译林版牛津英语七年级上册第一次月考试题

2024-07-29

译林版牛津英语七年级上册第一次月考试题（精选5篇）

译林版牛津英语七年级上册第一次月考试题第1篇

Unit One Getting Along With Others

Part One: Important Words and Phrases

1. be (well ) worth sth / doing (只用主动); be worthy of sth / being done;

be worthy to be done

2. get along / on (well) with sb: 与sb 相处(好)

get along/on with sth: 在….进展

How are getting along with your English study?

3. betray sb, feel betrayed by sb; betray secret to sb

4. feel like doing sth I was so upset that I felt like crying.

feel like+ 从句 I didn’t feel like I was overlooking my studies.

5. overlook a fact; overlook the city from air

6. admit doing sth / 从句:承认I admitted how badly I had done.

He admitted having broken the window

admit sb into/to sp: 允许…进入… be admitted into a college:被一所大学录取

7. keep one’s word / promise / secret ; make a promise

8. stare at sb:盯着 glance at sb: 盯一眼 glare at sb: 怒视…

9. forgive sb for …. be forgiven for…

10. I have a dilemma. I am in a dilemma.

11. focus one’s mind/attention on…

12. as a result = so as a result of…= because of…

13. be mean with money; be mean to sb, say mean things to hurt me

14. be guilty of murder: 有罪的 be guilty about telling a lie: 内疚的

15. be cruel to sb

16. bitter taste, bitter memory, bitter enemy

17. apologize (to sb) for … make an apology (to sb) for….

18. have the/no right to do sth

19. embarrass sb, be embarrassed about…

20. be to blame (for…): 应该对…负责

注: 无被动语态 You are to blame for the accident.

比较: blame sb for sth, be blamed for sth

The boy was blamed for breaking the window.

21. avoid/escape/miss doing sth

He is lucky to avoid being hurt. 注: 常用被动形式

22. be gifted at football

23. ruin our friendship

24. delay the sports meet, delay doing sth; without delay

25. persuade sb to do sth / into doing sth 注: 强调 “ 说服了”这种结果.

比较: advise sb to do sth, try to persuade sb to do sth

26. take care (of…), look out / watch out (for…)

27. in everyday/daily life

28. stay up (late) at night

29. discourage sb from doing sth, encourage sb to do sth

30. for sure/certain:肯定 One thing is for sure-It is easy.

No one knows for sure what happened

31. Moving to a new town or area can be a trying time.

32. be anxious about her safety., be anxious to study abroad

33. suffer heavy loss / hunger and cold / pain, suffer from a headache

34. for free = free of charge

35. get through ( to sb): I tried calling you, but I couldn’t get through.

get through the exam: 通过考试 get through with the task= finish/complete sth

36. hesitate to do sth, without hesitation

37. be consistent with…与…一致

The results are totally consistent with our earlier research.

be consistent in…:在 … 一致

She is not consistent in the way she treats her children.

38. respond to…, in response to

Part Two: Sentence Patterns

1. Other children say we are no fun, but we like it that way.

It is great fun. 注: fun为不可数名词

2. I must have sounded proud of myself, saying loudly how easy the test was.

Hannah must have deliberately told everyone about my mark.

注: 情态动词+ have done: 可表示对过去或已发生的事的猜测

3. I was determined to be cheerful.

I was determined to win. “坚定/决地要做某事”

比较: I determined to go there on my own (= I decided to go….)

4. I don’t think I can ever forgive her. 注: 否定前移

I don’t think your plan will work.

5. Football is very important to me, but so is our friendship.

注:so表示 “也…”要倒装; 表示 “的确如此”不倒装

– You made a mistake. – So I did.

6. I can’t stand seeing our team lose. ( 不能忍受做某事)

7. I can’t help wondering if he wants Peter to be his best friend instead of me.

(禁不住做…)

比较: I am busy with my work, so I can’t help clean the house. (不能帮助做…)

8. He seemed absent-minded and as a result of his careless playing, we lost the game.

(= because of…)

9. You have every right to feel betrayed by your friend if she did tell (的确告诉过)your secret to others, but it seemed unlikely that she did.( It is unlikely that从句= sb/sth is unlikely to do sth)

10. Did you feel jealous of your friend’s mark? If so, the problem lies with you, not her.

注: 是 “if it is so”的省略形式; 又如: “ if not, if possible/necessary”

11. I have no doubt(=don’t doubt) he will succeed.

注: “ I don’t doubt +陈述性的从句”; “I doubt+疑问性的从句”

比较: I doubt whether he can succeed.

There’s no doubt + (that )从句, There is no doubt about sth

12. Maybe one day he will make it to the Olympics. (成功做到/及时赶到)

13. Speaking of friends(“说到/起朋友”, 现在分词短语作状语),

I’ve met some nice people here in London and I think we might become close friends.

14. I decide to write rather than email you. (而不是,常接动词原形)

prefer to do sth rather than do sth

15. We have been friends ever since. (= since then, 与现在完成时连用)

16. They are still sitting on the sofa, absorbed in conversation. (“沉浸/专注于…中”, 分词短语表伴随)

17. What in the world do they have to talk about? (= on earth “到底/究竟”)

18. Boys and girls have / hold different attitudes towards friendship.

19. It has also been shown that many boys can’t name a single best friend.

20. When asked, they usually hesitate before responding.

注: when (they are) asked的省略, 当从句主语与主句主语一致时,从句中的 “主语+ be” 可省略 Unless invited, I won’t go to the party.

When spoken to, he kept silent.

21. Friendship between girls are based on / upon (以…为基础)

shared feelings and support.

22. When a boy is said to have( sb/sth + be said to do ) a best friend, it’s likely that they two share little about their feelings with one another.

23. Boys share activities, while girls share feelings. (表对比, “然而”)

While (尽管)cloning human is illegal in some countries, some scientists are pushing ahead with research.

24. Regardless of (无论/不管)what friendship are based upon, the important is both of them are friendship.

★ 人教版英语7年级下第六单元复习教案 (人教版英语七年级)

★ 人物描写一组教学设计

★ 七年级语文下第三单元建筑艺术3

★ 人物描写一组教学设计一等奖

★ 单元教学设计

★ 大单元教学设计

★ 二年数学下第二单元-与复习设计

★ 理想(七年级选修) 教案教学设计

★ 春(七年级必修) 教案教学设计

★ 《松鼠》教案(七年级必修) 教案教学设计

译林版牛津英语七年级上册第一次月考试题第2篇

教学目标：

1. 能听懂、会说、会读和会拼写单词：mean, danger, should, shouldn’t, litter, park, cycle.

2. 能听懂、会说和会读单词和词组：public, a sign, grass, quiet, touch, keep off.

3. 能听懂、会说、会读和会写句型：What does it meam? It means you shouldn’t …

教学重点：

1. 能正确听说读会写句型：What does it meam? It means you shouldn’t …

2. 能正确能听说读写单词：mean, danger, should, shouldn’t, litter, park, cycle.

教学过程：

一. Everyday English:

How are you?

Pass the ball to …

Give the pen to …

Where’s …

What’s the score?

二.Presentation and practise:

1. T: Let’s go the the park.(多媒体展示公园情景,出现许多公共标志牌)

T: What’s this? It’s public signs.

Learn : public signs.

T: Let’s look at some public signs on the Internet.多媒体展示九个标志。

T: Can you read them?

学生能朗读其中的八个：No parking. No eating and drinking. Keep quiet. Do not touch.

通过复习帮助学生巩固以上四句话。

Park以前所学的意思是公园，在这里的意思是停车。

2.T: (Point to a sign)What does this sign mean?

板书： What does this sign mean?

学习这句话，讲解mean的意思及其中ea的发音。再次强调助动词用does及其语法意义。

T: It means “No smoking”.

板示： No smoking. 学习这句话。

让学生回答smoking 的动词原形，smoke,并再次复习它的变化规则。

T: What does this sign mean?

S: It means “No smoking.”.

T: Yes. It means you shouldn’t smoke.

板示：It means you shouldn’t smoke. 并学习这句话。

讲解 shouldn’t=should not ，should为情态动词，意思为应该，后跟动词原形。

3. T: What does this sign mean?

T: It means “No littering.”

板示：No littering. 学习这句话。

litter为littering 的动词原形，意为乱丢杂务。

同理学习： No parking. No cycling.

注意park的意思与以前不同意思为停放汽车。 cycling的动词原形为cycle.

4. 叫一学生上前来问：What does it mean?

T: It means “Danger.”

学习danger.

S: What does it mean?

T: It means you should keep off the grass.

学习：Keep off the grass.

5. 跟读这九个句子，然后齐读，指名读。

6.同桌用What does it mean? It means ….就书上九句话来问答，以巩固所学内容。

三.Look and say:

1. 让学生分组讨论标志的含义。

2. 排学生分组操练，根据图意用What does it mean? It means you shouldn’t … 进行问答。

3. 然后两两问答。

四.Assignment:

1. 能识别所学公共标志，并能流利朗读。

2. 用书面形式完成C 部分的六幅图。

3. 抄写四会单词。

4. 预习A部分的对话。

教后感：公共标志是学生所熟悉的东西。抓住这点提起学生的学习兴趣。用should 和shouldn’t做什么，来巩固这两个词。

第二课时

教学目标：

1.能听懂、会说、会读和会拼写单词：must, make,mean

2.能听懂、会说和会读单词和词组：a cousin, always, a question, a cage, make noise.

3.能听懂、会说、会读和会写句型：What does it/this/that meam? It means you /we should/must/shouldn’t …

教学重点：

1.能听懂、会说、会读和会拼写单词：must, make,mean

3. 能听懂、会说、会读和会写句型：What does it/this/that meam? It means you /we should/must/shouldn’t …

教学过程：

一.Review:

What does it mean?

It means you should/shouldn’t …

出示图片让学生进行问答。

二.Presentation and practise:

1. 出示‘Danger’标志及课文挂图。

T: There’s a sign on the wall.What does it mean?

S: It means “Danger”.

T: It means you must stay away from the building.

学习must, stay away.

讲解： must 为情态动词，意为必须，后跟动词原形。

在此复习should, can 同为情态动词，后跟动词原形。

Stat away意为远离。

2. 出示课文第二张挂图。

T: What’s on the grass?

S: There’s a sign on the grass.

T: What does it mean?

S: It means we should keep off the grass.

T: Yes. It means we shouldn’t walk on the grass.

Read: walk on the grass.

T: Look , what’s this? It’s a bird’s cage.

Learn: cage.

T: Look at this sign. What does it mean?

S: It means ‘Keep quiet”!

T: Yes. It means we shouldn’t make noise here.

Learn: make noise.

3. 介绍图上人物。

T: Who’s he?

S: He’s Ben.

T: Who’s he?

S: He’s Ben’s cousin.

Learn: cousin.并解释意思。

T: Where are they?

S: They’re in the park.

T: Ben’s cousin has a lot of questions.You know “a lot of questions”?

出示：a lot of questions 学读并了解意思。

T: Now he is asking Ben some questions about the signs.

Learn: ask .. about …

4. 听课文录音回答问题。

What day is it today?

Who’s Jack?

How old is Jack?

What is Jack doing now?

What do the signs mean?

What does “Danger” mean?

What does “Keep off the grass” mean?

What does “Keep quiet.” mean?

