牛津初中英语教学设计AUnitReingThestoryofXiWg优选稿
牛津初中英语教学设计AUnitReadingThestoryofXiWang
Teaching design――The story of Xi WangThis teaching design is made up of 6 parts, including analysis of teaching material, analysis of students, teaching objectives , teaching methods, teaching theories and procedures.Analysis of teaching materialThis article, the story of Xi Wang , is from the reading part of Unit 5, 8A, Fun with English. The topic, wild animals, accords with the cognitive ability and lives of students. This course requires that students read a passage about lives of giant pandas. By learning it, students can know the growing process of pandas and develop the awareness of protecting wild animals by exploring the dangers giant pandas face.Analysis of studentsThe target students are in level 4, they have certain reading ability. Their listening and speaking ability are enhanced in a certain degree. They have learning consciousness. With regard to the condition above, I will train their reading ability further and develop their comprehensive language skills by listening, reading, speaking and writing activities.Teaching objectivesStudents are able to(1) get to know some basic information of Xi Wang.(2) be familiar with and identify the new words and expressions: serious, none, mainly, be born, in the beginning, take action, look like, eat bamboo, live on, face serious problems, in the wild, in danger, right away.(3)improve reading ability by training skimming and scanning.(4) raise awareness of protecting wild animals by knowing the truth that many wild animals are in danger.Teaching methodsTask-based language teaching, communicative language teaching and the guided-discovery method.Teaching theories(1)Make students the real masters of the class and I act as a facilitator.(2)From easy to difficult, from shallow to deep, from simple to complicated. Teaching proceduresIt includes 4 steps: lead-in, pre-reading, while-reading, post-reading.Step 1 Lead-in (have a guess)Firstly, I will present students 3 sentences, they are the description of 3 animals. Then let students guess what animals they are.Secondly, ask students “What’s your favourite animals Why” I will ask some students to share their favourite animals with us.(Purpose: To lead in the topic and to arouse students’ interest by a guessing game)Step 2 Pre-readingActivity 1: important words and expressions learning1.In step1, students have shared their favourite animals, so I will ask them: “Do you know what’s my favourite animals” to arouse their interest. Then HaI will also give them a descriptive sentence to guess what it is――gaint panda.2.Show students a short paragraph of the reason why I like them and some basic information of gaint pandas. (These sentences contain important words and expressions)3.Have students finish B1 to consolidate the words and expressions.(Purpose: To deal with the difficult language points which may impede the understanding and to have students be prepared for the reading.)Activity 2: PredictingI’ll ask students “Can you predict the content of the article according to the title---The story of Xi Wang” In this process, I’ll encourage students to think and speak out freely. (Purpose: To enable students to predict before reading and train the strategy of predicting)Step 3 While-readingListeningI will have students listen the article before reading. Before listening, I will ask them a question “How many pandas are there in the wild”. Have them answer after listening. (To train their ability of listening with questions)Fast-reading (matching)I have divided the article into 4 parts and present the main idea of each part randomly.Have students read the article quickly and do the matching.( To improve ability of skimming)Careful-reading1.Fill-in-table activity. Have students read para1-3, discuss with partners to fill in the table.2.Have students read para4 to find the serious problems giant pandas face.3. Discussion:group workGive students a question “What can we do to protect wild animals” Have them discuss in groups to put forward suggestions.(Purpose: To improve ability of scanning and to enhance their awareness of cooperation in pair and group work)Step 4 Post-reading1.Review: ask one students to lead the whole class to review what they have learned in this lesson.2.World Wildlife Protection DayHomework: have students surf in the internet to look for information of World Wildlife Protection Day. In the next lesson, share the information with the whole class.(Purpose: To train their ability of looking for information and have them aware the importance of wildlife protection in the process of surfing the Internet)。
【牛津上海版】七年级英语下Unit 1-11 全套单元教学设计
【牛津上海版】七年级英语下Unit 1-11全套单元教学设计目录Unit 1 Writing a travel guide (1)Unit 2 Going to see a film (3)Unit 3 A visit to Garden City (6)Unit 4 Let’s go shopping (9)Unit 5 What can we learn from others? (11)Unit 6 Hard work for a better life (14)Unit 7 In the future (15)Unit 8 A more enjoyable school life (17)Unit 9 The wind is blowing (19)Unit 10 Water Festival (20)Unit 11 Electricity (22)Unit 1 Writing a travel guide 1教学目标By the end of the lesson, the Sts will…be able to further practise describing a place and know more about Shanghai.be able to develop their speaking ability of fluency by describing a scenic spot.2学情分析The learners are the students form Class Twelve, Grade Seven of North Jincai Secondary School. They have been learning English for 7 years, so they are of different levels. Quite a few students are quite excellent. They do well in both speaking and writing. They are very active in class. But some students are at a lower English level. However, sometimes they can speak a little in class. What they need is a language environment. Therefore, group work in class is helpful for them to take an active