牛津英語高中教案

牛津英語8Bunit4grammar教案。

Unit4

56period：Grammar

－．教學(xué)目標(biāo)：

l．Tounderstandthepurposeofusingconnectivesofreason

2．Touse“because”togiveareasonforsomething

3．Touse“becauseof”togiveareasonforsomething

4．Toshowresultswith“so”

5．Touse“hope”and“wish”correctly

二．教學(xué)重難點(diǎn)：

words:

ground

Phrases：

Sentences：

1.RickyhelpedwiththecharityshowbecausehewantedtoraisemoneyforProjectGreenHope.

2．RickywasnervousbecauseoftheTVcameras.

3．TherewasalotofworksoIwasverybusy.

4．Ihope(that)youwillliketheshow.

5．Ihopetoseethecharityshow.

6．Iwish(that)Iwouldbethehostofthenextshow.

7．Iwish(that)thepopstarswouldinvitemetolunch.

8.Iwish(that)Icouldfly.

9.Iwish(that)IwereRichy.

10.Iwishyouahappyholiday.

11.Wewishyougoodluck.

三．教學(xué)方法：

Listeningandspeaking．

四．教學(xué)手段－tape-recorderandmulti－media

五．教學(xué)過程：

Step1：Lead－in

1.introducemyself

I’mZhangPing,youcancallmeMissZhang.I’llteachyoutillyourteacher,MissCai,comebackfromtheUSA.ThisismyfirsttimetoteachfunwithEnglish,soyouneedyourhelp,ifthereisanytrouble.Ididn’tteachforabouthalfayearbecauseIhadasonlastwinter.Ilovemysonbecause板書heisverylovely.Iwish板書Icouldstayathome板書formoretime,butyourEnglishteacherhasgonetotheboard,so板書Ihavetocomebacktoteachyou.Ihope板書wecangetwellonwith.

2.freetalk

T:IlikeF4becausethey’reveryhandsome.Whoisyourfavouritesportsstar/musicstar?

S:…ismyfavouritepopstar.

T:Whydoyoulikehim/herbest?

S:Because…

Ilikehim/herbecausehe/she…板書

3.asksomemorequestionslikethis

Step2：pre－task.

l.Turntopage60.Let’sthinkofRicky.

Q1:WhydidRickyhelpwiththecharityshow?(BecausehewantedtoraisemoneyforProjectHope).

Q2:Whycouldn’tRickysleepthenightbeforetheshow?(Becausehewastooexcited).

Step3：While－task

Task1

1.T:Whenweaskforreasons,weuse‘why’.Whenwegivereasons,wecanuse‘because’.T:underlinethesentencesthatcontaintheword‘because’.

2.Asktwostudentstoreadoutoneexampleeachfromthegrammartableatthetopofpage64.

4.Explainthecontextoftheexercise.DanielisaskingSandyaboutthecharityshow.ThewordsonthepiecesofpaperarereasonsfromSandy’snotes.

AskstudentstoworkontheirowntowriteanswerstoDaniel’snotes.Remindthemthateachsentencemustcontaintheword‘because’.

ReadouteachofDaniel’squestions.Askvolunteerstoanswerthequestionsusing‘because’.Repeattheanswersclearlyandaskstudentstochecktheirownwork.

Task2

1.T:LookattheBb,wesay:

RickyhelpedwiththecharityshowbecausehewantedtoraisemoneyforProjectHope.板書

Wealsocansay→Rickyhelpedwiththecharityshowbecauseofthemoney.

I’mfatterthanbeforebecauseIhadababyfivemonthsago.板書

Wealsocansay→I’mfatterthanbeforebecauseofmybaby/him.

T:Wecanalsouse‘becauseof’togiveareasonforsomething.Whenweuse‘becauseof’,itisfollowedbyanounorpronoun.

T:Lookatthegrammartableatthetopofpage65.Showstudentsthatwecanuse‘becauseof’toanswerquestionswith‘why’,e.g.

WhydidRickyhavetospeakloudly?(Becauseofthenoise.)

WhywasRickynervous?(BecauseoftheTVcameras.)

T:ReadthewordsabovethespeechbubblesinpartB1,thefirstpartsayswhathappened,andthesecondpartisthereason.Pleaseuse‘becauseof’tomakesentences.

