牛津英語(yǔ)高中教案

牛津英語(yǔ)StarterU3全英文教案。

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牛津英語(yǔ)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(yǔ)控制謂語(yǔ)，謂語(yǔ)動(dòng)詞什么時(shí)候用am,is,are,要看主語(yǔ)，口訣：

單數(shù)is，復(fù)數(shù)are，I配am，you配are。

（說(shuō)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(lái)特別記憶，而其它形式的主語(yǔ)只要數(shù)清個(gè)數(shù)就行了。我刻意回避“第三人稱(chēng)單數(shù)”這個(gè)名稱(chēng)，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(chēng)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(chēng)”、“第三人稱(chēng)”、“單數(shù)”，而口訣簡(jiǎn)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(yǔ)控制謂語(yǔ)，謂語(yǔ)動(dòng)詞什么時(shí)候用am,is,are,要看主語(yǔ)，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(wèn)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(yǔ)動(dòng)詞什么時(shí)候用am,is,are,要看主語(yǔ)，主語(yǔ)控制謂語(yǔ)，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(wèn)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(guó)的，英國(guó)人的，英語(yǔ)”,butitdoesn’tmean“英國(guó)人”.SoSscansay“sheisEnglish.”or“SheisanEnglishgirl.”,butcan’tsay“SheisanEnglish”

4.TeachSsthecorrectwordorderofthephrase“fournewclassmates”.（wWW.36GH.Com 合同范本網(wǎng)）

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.

相關(guān)閱讀

牛津英語(yǔ)StarterU4全英文教案

牛津英語(yǔ)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’

牛津英語(yǔ)StarterU1精品全英文教案

牛津英語(yǔ)七年級(jí)預(yù)備課程Unit1教案

TheFirstLesson

[Teachingcontent]

Unit1welcomeandlistening

[Teachingaimsanddemands]

Knowledgeaims:1.learnthenewwords

2.learnhowtogreeteachotherwhenmeeting

Abilityaims:

1.Communicativeability,teachstudentstogreetsuitablyatdifferenttimesofaday.

2.Cooperativeability,directstudentstodolotsoforalpracticeofgreetings.

[Teachingdifficultiesandimportance]

1.Payattentiontothespellingofthesewords:bye,hello,right,Mr,andMrs.

2.Howtogreetsuitablyatdifferenttimesofadayandgreetindifferentways.

[Teachingtools]Projector,Students’bookandWorkbook

[Teachingsteps]

Pre-teaching

1.Teachthenewwords

Askthestudentstoreadallofthenewwordsbeforeteaching.Onestudentsreadsfivewords,sothattheteachercanfindouttheirmistakesinphoneticsandthencorrect.

2.Askallstudentstoreadallofthenewwords,sothattheyarefamiliarwiththembeforegoingintothetext.

3.Theteacherneedn’tleadthemtoreadthenewwords,becausethosearewordswhichstudentshavealreadylearnedintheprimaryschool,andtheyareallveryeasyandusualwords.

4.Asforthespellingofthenewwords,therearesomeinwhichstudentsalwayshavedifficulty,suchas,bye(bey),hello(holle),right(right),Mr,andMrs.

Step1.Warm-upandPresentation

MakeSsrecallthegreetingswhichtheylearnedintheprimaryschoolbydoingsomecommonandeasygreetingswithstudents,leadingtothesubjectofthisunit.

Step2.Welcometothisunit

1.Askstudentstoreadthefourdialoguesofthispartfortwice,andgetreadyforthefollowingquestionstocheckifthestudentsunderstandthemeaningofthedialogues:

WhoisAndy?WhoisMillie?WhoisLily?WhoisNick?WhoisMissFang?Whentheymeet,whatdotheysay?Whentheymeetinthemorning,whatdotheysay?Whentheypart(分別),whatdotheysay?

2.Teachstudentssomesimilarwordsandsimilarsentencesofthefourdialogues,andatthesametimeaskthemtoreplaceallofthenamesinthedialogueswiththethosesoftheirclassmates.Therefore,studentscanmakeanotherfourdialoguesoftheirownandofdifferentpatternsbutofthesamemeaning.