part in the class.3重点难点This is ‘more practice’ part of Module One. The to pic is A One-day Tour Plan. We have talked about some famous places in the previous period, so the students have learned some expressions. There will be a language environment created for them so as to encourage more of them to talk about scenic spots and their tour plans.Key phrases and sentence structures are familiar to students. But it will be a little hard for them to organize language with much new information. So teacher can take fully advantage of group work. The students may have difficulty in listening to the French in the second part because of the accent. Teachers can give students a second chance to listen.Some students may also have difficulty in pronouncing some words. Teachers can guide them to use the dictionaries on their Pads.4教学过程第一学时教学目标By the end of the lesson, the Sts will…be able to further practise describing a place and know more about Shanghai.be able to develop their speaking ability of fluency by describing a scenic spot.学时重点This is ‘more practice’ part of Module One. Th e topic is A One-day Tour Plan. We have talked about some famous places in the previous period, so the students have learned some expressions. There will be a language environment created for them so as to encourage more of them to talk about scenic spots and their tour plans.学时难点Key phrases and sentence structures are familiar to students. But it will be a little hard for them to organize language with much new information. So teacher can take fully advantage of group work. The students may have difficulty in listening to the French in the second part because of the accent. Teachers can give students a second chance to listen.Some students may also have difficulty in pronouncing some words. Teachers can guide them to use the dictionaries on their Pads.教学活动活动1【导入】Lead inIt’s said that they really enjoyed the trip to Shanghai. Do you want to k now where they have been? I will show you some pictures of places they’ve been. Please take notes when you are watching.T gives the following instructions:1. I will show you some pictures of places they’ve been.2. Please take notes when you are watching.3. After that, please tell me how many places are there altogether and what they are.T shows four pictures of some places.S answers according to the picture.T corrects the mistakes and may show the pictures again if necessary.(Pudong International Airport, the bund, Yu garden, Shanghai zoo, Xintiandi, Shanghai Science and Technology Museum and Shanghai Museum) 活动2【活动】Input－listeningT: Among these pictures, do you know their favourite place?Students may give some answers or no answer.T: I’ve invited 4 French students to talk about their favourite places. Let’s listen to them. Please take notes while listening.T plays the recording one by one.T invites students to give answers and give reasons.T giv es feedback if the students’ answers are wrong.活动3【活动】Input－readingT: French students told me that they wanted to know more about Shanghai, about those they have been to, and also about those they haven’t. Would you please give them some introductions about more places? First, you need to read some instructions.T gives the instructions.1. Work in a group of 6.2. Each group needs to read 8 passages and find useful information as much as possible.3. Take notes and finish the table.4. Group A is responsible for sightseeing, Group B shopping and Group C eating.T provides individual drilling.活动4【活动】Output－an introduction about a scenic spotT invites some students to introduce some scenic spots according to the information they have taken down.T gives feedbacks about their presentations.活动5【活动】Output－a tour planT: I think they will enjoy those places. So why not make a tour plan for them? Please discuss with your group members and make a one-day tour plan for them. Each group needs to focus on your task. (Group A sightseeing Group B eating Group C shopping.)T provides individual drilling.T invites some students to give presentations about their tour plans.T gives feedbacks about their presentations.活动6【作业】AssignmentT: Write down your 3-day tour plan for French students. The school may use your plan next year.e.g.: On the first day, they are going to …Unit 2 Going to see a film1教学目标认知目标：课标词汇hardly, type, operate, railway, fly, judge, raise, instruction, program, mistake, hold, video, more importantly, have great understanding of…, make mistakes, for the time being拓展词汇unaware, be unaware of…, dependent, be dependent on…,diagram,essential, drive, CD-ROM, DVD-ROM2. 能力发展目标：1）通过多种形式的阅读活动与任务，培养一些阅读微技能，如：整体把握文章大意，快速搜索信息的能力2）设计小组合作，学会交流与合作3）情感目标：拓展学生视野，培养学生正确表达自己观点，学会对电影做出评价2学情分析1．这是一篇影评，比较枯燥，学生容易失去兴趣。
牛津深圳版英语九年级上册：Unit8《Surpriseendings》说课稿3
牛津深圳版英语九年级上册：Unit 8 《Surprise endings》说课稿3一. 教材分析《Surprise endings》是人教版牛津深圳版英语九年级上册第8单元的内容。
本节课的主要内容是讲述一个关于意外结局的故事，通过故事让学生学习并掌握一些日常英语表达和语法知识。
教材内容丰富，插图生动有趣，激发了学生的学习兴趣。
同时，教材还设置了各种练习题，帮助学生巩固所学知识。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够听、说、读、写一些简单的英语句子。
但是，对于一些复杂的语法知识和词汇表达，学生可能还不是很熟悉。
因此，在教学过程中，教师需要关注学生的个体差异，因材施教，尽量让每个学生都能参与到课堂活动中来。
三. 说教学目标1.知识目标：学生能够掌握故事情节，理解并运用本节课所学的日常英语表达和语法知识。
2.能力目标：学生能够流利地朗读故事，并进行角色扮演。
3.情感目标：学生能够通过故事，学会珍惜友谊，懂得友谊的力量。
四. 说教学重难点1.教学重点：学生能够听懂、说出一篇关于意外结局的短文。
2.教学难点：学生能够正确运用本节课所学的日常英语表达和语法知识，进行情景对话。
五. 说教学方法与手段本节课采用情境教学法、交际教学法和任务型教学法。
教师会通过多媒体课件、图片、情景剧等形式，创设各种真实的语言环境，让学生在实践中学习、运用英语。
同时，教师还会学生进行小组合作学习，培养学生的团队精神和自主学习能力。
六. 说教学过程1.导入：教师通过播放一个有趣的短视频，引导学生谈论关于意外结局的话题，激发学生的学习兴趣。
2.呈现：教师通过课件展示故事情节，引导学生关注故事中的意外结局，让学生初步感知本节课的主要内容。
3.操练：教师学生进行小组活动，让学生用英语讲述自己知道的故事，培养学生的口头表达能力。
4.讲解：教师讲解本节课所学的日常英语表达和语法知识，让学生进行课堂练习。
5.巩固：教师设置各种练习题，让学生进行课堂巩固。
牛津深圳初中英语九上Unit 8《Surprise endings》教案1
1.Let students get familiar with the new words
2.Getthe ss master the usages of the key words
3.make the ss preview the story about the O’Henry.
