牛津英语初二8A第四单元说课教案（全英）
Unit Four Wild animals V ocabulary
Today I want to talk about the fourth unit of Wild Animals, Vocabuary 8A Oxford English .
1.The Analysis of the textbook , including the contents , the teaching aims , the Focus and the difficulties
2.The teaching methods
3.The design of the teaching procedure and the class activities
4.Evaluation and Reflection
I: The Analysis / / of the textbook
1). the content
The part of the V ocabulary in the fourth unit startes the topic according to the animals It is a training in listening, speaking, reading and writing ability of students,
To make the students learn to observe and to take an interest in the animals so that they can pay attention to their living.
2)The teaching aims (the knowledge , the abilities and the emotions )
The aims of the knowledge : to master the different names of the animals
The aims of the abilities : to improve the abilities of hearing speaking , writing and reading. The aims of the emotion : improve their love for the animals in order to raise the consciousness of the student's protection of the wild animal
3) The teaching points and the difficulities
The points of this lesson; to master the words such as fox , polar ,bear , wolf and insect
The difficulties of this lesson: the training of the language expressions
II. The teaching methods and the ways
Teaching the students by the five teaching steps gradually to emphasize the contents . The teacher is to act the guide and the students as an actor to do the activities .
In class we can use the modern teaching equipments to make the class interesting and lively .
III. Teaching procedure and the aims of the design
I) Revision
1) Show the picture of Page 55, saying , ―boys and girls , do you know these animals ? Name them together ,please.‖
2) Ask the students questions, saying, ― Which one do you like best ? Why ? ‖ ( ask four students to answer )
3) Point to the panda, saying , ― Look at the giant panda. It‘s our national animal. It‘s my favourite . How much do you know about it ? ‖ (ask the six students to answer )
II) Lead in
1) Ask the students : Do you want to see some other animals ?
2) Show the picture of Page 59, asking : What are their names?
Then teach the new words such as fox , polar, bear and wolf
III. Practice
1) Complete the following the missing vowels (Omit)
2) Show the pictures in the right order to make the students tell the names of the animals (saying together)
3) Play guessing games :One student shouts like an animal or make an action and the other students guess the name of the animal
IV. Practice
1) Show the bamboo shoots , fish ,fruit ,grass , insects , leaves and the vegetables in turn , asking : What can you see?
Teach the word insect
2) Ask questions like that: Which animal likes eating bamboo shoots ? (Ask the students to answer the full sentence)
3) Ask : Which one do you like best ? Why ?
V. Writing
Teacher: I like all of them . The world are so beautiful because of them . Now please think about these questions and write your answers down .
To show the two questions:
1) What would happen if they disappeared from the world ?
2) What should we do to protect them ?
If the st udents can‘t finish the work in class, ask them to finish it after class.
牛津初中英语UNIT 2 School Life 说课稿
Introduce myself:
My name is Lu Guojuan. I have worked in Zhangqiao Middle School for 5
years. Today I want to talk about Unit 2, School Life Reading, 8A, Oxford
English.
First, the analysis of the textbook:
1. The contents:
The part of the reading in the second unit aims to introduce school
life in British and American schools and it aims to get the students to
learn the differences between foreign culture and native culture.
2. The teaching aims:
(1)The aims of the knowledge: To learn life in a British school or an
American school and to master important language points.
(2)The aims of the abilities: To improve the abilities of getting
information by scanning and the abilities of listening, speaking, reading
and writing.
(3)The aims of the emotion: To promote their love for their school and
school lives.
3. The teaching emphasis:
(1) To get the ability of general reading and acquiring information.
(2) To master vital phrases and sentence structures.
4. The teaching difficulties:
(1)We have to tell our English teacher what we are reading.
(2)This is great because it takes less time than taking the bus.
Next, the teaching methods:
Teach the students by the five teaching steps gradually to emphasize the contents. The teacher is to act as a guide and the students as an
actor to do the activities.
Then, the teaching aids:
Projector, Slide show, Tape recorder and Pictures
Afterwards, the design of the teaching procedure and the class activities. Step I Lead-in (within 5 minutes)
1. Ask and answer about school life.
1 )What subjects do you learn at school?
2 )What after-school activities do you have?
3 ) Have you joined a club?
2. Ask two students to talk about his/her school life.
Step II Presentation (within 30 minutes)
Part A Show two flags with the words ?Life in a British school‘ and ?life
in an American school‘ and discuss the question: What do you think British or American school would be like?
