第一篇：牛津英語(yǔ)高三模塊9 Unit4 Project教案

牛津高中英語(yǔ)教學(xué)設(shè)計(jì)

單

元：Unit 4 Behind beliefs 板

塊：Project

Thoughts on the design: 本節(jié)課是把英語(yǔ)聽(tīng)、說(shuō)、讀、寫(xiě)的訓(xùn)練從課堂內(nèi)拓展到課堂外的探究性學(xué)習(xí)課，旨在通過(guò)學(xué)生對(duì)閱讀材料——中國(guó)最古老的佛教寺廟白馬寺“The White Horse Temple”的熟悉的基礎(chǔ)上，使學(xué)生在積極參與聽(tīng)、說(shuō)、讀、寫(xiě)等一系列的課堂活動(dòng)的同時(shí)，了解佛教如何傳入中國(guó)、白馬寺的建筑風(fēng)格及它在中國(guó)佛教史上的重要地位，以此引導(dǎo)學(xué)生探索“介紹一個(gè)宗教圣地”該從哪幾個(gè)方面入手及該類(lèi)文章的基本結(jié)構(gòu)。然后根據(jù)具體的步驟，通過(guò)小組討論、分工合作、信息檢索、交流匯報(bào)等形式的活動(dòng)，用英語(yǔ)完成一份報(bào)告：介紹歷史上某個(gè)有影響的宗教圣地，最后呈現(xiàn)學(xué)習(xí)成果，創(chuàng)造性地完成學(xué)習(xí)任務(wù)，培養(yǎng)學(xué)生綜合運(yùn)用英語(yǔ)的能力。Teaching aims:

After reading a report about a historic religious site “The White Horse Temple”, the students will be able to know about the oldest Buddhist temple in China and what needs to be covered in a report like this.The students will also have the chance to practise their listening, speaking, reading and writing abilities while participating in classroom activities.At the end of the class, the students will practise how to write a report about a historic religious site.Teaching procedures: Step 1

Lead-in

1.Look at some pictures of oldest temple in China.Q: Do you know which Buddhist temple is the oldest in China? Then present two pictures of the White Horse Temple and students will know that the

White Horse Temple is the oldest Buddhist temple in China.[Explanation] 學(xué)生在該部分主要了解中國(guó)最古老的佛教圣地——“The White Horse Temple”。

Step 2

Reading comprehension 1.Analyse the structure of the report Listening

Listen to a report about a historic religious site The White Horse Temple.While listening, please find out what aspects about the White Horse Temple the report mainly covers.Then ask the students to answer the following questions.Q: What aspects about the White Horse Temple does the report mainly cover? A: A brief introduction of the temple.The story behind the temple.The architecture of the temple.The importance of the temple.Q: Which paragraphs of the report mainly cover the above aspects? A: Paragraph 1 gives a brief introduction of the temple.Paragraphs 2-5 tell the story behind the temple.Paragraph 6 tells about the architecture of the temple, and Paragraphs 7-9 cover the importance of the temple.Q: So what?s the structure of the report?

A: Part 1(Para 1)A brief introduction about the temple.Part 2(Para 2-5)The story behind the temple.Part 3(Para 6)The architecture of the temple.Part 4(Para 7-9)The importance of the temple.2.Comprehension

Part 1 Para 1 A brief introduction of the temple Read Para 1 again and fill in the blanks:

The White Horse Temple is __________ in ___________, Henan Province in the

___________ east of China.Being the ________ _________ temple in China, it _________ one of the most __________ temples in all of China.Answers: located;Luoyang;central;first;Buddhist;is/remains;important

Part 2 Para 2-5

The story behind the temple.Read Para 2-5 again and try to answer the following questions: Q: 1.What did the story originate in? A: The story originated in a dream the Emperor Mingdi of the Eastern Han Dynasty had one night.Q: 2.What did Mingdi dream of that night? A: He dreamt of a golden man flying over the palace.Q: 3.What was the golden man like? A: He was almost four metres tall, and there was a bright light coming from his head that lit the entire palace hall.Q: 4.How did the officials interpret his dream? A: The officials thought that the Emperor had dreamt of Buddha, a saint from India.Q: 5.Why did Mingdi instruct his officials to go to India on his behalf as agents? A: To find more information about Buddha.Q: 6.What did the officials bring back to Luoyang from India? A: They brought back to Luoyang two monks who were Buddhist masters and some Buddhist readings and images of Buddha as well.Q: 7.How were the Buddhist readings and images of Buddha brought back to Luoyang? A: They were brought back to Luoyang on a white horse.Q: 8.Where were the Indian monks invited to stay in Luoyang? A: At Honglu Si.Q: 9.Why did the Honglu Temple get its present name, the White Horse Temple? A: To remind people of the white horse that the Buddhist readings and images had travelled on.Q: 10.What change did renaming the temple bring about to the Chinese language?

A: The White Horse Temple first brought the meaning of “temple” to the word“si”?(寺), which is no longer used to mean ?ministry?, and instead only refers to a temple.Part 3 Para 6 The architecture of the temple.Read Para 6 again and try to find out the characteristics of the architecture of the temple.The temple ______ is centered around a southern-facing _________ that is shaped like a ________.On both sides are different ____ and the rooms where the ______ live.Answers: complex;courtyard;rectangle;halls;monks Show pictures of different halls and rooms．

The ______ known _________ pagoda in China, Qiyun Pagoda, _____ stories tall, stands in the ___________ corner of the complex.The pagoda ______ the tombs of the two _______ monks who originally travelled to China.Answers: first;Buddhist;13;south-east;houses;Indian

Part 4 Paras 7-9

Read Para 7-9 again and then do the pair work.Pair work: Please work in pairs and make a list of things that make the White Horse Temple important to Chinese People and history.Ask about things that make the White Horse Temple important

? It is not only the oldest Buddhist temple in China, but also the oldest one still in use.? Buddhism spread from here to other parts of China and Asia and remains important today as a holy Buddhist site.? It has a lot of history.? The new Indian-style pagoda, located west of the White Horse Temple，represents the friendship between India and China.? It is one of the first historic buildings the government listed to receive special state protection.? It is a famous tourist attraction and will remain a popular sightseeing destination.[Explanation] 學(xué)生在這一環(huán)節(jié)主要通過(guò)理解閱讀材料的篇章結(jié)構(gòu)，明白介紹一個(gè)佛教圣地該重點(diǎn)介紹哪幾個(gè)方面及該類(lèi)文章的基本結(jié)構(gòu)。然后通過(guò)一系列的課堂活動(dòng)如回答問(wèn)題、缺詞填空、圖片演示等活動(dòng)，學(xué)生對(duì)白馬寺在這幾個(gè)方面的信息有了基本的了解。這一部分照理可以不用讓學(xué)生把重點(diǎn)放在理解文章上，但是目前很多學(xué)校在Project 的教學(xué)中往往會(huì)把其中的文章當(dāng)作閱讀理解來(lái)上，那這樣的設(shè)計(jì)既可以滿足這一類(lèi)學(xué)校的需求，同時(shí)也兼顧到需要學(xué)生完成Project的預(yù)設(shè)任務(wù)的學(xué)校的需求。建議第二類(lèi)學(xué)校在使用該教案時(shí)，可以把分段理解省略，直接進(jìn)入本教案的第三部分。但這對(duì)于基礎(chǔ)弱的學(xué)生來(lái)說(shuō)，沒(méi)有了對(duì)閱讀材料的的理解，要完成Project的預(yù)設(shè)任務(wù)就會(huì)覺(jué)得無(wú)從入手。（課本62-63頁(yè)的文章，本身就是寫(xiě)一份相關(guān)報(bào)告的示范樣本，所以建議不要輕易把分段理解部分刪除。）

