Unit 2 Sporting events (Module 4)
【短语记忆】
1. play a very important role in sth 在…中起重要作用（P21）play leading roles in 起主要作用，起带头作用（P34）play the role of sb (在剧中) 扮演某人
play/act a part in 在…中起作用；在…中扮演角色
play/act the part of… in…在…中扮演…的角色
2. in honor of 为纪念，为庆祝（P22）
3. come to public attention 引起公众瞩目（P22）
4. at the opening ceremony 在开幕式上（P22）
5. know of (his success) 知道(他的成功) （P23）
6. be (widely) recognized as…被(广泛)认可/承认是…（P23）
7. break the world record for sth 打破…的世界记录（P23）
8. make important contributions to sth 对…作出贡献（P23）
9. look forward to (doing) sth 期望，期待，盼望（P23）
10. provide first-class training grounds 提供一流的训练场地（P29）
11. be very helpful for/to tourists 对旅游者很有帮助（P29）
be helpful for sb to do sth
be helpful in doing sth
12. do enough warm-up exercises 做足够的热身运动（P31）
13. go winter swimming 去冬泳（P31）
14. get in 进入，到达，收获，插入，陷入（P31）
15. get (…) out of (从…中) 出来，从…之中获得…（P31）
16. good luck with sth / sb 祝…好运（P34）
17. keep … under control 使…被控制住（P38）
18. make way for sth 让路给，为…开路（P38）
19. be involved in 涉及，专心（P38）
20. hope for 希望，期待（P38）
1. delighted adj. pleased; showing delight高兴的，愉快的
[搭配]
be delighted to do sth. 很高兴做某事
be delighted at/with …对……很高兴
be delighted that …很高兴……
翻译：
1.我非常乐意过来
2.对你的成功我感到很高兴。
3.你能留下来陪她，她很高兴。、
[单词积累]
delight v.& n.使高兴；高兴，快乐
delightful adj.令人愉快的
delightfully adv.高兴地，快乐地
[拓展]
take delight in…
delight in sth./doing sth.
with delight
to one’s delight=to the delight of sb.
2. Significance n.重要性，重要意义
be of great/little significance
a matter/ speech of great/ little significance重大的/无关紧要的事/演讲翻译：
我认为这个案例没有太大的意义。
[拓展]
significant adj.意味深长的
a significant speech 意味深长的演说
翻译：
Davis was one of the most significant musicians of the last century.
3. compete vi.比赛，竞争
[搭配]
compete in 在……中比赛/竞争
1) 你参加赛跑了吗？
compete for为……而比赛/竞争
2)这两个队将争夺冠军。
Compete against/with与……竞争/比赛
3) He is going to compete against/ with his old rival.
[单词积累]
competitor n.竞争者
competition n.竞争，比赛
competitive adj.竞争性的，比赛性的
4. honour n.尊敬，敬意，荣誉，光荣
honourable adj.光荣的，可敬的，高尚的
in honour of 纪念，向……表示敬意
1) They held a party in honour of the model workers.
2) 他写了一本书来纪念他的士兵们。
[链接]
have the honour of doing sth. 很荣幸能够做某事
do sb. honour/ do honour to sb. 向某人致敬
it would be an honour 那将是一种荣幸
In memory of 纪念
In favor of 支持，赞成
In search of 寻找
In need of 需要
In the hope of 怀着……希望
In praise of 歌颂
In face of 面对……
5. excite vt. 使兴奋，使激动
1)他的演讲使我们非常兴奋。
[单词累积]
exciting adj.令人兴奋的
excited adj.兴奋的
excitedly adv.兴奋地
excitement n. 兴奋，激动
[辨析] excited 与exciting
(1) excited描述的对象常常指人，但有时也可以用来描述与人有关的事物，如：look（表情）,
expression等。
1) 她面带激动的表情望着他。
(2) exciting意为“令人兴奋的”，常用来指物。
1) 这是一部令人激动的影片。
6. hang on （在逆境中）坚持
1) He hung on until the rope broke.
2.尽管我们失败了, 我们还得坚持下去。
[拓展]
hang back畏缩不前, 迟疑
hang round聚集在...附近; 徘徊, 闲荡
hang up挂断电话
7. attempt n.努力；尝试；企图；vt. ( 常与to do连用)尝试；企图
1) An astronaut will attempt to leave the stationary spaceship and then return to it.
