沪教牛津初中英语教案

2015-2016学年牛津沪教版初中英语七年级下册精品教案Unit 5 Water一、教材分析本单元围绕着“水”来展开听、说、读、写的训练。

通过描述水的用途和循环过程来激发学生热爱自然的情感，并养成节约用水，绿色环保的良好习惯。

同时在听说读写中引导学生掌握表示名词的数量词以及对数量进行提问。

学会使用不同的限定词修饰可数名词和不可数名词。

二、教学对象分析1.学生对于“水”非常熟悉，有利于开展本单元的各项听说读写任务。

学生对于现在进行时用法其实并不陌生，在小学已经接触过，只是没有进行专项的归纳性学习。

在本单元，教师可以系统地帮助学生温故而知新，引导学生在一定的语境中掌握表示名词的数量词以及对数量进行提问。

学会使用不同的限定词修饰可数名词和不可数名词。

2.。

三、单元教学目标1.认知目标1）能够在听、说、读、写等语言综合实践活动中运用本单元的重点词汇、句型与语法。

2）在学习中提高交流和传递信息的能力，在写作中正确使用现在进行时的用法。

3）通过指导学生在模拟交际中运用所学的知识，培养学生探究学习、合作学习、自主学习的能力。

3．情感态度：激发学生热爱自然的情感，并养成节约用水，绿色环保的良好习惯。

四、单元教学重点1.学生熟练掌握重点词汇19个，短语7个2.指导学生利用所学句型正确表达思想、进行交际活动。

3.指导学生归纳、总结现在进行时的用法并在实践中熟练运用它们。

五、单元教学重点1. 通过形式多样的课堂活动与任务，帮助学生完成阅读理解、听力理解等学习任务。

2. 引导学生积极主动地探究学习，从教材以外的渠道去了解与本单元主题相关的文化背景信息、资料等，并且与同学进行相互交流，顺利开展包括口头汇报、写作展示等拓展活动，培养学生探究学习、自主学习、合作学习的能力。

六．学习策略：1．通过查阅各类书籍和网络资源，更好地了解地球。

1.学会捕捉名称、数据等关键事实信息的听力技能。

3．开展合作讨论，寻找解决地球环境污染的对策。

8B Unit 8 ReadingLife in 2050By Liu ShuwenShenzhen Longgang Foreign Language SchoolI . Analysis of the TeachingMaterial>It is about future life with a focus on three new things which may change people's life.>It consists of 3 posts, each with a clear structure of an introduction and a comment.>It can enhance the students' awareness of how technology influences people's life and encourage them to create a better future with imagination and hard work.IL Analysis of the StudentsThe students are familiar with some topic-related vocabulary and have learned basic reading strategies.>The students may not know how to describe the new things in future life logically and confidently.>The students are expected to give descriptions using the pattern of an introduction and comment. Moreover, they will realize the important role hi-tech plays in changing people's life.IIL Learning Objectives.By the end of this lesson, students will be able to:>Understand the main idea of the text;Improve their reading skills by using some reading strategies (skimming,scanning, finding supporting details, etc.);>Improve their logical, critical and creative thinking;Have a better understanding of how science and technology change people's life.IV.Key Points and Difficult Points.>Key points:To understand the main idea of the text;To improve students9 reading skills.>Difficult points:To improve logical, critical and creative thinking;To have a better understanding of how science and technologychange people's life.V.Teaching and Learning Approach.1)Teaching ApproachTask-based Approach>Situational ApproachCommunicative Approach2)Learning ApproachCooperative Learning Approach>Communicative Learning ApproachVI. Learning Procedures.。

上海牛津初中教案1. 课题名称：上海牛津初中英语七年级上册Unit 1 School life第一课时2. 教学目标：(1) 知识目标：学生能够掌握基本的学校生活词汇，如classroom, teacher, school, subject 等。

