人的記憶力會隨著歲月的流逝而衰退，寫作可以彌補記憶的不足，將曾經的人生經歷和感悟記錄下來，也便于保存一份美好的回憶。范文書寫有哪些要求呢？我們怎樣才能寫好一篇范文呢？下面是小編幫大家整理的優質范文，僅供參考，大家一起來看看吧。
牛初中作文篇一
1. 能掌握節日單詞 children’s day、christmas、mid-autumn festival、dragon boat festival和spring festival。
2. 能通過課前的信息搜集，課上的團隊合作以及課后的自學，掌握以下節日
new year’s day、halloween、may day、national day 。
3. 能掌握四會句型
when’s…?it’s in…what do people usually do at/on…?they…
4. 學生能運用本單元的四會句型和日常交際用語談論節日中人們的活動以及自己曾做過的事。
重點難點：
1.能掌握所學節日的正確讀音。
2.能熟練掌握四會句型，并能靈活進行替換訓練，從而進一步來鞏固一般過去時的知識。
教具準備：
多媒體課件 實物
教學過程：
step1: warming-up
ngs.
talk.
what day is it ? what date is it today?
what do you usually do at the weekends?
(設計意圖： 在上課開始，與學生親切自然地相互問候，使學生快速進入英語學習的氛圍，同時為下一步教學做鋪墊。)
step2: presentation:
1. t：(教師手拿日歷)what date is it?
s: it’s the first of october.
t: what holiday is on the first of october.
s: it’s national day.
t：你們還記得其他的節日嗎?
ss：children’s day, teacher’s day, christmas, national day, halloween---
揭示主題： holidays
magic eyes
快速閃現學生知道的單詞，學生根據圖片說出相應的節日。
2. 教學 spring festival
(1)。(look at the screen)there is a duck, a cake and some fruit. oh, they are very delicious.(扮演出正在吃美味食物的樣子)here“delicious”means“nice”。 (teach:delicious ←de-li-cious)
t: we can eat delicious food at spring festival.
teach: spring festival 春節
(2)。let’s read
it is a popular holiday in china. it is in january or february. people eat a lot of delicious food. they usually visit their relatives and friends.
relative means your parents,uncle,aunt,cousin,grandparents and so on.
it means…?
ss:(引導學生說出答案)it means親戚!
t：(teach: relative ←re-la-tive)
(3)。 教學what do people usually do at spring festival?
t: what do people usually do at spring festival?
read: people 人，人們
practice: what do people usually do at spring festival?
they usually---
did you --- last spring festival?
yes, i did. no, i didn’t.
3. 教學 mid-autumn festival & dragon boat festival.
and there are some chinese traditional(傳統的) festivals in china,too. we have spring festival, mid-autumn festival and dragon boat festival.
t:(show the picture of mid-autumn festival)
can you guess what fesitval it is from this picture?
ss:中秋節。
t：yes,it’s mid-autumn festival.(teach: mid-autumn festival.)
when’s spring festival?
s:it’s on the 15th of august.
t:no,it’s in september or october. (日歷展示)
what do people usually do at mid-autumn festival?if you can’t say in english,you can say it in chinese.(在用英語無法表達時，允許學生用中文來補充。)
s: 吃月餅，賞月。
t：yes. they usually eat moon cake and watch the moon.
t: did you eat moon cake and watch the moon last mid-autumn festival?
ss: yes,i do.
t: i think you should say:yes,i did.
( dragon boat festival教法同上。)
4. 教學christmas
(1)guessing game
問： what holiday is it ?
(2) 教師讓學生說他們所知道的關于圣誕節的知識，如圣誕老人，圣誕禮物，圣誕食 品及圣誕活動，不限定學生全部用英語表達。
t: christmas is coming. do you know anything about christmas ,e.g. presents and food?
(設計意圖： 用提問的方式引出即將學習的活動，并通過討論讓學生了解有關圣誕節的文化意識。)
(3) 教師用課件創設情景： christmas tree, santa claus, new clothes, stars, give presents to each other, play with friends..
the christmas is coming. please look at these pictures and talk about the following questions.
when’s christmas?
do you like christmas? why?
what do you usually do at christmas?
(4) 學生4人一組看圖片，并根據問題討論圣誕節。
(5) 小組匯報他們討論的情況，并通過投影呈現： 例如christmas is on the 25th of december. we like christmas because it’s interesting. there are many christmas trees and we can see them everywhere. we can also buy new clothes and give presents to each other.
(設計意圖：這個活動對學生來說具有一定的挑戰性，但六年級學生已基本能把老師提供的信息組合成一句話，甚至能連成一段話。通過這樣的活動可以讓學生把所學的知識運用于實際，使不同程度的學生都有成就感，增強自信心。)
5. the usage of “at” and “on”
t: look at the phrases carefully and find the rule by yourselves.
小組討論 “on” 和“at”的區別
at halloween at spring festival at dragon boat festival
on new year’s day on may day on children’s day
s: we use “on” before “day”。
t：well done!
ce
1.(show two pictures about part c)
t:can you use the sentences on the blackboard to make up dialogues in pairs?
t：when’s spring festival?
s:it’s in january or february.
t: what do people usually do at spring festival?
s:they eat lots of delicious food.
t:did you eat lots of delicious food last spring festival?
s:yes,i did.(picture1 t-s;picture2 s-s)
time:
___________is on ______________.
children usually______________________.
did you ____________last______________?
step5: homework
1. 仿照partc編寫含有以下節日的句型：new year’s day、may day、
national day
2. introduce the foreign festivals to your parents.
板書設計：
unit6 holidays
a: when’s --- ?
b: it’s in ---.
a: what do people usually do at spring festival?
b: they usually---
a: did you --- last spring festival?
b: yes, i did. no, i didn’t.
牛初中作文篇二
check ，
e.g picture 1 a： do you play baseball?
b： yes ，i do .
picture 2 a： do you play basketball?
b： no ，i don’t .
a： what do you play?
b： i play volleyball .
…
look ，read and write .
read the letters after the t.
write the letters .
字母uu，vv，ww的大小寫均為一筆寫成，注意大寫u與小寫u的區別。
教師在四線格中邊范寫邊指導。
學生練習。
step3 have a rest .
sing a song： a b c song (只能唱到w，多唱的同學必須表演節目)
step 4 good bye .
the fourth period
teaching contents：
d fun house ：workbook .
teaching aims：
繼續練習本單元所學的日常交際用語和單詞，使學生能熟練掌握，靈活運用。
指導學生完成書后的練習和練習冊中的題目。
teaching steps：
step1 warm up
greetings.
sing a song： we study and play .
listen and do ： let’s fly .let’s ’s read and write .let’s have a drink .
step 2 presentation .
draw and guess ：
a .教師在黑板上畫出樂器類和球類物品的簡筆畫，學生猜出相應的單詞。
b. 學生幾人一組，一人畫，其余人猜。
the words four times .
and number .
聽錄音前可以讓學生將圖片看一遍，用句型look ，__can play __練習說話。
a survey .
step 3 do the workbook .
1. listen and judge .
練習前先組織學生復習相關的對話。
and check .
，find and match .
先放錄音內容，使學生對各人的情況有一個初步的了解，然后再讓學生看圖，聽錄音連線。
and draw .
step 4 ending
牛津英語初一上冊教案
牛初中作文篇三
初一牛津英語新教材使用心得
我想在這里和大家一起探討一下初一牛津英語教材的使用和我校初一英語備課組教師的一些做法。
我們都知道，新教材具有以下一些特點：
1．照任務型教學的原則設計語言實踐活動。每個單元都圍繞一個話題讓學生通過體驗、實踐、參與、合作、交流和探究等方式，學習和使用英語，完成學習任務。另外，有的單元還安排了一個旨在提高學生用英語獲取信息，處理信息，分析和解決問題能力的課題（project），讓學生綜合運用在這幾個單元里面所學的語言知識、技能及學習技巧，以培養他們的口筆頭交際能力、動手能力，自主學習能力、創新能力及合作精神。
2．本教材內容聯系學生生活，貼近學生生活實際，語言想象再現率高，符合學生學習語言的認知規律。
3．編排體系上突破了傳統模式，體現了語言教學的整體性和綜合性。整套教材中，語言技能、語言知識、情感態度、學習策略和跨文化意識等有機結合，緊密聯系，相互滲透，相互補充。
那么，針對以上這些特點，我們初一英語備課組的老師在以下幾個方面進行了教學嘗試：
一、進行中小學英語教學的銜接
初一新教材相對于以前的教材詞匯量明顯地增大,大概每個單元100個單詞左右,有些單詞還相當長，而且一些不常見詞的出現率也相當高。同時語法點增多，并提前出現。例如：it takes sb. some time to do sth.以及 sb. spends some time doing sth.(on sth.)這類句型以前要到初三教材中才會出現，而現在初一就出現了。針對這些難度的增加，我們幾個人在一起嘗試著從以下幾個方面做起:
1.首先讓學生過好語音關
學期開始時先教學48個音標.在教學48 個音標時,突出重點:如五個元音字母在開閉音節中的讀音, r音節及七個輔音字母(c g j n s x y)在單詞中的讀音;分散難點:元音字母組合和輔音字母組合 ,這部分量大,學生難以記住.為此我們要求學生每天記八個,逐步增加.盡量不讓學生產生畏難情緒,盡量讓每個學生都體會到成功的快樂.如果碰到較長的學生難以拼讀的音標拼讀詞,這時我們就教學生拼讀音標詞的方法,先教學生分成幾段來拼讀然后再快速朗讀成詞.教學音標時要求學生眼看,手在空中比畫或在桌面上寫.動用多種感官提高記憶效果.過好語音關, 有助于學生把握單詞的讀音; 有助于學生的終身學習;有助于解決學生對單詞讀音的遺忘現象;有助于學生快速而且長久地記憶單詞.
2.其次在教學中讓學生過好詞匯關
新教材詞匯量大,每個單元大約有100個左右,為了減輕學生記憶單詞的負擔,我們把它們分幾次來教，在教學新課前，利用早讀課提前教25個左右。等到教學新課時，我們還進行強化鞏固。
（1）在教學單詞的過程中，我們覺得如果一味地讓學生死記硬背，學生會產生厭煩情緒，這樣就不利于英語教學，所以教給學生記憶單詞的方法非常重要。俗話說：授之以魚，不如授之以漁。我們覺得“創設情境記憶法”效果較好，所以我們常采用這樣的做法。如：在教學“closed ”這個詞的時候，我們就先請一個學生上來做“開門”這個動作，然后讓另一個學生用open來造句，如：open the door.或 the door is open.這個時候，我們就板書，并用彩筆在is open下面畫線。然后我們再請一個學生做“關門”這個動作，并讓他用英語來描述這個動作，他很可能會說close the door./the door is close. 這時我們就可以順勢引出now the door is closed. 并用彩筆在is closed下面畫線。然后我們就讓學生用所畫的兩個短語自由地編排動作、自由造句。除此以外，我們還采用“詞匯滲透法”。我們在講課時常將后面要出現的與此單詞相同或相近的詞，在教學中滲透下去，而等到以后要講到這個詞的用法時，學生已經有所熟悉，這時再進行復習、歸納，學生的印象自然會更深。當然，我們還采用如下方法，如：“音標拼讀記憶法”、“音標分段記憶法”、“比較法”(比較單詞的異同)、“聯想法” (由同一詞根或意義聯想)。
(2) 通過形式多樣、緊密聯系課文內容的練習題,提高單詞的復現率。我們仔細鉆研教材,自編了一些練習題,如根據中文提示完成單詞拼寫的練習題(放在句子中),或將詞組里的主要單詞劃去,讓學生選詞填空或首字母填空(我們所選的這些練習題一般都較容易)，這樣一方面可以鞏固所學單詞,另一方面也培養了學生的語感.這種方法比起孤立的背單詞或抄單詞要有意義得多.而且學生也感興趣得多。俗話說得好，再好的方法，如果長期單一的使用，也會失去其在初期的最好效應。（以上就是我們在幫助學生過好詞匯關當中的一些粗淺的做法。）
二、如何整體處理新教材中的單元結構。
（請大家翻開書）新教材一般包括以下幾個方面：comic strip（卡通漫畫）、??? welcome to the unit、reading、vocabulary、grammar、integrated skills、study skills/pronunciation、main task and check out.
