牛津上海版英语八年级（精选8篇）
牛津上海版英语八年级 篇1
U1 Pollution Fighters Period I Teaching objectives:
1)Reviewing and learning some more information about trees.2)Having students catch the general ideas of the whole passage and understand some new words and expressions.e.g.living things, release, oxygen, etc.Difficulties: To read through the whole passage.Teaching aids: Blackboard, computer, over-head project
Teaching procedures Warming-up: 1)Write from the memory.2)Read the comics on page 15 and let students know that we‟ll talk about the biggest and oldest living things on earth----trees.Pre-task preparations: 1)Let students talk freely to see how much they know about trees and make a guess to see whose number is close to the answer.2)Answer the questions in “ What do you know about …?” While-task procedures:
1)Get students to look at the title, the subtitle, and the pictures to tell who are pollution fighters.2)Let students read through the whole passage.Look at the statements on the screen and let them to find out the facts in the passage to complete the sentences.Post-task activity:
1)According to what they‟ve known, let them fill in the blanks to finish the sentences.Help students to summarize the general ideas of the passage.Assignments: Oral work: read the interview on page 17.Written work: preview the passage with the help of dictionary.Notes:
Period II Teaching objectives:
1)Learning the first part of the interview 2)Having students review or learn the words and expressions e.g.be interested in, sip, etc.Language focus: 1)Helping students pronounce new words correctly and try to memorize 2)Doing some exercise to let students understand the language points.Difficulties: Use „noisy-noisily-noise, living-alive‟ correctly to some of them.Teaching aids: Blackboard, computer, over-head project
Teaching procedures Warming-up: Complete the statements to see how much they remember the information about trees.Pre-task preparations: Ask students the meanings of the new words.They can choose one of the answers.Then learn to read.While-task procedures: 1)Review and introduce the words and expressions.2)Do some exercise to help students understand how to use the language points correctly.Post-task activity: Do some exercise by themselves.Assignments: Oral work: read the text Written work: review the new words and expressions.Notes: 默写时间太长以至于后面知识点来不及讲，减少学生做笔记时间，通过练习让学生理解知识点并且运用。
Period III Teaching objectives:
1)Learning the second part of the interview 2)Having students review or learn the words and expressions
e.g.release, breathe, etc.Language focus: 1)Helping students pronounce new words correctly and try to memorize 2)Doing some exercise to let students understand the language points.Difficulties: Read and use „breathe, breath‟ correctly.Remember the prepostions in the phrases.Teaching aids: Blackboard, computer, over-head project
Teaching procedures Warming-up: Read and review the new words.Pre-task preparations: Do some exercise.While-task procedures: 1)Review and introduce the words and expressions.2)Do some exercise to help students understand how to use the language points correctly.Post-task activity: Do some exercise by themselves.Assignments: Oral work: read the interview., recite the new words and expressions.Written work: Do some exercise.Notes:
Period IV Teaching objectives:
1)Learning the third part of the interview 2)Having students review or learn the words and expressions e.g.chemical, etc.Language focus: 1)Helping students pronounce new words correctly and try to memorize
2)Doing some exercise to let students understand the language points.Difficulties: Use „chemical-chemist-chemistry‟ correctly to some of them.Teaching aids: Blackboard, computer, over-head project
Teaching procedures Warming-up: Do some exercise.Pre-task preparations: Read the third part of the interview, let students guess the meanings of the new words and learn to read them correctly.While-task procedures: 1)Review and introduce the words and expressions.2)Do some exercise to help students understand how to use the language points correctly.Post-task activity: Do some exercise by themselves.Assignments: Oral work: read the text Written work: review the new words and expressions.Notes:
Chapter1知识要点 change n.变化
v.改变 2 hard adj.硬的adv.努力地 3 less + n./ adj.(原级)4 at the end of 在….末尾 5 take….from 6 release…into 7 keep sb.doing /adj.8 keep alive 9 warn sb.（not）to do 警告某人做某事 10 communicate with 11 one another = each other 12 replace = take the place of protect / prevent …from 14 refer to 15 put…in 16 stop…for 17 remove dust 18 be washed away 19 provide…for 20 take care of = look after 21 in this project 22 at least at most 23 in prison 24 take a deep breathe 25 hold one‟s breath 26 join in = take part in gas气态 liquid 液态 solid 固态 28 in fact 29 fact =truth 反义 fiction 30 breathe in 吸入 31 pure purely
release = let out = give off 33 alive作表语
living 放在名词前作定语
nature natural aritificial 人造的
naturally 天然地
warn sb.of / about / against / doing sth.36 protect protection 保护 37 nasty horrible 38 join A to B 39 burn away 烧掉
burn down 渐渐烧完
burn sth.down 把…烧得精光 42 hardly = almost not 43 exchange A for B 44 main course 一顿饭的主菜 45 main road 城镇之间的大路 46 about 用于非正式
on 用于正式的 专题性的
be interested in = be keen on 48 on earth 究竟
on the earth 在地球上
nothing nobody something anything+else 51 thank sb.for sth.52 enough money fit enough 53 keep +名词/代词+形容词 54 do the job of 起…效果
run 运转=work operate function 56 certainly 确定= surely
当然= of course 57 protect by 58 join together 59 underground 当副词时= under the ground 60 think 相信=believe 不能用现进
想 可以用现进 61 have 有 没有现进
see hear smell taste 没有现进 63 gas 不同种类气体加‘es’ 64 whether…or 没有if….not 65 come from= be from 66 signals to 信号给 67 only a little / few 68 the present continuous tense 一般现在时 69 add…to 70 supply…for 71 at last / first 72 It‟s + adj.for sb.to do srh.73 scientist science scientific 74 fight fighter 75 interested interesting 76 absorb / take in 吸收
hardly any 反义
almost none 78 exchang change 79 lorry truck 80 less 反义 more 修饰比
牛津上海版英语八年级 篇2
到了高三复习阶段,许多学生都会遇到同一个问题——过不了英语单词关。用学生的话说就是英语单词记过就忘,记得快也忘得快;而教师往往也会疏于词汇复习有效方法的探究。因而,如何使用合理的方法使词汇复习达到事半功倍的效果是值得教师重视和研究的一个问题。在教授新课时,许多教师都采用丰富而生动的多媒体辅助,精心设计引入新课的第一教时,以帮助学生了解阅读文章的背景、主题并积极拓展相关知识,让学生看到一片“郁郁葱葱的森林”,那么,为什么要到复习的时候把这片森林变成“木条地板”呢?
牛津英语(上海版)S3A第一单元“Helping People”一课的话题为“帮助他人”,教材的阅读文本内容是三则校园活动报道,拓展阅读是关于献血志愿者的。前者内容虽然是校园故事,但是类似的活动在本地区缺乏普遍性,而后者内容则因很多学生尚未达到法定的献血年龄而不为学生所熟悉,所以,就文本内容而言与学生的生活实际关系并不密切。
我所执教的班级为理科班,学生以理科成绩见长,不少学生对于英语的词汇积累有畏难情绪,平时教学中的常规默写的效果不理想,词汇的碎片化现象比较严重。学生词汇识记与综合运用之间落差影响了他们对本学科的学习信心与内驱力。
高三复习阶段对于语言知识与能力的融合度要求比基础年段高,教师应该综合高中阶段的教材内容与课程标准要求,把词汇分主题梳理、归类,设置适当的情境,帮助学生把知识的复习与能力的训练结合起来,达到融会贯通,并在温故与知新之间搭起脚手架,让学生能循序渐进,跳一跳摘到“果子”。
[问题提出]
要让一个个孤立的词汇变得鲜活起来的重要手段是让它们回归本原,把词汇复习和课文主题复习整合起来,即在一个具体的主题“Helping People”框架内收集、归纳、操练语言,并在适当的语境中加以灵活运用。
我预计本课时的重点与难点有三个方面,即如何把散落在各处的词汇收集起来;如何对这些碎片语料进行操练;如何在学生进行综合运用时给予必要的帮助。针对这些重点与难点,我在本节高三词汇复习课的教学中,尝试以课文主题为线索,通过激活学生的词汇记忆库,把与主题相关的重点词汇归类,再巧妙设计使用语境进行分类操练,以听力素材的输入给予学生输出的样本,帮助学生结合一定的语言技能通过综合运用这些词汇来完成具体的输出任务,从而将词汇与使用语境紧密结合,既兼顾了课文内容又有选择地复习了词汇,还突破了词汇复习的瓶颈。
[教学设计]
(一)教学目标
知识目标:复习第一课的主题词汇,能够用第一课中的词汇进行演讲。
能力目标:学会具有说服力地表达自己观点的技巧。
情感目标:激发学生去帮助那些有需要的人的意识,学会团队合作。
(二)重点与难点
本节课教学重点是激发学生将其在第一课中所学知识应用于说服性演说中;教学难点是收集归纳与主题相关的语言表达。
(三)教学设计及重点环节说明
1.Pre-task环节
我以白血病患儿急需骨髓移植来康复的图片与问题引入,快速进入本课的主题“Helping People”。我提问:"Where do you think these children are?Why are they there?”
