Unit8 lesson1教案
北师大版高一英语必修第三册(2019版)Unit8_Lesson1_课件第一课时_公开课课件
Read and Explore
Scan the text. Focus on the techniques the writer used.
Examples
… say you leave the tap running while you brush your teeth, leave a light burning when you go out or you drop a piece of litter and can’t be bothered to pick it up.
Read and Explore
Read paragraph 2. Complete the table below.
The time of its establishment
The early 1990s
The founder
Dr. Jane Goodall
The purpose
To educate young people, from pre-schoolers to university students, so they can help to build a future that is secure and live together in peace with nature.
Unit 8 Green Living
Lesson 1 Roots and Shoots (1)
清华大学附属中学 周喆
Activate and Share
Look at the pictures. Discuss the following questions. 1. What is happening in each picture? 2. Have you ever done any of these things? 3. What would happen if everybody did the same things?
6A Unit8第一课时Part A公开课
6A Unit8第一课时Part A一、教学内容：译林版《牛津小学英语》6A Unit8第一课时Part A二、教学目标：知识目标1、复习掌握动词过去式的写法及读音2、复习巩固句子When is/was…?What did you do ? Whose …is it ?技能目标通过复习操练，使学生能综合运用所学的日常交际用语。
情感态度目标培养学生互助友爱，协作进步的情感。
三、教学重难点：综合运用日常交际用语四、教学准备：多媒体课件五、教学过程：Step 1 Warming up & Review1.值日生报告。
T: Hello,…Are we all here?What day is it today ?What date is it today?S1:...2.Free talk.T: New Year‟s Day is coming. When‟s New Year‟s Day?Ss: It‟s on the first of January.T: Christmas passed. When was Christmas?Ss: It was on the twenty-fifth of December.2)课件展示，总结日期的读法。
［设计意图：由日常的值日生报告询问日期过渡到新课的学习，结合实际，过渡自然。
］Step2 Presentation & Practice1. 导入T：At Christmas, I ate a lot of delicious food.What did you do at Christmas?S:…(提问学生)2.Work in pairs.（1）T: Let‟s ask and answer in pairs. Here‟s some tips for you.(课件出示相关动词过去式，生同桌间问答)（2）T: Please pay attention to the pronunciation.生总结动词过去式中ed 的发音的规则。
闽教版五年级上册英语unit8教案
闽教版五年级上册英语unit8教案Title: Teaching Plan for Minnan Edition Grade 5 Unit 8 English。
Unit 8: The Weather。
Teaching Objectives:1. Students will be able to understand and use vocabulary related to the weather, such as sunny, cloudy, rainy, snowy, windy, and stormy.2. Students will be able to describe the weather using the target vocabulary.3. Students will be able to ask and answer questions about the weather.Teaching Time: 2 lessons (45 minutes each)。
Teaching Aids: Pictures, flashcards, weather chart, PowerPoint presentation。
Teaching Procedures:Lesson 1。
Step 1: Warm-up (5 minutes)。
Greet the students and ask them how they are feeling today.Show a picture of different weather conditions and ask students to describe the weather in the picture.Step 2: Presentation (15 minutes)。
Introduce the new vocabulary related to the weather: sunny, cloudy, rainy, snowy, windy, and stormy.Use flashcards and pictures to help students understand the meaning of each word.Practice pronunciation and spelling of the new words.Step 3: Practice (15 minutes)。
Unit 8 Lesson 1第2课时示范教案【高中英语北师大版必修第三册】
Unit 8 Green LivingLesson 1 Period 2教材分析本节课是第八单元第一课Roots & Shoots的第二课时，重点是课文内容的回顾与拓展及对文本语言、语法知识的学习。
本课涉及的语法点是非谓语动词，要求学生区分以-ing结尾和以-ed结尾的动词在句中充当定语、状语、宾语补足语、表语的用法。
教学目标在本课学习结束时，学生能够：1. 在小组展示中口头介绍“根与芽”组织；2. 正确理解并使用动词-ing形式和动词-ed形式；3. 在情境中通过角色扮演内化运用所学语言。
教学重难点【教学重点】1.动词-ing形式和动词-ed形式的语法功能；2.主题汇报及与他人沟通时的表达技巧。
【教学难点】对动词-ing形式和动词-ed形式多样的语法功能的理解。
教学过程Step 1 Warming-upTask 1: Group Presentation. Introduce Roots and Shoots.设计意图：通过小组展示的形式锻炼学生合作调研、演讲思辨的能力，加深对“根与芽”环保组织的了解。
小组展示后的同伴点评、教师点评环节引导学生互相学习，总结演讲的表达技巧。
