牛津英語高中教案
發(fā)表時(shí)間：2020-12-09牛津英語StarterU7U8教材分析。
Unit7Colors教材分析
一．本單元在全書中的地位、作用分析
這兩個(gè)單元學(xué)的語法難點(diǎn)“物主代詞”，7單元學(xué)形容詞性物主代詞，8單元學(xué)名詞性物主代詞。
二．本單元的教學(xué)重點(diǎn)
1．表示顏色的基本詞匯和表示服裝的一些常用單詞。
2．形容詞性物主代詞的含義，用法，以及與人稱代詞的區(qū)別。
3．幾個(gè)重要句型，如：What’sinthebox?
Whatcolorisit？
Whosebikeisit?
4.用所學(xué)的有關(guān)顏色的詞和有關(guān)服裝的詞，仿造課文，描寫和介紹本班的同學(xué)。
三．本單元的教學(xué)難點(diǎn)
1．什么時(shí)候用形容詞性物主代詞，什么時(shí)候用人稱代詞，這是學(xué)生在做練習(xí)時(shí)最難弄清的語法。
2．幾個(gè)重要句型也是考試重點(diǎn)，雖然學(xué)生學(xué)起來有難度，但是非常能鍛煉學(xué)生的語言掌握能力。
3.在Listening部分，許多學(xué)生聽不出grey和green的區(qū)別。
四．建議解決重點(diǎn)難點(diǎn)的方法
1．有關(guān)顏色和服裝的詞，都用頭腦風(fēng)暴法，叫幾個(gè)學(xué)生上黑板自己歸納，再全班努力，幫助找全。
2．對(duì)于什么時(shí)候用形容詞性物主代詞，什么時(shí)候用人稱代詞，根本就不必告訴學(xué)生這兩個(gè)語法名詞。因?yàn)?，這兩種代詞的中文解釋就完全不同，人稱代詞的中文意思是“你，我，他…”，而形容詞性物主代詞，解釋成“我的，你的，他的…”，對(duì)于能力中等的學(xué)生來說，從中文意思去區(qū)分它們，更加容易理解。做練習(xí)時(shí)，也從題目的含義去判斷和選擇用形容詞性物主代詞還是用人稱代詞。
建議讓能力中等的學(xué)生上黑板填寫下列表格：
我
你
他
她
它
我們
你們
他們，她們，它們
主格
I
you
he
she
it
we
you
they
賓格
me
you
him
her
it
us
you
them
我的
你的
他的
她的
它的
我們的
你們的
他們的，她們的，它們的
my
your
his
her
its
our
your
their
3．幾個(gè)重要句型
1）What’sinthebox?一定要講明，此句中疑問詞what作主語，而當(dāng)疑問詞what作主語時(shí)，看成是單數(shù)，所以后面跟is，然后教師多問此類問句，要學(xué)生回答，接著，叫學(xué)生之間互問互答，以致熟能生巧。
2）Whatcolorisit？Whatcolorarethey？Whosebikeisit?這三句的處理，要多做同義句替換。
Whatcolorisit？的同義句是Whatisthecolorofit?(前一句主語是it，后一句主語是color，都是單數(shù)，所以用is)
Whatcolorarethey？的同義句是Whatisthecolorofthem?(Whatcolorarethey？的主語是they，所以謂語用are。Whatisthecolorofthem?的主語是thecolor，所以謂語用is)
Whosebikeisit?的同義句是Whoseisthisbike?在Speaking部分的課文里，有好多這樣的句子，叫學(xué)生全部進(jìn)行同義句替換。
3）Hereitis.Heretheyare.Hereareyoursocks.這三句牽涉到一個(gè)非常難的語法：here提前到句首，句子要主謂倒裝。能力強(qiáng)的班級(jí)，稍微提一下，能力差的班級(jí)，根本就不要講，因?yàn)椴皇荢tarter教材的教學(xué)重點(diǎn)。
4.在做Listening之前，強(qiáng)調(diào)grey和green的區(qū)別，green有明顯的鼻音，grey沒有。
Unit8Ourthing教材分析
這兩個(gè)單元學(xué)的語法難點(diǎn)“物主代詞”，7單元學(xué)形容詞性物主代詞，本單元學(xué)名詞性物主代詞。
一．本單元的教學(xué)重點(diǎn)
1．名詞性物主代詞的含義，用法，以及與形容詞性物主代詞、人稱代詞的區(qū)別。
2．表示“某人擁有某物”的一般現(xiàn)在時(shí)的句子，肯定句，否定句，疑問句之間的句型轉(zhuǎn)換。并用此語法知識(shí)，寫出一篇介紹自己學(xué)校儲(chǔ)物柜的文章和一篇班級(jí)同學(xué)的寵物調(diào)查報(bào)告。
