老师会对课本中的主要教学内容整理到教案课件中，是认真规划好自己教案课件的时候了。只有规划好了教案课件新的工作计划，我们的工作会变得更加顺利！那么到底适合教案课件的范文有哪些？下面的内容是小编为大家整理的牛津英语8Bunit4grammar教案，仅供参考，希望能为您提供参考！

Unit4

56period：Grammar

－．教学目标：

l．Tounderstandthepurposeofusingconnectivesofreason

2．Touse“because”togiveareasonforsomething

3．Touse“becauseof”togiveareasonforsomething

4．Toshowresultswith“so”

5．Touse“hope”and“wish”correctly

二．教学重难点：

words:

ground

Phrases：

Sentences：

1.RickyhelpedwiththecharityshowbecausehewantedtoraisemoneyforProjectGreenHope.

2．RickywasnervousbecauseoftheTVcameras.

3．TherewasalotofworksoIwasverybusy.

4．Ihope(that)youwillliketheshow.

5．Ihopetoseethecharityshow.

6．Iwish(that)Iwouldbethehostofthenextshow.

7．Iwish(that)thepopstarswouldinvitemetolunch.

8.Iwish(that)Icouldfly.

9.Iwish(that)IwereRichy.

10.Iwishyouahappyholiday.

11.Wewishyougoodluck.

三．教学方法：

Listeningandspeaking．

四．教学手段－tape-recorderandmulti－media

五．教学过程：

Step1：Lead－in

1.introducemyself

I’mZhangPing,youcancallmeMissZhang.I’llteachyoutillyourteacher,MissCai,comebackfromtheUSA.ThisismyfirsttimetoteachfunwithEnglish,soyouneedyourhelp,ifthereisanytrouble.Ididn’tteachforabouthalfayearbecauseIhadasonlastwinter.Ilovemysonbecause板书heisverylovely.Iwish板书Icouldstayathome板书formoretime,butyourEnglishteacherhasgonetotheboard,so板书Ihavetocomebacktoteachyou.Ihope板书wecangetwellonwith.

2.freetalk

T:IlikeF4becausethey’reveryhandsome.Whoisyourfavouritesportsstar/musicstar?

S:…ismyfavouritepopstar.

T:Whydoyoulikehim/herbest?

S:Because…

Ilikehim/herbecausehe/she…板书

3.asksomemorequestionslikethis

Step2：pre－task.

l.Turntopage60.Let’sthinkofRicky.

Q1:WhydidRickyhelpwiththecharityshow?(BecausehewantedtoraisemoneyforProjectHope).JaB88.cOM

Q2:Whycouldn’tRickysleepthenightbeforetheshow?(Becausehewastooexcited).

Step3：While－task

Task1

1.T:Whenweaskforreasons,weuse‘why’.Whenwegivereasons,wecanuse‘because’.T:underlinethesentencesthatcontaintheword‘because’.

2.Asktwostudentstoreadoutoneexampleeachfromthegrammartableatthetopofpage64.

4.Explainthecontextoftheexercise.DanielisaskingSandyaboutthecharityshow.ThewordsonthepiecesofpaperarereasonsfromSandy’snotes.

AskstudentstoworkontheirowntowriteanswerstoDaniel’snotes.Remindthemthateachsentencemustcontaintheword‘because’.

ReadouteachofDaniel’squestions.Askvolunteerstoanswerthequestionsusing‘because’.Repeattheanswersclearlyandaskstudentstochecktheirownwork.

Task2

1.T:LookattheBb,wesay:

RickyhelpedwiththecharityshowbecausehewantedtoraisemoneyforProjectHope.板书

Wealsocansay→Rickyhelpedwiththecharityshowbecauseofthemoney.

I’mfatterthanbeforebecauseIhadababyfivemonthsago.板书

Wealsocansay→I’mfatterthanbeforebecauseofmybaby/him.

T:Wecanalsouse‘becauseof’togiveareasonforsomething.Whenweuse‘becauseof’,itisfollowedbyanounorpronoun.

T:Lookatthegrammartableatthetopofpage65.Showstudentsthatwecanuse‘becauseof’toanswerquestionswith‘why’,e.g.

WhydidRickyhavetospeakloudly?(Becauseofthenoise.)

WhywasRickynervous?(BecauseoftheTVcameras.)