2) She made an attempt to cook the dinner.
[拓展]
make an attempt to do 打算；试图
e.g. Shelly had prepared carefully for her biology examination so that she could be sure of passing
it on her first _______.
A. intention
B. attempt
C. purpose
D. desire
8. association n.协会，社团；关联；联想
1) The association meets four times a year.
2) He developed a close association with the university.
[拓展]
in association with 与……联合[结交, 有关联]
associate v. 联合; 由……联想到……, 把……联系起来
be associated with…与……相关联
9. power n. 力量；能量；影响力；权力v.为（装置）提供动力，供能
1) The party had been in power for eight years.
2) The car is powered by a fuel-injected 3.0-litre engine.
[搭配]
Be in power当权
beyond one’s power 超出某人的能力
exercise one’s power行使权利
abuse one’s power滥用职权
[单词积累]
Powerful adj.强大的，强有力的
Powerless adj. 无能为力的；无影响力的；无权力的
10. remove v.移走; 去掉，去除; 脱（衣）;免除，解除
1) He removed the picture and put it in the drawer.
2) They removed him from his position.
[搭配]
remove sb./sth. from sth. 从…移开…
3) Remove the cloth from the table.
11. make way for给……让路，让位于……
1) Films have made way for TV.
2) Please make way for the blind.
[链接]
make one’s way to …前进；行进
give way to 向……妥协，屈服
make room for 给……腾处地方
3) The car broke down, and I had to make my way on foot.
4) Move along and make room for me.
e.g. All the automobiles in the street must _______ a fire engine.
A.make way to
B.make way for
C.make their way for
D.make their way to
12. tie v.系, 拴, 绑; 束缚, 限制; 打成平局n.领带, 领结; 关系，联系;平局，相同的票数
1) Her hands were tied behind her back.
2) I won't tie you too strictly.
3) We tied our opposing team.
4) For work, you should wear a collar and tie.
[搭配]
tie …to…把……系到……上
1) They tied Max to a chair.
tie up系紧，扎好
2) Tie up your shoelaces before you trip over them.
finish/ end/ result in a tie以平局结束
3) The game finished in a tie.
13. Requirement
Meet sb’s requirement
require 用法
及物动词，意思是"需求，要求"。如：
This job requires a clear head .
1) require 后的宾语从句用should 型虚拟语气。
老板要求她对此事保密。
He required the work not be done in a haste .
2) sth + require + doing = sth + require + to be done 某物需要……
These temples require / want / need repairing next month . = These temples require / want / need to be repaired next month.
It”s true that most house plants require ________ regulary.
A.watered
B.being watered
C. watering
D.water
14. 强调句
It is/was+被强调部分+that引导的从句（如果被强调部分是人，也可用who代替that）。被强调的部分通常是句子的主语、宾语或状语，这种句型不能强调谓语或定语。
注意：强调谓语用do的各种形式+动词原形
如：I do love you.
I did love you. He does hate her.
It was about 20 years ago that Joe got married.
练习：
You broke the window.
I met her yesterday.
She didn’t go to work because her mother was ill.
在一般疑问句中，强调句的结构为：Is/Was it+被强调部分+that/who。
Was it you that I saw last night in the cinema?
在特殊疑问句中，强调句的结构为：疑问代词或疑问副词+is/was+it+that/who。
Who was it that broke the window yesterday?
练习：
What do you want me to do ?
记住固定用法：It is/was not until+时间+that…，“正是直到……才……”。
It was not until she took off her dark glasses that I realized she was a famous film star.
Exercises:
1. It is not who is right but what is right _____ is of importance.
A. which
B. it
C. that
D. this
2. It _____ we had stayed together for a couple of weeks _____ I found we had a lot in common. (2007 浙江，10)
A. was until; when
B. was until; that
C. wasn’t until; when
D. wasn’t until; tha t
3. I don’t mind her criticizing me, but _____ is how she does it that I object to. (2007 江西，34)
A. it
B. that
C. this
D. which
4. ---Where did you get to know her?
---It was on the farm _____ you worked. (2007 山东，30)
A. that
B. there
C. which
D. where
5. --- _____ that he managed to get the information?