就我校的情況，單元的課時安排一般分為兩到兩周半的時間。comic strip and welcome to the unit一課時?? reading約兩課時? vocabulary 一課時? grammar 約兩課時? integrated skills約一課時??? study skills/pronunciation一課時? main task 一課時 check out一課時。
comic strip 主要通過漫畫中的小狗eddie和電子狗hobo之間一段簡潔而有趣的對話，點明本單元的學習內容。教學時我們幾個人主要讓學生聽錄音，模仿跟讀，激發學生學習英語的興趣。此內容往往是學生學習本單元的熱身運動。
reading 即課文教學，我們平時都盡可能創設一定的情境來教學課文。同時要處理好教材中的配套練習，如b.c中的相關內容，b.c部分經常有true or false題等，這時我們經常根據課文內容適當編一些wh-question題幫助學生理解課文，復述課文。
vocabulary 教學主要呈現與話題有關的新詞語并指導學生有效的學習和掌握這些單詞。我們在教學時往往根據所學內容增加一些聯系學生生活實踐的一些同類的相關詞，拓寬學生的知識面。這部分教學內容比較簡單，可以將它與后面的check out 或main task 結合起來進行教學。
grammar主要是對已出現的語法現象進行歸納總結，我們就根據教學內容精選一些練習題來進行操練，幫助學生掌握語法規則，正如斯金納所說的：小步走，快反饋。
integrated skills 主要是復習本單元所學內容，培養學生的聽、說、讀、寫等綜合運用語言的能力。
main task 主要是學生在學完本單元后應掌握的基本內容。在學生掌握這些內容的`基礎上，我們還注重指導學生的英語寫作。
check out 是教學本單元的最低要求。
在教以上幾個部分時，我們并非按照教科書一層不變的進行教學，而是經常根據教學內容進行重新組合。我們常把grammar提到課文前面教，便于學生在學習課文時強化鞏固grammar。
三、設法調動學生學習英語的積極性，提高學習英語的興趣。
俗話說：“知之者不如好之者，好之者不如樂之者。”學生對英語學習感興趣了，我們的英語教學就可以收到事半功倍的效果。
1、情境教學法。在教學對話、課文時，我們充分利用實物、掛圖、投影儀、多媒體課件等創設英語教學情境，讓學生有一種身臨其境的感覺。為了讓學生在輕松愉快的氛圍中學習英語，讓學生喜歡上英語這門課，在集備時我們認真鉆研教材、研究教法，制作了許多形式多樣、內容豐富、貼近學生生活的多媒體課件。在教學對話時，我們通常采取這樣的方式：把對話里的重點句型提煉出來，進行重新組合，變成簡單的、學生容易接受的對話，這樣的對話使得那些平時懶于張口說英語的學生也變得躍躍欲試，課堂氣氛一下子就變得活躍起來。待他們把這個對話操練熟悉之后，再來學習課文中的對話，他們就會感到得心應手，成功感油然而生，學習英語的興趣自然提高。另外，在教學課文時，我們還充分利用學生自身的資源。如在教學 7a unit1時，我們就讓學生拿出自己的照片或請學生到前面來讓大家進行外貌描寫。如her hair is short/long. she has black in a ponytail. she has black hair in bunches. she wears glasses. she is quite tall and slim.等句型進行操練。再如在教學7a unit6 “my fashion design”一課時，我們先讓學生設計各自喜歡的服裝（從顏色、風格、搭配包括發行的設計等幾個方面進行考慮）。或讓學生上網收集一些自己感興趣的流行服裝的設計。上課時我們請學生將自己設計的流行服裝張貼在黑板上，而后讓學生用英語表達，在表達前讓他們分組討論。這樣學生可以大膽的發揮思維想象，將那些服裝進行重新組合或款式的修改。學生個個都很投入，熱情高漲。這樣的活動極大的調動了學生學習英語的興趣和積極性。為了讓學生輕松地復述對話、課文，我們引導學生將對話或課文改成小品，讓學生進行表演，激發學生學英語的熱情。另外我們還精心設計板書，讓學生結合黑板上的key words和掛圖等而后過度到單獨只看掛圖或實物、教具等復述課文。這兩種方法大大地減少了學生課后讀背課文的負擔，提高了他們的學習興趣。
2、“學以致用法”。即聯系學生生活實際，讓學生學以致用。如在教學7a? unit4? food 一課時，我們讓學生用英語說出自己喜歡的各種食品，如肉類（fish,meat,pork,chicken,beef）,蔬菜類（vegetables,cabbages,tomatoes,potatoes,beans,peas and so on）,水果類（apples,bananas,pineapples,watermelons and some other kinds）,然后組織學生進行對話問答，
“??―what do you love/like/dislike/hate?
―i love/like/dislike/hate …. what about you?
―i love/like/dislike/hate ….”
并討論“what food do we eat if we want to be healthy?”等得出 “healthy food and healthy lifestyle.”
3.競爭法。充分挖掘學生身上的興趣點來激發學生學習英語的興趣。英語單詞遺忘快,為了與遺忘作斗爭,我們充分利用課前幾分鐘的復習時間來增加單詞的復現率。根據初一學生的心理和年齡特點，課上組織形式多樣的競賽活動。我們利用課前幾分鐘的時間,將前面一課或最近所學的長單詞、不常用詞抄五-六個在黑板的一角,上課時叫幾個基礎較差的學生讀,我們注意傾聽，幫助他們正音,然后再進行搶記單詞和用這些單詞造詞組或句子的比賽。試用下來我們覺得效果較好,就連那些課后懶得記單詞的學生,課上也頻頻舉手，這時我們及時地對他們進行表揚，哪怕是星星之火也要讓其形成燎原之勢，讓他們感到老師對他們的賞識。俗話說:親其師,信其道。單一的教學方法即使是一種好的方式，經常使用也會失去它的魅力。我們還采用其他的一些競賽形式，如限時閱讀比賽，限時朗讀比賽，口頭演講比賽等。
4.針對新教材詞匯量大、固定句型和語法點提前出現的情況，我們將以往單一的everyday english擴充為現在的口頭作文（每周兩至三次），和對關鍵詞、詞組和句型的復習（每周兩次左右）等，這樣極大地提高了學生的口語表達能力。除了平時的口頭作文訓練外，我們也利用期中、期末復習課對作文進行講評，如課前先找幾個層次不同的學生作文抄在黑板上，然后課上大家一起來講評，并根據中考作文評分要求讓他們來評分，有了這樣的評分機制，初一相當一部分同學的作文水平較之開始時提高了許多。有的同學的作文水平甚至遠遠超出了老師的想象。
5．將枯燥乏味的語法教學與學生的現實生活緊密聯系，提高學生的積極性。如，在教學比較級和最高級，當學生對這種語法結構有所了解的時候，我們請學生自己造句或將他們所崇拜的明星人物編進句中，如，姚明比潘長江高。此外，對一些易錯的語法項目，我們編了一些簡單的口訣，便于學生理解和記憶。如一般現在時：主語三單時，肯定加s，否定和疑問，動詞用原形，助動詞用does;又如be動詞口訣：我用am,你用are, is用于他、她、它，所有復數全用are。再如運用現在進行時，學生時常會忘記be或動詞的ing形式，這時我們打比方：be為人的左手，動詞ing為人的右手，兩者缺一不可，否則殘疾。另外，在學習no one和none時，我們將其編成順口溜：1:2,2:1。如回答who is in the classroom? no one（回答無人時）. 回答how many students are there in the classroom? there are none（回答無人時）.回答how much milk is there in the cup? there is none（回答沒有時）.這樣一來，學生的積極性大大提高，他們立馬想到了金龍魚色拉油的廣告用語1:1:1。
6.外為了更好的調動學生的積極性，我們從自身做起，努力提高課堂45分鐘的效率。為了提高效率，在前面上課的老師會毫無保留地說出自己的上課心得，以便后面上課的老師在上課時可以做到有的放矢，高效的組織課堂教學，突出重點、分散難點，少走彎路。與此同時，我們還經常互相交流上課的心得體會，取長補短，不斷提高自身的教育教學水平。
針對初一新教材采用的“五輪復習法”
初一新教材相對于以前的教材詞匯量明顯地增大,大概每個單元達75-100個左右,有些單詞還相當長。而且語法點增多，例如：it takes sb. some time to do sth.以及 sb. spends some time doing sth.(on sth.)這類句型以前在初三教材中才出現，而現在初一就出現了。針對這一系列難度的增加，我們同濟中學不光利用期中、期末集中復習的時間，還立足于平時，采用“五輪復習法”。
第一輪：立足單詞。在每個版塊的內容學習完畢，根據本課的內容，精選或設計形式多樣的練習，如根據中文提示完成單詞拼寫的練習題(放在句子中), 根據圖片寫單詞，或將詞組里的主要單詞劃去,讓學生選詞填空或首字母填空(我們所選的這些練習題一般都較容易，放在句子中，一般為書上所學內容的變化形式)，這樣一方面可以鞏固所學單詞,另一方面也培養了學生的語感.這種方法比起孤立的背單詞或抄單詞要有意義得多.而且學生也感興趣得多。俗話說得好，再好的方法，如果長期單一的使用，也會失去其在初期的最好效應。
第二輪：在每單元學習完畢，根據整個單元的內容，配以適當的拔高練習，內容緊扣課文，涉及詞匯、時態、巨型轉換幾塊，選擇適當的部分當堂完成，教師在巡視的時候，特別留意中等生，對錯得多的題目進行詳細地評講，不具共性的錯題只作個別輔導。這兩輪復習安單元，利用早讀課或課后時間完成。這樣天天給他們一定量的練習或閱讀，漸漸地學生對所學內容由生而熟。
第三輪：做綜合性基礎題。這些題目難度不大，讓絕大部分學生能夠做對，有成就感。單選、時態填空和詞匯填空題基本上是課堂上完成的，教師在巡視的時候，特別留意中等生，只對錯得多的題目才做詳細地評講。閱讀、完形、寫作課后做，講評時，我們特別注意解題方法的指導。
第四輪：專項練習。主要是圍繞語言點進行歸類和查漏補缺。采用句型轉換、時態填空、詞匯練習、句子翻譯等形式。
第五輪：在前四輪復習的基礎上，進行拔高，主要是綜合題，立足于培養學生能力。
為配合以上的“五輪復習法”，我們注意在平時的教學中對重點和難點隨時進行鞏固和強化。
1.學習單詞之后，把上一節課重點的單詞或詞組在課前寫在黑板上，讓學生讀讀、說說，有時舉些長單詞讓學生進行搶記比賽，有效地提高了學生背單詞的效率。
2.進行課文限時朗讀比賽。對于一些比較長的課文，抽取部分重點段落，作為朗讀的材料。先選一位比較好的學生測一下時間，然后抽幾位水平相當的學生朗讀該段,其它學生做評委,評出讀得比較好的同學,予以表揚,以此調動學生朗讀的積極性.
3．學習完對話以后,為了進行有效的復習和鞏固,要求中等左右的學生能表演出來,基礎好的學生要有一定的拓展或聯想。有時也舉行講同意句比賽,同樣的句子,看誰能用另外的句子結構表達出來。這兩種方法用意在于提高學生的口頭表達能力。
4.對寫作的鞏固。每個單元的課文都涉及一個話題，與寫作相配合，學完課文后，要求學生就某一話題，寫一短文，作為開放式的練習，可長可短，一般5-8句話左右，利用“everyday english”時間，抽取部分學生朗讀他們的作文，教師做適當的點評。以訓練學生用自己的話表達自己的觀點。
5.強化聽力。在平時的每個單元中都有聽力，期中、期末復習時，利用一些練習材料，對聽力做一些強化訓練。這樣采用多種方法,調動學生的學習積極性.
