牛津英语模块一unit1schoollife教案

第一篇：牛津英语模块一unit1schoollife教案

教学设计

11级英语师范四班李雨青201114030401

一、教材内容

1、本节课上的内容为湖南高一统一英语教材，即牛津出版社GO FOR IT必修教材的模块一第一单元School Life的 Welcome to the unit部分。

2、教材上有四幅英国高中的插图，图片上分别附有一句简介：Huge campus and low buildings；lockers for every student；small class sizes;a lot of outdoor activities.3、图片下方有三个问题供老师和学生讨论：What are some differences between the lives of Chinese and British high school students? What kind of school activities do you enjoy? What is your dream school life like?

二、学习者特征分析

1、学生为刚入学的高一学生，水平不等，大部分中等水平，部分基础较好，但也有个别基础较差的学生。

上课时应该从大部分学生的接受能力出发，但是也可

以穿插部分为基础较好或较差的学生量身定做的问

题，促进他们的进步。

2、刚入学的高一学生虽然比初中生自控力要强一些，但由于正处于叛逆期，所以比较容易冲动。老师应该

及时给与帮助。

3、部分上课认真的学生会一如既往地认真听课；但自

制力不是很好的学生上课就很容易走神。所以老师需

要抓住这部分学生的注意力，将课堂变得生动有趣，吸引他们注意力，提高他们的课堂参与度，从而增强

教学效果。

三、教学（学习）目标

1、使学生掌握基本的关于学校设备的单词。

2、使学生从初中过渡到高中，认识到初中和高中的区别。

3、使学生认识到中国高中和英国高中的区别。

4、使学生能用英语大致地表达出自己的想法。

5、使学生在小组讨论中表现积极活跃。

6、使学生对高中充满希望，对高中抱有积极的态

度。

7、使学生对高中的各种活动有所了解并积极参与。

四、教学重点和难点

1、指导学生发现中国和英国高中的区别。

2、鼓励学生用英语表达。

3、培养学生对高中抱有积极的态度。

五、教学方法

任务教学法

六、学习环境分析（教学媒体的选择与运用）

1、主要运用PPT，利用图文并茂的形式调动学生的积

极性。

2、播放一段歌舞视频，集中学生注意力，并引出更多的问题讨论。

七、教学策略与理念

1、关注课堂上学生参与学习的程度与状态。

2、强调学生精神世界的丰富与发展。

3、关注学生的整体发展。

八、教学过程（包含学生活动、教师活动、时间分配）

1、对学生升入高中表示祝贺，问学生进入新学校是

什么感受，鼓励学生用英语表达自己的初中学

校和初中生活。（5分钟）

2、词汇词组学习，如group discussion、on

campus、outdoor activities等。（5分钟）

3、问学生是否对外国高中有所了解，然后播放一段

美国电影《歌舞青春2》中的一段歌舞视频

《What Time It Is》，请学生四人一组讨论外

国高中与中国高中的不同，要求结合自身对外

国高中的了解和视频当中的场景，讨论完毕请

学生代表用英语作答（10分钟）

4、结合学生给出的答案和课本上四幅插图分析外国

高中和中国高中的不同。给出比较表格。讲解

时强调说明中国高中的优点。（5分钟）

5、在给出外国和中国高中不同时，由学校活动不同

引发学生独立思考：学生自己最喜欢的活动有

哪些？希望学校能举办些什么活动？（5分

钟）

6、由视频引发学生思考自己期待的高中生活，要求

学生用有趣的形式画下来，如树形图，漫画

等。在学生完成之后请学生自愿上台讲解自己

画的图（10分钟）

7、对学生发言作总结并祝愿学生能如他们所愿度过

一个开心充实的高中。（3分钟）

8、布置课后作业（2分钟）

九、形成性练习题的设计

1、学生制作表格，表格内容为学生所就读的初中和高

中的相同点和不同点,要求用英文书写。

2、学生用英语写一封短信给校长描述他们梦想中的高

中生活，至少5句。信的格式如下：

Dear Mr.Principal,As a new student, I really enjoy being here

in this school._______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

Yours truly,×××

第二篇：牛津英语模块一unit1schoollife教案

教学设计

11级英语师范四班李雨青

201114030401

一、教材内容

1、本节课上的内容为湖南高一统一英语教材，即牛津出版社GO FOR IT必修教材的模块一第一单元School Life的 Welcome to the unit部分。

