牛津上海版英语八年级上册 Unit 2 Work and play 教案（10课时）

2021学年牛津上海版英语八年级第一学期教案
Unit
two
Period
one
Teaching
aim
Over
view
the
whole
chapter
Go
over
the
simple
present
tense
Go
over
the
adverb
phrases
that
describe
the
frequency
Overview
The
topic
for
this
chapter
is
describing
our
everyday
activities
and
how
often
we
do
things.
The
main
reading
passage
is
about
the
daily
life
of
a
‘whiz-kid’
student
who
runs
her
own
business
while
still
at
school.
The
language
section
features
the
simple
present
tense
for
habitual
action
and
adverbs
of
frequency.
Cartoon
It
is
funny
because
Lo
is
saying
that
he
does
not
know
the
answer
to
Hi’s
question;
but,
in
fact,
his
words
are
the
correct
answer.
The
cartoon
contains
examples
of
the
language
patterns
for
this
chapter.
Warming-up
Go
over
the
different
occupations
with
students.
Tell
students
that
in
this
chapter
we
are
going
to
talk
about
regular
activities/
things
we
do
every
day
or
every
week
/
month.
Tell
students
to
imagine
that
the
time
is
7:30
a.m.
Ask
students
to
imagine
what
people
in
different
jobs
usually
do
at
this
time:
students,
fruit
and
vegetable
sellers,
street
cleaners,
police
men.
Ask
students
to
do
the
pair
work
to
ask
and
answer.
Pre-reading
Write
these
on
the
blackboard:
every
day
/
(week
day),
once
/
twice
a
week,
never.
Ask
students
to
use
these
patterns
with
the
words
under
the
pictures,
to
talk
about
their
daily
lives.
They
can
work
in
pairs.
Ask
for
more
information
from
your
partner.
Each
student
ask
some
questions
to
find
out
one
interesting
thing
in
his/
her
partner’s
daily
life.
Tell
this
interesting
or
special
thing
to
class.
For
example:
Mary
goes
to
have
a
dancing
lesson
once
a
week.
I
play
computer
games
with
my
parents
on
weekends.
Go
over
the
rules
of
present
tense.
Tell
students
that
by
looking
at
the
title,
subtitle
and
pictures
before
they
read
the
whole
articles,
they
can
get
a
general
idea
of
the
topic.
This
is
part
of
the
good
reader
constantly
makes
predictions
about
what
he
or
she
is
reading.
It
is
good
for
students
to
make
intelligent
guess
about
what
might
be
in
the
article.
Ask
students
to
complete
the
exercise
B.
Consolidation
Get
ready
to
tell
their
own
daily
life
orally.
Period
two
Teaching
aim
Guessing
the
meaning
of
the
new
words
from
context
Learn
the
new
words
in
the
text
Warming
up
Daily
talk:
invite
some
students
to
tell
something
about
their
daily
life.
Quick
response:
When
do
you
go
to
school
every
day?
How
long
do
you
spend
doing
English
every
day?
How
many
times
do
you
do
some
revision?
How
often
do
you
play
computer
games
every
week?
What’s
your
ambition?
What’s
your
hobby/
best
/poorest
subject
at
school?
While
reading
Ask
students
to
read
the
text
individually
and
underline
the
new
words
or
expressions
while
reading.
Try
to
guess
the
meaning
from
the
context.
Complete
the
Ex
C1,
C2,
C3.
Stress
students
do
these
exercises
individually.
After
that,
they
can
have
a
discussion
together
and
check
the
answers.
Learn
the
new
words
and
expressions:
Achieve:
get,
receive,
succeed
in
doing
something
Accountant:
the
person
(in
a
company)
who
looks
after
the
money
and
keep
the
financial
records.
A.m./
p.m.:
in
the
morning
/
afternoon
Assist:
help
someone
do
something
Attend:
be
present,
go
to
Business:
a
company
Client:
customer;
someone
who
buys
something
or
uses
a
service.
Discuss:
talk
about
something.
Manager:
a
person
who
controls
a
business
or
part
of
it.
Popular:
liked
by
many
people.
Responsible:
having
the
duty
to
do
something.
Sales:
selling;
the
part
of
a
business
which
tries
to
sell
the
product.
Seldom:
not
often.
Simple:
very
easy.
Violin:
a
wooden
musical
instrument
with
strings
and
a
bow.
Whiz-kid:
a
teenager
or
young
adult
who
is
very
good
or
quick
at
doing
something.