以上為我們初一備課組采用的“五輪復習法”。實施下來，效果良好，當然，其中的不足之處，我們會進一步完善。
以上僅是本校初一英語教師使用新教材一年來的一點心得體會，旨在拋磚引玉，不足之處望領導和同行批評指正。非常感謝大家的耐心。
牛初中作文篇四
一、教學內容
《義務教育課程標準實驗教科書 牛津小學英語》5b第一單元第一教時（part b and part c）
二、教學目標
1、能正確地聽、說、讀、寫單詞
monday, tuesday, wednesday, thursday, friday, chinese, science,
computer studies.
2、能正確地理解并應用句型what day is it today ?it’s…
what lessons do you have in the … we have …
3、能用所學單詞、句型問答并初步感知句型welcome back to school. nice to see you.
三、教學重點
正確應用所學的句型問答
四、教學難點
單詞的四會掌握
五、教具準備
自制課表、錄音、投影
六、教學過程
a. free talk
ngs
用“happy new year!’’ “welcome back to school!” “how are you?’’等日常交際用語進行問答，復習并導入新知
on
復習“i like english .what do you like?’’ “do you like…?’’ “how about you?’’等所學句型，滲透新知
t “science，social science, pe, computer studies’’
方法：延續以上對話引出。通過實物直觀呈現，在學生理解的基礎上，進行單詞教學（教師先范讀，讓生靜聽、模仿跟讀。可通過搶答、試拼等進行鞏固）為避免單詞教學的枯燥，可將單詞放入句型中操練，也可為新句型的教學做個鋪墊。
例如： i like science. what subject do you like? oh you like art. me,too. how about you/ and you? …
師生示范一例，生生操練并問答表演。
b. presentation and practice
“monday”
教師自由談話引出，例如：oh, someone likes pe, but someone likes english…today is “monday”(出示自制課表)，師重復該單詞，生靜聽、模仿跟讀。延續以上對話，引出：“what lessons do we have today? ”
生聽、模仿。
t “what lessons do we have in the morning?”
引導學生用“we have┅”回答
1）師問，讓學生熟練回答。
2）學生試問，師幫助糾正讀音。
3）在會讀的基礎上操練并進行實際運用，師生先示范，后讓學生自由練習運用。
“tuesday, wednesday…friday”
方法：滲透新句型“what day is it today? it’s…”
例如：what day is it today?
it’s thursday.
為避免單詞教法的重復，在新單詞的引入時還可以用讓學生試讀的方法，單詞的拼讀可通過競賽、游戲等方法以激發學生的興趣。同時也可加入本課所學的句型“what lessons do we have in the morning?” “we have┅”，使對話的情景更為真實，也起到了復習的作用。
c． practice
1)教師利用自制的課表進行連鎖操練：
a：what day is it today?
b: it’s thursday.
a: what lessons do you have in the morning?
b: we have┅
b: what day is it today?
c: it’s friday.
….
2) 師利用投影進行有意義的操練，圖文結合。
3）利用掛圖，生生問答，檢查表演。
d、assign homework
1．朗誦并抄寫要求會的單詞、詞匯和句型。
2．完成練習冊a、b部分。
一、教學內容
《義務教育課程標準實驗教科書 牛津小學英語》5b第一單元第二教時（read and say 和part f）
二、教學目標
1、能正確地理解、掌握對話內容，并能朗讀、初步表演對話。
2、能正確地聽、說、讀寫單詞a subject. interesting, a week 和句型what subjects do you like ? i like…
3、能正確地運用對話中的日常交際用語nice to see you. i hape we have more. how about you?
4、在掌握重點句型的基礎上，通過本課學習培養學生的.語言實際運用能力。
三、教學重點
能正確理解對話內容并能朗讀和初步表演對話。
四、教學難點
能比較流暢的朗讀對話，并能在掌握對話的基礎上分角色表演。
五、教具準備
錄音、圖片、多媒體
六、教學過程
a．revision
1．play a game: “反口令”游戲
2．free talk.
a: i have a … what do you have?
b:i have a …
a:i like going sopping. what do you like?
c:i like …
a:i often going shopping on sundays. is it sunday today?
ss:no,it isn’t. it’s monday.
3.復習前一課所學有關的單詞，通過圖、詞閃現，師生問答，或個別問答。
a: what day is it ?
b: it’s …
4. sing a song 生初步感知、熟悉歌詞及旋律。
b．presentation
1．教學句型“what subjects do you like?” “i like…”
(由對話自然引出)t: we are having an engilsh lesson. do you like english?
ss: yes, …/no, …(師幫助學生回答)
t: what subjects do you like?(生跟讀，出示板書)
s1:i like …(師作提示)
2．teach: how about you?
師指明一名學生：how about you? 生自然地理解并作答，師可稍作提示“i like…”
3．drill
a．師問生，直觀呈觀句型運用的情景，為學生自己開口說作鋪墊。
b.同桌互問，要求學生適當加入問候語，真實運用語言。
c.走下坐位與學生交流，既檢查學生的掌握情況，又給了學生說的場地、機會。
“interesting”
1).教師可由以上的對話what subjects do you like? do you like pe?生回答yes, i do.師可引入yes, it’s interesting.
新單詞的呈現時師可放慢速度，讓學生感知讀音后再開口，為了使學生明確意思可在單詞卡下面寫出中文給學生參照。
2).say a rhyme
根據不同的學生不同的愛好這一特點，由生描述i like …,it’s interesting .一方面訓練 interesting,同時也復習前面所學各種科目的單詞。師總結出rhyme.
english, english, a, b, c.
maths, maths, one, two, three.
chinese, chinese, write and read.
art, art, draw and sing.
pe, pe, run and swim.
c．listen, read and say.
1．present “i hope we have more ” “a week”
(師述引出)i like pe, do you like pe? who like pe, please hands up. but we have only two in a week. i hope we have more.
單詞week讓學生多聽幾遍，讀音可與 “need”比較讀。也可提問：how many days are there in a week? 檢查學生理解程度。在引入i hope we have more 后可改動課表, 如增加二節課，幫助學生理解。單詞和句型的讀應放在聽清發音之后。
2．listen and answer
課文對話分成兩部分，降低難度，聽一半對話后回答：
1).what day is it today?
2).what lessons do they have in the morning?
檢查后繼續聽并完成句子：
what do su hai and su yang like? su hai likes and su yang likes .
the text by yourselves then together.
4．read in roles
d. practice
1．look ask and answer
2．do a survey
可借助f部分的表格，師先示范，讓學生明確句型運用的場合，再相互問答。作記錄后上前回答并介紹。
e．homework
聽錄音，朗讀并表演對話。
四人一組自編或改編對話。
一、教學內容
《義務教育課程標準實驗教科書 牛津小學英語》5b第一單元第三教時（part d, e, f and part g, h）
二、教學目標
1．進一步掌握本單元的單詞、句型達到能熟練運用的程度。
2．通過有針對性的操練，訓練重點句型和難點，學生能用所學句型進行情景對話和交流。
3．了解元音字母o在開音節詞中的讀音。
4．能演唱本課英語歌曲。
三、教學重點
1．進一步掌握本單元的單詞、句型達到能熟練運用的程度。
2、通過有針對性的操練，訓練重點句型和難點，學生能用所學句型進行情景對話和交流。
四、教學難點
較熟練地掌握與運用所學句型及有關星期的單詞。
五、教具準備
掛圖、錄音機、實物投影。
六、教學過程
a: sing a song
to the tape
聽錄音，投影歌詞，學生熟悉旋律。試記歌詞。
2．sing after the tape
b: free talk and revision
t：good morning, class. nice to see you.
ss: nice to see you.
t: i like running on sunday morning. do you like running?
s1:yes, i do./ no, i don’t.
t: he likes pe, so he likes running.
what subject do you like?
s2: i like science.
t: how many science lessons do you have in a week?
s2: we have two. i hope we have more.
t: excuse me .do you have science today?
what day is it today?
ss: it’s friday.
t: what lesson do you have in the afternoon?
ss:…
3.叫一學生走下坐位摹仿教師與其余學生交流。
4.利用掛圖，操練句型 “what subject do you like ?”
i like … how about you?
i like …
先出示1幅圖，師生試說后出示對話內容，其余掛圖出示后生生操練再檢查。
c: look and read.
1.師引導學生讀，掃除障礙，大致了解圖意。
2.學習單詞“trick” “minus”, 生猜其意并試讀。
3.同桌問答，熟練地朗讀對話。
4.你知道其中的竅門嗎？用同樣的方法來出題，自編對話。
例如：i like maths very much. it’s┅
what’s 654 minus 456?
it’s ┅
d: design a timetable
1.師出示自制的課表操練句型。
how many subject do you have this morning?
we have ┅
how many chinese lessons do you have in a week?
we have ┅
what subject do you like?
i like┅
what lesson do you have on wednesday?
we have┅
2. make a new dialogue in pairs.
3. action.
4. design a timetable you like.
1).師示范（可利用科目粘貼的方式）：選擇星期幾，再邊問邊選科目粘貼。
2)小組合作，注意用英語問答。
3)上臺演示并作介紹。
s1: today is ┅
the first lesson is┅
t: do you have any questions to ask?
s2:what subject do you like?
s1:i like ┅
s3:do you ┅
e: listen and repeat.
1.利用卡片呈現單詞，可加入以前所學的單詞認讀，如，black,happy,hat,rabbit,after,class,basketball,dance,clock,coffee,doctor,hot┅
2.同桌交流，互讀，體會讀音相同和不同之處。
after the tape.
4.歸納出clock, coffee, doctor,hot的共同音標，后出示圖，師生共同看圖說話：the hot coffee near the clock is for the doctor.
f. homework
1.抄寫本單元所學單詞、詞組和句型，要求能默寫。
2.能熟讀并會表演read and act .
3.自由分組編演小對話。
4.調查學生的興趣、愛好，自制合理課表。
牛初中作文篇五
oxford english 7a牛津英語7a教案交流
oxford english 7a, module 3 unit 3 ( page 53 of sea water and rain water)
teaching design
teaching aims:
1. to develop the students’ abilities of listening, reading, writing and
speaking
2. to further understand the importance of saving water and arouse their
awareness of saving water
language focus:
1. asking “how” questions to find out means
2. using connectives to express conditions
3. further understanding of the importance of saving water
materials:
1. student’s book 7a
2. a computer
3. forms copied for each student
4. several pieces of paper for making posters
teaching procedure:
pre-task preparation:
1. review an english poem: water
2. a dialogue about the knowledge of water given by the students on duty.
raise questions and answer these questions about it . ( students vs.
students activity)
（該部分通過讓學生朗讀我們學過的一首關于水的詩歌和每日的小品表演及學生針對表演的提問和回答來引出水的重要性。）
3. review the usage of the water
ask students to name as much ways of using water as they can.
have a group competition.
（通過一個游戲類的設計來復習我們學過的有關水的不同用途。）
4. ask the students to think about the following question, “what will
happen if there is no water?” show a set of pictures of water shortage and
ask them to identify them. encourage them to say more .
（ 在此，提出了一個假設，請同學們設想一下沒有水的生活。從另一個層面肯定水的重要性，并引出課文。）
while-task procedure:
introduce the new dialogue:
1. students watch the slides and listen to the recording, “think and say”
(p53)
2. ask them to answer the questions they have heard from the tape.
3. students listen again and repeat.
4. students read the dialogue with their partners.
（該部分中，我先讓學生通過聽兩段對話帶出新句型，并通過一問一答來進行操練，加深記憶。）
5. show more pictures of saving water and ask the students to use the
sentences they’ve learned to talk about them.
----how can we save water?
----we can save water by (not)…
students do pair work.
（在熟練句型的基礎上，給出不同的用水的畫面來讓學生運用句型進行討論，提高了學生的學習興趣。）
6. students look at the picture of a house in which people are using water
in different ways and listen to the tape . then ask them to identify which
actions are wrong and give their reasons.
(本節中，采取聽和看相結合的方式，鼓勵學生大膽的指正生活中的一些常見的浪費水的現象。
避免了簡單的機械操練，激發了學生用所學的新句型來表達自己的想法。）
post-task activities:
1. spanide the class into groups of four. students make some short plays
about saving water.
several groups to act at the front and ask students to give
conclusions after each performance.