Step 3

Project

1.Guidelines for writing a report about a historic religious site.I am sure you have known a lot about the famous religious site “The White Horse Temple” after reading the report and know how to write a report like this.It?s your turn to write your own report about a historic religious site.Then the students are required to answer the following questions.Q: What do you think can be covered in your own report? A: A brief introduction of the religious site The story/history behind the religious site The architecture of the religious site The importance/uniqueness of the religious site Etc.Group Work

Take out your notes about historic religious sites you took yesterday.Work in groups of four and discuss the following for two minutes.? Decide which historic religious site your group will write about.? Choose from your notes things to be covered in your report.? Decide how many paragraphs yow will write and make sure each of you has to write at least one paragraph.? Discuss how to organize all the paragraphs in a good order and what will be the structure of your report.Here the English teacher is expected to remind the students that the structure of the report on the White Horse Temple might be a good sample.Then show a sample structure of a report about a historic religious site.Part 1(Para 1)

A brief introduction about the temple.Part 2(Paras 2-?)

The story behind the temple.Part 3(Para ?)

The architecture of the temple.Part 4(Para ?-?)

The importance of the temple.2.Write your own report

Please finish writing your own paragraphs within 2 minutes and then read them to your group members.After that, I will choose some of the groups to give a presentation in the front.Each group member is required to present at least one part of your report when the whole group give your presentation in the front.[Explanation]

在第一個(gè)環(huán)節(jié)中，學(xué)生對(duì)于中國(guó)有哪些宗教圣地特別是著名的四大佛教圣地有了了解，這就為他們最后決定選擇哪個(gè)宗教圣地來(lái)寫(xiě)一份報(bào)告提供了參考。而在第二個(gè)環(huán)節(jié)中學(xué)生又明確了寫(xiě)一份“介紹一個(gè)宗教圣地”的報(bào)告所應(yīng)包括的幾個(gè)方面和該類(lèi)報(bào)告的篇章結(jié)構(gòu)。因此，這兩個(gè)環(huán)節(jié)很自然地為學(xué)生自己探索如何完成這份報(bào)告作好了準(zhǔn)備。通過(guò)小組討論、分工合作、信息檢索、交流匯報(bào)等活動(dòng)，學(xué)生將能用英語(yǔ)完成一份“介紹一個(gè)宗教圣地”的報(bào)告，最后呈現(xiàn)了學(xué)習(xí)成果，創(chuàng)造性地完成了學(xué)習(xí)任務(wù)，培養(yǎng)了綜合運(yùn)用英語(yǔ)的能力。

Step 4

Homework

Each of you is expected to write a complete report about the historic religious site your group talked about just now.The groups who haven?t had the chance to give the presentation today will give their presentation in tomorrow?s lesson.[Explanation]

在最后呈現(xiàn)報(bào)告的環(huán)節(jié)中，若沒(méi)有足夠的時(shí)間讓每個(gè)小組來(lái)匯報(bào)他們的成果，可以讓其余小組在下一堂課上來(lái)進(jìn)行展示，這樣每一個(gè)同學(xué)都將得到鍛煉的機(jī)會(huì)。

第二篇：牛津英語(yǔ)高三模塊十一 Unit1 Reading教案

Reading

Teaching Aims: 1.Enhance students’ reading abilities.2.Enable Ss to adopt the strategy reading for opinion in a text Teaching important points: 1.Help Ss gain some knowledge about how to choose suited job, improving their reading skills.2.Help them learn some language points.Teaching methods: 1.Improve the students’ reading comprehension.1.Practice to get the students to master what they’ve learnt.2.Discussion to make every student work in class.Teaching aids: 1.the multi-media 2.the blackboard Teaching procedures: Step 1.Lead-in glamorous: guess the meaning of this word She has a glamorous face.It is very attractive.Step 2 Skimming 1.What does the author discuss in the article? 2.Can you give two examples of the so-called glamorous jobs? 3.Which jobs look dull but are actually very important? Step 3 Scanning Para One 1.What is last year of high school a time for? 2.Choose the meaning of “reflection” in the text.A.light turned back

B.image in a mirror

C.careful thoughts about something, sometimes for a long period of time 3.What are the three types of jobs the author talks about? popular jobs unusual jobs everyday jobs 4.Guess the meaning of the word “options”.A.different choices

B.jobs

C.careers Para Two 1.When choosing a career, what is the author’s advice? 2.What do unsuccessful actors, actresses and models have to do? 3.What do successful ones have to do? 4.What is the author’s attitude towards the successful career? Para three.1.What are some other popular professions? 2.What are the problems with these professions? Para four 1.List the unusual jobs mentioned in the paragraph.2.What job did the man in the Grand Canyon National Park do? 3.Which sentence shows the author’s positive attitude toward these unusual jobs? Para five 1.List the ordinary jobs in this paragraph.2.What attitude of the author’s do the following words express? 1).Many ordinary jobs may look plain, but they are necessary to society.2).These jobs may not seem very attractive, but they are all important.3).These people, who perform such ordinary but vital tasks, allow others to go about their daily lives.Para six Find out the words which show the author’s positive attitude and negative attitude.Step 4 Reading strategy: reading for opinion in a text What attitude do the following sentences express? Negative or positive? 1).It does not seem that glamorous now, does it? 2).These jobs may not seem very attractive, but they are all important.3).Remember that some glamorous jobs can be rather difficult.4).Some ordinary jobs can be quite important.Step 5 Discussion 1.What do you think is the most interesting job in the world? 2.If you could choose to have an unusual job, what it would be and why? 3.When thinking about choosing your future job, what should you consider? Why? Step 6 Homework Conduct a survey.Ask your classmates these information about their parents.Topics: What jobs they do? Whether they are satisfied with their jobs? If they had a chance to do another job, what it would be?