4. Train the students’ability to cooperate.Let the students in different levels can take part in the activity.
5. Providethe chances for students to show themselves and practice the speaking ability.
3. help the students when they have trouble inreading the new words
4.Show the PPT of the meaning of the key wordsand givesome exercise for them to dogift/graduation/cent /count/afford/ present/knee/ sign/ search/ chain/ bill/ step// draw/ set/
7. Todevelop the students’ability of self–checking.
5
第五环节 课后作业
Preview the text and finish the exercise before
and afterthe text.
Discussto tell theChinesemeaning of the text and underlined the new words in the text
牛津版初中英语八年级上册 U1- Writing
1.Picture talking:
Look at the pictures andanswer the following questions:
What can you see in the picture?
What was the boy doing?
What would the boy do?
List some key words of each paragraph.
Retell the article according to key words.
Think about and answer the Qs.
To ask Ss to review the reading in the first period of class
Skills
To train Ss’ writing skill---write an ending
Emotion
To raise Ss’ ability to write an ending
Language Focus
1)Retell the article using some key words
2)Train Ss’ writing skill : write an ending
Teaching Aids
PPT, Blackboard
Procedures
Steps
Teacher’s activities
Students’ activities
Purposes
. Warming up
1.Ask Ss to read the text aloud.
Arouse Ss’ห้องสมุดไป่ตู้interests
牛津上海版九年级下册 Unit 5 A story by MarkTwain教学设计
牛津上海版九年级下册 Unit 5 A story by MarkTwn教学设计一. 教材分析牛津上海版九年级下册Unit 5的主题为“A story by Mark Twn”，主要介绍了美国著名作家马克·吐温的一则短篇故事。
本课通过讲述一位英国人和一位美国人在火车上的对话，引出两人对于一些日常用品的不同称呼，从而让学生在轻松愉快的氛围中学习英语，并了解英美文化差异。
教材内容丰富，插图生动，练习多样，有助于激发学生的学习兴趣。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够听懂并运用一些基本的英语句型。
然而，对于一些地道的表达方式和文化背景知识可能还不够了解。
因此，在教学过程中，教师需要关注学生的个体差异，因材施教，引导他们主动探究，提高他们的语言运用能力。
三. 教学目标1.知识目标：–学生能够听懂、说出一篇关于马克·吐温故事的英文短文。
–学生能够掌握故事中出现的关键词汇和表达方式。
–学生能够了解并欣赏马克·吐温的作品风格。
2.能力目标：–学生能够运用所学知识，进行角色扮演，模拟故事中的对话。
–学生能够通过阅读、讨论，提高自己的阅读理解和批判性思维能力。
3.情感目标：–学生能够培养对马克·吐温作品的兴趣，了解西方文化。
–学生能够在学习过程中，增强团队合作意识，提高人际交往能力。
四. 教学重难点•学生能够听懂、会说故事内容，掌握关键词汇和表达方式。
•学生能够通过阅读，了解马克·吐温的作品风格。
•学生能够运用所学知识，进行角色扮演，模拟故事中的对话。
•学生能够通过阅读、讨论，提高自己的阅读理解和批判性思维能力。
五. 教学方法1.情境教学法：通过设置情境，让学生在真实的语言环境中学习英语，提高他们的语言运用能力。
2.交际法：通过角色扮演、小组讨论等活动，让学生在交流中学习，提高他们的口语表达能力和团队协作能力。
3.任务型教学法：通过完成各种任务，让学生在实践中学习，提高他们的综合语言运用能力。
牛津初中英语阅读教学设计
牛津初中英语阅读教学设计Introduction:The importance of reading in language learning cannot be overstated. It not only helps students expand their vocabulary and improve their comprehension skills, but also enhances their critical thinking abilities and cultural understanding. In this article, I will present a comprehensive teaching design for reading lessons in Oxford Middle School English curriculum.I. Lesson Objectives:- To develop students' reading skills, including skimming, scanning, and inferring.- To improve students' vocabulary and grammar through reading activities.- To facilitate students' critical thinking and analysis of texts.- To develop students' cultural awareness and empathy through exposure to different literary works.II. Pre-Reading Activities:1. Warm-up: Engage students' interest and activate their prior knowledge related to the topic of the reading passage. This can be done through a short video, a picture, or a discussion prompt.2. Vocabulary Preview: Introduce key vocabulary words from the reading passage to ensure students understand the main ideas and are equipped with the necessary language tools.3. Prediction: Encourage students to make predictions about the content of the passage based on the title, headings, or pictures. This stimulates their curiosity and prepares them for a purposeful reading experience.III. While-Reading Activities:1. Skimming: Instruct students to quickly read through the passage to geta general idea of the main topic and the overall structure. They should focus on identifying the main idea of each paragraph and any supporting details.2. Scan for Specific Information: Assign students specific questions or tasks that require them to locate specific details, such as dates, names, or specific facts. This activity helps improve their scanning skills and attention to detail.3. Comprehension Questions: Prepare a set of comprehension questions that help students understand the main ideas, infer meaning, and analyze the author's purpose. Allow students to work individually or in pairs to discuss and answer the questions.4. Vocabulary Expansion: Identify challenging vocabulary words within the passage and provide explanations, synonyms, or contextual examples to deepen students' understanding. Encourage them to create sentences using the new vocabulary words.IV. Post-Reading Activities:1. Discussion: Initiate a group or class discussion to allow students to share their thoughts and opinions about the reading passage. Encourage them to express their understanding, reflect on the content, and connect it to their own experiences or other texts.2. Writing Tasks: Assign writing tasks that require students to summarize the main ideas, analyze the text, or express their personal opinions. This helps reinforce their reading comprehension, writing skills, and critical thinking abilities.3. Extension Activities: Provide additional resources, such as related articles, videos, or online platforms, to encourage further exploration of the topic. This allows students to delve deeper into the subject matter and broaden their understanding.Conclusion:A well-designed reading lesson not only enhances students' reading skills but also promotes their language proficiency, critical thinking, and cultural awareness. By following this comprehensive teaching design for reading lessons in Oxford Middle School English curriculum, teachers can ensure an engaging and effective learning experience for their students.。