二．本單元的教學(xué)難點(diǎn)
1．什么時(shí)候用形容詞性物主代詞，什么時(shí)候用名詞性物主代詞，對(duì)學(xué)生來說，非常難。
2．一般現(xiàn)在時(shí)的句子終于露面了，只是動(dòng)詞僅限于have，于是句型轉(zhuǎn)換也成為教學(xué)難點(diǎn)。
3．Listening的PartB難度很大。
三．建議解決重點(diǎn)難點(diǎn)的方法
1．對(duì)于什么時(shí)候用形容詞性物主代詞，什么時(shí)候用名詞性物主代詞，根本就不必告訴學(xué)生這兩個(gè)語法名詞。因?yàn)椋@兩種代詞的中文解釋就完全不同，形容詞性物主代詞，都解釋成“我的，你的，他的…”，而名詞性物主代詞的中文意思，教師要向?qū)W生強(qiáng)調(diào)是“你的東西，我的東西，他的東西…”對(duì)于中等學(xué)生來說，從中文意思去區(qū)分它們，更加容易理解。做練習(xí)時(shí)，告訴學(xué)生，由于形容詞性物主代詞的含義是“…的”，所以后面可以加“東西”，而名詞性物主代詞的含義里已經(jīng)包括“東西”了，所以不要隨便再加“東西”，否則，就重復(fù)了。
建議讓能力中等的學(xué)生上黑板填寫下列表格：
我
你
他
她
它
我們
你們
他們，她們，它們
主格
I
you
he
she
it
we
you
they
賓格
me
you
him
her
it
us
you
them
我的
你的
他的
她的
它的
我們的
你們的
他們的，她們的，它們的
my
your
his
her
its
our
your
their
我的東西
你的東西
他的東西
她的東西
它的東西
我們的東西
你們的東西
他們的，她們的，它們的東西
mine
yours
his
hers
its
ours
yours
theirs
在Speaking里有個(gè)練習(xí)，出現(xiàn)許多名詞性物主代詞，要求學(xué)生全部換成形容詞性物主代詞后加名詞的形式，以鞏固認(rèn)識(shí)形容詞性物主代詞和名詞性物主代詞的關(guān)系。
2．表示“某人擁有某物”的一般現(xiàn)在時(shí)的句子，何時(shí)用has，何時(shí)用have，教學(xué)生口訣：
“主語單數(shù)，謂語用has，主語復(fù)數(shù)，謂語用have。Ihave,youhave”。句型轉(zhuǎn)換成“某人擁有某物嗎？”也有口訣：“謂語用has的，does提前，謂語用have的，do提前?！笨隙ê头穸ɑ卮?，強(qiáng)調(diào)用什么助動(dòng)詞問，就用什么回答。建議多讓學(xué)生造句，比如利用Listening的圖片，教師安排不同的主語，如：I，you，he，she，we，they等，讓學(xué)生用has，have造成有趣的句子，這樣的造句，中等學(xué)生可以做到。另外，多做筆頭練習(xí)。
3．Listening的PartB配對(duì)題，由于語速較快，容量較大，練習(xí)難度很大，好班的學(xué)生聽兩遍也無濟(jì)于事。教師有必要教學(xué)生做速記，連線之前，先根據(jù)裝束辨認(rèn)人物姓名，再將姓名和所擁有的物品全用第一個(gè)字母代替，聽音后，迅速做出如下表格，最后連線：
：
MandL：CDs
N：r
A：w
S：b
J：c，hc
P：n
以上速記符號(hào)代表的是：
MillieandLily:CDs
Nick:aradio
Andy:awatch
Spotty:aball
Jill:acamera,hairclips
Peter:notebook
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牛津英語StarterU3全英文教案
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牛津英語七年級(jí)預(yù)備課程Unit3教案
TheFirstLesson
[Teachingcontent]
Unit3WelcomeandListening
[Teachingaimsanddemands]
Knowledgeaims:
1.learnthenewwords,especially,somepersonalpronounsandsomeusefuladj,likebigandstrong,smallandthin,tallandthin,tallandslim,shortandpretty.
2.Ssgettoknowthegrammar:Inasimplepresenttensesentence,whichincludes“be”,whencanSsuse“am,is,are”?
