知识学习牛津初中英语Starter U2全英文精品教案.docx

1、知识学习牛津初中英语Starter U2全英文精品教案牛津初中英语Starter U2全英文精品教案课件www.5y牛津英语七年级预备课程Unit2教案TheFirstLessonTeachingcontentUnit2welcomeandlisteningTeachingaimsanddemandsknowledgeaims:1.Learnthenewwords2.IdentifydifferentfamilymembersandmakeintroductiontoclassmatesAbilityaims:municativeability,teachstudentstogreetsuit

2、ablyandtointroduceonesfriendsorfamilymembers.2.cooperativeability,directstudentstodolotsoforalpracticeofgreetingandintroduction.Teachingdifficultiesandimportance1.Thespellingofsomewords,suchas,twin,grandmother,mother,photo,aunt,uncle,cousin,policeman,andjob.2.Theconceptofpersonalpronoun“she,he,it”an

3、dpossessivepronoun“my”arethemostdifficultinthisperiodforSstounderstand.3.Howtoexplainthenamesofsomefamilymembers,suchasgrandfather,grandmother,father,mother,uncle,cousin,aunt,inEnglishandintheirownwords.TeachingtoolsProjectorandStudentsbookTeachingprocedurePre-teaching1.TeachthenewwordsAskthestudent

4、storeadallofthenewwordsbythemselvesbeforeteaching,sothattheteachercancorrecttheirmistakesinphonetics.2.Askallstudentstoreadallofthenewwordsbeforelearningthetext.3.Asforthespellingofthenewwords,therearesomeinwhichstudentsalwayshavedifficulty,suchas,twin,grandmother,mother,photo,uncle,cousin,policeman

5、,andjob,especiallycousin,aboutwhichevenafterafewunitslearning,someSswillforgetall.Itisbothhardinpronouncingandspelling.Sothedictationof“cousin”isneededforseveraltimes,andtheteacherhastouse“cousin”oftenaswell,sothatSscanrememberitthroughuse.Step1Presentation1.Haveacasualchatwithstudents,includingthes

6、equestions:Doyouhaveafamily?Isyourfamilyabigfamilyorasmallone?Howmanypeoplearethereinyourfamily?whoarethey?Sothattheteachercanleadtothesubjectofthisunit.2.Teachstudentstthesimilarword:myfamily=myfamilymembersStep2welcometotheunit1.HaveasmalltalkwithSs,withcommonandeasygreetingswayswhichtheylearnedin

7、Unit2.AskthemtoreadthedialoguesonP12twicetograspthemeaningofit.3.Asksomequestionaboutthedialogue,forexample,whoisPeter?whoisLily?whoisNick?whoisSally?whoismimi?whoisSpotty?whosepetismimi?whosepetisSpotty?4.Guidestudentstoreplaceallofthenamesinthedialogueswiththoseoftheirclassmatesandusesomesimilarwo

8、rdsandsimilarsentencestomakeanotherdialogueoftheirown.Forexample,Goodmorning=morning,Sheismycat=Itismycat.5.Pairworkandgivestudentschancestoshowtheirowndialogues.Step3Listening1.Pre-listening.AskstudentstoreadthefourwordsofPartAbythemselvesjustonce.Andthenmakethemexplain“grandfather,grandmother,fath

9、er,mother,uncle,aunt,cousin”inEnglishandintheirownwords.Forexample,Grandfatheristhefatherofmymumormydad.Thereisaman,Imhisson.whoishe?Explaingrandmotherandmotherinthesameway.2.makeSsrecallthesimilarwordsofthefourwords.Forexample,grandfather=grandpa,grandmother=grandma,father=daddy,dad,mother=mummy,mu

10、m,grandfatherandgrandmother=grandparents,momSothattheycanunderstandthewordswellandatthesametimelearnhowtouseEnglish.2.DotheexercisesofPartB.3.Post-listening.DirectstudentstomakesentenceswiththefourwordsinPartAastheylike,onewordtwosentences.Step4Doworkbook.Step5HomeworkTheSecondLessonTeachingcontentU