---Oh, a friend of his helped him. (2005 山东，31)
A. Where was it
B. What was it
C. How was it
D. Why was it
Keys: 1.C; 2.D; 3.A; 4.A; 5.C
14.高考英语疑问词+ever与no matter+疑问词
不论是“疑问代词+ ever ”还是“疑问副词+ ever ”，其意义都是“不管/ 无论+ 该疑问词的本义”。
1. “疑问代词+ ever”可引导两种类型的从句，即让步状语从句和名词性从句(主语从句、宾语从句)。
(1)引导让步状语从句。此时whatever / whoever / whichever 分别等于“ no matter + what / who / which”。例如：
Whatever happened，he wouldn't say a word. = No matter what happened，he wouldn't say a word.
Whoever says so，it is wrong. = No matter who says so，it is wrong.
Whichever dictionary you (may) take，you will have to pay at least 20 dollars. = No matter which dictionary you (may) take，you will have to pay at least 20 dollars.
注意：这类从句中应用一般现在时表将来，从句中也常用情态动词may / might .
(2)引导名词性从句。例如：
Whoever smokes here will be punished. (主语从句)
Beggars will eat whatever they are given. (宾语从句)
Whichever he likes will be given to him. (主语从句)
You may invite whoever / whomever you like. (常用whoever 代替whomever)
此时它们都不能换成“ no matter + 疑问词”的形式，但whoever 等于anyone who，whatever 等于anything that.
Unit2 School life 单元三维目标: 一、知识与技能 1.掌握课本中出现的重点词汇和句型 2.熟练运用形容词比较级和最高级的构成和用法 3.充分运用‘the same as’‘different from’进行比较 4.学会谈论不同的学校及各类学生的学校生活 二、过程与方法 通过对比中外各类学校情况,借助课外媒体、材料,反复使用练习,在潜移默化中学好本单元需要掌握的知识点和语言点. 三、情感态度与价值 了解中西方学校情况,感受中西方文化如在教育、人文等反面的异同,为理解英语、学好英语奠定基础. Period 1 Comic strip and welcome to the unit Teaching aims and demands: 1.Talk about the school life and review the words about school life. 2.Learn different words which mean the same thing between British English and American English. 3.Learn the differences between British English and American English. Teaching difficulties and importance: 1.Grasp the spelling of British words and American words such as lift and elevator, post and mail, film and movie, football and soccer, and so on. 2.Know the differences between British English and American English. 3.Grasp the words: British, lift, post, eraser, fall, elevator, math, movie, soccer 4.Grasp the phrases: be smarter than, be like doing 5.Grasp the sentences: Why don’t sb do sth?=Why not do sth? What’s school like? Teaching preparation: pictures, recorder, computer, and the flags of Britain and England Teaching steps: Ste pⅠLead-in T: Do you like our school? What do you like?