Abilityaims:
1.Communicativeability,teachstudentshowtogreetsuitablyandhowtoaskone’sages.
[Teachingdifficultiesandimportance]
1.Thespellingofsomewords,suchas,classmate,twelve,polite,helpful,England,English,America,Americanandknow.
2.Learnpersonalpronouns“we,they,me”
3.Thisisthemostdifficult:Inasimplepresenttensesentence,whichincludes“be”,whencanSsuse“am,is,are”?
[Teachingtools]ProjectorandStudents’book
[Teachingprocedure]
Pre-teaching
1.Teachthenewwords
Askthestudentstoreadallofthenewwordsbeforeteaching.Onestudentreadsfivewords,sothattheteachercancorrecttheirmistakesinphonetics.
2.Askstudentstoreadallofthenewwords,sothattheyarefamiliarwiththembeforecomingintothetext.
3.Theteacherneedn’tleadthembyhimself/herself,becausestudentshavealreadylearnedthewordsintheprimaryschool,andtheyareallveryeasyandusualwords.
4.Asforthespellingofthenewwords,therearesomeinwhichstudentsalwayshavedifficulty,suchas,classmate,twelve,polite,helpful,England,English,America,Americanandknow.
Step1Presentation
Haveacasualchatwithstudents,askingthesequestions:
Doyouhavefriends?
Whoarethey?
Whoisyourbestfriend?
What’shis/hername?
Sothattheteachercanleadtothesubjectofthisunit.
Step2Welcometotheunit
1.Askthestudentstoreadthedialoguesofthispartfirst,andseeiftheycanreaditcorrectly.
2.Askthemtoreadthedialoguesagaintograspthemeaningofit,andanswerthesequestions:
What’sthenameofthegirlinapinkdress?
Whoisthegirlinayellowdress?
WhoisAndy?
HowoldisMillie?
HowoldisJill?
AreJillandMillieclassmates?
HowisAndy?
3.Guidestudentstoreplaceallofthenamesinthedialogueswiththenamesoftheirclassmatesandusesomesimilarwordsandsimilarsentencestomakeanotherdialogueoftheirown.
Forexample,I’mtwelve=I’m12yearsold,I’m12years.
I’mtwelvetoo=I’malso12.
Heispoliteandhelpful=Heishelpfulandheispolite
4.LetSsdoPairworkandgivestudentschancestoshowtheirdialogues.
Step3Listening
1.Pre-listening.
1）AskstudentstoreadthepairsofwordsinPartA,andtheninstructthemtofindtheoppositewordofeachword.
2）Afterwards,askstudentstomakesentenceswitheachwordandeachpair,usingthestructure:“sb.is…”“sb.is…and…”
3)Atlast,theteacherasksquestionslike:
Whoisbigandstronginourclass?
Whoissmallandthininourclass?
Whoistallandsliminourclass?
Whoisshortandprettyinourclass?
SothattheycanunderstandthewordswellandatthesametimelearntouseEnglish.
2.DotheexercisesofPartB.
3.Post-listening.Takethechancetoteachstudentsgrammarofasimplepresenttensesentence,whichincludes“be”.
主語控制謂語，謂語動(dòng)詞什么時(shí)候用am,is,are,要看主語，口訣：
單數(shù)is，復(fù)數(shù)are，I配am，you配are。
（說明：在教一般現(xiàn)在時(shí)態(tài)的be動(dòng)詞形式時(shí)，我要求學(xué)生把you和I單列出來特別記憶，而其它形式的主語只要數(shù)清個(gè)數(shù)就行了。我刻意回避“第三人稱單數(shù)”這個(gè)名稱，因?yàn)槲艺J(rèn)為，對(duì)于基礎(chǔ)不好的普通學(xué)校學(xué)生而言，“第三人稱單數(shù)”這個(gè)概念太復(fù)雜了，為了理解這個(gè)概念，學(xué)生必須弄懂三層含義：“人稱”、“第三人稱”、“單數(shù)”，而口訣簡單易學(xué)。）
Step4Summary,furtherlearninganddoworkbook.
TellSsthedifferencebetweenslimandthin,thedifferencebetweentallandhigh,andthedifferencebetweenshortandlow.
Step5Homework
TheSecondLesson
[Teachingcontent]
Unit3SpeakingandReading
[Teachingaimsanddemands]
Knowledgeaims:1.Learnthenewwords.
