牛津高中英语MU学案(现为教案,去掉答案即为学案)

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牛津高中英语M3U1学案(现为教案,去掉答案即为学案)

湘府中学高一英语模块 3 Unit 1湘府中学高一英语模块 3 Unit 1湘府中学高一英语模块 3 Unit 1湘府中学高一英语模块 3 Unit 1湘府中学高一英语模块 3 Unit 1湘府中学高一英语模块 3 Unit 1湘府中学高一英语模块 3 Unit 1湘府中学高一英语模块 3 Unit 1湘府中学高一英语模块 3 Unit 1湘府中学高一英语模块 3 Unit 1湘府中学高一英语模块 3 Unit 1湘府中学高一英语模块 3 Unit 1湘府中学高一英语模块 3 Unit 1湘府中学高一英语模块 3 Unit 1湘府中学高一英语模块 3 Unit 1教学案More exercise: tell the story 看图写话，简单讲述一个故事Write down your story: Possible answer: One day, it was sunny. On Tom's way home, he saw lots of thick smoke coming out of a window of a house. 'My Goodness!' He was scared and thought there must be a fire. Then he ran away in a hurry. A short while later, he carried back a bucket of water, and poured the water to the window, and the smoke disappeared soon. He felt released! 'Oh my God! Who is that?!' Suddenly, an old man showed up at the window angrily. And Tom realized that he was just smoking!Workbook P96-97 （此部分也在课堂上进行，听力答案如需要今后补上）Listening A: circle the correct words B: circle the correct words C: fill in the blanks according to A&B. Writing A: read the sample article B: tell a story according to the pictures. Homework: Exercises in the reference book Write a story in your life该部分用作写作训练1，成对讨论，老师可提供建议和帮助，带领学生逐句将故事写出来，且注意用形容词副词加以修饰，例如心理描写等。

牛津英语高中教案

牛津英语高中教案教案标题：牛津英语高中教案教案概述：本教案旨在为高中英语教师提供一套完整的教学计划，以满足牛津英语高中教材的要求。

教案将涵盖高中英语的各个学习阶段，包括听力、口语、阅读、写作和文化交流等方面。

通过本教案的指导，学生将能够提高英语综合应用能力，培养批判性思维和跨文化交流能力。

教案目标：1. 帮助学生掌握牛津英语高中教材中的重点知识和技能；2. 培养学生的听说读写能力，提高英语综合应用能力；3. 培养学生的批判性思维和问题解决能力；4. 培养学生的跨文化交流能力和全球意识。

教案内容：1. 单元教学计划：根据牛津英语高中教材的单元内容，制定每个单元的教学计划，包括教学目标、教学步骤、教学资源和评估方式等。

2. 听力教学：设计针对不同难度级别的听力材料，引导学生提高听力技能，包括听力理解、听力策略和听力笔记等。

3. 口语教学：组织各种口语活动，培养学生的口语表达能力和交流能力，包括对话练习、辩论和演讲等。

4. 阅读教学：选择适合高中学生的阅读材料，培养学生的阅读理解能力和阅读策略，包括扫读、略读和深度阅读等。

5. 写作教学：引导学生进行各种写作练习，提高学生的写作技巧和写作表达能力，包括写作结构、文体和语法等。

6. 文化交流：介绍英语国家的文化和习俗，培养学生的跨文化交流能力和全球意识。

教案评估：1. 课堂表现评估：通过观察学生的课堂表现，包括参与度、合作能力和语言运用等，评估学生的学习进展。

2. 作业评估：通过批改学生的作业，评估学生的听说读写能力和语言准确性。

3. 测验评估：定期进行听力、口语、阅读和写作等方面的测验，评估学生的综合应用能力和知识掌握程度。

教案指导：1. 确保教案与牛津英语高中教材的内容相符，注重教材的重点和难点；2. 设计多样化的教学活动，激发学生的学习兴趣和积极参与；3. 引导学生批判性思维，培养学生的问题解决能力和创新思维；4. 鼓励学生跨文化交流，提高学生的全球意识和文化素养；5. 根据学生的实际情况和学习进展，灵活调整教学计划和教学方法。

高中英语教案牛津版必修

高中英语教案全套牛津版必修一、教学目标1. 知识目标：学生能够掌握本课的核心词汇和短语。

学生能够理解并运用本课所学的语法知识。

学生能够听懂、说清、读懂、写对本课的内容。

2. 能力目标：学生能够运用所学知识进行日常交流。

学生能够通过阅读和听力材料获取信息。

学生能够独立完成练习并改正错误。

3. 情感目标：学生能够积极参与课堂活动，提高学习兴趣。

学生能够通过合作学习培养团队精神。

学生能够自我激励，提高自主学习能力。

二、教学内容1. 课文内容：学生通过阅读课文，了解文章的主题和主要内容。

学生分析课文的结构，理解作者的观点和态度。

2. 语法知识：学生学习本课所涉及的语法点，如时态、语态、句型等。

学生通过练习，巩固所学的语法知识。

3. 词汇和短语：学生学习并掌握本课的核心词汇和短语。

学生通过练习，提高词汇和短语的应用能力。

三、教学过程1. 导入：教师通过与学生互动，引起学生对课文的兴趣。

教师提出问题，引导学生思考课文的主题。

2. 阅读理解：学生阅读课文，理解文章的主要内容和观点。

学生回答教师提出的问题，检验对课文的理解。

3. 语法讲解：教师讲解本课所涉及的语法知识。

学生通过练习，巩固所学的语法知识。

四、课后作业1. 学生完成课后练习，巩固所学知识。

2. 学生通过阅读相关材料，扩展词汇量和知识面。

五、教学评价1. 课堂参与度：观察学生在课堂上的发言和互动情况，评价学生的参与度。

2. 作业完成情况：检查学生课后作业的完成质量，评价学生的学习效果。

3. 测试成绩：通过单元测试或考试，评价学生对知识的掌握程度。

1. 任务型教学法：通过设计各种实际任务，让学生在完成任务的过程中运用所学知识，提高实际运用能力。

2. 交际法：鼓励学生积极参与课堂对话，提高口语表达能力。

3. 情境教学法：创设真实的语言环境，让学生在特定的情境中学习和使用英语。

七、教学资源1. 教材：使用牛津版高中英语教材，为学生提供系统性的学习资源。

2. 多媒体设备：利用投影仪、电脑等设备，展示课件、视频等教学资源。

牛津高中英语MU学案(现为教学设计,去掉答案即为学案)

