高一牛津英语教案

牛津英语教与学|牛津小学英语|牛津初中英语|牛津...[免费体验]牛津英语6A Unit 1复习资料 08-24 [免费体验]牛津英语7A Unit 1全部教案(新2) 08-24 [视听课堂]新概念英语第一册听力MP3 08-22 [视听课堂]剑桥...牛津英语5A同步听力MP3(全套) 上… 07-25 牛津英语4A同步听力... 94K 2006-9-26 - 百度快照 牛津英语教学资源网[公告]牛津英语教学资源网!开通了 文章链接 推荐文章...[上海版]牛津英语教案7AU3M3 09-02 浏览更多…...牛津8BUnit3全套教案 09-11 牛津8BUnit2...免费Flash课件[音标教学phonetic] 09-10 免费Flash课件... 43K 2006-9-25 - 百度快照 高一英语上册unit3教案（全）-人教版[全套]...学校·教师·试卷·课件·文学·下载·电脑·搜索·建站·健康·动画·音乐·笑话·同学·交友·留言·免费·...高一英语上册unit3教案(全)-人教版[全套]...【字体:小 大】 点这里知道关于"高一英语上册unit3教案(全)-人教版[全套]"... ... 65K 2006-8-4 - 百度快照 上的更多结果 牛津8B unit2 全套教案-免费英语教育资源牛津英语8B UNIT2(初二下) (Unit 2,8B) Teaching Designs Unit opening: Background information In this unit students explore different...请选择登陆或免费注册 用户名: 密密码: 点击本地下载 软件大小:25K 文件格式:rar *... web.12999.com/showzip.php?id=7399 17K 2006-9-7 - 百度快照 web.12999.com 上的更多结果 2006年江苏地区牛津英语8B Unit 4（Grammer）教案..您当前的位置:免费教育资源网 -> 下载 -> 英语...原子核的组成教案示例... · 原子核教案示例 ...资源名称:2006年江苏地区牛津英语8B Unit 4(Grammer)...2006年湖南地区生物科基因的表达课件[全套][整理] · 2006年浙江地区... ...

高一 Unit 17 Great women reading 教案教学内容分析本单元的中心话题是“著名（杰出）女性”，话题涉及谈论著名及你最崇敬的女性“妇女独自南极探险”，“美国电视著名黑人女主持人奥普拉·温茀丽的故事”等，语言技能和语言知识都围绕中心话题而设计。本节课为此单元的第二课时——阅读课。“读前”（Pre-reading）设计了三个有关旅行和南北极的问题，具体涉及极地探险、动物等内容, 能够诱发学生的探索精神和想象力。通过学生的讨论、探究，自主地发现下面阅读故事的背景，有助于学生正确理解文章的深层意思，真正体会主人公Helen Thayer的伟大。“阅读”(Reading)材料是一篇记叙文，故事描叙的是作者Helen Thayer在她60岁时，独游南极洲的冒险经历。在恶劣多变的气候条件及险恶的地理状况中，作者在危急关头，虽感孤独恐惧，但表现出冷静、顽强、乐观的态度，最后克服险境。对学生今后的人生道路、心理素质、生活态度起到了陶冶和积极的导向作用。Teaching Aims：1.Train the students’reading ability.2.Learn and master the following words and phrases;1) Words: mile Antarctic threaten optimistic somehow shelter regret extreme climate value2) Phrases: struggle through threaten to do sth lie down be thankful for in good health struggle to one’s feet make a decision Teaching Important Points：1.Improve the students’ reading ability.2.Enable the student to understand the text better.3.Let the students have strong wills and determination by reading the passage.Teaching Difficult Points：1.How to improve the students’reading ability.2.The use of some useful expressions.Teaching Methods：1.Discussion before reading to make the students be interested in what they learn in class.2.Fast reading to get the general idea of the text.3.Careful reading to answer some detailed questions.4.Individual, pair or group work to make every student work in class.Teaching Aids:1.a map of the world2.a tape recorder3.a computerTeaching Procedures：Step I Greeting and speech Greet the students as usual and the student who is on duty give a speech before class.Step II Lead­-in 1.Do you like travelling ?Where do you like to travel best ? How will you travel ? 2.Imagine you are traveling alone to the South Pole, what will you take with you ?3.Why do polar bears never eat penguins ? Step III Fast – reading

全文教案是 8A Unit 4 Wild Animals 全课教案 8A Unit 4 Wild Animals 全课教案 Warm-up activities 1 Create an interest in the issue of sharing the limited natural resources. Depending on the general interest of the class, choose one of the following situations: * A group of students are stranded on an island. There is not enough food available for everyone to survive. * Astronauts are stranded in space. They do not have enough oxygen for everyone to survive. 2 Make a list of people involved in the situation, a list of the resources available (e.g., food, oxygen, water, etc.) and a list of how long everyone is able to survive. Ss have to decide whether they stay alive together sharing what they have or they are going to occupy all the resources for their own survival. 3 Ss study the pictures and read the conversation first on their own, then in pairs. Ask two more able students to role-play the conversation. Presentation 1 Ss complete Part A. Encourage them to do the task without any pre-teaching of keywords. Check answers orally with the whole class. 2 Divide Ss into pairs and ask them to do the survey in Part B1 3 Encourage them to discuss in pairs why they like or do not like the animals. Ask them to write down their ideas. Language points Look delicious, If you eat my food, I won’t talk to you., no one, in danger, a report on giant pandas Homework 1 Learn the language points by heart. 