牛津英语高三模块9 Unit1 Reading1教案
牛津高中英语教学设计
单 元：Unit 1 Other countries, other cultures
板 块：Reading 1
Thoughts on the design:
本节课是本单元的重点，阅读部分。这一部分主要考察的是学生的阅读能力，而且在内容上也是整个单元的中心部分。通过对加拿大的基本情况的描述灌输给学生加拿大的文化、地域、城市、特色等方面的知识，正呼应了这一单元的主旨：Other countries, other cultures。这节课的设计中，除了培养学生对英语的阅读能力，还在听和说两方面着手，以这篇文章内容为题材，从听、读、说和文化知识渗透4个方面培养学生多方面的能力，把学生的各个感官都调动起来，并且激发他们思考和组织语言的能力。
Teaching aims:
After the reading comprehension, the students will be able to develop their reading skills;
After the listening comprehension, the students will be able to develop their listening skills;
After learning the information about Canada, the students will be able to know more about the culture,
major cities, tourist attractions and other things in Canada, thus developing their interest in foreign
cultures;
After the discussion, the students will be able to develop their speaking skills, especially the ability to
organize sentences.
Teaching procedures:
Step 1 Lead-in
Show a map of Canada to the students
What is this country?
Can you remember the information we mentioned about Canada yesterday?
The RCMP. Maple. Beaver
Do you have something more to add?
What is the capital city of Canada? —Ottawa What is largest city of Canada? —Toronto
What are the official languages that are used in Canada? —English and French
Can you name some famous people from Canada? —Shania Twain (a famous singer); Sir John A
Macdonald…
[Explanation]
这一步骤是为了活跃课堂气氛，激发学生的兴趣。首先给出加拿大的地图，让学生认出今天的主题——加拿大。然后让学生回忆昨天课上讲到的加拿大的特色，把这节课的内容和上节课的内容做了个串接，使课与课之间有个合理的过渡。然后让学生开动脑筋，运用平时知识的积累去想出更多关于加拿大的信息。在让学生提供更多关于加拿大信息这一部分，可以先让学生自由发言，如果学生不知道该怎么回答，可以通过以上的这些问题去进行引导。
Step 2 Reading Comprehension
Now let’s go to the reading part of Unit 2 – Canada-land of the maple tree.
[Explanation]
这里可以给出很多枫树、枫叶的图片，正好和文章的题目相契合。
1. Read paragraph 1~2 to fill in the table below
Category Description
Location The Arctic is to the north, the USA is to the south, the Atlantic
Ocean is to the east and the Pacific to the west.
Size second largest country in the world
Geography frozen wastes; vast mountain ranges; enormous open plains;
countless rivers; endless forests
Outdoor Activities Walk, sail, cross-country ski
2. Read paragraph 3~7, compare the differences between the cities mentioned and fill in the following
table.
Toronto the largest city in Canada; most multicultural; famous
for the CN Tower
Montreal second largest in Canada; second largest
French-speaking city in the world; wonderful mix of Major cities
Old World and New World architecture and culture
Vancouver smaller in size but equally famous; has the biggest
Chinese population in Canada; close to the ski resorts
Edmonton a city in the province of Alberta; home to the west
Edmonton Mall, the largest pedestrian mall in the
world
3. Let the students do part C2 on page 4
1) Montreal
2) Montreal
3) Toronto
4) Vancouver
5) Edmonton
6) Toronto
[Explanation]
这5段内容介绍了加拿大的四个重要城市，把他们放到一起让学生阅读并进行比较。之后紧接着让学生完成第4页的关于这4个城市的选择练习，加深他们对四个城市的了解。
Step 3 Listening Comprehension
Listen to the tape for the information in paragraph 8, 9, 10 and 11.
Answer the following questions.
1. How wide is the Niagara Falls? — 670 metres wide.
2. What is Canada’s national symbol? — The maple leaf.
[Explanation]
这一段内容比较简单，所以可以和听力的训练放在一起进行。让学生不要看课文，通过自己听到的内容回答几个与所听内容有关的问题，既能使学生了解要学习的文章的内容，又能提高听的能力。
[Explanation] (Step 2—3) 在对课文内容的处理上，这节课没有像平时一样先让学生通读全文然后回答问题。而是根据文章内容的层次性把文章分成3个部分进行处理。第一部分是1、2两段，是对加拿大的地理位置、地形等基本信息的概述。这里用了让学生阅读然后填表的方式。第二部分为3~7段，是关于加拿大几个大城市的基本信息，处理手段和第一部分一样，先让学生阅读关于几个大城市的信息，然后通过填表的方式对其进行比较，再通过做课后Part C2 进行巩固。第三部分为剩余的4段，没有用阅读的手段让学生学习，而是采取了听磁带回答问题的形式，既使得课堂教学运用手段多样化，又把学生的各项感官充分地调动起来。
Step 4 Consolidation
Read the text for a second time and finish Part E on Page 5 to consolidate what you have learned about
Canada in the text.
