牛津初中英语8A Unit 3 Reading教案及课堂分析
牛津初中英语8AUnit3Reading-牛津英语教案
⽜津初中英语8AUnit3Reading-⽜津英语教案8A Unit 3 A day out (reading)Around the world in a dayTeaching aims and demands:Ⅰ. Knowledge and skillsTo help the students get the general ideas of the passage after reading it.To help the students organize some information about the World Park.To help the students organize a day out to a place.To cultivate the Ss’ abilities of obtaining and processing information in practiceⅡ.Teaching difficulties:To learn the new words and expressions;To improve the Ss’ reading skills;To help the students report the day out to the World Park.Ⅲ. Emotion:It can arouse the students’ special attention and inspire them to describe feelings and experiences in a very informal day; At the same time, it is a link to the world outside China; It’s also heplful for the students to love the nature, protect our nature and get on well with it.Ⅳ. Teaching methods:Task-based approachⅤ.Teaching aids:Tape recorder; tapes; powerpointTeaching Procedures:Ⅰ.Warm-up ＆ lead-in (3 minuites)Ask some questions: What’s the weather like today?What can we do in such pleasant weather?T: We went to Shanjuan Scienic Spot last month.Did you have a good time?Do you want to go to foreign countries to visit the places of the interest there? Then go over the places of interest they learnt in last class.Show four pictures and ask: What are they?In which countries can we see them?Do you want to travel around the World?Can you travel around the World in a day?T: Linda went to the World Park with Class 1 students yesterday. Let’s learn the letter written by her after the trip.Ⅱ. Pre-reading(2 minutes)Mini dictionary: Learn some new words. Get the Ss to match the new words with their English meanings. Explain the wordssimply.Mini dictionary:( e ) 1. coach a sb or sth attracts your attention( f ) 2. boring b a main road between cities( d ) 3. traffic c not well, uncomfortable( b) 4. highway d cars, buses, and trucks on roads( c ) 5. sick e a bus for taking people on long trips( g ) 6. beginning f not interesting( a ) 7. interest g the start, not the endⅢ. While-reading1. Listening (2 minutes)Listen to the tape and answer a question:How did Linda feel during the trip to the World Park?2. Scanning: (2 minutes)Go through the test quickly and answer two questions:1. Who met Kitty and Linda at the school gate?(Mr. Wu and the other students met her at the school gate.)2. Which was the best part of the day?(The song and dance parade was the best part of the day.)3. Reading for Details(1) Read the letter together followed by the tape. (3 minutes)Put the pictures in the correct order and then check the answers.(2) Students read the tetter by themselves carefully.Have a competition between two groups, tell whether the following sentences are true or false. (7 minutes)1. Linda and Kitty met Mr. Wu and other studentsat the school gate. (T)2. It took half an hour to get to the World Park from school. (F)3. We went to the World Park by coach from Sunshine town. (F)4. Linda saw a lot of traffic on the city roads (T)5. The model pyramids looked just like the real ones in the USA. (F)6. We became bored when we saw the model Eiffel Tower from the coach. (F)7.There are models of over a hundred places of interest there. (T)8. The model Eiffel Tower is a tall stone building. (F)9. Kitty wanted to join the dancing. (T)10.Daniel made a special home page for the trip. (F) (3) Ask the Ss to Fill in the form. (3 minutes)3. Role-play (7 minutes)Retell the day out to the World Park according to the key words and the route. Work in pairs and check the answers in pairs. Get some Ss to retell it.