牛津少儿英语starter教案
Starter Unit 1 教案(共计10页)
StarterUnit1Goodmorning!一、单元教材分析本单元要求学生掌握英文字母A—H，能认读其印刷体和手写体字母的大小写等四种形式。
书写(大写和小写，笔顺，笔画)基本合乎要求。
学习一些简单的英文名字，注意区别性别，并为自己取一个英文名字。
能看、听、说、唱本单元所列的日常交际用语，重点学会打招呼、相互问候并做到语音语调正确。
注意一些字母及日常交际用语的发音，总结元音字母a和e的发音规则。
二、单元学情分析本单元围绕“问候他人”这一话题，展开听、说、读、写的教学活动。
为了创设较为真实的语言环境，首先让学生们认识一些较为简单的英文名字，并让学生们为自己取一个英文名字，让学生们感知、认识英语，并尽快进入英语的环境中。
在教学过程中应让学生体会打招呼用语的奥妙所在，做到灵活运用。
刚开始学习英语，学生们肯定对学习英语的兴趣非常深厚，教师一定要利用好这一点，让学生在学习英语中能获得乐趣。
并逐步让学生们形成稳定的学习兴趣。
三、单元教学建议采用自主学习、小组合作学习、Roleplaying、pairwork等方式开展听、说、读、写的学习活动。
教师要尽量利用幻灯片、挂图、实物等给学生创造较为真实的英语情景。
在教学中创设切实可行的任务型教学活动、突出交际性。
引趣激趣策略，创设情景调节气氛，引发激发学生兴趣。
教师可以用手势，表情，动作等示意，帮助学生听懂课堂用语和日常交际用语，不讲或少讲汉语。
四、单元课时分配本单元可用2课时完成教学任务：(1a-2e)用1课时(3a-4d)用1课时(1a-2d)一、教学目标：1.语言知识目标：1)能掌握以下词汇：字母Aa~Hh,good,morning,Goodmorning!,hi,hello2)能掌握以下句型：①Goodmorning,Helen!②Hello,Frank!③Hi,Bob!3)能理解用英语打招呼的不同说法，并能灵活运用。
4）能掌握字母Aa~Hh的字母顺序，读音及书写。
牛津Starter Unit 2 my family教案
牛津英语Starter Unit 2 my family 教案（二）- -Period 3Speaking and Reading一、学习与导学目标1、熟练掌握单词it a photo of who aunt uncle cousin family d octor teacher policeman nurse其中aunt,unde,cousin,policeman三会，其余四会。
2、熟练运用 who is he/ she?What is he/she?二、学程与导程活动1、让同桌的学生根据全家福互相问答，用‘Is this….?’和‘Yes/No’的句型，并用grangfather g randmother father mother sister brother等来介绍家庭成员。
2、拿出学生自带的一张全家福说：What is it? It’s a photo of my family.反复带读，让学生相互问答。
3、看照片，问：Who is she/he?引出生词：aunt uncle和cousin4、让学生就着自己的全家福用Who is she/he? He/she is my…..相互问答.5、出示准备好的人物图片，说：This is _____’s father.What is he? He is policeman.同样呈现teacher,nurse和doctor.6、就着各自所带全家福，同桌之间相互对话。
A:Who is she/he?B：She/He is my..A:What is she/he?B:She/He is a..三、练习与拓展题：1、 Read the dialogue on page142、 Copy the new words3、 Make a dialogue四．板书设计grandmotherfather teachermother policemansister doctora Photo of my family brother nurseuncle studentauntcousinA:Who is she?B:She is my aunt.A:What is she?B:She is a nurse.Period 4Reviewing and task一、学习与导学目标1、复习字母Oo—Zz，纠正发音，规范书写。
【范文】牛津英语Starter U1 精品全英文教案
牛津英语Starter U1 精品全英文教案牛津英语七年级预备课程Unit1教案TheFirstLesson[Teachingcontent]Unit1welcomeandlistening [Teachingaimsanddemands]knowledgeaims:1.learnthenewwords2.learnhowtogreeteachotherwhenmeetingAbilityaims:municativeability,teachstudentstogreetsuitably atdifferenttimesofaday.2.cooperativeability,directstudentstodolotsoforalpr acticeofgreetings.[Teachingdifficultiesandimportance]1.Payattentiontothespellingofthesewords:bye,hello,r ight,mr,andmrs.2.Howtogreetsuitablyatdifferenttimesofadayandgreeti ndifferentways.[Teachingtools]Projector,Students’bookandworkbook[Teachingsteps]Pre-teaching1.Teachthenewwords Askthestudentstoreadallofthenewwordsbeforeteaching. onestudentsreadsfivewords,sothattheteachercanfindou ttheirmistakesinphoneticsandthencorrect.2.Askallstudentstoreadallofthenewwords,sothattheyar efamiliarwiththembeforegoingintothetext.3.Theteacherneedn’tleadthemtoreadthenewwords,becausethosearewordswhic hstudentshavealreadylearnedintheprimaryschool,andth eyareallveryeasyandusualwords.4.Asforthespellingofthenewwords,therearesomeinwhich studentsalwayshavedifficulty,suchas,bye,hello,right ,mr,andmrs.Step1.warm-upandPresentation makeSsrecallthegreetingswhichtheylearnedintheprimar yschoolbydoingsomecommonandeasygreetingswithstudent s,leadingtothesubjectofthisunit.Step2.welcometothisunit1.Askstudentstoreadthefourdialoguesofthispartfortwice ,andgetreadyforthefollowingquestionstocheckifthestu dentsunderstandthemeaningofthedialogues: whoisAndy?whoismillie?whoisLily?whoisNick?whoismissFang?whentheymeet,whatdotheysay?whentheymeetinthemorning,whatdotheysay?whentheypart,whatdotheysay?2.Teachstudentssomesimilarwordsandsimilarsentencesoft hefourdialogues,andatthesametimeaskthemtoreplaceall ofthenamesinthedialogueswiththethosesoftheirclassma tes.Therefore,studentscanmakeanotherfourdialoguesof theirownandofdifferentpatternsbutofthesamemeaning. Forexample,Hi=Hello,Goodmorning=Goodmorningtoyou, Goodbye=Bye-bye,Bye,Seeyou,seeyouaround,seeyoulater 3.PairworkandashowtimeStep3Listening1.Pre-listening.ThereisaclockonthewallinPicture1ofPartA,soaskSsforthecorrecttime.Afterthattheteacherguidesthestudentst oobservethetimesoftheotherthreedialoguesinthisparta ndteachesthedifferentwaysofgreeting.2.Askstudentstodothelisteningexercisesonthetapeandtic kthecorrectanswer.3.Dosomepost-listeningwork.Guidestudentstoreplaceallo fthenamesinthedialogueswiththenamesoftheirclassmate sandusesomesimilarwordsandsimilarsentencestomakeano therdialogueoftheirown,sothatSscanknowthedifferentw aysofgreeting.Forexample,Goodafternoon=Goodafternoontoyou, Howareyou=Howareyoudoing,I’mfine=I’mok,ok,Fine,Good,Great,hi=hello,Andyou=whataboutyou, Thankyou=Thanks4.Pairworkandashowtime5.Summary,askSstofindandlearnthesedifferentwaystogreeteachother.1).youknoweachother:Hi,goodmorning/afternoon;Howareyou?2).youdon’tknoweachother:Hello,what’syourname?3).youdon’tknoweachother,butyouknoweachother’sname: Hello,you’re----,right?Step4Furtherknowledgeandability1.Howareyou?的回答一般是肯定，它的不同回答有: Fine,thankyou./I'mfine,thankyou./Notbad,thankyou./I'mok/verywell/Allright./justso-so.身体状况确实不好，我们可以说：Notsogood/Terrible/Idon’tfeelingverywell.2.对女性和男性的称呼如下：对男性我们一律称mr.soandso，对未婚女性我们称misssoandso,而对已婚和不明婚姻状况的女性分别称mrs.soandso,和mssoandso.，并将mr.mrs.或miss，ms放在姓之前。
牛津英语Starter U1 精品全英文教案
牛津英语Starter U1 精品全英文教案牛津英语七年级预备程Unit1教案TheFirstLessn[Teahingntent]Unit1eleandlistening[Teahingaisanddeands]nledgeais:1learnthenerds2learnhtgreeteahtherheneetingAbilitais:1uniativeabilit,teahstudentstgreetsuitablatdifferen ttiesfada2perativeabilit,diretstudentstdltsfralpratiefgreeti ngs[Teahingdiffiultiesandiprtane]1Paattentintthespellingftheserds:be,hell,right,r,an drs2Htgreetsuitablatdifferenttiesfadaandgreetindiffere ntas[Teahingtls]Pretr,Students’bandrb[Teahingsteps]Pre-teahing1Teahthenerds Asthestudentstreadallfthenerdsbefreteahingnestudent sreadsfiverds,sthattheteaheranfinduttheiristaesinph netisandthenrret2Asallstudentstreadallfthenerds,sthatthearefailiari ththebefregingintthetext3Theteaherneedn’tleadthetreadthenerds,beausethsearerdshihstudentsha vealreadlearnedinthepriarshl,andtheareallvereasandu sualrds4Asfrthespellingfthenerds,thereareseinhihstudentsal ashavediffiult,suhas,be,hell,right,r,andrsStep1ar-upandPresentatin aeSsreallthegreetingshihthelearnedinthepriarshlbdin gsenandeasgreetingsithstudents,leadingtthesubetfthi