2.Knowthetransformationsofasimplepresenttensesentence,whichincludes“be”:theinterrogativeform,affirmativeandnegativereply.
Abilityaims:
1.Communicativeability,teachstudentstogreetsuitablyandtodescribeone’sfriends’appearanceorpersonality..
2.Sswriteanarticleofintroducingone’sfriends.
[Teachingdifficultiesandimportance]
1.Inasimplepresenttensesentence,whichincludes“be”,whencanSsuse“am,is,are”?
2.Knowthedifferencebetween“England”and“English”,thedifferencebetween“America”and“American”.
3.Hereisthegreatestdifficulty:thetransformationsofasimplepresenttensesentence,whichincludes“be”:theinterrogativeform,affirmativeandnegativereply.
[Teachingtools]ProjectorandStudents’book
[Teachingprocedure]
Step1.RevisionandPre-speaking
1.Reviewgrammar.
主語控制謂語，謂語動(dòng)詞什么時(shí)候用am,is,are,要看主語，口訣：
單數(shù)is，復(fù)數(shù)are，I配am，you配are。
2.Teachthetransformationsofasimplepresenttensesentence,whichincludes“be”:theinterrogativeform,affirmativeandnegativereply.
含有be的句子的一般疑問句，肯定回答，否定回答，
Areyouhappy?Yes,Iam.No,I’mnot.
AmIhappy?Yes,youare.No,youaren’t.
Ishehappy?Yes,heis.No,heisn’t.
Isshehappy?Yes,sheis.No,sheisn’t.
Arewehappy?Yes,youare.No,youaren’t.
Areyouhappy?Yes,weare.No,wearen’t.
Aretheyhappy?Yes,theyare.No,theyaren’t.
3.Askstudentstoreadthemandcopythemagainandagain.
Step2Speaking
1.Askthestudentsreadthedialoguemodelsinthispart,andcorrecttheirmistakesinphonetics.
2.Directthemtoplaytheroleinordertobefamiliarwiththestructureofthedialogue.
3.Guidestudentstoreplacethebluewordsandphrasestomaketheirowndialoguesaccordingthepicturesinthispart,followingthedialoguemodels.
4.Pairworkandgivestudentschancestoshowtheirdialogues.
Step3Reading
2.Askstudentstoreadthedialogueinthispartbythemselvestwice,andgetreadytoanswerthesequestions:
What’sthenameofthegirl?
Whoisthewoman?
HowmanynewfriendsdoesJillhave?
Whoarethey?
IsSammiagirloraboy?
Howoldisshe?
Issheshortandslim?
Whereisshefrom?
IssheanEnglishgirloranAmericangirl?
IsPatagirloraboy?Howoldishe?
Isheshortandslim?
Whereishefrom?
IsheanEnglishboyoranAmericanboy?
3.Guidestudentstodotheexerciseunderthedialogue.
4.Directstudentstousesomesimilarwords,similarsentencesandothernamestoreplacethedialogue,makinganotherdialogueoftheirown.
Forexample,thankyou=thanks,she’sshortandslim=she’sshortandshe’sslim,
SheisfromEngland=ShecomesfromEngland,SheisEnglish=SheisanEnglishgirl,
He’stwelvetoo=Heisalsotwelve,He’sfromAmerica=hecomesfromAmerica,
HeisAmerican=HeisanAmericanboy.
5.Askstudentstorewritethedialoguedownintheexercisebook,sothattheycanfinishanarticleoftheirown.
Step4Grammar
1.Reviewgrammar.
謂語動(dòng)詞什么時(shí)候用am,is,are,要看主語，主語控制謂語，口訣：
單數(shù)is，復(fù)數(shù)are，I配am，you配are。
Reviewthetransformationsofasimplepresenttensesentence,whichincludes“be”:theinterrogativeform,affirmativeandnegativereply.
含有be的句子的一般疑問句，肯定回答，否定回答，Areyouhappy?Yes,Iam.No,I’mnot.
AmIhappy?Yes,youare.No,youaren’t.
Ishehappy?Yes,heis.No,heisn’t.
Isshehappy?Yes,sheis.No,sheisn’t.
Arewehappy?Yes,youare.No,youaren’t.
Areyouhappy?Yes,weare.No,wearen’t.
Aretheyhappy?Yes,theyare.No,theyaren’t.
Bytheway,tellSsthat“Yes,Iam.Yes,heis.當(dāng)Iam,heis在句末時(shí)，不能合并?！?/p>
2.DotheexerciseofPartA.Afterthat,spendsometimeteachingthephrase“Letsb.dosth.”