牛津初中英语教学设计ReingThestoryofXiWang
牛津初中英语教学设计R e i n g T h e s t o r y o f X i Wa n g文件管理序列号：[K8UY-K9IO69-O6M243-OL889-F88688]Teaching design――The story of Xi WangThis teaching design is made up of 6 parts, including analysis of teaching material, analysis of students, teaching objectives , teaching methods, teaching theories and procedures. Analysis of teaching materialThis article, the story of Xi Wang , is from the reading part of Unit 5, 8A, Fun with English. The topic, wild animals, accords with the cognitive ability and lives of students. This course requires that students read a passage about lives of giant pandas. By learning it, students can know the growing process of pandas and develop the awareness of protecting wild animals by exploring the dangers giant pandas face.Analysis of studentsThe target students are in level 4, they have certain reading ability. Their listening and speaking ability are enhanced in a certain degree. They have learning consciousness. With regard to the condition above, I will train their reading ability further and develop their comprehensive language skills by listening, reading, speaking and writing activities.Teaching objectivesStudents are able to(1) get to know some basic information of Xi Wang.(2) be familiar with and identify the new words and expressions: serious, none, mainly, be born, in the beginning, take action, look like, eat bamboo, live on, face serious problems, in the wild, in danger, right away.(3)improve reading ability by training skimming and scanning.(4) raise awareness of protecting wild animals by knowing the truth that many wild animals are in danger.Teaching methodsTask-based language teaching, communicative languageteaching and the guided-discovery method.Teaching theories(1)Make students the real masters of the class and I act as a facilitator.(2)From easy to difficult, from shallow to deep, from simple to complicated.Teaching proceduresIt includes 4 steps: lead-in, pre-reading, while-reading, post-reading.Step 1 Lead-in (have a guess)Firstly, I will present students 3 sentences, they are the description of 3 animals. Then let students guess what animals they are.Secondly, ask students “What’s your favourite animals Why” I will ask some students to share their favourite animals with us. (Purpose: To lead in the topic and to arouse students’interest by a guessing game)Step 2 Pre-readingActivity 1: important words and expressions learning1.In step1, students have shared their favourite animals, so I will ask them: “Do you know what’s my favourite animals” to arouse their interest. Then HaI will also give them adescriptive sentence to guess what it is――gaint panda.2.Show students a short paragraph of the reason why I like them and some basic information of gaint pandas. (These sentences contain important words and expressions)3.Have students finish B1 to consolidate the words and expressions.(Purpose: To deal with the difficult language points which may impede the understanding and to have students be prepared forthe reading.)Activity 2: PredictingI’ll ask students “Can you predict the content of the article according to the title---The story of Xi Wang” In this process, I’ll encourage students to think and speak out freely.(Purpose: To enable students to predict before reading andtrain the strategy of predicting)Step 3 While-readingListeningI will have students listen the article before reading. Before listening, I will ask them a question “How many pandas are there in the wild”. Have them answer after listening. (To train their ability of listening with questions)Fast-reading (matching)I have divided the article into 4 parts and present the main idea of each part randomly.Have students read the article quickly and do the matching. ( To improve ability of skimming)Careful-reading1.Fill-in-table activity. Have students read para1-3, discuss with partners to fill in the table.2.Have students read para4 to find the serious problems giant pandas face.3. Discussion:group workGive students a question “What can we do to protect wild animals” Have them discuss in groups to put forward suggestions.(Purpose: To improve ability of scanning and to enhance their awareness of cooperation in pair and group work)Step 4 Post-reading1.Review: ask one students to lead the whole class to review what they have learned in this lesson.2.World Wildlife Protection DayHomework: have students surf in the internet to look for information of World Wildlife Protection Day. In the next lesson, share the information with the whole class.(Purpose: To train their ability of looking for information and have them aware the importance of wildlife protection in the process of surfing the Internet)。
牛津深圳版(广州沈阳)九年级英语上册Unit8Surpriseendings单元整体教学设计
6.课后反思：回顾本节课的学习过程，总结自己在学习时态、词汇和阅读理解方面的收获和不足，为下一节课的学习做好准备。
1.完成作业时，注意保持书写规范，使用正确的语法和词汇。
2.作业完成后，认真检查，确保内容完整、准确。
在本章节的学习过程中，教师将采用以下方法引导学生学习：
1.采用情境教学法，通过引入有趣的故事，激发学生的学习兴趣，引导学生主动参与课堂活动。
2.运用任务型教学法，设计各种听说读写活动，帮助学生巩固所学知识，提高语言运用能力。
3.鼓励学生进行合作学习，开展小组讨论、角色扮演等活动，培养学生的团队协作能力和创新思维。
2.创设真实的语言环境，让学生在实际语境中运用所学知识，提高语言运用能力。
3.采取分层教学，针对不同水平的学生设计难易适度的教学任务，使每个学生都能在课堂上得到有效的提升。
4.运用多媒体教学手段，如视过程中，注重师生互动，鼓励学生提问和发表观点，培养学生的思辨能力和创新思维。
1.学生在语言知识方面，对一般过去时、过去进行时和过去完成时等时态的掌握相对扎实，但在实际运用中仍需加强巩固和灵活运用。
2.学生在阅读理解方面，具备一定的词汇量和阅读技巧，但面对具有较强情节转折和推理性的文章，阅读理解能力有待提高。
3.在口语表达方面，学生能够运用所学知识进行简单的交流，但在描述复杂情节和表达情感方面，表达能力和词汇运用有待加强。
4.学生进行小组内互评，互相纠正错误，提高语言运用能力。
（五）总结归纳
1.教师引导学生回顾本节课所学内容，总结一般过去时、过去进行时和过去完成时的用法。
2.学生分享自己在学习过程中的收获和感悟，提升学习自信心。
2021年牛津深圳版九年级英语下册unit1优秀教案
1.Show pictures of Zhang Qian, Marco Polo, Columbus and other greatexplorers in historyandask students to tell their names.
