牛津小学英语6B?Unit?1 教案

篇5：高一牛津英语模块1 unit 1

试题预览

高一牛津英语模块1 unit 1

一、重点单词 写出以下词语的英文

出席，参加 vt. 集会 n.

获得，赚，挣的vt. 尊敬，敬重n ; vt.

赢得，取得 vt 成绩

文学n. 一般的，普通的adj.

具有挑战性的adj. 午餐时间n.

给…发电子邮件vt. 经历，体验 V

额外的，外加的adj 做饭，烹饪n..

准备 v. 放弃vt.

西班牙人，西班牙语n 德国人，德语n.

木工工艺n. 思念，想念vt

甜点n. 运动场n.

文化n. 文章n.

笔友n. 介绍vt

立即，马上adv. 从前的，以前的adj.

最近，近来adv. 捐赠vt.

培养，养成vt 照片，相片n.

诗歌n. 增品，礼物n.

陈列，展览 善举，好意n.

客人，来宾n. 演说，演讲n.

套房n. 题目，篇名n.

注意 n 遗憾，抱歉，后悔v.

使满意，取悦vt 需求，需要vt.

亲密的，靠近的adj. 封面，盖子

继续v. 最近的，新近的adj.

教授n. 大自然 n.

通知，告知vt 管理，经营vt

主持人，主人 批准，通过，赞成v.

广播，播放vt; n. 准备，筹备 N

选择vt 远足n..

让人恐慌的 adj 诗人n..

一代人

二、重点短语

1 免费______ 2 注意

3 发表演讲_____4 通知某人某事 ________

5 和某人在一起很轻松6 在第一天

7 参加集会_________ 8 赢得尊敬_________

9 获得高分__________ 10英国文学

11 在午饭时候___________ 12 在学校操场上______

13平均 _________ 14 对某人有挑战性别

15 花时间做某事16体验不同的生活方式

17自我介绍__________ 18.做某事最好的方法

19. 首先 20. 上网_______

21. 培养兴趣 22. 被用来做某事

23..过去常做某事24. 遗憾地要做某事

25. 几天前26.与---相关___________

27.用简写形式_________ 28. 作出决定____________

29. 对---负责 30.由---组成______________

31. 把…捐赠______ 32.提出

33给予建议 34. 听起来象

三．重点句型

1．What is your dream school life like?

2. Going to a British high school for one year was a very enjoyable and exciting experience for me.

3. It was difficult to remember all the faces and names.

4 …the homework was not as heavy as what I used to get in my old school.

5. Upon finishing his studies, he started travelling in China.

6. Our club is much more than just music.

四、单项选择

1. ______it is to jump into a pool or go swimming in the sea when you visit Hawaii!

A. What fun B. What a fun C. How funD. How a fun

2． All the flowers smelling sweet look _______.

A. beautifully B. lovelyC. wonderfully D. well

3．Don’t you think you’ve spent too much time ______ playing computer games? Why not spend more time ___ something useful?

A．in ;on B．in; in C．on; inD．on; on

4．Upon________ the news, he jumped with joy.

A. he heard B. heardC．he was hearing D. hearing

5．I _______ that the job has been failed.

A．regret to say B．regret saying C．regret to have said D.regret having said

6．Is _____possible ____us to master a foreign language without much memory work? A．it; of B．that; ofC．that; for D．it; for

7. Was this museum _______ you visited last week?

A．where B．/C．the one D．when

8．John is one of the foreign teachers who ________ in our school.

A．teaches B．is teaching C．has been teaching D．are teaching

9. My mind wasn’t on what he was saying so I’m afraid I ______half of it .

A. was missing B. had missed C. will miss D.missed

10. To earn respect from teachers and students, you must first of all work hard and achieve high grades. Which of the following cam replace the underlined part?

a. gain b. win c. getd. receive

A. All are correct B. All are wrong

C. All are correct expect d D. Both a and b are wrong

11. Mr. Heywood is more than our teacher. He is at ease with us and often ______ us _____ our games and activities.

A. joins; in B. attends; in C. takes part in; in D. joins; /

12. This was such a _______test _____ few of the students could work out.

A. easy; that B. challenging; as C. tough; thatD. exciting; as

13. I found it _________ to read a poem in front of many people.

A. a bit scared; in B. not a bit frightened; out

C. a little scary; out D. not a little afraid; up

14. At that time, all the graduating students were sitting in the classroom ______ the coming tests.

A. prepared B. made preparations for C. preparing for D. getting ready for

15. Students, who are better at class, always ______ more attention to the teachers ______ are explaining something.

A. pay; who B. fix; whatC. attract; what D. catch; that

16. Hearing his travelling _______, I knew that he was an _____ traveller.

篇6：牛津 高一 模块1 Unit 1教案

Unit One School life

Period I Welcome to the unit

I. Teaching aim:

Give the Ss some impression of the school life in the UK and inform the Ss of the differences between schools in China and the UK. Enlarge the Ss’ knowledge and make them know the importance of school life in one’s life.

II. Key point:

Encourage the Ss to talk about their former school life and about their dream school life.

III. Difficult point:

To ensure every student to have a chance to express himself/ herself.

IV. Teaching method:

Individual, pair or group work to make every student work in class.

V. Teaching Procedures:

I. Lead-in:

1. Greetings and self-introduction.

2. It’s the beginning of a new term. You have just finished junior high and are about to enter a new period in your studies. I am very happy to have all of you in my class and I hope we can be friends.

3. Let the Ss introduce themselves and describe their former school and school life.

Ask them some questions:

Q1: What’s your name please?

Q2: Which school did you graduate from? / Which school are you from?

Q3: Do you have any hobbies?

Q4: How do you often spend your spare time?

4. Introduce what studying at senior high will be like and the differences between junior high and senior high.

II. Brainstorming:

1. Ask the Ss to read the instructions and focus on the four pictures.

Today we are going to look at schools in the UK and try and work out if they are the same or different from schools in China.

2. Encourage the Ss to talk about each picture with the following diagram to help them.

Pic In the UK In China

1 Huge campus and low-rise buildings

2 Lockers for every student

3 Fewer students in each class

4 At ease with our teacher

III. Further Discussion:

1. Organize students into pairs or small groups.

2. Discuss the three questions below the pictures in groups.

3. Get small groups to report their conclusions back to the whole class.

4. Conduct a feedback activity.

IV. Summary and Homework:

1. Today we have a good beginning: We have introduced ourselves to each other, and know about the differences between the lives of Chinese and British high school students. We also give a brief description of our dream school life.

2. Find out more differences between the lives of Chinese and British high school students, say more about your dream school life.

3. Make a plan of their studies in the coming years and a list of goals that they want to achieve in the three years.

Period II Reading

School life in the UK

I. Teaching Aims:

Train the Ss’ reading abilities.

Learn some useful words and expressions.

Learn more about school life in the UK and the differences between school life in the UK and in China.

II. Key Points:

1. Help the Ss to understand the passage better.

2. Learn and master some important words and phrases in this period.

III. Difficult Points:

1. How to help the Ss improve their reading ability and understand the passage better.

2. How to master the important language points in this passage.

IV. Teaching Methods:

1. Fast reading to get the general idea of the text.

2. Careful reading to understand the passage better.

3. Discussion to help the Ss understand what they’ve learned better.

4. Explanation to help the Ss master some language points.

V. Teaching Procedures:

I. Lead-in:

1. Greetings.

2. Check the homework.

3. Differences between high schools in our country and the UK and opinions on many factors and reasons for such phenomena.

II. Presentation:

Reading strategies: skimming and scanning.

Skimming: We skim a text when we want to get a general idea of what it is about. We look at the titles and headings, the first and last sentences of paragraphs and the first and last paragraphs as well as pictures and charts to guess what the text is about.

Scanning: When we want to find certain information in a text quickly, we scan the text for key words and phrase, dates, numbers, etc. We do not need to read the whole text word by word.

II. Skimming:

1. Ask the Ss to go through the passage as quickly as possible and try to find answers to the three questions in Part A.

Answers: 1. For one year. 2. Mr Heywood. 3. A small table.

III. Careful reading:

1. Listening while dealing with C2.

Answers: C2: 1.T 2.T 3.T 4.F 5.F 6.T 7.F

2. Read the article carefully and answer the questions in C1.

Answers: C1: 1. School begins at around 9 a.m. and ends at about 3:30 p.m.

2. 29.

3. Because all the homework was in English.

4. She had an extra French class.

5. Lots of desserts.

6. Manchester.

IV. Language Points:

1.(L1) Going to a British high school for one year was a very enjoyable and exciting experience for me.

① Gerund as subject:

Working in these conditions is no easy job.

Meeting you has been a great pleasure.

* It’s no use/good sending him over. It’s too late already.

It’s a waste of time arguing about it.

② exciting / excited

e.g.: The children were excited at the very thought of the journey.

It’s an exciting experience to swim in the sea.

All the students were all excited at the exciting news.

*vt. excite n. excitement adv. excitedly

③ experience

※ 10.(L47) I was very lucky to experience this different way of life.

experience: n. & verb.

[u]n. Do you have any previous experience of this type of work?

My lack of practical experience was a disadvantage.

* learn from experience 从经验中学得/ in one’s experience据……的经验看

[c]n. an enjoyable / unforgettable / unusual experience

It was her first experience of living alone.

verb.:

e.g.: Everyone experiences these problems at some time in their lives.(经历，遭受)

I experienced a moment of panic as I boarded the plane.(感受，体会)

*adj.: experienced

an experienced teacher/doctor

He is experienced in looking after animals.

2.(L2) I was very happy with the school hours in Britain because school starts around 9 a.m. and ends about 3 p.m.

be happy with/ about : be satisfied with 对…...满意

e.g. : Are you happy with this arrangement?

She was happy enough with her performance.

* 1. We are happy to announce the engagement of our daughter.

2. The story has a happy ending.

3. He will be more than happy to come with us.

4. by a happy coincidence, we arrived at exactly the same time.

5. That wasn’t the happiest choice of words.

3.(L6) On the first day, all students went to attend assembly.

* attend:

△ be present at an event 出席，参加

e.g.: The meeting was attended by 90% of shareholders.

~ a meeting / a wedding / a funeral / assembly

△ go regularly to a place 定期去，经常去

e.g.: Our children attend the same school.

How many people attend church every Sunday?

△ pay attention to what sb. is saying or to what you’re doing 注意，专心

e.g.: She hasn’t been attending during the lesson.

*attend to: deal with 处理，对付 take care of 照料，关心

e.g.: I have some urgent business to attend to.

A particular nurse attended to him / his needs while he was in hospital.

Are you being attended to , Sir? 先生，有人接待您吗？

n. attendance

c.f. join / join in / take part in

(1) Tomorrow I will go to ________ an important meeting.

(2) Would you please _______ our walking.

(3) He likes _______ all kinds of outdoor activities actively.

(4) Every weekend the old woman would go ________ church.

4.(L9) He also told us that the best way to earn respect from the school was to work hard and achieve high grades.

(1) way: 方法 way to do sth. / way of doing sth.

e.g. There are a lot of ways to make money.

Soon I got used to the American ways of doing things.

* in a way / in one’s own way / in no way / in the way / on the way/ on one’s way/ in this way

e.g.: Your answer is in a way correct.

He likes to attend to his affairs in his own way.

He is no help at all; actually he is in the way.

In no way can you tell him the truth.

Work hard! We are on the way to success.

On the way to the school, I found a man lying on the road.

A car was in the way. We couldn’t get through.

You can do it in your own way.

(2) earn: vt. ①get money for work that you do 挣得；赚得

e.g.: He earns about ￡10 000 a year.

She earned a living as a part-time secretary. (=make a living)

earn money / a fortune/

②get something that you deserve, usually because of sth good you have done or because of the good qualities you have. 获得； 赢得

e.g.: He earned a reputation as an expert on tax law.

As a teacher, she had earned the respect and admiration of her students.

He has worked so hard that he’s earned a holiday.

* earn one’s keep:

e.g.: He worked hard but can’t earn his keep.

*n. earnings

(3) respect: n. ① a feeling of admiration for sb/sth because of their good qualities or achievements 尊重；尊敬；敬意 ~ for sb / sth

e.g.: I have the greatest respect for your brother.

A deep mutual respect and understanding developed between them.

self-respect

② polite behaviour towards or care for sb/sth that you think is important 重视； 尊重

e.g.: He is so conceited that he show a lack of respect for authority.

He has no respect for her wife’s feelings.

* in this respect 在这方面 in respect of / with respect to (=concerning/ regarding / respecting) 关于；就……而言

With respect, sir, I can’t agree. 恕我直言

vt. have a very good opinion of sb/ sth: admire sb/sth 尊敬；尊重；仰慕 ~ sb/sth for sth

e.g.: I respect Jack’s opinion on most subjects.

She had always been honest with me, and I respect her for that.

* a much loved and highly respected teacher 备受爱戴和尊敬的老师

adj. respectful 表示敬意的；尊敬的 respectable 值得尊敬的；体面的

(4) achieve: vt.

e.g.: He had finally achieved great success in the experiment.

No one can achieve anything without effort. ( succeed in reaching a particular goal or standard)

Their background gives them little chance of achieving at school.(be successful)

adj. achievable 可以达到的 n. achievement 成绩；成就；功绩

5.(L16) This is about the average size for British schools.

* average: adj.

an average rate / cost / earnings平均的

above / below average intelligence 正常的；一般的

n.

The average of 4,5 and 9 is 6.平均数

Parents spend an average of $220 a year on toys for their children.

(well) above / below /up to (the) average平均线；平均水平

on average平均

e.g.: After he became famous, he receives 50 letters a day on average.

6.(L20) I found the homework was not as heavy as what I used to get in my old school, but it was a bit difficult for me at first because all the homework was in English.

(1) as … as: → as + adj./ adv. as as + adj.+a/an + n. + as as+many/much…+n. +as

e.g.: He doesn’t speak as fluently as I do.

Our neighbour has as big a house as ours.

We’ve produced twice as much cotton as we did ten years ago.

* as long as / so long as / as well as / as far as / so far as / as good as / as early as / as … as possible / as … as sb. can

(2) what+noun-clause:

e.g.: What he does doesn’t agree with what he says.

No one told me what was happening on the night of last Sunday.

(3) used to:

e.g.: There used to be a river in front of our school gate, usen’t / usedn’t / didn’t there?

→Used there to be …? Or: Did there use to be …?

I used to smoke, but I gave up several years ago.

c.f.: be used to do 被用来 be / get used to sth./doing sth.习惯于;适应

e.g.: Wood can be used to make tables.

He isn’t used to the life / living in the big city.

Don’t worry--- you’ll soon get used to his sense of humour.

(4) a bit:

△ = a little I am a bit / a little tired.

Work a bit/a little harder and you’ll earn higher grades.

△c.f.: a little This will give us a bit of / a little time.

△ not a little : very much / not a bit: not at all

e.g.: He doesn’t work hard usually, so each time he is not a little worried about the exams.

He has been well prepared for the exam, so he is not a bit worried.

* bit by bit逐渐地 / a bit of 稍微，颇有几分/ every bit完全 / do one’s bit尽一己之力

7.(L26) My English improved as I used English every day and spent an hour each day reading English books in the library.

(1) as: conj.

e.g.: As he grew older, he lost interest in drawing.

Leave the papers as they are.

As she has been ill, perhaps she will need some help.

Young as he is, he knows a lot.