sunitStep2eletthisunit1Asstudentstreadthefurdialguesfthispartfrtie,andgetr eadfrthefllingquestinstheifthestudentsunderstandthe eaningfthedialgues:hisAnd?hisillie?hisLil?hisNi?hisissFang?hentheeet,hatdthesa?hentheeetintherning,hatdthesa?henthepart,hatdthesa?2Teahstudentssesiilarrdsandsiilarsentenesfthefurdial gues,andatthesaetieasthetreplaeallfthenaesinthedial guesiththethsesftheirlassatesTherefre,studentsanaea ntherfurdialguesftheirnandfdifferentpatternsbutfthe saeeaningFrexaple,Hi=Hell,Gdrning=Gdrningtu,Gdbe=Be-be,Be,Seeu,seeuarund,seeulater3PairrandashtieStep3Listening1Pre-listeningThereisalntheallinPiture1fPartA,sasSsfrtherrettieAf terthattheteaherguidesthestudentstbservethetiesfthetherthreedialguesinthispartandteahesthedifferentasf greeting2Asstudentstdthelisteningexerisesnthetapeandtitherre tanser3Dsepst-listeningrGuidestudentstreplaeallfthenaesint hedialguesiththenaesftheirlassatesandusesesiilarrds andsiilarsentenestaeantherdialgueftheirn,sthatSsann thedifferentasfgreetingFrexaple,Gdafternn=Gdafternntu,Hareu=Hareuding,I’fine=I’,,Fine,Gd,Great,hi=hell,Andu=hatabutu, Thanu=Thans4PairrandashtieSuar,asSstfindandlearnthesedifferentastgreeteahther 1)uneahther:Hi,gdrning/afternn;Hareu?2)udn’tneahther:Hell,hat’surnae?3)udn’tneahther,butuneahther’snae:Hell,u’re----,right?Step4Furthernledgeandabilit1Hareu?的回答一般是肯定，它的不同回答有:Fine,thanu/I'fine,thanu/Ntbad,thanu/I'/verell/Allri ght/usts-s身体状况确实不好，我们可以说：Ntsgd/Terrible/Idn’tfeelingverell2对女性和男性的称呼如下：对男性我们一律称rsands，对未婚女性我们称isssands,而对已婚和不明婚姻状况的女性分别称rssands,和ssands，并将rrs或iss，s放在姓之前。
牛津英语StarterU10全英文精品教案
牛津英语Starter U10 全英文精品教案牛津英语七年级预备程Unit10教案TheFirstLessn[Teahingntent]Unit10eleandListening [Teahingaisanddeands]nledgeais:1Enablethestudentstastersenerds2TeahSstasabutthetie,andhtsathetie3Revieiperativesentenesabilitais:1Ssgettnseativitiesbthinlassandatshl2TraintheSsthavesesialralities[Teahingdiffiultiesandiprtane] Sathetieindifferentas[Teahingtls]Aladebpaper,Pretr,rbandStudents’b[Teahingpredure]Step１eleandpresentatin1Setatieseventhirtnapaperl,andhlditupLatthepaperlan dasSs,“hat’sthetie?”Thenpresentthseties70,700,81inthesaea2GuideSsthavethesiilardialgueitheahther,sthattheantta llasterthesentenepattern3BefrelearningthedialguesfelePart,teahseiprtantphras esbdingtheseatins:Pinttthelandsa,“h,it’sseven’lIustgetup”Intrduethefllingphrasesinthesaea:hurrup,gtshl,havebre afast4AsSstlistentthetapeandanser:hattieisit?Itistietdhat?IsLillatefrshl?Bthea,revietherhenP21ithinavershrttie TellSsthattheansathetieindifferentasFrexaple,sevenfift=tenteight,seventhirt=halfpastseven,eightfifteen=aqu arterpasteightanSsfeelitdiffiulttusetherretl,beausethereare“t”and “past”ThefllingistheahihIuseandsuggest:past表示“途经”，halfpastseven，把half想象成一个人，他散步途经seven，因此halfpastseven表示“过了七点半个小时”t表示“抵达”，tenteight，把ten也想象成一个人，他朝eight走，但还没到eight，因此表示“离八点还差十分钟”6iththehelpfthepaperl,pinttantieandasthestudentstsat hetiesinvariusasnebne,suhas12:30,6:1,4:40,4:4,2:0,2:00, etStep2Listening1Dpre-listeningrAsSstreadthepairsfrdsandphrasesAfte rthat,pintt“e”assubet,andasSstaethreesentenesiththerdsandphrases hihshtheshllife,lieehaveahineselessnnndanTuesda,ehaveaathslessnnFrida,ehaveaputerlessnAtthesaetie,asthestudentstpaattentinttheprepsitin“n”2Asfrthenaesfsubets,theteaheranaddart,heistr,histr,PE phsis,bilg,gegraph,algebra,andgeetr3DthelisteningexerisefPartBTellSsntnlnhetherthesente nesaretruerfalse,butalsnhat’srngitheahfalsesenteneStep3SuaranddrbStep4HerTheSendLessn[Teahingntent]Unit10speaingandreading [Teahingaisanddeands]nledgeais: GettnthesiplepresenttenseandtherelativefrequenrdsAbilitais:1Sstrtdesribene’sshllifeiththesiplepresenttense2ntheiprtanefthetieandherishthetie[Teahingdiffiultiesandiprtane]1Theusagesandfratinfthesiplepresenttense2Thesentenetransfratinsfthesiplepresenttense[Teahingtls]Pretr,rbandStudents’b[Teahingpredure]Step1Speaing1ritesetiesntheblabard,suhas7:00,6:10,6:30,6:4,letstude ntssatheinEnglish2AsSstreadthedialguefthispart,platherle,andatthesaeti egetreadfrthesequestinsabutthedialgue:hendesPetergtshleverda? hendesNigtshleverda? Dtheplabasetballeverda? hendtheplabasetball? Dthehaveaputerlessntda?hatlessndthehave? Dthetbsftenhatitheahtheratlunhtie?3GuideSstreplaethebluerdsiththerrds,sthattheanaethei rndialgue4henthedith“everda”,theneptffrequenrdurs,givingtheteaherahan etteahitandintrduetherfrequenrds,lieusuall,ften,setie,e verda,everee,everrning,everevening,neada,tieanth,etStep2Reading1Revietheainstruture“Du…?”basingSssequestins,andthenintrdueNi’sda Getthestudentstreadthetexttheselves,andanserthefllin gquestins:hat’sthenaeftheb?hendeshegetupeverrning? hendeshehavebreafast?hendthelassesbegin? hatlassesdeshehaveintherning?Afterlass,hatdthed?Afterlunh,hatdthed?Fr130t30p,hatdthed?Aftershl,hatdesheftend?hatsprtsdeshelie?hendeshegheanddhisher? hendesheusuallhavedinner?Afterdinner,hatdeshed?hendeshegtbed?2HelpNitfillinthetietablefNi3DexerisefPartBStep3Graar 1．henteahingtheusagesandfratinfthesiplepresenttens e,theteaherhastdthatinasipleathatanbeeasilunderstdb nSsinnshlThefllingishatIuseandsuggest:1）“时态”，确实是动作发生的时刻和状态。
牛津英语StarterU7U8教材分析教学设计
牛津英语StarterU7U8教材分析教学设计Analysis Teaching Design of Oxford English st arter u7u8牛津英语StarterU7U8教材分析教学设计前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和针对教学对象是初中生群体的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用，本文下载后内容可随意修改调整及打印。
unit 7 colors 教材分析一．本单元在全书中的地位、作用分析这两个单元学的语法难点“物主代词”，7单元学形容词性物主代词，8单元学名词性物主代词。
二．本单元的教学重点1．表示颜色的基本词汇和表示服装的一些常用单词。
2．形容词性物主代词的含义，用法，以及与人称代词的区别。
3．几个重要句型，如：what’s in the box?what color is it？whose bike is it?4.用所学的有关颜色的词和有关服装的词，仿造课文，描写和介绍本班的同学。
三．本单元的教学难点1．什么时候用形容词性物主代词，什么时候用人称代词，这是学生在做练习时最难弄清的语法。
2．几个重要句型也是考试重点，虽然学生学起来有难度，但是非常能锻炼学生的语言掌握能力。
3.在listening部分，许多学生听不出grey和green的区别。
四．建议解决重点难点的方法1．有关颜色和服装的词，都用头脑风暴法，叫几个学生上黑板自己归纳，再全班努力，帮助找全。
2．对于什么时候用形容词性物主代词，什么时候用人称代词，根本就不必告诉学生这两个语法名词。
因为，这两种代词的中文解释就完全不同，人称代词的中文意思是“你，我，他…”，而形容词性物主代词，解释成“我的，你的，他的…”，对于能力中等的学生来说，从中文意思去区分它们，更加容易理解。
牛津英语StarterU3全英文教案
牛津英语 Starter U3 全英文教案
课程概述
教案主题：牛津英语 Starter Unit 3 适用对象：小学新入学的学生学习目标：
通过本课程学习，学生将能够掌握描述家庭成员的基本英文词汇，学会用英语简单地询问他人的家庭情况，并能正确使用所学句型进行表达。
教学准备
为了让本课的教学更加顺利，老师在课前需要准备以下教学资源： - 课程教材：牛津英语 Starter 教材 Unit 3 - 教学投影仪 - 黑板、白板和彩色粉笔/白板笔 - 学生
课堂用书和笔 - 练习册和练习纸
教学过程
导入（5分钟）
1.向学生问好，并依次点名询问个别学生的家庭情况。
2.提示学生回答问题时需要用英文回答，鼓励学生勇敢开口，不要害羞。
观察与讨论（15分钟）
1.使用教材中提供的图片和词汇卡片，向学生展示不同的家庭成员。
2.依次出示图片，让学生观察并快速复习家庭成员的英文单词，引导他们一起发音。
