牛津英语9A unit3 教案
9A UNIT 3 TEENAGE PROBLEMS
Period 1 Comic strips + Welcome to the unit
T eaching Goals
●To talk about stud ents‘ problems and their causes
●To think about personal problems and how to deal with them
T eaching Procedures
Step 1 Warming Up
I will say to my studen ts, ―I‘ve got a problem recently. I‘m getting fat. I can‘t wear the clothes I
bought last year. Can you give me some advice?‖ I will help students answer, ―Y ou should eat less and do more exercise.‖
Step 2 Presenting
I will present the lesson like this: Ed die has the same problem. Look at his stomach, it‘s so large.
He asked Hobo for some advice. What advice did Hobo give to him?Let‘s listen to their conversation.
Step 3 Practicing
1.I will ask students to listen to the tape and answer the above question.
2. I will play the tape again and ask the following questions:
1) Why is Eddie getting fat? Eating too much without doing exercise.
2) What are good for Eddie? Do you agree with Hobo? Eating less and doing more exercise.
3) Does Hobo really want to help E ddie? Why not? No, because Hobo only wants to eat Eddie‘s
food
3. I will ask students to pay attention to these two sentences:
―Eating too much makes you unhealthy.‖
―Running and swimming are good for you.‖
Translate the two sentences:
4. I will ask students to read the dialogue together.
5. I will ask students to act it out.
Step 4 Presenting
I will ask students a question: How many of you have the same feeling with me and Eddie?
Do you also think you‘re getting fat? Not only you, but many teenagers around the world have this problem too. And this problem has become one of the most serious teenage problems. (I will show some pictures about fat teens.)
What other teenagers‘ problems might you meet in your lives? (Show some pictures.)
Our friends in Beijing Sunshine Secondary School also have some problems. Find out what their problems are.
Step 5 Practicing
1. I will ask students to finish Part A on page 43.
2. I will say to students‘, ―Suppose you are an expert of teenagers‘ problems. These students are
asking you for some advice. How can you help them? I will ask students to work in groups of four.
Try to find out the ways to solve their problems.‖
Step 6 Consolidation Exercises
1.穿蓝色衣服或睡在蓝色房间里对头脑和身体很好。Wearing blue clothes or sleeping in a blue
room is good for the mind and body.
2.我经常和我表哥吵架。I often quarrel with my cousin.
3.我没有足够的时间锻炼。I don‘t have enough time to do exercise.
4.教室里总是很吵。The classroom is always noisy.
5.我昨晚没有足够的睡眠，所以现在很累。I didn‘t get enough sleep last night, so I am very tired
now.
Step 7 Doing Homework
1. Read and recite the Comic strips.
2. Do some more consolidation exercises.
9A UNIT 3 TEENAGE PROBLEMS
Period 2 Reading (Ⅰ)
T eaching Goals
●To get to know the main idea of the text
●To understand how to write about problems and how to express feeling
●To learn how to ask for advice
T eaching Procedures
Step 1 Presenting
I will show students a picture of ―Growing pains‖ (成长的烦恼). Growing up can be difficult. Y ou may have man y problems. Don‘t be afraid of telling your problems to people around you.
Who would you like to tell about your problems? (Parents, friends or teachers.) How can they help you?
Show pictures:
1. They will offer you suggestions. (Their suggestions may be valuable to you.)
2. They will support you if you have difficulties.
If you have problems in working and playing, they can teach you how to achieve the balance of these two. If you are shy, you don‘t want others to know who you are. How can you get suggestions? (Write to a pen friend. Y ou can also tell a youth worker.)
Show a picture of a man, and tell students he is Sigmund Friend, a youth worker (青少年辅导员) Step 2 Practicing
1. I will ask students to listen to the tape and read quietly.
⑴What are Millie‘s hobbies? Which is her favorite hobby? (Millie‘s hobbies are reading, writing poems, walking, shopping and painting. Painting is her favorite hobby.)
⑵What is Millie‘s problem? (Her problem is that she spends so much time doing her homework that she can‘t find any time for her hobbies.)
⑶How does Millie feel about it? (She feels bad about it.)
⑷What can‘t she decide to do? (She can‘t decide when to do her homework and when to spend time on her hobbies.)
⑸What has become Simon‘s problem? (Simon spends too much time on football because he is crazy about it.)
⑹When does Simon play football? (After school.)
⑺Why does Simon say his parents are strict? (Because they ask him to come home before 6 pm.)
⑻How does Simon feel from time to time? (He feels stressed and angry.)
⑼What does Simon think of spending some time on hobbies? (He thin ks it‘s bad to stay out late to play football. He should spend less time on it.)
1. I will ask students to read the text together again and then give them several minutes to retell the text.
2. I will ask students to have a discussion:
Suppose you are Sigmund Friend. Can you give Millie and Simon some advice?
I would advice Millie / Simon to …
Step 4 Consolidation Exercises
Translation:
1. 想知道怎么解决want to know how to solve
2. 此刻at the moment
3. 按时交作业hand in homework on time
4. 放弃我的爱好give up my hobbies
5. 痴迷于足球be crazy about football
6. 给我提供一些建议offer me some suggestions
7. 达到两者的平衡achieve the balance of the two
8. 不时地from time to time
Step 5 Doing Homework
1. Read the text.
2. Do some more consolidation exercises.
9A UNIT 3 TEENAGE PROBLEMS
Period 3 Reading (Ⅱ)
T eaching Goals
●To understand and use the expressions in the text
●To recognize and understand vocabulary about problems
●To learn how to deal with problems
T eaching Procedures
Step 1 Making A Revision
1. I will ask students to read the two letters together.
cards here. (Show students the cars of Part C on page 46. Y ou must complete them by yourselves without looking at the two letters.
(Use this sentence to answer: Millie /Simon feels bad because …)
Step 2 Practicing
1. I will choose some students to read the text and then ask all the students to finish Part C on page
46.
2. I will explain some language points (at the moment, hand in, on time, feel bad about, focus on,
give up, achieve a balance, be crazy about, be strict with/in, stay out late, offer sb./ sth., some valuable suggestions)
Step 3 Doing Activities
1. I will ask students to read fast and then show a list of key words and ask students to retell the
two letters according to them.
Show two pictures of Millie and Simon, with words beside them.
Mille: lots of hobbies, a lot of homework, feel bad, focus on/ give up, achieve a balance
Simon: be crazy about, stay out late, parents stressed/ angry, spend some time on hobbies
2. I will say, ―In the last class you have offered some suggestions to Millie and Simon. Now let‘s
see Sigmund Friend‘s advice.‖ Ask students to fi nish Part D on page 47 on their own. Check the answer and read the two replies.