(2) 能力目标：学生能够运用所学词汇和句型进行简单的日常交流，如介绍自己的学校和班级。

(3) 情感目标：培养学生对学校生活的热爱和积极向上的态度。

3. 教学重点：学生能够正确使用所学词汇和句型进行简单的自我介绍和交流。

4. 教学难点：学生能够正确运用一般现在时进行描述。

二、教学过程1. 导入：教师通过向学生问好，引入课题“School life”。

2. 呈现：教师展示一张学校的图片，引导学生说出学校的相关词汇，如classroom, teacher, school等。

3. 新课导入：教师引导学生学习Unit 1的课文，让学生跟读并模仿语音语调。

4. 课堂活动：教师组织学生进行小组活动，让学生用英语介绍自己的学校和班级。

5. 巩固练习：教师给出一些情景，让学生运用所学词汇和句型进行对话练习。

6. 课堂小结：教师对本节课所学内容进行总结，强调一般现在时的运用。

7. 作业布置：教师布置作业，要求学生课后用英语写一篇关于自己学校的短文。

三、教学反思本节课通过图片和情景的引入，激发了学生的学习兴趣，让学生在轻松愉快的氛围中学习英语。

在课堂活动中，学生积极参与，展示了良好的学习态度。

通过小组活动和对话练习，学生能够运用所学词汇和句型进行简单的自我介绍和交流，达到了本节课的教学目标。

在教学过程中，教师注重了对学生语音语调的模仿和训练，有助于提高学生的英语口语表达能力。

总之，本节课取得了较好的教学效果，但在课堂管理方面仍有待提高。

2015-2016沪教牛津版初中英语八年级上册全套教学案Content第一讲................................................................... .. (2)Unit1 Language points............................................................... .. (2)第二讲................................................................... .. (9)Grammar-不定代词................................................................... .. (9)第三讲................................................................... . (13)Unit2 Language points............................................................... . (13)第四讲................................................................... . (27)Grammar-数词................................................................... .. (27)第五讲................................................................... . (35)Unit3 Language points............................................................... . (35)第六讲................................................................... . (46)Grammar-形容词和副词................................................................... . (46)第七讲................................................................... (56)Unit4 Language points............................................................... . (56)第八讲................................................................... . (70)Grammar-形容词副词同级比较................................................................... . (70)第九讲................................................................... . (76)Unit5 Language points............................................................... . (76)第十讲................................................................... . (89)Grammar-现在完成时................................................................... .. (89)第十一讲................................................................... (97)Unit6 Language points............................................................... . (97)第十二讲................................................................... . (108)Grammar-现在完成时补充................................................................... . (108)第十三讲................................................................... . (116)Unit7 Language points............................................................... .. (116)第十四讲................................................................... . (128)Grammar-if条件状语从句................................................................... .. (128)第十五讲................................................................... . (133)Unit8 Language points............................................................... .. (133)第十六讲................................................................... . (138)Grammar-情态动词................................................................... . (138)单元测................................................................... ........................................ .. (144)Vocabulary........................................................... . (230)八年级上册英语教案资料第一讲Unit1◆ 知识探究1.Is my encyclopaedia useful, Lo?1)useful: 有用的，有益的，有帮助的 a useful book2) use +ful= useful 名词+ful= 形容词3)以-ful结尾的形容词的反义词多是相应的以-less结尾的形容词。

沪教牛津版本八年级下册英语unit1优质教案深圳一、教学内容本节课选自沪教牛津版本八年级下册英语Unit 1《Travelling》。

教学内容包括：Reading部分的“The journey to the West”以及相关词汇和语法。

二、教学目标1. 能够理解并运用本课的生词和短语，如：adventure, mountain, danger, excited等。

2. 能够运用一般过去时描述过去发生的事情。

3. 能够通过阅读文章，了解并复述《西游记》的主要情节。

三、教学难点与重点重点：一般过去时的运用，文章的理解与复述。

难点：一般过去时的正确使用，文章细节的理解。

四、教具与学具准备教具：PPT，黑板，教材。

学具：笔记本，文具。

五、教学过程1. 导入：通过展示一组旅游图片，引导学生谈论自己的旅游经历，引入本课主题。

2. 阅读前：让学生预测文章内容，激发他们的阅读兴趣。

3. 阅读中：引导学生阅读文章，完成相关练习，如填空、回答问题等，理解文章内容。

4. 阅读后：让学生复述文章，巩固所学知识。

a. 小组活动：学生分组讨论，运用一般过去时描述自己的旅游经历。

b. 例题讲解：针对一般过去时进行讲解，举例说明。

c. 随堂练习：让学生完成教材中的练习题，巩固语法知识。

六、板书设计1. 生词和短语：adventure, mountain, danger, excited等。

2. 一般过去时的结构：主语 + 动词过去式。

3. 《西游记》主要情节。

七、作业设计1. 作业题目：用一般过去时描述你最近一次的旅游经历。

答案示例：Last summer, I went to Beijing with my family. We visited the Forbidden City and climbed the Great Wall. We were all excited about the trip.2. 课后阅读：阅读教材中的其他文章，了解不同地方的旅游特色。

