夏令营八年级英语（共8篇）
夏令营八年级英语 篇1
初二年级期末英语作文 夏令营
This summer, I had some special days. I joined dongzhou international educational exchange summer camp.
First, I will tell you about our foreign teachers, they are shrina and rebecca. They are friendly and beautiful. They are students at oxford university.
We talked about many things: famous people, subjects in england, different jobs, our deal days, western star signs, what can we say in a restaurant and so on.
We know lots of things, like what the difference is between “chef” and “cook”, all the parts of the body…
We tried to write a letter to principal zhang. We made a play and we drew our own comics and tried to sell it. We gave some other students english lessons, we taught them about chinese dragon, chinese martial arts and the olympics.
Every afternoon, we played exciting games: chinese whispers, tongue twisters, wheelbarrow, egg and spoon, three legs…
On the last day, we had a good time. We made black tea. We put tea bags, some milk and lots of water in to a big bowl, and then we stirred the tea until it became red and dark. Oh, it tasted good! later, we used eggs, flour and milk to make many pancakes. To cook them is very interesting. When we finished it, the pancakes looked round and nice. We put some jam on it. how delicious! I won’t ever forget it.
The summer camp is a really good chance for me. I know the local things in england. I learned a lot and like english more. I also know better ways to learn english well.
I hope one day i can see you in england.
今年夏天,我有一些特殊的日子。东洲国际教育交流我加入夏令营。
首先,我将告诉你关于我们的外籍教师,他们是shrina和丽贝卡。他们是友好的和美丽的。他们是牛津大学的学生。
我们谈了很多事情:名人,受试者在英格兰,不同的工作,我们的天,西方的`星座,我们能说什么在餐馆等等。
我们知道很多事情,像有什么区别“厨师”和“厨师”,身体的所有部位…
我们试图给校长写封信。我们玩了,我们把自己的漫画,并试图把它卖掉。我们给其他的学生上英语课,我们教他们关于中国龙,中国的武术和奥运会。
每天下午,我们玩激动人心的游戏:中国的低语,绕口令,手推车,鸡蛋和勺子,三条腿…
最后一天,我们有一个美好的时光。我们做了红茶。我们把茶包,一些牛奶和大量的水在一个大碗,然后我们搅拌茶,直到它变成了红色和黑色。哦,味道很好!之后,我们用鸡蛋、面粉和牛奶使许多煎饼。做饭是很有趣的。当我们完成它,煎饼四下看了看,不错。我们把一些果酱。多美味啊!我永远也不会忘记。
夏令营对我来说是一个很好的机会。我知道在英国当地的事情。我学到了很多,更喜欢英语。我也知道更好的方法来学好英语。
我希望有一天我可以看到你在英格兰。
夏令营八年级英语 篇2
Ⅷ.词语运用 (1×5分)
根据句意, 用所给单词、短语的适当形式填空, 每词或词组只限使用一次。
61. He __________________ the bike.
62. We wear the caps __________________ us from the sun.
63. You should do your homework by ___________________.
64. One _________________ of the teachers in our school are women teachers.
65. By doing the experiment, the students Mr. Wang’s theory was right.
Ⅸ.连词成句 (标点已给出) (1×5分)
66. a, not, why, have, rest
___________________________________________________________________?
67. of , is, made, Danny’s, hat, straw
___________________________________________________________________?
68. is, my, how, clever, sister
___________________________________________________________________!
69. is, its, the, for, city, lake, famous, beautiful
___________________________________________________________________ .
70. I, the, up, sun, this, before, woke, rose, morning
___________________________________________________________________ .
X. 任务型阅读 (2×5分)
阅读短文, 并按要求完成71 ~ 75题。
Forests have always been useful and important to the people who make use of them in many ways. Every day trees are serving people everywhere. Trees supply ( 提供 ) people with fruits and building materials ( 材料 ) in the form of wood. Without trees it would be impossible to build houses, boats, bridges and so on. Furniture, such as desks, chairs and beds, is made of wood. Trees can stop people from the terrible heat.
71题判断正误 (“T”表示正确, “F”表示错误) ;72题完成句子;73 ~ 74题简略回答问题;75题将文中划线句子译成汉语。
71. Without trees it would be possible to build houses, boats, bridges and so on. ( )
72. ______________________________________ is very important to plants.
73. What are desks, chairs and beds made of?
_________________________________________________________________________
74. What is the result if there were no forests?
_________________________________________________________________________
75. _________________________________________________________________________
Ⅺ.书面表达 (10分)
76. 写一篇短文, 介绍一下家乡 (hometown) 张家口的气候特点, 并叙述在不同季节里人们的活动。要求60—80个单词。
____________________________________________________________________________________________________________________________________________________________________________
八年级英语答案
卷 I (70 分)
听力部分 (1×20分)
1—5. B A C B A 6—10. C B C A A
11—15. C B C A B 16—20. B B C C A
笔试部分 (50分)
V. 单项选择 (1×20分)
21—25. D A D C B 26—30. A B D C B
31—35. B B C D A 36—40. C C B D A
VI. 完形填空 (1×10分)
41—45. B C D C D 46—50. D A B B D
Ⅶ. 阅读理解 (2×10分)
51—55. D C A A D 56—60. D B B C A
卷Ⅱ (30 分)
Ⅷ. 词汇 (1×5分)
61. fell off 62. to protect 63. yourself/yourselves
64. fi fth 65. discovered
Ⅸ. 连词成句 (1×5分)
66. Why not have a rest?
67. Is Danny’s hat made of straw?
68. How clever my sister is!
69. The city is famous for its beautiful lake.
70. I woke up before the sun rose this morning.
X. 任务型阅读 (2×5分)
71. F 72. The rich surface soil
73. They are made of wood. 74. The land would become desert.
75. 过去人们没有足够的自然科学知识, 他们砍到了他们居住地的太多树木, 并且从不种新的。
Ⅺ. 书面表达 (10分)
One possible version:
Zhangjiakou is my hometown. It is a beautiful city. The weather here is very different in the four seasons. In spring, it often winds, and people like fl ying kites. It is a little hot in the day time in summer, so people like to go swimming. In autumn, it’s cool and sunny, you can go and have a picnic outside. In winter, it’s very cold and there are many snowy days. People can go skating or skiing. I like my hometown.