5. 跟录音读对话。

学生分角色朗读。

6.完成课文中的填空题。

7.划出四会单词：danger, mean, must, should, shouldn’t, make.

拼读这些单词。

划出词组： public signs, a lot of questions, different things, on the wall, stay away, walk on the grass, make noise.再次朗读，了解意思。

三. Assignment:

1. 抄写四会单词，并默写。

2.抄写词组。

教后感：在教授公共标志的同时给学生以文明礼貌的教育。

第三课时

教学目标：

1. 通过复习要求学生能熟练掌握本单元所学的所学的公共标志类词汇。

2. 能熟练地在情景中熟练的运用本单元所学的句型和日常交际用语。

3. 能听懂、会说、会读日常交际用语和词组：take a walk, look around, pick up, come up to,point to, He sees something on the grass. Fine 10 yuan.

教学重点：

1.通过复习要求学生能熟练掌握本单元所学的所学的公共标志类词汇。

2.能熟练地在情景中熟练的运用本单元所学的句型和日常交际用语。

教学过程：

一.Review:

1.What does it mean?

It means you/we should/shouldn’t/must …

出示图片让学生进行问答,复习公共标志类词汇。

2. 学生表演会话。

3.复习c部分的内容，学生相互问答。

二.Ask and answer:

1. 教师准备一只时钟，将其拨至不同的时间，询问学生What’s the time? Can you …?引导学生根据具体时间考虑该做什么，提出建议You/We should …

2.同桌看图练习相互问答，两人一组。鼓励学生运用已学的语言材料丰富对话的内容。

三. Read and match:

1. 看图阅读短文，理解对话内容。学习单词和词组：

take a walk, look around, pick up, come up to, point to , suddenly，something,fine.

2.将短文的序号填入相应的括号内。

3.看本段文章的flash动画。然后让学生练习看动画描述情景。

4. 学生看动画描述。

四.Assignment:

1. 抄写本课的四会单词和句型并默写。

2. 熟读课文对话并试着背诵。

教后感：学以致用是教学的目的，在这一课中，我让学生表演会话，让学生描述flash的内容，以锻炼学生的口头表达能力。

第四课时

教学目标：

1. 通过复习熟练掌握本单元所学的单词和句型。

2. 了解字母组合er 在单词中的发音。

3. 会唱歌曲The signs in the park

教学重点：

1. 过复习熟练掌握本单元所学的单词和句型。

2. 了解字母组合er 在单词中的发音。

教学过程：

一.Everyday English.

What time is it?

Can I …?

Give … to …

What does this sign mean?

二.Review.

1. 几对学生有关公共标志类的对话表演。

2. 复习句型：What does it mean? It means… 同时复习课本B部分的内容。并完成练习册中11页上的内容。

3. 复习课本 C部分内容，生生相互问答。

4. 看课本E部分的flash动画，请学生当解说员。

三.Sing a song:

1. 学读歌词，注意生词：rubbish, bin.

2. 学生听录音学唱。

3. 学生齐唱，并请几个学生来表演唱。

四.Draw and guess

1. 教师在黑板上画简笔画，让学生猜出公共标志。

2. 学生分组来做这个游戏，充分发挥学生的想象力同时复习所学内容。

五.Listen and repeat:

1. 让学生读单词，了解er在单词中的读音。

2. 齐读单词和句子。

3. 练习：

litter brother( ) mother tiger ( ) danger teacher ( )

总结：单词末尾er都是发[[]

六.Assignment:

1. 完成练习册中的练习。

2. 背诵课文对话。

3. 总结本单元所学的词组，并抄写2遍。

牛津英语6A教案 Unit 2 Ben’s birthday

第一课时

教学目标：

1. 四会掌握单词：March, April, May, June, July,birthday.

2. 能听懂会说会读单词：January, February, August, September, October, November, December, first, second, third, fourth, sixth, twelfth, twentieth, twenty-first, thirtieth.

3. 能掌握日期的表达方式。

教学重点：

能掌握日期的表达方式。

教学过程：

一.Free talk

How are you?

What do you like?

What does this sign mean?

Can you …

What day is it today?

二.Presentation and practise:

1. 介绍序数词的表达规则。

First,second,third缩写分别为(1st,2nd,3rd)分别是数字加上每个单词的最后两个字母。

接下来的数字为规则变化分别为基数词后加th，除(fifth),以ly结尾的，y变ie再加th.如twentieth, thirtieth.强调第二十几、三十几只要变化个位上的数字就行了。如，twenty-first, thirty-first.

学生朗读并熟练掌握1~31的序数词表达方式。说明日期的表达是用序数词来表示的。

2.学习月份的表达方式，Junuary.出示音标，学习这个单词。

学习表达一月一日，给学生一个公式：the 日期 of 月份。Of的意思为属于。

指名答：一月三日一月十五日一月二十二日，以此巩固月份和日期的表达。

3.同理学习其它的月份。边学习边巩固日期的表达。

4.出示：九月二十五日，让学生用英语说出表达方式， the twenty fifth of September.

T: My birthday is on the twenty fifth of September.

强调： on+日期， at+时间。

学习birthday,并拼读。

学生小组间练习：My birthday is on ….然后上讲台来交流。

三.Assignment:

1. 写出几个日期的英语表达：一月一日，二月二日，三月三日，四月四日，五月五日，六月六日，七月十二日，八月二十日，九月二十一日，十月十日，十一月十三日，十二月三十日。

2.抄写四会单词：March, April, May, June, July,birthday.

教后感：日期的表达是教学的难点，在以后的教学中要以日常会话的形式不断巩固。

第二课时

教学目标：

1.四会掌握单词及词组：present, date, when, as.

2.能听懂、会说、会读句型 My birthday’s coming. Would you like to come to my birthday party? Would you like a VCD of Japanese cartoon, too? Let’s wait and see.

3.掌握句型：When’s your birthday? My birthday’s on … What would you like as a birthday present? I’d like …

教学重点：

熟练掌握表日期的词汇

能正确理解和掌握所学的对话内容，并能流利朗读。

教学过程：

一.Free talk：

T: What does this/that mean?

S: It means …

T: What is this?

S: It’s …

T: What would you like ?

S: I’d like …

二. Review:

复习上一节课所学的日期，使学生能流利表达。

三.Presentation and practise:

1.T:(出示日期) What date is it today?

S: It’s the 16th of October.

Learn: date

What date is it today?

学生练习这个句型。

2.T: What date is it today?

S: It’s the 25th of September.

T: My birthday’s on the 25th of September.

重复几遍，学习birthday, My birthday’s on the 25th of September.

指名学生说： My birthday’s on the …

3. T: When’s your birthday?

S: My birthday’s on …

学习： when, When’s your birthday?学生间练习这个句型。

4. T: Look! What’s this?

S: It’s a yo-yo.

T: Yes. It’s very nice. It’s my birthday present.

T: What’s this?

T: It’s a VCD of Japanese cartoons. It’s my birthday present , too.

Learn: present.

T: (出示几样礼物)This is my birthday present. 逐样展示。

T: What would you like as a birthday present?

Learn: as, what would you like as a birthday present?

同桌练习。

5. T: Would you like a VCD of Japanese cartoons?

S: Yes, please.

6. 听录音理解对话内容，并回答问题：

When’s Ben’s birthday?

When’s Jim’s birthday?

What would Ben like as a birthday present?

What would Jim like as a birthday present?

7. 听录音跟读对话，并熟悉意思。

学生分角色朗读，使学生能流利朗读。

四.Assignment:

抄写四会单词和词组：present, date, when, as.

熟练流利朗读课文对话。

教后感：要特别强调序数词前面要加the.

第三课时

教学目标：

第三课时

教学目标：

1. 能听懂会说会读单词blow out, a candle a costume, a doorbell,take off.

2. 能听懂,会说,会读和会写句型 When’s your birthday? My birthday’s on … What would you like as a birthday present? I’d like …

教学重点:

能听懂,会说,会读和会写句型 When’s your birthday? My birthday’s on … What would you like as a birthday present? I’d like …

教学过程:

一. 导入:

1. Hi, boys and girls. Do you know me?(打扮成肯德基员工)

I’m a waitress in KFC. 与学生打招呼Welcome to KFC. Nice to meet you.

Do you like singing?

Ss: Yes.

T: Let’s sing a song:

2.T: Now, I have some questions for you. If you can answer well,you can get a star. If you get the most stars you can get a big hamburger. Let’s try our best.

二. 复习:

1. 一个月份出现,指名说,然后齐说.

出现日期如: 一月一日,二月三日,三月十二日 …

2. T: What date is it today?

S: It is …

T: Ya, Today is my birthday. My birthday is on …

When is your birthday? 问几学生.

T: What would you like as a birthday present?

问几个学生.

T: You are all good student. Do you like to go to KFC?

S: Yes.

T: Very good! I want hold birthday parties for you. So would you please finish this table.

First I give you an example.( 板示 KFC ,下面表格)

…..

老师介绍表格情况.

3.学生活动.

Can you introduce your sheet.

学生介绍:…’s birthday is on …

He would like … as a birthday present.(屏示十二月份)

三. Practise:

看屏幕,同桌练习.然后两两问答.

四. Storytime:

1. Thank you boys and girls. You all well done.

Now let’s have a rest.Let’s see some cartoons. OK?

看录象老师解说,讲解生词.

让学生说故事,好的得到礼物.

2. 学生小组间创作故事,然后起来讲,好的得到礼物..

五. Exercise:

1. 看图听录音完成P26.

2. 然后校对答案.

六. Assignment:

抄写并默写本课的句型和单词.

背诵课文对话.

教后感：将所学的语言放入情景中，并给予奖励，学生学习兴趣很高。

第四课时

教学目标：

1.通过复习，要求学生能熟练掌握本单元所学的表日期的词汇。

2.能熟练地在情景中运用本单元所学的句型和日常交际用语。

3.能进一步掌握句型When’s your birthday? My birthday’s on … What would you like as a birthday present? I’d like …

4.初步了解字母组合ear在单词中的读音。

教学重点：

能综合运用本单元所学过的单词、句型和日常交际用语。

能初步灵活运用或扩充本单元所学的对话。

教学过程：

一. Free talk:

What date is it today?

When’s your birthday?

My birthday’s on …

What would you like as a birthday present?

I’d like …

二.Revision:

1. 教师运用多媒体出示日期： What date is it?

通过复习使学生熟练掌握日期的表达方式。

2. 学生间会话复习句型： When’s your birthday?

What would you like as a birthday present?

3. 请3-4对学生表演课文对话。

三. Listen and write;

1. 看图复习图上的人物和物品，以为听音练习作好准备。

2. 听录音完成填空。

3. 校对答案。

四. Listen and repeat.

1. 出示图片，引出单词： dear hear near year

2. 让学生整体认读单词，让学生在读的过程中体会字母组合ear在单词中的发音[].

3. 完成几道辨音题，以巩固所学内容。

五. Assignment.

1. 抄写本单元所学的单词、词组和句型，并能默写。

2. 完成练习册中本单元的练习。

听课文录音，熟读本单元对话。

牛津英语6A教案 Unit 3 It was there

第一课时

教学目标：

1.四会掌握单词 was , a moment ago.

