牛津英语StarterU3全英文教案（通用3篇）

牛津英语StarterU3全英文教案篇1

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,affirmativeandnegativereply,andthenegativeform.

[teachingtools]    projectorandstudents’book，workbook

[teachingprocedure]

step1pre-teaching

1.teachthenewwords

askthestudentstoreadoutthenewwordsbeforetaught.onestudentreadsfivewords,sothattheteachercanfindoutandthencorrecttheirmistakesinphonetics.

2.askallstudentstoreadallofthenewwordsinchorus,sothattheyarefamiliarwiththembeforecomingintothetext.

3.theteacherneedn’tleadthembyherself,becausestudentshavealreadylearnedthewordsintheprimaryschool,andtheyareallveryeasyandusualwords.

4.asforthespellingofthenewwords,therearesomeinwhichstudentsalwayshavedifficulty,suchas,blackboard,again,fifteen,thirteen,behind,numberandtwenty.

step2 presentation

haveacasualchatwithstudents,askingabouttheclassroom:

whereareyoustudying? 

isourschoolabigoneorasmallone?   

whatcanyouseeinourschool?  

whatelsecanyoufindinourschool? 

sothattheteachercanleadtothesubjectofthisunit.

step2 welcometotheunit

1.askthestudentstoreadthedialoguesofthispartfirst,andseeiftheycanreaditcorrectly.

2.teachss“therebe,andtheinterrogativeform,affirmativeandnegativereply,”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.

step3  listening

1.pre-listening.

teachtherulethreeofpluralsofcountablenouns:“以辅音字母加y结尾，去y变ies，如：library－libraries”.

2.dotheexercisesofpartb.

step4 exercisesandsummary,doworkbook.

step5  homework

makesentenceswith‘isthere…..’and‘arethere…….’

thesecondlesson

[teachingcontent]

unit5speakingandreading

[teachingaimsanddemands]

knowledgeaims:  1.learnthenewwords

2.thestructureof“therebe”,whentouse“is”,whentouse“are”

3.thedifferencebetween“any”and“some”

abilityaims:      

thestudentscanusethestructureof“therebe”freelyandcorrectly.

[teachingdifficultiesandimportance]  

1.thestructureof“therebe”,includingtheinterrogativeform,affirmativeandnegativereply,andthenegativeform.

2.thedifferencebetween“any”and“some”

[teachingtools]    projectorandstudents’book，workbook

[teachingprocedure]

step1. speaking

1.eveniftherearealreadysomewordsinthepicture,asksstomarkasmanyenglishnamesaspossibleonthebigpicture,usingthosewordswhichtheyhavejustlearned,includingbasketballcourt,pingpong table,meetinghall,schoolgate,etc.

2.readthemodeldialoguetwice,andssmaketheirowndialoguesaccordingtowhatisintheirownschool,imitatingthemodel.

step2  reading

1.askstudentstoreadthearticleinthispartbythemselvestwice,andgetreadytoanswersomequestionsaboutthearticle.

1.howmanyclassroomsarethereinyourschool?

2.howmanyhallsarethereinyourschool?

3.isthereanartroom/areadingroom/agardeninyourschool?

4.aretherefivehundredstudentsinyourschool/(hundred不加s)

2.guidestudentstodotheexerciseunderthearticle.

3.directstudentstousetheirownname,andthesomeinformationofthemselvesandoftheirclasstoreplacethearticle,makinganewarticleoftheirown.

4.afterwards,teachstudentssomethingaboutthestructureof“therebe”,whentouse“is”,whentouse“are”,whichisaboutthegrammar“theagreementbetweenthesubjectandpredicateinpersonandnumber.”

5.teachssthedifferencebetween“any”and“some”,forexample

therearesomebuildingsinthepicture.

(“some”isonlyusedinaffirmativeform.)

arethereany……?yes,therearesome./no,therearen’tany.

(“any”isusedininterrogativeformandnegativeform.)

step5  exercisesandsummary,doworkbook.

step6  homework

1.makesentenceswiththefollowingstructures:

thereisa/an………

therearesome……

istherea/an……….

arethereany……..

1.workbookpart2(reading)

2.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,affirmativeandnegativereply,andthenegativeform.

2.therule4,5,and6ofpluralsofcountablenouns.

[teachingtools]    projectorandstudents’book，workbook

[teachingprocedure]

step1  grammar

1.askstudentstoreadthephraseswhichinclude数词ofthispart,andguidethemrearrangethosephrasesintheorderofnumbers

2.doingtheexerciseandfillinginthethreeballoons,theteacherteachesstudentstherule4,5,and6ofpluralsofcountablenouns—

“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.writesomewordsontheblackboardandasksomestudentstodotherelativeexercise,inordertoseeiftheymasterthethreerules.