第三篇：牛津英語(yǔ)6A教案

Module One

Relationships Unit One

Meet my family(First Period

Page2)

Analysis of the Teaching Material

1.Page 2 is the beginning of this unit.So if the students can learn it well, it will be helpful to make the students learn the rest of this unit.2.Such a topic is related to daily life, so it is easy to arouse learning interests of students and it will be also helpful to improve their spoken English skills.3.Most students have learned Oxford English for about five years so far.They can understand some words and some simple sentences.So the students may communicate each other easily in English in class now.Teaching Task(Aims)Talk about family members: 1.Draw a self-family tree.2.Talk about the partner?s family members according to the family tree.3.Talk about photographs of their families.Teaching Key & Difficult Points Key points: 1.To draw a family tree.2.Using simple present tense to talk about family members.Difficult points: 1.To teach the students how to use “same” and “different” in a correct way.2.Using “How many” questions to find out quantity.3.How to use the long sentences to talk about the family and family members.Teaching Materials Student?s Book 6A page 2.Cassette 6A and a recorder Photocopiable page 1-4 Some family photographs of students.Teaching Procedure Warming up: A story about a family or teacher?s self-introduction.Pre-task preparation: 1.Draw a family tree of my family on the blackboard.2.Introduce the new vocabulary:

“meet, family, family tree, estate” 3.Teach the usage of “same”

a.“My parents and I live in different housing estates.We live far away.But last year, I moved into a new housing estate.It was really a nice big flat.So my parents came to live with us.Now they and I live in the same flat…” 3.Teach the usage of “same”

a.“My parents and I live in different housing estates.We live far away.But last year, I moved into a new housing estate.It was really a nice big flat.So my parents came to live with us.Now they and I live in the same flat…” b.Practice on “same” Question:

1)Do your grandparents live in the same flat with you? 2)Are you and your good friends studying in the same middle school? 4.Play the recorder “Look and read”

a.Draw a family tree of the Li family on the blackboard.b.Listen to the tape twice.c.Ask several questions to check if the students can understand it.d.Repeat the sentences after the tape.While-task procedures: 1.Students do the “Questions and Answers”(by using “How many”)

2.Show their family photographs and talk about them in pairs.“age”(p.2 “About you”)

3.Divide the students into groups.They take turns to introduce their partner?s family members to the other group members.4.Let the students draw a family tree of their partner?s family on photocopiable p.3.(Give some guided questions), and then correct them.Post-task Activity 1.Finish photocopiable p.4 2.Students write a few sentences about their family members.3.Students are required to circulate their work in groups.4.The whole class vote for the best.Homework: Oral work: 1.Read p.2 and recite it.Written work: 1.Copy the new vocabulary 2.Write five-six sentences about their families or their partners? families

M1U1 Meet my family

（second period）

Language focus：

Using adjectives to make comparisons Using conjunctions to link contrasting ideas Using possessive determiners to identify people Procedure： I． Warm Up Free talk – Students introduce themselves II． Pre-task 1.Guessing game-Who is she？

Material：She?s our teacher.She?s not very young, but she?s a little old.She?s not very tall, but she?s a little short.She has two big eyes with glasses, but she has a small nose on her face.2.Read and review 3.Questions and answers 1)In Ben?s family Who is older, Ben or Kitty? Who is taller, Ben?s father or his grandfather? 2)Look, Which ruler is shorter, this one or that one? Which book is bigger, this one or that one? 4.Read and think III.While-task 1.pair-work My ________(sth)is big , but your ________ is bigger.small

smaller

short

shorter

long

longer 2.pair-work

Your ________(sb)is young , but mine is younger.old

older

short

shorter

tall

taller 3.Listen and read(text on p2)4.group discussion material: two photographs on p3 topic: What else can you compare with Kitty?s family and Alice?s? form: role-play(two Ss are members in Kitty?s family, the others are Alice?s family members.)5.consolidation exercises on WB p1 IV.Assignment

1.talk about your own family members by using comparison 2.GB p1 Module One Unit One Meet My Family(Third Period)Language focus: Using “How many” questions to find out the quantity Using adjectives to make comparisons Using the simple present tense to express simple truth Using the simple past tense to talk about past activities Using possessive pronouns to identify people and animals

1.Daily song 2.Daily report(day, date, weather)3.Daily talk:

(for today)How are you?(together)

How old are you?(Single)

Do you have a younger an older sisterbrother?

How old is shehe?

How many people are there in your family?(Write: There are(number)people in S1?s family.)Pre-task preparation: 1.Ask and answer “How many” questions and use adjectives to make comparisons.Ⅰ.Ask a student: How many people are there in your family?

To elicit: There are(number)people in S2?s family.Ask: Is S1?s family bigger smaller than your familyyours?

To elicit: Yes, S1?s family is biggersmaller than mine.(Encourage students to use possessive pronouns here.)

Ⅱ.Ask more students to make such comparisons.ⅰ.I make an example:

There are(number)people in my family.My family is biggersmaller than S1?s.ⅱ.Invite students to talk.(Maybe in pairs)

A: There are(number)people in my family.B: There are(number)people in my family.A: My family is biggersmaller than yours.B: My family is smallerbigger than yours.2.Text learning.Ⅰ.Play the recording “Look and read”, students listen and answer questions.Q: How many people are there in Alice?s family?

How many people are there in Kitty?s family?

Is Kitty?s family biggersmaller than Alice?s?

Is Kitty?s dog biggersmaller than Alice?s?

Ⅱ.Play the recording “Look and read”, check the answers;students listen and follow in books.Ⅲ.Play the recording “Look and read”, listen and repeat.Ⅳ.Role reading.While-task procedure: 1.Invite students to compare Kitty and Alice?s families 2.Finish the table in “A survey”.3.According to the survey table, make dialogues to consolidate “How many” questions and adjective comparisons.Ⅰ.Invite two students to make an example with me.(Use the dialogue model in “A survey”)

A: How many people are there in your family?

B:(Number).My_____, my _____, and my ____.A: There are(only)(number)people in my family.Your family is biggersmaller than mine.B: That?s right.Your family is smallerbigger than mine.C: HisHer family is bigsmall, but mine is biggersmaller.There are(number)people in my family.Ⅱ.Give the students two or three minutes for preparation, then invite some to present.4.Play the recording “Read and act” students listen and follow in books.Post-task activity:(in groups)1.Each group forms a family.Ask the students to write about their families and compare their own family with the old woman?s.eg.Our family was biggersmaller than the old woman?s.We lived in a ___.Our mother knew what to do.She gave us some dinner.And then she said, “It?s time for bed!” 2.Act out the poems.Ⅰ.Give time for preparation.Provide guidance if necessary.Ⅱ.Invite students to perform.Ⅲ.Give bars or stars as praises.Module One Unit One Meet My Family(Fourth Period)I.Warming-up A poem There was an old woman.She lived in a shoe.She had a big family.But she knew what to do!She gave them some dinner.II.Pre-task Preparation 1.Make a new story was;lived;had;knew;gave 1)a little princess(公主)palace（宮殿）owl（貓頭鷹）cookies take them to the poor people 2)an old man(live)by the sea a lovely dog money buy some food for me 2.Introduce a new student--This is ….He/ she is….--Hello, … Nice to meet you./ Glad to see you.--How do you do?(when people first meet)III.While-task procedure 1.Introduce family to a new friend /classmate /teacher 2.When friends meet each other 1)--How are you ?

--I?m fine.Thank you, and you ?

--I?m fine, too.2)– Hello/ Hi.How is everything going?