3. Explain ―It seems that…/seem to do sth.‖ e.g. Y ou seem to have a lot of hobbies= It seems that
you have a lot of hobbies.
Step 4 Consolidation Exercises
Translations
1. 我有个问题，但不知道怎么解它。I have got a problem, but I don‘t know how to solve it.
2. 此刻我高兴得不知道说什么了。I am so happy at the moment that I don‘t know what to say.
3. 老师要我们每天按时交作业。Our teachers ask us to hand in our homework on time every day.
4. 他每天花很多时间练习打篮球。He spends lots of time playing basketball every day.
5. 你能教我怎样在两者之间取得平衡吗？Can you teach me how to achieve a balance of the
two?
6. 我希望得到你的支持。I wish I could have your support.
7. 你昨天似乎没有通过考试。Y ou seemed not to pass the exam yesterday. / It seemed that you
didn‘t pass the exa m.
8. 你能给我一些有价值的建议吗？Can you offer me some valuable suggestions?
9.我父母对我很严格。他们要我集中精力学习。My parents are strict with me. They ask me to
focus on my study.
10.我痴迷于篮球。我每天都呆在外面很晚打篮球。I‘m crazy about basketball. I stay out late to
play it every day.
Step 5 Doing Homework
1. Recite the text.
2.Do some more consolidation exercises.
9A UNIT 3 TEENAGE PROBLEMS
Period 4 V ocabulary
T eaching Goals
●To understand the differe nt meaning of the verb ?to get‘
●To use the verb ?to get‘ when we talk about problems
T eaching Procedures
Step 1 Presenting
the word ―get‖.
Step 2 Practicing
1. I will ask students to finish Part A on page 48.
2. I will ask students to make sentences using the phrases under the pictures.
3. I will ask students to finish Part B on page 48.
4. After checking, read the letter together.
5. I will ask students to guess what ―get‖ means in the follo wing sentences:
1) Where did you get that skirt? (buy)
2) Go and get your breakfast. (eat)
3) I got a lot from the story. (learned)
4) Let me go and get the doctor. (ask for)
5) Y ou should get your friends to help you. (ask)
Step 3 Doing Activities
I divide class into groups to have a discussion according to Part B:
What problems does Amy have? Can you offer her some useful suggestions?
Step 4 Consolidation Exercises
your new classmates? (getting on well with)
2. Next week we in Nanjing Hotel. (will get together)
3. Please tell that old woman the bus at the next bus stop.(to get off)
4. As soon as I school tomorrow, I‘ll call you. (get to)
5. The street isn‘t wide enough for the car (to get through)
6. I usually at 6:30, and then go to school. (get up)
7. He from holiday yesterday. (got back)
8. The girl his dad‘s car and went towards the shopping mall. (got out of)
二、T ranslations
1.我的健康有问题，我得充分休息，否则我会生病的。I have problems with my healthy. I
should get enough rest, or I will get sick.
2.老师不想让我们中的任何一个人迷路。Our teacher doesn‘t want any of us to get lost.
3.冬天来了，天气变得越来越冷了。Here comes the winter. It‘s getting colder and colder.
4.Jim如此得忙，以至于他没有足够的时间留给自己的兴趣爱好。Jim is so busy that he
doesn‘t get enough time for his hobbies.
5.如果你在考试中得了很低的分数，你父母会生气的。If you get low marks in exams, your
parents will get angry.
6.我能经常收到朋友的来信。I can often get letters from my friends.
Step 5 Doing Homework
1. Read A my‘s letter.
2. Do some more consolidation exercises.
9A UNIT 3 TEENAGE PROBLEMS
Period 5 Grammar (Ⅰ)
T eaching Goals
●To use ?wh‘-words + ?to‘-infinitive to talk about problems
●To learn and distinguish different types of sentences
T eaching Procedures
Step 1 Presenting (Part A)
sentences. That is we can use a ?wh-‘word with a ―to‖ – infinitive after a verb. All ?wh‘ words can be used in this way, except ―why‖.
Step 2 Practicing
First I will give students some exercises to consolidate the grammar.
I. Fill in the blanks with the right forms of the words given.
1) Simon doesn‘t know what (do)
2) Sandy wants to know where (ask) for advice.
3) Millie doesn‘t know how (solve) her problems.
4) Simon just forgot when (meet) his friends.
5) Y ou should decide which (do) first.
2) My grandpa doesn‘t know to use a computer.
3) A: Will you please show me to drive a car?
B: Y es, of course. Now let me tell you to do first.
After checking the answers, tell students that ?wh-‘ works with ?to‘—infinitive to form object clause in which the subject is the same as the subject of the main clause.
For example: I don‘t know where I can go. = I don‘t know where to go. Then give some other examples
Step 3 Presenting (Part B)
I will ask my students,‖ Are you tired now?‖ Let students answer, ―Y es, I am tired. How tired I am!
/ No, I‘m not tired. Look at the blackboard, I will write down some sentences on the blackboard.
(Write down the underlined sentences on the blackboard and ask students to tell what types of sentences they are.)
A: Questions (Are you tired now?)
B: Statements (I am tired./ I‘m not tired.)
C: Imperatives (Look at the blackboard.)
D: Exclamations (How tired I am!)
Ask students to give examples:
(疑问句：一般疑问句、特殊疑问句、反义疑问句、选择疑问句，陈述句分成肯定和否定，感叹句由感叹词what / how 引导，祈使句也可分成肯定和否定两种形式。)
Step 4 Practicing
1. I will ask students to finish the exercises on page 50.
2. I will ask students to give some more examples.
Step 5 Consolidation Exercises
按要求改写下列句子
1.The o ld lady couldn‘t find where she could sit. (同义句) The old lady couldn‘t find where to
sit.
2.Will you show us how we can make a model plane? (同义句) Will you show us how to make
a model plane.
3.He didn‘t know what to buy. (同义句) He didn‘t know what I would buy.
4.Please turn off the lights. (改成否定句) Please don‘t turn off the lights.
5.We had a wonderful time last night. (改为感叹句) What a wonderful time we had last night!
6.The boy can speak Japanese well.（改为一般疑问句和否定句）Can the boy speak Japanese
well? The boy can‘t speak J apanese well.
