初中英语阅读整体教学设计——以牛津初中英语-8B-Unit-4-Reading

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2019-2020年八年级英语下册《8BUnit4Reading》说课稿牛津版

2019-2020年八年级英语下册《8BUnit4Reading》说课稿牛津版2019-2020年八年级英语下册《8B Unit 4 Reading》说课稿牛津版一．说教材（一）教学内容、地位和作用这是牛津教材第四单元的一篇阅读课文，主要由一篇关于Giant Panda：Xi W ang的阅读课文，以及词语意思匹配题，熊猫成长记录袋，熊猫现实中的生存危机，完成对话这用以辅助课文的四部分组成。

前几个单元分别是有关friend，school life，a day out的，逐渐把学生的眼光投入到自然界中，同时为下一单元的鸟类世界的主题，打下铺垫，设计一衣带水，丝丝入扣。

（二）教学重点及其依据教是为了不教，此课为阅读课，教学重点因此也是在学生熟练掌握一些有关TOPIC的基础上，努力提高学生的阅读能力；根据上下文，关键词猜测主要大意；通过跳读和略读，联系已有经验了解文章的梗概。

（三）教学难点及其依据本课最大的难点是把握全文意思的基础上对文章材料做异地功能的整理和归纳。

二．说教学目标（一）知识与技能目标掌握有关wild animals话题和本文中出现的新单词。

通过细读，以往经验和上下文了解文章大意。

（二）过程与方法通过合作学习，探究学习，及设置一定任务，让学生完成熊猫的成长简历，以便更好的保护大熊猫来达到知识与技能目标中的要求。

（三）情感态度和价值观课标指出一切的教学要从学生的兴趣和情感出发，是学生和师生之间达到和谐，并促成学生健康的人生观，世界观。

本课旨在培养学生热爱自然的朴素情感，激发他们保护熊猫，保护环境的热情和道德意识。

三．说学情（一）已有知识和经验：学生已掌握了一定的词汇，关于自然，在第三单元就有所涉及，同时自身也已对大熊猫有一定的了解，长篇的阅读课文的一些猜测单词意思的的方法都稍有点播。

（二）个体发展和群体提高：在教学过程中要鼓励平时不大开口的学生，大胆开口，敢于质疑，基础好的同学鼓励他们善于合作，善于争鸣，使各类学生得到均衡发展。

牛津英语八年级下册 8B 初二英语Unit4 教案

Teaching procedure:Step 1 Warming up Discuss some questions: Do you like reading?What type of book do you like?Step 2 PresentationShow some pictures to learn new words.Step 3 Comic strip1. Show the flash.2. Listen and answer.1) Has Hobo decided what to do with the books?2) What does Hobo want to use the books to do?3. Act out the conversation.Step 4 Ask students to complete Part A on page 49. Step 5 Listen and answerListen to part B and answer the following question.1) What is Daniel reading?2) Why does he like reading history books?3) Does Sandy like reading history books?4) What does Sandy like to read in her spare time? Step 6 Read after the recorder and practise in pairs.A: What do you like to read in your spare time?B: I like reading……….A: Why do you like reading……..B: Because……Step 7 Notes1. Have you decided what to do with these books, Hobo？霍波，你已经决定了怎样处理这些书吗？句中“疑问词what + 动词不定式”结构作宾语，该结构的疑问词还可用when、how、which等。

牛津译林版八年级英语下册Unit4Reading教学设计

4.写作任务：请学生结合课文内容和自己的想象，编写一个关于探险的故事，要求运用一般过去时，不少于80词。
提示：可以从探险家的动机、遇到的困难、解决问题的过程等方面展开叙述。
5.课后反思：请学生撰写一篇不少于100词的课后反思，内容包括：
a.本节课你学到了哪些知识？
b.在学习过程中，你觉得哪些方面做得好，哪些方面需要改进？
7.评价与反馈：采用多元化评价方式，包括自我评价、同伴评价和教师评价。关注学生在学习过程中的表现，及时给予反馈，指导学生改进学习方法。
8.课后拓展：鼓励学生课后阅读更多关于探险和古文明的文章，拓宽知识面。同时，布置相关写作任务，巩固课堂所学。
四、教学内容与过程
（一）导入新课
1.教学活动：教师展示一张埃及金字塔的图片，并提问：“Do you know where this is? Have you ever heard about the ancient Egyptian civilization?”（你们知道这是哪里吗？你们听说过古埃及文明吗？）
（二）过程与方法
在教学过程中，教师将采用以下方法引导学生学习：
1.预习：教师提前布置预习任务，让学生自主查找相关资料，了解探险和古文明的相关知识。
2.课堂导入：通过图片、视频等教学资源，激发学生的兴趣，引入本课的话题。
3.阅读策略：教师指导学生运用略读、寻读等阅读策略，提高阅读效率。
4.小组合作：学生在小组内进行讨论、交流，共同完成学习任务。
2.学生回答：学生根据已有知识，猜测图片中的地点，并分享对古埃及文明的了解。
3.教师引导：教师简要介绍古埃及文明，并引出本节课的主题——探险。
4.导入新课：教师宣布本节课将学习一篇关于探险的文章，激发学生的好奇心。