Task 2: Complete the summary of the text on page 32, Ex. 8.设计意图：填空回顾课文内容，引导学生关注语篇中的动词-ing形式和动词-ed形式，为语法学习做准备。
Step 2 Grammar FocusThe teacher introduces the usage of the –ing/ed form of the verb.设计意图：通过例句展示、句型转换等方式引导学生归纳提炼动词-ing形式和动词-ed形式在句中充当形容词或副词，起到定语、状语、宾语补足语或表语的作用。
Step 3 PracticeExercise 1: Match the words in bold (1-4) with their functions (a-c).设计意图：匹配练习考查学生对动词-ing形式和动词-ed形式充当句子成分的理解。
Unit8GreenLivingLesson1RootsandShoots教学设计高一下学期英语北师
北师大版（2019）必修第三册Unit 8 Green LivingLesson 1 Roots and Shoots教材分析：北师大版（2019）必修第三册Unit 8 Green Living Lesson 1 Roots and Shoots是高一英语教材的一节课程。
本节课主要介绍了根与嫩芽计划（Roots and Shoots program），它是由香娜·班巴古德尔（Jane Goodall）创立的一项旨在帮助保护地球和促进人道援助的计划。
教学目标：通过本课，学生将能够了解根与嫩芽计划的目标和活动，并掌握相关的词汇和表达方式。
同时，学生还能够了解个人行动对环境保护的重要性以及如何参与到保护地球的行动中。
教学重点：根与嫩芽计划的目标和活动，相关词汇和表达方式的掌握。
教学难点：理解个人行动对环境保护的重要性以及如何参与到保护地球的行动中。
学情分析：学生们对环境保护和参与相关行动可能存在一定的兴趣和意识，但对根与嫩芽计划的了解可能较为有限。
教学策略：在教学过程中，可以结合生活实例和具体案例，引导学生思考并参与相关讨论。
同时，引导学生了解个人行动对环境保护的重要性，激发他们对环保的兴趣。
教学方法：本课可以采用多媒体教学法和合作学习法。
通过展示相关的图片、视频和文字资料，激发学生的注意力和兴趣。
同时，在小组讨论和合作学习的环节中，培养学生的合作意识和解决问题的能力。
导入环节（约5分钟）：教学内容：1. 引入本节课的主题——绿色生活。
2. 复习学生已学过的与环境保护相关的知识。
教学活动：1. 引导学生观察教室的环境，提问他们能否发现一些关于绿色生活的迹象，如回收垃圾桶、节能灯等，进一步引发学生对绿色生活的思考和意识。
2. 结合图片和视频素材，呈现一些环境问题，如垃圾污染、空气污染、水资源短缺等，让学生讨论这些问题对我们的生活和健康造成的影响。
课堂互动（约35分钟）：教学内容：1. 学习单词和短语，如environmental, pollution, electricity, recycling等。
2020_2021学年高中英语Unit8Lesson1教案北师大版必修3
Unit 8 Adventure瞬间刺激的冒险运动有很多，蹦极就是一个不错的选择！为什么那么多人喜欢体验蹦极呢？Bungee JumpingAround the world more and more people are taking part indangerous sports and activities.Of course，there have always beenpeople who have looked for adventure—those who have climbed thehighest mountain，explored unknown parts of the world or sailed insmall boats across the greatest ocean.Now，however，there are people who seek an immediate thrill from a risky activity which may only last a few minutes or even seconds.I would consider bungee jumping to be a good example of such an activity.You jump from a high place(perhaps a bridge or a hotair balloon)200 meters above the ground with an elastic rope tied to your ankles.You fall at up to 150 kilometers an hour.It is estimated that 2 million people around the world have now tried bungee jumping.Other activities which most people would say are as risky as bungee jumping involve jumping from tall buildings and diving into the sea from the top of high cliffs.[阅读障碍词]1．explore vt. 探索2．seek vt. 寻求3．elastic adj. 有弹性的4．estimate vt. 估计5．cliff n. 悬崖[诱思导读]阅读短文，判断正(T)误(F)1．More and more people are taking part in dangerous sports and activities.(T) 2．People jump from a high place with an elastic rope tied to their waist.(F) 3．It is estimated that 2 million people in China have now tried bungee jumping.(F) SectionⅠReading(Ⅰ) (Warmup & Lesson 1)Ⅰ.匹配下列单词的词性及汉语意思( )1.adventure A．n.住所，住处( )2.hike B．n.地平线( )3.wild C．adj.可选择的，非强制的( )4.extra D．adj.最大的，最多的( )5.optional E．adj.野生的；狂热的( )6.horizon F．adj.特别的；额外的( )7.route G．v.&n.徒步旅行，远足( )8.luggage H．n.行李( )9.accommodation I．n.奇遇，冒险的经历( )10.maximum J．n.路程，路线[答案]1－5 IGEFC 6－10 BJHADⅡ.选择下列句中词组的汉语意思A.起飞B.考虑C.下降D.也E.立刻；马上( )1.They visited some factories，hospitals as well as the school.( )2.She watched openeyed as the plane took off.( )3.Mick wants to see you in his office right away.( )4.Crime has gone down 70 percent.( )5.I tried to think about all the problems that were ahead of me tomorrow.