牛津英语StarterU10全英文精品教案。
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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.
Step2ReadingWww.Jab88.COM
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.
相关知识
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StarterU3全英文教案
老师在新授课程时，一般会准备教案课件，大家在用心的考虑自己的教案课件。写好教案课件工作计划，才能使接下来的工作更加有序！你们清楚有哪些教案课件范文呢？下面是小编为大家整理的“牛津英语StarterU3全英文教案”，希望能为您提供更多的参考。
牛津英语七年级预备课程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”.
主语控制谓语，谓语动词什么时候用am,is,are,要看主语，口诀：
单数is，复数are，I配am，you配are。
（说明：在教一般现在时态的be动词形式时，我要求学生把you和I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而言，“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”，而口诀简单易学。）
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.
主语控制谓语，谓语动词什么时候用am,is,are,要看主语，口诀：
单数is，复数are，I配am，you配are。
2.Teachthetransformationsofasimplepresenttensesentence,whichincludes“be”:theinterrogativeform,affirmativeandnegativereply.
含有be的句子的一般疑问句，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.
谓语动词什么时候用am,is,are,要看主语，主语控制谓语，口诀：
单数is，复数are，I配am，you配are。
Reviewthetransformationsofasimplepresenttensesentence,whichincludes“be”:theinterrogativeform,affirmativeandnegativereply.
含有be的句子的一般疑问句，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.当Iam,heis在句末时，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“英国的，英国人的，英语”,butitdoesn’tmean“英国人”.SoSscansay“sheisEnglish.”or“SheisanEnglishgirl.”,butcan’tsay“SheisanEnglish”
4.TeachSsthecorrectwordorderofthephrase“fournewclassmates”.
5.并列成分的最后一个之前加and，如:Sheissmall,thinandpolite.
Step7Homework
1.Copythetransformationsofasimplepresenttensesentence,whichincludes“be”:theinterrogativeform,affirmativeandnegativereply.
2.AskstudentstorewritethedialogueofReadingpart,soastofinishanarticleoftheirown.
牛津初中英语StarterU2全英文精品教案
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牛津英语七年级预备课程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.