牛津译林版8下Unit4 Reading1教案

(3) Toretell the story by asking questions creatively.
3.Value objectives：
(1) Toarouse the students' interest in reading classics.
(2)Tobe brave and optimistic while meeting difficulties.
Step5Activity
学生四人一组，分别进行故事接龙，利用幻灯片上面提供的图片信息以及文字信息，用自己的语言进行复述。
Para.1 swam -tired out-fell down -went to sleep
Para.2 woke up -could not move-be tied
Para.3-4felt-looked down-saw-shouted-move up-started climbing-fell over-continued moving
以《西游记》导入新课，激发学生的兴趣，为呈现阅读文本做好铺垫准备。
Step2:Introduction
1.呈现图片并提问：
What story is the picture about?
Who is the main character(主角) of the story?
What does the main character like doing?
Where was Gulliver then?
Who did Gulliver see on the beach?
What did the tiny men do to Gulliver?
How did Gulliver feel at the end of the story?

牛津八年级下英语Unit4Reading优秀教学案例

2.学生能够感受到人们对大熊猫的喜爱，培养他们的爱心和责任感。
3.学生在学习过程中，能够克服困难，积极尝试，培养自信心和自主学习能力。
4.学生能够意识到学习英语的重要性，激发他们对英语学习的兴趣，提高他们的学习积极性。
三、教学策略
（一）情景创设
1.利用多媒体手段，如图片、视频等，为学生创设一个真实、生动的学习情境，让学生仿佛置身于现实场景中，激发他们的学习兴趣。
4.运用任务型教学法，设计一些阅读任务，如快速阅读、寻读、预测、推理判断等，让学生在完成任务的过程中，巩固所学知识。
（三）学生小组讨论
1.将学生分成小组，让他们在小组内讨论大熊猫的保护措施，并提出自己的建议。
2.鼓励学生运用所学英语知识进行交流，提高他们的语言运用能力和团队协作能力。
3.教师巡回指导，解答学生的问题，提供必要的帮助。
4.教师要及时给予反馈，指导学生调整学习策略，提高他们的学习效果。
四、教学内容与过程
（一）导入新课
1.利用多媒体手段，展示一张大熊猫的图片，引导学生关注这只可爱的动物，激发他们的学习兴趣。
2.提问：“你们对大熊猫有什么了解？”让学生分享他们对大熊猫的认识，为接下来的学习做好铺垫。
3.简要介绍大熊猫的生活习性、保护状况，引入本节课的主题。
（四）总结归纳
1.让学生用自己的话总结大熊猫的主要特点、生活习性和保护状况，检查他们对知识的理解和掌握程度。
2.引导学生发现文章的写作特点，如使用了哪些连接词、过渡句等，帮助他们掌握写作技巧。
3.总结本节课的学习内容，强调大熊猫保护的重要性，激发学生的爱心和责任感。
（五）作业小结
1.设计一份作业，让学生结合所学知识，撰写一篇关于大熊猫的短文。
（二）讲授新知

初中英语八年级上册(牛津译林版)Unit4Reading教学设计

（三）学生小组讨论
1.教学活动设计：学生分成小组，针对文章中的环境问题进行讨论，并提出自己的观点和建议。
2.教师提问：What environmental problems are mentioned in the article? What can we do to solve these problems?
初中英语八年级上册（牛津译林版）Unit4Reading教学设计
一、教学目标
（一）知识与技能
1.学生能够掌握并运用本章节阅读材料中的重点词汇和短语，如"pollute", "environmental protection", "global warming"等，理解它们在不同语境中的含义和用法。
2.学生能够正确运用一般现在时和现在进行时描述环境问题及人们采取的措施。
（二）讲授新知
1.教学活动设计：教师引导学生阅读文章，采用略读、寻读和精读相结合的方法，帮助学生理解文章内容。
2.教师讲解：针对文章中的重点词汇、短语和句型，结合语境进行讲解，让学生掌握语言知识。
3.学生活动：学生跟随教师一起阅读，积极参与课堂活动，学习新知识。
4.教师举例：通过实例讲解，让学生了解环境保护的重要性以及我们可以采取的措施。
4.创设真实的语境，让学生在实际交流中运用所学知识，提高学生的语言运用能力。
（三）情感态度与价值观
1.培养学生对环境保护的意识和责任感，让他们认识到保护环境的重要性。
2.培养学生关爱大自然、珍惜资源、节约能源的良好习惯。
3.通过学习本章节内容，使学生认识到全球环境问题的严重性，增强国际合作意识，共同应对环境挑战。
3.学生讨论：小组成员共同讨论，分享各自的想法，形成共识。

牛津英语8B Unit4 Reading

牛津英语8B Unit4 Reading (1)说课稿一、教材分析本单元是8B第二模块“权利和责任”（Rights and responsibilities）的第一个单元，话题是关于慈善募捐。

阅读部分是这个单元的核心内容，它的任务不仅仅是训练和提高阅读技能，也涵盖了语法、词汇和知识点等内容，同时它还承担着培养正确的情感态度、价值观等更为抽象的深层责任。