(2) spend: vt. (spent, spent)

* spend sth. on sth. spend sth. (in) doing sth.

e.g.: He spent ￥1000 on a new suit / updating his computer.

She spent too much effort on things that doesn’t matter.

c.f.: spend take pay cost worth

e.g.: How much does the book _______? How much is the book __________?

It ______ her twenty minutes to go to school on foot.

While studying in London, she _______ a lot of money on books.

He only _______ the owner half the price for the dictionary.

8.(L28) I joined the computer club at lunch time, so I could e-mail my family and friends back home for free.

free: adj. vt. & adv.

adj.: I have no ambitious other than to have a happy life and be free.(be free to do…)

“Can I use the phone?” “Please, feel free.”

He walked out of jail a free man.

We are offering a free gift so long as you come to our store.(for free)

Ensure there is a free flow of air around the machine.

He held out his free hand and I caught it.

If you are free for lunch, I will take you out.

This food is absolutely free from artificial colour and flavourings.

l free from…不受……影响的， 没有……的

l free of…. 无……的， 摆脱了……的 （free of charge）

l set free 释放

IDM: free and easy 随变，无拘束 get / have a free hand 可以全权处理，有自主权

There is no such thing as a free lunch.没有免费的误餐。

vt.: free sb./sth. from / of sth.

e.g.: The hijackers agreed to free a further ten hostages.

These exercises help free the body of tension.

adv.: Children under five travel free.

9.(L30) Cooking was really fun as I learned how to buy, prepare and cook food.

(1)fun: [u]n. enjoyment, pleasure; a thing that gives enjoyment or pleasure快乐，乐趣，快乐的事

e.g.: We had a lot of fun at the Sarah’s birthday party.

What fun it is to jump into the river on a hot day!

* have fun / for fun /in fun / make fun of /

(2) prepare: vt.&vi. preparation: n.

prepare to do / prepare sth./ prepare for sth. / be prepared for sth. / prepare sb. to do /

make preparations for sth. / in preparation for

e.g.: I’m preparing to write a speech for the meeting.

Mother is preparing lunch in the kitchen.

They are busy preparing for their lessons.

Mother is preparing Father to go on a trip.

What will be done in preparation for the Olympic Games in Beijing?

V. Consolidation:

Page 5 Ex E ( 2 minutes’ preparation, then do it in chorus)

Answers: experiences / literature / desserts / headmaster / different / life / preparing

VI. Discussion:

Now you’ve known much about Wei Hua’s school life in the UK. From the text we know that they have a variety of subjects to choose from. You may be quite puzzled whether it is necessary for senior students to learn some of them, such as so many languages and woodwork. Here let’s have a discussion:

1. Should students learn more language? Why or why not?

2. What subjects would you like to take if you could choose? Why?

Example:

A: What subjects do you like best and least?

B: I really enjoy ……, because I ……. But I am not good at …….

A: I like ……. Do you think we should learn more foreign language?

B: Perhaps we should ……

After several minutes, ask the act out their discussion in pairs.

VII. Summary and Homework:

Today we’ve learned a text about Wei Hua’s experience in the UK. First we learned some reading strategies: skimming and scanning. Master these and put them into use in future while reading. Through reading we know there are many differences both in the timetable and in the curriculum.

Read the passage after class and get familiar with these language points.

Have a further discussion with your partner about the topics in Part F.

Further exploration: Organize the Ss’ ideas to form a report on “ Interest is the best teacher in learning” and share it with others the next day.

Period III Word Power

I. Teaching Aims:

1. Learn to read a map.

2. Enlarge our vocabulary by learning about school facilities.

II. Key Points:

1. Review expressions of asking and answering the way.

2. Some common techniques to enlarge our vocabulary.

III. Difficult Points:

1. How to express themselves in English when finding the way.

2. Master some techniques to enlarge vocabulary.

IV. Teaching Methods:

1. Competition to stimulate them to act quickly and actively.

2. Association to increase their interest and enlarge vocabulary.

V. Teaching Procedures:

I. Greetings:

II. Lead-in:

1. Ask the Ss to recall the first day they came to this school. Ask them if they had any difficulty in finding their way to their classroom or any other buildings that day.

2. Encourage the Ss to think of the patterns they learned in junior high.

* Excuse me, can you tell me the way to ….?

Excuse me, which is the nearest way to ….?

Excuse me, how can I get to / arrive at / reach ….?

*Turn right/ left, and walk straight on. At the end of the first / second crossing, you will find it on your right/ left. You can’t it.

*Walk towards / past…, and then walk between … and …. You will find … at the end of the road.

III. Reading the map:

1. When we go the a place for the first time, a map is very helpful. It can help us to get familiar with the place soon and find our destinations quickly. Do you often take a map when you go to somewhere?

Show the map on Page 6 on the screen.

Questions: Where is Wei Hua now and where she wants to go? …

There is another route here on the map. Who’d like to explain it?

2. Hide-and-seek:

Ask each of the Ss to write a route and he or she asks another one to tell where you are at last.

IV. Notice Completion:

Part C

V. Vocabulary extension:

1. Ask the Ss where the gym is in the map. ( opposite the canteen)

2. Ask the Ss what kinds of equipment are usually provided in a gym and why gyms are popular nowadays.

3. Write the number of each piece in the correct box.

4. Stimulate the Ss to list related vocabulary.

VI. Summary and Homework:

1. Today we have covered word power. In this class we learned to express ourselves in finding ways. We have also learned some words for equipment in a gym.

2. After class do Part B in word power by yourselves and we’ll check it tomorrow.

篇7：牛津英语7A Unit 1 Grammar 教案

Unit One

Grammar-Simple Present Tense

Teaching content : Unit one, Grammar

Teaching Aims:

1.To be able to understand the tense: Simple Present Tense.

2. To be able to use the tense correctly in daily communication.

Teaching Aids: Multi-media

Teaching Procedure:

Step One:

Teacher’s self-introduction, using simple present tense

Hello, I’m your new teacher, let’s be good friends, OK? Do you know my name? Am I tall or short? What colour is my hair? Do you want to know more about me?

Picture1-Picture8 : I’m Chen Yan. My English name is Shirley. I have a happy family. I have a lovely son. I live in Haimen. I go to school by bike. I like watching TV. I watch TV every evening. I love football.

Ss read Teacher’s self-introduction together.

Step Two:

Teacher present “Do you….?Yes, I do./No, I don’t.” by asking Ss questions.

Ss ask and answer questions with each other, using “ Do you…? Yes, I do./No, I don’t.”

Complete Millie’s profile on Page 8.

Ss read Millie’s profile together.

Step Three:

Try to introduce Millie to others, using “she”. Adding “s” to the verbs after “he”, “she” or “it”.

Millie ____ in a flat in Beijing. She _____ breakfast

at 7 a.m. She ____ to school with her friend. She _____

her cousin Andy very much. She _____ to her classmates

at lunchtime. She her dog for a walk every day.

Present some verbs ,let Ss add “s”

Step Four

Ask Ss to say something about your new English teacher: I have a new English teacher. Her name is Chen Yanzi. She has a happy family. She has a son. She doesn’t have any daughter. …Step Five:

T ask questions about the teacher present “Does she…?Yes ,she does./No, she doesn’t.”

Step Six:

Show a picture of their English teacher’s son, ask Ss to ask questions about him freely, using “Does he…? Yes, he does./No, he doesn’t.

Game: Let’ s play a game-Are you the best?

Two tasks:

Task One: 用“Does he+动词原形?”设计问题向老师提问。

每小组有四次提问机会。

Task Two:搜集信息。根据各小组的问题和老师的回答，

以Our English teacher has a son. He is a lovely boy开头，说一段介绍老师儿子的话。每小组一次机会。Step Seven

Oral work: Say something about their English teacher, using “she”

Step Eight

Written work :Write an e-mail to their friends and tell them about their English teacher.

Step Nine:

Conclusion: Simple Present Tense.

Step Ten:

Homework assignment: Write an e-mail to their teacher, introducing one of their friends to her.

牛津英语译林版新教材7A Unit One Grammar 教后感

学生是课堂教学的主角，是课堂中活力最充分的体现。要使学生学得轻松愉快，教师就要想方设法组织好教学活动的全过程，激发起学生的学习兴趣。变“要我学”为“我要学”，调动学生积极探求、思考的欲望，从而达到教与学的最佳效果。以下是我对牛津英语译林版新教材7A Unit One Grammar 教后感：

一、巧设情景导入、激活兴趣

著名的外语专家章兼中教授曾经说过：任何一种语言都离不开它当时的情景和实践的基础，否则它是无源之水，无本之木。英语作为我国的第二语言，由于它缺乏语言独有的情景和实践的基础，变得枯燥乏味，学习起来困难重重，学生是难于全心全意地投入到英语学习中去。如何巧设一个引人入胜的学习情景，激发学生的求知欲望，达到事半功倍的教学效果，已成为教师教学工作中的一大难题。为了成功地过渡到一般现在时第三人称单数，我使用了教为先进的多媒体教学手段，利用学生对新老师的好奇心，由介绍自己引出学生比较熟悉和已经掌握的一般现在时非第三人称单数的用法，为学生创设了一个轻松愉快的，有利于语言学习的学习氛围，激发起学生的“兴奋点”。使学生学习起来加倍亲切，降低了教学的难度，学生更容易接受。

二、直观教学、寓教于乐。

教授新知识是一堂课的中心环节，是提高教学效果的关键。要用最短的时间获得最好的教学效果，这就要求教师要根据教材和学生实际的情况选择最佳的教学方法。因此，我在教学中用图片、实物、动作表情、录音机、多媒体等直观手段进行教学，做到音画交融、直观形象、生动活泼，有利于激发学生的好奇心，使得学生学习的兴趣浓厚，欲极性高，注意力集中，达到教学的最佳景界。既排除了母语翻译的干扰又遵循视、听、说领先的语言教学原则，注重培养学生模仿、朗读的语言实践的能力，培养了学生的良好的学习习惯。

三、形式多样、游戏激趣。

21世纪的今天，基础教育正在进行一次大革命，由“应试”教育向“素质”教育过渡。“满堂灌”的老教学模式已被时代所淘汰。现在学生真正当家作主成为教学活动的主人，这就要求教师要充分发挥学生的主观能动性，做到精讲多练，同时还要善于调动学生的情绪。学生的情绪一旦低落、产生疲劳时，就会对学习失去兴趣，造成课堂气氛沉闷，是难以达到预期的教学效果。这就要求教师要善于观察学生情绪的变化，及时更新教学形式，以新的教学形式给予学生新的吸引，引发起学生新的学习兴趣。学生是天真、好奇、好胜的，我在本节课安排了抢答竞赛,让全体学生参与到活动中去。掌声、小礼物为整个课堂凑响一首“欢乐之歌”，学生在不知不觉中获得了知识，调动起课堂学习的气氛，同时也将整个教学过程推向高潮。

“教学有法，教无定法”。只要一切从学生的实际出发，紧扣教材的特点；以学生为中心，学生自觉、自主地投入到学习活动中去学得有兴趣的方法，则是教学英语的最好方法。

篇8：牛津小学英语6b全册Unit6教案

The Third Perid（第三课时）

一、教学内容：

6B. Unit 6 C部分，L and sa.

二、教学目标：

1.能听得懂、会说、会读和会写单词pla与句型What are u ging t d...? 及其回答We're ging t ...

2.能在具体情境中熟练运用所学句型。

3.熟练完成本单元C部分内容。

三、教学重难点：

1.四会掌握What are u ging t d...?句型及其回答并能在具体情境中熟练运用。

2.理解一般现在时的意义及构成。

四、课前准备：

1.教具准备：录音机、磁带。

2准备一些关于周末活动的图片（可使用B部分的教学图片）

3.板书准备：板书课题Unit 6 C L and sa.

五、教学过程：

Step1 Organizatin

1.War up

1)Sing a sng: Will u in e?可边唱边表演。

2)Everda English(S→Ss)

2.Free tal: Planning fr the weeend

3.Revisin

1)Pla a gae: Bing。教师将班级学生分组，通过游戏达到巩固、检查单词的目的。

2) A部分对话表演赛：可通过分角色朗读、分角色表演，改编对话等形式巩固、操练A

部分。

Step2

1.看图问答：教师指着图片提问What are u ging t d...?学生回答We're ging t ...复习巩固句型。

2.教师可以在学生充分练习的基础上，安排适当的读写的练习，以促进读写技能的不断提高。

Step3 Practice and Cnslidatin

1.Guessing gae： 教师课前准备一些关于周末活动的图片（可使用B部分的教学图片），让一学生到台前选择自己最喜欢的一件，其它同学用What are u ging t d...?句型猜他（她）将要做什么。猜对最多的同学即为优胜者，可以积分卡上记5分。

2.小组竞赛：用What are u ging t d...? 及其回答We're ging t ...句型造句，看看哪个小组说得最多，获胜的小组每位成员可在积分卡上加2分。

六、布置作业：

1.回家后自创情境，自己找搭档操练What are u ging t d...? 句型。

2.用We're ging t ...句型写出自己周末将要做的五件事。

3.阅读一篇英文的小短文。

4.预习D，F部分。

七、板书设计：

Unit 6 Planning fr the weeend

What are u ging t d...?

We're ging t ...

The Furth Perid（第四课时）

一、教学内容：

6B. Unit 6 D部分 Listen and write , F部分 Pla the gae

二、教学目标：

1.能听得懂、会说、会读和会写句型What are u ging t d...? 及其回答I a/ We're ging t ...

2.能在具体情境中熟练运用所学句型。

3.熟练完成本单元D和F部分内容。

三、教学重、难点：

四会掌握What are u ging t d...?句型及其回答并能在具体情境中熟练运用。

四、课前准备：

1.教具准备：录音机、磁带；图片等。

2.教学准备：骰子和棋子，预习D 部分内容。

3.板书准备：板书What d u lie...?

五、教学过程：

Step1 Organizatin

1.War up

1) Sing a sng: Will u in e?可边唱边表演。

2) Everda English(S→Ss)

2.Revisin

1) 利用图片进行师生问答练习。如：What are u ging t d...? I a / We're ging t ...

2)小组接力赛：教师将班级学生分成若干组，每组发一张纸条，每人写一句，进行接力传递，看看哪个小组传得快，写得正确，获胜的小组每位成员可在积分卡上记2分。

Step2 Presentatin（Part D）

1.教师出示本部分的教学图，指导学生先观察图片，简要地介绍对话背景，让他们了解对话主题。

Tda is Frida. David and Liu Ta are taling abut what the are ging t d after schl.