（此部分是一個綜合應用的部分。要求同學們通過小劇表演來再現生活中的用水場景，并對
如何節約用水來加以討論。）
bute a form to each student , “how can we save water?” ask
students to finish them. invite a
more able student to come to the front to complete it .
（表格的填寫把同學的所學落實于筆頭。）
4. distribute a piece of paper to each group of four and ask them to
design posters.
5. invite the students to introduce their posters at the front and put
their posters on the blackboard .
（這里，設計了一個出海報的環節，讓同學們通過寫寫畫畫，來表達他們對節水的認識和理解，最后，把每小組的小海報集中在一起，貼在黑板上，就構成了一張大的節約用水的海報，讓學生們在成功的喜悅中，加深了對節水的認識。）
assignment:
ask each student to do a survey among his to find out how
they use water every day and what they can do to save water and write a
report .
（回家作業讓學生去觀察一下家人及鄰居的用水情況，為他們提供節約用水的建議，并寫一份
報告，讓課堂所學再反饋到現實生活中去，培養了同學的多種能力。）
（區教研所 張 紅）
oxford english 7a, module 3 unit 4 ( forests and land )teaching design
teaching aims:
1. to develop the students’ abilities of listening, reading, writing and
speaking
2. to further understand the importance of protecting the forests and
arouse their awareness of protecting the forests
language focus:
1. using adjectives to describe objects
2. using “wh-” questions to find out specific information about an object
teaching procedure:
pre-task preparation:
1. review the words and “look and read” on page 56.
2. introduce new words.
while-task procedure:
1. organize a game .
2. let the students watch a video.
3. play the recording : play a game . students listen and follow in their
books.
4. tell them to compare things which are made of different materials to
elicit: prefer .
post-task activities:
1. students make short dialogues.
2. conduct an activity: the best salesman.
3. ask students to discuss how to protect the environment .
assignment:
complete the report .
oxford english 7a,module 4 unit 1 ( visiting relatives )
teaching design
teaching aims:
in this lesson,train students’ capability of research-orientated
learning,cooperative learning and independent learning.
teaching focus:
1. asking “how” questions to find out the length of a period of time
2. asking “how” questions to find out price
3. learning how to describe places
4. learning how to get information and compare it
teaching materials:
1. student’s book 7a
2. a computer
teaching procedure:
-task
t a short play between mr. li and kitty. then ask the questions.
t: “why hasn’t mr. li decided?”
s: “maybe he wants to know the price and the length of time.”
(aim: present the ts find mr. li hasn’t decided whether
to go to according to their experience of traveling , they
can use the structures “how long does it take…”and“how much does it cost?”
to ask for the length of a period of time and price.)
2. have a competition
they ask and answer the questions . the one gets the nearest answer, his
or her group will win.
(aim: to consolidate the structures by guessing the price and time . )
3. learn the text
(1)talk about how to get information.
s : “from books,magazines,newspapers,other people,computers etc.”
(2) let students read the first part of the text after the tape.
(3) let students make dialogues to complete the second part of the text .
( aim: to practise the capability of cooperation. )
ii. while-task
1. have students talk about the scenes in beijing by using the key words.
( aim: to learn how to describe places and to pave for further exercise .
)
2. have students introduce some new travel routes .
they should search for information before class by one
acts as an agent, others
ask for information about traveling .
( aim: first it can practise the capability of independent learning and
research oriented learning. second by asking and answering,students
consolidate their knowledge and spread the limits of knowledge. it also
trains their capability of cooperation learning. )
iii. post-task
1. have a discussion.
and tell “ where would you like to visit and why ?”
(aim: to compare information and make conclusions.)
2. let students design holiday plans.
(aim: to practise the capability of writing.)
a holiday plan i will go to ______by ________ . it costs me _______ yuan .
i will set off on _______ and come back on________ .(date) i will visit
______,_______,…. and ________ .
3. express their feeling after traveling.
t: “ there’re many beautiful places in our country. after traveling,what
do you think of our motherland?”
s: “it’s beautiful/wonderful/’s becoming more and more
modern/stronger .”
(aim: to arouse students’ feeling of loving motherland.)
4. make a conclusion of this lesson.
functions: how to get information,how to compare it,how to describe
something.
iv. homework
design a tourist guide for foreigners.
(aim: to use knowledge comprehensively. to practise the capability of
independent learning and research-oriental learning .)
（區教研所 張 紅）
oxford english 7a, module 4 unit 2 (our animal friends)
teaching plan
language focus:
1. learn new word & expressions
2. text-learning
3. using the simple present tense to express preferences
materials:
students’ book 7a page 67
a cassette player, a slide projector
different kinds of things
teaching procedure:
g-up
let’s sing a song to relax.
ng
ts’ report
today our topic is “our animal friends”.
first, let’s watch a short play by students .
iv. presentation
thank you.
in their short play , we know animals are very lovely. they are our good
friends. so i think most of people like animals, especially you, children
. do you have good animal friends? you bring them here . would you please
show us your animal friends? please take out and try to introduce your
pets. like this:
1. do you have a pet at home?
2. what’s it?
3. what’s his/her name?
4. what colour is he/she?
5. how/where did you get him/her?
now discuss with your deskmates, i’ll ask some of you to try o.k.?
(then ask 6 students to introduce.)
all of your pets are nice. but i prefer puppies.
to s1: which animal do you like ?
s1: i like…
oh, he/ she prefers… and how about you ? ( to s2 )
s2: i like/ prefer…
oh, he prefers… now look at this expression:
----which one do you like ?
---- i prefer…
read after me. ( practise )
---- which food do you like?
---- which fruit do you like ?
---- which city do you like ?
practise this expression in pairs.
now,do you know which pet kitty and ben prefer. let’s learn sam’s story.
look at some new words first. ( show a brochure.)
this is a travel brochure/ a computer brochure. we can also say a travel
booklet. ( show slide )
read after me .( show a picture.)
who is he ? he’s an inspector. a person whose job is to exam or check
something.
(show word: inspector. read) / ( show another picture. )
what can you see in the picture? it’s a home for dogs. it’ s a kennel. (
show word: )
i’ll tell you sam is at the spca kennels. what is spca.
( show slide: spca: society for the prevention of cruelty to animals.)
read after me. it means an organization which protects animals from danger
.
let’s read all new words.
v. text-learning
then let’s come to our text. first, listen to the text, don’t look at your
books. then try to answer some questions about the text . so listen
carefully.
(1) is dog’s name simon?
(2) did ben and kitty first meet sam in the pet shop?
(3) does kitty prefer the black and white one best ?
(4) do they want the light brown one ?
(5) what’s the dog’s name ?
(6) where did they first meet sam ?
(7) which pet does ben prefer?
(8) which one do they choose finally?
(9) what must ben and kitty do if sam is sick?
all right. open your books to page 67. read after the tape sentence by
sentence. pay attention to pronunciation and intonation.
then you practise the text by groups in roles. try to imitate as possible
as you can.
vi. consolidation
from the text , we know kitty and ben love sam very much. they take good
care of him. they are so kind to animals. but nowadays, a lot of people
are cruel to animals. a large number of animals are killed by people. even
some rare animals have disappeared from the earth. it is a sad story. so
we must protect animals and protect environment .
do you agree ? ( yes. )
according to this situation. i ask you to discuss in groups and give us
your stories about this topic.
please prepare for a while. i’ll play the music. the music stops, you
stop.
vii. summary and assignment
in this class, we learn sam’s story and we know animals are our good
friends. we should be kind to them. we also learn some new words and
expression.
today’s homework:
1. copy the new words. 2. recite the text. 3. complete the report on page
67 .
comments after class
english is a useful language. it’s a useful tool. we would like our
students to use this language flexibly rather than only remembering some
phrases.
according to this aim,in this lesson, my design is firstly moving from old
knowledge to new knowledge,from previous lesson to the next one.
my topic is “our animal friends”, and children like animals. so at the
beginning of the lesson, i invite students to introduce their favourite
animals. they could take their pets to the class and they showed great
interest. next i transferred to the sentence pattern:
“ which one do you like?”
“ i prefer….”
by asking “ which animals do you like?”
i let students use all kinds of things they have learned to practise this
sentence pattern.
then i came to the text-learning. i taught them new words by showing them
pictures. after that, i asked students to listen and understand the
general meaning of the text, read and imitate the pronunciation and
intonation of the tape of the text .
at last, i have the students imagine different kinds of stories, concerned
the situation nowadays that a lot of rare animals have been destroyed by
some unkind people. let the students know we should protect animals and
natural environment .
all above is my outline of the whole class. i think students can learn
something not only inside class but also outside class. maybe i should
continue to improve the situational teaching method .
（區教研所 張 紅）
oxford english 7a, module 5 unit 2 (choosing a new flat)
(the second period)
teaching design
language focus:
1. asking “wh-”questions to find out various kinds of specific information
about a person
2. using prepositions to indicate positon and place
3. asking “wh-”questions to find out place
materials:
1. student’s book 7a page 84
2. brochures of different estate agencies
3. a computer and a projector
4. multimedia programmes
teaching procedure:
pre-task preparation
1. sing an english song
2. role-play the dialogue on page 83
3. ask and answer based on the play
4. retell the play
5. introduce their own living condition
while-task procedure
1. listen to look and read once
2. practise the patterns: what kind of flat would you like ? where would
you like to live?
3. listen and repeat the dialogue
4. read the dialogue
5. have a discussion
6. make a dialogue
post-task activity
sell new flats as estate agents
consolidation
display the floor plans on the display board . have a discussion to find
the best one, which matches the teacher’s requirements.
assignment
oxford english 7a, module 5 unit 2 (choosing a new flat)
教學設計
我今天所選的課題是牛津教材 7a module 5 unit 2 ( choosing a new flat
)的第二課時。在當今社會，選房、購房是生活中的熱門話題，也是大多數家庭已經或著將要經歷的事情。所以我在設計這一課時時，抓住牛津教材的特點，將課堂與現實生活緊密地結合在一起，并不僅僅以教學知識點為主，而是通過“學中用、用中學”，教會學生生活的能力，從而達到學習英語的最終目的，即在生活中用英語進行交際。
整個課時分三個部分：pre-task preparation,while-task procedure和post-task activity
。在第一部分中，我讓學生通過表演小品展現上節課的內容，并讓學生針對小品的內容自己進行問答和復述，以復習鞏固已學的知識，充分調動學生的積極性，培養學生的主體意識。在此基礎上，我引導學生從李家的住房困難結合自己的生活實際，談談各自的住房情況，從而引出新課文的內容一一選房。
在第二部分中，我先請學生聽一段對話，讓他們了解選房應先與房產經紀人交談，同時也學習在選房時應考慮到哪幾個方面。在提出新句型“what kind of
flat would you like?where would you like to
live?”后，進行認知鞏固。操練句型的同時，也是向學生展現李家每個人的愿望和需求的過程，并由此引發學生用新學的語言來表達自己的思想和愿望。接著是學習課文對話。等到學生掌握了課文，我又創設情景，讓學生為自己選房，設想一個一家人與房產經紀人的對話，讓學生對所學知識進行再創造。
在第三部分中是綜和運用部分。我讓學生想象自己是房產經紀人，向老師推銷一套房子。這個環節的設計又上了一個臺階，對學生提出了更高的要求，學生不僅要懂得經紀人的心理。也要了解顧客的心理和需求，并且將以前所學的知識如交通、環境、購物等等都運用進去，從而達到學以致用的目的。
整個設計分縱、橫兩個方面。縱向有一條主線，即： 提出住房困難---想象理想中的新房---
選購新房。橫向圍繞這條主線，分別從課文和實際兩個方面同步進行，通過幾個來回將課文與現實生活緊密相聯。首先，從李家的住房困難轉到自己的實際困難；其次，從李家成員各自的愿望引出自己的愿望；接著仿效李先生選房的樣子，嘗試為自己選房；最后，作為經紀人向老師推銷房子。教學環節一環一環，緊緊相扣，由淺入深，層層遞進。
整節課的課堂組織形式將學生的個別活動、對子活動、小組活動和全班活動有機地結合起來，既有機械操練，更有綜合運用。教師就如一個導演，循循善誘，將學生充分調動起來，體現了以學生為主體的教學原則。
整節課不局限于傳授兩個句型，更培養了學生實際生活的能力。通過選房、購房，教會學生在現實生活中使用英語這一門工具。最后一個環節的設置，給學生提供機會，學會如何推銷自己，對學生將來踏上社會，在商品經濟社會的海洋里游弋，將產生深遠的影響。這節課的意義不僅僅在于教會學生使用英語，更教會他們學會學習、學會生活、認識社會、學會生存，為終生學習打下基礎，我以為這正是素質教育的體現。
牛初中作文篇六
於國禮
第一課時 review unit 1-2
教學目標：1 掌握四會單詞
2 根據日常交際用語能自由會話
3 能認真書寫26個英語字母。注意書寫筆畫
教學重點：能根據所給的日常交際用語自由會話
教學難點：1 解決學生怕開口，膽小的心理問題
2 結合生活實際，能將所學的交際用語靈活運用，不拘泥于課本。
教學方法：1 盡量讓學生多說。
2 鼓勵與表揚相結合
3 以小組競賽的形式調動學生的學習興趣。
教學器具：錄音機 掛圖
教學過程：
一、have a talk with the students
hi, millie
hi , jack
good morning /afternoon / evening / night
goodbye
how are you ?
fine , thank you . and you ?
i am fine , too .
what’s your name ?
i’m /my name is ……
you’re …, right ?
yes, i’m …/no , i’m….
this is …
she is /he is …..
what is it ?
it’s a …
what’s he /she/his father ?
he /she/ is …..(a teacher a doctor a nurse a policeman )
二、task-based teaching
1 ask four students to act the members of a family .
