下面是小编为大家整理的牛津高一模块一单元 Word power教案（共含16篇），仅供大家参考借鉴，希望大家喜欢!同时，但愿您也能像本文投稿人“techi”一样，积极向本站投稿分享好文章。
Period 2 Reading 1
(Comprehension focus)
Teaching objectives:
To develop studentsˇ ability of reading a play
To know about American family life and problems that happen between American teenagers and their parents
To form a positive attitude towards solving problems between teenagers and parents
Important and difficult points:
Learn to analyze the emotions of each character from the instructions of the play.
Teaching procedures:
Step 1 Lead-in:
Get students to think about the following questions:
Have you ever watched the famous American TV comedy ¨Growing Pains〃?
Could you list some of the members of the family? (Show them a photo and tell them the family members.)
What do you think of the play?
If you were left alone, can you imagine what might happen?
Step 2 reading
Please go through the Reading strategy and tell me how to read a play.
(make sure students know how to read a play.)
First reading:
Get students to read the play and finish Part A individually.
Answers
1.Eric,Daniel, Mom and Dad.
2. The room was a mess./ There was trash all over the place.
3. Spot was ill.
Second reading
1.Mom and Dad were back from their holiday a week earlier.
2.Eric was happy when seeing his mother.
3. Parents left Daniel in charge.
4.The boys spent the money seeing the vet for Spot.
5.The room was very clean and tidy when their parents came back.
6.Daniel didnˇt have a chance to explain what had happened.
7.Mom felt regretful for what they said to Daniel.
8.Boys didnˇt use up the money from their parents.
Word study
Choose the correct one:
1.I just finished my vacation to Yunnan.
A. work B. holiday
2. The man explained to the people that the factory had been close.
to give meaning of sth. B. to give a reason for sth.
3. When I went into the room, I found the room was in a mess.
a difficult state B. a dirty or untidy state
4. A teacher should trust his students.
look after B. believe that sb. is good
5. The woman was mad at the dog for eating her shoes.
A. worried B. angry
6. It is rude to run into otherˇs house without knocking at the door.
A. not polite B. anxious
Detailed reading
1.Please read Act One of the play carefully and fill in the form
Characters Things they do Feelings
Mom and Dad just coming back from vacation
excited
disappointed
angry
Eric playing soccer at home
surprised and frightened
Daniel stay in another room
sorry
angry
2. Please read Act Two carefully and fill in form:
Characters Doing sth. Feelings
Daniel expressing his anger
angry
Eric comforting his brother
calm
Mom talking about the things that happened today
feeling sorry and regretful
Dad strong-willed/ stubborn
Role-play
Divide students into groups of five and one is the narrator and the others are the main characters. Role-play Act One and Act Two.
Discussion
1.Suppose you were one of the children what would you do?
2.How do you think good parents should treat their children?
3.Do you think there is a generation gap between you and your family? How can you deal with it?
HomeworkG
1 Write an end to the play.
2 Role-play the dialogue in groups of five.
Period 8 Task 3
Skills building 3: writing a dialogue
Teaching objectives:
u To develop writing skills by reading the tips.
u To understand the mood of the Mum’s and Jack’s feelings.
Important and difficult points:
Writing a dialogue.
Teaching procedures:
Step 1 Lead-in
The language you use in writing a dialogue:
l not too colloquialnot too redundant
l descriptive
Step 2 Reading
1 Read the instructions and know some tips of writing a dialogue.
2 Read Part A and discuss what is wrong with the underlined sentences.
a.‘Umm’ or ‘hmm’ shouldn’t be included in a written dialogue. b. We shouldn’t use ‘My room is too dirty’, ‘My room is a mess’, ‘clean up’ and ‘cleaning’, because in a written dialogue what has just been said shouldn’t be repeated.c. In a written dialogue we should write a sentence that shows the speaker is very angry instead of the sentence ‘I’m really very angry with you.’
3 Read again and do Part B.
A The sentences that show Mum is unhappy or angry:
Come and look.
Don’t you talk to me like that?
You should start cleaning now if you plan to leave!B The sentences that show Jack’s mood:
This is so unfair! I’ll never have enough time.
But I don’t think you’re being fair at all!
Step 3 Reading the Thank-you letter
1 Work in groups of 3 and present a dialogue. Keep the tips in mind. 2 Get the students to know:
The following should be included in your dialogue. a. What happened between Christina and her mother?
b. What did Christina do then ?
c. How as the problem solved ?
Step 4 Consolidation
Role-play the dialogue in three.
Homework:
Finish Workbook Writing on page 93.
Period 7 Task 2
Skills building 2: reading for gist
Teaching objectives:
To develop reading skills by reading four diary entries.
To understand the mood of the writer.
Important and difficult points:
Reading for gist.
Teaching procedures:
Step 1 Lead-in
Get students to read the instructions and know how to read for gist.
catch the gist or the main pointfocus on descriptive words or expressions
Step 2 Reading
1 Read the four diary entries and fill in the form.
Entries Main points The words telling the writer’s mood
The first diary entry
The second diary entry
The third diary entry
The fourth diary entry
2 Read again and answer:
1.Why did Christina call the radio show last week?2. What advice did George give ?3. Did Christina follow his advice? What did she do?4. How do they get on with each other?
Step 3 Reading the Thank-you letter
1 Get students to read and answer:
a What is the main idea of this thank-you letter?bWhich words or expressions are used to make the main point?
Step 4 Consolidation
Have you ever had a problem with your parents similar to Christina’s?
If so, how did you solve it?
If not, write a letter to Christina in the name of George.
Homework:
1 Finish Workbook Exx B & C on page 84.
2 Review the words and expressions in this unit.
Period 4 Word Power
Teaching objectives:
To identify the difference between American English and British English;
To develop the ability of understanding words in context.
Important and difficult points:
some differences between American English and British English?
The meaning of some more colloquialisms and their usage.
Teaching procedures:
Step 1.Lead-in:
Get students to answer:
1.Do you think there are some differences between American English and British English?
2.If there are some, in which aspect do they exist?
3. Have you found any difference between American English and British English in the play?
4.Could you list the differences you know?
Step 2.dialogue reading
Sam went back to London to go on with his study in CMHS. He met David on the school campus.
Sam: Hi David .How are you?
David: Fine, have you just gone back from New York?
Sam: Yeah, I went back here last Monday.
David: How is your summer holiday, Sam?
Sam: Excellent, during my summer vacation I joined a soccer ball club and I can play it better now.
David: Good! I also practised playing football this summer too.
Sam: Ok. Please call me at 33543165 if the students’ union organize a soccer ball match.
David: Good idea! You may call me on 25682275.
Sam: See you!
David: Goodbye!
Step 3. making comparisons
vocabulary
Am. Br.
gas petrol
baggage luggage
mail post
stairway staircase
spelling
Am. Br.
color colour
favor favour
center centre
traveling travelling
pronunciation
Am. Br.
again [’gein] [’gen ]
clerk [kl:k] [klα:k ]
dance [dns ] [ dα:ns]
grammar
Am. Br.
She has an interesting book She has got an interesting book.
Step 4. Vocabulary learning
Ask students to go through the examples listed in their books first, then get them to compare what they know with these examples.
If possible, invite some students to summarize the differences between American English and British English.
Go to this website www.4english.com.cn/listen/ncebooks/index.htm and give students a chance to enjoy and compare the American accent and British accent.
Step 5. colloquialisms
Lead –in
Read the sentences and express what the colloquialisms mean.
1.Though you are busy, could you just lend me an ear for a moment?
2.If Huston rockets can win this basketball game by twenty points, I will eat my hat.
3.I have never expected lily to act as cool as a cucumber in the traffic accident.
4.All the family members come to persuade Jim to change his idea, but he is as stubborn as a mule.
5.As a green hand , Robert nearly drove into the grocery on roadside.
6.Because Tod failed in his maths exam, he was as quiet as a mouse when his father scolded him.
Vocabulary extension
Get students to do part A and Part B in class and check the answers together
Exercises
Fill in the blanks by using the following colloquialisms.
lend me an ear eat my hat a no-brainer a wet blanket
pull my leg green fingers rain cats and dogs green hand
make a mountain out of a molehill as quiet as a mouse
1.Kate, don't be_______________ at the party. Let's dance together.
2. Alice: Can you tell me what this sentence means?
Tim: This one? Oh, it is _________________. I can tell you.
3. Jim, when I explain the language points ,you should _________________.
4. Rob is always late for school. If he can arrive at school on time today, I will________________.
5. Mum; Oh ,you got wet all over .How is it ,Daniel?
Daniel: Mum, don’t you know it ___________________ on my way home?
Bob: Hey ! Ellen, you got an A for your history exam.
Ellen: Don’t _____________ . Are you serious?
7. Look at Mr. Smith’ garden. He has_____________.
8. Boss: Who is that dull boy? He even doesn’t know where his office is.
Manager: This is his first day here. He is a _____________ .
9. Eric: Shall I stay in hospital for several days?
Doctor: Don’t _______________________________. You just got a fever.
10.Teacher: Boys and girls, when you are reading in the reading room ,you should remain____________________. Are you clear?
Students: Yes.
Homework
1.Try their best to keep the examples of American English and British English in their mind.
2. To find more colloquialisms if they like.
3.To revise the play and find the sentences with attributive clause.
Unit 3 Looking good, feeling good
Teaching objectives:
To learn two passages about diet and health
To learn two grammar structures
◆ non-restrictive clause
◆ tag questions
To learn two skills
◆ finding information
◆ note taking
To write a project about diet and health
To set up a correct attitude toward lifestyle
1st period/12:
Welcome to the unit
Warming up for ‘Reading’
Step 1: Game
Step 2:Brain storm
Homework: Preview the reading part and do
Ex A, C1, C2, D2
Unit 3.ppt
2nd period/12:
Understanding of the text
Step 1: Homework checking
Step 2: Reading comprehension of the text
* Pre-reading questions:
How to understand the title
Dying to be thin…? What does ‘ die’&“ …” mean?
Die to do: to want to do sth very much
Ways to show die to be thin: exercise take pills have an operation
go on a diet
Reasons for dying to be thin: look good, feel good
“…” means something happened after trying to be thin ( C2 )
* Questions to the text
Email-1
Find supporting sentences in Email-1 to help answer the following questions:
1. Is Amy slim, or not ?
Possible answers:
Yes. Email 1 tells she tried some weight loss pills.
No. Line3, email 1 I know another way to stay slim.
2. Why is Amy ashamed of her body?
Possible answers:
△1 Because she felt herself not slim enough.
△2 Because she was afraid she would not liked by the audience as she was to act in a TV play.
3. Is Fat-less good or not?
Possible answers:
Yes, it’s good. It’s popular among young women. And it works.
No, it’s not good. It makes Amy tired and weak. It’s not good for health.
4. “Mom says health is priceless, and I agree, but I look so slim at the moment.” What kind of feeling does “ look so slim” convey(show) in this sentence?
Kind of regret.
Email-2
1. What do you think will happen to the new TV play?
Possible answers:
△1. The TV play was finished.
△2. The TV play was half done when Amy broke down.
