牛津英语StarterU4全英文教案

牛津英语七年级预备课程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-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. 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 “一般词，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 结尾的词，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’