Forexample,Hi=Hello,Goodmorning=Goodmorningtoyou,

Goodbye=Bye-bye,Bye,Seeyou,seeyouaround,seeyoulater

3.Pairworkandashowtime

Step3Listening

1.Pre-listening.

ThereisaclockonthewallinPicture1ofPartA,soaskSsforthecorrecttime.Afterthattheteacherguidesthestudentstoobservethetimesoftheotherthreedialoguesinthispartandteachesthedifferentwaysofgreeting.

2.Askstudentstodothelisteningexercisesonthetapeandtickthecorrectanswer.

3.Dosomepost-listeningwork.Guidestudentstoreplaceallofthenamesinthedialogueswiththenamesoftheirclassmatesandusesomesimilarwordsandsimilarsentencestomakeanotherdialogueoftheirown,sothatSscanknowthedifferentwaysofgreeting.

Forexample,Goodafternoon=Goodafternoontoyou,Howareyou=Howareyoudoing,

I’mfine=I’mOK,OK,Fine,Good,Great,hi=hello,Andyou=Whataboutyou,

Thankyou=Thanks

4.Pairworkandashowtime

5.Summary,askSstofindandlearnthesedifferentwaystogreeteachother.

1).Youknoweachother:

Hi,goodmorning/afternoon;Howareyou?

2).Youdon’tknoweachother:

Hello,what’syourname?

3).Youdon’tknoweachother,butyouknoweachother’sname:

Hello,you’re----,right?

Step4Furtherknowledgeandability

1.Howareyou?的回答一般是肯定，它的不同回答有:

Fine,thankyou./Imfine,thankyou./Notbad,thankyou./ImOK/verywell/Allright.

/Justso-so.

身體狀況確實(shí)不好，我們可以說(shuō)：Notsogood/Terrible/Idon’tfeelingverywell.

2.對(duì)女性和男性的稱(chēng)呼如下：對(duì)男性我們一律稱(chēng)Mr.soandso，對(duì)未婚女性我們稱(chēng)Misssoandso,而對(duì)已婚和不明婚姻狀況的女性分別稱(chēng)Mrs.soandso,和Mssoandso.，并將Mr.Mrs.或Miss，Ms放在姓之前。

4.26個(gè)字母中有Aa,Ee,Ii,Oo,Uu5個(gè)元音和21個(gè)輔音。

Step5.dotheworkbook

Step6.Homework

1.Writeadialoguebetweentwostudentswhodon’tknoweachother.

2.Singasong“Hello!”

TheSecondLesson

[Teachingcontent]

Unit1Speaking,ThealphabetandListening

[Teachingaimsanddemands]

Knowledgeaims:1.reviewnewwords

2.LettersA--N,thecorrectorderofthem,andtheirwritingmethods

3.PhoneticsymbolsofLettersA--N,thewordswhichtheyrepresent

Abilityaims:

1.Communicativeability,teachstudentstogreetsuitablyatdifferenttimesofaday.

2.Cooperativeability,directstudentstodolotsoforalpracticeofgreetings.

[Teachingdifficultiesandimportance]

1.Howtogreetsuitablyatdifferenttimesofadayandgreetindifferentways

2.thecorrectorderofLettersA--N,theirwritingmethods

3.Studentshavegreatdifficultyinthefollowingtwosentences:

YouareNick,right?

AreyouNick?

YoureJill,right?該句的回答跟一般疑問(wèn)句的回答相同。如果符合事實(shí)情

況就說(shuō)Yes,Iam.，反之，就是No,(Imnot.)Imxxx.

[Teachingtools]Projector,Students’bookandWorkbook

[TeachingSteps]

Step1.Revision

1.reviewnewwordsofboththeirspellingandtheirsound.

2.Theteacherhassomedialogueswithsomestudentsindifferentsituations

Step2.Speaking

1.Askthestudentsreadthedialoguesinthispart,andcorrecttheirmistakesinphonetics.

