牛津译林版模块3Unit 1第二课时教案

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篇1：牛津译林版模块3Unit 1第二课时教案

模块3 Unit 1 第二课时

Period II

Reading I

I. Homework checking

1. answers to the multiple choices: CCACC

2. translation work

1) 在某人的日常生活中 2) 和某人讨论某事

3) 相互影响 4) 捏住鼻子

5) 味觉 6) 以凸起的园点形成的字母

7) 听力有问题的人 8) 取得巨大成就

II. Questions

1. Have you ever lost your way in the fog? What would you do if you got lost in the fog?

2. How do you feel on a foggy day?

III. Listening

The teacher play the tape. Students should pay all their attention to the text and try to answer the four questions on page 2 of the textbook

Answers: 1. A young lady in the fog. 2. At 86 King Street.

3. She usually got home by bus. 4. He carried a stick.

IV. Reading comprehension

A) Do C1 on page 4 of the textbook

B) 通读课文，做下面的阅读理解题。

1. According to the text, we know that ____.

A. it was very foggy when Polly went to work that morning

B .Polly first took a bus and then walked home

C. on the train a tall man kindly helped Polly

D. hearing the footsteps, Polly was full of fear

2. In the text, Polly ____.

A. got surprising help from the blind old man

B. was caught by an old man when she was on the train

C. felt excited when hearing a voice in the fog

D. got frightened at the tall blind man

3. The blind man was in the fog because ____.

A. he just waited for Polly and offered help

B. he wanted to help those who got lost

C. the weather did no danger to him

D. Polly got lost and couldn’t find her way home

4. After reading the text, we learn that ____.

A. the blind old man was always ready to help

B. it is dangerous for Polly to go home in such a heavy fog

C. if you get help from others, you should do something in return

D. every one should give help to those in trouble

C) 再读课文，填写下面的表格。

Part Place What happened Polly’s thought or feeling

Part 1 outside Polly’s work place She left work early. 1.____________________________________

Part 2 at the bus stop in the street 2.______________________________________

Part 3 in the underground train：at Green Park station A tall man in a dark coat is on the train． 3.____________________________________

Pan 4 in Park Street：at the corner of the Street 4._________________________________________ Her heart was beating with fear．

Part 5 in the street The old man took her hand and helped her find the way． 5._________________________________________

Part 6 outside Polly’s house at King Street 6._________________________________________ Polly was thankful．

答案：1. She wondered if the bus would still be running．

2. The fog was too thick for the bus to run to King Street， where Polly lived．

3. She sensed she was being watched．

4. A rough hand brushed her face．

5. She wished for someone to come along．Fear held her still. She began to feel frightened again．

6. The old man left to help more people in need．

D) 根据文章的内容，判断正误

( ) 1. When Polly left work, she thought the buses would still be running.

( ) 2. Polly quickly got on the bus and had a chat with the conductor.

( ) 3. On the bus a tall man gave Polly great help.

( ) 4. As Polly walked along to Park Street, the footsteps were always following her.

( ) 5. In the heavy fog, Polly felt her arm touched by a hand.

( ) 6. A blind help Polly because she once helped the old man.

( ) 7. The old blind man could feel his usual way in the fog.

( ) 8. The blind man did do something useful to pay back the help he once received.

E) Do C2 on page 4 of the textbook

V. Retelling the story in the following order

Outside Polly’s working place→At the bus stop on the street→In the underground train→At Green Park station→In Park Street→At the corner of the street→In the street near King Street→At 86 King Street

Homework

I. Prepare for retelling the story

II. Do D on page 4

篇2：第十课第二课时(译林牛津版八年级英语教案教学设计)

一、Contents of the lesson:

Topic: Parts 1, 1.1, 1.2 of Lesson 9

Content: Book 3A, a picture, two new words, and two exercises

二、Type of the lesson

A new lesson

三、Aims of the lesson

1. To learn to talk about how people feel

2. To revise and extend the words that are used to express people’s feeling

四、The key points of the lesson

The students can use the following words and expressions in communication:

1. tired, thirsty

2. How do they feel?

They feel hungry/tired. Etc

五、The difficult points of the lesson

To express one’s feeling

六、Procedures

1、Revision (2 minutes)

Ask the Ss the following questions:

Can you still remember Annie’s letter in Unit2.

Can you talk something about the letter? What did Annie say? What was her feeling?

2、Presentation (2 minutes)

Open the book and turn to page 24, look at the first picture in part 1.

Ask questions like:

What game are they playing?

Do you think they win the game or lose the game? (answer: win the game)

Why do you think so? (answer: they are smiling)

How do they feel?

3、Language focus 1 (3 minutes)

To master the following expression:

“How do you feel?”

“I feel …”

4、Practice (part 1.1, 1.3) (5 minutes)

Ask the students to write a word from the box below the correct picture, and then ask the students why they think so?

5、Word study (10 minutes)

Distinguish “tired” and “tiring”

Extend the vocabulary about expressing people feelings. ( form: ask the students to write down as many words as the can)

Eg: hot, cold, sick, happy, asleep……

6、Language focus 2 (10 minutes)

To master the following expressions: and sentence patterns

“What makes you feel like this?”

“Why do you feel like this?”

1) make / have/ let/ hear sb do sth,

那个故事使他大笑起来：The dog makes him laugh

2) feel like doing sth=want to do sth

feel like sth= want sth 想要做某事

我现在不想跳舞： I don’t feel like dancing now

你想要一杯咖啡吗？ Do you feel like a cup of coffee?

7、Act (part 1.2) (8 minutes)

Present some pictures, ask the students to act out the picture and talk about how he feels and the reason.

8、Summary (2 minutes)

Today we have mentioned some expressions:

“How do you feel?” “I feel …”

“What makes you feel like this?” “Why do you feel like this?”

9、Homework assignment (1 minutes)

Write a passage to talk about one of your experiences and your feelings.

七、Multi-media:

Book 3A, board, powerpoint

篇3：牛津译林版9A Unit7 Films教案

牛津译林版9A Unit7 Films教案

【学习目标】

1. 熟练掌握本课出现的生词、短语以及重点句子；

2. 会背诵漫画和B部分的对话；

3. 能用英语谈论电影类型以及自己想做电影行业的何/种:工作。

教学过程

【亮标明学】

出示目标，明确本课学习内容。

Step 1 Revision

Show some pictures and introduce different types of films.

Step 2 Practice

A Sandy has found some pictures of different types of films. Do you know what types of films they are? Help her write the correct name under each picture.

action film cartoon horror film

romantic film science fiction film western

B Sandy and Kitty are members of the school drama club. They are talking about entering the film industry. Work in pairs and exchange your ideas. Use the conversation below as a model.

Listen to the dialogue in Part B and answer the questions.

1. Who does Sandy think would be suitable for entering the film industry?

2. Why does she think so?

Step3Comic

1. Watch the flash.

2. Listening

Let’s listen to the conversation between Eddie and Hobo. Then answer the questions.

1. Who does Eddie think he is?

2. Does Hobo think so?

3. Act out the comic strip.

Step 4Homework

1. Read the text book and learn the new words and phrases by heart.

2. Do the exercises in the workbook

九上Unit7 Comic strip & Welcome to the unit学案

【学习目标】

1. 熟练掌握本课出现的生词、短语以及重点句子；

2. 能用英语谈论电影类型以及自己想做电影行业的何种工作；

3.会背诵漫画和B部分的对话；

4.感知并能够运用so…that与such…that句式。

【自主先学】：

一、翻译下列短语。

1.你做梦，你妄想_________ 2. 动作片__________3.如此….以至于__________

4.浪漫电影 ___________5.科幻电影___________6.西部电影_______________

7.适合…的_____________6. 进入电影行业_______________

二、阅读93页Part A内容，试着完成匹配练习。

1.action filmA. The Pig Brothers

2.cartoon B. Johnny and Elly

3.horror film C. Tomorrow Never Runs

4.romantic film D. 2998

5.science fiction film E. The New King of the West

6.western F. Graveyard Midnight

【课堂活动】

三、模仿93页Part B编对话

A：Who do you think would be suitable for entering the film industry? B: I think …

A: Why do you think so?B: …

A: What would you like to do in the film industry? B: …

四、听漫画，回答以下问题：

1. Who does Eddie think he is?

2. Does Hobo think so?

五、朗读漫画，表演漫画内容。

六、感知so…that与such…that的区别。

七、记忆下列课文中的句子。

1.你非常幸运，霍波。 2.你知道我是谁吗？

3.嗯，我这么优秀，倒是应该在好莱坞发展。

4.你认为谁适合进入电影行业？

5.米莉是一个很好的讲故事的人，她可以写出激动人心的剧本。

6.虽然我喜欢表演，但是我更愿意当一名导演。

【检测反馈】

一、根据句意和提示写单词。

1. Many students want to be TV___________ (超级明星)when they grow up.

2. He is a___________ (浪漫的) person. He comes from France.

3. I can’t find my pen, so I use my pencil___________(代替).

4. American has powerful film _______(工业)，especially in Hollywood.

二、用正确形式填空。

1.You’re ________ (luck) that you can pas the exam.

2. In the _______(west) countries, Chinese medicine is also popular.

3. She’d rather ______(be) a teacher in the future.

4.The boy is 2.10 meters tall. I think he is ______(suit) for playing basketball.

. 三、根据汉语提示完成句子。

1. 我不喜欢表演，我宁愿成一名导演。

I don’t like acting .I_________ _______ _________ a director.

2. 我认为这双鞋适合远足。I think this pair of shoes is _______ ________hiking.

3. 你做梦，如果你不努力的话，你不会得到好工作。

_____ _____ ______, if you don’t work hard ,you won’t get a good job.

【中考链接】

(江苏中考)1. It's ____good food that we all like it very much.

A. so a B. such a C. so D. such

2.There are _____ many difficult questions on the paper that ____ of us can finish them on time.

A. so , a few B. such , a few C .so, few D. such , few

【自我反思】

本课我学会了那些单词,短语和句子_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

篇4：译林牛津 高一 unit 2 (1-10课时)教案

南师附中周平

Teaching objectives:

To introduce and develop the theme of growing pains

To form a positive attitude towards growing pains and learn to solve family problems wisely

To identify the difference between American English and British English

To learn about some colloquialisms and their origins

To develop the skills of how to read a play

To learn how to use a preposition + which/whom to begin an attributive clause and how to use relative adverbs in attributive clauses

To develop listening ability through a radio talk show

To develop speaking ability by talking about problems common to teenagers and presenting a dialogue based on the relevant theme

To develop the ability of reading for gist

To develop writing ability by presenting a dialogue and an advice letter

To learn to be cooperative and helpful when working together

Teaching plans:

Period 1-Welcome to this unit

Period 2-Reading 1 (Comprehension focus)

Period 3-Reading 2 (Word focus)

Period 4-Reading 3 (Consolidation of words)

Period 5-Word power1

Period 6-Word power2

Period 7-Grammar & usage

Period 8-Consolidation of grammar

Period 9-Task presenting a dialogue1

Period 10-Task presenting a dialogue2

Period 11-Project writing an advice letter

Period 12-Exercises

Period 1 Welcome to this unit

Teaching objectives:

To introduce and develop the theme of growing pains

To develop speaking ability by talking about families and problems that happen between teenagers and parents

To know more about classmates and their families

Teaching procedures:

I. Lead-in:

1. Presenting family albums:

In this part, Ss are encouraged to say something about their families by showing the class pictures with their parents.

2. Brainstorming questions:

Do you always show respect to your parents?

Do you always do what your parents want you to?

Do you sometimes quarrel with your parents? Why do you quarrel?

II. Picture talking (pair work)

Ask Ss to look at the pictures. Imagine the situations and try to describe them as fully as possible with their own words.

Make sure that Ss have “when”, “where”, “who”, “what” in your descriptions.

Invite some Ss to report back their descriptions.

III. Sharing opinions (group work)

In this part, Ss discuss the following questions in groups of four. Each group chooses two of the four questions. Have Ss to report their opinions in class.

Questions for discussion:

What kind of behaviors of yours will make your parents feel unhappy? List as many as you can.

*not doing homework,

*not getting up on time,

*spending too much time or money on …

*bad school behaviours

*not helpful with housework

*making friends with persons that parents don’t like

*…

What would you do if your behavior upsets your parents?

Who do you choose to talk to when you have a problem and want to talk to someone? Why?

Do you think there is a generation gap between you and your parents? How do you overcome the gap?

IV. Assignments:

1. Preview the new words of this unit on page 64 (from “act” to “rude”)

2. Think about this questions-What are growing pains? Do you have any pains? What are they?

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Period 2 Reading 1

(Comprehension focus)

Teaching objectives:

To develop the skills of how to read a play

To know about American family life and problems that happen between American teenagers and their parents

To form a positive attitude towards solving problems between teenagers and parents

Teaching procedures:

I. Lead-in:

Have you ever been left alone or with a pet? Describe that experience. If not, can you imagine what might happen if you were left alone? Can you look after your home and keep everything clean and safe?

II. Reading:

1. Remind Ss of the instructions on reading a play before reading

2. First reading and checking out Part A on page 22

3. Second reading (following the tape) and checking out C1 & C2 on page 24

4. More comprehension questions:

Why does Eric sound frightened when he sees his parents back?

How does Mom know that the dog is tired and hungry?

What does Dad mean by saying “This is not a family where bad behavior goes unpunished…”?

III. Thinking after reading:

Ask Ss to use their imagination and think of an end to the play.

Do you think Eric and Daniel will explain to their parents what has happened? Or will the parents go and ask the boys what has happened?

If you were one of the children what would you do? Would you remain silent or would you offer an explanation to your parents? Which is the better solution in your mind?

IV. Assignment:

1. Read the play aloud with partners.

2. Underline difficult words or sentences that need explaining.

3. Finish D1 & D2 on page 24.

4. Finish E on page 25.

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Period 3 Reading 2

(Word Focus)

Teaching objectives:

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

Teaching procedures:

I. HW checking out:

1. D1 & D2 on page 24

2. E on page 25

Ask Ss:

what they think of the way Daniel and his parents solve their problem

what kind of a boy Daniel is

II. Difficult points:

(In this part, Ss are encouraged to raise their questions.)

1. Eric runs in after it, followed by a big dog, walking very slowly.

2. …you weren’t supposed to come home until tomorrow!

3. Daniel, we thought you were an adult, …

4. Eric sits on his bed looking at Daniel, who has his arms crossed and looks angry.

5. …but now that he has been so rude to us, I feel like we have to punish him or he won’t respect us.

III. Words focus:

1.Word definition:

In this part Ss are to understand words and expressions in the text.

Ask Ss to match the expressions in Column I with the right definitions in Column II.

Column I Column II

a. be supposed to do 1. to talk about sb’s faults in an unfair way,

or to be too strict with sb.

b. deserve to do 2. to want to have sth. or do sth.

c. now that 3. used to ask or talk about how sb. should deal with sth.

d. in charge 4. used to say a light or fire is off or out

e. be hard on 5. used to say what is/was expected to happen,

esp. when sth. didn’t happen; used to say

that one should or should not do

f. go out 6.to hope that one will get sth. from sb.

g. expect…from… 7.in a position where you have the duty to make

decisions so that anything bad will not happen

h. feel like 8.used to say one should receive (a reward or

a special treatment) for what he has done

i. (what to) do with 9. because of sth. or as a result of sth.

2. Ask Ss to read the following sentences and try to complete them with words or expressions in the text so that each of the sentences makes sense.

1. The new company was set up last month and has some problems and difficulties, so we can say the company is experiencing ________. (growing pains)

2 ---Doctor, my son feels pains in his arms and legs at night. What’s wrong?

---It really doesn’t matter. That’s ________ and will soon pass. (growing pains)

3. His strange question made his friends feel surprised; that means his strange question ______ his friends. (surprised)

surprise-n./ vt.

surprised-adj.

surprising-adj.

surprisingly-adv.

My dad bought me an iPod on my birthday, which is a great ____ to me. (surprise)

What _____ me most was that flowers there were so cheap. (surprised)

He had a _____ look on his face at the news that she married John. (surprised)

---How was the exam?

---_____ easy. (surprisingly)

5. The sports meet _________ to take place last weekend. But we had to cancel it because it was raining heavily. (was supposed)

6. Wang Bing had his hair dyed and his red hair upset his parents. They say as a student he should not dye his hair, that is, he _________ dye his hair. (is not supposed to)

6. The morning assembly takes place on the playground at 7:30 on every Monday. So teachers and students _______ be there by 7:25. (are supposed to)

7.Mrs. Smith is a mother of three and knows a lot about looking after babies. You can ask her what to ______ a newborn baby if you have no idea. (do with)

8.Little Tim did a good job at school and he hoped that his parents would praise him. He ____ a praise _____ his parents. (expect…from)

9. The mother never praises her daughter unless she gets the first in test. She is too strict with him, that is, she is ______ him. (hard on)

10.Daniel thought his parents _______ him because they shouted at him before he could explain. (hard on)

11. The Chinese Women’s Volleyball team won the championship in the 28th Olympic Games. They worked very hard and they _____ win. (deserved to)

12. That boy spends little time on lessons and seldom listens in class. He failed in the exams. He _____ fail. (deserved to)

13. ---It is so hot. I _____ a big iced cola. What about you?

---Mineral water, please. (feel like)

IV. Assignments:

1. Finish A1 & A2 on page 86.

2. Finish D1 on page 89.

Make sure Ss read the text carefully and review what they’ve learned before doing exx.

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Period 4 Reading 3

(Consolidation of words)

Teaching objectives:

To consolidate the use of words and expressions through

Teaching procedures:

I. Checking out A1 & A2 on page 86:

II. Checking out D1 on page 89:

III. Assignments:

1. Memorize the new words in the text and get ready for a dictation tomorrow.

3. Read the play again and think about the question:

Is the play written in British English or American English? How do you know?