Step 6 Doing Homework
1. Review the grammar we learned today.
2. Do some more consolidation exercises.
9A UNIT 3 TEENAGE PROBLEMS
Period 6 Grammar (Ⅱ)
T eaching Goals
●To learn how to use object complements
●To study five kinds of sentence structures
T eaching Procedures
Step 1 Presenting
I will make a conversation with my students:
T: What will we study today? Do you know?
S: We will study Grammar 2.
T: What does the color ?orange‘ bring you?
S: It brings us success.
Write down students‘ answers on the blackboard and explain each part of the sentence.
T: What can orange help you?
S: It can cheer us up.
T: That means orange can make us happy.
(Write down the sentence on the blackboard, and tell the students: I n this structure we use ?happy‘ to desc ribe the object ?us‘, we call it ?object complement‘. The words that can be used in this pattern may be: believe, call, find, keep, like, make, prefer, prove, think, want.)
Step 2 Practicing
I will ask students to finish Part C on page 51 and check the answers.
Step 3 Presenting
I will ask students to look at the sentences on the blackboard again and analysis the structure of
each sentence. Tell them there are five basic sentence structures.
Lead them to read the following sentences and realize the structures.
① Millie is sleeping (s + v)
② Millie is reading a book (s + v + Do)
③ Millie is / looks kind (s + v + p)
④ Millie gave Amy a book (s + v + Io + Do)
⑤ Millie calls her dog Eddie (s + v +Do + Oc)
Step 4: Practicing
1.I will ask each student to make a sentence of each structure.
3.Explain to students: 注意双宾语与宾语补足语的区别，宾语与宾语补语在逻辑上有主
关系，而在双宾语的句式中没有这种关系。
判断下列句子是宾语补是句子还是双宾语的句子
1. The game brought us lots of fun. (双宾语)
2. This film can make you excited. (宾语补足语)
3. I found the glass broken. (宾语补足语)
4. Li Lei showed us his new watch. (双宾语)
Step 5 Consolidation Exercise
Translations
1.他把椅子刷成了白色。They color the chairs white.
2.同学们觉得Nancy是最好的班长。The classmates find Nancy the best monitor.
3.我们发觉这幅画相当旧了。We find the picture very old.
4.我想要我的饮料和热狗。I would like my drink and hot dogs.
5.他们相信学生有必要穿校服。They believe students must wear school uniforms.
6.Eddie称他的电子狗为Hobo. Eddie calls his e-dog Hobo.
Step 6 Doing Homework
1. Revise the grammar we learned today.
2. Do some more consolidation exercises.
9A UNIT 3 TEENAGE PROBLEMS
Period 7 Integrated skills
T eaching Goals
●To extract information from a student profile
●To write notes about a student profile
●To extract information from a conversation
●To write a record of a visit
T eaching Procedures
Step 1 Warming Up
I can ask students some questions and let them describe their own problems / stress:
What‘s your problem? Do you have any problems? Can you tell me your problems? What are you good at? What are you weak in?
Step 2 Presenting
Most of you have problems. Do you know how to tell your problems? First, l et‘s read Sue‘s problem. I will ask studen ts to read Sue‘s problem and tell them how to introduce one‘s problems:
1)Introduce yourself
2)Talk about something you are good at
3) Talk about your problems. Ask some students to talk about themselves according to Sue‘s notes.
Step 3 Practicing
1) Read the profile again.
2) Finish Part A2 according A1.
3) Listen to the tape and finish A2.
(Before Listening, I will help students find out what information is important.)
4) Listen again and check the answer.
5) Read A2 together.
6) Make an interview about A2.
Reporter: What‘s your name?
Sue: …
R: What are your favorite subjects?
S:…
R: What are you good at?
S: …
R: What is your problem?
S: …
R: Maybe you should …
Step4 Practicing
1) Finish A3.
2) Check the answer.
3) Read together.
4) Explain some Language points: do well in / laugh at / seem.
Step 5 Doing Activities
1) Ask students to write down their own problems. Just write down in class.
2) Ask other students to read their problems / profiles.
3) Let other students answer some questions about their profile.
Step 6 Consolidation Exercises
A 根据所给首字母或汉语完成句子
1. It‘s too n . I can‘t hear what you are saying.
2. Thanks for (答复) to my letter.
3. He is the t student in our class. Nobody else is better.
4. Don‘t work all day, or you‘ll be a b .
1. 我擅长数学，但我英语较薄弱。I do well in m aths, but I‘m weak in English.
2. 不要叫他?书虫‘，这会让他感到悲伤。Don‘t call him ?bookworm‘. This makes him feel sad.
3. 你似乎更高兴。Y ou seem much happier today.=It seems that you are much happier.
4. 老师要我们不要嘲笑他。Our teacher asks us not to laugh at him.
Step 7 Doing Homework
1. Read the Part A3.
2. Do some more consolidation exercises.
Period 8 Speak up + Study skills
T eaching Goals
●To talk about personal problems
●To offer advice
●To form the habit of proofreading and revising work
●To recognize common language mistakes and correct them
T eaching Procedures
Step 1 Warming Up
I will ask students to talk about their problems and encourage others to try to give some advice: Do you have any problems? What are they? I‘m sorry to hear that. I‘m sure …. Why don‘t you …?
Step 2 Presenting
Everybody has problems that worry them. Do you want to share their problems? Can you give some advice to them? How can you help your friends and give them some advice when they have problems? Let‘s close the book and listen to the tape.
Step 3 Practicing
Close the book and Listen to the tape, answer some questions:
1. Who is the dialogue between? (Millie and Amy.)
2. Who has got a problem? (Millie.)
Repeat the tape and answer questions:
3. What‘s the problem? (She hasn‘t heard from her pen friend.)
4. What is Amy‘s advice? (To send her pen friend an e-card.)
5. Does Millie take Amy‘s advice? (Y es, she does.)
I will ask students to read the dialogue and ask then which sentences they choose to tell problems and give advice.
Tell problems: I‘ve got a problem. / I‘m very worried. Y ou‘re right. Maybe …
Give advice: I‘m sorry to hear that. / What‘s the problem?
I‘m sure …/ Maybe …
Why don‘t you …？
Read the dialogue together and then act the dialogue out.
Step 4 Doing Activities
I will ask students to have a discussion: Just like Millie. Many teenagers will suffer from stress. If they tell you their problems, do you know the solutions to the stress? Do you know any simple ways to deal with stress? Please discuss in groups and tell me what you should do!
Some suggestions to the discussion:
Firstly: eat healthily, get enough sleep and do exercise
Secondly: plan ahead; make a list of the things
Nest: Don‘t pay attention to people who laugh at you.
Finally: Have more hobbies.