△3. The TV play cast had to give up Amy because I was too sick to act
in the play.
2. How serious a problem did the weight-loss pills cause to Amy?
Possible answers:
△1. Liver failure.
△2. She may have been kicked out of the cast of the TV play.
△3. Too skinny.
3. How was Amy saved?
Someone called Li Dong donated half of his liver to her and the doctor successfully did an operation on Amy.
4. “I follow my doctor’s advice and exercise for at least half an hour every day, and eat lots of fruit and vegetables.” What does this sentence suggest?
Possible answers:
△1. Fruit and vegetables plus exercise make a healthy life style.
△2.It’s good for Amy who has liver problem to have little meat, fish, and things alike.
5. What lessons did she learn from her own experience?
△1. Overtaking weight loss pills will cause serious problem.
△2. It’s not worth it to damage one’s health for a slim and attractive figure.
6. What do you think of the weight-loss pills?
Possible answers:
△1. It’s effective.
△2. It will cause problem if not taken correctly.
Email-3
1. What is Zhou Ling’s response to Amy’s story?
He felt sorry for Amy , felt happy that Amy was lucky to have someone to donate his liver to save her life.
* He is going to share Amy’s story with other people to tell them health is more important than being slim and attractive. (extra question will be put to Ss here to ask them if it’s good to do so.)
Homework:
1. Finish Ex P45.
2. Read the text and listen to the tape of the text
3. Underline words or phrases you need to know more about.
3rd –4th period/12:
Language focus
Step 1: Homework checking
Step 2: Language study
* Divide students into groups and work
out language points on their own
* Explanation of words and their uses
Email-1
die to do
work out
be ashamed of
be popular among
work
lose weight / put on weight
at the moment
Email-2
recover from
cause sb/ sth to do/happen
match n.
donate
follow one’s advice
at least
It isn’t worth it.
Email-3
not…until
hear about
match v.
be embarrassed about
It’s the same ….
Go on diets / go on a diet
Homework:
1. Review language points (possible exercise in additional workbooks)
2. Workbook A1 A2 D1
5th period/12:
Revision of language points
Step 1: homework checking
Step 2: additional exercise to consolidate
language study ( multiple choice,
spelling,translation,fill in the blanks…)
I. 选择填空
1) Which of the following choices in each problem is NOT right?
1.It’s difficult to ______ light-hearted when someone comes and brings you some bad news.
A. keep B. stay C. remain D. be still
2.---Hey, nice to meet you here. _______?
---Fine. How about you?
A. How are you doing
B. How is everything going
C. Is everything ok with you
D. Are you ok
3.He just would not listen to me _______. That’s why he is in trouble now.
A. at the moment
B. then
C.at that time
D.in the moment
4.My parents allow me to chat with my friends on internet ________.
A. three hours a week every Sunday
B. three hours one week every Sunday
C. once every two days, an hour for each time
D. three times a week, an hour each time
5.There must be (a) good _______ between a teacher and his/her students if the teaching and learning turns out to be successful.
A. match B. method C. understanding D. teamwork
2) Choose from the following the best answer to each problem:
1. People in that country often ________ what they don’t want and yet is still useful ________ the local charity organization.
A. give up…to B. donate…to
C. leave…for D. send…to
2. I was kind of ________ hearing that I was the only one in my group who got an F in the driving test.
A. amazed B. ashamed
C. embarrassed D. hurt
3. The boy works hard, and yet, his exam scores turn out to be not very satisfying. People say it’s all because he has not taken his teachers’ advice. Which of the following can take the place of the underlined word?
A. followed B. listened
C. heard about D. accepted
4. He used to _______ with weights twice a week.
A. work B. do sports
C. work out D. go to the gym
5. Doing sports, ________ can help to lose weight, is becoming more and more popular among the people ________ obesity (肥胖) problem.
A. which…who B. that…that
C. that…who D. it… that
6.Is there any other tennis game in the world that can ________ the Wimbledon Championship?
A. go with B. agree with
C. match D. beat
7. I heard Wal-Mart founder’s son was killed in a plane crash, ________?
A. didn’t I B. was he
C. did I D. wasn’t he
8. ---Garfield is my favorite cartoon figure. I also like those Disney ones.
---________________.
A. So is my daughter B. So do my daughter
C. So it is with my daughter D. It’s the same with my daughter.
9. It’s ________. Some effort has been made to get DPRK back to the table of six-party talk.
A. worth B. worth trying
C. worth to try D. worth it
10. Kofi Annan, _________ General Secretary of United Nations, is working very hard for the world peace, ________he ?
A. he… is B. who…isn’t
C. who…is D. which…isn’t
Homework: Preview grammar structure Non-restrictive relative clause
6th period/12:
Non-restrictive clause
Step 1: reviewing of restrictive relative clause
Step 2:lead-in of non-restrictive clause
( sentences in the text )
Step 3: explanation of non-restrictive clause
Step 4: Practice P48 A P49 B
Homework:
1. workbook P96 C1
3. Preview grammar Tag questions
7th period:
To review non-restrictive clause
To learn Tag Questions
Step 1: Homework checking
Step 2: additional exercise on non-restrictive
Step 3:Intruction of tag questions
Step 4: Practice P51 A workbook C2
Homework:
1.Finish ExB P51
2. Prepare Task ( Do B P52)
8th period:
Task
Step1:Skill building introduction
* finding information
* note taking
Step2:Practice skill building P53 B C P54A B C
Homework:
1.Reading A B P98 (workbook* underline the answers to the questions in the article)
2. Preview Project
9th period:
Project----prepare a questionnaire
Step 1: Group work (Homework checking)
Step 2: Instruction on making the project
Step 3: Reading of the magazine article using
skills learned in task part (group
work---find out questions to be asked)
Homework:
1. Prepare a questionnaire
2. Finish ExB1 D1
*10th period:
Listening practice
Step 1: Homework checking
Step2: Listening Ex P100 A B C
Homework:
1. Group work---record and analyze the statistics and write a report
2. Workbook P95 B2 (diction work)
3. Workbook P97 D2 (written work)
11th period:
Presentation
Step 1: Presentation before the whole class
Step2:Passing around presentations
Homework:
1. Do some additional exercise or reading in recommended subsidiary exercise book.
2. Prepare some questions you’ve found to the study of this unit
12th period:
Unit check-out
Step 1: Translation work feed-back
Step 2: Questions and answers
Step 3: Do self-assessment however/ but
Homework:
1. Send an Email to a net club “Big Boys, Strong Boys” and tell the club members your experience of changing from a overweight boy to now a fit and strong one.
* Please refer to workbook Ex writing A and B for pictures
***About Word Power
questionnaire
***Material left out:
1. Text book P57 punctuation
Sample questionnaire 1A survey of Diets and Exercise
among teachers in Senior high 1
Conducted by ______ Date ______
Diets
Questions to be answered A B C D AB CD
1. Do you skip meals? Yes No Sometimes
2. What kind of food
do you prefer? rice/bread vegetable fruit meat fish other
3. How many cup of water
do you have every day?
1-2 3-4 4-5 5-6 7-8 >8
Exercise
4.How often do you exercise? 1/week 2/week 3/week 4/week 5/week >5
5. How long do you exercise
every time? 15 mins 20 mins 25 mins 30 mins >30 min
6. What kind of exercise/ sport do you have? walking biking basketball badminton aerobics other
Sleep
7. How much do you sleep every night? < 6 hours 6-7 hours 7-8 hours 8-9 hours 9-10hours more
Problem(s) you are having
* This is not a must-answer
question
We highly appreciate your kindness and helpfulness to finish this questionnaire. Thanks!
Sample 2
A survey of Diets and Exercise
among teachers in Senior high 1
This questionnaire has been developed by Group One.
Your feedback is highly valued
>All responses will be treated seriously
>We will come and collect your completed
questionnaire on Oct. 30
>Alternatively, please go to our web site to finish
an electronic one
>If you have any enquires please call 025-12345678
Q1. Do you skip meals ?
( Please tick one box only)
Breakfast . A
Lunch. B
Supper. C
None. D
Q6. What kind of exercise do you have?
Walking A
Biking B
Basketball C
Something else (please specify)
D
One sample report
Do you know how much your eating style affect your health?
Do you know how much exercise affect your health?
A survey of diets and exercise among teachers of Senior High 1 has been done in the last few days. And the survey shows:
…
…
…
It’s important to give your body the energy it needs. If you skip meals, you don’t get enough calories, and then you feel tired. An adult need … calories a day. 50% of your calories should come from rice, bread, vegetables and fruit. If one is particular at some kinds of food only,…. Water keeps our ody system clean. One needs to have 6-8 cups of water a day and it can help us improve our skin and our hair….Exercise ….
The result of the survey just shows us some examples that looking good and feeling good comes from right diets and proper exercise….