1 settlement 2 hunters 3 westwards 4 malls
5 freezing 6 photographer 7 recreation
[Explanation]
因为之前的步骤2、3都是把文章分开来进行处理，缺乏了整体的把握，所以此处要求学生从整体上再阅读一遍文章，完成练习，从而使学生对文章有一个更深刻的认识。并通过填写该篇对文章做了一个归纳总结。
Step 5 Discussion
If you are to visit Canada, which city or place do you want to visit first, why?
[Explanation]
通过一个让学生感兴趣的问题，让学生运用这节课中学到的知识和平时知识的积累，不仅对今天上的课得以进一步巩固，还锻炼了学生的说英语的能力。
Step 6 Homework
Finish the reading comprehension on Page 103-104.
牛津译林版九年级上册Unit3《Teenageproblems》(reading1)说课稿
牛津译林版九年级上册Unit 3《Teenage problems》（Reading 1）说课稿
一. 教材分析
《牛津译林版九年级上册Unit 3 Teenage problems（Reading 1）》是一篇关于青少年问题的阅读文章。文章主要讲述了一个青少年在成长过程中遇到的各种问题，如学习压力、与父母沟通、朋友之间的关系等。通过这篇文章，学生可以了解到青少年成长过程中可能遇到的问题，并学会如何面对和解决这些问题。
二. 学情分析
九年级的学生正处于青春期，他们面临着与文章中相似的问题。因此，他们对这篇文章的主题会有共鸣，学习兴趣会比较浓厚。然而，由于他们的英语水平不同，有的学生可能对文章中的一些词汇和语法结构理解起来有一定的困难。
三. 说教学目标
1. 知识目标：学生能理解文章的主要内容，掌握文章中的一些重要词汇和短语，如“pressure”、“communicate”、“relationship”等。
2. 能力目标：学生能用英语简单描述青少年面临的问题，并学会如何解决这些问题。
3. 情感目标：学生能认识到青少年时期的重要性，学会珍惜时光，积极面对生活中的困难。
四. 说教学重难点
1. 重点：学生能理解文章的主要内容，掌握文章中的一些重要词汇和短语。
2. 难点：学生能用英语描述青少年面临的问题，并学会如何解决这些问题。
五. 说教学方法与手段
1. 教学方法：采用任务型教学法，让学生在完成任务的过程中，提高英语听说读写的能力。
2. 教学手段：利用多媒体课件、图片、卡片等辅助教学，激发学生的学习兴趣。
六. 说教学过程
1. Pre-reading：教师通过提问引导学生思考青少年时期可能遇到的问题，激发学生的学习兴趣。 2. While-reading：学生速读文章，回答相关问题；教师引导学生详细阅读文章，讨论文章中的细节。
3. Post-reading：学生分组讨论，用英语描述青少年面临的问题及解决方法；教师学生进行汇报，给予评价。
牛津译林版九年级英语上册9A Unit1单元教案
9A Unit1教案
教学单元课时安排 教学目标 任务设置
知识与技能 过程与方法 情感态度和价值观 达成情况 作业安排
Period 1 1. 学习掌握单词，短语以及句型的用法。
2. 学会用适当的语言描述人的性格特点 “先学后教，当堂训练”模式 学会简单谈论自己和他人的性格特点及喜欢或者不喜欢的职业 Comic strip＆Welcome
to the unit
《当堂训练》
《课课练》
Period 2 1.认识四位在各自工作领域表现杰出的人物。
2.掌握描述工作和性格的词汇
“先学后教，当堂训练”
模式 培养学生学习先进、努力奋斗的精神 Reading 1
《当堂训练》
《课课练》
Period 3 1. 学生能灵活运用所学单词，短语和句型。
2. 3.掌握并运用描述工作和性格的语言技能 “先学后教，当堂训练”
模式 进一步巩固所学内容，温故而知新，内化语言知识，提升实践能力。 Reading 2
《当堂训练》
《课课练》
Period 4 1. 学会使用并列连词and、but、or和so
2. 学会使用并列连词both…and… not
only…but also、either…or和neither…nor “先学后教，当堂训练”
模式 提高语言运用能力，增加学习成就感。 Grammar《当堂训练》
《课课练》
Period 5 1. 从书面和口语形式中了解生肖、星座与性格的关系
2.学会谈论一个人的性格 “先学后教，当堂训练”
模式 学会谈论一个人的性格 Integrated
skills
《当堂训练》
《课课练》
Period 6 1. 让学生了解略读法
2. 学会略读一篇文章，
找到所需信息 “先学后教，当堂训练”
模式 掌握阅读英文小说的基本方法，能读懂简单的英文小说。 Study skills《当堂训练》
《课课练》
Period 7 1. 学会组织观点并用事例支撑观点
译林版高中英语选必三Unit1 Reading I 教案(雅礼版)
Unit 1 Wish you were here
Welcome to the unit & Reading(Ⅰ)
内容分析：
本单元的主题语境是“人与自然”“人与社会”。Welcome to the unit板块话题是“旅游胜地”，以四张明信片的形式介绍旅游目的地。本板块的学习，旨在帮助学生回忆旅游经历，交流分享自己心仪的旅游目的地。这些教学活动可以启发学生进一步思考旅游的内涵与价值，为单元学习作好铺垫。
Reading板块的语篇是网站文章，介绍了加拿大在地理、种族和文化三个方面的多样性。文章紧扣“多样性”一词，呈现了加拿大丰富多样的自然和人文信息。旨在帮助学生构建加拿大概况的知识，探究背后的历史和文化因素，增强对文化多样性的理解。
教学目标：
By the end of the lesson, students will be able to:
1. give a brief introduction to Canada’s diversity in geography, race, and culture;
2. identify the textual structure of the website article;
3. strengthen their desire to explore a new land.
教学重难点：
1. Find out the key information about Canada’s diversity;
2. Understand what aspects can reflect China’s diversity.
教学过程：
Step 1 Lead-in