This section will give you the idea that sometimes the senses affect one another and people may be misled by their own senses.
As we all know, almost everyone about the world through the five senses. We use the five senses to study, work and relax. I think we are lucky to read by touching raised dots letters. This system is called Braille. 2 How do the deaf communicate with each other?
【学习难点】
How to describe people who if they have lost one of their senses.
【教、学过程】【教师备注】
课前自主学习
1 With what do we see and we want to know whether the water in the basin is the water to feel it. 5 How do we know about the world around us? We usually use our five senses. They are sight, 1 Do you like the song we listened to just now? (播放一首英文歌曲片段) We enjoy the song by using our see it with my eyes. 3 If we don’t use our eyes, we know it is a flower? The flower smells nice. I can tell it by using my smell sense. 4 蛋糕图片，Describe it to the class. The cake tastes sweet. I can taste it with my tongue. 5 Can you describe the stone by touching it? The stones feels I touch it. 考查学生掌握了什么，什么是不知道的。

高一牛津英语必修1全册教案

高一牛津英语必修1全册教案一、教材简介《牛津高中英语必修1》是牛津大学出版社为高中一年级学生编写的英语教材。

本教材共分为6个单元，涵盖了生活、学校、家庭、旅行等主题，内容丰富多样，语言实用性强，适合高中一年级学生的英语学习。

该教材注重培养学生的综合语言运用能力，通过听、说、读、写等多种方式进行教学，帮助学生提高英语综合能力。

二、教学目标1.通过本单元的学习，学生能够掌握一些基本的英语词汇和句型，并能在实际生活中熟练应用。

2.培养学生良好的听、说、读、写能力，提高学生的英语交际能力。

3.培养学生的自主学习能力和团队合作能力，发展学生的创造性思维和逻辑思维能力。

4.培养学生的文化意识和跨文化交际能力，提高学生的国际视野和文化素养。

三、教学重点1.单词和词组的掌握和运用。

2.句型的掌握和运用。

3.听力技巧的培养和提高。

四、教学内容与方法单元1：Unit 1 School Life教学内容：1.学习与学校生活相关的词汇，如classroom, teacher, student, desk等。

2.学习动词to be的用法，并练习句式结构。

3.学习一些日常用语和对话。

#### 教学方法：4.创设情境，引导学生通过图片和实物进行学习。

5.利用多媒体资源，辅助教学，激发学生的学习兴趣。

6.进行小组活动，提高学生的合作能力和语言表达能力。

单元2：Unit 2 Family Life教学内容：1.学习与家庭生活相关的词汇，如father, mother, brother, sister等。

2.学习表示“喜欢”和“讨厌”的表达方式，并运用到句子结构中。

3.学习描述家庭成员以及其职业的英语表达方式。

#### 教学方法：4.利用图片和实物，让学生感受到家庭的温馨和幸福。

5.分角色进行对话练习，培养学生的口语表达能力。

6.进行情景模拟活动，让学生在实际情境中运用所学知识。

单元3：Unit 3 Travel and Adventure教学内容：1.学习与旅行和冒险相关的词汇，如mountain, beach, explore, adventure等。

高中英语牛津版教案模板

课时：2课时年级：高一教材：《牛津版高中英语》第一册教学目标：1. 知识目标：（1）掌握课文中的生词和短语；（2）理解课文大意，把握文章结构；（3）提高阅读理解能力，学会分析文章主旨和细节。

2. 能力目标：（1）提高学生的口语表达能力；（2）培养学生的写作能力，学会撰写阅读心得；（3）提高学生的合作学习能力，培养团队精神。

3. 情感目标：（1）激发学生对英语学习的兴趣；（2）培养学生关注社会热点问题的意识；（3）树立正确的人生观和价值观。

教学重点：1. 课文生词和短语的理解；2. 文章结构的把握；3. 阅读理解的技巧。

教学难点：1. 阅读理解中的长难句；2. 文章主旨的提炼；3. 阅读心得的撰写。

教学过程：第一课时一、导入1. 利用多媒体展示与课文相关的图片，激发学生的学习兴趣；2. 提问：同学们，你们对这篇文章的主题有什么看法？二、新课导入1. 引导学生阅读课文，了解文章大意；2. 教师带领学生分析文章结构，明确文章的段落划分。

三、课文讲解1. 词汇讲解：讲解课文中的生词和短语，帮助学生理解文章；2. 句型讲解：分析课文中的长难句，提高学生的阅读理解能力；3. 主旨提炼：引导学生总结文章的主旨，培养学生的概括能力。

四、课堂活动1. 分组讨论：学生分组讨论课文内容，培养合作学习能力；2. 角色扮演：学生扮演课文中的角色，提高口语表达能力。

第二课时一、复习导入1. 回顾上一节课的内容，检查学生对课文的理解；2. 提问：同学们，你们对这篇文章有什么收获？二、阅读心得撰写1. 引导学生根据课文内容，撰写阅读心得；2. 教师指导学生如何撰写阅读心得，提高写作能力。

