第一篇：牛津英語模塊一unit1schoollife教案

教學設計

11級英語師范四班李雨青201114030401

一、教材內容

1、本節課上的內容為湖南高一統一英語教材，即牛津出版社GO FOR IT必修教材的模塊一第一單元School Life的 Welcome to the unit部分。

2、教材上有四幅英國高中的插圖，圖片上分別附有一句簡介：Huge campus and low buildings；lockers for every student；small class sizes;a lot of outdoor activities.3、圖片下方有三個問題供老師和學生討論：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、學習者特征分析

1、學生為剛入學的高一學生，水平不等，大部分中等水平，部分基礎較好，但也有個別基礎較差的學生。

上課時應該從大部分學生的接受能力出發，但是也可

以穿插部分為基礎較好或較差的學生量身定做的問

題，促進他們的進步。

2、剛入學的高一學生雖然比初中生自控力要強一些，但由于正處于叛逆期，所以比較容易沖動。老師應該

及時給與幫助。

3、部分上課認真的學生會一如既往地認真聽課；但自

制力不是很好的學生上課就很容易走神。所以老師需

要抓住這部分學生的注意力，將課堂變得生動有趣，吸引他們注意力，提高他們的課堂參與度，從而增強

教學效果。

三、教學（學習）目標

1、使學生掌握基本的關于學校設備的單詞。

2、使學生從初中過渡到高中，認識到初中和高中的區別。

3、使學生認識到中國高中和英國高中的區別。

4、使學生能用英語大致地表達出自己的想法。

5、使學生在小組討論中表現積極活躍。

6、使學生對高中充滿希望，對高中抱有積極的態

度。

7、使學生對高中的各種活動有所了解并積極參與。

四、教學重點和難點

1、指導學生發現中國和英國高中的區別。

2、鼓勵學生用英語表達。

3、培養學生對高中抱有積極的態度。

五、教學方法

任務教學法

六、學習環境分析（教學媒體的選擇與運用）

1、主要運用PPT，利用圖文并茂的形式調動學生的積

極性。

2、播放一段歌舞視頻，集中學生注意力，并引出更多的問題討論。

七、教學策略與理念

1、關注課堂上學生參與學習的程度與狀態。

2、強調學生精神世界的豐富與發展。

3、關注學生的整體發展。

八、教學過程（包含學生活動、教師活動、時間分配）

1、對學生升入高中表示祝賀，問學生進入新學校是

什么感受，鼓勵學生用英語表達自己的初中學

校和初中生活。（5分鐘）

2、詞匯詞組學習，如group discussion、on

campus、outdoor activities等。（5分鐘）

3、問學生是否對外國高中有所了解，然后播放一段

美國電影《歌舞青春2》中的一段歌舞視頻

《What Time It Is》，請學生四人一組討論外

國高中與中國高中的不同，要求結合自身對外

國高中的了解和視頻當中的場景，討論完畢請

學生代表用英語作答（10分鐘）

4、結合學生給出的答案和課本上四幅插圖分析外國

高中和中國高中的不同。給出比較表格。講解

時強調說明中國高中的優點。（5分鐘）

5、在給出外國和中國高中不同時，由學校活動不同

引發學生獨立思考：學生自己最喜歡的活動有

哪些？希望學校能舉辦些什么活動？（5分

鐘）

6、由視頻引發學生思考自己期待的高中生活，要求

學生用有趣的形式畫下來，如樹形圖，漫畫

等。在學生完成之后請學生自愿上臺講解自己

畫的圖（10分鐘）

7、對學生發言作總結并祝愿學生能如他們所愿度過

一個開心充實的高中。（3分鐘）

8、布置課后作業（2分鐘）

九、形成性練習題的設計

1、學生制作表格，表格內容為學生所就讀的初中和高

中的相同點和不同點,要求用英文書寫。

2、學生用英語寫一封短信給校長描述他們夢想中的高

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：牛津英語模塊一unit1schoollife教案

教學設計

11級英語師范四班李雨青

201114030401

一、教材內容

1、本節課上的內容為湖南高一統一英語教材，即牛津出版社GO FOR IT必修教材的模塊一第一單元School Life的 Welcome to the unit部分。

2、教材上有四幅英國高中的插圖，圖片上分別附有一句簡介：Huge campus and low buildings；lockers for every student；small class sizes;a lot of outdoor activities.3、圖片下方有三個問題供老師和學生討論：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、學習者特征分析

1、學生為剛入學的高一學生，水平不等，大部分中等水平，部分基礎較好，但也有個別基礎較差的學生。上課時應該從大部分學生的接受能力出發，但是也可以穿插部分為基礎較好或較差的學生量身定做的問題，促進他們的進步。

2、剛入學的高一學生雖然比初中生自控力要強一些，但由于正處于叛逆期，所以比較容易沖動。老師應該及時給與幫助。

3、部分上課認真的學生會一如既往地認真聽課；但自制力不是很好的學生上課就很容易走神。所以老師需要抓住這部分學生的注意力，將課堂變得生動有趣，吸引他們注意力，提高他們的課堂參與度，從而增強教學效果。

