牛津初中英语StarterU2全英文优质学案

牛津初中英语StarterU2全英文优质学案

[Teaching cntent]

Unit 2 welce and listening

[Teaching ais and deands]

nwledge ais: 1. Learn the new wrds

2. Identif different fail ebers and ae intrductin t classates

Abilit ais:

1. Cunicative abilit, teach students t greet suitabl and t intrduce ne’s friends r fail ebers.

2. Cperative abilit, direct students t d lts f ral practice f greeting and intrductin.

[Teaching difficulties and iprtance]

1. The spelling f se wrds, such as, twin, grandther, ther, pht, aunt, uncle, cusin, plicean, and b.

2. The cncept f persnal prnun “she, he, it” and pssessive prnun “” are the st difficult in this perid fr Ss t understand.

3. Hw t explain the naes f se fail ebers, such as grandfather, grandther, father, ther, uncle, cusin, aunt, in English and in their wn wrds.

[Teaching tls] Prectr and Students’ b

[Teaching prcedure]

Pre-teaching

1.Teach the new wrds

As the students t read all f the new wrds b theselves befre teaching, s that the teacher can crrect their istaes in phnetics.

2. As all students t read all f the new wrds befre learning the text.

3. As fr the spelling f the new wrds, there are se in which students alwas have difficult, such as, twin, grandther, ther, pht, uncle, cusin, plicean, and b, , especiall cusin, abut which even after a few units’ learning, se Ss will frget all. It is bth hard in prnuncing and spelling. S the dictatin f “cusin” is needed fr several ties, and the teacher has t use “cusin” ften as well, s that Ss can reeber it thrugh use.

Step 1 Presentatin

1. Have a casual chat with students, including these questins:

D u have a fail? Is ur fail a big fail r a sall ne?

Hw an peple are there in ur fail ? Wh are the?

S that the teacher can lead t the subect f this unit.

2. Teach students t the siilar wrd: fail = fail ebers

Step 2 Welce t the unit

1. Have a sall tal with Ss, with cn and eas greetings was which the learned in Unit

2. As the t read the dialgues n P12 twice t grasp the eaning f it.

3. As se questin abut the dialgue, fr exaple, Wh is Peter ? Wh is Lil?

Wh is Nic? Wh is Sall? Wh is Mii? Wh is Sptt?

Whse pet is Mii? Whse pet is Sptt?

4. Guide students t replace all f the naes in the dialgues with thse f their classates and use se siilar wrds and siilar sentences t ae anther dialgue f their wn.

Fr exaple, Gd rning = Mrning, She is cat = It is cat.

5. Pair wr and give students chances t shw their wn dialgues.

Step 3 Listening

1. Pre-listening.

As students t read the fur wrds f Part A b theselves ust nce. And then ae the explain “grandfather, grandther, father, ther, uncle, aunt, cusin” in English and in their wn wrds. Fr exaple,

Explain grandther and ther in the sae wa.

2. Mae Ss recall the siilar wrds f the fur wrds.

Fr exaple, grandfather = grandpa, grandther = granda, father = dadd, dad,

ther = u, u, grandfather and grandther = grandparents,

S that the can understand the wrds well and at the sae tie learn hw t use English.

2. D the exercises f Part B.

3. Pst- listening. Direct students t ae sentences with the fur wrds in Part A as the lie, ne wrd tw sentences.

Step 4 D wrb.

Step 5 Hewr

The Secnd Lessn

[Teaching cntent]

Unit 2 Speaing, The alphabet and Reading

[Teaching ais and deands]

nwledge ais: 1. Review the new wrds.

2. Identif different fail ebers and ae intrductin

Abilit ais:

1. Cunicative abilit, teach students t greet suitabl and t intrduce ne’s friends r fail ebers.

2. Cperative abilit, direct students t d lts f ral practice f greeting and intrductin.

[Teaching difficulties and iprtance]

1. The spelling f se wrds, such as, pht, aunt, uncle, cusin, plicean, and b.

2. The spelling and eaning f se phrases lie a pht f fail.

3. The greatest difficult is the difference between the tw sentences: “wh is he/ she?” and “What is he/she?”

[Teaching tls] Phts f students’ failies, Prectr, Wrb and Students’ b

[Teaching Prcedure]

Step 1. Revisin

1. D se revisin wr. Review new wrds f bth spelling and their sunds.

Step 2 Speaing

1. As the students read the dialgues in this part, and crrect their istaes in phnetics.

2. Direct the t pla the rle in rder t be failiar with the structure f the dialgue.

3. Guide students t replace all f the naes in the dialgues with the naes f their classates and use se siilar wrds and siilar sentences t ae anther dialgue f their wn.

Fr exaple, a pht f fail= fail’s pht,

4. Guide students t add tw re sentences t the sall dialgue s as t ae it lnger and better: after “Wh is she”, add” What is her nae?” and after “ Wh is he”, add “ What is his nae?”

5. Pair wr and give students chances t shw their dialgues.

Direct Ss t as each ther abut their fail phts, using sentences structures lie “Is this….?” “es/ N” “Wh is she/ he?” “She/He is ...”“What is her / his nae?” “What is she/he?” and “She/He is a…” , etc. And Ss tae the pprtunit t intrduce their fail ebers, such as grangfather, grandther, father, ther, sister, brther, etc.

6. Pst- speaing wr. There are fur pictures at the btt f this page. Instruct students t ae a sentence f each picture, accrding t the what is shwn in the pictures, f which the fur subects have alread been given. This exercise can review the present prgressive tense.

Step 3 Reading

1. Pre- reading wr. There are alread fur bs in this part: a dctr, a teacher, a plicean, and a nurse. As students t find re bs, and write their naes n this page, lie: c, engineer, scientist, businessan, driver, cleaner, wrer, farer, etc.

2. As students t read the dialgue in this part b theselves twice.

3. Guide students t use se siilar wrds, siilar sentences and naes f ther bs t replace the dialgue, aing anther dialgue f their wn.

Fr exaple, Wh is this an= Wh is this? What’s he= What des he d?

What’s she= What is her b? Wh is that wan= Wh is that?

5. Pair wr and a shw tie, s that the can use the sentence structures “wh is he/ she?

What is he/she?” freel and crrectl.

Step 4 The alphabet

1. Teach students the sunds f Letters O -- Z, the crrect rder f the, and their writing ethds.

2. Accrding t the pictures, direct students t learn se wrds beginning with these letters and learn their phnetic sbls ( Fr “O” t “Z”).

3. Guide students t nw the eanings f the abbreviatins. Tell the t pa attentin t whether capital letters are needed.

Fr exaple, VIP, CCTV, ABC, IQ, PRC, RMB

4. Guide students t find re abbreviatins, and as se students t shw the n the blacbard.

Step 5 Tas

1. As students t read the dialgue in this part b theselves twice.

2. Guide students t use se siilar wrds, siilar sentences and naes f ther bs t replace the dialgue, aing anther dialgue f their wn. Furtherre, the siilar sentences include “ She is a nurse. = She wrs as a nurse.” and “She is a teacher= She des a teacher’s b.”

3. Rewrite the dialgue f Tas, using se siilar wrds, siilar sentences and naes f ther bs, s students can get anther chance t use the sentence structures “wh is he/ she? What is he/she?”.

Step 6 Suar, and d wrb.

Step 7 Hewr

Rewrite the dialgue f Reading part, using se siilar wrds, siilar sentences and naes f ther bs, s that students can use the sentence structures “wh is he/ she? What is he/she?” freel and crrectl.