Module 2 My favourite things Unit4 Animals in the zoo （新版牛津英语三年第二册） 一、教材分析 《Animals in the zoo》一课选自新编三年起点Oxford English第二册Module 2 Unit 4的内容。本单元分为三课时，本课为第一课时，主要学习六个表示动物的单词（bear, elephant, lion, monkey, panda, tiger）及句型I like …Do you like …s? 肯定回答Yes，I do./及否定回答No，I don’t.学生能结合本单元的词汇、句子以及已学词汇、句子综合运用进行会话操练。 二、学生分析 三年级的孩子活泼可爱，敢想、敢说、敢做，求新求异的愿望非常强烈。但随着学习任务的加重，学生的学习兴趣在逐渐降低。在这一学段教师要帮助学生确立正确的学习态度，把握有效的学习方法和学习策略，养成良好的学习习惯。在课堂教学中教师不能只通过丰富多彩的课堂教学活动（如：游戏,竞赛,表演等），激发他们学习英语的兴趣，还应当注重帮助学生突破学习困难，获得学习知识的能力。 三、设计思路 孩子都是在音乐的伴随下长大的，喜欢听音乐是孩子的天性。我将本课时的教学内容，学习六个表示动物的单词（bear, elephant, lion, monkey, panda, tiger）及句型I like …Do you like …s? 肯定回答Yes，I do./及否定回答No，I don’t.用歌曲的形式表达出来，使教学内容具有完整性。在新授开始前，我设计动画Apple tree引入，根据小朋友熟知的这首歌，创设新颖的板书设计导入新课，然后说一个Chant进行对五官及形容词的复习，为学习动物的特点埋下伏笔，接着复习学过的动物，富有儿童情趣的情境，这样引导学生用眼睛去看，用耳朵去听，用心灵去体验，收到“课伊始，趣亦生”的良好效果。 教学目标： 1．知识与技能： (1) 能听懂、会说句型“I like …Do you like …s? Yes，I do./ No，I don’t.”, 并能在各种情境中得体运用。 (2)动物名称“bear, elephant, lion, monkey, panda, tiger”的运用。 2.过程与方法：以活动为主线，采用任务型教学途径，让学生在玩中学、学中玩，寓学于乐。 3．情感态度价值观：通过各种游戏活动激发学生的学习兴趣，在学生活动中培养他们的合作、参与意识，形成良好的互帮互助精神。同时渗透思想教育，即动物是我们的朋友，要爱护动物。 教学准备：卡片、课件 教学步骤： Step 1.Greetings Good morning. How are you? Step 2.Warm up a. Sing a song---Apple tree [设计意图：通过唱歌引起学生的热情，并为板书做准备。] b.Say and act T: nose ---nose ---long nose, tail---tail---short tail…
柘汪镇第二中心小学电子备课教案 课题 Unit 2 A telephone call备课人徐梦蕾 教学内容： 5B. Unit 2 E部分 Read and act, F部分Play a game, G部分Listen and repeat 教学目标： 1. 通过复习，能较熟练地掌握本单元所学的词汇。 2. 能较熟练地在情景中运用本单元所学的日常交际用 语和四会句型。 3. 听懂、会说、会读并理解E部分Read and act。 4. 了解元音字母o在单词中的读音。 5. 能熟练诵读本单元出现歌谣。 教学重、难点： 能正确地运用句型What’s wrong with you? I’ve got ... Take some medicine …，并能在具体情景中以口或笔头形式进行交流。 课前准备： 1. 准备E、G部分出现的投影片。 2. 准备医生道具（医生帽、听诊器等）。 3. 准备G部分的单词卡片。 教学过程： A Learn to say a rhyme学习歌谣I’m ill. 先让学生听一遍，后教师逐句领读，学生跟读。 B Free talk 师生交流 C Revision 复习 1. 出示B部分词汇图片，进行游戏：眼明手快。教师将图片贴在黑板上，然后快速读出其中某个词汇,哪一组学生代表最快指
出即为获胜。 2. 出示A部分会话投影片，看图让学生用所学句型描述。 D Look and read 1. 教师扮演医生，佩戴医生道具，模仿E部分内容进行师生问答。让学生熟悉E部分的会话。如： Open you mouth and say “Ah”.等。 2. 出示E部分投影，指导学生看图，放录音，让学生整体理解对话内容。 3. 学生跟读对话。 4. 在小组内朗读，在熟练的基础上进行表演。 E 学教师出示单词卡片，让学生认读 brother, love, monkey, mother。 2. 教师示范朗读单词，让学生跟读，后让学生体会单词中的共同音素。 3. 学生看G部分投影，听录音跟读单词和句子，教师通过表情、手势让学生体会该句的意思。 F Play a game 教师将学生分成四人一组,其中3人各写一个7（可灵活掌握）位数的号码，并在号码旁注上自己的姓名，并交给教师。没有号码的同学记住其中1个同学的号码，打电话（表演）给他，进行本课会话练习。 若学生打错电话，教师适时交授他说 Sorry, wrong number. 布置作业： 听录音跟读本课所学内容，要求学生能够根据本课所学句子和日常交际用语进行自编会话，同桌表演。 板书设计：