一、评分原则
1. 本题总分为 10 分, 按五个档次给分。
2. 评分时, 先根据短文的内容和语言初步确定其所属档次, 然后以该档次的要求来衡量, 确定或调整档次, 最后给分。
3. 文中若出现真实的人名、校名或地名, 酌情减分。
二、评分标准
三、说明
1. 内容要点可以用不同方式表达。
八年级英语教学反思 篇3
一、教师在教学的过程中首先要把握重、难点
我认为这是教学中对教师最重要的要求。如果无法很好的把握重难点，则会对重点知识的讲授蜻蜓点水，导致学生也无法分清重、难点。学生在学习的过程中把大量的时间花费在零散知识上，而忽视了重之之重。教师为了更好的把握重难点就要认真的研读教材，仔细研究教学参考，并且做好教学反思，从同学们的错误中反馈自己的失误，不断地摸索和探索。
二、其次语法讲解一定要清楚，透彻
在讲解重点语法的过程中，教师要多举例子，并且要学生造句子，不能光停留在枯燥，抽象的讲解过程中。
三、应加强学生的对话强度，鼓励不开口说英语的学生开口
有些学生是对自己不自信，是因为曾经对话的过程中，出现失误却被老师尖刻的言语刺伤，所以当学生出现错误的时候应微笑着让他坐下，然后再纠正错误。有些同学的对话可能会脱离现实生活，但只要开口说英语就要鼓励。
四、在教学过程中应以学生为主体
整个课堂是学生在开口说而不是老师在干巴巴的讲授，尤其是教材的最后一部分，阅读部分。要使同学们在默读的前提下做课本上要求的练习题，也可以确定几个话题，学生用英语进行讨论，锻炼他们用英文思考的能力，运用所学语言的能力。课文3a部分教材给出了一篇文章然后学生进行阅读，并且每篇文章后面都有若干个问题，在这一部分一定要让学生在默读的前提下独立完成回答问题，锻炼他们的应试能力。
五、八年级英语教学单词仍然是基础
我个人认为应该打好学生的单词基础，在讲授的过程中可以让同学们记它们的同义词及反义词，并且让同学们自己造句子。
六、培养学生们的课文背诵能力
严格要求学生要背诵下来课文，这样可以培养他们的英语语感。
七、当堂巩固，注重反馈
教学时要处处考虑如何发挥学生的主体作用，要以学生的参与程度和教学评价的得失作为课堂教学成功与否的尺度，所以，在学生经过一段学习活动后，进行归纳分析，以鼓励表扬为主，满腔热情帮助学生，及时处理反馈信息，当堂巩固，如果时间许可的话，还可引导学生对一些易出错的地方，如人称变化，谓语动词的形式变化、某些习惯表达的异同进行归纳分析，让学生真正地学有所得。
八、注意培养自学能力
“授人以鱼，不如授人以渔”教是为了学生的“学”，是要让学生拥有学习的能力。因此，我重视对学生的课外学习的指导，帮助他们养成良好学习习惯和自学能力。
⑴早读课，坚持听新教材的课文录音，加强听力训练，让学生模仿地地道的英美人语音、语调。
⑵指导学生订出学习英语长期计划和短期安排，每天坚持搞好课前预习，发动家长帮助督促实施。
⑶扩大学生课外英语的摄入量.建议学生收看<<希望英语>>等节目，并鼓励他们多读一些英语小故事，尝试去读一些英文原著。
⑷强调作业的独立完成，培养学生克服困难的意志。帮助学生认识到，做作业实际上是新旧知识的运用过程，一定要养成自觉独立完成作业的习惯。
⑸培养学生认真听课，初步运用英语思维和理解。
⑹从音、形、义几方面培养观察力和记忆力，打好语音基础。
⑺用联想对比，归纳演绎等记单词和语法知识。
夏令营八年级英语 篇4
学科 英语 主备
教师 授课
教师 备课
组长 八年级备课组
课题 Grade 8 Unit 10 Section A（1a – 2c） 课型 新授课 第1课时 第 周
学习
目 标 1.熟悉本节课出现的生词短语。
2、“be going to”结构的用法。
3、用英语形式谈论自己的理想。
重 点
难 点 1.单词及短语：grow，grow up，programmer, engineer, pilot , computer science, professional , act, move
.2.交际用语：
-What are you going to be when you grow up?
-I’m going to be a computer programmer.
-How are you going to do that?
-I’m going to study computer science.
