沪教版牛津英语8Aunit 1 Trees 完整教案(有教学反思)

牛津上海版八年级下册 Unit 1 Trees 教学设计一. 教材分析牛津上海版八年级下册Unit 1 Trees的主题是关于树木。

本单元主要通过学习树木的相关知识，让学生了解树木的重要性以及人类与树木之间的关系，提高学生对环境保护的意识。

教材中包括阅读材料、词汇学习、语法练习、听力、口语等多种类型的教学内容，旨在全面提高学生的英语综合运用能力。

二. 学情分析八年级的学生已经具备了一定的英语基础，能够进行简单的英语交流。

但部分学生在词汇量和语法知识方面还有待提高，因此需要在教学过程中针对性地进行辅导。

此外，学生对环境保护的认识各有不同，需要通过教学活动引导他们关注环境保护的重要性。

三. 教学目标1.知识目标：学生能够掌握与树木相关的词汇和表达方式，了解树木的重要性及人类与树木之间的关系。

2.能力目标：学生能够运用所学知识进行听力、口语、阅读和写作练习，提高英语综合运用能力。

3.情感目标：学生能够提高环保意识，认识到保护树木和环境的重要性。

四. 教学重难点1.重点：学生能够掌握与树木相关的词汇和表达方式，提高英语听说读写能力。

2.难点：学生能够运用所学知识进行实际场景的英语表达，提高英语口语和写作能力。

五. 教学方法1.任务型教学法：通过设置各种任务，让学生在实际语境中运用所学知识，提高英语综合运用能力。

2.情境教学法：创设相关情境，让学生在轻松愉快的氛围中学习英语。

3.合作学习法：鼓励学生分组讨论、合作完成任务，提高团队协作能力。

六. 教学准备1.教学材料：教材、多媒体课件、相关视频资料、练习题等。

2.教学设备：投影仪、计算机、音响设备等。

七. 教学过程1.导入（5分钟）利用图片或视频展示不同种类的树木，引导学生谈论树木的特点和作用，激发学生对树木的兴趣。

2.呈现（10分钟）讲解教材中关于树木的词汇和表达方式，如“pine tree”、“oak tree”等，并通过例句展示这些词汇的用法。

3.操练（15分钟）设计听力练习，让学生听录音并选出正确的树木名称。

《对8A牛津英语U5 Look It Up导入课的教学反思》Teaching Aims:1. To discover and activate any background of the topic “Look it up2.To increase knowledge and develop skills.3. To motivate the students’ interest of learning English.Important and difficult points: To enable the students to get a general idea of what the text is about.Teaching aids: multi- mediaTeaching procedure:I. Warming up1.Quick responses:What’s the answer of 9 plus 4?What’s the answer of 9 minus 3How much is 3 multiplied by 7?What’s the answer of 12 divided by 4?Can you explain the word “develop” in English?If you don’t know how to use a word, what will you do?2.Cartoon picture --Is my encyclopedia useful, Lo?--Yes, Hi. Very useful.II Presentation:1. Picture showing.通过直观教学图片展示，提高学生的学习兴趣，问题切入：What do you know about? Do you know anything about dinosaurs, Diogenes and Walt Disney? 2. Ask students to look at the pictures and try to complete the exercise.III: Short stories.1.Read the story and answer the questions.通过英语故事“Mickey Mouse And Donald Duck.”及Three Pigs Build A House的阅读进一步培养学生学习英语的兴趣2.Retell the story with the help of the questions. 通过对故事的复述培养学生的语言表达能力。