3.让学生以小组讨论的方式，使用所学的英文家庭成员词汇，描述自己和他们家人的情况。
鼓励学生在小组中积极交流，帮助和鼓励彼此。
学习新知（25分钟）
1.教师向学生介绍句型**。
牛津少儿英语starter教案
牛津少儿英语Starter教案一、教学目标：帮助学员掌握牛津少儿英语Starter阶段的基础词汇和句型，包括问候、介绍、颜色、数字等主题。
提高学员的英语听说能力，培养学员的口语表达兴趣，建立自信心。
通过各种课堂活动，培养学员的团队合作精神和创造力。
二、教学内容及方法：问候与自我介绍：通过模仿和角色扮演，让学员掌握基本的问候语和自我介绍句型。
颜色词汇学习：通过图片、实物和游戏，帮助学员掌握常见颜色的英语表达。
数字词汇学习：通过歌曲、游戏和互动，让学员掌握1-10的数字词汇。
课堂活动：通过小组讨论、角色扮演和手工制作等活动，培养学员的口语表达能力和团队合作精神。
三、教学步骤：热身活动：通过歌曲和游戏，激发学员的学习兴趣，让他们进入英语学习的状态。
新课导入：通过展示图片、实物和模型等教具，引导学员进入本节课的主题。
知识讲解：通过示范、讲解和互动，帮助学员掌握本节课的词汇和句型。
课堂活动：通过小组讨论、角色扮演和手工制作等活动，让学员巩固所学知识，培养口语表达能力和团队合作精神。
课堂评估：通过观察学员的参与度、表现和作业，了解学员的学习情况，及时调整教学策略。
四、教学难点及解决方法：学员发音不准确：通过模仿和重复练习，帮助学员纠正发音问题。
学员参与度不高：通过设置有趣的课堂活动和奖励机制，激发学员的学习兴趣和参与度。
学员记不住单词：通过图片、实物和联想等方法，帮助学员记忆单词。
同时，鼓励学员多复习巩固。
学员不敢开口说英语：通过鼓励、支持和角色扮演等方式，帮助学员建立自信心，鼓励他们大胆开口说英语。
五、教具准备及使用方法：图片卡：用于展示各种物品的图片，帮助学员记忆单词。
使用方法：教师出示图片卡，让学员用英文说出图片的名称。
实物模型：用于展示各种物品的实物模型，帮助学员记忆单词。
使用方法：教师出示实物模型，让学员用英文说出模型的名称。
歌曲磁带/CD：用于教授英文歌曲，提高学员的听说能力。
使用方法：教师播放歌曲磁带/CD，让学员听歌曲并跟唱。
牛津英语StarterU3全英文上课学习上课学习教案
牛津英语StarterU3全英文教案牛津英语七年级预备课程Unit3教案TheFirstLesson[Teachingcontent]Unit3welcomeandListening[Teachingaimsanddemands]knowledgeaims:1.learnthenewwords,especially,somepersonalpronounsa ndsomeusefuladj,likebigandstrong,smallandthin,talla ndthin,tallandslim,shortandpretty.2.Ssgettoknowthegrammar:Inasimplepresenttensesenten ce,whichincludes“be”,whencanSsuse“am,is,are”? Abilityaims:municativeability,teachstudentshowtogreetsuita blyandhowtoaskone’sages.[Teachingdifficultiesandimportance]1.Thespellingofsomewords,suchas,classmate,twelve,po lite,helpful,England,English,America,Americanandkno w.2.Learnpersonalpronouns“we,they,me”3.Thisisthemostdifficult:Inasimplepresenttensesente nce,whichincludes“be”,whencanSsuse“am,is,are”?[Teachingtools]ProjectorandStudents’book [Teachingprocedure]Pre-teaching1.Teachthenewwords Askthestudentstoreadallofthenewwordsbeforeteaching. onestudentreadsfivewords,sothattheteachercancorrect theirmistakesinphonetics.2.Askstudentstoreadallofthenewwords,sothattheyarefamiliarwiththembeforecomingintothetext.3.Theteacherneedn’tleadthembyhimself/herself,becausestudentshavealrea dylearnedthewordsintheprimaryschool,andtheyareallve ryeasyandusualwords.4.Asforthespellingofthenewwords,therearesomeinwhich studentsalwayshavedifficulty,suchas,classmate,twelv e,polite,helpful,England,English,America,Americanan dknow.Step1PresentationHaveacasualchatwithstudents,askingthesequestions: Doyouhavefriends?whoarethey?whoisyourbestfriend?what’shis/hername? Sothattheteachercanleadtothesubjectofthisunit.Step2welcometotheunit1.Askthestudentstoreadthedialoguesofthispartfirst,a ndseeiftheycanreaditcorrectly.2.Askthemtoreadthedialoguesagaintograspthemeaningof it,andanswerthesequestions:what’sthenameofthegirlinapinkdress? whoisthegirlinayellowdress?whoisAndy?Howoldismillie?Howoldisjill?Arejillandmillieclassmates?HowisAndy?3.Guidestudentstoreplaceallofthenamesinthedialogues withthenamesoftheirclassmatesandusesomesimilarwordsandsimilarsentencestomakeanotherdialogueoftheirown. Forexample,I’mtwelve=I’m12yearsold,I’m12years.I’mtwelvetoo=I’malso12.Heispoliteandhelpful=Heishelpfulandheispolite4.LetSsdoPairworkandgivestudentschancestoshowtheird ialogues.Step3Listening1.Pre-listening.1）AskstudentstoreadthepairsofwordsinPartA,andtheninst ructthemtofindtheoppositewordofeachword.2）Afterwards,askstudentstomakesentenceswitheachwordan deachpair,usingthestructure:“sb.is…”“sb.is…and…”3)Atlast,theteacherasksquestionslike: whoisbigandstronginourclass?whoissmallandthininourclass?whoistallandsliminourclass?whoisshortandprettyinourclass?Sothattheycanunderstandthewordswellandatthesametime learntouseEnglish.2.DotheexercisesofPartB.3.Post-listening.Takethechancetoteachstudentsgramma rofasimplepresenttensesentence,whichincludes“be”. 主语控制谓语，谓语动词什么时候用am,is,are,要看主语，口诀：单数is，复数are，I配am，you配are。
牛津英语StarterU12全英文教案(通用2篇)
牛津英语StarterU12全英文教案（通用2篇）牛津英语Starter U12 全英文精品教案（通用2篇）牛津英语Starter U12 全英文精品教案篇2牛津英语七年级预备课程unit 12教案the first lesson[teaching content]unit 12 welcome and listening[teaching aims and demands]knowledge aims: 1. know further about the simple present tense.2. know the differences between countable nouns and uncountable nouns.ability aims: 1. ss get to know some preparation work before a birthday party.2. ss learn to use the sentences pattern “would you like sth?” and “would you like to do sth.”[teaching difficulties and importance]1. in “would you do sth?” and “would you like sth?”, “would” has nothing to do with the past tense. instead, it just means a courteous tone of speech.2. we use “some” instead of “any” in the sentence “would you like some bread?”, because it means ask for something.[teaching tools] projector , workbo ok and students’ book[teaching procedure]step1 welcome and presentation1. have a chat with ss about when their birthdays are, what they usually get for their birthday, and what they want as their gifts. teach new words in this way, saying:maybe you can get some birthday cards from your friends and write “card ” on the blackboard .maybe you can get some chocolates from your parents, and write “chocolate ” on the blackboard .maybe you can get some toys from your grandparents, and write “toy” on the blackboard.2. let the students listen to the tape and answer the question:who is the girl in yellow?who is the girl in blue?why is she happy?would lily come to millie’s birthday party?what does millie usually get for her birthday?what does lily want to give millie for her birthday?therefore, the teacher will know if they grasp the main idea of the dialogue.3. ask ss to play the role.step 2 sentence pattern1. teach the grammar.in sentence patterns “would you like sth?” and “would you do sth”, there is a “would”. “would” is the past tense of “will”, but in these sentences patterns, it has nothing to do with the past tense. instead, it just means a courteous tone of speech.2. want=would like, want to do = would like to do, would you like….?