所以，根据八年级学生的理解水平和知识结构，本篇阅读课我安排2课时，初读和深读为第一课时，理解运用为第二课时，我说的课时为第一课时。

本课内容是通过一封e-mail，描述了Ricky参加主持一场慈善义演的过程。

选材贴近学生生活，从课堂走向舞台，从学生到主持人，充分体现素质教育理念；同时富有时代气息，为共同构建和谐社会提倡互相帮助的人文精神，培养学生的社会责任感。

二、目标分析知识目标：1 通过阅读文章，理解并熟读其中的生词、词组2 初步理解because, because of ，so和so---that---的用法能力目标：1 运用快速阅读和精读技巧，学会迅速并准确找到所需信息2 初步了解做义演主持人的一些常识情感目标：培养社会责任感，宣传并身体力行救助社会弱势群体和所有需要帮助的人三、重点分析学生通过学习，熟练朗读课文，并了解Ricky主持义演的过程（通过给定不同的阅读任务，突出该重点）四、难点分析难点一熟练朗读课文（我通过引导学生四次阅读来实现难点的突破）难点二区别because和because of的用法，so…that…句型（我设计选词填空和句型转换来突破该难点）五、教学方法与教学工具1、本篇文章是主持慈善义演的过程描写，我采用直观法，播放香港演艺界为海啸受难者慈善义演的视频，引起学生共鸣，激发学生学习兴趣；2、解决重点的过程中，我采用任务型教学法，教会学生运用不同的阅读技巧，从不同角度逐层围剿重点，最终达到理解课文的目的； 3、同时，为了遵循学生的认知规律，我由浅入深，综合情景教学法、自学辅导法、分层教学法等教学方法，培养学生的自主学习能力、推理能力以及综合运用知识技能的能力。

2020-2021学年牛津八年级下学期英语Unit4 Reading教学设计

8B Unit4 A good read教学设计Reading 1一、教学分析教学内容Reading1，阅读格列佛游记文章。

教材分析Reading板块通过阅读关于格列佛旅游的文章，让学生熟练掌握和运用一些阅读技能，谈论自己喜欢的书籍一些特征以及喜欢的原因。

学情分析本单元的话题是谈论关于格列佛旅游的文章，通过Reading第一课时的学习，学生对格列佛旅游已经有了更进一步的了解，对于阅读的技能，学生也有了进一步的掌握，从而达到提高阅读技能运用的目的。

教学项目词汇: against tie tiny stomach continue manage finger lift army 词组: be tired out fall over the same as be tied to shout atA huge army of ... run away from... manage to do sth句型: I looked down and saw a huge army of tiny people.I tried to pull one hand free and finally managed to break the rope.教学方法任务型教学法、学生中心教学法、多媒体教学、归纳教学法教学目标语言知识To get some ideas about Gulliver’s travel in Lilliput in this article.语言技能To learn to describe Gulliver’s travel and master the words and phrases in this article.语言运用To learn to use some words to express the love of book.文化意识Reading should be a part of our life, reading can make us more clever.情感态度To make full use of our time to read and be a good friends of book. 学习策略autonomic learning strategy cooperative learning strategy教学重点To learn to describe Gulliver’s travel in Lilliput.教学难点To learn to use some words to express the love of book.教学用具Multimedia, chalk, blackboard时间教学步骤教师活动学生活动教学目的3分钟Step 1:Warming-up“Free talk”Teacher gives a topic on PPT and thenasks Ss to answer:1.Which book do you like best?2.Why do you like it?Look at the PPT andthen have a discussion,and then have a talk.利用话题的讨论来唤起学生对所阅读过的书本进行回忆，通过沟通交流分享自己所喜爱的书本，提高学生学习的乐趣，为下文的阅读做好铺垫。

Unit4Reading教案牛津译林版英语八年级下册

she hopes to e back possible.10 risingPeriod 21.tie2.lift3.continued4.stomach5.against二,6.feet 7.unable 8.1o break 9.to get10.early三、11.B 点拨:本题用句意理解法。

根据上句可以判断本旬句意为"嗯,直到完成作业,我才会上床睡觉". not...until 意为“直到.....·才",固定搭紀.故选B,12.C 点拨:在末尼表示香定的"也”用either13.A 点拨:句意:虽然不同意我的观点.但老教授没有提出他口己的观点,against有“反对”的意思,符合句意.14.C 点拔:本题川固定句型法解题。

考查形容词的比钕等级。

" one of the + 形容词的服高级+可数名词的复数形式”表达“最·.·之一";能够修饰形容问比佼级的词有 much,even,far,a little,a bit.a lot等。

15.D 点拨:木题用辨析法解题.句意:一一哦,我的天啊! 我把钥匙落在屋里了,我不得不从窗户里进大。

一一这很危险。

你最好等你妈妈川米through意为"穿过、通过",表示从某个范川的一端到另一端,强调动作是从物体的内部经过,往往指穿过森林,窗户窖。

故选D.四16.fall over17.crashed against18.was tired out19.managed to reach20.has been away from; as soon as。

牛津英语8b unit4 Reading 第1课时教案(10.9.27)