2.Whi le-task环节
第一,激活学生的词汇记忆,有意识地进行归类梳理。在导入话题之后,我从“who need(s) help”这条线索把课文中的需要帮助的相关人群和学生已有的知识归拢在一起。我归纳几种表达人群的方式:the+adj./participle,如the poor,the disabled;(n.),如flood victim;those (people)+prep.,如those (people) in trouble/difficulty/need/;those (people)+who,如those (people) who need blood。另外一个线索是“How can we help them”,我把课文中的重点动词都集中在一起进行复习。
●to sponsor/to finance a charity event/
●to donate—to/(to give donation)
●to sacrifice——for
●to volunteer to do/(to be a volunteer)
●to participate(take part) in
●to raise funds/to collect money
●to do sth.for chari ty/in aid of/forthe benefit of
●to be willing to do
●to appeal to sb.for (to make anappeal)
我以两个概括性的问题为抓手,把学生被动的接受状态改为主动参与。这一活动主体的改变让课堂变得生机盎然,使散落在各处的词汇朝着一个相对集中的主题聚拢过来,形成相互关联的网格知识,为接下来的学生操练活动准备好了语言素材。
第二,在语境中训练和拓展,达到初步运用的要求。语言知识的收集完成之后,教师需要根据语料的特点设计不同的操练方式,但是这些初步运用的操练都必须在一个相对集中的语境中。我利用5个句子的补全或翻译拓展来帮助学生达到初步运用的要求。
在归纳核心词汇donate和require这两个动词的基本用法后,我先让学生补全下面的句子:Donating blood to people in need requires courage rather than pain while helping to save a life.在这个基础上,我接着又追问了以下两个问题要求学生用完整的句子回答:“What does caring for the old require?How about helping the dropouts in poor mountainous areas?”
我通过对重点句型的操练对学生输出环节做好铺垫,以下这个翻译句子糅合了pattern和idea:It is calculated that the Hope Project received nationwide donations of 286 million yuan in2006 and financed 290,000 dropouts.
我融入学校里发生过的真实事例来操练,唤起学生的记忆:It was a great idea for last year's graduates to raise money by selling secondhand books for the students in Zangwen Middle School,Yunnan Province.教师可以追问:“What else can be a great idea to raise money?What other idea do you have?”
我通过整句翻译来直接展示必要的句型。How would you feel if you were dying from lack of blood while others are not willing to donate?(如果你快要死于缺少血液而别人又不愿意捐给你,你会有什么感受呢?)I heartbroken when I saw these homeless people shaking in the cold wind.(看到那些无家可归的人在寒风中颤抖,我的心都要碎了。)
这个操练环节由教师设计的比较机械的补全句子入手,过渡到学生在初步运用的同时引发他们思考如何关爱老人和失学儿童的真实问题,并在师生问答时使学生进入到他们自己创设的语境中。虽然难度逐渐提高,但这个阶段学生的思维进入了兴奋状态,他们都积极地动脑筋来回答问题,达到“情”与“义”紧密结合的效果,也为下一步的综合运用奠定了基础。
第三,提供素材与示范,提高综合运用的能力。在完成复习“Helping People”这个主题后,我要求学生运用所学词汇来进行演讲,呼吁人们帮助有困难的人。学生仅靠课文中语言材料和已有的能力水平是难以完成的。于是,我就让学生边听演讲边在画线处填入空缺的单词或句子,既让学生关注那些画线处的关键点又巧妙地提供了一个范例,让学生从中总结出有说服力的演讲具有的结构和特征(听力材料文本为教材第4单元的写作内容)。有了这些材料的支撑和准备,学生发现要组织一个发言稿并不是遥不可及的事情,基础较薄弱的学生可以做替换练习,基础较好的学生则可以自己创设情境、造句子、组织文本等。
3.Post-task环节
让学生四人一组讨论他们想要帮助什么人以及怎么帮助他人。教师要提醒他们组织演讲稿时参考手头的听力材料文本,并随时检查是否运用了他们在之前总结出来的5条演讲稿特点。最后,将课堂时间留给学生,让他们进行演讲,每组完成以后由其他学生来点评,评价侧重演讲内容、组稿技巧、词汇运用三方面。
4.课后作业环节
独立完成150字的演讲稿,进一步巩固本课的复习内容。
[自我反思]
这堂课从最初的思维火花开始,经历了大致的设计思路成形、教学设计斟酌、磨课研讨改进直至最后的公开执教,从中我得到了一些启发。
要培养学生学习词汇的兴趣,就要刺激学生求知的欲望,让他们在交流中唤醒沉睡的词汇记忆库。激活的目的有两个,一是对已学知识的复习和巩固,二是通过巧妙的归类把新旧词汇揉合在一起,从而达到“滚雪球”的效应。从“温故”过渡到“知新”的活动起点低,容易让学生进入状态,只有让学生进入了学习的状态,才有可能让他们以积极的态度主动参与课堂活动,才能提高课堂教学效率和目标达成度。当然,对课文中出现的生词,要主次分明,不要面面俱到,梳理的角度可以根据课文的内容和主题的确定进行变化。
要培养学生的语言产出意识,就要让学生根据词汇的意义自己构建情境,提高他们语言运用的主动性。教师要特别关注精讲多练,突出重点与难点,以避免学生消化不良。还要关注练习的梯度,从机械操练到灵活运用的节奏把握恰当,学生就不会感到困难。操练阶段思维的拓展不可忽视,不能只停留在教师给idea,学生操练,而是要让学生自己思考new idea为输出做准备。
要扩大词汇的交际功能,提升学生的语言运用能力,就要把词汇与句子结合起来,把句子关系糅合到语篇中去。教师要把所学的词汇延伸到某一种语言功能上,设计一个或多个产出性的任务,为学生创设语言环境。在设计一个培养综合能力的任务时要考虑完成它所需要的词汇、句型、与课文主题相关、此任务所需要的技能要求等方面的因素,在学生有困难的地方铺设台阶,给予必要的帮助和鼓励,给学生提供语言表达的机会和舞台。
本节课的最后输出阶段还可以做得更精细。在学生展示小组成果时,教师可以设计检测量表,以此进一步检测本节课的重点落实情况。另外,课后作业的要求还可以加大难度,如增加一些含有相关词汇的阅读量或指导学生运用所学词汇结合他们的学习内容和生活实际在课后做仿写练习。让学生在实践中运用词汇,既巩固了所学词汇,又可以降低学生的遗忘率。
[专家点评]
在这节高三复习课中,陆跃勤老师根据学生学习英语的薄弱环节——语言材料的匮乏,设计了以“Helping People”为主题的复习课。围绕“Helping People”这一主题,通过创设语言情境和各种语言实践活动,激活学生的语言知识,并帮助学生在完成语言交际任务的过程中运用这些语言知识。这一做法有效地激发了高三学生的学习积极性,提高了高三学生英语语言复习的实效性,加强了学生英语语言运用能力,把语言知识的复习和运用有效地结合起来,并有效地进行了道德情感教育,起到了积极的示范引领作用。
这节课打破了以往教师只要求学生单纯死记硬背词汇的做法,富有创意地在围绕主题复习的过程中,抓住圣诞节这一真实的语言情境,引导学生在欢乐时要想到帮助别人,在讨论中引导梳理出topic vocabulary,突出常用的名词、动词及相关表达法、常用句型等语言结构。陆老师通过问答、翻译、听说、讨论等活动,帮助学生复习巩固和运用这些语言知识。在教师的循循善诱及时点拨下,巧妙地借助补充语料给学生铺设台阶,使学生的课堂学习效果显著,教学目标达成度高。
人教版《新目标》英语八年级下册 篇3
本单元谈论的话题是“Fun places”,其功能项目是“Talk about past experiences”，通过对比、使用现在完成时态、一般过去时态谈论过去曾经去过的地方. Section A的内容是在复习巩固一般过去时用法的基础上学习使用Have you ever been to…这个句式表述过去曾经去过的地方。
学情分析：
八年级学生已经具备了一定的语言知识，能够就简单的话题进行小组讨论，并且已经接触了多种时态，学习使用现在完成时态表达过去曾经去过的地方，难度不是很大。根据教学对象的特点，合理运用多媒体辅助教学，通过师生间的闲聊、动画片欣赏、创设情境等方式，优化课堂教学结构，培养学生综合语言运用能力，提高课堂教学效率。
设计思路
通过情境导入提出Have you ever been to…? 的问题，引导学生积极参与课堂口语交际，学习使用新的词汇和短语，来训练和强化现在完成时态句型Have you ever been to …?的答语形式，,最终达到使用该句型描述过去的某个经历。
教学目标
1、知识目标
掌握现在完成时态句型Have you ever been to ……?及答语形式Yes,… have/ No, … haven’t；通过情景设置、两人一组对话练习、小组合作等方式学会谈论过去曾经到过的地方。
2、能力目标
通过情境导入来引导学生谈论过去发生的事，提出Have you ever……?的问题，继而引出一些新的词汇和句型，然后通过精讲多练的课堂教学来达到本节课的教学目标。
3、情感目标
以学生的某种经历为依托，培养学生热爱家长、热爱生活、热爱大自然的美好情怀。
教学重难点
1. 掌握重点句型Have you ever been to an amusement park? Yes, I have. /No, I have never been to an amusement park.學会使用该句型与其他人谈论过去曾经去过的地方，并能对该地的风景、娱乐等方面进行简单的描述。
2. 熟练运用现在完成时态句型Have you ever been to…?描述过去曾经去过的地方，并能就这个话题进行讨论。
教学设备
多媒体教学课件
教学方法
分层教学法、任务型教学法
教学流程
Step 1 Warming-up
1. Make conversations with some students to talk about past events.
T: Tom, what did you do yesterday?
