牛津高中英語教案

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牛津英語七年級預(yù)備課程Unit2教案

TheFirstLesson

[Teachingcontent]

Unit2welcomeandlistening

[Teachingaimsanddemands]

Knowledgeaims:1.Learnthenewwords

2.Identifydifferentfamilymembersandmakeintroductiontoclassmates

Abilityaims:

1.Communicativeability,teachstudentstogreetsuitablyandtointroduceone’sfriendsorfamilymembers.

2.Cooperativeability,directstudentstodolotsoforalpracticeofgreetingandintroduction.

[Teachingdifficultiesandimportance]

1.Thespellingofsomewords,suchas,twin,grandmother,mother,photo,aunt,uncle,cousin,policeman,andjob.

2.Theconceptofpersonalpronoun“she,he,it”andpossessivepronoun“my”arethemostdifficultinthisperiodforSstounderstand.

3.Howtoexplainthenamesofsomefamilymembers,suchasgrandfather,grandmother,father,mother,uncle,cousin,aunt,inEnglishandintheirownwords.

[Teachingtools]ProjectorandStudents’book

[Teachingprocedure]

Pre-teaching

1.Teachthenewwords

Askthestudentstoreadallofthenewwordsbythemselvesbeforeteaching,sothattheteachercancorrecttheirmistakesinphonetics.

2.Askallstudentstoreadallofthenewwordsbeforelearningthetext.

3.Asforthespellingofthenewwords,therearesomeinwhichstudentsalwayshavedifficulty,suchas,twin,grandmother,mother,photo,uncle,cousin,policeman,andjob,,especiallycousin,aboutwhichevenafterafewunits’learning,someSswillforgetall.Itisbothhardinpronouncingandspelling.Sothedictationof“cousin”isneededforseveraltimes,andtheteacherhastouse“cousin”oftenaswell,sothatSscanrememberitthroughuse.

Step1Presentation

1.Haveacasualchatwithstudents,includingthesequestions:

Doyouhaveafamily?Isyourfamilyabigfamilyorasmallone?

Howmanypeoplearethereinyourfamily?Whoarethey?

Sothattheteachercanleadtothesubjectofthisunit.

2.Teachstudentstthesimilarword:myfamily=myfamilymembers

Step2Welcometotheunit

1.HaveasmalltalkwithSs,withcommonandeasygreetingswayswhichtheylearnedinUnit

2.AskthemtoreadthedialoguesonP12twicetograspthemeaningofit.

3.Asksomequestionaboutthedialogue,forexample,WhoisPeter?WhoisLily?

WhoisNick?WhoisSally?WhoisMimi?WhoisSpotty?

WhosepetisMimi?WhosepetisSpotty?

4.Guidestudentstoreplaceallofthenamesinthedialogueswiththoseoftheirclassmatesandusesomesimilarwordsandsimilarsentencestomakeanotherdialogueoftheirown.

Forexample,Goodmorning=Morning,Sheismycat=Itismycat.

5.Pairworkandgivestudentschancestoshowtheirowndialogues.

Step3Listening

1.Pre-listening.

AskstudentstoreadthefourwordsofPartAbythemselvesjustonce.Andthenmakethemexplain“grandfather,grandmother,father,mother,uncle,aunt,cousin”inEnglishandintheirownwords.Forexample,

Grandfatheristhefatherofmymumormydad.

Thereisaman,I’mhisson.Whoishe?

Explaingrandmotherandmotherinthesameway.

2.MakeSsrecallthesimilarwordsofthefourwords.

Forexample,grandfather=grandpa,grandmother=grandma,father=daddy,dad,

mother=mummy,mum,grandfatherandgrandmother=grandparents,mom

SothattheycanunderstandthewordswellandatthesametimelearnhowtouseEnglish.

2.DotheexercisesofPartB.

3.Post-listening.DirectstudentstomakesentenceswiththefourwordsinPartAastheylike,onewordtwosentences.

Step4Doworkbook.

Step5Homework

TheSecondLesson

[Teachingcontent]

Unit2Speaking,ThealphabetandReading

[Teachingaimsanddemands]

Knowledgeaims:1.Reviewthenewwords.