4.dotheexerciseofpartb.tellonlyalittleaboutthestructureof“therebeaandb”,basedon“therebe”structure.

step4  task

instructstudentstofinishwritingworkofthispart,anarticleof“myschool”,accordingtotheinformationoftheirownschool.

step5  exercisesandsummary,doworkbook.

step6  homework

writeanarticleof“myschool”tointroducetheirownschoolwithinformationofthemselvesandoftheirschool.

牛津英语StarterU3全英文教案篇2

牛津英语七年级预备课程unit3教案

thefirstlesson

[teachingcontent]

unit3welcomeandlistening

[teachingaimsanddemands]

knowledgeaims:  

1.learnthenewwords,especially,somepersonalpronounsandsomeusefuladj,likebigandstrong,smallandthin,tallandthin,tallandslim,shortandpretty.

2.ssgettoknowthegrammar:inasimplepresenttensesentence,whichincludes“be”,whencanssuse“am,is,are”?

abilityaims:      

1.communicativeability,teachstudentshowtogreetsuitablyandhowtoaskone’sages.

[teachingdifficultiesandimportance]  

1.thespellingofsomewords,suchas,classmate,twelve,polite,helpful,england,english,america,americanandknow.

2.learnpersonalpronouns“we,they,me”

3.thisisthemostdifficult:inasimplepresenttensesentence,whichincludes“be”,whencanssuse“am,is,are”?

[teachingtools]    projectorandstudents’book

[teachingprocedure]

pre-teaching

1.teachthenewwords

askthestudentstoreadallofthenewwordsbeforeteaching.onestudentreadsfivewords,sothattheteachercancorrecttheirmistakesinphonetics.

2.askstudentstoreadallofthenewwords,sothattheyarefamiliarwiththembeforecomingintothetext.

3.theteacherneedn’tleadthembyhimself/herself,becausestudentshavealreadylearnedthewordsintheprimaryschool,andtheyareallveryeasyandusualwords.

4.asforthespellingofthenewwords,therearesomeinwhichstudentsalwayshavedifficulty,suchas,classmate,twelve,polite,helpful,england,english,america,americanandknow.

step1presentation

haveacasualchatwithstudents,askingthesequestions:

doyouhavefriends? 

whoarethey?

whoisyourbestfriend? 

what’shis/hername?

sothattheteachercanleadtothesubjectofthisunit.

step2welcometotheunit

1.askthestudentstoreadthedialoguesofthispartfirst,andseeiftheycanreaditcorrectly.

2.askthemtoreadthedialoguesagaintograspthemeaningofit,andanswerthesequestions:

what’sthenameofthegirlinapinkdress?  

whoisthegirlinayellowdress?  

whoisandy?  

howoldismillie?  

howoldisjill?   

arejillandmillieclassmates?   

howisandy?

3.guidestudentstoreplaceallofthenamesinthedialogueswiththenamesoftheirclassmatesandusesomesimilarwordsandsimilarsentencestomakeanotherdialogueoftheirown.

forexample,  i’mtwelve=i’m12yearsold,i’m12years.   

i’mtwelvetoo=i’malso12.  

heispoliteandhelpful=heishelpfulandheispolite

4.letssdopairworkandgivestudentschancestoshowtheirdialogues.

step3  listening

1.pre-listening.

1）askstudentstoreadthepairsofwordsinparta,andtheninstructthemtofindtheoppositewordofeachword.

2）afterwards,askstudentstomakesentenceswitheachwordandeachpair,usingthestructure:  “sb.is…”      “sb.is…and…”

3) atlast,theteacherasksquestionslike:

whoisbigandstronginourclass?  

whoissmallandthininourclass?   

whoistallandsliminourclass? 

whoisshortandprettyinourclass?

sothattheycanunderstandthewordswellandatthesametimelearntouseenglish.

2.dotheexercisesofpartb.

3.post-listening.takethechancetoteachstudentsgrammarofasimplepresenttensesentence,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。

（说明：在教一般现在时态的be动词形式时，我要求学生把you和i单列出来特别记忆，而其它形式的主语只要数清个数就行了。我刻意回避“第三人称单数”这个名称，因为我认为，对于基础不好的普通学校学生而言，“第三人称单数”这个概念太复杂了，为了理解这个概念，学生必须弄懂三层含义：“人称”、“第三人称”、“单数”，而口诀简单易学。）

step4 summary,furtherlearninganddoworkbook.

tellssthedifferencebetweenslimandthin,thedifferencebetweentallandhigh,andthedifferencebetweenshortandlow.

step5  homework

thesecondlesson

[teachingcontent]

unit3 speakingandreading

[teachingaimsanddemands]

knowledgeaims:  1.learnthenewwords.

