第一篇：牛津英语StarterU3全英文教案
牛津英语StarterU3全英文教案
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.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。）
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.Step4
Grammar 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.Step5
Task 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如:Sheissmall,thinandpolite.Step7
Homework 1.copythetransformationsofasimplepresenttensesentence,whichincludes“be”:theinterrogativeform,affirmativeandnegativer
and，eply.2.AskstudentstorewritethedialogueofReadingpart,soastofinishanarticleoftheirown.
第二篇：牛津小学英语全英文说课稿
5B Unit8 At the weekends(Part A 1st period)说课稿
Hello, everyone.Today I‟ll talk about “Fun with English” 5B Unit8 At the weekends Part A Read and say, the 1st period.I‟ll prepare five parts to say something about this lesson.Part one: Analysis of the teaching material “Fun with English” this teaching material pays more attention to children‟s interests, experience.Many topics in it are related to our daily life.That is helpful for children to learn.The topic of this lesson is “weekends activities”.In this lesson, we‟ll through a passage to talk about our weekends activities.We‟ll learn some new words, phrases, sentence patterns and reading skills.The purpose is to improve students‟ abilities of reading and using language.According to these, my teaching aims are:
1.To enable the students to communicate with others about weekends freely, by using the new sentence patterns“How do you spend your weekends? I often„„ Sometimes„„.”“How does he/she spend his/her weekends? He/ She often„„ Sometimes„„.”
2.To make the students understand the meaning of new words and phrases: weekends, learn„„from, sport, spend, watch cartoons, catch butterflies.3.To train the students‟ abilities of using reading skills to find out the information they need quickly.4.To encourage the students to communicate with others in English.Key and difficult points 1.To enable the students to communicate with others about weekends freely, by using the new sentence patterns“How do you spend your weekends? I often„„ Sometimes„„.”“How does he/she spend his/her weekends? He/ She often„„ Sometimes„„.”
2.To train the students‟ abilities of using reading skills to find out the information they need quickly.Part two: Teaching methods
According to the new course aims: we should pay more attention to students‟ interests, life experience and different levels of knowledge, we should let them take part in, practise and cooperate in class.As the students in Grade 5 have abilities of reading short passage.So I‟ll use these teaching methods to solve my key and difficult points.1.Happy method
As the principle that students learn best when they feeling happy and secure.First, I‟ll use the song“Hobbies”to arouse students‟ learning interests, and chant following with music.2.Situation methods
I‟ll set up some real situations, in this way, the students can talk in pairs or in groups.They can talk freely and needn‟t worry about making mistakes.Eg: free talk, video in after-reading.3.Task-based method
This is a lesson of reading, I‟ll teach them to use reading skills to complete different levels of tasks.Part three: Learning methods
As the old saying goes：“It is better to teach one the skill of fishing than to offer him fish.”According to this lesson and students situation, I‟ll teach them to use skimming, scanning and intensive reading to cultivate their reading abilities.Part four: Teaching aids
In this lesson, CAI and some cards will be used.Part five: Teaching procedure
Step1: Warming up
1.sing a song 《Hobbies》 2.free talk
English song is one of better ways to arouse students‟ interests of learning English.It can set up a real sorrouding of English, make students feel relaxed and get ready for this lesson.Through free talk between teacher and students, they‟ll learn new words and phrases: learn„„from, sport, at the weekends.Step2: Presentation 1.Pre-reading According to the language acquisition, I‟ll use the knowledge students have learnt in unit4 Part D to help the students to learn the new knowledge.That is : from“usually”to“often”, from“What do you uaually do at the weekends?”to“How do you spend your weekends?”, from“What does he/she usually do at the weekends?”to“How does he/she spend his/her weekends?”.At the same time, I‟ll use the “information gap”between students to solve the problem with the subject is the third person singular.That is the first key and difficult point in my teaching.Let‟s chant We‟ll say the chant following with music.Not only to learn the new phrases, but also to train their spoken English.2.While-reading(1)Presentation in whole I‟ll give them some key words to let the students themselves ask and answer.That‟s to say: change“teachers ask, students answer”into“students ask, students answer”,in this course, they‟ll use skimming to get a general idea of the text and to find out the answers.In fact, asking a question is often more important than solving a problem.Only learn to ask, can complete the real communication, only learn to ask, can change their study attitude from passive to active.(2)Multiple choice Students will use skimming to find out“How many people are there?”“What are their names?”on P60.and will use scanning to circle the key words(weekends activities).At last, I‟ll give them a summary about skimming and scanning.(3)Judge Ask students to read intensively to find out the answers, and the reasons of why it is false.It is very important to train students‟ reading skills and abilities of thinking in English.It is more useful and effective than just explaining the