2.Identifydifferentfamilymembersandmakeintroduction

Abilityaims:

1.Communicativeability,teachstudentstogreetsuitablyandtointroduceone’sfriendsorfamilymembers.

2.Cooperativeability,directstudentstodolotsoforalpracticeofgreetingandintroduction.

[Teachingdifficultiesandimportance]

1.Thespellingofsomewords,suchas,photo,aunt,uncle,cousin,policeman,andjob.

2.Thespellingandmeaningofsomephraseslikeaphotoofmyfamily.

3.Thegreatestdifficultyisthedifferencebetweenthetwosentences:“whoishe/she?”and“Whatishe/she?”

[Teachingtools]Photosofstudents’families,Projector,WorkbookandStudents’book

[TeachingProcedure]

Step1.Revision

1.Dosomerevisionwork.Reviewnewwordsofbothspellingandtheirsounds.

Step2Speaking

1.Askthestudentsreadthedialoguesinthispart,andcorrecttheirmistakesinphonetics.

2.Directthemtoplaytheroleinordertobefamiliarwiththestructureofthedialogue.

3.Guidestudentstoreplaceallofthenamesinthedialogueswiththenamesoftheirclassmatesandusesomesimilarwordsandsimilarsentencestomakeanotherdialogueoftheirown.

Forexample,aphotoofmyfamily=myfamily’sphoto,

4.Guidestudentstoaddtwomoresentencestothesmalldialoguesoastomakeitlongerandbetter:after“Whoisshe”,add”Whatishername?”andafter“Whoishe”,add“Whatishisname?”

5.Pairworkandgivestudentschancestoshowtheirdialogues.

DirectSstoaskeachotherabouttheirfamilyphotos,usingsentencesstructureslike“Isthis….?”“Yes/No”“Whoisshe/he?”“She/Heismy...”“Whatisher/hisname?”“Whatisshe/he?”and“She/Heisa…”,etc.AndSstaketheopportunitytointroducetheirfamilymembers,suchasgrangfather,grandmother,father,mother,sister,brother,etc.

6.Post-speakingwork.Therearefourpicturesatthebottomofthispage.Instructstudentstomakeasentenceofeachpicture,accordingtothewhatisshowninthepictures,ofwhichthefoursubjectshavealreadybeengiven.Thisexercisecanreviewthepresentprogressivetense.

Step3Reading

1.Pre-readingwork.Therearealreadyfourjobsinthispart:adoctor,ateacher,apoliceman,andanurse.Askstudentstofindmorejobs,andwritetheirnamesonthispage,like:cook,engineer,scientist,businessman,driver,cleaner,worker,farmer,etc.

2.Askstudentstoreadthedialogueinthispartbythemselvestwice.

3.Guidestudentstousesomesimilarwords,similarsentencesandnamesofotherjobstoreplacethedialogue,makinganotherdialogueoftheirown.

Forexample,Whoisthisman=Whoisthis?What’she=Whatdoeshedo?

What’sshe=Whatisherjob?Whoisthatwoman=Whoisthat?

5.Pairworkandashowtime,sothattheycanusethesentencestructures“whoishe/she?

Whatishe/she?”freelyandcorrectly.

Step4Thealphabet

1.TeachstudentsthesoundsofLettersO--Z,thecorrectorderofthem,andtheirwritingmethods.

2.Accordingtothepictures,directstudentstolearnsomewordsbeginningwiththeselettersandlearntheirphoneticsymbols(From“O”to“Z”).

3.Guidestudentstoknowthemeaningsoftheabbreviations.Tellthemtopayattentiontowhethercapitallettersareneeded.

Forexample,VIP,CCTV,ABC,IQ,PRC,RMB

4.Guidestudentstofindmoreabbreviations,andasksomestudentstoshowthemontheblackboard.

Step5Task

1.Askstudentstoreadthedialogueinthispartbythemselvestwice.

2.Guidestudentstousesomesimilarwords,similarsentencesandnamesofotherjobstoreplacethedialogue,makinganotherdialogueoftheirown.Furthermore,thesimilarsentencesinclude“Sheisanurse.=Sheworksasanurse.”and“Sheisateacher=Shedoesateacher’sjob.”