牛津英语7A全套教案 ________________________________________ Starter Unit 1 Getting to know you 逐渐认识你 一Greetings问候 ★重点词汇Hello 喂nice 令人愉快的meet 遇见goodbye 再见this 这thank 谢谢 ★语法聚焦1．一般现在时的用法；2．系动词am, is的用法；3．副词too的用法。 课文英汉对照 Look and say Hello, I\'m Ben．你好，我是本。 Hi, I\'m Mark．你好，我是马克。 Nice to meet you．见到你很高兴。 Nice to meet you, too．我也是。 This is Kitty. She is my sister．这是基蒂。她是我的妹妹。 Hi, Mark．你好，马克。 Hi, Kitty．你好，基蒂。 Goodbye, Mark．再见，马克。 Bye, Kitty. Bye Ben．再见基蒂。再见，本。 Read and Act 读一读，演一演。 Alice: Good morning, Kitty. 艾丽斯：早上好，基蒂。 Kitty: Good morning, Alice. 基蒂：早上好，艾丽斯。 This is Mark ．He\'s my friend. 这是马克。他是我的朋友。 Alice: How are you，Mark? 艾丽斯：你好吗，马克？ Mark: Fine, thank you ．And you? 马克：很好，谢谢。你好吗？ Kitty: I\'m fine, too. 基蒂：我也很好。 重点难点解析 1. Hello, rm Ben，你好，我是本。 ▲hello是英语中使用频率最高的日常用语之一，可用来表示问候、打招呼或引起对方注意，可以用于熟人、朋友之间，也可以用于陌生人之间，可以单独使用，也可加称呼语。在两人见面问候时，意为“你好”，在打电话时，意为“喂”。hi在现代英语中以代替hello，显得更加随和。 【注〕熟人之间，在说了声“Hi,”“Hello”之后，还会关心地补上一句：“How are you?”（你身体好吗？）对方马上回答说：“Fine/Not bad/Very well, thank youhhanks! And you?”（很好／不坏／非常好，谢谢。你呢？），以示给对方的回敬。而陌生人之间，在说了声：“Hello”之后，再补上一句“How do you do?”对方跟着重复一句：“How do you do?” 2. Nice to meet you．见到你很高兴。 ▲双方初次见面经介绍后常说的一句话，这是陌生人初次见面的客套话。这句话也可用于双方好久未见，偶然相逢时的场合，表示一种高兴的心情。回答时一般说Nice to meet you, too. too意为“也”，放在句末。 3. This is Kitty．这是基蒂。 ▲在第三者给双方作介绍时，通常用This is＋姓名这一句型。在这种场合通常不说He is...或She is...。如：
Module 1 Getting to know you Unit 1 Good morning The first period 一、Teaching aim 认知内容: 能听懂会说Good morning. Good afternoon. Good evening. Good night.及回答。 能力要求：学会用所学句型进行情境表演。 情感态度：学会在不同时间 里和人打招呼。 二、Teaching procedures Pre-task preparation Warmer a. Say hello to everybody b. P.4 song c. Elicit Alice: She is Alice. While-task procedure 1.Revision morning afternoon Good morning. Good afternoon. a. Listen to a dialogue (It’s 8o’clock in the morning. Alice is going to school. She meets her friend Kitty.) Good morning, Alice. Good morning, Kitty. (It’s 14o’clock in the afternoon. Alice is having an English class.) Good afternoon, Alice. Goodafternoon, Miss… b. try to say the dialogue c. play a game: according to the pictures, Judge the words 2. Introduction evening night Good evening. Good night. a. Listen to a dialogue and try to understand the meaning of the dialogue (It’s 18o’clock in the evening. Alice is having a dinner.) Good evening, Alice. Good evening, dad. (It’s 21o’clock at night. Alice is going to bed.) Ask and answer Who is she？
牛津英语教案文件管理序列号：[K8UY-K9IO69-O6M243-OL889-
Unit2 School life 单元三维目标: 一、知识与技能 1.掌握课本中出现的重点词汇和句型 2.熟练运用形容词比较级和最高级的构成和用法 3.充分运用‘the same as’‘different from’进行比 较 4.学会谈论不同的学校及各类学生的学校生活 二、过程与方法 通过对比中外各类学校情况,借助课外媒体、材料,反复使用练习,在潜移默化中学好本单元需要掌握的知识点和语言点. 三、情感态度与价值 了解中西方学校情况,感受中西方文化如在教育、人文等反面的异同,为理解英语、学好英语奠定基础. Period 1 Comic strip and welcome to the unit Teaching aims and demands: 1.Talk about the school life and review the words about school life.