3.语法：学习一般将来时
学 法
指 导 1.Role playing ( Pairwork & Groupwork )
2.Reading, listening and speaking
教 学
媒 体 多媒体
教学活动
一、【自主学习】
1)上钢琴课_________________ 2)上表演课 ____________________
3)学习计算机科学 _________ 4)练习篮球____________
5)练习打篮球_____________ 6)真的努力学习数学____________________
7)长大，成长_____________ 8 )专业的篮球运动员____________
9)我长大后将成为一名演员
二、【合作探究】
（一）1b:看一看，写一写，读一读，。
（二）听一听，写一写,读一读。
1.听录音，完成1b,并听录音跟读。
2.仿照1c,根据对话内容两人一组练习对话。
3.脱口秀：仿照c对话，进行小组绘话训练(pairwork)
4.听录音，完成2a练习; 听录音，完成2b练习（表格填写）
（三）导学方案
语法：
“be going to”结构的用法。
1、be going to结构表示主观上打算在最近或将来某时药做某事或表示按计划、安排要做的事情，经常与表示将来的时间状语连用，译作“ ”。
2、be going to结构还可以表示根据某种迹象，主观上判断将于发生某事。
3、be going to 后接，其中be要根据主语的不同变换成相应的 。
4、be going to的否定形式应在be动词后加；一般疑问句应将 提到主语前。
5、be going to结构也可以用于there be 句型中，其结构为：
三、【巩固测评】
一．完成句子
1、我长大了将成为一名工程师。
2、他长大了将成为一名演员。
3、你打算怎样去做？
4、当你长大后你打算成为什么样的人？
5、今天下午你打算去哪？
二、改错。
1.I’m going to do a comeputer programmer.
2. He like to practice to speak English with foreign friends.
3.Tom visited his uncle next week.
三、Jim and Mike (work)on a farm tomorrow.
2、-- you （study) French next year?--Yes, we are.
3、There(be) an English film tomorrow.
4、I （read）a book now. I (help) him this afternoon.
5、Tom (not watch) the football match tomorrow。
教学
反思
夏令营八年级英语 篇5
总计第17课时
Period Period 1 Main teacher
Assistant Class teacher
Content Section A 1a-1c
Aims Language and Ability Key vocabulary. Target language. Oral Practice.
Process and method To understand the target language by listening, speaking and reading English.
Emotion and attitude Learn to play a musical instrument.
Important
Points Target language:
Is that Sam?
No, that’s Tom. He has shorter hair than Sam.
And He’s calmer than Sam.
Is that Tina?
No, it isn’t. It’s Tina. Tara’s shorter than Tina.
Difficult Points Grasp the target language:
Methods Task-based language teaching
Aids a tape recorder , some pictures Revision and perfection
Procedures
Procedures
Step 1 Greet the class as usual and check the homework.
Step 2 I Make a simple drawing of a boy and a girl on the blackboard.
Judy is tall. Judy is taller than Bobby.
Then bring out two rules of different length. Say:
This is ruler. It’s Bobby’s ruler.(longer)
This is Judy’s ruler.(long)
Bobby’s ruler is longer than Judy’s.
Step 3 Show some new words on the blackboard.
Read the new words to students and ask them to repeat.
Step 4 1a
Ask students to do this activity individually. Then check and answers.
Tall-shortlong hair-short hair thin-heavy calm-wild
Step 5 1b
First tell students what the twins are. Twins are children born at the same time to the same parents, but not always.
Step 6 1c Pairwork
Ask two students to read the sample conversation to the class.
A: Is that Tara?
B: No, it isn’t. It’s Tina. Tara’s shorter than Tina..
Then have students work with a partner.
Make conversation work with a partner.
Step 7 Summary and Homework
Today we’ve leant the twins are having a concert. We’ve leant how to compare people.
Blackboard design Unit 3 I’m more outgoing than my sister.
- Is that Sam?
No, that’s Tom. He has shorter hair than Sam.
And He’s calmer than Sam.
Is that Tina?
No, it isn’t. It’s Tina. Tara’s shorter than Tina.
Homework Use the key vocabulary and the target language in this period to make up your own conversations in pairs.
Reflection after class
八 年 级 英 语 教 学 设 计
总计第18课时
Period Period 2 Main teacher
Assistant Class teacher
Content Section A 2a-2d
Aims Language and Ability Key vocabulary. Target language. Oral Practice. Grammar Focus.
Process and method To understand the target language by listening, speaking and reading English.
Emotion and attitude Handsome is that handsome does.
Important
Points Oral practice.
Difficult Points Grammar Focus.
Methods Task-based language teaching
Aids a tape recorder , some pictures Revision and perfection
Procedures
Procedures
Step 1 Greet the class as usual and check the homework.
Step 2 2a
Read the words in the box to students.
funny 有趣的 serious 严肃的
outgoing (性格)外向的 quiet 安静的
Tell students smart and athletic are new words. Explain the new words and tell students what they mean.
Step3 2b
Ask students to look at the boxes with the headings. Tina is …, Tara is …
Listen to the recording again. This time write how Tina and Tara are different. Please write words in the boxes.
Step 4 2c Pair work
Let students look at the chart in Activity 2c. Ask two students to read it. Tell students ***means Sam is taller than Tom.
Have students know they will talk about Sam and Tom in this activity.
Step 5 2d
Role-play the conversation
Step 6 Grammar Focus
Review the grammar box. Ask a student to read the sentences to the class.
Step 7 Show some dialogue on the blackboard
Step 8 Summary and Homework
Today we’ve leant some words and learnt how to compare people. I hope you can study harder than ever. You can learn more knowledge and make more progress.
Blackboard design Unit 3 I’m more outgoing than my sister.
Conversation
A: Is that Mary?
B: No, it isn’t. It’s Peter. Peter is more carful than Mary.
A: Yes, Mary is more careless than Peter.
