牛津译林英语9B Unit1 -Welcome 教案
牛津译林版英语九上Unit 1《Know yourself》(Grammar)教学设计
牛津译林版英语九上Unit 1《Know yourself》（Grammar）教学设计一. 教材分析牛津译林版英语九上Unit 1《Know yourself》主要介绍了关于个人的一些基本信息，如姓名、年龄、兴趣爱好等。
本节课主要围绕一般现在时态进行叙述，通过学习本节课，学生能够掌握一般现在时态的构成和用法，并能运用到实际情景中。
二. 学情分析九年级的学生已经具备了一定的英语基础，能够理解和运用一些基本的英语语法知识。
但是，对于一般现在时态的掌握还不够熟练，需要通过本节课的学习进一步巩固。
同时，学生对于描述自己的个人信息还比较陌生，需要通过本节课的学习来提高这方面的能力。
三. 教学目标1.知识目标：学生能够掌握一般现在时态的构成和用法，并能运用到实际情景中。
学生能够正确运用一般现在时态描述自己的个人信息。
2.能力目标：学生能够通过阅读和听力材料，获取关键信息并运用一般现在时态进行描述。
学生能够在小组讨论中，运用一般现在时态进行自我介绍和相互介绍。
3.情感目标：学生能够增强自信心，更好地了解自己。
学生能够通过学习，培养对英语学习的兴趣。
四. 教学重难点1.教学重点：一般现在时态的构成和用法。
运用一般现在时态描述自己的个人信息。
2.教学难点：一般现在时态的运用，特别是在实际情景中的运用。
五. 教学方法1.任务型教学法：通过设定各种实际情景，让学生在完成任务的过程中，运用和巩固一般现在时态的知识。
2.交际型教学法：通过小组讨论和角色扮演等方式，让学生在实际交际中，运用一般现在时态进行自我介绍和相互介绍。
3.情境教学法：通过创设各种情境，让学生在实际情境中，理解和运用一般现在时态。
六. 教学准备1.教师准备：准备相关的教学材料，如PPT、教案、听力材料等。
准备教学中所需要的一些实物，如图片、卡片等。
2.学生准备：学生需要预习本节课的内容，了解一般现在时态的构成和用法。
七. 教学过程1.导入（5分钟）教师通过提问方式，引导学生回顾已学过的一般现在时态的知识，为新课的学习做好铺垫。
2024年牛津译林版1AUnit1Hello教案有教学反思
2024年牛津译林版1AUnit1Hello教案有教学反思一、教学内容本节课选自2024年牛津译林版1A Unit1 Hello，主要内容包括：教材第14页，重点学习日常问候语、介绍自己以及询问他人名字的基本句型，如Hello, Good morning, Good afternoon, Goode, My name is…，What's your name? 等。
二、教学目标1. 能够听懂、会说、会读日常问候语和介绍自己及询问他人名字的句型。
2. 能够在真实场景中运用所学知识进行简单的交流。
3. 培养学生的英语学习兴趣，提高他们积极参与课堂活动的意识。
三、教学难点与重点重点：日常问候语、介绍自己及询问他人名字的句型。
难点：句型的正确运用及语音语调的把握。
四、教具与学具准备教具：录音机、磁带、卡片、多媒体设备。
学具：教材、练习本、彩色笔。
五、教学过程1. 导入：播放英文歌曲《Hello》，引导学生跟唱，营造轻松愉快的英语学习氛围。
2. 新课内容展示：展示教材第14页，引导学生学习日常问候语、介绍自己及询问他人名字的句型。
3. 互动环节：学生分组进行角色扮演，模拟真实场景进行问候语交流，教师巡回指导。
4. 例题讲解：讲解教材第4页的例题，引导学生学会运用所学句型进行交流。
5. 随堂练习：学生完成教材第4页的练习题，巩固所学知识。
六、板书设计1. Unit1 Hello2. 内容：日常问候语：Hello, Good morning, Good afternoon, Goode介绍自己：My name is…询问他人名字：What's your name?七、作业设计1. 作业题目：用所学句型编写一段对话，要求至少包含日常问候语、介绍自己及询问他人名字。
根据教材第4页的图片，编写句子。
答案：1. 对话示例：A: Hello, Good morning!B: Hello, Good morning! My name is Tom.A: What's your name?B: My name is Jerry.A: Nice to meet you!B: Nice to meet you too!2. 图片句子示例：The boy's name is Jack.The girl's name is Lily.八、课后反思及拓展延伸本节课通过歌曲导入、真实场景模拟、例题讲解等多种教学方法，使学生掌握了日常问候语、介绍自己及询问他人名字的句型。
江苏译林版英语九上第一单元教案
2015-2016学年度上学期第2课教学内容牛津版英语九年级上Unit 1，宾语从句听力材料Mr. Turner has a family of five people. They have different kinds of hobbies. Mr. Turner is a doctor. He likes reading very much. Mrs. Turner is a teacher. She teaches English in a middle school. She like s travelling very much. She has been to many places of interest in China. Tom and Jim are students. T om’s hobby is growing flowers. Jim likes keeping animals very much. He keeps a cat, two dogs and t hree parrots as his pets. Frank, their little son, is only five years old. He is interested in watching TV. 课外补充阅读" Sir, " Tom said, " I found your dog by the freeway. His tag says he lives here. " The man asked Tom to come in. The man's wife came into the room smiling. Tom repeated his story to her. " It was very nice of you to bring Roger home, " the man said. The wife looked at Tom. Her eyes twinkled as she said, " Well, young man, you're probably hungry. How about a turnover? " As Tom was leaving, the man opened his wallet and took out a bill. " This is for you, " he said.要讲解的语法点&句型1. a born artist一个天生的艺术家Messi is a born football player.2.his best friendgood/well, better, best最高级前除了加the以外，还可以加形容词性物主代词，如his比较级前除了可以加much/even等以外，也可以加the（当总体只有两个的时候）3.like to talk: like to do和like doing的区别like to do表示意愿（意思类似would like to do）She likes to swim this afternoon. 她今天下午想游泳。
牛津译林9上Unit1ReadingII教学案
课题：Unit 1 Reading Ⅱ主备：王文君课型：新授审核：区九年级英语备课组班级__________姓名__________ 学号__________【教学目标】1. 熟练掌握和运用本课的重点词组和句型。
2. 掌握并运用描述工作和性格的语言技能。
【教学重难点】掌握运用描述人物工作和性格的语言技能。
【教学过程】Step1. Revision1. Ask the Ss to retell the four people’s personalities and jobs from Reading 1.2. Help the Ss finish Part C2 on Page 11.Step2. Presentation & practice1. Master the language points in the passage.2. Do some exercises.3. Translate some phrases and sentences.Step3. HomeworkFinish off the exercises.【语法小贴士】1. You either take the lead or fall behind.（1）either … or …意为“或者……或者……，不是……就是……”。
在句中连接同等的句子成分，表示对两事物或情况的选择。
连接两个并列主语时，谓语动词与靠近它的主语保持一致。
e.g. 不是你错了，就是他错了。
________ you ________ he ________ wrong.（2）either用作代词，意为“(两者中)任何一个”。
用作主语时谓语动词用单数。
常用结构为either of +复数名词或代词。