2 一课三练 P.43 3 Preview the Reading Part. Revision 1 Review key vocabulary according to the general ability of the class. Presentation (Reading A) 1 On the Bb, write the following list of sentences on the Bb: * Xi Wang is the name of a baby giant panda. * Baby giant panda s are very small when they were born. * They grow very quickly. * Xi Wang has to find her own food when she is 20 months old. * Hunters kill giant pandas and sell their fur. 2 Divide the class into three groups and allocate one part to each group. While students skim the text on their own, ask them to underline the words they do not know. Then go through the words students have underlined. Ask students to explain briefly how they know that the sentences on the Bb are true by identifying and listing key facts in the text. Presentation (Reading B& C) 1 Ask Ss to draw a parallel between the growth of the baby giant panda and a human baby. Ask if they know what happens to people while they grow up. Write the following words/phrases on the Bb. Adult old person teenager baby middle-aged person Young adult child toddler Draw a timeline and encourage Ss to come forward and write each word at the correct point on the timeline. Ask them to draw a more creative growth chart. 2 Ask students to do a birth chart of themselves. Tell them to add their photos to the chart. Presentation (Reading D) 1 Revise the words listed in the box in Part D. 2 Ask students to complete Part D. Then ask some Ss to read the sentences aloud to check their choice of words. 3 If they show interest, ask them to practice the text for a presentation for 2-3 minutes. Presentation (Reading E) 1 Ask Ss to read the conversation in Part E in pairs to check if there are any words they do not know. Then ask Ss to complete the sentences individually. 2 Ask six Ss to read the conversation while the rest of the class check their answers. Language points (Part A) The story of Xi Wang, only 10 days old, it means…, was born, weigh just 100 grams, at four months, for the first time, eight months later, not…any more, grow into, at the very beginning, up to 14 hours a day, bamboo shoots, have to look after herself, have another baby, It is adj. (for sb.) to do, some of the problems, kill it for its fur, nowhere to live, on their own, need help, in danger, take the following actions to do, protect giant pandas, make giant panda reserves bigger, encourage sb. to do, there will be Language points (Part B& C) Keep sb./sth. Safe from danger, large areas of land with trees, special areas for wild animals, stay alive Homework 1 Learn the language points by heart. 2 一课三练 P.44-45 3 Preview the Vocabulary Part. Presentation （Vocabulary） 1 Creat an interest in animals. Try to extend the context by asking Ss if they would like to adopt an animal and , if they do, which one they would choose. 2Use the task to check Ss’ knowledge of name of animals. Ask Ss to guess the names individually first and then compare with a partner. 3 Check answers with the whole class. Read all the words under the pictures and ask Ss to give definitions. Language points Polar bear---North Pole, wolf----wolves Homework 1 Learn the language points by heart. 2 一课三练 P.46 3 Preview the Grammar Part. Presentation （Grammar Part A） 1 Try to elicit the conditional structure by asking questions such as What will happen if you come to school lats? What will happen if you break your favourite toy? Try to think of sentences which reflect Ss’ own experience. Write the most interesting answers on the Bb. Ask Ss to include the “If”-clause as well. Read all the sentences again and ask more able Ss to elicit the rule. 2 Write some more open “If”-clauses on the Bb and ask Ss to finish the sentences with their own ideas. Help Ss reformulate their ideas into correct sentences and write them on the Bb. 3 Ask Ss to match the sentences on their own and then compare answers with a partner. Invite a more able student to read the sentences aloud for the rest of the class to check answers. 4 For Part A2, Ask Ss to complete the sentences on their own and then compare answers with a partner. Check answers with the whole class. 5 Ask Ss to complete “Work out the rule” at the bottom of page 61. Presentation （Grammar Part B） 1 Ask Ss to read through the rules and the sample sentences on their own. Then check understanding by asking them to think of other examples. 2 Write several “If”-clauses on the Bb and ask more able Ss to complete them with their own ideas. Remind them to write about repeated and predictable situations instead of possible results. 3 Explain the context of Part B1. Revise the words in the box. 4 Ask students to complete the sentences individually. 