2 introduce yourself or your members of your family to your classmates and friends .
3 arrange four groups to come to the front and act , we can give them a mark ,the winner will be able to get a prize .
4 check the students if they have mastered the usage of the expressions .
三、write the 26 english letters and pay attention to the handwriting .
四、production
1 assign the homework (see the paper )
the full name of the abbreviations in the book p11 and p15
3. recite the words and phrases .
第二課時 review unit 3-4
教學目標：1。掌握四會單詞以及相應短語
2．能運用所學句式介紹自己的朋友和同學
3．掌握人稱代詞與be 動詞的搭配以及there be 句型
4．能運用所學numbers 表達物體的數目。
教學重點：1。能自由的就朋友以及教師這個話題展開自由對話。
教學難點：1。教學內容相應增多，如何讓學生多說，多練，達到盡快消化所學知識點的效果。
教學方法：1。就身邊的情景展開情景教學。
2．以同桌，小組的形式展開會話，調查。
教學器具：錄音機，掛圖等
教學過程：
1． write the new words and phrases of unit 1-2 .
2． have a free talk according to the expressions of unit 3-4
a:this is my ……(uncle ,aunt , brother ,…..)
b:he’s …(big,strong ,small ,thin , tall ,slim .short , pretty …..)
a:are you ……?/is he …….?/am i ……
b: yes , you are …../he is ….
a: i have two friends .
b: he is from china /england / japan/america ….
he is chinese /english/japanese /american
a: open /close the door/book/window / pencilbox
b: don’t open/close the book / door /pencilbox …
a: stand up, please .
b: sit down , please .
3. explain the grammar
1) 人稱代詞與be動詞的搭配
i am ….
you are ….
he/she /it is …..
they are ……
2) numbers (1-30)
3) there be 句型
eg there is a teacher in our classroom
there is a teacher’s desk in our classroom
there are four windows in the wall .
there are some pictures on the wall.
there are 28 boys in our class .
tions
1) read unit 3 and unit 4 and be ready for the dictation .
2) exercise paper .
牛初中作文篇七
購物是我們日常生活的一部分，每個人都有購物的經歷。我的朋友，你喜歡購物嗎？你經常去購物嗎？你的家或學校附近有大型的購物中心嗎？你知道各種平時常見的東西怎么用英語表達嗎？本單元通過在商場里的購物對話、呈現各種同學們喜歡的文具用品和生活用品等的名稱、大型購物中心的介紹等形式讓大家熟悉“購物”這個話題的相關內容，相信通過這一單元的學習，同學們一定能熟練地用英語去買東西了。
【整體感知】
單
元
話
題 1. know how to go shopping.
2. introduce a shopping mall.
3. use vocabulary to talk about stationery and other things
重
點
詞
匯 1．有關文具和日常用品的詞匯
cd comic books computer game football stickers hair clips teddy bear
walkman tennis racket t-shirts
2．有關各種商店的詞匯
a book shop a clothes shop an electrical shop a shoe shop a sports shop
a supermarket a fast food restaurant a shopping mall
3．有關購物方面的詞匯
cost expensive dear cheap discount buy sell shopping bag
語
法
聚
焦 1. “there be” structure
2. the present continuous tense
3. personal pronouns
功
能
在
線 和購物對話相關的句式，如：
how much do the cards cost? they’re ￥6.
hello, can i help you? what are you looking for?
what size are your feet? i’m a size eight.
could i try them on, please? yes, of course.
能
力
培
養 1．聽 能掌握購物對話的大意并獲取其中的細節內容。
2．說 運用所學內容，進行購物對話并描述一座大型購物中心。
3．讀 通過閱讀購物對話獲取細節內容，并能在語境中猜測詞義。
4．寫 介紹一座大型購物中心。
lesson one happy birthday
【走進多彩課堂】
before reading, think about the following questions.
1. what does amy want to buy?
2. how much do the new cards and the stickers cost?
3. what does the shopkeeper ask amy to buy for her friend?
4. what does amy buy for her friend at last?
5. what do you often buy for your friend on his( her ) birthday?
【名師細說教材】
1. i’m not free today. 我今天不空。
【要點詳解】be free 表示“有空”。
e.g.① are you free tomorrow? 你明天有空嗎？
② jack isn’t free at the moment. jack此刻沒有空。
2. i want you to go shopping with me today. 我想要你今天和我一起去購物。
【要點詳解1】 want somebody to do something 是“想要某人干某事”。
e.g.① my mother wants me to be a doctor in the future. 媽媽想讓我將來做個醫生。
② when do you want to visit beijing? 你想什么時候去北京？
【問題探究】 還有一些類似的動詞不等式結構，你們知道是什么嗎？對，tell somebody to do something; ask somebody to do something; help somebody ( to ) do something等。
e.g.① what does your mother often ask you to do at home? 你媽媽經常在家要你干什么？
② he never helps me do my homework. 他從不幫助我做作業。
【要點詳解2】 go shopping 去購物。
e.g. my mother likes going shopping a lot. 我媽媽很喜歡購物。
【問題探究】 還有一些類似的表達方法，比如：go boating go swimming
go hiking等，你們想起來了嗎？
e.g. ① do you often go swimming in summer? 夏季你經常去游泳嗎？
② ―let’s go hiking tomorrow, ok? ―no problem. 我們明天去徒步旅行，好嗎？沒問題。
3. how much do the cards cost? 那些卡多少錢？
【要點詳解】 cost 表示“值多少錢”，它的用法是something cost somebody money.
e.g. these books cost me $20. 這些書花費了我20美元。
【問題探究】 你們知道表示“花費錢”的其它的表達方法嗎？對，somebody pay money for something; somebody spend money on something / (in) doing something.
e.g. ① amy spends about 300 yuan on the new coat. amy在那件新衣服上花了300元。
② how much do you pay for the cd? 你花了多少錢買cd？
【知識拓展】 此外，還有花費“時間”的表達方法，你們知道嗎？對，it takes somebody sometime to do something; somebody spend time on / (in) doing something.
e.g.① how long does it take you to go to school by bike every day? 你每天花多少時間騎車去上學？
② he spends about half an hour finish the work. 他花了約半個小時完成了拿項工作。
4. i prefer to buy new cards. 我更喜歡買新的卡。
【要點詳解】prefer to do something 表示“更喜歡做某事”。
e.g. jim prefers to go there by train. jim更喜歡乘火車去那里。
【知識拓展】 prefer的用法大體有兩種，一種是prefer …to …意思是“喜歡…勝過…”另一種是prefer to do …than to do…意思是“喜歡干…勝過干…”同學們你們掌握它的用法了嗎？讓我們來看一下例句吧。
e.g. ① i prefer apples to bananas. 我喜歡蘋果勝過香蕉。
② they prefer to play football than to swim. 他們喜歡踢足球勝過游泳。
5. what are you looking for? 你正在尋找什么？
【要點詳解】 look for 意思是“尋找”。
e.g. the old man always looks for his glasses. 那個老人總是找他的眼鏡。
【問題探究】 同學們，你們知道look for 和find 的區別嗎？對，look for 表示“尋找”，find表示“找到”。
e.g. i look for my key everywhere, but i can’t find it anywhere. 我到處找我的鑰匙，但我哪里也找不到。
6. i’d also like to buy a cd for her. 我也想給她買個cd。
【要點詳解】 buy something for somebody 給某人買某物。此外還可以說buy somebody something。
e.g. ① she often buys some presents for her mother on her birthday. 她經常在她媽媽生日時給她買一些禮物。
② since your son likes reading, why not buy him a book? 既然你兒子喜歡讀書，為什么不給他買一本書呢？
7. they match her favourite t-shirt. 他們和她最喜歡的體恤衫很相配。
【要點詳解】match 表示“和…相配”。它的近義詞是go well with。
e.g. ① her shoes match her trousers well. 她的鞋子和她的褲子很相配。
② which shirt goes with the blue hat? 什么襯衫和那藍帽子相配呢？
【知識拓展】match 還有其它的含義，你們知道嗎?對，它可做名詞，表示“比賽”等含義。如：
there will be a football match between class five and class six tomorrow. 明天將有一場四班和五班的足球賽。
7．never mind! 沒關系。
【要點詳解】never mind表示“沒關系”是回答i’m sorry的答句。
e.g. ―i’m sorry i’m late.―對不起，我遲到了。
―never mind. come earlier next time.―沒關系，下一次早點來。
【問題探究】你們知道其它的表達方法嗎？是的，我們可以說：
it doesn’t matter; that’s ok.
【知識拓展】同學們，想一下該如何回答thank you呢？對，我們說:
you’re welcome; it’s my pleasure; that’s all right.
【課后習題對話】
[p73]b1
2. d 3. a 4. f 5. b 6. c
[p74]c
1. c 2. c 3. b 4. b 5. b 6. c 7. b 8. a
【合作梳理知識】
購物用語 動詞用法
can i help you?
what are you looking for?
--how much do the cards cost?
--they’re ￥6.
--they cost ￥6.
that’s quite expensive.
what size are your feet?
--i’m a size eight.
could i try them on, please? --yes, of course.
1．look for / find
sth. for sb.
=buy sb. sth
like to do
to do sth.
sb. (to) do sth.
【讓您體驗成功】
基礎鞏固
i.精心選一選:
1.--whose cd player is this?
--it’s mine. it _______ me 500 yuan.
a. took b. spent c. paid d. cost
2.--what are you _______?
--i can’t ______my english book.
a. looking for, look for b. finding, look for
c. looking for, find d. look for, finding
’s a discount_____ these old storybooks. they are only 3 yuan.
a. on b. in c. for d. of
mother ________ a lot of money on clothes every year.
a. pays b costs c. takes d. spends
ow is simon’s birthday. i’d like ______a present_______ him.
a. buy, for b. to buy, for c. buy, to d. to buy, to
ii.耐心填一填
much are these cds?(改成同義句)
how much _______these cds__________?
7.i’d like some hair clips.(就劃線部分提問)
_______ _________you__________?
8.i only have 10 yuan. i can’t buy these football stickers.（連成一句）
i don’t have_______ ________ ______buy these football stickers.
mother bought me a new skirt last sunday. (改成同義句)
my mother bought a new skirt ________ _______ last sunday.
iii.仔細想一想
10.-good morning, may i speak to mr. smith please?
--ok, please wait a_____________(片刻).
computer is 6,000 yuan. i think it’s too ________________(昂貴的) for me to buy.
season do you__________(更喜歡), spring or summer?
new hairstyle _______________(與…相配) her coat.
little girl is very ______________(漂亮的).