vocabulary, practising sentence patterns.That is the second key and difficult points in my teaching.(4)Summary
It is another way of consolidation.3.After-reading
I‟ll use the“information gap”(the coming weekends and May Day), first let them watch the video(know how to talk about it), and then every group will have a reoporter, the reporters will interview others.At last, reporters will give us reports.The purpose of this is to train the students to think in English and to do things in English.Let students “used by learning, learnt by using, apply their knowledge”, that is also the teaching philosophy.Step3: Homework Blackboard design
The students must play the principle role in each class.That is 牛津小学英语6b unit7全英文说课稿 student-center teaching.And also task-based learning and activity-based
Hello, everyone, the teaching design I‟m going to talk about is for Unit7 A teaching with individual work, pair work, group work and class work.letter to a penfriend from Oxford English for primary school, Book 6B.I‟ll 4.Teaching aids: I will use CAI, writing paper finish this unit in four lessons.This is the first peorid of Unit7.And it covers Next, I‟ll talk about my teaching procedures: I‟ll follow four steps.three parts(B, C and E).Step1 Warm-up
In part B, the students will learn a new word: writing paper.In part B, we‟ll
First, I‟ll have a free talking with the students.Because free talking is an learn the sentence patterns, but the sentences „Can I have a/an/some/the …? I important way to improve the students‟ ability of speaking.Of course it can want to … Sure.Here you are.‟ the students have learned before, so the new prepare for the next step.I‟ll ask the students some questions like: sentence pattern for them is „What for?‟.What day is it today? What‟s the date today? What‟s your favourite subject?
Part E is the most important part in this lesson.It is just to teach the What do you like doing? … students how to introduce themselves to their penfriend by a letter.The Step2 Presentation
formats of the letter can be omited, because the students have learned it before.I‟ll ask the students „What do you like doing?‟ The students will say „I How to write the addresses of the letters will be taught next lesson.like…‟ Then I‟ll let them guess “Do you know „What do I like doing?” Maybe
Here are the analysis of the students and the text book.the students will have many different answers.If they can‟t guess it, I‟ll tell 1.Then I‟ll talk about my teaching aims.them „I like reading newspaper.I think it‟s interesting.Yesterday I read a letter
Firstly, knowledge aims: from an English boy.He wants to make a penfriend in China.He is as old as
(1)To enable the students read and spell the new words and understand the
you.Do you want to make friend with him.‟ I think most of the st udents will meaning of them.say „Yes‟.(2)The students know how to use the new sentence patterns „Can I have
At the same time, I‟ll show Peter‟s picture and list in the screen by CAI a/an/some/the …? What for? I want to … Sure.Here you are.‟ and let the students know more about Peter.I‟ll let the students say something
(3)The students can write a letter to their penfriend.about Peter by themselves.For example „Peter lives in London…‟ Then let the Secondly, skill aims.students answer some questions.„ Where does he come from? Where does he(1)Practise the students‟ skills of listening, speaking
and writing.go to school?(What‟s his school‟s name?)What subjects does he study? What(2)Practise the students‟ communicative skill and creativity.are his hobbies? How about his family? …‟ Next I‟ll let the students give a 2.Teaching points: short passage about Peter.The key points of the lesson: The students can read the words correctly.The
Like: Peter comes from England.He lives in London.He studies at St students can understand the meaning of the new sentence patterns and use John‟s Primary School… Purpose: The purpose of the part doesn‟t only them.The students know how to write a letter.The difficult points of the practice the students‟ ability of expressions, but also prepare for the next step.lesson: The students know how to write a letter.To improve the students‟ Then I‟ll say „Now you know much about Peter, do you want to make abilities of speaking and writing.penfriends with him.‟ Maybe the students will say „Yes.‟ 3.Teaching approaches: T: OK.But if you want to make a penfriend with him, you should write a letter to him.Yes or no? S: Yes.T: Before you write the letter, what do you need? S: Maybe the students will say „writing paper.