(No, it isn’t. It’s Tina. Tara’s shorter than Tina.)
Homework Read the key vocabulary and learn them by heart.
Reflection after class
八 年 级 英 语 教 学 设 计
总计第19课时
Period Period 3 Main teacher
Assistant Class teacher
Content Section A 3a-3c
Aims Language and Ability Target language. Listening, speaking and writing practice.
Process and method To understand the target language by listening, speaking and reading English.
Emotion and attitude To be a brave and hardworking man
Important
Points Listening, speaking and writing practice.
Difficult Points Listening, speaking and writing practice.
Methods Task-based language teaching
Aids a tape recorder , some pictures Revision and perfection
Procedures
Procedures
Step 1 Greet the class as usual and check the homework.
Step 2 3a
Use the words to write questions and answers.
For exemple: Julie / tall/ you
Q: Is Julie as tall as you?
A: No ,she isn’t. she’s taller than me.
Step3 3b
Think of yourself two years ago. Write about how you are different now.
1. Discuss in groups.
2. Act out in front of the class.
3. Finish the questions.
4. Check the answers.
Step 4 3c Group work
Group of four students discuss their parents,then finish the blanks.
Step 5 Pair work
Role-play the conversation according to 3c.
Step 6 Do some exercises.
Blackboard design Unit 3 I’m more outgoing than my sister.
For exemple: Julie / tall/ you
Q: Is Julie as tall as you?
A: No ,she isn’t. she’s taller than me.
Homework 1. Read the letter again.
2. Finish off the exercises of workbook.
Reflection after class
八 年 级 英 语 教 学 设 计
总计第20课时
Period Period 4 Main teacher
Assistant Class teacher
Content Section B 1a-1e
Aims Language and Ability Key vocabulary. Target language. Oral practice. Listening practice.
Process and method To understand the target language by listening, speaking and reading English.
Emotion and attitude A friend in need is a friend indeed. Wish you to find your real friends
Important
Points Oral practice.
Difficult Points Listening practice.
Methods Task-based language teaching
Aids a tape recorder , some pictures Revision and perfection
Procedures
Procedures
Step 1 Greet the class as usual and check the homework.
Step 2 Show the new words on the blackboard.
Read the new words to students and ask them to repeat.
Step 3 Section B 1a
1.What kinds of things are important in a friend? Rank the things below (1-7)
2.Check the answers.
Step 4 Section B 1b
Talk about what you think a good friend should be like.
Step 5 Section B 1c
1.Listen to the tape,then fill in the first column of chart.
2.Listen to the tape again,then fill in the rest column of chart.
3.Check the answers.
Step 6 1e
Talk about Molly and Mary and their best friend.
Ask students to work in small groups. Each and writes down as many sentences as they can to describe him or her.
Step 7 Summary
Today we’ve recycled some key vocabulary and learnt some new words. And we’ve learnt to talk about our best friends.
After class write down five statements about what is important in a best friend. Please remember you can write a false statement among the five statements. Next class we’ll do a game.
Blackboard design Unit 3 I’m more outgoing than my sister.
The same …as..
Be good at
Make sb. Adj.
both
Homework 1. Remember the new words.
2. Do some exercises.
Reflection after class
八 年 级 英 语 教 学 设 计
总计第21课时
Period Period 5 Main teacher
Assistant Class teacher
Content Section B 2a-2b
Aims Language and Ability Key vocabulary. Target language. Reading practice.
Process and method To understand the target language by listening, speaking and reading English.
Emotion and attitude A friend in need is a friend indeed. Wish you to find your real friends
Important
Points Reading practice.
Difficult Points Reading practice.
Methods Task-based language teaching
Aids a tape recorder , some pictures Revision and perfection
Procedures
Procedures
Step 1 Revision and Lead-in
1. Check the homework.
2. Have a small dictation.
Step 2 Do 2a
1. Rank these activities according to how often you think your classmates do them..
2. Check tne answers.
Step 3 Reading (Section B: 2b)
1.Deal with the reading article. Give them some questions aobut the article.
2.知识点解读：
1) as you can see 正如你所看到的
as, conj. 以……方式，像……那样
e.g. As you can see, the British like football very much.
2) in some ways 在某些方面
e.g. He is better than me in some ways.
3) both pron. 两者都……
We both have black eyes = Both of us have black eyes.
e.g. We are both quiet.
Both girls go to lots of parties.
conj. 常与and 连用
e.g. He can speak both English and Spanish.
4. We both enjoy going to parties.
enjoy + doing 喜欢做……
e.g. My sister enjoys going shopping very much.
5. She is a little more outgoing than me.
I am a little taller than her.
A. 形容词比较级前可以加修饰语表示程度或差别大小。
a little (a bit) 表示更……一点
much, even, far, still, any, a lot表示更……的多
B. 若句中有 “of the two” 时，形容词比较级前必须带 “the”。
e.g. She is the quieter one of the two.
6. Liu Ying talks more than Liu Li. (=LiuYing talks much.)
7. LiuYing is not as good at sports as her sister. (=Liu Ying is not good at sports; her sister is good at sports.)
A + not as/so + adj原形 + as + B 表示A不如B A + as + adj原形 + as + B表示A和B情况相同 e.g. Tom is not as smart as Jack.
Blackboard design Unit 3 I’m more outgoing than my sister.
as you can see, in some ways , both pron. 两者都……
We both enjoy going to parties.
Homework 1. Remember the new words.