--Pretty good./ Not bad./ just so so.3.Game: How are you? I am happy.I am very well.I am excited.I am sad.I am sick.IV.Post-task Activity Group work : At a party 1.Greet each other between friends.2.Introduce a new person to your friend or family member.A foreigner;

A teacher;

A new friend Module One Unit One Meet My Family(Fifth Period)Analysis of the Material 教材分析

Material（教材）: Oxford English, Student?s Book 6A page 6 Teaching Aims（教學(xué)目標(biāo)）

Language learning objectives（知識(shí)目標(biāo)）

Using adverbs to express frequency（用副詞表達(dá)頻率）Using the simple present tense to express habitual actions（一般現(xiàn)在時(shí)）

Getting familiar with the verb phrases about the things we do with our families（熟悉和家人一起做的事情有關(guān)的動(dòng)詞短語(yǔ)）Skill & ability objectives（技能目標(biāo)）

Providing chances for the students to improve the skills of listening, speaking, reading and writing（提高聽(tīng)說(shuō)讀寫(xiě)能力）.Having the students make a poster and a short play using newly learned knowledge.（用新學(xué)知識(shí)做海報(bào)、編小品）Instructional objectives（教育目標(biāo)）

Having the students know the importance of spending more time with family.Language focus（教學(xué)重點(diǎn)）

Main structure（語(yǔ)言結(jié)構(gòu)）:

I always /usually/sometimes/never go to the supermarket with my mum.Relevant phrases:

go to the supermarket

play football

go to the cinema

eat breakfast

do my home work

watch television

walk in the park

wash the dishes

go to the beach

Analysis of the Students學(xué)生分析

Character（特點(diǎn)）: active, competitive, curious, good at acting, good at drawing Ability（能力）: very different levels, most are weak English learners eaching Approach教學(xué)方法

Learner-centered Teaching以學(xué)生為中心 Task-based learning（任務(wù)型教學(xué)法）

Communicative Language Teaching（語(yǔ)言交際法）Teaching Strategy 教學(xué)策略

Relaxed classroom atmosphere 輕松的學(xué)習(xí)氛圍.Real-life situations 真實(shí)的情景 Main Activities主要活動(dòng)

Competition 比賽

Poster 海報(bào) Board-writing design 板書(shū)設(shè)計(jì)

I always

go to KFC/the supermarket with my mum.usually

sometimes

never Warm-up Salad English Short play Useful Expressions Video錄像

Game游戲

Short play小品表演

Charity begins at home.(Make your own family happy before you help others.)Pre-task preparation Create a situation: I want to introduce four new classmates to you.Do you want to meet them now?(Yes.)But before you can see them, you have to answer my questions.Make sure that your answers are right.If not, you can?t see your new classmates.(to arise their curiosity)Review the seven days in a week by asking questions and then show the answers.(通過(guò)提問(wèn)復(fù)習(xí)一星期的七天)A: How many days are there in a week? B: What are they? Read in chorus: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday Elicit the following sentences.I always

go to KFC/the supermarket with my mum.usually

sometimes

never Make sentences and match the right person.(sometimes, always, never, usually)

Play the recording: Look and learn.Students listen and repeat with their books closed.(a long-term practice on listening)Listen and repeat 聽(tīng)然后復(fù)述 Read and check讀然后檢查 Act 表演

While-task procedure Guessing Game What else can you do with your family?

(If they can?t guess some of the things, I may ask a student to do actions and let the other students guess.)Students read the verb phrases together after they have guessed all the things.★Students look at the table in “About you”, give them an example with the first line: I usually walk in the park with my mum.★ Ask individual students to choose the thing and the adverb to make sentences like the example.★ Students finish the table in “About you” individually, and

then write a simple report using the main structure: I always/usually/sometimes/never …with my… ★ Students share their reports in small groups of four.★

Ask some students to read their reports in front of the class.Post-task procedure Make a poster Imagine that you are new student to the class and you are going to introduce yourself to your classmates.Make a small poster with both pictures and sentences to say something about the things you do with your family.Make sure that you use “always, usually, sometimes, never”.Let?s see whose poster is the most beautiful.（通過(guò)畫(huà)圖和寫(xiě)句子介紹自己和家人一起做的事情，簡(jiǎn)單而有趣）Short play Name of the programme(節(jié)目名稱）:Family Studio(家庭演播室）Topic（話題）: Things I do with my Family.（I am busy, but I do a lot of things with my family.)

Four roles(4 個(gè)角色）: a TV announcer(主持人）, three big stars(any big stars that you like)（任何你們喜歡的明星）

(把自己想像成喜歡的名人來(lái)演小品，提高積極性，激發(fā)興趣)The students will present their work to the whole class.任務(wù)匯報(bào) Assignment: Ⅰ.Workbook page 2 Ⅱ.Grammar Practice Book Page 3

Module 1 Unit 2 Good friends Language focus: Using ?like to? to express preferences e.g.I tike to play and dress up, too.Using common expressions to introduce oneself e.g.Hi!I?m Annie Wang from Flat 3C.Using ?too? to express addition e.g.I like to skate and cycle, too.Pre-task preparation 1 Draw a floor plan of a 14-floor block on the board.There are five flats on each floor, A-E.Ask the students to read poem and find out which floors and flats the characters live on/in.Invite the more able students to circle the flat on the floor plan on the board.Ask the less able students to put the names of the characters in the correct flats.2 Have the students read the poem silently again.Ask them to find out what those characters like to do.3 Play the recording: Read a poem.Students listen and follow in their books.4 Play the recording again.Students listen and repeat.5 Introduce: dress up.Say: I don/'t like to dress up.I like to wear T-shirts and jeans.Who likes to dress up in the poem? What do the other characters like to do?

While-task procedure 1 In groups of four, students read the poem aloud.Each reads a verse.2 Ask the students to read the sample poem in About you.Divide the students into groups.Distribute a copy of Photocopiable page 15 to each student.Students are required to tick the activities they like to do and write a poem about themselves.Put the work of the group members together to form a long poem.Ask the less able students to do the controlled task on Photocopiable page 16 first.3 Groups take turns to read their poems to the class.4 Put all the poems together to make an anthology.Put it in the class library.Post-task activity Workbook page 5

Consolidation Grammar Practice Book 6A pages 6-8

Oxford English(Shanghai Edition)Practice and Assessment Series 6A Part 1, Module 1, Unit 2 presents further grammar and vocabulary exercises as well as listening, reading and writing skills development tasks.

第四篇：新牛津英語(yǔ)Unit8教案

7A Unit 8 教案

Comic strip and welcome to the unit Teaching Aims: 1.Learn some new words about fashion.2.Arouse the students’ interests in fashion and learn to enjoy nice things.Step 1.Lead-in

Enjoy a short video about a fashion show, teach the word “fashion”.And draw the Ss’ interest in the following words and expressions.Step 2.Presentation

Show some pictures to learn the new words: fashion n.時(shí)裝；時(shí)尚，風(fēng)尚 think about 考慮

spend vt.度過(guò)；花費(fèi)（錢(qián)、時(shí)間等）lazy

adj.懶惰的

blouse

n.(女子穿的）短上衣，襯衫 tie

n.領(lǐng)帶 lend vt.借給

Step 3.Learn some words about clothes

Present the words about clothes and make sure Ss know each word then fill in the boxes in PA on Page 93.Step 4.Borrowing things

1.Listen to the conversation between Millie and Mum, then answer

1)What does Millie need for the fashion show?

