八年级英语下册Unit2Travelling教案1(新版)牛津版

e.g. The train is travelling at a speed of sixty miles an hour.
火车正以每小时六十英里的速度行驶。
5. We were screaming and laughing through the ride.
1) through是介词,可它的意思不再是我们以前学过的“从……通过，穿过”,而是“从(某事)的开始到结束,从头到尾”的意思。
missvt.想念，思念
e.g. Dave misses his grandparents very much.
Dave非常想念他的爷爷奶奶。
miss作动词时还可意为“错过；没做到”，其后接动词时，应用动词-ing形式。
miss还可用作名词，意为“女士；小姐”，此时m必须大写，常用于姓名或姓之前，尤指未婚女子。
e.g. The nurse looked after the old man through his long illness.
这个老人病了很长时间,这个护士一直在照顾他。
2) riden.
可数名词,意为“乘坐,搭乘; (乘车或骑车的)短途旅程,旅行”,有时也可指“距离”。
e.g. Can I have a ride on your bike?
Step 2 Listen and answer more questions.
1. Is Eddie happy in the first picture? Why?
2. Where is Eddie going?
3. Does Eddie want to go too?
4. What does Hobo want to bring?
2. Have you ever been toHong Kong?

3.教师可以对学生的作业进行批改和反馈，及时了解学生的学习情况，并提供针对性的建议和指导，帮助学生提高和进步。
五、案例亮点
1.情景创设：通过展示真实旅行情境的图片和视频，激发学生的学习兴趣和想象力，使学生能够更好地理解和运用所学词汇和句型。
2.问题导向：通过提出旅行相关的问题，引导学生思考和表达，激发学生的探究欲望，提高学生的思维能力和语言表达能力。
2.设计小组讨论活动，让学生就旅行话题展开讨论，如"Where would you like to travel?"，鼓励学生表达自己的观点和想法，提高学生的交流和表达能力。
3.通过小组合作，教师可以引导学生学会分享、合作，培养良好的团队精神和交流沟通能力，同时增加学生之间的互动和交流。
（四）反思与评价
四、教学内容与过程
（一）导入新课
1.教师可以通过展示一张自己旅行的照片，引起学生对旅行话题的兴趣，并提出问题："Do you like traveling? Why?"，激发学生的思考和交流欲望。
2.利用多媒体技术，播放一段旅行视频，让学生感受旅行的乐趣和魅力，并提出问题："What did they do in the video? Can you guess their feelings?"，引导学生运用已有知识进行预测和表达。
牛津译林版英语八年级下册Unit2Travellingwelcome优秀教学案例
一、案例背景
牛津译林版英语八年级下册Unit2 "Travelling"旨在通过学习旅行相关的词汇和表达，提高学生的语言运用能力和对实际生活中旅行话题的理解。本单元的核心句型是"What did you do? I stayed in a hotel./I visited the Great Wall./I took a boat trip."，同时涉及不同国家的旅游特色介绍。

Unit2 Travelling Grammar (Ⅰ)教案主备教师许热授课日期课型New 班级课题Unit2 Travelling Grammar (Ⅰ)教学目标知识技能:To recognize contexts for the use of the present perfect tense.过程与方法:To understand the verbs with ‘for’, ‘since’ or ‘ago’情感态度价值观:To use the present perfect tense in the daily life教学重点(‘have/has been’ and ‘have/has gon e’)教学难点(‘have/has been’ and ‘have/has gone’)集体备课个人修改教学过程一、创设情境、导入新课Step One ：Leading – inT: Now, I am teaching you. You are listening to me carefully.Ask the students to give me more sentences written in present continuou s tense. Writethe structure of present continuous tense on the Bb.T: But yesterday at this time, I was sitting in my office. (Write the structure of past continuous tense on the blackboard). Underline the different verbs ‘BE’.二、预习设计、成果展示Step two: Pre-checking and a free talk①—What do you often do during the holiday? —_____②—Do you often travel to other places? —_____③—How many pl aces of great interest so you know in the world? —_____④—What can you learn from the trip? —_____⑤—Where did you go last summer holiday? —I went to Shanghai last summerholiday.⑥—Have you ever been to Beijing? —Yes, I have.⑦—Do you want to go there again? —Yes, I do.三、小组合作、师生探究Step three :PresentionWe use ‘have /has been’ to express the idea that someone went to someplace and has already come back.I have been to England twice.(Where am I now/Am I still in England? )Millie, can you go to office to bring me the chair?Where’s Millie? She is on the way to the office, or maybe she is in the offi ce.She has gone to the office. And she will come back in a few minutes.We use ‘have /has gone’ to e xpress the idea that someone went to someplace and is still there.Step four: PractisingDaniel is asking Millie about traveling. Complete the conversation on page 31 with the correct forms of the verbs in bracke ts.Step five: Finishing exercisesCorrect the mistakes1. Millie has gone to South Hill man y times.2. Where’s your father? He has been to the library.3. When have you been to Hong Kong?4. Ki tty has been to Hong Kong for two days.四、归纳总结、巩固提高Step six: Sum upWe have known the usage of “have/has been’ and ‘have/has gone”五、当堂检测、及时反馈A Translation1. 你曾经去过日本吗? 没有，但我和我的父母去过新加坡两次。