Step 5 Presenting
Here is a passage about ?solution to stress‘, but there are some mistakes. Please check and correct them. First let us learn about different kinds of mistakes: (I can give some examples to explain different kinds of mistakes: word usage mistake, wrong tense, etc.)
Step 6 Consolidation Exercises
① Correct the mistakes in the passage on page 56.
② Translation:
1.谢谢你倾听我的烦恼，并给我建议。Thanks for listening to my problem and giving me your
advice.
2.许多青少年深受学习压之苦。Many teenagers suffer from stress.
3.这儿有些对付压力的简单方法。There are some simple ways to deal with stress
4.如果你想做什么最好事先计划一下。If you want to do something, you‘d better plan ahead.
Step 7 Doing Homework
1. Recite ?S peak up‘.
2. Do some more consolidation exercises.
Period 9 Main task+Checkout
T eaching Goals
●To answer a quiz about causes of stress
●To make a writing plan for a letter
●To write a letter about stress problem
T eaching Procedures
Step 1 Warming Up
I will review some questions we have learnt:
Do you have any problems?
Do you know how to deal with these problems?
Do you know some simple ways to deal with the stress?
Do you have close friends who can share your problems and give you advice?
What does he/she advise you to do?
Step 2 Presenting
Everyone has some problems that worry them, but not everyone knows how to solve the problems and relax themselves. What about you? Let‘s read the following quiz and t est your knowledge about dealing with problems.
Step 3 Practicing
1) Finish Part A.
2) Check the answer and discuss the different answers.
Step 4 Presenting
We have known some ways to deal with the stress, but what‘s the cause of the stress? Only you know the cause of stress. Y ou can find the solution to the problems. Some students think they have too much homework to do and don‘t have time to play. What‘s the cause? What‘s the solution? So to find the cause is important.
Step 5 Doing Activities
1. Help your friends solve the problems. Give some problems. Let‘s find the cause s of the stress
first, and then find the solutions to the stress:
Problem1: Can‘t find enough time to do the thing they want to do.
Cause: homework
Solution: plan ahead
Problems 2: My p en friend doesn‘t reply to my e – mails.
Cause: busy
Solution: Send an e-card to her / him
Problems 3: Not good at sport, can‘t run fast, hate swimming
Cause: ?
Solution: Practice more.
Step 6 Practicing
1)Now please write to pen friend, help her / him find their cause of the stress and the solution to
the problems, but before writing, please make a writing plan first: (P54 B)
2) Finish Part C on page 58
3) Read and check.
4) Find the main idea of each other.
5) Read together.
6)Ask students to write a letter to their friend to tell him/her about their problems and the causes
of them. And talk about how to deal with the problems.
Step 7 Consolidation Exercises
Correct the mistakes:
1. He will write to me as soon as he will get to BT Next week.
A B C D
2. My father asks me don‘t drop matches.
A B C D
3. If you don‘t go to school, so shall I.
A B C D
4. Y ou haven‘t to do like that every day.
1.Review the expressions in the passage.
2.Do some more consolidation exercises.
3.Write a letter to express stress among teenagers.
上海版沪教版牛津英语1A教案
Unit 1 My classroom Period One Teaching contents: L et’s act ( Page 2) Teaching aims: 1. 知识目标：能用祈使句Stand up, please. Sit down, please. Open your book. Close your book.给出简单指令。 2. 能力目标：能听懂简单指令并作出反应。 3. 情感目标：激发学生学习的兴趣，使学生寓教于乐。 Difficult and key points:能用所学的命令相互交流。 Teaching aids: cassette, book, bag. Teaching procedure:
Unit 1 My classroom Period Two Teaching contents: let’s talk ( page 3 ) Teaching aims: 4. 知识目标：学会问候语How are you?及回答Fine, thank you.学会Good morning.问候早上好。 5. 能力目标：熟练运用句子交流。 6. 情感目标：教育学生做到礼貌待人。 Difficult and key points: How are you? Good morning.的问候语。Teaching aids: Cassette, a puppet. Teaching procedure:
Unit 1 My classroom Period Three Teaching contents: let’s learn ( page 4 ) Teaching aims: 7. 知识目标：学会pencil, pen, ruler, rubber, bag等学习用品。 8. 能力目标：运用各种方法简单描述物品。 9. 情感目标：教育学生热爱学习。 Difficult and key points:单词的发音和识记。 Teaching aids:Cassette1A, picture cards and word cards. Teaching procedure:
上海版牛津英语一年级全册教案
上海版牛津英语全册教案 Oxford English Book 1A Unit 1 the first period 一．教学说明 1．今天是小朋友进入小学的第一节英语课，所有的学生都表现出对英语的极大的好奇。作为一名英语教师，要通过充满知识和乐趣的课堂将 孩子们的好奇转换成对英语学习持久的兴趣和热情。 2．班级中的孩子来自不同的环境，有着完全不同的知识基础和认知能力。教师应主动地去了解学生，这对今后的教学工作十分重要。二．教学内容 1．认知内容：能听懂会说Good morning. –How do you do? –How are you?-Fine, thank you. –Hello! 等问候语。 2．能力要求：学会用-Good morning. –How do you do? –How are you?-Fine, thank you. –Hello! 来问候和交流。 3．情感态度：通过学生对本课问候句子的学习，培养学生讲文明的良好习惯。并鼓励学生用这些问候语与新同学交朋友，增进新生之间的了 解和友谊。
四、教学提示 1．媒体准备： 玩偶、响板、歌曲磁带 2．教学关注点： 本课中的句子例如：How are you ? Fine, thank you. 对于一些从来没有接触过英语的小朋友来说比较困难，为了解决这一问题，可从以下方面做努力。 1）注重学习的过程，为学生的学习铺好台阶； 2）在小朋友们喜欢的游戏、歌曲等活动中巩固句子； 3）多创设学生间的合作交流的机会，以缓解因差异造成的成效不一。 3．资源分享： 九年义务教学课本3A有配套的歌曲：如
苏教版译林牛津英语4A全册教案
4A Unit 1 一、教学要求 1、四会单词：a pen, a pencil, a ball pen, a book 2、四会句型：May I have…? This … is for … 3、三会日常交际用语: May I come in? Come in, please. Yes. /Sure. Here you are. Thank you. All right. Good morning. Goodbye. Here’s a …for …Happy Teachers’ Day! 4、了解辅音字母b和c在单词中的读音。 5、能诵读歌谣A little book 6、训练学生运用所学英语知识做简单的调查统计。 二、单元教材分析 第一单元安排了“新学期向老师要新课本”，“教师节给老师送贺卡并向老师表示祝贺”这两个语言情景，话题贴近生活，学生乐意学习。在教学内容方面，从本单元起对部分单词和句子提出了书写要求，希望教师高度重视。对单词的字体、书写方法、规格的功能方面要进行示范、指导，使学生逐步形成良好的书写习惯。 Unit 1 （第一课时） 一、教学内容 B Look read and learn & C Ask and answer 二、教学目标 1、能正确地听、说、读单词a pen, a ruler, a ball pen, a book, a rubber, a pencil case, a notebook, a pencil, a bookmark 2、能听得懂、会说、会读和会写句型May I have…? 3、能听得懂、会说、会读日常交际用语: Yes./Sure. Here you are.
