8A Unit Vocabulary导学案

Unit8 Vocabulary导学案Learning aims1.Learn some words about clothes.2. Learn the opposites of some adjectives.Activity One Preview.Ⅰ.New words (写出下列单词划线部分的音标、词性、词义) 1. suit 2. jumper3. shorts4. heavy5. light ____________________6. boringⅡ. The usages of some words（生词的用法）(1) heavy (adj.)①这个箱子太重了。

The box is too ____________.②大雨持续了三个小时。

The _______ _______ lasted three hours拓展：adv ___________雨下得大It rains ________.反义词：___________这件丝绸裙子不重，很轻。

The silk dress is not heavy. It’s _______.(2) boring (adj.)我觉得这个故事很枯燥。

I think the story is _________.拓展：bored (adj.) 感到厌烦的, 烦人的。

①我对过多的电视剧感觉厌烦。

I feel ___________ with too many TV plays.②这场足球赛好无聊。

The football game is too ___________.反义词_____________这次时装展不乏味，很有趣。

The fashion show is not _________. It’s________.Ⅲ. Useful phrases (将下列短语译成中文并朗读)1. a yellow jumper2. a red skirt3. a white suit4. a pair of shorts5. a black jacket6. a white and blue T-shirtActivity Two Free talk and lead in.Step One PresentationWhat clothes can you see in the shopping mall?Step Two Have a talk.S: Which clothes do you want to buy?K: I like yellow so I want to buy a yellow skirtStep Three Finish Part A on page 96 and check the answers with each other. Activity Three Describing clothes.Step One PresentationS: Is the dress short?K: No, it’s not______. It’s ______. (long/ short)S: Is the coat light?K: No, it’s not______. It’s ______. (heavy/ light)S: Is the duck fashion show boring?K: No, it’s not______. It’s ______. (boring/ interesting)Step Two Finish Part B on page 96 and check the answers with each other. Step Three Practice (Finish the exercise quickly).Model: My new shoes are white. His are black.1. Amy has a short coat and Sandy has a __________ coat.2. Jim’s father has an __________ jacket. He wants to buy a new one.3. This jumper is very __________, and I want to buy a light one.4. I like the fashion show because it’s not boring. It’s very __________.5. Simon has a pair of small shorts but his father has a pair of _____ shorts. Activity Four Extension activity.Step One Act out (Use the following dialogue as a model).Model:。

第1课时Vocabulary要点1 educational【思维导图】【举例】He dedicated his life to the educational work. 他把他的一生都献给了教育工作。

Education is very important. 教育很重要。

It takes patience to educate children. 教育儿童需要耐心。

They are educators. 他们是教育工作者。

They are educated and polite. 他们很有教养且有礼貌。

【应用】(1) As an ____________ (educate), I want to help every student.(2) He is ____________ (educate) and knows a lot.(3)The book is interesting and ________________ (educate), so I like it very much.要点2 exchange【思维导图】【举例】These are a series of sporting and cultural exchanges with Seoul. 这些是与首尔的一系列体育和文化方面的交流。

We exchanged addresses. 我们交换了地址。

The educational exchange is interesting. 教育交流很有趣。

I exchanged the gift with her. 我和她交换了礼物。

【应用】(1)我们将开个会来交流经验。

(根据汉语意思补全句子)We'll hold a meeting __________ ____________ experience.(2)( )We discuss and ______ opinions ______ each other.A. exchange; toB. exchange; withC. talk; with要点3 culture【思维导图】【举例】Chinese culture is splendid. 中国文化灿烂辉煌。

2024年牛津译林版八年级英语上册8A Unit7 单元教案一、教学内容本节课选自2024年牛津译林版八年级英语上册8A Unit 7，主要内容包括：Grammar（现在完成时态）；Reading（旅行经历分享）；Vocabulary（与旅行相关的词汇）。