[答案]1—5 DAECBAdventure In The HimalayasJust imagine.You are walking along a mountain path in the Himalayas.You are feeling tired.You are thinking about how far there is to go.Then，suddenly you are there! And the amazing Mount Qomolangma is on the horizon.It looks great.A few minutes later，you arrive at the camp.The food cooking on the fire smells great and while you are having a hot cup of tea，you relax and watch the sun go down.①At dinner，the food tastes fantastic.You talk with other people in the group about everything you have seen and done during your day's hiking②.If you are looking for experiences like this，Adventure 2000 is the organisation(团体) for you.A lot of hiking holidays sound exciting，but the reality is often very different.Hiking trips can be uncomfortable(不舒服的) and even dangerous.However，at Adventure 2000 we feel that we understand the needs of hikers.All our guides have several years of experience in leading hiking trips in the Himalayas.They know all the best routes(路线) and best places to camp.We also realise that hiking can be hard work and believe that hikers need all our help.As well as the group guide，all teams have cooks and porters(行李搬运工)．While on a hiking trip③，our cooks prepare delicious meals.And our porters carry your luggage，which means that you can simply enjoy the experience④.喜马拉雅探险设想一下，你正走在喜马拉雅山的一条山路上，感到疲惫。
2020春四年级英语下册Unit8Howareyou第1课时教案说课稿(新版)牛津译林版
Unit 8 How are you?Story timeTeaching contents 教学内容Story timeTeaching aims and learning objectives 教学目标1. 能听懂、会说、会读句型：This is …speaking.、May I speak to …?、I’m sorry tohear that.、How are you?、I’m fine, thank you.。
2. 能听懂、会说、会读词汇：cold, fever。
3. 锻炼学生的听、说、读的能力。
4. 培养学生关心他人的品质。
Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：1. 能够从整体上阅读故事并理解。
2. 能够用正确的语音、语调朗读对话，表演故事。
教学难点：1. 能够阅读理解故事并表演。
2. 能用所学句型打电话并关心他人。
Teaching procedures 教学过程Step 1 Greeting1. Free talkGreet in different ways with your teacher.T: Boy and girls, I know your English is very good. Can you greet with me in different ways?S: Hello!/Hi!/Nice to meet you!/How do you do?/How are you?T: I am fine. How are you?S: …T: How are you?S: …T: I am happy to hear that. And today we will learn Unit 8 How Are you? Show and read the title.【设计意图：课堂伊始，通过让学生用不同的方式向老师打招呼，引出本课课题，让学生在轻松愉悦的环境中进入本节课的学习。
五年级下册英语教案-Unit8 Time Lesson1｜北师大版
Unit 8 Time Lesson1 Mocky’s watch教学内容分析：本课是北师大版小学英语五年级下册Unit8第一课时，为故事教学。
本单元和第7单元有内在的联系，是在学习星期名称的基础上进一步学习具体时间的表达方法。
本单元第一课时的故事讲的是Mocky和Lulu去Uncle Booky家，由于Mocky 的手表坏了，他迟到了。
最后Uncle Booky帮助Mocky修好了手表。
让学生在理解故事的同时，初步感知核心语言“What time is it?”以及回答“It’s…”学生情况分析：本课教学对象是五年级学生，学生好胜心强，有较强的模仿能力和求知欲望，有一定的单词积累，而且富有一定的逻辑思维能力，随着学习内容和语言结构的增加，学生在学习、理解、掌握知识方面需要合理的教学方法和手段，以激发学生的学习兴趣，调动学生的学习积极性和主动性。
针对学生以上情况，设计适合孩子们的教学方式，用他们喜欢的学习方式和多样的呈现方式来激发他们积极自主投入英语的学习。
3．教学目标分析知识目标：(1)通过图片展示，学生体会，比赛等方法。
使学生能理解并运用整点时间的表达方法，以及句型What time is it? It’s... （2）大部分学生能理解故事并跟读课文。
(3)能认读单词time, o’clock, 理解early，late的意思。
能力目标：(1)通过问答，多媒体课件展示，教师示范，竞赛等方法，使全体学生能理解故事，能模仿录音中的语音语调，并能够借助图片读懂故事。
(2)培养学生语言表达的能力和合作学习的能力。
情感、态度、价值观目标：通过教学活动，培养学生善思考、乐合作的意识，培养学生浓厚且持久的英语学习兴趣，形成积极的学习态度。
在故事的学习中进行德育渗透，培养学生的时间意识，养成守时的习惯。
教学重点、难点分析教学重点：课文的朗读和含义理解，掌握整点时间的表达方法及句型What time is it? It’s…的认识和初步运用。
Unit 8 Green Living Lesson 1 Roots and shoots 学案
Unit 8 Green Living-Lesson 1 Roots and shoots语法归纳&针对训练【语法归纳--现在/过去分词作定状补】一、动词-ing形式和-ed形式作状语动词-ing形式作状语时表示的动作就是句子主语的动作,它们之间的关系是主动关系。
动词-ed形式作状语时表示的动作是句子主语承受的动作,它们之间的关系是被动关系。
Not knowing what to do,he went to his parents for help.(he和know之间是主动关系) 由于不知如何是好,他去找父母帮忙。