Askthreevolunteerstoreadouttheiranswers

T:partB2AmyandShirleyarelookingatpicturesofaflood.AmyisansweringShirley’squestionsaboutit.PleasewriteanswerstoShirley’squestionsusing‘becauseof’or‘because’.

SelecttwostudentstoplaytherolesofShirleyandAmy.

Task3

T:IlikeF4becausethey’rehandsome.F4areveryhandsome,soIlikethem.

Ilikehim/herbecausehe/she…板書

→He/Sheis…,soIlikehim/her.

1.Tellstudentsthatwecanuse‘so’tointroducearesult.Readoutthetwoexamplesandexplainthatthefirstpart(‘Therewasalotofwork’/’Iwantedtohelpthepoor’)isafact,andthesecondpart(‘Iwasverybusy’/I‘donatedsomemoney.’)isaresultofthatfact.

2.Explainthatlike‘because’,‘so’canbeusedtogiveareasonforsomething,buttheorderisdifferentfromasentencewith‘because’.Inotherwords,wecangivetheinformationintheexamplesentencesusing‘because’asfollows:

Iwasverybusybecausetherewasalotofwork.

IdonatedsomemoneybecauseIwantedtohelpthepoor.

3.AskstudentstorearrangethewordsinPartC1tomakesentences.Remindthemthatthefirstpartofthesentenceshouldbeafactandthesecondpartshouldbearesult.

4.Oncestudentshavefinished,askthreestudentstoreadoutonesentenceeach.Correcterrorsandmispronunciations.

5.AskstudentstoreadthroughKitty’sletterinpartC2foroverallmeaningfirst.Thenaskthemtofillintheblanksusing‘because’‘becauseof’‘so’.

6.Askstudentstoreadoutoneparagrapheach.Clarifyanymisunderstandingsifnecessary.

7.Askstudentstocomplete‘Workouttherule!’ontheirown.Askonestudenttoreadouttheruleandchecktheanswerasaclass.

8.Inacompoundsentence,wecannotusebecauseandsoatthesametime.

(F)BecauseIgotuplate,soI’mlateforschool.

(T)Igotuplate,soI’mlateforschool.【W(wǎng)Ww.djz525.coM 勵(lì)志的句子】

(T)BecauseIgotplate,Ilateforschool.

Task4

T:Iwish板書Icouldstayathomeformoretime,butyourEnglishteacherhasgonetotheboard,so板書Ihavetocomebacktoteachyou.Ihope板書Icangetwellonwithyou.

1.TellSsthatweuse‘hope’and‘wish’totalkaboutthingsorsituationsthatwewanttohappen.

2.Tohopeistowantsomethingtohappenandthinkthatitispossible.Weusuallyuse‘hope’totalkaboutthepresentorthefuture.

Towishistowantwhatisnothappeningorwhatdidnothappen.Weusuallyuse‘wish’totalkaboutthepastorthepresent.

3.usageof‘hope’:

vhope+todo

hope+clause

n.hope→hopes

e.g.Ihope(wish)tocome.

e.g.Ihopeshewon’tcometonight.

e.g.You’remylasthope.

4.usageof‘wish’:

v.

wish+todo

wish+sb.todo

wish+clause虛擬。表示不可能實(shí)現(xiàn)。

IIwishsb.…

n.wish→wishes

e.g.WewishZhouJieLuntohaveaconcertnextyear.

e.g.IwishthatIwereYaoMing.(impossible)

e.g.IwishthatIcouldfly.(impossible).

e.g.IwishyoumerryChristmas.

e.g.Isentapostcardwithmybestwishesformydearfriend.

Iwant(wish)youtocome.(T)

Ihopeyoutocome.(F)

5.Explainthecontextoftheexercise.Thestudentsarehavingameetingtotalkabouttheircharityshow.However,everyoneistalkingorthinkingaboutdifferentthings.

6.AskSstocompletetheexerciseusingthecorrectformsof‘hope’and‘wish’.

7.Askvolunteerstoreadouttheiranswers.TellSstochecktheirownwork.