教预习检测学
集体讨论
过根据句意及提示完成句子
意见
程 1.It’s our d
to keep our
classroom clean.
2.Failure( 失败 )is the mother of
s
.
3.We had a lot of support from local
(企业,商行).
4.Charities are o
_________年级__________学科主备人_______________复备人_______________ ------------------------------------------------------------------------------------------------------------_____
Simon wants to interview Ricky about the
show. Try to have an interview between
Ricky and Simon with some information
巩固练习根据中文意思完成下列句子
1. 不再有时间紧张了。
No time
4. 我希望更多的影星被邀请.
I
that more film stars
can
.
迁移与拓展句型转换。 1. He is going to write some books next year.(改被动句) 2. This dictionary has been had for a long time. (2—３题划线提问) 3. These books must be returned in two weeks. 4. The poor boy seemed very hungry.(４ —７同义句)

牛津译林版八年级英语下册8BUnit4Agoodread全单元教案

Step 6 Homework
Try to answer the questions.
Talk about the picture.
Guess.
Listen
Look, listen and
learn.
教
后
记
学科英语Leabharlann 年级八设计人
课型
课题
Unit4 Agood read
总课时
第2课时
教学目标
知识目标
To guess meanings of words from the context
e.Sandy is winderingwhere to askfor help.
f.Amy does not knowhow to writethe reprt.
2.Ask the students toconclude the rules,and understand the mengings of the stucture:“wh-” words + “to” infinitives.
Step5 Finding out all the useful expressions
Go over the text to find out all the useful expressions.
1crash against
2as、、as
3be tired out
4the same size as
5shout at sb
6fall over
7manage to do
Step 6.Doing homework
a. Listen and read after the tape five times.

