Unit2教学设计2024-2025学年牛津译林版英语八年级下册

先学后展 以展定教 当堂反馈 课时 总第 1 课时 主备人 修改人 课题 8B Unit 2 Travelling Welcome to the unit & Comic strip 教 学 目 标 1. Recognize and name some famous places of interest around the world 2. Describe these places using simple English expressions 3. Inspire students' sense of wonder about the world. 重 难 点 1. Develop students' oral communication skills through pair work and class discussions. 2. Using appropriate English to describe the special features of places. 集 体 备 课 教 案 个性化修改 Step 1: Creating situation 1. Show some short videos or pictures of people traveling to different places. 2. Ask students if they like traveling and why. 3.Most of you love travelling. Eddie and Hobo love travelling too. They’re planning a holiday now. Let’s listen to their conversation and find out where they’re going. Step2 : Goal guided learning 1. Listen and answer. (1) Where is Eddie going? (2) Does Hobo want to go too? (3) What does Hobo want to bring? 2. Watch and discuss. (1) Why does Eddie agree to take Hobo? (2) Why doesn’t Eddie think it will be a holiday for them? 3.Display the pictures of the places of interest from Part A on the PPT. Step 3: Adaptive learning 1.Ask students to name these places.Finish part A. 2.Check the answers and write the correct names under the pictures. Step 4: Cooperative learning Have students work in pairs and talk about the places in Part A using the conversation model provided. Walk around the classroom and offer help if needed. Step 5: Target detection Listen and answer. Listen to Part B carefully and answer the following questions. (1) What are Daniel and Millie talking about? (2) What’s special about it? Step 6: Homework For all: 1.Finish exercises 2.Preview Reading. For some: Find more information about places of interest. 板书设计 Unit 2 Travelling Welcome to the unit & Comic strip 教 学 反 思 课时 总第 2 课时 主备人 修改人 课题 Unit 2 Travelling Reading (1) 教 学 目 标 1. Guess the meanings of the new words from the context; 2. Retell Kitty’s trip to Hong Kong; 3. Make a short plan for a trip. 重 难 点 1. To use different reading skills to learn Reading. 2. To introduce trip plans to others. 集 体 备 课 教 案 个性化修改 Step 1: Creating situation 1. Watch and discuss Play a short video and talk about Disney. (1) What did you see? (2) Do you like watching Disney films? (3) What is your favourite one? Why? (4) Do you want to visit Disneyland? (5) What do you want to do there? Step2 : Goal guided learning T: Skim the whole passage and see where you can find the answers to when, who, where, how and what. T: Let’s divide the passage into three parts according to the answers. Step 3: Adaptive learning (1) Scan Paragraph 1 and fill in the form. (2) Scan Paragraphs 2-6 to find the activities. Read the passage carefully, and find the detailed information. (1) Paragraph 2: What is the Space Mountain? How was it? How do we know that? (2) Paragraph 3: Can you guess why they hurried? Maybe ... Use pictures to help students understand “Disney cartoon characters”. (3) Paragraph 4: How was the parade? How do we know that? Why was the film like magic? Explain what the 4-D film is. (4) Paragraph 5: What did Kitty buy? What did Kitty think of them? (5) Paragraph 6: How about the fireworks? Step 4: Cooperative learning Retell Kitty’s trip with the help of pictures and key words. Pay attention to when, where, who, how and what. Don’t forget to use the transitions. Step 5: Target detection Work in groups of four and discuss what they can do and where they can go in Hainan. Step 6: Homework For all: Remember the new words, phrases and structures. For some:Choose one place as your destination and make your own trip plan. 板书设计 Unit 2 Travelling Reading (1) 教 学 反 思 课时 总第 3 课时 主备人 修改人 课题 Unit 2 Travelling Reading (Ⅱ) 教 学 目 标 1. Use the key words and expressions to introduce the trip to Hong Kong Disneyland; 2. Know how to include enough details to indicate the writer’s feeling and prepare to write about a trip; 3. Know how to introduce a trip with the help of transitions. 重 难 点 1. To use the key words and expressions to introduce the trip to Hong Kong Disneyland. 2. To know how to use the transitions to connect the events. 集 体 备 课 教 案 个性化修改 Step 1: Creating situation T: We’ve learnt about Kitty’s trip to Hong Kong Disneyland, and here are some pictures taken by Kitty. Look and try to describe them. Maybe you can tell us something about the Disneyland. Step2 : Goal guided learning 1. Study the first language point The teacher shows the sentence with “have a fantastic time” and asks the students to find a phrase in the letter with the similar meaning. The teacher lists the similar phrases. Students translate a sentence into English. 