2.同桌或小组根据图片预测可能听到的内容，做好听的心理准备。

3.教师播放全文录音，使学生对短文的内容有个大致的了解，鼓励学生养成整体接受语言材料的习惯。

4在听写的过程中，教师要注意观察学生的反应，要在听力技巧上及时给予指导，如根据对话内容，针对所填词语设计一些问题，请学生听完后口头回答，帮助学生理解对话，并在此基础上完成填空练习。

5学生完成之后，教师可与学生讨论练习答案，分析错误原因，找到解决方法。

对此练习中需要的非四会单词，教师可出示在黑板上或给出单词让学生有选择地填写。

Step3 Practice and Cnslidatin(Part F)

1.教师事先布置学生根据图例，了解有关游戏规则和方法，准备好游戏工具，包括骰子和棋子。

2.指导学生可在小组内开展游戏活动。

3.教师教师也可鼓励学生自己自创新的玩法，在游戏中进一步巩固所学知识。

六、布置作业：

1.抄写本单元要求四会掌握的句子。

2.利用本单元所学知识，自编对话并会表演。

3.阅读一篇课外英语小短文或小故事。

The fifth Perid（第五课时）

一、教学内容：

6B. Unit 6 E部分Read and nuber G部分 Listen and repeat

二、教学目标：

1.能在教师指导下正确理解语篇内容，提高学生的.朗读和阅读理解能力。

2.能在理解的基础上，指导学生找到相应的图片。

3．掌握语篇中出现的三会单词prect, zebra, Africa, elephant。

4.能初步了解字母组合w在单词中的读音。

三、教学重、难点： 正确理解语篇的内容，并能实际运用。

四、课前准备：

1.教具准备：录音机、磁带；图片等。

2.板书准备：板书课题 Unit 6 Planning fr the weeend

五、教学过程：

Step1 Organizatin

1.War up

1)Sing English sngs: 教师组织各小组进行英语歌曲的拉歌比赛。

2)Everda English: (S→Ss)

2.Revisin

利用图片进行问答练习，复习巩固C部分句型。可以师生问答，也可以生生问答，还可以小组与小组之间问答。

Step2 Presentatin

1.完成书中E部分内容：

1)教师先指导学生阅读本课的语言材料，大致理解句子含义，想象活动场景。

2)对本部分出现的生词prect, zebra, Africa, elephant，教师可采取不同的处理方法：可在阅读前讲解，可启发学生通过上下文猜测，也可指导学生借助课文插图理解词意。

3)引导学生阅读对话，选择合适的图片，完成本部分阅读练习。

2.完成书中G部分内容：

1)老师让学生自己朗读单词，边读边体会字母组合w在单词中的读音。

2)指导学生听录音跟读单词和句子。教师可利用图片或多媒体帮助学生理解句意。

3)教师可知道学生朗读，也可在学生中开展朗读比赛。

4）讲师鼓励学生自己归纳整理其他例词，编写绕口令或其他句子并练习朗读。

Step3 Cnslidatin

1.分小组排练E部分的对话，然后表演出来。

2.Pla a gae:接龙比赛

教师将学生分成若干组，每组以snw开头，要求学生用含有相同音素的单词进行接龙比赛，看看哪个小组接得多，接得快！获胜的小组每位成员可在积分卡上记2分。

六、布置作业：

1.抄写四会单词和句型，并用句型造句。

2.排练E部分的对话。

The Sixth Perid（第六课时）

一、教学内容： 复习及完成《学习手册》

二、教学目标：

1.通过复习，能熟练掌握本单元所学的单词。

2.通过复习，能熟练地在情境中运用本单元所学的句型和日常交际用语。

3.熟练完成本单元《学习手册》中的练习。

三、教学重、难点： 通过复习，巩固本单元的知识点，达到熟练运用。

四、课前准备：

1.教具准备：录音机、磁带；实物；图片等。

2.教学准备：复习本单元所有知识点，准备本节课检测。

3.板书准备：板书课题Unit 6 Revisin

五、教学过程：

Step1 Organizatin

1.War up

1)Sing English sngs: 教师组织各小组进行英语歌曲的拉歌比赛。

2)Everda English:

a. Dail reprt（S→Ss）

b.本节课教师可以给学生确定话题：Sa sething abut ur weeend，以巩固上节课所学内容。

2.Revisin

1)利用图片和实物进行问答练习，复习本单元所学单词和句型。

2)Dictatin：听写本单元要求四会掌握的内容及部分三会单词。

3)情境表演：要求学生根据教师提供的情境自编会话进行表演。

a.打电话和好朋友商量周末活动计划

b.和爸爸妈妈商讨五一黄金周的活动安排

c.Nanc的生日马上要到了，ang Ling和Mie正商量送她什么礼物。

Step2 Practice（完成练习册）

六、布置作业：

1.复习巩固本单元所学的四会单词和四会句型

2.能熟练朗读本单元会话，并能自编自演一段小对话

3.自选一篇课外阅读材料进行补充阅读

4.预习下个单元学习内容

篇9：牛津8A UNIT 1 FRIENDS教案

Unit 1 Friends

Language functions and focus

1. Use an adjective before a noun or after a linking verb to describe someone/ something

e.g.: She has short hair.

Her hair is short.

2. Use comparatives to compare two people /things

e.g.: Sandy’s hair is longer than Millie’s hair.

3. Use superlatives to compare three or more people things

e.g.: He is the tallest boy in my class.

4. Use ‘as’+ adjective+ ‘as’ to compare people / things

e.g.: Millie is as tall as Kitty.

5. Use adjectives to describe someone’s physical features and appearance

e.g.: Sandy is tall and has long hair.

Language skills

Listening

1. Identify main ideas to obtain information about a friend

2. Interpret information to obtain a general understanding of the people in a conversation

3. Identify specific and relevant information to complete letters about teenagers’ future plans

Speaking

1. Use questions and answers to talk about people’s appearance and personality

2. Use everyday expressions to show agreement and confirm information

Reading

1. Guess general meaning from keywords and context

2. Skim text for overall meaning and scan for details

3. Identify specific information about different people from their friends’ descriptions

Writing

1. Collect information and organize ideas to describe the appearance and personality of a friend

2. Produce a particular text-type for an audience using a given model

Study skills

Look for main points and keywords to help understand and remember a passage more easily

Background information

Book 8A continues the story about the lives and experiences of the six central characters introduced in Book 7A. Here, the characters are Grade 8 students. Your students will be able to identify with the different situations and contexts. Language is presented through real-life experiences, exposing students to real communication.

Overview of the unit

The main topic of this unit is describing the appearance and the qualities of a good friend. Students learn to talk about their friends and their future plans.

Unit opening

Background information

The opening page arouses students’ interest in the topic of the unit through the funny interactions of two cartoon characters (Eddie and Hobo). This opening page introduces the idea of friendship and sharing.

Warm-up activities

1. Read the conversation between Eddie and Hobo. Check understanding of ‘kind’ and ‘share’. Ask,

e.g.: What does Eddie give Hobo? (He gives him some cake and milk.)

Is there anything else in the fridge? (No, there isn’t.)

What does Hobo want? (He wants to share Eddie’s pizza in the bowl.)

2. Introduce the idea of sharing and friendship. Ask,

e.g.: Are Eddie and Hobo good friends? (Yes, they are. They share things.)

Who do you like more? Why? ( I like Eddie because he shares his food with Hobo.)

Ask two more able students to role-play the conversation in front of the class.

Welcome to the unit

Objectives

1. To revise vocabulary and expressions to describe people

2. To guess meaning from context

3. To generate ideas about people’s appearance and personalities

4. To categorize adjectives to describe important qualities of a friend according to personal preferences

Background information

This section introduces students to the unit topic about different personalities of friends. Students answer some questions in a magazine about the qualities of a best friend. It also preteaches some useful words and expressions.

Teaching procedures

1. Ask more able students

e.g.: Do you have a special friend? What makes him/her special?

Accept all reasonable answers. (He/She helps me with my homework. I can always talk to him/her about my problems, etc.)

2. Ask students to look at Part A and explain that they will be reading an advertisement in “Teenagers’ magazine. They have to match the qualities with the questions. For weaker classes, go through the words and phrases on the left. Then ask each question at a time and invite students to say the correct word or phrase. Then ask the class to write the correct letters on their own.

3. Go around the class to check that students have written the correct letters.

4. Ask more able students to think of other qualities of a good friend, e.g., generous, clever, kind, understands my problems, makes me laugh. Write the words and phrases on the board.

5. Read the list of words in Part B and chick that students understand their meanings. Check also understanding of ‘quite important’ and ‘very important’.

6. On the board, write ‘What qualities of a good friend are important to you?’. Ask the class to think carefully about what qualities they appreciate in friends and put ticks under the correct headings in the table. Encourage students to work on their own. Then ask them to compare their answers with a partner. Ask individual students to tell the rest of the class about their own choice and their partner’s choice of qualities. Write some structures on the board to enable students to focus on the choice of adjectives and to maintain a fluent oral performance.

Extension activity

You can copy the table. More able students can add more adjectives describing qualities of a good friend. Students can also interview several classmates using this table. They should write tally marks instead of ticks in the table. Then they can compare their results with a partner or in class to find out which qualities are the most popular.

Game

Ask each student to write three adjectives or phrases to describe a classmate on a piece of paper. Remind students to write his or her name as well. Encourage them to work on their own and not to show their choice of words to other students. Then collect the pieces of paper and put them together. Draw one at a time and read each description. Invite the class to guess whom it describes.

Reading

Objectives

1. To guess general meanings from keywords and context

2. To skim text for overall meanings and scan for details

3. To identify specific information about different people form their friends’ descriptions

4. To use adjectives to describe people’s appearance and characteristics

5. To recognize the use of comparatives and superlatives

Part A

Background information

This section presents three letters about ‘best friends’ for a writing competition held by ‘Teenagers’ magazine. The context invites students to think about qualities in their friends.

Teaching procedures

1. Review key vocabulary according to the general ability of the class. Tell the class about a friend or relative. If possible, show his/her photo. Say,

e.g.: My best friend is small and thin with long hair. She is very smart and helpful.

Then ask questions to check understanding. (Is my friend tall? Is her hair short or long? Is she willing to help?)

2. Divide the class into three groups and allocate one article to each group. While students skim the text on their own, ask them to underline the words they do not know. Then go through the words students have underlined.

3. On the board, write the headings ‘Appearance’ and ‘Personality’. Ask each group to go through their letter again and find words or expressions to match each heading. Invite students from each group to come forward and write their words and expressions under the correct heading.

4. Write the following questions on the board for students to copy in their books.

What does he/she look like? (For appearance)

What kind of person is he/she? (For personality)

What does he/she do or want to do in the future? (For future plan)

Invite students from each group to ask and answer these questions and describe the teenager in each article.

Part B

Teaching procedure

1. Explain the context and check that students understand what an editor of magazine or newspaper does. Then review the adjectives and nouns in the box in Part B1. Ask students to find the words in the articles on page4.

2. Ask students to do Part B1 on their own. Tell them that they need to look for specific details, which fit each of the persons described in the articles. Encourage students to check their answers with a partner. Then ask students to read out the completed captions one at a time.

3. Explain the context of Part B2 and ask students to find each description in the corresponding letter. Point to the photos in Part B2 and ask more able students to briefly describe each person. For weaker classes, read the sentences to the students and ask them to match them with the correct photos. Students could work individually or in pairs.

Game

1. Cut out some pictures of people of different height and appearance. Number the pictures or give familiar names to each person in the pictures (Mary, Tom, Peter, ect.). Stick the pictures on the board. Describe one of the people without pointing or even liking at his/her photo. Invite students to guess the person you have described. (That’s picture number five./ That’s Mary.) Then ask individual students to do the same while the rest of the class guess the person.

2. Alternatively, you can divide the class into three or four competing teams. Each team can work out description for the other teams to guess. Give a score only for the first correct guess.

Part C

Teaching procedures

1. Explain the context of Part C1 and read the six sentences for weaker classes. Depending on students’ abilities, set this activity either as an individual activity or as a quiz.

2. If you use it as a quiz, divide the class into teams of 4-5 students. Set a time limit. The team who gets all the correct answers first is the winner.

3. Alternatively, you can ask students to close their books while you are reading each sentence. Give a score to the team who gives the first correct answer.

4. Ask students to correct the false sentences.

5. Ask more able students to do the extra sentences in Part C1. You can also ask them to correct the false sentences.

6. Explain the context of Part C2 and check that students understand the idea of voting for somebody or something. If time allows, organize a class vote. Name a job, e.g., a class monitor, a student representative, etc. ask stronger classes to make a list of qualities required for the job. Write all the qualities suggested by the students on the board. For weaker classes, provide this table with the adjectives.

Then ask the students to vote for each quality. Before each vote, invite more able students to explain why they will vote or not vote for that particular quality. Accept all reasonable answers, e.g.: I will vote for ‘clever’ because it’s important that a class monitor learns and understands things quickly.

7. For weaker classes, read the sentences in the speech bubbles before you ask the students to find out who each of the characters will vote for and fill in the blanks. Then ask ‘Who will Amy/ Simon/ Sandy vote for?’ to check the answers.

8. Divide students into pairs and ask them to vote for one of the ‘best friends’ described in the articles on page4. Write down the number of votes for each person on the board.

Extension activity

Organize a class vote for a ‘best friend’. On a piece of paper, ask students to write a brief description about a person they consider to be a best friend. Invite 6-7 students to put up their descriptions on the board. Then read the descriptions one at a time and ask the class to vote for one of them. Ask individual students why they have voted for that particular person.

Vocabulary

Objectives

1. To use adjectives to describe people’s physical features

2. To use adjectives to describe general appearance of people

3. To select and use adjectives that are appropriate to describe the appearance of boys and girls

Background information

This section develops the use of adjectives to describe people’s appearance. Students should be encouraged to develop their range of adjectives as much as possible using the tasks on the page as a starting point.

As students become more and more able to understand the subtle meanings of words, they will be able to develop ways of accessing imaginative and creative texts to foster genuine interest and pleasure in what they read. In turn, they will gradually be able to use adjectives to write more interesting and creative texts themselves.

Teaching procedures

1. Explain the context of the tasks. Ask students to study the pictures and words. For weaker classes, go through the words and preteach unknown words. Ask students to do Part A on their own first and then compare answers with a partner. Ask several students to read their answers to check correct use of adjectives.

2. Go through the words in the box in Part B. less able students are not likely to know the adjectives which are only suitable to describe males or females. You may need to give them some hints. Ask students to use the words in sentences to check that they understand the meanings and use of words. Then ask students to complete the lists in groups of 4-5. Check answers orally with the class.

Extension activities

1. Ask students to find more adjectives for each category of the adjectives used in Part A. draw this table on the board and brainstorm as many words as possible.

Go through the adjectives and ask students to draw simple illustrations of the adjectives on pieces of paper. Invite some students to show their illustrations to the rest of the class.

Provide pictures of people either pinned up on the board or cut out of magazines to groups of four students. Fay an adjective and ask students to find a picture illustrating it.

2. Ask students to select and write suitable adjectives to describe themselves on a piece of paper. Invite some students to come forward and read the adjectives. Make sure that the atmosphere is supportive and that the rest of the class do not make any unpleasant comments.

3. Ask students to describe their friends, classmates, relatives or pop/sports stars using the adjectives they have learned. For stronger classes, encourage them to use any adjectives.

Game

1. Bring some pictures of people into the classroom or ask students to being pictures. These can be magazine or newspaper cuttings or photos. Divide students into groups of five. Give a picture to only one student in each group and ask him/her not to show it to the other students. Give blank pieces of paper to the other students. The student with the picture describes the features of the person in the picture while the other students draw the person. On the board, display the drawings together with the original picture. For stronger classes, invite students to find out the mistakes. For weaker classes, ask students to vote for the best drawing which resembles the picture.

2. Alternatively, tell students who are drawing the pictures to ask as many questions as possible to get information about the person they are drawing, e.g., ‘Is your person a boy/ a man/ a woman/ tall /small /fat /thin? Is his/ her face square/ round?’ The student looking at the picture is only allowed to say ‘Yes.’ or ‘No.’.