…
…
…
牛津3B第四单元教案
Unit 4 Time教材简析： 本单元由五部分组成： A Learn to say ,B Look and learn ,C Look and say ,DLook ,read and write ,E Fun house .本单元Learn to say 围绕“询问时间”这一功能项目按照时间顺序创设了一个个真实自然的场景，并由此展开了数词1-12的教学。本单元除要求学生比较熟练地掌握时刻表达法What’s the time? Its …o’ clock以及数词1-12外，还出现了常用句型Shall we …? It’s time to …,You can …在加上Let’s …的复现，知识点较多，任务较重。在教学中教师应尽量利用情景帮助学生整体理解课文，把重点放在培养学生实际运用语言的能力上，而不要过多地讲解语言知识。 教学目的： 1、能正确地听、说、读，写单词 one, two, three. 2、能听懂、会说数词1-12。应特别注意正确掌握数词 3，7，11和12 的发音。 3、能听懂、会说以下交际用语“What’s the time ? It’s …. Shall we watch TV? Its time to … You can …”并能灵活自如的运用于实际生活中去。 4、能背诵歌谣Jack has a clock . 教学重点： 1、能正确地听、说、读，写单词 one, two, three. 2、能听懂、会说数词1-12。应特别注意正确掌握数词 3，7，11和12 的发音。 3、能听懂、会说以下交际用语“What’s the time ? It’s …. ，Shall we watch TV? Its time to …,You can …”并能灵活自如的运用于实际生活中去。 教学难点： 1、能听懂、会说数词1-12。应特别注意掌握数词3，7，11，和12 的读音。 2、能听懂、会说以下交际用语“What’s the time ? It’s …. ，Shall we watch TV? Its time to …,You can …”并能灵活自如的运用于实际生活中去。 教具准备： 磁带、录音机、图片、头饰、挂图。 课时安排： 共四课时 1． ALearn to say 中的部分内容以及B部分。 一课时。 2． ALearn to say 中的部分内容以及B部分E（1）。一课时。 3． CLookand say : DLook ,read and write ; E Say a rhyme一课时。 4．活动课及做练习册 。一课时。 The first period教学内容： ALearn to say图1，图3； BLook and learn 中的“1 -7”。教学目标： 1．能听懂，会说数词1~7，及短语“ go to school ,go home .” 2．能听懂，会说以下日常交际用语：What’s the time?It’s ~o’clock . 教学过程： 一、Warm up1. Greeting. 2.Sing a song : Family song 3.Free talk . a.Duty report . b. 师生交流（主要复习3A第四单元中的go to school ,go home 及其答语）；（最好利用头饰进行表演） 二、Introduce new materials . 1. 学习七个数词：1～7。（将七个数词做成七条卡片鱼，进行“小猫钓鱼”游戏。教师按顺序钓出七个数词进行教学。）A 学习单词：“one ”师钓出“one” 并出示，示范发音，领读，检查学生朗读情况。B 同样方法学习“two~seven”(注意重点指导3，7 的'发音) 2. 介绍句型：What’s the time? It’s ~o’clock.A 教师出示挂钟图示（图1）并放铃声。T：What’s the time? 出示汉译指导朗读，练读。Ss: What’s the time? T: It’s seven o’clock.出示汉译指导朗读，练读。操练句型：（老师与全体学生，全体学生与老师，分组，同桌等形式。）（A）What’s the time?(B)It’s seven o’clock.(A)Let’s go to school now .(B) All right/OK . 3. 介绍句型：You can go home now .A T 拔动指针指向4点钟。T：What’s the time?S1:It’s four .T: You can go home now .B出示句型卡片：Youcan go home now .及汉译指导读。C 操练（形式上注意点面结合）。 4. T 拔动指针询问时间复习3A 第四单元的句型。 三、Have a rest : Sing ten Indian boys .四、Play a game. “ Wolf ,wolf ,What’s the time?” 五、Consolidation : 1.听录音，看挂图。 2．Listen and repeat . 3.Read after the tape . 4.表演对话 六 Home work :1.听磁带跟读AB 部分5遍。2.自编对话。 板书设计： Unit 4Time What’s the time ? It’s… Let’s go to school now .You can go home now . The second period教学内容： A Learn to say图2，图4； B Look and learn 中的“8~12”。教学目标： 1．能听懂，会说数词8~12。 2．能听懂，会说以下日常交际用语：Shall we watch TV?Its time to have lunch .教学过程： 一、Warm up 1. Greeting.2. Sing a song :Family song. 3.Free talk : a.on dutyb.师生交流以上节课内容为主，让生到台前表演自编对话。4.Revision .出示车牌号码，进行数字竞赛活动。 二、Introduce new materials 1. 学习数词 ：8－12。A学习数词“8”，继续做游戏“Wolf,wolf ,What’s the time ?”当老师把指针指到8时，师示范发音，并指导发音。 B同样方法学习：9－12。 2．介绍句型：It’s time to have lunch .在游戏“Wolf ,wolf ,What’s the time ?” 中学习“ It’s time to have lunch .” A 教师出示挂钟图示拔动指针指向12点钟。 Ss：What’s the time ? Wolf:It’s 12. Wolf: It’s time to have lunch .(师做要吃掉学生的动作帮助理解It’s time to have lunch .) B 出示It’s time to have lunch j. 句型卡片指导朗读。 C 操练（形式上注意点面结合） 3．介绍句型： Shall we watch TV? AT 拔动指针指向8点钟。 T：What’s the time? S1: It’s 8. T: Shall we watch TV?边说边拿遥控器，打开电视。帮助学生理解Shall we watch TV? B 出示句型卡片：Shall we watch TV ?及汉译指导读。 C 操练（形式上注意点面结合） 三 、Have a rest : Play a game .随音乐传手表，音乐停，持表人与同桌进行操练。 四、Consolidation . 1. 听录音，看挂图。 2. Listen and repeat . 3. Read after the tape . 4. 表演对话。 五、Practice : 1. Listen and draw . 2. 垂钓游戏。 六、Home work : 1. 听磁带跟读A B部分5遍 。 2. 自编对话。 板书设计： Unit 4 Time What’s the time? It’s ~ It’s time to have lunch . Shall we watch TV? The third period教学内容： CLookand say ;DLook ,read and write ; ESay a rhyme.教学目的： 1．能正确地听，说，读，写字母Gg 和Hh. 2．能背诵歌谣Jack has a clock . 3．能较熟练地在一定情景中运用以下交际用语。 教学过程： 一、Warm up 1. Greeting 2. Sing a song : Family song. 3. Free talk . 4. Say a rhyme :Jack has a clock. 5. 复习数词 1~12。 游戏――猜数字：一人在另一人身上写数字，大声说出，若对了可在另一人身上写。 二、Look and say . 1. 指导学生看书上图：Think : What are they talking about ? 2. 同桌讨论。 3. 集体评议。 4. 指导表演。 三、D Look ,read and write .拼读并抄写单词one，two, three 四 Say a rhyme. 1. 听录音。 2. Listen and repeat . 3. Read after the tape 4. 练读。 5. 指名读。 五、Home work: 1. 抄写四会单词5 遍。 2. 默写。 The fourth period教学内容： 1．做练习册。 2．复习本单元句型与单词。 3．E部分2 Make and play .教学目标： 1．复习本单元句型与单词。 2．学会制作钟。 教学过程： 一、Warm up 1. Greeting. 2. Sing a song :Family song 3. Free talk : a.On duty. b.出示钟图示，师拨动指针。T：What’s the time? S:It’s ~(Let’s go to ~Shall we ~It’s time to ~You can ~)操练本单元句型。 二、Practice : 1. 出示幻灯片：What’s the time? 2. Say the next number . 3. Say the number before . 4. Make and play .三、Have a rest . 1. Say a rhyme: “Jack has a clock .” 2. Listen and say the next number .四、听力练习。 做练习册Unit 4Time.五、Homework: 1. 预习下单元内容。 2. 跟录音跟读AB部分。 附注：one [wQn]two [tu:]three [Wri:]four[f R:]five [faiv]six[siks] seven [ 5sevn]eight[eit] nine[nain]ten [ ten]eleven[i5levn] twelve [ twelve] time[taim]牛津英语1b unit 4 postman and policeman执教者：陈益芳教学理念：针对一年级小朋友好动，对新鲜事物好奇的特点，我这节课的主要特点是让学生在动中学。营造轻松愉快的气氛，让学生在学的同时没有压力。给他们的感觉是，是我自己很喜欢，很有兴趣学。我正是遵循了这样的教学理念。我们的教是为了以后的不再教，从小培养他们自主的学习能力，一种学习方法。当他们再次遇到一些问题的时候，自己会去思考，自己去探寻，我该怎么做。教材分析：important point: using nouns to identify people’s occupationsdifficult point: pronounce words properlykey point: using adjectives to describe peopleknowledge aim: the nouns words postman policeman milkmanability aim: using nouns to identity people’s occupationsfeeling aim; enjoy english, enjoy life; to have a sense of creationprepare for class: cards for words cassette player design on board: 教学步骤：step 1 warm up let’s chant one two red and blue up and down orange and brown kites in the sky flying very high let’s sing red and yellow and pink and green purple and green and blue i can see a rainbow , see a rainbow see a rainbow now.(设计理念：让学生在说说唱唱中体验成功，体验乐趣。把发散的思维集中到课堂中来。) step 2 revision 呈现一张大的七彩图片，上有很多前几个单元学过的小动物和其它的一些物品。teacher asks: how many birds? is it red?class answer: five. yes, it’s red/no, it’s green. 鼓励学生去问，学生自己答。以竞赛的形式，哪一小组提出的问题，由哪一组的学生回答，看一看，哪一组提的最多。大部分学生都能够踊跃举手。（设计理念：复习了前面的单词与句型，以竞赛的形式，增加了学生的趣味性。） step 3 presentation在黑板上画一笔，让学生们去猜，问：“what’s this? what am i drawing?”学生会猜出很多很多的以前学过的单词：如grandmother grandfather mother father ……（设计理念：以滚雪球的形式，复习以前学过的单词。）然后画一笔，让学生猜一个单词，直到画出牛奶为止，领读：milk问：do you like milk? 引导他们回答说：i like milk.问：给我们送milk 的人，我们把他叫作 milkman领读 milkman 继续在黑板上画，让学生猜，呈现 fire 领读 fire问：do you like fire?学生们摇头。引导学生说，是的，fire 是危险的东西，小朋友平时可不要玩火噢。（设计理念：在课中给以火是危险的东西，不要去玩火的教育意义。）边做消防员灭火的动作，边问: who is he?提示学生牛奶工是milkman, 让学生自主地总结出消防员是 fireman领读 fireman（设计理念：培养学生的思考能力，自主学习的能力。） 再画，让学生猜，呈现 post 领读，自主的读。做邮递员送信的动作，让学生自主的说出 postman 在黑板上画，让学生猜，呈现出手枪，做动作，呈现出 policeman 领读，跟读，自主的读。 在黑板上画，让学生猜，呈现出 car 做动作，呈现出 driver 领读，跟读 step 4 practicestick all the picture to the board, let class match them.（设计理念：降低要求，让学生再次地接触刚才所学的单词，强化记忆。） step 5 consolidationteacher read the words, ask class to point to the words on the book. 教学反思： 在复习阶段，以竞赛的形式让学生自主的说出以前学过的单词，激发学生发动脑筋把以前学过的单词运用起来，当他想出很多很多的单词的时候，自然而然产生一种成就感，更激发了学生学习英语的兴趣。学生有一种猎新猎奇的心理，在新课导入的环节中，恰当地运用游戏的形式，竞赛的形式，来激发每个学生学习新课的兴趣，主动探索新知。新课程理念里经常提到我们的英语教学要培养学生的综合素质，发散思维、培养学生创新能力和自主学习的能力。今天的教是为了明天的不教，使学生从小养成一种良好的学习习惯，在学习中享受乐趣，享受成功，体验生活。把今天的学习延伸到生活中，使终生受用。所以，在我今天的课中的新课呈现中就是体现了这一理念，在教了第一个新单词milkman以后，我就先教前面的一个单词，让学生自主地总结出后面加一个man就好了，如post-postman fire-fireman…….这也是从小培养学生的观察能力，和思考的习惯，和自主的学生的能力。他们自己总结出的知识点，也能加深他们的记忆。
牛津1b第四单元开课教案 来自本网。
牛津1A教案第一单元第一课时
课 题：Unit 1 Hello 教案内容： Teaching aims and requirement 1. 会说Hi和 Hello，能使用 He、Hello互相问好。 2. 会用I’m介绍自己。 3. 激发学生学习英语的兴趣,并能在相应的场景中自如地表演运用。 Teaching aids Recorder and tape Teaching procedure: 第一课时 Step 1 Introduction 1.师生问候；（师说英语，用手势示意，上课，起立，坐下。） 2.简介英语的'重要性，激发学生学习热情，鼓励学生学好英语。 Step 2 Presentation Teaching ‘Hi’ and ‘Hello’ 1. 师用Hi、Hello与学生问好，鼓励学生大胆回答，适当纠正学生的读音。对学生及时给予表扬。 2. 让学生用Hi、Hello自由问好。 Step 3 Presentation Teaching ‘ I’m….’ 1. 师先用中文介绍自己，再用英文说I’m Miss Jiang， 放慢语速反复多次。 2. 鼓励学生用I’m….介绍自己。（每个学生说完，全班给予掌声鼓励） Step 4 Practice 1. 师用Hi/Hello, I’m Miss Jiang. 与学生问好，引导学生用 Hi/Hello, I’m …作答。 2. 学生分组用Hi/Hello, I’m 互相自我介绍。 3. 唱《找朋友》，让学生下位用“Hi/Hello, I’m”找朋友。 4. 指名上台表演。 5. 引导学生展开想象，让他们在类似的生活场景中运用所学语言。 T: Hello ,I am Miss Jiang . S: Hello ,I am Mike . Step 5 Act 用Hi/Hello，I’m…. Goodbye /Bye向全班同学介绍自己。 Step 7 Homework 回家用所学的句型与父母问好、道别。 Some thoughts after the lesson:unit 3 nice to meet you
1、能听懂他人使用this is…介绍父母和其他家庭成员，并能用此用语向他人介绍自己的家庭成员，语音准确、语调自然。
2、能听懂、会说日常交际用语nice to meet you.发音准确。
3、低年级学生的英语学习方法引导。
1、培养学生的英语学习兴趣。
2、能正确地听、说、读日常交际用语nice to meet you.