Part B 1. Listen to the tape about Passage One to get general ideas and think about two easy questions:
(1) Who wrote the first passage?
(2 )What activities does the school have every year?
2. Read and complete the first five T or F exercises in Part C1 and correct them.
Part C 1. Listen to the tape about Passage Two to get rough ideas and think about two easy questions:
(1) Who wrote the second passage?
(2) Who else are mentioned in the passage?
2. Read then ask and answer:
(1) What did Jim do in school last year?
(2) How does Nancy go to school every day?
(3) What do the students do in the Buddy Club?
(4) What do American students do during lunchtime?
(5) What do the students sometimes do after school?
3. Complete the left T or F exercises in Part C1 and correct them.
4. Read together with the tape .
Part D Language points:
（It aims to introduce their usage by some examples.）
1. how to do something
2. taste-tasty
3. tell our English teacher what we are reading.
4. as well & either
5. It takes less time than taking the bus.
6. drive me to school
7. have a great time doing sth
There are some other useful phrases:
1. near the end of each class
2. have a driving lesson
3. spend a lot of time doing
4. Buddy Club
5. talk to sb about sth
6. enjoy this a lot
7. help me learn about sth
Part E Retell John‘s or Nancy‘s school life. (V olunteers)
Step III Consolidation (within 5 minutes)
Do exercises in workbook on Page 44 No. 6 and then check out the answers.
Step IV Oral practice (within 5 minutes)
1. Make up a dialogue with partner to talk about Nancy‘s school life. (one
pair)
2. Say something about our own school life. (one or two students)
If I have some more time, I will ask the students to write down their
school lives and read them out.
Step V Assignment
1. Retell John‘s or Nancy‘s school life.
2. Write a composition about our own school life.
Finally, evaluation and reflection:
Evaluate the effect of this class and improve it afterwards.
In addition, I will attach my design of the blackboard.
Design of blackboard：
Unit 2 School Life
What do you think British or American school would be like?
Life in a British school Life in an American school
Language points:
1. tell our English teacher what we are reading
2. as well & either
3. It takes less time than taking the bus.
4. have a great time doing sth
That‘s all. Thank you.
牛津英语8A Unit 4 (1) 说课
一、备教材
（一）教材分析
牛津英语8A第四单元以介绍野生动物及保护野生动物为中心话题而展开，以完成写作有关救助野生动物的报告为中心任务。而本课作为本单元的第一课时，主要是以介绍野生生物的名称并结合学生已有的知识，激发学生的学习兴趣，通过教师教学引发学生保护动物的意识，并为下文希望的成长过程做铺垫。
（二）教学目标
1．根据教学大纲，教材内容和本单元的中心任务，确定本课的教学目标如下
（1）知识与能力目标：
掌握书中提及的8中野生动物的名称：dolphin, giant panda, bear, kangaroo,
复习其他已经学过的动物名称，如：tortoise, camel等
学会表达对动物的喜好
（2）过程与方法：运用直观教学与情景设置相结合的方法
（3）情感态度与价值观：学生以轻松愉快的心情，积极主动的学习。同时通过野生动物，增强学生保护动物的意识。
2．教学难点：
1). 词汇：delicious, giant panda, dolphin, bear, kangeroo
2). 词组：like most/ least
3）句型if从句If you eat my food, I won’t talk to you.