（完整版）沪教⽜津版初中英语七年级上册全套教学案7A UNIT 1 Making friendsⅠ重点单词：world n. 世界country n. 国家Japan n.⽇本Germany n. 德国German adj.德国的n.德国⼈grammar n.语法 blog n. 博客sound n. 声⾳everyone n.⼈⼈（谓语动词要⽤单数）hobby n.爱好(复数hobbies）age n. 年龄elder adj. 年长的dream n. 梦想complete v. 完成us pron.我们 yourself pron.你⾃⼰friendly adj. 友爱的engineer n. ⼯程师 flat n.公寓mountain n. ⼭Ⅱ重点短语：1.colse to 接近 = near 反义词：far （away）from 远离2.go to school 去上学3.be good at 擅长 =do well in 反义词：be bad /poor at=do badly in不擅长4.make friends with 与……交朋友 make friends 交朋友5.all over 遍及6.I’d like to=I would like to 愿意Ⅲ重点句型：1.what does···mean？2.welcome to3.I like···because···4.My dream is to be··.5.How old is/are ····？6.What does ····do？Ⅴ详细讲解：1.Read a G erman girl’s blog.(Page1）（1）German ：① adj.德国的（德国⼈的，德语的）This is a German car.② n.德国⼈，是可数名词。

初中牛津上海版英语教案课程简介初中牛津上海版英语教材旨在帮助初中学生提高英语水平，同时增强他们的跨文化意识。

该教材依据英语教育的国际标准制定，涵盖了初中英语核心要点，包括听说读写四个方面的培养。

通过这个教学计划，学生可以达到以下目标：•提高英语交流能力，掌握基本的语言表达能力；•加强英语阅读和写作技能；•增强语音和语调能力；•增强跨文化交流和了解的能力。

教学大纲Unit 1•课程名称：Greetings•教学目标：介绍自己；应用问候语；使用表达个人信息的简单句子•教学重点：对自己进行简单的自我介绍；使用特定场合的问候语；阅读问候语、名字和年龄的简单句子•教学难点：使用新的问候语；理解名字和年龄的句子•教学时间：1 周Unit 2•课程名称：Hobbies•教学目标：谈论自己的爱好；讨论普遍的爱好和习惯；学习一些新的单词•教学重点：尝试使用新的生词；描述自己喜欢的事物，以及其他学生的喜好；讨论不同的兴趣爱好•教学难点：学会描述自己和别人的爱好；辨别并理解新单词；•教学时间：2 周Unit 3•课程名称：At school•教学目标：谈论日常学习和校园生活的事宜；使用英语日常用语；学会描述一天的安排•教学重点：学会使用英语表述日常生活会话，如用餐场合等；了解日常用语；学会描述日常学习和生活安排•教学难点：掌握英式英语与美式英语在表述上的区别；学会使用一些日常用语；•教学时间：3 周Unit 4•课程名称：Vacation•教学目标：谈论假期计划；了解不同的假期传统和活动；学会使用描述天气和季节的语言•教学重点：通过对话了解不同的假期活动和计划；学会描述天气和季节；学会使用关于假期的常用词汇•教学难点：掌握描述天气和季节的语言；学会使用一些与假期相关常用词汇•教学时间：2 周Unit 5•课程名称：Food and Drink•教学目标：了解并介绍中外饮食文化；可简要介绍某个菜肴的制作过程；学会叙述食物口感、外观及味道等相关词汇•教学重点：对中国和西方的饮食文化进行介绍；学会描述食物外观、味道和口感•教学难点：理解并使用一些中西方餐饮文化的词语；学会使用相关的口感、外观、味道等描述词汇•教学时间：3 周教学方法•学习课文基础知识；•开设小组讨论；•课后讲解课文重点；•模拟英语对话和口语练习；•组织语音和语调练习；•外出实地访问和学习。