2. Do some exercises.
Reflection after class
八 年 级 英 语 教 学 设 计
总计第22课时
Period Period 6 Main teacher
Assistant Class teacher
Content Section B 2c-2e
Aims Language and Ability Key vocabulary. Reading passage. Oral practice. Reading and writing practice.
Process and method To understand the target language by listening, speaking, writing and reading English.
Emotion and attitude Take an activity part in all kinds of social activities. Get a chance to train your integrating skills.
Important
Points Oral practice.
Difficult Points Writing and speaking practice
Methods Task-based language teaching
Aids a tape recorder , some pictures Revision and perfection
Procedures
Procedures
Step 1 Greet the class as usual and check the homework.
Step 2 Show the new words on the blackboard.
Read the new words to students and ask them to repeat.
Step 3 2c
In this activity first read the article to students. Then answer any questions students on page 22.
Step 4 2d Writing
In this step, students will do some writing practice using the target language.
A sample passage:
Mary’s best friend is Peter. He likes to do the same things as Mary does. Mary is quieter than Peter, Peter is funnier and more athletic. They are both pretty outgoing.
Tona’s best friend is Vera. They look alike. Tona is more outgoing. But Vera is much quieter, and she is also smarter than Mary.
Task 2: Write a small passage to compare you and your best friend. Step 5 Pairwork (Section B: 2e)
Talk about your best friends.
Step 6 Do some exercises.
Choose the best answers.
1. My cousin is good _____ Japanese.
A. speaking B. at speak C. at speaking
2. _____ he is a little boy, he plays soccer very well.
A. And B. But C. Though
3. Isabel and her sister ______.
A. look like B. are look the same
C. look the same
4. -Which of the two girls is Jack’s sister?
-_____.
A. Taller B. Taller one C. The taller one
5. Lee is badly ill, _____ he still goes to work every day.
A. because B. however C. though
Blackboard design Unit 3 I’m more outgoing than my sister.
不规则形容词比较级和最高级变化形式。
原级 比较级 最高级
good better best
bad, ill worse worst
many, much more most
little less least
Homework 1. Remember the new words.
2. Do some exercises.
Reflection after class
八 年 级 英 语 教 学 设 计
总计第23课时
Period Period 7 Main teacher
Assistant Class teacher
Content Section B 3a-4
Aims Language and Ability Key vocabulary. Target language. Oral practice. Writing practice.
Process and method To understand the target language by listening, speaking and reading English.
Emotion and attitude Help students learn how to talk about the same and the different between two people with the target language.
Important
Points Writing practice.
Difficult Points Writing practice.
Methods Task-based language teaching
Aids a tape recorder , some pictures Revision and perfection
Procedures
Procedures
Step 1 Greet the class as usual and check the homework.
Step 2 Show the new words on the blackboard.
Read the new words to students and ask them to repeat.
Step 3 Section B 3a
1.Wang Lingling ang Liu Lili are best friends. Look at the chart below and compare them.
Wang Lingling Liu Lili
tall tall
long straight hair short straight hair
likes reading likes sports
popular popular
outgoing outgoing
2.Check the answers.
Step 4 Section B 3b
Make notes about two of your friends.one friend should be similar to you ;the other friend should be different.
Step 5 Section B 3c
1. Write two paragraphs describing your friends.
2. Share their paragraphs
Step 6 4
Read the job ad. Then compare two of your classmates. Decide which classmate is better for the job.
Step 7 Do some exercises.
用所给单词的适当形式填空。
1. Tommy has _____ (curly) hair than Bob.
2. Most of kids are very _____ (love).
3. A thief runs away as _____ (quick) as he can.
4. Tom is much _____ (quiet) than his friend.
5. He is a little _____ (calm) than me when we meet terrible things.
Blackboard design Unit 3 I’m more outgoing than my sister.
1. view: what you think about something, opinion
2. difference (s): something different
3. It’s not necessary to be the same. =
4. though: conj. although 虽然，即使，纵然
e.g. Though it was late, he went on working. = It was late, but he went on working.
Though he is poor, he is happy. = He is poor, but he is happy.
5. beat is different from win
6. I don’t really care. = I don’t mind.
Homework 1. Remember the new words.
2. Do some exercises.
Reflection after class
八 年 级 英 语 教 学 设 计
总计第24课时
Period Period 8 Main teacher
Assistant Class teacher
Content Self Check
Aims Language and Ability Review the key vocabulary and target language.
Process and method To understand the target language by listening, speaking and reading English.
Emotion and attitude Train the students’ interest of English
Important
Points Review the key vocabulary and target language.
Difficult Points Hoe to use key vocabulary and target language.
Methods Task-based language teaching
Aids a tape recorder , some pictures Revision and perfection
Procedures
Procedures
Step 1 Greet the class as usual and check the homework.
Step 2 The comparative degrees of adjectives
1. (add -er) tall-taller. Tina is taller than Tara.
2. (add -r) nice-nicer. This dress is nicer than that one.
3. (change y to i, then add -er) funny-funnier. Pedro is funnier than Paul.
4. (first, double; then add -er) thin-thinner. Paul is thinner than Pedro.
5. (use more)outgoing-more outgoing. I’m more outgoing than my sister.
6. 不规则变化
7. 相同程度(as ... as ...)
Step 3 Do 1
1. Put the words in the correct columns in the chart.
2. Check the answers.
Step 4 Do 2
1. Fill in the blanks using the correct forms of the words in brackets.
2. Check the answers.
Step 5 Do 3
Write a friend. Talk about which you are similar and which you are different.
Step 6 Do some exercises.