Ⅳ. Post-reading (7 minutes)Discussion (Group work)T: Today, we have so many honoured guests here, if you have a chance, which place do you want to show them around?Get the students to organize a day out to Huaxi Village. In their plan should be included in :1) where to go 2) when to go 3) how to go4) why to go 5) what to see 6) how to feelChooses some students to report their plans.Ⅴ. Outside Reading ( 8 minutes)T: In the World Park , Linda saw the introductions of the Pyramids. Read it , and then answer the questions.The PyramidsThousands of years ago, the kings of Egypt built strong tombsfor themselves. Over those tombs they built pyramids. They thoughttheir bodies would be kept in these tombs until they couldcome back to life. They also hope the world would look on thepyramid as monuments to them and would remember them for ever.There are around 80 pyramids in Egypt. But the Great pyramid is the biggest of all. It is nearly 5,000years old. It is about 137 metres high today, but it was once higher. It is made of 2,300,000 huge stones. Most of them are higher than a man and weigh as much as fiteen tons. It took more than 100,000 men twenty years to build the Great pyramid.When you look at the pyramids, you can’t help wondering how the Egypians were able to build them thousands of years ago. How did they cut, carry and lift such huge stones? Each stone fits so well, yet they didn’t have our modern machines! Scientists have studied the pyramids, but nobody can tell just how the Egypians built them so long ago.Inside the pyramids are the rooms for the bodies of the kings and queens. There are lots of wonderful treasures(珍宝) in the pyramids, too. Thieves have broken into some of the pyramids and taken away many of treasures to foreign countries. They have even stolen the mummies(⽊乃伊). Today some of the mummies and treasures are on show in museums in different countries. When the kings built the pyramids for themselves, they perhaps never thought this would happen.Questions:1. In what country can you find the pyramids?_____________________________________2. How many pyramids are there in the country?_____________________________________3. What are under the pyramids?_____________________________________4. How long and how many people did it take them to build the Grear pyramid?______________________________________________________________5. What’s the Chinese for “come back to life” in the first paragraph?______________________________________________________Ⅵ. Sum-upT: We learnt many places of interest around the world, all of us want to travel around the world and enjoy our life, so from now on we should love our nature and try our best to protect our world, and then, the world will become more and more beautiful. HomeworkWrite an e-mail to your close friend to tell him/her your pleasant trip to a place of interest.Reflections:In this class, the students learnt the letter written by Linda, they could take an active part in the class activities, the students’abilities of reading were improved more or less by practising reading a lot ; most of them could organize a day out in English, but some of them couldn’t use the expressions correctly, so, in next period, I will explain the languages in class.。
牛津译林版八年级英语上册教案Unit3Reading
牛津译林版八年级英语上册教案Unit3Reading一、教学内容本节课我们将学习牛津译林版八年级英语上册的Unit 3 Reading 部分，主要围绕“网上交往”这一主题展开。
