知识学习牛津初中英语Starter U2全英文精品教案.docx

知识学习牛津初中英语Starter U2全英文精品教案.docx

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知识学习牛津初中英语StarterU2全英文精品教案

牛津初中英语StarterU2全英文精品教案

课

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　　牛津英语七年级预备课程Unit2教案

TheFirstLesson

[Teachingcontent]

Unit2welcomeandlistening

[Teachingaimsanddemands]

knowledgeaims:

　　1.Learnthenewwords

2.Identifydifferentfamilymembersandmakeintroductiontoclassmates

Abilityaims:

municativeability,teachstudentstogreetsuitablyandtointroduceone’sfriendsorfamilymembers.

2.cooperativeability,directstudentstodolotsoforalpracticeofgreetingandintroduction.

[Teachingdifficultiesandimportance]

1.Thespellingofsomewords,suchas,twin,grandmother,mother,photo,aunt,uncle,cousin,policeman,andjob.

2.Theconceptofpersonalpronoun“she,he,it”andpossessivepronoun“my”arethemost

　　difficultinthisperiodforSstounderstand.

3.Howtoexplainthenamesofsomefamilymembers,suchasgrandfather,grandmother,father,mother,uncle,cousin,aunt,inEnglishandintheirownwords.

[Teachingtools]

　　ProjectorandStudents’book

[Teachingprocedure]

Pre-teaching

1.Teachthenewwords

Askthestudentstoreadallofthenewwordsbythemselvesbeforeteaching,sothattheteachercancorrecttheirmistakesinphonetics.

2.Askallstudentstoreadallofthenewwordsbeforelearningthetext.

3.Asforthespellingofthenewwords,therearesomeinwhichstudentsalwayshavedifficulty,suchas,twin,grandmother,mother,photo,uncle,cousin,policeman,andjob,,especiallycousin,aboutwhichevenafterafewunits’learning,someSswillforgetall.Itisbothhardinpronouncingandspelling.Sothedictationof“cousin”isneededforseveraltimes,andtheteacherhastouse“cousin”oftenaswell,sothatSscanrememberitthroughuse.

Step1

　　Presentation

1.

　　Haveacasualchatwithstudents,includingthesequestions:

Doyouhaveafamily?

　　Isyourfamilyabigfamilyorasmallone?

Howmanypeoplearethereinyourfamily?

　　whoarethey?

Sothattheteachercanleadtothesubjectofthisunit.

2.Teachstudentstthesimilarword:

　　myfamily=myfamilymembers

Step2

　　welcometotheunit

1.HaveasmalltalkwithSs,withcommonandeasygreetingswayswhichtheylearnedinUnit

2.AskthemtoreadthedialoguesonP12

　　twicetograspthemeaningofit.

3.Asksomequestionaboutthedialogue,forexample,whoisPeter?

　　whoisLily?

whoisNick?

　　whoisSally?

　　whoismimi?

　　whoisSpotty?

whosepetismimi?

　　whosepetisSpotty?

4.Guidestudentstoreplaceallofthenamesinthedialogueswiththoseoftheirclassmatesandusesomesimilarwordsandsimilarsentencestomakeanotherdialogueoftheirown.

Forexample,Goodmorning=morning,Sheismycat=Itismycat.

5.Pairworkandgivestudentschancestoshowtheirowndialogues.

Step3

　　Listening

1.

　　Pre-listening.

AskstudentstoreadthefourwordsofPartAbythemselvesjustonce.Andthenmakethemexplain“grandfather,grandmother,father,mother,uncle,aunt,cousin”inEnglishandintheirownwords.Forexample,

Grandfatheristhefatherofmymumormydad.

Thereisaman,I’mhisson.whoishe?

Explaingrandmotherandmotherinthesameway.

2.makeSsrecallthesimilarwordsofthefourwords.

Forexample,grandfather=grandpa,

　　grandmother=grandma,

　　father=daddy,dad,

mother=mummy,mum,

　　grandfatherandgrandmother=grandparents,mom

SothattheycanunderstandthewordswellandatthesametimelearnhowtouseEnglish.

2.DotheexercisesofPartB.

3.Post-listening.DirectstudentstomakesentenceswiththefourwordsinPartAastheylike,onewordtwosentences.

Step4

　　Doworkbook.

Step5

　　Homework

TheSecondLesson

[Teachingcontent]

Unit2

　　Speaking,ThealphabetandReading

[Teachingaimsanddemands]

knowledgeaims:

　　1.Reviewthenewwords.

2.Identifydifferentfamilymembersandmakeintroduction

Abilityaims:

municativeability,teachstudentstogreetsuitablyandtointroduceone’sfriendsorfamilymembers.