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Period 5 Word Power 1

Teaching objectives:

To identify the difference between American English and British English

To develop the ability of understanding words in context

Teaching procedures:

I. Lead-in: Dictation of words in the text:

(Ask a student to write on the blackboard.)

vacation

soccer

trash can

garbage

living room

behavior

adult

decision

explain

deserve

II. Word Power

1. focusing on the differences between American English & British English by checking out the dictation on the blackboard:

American English British English

vacation holiday

soccer football

trash can dustbin

garbage rubbish

living room sitting room

behavior behaviour

*Ask Ss “In which aspects does American English differ from British English from the examples above?”

(in vocabulary and spelling)

* Ask Ss “Does American English differ from British English in other aspects, like pronunciation and grammar? Encourage them to demonstrate some examples.

Differences Examples

pronunciation

grammar

spelling

vocabulary

* Ask Ss to use the information on page 26 and practice the dialogue on page 26.

* Ask Ss to discuss the following questions:

The accents in American English and British English are partly different. Which do you prefer?

Do you think it helpful to know about these differences?

2. Understanding words in context:

* Letting Ss read “A” on page 90 so that they can learn more about this topic.

* Checking out the comprehension questions

* Understanding some new words from the context of the passage

He was the major reason for the program’s huge success.

major-very large or important

Mike kept making trouble but was always charming.

charming-very pleasing or attractive

From the first few episodes of “Growing Pains” Mike was always getting into trouble.

episode-part of a TV or radio program in which the same story is

continued

These stories are good examples of the two sides of Mike’s nature.

nature-qualities that make someone a particular type of person

He was naughty but also a caring and warm person.

naughty-(used by adults talking about children) bad, causing trouble

caring-thinking about what other people need or want and trying to

help them

III. Assignments:

1. For bonus: Find two more examples showing the difference between American English and British English and tell your teacher as soon as possible. The first one will get a BONUS.

2. Do “B” on page 91.

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Period 6 Word Power 2

(Colloquialisms focus)

Teaching objectives:

To learn about some colloquialisms and their origins

Teaching procedures:

I. HW checking out:

1. Collecting examples of American English and British English

2. Checking out “B” on page 90

II. Colloquialisms

1. What is a colloquialism? How is it used?

2. Presenting sentences with colloquialisms:

I know you are busy, but could you just lend me an ear for a minute?

Meaning: to listen and pay attention to

Origin: In William Shakespeare’s time, around 1600, it was a common way of asking that you listen to a person speaking. Shakespeare used this expression in his play “Julius Caesar”.

If we don’t win this basketball game by at least twenty points, I will eat my hat.

Meaning: a saying used when you are 100 percent certain that something will happen

Origin: Many great writers, including Charles Dickens, have this expression.

3. Ask Ss to focus on Part A and have them finish this exercise individually.

Origins of some colloquialisms:

a wet blanket

meaning: a person who spoils other people’s fun by being boring

origin: This is an early 19th-century expression. Native Americans and others often put out their campfires with blankets they had dipped in the nearest river. If fire represents excitement and joy, then the wet blanket that puts out the fire stands for a person who always expects bad things will happen.

all ears

meaning: eager to listen; listening attentively

origin: This expression is three centuries old. The ear is the organ by which a person hears. So, if we say you are all ears, it means that at that moment you’re carefully listening to whatever is being said. It is as if no other organs of your body mattered except your ears.

pull my leg

meaning: to fool someone; to joke with someone

origin: By the late 1800s people sometimes tripped other people by catching their legs with a cane or running a string across the sidewalk. Sometimes it was just for fun; at other times robbers did it to steal from the victim after he or she had fallen.

4. Ask Ss to do Part B on page 27.

In this part, Ss are encouraged to discuss with each other first. Ask them to use dictionaries if necessary.

III. Assignments:

1. Work out the meanings of the following colloquialisms:

a. My parents and I don’t always see eye to eye about school issues.

b. I’ve got a major test tomorrow, so I better hit the books.

c. Lisa was walking on eggs when she was returning the necklace she had borrowed without asking.

2. Review the attributive clause learnt in Unit 1.

3. Read the play again and pick out sentences containing attributive clauses.

Period 7 Grammar and Usage

Teaching objectives:

* To learn how to use a preposition + which/whom to begin an attributive clause and how to use relative adverbs in attributive clauses

Teaching procedures:

I. HW checking out: understanding some colloquialisms

II. Grammar and Usage:

1. Let Ss read Point 1-4 on page 28 to know when to use a preposition + which/whom to begin an attributive clause. Teacher gives detailed explanations if necessary.

2. Ask Ss to do “A” & “B” on page 29.

3. Let Ss read Point 5 on page 28 to know how to use the attributive clause to modify the antecedent way.

4. More practice should be provided to Ss.

The pen with which I write my homework every day is broken, so I’ll have to buy a new one.

Can you please give me a piece of paper on which I can write a note to Miss Liu?

Do you know the woman with whom/to whom/about whom our teacher is talking?

The man from whom/for whom I bought the old picture is over eighty.

The way (in which/that) she sang surprised all the judges.

* * * *

Do you still remember the day on which we first met each other?

Yesterday we visited a factory in which toys are made.

She didn’t tell us the reason for which she gave up her job.

5. relative adverbs: when, where and why

Do you still remember the day on which/when we first met each other?

Yesterday we visited a factory in which/where toys are made.

She didn’t tell us the reason for which/why she gave up her job.

6. let Ss read instructions on page 30

7. practice on page 31

III. Assignments:

1. Do C1 on page 88 (WB)

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Period 8 Consolidation of grammar

Teaching objectives:

To have more practice on the usage of attributive clauses

Teaching procedures:

I. Consolidation of Grammar:

1. HW checking out-C1

2. Additional practice-this part focuses on situations in which relative pronounces and relative adverbs are used

Tell Ss that when , where or why can’t be used to introduce an attributive clause if the antecedent is used as the subject or object in the clause though they refer to a time or a place or a reason.

Examples are as follows:

Shanghai is the first city that Eric visited in China.

The city that/which gives Eric a deep impression in China is Shanghai.

Shanghai is the city where Eric’s grandfather used to work.

He will always remember the days that/which he spent in America.

He will always remember the days when he studied in America.

No one knows the reason why he changed his mind.

The reason that/which he gave us is not good enough.

3. Do C2 on page 88.

Ask Ss to do this exercise individually and check out in class.

II. Assignments:

1. Read the diary entries on page 34 and underline the main point of each entry and circle the words which tell you the mood of the writer. (Make sure Ss read the guidelines on page 34 before reading the dairy entries.)

******************************************************

Period 9 Task presenting a dialogue (1)

Teaching objectives:

To understand how a speaker is feeling by identifying different tones

To develop listening ability through a radio talk show

To develop the skill of reading for gist through diary entries and a thank-you letter

To learn how to write a dialogue

Teaching procedures:

I. HW checking out:

1. Ask Ss to check with their partner about the main point and words showing the writer’s mood.

2. Invite some Ss to tell the class the main point of the entry.

II. Step 1: listening to a radio phone-in programme

1. Lead-in:

Tell Ss that tones can tell how a speaker is feeling just as words can tell us the mood of a writer.

2. Understanding tones in spoken English

1) Ask Ss to read the guidelines in Skills building 1 on page 32 before listening to the five versions of the same sentence in different tones. They will see that there are four main points to determine how the speaker is feeling. Write down the four points on the blackboard:

the volume

the tones

stressed words

the pause

2) Have Ss listen to the example sentence in five different tones one by one. After they listen to one of them, ask them to tell what they think about the speaker’s emotion. Is she happy, or angry? Is she in high spirits or in low spirits? Then let them read the explanation for each sentence.

3) Have Ss read the sentence “He will come here tomorrow” in different emotions. Ask them:

If someone is happy about his coming, how will he say it?

If someone doesn’t want him to come, how will he say it?

If someone is excited about his coming, how will he say it?

If someone is frustrated or questioning, how will he say it?

4) Let Ss listen to the tape and finish Part A on page 32.

5) Ask Ss to listen to the tape and finish Part B. Then let them listen to the five sentences again and ask them to tell which word is emphasized and what tones are used for different emotions.

3. Listening to a radio phone-in programme:

1) Ask Ss to listen to a radio phone-in programme and write the names of the callers in the space below.

2) Ask Ss to say something about the pictures.

Picture 1:

What did Jane call about last week?

Why did Jane call this time?

Picture 2:

What problem does Christina have with her mum?

What does the host advise her to do?

Picture 3:

What problem does Shirley have?

What is she supposed to do according to the host?

Picture 4:

What does Richard’s father want him to do?

What does Richard want to be when he grows up?

What advice does the host give Richard?

Picture 5:

What makes Patrick feel lonely?

What advice does Patrick get from the host?

Picture 6:

Why does William’s father want him to go out?

What is William supposed to do?

III. Step 2: reading a thank-you letter

In this part, Ss are asked to

read the letter and the sentences below

decide if the sentences are true or false

IV. Assignments:

1. Read the guidelines about how to write a dialogue on page 36 and discuss Part A on page 36 with your partner.

****************************************************

Period 10 Task Presenting a dialogue (2)

Teaching objectives:

To develop writing and speaking abilities by presenting a dialogue

To learn to work with others

Teaching procedures:

I. Presenting a dialogue:

1. skills building: writing a dialogue

1) Points about writing a dialogue:

In this part Ss are asked to read the guidelines on page 36

Don’t include words like “Umm” or “Hmm” in a dialogue.

Don’t repeat words that have just been said.

Use the words the characters say to show their feelings and moods.

2). Ask Ss to point out what is wrong with the underlined sentences after they discuss with their partners

2. Presenting a dialogue in groups:

1) Let Ss read the guidelines on page 37.

2) Have Ss work in groups of three and each group makes up a dialogue with the information provided.

3) Have some groups give a performance of the dialogue they make up. Other students are expected to make some comments on the performances.

II. Assignment:

1. Read the two letters on page 38 and think about how you can advise them to solve their problems.

***************************************************

Period 11 Project Writing an advice letter

Teaching objectives:

To develop the writing ability by producing a letter

To work together and help solve problems

Teaching procedures:

I. Project writing an advice letter:

1. Lead-in:

In almost every family are problems that may upset teenagers and their parents. A father has some problems with his son. They have both written letters to a magazine, asking for advice. Today we’re going to help them solve their problems.

2. Have Ss answer some questions about the letters:

Why does the father write the letter?

What does the father think of his son?

What is the father worrying about?

Why does the son write the letter?

What are his problems?

How does he feel about his father?

How are you going to advise them to solve their problems?

3. Have Ss work in groups on Part B on page 39:

Let Ss discuss the four questions given in this part, esp. the 3rd and the 4th ones.

Assign roles to each group member:

Task 1: doing research to find examples of advice letters

Task 2: writing an outline for the letter

Task 3: writing the letter

Note:

* Any of the tasks can be shared by two or three people.

* The letter is to be read to the group after it is written and group members make changes if necessary.

4. Producing the letter:

To write the letter, Ss are encouraged to use words and expressions that they have learnt in this unit.

II. Assignments:

1. Finish the letter and have it typed on A4 paper.

2. Read the two letters again and work out the meaning of new words with the help of dictionaries.

3. Do B1 & B2 on page 87.

*****************************************************

Period 12 Exercises

Teaching objectives:

To develop listening ability through “Listening” on page 92

To consolidate the use of words in B1 & B2 on page 87

To learn to express opinions clearly by writing a report (optional)

Teaching procedures:

I. Listening practice on page 92

II. Checking out B1 & B2 on page 87

III. Writing practice on page 93 (optional)

篇5：高二第二学期英语导学提纲 (译林牛津版高二)

M8 U2 The universal language

Words(Ⅱ) &Project

课前导学：

一、查字典或工具书，填写下列词性变化

1.fame (n.) ___________ (adj.) 2.slavery(n.) ______________ (n. 奴隶)

3.essential(adj.) ____________(n.) 4.violinist(n.) _________________(n.小提琴)

5.mixture(n.)________________(vt.) 6.regain(vt.) _____________ (vt.获得)

7.promoter(n.) ___________________(vt.)____________(n.促进，提升，推销)

8.phenomenon(n.)_______________(adj.)_________________(pl.复数)

9.swing(v.)_______________(过去式)__________________(过去分词)

二、根据wordlist与Project内容填写下列短语

1. 民歌________________ 2. 扎根于……之中____________________

3. 种族歧视________________________ 4. 发财、赚钱_________________

5. 征召……入伍__________________ 6. 解散、解体、分手_____________________

7. 从摇摆乐到摇滚乐_______________ 8.巡回演唱他们的老歌__________________

9. 发行第一首摇滚歌曲________________ 10. 发财____________________

11.获得很高的名声__________________ 12. 受到普遍的欢迎____________________

三、预习Project, 在下列表格上填写适当的单词

Time

Types of music

Origin

Main instrument

Representative

Early Jazz 1. Trumpet

Louis Armstrong

(1930s-1950s) Swing

2. 3.

By 1949

R & B

4. 5.

1950s Rock & roll

Develop from R&B 6.

1960s

Pop music

The Beatles

四、质疑讨论

__________________________________________________________________________________________________________________________________________________________

拓展延伸：

1. privilege n. 特权；特别待遇 vt. 给予…特权

It is a privilege to do… 干……很荣幸

eg. It was a privilege to make his acquaintance.___________________________

翻译句子：

1) 在许多国家，受教育是一种特权。______________________________

2) 能做演讲十分荣幸。 _________________________________

2. voyage n. 航海旅行

1） voyage指不论路程长短的水上或空中的旅行

2） journey一般指时间和距离都较长(单程)的陆路旅行，不含有回到原出发地的意思

3） trip指短距离的旅行，常回到原出发地

4） tour指周游或巡回旅行，常常是访问一系列地方后又回到原出发地

5） travel泛指旅行这一行为过程。指具体的旅行时常用复数，用单数一般表示旅行的抽象概念

练习： 用voyage, journey, trip, tour或travel填空。

1） His parents are on a_________ by ship now.

2） He made a _________ around the Greek Island.

3） ___________ in the mountains can be slow and dangerous.

4） Did you go to Pairs during your___________?

3. serve as 担当，担任 serve a sentence服刑

eg：1）很高兴为您服务。It's my ___________ to ___________ ___________.

2）The sofa can _______ _________ ___________ _____________ if we have guests.

如果我们有访客，那张沙发可充当床来用。

4. compose vt. 组成,构成；为……作曲,创作

be composed of= be made up of 由……构成 consist of由......组成

compose表示许多部分构成一个整体，一般用被动，而consist与compose同义，则不用被动

eg: 1)水由氢和氧组成。

Water ________ _______ _________ hydrogen and oxygen.

=_____________________________________./

2） 你可以在电脑上作曲吗？Can you _________ _________ _________ the computer?

3） 为什么音乐家们作交响曲，诗人写诗呢？

Why do ___________ ___________ ___________ and __________ write __________?

5. evolve vt.发展, 演变,进化

evolve from …to …有……演变成……

evolution n. 进化,发展,进展

eg：1) The _______ the theory has______ from a conventional idea(传统思想) to a modern one.

A. evolved; evolved B. evolved; evolve C. evolving; evolved D. evolving; evolving

2) 我不知道这种动物是如何演化而来的。I don’t know ______ ______ _______ ______.

6. anchor v. 使固定，使稳定；使停泊

短语： be anchored in… 扎根于…之中 be at anchor 在停泊中

完成句子： The large ship ________ _________ __________(停泊在) Huangpu River.

7. essential adj. 不可或缺的，极为重要的；根本的，本质的

c.n. 常用复数，必需品，要素，要点

eg. Previous experience is not essential.

the essentials of maths 数学纲要

完成句子：1) There is no________ ________(根本区别) between the two methods.

2) Sun and water are_______ ______ ________ ______ ________ __________

(是作物生长不可或缺的)

8. decline n. 衰弱，减退，减少（常用单数） v. 拒绝，谢绝；衰落，减弱

用法拓展：decline sth谢绝…. decline to do sth. 谢绝做……

on the decline 衰退中，走下坡的

完成句子：1) There has been_____ _____ _____(逐渐减少) in the population of the town.

2) He______ ________ _________(拒绝回答) my question.

3) They ______further comment ______the proposal.他们不肯对此建议作更多的评价。

9. break up v. 分解，拆散

短语归纳： break out （战争，火灾）爆发 break in 闯入，插入

break off 使终止，打断 break into 闯入，打断（带宾语）

break through 出现；突破 break down 分散，拆散；坏了；身体垮下来

单选：1) You will__________ sooner or later if you keep working like that.

A.break off B. break down C. break into D. break out

2) Can he__________ away from old habits?

A. do B. put C. take D. break

10. appeal n.\v. 呼吁；恳求；诉诸，求助

用法： 1) appeal to sb. for sth恳求,呼吁 appeal to sb. to do sth. 恳求某人做某事

用适当的介词填空: 1.The idea appealed_________ Mary.

2. These subjects have lost their appeal__________ most students.

He made one last appeal________his father to forgive him.

长难句破析

1.Louis Armstrong is seen by many as being one of the founding fathers of jazz. (L8-9, P30)

2.From the early 1930s to the early 1950s,traditional jazz went into a bit of a decline, and was replaced in popularity by a new kind of music known as swing. (L16-18, P30)

3. Wherever the Beatles went, masses of fans would welcome them at the airport in a phenomenon that was then called ‘Beatlemania’, as if it were some kind of mental illness.(L49-51,P31)

反馈矫正：

1. Big Joe Tuner never achieved much fame when he was alive mainly because there was still racial d in the USA then.

2. If the factory is closed, many people will face u .

3. Rain and snow are (现象) of the weather.

4. A chemist can separate a medicine into it’s (成份).

5. As one grows older one’s memory d .

6. The v from England to India used to take six months.

7. Music has little (吸引力) for me.

8. Every citizen has the p of equality.

9. He looked at her with a m of admiration and curiosity.

10. Bill spent two weeks in the hospital r his strength after the operation.

迁移创新：

1. Some experts thought that the standards of education __________ these years in China.

A. has declined B. had declined C. has raised D. had raised

2. Carl believes one can exercise conscious control _______ repeating bad dreams.

A. of B. in C. over D. on

3. The idea of a holiday to Tibet by train is certainly ________to some young men in China.

A. meaning B. hoping C. appealing D. thinking

4. The meeting was ____________ when the chairman fell ill.

A. cut down B. cut out C. cut off D. cut short

5. The computer system _____________suddenly while he was searching for information on the Internet.

A. broke down B. broke out C. broke up D. broke in

6. The great artist says, “ Art should be ________ life. ”

A. root at B. anchored in C. reflected D. root of

7. It seems that every newspaper stand is filled with magazines focusing on the latest _______

in women’s fashion.