新牛津深圳版九年级英语下册unit1优秀教案
课题
Unit 1 Great explorations
课型
ReadingⅠ
备课时间
1 period
教
材
分
析
教学目标
1. Studentscanget the main idea of the text.
2. Studentscantalk something aboutZheng He’s experience and his explorations.
3.Play the CD forssand solve their problems on reading.
2.ImproveSs’reading ability.
10
10
第三环节 课堂练习
Step 4
Retell the text, according to the keywords and pictures (group work).
Step 3.
Read after the CD
2.①Read the passage and know about the numbers and the stories behind them.
②Read the passage paragraph by paragraph and know about Zheng He’s experience.
The story of Xi Wang说课稿
The story of Xi Wang说课稿
说课内容
一、说教材
（一）教学内容、地位和作用
我说课的内容是牛津英语8A第四单元的一篇阅读课文ThestoryofXiWang。
这篇阅读课文主要由三部分组成：熊猫“希望”的成长过程、熊猫现实中的生存危机、保护大熊猫的措施。
前几个单元分别是有关friend，schoollife，adayout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。
（二）教学重点及难点
此课为阅读课，教学重点因此也是在学生完成各教学任务的基础上，努力提高学生的阅读能力；本课最大的难点是在把握全文意思的基础上对文章材料做整理和归纳。
二、说教学目标
（一）知识与技能目标
掌握有关wildanimals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。
牛津译林版初中英语单元整体教学设计案例
牛津译林版初中英语单元整体教学设计案例The Oxford University Press Junior High School English Textbook has been widely adopted in many countries around the world. Its comprehensive and systematic approach to language learning has made it a popular choice among educators and students alike. In this case study, we will explore a detailed teaching design for the units in this textbook, highlighting the key strategies and techniques that can be employed to ensure effective and engaging language instruction.One of the fundamental aspects of the Oxford University Press Junior High School English Textbook is its thematic organization. Each unit is centered around a specific topic or theme, such as "Friendship," "Travel," or "Technology." This thematic approach not only provides a meaningful context for language learning but also allows students to explore and discuss relevant and relatable subject matter.When designing a teaching plan for these units, it is essential to begin with a thorough understanding of the unit's objectives and the language skills it aims to develop. The textbook typically includes a clear set of learning outcomes, which can serve as a guide for theteacher in planning their lessons. These outcomes may include the mastery of specific vocabulary, the development of reading comprehension strategies, the improvement of writing skills, or the enhancement of oral communication abilities.To address these learning objectives, a well-structured lesson plan is crucial. The lesson plan should incorporate a variety of teaching methods and activities to cater to the diverse learning styles of the students. For example, the lesson may start with a warm-up activity that activates the students' prior knowledge and sparks their interest in the topic. This could be followed by a presentation of new vocabulary or grammar concepts, using visual aids, interactive exercises, or collaborative tasks.One effective strategy for teaching vocabulary in the Oxford University Press Junior High School English Textbook is the use of word maps. Word maps encourage students to explore the various aspects of a word, such as its definition, synonyms, antonyms, and collocations. By engaging students in this deeper analysis of vocabulary, they are more likely to retain and accurately use the new words in their own communication.In terms of reading comprehension, the textbook often includes a range of text types, from informative articles to short stories. When designing a lesson plan, the teacher should consider pre-readingactivities that build background knowledge, during-reading strategies that promote active engagement with the text, and post-reading tasks that reinforce understanding and encourage critical thinking.For example, a pre-reading activity might involve discussing the title and cover image of a reading passage to activate students' prior knowledge and make predictions about the content. During the reading, the teacher could encourage students to underline key information, summarize the main ideas, or identify unfamiliar vocabulary. After reading, students might be asked to answer comprehension questions, engage in a group discussion, or write a personal response to the text.In addition to reading comprehension, the Oxford University Press Junior High School English Textbook also emphasizes the development of writing skills. The writing tasks in the textbook often follow a process-oriented approach, guiding students through the stages of brainstorming, drafting, revising, and editing.When designing a writing lesson, the teacher should provide clear instructions and models for the specific writing genre, such as a narrative essay, a descriptive paragraph, or a persuasive letter. Additionally, the teacher should incorporate opportunities for peer feedback and self-reflection, allowing students to improve theirwriting through an iterative process.Oral communication is another crucial aspect of language learning that is addressed in the Oxford University Press Junior High School English Textbook. The textbook includes various speaking activities, such as role-plays, presentations, and group discussions, which allow students to practice their conversational skills in a supportive environment.When planning a speaking lesson, the teacher should consider the language functions and communicative strategies that the students need to develop. For example, a lesson on giving directions might focus on the use of prepositions, imperative verbs, and clarification techniques. The teacher can then provide opportunities for students to practice these language skills through structured activities and authentic, open-ended discussions.Throughout the teaching design, it is essential to incorporate a range of assessment strategies to evaluate the students' progress and inform future instruction. The