2.knowthetransformationsofasimplepresenttensesentence,whichincludes“be”:theinterrogativeform,affirmativeandnegativereply.

abilityaims:      

1.communicativeability,teachstudentstogreetsuitablyandtodescribeone’sfriends’appearanceorpersonality..

2.sswriteanarticleofintroducingone’sfriends.

[teachingdifficultiesandimportance]  

1.inasimplepresenttensesentence,whichincludes“be”,whencanssuse“am,is,are”?

2.knowthedifferencebetween“england”and“english”,thedifferencebetween“america”and“american”.

3.hereisthegreatestdifficulty:thetransformationsofasimplepresenttensesentence,whichincludes“be”:theinterrogativeform,affirmativeandnegativereply.

[teachingtools]    projectorandstudents’book

[teachingprocedure]

step1.revisionandpre-speaking

1.reviewgrammar.

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。

2.teachthetransformationsofasimplepresenttensesentence,whichincludes“be”:theinterrogativeform,affirmativeandnegativereply.

含有be的句子的一般疑问句，肯定回答，  否定回答，

areyouhappy?             yes,iam.     no,i’mnot.

amihappy?               yes,youare.   no,youaren’t.

ishehappy?                yes,heis.     no,heisn’t.

isshehappy?               yes,sheis.    no,sheisn’t.

arewehappy?              yes,youare.   no,youaren’t.

areyouhappy?             yes,weare.    no,wearen’t.

aretheyhappy?             yes,theyare.   no,theyaren’t.

3.askstudentstoreadthemandcopythemagainandagain.

step2speaking

1.      askthestudentsreadthedialoguemodelsinthispart,andcorrecttheirmistakesinphonetics.

2.      directthemtoplaytheroleinordertobefamiliarwiththestructureofthedialogue.

3.      guidestudentstoreplacethebluewordsandphrasestomaketheirowndialoguesaccordingthepicturesinthispart,followingthedialoguemodels.

4.      pairworkandgivestudentschancestoshowtheirdialogues.

step3reading

2.askstudentstoreadthedialogueinthispartbythemselvestwice,andgetreadytoanswerthesequestions:

what’sthenameofthegirl?    

whoisthewoman?  

howmanynewfriendsdoesjillhave?  

whoarethey?   

issammiagirloraboy?

howoldisshe?  

issheshortandslim? 

whereisshefrom? 

issheanenglishgirloranamericangirl?  

ispatagirloraboy?howoldishe?  

isheshortandslim? 

whereishefrom? 

isheanenglishboyoranamericanboy?

3.guidestudentstodotheexerciseunderthedialogue.

4.directstudentstousesomesimilarwords,similarsentencesandothernamestoreplacethedialogue,makinganotherdialogueoftheirown.

forexample,thankyou=thanks,           she’sshortandslim=she’sshortandshe’sslim, 

sheisfromengland=shecomesfromengland,      sheisenglish=sheisanenglishgirl, 

he’stwelvetoo=heisalsotwelve,           he’sfromamerica=hecomesfromamerica, 

heisamerican=heisanamericanboy.

5.askstudentstorewritethedialoguedownintheexercisebook,sothattheycanfinishanarticleoftheirown.

step4  grammar

1.reviewgrammar.

谓语动词什么时候用am,is,are,要看主语，主语控制谓语，口诀：

单数is，复数are，i配am，you配are。

reviewthetransformationsofasimplepresenttensesentence,whichincludes“be”:theinterrogativeform,affirmativeandnegativereply.

含有be的句子的一般疑问句，肯定回答，否定回答，areyouhappy?    yes,iam.   no,i’mnot.

amihappy?    yes,youare.   no,youaren’t.

ishehappy?     yes,heis.     no,heisn’t.

isshehappy?    yes,sheis.    no,sheisn’t.

arewehappy?   yes,youare.   no,youaren’t.

areyouhappy?   yes,weare.   no,wearen’t.

aretheyhappy?   yes,theyare. no,theyaren’t.

bytheway,tellssthat“yes,iam.yes,heis.当iam,heis在句末时，不能合并。”

2.dotheexerciseofparta.afterthat,spendsometimeteachingthephrase“letsb.dosth.”

3.teachsspersonalpronouns,andguidethemtofillintheformwithpersonalpronounsofpartb,includingbothsubjectformsandobjectsubjectforms.