e.g. ---你喜欢哪个，茶还是咖啡？---随便，都可以。
---Which do you like, tea or coffee? ---________ ________ OK.这里有两本书，随便哪一本都很有趣。
牛津译林版英语九年级上册Unit1教案教学设计
（一）教学重难点
1.重点：本章节的重点在于让学生掌握描述个人兴趣、目标和计划的词汇和句型，如“enjoy”, “achieve”, “My goal is to...”, “I am planning to...”等，并能运用这些语言进行表达和交流。
难点：听力部分的对话和短文理解，以及阅读部分的长篇文章理解和信息提取。学生对复杂句子结构的理解和听力技巧的运用存在一定难度。
4.学生在情感态度与价值观方面，正值青春期，他们对未来充满期待，渴望实现自己的梦想。因此，本章节的教学内容要紧密联系学生的生活实际，引导他们树立正确的价值观，激发他们为实现目标而努力奋斗。
5.针对学生的个体差异，教师应充分运用差异化教学策略，关注每一个学生的成长，提高他们的英语素养，使他们在原有水平上得到提高。
提交形式：线上提交词汇复习的截图或照片，以证明完成情况。
6.家庭作业：布置一份综合性的英语练习，涵盖本节课所学知识。练习内容包括：听力、阅读、写作和翻译等。
提交形式：纸质版作业，教师批改后进行课堂讲评。
二、学情分析
牛津译林版英语九年级上册Unit1的教学对象是九年级学生，他们已经具备了一定的英语基础，掌握了基本的语法知识和词汇量。在此基础上，他们对英语学习有着较高的兴趣和热情，但个体差异较大，学习能力和水平参差不齐。因此，在进行本章节教学时，需关注以下几点：
1.学生在语言表达方面，部分学生能较为流利地运用英语进行交流，而部分学生仍存在发音、语法等方面的困难，需要教师在教学中给予个别关注和指导。
2.教学活动：教师通过PPT展示本节课的词汇和句型，并结合实际生活例子进行讲解，让学生理解并掌握新知识。
3.例句展示：教师给出几个描述个人兴趣和目标的例句，让学生模仿并用自己的语言进行表达。
牛津译林版九年级英语上册9A Unit1单元教案
9A Unit1教案Unit 1 Know yourself课题Unit 1Comic strip and welcom e to the unit 主备人：课型新授课时：第 1 课时教学目标1. Using some adjectives to describe one’s personalities;2. To know some useful phrases in this period;3. Different personalities like different jobs.教学重点1. To let students know the background of different places in the world and talk about them.2. The usage of adjectives.教学难点How to talk about personalities effectively.How to grasp some adjectives and useful phrases.教学准备Tape recorder教学内容及过程二次备课Teaching proceduresStep 1.Lead inTeacher sa ys, ‘Hello, everybody! We haven’t seen each other for a long time. Wereyou happy in winter holidays? Did you have a good time? Where did you go? Whatdid you do? What did you eat? What food is your favourite? Have you visit your bestfriends?’Introduce your best friend with different adj .Eg: creative adj. 有创造力的；创造性的curious adj.好奇的energetic adj.精力充沛的modest adj.谦虚的organized(=organised) adj 有条理的；有效率的Ask students to practice reading the words I introduced just now.Step 2 BrainstormAsk ss to write adjectives to describe personalities as many as possible ingroups .Ask some volunteers to try to read and explain them in English . Match theseadjectives with their meaningsOrganized -----keep ….in good orders modest-----the opposite of show offPatient -------- without getting angry creative ----think of new ideasCurious ------- eager to know or learn energetic -----full of energyAsk ss to choose one adjective to describe themselvesStep 3 Presentation1. Teacher asks, Do you still remember Hobo and Eddie? How are they this term? What are they talking about now? Let’s listen to the tape. (Play the tape for the Ss to listen to the dialogue between Hobo and Eddie.)2. Ask some questions about it:What makes generous people feel good?Is Eddie really generous?Why did Hobo eat up all the breakfast?Step4 ExplanationExplain the important phrases and sentences in the dialogue.Step 4 Practice1. Work in pairs and drill the dialogue.2. Ask some Ss to act the dialogue out.Step 5 PresentationA. Some words are often used to describe people's personalities.Help Millie complete the following sentences with the words in the box.B. Millie and her classmates are talking about their own personalitiesand the kind of job they like or dislike. Work in groups and talk about yourselves. Use the conversation below as a model.C. Explain and Practice using the following phrases and sentences.keeps all her things in good order.shows offrepeat grammar rules for us.comes up withNeither my parents nor I think I can make a good accountant.It's terrible for me to work without speaking all day long.Step6 Homework1. Recite the important sentences.2. Preview Reading.