二．备教法
（一）教学设计的原则
运用“问题引领，主动参与，主动合作，有效探究”为特征的“参与式教学”模式。“参与式”教学的基本思路，参与式教学倡导“以学生的发展为本”的核心理念，教师在实施教学过程中必须走“教研围绕教学，教学围绕学生”之路，教师引领学生参与教学的全过程（课前、课中、课后），使学生在参与的过程中，通过自己的思维获得体验、学会学习、提高能力、反思失败、收获成功。
参与式教学主要包括课前参与----根据导学提纲布置学生预习。
课堂参与----学生带着自己的见解与问题，走进教师构建的教学设计和教学情景中。
课后参与----学生自主完成课外作业，或在教师指导下完成其他的教学任务。
（二）教学手段
1、直观性: 本课时最大的特点就是运用副语言行为, 即通过教师亲切的语调, 鼓励的目光、幽默的举止, 自然的消除学生的紧张情绪, 克服交际中的心理障碍。另外, 运用多媒体辅助教学，用一些色彩艳丽的图片和视频资料吸引学生的注意力,培养学生的直接兴趣, 使学生更加踊跃地投入到教学实践中去。
2、趣味性: 对于课程学生非常熟悉, 但是如果一味让学生说, 学生就会感到枯燥无味。因此, 教师尽可能把枯燥的内容形象化, 把课堂知识由学生的间接需要变成学生的直接需要, 引发学生的学习积极性。
三．教学设计
Step1 用多媒体播放
目的：不仅人类充满爱，动物之间也充满爱。顺利导入本课主题。
Step2 Hobo和Eddie是一对好朋友，那么他们爱对方吗？看图描述，或回答几个相关问题，教授生词“delicious”. 再通过听力解决前面的问题，在设问过程中注意语法的点拨。
目的：通过图片复述，减低听力难度，并让学生有目的的练习听力。
Step3. 在理解对话的基础上，进行语言点的操练，要求学生用给出的几个动词套用语法造句。（视学生情况而定）
目的：为本单元的语法教授作铺垫。
Step4. 教授野生生物的名称。10张关于不同动物的图片，要求学生在看完两遍之后能讲出动物的名称。（会用英文的用英文，不会的允许用中文表达）对照前面出现的图片，系统地教授相关野生动物的名称，补充部分视学生情况而定。
目的：通过猜动物名称这一环节，可以看出学生预习中所存在的问题，并在教授单词时，
有目的的进行重点教学。
Step5. 在掌握动物名称的基础上，给出一系列有关动物外貌特征几生活习性的描述，请学生猜出动物的名称。
目的：深度拓展关于野生动物相关的背景知识。
Step6.用小组活动的方式把学生分成4人一组进行，开展有关最喜欢的和最不喜欢的动物的调查，并讲明原因。
目的：用对话操练的形式，表达自己的动物的喜好，培养学生热爱动物，关心自然的胸怀。
Step7. 观察图片发现没有人类，野生动物生活的自由自在，那现在他们的生活状况到底如何呢？
观看成龙拍摄的关于保护野生生物的宣传片。
目的：说明野生动物们的情况很糟糕。
观看姚明及Anglee拍摄的宣传片。
目的：说明我们每个人都可以为保护野生生物尽一份力。
猎人不能随意捕杀野生动物。
我们不要购买野生动物制品，以及食用野生动物的肉等。
并且，我们还可以建自然保护区，引出明天的教学内容，让学生对明天的课文教学充满期待。Step7. 家作布置
1）复习本节课所学内容
2）预习希望的故事
3) 劝告家人不要购买动物制品，因为没有买卖，就没有杀害
Step8. 课堂巩固练习，教师当堂批改
目的：及时了解学生本课的掌握情况，有助于教师及时修改教学计划。
Unit 3 A day out
Comic strip & Welcome to the unit 说课稿
一．教学内容：
牛津八年级英语下册Unit 3 单元Comic strip & Welcome to the unit 部分。其核心内容是―认知世界各地的名胜景点及谈论出游‖。本部分始终围绕着这一主题安排了听、说、读、写的活动任务，让学生在这些环节中记住景点名称及所在地，谈论自己的出游计划。―Where/ When/Why /How do you want to go?‖
二．教学目标：
根据―新课程标准‖关于教学目标的要求，结合本单元的具体内容，在本
部分，目标细分如下：
1. 语言知识
A、词汇---本部分新单词主要掌握如下:
Place of interest: The Eiffel Tower; The white House; The River Seine; Sydney Opera House; The Great Wall; The Pyramids; Egypt;
Australia; president ; enjoy oneself; keep fit; need to do sth. Take a boat
trip; by the River Seine. Take care
B、语法--You need to exercise and keep fit.
I saw the White House today.
It is a beautiful building with a big garden and trees.
