牛津初中英语StarterU2全英文精品教案Word下载.docx

1、cooperativeability,directstudentstodolotsoforalpracticeofgreetingandintroduction.TeachingdifficultiesandiportanceThespellingofsoeords,suchas,tin,grandother,other,photo,aunt,uncle,cousin,policean,andjob.Theconceptofpersonalpronoun“she,he,it”andpossessivepronoun“y”aretheostdifficultinthisperiodforSsto

2、understand.Hotoexplainthenaesofsoefailyebers,suchasgrandfather,grandother,father,other,uncle,cousin,aunt,inEnglishandintheironords.TeachingtoolsProjectorandStudentsbooTeachingprocedurePre-teachingTeachtheneordsAsthestudentstoreadalloftheneordsbytheselvesbeforeteaching,sothattheteachercancorrecttheir

3、istaesinphonetics.Asallstudentstoreadalloftheneordsbeforelearningthetext.Asforthespellingoftheneords,therearesoeinhichstudentsalayshavedifficulty,suchas,tin,grandother,other,photo,uncle,cousin,policean,andjob,especiallycousin,abouthichevenafterafeunitslearning,soeSsillforgetall.Itisbothhardinpronoun

4、cingandspelling.Sothedictationof“cousin”isneededforseveralties,andtheteacherhastouse“cousin”oftenasell,sothatSscanreeberitthroughuse.Step1PresentationHaveacasualchatithstudents,includingthesequestions:Doyouhaveafaily?Isyourfailyabigfailyorasallone?Hoanypeoplearethereinyourfaily?hoarethey?Sothatthete

5、achercanleadtothesubjectofthisunit.Teachstudentstthesiilarord:yfaily=yfailyebersStep2eletotheunitHaveasalltalithSs,ithonandeasygreetingsayshichtheylearnedinUnitAsthetoreadthedialoguesonP12ticetograsptheeaningofit.Assoequestionaboutthedialogue,forexaple,hoisPeter?hoisLily?hoisNic?hoisSally?hoisii?hoi

6、sSpotty?hosepetisii?hosepetisSpotty?Guidestudentstoreplaceallofthenaesinthedialoguesiththoseoftheirclassatesandusesoesiilarordsandsiilarsentencestoaeanotherdialogueoftheiron.Forexaple,Goodorning=orning,Sheisycat=Itisycat.Pairorandgivestudentschancestoshotheirondialogues.Step3ListeningPre-listening.A

7、sstudentstoreadthefourordsofPartAbytheselvesjustonce.Andthenaetheexplain“grandfather,grandother,father,other,uncle,aunt,cousin”inEnglishandintheironords.Forexaple,Grandfatheristhefatherofyuorydad.Thereisaan,Ihisson.hoishe?Explaingrandotherandotherinthesaeay.aeSsrecallthesiilarordsofthefourords.Forex

8、aple,grandfather=grandpa,grandother=granda,father=daddy,dad,other=uy,u,grandfatherandgrandother=grandparents,oSothattheycanunderstandtheordsellandatthesaetielearnhotouseEnglish.DotheexercisesofPartB.Post-listening.DirectstudentstoaesentencesiththefourordsinPartAastheylie,oneordtosentences.Step4Doorb

9、oo.Step5HoeorTheSecondLessonUnit2Speaing,ThealphabetandReading1.Revietheneords.IdentifydifferentfailyebersandaeintroductionThespellingofsoeords,suchas,photo,aunt,uncle,cousin,policean,andjob.Thespellingandeaningofsoephraseslieaphotoofyfaily.Thegreatestdifficultyisthedifferencebeteenthetosentences:“h

10、oishe/she?”and“hatishe/she?”TeachingtoolsPhotosofstudentsfailies,Projector,orbooandStudentsbooTeachingProcedureStep1.RevisionDosoerevisionor.Revieneordsofbothspellingandtheirsounds.Step2SpeaingAsthestudentsreadthedialoguesinthispart,andcorrecttheiristaesinphonetics.Directthetoplaytheroleinordertobef

11、ailiariththestructureofthedialogue.Guidestudentstoreplaceallofthenaesinthedialoguesiththenaesoftheirclassatesandusesoesiilarordsandsiilarsentencestoaeanotherdialogueoftheiron.Forexaple,aphotoofyfaily=yfailysphoto,Guidestudentstoaddtooresentencestothesalldialoguesoastoaeitlongerandbetter:after“hoissh

12、e”,add”hatishernae?”andafter“hoishe”,add“hatishisnae?Pairorandgivestudentschancestoshotheirdialogues.DirectSstoaseachotherabouttheirfailyphotos,usingsentencesstructureslie“Isthis.?”“yes/No”“hoisshe/he?”“She/Heisy.”“hatisher/hisnae?”“hatisshe/he?”and“She/Heisa”,etc.AndSstaetheopportunitytointroduceth

13、eirfailyebers,suchasgrangfather,grandother,father,other,sister,brother,etc.Post-speaingor.Therearefourpicturesatthebottoofthispage.Instructstudentstoaeasentenceofeachpicture,accordingtothehatisshoninthepictures,ofhichthefoursubjectshavealreadybeengiven.Thisexercisecanreviethepresentprogressivetense.

14、Step3ReadingPre-readingor.Therearealreadyfourjobsinthispart:adoctor,ateacher,apolicean,andanurse.Asstudentstofindorejobs,andritetheirnaesonthispage,lie:coo,engineer,scientist,businessan,driver,cleaner,orer,farer,etc.Asstudentstoreadthedialogueinthispartbytheselvestice.Guidestudentstousesoesiilarords

15、,siilarsentencesandnaesofotherjobstoreplacethedialogue,ainganotherdialogueoftheiron.Forexaple,hoisthisan=hoisthis?hatshe=hatdoeshedo?hatsshe=hatisherjob?hoisthatoan=hoisthat?Pairorandashotie,sothattheycanusethesentencestructures“hoishe/she?hatishe/she?”freelyandcorrectly.Step4ThealphabetTeachstudent

16、sthesoundsofLetterso-Z,thecorrectorderofthe,andtheirritingethods.Accordingtothepictures,directstudentstolearnsoeordsbeginningiththeselettersandlearntheirphoneticsybols.Guidestudentstonotheeaningsoftheabbreviations.Tellthetopayattentiontohethercapitallettersareneeded.Forexaple,VIP,ccTV,ABc,IQ,PRc,RBG

17、uidestudentstofindoreabbreviations,andassoestudentstoshotheontheblacboard.Step5TasGuidestudentstousesoesiilarords,siilarsentencesandnaesofotherjobstoreplacethedialogue,ainganotherdialogueoftheiron.Furtherore,thesiilarsentencesinclude“Sheisanurse.=Sheorsasanurse.”and“Sheisateacher=Shedoesateachersjob

18、.”ReritethedialogueofTas,usingsoesiilarords,siilarsentencesandnaesofotherjobs,sostudentscangetanotherchancetousethesentencestructures“hoishe/she?hatishe/she?”.Step6Suary,anddoorboo.Step7HoeorReritethedialogueofReadingpart,usingsoesiilarords,siilarsentencesandnaesofotherjobs,sothatstudentscanusethesentencestructures“hoishe/she?