板书设计教学反思课题Reading (2) 主备人：课型新授课时安排：第 3 课时教学目标1. To know further information about four persons by close reading2. To cultivate good personality due to the relationship between personality and jobs3. Grasp set phrases and some sentence patterns in this period教学重点1. grasp set phrases and some sentence patterns in this period2. write a short passage about one’s own personality and jobs教学难点1. Get the students to master some words and useful expressions.2.Try to retell the article with their own words教学准备Tape recorder教学内容及过程二次备课Teaching proceduresStep 1 Leading-inAsk some questions about the passage.Step 2 Explanationbe happy with = be satisfied with 对……感到满意a born artist 一个天生的艺术家impress the whole country with his creative work他的富有创造力的作品给全国人民留下深刻的印象win high praise from the art community 赢得艺术团的高度赞扬praise sb for sth 因某事表扬某人give up 放弃（代词放中间）give up doing sth = stop doing sth放弃做某事work for the sales department in a big company 在一家大公司的销售部工作day after day 日复一日the general manager 总经理either ……or …… 要么……要么……，或者……或者……（就近原则）take the lead 处于领先地位，带头fall behind 落后(fall in 生病)be ready to do 准备做某事take on new challenges 接受新的挑战the chief engineer 首席工程师connect……with/to …… 把……和……连接起来be connected with 与……有联系a miss is as good as a mile 差之豪厘，谬以千里（as good as与……几乎一样，简直是）can’t affo rd to do 负担得起（费用、损失、后果）多用于否定句和疑问句中make mistakes 犯错误pay attention to every detail 注意每个细节（to 为介词+ doing sth ）work to high standards 工作高标准work with 与……一起工作a pioneer heart surgeon 一位心脏外科手术的带头人can’t be too careful = can never be too careful 再怎么细心也不为过be willing to do sth 愿意做某事devote o neself/ one’s life / time to 把……奉献给……（to为介词,后接名词，代词，动名词）respect sb = have / show respect for sb 尊重，尊敬某人be suitable for 适合Step 3 PracticeFinish some exercises.Step 4 HomeworkDo some exercises.Recite some important sentences.板书设计教学反思课题Grammar (1) 主备人：课型新授课时安排：第 4 课时教学目标1. Use conjunctions “and \but \or\so” correctly2. Learn to make rules about the usages of and \but \or\so3. To cultivate ss’ team sprite by studying in groups教学重点Make rules about the usages of and \but \or\so and use them correctly教学难点How to use and, but, or and so.教学准备CAI paper教学内容及过程二次备课Teaching proceduresStep 1 PresentationPresent some sentences including but, or and so.Step2 ConclusionHelp students conclude the usage of these conjunctions.We use “and" to join ideas that are similar.We use "but" to join ideas that are different.We use "or" to introduce another possibility.(In negative sentences, we use "or" to join two or more ideas.)We use "so" to express the result of sth.Step 3 PracticeDo exercise A on page 12 and check answers.Step 4 Explanationaccept other s’ advice 接受别人的建议think twice (about sth )三思而行be /get angry with sb 生某人的的气be /get angry at/ about sth 因某事而生气worry too much担心太多be patient / impatient with 对……有/ 没有耐心课题Grammar (2) 主备人：课型新授课时安排：第 5 课时教学目标1 Use conjunctions “both…and…,not only …but also …, either …or …, neither …nor …” correctly2 Learn to make rules about the usages of “both…and…,not only …but also …, either …or …, neither …nor …”3 To cultivate ss’ team sprite by studying in groups教学重点Make rules about the usages of “both…and…, not only …but also …,either …or …, neither …nor …教学难点To learn the use of both…and; not only…but also; either…or…; neither…nor…教学准备Tape recorder教学内容及过程二次备课Teaching proceduresStep 1 Revision1.Revise the usage of and\ but\ or \so .2.Give English for these sentences.生活就像赛跑，你要么领先要么落后Life is like a race. You either take the lead or fall behind .粗心对我们和病人都将是一场灾难Carelessness will be a disaster not only to ourselves but also to patientsTom 和Lily 两人都是学生Both Tom and Lily are st udents我和父母都认为我不会是一名好的会计Neither my parents nor I think I can be a good accountantStep 2 Lead-inAsk ss to pay attention to the words underlined. Tell them they arealso conjunctions. They can be used to connect two subjects \predictives\objects \adverbials and so on .Ask ss to read SBP13 and fill in the blanksWe use “both …and …”toWe use “not only …but also …”toWe use “either …or …” toWe use “neither …nor …” toWhen we use these conjunctions ,please pay attention to the form ofverbs . “both…and…”is always plural ,but the verb form after “notonly …but also …\either …or…\neither …nor…”can be plural orsingular ,depending on the subject closer to the verb .Step 3 EXXFill in the blanks with suitable conjunctions1 my father my mother are good teachers2 my father my mother goes to work .we visit my grandparents.3 you I will go there, because there is only one seat left.4 Jackie Chan is a pop singer a famous director.5 You can watch TV do your homework.6 You can read about it from some books on the Internet.Step 4 PracticeAsk ss to do the exercises B1and B2 in SBP14.in groups then check answers.Step 5 SummaryWe us e “both …and …”toWe use “not only …but also …”toWe use “either …or …” toWe use “neither …nor …” toWhen we use these conjunctions, please pay attention to the form of verbs . “both…and…”is always plural ,but the verb form after “not only …but also …\either …or…\neither …nor…”can be plural or singular ,depending on the subject closer to the verb .Step 6 AssignmentRecite the usage of these conjunctions learned in this period.Finish off the paper.