上海版牛津英语6B教案
Unit 1 Who is younger? 单元教学内容简析: 本单元主要话题就是二种事物得比较。通过对话引出语言项目:形容词比较级。 本单元A部分通过创设情景,三人之间聊天引出两种事物比较得话题。 B部分主要学习常见形容词及其比较级。 C部分与D部分就是本单元得句型结构部分,重点学习句型及其答语Who's taller than David？Whose bag is heavier , yours or mine ?要求学生能够四会掌握这些句型。 E部分为Look ,read and judge。要求学生能根据所给得内容判断对错。 F部分为游戏活动部分,要求学生在听听、瞧瞧、做做、玩玩中进行。 G部分为语音部分,让学生了解字母组合or在单词中得读音。H部分就是一首歌谣,要求学生 能够会唱、并能配以动作进行表演。 单元教学要求: 1、能听得懂、会说、会读与会拼写 tall , light , young , old , heavy。 2、掌握会话中出现得三会单词与词组twin ,minute ,centimeter, child ,cute, also, chat、 3、能听得懂、会说、会读与会写四会句型:Who taller than David? Gao Shan is taller than David 、 4、能听得懂、会说、会读日常交际用语、Whose bag is heavier , yours or mine ?I'm as tall as you 、SuYang is younger than Su Hai 、 5、了解字母组合or在单词中得读音。 6、会说英语歌谣《I wish I was taller、》 单元教学重、难点: 见教学要求。 The First Period(第一课时) 一、教学内容: 6B、Unit 1 A部分,Listen ,read and say、 二、教学目标: 1 初步掌握理解句型,并能在交际中口头运用比较级句型 2 掌握四会单词tall,taller ,old ,older, young 、younger、 3 掌握三会单词与词组cute,go for a walk、 4 能听懂会说句型Are you as tall as your 、、、、、、, Su Yang's twenty minutes than me , Who is younger, you or Su Yang ? 三、教学重、难点: 5 能正确理解、掌握四会单词并能听懂会说句型Are you as tall as your 、、、、、、, Su Yang's twenty minutes than me ,Who is younger, you or Su Yang ?。 四、课前准备: 1 准备录音机与本课A部分得磁带。 2 准备A部分得图片。 3 课前写好本课得课题6B、Unit 1A部分Look, read and say 五、教学过程: A Sing a song、跟录音机边听边表演唱英文歌曲Hello B Free talk、师生交流 T: Good morning, boys and girls、 Ss: Good morning, T: Nice to see you again、 Ss: Nice to see you, too、 T: How old are you ?
新版牛津英语教案4A Unit 8 In class
Unit 8 In class 教学目标： 1、能听得懂、会说、会读和会拼写单词eat , drink , write , read, close ,open . 2、能听得懂、会说、会读和会写祈使句Open the window , please .Don’t open the door .并能在适当的场合正确运用祈使句。 3、能听得懂、会说和会读日常交际用语That’s all right .Don’t be late again . 4、了解辅音字母r和s在单词中的读音。 5、会诵读歌谣Don’t be late again . 教学重点： 1、能听得懂、会说、会读和会拼写单词eat , drink , write , read, close ,open . 2、能听得懂、会说、会读和会写祈使句Open the window , please .Don’t open the door .并能在适当的场合正确运用祈使句。 教学难点： 1、能听得懂、会说、会读和会拼写单词eat , drink , write , read, close ,open . 2、能听得懂、会说、会读和会写祈使句Open the window , please .Don’t open the door .并能在适当的场合正确运用祈使句。 教学时间：五课时 教学设计： 第一课时 教学内容： A Read and say . 教学目标： 1、能听得懂、会说、会读和会拼写单词open ,read . 2、能听得懂、会说、会读和会写祈使句Open your books ,please .Don’t open the door。并能在适当的场合正确运用祈使句。 3、能听得懂、会说和会读日常交际用语That’s all right .Don’t be late again . 教学重难点： 1、能听得懂、会说、会读和会拼写单词open ,read . 2、能听得懂、会说、会读和会写祈使句Open your books ,please .Don’t open the door。并能在适当的场合正确运用祈使句。 3、能听得懂、会说和会读日常交际用语That’s all right .Don’t be late again . 教具准备：磁带、卡片、录音机 教学进程：
初中牛津上海版英语教案
初中牛津上海版英语教案 教案内容： Teaching aims and requirement 1. 会说Hi和 Hello，能使用 He、Hello互相问好。 2. 会用I’m介绍自己。 3. 激发学生学习英语的兴趣,并能在相应的场景中自如地表演运用。 Teaching aids Recorder and tape Teaching procedure: 第一课时 Step 1 Introduction 1.师生问候;(师说英语，用手势示意，上课，起立，坐下。) 2.简介英语的重要性，激发学生学习热情，鼓励学生学好英语。 Step 2 Presentation Teaching ‘Hi’ and ‘Hello’ 1.师用Hi、 Hello与学生问好，鼓励学生大胆回答，适当纠正学生的读音。对学生及时给予表扬。 2.让学生用Hi、 Hello自由问好。 Step 3 Presentation Teaching ‘ I’m….’ 1.师先用中文介绍自己，再用英文说I’m Miss Jiang，放慢语速反复多次。 2.鼓励学生用I’m….介绍自己。(每个学生说完，全班给予掌声鼓励) Step 4 Practice
1.师用Hi/Hello, I’m Miss Jiang. 与学生问好，引导学生用 Hi/Hello, I’m …作答。 2.学生分组用Hi/Hello, I’m 互相自我介绍。 3.唱《找朋友》，让学生下位用“Hi/Hello, I’m”找朋友。 4.指名上台表演。 5. 引导学生展开想象，让他们在类似的生活场景中运用所学语言。 T: Hello ,I am Miss Jiang . S: Hello ,I am Mike . Step 5 Act 用Hi/Hello，I’m…. Goodbye /Bye向全班同学介绍自己。 Step 7 Homework 回家用所学的句型与父母问好、道别。 Some thoughts after the lesson: ☆教学调整☆ 初中牛津上海版英语教案2 教案内容： 1.能听得懂，会说单词Su Hai, Mike, Helen, Wang Bing . 2.能正确地运用日常交际用语Hello, I am ,激发学生学习英语的兴趣,并能在相 应的场景中自如地表演运用 Step 1 Free talk 师生之间互相问好，打招呼，复习句型Hello/Hi, I’m …. T: Hello/Hi, I’m MissJiang…. S: Hello/Hi, I’m …. Step 2 Presentation 出示头饰，逐个介绍新朋友Su Hai, Wang Bing, Helen, Mike。用中文讨论图画，他们来自哪儿?会说些什么? 师戴头饰T: Hi, I’m Su Hai.S1: Hi, I’m S1.