T:ReadthewordsabovethespeechbubblesinpartB1,thefirstpartsayswhathappened,andthesecondpartisthereason.Pleaseuse‘becauseof’tomakesentences.

Askthreevolunteerstoreadouttheiranswers

T:partB2AmyandShirleyarelookingatpicturesofaflood.AmyisansweringShirley’squestionsaboutit.PleasewriteanswerstoShirley’squestionsusing‘becauseof’or‘because’.

SelecttwostudentstoplaytherolesofShirleyandAmy.

Task3

T:IlikeF4becausethey’rehandsome.F4areveryhandsome,soIlikethem.

Ilikehim/herbecausehe/she…板书

→He/Sheis…,soIlikehim/her.

1.Tellstudentsthatwecanuse‘so’tointroducearesult.Readoutthetwoexamplesandexplainthatthefirstpart(‘Therewasalotofwork’/’Iwantedtohelpthepoor’)isafact,andthesecondpart(‘Iwasverybusy’/I‘donatedsomemoney.’)isaresultofthatfact.

2.Explainthatlike‘because’,‘so’canbeusedtogiveareasonforsomething,buttheorderisdifferentfromasentencewith‘because’.Inotherwords,wecangivetheinformationintheexamplesentencesusing‘because’asfollows:

Iwasverybusybecausetherewasalotofwork.

IdonatedsomemoneybecauseIwantedtohelpthepoor.

3.AskstudentstorearrangethewordsinPartC1tomakesentences.Remindthemthatthefirstpartofthesentenceshouldbeafactandthesecondpartshouldbearesult.

4.Oncestudentshavefinished,askthreestudentstoreadoutonesentenceeach.Correcterrorsandmispronunciations.

5.AskstudentstoreadthroughKitty’sletterinpartC2foroverallmeaningfirst.Thenaskthemtofillintheblanksusing‘because’‘becauseof’‘so’.

6.Askstudentstoreadoutoneparagrapheach.Clarifyanymisunderstandingsifnecessary.

7.Askstudentstocomplete‘Workouttherule!’ontheirown.Askonestudenttoreadouttheruleandchecktheanswerasaclass.

8.Inacompoundsentence,wecannotusebecauseandsoatthesametime.

(F)BecauseIgotuplate,soI’mlateforschool.

(T)Igotuplate,soI’mlateforschool.

(T)BecauseIgotplate,Ilateforschool.

Task4

T:Iwish板书Icouldstayathomeformoretime,butyourEnglishteacherhasgonetotheboard,so板书Ihavetocomebacktoteachyou.Ihope板书Icangetwellonwithyou.

1.TellSsthatweuse‘hope’and‘wish’totalkaboutthingsorsituationsthatwewanttohappen.

2.Tohopeistowantsomethingtohappenandthinkthatitispossible.Weusuallyuse‘hope’totalkaboutthepresentorthefuture.

Towishistowantwhatisnothappeningorwhatdidnothappen.Weusuallyuse‘wish’totalkaboutthepastorthepresent.

3.usageof‘hope’:

vhope+todo

hope+clause

n.hope→hopes

e.g.Ihope(wish)tocome.

e.g.Ihopeshewon’tcometonight.

e.g.You’remylasthope.

4.usageof‘wish’:

v.

wish+todo

wish+sb.todo

wish+clause虚拟。表示不可能实现。

IIwishsb.…

n.wish→wishes

e.g.WewishZhouJieLuntohaveaconcertnextyear.

e.g.IwishthatIwereYaoMing.(impossible)

e.g.IwishthatIcouldfly.(impossible).

e.g.IwishyoumerryChristmas.

e.g.Isentapostcardwithmybestwishesformydearfriend.

Iwant(wish)youtocome.(T)

Ihopeyoutocome.(F)

5.Explainthecontextoftheexercise.Thestudentsarehavingameetingtotalkabouttheircharityshow.However,everyoneistalkingorthinkingaboutdifferentthings.

6.AskSstocompletetheexerciseusingthecorrectformsof‘hope’and‘wish’.

7.Askvolunteerstoreadouttheiranswers.TellSstochecktheirownwork.