Unit 2 TravellingWarm-up activities1 Before looking at the comic strip, revise some of the ed to describe personalities focusing particularly on ‘smart’. Also revise comparatives and the structure ‘there be’. Preteach structures (‘What is …like?, It’s like…’) out of context.2 Ask students to study the page for a few minutes. Encourage them to ask any questions about the conversation. Invite more able students to give comments about the last sentence.3 After students have grasped the amusing message of the page, use it as a starting point for brainstorming on ‘What is school like?’ Ask students make comments, write everything on the Bb.4 Do a mini survey of students’ opinions.Presentation (Welcome to this Unit)1Introduce the idea of the main language spoken in different countries around the world. Start with Chinese then move on to English. English is used as a main language in the following countries: Britain, Ireland, the USA, Canada, Australia and New Zealand. Talk to students briefly about different varieties of English used around the world.2 Ask students to read the list of words in Part A. Check for pronunciation and explain any unfamiliar words. Give them more British and American words to match.Language pointsWhy don’t dogs…? What is school like? Be like watching TV, fewer advertisements, autumn—fall, American football—football, football—soccer, film—movie, secondary school—high school, etc.Homework1 Learn the language points by heart.2 一课三练P.133 Preview the Reading Part.Presentation (Reading A)1Talk about different countries to introduce the idea that there are different kinds of schools around the world.2On the Bb, write the headings ‘Life in a Chinese School’. Brainstorm quickly students’ ideas about what they want to tell people in other countries about their school life. Focus on enjoyable and special aspects of school.3Write ‘Life in a British school’ and Life in an American School’ on the Bb. As a pre-reading activity, ask students what they think lives in these schools are like. Elicit subjects, different class activities, extra-curricular activities and clubs.4 Ask students to read the text. Explain any difficult words.5 Divide the class into two groups. Allocate one of the letters to each group. In pairs, ask students to underline the main points . Then ask them to circle all the keywords in the text. Ask students to make a gird with the different ‘Wh-‘ questions.Presentation (Reading B)1Ask students to do Part B1 on their own.Encourage students to check their answer with a partner. Invite less able students to find and underline the words in the text on page 20. Check answersorally with the whole class.2 Divide the class into pairs. Students read the conversation in Part B2 first without filling the blanks. Check whether they understand the conversation.3 Ask a pair of more able students to read the conversation to the class, pay attention to fluency, pronunciation and stress. Provide feedback on the correct choice of words for each blank.Presentation (Reading C)1 Do the class feedback as a quiz. Divide the class into eight groups. Students check their answers with members of their group. Ask students to close their books while I read the sentences and tell me whether the sentences are true or not.2 Ask students to correct the false sentences.3 Explain and read the words in the box in Part C2 .Ask students to look at the pictures on the page and complete the task on their own. Students select the correct phrases for each picture.4 Ask students to check in the text on page 20 to find out whether each picture is from John or Nancy.5 Write some questions about the reading passage.* What are the names of the two students?* What are the names of their towns?* Why does John love Home Economics most?* How old are students when they learn to drive in American?* What do older students do at the buddy club?