课件、词语卡片、小黑板
drills.
read words five times.
unit 3 nice to meet you.
——this is my uncle。
——nice to meet you。
——nice to meet you，too。
a. greeting
继续巩固用英语组织教学让学生初步听懂课堂基本用语，例如class begins, stand up, sit down, please. hello , boys and girls.并且做出相应的'反应。
b. free talk:
t：class begings.
s1: stand up.
t: hello, boys and girls.
ss: hello, miss and girls.
t: what’s your name?
s1: hello, my name is ….
t：how are you?
s1:i’m fine, thank you.
开起小火车，一个接一个和后面的小朋友打招呼。
c、presentation：
1) 复习旧知识导入
t: hi, i’m …
s: hi, i’m …
t: (握手)nice to meet you.
s: (教师帮助) nice to meet you， too.
d、learn to say
1、教师也可以走到一位学生前，向另一位学生介绍说this is …然后示意双方握手，并引导他们说：“nice to meet you.”与“nice to meet you， too.”
2、让学生听录音跟读，学习对话内容。
e、practise
1、在学生听完录音之后，用多种形式朗读课文。
2、在学生基本掌握课文对话的基础上，可以让学生进行分角色朗读。
3、让学生带着全家福照片，用this is …介绍照片中的人物，让学生先在小组内介绍，然后再向全班同学介绍。
4、教师引导学生扮演不同角色，让其他学生为其做介绍，this is ….让大家相互问候，说“nice to meet you.”与“nice to meet you， too.”
f、assign homework
1、听录音，进行对话。
2、鼓励学生平时用本单元所学的日常交际用语相互打招呼。
3、鼓励学有余力的学生学习其他的打招呼用语。
江苏牛津初中英语8A第二单元教案
Period 4 Vocabulary Teaching aims and demands: 1. Learn about the school subjects. 2. Review and learn the adjective nouns about people’s opinion. 3. Grasp the opposites of the adjective nouns. Teaching difficulties and importance: 1. Grasp the new words such as art, geography, language, PE, science, useful, unimportant, useless, unpopular and so on. 2. Can give opinion on different school subjects. Teaching preparation: Computer and the timetable Teaching steps: Step I. Lead in Ask some questions about the reading. Ask 2-4 students to sum up John and Nancy’s school lives. Step II. Pre-task Task 1 T: We know John’s favorite subject is Home Economics. Because he likes cooking and sewing. What’s your favorite subject? S: Chinese, Math, English, PE…… Look at the pictures and teach the Ss the new words: Ask: What class is it? What can you learn from each subject?(Teacher can give a table.) Art You can draw and paint pictures. Computer Studies Geography History Home Economics Languages PE Science Task2 Finish Part A on Page 27. Step III. While-task Task 1 Some adjective words to show one’s opinion on different school subjects. T: I think Home Economics is very interesting, but History is very boring. What do you think of the subjects? Is the Art lesson very easy/difficult/important/unimportant/useful/useless? S: Yes, it’s……/I think…… Point out: useful careful unimportant unpopular useless careless Encourage the Ss to say more words like this. Task 2 Finish Part B on Page 27. Step IV. Post-task Fill in the blankets with the right forms. 1. The song is _________(popular) now, but I still like it. 2. I like Daniel because he can tell ___________(interest) stories. 3. The bus left 5 minutes ago. It’s _______(use) to run to the stop. 4. What a ______(bored) book. I can’t read it any more. 5. It is ___________(important). We don’t need to go there. Step V. Homework 1. Remember the new words. 2. Finish the exercises. Period 5 Grammar A&B Teaching aims and demands: 1. Compare two things using ‘more…than’, ‘fewer…than’ and ‘less…than’. 2. Compare more than two things using ‘the most’ for the largest amount and ‘the fewest’/ ‘the least’ for the smallest amount. Teaching difficulties and importance: 1. How to use ‘more…than’, ‘fewer…than’ and ‘less…than’. 2. How to use ‘the most’ ‘the fewest’ and ‘the least’. Teaching preparation: pictures, objects and computer Teaching steps: Step I. Lead in Revise the words of school subjects and the adjective nouns. Step II. Pre-task Look at the pictures and answer: （见课件） What are they in the pencil-boxes?(Teach paper clips) Step III. While-task Task 1 The use of “more… than” and “fewer…than”. T: Lucy has 4 pencils and Lily has 3 pencils. （见课件） It means: Lucy has more pencils than Lily. (many―more) (Write on the Bb.) Lily has fewer pencils than Lucy. (few―fewer) Lucy has fewer paper clips than Lily. (few―fewer) Lily has more paper clips than Lucy. (many―more) Point out: We use “more/fewer…than” to talk about countable nouns. Ask the Ss to make more sentences with the pictures. Task 2 The use of “more…than” and “less…than”. T: Look at the pictures of Daniel, Jam and Sandy. （见课件） T: Daniel has more juice than Jam. (much―more) Jam has less juice than Daniel. (little―less) Point out: We use “more/less…than” to talk about uncountable nouns. Make more sentences with the pictures. Task 3 Finish Parts A, A1、A2 and A3. (Solve their problems) 【Look at the pictures of Part A on Page 28 and answer: T: How many flowers does Millie have? How many flowers does Amy have? S: Millie has seven flowers and Amy has three flowers. T: Who has more flowers? S: Millie does. T: Yes, Millie has more flowers than Amy. Amy has fewer flowers than Millie. Ask Ss to talk about the second picture in the same way. Use the same way to present ‘less…than’. Work out the rule: We use ‘more…than’ and ‘fewer…than’ to talk about countable nouns. We use ‘more…than’ and ‘less…than’ to talk about uncountable nouns.】 Task 4 The use of the most/fewest/least. T: Look at the pictures. （见课件）Peter has more beef than Leo. Leo has more beef than Jack. That is to say: Who has the most beef? Ss: ( Peter has the most beef of all.) T: Who has the least beef? Ss: (Jack has the least beef of all.) T: Nancy has more pears than Millie. Millie has more pears than Amy. That is to say: Nancy has the most pears of all. Amy has the fewest pears of all. Ss try to work out the rules: We use the most/fewest to talk about countable nouns. We use the most/least to talk about uncountable nouns. Task 5 Practice the drills more with the things in the classroom. e.g.: pens, rulers, erasers, water, milk, etc. Finish Parts B1, B2 and B3. Task 6 Make a conclusion of today and then finish Part B4. Step IV. Post-task Fill in the blankets with the right words. Look at the pictures of Jack, Leo and Peter.（见课件） 1.Jack has ________ bread _______Leo. 2. Peter has ________ bread ________ Jack. 3. Peter has __________ bread of all. 4. Jack has ___________ bread of all. Look at the pictures of Nancy, Millie and Amy. （见课件） 5. Nancy has _______ apples _______ Millie. 6. Amy has _______ apples _______ Millie. 7. Nancy has _____________ apples of all. 8. Amy has _______________ apples of all. Step V. Homework (1) Revise the new drills of this lesson. (2) Preview the next lesson. (3) Finish the exercises. Period 8 Speak up & Pronunciation Teaching aims and demands: 1. Can talk about different schools. 2. Can read the dialogue and the sentences in right intonations. 3. Know that we make our voice fall at the end of an affirmative sentence. 4. Know that we make our voice rise at the end of a sentence to show surprise. Teaching difficulties and importance: 1. Talk about different schools. 2. Showing surprise. Teaching preparation: recorder Teaching steps: Step I. Lead-in Review something about Beijing Sunshine Secondary School, Woodland School and Rocky Mountain High School. Step II. Pre-task T: How many Grade 8 classes are there at our school? S: (There are 8.) T: How many classmates do you have? S: (There are 48.) T: How many Computer Studies lessons do you have each week? S: (I have two.) T: … Step III. While-task Task 1 T: We have 8 Grade 8 classes, 48 classmates and two Computer Studies each week. But what about John and Daniel? Listen to the tape and answer: How many Grade 8 classes are there at Daniel’s/John’s school? Whose school has more Grade 8 classes? How many classmates does Daniel/John have? Who has fewer classmates? How many Computer Studies lessons does Daniel/John have each week? Who has the most Computer Studies lessons? Task 2 Listen again and read after it. Practice the dialogue and act it.(4 pairs) Make new dialogues and act them.(4 pairs) Task 3 A dialogue. Laura is Amy and Sandy’s classmate. She is good at playing basketball. But she hurt her leg on Monday. Let’s listen to the tape and answer: Where does she have to stay for a month? How long can’t she play basketball? Point out: can=be able to Tell the differences between them. Task 4 Listen again and read after it. (Pay attention to the pronunciation.) Practice the dialogue and act it. Explain how to show surprise while speaking. Task 5 Finish Part B on Page 34. According to the rule to finish Part B. Listen to the tape and check their an牛津小学英语5A第二单元教案