S1:I played basketball.
T:(writing the words on the board) Tom played basketball yesterday. (to another student) Mary, What did you do last Sunday?
S2:I went to the zoo.
T:(writing on the board) Mary went the zoo last Sunday.
2. Make a short conversations in pairs. (两人一组进行以上的对话练习)
( 设计意图：用闲聊的方式带领学生走进课堂，给学生创造轻松愉快的学习氛围，学生容易接受。 同时以简单的对话方式复习前面所学的内容，过渡自然。小组对话练习不但可以提高学生对过去发生事情的表述能力，还可以提高他们的听说能力，达到较好的复习效果，为新课的学习做好铺垫)
Step 2 Leading in
1. Learn the new sentence “ Have you ever been to …?” with some pictures. ( 长城、北京、红峪上庄) T: I went to the Great Wall last week.
I have ever been to the Great Wall. Have you ever been to the Great Wall?
Yes, I have. / No, I haven’t.
2. Practice in pairs by using some pictures.
提示句型：
A: Have you ever been to …?
B: Yes, I have. (No, I haven’t) Have you ever been to…?
A: Yes, I have./ No, I haven’t.
(设计意图：用学生熟悉的图片引出本节课的重点句型，学生用已学过的单词操练新句型，降低学生的学习难度,小组对话练习提高学生的小组合作能力，重点句型提示能帮助不同知识层面的学生完成教师布置的任务。)
Step3 Learning new words
1.Watch a short play （Disney 动画片）
2. Learn the new words by some pictures. Using some Disney Character to talk about the amusement park.
3. Practice in pairs (Ask some students to practice in pairs)
4. Talk about 1a
（设计意图：使用Disney动画片《猫和老鼠》引出“游乐园”这一话题，通过视听感官激发学生的学习积极性，提高学生们参与口语活动的热情，简单的两人一组的对话降低了口语练习的难度，使不同英语基础的学生都能具有成就感）
Step 4 Listening
1. 1b Listen. Have these students ever been to these places?
2. Read the listening materials loudly.
3. Talk about the places that Claudia and Sarah have ever been to.
(设计意图：谈论听力材料中的人物曾经的经历又将听力内容进一步升华，增加了一定的难度，学生不但要听懂听力材料，而且还要能用自己的话进行表述，在此项活动中，学生的听力、口语、语言表达能力都能得到不同程度的提高)
Step 5 Groupwork
Talk about your unforgettable place that you have ever been in groups.
(温馨提示：Have you ever been to …? When did you go there? How did you go there ?Have you taken any photos there? Bring some of your photos here and write a short composition to introduce the place you have ever been to.)
(设计意图：谈论自己曾经到过的难忘的地方，对于部分学生来将有一定的难度，以小组活动的方式来完成，做到人人参与，共同进步)
Step 6 Homework
1. Make a survey (小组合作，共同完成)
《家乡知多少》，谈谈对自己家乡的认识，比如：曾经到过哪些旅游景点，什么时间、怎么去的那里？你对家乡旅游景点的看法？都做了什么？等等）
Where have you ever been?
When did you go there ?
How did you go there ?
What did you do there ?
How do you like it ?
做完调查之后，让学生来做汇报。
（提示句型：Report : ***has ever been to … .
He / She went there ***.
He /She went there by ***.
He /She ***. He /She thinks it’s ***.）
2. Write your unforgettable place that you have ever been .
(温馨提示：Have you ever been to …? When did you go there? How did you go there ?Have you taken any photos there? Bring some of your photos here and write a short composition to introduce the place you have ever been to.)
牛津上海版英语八年级 篇4
M1U1xK b1.C om
watermelon 西瓜 vine 葡萄藤 car 小轿车 when 在„„时候 a glass of 一杯 grape juice 葡萄汁 not…at all 一点也不 grape 葡萄 often 经常 park 公园 think 想
blue 蓝色 fruit 水果
watermelon juice 西瓜汁 at Alice’s home 在爱丽丝的家
plum 李子
enjoy 享受„„的乐趣
school 学校
cherry 樱桃
inside（在）里面
yard 院子
cherry juice 樱桃汁 sit around 围坐
strawberry 草莓
crunchy 脆的 guess 猜 never 从不
1.What can you smell and taste? 你能闻到和尝到什么？
2.I have a glass of watermelon juice, a glass of cherry juice and a glass of grape juice.我有一杯西瓜汁，一杯樱桃汁和一杯葡萄汁。3.Is it a peach or an apple? It’s an apple, I tink.它是一个桃子还是一个苹果？ 我想它是一个苹果。4.Taste it.What is it? 尝尝它。它是什么？ 5.How does it taste? 它尝起来怎么样？
6.Do you like red ones or green ones? 你喜欢红色的哪些还是绿色的哪些？（前句出现的名词，单数就用one）7.How about the green one? 绿色的那个怎么样。8.It’s nice too, and it’s very crunchy.它也很好，而且它非常脆。9.They are purple and round.他们又紫又圆。10.What nice grapes!=How nice the grapes are!多好的葡萄呀！11.They are not sweet at all.它们一点也不甜。12.I don’t like the horse at all.我一点也不喜欢这匹马。
13.In summer we often sit around and enjoy a fruit.在夏天我们经常围坐一圈并吃水果。14.It’s red and sweet inside.它的里面又红又甜。
15.He often rides it in his yard with his sister Sue.他经常在他的后院和他的姐姐一起骑它。16.He also rides it around the park on sunny day afternoon.他也在阳光灿烂的下午在公园里附近骑它。17.But Mark never rides his car when he goes to school.但是马克从来不在上学的时候骑他的小车。M1U2
hard 硬的 thick 厚的，粗的 parent 父（母）亲 blind 瞎的，盲的 slim 苗条的 soft 软的 thin 薄的，细的 all 所有，全部的 ask 问 man(men)男人
rough 粗糙的 knife(knives)小刀，刀 another 另一个 answer 回答 round 圆的 take off(put on)脱下（穿上）
one of the … „„中的一个
take … to 把„„拿到
smooth 光滑的 pencil case 铅笔盒 beach 沙滩 last 最后的 something 某物
sharp 尖的 sand 沙子 find 找到 skirt 短裙 thing 东西，物品 over there 在那里
on the beach 在沙滩上
X|k |B| 1.c| O |m
blunt 钝的 key 钥匙 floor 地板 purse（女式）钱包 whose 谁的
know(同音词no)知道
lost-property office 失物招领处
1.Whose knife is this? It’s Danny’s.这是谁的小刀？它是丹尼的。2.Whose books are those? They are so thick.哪些是谁的书？ 他们是如此厚。3.They are Miss Fang’s.She has many books.它们是方老师的。她有很多书。4.Peter, put your toy bear in the bag.皮特，把你的玩具熊放进包里。5.Touch one thing.How does it feel? 摸一个东西。它的感觉是什么？ 6.Yes, you are right.是的，你是对的。7.Can I take off my shoes? 我能脱下我的鞋吗？ 8.Yes, of course you can.是的，你当然可以。
9.What’s the matter? There’s something in the sand.发生什么事了？沙子里有一些东西。10.Let’s ask the man over there.让我们问那边的一个男子。11.Let’s take it to the lost-property office.让我们把它拿到失物招领处。12.Under the tree, there are four brothers.在树下有四个兄弟。13.Here comes a man on an elephant.来了一个坐在大象上的男子。14.‘What’s that?’ asks one of the brothers.“那是什么？”兄弟中的一个问道。15.‘No!’says the last brother，‘The elephant is long and thin.’