11、nit2Speaking,ThealphabetandReadingTeachingaimsanddemandsknowledgeaims:1.Reviewthenewwords.2.IdentifydifferentfamilymembersandmakeintroductionAbilityaims:municativeability,teachstudentstogreetsuitablyandtointroduceonesfriendsorfamilymembers.2.cooperativeability,directstudentstodolotsoforalpracticeofg

12、reetingandintroduction.Teachingdifficultiesandimportance1.Thespellingofsomewords,suchas,photo,aunt,uncle,cousin,policeman,andjob.2.Thespellingandmeaningofsomephraseslikeaphotoofmyfamily.3.Thegreatestdifficultyisthedifferencebetweenthetwosentences:“whoishe/she?”and“whatishe/she?”TeachingtoolsPhotosof

13、studentsfamilies,Projector,workbookandStudentsbookTeachingProcedureStep1.Revision1.Dosomerevisionwork.Reviewnewwordsofbothspellingandtheirsounds.Step2Speaking1.Askthestudentsreadthedialoguesinthispart,andcorrecttheirmistakesinphonetics.2.Directthemtoplaytheroleinordertobefamiliarwiththestructureofth

14、edialogue.3.Guidestudentstoreplaceallofthenamesinthedialogueswiththenamesoftheirclassmatesandusesomesimilarwordsandsimilarsentencestomakeanotherdialogueoftheirown.Forexample,aphotoofmyfamily=myfamilysphoto,4.Guidestudentstoaddtwomoresentencestothesmalldialoguesoastomakeitlongerandbetter:after“whoiss

15、he”,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.AndSstaketheopp

16、ortunitytointroducetheirfamilymembers,suchasgrangfather,grandmother,father,mother,sister,brother,etc.6.Post-speakingwork.Therearefourpicturesatthebottomofthispage.Instructstudentstomakeasentenceofeachpicture,accordingtothewhatisshowninthepictures,ofwhichthefoursubjectshavealreadybeengiven.Thisexerci

17、secanreviewthepresentprogressivetense.Step3Reading1.Pre-readingwork.Therearealreadyfourjobsinthispart:adoctor,ateacher,apoliceman,andanurse.Askstudentstofindmorejobs,andwritetheirnamesonthispage,like:cook,engineer,scientist,businessman,driver,cleaner,worker,farmer,etc.2.Askstudentstoreadthedialoguei

18、nthispartbythemselvestwice.3.Guidestudentstousesomesimilarwords,similarsentencesandnamesofotherjobstoreplacethedialogue,makinganotherdialogueoftheirown.Forexample,whoisthisman=whoisthis?whatshe=whatdoeshedo?whatsshe=whatisherjob?whoisthatwoman=whoisthat?5.Pairworkandashowtime,sothattheycanusethesent

19、encestructures“whoishe/she?whatishe/she?”freelyandcorrectly.Step4Thealphabet1.TeachstudentsthesoundsofLetterso-Z,thecorrectorderofthem,andtheirwritingmethods.2.Accordingtothepictures,directstudentstolearnsomewordsbeginningwiththeselettersandlearntheirphoneticsymbols.3.Guidestudentstoknowthemeaningso

20、ftheabbreviations.Tellthemtopayattentiontowhethercapitallettersareneeded.Forexample,VIP,ccTV,ABc,IQ,PRc,RmB4.Guidestudentstofindmoreabbreviations,andasksomestudentstoshowthemontheblackboard.Step5Task1.Askstudentstoreadthedialogueinthispartbythemselvestwice.2.Guidestudentstousesomesimilarwords,simila

21、rsentencesandnamesofotherjobstoreplacethedialogue,makinganotherdialogueoftheirown.Furthermore,thesimilarsentencesinclude“Sheisanurse.=Sheworksasanurse.”and“Sheisateacher=Shedoesateachersjob.”3.RewritethedialogueofTask,usingsomesimilarwords,similarsentencesandnamesofotherjobs,sostudentscangetanotherchancetousethesentencestructures“whoishe/she?whatishe/she?”.Step6Summary,anddoworkbook.Step7HomeworkRewritethedialogueofReadingpart,usingsomesimilarwords,similarsentencesandnamesofotherjobs,sothatstudentscanusethesentencestructures“whoishe/she?whatishe/she?”freelyandcorrectly.课件www.5y