Unit 1 Trees1教学目标Language skills 语言技能The students can collect the Frame Elements ( verb-phrases)The students can put the Frame Elements into sentences.The students will be able to write a passage with proper use of Frame Elements and useful patterns based on the Frameworks to describe their ideas about pollu tion.Language knowledge. 语言知识The students can use the key phrases and expression upon environment .The students can better understand the functions of present tenseEmotion 情感态度By involv ing the students’ on pollution problem, the students will be able to share their ideas and suggestion on protecting the environment.Ｄ. Learning strategies 学习策略1、The students will learn to be cooperative in group to complete the task.2、 The students will be able to use Framework to organize their vocabulary kno wledge and carry out their writing .2学情分析I don’t know any basic things relating to English writing about my would-be st udents in NanWu middle school . But I have to predict and try to conduct my tea ching adjustably on the realistic teaching that day . supposedly , the students have a unit-long inputs and intakes about the topic –protecting the environme nt , including the words and expressions, to describe pollutions around us or j ust a little .On one hand ,they are more likely to asked to finish a writing ab out their ideas about the pollutions in the writing part. On the other hand , in order to meet the requirement of a writing lesson , they will have to learn h ow to accomplish a writing to express their opinions about pollutions by my les son . Therefore ,what I will do is to put them to build up Framework step by st ep for the writing led by my teaching belief .3重点难点V 、Teaching focuses 教学重点、难点To collect the Frame Elements of students on pollutions.To help students put their Frame Elements (verbs) into sentences.To help students to output their passage with proper use of Frame Elements and useful patterns based on the Frameworks to describe their ideas about pollutio n.4教学过程教学活动活动1【活动】ⅥI、Teaching procedures 教学过程ⅥI、Teaching procedures 教学过程PhaseSpecific aimsTeacher’s activityStudents’ activitySkills involvedStep1:Pre-writing⑴ Brainstorm& Lead-in (Q and A)To arouse students’ interests and lead them in the teaching .Brainstorming the students through questions and answers.Be guided by questions and get involved in class⑵ Classify the pollutions1 To get students to classify the pollutionsTo brainstorm the students about their understand about pollutions and get them to classify the four kinds of pollutions1. To write down the kinds of pollutions on the worksheetTo identify the pollutions(3) Collect the Frame Elements1.To get students to Collect the Frame Elements (verbs )1. To recall students’ verbs to problems and solutions2. To get students to write down their verbs1. To shout out the verbs according the pollution problems2.To mark down the verbs beforehand.y down Elements for later sentencesTo collect the Frames elements and get ready for sentences as to link the sub-f rames.Step2 :While-writing)(1)Construct the sentencesTo help students to construct correct sentence.1. To have the students observe sentences about problems and solutions made with verbs . .2. To guide students to make their own sentences about problems and solutions.1. To write down their sentencesTo put the Frame Elements into correct sentences.phaseSpecific aimsTeacher’s activityStudents’ activitySkills involved(2) Clear minds by the FrameworkBefore starting to writing1.To help students to understand what they have learned in the writing lesson b y going through the Framework on water pollution .2. To guide students’ to carry out their passage by the Framework .1. To make students follow the Framework while writing .2. To offer necessary help to the students .1. To have a taste of a passagewith opinion about gas pollution as well as be conducted under a Frame pattern2. To write the passage guided by the Framework –Water pollution .To guide their writing with Framework.(3)Output the passage based on the Framework1、To get students to output their paragraphs at one specific pollutionTo ask the students to finish a paragraph about water / air pollution on their Frameworks.To finish the writing according based on the Framework .To write a paragraph based on the Frameworks.Step3：Post-writing Peer assessmentsTo evaluate the works and to stimulate their writing .1. To give out the evaluating criteria.2. To evaluate one or two samples publicly.3. To get students to finish the peer assessments.1. To evaluate each other.2. To reflect their writing and adjust for improvement.To be cooperativeand developmental.Step 4 Sum-up and assign homework1.To help students retrospect their learning objectives2. To get students to write passage protecting environment .。

