牛津译林版8上Unit 1 Reading 1 教案

牛津初中英语8AUnit5全部教案

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外研社版必修二Module 2 NoDrugs教学设计

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牛津译林版八年级上Unit8集体备课教案

课题8A Unit 8 Welcome to this unit 课型New 教学目标1. To learn the common names of natural disasters. 2. To help students to know different kinds of weather and disasters. 3. To arouse the students’ interest in natural disasters. 教学重点To learn the common names of natural disasters. 教学难点I was sleeping when it started to rain. 教学过程 教师内容备课札记Step1.Talking about the picture. (Show a picture with rainy weather) 1.Get students to talk about what happens in the picture. For example:What’s t he weather like? How is the weather? Is the rain heavy? 2.Review the words about the weather. Step2.Presentation. 1)Introduction:Hobo has some trouble. What has happened to him? Let’s have a look . 2)Students read comic strip. What’s the weather like? What happened to Hobo? What was bob doing when it started to rain? When did Hobohear the rain? What happened to Hobo’s house? Why doesn’t he want to go home? 4)Repeat the dialogue after the tape. 5)Have difficulties to explain. Be all wet全湿了 Mop all the water up用拖把把所有的水拖掉 I was sleeping when it started to rain. 当开始下雨的时候我正在睡觉。 Step3.Getting to know the weather

牛津译林版英语必修二Unit1Task教案

牛津高中英语教学设计 单元：Unit 1 Tales of the unexplained 板块：Task Thoughts on the design: 本节课是以提高分析数据图表能力、加强英语实践应用能力为目标的实践教学课。实践应用教学应当“有层次”先模仿后独立完成。 Teaching aims: After learning this period, the students will be able to know how to analyse statistics that gathered from questionnaires, and how to draw conclusions and make recommendations through the statistics. Teaching procedures: Step 1 Lead-in PPT4—7 We analyze the statistics gathered from a number of questionnaires before we use the information to write a report. Make sure that students know what can be obtained through analyzing the statistics. They can draw conclusions and make recommendations. Thus, they can discover what people are interested in, what they are doing or they want to do. Encourage students to think of more conclusions and recommendations about the example sentence. Conclusions 1. Many students know how to use an English dictionary. 2. Some students like to use an English dictionary. 3. An English dictionary is very useful. 4. It’s easy to get an English dictionary. 5. More… Recommendation Every student who is studying English should have an English dictionary. Step 2 Presentation 2 examples Example 1 PPT 8—10 Read the pie chart about students’ after school activities and analyse the statistics. And draw at least three more conclusions and make another three recommendations.

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。

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牛津译林版必修二unit1课程教学设计 Boy missing, police puzzled

Module 2 Unit 1 Reading Boy missing , police puzzled Chenhui Nov. 1. 2016 教学设想 对于学生来说，语言学习不仅仅是为了交际和提高语言运用能力，更是为了在高考中取得较好成绩，这是一个不可回避的话题。近几年的高考英语试卷，都对阅读能力提出了较高的要求，关于归纳、总结、辨析、推理等批判性思维题目的比重越来越大，而且这类题已经成为了学生失分的重灾区。因此，在日常阅读教学中帮助学生提升批判性思维能力已是迫在眉睫。因此，在课程上运用批判性阅读策略指导阅读教学，能有效提升学生批判性思维能力，从而满足学生自身的学习需求。 批判性阅读强调把预测、分析、概括、推理、判断、评价等批判性阅读策略应用于阅读过程中，不仅有利于提升读者的批判性思维能力，更有利于提升读者深层次阅读的能力。基于具体运用批判性阅读策略到真实课堂的初衷，我对这堂课进行了相应的教学设计。 第一、将批判性策略融入教学目标。 教学目标是任何一堂课首先要考虑的问题。在批判性阅读教学中，教学目标的设置需要体现出批判性阅读策略的应用，鉴于学生的认知水平，我的教学目标设定为：have a preliminary sense of using critical reading strategy in reading an newspaper article 第二、教学环节的设计涉及到分析、应用及创造这些认知过程。 因为课堂教学文本是阅读新闻报纸文章，我先选择相似但内容较简单的文本让学生阅读。在教师问题的引导下，学生能够自我总结出：在阅读新闻文章的首段，我们应该重点把握五个因素（人物、时间、地点、事件、情节）。在此基础上，学生能够将所总结的规律应用到新课程的学习中。最后，以读促写的环节能够促使学生实现知识迁移，解决新问题，培养他们的批判性思维。 第三、通过预测培养发散性思维。 预测是指读者根据文章提供的线索，包括文字和非文字，结合自己已有的认知结构和经验，对文本的主题、内容等做出的预先推测（张茹芳，2012）。我让