Step4：post－task

DoWBP73ExⅠ,Ⅱ,Ⅲ,Ⅳ,

DoWBExⅡ,Ⅲ,Ⅳ

Step5：Homework

相關(guān)推薦

牛津英語8BUNIT2教案

Content:Maintask

Teachingaims:

1.Toselect,organizeandpresentinformaiton

2.Toidentifyandsortkeyinformationrequiredtotalkaboutpersonalexperiences

3.Todescribeandexplainplaces,experiencesandfeelings

4.Todiscussideasforanarticlewithaparter

Teachingprocedures:

Step1

Introducethetopicofdescribingandexplainingholidayexperiences.Askifanystudentskeepatraveldiarywhentheygoonholiday.Askthemtothinkaboutwhatsortsofthingstheywouldputinatraveldiary.

Step2

ExplainthecontextofPartA.sandyisthinkingofthingstowriteaboutforherproject.AskstudentstolookatSandy’sthoughtbubble.AskstudentstolookatSandy’sfactfileinPartB.TellthemthatSandyhasmadenotesabouteachofthepointsinherthoughtbubble.TalkaboutthefactfileinPartBandpointoutthemoredetailedinformationwhichSandywantstoinclude.

Step3

AskstudentstoreadthroughSandy’sarticleinPartCtogetanideaofthestructureandtopicscoveredbeforetheybeginfillingintheblanks.AskstudentstocompleteSandy’sarticleusingtheinformationinthefactfileinarticlepreparesthemforwritingtheirownarticleusing

theirwoninformationanddetail.WhenstudentshavecompletedPartC,asksixstudentstoreadoutoneparagrapheach.Askstudentstochecktheiranswers.

Step4

TellstudentsthatinPartD,theyaregoingtowriteabouttheirfavouriteholiday.Tellthemthatitcanbearealholidaytoaplacethey

havevisitedinthepast,oradreamholidayaboutaplacethattheywouldliketovisit.Encouragethemtodosomeresearchabouttheplacetheyaregoingtowriteabout.

Step5

Brainstorminformationaboutstudents’ownexperiencesandplaces

theyhavevisited.Generateinterestinwritinganarticleforother

peopletoread.Pointouttostudentsthatotherpeoplemightwantto

visitcertainplacesandwouldliketofindoutmoreinformationbeforetheyconsideraholiday.

Step6

Dividetheclassintopairs.Askstudentstotalktotheirpartnersabouthowtheywillprepareandpresenttheirarticles.Encouragethemtoshareideas.

Step7

Remindstudentsabouttheimportanceofgivinginformationclearly

andeffectively.Tellthemthattheyshoulddrafttheirarticlesfirst.

Whencorrectthiskindofwriting,focusonclarityandpresentation.Thepurposeofthiskindofwritingistoprovideasmuchdetailedinformationaspossiblesothatthereadercangetaclearpictureofthesituation.

Assignment:

Finishthecomposition

牛津初中英語8BUnit4welcometotheunit

牛津英語8BUnit1復(fù)習(xí)教案

牛津英語8BUnit1復(fù)習(xí)教案(第1課時(shí))

單元

Unit1

課題

TerminalRevision

課時(shí)

1

日期

教學(xué)目的

1.Togoovertheknowledgeinunit1

教學(xué)重點(diǎn)和難點(diǎn)

1.presentperfecttenseandsomewordsandexpressions

教學(xué)過程

一、重點(diǎn)單詞：just,since,fact,turn,miss,pleasant,land,way,lonely,lucky,grandpa,unkind,impolite,over,unhealthy

二、短語運(yùn)用：infact,getmarried,turninto,noisepollution,takeoff,insomeways,fromtimetotime,beinservice/use,freetime,onone’sown,onlonger,thechangesto;

三、重點(diǎn)結(jié)構(gòu)：Itiseasyforhimtoseethemasoftenasbefore.

ItwasbuilttothenorthofLantauIsland.

Iwishyouahappyholiday.

Itnolongerprovidesagoodenvironmentforwildlife.

Thechangeshavebroughtmanybenefitsbuttheyhavealsocausedmanyproblemsforwildlife.