牛津译林版-英语-四年级上册-4A Unit6 At the snack bar教案(共4课时)
The first period 教学内容：Story time 教学目标： 1、通过游戏活动，能初步感知、体验单词“at, coffee, tea, juice, rice, fish, big, snack bar, hamburger, a glass of, noodles, dad, sandwich, a cup of”并理解单词的意思。 2、通过在情境中交流，能听说读: “What would you like? I’d like …, please. Anything else?”并会运用所学句型。 3、能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。 4、能初步运用本课所学的词汇和日常用语学会点餐及征求别人的意见。 教学重点: 1、通过游戏活动，能初步感知、体验单词“at, coffee, tea, juice, rice, fish, big, snack bar, hamburger, a glass of, noodles, dad, sandwich, a cup of”并理解单词的意思。 2、通过在情境中交流，能听说读: “What would you like? I’d like …, please. Anything else?”并会运用所学句型。教学难点: 能初步把自己表达的内容在老师的帮助下写下来。 教学难点： 1、能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。 2、能初步运用本课所学的词汇和日常用语学会点餐及征求别人的意见 教学过程 Step1 Greeting & Warm up 1、学生表演对话，要求用已经学过的语言编演。教师可以采取评五角星的办法。 T: Hello, class. Today I have some food. Look, here they are.（出示小纸袋） T: Hello, xx. Would you like a pie? S: No, thank you. T: What about a hot dog?
上海版牛津英语B教案优选稿
上海版牛津英语B教案文件管理序列号：[K8UY-K9IO69-O6M243-OL889-F88688]
Unit 7 Hot Summer Period 1 Education Aims: Don’t leave rubbish on the beach. Teaching Aims: 1.Basic aims. A: To learn the words: beach, shells B: To learn the drills. e. g. Let’s go to the beach. 2.Developing Aims: A: Say another sentences. e.g. Let’s pick up rubbish. B: Free talk. Materials: Cassette player, pictures, objects Teaching Procedure:
课后小结 Unit 7 Hot Summer Period 2 Let’s talk Education Aims: To be friendly each other . Teaching Aims: 1.Learn the drills. e.g. Summer is hot . 2.Learn the dialogue. A: I’m sorry. B: It’s OK. Materials: cassette player, pictures, objects. Teaching Procedure:
课后小结 Unit 7 Hot summer Period 3 Let’s learn Education Aims: Don’t eat much ice-cream in summer. Teaching Aims: 1.Learn the words: e.g. cloud 2.Learn the letter: Y y Materials: cassette player, word and letter cards.
四年级：牛津小学英语 4A Unit 9 What’s the matter 教案设计(实用文本)
小学英语标准教材 四年级：牛津小学英语 4A Unit 9 What’s the matter 教 Learning English is conducive to understanding the customs and culture of other countries, reading foreign books, etc. 学校：______________________ 班级：______________________ 科目：______________________ 教师：______________________
--- 专业教学设计系列下载即可用 --- 四年级：牛津小学英语 4A Unit 9 What’s the matter 教案设计(实用文本) 教学目标： 1:集中教学表示感觉的形容词tired、ill、hot、cold、hungry、thirsty. 2：能听懂、会说、句型what’sthematter?i’m…… 3：能用贴切的形容词表述自己的感觉 4：单词tired的读音要到位 教学重点： 1.学生对表示感觉的形容词tired、ill、hot、cold、hungry、thirsty的掌握
2.能听得懂、会说和会读日常交际用语comeand…goodnight.whydon’tyou…now? 3.能听得懂、会说、会读和会写句子what’sthematter?i’m…here’s…foryou. 3.能贴切的形容自己的感觉。 4.单词tired的读音要到位。 教学难点： 1.能听得懂、会说和会读、和会拼写单词 hot,cold,ill,tired,hungry,thirsty。 2.能听得懂、会说、会读和会写句子what’sthematter?i’m… 3．能用所学的语句在新的情境中进行语言交际，实现语言的运用。 教具准备： 录音机（带）、光盘、cards、蛋糕、水等实物、powerpoint 课文中人物的头饰 教学过程： step1warm-up.
