示范教案(Period 2 Reading)

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牛津译林版八年级英语上册教案:Unit2 Period 2 Reading I

牛津译林版八年级英语上册教案:Unit2 Period 2  Reading I

8A Unit2 Period 2 Reading I (教案)教学目的:1. Know the school lives in British school and American school.2. Learn to read and understand the article with different ways of reading.3. Learn how to understand the writer’s opinion.Part One预习作业&预习交流:A.检查学生预习单词情况〔个别读且纠正——集体读——稳固重点单词〕B.重要短语1.在八年级2.读书周3.在………快完毕时4.与……讨论5.在某方面帮助某人预习作业交流〔小组核对——集体校对——质疑交流〕Part Two交流展示&点拨进步Step I. Lead-in(1) Review the British and American words in different forms.(2) Act the dialogue between Hobo and Eddie.Step II. Pre-taskNow we know the differences between some words in the USA and the UK, then do you want to know the differences between the British school life and the American school life? First, Let’s look at some pictures, what are they doing?First teach new words. (Use Exercise B1)Step III. While-taskT: Eddie thinks school is like watching TV. Now John and Nancy are talking about their lives in school. Let’s see if it is like watching TV.Life in a British schoolTask 1 Read Paragraph 1 and answer:1. What grade is Nancy in?(In Year 8.)2. Is it a school for boys? (No, it’s a mixed school.)3. Wh at’s his favorite subject? (French)4. Do they have a Reading Week every year?(Yes, they do.)5. What can they do near the end of the reading class?6. Why does he think the reading week is too short?Task 2 Listen to the tape and read after it.Life in an American schoolTask 3 Read Paragraph 2 and answer:1. How often does he play baseball? (Twice a week.)2. Where does he go every Monday? ( A buddy club.)3. Who is his hero? (Tony)Task 4 Practice the new words and phrases more.Read John’s composition together.Part Three :(1) Read the two articles carefully and try to sum them up.(2) Finish the exercises.。

Unit 5 The Value of Money (II)示范课教案【英语人教必修第三册】

Unit 5 The Value of Money  (II)示范课教案【英语人教必修第三册】
活动层次
应用实践之概括与整合
效果评价
学生能够从自己扮演的角色视角出发,理解概括和整合故事情节发展,绘制思维导图并与大家分享。
教学活动
4. Ssretell the story with the help of their mind maps.
活动层次
应用实践之内化与运用
效果评价
学生能够根据自己绘制的思维导图,以自己所扮演角色的角度复述故事。
教学活动
6. Ss work in pairs, exchange their opinions about the bet on amillion-pound note and give reasons, then share in class.
活动层次
迁移创新之批判与评价
效果评价
学生根据自己的理解,结合自己的经历,谈论对这场由“百万英镑”引起的赌约的看法。
What do you think of the character you play?Whydo you think so?
Activity 6:Discuss and share
Work in pairs, exchange your opinions about the bet on a million-pound note and give reasons. Then share your opinions in class.
活动层次
学习理解之感知与注意
效果评价
学生能够根据前面课时的学习和表演内容,完成文段填空。
环节设计意图:激活已知,激发思考,为后续学习做准备。
环节二:阅读剧本,复述故事(20mins)
学生阅读课文,以自己扮演角色的角度,梳理故事发展,绘制思维导图并复述故事。

Unit 4 Space Exploration第2课时 示范教案

Unit 4 Space Exploration第2课时 示范教案

Unit 4 Space ExplorationPeriod 2 Reading and Thinking教材分析本文为一篇科普文。

文章按照时间顺序简要介绍了人类探索太空的历史。

文章不仅列举一些著名的历史性事件,还对科学家和宇航员们不畏困难、刻苦钻研、勇担重任、无私奉献的精神表达出赞美之情。

该板块以“了解太空探索的发展历程” (Learn about the development of space exploration)为活动主题,要求学生通过阅读该文本,了解人类为探索浩瀚的宇宙所付出的努力;另一方面帮助学生了解我国在太空探索领域所取得的辉煌成就以及对人类太空探索事业的贡献,从而坚定文化自信,增强爱国情怀和民族自豪感。

教学目标在本课学习结束时,学生能够:1. 阅读关于太空探索历史的科普文,观察和分析文章的组织结构。

2.能够把握段落和句子之间的衔接和连贯关系。

3. 启发学生解读作者的态度以及写作意图。

教学重难点【教学重点】1. 帮助学生梳理人类太空探索的历史。

2. 引导学生把握语篇的逻辑层次。

【教学难点】启发学生解读作者的态度以及写作意图。

教学过程Step 1 Warming-upDo you still remember these famous people?设计意图:复习上节课提到的宇航员,引出本板块话题。

