牛津英语8A Unit4 Reading Giant pandas教案设计金坛市华罗庚实验学校张蔚莹
课前准备
根据课文内容完成下列表格。
The growth of Xi Wang
Age Weight Food
1 day 1. 4.
10 days /
4 months 2.
8 months / 5.
12 months 3.
20 months /
课堂学习根据汉语提示，写出正确的单词。
1. A baby panda is only 100 ________ (克) at birth, do you know?
2. Giant pandas love to eat _________(竹子) _________(竹笋) and leaves.
3. _________(杀死) the birds is not right.
4. Some _________(猎人) kill pandas for their ________(皮毛)
5. Maybe someday these animals will be ________(无处) to be found.
6. Can you answer the ________(以下的) questions?
7. Doing eye exercise is good for ________(保护) our eyes.
8. They are building more ________(保护区) for wild animals.
9. It’s our turn to take some ________(行动) to help the animals.
10. His parents often _________(鼓励) him to be more active in everything.
11. A bear has long and _________(厚的) hair on its body.
12. I had a call just now. After that , I _________(继续) to eat my lunch.
13. A reserve is a ________(特别的) areas for wild animals.
_________(令人难过的是), farmers cut down trees and __________(森林).
课堂检测
一、翻译词组
1.第一次走出她的家门______________
2.长成一只健康的小熊猫_____________
3.开始吃竹笋和叶子______________
4.在野外生存___________________
5.因为人们___________________
6.杀掉它取它的皮毛________________
7.砍倒树和森林___________________
8.没有生活的地方___________________
9.独立，独自___________________
10.处于危险中_______________
11.采取下列的行动保护熊猫__________
12.扩大熊猫保护区_________________
二、用适当的介词或副词填空。
1. His father died _________ he was only three years old.
2. When did you meet her ________ the first time?
3. Do you know how to survive ________ the wild?
4. ________ what do you want to kill the sheep?
5. At an early age, the boy lived _______ his own.
6. ________ four months, the baby weighed 10 kilograms.
7. Who has taken my pen_________?
8. We shouldn’t cut ________ too many trees.
课后提升
一、单选
( ) 1. If we do , soon giant pandas will die out.
A. nothing
B. everything
C. something
D. anything
( ) 2. ---How did he finish the work? ---I hear that he did it .
A. in the own
B. on the own
C. of his own
D. on his own （）3. He is in hospital and the doctor says he is ______.
A. danger
B. in danger
C. dangerous
D. a danger
（）4. We will go swimming if it ______ tomorrow.
A. won’t rain
B. doesn’t rain
C. rains
D. will rain
（）5. I saw such a beauty _____ in my life.
A. on time
B. in time
C. at the same time
D. for the first time
（）6. Please give me a pen _____.
A. to write
B. to write on
C. to write with
D. write
（）7. You shouldn’t ______ because the report is very important for me .
A. take away them
B. take it away
C. take away it
D. take them away
（）8. We are going to make wild animal reserves and build more
reserves.
A. big B .bigger C. smaller D. small
（）9. There are _______ giant pandas in Africa.
A. few
B. a few
C. little
D. a little
( ) 10. I think when she grows ____, she must grow ____ a beautiful woman.
A. up; up
B. up; into
C. into; into
D. into; with
二、根据中文，完成句子。
1．我第一次看到熊猫是在她十天大的时候。
I _________ saw the baby panda_________ she was only 10 ________ ________.
2．在开始时，希望每天要吃母乳达14个小时。
At the very __________, Xi Wang drank her mother’s milk _______
_______ _______
14 hours a day.
3．令人伤心的是，大熊猫在野生状态下难以生存。
________, it is very __________ for giant panda to _________ in the
_______.
4．如果狩猎者抓住一直大熊猫，他们会杀死它取它的毛皮。
It __________ catch a giant panda, they will ___________ it for its
_________.
5．如果农民砍伐树木和森林，大熊猫就没处生存。
If __________ cut _________ trees and _________, giant pandas will have _______ to live.