苏教版牛津小学英语4A教案(全册)
牛津小学英语4A教案（全册） 备课时间： Unit 1 May I have …? 教材简析： 本单元由Read and say ,Look ,read and learn ,Ask and answer ,Work in pairs ,Read and act 及Fun house 六个部分组成。安排了“新学期向老师要新课本”、“教师节给教师送贺卡并向老师表示祝贺”这两个语言情景，话题贴近生活，学生乐意学习。在教学内容方面，从本单元起对部分单词和句子提出了书写要求，本单元要求能听懂、会说、会读和会拼写单词a pen ,a ruler ,a rubber ,a ball pen ,a pencil case ,a book .能听懂、会说、会读和会写句型May I have …? This …is for ….,因此，对单词的字体、书写方法、规格等方面要进行示范、指导，使学生逐步形成良好的书写习惯。 教学目的： 1．能听得懂、会说、会读和会拼写单词a pen ,a ruler ,a rubber ,a ball pen ,a pencil case ,a book . 2．能听懂、会说和会读日常交际用语May I come in ?Come in ,please .Yes /Sure .Here you are .Thank you .All right .Good morning .Goodbye .Here’s a …for …Happy Teacher’s Day ! 3．能听懂、会说、会读、会写句型May I have …?This …is for ….. 4．了辅音字母b 和c 在单词中的读音。 5．训练学生用所学英语知识做简单的调查统计。 6．能诵读歌谣A little book . 教学重点： 1、能听得懂、会说、会读和会拼写单词a pen ,a ruler ,a rubber ,a ball pen ,a pencil case ,a book . 2、能听懂、会说、会读、会写句型May I have …?This …is for ….. 3、训练学生动用所学英语知识做简单的调查统计。 教学难点： 1、能听得懂、会说、会读和会拼写单词a pen ,a ruler ,a rubber ,a ball pen ,a pencil case ,a book . 2、能听懂、会说、会读、会写句型M ay I have …?This …is for ….. 教具准备： 录音机、磁带、图片、实物、头饰。 课时安排： 本单元共安排5课时 A Read and say 及B中的几个单词。1课时 B中单词及C Ask and answer 1课时 D部分Work in pairs ,G3 Say a rhyme 及F部分
牛津小学英语4A全套10个单元备课笔记含教后笔记
牛津4A——Unit 1 May I have …? 教材简析： 本单元由Read and say ,Look ,read and learn ,Ask and answer ,Work in pairs ,Read and act 及Fun house 六个部分组成。安排了“新学期向老师要新课本”、“教师节给教师送贺卡并向老师表示祝贺”这两个语言情景，话题贴近生活，学生乐意学习。在教学内容方面，从本单元起对部分单词和句子提出了书写要求，本单元要求能听懂、会说、会读和会拼写单词 a pen ,a ruler ,a rubber ,a ball pen ,a pencil case ,a book .能听懂、会说、会读和会写句型May I have …? This …is for ….,因此，对单词的字体、书写方法、规格等方面要进行示范、指导，使学生逐步形成良好的书写习惯。 教学目的： 1．能听得懂、会说、会读和会拼写单词a pen ,a ruler ,a rubber ,a ball pen ,a pencil case ,a book . 2．能听懂、会说和会读日常交际用语May I come in ?Come in ,please .Yes /Sure .Here you are .Thank you .All right .Good morning .Goodbye .Here’s a …for …Happy Teacher’s Day ! 3．能听懂、会说、会读、会写句型May I have …?This …is for ….. 4．了辅音字母b 和c 在单词中的读音。 5．训练学生用所学英语知识做简单的调查统计。 6．能诵读歌谣A little book . 教学重点： 1、能听得懂、会说、会读和会拼写单词a pen ,a ruler ,a rubber ,a ball pen ,a pencil case ,a book . 2、能听懂、会说、会读、会写句型May I have …?This …is for ….. 3、训练学生动用所学英语知识做简单的调查统计。 教学难点： 1、能听得懂、会说、会读和会拼写单词a pen ,a ruler ,a rubber ,a ball pen ,a pencil case ,a book . 2、能听懂、会说、会读、会写句型May I have …?This …is for …..
新版上海版牛津英语四年级英语上册教案全册
沪教牛津版小学四年级英语教学设计 目录 Unit1 Meeting new people Unit2 Can you swim Unit3 Are you happy Unit4 Do you have any cousins Unit5 My friends Unit6 My parents Unit7 At school Unit8 At the shop Unit9 At home Unit10 Around my home Unit11 Shapes Unit12 Weather
Meeting new people 课题M1U1 Meeting new people 学情分析 学生已经接触了基本的问候打招呼句型，这节课只是复习巩固 教学目标与掌握本课有关数字的新单词，并会默写数字one-sixteen ；学会如何用 This is ...句型向考点分析别人介绍自己的新同学、自己的好朋友；会用can 的句型来介绍自己或别人能做什么事。 教学重点This is ...句型的运用；情态动词can的用法 难点 教学方法 情景教学法，讲练结合教学法 一、教学过程 Warm-up(5 minus) Free talk:跟学生打招呼，问候，相互熟悉。 Teacher: Hello！ I ’ m ... S1: Hi！ I ’ m ... S2: Hello! I’ m ... Who are you? S3: I’m ... 复习数字 one two three four five six seven eight nine ten导入本课数字学 习。 Presentation and Practice(75 minus) 1)单词： eleven twelve thirteen fourteen fifteen sixteen 拓展单词： classmate one two three four five six seven eight nine ten 2）基本句型：This is ... (介绍用语)这是、、、 See you.再见。 - Nice to see you. - Nice to see you too.很高兴见到你。 也很高兴见到你。 基于课本进行讲解。Part 1: Look and say Good morning, Peter. Good morning, Kitty. This is my sister. Her name is Sally. She And this is my brother. His name is Paul. He Hi, Sally. Hi, Paul. My name is Kitty. I ’ s twelve. ’ s only six. ’ m Peter ’ s classmate. Hi, Kitty. We are going to the park. Goodbye, Kitty. Part 2: Ask and answer Show a photo of your friend. Then talk about him/ her. This is my friend. His name ’ s Danny. He This is my friend. Her name ’ s Tracy. She ’ s nine. He can ride a bicycle.’ s thirteen. She can skip. S: This is my ... His /Her name’ s ...