Blackboard design Unit 3 I’m more outgoing than my sister.
The comparative degrees of adjectives
1. (add -er) tall-taller. Tina is taller than Tara.
2. (add -r) nice-nicer. This dress is nicer than that one.
3. (change y to i, then add -er) funny-funnier. Pedro is funnier than Paul.
4. (first, double; then add -er) thin-thinner. Paul is thinner than Pedro.
5. (use more)outgoing-more outgoing. I’m more outgoing than my sister.
6. 不规则变化
7. 相同程度(as ... as ...)
He has as many apples as I do.
She is not as good at sports as her sister.
Homework 1. Remember the new words.
2. Do some exercises.
夏令营八年级英语 篇6
The main activities are 1a and 2a. 本课重点活动是1a和2a。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some new words and a phrase:
violin, drum, concert, hmm, lend, what a pity
2. Learn about exclamation:
(1) How exciting! (2) And it sounds beautiful!
(3) Oh, wonderful! (4) That’s too bad!
3. Talk about concert and musical instruments.
4. Enjoy music and musical instruments.
Ⅱ. Teaching aids 教具
多媒体课件/录音机/磁带/电脑
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5分钟)
1. 师生对话， 教师展示有关音乐的著名乐队的MTV, 通过音乐理解感叹句的语气与情感。(由此导入2a。)
Step 2 Presentation 第二步 呈现(时间:7分钟)
1. 先让学生听音乐录音，根据乐器所发出的声音判断是什么乐器，然后教师展示该乐器的图篇并教学单词，让学生猜测词义并要求学生理解。
2. 让学生听2a录音，给乐器编正确的排序，板书play the + 西洋乐器，play+ 中国乐器。完成2a。 (核对答案。)
3. 教师播放My Heart Will Go On ，并让学生体会感叹句“It sounds beautiful!”的语气与情感。引入1a.
Step 3 Consolidation 第三步 巩固(时间:10分钟)
1. 设置听力环节，播放1a视频，让学生听后回答1b的问题。(核对答案。)
2. 让学生朗读1a，边读边找出文中语言点，并完成相关练习。 (核对答案。)
3. 让学生再读1a对话，试着找出感叹句。完成1c。初步了解感叹句的句子结构，并体会感叹句的语气与情感。板书感叹句，帮助学生寻找规律，归纳常见的四种感叹句式，操练并要求学生掌握。让学生朗读，体会感叹句的语气与情感。
Step 4 Practice 第四步 练习(时间:12分钟)
1. 教师播放1a录音，男女生分角色跟读。注意语音语调。
2. 让学生以I’m going to the concert this Sunday evening为题，自编一组对话，可参照课件上的提示词。对话中还要包含感叹句。
4. 让学生根据3中的海报，编一个类似的对话。完成3。
Step 5 Project 第五步 综合探究活动(时间:6分钟)
通过创设情景设计海报，达到学以致用的目的。
1. 请学生根据海报内容，自编一段对话。要求对话中要有感叹句。
2. Homework:
(1)为你所喜欢的歌手的演唱会设计一份海报。
(2)查找有关音乐类型的资料，为Section B做准备。
板书设计:
Unit3 My Hobbies
Topic2 What sweet music!
Section A
Oh, wonderful! 计分
How exciting! Group1 Group2
It sounds beautiful! Group3 Group4
That’s too bad! Group5 Group6
play the + 西洋乐器
夏令营八年级英语 篇7
一、培养学生语言拼读的能力
语音阶段没有打好基础, 单词读不准, 就会直接影响到单词的记忆和积累, 词汇量少了, 阅读就会有困难, 这样就造成了部分学生对英语学习的放弃。那就需要加强学生在语音学习方面的重要性的认识, 培养他们对一些规则发音的单词做到见词即能读, 听词即能写的能力。
二、指导学生掌握单词记忆的方法
单词是学习外语的一大障碍。尤其是农村学生, 在学校英语学习的时间少, 在家又缺少家长的督促, 一些困难学生就是在单词记忆上落下了好多。所以教师应尽力在课堂上指导学生掌握单词记忆的方法, 在课堂上完成新单词的记忆。要引导学生根据单词的拼写、读音、构词法、类别、搭配等内在规律, 学会“拼读记忆法”“构词记忆法”“搭配记忆法”“联想记忆法”、“归类记忆法”“比较记忆法”“情景记忆法”等, 促进学生多、快、好、省地记忆单词。