Step4：post－task

DoWBP73ExⅠ,Ⅱ,Ⅲ,Ⅳ,

DoWBExⅡ,Ⅲ,Ⅳ

Step5：Homework

扩展阅读

牛津初中英语8BUnit4welcometotheunit

Unit4AcharityshowPart1TeachingdesignVOCABULARY四会(n.)charity,host,cat,organizer,duty,event,success,business,organization,guest,audience,curtain,exit,stage,voice,actor,ground,decision,poster,performance(v.)wish,raise,introduce,perform,hang,phone,matter(adv.)excitedly三会advertise,goods,notepaper,attention,donation,speech,purpose,departmentstore二会microphone,leaflet,denote,indoors,volunteer,angencyEXPRESSIONStobethehostof…,acharityshow,sleepless,advertiseontheInternet,giveoutleaflets,donatemoney,organizeacharityshow,sellbooks,helpwith…,raisemoneyfor…,feelhappy,watchtheshow,workon…,practisealot,inthebeginning,doeverythingright,becomealittlebiteasier,keep–ing,thefansofthepopstars,makealotofnoise,donatemoneyto…,havesupportfrom…STRUCTURE1.IwashelpingwithacharityshowbecauseIwantedtoraisemoneyforProjectHope.2.IwasverynervousbecauseoftheTVcamera.3.IwantedtohelpthepoorsoIdonatedsomemoney.4.Ihopethatyouwillliketheshow.5.IwishthatIcouldfly.第一部分教学设计Period1Comicstripswelcometotheunit(Raisingmoneyforcharity,Fun-raisingactivitiesforcharities)Teachinggoals●Tointroduceaspecificactivitiesstudentscandotohelpacharity●Toactivateexistingknowledgeaboutdoingcharitywork●Tobecomefamiliarwithdifferentwaysofmakingsuggestions●Toactivatestudents’interestinlocalcharitiesandwhattheydoTeachingproceduresStep1Havingarevisionandpresenting(Showtheads.inBook7Atostudents.)Doyoustillremembertheads?WhatdoMillieandSimonwanttodo?Yes,youareright.TheywanttohelpthechildrenfrompoorareasinChina.Wecallsuchanactivityacharity.Thecharitythathelpsschoolsandstudentsinpoorareasiscalled“ProjectHope”.Whatothercharitiesdoyouknow?Haveyoueverheardof“ProjectGreenHope”,“SaveChina’sTigers”and“SpringBudProject”before?NowgotofinishoffPartBonpage61.Step2DiscussingWhatcanwedoforcharity?Wecanraisemoneyforcharity.Thenhowcanwedoit?Let’shaveadiscussion.(Showthestudentsthepicturesonpage59onebyone.)Whataretheydoing?Picture1:Theyaresellingbooks.Picture2:HeisadvertisingontheInternet.Picture3:Theyaregivingoutleafletstoaskpeopletodonatemoney.Picture4:Theyarehavingacharityshow.Nowgotopage61tofinishoffPartA.Whatisthegoaloftheseactivities?(Toraisemoney/fundforcharity)
Sotheyarecalledfund-raisingactivities.Whatotherfund-raisingactivitiesdoyouknow?Couldyoufindmorefund-raisingactivitiesinlife?Step3DoingataskWearegoingtodoaclasssurvey.Whichtypeofactivitywouldyouliketobeinvolvedinifyouwanttoraisemoneyforcharity?Whatwouldyoudo?ToadvertiseontheInternet?Togiveoutleafletstoaskpeopletodonatemoney?Toorganizeacharityshow?Tosellbookstoraisemoney?Whatothersuggestionswouldyoucomeupwith?Let’sdrawatableontheblackboardtofillintofindoutthemostpopularactivity.OK?Howtomakesuggestions?Let’s…Whydon’tyou/we…?What/Howabout…?Whynot…?Shallwe…?Step4Lookingandanswering(ShowPicture4inPartAtostudentsagain.)
Whataretheydoing?(Theyareholdingacharityshow.)
What’sinthegirl’shand?(Amicrophone.)Guesswhatsheis.Right,sheisahost.Whatfamoushostsdoyouknow?Howcanwebecomegoodhosts?(Onlyifwepracticealot.)
Step5Presenting(ShowPicture1onpage60tostudents.)WhatisHoboholding?
Whyisheholdingamicrophone?Becausehe’sbeenchosentobethehostofacharityshow.Becausehewishestospeaktothelisteners.Becausehewantstoasktheteacherasetofquestionsaboutcomputer.Becausehewantstocheckhisstudents’work.…Step6ListeningandansweringWhyisHoboholdingamicrophone?(Hewillbethehostofacharityshow.)
Thatistosay:Hehasbeenchosentobethehostofacharityshow.WhatdoesEddiesaytohim?(Congratulations!)DoesEddiewanttobeahost?Ishesurethathecanbeagoodhost?HowcanhebecomeagoodhostaccordingtoHobo?Doyouthinkhecanbeagoodhost?Whyorwhynot?Step7ListeningandrepeatingNowlistentothetapeandreadafteritsentencebysentence.Step8FindingoutexpressionsGooverpage60and61againtounderlinealltheusefulexpressions.ExpressionsfromComicstripswelcometotheunitStep9ActingoutthedialoguesNowworkinpairstoactoutthedialoguesonpage60and61.Step10RetellingthestoryHoboisholdingam_____.Eddiewantedtoknoww_____hewasholdingamicrophone.Hobotoldhimhehasbeenchosentobetheh_____ofac_____show.EddieadmiredHoboverymuch.Soheaskedifhecouldbeahost.HobotoldEddietop_____alotifhewantedtobeagoodhost.Eddieagreedwithhim.Buthewantedtosleepmore.HobosaidtoEddie:“Youcanbeagoodhosto_____ifyousleepl_____duringtheday.”NowweknowhowlazyEddieis.(keys:microphone,why,host,charity,practise,only,less)Step11Doinghomeworka.Listen,repeatandreadthecomicstripsandtrytorememberit.Tryyourbesttoactitout.b.FinishofftheexercisesintheEvaluationHandbook

