牛津英语Starter U 10全英文教案

时间:2021-04-03 20:50:19 英语教案 我要投稿

牛津英语Starter U 10全英文教案

  [Teaching cntent]

牛津英语Starter U 10全英文教案

  Unit 10 Welce and Listening

  [Teaching ais and deands]

  nwledge ais:

  1. Enable the students t aster se new wrds.

  2. Teach Ss t as abut the tie, and hw t sa the tie

  3. Review iperative sentences

  abilit ais:

  1. Ss get t nw se activities bth in class and at schl.

  2. Train the Ss t have se scial ralities.

  [Teaching difficulties and iprtance]

  Sa the tie in different was .

  [Teaching tls]

  A clc ade b paper, Prectr, Wrb and Students

  [Teaching prcedure]

  Step1 welce and presentatin

  1. Set a tie seven thirt n a paper clc, and hld it up. L at the paper clc and as Ss, “What’s the tie? (What tie is it?)” Then present thse ties 7.50, 7.00, 8. 15 in the sae wa.

  2. Guide Ss t have the siilar dialgue with each ther, s that the can ttall aster the sentence pattern.

  3. Befre learning the dialgues f Welce Part, teach se iprtant phrases b ding these actins: Pint t the clc and sa, “Oh, it’s seven ’clc. I ust get up.” Intrduce the fllwing phrases in the sae wa: hurr up, g t schl, have breafast.

  4. As Ss t listen t the tape and answer:

  What tie is it?

  It is tie t d what?

  Is Lil late fr schl?

  5. Tell Ss that the can sa the tie in different was. Fr exaple, seven fift = ten t eight, seven thirt = half past seven, eight fifteen = a quarter past eight  B the wa, review the rhe n P21 within a ver shrt tie.

  Man Ss feel it difficult t use the crrectl, because there are “t” and “past”. The fllwing is the wa which I use and suggest:

  past表示“路过”,half past seven,把half想象成一个人,他散步路过seven,所以half past seven表示“过了七点半个小时”

  t表示“到达”,ten t eight,把ten也想象成一个人,他朝eight走,但还没到eight,所以表示“离八点还差十分钟”

  6. With the help f the paper clc, pint t an tie and as the students t sa the ties in varius was ne b ne, such as 12:30, 6:15, 4:40, 4:45, 2:50, 2:00, etc.

  Step 2 Listening

  1. D pre-listening wr. As Ss t read the pairs f wrds and phrases. After that, pint t “we” as subect, and as Ss t ae three sentences with the wrds and phrases which shw the schl life, lie

  We have a Chinese lessn n Mnda.

  On Tuesda, we have a aths lessn.

  On Frida, we have a Cputer lessn.

  2. As fr the naes f subects, the teacher can add art, cheistr, histr, P.E. phsics, bilg, gegraph, algebra (代数), and geetr (几何)  At the sae tie, as the students t pa attentin t the prepsitin “n”

  3. D the listening exercise f Part B. Tell Ss nt nl nw whether the sentences are true r false, but als nw what’s wrng with each false sentence.

  Step 3 Suar and d wrb.

  Step 4 Hewr

  The Secnd Lessn

  [Teaching cntent]

  Unit 10 speaing and reading

  [Teaching ais and deands]

  nwledge ais: Get t nw the siple present tense and the relative frequenc wrds.

  Abilit ais: 1. Ss tr t describe ne’s schl life with the siple present tense.

  2. nw the iprtance f the tie and cherish the tie.

  [Teaching difficulties and iprtance]

  1. The usages and fratin f the siple present tense.

  2. The sentence transfratins f the siple present tense.

  [Teaching tls]

  Prectr, Wrb and Students’ b

  [Teaching prcedure]

  Step 1. Speaing

  1. Write se ties n the blacbard, such as 7:00, 6:10, 6:30, 6:45, let students sa the in English

  2. As Ss t read the dialgue f this part, pla the rle, and at the sae tie get read fr these questins abut the dialgue:

  When des Peter g t schl ever da?

  When des Nic g t schl ever da?

  D the pla basetball ever da?

  When d the pla basetball?

  D the have a cputer lessn tda?

  What lessn d the have?

  D the tw bs ften chat with each ther at lunchtie?

  4. When the d with “ever da”, the cncept f frequenc wrd ccurs, giving the teacher a chance t teach it and intrduce ther frequenc wrds, lie usuall, ften, setie, ever da, ever wee, ever rning, ever evening, nce a da, twice a nth, etc.  3. Guide Ss t replace the blue wrds with ther wrds, s that the can ae their wn dialgue.

  Step2 Reading

  1. Review the ain structure “D u … ?” b asing Ss se questins, and then intrduce Nic’s da.

  Get the students t read the text theselves, and answer the fllwing questins:

  What’s the nae f the b?