牛津英语8A Unit8教案

年级Grade 8 科目English 单元Unit8 课题Comic strip & Welcome to the unit 课时 1 课型new 教 学目标知识与 能力 1 通过漫画引出自然灾害的话题。 2 初步接触过去进行时。 3 了解几种常见自然灾害的英文名称。 重点 词汇：natural accident wash village lightning storm rainstorm thunder 词组: start to rain half an hour later lose the game kill thousands of 难点disaster mop earthquake typhoon mop all the water up crash into a tree 教学设计详案二次备课内容Teaching procedures: Warm-up activities 1 Read the conversation between Eddie and Hobo. Allow Ss enough time to make sense of the comic strip: heavy rain—Hobo is wet and cold.—His house is wet. Try to elicit from Ss what might happened to Hobo’s house. 2 Ask some open questions about each picture. * What’s the weather like? * What happened to Hobo? * What do you think happened o Hobo’s house? * How does he fell at Eddie’s home? * Why doesn’t he want to go home alone? * Will Eddie help him? Ask two more able students to role-play the conversation. 3 Elicit from Ss other bad weather conditions. Presentation 1 Prepare Part A by providing more vocabulary to help Ss understand headlines in English. 2 Ask students to consider whether the disasters are natural and tick the appropriate boxes. Ss can do it individually and then compare their answers with a partner. Check the correct answers with the whole class and elicit a definition for a natural disaster. 4 Read the words in Part B

【学无止境】高中英语(译林牛津版)必修二教案 Unit3 Task writing a biographical article授课案

模块二Unit3：Task writing a biographical article授课 案 ●Task writing a biographical article This section consists of a series of activities which provide opportunities to learn and practice language skills. Each of the three steps is preceded by a skills building activity. Try to learn how to write a curriculum vitae and a biographical article. Skills building 1: listening for figures In this part you will learn when to use cardinal numbers or ordinal numbers and how to identify specific numbers when listening. You will also learn what words or phrases can be used to express an approximate number or to modify a number. Listen to an interview and fill in the figures you hear. 1. First let’s review different forms of numbers. Please give the ordinal form of the numbers below. ① 1-12 Cardinal numbers Ordinal numbers formation one first/1st 1. 序数词1-3为特殊变化 two second/2nd 2. 4-12在基数词词尾加-th构成。 three third/3rd注意fifth, ninth, twelfth的词形变 four fourth/4th化。 five fifth/5th nine ninth/9th twelve twelfth/12th ② 13-19基数词在数词3-9后加-teen构成，其中13和15发生拼写变化，分别为thirteen, fifteen 13-19序数词在基数词后加-th构成。如：thirteen--thirteenth ③ 20-90整十位数在基数词2-9之后加后缀-ty构成，其中20，30，40，50拼写发生变化，分别为twenty, thirty, forty, fifty; 构成序数词时，将词尾y变成i加eth, 如：sixty—sixtieth/60th 十位数之间的数，由十位数加个位数构成，中间用连字符号。构成序数词时，十位数用基数词表示，个位数用序数词表示。如：21/ twenty-one→twenty-first/ 21st Note:

苏教版译林牛津初中英语8AUnit8L7教案

英语（八年级上册） Unit 8 Natural Disasters Task 扬州市江都区第三中学张礼兰 I. Teaching aims and learning objectives By the end of the lesson, students should be able to: 1. give facts for writing; 2. organize ideas by making notes; 3. write an article about a natural disaster. II. Teaching contents 1. New words and phrases: share … with …, keep falling, nearly fall over, clear the snow, come from behind; 2. New structures: A snowstorm hit Beijing on Friday, 5 January. I was doing my homework in the classroom when Mr Wu came in. My parents could not get home that night because of the heavy snow. III.Focus of the lesson and predicted area of difficulty 1. Organize ideas by drawing up an outline; 2. Write an article about a natural disaster in easy and clear English. IV. Teaching procedures Step 1 Lead-in 1. Compare two articles T: Today I am going to tell you a story about how Timmy survived the 1999 Taiwan earthquake. Listen to this, please In 1999, a terrible earthquake happened in Taiwan.