2.Learn different words which mean the same thing between British English and American English. 3.Learn the differences between British English and American English. Teaching difficulties and importance: 1.Grasp the spelling of British words and American words such as lift and elevator, post and mail, film and movie, football and soccer, and so on. 2.Know the differences between British English and American English. 3.Grasp the words: British, lift, post, eraser, fall, elevator, math, movie, soccer 4.Grasp the phrases: be smarter than, be like doing 5.Grasp the sentences: Why don’t sb do sth=Why not do sth What’s school like Teaching preparation: pictures, recorder, computer, and the flags of Britain and England Teaching steps:
Unit7HotSummer Period1 EducationAims: Don’tleaverubbishonthebeach. TeachingAims: 1.Basicaims. A:Tolearnthewords:beach,shells B:Tolearnthedrills. e.g.Let’sgotothebeach. 2.DevelopingAims: A:Sayanothersentences. e.g.Let’spickuprubbish. B:Freetalk. Materials: Cassetteplayer,pictures,objects
Unit7HotSummer Period2Let’stalk EducationAims: Tobefriendlyeachother. TeachingAims: 1.Learnthedrills. e.g.Summerishot. 2.Learnthedialogue. A:I’msorry. B:It’sOK. Materials:cassetteplayer,pictures,objects.
TeachingProcedure:
Unit7Hotsummer Period3Let’slearn EducationAims: Don’teatmuchice-creaminsummer. TeachingAims: 1.Learnthewords:e.g.cloud 2.Learntheletter:Yy Materials:cassetteplayer,wordandlettercards.
8 A Module 2 Unit 5 Encyclopaedia First period Reading Look it up! Language Targets: 1.To activate the knowledge to help the students understand the text. 2.To help students understand the text quickly by using different reading skills , such as getting main idea and details, find facts etc. Ability Targets: 1.Students learn to maintain an interaction by reading the article. 2.Students learn to write the synopsis by paragraph. 3.Students try to express their ideas in English fluently. Emotion Targets: Students can know about the history of dinosaurs, a way to be happy and Disneyland. Language focus: 1. V ocabulary: 1) article, dinosaur, exist, harmless, gentle, fierce,,skeleton,Diogenes,Greece, amusement,creat,character,deliver 2) a long time before, as small as chicken, leave behind, the way to be happy, even happier, an amusement park Function: 1. It sometimes sat on Walt’s desk while he was working. 2. After leaving school and studying art at night, he sold newspapers and delivered mail. Teaching aids: 1. A recorder, a cassette 2. S tudent’s book 8A page 74-77.
牛津英语教案 7B Module One Food and drinks Unit 1 A surprise birthday party 1/5 https://www.doczj.com/doc/8114686277.html,nguage focus: https://www.doczj.com/doc/8114686277.html,ing ‘going to’ to describe events that will occur quite soon https://www.doczj.com/doc/8114686277.html,ing modals to make a polite request https://www.doczj.com/doc/8114686277.html,ing formulaic expressions to express exclamations https://www.doczj.com/doc/8114686277.html,ing formulaic expressions to exchange greetings https://www.doczj.com/doc/8114686277.html,nguage skills: Listening l Recognize differences in the use of intonation in questions, statements, and respond appropriately l Identify main ideas of a new topic l Listen for specific information Reading l Read written language in meaningful chunks l Recognize recurrent patterns in language structure l Identify details that support a main idea l Scan a text to locate specific information Speaking