2、教材上有四幅英国高中的插图，图片上分别附有一句简介：Huge campus and low buildings；lockers for every student；small class sizes;a lot of outdoor activities.3、图片下方有三个问题供老师和学生讨论：What are some differences between the lives of Chinese and British high school students? What kind of school activities do you enjoy? What is your dream school life like?

二、学习者特征分析

1、学生为刚入学的高一学生，水平不等，大部分中等水平，部分基础较好，但也有个别基础较差的学生。上课时应该从大部分学生的接受能力出发，但是也可以穿插部分为基础较好或较差的学生量身定做的问题，促进他们的进步。

2、刚入学的高一学生虽然比初中生自控力要强一些，但由于正处于叛逆期，所以比较容易冲动。老师应该及时给与帮助。

3、部分上课认真的学生会一如既往地认真听课；但自制力不是很好的学生上课就很容易走神。所以老师需要抓住这部分学生的注意力，将课堂变得生动有趣，吸引他们注意力，提高他们的课堂参与度，从而增强教学效果。

三、教学（学习）目标

1、使学生掌握基本的关于学校设备的单词。

2、使学生从初中过渡到高中，认识到初中和高中的区别。

3、使学生认识到中国高中和英国高中的区别。

4、使学生能用英语大致地表达出自己的想法。

5、使学生在小组讨论中表现积极活跃。

6、使学生对高中充满希望，对高中抱有积极的态度。

7、使学生对高中的各种活动有所了解并积极参与。

四、教学重点和难点

1、指导学生发现中国和英国高中的区别。

2、鼓励学生用英语表达。

3、培养学生对高中抱有积极的态度。

五、教学方法

任务教学法

六、学习环境分析（教学媒体的选择与运用）

1、主要运用PPT，利用图文并茂的形式调动学生的积极性。

2、播放一段歌舞视频，集中学生注意力，并引出更多的问题讨论。

七、教学策略与理念

1、关注课堂上学生参与学习的程度与状态。

2、强调学生精神世界的丰富与发展。

3、关注学生的整体发展。

八、教学过程（包含学生活动、教师活动、时间分配）

1、对学生升入高中表示祝贺，问学生进入新学校是什么感受，鼓励学生用英语表达自己的初中学校和初中生活。（5分钟）

2、词汇词组学习，如group discussion、on campus、outdoor activities等。（5分钟）

3、问学生是否对外国高中有所了解，然后播放一段美国电影《歌舞青春2》中的一段歌舞视频《What Time It Is》，请学生四人一组讨论外国高中与中国高中的不同，要求结合自身对外国高中的了解和视频当中的场景，讨论完毕请学生代表用英语作答（10分钟）

4、结合学生给出的答案和课本上四幅插图分析外国高中和中国高中的不同。给出比较表格。讲解时强调说明中国高中的优点。（5分钟）

5、在给出外国和中国高中不同时，由学校活动不同引发学生独立思考：学生自己最喜欢的活动有哪些？希望学校能举办些什么活动？（5分钟）

6、由视频引发学生思考自己期待的高中生活，要求学生用有趣的形式画下来，如树形图，漫画等。在学生完成之后请学生自愿上台讲解自己画的图（10分钟）

7、对学生发言作总结并祝愿学生能如他们所愿度过一个开心充实的高中。（3分钟）

8、布置课后作业（2分钟）

九、形成性练习题的设计

1、学生制作表格，表格内容为学生所就读的初中和高中的相同点和不同点,要求用英文书写。

2、学生用英语写一封短信给校长描述他们梦想中的高中生活，至少5句。信的格式如下： Dear Mr.Principal, As a new student, I really enjoy being here in this school._______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________