2.Directthemtoplaytheroleinordertobefamiliarwiththestructureofthedialogue.

3.Guidestudentstoreplaceallofthenamesinthedialogueswiththenamesoftheirclassmatesandusesomesimilarwordsandsimilarsentencestomakeanotherdialogueoftheirown.

Forexample,What’syouname?=MayIknowyourname?Canyoutellmeyourname?

4.Pairworkandgivestudentschancestoshowtheirdialogues.

5.Themostdifficultpoint

Ssmakemistakeseasilyinthefollowingtwosentenceswhichhavethesamemeaning:

YouareNick,right?和AreyouNick?

Theyarealwayspuzzledwiththeorderof“YOU”and“ARE”

YoureJill,right?該句的回答跟一般疑問(wèn)句的回答相同。如果符合事實(shí)情況就說(shuō)Yes,Iam.，反之，就是No,(Imnot.)Imsoandso.

Inordertoovercometheobstacle,theteacherhastoaskSstodolotsofrepeatingworkorallyanddomuchcopywork.Besides,doexercisetorearrangetheorderofthesentence.

Step3.Reading

1.Askstudentstoreadthedialogueinthispartbythemselvestwiceandgetreadyforthesequestions:

What’sthenameofthegirl?What’sthenameofhermother?

What’sthenameofthewoman?Whatdotheysaywhenthewomanmeetsthegirl?

2.Guidestudentstoreplaceallofthenamesinthedialogueswiththenamesoftheirclassmatesandusesomesimilarwordsandsimilarsentencestomakeanotherdialogueoftheirown.

Forexample,What’syouname?=MayIknowyourname?Canyoutellmeyourname?

3.Pairworkandgivestudentschancestoshowtheirdialogues.

Step4.Thealphabet

1.TeachstudentsthesoundofLettersA--N,thecorrectorderofthem,andtheirwritingmethods.

2.Accordingtothepictures,directstudentstolearnsomewordsbeginningwiththeseletters,thatistheirphoneticsymbols：

apple;ball;cat;dog;egg;fish;girl;hat;ice-cream;juice;kite;like;mouse;nose

Payattentiontotheirspelling.

3.Introducetheseabbreviations:UK,CD,a.m,cm,mm,kg,ID,KFC,NBA,LG,BBC,CCTV,CBA,VOA,andaskSsabouttheirmeaning.Tellthemtopayattentiontowhethercapitallettersareneeded.

4.Guidestudentstofindmoreabbreviations,andasksomestudentstoshowthemontheblackboard.ThereareMBA,LG,BBC,ABC,AD,BC,BA,BEC,CAAC,CBA,CBC,OK.

Step5Task,aguessinggame

Step6Dotheworkbook

Step7Homework

1.CopythenewwordsandalldialoguesofUnit1,andpreparedfordictations

2.AskSstofindmoreabbreviations.

牛津英語(yǔ)StarterU12全英文精品教案

牛津英語(yǔ)七年級(jí)預(yù)備課程Unit12教案

TheFirstLesson

[Teachingcontent]

Unit12WelcomeandListening

[Teachingaimsanddemands]

Knowledgeaims:1.Knowfurtheraboutthesimplepresenttense.

2.Knowthedifferencesbetweencountablenounsanduncountablenouns.

abilityaims:1.Ssgettoknowsomepreparationworkbeforeabirthdayparty.

2.Sslearntousethesentencespattern“Wouldyoulikesth?”and“Wouldyouliketodosth.”

[Teachingdifficultiesandimportance]

1.In“Wouldyoudosth?”and“Wouldyoulikesth?”,“would”hasnothingtodowiththepasttense.Instead,itjustmeansacourteoustoneofspeech.

2.Weuse“some”insteadof“any”inthesentence“wouldyoulikesomebread?”,becauseitmeansaskforsomething.