Given more attention,the trees could have grown better.(give和the trees之间是被动关系)如果对这些树多关心一些,它们本可以长得更好。
1.动词-ing形式作状语动词-ing形式作状语,表示原因、时间、方式、伴随情况、结果或条件等,其逻辑主语是句子的主语,二者之间是主动关系。
(1)作时间状语,相当于时间状语从句,有时可以在v.-ing形式前加一个表时间的连词,如when,while等。
Hearing the news,they immediately set off for Shanghai.=When they heard the news,they immediately set off for Shanghai.听到这个消息,他们立即动身去上海。
(2)作原因状语,相当于原因状语从句。
Being poor,he couldn’t afford a computer.=As he was poor,he couldn’t afford a computer.因为穷,他买不起电脑。
(3)作伴随状语,相当于and连接的并列句。
He walked down the river,singing softly to himself.=He walked down the river and sang softly to himself.他沿着河流一边走,一边轻轻地唱。
外研版初中英语八年级上册(WY)教案 Module 8 Unit 1
Module 8 Accidents一、教学内容：Unit 1 While the lights were changing to red, a carsuddenly appeared.二、课型：Listening and speaking三、教学目标：1. To mater the words and phrases: round, corner, hit, glad, in time, side by side , fall off , pay attention to2. To listen and understand what was happening at a specific time.3. To understand conversations about accidents4. To talk about what was happening at a specific time5. To know how to avoid accidents四、教学重难点：1、能够运用过去进行时简单叙述发生的事故。
2、过去进行时while、when的用法。
五、教学准备：本课指导学生通过听力获取信息，培养学生听力技能。
课堂上采用多媒体手段辅助教学，在轻松愉快的氛围中，在较真实的语境下，并联系学生生活实际，结合已有的知识和经验，运用所学的语言基础知识自我学习、互相学习，让学生在语言实践中相互启发、生成，体验成功。
培养学生的合作精神,发展其思维和想象等能力。
在教学过程中，采用多媒体手段辅助教学，利用各种图片和习题任务贯穿整个教学过程。
因此，本节课需准备：PPT课件、挂图、录音机、课堂练习表格、奖品。
六、预习要求：1、根据音标自学本课新单词；当堂训练一．单项选择1. Safety comes first. We should _______ to keep safe onthe road.① obey the traffic (交通) rules② be careful of passing cars and buses③ run fast after others④ not read the messages on our mobile phones⑤ play basketball with our friendsA. ①②④B. ①③⑤C. ②④⑤2. I ______ a meal when you _____ me.A. cooked, were ringingB. was cooking, were ringingC. was cooking, rangD. cooked, rang3. They _____ a football game from 7 to 9 last night.A. were watchingB. watchC. watchedD. are watching4. Would the driver see him _________?A. on timeB. in timeC. for timeD. at time5. The old man _________ his bike yesterday afternoon.A. fell offB. fell downC. fell ofD. fell up6. Everyone should pay attention ____ the risk of the accident.A. forB. toC. atD. under。
陕旅版英语四年级下册Unit 8 What Can You Do Lesson 1教案与反思
Unit8W usic,并能熟练运用.人非圣贤，孰能无过？过而能改，善莫大焉。
《左传》原创不容易，【关注】，不迷路！2．能根据教师发出的指令做出相应的动作.【教学重难点】1．能听.说.读.写词汇:speak,usic,并能熟练运用.2．能根据教师发出的指令做出相应的动作.【教学准备】教师准备:（1）Let’slearn部分的教学卡片.（2）Let’slearn部分的教学音频.（3）一部照相机.【教学过程】Ⅰ．课程导入(LeadingIn)1．课前问答学生此前已经学习了很多有关动作和活动的词汇,教师可以借助课堂的前五分钟,和学生进行交流,引领学生复习有关词汇和句型,在复习旧知的基础上引人新知.以下内容可供参考: ing-up:Circlewanyt.Icandance.Icansingsongs.Nowopenyourbooksandturntopage61.Ci rclewe?引导学生一起做"听"的动作,师生一起拼读拼写单词e?引导学生一起做“看”的动作,师生一起拼读拼写单词see,教师注意强调字母组合ee在单词中的发音.（2）新授单词speak.教师指着自己的嘴,与学生问答:T:Lookatme.Woutymoutymouth.师生一起拼读拼写单词speak,教师注意提示并强调ea在单词中的发音.教学小贴士元音字母组合ee和ea的常见读音规则:a．ee在单词中只读[i:]如:see[si:],feet[fi:t],week[wi:k],seat,clean.[e],如:breakfast,sweater,ready.[eɪ],如:great.（3）新授动词open,close和ybook.师生一起拼读拼写单词open.b．教师做出感到冷的样子,边把门关上边说:T:It’scold.Letmeclosete!...,e,please引导学生前来帮忙,and并对帮了忙的同学说:ic.a．教师拿出照相机,对着学生拍照,并发出“咔嚓”的声音,对学生说:Look.Iera.Icantakepusic.Tusicisverybeautiful.教师重复几遍,让学生通过教师的演示,明白play在这里是“播放”的意思.师生一起读拼写短语playtusic.2．教师播放录音,让学生听并模仿其语音语调跟读Let’slearn部分的词汇.Ⅲ．操练活动的设计与实施建议（PracticeActivities)1．猜一猜教师表演动作或活动,要求学生看动作猜词.猜对的学生可代替教师继续表演动作,请其他同学猜.2．听做活动教师选出一组学生站在讲台前,面向全班,教师背向这四位学生并向其他学生展示图片,坐位上的学生看到图片后向讲台前的学生发指令,看谁能够准确表演,做错动作的同学出局.留到最后的同学获胜,教师可适当给予奖励.3．教师将本节课所学的词汇贴在黑板上的不同位置,然后将学生分组,由教师说词,学生快速抢答指出相应的图片,比比哪组同学的反应快.4．教师根据读音规则在黑板上列出一些挖空的词汇,随机选择几个学生为相应的词汇填空,检测学生对词汇的掌握情况,以下题目可供参考:sp__k_sicⅣ.家庭作业：熟记Let’slearn的词汇,并造句子。