“不！”最后的兄弟说，“这个大象是又长又瘦的。”
16.I like eating and drinking, and playing in the school yard.我喜欢吃和喝，并且喜欢在学校后院玩。17.She wants to buy a new red skirt.她想要买一件新的红色的裙子。18.The old one is too small.旧的那件太小了。19.But she cannot find her purse.但是她找不到她的钱包。
20.‘It’s over there,’says her mum, ‘Just behind the door!’ X k B “它在那儿，”她的妈妈说，“就在门后面。” M1U3
hill 小山 grow 变得 bite 咬 suddenly 突然地 in the morning 在早上 at noon 在中午 at seven o’clock 在七点钟 look back 回头看 run after = chase 追赶 lawn 草坪 again 又，再 follow 跟着 cry 哭
path 小路 torch 手电筒 bee 蜜蜂 fear 害怕 in the afternoon 在中午 grow short/long 变短/变长 go with sb.和某人一起走 be afraid of 害怕 go off 熄灭
bench 长椅 also 也 tea 茶 beer 啤酒
rise(go down)升起，上升 sometimes 有时 deer（deer）鹿 sound 声音 in the evening 在晚上 go down go up 落下去 升起 walk down the road 沿着马路走 play with sb.和某人一起玩 in front of(behind)在„„前面（在„„后面）
shadow 影子 noon 中午 tear 眼泪
1.In the morning, it rises behind the hill.早晨，它从小山后面升起。2.The sun goes down in the evening.晚上太阳落下了。3.The tree’s shadow grows long again.太阳的影子又变成长的。4.Cut them out.Stick a pencil.把他们剪下来。
粘一支铅笔。5.Shine the torch and make a shadow.照手电筒制造出影子。6.My shadow often goes with me.我的影子经常和我一起走。7.Sometimes my shadow stays behind me.有时候我的影子待在我的后面。8.Sometimes my shadow walks in front of me.有时候我的影子走在我的前面。9.Sometimes my shadow grows big and strong.有时候我的影子变的又打又强壮。10.He looks back and sees a black shape behind him.它回头看，看到他后面有一个黑色的形状。11.Henry runs away, but the black shape follows him.亨利逃跑，但这黑色的形状跟着它。12.Let’s play together.让我们一起玩。
13.When the light goes off, you won’t see it any more.当灯关上，你将看不到任何东西。14.Mr Bee is having tea with his friend Miss Deer.蜜蜂先生和鹿女士正在喝茶。15.Suddenly he falls into the tea, and Miss Deer cries in fear.突然他掉进茶里，鹿女士害怕地哭了。16.You scared me!你吓坏我了。M2U1
play football 踢足球 play badminton 打羽毛球 club 俱乐部 remember 记得 fun 有趣的事 badminton club 羽毛球俱乐部 talk with sb.和某人说话
a pair of swimming goggles 一副游泳眼镜 French fries 薯条 sport 体育运动 before 在„„之前 line 排成一行
play table tennis 打乒乓球 play basketball 打篮球 join 加入，参加
after 在„„之后 mine 我的 favourite sport 最喜欢的体育运动 swimming class notice 游泳课通知 do warm-up exercises 做热身运动 enjoy yourself（祝你）玩得开心
健康的 smile 微笑 never 从不
healthy
业余爱好 five 五 join the club 参加俱乐部 swimming cap 游泳帽 swimming pool 游泳池 spare time 业余时间 play volleyball 打排球 poster 海报 notice 通知，布告
swimsuit 泳衣 hobby(hobbies)
pie 派
1.Do you like playing badminton? Yes, I do.No, I don’t.你喜欢打羽毛球吗？ 2.It’s my favourite sport.它是我最喜欢的运动。
3.Let’s join the club together, then.那么，让我们一起参加这俱乐部。4.Who else would like to join? =Would you like to come with us? 还有其他人想要加入吗？ 5.Does Kitty like playing volleyball? Yes, she does.No, she doesn’t.Kitty喜欢打排球吗？ 6.Let’s go and ask her.让我们去问她。
7.Peter and Danny are talking with Alice in the classroom.Peter和Danny在教室里正在和Alice交谈。8.She never plays badminton.她从来不打羽毛球。
9.The swimsuit cannot be too big or too small.游泳衣不能太大或者太小。10.So the water does not get in your eyes.所以水不会进入你的眼睛。
11.Do warm-up exercises.Do them before you go into the water.做准备练习。在你进入水中之前做他们。12.It makes you healthy and strong.它使你健康和强壮。13.In my spare time I sing and dance.在我的业余时间我唱歌和跳舞。He gives me five and puts four in a line.他给我五个并把四个排成行。
M2U2
bone 骨头 cute 可爱的 afraid 害怕的 dirty 脏的 favourite food 最喜爱的食物 every day 每一天 fall down 落下 run away 逃跑 cat food 猫粮 animal 动物 vet 兽医 sad 伤心的
fish 鱼 basket 篮子 pet 宠物 leaf(leaves)叶子 a large bowl of 一大碗 want to do sth.想要做某事 go back to 走回到 jump off 跳离
dog food 狗粮 hungry 饿的 add 加 maths 数学
parrot 鹦鹉 hole 洞 goat 山羊 camp 营地 not … at all 一点也不 shake the tree 摇晃树 climb onto 爬到„„上面 catch the mouse 抓老鼠
tortoise 乌龟 angry 生气的 toe 脚趾 wake up 醒来
1.What animals do you like? I like…? 你喜欢什么动物？ 2.What food does a cat eat/like? It eats/likes…
一只猫吃/喜欢什么食物？ 3.He doesn’t eat dog food at all.他第一点儿不吃狗粮。4.What do you have, Mog? I have…
你有什么？我有。。5.Do you want the fish, Min? Yes/No…
你想要这条鱼吗？是/不 6.Milly sees an apple on the tree.Milly看到书上有一个苹果。7.She wants to eat it, but the tree is tall.她想要吃它，但是这树太高了。8.The apple falls down.Some leaves fall down too.那苹果掉下来。一些树叶也掉下来。9.A cat is sleeping in his basket.一只猫正在它的篮子里睡觉。10.The mouse is hungry, so he eats the food.这老师饿了，所以他吃食物。11.The mouse is afraid and runs away.这老鼠很害怕并且逃跑了。12.The mouse climbs onto a door.这老师爬上一扇门。
13.The mouse jumps off the door and runs away again.这老鼠跳下门病再次逃跑。14.The mouse goes back to his hole.这老鼠回到他的洞里。15.He wants to be a vet.他想要成为一个兽医。
16.She took her dog to maths camp and taught him how to add.她曾把她的狗带到数学夏令营并教他加法。17.Flo is playing with a goat in the boat.Flo在小船里正在和山羊玩。18.Flo and Joe in the boat say to the goat,“Hello!Let’s go!”
Flo和Joe在小船里对三羊说：“你好！让我们走。” M2U3
bedroom 卧室 shell 贝壳 living room 客厅 talk 说话
bathroom 卫生间 walk 走
kitchen 厨房 toy 玩具
usually 通常 noise 噪音 wash one’s hair 洗头发 read a book 看书 watch TV 看电视
turn off the lights(turn on)关灯
（打开）read storybooks 看故事书 chat with sb.和某人聊天 play beach ball 打沙滩球 the Chens 陈家人
bedtime 就寝时间 sand 沙子
do one’s homework 做作业 cook dinner 烧饭 wash the dishes 洗碟子 Earth Hour 地球一小时 go and have a look 去看一看 a fairy tale 一个童话故事 summer holiday 暑假 over there 在那里
make a model plane 做飞机模型 write a letter 写信 dry the dishes 擦干碟子 many people 许多人 tell sb.about sth.告诉某人关于某事 a lot of interesting stories 许多有趣的故事 have a holiday 度假 go swimming 去游泳
1.Kitty, where are you? I’m in the living room.I’m doing my homework.Kitty, 你在哪里？ 我在客厅。我正在做我的回家作业。2.Come and help me, please.请过来帮我。3.It is Earth Hour now.现在是地球一小时时间。4.Let’s go and have a look.让我们去看一看。
5.I usually watch TV with my parents at night.我经常晚上和我的父母亲一起看电视。6.My dad is telling me a lot about the stars.我的爸爸正在给我讲很多关于星星的事。
7.My brother Ben and I usually read storybooks before bedtime, but now Grandma is telling us a fairy tale.我的兄弟Ben和我经常在睡觉前看故事书，但是现在奶奶正在给我们讲童话故事。8.They are telling us a lot of interesting stories about themselves.他们正在给我们讲很多他们有趣的故事。
9.The Chens are having a holiday on the beach in Sanya.陈一家在三亚的海滩上度假。10.What a beautiful beach!= How beautiful the beach is!多美的海滩呀！But Joyce still doesn’t make any noise!
但是Joyce仍然不制造任何噪音。
M3U1
quiet 安静的 ring 响 doze 打瞌睡 bear 熊 be careful 小心 fly away 飞走 loud 大声的 wind-bell 风铃 awake 醒的
hair 头发
have a nap 打个盹.a week later 一周后 bell 铃 crayon 蜡笔 puzzled 困惑的
television 电视 stick 小棒 unhappy 不高兴的 a pair of scissors 一把剪刀
sound 声音 string 线 wheel 轮子
doorbell 门铃 different 不同的 square 正方形
each shape 每一个形状
have a bath 洗澡新-课-标-第-一-网 In the end 最后
1.Grandma, it’s noisy outside.奶奶，外面很吵。2.Yes, there are some students outside.是的，外面有些学生。3.Draw different shapes on the thick card.在厚卡片上画不同的形状。4.Make two holes in each shape.在每个形状里开两个洞。
5.Tie the shapes and the bell together with some string.用一些细绳把形状和铃系好。6.Excuse me!I’m sorry.Be careful!
请原谅！我很抱歉。小心点。7.They are awake now and feel angry.他们正醒来并很生气。8.An old tortoise lives by a small pond.一只老龟住在一个小池塘旁边。9.She always has a bath in the pond and sings some songs.她总是在池塘边唱歌边洗澡。10.“I’m sorry,”the little bird says and flies away.“对不起，”那小鸟边说边飞走了。11.The wheel s on the bike go round and round.自行车上的轮子在转动。12.Don’t go near that square, Clare!