3.RewritethedialogueofTask,usingsomesimilarwords,similarsentencesandnamesofotherjobs,sostudentscangetanotherchancetousethesentencestructures“whoishe/she?Whatishe/she?”.

Step6Summary,anddoworkbook.

Step7Homework

RewritethedialogueofReadingpart,usingsomesimilarwords,similarsentencesandnamesofotherjobs,sothatstudentscanusethesentencestructures“whoishe/she?Whatishe/she?”freelyandcorrectly.

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牛津英語StarterU10全英文精品教案

牛津英語七年級預(yù)備課程Unit10教案

TheFirstLesson

[Teachingcontent]

Unit10WelcomeandListening

[Teachingaimsanddemands]

Knowledgeaims:1.Enablethestudentstomastersomenewwords.

2.TeachSstoaskaboutthetime,andhowtosaythetime

3.Reviewimperativesentences

abilityaims:1.Ssgettoknowsomeactivitiesbothinclassandatschool.

2.TraintheSstohavesomesocialmoralities.

[Teachingdifficultiesandimportance]

Saythetimeindifferentways.

[Teachingtools]Aclockmadebypaper,Projector,WorkbookandStudents’book

[Teachingprocedure]

Step１　welcomeandpresentation

1.Setatimeseventhirtyonapaperclock,andholditup.LookatthepaperclockandaskSs,“What’sthetime?(Whattimeisit?)”Thenpresentthosetimes7.50,7.00,8.15inthesameway.

2.GuideSstohavethesimilardialoguewitheachother,sothattheycantotallymasterthesentencepattern.

3.BeforelearningthedialoguesofWelcomePart,teachsomeimportantphrasesbydoingtheseactions:Pointtotheclockandsay,“Oh,it’sseveno’clock.Imustgetup.”Introducethefollowingphrasesinthesameway:hurryup,gotoschool,havebreakfast.

4.AskSstolistentothetapeandanswer:

Whattimeisit?

Itistimetodowhat?

IsLilylateforschool?

Bytheway,reviewtherhymeonP21withinaveryshorttime.

5.TellSsthattheycansaythetimeindifferentways.Forexample,sevenfifty=tentoeight,seventhirty=halfpastseven,eightfifteen=aquarterpasteight

ManySsfeelitdifficulttousethemcorrectly,becausethereare“to”and“past”.ThefollowingisthewaywhichIuseandsuggest:

past表示“路過”，halfpastseven，把half想象成一個人，他散步路過seven，所以halfpastseven表示“過了七點半個小時”

to表示“到達(dá)”，tentoeight，把ten也想象成一個人，他朝eight走，但還沒到eight，所以表示“離八點還差十分鐘”

6.Withthehelpofthepaperclock,pointtoanytimeandaskthestudentstosaythetimesinvariouswaysonebyone,suchas12:30,6:15,4:40,4:45,2:50,2:00,etc.

Step2Listening

1.Dopre-listeningwork.AskSstoreadthepairsofwordsandphrases.Afterthat,pointto“we”assubject,andaskSstomakethreesentenceswiththewordsandphraseswhichshowtheschoollife,like

WehaveaChineselessononMonday.

OnTuesday,wehaveamathslesson.

OnFriday,wehaveaComputerlesson.

Atthesametime,askthestudentstopayattentiontothepreposition“on”

2.Asforthenamesofsubjects,theteachercanaddart,chemistry,history,P.E.physics,biology,geography,algebra(代數(shù)),andgeometry(幾何)

3.DothelisteningexerciseofPartB.TellSsnotonlyknowwhetherthesentencesaretrueorfalse,butalsoknowwhat’swrongwitheachfalsesentence.

Step3Summaryanddoworkbook.

Step4Homework

TheSecondLesson

[Teachingcontent]

Unit10speakingandreading

[Teachingaimsanddemands]

Knowledgeaims:Gettoknowthesimplepresenttenseandtherelativefrequencywords.

Abilityaims:1.Sstrytodescribeone’sschoollifewiththesimplepresenttense.

