牛津上海版八年级初二下册英语第13讲-感叹句-教案

牛津英语8A Unit4 Reading (1)教案

牛津英语8A Unit4 Reading (1)教案江苏无锡宜兴丁蜀二中刘琳琼一、教案背景动物是我们人类的朋友，我们有责任和义务去保护它们，但随着现代工业的发展而导致的环境污染，人类对森林资源的乱砍乱伐，一些野生动物濒临着危险，它们生存的环境遭遇了破坏，有些野生动物甚至到了灭绝的地步。大熊猫是中国的国宝，目前，它们也处于困境中，全世界大概还幸存2000多只大熊猫，所以保护野生动物，保护大熊猫是全世界的呼声，还野生动物一个自然生存的环境，给大熊猫一个安静、舒适的家刻不容缓。二、教学课题牛津英语8A Unit4 Reading (1) 三、教材分析本单元是8A第四单元第二模块“Reading”的第一个课时，话题是关于野生动物的一些知识，阅读部分是这个单元的核心内容，它的任务不仅仅是训练和提高阅读技能，也涵盖了语法、词汇和知识点等内容，同时它还承担着培养正确的情感态度、价值观等更为抽象的深层意义。所以，根据八年级学生的理解水平和知识结构，本篇阅读课我安排2课时，初读和深读为第一课时，理解运用为第二课时，我的教案为第一课时。四、教学方法本单元的主题是谈论大熊猫的成长过程以及保护大熊猫生存环境的措施，教学内容能激起学生的兴趣，通过多媒体课件为学生创设更多的语言环境，激发学生主动参与的欲望。因而在课堂教学中巧妙运用教学艺术，适当安排猜谜及小组讨论，使学生在轻松愉快的环境中实现更多的信息交流，让学生在做中学，在做中练，在做中巩固，从而有效地提高课堂教学效益，达到事半功倍的效果。

阅读设计思路：快读(Fast Reading)——精读(Intensive Reading)——操练(Practising)——巩固(Consolidation)。五、教材重点、难点教材重点：（1）重点词语： the baby panda look like be born grow into at the very beginning bamboo shoot in the future cut down in danger take the actions encourage sb. to do sth. （2）重点句型： We called her XiWang When XiWang was born, she weighed just 100 grams. XiWang drank her mother’s milk for up to 14 hours a day. Sadly, it is very difficult for giant pandas to survive in the wild. （3）重点语法：if引导的条件状语从句教材难点：（1）讨论如何采取措施保护我们的生态环境？（2）呼吁全社会保护自然生态环境，爱护野生动物。六、教学目标： 1、语言知识目标： 1）掌握并能灵活运用本单元出现的重点词汇 2）熟悉if引导的条件状语从句的用法 2、语言技能目标：通过本课的学习，培养学生良好的“听、说、读、写”的技能，使学生能运用所学知识解决相关情景中的一些类似问题，并能结合所给任务，综合运用新旧知识解决问题，在此基础上鼓励学生大胆根据自己的语言基础能力，就如何来保护我们的生存环境，保护野生动物提出独特的见解。

牛津高中英语教学设计

牛津高中英语教学设计单元：Unit 1 School life 板块：Word Power Thoughts on the design: Word power 该板块设计的目的是引导学生通过以下两种方法学习词汇：一是让学生学习与单元话题相关的分类词汇；二是通过构词法学习单词。该板块设计了图表、对话或短文，用以拓展学生对于话题相关的词语的认识和运用。 Teaching aims: 1.to cultivate students’ ability of reading a map; 2.to develop and practice the way of asking and giving the way; 3.students are expected to gain a more general ideal of school facilities; 4.to enlarge students vocabulary and try to guide them to use correctly. Teaching procedures: Step One—Don’t tell me its name (Guessing game) [设计说明] Describe the features of the given place, but not to mention its name, let others guess)(通过此步骤使得学生充分熟悉有关school facilities的名词，为教学的下一步展开做好铺垫，同时激发学生学习热情。 e.g. (提示词) *Book stand；E-books；Abundant reading materials (library) *Pieces of equipment for specific purposes, as building up one’s body (gym) *Yummy Yummy (Picture Presentation) (students’ canteen) *Second Home (dormitory) Step Two—Drawing a map & looking for destination [设计说明] 学生按照老师口头所给路线画图，可请1-2名学生上黑板演示，充分锻炼学生“ASK AND GIVE THE WAY”的能力。如： Now, everybody, welcome to our starting point. Try to imagine that you are right now facing the North. I’d like you to go along this road, which is called the Zhong Shan Road, and then turn left; you will find a city library on your right side … Step Three—Welcome our spokesman (Role-acting & Recommendation) [设计说明]角色扮演，学生按自我意愿在所给选择范围内挑选一名运动明星，并向大家推荐由其代言的某一运动项目。