2.能听懂，会说，会读单词a camera, a CD Walkman, a roll of film, glasses, a mobile phone, a video recorder

3.能听懂、会说、会说和会写句型Where’s your …? It’s next to/in front of/on/in/between the … It isn’t there now. It was there a moment ago. Where are you your …? They’re next to/in front of/on/in/between the … They aren’t there now. They were there a moment ago.

教学重点：

能基本了解一般过去时的构成及用法。

教学过程：

一. Everyday English:

How are you?

Pass the ball to …

Give the pen to …

Where’s …

What’s the score?

What date is it today?

二.Presentation and practise:

1. T: Today Su Hai and Su Yang’s cousin, Gao Yun is visiting them.Let’s have a look.(多媒体展示情景)

T: What’s this? Do you know?

Learn : a handkerchief

同理学习：a CD Walkman，a roll of film, a pair glasses, a mobile phone, a video recorder, earphones, a diary

2.T: Guess and say巩固这些词组。示图片反面让学生猜图上的单词。

3.T: Where’s my book?

S: It’s on the desk.

T: (把书拿走) It isn’t there now.

T: It was there a moment ago.

示：It was there a moment ago.

Learn: was a moment ago

was为is的过去式用于过去时态的句子中。当句子表示的事情是发生在过去，该句就应用一般过去时。

a moment ago 意思为刚刚，指过去，所以应用一般过去时，动词用过去式。

4. 与学生问答。

T: Where’s your rubber?

S: It’s in my pencil box.

T:(拿走) It isn’t there now.

S: (提示学生回答) It was there a moment ago.

与学生反复操练几遍。

5. Look and answer.

1) 让学生同桌操练 P33 上的六幅图，然后两两问答，检查学生的掌握情况。

2) 先师生问答操练复数句型，然后让学生同桌操练 P34 上的六幅图，并两两问答，检查学生的掌握情况。

四.Assignment:

1. 能识别所学词组，并能流利朗读。

2. 用书面形式完成C 部分的12幅图。

3. 抄写四会单词。

4. 预习A部分的对话。

第二课时

教学目标：

1.能听懂、会说、会读和会拼写单词：excited, a race. exciting, a pocket. take photos, look for, just now.

2.能听懂、会说和会读单词和词组：yesterday，Sports Day, ground

3.能听懂、会说、会读日常交际用语和句型It is the Sports Day. Let me see. Can I have them, please? Can you pick them up for me, please?

4.巩固句型Where’s your …? It’s next to/in front of/on/in/between the … It isn’t there now. It was there a moment ago. Where are you your …? They’re next to/in front of/on/in/between the … They aren’t there now. They were there a moment ago.

教学重点：

1. 能正确理解和使用一般过去时态。

教学过程：

一.Review:

Where’s your …?

It’s next to/in front of/on/in/between the …

It isn’t there now.

It was there a moment ago.

Where are you your …?

They’re next to/in front of/on/in/between the …

They aren’t there now.

They were there a moment ago.

出示图片让学生进行问答。

二.Presentation and practise:

1. 出示课文挂图。

T: What are they doing?

S: They’re running.

T: Yes, they are having a running race.

Learn : race

T: The students are very excited.

Learn: excited

T: What are Su Hai and Su Yang doing?

Let’s listen to the tape.

听课文第一段录音。学生回答问题。

S: Su Hai is looking for her camera. Su Yang is helping her.

讲解： look for意思为寻找。将之区别 find .

2. 听课文第二段录音回答问题。

T: What are the boys doing?

S: They’re running.

T: Yes.They’re having a running race. It’s very exciting.

Learn: exciting. 将之与excited 做比较。

T: What does Su Hai want to do?

S: She wants to take some photos.

拼读 take some photos

3.看课件回答问题。

T: Where’s Su Hai’s camera?

S: It’s in Su Hai’s bag.

T: Let’s see. Oh.

Ss: It isn’t there.

T: Yes, it was there a moment ago.

学生齐读这个句子。

4.看课文第三部分动画录象，回答问题。

T: Where are the films?

S1: They’re in Su Yang’s pocket.

S2: No. They were there a moment ago.They were there just now.

学习just now意思为刚才。

5. 跟录音读对话。

学生分角色朗读。

6.完成对话后的填空题。

7.划出四会单词：excited, a race. exciting, a pocket. take photos, look for, just now.

拼读这些单词。

划出词组： on the ground, pick up, in my pocket, Sports Day, a roll of film, a pair of glasses.再次朗读，了解意思。

三. Assignment:

1. 抄写四会单词，并默写。

2.抄写词组。

教后感：为了使学生易于理解语言，本课设置了多媒体课件和实物情景教学，为学生创设语言环境，调动学生学习的积极性，提高课堂教学效率。

第三课时

教学目标：

1. 通过复习要求学生能熟练掌握本单元所学的所学的词汇。

2. 能熟练地在情景中熟练的运用本单元所学的句型和日常交际用语。

3. 熟练掌握介词 under, on, in front of, next,behind的意思及用法。

教学重点：

1.通过复习要求学生能熟练掌握本单元所学的所学的公共标志类词汇。

2.能熟练地在情景中熟练的运用本单元所学的句型和日常交际用语。

教学过程：

一.Review:

1. Where is/are your …?

It’s/They’re next to/in front of/on/in/between the …

It isn’t/They aren’t there now.

It was/They were there a moment ago.

让学生用实物进行问答,复习新学的词汇与句型。

2. 学生表演会话。

3.复习c部分的内容，学生相互问答。

二.Listen, tick and circle.

1. 教师先引导学生通过看图说话描述一下图中所看到的物品。

2. 让学生同桌讨论预测物品所在的位置。用Where is/are … It’s/They’re …来相互问答。

3. 录音指导学生完成练习。

4. 讲解与分析题目。

三.Play a game.

1. 教师做示范，说明游戏的做法与规则。

2让学生分组进行游戏。

四.Assignment:

1. 抄写本课的四会单词和句型并默写。

2. 熟读课文对话并试着背诵。

教后感：让学生用实物做一做，说一说，手脑并用，复习巩固所学句型，并能有效理解过去时态中的时间顺序。

第四课时

教学目标：

1. 通过复习熟练掌握本单元所学的单词和句型。

2.了解字母组合ear和ere在单词中的读音。

2. 会唱歌曲Where’s my diary?

教学重点：

1. 过复习熟练掌握本单元所学的单词和句型。

2. 了解字母组合ear和ere 在单词中的发音。

教学过程：

一.Everyday English.

What time is it?

What does this sign mean?

Where is /are …?

What date is it today?

二.Review.

1. 让学生模仿本课对话内容自编会话并表演。

2. 复习句型：It was /They were there a moment ago. 同时复习课本B部分的内容。并完成练习册中11页上的内容。

3. 复习课本 C部分内容，生生相互问答。

三.Sing a song:

1. 学读歌词，注意生词：find, perhaps

2. 学生听录音学唱。

3. 学生齐唱，并请几个学生来表演唱。

四.Listen and repeat:

1. 让学生读单词，了解ear和ere在单词中的读音。

2. 齐读单词和句子。

3. 练习：

bear pear( ) there here ( ) dear bear ( )

near year( ) here hear( ) where there( )

五.默写本课的四会单词和句型。

六.Assignment:

1. 完成练习册中的练习。

2. 背诵课文对话。

3. 总结本单元所学的词组，并抄写2遍。

教后感：本课的过去时态是教学难点，在教学中我将之与以前学过两种时态：一般现在时和现在完成时作比较，并教给学生区别的方法，多数学生掌握情况较好。

牛津英语6A教案 Unit 4 Review and check

第一课时

教学目标：

通过复习要求学生掌握四会单词，词组。

一.Free talk:

Give it to me.

What day is it today?

What date is it today?

When’s the teacher’s day?

What would you like as a birthday present?

二.Review:

1.Guess:

猜单词说出意思并拼读，如，出示单词卡的背面，学生猜出单词present,拼出且说出意思为礼物。以此复习所学的四会单词。

2.默写这些四会单词。

3.帮学生归纳1~4单元的词组。

Unit 1

a football match between and next to in the corner one all go over

一场足球比赛在之间紧靠在角落一平越过

in front of

在前面

Unit 2

public sings a lot of questions different things on the wall stay away

公共标志许多问题不一样的东西在墙上远离

walk on the grass make noise no smoking no littering no parking

在草地上走制造噪音禁止吸烟禁止乱扔垃圾禁止停车

no cycling keep of keep quite take a walk look around?

禁止骑自行车使不接近保持安静散步向四周看

pick up come up to point to

捡起走进指向

Unit 3

Ben’s birthday go home on the 18th of October a birthday present

Ben的生日回家在10月18日一个生日礼物

A VCD of Japanese cartoons the fifth of April take off blow out

一盘日本卡通VCD 4月5日脱下吹灭

Unit 4

Sports day a running race take some photos look for a moment ago

体育运动日跑步比赛拍照片寻找刚刚

In my pocket just now on the ground a pair of glasses a roll of film

再我口袋里刚才在地上一副眼镜一卷胶卷

三.Assignment:

写所归纳的词组及意思一遍。

第二课时

教学目标：

1. 复习字母组合在单词中的发音，使学生熟练掌握，并能正确判断。

2. 复习Unit 1~4所学句型。

一.Free talk:

Give it to me.

What does it mean?

What date is it today?

When’s the teacher’s day?

Would you like a yo-yo as a birthday present?

二.Review:

1. 让学生画出表格归纳字母组合的发音。

【e】bread breakfast head sweater

brother Peter sister tiger

dear hear near year

bear pear there where

把它们牢记于脑中。

2. 完成几道题目以巩固所学内容。

1.bread read ( ) 2. head breakfast ( ) 3.pear near ( )

4. brother danger( ) 5.doctor tiger ( ) 6. here there ( )

7. dear bear ( ) 8.pear bear ( ) 9. here hear( )

3. 让学生就书中每课C，D部分的图片进行同桌问答，然后抽学生两两问答。以检查学生的巩固情况。

4. 默写句型。

Give it to me。 Don’t give it to him。

What does it mean? It means you houldn’t litter。

When is your birthday?

My birthday’s on the fifth of May.

What would you like as a birthday present?

I’d like some flowers.

Where’s your bookl?

It’s on the desk.

It isn’t there now.

It was there a moment ago.

They aren’t there now.

They were there a moment ago.

三. Assignment：

1. 书中 A~D的练习, B部分也以书面形式完成。

2. 让学生就所学的句型表演会话。

第三课时

教学目标：

通过本单元的复习操练，要求学生能综合运用所学的日常交际用语。

一.Free talk:

Give it to me.

What does it mean?

What date is it today?

When’s the teacher’s day?

Where is/are your …?

二.Review:

1. 几组学生表演会话。

2. 让学生四人一组以所学会话进行小组间对话。

3. 请学生流利朗读课文对话。评出最佳朗读者。

三.Check

1. 请学生讲解A中图画的内容并校对答案。

2. 让学生同桌就B中的图画内容相互问答，然后学生两两问答，检查并巩固会话。

3. 校对C答案并讲解答题要点。

4. 请学生汇报其调查表格的内容。用…’s birthday’s on the …来回答。

四. Assignment：

复习巩固1~4课所学的内容。

牛津英语6A教案 Unit 5 On the farm

一、教学要求

1 能听懂、会说、会读、会拼写单词plant, else, taste及其中动词的过去式。

2 能听懂、会说、会读单词last, pick, picked.