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。
初中英语牛津译林版八年级下册Unit3《Grammar: Simple past tense and present perfect tense》优质课公开课教案教师资格证面试试 讲教案 1教学目标 1. To understand the differences between the simple past tense and the present perfect tense. 2. To grasp the expressions with the present perfect tense. 3. To grasp the expressions with the simple past tense. 4. To understand different uses of the present perfect tense. 2重点难点 3教学过程 3.1一学时 3.1.1教学活动 活动1【导入】Revision 活动2【导入】Presatation Teach the new words. dream vi.& vt. 做梦,梦想 dream about/of 想象;梦想 e.g. Do you often dream at night? 你在夜里经常做梦吗? I sometimes dream about my parents. 我有时梦见我的父母。 I dream of becoming a teacher. 我一心想当个教师。 活动3【讲授】Grammar explanation Translate some sentences. Daniel 两年前去了北京。 (Daniel went to Beijing two years ago.) Daniel 已经在北京居住两年了。 (Daniel has lived in Beijing for two years.) Tell the students the difference between the simple past tense and the present perfect tense.
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)
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。
基于英语学科核心素养下的单元整体教学设计 发表时间：2020-04-14T13:35:36.360Z 来源：《教育学文摘》2020年第1期作者：罗国华[导读] 语言能力、学习能力、思维品质和文化意识这四方面构成英语学科的主要核心素养摘要：语言能力、学习能力、思维品质和文化意识这四方面构成英语学科的主要核心素养。英语单元整体教学目标既是对本单元课程目标的分解，又是对本单元课时目标的综合。注重单元内部课时以及单元与单元之间的联系，更加体现英语知识的整体性和系统性，目前这种教学设计已经越来越被广泛运用。本文基于英语学科核心素养，对初中英语单元整体教学设计进行了研究探索。 关键词：核心素养；单元整体教学；目标；课时划分；结构 本文以新标准外研版英语教材九年级《Module 11 Photos》为例，从立足学科核心素养、把握单元整体教学目标，合理设计课时划分、体现学科核心素养，运用结构教学法设计、联系单元教学全过程等三个方面，研究探索了基于英语学科核心素养下的单元整体教学设计策略。 一、立足学科核心素养，把握单元整体教学目标 初中英语老师在设计单元整体教学目标时，应该从语言能力、学习能力、思维品质和文化意识这几个方面入手，把单元整体教学目标具体化、分层化。引导学生通过英语课程的学习，逐步发展自身的英语学科核心素养。制定英语单元整体教学目标，应结合学生英语知识学习能力、理解水平、口语表达能力等方面，以帮助学生英语知识水平提升和能力发展为方向。第一步，自下而上贯穿单元教学内容，从所有课时具体目标中整合提取单元整体教学目标；第二步，自上而下从单元目标分解课时目标，细化单元目标；第三步，就是最终确定的单元整体教学目标，明确学生在学习完成整个单元后获得哪些方面的英语知识和能力。 