三、课堂活动1. 课堂分享：学生分享自己的阅读心得，提高学生的口语表达能力；2. 小组讨论：学生分组讨论阅读心得，培养学生的团队精神。

四、总结1. 教师总结本节课的重点内容；2. 强调阅读理解技巧的重要性；3. 布置课后作业，巩固所学知识。

教学反思：本节课通过多种教学手段，如多媒体展示、小组讨论、角色扮演等，激发学生的学习兴趣，提高学生的阅读理解能力和口语表达能力。

高中英语教案牛津版必修

高中英语教案全套牛津版必修一、教学目标1. 知识目标：（1）掌握本课的生词和短语。

（2）理解课文的主要内容和结构。

（3）掌握与课文相关的文化背景知识。

2. 能力目标：（1）能够运用所学的词汇和语法知识进行口头和书面表达。

（2）能够正确使用所学知识进行阅读理解和听力理解。

3. 情感目标：（1）培养学生的学习兴趣和自信心。

（2）培养学生的合作意识和批判性思维能力。

二、教学内容1. 教材分析：本课选自牛津版高中英语必修教材，主题是“人与自然”。

通过本课的学习，学生将了解人与自然之间的关系，掌握相关的词汇和语法知识，提高英语听说读写能力。

2. 教学重点与难点：重点是掌握本课的生词和短语，理解课文的主要内容和结构。

难点是正确运用所学知识进行口头和书面表达。

三、教学方法1. 交际法：通过小组讨论、角色扮演等互动活动，激发学生的学习兴趣和主动性。

2. 任务型教学法：通过完成各种任务，培养学生的实践能力和合作意识。

3. 情境教学法：通过创设真实的情境，提高学生的语言运用能力。

四、教学步骤1. 导入：（1）引导学生回顾上一课的内容。

（2）通过提问，激发学生对人与自然关系的思考。

2. 呈现：（1）展示课文图片，引导学生预测课文内容。

（2）播放课文录音，让学生初步理解课文。

3. 理解：（1）引导学生阅读课文，理解课文的主要内容和结构。

（2）讲解生词和短语，帮助学生巩固知识。

4. 实践：（1）组织学生进行小组讨论，讨论人与自然的关系。

（2）让学生进行角色扮演，运用所学知识进行口头表达。

（2）布置课后作业，巩固所学知识。

五、课后作业1. 抄写本课的生词和短语。

2. 根据课文内容，写一篇短文，描述人与自然的关系。

3. 预习下一课的内容，准备课堂讨论。

六、教学评价1. 形成性评价：（1）课堂参与度：观察学生在课堂上的发言和互动情况，评价学生的参与度和积极性。

（2）作业完成情况：检查学生作业的完成质量，评价学生的学习效果。

2. 终结性评价：（1）单元测试：在学习单元结束后，进行测试，了解学生对知识的掌握程度。

牛津高中英语教学设计

牛津高中英语教学设计一、教学任务及对象1、教学任务本教学设计针对的是牛津高中英语课程，旨在通过系统的教学策略，提高学生的英语听、说、读、写四项基本技能，特别是在语法、词汇、发音和语言运用方面的能力。

课程内容涵盖牛津高中英语教材的核心知识点，强调实际语境中的应用，通过丰富多样的教学活动，激发学生的学习兴趣，培养其自主学习与合作探究的能力。

2、教学对象本教学设计的服务对象为我国高中阶段的学生，他们已经具备一定的英语基础，能够进行简单的日常交流，但需要在词汇、语法和语言运用上进一步拓展和提高。

此外，这些学生正处于青春期，好奇心强，善于接受新事物，对英语学习有着较高的热情和动力。

然而，学生个体差异较大，学习习惯和能力不尽相同，因此在教学过程中需注重因材施教，满足不同学生的学习需求。

二、教学目标1、知识与技能（1）掌握牛津高中英语教材中的核心词汇、短语和句型，扩大词汇量，提高语言表达的准确性。

（2）熟练运用英语语法知识，能正确进行句子结构和篇章构建。

（3）提高英语听力水平，能理解日常生活中的英语对话、短文以及新闻报道等。

（4）提升英语口语表达能力，能在不同场景中进行有效沟通，展示自我。

（5）增强英语阅读理解能力，能快速捕捉文章主旨，分析作者观点，提高阅读速度。

（6）锻炼英语写作技巧，能撰写各类文章，如叙述文、议论文、应用文等。

2、过程与方法（1）采用任务型教学法，引导学生参与各种实践活动，培养其合作、探究、创新的能力。

（2）利用多媒体教学资源，创设真实语境，让学生在实际情境中学习、运用英语。

（3）注重个体差异，实施分层教学，使每个学生都能在原有基础上得到提高。

（4）鼓励学生进行自主、合作、探究学习，培养其解决问题的能力和团队协作精神。

（5）定期进行学习策略指导，让学生掌握适合自己的学习方法，提高学习效率。

3、情感，态度与价值观（1）激发学生对英语学习的兴趣，培养其积极的学习态度，使其树立自信心。

（2）引导学生关注中西方文化差异，增强跨文化交际意识，培养国际视野。

高中英语 M1U1完整导学案牛津版必修1 学案

Talkabout thefollowingthree questions.
1. Do you know any other differences between the lives of Chinese and British high school students?
2. What kind of school activities do you enjoy?
（2）I happen tohim, but I don’thim.我碰巧听说过他，但我不认识他。
（3）language doesn’t mean knowing the language.
了解一门语言并不意味着懂这门语言。
hear听见hearabout／of____________
learn学习 learn about／of ______________
Lockers forevery student:In theUnited Kingdom, there are rows of lockers by theclassrooms for students to puttheir stationery, books,exercise-books and otherbelongings.InChinastudents bring what they need forlessons to school and then take it allback home after school. Most schoolsinChinado not have the equipmentin the classroom.
助我们，我爱我们的学校，我真希望你也能喜欢我们的学校。
参考词汇：选修课：elective(s) 体育馆：gym 校园：campus