牛津小学英语5A第二单元教案一、 教学内容《九年义务教育六年制小学教科书・牛津小学英语》5A第一单元第一教时（Read and say）。 二、 教学目标： 1、 能正确理解、掌握对话内容，并能朗读、初步表演对话 2、 能正确地听、说、读、写词汇：live, study, a bedroom, large, beside, a wall, a bed, between. 3、能正确地听说读写句型：What’s in /on/beside/between…? There’s /There isn’t a /an…There are some /aren’t any… 4、 能正确地听、说、读日常交际用语或句型：I live in a new house now. They like the …very much. Here is a/an…for you. Here are some …for you. 三、 教学重点： 1 能正确理解、掌握对话内容，并能朗读、初步表演对话。 2 词汇： live, a study, a bedroom, large, beside, a wall, between, a bed… 3 句型： What’s in /on /under /behind /beside /between…? There’s a /an…in /on /under /behind /beside …? There are some… There isn’t a /an…There aren’t any…. 四、教学难点： 1 能比较流畅地朗读对话，并进一步表演对话。 2 能正确地听、说、读、写句型What’s in/ on/ beside/ between…?及其答语。 3 能正确地使用否定句There isn’t….There aren’t ….及正确使用any 五、 课前准备： 1、教具准备： a 准备录音机、磁带 b 准备电脑课件 2、教学准备： a把Read and say的图片扫描到课件中 b把Read and say的对话及录音内容设置到课件中。 六、教学过程： Step(一)Revision and Presentation 1、 Free talk （约2分钟） 师生之间相互问候：Glad to see you .Are you all here ? (Yes.) What’s the date today ? (It’s September 9th ) 等。 2、 设计情景，有外宾参观我们学校，选几名学生做小导游，用There be句型介绍学校的情况。 如：There are two buildings in our school. There are twenty classrooms in our school. 选出优秀的小导游并奖励。 3、 引出新课，今天我们去参观Yang Ling的新家，老师来当解说员，电脑屏幕显示书中第一幅图，介绍背景。 Yang Ling and her parents live in a new house. It is near the school. They like the new house very much. 电脑屏幕显示新单词“live”、“house”,让学生明白其意思并跟读，组词造句。 Yang Ling and her parents live in a new house now. 用同样的方法让学生明白They like the new house very much.后，让学生争做小解说员，优秀者有奖励。 Step(二) Presentation and practice 1、 电脑屏幕显示放大的Yang Ling家的新居，复习单词a bathroom, a bedroom, a study, a kitchen, a dining-room, a sitting-room等，这些词在3B中就已学过，相信在老师的帮助下，学生能较顺利地说出这些单词。 2、 借助电脑屏幕，让学生上来指着屏幕上的图并描述新居的情况，如：Yang Ling’s house is big. There are three bedrooms, two bathrooms, a study, a kitchen, a dining-room and a large sitting-room.让学生试着说这句话，或分句描述。（注意：当There be后面紧跟单数名词时，be动词常用单数形式。） 3、 老师就屏幕上的居室分布图与学生展开讨论，如：Is there a study/a kitchen/a dining-room in Yang Ling’s house? Yes, there is./No,there isn’t. Are there any bedrooms/reading rooms in it? Yes, there are./No,there aren’t. How many bedrooms are there? There are … 4、 出示下一张扫描图――Yang Ling卧室的图,借助画中的'地图，教单词world及词组a map of the world, 顺便教学生a map of China。教师教句子The map is on the wall. 学生跟读。 5、 教师提问Where’s the desk/telephone? 引出介词beside, between的教学。 Step(三) Read and say 1、 电脑屏幕显示整篇课文文字稿及插图、并配有录音，学生听整段对话，并模仿跟读两遍。 2、 学生自读对话，教师巡视并给予个别辅导。 3、 学生分角色朗读对话。 Step(四) Consolidation 利用学生之间互不了解对方家居室情况而产生的信息沟展开问答，并编成小对话，二人或三人一组。 Step(五) Assign homework 1、 Listen to the tape and read after the tape. 2、 Copy the new sentences. 3、 Make new dialogues. Step(六) After class 1、 根据本课教学内容有条件的老师可拍摄自家居室状况，让学生展开讨论（因学生对有关老师的信息都比较感兴趣）。也可先让学生问，老师答，然后再看录象等，这样做比较符合小学生学英语的心理特点，既提供了逼真的活动环境，又能使小学生兴趣盎然。如果条件不允许，亦可直接用教材配套的挂图等。 为切实贯彻素质教育，做到让学生成为课堂的主人，本教案在教学设计中处处体现了以学生为本的原则，采用争当优秀小导游，谁了解小朋友家居室情况多等比赛，让学生不断地在用中 学，学中用，从而达到真正掌握语言。牛津英语一年级第5单元教案
第一课时
一、教学目标
1、能听懂一般疑问句is this a …?,并能根据情况给予肯定答案yes, it is.
2、能听懂、会说banana, pear, mango和 peach的单数形式，发音准确。
3、能使用学过的.英语与他人作简单的交流与介绍。
二、教学重点、难点
能正确朗读四个新学的单词，发音准确；能正确地理解，掌握对话，比较流畅地运用对话。
三、课前准备
实物、图片、挂图等，预先写好课题unit 5 fruit
四、教学过程
step 1singasong
组织学生齐唱歌曲apencil
step 2freetalk
t: hello ,boysandgirls .
ss: yes ?
t:（出示一个包）look , what’sthis ?
ss:（在教师的帮助下回答）thisisabag .
学生出示各自的文具，运用句型thisisa…介绍自己文具.
step 3presentation
1、引入话题
t: boys and girls, do you like riddles? here’s a riddle. can you have a try?
t: it’s a kind of fruit.
教师出示课题unit 5 fruit 教fruit
t: (出示谜语)又高又瘦，黄衣白肉；又香又甜，营养全面。
在教师引导和提示下
ss: banana!
t: well done! look! this is a banana.
教banana
2、学习单词
1）用水果图片，引导学生逐一学习单词。（注意：mango的发音和音译“芒果”很相似，学生很容易读成汉语的音，教师要特别强调，及时纠错。）
2）playagame：what’smissing ？
3、学习对话
出示课文挂图，引导学生观察图片
t: look! this is sunshine supermarket. who’s this?
ss: this is helen.
t: is this helen’s dad?
ss: yes.
t: what’s in helen’s hand?
ss: a banana.
t: is this a banana? it’s green. let’s listen to the tape! (听两遍)
t: is this a banana?
ss: yes, it is.
t: you are right. now, let’s read after the tape.
step 4practice
1)听录音，朗读课文。
2)出示实物或图片，引导学生看图或实物说句子。
step 5assign homework
1听录音，朗读对话和单词。
2鼓励学生平时用本单元所学的日常交际用语相互打招呼。
五、板书设计
unit 5 fruit
is this a …? yes, it is.
banana pear
mango peach
第二课时
一、教学目标
1、复习一般疑问句is this a …? yes, it is.
2、复习四个单词a banana , a pear , a mango和a peach。
3、能使用一般疑问句is this a …?向他人询问和确认某件物品，语音语调正确。
4、学习歌谣mango.
二、教学重点、难点
会说歌谣mango; 复习所学的内容，要求发音正确。
三、课前准备
图片，录音磁带，单词卡片等，预先写好课题unit 5 fruit
四、教学过程
step 1sing a song
组织学生齐唱歌曲goodmorning .
step 2 free talk
利用图片复习一般疑问句is this a …? yes, it is.及文具和水果单词。
t: hello, boys and girls. is this a …?
ss: yes, it is.
step 3 play a game
这是一个“摸摸猜猜”游戏。教师准备好一个不透明的包，放入需要的物品。
1、讲解游戏的做法。
2、带领全班学生做游戏。教师先做示范。
t: boys and girls, let’s play a game.
t: look! this is my bag. there are many fruit in it, but you can’t see it. you can touch and guess. let me try first.（教师将手伸入包里摸一下水果，想一下，然后闭上眼睛推测is this a ..?一边说一边将水果拿出来给学生看，等到学生给予应答后才睁开眼睛看自己说的对不对。）
Grammar and usage
Period one
Teaching aim:
To give a brief introduction to attributive clauses.
Teaching procedures:
1. Tell the students what is attributive clause.
2. Tell the students the basic usage of relative pronouns such as which, who, that, whom, whose and relative adverbs like when, where and why.
3. Ask the students to read the article on Page 9 and find out the attributive clauses in the article.
4. Check the answers with the students.
5. Explain some language points in the article.
6. Give the students some more exercises of attributive clause.
7. Assignment.
Period two
Teaching aim:
To make the students get familiar with attributive clauses and get them to know some more usages of relative pronouns.
Teaching procedures:
1. Check the homework with the students.
2. Ask the students to read the 5 points on Page 10, tell them the usages of different relative pronouns.
3. Fill in the blanks on Page 11, check the answers with the students and explain the language points.
4. Tell the students several points that they must pay attention to when they use attributive clauses.
5. Some exercises which are to review what they learn in this lesson.
6. Assignment.
Unit 1 Project Starting a new after-school activity
Period One
Teaching aims:
To learn two articles about after-school activities in school
To learn the use of as and require
To find out how an activity attracts the students and helps the students
Teaching Procedures:
Step 1: Listen to the recording of the articles on page 18
True or False questions:
1. The radio station is run by the principal.
2. The radio station started 2 years ago when CD players were allowed in school.
3. Members of Poets of the Next Generation meet up on the last Friday of every month.
4. Everyone was nice and friendly in the group. They liked the first poem Bob read to them.
Step 2: Read the two articles and answer the following questions:
What do the student members in the radio station do during exam time?
What do they do when parents come to visit the school?
Who started “Poets of the Next Generation”?
What do the members of the group do when they meet?
Step 3: Fill in the blanks:
The radio station in our school is ____ by the student. Two years ago, I asked the ________ if music could be played during _____ ____. He agreed.
We tell students the _______, _____ _____ and some special messages. During _____ ____ we tell the students what they ______ or _________ do for preparation. When parents come, we play songs _____ by students and _____ them of ______, such as _________ and ______ _____.
Our English teacher Mr Owen started the group “_____________________________”. Group members ____________ to talk about ________ and _______ that we like.
When I _______ it, I was ________ to write five poems and _____ one ____ to the group. I ______ every one around a tree before I read. The group said they loved the poem I read.
Step 4: Vocabulary and language points:
allow: permit sb./sth. to do sth.
principal: person with the highest authority in certain schools
generation: all people born at about the same time
select: choose sb./sth.
calm: not excited, nervous
require: order or command sth.
The use of as and require
Step 4: Discussion
How do these two activities attract the students?
How do they help the students?
Assignment:
Try to find the answers to the following questions:
What after-school activities do you have in your school?
Do you like them? Why/ Why not?
If you could start a new after-school activity to enjoy with your schoolmates, what new activity would you choose?
Period Two:
Teaching aims:
To do the project of starting a new after-school activity
Teaching procedures:
Step 1: Check homework
Every student has to tell their classmates what after-school activities they would like to start if they could. Form groups of members with the same choice and every group consists of at least four students.
Step 2: Plan
Discuss the tasks listed below and decide which group members will be responsible for what tasks.
Research information:
Make the poster:
Present the poster:
Step 3: Prepare
Members responsible for doing research need to find information from various sources about after-school activities and posters.
Activity: What does it do? How does it attract new members? How does it help members achieve their goals?
Poster: What does the poster consist of? How does it attract its viewers?
Step 4: Produce
Group members who are making the poster will have to draft the poster based on all the ideas from our previous research and discussion.
When the draft is done, each member should read it carefully and give suggestions on its wording and design.
Assignment: (Assignment)
The poster makers finalizes the poster based on the suggestions of the other group members.
The entire group approve the poster before next period.
In next period, they are to present their poster to the class. Tell the class what is special about their activity.
Unit 1 Task
Teaching aims:
1. Use abbreviation to fill in timetable.
2. Compare information of two different sources.
3. Write a notice with important information and clear expression.
Procedure:
1-1. Introduce abbreviation.
1-2. Complete school programme timetables with abbreviation
1-3. Compare information of 2 different sources.
2-1 Report the timetable
2-2 Find out important information in a notice.
2-3 Write a notice to notify classmates.
by Miranda Gu
Unit One Word power
Warming-up
1. Present one of the school maps from the students’ repairing work. And encourage him or her to tell us how he or she found the way out on the first day. Encourage more students to think of the pattern drills and useful expressions they have learned in junior school:
Do you have any difficulty finding your way out on the first day? If you don’t know your way, how can you ask and answer the way?