Grammar

Objectives

1. To use an adjective before a noun or after a linking verb to describe someone/ something

2. To use comparatives to compare two people/ things

3. To use superlatives to compare three or more people/ things

4. To compare two people/ things using ‘(not) as’+ adjective+ ‘as’

Background information

This section further develops the use of adjectives already introduced in the reading and vocabulary sections. The story moves on from describing best friends for a magazine competition to describing classmates at Beijing Sunshine Secondary School. Daniel wants to write to his e-friends about his classmates. We already know some students’ features from earlier passages but we will learn more about their physical appearance and abilities in this section. Most adjectives are familiar so that students are able to focus on using them accurately in sentences. The use of ‘(not) as’+ adjective+ ‘as’ is introduced in the context of a survey about outdoor activities.

Part A

Teaching procedures

1. Tell students that we use adjectives to describe people and things. Explain that we can put an adjective before a noun or after a linking verb. Read the examples on the page and invite students to think of more examples. Prompt students by giving an example with an adjective, e.g., placed before a noun, and ask students to put the adjective, e.g., after a linking verb and make another sentence.

2. For weaker classes, read the linking verbs in the tip box and check understanding. For stronger lasses, elicit the verbs.

3. For less able students, go through the words in Part A to check understanding. Ask students to rearrange the words on their own. Then invite several students to read out their complete sentences to check the answers.

4. Give less able students some extra words to rearrange and form complete sentences. You can use the additional items on the page. For stronger classes, divide the students onto pairs and ask each student to think of some jumbled words for his/her partner to rearrange into a complete sentence. Make sure students include adjectives in their sentences. To make the activity meaningful, tell students to describe friends, classmates or other familiar people.

Part B

Teaching procedures

1. It is a good idea to use pictures of people, animals or things to teach comparatives and superlatives. For example, use pictures of two pop/sports stars, to elicit examples with comparative forms, e.g., ‘Jacky is taller than Andy. Andy is thinner than Jacky. Andy is more handsome than Jacky.’ Make sure you use both short and long adjectives. Write the comparative forms on the board in two columns (short and long adjectives) and try to elicit the rule form the students, e.g., we add ‘-er’ to short adjectives and use ‘more’ for long adjectives. Then we add ‘than’ after the comparatives.

2. Add one or two more pictures of pop/sports stars to elicit examples with superlative forms. Write the superlative forms on the board in two columns (short and long adjectives) and try to elicit the rule form students, e.g., we add ‘-est’ to short adjectives and use ‘most’ for long adjectives. Then we add ‘the’ before the superlatives.

3. For stronger classes, point out the exceptions, e.g., ‘more pleased’, ‘the most pleased’; ‘more real’, ‘the most real’.

4. The table shows the change of form of adjectives when ‘-er’/ ‘-est’ or ‘more’/ ‘most’ are added. It also includes some irregular forms. Go through it with students. Check understanding by asking students to form comparatives and superlatives with other adjectives. You can use the additional examples on the page. Invite students to write the examples on the board to check the correct spelling.

5. For stronger classes, ask students to close their books and elicit the spelling rules from the examples you have written on the board. Then ask them to look at the table to check if they have formulated the correct rules. Give more able students the irregular forms of ‘old’ and ‘far’.

6. Ask students to complete the table in Part B1 on their own. Remind less able students to refer to the table at the top of the page. Then invite students to compare answers in pairs. Go through the exercise again with the whole class.

7. Ask students to complete ‘Work out the rule!’ at the top of page 10. For less able students, ask them to refer to the rules on page8 and the table on page9.

Part B2

Background information

Part B2 is a problem-solving task. Students must work out the answers form the information given in the table. Although this is a cognitively demanding task, as it requires comparing numbers, the vocabulary and language structures used in the activity are within students’ linguistic abilities.

Teaching procedures

1. For more able students, ask them to complete the sentences on their own and compare answers with a partner.

2. For less able students, go through the words and numbers in the table and ask questions. revise the adjectives in brackets before starting this task.

3. Check answers orally with the class.

Extension activity

Divide students into groups of 5-6. ask students to collect information about their own group and present it in a similar table. Students can include ‘Height’, ‘Weight’, ‘Running’, ‘Maths test’, etc. Tell students not to worry about the accuracy of their scores but to include approximate figures. Then ask them to write a group profile using sentences 1-9 as models.

Part C

Teaching procedures

1. Use the information collected by students to introduce the new structures in Part C. If you have not done the extension activity, use the information in the table in Part B2. prompt the students to complete the sentence to elicit the new structure.

2. Invite students to make their own sentences based on the information in their table or the table on the page. Write the sentences on the board. Elicit the rule form more able students. For less able students, read the explanation at the bottom of the page.

3. Before starting Part C1, revise the meaning of the nouns used in this activity ---- ‘hiking’, ‘swimming’, ‘camping’, ‘cycling’, ‘diving’ and ‘skiing’. Elicit the nouns by pointing at the pictures in the table. Invite students to think of other outdoor activities.

4. Elicit the meanings of the two key adjectives ---- ‘interesting’ and ‘dangerous’. List things, people, phenomena or activities and ask whether they can be dangerous or interesting, e.g., a fire, a favourite book, a lesson, a typhoon, ice-skating, etc.

5. Explain the context to students. Point out that the table in Part C1 is another way of presenting information of a survey. Encourage students to use this as a model for presenting survey results about their own classmates.

6. Give students enough time to study the table carefully. Encourage students to ask questions to clarify or confirm meanings of specific details.

7. For weaker classes, read the conversation together with the students and explain any unfamiliar words/phrases first. Remind students not to use comparatives and superlatives, but only ‘(not) as…as’.

8. Remind students that they need to pay attention to who is speaking in the conversation in order to refer to the correct column in the table for information.

9. Ask students to work in pairs to complete the conversation. As this is a problem-solving task engaging students’ general knowledge as well as linguistic knowledge, you must allocate sufficient time to do this task. Check answers orally with the whole class.

10. If time allows, role-play the conversation. Check for correct pronunciation.

11. In part C2, ask students to complete the last column of Part C1 expressing their own opinions about the different outdoor activities included in the table.

12. In pairs, invite students to compare their answers and talk about what they think about the activities using ‘(not) as… as’. For less able students, tell them to use the conversation on the page as a model. Ask pairs of more able students to come forward and talk about what they think about the activities.

Extension activity

If there is time and interest, divide students into groups of 5-6 and ask them to do a similar survey of the classmates in their group using the table on the page as a model. Encourage more able students to include other activities in the survey and compare the activities using other criteria, e.g., popular, exciting, ect. Then make a display of the group surveys.

You can also draw the table without the information about Millie, Sandy, Daniel and Simon for students’ use. Students can add the names of the students in their group to the table.

Integrated skills

Part A

Objectives

1. To listen for and identify specific information

2. To interpret information and obtain a general understanding of the people involved in a conversation.

3. To respond to written text and information obtained from listening.

4. To select specific and relevant details, to consolidate information and complete two letters to the editor of a magazine.

Background information

In this section, Millie and Sandy are each writing about their own hopes for the future to Mr. Zhou, the editor of ‘Teenagers’ magazine. Before writing their respective letters, they discuss their future plans with their friends, Amy and Kitty.

Teaching procedures

1. Ask less able students to read the list of future plans before playing the recording. Check understanding. Encourage more able students to guess the meaning of phrases.

2. Invite students to talk about their own and their partners’ future hopes.

3. Play the recording. Students listen to the recording and put a tick next to each correct phrase as they hear it. Ask them to read the phrases they have ticked to check the correct answers.

4. If many students have got wrong answers, play the recording again. Stop the recording after each phrase listed in Part A1 if necessary.

5. For stronger classes, ask students to read Millie’s letter addressed to Mr. Zhou, the editor, on their own. For weaker classes, read the letter together with the students. Check general understanding of the letter and explain words and phrases if necessary. Ask students to read the list of phrases in Part A1 again and use the information to complete the letter.

6. Read the completed letter or ask a student to read it to check the correct answers.

7. For stronger classes, play the recording for Part A3 and ask students to complete Sandy’s letter on page 13 on their own. For weaker classes, go through the list of phrases in the table on page 12 again before playing the recording. Read the incomplete letter and check that students understand all the words.

8. For weaker classes, you may want to ask students to close their books and listen to the recording. Then check general comprehension of the conversation by asking questions such as “Are Sandy and Kitty going shopping this weekend? Why not? What’s Sandy doing to do next month? What does she love doing? What does she hope to become when she grows up?” Then play the recording again and ask students to complete Sandy’s letter. Allow less able students to check spelling of words in the table on page 12.

9. Read the completed letter or ask a student to read it to check the correct answers.

Extension activities

1. Divide students into pairs and invite them to talk about their own future hopes and/ or plans. Write down some useful questions for students to ask each other, e.g., ‘What would you like to be/do?’, ‘What do you hope to become when you grow up?’, ‘What kind of person would you like to be?, ect.

2. If time allows, ask students to write a letter about their own future hopes and/ or plans using one of the letters as a model. Add the letters to the display of group survey.

Pat B

Objectives

1. To use adjectives to describe friends and young people

2. To formulate questions about people’s personalities

3. To respond to questions about people’s appearance and personalities

4. To show agreement and confirm information

5. To interact with others in a familiar context

Background information

Explain the common context of introducing and describing friends to other people while showing their photos. Sandy and her cousin Helen are looking at Sandy’s photo album with photos of her friends. Helen is asking Sandy questions about her friends and Sandy is describing them.

Teaching procedures

1. For stronger classes, tell students to close their books and listen to you while you read the conversation. For weaker classes, allow students to follow the conversation in the book. Read the conversation line by line focusing on intonation and sentence stress. Ask students to underline words that are stressed.

2. Ask students to repeat the sentences as thy hear them. Make sure they so not sound monotonous or mechanical. If they have problems pronouncing particular words, practice the words separately first.

3. Ask students to practice the conversation in pairs and then change roles. Ask more able students to role-play the conversation in front of the class.

4. Ask students to bring photos of their friends. Invite more able students to show their photos while you ask them questions such as ‘Who is the boy/ girl on the left/ right/ in the middle/ next to…? What’s he/ she like? What would he/ she like to be when he/ she grows up?’ Students who do not have any photos to show can draw simple pictures to their friends.

5. Divide students in to pairs and invite them to ask each other questions about the people in their photos. Ask students to make up their own conversations based on the model. For less able students, allow them to write down their conversations first before role-playing them.

6. While students are practicing the conversation in pairs, move around the classroom providing help with correct pronunciation and fluency.

Study skills

Objectives

1. To find the main points of a passage in order to understand and memorize it more easily

2. To identify keywords in order to develop general understanding of a passage

3. To guess meaning and generate mental pictures

Background information

This section focuses on encouraging students to look for the main points and keywords in a passage so that they can understand and remember it more easily. The passage which students are required to read and understand in this section is a problem letter by a teenager in ‘Teenagers’ magazine. You need to introduce the genre of problem letters in magazines and newspapers. Arouse students’ interest in the topic by bringing some magazines or newspapers with such letters or replies to them.

Teaching procedures

1. Ask more able students what they want to find out when they read a passage. Write ‘What is it about?’ on the board and try to elicit the other questions listed on the page. Underline the ‘Wh-’ words.

2. For weaker classes, read the questions on the page together with the students and explain that answering these questions will help them find the main points or ideas in a passage. Tell students that not all the words in a passage are important and that they should always look for keywords (words of great importance) in a passage.

3. Read the letter to the whole class. You can ask more able students to close their books while you read. Then ask some open questions, e.g., ‘Who is Cindy? Why is Cindy unhappy? What is Cindy’s problem?’ Elicit a list of the details which describe Cindy and her problems. Explain difficult or unfamiliar words.

4. Briefly explain to students that they can understand information more quickly if they identify main points and keywords first. It is a good idea if students remember the questions listed on page 14 so that they can use them when reading through other texts. Ask students to study the questions for one minute, then close their books and say them to their partners to check if they have memorized them.

5. Ask students to read the letter carefully and underline the main points on their own suing a pencil initially. Remind them to refer to the ‘Wh-’ questions at the top of the page. Divide the class into groups of four and ask students to compare the main points they have underlined. Go through the letter again sentence by sentence and check the answers.

6. Now ask students to read the letter again and circle the other keywords using a pencil. Invite students to compare their answers in their groups. Then check the answers orally with the whole class.

7. You can ask more able students to underline main points and circle keywords at the same time.

8. Tell students to read the main points and keywords again, and answer the ‘Wh-’ questions. Students can work in pairs or groups of four. Then ask some of the pairs or groups to answer the questions in class.

Extension activities

1. For stronger classes, cut out or photocopy problem letters from magazines and newspapers. Give them out to groups of students. Ask students to go through their letters and identify the main points and keywords, invite a representative form each group to talk about the group’s letter in class.

2. Ask more able students to write a problem letter to a teenage magazine or newspaper using Cindy’s letter as a model. Tell students to write down the keywords describing their problems and the main points of their letters first. Then ask them to formulate complete sentences using the main points and keywords. Encourage students to read their letters in class.

Main task

Objectives

1. To plan ideas for personal writing

2. To write a description of the appearance and personality of a friend

3. To write for an audience

4. To write for a newspaper competition using appropriate register

5. To develop an understanding of the structure of the letter: introduction, main body and conclusion

Background information

Each main task requires students to use a range of skills (reading, writing, speaking and listening) in order to produce a final product. It also further develops the main theme of the unit-writing an article about a friend for a newspaper competition. Students have a chance to look at Daniel’s notes and his article about his best friend. Explain that this is a specific genre which is different form ordinary letters or stories. Students need to understand the purpose of the article and the audience they are writing for. Emphasize the fact that this article is for a competition in a magazine and will be read by the teenage readers of the magazine who will make their choice of the ‘best friend’ based on the qualities described in the article.

Teaching procedures

1. Explain the context of entering a writing competition of a teenage magazine. If possible, find out about similar writing or drawing competitions in magazines or newspapers, and show them to the students.

2. Ask students to look at Daniel’s notes in Part A. for weaker classes, read the words students and explain the meanings of difficult words. Ask some students to read the words to check for correct pronunciation.

3. Remind students that when we take notes we do not need to write in complete sentences-we just need to write down the keywords.

4. For less able students, tell them to look back at Daniel’s list and underline the adjectives which can be included in their own writing to describe their best friends.

5. Encourage students to use a variety of adjectives to avoid repetition. Remind them of the adjectives they have learned in this unit. Allow them to go through the pages of the unit to look for suitable vocabulary. Go around the classroom to offer help with spelling.

6. Ask students to read Daniel’s article in Part C on their own. Then ask general questions to check comprehension, e.g., ‘Who is Daniel’s best friend? Where does she live? What does she look like? What’s she like? What would she like to be when she grows up?

7. Ask students to underline the adjectives in the article.

8. Ask students to identify the four paragraphs in the article. Help them identify the purpose of each paragraph. Then focus on the layout of the article, e.g., introduction, main body and conclusion. Ask stronger classes to write a heading for each paragraph.

9. Make sure that students are aware of the use of pronouns, which help link different ideas and sentences together and avoid repetition of names.

10. Ask students to write a rough draft using their notes in Part B, Daniel’s article as a model and the plan in Part D.

11. In pairs, students read, check and correct their partners’ drafts. Encourage more able students to comment on their partners’ drafts. Go around the class to correct spelling and grammatical mistakes and to suggest improvements in the use of words and structures.

12. Ask students to rewrite their articles on a separate sheet of paper. Encourage students to add illustrations or photos of their best friends to make their articles more attractive.

13. Ask volunteers to read out their articles in class. Display the articles in the classroom.

Additional exercise

Ask more able students to make new sentences replacing Daniel’s adjectives with their own adjectives to describe a real or imaginary friend.