复习the capital of / I went to----./I am going to 的用法
C、功能---学会用形容词来表达自己的感受
2. 学习策略
首先，是自主学习法。在本堂课中主要体现在学生看图片讨论、做听力、通过对话操练句型等环节中。
其次，是合作学习法，主要体现在自编对话，表演对话等环节中。
再次，是情景体验法。情景教学是本堂课自始至终的主线。
3. 情感目标
A、了解世界各地的名胜，增强地理学科的学习，让学生意识到学科
之间的联系，教育学生不要偏科。
B、学会用恰当的形容词来表达自己的情感。
5. 能力目标: 指导学生在自主探究和任务型教学模式中，让学生掌握各
名胜所在地。
三．单元重难点
1．重点：记住景点名称及所在地/词汇的运用，如 take a boat trip/by the River Seine/ enjoy oneself
2．难点：自编对话表达(即学生说的能力培养)。
四、学情分析及教学策略
本课话题来自学生的生活经历，在以前的学习中，学生已经学习了许多
动词短语及形容词，为表达提供了语言基础。此外，学生已掌握了特殊
疑问词Where/When/What/Why/How进行提问, 为本课的学习做了铺垫。具
有了学习本单元知识的认知前提，能自然的与本单元的话题衔接。本部
分内容贴近生活，学生比较容易进入角色。因而，教师在课堂中应通过
场景图片来促使学生积极地参与，在任务型教学活动中，使学生有话想
说，有话可说，在完成各项任务的过程中自主学习语言，提高他们综合
运用语言的能力，学会更好地与他人沟通。使各层次的学生都有所收获。
五、教学过程设计
Period 1
1.Target language :
Place of interest: The Eiffel Tower; The white House; The River Seine; Sydney Opera House; The Great Wall; The Pyramids; Egypt; Australia; president ; enjoy oneself; keep fit; need to do sth. Take a boat trip; by the River Seine. Take care
Key sentence:You need to exercise and keep fit.
I saw the White House today.
It is a beautiful building with a big garden and trees.
Ability goals: How to talk about a day out.
Learning Ability : Talking about your own feeling on different places of interest. Important and difficult points : Grasp these key vocabularies & make a
conversation by oneself .
1.Greeting and Warm-up :
T : Boys and girls , Were you happy last Friday ? Why were you happy?
(had a picnic.)
I was very happy ,too. Because I enjoyed lots of tasty food
S: We do the dishes / do the laundry / wash the clothes / make the bed and so
on . (热身部分以简单的对话使学生说出各种家务活短语，为下一环节
would you mind +ving 句型的操练做语言铺垫)
2.Lead –in (With a picture )
(导入部分：首先，出示一张客厅的图片，一一提问学生以下几个问题，
Where is it ? What do you think of it ? What should we do ? 引导学生回
答：It‘s Bob‘s living room. It‘s very dirty .We should clean the room.之
后，让学生猜妈妈对B所说的话，猜的目的是使学生对以往所学的表
示请求方式的一个回顾，更自然地引入本堂课的重点—礼貌性的请求
他人做某事及歉意的表达。在图片展示时，告诉学生，would you mind
+ving 是本节要学习的内容，提示would you mind 后面的动词要加ing。
3.
sweeping the floor folding the clothes making the bed doing the laundry doing the dishes babysitting the sister .（之后，通过学生熟悉的短语操练Would you mind +ving 结构）
4.T ask: now , let's look at some pictures , can you find what's matter ?
Ss : the music is too loud . She use the telephone too long .and so on（在学生对重点结构有一定的认知基础上，让学生对书本1A部分进行自由讨论。寻找问题，用目标语would you mind 请求解决。自由讨论是为完成1A的配图及1B的听力减轻难度。）
5.Match and listen (1a-1b) . Then ask Ss to match and listen to 1a.
6.Pair-work （在分角色读完四组对话后，学生两人一组编对话表演，
在模仿的基础上，学生进一步的练习生活中如何请求他人做某事及表示歉意）。
5.Listen number and match (2a—2b)
1)show 5 pictures from 2A together, and ask Ss to make request using
would you mind ? Then check their answers.