Unit 8 Lesson 1 Adventure Holidays教学设计
一
、
教学 内容分析
通 过 寻找 主 题 句 ，学 会 概括 文 章段 落 大 意 ，
本 文 是高 中英 语 模块 三第 八 单元 的第一 并且 能够 围绕 文章 中心 阐述 自己的观点 。
课 ，是一篇 介 绍 冒险旅 行 的文 章或 者说 是一
３情 感 目标 ： 用 多媒 体 手段 营 造积 极 ． 利
二、学情调 查 １在 高一 上学 期 英语 学 习 的基 础上 ，高 ．
一
四 、教学 重点
１对 全文大 意作整体 理解 。 ． ２掌 握本课 的重点词 汇和词组 。 ． ３ 找 出各 段 的主 题 句并 归 纳 出本 文 的 中 ．
下 学 期 学 生 已 经 初 步 掌 握 了 ｓｉ ｎ 、 ｋｍｍｉｇ
心思想 ，高综合 运用英 语的能力 。
五 、教学难 点
１如何 利 用 略读 、查 读 等 阅读技 巧 识 别 ．
关 键词 、确定主题 句 。 ２ 如何 帮助 学生 运 用 阅读 策 略 ，促 进 自 ．
渴 望在 班集 体 里得 到 老师 和 同学 的认 可 ，很 主 学 习 。
在 乎别 人对 自己的评 价 ； 知 欲强 烈 ，思维 求
３怎 样 以 阅读课 的教学 为 依 托 ，全 面 训 ．
比较活 跃 。有些 学生 的基础 较好 ，能 主动 配 练学生 的听 、说 、读 、写 能力 。
合 老师 。 因此 ，只要 教师 设置 令 他们感 兴 趣
４ 掌 握本 课 的重 点 词 汇与 词组 ，指 导 学 ．
ｐ ｒｌ ａａ ｐ ｒ２ ａａ
ｐ ｒ３ ａａ
ａ ｄｆ ｃ ｌ ｆ ｉｅ ） ｉ ｕｔ ｏ ｋ ｉ ｙ ｈ ｂ ａ ｃ ｍｍｏ ａｉｎ ） ｃｏ ｄｔ ｏ
Unit 8 Lesson 1第1课时示范教案【高中英语北师大版必修第三册】
Unit 8 Green LivingLesson 1 Period 1教材分析本节课是第八单元第一课Roots & Shoots的第一课时阅读课。
阅读文章是一篇说明文，介绍了世界著名动物行为学家珍·古道尔创办的环保组织“根与芽”。
文章从“以自我为中心”（Just-me-ism）的概念及危害出发，引出“根与芽”环保组织成立的初衷和重要性。
运用排比、重复、引用、对比等修辞手法增强感染力，号召年轻人行动起来，为环保事业献出自己的一份力。
希望学生通过阅读本文，能改变“个体行为微不足道”的错误观念，意识到点滴力量汇聚起来能改变世界，主动承担环保责任。
教学目标在本课学习结束时，学生能够：1.了解并口头介绍“根与芽”环保组织的基本信息（成立背景、创始人、时间、目的、名称意义、社会贡献等）；2.掌握说明文语篇典型结构及本文语言风格特点；3.理解“以自我为中心”、“命运共同体”等概念内涵并发表个人见解。
教学重难点【教学重点】1.“根与芽”环保组织关键信息的获取与解读；2.说明文语篇结构及语言风格分析。
【教学难点】1.对举例、排比、重复、口语化表达、引用等修辞手法的识别和作用的理解；2.对“以自我为中心”、“命运共同体”等概念内涵的理解及表达。
教学过程Step 1 Warming-upPair Work: Look at the pictures. Discuss the following questions.1. What is happening in each picture?2. Have you ever done any of these things?3. What would happen if everybody did the same things?设计意图：图片激活学生生活经验，引导学生简单表述日常生活中常见的不良习惯和后果。
Step 2 Pre-readingLook at the picture and the title. Make a guess: what is the passage about?设计意图：通过图片和标题预测语篇话题，让学生带着预测和疑问有目的地阅读。
新教材高中英语Unit8GreenLivingLesson1RootsandShoots教案北师大版
Unit 8 Green LivingLesson 1 Roots and Shoots【教学目标】Students will be able to1. read and talk about Roots & Shoots, an educational organisation2. read for general understanding3. read for specific information and answer questions on details4. learn about and practise parallel structures5. give a presentation about Roots & Shoots6. complete a summary of the text【教学重难点】1.reading for specific information2. giving a presentation about an educational organisation【教学过程】1. Pair Work: Talk about the pictures on page 52.In pairs, students answer the three questions about the pictures. Remind students that there are consequences to every action. What are the consequences of each action in the pictures?2. Read the first paragraph and discuss.(1)Ask students to silently read the first paragraph of the text.(2) Encourage students to read for general understanding and to use context to understand difficult vocabulary.(3) In pairs, students discuss the three questions. Encourage students to underline the parts in the text that support their answers.(4) Review the answers as a class.3. Read the rest of the text and complete.(1) Discuss the table.(2) In pairs, students read the article and underline the general sentence for each paragraph. This will help students to better understand the text.(3) Then students use their understanding of the text to complete the table.(4) Review the answers as a class.4. Read again and answer.