Game

Display only the photos or show only the illustrations on the board. Invite volunteers to read their articles or other students’ articles while the rest of the class try to match each description with a photo or an illustration.

Check out

Objectives

1. To assess students’ understanding and correct use of adjectives, comparatives and superlatives in a new context.

2. To assess students’ ability to transfer information from graphical presentation into writing.

3. To assess students’ understanding of a range of adjectives and set phrases to describe people’s appearance and personalities

4. To use noun and adjective collocations to describe people’s appearance and personalities

Background information

This section encourages students to find out how much they have learned and how well their learning strategies are working. In Part A of the Checkout section, students have a chance to meet Daniel’s best friend Kate. In Part B, they read a diary entry written by Daniel.

Teaching procedures

1. Tell students that they will be able to check their use of adjectives, comparatives and superlatives in the structures they have learned earlier in the unit by doing Part A.

2. Ask students to read through the table and complete the conversation. Set a time limit.

3. For stronger classes, ask students to correct themselves, or divide the class into pairs. Students correct each other’s work and write the score in the ‘paw’.

4. Tell students that they need to select the correct adjectives and noun phrases to fit the context of the sentences in the diary entry in Part B. set a time limit.

5. Ask more able students to work in pairs and check each other’s work. Remind them to write the score in the ‘paw’. For less able students, check answers with the whole class. Explain strategies on how to improve if students have problems. Suggest that they try to learn the adjective and the noun as a unit wherever possible.

6. For weaker classes, go through the diary entry and check that they understand all the words and phrases. Ask more able students to think of other adjectives or nouns to fit the context of the sentences. Write the appropriate suggestions on the board.

Extension activity

Ask students to write their own diary entries about some of the ‘best friends’ in this unit. Allow students to read the descriptions of Betty, Max and May on page 4, the letters on pages 12 and 13, and the description of Kate on page 16 again.

篇10：牛津 高一unit 1 reading教案

Period 2 Reading

The General Idea of This Period:

This period is about the reading of the passage School Life in the UK. It will help you to learn more about school life in the UK and the differences between that in the UK and in China. Meanwhile you can learn some reading strategies such as skimming and scanning.

Teaching Aims:

Train the students’ reading ability.

Learn some useful words and expressions.

Learn more about school life in the UK and the differences between school life in the UK and in China

Teaching Important Points:

Help the students to understand the passage better.

Learn and master some important words and phrases in this period.

Teaching Difficult Point:

How to help the students improve their reading ability and understand the passage better.

How to master the important language points in this passage.

Teaching Methods:

Fast reading to get the general idea of the text.

Careful reading to understand the passage better.

Discussion to help the students understand what they’ve learned better.

Explanation to help the students master some language points.

Teaching Aids:

A tape recorder.

A multimedia.

Teaching Procedures:

Step 1 Greetings

1. Greet the whole class as usual.

2. Check their home work if any

Step 2 Reading

T: Last time we learned about some differences between Chinese and British school life. Today we are going to read a passage by Wei Hua, who once studied in the UK. She will give us some detailed information about the school life in the UK.

T: This is the first time to read a passage, so first let’s share some reading strategies:

Reading strategies: skimming and scanning

We skim a text when we want to get a general idea of what it is about. We look at the titles and headlines, the first and last sentences of paragraphs and the first and last paragraphs as well as pictures and charts to guess what the text is about.

When we want to find certain information in a text quickly, we scan the text for key words and phrases dates, numbers, etc. We do not need to read the whole text word by word.

T: Now let’s skim the text quickly and answer these questions. Hand up when you get the answers.

(T show the questions on the screen.)

1. How long did Wei Hua stay in Britain?

2. What was the name of Wei Hua’s class teacher?

3.What did Wei Hua make in her woodwork class?

Suggested answers:

1. For one year.

2. Mr Heywood.

3. A small table.

T: Now let’s read the passage again carefully to check the answers. Underline new words in the text. Meanwhile, some more questions are waiting for you.

(First go through the questions so that they know what to find out. Give them a chance to discuss with their partners if they want)

1. What time do British Schools usually begin?

2. What time do they usually end?

3. On average, how many students are there in a class in the UK?

4. Why did Wei Hua find her homework difficult at the beginning of her study in the UK?

5. On Tuesdays, what did Wei Hua do in evening?

6. What do British students usually eat after their main meal?

7. Which British city did Wei Hua go to?

(Write down the new words the students have just listed.)

(T may begin with the T/F questions orally and this is also a good time to test their listening abilities as well as their comprehension of the text.)

T: First some true or false questions. If it is false, please try to correct it.

1. Wei Hua likes the school hours in the UK.

2. Chinese schools encourage students to work hard.

3. Wei Hua ‘s favorite teacher was Miss Burke.

4. British students have fixed classroom and classmates.

5. British students can only study two languages: English and French.

6. British students eat a lot of fruit.

7. Wei Hua enjoyed playing football.

Suggested answers:

1. 9 a.m

2. 3:39 p.m

3. About 29

4. Because all the homework was in English.

5. She had an extra French class on Tuesday evening. 6. Desserts.

7. Manchester. ( You may refer to football ot the football team there. )

( You may have some links on the screen when you want to explain those useful expressions , or just explain those on the Bb listed by the students . )

Language points :

1. experience

n. [ U] He is an old teacher with much experience.

c.f. He is an experienced teacher.

n. [C] My grandfather likes to tell us about his wonderful experiences in the war time.

v. During the war time , my grandfather experienced a hard time .

2. as : since : because

I could get up an hour later than usual as schools in China begin before 8 a. m .

I felt lucky as all my teachers were very helpful .

My English improved a lot as I used English every day .

Cooking was really fun as I learned how to buy , prepare and cook food .

3 sound link-v.

The music sounds so pleasant .

That sounds a good idea .

I hope I don’t sound as if I’m criticizing you .

It sounded like a train going under my house .

4. average

n. The average of 4, 5 and 9 is 6.

These marks are well above / below average .

On (the ) average.

We fail one student per year on average .

Adj. The average age of the students is 16 in our class .

Rainfall is about average for the time of year .

v. This car averages 40 miles to the gallon .

Meals average out at $ 10 per head .

5. attend : go to

6. earn : get something because you have done something good.

7. challenging : difficult in an interesting way that tests your ability

8. extra : more than usual

9. prepare : make something ready

10. drop : give up

11. desserts : sweet food eaten at the end of a meal .

12. Present attributive clauses and illustrate them to the students:

I sat next to a girl whose name was Diane .

Step 3 Listening and Consolidation

T:Now Let’s listen to the tape. You may follow it while listening,and please pay attention to your pronunciation.

(The teacher plays the tape for the students to listen. After that the teacher gives the students a few minutes to read aloud the passage.Meanwhile,the teacher asks the students to try to remember some details.)

T:Please turn to Page 5.Let’s do Exercise E. Complete the letter to Wei Hua using the words below.

Suggested answers:

1. experiences

2. literature

3. desserts

4. headmaster

5. different

6. life

7. preparing

Step 4 Discussion

T:Now you’ve known much about Wei Hua’s school life in the UK.From the text we know that they have a variety of subjects to choose from.You may be quite puzzled whether it is necessary for senior students to learn some of them,such as so many languages and woodwork. Here let’s have a discussion:Should students learn more languages? Why or why not?

What subjects would you like to take if you could choose? Why?

T:Use the conwersation below as an example:

A:What subjects do you like best and least?

B:I really enjoy Woodwork and Art classes,because I like making things,but I ‘m not very good at History.

A:I like English and Chinese best.Do you think we should learn more foreign languages?

Perhaps we should learn….

Step5 Summary and Homework

T:Today we’ve learned a text about Wei Hua’s experience in the UK.First we learned some reading strategies:skimming and scanning. Master these and put them into use in future while reading. Through reading we know there are many differences both in the timetable and in the curriculum.Read the passage after class and get familiar with these language points.Have a further discussion with your partners about the topic in Part F.

篇11：牛津 高一unit 1 grammar教案

Period 4 Grammar and usage

The Attributive Clause

The General idea of this period:

This period will deal with the grammar part: the Attributive Clause. You will have systematic explanations of the Attributive Clause as well as some exercises to consolidate what you learn.

Teaching Aim:

Introduce attributive clause

Teaching important point:

The basic usage of the relative pronouns and learn to use them in different situations.

Teaching difficult point:

How to help the students to learn the grammar efficiently.

Teaching method:

Deduction to present the usage of the relative pronouns and then some exercises to consolidate what we have learned.

Teaching procedures:

Step1 Greetings

Step2 Presentation

Look at the picture at page8 and ask the students to speak out what they may think of.(Write down these three structures on the Bb or show them on the screen below the picture.)

Adjective: a green team

Prepositional phrase: a team in green

Attributive clause: a team who were wearing green

Attributive clause modifies a noun in the same way as adjective or prepositional phrase does. The noun it modifies is called an antecedent.

Read Part2 at page8. Attributive clauses are usually introduced by relative pronouns like which, that, who, whom, and whose, or relative adverbs like where, why and when. In the clause these relative words usually function as the following: (page8)

Step3 Read the article at page9 and underline the attributive clauses you find in the article.

Relative pronouns: that, which, who, whom and whose. Read this part at page10 and grasp the usages of these relative pronouns.(show the screen) Then do the exercise at page11.

Step4 Consolidation

Finish the exercises at page88

Step5 Homework

Complete the Attributive Clause exercises

篇12：《牛津小学英语2B》Unit 5 教案

《牛津小学英语2B》Unit 5 教案

篇13：牛津英语6B 《Unit5 The seasons》教学

6B Unit5 The seasons

四会单词：

season 季;季节 next 紧接在后的，接下去的

weather 天气 summer 夏季

autumn 秋季 best 最好的;最;最好地

spring 春季 winter 冬季

四会句型：

Which season do you like best? 你最喜欢哪个季节?

I like ... best. 我最喜欢 ......

Why? 为什么?

Because it’s ... I can ... 因为天气 ......我能 ......

重点短语：

1.go to New York 去纽约

2.next week 下周(last week 上周)

3.work there for one year 在那里工作一年

4.as hot as ... 和 ......一样热

5.the best season 最好的季节

6.go to farms 去农场

7.in the countryside 在乡下

8.pick apples 摘苹果

9.most of the time 大部分时间

10.make snowmen 堆雪人

11.need some warm clothes 需要一些暖和的衣服

12.need to buy some warm clothes 需要买一些暖和的衣服

13.a lot of rain 许多雨

14.turn green 变绿

15.go swimming/walking/jogging 去游泳/散步/慢跑

16.go rowing and fishing 去划船，钓鱼

17.get longer变得更长

18.get shorter变得更短

19.lots of snow 许多雪

20.stay at home 呆在家里

21.wait for spring 等待春天

22.in spring/summer/autumn/winter 在春季/夏季/秋季/冬季

重点句型：

1.What about/How about ...? ......怎么样?

2.What’s the weather like ...? ......的天气怎么样?

3.---What do you usually do? 你通常做什么?

---I usually ... 我通常......

4.Sounds great! 听起来很棒!

知识点：

1.in + 季节名称

in spring/summer/autumn/winter

2.Which season do you like best?

I like ... best. 最喜欢

Which season do you like better, spring or autumn?

I like ... better. 更喜欢

3.注意词性的变化：区分名词、动词和形容词

名词：rain雨 wind风 snow雪 sun太阳 cloud云

动词：rain下雨 snow下雪

形容词：rainy下雨的;多雨的 windy有风的;多风的

snowy下雪的;多雪的 sunny晴朗的cloudy多云的

There is a lot of rain in spring. (不可数名词)

It often rains. (动词的第三人称单数形式)

It’s raining now. (动词的ing形式)

It’s often rainy. (形容词)

4.It’s as hot as in Nanjing.

It’s colder than in Nanjing.(句中的in不能少)

5.一般将来时的构成：

a.be going to +名词/动词原形

b.will/shall+动词原形(shall用于第一人称)

6.what about/how about的后面可以加名词、宾格或动词的ing形式。

7.Which season do you like best? = What’s your favourite season?

8.best的前面若没有其它修饰词，其前一定要加the。

牛津小学英语6B 《Unit5 The seasons》教学案例

南京市江宁区湖熟中心小学 潘丰琴

一、教学背景：

1.设计理念：本课主要围绕“季节和气候”这个话题开展各项活动，同时学习一些常用的与气象相关的词汇。在学本课之前我平时就渗透了气候的英文问答，因为这与学生的日常生活联系紧密。而四季中的Spring ,autumn已经在6A教材节假日中初步学习过了，于是我平时也渗透了四季单词，降低了教材的难度。在教学时，我更多的是采用多媒体课件的呈现，生动地展现天气的变化和四季的更替，通过多媒体的呈现学生很容易地理解了单词的意思，既呈现的单词，又开动了学生的各种感官，加深了印象。

2. 情况说明：气候的问答和词汇sunny,rainy,hot,cold在前期的学习中已渗透过。Spring和autumn在6A学节日时已学过，而summer和winter 在谈论假日和气候时也已渗透过。

二、教学目标

1.知识与能力：

能听懂、会说、会读和会拼写单词season、next、weather、summer、autumn、best、spring、winter和句型What’s the weather like…?

能听懂、会说和会读单词cool、windy、countryside、rain、warm、most、because、snowman和日常交际用语Which season do you like best?I lik…Why?Because I can…

能正确的理解、掌握对话内容，并能朗读，初步表演对话。

能运用本课所学语言谈论气候和季节，并说说自己喜欢得季节。

2.过程与方法：

充分利用图片和多媒体课件等教学手段，积极创设各种较为真实的情景，在情景中呈现、练习和巩固知识，教学过程使用包括模仿、表演、调查等多种多样的教学手段，激发学生的学习兴趣，并进行了适当的拓展，引导学生灵活自如地把所学知识运用到日常生活中去。

3.情感态度与价值观

本课内容与生活联系紧密，学生非常感兴趣，我们应充分利用这些有利因素，激发学生的学习兴趣，让学生仔细观察生活，体验生活，触发学生用英语去表达、主动学习的激情。

三、教学重点：能正确的理解、掌握对话内容，并能朗读，初步表演对话。

四、教学难点：能比较流畅地朗读对话，并能在朗读对话的基础上运用本课语言来谈论气候和季节。

五、课前准备：

1.CAI多媒体课件制作

2.单词和句型卡片制作。

3.表格

六、教学过程

A Free talk

1.以“What date is it today? What’s the weather like today? Which season is it now?”等引出师生间的自由交谈。在交谈时板书，揭题，画出天气符号 。由Spring季节引出warm单词，教师脱去多穿的外套，帮助学生理解warm，并指导学生读音。然后教师提问“What’s the weather like in spring in nanjing?”学生答出“It’s warm and sunny.”