3 能听懂、会说、会读、会写句型What(else) did you do…? I…,并能在情境中正确运用该句型。

4 掌握规则动词过去式的构成及读音。

二、教学重点

1 plant, pick, taste, last的读音。

2 句型What(else) did you do…? I…的读音及运用。

3 规则动词过去式的读音。

三、教学难点

1句型What(else) did you do…? I…的读音及运用。

2规则动词过去式的读音。

四、教学准备

1 课件、若干橘子、带有封面的一张VCD(The sound of music)。

2 预先写好课题 Unit 6及卡片last weekend，并在卡片上写“上个周末”。

五、教学过程

A Greeting

B Chant

T: Boys and girls, let’s have a chant. OK?

T: Open, open, open the door.(教师在一个学生面前做动作)

T: Follow me, please. (教师和他/她一起做。)

T: Clean, clean, clean the desk. (教师在两个学生面前做动作)

T: Follow me, please. (教师和他们一起做。)

T: Play, play, play the violin. (教师做动作)

T: Boys, follow me.(教师和男生一起做动作)

T: Listen, listen, listen to music. (教师做动作)

T: Girls, follow me. (教师和女生一起作动作)

T: Now follow me together. (学生跟教师一起边说边做)

C Free talk

T: What day is it today?

T: What day was it yesterday?

T: What’s the date today?

T: What was the date yesterday?

T: How many days are there in a week?

T: What are they?(上述问题教师整体问学生)

T: What day do you like best?

T: What do you usually do on Sundays/…?(单个问学生喜欢的日子干什么)

D Presentation and practice

1 教last

T: I like weekend best. Last weekend I was very very happy.(教师指着卡片last weekend强调说这句话)

教读last, last weekend.

2 教What did you do last weekend?

T: Last weekend I was very happy. Why? Do you want to know?

T: You may ask me like this ‘what did you do last weekend’.(板书)

教读What did you do last weekend? (整体读，组读，个体读，整体读)

T: I watched VCD.(板书)It is called ‘The sound of music’.(手持VCD). It is so interesting, so funny. I like it very much. Do you like it?

T: I can lend it to you after class.

3 教What else did you do?

T: I was very very happy last weekend. Do you want to know more?

T: You may ask me like this ‘what else did you do’.(口型暗示)

引导学生说出What else did you do?(整体，男女生)

出示板书。(整体读，个体读)

4 教plant

T: I visited Mashan.(板书)Do you know Mashan?

T: (课件上出示一幅马山图片)This is Mashan. Is it beautiful? Do you like it?

T: Last weekend I visited Mashan. I like it very much. I planted trees.

教读plant, 并让学生拼读。(整体，个体)

T: Plant, plant, plant trees. Plant, plant, plant flowers.(教师边说边做，让学生模仿)

5 教pick

T: Look, there are so many oranges. Mmm, they’re so nice. I picked oranges last weekend.

教读pick, 并让学生拼读。(整体，个体)

T: Pick, pick, pick oranges. Pick, pick, pick apples/…(教师边说边做，让学生模仿)

6 教taste

T: I take some oranges here. They are from Mashan. Taste it, please…(让几个学生尝橘子)

T: Taste, taste, taste oranges. Taste, taste, taste pears/…(教师边说边做，让学生模仿)

T: In Mashan, I tasted oranges.

教读taste, 并让学生拼读。(整体，个体)

7 操练pick, taste, plant

a T: Let’s plant trees. OK?

T: Plant, plant, plant trees/flowers. Pick, pick, pick oranges/….Taste, taste, taste oranges/…

b Game: Listen and act, look and say.

c Say a rhyme:

We are happy

Spring, spring,

plant the tree.

Summer, summer,

water the tree.

Autumn, autumn,

pick the fruit.

Winter, winter,

taste the fruit.

Happy, happy,

we are happy.

8 规则动词过去式读音及构成

a T: Last weekend, I was very happy. What about my last weekdays from Monday to Friday? You may ask me like this ‘what did you do last Monday/…’(课件上有此句型)

当学生提问的时候，教师回答两个词组，同时课件上依次显示

cleaned the classroom

played the piano

watered flowers

listened to music

cooked food

watched TV

picked oranges

planted trees

visited friends

tasted apples

学生跟教师读动词过去式，并让学生归纳读音。课件出现一组动词原形，学生比较原形与过去式，得出规则动词过去式构成的规律。

b guessing game

T:(课件上显示一个词组last Monday, 一个头像，一个足球，一棵树)Who’s he? What’s this?(指着‘足球’)

T: What did he do last Monday? He played football?

T: Yeah, he played football. (课件显示这句话，学生齐读)What else did he do?(指着‘树’)

He planted trees or watered trees?

…

以此为样，让学生根据图片暗示,猜动词过去式词组。

9 What did you do…? What else did you do?及其应答I

…

a T: Boys and girls, now I want to know something about you.

T: What did you do this morning?

T: What did you do yesterday?(上述两个问题整体问)

b T: What did you do last Monday?

T: What else did you do?

S1: What did you do last Tuesday?

S1: What else did you do?

上述问题教师问某个学生，该学生回答后问后面的学生，开火车问。

E Consolidation

Do a survey

a T: Our headmaster Mr. Chou is very interested in your weekend. Now let’s help him do a survey. OK?

教师示范做调查

b T: Now report your survey.

Name Activities

F Home work

a Write down your report and show it to our headmaster

b preview ‘Read and say’ of Unit 6

六、板书设计

Unit 5

What did you do last weekend?

I watched VCD.

What else did you do?

I visited Mashan.

Unit6 Holidays

第一课时

教学目标：

1、Learn the names of holidays：Christmas, Thanksgiving, Easter, Halloween

2、Learn B and C.

教学重点：

Christmas, Thanksgiving, Easter, Halloween

When’s….?

It’s in …

What do people usually do at…?

They…

Did you …last…?

Yes, I did./No, I didn’t.

教学准备：

CAI

教学过程：

一.Free talk:

What did you do last week?

Did you watch TV yesterday?

二. Presentation and practice

CAI Presentation

a. Christmas

When is Christmas?

It’s on the twenty-fifth of December.

What do people usually do at…?

eat cake eat turkey give presents go to parties

Did you …last…?

Yes, I did./No, I didn’t.

b. Easter

When is Easter?

It’s in March or in April.

What do people usually do at…?

colour some eggs look for eggs eat cake give presents

Did you …last…?

Yes, I did./No, I didn’t.

c. Halloween

When is Halloween?

It’s on the thirty-first of October.

What do people usually do at…?

go to parties dress up in costumes make pumpkin lanterns

Did you …last…?

Yes, I did./No, I didn’t.

d. Thanksgiving

When is Thanksgiving?

It’s in November.

What do people usually do at…?

have parties sing and dance eat turkey

Did you …last…?

Yes, I did./No, I didn’t.

三. Consolidation

Practise in pairs.

四. Homework

1. Recite the phrases.

2. Do the exercise.

When’s….?

It’s in …

What do people usually do at…?

They…

Did you …last…?

Yes, I did./No, I didn’t.

五. Writing on the blackboard.

Unit 8

Christmas, Thanksgiving, Easter, Halloween

When’s….?

It’s in …

What do people usually do at…?

They…

Did you …last…?

Yes, I did./No, I didn’t.

第二课时

教学目标：

1、Learn the names of holidays：Spring Festival, Dragon Boat Festival, Mid-Autumn Festival, May Day, Children’s Day, National Day, Teachers’ Day

2、Learn B and C.

教学重点：

Spring Festival, Dragon Boat Festival, Mid-Autumn Festival, May Day, Children’s Day, National Day, Teachers’ Day

When’s….?

It’s in …

What do people usually do at…?

They…

Did you …last…?

Yes, I did./No, I didn’t.

教学难点：

Spring Festival, Dragon Boat Festival, Mid-Autumn Festival, May Day, Children’s Day, National Day, Teachers’ Day

When’s….?

It’s in …

What do people usually do at…?

They…

Did you …last…?

Yes, I did./No, I didn’t.

教学准备：

CAI

教学过程：

一.Free talk

What do people usually do at…?

They…

Did you …last…?

Yes, I did./No, I didn’t.

二. Presentation and practice

CAI Presentation

a. Spring Festival

When is Spring Festival?

It’s in January or in February.

What do people usually do at…?

have parties eat lots of delicious food visit relatives and friends

Did you …last…?

Yes, I did./No, I didn’t.

b. Mid-Autumn Festival

When is Mid-Autumn Festival?

It’s in September or in October.

What do people usually do at…?

eat moon cakes play with lanterns watch the moon

Did you …last…?

Yes, I did./No, I didn’t.

c. Dragon Boat Festival

When is Dragon Boat Festival?

It’s in May or in June.

What do people usually do at…?

eat rice dumplings have boating races

Did you …last…?

Yes, I did./No, I didn’t.

d. May Day

When is May Day?

It’s on the first of May.

What do people usually do at…?

have a long holiday meet friends and relatives go out to parks and beaches

Did you …last…?

Yes, I did./No, I didn’t.

e. Children’s Day

When is Children’s Day?

It’s on the first of June.

What do people usually do at…?

have parties at school

Did you …last…?

Yes, I did./No, I didn’t.

f. Teachers’ Day

When is Teachers’ Day?

It’s on the tenth of September.

What do people usually do at…?

have parties at school give cards to the teachers

Did you …last…?

Yes, I did./No, I didn’t.

三. Consolidation

Practise in pairs.

四. Homework

1. Recite the phrases.

2. Do the exercise C.

When’s….?

It’s in …

What do people usually do at…?

They…

Did you …last…?

Yes, I did./No, I didn’t.

五. Writing on the blackboard.

Unit 8

Spring Festival, Dragon Boat Festival, Mid-Autumn Festival, May Day, Children’s Day, National Day, Teachers’ Day

When’s….?

It’s in …

What do people usually do at…?

They…

Did you …last…?

Yes, I did./No, I didn’t.

第三课时

教学目标：

1、Review B and C.

2、Learn D and E.

教学重点：

Guess what festival.

教学难点：

a popular holiday spend time a lot of delicious food have a long holiday meet friends and relatives eat rice dumplings dragon boat races go out to parks and beaches play with beautiful lanterns also

教学准备

CAI

教学过程：

一. Warming up

Read B&C.

二 . Preparation.

1. Greetings

2. Free talk

What do people usually do at…?

They…

Did you …last…?

Yes, I did./No, I didn’t.

三. Presentation

1. Guessing.

a. Spring Festival

It’s in January or in February.

People usually have parties, eat lots of delicious food, visit relatives and friends, wear new coats.

b. Mid-Autumn Festival

Mid-Autumn Festival

It’s in September or in October.

People usually eat moon cakes, play with lanterns, watch the moon.

c. Dragon Boat Festival

Dragon Boat Festival

It’s in May or in June.

People usually eat rice dumplings, have boating races.

d. May Day

It’s on the first of May.

People usually do have a long holiday, meet friends and relatives, go out to parks and beaches

e. Children’s Day

It’s on the first of June.

Children usually have parties at school.

f. Teachers’ Day

It’s on the tenth of September.

People usually have parties at school, give cards to the teachers.

g. Christmas

It’s on the twenty-fifth of December.

People usually eat cake, eat turkey, give presents, go to parties.

h. Easter

It’s in March or in April.