上海牛津8a教案教案标题：上海牛津8A教案教学目标：1. 理解并正确使用本课时的目标词汇和短语。

2. 能够解释和应用本课时的语法结构。

3. 能够听懂并参与与本课时主题相关的对话和讨论。

教学重点：1. 目标词汇和短语的理解和正确应用。

2. 语法结构的解释和应用。

教学难点：1. 能够准确运用本课时所学的语法结构进行句子的构建。

教学准备：1. 上海牛津8A教材2. 多媒体设备教学过程：Step 1: 引入新课 (5分钟)使用多媒体设备播放一段相关视频或图片，引发学生对课程主题的兴趣。

然后向学生介绍本课时的主题和学习目标。

1. 通过多媒体展示本课时的目标词汇和短语，并给出他们的中文解释。

2. 教师朗读词汇和短语，并要求学生跟读，并组织学生进行词汇和短语的听写活动。

3. 学生分组进行词汇和短语的运用练习。

教师巡回指导并纠正他们的发音和用法。

Step 3: 语法解释与练习 (20分钟)1. 通过多媒体向学生展示本课时的语法结构，并解释其用法和构造。

2. 教师通过示范和提问的方式帮助学生理解这一语法结构，并鼓励他们使用所学的词汇和短语来构建例句。

3. 学生进行语法练习，包括填空和句子构造。

教师鼓励学生相互合作，共同解决问题。

4. 教师对学生的练习进行评价和指导，并鼓励学生主动参与讨论和解答问题。

Step 4: 对话和讨论 (15分钟)1. 学生分组进行有关本课时主题的对话练习。

每个小组选择一个代表，在班级面前展示他们的对话。

2. 教师引导学生进行有关本课时主题的讨论，并鼓励他们用所学的词汇、短语和语法结构参与讨论。

1. 学生进行课堂小结，回答教师提出的问题。

2. 学生完成一些与本课时主题相关的练习题，以巩固所学知识。

3. 教师用问题和情景演练等方式拓展学生对所学内容的理解和运用能力。

Step 6: 课堂总结与作业布置 (5分钟)教师对本课时所学内容进行总结，并布置相关作业，鼓励学生在家中进一步巩固所学。

教学反思：通过合理的教学设计和多样化的教学活动，学生能够在轻松而有趣的氛围中学习和巩固所学的词汇、短语和语法结构。

教师姓名学生姓名年级初二上课时间学科英语课题名称Unit1 Trees 同步教案Ⅰ. Important words:1.___________ v.破坏；毁坏___________ n.毁灭；毁坏2.___________ n.战士___________ v./n.战斗，打架3.___________ n.产品4.___________ n.喧闹声，噪音Unit1 Trees同步教案___________ n.制片人，制作者___________ v.生产___________ adj.吵闹的；嘈杂的___________ adv.吵闹地5.___________ n.事实___________ n.因素6.___________ v.呼吸___________ n.呼吸7.___________ adj.感到有兴趣的___________ adj.令人产生兴趣的___________ n.兴趣，爱好8.___________ n.科学家___________ n.科学___________ adj.科学的9.___________ adj.纯净的___________ adj.纯净地10.___________ v.警告___________ n.警告；告诫11.___________ v./adj. 居住/现场的___________ adj.活着的___________ adj.活的，有活力的___________ adj.活泼的12.___________ adj.化学的___________ n.化学物质（复）___________ n.化学学科___________ n.化学家13.___________ v./n.燃烧/烧伤___________ adj.（只用于名词前）燃烧着的，迫在眉睫的14.___________ adv.几乎___________ adv./adj.努力地/艰难的；坚硬的15.___________ n.害处___________ adj.有害的___________ adj.无害的16.___________ v.享受___________ n.享受；快乐___________ adj.令人愉快的17.___________ v./n.交流；交换___________ v./n. 改变；替换18.___________ v.放回原处；更换；替换___________ n.更换；接替的人或物19.___________ v.交流沟通___________ n.交流沟通20.___________ v.感谢___________ adj.感谢的，感激的21.___________ adj.主要的___________ adv.主要地22.___________ adj.自然的___________ n.自然【小试牛刀】Ⅰ. Fill in the word in its proper form（用以下单词的合适形式填空）（错误率：掌握情第2页况：）1. live alive living livelyMy parents just ________ across the street from the Browns’.She is one of the greatest ________ actresses in our country.Trees provide fresh air to keep people ________ and healthy.This building is located next to a ________ and busy port（港口）.2.chemical chemicals chemistry chemistThey use some ________ ways to make the soil look better.In Britain, people can buy some beauty products in a ________ .We'll learn the science of ________ in Grade Nine.They add some poisonous ________ to the ingredients in order to make food more delicious.3.science scientist scientificEncyclopedias, history books and ________ books are non-fiction books.We should learn ________ farming.Quite a lot of Chinese ________ work on the South Pole.These business made their decisions based on ________ research.4. noise noisy noisilyI didn't sleep well because of the ________ of the traffic.It’s so ________ outside that we can't hear the teacher's words clearly.David always blows his nose ________ .5. fact factorWe have duty to provide ________ for our readers.Price is the deciding ________ for us to buy a house.6.know unknown well-knownAs we all ________ , the Great Wall is one of the most famous wonders in the world.An ________ woman won the tennis competition. Where does she come from?Wang Yaping, the Chinese woman astronaut, is ________ in the world.7.product producer produceThis book was the ________ of many years’ hard work.How did this factory ________ around 100 cars per hour?This country is one of the leading oil ________ .8.thank thankfulMy daughter ________ her uncle for the nice present yesterday.I’m ________ to have made such progress.9.main mainlyThe ________ reason for living in Shanghai is the friendly people around.My mum doesn’t like going out much, ________ because she has to look after the whole family.10.nature naturalAll these materials can be found in ________ .He is born with the ________ ability with figures.11.pure purelyLook, the fantastic ring is made of ________ told.Your team won the first prize ________ by chance.Ⅱ. Important phrases:pollution fighters抗污染的战士第4页fighters against pollutiona class project on pollution在污染方面的课题be interested in在…方面有兴趣living things on the earth地球上的生物make streets more beautiful and less noisy使街道更漂亮少些吵闹on the end of …在…的末端enjoy breathing pure cool air喜欢呼吸纯净凉爽的空气What else…?还有什么…？thank sb. for …为…感谢某人natural air conditioners天然空调take harmful gas from the air从空气中带走有害气体release oxygen into the air把氧气释放进空气one and a half hectares of trees 1.5公顷的树keep the whole class alive and healthy使整个班级有活力且健康as well as也，还almost all day几乎一整天for example例如attack a tree袭击一棵树warn sb. (not) to do sth.警告某人(不)要做某事protect sb. by doing sth.通过做某事来保护某人protect sb. from /against doing sth.make sth. taste nasty使某物尝起来很难吃communicate with one another相互交流be in danger处于危险cut down砍倒,砍伐Ⅲ. Important sentences:1. What else…？还有什么……？【记忆链接】What else do you want to buy? 你还想买些什么？同类词：something else/somebody else/anyone else/everyone else【注意】所有格与else连用时，-’s要添加在else上。