A. themes B. privileges C. reminders D. trends

8. The teacher walked past a boy student,__________ and caught him cheating in the exam.

A. turned away B. swung around C. came round D. left behind

9.The party has __________ control of the region.

A. made B. regained C. ranged D. released

10.He thought he could ____________ if he could find a white man could sing _________

black man.

A.make a forture;like B. make a forture;as C. make forture;like D. make forture;as

答案

课前导学

一、查字典或工具书，填写下列词性变化:

1.famous

2.slave

3.essence

4. violin

5. mix

6. gain

7. promote promotion

8. phenomenonal phenomena

9. swung swung

二、根据wordlist填写下列短语：

1.folk song 2.be anchored in

3.racial discrimination 4.make a fortune

5.be drafted into 6.break up

7.from swing music to rock and roll

8.tour and perform their old music

release the very first rock and roll song

make a fortune

achieve much fame

have almost universal appeal

三、预习Project, 在下列横线上填写适当的单词。

Folk songs of blackAmericans Trumpet Louis Armstrong

A kind of jazz intended for dancing Piano, violin, bass

Mixture of jazz & swing Guitar & saxphone Big Joe Turner/Elvis Presley

教学过程：

1．能认识他是很荣幸的. 1) Education is a privilege in many countries.

2) It is a privilege to make a speech.

2.voyage, trip, travel, travels

3. pleasure serve you 2) serve as a bed

4. 1) is composed of 2)compose music on 3) musicians compose symphonies poets poems

5. 1) A 2) how the animal evolved

6. was at anchor

7.essential difference essential to the growth of crops

8. a gradual decline declined to answer declined on

9. B D

10．to , for, to

反馈矫正：

1. discrimination 2. unemployment 3. phenomena 4. components 5. declines 6. voyage 7.appeal 8.privilege 9.mixture 10.regaining

迁移创新：

1-5BCCDA

6-10 BDBBA

篇6：module1 unit1 教案 (译林牛津版英语高一)

牛津高中英语教学设计

单 元：Unit 1 School life

板 块：Reading 1

Thoughts on the design:

在完成了welcome板块的学习后，阅读一名从中国到英国的交换生的介绍文章。让学生在阅读过程中使用skimming理解文章大意，用scanning 获取细节信息，之后再对文章作综合回顾。然后，引导学生换个角度，从英国学生的角度来看待中国的学校生活，模仿课文，从不同的方面介绍中国的校园生活。

Teaching objectives:

1. to help the Ss master the reading skills of skimming and scanning.

2. to guide the Ss to understand the passage and learn about more details of school life in the UK.

3. to encourage the Ss to learn to view our school life in a different perspective.

Step 1. Lead-in

1. [Teacher] We’ve learned a little about the difference between schools in China and in the UK.

2. [Brainstorming] If you were an exchange student in a UK school, what would you enjoy most?

3. Collect answers from a few students.

4. [Teacher] Today we’ll read an article from a school magazine, written by Wei Hua, who studied in the UK for one year. Let’s find out what she finds enjoyable.

[设计思路]：从上一课时涉及的中英学校生活差异谈起，问学生什么是他们心目中英国校园生活最让人喜欢的部分，从而引出课文的enjoyable experience。

Step 2. Reading for general ideas

1. Introduce the reading skill: skimming.

2. Teacher can start with the title and the first paragraph so that the Ss know how to work out the general idea of each paragraph.

3. [pairwork] Ask the Ss to work in pairs. Go through the passage quickly to find out the main idea of each paragraph.Check answers one by one paragraph.

[设计思路]：教师示范skimming的运用，让学生学会在快速浏览的情况下，抓住文章的要点。

Step 3. Reading for details

1. Introduce the reading skill: scanning.

2. Teacher can do Q1, Q2 in Part A first.

3. [Individual work]Ask Ss to do Q3 in Part A and questions in C1 individually.

Check answers with the Ss.

4. [Listening and reading] Ask Ss to go through the questions in C2.

Then listen and read after the recording. Ask Ss to answer the questions using their own words.

[设计思路]: 示范传授scanning的运用，并辅以相关练习，让学生在阅读中掌握阅读方法。

Step 4. Consolidation

1. [Task-based reading] Ask the Ss to do the task-based reading and check answers.

Aspects Details

General impression It was a different but exciting and enjoyable 1. ______________

Assembly Students should attend it on the first day and the 2. ____________

Will tell the rules of the school during that period.

Class Our class is of the 3._______ size; we would never study in a fixed classroom.

Subjects English I practiced it every day, so it got 4. ________ a lot.

French I had an 5. _______ French class on Tuesday evenings.

Cooking I learned a lot and could make delicious cakes.

Selective ones Students can 6. _______ studying some subjects if they don’t like them.

7. _________ It was not heavy but a bit 8. ______________

Spare time I played football with others, 9. _______ under a tree and went to the Computer Club where I could send e-mails to my family and friends 10. _________ of charge.

Keys: 1-5 expericenced headmaster average improved extra

6-10 stop Homework challenging relaxed free

[设计思路：通过任务型阅读填空的形式，帮助同学进一步巩固课文内容并再次理清文章概要]

Step 5. Discussion

1. [groupwork] Suppose you were Daniel, a UK student in China on a student exchange programme, write a passage for him entitled “School life in China”. Discuss what will be covered in the passage. Draw the outline and present.

[设计思路]：了解了中国学生在英国的感受，让学生换个角度，谈一谈英国学生在中国学习的感受。一方面让学生创设了情境，让学生运用学到的语言，同时，也促使学生以新的视角来看待自己周围的学习、生活。

Step 6. Homework

1. Revise the text and do part E.

2. Prepare for an interview with Wei Hua.

篇7：Lost Civilization教案 (译林牛津版英语高一)

一，教学课型：阅读课

阅读课是学生综合运用所学语法、词汇和功能等知识，认真阅读文章，达到帮助其学习语言、文化等方面的知识，形成良好的阅读策略，提高阅读理解能力的课型。

教学任务有以下：

复习巩固所学词汇。

逐步阅读课文，达到深层次理解。

渗透阅读方法。

二，教材分析

教材内容（见课本page42）

教材处理

《牛津高中英语。学生用书》所选的文章不仅题材广泛、内容丰富、文化意识强、内涵丰富，而且体裁多样，涵盖了说明文、议论文、小说、戏剧、记叙文等，为学生学习语言提供了丰富多彩的素材。本课教材节选Ann一个加拿大女孩的五篇游记，把她在Pompeii和Loulan两处的所见、所闻、所感、所思展示出来。教师可以呈现出与这两处有关的简单的对错问题让学生轻松答题，然后过渡到具体的问题，达到深一层次理解，再者对两个古代城市进行比较归纳，对文章达到更深地理解，最后升华主题，唤起人们保护世界文化遗传的意识。

教学目标

(1)通过阅读短文，了解两处失落的文明--Pompeii和Loulan.

(2)提高学生阅读能力。

(3)提高学生语言运用能力。

教材重点和难点

(1)引导学生归纳短文、比较两个古代城市的异同。

(2)引导学生升华主题，增强人们保护世界文化遗产意识。

三，教学设计

（-）设计思想

本节课是在多媒体教学环境下实施的大容量、快节奏的课堂教学。教师首先让学生复习回顾与本篇文章相关联的词汇，接着运用略读、寻读、跳读等阅读方法，对所节选的五篇游记从不同层次，由浅入深、由表及里，逐层推进地进行阅读，从而达到对文章深层次的理解。根据文章的描述，培养学生保护世界各国文化遗产、文明古迹的意识，同时让学生思考如何去保护文化遗产和文明古迹：逐渐实现从语言的输入和内化到语言成果的输出，提高学生应用语言的能力。

（二）教学过程

Step1 .Revision

Go over the words

Match the words with their definitions

( ) 1.take over A place a dead body in a grave

( ) 2.erupt B rich

( ) 3.unfoutunately C huge

( ) 4.hawre D take control of

( ) 5.wealthy E sadly ,unluckily

( ) 6.ruins F provide space for

( ) 7.enormous G parts of a building that

remain after it has been badly

damaged or destroyed. .

( ) 8. .bury H (of a volcano)throw out lava and ash

[设计说明]

该教学步骤复习巩固所学的有关词汇，同时为接下来的阅读扫清了障碍。

Step2.leading-in

1. T: Now let’s talk about two questions with your partners?

Can you name some buildings that would represent ancient civilizations in China?

What does the title Lost Civilizations mean?

2.T:In this passage,, there are two lost civilizations .What are they? (showing some pictures of Pompeii and Loulan)

T: Do you know which place these pictures describe ?

S: Pompeii

T: Do you know which place these pictures describe ?

S: Loulan

T: Have you ever been to Pompeii and Loulan ?

S: _________

T: Have you known about them ?

S: _________

T: Would you like to visit them?

S: __________

Now let’s go with Ann together.

[设计说明]

通过问题讨论链接中国古代文明，感性认识现存文明与失落文明的含义。通过逼真的图片让学生初步认识Pompeii和Loulan，增强学生对课文的阅读兴趣，并自然地引出本课的话题，与作者一起游历两古城遗迹。

Step3 Reading

1读前(pre-reading)

教师通过放录音,让学生跟着录音浸入课文，初步了解大意，同时也注意了语音语调。

2读中（while-reading）

T: Now read the passage quickly and answer the following “T” or “F” questions.

A. The author is going to China by air next week.( Day1-15th July)

The city of Pompeii was founded in the 7th century BC.(Day2-16th July)

C. The city of Pompeii wasn’t found until the 18th century.( Day3-17th July)

D. Loulan was a stopping point on the famous silk road between the east and the west almost years age (Day10 –24th July )

E. Pompeii and Loulan were lost for the same reason.(Day11-25th July )

(2)T: Now read the passage carefully and answer the following wh-questions.

A. What happened to Pompeii in August AD79?

B How was the buried city discovered ?

C Where were the stepping stones along the road in Pompeii used for ?

D. Why was Loulan an important city about 2000 years ago?

How do many people think Loulan disappeared?

F. What is one main similarity between Pompeii and Loulan?

(3)T: Now read the passage more carefully and fill in the following blanks with proper words and phrases

Pompeii Loulan

Where was it located ① China

When was it founded? In the 8th century BC ②

What kind of city was it? A rich city ③

Why was it destroyed? ④ ⑤

How was it discovered In the 18 century ,a farmer found some stone with writing on it, then people started to dig ⑥

What can you find about the city now ? Streets with ⑦,houses with⑧,bodies of people that had been turned to stone the city walls,⑨, ⑩ that ran through the middle of the city

(4)Choose the best answer according to the passage.

( ) A. Which of the following statements is not true?

a. Both of the two cities were lost civilizations about 2000 years ago.

b. Both of the two cities were discovered by local people.

c. Pompeii was destroyed by a volcano while Loulan was gradually covered over by sandstorms.

d. Pompeii was in Italy while Loulan was in China.

( ) B. The purpose of writing this passage is ____

a. show how happy the writer was to have such a chance to visit the sites.

b. to arouse people’s sense of protecting civilizations.

c. to compare the civilizations of Pompeii and Loulan destroyed.

d. to tell us how Pompeii and Loulan were destroyed.

[设计说明]

该环节通过表面理解→深层理解→比较异同→归纳总结这样四个步骤对全文作全面理解。

3读后（post-reading）

T: As we all know there were lots of ancient civilizations in the world in history.

Some of them have disappeared while others remain today .such as the Great wall, the Terracotta Warriors ,the Hanging Gardens ,Pyramids and so on (showing some pictures of them)

Now let’s discuss in groups.

(1)If you have a chance ,which place would you like to visit most? Why?

T :From the passage we know Pompeii and Loulan were destroyed by nature.

But I think human may also destroy our civilizations. If we want to make our civilizations exist for ever, I think we should make people have the sense of protecting our civilizations

Now let’s discuss in groups.

(2) What can we do to make people have the sense at protesting our civilizations?

(设计说明)

以上两个问题展开小组讨论.该教学活动旨在提高学生用英语表达观点的能力,同时进行德育渗透，培养学生保护文化遗产的意识。并通过小组讨论培养学生的合作意识。

Step4 Consolidation

做学生用书Part E、F Page.45

Step5 Summary

通过本课时的学习，让学生全面深刻地理解了课文，提高了能力。

Step6 Homework

预习课文上的语言点，为阅读课第二课时作准备。

篇8：一般过去时复习教案 (译林牛津版英语七年级)

一般过去时

1. 一般过去时

结构：主语+动词过去式

表示：①过去(经常)发生的动作

②过去存在的状态

时间状语：yesterday, in the past, ... ago, the day before yesterday, the other day, this morning, last week, in +过去时间

2. 动词过去式的变化规则

(1)一般情况下，直接在动词词尾加-ed。

(2)动词以e结尾，直接在词尾加-d。如：save-saved，use-used。

(3)动词以y结尾，且y前是辅音，则变y为i再加ed。如：carry- carried ，cry-cried

(4)动词以重读闭音节结尾，且末尾只有一个辅音字母，则先双写这个辅音字母，再加ed。如：

stop-stopped，plan-planned

(5)不规则变化(见课本附录的表格)。如：put-put，write-wrote，spend-spent，leave-left…

【练】写出下列动词的过去式

1.is/am

2.Fly

3.3.plant

4.are

5.drink

6.play

7.go

8.make

10.dance

11.worry

12.ask

3. 一般过去时的否定句：

1、be动词构成的一般过去时的否定形式：在was和were后面直接加not.可以缩写成wasn’t和weren’t.

2、行为动词前加助动词didn’t

3、Be动词开头的一般疑问句以及回答方式

-Were you happy yesterday?

-Yes, I was.

4、行为动词构成的一般疑问句，在句首加did

Did she do well in Chinese when she was at school?

Yes, she did./No, she didn’t.

【随堂练习】

1.Lucy did her homework at home.(改为否定句）Lucy ______ ______ her homework at home.

2.He found some meat in the fridge.(改为一般疑问句）_____ he _____ _____ meat in the fridge.

3.She stayed there for a week.（对划线部分提问）

_______ ________ ________ she _______ there.

4.There was some orange in the cup.（改为一般疑问句）

________ there _______ orange in the cup?

5. We visited our teacher last night.(对划线部分提问)

_________ _________ you ________ last night?

6. Do you go to school by bus every Monday?(用 last Monday 替换 every Monday)

_________ you ___________ to school by bus ___________ ______________?

7.My family went to the beach last week.(对划线部分提问)

_________ ________ __________ family ___________ last week?

8. He cleaned his room yesterday. (对划线部分提问)

________ ____________ he__________ yesterday?

【一般过去时专练】

用括号中所给词的适当形式填空

1. I ___________ (have ) an exciting party last weekend.

2. --_______she ____(play) her guitar （吉他） yesterday?--No, she ____.

3.-What ___________Tom __________ (do) on Saturday evening?

--He _________(watch) TV and __________(read) an interesting book.

4. They all ____________(go) to the mountains yesterday morning.

5. She _____________(not visit) her aunt last weekend.

6. -When __________ you ____________(write) this song?

--I ____________(write) it last year.

7.My friend, Carol, _______(study) for the maths test and ____________(practise) English last night.

8. --____ Mr Li _____ (do) the project on Monday morning.--Yes, he ___.

9. -How _______________(be) Jim's weekend? --It ____________(be not ) bad.

10. --__________(be) your mother a sales assistant（售货员） last year?

--No, she ______________.

11. I ____________(go) to the park last weekend.

12. When ___________Sam ____________(do) his homework last night?

13. Linda _____________(clean) the room yesterday.

14. My grandfather _____________(be) sick last week.

15. He often ______(play) basketball after school when he was a student.

16. They ____________(be)very happy to hear the good news yesterday.

17. I _______________(see) him today. He went to see his grandmother.

18. I ______________(be) busy last week.

19. Mary ____________(not visit) her aunt last month.

20. There ____________(be) a lot of people in this village five years ago.

21. I _______________(buy) a new dictionary the day before yesterday.

22. She _______________(give) me a book a moment ago.

23. The girl _______________(get) up early this morning.

24. They _______________(take) photos near the river an hour ago.

25. He __________________(not draw) pictures yesterday evening.

26. Mr Green _____________(come) to visit me last night.

27. The teacher _______________(agree)（同意） to our idea yesterday.

28. He said he _________________(feel) terrible.

29. They _____________(make) him work twelve hours a day last year.

30. I _______________(see) him in the library two days ago.

31. She ________(write) her address on the blackboard ten minutes ago.

32. The government ______________(build) a new bridge last year.

33. Tom ___________(spend) the weekend with the animals into the zoo.

34. Linda _______________(know) the bad news right now.

35. The boss（老板） __________(drive) his car to London for a holiday.

一般将来时

1.一般将来时

结构：主语+will do

主语+am/is/are going to do

I/We+shall do

表示：①将来发生的动作

②将来存在的状态

时间状语：tomorrow, the day after tomorrow, this afternoon, this evening, soon, in+一段时间, someday, sometime,

in the future

一、一般将来时 be going to

1.be going to 意为“计划或打算做某事”它通常与表示将来的时间状语连用。

如:this morning, this afternoon, this evening

next week, next month, next year, the next day

tomorrow, soon

2.be going to 的一般疑问句，be动词随主语的变化而变化以及回答形式。

如：Are you/they going to bring some snacks to the party? Is he/she going to bring some snacks to the party?