(意图：以自由谈话的方式引出本课句型，因为是谈论身边的事，学生非常熟悉，很有兴趣。)

2.出示一张世界地图，上面有标出的城市，城市旁贴有气候的图片。有的城市不标出地名，只出现标志性建筑，如北京，出现天安门，学生马上猜出是北京，然后询问北京的天气，有旁边的天气图片得到答案，学习windy.再比如莫斯科，教师问“What’s the weather like there?”学生答“It’s very cold.”学习了句型“What’s the weather like there?”学生可以根据天气猜测季节是冬季，学习winter.问答不必局限于师生之间，可以让学生之间进行讨论。教师只在开始给予示范，并在学生不认识地名时指导。其他部分由学生同位讨论，最后全班汇报。如此学习巩固单词cool、windy、rain、warm、cold、sunny、hot和句型“What’s the weather like there? It’s …”。

(意图：学生对于世界各地的气候非常有兴趣，而那些精美的甚至会活动的图片更激起了他们说的欲望，通过前面的渗透，降低了对话的难度，增强了他们说的信心。对话的操练，培养了他们用英语交流的能力和习惯。这也是《小学英语课程标准》对小学英语课堂的要求。同时，也将天气和季节联系在一起，便于学生认识到天气与季节的关系。)

B Presentation and practice

1.在世界地图中显示纽约的位置和自由女神像图片并询问，学生5B第9单元学过，马上猜出“It’s New York.”教师出示问题“1. Who is going to New York next week? 2. What is Su Yang doing?”要求学生看课文动画，回答问题。并给出学习方法小提示：听录音前，先仔细读题;在听录音时抓住关键词，快速在书上划下来。然后师生共同讨论答案，并学习词组“next week”。

(意图：通过这两个问题，学生能对文章的背景和主要事件有一个概括性的把握。本文是语篇教学，重在理解文章，培养学生阅读理解能力，不纠缠于个别词句的用法。为了帮助学生掌握阅读的方法，教师可以给一些小提示。)

2.指导学生细读课文，找出纽约四季的气候，完成表格。

表格见下：

(意图：在这一环节，学生不仅要找出气候，还要找完整，不仅要求学生能看懂，还要求学生具有一定的概括能力，完成了表格，学生的阅读理解能力也有了一个提升。)

学生完成后，指名说说。教师特别要提醒学生说、出从哪几句话中找到答案的，并用课件展示出来。这样清楚的展示，便于学生归纳，同时，也是交给学生阅读的方法。在此学习词组“most of the time” .

C Listen,read and say

1.学生跟录音一句一句学习读音。教师给学生学习朗读的方法。Learning tip(尽量模仿录音，有节奏,有感情的大声朗读)

2.理解课文，选择。

1.What do people usually do in autumn ?

They go to farms in the countryside. (乡下，农村地区)

B. They pick apples.

C. A and B.

2.Why does Ben like winter best?

A.Because he can make snowmen.(堆雪人)

B.Because he can run.

C.Because he can go jogging.

师生讨论答案并学习两个划线词组。

(意图：这两个问题是本文的细节问题：纽约的人们及孩子在秋天和冬天的活动，它强调了学生对课文细部的理解。)

3. 对话练习

a. 由上文Ben最喜欢的季节的选择，学生找到Su Yang询问Ben最喜欢的的季节的五句话，用课件显示出来。学习单词best和because.然后同位学生模仿录音朗读表演对话。教师给予表演小提示：表演时要有语气，表情丰富，动做夸张，表演生动有趣。对于表演的同学，教师和同学们给予掌声。

(意图：同学们的朗读和表演，教师要带领学生及时给予表扬和鼓励，指出精彩的地方。即使学生表现的不那么完美，也要肯定他的价值，首先树立他们的自信心，这样学生才敢发言，敢用英语表达。然后再告诉他需改进的地方，鼓励他下次表演得更好。)

b.想一想自己喜欢的季节及原因，模仿Su Yang和Ben对话，四人小组讨论，了解你的同学喜欢的季节及原因，学生可以拿出带来的照片或玩具，照片内容为自己在喜欢的季节或活动，也可以做动作表演自己喜欢的活动，并记录在表格中，小组中设立一个管理者，负责每个同学都至少问一次答一次。教师请部分小组上台展示对话。

Name

Season

Activities

Pan Qian

Spring

Fly kites

4.(根据课文内容完成书上填空)

Su Yang is telling her dad about the weather in New York.Complete the sentences with the correct words.

In New York, there’s a lot of rain in ______. The weather in summer is as ___ as in Nanjing. Autumn is the best ______ in New York. It’s ____ and _____. In winter it’s ______ than in Nanjing. Dad, you need to buy some ____ clothes.师生交流答案。

(意图：这一部分对文章主要内容，即纽约四季的气候进行了概括，有助于学生记忆，同时学生填空的过程也是对单词用法的学习。)

5.拓展练习。

编写一段对话：谈论天气和季节，并可以扩充其他的内容。教师提示句子：Hello. What’s the weather like…? How areyou? Which season do you like best?I lik… Why? Because it’s ….I can… Oh,we all like….Do youwant to …with me? Good idear.Let’s go.等等。学生可以自由拓展，可长可短。在小组内表演，要表情丰富，生动活泼。教师请部分小组表演，对表演小组给于加分奖励。，

(意图：将本课的对话经过拓展，成了一段较完整的情境对话，使书上的语言成了生活中的语言，学生比较有兴趣。不仅巩固了本课对话，也培养了他们综合运用语言进行日常交流的能力。)

D Assign homework

1.听录音，用正确的语音语调朗读对话;

2.抄写要求掌握的四会单词和句子

3.收听天气预报，与你的朋友用英语谈谈不同地区的气候情况。

七、教学反思

1.了解学情，改变策略

本节课的内容贴近学生的生活—谈论天气，如果直接进入课文内容，既要学习生词，学会问答天气的句子.还得学会交流喜欢的季节及原因，理解课文并朗读，内容较多，难度较大。因此我在前期的学习中进行了渗透，通过每天的daily report或free talk,学生掌握了大部分气候单词和对天气的问答，而在学节日时，也了解了四季单词，让学生有一定语言基础。

然后根据孩子的兴趣，我设计了世界地图，在各个地区贴上标志性建筑和动态的天气图片，吸引孩子参与和运用英语交流。既突出对重点词汇句型的操练，又突出了对它们的实际运用。

对学生的表现，及时给于个人或小组加分的激励方式，激发学生的积极性。

2.语篇教学，整体呈现

课文教学改变了过去逐词逐句的讲解的方法来学习每句话、每段文章，而是采用语篇的教学方法，整体呈现课文内容。首先了解文章最概括的内容(Yang Ling的爸爸打碎下周去纽约是事情的起因 ，而Yang Ling向Ben.询问纽约的天气是本文的事情.)其次在分析文章的主要内容，即纽约四季的天气。然后理解细节内容，即纽约人们和孩子在秋天和冬天的活动。最后对文章大意进行概括。逐层逐步理解了文章，学生的阅读能力和分析概括能力在此都到了培养。

3.创设情境，联系生活

本节课采用多媒体课件的方法呈现场景，使学生身临其境，为学生创造语言环境，让他们在活动中学习语言、运用语言，因为教育是鲜活的，学生是鲜活的，教学内容也是鲜活的，教育源于生活，课堂也要源于生活。因此，脱离生活、脱离环境的教学是不会有生命力的。用课件来调动学生的学习积极性，从而提高课堂教学效率。

4.小组活动，交流运用

按新课程标准的要求倡导“任务型”教学途径，设置小组活动，给每一个学生一个任务，让他们在体验、实践、参与、合作中学习语言，引导学生在完成具体任务中灵活地运用语言，并根据自己已有的水平进行拓展，来培养学生逻辑思维能力、语言组织能力和语言表达能力，使他们在完成任务的过程中逐步提高综合语言运用的能力。

5.钻研教材，反思得失

本课有些地方还可以改进。比如在单词朗读方面，有一些同学部分单词不会读，教师要让朗读的形式多样化。我打算下次上创作一个天气的Chant，把学生不会的词放进去，通过说唱巩固读音。

作为英语教师要想搞好自己的教学，提高教学质量，第一要研究大纲，了解方向;第二是钻研教材，揣摩编者的意图;第三要研究学生，把握学情，做到心中有;第四要反思得失，总结经验，经过努力让我今后的课比前面上的好。

6.联系生活，学以致用

生活是语言的基础，失去了这个基础，语言也就失去了价值。只有把英语应用到生活中，它才能变得鲜活和丰富。这节课，学生把文中的语句运用于生活中的交流，英语学习变得更有意义，学生才能保持长久的兴趣。

篇14：牛津七年级unit 1 重点难点

同学们，在各单元的学习过程中，如能抓住单元的知识重点、突破其语法难点、不失为一种高效的学习方法。为帮助同学们掌握该法，现结合第1部分的内容，详细地介绍给同学们，供你们学习时参考。

[点击重点1] Would you like to live in a palace, Eddie? (P2)

[突破难点] would like 意为“想；要”，其同义词是want。由其构成的三个重要的句型是：

①would like sth. 想要某物

②would like to do sth. 想要做某事

③would like sb. to do sth. 想要某人做某事

[点击重点2] We sit on the big floor cushions and look out at the beach and the sea. (P4)

[突破难点]在该句中，look out意为“向外看”。另外，它还有“当心”的含义。常见的含有look的词组还有：

look around 环顾四周 look for 寻找 look after 照料 look forward to 盼望 look like 看起来像

[点击重点3] I climb a ladder to get into my house. (P4) 我爬梯子进到屋子里。

[突破难点] (1) get into在句中的意思是“进入”，这个短语的用法较广，它还可表示“陷入、染上（习惯）；穿上（衣、鞋）”等含义，同时注意比较：get in“抵达、收获、请......来”。例如：

A dog is outside the room. I can't get into it. 一条狗在房间的外面。我无法进到里面。

The train got in late. 火车晚点了。

(2)特别要注意句中的动词不定式用法，to get into my house是表示动词climb的目的。

[点击重点4] It's very beautiful and quiet here. (P4) 这儿非常美丽和安静。

[突破难点] quiet是一个形容词，意为静止的，宁静的，用在连系动词后。注意其词形与quite相似，后者表示“很、十分、相当”，修饰形容词、副词。

篇15：译林牛津 高一Unit 1教案

Unit 1 School Life in the UK

To introduce and develop the theme of school life

To identify the differences between school life in different countries

To develop the reading skills of skimming and scanning

To learn some words about school facilities

To learn about attributive clauses and how to use relative pronouns

To develop listening, speaking, reading and writing by completing a task and a project

To form a positive attitude in a new and challenging situation

To learn to be cooperative and helpful when working together

Period 1 Welcome to this unit

Teaching objectives:

To introduce and develop the theme of school life

To develop listening and speaking by talking about life in the new school

To know more about classmates

Teaching procedures:

1. Brainstorming

2. Listening and speaking

3. Discussion

4. Further discussion

5. Introducing more information

6. Writing

7. Homework

Period 2 Reading

Teaching objectives:

To develop the skills of skimming and scanning

To know about school life in the UK

To compare school life in the UK and in China

To form a positive attitude in a new and challenging situation

Teaching procedures:

1. Presentation of homework

2. Skimming

3. Scanning

4. Detailed reading

5. Thoughts after reading

6. Group work (problem solving)

7. Introducing more information

8. Homework

Period 3 Language focus

Teaching objectives:

To understand new words and expressions and learn how to use them

Teaching procedures:

1. Presentation of homework

2. Review of the text

3. Words to be studied and reviewed

4. Phrases to be learned

5. Sentences to be attended to

6. A word quiz

7. Homework

Period 4 Word Power

Teaching objectives:

To learn some words about school facilities

Teaching procedures:

1. Presentation of homework

2. Warming up

3. Words about school facilities

4. Reading

5. Discussion

6. Writing

7. Group work (problem solving)

8. Homework

Period 5 Project

Teaching objectives:

To develop listening, speaking, reading and writing by completing a project

To learn to be cooperative and helpful when working together

Teaching procedures:

1. Presentation of homework

2. Background education in the US

3. Starting a project

4. Planning

5. Preparing

6. Producing

7. Homework

Period 6 Grammar and Usage (1)

Teaching objectives:

To learn about attributive clauses ( with that, which, who, whose)

Teaching procedures:

1. Presentation of homework

2. Review of the text

3. Searching for attributive clauses in the text

4. Learning grammatical structure of attributive clauses with that, which, who, whose

5. Identifying attributive clauses in a passage

6. Practice 1, 2, 3

7. Homework

Period 7 Grammar and usage (2)

Teaching objectives:

To learn about attributive clauses (with whom and without relative pronouns)

To practice more on the usage of attributive clauses

Teaching procedures:

1. Presentation of homework

2. Review of attributive clauses

3. Learning grammatical structures of attributive clauses with whom and then those without relative pronouns

4. Practice 1, 2, 3

5. Homework

Period 8 Task

Teaching objectives:

To develop listening, speaking, reading and writing by completing a task

To develop the skill of comparing information

To develop the skill of reading a timetable and a notice

To learn how to write a notice

Teaching procedures:

1. Presentation of homework

2. Introducing the task

3. Skill building 1 and task 1

4. Skill building 2 and task 2

5. Skill building 3

6. Homework

Period 9 Presentation of project

Period 10 Evaluation

Unit 1 School life

第二板块 难点剖析

[词汇点击]

Part A

A1 词语剖析

1．exciting

exciting : adj. 令人兴奋的, 使人激动的

excited: adj. 兴奋的：处于激动状态的；兴奋的；激昂的

excite: v. 刺激, 使兴奋, 使激动

1. It's so ＿＿＿＿ to skate in Pairs. Everyone skates so fast and shouts at the top of his voice

在巴黎溜冰确实激动人心。每个人都在疾速运转，拼命尖叫。

2．she has many new ways to make her students ___________.

她总有很多新奇的方式使孩子激动不已。

3. A successful speaker knows how to _________ the crowd.

一个成功的演讲者懂得如何打动人群。

Key: exciting; excited; excite

2． experience

experience: [C] 经历,阅历

[U] 经验

v. .经验, 体验, 经历, 阅历

1. Experience teaches; experience does it.

经验给人教训；经验给人智慧。

2. Yesterday afternoon Frank Hawkins was telling me about his experiences as a young man. 昨天下午,弗兰克.霍金斯给我讲述他年轻时的经历。

3. Some of the students had experienced what hardships meant before they entered the university.有些大学生在进入大学之前体验过艰苦的生活。

[即刻点击]

1. Jumping out of _______ airplane at ten thousand feet is quite ________ exciting experience. (NMET , 26)

A. /; the B. /; an C. an ;an D. the ;the

2. Some of the passengers told the reporters about their _____ in the burning train.

A. details B. trips C. events D. experiences

Key: C; D

3. earn

earn v. 挣得，博得 earnings: n. 所得收入

earn one’s living 自行谋生

1． The workers earned less money because they had to pay medical insurance.

因为工人要交医疗保险,所以他们赚得的钱就少了。

2． The old man earned his living as a fisherman.

这老人以捕鱼为生。

3． As we know, it’s his honesty that earned the admiration of his friends.

正如我们所知，正是他的诚实得到了朋友们的赞扬。

4． It’s said that a person's intelligence and abilities have a direct effect on his or her earnings.

一个人的收入与其智商及能力直接有关。

注意： earn , gain , win

earn 指为钱（或任何其他报酬）而工作，含有报酬是应得的含义。

win 指在竞争、战争、比赛中获胜， 并可能由此得到奖赏。

gain指获得有用和需要的东西，常用于与钱没关系的场合。

1. He has________ a lot of money by working part-time job.

他通过做兼职，已经挣了好多钱。

2. He wants to ＿＿＿a trip to Europe in that competition, but he will be happy if he gets a new bicycle.

他想在那场比赛中得到一个去欧洲的旅游奖,但是如果他能得到一辆新自行车,他会非常高兴。

3. She ______ enough experience while working for the newspaper.

她在为那家报社工作期间取得了足够的经常。

Key: earned; win；gained

4. respect

n.(与of,for 连用)尊敬, 敬重；方面 respectful adj. 恭敬的, 尊敬的, 尊重人的, 有礼貌的

(pl.)敬意；问候 respectfully adv. 尊敬地, 谦恭地

in some/all/few/respects 在一些/所有/极少方面

vt. 尊敬, 尊重, 不防碍

1. We should show respect to those who are older. 我们应该尊敬长者。

2. The students have great respect for their history teacher. 学生们非常尊敬他们的历史教师。

3. Please give me respects to your wife. 请代我向你太太问好。

4. Respect yourself, or no one else will. 人必自敬，然后人敬之。

5. The words such as “ Respectfully，yours” can often be seen at the end of the letter. 信的末尾经常写上类似“Respectfully，yours”的字眼以表尊敬。

6. In what respect do you think he is worth praising? 在哪些方面你觉得他值得表扬？

[即刻点击]

I’m sure she will do as she promised; I’ve got great _________ her.