= do you want …? what would you like? = what do you want?3. in order to master those important sentence patterns,ss have to do lots of practice. for example, ask ss to make such sentences with the five words, which are a cake, a banana, an orange, juice, and milk, in listening part a in advance, like “would you like a cake for your birthday? would you like to drink some juice? would you like to e at a banana?”4. in sentence making exercised, ss are likely to meet the problem of whether to us “some” or “any”. to solve the problem, tell ss that we use “some” instead of “any” in the sentence “would you like some bread?”, because it means ask for something.step 3 listening1. pre-listeningreview the important sentence patterns “would you like sth? and teach ss the affirmative reply “yes, i’d like one.” and the negative reply “no, thanks”.2. tell ss the differences between countable nouns and uncountable nouns.3. before listening, have a chat about the two pictures in part b with the students---who is in the picture? what are they talking about?in addition, introduce the situation of the dialogue: millie an d her mum are talking about what to buy for millie’s birthday party. listen to their conversation and try to complete their shopping list.4. do the listening exercise of part b. later on, invite some students to read their present lists and then ask them to talk about their favorite presents. the following is what i suggest:ask: millie is going to have a birthday party. there are many kinds of food in the party. what would you like to eat?help the students to say their favorite food.(take out the pictures and things)ask: would you like some bananas/sweets/ice cream/orange juice/cakes?write the new words on the blackboard and read them.step 4 summary, and do workbook.step 5 homeworkthe second lesson[teaching content]unit 12 speaking and reading[teaching aims and demands]knowledge aims: 1. master the simple present tense and useit freely.2. learn what interrogative words are and get to know interrogative sentences by doing the exercise under reading part.ability aims: ss get to know some activities in a birthday party, and try to retell the reading part to express millie’s birthday party in the simple present tense. in addition, ss write another article “my birthday”, following the model article.[teaching difficulties and importance]1. ss learn to retell the reading part.2. following the model article, write another article “my birthday”.[teaching tools] projector, workbook and students’ book[teaching procedure]step 1. speaking1. make ss read the dialogue alone, and make them to answer these questions afterwards:whose birthday is tomorrow?who are the two girls?do the two girl want to buy her any presents?what does the girl on the right want to buy her?what does the girl on the left want to buy her?where can they buy those presents?when do they want to do the shopping?teach some similar words and sentences to ss:tomorrow is millie’s birthday. = it’s millie’s birthday tomorrow.present = gifti want to buy her a present. = i’d like to buy her a present. buy her a present = buy a present for herwhat do you want to buy? = what would you like to buy?i’d like to buy her a teddy bear. = i want to buy her a teddy bear.i want to buy her some stickers. = i’d like to buy her some stickers.would you like to go with me? = do you want to go with me?and at the same time, instruct ss to replace the blue words with what they want to by, with the names of classmates, and with other times and places, in order to make a similar dialogue about their shopping plans. then take a few minutes to tell their neighbors about their shopping lists.step2 reading1. let the students look at the pictures under the text, before entering the text, and communicate with the students. the following is the plan suggested:t: let’s look at the pictures for millie’s bir thday party.what can you see on the table in picture 1?s: i can see cds, hair clips, stickers, and so on.t: how dose millie look?s: she looks excited/ pleased.t: let’s look at picture 2. what’s this? it’s a sofa. where are her friends?s: they are on the sofa.2. write the new words “sofa” on the blackboard and read them. then go on communicating with the students:let’s look at picture 3.t: what birthday present does millie get from her friends?s: millie’s friends have cds, hair clips, a teddy bear, etc. for her.t: let’s look at picture 4. what are they doing?s: they are singing a birthday song for her and sharing the big cake.3. make the ss to read the text and ready to answer some questions, so as to know well about the meaning of the text:what day is it today?whose birthday is today?what clothes does she wear?does she look cool?what is on the table?who has a lot of presents for her?what are they?does everyone enjoy the party?what do they do on the birthday party?at last, what do they do to her?after they sing the song, what do they do?is millie happy on her party?do all her friends have a good time?surely, when asking and answering the questions, the teacher and the ss can sing the world- famous birthday song “happy birthday to you, happy birthday to you, happy birthday my dear friend, happy birthday to you.”4. do the two exercises under the text.5. grammarteach ss the different meanings and different usages of the interrogative words in part b:when 什么时间 (问时间)what 什么事 (问事情)who 什么人 (问人)where 什么地方 (问地点)how 怎样 (问程度或方式)5. do group work for consolidation.write some clue words under each picture and guide them to describe the picture according to the giving words and phrases. divide ss onto groups, four students in a group:picture 1: wear, cool, such as, excited, wonderfulpicture 2: sofa, talk, chat, have fun, interestingpicture 3: hair clips, chocolate, presents, happypicture 4: a big cake, share, singask each group to describe their pictures.step 3homework1. describe the four pictures in exercise books in ss’ own words.2. guide the ss to retell the passage3. following the model article, write another article “my birthday”.the third lesson[teaching content]unit 12 grammar and task[teaching aims and demands]knowledge aims: 1. review the simple present tense2. learn the different meanings and usages of different interrogative words3. how to use interrogative words and make interrogative sentences.ability aims:1. ss can talk about how to prepare a birthday party and what they see in a birthday party, using interrogative sentences correctly[teaching difficulties and importance]1. the different meanings and usages of different interrogative words2. how to make