牛津英语上海版六年级 6A Unit 10教案设计(4课时)

Module 3 Food and drink Unit 10 Healthy eating First period Teaching aims: Learning adjectives to express quantities Reading about the food pyramid Talking about good diets Language focus: Using the simple present tense to express needs Using adjectives to express quantities Asking How questions to find out quantities Teaching procedures: Pre-task preparation: Do a brainstorming: Think about what healthy food is, as much as possible. While-task procedure: 1. Look and read: Look at the pictures. a. Learn adjectives to express quantities: a little, some, a lot of, plenty of. b. Practise the pattern drills: What kind of food do we need every day? We need 2. Read and learn some new vocabularies: pyramid, fat, salt, sugar, yogurt. 3. Look and read: Look at the picture, read after the tape sentence by sentence. Then Ss read by themselves and T invites some Ss to read. healthy/an unhealthy diet. 5. Look and say: Read the dialogue after the recording, and then read in pairs. S1: How much fruit do we need every day? S2: We need plenty of fruit every day. S1: How much sugar do we need every day? S2: We need a little sugar every day. Post-task activity:

上海牛津版高一英语下册U2教案

高一牛津版下册·学科辅导讲义学员编号：年级：高一上课日期：学员姓名：辅导科目：英语学科教师：授课主题U2 Great minds 模式 1 V ——类型□同步□测试得分家长签字问题统计：知识梳理 Anything in common? 一、词汇Words 1. genius n. (l) 天才人物 Tests showed that the child was a genius.测试表明，这个孩子是个天才。 (2)对（做）某事物的天生的非凡才能 The girl has a genius for language.这个女孩有语言的天赋。 2. attempt (l ) n.努力尝试 His attempt is to learn to ski.他试图学习滑雪。 He failed in his attempt to win the first prize.他赢取第一名的尝试失败了。 (2 )v. 试图，尝试 The prisoners attempted an escape, but failed.这个囚犯企图逃跑，但失败了。 3. universe n.宇宙 One theory about the origin of the universe is that it began with a‘Big Bang'. 宇宙起源的理论之一是宇宙源于一次大爆炸。 4. nuclear adj.原子能的；核能的 There are both good and bad aspects of nuclear energy.核能有利也有弊。 5. gift n.天赋；才能 The composer is also a gifted pianist.这位作曲家也是位有才能的钢琴家。 GUESS：Do you know them? Can you tell me what their achievements are ?

牛津英语8AUnit4教案

8A Unit 4全部教案 Warm-up activities 1 Create an interest in the issue of sharing the limited natural resources. Depending on the general interest of the class, choose one of the following situations: * A group of students are stranded on an island. There is not enough food available for everyone to survive. * Astronauts are stranded in space. They do not have enough oxygen for everyone to survive. 2 Make a list of people involved in the situation, a list of the resources available (e.g., food, oxygen, water, etc.) and a list of how long everyone is able to survive. Ss have to decide whether they stay alive together sharing what they have or they are going to occupy all the resources for their own survival. 3 Ss study the pictures and read the conversation first on their own, then in pairs. Ask two more able students to role-play the conversation. Presentation 1 Ss complete Part A. Encourage them to do the task without any pre-teaching of keywords. Check answers orally with the whole class. 2 Divide Ss into pairs and ask them to do the survey in Part B1 3 Encourage them to discuss in pairs why they like or do not like the animals. Ask them to write down their ideas. Language points Look delicious, If you eat my food, I won’t talk to you., no one, in danger, a r eport on giant pandas Homework 1 Learn the language points by heart. 2 一课三练P.43 3 Preview the Reading Part. Revision 1 Review key vocabulary according to the general ability of the class. Presentation (Reading A) 1 On the Bb, write the following list of sentences on the Bb: * Xi Wang is the name of a baby giant panda. * Baby giant panda s are very small when they were born. * They grow very quickly. * Xi Wang has to find her own food when she is 20 months old. * Hunters kill giant pandas and sell their fur. 2 Divide the class into three groups and allocate one part to each group. While students skim the text on their own, ask them to underline the words they do not know. Then go through the words students have underlined. Ask students to explain briefly how they know that the sentences on the Bb are true by identifying and listing key facts in the text. Presentation (Reading B& C)

