第一篇：牛津英语高三模块9 Unit4 Project教案
牛津高中英语教学设计
单
元：Unit 4 Behind beliefs 板
块：Project
Thoughts on the design: 本节课是把英语听、说、读、写的训练从课堂内拓展到课堂外的探究性学习课，旨在通过学生对阅读材料——中国最古老的佛教寺庙白马寺“The White Horse Temple”的熟悉的基础上，使学生在积极参与听、说、读、写等一系列的课堂活动的同时，了解佛教如何传入中国、白马寺的建筑风格及它在中国佛教史上的重要地位，以此引导学生探索“介绍一个宗教圣地”该从哪几个方面入手及该类文章的基本结构。然后根据具体的步骤，通过小组讨论、分工合作、信息检索、交流汇报等形式的活动，用英语完成一份报告：介绍历史上某个有影响的宗教圣地，最后呈现学习成果，创造性地完成学习任务，培养学生综合运用英语的能力。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] 学生在该部分主要了解中国最古老的佛教圣地——“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] 学生在这一环节主要通过理解阅读材料的篇章结构，明白介绍一个佛教圣地该重点介绍哪几个方面及该类文章的基本结构。然后通过一系列的课堂活动如回答问题、缺词填空、图片演示等活动，学生对白马寺在这几个方面的信息有了基本的了解。这一部分照理可以不用让学生把重点放在理解文章上，但是目前很多学校在Project 的教学中往往会把其中的文章当作阅读理解来上，那这样的设计既可以满足这一类学校的需求，同时也兼顾到需要学生完成Project的预设任务的学校的需求。建议第二类学校在使用该教案时，可以把分段理解省略，直接进入本教案的第三部分。但这对于基础弱的学生来说，没有了对阅读材料的的理解，要完成Project的预设任务就会觉得无从入手。（课本62-63页的文章，本身就是写一份相关报告的示范样本，所以建议不要轻易把分段理解部分删除。）
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]
在第一个环节中，学生对于中国有哪些宗教圣地特别是著名的四大佛教圣地有了了解，这就为他们最后决定选择哪个宗教圣地来写一份报告提供了参考。而在第二个环节中学生又明确了写一份“介绍一个宗教圣地”的报告所应包括的几个方面和该类报告的篇章结构。因此，这两个环节很自然地为学生自己探索如何完成这份报告作好了准备。通过小组讨论、分工合作、信息检索、交流汇报等活动，学生将能用英语完成一份“介绍一个宗教圣地”的报告，最后呈现了学习成果，创造性地完成了学习任务，培养了综合运用英语的能力。
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]
在最后呈现报告的环节中，若没有足够的时间让每个小组来汇报他们的成果，可以让其余小组在下一堂课上来进行展示，这样每一个同学都将得到锻炼的机会。
第二篇：牛津英语高三模块十一 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.
第四篇：新牛津英语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.时装；时尚，风尚 think about 考虑
spend vt.度过；花费（钱、时间等）lazy
adj.懒惰的
blouse
n.(女子穿的）短上衣，衬衫 tie
n.领带 lend vt.借给
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 穿着，戴着（表示穿、戴的状态）
put on 穿上，戴上（表示穿戴的动作）
e.g.She likes wearing red.她喜欢穿红色。
It’s cold outside.Put on your coat.外面冷，穿上外套。2.think about sth.考虑某事；想起某事
e.g.She is thinking about how to spend her holiday.她正考虑如何度假呢。Don't think about it any more.不要再去想这事了。
3.what to wear
意思是“穿什么”，英语中“疑问词+ to do ”是一个短语而不是句子。
e.g.I don’t know what to do.我不知道该怎么办？
Let me tell you how to do it.让我告诉你如何做这件事。4.spend vt
花费，度过
常用结构(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.他每天花大量时间踢足球。
How much does she spend on clothes every year? 她每年在衣服上花多少钱？
5.spend ten more minutes = another ten minutes
再花十分钟 e.g.We need five more chairs.6.lend sb.sth.= lend sth.to sb.把某物借给某人
e.g.Can you lend me your bike? 你能把自行车借给我吗？= Can you lend your bike to me? 注：lend 是“借给”，而英语中的borrow
是指句子的主语将东西借进，含义是“借来”。常用结构是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吗？ Step 8.Exercises
一、根据Millie 与Mum的对话内容填空：
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、翻译：
1.她正在考虑去哪度假（holiday)。2.我可以再吃两个苹果吗？ 3.你穿多大尺码的鞋？ 4.Tom经常将自行车借给我。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
风格，样式 trainer
运动鞋
comfortable
舒适的，使人舒服的 popular
受喜爱的，受欢迎的 among
在（三者或以上）中 purple
紫色(的)grey
灰色(的)smart 衣着讲究的；聪明的；精干的 cool
酷的，绝妙的 cotton 棉；棉织物 scarf
(pl.scarves)围巾 both
两者（都）jeans
（复）牛仔裤 silk
（蚕）丝；丝绸 wool 羊毛，羊绒 boot
靴子
both… and …
…和… 都；不仅…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本身就是复数，其数量的表达要用 a pair of 这样的短语，这样的短语作主语时要由pair 的单复数形式来决定谓语动词形式。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
当look的译为“看起来，看上去” 的意思时是连系动词，这种动词后面可以接形容词作表语，但不能接副词，e.g.You look happy today.（正）（happy是形容词）
You look happily today.（错）（happily 是副词，不能作表语）
本课短文中的look cool, look smart，look modern中look都是连系动词。3.both 两者（都）
(1)这个词只能用于两者或两部分时，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 + 名词复数/ 宾格代词”作主语时谓语动词要用复数形式。
Both of them work in Beijing.（3）both … and …