A. respect for B. respects of C. honor of D. faith in

Key: A

5. achieve

v. 完成, 达到 achievement: [U] 完成，达到；[C]成就, 功绩

make achievements 获得成绩，取得成就

1． We may have the feeling of satisfaction and achievement from our English study when we are able to say something simple in English。当我们可以说点儿简单的英语交谈时,我们就可以从英语学习中得到满足感和成就感。

2． The success of the experiment proves that we have made great achievements in the study of rocket. 那个实验的成功证明我们在火箭方面的研究取得很大成就。

3．The university has achieved all its goals this year. 这个大学今年已经实现了所有的奋斗目标。

［即学即用］

Jack London worked very hard and finally he _______ his goal.

A. made B. found C. developed D. achieved

Key: D

6．used to do

used to do 过去常常做某事

be used to do 被用来做。。。

be/get used to doing sth./ sth.习惯于/开始习惯于做。。。

there used to be 某地过去有某物

[即刻点击]

1．There _________ a swimming pool in our town. 我们镇上过去有一个游泳池。

2．In our school, candles ＿＿＿＿ give light when electricity is cut off. 在我们学校，停电时，就用蜡烛来照亮。

3．I _________ traveling by air and only on one occasion have I ever felt frightened.

我习惯了乘飞机旅行,只有一次我可给吓怕了。

Key: used to be; are used to；am used to

7. challenge

challenge n./v. 挑战 challenging adj. 引起挑战性兴趣的

1. He challenged me to play another tennis game. 他向我挑战要我跟他再打一场网球。

2. The present world is full of challenges as well as opportunities. 当今社会充满了机遇与挑战。

8. free

adj. 免费的；空闲的

a free meal. 免费的一餐 for free 免费的 free time 空闲时间

1．The girl 'gave' her mother a free dress once a week! 这个姑娘每周`给'她妈妈一件免费的衣服。

2．All the books were given away free. 所有的书都免费赠送。

9．prepare

prepare: v准备, 预备, 有能力而且愿意 preparation: n. 准备, 预备

prepare for…/prepare…for… make preparations for

be prepared for

1. Working on a part-time job can prepare them for a future career.

打工为大学生将来的工作作好准备。

2. Will you help me prepare for the get-together of the old classmates?

你能否帮我为这次老同学聚会做好准备工作?

3. Preparations for the top government officers' visit are almost complete.

迎接政府高级官员来访的准备工作差不多已全部完成。

[即刻点击]

1. He was _________ to do anything to save the local people.他已经做好一切准备来抢救当地群众。

2. The team __________ themselves for defeat. 这个队心理上已经做好了接受失败的准备。

Key: prepared; has prepared

10．fun

[U]愉快；开心 adj. funny 有趣的，可笑的

for fun寻找乐趣；当作玩笑；不是认真的 make fun of 捉弄

1．There's no fun in spending the whole evening playing cards. 整个晚上打朴克牌没有意思。

2．I felt unhappy whenever I was made fun of. 无论何时被人嘲笑，总让我不好受。

3．.Fifty years ago , wealthy people would rather hunt wild animals for fun than go sightseeing .五十年前，人们宁愿捕杀野生动物来寻开心也不愿意外出观光。

[即刻点击]

1．“Mr Alexander doesn't just write＿＿＿＿; in fact, writing is his bread and butter.”

“亚历山大从事写作不是为了好玩,事实上写作是他的谋生之道。”

2． Mary realized she ________.

A. was playing a joke about B. was making fun

C. was being make fun of D. was made fun

Key: for fun; C

11. drop

v. 1放弃；断绝（往来）；滴下, 落下 n. 滴；点

drop sb. a line 写封短信 drop in on sb. 造访某人 drop in at some place 造访某地

1. He seems to have dropped most of his friends. 他好像与大多数的朋友不再来往了。

2. He lifted a rock only to drop it on his own feet.他搬起石头砸了自己的脚。

3. A drop of ink may make a million think.（George G Byron）一滴墨水写成的文字可让千万人思索。(拜伦)

4．Don’t forget to drop me a line when you are free! 有空时写封信给我!

5．Sorry, we are late-we drop in at a pub on the way! 不好意思迟到了，我们中途去了一趟酒吧。

[即刻点击]

1．The headmaster asked me to _________ him at his office. 校长让我去他办公室。

2. __________ when you have time.有空时写封信给我。

3. I want to _______ out of math class, which is too hard for me. 我不想上数学课，它对我来说太难了。

Key: drop in on; Drop me a line; drop

12. miss

v. 错过；失去; 想念；思念

miss doing sth. 想念/错过做某事

1. He threw the ball to me, but I missed it and it landed on the ground. 他把球扔给我，但我没接住，球落在了地上。

2. Being too tired, he narrowly missed crashing into the tree. 太累了，他差一点撞到树上。

3．I'm sure that everybody will miss him very much. 我相信每个人都会怀念他。

[即刻点击]

My mind wasn’t on what he was saying so I’m afraid I ______ half of it.(NMET , 30)

A. was missing B. had missed C. will miss D. missed

13．the way to do 做。。。的方式

the way to do sth.

＝the way of doing sth.

＝the way （that）

1. Unluckily, we had no way to prove he was stealing money. 不幸地，我们无法证明他在偷钱。

2. There is no way of getting in touch with her. 无法与她取得联系。

3. We feel shame of the way you talked with the old man. 我们为你与那位老人说话的方式感到羞耻。

[即刻点击]

1. What is the way George thought of ______ enough money to buy the house?

A. to get B. getting C. having got D. being got

Key: A

14. someday=some day

15 regret

regret n.遗憾, 悔恨, 抱歉, 歉意 without regret. 毫无遗憾地

vt. 为...感到遗憾, 后悔, 惋惜, 哀悼, 懊悔

vi. 感到抱歉

Much to my regret, I am not able to accept your invitation. 令我遗憾的是

Her regret was that she never had the chance of seeing him. 遗憾的事

注意：

regret to do 很遗憾地要做。。。

regret doing: 为已经做的事后悔

[即刻点击]

1. I _________(tell)you that you’re not fit for the job. 很遗憾地告诉你

2. To this day I do not _____________(make)the remark. 后悔做了某事

Key: regret to tell; regret having made

Part B

16. develop

develop v. 发展, 发达;洗印, 显影 developing: adj. 发展中的

development: n. 发展 developed: adj. 发达的

1．How can you believe that he developed that small scale shop into a worldwide business!

他把那家小厂发展为国际企业，让人难以致信。

2．At university he developed a good habit of reading loudly in the morning.

大学时，他养成了早晨大声读书的好习惯。.

3. Can you develop the film yourself?

你自己会冲洗胶卷吗？

[即刻点击]

Whether it’s a ______ or ______ country depends on the living standard of the common people。

Key:

developing; developed

16. donate

donate: v. 捐赠, 赠予 donation n. 捐赠品, 捐款, 贡献

donate …to… 把。。。捐赠给。。。

The businessman donated a lot of money to the hospital.

这个商人捐给医院很多钱。

17. close

v. 关, 关闭, 结束, 停止, 使靠近, 靠拢, 会合, 包围

n. 结束

adj.近的, 紧密的, 精密的, 齐根的, 封闭的, 亲密的, 闷气的

adv. 接近, 紧密地

1. I live close to the shops. 我住得离商店很近。

2. How close parents are to their children has a strong effect on the character of the children.父母与孩子有多亲近对孩子的性格有很大影响。

3. As everyone knows, Karl Marx and Engels were close friends. 众所周知，马克思和恩格斯是一对密友。

注意：close , closely的区别

close强调的是空间位置关系的“靠近”，而closely则强调的是两个人或事情关系上的“密切”。

［即学即用］

1. Come ______ . I want to tell you something secret. .

2. The police is watching the bank _____.

Key: close closely

18．含介词的短语归纳：

(1 )形容詞短语：

be happy with 因。。。感到开心 be challenging for 对。。。有挑战

get interested in 对。。。感兴趣

(2 )动词短语

sit next to 坐在。。。旁边 sound like 听起来像 graduate from 从。。。毕业

donate… to …把。。。捐赠给。。。 tell sb. about sth. 告诉某人某事 achieve high grades 获得高分

make a speech 做演讲 develop an interest 养成一种兴趣

(3 )介词短语

than usual 比通常 for free 免费 at lunchtime 在午餐时 at first 起初

on the school field 在操场上

［即学即用］ 请你做课本第78页A2试试吧！

Key:

1. with;

2. to, at ;

3. like;

4. to, at;

5. On;

6. for;

7. about;

8. at;

9. On, on

14. 词形变化

1. enjoy v. 欣赏，喜爱 enjoyable: adj. 令人愉快的, 可享受的

2. achieve v. 获得 achievement n. 成就，功绩

3. prepare. v. 准备 preparation n. 准备，预备

4. experience v. 体验 experience. [C] 经历 [U]经验

experienced. adj. 富有经验的

5．help v 帮助 help n. 帮助 helpful adj. 有帮助的

6. introduce v. 介绍 introduction n. 介绍

7. develop v. 发展 development n. 发展 developed adj. 发达的 developing adj. 发展中的

8. donate v . 捐赠，赠予 donation n.捐赠品，捐款

9. display v . 陈列，展览 display n. 陈列，展览

10. please v 使。。。喜欢 pleasure n. 愉快；乐事

pleased adj. 高兴的，满足的 pleasing adj. 令人高兴的，合意的

［即学即用］ 请你做课本第78页A1试试吧！

Key:

4. enjoyable

5. experience

6. challenging

7. e-mails

8. funny

9. drop

10. exciting

11. helpful

【难句导学】

Part A

1．… It was difficult to remember all the faces and names.（Page 2, Line 18）

很难记得所有人的脸和他们的名字。

It 做形式主语。在这种名词性从句中为了保持句子的平衡,往往用先行词it作形式主语或形式宾语,而把真正的主语或宾语放到后面,尤其是that引导的主语从句往往用先行词it作形式主语.此句也可以改写为:To remember all the faces and names was difficult.

【即学即用】

1. _______ is a fact that English is being accepted as an international language.

A. There B. This C. That D. It

2. ________ worried her a bit that her hair was turning gray.

A. That B. It C. What D. There

3. I like ______ is the autumn when the weather is clear and bright. (NMET2004, 27)

A. this B. that C. it D. one

【即学即用】答案

1. D 2. B 3. C

2.I found the homework was not as heavy as what I used to get in my old school…(Page 2 , Line 20)

我发现现在的家庭作业不如以前学校里布置得多。。。

1) 在以前学过的表示比较的句子中，as 或than 后接的多数是名词或代词来担任比较状语。

例如

The elephant is much heavier than the horse. 象比马重。

本句是 what I use to get in my old school 是由从句担任比较状语。

例如

You are as sweet as sugar. The situation is not so bad as you suggest.

你甜如蜜。情形不如你说的那样糟。

2)what是连接代词，不仅引导名词性从句，而且在从句中充当一定的成份，如主语、宾语或表语。

The important thing is what you do, but not what you say. 重要的是你做什么，而不是说什么。

What make school proud was that more than 90% of the students had been admitted to key universities. （上海春季,33）使学校引以为豪的是90%以上的学生被重点大学录取。

【即学即用】

1. A computer can only do _________ you have instructed it to do.

A. how B. after C. what D. when

2. Perseverance(坚定) is a kind of quality ---- and that’s _________it takes to do anything well.

A. whatB. that C. which D. why

3．After Yang Li Wei succeeded in circling the earth, _______ our astronauts desire to do is to walk in space.(上海 2004，37)

A. where B. what C. that D. how

4．No one can be sure _____ in a million years.

A. what man will look like B. what will man look like

C. man will look like whatD. what look will man like(91)

即学即用答案

1) C 2) A 3) B 4）A

Part B

3． Upon finishing his studies, he started traveling in China.

一完成学业，他就开始在中国旅行。

注意on / upon doing sth. = as soon as 引导的从句。作此意讲时on / upon后也可以接名词。如on his arrival…。

On hearing the news, he burst into tears. 一听到这个消息，他放声大哭起来。

【即学即用】

1. ______________(一看到这则消息)， I immediately rang to see if I could help.

Key: On reading the news

第三板块 语法讲练

语法链接

1．语法精讲

定语从句

用来说明主句中某一名词或代词（有时也可说明整个主句或主句中一部分）而起定语作用的句子叫作定语从句。

关系代词引导的定语从句

关系代词所代替的先行词是人或物的名词或代词，并在句中充当主语、宾语、定语等成分。关系代词在定语从句中作主语时，从句谓语动词的人称和数要和先行词保持一致。

1）who, whom, that 这些词代替的先行词是人的名词或代词，在从句中所起作用如下：

Is he the man who/that wants to see you?

他就是你想见的人吗？（who/that在从句中作主语）

He is the man whom/ that I saw yesterday.

他就是我昨天见的那个人。（whom/that在从句中作宾语）

2) Whose 用来指人或物，(只用作定语, 若指物，它还可以同of which互换）, 例如：

They rushed over to help the man whose car had broken down. 那人车坏了，大家都跑过去帮忙。

Please pass me the book whose (of which) cover is green. 请递给我那本绿皮的书。

3）which, that 它们所代替的先行词是事物的名词或代词，在从句中可作主语、宾语等，例如：

A prosperity which / that had never been seen before appears in the countryside. 农村出现了前所未有的繁荣。（which / that在句中作宾语）

The package (which / that) you are carrying is about to come unwrapped. 你拿的包快散了。(which / that在句中作宾语）

小结

代替人 代替物 代替人或物

主语 Who which that

主语 Whom which that

宾语 Whose(=of whom) whose(=of which)

1． 语法专练

1． 请完成书上P11 练习！

Key:

1) which 2)whose 3)who 4)whom/who 5) who 6) which 7) who 8) which/that 9) who

2. 单选：

1. The house _________ the capitalist used to live in is now a nursery.

A. that B. where C. what D. when

2 .The book ______ cover is broken, is not mine.

A. which B that C whose D of which

3. I met a foreigner in the park yesterday afternoon _____ could speak Chinese very well.

A. who B. which C. when D. he

4．This is Mr Smith, ____ I think has something interesting to tell you.

A . who B whom C. that D. x

5. The radio set ___ last week has gone wrong.

A.I bought it B. which I bought it C.I bought D. what I bought

6. In the police station I saw the man from ___ room the thief had stolen the TV set.

A. whom B. which C. that D. whose

7. .His parents wouldn’t let him marry anyone ____ family was poor.