Yours truly，×××

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：牛津英语高一必修一总结

牛津英语必修一词汇汇总

enjoy: enjoy doing sth.enjoy oneself

enjoyable: adj 有乐趣的，令人愉快的 experience：n:可数名词：经历

不可数名词：经验

v: 经历

experienced ：

be experienced in He is very experienced in looking after animals.earn：

earn one’s living:谋生

She earns her living by writing.respect: show one’s respects to;respect sb for sth.devote:v.致力于；献身 devote one’s time to…;devote one’s life to… average:

above/below the average on average;an average of…

A reporter said that women lived an average of 5 years longer than men.struggle: struggle to do sth，struggle with/for/against The children talked so loudly that I had to struggle to __________(hear).challenging: face a challenge: 面临挑战;meet the challenge of ：迎接……挑战

I am looking forward to the challenge of my new job.School must meet the challenge of new technology.satisfaction satisfy

satisfying

be satisfied with…

She was not satisfied with the outcome of her effort.She looked at his face with satisfaction.exchange:

in exchange for

exchange…for…

exchange sth.with sb.Would you like my old TV in exchange for the camera?

You can exchange your currency for dollars in this hotel.free :

free of charge

for free

be free to do

The expressways’ toll gates are __________ during the eight-day “Golden Week” holiday.I can offer you breakfast for free.former: adj 以前的the former

the latter

former president

Jane and Mary are good friends, the former is a teacher, the latter is a nurse.graduate： graduate from(学校)

graduate in（专业）

graduation develop ：with the development of… gift:

have a gift for:

gifted He has a gift for language, while his sister is a gifted pianist.independent : be independent of…

depend on

independence

It was very important for me to be financially independent of my parents.inform: inform sb.that

inform sb.of sth.keep ab.informed

Please inform us of the further information as soon as possible.We will keep you informed of our progress and look forward to hearing from you.approve: 批准，通过，赞成 approve of

No teachers can approve of cheating on exams.charge: in charge of

in the charge of

free of charge 免费

charge sb.… 要某人多少钱

be charged with: 被指控

take charge of: 接管 select：选择

select sb.as…

select sb.to do

more than

no more than 不超过

no more… than… 和

一样不

not more…than… 没有

那样

more… than…

与其说

不如说 frighten : be frightened to do…

be frightened of doing…

be frightened to death bend :

bend over :附身

bend to : 屈服

bend one’s attention on…专心于 starve： starve to death

starve for… 渴望

starvation

tolerate: tolerate doing

Nobody can tolerate being laughed at in public.deserve:

deserve to do 值得…

deserve doing= deserve to be done

He deserves rewarding.can hardly wait to do …

can’t wait for…

be supposed to do… teachers are supposed to treat all students alike.be supposed to have done: He was supposed to have finished his homework last night.insist: insist on doing

insist that sb.should do worry : worry about

be worried about… harm:

do harm to …

be harmful to…

forbid: forbid sb.from doing…

forbid sb.to do… tend: tend to do…

tend to sb.照顾…

mix: mix up 弄混

mix with

相融

mix … up with

把。。和。。弄混 figure: 体形；数据；人物

figure out 想出 理解

We should try to learn from our mistakes and figure out how to do it better.ashamed: be ashamed of…

be ashamed that…

be shamed to do… recover： recover from…

prefer：prefer to do…

prefer doing to doing

prefer to do… rather than do

Rather than travel abroad with her parents, she preferred to do volunteer work during the holiday.suffer:

suffer+损失

suffer from+ 疾病 伤痛

sufferings 痛苦

Although the old man suffered a lot in the disaster, he did not tell others his sufferings.consider: consider doing …

consider … as…

consider that

effect:

have no effect on… take effect 生效 come into effect 生效

side effect 副作用 make the most of : make use of…

make good use of …

make the best of…

make full use of…

make little use of… in the long term：从长远角度看

in terms of：就

而言

Those who do everything in terms of money won’t lead a happy life.

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.