9A Unit 3 Main task 泰兴市姚王镇中心初中任祥元 一、教学分析（Teaching analyses） 1.教学内容：9A Unit 3 Main task ，该节课的内容是该单元的第九课时。学生学习和了解一些压力形成的原因以及一些基本的解决办法，并就压力问题写一封信。 2.学生情况：已学过本单元的课文和用法内容，基本上掌握了一些重要的表达句型。 二、教学目标（Teaching aims） 1、回答调查中的问题 2、学会在写信之前先写提纲 3、就压力问题写一封信 三、教学重点、难点 blame cause shout at of one’s age keep sth to oneself 四、教学步骤（Teaching procedures） Step1 Lead in (1) Give the students an English song called Sunshine on my shoulders to enjoy. (2) Show two pictures to the students. One is a sunny day and the other is a windy day. The teacher says: Everybody hopes his life is full of sunshine , but sometimes he has grey sky. These days, in my son’s eyes, the sky is grey. What’s the trouble? (3) Listen to my son’s trouble. (My son’s words: I am a little weak in m aths. I often make a lot of mistakes in maths. Sometimes I fail in maths tests. I am afraid of maths and I hate maths.) (设计意图：由一曲英文歌导入，即创造出和谐的氛围，同时也自然呈现bright sky、grey sky, 为后面任务布置做下铺垫。通过教师儿子的问题创设情景，引导学生通过倾听去探究老师儿子的压力所在，任务设计真实，与学生生活联系紧密，能激发学生的兴趣，激活学生知识储备。) Step 2 Assign a small task (1)T: What is the cause of his stress? (Make sure the students understand the
上海牛津英语三年级教案 一、学情分析 本学期的教学对象是三年级学生,他们活泼好动,富有表现力。他们喜欢形象多变的学习内容,对游戏,动画,唱歌,表演充满了兴趣。但是注意力的持续性比较分散,不能做到45分钟全神贯注的听课,由于一二年级的过渡,学生已经有小组意识与合作意识,在小组展示上,大部分学生能够自由发挥想象,灵活运用英语进行基本交流。因此,在设计课堂教学中,应当尽可能的为孩子创造出有趣的情境,让学生大胆的交流,积极地分享。对不同的情境做出恰当的反应。由于三年级开始书写单词,教学时应让学生学会分辨字母大小写并正确书写字母。 二、教材分析 本单元是三年级上册Module 1的第一个单元（P2-5）,整个module都是围绕学生日常生活相关的情境来展开的“Getting to know you”。内容切合学生的生活实际情境,容易引起学生的共鸣,激发学生的学习主动性和积极性,学生能参与到课堂。本单元重在锻炼学生用简单的语言来相互打招呼,学会运用到实际生活对话中。同时开始英文字母Aa,Bb的学习。本单元课题是Hello。在一二年级时,学生已经学过有关打招呼的句型的基础上,学习Hello, I’m…, Good morn ing, 并掌握发音和使用规则。另外二年级开始接触字母的学习。本单元要求学生学会在不同的情境下灵活自如的使用招呼的礼貌用语,掌握四个新人名,并且学会Aa,Bb,能够正确认读,能够区分大小写并正确书写。本单元作为Module 1的第一个单元,让学生通过视听等多种学习渠道,在固有知识的基础上加深,并加以字母的学习,既丰富了日常用语的灵活使用,又为后面的学习奠定了一定的知识基础。 三、单元设计整体思路和依据 本套教材建议我们的教学注意培养学生学习英语的兴趣,多听多模仿；中段英语,听说领先,在此基础上开始练习写,激发学生的参与积极性,提高学生的学习兴趣。 1. 采用情境创设教学法,充分利用三年级学生的直观思维能力强,爱看动画,爱唱表演等特点组织教学。 2. 运用精美的课件,抓住学生天真活泼,善于模仿的天性,激发他们的学习兴趣,调动他们的学习积极性。 3. 利用现代教学媒体,充分向学生展示适当的语境,准确呈现语言信息,并利用多媒体创设的情境进行合作学习,提高自由运用英语的能力。通过信息技术的运用,更好地实现教师与学生之间高效的教与学的过程,以达到良好的教学目标。 4. 通过歌曲、游戏等活动,充分调动学生积极性,培养学生的学习兴趣,为进一步学习和应用英语打下扎实的基础。 四、教学安排 第一课时：新授课Listen and say, Look and learn, Make and say 第二课时：新授课Say and act, Sing a song 第三课时：拓展课Revision, Learn the letters, Application 五、单元目标 1．语言知识目标： （1）学习关于人名的词汇：Alice, Kitty, Peter, Joe,并知道名字第一个字母大写。
Unit 2 small animals Let’s enjoySong Learning skills: Students can sing and act the song freely. Students know the word: little Learning materials: Tape recorder, cards, a paper rabbit, … Learning course: Pre-task preparation: 1. Free talk. How are you？ How old are you？ I see a …What can you see？ Happy New Year! 2. You did a good job. Now let’s listen and act, ok？ Show me your … Clap one, clap two… While-task procedure: 1. Can you count from one to ten Let the students count from one to ten. 2. Teacher acts a bird, a rabbit. Then draw a big rabbit on the blackboard, point and say a big rabbit. Then draw a little rabbit, ask the students:”is it big No, it’s a little rabbit. Repeat a little rabbit for several times. Today will learn a song about the little ？ 3. let the students sing the song follow the teacher sentence by sentence, then paragraph by paragraph with the actions. 4. Play the tape and get the students listen carefully, then teacher act and sing the song with the students. Post-task activities: 1. Let the students sing the song with actions together. 2. Have a competition within the groups. To see which group is the best one. Consolidation: 1. Sing the song with actions together. 2. invite some students to sing. Homework: Listen and sing the song five times. Unit 3 colours Learning targets: 1. Students can read and say the words: red, blue, yellow, green, pink, purple, brown and orange 2. Students can use: how many … to ask questions. 3. Using imperatives to give simple instructions: . colour the kites. Pick out the read kite. 4. Students can say the rhyme fluently.