以新标准外研版英语九年级上册《Module 11 Photos》为例，本单元以photo display为话题，通过照片展览竞赛锻炼学生描述照片的语言表达方式。主要内容就是谈论照片，相对来说比较简单，易于调动学生的积极性，相互之间能够很好地利用小组进行合作交流。应通过本单元的听说活动，给学生提供充足的体验和运用语言的机会。所以，在制定本单元整体教学目标时，一方面是让学生掌握有关英语知识点，里里外外都注重到了学生对定语从句这个知识点的掌握程度，辨析清楚到底that与which，that与who等等先行词的准确用法，充分利用思维导图加深印象；另一方面还要锻炼学生的英语综合能力。可以采用口语交流的教学方式，安排学生尝试用英文进行对话，帮助他们通过本单元学习深入了解英语文化，提高初中学生英语理解以及口语表达能力。 二、合理设计课时划分，体现学科核心素养 基于英语学科核心素养下的单元整体教学设计，对单元课时划分是非常重要的一项内容。在具体教学过程中，英语老师应围绕英语学科的核心素养，把教学内容与教学时间段合理划分安排好。由于一个单元各个课时里面的内容和学习重点不尽相同，在进行课时划分设计的时候不能只是按照英语课本教材顺序，一成不变的根据教学经验或者考试要求固定模式进行授课。应该在合理划分课时的基础上，灵活采用不同的教学办法，来达到有效的教学效果。 比如，在使用新标准外研版初中英语教学过程中，讲到九年级上册《Module 11 Photos》这一单元时，我们就可以分部分、分课时来进行讲解。首先带领学生们学习整个语篇，在课堂上集中讲解教材中的“get”、“general”、“standard”、“feeling”、“add”等英语单词、短语。然后就可以引导学生针对每个课时中的问题进行询问和解答，让学生以小组为单位，讨论在自己生活和学习中见到的各种特点的照片，并说明照片的奇妙之处。带领学生进入情境学习，在特定的情境下让学生运用英语句子进行表演、对话学习，并要求学生进行书写练习。接下来，就是对整个单元系统学习，进行单元重要知识点的总结和巩固。为了进一步体现英语学科的核心素养，英语老师在划分课时教学过程中，应多用英语口语表达，多与学生用英语进行交流。让学生能够体验英语知识的实用价值，在培养学生英语基础知识的同时，发展学生英语口语表达能力。 三、运用结构教学法设计，联系单元教学全过程 基于学科核心素养下的初中英语单元整体教学设计，还要注重教学方法的创新。巧妙利用结构教学法的设计，联系单元教学的各个方面，让学生系统掌握本单元英语知识。可以借助直观的思维导图进行教学结构设计，制作《Module 11 Photos》单元整体教学的树状结构图，让学生对本单元的学习有一个清晰的思路。在掌握单词、句型、语法等知识的基础上，一目了然的把握本单元的重点和难点。在具体教学中，英语老师可以从制作的这个树状结构图出发，采用“填充式”结构教学方式，把单元授课内容填充到结构图的各个板块当中。这样，学生们能够直接的感受到本单元知识的系统性和整体性，把零碎、分散的英语知识点整合到单元整体学习中，站在一个更高角度去认识和学习有关英语知识。 与此同时，运用结构教学法还要重视单元整体教学设计的全过程，加强各个课时、各个知识点、各个主题之间的联系，提高英语单元教学的整体效果。以单元授课为主体，做好课前预习、课上学习、课后复习三个环节关联教学。用课前预习为课上教学做好准备，并串联上一课时的内容，用课后复习巩固课堂学习内容，可以渗透一些下一课时的部分内容，为下一课时的教学打基础。英语老师要提前做好单元教学的整体结构规划，在课堂导入、课程拓展等方面都要体现单元知识的关联性和整体性，精心设计教学结构。把整个单元教学的各个环节融会贯通，帮助学生全面吸收、理解和掌握英语知识。 结束语：总之，初中英语教学单元整体教学设计，应把单元作为整体，从促进学生英语学科核心素养的角度，细分教学目标和内容到每个课时，进而提高英语教学的有效性。 参考文献： [1]黄国庆.初中英语“模块主题式”单元整体教学实例研究[J].基础外语教育,2016,18(02):72-77+110. [2]李保康.初中英语教材单元教学设计现状的调查研究[J].上海课程教学研究,2016(03):23-29. [3]朱庆华.论《初中英语整体教学的实践与探究》[J].科技创新导报,2016,13(21):151+153.