2)Why doesn’t she wear Mum’s blouse?

2.Read aloud and then make a similar conversation about borrowing things from others.A: Can you lend me/ us …?

B: Of course.A: What size/ colour is/ are your …? B: …

A: Oh, it’s … but … can … it/ them.B.OK then.A: Thank you, …

Step 5.Listen and fill in the blanks.Listen to the conversation between Eddie and Hobo on Page 92, then fill the blanks:

Eddie is ________ about what to wear.But Hobo tells him dogs don’t _______ clothes.So Eddie wants to ________ ten more minutes in bed.He is a ______ dog.Step 6.Read and act

Read aloud the conversation in groups, then present the comic strip on the screen for the Ss to act out the conversation.Step 7.Explain 1.wear 穿著，戴著（表示穿、戴的狀態(tài)）

put on 穿上，戴上（表示穿戴的動(dòng)作）

e.g.She likes wearing red.她喜歡穿紅色。

It’s cold outside.Put on your coat.外面冷，穿上外套。2.think about sth.考慮某事；想起某事

e.g.She is thinking about how to spend her holiday.她正考慮如何度假呢。Don't think about it any more.不要再去想這事了。

3.what to wear

意思是“穿什么”，英語(yǔ)中“疑問(wèn)詞+ to do ”是一個(gè)短語(yǔ)而不是句子。

e.g.I don’t know what to do.我不知道該怎么辦？

Let me tell you how to do it.讓我告訴你如何做這件事。4.spend vt

花費(fèi)，度過(guò)

常用結(jié)構(gòu)(1)Sb.+ spend +time/money doing sth.(2)Sb.+ spend + money on sth.e.g.He spends a lot of time playing football every day.他每天花大量時(shí)間踢足球。

How much does she spend on clothes every year? 她每年在衣服上花多少錢(qián)？

5.spend ten more minutes = another ten minutes

再花十分鐘 e.g.We need five more chairs.6.lend sb.sth.= lend sth.to sb.把某物借給某人

e.g.Can you lend me your bike? 你能把自行車(chē)借給我嗎？= Can you lend your bike to me? 注：lend 是“借給”，而英語(yǔ)中的borrow

是指句子的主語(yǔ)將東西借進(jìn)，含義是“借來(lái)”。常用結(jié)構(gòu)是borrow sth.from sb.“向某人借某物”。e.g.Can I borrow your rubber? 我可以借用你的橡皮嗎？ Step 8.Exercises

一、根據(jù)Millie 與Mum的對(duì)話內(nèi)容填空：

Millie wants her mother to _______ her some clothes for the _________ show.Her mother’s red ________ is ________ 4.It’s too large for her.but she thinks Sandy can _______ it because Sandy is tall.So she borrows it from her mother.二、翻譯：

1.她正在考慮去哪度假（holiday)。2.我可以再吃兩個(gè)蘋(píng)果嗎？ 3.你穿多大尺碼的鞋？ 4.Tom經(jīng)常將自行車(chē)借給我。Homework: 1.Act out the two conversations in pairs after class.2.Preview the new words in Reading.Reading I Teaching Aims: 1.Learn some new words about fashion.2.Practise reading skills by learning Millie’s article.Step 1.Presentation Present the new words: lady

女士，夫人

gentleman

(pl.gentlemen)先生;君子 style

風(fēng)格，樣式 trainer

運(yùn)動(dòng)鞋

comfortable

舒適的，使人舒服的 popular

受喜愛(ài)的，受歡迎的 among

在（三者或以上）中 purple

紫色(的)grey

灰色(的)smart 衣著講究的；聰明的；精干的 cool

酷的，絕妙的 cotton 棉；棉織物 scarf

(pl.scarves)圍巾 both

兩者（都）jeans

（復(fù)）牛仔褲 silk

（蠶）絲；絲綢 wool 羊毛，羊絨 boot

靴子

both… and …

…和… 都；不僅…而且… be made of … 由… 制成 Step 2.Lead-in

Present two pictures about a fashion show and ask: What are they doing? Are you interested in it? Step 3.Reading

1.Listen to Millie’s article and answer the questions:

1)Where do they hold the fashion show? 2)How many students are there in this show? 2.Read the article and complete the form:

3.Complete B1 on Page 95.4.Read aloud the article and put T or F in the blanks.5.Complete B3 & 4 on page 96.Step 4 Homework

1.Read aloud the article and underline the difficult parts.2.Remember the new words in this lesson.Reading II Teaching Aims: 1.Learn the language points in this article.2.Learn to describe a fashion show.Step 1.Revision The students are having a fashion show in the school _______ in the ________.Millie wears _______ clothes.She thinks trainers are __________ to wear, so they are popular _________ young people.Simon’s shirt is _______ and his trousers are ________.He looks _______.______ Amy _______ Daniel wears blue ________.Young people also like to wear them.Sandy looks ________ because she is in red _______ blouse, a ______ wool skirt and a pair of red __________.Step 2.Explain 1.trousers, jeans本身就是復(fù)數(shù)，其數(shù)量的表達(dá)要用 a pair of 這樣的短語(yǔ)，這樣的短語(yǔ)作主語(yǔ)時(shí)要由pair 的單復(fù)數(shù)形式來(lái)決定謂語(yǔ)動(dòng)詞形式。e.g.The jeans are popular among young people.There is a pair of jeans in the bag.The two pairs of trousers are different.2.look cool 看上去很酷

當(dāng)look的譯為“看起來(lái)，看上去” 的意思時(shí)是連系動(dòng)詞，這種動(dòng)詞后面可以接形容詞作表語(yǔ)，但不能接副詞，e.g.You look happy today.（正）（happy是形容詞）

You look happily today.（錯(cuò)）（happily 是副詞，不能作表語(yǔ)）

? 本課短文中的look cool, look smart，look modern中l(wèi)ook都是連系動(dòng)詞。3.both 兩者（都）

(1)這個(gè)詞只能用于兩者或兩部分時(shí)，三者及以上的“全，都”要用all。e.g.His parents are both teachers.There are 40 students in our class.We are all Chinese.(2)“both of + 名詞復(fù)數(shù)/ 賓格代詞”作主語(yǔ)時(shí)謂語(yǔ)動(dòng)詞要用復(fù)數(shù)形式。

Both of them work in Beijing.（3）both … and …

…和… 都；不僅…而且… She can both sing and dance.她不僅會(huì)唱歌而且會(huì)跳舞。4.Here comes Sandy.西蒙來(lái)了。

這是一個(gè)以Here 開(kāi)頭的倒裝句，句子的真正主語(yǔ)是Sandy。請(qǐng)觀察here 開(kāi)頭的倒裝句的兩種不同情況：

Here comes the bus.(主語(yǔ)是名詞the bus）

Here it comes.(主語(yǔ)是代 it）

Here you are.(主語(yǔ)是you)5.be made of …

由… 制成

Sandy’s blouse is made of silk.桑迪的襯衫是由絲綢制成的。6.be popular among …

在……中很受歡迎

Jeans are popular among young people.Step 3.Exercises

一、用所給詞的適當(dāng)形式填空。

1.Good evening, ________(lady)and _____________(gentleman)!2.You will feel ___________(comfort)if you wear trainers.3.Whose ________(scarf)are these? 4.My T-shirt is ________(make)of cotton.5.His red and grey tie ________(match)his clothes.6.Look!Amy is ________(wear)a blue scarf.二、完成句子：

