牛津英語Starter U 10全英文教案
[Teaching cntent]
Unit 10 Welce and Listening
[Teaching ais and deands]
nwledge ais:
1. Enable the students t aster se new wrds.
2. Teach Ss t as abut the tie, and hw t sa the tie
3. Review iperative sentences
abilit ais:
1. Ss get t nw se activities bth in class and at schl.
2. Train the Ss t have se scial ralities.
[Teaching difficulties and iprtance]
Sa the tie in different was .
[Teaching tls]
A clc ade b paper, Prectr, Wrb and Students
[Teaching prcedure]
Step１ welce and presentatin
1. Set a tie seven thirt n a paper clc, and hld it up. L at the paper clc and as Ss, “What’s the tie? (What tie is it?)” Then present thse ties 7.50, 7.00, 8. 15 in the sae wa.
2. Guide Ss t have the siilar dialgue with each ther, s that the can ttall aster the sentence pattern.
3. Befre learning the dialgues f Welce Part, teach se iprtant phrases b ding these actins: Pint t the clc and sa, “Oh, it’s seven ’clc. I ust get up.” Intrduce the fllwing phrases in the sae wa: hurr up, g t schl, have breafast.
4. As Ss t listen t the tape and answer:
What tie is it?
It is tie t d what?
Is Lil late fr schl?
5. Tell Ss that the can sa the tie in different was. Fr exaple, seven fift = ten t eight, seven thirt = half past seven, eight fifteen = a quarter past eight B the wa, review the rhe n P21 within a ver shrt tie.
Man Ss feel it difficult t use the crrectl, because there are “t” and “past”. The fllwing is the wa which I use and suggest:
past表示“路過”，half past seven，把half想象成一個(gè)人，他散步路過seven，所以half past seven表示“過了七點(diǎn)半個(gè)小時(shí)”
t表示“到達(dá)”，ten t eight，把ten也想象成一個(gè)人，他朝eight走，但還沒到eight，所以表示“離八點(diǎn)還差十分鐘”
6. With the help f the paper clc, pint t an tie and as the students t sa the ties in varius was ne b ne, such as 12:30, 6:15, 4:40, 4:45, 2:50, 2:00, etc.
Step 2 Listening
1. D pre-listening wr. As Ss t read the pairs f wrds and phrases. After that, pint t “we” as subect, and as Ss t ae three sentences with the wrds and phrases which shw the schl life, lie
We have a Chinese lessn n Mnda.
On Tuesda, we have a aths lessn.
On Frida, we have a Cputer lessn.
2. As fr the naes f subects, the teacher can add art, cheistr, histr, P.E. phsics, bilg, gegraph, algebra (代數(shù)), and geetr (幾何) At the sae tie, as the students t pa attentin t the prepsitin “n”
3. D the listening exercise f Part B. Tell Ss nt nl nw whether the sentences are true r false, but als nw what’s wrng with each false sentence.
Step 3 Suar and d wrb.
Step 4 Hewr
The Secnd Lessn
[Teaching cntent]
Unit 10 speaing and reading
[Teaching ais and deands]
nwledge ais: Get t nw the siple present tense and the relative frequenc wrds.
Abilit ais: 1. Ss tr t describe ne’s schl life with the siple present tense.
2. nw the iprtance f the tie and cherish the tie.
[Teaching difficulties and iprtance]
1. The usages and fratin f the siple present tense.
2. The sentence transfratins f the siple present tense.
[Teaching tls]
Prectr, Wrb and Students’ b
[Teaching prcedure]
Step 1. Speaing
1. Write se ties n the blacbard, such as 7:00, 6:10, 6:30, 6:45, let students sa the in English
2. As Ss t read the dialgue f this part, pla the rle, and at the sae tie get read fr these questins abut the dialgue:
When des Peter g t schl ever da?
When des Nic g t schl ever da?
D the pla basetball ever da?
When d the pla basetball?
D the have a cputer lessn tda?
What lessn d the have?
D the tw bs ften chat with each ther at lunchtie?
4. When the d with “ever da”, the cncept f frequenc wrd ccurs, giving the teacher a chance t teach it and intrduce ther frequenc wrds, lie usuall, ften, setie, ever da, ever wee, ever rning, ever evening, nce a da, twice a nth, etc. 3. Guide Ss t replace the blue wrds with ther wrds, s that the can ae their wn dialgue.
Step2 Reading
1. Review the ain structure “D u … ?” b asing Ss se questins, and then intrduce Nic’s da.
Get the students t read the text theselves, and answer the fllwing questins:
What’s the nae f the b?
When des he get up ever rning?
When des he have breafast?
When d the classes begin?
What classes des he have in the rning?
After class, what d the d?
After lunch, what d the d?
Fr 1.30 t 3. 50 p., what d the d?
After schl, what des he ften d?
What sprts des he lie?
When des he g he and d his hewr?
When des he usuall have dinner?
After dinner, what des he d?
When des he g t bed?