【学无止境】高中英语(译林牛津版)必修二教案 Unit3 词汇、语法讲学稿

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牛津译林版8A Unit8英语期末复习专题(英语教案)

初二英语期末复习专题(8A Unit8) 一、核心词汇 1．shake n． [考点点拨] shake意为“摇动，震动”，作名词时是可数名词，通常用单数。如： Give the bottle a good shake before opening. 打开瓶子前先好好摇一摇。 shake还可以用作及物动词或不及物动词，过去式和过去分词分别是shook和shaken。shake one's hand和某人握手。如： The earth shook under us. 大地在我们脚下摇晃。 He shook her hand warmly. 他热情地与她握手。 shaking作名词用时，是不可数名词，不能和不定冠词连用。如： Stay in the open air until the shaking stops. 待在户外直到摇晃停止。 2. loud adj. [考点点拨] loud意为“响亮的；大声的；喧闹的”，用作形容词时，可以作定语或表语。如： Millie has a loud voice. 米莉嗓门大。 The music is too loud 音乐太吵了。 loud还可以用作副词，和loudly同义，一般只与动词speak，talk，laugh，sing等连用，且必须放在这些动词之后。如： I can't hear you, please speak louder. 我听不见，请说大声些。 3．fear n． [考点点拨]fear作名词时意为“害怕，恐惧”，in fear惊恐地，相当于一个副词．be in fear of…＝be afraid of…意为“害怕……”。如： He is in fear of dogs.＝He is afraid of dogs.他怕狗。 4．direction n. [考点点拨] direction名词，意为“方向”，direct动词，意为“指导”；director名词，意为“导演”；direct形容词，意为“直接的”；directly副词，意为“直接地”。in all directions 四面八方；向各个方向。如： She has a poor sense of direction. 她方向感很差。 Not all the projects are the ones I direct myself. 不是所有项目都由我自己指导的。 Tom wants to be a director in the future.

高中英语(译林牛津版)必修二教案(江苏) 《Unit 1 Tales of the unexpected 2》

I.词语辨析： 1、possible / probable / likely possible：指客观上有可能性，但含有希望很小的意思；不能用人做主语。常用句式：It is possible to do sth. / It is possible for sb. to do sth. / make it possible for sb. to do sth. 另外：名词前有：all, every, the only, the best 及其它形容词的最高级修饰时，possible一般放于名词之后，作后置定语, 但也可以放于名词前。 e.g. This is the only way possible. They have tried every possible method to do the experiment. probable：probable比possible可能性大，“很有可能、大概”，所以我们可以这样说：“Probable is more possible than possible”。probable 指有实际的依据和逻辑上的合理性； probable 也不用人做主语。常用句式：It is probable that ….. e.g. It is probable that he will be late again. It seems probable that he will come. Such a thing is possible, but not probable. likely：表示从外表迹象进行判断有可能发生的事。常用以下句型： Sb. is likely to do sth. / It is likely that sb. will do sth. / Most(Very) likely sb. will do sth. e.g She is likely to go to the USA soon. It is likely that we’ll have another test. Very likely it will rain in no time. 2、separate / divide separate：指“把因某种原因而混在一起的人或物分开”。 e.g. I tried my best to separate the two fighting boys, but failed. Please separate these papers in half an hour. 常用句式：separate A from B e.g. Can you separate good apples from the bad ones for me? His whole family were separated from one another during the war. divide：指“把原为一体的整体分割开来，成为若干个小的个体”。常用句式：divide A into B：把A分成B. e.g. He divided the cake into four parts and gave each of us one. divide sth. between / among sb.：和某人分享/分担某物/事 e.g. We divide the rent among the three of us. 3、prevent / protect prevent：阻止、防止（事情的发生）。与from连用，from可省略。 e.g. The heavy rain prevented us（from）going to school. Nothing will prevent history（from）going forward. 含有“阻止、防止某人干某事”意思的词组还有： stop … (from) doing sth. = keep … from doing，在keep…from中，from不能省。 e.g. His illness stopped him (from) going to Kunming on business. His fear of darkness keeps him from going out at night. protect：保护，常用句式：protect sb. / sth. from ….：保护 4、add / add to / add … to / add up / add up to