(1) Read the questions. Students try to recall the answers with reference to the text.(2) In small groups, students discuss the questions after reading the text.(3) Each group presents their group’s answers to the class and gathers any interesting ideas.5. Group Work: Present Roots & Shoots.(1) In groups, students discuss the information on Roots & Shoots.(2) A scribe can note information.(3) Groups can allocate one section to each member of the group, so they can givea joint presentation.(4) Students can include other information or research.(5) Support low level students by providing sentence frames for them to complete in order to answer the questions.(6) Each group presents their information.6. Group Work: Think and share.(1) In small groups, students scan the text for the first question to find examples to support their answers.(2) List the writing techniques found in the text, on the board: examples, repetition, quotations, a colloquial style.(3) Explain what colloquial style is, i.e., ordinary language used by common people in everyday life which can convey the writer’s message more clearly.(4) Put students in small groups and allocate one technique to each student. They should then scan the text to find at least one example. Have groups review their findings and then share their answers with the class.(5) Help any struggling students by giving them the paragraph number where each example is located.(6) Invite groups to work together on finding another title for the text and point out that it should be a catchy one that would cause a reader to read the text. Hold a class vote on the best title.7. Group Work: Underline parallel structures and discuss why the writer uses them.(1) In groups, students analyse the use of words and syntax. Students underline each pattern in a different color, e.g., “… say you leave the tap running while you brush your teeth” and “How can it matter if I leave one little tap running”.(2) Using these examples, students discuss why the writer makes use of repetition.a. Does it help your understanding of the text if key phrases are repeated?b. How do you feel reading repeated words/phrases?8. Complete the summary.(1) Read sentence frames. Explain any difficult words.(2) Students complete the sentence frames with a phrase in the box. Students can scan the text to find the information they need.(3) Invite students to work on their own and check the answers in pairs.(4) Check the answers this way as a class.9. Match words and functions.(1) Read the Grammar summary section on page 95. Explain that -ing and-ed form of verbs have various uses and go through the examples, ensuring that students understand different functions.(2) Point out that the difference between the adjective/attributive and the adjective/predicative is that the former goes before the noun while the latter comes after a verb.(3) Read the text.(4) Allow students to independently match the words with the functions.(5) Review the answers in pairs and then as a class.10. Complete the text with the correct form of the verbs.(1) Students read the sentence frames. Then complete the spaces either with the -ing or -ed form of the given verbs.(2) Read out loud the text and pause before each space for students to call out the correct answer in chorus.(3) Then ask for volunteers to identify the function of the verb forms in each case.11. Persuade people to join Roots & Shoots.(1) In pairs, students choose one of the three people. Each pair works on some strongarguments to persuade the person to join Roots & Shoots. Ask students to base their arguments on what they have leant so far and on the reading text.(2) Invite students to role-play a dialogue where one is the person in doubt and the other is the volunteer who is trying to persuade them.。