不要走进那个方形。
M3U2
clock 钟 get up 起床
have/eat breakfast 吃早饭 do a puzzle 玩拼图 talk to sb.对某人说话 be late for school 上学迟到
battery 电池
mouse(mice)老鼠
brush one’s teeth 刷牙
be back home from work 下班回家 on the sofa 在沙发上 the next morning 第二天早上 last night 昨天晚上
owl 猫头鹰
leave 离开 wash one’s face 洗脸
watch the cartoon 看卡通 read a storybook 看故事书 wake up 醒来 finish doing sth.完成做某事
start=begin 开始
时间的表达方式：
seven o’clock 七点整
a quarter past seven = seven fifteen 七点十五分 half past seven = seven thirty 七点半
a quarter to eight = seven forty-five 七点四十五分X k B 1.c o m 1.What time is it now? It’s a quarter past seven.现在几点钟了？七点十五分了。2.It’s five forty-five.Mum is back home from work.五点四十五分。妈妈下班回家了。3.It’s time for bed.上床时间到了。
4.Can I finishing watch the cartoon? 我能看完卡通吗？
5.It’s nine fifteen.Kitty is watching TV on the sofa.现在九点十五分。Kitty在沙发上看电视。6.The next morning, Tom wakes up and looks at his clock.第二天早上，Tom起来看他的钟。7.Tom runs all the way to school.Tom走在去学校的路上。
8.His clock stopped at ten thirty last night.他的钟在昨晚十点三十分停了。9.A big brown owl is flying in the clouds.一个大的棕色的猫头鹰在云中飞。10.It hits the cow and calls out ’Ouch!Ouch!’ aloud.它撞击奶牛并大声叫。
M3U3
always 一直 while 然而 from…to… 从…到… have a good time 玩得开心 days of the week 一周的七天 Music Club 音乐俱乐部 have meetings 开会 usually 通常 shy 害羞的
often 经常 activity 活动
sometimes 有时 chess 象棋
never 从不
at weekends 在周末 see a film 看电影
on Monday afternoon 在周一下午 have music shows 表演音乐剧
smile 微笑
Chinese chess club 中国象棋俱乐部 visit my grandparents 看望我的爷爷奶奶 have a party 开派对
have a Music class 上音乐课 in the music room 在音乐教室里
星期的表达方式：
Sunday Monday Tuesday Wednesday Thursday Friday Saturday 星期天
星期一
星期二 星期三 星期四
星期五
星期六
注意：根据国外的习惯一周的第一天是从星期天开始的。从星期一到星期五称之为weekdays，星期六 和星期天称之为weekends。
1.I’m always busy on Monday, Tuesday and Wednesday.我周一、周二和周三总是很忙。2.I’m never busy on Saturday and Sunday.我周六和周日从来不忙。3.I’m usually busy, but I’m always happy.我常常很忙，但我总是开心。4.Peter goes to school from Monday to Friday.Peter周一到周五去上学。
5.He often goes to the school library on Monday afternoon.他经常在周一下午去学校图书馆。6.At weekends, Peter’s family sometimes go to Rainbow Park.在周末，Peter一家有时去彩虹公园。7.They always have a good time there.在那儿他们总是很愉快。8.What do you usually do at weekends? 你在周末通常做什么？ 9.I usually play badminton with my father.我通常和我的父亲打羽毛球。10.The days of the week are having a party.一周的每天们在举行派对。11.“Let me get everyone a drink,”he says.“让我给每位一杯饮料，”他说。12.What’s the date today? It’s the fifth of May.今天的日期是什么？今天五月15日。13.What day is today? It’s Sunday.今天星期几？今天星期日。M4U1
piano 钢琴 piper 吹笛人 a bag of 一包 rubber band 橡皮筋 sit on her back 坐在她的背上
violin 小提琴
gold 金子
triangle 三角铁
drum 鼓
recorder 笛子
be full of 充满
a musical instrument 一件乐器 good table manners 饭桌礼仪
guitar 吉他
play a guessing game 玩猜谜游戏
play beautiful music 吹奏美妙的音乐 want to do sth.想要做某事
乐器相对应的声音
the piano----Ding-ding!the triangle----Ting-ting!the violin----Zing-zing!the drum----Boom-boom!play+ the+乐器, 例如play the piano
play直接加球类, 例如 play football 新 课
标
第 一 网
1.What can you play? I can play the piano.你会弹奏什么？我会拉小提琴。2.The city of Hamelin is full of mice.哈梅林城充满了老鼠。
3.A man comes to help the people of Hamelin.一个男人来帮助哈梅林的人们。
4.The people of Hamelin do not want to give the piper his gold.哈梅林的人不想给吹笛人他的黄金。5.Now all the children of the city walk behind him.现在城里所有的孩子都走在他后面。6.Tie some rubber bands on a pencil case.在铅笔盒里系一些橡皮筋。
M4U2
festival 节日 remember 记得
the Spring Festival 春节 relative 亲戚 chopsticks 筷子
dumpling 饺子 knife(knives)刀
mooncake 月饼 fork 叉子
money 钱 during 在…期间
important 重要的the Dragon Boat Festival 端午节
the Mid-autumn Festival 中秋节 the Double Ninth Festival 重阳节 Class 3 Grade 4 四（3）班 traditional food 传统食物 red envelopes 红包
eat Double Ninth cakes table manners 餐桌礼仪
rice dumpling 粽子
on New Year’s Eve 除夕夜
watch colourful fireworks 看彩色的烟火 climb mountains blow bubbles 吹泡泡
the old people’s home 老人院X k B 1.c o m talk about sth.谈论某事 have a big dinner 吃团圆饭
watch dragon boat races 看龙舟比赛 special food It’s not polite to do sth.做某事不礼貌
1.Miss Fang and the students are talking about festivals in China.芳老师和学生们在谈论中国节日。2.What do you usually do during the Spring Festival? 春节期间你通常做什么？ 3.My favourite festival is the Dragon Boat Festival.我最喜欢的节日是端午节。4.Many old people live in the old people’s home.许多老人住在养老院。5.The students in Class 3 Grade 4 often go to visit them at the Double Ninth Festival.四年级三班的学生经常在重阳节去探望他们。6.This is me in the classroom.在教室里的是我。
7.The Spring Festival is an important festival in China.春节是中国一个重要的节日。8.People also call it the Chinese New year.人们也叫它做中国新年。
9.On New Year’s Eve, families have a big dinner together.在新年除夕，家庭们一起吃一顿大餐。10.Children can get money in red envelopes.孩子们可以从红包里得到钱。11.It is not polite to talk with your mouth full, and don’t run around or play with your food.满口说话、不环绕或者玩你的食物是不礼貌的。12 Never blow bubbles when you drink milk.喝牛奶时永远不要吹气泡。
月份的表达方式：新|课 |标| 第|一| 网
January February March April May June July 一月
二月
三月
四月
五月
六月
七月
August September October November December 八月
九月
十月
十一月 十二月
M4U3
duckling 小鸭子 worm 虫子 make a nest 做窝 swim away 游走
swan 天鹅 heavy 重的
nest 巢，窝 lonely 孤独的 feed…with… 给…喂… drive sb.away 把某人赶走
ugly 丑陋的
beautiful 美丽的 Mother Duck 鸭妈妈
stay with sb.和某人呆在一起 look into the pond 向池塘里看
grey 灰色的 the fourth 第四
基数词和序数词:
one-----first two-----second three----third four----fourth five----fifth six----sixth seven----seventh eight----eighth nine----ninth ten----tenth eleven----eleventh twelve----twelfth thirteen----thirteenth fourteen----fourteenth fifteen----fifteenth sixteen----sixteenth seventeen----seventeenth eighteen----eighteenth nineteen----nineteenth twenty----twentieth
（这里一共给出了1到20的基数词和序数词，其中1-12必须掌握，前者是基数词，后者是序数词，比如说基数词是一，相对应的序数词就是第一，在句子中序数词必须要加the）1.Mother Duck is making a nest.鸭妈妈在造窝。2.Now there are four eggs in the nest.现在窝里有四个蛋。
3.Mother Duck feeds her babies with small worms.鸭妈妈给他的孩子喂小虫。4.The big grey duckling eats all of them.那灰色的大小鸭吃掉所有小虫。
牛津上海版英语八年级 篇5
（七年级上册牛津版）
I. Choose the best answer. （选择正确的答案）
( ) 1.The vet has __________ MBA(企业硕士管理), Now he wants a doctorate(博士学位).
A. aB. an C. the D.
( ) 2. I saw you put something in your pocket just now. What __________?
A. are they B. is it C. were they D. was it
( ) 3. We can help the homeless dogs __________ sending them to the SPAC.
A. by B. for C. at D. on
( ) 4. Bears often sleep in winter in ___________.
A. garagesB. caves C. water D. jugs
( ) 5. They stopped the elephant _________ running across the busy street.
A. in B. off C. from D. without
( ) 6. Dad was worried all the week. His dog was ___________
A. losing B. missing C. missed D. losted
( ) 7. It is strange that the goose can ___________ our farm.
A. guide B. guard C. hunt D. chew
( ) 8. I had no time to feed my rabbit yesterday evening. I ___________ my homework.
A. was doing B. have doneC. do D. will do
II. Complete the sentences with the given words in their proper forms.（用括号中所给单词的适当形式填空）
1. He forgot where he ___________ (missing) his mobile.
2. The boy showed great ___________ (care) in everything he did.
3. Monica is a warm, ___________ (society) person.
4. ___________ (cruel) to a children or animal is a crime in some countries.
5. He didn’t have breakfast and he is as hungry as a _______________ (hunt).
III. Rewrite the following sentences as required. （按要求改写句子）
1. These lost pets have something to eat and something to drink. （改为否定句）
These lost pets have ___________ food ___________ water.
2. I’d like to buy some special dog food.（就划线部分提问）
___________ _________ you like to buy?
3. My puppy prefers biscuits to cakes. （保持句意基本不变）
My puppy _____________ biscuits better _________ cakes.
4. We should try to keep animals from harm and danger. （保持句意基本不变）
We should try to _____________ animals ____________ harm and danger.
5. China says she will be more open and friendly to the outside world. （保持句意基本不变）
China ___________ _________ be more open and friendly to the outside world.