2. Fill in the form Students read the letter carefully and fill in the form. The teacher shows the structure of the text and tells that these activities are organized in the time order. Step 3: Adaptive learning 3. Study the activities one by one and the other language points (1) speed The teacher introduces the phrases “at high speed” “at low speed” and “at a speed of ...” and asks students to complete the sentences with the help of pictures. (2) hurry The teacher shows some phrases of “hurry”. Use a picture of hare and tortoise and complete three sentences to make a comparison. (3) characters, such as & for example The teacher shows some pictures of Disney cartoon characters so that students can have a better understanding. Introduce Snow White and Mickey Mouse. The teacher shows another sentences with “for example”, and invites students to find the differences between “such as” and “for example”. Translate two sentences into English using these two phrases. (4) parade The teacher plays a clip of video to help understand the meaning of “a parade”. (5) run after, can’t stop doing The teacher uses two pictures to help students understand “run after” and asks them to think why Tom the cat seldom catches Jerry the mouse. Students think about people’s reactions in two conditions, and try to make more sentences. (6) a couple of The teacher shows the meanings of “a couple of” and “couple”, asks the students to do some exercise and introduces an English saying (not every couple is a pair). (8) at the end of The teacher lists some phrases with “end” and asks students to list the opposite ones. Students translate three sentences into English. Step 4: Cooperative learning Know how to make inferences The teacher tells the students “why and how should we make inferences”, introduces an inference chart, and gives an example. Students work in groups to make more inferences. Step 5: Target detection Write a similar article Students write another trip paragraph by paragraph, use the writer’s checklist to check their writing. Step 6: Homework For all: Finish the writing. For some:Read about more trips and share them in the class. 板书设计 Unit 2 Travelling Reading (Ⅱ) 教 学 反 思 课时 总第 4 课时 主备人 修改人 课题 Unit 2 Travelling Grammar 教 学 目 标 1. Know the usages of have/has been and have/has gone; 2. Use for and since to express a period of time in the present perfect tense; 3. Use proper verbs to show a continuous state in the present perfect tense. 重 难 点 1. The difference between have/has been and have/has gone, for and since. 2. Verbs used for a continuous state. 集 体 备 课 教 案 个性化修改 Step 1: Creating situation Present have/has been by self-introduction T: I like travelling very much. I have been to many places. Look! Where have I been to? Yes, Hong Kong. T: I went there on 16th February and stayed there for one week. Today is 17th March, and I am already back. So I can say I have been to Hong Kong. T: I have also been to Hainan and I have been to Xi’an twice, but I have never been to Maldives. Step2 : Goal guided learning Help the students find out the differences between the two sentence structures by observing the sentences. T: Do you know the differences between “have/has gone to” and “have/has been to”? T: If we say someone has been to some place, we mean that someone has visited the place sometime in his life. In other words, “has been to” refers to an experience. T: However, we use “have/has gone to” to express the idea that someone went to a place but has not returned yet. Step 3: Adaptive learning 1. Finish Part A1 2. Describe the schedule 3. Find out the differences between for and since Step 4: Cooperative learning Fill the blanks with have/has been or have/has gone Step 5: Target detection 1. Finish the profile T: Please finish my best friend Betty’s profile. Pay attention to the verbs used in a continuous state. 2. Complete the passage T: Kitty is telling Millie about her trip in Hong Kong. Complete what she says with the correct forms of the verbs in brackets. Step 6: Homework For all: Finish exercises For some:Use the grammar items we’ve learnt today to write down your travelling experiences. 板书设计 Unit 2 Travelling Grammar 教 学 反 思 课时 总第 5 课时 主备人 修改人 课题 Unit 2 Travelling Integrated skills 教 学 目 标 1. Get the useful information while listening; 2. Master some listening skills; 3. Give some advice about travelling; 重 难 点 1. To use the important words and phrases correctly. 2. To give some advice about travelling and talk about holiday plans. 集 体 备 课 教 案 个性化修改 Step 1: Creating situation Watch and discuss T: Now let’s enjoy a video about Hainan and then talk about travelling. (1) Do you like travelling? Why？ (2) Where have you been in China before? What did you do there? (3) If you have a long holiday, where do you want to go? Why? Step2 : Goal guided learning Places for travelling T: Different people enjoy different places. Which do you like, Chinese gardens, museums, places of natural beauty, seaside cities or theme parks? (1) If I enjoy Chinese gardens, what cities do you think I can travel to? (2) If I enjoy museums, what cities do you think I can travel to? (3) If I enjoy places of natural beauty, what places can you think of? (4) If I enjoy seaside cities, do you know what cities I can travel to? (5) If I enjoy theme parks, do you know what cities I can travel to? Step 3: Adaptive learning 1. Complete Part A1 T: Five students are talking about the kinds of places they like best. What kinds of places do they like best? Let’s listen and find out. Tip: Catch the key words. 