3.askstudentstoreadtheexerciseagainandagain.

step5  task

1.explainwhattheformofthispartisabout,andfirstly,askstudentssomequestionsorallyaccordingtotheform.

2.guidestudentstofinishtheblank-fillingexercise.

3.afterthat,leadstudentstoreadthearticleagainandagain.

step6summary,andfurtherknowledgeandability

1.weareallchinese.=weareallchinesestudents

2.englandhasothernames,suchasbritain,uk

3.englishmeans“英国的，英国人的，英语”,butitdoesn’tmean“英国人”.sosscansay“sheisenglish.”or“sheisanenglishgirl.”,butcan’tsay“sheisanenglish”

4.teachssthecorrectwordorderofthephrase“fournewclassmates”.

5.并列成分的最后一个之前加and，如:sheissmall,thinandpolite.

step7  homework

1.copythetransformationsofasimplepresenttensesentence,whichincludes“be”:theinterrogativeform,affirmativeandnegativereply.

2.askstudentstorewritethedialogueofreadingpart,soastofinishanarticleoftheirown.

牛津英语StarterU3全英文教案篇3

牛津英语七年级预备课程unit4教案

thefirstlesson

[teachingcontent]

unit4 welcometotheunitandlistening.

[teachingaimsanddemands]

knowledgeaims:  1.learnthenewwords.

2.teachtheaffirmativeandnegativeformofimperatives.

abilityaims:      

thestudentscanuseimperativesfreelyandcorrectly.

[teachingdifficultiesandimportance]  

1.thespellingofsomewords,suchas,blackboard,again,fifteen,thirteen,behind,numberandtwenty.

2.thespellingoftheteacher’sdesk.theruleofthenumberswith‘-teen’and‘-ty’

3.theaffirmativeandnegativeformofimperativesandpluralformofnoun.

[teachingtools]    projectorandstudents’book,workbook

[teachingprocedure]

pre-teaching

1.teachthenewwords

askthestudentstoreadoutthenewwordsbeforetaught.onestudentreadsfivewords,sothattheteachercancorrecttheirmistakesinphonetics.

2.asforthespellingofthenewwords,therearesomeinwhichstudentsalwayshavedifficulty,suchas,blackboard,again,fifteen,thirteen,behind,numberandtwenty.

3.doawordgame.asksstosortallofthenewwordsintothreetypes:numbers,actions,andtheequipmentinaclassroom.

step1 presentation

haveacasualchatwithstudents,askingabouttheclassroom:

whereareyounow? 

isourclassroomabigoneorasmallone?   

whatcanyouseeinourclassroom?  

whatelsecanyoufindinourclassroom? 

howmanywindowsarethereinourclassroom?  

howmanyblackboardsarethereinourclassroom?

sothattheteachercanleadtothesubjectofthisunit.

step2welcometotheunit

1.askthestudentstoreadthedialoguesofthispartfirst,andseeiftheycanreaditcorrectly.

2.letstudentsobservethelocationof“please”,andaskthemwhatthosesentencesmeaniftaken“please”away.andaskthemhowtomakenegativeformofimperatives.

3.teachstudentswhatanimperativeis.

祈使句就是表示命令或请求的句子。

祈使句的否定句，在句首加don’t.

祈使句的please可放句首或句末。

4.askstudentstomakesomeimperatives,whicheithermeanordersorrequests.

5.pairwork.onestudentsspeaksimperatives,theotheractsasherequires.

step3  listening

1.pre-listening.

1）askstudentstoreadthewordsof parta,andtheninstructthemtomakesomeimperativesandnegativeformofimperativeswiththosewords,sothatstudentscanreviewthegrammarofimperatives.

2）afterwards,askstudentstospeakouttheirsentencesoneafteranother.onestudentsayimperatives,thenextsaysitsnegativeform.inthisway,theteachercanchecktheirsentencesandknowiftheyallgraspthegrammarofimperatives.

2.dotheexercisesofpartb.

step4 exercisesandsummary,doworkbook.

step5  homework

thesecondlesson

[teachingcontent]

unit4speakingandreading

[teachingaimsanddemands]

knowledgeaims:  

1.tolearnthenumbersfromonetoten

2.tolearntheusageofpluralform.

3.toreviewthenegativeformofimperatives.

abilityaims:      

thestudentscanknowtheusageofpluralformwellandusethemfreelyandcorrectly.

[teachingdifficultiesandimportance]  

pluralformofnounandthenegativeformofimperatives.

[teachingprocedure]

step1.speaking

1.      let'scounthowmanydoors,windows,blackboardsinourclassroom.sscountandanswer.