2)listen and number the pictures. Next, listen again and match request
with apologize.(在2A听力之前，先让学生对2A的5张图片讨论，说
出恰当的请求方式，为该环节的听力做铺垫。
6.Pair—work 以组对组或男对女的形式操练2A部分的对话。
7.Task 1---
Your neighbor made lots of noises last night . Today , you want to tell him not to do again , so if you are Xiao ming , how to make request ? and how to say sorry as neighbor . Four Ss as a group will act out your dialogue . Let‘s see who is our best neighbor . （评价）（为了巩固学生对本堂课的重点（请求及表示歉意）的掌握，设计如下任务：小明隔壁搬来一家新邻居，但是，昨天晚上很吵，小明想上门提醒邻居。如果你
是小明，你会怎么说？那么，你是新邻居，你又会如何反应呢？最后让学生评出谁是我们的好邻居。
Homework :
Fruit 我说课的内容是《牛津英语1A》Unit 5Fruit 的第一课时，授课时间40分钟。这是一堂新授课，面对的学生是刚入学几周的小孩。在这两周内，学生初步接触了文具类单词paper, pencil, rubber, pen, bag, book，以及简单的问候语、课堂用语。本课时的教学内容为：学会用This is a ..的句型与人分享属于自己的东西。根据这一安排和学生的整体认识水平，从知识教学、能力培养、情感策略等方面考虑，我确立本课时的 教学目标：1. 能听懂会说apple .orange pear melon peach 2. 能流畅地说出本首儿歌。 3. 能用…for you and me的句型进行口语交际，学会与人分享物品的用语，激发学生学习英语的兴趣。 教学重点：1. 学会用英语表达与人分享的句子This is a …This is an … 2. 培养学生朗读儿歌时的语感.（这是小学阶段的第一首儿歌。） 教学难点: 能正确的发音apple melon pear orange peach 为实现以上目标,我是这样设计教学过程的: HOW WHY Pre-task preparation:准备阶段安排了两个内容: 1. game: roll, roll, let’s roll.这是“滚雪球”的游戏,作为这堂课的热身、复习运动。老师先给出一个Model，让学生将这段内容一传二，二传四，这种形式的操练让学生在最短的时间内，有充分的语言交流的机会。整个课堂马上融入全员参与的氛围中。 2. Daily talk: 在热身之后通过老师提问What can you see in the pencil-box/ classroom？让学生用前几课时已学句型I can see…回答，这样在复习单词的同时，用看得见摸得着的熟悉的实物来操练，创设了一个与实际环境相结合的情景，学生通过观察运用已学的词汇，体现语言的交际性。同时自然地引出下面的内容。 While-task procedure这是本教时的重点内容，安排了五个环节依次展开教学 第一步：接着刚才的Daily talk “What can you see in the classroom?”学生答对后，老师给予肯定的评价并奖励粘纸引出Very good. A star for you.刚入学的孩子对粘纸有着浓厚的兴趣，因此当学生答对时用粘纸当奖品，定会激发学习的热情，在很自然的状态下接触了老师的表扬声，也是本课的重点句型Very good, a pear for you。 第二步：在初步从听觉接触的基础上，通过模仿学说pear 一词。 1. Show the real objects and teach the new words of fruit. (运用实物、图片 等，配上动作，教学本课的新单词，。) 1) (Put up an apple.) What’s this? ---- It’s an apple. This is an a pple. Apple, apple,苹果，苹果apple香又香。 2) (Taste the melon.) What’s that? ---That’s a melon. Melon, melon是瓜果，瓜果melon甜又香。
Unit 1 What’s the matter? 教材解读 Go for it! 是以任务型语言教学为基础的英语教材，它体现“以学生为中心”和“以人为本”的教学思想，融话题、交际功能和语言结构于一体。本书每个单元都列出明确的语言目标、主要的功能项目和语法结构、需要掌握的基本词汇，并分为Section A和Section B两部分。Section A为目标句型提供分步事例和指导性练习；Section B使学生能够对已经学过的目标句型运用自如。每个单元还附有Self Check部分，此部分是让学生用来测试自己现阶段的英语水平，即对本单元的语言目标的掌握程度有较为明确的认识。 第1单元以What’s the matter?为中心话题，让学生认知表示身体部位的单词以及部分疾病的表达方法，描述身体不适和提出建议展开，学习和运用“What’s the matter?”和“What should…do？”让学生学会描述身体的不适和提出建议。本课教材内容与学生的实际生活密切相关，易于引出学生运用简单的英语进行交际和交流，在学习活动中，学生通过交换对身体不适的描述及建议，促进学生之间和师生之间的情感交流，增进情谊。同时，在学习中养成良好的健康习惯。 单元目标 一、知识与技能 1. 知识目标：认知表示身体部位的单词以及部分疾病的表达方法。能听懂并描述日常小事故的处理方法。掌握句型：What’s the matter? I have a stomachache. What should she do? She should lie down and rest. 2. 能力目标：能准确描述自己的常见疾病，并能对他人的常见疾病提出合理化建议。掌握日常小事故的正确处理方法。培养听、说、读、写四项基本技能。 二、过程与方法 灵活运用教材，从所教学生的实际水平和语言能力出发，对教材内容进行整合，删除材料中的听力部分，将其用图片的形式展示出来以保持课堂的完整性。对教材作适当的修改和扩充，使内容更贴近生活，让学生有更多的发挥空间。合理安排本单元的课时数，设计好每课时的教学内容。 三、情感态度与价值观 1．通过谈论健康问题，增加同学和朋友间的了解，增进友谊。 2. 通过开展扮演病人等活动，培养学生关心他人身体健康的品质。 3. 通过本课的阅读，培养学生处理紧急事件的基本能力，以及发生紧急事件时互相帮助的精神。 教法导航 1. 以任务型教学作为课堂教学理念、利用整体语言教学法、情景教学法、交际教学法等。 2. 在教学中创设切实可行的任务型教学活动、突出交际性。 3. 教师为主导、学生为主体、任务为基础，注重实用性。 4. 引趣激趣策略，创设情景调节气氛，引发激发学生兴趣。 学法导航 多读善思，小组合作、探究、学习、交流。
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。
I. Greetings:Talk about something the students did on Unit 2 What' s the matter ? Teachi ng goals: 1?词汇?让学生熟记这些单词，能够很熟练地指出表示身体部位的某些单词. 2. 能够用所学的单词谈论身体并且能给出中肯的建议 3. 通过听力练习，争取能够提高学生的听力能力. 4. 文化欣赏，中国文化. Importa nt and difficult poin ts: 1. words . 2. How to talk about the health and give the advice . Period 1 Teachi ng procedures: Step 1 Leadi ng in 1. T :How many parts of the body can you n ame ? What' s this ?(head , mouth etc.) Today we 'earn some parts of the body . 2. This is my head .Oh ,I have a headache .