三、帮助学生养成良好的习惯
初学英语时, 教师要从“严”字上狠下工夫, 注意培养良好的学习习惯, 这是学好英语的根本所在。没有良好的学习习惯, 学生的学习热情就会减退。在英语教学时, 教师要遵循语言的认知规律, 通过学习活动, 让学生形成良好的学习习惯。如培养学生勤学好问、大胆开口的习惯, 培养学生读音准确、书写规范的习惯, 培养学生正确朗读、善于背诵的习惯, 培养学生课前预习、课后复习的习惯, 培养学生勤于动笔的习惯, 培养学生善于总结、勤于归纳的习惯等。
四、激发学生学习英语的兴趣
“知之者不如好之者, 好之者不如乐之者。”两千多年前, 孔子在《论语》中早已这样说过。兴趣是最好的老师, 是学习的先导。教师在英语教学过程上须着力激发学生“好之”“乐之”的浓厚兴趣, 激发学生主动参与英语学习的意愿, 激发学生的主观能动性。为此, 我们要根据中学生的年龄特点, 采用各种教学方法、手段来激发学生的兴趣, 运用新异刺激, 唤起好奇注意, 让学生
合运用能力。一是平时校内或校周边地区情况调查。如讲到“统计调查和统计整理”时, 要求学生自行设计调查方案、调查问卷, 并自行在校内调查学生手机普及情况或到校门口调查“小吃摊”情况等, 然后进行统计整理, 发现一些问题。如讲完全部内容后, 则还要要求学生写一篇调查报告等。二是利用寒暑假开展社会调查。社会调查可以是采用自行组织的调查、承担委托的调查、参与政府的调查等形式, 通过开展社会调查教学形式可以培养、训练学生观察社会、认识社会以及提高学生实际调查分析能力。
(4) 采用校外综合实习实践教学, 增强学生对实际工作的适应能力。校外实习实践形式能使学生在真实的环境下, 获得第一手感性知识, 是学生真正体会到所学知识运用到实际工作中的实践教学环节。它可以大大激发学生的学习兴趣, 进一步提高学在玩中学、在乐中学, 从中培养学生的主体意识, 从而达到自主学习的目的。还要多与学生沟通, 了解学生的喜、怒、哀、乐, 做学生的知心朋友, 以教师的人格魅力吸引学生, 让学生喜欢上英语课。这样, 学生就会积极地投入到英语学习的过程中。古人云:“信其师者信其道。”教师在日常生活中倾注了爱心, 以情感人, 以智服人, 融洽师生间的关系, 这是培养学生英语学习的兴趣, 调动学生自主学习的前提。
五、坚定学生自主学习的信心和信念
当学生取得成绩时可及时地予以表扬, 还可以与家长取得联系, 向其汇报学生取得的成绩。这样学生对学习就会充满信心, 以更大的热情投入学习, 成绩就会步步高升;相反成绩不佳, 就可能情绪低落, 甚至灰心丧气。因此, 评估学生要客观公正, 多表扬, 少指责, 多鼓励, 少挖苦。让每个学生都看到自己的成绩和进步, 从而坚定他们的学习信念。总之, 在英语教学中, 只有从思想上重视, 正确领悟《新课标》的要求, 指导学生正确的学习方法, 培养学生的学习兴趣, 注重教学方法的改进, 拓展学生的实践空间, 调动学生的主动性和创造性, 使学生感到学习英语“乐在其中”, 一定能避免两极分化现象的产生。 (1) 老师要尽量从学生的实际学情出发, 充分利用教学资源, 激发学生的学习兴趣。对于分化点较多的教学内容, 应采取合适的教学手段和方法, 放慢教学进度, 在容易出现分化的关键处因势利导, 及时提醒和点拨, 防微杜渐, 使中下学生不掉队, 增强他们学习的自信心。 (2) 老师积极创设民主、平等、和谐的教学氛围, 充分激发学优生的潜能, 给学困生更多的关爱, 把他们看做教学活动不可或缺的资源, 给他们必要的支持和鼓励, 让他们也能获得成功体验, 品尝成功的喜悦。 (3) 老师要研究一些特困生在学习策略、习惯和态度等方面存在的问题, 利用课余时间多开“小灶”, 及时帮助他们消化每天学习的新知, 指导他们掌握科学的学习方法, 真正实现从想学到会学的转变。
两极分化是自然和不可避免的, 但这并不意味着, 我们可以因此而忽略一部分学生。更不能成为放弃学生的理由。要帮助差一点的学生, 同时给好一点的学生空间。如果好学生可以学得更好, 但老师却为了避免两极分化没有给他继续发展的机会, 这同样是教学中不允许犯的错误。所以有人说, 或许两极分化还是件好事呢, 也是从这个角度说的。不过我感觉, 许多老师更多的时候是在担心差一点的学生。如何去帮助他们?我想, 首先, 老师要给予他们足够的关注, 可能要比好同学的关注更多。情感上的沟通也许是很重要的, 让他们感觉到老师在关心他们, 并想办法帮助他们树立自尊心和自信心。设计一部分他们能够回答出来的问题提问他们, 这样对他们的自信心有好处。课堂上的教学要照顾到他们, 可以采用与好学生结对子练习的方法, 使其从同学那里获得帮助。老师的教学游戏, 可以考虑选择一些全班同学都能有机会参与的, 比如:传毛绒玩具并回答问题, 谁都有机会被逮着。
生实际工作能力, 并为学生走上社会和工作岗位做准备。
只有将统计学实践教学作为统计学课程教学环节的重要组成部分, 确立其实践教学的中心地位, 彻底改变传统统计学教学模式下与人才培养目标不相符的地方, 形成一种科学的、规范的实践教学体系, 才能将人才培养目标真正落实到实处, 从而培养出适应经济管理需要、具有较强动手能力、创新能力的高素质应用型复合人才。
参考文献:
[1]朱励.高等职业教育《统计学》实践教学探讨[J].教学与科技, 2006 (12) .[2]徐秋艳, 万秋成.统计专业实践教学模式的探讨[J].统计与决策, 2006 (6) .[3]孙占学, 周林图.高校特色实践教学体系之构建[J].教学评论, 2006 (4) .