牛津初中英语 8B Unit Four 教案

8B Unit Four A charity showPeriod OneTeaching content: Comic strips & Welcome to the unitTeaching goals:1.To introduce the names of the different charities in China.2.To become familiar with different ways of making suggestions..3.To introduce specific activities students can do to help a charity. Teaching important & difficult points:1、To introduce the names of the different charities in China.2、To introduce specific activities students can do to help a charity. Teaching Procedures:Step 1. Presentation1 .Remind Ss of the fashion show they learned about in Book7A,Unit6. Encourage them to talk about any information about charity events they have known.Ask Ss:Can you remember some charities that can help these people? Help them to learn the following charities with the help of picturesCharities in ChinaProject Hope (helps schools and students)Project Green Hope (helps protect rivers and lakes in China)Save China’s Tigers (protects tigers and other big cats in China) Spring Bud Project (helps poor young girls return to school)The teacher can give more names of international charities if possible.International CharitiesORBIS UNICEF OxfamWorld Wide Fund for Nature/WWF , World Vision Step2. Doing Part A and Part B on p61,then try to repeat them.Step3. Listening and ReadingListen to Eddie and Hobo‟s conversation. Design some questionsask Ss to recite it in class.Questions:1.Why is Hobo holding a microphone?(Because he has been chosen to be the host of a charity show.)2.What must Eddie do if he wants to be a good host?(He must practise a lot.)Step4.Learning the following key languageshold a microphone/hold a meeting be chosen to be …..the host of a charity show Congratulations(tosb.on sth.)!practise a lot sleep less during the dayadvertise on the Internet give out sth.(give it/them out)donate sth. to …. raise money for…organize sth return to school (go/come back to school)Step5. Discussions1. What will you do to raise money ?2.Which charity will you support? Why?Step6. Homework1.Recite the names of the charities and the ways of raising money.2.Recite the dialogue.3.Do some consolidation exercises.8B Unit Four A charity showPeriod TwoTeaching content: Reading (1)T eaching goals:1、To read an e-mail about a charity show2、To infer meaning from keywords and context3、To answer some questionsTeaching important & difficult points:1、To infer meaning from keywords and context2、To answer some questionsTeaching Procedures:Step1. Revision the names of the different charities we have learnt.Charities in ChinaProject Hope (helps schools and students)Project Green Hope(helps protect rivers and lakes in China)Save China’s Tigers (protects tigers and other big cats in China) Spring Bud Project(helps poor young girls return to school)Step 2.Discussion:Different ways of raising money for charities.We can advertise on the Internet.We can give out leaflets to ask people to donate money.We can sell books to raise money.We can organize a charity show.We can…..(encourage the Ss to talk about ways as many as possible .)Step3.Presentation1.Get Ss to look at the screen and introduce new words2.Listen to the tape of reading with books closed, and answer thequestions about the Reading(Part C1 on P64)Step4.Reading the e-mail by themselves,try to ask and answer some “Wh-”questionsWhat is the letter about?Why didn‟t Ricky write to Kitty earlier?What did he feel when the organizers chose him to be the host?Why was Ricky very nervous?Why couldn‟t Ricky sleep at all that night?When did the doors open?Was the charity show a success?Step 5.ConsolidationAfter they can answer the difficult questions, do Part B1 and PartB2 to cocsolidate what they have learned.Step6. Homework1.Read and recite the text.2.Do some exercises.8B Unit Four A Charity ShowPeriod ThreeTeaching content: Reading (II)Teaching goals:1. To figure out the structure of each passage2.To speak out the passage in their own words, following the structureof the passages3.To explain the language points in the passagesTeaching important & difficult points:1、To grasp the words：camera, pop, job, introduce, duty, event, fan, seem, business,2、To grasp the following drills:1). I am sorry that…2). raise money for the Project Green Hope 3). choose sb. to do sth. 4). start working on the show 5). It was my job to do sth 6). It was hard work.7). in the beginning 8). will be able to do sth.9). do everything right 10). keep doing sth.11). make a lot of noise 12). No time to be nervous any more.13). Everything seemed to happen so fast. 14). donate money to Project Green Hope15). We have a lot of support from … 16).I hope more events like this will be organized to …17) I think more people should be invited to take part in them.Teaching Procedures:Step 1. RevisionA: Reading the passages togetherHelp students to remember what we learnt last time by getting them to read the passages together loudly. (It is also good to choose some of the students to read the passage paragraph by paragraph.)B: Read in pairs and do ask and answer:What is the letter about?Why didn’t Ricky write to Kitty earlier?What did he feel when the organizers chose him to be the host?Why was Ricky very nervous?When did they start working on the show?Why couldn’t Ricky sleep at all that night?When did the doors open?Was the charity show a success?C: Figuring out what each paragraph is aboutHelp the students to figure out what each paragraph is about. It is important to encourage the students to speak out their ideas, and at the same time to give out their own reasons. (This is very important here, because it may make it easier for the students to understand the structure of a passage, and then remember it more easily.)Step 2 Explaining the sentencesExplain the sentences one by one and talk about the language points, by giving more examples.Step 3 SpeakingA: Read the Reading passage and have a try to retell the story .B: Work in groups and have a discussion. The topic is :What ability should you have if you want to be a good host?Step 4 ConsolidationClass exercises.一）根据句意、首字母或中文提示完成单词1.It’s our d_________ to keep our classroom clean.2.Failure（失败）is the mother of s_________.3.Neil wants to r________ money for charity.4.I had to speak loudly because of the n______.5.The host is the person who i________ the guests in a party.6.We had a lot of support from local___________(商行,企业).（二)用所给单词的适当形式填空1. Half a year ago Jim started ________(play) football.2. It was my job ________(clean) the classroom.3. I’m very happy that my teacher chose me _________(be) the mon itor.4. I have a lot of homework _______(do) today.5. Lily kept_______(ask) Lucy about the pop singers.6. She doesn’t seem _________(like) this book.tep 5 Homeworka: Revise and know the usage of Passive Voive clearly.B: Learn the lessons we learned by heart.8B Unit Four A Charity ShowPeriod FourTeaching content: Grammar A BTeaching goals:1、To grasp the Passive Voice in simple future tense: will +be P.P.2、To grasp the Passive V oice with modal verbs :can, may, must and should+be P.P.Teaching important & difficult points:How to use the Passive Voice in simple future tense and with modal verbs.Teaching Procedures:（要编每个步骤的过程及活动）Step 1. RevisionA: Have a dictation of the phrases in Reading.B: Tranlate some sentences in Reading1.I felt very happy when I was chosen to be the host.2. A lot of money has been donated to Project Green Hope.3.I hope more events like this will be organized to raise money forcharity.4.I think more people should be invited to take part in them.Step 2 PresentationWrite the above 4 sentences on blackboard, then make a conclusion: The simple future tense: will/be going to+be P.P.The modal verbs: can, may, must, should + be P.P.Step 3 ConsolidationA: Finish the details about a charity show on P.66 ,using the Passive V oice in simple future tense.B: Write the six sentences about the hall arrangement on P.67, using the Passive V oice with modal verbs.Step 4 Do some consolidated exercises:Step 5 HomeworkReview what we have learnt.8B Unit Four A charity showPeriod FiveTeaching content: Grammar C & V ocabularyTeaching goals:1、To learn and use the Passive voice in present perfect tense.2、To identify and use words expressions related to the theater. Teaching important & difficult points:1、Words : voice; hang; education ;audience; curtain; stage; actor; perform2、Drills: Ricky has been chosen to be the host of the charity show.It was great fun to be the host, wasn‟t it ?We believe it will be a great success and a lot of money will be raised for Project Hope.Teaching Procedures:Step 1. RevisionAsk students to translate some sentences using passive voice in simple future tense and passive voice with modal verbs. Check the answers. Step 2 Presentation1.Passive voice in present perfect tense.1).Ask students some questions to revise Reading.①What does Ricky hope at the end of his e-mail?He hopes more events like this will be organized to raise money for charity.②Why was Ricky so busy before the show?A lot of work need be finished.③Was the show a success? How do you know?A lot of money has been donated to Project Green Hope.Write the last sentence on the blackboard and explain the sentence structureA lot of money has been donated to Project Green Hope.2). We use passive voice in present perfect tense when the action took place in the past and continues to the present or still has connection with the present..The teacher gives more examples .Eg: Hobo has been chosen to be the host of a charity show.The homework has been finished .Many new buildings have been built since 2000.Twenty more keys have been made by us.Explain the sentence structure of the passive voice in present perfect3).Students complete the conversation and the passage in Part C using the correct passive voice. Then check the answers.2.V ocabulary At the theatre1).Show the pictures of famous hosts and ask the students some questionsWho is he ? What does he do ? What is in his hand? Where can we hold a charity show?Learn the words host microphone and theatre .2).Ask students to discuss and say the different parts of the theatre, write them on the blackboard. Then read them loudly3).Write the correct names in the boxes in Part A.4).Arrange the letters to find the words.5).Play a guessing game. Ask students to say the names of different parts of a theatre.Step 3 ConsolidationStep4Homework1.Go over what we learned today.2. Finish off the exercises.8B Unit Four A charity showPeriod SixTeaching content: Integrated skills & Study skillsTeaching goals:1、To talk about a charity show2、To recognize key expressions involved in organizing an event;3、To write a note explaining arrangements for an event.4、To recognize and use contractions appropriatelyTeaching important & difficult points:1、Words: set up ; among ;phone ;snowy ;kid; silent2、Phrases: set up the stage; do a very important job3、Drills: I‟m sure he‟d like to help.Teaching Procedures:Step 1. Warming-upWatch a video for a while，then talk about it .Step 2 Presentation1.Part A Working on a charity show1). Part A1: Working on a charity showLook at Sandy‟s notes and answer the questions according to the information.①. What‟s the name of the show? ②.What do they raisemoney for?③. When will the show be held? ④.What time will theshow begin and finish?⑤.How much does each ticket cost?2). A2. Sandy has organized another meeting. Help her write down what each student says. Listen carefully. Complete the table below by puttinga tick in the correct boxes.（in the book）① Play the recording through without stopping. Ask students to getthe main ideas.② Play the recording again and check answers.Who will design the poster?Who will organize a play?Who will be the host of the show?Who will set up the stage?Who will sing a song?/ Who will ask friends and families to come?3). A3. Sandy is writing a note to Mr. Wu about the charity show. Help her complete the note. Use the notes in Parts A1 and A2 on page 70 to help you.4). A4: Useful expressions①.talk about doing something讨论做某事They are talking about setting up the stage.=They are talking about how to set up the stage.②.The show will be held.。