‟ T: At the same time, I show the word and its picture in the screen.Let the students read the word after the record and one by one.I think the students can remember the new word more deeply by this way.Reading after the tape can check if the students read the word correctly.T: Boys and girls, you want to make penfriend with Peter, so you need some writing paper.Look, there is lots of nice writing paper in my hand.(It is time to tell the students the word is an uncountable noun.)Would you like some? S: Maybe the students will say „Yes‟.T: OK.If you want, you can ask me like … Then I will lead the students to use the new sentence patterns: Can I have a/an/some/the …? What for? I want to … Sure.Here you are.If the students can ask and answer with me, I will give him/her some writing paper as the presents or encouragement.It is a better way to teach the new knowledge, because the students can understand the meaning of sentence patterns by themselves by the dialogue.The objects(writing paper)can encourage the students join the part.Step3 Production 1.Look and say.I will choose P1/2/3/6 and let the students do the pair work.It is to parctise the new sentence patterns.But I don‟t show the pictures of part C directly, I let the students practise them through the guessing game.If the students guess it right, I will also give them some writing paper as the presents.I think game is a better way to consolidate the new knowledge than just let the students say the dialogue one by one.If the students guess it, I will give them some writing paper as their presents.2.Write a letter.I will let the students write a letter like Liu Tao to their penfriend Peter.Before writing, I‟ll let the students read it and understand the meaning of it.And know how to introduce themselves to Peter by a letter.At last, the students write it.The purpose is to improve the students‟ ability of writing and know a new way to communicate with others.Step4 Assignment
1.Write the four pictures in their copybooks.Writing is a good way to check if the students do the exercises correctly.2.Say something about your penfriend Peter to your parents.Let the students speak English in their daily lives.
第三篇：牛津高中英语模块二一单元全英文教案
长沙理工大学城南学院英语专业教育模拟实习教案
Unit1 Tales of the unexplained
肖涓瑜200677250313 Period: The first peiod Content: Welcome to the unit Teaching Objectives:
1.to cultivate students’ prior knowledge
2.to train students’ability of finding information , collecting and reorganizing it 3.to provide students with sufficient chances to communicate with the teacher and with each other 4.to help students enlarge their vocabulary, especially those related to the topics Language Focus: Ⅰ.Important Points:
1.about science and technology 2.broadcast the latest news at home and abroad 3.report and analyze the current situations Ⅱ.Difficult Points: 1.comment on the global economy and finances 2.related to sports and music 3.introduce different local customs Teaching Procedures: Ⅰ.Organizing the class T: Greeting and a duty report Ⅱ.Lead-in 1.Are you interested in a program called ‘Discovery”? 2.Are you curious about mysteries? 3.Have you ever thought of exploring some of the mysteries? Ⅲ.Practice Teacher: What information have you got about UFO? Student A:...… …
Teacher: Do you think student A’s introduction interesting? What
about the information you’ve got? Is there something different? Student B: ………
Ⅳ.In this section, students will be asked to talk about the following phenomena, including traces of UFO, real existences of Yeti and the Loch Ness monster, reasons for building Stonehenge and the Great Pyramid and disappearances of ships and planes in the Bermuda.All these have a common characteristic, that is, no evidences or proofs have been provided to explain the mysterious phenomena.Students are expected to make full use of resources and share their imaginative ideas with each other by participating in all the activities.长沙理工大学城南学院英语专业教育模拟实习教案(before taking up the task)
The teacher assigns students a task, that is, all of them are required to surf the net or refer to some reference books, in English or in Chinese to get some information about UFO, Yeti, the Loch Monster, Bermuda, Stonehenge and the Great Pyramid.The activity can be conducted like this:
The topics we are going to deal with in our next period are not only very interesting and attractive, but a bit mysterious as well.They are beyond our knowledge.Even the advanced science and technology of today cannot offer satisfactory answers, so I recommend if we’d like to discuss these topics, it is best for all of us to make preparations first, either by searching for information on the Internet or looking up background information in some books.Besides collecting information, you have to note down your answers.It’ll be more convenient for you to report back your answers if you do so.2(focusing on the pictures)
a.Ask students to read the instructions and focus on the six pictures and illustrationsindividually first.The teacher can arouse their interest by asking them the following questions:
Do the six pictures have something in common? What is it?