綜合應用
i.想一想，譯一譯：
15.這本英語字典多少錢？
16.大多數男孩喜歡玩電腦游戲。
17.我寧愿呆在家里看電視。
18.這些是amy最喜歡的發夾。
19.我和他在同一個足球隊。
20.對不起，我忘了把你的隨身聽帶來了。 --沒關系。
ii. 讀一讀，選一選：
(1)
tom wanted to buy some new clothes, so he went to a shop. first he asked for some trousers and put them on, but then he took tem off and gave them back to the shopkeeper and said, “no, give me a coat instead of these. ”the man gave him a coat and said,“this one costs the same as the trousers.”tom took the coat and walked out of the shop with it. the shopkeeper ran after him and said,“you have not paid for the coat!”“but i gave you the trousers for the coat.”said tom,“they cost the same as the coat, didn’t they?”
“yes!”said the shopkeeper,“but you didn’t pay for the trousers, either.” “of course i didn’t!”answered tom.“i didn’t take them. i am not foolish! nobody gives things back and then pays for them!”
the shop tom tried on _____at first.
a. new clothes b. some trousers
c. a coat d. some trousers and a coat
shopkeeper said the trousers cost______.
a. as much as the coat b. more than a coat
c. less than a coat d. not more than a coat
went out of the shop_____.
a. without the coat b. with the trousers
c. wearing the coat d. holding the coat
tom pay for the coat at all?
a. yes. b. no.
c. of course, he did. d. no. but he would pay later.
we do as tom did when we buy things?
a. yes. b. perhaps we can have a try.
c. never. d. yes, if you have no money.
(2)
time spent in a bookshop can be enjoyable. if you go to a __26__ shop, no assistant will come near to you and said, “can i help you? ”you __27__buy anything you don’t want. you may try to find out __28__the book you want is. but if you fail, the assistant will lead you there and then he will go away. it seems that he is __29__ selling any book at all.
there is a story which tells us about a good shop. a medical(醫學的) student __30__a very useful book in the shop, __31__ it was too expensive for him to buy. he couldn’t get it from the library, either. so every afternoon, he went there to read __32__ at a time. one day, however, he could not find __33__ from its usual place and was leaving when he saw an assistant signing(示意) to him. to his surprise, the assistant pointed to the book __34__, “i put it there so as not to be sold out,” said the assistant. then he __35__ the student and let the student go on with his reading.
if you spend time in such a bookshop, aren’t you really enjoying yourself?
26.a. good b. bad c. cheap d. expensive
27.a. shouldn’t b. needn’t c. mustn’t d. can’t
28.a. what b. which c. where d. when
29.a. surprised at b. not surprised at c. interesting in d. not interested in
30.a. bought b. found c. read d. took
31.a. but b. and c. so d. or
32.a. little b. a little c. few d. a few
33.a. the book b. the shop c. the assistant d. the shopkeeper
34.a. on the floor b. in another man’s hand
c. in a corner d. in his own pocket
35.a. left b. let c. helped d. taught
參考答案:
1. d 2. c 3. a 4. d 5. b
6. do…cost would like
money to 9. for me
ive
much is this english dictionary?
how much does this english dictionary cost?
boys like playing computer games.
17.i prefer to stay at home to watch tv.
1se are amy’s favourite hair clips.
19.i am on the same football team as he.
20.i’m sorry i forgot to bring your walkman.
--never mind. / it doesn’t matter.
21. b 22.a 23.d 24. b
25. c 問題是：“購物時，我們能和湯姆一樣嗎？”文中湯姆耍小聰明，想賴帳，不付錢。
26.a。從下文所提供的信息可以分析：這是一家好書店。
27.b。needn’t表示“沒必要”而shouldn’t表示“不應該”； mustn’t表示“禁止、不允許”；can’t表示“不可能”，均與句意不符。
28.c。從下文“…will lead you there and …”中的信息詞there可以判斷應該選where。
29.d。從第一段該句句意應理解為：似乎工作人員對售書不感興趣。be interested in表示“對…感興趣”。
30.b。find的過去式found表示“找到，發現”。
31.a。從前句的信息詞very useful與后句的信息詞來判斷該句前后存在轉折關系。
32.b。用a little來修飾動詞read，表示“讀一點”。little與句意不符；few與a few只能用來修飾名詞。
33.a。從上文“他一次去讀一點”這個事實來判斷：他理應是尋找那本書。故答案應選用the book。
34.c。從下句可以判斷：工作人員將書放在了一個不易被發現的地方，以便不被賣掉。故推測應選in a corner。
35.a。“然后他就離開了這個學生，讓他繼續讀書”。leave表示“離開”，其過去式是left.
lesson 2 going shopping
【名師細說教材】
1. there be結構
【要點詳解】there be結構表示“存在，有”的意思。比如：
there is a table in the room. 房間里有一張桌子。
are there any boys in the classroom? 教室里有男孩嗎？
【問題探究】表示“有”的意思，還有另一種表達方法，同學們你們知道嗎？是的，我們可以用“have”。它和there be有何區別呢？一般說來，there be表示“某地有某物”，而have表示“某人有某樣東西”。兩者之間沒有非常嚴格的分界線，且在現代英語中有時把兩者混同使用。比如：
how many floors are there in this building? 這幢樓有多少層？它也可表達為：
how many floors does this building have?
【知識拓展1】there be 結構中be動詞的用法遵循“就近原則”，也就是說當緊跟著there be后的表語是單數名詞或不可數名詞，則be動詞用單數，而當緊跟著there be后的表語為名詞復數，則be動詞為復數。比如：
there are some boys and a teacher in the classroom. 有一些男孩和一個老師在教室里。
is there a teacher and three girls in the classroom? 教室里是否有一個教師和三個女孩？
【知識拓展2】there be結構還有一種形式是there be somebody/ something doing。表示“有某物或某人正在干什么”，比如：
there is a boy playing football on the playground. 有一個男孩正在操場上踢足球。
are there any woman talking over there? 是否有一些婦女正在那里交談？
2. present continuous tense 現在進行時
【要點詳解】現在進行時表示現在或當前階段正在發生的動作。它的結構是be ( is / am / are ) doing的形式，其中be動詞是助動詞。比如：
i’m doing my homework now. 此刻我正在做回家作業。
look, what is kitty doing? 看，kitty正在干什么？
【問題探究1】現在進行時中的doing稱為現在分詞，它的構成是動詞后加ing，它有三種基本的構成方法。
構成 舉例
大部分動詞 直接加ing do-doing help-helping
以不發音的e結尾的動詞 去e加ing come-coming have-having
以ie結尾的動詞 變ie為y直接加ing lie-lying die-dying
重讀閉音節，且此閉音節只有一個元音字母并以一個輔音字母結尾 雙寫最后一個輔音字母，再加ing run-running get-getting
begin-beginning
【問題探究2】現在進行時的常用時間狀語有：now all the time right now
at eight o’clock（在某一個具體的時間）
【知識拓展】同學們你們知道嗎？針對一些表示位置移動的動詞，我們也可用現在進行時表示將來。比如：leave come go arrive等。請看例句。
① he is arriving come this evening. 今天晚上他將回家。
② when are you coming to see me? 你將在什么時候來看我？
3. personal pronouns ( object form ) 人稱代詞（賓格）
【要點詳解】我們用人稱代詞指代上文中提到的人或事，而賓格用在指代的詞是賓語的時候，如：
① the book is very cheap and i want to buy it. 這本書很便宜，我想買它。
② the boy is ill so her mother takes him to see the doctor. 這個男孩病了，他媽媽帶他去看醫生。
【知識拓展】人稱代詞包括主格、賓格、形容詞性物主代詞、名詞性物主代詞和反身代詞五大類。詳見下表。
主格 i you he she it we you they
賓格 me you him her it us you them
形容詞性物主代詞 my your his her its our your their
名詞性物主代詞 mine yours his hers its ours your theirs
反身代詞 myself yourself himself herself itself ourselves yourselves themselves
4. my cousin is visiting me. 我表弟來看我。
【要點詳解】visit是及物動詞，后直接跟賓語，比如：
① my father often visits beijing in summer. 我爸爸經常在夏季去北京。
② what place do you like to visit? 你想去哪里玩？
【知識拓展】visit可做動詞，也可做名詞。詞組有go on a visit to，比如：
he always goes on a visit to shanghai. 他總是去上海玩。
visit變成名詞“參觀者”的時候，不像其它的詞一樣加er，而是加or，比如：
there are a lot of visitors to suzhou every year. 每年都有很多旅游者到蘇州來玩。
5. i am waiting for my turn. 我正在等輪到我的時候。
【要點詳解】wait for something / somebody 等待某人或某物， 比如：
① there is a boy waiting for over there. 有個男孩在那里等你。
② who is waiting for me outside the school? 誰在校外等我？
6. i do not have enough money to buy it. 我沒有足夠的錢買它。
【要點詳解】enough表示“足夠的”，做形容詞，放在名詞前面，比如：
are there enough children in the classroom? 教師里有足夠的男孩嗎？
【知識拓展】enough 還可做副詞，放在形容詞和副詞前面，表示“足夠地”，比如：
the boy is old enough to go to school. 那個男孩年齡足夠大了，可以上學了。
【課后習題對話】
p75 a 1. electrical shop 2. bookshop 3. clothes shop 4. supermarket 5. sports shop 6. shoe shop
b a. vegetables 4 b. comic book 2 c. walkman 1 d. shoes 6 e. tennis racket 5 f. t-shirt 3
p76 a 1. there is 2. there are 3. there are 4. there is 5. there are 6. there is 7. there are
p77 b1 1. is looking 2. are eating 3. is paying 4. is playing 5. am carrying 6. are having
work out we use ‘are’+ ‘-ing’ with the pronouns __you__, __we__ and __they__.
we use ‘is’+ ‘-ing’ with the pronouns __he__, __she__ and __it__.
p78 b2 2. is visiting 3. is doing 4. is playing 5. are playing 6. am waiting
p79 c 2. us 3. her 4. it 5. me 6. you
【合作梳理知識】
你能把下列動詞變成ing 形式嗎？試試吧：
動詞 ing 形式
help, eat
take, make,
lie, tie, die
run, begin, put
下列表格中有部分內容需要你完成，填一填：
主格 i you he she it we you they
賓格 me him her it you them
形容詞性物主代詞 my your her our your their
名詞性物主代詞 yours his its ours your
反身代詞 myself yourself herself itself ourselves themselves
【讓您體驗成功】
基礎鞏固
i. 精心選一選：
用is, are, isn’t, aren’t填空
________some orange juice in the bottle.
_______a photo, two maps and a clock on the wall of my room.
_________ any money in my purse.
4._______ there any sheep on the hill now?-no, there______ .
many people _______there in your family?
_______some time left. let’s do our homework now.
ii.耐心填一填:
a) 用所給動詞的進行時完成下列各句
7. she ___________(wear) a new pair of shoes today.
8. the boy ___________(lie) on the grass and looking at the blue sky.
children______________(fly) kites in the park.
! kitty and sandy________________(eat) ice cream.
________________(have) an english class now.
12.________they_______________(wait) for the bus?
b) 用適當的代詞填空：
13. sandy and i are good friends. _____________often play together.
14. where is my pencil-box? i can’t find ___________.
15. john is my pen friend. i often write to _________.
is ann? miss gao wants to talk to ___________.
’t worry, millie. i’ll help_____________.
brother got a cd from his friend as a birthday present, but ________didn’t like______ at all.
comic books are really interesting. may ________ read____________?
and mary are new students here. ________come from america.
iii.下列商品常在什么商店購買呢？根據表格填入適當的單詞：
toy shop, stationery shop, sports shop, supermarket, electrical shop, clothes shop, bookshop
21 pens, pencils, writing paper, notebooks
22 books, storybooks, comic books, magazines
23 toy trains, planes for children
24 jeans, dresses, sweaters, skirts, t-shirts, shoes
25 vegetables, fruit, meat
26 sneakers, basketballs, tennis rackets
27 walkmans, radios, tape recorders
綜合應用
i.選擇題：
can’t see many of the stars in the sky because ________ are too far away.
a. they b. them c. their d. theirs
you very much for helping _______ with our english.
a. sandy and i b. i and sandy c. sandy and my d. sandy and me
gao teaches ______ math. we like _____ classes very much.
a. we, she b. us, her c. our, her d. ours, hers
! the young pioneer ______an old man _________the street.
a. is helping, cross b. helps, cross c. helps, across d. is helping, across
football socks are ours. those are ____. please put____ away.
a. ours, them b. yours, them c. yours, it d. our, it
father is ___tv and my mother is ______a book.
a. seeing, watching b. looking, reading c. looking at, seeing d. watching, reading
’s four o’clock now. some of the girls ____ the classroom.
a. is cleaning b. clean c. cleans d. are cleaning
i _____your ticket?
