新牛津译林版八年级英语下Unit3 Study skills & Task课件
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Unit3Studyskills课件牛津译林版八年级英语下册
many beaches Sydney Opera House Harbour Bridge
Sydney Opera House
Harbor Bridge
BACK
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What is a chart? It is a graph representation of data.
n.图表
图表是数据的一种图形表达形式。
Making charts
The important thing in life is to have a great aim, and the determination to attain it
n.图表
—What is a chart?
—It is a graph representation of data.
plural of
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class-classes
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the most dream of/about
Study skills
The important thing in life is to have a great aim, and the determination to attain it
The important thing in life is to have a great aim, and the determination to attain it
(新)牛津译林版八年级英语下册 Unit3 Integrated skills and Study skills 课件 (共23张PPT)
Group work
I want to use the website to get some information about Beijing. Can you tell me how to use the website?
6. In April, it is spring autumn in Australia.F
Presentation
A3 Listen and help Peter complete the article. Today Daniel and I took an online tour on the website “Around the World in Eight Hours”. Sydney is on the (1)_________ south-east coast of Australia. It is largest city in Australia. the (2)_______ On the website, we saw lots of pictures of Sydney. Sydney is near the (3)_______. There are many sea beautiful (4)_______ beaches there.
4. 你有没有曾经梦想过不用护照环游世界？
Have you ever dreamt of travelling around the world without a passport?
5. 你真幸运！我还从未去过香港。
Lucky you! I have never been to Hong Kong.
3. Sydney is near a sea lake.F
4. The Sydney Opera House looks e a ship with many sails. T
牛津译林版英语八年级下册Unit3Studyskills教学设计
（五）总结归纳
1.教师引导学生回顾本节课所学内容，总结学习方法和技巧。
2.学生分享学习收获，交流学习心得。
3.教师强调学习方法和策略的重要性，鼓励学生在日常学习中积极运用，不断提高学习效率。
4.教师布置课后作业，巩固所学知识，并提醒学生做好学习计划，养成良好的学习习惯。
五、作业布置
为了巩固本节课所学内容，培养学生的自主学习能力和学习习惯，特布置以下作业：
3.教师教授阅读策略，如快速阅读、寻读、精读等，并结合文章实例，让学生实际操作，提高阅读理解能力。
4.教师介绍思维导图、学习计划等工具，指导学生如何运用这些工具进行学习规划，提高学习效率。
（三）学生小组讨论
1.教师将学生分成小组，每组选择一个学习方法进行讨论，探讨该方法的优势和不足。
2.小组成员互相分享自己的学习心得，共同总结出适合本组的学习方法。
（2）学会运用一般现在时和一般过去时描述学习方法和习惯，运用比较级和最高级进行对比分析。
（3）掌握阅读策略，提高阅读理解能力，培养良好的阅读习惯。
（4）运用思维导图、学习计划等工具进行学习规划，提高学习效率。
2.难点：
（1）如何让学生在实际语境中灵活运用所学词汇和语法知识。
（2）如何引导学生运用阅读策略，提高阅读理解能力。
3.采用任务驱动法，培养学生的自主学习能力：
教师将设计一系列具有挑战性的任务，引导学生主动探究、合作交流，培养他们的自主学习能力和解决问题的能力。
4.指导阅读，提高阅读能力：
教师将教授阅读策略，指导学生进行文章分析和理解，帮助学生掌握阅读技巧，提高阅读能力。
5.互动交流，促进合作：
6.及时反馈，激发学习动机：
四、教学内容与过程
（一）导入新课
1.教师引导学生回顾本节课所学内容，总结学习方法和技巧。
2.学生分享学习收获，交流学习心得。
3.教师强调学习方法和策略的重要性，鼓励学生在日常学习中积极运用，不断提高学习效率。
4.教师布置课后作业，巩固所学知识，并提醒学生做好学习计划，养成良好的学习习惯。
五、作业布置
为了巩固本节课所学内容，培养学生的自主学习能力和学习习惯，特布置以下作业：
3.教师教授阅读策略，如快速阅读、寻读、精读等，并结合文章实例，让学生实际操作，提高阅读理解能力。
4.教师介绍思维导图、学习计划等工具，指导学生如何运用这些工具进行学习规划，提高学习效率。
（三）学生小组讨论
1.教师将学生分成小组，每组选择一个学习方法进行讨论，探讨该方法的优势和不足。
2.小组成员互相分享自己的学习心得，共同总结出适合本组的学习方法。
（2）学会运用一般现在时和一般过去时描述学习方法和习惯，运用比较级和最高级进行对比分析。
（3）掌握阅读策略，提高阅读理解能力，培养良好的阅读习惯。
（4）运用思维导图、学习计划等工具进行学习规划，提高学习效率。
2.难点：
（1）如何让学生在实际语境中灵活运用所学词汇和语法知识。
（2）如何引导学生运用阅读策略，提高阅读理解能力。
3.采用任务驱动法，培养学生的自主学习能力：
教师将设计一系列具有挑战性的任务，引导学生主动探究、合作交流，培养他们的自主学习能力和解决问题的能力。
4.指导阅读，提高阅读能力：
教师将教授阅读策略，指导学生进行文章分析和理解，帮助学生掌握阅读技巧，提高阅读能力。
5.互动交流，促进合作：
6.及时反馈，激发学习动机：
四、教学内容与过程
（一）导入新课
牛津译林版英语八年级下册课件：U3 Study skills 课件
Unit3 Online tours St
Learn to use charts to organise our ideas when we write
Brainstorming
Why should we use flow charts?