3.TeachSspersonalpronouns,andguidethemtofillintheformwithpersonalpronounsofPartB,includingbothsubjectformsandobjectsubjectforms.
3.Askstudentstoreadtheexerciseagainandagain.
Step5Task
1.Explainwhattheformofthispartisabout,andfirstly,askstudentssomequestionsorallyaccordingtotheform.
2.Guidestudentstofinishtheblank-fillingexercise.
3.Afterthat,leadstudentstoreadthearticleagainandagain.
Step6Summary,andfurtherknowledgeandability
1.WeareallChinese.=WeareallChinesestudents
2.Englandhasothernames,suchasBritain,UK
3.Englishmeans“英國的，英國人的，英語”,butitdoesn’tmean“英國人”.SoSscansay“sheisEnglish.”or“SheisanEnglishgirl.”,butcan’tsay“SheisanEnglish”
4.TeachSsthecorrectwordorderofthephrase“fournewclassmates”.
5.并列成分的最后一個(gè)之前加and，如:Sheissmall,thinandpolite.
Step7Homework
1.Copythetransformationsofasimplepresenttensesentence,whichincludes“be”:theinterrogativeform,affirmativeandnegativereply.
2.AskstudentstorewritethedialogueofReadingpart,soastofinishanarticleoftheirown.
牛津英語StarterU5全英文教案
教案課件是老師需要精心準(zhǔn)備的，大家應(yīng)該開始寫教案課件了。只有寫好教案課件計(jì)劃，可以更好完成工作任務(wù)！你們會(huì)寫教案課件的范文嗎？下面是小編幫大家編輯的《牛津英語StarterU5全英文教案》，歡迎閱讀，希望您能閱讀并收藏。
牛津英語七年級(jí)預(yù)備課程Unit5教案
TheFirstLesson
[Teachingcontent]
Unit5welcomeandlistening
[Teachingaimsanddemands]
Knowledgeaims:1.Learnthenewwords.
2.Thestructureof“Therebe”,whentouse“is”,whentouse“are”.
3.Therulethreeofpluralsofcountablenouns.
Abilityaims:
Thestudentscanusethestructureof“Therebe”freelyandcorrectly.
[Teachingdifficultiesandimportance]
Thetransformationofthestructureof“Therebe”,includingtheinterrogativeform,affirmativeandnegativereply,andthenegativeform.
[Teachingtools]ProjectorandStudents’book，workbook
[Teachingprocedure]
Step1Pre-teaching
1.Teachthenewwords
Askthestudentstoreadoutthenewwordsbeforetaught.Onestudentreadsfivewords,sothattheteachercanfindoutandthencorrecttheirmistakesinphonetics.
2.Askallstudentstoreadallofthenewwordsinchorus,sothattheyarefamiliarwiththembeforecomingintothetext.
3.Theteacherneedn’tleadthembyherself,becausestudentshavealreadylearnedthewordsintheprimaryschool,andtheyareallveryeasyandusualwords.
4.Asforthespellingofthenewwords,therearesomeinwhichstudentsalwayshavedifficulty,suchas,blackboard,again,fifteen,thirteen,behind,numberandtwenty.
Step2Presentation
Haveacasualchatwithstudents,askingabouttheclassroom:
Whereareyoustudying?
Isourschoolabigoneorasmallone?
Whatcanyouseeinourschool?
Whatelsecanyoufindinourschool?
Sothattheteachercanleadtothesubjectofthisunit.
Step2Welcometotheunit
1.Askthestudentstoreadthedialoguesofthispartfirst,andseeiftheycanreaditcorrectly.
2.TeachSs“therebe,andtheinterrogativeform,affirmativeandnegativereply,”bydoingthefollowingexercise:
1).Isthisabook?Yes,itis./No,itisn’t.
2).Isthereabookonthedesk?Yes,thereis./No,thereisn’t.
3).Aretheyyourbooks?Yes,theyare./No,theyaren’t.
4).Aretherefourbooksonthedesk?Yes,thereare./No,therearen’t.
5).What’sonthedesk?Thereisabook./Therearefourbooks.
6).Howmanybooksarethereonthedesk?Thereisonlyone./Therearefourbooks.
Step3Listening
1.Pre-listening.
Teachtherulethreeofpluralsofcountablenouns:“以輔音字母加y結(jié)尾，去y變ies，如：library－libraries”.