* What is the name of Nancy’s buddy?Language points (Part A)Year 8, a mixed school, have lessons together, Home Economics, how to cook and sew, how to do things for myself, cook healthy and tasty meals, a reading week, have to, the end of each class, as well, in 9th grade, driving lessons, drive me to school, it’s faster than taking a bus, twice a week, spend a lot of time practicing, go to a bubby club, help me with my homework, my hero, have a great time doingLanguage points (Part B)A close friend, with a pleasant taste, an article by a girl from the USA, be called, someone you admire very muchHomework1 Learn the language points by heart.2 一课三练P.14-153 Preview the Vocabulary Part.Presentation （Vocabulary）1 This section helps students expand their active vocabulary about school subjects. Ask students to read the words in the box and match pictures with correct subjects on their own.2 Check answers with class as a whole.3 Point out that two adj. are introduced, one using the prefix ‘un-‘ and the other using the suffix ‘-less’. Give them more examples.Unhappy, unhealthy, uncomfortable, carelessRead all the adj. Students should be able to recognize all the words. Ask them to do the task ontheir own first and then compare with a partner.Language pointsWant to learn more about the subjects that British students study, attach to, unimportant, unpopular Homework1 Learn the language points by heart.2 一课三练P.13 Preview the Grammar Part.Presentation （Grammar Part A）1Use the context in Part A1 to arouse students’ interest. Talk to students about how many hours they spend doing various things.Write down the results in a table on the Bb. Introduce the idea of ‘more than’ ,’fewer than’ and ‘less than’.2Ask students to study the sample sentences at the top of the page.Read each sentence. Invite students to make one more sentence about each picture.3Review the difference between countable and uncountable nouns. Elicit 6-7 nouns to illustrate the differences.4 Ask students to read and complete ‘Work out the rule!’5Ask students to study the table in Part A1 carefully. Work out the correct information and complete sentences 1-4. Complete the table with their own information to arouse their interest. Ask them abouttheir results comparing with Nancy’s and John’s.Presentation （Grammar Part B）1Ask students to look at the pictures at the top of the pageand read the sentences under each pictur e. Explain that we use ‘the most’ for the largest amount and ‘the fewest/the least’ for the smallest amount.2 Ask students to read the sentences on their own and then ask questions to elicit the rule in the introduction.3 Ask students to read and comple te ‘work out the rule!’4Part B1 is a problem-solving task and they have to use deductive skills to work out the information from the table on page 24.5 Ask students to read out the sentences to check the answers..Presentation （Grammar Part C）1 Point to the picture and read the sample sentences. Ask students to identify the nouns in each sentence. Tell them that the two sentences have the same meaning. Elicit the different usage of words depending on the position of the noun.2 Divide students into pairs and ask them to do Part C1. Read the worked example and point out the word order.3 students to look at the contents of their school bags. Ask them to show and name the things in it.4 Ask students to work in pairs to do Part C2. Ask each pair to tell the rest of the class about the similar objects they have in their school bags.Presentation （Grammar Part D）1 Point at the pictures at the top of the page and read the sentences. Explain when we use ‘the same as’ and ‘different from’.2 Use the topic of t he school uniform to arouse students’ interest and help students refocus on thetask more easily.3 Point at the pictures in Part D1 and explain that Millie and Simon go to Beijing Sunshine Secondary School and Tina and John go to Woodland School. Ask students to complete the sentences on their own and then read out the answers in class.4 Encourage more able students to make more comparisons on their own. Ask them to make a summary of their findings using the ideas given in Part D2.Language pointsMore th an, fewer than, less than, compare…with, the most…, the fewest/the least, a large/small amount of, like---alike, the same as, different from, a uniformHomework1 Learn the language points by heart.2 一课三练P.17-183 Preview the Integrated skills, Speak up & pronunciation Part.Presentation （Integrated skills A）1 Read the list of future plans before playing the recording.2 Invite students to talk about their own and their partner’s future hopes.3 Play the recording. Students listen carefully and put a tick next