Unit8GreenLivingLesson1RootsAndShoots教学设计-高中英语北师大版
Unit 8 Green Living Roots and shoots 教学设计Roots and Shoots课标分析本文是北师大版高中英语必修三Unit 8中的一篇文章，本节课是这个单元的第一个课时，主要介绍了环境保护组织“Roots and Shoots”,本课是北师大版第八单元的第一个课时，这一单元的主要话题是green living,主要介绍了环境保护组织＂Roots and Shoots”,文章展开了一个话题，那就是节约能源，人和动物、植物的和谐，这篇文章属于人和社会这个主题，介绍了一些能源浪费的现象和＂Roots and Shoots”的发展。
这篇文章暗示了人类、社会和自然的多重信息，还有作者的思考和感受,使学生在阅读的过程中明白勿以善小而不为，勿以恶小而为之，保护环境需要每个人的努力。
文中生词量不大，文章结构比较简单；阅读难度不大，但是如何引导学生归纳总结给教学设计带来了极大的困难。
《普通高中英语课程标准》要求教师侧重于培养学生的阅读策略；培养语感；特别强培养学生在阅读过程中获取和处理信息的能力。
由于我所教班级的学生英语水平一般，因此，我将本课的教学目标设定为：1．语言技能目标：（1）能够用所学单词，句子介绍Roots and Shoots。
（2）能够运用所学知识说服他人加入到保护环境中来。
（3）能够完成课堂所给任务。
2．语言知识目标：能够正确运用以下单词：bother ；not be bothered to do；take action；firm foundation；brick；all around the world 等3.文化意识目标：能够明白保护环境人人有责4.情感态度目标：（1）意识到环境保护需要每个人的努力。
（2）积极从自身做起，保护环境。
（3）明白勿以善小而不为，勿以恶小而为之。
根据既定教学目标，我设计了以下的教学模式：课前：1. 认知本模块生词（非7、8级词汇不要求拼写）2. 通过互联网查找了解roots and shoots,并要求课前能够简要表述其特色。
六年级英语湘少版(三起点)下册Unit8_第1课时_公开课教案【湖南湘潭】
Unit8 International Children’s Day. 第1课时授课教师：湖南省湘潭市岳塘区火炬学校许云飞一、教材与年级湘少版小学英语教材、六年级下册。
二、课时与课型第一课时，听说课。
三、教学内容四、教学分析及学情分析话题：谈论节假日。
这个话题与学生的生活紧密相关，也是学生喜爱的话题，作为在小学的最后一个儿童节，想必孩子们想过一个非常难忘而有意义的儿童节。
结构：—What will you do on Children’s Day? —I will /We will ...—What are you going to do? —I am going to ... / We are going to ...学情分析：1. 词汇：本课B部分中出现的短语go to the theatre，go to the museum，play games 已经在以前学过。
A部分对话中出现的have fun，enjoy ourselves等也已学过。
2. 句型：学生在五年级下册册第二单元已学习了“We are going to ... ”结构来表达自己的计划与安排。
“I will ... We will ...”等句型也在六年级上册学习过，学生能熟练运用此句型。
3. 语法：一般将来时。
五、教学目标语言能力：词汇：1. 能听懂、会说、会读、会写新单词party。
2. 能听懂、会说、会认读短语a class party，have a party，play games，have a rest，go to the theatre，go to the museum，have fun，have no lessons，enjoy ourselves.句型：能运用句型：“We’ll ... ”“We are going to ... ”“I will ... ”表达自己的计划和安排。
学习能力：1. 会用“I/ We will...”结构谈论表达自己的节日计划和安排。
四年级上册英语教案-Module8 Unit 1 When did they come ？外研版(一
四年级上册英语教案-Module8 Unit 1 When did they come ？(外研版一起)教学目标1.学习并理解词汇：last year, last month, last weekend, yesterday, come, visit, go, place, Beijing.2.掌握英语的简单交流能力，能够表达过去发生的事情以及时间。
3.培养学生探索学习的兴趣，激发学生学习英语的信心与热情。
教学重点1.学会用英语询问和表达过去发生的事情以及时间。
2.学生能够用英语尝试描述自己上一次去某个地方的时间以及去的活动。
教学难点1.使学生学会用英语描述过去发生的事情以及时间。
2.让学生能够用英语描述亲身体验过的过去的事情。
教学准备1.教师需准备相关单词卡片，图片及相关实物道具。
2.电子黑板或手写板。
教学步骤Step 1 Warming-up1.Greet students and introduce the topic of the lesson.2.Show various pictures of different landmarks, places of tourist attraction and ask students if they have ever heard the name or visited the place.3.Encourage students to share their experiences.Step 2 Review the Vocabulary1.Write the following words on the board:–last year–last month–yesterday–last weekend2.Have students practice the page 59 chat with their partner.Step 3 Present the New Vocabulary1.Show the picture of Beijing and ask students if they have ever been there.2.Introduce new vocabulary: come, visit, place.e some props such as passport, visa, ticket stubs, etc. toassist students in understanding.4.Have students repeat the new words aloud and write them on the board.Step 4 Pre-reading1.Introduce the title of the lesson and have students guess what the story may be about.2.Ask students some questions related to the story:–Who can tell me what happened in the story?