四、語法：現(xiàn)在完成時(shí)，presentperfecttense

1、現(xiàn)在完成時(shí)所表示的動(dòng)作發(fā)生在過去，但考慮較多的不是動(dòng)作發(fā)生在過去的什么時(shí)候，而是強(qiáng)調(diào)與目前的聯(lián)系，即過去與現(xiàn)在的關(guān)系。強(qiáng)調(diào)過去的動(dòng)作對(duì)目前造成的影響和后果，或強(qiáng)調(diào)動(dòng)作本身或狀態(tài)持續(xù)地現(xiàn)在，因此屬于現(xiàn)在時(shí)范疇。它的主要用法可概括為八個(gè)字：影響、結(jié)果、持續(xù)和經(jīng)歷。

2、現(xiàn)在完成時(shí)的構(gòu)成：

肯定式：I/We/you/theyhave+been/worked

she/he/ithas+been/worked

否定式：havenot+been/worked

hasnot+been/worked

疑問式：Have+主語+been/worked…?

Has+主語+been/worked…?

3、現(xiàn)在完成時(shí)的用法

（1）表示過去發(fā)生的某一動(dòng)作對(duì)現(xiàn)在生成的影響或結(jié)果。

如：Hehasreadthebook.他已經(jīng)讀過這本書了。

“讀書”是發(fā)生在過去的動(dòng)作，對(duì)現(xiàn)在造成的結(jié)果是“讀過了”。

(2)表示動(dòng)作過去已經(jīng)開始，持續(xù)到現(xiàn)在，可能還要繼續(xù)下去。這時(shí)往往與表示一段時(shí)間的狀語連用。

如：Hehasworkedformorethanthreeyears.他工作三年多了。

IhavebeeninSuzhoufortenyears.我來蘇州已經(jīng)十年了。

(3)現(xiàn)在完成時(shí)屬于現(xiàn)在時(shí)態(tài)范疇，不能和表示過去的時(shí)間狀語連用，如yesterday,lastweek,adayago等。但可以和never,ever,already,yet,just(剛剛),for…,since…,inthepastthreeyears,sofar(到目前為止),bynow,before（以前）等連用。

如：Haveyoufinishedyourpictureyet?你已經(jīng)完成你的畫了嗎？

Ihaveneverheardofhimbefore.過去我從未聽說過他。

(4)瞬間動(dòng)詞也叫短暫性動(dòng)詞。這種動(dòng)詞動(dòng)作開始也就意味著結(jié)束，所以不能與表示一段時(shí)間的狀語連用。這些動(dòng)詞是become,begin,start,buy,borrow,arrive,come,die,fall,finish,go,join,leave,marry等。這了表述這種意思，我們常用相應(yīng)的延續(xù)性動(dòng)詞have,keep等或短語“be+名詞/形容詞/位置副詞/介詞短語”來代替短暫性動(dòng)詞。

如：Hehaskeptthebookforthreeweeks.這本書他已借了三周了。

Themeetinghasbeenonforhalfanhour.會(huì)已開始半小時(shí)了。

Hehasbeeninthearmyforthreeyears.他參軍三年了。

（5）其他詞組的區(qū)別

①since和for的區(qū)別

since短語或從句表示過去的動(dòng)作延續(xù)至今，since之后為時(shí)間點(diǎn)。

如：Hehaslivedheresince2000.2000年以來他一直住在這兒。

Ihaven’tseenhimsincetenyearsago.自十年前開始我就沒見過他。

IhaveknownhimsinceIwasveryyoung.我很小時(shí)就認(rèn)識(shí)他了。

For短語表示動(dòng)作延續(xù)多長時(shí)間，for后面跟時(shí)間段。

如：Hehaslivedhereforthreeyears.他住這兒已經(jīng)三年了。

Ihaven’tseenherforalongtime.我已經(jīng)好久沒見到她了。

②have/hasbeenin,have/hasbeento和have/hasgoneto的區(qū)別

have/hasbeenin表示“在某地呆了多久了”，可以與表示一段時(shí)間的狀語連用。Have/hasbeento表示“曾到過某地（已回來）”，不能與一段時(shí)間的狀語連用。兩者表示的意義不同，所以跟的時(shí)間狀語也不同。

如：HehasbeentoGuangzhoutwice.他去過廣州兩次。

HehasbeeninGuangzhouforalongtime.他在廣州已呆了很長時(shí)間了。

have/hasgoneto意為“到某地去了（還沒回來）”，表示到了某地或正在去的途中。總之，說話時(shí)當(dāng)事人不在現(xiàn)場(chǎng)，一般不用第一、第二人稱代詞作句子的主語。

如：—WhereisKate?凱特在哪兒？

—Shehasgonetothepostoffice.她去郵局了。