Yes, we/they are. Yes, he/she is.

No, we/they aren’t.No, he/she isn’t.

be going to的特殊疑问句，由what,when.where,who 引导。

二、一般将来时will

1.一般将来时的定义

一般将来时表示某个时刻的动作或状态，或将来某段时间内经常的动作或状态。

2.构成方式：will+动词原形

3.表示将来的时间状语：tomorrow, next week, next month, next year, in the future等。

4.一般将来时的句型结构：

1).肯定句：主语+will+动词原形+其他成分 如：I will go to the library. 我将去图书馆。

2).一般疑问句：will+主语+动词原形+其他成分 如：Will you cook fish for me?

【随堂练习】

( )1.Look out! The train _____.

A.came B.will come C.is coming D.is going to come

( )2.My sister _____ nine years old in a month.

A.was B.is C.will be D.is going to be

( )3.--I am waiting here for an hour.

--Sorry, I _____ you were here.

A.don’t knowB.didn’t know C.won’t know D.am not knowing

( )4.--Look at the sign. You cannot smoke here.

--Sorry, I _____ it.

A.don’t see B.didn’t see C.won’t see D.am not seeing

( )5.Tom _____ his grandparents this afternoon..

A.visits B.will visitC.is visiting D.visited

( )6.Look at the clock! We _____ late.

A.were B.are going to be C.will be D.was

【任务型阅读】

（B）

A different way of learning is widely used in our English study.

Before class, we make study plans first. Then we look up the new words, listen to the recording and read the text. When we meet problem, we can’t solve by ourselves. We always write them down in our notebooks.

In class, we sit in groups to discuss the problems freely. The teacher always offers help when we need. After discussion, it is time for us to give a report to the class. We also make conversations in pairs and practise a lot. It is really good for our listening and speaking.

After class, we have less homework now so we can go to the library to read English books, magazines and newspapers. We can also surf the Internet for useful information.

In a word, we enjoy the new way of studying. We can make more progress in our study.

根据短文内容填空，完成表格:

Information card

Main idea A different way of learning is 1 used in our English study.

Changes Before class We make study 2 first.

3. class We sit in groups to 4 the problems freely.

After class We have 5 homework so we can go to the library.

Conclusion(结论) In a word, we can manke more progress in the new ways.

1. 2. 3. 4.5.

6. 7. 8. 9.10.

篇9：译林版 牛津小学英语教材 3B 第5课 第一课时

译林版 牛津小学英语教材 3B 第5课 （第一课时）

一、热身

T:Let’s sing a song 《ABC song》,Ok?(Ok用升调)

Ss:Ok.(Sing the song.)

T:Good morning, Everyone，Stand up!

Ss:Good morning, Mr He!

T:Now ,sit down!

T:Stand up!

T:Sit down!（教师说，学生做）

在这里教师和学生做了一个“stand up”和“sit down”的游戏，速度由慢到快，教师的眼神和语气要具有神秘感，明明你要说：stand up，但就是不说，牢牢的抓住了学生(满足其好奇的心理)并且和接下来整个的课堂节奏是一致的。

二、导入

T:(Taking some word-cards) Now,look at me.What’s this?Who is the faster?（游戏导入）

S1:Grandfather.

T:Good.

在表扬的时候教师的语气和眼神中充满了赞美，并且在该组的加分表格上加一分，树立榜样。接下来教师就不需要动嘴了，主要通过动作，神态，眼神让学生完成这个“who is the faster?”的游戏。在游戏中，为了更好的进行教学复习，把接下来的一小段作为“调料穿插其中”，时间长短根据课堂需要决定，但是设计who is the faster?这个游戏是为下一个“magic eyes”的游戏服务的，一定要把握好一个度。

T:Well done.But how to spell the word?(教师作疑问状)

Ss:m-o-t-h-e-r.

T:What do you do after school?

S:I play the piano.

T:Does your mother teach you ?

S:Yes,she does.(Then,T and Ss ask and answer by each other.)

复习环节教师从词汇复习入手，并适当地将词汇复习扩展到常用句型的复习中来，将二者有机地结合起来，真正做到了英语语言学习的“词不离句”的认知规律。

三、新授

T:Look there, We will play a very interesting game !(教师的语气、语调要有煽动性)magic eyes !(实际操作是教师让学生闭上眼睛，教师在黑板上写一个单词或者句子，教师用黑板擦拍桌子，学生睁眼抢答或者单个回答。在玩游戏的时候一定要强调教师不拍桌子不能睁眼！另外就是这个游戏不要去追究学生是不是真的闭上了眼睛，游戏是为教学目标服务的！)

（教师在黑板上写上一个“1”，为了给学生一个适应的过程，教师慢点拍桌子。）

Ss:One !(对于学生比较熟悉的知识采用抢答，不熟悉的知识采用举手回答！增加操练的人数。)

（教师在1后面间隔一个空格后写上2）

Ss:Two.

（教师在1和2之间写上一个“＋”,写好后教师不要急着拍桌子，而是故作严肃的在下面寻找“偷偷”睁开眼睛的同学，其实是给学生一个思考的时间，然后突然一拍桌子！）

Ss:加号！

Ss:十！

（教师摇头，用询问的眼神看着学生。）

S:plus !

T:Very good !（表扬加分）It’s plus !(特别要强调plus)Now,read after me ,please!plus.

Ss:plus .

T:It’s ……(用手指着加号，点学生回答)

S1:plus.

S2:plus.

T:Good !(教师用手突然指着1)

Ss:One.

(教师依次指“＋”、“2”，目的在于让学生完整的说出“1＋2”的'英语，以达到操练句子的目的。)

按照这样的方法依次教授和操练剩下的单词和句型。在实际操作中，我也穿插了下面的一些小游戏和操作方法：

Trick(陷阱)

学生集体反复说“1＋2＝3”，为了训练学生的熟练程度，因为熟练句子必然是多次操练。但是为了调节气氛，当学生说得快一点的时候，教师指向单词的手不动了，而学生因为惯性继续要读，这个时候老师微笑着看着他们，告诉他们老师并没有用手指啊，他们为什么读呢？学生会心地一笑。

Who can hear me ?（魔耳）

这是我为了更好的让学生说好“plus”和“minus”而设计的。教师教授完这两个单词后，教师的眼神突然一变：who can hear me ?看谁能听到老师的话。在说话的时候，教师可以有多种操练形式，比如躲在门后说，躲在桌子下面说，可以假说，当学生的兴趣被调动上来后不说，多种操练形式灵活运用。

新授环节，教师给学生一个整体感知的教学思路，让学生了解学习的全过程及学习的知识，使其能灵活地把握学习的主动权，从而充分体现了素质教育的宗旨。

四、操练

T:(T takes two pictures ) What are they ?

在操练前教师把加号和减号做成卡片挂在胸前，起到强化的作用。

S1:One plus three is four.

(T shows another two pictures)

S2:Ten minus seven is three.

……

依次操作，在操练的时候可以让学生挂图片，请别的同学回答。注意在操作的时候保持高效高频，同时尽量照顾那些教师黄金视野以外的同学，让他们有充分的表达机会。

五、复习巩固

T:What’s one plus one?

S1:It’s 2

T:Yes,you are right.(将“Yes,you are right and No,you are wrong”运用到对话当中，形成完整的对话.)

T:What’s two plus two ?

S2: It’s 4

……

T:What’s ten minus two ?

S3:  It’s 8.

T: What’s twenty minus eleven?

S4:9.

……

T:Wonderful! You can ask me ?

S5:What’s  one hundred minus twenty ?

T:It’s eighty.

……

在实际操作中，教师可以选择教师问学生回答，学生问学生回答，也可以采用学生问老师回答。但教师要注意速度快。另外，尽量增大操练面，争取让每一个学生都有操练的机会；当学生说错了，也不要着急去纠正，而是通过全班操练来解决，切记不要盯着孩子嘴巴纠正错误！

六、结束

T:同学们今天学习了用英语来问数学问题，下课后，我们看谁掌握的数字最多？下节课比赛！（为下一节课的学习做好铺垫，同时激发学生回家复习的兴趣）

【教学后记】

这堂课把语言学习的快乐还给了孩子，整个教学环节以游戏为载体，淡化过渡痕迹，学生参与程度高，兴趣浓。当然，这堂课如果照抄会存在一些误区，特提出供大家借鉴：

1．学生对游戏的关注大于对知识的关注，在实际操作的时候教师要注意多变换操作形式。

2.开书认读量不足。很多老师都有这样的感觉，用游戏教授出来的孩子说还可以，认就不行了，所以要特别的强调开书认读，夯实基础。

篇10：牛津高中英语（译林）M2U3 project教案 (译林牛津版英语高一)

Teaching plan

Teaching aims:

Knowledge aims: Help the students to get some information about Yang Liwei;

Ability aims: Help students to know how to interview an expertise appropriately;

Help students to know how to create a wall poster.

Emotional aims: Lead students to realize the fact that they will succeed as long as they work hard.

Key points:

It’s hard to interview an expert and create a wall poster by their own, so teacher should lead students to master them step by step with the help of both teacher and their classmates.

Teaching Methods:

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

Teaching Aids:

The multimedia and the blackboard.

Teaching Steps:

Step 1-Pre-reading

Lead in with the VCR about Yang Liwei / about space/ 神州一号

Ask students that who is the first man..登月.. in China

Ask students: Is he born to be success or great?

so let’s know something about him from this passage.

Step2-Fast Reading

Read the whole passage as quickly as possible and to finish the following table:

1965 ____________________________________________________________

1983 ______________________________________________________________

1987 ______________________________________________________________

______________________________________________________________

Oct. 15 __________________________________________________________

Step3-Careful reading

Read each paragraph carefully and try to find out the main idea.

At the beginning, I will give an example, then students need to finish the rest.

Paragraph 1: Introduction of Yang Liwei’s space exploration.

Paragraph 2:

Paragraph 3

Paragraph 4:

Paragraph 5:

Step4-Collection

问一下学生有没有突然对一个名人感兴趣然后就上百度去百度知道他或她的信息；

在PPT中显示一个剪切好的百度的关于一个人（例如Kobe Briant）的信息，想必大家基本都很熟悉资料简介的格式，因此参考这样一个格式4人小组将杨利伟的个人信息也总结一下然后列出一个表：(原创：鉴于英文不好，好一点的帮忙翻译一下)

例如：

Yang Liwei

Born:_____

Sex :_____

Nationality: _____

Education: 1983_______________________________________________

1987 _____________________________________________

Work experience: 1987_______________________________________

1998_______________________________________

1998--2003__________________________________

2003.10____________________________________

Personality: _________________________________________________

Influence:__________________________________________________

Step5 -Post-reading

Interview an expert

Pair-work：两人一小组学生选择一个自己喜欢的人进行互相采访，并将采访内容记录下来，学生可以参照之前的一些样板信息进行采访，同时也可以另外增加感兴趣又幽默得体的话题进行采访并做好记录。

Step6-Create a poster

Group-work：

一个小组四人合作设计poster 在设计之前先放一些比较有代表性的海报给予参考，学生自主讨论设计自己喜爱的,擅长画画的学生可以发挥自己的强项。

Step 7 Homework

Write a short story about a person you like.

篇11：Unit 2 Travelling教案 (译林牛津版英语八年级)

Unit 2 Travelling

Comic ＆Welcome to the unit

By Wu Zhiqin (Jiangzhuang Secondary School)

Teaching goals

● To introduce well-known attractions in foreign cities and popular places of interest

● To activate general knowledge about the world and identify activities which people do on holiday

● To start students thinking about different places in the world

Difficulties

To introduce well-known foreign cities and popular tourist attractions

Teaching procedures

Step 1 Lead-in

Lead-in topic using some pictures

Step 2 Presenting

1. Activity1: Talk about the pictures .Try to answer the three questions:

1)What’s the name of it?

2) Which country and which city is it in?

3) If you go there , what do you want to do there?

Activity 2 : Match the pictures with their names.

2. Work in pairs to talk about each of the photos.

Use the conversation between Daniel and Millie’s on page 25 as a model. You may expand the model conversation to include things you know and want to do yourselves.

3. Doing exercise1:

Step3 Presenting

1. Listen and answer:

Where is Eddie going?

Does Hobo want to go too?

What does Hobo want to bring?

Will Eddie have a happy? Why or why not ?

2. Read the dialogues (completion between)

3. Act out the dialogues

4. Doing exercises2

Step4 Production

Try to be a guide using the pictures

Step5 Homework

1. Finish excise1 and exercise 3 on Wb

2. Write down your words as the guide

Exercises

一．Match the places of interest on the left with the country on the right

( ) 1. the Great Wall ( ) A. Japan

( ) 2.the Leaning Tower of Pisa ( ) B .the USA

( ) 3.the Little Mermaid ( ) C. the UK

( ) 4.the Statue of Liberty ( ) D China

( ) 5.the Tower Bridge ( ) E. Italy

( ) 6.the Eiffel Tower ( ) F Denmark

( ) 7.the Opera House ( ) G .Australia

( ) 8. Mount Fuji ( ) H. France

二．Complete the following sentences

这本书肯定有趣。

This book ______________________.

让我带你出去吃晚饭。

Let me________________.

儿童节对你来说不是假期了。

Children’s Day________________.

富士山是日本的象征。

Mount Fuji is________________________________.

我去旅行时喜欢拍许多照片。

I like _____________________________when I __________________________.

篇12：译林牛津 高一 一模块3单元教案（共10课时）

南京九中 张茹芳 陆昕 林欣

1st period Welcome to the Unit

Teaching aims:

(1) Make students pay attention to their health, and how to keep healthy.

(2) Get the Ss to improve oral English by talking about the pictures.

Important points & difficult points:

(1) Students are expected to express their own opinions by comparing the importance of beauty and health.

(2) Encourage students to speak freely.

Procedure:

Step 1 Lead-in

(1) Look at pictures about some famous people, and think of the question “Is a person’s ability judged by their appearance?”

(2) Some questions about yourself:

Do you think appearance plays an important part in your life?

Which do you think is more important, looking good or feeling good?

Step 2 Talk about the pictures

“Wow! I think this blouse will make me look slimmer.”

“This is really difficult but I feel so strong.”

“You must get enough sleep to stay healthy.”

“Eating more fruit makes me feel better.”

Step 3 Discussion:

Choose one picture and have a free talk.

(1) Who is the person? (2) The reason why he/she does so as the picture shows

(3) Give some details about the picture

(An example： Jane is a high school student and she is extremely happy, because she has been admitted to university. Tonight her parents will hold a party to celebrate her success and achievements. All their friends and relatives are invited to share her happiness. However, now she is at a loss about the clothes she is going to wear tonight. She is confident about everything except her weight. She always worries about being too fat. At this moment, she has spent at least half an hour selecting clothes without success.)

Step4 Talk about questions on P41

(1) Do you think we can change our appearance by wearing different clothes?

(2) Which do you think is more important, eating well or doing exercises?

(3) What do you do to keep yourself looking good and feeling good?

Step 5 Further discussion:

Looking good Feeling good

Advantages

Disadvantages

Step 6 Homework

(1) Preview the reading text.(2) Choose one picture on P41, and write down the details about it.

2nd period Reading

Teaching aims:

(1) Encourage the Ss to grasp the main topics of the three letters written by two good friends---Amy’s problems, how she dealt with it and Zhou Ling’s concerns and advice to Amy.

(2) Stimulate the Ss’ interest in learning English by talking about their own opinions when it

comes to the topic “To be beautiful or to be healthy ”.

Important points & difficult points:

(1) Find the main points in the three letters and express them.

(2) Understanding the text.

Procedure:

Step 1 Lead-in

(1) Some people are overweight, some are a little fat, and some are slim. Find why people are fat.

(2) Discuss ways of losing weight.

a) going on a diet b) exercising in the gym

c) receiving surgical treatment d) taking weight-loss pills

(3) Talk about the advantages, disadvantages & examples of the ways of losing ways.

Step 2 Reading comprehension

(1) General questions: (1st reading)

Where does Amy come from?

What kind of pills did Amy take?

What caused Amy’s liver to fall?

(3) Ex C1 Choose the best answers. (2nd reading)

Questions: 1-6

Step 3 Further reading

(1) Ex C2 Find the main points in the three letters (3rd reading)

Subjects Main points

1 Dying to be thin

2 Recovering

3 Re: Recovering

(2) Ex D1 D2 Detailed understanding and learning new words in the context.

Step 4 Develop reading ability through usage

(1) Ex E Complete the letter based on the text.

Step 5 Consolidation and Expansion (Choose one of the following.)

(1) Suppose you are Amy’s best friend. What advice or suggestions would you give to Amy?

(2) Do you think pictures of film stars and models cause young people to worry about their looks? Why or why not?

(3) What do you think is the best way to keep healthy? Why?

Step 6 Homework

Read the whole text (1) to know what Amy had to stay slim and how she recovered.

(2) to learn some language usages

3rd period Reading

Teaching aims:

(1) Encourage the Ss to raise reading ability by focusing on language points.

(2) Get the Ss to grasp the new language usage in the text by learning them.

Important points & difficult points:

Language usage:

(1) used to do sth be/get used to sth/ doing sth use sth to do sth be used to do sth

(2) touching; exciting; moving; disappointing, interesting… (arouse the feeling…)

touched; excited; moved; disappointed, interesting… (be made to feel…)

Procedure:

Step 1 Revision

Check the language usage in the text

(1) words & phrases (2) Non-restrictive attributive clauses (3) ‘however/but’ (4) Question tags

Step 2 Language points (Learn and use)

(1) I used to go to the gym three times a week, but I don’t work out any more.

used to do sth be/get used to sth/ doing sth use sth to do sth be used to do sth 区别和用法

It used to be thought that the Earth was flat, but now everyone knows it is round.