牛津高中英语教案

牛津高中英语教案教案标题：牛津高中英语教案-提高学生阅读理解能力教案目标：1. 帮助学生提高英语阅读理解能力，特别是在高中阶段的学生。

2. 培养学生的阅读策略和技巧，使他们能够更好地理解和解析英语文本。

3. 提供适当的练习和活动，以巩固学生的阅读理解能力。

教案步骤：1. 引入：- 通过一个有趣的故事、图片或视频引起学生的兴趣，激发他们对英语阅读的兴趣。

- 提出本节课的学习目标，让学生明确自己将要学习和提高的能力。

2. 预习：- 提供一篇适合学生水平的英语文章，并要求学生在课前阅读。

- 引导学生使用阅读策略，如预测、猜测词义、寻找关键信息等，帮助他们更好地理解文章。

3. 阅读理解：- 学生在课堂上再次阅读文章，并回答相关的问题，检验他们对文章的理解程度。

- 引导学生使用不同的阅读技巧，如扫读、略读、详读等，帮助他们更好地理解和解析文章。

4. 讨论与拓展：- 引导学生讨论文章中的重要观点、主题或观点，并鼓励他们提出自己的见解和观点。

- 提供额外的阅读材料，如相关文章、新闻报道等，以拓展学生的阅读广度和深度。

5. 练习与巩固：- 提供一些练习题，包括选择题、填空题、配对题等，帮助学生巩固所学的阅读理解能力。

- 给学生一些写作任务，如写一篇关于文章主题的摘要、写一篇观点陈述等，帮助他们提高写作和思考能力。

6. 总结与反思：- 总结本节课学到的阅读策略和技巧，让学生明确自己的提高和进步。

- 鼓励学生提出对本节课的反思和建议，以便改进教学方法和内容。

教案评估：1. 学生在课堂上的参与度和表现。

2. 学生对文章的理解和解析能力的提高。

3. 学生在练习和写作任务中的表现。

4. 学生对教学内容和方法的反思和建议。

教案扩展：1. 可以根据学生的具体需求和水平，选择更难或更有挑战性的阅读材料进行教学。

2. 可以结合其他技能，如听力、口语和写作，进行综合教学，提高学生的英语综合能力。

3. 可以引导学生进行小组或个人项目，如读书报告、演讲或写一篇短文，以展示他们的阅读理解能力。

牛津高中英语教案

牛津高中英语教案牛津高中英语教案1一、教学目标知识目标1. Get students to learn some useful new words and expressions in this part.2. Get students to read the play.3. Let students learn the expressions of ordering food.能力目标1. Develop students’ reading skills and enable them to learn how to use different reading strategies to read different reading materials.2. Enable students to understand and act out the play.3. Have students learn how to use the expressions to order food.情感目标1. Stimulate students’ interests of learning English by reading and actingthis play.2. Develop students’ sense of group cooperation and teamwork.二、教学重点1. Develop students’ reading and speaking skills.2. Let students read and act the play.3. Have students learn to use the expressions to order food.三、教学难点1. Enable students to learn to use reading strategies such as skimming, scanning, and so on.2. Get students to act the play.3. Have students make a dialogue at the restaurant.教学过程→Step 1 Revision1. Check the homework exercises.2. Ask two students to retell the content of Act I, Scene3.in their own words.→Step 2 Warming upWe have learned that Henry got a letter from the two old brothers ,so please predict what will happen next.→Step 3 Reading1. Read the play fast to understand the gist and decide whether the following statements are true or false.1)The owner looked down upon Henry when he noticed Henry’s appearance.2)Henry asked for more of the same food because he is an American who like to eat a lot.3)When Henry saw the million pound bank note, he was happy and proud of it.4)The owner didn’t believe that the bank note was real and he asked Henry to get out of the restaurant.2. Read the play carefully and do the following:1)Answer these questions in small groups.(1)Whose behavior changes the most during this scene? Give examples.(2)What kind of person is the owner of the restaurant?(3)Why do you think the owner of the restaurant gave Henry a free meal?2)Pay much attention to the different attitudes towards Henry.Before Henry shows his million pound bank note:Owner Hostess WaiterThat one’s reserved.Well, we will have to take a chance.. . . if you pay the bill. . . My goodness! He eats like a wolf.It’ll cost a tiny bit.Again, everything?What’s there to wait for?After Henry shows his million pound bank note:Owner Hostess WaiterI’m so sorry, sir, so sorry.Oh, please, don’t worry, sir. Doesn’t matter at all.Just having you sit here is a great honor! . . . bow. . . ScreamsAnd you put him in the back of the restaurant!bow. . . bow. . .3. Retell the story:With the envelope in hand, Henry decided to enter a restaurant for a meal. He ordered some ham and eggs and a nice big steak together with a tall glass of beer. The waiter told him the meal would cost him a tiny bit. After eating hisfirst order, Henry asked for more of the same.When Henry opened the letter, he found it was a million pound bank note. He was surprised but the owner and the waiter were shocked. The owner was not sure if it was genuine or fake. They couldn’t believe Henry who was in rags could beso rich. At last, the note was proved to be real.After knowing that the bill is genuine, the owner thanked Henry again and again for his coming to his little eating place and even asked Henry to forgetthe bill . The owner, hostess and waiter all bowed together as Henry left.→Step 4 Language points1.order n. 要(叫)的菜eg. May I take your order?n. 顺序，次序eg. The books are arranged in order of size.n. 命令eg. Soldiers must obey ordersv. 命令eg. The officer ordered his soldiers to marchv. 预定，预购eg. I have ordered a steak.2.take a chance 碰运气Eg. As for whether he will win the game or not ,we must take a chance .Maybe true love is a decision, a decision to take a chance with somebody.也许真爱只是一个决定，一个与某个人一起冒险的决定。