Step 2 Pre-reading1. Work on Activity 1. Before you read, look at the title and the photos. Discuss these questions in pairs.What do you think are the main reasons for space exploration?What do you expect to read about in this text?设计意图:引导学生关注文本体裁。

Unit 3 Sports and Fitness第2课时 示范教案

Unit 3 Sports and Fitness第2课时 示范教案

Unit 3 Sports and FitnessPeriod 2 Reading and Thinking教材分析本课时的活动主题是“选择你最喜欢的运动员”(Choose your favourite athlete)。

该文本属于杂志文章,有明显的标题特征、结构特征和语言特征。

文章创设的情境,即某杂志社请读者来信选举自己心目中的“体育界的活传奇”( Living Legends of Sports),在此基础上,使学生能够使用所学知识来评选自己心中的体育传奇明星,并且能够表达自己对“体育精神”的理解,目的是培养学生理性思考和客观评判的思维品质。

另外还应该从这些传奇人物身上领会和感悟做人和做事的道理。

教学目标1. 快速阅读获取有关郎平和乔丹的基本信息;深入阅读了解他们被称为体育传奇的原因。

2. 通过提问引导学生理解某些语言在文本中的含义,如“time seems to stand still, graceful…”等等。

3. 阅读并理解课文各部分的上下文,学习如何说和写sports legend。

4. 通过对比分析,形成判断传奇人物的标准,学会选择自己喜欢的传奇体育明星。

教学重难点【教学重点】1.深入了解郎平和乔丹的基本情况。

2.理解他们被称为sports legends的原因。

【教学难点】理解某些语言在文本中的含义,例如“time seems to stand still, graceful…”等等。

教学过程Step 1 Warming-upLook at some famous sports stars’ pictures and have a discussion about them.设计意图:引导学生欣赏著名运动明星的图片及讨论知名运动员及运动的功能,引出本单元话题,并对本课将要学习的两位运动员郎平和乔丹做好铺垫。

Step 2 Pre-reading1.Work on Activity 1. Look at the titles and pictures, and predict what the text is about.2.Brainstorm: What aspects will be involved when we talk about “living legends of sports”?设计意图:通过浏览图片、标题、小标题以及板式预测文本内容。

高中英语新人教必修一Unit 1 Teenage life period 2 阅读课教学设计教案3份

高中英语新人教必修一Unit 1 Teenage life period 2 阅读课教学设计教案3份

【新教材】必修第一册Unit 1 Teenage Life 教学设计(人教版)Period 2 Reading and Thinking本板块包括阅读部分The freshman Challenge 和在阅读基础上完成相关的词汇和问答练习。