牛津高中英语模块一（第1讲） 【教学容与教学要求】 一、教学容： 牛津高中英语模块一Unit 1 （上） 二、教学要求： 1．掌握和校园生活有关的常用单词、词组与句型。 2．学会描述校园生活和学校设施。 High school is a time of discovery, learning and hard work!高中是探索、学习和辛勤劳动的时期 Huge campus and low-rise building 学校面积大，没有高层建筑。 Twelve laboratories are available for different experiments.12个实验室可供不同试验使用。Each room comes with its own bothroom and Internet access.每个房间都有自己的卫生间和英特网接口。 3．学习阅读技巧：skimming&scanning。 4．语法：定语从句（一） 【知识重点与学习难点】 一、重要单词： access achieve attend assembly article available average canteen club challenging context donate display experience extra graduate gym heading locker low-rise literature poster relax 二、重点词组： class teacher 班主任at ease with 和….相处不拘束school hours学校作息时间earn respect from 赢得…的尊敬sound like听起来象for free 免费get a general idea 了解大意as well as 除….以外, 也key words 关键词word by word 逐字逐句地find one’s way around 认识路develop an interest in 培养对….的兴趣surf the Internet网上冲浪
培养英语学科核心素养的教学实践与创新 1. 问题的提出、课题界定、国内外研究现状述评、选题意义与研究价值。 问题的提出 核心素养是当前世界教育研究的重要课题，也是国内课程改革关注的热点。核心素养是学生在受教育过程中，逐步形成的适应个人终身发展和社会发展需要的必备品格和关键能力。未来基础教育顶层理念就是强化学生的核心素养。（钟启泉,2005）2014年3月，教育部发布了《关于全面深化课程改革落实立德树人根本任务的意见》，提出了“核心素养”这一重要概念，要求将研制与构建学生核心素养体系作为推进课程改革深化的关键环节。在核心素养这个大概念下，衍生出学科核心素养，英语学科核心素养就是其中一项。目前学界已经讨论形成了英语学科核心素养，但各级各类学校和教师在落实学科核心素养培养时，普遍感到茫然困惑，不知道如何用抽象的指导性目标指导课堂教学，深化课程改革必须要开始关注如何把学科核心素养的理念和认识转化到课堂教学的具体实施过程中，本项课题就是从实际的问题出发，探讨如何在教学中培养学生的英语学科核心素养。 课题界定 本课题中讨论的“学生”，既指基础教育中的学生，也指高校职前培养的学生，职前培养的学生就是职后培养的教师，是从职前职后一体化发展的角度关注学科核心素养具体化的应用型研究。 国内外研究现状述评 21世纪以来，世界各国包括一些重要的国际组织都纷纷启动了学生“核心素养”的研究，国际上已有的“核心素养体系”大致可分为四大类型：成功生活取向的思维核心型，终身学习取向的知识核心型，个人发展取向的价值核心型和综合性取向的教育系统型。基于学生核心素养的指标体系，世界各国和地区纷纷启动了新一轮的基础教育课程改革。尽管各国或地区因本土情境脉络的不同而形成了不同的改革路径和方式，但总体而言，以核心素养为本的基础教育课程改革内容主要包括以下几个方面：课程目标的更新、课程内容结构的调整、课程实施过程的创新、课程评价内容与形式的变革。（左璜,2016）国外对核心素养的研究已经从理论界定转化到了指导基础教育课程改革。 2014年国内提出核心素养的概念。2014年3月教育部发布《关于全面深化课程改革落实立德树人根本任务的意见》（以下简称“意见”）。《意见》明确要求“教育部将组织研究提出各学段学生发展核心素养体系”，此文件为全面推进课程改革提出新指向，并从指导思想、基本原则、工作目标、主要任务给予新指示，至此，迎来了素质教育与课程改革发展的新阶段----核心素养的培育（常珊珊,2015）。在总目标之下，学界开始了关于中国学生核心素养的研究，大体是关于核心素养的定义和内涵、核心素养的培养途径、核心素养的测评方法等问题的探索，尚未形成相对成熟统一的认识。一些研究者结合我国的教育文化背景，对研制学生核心素养提出了有建设性的建议，如柳夕浪认为，应借鉴核心素养的研究成果来丰富和完善我国的素质教育。辛涛、姜宇提出，应围绕社会主义核心价值观构建我国学生核心素养模型。辛涛、姜宇、刘霞从建立教育质量标准的需求、我国的教育目标、国外对核心素养的遴选原则等几方面解读了核心素养。由于我国的核心素养研究刚刚起步，许多研究者都在关注其他国家和地区较为成熟的经验，探讨值得借鉴的培养核心素养的途径和措施。最受关注的三项措施是基于核心素养的课程体系设计、评价体系设计和教学方法创新。 选题意义与研究价值 本选题的选题意义在于：密切联系基础教育当下关注的焦点和重点。2014年3月教育部《关
初中牛津上海版英语教案 教案内容： Teaching aims and requirement 1. 会说Hi和 Hello，能使用 He、Hello互相问好。 2. 会用I’m介绍自己。 3. 激发学生学习英语的兴趣,并能在相应的场景中自如地表演运用。 Teaching aids Recorder and tape Teaching procedure: 第一课时 Step 1 Introduction 1.师生问候;(师说英语，用手势示意，上课，起立，坐下。) 2.简介英语的重要性，激发学生学习热情，鼓励学生学好英语。 Step 2 Presentation Teaching ‘Hi’ and ‘Hello’ 1.师用Hi、 Hello与学生问好，鼓励学生大胆回答，适当纠正学生的读音。对学生及时给予表扬。 2.让学生用Hi、 Hello自由问好。 Step 3 Presentation Teaching ‘ I’m….’ 1.师先用中文介绍自己，再用英文说I’m Miss Jiang，放慢语速反复多次。 2.鼓励学生用I’m….介绍自己。(每个学生说完，全班给予掌声鼓励) Step 4 Practice