牛津高中英语模块一最新全册教案和学案汇编

2010~2011学年度高一英语课堂教案Module 1 Unit 1Aims of the whole unit:To introduce and develop the theme of school lifeTo identify the differences between school life in different countriesTo develop the reading skills of skimming and scanningTo learn some words about school facilitiesTo learn about attributive clauses and how to use relative pronounsTo develop listening, speaking, reading and writing by completing a task and a project To form a positive attitude in a new and challenging situationTo learn to be cooperative and helpful when working together教学目标1234．教学的重点和难点（1）重点1）讨论交流学校生活和活动2) 学会陈述事物3）归纳复习语法项目---限制性定语从句4）让学生参照要点，写一则通知。

（2）难点1）让学生学会概括要点，谈论事实2）让学生掌握对话技巧，对提供的话题进行会话3）如何草拟一则书面通知教学安排对课本内容进行优化组合，可将本单元分成12个课时Period 1 VocabularyPeriod 2 Welcome to the unitPeriod 2-3 ReadingPeriod 4 Word powerPeriod 5-6 Grammar and usage (2)Period 7 Task (2)Period 8-9 ProjectPeriod 10-11 PracticePeriod 12 TestWelcome to the unitTeaching objectives:To introduce and develop the theme of school lifeTo develop listening and speaking by talking about life in the new schoolTo know more about classmatesTeaching procedures:1. Brainstorming2. Listening and speaking3. Discussion4. Further discussion5. Introducing more information6. Writing7. HomeworkAfter this period, the students●will have had some idea of the school life in Britain.●can make a description of the things they see and hear.●can make a comparison with the language they have learnt both orally and in written form Warming upTell each other in groups.1. How do you feel about your new life here? What is the biggest difference from your junior school?Speaking•1. (Discuss in a group of 4.) Talk about the 4 pictures on P1 and find out the differences between British high schools and our high school.2. Report to the whole classWord studyHuge campus Low-rise buildingsPut your schoolbags in the lockers at ease with teachersLooking ahead. Use your imagination “High school is a time of discovery, learning and hard work!”( also an enjoyable learning experience)Writing•Write to Mr. Principal and tell him what your dream school life is like? (at least 5 sentences) Homework•Interview one of your classmates about his / her school life (in junior middle schools). •Tips:1.Prepare some questions t hat you’re going to ask.2.Write down your interview in a few words.ReadingTeaching objectives:To develop the skills of skimming and scanningTo know about school life in the UKTo compare school life in the UK and in ChinaTo form a positive attitude in a new and challenging situationTeaching procedures:1.Presentation of homework2.Skimming3.Scanning4.Detailed reading5.Thoughts after reading6.Group work (problem solving)7.Introducing more information8.HomeworkPresentation of homework---learn to share and appreciateYour interview of a classmate.Warming up1.After a few days in the new school, how do you like your high school? What is your newschool life like? Are you doing well in this school?2.Can you talk about any differences between your junior middle school and this new school? ReadingActivity 1:Skimming the text1. Who wrote this article?2. What did she write about her school life in the UK?□teachers □classmates□friends □subjects□homework □grades□festivals □timetable□activities □host family□food □hobbies□school rulesActivity 2: Read the text carefully and do the multiple choice below1.Where is the high school that Wei Hua studied in?A. In LondonB. In LeedsC. In ManchesterD. In Birmingham2. According to the text, which is of the following statement is true?A. Schools start in Britain just as early as in China.B. As in China, students who work hard and get high grades will earn respect from others.C. In British high school, there are usually more than 29 students in each class.D. Wei Hua used to do a lot of homework in China, so she found it easy to finish her homeworkin Britain at the beginning of the school year.3. Students at that British school may mot study _________.A. MathsB. HistoryC. EnglishD. Science4. We can infer from the text that___.A Wei Hua remembers all the names and faces of her classmates.B. After lunch, Wei Hua had a good rest in the dormitory.C. Chinese food was not served at lunchtime at that high schoolD. Wei Hua enjoyed all her subjects except Woodwork.Activity 3: Pair workGive some reasons or examples to support your opinions1. How did Wei Hua feel about his new school life?2. In what way did Wei Hua feel soothing like his school in China?3. Why was it difficult for Wei Hua to remember all the faces and names of his classmates.4.School life in the UKSchool At noon, students can School(1)______________ (2)____________________ (5)________________ around 9 am (3)_____________________ around 3.30 pm(4)_____________________Activity 4: Group workCan you find any differences between the lives of Chinese and British high school students?Can you think of any similarities of the two kinds of school life?Similarities:1.The principal tells the students about the school rules.2.__________________________________________________________________________3.__________________________________________________________________________4.