Reading部分介绍的是高中新生Adam在新的学习环境中面临的挑战和机会。

本文内容贴近学生生活,主人公的问题和困惑也是学生们现在所面对的,通过回答和课文有关的问题和相关的拓展问题,学生可以以积极的心态迎接自己的高中生活。

为了顺利完成Reading and Thinking 的任务,学生还要提前做好相关词汇准备。

1. Let students master useful words and phrases related to the text;2. Let students understand the challenges Adam meets in his new school and compare the similarities and differences of their school and Adam’s;3. Help the students finish vocabulary exercises in the text book.4. Get students to understand they should learn to face difficulties and challenges in senior high school for their own future.Importance:1.Help the students to master key words and phrases in the text.2.Guide students to compare school life in different places.3. Guide the students to learn about Adam’s school life and understand that everyone should overcome difficulties in a new situation.Difficulty:Guide the students compare their sc hool life and Adam’s, and discuss ways to deal with challenges.1.Ask the students to prepare new words and phrases related to the contents of the text.2.Mark the new words in the textbook, understand the meaning in context, or consult the dictionary to understand the meaning.Step 1 Preparation1.freshman___________ junior high school ___________ Senior highschool___________confusing___________ choose courses___________ sign up___________extra-curricular activities___________hand out ___________ homeless people___________ in the community ___________ get used to doing___________ keep up with ___________2.challenge _________ topic________ fluent _________ graduate ________recommend ___________ literature_________ obviously _________quit_________be responsible for _________ schedule_________ editor_________Step 2 Warming upCompare school life in different placesActivity 11.Guide the students to take part in the group work and discuss school life in and out of China.Ask Ss to work in groups and discuss the questions.1)What do you want to know about the school life in other countries?Possible answers:I want to know whether they take extra courses during summer or winter vocations.I wonder if they have enough free time to develop their own interests.I am interested in what subjects they study at school.…2)What would you tell a teenager from another country about school life in China?I am happy to come to my new school and know a lot of new friends.Our teachers are patient and helpful.I feel a little worried about my study because I have more subjects to learn.…Activity 22.Read the text quickly to find the main idea of each paragraph.Guide the students to read the text quickly and fill in the blanks in this part.Possible answers:Paragraph1:Senior high school is a Challenge.Paragraph2:It is important to choose courses.Paragraph3:Extra-curricular activities are also important.Paragraph4:A senior high student must work harder and be more responsible.Step3 Intensive readingActivity 3Read the text again and answer the questions.Guide the students to read the text carefully and find the answers to the following questions.1.What causes did Adams choose? Which one do you think would be his favorite? Why?2.What does “make the team” in paragraph mean?3.What is Adam worried about?4.Is Adam confident that he will get used to senior school life? How do you know?Possible answers:1.Adam chooses Math, English chemistry, world history and Chinese. I think. English advancedliterature is his favorite because he likes English, and he is good at it.2.It means joining the football team.3.He is worried that he can’t keep up with other students in his advanced course and get used to allthe homework.4.Yes, he is. On the one hand, Adam knows that he has to study harder as a senior school studentto be well prepared for his future. On the other hand, Adam knows that school advisers andteacher can give him help when he is faced with problems.Activity 4Complete the outline. Then discuss the questions below with a partner.Get the students to work in pairs and fill in the blanks after discussing the questions carefully. Encourage the students to find clues from the text.Guide the students to discuss the following questions and encourage them to answer the questions according to Adam’s story and their own situation.1.What kind of person do you think Adam is? Why?2.Do you face the same challenges as Adams? What other challenges are you facing?3.What are some differences between Adam’s school and your school life?Possible answers:1.Adam is clear-minded and responsible for himself. When he chooses courses, he knows hisadvantages。

Unit 1 Teenage Life 第2课时 示范教案

Unit 1 Teenage Life 第2课时 示范教案

Unit 1 Teenage LifePeriod 2 Reading and Thinking教材分析该板块以“比较不同地方的学校生活”(Compare school life in different places)为活动主题,引导学生探讨和比较中外高中新生的生活,了解同龄人的生活状态和情感世界,尤其是在成长过程中克服困难、努力进取的心路历程。

语篇的主题是“新生的挑战”(The Freshman Challenge)。

文章以第一人称的口吻描述了美国学生Adam进入高中后所面临的三个挑战:如何选择课程、如何加入心仪的校橄榄球队、如何适应高中学习生活。

文章层次分明、结构清晰,内容符合高中学生的认知需求,能让学生产生共鸣。

教学目标1. 能正确理解使用下列词汇:challenge, title, topic, confused, fluent, graduate, recommend, advance, literature, extra, obviously, quit, responsible, responsibility, solution, schedule, editor2. 阅读自述体文本,理解其文体特征及语言特点,获取有效信息。

3. 能够利用语篇标题、图片、关键词、主题句等获得语篇大意。

4. 了解中外青少年在学习生活、课外活动和成长中可能面临的身心问题。

5. 能够通过对比和比较审视自己的高中学习和生活,树立良好的心态,正确面对学习和生活中的困难和挫折。

6. 学习和了解中外青少年学习生活的异同,开阔文化视野。

教学重难点【教学重点】强化训练学生运用略读策略快速获取文本的主要信息,帮助学生分析语篇的组织结构,引导学生比较和思考中外高中生活的异同。

【教学难点】掌握运用略读快速获取文本信息的阅读策略。

教学过程Task Compare school life in different placesStep 1 Warming-upWatch the short video about the differences between the high schools in America and China.设计意图:用视频直观而直接地介绍本课话题,引起学生兴趣的同时,为下面的阅读活动准备铺垫。

unit1culturalheritageperiod2readingandthinking教案

unit1culturalheritageperiod2readingandthinking教案
人教版2019年英语book2
Unit 1 Cultural Heritage
Period2Reading and Thinking教学设计
课题
Period2Reading l Heritage
学科
English
年级
高一
必修二
教材
分析
This teaching period mainly deal with reading and thinking .Students are
1.took part in2.based on
3.Pay attention to4keep balance
5.fill in
以小组为单位鼓励学生讨论
同桌之间相互讨论
通过讨论,来引导学生的发散思维,并使学生认识到本课主题—
Cultural Heritage
通过讨论复习一些关于上一模块所讲的重点知识及短语。
The pictures show some ancient statues. They might be from Egypt. The large faces look as though they have been moved from where they first were.
2.while-reading
Strom always give away to the sun. Winner always thaws into springtime.
2.Finding and keeping the right balance betweenprogressand the protection of cultural sites can be a bigchallenge.