具体内容包括：教材的Chapter 1，了解网络社交的基本情况，学习网络交友的相关词汇和表达方式。
二、教学目标1. 了解网络社交的基本情况，掌握相关的词汇和表达方式。
2. 提高学生的阅读理解能力，培养他们快速获取文章主旨大意的能力。
3. 培养学生的跨文化交际意识，使他们能够正确对待网络交友。
三、教学难点与重点重点：网络交友的相关词汇和表达方式，阅读策略的运用。
难点：如何正确理解网络社交的利弊，提高阅读理解能力。
四、教具与学具准备1. 教师准备：多媒体教学设备，PPT课件，黑板，粉笔。
2. 学生准备：教材，笔记本，文具。
五、教学过程1. 导入：通过展示一组关于网络社交的图片，引发学生对网络交友的思考，进而引入本节课的主题。
2. 阅读前：教师带领学生回顾网络交友的相关词汇，为新课的学习做好铺垫。
3. 阅读中：学生自主阅读课文，教师提问检查学生对文章的理解，引导学生关注文章的主旨大意。
a. 学生阅读第一段，了解网络社交的普及程度。
b. 学生阅读第二段，了解网络交友的优缺点。
c. 学生阅读第三段，学习如何正确对待网络交友。
4. 阅读后：教师组织学生进行小组讨论，讨论网络交友的利弊以及如何保护自己，然后进行课堂分享。
5. 例题讲解：针对本节课的重点，教师为学生讲解阅读理解题型的解题策略，并进行实际操作演示。
6. 随堂练习：学生完成课后练习题，巩固所学知识。
六、板书设计1. Unit 3 Reading: Online friendship2. 词汇：普及（popular），优点（advantage），缺点（disadvantage），谨慎（cautious）3. 阅读策略：快速浏览，关注文章主旨，关注细节七、作业设计a. What are the advantages of online friendship?b. What are the disadvantages of online friendship?c. How can we protect ourselves when making friends online?2. 答案：见教材课后练习答案。
牛津英语译林版8AUnit3Reading1优秀教学案例
（四）总结归纳
1.教师引导学生回顾本节课所学内容，总结野生动物的特点、保护现状和重要性。
2.教师强调本节课的语言知识点，如词汇、语法、阅读技巧等，帮助学生巩固记忆。
3.教师组织学生反思自己在课堂上的表现，评价同伴的学习成果，培养他们的批判性思维和自我调节能力。
3.阅读后：教师组织学生进行小组讨论，分享阅读心得，讨论文章中的野生动物保护问题。同时，教师设计相关练习，巩固所学知识，提高学生的实际运用能力。
（三）学生小组讨论
1.教师根据学生的兴趣和特点，将他们分成若干小组，每组选择一种野生动物作为研究对象。
2.各小组通过查阅资料、讨论等方式，深入了解所选动物的习性、生存现状和保护措施。
四、教学内容与过程
（一）导入新课
在导入新课环节，教师首先通过展示一组野生动物的图片，引发学生对这些动物的好奇心和兴趣。接着，教师提出问题：“Do you know where these animals live? Why are they important to our world?”让学生思考野生动物的栖息地和重要性。随后，教师引入本课的主题“Wild animals”，并简要介绍本节课的学习目标和内容，激发学生的探究欲望。
3.情境创设与问题导向相结合
教师充分利用多媒体手段，为学生创设生动、真实的情境，使学生在情境中自然地产生问题，激发探究欲望。同时，问题导向的教学策略引导学生主动思考、讨论，提高他们的思维品质。
4.关注学生个体差异，促进全面发展
在本案例中，教师关注到学生的个体差异，通过小组合作、个性化任务等方式，使每位学生都能在课堂上发挥自己的优势，得到全面发展。此外，教师还注重培养学生的情感态度与价值观，使他们在学习英语的同时，形成良好的道德品质。
牛津英语译林版8AUnit3 Reading1教学设计
牛津英语译林版8AUnit3 Reading1教学设计Teaching plan for Unit 3 ReadingAround the world in a day！Title Around the world in a day！Analysis of material The passage is about travelling around the world in a day. Linda went to the World Park with the Class1, Grade 8 students. The words and expressions are not difficult for them to understand. However, they may have a little difficulty in illustrating the detailed information in a logical structure.Analysis ofstudentsStudents of Grade 8Teaching aims LanguageabilityStudents will be able to explain the meaning of the new words andexpressions in the context, such as journey, arrive, place ofinterest and so on.LearningabilityStudents will be able to finish reading tasks by using thereading strategies of prediction, skimming and scanning.Students can write a passage to tell about their trip.ThinkingqualityStudents will be able to answer the critical and further thinkingquestions with their own creative and critical ideas.CulturalcharacterStudents can enjoy the journey and learn a lot about differentcultures. They can improve the interest in learning English.Important and difficult teaching points Students’ reading skills can be improved.Students can master the new words and phrases and improve the interest in learning English.Teaching methods Activity-based teaching methods, cooperative and communicative learning strategies.Teaching procedures PurposePre-reading (3’)Step one: Lead-in.1.Free talk:Do you like travelling?Where have you been?What other places of interest do you want to go? Step two: Presentation.1.New words presentation: Arose students’interest and lead to the topic of the lesson.Step three: Prediction.Read the title and the picture and predict.What other information do you want to know? While-reading (20’)Step four: Read for the general information. 