[Teachingtools]Projector,workbookandStudents’book

[Teachingprocedure]

Step１　welcomeandpresentation

1.HaveachatwithSsaboutwhentheirbirthdaysare,whattheyusuallygetfortheirbirthday,andwhattheywantastheirgifts.Teachnewwordsinthisway,saying:

Maybeyoucangetsomebirthdaycardsfromyourfriendsandwrite“card”ontheblackboard.

Maybeyoucangetsomechocolatesfromyourparents,andwrite“chocolate”ontheblackboard.

Maybeyoucangetsometoysfromyourgrandparents,andWrite“toy”ontheblackboard.

2.Letthestudentslistentothetapeandanswerthequestion:

Whoisthegirlinyellow?

Whoisthegirlinblue?

Whyisshehappy?

WouldLilycometoMillie’sbirthdayparty?

WhatdoesMillieusuallygetforherbirthday?

WhatdoesLilywanttogiveMillieforherbirthday?

Therefore,theteacherwillknowiftheygraspthemainideaofthedialogue.

3.AskSstoplaytherole.

Step2sentencepattern

1.Teachthegrammar.

Insentencepatterns“Wouldyoulikesth?”and“Wouldyoudosth”,thereisa“would”.“would”isthepasttenseof“will”,butinthesesentencespatterns,ithasnothingtodowiththepasttense.Instead,itjustmeansacourteoustoneofspeech.

2.want=wouldlike,wanttodo=wouldliketodo,Wouldyoulike….?=Doyouwant…?Whatwouldyoulike?=Whatdoyouwant?

3.Inordertomasterthoseimportantsentencepatterns,Sshavetodolotsofpractice.Forexample,askSstomakesuchsentenceswiththefivewords,whichareacake,abanana,anorange,juice,andmilk,inListeningPartAinadvance,like“Wouldyoulikeacakeforyourbirthday?Wouldyouliketodrinksomejuice?Wouldyouliketoeatabanana?”

4.Insentencemakingexercised,Ssarelikelytomeettheproblemofwhethertous“some”or“any”.Tosolvetheproblem,TellSsthatweuse“some”insteadof“any”inthesentence“wouldyoulikesomebread?”,becauseitmeansaskforsomething.

Step3Listening

1.Pre-listening

Reviewtheimportantsentencepatterns“Wouldyoulikesth?andteachSstheaffirmativereply“Yes,I’dlikeone.”andthenegativereply“No,thanks”.

2.TellSsthedifferencesbetweencountablenounsanduncountablenouns.

3.Beforelistening,haveachataboutthetwopicturesinPartBwiththestudents---Whoisinthepicture?Whataretheytalkingabout?

Inaddition,introducethesituationofthedialogue:MillieandhermumaretalkingaboutwhattobuyforMillie’sbirthdayparty.Listentotheirconversationandtrytocompletetheirshoppinglist.

4.DothelisteningexerciseofPartB.Lateron,invitesomestudentstoreadtheirpresentlistsandthenaskthemtotalkabouttheirfavoritepresents.ThefollowingiswhatIsuggest:

Ask:Millieisgoingtohaveabirthdayparty.Therearemanykindsoffoodintheparty.Whatwouldyouliketoeat?

Helpthestudentstosaytheirfavoritefood.

(Takeoutthepicturesandthings)

Ask:wouldyoulikesomebananas/sweets/icecream/orangejuice/cakes?

Writethenewwordsontheblackboardandreadthem.

Step4Summary,anddoworkbook.

Step5Homework

TheSecondLesson

[Teachingcontent]

Unit12SpeakingandReading

[Teachingaimsanddemands]

Knowledgeaims:1.Masterthesimplepresenttenseanduseitfreely.

2.LearnwhatinterrogativewordsareandgettoknowinterrogativesentencesbydoingtheexerciseunderReadingPart.

Abilityaims:Ssgettoknowsomeactivitiesinabirthdayparty,andtrytoretelltheReadingParttoexpressMillie’sbirthdaypartyinthesimplepresenttense.Inaddition,Sswriteanotherarticle“Mybirthday”,followingthemodelarticle.

[Teachingdifficultiesandimportance]

1.SslearntoretelltheReadingPart.