__________________________________________________________________________Activity 5: Listening and reading aloud1.Play the tape for the students to listen and then ask them to reading aloud the text bythemselves, paying attention to the pronunciation and intonation.2. Check the reading in classReading skillsReading strategy: skimming & scanningSkimming1.We skim a text to get a general idea of what it is about.2. the title/headingthe first and last sentences of each paragraphthe first and last paragraphspictureschartsscanning1. We scan the text to find certain information quickly.2. key words and phrasesdatesnumbersHomework---- an enjoyable learning experience1. Read the text again and again and try to retell the text.2. Underline the important phrases and expressions in the text3. Mark the words or sentences that you don’t understand.4. Challenge your creativityPrepare to interview Wei Hua.Wrting:Email your friends about your new school life.Tips :----- Your email to a friend should sound friendly and interesting.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Word powerTeaching objectives:To learn some words about school facilitiesTeaching procedures:1.Presentation of homework2.Warming up3.Words about school facilities4.Reading5.Discussion6.Writing7.Group work (problem solving)8.HomeworkI. Presentation of homeworkRead your sentences / passage to the class.II. Word powerGroup work: Can you name some school facilities?SchoolfacilitiesLook at the map and read Wei Hua’s tho ughts.1.Try to figure out which route she will take. The red one or the blue one?2.Underline the verb + preposition phrases she uses to describe her her position and movement. III. How to describe positions and directionsGroup work: Language used（见课件）Practice----- Giving directions1.Look at the map on p6, ask your partner how to get to the following places and then check ifit is the quickest way. Give a demonstration for a description of the quickest way from the dormitories to Classroom 4.（见课件）Group 1: storeGroup 2: swimming poolGroup 3: gymGroup 4: classroom 462. Read it to your partner.3. Read it to the class.IV. Problem solving (group work) ---to challenge your creativityCan you name some school facilities in our school? （见课件）.Suppose you enter our school through the west gate. Tell us how to find you in your classroom.Grammar 1Teaching objectives:To learn about attributive clauses ( with that, which, who, whose)Teaching procedures:1.Presentation of homework2.Review of the text3.Searching for attributive clauses in the text4.Learning grammatical structure of attributive clauses with that, which, who, whose5.Identifying attributive clauses in a passage6.Practice 1, 2, 37.HomeworkI. introduction of attribute* 1) different kinds of attribute1.He is an honest boy.2. We love our country.3. What’s your telephone number?4.Marx found it important to study the situation in Russia.5.At that time, she had only a cold room to live in and little food to eat.6.The foreigner who visited our school yesterday is from Canada.* 2) the positions of attribute1. This is a flower basket.2. This is a basket full of flowers.3. This is a basket that I want to put flowers in.II. attributive clauses1. The man who gave us a report on how to learn English is from Nanjing University.2. I don’t know the student whom the teacher talked with just now.3. The finger that I put into my mouth was not the one I had dipped into the cup.4. The teacher didn’t tell us the person who stole the bike.5. The film which we saw yesterday was exciting.6. Have you heard about the boy whose parents died from SARS last week?7 He didn’t do anything that made her angry.1) antecedentThe Attributive Clause is used to modify a noun or a pronoun, which is called antecedent(先行词).2) relative wordsThe word used to join the main clause and the attributive clause is called a relative pronoun or relative adverb（关系代词或关系副词）; they are who, whom , whose , that, which , where ,when and why1. She was the teacher that taught us English.2. This is the boy that we looked for yesterday.3. Do you see the building that stands next to the bank?4. I was glad that all my classmates enjoyed the cake that I made.5. Jake is no longer the lazy boy that he used to be.6. The book whi ch has a lot of pictures is Tom’s.7. The book which I lost yesterday is Tom’s.8. I didn’t know anything about the man who wrote the article.9. Who is the girl that you talked to just now?10. I sat next to a girl whose name was Diane.3) tips关系代词that, which都指物时，在下列情况下，通常用that而不用which1.先行词是all, everything, nothing, something, anything, much, little, few等不定代词时：That is all that I want to say.There is nothing that can prevent him from doing that.2. 先行词被形容词最高级修饰时：This is the best film that I have seen in a long time3.先行词被序数词修饰时：The first place that they visited in China was Shanghai.III. Practice:1. Do you have anything that you want to say for yourself?2.This is all that I want.3. This is the most interesting film that I have ever seen.4. This is the last train that goes to Suzhou.5. This is the very book that I’m looking for.6. The only thing that we can do is to give you some money.7. Do you know the things and persons that they are talking about?IV. HomeworkTaskTeaching objectives:To develop listening, speaking, reading and writing by completing a taskTo develop the skill of comparing informationTo develop the skill of reading a timetable and a noticeTo learn how to write a noticeTeaching procedures:Presentation of homework1.Introducing the task2.Skill building 1 and task 13.Skill building 2 and task 24.Skill building 35.HomeworkI Revision and Lead-inCheck the homework and review the usage of relative pronouns.II Understanding a programActivity 1:Ask the students to read the five points in Skills building 1 on page 12.T: A program is a set of planned activities or