牛津译林版八年级英语下册8B Unit 4 A good read教案

Unit 4 A Good ReadComic strip and Welcome to the unitI. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. know different types of books;2. talk about books they like to read.II. Teaching contents1. New words and phrases: read, cooking, novel, Germany, knowledge, spare, French, writer, ugly, touch, a bookabout, improve my knowledge of, in your spare time, French writer, what to dowith …, have to2. New structures: Have you decided what to do with these books?What do you like to read in your spare time?I like reading novels and plays.The story of the ugly man Quasimodo really touched me.III. Focus of the lesson and predicted area of difficultyTo talk about books they like to read.IV. Teaching proceduresA Welcome to the unitStep 1 Lead-in1. Alice in WonderlandT: Look at the pictures on the screen. Who is the girl?T: Yes, She is Alice. She is a character in the book Alice in Wonderland. We have read a part of the book before and it is interesting.2. Andersen’s Fairy TalesT: Look at the statue. Do you know any anything about it?T: Yes. It is the Little Mermaid from the story The Little Mermaid.T: And who is this girl?T: Yes. She is the Little Match Girl, a character in the story The Little Match girl. Both of the stories were written by Andersen. You can find them in the book Andersen’s Fairy Tales.3. The Green Fairy BookT: This is Snow White, a character in the story Snow White. This is Sleeping Beauty Castle. It comes from the story Sleeping Beauty. The two stories both come from The Green Fairy Book.resentation1. Different types of booksT: What other books have you read?T: There are many types of books around us. Can you tell me some types of books?(1) Science.T: These books are about science.(2) Novel.Chinese novels: Journey to the West, Outlaws of the Marsh, Three KingdomsWestern novels: Gone with the Wind, Wuthering Heights, The Old Man and the Sea,Pride and Prejudice(3) Travel.T: Which type of books do you think Gulliver’s Travels belongs to? Was it a real trip?(4) Cooking.(5) Health.(6) Culture.【设计意图：带领学生了解一些书籍，接触部分经典名著的英文名称，分清各种书籍的类别，并学会用英语来表达。