IV. Reading
（A）
Birds are animals with feathers(羽毛) on their bodies. They have many different types of feather. Some are small and fluffy, and others are long and flat. Feathers come in many different colors. Birds have no front legs but instead they have a pair of wings. They use their wings to fly. But the wings of some birds are small and stubby. These Birds cannot fly.
The two back legs of a bird bear a few toes which end in claws. Some birds which swim, such as ducks and swans, have webs of the skin between their toes. There are scales on the legs of birds too. The body of a bird is made up of a head, a neck, a trunk and a tail.
True or False.
( ) 1. Different birds have different feathers.
( ) 2. Birds have wings instead of front legs.
( ) 3. All birds use their wings to fly.
( ) 4. Web here is something to help swim.
( ) 5. Peacocks and peahens(孔雀) have no trunks.
（B）
Choose the words or expressions to complete the passage.
Last month we bought a little dog for our four-old daughter. There are not many children of her age in this place and we thought a dog would make her 1. We were right. They play tighter happily all day. Our daughter now smiles and laughs 2 more than before. Now it is 3 two children in the house. Neither of them can keep clean, and they cry when they can’t get what they want. But the dog is 4 to look after my daughter. He always eats his food and we don’t have dirty clothes to wash for him. My wife is also very happy because I have given up smoking. The dog doesn’t like the 5.
( ) 1. A. more lonely B. less lonely C. lonelier D. much lonelier
( ) 2. A. a lot B. so C. very D. quiet
( ) 3. A. like to have B. like have C. like having D. as having
( ) 4. A. harder B. more difficult C. more easily D. easier
( ) 5. A. feel B. taste C. sound D. smell
答案：
I. 1. A 2. B 3. A 4. B 5. C 6. B 7. B 8. A
II. 1. missed 2. carelessness 3. social 4. Cruelty 5. hunter
III. 1. no, or 2. What would 3. like, than 4. protect, from 5. promise to
IV. (A) 1. T 2.T 3. F 4. T 5. F
牛津上海版英语八年级 篇6
Period I & II Grammar Writer: Time:
Teaching Aims:
1.To learn some new words.
2. To learn the use of the present perfect tense and time expressions with it.
3. To understand the difference between the present perfect tense and the simple past tense.
Teaching contents:
the present perfect tense and time expressions with it
Important points
The use of the perfect tense: have/ has +p.p.
Difficult points:
The use of the perfect tense: have/ has +p.p.
Teaching methods:
Task-based teaching method Teaching Aids:
a projector; a multi-media computer system Notes
Teaching procedures:
Step1.Teach the new words from P13 to P17.
Step2. Lead in the present perfect tense.
T: When did you have breakfast?
S: I had breakfast an hour ago.
T: He had breakfast an hour ago. He has had breakfast. (Bb)
T: Where did you study English last term?
S: We studied English in Shang Xin He Middle School.
T: Yes. You studied English in Shang Xin He Middle School. You have studied here for about two years.(Bb)
→我们用一般过去时谈论过去发生的动作,但当过去发生的动作和现在有联系有影响时,我们用现在完成时态.(Refer to P13)→Structure: have/has +V (过分)
Step 3. How we form the past participles of verbs P13 (Add the simple past forms)
Add: have---had---had hear---heard---heard buy---bought---bought
go---went---gone do---did----done eat---ate---eaten
forget---forgot---forgotten cut---cut---cut read---read---read
Step 4.Explain the use of the present perfect tense.
(一) 基本用法:
1. 到现在为止这段时间已发生的情况.动作从过去延续到现在.
eg. She has been ill for three days. (She’s been…)
We have learned 2,000 English words. (We’ve …)
2. 某个动作虽是过去发生,但其后果和影响及于现在.
eg. Thanks you. I’ve had my supper.(现在用不着吃)
Tom has seen the film.(对这部电影有所了解)
(二) 时间状语: already, yet(否,疑), since, ever, never, just, before(句尾),for+时间段, recently
eg. She has already finished her work.
I have ever heard about it.
Step 5. Change the above sentence patterns to general questions, negative sentences and question the underlined parts.
Step 6. Make sentences P14 A1
Step 7. Compare the difference between the present perfect tense and the simple past tense.
现在完成时的特点是某一动作发生与现在有联系,一般过去时则单纯谈过去发生的某一动作,不涉及对现在的影响.
e.g. Simon has lost his watch./ Simon lost his watch.
Have you bought a pen? / When did you buy the pen?
What did you have for lunch? / Have you had lunch?etc
注:句中有表示过去的时间状语如yesterday, last week,…ago etc,不能用现在完成时.
Step 8.Chat time P11, A2
Step 9. Time expressions with the present perfect tense. P16. B
Tell students that present perfect tense must have a specific time when it is used. These time expressions include already, ever, for…, just, never, since…, yet, recently. Explain in Chinese ‘already, just, never通常用于have 或has后；而yet 和recently通常放句末。不过，有时already也能放句末。’
Step 10. Different forms of transport P17
Homework
Blackboard design
After-class-reflection
宜兴市万石中学牛津英语初二备课组集体教案
8B Unit 1 Past and present
Period III Comic strip & Welcome to the unit Writer: Time:
Teaching Aims:
1 To introduce the concept of situations that started in the past and is continuing in the present
2 To introduce the grammatical concept of the present perfect tense by focusing on a timeline and ordering information chronologically.
Teaching contents:
To introduce the present perfect tense and transport at different times
Important points
To introduce the grammatical concept of the present perfect tense by focusing on a timeline and ordering information chronologically.
Difficult points:
To introduce the grammatical concept of the present perfect tense by focusing on a timeline and ordering information chronologically.
Teaching methods:
Communicative method Teaching Aids:
a projector; a multi-media computer system Notes
Teaching procedures:
Step 1: Dictate new words from “ past” to “since”.
Step 2: Review the present perfect tense
1) Translate some sentences (oral practice)
2) Correct mistakes
1 He has come back for two hours
2 Jimmy wrote to me since last week.
3 They got married since 10 years ago.
4 Kate has joined the league for three years.
5 We have never gone to Japan.
6 How long has he gone there? –Since last Friday.
7 He has written two books since he has worked here.
8 How long did you go to the USA? –Five years ago.
Step 3: Warm-up activities
1) Listen to the short dialogue and think about the following questions:
A What did Eddie do? Why?
B How has Eddie changed?
C How has Hobo changed?
2) Listen to the dialogue again and try to repeat after the tape
3) Read the dialogue together and understand the meaning of the dialogue.
Change some sentence patterns according to the dialogue
E.g.: I’ve eaten it ------ I haven’t eaten it.
----- Have you eaten it? Yes, I have /No, I haven’t.
4) Read it again and try to recite it.
Step 4: Welcome to the unit (P7)
1. A Transport at different times
Write the correct names under the pictures.
2. B Back to the past Complete the timeline.Make sentences according to the time table
E.g.: The taxi has been in service in Beijing since 1913/for 94 years. People in Beijing began to use the taxi in 1913.
Step 5 Practice
Finish exercises in Study English.
Homework
Blackboard design
After-class-reflection
宜兴市万石中学牛津英语初二备课组集体教案
8B Unit 1 Past and present
Period IV Reading (1) Writer: Time:
Teaching Aims:
1 To recognize types of questions used in interviews.
2 To recognize extended answers to open questions.
3 To infer general meaning from title and context.
Teaching contents:
Text: Time have changed
Important points
1. The understanding of the reading
2. Some useful expressions
Difficult points:
1. The understanding of the reading
2. Some useful expressions
Teaching methods:
Task-based method Teaching Aids:
a projector; a multi-media computer system Notes
Teaching procedures:
Step 1: Dictate some past participles.
Step 2: Review the dialogue.
Step 3: Read the text and find the answer the following questions.
1) How long has Mr. Cheng known Sunshine Town?
2) When did Mr. Chen moved away from Sunshine River ? Why?
3) How has the place changed?
4) What was the problem when there was a shoe factory near Sun shine River?
5) How does he think about the life now?
Step 4: Do the exercise on page 6 C1 and correct the false statement.
Step 5: Learn the first half of the text and explain some useful expressions.
1 in fact. 实际上I thought this answer was right. In fact ,it’s wrong.
2 live together/there 一起生活 live on the fifth floor
3 get married to sb = marry sb . 与某人结婚。
e.g.: Tom got married to Mary last year =Tom married Mary last year.
They got married last year.
4 until 直到… not …until 直到…才
e.g. : He did his homework until 7 o’clock yesterday evening.
He didn’t do his homework until 7 o’clock yesterday evening.
5 change a lot
change v. 改变Our city has changed a lot .
change n. 变化，零钱Great changes have taken place in our city .
( the changes to Sunshine Town , the answer to…, the key to…the entrance to…)
6 turn…into…把…变成… turn into变成
e.g. The government turned the factory into a library three years ago.
Water turns into ice when it freezes.
The shop has turned into a hotel
Step 6 Listen to the tape and read the learned part of the text .
Step 7 Do the exercise on page 10 B
Match the words on the left with the meanings on the right.