2.DotheexercisesofPartB.
Step4Exercisesandsummary,doworkbook.
Step5Homework
Makesentenceswith‘Isthere…..’and‘Arethere…….’
TheSecondLesson
[Teachingcontent]
Unit5speakingandreading
[Teachingaimsanddemands]
Knowledgeaims:1.Learnthenewwords
2.Thestructureof“Therebe”,whentouse“is”,whentouse“are”
3.Thedifferencebetween“any”and“some”
Abilityaims:
Thestudentscanusethestructureof“Therebe”freelyandcorrectly.
[Teachingdifficultiesandimportance]
1.Thestructureof“Therebe”,includingtheinterrogativeform,affirmativeandnegativereply,andthenegativeform.
2.Thedifferencebetween“any”and“some”
[Teachingtools]ProjectorandStudents’book，workbook
[Teachingprocedure]
Step1.Speaking
1.Eveniftherearealreadysomewordsinthepicture,askSstomarkasmanyEnglishnamesaspossibleonthebigpicture,usingthosewordswhichtheyhavejustlearned,includingbasketballcourt,Pingpongtable,meetinghall,schoolgate,etc.
2.Readthemodeldialoguetwice,andSsmaketheirowndialoguesaccordingtowhatisintheirownschool,imitatingthemodel.
Step2Reading
1.Askstudentstoreadthearticleinthispartbythemselvestwice,andgetreadytoanswersomequestionsaboutthearticle.
1.Howmanyclassroomsarethereinyourschool?
2.Howmanyhallsarethereinyourschool?
3.Isthereanartroom/areadingroom/agardeninyourschool?
4.Aretherefivehundredstudentsinyourschool/(hundred不加s)
2.Guidestudentstodotheexerciseunderthearticle.
3.Directstudentstousetheirownname,andthesomeinformationofthemselvesandoftheirclasstoreplacethearticle,makinganewarticleoftheirown.
4.Afterwards,teachstudentssomethingaboutthestructureof“Therebe”,whentouse“is”,whentouse“are”,whichisaboutthegrammar“theagreementbetweenthesubjectandpredicateinpersonandnumber.”
5.TeachSsthedifferencebetween“any”and“some”,forexample
Therearesomebuildingsinthepicture.
(“some”isonlyusedinaffirmativeform.)
Arethereany……?Yes,therearesome./No,therearen’tany.
(“any”isusedininterrogativeformandnegativeform.)
Step5Exercisesandsummary,doworkbook.
Step6Homework
1.Makesentenceswiththefollowingstructures:
Thereisa/an………
Therearesome……
Istherea/an……….
Arethereany……..
1.WorkbookPart2(reading)
2.Reviewthethreerulesofpluralsofcountablenouns.
TheThirdLesson
[Teachingcontent]
Unit5grammarandtask
[Teachingaimsanddemands]
Knowledgeaims:1.Learnthenewwords.
2.Thestructureof“Therebe”,whentouse“is”,whentouse“are”.
3.Therule4,5,and6ofpluralsofcountablenouns.
Abilityaims:
1.Thestudentscanusethestructureof“Therebe”freelyandcorrectly.
2.Sscanmasterthesixrulesofpluralsofcountablenouns.
[Teachingdifficultiesandimportance]
1.Thestructureof“Therebe”,includingtheinterrogativeform,affirmativeandnegativereply,andthenegativeform.
2.Therule4,5,and6ofpluralsofcountablenouns.
[Teachingtools]ProjectorandStudents’book，workbook
[Teachingprocedure]
Step1Grammar
1.Askstudentstoreadthephraseswhichinclude數(shù)詞ofthispart,andguidethemrearrangethosephrasesintheorderofnumbers
2.Doingtheexerciseandfillinginthethreeballoons,theteacherteachesstudentstherule4,5,and6ofpluralsofcountablenouns—
“Rule4:以f，fe結(jié)尾的詞，去f或fe變成ives.
Rule5:以o結(jié)尾的詞，只有potato，tomato，mango等加es.
Rule6:不規(guī)則的名詞復(fù)數(shù)形式：man-men，woman-women，child-children，mouse-mice，sheep-sheep，fish-fish，people-people，有oo的詞，變成ee，如：foot-feet，tooth-teeth，goose-geese”
3.Writesomewordsontheblackboardandasksomestudentstodotherelativeexercise,inordertoseeiftheymasterthethreerules.
4.DotheexerciseofPartB.Tellonlyalittleaboutthestructureof“TherebeAandB”,basedon“Therebe”structure.