板书设计教学反思课题Integrated skills 主备人：课型新授课时安排：第 6 课时教学目标1. To listen and get useful information from the tape,2. To know the difference between animal signs and star signs3. To communicate with each other about animal signs and star signs and what characteristics they represent.教学重点To communicate with each other about animal signs and star signs andwhat characteristics they represent.教学难点How to communicate with each other about animal signs and star signsand what characteristics they represent.教学准备Tape recorder教学内容及过程二次备课Teaching proceduresStep 1 Lead-inAsk them to say something about animals they have known and their characteristics.Read through the table on page 15Use the picture in part A1 to teach them some new words.Discuss the 12 animals by asking the following three questions:1 What other characteristics does this animal have?2 What other animals are loyal/ lively/ practical/ powerful?3 What is your animal sign and does it decide your personalities?Step 2 Pre-listeningGet students to read Part A2 carefully and try to use the information inpart A1 to complete it as much as possibleStep 3 listeningPlay the tape for students then check their answers.Step 4 consolidationDiscuss with students:1 What’s the diff erence between animal sign and star sign?2 Can they decide your personalities? If not, what decides yours?Step 4 practice1 Get students to finish part A3 with the information in Part A1 and A2 asmuch as they can before listening.What does the colour represent?Why does she wear the colour?Do you think they match well?2. Show the advertisements on page 33 and look at them carefully. Tell mewhich one do they like best and choose one picture to write about.课题Task主备人：课型新授课时安排：第 8 课时教学目标1. To understand the uses of charts2. To use charts to mak e notes of a piece of writing教学重点To use charts to make notes of a piece of writing教学难点To learn the use of both…and; not only…but also; either…or…; neither…nor…教学准备Tape recorder教学内容及过程二次备课Teaching proceduresStep1 Lead-in1 Ask them to say something about different classmates and different personalities.What do you think of …? Why?2 Read through the flow chart on page 18 and answer:What personalities does David have?Why do you think so?3 Read Part B and complete the report using the information on page 18.Check the answers and read it.Step 2 Presentation1. Ask the students how to write the article.The article must include:Who will you recommend?1、Be honest rather clever 22.4.264.26.202217:3517:35:59Apr-2217:352、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.17:354.26.202217:354.26.202217:3517:35:594.26.202217:354.26.2022 4、By other's faults, wise men correct theirown.4.26.20224.26.202217:3517:3517:35:5917:35:595、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].。
牛津译林版九上Unit1第2课时Reading (1)教案
九(上〕Unit 1 Know yourself第2课时Reading (1)【教学目的】知识目的:1). To understand what the four people do are and their personality.2). To recognize and understand vocabulary about characteristics.技能目的: To use adjectives to describe someone’s characteristics.情感目的: To improve Ss’ ability of reading comprehension and use adjectives to describe someone’s characteristics freely.【教学重、难点】How to talk about jobs and personalities with some new expressions.教学案教法与学法设计【亮标导学】一、检查课前预习单词。