(unexplained;no satisfactory answers;mysterious;no evidences…)
Can scientists explain these phenomena?
How do you feel about them? Are you a bit curious?
b.Ask students to think of as many expressions as possible to answer the above questions, encourage them to make up sentences and report back their answers.The teacher can share the following sentences with students.They are mysterious because no satisfactory answers have been offered to explain their reasons.Though these mysteries have puzzled people for a long time, people show great interest in them.People feel puzzled due to their mysteries.c.Ask students to report back the information they have collected.As students have been required to prepare for the topics, their answers might be various.The teacher can vary the activities
according to students’ responses.If possible, some answers students provide can be used as
prompt for a class discussion.For example: Teacher: What information have you got about UFO? Student A:...… …
Teacher: Do you think student A’s introduction interesting? What about the information you’ve got? Is there something different? Student B: ………
This activity can be conducted flexibly.Sample answers 1.Like any other intelligent and rationale person, I have a firm belief in UFOs.In fact, I have seen a few myself.UFO stands for Unidentified Flying Object, that is, an object, apparently moving in the sky, that we cannot identify.However, if you ask me whether I believe spacecraft carrying visitors from outer space, I would say ‘no’.I do not believe it.2.The continent of Antarctica was discovered in 1818.A map known as the 'Piri Reis' Map, a genuine document made in Constantinople in 1513, clearly shows the continent of Antarctica.长沙理工大学城南学院英语专业教育模拟实习教案
How could this have been possible if Antarctica was not discovered until 300 years later? Antarctica was supposed to have been covered by ice for the last million or so years, but samples taken from sediment deep beneath Antarctica in 1949 revealed that great rivers had once flowed in Antarctica until about 6000 years ago.3.I’m always interested in the stories of UFOs and aliens.And I hope I will have the chance to meet one some day.If it really happens to me, I will ask questions such as ‘who or what are you?’ ‘Where are you from?’ ‘How long does it take to travel from your place to our planet?’ I will try my best to communicate with them, discovering what their life is like and why they come to the earth.d.Ask students to have a discussion about the topics by exploring some other activities.In order to conduct them more conveniently, the teacher can arrange numbers from left to right, from top to bottom first.For example:(Picture 1)
Have you ever read some reports about UFO in Chinese? Are you interested in it? Is it really from another planet? What does UFO stand for?
For what reasons do you think UFO visits our planet? Student: ………
Teacher: UFOs are unidentified flying objects, but no one really knows what they are.The chances for seeing a UFO are greater for those people who live in small towns or in the country and are outside late at night.UFOs come in all shapes and sizes.Some are only small spots of light that move in strange patterns across the night sky.Some can be seen in the daytime are often disk-or saucer-shaped.(Picture 2)
Where is Himalayas? What’s the weather like there?
Yeti is reported to be half-man and half-beast, have you heard of it?