Advantages of using flow charts When you create a flow chart, your thinking about the following will be made clear: •your understanding of the initiating event and subsequent events, i.e., your ability to rank; •your understanding of the stages in the process, i.e., your ability to order; •your understanding of how the stages are connected, i.e., your ability to link; •your understanding of the goal or final outcome, i.e., your ability to conclude.
Flow charts are one type of graphic organizer where our thinking can be made visible. Creating a flow chart from oral, visual, and written texts will help us think more clearly, and reflect on our thinking. Flow charts visually represent textual relationships that are linked by time. In creating a flow chart, we describe a sequence of events, stages, phases, or actions that lead to an outcome.
Learn to use charts to organise our ideas when we write
Brainstorming
Why should we use flow charts?
Advantages of using flow charts When you create a flow chart, your thinking about the following will be made clear: •your understanding of the initiating event and subsequent events, i.e., your ability to rank; •your understanding of the stages in the process, i.e., your ability to order; •your understanding of how the stages are connected, i.e., your ability to link; •your understanding of the goal or final outcome, i.e., your ability to conclude.
Flow charts are one type of graphic organizer where our thinking can be made visible. Creating a flow chart from oral, visual, and written texts will help us think more clearly, and reflect on our thinking. Flow charts visually represent textual relationships that are linked by time. In creating a flow chart, we describe a sequence of events, stages, phases, or actions that lead to an outcome.
新牛津译林版八年级英语下Unit 3 Study skills教学课件
三、用括号中所给动词的正确形式填空， 使短文完整。 A sudden ringing woke Peter up. He turned on the light, got up and went to answer the telephone. “_________ you still Are lying (lie) on the bed?” came Henry’s __________ voice. “Yes,” said Peter. “But it is only four.” “Doesn’t your watch work? Open the have arrived window and look outside. I ______________ (arrive) at the bus stop already.”
a. b. c. d. e. f. g. h. an online course asking the way booking tickets and hotels Daily English ordering meals seeing a doctor shopping using English in daily communication
Unit 3 Online tours
Study Skills
Common chrts to organize our ideas when we write. This helps us see and understand the ideas better. We can also use charts to make notes of a piece of writing. Tip When we make charts, we do not need to use complete sentences.
初中英语八年级下册(牛津译林版)Unit3Studyskills教学设计
（此作业旨在加强家校合作，让家长参与到孩子的学习过程中，共同关注孩子的成长。）
二、学情分析
针对本章节的教学内容，八年级下册（牛津译林版）Unit3 Study skills，我对学情进行分析如下：
经过前一阶段的学习，学生已具备一定的英语基础，掌握了基本的语法、词汇和阅读技巧。在此基础上，学生对本章节关于学习技巧的主题表现出浓厚兴趣。然而，在学习过程中，学生仍存在以下问题：
1.学习方法单一，缺乏有效的学习策略，导致学习效果不佳。
（二）过程与方法
在本章节的教学过程中，教师将采用以下方法引导学生学习：
1.采用任务型教学法，设计各种真实、有趣的学习任务，引导学生积极参与，提高学生的学习兴趣和动力。
2.运用问题链、思维导图等策略，帮助学生梳理知识点，形成知识体系，提高学习效果。
3.组织小组合作学习，培养学生的团队协作能力和自主学习能力，让学生在实践中掌握学习方法。
4.创设丰富的语言环境，让学生在真实语境中运用所学知识，提高语言实际运用能力。
5.利用多媒体教学资源，如视频、图片等，丰富教学手段，提高学生的学习兴趣。
（三）情感态度与价值观
在本章节的学习过程中，学生将形成以下情感态度与价值观：
1.培养学生对学习英语续的热情。
2.通过展示一组成功人士的学习故事，引发学生对学习方法的思考，进而导入本章节的主题——Study skills。