2.Knowtheimportanceofthetimeandcherishthetime.

[Teachingdifficultiesandimportance]

1.Theusagesandformationofthesimplepresenttense.

2.Thesentencetransformationsofthesimplepresenttense.

[Teachingtools]Projector,WorkbookandStudents’book

[Teachingprocedure]

Step1.Speaking

1.Writesometimesontheblackboard,suchas7:00,6:10,6:30,6:45,letstudentssaytheminEnglish

2.AskSstoreadthedialogueofthispart,playtherole,andatthesametimegetreadyforthesequestionsaboutthedialogue:

WhendoesPetergotoschooleveryday?

WhendoesNickgotoschooleveryday?

Dotheyplaybasketballeveryday?

Whendotheyplaybasketball?

Dotheyhaveacomputerlessontoday?

Whatlessondotheyhave?

Dothetwoboysoftenchatwitheachotheratlunchtime?

3.GuideSstoreplacethebluewordswithotherwords,sothattheycanmaketheirowndialogue.

4.Whentheydowith“everyday”,theconceptoffrequencywordoccurs,givingtheteacherachancetoteachitandintroduceotherfrequencywords,likeusually,often,sometime,everyday,everyweek,everymorning,everyevening,onceaday,twiceamonth,etc.

Step2Reading

1.Reviewthemainstructure“Doyou…?”byaskingSssomequestions,andthenintroduceNick’sday.

Getthestudentstoreadthetextthemselves,andanswerthefollowingquestions:

What’sthenameoftheboy?

Whendoeshegetupeverymorning?

Whendoeshehavebreakfast?

Whendotheclassesbegin?

Whatclassesdoeshehaveinthemorning?

Afterclass,whatdotheydo?

Afterlunch,whatdotheydo?

From1.30to3.50p.m,whatdotheydo?

Afterschool,whatdoesheoftendo?

Whatsportsdoeshelike?

Whendoeshegohomeanddohishomework?

Whendoesheusuallyhavedinner?

Afterdinner,whatdoeshedo?

Whendoeshegotobed?

2.HelpNicktofillinthetimetableofNick.

3.DoexerciseofPartB

Step3Grammar

1．Whenteachingtheusagesandformationofthesimplepresenttense,theteacherhastodothatinasimplewaythatcanbeeasilyunderstoodbycommonSsincommonschool.ThefollowingiswhatIuseandsuggest:

1）“時態(tài)”，就是動作發(fā)生的時間和狀態(tài)。

2）“一般現(xiàn)在時”名稱中“現(xiàn)在”代表現(xiàn)在做的動作，“一般”代表常常做，連起來，“一般現(xiàn)在時”就是“現(xiàn)在常常做的動作”，這樣比較容易通過概念名稱記住時態(tài)用法。

3）一般現(xiàn)在時態(tài)的結(jié)構(gòu)，強調(diào)“主語控制謂語，口訣是：主語單數(shù)，謂語加s，主語復(fù)數(shù)，謂語用原形，I和you，用原形?！币簿褪钦f，把I和you單列出來特別記憶，而其它形式的主語只要數(shù)清個數(shù)就行了。

（我刻意回避“第三人稱單數(shù)”這個名稱，因為我認(rèn)為，對于基礎(chǔ)不好的普通學(xué)校學(xué)生，“第三人稱單數(shù)”這個概念太復(fù)雜了，為了理解這個概念，學(xué)生必須弄懂三層含義：“人稱”、“第三人稱”、“單數(shù)”。

4）“頻率”就是次數(shù)，頻率高就是次數(shù)多，頻率低就是次數(shù)少。

“頻率詞”的記憶：分為三大“護(hù)法”——usually,often,sometimes，以及兩大“軍團(tuán)”——everyday,onceaday，因為把劃橫線的詞替換成其它時間或次數(shù)，就能使頻率詞發(fā)展壯大成為“軍團(tuán)”。

5)頻率詞和一般現(xiàn)在時的關(guān)系：頻率詞和一般現(xiàn)在時是形影不離的好朋友，看見頻率詞，就要用一般現(xiàn)在時。

6）一般現(xiàn)在時的句型轉(zhuǎn)換特別難，因為需要引進(jìn)“助動詞”的概念，盡管它是教材后兩個單元的重點，但是因為在Speaking和Grammar部分出現(xiàn)了一般疑問句，肯定回答和否定回答，所以也無法回避了。稍微提一下：“口訣：謂語加s的，does提前；謂語用原形的，do提前”。

2.Thesentencetransformationsofsimplepresenttense,suchastheinterrogativeform,affirmativeandnegativereply,isveryimportantbutalittledifficulttomaster.Soplentyofexercisesonsentencetransformationsarebadlyneeded.