1.今天我打算向你們展示不同式樣的鞋子。2.牛仔褲在年輕人中很受歡迎。3.瞧，汽車(chē)來(lái)了。

4.她今天看起來(lái)時(shí)髦又漂亮。5.他的褲子是棉制的。6.我們倆都喜歡穿運(yùn)動(dòng)鞋。7.今天的會(huì)議到此結(jié)束。

8.Amy正穿一件紅色的羊毛短裙。Step 5.Interview You are an interviewer.You want to interview Millie about the fashion show.Work in pairs, try to ask at least five questions about the show.Homework 1.Recite this article.2.Remember the language points in this lesson.Grammar Teaching aims: Learn the use of the present continuous tense.Step 1.Presentation Present the new words: write to, wait for, look for… Step 2.Lead-in Present three pictures in gif.and ask: What are they doing? /What am I doing? /What is he doing? Help them to answer and tell them they are using the present continuous tense.Step 3.Grammar

一、現(xiàn)在進(jìn)行時(shí)肯定句和否定句的構(gòu)成：

肯定句:

主語(yǔ)+ am/ is /are + v-ing...肯定句:

主語(yǔ)+ am/ is / are not + v-ing...I am not eating.You/ We/ They are not eating.He/ She/ It is not eating.二、動(dòng)詞ing形式的構(gòu)成：

Exercise 1: Complete Part A on Page 97.三、現(xiàn)在進(jìn)行時(shí)一般疑問(wèn)句的構(gòu)成及回答： I am eating.→ Am I eating?

Yes, I am./ No, I am not.(或 No, I’m not.)

You/ We/ They are eating.→ Are you/ we/ they eating?

Yes, we/you/ they are.No, we/ you/ they are not(或用縮寫(xiě)aren’t)He/ She/ It is eating.→ Is he/ she/ it eating? Yes, he/she/it is.No, he/she/it is not.(或用縮寫(xiě)isn’t)規(guī)律：將be 動(dòng)詞移到主語(yǔ)前面。注意：肯定回答時(shí)主語(yǔ)be動(dòng)詞不能縮寫(xiě)，否定回答時(shí)be動(dòng)詞和not可以用完全形式也可以用縮寫(xiě)。

Exercise 2: Complete Part B on Page 98.四、語(yǔ)法補(bǔ)充：

（一）現(xiàn)在進(jìn)行時(shí)可以表示說(shuō)話時(shí)正在進(jìn)行或發(fā)生的動(dòng)作，也可表示當(dāng)前一段時(shí)間內(nèi)的活動(dòng)或現(xiàn)階段正在進(jìn)行的動(dòng)作。Look!He is reading in bed.(說(shuō)話時(shí)正在進(jìn)行）Mr Green is writing a new book.(現(xiàn)階段正在做）

（二）現(xiàn)在進(jìn)行時(shí)的判斷方法：

如果句子中帶有鮮明的時(shí)間狀語(yǔ)，如：now, 或帶有Look, Listen 等暗示動(dòng)作正在發(fā)生，或有表示現(xiàn)在的上下文語(yǔ)境時(shí)，我們常用現(xiàn)在進(jìn)行時(shí)。Listen!She is singing in the next room.—Where is your mother? — She is cooking dinner.（三）注意點(diǎn)：

（1）現(xiàn)在進(jìn)行時(shí)的謂語(yǔ)動(dòng)詞由“be 的某種形式+ 動(dòng)詞ing 形式” 這兩部分構(gòu)成。這時(shí)be是個(gè)助動(dòng)詞，沒(méi)有實(shí)際意思，只起構(gòu)成時(shí)態(tài)的作用。同學(xué)們?cè)谑褂矛F(xiàn)在進(jìn)行時(shí)時(shí)千萬(wàn)不要忘了用be動(dòng)詞。

We having breakfast.(錯(cuò)）We are having breakfast.(正)(2)有些動(dòng)詞一般不用進(jìn)行時(shí)，如：know, understand(理解), love, like, want, hope, hear, see等。

(3)雙寫(xiě)末尾一個(gè)輔音字母再加ing形式的動(dòng)詞的條件參考書(shū)本P121。這個(gè)規(guī)律不易掌握，所以同學(xué)們可以在學(xué)習(xí)英語(yǔ)的過(guò)程中學(xué)到一個(gè)雙寫(xiě)詞就記住它，慢慢體會(huì)規(guī)律。以下是已經(jīng)學(xué)過(guò)的一部分雙寫(xiě)詞：shop, run, get, swim, begin, stop, cut, hit，forget等。Homework Remember the new words in this lesson.Integrated skills

Teaching Aims: 1.Practise listening skills by listen to a conversation.2.Practise speaking skills by talking about different materials of the things.Step 1.Presentation Present the new words by showing some pictures: go for sth.去做某事，去參加 fit for

適合于

think of

認(rèn)為；想起；考慮 glove

n.手套 leather n.皮革

smooth

adj.光滑的，平坦的；順利的 lovely adj.可愛(ài)的；親切友好的 hat

n.(有檐的）帽子 Step 2.Lead-in

Show a picture of a lady and let Ss discuss what she is going to do? Step 3.Listening 1.Listen to a conversation and complete A1 on page 99.2.Listen to the conversation again and complete A2 on page 99.3.Complete A 3 according to A1 & A2.Step 4.Speak-up 1.Listen and answer: 1)What colour are Kitty’s gloves? 2)What are the gloves made of? 3)What is Amy’s hat made of? 2.Read after the recorder.3.Talk about different materials of the clothes your classmates wear like this.Step 5.Explain 1.go for sth.去從事（某項(xiàng)活動(dòng)或運(yùn)動(dòng)），去參加

go for a walk 去散步

go for a meeting 去開(kāi)會(huì)

go for a dinner

去吃晚飯 2.am/ is / are going to do sth.打算做某事

—What are you going to do tomorrow?

你明天打算做什么？

—I’m going to see my grandparents.我打算去看望我的外祖父母。3.What do you think of … ?

(= What do you think about …?)

