牛津初中英语StarterU2全英文精品教案Word下载.docx

牛津初中英语StarterU2全英文精品教案Word下载.docx

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　　cooperativeability,directstudentstodolotsoforalpracticeofgreetingandintroduction.

　　[Teachingdifficultiesandiportance]

　　Thespellingofsoeords,suchas,tin,grandother,other,photo,aunt,uncle,cousin,policean,andjob.

　　Theconceptofpersonalpronoun“she,he,it”andpossessivepronoun“y”aretheostdifficultinthisperiodforSstounderstand.

　　Hotoexplainthenaesofsoefailyebers,suchasgrandfather,grandother,father,other,uncle,cousin,aunt,inEnglishandintheironords.

　　[Teachingtools]ProjectorandStudents’boo

　　[Teachingprocedure]

　　Pre-teaching

　　Teachtheneords

　　Asthestudentstoreadalloftheneordsbytheselvesbeforeteaching,sothattheteachercancorrecttheiristaesinphonetics.

　　Asallstudentstoreadalloftheneordsbeforelearningthetext.

　　Asforthespellingoftheneords,therearesoeinhichstudentsalayshavedifficulty,suchas,tin,grandother,other,photo,uncle,cousin,policean,andjob,,especiallycousin,abouthichevenafterafeunits’learning,soeSsillforgetall.Itisbothhardinpronouncingandspelling.Sothedictationof“cousin”isneededforseveralties,andtheteacherhastouse“cousin”oftenasell,sothatSscanreeberitthroughuse.

　　Step1Presentation

　　Haveacasualchatithstudents,includingthesequestions:

　　Doyouhaveafaily?

Isyourfailyabigfailyorasallone?

　　Hoanypeoplearethereinyourfaily?

hoarethey?

　　Sothattheteachercanleadtothesubjectofthisunit.

　　Teachstudentstthesiilarord:

yfaily=yfailyebers

　　Step2eletotheunit

　　HaveasalltalithSs,ithonandeasygreetingsayshichtheylearnedinUnit

　　AsthetoreadthedialoguesonP12ticetograsptheeaningofit.

　　Assoequestionaboutthedialogue,forexaple,hoisPeter?

hoisLily?

　　hoisNic?

hoisSally?

hoisii?

hoisSpotty?

　　hosepetisii?

hosepetisSpotty?

　　Guidestudentstoreplaceallofthenaesinthedialoguesiththoseoftheirclassatesandusesoesiilarordsandsiilarsentencestoaeanotherdialogueoftheiron.

　　Forexaple,Goodorning=orning,Sheisycat=Itisycat.

　　Pairorandgivestudentschancestoshotheirondialogues.

　　Step3Listening

　　Pre-listening.

　　AsstudentstoreadthefourordsofPartAbytheselvesjustonce.Andthenaetheexplain“grandfather,grandother,father,other,uncle,aunt,cousin”inEnglishandintheironords.Forexaple,

　　Grandfatheristhefatherofyuorydad.

　　Thereisaan,I’hisson.hoishe?

　　Explaingrandotherandotherinthesaeay.

　　aeSsrecallthesiilarordsofthefourords.

　　Forexaple,grandfather=grandpa,grandother=granda,father=daddy,dad,

　　other=uy,u,grandfatherandgrandother=grandparents,o

　　SothattheycanunderstandtheordsellandatthesaetielearnhotouseEnglish.

　　DotheexercisesofPartB.

　　Post-listening.DirectstudentstoaesentencesiththefourordsinPartAastheylie,oneordtosentences.

　　Step4Doorboo.

　　Step5HoeorTheSecondLesson

　　Unit2Speaing,ThealphabetandReading

1.Revietheneords.

　　Identifydifferentfailyebersandaeintroduction

　　Thespellingofsoeords,suchas,photo,aunt,uncle,cousin,policean,andjob.

　　Thespellingandeaningofsoephraseslieaphotoofyfaily.