2. Encourage more students to talk about the following questions such as: which facility attracts you most in our school? Why? Help the students to recall related words and expressions
What do you think of our canteen? How about the gym? Is our car park ok in the school?
Encourage them to express their genuine opinions.
3. Ask students to focus on the map of Part A first. Read Wei Hua’s thoughts quickly and match her routes on the map. Remind students to pay attention to the usage of the words and expressions on the map.
Vocabulary learning
1. Ask students to do Part B. Write a description of the quickest way to get from the dormitories to class 4 and read it to the class.
Sample answers
B If you are standing at the door of the dormitories, first turn right and go past the medical centre and the gym, then turn left and walk until the end of the road. Classroom is on your left.
2. If possible, design some more samples for the students to practice. For example, ask students to mark the shortest way from the science laboratory to classrooms 16-25. This exercise encourages students to familiarize the phrases of finding the way.
3. Ask students to read Part C and complete it. Check the new words in the passage while they give the answers. Aim to make sure the students have done the repairing work of looking up possible new points in the dictionaries before class. available, qualified, access.
Answers
C 1 car park 2 classrooms 3 library 4 labs 5 gym 6 swimming pool 7 dormitories 8 medical centre 9 canteen
Vocabulary extension
1. Focus on the equipments of Part D. Ask students to name out some of their names if possible. Then teach new items. Help them to know about each gymnastic items.
2. Ask students to finish Part D and encourage them to have a short discussion like: Do you think it’s important for schools to have a gym? How do you like these equipments?
Answers
D 4 beam 7 barbell 1 climbing bars 6 basketball court 2 rings 8 mat 3 dumb-bell 5 skipping rope
Homework
1. let the students to remember all the useful words and expressions in Part A, B, and D . Learn to make sentences with the key words in Part C.
2. Do Part A and B in writing on Page 85.
3. Pick out attributive clauses in the passage of Part C.
Self-assessment(1)---Reflections on Unit Learning
Class:___________ Name:____________ Unit:____________
Think about this last unit and write your personal reflections on the following:
The ideas for English learning which I have picked up
The cultural information I have learned
The language I have learned
The strategies I have used to improve my English
The amount of effort I have put into using what I have learned
Other thoughts I have about my English learning
Self-assessment(2)---English Proficiency Test(60 minutes/100 points)
Class:___________ Name:____________ Score:__________
Ⅰ. Multiple choice(10 points)
Ⅱ. Close test(30 points)
Ⅲ. Reading comprehension(30 points)
Ⅳ. Vocabulary(10 points)
Ⅴ. Sentence patterns(10 points)
Ⅵ. Error correction(10 points)
Warming-up
1. Present one of the school maps from the students’ repairing work. And encourage him or her to tell us how he or she found the way out on the first day. Encourage more students to think of the pattern drills and useful expressions they have learned in junior school:
Do you have any difficulty finding your way out on the first day? If you don’t know your way, how can you ask and answer the way?
2. Encourage more students to talk about the following questions such as: which facility attracts you most in our school? Why? Help the students to recall related words and expressions
What do you think of our canteen? How about the gym? Is our car park ok in the school?
Encourage them to express their genuine opinions.
3. Ask students to focus on the map of Part A first. Read Wei Hua’s thoughts quickly and match her routes on the map. Remind students to pay attention to the usage of the words and expressions on the map.
Vocabulary learning
1. Ask students to do Part B. Write a description of the quickest way to get from the dormitories to class 4 and read it to the class.
Sample answers
B If you are standing at the door of the dormitories, first turn right and go past the medical centre and the gym, then turn left and walk until the end of the road. Classroom is on your left.
2. If possible, design some more samples for the students to practice. For example, ask students to mark the shortest way from the science laboratory to classrooms 16-25. This exercise encourages students to familiarize the phrases of finding the way.
3. Ask students to read Part C and complete it. Check the new words in the passage while they give the answers. Aim to make sure the students have done the repairing work of looking up possible new points in the dictionaries before class. available, qualified, access.
Answers
C 1 car park 2 classrooms 3 library 4 labs 5 gym 6 swimming pool 7 dormitories 8 medical centre 9 canteen
Vocabulary extension
1. Focus on the equipments of Part D. Ask students to name out some of their names if possible. Then teach new items. Help them to know about each gymnastic items.
2. Ask students to finish Part D and encourage them to have a short discussion like: Do you think it’s important for schools to have a gym? How do you like these equipments?
Answers
D 4 beam 7 barbell 1 climbing bars 6 basketball court 2 rings 8 mat 3 dumb-bell 5 skipping rope
Homework
1. let the students to remember all the useful words and expressions in Part A, B, and D . Learn to make sentences with the key words in Part C.
2. Do Part A and B in writing on Page 85.
3. Pick out attributive clauses in the passage of Part C.
主备人：牟娟 侯中华
总 课 题 Advance with English Book 1 Unit 3 Looking good, feeling good
总 课 时 10 第1课时
课 题 Welcome to the Unit
课 型 speaking
教学目标
Make students pay attention to their health, and how to keep healthy.
Get the Ss to improve oral English by talking about the pictures.
教学重点
Students are expected to express their own opinions by comparing the importance of beauty and
health.
教学重点 Encourage students to speak freely.
教学过程
Step 1 Lead-in
Look at pictures about some famous people, and think of the question “Is a person’s ability judged by their appearance?”
Some questions about yourself:
Do you think appearance plays an important part in your life?
Which do you think is more important, looking good or feeling good?
Step 2 Talk about the pictures
“Wow! I think this blouse will make me look slimmer.”
“This is really difficult but I feel so strong.”
“You must get enough sleep to stay healthy.”
“Eating more fruit makes me feel better.”
Step 3 Discussion:
Choose one picture and have a free talk.
Who is the person?
(2) The reason why he/she does so as the picture shows
(3) Give some details about the picture
(An example： Jane is a high school student and she is extremely happy, because she has been admitted to university. Tonight her parents will hold a party to celebrate her success and achievements. All their friends and relatives are invited to share her happiness. However, now she is at a loss about the clothes she is going to wear tonight. She is confident about everything except her weight. She always worries about being too fat. At this moment, she has spent at least half an hour selecting clothes without success.)
Step4 Talk about questions on P41
(1) Do you think we can change our appearance by wearing different clothes?
(2) Which do you think is more important, eating well or doing exercises?
(3) What do you do to keep yourself looking good and feeling good?
Step 5 Further discussion:
Looking good Feeling good
Advantages
Disadvantages
总 课 题 Advance with English Book 1 Unit 3 Looking good, feeling good
总 课 时 10 第2课时 Reading
课 题 Looking good, feeling good
课 型 reading
教学目标
Encourage the Ss to grasp the main topics of the three letters written by two good friends---Amy’s problems, how she dealt with it and Zhou Ling’s concerns and advice to Amy.
Stimulate the Ss’ interest in learning English by talking about their own opinions when it
comes to the topic “To be beautiful or to be healthy ”.
教学重点
Understanding the text.
教学难点
Encourage students to speak freely.
教学过程
Step 1 Lead-in
(1) Some people are overweight, some are a little fat, and some are slim. Find why people are fat.
(2) Discuss ways of losing weight.
going on a diet b) exercising in the gym
c) receiving surgical treatment d) taking weight-loss pills
(3) Talk about the advantages, disadvantages & examples of the ways of losing ways.
Step 2 Reading comprehension
(1) General questions: (1st reading)
Where does Amy come from?
What kind of pills did Amy take?
What caused Amy’s liver to fall?
Ex C1 Choose the best answers. (2nd reading)
Questions: 1-6
Step 3 Further reading
(1) Ex C2 Find the main points in the three letters (3rd reading)
Subjects Main points
1 Dying to be thin
2 Recovering
3 Re: Recovering
(2) Ex D1 D2 Detailed understanding and learning new words in the context.
Step 4 Develop reading ability through usage
(1) Ex E Complete the letter based on the text.
Step 5 Consolidation and Expansion (Choose one of the following.)
(1) Suppose you are Amy’s best friend. What advice or suggestions would you give to Amy?
(2) Do you think pictures of film stars and models cause young people to worry about their looks? Why or why not?
(3) What do you think is the best way to keep healthy? Why?
Step 6 Homework
Read the whole text (1) to know what Amy had to stay slim and how she recovered.
总 课 题 Advance with English Book 1 Unit 3 Looking good, feeling good
总 课 时 10 第3课时
课 题 Looking good, feeling good
课 型 language points
教学目标 Master the usage of some important words and expressions in the play.
教学重点 the study of some language points
教学难点used to do sth be/ get used to sth/ doing sth work wotth
touching touched
教学过程
Step 1 Revision
Check the language usage in the text
(1) words & phrases (2) Non-restrictive attributive clauses (3) ‘however/but’ (4) Question tags
Step 2 Language points (Learn and use)
1.die-died-died
dead adj. death n.
dying adj. 快要死的，快要消失的
Nothing can save the dying man.
什么都救不了那生命垂危的老人
These are dying traditions.
这些是即将消失的传统。
2.hear from 收到…来信
I’m looking forward to hearing from you
我期盼着尽快收到你的来信。
hear about 听到…消息
hear of sb/sth =be told about sb/sth 听说
I‘ve never heard of the place.
3.used to go to the gym three times a week, but I don’t work out any more.
used to do sth be/get used to sth/ doing sth use sth to do sth be used to do sth 区别和用法
It used to be thought that the Earth was flat, but now everyone knows it is round.
Dr Ma used to work in a children’s hospital in Nanjing, usedn’t /didn’t he?
I never got used to going to bed so early.
Computers are used to do a lot of work in many companies.
4.work out 锻炼；计算出，结果…
In order to keep a good figure my sister work out in the gym everyday.
我妹妹为了保持身材每天都去健身房锻炼。
Can you work out how much money it will cost?
你能计算出花了多少钱吗？
work 运转；有效，起作用
I bought the MP3 yesterday but it doesn’t work.
我昨天在这儿买了个MP3，但现在它坏了。
Your idea sounds god but won’t work..
你的注意听起来不错，但行不通。
5..I’m trying to lose weight because I’m so ashamed of my body.
be ashamed of sb./sth./doing.../ be ashamed to do.../ be ashamed that…
6..Since I’m preparing to act in a new TV play, I’m taking weight-loss pills called Fat-less, which are quite popular among young women here.
Since /now thatyou have a three-day holiday, why not go to the countryside to enjoy the quiet life there?
7.become slimmer and slimmer 越来越瘦
become more and more beautiful
8.They contain a harmful chemical that caused my liver to fail.
contain / include区别和用法
To keep fit, we should always avoid food containing too much fat.
The price includes the postage charges.
9.keep doing sth 一直，反复干…
keep…from doing sth =prevent/stop..from doing
10.priceless =invaluable 无价的，贵重的
worthless=unworthy=valueless =useless 无用的
11.recover vt. 恢复，康复
I’m recovering my strength after a flu.
我得过流感后体力正在慢慢恢复。
vi. recover ..from 恢复到正常状态（健康，神智等）
Trade soon recovered from the effects of the war.