Dr Ma used to work in a children’s hospital in Nanjing, usedn’t /didn’t he?

I never got used to going to bed so late.

Computers are used to do a lot of work in many companies.

(2) I used to go to the gym three times a week, but I don’t work out any more.

Many famous actors keep fit by working out in the gym every day.

The room smelled wonderful but they could not work out where the smell was from.

(3) I’m trying to lose weight because I’m so ashamed of my body.

be ashamed of sb./sth./doing.../ be ashamed to do.../ be ashamed that…

(4) Since I’m preparing to act in a new TV play, I’m taking weight-loss pills called Fat-less, which are quite popular among young women here.

Since you have a three-day holiday, why not go to the countryside to enjoy the quiet life there?

(5) They contain a harmful chemical that caused my liver to fail. contain / include区别和用法

To keep fit, we should always avoid food containing too much fat.

The price includes the postage charges.

My pet dog has caused me a lot of trouble. What caused him to fall off his horse?

(6)This is really a touching story-a stranger who donated part of his liver to a girl he doesn’t even know!

The son and his parents are parting at the station with tears in their eyes. What a touching scene!

touching; exciting; moving; disappointing, interesting… (arouse the feeling…)

touched; excited; moved; disappointed, interesting… (be made to feel…)

The excited children were opening their Christmas presents. (excite)

She was deeply moved when she watched the moving film. (move)

Step 3 Consolidation

Read the text and find the sentences containing the language usages we have just learned.

Step4 Homework

(1) A1/A2(P102) (2) B1/B2(P103) (3) Learn the new words by heart.

4th period Word power

Teaching aims:

(1). Learn and master the new words about sports

(2). Enlarge the knowledge about sport

Important points & difficult points:

(1). Talk about sports to learn new words

(2). Remember some new names of sports

Procedure:

Step 1 Lead-in

Talk about the 10th National Sports in Nanjing:

(1) What have Nanjing people done for the 10th National Sports ?

(2) What can I do for this sports meeting?

(3) How many kinds of sports can you name ?

Free talk about yourself.

(1) Of all kinds of sports, which do you like most?

(2) Are there any school clubs in your school? Have you ever joined one? If not, are you planning to join one?

Step 2 Read and speak

(1) Part A on page 46

(2) Find all the names of clubs

Step 3 Further study

Talk about expressions of the pictures about sports:

badminton tennis boxing fencing

weightlifting squash shooting volleyball

basketball football aerobics triathlon

Step 4 Read and understand

(1) Complete the exercise of Part C on page 47.

(2) Some questions for you :

1) What suggestions does Zhou Ling give to Amy?

2) Zhou Ling gives specific advice to Amy about the exercise she can do after the operation: Firstly, if Amy wants to get strong and have some fun with friends,_________________.

If Amy just wants to build her strength up by herself, Zhou Ling advises her to__________________.

If Amy only wants to have some fun and exercise with some of her friends, she can try_________________.

(3) Types of sports Part D (P47)

Do you know which are indoor sports and which are outdoor sports? Think more!

boxing beach volleyball fencing

gymnastics skiing baseball…

Step 5. Homework

(1) Learn all the new words by heart.

(2) Make sure you know how to use it.

5th period Grammar and usage

Teaching aims:

(1) Master the usage of non-restrictive Attributive Clause.

(2) Practice about all kinds of Attributive Clause.

Important points & difficult points:

(1) Non-restrictive Attributive Clause.

(2) The usage of “which” and “that” in Attributive Clause.

(3) Some special usage of “that” in Attributive Clause.

Procedure:

Step 1 Lead-in

(1) T shows a picture of Brad Pitt. T gives 3 blanks to be filled in using information from the picture involving restrictive Attributive Clauses

(2) T shows another picture of Zhang bozhi. T gives 2 blanks to be filled in using information from the picture involving non-restrictive Attributive Clause.

(3) Ask Ss to find out the differences between these sentences.

That is,

Comma;

The Non-restrictive Attributive Clause can be left out;

We can’t use “that” in this kind of sentence;

We can’t miss the relative words, either.

Step 2 Initial knowledge of Non-restrictive Attributive Clause

Find out the Non-restrictive Attributive Clause on page 42-43 (Reading).

Step 3 Non-restrictive Attributive Clauses

(1) T gives Ss some more examples and tells Ss that we can use “which” to refer to the whole main clause, and we can’t use “that”. Some exercises are available as well;

(2) T gives Ss some more examples and tells Ss that we can use most/ all/ some/ both/ part + of + whom/ which to express a complete or partial quantity. Some exercises are available as well;

(3) More exercises.

Step 4 Further study of the Attributive Clauses

“That” must be used in Attributive Clause in the following cases:

(1). the antecedent is all, few, little, much, something, nothing, anything, none, one, etc.

(2). The antecedent is modified by all, any, every, each, few, little, no, some, etc.

(3).The antecedent is modified by an ordinal or superlative

(4). The antecedent is modified by only, very, last, etc.

(5). The antecedent refers to people and things.

(6). A sentence begins with who or which.

(7).A relative pronoun functions as predicative.

More examples are available in each part.

More exercises are available as well.

Step 5 Summary and homework

A brief summary of the usage of Attributive Clauses

Complete the exercises on page 48-49.

6th period Grammar and usage

Teaching aims:

(1) Master the usage of non-restrictive Attributive Clause.

(2) Review the usage of all kinds of Attributive Clause.

(3) Review the usage of intonation, and learn how to read question tags.

(4) Learn and master the form of question tags.

Important points & difficult points:

Some special forms of the question tags.

Procedure:

Step 1 Lead-in

T shows a picture, and tells a story of “shmily”. A old couple keep playing the “shmily” hide and seek game. They write “shmily” on a piece of paper, and hide it in their house. Sometimes, they hide it under a cup, sometimes they hide it under a book. And the meaning of “shmily” is ‘see how much I love you’.

T: Do you say “I love you” to your parents? And how do you say it?

S: …

T: Do your parents say “I love you” to you? If they are too shy to say “I love you” to you, you can ask them, “You love me, don’t you?” and remember, in a rising intonation. When we expect the other person to agree with us, the question tad has a falling intonation.

Step 2 Question tags

T introduces the definition of question tags and the basic usage of question tag.

(1) We use a negative question tag at the end of a positive statement; we use a positive question tag at the end of a negative statement;

(2) Words like neither, none, nobody, nothing, few, little, never, hardly or seldom are considered negative;

(3) We use a personal pron. like I, we, you, he, she, it or they in a question tag.

(4) We use an auxiliary verb, model verb or be in a question tag.

(5) After an imperative clause, we use will you. After Let’s, we use shall we.

Some exercises are available as well.

Step 3 Language points

T asks Ss to read out the answers and T introduces the important language points as well.

(1). consider

a. 考虑consider sth./doing sth.

b. consider 认为 +that clause/ sb. to be

c. consider as 认为……是……

(2). be skinny= be very thin

(3). lift weights

(4). side effect

(5). achievement

(6). take the risk

(7). read your post

Step 4 Homework

P51, A, B; P104, C1, C2

7th period Task

Teaching aims:

(1) Practise students’ language skills of listening, reading, speaking and writing

(2) Help students to learn 2 skills of finding information

Important points & difficult points:

(1) Find and underline the main ideas

(2) Find and circle the key words

Procedure:

Step 1 Introduce two skills of finding information:

(1) Read the questions carefully before you begin.

(2) Skim the passage, and look for main points and key words.

Step 2 Practise

(1) Find the main ideas and key words in a passage:

Main idea: I think too many people take weight-loss pills without really knowing that they can damage their health.

Key words: cause liver failure; worried about her figure;

health is priceless; eat properly

(2) Read two pictures about “Better Body Gym”, and find the main points and key words.

(3) Passage understanding

Some questions about the above two pictures;

1.Membership fee:

__________________

2.Number of gyms in the city:

1.____ 2.____ 3.____

3.What do you get for free?__________________________________________

4. How big is each gym?

5.Can you get advice from a personal trainer?

Yes______ No______

6. How can you find out more?

____________________

Step 3 Practise listening

1.One in Jinshan Road; one near the King Hotel

2.No

3.Provide with your ID number

4.No

Step 4 Practise writing

(1) Complete a letter to your friend. Explain why you think he should join the gym by using the given information .

(2) Write a letter to recommend a gym to a friend

Step 5 Homework

(1) Find information about a club.

(2) Invite your friend to join it.

8th period Task

Teaching aims:

(1) Get the Ss to focus on note-taking skills by studying and practising.

(2) Encourage the Ss to use abbr, key words and symbols in taking notes.

Important points & difficult points:

(1) Use abbreviations & contractions. (2) Write down the key words. (3) Use symbols

(4) Use punctuations (5) Interviewing classmates about exercise and taking notes

Procedure:

Step 1 Lead-in

Guess the meanings:

Mon Tues Wed Thur Fri Sat Sun Jan Feb Mar Apr May Jun Jul Aug Sept Oct Nov Dec mor afn min sec hr ﹥ ﹤ ↑↓ A Q ABC BA circamara SOHO contd Art Fest

Step 2 Note-taking

1 use abbreviations & contractions:

PRC NO. Dept e.g. SH1 I’D shan’t won’t mfr Art Fest

2 Write down the key words.

(1)Model: Gym can be expensive = Gym memberships can sometimes be very expensive.

(2) Practice: Let’s try.

3 Use symbols

(1) Model: By swimming regularly, jogging, drinking lots of water and getting plenty of sleep, I can be healthier. swimming + jogging + water + sleep →healthier

(2) Practice: Let’s try.

Step 3 Listening practice:

1 The number seven bus is not on time. No. 7 bus isn’t on time.

2 Our department is increasing the number of teachers. Our dept is↑the no. of teachers.

3 I’d like to see the manufacturer. I’d like to see the mfr.

4 Senior High 1 has a bigger class than Senior High 2. SH1 has a ﹥class than SH2.

5 The People’s Republic of China was founded in 1949. PRC was founded in 1949.

Step 4 Interviewing classmates about exercise

(1) Listen to the speaker and take notes about the equipment available in the gym.

(2) Interview your partner. (3) Tell your class what exercise your partner does.

what basketball/dancing/football /gym / running / swimming

Why fit / fun / healthy / strong

When Often/sometimes/ seldom /never

Whom classmates / family /friends

Step 5 Using punctuation

(1)Do you know these punctuation marks? , . ? ! : ; ‘ ’ ’ - -

(2) Practice: Let’s try:

Step 6 Consolidation

Write an e-mail to your friend recommending Better Body Gym.

Step 7 Homework

Exx D1 & D2

9th period Project

Teaching aims:

(1) Get the Ss to know about proper health and fitness so that they can take care of themselves.

(2) Improve the students’ ability of making a survey and making a questionnaire.

Important points & difficult points:

(1) Read the passage about health.

(2) Make a survey about health.

(3) Complete a report about health.

Procedure:

Step 1 Lead-in

T shows two pictures, one is Nicole Kidman, and the other is Victoria Beckham. Ask the Ss whether they know them? What do they think about them? Do they think they’re beautiful? What is beauty in their eyes?

Step 2 Skimming

(1) Try to get the main idea of each paragraph.

(2) Try to get the general idea of the whole passage.

Step 3 Introducing the project

Make a booklet about how healthy the students in our school.

Step 4 The procedures of doing the project

(1) Planning:

Get into groups(4-6)

Clear assignments

Decide which group your group will survey.

(2) preparing:

Make a questionnaire.

Give out and collect the questionnaires.

Record and analyze the statistics.

Write the report.

(3) Producing:

a. You can make a questionnaire based on the following points: How many; How often; Have you; How much; Do you

A sample questionnaire is provided as a reference as well.

b. Remember to talk to the teacher to get enough time to give out and collect your Questionnaire.

c. Record and analyze statistics and remember to compare your figures with the numbers and percentages the reading article provides.

d. Report should include the following parts:

the class, grade;

how many Ss answered the Qs;

comparison

(3) presenting:

Present the reports to the class

Step 5 Homework

Complete the project

10th period Project

Teaching aims:

(1) Improve the students’ ability and provide practice.

(2) Make a booklet about health.

(3) Master the usage of some useful words and expressions.

Important points & difficult points:

(1) Present a report about health to the whole class.

(2) Make a booklet about health.

Procedure:

Step 1 Lead-in

T shows Ss the rules of how to present.

1. Report should include the following parts:

the class, grade;

how many Ss answered the Qs;

comparison

2. Each group member should report on part of the results.

Step 2 Presentation

T values which group did a better job, and also invites the Ss to talk about which they like best, and why.

Step 3 How to make a booklet

A booklet will include…

cover

contents

reports

appendix

Step 4 Language points

T introduces some language points in the article to Ss.

(1) Word focus

life-style

regular

count

control

concentrate

(2) words to be learned from old words

energy, skip

(3) phrases to be noticed

along with

in the long term

a good amount of sleep

as a matter of fact

in no time

Step 5 homework

Make a booklet

篇13：牛津8B unit8 教案教学设计(译林牛津版英语八年级)

Grammar

Teaching aims:

To learn to use passive voice in the simple future tense.

Teaching steps:

Step 1 Presentation

1. Show some pictures and present the new words: display, pollute, harm, living.

2. Let some students spell the words.

3. Read after the teacher.

4. Read together.

Step 2 Explanation

1. 被动语态的一般将来时的概念

被动语态的一般将来时用来描述将要发生的动作。

e.g. He will be/is going to be taken to hospital in a few minutes.

他几分钟之内就会被送到医院。

The food will be /is going to be eaten by the dog soon.

这些食物马上就会被狗吃掉。

2. 被动语态的一般将来时的构成

主语 will be/ be going to be 过去分词

I will be /am going to be

supported.

You /We /They will be /are going to be

He /She/It will be /is going to be

注意：主语是第一人称时，被动语态的一般将来时也可以用“shall be+动词的过去分词”来表达。

Step 3 Practice

1. Complete part A on page 112.

2. Check the answers.

3. Complete part B on page 113.

4. Check the answers.

Step 4 Exercises

I. 根据句意及括号内所给动词的提示填空。

1. A cat __________ (keep) in my grandmother’s house.

2. The concert ___________ (hold) last Friday evening.

3. Jane was made __________ (work) ten hours a day.

4. A new hospital _________________ ______ (build) in our city next year.

5. More than 50 trees ________________ (plant) since last month.

II. Complete part C on page 114.

Step 5 Homework

1. Review the contents of this lesson.

2. Finish the exercises in the workbook.

3. Preview the next lesson.

Integrated skills

Teaching aims:

1. Learn some words and phrases.

2. Practise listening skills by listening to a text.

Teaching steps:

Step 1 Revision

Translate some sentences.

1被扔进湖里be thrown into lakes

2被装满 be filled with

3使人们生病make people ill/sick

4将来in the future

5清理clean up

6和……一样as well as

7土地和水污染 land and water pollution

8采取行动做某事 take action to do sth.

9有机会做某事 have chance to do sth.

10考虑 think about

11这场演出将会在你们学校礼堂举行。

The show will be held at the school hall.

12污染是世界上最大的问题之一。

Pollution is one of the biggest problems in the world today.

Step 2 Presentation

Present the new words.

empty adj. 空的

survey n. 调查

Read aloud these new words

Step 3 Warming up

How can we live a green life?

What can we do to protect the environment in our daily lives?

Using some pictures to show how to go green in our daily lives.

Step 4 Listening

Listen to the tape and finish Part A1.

The Class 1, Grade 8 students want to do a survey to get some ideas for their presentation on how to go green. Listen to the conversation between Daniel and Sandy and write the correct information in the table below.

A survey on students’ daily habits.

Time: Survey (1) _____________

Daniel and Sandy meet:

(2) __________________

Place: (3) __________________

Numbers of students: (4) _________

Boys: (5)__________

Girls: (6) _________

Numbers of questions: (7) __________

Keys: (1) 4 p.m. this Wednesday (2) 3:40 p.m. this Wednesday (3) Room 201

(4) 50 (5) 25 (6) 25 (7) 6

Listen to the tape and finish Part A2.

Daniel and Sandy are talking about the results of the survey. Listen carefully and then complete the table below.

Daily habits Number of students

Turn off the tap when brushing teeth 35

Take showers for less than 10 minutes 20

Use both sides of the paper 40

Recycle empty bottles 15

Turn off the lights when they leave a room 41

Take their own bags to the supermarket 9

Complete Part A3.

Sandy is writing a note to Mr Wu about the survey she and Daniel have done. Help her complete the note. Use Parts A1 and A2 to help you.

Dear Mr Wu,

Daniel and I did a survey this (1)__________. Students were asked about their (2)____________.

Here are the results of the survey. Only (3)_____ students usually take showers for less than 10 minutes, but (4)_____ students turn off the tap when brushing their teeth. Only 15 students recycle (5)____________, but (6)____ students use both sides of the paper. It is great that most students remember to (7)_________ the lights when they leave a room, but few students take their own (8)________ to the supermarket.

The survey shows that students are doing a lot to help protect the environment, but there are still many more things they can do.

Sandy

Keys: 1. Wednesday 2. daily habits 3. 20 4. 35 5. empty bottles 6. 40 7. turn off 8. bags

Step 5 Speak up

1. Listen to the conversation between Sandy and Kitty then answer the questions:

1) What has been a serious problem all around the world?

2) What can Kitty do to protect the environment?

3) Is air pollution harmful to our health?

2. Listen to their conversation again and find out the advantages of planting trees.

Trees make our town look nicer.

Trees reduce dust and help keep air clean.

Trees help keep soil in place during storms.

Trees provide home for animals.

3. Read aloud the conversation then work in pairs to ask and answer. Use the conversation as a model

4. Make your own dialogue.

Sample conversation

S 1: Water is very important for all living things.

S 2: Yes. We should use our water carefully and not waste it.

S 1: Right. We can help save water by doing many simple things like turning off the tap while we brush our teeth.