1.师用Hi/Hello, I’m Miss Jiang. 与学生问好，引导学生用 Hi/Hello, I’m …作答。 2.学生分组用Hi/Hello, I’m 互相自我介绍。 3.唱《找朋友》，让学生下位用“Hi/Hello, I’m”找朋友。 4.指名上台表演。 5. 引导学生展开想象，让他们在类似的生活场景中运用所学语言。 T: Hello ,I am Miss Jiang . S: Hello ,I am Mike . Step 5 Act 用Hi/Hello，I’m…. Goodbye /Bye向全班同学介绍自己。 Step 7 Homework 回家用所学的句型与父母问好、道别。 Some thoughts after the lesson: ☆教学调整☆ 初中牛津上海版英语教案2 教案内容： 1.能听得懂，会说单词Su Hai, Mike, Helen, Wang Bing . 2.能正确地运用日常交际用语Hello, I am ,激发学生学习英语的兴趣,并能在相 应的场景中自如地表演运用 Step 1 Free talk 师生之间互相问好，打招呼，复习句型Hello/Hi, I’m …. T: Hello/Hi, I’m MissJiang…. S: Hello/Hi, I’m …. Step 2 Presentation 出示头饰，逐个介绍新朋友Su Hai, Wang Bing, Helen, Mike。用中文讨论图画，他们来自哪儿?会说些什么? 师戴头饰T: Hi, I’m Su Hai.S1: Hi, I’m S1.
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.)
牛津8B英文全套教案6 period 7: integrated skillsteaching objectives ● to listen for and identify specific information● to recognize key expressions involved in organizing an event.● to respond to written text and information got from listening● to talk about a c harity show.● to ask for help in organizing an event.● to make suggestions and offer help.teaching proceduresstep1 presentingsuppose your class is going to hold a charity show. you are holding a meeting to discuss to do for the show. what’ll you talk about?help students to answer:name of the show, name of the charity, date, time, place, ticket price, duties of studentsstep2 reading and answeringthe class 1, grade 8 students are planning their charity show. read sandy’s notes, ask and answer questions in pai rs:what’s the name of the show?what’s the name of the charity?when will the show be held? how much is the ticket?step3 listening and answeringdifferent students have different duties. what will each student do for the charity show? please listen.ask students to fill in the table.check answers, ask:who will design the poster? (kitty and sandy)who will organize a play? (millie and simon)who will be the host of the show? (millie)who will set up the stage? (sandy
《牛津初中英语》教学案例一年级：初一学科：英语学校：南京市第十二中学执教：潘洁Unit 4 Comic strip & welcome to the unit Teaching aims: 1. Introducing names of interesting facts and strange things. 2. Discussing something unusual and express the feeling. Teaching aids: Multimedia Teaching methods: 1.Asking and answering. 2. Listening and reading. 3. Free talk 4. Imagination. Teaching procedures: Step 1 Lead-in 1.Show some pictures and ask: How do you feel when you see these pictures? Look at the man, he has a long mustache. Isn't he amazing? If you meet a man like this on a bus. How do you feel? Strange And this pig, look carefully, What’s it made of? It’s made of orange peel. Isn’t it wonderful? What is he doing? He is playing a yo-yo. I think he is very clever. Isn’t it great? This dog is lazy, it is sleeping, and it is dreaming of eating. Isn’t it funny? And these babies are in the pumpkins. Aren’t they interesting? Lovely? 2.Read these words. (interesting, funny, wonderful, amazing, great, strange, lovely) 策略：精心选择六幅图片，包含生活中、自然界一些稀奇古怪的人，动物或现象。在提问过程中，有意识地用amazing, strange, wonderful, great, funny, interesting, lovely回答问题，使学生对本课的重点词汇有一个初步的了解。 通过展示六幅图片，引起学生兴趣，帮助学生初步感知本课的主题，amazing things. Step 2 Presentation Show the pictures about lighting, rocket, sneezing, elephant, goldfish, tortoise, giraffe and the tallest man, talk about each picture . 1.Who is he? Yao Ming. How tall is he? Do you know the tallest man in the world? He was from the USA, he was about 2.72 m tall. He died in 1940. What a pity!