牛津英语上海版单元完整教案模板
2011年浦东新区小学五年级英语新教材主题单元教学研讨
Teaching Plan for Oxford English (Shanghai Edition) 5A Module 3 Places and activities Unit 1 Around the city Schools：Chenyang Primary School（晨阳小学）, Jiangzhen Primary School（江镇小学）, Shangnan No. 2 Primary School（上南二村小学）, Daqiao Primary School（大桥小学） Teachers: Mao Qingyan（毛庆燕）, Zhao Zhenying（赵震英）, Sheng Jing（盛静）, Ding Aihua（丁爱华） Materials：Oxford English (Shanghai Edition) 5A M3 U1 Around the city Date: 2011-10 -19 Teaching aids: Multi-media, word cards, flash, Work sheet, etc 教学设计说明 学生情况分析: 经历了四年多的英语学习，绝大多数学生掌握并积累了一定数量的词汇与一些重要的、常见的语法与时态，初步具备了一定的英语技能，愿意与同学交流与分享英语学习成果，也养成了较好的英语学习习惯，比如大胆开口的习惯、善于倾听的习惯、用英语来表达自己切身感受的习惯等。 但是，由于学生所处的学习环境不同，家长的重视程度不一，学生之间也存在着一定的学习差距。而且，现行教材的大容量和高密度，加大了学生之间的学习距离。其中有一小部分学生相对英语基础薄弱，参与英语学习活动的积极性不高，甚至有些学生的发音、朗读也存在不少问题……所有的这一切都需要教师通过适当的教学途径进行有益调控和引导，巧用、善用教学方法来确保学生的全员参与、全程参加以及全员收获。 模块教学任务分析: 5A M3的模块主题是Places and activities，围绕Around the city, Buying new clothes, Seeing the doctor三个话题展开。要求学生通过学习，能用英语描述身边的生活环境、场所及事物的变化；能在常见的生活情境中用英语进行合理交流，寻求问路，学会购物，尝试求医等。本模块中，涉及到了一些居家周围的常见场所、服装的局部备件以及常见的疾病名称；句型与时态包括一般现在时态（含各类句式）、祈使句和should引导的情态动词句型等，重点关注How, Which, Why和What引导的特殊问句以及回答。 可以说，学习空间更加广阔、学习内容也更加丰富。从关注居家，描述居家周围场所的功能查转向了对目的场所路程的表达；从服饰的整体感受转向了对服饰局部备件的关注与表达；在关注身体不适的语言陈述的同时，选择有效的针对措施，养成良好的生活习惯。 综上所述，本模块教学任务与生活实践结合紧密，兼顾了知识建构与语言交流，整合了情感体验与思维训练，凸显了生活实际和习惯养成，彰显了经验积累与人文教育。 单元教学任务分析: 5A M3U1的学习话题是Around the city，学习内容涉及居家周围的、日常生活中常见的场所类单词以及相关陈设与功能；能用How do I get to…?进行问路，并用Walk along…Turn left…Turn right…等句子表达路线，给问路者指明方向，分享正确信息；同时，通过游览动物园和海洋世界，实践路线表达，在较为真实的情景中进一步操练与运用新知。 （1）各学习项目分析： Look and learn: 核心学习板块。主要进行词汇学习，包括hotel, bank, hospital, bakery, museum,
(完整版)上海牛津版三年级英语下册全册教案
Module 1 Using my five senses Grammar: 1.Modal verbs ‘can/can’t: I can/can’t --- 2.Wh-questions: What can you see /hear? What colour is it? What is it? 3.Yes/No question: Is this your --- /Is it--- Yes, it is./ No, it isn’t. 4.Possessive adjectives: your, my, her 5.Imperatives: Listen to--- Touch --- Taste ---/Smell---/ Close --- 6.Verb ‘to be’: It’s --- /It’s a/an V ocabulary: Mirror, can, hair, brown, eye, mouth, can’t, grey, listen to, street, roof, her, cage, aeroplane, bus, car, boat, drill, telephone, hear, soft, hard, rough, smooth, touch, how, does, feel, toy, pineapple, hat, cold, lemon, sweet, sour, taste, strawberry, lime, smell, nice, fish, prawn Sounds: a ( Jane, make, aeroplane) a (fat, man, jam) e (she, see, these, tree, street) e (Eddie, ten, red, peg) Daily Expressions: Hello, this is --- (on the phone) How are you? I’m fine, thank you. How does it feel? Can I help you? Unit 1 Looking and seeing Language functions: Talking about ability Identifying and describing objects in terms of colour Asking and answering questions about possessions Saying the sound ‘a’ in its open syllable form Language skills:Use modeled phrases and sentences to communicate with teachers and other learner. Pronounce correctly a series of words in a sentence with the vowel sound ‘a’ in its open syllable form Main points: Can use the sentences: What can you see?/What colour is it? Difficult points: Yes/No questions: Is this your ---? Teaching beach: Using the old words and sentences to learn the new words and sentences. Using the things and pictures to learn the words. Teaching times: Five periods
牛津小学英语4A教案(全册)
牛津小学英语4A教案（全册）备课时间： Unit 1 May I have …? 教材简析： 本单元由Read and say ,Look ,read and learn ,Ask and answer ,Work in pairs ,Read and act 及Fun house 六个部分组成。安排了“新学期向老师要新课本”、“教师节给教师送贺卡并向老师表示祝贺”这两个语言情景，话题贴近生活，学生乐意学习。在教学内容方面，从本单元起对部分单词和句子提出了书写要求，本单元要求能听懂、会说、会读和会拼写单词a pen ,a ruler ,a rubber ,a ball pen ,a pencil case ,a book .能听懂、会说、会读和会写句型May I have …? This …is for ….,因此，对单词的字体、书写方法、规格等方面要进行示范、指导，使学生逐步形成良好的书写习惯。 教学目的： 1．能听得懂、会说、会读和会拼写单词a pen ,a ruler ,a rubber ,a ball pen ,a pencil case ,a book . 2．能听懂、会说和会读日常交际用语May I come in ?Come in ,please .Yes /Sure .Here you are .Thank you .All right .Good morning .Goodbye .Here‘s a …for …Happy Teacher‘s Day ! 3．能听懂、会说、会读、会写句型May I have …?This …is for ….. 4．了辅音字母b 和c 在单词中的读音。 5．训练学生用所学英语知识做简单的调查统计。 6．能诵读歌谣A little book . 教学重点： 1、能听得懂、会说、会读和会拼写单词a pen ,a ruler ,a rubber ,a ball pen ,a pencil case ,a book . 2、能听懂、会说、会读、会写句型May I have …?This …is for ….. 3、训练学生动用所学英语知识做简单的调查统计。 教学难点： 1、能听得懂、会说、会读和会拼写单词a pen ,a ruler ,a rubber ,a ball pen ,a pencil case ,a book . 2、能听懂、会说、会读、会写句型M ay I have …?This …is for ….. 教具准备： 录音机、磁带、图片、实物、头饰。 课时安排： 本单元共安排5课时 A Read and say 及B中的几个单词。1课时 B中单词及C Ask and answer 1课时
上海版牛津英语B教案完整版
上海版牛津英语B教案 Document serial number【NL89WT-NY98YT-NC8CB-NNUUT-NUT108】
Unit 7 Hot Summer Period 1 Education Aims: Don’t leave rubbish on the beach. Teaching Aims: 1.Basic aims. A: To learn the words: beach, shells B: To learn the drills. e. g. Let’s go to the beach. 2.Developing Aims: A: Say another sentences. . Let’s pick up rubbish. B: Free talk. Materials: Cassette player, pictures, objects Teaching Procedure:
课后小结 Unit 7 Hot Summer Period 2 Let’s talk Education Aims: To be friendly each other . Teaching Aims: 1.Learn the drills. . Summer is hot . 2.Learn the dialogue. A: I’m sorry. B: It’s OK. Materials: cassette player, pictures, objects. Teaching Procedure:
Unit 7 Hot summer Period 3 Let’s learn Education Aims: Don’t eat much ice-cream in summer. Teaching Aims: 1.Learn the words: . cloud 2.Learn the letter: Y y Materials: cassette player, word and letter cards.
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