二、导入亮标【解疑助学】Task1. Before-reading.1.Finish some exercises above.2. Help ss find words to describe one’s personality.3. Show new words about personality on the blackboard and learn them.4.Ask ss to talk about their own personality: I’m ---. I often /I like---.Task2. While-reading.1.Ask ss if they are happy with their friends/family/teachers/studyQ: what are they happy with?2.Introduce the four people who are outstanding in their fields in Sunshine Town.Ask questions about their jobs and personality.Task3. After-reading.1). Reading task (1): do “T〞or “F〞questions in part B2 on P10.2). Reading task (2): Ask students some questions to check if they have knownthe main idea, with the books open.(1) Is Wu Wei quiet?(2) What did Su Ning do before he started to work for the sales department in a bigcompany?(3)What is Liu Hao’s job at present?(4) What is Fang Yuan like?(5) How long does Fang Yuan do operations a day?3). Make students read the article passage by passage and try to find out any difficultsentences to understand.4). Discussion:(1) What is your personality?(2) what job do you want to do?(3) Do you think your personality is suitable for the job?【测评促学】检测?导学案?.【家庭作业】完成?课课练?第2课时。
2024年牛津译林英语初中版标准教案3
2024年牛津译林英语初中版标准教案一、教学内容本节课选自2024年牛津译林英语初中版教材，具体为Unit 2 "Let's go shopping!"第二章节。
详细内容包括：解购物场景相关词汇和表达方式，掌握一般现在时和一般将来时用法，以及运用目标语言进行实际购物对话。
二、教学目标1. 让学生掌握与购物相关词汇和表达方式。
2. 使学生能够运用一般现在时和一般将来时描述购物场景和计划。
3. 培养学生听说能力和实际运用英语进行购物能力。
三、教学难点与重点1. 教学难点：一般现在时和一般将来时运用，以及购物对话实际操作。
2. 教学重点：掌握购物相关词汇，熟练运用目标语言进行购物对话。
四、教具与学具准备1. 教具：多媒体课件、购物场景图片、单词卡片、录音机、磁带。
2. 学具：学生用书、练习册、词汇表、笔记本、彩色笔。
五、教学过程1. 实践情景引入（5分钟）利用购物场景图片，引导学生进行观察和讨论，激发学生兴趣。
2. 新课内容展示（10分钟）通过多媒体课件，展示本节课目标词汇和表达方式，同时讲解一般现在时和一般将来时用法。
3. 例题讲解（15分钟）结合购物场景，给出例句，引导学生分析句子时态和词汇用法。
4. 随堂练习（10分钟）学生两人一组，根据所给购物场景，用目标语言进行对话练习。
5. 小组活动（15分钟）将学生分成小组，每组设计一个购物对话，要求运用一般现在时和一般将来时。
6. 展示与评价（5分钟）各小组展示购物对话，其他同学进行评价，教师给予反馈和指导。
教师带领学生回顾本节课所学内容，强调重点和难点。
六、板书设计1. Unit 2 "Let's go shopping!"2. 重点词汇和表达方式3. 一般现在时和一般将来时句子示例七、作业设计1. 作业题目：a. 抄写本节课所学词汇，每个单词写5遍。
b. 根据所给购物场景，编写一段购物对话，要求使用一般现在时和一般将来时。
牛津译林版八年级下册英语Unit1教案
牛津译林版八年级下册英语Unit 1教案一、教学内容本课教材为牛津译林版八年级下册英语，Unit 1的主题是“Why don’t you talk to your parents?”。
本课将学习一般现在时的肯定句、否定句和疑问句，以及如何运用一般现在时描述习惯和经常发生的动作。
同时，学生还将学习如何用一般现在时表达喜欢和不喜欢的活动。
二、教学目标1. 学生能够听懂、会说、会读本课的生词和短语，如“often, sometimes, usually, rarely, never, brush your teeth, watch TV”等。
2. 学生能够运用一般现在时描述自己的习惯和经常发生的动作。
3. 学生能够在适当的情境中，用英语进行简单的交流，如询问和描述他人的习惯。
三、教学难点与重点重点：一般现在时的肯定句、否定句和疑问句的构成和运用。
难点：一般现在时态的运用，如何用英语描述自己的习惯和经常发生的动作。
四、教具与学具准备教具：多媒体课件、黑板、粉笔。
学具：课本、练习册、文具。
五、教学过程1. 情景引入：教师通过展示一幅图片，图片中有一个男孩在刷牙，一个女孩在看电视，引发学生对日常习惯的讨论。
2. 新课导入：教师引导学生学习一般现在时的肯定句、否定句和疑问句，并通过例句和练习让学生掌握一般现在时的构成和运用。
3. 课堂实践：教师设计一些情境，让学生运用一般现在时进行角色扮演和小组讨论，如描述自己的日常习惯，询问和描述他人的习惯等。
4. 随堂练习：教师给出一些练习题，让学生独立完成，检验学生对一般现在时的掌握程度。
六、板书设计板书内容：一般现在时肯定句：主语 + 动词原形否定句：主语 + don't/doesn't/does not + 动词原形疑问句：Do/Does/Doesn't + 主语 + 动词原形？七、作业设计1. 作业题目：用一般现在时描述你的日常习惯，并写一篇短文介绍你的朋友。
Unit1 复习课时教案2020-2021学年牛津译林版九年级英语下册
Presenting the results of some groups and giving them a fair evaluation will help them better complete this task.
teaching method
Situational teaching, cooperative teaching, pleasant and enlightening teaching
Teaching aid preparation
Courseware
教学步骤
教师活动
学生活动
个性化补充
Step1Lead-in
Introduce students' emotional goals that need to protect nature through questions. Tell students that protecting nature is equivalent to protecting ourselves.
The exercises are presented on the screen, and the answers are clear and clear at a glance.
Play videos fromtwo cities in China and ask related questions. At the same time, the content of Reading is consolidated.
Investigate students’ understanding of the world’s scenic spots and conduct emotional education.
牛津译林版八年级下册unit1教案
牛津译林版八年级下册unit1教案教案：牛津译林版八年级下册Unit 1一、教学内容本节课的教学内容来自牛津译林版八年级下册Unit 1，主要讲述了关于一般过去时态的用法。
教材内容包括：1. 引入部分：通过图片和情境引入一般过去时态的概念；2. 语法部分：讲解一般过去时态的构成、用法和注意事项；3. 对话部分：学习一段关于过去发生的事件的对话；4. 阅读部分：阅读一篇关于过去时态的短文；5. 练习部分：通过各种练习题巩固一般过去时态的用法。
二、教学目标1. 学生能够正确理解和运用一般过去时态描述过去发生的事情；2. 学生能够听懂、说出一般过去时态的句子，并在实际情境中运用；3. 学生能够通过阅读和练习提高自己的语言运用能力。
三、教学难点与重点重点：一般过去时态的构成和用法；难点：正确运用一般过去时态描述过去发生的事情，并在实际情境中灵活运用。
四、教具与学具准备1. PPT课件；2. 图片；3. 练习题；4. 录音机和磁带。
五、教学过程1. 引入：通过展示图片和情境，引导学生思考过去发生的事情，引出一般过去时态的概念。
2. 讲解：讲解一般过去时态的构成、用法和注意事项，让学生理解并掌握。
3. 对话学习：学习一段关于过去发生的对话，让学生听懂、会说一般过去时态的句子。
4. 阅读理解：阅读一篇关于过去时态的短文，提高学生的阅读理解能力。
5. 练习：通过各种练习题，让学生巩固一般过去时态的用法。
六、板书设计1. 一般过去时态的构成；2. 一般过去时态的用法；3. 注意事项。
七、作业设计1. 根据题目要求，用一般过去时态写一篇小作文，描述过去发生的一件事情。
题目：请写一篇关于你最喜欢的节日的作文，要用到一般过去时态。
答案：略八、课后反思及拓展延伸1. 课后反思：对本节课的教学效果进行反思，看看是否达到了教学目标，学生是否掌握了知识点。
2. 拓展延伸：布置一些拓展性作业，让学生进一步巩固和提高一般过去时态的运用能力。
牛津译林版1AUnit1Hello精品教案有教学反思
牛津译林版1A Unit1 Hello精品教案有教学反思一、教学内容本节课，我们将深入探讨牛津译林版1A Unit1 "Hello"内容。