Step 8 Practice
Finish exercises in Study English
Homework
Blackboard design
After-class-reflection
宜兴市万石中学牛津英语初二备课组集体教案
8B Unit 1 Past and present
Period V Reading (2) Writer: Time:
Teaching Aims:
1 To grasp some useful expressions
2 To retell the main idea of the text
3 To understand the use of some words through the exercises.
Teaching contents:
Text: Time have changed
Important points
Alone & lonely
Difficult points:
Alone & lonely
Teaching methods:
Task-based method Teaching Aids:
a projector; a multi-media computer system Notes
Teaching procedures:
Step 1: review the first part of the text
a) important phrases
b) ask and answer according to the text
c) recite some part of the text
Step 2 learn the rest of the text
1) let students ask questions and find answers together.
2) useful expressions.
1 used to do/be ；过去常常做…/是…
e.g.: He used to be a teacher.
be/get used to doing…现在习惯于做…
e.g.: He is used to having noodles for breakfast.
2 pleasant :指环境，地方，行程的舒适愉快。多用于修饰事物。
e.g.: The weather is usually pleasant here in May. The trip is pleasant.
pleased :指感到愉快。通常描述人。
be pleased with…
e.g.: I’m pleased with your work. The teacher is pleased with us.
同根词---pleasure. With pleasure. / It’s my pleasure.
3 lonely adj.指人，表示寂寞孤独，指物，表示荒凉，无人居住的
e.g.: He feels lonely without friends. / This is a lonely house.
alone adj./adv. 独自的（地） He lives alone .
4 from time to time =sometimes=at times
5 It’s adj ( for sb) to do---- It’s nice to have open space It’s interesting for us to fly kites. It has become more difficult to see my old friends
6.way
1) 方面，方式，方法。 in this way /that/another way
in some ways 在某些方面，在某种程度上
a new way of teaching 一种新的教法。
2） 路 on one’s way to--- on his way to school
by the way 顺便问一下
Step 3 Finish the exercises on page 11C2 and D .
Step 4 Practice
Finish exercises in Study English
Homework
Blackboard design
After-class-reflection
宜兴市万石中学牛津英语初二备课组集体教案
8B Unit 1 Past and present
Period VI Vocabulary Writer: Time:
Teaching Aims:
1. To develop an understanding of opposites.
2. To use appropriate adjectives in context to express positive and negative meanings.
Teaching contents:
Vocabulary---opposites
Important points
Opposites
Difficult points:
Opposites
Teaching methods:
Method of Brainstorm Teaching Aids:
a projector; a multi-media computer system Notes
Teaching procedures:
Step1.Review the opposites
1.Ask the students to give the opposites orally (P12)
2.Explain:
easy---difficult/hard expensive---cheap/inexpensive
happy---sad/unhappy like---dislike(v.)/unlike(prep.)
3. Review the prefixes and suffixes (give more examples besides the ones in the book)
un- unhappy
friendly- able- popular-
welcome- fit- tidy-
clear- safe- comfortable -
dis- disappear
honest- agree-
in- infamous
im-impossible
ir- irregular
-less helpful---helpless
useful- careful-
4. Give more opposites
first---last love---hate noisy---quiet
day---night beginning---end rich---poor
big---small interesting---boring short---long/tall
Step2.Correct the mistakes in Millie’s e-file
Step3.Exercises
1.They ____(be) in New York for seven years. They ____(move) there in .
2. If it ___(be) fine tomorrow, we ___(go) for a picnic.
3. Mr Green ___(teach) English in this city since he ___(come) here in 1995.
4. ___ you ever ___(make) a ship? Yes, I ___(make) one last year.
5. It ___(be) a small village in the past. But things ___(change) a lot over the years.
6. It’s nice ___(have) a pretty garden. We enjoy ___(play) there.
7. I’m afraid I ___ (miss) the meeting. It ___(begin) an hour ago .It ___for half an hour already.
8. He ___(finish) his homework. Now he ___(have) a rest.
Step 4 Practice
Finish exercises in Study English
Homework
Blackboard design
After-class-reflection
宜兴市万石中学牛津英语初二备课组集体教案
8B Unit 1 Past and present
Period VII Integrated skills Writer: Time:
Teaching Aims:
1. To listen for details about changes to Starlight Town.
2. To focus on general meaning by identifying specific details in pictures and general context.
3. To understand and respond to factual information presented in written and oral forms.
4.To respond to information obtained from listening by completing a diary.
Teaching contents:
Changes to Starlight Town and changes in our own lives
Important points
Four skills: listening, speaking, reading and writing
Difficult points:
The listening part
Teaching methods:
Listening & speaking method Teaching Aids:
a projector; a multi-media computer system Notes
Teaching procedures:
Step1. Revision
1. Review and dictate some past participles.
2. Review the opposites.
3. Check homework.
Step2. Listening
1. Talk about Daniel and Simon’s history project.
2. Compare the two pictures in P18 A1
3. Listen:
①.Listen to get a general understanding of the conversation
②.Listen to complete the sentences in Part A
③.Listen to check by themselves
4. Check the answers
Step3.Complete the diary in A2
1. Complete and check
2. Note:
① lend sth. to sb. = lend sb. sth.
② There have been many changes to this place.
=This place has changed a lot.
=Great changes have taken place in Hong Kong.
eg. There have been a park near here for four years.
③ be in service = be in use
④ travel to and from town
= go into and out of the town
⑤ over the years = during the years
⑥ see the changes myself
= see the changes on my own
= see the changes by myself
3. Read the diary
Step4 Speak up: talking about changes in your life
1. Read “speak up” part and answer the questions.
Questions:
1) How did Millie go to school when she was in primary school?
Her mother took her to schoolDoes Millie’s mother still take her to school now?
No, she doesn’t.
3) How does Millie go to school now?
By bus on her own.
4) What does Millie enjoy doing after school?
She enjoys chatting with Sandy her and other friends.
5) Does Sandy think school life is really great?
Yes, she does.
Homework
Blackboard design
After-class-reflection
宜兴市万石中学牛津英语初二备课组集体教案
8B Unit 1 Past and present
Period VIII Speak up &Study skills Writer: Time:
Teaching Aims:
1. To talk about past and present habits
2. To give information about changes over time
3. To become more familiar with the sequence of letters in the alphabet
4. To develop dictionary skills and recognize guide words
5. To use guide words to locate words in a dictionary
Teaching contents:
Speak up & Study skills
Important points
Make their own conversation
Difficult points:
Make their own conversation
Teaching methods:
Listening & speaking method Teaching Aids:
a projector; a multi-media computer system Notes
Teaching procedures:
Step 1 Revision
1. Dictation
2. Check homework
Step 2 Lead-in
1. How do you usually go to school? (on foot/ by bike)
2. How did you go to school when you were in primary school?
3. What do you often after class and after school?
Step 3 Speak up
1. Listen to the tape
1) Who took Millie to school before ?
2) How did Sandy go to school before.?
3) Does Millie like chatting with her friends ?
4) What do you think of your school life ?
2. Listen and repeat
3. Read and role-play
4. Ask Ss to think about changes in their lives
Primary school Secondary school
On foot with parents On foot on my own
Take me to school by bike By bike
5. New dialogue
6. Useful expressions
1.) when I was …
2.) since I started…
3.) How has/have …changed?
4.) on one’s won = by oneself = alone
5.) have more/ less free time
6.) have the same feeling/ way (as …)
7.) Do you agree (with sb)?
Step 4 Study skills ---using a dictionary
1. Ask Ss to call out “ A-Z” in order; one of them writes them on the Bb.
2. Tell them the rule to look up words in a dictionary.
3. Finish off the exercises
Homework
Blackboard design
After-class-reflection
宜兴市万石中学牛津英语初二备课组集体教案
8B Unit 1 Past and present
Period IX Main Task &Checkout Writer: Time:
Teaching Aims:
1. To describe two pictures explaining the differences between past and present situations .
2. To generate ideas to describe specific details shown in pictures .
3. To organize language and descriptions to write a comparison .
4. To select descriptive information to write a report .
5. To describe the changes to a place.
Teaching contents:
Main Task &Checkout
Important points
Writing
Difficult points:
Writing
Teaching methods:
Writing method Teaching Aids:
a projector; a multi-media computer system Notes
Teaching procedures:
Step1： Revision
1. Everyday English
2. Check homework
3. Finish off Checkout (the present perfect tense)
Step 2：Presentation
1.Do you still remember the changes to Moonlight Town. Let’s compare it’s past and present.
2. Some language points.
Step 3：Main task: Moonlight Town: Past and Present
1.Questions about Moonlight Town:
⑴ Where is Moonlight Town?
⑵ What did it use to be ?
⑶ Was it a good place for wildlife ?
⑷ How could people go to Moonlight Town before ?
⑸ How can people go to Moonlight Town now ?
⑹ Do you think the changes to it have brought benefits ?
⑺ Have the changes caused problems ?