S 2: Taking short showers saves even more water.

S 1: Saving water is good for the environment. I hope all of us do our best to save water.

S 2: I hope so too.

Step 6 Language points

1. I think our town will look nicer with more trees around.

句中with more trees around 为介词短语，起副词作用。Around 用作副词，意思是“周围，四周”。

e.g. I could hear laughter all around. 我可以听见周围的笑声。

2. Air pollution is harmful to our health.

be harmful to sb.= harm sb. = do harm to sb. 对某人有害

e.g. Air pollution is harmful to our health.

= Air pollution harm to our health.

= Air pollution does harm to our health.

空气污染对我们的健康是有害的。

3. They provide home for animals too.

provide sth. for sb. = provide sb. with sth.

提供给某人某物

e.g. They provide homes for animals.

= They provide animals with homes.

他们给动物提供了家园。

Step 7 Let’s do a survey.

Work in groups of four and ask your group members about their daily habits. Then write a short passage about the results and report it to the class.

Step 8 Exercises

一、根据汉语提示填空。

1. There is a ______(调查) on learning English.

2. He joined an English club to improve his ______ (日常的) English.

3. Smoking is a kind of bad _______(习惯) .

4. Some of the waste material can be reworked for _________ (再利用).

Keys: 1 survey 2 daily 3 habit 4 recycling

二、汉译英。

1. 几乎没有学生带他们自己的袋子去超市。

2. 这是调查的结果。

Keys: 1. Few students take their own bags to the supermarket.

2. Here are the results of the survey.

Step 9 Homework

1. Remember the new words in this lesson.

2. Preview the next lesson.

Study skills

Teaching aims:

1. To learn to talk about how to protect the environment

2. To learn to correct the mistakes by checking the work

Teaching steps:

Step 1 Revision

Translate the phrases and sentences.

1.关掉水龙头

2.少于

3. 扔掉

4. 依靠

5. 自然资源

6. 洗澡

7. 刷牙

8. 学生的数量

9. 用纸的两面

10. 回收空瓶子

11. 关灯

12. 做一个调查

13. …的结果

14. 保护环境

15. 几乎没有学生带他们自己的袋子去超市。

16. 这是调查的结果。

17. 调查表明学生为帮助保护环境正在做许多事。

Step 2 Presentation

1. Present some new words with pictures and then read them aloud

2. Let some students spell the words.

3. Read after the teacher.

4. Read together.

Step 3 Study skills

1. Explanation

We can correct a lot of our own mistakes by checking our work. After we have finished a piece of writing, always spend some time reading it through.

Types of mistakes

Step 4 Exercises

1. Complete the exercises on textbook.

Millie has written an article. Help her check her work. Underline the mistake, make the corrections and decide the types of mistakes she has made.

Let’s protect the environment!

People depend natural resources to live. Water and soil help provide us with necessary food and drinks. Coal, oil and natural gas is not only useful for families, but have a wider use for factorys.

Some natural resources are around us, such as water. Others like coal, oil and natural gas are dug up from the ground. They will form over thousands or even millions of years. As a result, it is very important for us to use them wise. If they are used and thrown away carelessly. finally some of them will run out.

It is time for us to take proper actions to protect our enviromnent. We should try produce less waste, reuse or recycle things if possible?

2. Check the answers.

3. Then read them aloud.

4. Do more exercises

Correct mistakes in the sentences.

1) You should pay not attention to his words.

2) Nobody can prove him wrongly.

3) Who made them so sadly?

4) What a valuable advice it is!

5) I really don’t know what to solve the problem.

6) I don’t see anything strange about the photo, too.

7) What is he look like? He is kind and helpful.

8) Listen, the music is sounding beautiful.

Step 5 Homework

Write a short passage “My green life” and use the skills we have learnt today to check your work.

Task

Teaching aims:

1. To learn some information about going green.

2. To learn how to write a script on how to go green.

Teaching steps:

Step 1 Presentation

1. Show some pictures and present the new words: simple, step, power.

2. Read after the teacher.

3. Read together.

Step 2 Warming up

Discuss: How can we go green?

go green = protect the environment

Step 3 Brainstorm

What can we do to save water?

What can we do to save power?

What can we do to reduce pollution?

Step 4 Reading

Read Millie’s notes on page 118 and find out:

What can we do to save water?

What can we do to save power?

What can we do to reduce pollution?

Which else can we do to live a green life?

Step 5 Practice

1. Complete Millie’s script on page 119.

2. Check the answers.

3. Read together.

Step 6 Language points

Here are some simple steps to take.

take some steps 采取一些措施

e.g. We should take some simple steps to save water.

我们应该采取一些简单的措施来节约用水。

Step 7 Writing

Show some pictures about protecting environment. Let the students to give a presentation on how to go green.

Useful expressions:

1) It is time for us to ….

2) We can save water by ….

3) We should use/take ….

4) … is a good way to ….

5) It is important for us to ….

6) It is good to ….

7) Moreover, ….

Step 8 Exercises

I. 用所给单词的适当形式填空。

1. The waste can ______________(separate) into different groups to recycle.

2. Take your own bags when __________ (shop).

3. You should do more exercise and watch ______ (little) TV.

4. We can save water by ________ (take) shorter showers.

5. You need to check your homework after finishing _________ (write).

II. 汉译英。

1. 我们可以通过缩短淋浴时间来节约用水。

2. 为了节约电力，当我们离开房间时应该把灯关掉。

3. 好习惯能够帮助减少污染。

4. 对我们来说养成环保的生活方式很重要。

5. 遵循这些小步骤，你可以对地球产生大影响。

6. 当电视和电脑不用时，我们应该关掉电源。

Step 9 Homework

1. Finish your script.

2. Review all the new words and language points in this unit.

篇14：牛津7AUnit6(译林牛津版七年级英语上册教案教学设计)

Teaching content：Comic strip and welcome to the unit

Teaching aims：1.复习掌握已学过的衣服的名称。

2.复习掌握已学过的颜色单词。

3.掌握并会使用服装的制作材料。

4.掌握并灵活运用课文中的对话。

5.教育学生养成乐于助人的品质。

Teaching focus ：1.衣服的名称及其制作材料。

2.会描述人物的穿着打扮。

Teaching aids：教学挂图，多媒体。

Teaching procedure：

Warming up:

Let the students see some pictures of the fashion show on the screen.

Pre - task:

1. Use the pictures to review the names of the clothes.

2. Review the colours. Ask the Ss to say the colours of the clothes.

3. Describe yourself what you are wearing today. Then ask some students to describe what they are wearing.

While- task:

1. Eddie is going to a fashion show. Will you please help him to dress up?

2. See some pictures of different kinds of dogs in clothes on the screen.

3. Use the pictures on the screen to present some new words: the material of the clothes. (silk, cotton, leather, wool,)

eg. Look at this lovely dog. Its scarf is white, and its made of silk.

4.Practise

Now Eddie is on the fashion show. He looks smart. He is doing a good job. He raises a lot of money for Project Hope. Use the following words to describe what Eddie is wearing.

names shoes hat scarf coat

colours black red white Yellow

materials leather wool silk cotton

5．Learn “comic strip”.

A. Present the comic strip. Help the Ss understand the meaning.

eg. Eddie is going to a fashion show. But he doesn't know what to wear. So he asks Hobo. Hobo tells him not to wear any clothes because dogs don't wear clothes.

B. Repeat the dialogue

C. Read the dialogue after the teacher.

D. Ask some students to act it out.

Post- task:

1.Welcome to the unit

A. Looking good and raising money.

The students are giving a fashion show to raise money for Project Hope. Look at the two students below and put the following words in the correct boxes.

B. Clothes and materials

Millie wants to join the fashion show. She wants to know the names of the names of the different materials. Help her write the correct words under the pictures.

2. Give a fashion show

Ask several students to give a fashion show.

The Second Teaching Plan Of Unit 6

Teaching Aims: (1) 认知目标：学习本课阅读内容。To learn the main diea of the reading.

(2) 技能目标：通过学生的活动，口头表达某人的衣着。初步完成本单元任务活动。

（3）情感目标：师生双边活动，增强亲合力，共同感受时装魅力。

Teaching contents: To learn the reading part of this unit, to grasp the main idea of this unit

Teaching Language Points: raise money; Project Hope, in /from 1980s;look colorful, / smart/modern /cool; a pair of blue jeans, fashion show.

Teaching procedures:

1. Lead-in (1)Select some Ss, Say something about their clothes. Pay attention to size, colour, and ues some suitable adjective words. Such as : smart, modern, cool, …

eg: 1. What colour is his coat?

2. What size is it ?

3. Does he look cool? …

(2) Ask the some Ss to describe my clothes. (to express one’s fashion with the words appeared in the reading. )

2. Warming up exercises: Present the new materials by picture.

(1) To distinguish the fashions in different times.(through pictures prepared.)

(2) Sum up. To describe a person in a short passage. (according to the pictures.)

Just like: “Deniel looked smart and modern. He wore blue and yellow sports clothes. He also wore a pair of colourful trainers. ”

3. Present the new materials; (1) Listening to the tape recorder and try to finish the form below.

Simon Clothes(1980s) Looked colourful Trousers were _____.His shirt was __ ____His tie was _______

Daniel ------ Looked ____ & ____. He wore ________.He also ______ trainers

Millie Give a talk on “_______” Young people ______ in 1990s. The trainers are _______.

Amy Young people like to wear ___________ Looked cool . She wore a yellow ‘silk blouse with ______ and a pair of blue jeans _____.

Sandy (I) Clothes(1990s) I wore ___, ____ and ______. I also wore my hair _____.

(2)Ask the Ss to sum up the impression on each student.(axxording to the form above)

(3) Try to retell the main ideas of the story.

4.Ask Ss to draw some pictures about Simon, Daniel, Millie, Amy and I.

This course is for the purpose of main task

5.Ss’ activities. Say something about the pictures drawn on the Bb.

6. Listen and read after the tape. (Pay attention to the intonation and pronunciation.) and try to translate some important sentences into Chinese.

7. Homework for today. Draw a picture of oneself in fashion for the Fashion Wall.

The Third Period of Unit 6

Teaching Contents: Reading A B

Teaching Topic: The Fashion Show

Teaching Aims: 1、进一步理解课文的主题

2、学习有关服装的名称、面料、色彩的运用

3、能够描述某个人的着装特色，增强个人的审美意识

Teaching LanguagePoints: 用新闻报道的形式写关于时装秀的一篇短文

Ⅰ.Greeting

Ⅱ.Warming up

1. Read the names of clothes with the picture on P87 (A)

T : He / She looks beautiful ( smart modern cool)

What is it?

S: Jacket tie shirt / blouse skirt

T : What are they?

S: Shoes trousers / boots

2. Ask the students about his (her) real life.

T: What are you wearing ?

S: A shirt.

T: What’s it made of?

S: It’s made of silk (wool leather cotton).

T: What colour is it?

S: It’s red .(yellow black white blue green purple)

Ⅲ. Reading (1)

1. Read the new words.

T: Last Friday ,Sandy’s class gave a fashion show.

Can you read the new words.

a fashion show Project Hope style scarf

time times trainer trainers century

smart modern colorful comfortable cool

2. Read the text

3. Qs and As

T: (1) Who wore white shoes?

(2) What did Simon wear?

(3) Who wore a blouse?

(4) What did Amy wear?

(5) Who wore sport clothes?

(6) Who wore a black skirt?

(7) Was Amy’s blouse silk? Was Amy’s scarf wool?

4. Fill in the blanks.

Name Clothes

Simon

Daniel

Sandy

Amy

Ⅳ.Reading (2)

T: Now let’s look at P90 (B) “Style and fashion”

Finish Kitty’s notes.

1. Simon wore a pair of white_____________

2. Millie talked about sports shoes called _____________

3.Young people like to wear trainers because they are ____________

4.Sandy wore a red____________

5. Simon’s _________ was yellow and red.

6.Amy wore a yellow __________ blouse and a pair of blue jeans.

Ⅴ.Post-task activity

(1) T: Now , I’ll ask you to say something about your friend’s fashionable clothes. And let’s guess who he is / she is .

S: He /She is wearing ….

(2) T: OK. Please come to the front and say something about yourself.

S: I’m wearing…

Ⅵ. Reading (3)

The students read the text again.

Ⅶ. Homework.

T: Please write an article about your friend’s fashionable clothes.

( about the fashion show)

The Fourth Period Of Unit 6 Fashion

Topic: Reading C, D

Aims:

1. Identify clothes and learn the names appeared in the reading part.

2. Arouse students’ enthusiasm for contacting others by interviewing.

3. Developing the ability of useing

I. Greetings

T: Hello, everyboy. Nice to see you again .Oh, Student A, your shirt is very beautiful, who bought it for you?

A: My father did.

T: Oh, I see. Student B, you look colourful. I think you can give a fashion show.

B: Thank you.

T: Do you still remember the fashion show?

Ss: Yes, we do.

II. Fashionable Clothes (C1)

1.T: Ok, let’s look at the pictures. Please tell us what these are.

(Teacher show them the pictures on the blackboard, ask students to tell the names.)

Picture One

C: scarf

T: Yes, scarf, a blue silk scarf. Read after me, please.

(Students read after teacher. Repeat the steps to go over the left pictures. Shirt, a black shirt;

boot, a pair of long red boots; tie, a yelllow and red tie; trousers, a pair of white trousers; trainers, a pair of colourful trainers.)

T: Good. Who wore these colthes at the fashion show? Who can answer this question? Please read the passage ‘ The fashion show’’, then answer the question.

(Students read it quickly.)

T: Who wore the scarf? Student E , please.

E: Amy wore the blue silk scarf at the fashion show.

(Ask students do the rest questions, write the names on the lines.)

2. Ask students to do the exercises in pairs like this:

A: What is this?

B: It’s a …..

A: Who wore it/them at the fashion show?

B: ….. did.

III. Fashionable Clothes (C2 )

T: Let’s come to the next part. Kitty wants to check her notes before she writes the article. Help her read her notes below. Write a T if the sentence is true. Write an F if it is false. Go ahead.

(Students read and check. Ask them to give the answers. If the sentence is false, ask them why, then correct it. Students read the true sentences.)

IV. A television interview

1.T: Kitty interviewed Simon and Sandy after the fashion show. Here are six sentences said by them. Read the sentences, then listern to the tape, try to find out who said what then write the correct numbers in the blanks.

(After the students finish reading the sentences, play the tape for them to listen to then ask them to write the numbers.)

2.T: Kitty interviewed Simon and Sandy after the fashion show. Do you know how Kitty interviewed them? Next please work in pairs or groups to act out the interview. Please use the sentences given in our textbook.

(Student prepair and act out the interview.)

V. Homework.Suggest some of our classmates just came from a fashion show. Do you want to know something about the fashion show? Do you want to know something about him?

The Fifth Period of Unit 6

TeachingContents: Vocabulary

TeachingTopics: Fashion Clothes

Teaching Aims :①To recognize adjectives that describe clothing

②To use adjectives to express opininons about how things look

Ⅰ:Warming up

T:Good morning

S:Good morning

T:What are you wearing ?

S:A silk shirt

T:Very beautiful

S:Thank you

Ⅱ: Part (A)

1,Show the six pictures and let the students guess who they are

S: Picture 1:Sandy

2:Amy

3;sandy

4:simon

5:Daniel

6:Daniel

2,Ask stronger classes to describe what their classmates are wearing. They can also describe their favourite clothes they wear at weekends.

e.g..Amy is wearing a yellow silk blouse

Sandy is wearing a pair of long red boots

3,Read the new words

boots blouse skirt tie trainers T-shirt

Ⅲ:Part (B)

1: help students describe the appearance of clothes with a wider range of adjectives. Introduce the idea of opposites. Brainstorm some common words:

big-small

old-new

short-long

slim-fat

young-old

2 :Ask students to do Part B on their own . For weaker classes, you may need to pre-teach or check the meaning of some words.

3:Have students compare answers with a partner’s. You could ask S1 to say the numbered words, one at a time ,and S2to say the word with the opposite meaning.

Ⅳ:Do a game

students work in pairs to describe a boy’s(girl’s) appearance and clothes,guess who he (she) is.

Game: He is wearing a yellow blouse and his clothes is heavy.

Q: Who is he ?

Extension activity

Do a survey. Write the table below on the board. Divide the class into groups of four.Have students interview each other using these questions.

What is your favourite clothing item? What materal is it made from? What colour is it?

Name of classmate Favourite clothes Material Colour

1

2

3

4

Ask students to present their fingings. Write some model sentences on the board to help students talk about their findings.

`they all like…’

‘One student like …and two students like…’

Ⅴ.Homework

1:Read the text after class

2:Preview grammar

The 6th and 7th Period Grammar

A Simple past tense

Task-based Teaching Aims:

1. Cognitive Development

Make sure students can recognize the tense freely.

2. Proficiency Level

To develop their integrated skills through listening, reading, speaking and writing. They can use the tense to make up sentences and dialogues freely after learning. They can also recognize and use adverbs to order events.

3. Affective Learning

To develop their enjoyments of life and things around them, especially the success of learning, through interactive teaching and student-oriented teaching.

4. Cultural Understanding

Make them feel the cultural differences between Eastern and Western Countries.

Step 1 Revise the purpose and use of the simple past tense by using a timeline. Draw a timeline on the board to show how the simple past tense is expressed in English. Give students some common time expressions: yesterday, last night, a month ago, yesterday afternoon, last week, ten years ago and make sure they can use the simple past tense to talk about things in the past.

e.g. 1. Eddie met Millie 3 years ago.

2. Eddie was ill yesterday.

Step 2 Teach them how to form the simple past tense before practicing them.

We form the simple past tense by adding ‘-ed’ to regular verbs.

Most verbs + ed walk →consonant walked

Verbs ending in e + d live → lived

Verbs ending in a consonant + y - y + ied try → tried

Short verbs ending in double the

a vowel + a consonant consonant + ed stop → stopped

We form the simple past tense of irregular verbs differently. We do not add ‘ –ed’.