Unit 1 TreesTeaching aimsAt the end of this period, students are expected to:◆Understand the meanings of the following words—average, item, product, fighter, fact, scientist, interested, notebook, suppose, breathe, pure, gas, release, oxygen.◆Get to know the function of trees.◆Arouse the interest in the natural world.Teaching aidsTextbook and multi-media facilities.Teaching proceduresLead-in:●Look at the pictures of different kinds of tress and guess the topic today.●What do you know about:1.How long do they live? Match the living things on the left with the average ages on the right.2.Which kind of pollution do trees help fight?3.Which of the following items come from trees?4.The best-known trees in Shanghai are magnolia trees. Their large, sweet-smelling flowers are known as the city flowers of Shanghai. Which picture shows a magnolia tree?●Before you read:1.Look at the title, the introduction and the pictures.2.Then decide whether the following statements are T or F.➢The pollution fighters are probably scientists.➢Trees are natural air conditioners.➢Trees can pass information to one another.●Read:1.Read the title and the introduction and answer the following questions:➢Who is doctor Ray?➢Why does Judy need to interview Dr Ray.2.Read the first part of the dialog (Line 1~12), learn some key words and phrases: be interested in; notebook, suppose, breathe, pure) and think about the following questions: ➢Why is Dr Ray so interested in trees?➢Judy knows only a little on trees. Can you give an example?➢How many examples does Dr Ray give?➢What are they?3.Read from Line 13~15 of the second part of the dialog and find out how people can breathe pure cool air. Learn the words: gas, release, oxygen. And use them to tell one major function of trees.●Homework:1.Read the dialog after tape.2.Copy new words and recite them.。