interrogative sentences correctly[teaching tools] projector, workbook and students’ book[teaching procedure]step 1 grammar1. grammar teachinginstruct ss to learn the meanings and usages of different interrogative words.when 什么时间 (问时间)what 什么事 (问事情)who 什么人 (问人)where 什么地方 (问地点)how 怎样 (问程度或方式)how many + 复数可数名词 (问数量)how much + 不行数名词 (问数量)how long 多久时间 (问时间段)how soon 多久时间以后(才做某事)whose 谁的 (问全部格)which 哪个；哪些why 为什么 (问缘由)what time 什么时刻 (问时刻)attach importance to the difference meanings between “when” which means “何时”, “what time” which means “什么时刻” and “how long” which means “多久时间”. a nd teach ss their different usages.2. presentationwrite “8 april” on the blackboard, say: it’s lily’s birthday. can you tell me the date in english? (write “the eighth of april” on the blackboard) then communicate with the students:t: how dose lily celebrate her birthday? can you guess?s: i think she has a party or a big dinner.t: maybe. where does she have the party or the dinner?s: at home.t: who will come to her birthday party?s: her grandfather and grandmother, her aunts, her uncles and her cousins.t: what presents can she get?s: many interesting things, such as books, hair clips, clothes and shoes.t: ok, here is a dialogue about lily’s birthday between millie and lily, try to fill in the blanks and complete their conversation.2. let the students read and complete the dialogue. afterwards, the teacher checks the answers. let the students read the text again, then ask them to answer the questions on lily’s birthday.2. make ss read the text together for consolidation.3. do the fill – in – blank exercise of this part on interrogative words.step 2 task1. instruct ss to analysis the post below the dialogue between millie and peter, which is about mi llie’s birthday party, using as many interrogative sentences as possible.2. direct ss to learn the dialogue, following what the post tells.3. ask the students to have a talk about partners’ birthday, then make a similar post in their exercise book. at last, ask some students to show their post on the blackboard. ss can learn how to design a birthday party by finishing the task.step 3 homeworkss ask each other how he/she spent his/her birthday. write down the dialogue between them andtheir friends.文档内容到此结束，欢迎大家下载、修改、丰富并分享给更多有需要的人。
【知识学习】牛津英语StarterU5全英文教案
牛津英语StarterU5全英文教案牛津英语七年级预备课程Unit5教案TheFirstLesson[Teachingcontent]Unit5welcomeandlistening[Teachingaimsanddemands]knowledgeaims:1.Learnthenewwords.2.Thestructureof“Therebe”,whentouse“is”,whentouse “are”.3.Therulethreeofpluralsofcountablenouns. Abilityaims:Thestudentscanusethestructureof“Therebe”freelyandcorrectly.[Teachingdifficultiesandimportance]Thetransformationofthestructureof“Therebe”,includingtheinterrogativeform,affirmati veandnegativereply,andthenegativeform.[Teachingtools]ProjectorandStudents’book，workbook[Teachingprocedure]Step1Pre-teaching1.Teachthenewwords Askthestudentstoreadoutthenewwordsbeforetaught.ones tudentreadsfivewords,sothattheteachercanfindoutandt hencorrecttheirmistakesinphonetics.2.Askallstudentstoreadallofthenewwordsinchorus,soth attheyarefamiliarwiththembeforecomingintothetext.3.Theteacherneedn’tleadthembyherself,becausestudentshavealreadylearne dthewordsintheprimaryschool,andtheyareallveryeasyandusualwords.4.Asforthespellingofthenewwords,therearesomeinwhich studentsalwayshavedifficulty,suchas,blackboard,agai n,fifteen,thirteen,behind,numberandtwenty.Step2PresentationHaveacasualchatwithstudents,askingabouttheclassroom: whereareyoustudying?Isourschoolabigoneorasmallone? whatcanyouseeinourschool? whatelsecanyoufindinourschool?Sothattheteachercanleadtothesubjectofthisunit.Step2welcometotheunit1.Askthestudentstoreadthedialoguesofthispartfirst,a ndseeiftheycanreaditcorrectly.2.TeachSs“therebe,andtheinterrogativeform,affirmativeandneg ativereply,”bydoingthefollowingexercise:1).Isthisabook?yes,itis./No,itisn’t.2).Isthereabookonthedesk?yes,thereis./No,thereisn’t.3).Aretheyyourbooks?yes,theyare./No,theyaren’t.4).Aretherefourbooksonthedesk?yes,thereare./No,therearen’t.5).what’sonthedesk?Thereisabook./Therearefourbooks.6).Howmanybooksarethereonthedesk?Thereisonlyone./Therearefourbooks.Step3Listening1.Pre-listening. Teachtherulethreeofpluralsofcountablenouns:“以辅音字母加y结尾，去y变ies，如：library－libraries”.2.DotheexercisesofPartB.Step4Exercisesandsummary,doworkbook.Step5Homeworkmakesentenceswith‘Isthere…..’and‘Arethere…….’TheSecondLesson[Teachingcontent]Unit5speakingandreading[Teachingaimsanddemands]knowledgeaims:1.Learnthenewwords2.Thestructureof“Therebe”,whentouse“is”,whentouse “are”3.Thedifferencebetween“any”and“some”Abilityaims:Thestudentscanusethestructureof“Therebe”freelyandcorrectly.[Teachingdifficultiesandimportance]1.Thestructureof“Therebe”,includingtheinterrogativeform,affirmati veandnegativereply,andthenegativeform.2.Thedifferencebetween“any”and“some”[Teachingtools]ProjectorandStudents’book，workbook[Teachingprocedure]Step1.Speaking1.Eveniftherearealreadysomewordsinthepicture,askSst omarkasmanyEnglishnamesaspossibleonthebigpicture,us ingthosewordswhichtheyhavejustlearned,includingbask etballcourt,Pingpongtable,meetinghall,schoolgate,etc.2.Readthemodeldialoguetwice,andSsmaketheirowndialog uesaccordingtowhatisintheirownschool,imitatingthemo del.Step2Reading1.Askstudentstoreadthearticleinthispartbythemselves twice,andgetreadytoanswersomequestionsabouttheartic le.1.Howmanyclassroomsarethereinyourschool?2.Howmanyhallsarethereinyourschool?3.Isthereanartroom/areadingroom/agardeninyourschool?4.Aretherefivehundredstudentsinyourschool/2.Guidestudentstodotheexerciseunderthearticle.3.Directstudentstousetheirownname,andthesomeinforma tionofthemselvesandoftheirclasstoreplacethearticle, makinganewarticleoftheirown.4.Afterwards,teachstudentssomethingaboutthestructur eof“Therebe”,whentouse“is”,whentouse “are”,whichisaboutthegrammar “theagreementbetweenthesubjectandpredicateinpersonandnumber.”5.TeachSsthedifferencebetween“any”and “some”,forexample Therearesomebuildingsinthepicture.Arethereany……?yes,therearesome./No,therearen’tany.Step5Exercisesandsummary,doworkbook.Step6Homework1.makesentenceswiththefollowingstructures:Thereisa/an………Therearesome……Istherea/an……….Arethereany……..1.workbookPart22.Reviewthethreerulesofpluralsofcountablenouns.TheThirdLesson[Teachingcontent]Unit5grammarandtask[Teachingaimsanddemands]knowledgeaims:1.Learnthenewwords.2.Thestructureof“Therebe”,whentouse“is”,whentouse “are”.3.Therule4,5,and6ofpluralsofcountablenouns. Abilityaims:1.Thestudentscanusethestructureof“Therebe”freelyandcorrectly.2.Sscanmasterthesixrulesofpluralsofcountablenouns. [Teachingdifficultiesandimportance]1.Thestructureof“Therebe”,includingtheinterrogativeform,affirmati veandnegativereply,andthenegativeform.2.Therule4,5,and6ofpluralsofcountablenouns.