No change cost → cost

Change the vowel come → came

Change the consonant make → made

Change the vowel (s) and the consonant (s) buy → bought

Writing about the past

A1. Write about the simple past tense forms of the verbs below.

1. start → started 2. dress → dressed 3. play → played

4. help → helped 5. use → used 6. like → liked

7. look → looked 8. study → studied 9. plan → planned

Step 3 Talk to students about what you did last weekend and ask some questions as you go along, e.g. I had a really good weekend.

Did you have a good weekend?

I played tennis for two hours.

What did you do?

I watched a film on Saturday evening. It finished at 11 p.m.

What did you do last Saturday?

On Sunday, I took a bus from Wangfujing.

There were a lot of people.

What did you do on Sunday?

Step 4 Teach them how to use the simple past tense to make positive and negative sentences, ask and answer questions. Have them complete the conversation. Check answers and clarify any misunderstandings.

Mrs Wang: Did Millie ask Grandma about the dress on Monday?

Andy: No, she didn’t. She went to the Reading Club. Did she help you with the shopping on Tuesday?

Mrs Wang: Yes, she did. Did she play volleyball on Wednesday?

Andy: Yes, she did. But she cleaned her bedroom.

Mrs Wang: I know! Did she do her Maths project?

Andy: No, she didn’t. But she did some work for the fashion show.

Step 5 Teach them how to use the simple past tense to form positive and negative sentences, ask and answer questions with the verb ‘ to be’. Have them complete the conversation. Check answers and clarify any misunderstandings.

Millie: Were you at home on Saturday morning?

Sandy: Yes, I was.

Millie: Was your cousin at the football match?

Sandy: No, he wasn’t. He was at the shopping mall with Mum.

Millie: Were you and your parents at the cinema on Saturday evening?

Sandy: Yes, we were.

Millie: Were your grandparents at the fashion show on Friday?

Sandy: No, they weren’t.

Millie: Were we at school last Monday?

Sandy: No, we weren’t. Last Monday was a holiday.

B Sequencing events

Step 1 To recognize and use adverbs to order events. Tell them to pay attention to the simple past tense. We use these adverbs to show the order in which things happen. We put the adverbs at the beginning of a sentence as they connect the sentences. We often use them to clarify a process or a particular sequence of events.

( first, then, next, afterward, finally)

Step 2 Ask students to do a presentation about their own day using the adverbs they have learned. Encourage them to include more information. Help them choose a title. Remind them to use the simple past tense.

B1 Briefly review the adverbs, using the picturesfor support.

Ask students to write the letters in the boxes in Ppart B1 individually. Students check each other’s sequence of sentences. Monitor the class as you walk around.

B2 Set the context by reminding students about the fashion show described earlier in the unit before asking students to do B2. Link Simon’s experience to any other events your students may have been involved in. introduce the idea of woriting a picture story as a narrative using adverbs and the simple past tense to order events.

Step 3 Review key vocabualry and explain unfamiliar words: ‘ catwalk.’

Ask questions about each picture.

1) What did Simon do first?

2) What did Simon wear?

3) What did he do next?

4) Who did Simon talk to?

5) Where did he go afterwards?

Ask students to write sentences about Simon’s day using the simple past tense. Check the answers as a class activity.

The Eighth Period of Unit 6 Fashion (Part 7)

Integrated Skills

Task-based Teaching Aims:

(1) Cognitive Development:

Through reading and listening to “The life of a trainer” , the Ss can learn and use relevant expressions freely.

(2) Proficiency Level:

To develop the Ss’ integrated skills through listening ,speaking, reading and writing .

(3) Affective Learning:

To develop the Ss’ enjoyments of life and things around them , especially the success of learning , through interactive teaching and student-oriented teaching .

(4) Cultural Understanding :

Make the Ss feel the cultural differences between Eastern and Western Countries.

Procedures:

Step One : Present a trainer and teach the different parts of it . Then listen and do part A1.

T: Is it a trainer ?

S: …

T: Do you like wearing trainers?

S: …

T: Do you know what the names of these parts are ?

S: …

T: OK. We call it “shoelace / sole / stripe / tongue”.

Step Two : Present the procedures of making a trainer .Then guide the Ss through the new words and let them speak out in English .

T: Now , boys and girls , I know that most of you like wearing trainers. Do you know how to make one ?

S: …

T: OK. First let’s have a look on the screen . Then please tell me about it .

S: …

T: OK. I know it’s very difficult for you to say . But it doesn’t matter . Now please discuss in your groups and later we’ll share your ideas together .

S: …(Discuss in groups )

T: (After listening to the Ss’ description , the teacher describes the general contents in Part A2 . Then let the Ss say after me twice . Finally listen and put the sentences in the correct order .)

Step Three : Present Part Two of the story . Then let the Ss get the general idea of it and pay much attention to the verbs past tense forms .

T: Now , we know how to make a trainer . Do you want to know how the trainer is getting along ? OK . Let’s listen carefully and complete the sentences in Part A4.

S: …

T: (After listening for three times , ask a student to present her answer , then check it . Teach the students to read the verbs and complete Part A3.)

T: Then guide the Ss to sum up the pronunciation principles of verbs past tense forms by reading themselves , such as:

清后[t], 元浊[d], [t][d]之后读[id].

eg: /t/ /d/ /id/

danced played acted

helped lived needed

talked answered visited

shopped carried shouted

Step Four :Present a fashion show and practise the sentences “What is / are … made of ? It’s/ They’re made of …”.

T: (First make a conversation with a student as a model in Part B. Then let the Ss work in groups of three to talk about the materials of their own clothes . Five or six minutes later , let them act out in the front and give the best a warm applause .)

Step Five :Written work

T: Now , we’ve learned the different parts of a trainer and how to make one . And we also see a fashion show and have learned different materials for making clothes . And would you please design some clothes and make a poster to give information about the styles , colours and materials of the clothes ? You can do it like this :

My Fashion ShowIntroduction Clothes A person wearing the clothes Introduction

T:OK. That’s all for today’s class . Thank you .

The Ninth Period of Unit 6 Fashion

Main task

Objectives

1 To describe different materials and items of clothing.

2 To make a brochure about clothes and fashion.

3 To present a brochure to the class.

Background information

Students will have opportunities to describe clothes and accessories. This section focuses on a fashion brochure for girls, which makes it necessary to bring in magazine pictures of boys’ fashions for mixed classes.

Bring in authentic brochures to show students the style of this kind of writing. Talk to students about the purpose of writing a brochure. Elicit from students as much information as possible about

1 Who are the readers?

2 What do the readers want to know?

3 How do you make your brochure look interesting to the reader?

Teaching procedures

1 Before doing the task, ask students who the audience is and emphasize the context in the Student’s Book of creating a ‘Fashion Wall’.

2 Tell students to read keywords below . Students identify any words they don’t know. Check and clarify the meaning of those words with the class.

Adjectives Clothing items MaterialsChecked hat silkSleeveless skirt cottonPatterned shirt denimLoose blouse leatherSpotted sweatshirt polyester Striped jacket viscoseFlowered sweater furTight socks linenComfortable tie Long shoesUncomfortable beltShort bootsBright suitFashionable dressModern CasualPolo-neckFormal

3 Enable students to describe themselves or their classmates by using the keywords above.

4 Ask students to read the model article on page 102. And tell them to use the model article and complete the sentences with word from Part A on page 101.

5 Check the answers and encourage students to express their opinions about the model article.

6 Tell students to choose one fashion item and make them aware of what kind of things . Their readers might like to read about . And tell students to create their own words to write a rough draft using the given model.

7 Let students read, check and correct their partner’s drafts in pairs and give them suggestions about the improvements in the use of words, spelling and structures and provide help while monitoring .

8 Make students rewrite their articles on a separate sheet of paper and add illustrations, particularly pictures of popular fashion items. Ask them to stick their work on the noticeboard and encourage them to read each other’s poster.

Sample writing

Teenagers like clothes that are fashionable and look good. My brochure is about casual, comfortable style.

First, I designed a cotton T-shirt. It is bright red and has a V-neck. It goes well with a pair of jeans. The jeans have wide legs. There are lots of big pockets at the front and back. I also designed a cotton shirt with long sleeves and buttons in the front.

Then I designed a pair of trainers to go with the jeans and T-shirt. They are very comfortable and made of white leather. They do not have laces, so they are easy to put on. The jacket I designed is blue with white sleeves.

All the clothes are comfortable to wear at weekends.

篇15：牛津8B unit2 教案教学设计(译林牛津版英语八年级)

Unit 2 Travelling

Welcome to the unit

Teaching aims:

1. To know foreign city famous tourist resorts and popular attractions.

2. Be familiar with the scenic spot and the country.

Teaching steps:

Step 1 Warming up

Do you like travelling?

Do you know any famous tourist attractions in Yancheng?

Step 2 Comic strip

Look, listen and answer the questions.

1. Is Eddie happy in the first picture? Why?

2. Where is Eddie going?

3. Does Eddie want to go too?

4. What does Hobo want to bring?

5. Does Eddie feel happy at last? Why?

Step 3 Explanation

I don’t think it’ll be a holiday for me.

我想对我而言这不会是什么假期了。

这是个否定前移的句子，主句中的否定词实际是否定了从句中的内容。当主句含有I think, I believe等词语时，通常否定前移。

e.g. I don’t think it is a good idea. 我认为那不是个好主意。

Step 4 Let students look at the picture then act the dialogue out.

Step 5 Welcome the unit

If you have a chance (机会) to travel abroad (出国旅游), where will you go?

Then show some pictures about some popular attractions in foreign Countries:

the Great Wall

the Leaning Tower of Pisa

the Little Mermaid

the Statue of Liberty

the Sydney Opera House

Tower Bridge

Step 6 Read and guess

1. It is the longest wall in the world.

2. It is a present from French people. It stands for Liberty.

3. It sounds like pizza. It is leaning. It may fall down some day.

4. The girl has a fish’s tail instead of legs.

5. It is the busiest performing arts centre in the world.

6. It is a large bridge over the River Thames in London. It has twin towers.

Step 7 Work in pairs

Work in Part B.

A: What’s this, Millie?

B: It’s the Little Mermaid.

A: Where is it?

B: It’s in Copenhagen, the capital of Denmark.

A: What’s special about it?

B: It comes from the story by Hans Christian Andersen.

A: Have you ever been there? B: No, I haven’t.

Step 8 Do some exercises

Step 9 Homework

1. Prepare a fact file and write about one of your holidays.

2. Preview the new words in Reading.

Reading I

Teaching aims:

Let the students know Kitty tour of Hong Kong Disneyland’s observations and activities.

Let students talk about tourist in vocabulary.

Teaching steps:

Step 1 Review

Look at some pictures and say something about them.

e.g. the Leaning Tower of Pisa

the Statue of Liberty

Mount Fuji

the Little Mermaid

Tower Bridge

…

Step 2 Free talk

1. What places of interest have you visited in China?

2. Have you ever been to Hong Kong?

Step 3 Watch a video about Hong Kong Disneyland.

Step 4 Ask students to read together.

Step 5 Present some pictures about Hong Kong Disneyland.

Step 6 Let students read the letter and answer the questions.

1. Who visited Disneyland?

2. How long did they stay in Disneyland?

Step 7 Work on B1

Kitty is back in Sunshine Town. Amy is asking Kitty about her trip. Help Kitty answer Amy’s questions.

Amy: Who did you go to Hong Kong with?

Kitty: I went there with ___________.

Amy: Where did you go during your stay there?

Kitty: We went to ____________________.

Amy: How did you get there?

Kitty: We got there ___________________.

Amy: How long did you stay in the park?

Kitty: We stayed there for ___________.

Amy: Did you enjoy yourselves there?

Kitty: Sure. We had _______________.

Step 8 Work on B2

After talking with Kitty, Amy is making notes of how Kitty spent her day at Disneyland. Help Amy complete the notes below.

A day at Disneyland

Had fun on ______________

Hurried to have a __________ and met Disney _________________ on the way

Watched a _______ of Disney characters

Watched a __________

Did some ___________

Watched ____________ in front of the castle

Step 9 Work on B3

Kitty is showing Amy her photos the other day. Complete their conversation with the words in Kitty’s letter on pages 22 and 23.

Kitty: I took lots of photos at Hong Kong Disneyland, Amy.

Amy: Oh, let me have a look. Is that Mickey Mouse?

Kitty: Yes. He looked so _____.

Amy: What’s in this photo?

Kitty: It’s Space Mountain, an ______ roller coaster. It moved at high ______ and we were __________ and laughing through the ____.

Amy: What do you think was the best part of the day?

Kitty: I think the parade of Disney __________ was really wonderful.

Amy: Was the film in the park interesting?

Kitty: Yes. The 4-D film was like _______.We could even smell the apple ____.

Amy: Did you go shopping there?

Kitty: Yes. I bought ___________ key rings. Here’s one for you.

Amy: It’s nice. Thank you.

Step 10 Work on B4

Kitty had a good time at Hong Kong Disneyland. Find the sentences in her letter that show her happiness.

We’re having a fantastic time here.

First, we had fun on Space Mountain – an indoor roller coaster in the dark.

It moved at high speed and was really exciting!

We were screaming and laughing through the ride.

It was the best part of the day.

I ran after them and couldn’t stop taking photos.

Step 11 Homework

Ask students read the article after class.

Reading II

Teaching aims:

1. To know and master some useful words/sentences/phrases.

2. To know the meaning of passage.

3. To learn more about the world and protect the environment.

Teaching steps:

Step 1 Revision

Review Kitty’s trip.

Kitty did a lot of things at Hong Kong Disneyland. She did different things at different time. Let’s complete the table about her trip.

Step 2 Language points

1. I miss you so much!

miss vt. 想念，思念

e.g. Amy misses her grandparents very much.

艾米非常想念她的爷爷奶奶。

miss作动词时还可意为“错过；没做到”，其后接动词时，应用动词-ing形式。

e.g. Kitty was sad because she missed her train.

基蒂非常伤心，因为她错过了火车。

I don't want to miss seeing that film on television tonight.

我不想错过今晚在电视上看那部影片的机会。

miss还可用作名词，意为“女士；小姐”，此时m必须大写，常用于姓名或姓之前，尤指未婚女子。

e.g. Miss Smith is a popular writer.

史密斯小姐是一位受欢迎的作家。

2. We’re having a fantastic time here.

fantastic adj. 极好的，美妙的

e.g. We watched a fantastic play yesterday evening.

昨天晚上我们看了一场非常精彩的演出。

have a fantastic time 过得愉快，玩的高 兴 = have a good time = enjoy oneself = have fun

3. Today we spent the whole day at Disneyland.

the whole day 一整天 = all the day

e.g. They spent the whole day wandering about seeing the sights.

他们花了一整天参观名胜古迹。

4. It moved at high speed and was really exciting!

at high speed意为“快速地, 非常快地”, 其中的speed为名词, 意为“速度”, at speed与at high speed意思相同。

e.g. He drives the car at (high) speed in the road.

他在路上飞快地开车。

at a speed of ...也是一个常见的短语, 表示“以……的速度”。

e.g. The train is travelling at a speed of sixty miles an hour.

火车正以每小时六十英里的速度行驶。

5. We were screaming and laughing through the ride.

1) through是介词, 可它的意思不再是我们以前学过的“从……通过，穿过”, 而是“从(某事)的开始到结束, 从头到尾”的意思。

e.g. The nurse looked after the old man through his long illness.

这个老人病了很长时间, 这个护士一直在照顾他。

2) ride n.

可数名词, 意为“乘坐, 搭乘; (乘车或骑车的)短途旅程, 旅行”, 有时也可指“距离”。

e.g. Can I have a ride on your bike?

我能坐你的自行车吗?

6. …such as Snow White and Mickey Mouse.

such as 例如

such as和for example都有“例如”的意思，但是它们的用法有所不同。

such as常用来列举同类人或事物中的多个例子。

e.g. I like animals, such as dogs, bears and pandas.

我喜欢动物，例如狗，熊和熊猫。

for example一般只以同类人或事物中的“一个”为例。

e.g. He has ever been to many countries, for example, Australia.

他曾经去过许多国家，例如，澳大利亚。

选用such as或for example填空。

1) John likes many sports, ____________, basketball.

2) She can say many languages, __________ Chinese, Italian and Russian.

7. I ran after them and couldn’t stop taking photos.

run after 跟着跑，追逐

e.g. Look, the dog is running after the rabbit.

看，这条狗正在追赶那只兔子。

cannot stop doing something 忍不住一直做某事

e.g. We could not stop laughing when we watched Tom and Jerry.

我们在看《猫和老鼠》时忍不住一直大笑。

8. I bought a couple of king rings for classmates.

a couple of 可以表示不确定的“几个”。

e.g. a couple of minutes 几分钟

短语 a couple of也可以表示“两个”

e.g. I saw a couple of men get out.

我看见有2个男人出去了。

9. Hope you’ve enjoyed yourself there.

希望你在那儿玩的开心。

这是一个省略句，省略了主语I，完整的句子是 I hope（that) you’ve enjoyed

yourself there!

在非正式行文（包括日记，卡片，便条，信件）中，有时我们会省去主语，使文字更简洁。

e.g. Hope to here from you.

期待收到你的来信。

Step 3 Do some exercises.

Step 4 Homework.

Recite the new words, phrase and sentence patterns in Reading.

Grammar

Teaching aims:

1.掌握“have/has been to” 和 “have/has gone to”的用法。

2.理解短暂性动词和延续性动词的不同用法，以及它们之间的转换。

Teaching steps:

Step 1 Revision

Answer the questions.