2.Useful espressions
1.) no longer = not ..any longer
2.) bring many benefits
3.) cause many problems
Step4： Presentation (Changes to…)
How to write a report about changes to some places.（refer to P22）
Step5 : Writing
Ask students to look at the two given pictures (Jianye District in Nanjing)
Step6: Checkout
1. Complete Part A in page 23.
2. Check the answers.
3. Complete Part B in Page 23.
4. Check the answers.
Homework
Blackboard design
牛津上海版英语八年级 篇7
一、纵观全局,宏观看教材
当我们获得一本新书时,你会如何阅读?显然,“How to read a book?”成为开启阅读之旅要解决的首要问题。教材亦是如此,当我们接手一个新的年级,拿到一本全新的教材时,我们要从哪个入口走进教材?从哪个部分解读教材?读封面(扉页)—读目录—速读内容—合书小结,想必这是我们大多数人常走的路径,其实这条看似普通的路径,同样适用于我们的教材解读,而且对于我们宏观把握教材有着很大的帮助。然而,不少教师,尤其是老教师,在面对教材时,往往抱着“备课”的态度对待教材,以单元为中心,集中备教材,准备教案,为上课做好“烹饪准备”,有的教师甚至以“课”为中心,上一课,备一课。这样教学看似没有什么问题,实际上却犯了致命的错误。古话说得好,“擒贼先擒王”,对待教材也是如此,我们要善于从大处着眼,善于抓主要矛盾,做到教材在心中,教学胸有成竹。
因此,在新学期开始前,我们就应该仔细阅读本学期所使用的教材,同时还应利用专门的课时,组织学生们一同走进教材,认识教材,跟我们的新教材说一声“Hi!”如在四年级下学期的第一课,我就设计了“走进教材,和它交朋友”主题活动课。在这堂活动课中,我首先以“Say hello!”活动,带领学生们读封面及编者的话,引导学生们畅所欲言,帮助学生们挖掘封面中的小细节,从编者的话中,认识我们本学期的“朋友吗”,如主要任务,话题等。接下来,以画思维导图活动,带领学生们读目录,并以“速读目录及内容”完成图表的探究活动方式,引领学生们认识本单元所学的话题,了解我们这学期主要探讨的话题内容是什么。最后,以组间讨论、集体小结的方式,帮助学生们在心中勾勒出四年级下册教材的轮廓,让学生心中有数,明确将要学的是什么。
二、直击单元,微观见天地
单元是教材综合又独立的教学个体,如果说教材是一棵树,那么我们先前所认识与了解的封面、序言、目录与总结就是它的主干,而单元则是它旁逸斜出的分支,撑起了这棵参天大树,令其枝繁叶茂。由此可见,在把握主要矛盾的情况下,如何学会“弹钢琴”,直击教材内的各个单元,从“微”处见天地,是我们教学是否能够出奇制胜的关键。在实际教学中,我坚持以三个步骤直击单元,解读教材,即“常规阅读—职业阅读—审视阅读”。首先,“常规阅读”,就是整体感知我们教材的单元内容,基于内容,尝试寻找单元话题与实际生活的连接点,不带教学包袱,而是立足于学生的内心需求及发展诉求,寻找教与学的纽带,搭建课堂与生活的桥梁。紧接着,我们要进行角色转换,站在教师专业的角度,开展“职业阅读”,从教的角度,深挖教材内容、单元板块设计中所包含的教学价值,并从培养学生的综合语言应用能力出发,开展更加具有针对性的教学活动。在教材的基础上,进行单元板块的优化整合,如Story time板块和song time的联袂上演,提高教学的趣味性。最后一步,便是“审视阅读”,这主要是基于情感态度价值观的再次探索与挖掘。在实际教学中,我们既要关注知识与技能、过程与方法,也要关注学生们情感态度价值观的培养,如学生英语思维能力的开发,英语素养的陶冶,跨文化交际能力的培养,英语审美能力的渗透等,真正实现素质教育的育人目标。
三、目标定位,主线构课堂
精准的目标定位不仅是我们开展教学活动的神兵利器,能使我们的教学事半功倍,而且也是我们个性化解读教材、特色化开展教学活动的必要条件。在解读教材的过程中,我们要善于当教学的“有心人”,在研读教学内容,根植学生们实际英语水平及发展需求的基础上,对我们单元教学的各个板块进行精准的目标定位,在确保教材共性的基础上,发挥我们课堂教学的个性,使得每个学生都有获得发展的机会。如在设计第六单元的“Fun time”板块时,我考虑到,这个板块的功能以输出为主,在教学实际时,我先思考了两个问题:(1)这个板块重点解决什么问题?与是Story time板块是什么关系?(2)采用什么形式进行重点词句的操练?在确定好输出目标后,我尝试进行目标定位,该板块与第一课时中story time相衔接,起到承上启下,巩固故事内容,培养学生语言表达能力的教学作用,它主要采用课文情境或课文情境变式进行操练。因此,在教学活动中,我们可以尝试借助趣味性、互动性的语言实践活动,如游戏等操练重点词句,让学生进一步强化并能够比较熟练地运用Whose...?特殊疑问句进行询问物品的主人,同时学会用一般疑问句Is/Are...’s?进行猜测,从而强化学生们的语言输出,把Story time的输入迁移到这个板块的输出,达到教与学的收放自如、学与用的收支平衡,促进学生们语言个性化的成长。
总之,教材是我们教学的“说明书”,是教的依据,是教的前提,它值得我们精雕细琢,推敲考究。在面对教材时,我们既要以教者的姿态,认真研读,精心设计,挖掘其中更多的教学资源,为构建高效的课堂教学做足准备;更要做谦虚的学者,站在学生们的角度,走进教材,细细品味。我相信,教材虽然大同小异,但是只要我们用心解读,每一次阅读都能发现其中的新天地。
译林牛津版初中英语文化教学初探 篇8
关键词：文化教学 文化意识 文化修养 英语交际能力
《英语课程标准》明确把培养学生的文化意识作为英语教学的五项基本目标之一。初中英语教师在教学过程中不仅要让学生掌握基础知识，还应对英语文化背景知识给予足够重视，加强初中英语背景文化知识教学。这样不仅有助于学生克服母语的干扰，形成良好的英语思维习惯，把英语学“活”用“活”，达到初中英语教学的目的，还有助于学生融东西方文化于一身，提高自己的文化修养。
初中学生课堂英语的学习时间不是很多，仅仅依靠课堂上的几十分钟时间，是很难达到对学生深层次文化教育的目的的。为了弥补课堂英语教学的不足，教师应更多地利用丰富的教学资源在课外活动时间，给学生创造更多了解英语文化背景知识，培养英语交际能力的机会。
要学好和使用好英语,就要了解产生、使用这种语言的特定的社会文化背景和文化习俗,才能在实际应用中表达正确、符合习惯。否则,对英语文化背景知识缺乏了解,必然导致交际障碍、冲突和误解。例如：中国人习惯于问别人:“Where are you going?”(你上哪去?) 英美人的问候一般用“Good morning/afternoon/evening.”(早上好、下午好、晚上好)“How do you do?(您好!)”“Nice to meet you.”(见到你很高兴)“How are you doing?”(你最近好吗?)在关系亲密者之间可用“Hello”或“Hi”。又如，当英美国家的人向中国人表示赞扬或祝贺时,中国人即使心里高兴,嘴上难免要谦虚一番，而英美人的回答是：“Thank you!”“Thank you for saying so.”
因此,在学习英语时,应了解它的文化背景知识以及社会风俗习惯,使得彼此间的交流更加愉快。那么作为教师，我们如何进行文化教学呢？
1.在新授一个单元时，第一次课重点放在字词、语言点的讲解和操练上，培养学生扎实的语言基础知识和熟练的语言技能，并进行文化教学的第一个层次——词汇文化涵义教学。
2.以语篇分析为切入点，就英语篇章写作作系统讲解，培养学生的英语写作思维习惯。以段落为例，向学生解释中西方思维方式的不同。
3.课文的补充与扩展。在这部分，学生将了解相关政治、经济、历史、宗教、习俗、风俗、风土人情等。在本次课中，学生将分小组讨论，并就讨论结果作个人发言，通过讨论发言培养学生英语学习的文化意识。
在交流过程中，中西文化的差异造成语言的差异，这些差异会对交际造成影响。语言深深地植根于文化土壤中，离开了特定文化背景的语言是不存在的。如果不了解这些词语的文化，就难以理解某些词语的意义了。那么如何培养中学生的英语文化意识呢？
1.充分利用英语教材，借助篇章阅读的形式，介绍丰富翔实的文化背景知识。使学生了解东西方的文化差异，拓展视野，加深理解。教材抓住学生的心理，推出了与学生有密切关系的话题。教师应充分利用教材的每一个细节，不失时机地向学生介绍一些文化知识。使学生在了解和尊重外国文化的同时，更加理解和热爱本国文化。
2.利用多媒体资源，教师可以充分利用图片、幻灯片、电影、电视与所学文化内容相关的、鲜活的生活片段或涉及某一方面文化背景的短片。通过多媒体，让学生身临其境，形成良好的英语思维，引导学生用英语思维在交际中传递英语信息，而不是经过中文到英文的转换后再说出来。
3.提高教师自身文化修养，在外语教学中，文化意识的培养，跨文化交际能力的形成，无疑将是21世纪中国外语教学中的一个重要课题。这要求我们英语教师要自觉加强中外文化修养，不断拓展文化视野，提高对本民族文化交际的意识和能力，并不断提高东西方不同文化交际的意识和能力。
在英语教学中，中西文化差异的比较应作为教学的重点。对于初中学生来说，他们总喜欢把汉语和英语进行互译，尤其是用汉语谐音记忆英语单词，这样的学习方法在学生初学英语时有一定的帮助，但也为以后运用英语埋下了隐患。因此，在教学中，英语教师不但要对词语，文章的文化背景知识加以详细介绍，而且还要把它同母语进行适当的比较，使学生了解中西两种文化的差异，从而掌握正确运用英语的方法。
参考文献：
1.《新课程标准》教育部基础教育司组织编写 北京师范大学出版社
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