(无锡立信职业教育中心校)
摘要：本文以八年级英语中的“分化”现象为思考点, 从五个方面, 集中论述了八年级英语教学中的“分化”问题, 对这一特殊现象从多角度进行思考与探索。
关于八年级英语词汇教学的思考 篇8
关键词：八年级英语；词汇教学；培养方法
在八年级英语教学的过程中，教师要重点强调词汇教学。只有高质量的词汇教学才能够为学生的成长和发展提供高质量的保证。因为词汇是英语学习的基础，词汇的学习可以使得学生在阅读的时候的效率得到明显的提升，如果学生连词汇都不认识的话，其就无法进行正常的英语学习。而词汇教学如何取得更高的质量，还需要教师不断的思考。
一、词汇呈现时花繁叶茂追求眼球效应
我们处于“眼球经济”的社会，只有抓住学生的注意力，才能更好地开展教学活动。B.Spolsky指出第二语言习得的动力因素包括态度、意愿和努力是语言学习不可或缺的部分。图片最大的优点就是直观，它拉近了文本和读者的距离，降低了词汇的难度。但是如果太多的图片信息出现，就会出现削弱语言的作用。因此在处理图片、实物教具、录音等直观手段的时候，牢记直观手段是为了文本教学服务。
二、单元整体教学下的词汇教学原则
在日常教学中，笔者逐步总结了初中英语单元内核心贯穿、语篇承载、情景再现的词汇教学原则。核心贯穿指的是以单元的话题功能分析单元词汇，从中提炼主题词汇，并把主题词汇的学习和巩固与课型特点相结合，在教学中分阶段、递进式贯穿。语篇承载要求教师避免孤立地教单词，在词汇教学中始终以语篇为单位，特别是要从单元的主题出发，多角度地挖掘单元主题的内涵，选用听、说、读、写任务中出现的语篇或根据学生的生活实际和时代的发展采用新鲜的语篇，不断丰富词汇所在的语境。情景再现则要求教师把握语境与语言的密切关系，通过多种课堂活动或交际任务，创设词汇再现的情景。基于单元整体教学的情景创设要吻合教材单元的编写思路和主要内容，使词汇得到最大程度的夯实。
在核心贯穿、语篇承载、情景再现的词汇教学原则中，核心词汇是词汇教学的重点。
三、根据构词法记忆单词
英语单词构成也是有规律可循的。在牛津英语8A的study skill中，就逐步分章讲解了单词构成的前缀和后缀。八年级的学生的接受能力和理解能力也逐渐的加强。因此，在课堂上教授单词时，可以有意识地将这些概念穿插地灌输在日常的课堂教学中，潜移默化地影响学生。一般来说，加后缀改变词性，如use，加上后缀可变成：useful ， useless等；而加上前缀则改变词义，able加上前缀可变成disabled，enable；还有一些复合词如playground 是由play 和ground合起来的。学生如果知道这些构词法的话，就能很快的记住这些单词。
另一方面，通过构词法的学习，可以让学生更系统地扩充课外词汇。例如，在学习完transport这个单词之后，可以由前缀trans-扩充单词translate等词汇，由此也可以扩充translation这个名词后缀-ion构成名词的形式。这样，学生都是成树形结构记忆单词，而不是单纯的进行死记硬背。在学习过程中，启发学生在学习其他的单词时，也能够利用上述的方法进行联想记忆。
学生不仅在词汇量会有突飞猛进的进步，而且，在阅读或者考试的过程中，能够根据构词法猜测词意，进而解决阅读中所谓生词过多，阅读困难的问题。长此以往，学生们也会感觉单词的背诵不再是件痛苦不堪的事情。
四、合理利用歌词、小故事、幽默短文等有趣材料
虽然教材中的新词汇大部分都是在一定的情境对话中出现，但所设置的语境相对比较中规中矩，缺乏趣味。教师平常可以多收集一些有趣的小故事、幽默的对话或是简单的英文歌，部分具有抽象意义的词汇就可以通过这些材料展现给学生。
例如，用first，second，third 和another这几个词：It is the first time for Tom to go to a cinema. He buys a ticket and goes in. But after two minutes he comes out， buys the second ticket and goes in again. After a few minutes he comes out again and buys the third ticket. Three minutes later，he comes out and asks for another ticket. Then a girl asks him， “Why do you buy so many tickets？” “Because a big woman always stops me at the door and cuts up my ticket.”当然，讲故事时配上动作与必要的中文提示，能让学生更好地理解短文。又比如，这则小对话“What is the poorest bank in the world？ The river bank.”可以让学生轻松记牢bank的两个意思。教师还可以用优美的音乐，如 “Whenever you go，whatever you do， I’ll be right here waiting for you”引出whenever或是wait for这些词汇，学生也能很快明白相关词汇的意义。
五、可以降低学生学习英语词汇的难度
通常，学生在学习英语短文的时候会走进两个误区，第一种就是学生过于注重短文中的生词和短语句型，从而导致忽略了文章的整体结构。还有一种就是学生重视背诵和默写英语文章，但是对于文章的大意却全然不知。因为学生对于英语词汇学习的各部分难度没有一个很好的掌握，所以就会容易进入误区。通过思维导图，能够使学生更加清晰地看到呈现出的语言知识点，同时还能够展现出整体的框架和结构。这样学生在学习的时候对于重难点就可以熟练地掌握，学习的难度也就大大降低。
现代八年级英语教学的过程中，教师应该重点强调词汇教学，通过词汇教学质量的提升来促进学生的全面发展，在实际教学的过程中，词汇教学质量的提升必然会遇到一些问题，教师和学生要相互合作，努力解决好这些问题，为词汇教学质量的提升提供积极的保障。
参考文献
[1] Nunan，D.（1992）.Language teaching methodology.Sydney： Prentice-Hall.
[2] B.Spolsky（1995）Language Testing in The Modern Language Journal.
[3] 義務教育课程标准实验教科书.英语（新目标）八年级下册[M].人民教育出版社.2011.
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