4.
Practice
the
new
words.
Stress
students
to
remember
the
English
meaning.
Consolidation.
Read,
copy
and
remember
all
the
new
words.
EB
Page
1,2
Period
3
Teaching
aim
Help
students
be
familiar
to
the
text
and
understand
it
well
Learn
the
important
language
points
in
the
text
Warming
up
Go
over
the
new
words.
Tell
students
that
I
will
give
them
some
nonsense
sentences.
Ask
them
to
make
the
sentences
sensible.
Do
the
first
one
as
an
example.
This
activity
gives
students
practice
in
using
the
vocabulary
items
for
this
chapter
and
in
general
comprehension
in
English.
Write
these
sentences
on
the
board
and
ask
students
to
correct
them
orally:
Today
the
sun
rose
at
six
p.m.
(
a.m.)
(set)
The
last
person
to
leave
the
room
is
responsible
for
turning
on
the
lights.
(off)
Tom
always
has
a
smile
on
his
face.
He
seldom
looks
happy.
(always)
McDonald’s
is
very
popular
in
Shanghai.
No
one
likes
to
eat
in
McDonald’s.
(everyone)
I
achieved
an
F
grade
in
all
my
exams.
My
parents
were
pleased
that
I
had
done
so
well.
(A)
I
did
not
attend
a
lecture
at
the
City
Hall.
It
was
very
interesting.
(attended)
I
could
not
do
the
last
maths
problem.
It
was
very
simple.
(difficult)
If
you
are
in
business,
you
must
be
very
rude
to
your
client.
(polite)
Dictation
While-reading
Play
the
recording
and
ask
students
to
listen
to
and
follow
in
their
books.
Read
the
text
after
the
tape.
Then
read
the
text
together.
Language
points:
Put
on
(
take
off)/
wear
/
in
Be
responsible
for
something/
doing
something
Work
on
something
Enough
to
do
/
too
to
Continue
doing/
continue
to
do
Seldom/
never/
hardly
Ask
students
to
have
a
discussion
to
tell
synopsis
of
each
paragraph:
P1:
Wendy
describes
her
morning
routine
and
the
background
to
her
family
computer
business.
P2:
She
is
driven
to
school
in
her
own
car.
P3:
She
describes
her
school.
She
finds
the
work
easy
but
boring.
P4:
At
lunch
time,
she
sometimes
has
lunch
with
a
business
client.
P5:
She
describes
her
after
school
activities.
P6:
In
the
evenings
she
works
on
writing
her
computer
games.
Consolidation
Read
text
until
the
reading
is
fluent.
(at
least
5
times)
Go
over
the
language
points
in
the
text
Copy
the
text
and
translate
it
into
Chinese.
Period
4
Teaching
aim
Develop
the
ability
of
scanning
Practice
describing
someone’s
daily
life
by
using
simple
present
tense
Warming
up
Go
over
the
new
words
Daily
talk:
tell
a
story
of
a
special
friend
Go
over
the
text
and
answer
some
questions:
Who
is
Wendy?
Where
does
she
live?
How
old
is
she?
Why
is
she
called
a
whiz-kid?
What
does
she
do
at
6
a.m./
7:30
a.m./
12:30
p.m./
4:15
p.m./
7
p.m.?
When
does
she
usually
discuss
the
business
with
her
family?
How
often
dose
she
play
basketball?
How
long
does
it
take
her
to
sleep?
How
many
games
dose
she
sell
every
year?
Post-reading
Ask
students
to
complete
the
Ex
D.
Tell
students
to
read
the
exercises
first
and
then
find
the
relevant
information
as
quickly
as
they
can.
Stress
that
students
should
do
it
individually
and
stop
reading
as
soon
as
they
have
found
the
facts.
Complete
the
Ex
E1.
Stress
students
should
read
the
text
carefully
and
think
before
answering.
Students
are
expected
to
find
the
proofs
for
their
answers
and
correct
the
wrong
statements.
Do
Ex
E2.
Do
a
group
work
and
each
member
choose
3
or
4
verbs
to
do
the
exercises
orally.
If
necessary,
do
some
examples
with
some
disable
students
and
then
ask
them
to
write
answers.
As
well
as
comprehension,
the
exercises
practice
using
different
forms
of
the
simple
present
tense
and
thus
leads
into
the
Language
section.
Practice
text
Read
the
text
together.
Give
students
some
time
to
read
the
first
paragraph
by
themselves.