training, which have a specific purpose. In some foreign schools, there are programs to prevent the children from dropping out of the school; programs to promote the school food safety, etc. Now read the five points in Skills building 1 on page 12 and make sure what a program usually includes.Activity 2:Ask the students to write down the names of months and the seven days of a week in abbreviations.T: How many parts does a program include? What are they?S: There are five parts. They are date, day, time, venue and event or activity.T: Next please write down the short forms of the twelve months and seven days.Sample answers:Jan, Feb, Mar, Apr, May, Jun, Jul; Aug, Sep, Oct, Nov, DecMon, Tue, Wed, Thu, Fri, SatActivity 3: ListeningT: After reading the five points, we've known what we should notice when listening to someone talking about a program. Now please listen to the talk of a famous scientist and complete the timetable on page 12.Play the recording and then check the answers with the students.III Listening PracticeActivity 1: Completing a timetableAsk the students to read the instructions and the timetable.T: Next we'll hear a talk given by the headmaster about a school program. First, read the guidelines and the timetable to get a general idea about the talk.Then ask the students to listen to the tape and complete the timetable on their own. Check the answers as a class.Activity 2: Completing a note sheetAsk the students to read the instructions on page 92 and listen to complete the exercises.T: In recent years, many countries have opened their doors to Chinese students, and therefore a great deal of them have decided to go abroad to study. In the past, overseas Chinese students used to study for a bachelor or a higher degree, but nowadays many senior school students who haven't finished their study yet are choosing to go abroad, which means young teenagers are now joining in with those marching their way towards a new world outside China. Keling is one of them. Now read the guideline on page 92. Then listen to the tape and complete the note sheet.Check the answers.Then ask the students to listen to the telephone conversation between Keling and her dad and complete the notes.Activity 3: Completing a storyAsk the students to read the story and the note sheet first, and then complete the story.Ask the students to read the completed story to check the answers.IV Summary and HomeworkT: Today we've learned a very useful skill, that is how to develop a school program. The mostimportant thing in developing a program is to make a careful plan in advance. After class, please work in groups and develop a program plan.ProjectTeaching objectives:To develop listening, speaking, reading and writing by completing a projectTo learn to be cooperative and helpful when working togetherTeaching procedures:1.Presentation of homework2.Background education in the US3.Starting a project4.Planning5.Preparing6.Producing7. HomeworkI RevisionCheck the homework.II Lead-inT: When our school has something to tell all the students, which means do you think can be used? S: Broadcasting.S: Having meetings with teachers.S: Putting on notices.…T: To inform others, one of the ways it to put on notices. Then do you know what a notice is? How to write a notice? Now read the guidelines on page 16 and find out.Ask the students to read the notice given by the school library.T: Now read the notice from the school library. Point out the important information in it.Show the following:Event:Time:Reason:When to reopen:The new opening hours:Public holidays:Who gives the notice:Sample answers:Event: library closedDate: 16th to 18th NovDay: next Wednesday, Thursday and FridayReason: the sports meeting will be heldWhen to reopen: Saturday (19th Nov)The new opening hours: Mon- Fri: 8 am - 6 pmSat & Sunday: 10 am - 5 pmPublic holidays: closedWho gives the notice: Zhong ShengxiaoAsk the students to talk about how to make a notice attractive.T: What should we can do to make a notice attractive?S1: We can write the title in bold and big letters.S2: We can put some photos or pictures in it.S3: We can use different colors to make it clear.III WritingAsk the students to read the guidelines in Step 3 on page 17.T: Next please write a notice to inform your classmates of the program you'll attend. Now read the guidelines on page 17 first.A sample notice:NoticeTalks in OctoberI am very glad to inform you that there are five talks to be held next month. The topics of them, respectively, are Fire prevention, Outer space, School life in the USA, Fighting AIDS, and Australian pop songs. The places, the time and the speakers of the talks are as follows:Fire prevention:by a fireman; in Room 503, Building 3; at 2.15 p.m. on 11th Oct.School life in the USA: by a USA student; in Room 404, Building 1; at 3 p.m. on 13th Oct. Outer space: by a famous scientist; in Room 105, Building 2; at 8 a.m. on 19th Oct.Fighting AIDS: by a doctor; in Room 306, Building 4; at 2.30 p.m. on 21st Oct.Australian pop songs: by a famous singer; in Room 303, Building 4; at 10 a.m. on 29th Oct. Thank you for your kind attention.Li MingmingIV PracticeAsk the students to write a note.T: When we give someone information and the person may not be present, you can write a note. The note will help the person remember to do something. Next please read the instructions on page 93 and then write a note.V HomeworkWrite a notice based on the following information由于学校要举行运动会，原定于11月5日举行的期中考试将改在11月20日。