英语8译林牛津版unit4reading教案

英语8译林牛津版unit4reading教案READING－－－教案TEACHINGAIMS：TEACHINGPROCEDURES：（1）ENCOURAGETHESSTOGRASPTHEMAINTOPICSOFTHEARTICLE.（2）STIMULATETHESS'INTERESTINLEARNINGENGLISHBYTALKINGABOUTTHEIROWNOPINIONS.（3）STUDENTSAREEXPECTEDTOGAINSOMEKNOWLEDGEABOUTFILMFESTIVALANDREINFORCE THEIRREADINGCOMPREHENSION.（4）DEVELOPTHESTUDENTS'READINGABILITY－－－HOWTOEXPRESSTHEIDEASWHICHARE DIFFERENTFROMTHEOTHERS..IMPORTANTPOINTS＆DIFFICULTPOINTS：FINDTHEMAINPOINTSINTHEEACHSECTIONANDEXPRESSTHEM.UNDERSTANDINGTHETEXT.PROCEDURE：STEP1LEAD－IN1.CANYOUNAMESOMEFAMOUSFILMFESTIVALSHELDAROUNDTHEWORLD？WHEREARETHEYHELD？CANNESFILMFESTIVAL，FRANCE；VENICEINTERNATIONALFILMFESTIVAL，ITALY；BERLININTERNATIONALFILMFESTIVAL，GERMANY；TORONTOINTERNATIONALFILMFESTIVAL，CANADA；TOKYOINTERNATIONALFILMFESTIVAL，JAPAN；SHANGHAIINTERNATIONALFILMFESTIVAL，CHINA.2.INAFILM，ANACTORORACTRESS，ORADIRECTORWINSAWARDSINAFILMFESTIVAL，DOYOUTHINKITMEANSTHEFILM，THEACTORORACTRESS，ORTHEDIRECTORISGOOD？3.SHARESOMEPICTURES：WHATARETHETWOPICTURESABOUT？STEP2：READINGBESIDESTHEOSCARAWARD，THEREAREMANYOTHERFILMFESTIVALSBOTHATHOMEANDABROAD.1.TRUEORFALSEMOVIEMAGICISAWEEKLYPROGRAMME.（TRUE）THEVENICEFILMFESTIVALISTHEYOUNGESTFILMFESTIVALINTHEWORLD.（FALSE）THESUNDANCEFILMFESTIVALINCLUDESTHOSEFINANCEDBYHOLLYWOODSTUDIOS.（FALSE）CANNESCANMAKEFILMSFAMOUS.（TRUE）HOLLYWOODFILMSARETHEMAJORITYATTHEBERLINFILMFESTIVAL.（FALSE）TORONTOINTERNATIONALFILMFESTIVALGIVESSOMEBONUSAWARDSTOCANADIANFILMS.（TRUE）HANZREPRESENTSTHESHANGHAIINTERNATIONALFILMFESTIVAL.（FALSE）2.READTHETEXTFAST，ANDANSWERTHEQUESTIONSINPARTA.3.READTHETEXTCAREFULLY，ANDANSWERTHEQUESTIONSOFPARTC1.4.LISTENTOTHETAPEANDTRYTOFILLINTHETABLEOFPARTC25.TRANSLATESOMEDIFFICULTSENTENCESINTOCHINESE.TRANSLATETHEFOLLOWINGSENTENCES.（1）我们的政策是囊括所有高质量的电影，而不在乎是谁制作了它们。

牛津初中英语8B第4单元Reading

牛津初中英语8B 第4单元Reading［教材分析］8B第4单元是关于野生动物的一个单元，通过本单元让学生了解到各种野生动物的特点和生活习性。

本课时是整个单元的第二课时，是一堂阅读课，是关于大家喜爱的大熊猫的故事。

本课让学生学习一篇介绍大熊猫幼仔的早期生活的文章。

文章第一部分用第一人称的口吻描述作者观察到的大熊猫幼仔的早期生活。

文章的中段，虚实风格换成一种比较客观的含有说服力的基调。

文章第三部分谈论保护大熊猫的一些措施。

特别是第三部分探讨如何保护大熊猫的措施，由课内延伸到课外, 增大学生的知识量, 拓展学生的思维, 达到综合运用语言进行交际的目的。

［教学目标］1、知识目标：1）了解文章的大意，弄清楚文章的结构； 2）了解每部分的中心思想2、能力目标：1）培养学生表达观点的能力；2）培养学生合作探究和解决问题的能力3、情感、态度价值观目标：1）唤起学生对野生动物的关爱，增强保护野生动物的意识；2）鼓励学生想办法，采取措施来保护野生动物［教学重点］1）了解大熊猫的生活情况2）通过阅读，理解课文大意并理清事情发生的顺序。

3）合作探究大熊猫的保护措施［教学难点］培养学生用英语口语表达自己的观点，发展说的能力，深入挖掘文章。

［教学过程］Step1 Warming upPlay a guessing gameT: Do you like animals?S: Yes.The teacher presents some statements in the bubbles on the screen and asks the students,“What animals are they?”e.g.“It jumps with its baby in its pocket. You can see it everywhere inAustralia.”(kangaroo)a)“It is the biggest animal on the land. It has two big ears and it can carryheavy things.”(elephant)b)“It is a small animal with a long thick tail and red, grey or brown fur. Iteats nuts and lives in trees.”(squirrel)c)“It is a horse from Africa, with black stripes on its body.”(zebra)d)“Its fur is black and white. Its body is fat and round. Its favourite foodis bamboo.”(giant panda)…The students put up their hands and tell the answers.［设计意图：通过根据一小段英文的叙述来猜是哪一种动物，激发了学生兴趣，锻炼了他们的英语理解能力，既复习了本单元第一课时所学的一些动物，又通过猜出大熊猫，自然延伸到新课学习，为下一步新课的导入埋下了伏笔，起到承上启下的作用。