Step4Consolidationandsummary

ShowingthetimetableofNick’sschoollife,directSstoretellNick’sschooldaywithoutreferringthetext.

Step5Homework

Makestudentstodescribetheirowntimetables,followingthemodelofNick’stimetable.

TheThirdLesson

[Teachingcontent]

Unit10grammarandtask

[Teachingaimsanddemands]

Knowledgeaims:1.Reviewtheusagesandformationofthesimplepresenttense.

2.Revisethesentencetransformationsofthesimplepresenttense.

3.Recalltheusualfrequencywords.

Abilityaims:Sstrytoaskeachotheraboutschoollifewiththesimplepresenttense.

[Teachingdifficultiesandimportance]

Stillthesentencetransformationsofthesimplepresenttense.

[Teachingtools]Projector,WorkbookandStudents’book

[Teachingprocedure]

Step1Grammar

1.DoPartA,sothattheteacherenableSstorecallhowtosaythetim,accordingthethreeclocksinthepicture.

2.Doanask–and-answerexercisetoreviewtheusagesandformationofthesimplepresenttense.

3.ChoosesomesentencesfromtheReadingPartandGrammarPartBinadvance,andguideSstodothefill-in–blankexercisesonthesimplepresenttense.

1)I______(have)sixclasseseveryday.

2)He_______(have)threegoodfriends.

3)She______(get)upat7.00a.m.everymorning.

4)Weoften_______(chat)atlunchtime.

5)Theyoften_____(play)basketballafterschool.

4.MakeSsdothesentencetransformationsofthesentencesabove.Theycanwriteintheirbooksfirst,andthencopysentencesontheblackboard,sothatthewholeclasscanchecktheanswers.

Step4Task

1.Studentstrytoaskeachotherabouttheirclassactivitiesandschoollife,anddescribeone’sschoollifewiththesimplepresenttense.

2.Knowtheimportanceofthetimeandcherishthetime.

2.TheteacherguidesthemtofillintheformofTaskPart.

3.Accordingtotheform,theteacherinstructsSstowriteareportaboutclassmates’dailylifeandschoollife.

4.HelpSstodoasurveywiththreeorfouroftheirclassmatesaccordingtotheexampleinbooks.Letonestudentreportorallyinfrontoftheclass.

Step5Homework

Anarticleandareportonclassmates’dailylifeandschoollife.

牛津英語StarterU1精品全英文教案

牛津英語七年級預(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.

身體狀況確實不好，我們可以說：Notsogood/Terrible/Idon’tfeelingverywell.

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

4.26個字母中有Aa,Ee,Ii,Oo,Uu5個元音和21個輔音。

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句的回答相同。如果符合事實情

況就說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句的回答相同。如果符合事實情況就說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StarterU3全英文教案

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牛津英語七年級預(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，謂語動詞什么時候用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)在時態(tài)的be動詞形式時，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)清個數(shù)就行了。我刻意回避“第三人稱單數(shù)”這個名稱，因為我認(rèn)為，對于基礎(chǔ)不好的普通學(xué)校學(xué)生而言，“第三人稱單數(shù)”這個概念太復(fù)雜了，為了理解這個概念，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，謂語動詞什么時候用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.

謂語動詞什么時候用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，不能合并。”

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之前加and，如:Sheissmall,thinandpolite.

Step7Homework

1.Copythetransformationsofasimplepresenttensesentence,whichincludes“be”:theinterrogativeform,affirmativeandnegativereply.

2.AskstudentstorewritethedialogueofReadingpart,soastofinishanarticleoftheirown.