The real voyage of discovery consists not in seeking new landscapes, but in having
牛津译林版(2020)选择性必修一 Unit 1 Extended reading 教案
1 《英语》（选择性必修·第一册）
Unit 1 Food matters
Extended reading
I. Learning objectives
By the end of the period, students will be able to:
1. get the main information about the three traditional Chinese foods;
2. write a summary of each of the three traditional Chinese foods;
3. appreciate some nice words and understand their meanings and functions;
4. find out the author’s views about these traditional Chinese foods and show their own opinions;
5. introduce a popular dish in their hometown.
II. Key competence focus
1. Get the main information about the three traditional Chinese foods.
2. Find out the author’s views about these traditional Chinese foods and give some opinions.
III. Predicted areas of difficulty
1. Write a summary of each of the three traditional Chinese foods.
2. Appreciate some nice words and understand their meanings and functions.
译林版高中英语选必一Unit1 Reading (I) 教案
1 《英语》（选择性必修·第一册）
Unit 1 Food matters
Welcome to the unit & Reading (I)
I. Learning objectives
By the end of the lesson, the students will be able to:
1. know about some information of comfort food from a magazine article;
2. develop their reading skills;
3. express their opinions on comfort/favorite food;
4. keep their positive attitude towards life.
II. Key competence focus
1. Analyse and summarize the structure of the text.
2. Think critically and express opinions freely.
III. Predicted area of difficulty
1. Understand the structure and improve reading skills of the magazine article.
2. Express their opinions properly according to the topic.
IV. Teaching procedures
Step 1 Lead-in
1. T asks a question:
When you feel unhappy, what will you do?
(T: As for me, when I fee unhappy, I will eat some delicious food. Because the yummy taste can
Unit 1 Reading 学案- 高一下学期英语牛津译林版(2020)选择性必修第一册(有答案)
译林版选择性必修第一册unit1课文阅读理解
Ⅰ.Read the article and complete the chart below with the main idea of each paragraph.
Ⅱ.The main idea of the passage is that comfort food has a unique power.
1．When I stayed in my grandma’s flat， .
A．I always made rice pudding by myself
B．I always told some wonderful stories to my grandma
C．I enjoyed my grandma’s rice pudding very much
D．I invented a new recipe for my grandma
2．Which word can replace the word “combination”？
A．Mixture. B．Choice.
C．Design. D．Devotion.
3．We can learn from the second paragraph that .
A．comfort food refers to the food that makes us healthy
B．comfort food often makes us think of happy memories
C．when we are sad，we must eat much rice pudding
D．comfort food often reminds us of the people we dislike
4．Which of the following statements is TRUE?
九年级英语译林版上册Unit1_Reading1_优质课教案(江苏省)
1 / 3
Unit1 Reading1 优质课教案（江苏省）
Title 9AUnit 1 Reading I
Teaching objectives:
1. Knowledge objectives:
(1) To master the important words, phrases and sentences in the text.
