牛津英語StarterU3全英文教案（通用3篇）
牛津英語StarterU3全英文教案 篇1
牛津英語七年級預備課程unit 5教案
the first lesson
[teaching content]
unit 5 welcome and listening
[teaching aims and demands]
knowledge aims: 1. learn the new words.
2. the structure of “there be”, when to use “is”, when to use “are”.
3. the rule three of plurals of countable nouns.
ability aims:
the students can use the structure of “there be” freely and correctly.
[teaching difficulties and importance]
the transformation of the structure of “there be”, including the interrogative form, affirmative and negative reply, and the negative form.
[teaching tools] projector and students’ book，workbook
[teaching procedure]
step 1 pre-teaching
1.teach the new words
ask the students to read out the new words before taught. one student reads five words, so that the teacher can find out and then correct their mistakes in phonetics.
2. ask all students to read all of the new words in chorus, so that they are familiar with them before coming into the text.
3. the teacher needn’t lead them by herself, because students have already learned the words in the primary school, and they are all very easy and usual words.
4. 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.
step 2 presentation
have a casual chat with students, asking about the classroom:
where are you studying?
is our school a big one or a small one?
what can you see in our school?
what else can you find in our school?
so that the teacher can lead to the subject of this unit.
step 2 welcome to the unit
1. ask the students to read the dialogues of this part first, and see if they can read it correctly.
2. teach ss “there be, and the interrogative form, affirmative and negative reply,” by doing the following exercise:
1). is this a book? yes, it is./ no, it isn’t.
2). is there a book on the desk? yes, there is. /no , there isn’t.
3). are they your books? yes, they are./ no, they aren’t.
4). are there four books on the desk? yes, there are./ no, there aren’t.
5). what’s on the desk? there is a book./ there are four books.
6). how many books are there on the desk? there is only one./ there are four books.
step 3 listening
1. pre-listening.
teach the rule three of plurals of countable nouns: “以輔音字母加y結尾，去y變ies，如：library－libraries”.
2. do the exercises of part b.
step 4 exercises and summary, do workbook.
step 5 homework
make sentences with ‘is there…..’ and ‘are there…….’
the second lesson
[teaching content]
unit 5 speaking and reading
[teaching aims and demands]
knowledge aims: 1. learn the new words
2. the structure of “there be”, when to use “is”, when to use “are”
3. the difference between “any” and “some”
ability aims:
the students can use the structure of “there be” freely and correctly.
[teaching difficulties and importance]
1. the structure of “there be”, including the interrogative form, affirmative and negative reply, and the negative form.
2. the difference between “any” and “some”
[teaching tools] projector and students’ book，workbook
[teaching procedure]
step 1. speaking
1.even if there are already some words in the picture, ask ss to mark as many english names as possible on the big picture, using those words which they have just learned, including basketball court, pingpong table, meeting hall, school gate, etc.
2. read the model dialogue twice, and ss make their own dialogues according to what is in their own school, imitating the model.
step 2 reading
1. ask students to read the article in this part by themselves twice, and get ready to answer some questions about the article.
1.how many classrooms are there in your school?
2.how many halls are there in your school?
3.is there an art room/a reading room/a garden in your school?
4.are there five hundred students in your school/(hundred 不加s)
2. guide students to do the exercise under the article.
3. direct students to use their own name, and the some information of themselves and of their class to replace the article, making a new article of their own.
4. afterwards, teach students something about the structure of “there be”, when to use “is”, when to use “are”, which is about the grammar “the agreement between the subject and predicate in person and number.”
5. teach ss the difference between “any” and “some”, for example
there are some buildings in the picture.
(“some” is only used in affirmative form.)
are there any……? yes, there are some./ no, there aren’t any.
(“any” is used in interrogative form and negative form.)
step 5 exercises and summary, do workbook.
step 6 homework
1. make sentences with the following structures:
there is a /an………
there are some……
is there a/an……….
are there any……..
1.workbook part 2 (reading)
2. review the three rules of plurals of countable nouns.
the third lesson
[teaching content]
unit 5 grammar and task
[teaching aims and demands]
knowledge aims: 1. learn the new 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 use the structure of “there be” freely and correctly.
2. ss can master the six rules of plurals of countable nouns.
[teaching difficulties and importance]
1. the structure of “there be”, including the interrogative form, affirmative and negative reply, and the negative form.
2. the rule4, 5, and 6 of plurals of countable nouns.