[Teachingtools]ProjectorandStudents’book，workbook[Teachingprocedure]Step1Grammar1.Askstudentstoreadthephraseswhichinclude数词ofthispart,andguidethemrearrangethosephrasesintheor derofnumbers2.Doingtheexerciseandfillinginthethreeballoons,thet eacherteachesstudentstherule4,5,and6ofpluralsofcoun tablenouns—“Rule4:以f，fe结尾的词，去f或fe变成ives.Rule5:以o结尾的词，只有potato，tomato，mango等加es. Rule6:不规则的名词复数形式：man-men，woman-women，child-children，mouse-mice，sheep-sheep，fish-fish，people-people，有oo的词，变成ee，如：foot-feet，tooth-teeth，goose-geese”3.writesomewordsontheblackboardandasksomestudentsto dotherelativeexercise,inordertoseeiftheymastertheth reerules.4.DotheexerciseofPartB.Tellonlyalittleaboutthestruc tureof“TherebeAandB”,basedon“Therebe”structure.Step4Task Instructstudentstofinishwritingworkofthispart,anart icleof“myschool”,accordingtotheinformationoftheirownsch ool.Step5Exercisesandsummary,doworkbook.Step6Homeworkwriteanarticleof“myschool”tointroducetheirownschoolwithinformationofthemselve sandoftheirschool.。
牛津英语Starter U10 全英文精品教案
牛津英语Starter U10 全英文精品教案牛津英语七年级预备课程Unit10教案TheFirstLesson[Teachingcontent]Unit10welcomeandListening [Teachingaimsanddemands]knowledgeaims:1.Enablethestudentstomastersomenewwor ds.2.TeachSstoaskaboutthetime,andhowtosaythetime3.Reviewimperativesentencesabilityaims:1.Ssgettoknowsomeactivitiesbothinclassa ndatschool.2.TraintheSstohavesomesocialmoralities.[Teachingdifficultiesandimportance] Saythetimeindifferentways.[Teachingtools]Aclockmadebypaper,Projector,workbookandStudents’book[Teachingprocedure]Step１welcomeandpresentation1.Setatimeseventhirtyonapaperclock,andholditup.Look atthepaperclockandaskSs,“what’sthetime?”Thenpresentthosetimes7.50,7.00,8.15inthesameway.2.GuideSstohavethesimilardialoguewitheachother,soth attheycantotallymasterthesentencepattern.3.BeforelearningthedialoguesofwelcomePart,teachsome importantphrasesbydoingtheseactions:Pointtotheclock andsay,“oh,it’sseveno’clock.Imustgetup.”Introducethefollowingphrasesinthesameway:hurryup,go toschool,havebreakfast.4.AskSstolistentothetapeandanswer:whattimeisit?Itistimetodowhat?IsLilylateforschool?Bytheway,reviewtherhymeonP21withinaveryshorttime.5.TellSsthattheycansaythetimeindifferentways.Forexa mple,sevenfifty=tentoeight,seventhirty=halfpastseve n,eightfifteen=aquarterpasteight manySsfeelitdifficulttousethemcorrectly,becausether eare“to”and “past”.ThefollowingisthewaywhichIuseandsuggest: past表示“路过”，halfpastseven，把half想象成一个人，他散步路过seven，所以halfpastseven表示“过了七点半个小时”to表示“到达”，tentoeight，把ten也想象成一个人，他朝eight走，但还没到eight，所以表示“离八点还差十分钟”6.withthehelpofthepaperclock,pointtoanytimeandaskth estudentstosaythetimesinvariouswaysonebyone,suchas1 2:30,6:15,4:40,4:45,2:50,2:00,etc.Step2Listening1.Dopre-listeningwork.AskSstoreadthepairsofwordsandphrases.Afterthat,pointto“we”assubject,andaskSstomakethreesentenceswiththewordsa ndphraseswhichshowtheschoollife,like wehaveachineselessononmonday.onTuesday,wehaveamathslesson.onFriday,wehaveacomputerlesson.Atthesametime,askthestudentstopayattentiontotheprep osition“on”2.Asforthenamesofsubjects,theteachercanaddart,chemi stry,history,P.E.physics,biology,geography,algebra, andgeometry3.DothelisteningexerciseofPartB.TellSsnotonlyknowwh etherthesentencesaretrueorfalse,butalsoknowwhat’swrongwitheachfalsesentence.Step3Summaryanddoworkbook.Step4HomeworkTheSecondLesson[Teachingcontent]Unit10speakingandreading [Teachingaimsanddemands]knowledgeaims:Gettoknowthesimplepresenttenseandtherelativefrequen cywords.Abilityaims:1.Sstrytodescribeone’sschoollifewiththesimplepresenttense.2.knowtheimportanceofthetimeandcherishthetime. [Teachingdifficultiesandimportance]1.Theusagesandformationofthesimplepresenttense.2.Thesentencetransformationsofthesimplepresenttense.[Teachingtools]Projector,workbookandStudents’book[Teachingprocedure]Step1.Speaking1.writesometimesontheblackboard,suchas7:00,6:10,6:3 0,6:45,letstudentssaytheminEnglish2.AskSstoreadthedialogueofthispart,playtherole,anda tthesametimegetreadyforthesequestionsaboutthedialog ue:whendoesPetergotoschooleveryday? whendoesNickgotoschooleveryday? Dotheyplaybasketballeveryday? whendotheyplaybasketball? Dotheyhaveacomputerlessontoday? whatlessondotheyhave? Dothetwoboysoftenchatwitheachotheratlunchtime?3.GuideSstoreplacethebluewordswithotherwords,sothat theycanmaketheirowndialogue.4.whentheydowith“everyday”,theconceptoffrequencywordoccurs,giving theteacherachancetoteachitandintroduceotherfrequencywords,likeusually,often,sometime,everyday,everywee k,everymorning,everyevening,onceaday,twiceamonth,et c.Step2Reading1.Reviewthemainstructure“Doyou…?”byaskingSssomequestions,andthenintroduceNick’sday. Getthestudentstoreadthetextthemselves,andanswerthef ollowingquestions:what’sthenameoftheboy? whendoeshegetupeverymorning? whendoeshehavebreakfast?whendotheclassesbegin? whatclassesdoeshehaveinthemorning?Afterclass,whatdotheydo?Afterlunch,whatdotheydo?From1.30to3.50p.m,whatdotheydo?Afterschool,whatdoesheoftendo? whatsportsdoeshelike? whendoeshegohomeanddohishomework?whendoesheusuallyhavedinner?Afterdinner,whatdoeshedo?whendoeshegotobed?2.HelpNicktofillinthetimetableofNick.3.DoexerciseofPartBStep3Grammar 1．whenteachingtheusagesandformationofthesimplepres enttense,theteacherhastodothatinasimplewaythatcanbe easilyunderstoodbycommonSsincommonschool.Thefollowi ngiswhatIuseandsuggest:1）“时态”，就是动作发生的时间和状态。
牛津英语StarterU5全英文教案