Step 2 Pre-task 1. Read the new words by the Ss first .
ll have a SB Page 7,1c . Work in pairs and act out .
1. Point out the eight items in this activity .Read the item to the class .Ss repeat . 2. There are different conversations .Listen carefully people are talk ing about health problems they have and gett ing advice . 3. Match the problems with the advice . 4. Play the tape twice . 5. Check the answers . Step 4 Post-task 同桌之间设计一个医生与病人之间的对话 Step 5 Homework 1. Remember the name of your body part . 2. Write conversations between the doctor and the patie nt .
Unit 1 advertisement (welcome to the unit) Hello, everyone. I am XXX from XXX college. Today I am pleased to have an opportunity to talk about some of my teaching ideas. My topic is welcome to the unit taken from Unit 1, Advertisement Module 4. My teaching plan will include three parts. They are analysis of the teaching material, teaching methods and teaching procedures. Part 1. Analysisi of the teaching material and function Advertising is the theme of this unit. In welcome to the unit not only provides a chance for students to get an idea of advertisement in their daily life, and then ask Ss identify the differences between th ese two types of advertisements, but also practice Ss’s oral English through this topic. aims and demands Based on the analysis of the teaching material, I have chosen the following as the teaching aims. make students aware of the role of advertising in our daily life talk about the six ads and put them in two groups. Finally encourage them to tell the difference between them discuss the last three questions to improve their speaking ability completing this lesson, ss will gain some knowledge about advertisements, the social effectss of advertisement, and ss could distinguish the advertisement true or not in our daily life. important and difficult points help Ss understand the role of ads to develop Ss’ speaking ability by expressing their opinions in the discussion Part II The teaching methods Discuss in pairs or in groups Communicative teaching method Audio-visual teaching method “ Task- based” teaching method Part III Teaching procedures I have designed the following steps
学校名称：华美中英文学校班别：八（一）科目：英语学生姓名： 每周寄语：Good beginning is half of success.(好的开始就是成功的一半) .第一课时 学习目标：Section A 1a—2b. 1、读准并记住以下词汇： How often exercise skateboard hardly ever on weekends 2、通过学习了解不同的活动类型，掌握常见的频度副词和表示频率的常用短语。 3、通过合作探究，熟练掌握和运用下列重点句型： What do you usually do on weekends? I usually go to the movies. What does he usually do on weekends? He usually does his homework. How often do you watch TV? I always watch TV. How often does she watch? She watches TV once a week. 学习重点： 1、本节课应掌握的生词和短语. 2、了解不同的活动，掌握和运用常见的频度副词及表频率的常用短语。 3、熟练掌握和运用学习目标中所要求的重点句型。 学习难点： 1、how often 句型、频度副词和表频率的短语的运用。 2、运用所学知识进行综合运用。 教学过程： 一、自学指导： 1、自学Page1-2页的单词，移注单词。（根据音标拼读、拼写单词并牢，把单词中文 意思移到课文中）。 2、自学完成Section A 1a。 3、标出重要的短语和句型，标出疑难点，准备课堂中讨论解决。 二、知识链接 4.hardly “几乎不”，是个否定副词，表示否定意义，通常位于实意动词之前， 系动词、助动词、情态动词之后。例如： He hardly goes to bed before midnight.他很少在午夜以前就寝。 There’s any milk in the fridge .冰箱里几乎没有牛奶了。 5.always,usually,often,sometimes,hardly 和 never都是频度副词，与疑 问词 how often 对应。表示的频率由always向 never递减。在句中位于实 意动词前，情态动词（ can等）、助动词（ do等）、连系动词（ be等）之
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)
牛津英语9A Unit 3说课稿 Lecture notes for Oxford English 9A unit 3