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。 三．教学步骤
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
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:
Unit 1 New Year The First Period 一、Teaching Materials： Let’s learn ----uncle, aunt Let’s talk-------How are you? I am fine, thank you./Very well, and you? 二、Teaching Aims： a)Knowledge Objects：Learn the greetings : How are you? I am fine. Thank you; Very well, and you? （Just so so. Not bad.） b)Ability Objects：Make Ss can use the greetings. c)Moral Objects：Make Ss more polite. 三、Teaching Importants ：How are you /uncle/aunt 四、Teaching Difficults ：How to pronounce :Very well ，uncle，aunt 五、Teaching Aids：Cassette 1 B and Cassette player, Wall charts 1 B.
The Second Period 一、Teaching Materials： Let’s learn ----grandmother, grandfather Let’s talk-------Happy New Year! 二、Teaching Aims： a)Knowledge Objects：Learn the greetings : Happy New Year! b)Ability Objects：Make Ss can use the greetings, and learn the sentences ： Have some sweets . Have some tea. c)Moral Objects：Make Ss more polite and imaginative. Teaching Importants ：Happy New Year! / grandmother / grandfather 三、Teaching Difficults ：How to pronounce : grandmother / grandfather
上海版牛津英语B教案 Document number：BGCG-0857-BTDO-0089-2022
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. Teaching procedure:
苏教版牛津英语教案 8A Unit 1 Grammar Ⅰ Teaching objectives 1.To use an adjective before a noun or after a linking verb to describe someone/something 2.To use comparatives and superlatives to compare people/things. Teaching procedures Grammar A Step 1 Lead-in 1.Review some useful adjectives by asking students to describe a girl’s appearance with adjectives. Then read the description together with the class. 2.Tell the students that this lesson we’ll go on to learn describing someone or something with adjectives. Ask them if they know how to describe someone or something with adjectives. Then start to learn Grammar A.. Step 2 Learning for use Show a picture of a lovely girl. Tell the students the girl is lovely and encourage them to think of another way to express the same meaning: She is a lovely girl. Then show some other pictures and help students to put an adjective before a noun or after a linking verb to complete the sentences. Step 3 Rule out 1.Ask the class to read the sample sentences carefully and try to find out where we should put an adjective in a sentence when we use them to describe things. The teacher can divide the sentences into two groups to help them. 2.Work out the rule together with the students. Tell them that we use adjectives to describe someone or something. We can put an adjective before a noun or after a linking verb such as the verb ‘be’. Step 3 Practice 1. Ask the students to do some practice! 1. ‘He is a strong man.’ means ‘The man is strong.’ 2. ‘Tom’s hair is long.’ means ‘Tom has long hair.’ 3. ‘He has small eyes.’ means ‘His eyes are small.’ 4. ‘This book is interesting.’ means ‘This is an interesting book.’ 2. Ask the students to open their books at page 12 and help Daniel rearrange the words to form complete sentences. Then check answers with the whole class. T&Ss: Millie has short hair. / Sandy wears round glasses. / Amy is funny and cheerful. / Millie does not like long hair. / Sandy is tall and has long hair. Step 5 Rule out 1. Go through the rules about adjectives again. Then invite students to think of more linking verbs.