1.Read and answer.Who invited Linda to the trip?What did Linda think of the trip?2.Read and divide.Step five: Read for detailed information.1.Read and finish the table. Teach some important new words in the context. Clean vocabulary obstacles to get students ready for reading the article.T rain students’ reading strategy of prediction.Motivate students to read the passage.Present the reading strategy of skimming and help students get the main clue of the article.2.Read and complete.On the way to the park.Think: If you were Linda, what would you do to spend the boring time?3.Read and finish.Arrive at the park.4.Read and fill in the blanks.Leave the park.Think:1.Why do people like to share their photos on the Internet?2.Will you put your photos on the Internet?Post-reading (6’) Train students’skills of illustrating different information with the help of the different reading skills, such as skimming, scanning and careful reading and guessing words in the context. Improve students’Step six: Retelling.Retell the article according to the mind map.Step seven: Group discussion.Travelling is not just for fun. It helps us know about people, nature, culture…It can open our eyes, learn more knowledge and improve ourselves.Step eight: Writing (14’)Step nine: Homework (2’) thinking ability.Make studentsretell the whole passagewith thehelp ofmindmap.Train students’ abilitiesof further thinkingandcritical thinking. Encourage students to express their opinions and think logically.Consolidate students’writing ability.Develop students’ abilityof applyingwhat theylearned to theirdaily lives. Blackboard Design。
牛津译林版8A Unit 3 reading 教学案(无答案)
牛津译林版8A Unit 3 reading 教学案(无答案）课题 unit3班级姓名学号【教学目标】Mom, beginning, traffic, interest, whole, invite…to…, be made of metal, join in, a lot of traffic…, model 【教学重难点】重点：Reading comprehension难点：whole/all, places of interest【学时安排】一课时【教学方法】Reading【教学过程】第一段自主学习1.导入新课 1. Review some names of different places of interest in the world.2. Show them some pictures of the World Park.2.学生自学3.自学检测I’m doing fine here.1.2invite sb. to do sth..第 2 页第 3 页问题（二）2. Read and finish Part B2. Help Kitty complete the notes in the book.3. R ead again and judge the sentences T orF.问题（三）5. Detailed reading.a) W ho invited Linda to join the school trip?b) D id she have fun?c) W hat was the weather that day? How do you know?d) W as the World Park near or far?6.课堂质疑7.课堂小结第三段当堂检测8.课堂检测一、根据首字母、英语释义或汉语提示写出单词的适当形式。
1. — Can you take care of y_________ when I’m not at home? — Of course, we can.2. We should ___________ (到达) at school on time.第 4 页3. We can learn a lot about different ___________ (文化).4. The (美丽) of the gardens in Suzhou attracts（吸引）many tourists every year.5. We are planning to go on a t_____ to theSummer Palace during the coming holidays.6. Do you have any ___________(兴趣) in climbing hills?7. Though (尽管) the sun is s___________ in the sky, we still feel cold.8. F_________, the boy worked out the Maths problems.9. When did you _________(become a member of) the Party(党)?10. Many travelers hope to watch sunrise on the t_________ of Mount Tai.第 5 页12. There are some kites flying in the s_________.13. We had to drive slowly because of too much t____________ on the road.14. They enjoyed t____________ in the park yesterday.15. When she was eight, she showed great i__________ in music.16. What’s the m_________ idea of the short passage, can you tell me?17. The Himalayas are so tall. I can’t b___________ my eyes.18. It’s not a toy gun(枪). It’s a r_________ one.19. Beijing is one of the biggest _________(城市) in China.20. As students, we should believe第 6 页o__________.二、用所给词的适当形式填空。