textbook typically includes formative assessments, such as quizzes and check-in activities, as well as summative assessments, like unit tests or project-based evaluations.By utilizing a variety of assessment methods, the teacher can gain a comprehensive understanding of the students' strengths,weaknesses, and areas for improvement. This information can then be used to adjust the teaching plan, provide targeted feedback, and differentiate instruction to meet the diverse needs of the students.In conclusion, the teaching design for the Oxford University Press Junior High School English Textbook units requires a thoughtful and comprehensive approach. By aligning the lesson plans with the textbook's learning objectives, incorporating a variety of teaching methods and activities, and implementing effective assessment strategies, teachers can create engaging and meaningful language learning experiences for their students. This case study has outlined the key elements of such a teaching design, providing a framework for educators to adapt and implement in their own classrooms.。
牛津初中英语教学设计AUnitReingThestoryofXiWg
Teaching design――The story of Xi WangThis teaching design is made up of 6 parts; including analysis of teaching material; analysis of students; teaching objectives ; teaching methods; teaching theories and procedures.Analysis of teaching materialThis article; the story of Xi Wang ; is from the reading part of Unit 5; 8A; Fun with English. The topic; wild animals; accords with the cognitive ability and lives of students. This course requires that students read a passage about lives of giant pandas. By learning it; students can know the growing process of pandas and develop the awareness of protecting wild animals by exploring the dangers giant pandas face.Analysis of studentsThe target students are in level 4; they have certain reading ability. Their listening and speaking ability are enhanced in a certain degree. They have learning consciousness. With regard to the condition above; I will train their reading ability further and develop their comprehensive language skills by listening; reading; speaking and writing activities.Teaching objectivesStudents are able to1 get to know some basic information of Xi Wang.2 be familiar with and identify the new words and expressions: serious; none; mainly; be born; in the beginning; take action; look like; eat bamboo; live on; face serious problems; in the wild; in danger; right away.3improve reading ability by training skimming and scanning.4 raise awareness of protecting wild animals by knowing the truth that many wild animals are in danger.Teaching methodsTask-based language teaching; communicative language teaching and the guided-discovery method.Teaching theories(1)Make students the real masters of the class and I act as a facilitator.(2)From easy to difficult; from shallow to deep; from simple to complicated.Teaching proceduresIt includes 4 steps: lead-in; pre-reading; while-reading;post-reading.Step 1 Lead-in have a guessFirstly; I will present students 3 sentences; they are the description of 3 animals. Then let students guess what animals they are.Secondly; ask students “What’s your favourite animals Why” I will ask some students to share their favourite animals with us. Purpose: To lead in the topic and to arouse students’ interest by a guessing gameStep 2 Pre-readingActivity 1: important words and expressions learning1.In step1; students have shared their favourite animals; so I will ask them: “Do you know what’s my favourite animals” to arouse their interest. Then HaI will also give them a descriptive sentence to guess what it is――gaint panda.2.Show students a short paragraph of the reason why I like them and some basic information of gaint pandas. These sentences contain important words and expressions3.Have students finish B1 to consolidate the words and expressions.Purpose: To deal with the difficult language points which may impede the understanding and to have students be prepared for the reading. Activity 2: PredictingI’ll ask students “Can you predict the content of the article according to the title---The story of Xi Wang” In this process; I’ll encourage students to think and speak out freely. Purpose: To enable students to predict before reading and train the strategy of predictingStep 3 While-readingListeningI will have students listen the article before reading. Before listening; I will ask them a question “How many pandas are there in the wild”. Have them answer after listening. To train their ability of listening with questionsFast-reading matchingI have divided the article into 4 parts and present the main idea of each part randomly.Have students read the article quickly and do the matching. To improve ability of skimmingCareful-reading1.Fill-in-table activity. Have students read para1-3; discuss with partners to fill in the table.2.Have students read para4 to find the serious problems giant pandas face.3. Discussion:group workGive students a question “What can we do to protect wild animals”Have them discuss in groups to put forward suggestions. Purpose: To improve ability of scanning and to enhance their awareness of cooperation in pair and group workStep 4 Post-reading1.Review: ask one students to lead the whole class to review what they have learned in this lesson.2.World Wildlife Protection DayHomework: have students surf in the internet to look for information of World Wildlife Protection Day. In the next lesson; share the information with the whole class.Purpose: To train their ability of looking for information and have them aware the importance of wildlife protection in the process ofsurfing the Internet。
沪教牛津深圳版初中英语九年级上册uni2 教案1