People usually make Easter eggs, look for eggs, eat cake, give presents.

Halloween

It’s on the thirty-first of October.

People usually go to parties, dress up in costumes, make pumpkin lanterns.

i. Thanksgiving

It’s in November.

People usually have parties, sing and dance, eat turkey.

四. Read and write.

Holidays in China

a popular holiday spend time a lot of delicious food have a long holiday meet friends and relatives eat rice dumplings dragon boat races go out to parks and beaches play with beautiful lanterns also

五. Listen and write.

Mike has a letter from his penfriend Danny. He is reading it to his mum. Listen to him reading to the letter and complete the sentences.

六. Homework

1. Recite the phrases.

2. Read E..

七. Writing on the blackboard.

Unit 8

a popular holiday spend time a lot of delicious food have a long holiday meet friends and relatives eat rice dumplings dragon boat races go out to parks and beaches play with beautiful lanterns also

第四课时

教学目标

1、Review B and E.

2、Learn A.

教学重点

Be able to read the text and answer some questions.

教学难点

have a big lunch visit their relatives and friends delicious food dress up in costumes

教学准备

Tape-recorder, pictures

教学过程：

一. Warming up

Read B&E.

二 . Preparation.

1. Greetings

2. Free talk

What do people usually do at…?

They…

Did you …last…?

Yes, I did./No, I didn’t.

三. Revision

Have a dictation.

Mid-Autumn Festival, dragon boat races, have a long holiday, a popular holiday, in January or February, eat moon cakes, play with beautiful lanterns, Spring Festival, eat a lot of delicious food, meet friends and relatives.

四. Presentation

1. the first paragraph

a. Listen to the tape.

b. Questions.

What’s the date today?

Why are the teachers and the students getting excited?

What are they talking about?

Christmas is coming.

get very excited

2. the 2nd paragraph

a. Listen to the tape.

b. Questions

When’s Christmas?

What holiday comes after Christmas?

What day comes after Sunday?

on the 25th of December

come after

3. the3rd paragraph

a. Listen to the tape.

b. Questions

Did David go to a party last year?

What did he do last year?

Did Yang Ling visit her friends and relatives?

What else did he do?

go to parties

have a big lunch

visit their relatives and friends delicious food

4. the 4th paragraph

a. Listen to the tape.

b. Questions

What’s Ben’s favourite holiday?

What do people do at Halloween?

Did Ben dress up in costumes?

What did he do?

dress up in costumes

3. the 5th paragraph

a. Listen to the tape.

b. Questions

What’s Yang Ling’s favourite holiday?

What did she do?

moon cakes

6. Read the text.

7.Do the exercise.

五. Homework

1. Recite the phrases.

2. Read A..

六. Writing on the blackboard.

Unit 8

have a big lunch visit their relatives and friends delicious food dress up in costumes

第五课时

教学目标

1、Review A.

2、Do some exercises..

教学重点

Be able to talk about the holidays.

教学难点

Be able to say out “What do people usually do at…?”

教学准备

Tape-recorder, pictures

教学过程：

一. Warming up

Read A.

二. Preparation.

1. Greetings

2. Free talk

What do people usually do at…?

They…

Did you …last…?

Yes, I did./No, I didn’t.

三. Revision

Have a dictation.

last Mid-Autumn Festival, dress up in costumes, favourite holiday, visit relatives and friends, at the Spring Festival, get excited, have a big lunch, Christmas, go to parties, lots of delicious food

四. Presentation

1. Listening.

A. Listen and write.

B. Listen and judge.

C. Listen and match.

2. Reading and writing

A. Look, think and write.

B. Look and write.

eat moon cakes, watch dragon boat festival, have a party, make Easter eggs

C. Look, read and fill in the form.

D. Read and answer.

五. Homework

Review Unit 8.

六. Writing on the blackboard.

Unit 8

eat moon cakes, watch dragon boat festival, have a party, make Easter eggs

第六课时

Have a test.

Homework.

根据文中提示完成下列句子:

1.I often get up _______________(早上六点一刻)

2.My father usually _______________(看电视) after supper.

3.They often _______________(举办体育节) in September.

4.Liu Tao often visits his grandparents _______________(在周末).

5.Yang Ling’s uncle ______________(居住在) a small town near Nanjing.

6.We _______________(制作了许多美丽的风筝) at the kite festival.

7.Billy always eats a lot of food _______________(每天).

8.Su Hai , where is my diary? It was on my bed _______________(刚才

第七课时

分析考卷.

Homework.

1. Prepare Unit 9.

Listen to the tape. Read A&B several times.

2. Revision.

人称代词与物主代词

教后感：本课的教学中，将一般现在时和过去时混合在一起，学生容易混尧。在教学中要让学生注意时间的变化，区别两种时态。

牛津英语6A教案 Unit 7 At Christmas (1)

第一课时

一Teaching aims：

1.能听懂，会说，会读单词：a watch, a wallet, a teapot, a calculator, a skateboard, a comb, a mirror, a hairdryer

2. 能听懂会说：This … is from…. Who are they from?

3. 了解东西方接受礼物的不同反应，培养学生良好的文明礼仪。

二.Teaching key points：

本课时的教学重点是有关日常用品的8个单词和讨论谁送的礼物的有关语言，其中skateboard, calculator, hairdryer单词较长，发音也有一定难度，教师应重点指导。

三.Teaching difficulties

本课时的难点是：This …is from….Who are they from? 这组句型，建议教师充分利用课文信息，让学生通过静听，在完成匹配题后逐步理解并达到输出。在操练时，教师可准备一些礼物，通过真实的送礼物的活动，让学生在情境中理解并掌握。

四、Teaching preparation

1.教师准备：1)教学图片，圣诞老人服饰，一个礼物袋，有关日用品的实物

2)录音机，磁带3)录音题目讲义

2. 学生准备：每人一张纸条和一份礼物。

五.Teaching procedure：

1. . Warming up：

1)师生热情地问候:Hello, children. Nice to see you. How are you today?

2)共同演唱前几节课学的歌曲。

2. 新课呈现：

T：Hi，boys and girls. What festival is Dec.25? Ss: It’s Christmas Day. T: Do you like Christmas Day? Ss: Yes. T: Children like Christmas Day very much. Why? Ss: Because we can get some presents. T: Yes.. Jim’s family were very happy on Christmas Day. Let’s watch the cartoons.

3. 新课教学：

Step 1 Words of Dailythings

1) 学生观看录像，初步体会课文内容。

2)教师根据录像内容提问： What are the presents? 学生指着图片将文章中涉及的物品找出来: A …/…

3)根据学生找出的图片，教师进行单词教学：a watch, a teapot, a wallet, a calculator, a skateboard, a comb, a mirror, a hairdryer.

4) 教师示范朗读，学生跟读单词。重点指导calculator, skateboard，hairdryer的发音。在教学skateboard, teapot, hairdryer时，教师可借助单个单词和在一起的做法，帮助学生了解复合词，提高记忆的效率。

5) 单词巩固游戏：What is it? T: I have a present. It’s no big nor small. Man puts money and cards in it. What is it? S1: It’s a wallet. T: Can you spell it? S1: Yes, W-A-L-L-E-T, wallet. 然后进行全班的问答。

Step 2 Drills： Who is it/are they from? It’s /They are from….

1) T: Jim’s family have got so many presents. Who are they from?

2) 出示句型，教师带领学生朗读三遍。

3)T：Who are they from? Let’s listen to the tape then match.

4) 学生听课文录音，完成匹配题：

grandfather grandmother father mother Jim

a watch wallet teapot hairdryer skateboard

5) 交流答案：

T：Who is the watch from? Ss: It’s from Grandpa and grandma.

T：Who is the wallet from? Ss: It’s from grandma.

T：Who is the teapot from? Ss: It’s from Grandpa.

T：Who is the hairdryer from? Ss: It’s from Grandpa and grandma.

T：Who is the skateboard from? Ss: It’s from Jim’s Mum and Dad.

T: Who is the calculator from? Ss: It’s from Jim’s Mum and Dad, too.

6) Ss齐读匹配结果：The watch is from Jim’s Grandpa and grandma./….

Step 3 Consolidation

1. T: Christmas is coming. Everyone has a present for his friends. Who are you going to send your present? Let’s write a card.

2. 教师指导学生写卡片：Dear …

Merry Christmas and Happy New Year!

From: ….

3. 学生写完后贴在自己准备的礼物上，然后将礼物集中在老师的礼物袋里，让一位学生扮演圣诞老人，给学生送礼物：Hey! Hey! Merry Christmas and Happy New Year! Here’s a present for ….T: Who is this present from? Santa clause: Look! Ss: It’s from ….这两个同学都上台，接受礼物的同学拆开礼物，教师在一边提示说：Oh, it’s a …How beautiful! I like it very much.像这样演示5组，逐渐由老师带着学生表达过渡到学生自己表达。

2. 圣诞老人将礼物分派给5个学生，由这5个学生给大家送礼物：Who is this present from? It’s from … Open it. Oh, it’s a … It’s ….。

3. 礼物送完后，大家齐唱：We wish you a Merry Christmas and a Happy new year.

4. 做书上D部分练习。

五.作业建议：

1. 朗读记忆本课的有关日常用品的单词。

2. 根据课堂情景，用学过的语言写一篇短文：It’s Christmas Day. Santa Clause comes to our class. He gives us a lot of nice presents. …

第二课时

一.教学目标与要求：

1. 能听懂，会说，会读，会写单词：yours, ours, mine, his, hers

2. 能听懂，会说, 会读，会写：Whose … is it/are they?

It’s / They’re mine/yours/his/hers/ours.

3. 能听懂，会说，会读日常交际用语：Open it for me. This one is from Grandpa.

二.教学重难点分析：

本课的重点和难点是：名词性物主代词的使用，建议教师利用讨论礼物或寻找失主这一情景导入教学，使学生在交际中初步领会名词性物主代词的使用方法。在本课时中，教师并不要急于让学生掌握，让他们在感受的基础上逐步掌握。

三.课前准备

1.教师准备：1)教学图片，有关日用品的实物，一些礼物2)录音机，磁带

2. 学生准备：听录音预习课文。

四.教学步骤：

1.热身：

1)师生热情地问候。

2)共同说唱：Send Christmas cards. Wrap presents. Decorate the tree. Sing Christmas carols.

Open presents.

2. 新课呈现：

T：Last class The Santa Clause comes to our class. He gives me some presents.These presents are for you.Look! This present is for Sun Yan. Sun Yan , come here, please.

3.新课教学：

Step 1 mine, yours

1) T & S show the dialogue: Hi, Sun Yan. This present is for you.

S: Thank you.

T: Here you are. It’s your present. It’s yours.(教师示范说三遍)

S: Thank you.

T: Open it , please. S: OK. Oh, it’s a doll. I like it very much.

T: Look at the card. Who is it from? S: It’s from Miss Li.

T: Yes, now this doll is yours. It’s yours. S: Thank you.

T: You’re welcome.

2) 教师教说It’s your doll. It’s yours.

3) 教师再和两位同学进行演示，让全班学生共同参与演示：Look at this present.

Ss: Who is this present for? T: It’s for…Come here, …This present is yours.

S: OK. Ss:Open it and see.

S: Open it for me, please, Miss Li. ( 教师引导学生说出)

T：OK. Oh, it’s a …Do you like it? S: Yes.