牛津英语9A Unit 3说课稿 前言：小泰温馨提醒，说课稿是为进行说课准备的文稿，教师在吃透教材、简析教材内容、教学目的、教学重点、难点的基础上，遵循整体构思、融为一体、综合论述的原则，分块 写清，分步阐述教学内容，以进一步提高教学效果。本教案根据幼儿园说课稿标准的要求 和针对教学对象是初中生群体的特点，将教学诸要素有序安排，确定合适的教学方案的设 想和计划。便于学习和使用，本文下载后内容可随意修改调整及打印。 一、说教材： 1、教材简析： 我说课的内容是xxx中学英语教材9A第3单元 Teenage problems中的Integrated skills部分。本单元通过 青少年中存在的问题和困扰这一主题，引出话题，谈论话题。由 于学生对这一话题极感兴趣，我在教学中准备使用多种教学手段 设置情景，有效地把单词和句型情景相结合，注重听说训练，使 语言点的训练密切联系生活实际，达到灵活运用，学以致用的目的。 2、教学目标： 依据英语新课标所提出的总目标并根据本年段学生认知水平，我制定了如下教学目标： a、能听懂、会说、会读和会拼写单词和词组. b、能听懂、会说、会读和会写句型. c、能正确地听懂、掌握A板块前半部分听力内容，并能 以较好的语音语调流畅地朗读后半部分的课文填空。
d、能用本课所学语言讨论青少年中存在的问题 3、教学重点、难点： 教学重点：正确拼读本课四会单词和句型，能流利地用所学 句型进行情景会话。 二、说教法和学法 根据我对《英语课程标准》的理解和九年级学生的生理和心 理特点，我将教学本课的指导思想确定为：让学生主体参与，主 动探究，合作互动，充分发展。具体采用如下教学方法： 1、情景教学法： 通过设置较为真实的情景，使学生产生身临其境的感觉，激 起学生情感上的共鸣，从而引导学生从整体上理解和运用语言， 促进学生的语言能力及情感、意志、想象力、创造力等整体发展。 2、小组学习法： 每4人一组，可两两交流，也可自由选择，在互动中互相启 发发生思维的碰撞。同时注意保证每个学生都有机会参与学习， 培养学生与伙伴合作的意识和策略，提高人际交往能力。 3、练习法： 把大多课堂时间留给学生，使学生在多信息、高密度、快节 奏的灵活操练中拓宽学习渠道。 另外，考虑到B板块为对话教学部分，我在这一环节的教学 中主要侧重于学生朗读能力的培养，在训练听说的同时加强朗读 指导，一方面可以培养学生朗读的基本技巧，另一方面也可以检
最新人教版八年级英语下册教案全册 Unit 1What's the matter? Period 5 Self Check 本单元教材以“What's the matter？”为中心话题，围绕着询问及描述“身体状况”进行学习和运用几个常见的句型：What's the matter? I have a stomachache./What's the matter with Ben? He has a sore back./Do you have
a fever？No，I don't./What should I do? You should take your temperature./ Should I put some medicine on it? Yes，you should.等。让学生知道怎样表达身体的不适及正确地处理生活中的一些事情。在学习过程中，学生在交流中，能促进师生之间的感情。Section A 主要学习怎样表达身体的不适并给出合理性的建议。应掌握句型：What's the matter? I have a stomachache.What should I do？等。短文“Bus Driver and Passengers Save an Old Man”介绍了一位公共汽车司机及乘客救一位老人的故事，增加了学生的阅读量。Section B 安排了听、说、读、写的任务，教师在教学中应合理利用课本上的知识进行教学。 第一课时Section A(1a－2d) Teaching Key Points【教学重点】 The vocabulary： matter，throat，foot，stomach，toothache，headache，have a stomachache，have a cold，lie down，take one's temperature，have a fever，go to a doctor Target language： 1.What's the matter? I have a stomachache. 2．What should I do? Should I take my temperature? 3．I think you should lie down and rest. Teaching Difficult Points【教学难点】 Use the target language above to talk about health problems and give advice. Teaching Aids【教学工具】 an English book，a tape recorder and CAI Teaching Steps【教学过程】 ★Step 1Preview and perception【预习感知】 Ask the students to read the vocabulary and target language. 根据句意及汉语或首字母提示完成句子。 1．—What's the matter with her? —She has a very sore t______ now. 2．He ate too much，so he had a s______． 3．If you feel tired，you should l______ down and rest. 4．If you ______(咳嗽)，drink some hot tea with honey. 5．He wants to see a dentist，because he has a ______(牙疼)． ★Step 2Consociation and exploration【合作探究】 Let the students read the book by themselves in order to find out the answers.They can discuss the questions in groups or ask the teacher for help.When they finish the questions，ask some students to check the answers. ★Step 3Leading in【情景导入】 Ask a student to act something is wrong with his/ her head… And T：What's the matter? Help the students to answer：I have a… Have the students repeat. ★Step 4Pre－task【准备任务】 Page 1，1a &1b
牛津高中英语说课稿 篇一：牛津高中英语说课稿 《牛津高中英语》（江苏版）第11模块 第2单元Project中的阅读材料 Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading. In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently. My teaching plan will include 3 secti. They’re analysis of the reading material, identifying the teaching aims and teaching procedures. Section 1 Analysis of the teaching material The selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, Getting a job.