Step4Task
Instructstudentstofinishwritingworkofthispart,anarticleof“Myschool”,accordingtotheinformationoftheirownschool.
Step5Exercisesandsummary,doworkbook.
Step6Homework
Writeanarticleof“Myschool”tointroducetheirownschoolwithinformationofthemselvesandoftheirschool.
牛津英語StarterU4全英文教案
牛津英語七年級(jí)預(yù)備課程Unit4教案
TheFirstLesson
[Teachingcontent]
Unit4WelcometotheunitandListening.
[Teachingaimsanddemands]
Knowledgeaims:1.Learnthenewwords.
2.Teachtheaffirmativeandnegativeformofimperatives.
Abilityaims:
Thestudentscanuseimperativesfreelyandcorrectly.
[Teachingdifficultiesandimportance]
1.Thespellingofsomewords,suchas,blackboard,again,fifteen,thirteen,behind,numberandtwenty.
2.Thespellingoftheteacher’sdesk.Theruleofthenumberswith‘-teen’and‘-ty’
3.theaffirmativeandnegativeformofimperativesandpluralformofnoun.
[Teachingtools]ProjectorandStudents’book,workbook
[Teachingprocedure]
Pre-teaching
1.Teachthenewwords
Askthestudentstoreadoutthenewwordsbeforetaught.Onestudentreadsfivewords,sothattheteachercancorrecttheirmistakesinphonetics.
2.Asforthespellingofthenewwords,therearesomeinwhichstudentsalwayshavedifficulty,suchas,blackboard,again,fifteen,thirteen,behind,numberandtwenty.
3.Doawordgame.AskSstosortallofthenewwordsintothreetypes:numbers,actions,andtheequipmentinaclassroom.
Step1Presentation
Haveacasualchatwithstudents,askingabouttheclassroom:
Whereareyounow?
Isourclassroomabigoneorasmallone?
Whatcanyouseeinourclassroom?
Whatelsecanyoufindinourclassroom?
Howmanywindowsarethereinourclassroom?
Howmanyblackboardsarethereinourclassroom?
Sothattheteachercanleadtothesubjectofthisunit.
Step2Welcometotheunit
1.Askthestudentstoreadthedialoguesofthispartfirst,andseeiftheycanreaditcorrectly.
2.Letstudentsobservethelocationof“please”,andaskthemwhatthosesentencesmeaniftaken“please”away.Andaskthemhowtomakenegativeformofimperatives.
3.Teachstudentswhatanimperativeis.
祈使句就是表示命令或請(qǐng)求的句子。
祈使句的否定句，在句首加don’t.
祈使句的please可放句首或句末。
4.Askstudentstomakesomeimperatives,whicheithermeanordersorrequests.
5.Pairwork.Onestudentsspeaksimperatives,theotheractsasherequires.
Step3Listening
1.Pre-listening.
1）AskstudentstoreadthewordsofPartA,andtheninstructthemtomakesomeimperativesandnegativeformofimperativeswiththosewords,sothatstudentscanreviewthegrammarofimperatives.
2）Afterwards,askstudentstospeakouttheirsentencesoneafteranother.Onestudentsayimperatives,thenextsaysitsnegativeform.Inthisway,theteachercanchecktheirsentencesandknowiftheyallgraspthegrammarofimperatives.
2.DotheexercisesofPartB.
Step4Exercisesandsummary,doworkbook.
Step5Homework
TheSecondLesson
[Teachingcontent]
Unit4SpeakingandReading
[Teachingaimsanddemands]
Knowledgeaims:
1.Tolearnthenumbersfromonetoten
2.Tolearntheusageofpluralform.
3.Toreviewthenegativeformofimperatives.
Abilityaims:
Thestudentscanknowtheusageofpluralformwellandusethemfreelyandcorrectly.
[Teachingdifficultiesandimportance]
Pluralformofnounandthenegativeformofimperatives.
[Teachingprocedure]
Step1.Speaking
1.Letscounthowmanydoors,windows,blackboardsinourclassroom.Sscountandanswer.
2.Askstudentstoreadallthephraseswhichincludenumeralsinchorus,sothattheywillpayattentionstoplurals.
3.Takingthechance,theteacherteachesthemthefirstruleofpluralsofcountablenouns“一般詞，后面加s”.
4.Guidestudentstomakeasmanyphrasesaspossiblewithnumerals,sothattheywillknowhowtousepluralsofcountablenouns.
