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,
Grandfather is the father f u r dad. There is a an, I’ his sn. Wh is he? |
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.