二、教学目标1. 学生能够理解和掌握现在完成时态的构成和用法。

2. 学生能够通过阅读文章，了解旅行经历，并能用英语进行分享。

3. 学生能够熟练运用与旅行相关的词汇，进行日常交流。

三、教学难点与重点1. 教学难点：现在完成时态的构成和用法。

2. 教学重点：阅读理解能力的培养，词汇的运用。

四、教具与学具准备1. 教具：PPT、黑板、教学卡片。

2. 学具：课本、练习册、文具。

五、教学过程1. 引入：通过展示一组旅行图片，引发学生对旅行话题的兴趣。

2. 阅读理解：学生阅读课文，回答相关问题，了解旅行经历。

3. 例题讲解：讲解现在完成时态的构成和用法，结合例句进行演示。

4. 课堂练习：学生进行现在完成时态的句子练习，教师给予指导。

5. 词汇学习：学习与旅行相关的词汇，并进行小组讨论，运用词汇进行交流。

6. 小组活动：学生分组，运用所学词汇和现在完成时态，编写一段旅行经历对话。

7. 展示与评价：各小组展示成果，其他学生给予评价。

六、板书设计1. Unit 7 Travel2. 主要内容：Grammar: Present Perfect TenseReading: Travel experiencesVocabulary: Travelrelated words七、作业设计1. 作业题目：a. 根据所给图片，用现在完成时态描述旅行经历。

b. 编写一段旅行经历对话，运用所学词汇。

2. 答案：八、课后反思及拓展延伸1. 反思：关注学生在课堂上的参与度，及时给予指导和鼓励，提高学生的积极性。

2. 拓展延伸：鼓励学生课后进行实地调查，了解身边人的旅行经历，并用英语进行分享。

学案教学目标1．识别并掌握各种野生动物的名称。

2．将各种野生动物与其食物进行匹配。

一、单项选择。

( ) 1. Do you hear that there are still some people living __________?A. in wildB. on wildC. in the wildD. on the wild( ) 2. __________ did the baby panda ____ when he was born?A. How; looksB. How; is likeC. What; lookD. What; like ( ) 3. There are _____ and _______ in the zoo.A. wolfs; foxesB. wolves; foxsC. wolves; foxesD. wolfs; foxs ( ) 4. People often kill animals __________. What a pity!A. for funnyB. with funnyC. with funD. for fun( )5. I hear there ________ an English film tonight.A. will beB. will haveC. is going to haveD. are going to be ( ) 6. ____ only live in China.A. TigersB. SquirrelsC. Giant pandasD. Kangaroos( ) 7. The old man is sure of living ____ one hundred years old.A. onB. atC. up toD. up( ) 8. People should make giant panda reserves bigger ____. A. protect them B. to protect themC. hunt them easilyD. to kill them easily( ) 9. My teddy bear is red, so this blue one must be ____.A. else someone’sB. someone else’sC. other one’sD. some other’s( ) 10. There are ____ giant pandas in Africa.A. fewB. a fewC. littleD. a little( ) 11. You’d better ____ the wild animals.A. not hurtB. not to h urtC. don’t hurtD. not hurting( ) 12. Be quick, ____ we’ll be late for the meeting.A. andB. butC. soD. or( ) 13. If I ____ free next Sunday, I ____ to the farm with you.A. will be; will goB. am; will goC. am; goD. will be; go( ) 14. His parents went there with a friend of ____.A. themB. theirsC. theyD. themselves二、用方框中所给词的正确形式完成短文。