[teaching tools] projector and students’ book，workbook
[teaching procedure]
step 1 grammar
1. ask students to read the phrases which include 數詞 of this part, and guide them rearrange those phrases in the order of numbers
2. doing the exercise and filling in the three balloons, the teacher teaches students the rule4, 5, and 6 of plurals of countable nouns—
“rule 4: 以f，fe結尾的詞，去f或fe變成ives.
rule 5: 以o結尾的詞，只有potato，tomato，mango等加es.
rule 6: 不規則的名詞復數形式：man- men， woman- women，child- children， mouse- mice，sheep- sheep，fish- fish，people- people，有oo的詞，變成ee，如：foot-feet， tooth- teeth， goose- geese”
3. write some words on the blackboard and ask some students to do the relative exercise, in order to see if they master the three rules.
4. do the exercise of part b. tell only a little about the structure of “there be a and b”, based on “there be” structure.
step 4 task
instruct students to finish writing work of this part, an article of “my school”, according to the information of their own school.
step 5 exercises and summary, do workbook.
step 6 homework
write an article of “my school” to introduce their own school with information of themselves and of their school.
牛津英語StarterU3全英文教案 篇2
牛津英語七年級預備課程unit 3教案
the first lesson
[teaching content]
unit 3 welcome and listening
[teaching aims and demands]
knowledge aims:
1. learn the new words, especially, some personal pronouns and some useful adj, like big and strong, small and thin, tall and thin, tall and slim, short and pretty.
2. ss get to know the grammar: in a simple present tense sentence, which includes “be”, when can ss use “am, is, are”?
ability aims:
1. communicative ability, teach students how to greet suitably and how to ask one’s ages.
[teaching difficulties and importance]
1. the spelling of some words, such as, classmate, twelve, polite, helpful, england, english, america, american and know.
2. learn personal pronouns “we, they, me”
3. this is the most difficult: in a simple present tense sentence, which includes “be”, when can ss use “am, is, are”?
[teaching tools] projector and students’ book
[teaching procedure]
pre-teaching
1.teach the new words
ask the students to read all of the new words before teaching. one student reads five words, so that the teacher can correct their mistakes in phonetics.
2. ask students to read all of the new words, so that they are familiar with them before coming into the text.
3. the teacher needn’t lead them by himself/ herself, because students have already learned the words in the primary school, and they are all very easy and usual words.
4. as for the spelling of the new words, there are some in which students always have difficulty, such as, classmate, twelve, polite, helpful, england, english, america, american and know.
step 1 presentation
have a casual chat with students, asking these questions:
do you have friends?
who are they?
who is your best friend?
what’s his/ her name?
so that the teacher can lead to the subject of this unit.
step 2 welcome to the unit
1. ask the students to read the dialogues of this part first, and see if they can read it correctly.
2. ask them to read the dialogues again to grasp the meaning of it, and answer these questions:
what’s the name of the girl in a pink dress?
who is the girl in a yellow dress?
who is andy?
how old is millie?
how old is jill?
are jill and millie classmates?
how is andy?
3. guide students to replace all of the names in the dialogues with the names of their classmates and use some similar words and similar sentences to make another dialogue of their own.
for example, i’m twelve= i’m 12 years old, i’m 12 years.
i’m twelve too= i’m also 12.
he is polite and helpful= he is helpful and he is polite
4. let ss do pair work and give students chances to show their dialogues.
step 3 listening
1. pre-listening.
1） ask students to read the pairs of words in part a, and then instruct them to find the opposite word of each word.
2） afterwards, ask students to make sentences with each word and each pair, using the structure: “sb. is …” “sb. is … and …”
3) at last, the teacher asks questions like:
who is big and strong in our class?
who is small and thin in our class?
who is tall and slim in our class?
who is short and pretty in our class?
so that they can understand the words well and at the same time learn to use english.
2. do the exercises of part b.
3. post- listening. take the chance to teach students grammar of a simple present tense sentence, which includes “be”.
主語控制謂語，謂語動詞什么時候用am, is, are, 要看主語，口訣：
單數is，復數are，i 配am，you 配are。
（說明：在教一般現在時態的be動詞形式時，我要求學生把you和i單列出來特別記憶，而其它形式的主語只要數清個數就行了。我刻意回避“第三人稱單數”這個名稱，因為我認為，對于基礎不好的普通學校學生而言，“第三人稱單數”這個概念太復雜了，為了理解這個概念，學生必須弄懂三層含義：“人稱”、“第三人稱”、“單數”，而口訣簡單易學。）
step 4 summary, further learning and do workbook.
tell ss the difference between slim and thin, the difference between tall and high, and the difference between short and low.
step 5 homework
the second lesson
[teaching content]
unit 3 speaking and reading
[teaching aims and demands]
knowledge aims: 1. learn the new words.