5.SaytherhymeinPartB.
6.Emphasizethesentence“Don’tbelateagain”.
Oh,thegirlislateforschool.So,theteachersays:‘Don’tbelateforschool.’Getthestudentstoguessoutthemeaning.
7.Review‘Don’t=Donot’andthenegativeformofimperative.
Belate.→Don’tbelate.
Bequick.→Don’tbelazy.
Step2Reading
1.Askstudentstoreadthearticleinthispartbythemselvestwice,andgettoknowaboutthearticle.
T:whereareyou?
Ss:Weareintheclassroom.
T:Yes.Thisisourclassroom.(writeontheblackboard)Whatclassareyouin?
Ss:WeareinClass1.
T:What’sinourclassroom?
2.Directstudentstofindoutthosephraseswhichincludenumbers,andputthemintheorderofnumbers.Forexample,
Readthetextagainandmatchthenumbersandthepeopleorobjects,accordingtothetext.
11nineteenboys
13fifteengirls
14elevenbags
15sixteenpencils
16fourteenrubbers
17eighteenbooks
18thirteendesks
19seventeennumbers
3.AskSstodeclaretheiranswertotheexercise:
elevennumbers,thirteenbags,fourteengirls,fifteendesks,sixteenboys,seventeenpencils,eighteenrubbers,nineteenbooks
3.Guidestudentstodotheexerciseunderthearticle.
4.Directstudentstousetheirownname,andusesomeinformationofthemselvesandoftheirclasstoreplacethearticle,makinganewarticleoftheirown.
5.Afterwards,teachstudentssomethingaboutthestructureof“Therebe”,whentouse“is”,whentouse“are”。
Thethirdlesson
[Teachingcontent]
Unit4Grammarandtask
[Teachingaimsanddemands]
Knowledgeaims:1.Reviewthenewwords.
2.Teachthefirsttworulesofpluralsofcountablenouns.
3.Inthestructureof“Therebe”,whentouse“is”,whentouse“are”
Abilityaims:
1.Studentscanusepluralsofcountablenounstodescribeone’sclassroomcorrectly.
2.Sswriteanarticleofintroducingtheirclassroom.
[Teachingdifficultiesandimportance]
1.Thestructureof“Therebe”,whentouse“is”,whentouse“are”。
2.Thestructureof“TherebeAandB”,andthegrammarofagreementbetweenthesubjectandpredicateinpersonandnumber.
[Teachingtools]ProjectorandStudents’book,workbook
[TeachingProcedure]
Step1Grammar
1.Askstudentstoreadthephraseswhichincludenumeralsofthispart,andguidethemtorearrangethosephrasesintheorderofnumbers.
2.Theteacherteachesstudentstheruletwoofpluralsofcountablenouns“以s,x,sh,ch結(jié)尾的詞，后面加es。如：class-classes,box-boxes,brush-brushes,watch-watches”.
3.Writesomewordsontheblackboardandasksomestudentstodotherelativeexercise,inordertoseeiftheymastertheruletwo.
4.Dotheexerciseofthispartbyfillingtheblankofanarticlewiththosephrases.Afterthat,explainthesentence–Thereisateacherand20studentsinit.Tellonlyalittleaboutthestructureof“TherebeAandB”,basedon“Therebe”structure.
5.FinishPartBofGrammar,writingnumbersfromonetothirtycorrectly.
6.LetSssumuptheruleofthenumberswith‘-teen’and‘-ty’.Andthengetthestudentstoreadthewordssyllablebysyllabletohelpthemrememberiteasily.
7.Sstrytocountfrom1toonehundred,andcounthowmanystudentsthereareintheclass.
Step2Task
1.Instructstudentstofinishthedrawingandreportingwork,accordingtotheinformationoftheirown.Watchourclassroom,andfillinthecorrectnumbers.
Thereare_________inmyclassroom..
Thereare_________inmyclassroom..
Thereare_________inmyclassroom..
Thereare_________inmyclassroom..
Thereare_________inmyclassroom..
Thereare_________inmyclassroom..
Thereis__________teacher’sdeskinit,too.
Thereare_________newbooksonit.
Thereare_________numbersontheblackboard..
Thereare_________chairsinit.
Thereare_________rubbersand__________pencilsonthedesks.
Step5summary
Step6Homework
AskstudentstouseinformationofthemselvesandoftheirclasstoreplacetheReadingpart,writinganarticletointroducetheirclassroom.Write‘Myclassroom’