上海牛津版英语七年级上册七上7AUnit6U6同步讲义教案

学员编号：年级：课时数：学员姓名：辅导科目：英语学科教师：授课类型TUnit6（牛津7上）同步梳理教学目标1、使学生能够基本掌握牛津7年级上册Unit1中的基础词汇及重要句型；星级★★★★ 授课日期及时段议2-5分钟） Hello, XXX Greeting and warm-up 批注：孩子一般在日校很少有机会开口说英语，在上课前给孩子制造一些机会给孩子开口锻炼口语表达，同时也提高孩子学英语的兴趣和信心。（建议20-25分钟）一起回忆一下第六单元的内容 T同步-U6基础知识梳理

一、词汇Words 练一练： Words: 词性意思 1. 平静的 2. 方便的 3. 街区，城区 4. 底部 5. 陡的 6. 台阶 7. 吵闹的，吵杂的 8. 令人激动的，使人兴奋的 9. 令人愉快的 10. 令人放松的 11. 金融的，财政的 12. 教堂 13. 雕塑，雕像 14. 喷泉 15. 儿童故事书，童话书 16. (分手指的)手套 Phrases: 意思 1. 一周一次 2. 在--- 底部 3. 居住 4. 乘公交车/地铁 5. 筑巢 6. 起床批注：让孩子回忆一下学校里上课的内容。检测孩子掌握情况。 Keys： Words: 词性意思 1. peaceful adj. 平静的 2. convenient adj. 方便的 3. neighborhood n. 街区，城区 4. bottom n. 底部 5. steep adj. 陡的 6. step n. 台阶

7. noisy adj. 吵闹的，吵杂的 8. exciting adj. 令人激动的，使人兴奋的 9. pleasant adj. 令人愉快的 10. relaxing adj. 令人放松的 11.financial adj. 金融的，财政的 12. church n. 教堂 13. statue n. 雕塑，雕像 14. fountain n. 喷泉 15. storybook n. 儿童故事书，童话书 16. glove n. (分手指的)手套 Phrases: 意思 1.once a week 一周一次 2. at the bottom of 在--- 底部 3. live in 居住 4. by bus/ underground 乘公交车/地铁 5. make nests 筑巢 6. get up 起床 1. peaceful adj. 平静的 {联想} peace n. 和平批注：先让学生回顾课文中的平静的是哪个单词（peaceful），然后在原有单词上变形引出peace，让学生留意这里的-ful，是形容词的后缀，可以多举例子如careful hopeful colorful....。 2. convenient adj. 方便的 {反义词} inconvenient adj. 不方便的 {联想} convenience n. 便利批注：让孩子注意convenient 不能用人做主语，这样的词有impossible, proboble,....但是likely 可以用人做主语。 3. neighbourhood n. 街区；城区批注：让孩子注意neighbourhood 与neighbour（n.邻居）的区别 4. bottom n. 底部 {反义词} top 批注：让孩子注意词的联想，比如说它的反义词，做到举一反三 5. *steep adj. 陡的 {反义词} gentle adj. 缓和的批注：让孩子注意词的联想，比如说它的反义词，做到举一反三 6. step n. 台阶