初中英语牛津版8BU4ReadingA教学设计

2013年说课决赛说课稿广州市第115中学陈敏一、教材分析（The analysis of the text）本课是初中牛津英语8BU4 Reading A Educational visits的教学。

为阅读课，全文由三篇围绕同一主题的文章组成。

关于教学交流的话题，学生平时接触得不多，尤其是城乡结合部的学生，没有亲身接触过，甚至完全没有概念，这也对课文的理解造成了一定的障碍。

本单元在Reading A就直接介绍了Educational exchange的实例（Reading B才介绍此意义，在常规教学中，建议先学习Reading B），在学生对其没有概念的前提下进行本课的教学有一定的难度。

一般情况下，单元中的Reading A是一个单元的基础，联系着语法，听说和写作，而在横向看，本节课涉及到的内容则相对独立，和单元学习的其他模块没有太大的联系，就纵向看，关于educational exchange这个话题，没有在其他分册中再出现，所以，本课的定位就是让学生了解这个题材，尽量通过阅读练习充实这部分的内容。

八年级的英语教学更多地偏重于阅读技能的训练和提高，本课将以此为主要目的，输入阅读信息和阅读微技能，最后以输入信息为基础进行口头语言输出，作为对文章掌握情况的反馈。

二、学情分析(The analysis of the students)八年级学生经过中学一年的学习，他们对初中英语的学习有了自己的了解和定位，他们有极强的形象思维能力，好奇心强，上课的注意力容易被吸引，但也容易分散，所以，保持他们的注意力是课堂实效的关键，他们对阅读训练很熟悉，却并没有系统的掌握其技能，他们已经不满足于老师简单重复的1说教，更不喜欢整节课都在做题目，他们亟需引导和启发。

三、教学目标及课程说明234。

牛津初英语八年级下册第四单元reading环节教学设计

8A Unit 4 Wild animals第二课时 Reading（1）教学设计设计的基本理念：根据新课标，让学生在老师的指导下，通过体验、实践、参与、探究、合作等方式，培养学生自主学习能力。

通过多元化的评价方式，培养学生综合语言运用能力，促进学生健康人格的发展。

课型：阅读课一、教材分析1、单元背景分析：随着现代工业的发展，作为人类的朋友——动物，面临着环境污染、生态失衡、濒临危及的境地。

人类有义务有责任保护野生动物，中国的国宝大熊猫在世界上幸存也不多了，给大熊猫一个安静、舒适的家园刻不容缓。

2、教材内容分析这篇文章主要介绍了大熊猫幼仔的早期生活以及它的成长过程，由于人类对大自然环境的破坏导致了它濒临危及的困境，教育人类要保护自然生态环境，不要捕杀野生动物，并要采取一些保护大熊猫的措施，结合课文，让学生意识到生态环境对动物的重要性，联系实际，分析目前生活质量，能对目前生态环境说出自己的看法。

能在实际中自觉保护我们的生存环境。

3、教材重点、难点教材重点：（ 1）重点词语：the baby panda ，look like ，be born ， at the very beginning ，grow into，bamboo shoot，in the future，cut down，in danger，take the actions，encourage sb. to do sty.（2）重点句型：We called her Xi Wang。

When Xi Wang was born, she weighed just 100 grams. Xi Wang drank her mother’s milk for up to 14 hours a day.Sadly, it is very difficult for giant pandas to survive in the wild.（3）重点语法：if引导的条件状语从句教材难点：（1）如何在课上提高阅读能力。

牛津英语8Bunit4 reading部分说课稿

牛津英语8Bunit4 reading部分说课稿2胡玉杰Ma Chang Middle School Shu Yang County Jiangsu province Teaching material analysisThis unit is part of the rights and responsibilities for the first unit，Topic is about the charity. Reading part is the key of this unit. The task is not only a training and improve students’ reading skills, and also covers grammar, vocabulary and knowledge and so on. At the same time It’s also to cultivate correct values, attitudes, etc. According to the characteristics of the teenager students, I divide the class into two classes. First class is for the reading, to understand the article. The second is for language points. Today ,I want to share my teaching ideas is first lesson. This article describes the process of Ricky hosting a charity activity by an e-mail This topic is very close to the students, students can be cultivated a sense of responsibilityTarget analysis1 Knowledge goal : master the key words and phrases through reading articles2 Abilities goal: using fast reading skills to answer a few questions3 Emotion aims is to cultivate the students' sense of responsibility, let them to help those who need helpDifficult and important points analysisLet the students read the text, to understand the process of charity activitiesLet students understand the differences between because and because ofStudying methods instruction. Reading is the main task of this period time.Therefore, guiding students to use fast reading to grasp the general idea of article, and through the comparison of examples, let the students find the difference between because and because of and to cultivate students' ability of the ability of self-learning and encourage them to take activities in groupsThe teaching process1 Presentation we can lead in the key words of this part by presentation and arouse the student interests in learning.2 fast reading can make the students to master the main ideas of the text, and finish the answer to question3careful reading can let the students complete exercises in the book 4 Explanation explain some important vocabulary words and sentences to make the students better understand the article5 listen to the tape6 summary7 homework。