2.askstudentstoreadallthephraseswhichincludenumeralsinchorus,sothattheywillpayattentionstoplurals.

3.takingthechance,theteacherteachesthemthefirstruleofpluralsofcountablenouns“一般词，后面加s”.

4.guidestudentstomakeasmanyphrasesaspossiblewithnumerals,sothattheywillknowhowtousepluralsofcountablenouns.

5.saytherhymeinpartb.

6.emphasizethesentence“don’tbelateagain”.

oh,thegirlislateforschool.so,theteachersays:‘don’tbelateforschool.’getthestudentstoguessoutthemeaning.

7.review‘don’t=donot’andthenegativeformofimperative.

belate. → don’tbelate.

bequick.→ don’tbelazy.

step2  reading

1.askstudentstoreadthearticleinthispartbythemselvestwice,andgettoknowaboutthearticle.

t:whereareyou?

ss:weareintheclassroom.

t:yes.thisisourclassroom.(writeontheblackboard)whatclassareyouin?

ss:weareinclass1.

t:what’sinourclassroom?

2.directstudentstofindoutthosephraseswhichincludenumbers,andputthemintheorderofnumbers.forexample,

readthetextagainandmatchthenumbersandthepeopleorobjects,accordingtothetext.

11            nineteen            boys

13            fifteen             girls

14            eleven             bags

15            sixteen             pencils

16            fourteen            rubbers

17            eighteen            books

18            thirteen             desks

19            seventeen           numbers

3.asksstodeclaretheiranswertotheexercise:

elevennumbers,thirteenbags, fourteengirls,fifteendesks,sixteenboys,seventeenpencils,eighteenrubbers,nineteenbooks

3.guidestudentstodotheexerciseunderthearticle.

4.directstudentstousetheirownname,andusesomeinformationofthemselvesandoftheirclasstoreplacethearticle,makinganewarticleoftheirown.

5.afterwards,teachstudentssomethingaboutthestructureof “therebe”,whentouse“is”,whentouse“are”。

thethirdlesson

[teachingcontent]

unit4grammarandtask

[teachingaimsanddemands]

knowledgeaims:  1.reviewthenewwords.

2.teachthefirsttworulesofpluralsofcountablenouns.

3.inthestructureof “therebe”,whentouse“is”,whentouse“are”

abilityaims:      

1.studentscanusepluralsofcountablenounstodescribeone’sclassroomcorrectly.

2.sswriteanarticleofintroducingtheirclassroom.

[teachingdifficultiesandimportance]  

1.thestructureof “therebe”,whentouse“is”,whentouse“are”。

2.thestructureof“therebeaandb”,andthegrammarofagreementbetweenthesubjectandpredicateinpersonandnumber.

[teachingtools]    projectorandstudents’book,workbook

[teachingprocedure]

step1  grammar

1.askstudentstoreadthephraseswhichincludenumeralsofthispart,andguidethemtorearrangethosephrasesintheorderofnumbers.

2.theteacherteachesstudentstheruletwoofpluralsofcountablenouns“以s,x,sh,ch结尾的词，后面加es。如：class-classes,box-boxes,brush-brushes,watch-watches”.

3.writesomewordsontheblackboardandasksomestudentstodotherelativeexercise,inordertoseeiftheymastertheruletwo.

4.dotheexerciseofthispartbyfillingtheblankofanarticlewiththosephrases.afterthat,explainthesentence–thereisateacherand20studentsinit.tellonlyalittleaboutthestructureof“therebeaandb”,basedon“therebe”structure.

5.finishpartbofgrammar,writingnumbersfromonetothirtycorrectly.

6.letsssumuptheruleofthenumberswith‘-teen’and‘-ty’.andthengetthestudentstoreadthewordssyllablebysyllabletohelpthemrememberiteasily.

7.sstrytocountfrom1toonehundred,andcounthowmanystudentsthereareintheclass.

step2  task

1.instructstudentstofinishthedrawingandreportingwork,accordingtotheinformationoftheirown.watchourclassroom,andfillinthecorrectnumbers.

thereare_________inmyclassroom..

thereare_________inmyclassroom..

thereare_________inmyclassroom..

thereare_________inmyclassroom..

thereare_________inmyclassroom..

thereare_________inmyclassroom..

thereis__________teacher’sdeskinit,too.

thereare_________newbooksonit.

thereare_________numbersontheblackboard..

thereare_________chairsinit.

thereare_________rubbersand__________pencilsonthedesks.

step5 summary

step6  homework

askstudentstouseinformationofthemselvesandoftheirclasstoreplacethereadingpart, writinganarticletointroducetheirclassroom.write‘myclassroom’