牛津译林版八年级英语上册8A Unit 3 单元教案
课题8A Unit 3 Reading (1) 课型New教学目标1 .To guess meaning from pictures2 .To infer general meaning from context and keywords3. To respond to text by sequencing information教学重点To infer general meaning from context and keywords教学难点To respond to text by sequencing information教学过程教师内容备课札记Step1 Lead inDiscussion：If you want to travel around the world in aday, what can you do?Step 2 Presentation1) Introduction of the world park2) Some new words and phrases:the Golden Gate Bridge boring a lot of traffic bequite far awayStep 3 Fast reading1) What is the letter from Linda to her parents about?2) What did Linda think of the trip?Step 4 Careful reading1) Fill in the table below:A trip to the World Park in BeijingWhoWhenHow(transportation)How farWeather2)Find out the route of the tripon the way at the World Park inside the park3) Some questionsWhat was the weather like?Where did Linda see the Golden Gate Bridge?Could Linda’s mother see the photos? Why?Step5 Role-playSuppose you are Linda, retell the day out to the World1、Be honest rather clever 22.4.264.26.202204:4004:40:12Apr-2204:402、By reading we enrich the mind; by conversation we polish it.二〇二二年四月二十六日2022年4月26日星期二3、All things are difficult before they areeasy.04:404.26.202204:404.26.202204:4004:40:124.26.202204:404.26.2022 4、By other's faults, wise men correct theirown.4.26.20224.26.202204:4004:4004:40:1204:40:125、Our destiny offers not the cup of despair, but the chalice of opportunity. So let us seize it, not in fear, but in gladness. Tuesday, April 26, 2022April 22Tuesday, April 26, 20224/26/20226、I have no trouble being taken seriously as a woman and a diplomat [in Ghana].。
译林牛津版英语8AUnit3教材分析及全单元教案
译林牛津8AUnit3教材分析一、教材分析本单元的主要话题是度假旅游。
开篇通过Eddie和Hobo这两个卡通人物妙趣横生的对话，引出“爬山”这一旅游方式，为后面的主题讨论埋下伏笔；随后介绍了国外一些著名的旅游景点，引出了本单元的主要话题。
阅读部分向学生介绍了私人信件的书写方式，信中非正式的语言描写了Linda去北京世界公园旅游的一次经历，并表达了旅游之后的感受。
词汇部分介绍了北京的名胜以及在那里可以进行的活动，还介绍了到北京名胜的交通方式。
语法部分包括三个内容，通过故事的发展呈现出来，A部分通过讨论学生去的游览地方，介绍了and, but和or的用法；B部分在关于去南山郊游的对话中介绍了带to的不定式的用法；C部分是一个漫画故事，讲述了去南山游览的过程中发生的一件事，在此语境中学习反身代词的用法。
综合技能部分展示了一份学校某一次活动的海报，海报后还设置了一个时间表，提供了时间和对应的活动安排，学生可以来检查他们从阅读文章和听力材料中获取的信息是否正确，还可以运用表示提建议和作安排的语言来组织一次活动。
学习技能部分介绍了事实与观点的区别，要让学生了解说服他人要会运用语言来表达自己的观点，在广告、新闻、信件以及报告中常把事实和观点结合起来。
中心任务部分主要围绕制定旅游计划展开，让学生根据相关信息制定旅游计划。
检测部分主要检查学生对所学语法内容的理解和运用情况。
二、总体目标通过讨论度假旅游及相关的故事，即学习and, but和or这些连词的用法及不定式和反身代词的用法，又了解国内外一些著名旅游景点，特别是北京的名胜古迹，培养学生热爱自然、热爱祖国的情怀。
同时，通过词汇的学习、综合技能的训练、学习技能的了解和任务的完成，使学生在各个方面的能力得以提高。
三、教学重点难点A: 重点1、学习制定和交流自己的假期旅游计划、2、学会使用and, but和or理解句子；3、正确使用不定式；4、掌握反身代词的用法。
B: 难点1、动词不定式的用法；2、写信邀请朋友外出旅游。
初中英语八年级上册(牛津译林版)Unit3Reading教学设计
难点：如何引导学生在小组活动中积极参与，充分发挥团队协作精神。
（二）教学设想
1.针对词汇和语法重难点，采用以下教学策略：
a.利用实物、图片、视频等多媒体资源，帮助学生形象地记忆词汇，提高学习兴趣。
b.设计丰富的课堂活动，如词汇接龙、角色扮演等，让学生在实际语境中运用词汇和语法。
初中英语八年级上册（牛津译林版）Unit3Reading教学设计
一、教学目标
（一）知识与技能
1.掌握本章节的核心词汇和短语，如"custom, traditional, celebrate, festival, culture"等，并能运用到实际语境中进行交流。
2.学会运用一般现在时和一般过去时描述不同文化背景下的传统节日及其习俗。
3.能够理解并运用阅读策略，如预测、扫描、略读等，提高阅读速度和理解能力。
4.通过课文学习，掌握如何用英语描述一个节日的起源、庆祝方式以及相关文化意义。
5.能够通过小组合作，用英语进行讨论，表达自己对不同文化节日的看法。
（二）过程与方法
1.采用任务型教学法，引导学生通过完成具体的任务，提高英语运用能力。
（三）情感态度与价值观
1.培养学生对英语学习的兴趣，激发学生的学习动机，提高学生的自信心。
2.增进学生对不同文化的了解和尊重，培养学生的跨文化交际意识。
3.通过学习不同文化背景下的传统节日，引导学生树立正确的价值观，弘扬民族优秀传统文化。
4.培养学生具有良好的团队协作精神，学会倾听、尊重他人意见。
5.培养学生热爱生活、关爱家人、尊重长辈的品质，使学生能够更好地理解并传承中华民族优秀传统文化。
b. How do people celebrate Diwali in India?
牛津初中英语8A unit3第1课时教案