贸易摆脱了战争的影响而很宽复苏了
12.match. n. v. 搭配，匹配
This tie is a good match for you suit
I need a tie to match this suit.
13.advice [u]
take/follow/accept one’s advice. 采纳建议
ask sb for advice 征询建议
14.worth adj. 值
be worth +n
be worth doing
The car is worth 200.000.
His suggestion is worth nothing.
Shakespeare’s plays are worth reading.
Cf. be worthy to be done
be worthy of being done
The novel is worthy of being read a second time
… is worthy to be read..
15.This is really a touching story-a stranger who donated part of his liver to a girl he doesn’t even know!
The son and his parents are parting at the station with tears in their eyes. What a touching scene!
touching; exciting; moving; disappointing, interesting… (arouse the feeling…)touched; excited; moved; disappointed, interesting… (be made to feel…)
The excited children were opening their Christmas presents. (excite)
She was deeply moved when she watched the moving film. (move)
16.embarrass v.使窘迫，使人不好意思
He was embarrassed about the stupid mistake.
embarrassing adj. 令人局促不安的
17.come across 偶然遇到
I came across an old friend in the street yesterday
come up with sth提出或找到（答案，方法等）
come about=happen
come to oneself 恢复正常，醒过来
come out (指花朵等)开始长出，吐艳
Step 3 Consolidation
Read the text and find the sentences containing the language usages we have just learned.
Step4 Homework
(1) A1/A2(P102) (2) B1/B2(P103) (3) Learn the new words by heart.
总 课 题 Advance with English Book 1 Unit 3 Looking good, feeling good
总 课 时 10 第4课时
课 题 word power
教学目标 Learn and master the new words about sports
Enlarge the knowledge about sport
教学重点Talk about sports to learn new words
教学难点Remember some new names of sports
Important points & difficult points:
(1). Talk about sports to learn new words
(2). Remember some new names of sports
教学过程
Step 1 Lead-in
Talk about the 10th National Sports in Nanjing:
(1) What have Nanjing people done for the 10th National Sports ?
(2) What can I do for this sports meeting?
(3) How many kinds of sports can you name ?
Free talk about yourself.
(1) Of all kinds of sports, which do you like most?
(2) Are there any school clubs in your school? Have you ever joined one? If not, are you planning to join one?
Step 2 Read and speak
(1) Part A on page 46
(2) Find all the names of clubs
Step 3 Further study
Talk about expressions of the pictures about sports:
badminton tennis boxing fencing
weightlifting squash shooting volleyball
basketball football aerobics triathlon
Step 4 Read and understand
(1) Complete the exercise of Part C on page 47.
(2) Some questions for you :
1) What suggestions does Zhou Ling give to Amy?
2) Zhou Ling gives specific advice to Amy about the exercise she can do after the operation: Firstly, if Amy wants to get strong and have some fun with friends,_________________.
If Amy just wants to build her strength up by herself, Zhou Ling advises her to__________________.
If Amy only wants to have some fun and exercise with some of her friends, she can try_________________.
(3) Types of sports Part D (P47)
Do you know which are indoor sports and which are outdoor sports? Think more!
boxing beach volleyball fencing
gymnastics skiing baseball…
总 课 题 Advance with English Book 1 Unit 3 Looking good, feeling good
总 课 时 10 第5课时
课 题Grammar and usage (1)
教学目标 Master the usage of non-restrictive Attributive Clause.
Practice about all kinds of Attributive Clause.
教学重点Non-restrictive Attributive Clause.
教学难点Remember some new names of sports
Important points & difficult points:
the usage of “which” and “that” in Attributive Clause.
Some special usage of “that” in Attributive Clause.
教学过程
Step 1 Lead-in
(1) T shows a picture of Brad Pitt. T gives 3 blanks to be filled in using information from the picture involving restrictive Attributive Clauses
(2) T shows another picture of Zhang bozhi. T gives 2 blanks to be filled in using information from the picture involving non-restrictive Attributive Clause.
(3) Ask Ss to find out the differences between these sentences.
That is,
Comma;
The Non-restrictive Attributive Clause can be left out;
We can’t use “that” in this kind of sentence;
We can’t miss the relative words, either.
Step 2 Initial knowledge of Non-restrictive Attributive Clause
Find out the Non-restrictive Attributive Clause on page 42-43 (Reading).
Step 3 Non-restrictive Attributive Clauses
(1) T gives Ss some more examples and tells Ss that we can use “which” to refer to the whole main clause, and we can’t use “that”. Some exercises are available as well;
(2) T gives Ss some more examples and tells Ss that we can use most/ all/ some/ both/ part + of + whom/ which to express a complete or partial quantity. Some exercises are available as well;
(3) More exercises.
Step 4 Further study of the Attributive Clauses
“That” must be used in Attributive Clause in the following cases:
(1). the antecedent is all, few, little, much, something, nothing, anything, none, one, etc.
(2). The antecedent is modified by all, any, every, each, few, little, no, some, etc.
(3).The antecedent is modified by an ordinal or superlative
(4). The antecedent is modified by only, very, last, etc.
(5). The antecedent refers to people and things.
(6). A sentence begins with who or which.
(7).A relative pronoun functions as predicative.
More examples are available in each part.
More exercises are available as well.
Step 5 Summary and homework
Complete the exercises on page 48-49.
总 课 题 Advance with English Book 1 Unit 3 Looking good, feeling good
总 课 时 10 第6课时
课 题Grammar and usage (2) Question tags
教学目标Review the usage of intonation, and learn how to read question tags.
Learn and master the form of question tags.
教学重点question tags.
教学难点Some special forms of the question tags.
教学过程
Step 1 Lead-in
T shows a picture, and tells a story of “shmily”. A old couple keep playing the “shmily” hide and seek game. They write “shmily” on a piece of paper, and hide it in their house. Sometimes, they hide it under a cup, sometimes they hide it under a book. And the meaning of “shmily” is ‘see how much I love you’.
T: Do you say “I love you” to your parents? And how do you say it?
S: …
T: Do your parents say “I love you” to you? If they are too shy to say “I love you” to you, you can ask them, “You love me, don’t you?” and remember, in a rising intonation. When we expect the other person to agree with us, the question tad has a falling intonation.
Step 2 Question tags
T introduces the definition of question tags and the basic usage of question tag.
(1) We use a negative question tag at the end of a positive statement; we use a positive question tag at the end of a negative statement;
(2) Words like neither, none, nobody, nothing, few, little, never, hardly or seldom are considered negative;
(3) We use a personal pron. like I, we, you, he, she, it or they in a question tag.
(4) We use an auxiliary verb, model verb or be in a question tag.
(5) After an imperative clause, we use will you. After Let’s, we use shall we.
Some exercises are available as well.
Step 4 Homework
P51, A, B; P104, C1, C2
总 课 题 Advance with English Book 1 Unit 3 Looking good, feeling good
总 课 时 10 第7课时
课 题Task
教学目标 Practise students’ language skills of listening, reading, speaking and writing
Help students to learn 2 skills of finding information
教学重点Find and underline the main ideas
Find and circle the key words
教学过程
Step 1 Introduce two skills of finding information:
(1) Read the questions carefully before you begin.
(2) Skim the passage, and look for main points and key words.
Step 2 Practise
(1) Find the main ideas and key words in a passage:
Main idea: I think too many people take weight-loss pills without really knowing that they can damage their health.
Key words: cause liver failure; worried about her figure;
health is priceless; eat properly
(2) Read two pictures about “Better Body Gym”, and find the main points and key words.
(3) Passage understanding
Some questions about the above two pictures;
1.Membership fee:
__________________
2.Number of gyms in the city:
1.____ 2.____ 3.____
3.What do you get for free?__________________________________________
4. How big is each gym?
5.Can you get advice from a personal trainer?
Yes______ No______
6. How can you find out more?
____________________
Step 3 Practise listening
1.One in Jinshan Road; one near the King Hotel
2.No
3.Provide with your ID number
4.No
Step 4 Practise writing
(1) Complete a letter to your friend. Explain why you think he should join the gym by using the given information .
(2) Write a letter to recommend a gym to a friend
Step 5 Homework
Find information about a club.
Invite your friend to join it.
总 课 题 Advance with English Book 1 Unit 3 Looking good, feeling good
总 课 时 10 第8课时
课 题Task
教学目标Get the Ss to focus on note-taking skills by studying and practising.
Encourage the Ss to use key words and symbols in taking notes.
教学重点Use abbreviations & contractions. Write down the key words.
Use punctuations Interview classmates about exercise and taking notes
教学难点Use symbols
教学过程
Step 1 Lead-in
Guess the meanings:
Mon Tues Wed Thur Fri Sat Sun Jan Feb Mar Apr May Jun Jul Aug Sept Oct Nov Dec mor afn min sec hr ﹥ ﹤ ↑↓ A Q ABC BA circamara SOHO contd Art Fest
Step 2 Note-taking
1 use abbreviations & contractions:
PRC NO. Dept e.g. SH1 I’D shan’t won’t mfr Art Fest
2 Write down the key words.
(1)Model: Gym can be expensive = Gym memberships can sometimes be very expensive.
(2) Practice: Let’s try.
3 Use symbols
(1) Model: By swimming regularly, jogging, drinking lots of water and getting plenty of sleep, I can be healthier. swimming + jogging + water + sleep →healthier
(2) Practice: Let’s try.
Step 3 Listening practice:
1 The number seven bus is not on time. No. 7 bus isn’t on time.
2 Our department is increasing the number of teachers. Our dept is↑the no. of teachers.
3 I’d like to see the manufacturer. I’d like to see the mfr.
4 Senior High 1 has a bigger class than Senior High 2. SH1 has a ﹥class than SH2.
5 The People’s Republic of China was founded in 1949. PRC was founded in 1949.
Step 4 Interviewing classmates about exercise
(1) Listen to the speaker and take notes about the equipment available in the gym.
(2) Interview your partner. (3) Tell your class what exercise your partner does.
what basketball/dancing/football /gym / running / swimming
Why fit / fun / healthy / strong
When Often/sometimes/ seldom /never
Whom classmates / family /friends
Step 5 Using punctuation
(1)Do you know these punctuation marks? , . ? ! : ; ‘ ’ ’ - -
(2) Practice: Let’s try:
Step 6 Consolidation
Write an e-mail to your friend recommending Better Body Gym.
Step 7 Homework Exx D1 & D2
总 课 题 Advance with English Book 1 Unit 3 Looking good, feeling good
总 课 时 10 第9课时
课 题Project
教学目标
Get the Ss to know about proper health and fitness so that they can take care of themselves.
Improve the students’ ability of making a survey and making a questionnaire.
教学重点Read the passage about health.
Make a survey about health.
教学难点Complete a report about health.
教学过程
Step 1 Lead-in
T shows two pictures, one is Nicole Kidman, and the other is Victoria Beckham. Ask the Ss whether they know them? What do they think about them? Do they think they’re beautiful? What is beauty in their eyes?
Step 2 Skimming
(1) Try to get the main idea of each paragraph.
(2) Try to get the general idea of the whole passage.