to each correct phrase as they hear it. Stop the recording after each phrase listed in Part A1 if necessary.4 Ask students to read Millie’s letter addressed to Mr Zhou, the editor, on their own. Read the completed letter to check the correct answers.5 Play the recording for Part A3 and ask students to complete Sandy’s letter on their own. Go through the list of phrases in the table on page 12 again. Read the completed letter. Presentation （Integrated skills B）1Close the books and listen to me while I read the conversation. Ask students to repeat the sentences as they hear them.2 Ask students to practice the conversation in pairs and then change roles.3 Ask students to bring photos of their friends. Divide them into pairs and invite them to ask each other questions about the people in the photos. E.g., Who is the boy on your left? What’s he like? What would he like to be when he grows up?Language pointsPopular, help people solve problems, make friends, make people happy, editor, try to do---try to be kind to people, try my best to help them, a social worker, I’m really happy to do, future plans, It is great to do, become a famous singer, agree/agree with, one of the nicest boysHomework1 Learn the language points by heart.2一课三练P.19-203 Preview the Main task & Checkout Part.Presentation （Study skills）1 Ask more able students what they want to find out when they read a passage. Write ‘What’s it about?’ on the Bb and try to elicit the other questions listed on the page. Underline the ‘Wh-‘ words.2 Read the letter to the whole class. Ask more able students to close the books while I read. Asksome open questions, e.g. , Who is Cindy? Why is Cindy unhappy? What is Cindy’s problem? Explain difficult or unfamiliar words.3 Ask students to read the letter carefully and underline the main points on their own using a pencil initially. Remind them to refer to the ‘Wh-‘ questions at the top of the page. Divid the class into groups of four and ask students to compare the main points they have underlined. Go through the letter again sentence by sentence and check the answers.4 Ask more able students to underline main points and circle keywords.5 Tell students to read them again, and answer the ‘Wh-‘questions. Students work in pairs. Language points （Study skills）Smiling, general appearance, pleasant, abilityPresentation （Main task）1 Explain the context of entering a writing competition of a teenagers’ magazine. If possible, find out about similar writing.2 sk students to look at Daniel’s n otes in Part A.3 Remind students that when we take notes, we don’t need to write in complete sentences--- we just need to write down the keywords.4 Encourage students to use a variety of adj. to avoid repetition. Remind them of the adj. they’ve learned in this unit.5 Ask students to read Daniel’s article in Part C on their own. Then ask general questions to check comprehension.6 Ask students to underline the adj. in the article.7Ask students to identify the four paragraphs in the article. Help them identify the purpose of each paragraph. Then focus on the layout of the article, e.g., introduction, main body and conclusion.8 Make sure that students are aware of the use of pronouns, which help link different ideas and sentences together and avoid repetition of names.9 Ask students to write a rough draft using their notes in Part B, Daniel’s article as a model and the plan in Part D.Language points （Main task）Live next door, have been friends for almost 10 years, wear a smile on her facePresentation （Checkout）1Tell students that they will be able to check their use of adj., comparatives and superlatives in the structures they have learned in the unit by doing Part A.2 Ask students to read through the table and complete the conversation.3Tell students that they need to select the correct adj. and noun phrases to fit the context of the sentences in the diary entry in Part B. Set a time limit.Language points （Checkout）Climbing, what about playing football?, a friend like Alan, answer questions correctly Homework1 Learn the language points by heart.2 一课三练P.21-223 Preview Unit 3。