2. know the transformations of a simple present tense sentence, which includes “be”: the interrogative form, affirmative and negative reply.
ability aims:
1. communicative ability, teach students to greet suitably and to describe one’s friends’ appearance or personality..
2. ss write an article of introducing one’s friends.
[teaching difficulties and importance]
1. in a simple present tense sentence, which includes “be”, when can ss use “am, is, are”?
2. know the difference between “england” and “english”, the difference between “america” and “american”.
3. here is the greatest difficulty: the transformations of a simple present tense sentence, which includes “be”: the interrogative form, affirmative and negative reply.
[teaching tools] projector and students’ book
[teaching procedure]
step 1. revision and pre- speaking
1. review grammar.
主語控制謂語，謂語動詞什么時候用am, is, are, 要看主語，口訣：
單數is，復數are，i 配am，you 配are。
2. teach the transformations of a simple present tense sentence, which includes “be”: the interrogative form, affirmative and negative reply.
含有be的句子的一般疑問句，肯定回答， 否定回答，
are you happy? yes, i am. no, i’m not.
am i happy? yes, you are. no, you aren’t.
is he happy? yes, he is. no, he isn’t.
is she happy? yes, she is. no, she isn’t.
are we happy? yes, you are. no, you aren’t.
are you happy? yes, we are. no, we aren’t.
are they happy? yes, they are. no, they aren’t.
3. ask students to read them and copy them again and again.
step 2 speaking
1. ask the students read the dialogue models in this part, and correct their mistakes in phonetics.
2. direct them to play the role in order to be familiar with the structure of the dialogue.
3. guide students to replace the blue words and phrases to make their own dialogues according the pictures in this part, following the dialogue models.
4. pair work and give students chances to show their dialogues.
step 3 reading
2. ask students to read the dialogue in this part by themselves twice, and get ready to answer these questions:
what’s the name of the girl?
who is the woman?
how many new friends does jill have?
who are they?
is sammi a girl or a boy?
how old is she?
is she short and slim?
where is she from?
is she an english girl or an american girl?
is pat a girl or a boy? how old is he?
is he short and slim?
where is he from?
is he an english boy or an american boy?
3. guide students to do the exercise under the dialogue.
4. direct students to use some similar words, similar sentences and other names to replace the dialogue, making another dialogue of their own.
for example, thank you= thanks, she’s short and slim = she’s short and she’s slim,
she is from england = she comes from england, she is english= she is an english girl,
he’s twelve too= he is also twelve, he’s from america= he comes from america,
he is american= he is an american boy.
5. ask students to rewrite the dialogue down in the exercise book, so that they can finish an article of their own.
step 4 grammar
1. review grammar.
謂語動詞什么時候用am, is, are, 要看主語，主語控制謂語，口訣：
單數is，復數are，i 配am，you 配are。
review the transformations of a simple present tense sentence, which includes “be”: the interrogative form, affirmative and negative reply.
含有be的句子的一般疑問句，肯定回答，否定回答，are you happy? yes, i am. no, i’m not.
am i happy? yes, you are. no, you aren’t.
is he happy? yes, he is. no, he isn’t.
is she happy? yes, she is. no, she isn’t.
are we happy? yes, you are. no, you aren’t.
are you happy? yes, we are. no, we aren’t.
are they happy? yes, they are. no, they aren’t.
by the way, tell ss that “yes, i am. yes, he is. 當i am, he is在句末時，不能合并。”
2. do the exercise of part a. after that, spend some time teaching the phrase “let sb. do sth.”
3. teach ss personal pronouns, and guide them to fill in the form with personal pronouns of part b, including both subject forms and object subject forms.
3. ask students to read the exercise again and again.
step 5 task
1. explain what the form of this part is about, and firstly, ask students some questions orally according to the form.
2. guide students to finish the blank- filling exercise.
3. after that, lead students to read the article again and again.
step 6 summary, and further knowledge and ability
1. we are all chinese.= we are all chinese students
2. england has other names, such as britain, uk
3. english means “英國的，英國人的，英語”, but it doesn’t mean “英國人”. so ss can say “she is english.” or “she is an english girl.”, but can’t say “she is an english”
4. teach ss the correct word order of the phrase “four new classmates”.
5. 并列成分的最后一個之前加and，如: she is small, thin and polite.
step 7 homework
1. copy the transformations of a simple present tense sentence, which includes “be”: the interrogative form, affirmative and negative reply.
2. ask students to rewrite the dialogue of reading part, so as to finish an article of their own.
牛津英語StarterU3全英文教案 篇3
牛津英語七年級預備課程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-teaching
1.teach the new words
ask 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 presentation
have 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 unit
1. 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請求的句子。
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. ask students to make some imperatives, which either mean orders or requests.