--ok. here it is.
a. have a look b. have look c. have a look at d. have look at
are the students of class 3?
--they_______.
a. are playing football over there b. are young pioneers
c. are all chinese d. come from china
____some bottles of milk in that box.
a. be b. is c. are d. have
ii.翻譯下列句子：
38.你爸爸在看電視嗎?
-不,他在看書。
39.河里有多少條魚？
--對不起，我不知道。
40.他們不在畫畫，他們在拍照。
41．那些男孩在干什么？
--他們在操場上打排球。
42．這是你的褲子嗎？
--不，是我哥哥的。
iii.根據短文內容，回答下列問題：
this is a picture of a park. you can see many trees and flowers near a small river. there are some birds singing in the trees. there is a hill behind the river.
there are many people in the park. some old men are drinking tea and talking under a big tree. two young women are sitting near them. they are reading newspapers. some boys are flying kites. the girls are looking at the boats in the river. they are all very happy.
’s near the small river?
are the birds doing?
are the old men and what are they doing?
4 many women are sitting under the tree?
the women drinking tea? what are they doing?
are the boys and girls doing?
參考答案:
n’t , aren’t
wearing lying
flying eating having , waiting
,it 19. i, them
naery shop op shop
s shop arket shop ical shop
28.a 29.d 30.b 31.a
32.b 33.d 34.d 35.c
36.a 37.c
your father watching tv? no, he’s reading a book.
many fish are there in the river?-sorry, i don’t know.
are drawing, they are taking photos.
are the boys doing? they are playing volleyball on the playground.
these your trousers? –no, they’re my brother’s.
4 are many trees and flowers near the small river.
4y are singing.
are under a big tree. they are drinking tea and talking.
women are sitting under the tree.
, they aren’t. they are reading newspapers.
4 boys are flying kites and the girls are looking at the boats in the river.
lesson 3 spending your pocket money
【名師細說教材】
1. we saw an advertisement in the newspaper. 我們在報紙上看到一條廣告。
【要點詳解】in the newspaper 在報紙上 一般說來，“在…上面”在這里我們用介詞in，而不是on。請看例句。
① is there any interesting news in the newspaper? 在報紙上有沒有有趣的新聞？
② what’s in the newspaper? 在報紙上有什么消息？
2. we would like to help the children in poor areas in our country. 我們想要幫助我國貧窮地區的孩子們。
【要點詳解】would like to do something 想要干某事。它的否定形式是would like not to do。比如：
① what would you like to eat, mr. wang? 你想要吃點什么呢，王先生？
② he would like not to have something to drink. 他不想要喝點東西。
【問題探究】同學們，你們知道其它常用的一些類似的短語的表達嗎？比如：
will / would / could you please ( not ) do something 你（不）做某事好嗎？
had better ( not ) do 最好（不）做某事;
why not / why don’t you do 為什么不做某事呢？
what / how about ( not ) doing something （不）做某事怎么樣？
let’s ( not ) do something 讓我們（不）做某事吧
shall we ( not ) do something 我們（不）做某事好嗎？
① would you please not open the window? 你能不開窗嗎？
② you’d better come there by bus because it’s far from here. 你最好乘車去那里，因為路很遠。
③ why not buy the green coat? 為什么不去買一件綠色的外衣呢？
④ what about playing basketball with us tomorrow? 明天和我們一起去打籃球好嗎？
⑤ let’s not tell him the news. 讓我們不要告訴他這個消息。
⑥ shall we give him some cakes instead? 讓我們給他一些蛋糕吧？
3. i’d like to buy a pair of football boots. 我想要買一雙足球鞋。
【要點詳解】a pair of 表示“一雙”的意思，后面要跟名詞復數形式。比如：
a pair of trousers 一條褲子 a pair of shoes 一雙鞋子 a pair of gloves 一副手套
【問題探究】常用的量詞是piece, 它能和很多名詞連接。此外，一些固定的搭配有：a bar of chocolate 一條巧克力 a loaf of bread 一條面包
a cake of soap 一塊肥皂 a carton of milk 一盒牛奶
a bowl of rice 一碗米飯 a plate of grapes 一盤葡萄
a cup of coffee 一杯咖啡 a glass of water 一玻璃杯水
a bag of apples 一袋蘋果 a basket of pears 一籃梨
a box of balls 一箱球 a basin of clothes 一臉盆的衣服
4. what size are your feet? i’m a size eight. 你的腳是幾號的？我是八號的。
【要點詳解】size表示尺寸，比如：
① what size are your trousers? 你的褲子是什么尺寸的？
② what size coat do you wear? 你穿著什么尺寸的外套？
5. could i try them on? 我能試穿它們嗎？
【要點詳解1】try on表示“試穿”意思，比如。
① you should try it on before you buy the coat. 在你買外套之前你應該試穿一下。
② please try on the shoes first. 請先試穿一下那些鞋子。
【要點詳解2】同學們，你們知道為什么我們說try them on，而不說try on them嗎？對，在一般情況下人稱代詞放在動詞和介詞構成的詞組之間，類似的情況還有：
pick it up 把它撿起來 turn it on 打開它
take it off 把它脫下來 work it out 把它解出來
6. well, they fit very well. 他們很合適。
【要點詳解】fit意思是“合適”，比如：
――how do the trousers fit you ? ――very well. ――這褲子合適嗎？――是的，和合適。
【知識拓展】fit還可做形容詞，表示“合適”，可用作be fit for表示“適合”，比如：
① she is fit for the job. 她適合這個工作。
② the book is fit for the boy. 這本書適合那個男孩讀。
7. shopping dialogue 購物對話
【問題探究】同學們，你們會用英語購物嗎？購物對話的常用語句你能說出多少呢？讓我們來總結一下吧！
what can i do for you? can i help you? 你想買什么？
do you have story books? 你有故事書嗎？
can i have a look / look at the blue one over there 我能看一下在那邊的藍色的嗎？
how much does it cost? how much is it? 它多少錢？
can i try it on? 我能試穿一下嗎？
i’m afraid it’s a little expensive /dear. 恐怕它有點貴。
do you have a cheaper one? 你有便宜一點的嗎？
there is a discount on the book. 這本書可以打折。
which one do you like? 你喜歡哪一個？
i’ll take / have / buy it. 我要買。
【讓您體驗成功】
基礎鞏固
i.單詞拼寫
the key _________(合適)the lock?
is a big ___________(超市) near our school, we often go _________(購物)there after school.
_________(國家) does your friend timmy come from?
young man wants to buy a new house in the_________(中心) of the city.
5. i think suzhou is a nice__________(地方) to live.
--yes, i think so.
6.--where shall we have lunch today?
--what about have it in a ___________(餐館) near our home?
there anything important in today’s ___________(報紙)?
little girl ___________(節省) some money and sent it to her pen fiend from guizhou.
9. there is a lot of ____________(文具) in this shop.
10. what’s the __________(價格) of this t-shirt?
ii.句型轉換
11. i’d like to buy a pair of jeans.(就劃線部分提問)
jacket is eighty yuan. (就劃線部分提問)
writes an e-mail to her sister in english every day.(改成現在進行時)
are you doing? (chat with my parents)(用括號里提供的短語回答問題)
15. they sometimes play basketball after school. (就劃線部分提問)
iii.用所給單詞的適當形式填空
16. what size are your ______________(foot)?
boots are too expensive, do you have some _______________(cheap) ones?
18.i have a lovely dog. ___________(it) back is black and white.
19.i like this pair of gloves. could i try __________(they) on?
20. are you free this sunday? i’d like ____________(invite) you to my birthday party.
likes____________(listen) to music. she spends a lot of free time ___________(listen) to music.
iv. 精心選一選
it’s sunday afternoon. mary goes to do the shopping with her mother. her mother wants to buy some food for supper. mary wants to buy a new skirt and some school things. they come to a new shop.
“what does your shop sell?”mary asks. “a lot of things.” the girl in the shop says. mary finds a nice white skirt.
“how much is the skirt?” mary asks the girl in the shop.
“it’s eighty yuan. ”
“ that’s too dear. can i find a cheap one?”
“what about the green one? it looks nice. and it’s only thirty yuan. ”
“ok, thanks a lot.”
“you are welcome. ”
after that, mary buys some school things, too. her mother buys a lot of things, like bread, meat and fish. they get home very late.
goes to do the shopping with her mother on _____.
a. saturday b. afternoon c. saturday morning d. sunday
wants to buy a new skirt and ______.
a. some school things b. some drinks
c. some clothes d. some food
finds a nice_____ skirt, but it’s too dear.
a. green b. red c. white d. cheap
green skirt is________.
a. nice but dear b. nice and cheap c. not nice but cheap d. not nice and cheap
’s mother doesn’t buy any_______ for supper.
a. eggs b. fish c. meat d. bread
綜合應用
i.完形填空
there are__27__students in the classroom now. they’re __28__ an english lesson. they have an english lesson __29__monday __30__friday. look! __31__standing before the blackboard? that’s lucy. she __32__something on the blackboard. is the young woman __33__ the window __34__english teacher? yes, she’s a __35__teacher, but she __36__well. what’s she doing now? she’s asking one of her students a question about new york.
27.a. no b. a lot c. some d. any
28.a. having b. are having c. have d. are have
29.a. on b. to c. in d. from
30.a. on b. to c. in d. from
31.a. who b. who’s c. whose d. what
32.a. write b. writes c. writing d. is writing
33.a. by b. in c. on d. under
34.a. he b. they c. their d. them
35.a. new b. old c. tall d. short
36.a. study b. studies c. teach d. teaches
ii.閱讀理解
it is sunday. we do not have any classes. we are playing in the park. it is a fine day. there are a lot of boys and girls in the park. some boys are swimming in the lake and others are flying kites. li lei is very good at it, and he is flying a very nice one with lin tao over there. sam and bill like swimming. they are now swimming. how well they are swimming! some of the girls are swimming in the lake, too.
look, what are lily and lucy doing? they are talking with some chinese students. they are learning to speak chinese. miss gao is helping tem. mr and mrs green are sitting under a tree. they are looking after the clothes for the swimmers.
it is good to be out in the park on a fine day!
are li lei and his friends doing?
a. they are under a big tree. b. they are talking to their english friends.
c. they are playing in the park. d. they are all swimming in the lake.
are lucy and lily doing?
a. they are having a chinese lesson. b. they are talking in chinese.
c. they are talking with miss gao. d. they are helping some chinese students.
are under the tree near the lake?
a. mr and mrs green. b. the children’s clothes.
c. a chair and a desk. d. some food and drink.
of these is not right?
a. it is a fine day.
b. there are no girls in sam’s class.
c. children can swim in the lake of the park.
d. some chinese students are talking to lily and lucy.
iii.短文改錯
there has a park near my home and 41.__________
we can see a small shop in it. a shop sells 42.__________
a lot things. on sundays i often go to the 43.__________
park with mine parents. we often 44.__________
sell things in the shop. we also have 45.__________
anything to drink there. i like 46.__________
oranges and my parents like tea. we often 47.__________
go back to home at 5:00. 48.__________
參考答案:
1. fit 2. supermarket, shopping y
6. restaurant 7. newspaper nery
would you like to do?
much is this jacket?
is writing an e-mail to her sister in english.