牛津译林版八年级英语上册Ⅰ.Content（授课内容）：牛津初中英语8A 第三单元Reading 第一课时Ⅱ.Teaching objectives（教学目标）:nguage aims（语言目标）:1).To learn some new words（学习本课的一些新单词）: coach, traffic, metal, model, inside,pyramids, parade.2). To infer general meaning from the context.3）To respond to text by sequencing information.2.Ability aims（能力目标）:To improve complexed skills of listening, speaking, reading and writing.(提高听说读写的综合技能)。
3.Feeling aims（情感目标）:To arouse the students’ feelings of traveling.（分享学生对旅游的感觉)。
Ⅲ.Study strategies（学习策略）:To communicate with others cooperatively and get information in different means.（合作学习）Ⅳ.Teaching methods（教学方法）:Task-based method, Ss-centered method, Communicative method.（任务型教学，以学生为主体的教学法以及交际法）。
Ⅴ.Teaching design（教学设计）:运用“任务型”教学法的设计理念，本课以寻宝游戏为明线来进行阅读训练，整节课从导入、主体教学到任务的完成都密切关注学生的兴趣和生活体验；并且设计阶梯成任务环，由易到难，由浅入深，使教学呈阶梯式层层推进；力争各个微型任务的过渡自然得体，使学生始终通过完成任务学习语言，交流合作，享受成功的喜悦，来实现轻松导学——点拨——任务——评价的教学策略。
牛津8AUnit3教案
牛津8AUnit3教案【教案名称】：牛津8A Unit 3 教案【教学目标】：1. 知识目标：学生能够掌握并运用本课所涉及的词汇、短语和语法知识，如描述人物特征、谈论个人兴趣爱好等。
2. 能力目标：培养学生的听说读写能力，提高他们的英语交际能力和表达能力。
3. 情感目标：通过合作学习和互动交流，培养学生的团队合作精神和积极参与课堂活动的意识。
【教学重点】：1. 掌握并运用本课所涉及的词汇、短语和语法知识。
2. 培养学生的听说读写能力，提高他们的英语交际能力和表达能力。
【教学难点】：1. 运用所学知识描述人物特征。
2. 运用所学知识谈论个人兴趣爱好。
【教学准备】：1. 教材：《牛津英语8A》第三单元课文及相关练习。
2. 多媒体设备：投影仪、电脑等。
3. 教学辅助工具：图片、录音机等。
【教学过程】：Step 1: 导入新课 (5分钟)1. 创造情境：通过展示一些图片或视频，引起学生对人物特征和个人兴趣爱好的讨论。
2. 引入新课：引导学生思考并回答问题，如"What do you think are important when describing a person's appearance?"等。
Step 2: 学习新知 (20分钟)1. 听力训练：播放课文录音，让学生跟读并尝试理解课文内容。
2. 词汇学习：通过图片和示例句子呈现本单元的重点词汇，帮助学生记忆和理解。
3. 语法学习：介绍本单元的语法知识，如形容词的比较级和最高级形式的用法，并通过练习巩固学生的掌握程度。
Step 3: 合作学习 (25分钟)1. 分组活动：将学生分成小组，让他们互相描述自己和小组成员的外貌特征和个人兴趣爱好，并记录在纸上。
2. 对话表演：让每个小组派出一名代表，进行对话表演，描述自己和小组成员的特征和兴趣爱好，并与其他小组进行交流。
Step 4: 输出任务 (15分钟)1. 写作练习：要求学生根据所学知识，以自己或其他人为对象，写一篇短文，描述其外貌特征、性格特点和个人兴趣爱好。
牛津译林版八年级英语上册精品教案Unit3Reading
牛津译林版八年级英语上册精品教案Unit3Reading一、教学内容本节课我们将学习牛津译林版八年级英语上册Unit 3 Reading部分。
具体内容包括：教材第32页至第33页短文“Around the Worldin Eight Hours”，通过阅读这篇文章，学生将解世界各地不同时区特点，学会如何描述不同地方时间差异。
二、教学目标1. 让学生掌握本节课核心词汇和短语，如：timezone, fascinating, luxurious等；2. 培养学生阅读理解能力，能通过阅读文章解世界各地时间差异；3. 培养学生运用一般现在时和现在进行时描述不同地方特点。
三、教学难点与重点1. 教学难点：理解文章中关于世界时区描述，运用一般现在时和现在进行时进行描述；2. 教学重点：掌握文章中核心词汇和短语，提高阅读理解能力。
四、教具与学具准备1. 教具：多媒体课件、黑板、粉笔；2. 学具：教材、笔记本、文具。
五、教学过程1. 实践情景引入利用多媒体课件展示世界各地著名景点，引导学生讨论不同地方时间差异。
2. 新课内容展示（1）让学生自主阅读文章，理解文章大意；（2）讲解文章中核心词汇和短语，帮助学生理解文章内容；（3）分析文章结构，指导学生掌握文章写作技巧。
3. 例题讲解（1）针对文章内容设计问题，检查学生对文章理解程度；（2）针对一般现在时和现在进行时语法点，进行例题讲解。
4. 随堂练习（1）让学生运用一般现在时和现在进行时描述他们喜欢景点；（2）分组讨论，让学生互相提问、回答，巩固所学知识。
六、板书设计1. 核心词汇和短语：timezone, fascinating, luxurious等；2. 语法点：一般现在时、现在进行时；七、作业设计1. 作业题目：（1）根据文章内容，绘制一幅世界时区图；（2）运用一般现在时和现在进行时，描述你喜欢景点。
2. 答案：（1）世界时区图答案见教材第33页；（2）例：Now, it's 8 o'clock in the morning in Beijing. The sun is shining and people are busy working. At the sametime, it's 12 o'clock noon in London. Many people are having lunch in the park.八、课后反思及拓展延伸1. 反思：关注学生在课堂上参与度，调整教学方法，提高学生学习兴趣；2. 拓展延伸：鼓励学生课后解更多关于世界各地文化、风土人情，提高他们跨文化交际能力。
八年级英语8A Unit 3 Period3 教案Reading (1)牛津版
Step 3 :Post reading
1．Choose your favorite place.
Divide the class into several groups. Have a discussion in groups. Show
At the beginning of the trip,
On the city roads,
On the highway,
At the gate of theWorldPark,
Inside the park,
After the trip,
T: Now please work in groups and say sth about their feelings.
Which places of interest do you want to visit most in theWorldPark?
Each group chooses a picture to talk about the place of interest you want to visit best. 1) where to go 2) when to go 3) how to go
T: Do you believe we can visit themin a day?
S: …
S2:We can go totheWorldPark.