A. that B. whom C. of whose D. whose

8. A football fan(球迷) is _____ has a strong interest in football.

A. a thing that B. something that C. a person who D. what

9. A child _____ parents are dead is called an orphan.

A. who B. who’s C. whose D. which

10. He made another wonderful discovery ____ of great importance to science.

A. which is B. which it is C. who is D. it is

11. Those ___ _____ break the rule will be punished.

A that B who C they D whom

12. Do you still remember the days ______ we spent together then?

A when B during which C / D on which

13. 1) Do you know the girl _________ is talking with the director?

2) Do you know the girl _________ the director is talking with?

3) I like the flowers __________ you bought for me very much.

Key: 1-5 ACAAC 6-10 DDCCA 11-12. BC 13. that/who ; whom/who ; which/that

第四板块 单元演练

I 单选

1. Mother is _____ supper and the rest of the family are sitting at the table _____ it.

A preparing, prepared B preparing, prepared for

C preparing for, preparing D prepared for, preparing for

2. Businessman as he is, his main goal is not only to _______ a profit(利润).

A. earn B. challenge C. introduce D. develop

3. In our town, wood can ___________ a fire.

A. be used to make B. be used to making

C. use to make D. used to making

4. I _______ your making desserts after lunchtime.

A. miss B. prepare C. donate D. regret

5. Joe Jones, the eldest of the eight children, had to ____ out of high school at the age of 16 to help his father on the farm.

A．leave B. drop C. fall D. go

6. The students at colleges or universities are making ______ for the coming new year.

A. many preparations B. much preparation C. preparation D. preparations

7. Although it was really a difficult task, he decided to try his best to_______ success.

A. challenge B. host C. approve D. achieve

8 The boss ______ company I worked in two years ago has _________ in solving such kind of problem.

A. whose; many experiences B. who; many experiences

C. whose; much experience D. which; much experience

9. I don’t like _______ you speak to her.

A. the way B. the way in that C. the way which D. the way of which

10. Which sentence is wrong?

A. The professor lives in the room whose windows face south.

B. Don’t enter the house its roof has been destroyed in the hurricane.(飓风)

C．We prefer the students who like challenging themselves.

D. I still remember the name of the village we visited last year.

11．Charlie Brown is a ______ boy ____ has a dog and there are many stories of a lot of ______ happens between them.

A. funny; who; fun B. fun; he; fun

C. funny; he; fun D. fun; who; funny

12. Dr. Kelly walked ______ to the window to watch ________ the short man shopping on the street.

A. close; closely B. closely; close

C. close; close D. closely; closely

13. Marie Curie paid no attention _____ the prize that she won because of her achievements in physics.

A. to B. of C. about D. from

14. ----- I would join a party tonight!

----- _____________!

A. For free B. Have fun

C. Good luck! D. Don’t come back too late!

15. I found the homework was not so heavy as ______ I _____ to get in my old school.

A. that; was used B. what; used C. which; used D. that; used

II 用所给词或短语的适当形式填空：

earn respect pay attention to inform… of… on doing…

make preparations donate …to… graduate from develop recent

1. I would achieve higher grades if I ____ more ___________ the rules and requirements.

2．After _________ university, he began to earn his living by editing programmes.

3．Things got so bad ________that he decided to go on a diet. recently

4. With hard work, she _________ into a great writer.

5. The works that Guo Moruo ___________ are being displayed in the assembly hall.

6. The sales manager asked his men to ______ him ____ everything about the sales in time.

7. He has never done enough __________for his examinations.

8.______________(hear) that familiar song, he couldn’t help dancing to the music.

9. Give my _______ to your mother, please.

10. He has spent all his ________, so he has to borrow from all of his friends to live through the rest days.

III 动词适当形式填空：

experience achieve challenge prepare broadcast introduce continue respect please regret

1．Have you _______ Yoga? It’s really ___________ to learn from that _________ teacher!

2. Mother is busy in the kitchen, ____________ for the dinner.

3．It’s really a _______ role for him

4. German is a _________ country, while China is a ________ country.

5．We're ___ to listen to her __ voice.

6．You can hear the programme __________ every Wednesday. Don’t miss it!

7. Let me ____ myself first, my name is Jason.

8. According to the weather report, the weather will _________ fine till this weekend..

9. The success of the experiment proves that we have made great ______________ in the study of computer.

10. To our _________, the Japanese never feel _________ for what they did in the second war.

IV 中译英

1．政府批准了新建筑计划.

2．我很高兴经历了一种不同的生活方式。

3. 因为每天花几个小时读英语，我的英语进步了很多。

4. 要放弃自己喜爱的科目很难。

5．我们很遗憾地通知大家，科学馆在下周四关闭。

V 完形填空：20

At first I couldn’t believe it! There were no 1 in rows; no bells rang; no one had to go to class. Although we all lived “in”, nobody made us go to bed at a certain time; there was no “lights out”.

The 2 thing was that practically all the students went to class, and very few people stayed up late at night. Only the new people stayed up or 3 class. The new ones always went wild 4 , but this never lasted long. The 5 took some getting used to. Our teachers treated us like 6 ; never did we have to 7 “stand up”, “sit down” , “speak out”. I don’t 8 one student who didn’t try his best.

The subjects were the same as those in 9 school, but what a difference in the approach! For example, in botany we had 10 classes in the spring or fall, but instead we 11 two gardens, a vegetable garden and a flower garden. 12 in winter we each studied a few 13 things about what we had grown. In math the students built three different kinds of storeroom-small ones 14 , but usable. They did this instead of having lessons in the classroom. They really had a 15 time too, designing everything, drawing the blueprints, 16 the angles and so on . I didn’t take math. I can’t stand it! Besides, I could do the basic things with numbers. That’s 17 .

18 I think I am a better person for having gone to the school. I can read and write as well as anyone else my age, and I can think better. That’s probably a real big 19 between the free school and regular school-the amount of 20 .

1. A. desks B. lights C. students D. buildings

2. A. sad B. last C. good D. strange

3. A. attended B. took C. missed D. studied

4. A. from then on B. just then C. once more D. just then

5. A. freedom B. habit C. time D. people

6. A. workers B. pupils C. gardeners D. grown-ups

7. A. understand B. study C. play D. say

8. A. hear from B. feel like C. think about D. know of

9. A. night B. regular C. small D. real

10. A. all B. short C. no D. indoor

11. A. planted B. studied C. drew D. toured

12. A. Still B. Then C. Yet D. Next

13. A. wild B. successful C. usual D. particular

14. A. as well B. after a while C. of course D. as a result

15. A. funny B. great C. convenient D. thoughtful

16. A. looking out B. taking out C. finding out D. figuring out

17. A. dull B. interesting C. enough D. dangerous

18. A. On the whole B. Once again C. Sooner or later D. After a while

19. A. problem B. chance C. difference D. change

20. A. reading B. gardening C. teaching D. thinking

VI 选词填空：15

experience immediately literature average extra drop poet generation on of with lucky help miss use title

It is not a new thing to ______ the way ____ life in other countries. Three years ago I came to England for further study. _____ landing at the airport, I couldn’t help ________ China! ______, my roommate, a girl who was interested in ________, was very ________ and helped me get ________ to the new life soon. Besides learning, we often went to attend a speech ______ “Shakespeare and his tragedies” in our ______ time.

VII 阅读理解 20%

( A )

Although there are no state controlled survival courses in Britain or the United States, there are various independent organizations offering similar activities.

Students can participate ( take part ) in outdoor training courses through university clubs and societies . Anyone can register ( 登记 ) with such groups, which then organize courses ,training and trips for all members .

One of the most popular outdoor training programmes in both the US and Britain, is Outward Bound ( 户外训练 ). It was founded in 1941 in Wales and attracts hundreds of thousands of adventurous types every year.

The courses are to broaden minds through experiences that build confidence, self-esteem ( 自尊 ) and character. As well as specialist courses such as canoeing, leadership skills and sailing, participants can take part in week long adventure training camps which include a host of sports and survival training education skills.

Michael Williams, an American student, took part in an Outward Bound course last year. He said: “We learned lots of first aid skills, lots of natural history, lots of environmental facts , and participated in a wildlife preservation ( protecting ) programme. Beyond that, my favorite skills learned were sailing and rock climbing.”

Courses can last up to 40 days and are open to anyone over the age of 14. Students must be in general good health, but do not need to be experienced in outdoor-sports. There is no selection process; everyone is welcome, although new participants are advised to pick a course matching their physical power.

Most of the British courses take place in the Beacons in Wales. Another similar organization is the UK Survival School, which includes courses on learning to live with the environment, sailing and winter survival. On a basic survival weekend students will learn how to get water and food, how to make fire and cook with it, to find and build a shelter, control survival life support, how to cross rivers, send off an SOS signal, and to use compasses by day and night.

According to the leaders, such adventures are “an awakening, an exploration into unknown.” Outward Bound believes that participants will “use mind and body traveling some of the earth’s roughest wildness areas.”

( )1. The advantage of the training courses is that _________ .

A. participants can make friends with others

B. participants can visit some places of interest

C. participants can experience different adventures

D. participants can learn how wonderful nature is

( )2. In the Outward Bound course last year , the most exciting experience Michael Williams had was _________ .

A. learning first aid skills B. collecting facts of environment

C. preserving wildlife D. rock climbing and sailing

( )3. What’s the writer’s purpose to write this passage?

A. To introduce the training course to readers.

B. To persuade readers to take part in the training courses.

C. To tell readers the danger of this training course.

D. To introduce the wonders of the world to readers.

( B )

Many Chinese students who have learnt English for more than ten years are still unable to speak English very well when they meet a foreigner. They seem to have mastered the basic language structure(结构), but a conversation in English will make them feel uneasy. They are afraid that other people might find out their mistakes.

It's uncommon that many students who are bad speakers of English can write English perfectly. This proves that they are unable to organize their idea in English. The center of the problem is that they lack practice and confidence (自信).

Why should you be afraid? Do you fear those foreigners with whom you are speaking? Don't be shy, they will not laugh at you just for a little mistake you make. The best way to get rid of trouble is to learn to speak by speaking more. I am sure that constant practice will help you succeed.

4. What's the best topic for the passage?

A. How to Speak to Foreigners

B. How to Study English Well

C. How to Organize the Idea in English

D. Practise Speaking English All the Time

5. Many Chinese students can write English very well, but they cannot speak English fluently because

A. they seldom meet foreigners

B. they seldom practise speaking English

C. they had no chance to speak English

D. they think it's enough to master the basic language structure only

6. So many Chinese students are afraid speak to foreigners because

A. they are afraid they can't understand foreigners

B. they don't think their English is poor

C. they worry about making mistakes in their speaking

D. they didn't tike speaking to foreigners

7. According to the passage, which of the following is NOT true?

A. We can speak English fluently by doing more speaking.

B. If you can write English perfectly, you are able to organize your idea in English.

C. If you can write good English composition, you can speak English very well.

D. Any Chinese students can't speak English fluently because they are afraid of making mistakes.

8. In the last paragraph, the expression “get rid of” means_______.

A. throw away B. free oneself from

C. give up D. do with

VIII 作文 10%

常州电视台今年八月将举办中学生才艺大赛。你校将组织学生参加，请你用英语写一篇广播通知。要点如下：

比赛时间：8月20日

报名时间：截止7月底

报名地点：学生会

注意：

①广播稿约100词。

②应包括以上要点，但不要逐字翻译，要组织成一篇通顺连贯的短文。

生词：才艺大赛 --- talent show 学生会--the Student Union

Key:

I 单选：

1~5 C A A A B 6~10 D D C A B 11~15 A A A B B

II用所给词或短语的适当形式填空：

1. paid… attention to

2. graduating from

3. recently

4. developed

5. donated to

6. inform…of

7. preparations

8. On hearing

9. respects

10. earnings

III 动词适当形式填空：

1. experienced; an experience; experienced

2. preparing

3. challenging

4. developed; developing

5. pleased; pleasing

6. broadcast/broadcasted

7. introduce

8. continue

9. achievements

10. regret; regretted

IV 中译英

1. The government approved the new building plans.

2. I am pleased to experience a different way of life.

3. My English improve a lot as I spent several hours reading English every day.

4. It’s hard to drop some subjects which you like.

5. We regret to inform you that Science Laboratory will be closed next Thursday.

V 完形填空：

1~5 ADCBA 6~10 DCDBC 11~15ABDCB 16`~20 DCACD

VI 选词填空：15

experience; of; On; missing; Luckily; literature; helpful; used; titled; extra

VII 阅读理解

1~3 C D A 4~8 DBCCA

VIII 作文

May I have your attention, please? I am happy to inform you that a High School Students’ Talent Show will be held in ChangZhou Television Station on August 20th. This is really a good chance to show your singing , dancing, hosting and different talents. If you would like to have a try, you’ll have to go to the Student Union to sign up before the end of July.

Thanks for your kind attention!

篇16： 6B Unit7 牛津小学英语教学反思

6B Unit7 牛津小学英语教学反思

牛津小学英语6B Unit7A letter to a penfriend 是围绕“写信”这一主题，从谈论自己的笔友入手到着手给笔友回信，把有关“自我介绍”、“询问他人情况”、“征求意见”等日常交际用语、词汇和句型有机地结合起来，并运用与对话和课文之中。本课是这一单元的第一课时，内容为B、C部分。本课的核心内容是通过课堂教学，让学生能运用CanI have…? What for? I want to…并熟练运用进行日常交际，在真实的语言环境中，激发学生语言学习的兴趣和敏感性，拓展学生的语言交际面，并提高学生的口语水平。

本课的教学内容不难，为了丰富英语课堂，我努力挖掘教材，为学生创设语言学习情境。整个教学过程以旧带新，层次清楚，过度比较自然。设计这节课，我是从以下几个方面考虑的：

1、维持学习兴趣

随着年级升高，教材难度加大，学生学习兴趣有所减弱。但在《英语课程标准》中“激发和培养学生学习英语的兴趣”是基础教育阶段英语课程任务的'首要要求，这足见“兴趣”是学习的关键所在。因此，在高年级英语教学中，我们仍需要不断地激发和培养学生的兴趣。在新授导入时，我设计了一个Whereis the rubber?的小游戏，一下子就可以抓住学生的眼球，他们的注意里很快地就集中到英语课堂上。

2、优化单词教学

在高年级英语学习中，对单词学习的要求应不仅仅是停留在会听会读会说会写上，更重要的是要教给学生学单词的方法以及用英语思维的方式。教新单词时，可以给学生提供几个已学单词，根据发音的规律来学习新的单词，久而久之，学生对新单词的读音、拼写记忆会很快。如本课中，envelope这个单词较长，发音稍有点难度，我给出（spend, weekend）（camera, cinema）（hope）三组单词帮助学生发音和记忆单词，效果还不错。在进行用英语交流的时候，学生经常会碰到某些单词不会说而停下来。因此，我特别注意在课堂上培养学生用英语思维的习惯，以此提高学生的口语能力。在本节课教新授单词时，我不是用中文去告诉学生们这是什么意思，而是用一些简单的英语来描述这个单词，让学生在英语中理解单词。其实，我也是想用这种方式告诉学生们，当你某个单词不会的时候，不必着急，可以试着用已学过的知识将它描述出来，以此来达到交际的目的。

3、渗透文化意识

语言与文化有密切的联系，语言是文化的重要载体。在英语学习中，让学生了解中西方文化的差异，进行一种文化渗透，有利于学生对英语的理解和运用。本课涉及到“写信”的主题，我就将中英文信封的写法差异和中英文信的格式渗透其中。同时还教给了学生电子邮件的写法,既传授了知识,提高了能力,又为学生的终身发展服务。

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