2.Followingthemodelarticle,writeanotherarticle“Mybirthday”.

[Teachingtools]Projector,workbookandStudents’book

[Teachingprocedure]

Step1.Speaking

1.MakeSsreadthedialoguealone,andmakethemtoanswerthesequestionsafterwards:

Whosebirthdayistomorrow?

Whoarethetwogirls?

Dothetwogirlwanttobuyheranypresents?

Whatdoesthegirlontherightwanttobuyher?

Whatdoesthegirlontheleftwanttobuyher?

Wherecantheybuythosepresents?

Whendotheywanttodotheshopping?

TeachsomesimilarwordsandsentencestoSs:

TomorrowisMillie’sbirthday.=It’sMillie’sbirthdaytomorrow.

present=gift

Iwanttobuyherapresent.=I’dliketobuyherapresent.

buyherapresent=buyapresentforher

Whatdoyouwanttobuy?=Whatwouldyouliketobuy?

I’dliketobuyherateddybear.=Iwanttobuyherateddybear.

Iwanttobuyhersomestickers.=I’dliketobuyhersomestickers.

Wouldyouliketogowithme?=Doyouwanttogowithme?

Andatthesametime,instructSstoreplacethebluewordswithwhattheywanttoby,withthenamesofclassmates,andwithothertimesandplaces,inordertomakeasimilardialogueabouttheirshoppingplans.Thentakeafewminutestotelltheirneighborsabouttheirshoppinglists.

Step2Reading

1.Letthestudentslookatthepicturesunderthetext,beforeenteringthetext,andcommunicatewiththestudents.Thefollowingistheplansuggested:

T:Let’slookatthepicturesforMillie’sbirthdayparty.

WhatcanyouseeonthetableinPicture1?

S:IcanseeCDs,hairclips,stickers,andsoon.

T:HowdoseMillielook?

S:shelooksexcited/pleased.

T:Let’slookatPicture2.What’sthis?It’sasofa.Whereareherfriends?

S:Theyareonthesofa.

2.Writethenewwords“sofa”ontheblackboardandreadthem.Thengooncommunicatingwiththestudents:

Let’slookatPicture3.

T:WhatbirthdaypresentdoesMilliegetfromherfriends?

S:Millie’sfriendshaveCDs,hairclips,ateddybear,etc.forher.

T:Let’slookatPicture4.Whataretheydoing?

S:Theyaresingingabirthdaysongforherandsharingthebigcake.

3.MaketheSstoreadthetextandreadytoanswersomequestions,soastoknowwellaboutthemeaningofthetext:

Whatdayisittoday?

Whosebirthdayistoday?

Whatclothesdoesshewear?

Doesshelookcool?

Whatisonthetable?

Whohasalotofpresentsforher?

Whatarethey?

Doeseveryoneenjoytheparty?

Whatdotheydoonthebirthdayparty?

Atlast,whatdotheydotoher?

Aftertheysingthesong,whatdotheydo?

IsMilliehappyonherparty?

Doallherfriendshaveagoodtime?

Surely,whenaskingandansweringthequestions,theteacherandtheSscansingtheworld-famousbirthdaysong“Happybirthdaytoyou,happybirthdaytoyou,happybirthdaymydearfriend,happybirthdaytoyou.”

4.Dothetwoexercisesunderthetext.

5.Grammar

TeachSsthedifferentmeaningsanddifferentusagesoftheinterrogativewordsinPartB:

When什么時(shí)間(問(wèn)時(shí)間)

What什么事(問(wèn)事情)

Who什么人(問(wèn)人)

Where什么地方(問(wèn)地點(diǎn))

How怎樣(問(wèn)程度或方式)

5.Dogroupworkforconsolidation.

Writesomecluewordsundereachpictureandguidethemtodescribethepictureaccordingtothegivingwordsandphrases.DivideSsontogroups,fourstudentsinagroup:

Picture1:wear,cool,suchas,excited,wonderful

Picture2:sofa,talk,chat,havefun,interesting

Picture3:hairclips,chocolate,presents,happy

Picture4:abigcake,share,sing

Askeachgrouptodescribetheirpictures.