小学英语unit 1 1 《trees》教学案例及反思随着环境污染的加剧，树木的状况日益恶化，很多人都变得更加关心绿色环境。

小学英语教学中，有一个重要的主题课时：《tree》，它不仅可以增强英语语言能力，而且也能让孩子对绿色环境有更好的理解和热爱，以此来培养孩子的绿色理念，推动全社会环保的发展。

本次《trees》教学案例以杨老师教学为例，采用多媒体辅助教学，以及图文结合的方式，引入本次教学话题：《trees》。

首先，老师引入“tree”这个话题，明确本节课的语言目标：可以认识，比较，说出常见树种，如maple tree,eucalyptus tree等，读出熟记的句子，及简单谈论树木。

之后，老师展示英文歌曲《I plant my tree》，通过录像的方式，让学生理解英文歌曲的大意，让学生参与活动，引导学生发表自己的观点和意见。

接着，老师使用多媒体科技，让学生看系列录像，不仅可以让学生了解树的基本概念，还让学生自己动手做实验，让学生更加深入地理解树木的概念，让他们更加了解绿色环境。

同时，老师还用图片来展示不同种类的树木，如桦树，杨树，橡树，松树等，让学生更好地理解树木的分类、特征及对环境的重要性，以此来扩大学生对“ tree”话题的理解。

本次《trees》教学案例让学生更加熟悉树木，既增强了学生的英语能力，让学生深入地认识树木的特性，也引导学生爱护环境，培养绿色理念。

在本次教学案例过后，有几点值得思考：1、多媒体辅助教学是否对英语教学有益？答案是肯定的。

现代教学技术可以有效地提高课堂教学效果，让整个教学过程更加有趣味性，让学生动手更加踊跃，以此来丰富学生的学习体验，培养他们的创新能力。

2、现代教学技术如何帮助学生更好地理解话题？通过让学生看视频，读图片等手段，可以更好地让孩子理解话题的概念，以此来让他们更好地学习英语，更快地掌握语言知识，因此，多媒体辅助教学是不可或缺的一环。

3.如何更好地培养学生的绿色理念？通过教学话题，如《trees》，告诉学生树木的重要性，让他们了解树木的起源，及树木对环境的重要性，从而培养孩子们的绿色理念，以此来推动全社会绿色环保的发展。

ORfordEnglishBook1AUnit1thefirstperiod一．教学说明1．今天是小朋友进入小学的第一节英语课，所有的学生都表现出对英语的极大的好奇。

作为一名英语教师，要通过充满知识和乐趣的课堂将孩子们的好奇转换成对英语学习持久的兴趣和热情。

2．班级中的孩子来自不同的环境，有着完全不同的知识基础和认知能力。

教师应主动地去了解学生，这对今后的教学工作十分重要。

二．教学内容1．认知内容：能听懂会说Goodmorning.–HowdoRoudo?–HowareRou?-Fine,thankRou.–Hello!等问候语。

2．能力要求：学会用-Goodmorning.–HowdoRoudo?–HowareRou?-Fine,thankRou.–Hello!来问候和交流。

3．情感态度：通过学生对本课问候句子的学习，培养学生讲文明的良好习惯。

并鼓励学生用这些问候语与新同学交朋友，增进新生之间的了解和友谊。

四、教学提示1．媒体准备：玩偶、响板、歌曲磁带2．教学关注点：本课中的句子例如：HowareRou?Fine,thankRou.对于一些从来没有接触过英语的小朋友来说比较困难，为了解决这一问题，可从以下方面做努力。

1）注重学习的过程，为学生的学习铺好台阶；2）在小朋友们喜欢的游戏、歌曲等活动中巩固句子；3）多创设学生间的合作交流的机会，以缓解因差异造成的成效不一。

3．资源分享：九年义务教学课本3A有配套的歌曲：如<Hello,howareRou?> 4.设计思路：1）这个单元中的歌曲对于一年级的小朋友而言学起来比较困难。

而少量多次是分解难题的有效方法，因此可将这首歌的学习安排在本单元中的各课时中，让小朋友在几节课中，从感知到熟悉和学唱一步步的学习，这样学起来既轻松又有成效。

3）由于Let’s talk的内容适合刚入学的一年级新生，所以将这部分内容提前到第一课时来上。

5．教学反思：1)句型最好板书出示，加以认读。