The
teacher
can
give
some
clues
to
help
students
recite
or
retell
the
first
paragraph:
get
up,
put
on,
have
breakfast,
start
business,
write
games,
family
business.
Practice
the
second
and
third
paragraphs
in
the
same
way.
Consolidation
Read
the
text
fluently
and
try
to
recite
and
retell
the
first
three
paragraphs.
Ask
students
to
do
an
interview
to
a
family
member
about
his
or
her
daily
life.
And
then
write
a
dialogue
of
the
interview.
Period
5
Teaching
aim
Develop
the
ability
of
listening
Go
over
the
rule
of
simple
present
tense:
add
‘s’/
‘es’
Warming
up
Daily
talk:
my/
my
friend’s
(mother
or
father)
daily
life.
Invite
one
or
two
students
to
report
their
interview.
Recite
or
retell
the
text.
Listening
Ask
students
to
go
over
the
different
occupations,
especially
the
ones
on
page
22.
Students
will
hear
six
people
talking
about
their
daily
lives
and
their
jobs.
Students
must
listen
carefully
and
work
out
which
person
is
talking.
This
exercise
revises
some
of
the
vocabulary
items
from
the
Reading
section,
and
also
practices
the
simple
presents
tense
and
adverbs
of
frequency.
In
this
type
of
task,
students
should
not
worry
if
they
do
not
understand
a
word.
There
are
many
clues
to
help
them
get
the
right
answer.
Language
Ask
students
when
we
often
use
simple
present
tense:
To
talk
or
write
about
that
happen
all
the
time
or
a
number
of
times
To
talk
about
facts
and
things
that
are
always
true.
To
talk
about
habits
or
hobbies
To
talk
about
timetables
The
format
of
the
verb
in
simple
present
tense:
for
I,
you,
we
and
they,
we
make
the
simple
present
tense
from
the
infinitive
of
the
verb;
for
he,
she
or
it,
we
add
s
to
most
verbs
Go
over
the
rules
of
adding
s/
es
to
the
verbs.
(the
table
on
GB
page
8)
Ask
students
to
add
s/
es
to
the
following
verbs:
Marry
(marries)
Try
(tries)
Cover
(covers)
Touch
(touches)
Pass
(passes)
Carry
(carries)
Push
(pushes)
Sharpen
(sharpens)
Allow
(allows)
Stay
(stays)
Match
(matches)
Miss
(misses)
Dust
(dusts)
Catch
(catches)
Obey
(obeys)
Watch
(watches)
Ask
students
do
the
pair
work:
ask
and
answer
the
questions
according
to
the
following
models:
S1:
What
do
you
do
every
morning?
S2:
I
brush
my
teeth.
S1:
What
does
he/
she
do?
S2:
She
brushes
her
teeth,
too.
Ask
students
to
go
over
the
rules
of
making
negative
statements
or
questions
in
simple
present
tense.
(the
table
on
page
10,11,
GB)
Ask
students
to
write
down
three
interesting
habits
using
words
like
every
day/
week/
month
or
once
a
week
and
so
on.
Ask
them
to
do
a
group
work:
S1:
I
play
computer
games
once
a
week.
S2:
What
does
S1
do
once
a
week?
S3:
He/
She
plays
computer
games
once
a
week.
S4:
Do
you
/
Does
he/she
play
computer
games
every
week?
S1:
Yes,
I
do.
S2:
Yes,
he/
she
does.
Do
exercise
A1,
A2
Consolidation
GB
page
9,10,11
Period
6
Teaching
aim
Go
over
the
adverbs
and
adverb
phrases
that
are
used
in
simple
present
tense
to
describe
how
often
things
happen.
Go
over
the
positions
of
these
adverbs
in
sentences.
Warming
up
Give
students
some
time
to
tell
their
daily
life
or
habits
in
their
group.
Invite
one
or
two
to
give
a
report
to
the
whole
class.
Then
invite
more
students
to
make
questions
according
to
his
or
her
report.
(Ask
students
to
do
the
pair
work:
ask
and
answer
the
questions
according
to
the
Wendy’s
daily
life.)
Language
Write
the
words
below
on
the
board
in
this
order:
always,
usually,
often,
sometimes,
seldom,
never.
Draw
this
table
on
the
board
and
explain
that
the
ticks
show
how
often
these
people
take
the
bus
in
the
morning.