2. Make sentences according to Part A1 Step 4: Cooperative learning Group discussion T: Look at the form in Part A2 and try to make predictions before listening. (1) What’s the best season to visit Chinese gardens/museums/places of natural beauty/seaside cities/theme parks? (2) Why is it the best season to visit there? Step 5: Target detection Complete Part A2 Tip: Catch the key words. Complete Part A3 Tip: Use the information in A1 and A2. 1. Listen and answer T: Simon and Amy are also talking about their holiday plans. Please listen to their conversation and find out the answer to this question: What’s Amy’s plan for the May Day holiday? 2. Listen and read T: Listen to the conversation again and read in pairs. 3.Make a survey T: Talk about your holiday plans in groups of four. You can use the expressions on the screen as models. You may also ask some questions. T: Take notes and fill in the form while listening. Remember to use the listening skills you’ve learnt. T: Make a report about your group members’ holiday plans to the whole class. You can use the sentences on the screen to help you. Step 6: Homework For all: Revise the new words and phrases. For some: Ask more friends about their holiday plans and then write a report. 板书设计 Unit 2 Travelling Integrated skills 教 学 反 思 课时 总第 6 课时 主备人 修改人 课题 Unit 2 Travelling Study skills 教 学 目 标 1. Know what main points and details are; 2. Distinguish between main points and details; 3. Learn how to use the skill in their reading and organize ideas in their writing. 重 难 点 To learn how to use the skill in reading and writing. 集 体 备 课 教 案 个性化修改 Step 1: Creating situation 1. Show two idea webs (an umbrella and a house) and the other three pictures 2. Tell the students “main points and details” is a reading skill as well as a writing skill Step2 : Goal guided learning 1.Definitions of topic, main point and details Let the students know “To read or write well, they need to understand the definitions of the three concepts.” 2. Relationships between topic, main point and details 3. Identification of topic, main point and details Present a passage about smoking and illustrate how to identify a topic, the main points and details. Put more on the identification of main points and details. Step 3: Adaptive learning 1. Ask the students to identify the main idea of the passage Smoking. 2. Ask the students to read four short passages. Ask them to find out the main ideas (MI) or the topic sentences (TS) for the first three passages and then figure out the main point of the fourth one. Step 4: Cooperative learning 1. Check how well the students understand details 2.Check how well the students understand main points or ideas 3. Check how well the students understand the topic, main points and details Step 5: Target detection Kitty’s day at Hong Kong Disneyland T: We can use the skill of “main points and details” when writing about an experience or event or some other genre of writing. T: Let’s illustrate it with the example of Kitty’s day at Hong Kong Disneyland. Step 6: Homework For all: Finish exercises For some:Writing your own paragraph, using main points and details properly. 板书设计 Unit 2 Travelling Study skills 教 学 反 思 课时 总第 7 课时 主备人 修改人 课题 Unit 2 Travelling Task 教 学 目 标 1. organize their ideas by using fact files; 2. write about their holidays. 重 难 点 To develop students’ writing ability. 集 体 备 课 教 案 个性化修改 Step 1: Creating situation Do you still remember Kitty’s trip to Hong Kong? Let’s have a look at her album. She went to Disneyland on the second day. What other places did she visit? Step2 : Goal guided learning 1. Read Kitty’s fact file 2. Complete Kitty’s article 3. Structure of Kitty’s article Step 3: Adaptive learning Read Kitty’s article and work out its structure. Underline key words and topic sentences because they can be helpful. (1) Paragraph 1. Introduction: when, where and who (2) Paragraph 2-5. Main body: what—the places to go, the activities to do and the food to eat (3) Paragraph 6. Conclusion: how—feelings Step 4: Cooperative learning 1. Enjoy a video 2. Discussion T: Work in groups of three and discuss your holidays. Write down the information on when, where, who, what and how. 3. Make the fact file T: Make your own fact file and share it with your partner. 4. Write the first draft Step 5: Target detection Now write an introduction about our trip to Suzhou. What can we learn from Kitty’s article? （Main body） (1) Think about three or four main points. (2) Write one or two sentences to support each point. (3) Organize the ideas in time order. (4) Use the simple past tense. (5) Use adjectives and adverbs to make your article more interesting. Try to write a conclusion including your feelings。 Step 6: Homework For all: Talk about your holidays with your friends. Rewrite your article For some: Choose one of your holidays. Make a fact file and write another article. 板书设计 Unit 2 Travelling Task 教 学 反 思 学科网（北京）股份有限公司 $$