一、教学目标1. 知识目标：（1）学生能够掌握本单元的重点词汇和短语。

（2）学生能够正确运用所学的词汇和短语进行口语和书面表达。

2. 能力目标：（1）培养学生运用词汇进行日常交流的能力。

（2）培养学生通过词汇学习，提高自主学习能力。

3. 情感目标：激发学生学习词汇的兴趣，提高他们对英语词汇的敏感度。

二、教学内容1. 词汇表：（1）重点词汇：包括名词、动词、形容词、副词等。

（2）常用短语：与重点词汇相关的固定搭配。

2. 教学文本：教材中的相关对话和阅读材料。

三、教学过程1. 导入：（1）利用图片、实物等引导学生猜测词汇。

（2）通过日常话题，引入本节课的词汇学习。

2. 呈现：（1）教师展示本节课的重点词汇和短语。

（2）学生跟读，模仿发音。

3. 学习：（1）学生通过教材中的对话和阅读材料，理解词汇的用法。

（2）学生通过小组合作，讨论词汇的搭配和用法。

4. 练习：（1）教师设计不同类型的练习，巩固所学词汇。

（2）学生进行口头和书面练习，展示所学成果。

5. 拓展：（1）学生进行词汇接龙游戏，扩展词汇量。

（2）学生尝试用所学词汇编写小故事或对话。

四、教学评价1. 课堂参与度：观察学生在课堂上的发言和互动情况。

2. 练习完成情况：检查学生口头和书面练习的准确性。

3. 课后作业：评估学生课后作业的完成质量和创新性。

五、教学资源1. 教材：牛津初中英语教材。

2. 辅助材料：词汇卡片、图片、实物等。

3. 技术资源：多媒体教学设备。

六、教学步骤Step 1: Lead-in教师通过展示一幅图片或提出一个问题，引起学生对主题的兴趣。

学生进行思考并发表自己的观点。

Step 2: Presentation教师介绍本节课的主题和目标。

教师展示本节课的重点词汇和短语，并解释其意义和用法。

学生跟读，模仿发音。

Step 3: Learning学生通过教材中的对话和阅读材料，理解词汇的用法。

学生通过小组合作，讨论词汇的搭配和用法。

Step 4: Practice教师设计不同类型的练习，巩固所学词汇。

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校牛津8A Unit1 Vocabulary 教案Objectives1. To use adjectives to describe people’s physical features2. To use adjectives to describe general appearance of people3. To select and use adjectives that are appropriate to describe the appearance of boys and girlsBackground informationThis section develops the use of adjectives to describe people’s appearance. Students should be encouraged to develop their range of adjectives as much as possible using the tasks on the page as a starting point.As students become more and more able to understand the subtle meanings of words, they will be able to develop ways of accessing imaginative and creative texts to foster genuine interest and pleasure in what they read.In turn, they will gradually be able to use adjectives to write more interesting and creative texts themselves.Teaching procedures1. Explain the context of the tasks. Ask students to study the picturesand words. For weaker classes, go through the words and preteach unknown words. Ask students to do Part A on their own first and then compare answers with a partner. Ask several students to read their answers tocheck correct use of adjectives.2. Go through the words in the box in Part B. less able students are notlikely to know the adjectives which are only suitable to describe males or females. You may need to give them some hints. Ask students to use the words in sentences to check that they understand the meanings and use of words. Then ask students to complete the lists in groups of 4-5. Check answers orally with the class.Extension activities1. Ask students to find more adjectives for each category of theadjectives used in Part A. draw this table on the board and brainstorm as many words as possible.Go through the adjectives and ask students to draw simple illustrationsof the adjectives on pieces of paper. Invite some students to show their illustrations to the rest of the class.Provide pictures of people either pinned up on the board or cut out of magazines to groups of four students. Fay an adjective and ask students to find a picture illustrating it.2. Ask students to select and write suitable adjectives to describe themselves on a piece of paper. Invite some students to come forward andread the adjectives. Make sure that the atmosphere is supportive and that the rest of the class do not make any unpleasant comments.3. Ask students to describe their friends, classmates, relatives orpop/sports stars using the adjectives they have learned. For stronger classes, encourage them to use any adjectives.Game1. Bring some pictures of people into the classroom or ask students to being pictures. These can be magazine or newspaper cuttings or photos. Divide students into groups of five. Give a picture to only one student in each group and ask him/her not to show it to the other students. Give blank pieces of paper to the other students. The student with the picture describes the features of the person in the picture while the other students draw the person. On the board, display the drawings together with the original picture. For stronger classes, invite students to find outthe mistakes. For weaker classes, ask students to vote for the best drawing which resembles the picture.2. Alternatively, tell students who are drawing the pictures to ask as many questions as possible to get information about the person they are drawing, e.g., ‘Is your person a boy/ a man/ a woman/ tall /small /fat/thin? Is his/ her face square/ round?’ The student looking at the pictureis only allo wed to say ‘Yes.’ or ‘No.’.。