牛津英语8BUNIT2教案

Content:Maintask

Teachingaims:

1.Toselect,organizeandpresentinformaiton

2.Toidentifyandsortkeyinformationrequiredtotalkaboutpersonalexperiences

3.Todescribeandexplainplaces,experiencesandfeelings

4.Todiscussideasforanarticlewithaparter

Teachingprocedures:

Step1

Introducethetopicofdescribingandexplainingholidayexperiences.Askifanystudentskeepatraveldiarywhentheygoonholiday.Askthemtothinkaboutwhatsortsofthingstheywouldputinatraveldiary.

Step2

ExplainthecontextofPartA.sandyisthinkingofthingstowriteaboutforherproject.AskstudentstolookatSandy’sthoughtbubble.AskstudentstolookatSandy’sfactfileinPartB.TellthemthatSandyhasmadenotesabouteachofthepointsinherthoughtbubble.TalkaboutthefactfileinPartBandpointoutthemoredetailedinformationwhichSandywantstoinclude.

Step3

AskstudentstoreadthroughSandy’sarticleinPartCtogetanideaofthestructureandtopicscoveredbeforetheybeginfillingintheblanks.AskstudentstocompleteSandy’sarticleusingtheinformationinthefactfileinarticlepreparesthemforwritingtheirownarticleusing

theirwoninformationanddetail.WhenstudentshavecompletedPartC,asksixstudentstoreadoutoneparagrapheach.Askstudentstochecktheiranswers.

Step4

TellstudentsthatinPartD,theyaregoingtowriteabouttheirfavouriteholiday.Tellthemthatitcanbearealholidaytoaplacethey

havevisitedinthepast,oradreamholidayaboutaplacethattheywouldliketovisit.Encouragethemtodosomeresearchabouttheplacetheyaregoingtowriteabout.

Step5

Brainstorminformationaboutstudents’ownexperiencesandplaces

theyhavevisited.Generateinterestinwritinganarticleforother

peopletoread.Pointouttostudentsthatotherpeoplemightwantto

visitcertainplacesandwouldliketofindoutmoreinformationbeforetheyconsideraholiday.

Step6

Dividetheclassintopairs.Askstudentstotalktotheirpartnersabouthowtheywillprepareandpresenttheirarticles.Encouragethemtoshareideas.

Step7

Remindstudentsabouttheimportanceofgivinginformationclearly

andeffectively.Tellthemthattheyshoulddrafttheirarticlesfirst.

Whencorrectthiskindofwriting,focusonclarityandpresentation.Thepurposeofthiskindofwritingistoprovideasmuchdetailedinformationaspossiblesothatthereadercangetaclearpictureofthesituation.