三、教學（學習）目標

1、使學生掌握基本的關于學校設備的單詞。

2、使學生從初中過渡到高中，認識到初中和高中的區別。

3、使學生認識到中國高中和英國高中的區別。

4、使學生能用英語大致地表達出自己的想法。

5、使學生在小組討論中表現積極活躍。

6、使學生對高中充滿希望，對高中抱有積極的態度。

7、使學生對高中的各種活動有所了解并積極參與。

四、教學重點和難點

1、指導學生發現中國和英國高中的區別。

2、鼓勵學生用英語表達。

3、培養學生對高中抱有積極的態度。

五、教學方法

任務教學法

六、學習環境分析（教學媒體的選擇與運用）

1、主要運用PPT，利用圖文并茂的形式調動學生的積極性。

2、播放一段歌舞視頻，集中學生注意力，并引出更多的問題討論。

七、教學策略與理念

1、關注課堂上學生參與學習的程度與狀態。

2、強調學生精神世界的豐富與發展。

3、關注學生的整體發展。

八、教學過程（包含學生活動、教師活動、時間分配）

1、對學生升入高中表示祝賀，問學生進入新學校是什么感受，鼓勵學生用英語表達自己的初中學校和初中生活。（5分鐘）

2、詞匯詞組學習，如group discussion、on campus、outdoor activities等。（5分鐘）

3、問學生是否對外國高中有所了解，然后播放一段美國電影《歌舞青春2》中的一段歌舞視頻《What Time It Is》，請學生四人一組討論外國高中與中國高中的不同，要求結合自身對外國高中的了解和視頻當中的場景，討論完畢請學生代表用英語作答（10分鐘）

4、結合學生給出的答案和課本上四幅插圖分析外國高中和中國高中的不同。給出比較表格。講解時強調說明中國高中的優點。（5分鐘）

5、在給出外國和中國高中不同時，由學校活動不同引發學生獨立思考：學生自己最喜歡的活動有哪些？希望學校能舉辦些什么活動？（5分鐘）

6、由視頻引發學生思考自己期待的高中生活，要求學生用有趣的形式畫下來，如樹形圖，漫畫等。在學生完成之后請學生自愿上臺講解自己畫的圖（10分鐘）

7、對學生發言作總結并祝愿學生能如他們所愿度過一個開心充實的高中。（3分鐘）

8、布置課后作業（2分鐘）

九、形成性練習題的設計

1、學生制作表格，表格內容為學生所就讀的初中和高中的相同點和不同點,要求用英文書寫。

2、學生用英語寫一封短信給校長描述他們夢想中的高中生活，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：牛津英語6A教案

Module One

Relationships Unit One

Meet my family(First Period

Page2)

Analysis of the Teaching Material

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

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

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

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

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

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

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

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

M1U1 Meet my family

（second period）

Language focus：

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

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

smaller

short

shorter

long

longer 2.pair-work

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

older

short

shorter

tall

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

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

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

(for today)How are you?(together)

How old are you?(Single)

Do you have a younger an older sisterbrother?

How old is shehe?

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

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

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

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

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

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

How many people are there in Kitty?s family?

Is Kitty?s family biggersmaller than Alice?s?

Is Kitty?s dog biggersmaller than Alice?s?

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

A: How many people are there in your family?

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

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

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

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

A teacher;

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

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

Language learning objectives（知識目標）

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

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

Providing chances for the students to improve the skills of listening, speaking, reading and writing（提高聽說讀寫能力）.Having the students make a poster and a short play using newly learned knowledge.（用新學知識做海報、編小品）Instructional objectives（教育目標）

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

Main structure（語言結構）:

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

go to the supermarket

play football

go to the cinema

eat breakfast

do my home work

watch television

walk in the park

wash the dishes

go to the beach

Analysis of the Students學生分析

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

Learner-centered Teaching以學生為中心 Task-based learning（任務型教學法）

Communicative Language Teaching（語言交際法）Teaching Strategy 教學策略

Relaxed classroom atmosphere 輕松的學習氛圍.Real-life situations 真實的情景 Main Activities主要活動

Competition 比賽

Poster 海報 Board-writing design 板書設計

I always

go to KFC/the supermarket with my mum.usually

sometimes

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

Game游戲

Short play小品表演

Charity begins at home.(Make your own family happy before you help others.)Pre-task preparation Create a situation: I want to introduce four new classmates to you.Do you want to meet them now?(Yes.)But before you can see them, you have to answer my questions.Make sure that your answers are right.If not, you can?t see your new classmates.(to arise their curiosity)Review the seven days in a week by asking questions and then show the answers.(通過提問復習一星期的七天)A: How many days are there in a week? B: What are they? Read in chorus: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday Elicit the following sentences.I always

go to KFC/the supermarket with my mum.usually

sometimes

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

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

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

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

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

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

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

(把自己想像成喜歡的名人來演小品，提高積極性，激發興趣)The students will present their work to the whole class.任務匯報 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：牛津英語高一必修一總結