具体来说，我们将学习教材中第一、二章节，包括基本问候语、自我介绍以及简单对话交流。
通过这些内容，学生能够掌握基础英语交际能力，并能够在实际情景中进行简单对话。
二、教学目标1. 让学生掌握基本英语问候语和自我介绍。
2. 培养学生在实际情景中运用英语进行简单交流能力。
3. 提高学生对英语学习兴趣和自信心。
三、教学难点与重点教学难点：正确使用英语问候语和自我介绍，以及在实际情景中进行简单对话。
教学重点：掌握基本英语交际用语，并能够在实际情景中灵活运用。
四、教具与学具准备1. 教具：PPT、卡片、录音机、磁带。
2. 学具：课本、练习本、彩色笔。
五、教学过程1. 实践情景引入（5分钟）我将通过扮演不同角色，模拟日常问候场景，让学生在观察和模仿中自然进入英语学习状态。
2. 例题讲解（10分钟）通过PPT展示教材中例句，详细讲解问候语和自我介绍表达方式。
引导学生关注并模仿标准发音。
3. 随堂练习（10分钟）分组练习，让学生相互问候，并进行自我介绍。
我将巡回指导，纠正发音错误，提高学生交流能力。
4. 小组活动（10分钟）学生分组，每组设计一个简单对话场景，进行角色扮演。
我将观察学生表现，及时给予反馈和鼓励。
我将带领学生回顾本节课所学内容，巩固知识点。
提供一些拓展性练习，让学生在课后进行自我提升。
六、板书设计1. 在黑板上列出本节课重点词汇和句型。
2. 用不同颜色标注易错点和注意事项。
七、作业设计1. 作业题目：编写一个简短对话，包括至少两个问候语和一个自我介绍。
根据教材录音，模仿并朗读所学内容。
2. 答案：示例对话：A: Hi, my name is Tom. How are you? B: I'm fine, thank you. And you?录音模仿：根据教材磁带进行模仿。
2024年牛津译林版1AUnit1Hello教案有教学反思
2024年牛津译林版1A Unit1 Hello教案有教学反思一、教学内容本节课选自2024年牛津译林版1A Unit1 Hello，涉及章节为12页。
详细内容包括：基本的问候语，如“Hello”、“Hi”、“Good morning”、“Good afternoon”等；介绍自己的名字，如“My name is…”；询问他人名字，如“What's your name?”；以及简单的回答，如“Yes”、“No”。
二、教学目标1. 学生能够听懂并熟练运用基本的问候语进行日常交流。
2. 学生能够介绍自己并询问他人的名字。
3. 学生能够在实际场景中运用所学英语进行简单对话。
三、教学难点与重点教学难点：问候语和介绍自己名字的发音及运用。
教学重点：基本的问候语、介绍自己名字和询问他人名字的表达。
四、教具与学具准备教师准备：教学课件、卡片、录音机、磁带。
学生准备：课本、练习本、彩色笔。
五、教学过程1. 实践情景引入（5分钟）教师模拟真实场景，如在校园、家庭、商店等场合，展示如何使用基本的问候语进行交流。
学生跟随教师模仿并进行角色扮演。
2. 例题讲解（15分钟）教师通过课件展示本节课的例题，如对话：“A: Hello, what's your name? B: My name is Tom. A: Hi, Tom. B: Hi.”教师对例题进行讲解，引导学生关注问候语和介绍名字的表达。
3. 随堂练习（10分钟）教师给出练习题目，要求学生根据所学内容完成对话。
学生两人一组，进行对话练习。
4. 互动环节（10分钟）教师组织学生进行互动游戏，如“找朋友”、“快速问答”等，巩固所学内容。
学生反馈学习情况，提出疑问。
六、板书设计1. Unit1 Hello2. 主要内容：Greetings: Hello, Hi, Good morning, Good afternoonIntroduce oneself: My name isAsk for someone's name: What's your name?七、作业设计1. 作业题目：Write a dialogue between two people meeting each other for the first time.Translate the following sentences into English:B. 你叫什么名字？C. 早上好！Fill in the blanks with the correct form of the words given.2. 答案：A: Hello, my name is Li Hua.B: What's your name?A: My name is Li Hua.B: Good morning!A. Hello, my name is Li Hua.B. What's your name?C. Good morning!八、课后反思及拓展延伸1. 教师反思：本节课通过实践情景引入、例题讲解、随堂练习等环节，让学生掌握了基本的问候语和介绍自己名字的表达。
牛津译林版1AUnit1Hello教案有教学反思
牛津译林版1AUnit1Hello教案有教学反思一、教学内容本节课选自牛津译林版1AUnit1“Hello”，主要内容包括：教材第1页的图片和对话、单词卡片，以及第2页的活动1和活动2。
详细内容为：通过图片和对话学习单词“hello”、“goode”、“morning”、“afternoon”、“evening”，以及简单自我介绍的表达方式。
二、教学目标1. 能够听懂、会说、会读单词“hello”、“goode”、“morning”、“afternoon”、“evening”。
2. 能够用简单的英语进行自我介绍，例如：“Hello, my name is”。
3. 能够在真实场景中运用所学单词和句子进行问候和告别。
三、教学难点与重点教学难点：单词“morning”、“afternoon”、“evening”的发音和拼写。
教学重点：单词“hello”、“goode”以及自我介绍句型的正确运用。
四、教具与学具准备教师准备：单词卡片、图片、磁带或光盘、教学录音机、黑板、粉笔。
学生准备：课本、练习本、彩色笔。
五、教学过程1. 导入：教师播放英语歌曲“Hello Song”，引导学生跟唱，营造轻松愉快的英语学习氛围。
2. 呈现：教师展示教材第1页的图片和对话，引导学生学习单词“hello”、“goode”、“morning”、“afternoon”、“evening”。
3. 实践：教师组织学生进行小组活动，用所学单词和句型进行问候和告别练习。
4. 课堂讲解：教师选取教材第2页活动1的例句，讲解单词和句型的用法。
5. 随堂练习：学生完成教材第2页活动2，教师进行个别指导。
六、板书设计1. 牛津译林版1AUnit1“Hello”2. 单词：hello、goode、morning、afternoon、evening3. 句型：Hello, my name is七、作业设计1. 作业题目：根据所学内容，编写一段自我介绍，包括问候和告别。
初中英语牛津译林版九年级下册Unit1《Reading1：Two cities in China》优质课公开课教师资格证面试试讲教案
初中英语牛津译林版九年级下册Unit1《Reading1：Two cities in China》优质课公开课教案教师资格证面试试讲教案1教学目标1.识别并识记与北京和桂林有关的词汇和短语2.更多地了解关于中国的名胜古迹3.熟读课文并做相关练习2学情分析学生对于北京和桂林两座城市了解不是太多,对两座城市的名胜古迹不是太熟悉,可以让学生先利用网络、图书等对两座城市进行更进一步的了解和掌握。
3重点难点1.识别并了解与中国北京和桂林有关的词汇和短语2.正确运用所学词汇和短语描述北京和桂林两座城市的风景名胜3.复述并背诵课文4教学过程4.1第一学时教学活动1【讲授】九下Unit 1Reading（I）STEP 1 Free Talk1. Show a map of China, ask: Where would you like to go?2. Have a brief introduction of Beijing.3. Show some pictures about places of interest in Beijing and ask: Why do so many people dream of being to Beijing?STEP 2 Presentation1. Ask students to use different words to describe Beijing.2. Teach some new words3. Get students to go through the text and answer some questions1) Who once lived in the Forbidden City?2) Why do many tourists go to Tian’anmen Square early in the morning every day?3) Where is the Summer Palace?4) What is Wei Ke’s favorite attraction?5) Why was the Great Wall built in ancient times?6) Is Guilin in the north or south of China?7) Are there mountains and rivers in Guilin?8) How can you travel in Guilin?3.Read it again and do some true or false questions。