牛津英语StarterU5全英文教案牛津英语七年级预备课程Unit 5教案The First Lesson[Teaching]Unit 5 welcome and listening[Teaching aims and demands]Knowledge aims: 1. Leaw words.2. The structure of “There be”, when to use “is”, when to use “are”.3. The rullurals of countable nouns.Ability aims:The students can uucture of “There be” freely andly. [Teaching difficulties and importance]The transformaucture of “There be”, includinggativaffirmative and negative reply, and the negativ[Teaching tools] Pand Students’ book，workbook[Teaching procedure]Pre-teaching1.Teaw wordsAudad ouw words before taugudent reads five wordaacher can find out anda2. Ask all studad allw worduat they are familiar wbgxt.3. The teadn’t lead them by herself, because students have already learned the wordal, and they are all very easy and usual words.4. Allingw wordawhich students always have difficulty, such as, blackboard, agabehind, number and tw2 PresentationHave a casual chat with students, asking about the classroom:Where are you studying?Is our school a biga small one?What can youur school?What else can you find in our school?aacher can leadubu2 Welunit1. Audad the dialoguaandan readly.2. Teach Ss “there be, andgativaffirmati ve and negative reply,” by doing the following exercise:1). Is this a book?/ N’t.2). Ia bdesk?/N’t.3). Aur books?are./ Naren’t.4). Aur bdesk?are./ Naren’t.5). What’desk? Ta book./ There are four books.6). How many books adesk? Tly one./ There are fourbListening1. Pre-listening.Teaullurals of countable nouns: “以辅音字母加y结尾，去y变ies，如：library－libraries”.2. Do the exPart Bxand summary, do workbHomework Mawith ‘Is there…..’ and ‘A…….’Td Lesson[Teaching]Uaking and reading[Teaching aims and demands]Knowledge aims: 1. Leaw words2. The structure of “There be”, when to use “is”, when to use “are”3. The dbetween “any” and “some”Ability aims:The students can uucture of “There be” freely andly. [Teaching difficulties and importance]1. The structure of “There be”, includinggativaffirmative and negative reply, and the negativ2. The dbetween “any” and “some”[Teaching tools] Pand Students’ book，workbook [Teaching procedure]aking1.Evare already some wordure, aark as many English names as possiblbig picture, using those words wave just learned, including basketball court, Pingpong tablg hall, school ga2. Read the model dialogue twice, and Ss mawn dialogues according to whawn school, imitating the model2 Reading1. Ask studad the articlart blves twice, and get ready to answquabout the article.1.How many claaur school?2.How many halls aur school?3.Ian art room/a reading room/a gardur school?4.Ave hundred studur school/(hundred 不加s)2. Guide studdo the exercise under the article.3. Duduwn name, andalves andlalace the article, making a new articlwn.4. Afterwards, teach studg abouucture of “There be”, when to use “is”, when to use “are”, wabout the grammar “the agbetwubject and predicaand number.”5. Teadbetween “any” and “some”, for example There abuildingure.(“some” is only used in affirmative form.)Aany……?a/ Naren’t any.(“any” is usedgative form and negative form.)xand summary, do workbHomewawllowing structures:Ta /an………There are some……Ia/an……….Aany……..1.Workbook Part 2 (reading)2. Reviewules of plurals of countable nouns.The Third Lesson[Teaching]Unit 5 grammar and task[Teaching aims and demands]Knowledge aims: 1. Leaw words.2. The structure of “There be”, when to use “is”, when to use “are”.3. The rule4, 5, and 6 of plurals of countable nouns. Ability aims:1. The students can uucture of “There be” freely andly.2. Ss can max rules of plurals of countable nouns. [Teaching difficulties and importance]1. The structure of “There be”, includinggativaffirmative and negative reply, and the negativ2. The rule4, 5, and 6 of plurals of countable nouns.[Teaching tools] Pand Students’ book，workbook [Teaching procedure]Grammar1. Ask studadases wlude 数词art, and guidarrangader of numbers2. Doing the exercise and fillingballacher teaches studule4, 5, and 6 of plurals of countable nouns—“Rule 4: 以f，fe结尾的词，去f或fe变成ives. Rule 5: 以o结尾的词，只有potato，tomato，mango等加es.Rule 6: 不规则的名词复数形式：man- men， woman- women，child- children， mouse- mice，sheep- sheep，fish- fish，people- people，有oo的词，变成ee，如：foot-feet， tooth- teeth， goose- geese”3. Wwordblackboard and auddlative exdaules.4. Do the exPart B. Tell only a little abouucture of “There be A and B”, based on “There be” structuTaskInstruct studwriting wart, an article of “l”,accordingawn schoolxand summary, do workbHomework Write an article of “l”duwn school walves andl。
牛津版starter教案
Starter Unit 9 Signs --- Pronunciation & Task主备人：灌南中学外国语学校孙洁琼执教人：执教班级：执教时间：年月日Content: Starter Unit 9 Signs --- Pronunciation & TaskPeriod：3-3Teaching aims and demands:1. To learn eight double vowels to improve their abilities of read and remember words.2. To learn to identify the signs ,and put them in the right place3. To learn how to use, review and organize the knowledge they learnt.Key points:1. How to read the eight double vowels correctly and distinctly.2. To use the knowledge correctly and fluently.3. How to make a whole dialogue by using the signs and sentences they learnt.Difficult points:1. How to read the eight double vowels correctly and distinctly.2. To use the knowledge correctly and fluently.3. How to make a whole dialogue by using the signs and sentences they learnt.Teaching aids:Pictures, a tape recorder and cardsTeaching methods:Activity-based teaching methodsTeaching procedures:随堂达标检测题--- Starter Unit9 (三)（总分30 分，含卷面 2 分）一、用情态动词填空。
【配套K12】牛津英语StarterU4全英文教案
牛津英语StarterU4全英文教案牛津英语七年级预备程Unit4教案TheFirstLessn[Teahingntent]Unit4elettheunitandListening[Teahingaisanddeands]nledgeais:1Learnthenerds2Teahtheaffirativeandnegativefrfiperatives Abilitais:Thestudentsanuseiperativesfreelandrretl [Teahingdiffiultiesandiprtane]1Thespellingfserds,suhas,blabard,again,fifteen,thir teen,behind,nuberandtent2Thespellingftheteaher’sdesTherulefthenubersith‘-teen’and‘-t’3theaffirativeandnegativefrfiperativesandpluralfrfn un[Teahingtls]PretrandStudents’b,rb[Teahingpredure]Pre-teahing1Teahthenerds Asthestudentstreadutthenerdsbefretaughtnestudentrea dsfiverds,sthattheteaheranrrettheiristaesinphnetis 2Asfrthespellingfthenerds,thereareseinhihstudentsal ashavediffiult,suhas,blabard,again,fifteen,thirteen ,behind,nuberandtent3DardgaeAsSstsrtallfthenerdsintthreetpes:nubers,ati ns,andtheequipentinalassrStep1PresentatinHaveaasualhatithstudents,asingabutthelassr: hereareun?Isurlassrabignerasallne?hatanuseeinurlassr?hatelseanufindinurlassr?Hanindsarethereinurlassr?Hanblabardsarethereinurlassr? SthattheteaheranleadtthesubetfthisunitStep2elettheunit1Asthestudentstreadthedialguesfthispartfirst,andsee iftheanreaditrretl2Letstudentsbservethelatinf“please”,andasthehatthsesenteneseaniftaen“please”aaAndasthehtaenegativefrfiperatives3Teahstudentshataniperativeis祈使句就是表示命令或请求的句子。