Do you think some climbers’ disappearance have some connections with Yeti? Student: ………
Teacher: The yeti is a humanlike monster who is supposed to live in the Himalayas, the highest mountain range in the world.Several sightings, mainly of footprints, have been reported by westerner explorers throughout the years.Yet none of them have been supported with evidence in any way.(Pictures3, 4 and 6)Stonehenge and the Great Pyramid of Egypt are both cultural relics.Where is the Great Pyramid built, on the east coast of the Nile or on the west of it? What are its reasons? Do you think the Great Pyramid a wonder in the human history? How was the Great Pyramid built? I haven’t heard of Stonehenge or the Ness Monster.They are a bit new to me.What about you? Will you be interested in making discoveries about them when you grow up? Student: ……… 长沙理工大学城南学院英语专业教育模拟实习教案
Teacher: On the 21st December 1933, the Daily Mail carried the following headline: “Monster of Loch Ness is not a Legend but a Fact.” The hunter, M A Wetherall, a member of the Royal Geographical Society and the London Zoological Society said: “It is a four fingered beast and it has feet or pads of eight inches across.I judge it to be a powerful soft footed animal about 20 feet in length.......I am sure that it can breathe like a crocodile with just one nostril out of the water.” Not much is known about Khufu.The tomb had been robbed long before archeologists came upon it.Any information about Khufu was taken with the objects inside the tomb.He is thought to have been the ruler of a highly structured society and he must have been very wealthy.He was buried alone in this massive tomb.His wives may have been buried nearby in smaller mastabas.(Picture 5)While talking about picture 4, the teacher can show a map to the students and point to them clearly where Florida and the Bermuda Florida are on the map.Are there any monsters in these areas?Why do ships or planes disappear in this area?
Do you think it is too mysterious? Suppose there is a ship equipped with the latest scientific equipment and it can make contact with scientists on land at any time, do you think it will be possible to solve the mysteries?
Ⅴ.Exercise in class 1.Scientists are convinced _____ the positive effect of laughter _____ physical and mental health.A.of;at
B.by;in
C.of;on
D.on;at
2.Kathy ______ some French while she was away on a business trip in France.A.picked up
B.took up
C.made up
D.turned up 3.The _______ boy made the police and his family _______.A.gone;puzzled
B.missing;puzzled
C.missing;puzzling
D.lost;puzzling
4.Liu Xiang is believed _________ over $ 20 million in advertisements last year alone.A.to earn
B.have earned
C.to have earned
D.having earned
5.__________ your help, I passed the examination without any difficulty.A.Because of
B.Owing to
C.Due to
D.Thanks to 6.Finally she ___________ that Tom was guilty.A.was convinced of
B.was convinced
C.convinced
D.was convincing 7.Every time he returned from work, Paul would _________ his favorite music to relax himself.A.put on
B.take on
C.get on
D.set on
8.Our teacher told us that she was rather __________ at the __________ result of the test.A.disappointed;disappointing
B.disappointing;disappointed
C.disappointing;disappointing
D.disappointed;disappointed
9.The research group ____________ 15 members has made great achievements in recent years.A.is made up of
B.makes up
C.made up of
D.making up of
10.While our manager is away on business, our company will be _____________ Mr.Zhang.A.in the charge of
B.in charge of
C.taken charge of D.taking the charge of
Answer: 1-5 CABCD
6-10 BAACA Ⅶ.Homework 长沙理工大学城南学院英语专业教育模拟实习教案 Pair students up first.Let different pairs focus on different questions.If possible, the first question can be adapted easily like this: Do you believe in UFOs? What may be the explanations of UFOs? —— Aliens from space without a doubt —— Military test craft without a doubt ——Some UFOs are alien, some are test craft —— UFOs are evidence of human space travel —— UFOs are neither alien nor test craft —— UFOs don't exist Encourage students to express their agreements or disagreements about it.2 Ask different pairs to summarize their answers and then report them back.