牛津版的高中英语教案设计5篇

牛津版的高中英语教案设计5篇牛津版的高中英语教案设计1(一) 明确目标1. Get the students to know the importance of body language.2. Train the students integrating skills.(二)整体感知Step 1Show more gestures and let the students guess the meanings. Step 2Read the integrating skills.(三) 教学过程Step 3Introduce Shuang huang.Step 4Work in pairs and make up a funny story.Step 5Practice Writing.(四)总结扩展Step 6Compare the meanings of body language in China and the USA. Meaning in China Body language Meaning in the USAwelcome a smile and a handshake welcomeHello Goodbye ! waving one s hand Hello! Hi! Goodbye!disagreement shaking the head disagreementagreement nodding the head agreementMay I ask a question putting up a hand May I ask a question.love kissing loveno such a gesture keeping ones fingers crassed hoping sth. goodwill happenproud holding up ones head not afraid/proudfeeling sorry for having done hanging ones head feeling sorry for having donefeeling very happy waving ones arm feeling very happydislike, disagreement or pain making a face dislike, disagreementor painIm full/ I v eat stomachache touching ones stomach having a stomachache(五)随堂练习1. Choose the best answers according to the situations.When you meet a foreign guest for the first time, you should say: A. How do you do B. How are youC. Hi!D. Hello! What can I do for you2. Yon are carrying some heavy boxes. Someone comes over to offer help. He may say Can I help you If you need his help, you should say: A. Of course, you can. B. Thats a good idea.C. Yes, go ahead.D. Thanks. Thats very kind of you.3. If you can carry the boxes yourself and don’t need his help,you should say to him:A. No. I don’t need your help.B. Its none of your business.C. No, thanks. I can manage it myself.D. Sorry, you can’t4. When you see an old lady carrying a heavy bag and want to goover to help her, you should say:A. Excuse me, madam. Would you like me to crazy it for youB. Hello! Let me carry the bag for you. It’s too heavy for an oldlady like you.C. Hi, Granny! Let me carry the heavy bag for you. You are old.D. Excuse me. Is there anything else I can do for you2. Choose the right words for the blanks, using the right verb forms.proud juice dining room realize were type comfortable.(1) I hope you feel as __ as you are at home.(2)The speaker ____ to the people in the hall before he left.(3)You’d better make the apples into ____ for your baby; otherwise she can’t eat them.(4) Before you send your article to the publisher, you’dbetter____ it out with a computer or a type-writer.(5)The students neednt go home for lunch, because there is a _____ in the school.(6)I didnt _____ they were a couple (夫妻) until the party was over.(7) She looked so __ at the party that few people talked to her.3. Make gestures and guess what they mean.(1) Raise your hand. (5) Kiss your hand to someone.(2)Put up your hands. (6)Thumbs (大拇指) up.(3)Wave your hand. (7)Thumbs down.(4) Cup your ear. (8) Bite your nails ( 指甲 ).参考答案：1. (1)A (2)D (3)C (4)A2. (1)comfortable (2)waved (3)juice (4)type (5)dining-room(60realize (7)proud3.(1) To ask or answer a question. / To attract attention. / To sayhello.(2)To give up. / To surrender.(3)To say goodbye.(4)To say: I beg your pardon. / Sorry, I can’t hear you.(5)To say Goodbye to a dear friend or relative.(6)To say Great! / Wonderful! / Well done! / Congratulations !(7)To say No good! / Terrible!(8)To mean thinking or “worrying”.牛津版的高中英语教案设计2教学准备教学目标■To help students learn to express attitudes, agreement disagreement and certainty■To help students learn to read the text and learn to writediaries in English■To help students better understand “friendship”■To help students learn to understand and use some important words and expressions■To help students identify examples of Direct Speech Indirect Speech (I): statements and questions in the text教学重难点Wordsupset, ignore, calm, concern, settle, suffer, recover, packExpressionsadd up, calm down, have got to, be concerned about, go through, set down, a series of, on purpose, in order to, at dusk, face to facer, no longer/ not …any longer, suffer from, get/ be tired of, pack (sth.) up, get along with, fall in love, join inPatterns“I don’t want to set down a series of facts in a diary as most people do,” said Anne. →Anne said that she didn’t want to set down a series of facts in a diary as most people do.I stayed awake on purpose until half past eleven……it was the first time in a year and a half that I’d seen the night face to face…教学工具ppt教学过程Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is1. Warming up⑴ Warmi ng up by defining friendshipHello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship isYeah, there are many explanations about friendship. However, friendship is a relationship that can’t be restricted(限制)by definition(定义). It can only be experienced. True friendship can exist between any two souls, be it between people or animals. It can happen at any moment, to anyone. Even to lifeless things, like a diary, a ball, a friendship can happen.Then what is your opinion about friendshipDo you think that friendship is important to our life Why⑵Warming up by learning to sol ve problemsNice to meet you, class. We shall be friends from now on. For everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. Discuss the situation below and try to solve the problems wisely.Common problems among teenagersSolutionSome of the common problems include forgetting friends’ birthday, not keeping promises, letting out friends’ secrets and so on.Maybe we can have a heart-to-heart talk with our friends to ask for forgiveness.Situation 1: Friends get angry with each other when they try totalk about something difficult.Try to understand your friend/ Try to talk about the problem in a different way.Si tuation 2: Friends don’t know how to apologizeStart by telling each other that you are sorry. A simple apology is often enough and is a good starting point.Situation 3: Some friends don’t know how to keep secrets.Keep your secrets to yourselfTips on being a good friendTreat your friends the way you want to be treated. Keep secretsthat are told to you.Pay attention when your friend is talking. Keep your promises. Share things with your friend. Tell your friend the truth. Stick up for your friend.⑶Warming up by doing a surveyGood morning, class. I am your teacher of English. Glad to be here with you. Today we shall take Unit 1 Friendship.To be frankly, I’d like very much to keep a close friendship with you, my dear students, in the following years. How about you then Ok, thanks. I do hope to be your good teacher as well as your helpful friend (良师益友).Now please do the survey on page one.Add up your score according to the scoring sheet on page 8. You don’t have to tell your results. You can just keep it a secret.牛津版的高中英语教案设计3教学准备教学目标Teaching Objectives1. Students are able to learn more about nonverbal humour as well as Charlie Chaplin through network-based.2. Students are able to get the gen eral idea and detailed information of the passage by skimming, scanning as well asinterpreta tion and appreciation.3. Students will learn to face difficulties in life with optimism and humour as well as learn to cooperate with others in groups.教学重难点Teaching difficult points1. How to guide students to search for and sort out related information according to the assigned task through the Internet.2. How to cu ltivate students’ learning ability through teamwork based on network.Teaching important points1. Help students to get the general idea and detailed informationof the text effectively by skimming and scanning.2. Help students to analyze the reasons for Charlie Chaplin’s success by interpreting the key sentences and get them inspired.教学过程Step 1Lead-in(3 mins)1.Students’ Activities：2.The Purpose of ActivitiesStudents are to appreciate a video clip performed by Mr. Bean.Students will be guided to acquire the form of nonverbal humour in a vivid way,thus eage r to learn about the main character of the text with interest.Step 2Network-based Interactive Learning(25 mins)1.Students’ Activities(1).Students are divided into five groups to search for and sorted out the related information according to the assigned task online(2)A representative of each group is to share the information with the others.2.the Purpose of ActivitiesStudents will develop their ability to effectively sort out information on the Internet throug h group cooperation as well asfeel a sense of achievement by their oral presentation.Step3 Text-based Reading(17 mins)Students’ Activities 1. Students are to read the text quickly, and then answer the questions according to the text. 2. Read Paragraph 3 carefully, and then answer the question ---Why did “the littletramp”become Charlie Chaplin’ famous character 3. Read Paragraph 4 and fill in the blanks.4. Find out the sentences that can account for Charlie Chaplin’s success from the text.2.The Purpose of Activities(1)Students will get the general idea as well as the structu re of the text by skimming.(2)Students will get the detailed information and have a deeper understanding of the text.(3) Students will get inspired while analyzing the secret to Charlie Chaplin’s success by interpre ting and appreciating some key sentences in the text.课后习题Step 5 Homework1. Students are to read the text carefully again and underline the phrases and sentences difficult to understand after class.2. Write a summary (about 130 words).牛津版的高中英语教案设计4教学准备教学目标(1)知识目标：让学生通过阅读课文更多地了解我国的农业科学家袁隆平的科研成果及其影响。

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