　　Thegreatestdifficultyisthedifferencebeteenthetosentences:

“hoishe/she?

”and“hatishe/she?

”

　　[Teachingtools]Photosofstudents’failies,Projector,orbooandStudents’boo

　　[TeachingProcedure]

　　Step1.Revision

　　Dosoerevisionor.Revieneordsofbothspellingandtheirsounds.

　　Step2Speaing

　　Asthestudentsreadthedialoguesinthispart,andcorrecttheiristaesinphonetics.

　　Directthetoplaytheroleinordertobefailiariththestructureofthedialogue.

　　Guidestudentstoreplaceallofthenaesinthedialoguesiththenaesoftheirclassatesandusesoesiilarordsandsiilarsentencestoaeanotherdialogueoftheiron.

　　Forexaple,aphotoofyfaily=yfaily’sphoto,

　　Guidestudentstoaddtooresentencestothesalldialoguesoastoaeitlongerandbetter:

after“hoisshe”,add”hatishernae?

”andafter“hoishe”,add“hatishisnae?

　　Pairorandgivestudentschancestoshotheirdialogues.

　　DirectSstoaseachotherabouttheirfailyphotos,usingsentencesstructureslie“Isthis….?

”“yes/No”“hoisshe/he?

”“She/Heisy...”“hatisher/hisnae?

”“hatisshe/he?

”and“She/Heisa…”,etc.AndSstaetheopportunitytointroducetheirfailyebers,suchasgrangfather,grandother,father,other,sister,brother,etc.

　　Post-speaingor.Therearefourpicturesatthebottoofthispage.Instructstudentstoaeasentenceofeachpicture,accordingtothehatisshoninthepictures,ofhichthefoursubjectshavealreadybeengiven.Thisexercisecanreviethepresentprogressivetense.

　　Step3Reading

　　Pre-readingor.Therearealreadyfourjobsinthispart:

adoctor,ateacher,apolicean,andanurse.Asstudentstofindorejobs,andritetheirnaesonthispage,lie:

coo,engineer,scientist,businessan,driver,cleaner,orer,farer,etc.

　　Asstudentstoreadthedialogueinthispartbytheselvestice.

　　Guidestudentstousesoesiilarords,siilarsentencesandnaesofotherjobstoreplacethedialogue,ainganotherdialogueoftheiron.

　　Forexaple,hoisthisan=hoisthis?

hat’she=hatdoeshedo?

　　hat’sshe=hatisherjob?

hoisthatoan=hoisthat?

　　Pairorandashotie,sothattheycanusethesentencestructures“hoishe/she?

　　hatishe/she?

”freelyandcorrectly.

　　Step4Thealphabet

　　TeachstudentsthesoundsofLetterso--Z,thecorrectorderofthe,andtheirritingethods.

　　Accordingtothepictures,directstudentstolearnsoeordsbeginningiththeselettersandlearntheirphoneticsybols.

　　Guidestudentstonotheeaningsoftheabbreviations.Tellthetopayattentiontohethercapitallettersareneeded.

　　Forexaple,VIP,ccTV,ABc,IQ,PRc,RB

　　Guidestudentstofindoreabbreviations,andassoestudentstoshotheontheblacboard.

　　Step5Tas

　　Guidestudentstousesoesiilarords,siilarsentencesandnaesofotherjobstoreplacethedialogue,ainganotherdialogueoftheiron.Furtherore,thesiilarsentencesinclude“Sheisanurse.=Sheorsasanurse.”and“Sheisateacher=Shedoesateacher’sjob.”

　　ReritethedialogueofTas,usingsoesiilarords,siilarsentencesandnaesofotherjobs,sostudentscangetanotherchancetousethesentencestructures“hoishe/she?

hatishe/she?

”.

　　Step6Suary,anddoorboo.

　　Step7Hoeor

　　ReritethedialogueofReadingpart,usingsoesiilarords,siilarsentencesandnaesofotherjobs,sothatstudentscanusethesentencestructures“hoishe/she?