高一牛津英语(译林版)模块三第一单元教案
A d v a n c e W i t h E n g l i s h M o d u l e3 Unit 1 The world of our senses Periond 1: welcome to the unit Aims: ---to give the Ss the idea that soemtimes the senses affect one another and people may be misled by them to help them to realize how they use their senses in their studies and daily life and to teacch them how to make better use of their senses. --- ask Ss to fully participate in the discussion, practise their spoken English, and share their opinions with one another. Precedures: Step 1 brainstorming Ask the following questions: With what do we see and hear? How do we know that a flower has a pleasant smell? How do we know whether a dish is delicious? What do we do when we want to know whether the wather in the basinis hot or cold?
(8A Unit 1) 一、重要短语 1. an honest boy 一个诚实的男孩 2. have something to drink/eat 喝/吃点东西 3. have some more food再吃点食物/吃更多的食物 4. keep secrets /keep a secret 保守秘密 5. make me happy make sb +adj. 使我开心make me laugh make sb+v. 6. have problems (in doing sth. ) （在做某事上）有问题 have some problems with my new school 在我新学校上与点问题 have some problems with sth.、have fun (in)doing sth \ have a great time doing \ have difficulty (in) doing sth 7. (do not)fit under the school desks （不）合适放在课桌下 8. have straight, shoulder-length hair留着笔直的齐肩发 9. knock over 10. tell you about my best friend 告诉你关于我最好的朋友tell sb. about sth. tell others her friends’ secrets 告诉别人她朋友的秘密 11. as slim as… 和……一样as +adj.(原)+as 否定：not as+adj.（原）+as 12. be generous (to sb ) 对（某人）友好 13. be willing to do sth. 乐意做某事be ready to do sth. 准备好做某事 14. help people any time 任何时间帮助人 15. give seats to sb. 让座给某人 16. people in need on the bus 在公共汽车上有需要的人
上海牛津英语8A教 案M2U5
8 A Module 2 Unit 5 Encyclopaedia First period Reading Look it up! Language Targets: 1.To activate the knowledge to help the students understand the text. 2.To help students understand the text quickly by using different reading skills , such as getting main idea and details, find facts etc. Ability Targets: 1.Students learn to maintain an interaction by reading the article. 2.Students learn to write the synopsis by paragraph. 3.Students try to express their ideas in English fluently. Emotion Targets: Students can know about the history of dinosaurs, a way to be happy and Disneyland. Language focus: 1. Vocabulary: 1) article, dinosaur, exist, harmless, gentle, fierce,,skeleton,Diogenes,Greece, amusement,creat,character,deliver 2) a long time before, as small as chicken, leave behind, the way to be happy, even happier, an amusement park Function: 1. It sometimes sat on Walt’s desk while he was working. 2. After leaving school and studying art at night, he sold newspapers and delivered mail. Teaching aids: 1. A recorder, a cassette 2. S tudent’s book 8A page 74-77.