2. Help Nic t fill in the tietable f Nic.
3. D exercise f Part B
Step 3 Graar
1．When teaching the usages and fratin f the siple present tense, the teacher has t d that in a siple wa that can be easil understd b cn Ss in cn schl. The fllwing is what I use and suggest:
1） “時(shí)態(tài)”，就是動(dòng)作發(fā)生的時(shí)間和狀態(tài)。
2） “一般現(xiàn)在時(shí)”名稱中“現(xiàn)在”代表現(xiàn)在做的動(dòng)作，“一般”代表常常做，連起來，“一般現(xiàn)在時(shí)”就是“現(xiàn)在常常做的動(dòng)作”，這樣比較容易通過概念名稱記住時(shí)態(tài)用法。
3）一般現(xiàn)在時(shí)態(tài)的結(jié)構(gòu)，強(qiáng)調(diào)“主語控制謂語，口訣是：主語單數(shù)，謂語加s，主語復(fù)數(shù)，謂語用原形，I和u，用原形�！币簿褪钦f，把I和u單列出來特別記憶，而其它形式的主語只要數(shù)清個(gè)數(shù)就行了。
�。ㄎ铱桃饣乇堋暗谌朔Q單數(shù)”這個(gè)名稱，因?yàn)槲艺J(rèn)為，對于基礎(chǔ)不好的普通學(xué)校學(xué)生，“第三人稱單數(shù)”這個(gè)概念太復(fù)雜了，為了理解這個(gè)概念，學(xué)生必須弄懂三層含義：“人稱”、“第三人稱”、“單數(shù)”。
4）“頻率”就是次數(shù)，頻率高就是次數(shù)多，頻率低就是次數(shù)少。
“頻率詞”的記憶：分為三大“護(hù)法”—— usuall, ften, seties，以及兩大“軍團(tuán)”——ever da, nce a da，因?yàn)榘褎潤M線的`詞替換成其它時(shí)間或次數(shù)，就能使頻率詞發(fā)展壯大成為“軍團(tuán)”。
5) 頻率詞和一般現(xiàn)在時(shí)的關(guān)系：頻率詞和一般現(xiàn)在時(shí)是形影不離的好朋友，看見頻率詞，就要用一般現(xiàn)在時(shí)。
6）一般現(xiàn)在時(shí)的句型轉(zhuǎn)換特別難，因?yàn)樾枰M(jìn)“助動(dòng)詞”的概念，盡管它是教材后兩個(gè)單元的重點(diǎn)，但是因?yàn)樵赟peaing和Graar部分出現(xiàn)了一般疑問句，肯定回答和否定回答， 所以也無法回避了。稍微提一下：“口訣：謂語加s的，des提前；謂語用原形的，d提前”。
2. The sentence transfratins f siple present tense, such as the interrgative fr, affirative and negative repl, is ver iprtant but a little difficult t aster. S plent f exercises n sentence transfratins are badl needed.
Step 4 Cnslidatin and suar
Shwing the tietable f Nic’s schl life, direct Ss t retell Nic’s schl da withut referring the text.
Step 5 Hewr
Mae students t describe their wn tietables, fllwing the del f Nic’s tietable.
The Third Lessn
[Teaching cntent]
Unit 10 graar and tas
[Teaching ais and deands]
nwledge ais:
1. Review the usages and fratin f the siple present tense.
2. Revise the sentence transfratins f the siple present tense.
3. Recall the usual frequenc wrds.
Abilit ais: Ss tr t as each ther abut schl life with the siple present tense.
[Teaching difficulties and iprtance]
Still the sentence transfratins f the siple present tense.
[Teaching tls]
Prectr, Wrb and Students’ b
[Teaching prcedure]
Step 1 Graar
1. D Part A , s that the teacher enable Ss t recall hw t sa the ti, accrding the three clcs in the picture.
2. D an as – and - answer exercise t review the usages and fratin f the siple present tense.
3. Chse se sentences fr the Reading Part and Graar Part B in advance, and guide Ss t d the fill-in –blan exercises n the siple present tense.
1) I ______ (have) six classes ever da.
2) He _______ (have) three gd friends.
3) She ______ (get) up at 7.00 a.. ever rning.
4) We ften _______ (chat) at lunchtie.
5) The ften _____ (pla) basetball after schl.
4. Mae Ss d the sentence transfratins f the sentences abve. The can write in their bs first, and then cp sentences n the blacbard, s that the whle class can chec the answers.
Step 2 Tas
1. Students tr t as each ther abut their class activities and schl life, and describe ne’s schl life with the siple present tense.
2. nw the iprtance f the tie and cherish the tie.
2. The teacher guides the t fill in the fr f Tas Part.
3. Accrding t the fr, the teacher instructs Ss t write a reprt abut classates’ dail life and schl life.
4. Help Ss t d a surve with three r fur f their classates accrding t the exaple in bs. Let ne student reprt rall in frnt f the class.
Step 3 Hewr
An article and a reprt n classates’ dail life and schl life.
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