教案2课题课型Reading备课时间1 period教材分析教学目标1. students can know how to check informat ion in anencyclopaedia2. Develop the reading ability and speaking skills教学重点Let students know how to get information in an encyclopaed ia aboutLeonardo da Vinci, and about the dinosaurs教学难点learn to talk about a person in the past,教学关键Describe a person’s character, or the dinosaurs’ features.教法与学法指导Reading competition, cooperation, self-study.教学环节主要教学步骤或内容学生主体活动教师活动设计意图时间分配第一环节复习回顾平移的基本性质，引入课题Step one: Free talk :Tell us a famous person youlike.1.talk about a famousperson you like andwhat he or she didsuccessfully .1. Show thequestions : a.where and whenwas he or sheborn ? b. whatdid he or she dosuccessfully?c. Why do youlike him or her?1.To arousethe interest andlead them toget into thetopic of thisunit.5第二环节观察操作、探索归纳平移的作法Step two: Fast reading 2. Read the textquickly and answer thequestions2. Show thequestion:a. W here andwhen was DaVinci, Leonardoborn? b.What wasDa Vinci famousfor ? c. when diddinosaurs liveon Earth?2.Let thestudents get thegeneral idea ofthe text..25Step three: while-reading. Reading comprehension. 3. Read the text indetails and finish theblank fillingexercise in a sheet,then check theanswers ,after that ,try to designquestions accordi ngto the text and askyour classmates toanswer it .Then sum up theimportant adjectivewords to describe aperson4. Talk in group :describe a famousperson or an animal .You can find out theinformation in anencyclopaedia.d.What diddinosaurs looklike?e. Why diddinosaurs alldie suddenly?3. hand out thesheet and designthe blankaccording to theimportantinformation.Then check theanswers withstudents. Payattention tosome key wordsof this unit:Born,intelligence,ability , grew,inventions,include, morethan, as smallas , however,died out, learnabout4. show someexamples in anenclyclopaedia.3.To make themget familiarwith the de tailsof the text andtrain theirability ofreading4.train thestudentsspeakingability andcooperationability.第三环节课堂练习Step five: exercise 5.Finish theexercise in Part Cand D5.Help them tofind the detailsin the text.5. To train thestudents’readingability .5第四环节课时小结step Six: Sum up 6 Sum up :How to talkabout a person or ananimal in the past6.When talki ngabout a personor an animal inthe past , weshould tell : a,when and wherethey live? b ,what did theydo?c. Why were theyknown by peoplenow?6. Prepare forthe writing5第五环节课后作业 Homework 1. Read the textfluently2 Check yourencyclopaedia andtalk about a person oran animal in the past.Hand out asheet whichcontain therequest ofwriting thepassageStrengthen thecomprehensionof the text.课堂教学流程Free talk --- Preparation ---Reading competition ----- Discussion—exercise—sum up--Homework .。