Ss: Who is it from? S: Oh, it’s from…

T(引导全班说): This … is yours., ….

Step 2 his, hers, ours

1) 在第三遍演示的时候，逐渐将：This present is for …. It’s hers. It’s his. It’s ours. 注意在教学his, hers, ours时，教师应充分运用肢体语言和学生的主动参与能力，使学生在老师的指导下由不会到会，由不理解到初步领会。

2)学生四人一组，每人拿一件物品放在课桌中间，S: This is my pencil.It’s mine.

S3(其余三人齐说): This is his /her… It’s his/hers. 交换一个同学：This is my rubber. It’s mine. S3: This is his/her rubber. It’s his/ hers.

Step 3 Dialogue

1)T: Jim’s family is very happy today. Do you know why? Listen to the tape and answer me .

2) 学生带着问题听录音然后回答问题.

Q1: What day was it? Q2: Where were Jim’s family?

Q3: What did they do with their presents? Q4: How did they feel?

3) 教师引导学生回答完问题后朗读课文第一段.

4) 教师在实物投影仪上出示Listen and match的图(见书上P.71)，学生边看图边听录音。

5)学生听完后在书上完成题目，然后小结：T: Who’s the wallet for? Ss: It’s for Grandpa. T: Who is it from? Ss:It’s from Grandma. T: Does Grandpa like the wallet? Ss: Yes, he likes the color very much.

6)学生听录音朗读对话，教师重点指导：Open it for me, please. Open mine for me, Jim.

7)学生有感情地齐读课文，然后分角色朗读。

8)教师出示课文图片，学生为图片配音。

9)学生任选一幅图进行讨论，仿照课文内容对话。

五.作业：

1.听录音朗读课文。

模仿课文进行表演。

牛津英语6A教案 Unit 8 Review and check

Aims.

1. Review Unit 1---Unit 2.

2. Do some exercises.

Difficulties and emphasis.

一般过去时的用法. (肯定句与一般疑问句)

Teaching preparation

Workbook. recorder

Teaching procedure

Step 1. Reading.

Read the texts.

Step 2. Phrases.

Unit 1

1.football match 2.at Jinling Primary School 3.t next to me 4.in the corner

5.at the goal 6.go over the goal 7.go out of the football field

8.in the same team 9.in the football field

Unit 2

1.public sign 2.a lot of questions 3.different things 4.stay away from

5.keep off 6.the sign on the bird’s cage 7.make noise 8.keep quiet

9.take a walk 10.a ten-yuan note 11.look around 12.a park keeper

13.come up

Step 3. pronunciation

Step 4. Exercises in workbook.

1. Look, Read and write.P59

____you go and watch dragon boat races at the ____ _____ _______?

No, _____ _____. I ______ill.

I’m sorry.

2. Listen and choose.

3. Listen and tick.

Step 5. Homework

1. Recite the phrases.

2. Do exercises in workbook.P57,P58,P60

Unit 10 Revision(复习2)

Aims.

1. Review Unit 1---Unit 4.

2. Do some exercises.

Difficulties and emphasis.

一般过去时的用法. (肯定句与一般疑问句)

Teaching preparation

Workbook.

Teaching procedure

Step 1. Reading.

Read the texts.

Step 2. Phrases.

Unit 3

1.take about 2.come soon 3.on the 18th of October

4.have a birthday party 5.as a birthday present 6.a VCD of Japanese cartoons 7.take off 8.blow out

Unit 4

1.Sports Day 2.running race 3.take some photos 4.look for

5.a moment ago 6.just now 7.on the ground

8.a video recorder 9.a mobile phone 10.a pair of glasses

11.a CD Walkman 12.a roll of film

Step 3. pronunciation

Step 4. Exercises in workbook.

1. Read ,think and write

2. Look, read and circle.

3. Read and answer.

Step 5. Exercises in book.

1. Look, match and say.

2. Look, read and respond.

last weekend, at lunchtime, this morning a present from Mum

3. Look, read and complete.

buy-bought take---took

Step 6. Homework

1. Recite the phrases.

2. Do exercises in workbook.P57,P58,P60

Unit 10 Revision(复习3)

Aims.

1. Review Unit 5---Unit 6.

2. Do some exercises.

Difficulties and emphasis.

一般过去时，一般现在时，现在进行时的区别

Teaching preparation

补充练习

Teaching procedure

Step 1. Reading.

Read the texts.

Step 2. Phrases.

Unit 6

1.last week 2.the first day of school 3.after the holiday

4.in the school playground 5.before classes

6.with my parents 7.a funny cartoon 8.visit a farm

9.with my family 10.on the farm 11.pull up carrots 12.milk cows

13.collect eggs 14.fruit trees 15go to the farm 16.at the camp

17a lot of food 18.a lot of games 19.go camping

Step 3. pronunciation

Step 4. Exercises in workbook.

规则：一般现在时：表示经常性的事情。时间状语：often, usually, always. every, sometimes等。有两种情况：第三人称单数，动词用三单;复数和I, you，动词用原形

一般过去时：事情发生在过去。时间状语：just now, yesterday, last等。动词用过去式，

现在进行时：表示现在进行的动作。Now, look, listen. 句子结构：be+现在分词

一.根据中文完成英文句子:

1. 今天早上,我打扫了我的卧室. I _____my bedroom _____ _____.

2. 上星期六我们拜访了我们的语文老师张老师. _____Saturday, we _____ our Chinese teacher Mr Zhang.

3. 高山的舅舅住在南京附近的一个小镇上. Gao Shan’s uncle _____ in a small town near Nanjing.

4. 在周末,林涛经常去看望他的外公外婆. Lin Tao _____ _____ his grandfather and grandmother _____ _____ _____.

5. 你们在美食节做什么的?我和同学做了许多食品,我吃了很多东西. What _____ _____ _____ at the food festival? I _____ many foods _____ my classmates and I ate _____ _____.

6. 他们制作了许多漂亮的风筝,然后在操场上放飞. They made many _____ kites and flew _____ on the playground.

二.根据文中提示完成下列句子:

1.I often get up _______________(早上六点一刻)

2.My father usually _______________(看电视) after supper.

3.They often _______________(举办体育节) in September.

4.Liu Tao often visits his grandparents _______________(在周末).

5.Yang Ling’s uncle ______________(居住在) a small town near Nanjing.

6.We _______________(制作了许多美丽的风筝) at the kite festival.

7. Billy always eats a lot of food _______________(每天).

8. Su Hai , where is my diary? It was on my bed _______________(刚才)

Step 6. Homework

1. Recite the phrases.

2. Do exercises

根据首字母填空,完成下列对话:

A:Do you have any s_____ festivals in your school?

B:Yes,we do . We had o_____ last month.

A:W_____ was that?

B:It was a f_____ f_____.

A:W_____ was it?

B:It was on the twenty-sixth of October.

A:What did you do?

B:I c_____five hamburgers and some C_____food.And I a_____ a lot.

A:That was I_____.

Unit 8 Revision(复习4)

Aims.

1. Review Unit 7---Unit 8.

2. Do some exercises.

Difficulties and emphasis.

一般过去时，一般现在时，现在进行时的区别

Teaching preparation

补充练习

Teaching procedure

Step 1. Reading.

Read the texts.

Step 2. Phrases.

Unit 7

1.school festivals 2.live in 3.a town near Nanjing

4.at the weekends 5.after dinner 6.have a chat

7.lots of=a lot of 8.have an Art Festival 9.on the 4th of November

10.put the pictures on the wall 11.near the school gate

12.a lot of people 13.colourful kites 14.in the school hall

15.Chinese dances 16.have a good time 17.fly a kite

18.make a kite

19.drink some juice 20.a Kite Festival 21.a Science Festival

22.a Food Festival 23.at the Art Festival

Unit 8

1. get excited 2.come after 3. at New Year 4. have a big lunch

5. go to parties 6. visit relatives and friends 7. last Spring Festival 8. dress up in costumes 9. moon cakes 10. watch the moon 11 play with lanterns 12. favourite holiday 13. make Easter eggs 14 give presents to each other 15. wear masks 16 make pumpkin lanterns

Step 3. pronunciation

Step 4. Exercises in workbook.

重复：规则：一般现在时：表示经常性的事情。时间状语：often, usually, always. every, sometimes等。有两种情况：第三人称单数，动词用三单;复数和I, you，动词用原形

一般过去时：事情发生在过去。时间状语：just now, yesterday, last等。动词用过去式，

现在进行时：表示现在进行的动作。Now, look, listen. 句子结构：be+现在分词

根据首字母填空,完成下列对话:

A:Do you have any s_____ festivals in your school?

B:Yes,we do . We had o_____ last month.

A:W_____ was that?

B:It was a f_____ f_____.

A:W_____ was it?

B:It was on the twenty-sixth of October.

A:What did you do?

B:I c_____five hamburgers and some C_____food.And I a_____ a lot.

A: That was f_____.

用适当的动词形式填空:

We_____(have) a football match every Friday. Last Friday, the match _____(be) between Class 1 and Class 4.The score _____(be) one all. Today _____Friday again. The match _____(be) between Class 2 and Class 3. The score _____(be) one to two now. Look, Jim _____(throw) the ball to Billy. And Billy _____(pass) the ball to Tom. Oh, Tom ______(shoot). He’s got a goal. Time _____(be) up. The score _____(be) two all

Step 6. Homework

1. Recite the phrases.

2. Review the exercises .

Unit 10 Revision(复习5)

Aims.

1. Review Unit 9---Unit 10.

2. Have a test.

Phrases

Unit 9

1. at Christmas 2. on Christmas Day 3. under the Christmas tree 4. open the presentsn 4.some tea 5. a beautiful wallet 6.go to the supermarket by bus 7. get off 8 point to the woman beside him 9.ask him to take it to the police station 10. at lunchtime 11.last weekend 12. a present from Mum

Pronunciation

第十单元考试

Homework

1. Recite the phrases.

2. Review the exercises .

Unit 10 Revision(复习6)

Aims.

1. 复习句型变换

2. Do some exercises.

Difficulties and emphasis.

肯定句变否定句;肯定句变一般疑问句，并作肯定和否定回答;划线提问

Teaching preparation

补充练习

Teaching procedure

Step 1. Reading.

Read the phrases..