牛津英语StarterU4全英文教案
牛津英语StarterU4全英文教案牛津英语七班级预备课程unit 4教案the first lesson[teaching content]unit 4 welcome to the unit and listening.[teaching aims and demands]knowledge aims: 1. learn the new words.2. teach the affirmative and negative form of imperatives.ability aims:the students can use imperatives freely and correctly.[teaching difficulties and importance]1. the spelling of some words, such as, blackboard, again, fifteen, thirteen, behind, number and twenty.2. the spelling of the teacher’s desk. the rule of the numbers with ‘-teen’ and ‘-ty’3. the affirmative and negative form of imperatives and plural form of noun.[teaching tools] projector and students’ book, workbook[teaching procedure]pre-teaching1.teach the new wordsask the students to read out the new words before taught. one student reads five words, so that the teacher can correct their mistakes in phonetics.2. as for the spelling of the new words, there are some in which students always have difficulty, such as, blackboard, again, fifteen, thirteen, behind, number and twenty.3. do a word game. ask ss to sort all of the new words into three types: numbers, actions, and the equipment in a classroom.step 1 presentationhave a casual chat with students, asking about the classroom:where are you now?is our classroom a big one or a small one?what can you see in our classroom?what else can you find in our classroom?how many windows are there in our classroom?how many blackboards are there in our classroom?so that the teacher can lead to the subject of this unit.step 2 welcome to the unit1. ask the students to read the dialogues of this part first, and see if they can read it correctly.2. let students observe the location of “please”, and ask them what those sentences mean if taken “please” away. and ask them how to make negative form of imperatives.3. teach students what an imperative is.祈使句就是表示命令或恳求的句子。
牛津少儿英语starterunit1教案
牛津少儿英语starterunit1教案牛津少儿英语starterunit1教案小班教学教案课程UNIT 1(一)活Warm up Names 动1. 在学生到时，用英文和他们打招呼。
名2. 在课堂一开始时，用学生的英文名字来点名，以确称定学生的名字。
了解并掌握一问一答学习方Presentation 法，带入到今后的学习中，直到形成习惯。
1. 介绍打招呼a. 以英文向学生做自我介绍。
b. 让学生带着写着自己名字的贴纸，依次叫学生的名字，并打招呼。
c. 叫一个学生的名字，并请他/她站起。
让学生向这位学生挥手并说Hi,(Mari).或Hello,(Ken).2. 介绍对话的第一部分a. 用玩偶来示范第一部分的对话。
b. 教师说玩偶A的句子，让学生扮演玩偶B并说玩偶B的句子。
重复练习几次这个对话。
然后让学生扮活演玩偶A并再重复几次这个对话练习。
3. 练习动a. 将学生分为两组，让两组练习说这个对话。
然后两活过组交替角色重复练习此对话。
动b. 让两组重复练习打招呼。
目程组B:Hello, my name is (Andy). 标组A:Hi! I am (Kate).c. 接力练习:让学生用自己的名字来彼此打招呼。
4. 介绍对话的第二部分a. 用玩偶来示范对话的第二部分。
b. 教师说玩偶A的句子，让学生扮演玩偶B并说玩偶B的句子。
重复练习几次这个对话。
然后让学生扮演玩偶A并再重复几次这个对话练习。
5. 练习a. 将学生分为两组。
将玩偶给各组中的一位学生，请他们为自己的小组做提示。
教师示范并帮助学生练习问及回答这问答句。
练习此对话三遍，两组互换角色之后，再重复练习三遍。
b. 让学生用他们的名字，两人一组地练习这个问答句1.玩偶型。
教师巡视并适时给予帮助。
2.写有学生们英文名字的卡片Open your books或贴纸 1. 教师打开书本到第2页 3.球或沙包依次指向各人物，并引导学生一起说出他的/她的名字。
2024年牛津译林版StarterLesson3A课件
2024年牛津译林版Starter Lesson3 A课件一、教学内容二、教学目标1. 能够熟练运用一般现在时态的肯定句和否定句进行自我介绍和问候。
2. 掌握本节课所学的词汇和基本句型，并能灵活运用到实际情景中。
3. 提高学生的英语听说能力，培养他们的语言表达和沟通能力。
三、教学难点与重点重点：一般现在时态的肯定句和否定句，词汇和基本句型的掌握。
难点：一般现在时态在句子中的运用，以及在实际情景中的灵活运用。
四、教具与学具准备教师准备：课件、单词卡片、录音机、磁带。
学生准备：课本、练习本、彩色笔。
五、教学过程1. 导入（5分钟）实践情景引入：教师模拟机场迎接朋友，与学生进行问候和自我介绍。
学生分组，用英语进行问候和自我介绍。
2. 新课内容展示（15分钟）教师通过课件展示本节课所学的词汇和基本句型，并进行讲解。
学生跟随教师一起朗读，模仿句子的语音语调。
3. 例题讲解（10分钟）教师给出例题，讲解一般现在时态的肯定句和否定句。
学生独立完成练习，教师进行指导。
4. 随堂练习（10分钟）学生根据所学内容，完成练习册上的相关练习。
教师对学生的练习进行点评，指出错误并进行讲解。
5. 小组活动（15分钟）学生分组，进行角色扮演，模拟机场迎接朋友的场景，运用所学知识进行交流。
教师巡回指导，给予鼓励和表扬。
学生分享学习心得，提出疑问，教师进行解答。
六、板书设计1. 词汇：hello，goode，my，name，is，what，your，how，are，you2. 句型：What's your name? My name is How are you? I'm fine, thank you.3. 一般现在时态：肯定句和否定句七、作业设计1. 作业题目：根据本节课所学内容，编写一段自我介绍和问候他人的对话。
2. 答案示例：A: Hello! What's your name?B: My name is Tom. How are you?A: I'm fine, thank you. And you?B: I'm fine, too.八、课后反思及拓展延伸1. 课后反思：教师应关注学生的学习情况，针对学生的掌握程度，调整教学方法和进度。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
牛津少儿英语starter教案
篇一:牛津英语STARTER U1 精品全英文教案
the first lesson
ability aims:
for example, hi= hello, good morning= good morning to
you,
good bye= bye-bye, bye, see you, see you around, see you
later
step 3 listening
1. pre- listening.
thank you= thanks
hello, you’re ----, right?
/ just so-so.
2. 对女性和男性的称呼如下:对男性我们一律称mr. so and so，对未婚女性
我们称miss so and so, 而对已婚和不明婚姻状况的女性分别称mrs. so and so, 和 ms so and so.，并
1
将mr. mrs.或miss，ms放在姓之前。
4. 26个字母中有aa, ee, ii, oo, uu 5个元音和21个辅音。
2. sing a song “hello!”
unit 1 speaking, the alphabet and listening
ability aims:
you're jill, right? 该句的回答跟一般疑问句的回
答相同。
如果符合事实情
况就说yes, i am.，反之，就是no, (i'm not.) i'm xxx. step 1. revision
step 2. speaking
you're jill, right? 该句的回答跟一般疑问句的回答
相同。
篇二:牛津少儿英语starter期末试卷
__ 兴乐烁英语学校_牛津少儿英语---- LET’ S GO系列
Starter Lesson 1—28
姓名: 分数 :
A(Listen and circle(听、画圈)
1. Aa Ii Ee
2. Ee Bb Cc
3. Oo Uu Ww
4. Rr Ss Oo
5. Ee Dd Xx
6. IiYyKk
7. Hh Aa Jj 8. Pp Tt Zz9. Ss XxMm
10. Ll Mm Nn
2
B.Write the alphabet(写缺少的字
C. Write(写出缺少的字母)
_oy_strich _V
母)
_iolin_elephone
_est
_ouse_ox
_abbit
_uestion _atch_ak
D. Matching(连线)
What is it? They’re ducks.
How many?It is a monkey.
What are they? I’m fine.
How are you?You’re welcome.
Thank you! Nine
E. Choose the correct one(选择正确的答案，打勾)
1. What are they?
2. What is it?
__They’re cars.__It’s a balloon.
__They’re taxi. __I’m Luke.
__It is a car.__I’m OK.
3. How are you?
4. What color is it? __I’m fine. __It’s red.
3
__I’m six.__They’re red. __It is a car. __It’s a red.
5. What’s your name?
__This is my face.
__I’m Alice.
__These are my face.
F. Fill in blanks.
1. What is it?
It is a ________
2. What are they?
They’re _______.
3. How many?
__________.
6. What shape is it? __It’s an oval. __It’s a oval. __It’s a jump rope.
(1)
(2)
(3)
篇三:牛津少儿英语 STARTER 1--13
Starter Lesson 1---13 (a)
TIME: 45’ SCORE: NAME:
A(Letters
_______ _______ _______ _______ _______
4
_______ _______ _______ _______ _______ _______
_______ _______ _______
B. Listen and number
() () ()
()()()
C. Matching
What is it?8
How old are you? They’re dogs.
What are they?Hello!
D. Choose the right answer.
1. How are you?
I’m __________.
A.pigs.
B.fine.
C.Alice. Hi! It is a book.
1
2. What color is it?
It is __________.
A. pink
B. OK
C. hello
3. How many? ____________.
E. Fill in the blanks with the right letter __able __est __each
__encil T____mbrella
__esk __ird__andy
5
2
6。