3.设计一个互动游戏，让学生在游戏中体验不同的学习策略，感受其优缺点，为后续的学习打下基础。
（二）讲授新知
在讲授新知环节，我将重点关注以下内容：
1.通过PPT展示，讲解本节课的重点词汇和短语，如"effective", "efficient", "organize", "summarize"等，并结合实际语境让学生进行例句练习。
二、学情分析
针对本章节的教学内容，八年级下册（牛津译林版）Unit3 Study skills，我对学情进行分析如下：
经过前一阶段的学习，学生已具备一定的英语基础，掌握了基本的语法、词汇和阅读技巧。在此基础上，学生对本章节关于学习技巧的主题表现出浓厚兴趣。然而，在学习过程中，学生仍存在以下问题：
1.学习方法单一，缺乏有效的学习策略，导致学习效果不佳。
（二）过程与方法
在本章节的教学过程中，教师将采用以下方法引导学生学习：
1.采用任务型教学法，设计各种真实、有趣的学习任务，引导学生积极参与，提高学生的学习兴趣和动力。
2.运用问题链、思维导图等策略，帮助学生梳理知识点，形成知识体系，提高学习效果。
3.组织小组合作学习，培养学生的团队协作能力和自主学习能力，让学生在实践中掌握学习方法。
4.创设丰富的语言环境，让学生在真实语境中运用所学知识，提高语言实际运用能力。
5.利用多媒体教学资源，如视频、图片等，丰富教学手段，提高学生的学习兴趣。
（三）情感态度与价值观
在本章节的学习过程中，学生将形成以下情感态度与价值观：
1.培养学生对学习英语续的热情。
2.通过展示一组成功人士的学习故事，引发学生对学习方法的思考，进而导入本章节的主题——Study skills。
3.设计一个互动游戏，让学生在游戏中体验不同的学习策略，感受其优缺点，为后续的学习打下基础。
（二）讲授新知
在讲授新知环节，我将重点关注以下内容：
1.通过PPT展示，讲解本节课的重点词汇和短语，如"effective", "efficient", "organize", "summarize"等，并结合实际语境让学生进行例句练习。
牛津译林版八年级下册Unit3 Study skills (共21张PPT)
Use charts in English learning
7上 Unit6 Grammar Countable nouns How to form the plural of countable nouns (regular) 1.Most nouns, +s; 2.Nouns ending in s, sh, ch, or x, +es; 3.Nouns ending in a consonant +y, -y+ies; 4.Nouns ending in o, +s or +es; 5.Nouns ending in f or fe, -f/fe+ves;
8下 U4 Speak up Listen to a dialogue and then talk about how to borrow books from a library.
Daniel: Excuse me, I want some history books, but I don’t know where to find them. Mrs Li: Don’t worry. You can search for information on the computer here. Daniel: Thank you. How many books can I borrow at a time? Mrs Li: You can borrow one Chinese book and one English book. Daniel: I see. How long can I keep the books? Mrs Li: For two weeks. You must return them on time. Daniel: Could you tell me how to renew them? Mrs Li: You don’t have to come to our desk every time. Just renew them online. It’s easy. Daniel: Ok. Thanks for your help. Mrs Li: You’re welcome.
译林版英语八年级下册教学课件Unit 3 Study skills
fruit salad look as good as it tastes. For example, red CfrhatPuoopritegopepislnetaehsrsf,eeergraetrswhseoheeinllnfrmupaietUdkasiersfaseftle,ahfrpdreeuunjsriuttapslocltaeofdblgoelroufaoorpsrkeesvyeaortnuyodfMgacroeuorietrxilthaogtneushoagrreiflenwaumsgdli.ttho
eat it. some of the fruit will quickly turn brown when you leave it in the air for some time.
Flow charts are one type of graphic organizer where our thinking can be made visible. Creating a flow chart from oral, visual, and written texts will help us think more clearly, and reflect on our thinking. Flow charts visually represent textual relationships that are linked by time. In creating a flow chart, we describe a sequence of
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piece of bread
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eat it. some of the fruit will quickly turn brown when you leave it in the air for some time.
Flow charts are one type of graphic organizer where our thinking can be made visible. Creating a flow chart from oral, visual, and written texts will help us think more clearly, and reflect on our thinking. Flow charts visually represent textual relationships that are linked by time. In creating a flow chart, we describe a sequence of
TPhuteannother
piece of bread
SMaunSmdtey:p: T1Nheaxtt’,swcoercreanctp. ut some ham anSdtevpeg3etables oonnitit.