌等。播放完毕后，我会邀请学生描述视频中的人物正在做什么，并指出他们使用的是哪种时态。通过这个游戏，学生可以复习一般现在时态，同时激发他们对现在进行时态的学习兴趣。
（二）新知讲授
在新知讲授阶段，我会逐步呈现现在进行时态的知识点，引导学生深入理解。首先，我会通过图片和例句介绍现在进行时态的构成和标志词。然后，我会播放一段对话，让学生注意对话中人物使用的时态。接着，我会邀请学生一起总结现在进行时态的基本用法。最后，我会通过对比一般现在时态和现在进行时态，让学生明确两者之间的区别。
（二）学习障碍
在学习本节课之前，学生需要具备一般现在时态的知识和一定的语言表达能力。可能存在的学习障碍主要有：对现在进行时态与一般现在时态的区别理解不清，导致在实际运用中混淆；对于现在进行时态的标志词和构成掌握不牢固，使用时出现错误；以及在实际交流中，不敢开口说英语，害怕犯错。
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8B Unit 2 Traveling
Grammar B and Grammar C
鲁河中学陈寿红
Teaching aims:
1. To recognize the context created by the use of …while‟ and …when‟ with the past continuous tense
2.To link ideas expressing results with …so…that‟
Teaching procedures:
Step1. Revision
T: What were you doing at seven last night?
S1: I was …
T: What was S1 doing at seven last night?
Ss: He/She was …
S2: What were you doing at this time yesterday?
S3: I was…
S2: What was S3 doing at this time yesterday?
Ss: He/She was…
Etc.
Step2 …while‟ and …when‟
At seven last night, S1 was doing his homework, S2 was watching TV.
So we can say “ S1 was doing his homework while S2 was watching TV at seven last night.”
“S3 was talking with her classmate while S4 was doing his homework at this time of yesterday.”“When the teacher came in, the students were talking with each other.”
Tell students that …while‟ and …when‟ both mean …at the same time as‟. Explain that we often use the present continuous tense of the past continuous tense with …while‟ and …when‟.
Ask the students to read the examples on page 29.
Step3. practice
1. Meeting at Millie‟s home
Look at the pictures and describe what the students were doing when Simon arrived.
2. Oral practice
T: When I came into the classroom, what were you doing?
S1: When you came into the classroom, I was chatting with…
S2: When you came into the classroom, I was cleaning the blackboard.
S3: S1 was chatting with … while S2 was cleaning the blackboard.
Etc.
Step4. Using …so…that‟
1.Read the two sente nces on page 30 and try to find what kind of words follow …so‟ and …that‟.
2.Travels
Complete the sentences on page 31 C1 using …so…that‟.
Rearrange the words on page 31 C2 to form sentences.
Step 5. Practice
Ask a student
1.to carry a heavy desk
2.to answer a difficult question.
3.to run after another student.
4.to speak loudly.
Etc.
Step 6. Exercise
Ⅰ用所给动词的适当形式填空。
1.What ___________ you _____________(do) at this time last week?
2.When I came in, Tom __________________(read) a comic book.
3.____________ you ____________(have) classes at eight yesterday morning?
4.I ___________(do) my homework while my father _______________(watch) TV when my
mother ____________(come) back.
5.--- What __________ you ____________(do) at 8 a.m. yesterday?
--- I ____________(do) some housework.
6.---What ___________ you __________ (do) now?
--- I ______________(read) a novel.
7.While Jack ____________(mend) his bike, Lingling knocked at the door.
8.She _____________(watch) TV when her friend came __________(see) her.
Ⅱ句型转换
1.The coat is too dear. I can‟t buy it.(同义句)
__________________________________________________________
2.He spoke very clearly. All of us could understand him. (同义句)
___________________________________________________________
3.Amy was sleeping on the sofa. （划线提问）
___________________________________________________________
4.The girl searches the Internet every day. (用at ten p.m. yesterday改写)
____________________________________________________________
5.The doorbell rang. I was cooking the meal. (用when或while连接句子)
____________________________________________________________
Ⅲ改错
1.Jim was doing some washing and picked some apples on the farm last Sunday.
2.While the teacher came in, we were talking.
3.She is such clever that we all like her.
Step 7. Assignment
Make sentences with …when‟, …while‟ and …so…that…‟.。