牛津译林版九年级英语上册Unit 1 Reading (I) 示范课教案
15. Studentsdraw a mind map about the information of these four people, then retell the text.
应用实践之分析与判断、内化与运用
通过观察学生的活动反馈，了解学生对语篇的理解程度。
环节设计意图:学生通过跟读和复述文章内容，纠正语音、语调，内化语言信息，提高学生的口语表达能力。
教师引导学生玩圈画单词的游戏和回答问题的活动，激活学生已学知识。
教学活动
1. Students circle the words that appear in the table.
2. Students discuss what these words describe.
活动层次
学习理解之感知与注意
二、语篇分析
【What】
本节课的话题是“自我认识”，属于“人与自我”主题下的主题群“做人与做事”，子话题为“自我认识，自我管理，自我提升”。阅读文本包含了四个部分，分别介绍了四位不同领域的杰出人物的职业、性格特点等信息。
【Why】
人的性格千差万别，性格直接影响职业选择和成就。因此，本节课旨在引导学生正确的认识自我，根据自己的性格特点选择职业，同时引导学生根据职业倾向来发展相应的职业性格，认识卓越的职业成就源于热爱。
9. Students read thesecondpart and fill in the blanks.
10.nswer the questions.
11. Students read the third part and fill in the blanks.
活动层次
应用实践之分析与判断
迁移创新之推理与论证
英语必修2译林牛津版Unit 1教案09(Task01)
英语必修2译林牛津版Unit 1教案09（Task01）Period Nine Task (1)Completing a questionnaireⅠ.Teaching goals:pleting a questionnaire2.Help students learn how to con struct a good questionnaireⅡ.Teaching important & difficult points:Enable students to understand the rules of constructing and design a questionnaire.Ⅲ.Teaching methods:Correction and listening practice.Ⅳ.Teaching aids:The multimedia.教师高考扫荡狂练：完形填空—夹叙夹议88.She walks gracelessly (粗野地) into my lap (膝盖) at times, and as soft as a feather at other times. Sometimes the growing little princess runs herself to the1of exhaustion (疲惫) while other days she takes it sort of2and easy. On the more active days she runs out of gas and then finds3holding onto me as she gets to sleep. I often4have some work to finish, so I l et her lean on my arm to get her5as I finish. I know she won’t really6soundly until I put her to bed, so I try to hurry.. .Watching her soar (翱翔) in her way, so sure of her7and what makes her full and free is a sight to behold (凝视) — to cherish (珍爱). It is a fancy gift to8these times with her.She also9her little secrets to me, 10I am missing the obvious feelings. She has her ways, and looks at me so adoringly (崇拜地) , 11me to care for her in my best way. I realize now, as I 12not have in the past, how lucky I am to guide her into her freedom and13.Like many p arents, I am14myself living relative to the most gracious (亲切的) and acceptinglittle bundle of energy imaginable. She is tender and easily harmed, and15I know just how tender and16I am capable of being, and how I can be firm17caring and kind to help her become a fully h appy free and living soul.I’m18to be so well loved, and I am blessed by really more than her presence. Really, both of the dea r souls see me fully through God’s19as only they can. They help me learn of my capacity to love and to20, and to love myself. I couldn’t a sk for more.1. A. pointB. feelingC. placeD. strength2. A. interestingB. slowC. funnyD. happy3. A. supportB. comfortC. armsD. belief4. A. everB. even C. alreadyD. still5. A. giftsB. restC. satisfactionD. toys6. A. moveB. lieC. sleepD. act7. A. directionB. behaviorC. abilityD. energy8. A. takeB. noticeC. shareD. waste9. A. whispersB. hidesC. showsD. takes10. A. unlessB. ifC. untilD. whenever11. A. beggingB. trustingC. promisingD. forcing12. A. wouldB. shouldC. mayD. need13. A. fullnessB. activityC. safetyD. happiness14. A. havingB. noticingC. findingD. keeping15. A. howeverB. thereforeC. thenD. yet16. A. carefulB. thoughtfulC. gentleD. patient17. A.andB. soC. orD. but18. A. fortunateB. eagerC. anxiousD. worried19. A. mindB. thoughtC. eyes D. ears20. A. acceptB. send C. offerD. think参考答案88.ABBDB CACAD BCACB CDACA：Ⅴ.Teaching procedures:Step 1 RevisionStep 2 Skill building 1: Completing a questionnaireFirst ask students some questions about questionnaire.T: Do you know what a questionnaire is and what’s the purpose of it?S:A questionnaire is a list of questions or statements and these questions or statements are to be answered usually for a survey in order to collect information.T: You’re quite right. But the questions or statements in a questionnaire are not casually designed. There are some rules to follow to make a good questionnaire. Now please read the six points of explanation on page 12 and learn more about characteristics of a questionnaire.After students finish reading the points, ask them to read the questionnaire about people’s shopping habits on page 12 and point out which rule each statement breaks, then try to correct them according to the rules.Suggested answers:1.Rule 3. I often go shopping in supermarkets.2.Rule 1. It should be divided into two separate statements. ①“I go shopping once a day.”