Step3

Homework

1.DescribethefourpicturesinexercisebooksinSs’ownwords.

2.GuidetheSstoretellthepassage

3.Followingthemodelarticle,writeanotherarticle“Mybirthday”.

TheThirdLesson

[Teachingcontent]

Unit12GrammarandTask

[Teachingaimsanddemands]

Knowledgeaims:1.ReviewtheSimplePresentTense

2.Learnthedifferentmeaningsandusagesofdifferentinterrogativewords

3.Howtouseinterrogativewordsandmakeinterrogativesentences.

Abilityaims:

1.Sscantalkabouthowtoprepareabirthdaypartyandwhattheyseeinabirthdayparty,usinginterrogativesentencescorrectly

[Teachingdifficultiesandimportance]

1.Thedifferentmeaningsandusagesofdifferentinterrogativewords

2.Howtomakeinterrogativesentencescorrectly

[Teachingtools]Projector,workbookandStudents’book

[Teachingprocedure]

Step1Grammar

1.Grammarteaching

InstructSstolearnthemeaningsandusagesofdifferentinterrogativewords.

When什么時(shí)間(問(wèn)時(shí)間)

What什么事(問(wèn)事情)

Who什么人(問(wèn)人)

Where什么地方(問(wèn)地點(diǎn))

How怎樣(問(wèn)程度或方式)

Howmany+復(fù)數(shù)可數(shù)名詞(問(wèn)數(shù)量)

Howmuch+不可數(shù)名詞(問(wèn)數(shù)量)

Howlong多久時(shí)間(問(wèn)時(shí)間段)

Howsoon多久時(shí)間以后(才做某事)

Whose誰(shuí)的(問(wèn)所有格)

Which哪個(gè)；哪些

Why為什么(問(wèn)原因)

Whattime什么時(shí)刻(問(wèn)時(shí)刻)

Attachimportancetothedifferencemeaningsbetween“when”whichmeans“何時(shí)”,“whattime”whichmeans“什么時(shí)刻”and“howlong”whichmeans“多久時(shí)間”.AndteachSstheirdifferentusages.

2.Presentation

Write“8April”ontheblackboard,say:It’sLily’sbirthday.CanyoutellmethedateinEnglish?(Write“theeighthofApril”ontheblackboard)Thencommunicatewiththestudents:

T:HowdoseLilycelebrateherbirthday?Canyouguess?

S:Ithinkshehasapartyorabigdinner.

T:Maybe.Wheredoesshehavethepartyorthedinner?

S:Athome.

T:Whowillcometoherbirthdayparty?

S:Hergrandfatherandgrandmother,heraunts,herunclesandhercousins.

T:Whatpresentscansheget?

S:Manyinterestingthings,suchasbooks,hairclips,clothesandshoes.

T:Ok,hereisadialogueaboutlily’sbirthdaybetweenMillieandLily,trytofillintheblanksandcompletetheirconversation.

2.Letthestudentsreadandcompletethedialogue.Afterwards,theteachercheckstheanswers.Letthestudentsreadthetextagain,thenaskthemtoanswerthequestionsonLily’sbirthday.

2.MakeSsreadthetexttogetherforconsolidation.

3.Dothefill–in–blankexerciseofthispartoninterrogativewords.

Step2Task

1.InstructSstoanalysisthepostbelowthedialoguebetweenMillieandPeter,whichisaboutMillie’sbirthdayparty,usingasmanyinterrogativesentencesaspossible.

2.DirectSstolearnthedialogue,followingwhattheposttells.

3.Askthestudentstohaveatalkaboutpartners’birthday,thenmakeasimilarpostintheirexercisebook.Atlast,asksomestudentstoshowtheirpostontheblackboard.Sscanlearnhowtodesignabirthdaypartybyfinishingthetask.

Step3Homework

Ssaskeachotherhowhe/shespenthis/herbirthday.Writedownthedialoguebetweenthemandtheirfriends.