(2) To understand the main idea of the article.
2. Ability objectives:
(1) To improve reading ability.
(2) To learn to use the useful words and phrases to describe a person.
3. Value objectives：
(1) To know themselves better.
(2) To learn to choose suitable jobs they like.
Teaching key points and difficult points:
1. Phrases: sales department, take the lead, connect A to/with B, A be connected
to/with B, as good as, pay attention to, be suitable for
2. Structures:
(1) You either take the lead or fall behind.
(2) To us, a miss is as good as a mile.
(3) As a doctor, you can’t be too careful.
(4) Carelessness will be a disaster not only to ourselves but also to patients.
英语新课标教学设计：牛津英语8A Unit 1 Friends Reading1
英语新课标教学设计：牛津英语8A Unit 1 Friends Reading1
一、教材分析
本课的教学内容是《江苏牛津译林版》八年级上册 Module 1
Teenage life Unit 1 Friends—Best friends (Reading1)，本课的
主题语境为人与社会——社会服务与人际沟通（人际关系），语篇类
型为记叙文中的人物介绍。
【What】本课由三篇记叙文组成，三篇文章均以朋友为题材，表
达对朋友的认识和对友谊的体会。三个好朋友Betty，Max 和May，
虽然性格和品质等方面都有所不同，但是和作者们之间的友谊是真实
强烈的。
【Why】三位作者通过对Betty，Max 和May三个好朋友生动形
象的描述，使读者从细节角度感知朋友的重要和友谊的珍贵，并从中
得到如何认识“真朋友”的启迪，启发学生对于真正友谊的思考。
【How】三篇文章结构清晰，从外貌，性格，品质，梦想多个方
面描述，使Betty，Max 和May的形象丰满立体。除了运用大量丰富
的形容词描写性格和外貌之外，还用了具体的事例和大量的细节描写
塑造了鲜明的人物形象。用always/never/so 等副词以及感叹号等
标点符号等表达了对朋友真实强烈的感情。
二、学情分析
本课的教学对象为初二学生，学生通过对前一课时Welcome to
the unit &Comic strips 的学习，掌握了很多描写朋友性格的词汇，
对“最好的朋友”这个话题也有很浓厚的表达兴趣。学生已经具备一定的处理表层信息的能力，但是如何筛选整合信息和挖掘深层信息的
能力还有待加强。同时在梳理文章结构，解读语言特征方面还需要老
师的引导。如何搭建合适的支架锻炼学生的思维品质和培养迁移运用
能力是本课的教学难点。
三、教学目标
1. 学习能力：学生能获取和梳理Betty, Max和May 三位好朋
友的基本信息（外貌，性格及其他），借助阅读形成的结构化知识，
进行选择判断。
牛津英语9aunit2reading教案及练习(含答案)
路漫漫其修远兮，吾将上下而求索 - 百度文库
1 牛津英语 9A Unit 2 Colours
Period (2) Reading (Ⅰ) 教案
Teaching Content: Period 2 Reading（Ⅰ）
Teaching Aims：
Aims of knowledge：1) To understand what colours represent.
2) To recognize and understand vocabulary about emotions.
3) To match colours to the characteristics.
Aims of abilities：1) To improve the Ss’communicative ability
2) To improve the Ss’cooperative ability
Aims of emotion：Arouse Ss’ interest of learning English by describing the colours and the moods.
Teaching Important Points:
To get the relationship between the colours and the moods
Teaching Difficult Points:
To match colours to characteristics and get the main idea of the text
Teaching Aids :
a tape recorder , a computer, some pictures
Teaching method :
牛津译林版高中英语选择性必修第一册 Unit2 Reading1教案
Book 1 Unit 2 The universal language
Reading 1
Understanding culture through music
一、教学目标
By the end of this section, students will be able to:
1. give a brief introduction to Butterfly Lovers and country music;
2. listen to a sample of Butterfly Lovers and express their understanding of it;
3. compare the writing techniques of the two emails.
二、教学重难点
1. To appreciate different types of music and understand the culture through music;
2. To learn about different techniques used in writing to describe one’s appreciation of music.
三、教学过程
步 骤 教学活动 设计意图 互动时间/模式
Pre-reading
Step 1 Start the class by asking students to answer the
following questions.
1. What information do you think the emails
contain according to the subjects?
2. Have you watched a music performance live or
on TV? What was it like? 激活学生已有的关于音乐表演的认知和经验，引出主题，引导学生关注电子邮件的写作特征。 5’