初中沪版牛津英语大单元教学设计及反思全文共3篇示例，供读者参考篇1Paradigm Shift: Embracing the New Oxford English CurriculumAs I entered the transformative years of middle school, the educational landscape underwent a seismic shift with the introduction of the new Shanghai Oxford English curriculum. This comprehensive program promised to revolutionize the way we approached language learning, and as a student, I found myself simultaneously intrigued and apprehensive.The first few weeks were a whirlwind of adaptation. Our teacher, Ms. Liu, meticulously guided us through the intricate structure of the curriculum, unveiling a world of immersive language acquisition. Gone were the days of rote memorization and grammar drills; instead, we were encouraged to embrace a holistic approach that fostered critical thinking, communication, and cultural awareness.One of the most striking features of the Oxford curriculum was its emphasis on real-world applications. Our textbooks werefilled with vibrant scenarios that mirrored everyday situations, from casual conversations to formal presentations. This practical approach resonated with me, as it made the language feel alive and relevant, rather than a mere academic exercise.The unit on "Exploring Cultures" was a particular highlight. Through captivating readings, multimedia resources, and engaging class discussions, we delved into the rich tapestry of global traditions and customs. I vividly remember our lively debate on the significance of cultural festivals, where we exchanged perspectives and gained a deeper appreciation for diversity.Collaborative learning was another cornerstone of the Oxford curriculum. Group projects and peer-to-peer activities became the norm, fostering an environment of active participation and mutual support. I fondly recall the time we staged a mock interview, where my classmates and I took on various roles, honing our communication skills while providing constructive feedback to one another.Amidst the engaging lessons and interactive activities, one aspect that stood out was the emphasis on self-reflection. Ms. Liu encouraged us to maintain learning journals, where we documented our progress, strengths, and areas for improvement.This practice cultivated a sense of ownership over our learning journey and enabled us to identify personalized strategies for growth.However, the transition to the new curriculum was not without its challenges. Initially, some of my classmates struggled to adapt to the shift from a teacher-centered approach to a more student-driven model. The open-ended nature of the activities and the emphasis on critical thinking required a mindset shift that took time and perseverance.Reflecting on my middle school experience with the Oxford English curriculum, I can confidently say that it has profoundly impacted my language abilities and personal growth. The seamless integration of the four language skills – listening, speaking, reading, and writing – along with the incorporation of cultural elements, has equipped me with a comprehensive skillset that extends far beyond mere linguistic competence.One of the most significant takeaways from this curriculum has been the development of my critical thinking abilities. The thought-provoking discussions, analytical tasks, and emphasis on independent research have honed my ability to think critically, question assumptions, and articulate well-reasoned arguments. These skills have proven invaluable not only in my languagestudies but also in navigating the complexities of academic and professional endeavors.Moreover, the collaborative nature of the Oxford curriculum has fostered my interpersonal and teamwork skills. Through group projects and peer feedback sessions, I have learned to effectively communicate, actively listen, and embrace diverse perspectives. These soft skills have become essential in an increasingly interconnected world, where the ability to work harmoniously with others is a cornerstone of success.Looking back, I am grateful for the opportunities provided by the Shanghai Oxford English curriculum. It has transformed my perception of language learning from a rigid, prescriptive process to a dynamic, multifaceted journey of exploration and self-discovery. The skills and mindset cultivated through this curriculum have equipped me with the tools to navigate the complexities of the global landscape, fostering a deeper appreciation for cultural diversity and a commitment to lifelong learning.As I embark on the next chapter of my academic and personal journey, I carry with me the invaluable lessons learned from the Oxford English curriculum. The seeds of curiosity, critical thinking, and cultural awareness have taken root, and Iam eager to continue nurturing them, embracing the challenges and opportunities that lie ahead with an open mind and a thirst for knowledge.篇2Teaching Design for a Major Unit in Junior High Oxford English (Shanghai Edition)As a junior high student, the Oxford English textbooks published by the Shanghai Education Press have been an essential part of my English learning journey. These textbooks are carefully designed to not only enhance our language skills but also broaden our understanding of different cultures and perspectives. In this essay, I will outline the teaching design for a major unit from one of these textbooks and reflect on its effectiveness.The unit in question is titled "Exploring the World," which is part of the Grade 8 textbook. This unit aims to introduce students to various aspects of travel and cultural exchange, fostering a curiosity about the world beyond our immediate surroundings. The teaching design for this unit is structured around the following key components:Warm-up Activities: The unit begins with engaging warm-up activities that pique our interest and activate our prior knowledge. For instance, we might be asked to share our travel experiences or discuss the benefits of exploring new places. These activities help create a conducive learning environment and prepare us mentally for the upcoming lessons.Reading Comprehension: A significant portion of the unit is dedicated to reading comprehension passages that revolve around the theme of travel and cultural exploration. These passages are carefully selected to expose us to diverse perspectives, ranging from personal narratives to informative articles. The reading activities are accompanied by vocabulary exercises, comprehension questions, and discussion prompts, encouraging us to engage critically with the texts.Listening and Speaking Practice: Alongside reading, the unit emphasizes the development of our listening and speaking skills. We are presented with authentic audio materials, such as interviews with travelers or tour guides, which require active listening and note-taking. Additionally, we participate inrole-plays, discussions, and presentations, providing opportunities to practice speaking English in simulated real-life scenarios related to travel and cultural exchange.Writing Tasks: The unit incorporates various writing tasks that allow us to apply the knowledge and skills acquired throughout the lessons. These tasks may include writing travel journals, composing persuasive essays on the importance of cultural understanding, or creating brochures or travel guides for a specific destination. The writing activities not only enhance our written communication skills but also encourage us to synthesize and express our thoughts coherently.Cultural Exploration: Woven throughout the unit are activities and resources that promote cultural awareness and appreciation. We explore different customs, traditions, and ways of life through videos, articles, and interactive discussions. These experiences broaden our horizons and foster respect for cultural diversity, preparing us to become global citizens.Project-based Learning: Towards the end of the unit, we embark on a culminating project that integrates the various skills and knowledge acquired. For instance, we might be tasked with planning a hypothetical trip to a chosen destination, researching its attractions, creating an itinerary, and presenting our findings to the class. This project-based learning approach reinforces our understanding of the unit's themes while developing critical thinking, collaboration, and problem-solving skills.Reflecting on the teaching design for this major unit, I can confidently say that it has been an enriching and transformative experience. The well-structured lessons, diverse activities, and authentic materials have not only improved my