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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.

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.

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