  When des he get up ever rning?

  When des he have breafast?

  When d the classes begin?

  What classes des he have in the rning?

  After class, what d the d?

  After lunch, what d the d?

  Fr 1.30 t 3. 50 p., what d the d?

  After schl, what des he ften d?

  What sprts des he lie?

  When des he g he and d his hewr?

  When des he usuall have dinner?

  After dinner, what des he d?

  When des he g t bed?

  2. Help Nic t fill in the tietable f Nic.

  3. D exercise f Part B

  Step 3 Graar

  1.When teaching the usages and fratin f the siple present tense, the teacher has t d that in a siple wa that can be easil understd b cn Ss in cn schl. The fllwing is what I use and suggest:

  1) “时态”,就是动作发生的时间和状态。

  2) “一般现在时”名称中“现在”代表现在做的动作,“一般”代表常常做,连起来,“一般现在时”就是“现在常常做的动作”,这样比较容易通过概念名称记住时态用法。

  3)一般现在时态的结构,强调“主语控制谓语,口诀是:主语单数,谓语加s,主语复数,谓语用原形,I和u,用原形。”也就是说,把I和u单列出来特别记忆,而其它形式的主语只要数清个数就行了。

  (我刻意回避“第三人称单数”这个名称,因为我认为,对于基础不好的普通学校学生,“第三人称单数”这个概念太复杂了,为了理解这个概念,学生必须弄懂三层含义:“人称”、“第三人称”、“单数”。

  4)“频率”就是次数,频率高就是次数多,频率低就是次数少。

  “频率词”的记忆:分为三大“护法”—— usuall, ften, seties,以及两大“军团”——ever da, nce a da,因为把划横线的`词替换成其它时间或次数,就能使频率词发展壮大成为“军团”。

  5) 频率词和一般现在时的关系:频率词和一般现在时是形影不离的好朋友,看见频率词,就要用一般现在时。

  6)一般现在时的句型转换特别难,因为需要引进“助动词”的概念,尽管它是教材后两个单元的重点,但是因为在Speaing和Graar部分出现了一般疑问句,肯定回答和否定回答, 所以也无法回避了。稍微提一下:“口诀:谓语加s的,des提前;谓语用原形的,d提前”。

  2. The sentence transfratins f siple present tense, such as the interrgative fr, affirative and negative repl, is ver iprtant but a little difficult t aster. S plent f exercises n sentence transfratins are badl needed.

  Step 4 Cnslidatin and suar

  Shwing the tietable f Nic’s schl life, direct Ss t retell Nic’s schl da withut referring the text.

  Step 5 Hewr

  Mae students t describe their wn tietables, fllwing the del f Nic’s tietable.

  The Third Lessn

  [Teaching cntent]

  Unit 10 graar and tas

  [Teaching ais and deands]

  nwledge ais:

  1. Review the usages and fratin f the siple present tense.

  2. Revise the sentence transfratins f the siple present tense.

  3. Recall the usual frequenc wrds.

  Abilit ais: Ss tr t as each ther abut schl life with the siple present tense.

  [Teaching difficulties and iprtance]

  Still the sentence transfratins f the siple present tense.

  [Teaching tls]

  Prectr, Wrb and Students’ b

  [Teaching prcedure]

  Step 1 Graar

  1. D Part A , s that the teacher enable Ss t recall hw t sa the ti, accrding the three clcs in the picture.

  2. D an as – and - answer exercise t review the usages and fratin f the siple present tense.

  3. Chse se sentences fr the Reading Part and Graar Part B in advance, and guide Ss t d the fill-in –blan exercises n the siple present tense.

  1) I ______ (have) six classes ever da.

  2) He _______ (have) three gd friends.

  3) She ______ (get) up at 7.00 a.. ever rning.

  4) We ften _______ (chat) at lunchtie.

  5) The ften _____ (pla) basetball after schl.

  4. Mae Ss d the sentence transfratins f the sentences abve. The can write in their bs first, and then cp sentences n the blacbard, s that the whle class can chec the answers.

  Step 2 Tas

  1. Students tr t as each ther abut their class activities and schl life, and describe ne’s schl life with the siple present tense.

  2. nw the iprtance f the tie and cherish the tie.

  2. The teacher guides the t fill in the fr f Tas Part.

  3. Accrding t the fr, the teacher instructs Ss t write a reprt abut classates’ dail life and schl life.

  4. Help Ss t d a surve with three r fur f their classates accrding t the exaple in bs. Let ne student reprt rall in frnt f the class.

  Step 3 Hewr

  An article and a reprt n classates’ dail life and schl life.

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