牛津英语StarterU5全英文教案。
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牛津英语七年级预备课程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:“以辅音字母加y结尾，去y变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数词ofthispart,andguidethemrearrangethosephrasesintheorderofnumbers
2.Doingtheexerciseandfillinginthethreeballoons,theteacherteachesstudentstherule4,5,and6ofpluralsofcountablenouns—
“Rule4:以f，fe结尾的词，去f或fe变成ives.
Rule5:以o结尾的词，只有potato，tomato，mango等加es.
Rule6:不规则的名词复数形式：man-men，woman-women，child-children，mouse-mice，sheep-sheep，fish-fish，people-people，有oo的词，变成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.
相关阅读
牛津英语StarterU4全英文教案
牛津英语七年级预备课程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请求的句子。
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“一般词，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结尾的词，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’
牛津英语StarterU1精品全英文教案
牛津英语七年级预备课程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(分别),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.
身体状况确实不好，我们可以说：Notsogood/Terrible/Idon’tfeelingverywell.
2.对女性和男性的称呼如下：对男性我们一律称Mr.soandso，对未婚女性我们称Misssoandso,而对已婚和不明婚姻状况的女性分别称Mrs.soandso,和Mssoandso.，并将Mr.Mrs.或Miss，Ms放在姓之前。
4.26个字母中有Aa,Ee,Ii,Oo,Uu5个元音和21个辅音。
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?该句的回答跟一般疑问句的回答相同。如果符合事实情
况就说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?该句的回答跟一般疑问句的回答相同。如果符合事实情况就说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.
牛津英语StarterU10全英文精品教案
牛津英语七年级预备课程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“路过”，halfpastseven，把half想象成一个人，他散步路过seven，所以halfpastseven表示“过了七点半个小时”
to表示“到达”，tentoeight，把ten也想象成一个人，他朝eight走，但还没到eight，所以表示“离八点还差十分钟”
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(代数),andgeometry(几何)
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）“时态”，就是动作发生的时间和状态。
2）“一般现在时”名称中“现在”代表现在做的动作，“一般”代表常常做，连起来，“一般现在时”就是“现在常常做的动作”，这样比较容易通过概念名称记住时态用法。
3）一般现在时态的结构，强调“主语控制谓语，口诀是：主语单数，谓语加s，主语复数，谓语用原形，I和you，用原形。”也就是说，把I和you单列出来特别记忆，而其它形式的主语只要数清个数就行了。
（我刻意回避“第三人称单数”这个名称，因为我认为，对于基础不好的普通学校学生，“第三人称单数”这个概念太复杂了，为了理解这个概念，学生必须弄懂三层含义：“人称”、“第三人称”、“单数”。
4）“频率”就是次数，频率高就是次数多，频率低就是次数少。
“频率词”的记忆：分为三大“护法”——usually,often,sometimes，以及两大“军团”——everyday,onceaday，因为把划横线的词替换成其它时间或次数，就能使频率词发展壮大成为“军团”。
5)频率词和一般现在时的关系：频率词和一般现在时是形影不离的好朋友，看见频率词，就要用一般现在时。
6）一般现在时的句型转换特别难，因为需要引进“助动词”的概念，尽管它是教材后两个单元的重点，但是因为在Speaking和Grammar部分出现了一般疑问句，肯定回答和否定回答，所以也无法回避了。稍微提一下：“口诀：谓语加s的，does提前；谓语用原形的，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.