5. pair work. one students speaks imperatives, the other acts as he requires.
step 3 listening
1. pre-listening.
1） ask students to read the words of part a, and then instruct them to make some imperatives and negative form of imperatives with those words, so that students can review the grammar of imperatives.
2） afterwards, ask students to speak out their sentences one after another. one student say imperatives, the next says its negative form. in this way, the teacher can check their sentences and know if they all grasp the grammar of imperatives.
2. do the exercises of part b.
step 4 exercises and summary, do workbook.
step 5 homework
the second lesson
[teaching content]
unit 4 speaking and reading
[teaching aims and demands]
knowledge aims:
1. to learn the numbers from one to ten
2. to learn the usage of plural form.
3. to review the negative form of imperatives.
ability aims:
the students can know the usage of plural form well and use them freely and correctly.
[teaching difficulties and importance]
plural form of noun and the negative form of imperatives.
[teaching procedure]
step 1. speaking
1. let's count how many doors, windows, blackboards in our classroom. ss count and answer.
2. ask students to read all the phrases which include numerals in chorus, so that they will pay attentions to plurals.
3. taking the chance, the teacher teaches them the first rule of plurals of countable nouns “一般詞，后面加s”.
4. guide students to make as many phrases as possible with numerals, so that they will know how to use plurals of countable nouns.
5. say the rhyme in part b.
6. emphasize the sentence “don’t be late again”.
oh, the girl is late for school. so, the teacher says: ‘don’t be late for school.’ get the students to guess out the meaning.
7. review ‘don’t =do not’ and the negative form of imperative.
be late. → don’t be late.
be quick. → don’t be lazy.
step 2 reading
1. ask students to read the article in this part by themselves twice, and get to know about the article.
t: where are you?
ss: we are in the classroom.
t: yes. this is our classroom.(write on the blackboard) what class are you in?
ss: we are in class 1.
t: what’s in our classroom?
2. direct students to find out those phrases which include numbers, and put them in the order of numbers. for example,
read the text again and match the numbers and the people or objects, according to the text.
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. ask ss to declare their answer to the exercise:
eleven numbers, thirteen bags, fourteen girls, fifteen desks, sixteen boys, seventeen pencils, eighteen rubbers, nineteen books
3. guide students to do the exercise under the article.
4. direct students to use their own name, and use some information of themselves and of their class to replace the article, making a new article of their own.
5. afterwards, teach students something about the structure of “there be”, when to use “is”, when to use “are” 。
the third lesson
[teaching content]
unit 4 grammar and task
[teaching aims and demands]
knowledge aims: 1. review the new words.
2. teach the first two rules of plurals of countable nouns.
3. in the structure of “there be”, when to use “is”, when to use “are”
ability aims:
1. students can use plurals of countable nouns to describe one’s classroom correctly.
2. ss write an article of introducing their classroom.
[teaching difficulties and importance]
1. the structure of “there be”, when to use “is”, when to use “are” 。
2.the structure of “there be a and b”, and the grammar of agreement between the subject and predicate in person and number.
[teaching tools] projector and students’ book, workbook
[teaching procedure]
step 1 grammar
1. ask students to read the phrases which include numerals of this part, and guide them to rearrange those phrases in the order of numbers.
2. the teacher teaches students the rule two of plurals of countable nouns “以s, x, sh, ch 結尾的詞，后面加es。如：class- classes, box- boxes, brush- brushes, watch- watches”.
3. write some words on the blackboard and ask some students to do the relative exercise, in order to see if they master the rule two.
4. do the exercise of this part by filling the blank of an article with those phrases. after that, explain the sentence – there is a teacher and 20 students in it. tell only a little about the structure of “there be a and b”, based on “there be” structure.
5. finish part b of grammar, writing numbers from one to thirty correctly.
6. let ss sum up the rule of the numbers with ‘-teen’ and ‘-ty’. and then get the students to read the words syllable by syllable to help them remember it easily.
7. ss try to count from 1 to one hundred, and count how many students there are in the class.
step 2 task
1. instruct students to finish the drawing and reporting work, according to the information of their own. watch our classroom, and fill in the correct numbers.
there are _________ in my classroom..
there are _________ in my classroom..
there are _________ in my classroom..
there are _________ in my classroom..
there are _________ in my classroom..
there are _________ in my classroom..
there is __________ teacher’s desk in it, too.
there are _________new books on it.
there are _________numbers on the blackboard..
there are _________ chairs in it.
there are _________rubbers and __________ pencils on the desks.
step 5 summary
step 6 homework
ask students to use information of themselves and of their class to replace the reading part, writing an article to introduce their classroom. write ‘my classroom’