你覺(jué)得……怎么樣？（用來(lái)詢問(wèn)別人對(duì)某事的看法的問(wèn)句）

What do you think of this film? 你覺(jué)得這部電影怎樣？

It’s so boring.太無(wú)趣了。4.plan(to do)sth.計(jì)劃(做)某事

（注：plan---planning)

They are planning a school trip.他們正計(jì)劃一次學(xué)校組織的旅游呢。5.They’re made of leather.be made of 由 …… 制成，通常表示該成品仍看得出原材料。

This bottle is made of glass.這個(gè)瓶子是由玻璃制成的。

be made from 由……制成，表示該制成品看不出原材料。

Paper if made from wood.紙是由木頭制成的。

6.feel soft and smooth 摸上去柔軟光滑

feel 感覺(jué)，摸上去（是連系動(dòng)詞，后常接形容詞）

I’m not feeling well.我覺(jué)得有點(diǎn)不舒服。（well 作“健康的，身體好的”之意時(shí)是形容詞，而不是副詞)11 7.sb + look + 形容詞+ in + 顏色

= 顏色 +look + 形容詞+ on sb.意為“ 某人穿某種顏色怎樣怎樣” You look good in red.= Red looks good on you.你穿紅色很好看。Step 6.Exercises 翻譯句子：

1.他今晚得去參加一個(gè)生日聚會(huì)。2.運(yùn)動(dòng)鞋適合長(zhǎng)時(shí)間步行。3.她穿白色漂亮極了。

4.你的圍巾是什么制成的？

是絲綢制成的。5.—你覺(jué)得這本書(shū)怎么樣 ？

—很有興趣。Homework 1.Remember the new words and the language points in this lesson.2.Preview the next lesson.Study skills & Task Teaching aims: 1.Learn syllables in words.2.Write about the S’s own fashion design.3.Review the important points in this unit.Step 1.Presentation

Present the new words by showing some pictures: jacket

n.夾克衫，短上衣 feature n.特征 material n.材料 design

n.設(shè)計(jì)；構(gòu)思 model

n.模特；模型

dark

adj.昏暗的；黑暗的，深色

include vt.包括，包含

Step 2.Learn syllables in words.1.英語(yǔ)單詞可以劃分成音節(jié)。一個(gè)單詞可能分成一個(gè)、兩個(gè)、三個(gè)或更多音節(jié)。例如：

clean，late, feel, tea, at

（單音節(jié)）

lazy

fashion about

（雙音節(jié)）

expensive

popular（三個(gè)音節(jié)）

2.Listen to A and repeat the words: 3.Listen to B and write down the number of syllables in the blanks.Keys: 2,3,21,2,3,1,4 4.Listen and complete C & D on page 101.Keys:

C:

special, weekend, present，children, football, modern D:

3, 5, 6, 7 Step 3.Read Part A on Page 102 and answer the following questions: 1.What is the shirt made of? 2.What colour is the jacket? 3.What are the trainers made of?

Step 4.Task 1.Listen and complete the form.2.Read aloud the article and then try to complete Part C.Step 6.Exercises

一、選擇題：

1.I’m thinking about ______.A.what to do it

B.how to do

C.to do what

D.how to do it 2.She always spends a lot of money ____

clothes.A.buy

B.buying

C.buys D.to buy 3.Can she ___ you her dictionary?

A.lends

B.lend

C.borrows

D.borrow

4.This pair of trousers ____ made of leather.A.is

B.be

C.are

D./ 5.Look!Here _____ two bus.A.come

B.comes

C.is coming

D.are coming 6.It’s six o’clock.Sandy ____ a letter.A.writes

B.writing

C.is writeing

D.is writing 7.---____ you ___ with her now?

---No, I’m not.A.Do;play

B.Are;play

C.Are;playing

D.Do, playing 8.She looks ____ with her new hat.A.beautifully

B.happily

C.lovely

D.well

二、翻譯：

1.你能把你的深藍(lán)色的夾克衫借給我嗎？ 2.這件男襯衫摸上去柔軟光滑。3.她不僅會(huì)唱歌而且會(huì)跳舞。4.瞧！他正在河里游泳。

5.你覺(jué)得這雙皮鞋怎么樣？

6.白色和其他任何一種顏色都可搭配。Homework Review all the new words and language points in this unit.

第五篇：牛津英語(yǔ)StarterU3全英文教案

牛津英語(yǔ)StarterU3全英文教案

牛津英語(yǔ)七年級(jí)預(yù)備課程Unit3教案

TheFirstLesson [Teachingcontent] Unit3welcomeandListening

[Teachingaimsanddemands] knowledgeaims:

1.learnthenewwords,especially,somepersonalpronounsandsomeusefuladj,likebigandstrong,smallandthin,tallandthin,tallandslim,shortandpretty.2.Ssgettoknowthegrammar:Inasimplepresenttensesentence,whichincludes“be”,whencanSsuse“am,is,are”? Abilityaims:

1.communicativeability,teachstudentshowtogreetsuitablyandhowtoaskone’sages.[Teachingdifficultiesandimportance]

1.Thespellingofsomewords,suchas,classmate,twelve,polite,helpful,England,English,America,Americanandknow.2.Learnpersonalpronouns“we,they,me”

3.Thisisthemostdifficult:Inasimplepresenttensesentence,whichincludes“be”,whencanSsuse“am,is,are”?

[Teachingtools]

ProjectorandStudents’book [Teachingprocedure] Pre-teaching 1.Teachthenewwords Askthestudentstoreadallofthenewwordsbeforeteaching.onestudentreadsfivewords,sothattheteachercancorrecttheirmistakesinphonetics.2.Askstudentstoreadallofthenewwords,sothattheyarefamiliarwiththembeforecomingintothetext.3.Theteacherneedn

’tleadthembyhimself/herself,becausestudentshavealreadylearnedthewordsintheprimaryschool,andtheyareallveryeasyandusualwords.4.Asforthespellingofthenewwords,therearesomeinwhichstudentsalwayshavedifficulty,suchas,classmate,twelve,polite,helpful,England,English,America,Americanandknow.Step1Presentation Haveacasualchatwithstudents,askingthesequestions: Doyouhavefriends?

whoarethey? whoisyourbestfriend?

what’shis/hername? Sothattheteachercanleadtothesubjectofthisunit.Step2welcometotheunit 1.Askthestudentstoreadthedialoguesofthispartfirst,andseeiftheycanreaditcorrectly.2.Askthemtoreadthedialoguesagaintograspthemeaningofit,andanswerthesequestions: what’sthenameofthegirlinapinkdress?

whoisthegirlinayellowdress?

whoisAndy?

Howoldismillie?

Howoldisjill?

Arejillandmillieclassmates?

HowisAndy?

3.Guidestudentstoreplaceallofthenamesinthedialogueswiththenamesoftheirclassmatesandusesomesimilarwordsandsimilarsentencestomakeanotherdialogueoftheirown.Forexample，I’mtwelve=I’m12yearsold,I’m12years.I’mtwelvetoo=I’malso12.Heispoliteandhelpful=Heishelpfulandheispolite 4.LetSsdoPairworkandgivestudentschancestoshowtheirdialogues.Step3

Listening 1.Pre-listening.1）AskstudentstoreadthepairsofwordsinPartA,andtheninstructthemtofindtheoppositewordofeachword.2）Afterwards,askstudentstomakesentenceswitheachwordandeachpair,usingthestructure:

“sb.is…”

“sb.is…and…” 3)

Atlast,theteacherasksquestionslike: whoisbigandstronginourclass?

whoissmallandthininourclass?

whoistallandsliminourclass?

whoisshortandprettyinourclass?