牛津英語必修一詞匯匯總

enjoy: enjoy doing sth.enjoy oneself

enjoyable: adj 有樂趣的，令人愉快的 experience：n:可數名詞：經歷

不可數名詞：經驗

v: 經歷

experienced ：

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

earn one’s living:謀生

She earns her living by writing.respect: show one’s respects to;respect sb for sth.devote:v.致力于；獻身 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: 面臨挑戰;meet the challenge of ：迎接……挑戰

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(學校)

graduate in（專業）

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: 批準，通過，贊成 approve of

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

in the charge of

free of charge 免費

charge sb.… 要某人多少錢

be charged with: 被指控

take charge of: 接管 select：選擇

select sb.as…

select sb.to do

more than

no more than 不超過

no more… than… 和

一樣不

not more…than… 沒有

那樣

more… than…

與其說

不如說 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…專心于 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.照顧…

mix: mix up 弄混

mix with

相融

mix … up with

把。。和。。弄混 figure: 體形；數據；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+損失

suffer from+ 疾病 傷痛

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：從長遠角度看

in terms of：就

而言

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

第五篇：牛津英語StarterU3全英文教案

牛津英語StarterU3全英文教案

牛津英語七年級預備課程Unit3教案

TheFirstLesson [Teachingcontent] Unit3welcomeandListening

[Teachingaimsanddemands] knowledgeaims:

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

1.communicativeability,teachstudentshowtogreetsuitablyandhowtoaskone’sages.[Teachingdifficultiesandimportance]

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

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

[Teachingtools]

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

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

whoarethey? whoisyourbestfriend?

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

whoisthegirlinayellowdress?

whoisAndy?

Howoldismillie?

Howoldisjill?

Arejillandmillieclassmates?

HowisAndy?

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

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

“sb.is…”

“sb.is…and…” 3)

Atlast,theteacherasksquestionslike: whoisbigandstronginourclass?

whoissmallandthininourclass?

whoistallandsliminourclass?

whoisshortandprettyinourclass?

SothattheycanunderstandthewordswellandatthesametimelearntouseEnglish.2.DotheexercisesofPartB.3.Post-listening.Takethechancetoteachstudentsgrammarofasimplepresenttensesentence,whichincludes“be”.主語控制謂語，謂語動詞什么時候用am,is,are,要看主語，口訣：

單數is，復數are，I配am，you配are。

（說明：在教一般現在時態的be動詞形式時，我要求學生把you和I單列出來特別記憶，而其它形式的主語只要數清個數就行了。我刻意回避“第三人稱單數”這個名稱，因為我認為，對于基礎不好的普通學校學生而言，“第三人稱單數”這個概念太復雜了，為了理解這個概念，學生必須弄懂三層含義：“人稱”、“第三人稱”、“單數”，而口訣簡單易學。）

Step4

Summary,furtherlearninganddoworkbook.TellSsthedifferencebetweenslimandthin,thedifferencebetweentallandhigh,andthedifferencebetweenshortandlow.Step5

Homework

TheSecondLesson [Teachingcontent] Unit3

SpeakingandReading

[Teachingaimsanddemands] knowledgeaims:

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

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

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

“

England

”

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

ProjectorandStudents’book

[Teachingprocedure] Step1.RevisionandPre-speaking 1.Reviewgrammar.主語控制謂語，謂語動詞什么時候用am,is,are,要看主語，口訣：

單數is，復數are，I配am，you配are。

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

yes,Iam.No,I’mnot.AmIhappy?

yes,youare.No,youaren’t.Ishehappy?

yes,heis.No,heisn’t.Isshehappy?

yes,sheis.No,sheisn’t.Arewehappy?

yes,youare.No,youaren’t.Areyouhappy?

yes,weare.No,wearen’t.Aretheyhappy?

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

whoisthewoman?

Howmanynewfriendsdoesjillhave?

whoarethey?

IsSammiagirloraboy? Howoldisshe?

Issheshortandslim?

whereisshefrom?

IssheanEnglishgirloranAmericangirl?

IsPatagirloraboy?Howoldishe?

Isheshortandslim?

whereishefrom?

IsheanEnglishboyoranAmericanboy?

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

Grammar 1.Reviewgrammar.謂語動詞什么時候用am,is,are,要看主語，主語控制謂語，口訣：

單數is，復數are，I配am，you配are。

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

yes,Iam.No,I’mnot.AmIhappy?

yes,youare.No,youaren’t.Ishehappy?

yes,heis.No,heisn’t.Isshehappy?

yes,sheis.No,sheisn’t.Arewehappy?

yes,youare.No,youaren’t.Areyouhappy?

yes,weare.No,wearen’t.Aretheyhappy?

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

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

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

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

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

and，eply.2.AskstudentstorewritethedialogueofReadingpart,soastofinishanarticleoftheirown.