5 Ask Ss to read the conversation with a partner checking the accuracy of their sentences. Then check answers with the class. Presentation （Grammar Part B2） 1 Try to creat interest in learning interesting things about wild animals. Tell them that Amy’s report introduces new information about tigers and wolves. 2 Explain the context of writing a report. Revise the structure of conditional sentences. 3 Ask Ss to read the report on their own to make sure that there are no unfamiliar words. Then Ss complete the sentences individually and compare them with a partner. Check answers with the whole class. Language points Grow more bamboo, run the other way, go to North Africa, walk through a rainforest, learn a lot about wild animals, arrive at noon, see the feeding of animals, get enough information for my class report, attack people, spit poison, step on them, male wolves Homework 1 Learn the language points by heart. 2 一课三练 P.47-48 3 Preview the Integrated skills Part. Presentation （Integrated skills A） 1 Invite students to talk about what they like about tigers and wolves. Brainstorm any information and general knowledge about the two animals. 2 Ask Ss to study the two fact files in pairs. Check the meaning of some of the words. 3 Help Ss focus on the general context by asking general questions they may be able to answer while listening for the first time. Write them on the Bb: * What is the name of the largest living cat? * What is Millie’s favourite animal? Play the recording. Students listen carefully for keywords to answer the questions. 4 Play the recording for again and ask students to find out the missing facts in the fact sheets. Play the tape for the third time for Ss to check the answers. 5 Ask Ss to read the letter in pairs and discuss any words they do not understand. Complete the letter without looking at the fact sheetson page 64. Then ask them to look at the fact sheets to check the answers and make corrections if necessary. 6 Ask more able Ss to read aloud the letter. Presentation （Integrated skills B） 1 Ask students to practice the conversation in pairs and then change roles. Identify any words or phrases they do not know. 2 Ask students to create their own conversation using information from the fact sheets. Language points Live as a family, good at hunting other animals, make medicine, friendly towards each other, loss of living areas, make medicine from their bones, buy clothes made of animal fur, look lovely on me, lose one’s life, someone else, Homework 1 Learn the language points by heart. 2 一课三练 P.49 3 Preview the Pronunciation, Main task & Check out Part. Presentation （Pronunciation） 1 Remind Ss of communicative purpose of conditional sentences. 2 Play the recording for Part A and ask Ss to listen carefully. Ss imitating the rising and falling voice patterns. 3 Ask students to read Simon’s presentation with correct the rising and falling voices. 4 Ask students to read Millie’s presentation in Part B quietly on their own. Play the recording . Ask Ss to listen carefully and mark where Millie’s voice rises and falls with the correct arrows. 5 Tell students to read them again, and answer the ‘Wh-‘questions. Students work in pairs. Language points （Pronunciation） Peaceful animals, live in family groups, continue to build roads, have suitable homes, make new farmland, make a lot of money, sell elephants’ tusks, train them, Presentation（Main task） 1 Talk to Ss about the purpose of writing reports. Elicit from the different reports. Explain that in reports, we do not normally say ‘I feel…’ or ‘I like…’ and do not include personal comments. 2 Read the title of the report in Part A. Create an interest in the topic by asking what they have learnt about giant panda in this unit. 3 Ask students to skim through the report quickly and give each paragraph. 4 Ss complete Simon’s report in Part C on their own. Ask more able Ss to read it aloud to check the answers. Language points （Main task） Spend a lot of time drinking their mums’ milk, at a time, get smaller and smaller, become farmlands, keep taking the land, what action can the club take? Sharp paws, walk upright Presentation （Checkout） 1 Set a time limit for reading the sentences in Part A and for filling the blanks. Ask Ss to complete the task on their own. 2 Ask students to Proceed to Part B after completing Part A. 3 Ss complete Part B on their own and then compare answers in pairs. Language points （Checkout） Climbing, what about playing football?, a friend like Alan, answer questions correctly Homework 1 Learn the language points by heart. 2 一课三练 P.50-52 3 Preview the Unit 5 copy others