…和… 都；不仅…而且… She can both sing and dance.她不仅会唱歌而且会跳舞。4.Here comes Sandy.西蒙来了。
这是一个以Here 开头的倒装句，句子的真正主语是Sandy。请观察here 开头的倒装句的两种不同情况：
Here comes the bus.(主语是名词the bus）
Here it comes.(主语是代 it）
Here you are.(主语是you)5.be made of …
由… 制成
Sandy’s blouse is made of silk.桑迪的衬衫是由丝绸制成的。6.be popular among …
在……中很受欢迎
Jeans are popular among young people.Step 3.Exercises
一、用所给词的适当形式填空。
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.今天我打算向你们展示不同式样的鞋子。2.牛仔裤在年轻人中很受欢迎。3.瞧，汽车来了。
4.她今天看起来时髦又漂亮。5.他的裤子是棉制的。6.我们俩都喜欢穿运动鞋。7.今天的会议到此结束。
8.Amy正穿一件红色的羊毛短裙。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、现在进行时肯定句和否定句的构成：
肯定句:
主语+ am/ is /are + v-ing...肯定句:
主语+ am/ is / are not + v-ing...I am not eating.You/ We/ They are not eating.He/ She/ It is not eating.二、动词ing形式的构成：
Exercise 1: Complete Part A on Page 97.三、现在进行时一般疑问句的构成及回答： 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(或用缩写aren’t)He/ She/ It is eating.→ Is he/ she/ it eating? Yes, he/she/it is.No, he/she/it is not.(或用缩写isn’t)规律：将be 动词移到主语前面。注意：肯定回答时主语be动词不能缩写，否定回答时be动词和not可以用完全形式也可以用缩写。
Exercise 2: Complete Part B on Page 98.四、语法补充：
（一）现在进行时可以表示说话时正在进行或发生的动作，也可表示当前一段时间内的活动或现阶段正在进行的动作。Look!He is reading in bed.(说话时正在进行）Mr Green is writing a new book.(现阶段正在做）
（二）现在进行时的判断方法：
如果句子中带有鲜明的时间状语，如：now, 或带有Look, Listen 等暗示动作正在发生，或有表示现在的上下文语境时，我们常用现在进行时。Listen!She is singing in the next room.—Where is your mother? — She is cooking dinner.（三）注意点：
（1）现在进行时的谓语动词由“be 的某种形式+ 动词ing 形式” 这两部分构成。这时be是个助动词，没有实际意思，只起构成时态的作用。同学们在使用现在进行时时千万不要忘了用be动词。
We having breakfast.(错）We are having breakfast.(正)(2)有些动词一般不用进行时，如：know, understand(理解), love, like, want, hope, hear, see等。
(3)双写末尾一个辅音字母再加ing形式的动词的条件参考书本P121。这个规律不易掌握，所以同学们可以在学习英语的过程中学到一个双写词就记住它，慢慢体会规律。以下是已经学过的一部分双写词：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，去参加 fit for
适合于
think of
认为；想起；考虑 glove
n.手套 leather n.皮革
smooth
adj.光滑的，平坦的；顺利的 lovely adj.可爱的；亲切友好的 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.去从事（某项活动或运动），去参加
go for a walk 去散步
go for a meeting 去开会
go for a dinner
去吃晚饭 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 …?)
你觉得……怎么样？（用来询问别人对某事的看法的问句）
What do you think of this film? 你觉得这部电影怎样？
It’s so boring.太无趣了。4.plan(to do)sth.计划(做)某事
（注：plan---planning)
They are planning a school trip.他们正计划一次学校组织的旅游呢。5.They’re made of leather.be made of 由 …… 制成，通常表示该成品仍看得出原材料。
This bottle is made of glass.这个瓶子是由玻璃制成的。
be made from 由……制成，表示该制成品看不出原材料。
Paper if made from wood.纸是由木头制成的。
6.feel soft and smooth 摸上去柔软光滑
feel 感觉，摸上去（是连系动词，后常接形容词）
I’m not feeling well.我觉得有点不舒服。（well 作“健康的，身体好的”之意时是形容词，而不是副词)11 7.sb + look + 形容词+ in + 颜色
= 颜色 +look + 形容词+ on sb.意为“ 某人穿某种颜色怎样怎样” You look good in red.= Red looks good on you.你穿红色很好看。Step 6.Exercises 翻译句子：
1.他今晚得去参加一个生日聚会。2.运动鞋适合长时间步行。3.她穿白色漂亮极了。
4.你的围巾是什么制成的？
是丝绸制成的。5.—你觉得这本书怎么样 ？
—很有兴趣。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.夹克衫，短上衣 feature n.特征 material n.材料 design
n.设计；构思 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.英语单词可以划分成音节。一个单词可能分成一个、两个、三个或更多音节。例如：
clean，late, feel, tea, at
（单音节）
lazy
fashion about
（双音节）
expensive
popular（三个音节）
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、选择题：
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、翻译：
1.你能把你的深蓝色的夹克衫借给我吗？ 2.这件男衬衫摸上去柔软光滑。3.她不仅会唱歌而且会跳舞。4.瞧！他正在河里游泳。
5.你觉得这双皮鞋怎么样？
6.白色和其他任何一种颜色都可搭配。Homework Review all the new words and language points in this unit.
第五篇：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.
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