沪教牛津深圳版初中英语重点知识精选掌握知识点，多做练习题，基础知识很重要！沪教牛津深圳版英语和你一起共同进步学业有成！教案1课题 Unit 2 Great minds课型Reading 1 andspeaking 1备课时间教学目标1. Students can master and use the new words in this unit.2. Students learn the expression of the phone message sentence.3. Students can learn the way of leaving and taking phone message.教学重点 The usage of consider humour invitation pleasure avoid …. 教学难点 the way of leaving and taking phone message 教 材 分 析教学关键 the way of leaving and taking phone message 教法与学法指导Task-based Imitation and self-study; Group work .教学环节 主要教学步骤或内容 学生主体活动 教师活动 设计意图时间分配第一环节 复习回顾平移的基本性质，引入课题Step 1.Greeting Warming up . 1.Talk about theirfavourite person individually.1.Show pictures of some famous people whom students are familiar with and ask students to saysomething abouttheir favorite one1.Arouse the students’ Interest and lead in.2 第二环节 观察操作、探索归纳平移的作法 Step 2. Lead in . A guessing game2 ①Some students come to the front of to describe the pictures to help the other students get the answers. And the other students guess the people /characters the students describe.②Conclude the words about Einstein and 2.①Show pictures of AlbertEinstein ,Charlie Chaplin, Confucius etc. to some students and ask them to describe these people/characters .Ask the other students to guess who he is. ② Help students 2.Lead the topic of Einstein and let thestudents get familiar with the new words according to game. 10Step 3.Practicewords to describe people. Then read the words together.3.①Listen to a dialogue and do the true or false exercises.② Read the dialogue in chorus, in groups then in pairs and answer the questions of different levels. ③ Fill in the missing part of the dialogue.conclude the words about Einstein and words to describe people.3.① Play the recording of a dialogue about receiving an invitation to a lecture on Albert Einstein, and then ask students to finish someexercises to check their comprehension of the dialogue. ② Ask students to read the dialogue in chorus, ingroups ,then inpairs and answer the questions ofdifferent levels. ③Show part of the dialogue and ask students to fill in the missing part.3.further to study and use new wordsaccording to a phone receiving invitation ,mak e student get familiar with the sentences of phone message. Get familiar with the content they learnt according the exercises.15 第三环节 课堂练习Step 4 more practice 4. ①Fill in a note of phone message by themselves.② Work in pairs to make up a dialogue based on the questions.4. ① Ask students to take phone messageby filling the note. ② Ask students tomake a dialogue toreport an invitation in pairs. Students can ask and answer the following questions:4.Train the ability ofleaving andtaking phone message,improve the written and spoken ability.10What is the subject of the lecture? When will it start? Where is it? Where shall we meet第四环节 课时小结Step5Fast reading. 5. Read the passage and tick the correct statements. 5.Ask students to read the passage two genius and tick thecorrect statements .5.From the easy dialogue to the text, make it easy and improve the interest of the students .5第五环节 课后作业 Step 6 Summary6. ①Conclude the key words about Einstein and the way of leaving and taking messages. ②Read the summary on the blackboard and cheer for their classmates.6.Ask students to draw a conclusion of some key works about Einstein and the way of leaving and taking messages. Make comments of the pair work.6.Summary and evaluate what they learnt 2 课 堂 教学 流 程 Warming up →lead in →practice →more practice →fast reading →summary 效 果 评 价 与 反 思相信自己，就能走向成功的第一步教师不光要传授知识，还要告诉学生学会生活。
(完整word版)牛津初中英语教学案例精选二
《牛津初中英语》教学案例二执教：何礼荣年级：初二学科：英语学校：晓庄学院附属中学Revisi on 8A Unit 1 Friendsfrie nds?T: Yes, we should not only say somethi ng about their appeara nee, but also qualities. What words can we usetc describe people ' s qualities?4. Ask stude nts to give the words they know to describepeople ' s qualities. Then summary with a tablei策略：Read ing 部分的复习‘不仅把前面描述人物 外貌和性格的词融入 句子中，而且还提供 了许多有用的句子。
让学生对如何描述自 己的朋友有了更感性 的认识，遵循英语语 言学习的词不离句” 的认知规律，学生学 e 习起来比较容易。
分 散教学难点，降低学 习难度，策略：把和学生的对话和训QualitiesFrie ndly, kind, polite, happy, hon est, helpful, cheerful, pleasa nt, gen erous, modest, con fide nt, tale nted, out-go ing, easy-go ing, patie nt, en ergetic,Task 2: Revise “ Read ing ” part1. T: Just now we revised the words aboupeople ' s appeara nee and qualities. We can use them todescribe our frien ds. Now I want you to know someth ing about my frie nd Betty, Max and May. Please ope n your books and turn to page 4.1 want you to read the articles about them. Please read aloud together, pay attention to the words about their appeara nee and qualities.2. Let stude nts read together.3. Teacher: Now you know someth ing about my frie nds.1 will check how much you know my frie nds.① Please use the information you get from the article to fill in the bla nks.I have some best frien ds. Betty is as as I am. Sh has hair. She is . She is to share thi ngs with her frie nds. She is also . She always gives to people in n eed on the bus. Whe n sheup, she wants to be a and travel around the world.Max is tall. He looks and has a good sense of.He tells funny and always melaugh. May is . She is a frie nd. When somethi ngme, I can go to her. She can keep a . She n ever says a word about anyone.② Read some useful sentences after teacher.Task 3: How to describe your frien ds?1. T: Now I want to know somethi ng about your frie nd.2. T: I ' II ask one of your classmates some questions abOU 学生的听力融合在 his frie nd. And you , please make no tes about Daniel frie nd. You just write dow n the key words. You needn 't write the whole sentence. For example: His friend isfourteen years old. You just write down 14. For longword, such as information, you just write dow n info. Doyou un dersta nd? Liste n carefully!3. --- Dani el, can I ask you some questio ns about yourfriend?---Yes, of course.---Dani el, who ' s your best frie nd? ---He/She is .......... (Name/ age/ hobbies …)---What does he /she look like? ---He/ She is ........... (Appeara nee) ---What' he/she like? ---He/She is ........ (Qualities)---What does he/she want to be whe n he/she grows up? ---He/She wants to be ............. . (Future pla n) 4. Ask four stude nts to say someth ing about Danielfriend.5. T: So you see, if we put the an swers to the questi ons together, we can have an article about a frie nd.Look!① The an swers to questi on No.1 can help usmake an in troducti on.② The an swers to questi on No.2 is aboutappeara nee. The an swer to questi on No.3 is about qualities.③ We can write the main body with the help of questi on No.2 and No.3. ④ Questio n No.4 can guide us to make a con clusi on.6. T: If we want to write a composition perfectly, we canarrange our compositi on like this: We can divide our compositi on into three parts.Paragraph 1: In troduct ionParagraph 2-3: Main body ( appeara nee and qualities) Paragraph 4: con clusi on ( future pla n) Task 4: Revise grammar( comparative and superlative) 1. T: In our class, we know Daniel ' s close friend isSim on. Please compare them with the word “ than ” 策略:2. Let stude nts say senten ces to compare them with the 把枯燥的语法复习融一起。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
牛津初中英语教学设计A U n i t R e i n g T h e s t o r yo f X i W g集团公司文件内部编码：（TTT-UUTT-MMYB-URTTY-ITTLTY-Teaching design――The story of Xi WangThis teaching design is made up of 6 parts, including analysis of teaching material, analysis of students, teaching objectives , teaching methods, teaching theories and procedures. Analysis of teaching materialThis article, the story of Xi Wang , is from the reading part of Unit 5, 8A, Fun with English. The topic, wild animals, accords with the cognitive ability and lives of students. This course requires that students read a passage about lives of giant pandas. By learning it, students can know the growing process of pandas and develop the awareness of protecting wild animals by exploring the dangers giant pandas face.Analysis of studentsThe target students are in level 4, they have certain reading ability. Their listening and speaking ability are enhanced in a certain degree. They have learning consciousness. With regard to the condition above, I will train their reading ability further and develop their comprehensive language skills by listening, reading, speaking and writing activities.Teaching objectivesStudents are able to(1) get to know some basic information of Xi Wang.(2) be familiar with and identify the new words and expressions: serious, none, mainly, be born, in the beginning, take action, look like, eat bamboo, live on, face serious problems, in the wild, in danger, right away.(3)improve reading ability by training skimming and scanning.(4) raise awareness of protecting wild animals by knowing the truth that many wild animals are in danger.Teaching methodsTask-based language teaching, communicative languageteaching and the guided-discovery method.Teaching theories(1)Make students the real masters of the class and I act as a facilitator.(2)From easy to difficult, from shallow to deep, from simple to complicated.Teaching proceduresIt includes 4 steps: lead-in, pre-reading, while-reading, post-reading.Step 1 Lead-in (have a guess)Firstly, I will present students 3 sentences, they are the description of 3 animals. Then let students guess what animals they are.Secondly, ask students “What’s your favourite animals Why” I will ask some students to share their favourite animals with us. (Purpose: To lead in the topic and to arouse students’interest by a guessing game)Step 2 Pre-readingActivity 1: important words and expressions learning1.In step1, students have shared their favourite animals, so I will ask them: “Do you know what’s my favourite animals” to arouse their interest. Then HaI will also give them adescriptive sentence to guess what it is――gaint panda.2.Show students a short paragraph of the reason why I like them and some basic information of gaint pandas. (These sentences contain important words and expressions)3.Have students finish B1 to consolidate the words and expressions.(Purpose: To deal with the difficult language points which may impede the understanding and to have students be prepared forthe reading.)Activity 2: PredictingI’ll ask students “Can you predict the content of the article according to the title---The story of Xi Wang?” Inthis process, I’ll encourage students to think and speak outfreely. (Purpose: To enable students to predict before reading and train the strategy of predicting)Step 3 While-readingListeningI will have students listen the article before reading. Before listening, I will ask them a question “How many pandas are there in the wild?”. Have them answer after listening. (To train their ability of listening with questions)Fast-reading (matching)I have divided the article into 4 parts and present the main idea of each part randomly.Have students read the article quickly and do the matching. ( To improve ability of skimming)Careful-reading1.Fill-in-table activity. Have students read para1-3, discuss with partners to fill in the table.2.Have students read para4 to find the serious problems giant pandas face.3. Discussion:group workGive students a question “What can we do to protect wild animals?” Have them discuss in groups to put forward suggestions.(Purpose: To improve ability of scanning and to enhance their awareness of cooperation in pair and group work)Step 4 Post-reading1.Review: ask one students to lead the whole class to review what they have learned in this lesson.2.World Wildlife Protection DayHomework: have students surf in the internet to look for information of World Wildlife Protection Day. In the next lesson, share the information with the whole class.(Purpose: To train their ability of looking for information and have them aware the importance of wildlife protection in the process of surfing the Internet)。