Step 3 Introducing the project
Make a booklet about how healthy the students in our school.
Step 4 The procedures of doing the project
Planning:
Get into groups(4-6)
Clear assignments
Decide which group your group will survey.
preparing:
Make a questionnaire.
Give out and collect the questionnaires.
Record and analyze the statistics.
Write the report.
(3) Producing:
a. You can make a questionnaire based on the following points: How many; How often; Have you; How much; Do you
A sample questionnaire is provided as a reference as well.
b. Remember to talk to the teacher to get enough time to give out and collect your Questionnaire.
c. Record and analyze statistics and remember to compare your figures with the numbers and percentages the reading article provides.
d. Report should include the following parts:
the class, grade;
how many Ss answered the Qs;
comparison
presenting:
Present the reports to the class
Step 5 Homework
Complete the project
总 课 题 Advance with English Book 1 Unit 3 Looking good, feeling good
总 课 时 10 第10课时
课 题Project
教学目标
(1) Improve the students’ ability and provide practice.
(2) Make a booklet about health.
(3) Master the usage of some useful words and expressions.
教学重点Make a booklet about health.
教学难点Present a report about health to the whole class.
教学过程
Step 1 Lead-in
T shows Ss the rules of how to present.
1. Report should include the following parts:
the class, grade;
how many Ss answered the Qs;
comparison
2. Each group member should report on part of the results.
Step 2 Presentation
T values which group did a better job, and also invites the Ss to talk about which they like best, and why.
Step 3 How to make a booklet
A booklet will include…
cover
contents
reports
appendix
Step 4 Language points
T introduces some language points in the article to Ss.
(1) Word focus
life-style
regular
count
control
concentrate
words to be learned from old words
energy, skip
phrases to be noticed
along with
in the long term
a good amount of sleep
as a matter of fact
in no time
Step 5 homework Make a booklet
牛津小学英语5B第一二单元精彩教案 转
牛津小学英语5B第一单元参考教案 Unit1 A new term The First Period (第一课时) 一、教学目标: 1. 听得懂、会说、会读、会拼写单词：Monday, Tuesday, Wednesday, Thursday, Friday 2. 听得懂、会说、会读、会拼写句型：What day is it today ?It’s… 3. 听得懂、会说、会读：Welcome back to school. Nice to see you . 二、教学内容：1.B:Look,read and learn中 星期名称的单词 2.C:Ask and answer前两句. 三、教学重点：句型What day is it today? It’s… 四、教学难点：单词Wednesday, Thursday, Friday的读音及拼法 五、教具准备： 磁带和录音机, 单词卡片, 挂历 六、教学过程： Step1.Warm-up Sing a song‘Happy Spring Festival’ （建议使用歌曲‘Happy new year ’曲调，这即能让学生回味新年的欢乐，又渲染了学习英语的氛围。） Step2.Free talk T: I’m Miss Wang. What’s your name? S: I’m… T: Nice to see you. S: Nice to see you. T: It’s Feb,9, it’s Monday .Welcome back to school. S: Thank you . (教生字Monday) Step3.Presentation 1.（出示封面印有猴子的挂历） T:（指着猴子）What can you see in it? S:I can see a monkey. T:I like monkeys. How about you ? （比较自然的引出这一交际用语，为D部分教学埋下伏笔.） S:I like monkeys, too. T: How many monkeys are there? S: There is only one.（可根据实际情况回答。） T:（翻过封面，指着日期）How many days are there in a week? （可用中文向学生解释in a week的意思） S: There are seven. 教生字day, 全班跟读，开火车读，及时纠正学生错误发音） 2.T:（指着日期自问自答）What day is it today? It’s Monday. （教生字today，并分别将today、day写在小黑板正反两面，通过学生的朗读，悟出两者的共同点，即字母组合发〔ay〕.） 4. Drill S1:What day is it today? S2:It’s Monday\Sunday\Saturday. （通过这组机械操练，使学生初步掌握本课的重点句型，这是必不可少的一环，也是以后熟练运用该句型的基础。） 5. T:（指着2004年2月10日）What day is it today? S: It’s Tuesday. T:（将课表放在实物投影仪上，并指着星期二）How many lessons do we have? S: We have six. （这是第二课时的.教学重点，可先在本课时中渗透。） （用上述方法教单词Wednesday, Thursday, Friday,由于这些词发音、记忆较难，教师应作好示范，把音节读清楚，并提示字母的读音规律，配合录音带，由慢到快地读出来。） Step4.Chant 一个星期有七天，请同学记心间， Monday, Monday星期一，猴子花钱坐飞机. Tuesday, Tuesday星期二，猴子屁股摔两半儿. Wednesday, Wednesday星期三，猴子爬上花果山. Thursday, Thursday,星期四，猴子猴子去考试. Friday, Friday星期五，猴子遇上大老虎. Saturday, Saturday星期六，猴子上山摘石榴. Sunday, Sunday星期天,猴子休息上公园. （chant琅琅上口又具趣味性，相信能使关于星期名称的单词教学不再枯燥、乏味。） Step5.Homework 1. Copy and recite the new words: Monday, Tuesday, Wednesday, Thursday, Friday 2. Do some written work: A: What day is it today? B: It’s… 板书 Unit 1 A new term What day is it today? It’s Monday \Tuesday\ Wednesday \Thursday\Friday Saturday\Sunday. 教后感: The Second Period（第二课时） 一、教学目标： 1．听得懂、会说、会读、会拼写单词：Chinese, Science, Social Science, Computer Studies 2．听得懂、会说、会读、会拼写句型：What lessons do you have in the …?We have …and… 3．有表情的演唱歌曲‘Wish you are happy every day’ 二、教学内容： 1． B部分中关于课程名称的单词 2． C部分中的句型 What lessons do you have in the morning\ afternoon? We have … 3． F部分Design a timetable you like 三、教学重点：句型What lessons do you have in the morning\afternoon? We have … 四、教学难点：Chinese, Science, Social Science, Computer Studies的拼读。 五、教具准备：多媒体课件，磁带和录音机，单词卡片，空白课表每人一张。 六、教学过程： Step1.Free talk and revision 1. T:（出示挂历）What day is it today? S: It’s… (Let the Ss spell the words quickly.) 2. Play a game “What’s the missing ?” （即先抽出一张星期名称的单词卡片，再让学生说说少了哪一张，可采用小组竞赛的的方式的进行。教育心理学认为，学生在学习过程中适度紧张，能培养其思维的敏捷性。） 3.Sing a song ‘Wish you are happy every day’ （歌曲教学不仅有助于激发和培养学生的学习兴趣，而且能引导学生快速进入教学情景。） Step2. Presentation 1．T:（出示一张课表）How many lessons do you have on Tuesdays? S: We have six. T: I see, but what lessons do you have on Tuesday morning\in the morning? （通过以旧引新的方法，较自然的呈现出本课的教学重点。） S: We have Chinese, English and Science. （若学生通过预习能读出单词Science，请勿吝惜对学生的表扬，往往一声“Good”“Wonderful”“Did a very good job”能增强学生学好英语的信心。） 2． （可运用简笔画等教学方式教授其他科目名称，这能较长时间的保持学生的注意力，从而提高学生学习效率。） Step3.Practice 1.（出示多媒体课件――可任意编排科目的课表） T: My children, let’s talk about the timetable. S1: What day is it today? S2:It’s… S1:how many lessons do you have on…? S2: We have… S1:What lessons do you have in the morning\afternoon? S2:We have…and… Step4.Consolidation 1.T:Boys and girls, please design a timetable you like. In pairs, one ask and write ,the other answer, then change,. Understand? （教师课前将印好的空白课表发给学生，并让学生在此项练习中填写，这样既培养了学生听、说的能力，又培养了学生写的能力。） 2. （让学生两两一组说说他们设计的课表。） Step5.Homework 1. Copy the new words: Chinese, Science, Social Science, Computer Studies. 2. Do some written work (Part C) and Finish the Exercise-book (C.Look and complete ) 板书 Unit 1 A new term What lessons do you have in the morning\afternoon? We have Chinese\Science Social \Science\ Computer Studies\ Maths\Art\PE. 教后感: The Third Period（第三课时） 一、教学目标： 1．听得懂、会说、会读、会拼写单词：subject, interesting, a week, 2．听得懂、会说、会读、会拼写句型：What subject do you like ? I like … 3．听得懂、会说、会读日常交际用语：I hope we have more. How about you? 二、教学内容： D: Work in pairs. E: Look and read. 三、教学重点：句型What subject do you like? I like … 四、教学难点：单词interesting的拼读，日常交际用语I hope we have more. .How about you? 的正确使用。 五、教具准备：磁带和录音机, 单词卡片. 六、教学过程： Step1.Sing and review 1. Sing the song happily“Wish you are happy every day” 2. 单词竞赛：说出星期名称、学科名称。 Step2.Presentation 1.T:（由上述对话自然引出）What subject do you like? S1:I like Maths \PE… （可让学生自由说或根据图片说，同时注意比较lesson和subject的词义.） T: He likes Maths \PE…What about you? S2:I like English. What about you? … T: Thank you, I’m very happy. （将教师的礼貌用语渗透在英语教学中，能促进平等、民主的师生关系。） T: Do you like English? S3: Yes, I do. T: How many English lessons do we have in a week? S3: We have 3 English lessons . (教week) T: Yes, we have only 3.I hope we have 4.I hope we have more . 把句型中英文I hope we have more (lessons).写在黑板上，并让学生朗读数遍。 2.Practice S1: What subject do you like? S2: I like…How about you? S1: I like…, too. （“too”可根据真实的交际情景提醒学生运用。）How many lesons do we have? S2: Three\Four. I hope we have more . 3.T: (根据上述练习,紧接着问一位学生) What subject do you like? S: I like Maths. T: Why? S: It’s interesting.（可帮助学生回答,并教生字interesting.） T: Ok, what’s 32 minus 23?（出示小黑板32-23=？） （复习minus） S: It’s nine. T: And what’s 321 minus 123? what’s 543 minus 345? Oh, sorry, don’t worry. Su Yang can tell you at once. （at once可写在黑板上用中文解释。） （指导学生看图、读句、理解本故事的趣味性） T:（对全体同学说）What’s the trick? Do you know now? （朗读、解释trick中文意思） Step4. Consolidation (在教师指导下完成练习册C部分Look and complete.) Step5.Homework 1.Do some written work .(Part D) 2. Finish the Exercise-book(Look and write ) 板书 Unit 1 A new term A: What subject do you like ? B:I like … How about you? A: I like … I hope we have more. 教后感: The Fourth Period （第四课时） 一、教学目标： 1、能用正确的语音语调，有感情的朗读课文。 2、能根据提示正确运用所学句型及交际用语。 二、教学内容：A: Read and say. 三、教学重点：正确运用所学句型和交际用语。 四、教学难点：正确运用所学句型和交际用语。 五、教学过程： Step1:Free talk and revise. 1.Greetings . 2.Say the chant 3. Revise the sentences and words we’ve learned. Step2.Presentation 1.T:（出示A部分挂图和小黑板）Boys and girls, please look at the pictures, then listen to the tape and answer the questions on the small blackboard. (