第四篇：牛津英语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（宫殿）owl（猫头鹰）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（教学目标）
Language learning objectives（知识目标）
Using adverbs to express frequency（用副词表达频率）Using the simple present tense to express habitual actions（一般现在时）
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关的动词短语）Skill & ability objectives（技能目标）
Providing chances for the students to improve the skills of listening, speaking, reading and writing（提高听说读写能力）.Having the students make a poster and a short play using newly learned knowledge.（用新学知识做海报、编小品）Instructional objectives（教育目标）
Having the students know the importance of spending more time with family.Language focus（教学重点）
Main structure（语言结构）:
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学生分析
Character（特点）: active, competitive, curious, good at acting, good at drawing Ability（能力）: very different levels, most are weak English learners eaching Approach教学方法
Learner-centered Teaching以学生为中心 Task-based learning（任务型教学法）
Communicative Language Teaching（语言交际法）Teaching Strategy 教学策略
Relaxed classroom atmosphere 轻松的学习氛围.Real-life situations 真实的情景 Main Activities主要活动
Competition 比赛
Poster 海报 Board-writing design 板书设计
I always
go to KFC/the supermarket with my mum.usually
sometimes
never Warm-up Salad English Short play Useful Expressions Video录像
Game游戏
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.(通过提问复习一星期的七天)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 听然后复述 Read and check读然后检查 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.（通过画图和写句子介绍自己和家人一起做的事情，简单而有趣）Short play Name of the programme(节目名称）:Family Studio(家庭演播室）Topic（话题）: Things I do with my Family.（I am busy, but I do a lot of things with my family.)
Four roles(4 个角色）: a TV announcer(主持人）, three big stars(any big stars that you like)（任何你们喜欢的明星）
(把自己想像成喜欢的名人来演小品，提高积极性，激发兴趣)The students will present their work to the whole class.任务汇报 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.
第五篇：全英文教案
I.Teaching Aims And Demands The teaching aim is established建立，确定 according to the New Curriculum of Primary School English.1.Knowledge objects(1)To enable the students to understand and speak five new words and two sentence patterns: wear, shirt, T-shirt, dress, skirt.He’s wearing a… She’s wearing a…(2)To be able to describe someone else more freely.(3)To enlarge the Ss’ vocabulary.2.Ability objects(1)To develop the Ss’ speaking strategy.(2)To develop the Ss’ vocabulary strategy.(word guessing etc.)(3)To encourage the students cooperation amongst处于。中 in their studies.3.Moral objects To arouse唤醒 the students’ interest of learning English and to have them participate actively in language communication.To stimulate刺激 the students’ creativity.II.Teaching Key And Difficult Points The teaching key and difficult points are based on the aims and demands.Teaching Key Points : To grasp领悟 the five new words and two sentence patterns.Teaching Difficulties: 1.Improve Ss’s speaking ability to describe others more freely 2.Develop their lateral侧面的 thinking through games.III.Teaching Aids A Computer IV.Teaching Methods 1.Student-centered teaching 2.Task-based learning任务型教学方法
3.Communication through learning
4.Situational teaching method情境教学法 V.Studying Ways
Activity-based learning(individual 个别的work;pair work;group work;class work)VI.Teaching Procedure Step 1 warm up
to arouse Ss’ interest ,play a “colour song” on the computer, let the students become familiar with the phrase “ Who’s wearing…”
Step 2 Lead-in To introduce the new words and sentences ,I create a situation here, Sam and Amy are Australian children , they decide to buy some summer clothes because it’s getting hotter in their county.What will they buy?
(purpose: To present the new words and increase students geographical knowledge at the same time)Step 3 practice After presentating the new words, the students need some activities to practice them.Students greatly welcome games.They can create a cheerful and light-hearted environment and arouse students’ interest in learning English.Games are considered one of the most effective ways to improve efficiency in language learning.So in this part, I will use a power point I prepared to play some games with the students: 1.Let them try to memorize how many models are wearing a T-shirt/ shirt/ dress/skirt?
2.How many models they can introduce by using the sentence in a limit time: He’s /She’s wearing a … 3.And the third game is to try to answer some questions according to the shadow pictures.阴影图片 Step 4 extension
(to develop their creativity and speaking ability)Organize Ss into groups of four and discuss “ how can you help them to find “the missing person（situation: a little child is lost in a shopping mall and he/she is trying to find his parent）Step 5 Homework Design a T-shirt , or some other clothes that you like.Blackboard Design Topic sentences and key words are written to help Ss know the main content of this class.
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