《牛津高中英语》模块一Unit1教案

《牛津高中英语》模块一Unit 1 一、教学课型: 阅读理解课二、教材分析 1. 教材内容见《牛津高中英语》模块一Unit 1 （Pages 2—3） 2. 教材处理该篇文章主要介绍中国学生Wei Hua 在英国为期一年的留学经历。通过她对英国中学生活的描述，学生对英国中学生的日常学习情况增加一定的了解。但由于内容较多以及中英文化方面的差异，在阅读过程中，对于刚进入高中学习的学生，他们中有些在完全理解课文方面有一定的困难。针对上述分析，本课在设计时先以录像导入的形式，增加学生对文章有关的感性知识；然后采用略读的方法，培养学生阅读整体观念；在随后的细节处理时，采取寻读、细节理解、正误辨别的方法；在难点处理时，通过启发诱导，教师归纳的措施加以突破。整个教学过程的设计由浅入深，由感悟、理解、分析、归纳、总结到运用，从而完成从阅读输入到理解输出的学习过程，达到培养学生阅读能力的目标。 3. 教学目标 ①知识目标: 通过该文的学习,帮助学生对英国中学作息时间、班级规模、所学科目、课程内容、学习负担等学校生活有具体的了解。 ②能力目标: 通过寻找文章大意及具体细节问题的答案，培养学生快速归纳文章主旨和获取文章细节的阅读能力。 ③文化目标: 通过对课文的学习、有助于学生对英国中学生活全面而深入的理解，体会中英两国之间由于国情、历史的不同所产生的文化教育的差异。 4. 教学的重点和难点 ①重点：对英国中学生活的具体了解和中英两国之间的文化教育的差异。 ②难点：如何培养学生运用略读（skimming ）和寻读（scanning）阅读技巧来快速获取主旨大意和细节信息的能力。三、教学设计 1. 总体思路本课的教学设计采用：阅读前（导入）、阅读中（略读，寻读，辨别正误，比较, 分组活动, 巩固）、阅读后（运用）三部分。 2. 教学过程 Step 1 Lead-in T: Now, Class, we have learned English since the primary school, and we have known some Britis h language, culture, history and some other British lives. But do you know what the British schoo l life is really like? If you want to know the answer, please watch the following video.

牛津上海版高一上英语-U4词汇句型精讲-教案

U4重点词汇精讲 1.director (n) 主管，董事，导演例句：“Five minutes until we start filming”, shouted the director. “开始拍摄还有5分钟了”，导演大声地说。【拓展】 (1)direct (v) 指点，指导词组：direct sb to a place 指点某人去某地 direct sb to do sth 指点某人做某事例句：The map will direct you to the destination. 这个地图将会带你到目的地。 The instruction will direct you to operate the machine 这个说明书会教你怎么操作这个机器。（a）直接的词组：in direct contact with 与…有直接的联系 a direct flight 一个直飞航班例句：I am in direct contact with the manager of your company. 我和你们公司的经理保持直接的联系。 Y ou’d better take a direct flight to save time. 你最好做直飞航班来节约时间。 (2)direction (n) 方向，指引词组：in all directions 四面八方 in the direction of 朝着某个方向 give directions 给予指导例句：Troops began shooting in all directions. 军队开始向四面八方射击。 He drove away in the direction of London. 他开车向伦敦驶去。 They give directions to the lost travelers. 他们给迷路的旅客指引方向。 2.contestant (n) 参赛者，竞争者例句：Please welcome our next contestant. 请欢迎我们的下一位参赛选手。【拓展】 (1)contest (n) 竞赛词组：a speech contest 演讲比赛 3.whisper (n) 低语，耳语例句：They discuss in a whisper 他们轻声讨论。

上海牛津版英语七年级上册七上7AUnit9U9同步讲义教案

学员编号：年级：课时数：学员姓名：YYY 辅导科目：英语学科教师： XX 授课类型T Unit9（牛津7上）基础知识梳理星级★★★ 1、使学生能够基本掌握牛津7年级上册Unit9中的基础词汇及重要句型；教学目标 T同步-U9基础知识梳理（建议2-5分钟） 1

It was a sunny day. We decided to have a picnic outside the city. In the morning, we took an early bus to a mountain. It was quite a colorful world. There were green trees, orange leaves,red peach blossoms. At noon, we reached the place.we sat by the river bank and took out a lot of things, such as bread, orange juice, apples, cakes, eggs and so on. But all of a sudden, it began to rain. Unluckily there was no shelter nearby. We had to take a bus to go back home in a hurry. What an unforgettable picnic it was! 批注：通过图片及这篇小文章来引出今天的主题,同时可以和学生进行对话，询问学生最想在食物节上吃到什么，引起学生对于本课的兴趣。（建议20-25分钟）一、词汇Words 1. homeless：adj. 无家可归的【知识拓展】home：n.家，家庭& adj. 家用的，国内的& adv. 在家，在国内 2

高中英语优秀教学设计

教学设计学科高中英语课题教材设计者学校 Unit3 Celebrations Lesson1 Festivals( A reading lesson)