Sun
Mon
Tues
Wed
Thurs
Fri
Sat
Mary
☆
☆
☆
☆
☆
☆
☆
Bill
☆
☆
☆
☆
☆
☆
Lily
☆
☆
☆
Sam
☆
☆
Mimi
☆
Alan
Ask
students
to
use
the
adverbs
to
describe:
Mary
always
takes
the
bus.
Bill
usually
takes
the
bus.
Lily
often
takes
the
bus.
Sam
and
Mimi
seldom
take
the
bus.
Alan
never
takes
the
bus.
Adverbial
phrases:
once
a
week,
every
day,
on
Tuesdays
and
so
on.
We
can
use
‘how
often’
to
ask
for
the
information
of
these
phrases.
We
usually
put
the
time
adverbs
behind
the
verbs.
We
often
put
the
adverbial
phrases
at
the
end
of
a
sentence.
We
put
it
at
the
start
when
we
want
to
emphasize
it
or
because
we
think
it
surprising.
Ask
students
to
read
the
rules
on
page
12
GB.
Do
Ex
B1
with
the
whole
class.
Make
sure
all
the
students
understand
the
situation,
and
also
the
symbols
and
letters
on
the
chart.
Do
the
exercise
orally
first,
then
write
the
answers
individually.
Do
Ex
B2.
Do
Ex
B3.
First
ask
class
do
the
exercises
individually.
Them
do
the
pair
work:
ask
and
answer
these
questions.
Consolidations
GB
page
12
Period
7
Teaching
aim
Practice
the
simple
present
tense
Warming
up
Dictation:
go
over
the
new
words
Recite
the
text
together
A
dialogue:
my
friend’s
daily
life
Dictate
or
write
these
partly
jumped
sentences
on
the
slide.
Ask
students
to
arrange
them
in
the
correct
order.
Christmas
Day,
year,
comes,
a
,
once
(Christmas
Day
comes
once
a
year.)
In
the
spring,
is,
sometimes,
very,
weather,
misty
(In
the
spring,
the
weather
is
sometimes
very
misty.)
It
is
important
to,
day,
teeth,
a,
twice,
your,
clean
(It
is
important
to
clean
your
teeth
twice
a
day.)
You
should,
month,
every,
dentist,
four,
your,
visit
(You
should
visit
your
dentist
every
four
months.)
We
like
Japanese,
two,
it,
week,
a,
eat,
three,
food,
and,
or,
times
(We
like
Japanese
food
and
eat
it
two
or
three
times
a
week.)
I
do
not
eat
meat,
eat,
so,
hamburgers,
hotdogs,
I,
never,
or
(I
do
not
eat
meat
and
so
I
never
eat
hamburgers
or
hotdogs.)
Check
the
answers
on
GB.
Explain
the
rules
of
the
simple
present
tense.
Consolidation
Correct
the
mistakes
on
GB
Period
8
Teaching
aim
Learn
the
rules
of
using
correct
voice
in
yes
or
no
questions.
Using
the
simple
present
tense
to
describe
the
someone’s
daily
life.
Warming
up
Go
over
the
new
words.
Daily
talk:
an
interview.
Suppose
one
student
is
a
popular
star.
The
other
one
is
a
reporter.
They
will
have
a
interview.
Do
the
Ex
F1,
F2,
F3
on
EB.
After
students
finish
these
exercises,
give
them
some
time
to
get
ready
a
speech
to
tell
us
something
about
their
daily
life.
Invite
some
students
who
are
hardworking/
often
busy
or
quite
lazy
to
give
a
report.
Speaking
Write
the
examples
on
page
26,
textbook
without
the
arrows.
Invite
one
student
to
read
the
sentences
and
the
others
check
if
he
or
she
is
right.
Then
the
teacher
reads
it
again.
Invite
some
able
students
to
add
the
arrows
at
the
end
of
the
sentences.
Tell
students
the
rules:
when
we
questions
that
do
not
begin
with
a
question
word,
we
rise
our
voice
at
the
end.
These
questions
begin
with
do,
did,
has,
is,
can,
could,
etc.
Ask
students
to
read
the
example
on
the
board
together.
Write
the
examples
on
the
board:
Do
you
understand?
How
much
do
you
understand?
Can
you
repeat
it?
When
can
you
repeat
it?
Is
it
correct?
Why
is
it
correct?
Can
you
explain
it?
How
can
you
explain
it?
Ask
students
to
add
the
arrows
at
the
end
of
each
sentence.