Step 2:While-reading
1. Number the paragraphs first and find out which paragraphs talk about the trip to theWorldPark. (Para2-6)
牛津译林版八年级英语上册教案Unit3Reading(2)
牛津译林版八年级英语上册教案Unit3Reading一、教学内容本节课选自牛津译林版八年级英语上册Unit 3 Reading部分，主要包括教材中的第一、二章节。
第一章节介绍了万圣节的起源和习俗，第二章节则通过一个万圣节派对的故事，让学生在实际语境中学习英语。
二、教学目标1. 了解并掌握与万圣节相关的词汇和表达方式，如：pumpkin, trick or treat, haunted house等。
2. 能够通过阅读理解故事情节，提高阅读能力，获取关键信息。
3. 学会运用一般过去时描述过去发生的事情。
三、教学难点与重点1. 教学难点：一般过去时的运用，以及与现在时的区别。
2. 教学重点：万圣节相关词汇和表达方式，以及阅读理解能力的培养。
四、教具与学具准备1. 教具：PPT，展示万圣节图片和故事情节；黑板，用于板书设计。
2. 学具：教材，笔记本，用于记录重要知识点。
五、教学过程1. 导入：通过展示万圣节的图片，引发学生对本节课的兴趣，进而引入教学内容。
2. 阅读前：引导学生预测文章内容，激活背景知识。
3. 阅读中：让学生阅读文章，回答问题，了解故事情节，同时讲解一般过去时的用法。
4. 阅读后：进行小组讨论，让学生运用所学知识描述万圣节派对的经历。
5. 巩固练习：设计一些关于万圣节的练习题，检查学生对知识的掌握程度。
六、板书设计1. Unit 3 Reading2. 主要词汇：pumpkin, trick or treat, haunted house等。
3. 一般过去时的结构：主语 + 动词过去式。
七、作业设计1. 作业题目：Write a short passage about your Halloween party experience.2. 答案示例：Last Halloween, I dressed up as a vampire. I went to a haunted house with my friends and we screamed a lot. We also knocked on doors and said "trick or treat" to getsome candy.八、课后反思及拓展延伸1. 课后反思：关注学生在课堂上的参与程度，了解他们对一般过去时的掌握情况，调整教学方法，提高教学效果。
牛津8AUnit3Reading教学案例设计
《牛津初中英语》8A教学案例设计Unit3 Reading(Ⅰ)一、教学内容：四会内容1、词汇：mom、beginning、coach、traffic、sky、model、metal、inside、whole、interest 、real 、song、Internet、main、stomach2、词组：invite…to…at the beginningget on a coacha lot of trafficfeel sickbe made of metalplaces of interest3、句型：The trip from kitty’s school took about two hours by coach.Kitty and I did not feel sick any more.The model pyramids looked just like the real ones in Egypt.When I saw them, I couldn’t believe my eyes.Kitty’s classmate Daniel taught himself how to make a home page.He put his photos on it for everyone to look at.其他内容1、词汇：highway pyramid parade movement2、词组：on the highwaynot any moreenjoy oneselfthe whole worldfrom all over the worldon the Internethome page二、分析处理与设计思路1、教材分析与处理：此部分“Around the world in a day”向学生介绍私人信件的书写方式，信中用非正式的语言描述了Linda 去北京世界公园旅游的一次经历，并表达了旅游之后的感受。
苏教版(凤凰)牛津英语教案8au3reading
苏教版（凤凰）牛津英语教案20218A Unit 3 A day outReading第一部份简要提示一、年级：八年级二、教学内容：Unit 3 A day out三、课型：Reading四、教学目标1.知识目标1)正确理解本课相关辞汇和句子。
2)加深理解并运用旅行所见所闻所感的词组和句型。
2.能力目标1)能按照语境和英文提示猜想词义。
2)能用适当的辞汇和句型描述旅行见闻。
3.情感目标学生体会旅游的乐趣并学习Daniel助人为乐的精神。
五、教学重难点1.正确理解旅游事件发生的前后顺序。
2.学习有关表达旅行见闻的重点词组、句型的用法。
第二部份教学流程Step 1 Pre-reading (10m)T: Hello everyone. Do you like travelling? Let’s join in a trip today. 同窗们好。
你们喜欢旅行吗？今天，让咱们一路去旅行吧。
（看一段影片）T: What did you see just now?We saw a girl fly in the sky. Sky, sky.天空What does she see?She sees a lot of traffic on the city roads. Traffic, traffic.交通，来往车辆。
T: I wish one day I could fly around the world to see all the places of interest.真希望有一天能周游世界啊。
T: I want to visit places of interest around the world.places of interest 风光名胜T: Do you know remember places of interest?This is the White House in the USA.This is the Opera House in Australia.This is the Statue of Liberty in the USA.This is the Great Wall in China.These are the pyramids in Egypt.T: What can we do when we are travelling?We can take some photos. This is a photo of the Eiffel Tower.We can buy some souvenirs. This is a model of Eiffel Tower. Model, model 模型It is not a real one. This is the real one.The real one is made of metal. It’s a metal tower. Metal, metalThis is a model pyramid.These are real pyramids.T: There are so many places of interest around the world. But we don’thave enough time or money to visit them one by one. What can we do? T: Let me show you a nice place. It is called the World Park in Beijing.It is a big park. There, we can travel around the world in a day!在北京世界公园，咱们可以在一天之内周游世界。
Unit3Reading教案沪教牛津版(广州深圳沈阳通用)八年级英语上册
Step IV
Postreading
1.Conclusion: Lead Ss to answer the three questions that raised at the beginning of the class.