Ⅰ Analysis of Teaching Material This is the first lesson of this unit. Before this class, the teacher have taught the students vocabulary in Warm-up and Lesson 1. The reading passage titled FESTIVALS briefly describes three traditional festivals of China. Such a topic is closely related to students’life, thus it is very easy to arouse their interest in learning this lesson. The text covers 3 sections. Teacher should encourage students to skim for the general idea for each section, and scan for further understanding, because this lesson introduces a lot of useful new words and expressions which are only used for festivals. In order not to let students feel much difficult, the teacher should deal with any language problems while they are reading. After reading, students are required to do the exercises in the each step to see how much they have understood the reading passage. The teacher can let them work in pairs or in groups to find the answers cooperatively, and then check their answers with the whole class. To consolidate the contents of the reading passage, students should be required to talk about festivals in their own words at the end of the class. Moreover, homework is very important for an effective class. So the students are assigned to write a composition about Spring Festival, based on what they have learned in this lesson. Ⅱ Teaching Aims: 1.Learn and master the useful words and phrases. 2.Let the student learn about 3 traditional Festivals of China. 3.Train the students’ skimming and summarizing ability during reading the text. 4.Encourage students to learn more about Chinese festivals and cultivate their love to our traditional culture. Ⅲ Teaching Important Points: 1.Master the following words and phrases: be celebrated by, is said to do, be made with, fall on, the first lunar month, burn down, in many shapes and sizes, mark, many different kinds of, special food 2.Enable the students to understand the three Chinese traditional festivals, Mid-Autumn

上海牛津高一英语教案U1 Body Language

Unit 1 Body language First Period (text understanding) Knowledge Objective: to enable students to get a general idea of the material to fill out information gap about body language Competence Objective: to practice students’ speaking abilities Emotional Objective: to help the students to know more about the culture Teaching Procedures: I. Pre-instruction: T: In our daily life we often inevitably communicate with other people and can you tell me what are the common ways we use to exchange information with others? S: utterance(spoken words)… T: But do you know between 60-80% of our message is communicated through our Body Language, only 7-10% is attributable to the actual words of a conversation. By the way, do you have any idea of body language? S:… T: Body Language is the unspoken communication that goes on with another human being. It tells you their true feelings towards you. and who’d like to give us some examples of body language? S:… T: So you see body language sometimes discloses people’s wishes, fears or what someone gets in his mind; sometimes conveys people’s moods, now next can you tell the moods from different facial expressions? (P2. Ex.. A) S… II. Performance T: and here is a story in the text about body language, from the story we will discover how it works,why it is so important and how, with a little knowledge and understanding you can greatly change the outcome of everyday situations. Please skim the story and list the body languages between Debbie and Simon. (pair work) S:

牛津上海版八年级第一学期8A数词专题专项讲解及练习教案

数词专题 Ⅰ.数词英语的数词可分为基数词和序数词两大类。基数词表示的是人或事物的个数，而序数词表示的是这些数目的顺序。一、基数词 1. 表示数目的词称为基数词，下面是最常用的基数词 2. 在21-99之间的非整十位数的基数词要在十位和个位之间加连字符“-” 23：twenty-three

3. 三位数的基数词要在百位和十位（若无十位则和各位）之间加and。 364：three hundred and sixty-four 906: nine hundred and six 4.1,000以上的数字，从后向前，每三位加一个逗号“，”依次为thousand, million, billion,然后每一小段按百位、十位、各位的顺序依次表示。 478，650，542：four hundred and seventy-eight million, six hundred and fifty thousand ,five hundred and forty-two. 5. hundred ,thousand ,million 等词前有具体数词修饰时，要用单数。后面与of 短语连用时，则要用复数。且前面不再加具体数目，但可用several 等词修饰。 five thousand students 五千名学生two million people两百万人 undreds of people 成百上千的人several thousands of visitors 上千的旅客 6. 表达“几个半”用“基数词+and+a half+名词”或“基数词+名词+and +a half”。 Two and a half months/two months and a half两个半月 7. 表示“几十年代”或“几十岁”。 in the 1870s(1870's)在19世纪70年代in her twenties 在她二十多岁时 8. “基数词+名词”作定语时，两者间要加连字符号，名词用单数形式。 a three-week holiday3周的假期 9. 门牌号、电话号码及邮政编码等用基数词。 My phone number is 3980665.我的电话号码是3980665。（读作three nine eight zero six six/double six five.)