Step 2.练习

肯定句变否定句：

1. Wang Bing is stopping David.

2. There are some boys in the room.

3. Tom can speak Chinese.

4. We have four lessons.

5. Stand in a line.

6. David has got a goal.

7. It means “No cycling”.

8. I watch TV every day.

9. We planted trees yesterday.

肯定句变一般疑问句，并作肯定和否定回答。

10. Wang Bing is stopping David.

11. There are some boys in the room.

12. Tom can speak Chinese.

13. We have four lessons.

14. Stand in a line.

15. David has got a goal.

16. It means “No cycling”.

17. I watch TV every day.

18. We planted trees yesterday.

提问：

19. Wang Bing is planting trees on the farm.

20. Wang Bing is planting trees on the farm.

21. Wang Bing is planting trees on the farm.

22. Wang Bing is planting trees on the farm.

23. There are twelve boys in the room.

24. There are twelve boys in the room.

25. Miss Green teaches English in China.

26. Miss Green teaches English in China.

27. Miss Green teaches English in China.

28. Miss Green teaches English in China.

29. It means “No cycling”.

30. I watch cartoons at home every day.

31. I watch cartoons at home every day.

32. I watch cartoons at home every day.

33. I watch cartoons at home every day.

34. These are my books.

35. These books are mine.

句型转换，句意不变。

1. What is the date today?

2. What’s the time?

3. Ben is Ron’s brother.

4. I want to have a CD Walkman as my birthday present.

改写句子。

1. I’m milking the cow now.(用yesterday改写)

2. That is a knife. (改复数句)

3. These are apples.(改单数句)

4. I watch TV every day.(用now改写)

Step 6. Homework

1. Recite the phrases.

译林版牛津英语七年级上册第一次月考试题第3篇

单元:Unit 2 Grammar A&B

一、教学分析

(一) 教学内容

译林牛津版英语八年级上册8A Unit 2 Grammar A&B

(二) 教学目标

1.知识目标

学会使用more...than, fewer...than和less...than进行两者之间的比较。

学会使用the most, the fewest/the least进行三者或三者以上的比较。

2.能力目标

以培养学生听、说能力为主, 通过本课教学加强学生的语言输出训练, 鼓励学生大胆开口说英语。

3.情感目标

(1) 让学生认识到学习英语的目的在于交流、乐于参与英语实践活动。

(2) 在学习活动中积极与他人合作, 相互帮助, 共同完成学习任务。

(三) 教学重点

运用more...than, fewer...than, less...than, the most, the fewest/the least句型进行比较。

(四) 教学难点

fewer...than与less...than, the fewest与the least的用法区别。

二、教学理念

(一) 面向全体学生, 注重素质教育

《英语课程标准》明确提出了“以学生发展为基本出发点, 力求体现素质教育”的思想。教学中, 教师要关注学生的情感, 激发他们的学习兴趣, 帮助他们建立自信并发展有效的学习策略, 形成一定的语言综合运用能力。

(二) 强调语言运用的交际教学理念和实践

教学改革的趋势表明:英语教学的课程设计以满足学生的发展需求为目标, 强调语用的交际教学理念和实践, 注重英语教学的交际功能。因此, 让学生在课堂中围绕熟悉而又感兴趣的问题进行交流, 在交流的过程中发展语言能力、思维能力以及交流合作的能力, 也是教学改革的一种趋势。

(三) 倡导体验、实践、参与、交流与合作的学习方式

传统的语法教学模式往往从教师的经验出发, 单调乏味。教师应创设良好的语言情境, 提供大量的语言实践机会, 使学生通过自己的体验、感知、实践、参与和交流, 形成语感, 并在教师的引导下, 通过观察、发现和归纳等方式, 掌握语言的规律, 从枯燥的语法讲解中解脱出来。

(四) 提倡“任务型”教学, 把语言综合运用能力的培养落实在教学过程中

让学生带着明确的任务目标, 积极主动地学习。在执行任务的过程中, 学生通过独立或合作、实践、思考、讨论交流等方式学习和使用英语, 完成学习任务。

(五) 注重“有效”与“可操作”

追求课堂设计的整体性, 有助于高效达成教学目标。不随意引伸, 不搞花架子, 注重实效, 立足师生实际, 使课堂设计的每一个环节都具有可操作性。

三、教学模式

根据行为主义理论, 语言习得与学习都是通过模仿、巩固与重复对刺激的反应而形成的。笔者采用的教学模式是, 教师设置一定的语言情境让学生理解语言知识, 通过多种途径与方式, 组织学生操练, 逐步从机械操练过渡到有意义操练, 直至能够灵活应用, 让学生在习得语言知识的过程中掌握语言。

四、教学过程

Step 1 Warm-up

Ⅰ.Introduction

T:Hi!Boys and Girls!My name is Hu Zhongjun.But I’m not handsome, a little fat.I’m an English teacher from Zefu Middle School.Our school lies in a small town called Qinnan, but Zefu is a great man.He was called Lu Xun of North Jiangsu by Chen Yi.Welcome to our school!I’m looking forward to seeing you again.Today I’m glad to be your teacher.I believe everyone in our class will do our best.Do you think so?

T:I’ve introduced my school and me.Can you say something about you and your school?

S1:...

S2:...

Ⅱ.Show the learning aims

T:This class we’ll learn the first part of Grammar—Grammar A&B, please look at the blackboard.Here are the learning aims.

A:Comparing two things

B:Comparing more than two things.

【设计说明】

教师通过诙谐幽默的自我介绍, 拉近与学生的距离, 激发学生对教师的兴趣, 为学生营造宽松愉悦的学习氛围。围绕本单元School life这一主题让学生介绍自己和学校, 有意识地将学生带入本课题的英语学习之中, 同时, 揭示本课题的教学目标。

Step 2 Presentation

Review some words and expressions.

Flower—some flowers—many flowers—few flowers—I have many flowers—Millie has few flowers.

Subject—many subjects—few subjects—I study many subjects.—He studies few subjects.

Juice—orange juice—much orange juice—little orange juice—He has much orange juice.—Amy has little orange juice.

Free time—much free time—I have much free time.—He has little free time.

【设计说明】

复习相关词汇与表达, 为接下来的学习环节作准备, 扫清基础知识障碍。

Step 3 The use of“more...than”and“fewer...than”.

Ⅰ.设置情境, 导入句型, 机械操练

运用简笔画在黑板上画出Millie手中握着三朵花、Amy手中握着两朵花的图片, 边画边介绍:Millie has three flowers.Amy has two flowers.

That’s to say→Millie has more flowers than Amy. (板书) →Amy has fewer flowers than Millie. (板书)

Ⅱ.机械操练, 让全体学生脱口而出

Read the sentences in this way:

Ⅲ.半机械操练, 用books, CDs替换flowers

Practise in pairs.

Ⅳ.有意义操练, 实际运用

Let’s compare

Compare with each other about their own things. (dictionaries, bags, apples, pencils)

Step 4 The use of“more...than”and“less...than”.

Ⅰ.从学生的错误中导入句型

S1:I have more coffee than you.

S2:I have fewer coffee than you.

T:Fewer coffee than him?Right?—No.

You have less coffee than him.

接着在黑板上Millie和Amy各自的另一只手上画一个装coffee的杯子, Millie杯中的coffee比Amy多, 边画边介绍:

Millie has more coffee than Amy. (板书)

Amy has less coffee than Millie. (板书)

Ⅱ.替换练习

用free time, orange juice, water替换coffee

Practice in pairs.

Ⅲ.实际运用

Let’s compare.

Compare with each other about their own things.

Ⅳ.结合学生表达的句子, 进行思想教育

S:I have more money than you.

T:Do you love money?

Ss:Yes!

T:Yes, I agree with you.Money is necessary for all of us, but it isn’t all.Do you think so?

Ss:Yes!

Ⅴ.Work out the rule.

Discuss in groups and work out the rule.

We use“more...than”and“fewer...than”to talk about countable nouns, we use“more...than”and“less...than”to talk about uncountable nouns.

Step 5 The use of the“the most”and“the fewest”/“the least”

Ⅰ.设置情境, 导入句型, 进行操练

在黑板上画Daniel, 一只手握着一朵花, 另一只手持着比Amy少得多的盛有咖啡的杯子, 边画边介绍:

Ⅱ.操练运用

Work in groups. (money, free time, orange juice and so on)

Ⅲ.Work out the rule.

We use“the most”and“the fewest”to talk about countable nouns.We use“the most”and“the least”to talk about uncountable nouns.

【设计说明】

通过设置情境, 导入句型, 从机械操练过渡到有意义操练, 让学生在操练的过程中自主习得语言, 从而掌握与运用语言。

Step 6 Compare Daniel’s school life with Nancy’s and John’s.

John studies fewer subjects than Daniel, but Nancy studies the fewest.

Nancy joins more clubs than John, but Daniel joins the most.

John has less free time than Nancy, but Daniel has the least.

【设计说明】

通过本环节培养学生灵活运用所学知识的能力, 避免眼高手低, 既要让学生开口说得出, 又要让学生动手考得好。

Step 8 Consolidation

Compare the sentences with“more/fewer/less...than”or“the most/fewest/least”.

a.Millie and I are in the Reading Club.We like reading comic books, I have eight comic books and Milliehas five.I have more comic books than Millie.Millie has fewer comic books than I.

b.Simon and Sandy are in the Music Club.Last Sunday, they went to buy CDs.Simon spent$25 and Sandy spent$20.Sandy spent less money on CDs than Simon.Simon spent more money on CDs than Sandy.

c.Amy, Kitty and Andy are in the Health Club.Every day, Amy drinks one glass of milk, Kitty drinks two and Andy drinks three.Kitty drinks less milk than Andy.Amy drinks the least milk of the three students.

d.Sandy, Andy and Kitty are in the Online Friendship Club.Sandy has eight online friends, Andy has five and Kitty has two.Andy has fewer online friends than Sandy.Of the three students, Kitty has the fewest online friends.

【设计说明】

通过学生富有韵律的朗诵, 让学生记住本堂课的知识要点。

Step 10 Summary

总结本堂课教学内容, 帮助学生进一步梳理相关知识体系。

We use“more...than”“fewer...than”“less...than”to compare two things.

We use“the most”“the fewest”“the least”to compare more than two things.

We use“more...than”“fewer...than”“the most”“the fewest”to talk about countable nouns.

We use“more...than”“less...than”“the most”“the least”to talk about uncountable nouns.

【设计说明】

总结本堂课教学内容, 帮助学生进一步梳理相关知识体系。

五、教学反思

本堂课中, 笔者围绕《英语课程标准》能级要求, 立足教材文本, 制订具体的多元教学目标, 抓住教学重点, 分散教学难点, 以学生为学习的主体, 有层次地设计一些系列教学活动, 调动了学生学习的兴趣, 让学生在自主、合作、探究中获得知识, 习得技能, 基本达成了教学目标。为总结经验教训, 查漏补遗, 现对本堂课做如下教学反思:

(一) 对英语语法教学的重新认识

8A Unit 2 Grammar A&B这节课是让学生学会运用more...than, fewer...than, less...than以及the most, the least/the fewest谈论学校生活。因为学生很熟悉这个话题, 对其感兴趣, 有话可说, 且在8A Unit 1中已学过比较级与最高级。笔者起初接到该课题的教学任务时认为该课题的教学比较简单, 但在备课过程中, 通过研读《英语课程标准》并分析教材文本认识到, 语法教学并不是机械地教给学生一些语法规则, 评讲一些相关语法题, 而是让学生在自主学习活动中习得、掌握这些语言规律, 并将其转化成自己的知识, 继而形成语言能力, 最终能够灵活运用。语法教学并不简单。在授课过程中, 有些环节不如Reading上起来得心应手。

(二) 语言知识与交际能力关系的进一步澄清

语言是重要的交际工具, 英语教学的目的不仅仅是教给学生零散的语言知识, 更重要的是提高学生的语言交际能力, 这种能力的获得只能通过大量的实践训练。教师在教学中应将语言知识的掌握和交际运用语言的培养有机地结合起来, 达到学以致用的目的。例如:在学习了Millie has more flowe rs than A my后, 笔者要求学生用身边的物品进行交流, 学生在自由交谈过程中既巩固了所学知识, 又培养了交际能力, 达到了多元培养目标。