Unit 5 Languages Around the World第2课时 示范教案(人教)

Unit 5 Languages Around the World第2课时 示范教案(人教)

Unit 5 Languages Around the WorldPeriod 2 Reading and Thinking教材分析本文为一篇介绍汉字发展简史的说明文。

文本通过对汉字书写历史的介绍,表达了作者对千年传承的中华文明的自豪之情。

该板块围绕“探索汉字书写体系”(Explore the Chinese writing system),要求学生通过阅读该文本,了解、探究汉字文化体系的历史变迁,思索汉字书写体系对于中华文明传承以及未来发展的重要贡献。

教学目标在本课学习结束时,学生能够:1. 学会解读以时间顺序进行说明的文本。

2. 根据时间顺序,找到相关信息描述汉字书写体系发展过程。

3. 复述汉字书写体系发展过程。

教学重难点【教学重点】1. 以时间为主线的文本结构分析。

2. 提取汉字书写体系的发展的相关信息。

【教学难点】读中能通过关注时间段提取相关信息,并能够复述汉字书写体系发展过程。

教学过程Step 1 Warming-upEnjoy the video Should we all write in Chinese? and discuss the following questions.1. Why written Chinese was qualified as the perfect universal written language?2. Why written Chinese might not be a universal writing system?3. How did the universal writing system develop in the history of China?设计意图:观看视频,引出话题,并对本课将要学习的古汉字发展做好铺垫。

Step 2 Pre-reading1. Learn to analyze title and subtitle.设计意图:引导学生关注标题和副标题,为后面的标题分析解决障碍。

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Period 2ReadingThe General Idea of This PeriodThe reading passage is made up of two letters written to an agony aunt of a teenage magazine.Two students are writing to the agony aunt for advice because they have both fallen out with their best friends.Students are expected to gain some insight into the problems that can exist between friends and learn to solve the problems between friends.Students should practice and reinforce their reading comprehension skills by fully participating in all the activities.T eaching Important PointsHelp the students understand the passage better.Help the students finish all the exercises.Help the students develop their creative,comprehensive and consolidating abilities.T eaching Difficult PointsHelp students understand feelings and emotions in a text.T eaching MethodsTeachers -class,individuals,pairsT eaching Aidsthe multimedia,the blackboard and the tape recorderThe Dimensional Teaching AimsKnowledge and SkillsWords and expressions and reading skill.Process and StrategiesTo help Ss get a general idea about the text.To help Ss become familiar with the detailed information about the text.To help Ss master Reading Strategy.Feelings and ValueHelp students know how to deal with problems in friendship.Help students get along well with others.T eaching ProcedureStep 1 RevisionShow the following on the screenTranslate some phrases1.与他人相处2.与某人交朋友3.发展友谊4.值得拥有5.朋友是时间的小偷。