人教版八年级下册英语教案unit1 课题：Unit One What’s the matter? Period 1 Section A (1a-2d) 一、Teaching date: 二：学情及教学内容分析: 主要讨论的话题是询问某人的健康状况以及遇到麻烦的表达方法。本单元涉及到大量的表示人体部分的单词以及关于身体某部位不舒服的短语。此外，本单元还涉及到党当人身体不适时，医生、朋友或亲人提出的意见的表达法。本单元共有阅读类文章两篇，文章的主体时态都为一般过去时。主要句型为.What’s the matter with…?”“What should I/ you/ he/ she/they…do?”“I/ you/ he/ she/they should do…?”“I have a headache/stomachache/toothache.”“Does she/he/ have a fever/cold/toothache…?”总的来说，本单元的相关语法知识并不难。 教学目标: 三：教学目标： 1. 语言知识目标： 1) 能掌握以下单词以及短语：matter, sore, have a cold, foot, neck, stomach, throat, fever, lie, lie down, rest, cough, toothache, headache, break, hurt, enough water, take breaks away from, all weekend, take one’s temperature, in the same way, go to a doctor, see a dentist, 2) 能熟悉以下句型： What’s the matter with…?” “What should I/ you/ he/ she/they… do?” “I/ you/ he/ she/they should do…” 2. 情感态度价值观目标： 教会学生关心他人，培养同学间团结、友善的精神。 四：教学重难点 掌握相关的单词和词组，并能够灵活运用会使用以下句型：“What’s the matter with…?”“What should I/ you/ he/ she/they… do?”“I/ you/ he/ she/they should do…” 五：教学流程： Step1 Greet the whole class as usual.
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.)
Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading. long-term development and enable them to use In the reading process, I will focus on students’ proper reading skills and strategies. In other words, students are guided to read efficiently and independently. My teaching plan will include 3 sections. They’re analysis of the reading material, identifying the teaching aims and teaching procedures. Section 1 Analysis of the teaching material The selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, getting a job. After analyzing it carefully, I find the article has two s a long passage with 688 words, much more than the usual texts. Second, it unique characteristics. F irst, it’ deals with a new topic, that is, a gap year. The topic is unfamiliar to most students. Section 2 Identifying the teaching aims Based on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson: The 1st aim: Students learn the skills and strategies to read a prolonged text. The 2nd aim: Students get a better understanding of what a gap year is. The 3rd aim: Students are encouraged to figure out the implied meaning. The 4th aim: Students are familiar with various expressions or approaches to express the same idea. Section 3 Teaching procedures In order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approaches. With the teaching methods, I can guide students to use effective reading strategies to browse the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text. Part 1 Getting ready existing background Reading begins before a book is opened. It’s important to activate students’ knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students ‘concentration, arouse their curiosities, fire their imagination and give them a purpose for reading. The part consists of two tasks: Task 1: A time machine I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing. After it, I give a summary of their presentations as follows: After leaving high school, most of Chinese students go straight to university. Yes, at this time next year, most of you will be former knowledge and imagination about studying in a university .(With the task, I inspire students’ graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading) Task 2: Brainstorming After the summary, I go on to show some more pictures of British fresh students from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of Paragraph1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university more about what their British equivalents will do before (With the task, I excite students’ desire to know going to a college. With the question in mind, students will definitely be eager to listen to the tape to find the answer )