2.背诵uses和adjectives.
分类作业：A同学：描述你最喜欢的计算机(Its name, uses and what do you think of it)
B同学：抄写uses和adjectives 3次.
Teaching reflection：
Fact 2
3.Play the tape and lead Ss to learn about the first part.
Fact 3
4.Show the mind map and lead Ss to learn about the second part.Present the uses of puters.(PUTER)
5.Share some dangerous jobs that puters can do.
6.Lead Ss to describe puters.
Fact 4
7.Present L19L23 of the passage and show two questions.
8.Present L24L26 of the passage and lead Ss to answer the three question in the text.
Students activities
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8A Unit 3 A day out (reading)
教案及课堂分析
上周五，我在本校开了一堂教学研讨课，本节课的内容为8A Unit3 A Day Out(Reading),题型为新授，下面是我根据课堂教学反馈和教后思考，对这节课进行反思与总结：
一、教学理念
根据新课程标准精神，本课的教学设计，以学生为主体，教师为主导，使英语教学与信息技术相整合，利用多媒体手段进行教学，使学生对各国标志性建筑有所了解，并在课堂中运用多种方法促使学生多说、多写、形成自主、探究性学习，致力于激发学生学习兴趣和参与积极性，使学生真正成为学习的主人。
二、教材分析：
本单元的主要话题是度假旅游。
阅读部分向学生介绍了私人信件的书写方式，信中非正式的语言描写了Linda去北京世界公园旅游地一次经历，并表达旅游之后的感受。
三、学生分析
通过上节课的学习，学生已了解国内外一些著名旅游景点，而绝大多数学生对旅游这个话题都情有独钟，讲不尽的话题、说不尽的言语，学生仍是意犹未尽、兴致盎然。
适时引导进入本节课的内容，在一日旅游玩世界听起来几乎是不可能的事情，Linda却能做到。
从而极大调动学生积极性和提升他们的兴趣，利于课内各项任务活动的开展。
四、教学设计过程：
此次公开课乃是借班上课，可以这样说完全是在一个陌生情况下上课，故真实性较强，值得自己及广大同仁课后思考和借鉴。
和其余班相比，该班学生课堂较为冷清，学生参与课堂的积极性不高，故而我在制作课件时，有意将多媒体课件做得卡通一些，以吸引他们的眼球。
课前热身我三句话不离本行，多提问一些与旅游相关问题，逐渐过渡到本节课的内容，做到过渡自然。
当然，为了扫除学生之后阅读障碍，很有必要先教会词汇。
以下则为阅读的基本模式：快速阅读、细节阅读等，我在学生精读课文的同时，使用不同题型帮助学生更好更快了解课文，如判读正误、图表等。
在阅读后我做的是一小升华部分，学生通过本节课大部分的学习，得学会介绍自己的旅游出行计划。
最后我以一篇金字塔课外阅读对本节课的阅读教学收尾。
我设计这样的教学过程，很大程度上是为了适应如今如火如荼的多媒体教学，并
在其实施过程中探讨多媒体教学的优势和不足。
五、教学亮点：
1、多媒体的广泛使用使得学生有耳目一新的全新感觉，让学生感觉身临其境，教学效果明显，课堂容量增大，有效学习提高。
2、听读同步，使基础较弱的学生能够大致跟上步骤，积极参与主动学习中去。
3、阅读教学层次鲜明，阅读前、阅读中、阅读后，步步相扣、充分利用课堂宝贵时间，正确引导学生学会阅读。
4、题目设计新颖，体现中考元素，多方面多角度培养锻炼学生理解文章的能力。
5、作业布臵系升华部分，学生有广阔的思考空间，有助于培养发散性思维能力。
六、教学反思及体会
这节课，该班学生扎实的基本功让我受益匪浅，使得今天能够很好的进行合作教学，师生配合默契，充分体现了在教学活动中以教师为主导和学生为主体的原则。
课后我也反思了本节课的不足之处。
如本节课为一阅读课，以后在学生学习的同时，能否更多地穿插一些趣味性的成分，当然前提是不能捡了芝麻丢了西瓜。
另外，本节课容量偏大，能否将其中一些再加压缩至略讲或不讲，这些都是在日后教学中急需商榷之处。
综上，通过本次教学研讨课的开设，使自己和同行们有了一次共同学习讨论的机会，还请大家多提宝贵意见，携手努力、互相学习，为我们所有的人共同进步而献计献策，为我校的英语教学贡献出自己的一份力！
陈阳。