6.互相帮助7.朋友身上最重要的品质8.找到解决的办法9.以这种方式10.做一个好的倾听者Suggested answers:1.get along with others2.make friends with sb.3.develop friendships4.be worth having5.Friends are thieves of time.6.help each other7.the most characteristics in a friend8.find a solution9.in this way10.to be a good listenerStep 2 ReadingT:Have you ever quarreled with your friends?Y es?How did you deal with it?Do you still remember?S:Yes.Once I had a bad quarrel with my deskmate because he broke the book I lent him.It’s a new book I just bought,and he even didn’t say sorry to me.He thought it didn’t matte r.I was so angry and we had a terrible argument.T:After the quarrel,how did you feel?S:I really felt awkward and embarrassed.I regretted I had been that rude.T:Did you make peace?S:Yes.It’s really foolish to quarrel for so tiny a thing.T:Can you tell me how you two mended the broken friendship?S:I wrote a note to him saying “I’m sorry.Let’s forget the unhappiness,OK?”He agreed.That’s that.T:I’m glad you two learned to forgive others.Y es.It’s very important to forgive others in getting along with oth ers.Today,we’re going to read two letters to Agony Aunt Annie for advice about broken friendships.Before reading the letters,can you tell me what might lead to a broken friendship?S:Having little in common.S:Lacking trust.S:Being jealous of each other.S:Being indifferent to each other.T:Good.Y ou have analysed the reasons well.Now,lease turn to Page 2 to go through the two letters as quickly as possible and try to find the answers to the questions in Part A.Suggested answers1.They’re feeling sad.2.She got a D.3.No,he is usually cheerful and outgoing.T:Do you want to know more about Sarah and Andrew?OK.Let’s read the passage again and complete Parts C1.Suggested answersC1:1.She thought it was quite easy.2.She told Hannah how badly she had done in the maths test.3.Because she thought that Hannah had told everyone how badly she had done in the Maths Test.4.He thought Matthew played badly and did not try hard enough.As a result,they lost the game.5.He thought it wasn’t his fault.6.He is usually cheerful and outgoingWhen checking the answers,the teacher can explain useful expressions and finish Part D:Suggested answers:D;1—e2—c3—a4—b5—g6—h7—d8—fStep 3 DiscussionT:When something special happens to us,we will have different feelings.For example,if your teacher tells you that you have got the first place in English speech contest,how will you feel?S:Wild with joy.T:Yes.Now we know something unhappy happened to Sarah and Anderew,how do you think they felt?Please discuss with your partners and finish Part C2.Suggested answersC2.2.She felt ashamed.3.She was so upset that she felt like crying.4.He had a dilemma.5.He felt really guilty.6.He was angry with Matthew.Step 4 PracticeT:Now,we have known the problems of Sarah and Anderew,do you want to know how Agony Aunt Annie replied to them?S:Certainly.T:OK.Let’s read the letters written by Agony Aunt Annie and see what they two should do.Show the following on the screenRead and finish the following.Fill in the blanks.What should Sarah do?What should Andrew do?Suggested answers1.(1)betrayed(2)apologize(3)mark(4)proud(5)secrets(6)match(7)guilty(8)mean(9)friendship(10)determined2.Sarah must first make it clear whether Hannah really betrayed her,and then decided what to do.3.Andrew should apologize quickly to avoid los ing a good friend.When checking the answers,the teacher can explain useful expressions.Step 5 Further discussionT:It seems that friendship is easily ruined,sometimes just by a small ually something unexpected happens between friends.When it happens,what should we do?Please work in pairs to discuss the following questions:Show the following on the screen1.If you found out that your best friend had made friends with another person,what would you think about this and what would you do?2.Do you think good friends should have the same interests?Why or Why not?Step 6 Summary and HomeworkT:In this period we have read several letters.Sometimes we need help getting along with others.I wish all of you can get along well with your friends and learn to solve the problems between you and your friends.After class,please write a letter to your friend and explain themisunderstanding between you two.Suggested answersDear Xiao Ming,Do you still remember the quarrel between us?I’m really sorry for my being s o rude.Y es.The book is new and I so like it,but how can it match our friendship?When I see you have become so quiet and unhappy,I really regret having said mean words to you.I should know you didn’t want the book to be broken,that you were also sorry for i t,though you just said nothing.I didn’t mean to hurt you.I was just angry.It appeared that you didn’t take good care of the book,while I cherish it so much and I let you read it first.I do hope you can forgive me,and let us continue to be good friends.We s houldn’t let a book ruin our friendship,do you agree?Y ours sincerely,Xiao GangThe Design of the Writing on the BlackboardUnit 1Getting along with othersThe second periodImportant words and phrases:1.be determined to do sth.2.as a result of3.can’t stand dong sth.4.yell at5.can’t help doing sth.6.avoid doing sth.Record after T eaching________________________________________________________________________________________________________________________________Reference for T eachingBackground informationHow to make friends?All of us are eager for good friends.There are many good sayings about friendship,for example, a friend in need is a friend indeed—Ray.But for me,I think how to make friends is a great problem.And I guess it’s the case for many people,although many famous people have given us valuable advice,such as,fate chooses your relatives,you choose your friends.—Abbe Jacques Delille,and a hedge between keeps friendship green—J.A.Charles.As far as I am concerned,I don’t want to admit I have many friends.During my senior school,I got along well with several classmates.When we entered different universities,though we wrote to each other sometimes,I didn’t think we could tell everything to each other.Different experiences make it difficult for us to understand each other.There are always disagreements between people.It’s really to have a good friend.Get along with familyLately I found it very difficult to get along with family.Take Joseph for example,He is in his eighth grade and is very difficult to deal with just like a hot yam.He got mad easily just for some tiny things.Is this so call rebel age?I am sick of it.I choose to ignore his temper and keep away from him.Nowadays,children get spoiled and heart less.They lost their sympathy and look only themselves.When there’s any thing goes against their mind,they burst into furious.To get along with others is a tough task.I am frustrated by this lesson.Agony Aunt—知心大姐John:Hello,this is Real English from BBC Learning English,I’m John.Jean:And I’m Jean.Hello!John:In Real English,we look at words and phrases that you might not find in your dictionary.Jean:英语是一种富有成语和不同语言习惯的语言,所以要想学习地道纯正的英国英语,了解英国人常用的通俗语言和表达方式也是非常重要的。

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