(三) 教学理念的反思

如何有效教学?如何做到减负增效?最重要的是, 教师要转变教学思想。传统教学中, 教师的教学思想长期受应试教育的影响, 遵从“应试第一, 分数至上”的理念, 把学生看成是挣分的机器, 过分重视语法和词汇知识的讲解传授, 忽视对学生实际语言应用能力的培养, 对学生“乐学”的潜能几乎无暇开发, 这种教学观念与《英语课程标准》的要求极不相符。为了贯彻落实《英语课程标准》, 教师必须更新自己的教学理念, 以学生为主体, 认识到教师的作用是引导学生学会认知, 学会做事, 让学生经历获取知识的过程, 关注学生各种能力的发展, 促进知识与技能、过程与方法、态度与价值观的全面发展, 建立学生自主探索、合作学习的课堂模式, 创设和谐、宽松、民主的课堂环境, 追求学习结果转向追求学习过程。

(四) 操练方式的反思

针对初中低年级学生的年龄特征, 在课堂操练这一环节, 笔者设计了一套方法, 即链式训练, 通过Group 1—Group 2—Group 3—Group 4—Together, Row 1—Row 2—Row 3—Row 4—Row 5—Together等方式, 借助教师的手势语言, 要求学生站起来操练, 调动了全体学生参与活动的积极性, 集中了他们的课堂注意力, 提高了操练效果;同时, 富有节奏的操练方式渲染了课堂气氛, 增添了课堂气势。但要完善这一操练模式, 还应注意以下两个方面:

1.链式训练适合于低年级学生词汇、句型机械操练阶段, 并不能作为固定模式运用于学生练习的全过程。随着学习的深入, 课堂上更多的是有意义训练, 留给学生自主思考的空间, 尊重个性差异, 鼓励学生发表独特的见解。

译林版牛津英语七年级上册第一次月考试题第4篇

第一部分听对话，回答问题

本部分共有10个小题，每小题你将听到一段对话，每段对话读两遍。在听每段对话前，你将有5秒钟的时间阅读题目；听完后，你仍有5秒钟的答题时间。1.W: What do you usually do when you are free? M: I usually fly a kite.2.W: Who is your favourite basketball player, Mike?

M: I like Shu-How Lin very much.He is my hero.3.W: Tom, what do you like doing? M: I like playing football.4.M: How do you go to school every day? W: I walk to school every day.5.M: The football match begins at eight o’clock.W: OK.Thank you.6.M: Is this your baseball, Emma?

W: No, I don’t have a baseball.But my sister has one.7.W: Do you have a table tennis bat, Paul?

M: No, but I have a table tennis ball.8.M: I need a volleyball, Anna.Can you bring yours to me?

W: Certainly.My volleyball is very nice and it’s blue and yellow.9.W: Shall we go to watch TV?

M: OK.Let’s go.10.M: Is your ball under the bed, Mona?

W: No, it’s under the chair.第二部分听对话和短文，回答问题

你将听到一段对话和两篇短文，各听两遍。听每段对话或短文前，你将有时间阅读相关小题，每小题5秒钟；听完后，每小题你仍有5秒钟的答题时间。听对话，回答第11~12小题。

M: Good morning.I’m a new student here.I’m Simon.W: Hello, I’m Millie.I’m twelve.How about you? M: I’m thirteen.W: I like dancing very much.What do you like doing in your free time? M: I like watching matches on my computer.听第一篇短文，回答第13~15小题。

Hello！My name is Bruce, B-R-U-C-E.I’m in Class 8.I have a great ball collection.I have three soccer balls, five basketballs, eight table tennis balls and eleven volleyballs.I like watching ball games on TV and playing ball games on my computer.They are very interesting.I join a Sports Club and I have many good friends there.We play sports together every day.听第二篇短文，回答第16~20小题。

My name is Linda.I am a girl.I come from America.My mother is Mrs Green.She is an English teacher.I have a sister.Her name is Kate.She is an English teacher, too.I have two good friends.They are Tom and Mary.We are in the same school.After school, we often play sports.Tom likes playing football.Mary and I like playing table tennis.1～5 ABABC

6～10 CBBAC

11～15 ABBCA

16～20 CBBAB 21.B

由答句中的“playing football”可知询问的是“运动”，故答案选B。22.C

enjoy doing sth.意为“喜爱做某事”，为固定用法。

23.A

homework为不可数名词，所以排除B、D两项，a lot of=lots of, 为固定短语，意为

“许多，大量”。句意：这个女孩今天有很多家庭作业要做。24.A

have lunch意为“吃午餐”，have breakfast意为“吃早餐”，为固定短语。句意：他们在学校吃午餐。

25.C

watch是行为动词，其一般现在时的疑问句式是在句首添加助动词do或does。因为your father是第三人称，所以助动词用does;且助动词之后的行为动词均用原形，故答案选C。

26.C

enjoy doing sth.意为“喜爱做某事”，为固定用法。27.B

本题的主语he是第三人称单数形式，因此其否定句应添加否定助动词doesn’t，后面的行为动词要还原为动词原形。

28.C

本句句意为“托尼是一个很安静的学生，但是他在课堂上很活跃”。由此可以判断前后是转折关系，故答案选C。

29.C

go shopping 意为“去购物”；go climbing意为“去爬山”；go swimming意为“去游

泳”；go running意为“去跑步”。由题干中的“in the poor”可知应选C项。30.B

make sb./sth.+adj.意为“使某人或某物„„”，而it是第三人称，其作主语时行为动词用第三人称单数形式，故答案选B。

31.B

member意为“成员”。

32.B

空格前后是并列关系，因此用and连接。

33.B

由后句中的“the World Cup”可知父亲是一名足球运动员。34.A

由前半句中的“plays”可知此处也填play的相关形式。35.A

由后句中的“gets up early”可知这是一个好习惯。36.D

enjoy doing sth.意为“喜欢做某事”。

37.C

指代前句中的“my brother”要用代词he。38.B

由后文中的“Running”可知选B项。

39.A

通过前文的介绍可知父亲喜欢足球，因此“我”和父亲是一样的。40.B

在足球俱乐部里，用介词in。

41.B

由第二段第一句“Li Hong is a pretty girl.”和第三段第一句“Zhang Li is a tall and helpful girl.”可知短文中提到两个女孩。

42.C

由第一段内容“Li Hong, Zhang Li and Wu Jun are students of Class 1, Grade 7 in Xuzhou No.1 Middle School.”可知李红和吴军是同班同学。43.D

由第三段倒数第二句“She is very bright and almost knows about everything.”可知答案。

44.C

由最后一段的最后一句“His dream is to be a football player like Raul.”可知答案选C项。

45.B

由第三段的第一二句“Zhang Li is a tall and helpful girl.She is good at all her subjects.”可知B项正确。

46.A

由第一段第一句My son Lin Tao is 11 years old.可知林涛的年龄。47.B

由第一段第二句He is a tall boy.可知，林涛长得很高。

48.A

由第二段最后一句After training, he enjoys watching table tennis games on TV.可知，林涛喜欢在训练结束后通过电视观看乒乓球比赛。

49.B

由第三段可知因为儿子喜欢打乒乓球，而父亲想成为儿子的搭档，所以父亲也打乒乓球。50.D

由第四段第一句At weekends, I go to a table tennis club with my son.可知，林涛和父亲周末一起去乒乓球俱乐部。

51.really 52.times 53.else 54.hero 55.fun 56.match

57.drawing 58.has 59.go 60.watches 61.three times a day 62.come true 63.member of 64.watch matches 65.talk about One possible version:

Wang Lin is thirteen years old.He lives in Suzhou, Jiangsu.He is a student of Sunshine Secondary School.He is a tall boy with short hair.He wears glasses.He is polite and helpful.He studys very hard.He likes swimming and playing computer games.He often plays football with his classmates at the weekend.Messi is his favourite football player.Messi is his hero!

译林版牛津英语七年级上册第一次月考试题第5篇

型新

第几课时 2

教

学

目

标 1、准确听读Reading中的生词

2、掌握文中6个学生的基本信息

3、了解如何用英语做自我介绍或介绍别人

教

学

重

难

点重点：1、19个单词的学习

2、6个学生的概况

难点：自我介绍或介绍别人

教

学

资

源 1、学生在小学已具备一些自我介绍的能力

2、通过表格、提问等多种形式对比6个学生的信息，使学生对介绍更清晰

3、利用PPT，图文并茂，激发学生兴趣

预

习

设

计 1、听录音，结合音标，准确拼读本课生词

2、大声朗读课文，圈出生词，结合上下文知其义，同时理解课文大意，找出疑问

3、Question:

Who has the same hobby as you among the six students?

施教日期 9月2日

学程预设导学策略调整与反思

Step 1 Warming up

回忆上节课所认识的6个新朋友，回答下列问题

1.Do you remember their names?

2.Where do they come from?

3.Do you want to know more about them?

Step 2 Presenting

1.根据实际情况回答问题

1)How old are you?

2)Are you tall or short/strong or slim?

3)Where do you come from?

4)Which class /grade are you in?

5)What do you love/enjoy?

6)When do you usually listen to music?

7)Do you work hard?

8)Do you like wearing sunglasses?

2.大声拼读单词

3.根据例句简单地介绍自己

My name is……

I am …… years old

I come from……

I (外貌描写)

I love……

4.Read the text and finish Part B1

5.Listen to the first paragraph with books closed. Then answer questions.

1)How old is Millie?

2)What class is she in?

3)Where does she live?

4)What does she love?

5)Is she in the Reading Club or the Swimming Club?

6.Listen to the second paragraph with books closed. Then do some ‘T/F’exercises.

1)Simon was born in Beijing but he lives in Shanghai.

2)He loves playing football very much.

3)Simon often plays football after supper.

4)Simon’s cousin’s name is Annie.

5)Simon’s cousin is his uncle’s or aunt’s daughter.

7.Listen to the third paragraph , then fill in the blanks.

I am Sandy. I ____ ____ Beijing. I am very _____ and slim. I have _____ black _____. I like _______ to _______.

8.Listen to the last three paragraphs. Then fill in the blanks.

Kitty is 11 years old. She is _______. She loves _______. She works _______.

Amy is not very _____. She has ______ hair. She is good at ______. She is ______.

Daniel wears _____. He enjoys

_______ computer games. He is ______ and ______.

借Welcome to the unit 中的图片引出本课的6个主人公，激发学生对他们的兴趣

通过提问，引出本课生词：year, grade, reading, club, everyone, be born, after, slim, long, music, hard, short, swimming, wear, glasses, enjoy, polite, helpful, hobby. 在情景中帮助学生理解单词

以学生读为主，采取不同形式纠正发音，强化单词的音形义的结合

给出例句让学生模仿，巩固所学的单词

由Who has the same hobby as you among the six students?这个预习作业的检查，导入课文信息。

完成Part B1,帮助学生学会在语篇中寻找有效信息

步骤5，6，7，8主要是加强听力训练，让学生能及时地捕抓住信息

听力过程中，如遇到困难，则再听一遍，如课文较难，则加以指导，多带读

学程预设

导学策略

调整与反思

9.Read the text out, paying attention to the pronunciation and intonation.

Step 3 Having a summary

Discuss “Who do you like best among the six students?” 采用跟读、齐读、互读、范读等多种方式，让学生熟悉课文，加深对这6个学生的了解，力争能复述