–When did the students go to Beijing?–What did they see and do in Beijing?Step 5 Reading1.Students read the story silently.2.Encourage some students to read the story aloud.3.Explain any new words or phrases in the story.4.Discuss the story with students.Step 6 Post-reading1.Review and summarize the story.2.Ask students to work in pairs and answer the questions in page 60.3.Have some students volunteer to share their answers.Step 7 Consolidation1.Practice the page 60 chat with whole class.2.Have students work in pairs to make their own conversation with the new vocabulary.3.Encourage students to try to use new words and phrases in their conversation.4.Go around the class and listen to the students’ co nversation, make notes on the progress and areas where students require more practice.Step 8 Homework1.Review the new words and phrases learned.2.Ask students to write a short paragraph describing a place they visited before, using the new vocabulary words.3.Students can share their paragraphs in the next lesson.教学评估1.教师通过观察学生课堂表现，了解学生是否掌握了新词汇和表达能力。
剑桥国际少儿英语book1Unit 8教案
《剑桥国际少儿英语》第一册教案Array Unit 8 My clothes
单元目标语言：语词jacket, shoes, skirt, socks, (pair of ) trousers, T-shirt, Daisy dog, 发音/d/ 结构He’s/She’s got…, He/She hasn’t got…
单元技能目标: 听能够听懂问候的常用语，教师和课本上的指令语，服装的名称，辨别/d/的发音说能够就服装进行简单回答，能说唱歌谣、歌曲
读能认读全部服装的单词，部分颜色、数字和形容词的单词
写能正确涂色，能写出数字，能圈出所要选择的项目，能抄写全部服装的单词
第一课时Lesson 1
课堂教学过程（40 mins）
第二课时Lesson 2
课堂教学过程（40 mins）
第三课时Lesson 3
课堂教学过程（40 mins）
第四课时Lesson 4
课堂教学过程（40 mins）
第五课时Lesson 5
课堂教学过程（40 mins）
第六课时Lesson 6
课堂教学过程（40 mins）。
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…Critical thinking
2. retell the text according to the key words;
教学重点和难点
教学重点：
阅读中提取信息，以及对信息的整理。
教学难点：
简述喜马拉雅山探险的有关情况。
教学过程
教学步骤
教学活动
设计意图
Ⅰ.
Lead-in
and
pre-reading.
Step 1
Ss look at the pictures of the Himalayas and ask:
通过喜马拉雅山探险图片引出本课话题，激发学生兴趣。
Ⅱ.
While-reading
Step 3 Fast reading
match the paragraphs (2-7) with these topics and then sum up the reading strategies.
通过阅读，确定各段段意并总结做题策略
Step 4Read the text carefully
and fill in the table:
提取细节信息为输出做准备
Step 5Try to retell the text according to the key words in the table:
group works to talk about the services and the details according to the key verbs.
信息的内化
Ⅲ.
Post-reading
Step 6 Praph 1and think:
What is the function of it?
Step 8 T : Do you want to take part in Adventure 2000? Why?
(Critical thinking is so important!)
Step 9Summary(总结):
通过问问题加深对课文的理解并语言输出
Ⅳ.
Homework
Retell the adventure in Himalayas according to the key words.
板书设计
Unit8 lesson 1the adventure in the Himalayas?
课题：Module 3Unit 8 Lesson 1 Adventure Holidays
2012/3/28
教学目标
At the end of the lesson, students will be able to
•1. list the information about the brochure
What do you think of the adventure in the Himalayas?
Step 2 Read Paragraph1 :
What do you think of the adventure in the Himalayas?
（If you are looking for experiences like this,Adventure 2000 will offer you the service.）
Adventure in the Himalayas AtAdventure 2000
dangerous The food cooking on the fire smells great.
uncomfortable have a hot cup of tea…
unsafe relax and watch the sun go down