English proficiency but have also broadened my perspectives on the world around me.One of the strengths of this teaching design is its emphasis on fostering a love for learning and exploration. The warm-up activities and engaging content have consistently captured my interest and motivated me to delve deeper into the topics covered. Additionally, the integration of real-life scenarios and project-based learning has made the lessons more practical and relevant, preparing me for potential future travel experiences.Furthermore, the unit's focus on cultural exploration has been particularly valuable. By exposing us to different customs, traditions, and ways of thinking, the lessons have cultivated a sense of appreciation and respect for diversity. This understanding is crucial in today's increasingly interconnected world, where cultural sensitivity and open-mindedness are essential for effective communication and collaboration.However, no teaching design is perfect, and there are areas where improvements could be made. One potential area forenhancement is the incorporation of more interactive and technology-based activities. While the unit does include some multimedia resources, incorporating more virtual tours, simulations, or even language-learning apps could make the learning experience more engaging and aligned with the digital world we live in.Additionally, the unit could benefit from more opportunities for authentic communication with native speakers or individuals from different cultural backgrounds. While the textbook provides excellent resources, facilitating direct interactions, whether through virtual exchanges or field trips, could further enrich our understanding of cultural nuances and enhance our language proficiency.Despite these potential areas for improvement, the overall teaching design for this major unit has been a resounding success. It has not only equipped me with valuable language skills but has also instilled in me a curiosity about the world and a desire to continue exploring and learning.As I reflect on this experience, I am filled with gratitude for the dedicated efforts of our teachers and the careful planning that went into crafting this unit. Their passion for education andtheir commitment to our personal growth have been evident throughout the lessons.Moving forward, I am eager to apply the knowledge and skills acquired from this unit to future endeavors, whether in my academic pursuits or personal explorations. The lessons have taught me the importance of embracing new perspectives, respecting cultural diversity, and maintaining an open and inquisitive mindset.In conclusion, the teaching design for the "Exploring the World" unit in the Junior High Oxford English (Shanghai Edition) textbook has been a remarkable journey. Through its comprehensive approach, engaging activities, and emphasis on cultural exploration, this unit has not only enhanced my English proficiency but has also broadened my horizons and instilled in me a love for learning and discovery. While there is always room for improvement, the overall experience has been transformative, and I am grateful for the opportunity to participate in such a well-designed and enriching educational experience.篇3A Reflection on the Unit "Exploring Space"I recently completed a really fascinating unit in my English class called "Exploring Space." It was part of the Shanghai Oxford English curriculum that we use at my school. I wanted to share my thoughts on the unit design and what I learned from studying it.The unit began by activating our prior knowledge about space exploration. The teacher showed us some cool videos of rocket launches and astronauts doing experiments on the International Space Station. We discussed what we already knew about space travel and living in space. Getting us engaged and interested right from the start was a smart way to begin the unit.Then we dove into the course book readings and other materials. The readings covered the history of space exploration, from the early rocket pioneers to the moon landings to the modern era of reusable spacecraft like SpaceX's Falcon 9. There were lots of interesting details I didn't know before, like how Laika the dog was the first Earth creature to go into orbit back in 1957. The readings also explained key scientific concepts related to space like gravity, orbits, and the extreme conditions of outer space.The readings were at a challenging yet manageable level for my English proficiency. I had to look up some vocabulary words,but the language was very clear overall. Having a mix of longer readings and shorter passages or factboxes helped make it more digestible. The illustrations, photos, and diagrams supported the text well too.After each reading section, we had tasks to complete related to the content. These involved vocabulary practice, comprehension questions, discussions, and writing short responses. The tasks really helped reinforce what we were learning in the readings. My favorite was when we had to draw our own diagram explaining why astronauts are weightless in the International Space Station. Having hands-on, creative tasks made it easier to understand and remember the concepts.As we progressed through the unit, the tasks became more complex and open-ended. Towards the end, we had to do research projects about future space exploration plans by different countries and space companies. We then gave poster presentations to share what we had learned. This project consolidated everything from the whole unit and let us explore our specific interests within the broader topic of space. Designing and giving the presentations was great practice for our English skills too.The unit also incorporated plenty of videos, audio recordings, and online interactive activities. The multimedia components made the content more engaging and exposed us to different accents and forms of English. One interactive I particularly enjoyed let us experience what it would be like to pilot the Mars Curiosity rover based on real video feeds from the surface of Mars!Overall, I think the unit was very well designed with an effective learning progression. It struck a good balance between introducing core knowledge through the readings and then letting us apply that knowledge through the tasks and projects. The content was high-interest and topical. Learning about space exploration was much more exciting than reading some dry fiction stories or analyzing poems like we tend to do in English class.Everything tied together nicely with a unifying theme, but there was still variety in the material and activities. The tasks weren't all just comprehension questions, but involved different skills like speaking, writing, research, creativity, and so on. The hands-on elements and use of technology made things more interactive too.In terms of areas for improvement, there could have been more explicit grammar and vocabulary study connected to the content. While we did encounter and practice plenty of new vocabulary from the readings, there weren't as many targeted exercises for English grammar points. Integrating more focused grammar practice could have helped strengthen our overall language skills even more.Additionally, the readings were occasionally quite dense or had some very technical vocabulary, even with the glosses and supportive materials provided. Perhaps having an alternative version of some readings at a slightly lower level could accommodate students who struggled more with reading comprehension. That said, the challenge level was appropriate for me, and struggling through some of the tougher texts made me feel a great sense of accomplishment once I understood them.All in all though, I tremendously enjoyed this unit and feel I learned so much, both in terms of content knowledge about space as well as improving my core English abilities. The engaging, experiential approach made me much more interested and invested than just sitting through lectures or reading from a textbook. Studying "Exploring Space" has definitely deepenedmy fascination with space and made me want to do even further reading and learning about the topic in my free time.I hope we have more high-quality units like this covering other compelling scientific and real-world topics. Not only is the content itself interesting and relevant, but learning core skills through studying such rich thematic units just seems far more effective and motivating. Kudos to the Oxford curriculum designers for creating such a stellar learning experience!。