Invite
two
able
students
read
them
aloud.
Then
all
the
students
read
it
together.
Point
out
that
the
pronoun
it
at
the
end
of
sentence
2
and
4
unstressed.
Correct
students’
pronunciations.
Write
the
following
examples
on
the
board.
Tell
students
that
when
we
read
these
expressions,
we
should
rise
our
voice
to
show
politeness.
Then
ask
students
to
repeat
them:
Excuse
me.
Good
morning.
Thank
you.
I’m
fine.
You’ll
have
to
hurry.
Tell
the
students
that
with
a
falling
intonation,
these
expressions
would
not
sound
polite.
Give
examples
and
ask
students
to
compare.
Say
the
examples
again
using
polite
and
impolite
intonations.
Ask
students
to
identify
them.
Get
students
to
say
the
examples
politely
or
impolitely
and
ask
other
students
if
they
sound
polite
or
impolite.
Do
Ex
A1
and
A2.
Speak
up
Students
will
need
the
questionnaires
they
completed
for
Ex
B3
of
the
language
section.
Ask
students
to
do
the
pair
work
according
to
their
questionnaire.
Give
them
a
few
minutes
to
write
out
what
they
want
to
say,
and
then
ask
them
to
read
it
to
the
class.
Consolidation
EB
page
9,10
Period
9
Teaching
aim
Practice
organizing
useful
information
well
in
some
paragraphs.
Use
simple
present
tense
to
write
an
article.
Warming
up
Go
over
the
new
words
and
expressions
and
them
have
a
dictation.
Daily
talk:
what
do
you
do
on
weekends.
Retell
the
text.
Writing
New
words:
fit,
coaching.
Tell
students
that
this
exercise
practices
the
simple
present
tense
and
adverbs
and
adverbs
and
adverbial
phrases
of
frequency.
Give
students
some
time
to
look
at
the
pictures
of
Fantasia’s
daily
life.
Then
ask
them
to
describe
each
picture
orally
in
groups.
Each
group
gives
a
report
to
whole
class.
Before
writing,
tell
students
they
can
use
the
text
on
page
29
as
a
model.
Help
students
to
arrange
all
the
information
into
a
few
paragraphs.
For
example:
paragraph
1:
before
school
in
the
morning;
paragragh2:
her
school
life;
paragragh3:
activities
after
school;
paragragh4:
playing
badminton
for
coaching.
Students
can
use
the
verbs
on
page
29
as
clues
to
complete
the
articles.
Students
can
also
add
some
clock
times
as
headings.
Give
time
to
students
to
complete
their
articles.
Remind
them
use
the
simple
present
tense
and
not
to
remember
to
add
s/es
behind
the
verbs.
Consolidation
Complete
the
article:
A
day
in
the
life
of
Fantasia
Fang
Period
10
Teaching
aim
Go
over
the
simple
present
tense.
Use
‘wh’
questions
to
ask
for
information
about
dailife.
Warming
up
Go
over
the
new
words
and
expressions
Read
some
good
articles.
Correct
some
common
errors
in
article
together.
More
practice.
Give
students
some
time
to
read
the
table
in
exercise
A.
Then
ask
them
to
work
in
groups:
discuss
what
Miss.
Li
dose
on
Mondays.
Advise
that
each
member
in
groups
can
be
in
charge
of
one
part
of
the
activities
of
Miss.
Li.
Invite
one
or
two
groups
to
give
a
speech
of
the
table.
Remind
students
using
the
simple
present
tense.
The
other
students
listen
to
them
carefully
and
try
to
correct
the
mistakes
in
the
speech.
Ask
students
to
do
a
pair
work
to
complete
Ex
B.
First,
they
are
required
to
fill
in
the
gaps
of
the
table
individually.
Then
they
are
given
some
time
to
make
a
dialogue
to
ask
their
partners
for
information
about
their
activities
in
winter
holidays.
Invite
some
pairs
to
show
their
conversations.
Do
a
brainstorm:
first
ask
each
group
to
choose
one
person
from
the
pictures
in
Ex3
who
they
want
to
give
an
interview.
Then
give
children
three
minutes
to
write
down
all
the
questions
that
they
are
interested
to
know
from
the
interviewees.
After
that
put
all
the
questions
together
and
each
student
choose
about
10
questions.
Then
invite
some
students
to
act
as
the
interviewees.
Then
all
the
students
to
have
a
interview
together.
Consolidation
GB
page
13
Do
some
revision