SothattheycanunderstandthewordswellandatthesametimelearntouseEnglish.2.DotheexercisesofPartB.3.Post-listening.Takethechancetoteachstudentsgrammarofasimplepresenttensesentence,whichincludes“be”.主語(yǔ)控制謂語(yǔ)，謂語(yǔ)動(dòng)詞什么時(shí)候用am,is,are,要看主語(yǔ)，口訣：

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

（說(shuō)明：在教一般現(xiàn)在時(shí)態(tài)的be動(dòng)詞形式時(shí)，我要求學(xué)生把you和I單列出來(lái)特別記憶，而其它形式的主語(yǔ)只要數(shù)清個(gè)數(shù)就行了。我刻意回避“第三人稱單數(shù)”這個(gè)名稱，因?yàn)槲艺J(rèn)為，對(duì)于基礎(chǔ)不好的普通學(xué)校學(xué)生而言，“第三人稱單數(shù)”這個(gè)概念太復(fù)雜了，為了理解這個(gè)概念，學(xué)生必須弄懂三層含義：“人稱”、“第三人稱”、“單數(shù)”，而口訣簡(jiǎn)單易學(xué)。）

Step4

Summary,furtherlearninganddoworkbook.TellSsthedifferencebetweenslimandthin,thedifferencebetweentallandhigh,andthedifferencebetweenshortandlow.Step5

Homework

TheSecondLesson [Teachingcontent] Unit3

SpeakingandReading

[Teachingaimsanddemands] knowledgeaims:

1.Learnthenewwords.2.knowthetransformationsofasimplepresenttensesentence,whichincludes“be”:theinterrogativeform,affirmativeandnegativereply.Abilityaims:

1.communicativeability,teachstudentstogreetsuitablyandtodescribeone’sfriends’appearanceorpersonality..2.Sswriteanarticleofintroducingone’sfriends.[Teachingdifficultiesandimportance]

1.Inasimplepresenttensesentence,whichincludes“be”,whencanSsuse“am,is,are”? 2.knowthedifferencebetween

“

England

”

and“English”,thedifferencebetween“America”and“American”.3.Hereisthegreatestdifficulty:thetransformationsofasimplepresenttensesentence,whichincludes“be”:theinterrogativeform,affirmativeandnegativereply.[Teachingtools]

ProjectorandStudents’book

[Teachingprocedure] Step1.RevisionandPre-speaking 1.Reviewgrammar.主語(yǔ)控制謂語(yǔ)，謂語(yǔ)動(dòng)詞什么時(shí)候用am,is,are,要看主語(yǔ)，口訣：

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

2.Teachthetransformationsofasimplepresenttensesentence,whichincludes“be”:theinterrogativeform,affirmativeandnegativereply.含有be的句子的一般疑問(wèn)句，肯定回答，否定回答，Areyouhappy?

yes,Iam.No,I’mnot.AmIhappy?

yes,youare.No,youaren’t.Ishehappy?

yes,heis.No,heisn’t.Isshehappy?

yes,sheis.No,sheisn’t.Arewehappy?

yes,youare.No,youaren’t.Areyouhappy?

yes,weare.No,wearen’t.Aretheyhappy?

yes,theyare.No,theyaren’t.3.Askstudentstoreadthemandcopythemagainandagain.Step2Speaking 1.Askthestudentsreadthedialoguemodelsinthispart,andcorrecttheirmistakesinphonetics.2.Directthemtoplaytheroleinordertobefamiliarwiththestructureofthedialogue.3.Guidestudentstoreplacethebluewordsandphrasestomaketheirowndialoguesaccordingthepicturesinthispart,followingthedialoguemodels.4.Pairworkandgivestudentschancestoshowtheirdialogues.Step3Reading 2.Askstudentstoreadthedialogueinthispartbythemselvestwice,andgetreadytoanswerthesequestions: what’sthenameofthegirl?

whoisthewoman?

Howmanynewfriendsdoesjillhave?

whoarethey?

IsSammiagirloraboy? Howoldisshe?

Issheshortandslim?

whereisshefrom?

IssheanEnglishgirloranAmericangirl?

IsPatagirloraboy?Howoldishe?

Isheshortandslim?

whereishefrom?

IsheanEnglishboyoranAmericanboy?

3.Guidestudentstodotheexerciseunderthedialogue.4.Directstudentstousesomesimilarwords,similarsentencesandothernamestoreplacethedialogue,makinganotherdialogueoftheirown.Forexample,thankyou=thanks，she’sshortandslim=she’sshortandshe’sslim，SheisfromEngland=ShecomesfromEngland，SheisEnglish=SheisanEnglishgirl，He’stwelvetoo=Heisalsotwelve，He’sfromAmerica=hecomesfromAmerica，HeisAmerican=HeisanAmericanboy.5.Askstudentstorewritethedialoguedownintheexercisebook,sothattheycanfinishanarticleoftheirown.Step4

Grammar 1.Reviewgrammar.謂語(yǔ)動(dòng)詞什么時(shí)候用am,is,are,要看主語(yǔ)，主語(yǔ)控制謂語(yǔ)，口訣：

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

Reviewthetransformationsofasimplepresenttensesentence,whichincludes“be”:theinterrogativeform,affirmativeandnegativereply.含有be的句子的一般疑問(wèn)句，肯定回答，否定回答，Areyouhappy?

yes,Iam.No,I’mnot.AmIhappy?

yes,youare.No,youaren’t.Ishehappy?

yes,heis.No,heisn’t.Isshehappy?

yes,sheis.No,sheisn’t.Arewehappy?

yes,youare.No,youaren’t.Areyouhappy?

yes,weare.No,wearen’t.Aretheyhappy?

yes,theyare.No,theyaren’t.Bytheway,tellSsthat“yes,Iam.yes,heis.當(dāng)Iam,heis在句末時(shí)，不能合并。”

2.DotheexerciseofPartA.Afterthat,spendsometimeteachingthephrase“Letsb.dosth.”

3.TeachSspersonalpronouns,andguidethemtofillintheformwithpersonalpronounsofPartB,includingbothsubjectformsandobjectsubjectforms.3.Askstudentstoreadtheexerciseagainandagain.Step5

Task 1.Explainwhattheformofthispartisabout,andfirstly,askstudentssomequestionsorallyaccordingtotheform.2.Guidestudentstofinishtheblank-fillingexercise.3.Afterthat,leadstudentstoreadthearticleagainandagain.Step6Summary,andfurtherknowledgeandability 1.weareallchinese.=weareallchinesestudents 2.Englandhasothernames,suchasBritain,Uk 3.Englishmeans“英國(guó)的，英國(guó)人的，英語(yǔ)”,butitdoesn’tmean“英國(guó)人”.SoSscansay“sheisEnglish.”or“SheisanEnglishgirl.”,butcan’tsay“SheisanEnglish” 4.TeachSsthecorrectwordorderofthephrase“fournewclassmates”.5.并列成分的最后一個(gè)之前加如:Sheissmall,thinandpolite.Step7

Homework 1.copythetransformationsofasimplepresenttensesentence,whichincludes“be”:theinterrogativeform,affirmativeandnegativer

and，eply.2.AskstudentstorewritethedialogueofReadingpart,soastofinishanarticleoftheirown.