②“ I spend more than $15 each time.”3.Rule 6. Many people may not know what Smith’s is. We can replace it with “I have goneshoppingat a store.”4.Rule 2. I usually go shopping with my friend in the n eighborhood.5.Rule 5. I often go shopping at weekends.6.Rule 4. “Top” causes confusion here. It can mean different things. We can specify it as “Ibuy a newtop of a table every month.”T: Suppose you work for a book club called Best Book Club . The club is doing a survey of its members, but in the questionnaire there are three questions or statements that break the rules on Page 12. Please correct them.Suggested answers:1. 2 There are two questions included in it. It should be divided into two questions.①How did you find out about Best Book Club? ②When did you join the club?2. 3 It lacks of specific reference. It should be more accurate.---How many times have youvisitedbook-shops in the last 6 months?3. 5 The sentence is too long and difficult. We should use simple and short sentence in aquestionnaire.--- The instruction should be like number 6 “Please write down your answer”.Next, let students listen to an interview with a Best Book Club member and fill in the corrected questionnaire. After that, check the answers as a class.Suggested answers:1:15-20 2:Internet 3:over 10 4. over￥100 5. history 6. for free booksStep 3 Language Points1. respond to: 回答，回应(P12)He responded to my suggestion with a laugh. 他对我的建议报以大笑。
牛津译林版英语八年级下册Unit1教案教学设计
一、教学目标
（一）知识与技能
在本章节的教学中，学生将通过学习牛津译林版英语八年级下册Unit1的内容，掌握以下知识与技能：
1.掌握本单元的新词汇和短语，如：achieve, goal, dream, effort, give up, encourage, confident等，并能熟练运用这些词汇进行日常交流。
2.利用多媒体教学资源，如图片、视频、音频等，创设生动、真实的语境，帮助学生更好地理解和运用所学知识。
3.引导学生通过合作学习，互相提问、解答，培养学生的自主学习能力和解决问题的能力。
4.鼓励学生积极参与课堂讨论，敢于表达自己的观点和想法，提高学生的口语表达能力。
5.采用过程性评价，关注学生的学习过程，及时给予反馈和指导，帮助学生不断提高。
（3）实践练习：设计丰富多样的课堂活动，让学生在实践中学以致用，巩固所学知识。
（4）拓展提升：引导学生进行阅读拓展，提高阅读理解能力，并学会在实际情景中运用。
（5）总结反馈：课堂小结，巩固本节课所学内容，并对学生的学习情况进行反馈和指导。
3.教学评价：
（1）过程性评价：关注学生的学习过程，鼓励学生积极参与课堂活动，及时给予反馈和鼓励。
（3）实施分层教学，针对不同学生的学习水平，制定个性化的教学计划，使每位学生都能得到提高。
（4）采用合作学习法，培养学生的团队协作能力和自主学习能力。
2.教学步骤：
（1）导入：通过讨论学生的梦想和目标，激发学生的学习兴趣，为新课的学习做好铺垫。
（2）新知识呈现：结合教材内容，展示新词汇、句型和语法，引导学生理解和学习。
3.学生在小组内展开讨论，用英语分享自己的经历和感受。
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Tell the students that Eddie and Hobo are visitingthe Great Wall.
a.Get the students to listen to the tape and pictures about the country.(Korea)
3. Say “what country is north to China”.
Show some pictures about the country.(Mongolia)
4. Say “what country is southwest to China”.
教师教学活动内容、方式
学生活动
复备
Step1 Lead-in
Talking about the places of interest in Beijing.
1. Show some pictures to the students. Get them to guess what it is.
2. Encourage the students to describe them.
3.Encourage the students to say more about Chinese things.
4.Get the students to talk about some famous Chinese things.
Step5Practice
Finish the exercises in Part A.
Step3Presentation
Get to know the countries in Asia.
1. Say “what country is east to China”.
Show some pictures about the country.(Japan)
2. Say “what country is northeast to China”.
1）What happened to Hobo’s feet
2）What was he doing then
3）What did Hobo advise Eddie to do
4）What was Eddie’s decision
Get the students to read and practice the dialogue and then act the dialogue out.
2. talk about different countries in Asia.
3. learn some Chinese things.
重点难点
1.Learn to introduce some famous thingsin Beijing in English.
2.Talk about different countries in Asia.
Show some pictures about the country.(India)
Encourage the students to say something about these countries.
Step4Showing and discussion
Get to know Chinese things.
课题
9B Unit 1 Asia
Comic strip﹠Welcome to the unit
教学目标
After learning this period , the students should be able to
1.learn more interesting places in China.
Ask:How does Mille learn about the worldwhy
How does Simon learn about the wwrld Why
Work in pairs to practice the dialogue.
Sample conversation :
S1:How do you learn about the world
Talk about the places of interest in China.
Step6Consolidation
Write a short passage to describe one of the famous places in China and choose a piece of writing to read in class.
Step7 Homework
1. Finish off the exercises.
2. Make up a dialogue to give suggestions on travelling.
教后记：
1.Show the pictures about Chinese thingssuch as:dragon dance,Chineseopera, chopsticks,Chinese knot,Chinese paper cut andChinese kung fu.
2.Encourage the students to talk about the pictures.