2.cooperativeability,directstudentstodolotsoforalpracticeofgreetingandintroduction.

[Teachingdifficultiesandimportance]

1.Thespellingofsomewords,suchas,photo,aunt,uncle,cousin,policeman,andjob.

2.Thespellingandmeaningofsomephraseslikeaphotoofmyfamily.

3.Thegreatestdifficultyisthedifferencebetweenthetwosentences:

“whoishe/she?

”and“whatishe/she?

”

[Teachingtools]

　　Photosofstudents’families,Projector,workbookandStudents’book

[TeachingProcedure]

Step1.

　　Revision

1.Dosomerevisionwork.Reviewnewwordsofbothspellingandtheirsounds.

Step2

　　Speaking

1.

　　Askthestudentsreadthedialoguesinthispart,andcorrecttheirmistakesinphonetics.

2.

　　Directthemtoplaytheroleinordertobefamiliarwiththestructureofthedialogue.

3.

　　Guidestudentstoreplaceallofthenamesinthedialogueswiththenamesoftheirclassmatesandusesomesimilarwordsandsimilarsentencestomakeanotherdialogueoftheirown.

Forexample,aphotoofmyfamily=myfamily’sphoto,

4.

　　Guidestudentstoaddtwomoresentencestothesmalldialoguesoastomakeitlongerandbetter:

after“whoisshe”,add”whatishername?

”andafter“whoishe”,add“whatishisname?

”

5.

　　Pairworkandgivestudentschancestoshowtheirdialogues.

DirectSstoaskeachotherabouttheirfamilyphotos,usingsentencesstructureslike“Isthis….?

”“yes/No”“whoisshe/he?

”“She/Heismy...”“whatisher/hisname?

”“whatisshe/he?

”and“She/Heisa…”,etc.AndSstaketheopportunitytointroducetheirfamilymembers,suchasgrangfather,grandmother,father,mother,sister,brother,etc.

6.Post-speakingwork.Therearefourpicturesatthebottomofthispage.Instructstudentstomakeasentenceofeachpicture,accordingtothewhatisshowninthepictures,ofwhichthefoursubjectshavealreadybeengiven.Thisexercisecanreviewthepresentprogressivetense.

Step3

　　Reading

1.Pre-readingwork.Therearealreadyfourjobsinthispart:

adoctor,ateacher,apoliceman,and

　　anurse.Askstudentstofindmorejobs,andwritetheirnamesonthispage,like:

cook,engineer,scientist,businessman,driver,cleaner,worker,farmer,etc.

2.Askstudentstoreadthedialogueinthispartbythemselvestwice.

3.Guidestudentstousesomesimilarwords,similarsentencesandnamesofotherjobstoreplacethedialogue,makinganotherdialogueoftheirown.

Forexample,whoisthisman=whoisthis?

　　what’she=whatdoeshedo?

what’sshe=whatisherjob?

　　whoisthatwoman=whoisthat?

5.Pairworkandashowtime,sothattheycanusethesentencestructures“whoishe/she?

whatishe/she?

”freelyandcorrectly.

Step4

　　Thealphabet

1.TeachstudentsthesoundsofLetterso--Z,thecorrectorderofthem,andtheirwritingmethods.

2.Accordingtothepictures,directstudentstolearnsomewordsbeginningwiththeselettersandlearntheirphoneticsymbols.

3.Guidestudentstoknowthemeaningsoftheabbreviations.Tellthemtopayattentiontowhethercapitallettersareneeded.

Forexample,VIP,

　　ccTV,

　　ABc,

　　IQ,

　　PRc,

　　RmB

4.Guidestudentstofindmoreabbreviations,andasksomestudentstoshowthemontheblackboard.

Step5

　　Task

1.Askstudentstoreadthedialogueinthispartbythemselvestwice.

2.Guidestudentstousesomesimilarwords,similarsentencesandnamesofotherjobstoreplacethedialogue,makinganotherdialogueoftheirown.Furthermore,thesimilarsentencesinclude“Sheisanurse.=Sheworksasanurse.”and“Sheisateacher=Shedoesateacher’sjob.”

3.RewritethedialogueofTask,usingsomesimilarwords,similarsentencesandnamesofotherjobs,sostudentscangetanotherchancetousethesentencestructures“whoishe/she?

whatishe/she?

”.

Step6Summary,anddoworkbook.

Step7

　　Homework

RewritethedialogueofReadingpart,usingsomesimilarwords,similarsentencesandnamesofotherjobs,sothatstudentscanusethesentencestructures“whoishe/she?

whatishe/she?

”freelyandcorrectly.

课

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