1. Where has Kitty been?

2. How did she feel on Space Mountain?

3. What were they doing through the ride?

4. What did she meet on the way to the restaurant?

5. What was the best part of her day?

6. What did they do after the parade?

7. Did she buy any gifts?

8. When did they watch the fireworks?

Step 2 Study Grammar A: Using have/has been 和 have/has gone

We use have/has been to express the idea that someone went to a place and has already come back. It refers to an experience.

e.g. Mille and Amy have been to South Hill. They want to go there again.

Sandy has never been to South Hill. She wants to go with them.

We use have/has gone to express the idea that someone went to a place but has not yet returned.

e.g. Kitty and her family have gone to Hong Kong. They will come back next week.

Suzy is not at home at the moment.

She has gone to the bookshop.

Step 3 Summary

have/has been和have/has gone的用法

让我们一起来观察下面的句子并分析总结它们的用法!

① I have been to America many times. It’s really a modern city.

② Millie has gone to America with her family. I hope they have a great time

there.

【区别一】

通过分析上面两个例句, 你能得出什么结论呢?

___________ 表示曾经去过某地, 已经回来; 而 ___________表示说话时已经去了某地, 可能在途中, 也可能到达目的地。

③ Have you ever been to the supermarket to buy grapes?

④ Minnie and her father have been to the supermarket to buy grapes twice this

month.

⑤ Minnie and her father have gone to the supermarket to buy grapes.

【区别二】

通过分析上面三个例句, 你能得出什么结论呢?

含 ___________ 的句子中可以加 once, twice, ever, never等时间状语; 而含 ____________ 的句子中不能加此类时间状语。

【区别三】

综合分析上面五个例句, 你还能得出什么结论呢?

含 ___________ 的句子中主语的人称一般为第三人称形式; 而含 ___________ 的句子中对主语的人称没有限制。

Step 4 Practice

Finish the exercises on pages 26 & 27.

A1 The Class 1, Grade 8 students are talking about their classmates and families. Help them complete the sentences with have/has been or have/has gone.

1. Millie isn’t here. She _________ to the library.

2. Peter and Simon ____ just _____ to the library. They borrowed some interesting books.

3. My cousin __________ to Xi’an twice.

4. My parents __________ to Xi’an and they’ll stay there for a week.

5. Daniel won’t be with us at the party. He _________ to Shanghai.

A2. Daniel and Millie are chatting. Complete their conversation. Use the correct forms of the verbs in brackets.

Daniel: I haven’t seen Mr Wu for days. Where ____ he _____(go)?

Millie: He __________ (go) to Tianjin to attend a meeting.

Daniel: _____ you _____ (be) anywhere recently?

Millie: Yes, I __________ to Hainan with my parents.

Daniel: Oh, that’s great! ______ you ______ to Sanya?

Millie: Sure, we _________(be) to the beach there. Look at these photos.

Daniel: The beach is beautiful. I see Andy playing on the sand too.

Millie: Yes, We went there with his family.

Daniel: I see. By the way, shall we invite Andy to go for a picnic tomorrow?

Millie: Andy isn’t here this weekend. He and his parents __________(go) to countryside. They’ll be back tomorrow afternoon.

Step 5 Study Grammar B: Verbs with for and since

We use for when we talk about a period of time, and we use since when we talk about a time point in the past.

e.g. Mr Dong has lived here for many years.

Mr Dong has lived her since he was born.

Some verbs, such as come, go, buy and leave, can be used in the present perfect sense, but they cannot be used with for or since in positive statements.

Step 6 Summary

since和for的用法

现在完成时表示动作或状态从过去某一时刻开始, 一直持续到现在, 多与“since +点时间”或“for +段时间”连用。for表示“经过(一段时间)”, 而since表示“自从(……以来)”。

常见结构如下：

for + 表示一段时间的状语

一段时间+ ago

since +表示过去的某一时间点

从句

e.g. He has lived here for 16 years.

他住在这里有十六年了。

He has lived here since 16 years ago.

他从十六年前起就住在这里了。

He has lived here since 1991.

他从1990年起就住在这里了。

He has lived here since he was born.

他从出生起就住在这里。

If we want to express a continuous state, we can use another way like this.

Verb Used for a continuous state Example

begin/start have/has been on

The film has been on for 20 minutes.

finish/stop

have/has been over The parade has been over for hours.

come/go/arrive

have/has been in/at

Kitty has been in Hongkong for two days.

leave

have/has been away

She has been away from home since last Tuesday.

borrow

have/has kept

She has kept this book since last week.

join

have/has been in

have/has been a member of

Simon has been a member of the Football Club since last year.

marry

have/has been married They have been married for 15 years.

die

have/has been dead

The fish have been dead for some time.

Step 7 Practice

Kitty is telling Millie about her holiday in Hong Kong on the phone. Complete what she says with the correct forms of the verbs in brackets.

My parents and I _________(arrive) in Hong Kong on the first day of the winter holiday. We _________(be) here for three days.

I __________(borrow) a book about Hong Kong a week ago. It’s very useful. I ____ ____ (keep) it with me for a few days. It helps me learn more about Hong Kong.

Now it’s noon and we’re in Ocean Park. The first dolphin show ______(begin) at 11:30 a.m. It ________(be) on for about half an hour. The show is really exciting.

Step 8 Do some exercises.

I. 慧眼识错。

1. I have borrowed the book for 3 months.

2. My bother has joined the army since he was 18.

3. Jack and Tom have lived here since 5 years.

4. The film has been on since I have come to the cinema.

5. When has Mr. Li caught a bad cold?

6. His grandfather has been died for two years.

7. Jim has gone to Beijing for ten years.

8. What time have the factory opened?

9. I have gone to Chunhua Middle School twice.

II. 同义句转换。

1. The class was over ten minutes ago.

The class _____________ for ten minutes.

2. His grandpa died in .

His grandpa ______________ for ten years.

3. The exhibition has been on for three

days.

The exhibition ____________ three days ago.

4. My parents got married 25 years ago.

My parents __________________

since 25 years ago.

5. I bought the MP3 last week.

I __________ the MP3 for a week.

6. Kitty joined the Reading Club last year.

Kitty _____________________ the Reading Club since last year.

III. 翻译下列句子。

1. 这些日子你去哪里了？

2. 我父亲已经去上海出差了。

3. 他离开家已经了。

4. 篮球赛已经开始15分钟了。

5. 20分钟前会议就已经结束了。

6. 我两年前来到了这个学校。

7. 她已经到达公司半个小时了。

8. A: Tony曾经去过法国吗？B: 是的。

A: 他去过埃菲尔铁塔吗？ B: 没有。

9. A: 我昨天没看见你。你去哪儿了？

B: 我去电影院了。

A: 你什么时候去电影院的？

B: 昨天下午。

10. A: 你爸爸去哪儿了?

B: 他去美国了。他下周回来。

11. A: 他们去印度了吗?

B: 不，没有。他们明天走。

Step 9 Homework

1. 复习for和since的用法。

2. 复习延续性动词和非延续性动词的用法。

Integrated skills

Teaching aims:

1. By reading and listening to obtain useful information

2. Can ask and answer questions about travel

Teaching steps:

Step 1 Revision

Translate some sentences.

1. 小名参军半年了。

Xiao Ming has been a soldier for half a year.

2. 我们上了8年学了。

We have been students for eight years.

3. 下课10分钟了。

The class has been over for ten minutes.

4. 电影开始了一小时了。

The film has been on for an hour.

5. 门打开半小时了。

The door has been open for half an hour.

Step 2 New words

beautyseaside theme park sailing view except

mountain business direct flight on business

Step 3 Free talk

Have you ever travelled to any places in China?

What did you do there?

Step 4 Listen to the tape and answer A1.

The Class 1, Great 8 students are talking about the kinds of places they like best. Listen to their conversation and match the students with the places. Write the correct letter in each box.

Places for travelling

a. Chinese gardens1. Kitty

b. Museums 2. Simon

c. Places of natural beauty3. Sandy

d. Seaside cities 4. Daniel

e. Theme parks 5. Millie

Step 5 Make sentences use the information in A1.

Kitty likes to go….

Millie wants to go…

Step 6 Ask students talk with classmates

What is important when you plan your holiday?

Step 7 Listen to the tape finish A2.

The students are listening to a radio programme about the best time to visit some places in China. Put a tick (√) in the correct boxes.

Places to go Spring Summer Autumn Winter

Chinese

gardens Suzhou,

Yangzhou

Museums Beijing,

Xi’an

Places of natural beauty Mount Huang,

Jiuzhaigou

Seaside cities Dalian,

Qingdao

Theme parks Shenzhen,

Hong Kong

Step 8 Finish part A3 together.

Amy wants to give her classmates some advice on travelling in China. Help her complete her notes. Use the information in Parts A1 and A2 to help you.

Places to go in China

Kitty likes ___________, such as the Window of the world in Shenzhen or____________ Disneyland. She can go there all year round.

Simon loves water sports, such as sailing. He thinks it is great fun. He can visit a seaside city like ______ or Qingdao this ________.

Sandy likes places of ______________, like Mount Huang or Jiuzhaigou. She can go there in any season except _______. The views there in winter may be wonderful, but it is dangerous to climb the mountains or hills on cold and snowy days.

Daniel likes ________________. He can visit Suzhou or Yangzhou. The best time to go there is in spring or________. There may be some rain, but the weather is usually nice at that time of year.

Millie likes _________. She can go to Beijing or Xi’an. She can visit museums in any season.

Step 9 Pair work

Work in pairs. Talk about your travelling.

A: Where did you go last summer?

B: I went to …

A: What did you do there?

B: I went… I had a fantastic time.

Step 10 Written task

Your foreign friend wants to visit Suzhou, please give him some advice.

Speak up and Study skills

Teaching aims:

1. Students can ask and answer about the travel information.

2. Students can use main points and details to write an article.

Teaching steps:

Step 1 Free talk

Travelling is very interesting. May Day is coming and it’s a good season for travelling. Amy will go traveling. Where will she go?

Step 2 Speak up

Listen and answer some questions.

1. Where will Amy go?

2. How will they get there?

3. How long are they staying there?

4. How long dose it take to fly to Chengdu?

Step 3 Act out

Let students act the dialogue out.

Step 4 Pair work

Let students talk about:

What’s your holiday plan? Where do you want to go during the May Day holiday？

Give them tips:

Where are you going?

Why do you plan to go there?

Who are you going with?

How will you get there?

Step 5 Notes

1. My Dad has been to Chengdu on business twice.

我爸爸去成都出差过两次。

business n. 的意思是 “公事，生意”，该词还有“职业，企业”的意思。

on business 意思是“出差”

2. We’re going to take a direct flight to Chengdu.

我们将乘直飞航班到成都。

direct adj. 径直的

e.g. There is a direct high-speed train to Hangzhou.

有一班直达杭州的高速列车。

Step 6 Practice

Complete the sentences.

Step 7 Study skills

Presentation:

1. When we write about an experience or event, we can organize our ideas using

the following five main points.

When did it happen?

Where did it happen?

Who was there?

What happened?

How did you feel?

Then we should give details to support the main points.

2. Take Kitty’s day at Hong Kong Disneyland as an example:

When: during the winter holiday

Where: Hong Kong

Who: Kitty and her parents

What: visited Hong Kong Disneyland

How: had a fantastic time

Step 8 Practice

Mr wu is asking the Class1, Grade 8 students to organize the following information into main points and details. First, help them write the correct letters in the blanks. Then work pairs and talk about their trip.

a Class 1, Grade 8 students

b Enjoyed the natural beauty

c Everybody felt excited

d Flew kites

e Went fishing by the lake

f 5 March

g South Hill

h A visit to South Hill

When: ____________

Where: ____________

Who: ___________ ____________

What: ___________ ___________

How: ____________ ____________

Step 9 Sample speech

On 5 March, the Class 1, Grade 8 students went to South Hill. They enjoyed the natural beauty there. Some of them flew kites, while some of them went fishing by the lake. Everybody felt very excited.

Step 10

Write a passage about your trip, using the information we have learned in the lesson.

Task

Teaching aims:

To write an article about one of your holidays.

Teaching steps:

Step 1 Warming up

Show some pictures about Hong Kong Disneyland.

Step 2 Work in Task 1

1. Presentation

Show students some pictures to learn new words.

2. How does Kitty write her article?

Step 1(part A):

Step 2(part B):

Step 3(part C):

3. Look at Kitty’s fact file –Part A in page 32carefully and try to remember more information about Kitty’s trip to Hong Kong.

Main Points Details

When The winter holiday ------

where Hong Kong

Who ------

What visiting places of interest Disneyland

Ocean park---

Other activities

Eating

How

4. Useful expressions:

It took us …to fly to

The next day, we went to…

I loved watching the interesting…

…was exciting/beautiful/fantastic

On the third day, we visited…

We went to…on the fifth day

…was the best part of the day

We enjoyed this trip very much

Step 3 Work on Task 2

1. Complete Kitty’s article in Part B on page 33 as quickly as you can.

2. Analysis (分析) kitty’s article. We can group this article into 3 parts:

Part 1: para( )-para( ) It is mainly about

Part 2: para( )-para( ) It is mainly about

Part 3: para( )-para( ) It is mainly about

3. During Kitty’s article, Kitty used some adjectives（形容词）and adverbs（副词） to describe her article. Could you please find them out as many as you can?

Step 4 Notes

1. My parents and I left for the airport in the early morning.

我和父母一大早就前往机场。

leave for 动身去

e.g. The plane leaves for Hong Kong at 10:30.

飞机于10：30 起飞前往香港。

2. It took us about three and a half hours to fly to Hong Kong.

我们花了3个半小时飞到香港。

“3个半小时”还可以表达成three hours and a half

“一个半小时”的两种表达方式 one and a half hours

one hour and a half

Step 5 Writing

You are going to write an article about one of your holidays. Write down some main points and details, and organize your ideas before you write.

Tips:

1. Remember to state (陈述) clearly the place and the time of your trip, and the people who went with you.

2. Organize your ideas before you write.

3. Think of something interesting and special to write about.

4. Use adjectives and adverbs to make your article more interesting.

5. Write about your feelings in the last paragraph.

Step 6 Homework

If you went to Beijing for a holiday last summer, try to write an article about this trip.

篇16：译林版牛津小学英语三年级Unit4 Part A Let教案

译林版牛津小学英语三年级Unit4 Part A Let教案

一、warm-up（热身阶段 ）

1、let’s sing a song：（达到活跃课堂气氛的作用）

2、daily oral english: what’s your name? / i’m ... / nice to meet you . / nice to meet you , too. / what color do you like? / i like …

二、presentation

o=orange p1=peach p2=pear w=watermelon

t: today i’ll introduce 4 new friends to you.

1、orange

o: hello! boys and girls. （cai出示半个跳舞的橘子）

t: do you know who is she?

ss guess, then read after t on the tape.

blackboard: orange read（图片和单词结合，形象直观）

t: i’m orange . hello, x x …

s: nice to meet you , orange.

t: nice to meet you, too

t greets to ss , make dialogues.

2.peachcai播放声音：la, la, la… 桃子跳着跑出来和橘子对话

p1：hi, orange.

o: hello, peach. nice to meet you.

p1: nice to meet you , too.

t: look! this is …

blackboard: peach ss read after t on the tape（图片和单词结合，形象直观）

3. pear

cai: pear comes out and talk to peach.

p2: hi, peach!

p1: hello, pear. this is my friend, orange.

p2: nice to meet you.

o: nice to meet you , too.

t: this is …

blackboard: pear ss read after t on the tape（图片和单词结合，形象直观）

game :击鼓从两边传梨和挑子，鼓声停了，它们在哪两个同学的手里，哪两个同学就要扮演它们，进行对话

e.g. p1: hello ,i’m peach .what’s your name ?

p2:hello , i’m pear .

p1: how are you？

p2: fine ,thank you .

… .

3、watermelon

cai(w从远处走来和p1，p2打招呼): hello !

o，p1，p2: hello, watermelon, how are you?

w: fine, thank you. how are you?

o，p1，p2: we are fine. thank you.

t: this is …

blackboard: pear ss read after t on the tape（图片和单词结合，形象直观）

let one student be watermelon, other ss ask him/her some questions.

四个水果单词通过拟人化的手段，用不同的导入方式，新颖有趣，紧紧抓住学生的`注意力.单词教学又与语言教学融合在一起，真正围绕语言学习的交际目的。

open your books, read the four new words.(用升降调)

show the fruit: pear, peach, orange. (实物, 让学生再对单词形象进行感知)

what’s missing ? watermelon t: oh, it’s on the screen.

三、consolidation and extension

1.a game : guess ,what is it?.

t: it is big and round, what color is it ? it’s green.

s: watermelon / pear /…

let the ss find the right picture and put it on the blackboard.

t: now can you put the name under each fruit?

将单词贴到相应图下

t：look , this is an orange ,an orange orange, i like orange very much.(假装咬一口) hmm, it tastes good .(学生都戴有水果头饰，教师再走到学生中，找到一个“橘子”咬一口，将刚才的话再重复一边) do you like …?

让学生去吃“水果”。

ss: hmm, it tastes good ./ it’s nice/ it’s yummy./…

让刚刚猜的同学给下面同送水果学品尝。

2、a game: find your sisters and brothers

e.g. t(戴上相应水果的头饰):are you…?

s1: yes.（如果学生不是则换别的学生）

t :follow me, please. are you…?

s2: follow me , please.(教师然后再发给学生另外三个头饰, 让学生模仿教师的样子自己去找朋友，等到全班学生都有了各自的朋友之后，要求学生数一数各个组有了多少水果)

e.g. how many …do you have? let’ s count.

找好后让他们各站成一堆，大家一起数个数，板书这些水果单词的复数。

通过做游戏巩固单词的复数，学生乐在其中。

3.let’s sing.

按不同的水果分别编唱歌曲。

one little, two little, three little oranges/pears/peaches/watermelons,

five little ,six little seven little oranges/pears/peaches/watermelons。 ……

通过歌曲不仅达到了知识的巩固，又活跃了课堂气氛。

四、assessment

activity book

五、the end.

goodbye

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