Unit 7 --- Reading 教案Contents Unit 7-- ReadingAims Knowledge 1) To teach Ss main contents of Reading2) To introduce memorySkills To train Ss’ reading skills---skimming and scanning Emotion To arouse Ss’ interests of memoryLanguage Focus 1) Know the structure and contents of the main article2) Train Ss’guessing skill of the new words according to the whole articleTeaching Aids PPT, BlackboardProceduresSteps Teacher’s activities Students’activities PurposesI. Pre-reading Presentation 1. Getting ready：Cartoon talkWhat is Lo doing?Where is Lo?Is it the samemeaning betweenwhat lo said andwhat Hi said?2. Brainstorming:Talk about memory:What do you knowabout memory?3. Answer the Qs inA&B.Talk with partnersabout the Qs.Try to talk aboutmemory as much aspossible.Finish the exercises.To lead in the topicTo let Ss be familiarwith the article andtrain theirskimming skillII.While-reading Procedure 1.Read the articleand choose the bestanswers.2.Read again andfinish C1&C2.3. Read the thirdtime and finish D1&D2.3. Language points:Read and try to finishthe exercises.To let Ss be morefamiliar with thewhole structure ofthe article and it’sgood for Ss to reciteit in classIII. Post-task Activity What else do youknow aboutmemory?Discuss w ithclassmates.To be more familiarwith the wholepassageIV. Homework 1) 学案Reading一张2) 英语周报一张ReflectionReading 练习一、补充单词。