Assignment:

Finishthecomposition

牛津英语8BUnit1复习教案

牛津英语8BUnit1复习教案(第1课时)

单元

Unit1

课题

TerminalRevision

课时

1

日期

教学目的

1.Togoovertheknowledgeinunit1

教学重点和难点

1.presentperfecttenseandsomewordsandexpressions

教学过程

一、重点单词：just,since,fact,turn,miss,pleasant,land,way,lonely,lucky,grandpa,unkind,impolite,over,unhealthy

二、短语运用：infact,getmarried,turninto,noisepollution,takeoff,insomeways,fromtimetotime,beinservice/use,freetime,onone’sown,onlonger,thechangesto;

三、重点结构：Itiseasyforhimtoseethemasoftenasbefore.

ItwasbuilttothenorthofLantauIsland.

Iwishyouahappyholiday.

Itnolongerprovidesagoodenvironmentforwildlife.

Thechangeshavebroughtmanybenefitsbuttheyhavealsocausedmanyproblemsforwildlife.

四、语法：现在完成时，presentperfecttense

1、现在完成时所表示的动作发生在过去，但考虑较多的不是动作发生在过去的什么时候，而是强调与目前的联系，即过去与现在的关系。强调过去的动作对目前造成的影响和后果，或强调动作本身或状态持续地现在，因此属于现在时范畴。它的主要用法可概括为八个字：影响、结果、持续和经历。

2、现在完成时的构成：

肯定式：I/We/you/theyhave+been/worked

she/he/ithas+been/worked

否定式：havenot+been/worked

hasnot+been/worked

疑问式：Have+主语+been/worked…?

Has+主语+been/worked…?

3、现在完成时的用法

（1）表示过去发生的某一动作对现在生成的影响或结果。

如：Hehasreadthebook.他已经读过这本书了。

“读书”是发生在过去的动作，对现在造成的结果是“读过了”。

(2)表示动作过去已经开始，持续到现在，可能还要继续下去。这时往往与表示一段时间的状语连用。

如：Hehasworkedformorethanthreeyears.他工作三年多了。

IhavebeeninSuzhoufortenyears.我来苏州已经十年了。

(3)现在完成时属于现在时态范畴，不能和表示过去的时间状语连用，如yesterday,lastweek,adayago等。但可以和never,ever,already,yet,just(刚刚),for…,since…,inthepastthreeyears,sofar(到目前为止),bynow,before（以前）等连用。

如：Haveyoufinishedyourpictureyet?你已经完成你的画了吗？

Ihaveneverheardofhimbefore.过去我从未听说过他。

(4)瞬间动词也叫短暂性动词。这种动词动作开始也就意味着结束，所以不能与表示一段时间的状语连用。这些动词是become,begin,start,buy,borrow,arrive,come,die,fall,finish,go,join,leave,marry等。这了表述这种意思，我们常用相应的延续性动词have,keep等或短语“be+名词/形容词/位置副词/介词短语”来代替短暂性动词。

如：Hehaskeptthebookforthreeweeks.这本书他已借了三周了。

Themeetinghasbeenonforhalfanhour.会已开始半小时了。

Hehasbeeninthearmyforthreeyears.他参军三年了。

（5）其他词组的区别

①since和for的区别

since短语或从句表示过去的动作延续至今，since之后为时间点。

如：Hehaslivedheresince2000.2000年以来他一直住在这儿。

Ihaven’tseenhimsincetenyearsago.自十年前开始我就没见过他。

IhaveknownhimsinceIwasveryyoung.我很小时就认识他了。

For短语表示动作延续多长时间，for后面跟时间段。

如：Hehaslivedhereforthreeyears.他住这儿已经三年了。

Ihaven’tseenherforalongtime.我已经好久没见到她了。

②have/hasbeenin,have/hasbeento和have/hasgoneto的区别

have/hasbeenin表示“在某地呆了多久了”，可以与表示一段时间的状语连用。Have/hasbeento表示“曾到过某地（已回来）”，不能与一段时间的状语连用。两者表示的意义不同，所以跟的时间状语也不同。

如：HehasbeentoGuangzhoutwice.他去过广州两次。

HehasbeeninGuangzhouforalongtime.他在广州已呆了很长时间了。

have/hasgoneto意为“到某地去了（还没回来）”，表示到了某地或正在去的途中。总之，说话时当事人不在现场，一般不用第一、第二人称代词作句子的主语。

如：—WhereisKate?凯特在哪儿？

—Shehasgonetothepostoffice.她去邮局了。

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