14.i’m chatting with my parents.
often do they play basketball after school?
r invite
ing, listening
22-26: d a c b a
27-36:c a d b b d a c a d
37-40:c b b b
→is 42.a →the
→lot of →my
→buy ng →something
s →orange to →back
lesson 4 let’s go shopping
【名師細說教材】
1. it is easy to find. 很容易找到。
【要點詳解】 it is + adj. + to do something. 表示“做某事很。。。”，比如：
it is very difficult to finish the work in two days. 在兩天之內完成那項工作很困難。
is it interesting to visit the farm? 去參觀農場很有趣嗎？
【問題探究】這個句型的否定形式是it is + adj. + not to do something. 請看例句。
it is not so easy to win the game. 要贏得比賽可不那么容易。
it is not happy for him to play with his little sister. 和他的小妹妹玩不是一件高興的事。
2. there are five floors of shops and each of floor is very big. 有五層樓的商店，且每層樓面都很大。
【要點詳解1】floor表示“樓層”，請看例句：
how many floors are there in the building? 這幢樓里有幾層？
【問題探究】表示“在第幾層時”我們說on the (用序數詞) floor。比如：
i live on the second floor. 我住在第二層。
【知識拓展】同學們，你們知道嗎？在英美兩國，具體樓層的表達是不一樣的，比如，在英式英語中，一樓是the ground floor；二樓是the first floor；而在美式英語中，一樓是the first floor；二樓是the second floor。所以如果你們以后到英美國家去，千萬別搞錯了！
【要點詳解2】each表示“每一個的”意思，比如：
① each student can go there tomorrow. 明天每個學生都可以去那里。
② they each come here by bike. 他們每個人都騎自行車來這里的。
【問題探究】同學們，你們知道each和every的區別嗎？對，each和every都可做形容詞，放在名詞前面；each可做副詞和代詞，而every則不可。請看例句。
each can have one apple, but not two. 每個人可以拿一個蘋果，但不是兩個。
we read the letter to him each. 我們每個人都讀了一遍信給他聽。
3. this is great for girls. 這對女孩來說真是太好了。
【要點詳解】be great for somebody 對某人來說真是太好了。此外，我們還可以說be good for somebody。比如：
the game is good for boys. 這游戲對男孩來說很好。
4. i think the mall needs some more. 我認為那個大型購物中心需要更多的。
【要點詳解】some more意思是“更多的”，比如：
① can i have some more water? 我能再要點水嗎？
② who wants some more apples? 誰想再要些蘋果？
5．you can eat different kinds of food from different countries. 你能吃到來自不同國家的不同食物。
【要點詳解】different kinds of 意思是“不同種的”，a kind of表示“一種”，比如：
a kind of books 一類書 a kind of orange 一種桔汁
6. i like watching a film before going shopping. 我喜歡在購物前去看場電影。
【要點詳解】在這個句子中going shopping從語法上講是現在分詞作時間狀語。比如
before going to bed, i read some books last night. 昨晚在睡覺前我看了一些書。
after saying goodbye to him, she left the house. 對他說了聲再見，她離開了屋子。
【知識拓展】在這句話中還有一個詞組，你們找到了嗎？是的，watch a film表示“看電影”，你們知道它還有其他的表達方式嗎？是的，我們還可以說
see a film go to the cinema watch a movie go to the movies
此外，類似的表達有：
看電視watch tv 看戲 see a play 去聽音樂會 go to a concert
7. when i am playing a game, there are always lots of people waiting for me to finish. 當我在玩游戲時，那兒總是有很多人在等我快點結束。
the mall is a really fun place to go. 那個購物中心確實是個有趣的地方。
it is a good place to meet friends. 它是和朋友會面的好地方。
【要點詳解】同學們，你們發現沒有在這三個句子中都有一個相同的結構，對是動詞不定式做定語修飾在它前面的名詞，再看下面的例句，
this is an interesting book to read. 這是一本有趣的書。
he is a funny person to talk to. 他是一個能和他交談的有趣的人。
【問題探究】一般說來，用動詞不定式做定語時，動詞不定式的動詞應是及物動詞或不及物動詞詞組，但在口語或不太規范的情況下也可直接用不及物動詞，比如第二個例句the mall is a really fun place to go ( to ). 再如，課本中多次出現的短語a place to live ( in )等。
8. she is having a stomach ache. 她肚子痛。
【要點詳解】ache表示“痛”，比如：toothache 牙痛 headache 頭痛。 請看例句：
she always has a toothache. 她總是牙痛。
――what is wrong with you? ――i’m having headache. ――你怎么了？――我頭痛。
【讓您體驗成功】
基礎鞏固
i.根據實際情況，回答下列問題
a: how many students are there in your class?
b: there are_________________________________.
a: how many girls are there?
b: _________________________________________.
a: how many boys are there?
b: _________________________________________.
a: how many young pioneers are there?
b: __________________________________________.
a: how many teachers are there in your school?
b: let me see. er, _______________, i think.
ii. 耐心填一填
用所給單詞的適當形式填空
are you doing?
--i ________ (make) dumplings.
! some boys _________(run) near the lake.
are some people under the tree. one of them ________(read) and three of them ______(play) games.
you good at___________(skate)?
classmates are from different_________(country)
6.____________(not talk). they are having a class.
7.__________like uncle wang very much because he often helps ________.(they)
8.i like_________(read) some books before_________(go) to bed.
of the cat’s leg is broken. it _________(need) some help.
often helps her grandma_________(carry) water at weekends.
ii.讀一讀，改一改
are looking for something.(改為否定句)
12. he’s doing his homework in the classroom.(改為復數形式)
13. book, riding, you, a, bike, reading, are, or, a (連詞成句)
14. and, boy, clothes, it’s, the, o’clock, his, seven, putting, now, is, on (連詞成句)
have some chinese friends.(改為一般疑問句)
iii. 精心選一選
teaches________ chinese?
a. you b. your c. yours d. yourself
many boats_______in the river?
--_______.
a. is there, there is only five b. are, they are very, very big
c. have, they’re only five d. are there, there are only five
likes_____ tv at home on sundays, but sometimes he goes to _____a film.
a. watch, see b. watching, seeing c. watching, see d. seeing, watch
________your school things?
--look! _______on the desk.
a. are, they’re b. is, it’s c. are, it’s d. is, they’re
is my friend lily’s cat. can you look after______ for_______?
a. her, it b. it, her c. hers, it d. it, she
is a bird________in the tree.
a. sing b. singing c. sings d. to sing
’s too hot today. please give______ a bottle of orange.
a. his b. my c. i d. him
and mrs green often help my sister and______ with _______ english.
a. i, our b. me, our c. i, us d. me, us
’t worry. there ______ to finish the work before 10 o’clock.
a. is enough time b. are time enough
c. is an enough time d. are enough time
large shopping mall is easy_________.
a. to find it b. find it c. to find d. find
綜合應用
i.細心譯一譯：
26．房間里有個嬰兒在哭。
27．音樂教室里有人在唱歌嗎？
28．你愿意今晚和我一起去購物嗎？
29．你可以在這家餐館里吃各種不同的食品。
30．我覺得公園是早鍛煉的好地方。
ii.精心選一選
(1)
mr white has a small shop in the middle of our __31__, and he sells pictures in it. they are not __32__ ones, but some of them are quite nice. last saturday a woman came into the shop and looked at lot of pictures. then she __33__ mr white to one of them and said, “how __34__do you want for this one?” it was a picture of horses in a field.
mr white looked at it for __35__ seconds and then went and brought his book. he opened it, looked at the first __36__ and then said, “i want twenty pounds for that one. ”
the woman closed her __37__ for a moment and then said, “i can give you two pounds for it.”
“two pounds?” mr white said __38__,“two pounds? but the canvas(畫布) costs __39__ two pounds.”
“oh, but it was __40__ then,” the woman said.
31.a. road b. park c. river d. town
32.a. expensive b. cheap c. good d. true
33.a. brought b. had c. took d. wanted
34.a. money b. many c. much d. number
35.a. few b. a few c. little d. a little
36.a. copy b. page c. sentence d. word
37.a. pocket b. hands c. mouth d. eyes
38.a. angrily b. happily c. friendly d. quietly
39.a. fewer than b. less than c. more than d. more or less
40.a. white b. clean c. useful d. beautiful
(2)
i work in a small shop. it is near a factory. every day, workers, old ladies and housewives come to the shop to buy things.
i live in a house not very far from the shop. i usually get up at six, have breakfast and then go to work by bike. i take some food along in my lunch box.
i get to the shop at about ten to seven. at seven customers(顧客) begin to arrive. they buy meat, eggs, sugar, soybean sauce, cooking oil, salt, candies, biscuits and many other things. we don’t sell vegetables or fruit. there is a shop for those things nearby.
i have my meal at noon from my lunch box. at seven in the evening we close the shop. i tidy things up and then go home for supper.
some people may think my work isn’t so interesting. but i do my bit for the four modernization(現代化), don’t i?
does the“i”in the passage do? she is a_______.
a. worker b. customer c. teacher d. saleswoman
shop is a ______ shop.
a. grocery(副食) b. vegetable c. fruit d. grain(糧食)
long does she work every day?
a. five hours b. thirteen hours c. twelve hours d. eight hours
house is _____ the shop. she often goes to work______.
a. very far from, by bus b. very close to, by bike
c. very far from, by bike d. very close to, on foot
does she like about her work?
a. she thinks her work is too tired.
b. she doesn’t like having lunch in the shop.
c. she thinks the long-hour work is a pleasure.
d. she likes her work a lot though she is busy all day.
iii.短文改錯：
today is on sunday. children don’t go to school today. 46.___________
there are many children in the park. they are student of 47.___________
class 1. they are play games there. some are flying kites, some 48.___________
are singing and dancing. there is two boys boating 49.___________
on the middle of the river. there are two women with them. 50.___________
they are their teachers. all the children look very happily. 51.___________
參考答案:
making running reading , are playing g ies
’t talk , them g, going
aren’t looking for anything.
’re doing their homework in the classroom.
you riding a bike or reading a book?
’s seven o’clock now and the boy is putting on his clothes.
they have any chinese friends?
16-25: a d c a b b d b a c
2 is a baby crying in the room.
2 there anybody singing in the music room?
you like to go shopping with me tonight?
can eat different kinds of food in this restaurant.
30. i think parks are good places to do morning exercise./
i think a park is a good place to do morning exercise.
31-40: daacb bdacb
41-45: dacbd
sunday →sunday t →students
→playing →are
→in y →happy
牛初中作文篇八
unit 3 let’s celebrate!
【名師寄語】
在中世紀，人們穿上動物造型的服飾、戴上可怕的面具是想在萬圣節前夜驅趕黑夜中的鬼怪. 現在，孩子們帶著開玩笑的心理穿戴上各種服飾和面具參加萬圣節舞會，這些舞會四周的墻上往往懸掛著用紙糊的巫婆、黑貓、鬼怪和尸骨，窗前和門口則吊著齜牙裂嘴或是面目可憎的南瓜燈籠。更為有趣的是孩子們在這天穿戴上古怪的服飾去按鄰居家的門鈴，并按傳統發出“是款待我還是要我耍花招”的威脅。鄰居們不管是否被嚇著，總是準備了一些糖果、蘋果等點心，孩子們則一一收入自己的袋內。同學們，聽了我的介紹，是否也有興趣去感受一番呢？
【整體感知】
單元
話題 1 use questions and answers to talk about halloween.
2 introduce some special days.
3 use vocabulary to talk about the chinese new year in new york.
重點
詞匯 有關描寫萬圣節的詞匯
halloween, dress up, ghost, special, trick or treat, shout, usually, candy, treat, if, play a trick, costume, mask, paint, face, own, pumpkin, lantern, cut out, shape, sharp, tooth, chocolate, winter, cold, drink, west, in the west, candle, sweet, through, warm
有關其他節日的詞匯。
christmas, the dragon boat festival, easter, the mid-autumn festival, new year’s day, may day, children’s day, teachers’ day, national day
3 有關季節，月份以及星期名稱的詞匯
date, season, spring, summer, autumn, winter, january, february, march, april, may, june, july, august, september, october, november, december, sunday, saturday
語法
聚焦 prepositions of time
asking ‘wh-‘ questions
using ‘some’ / ‘any’
功能
在線 表達最喜歡……的句式，如：
which is your favourite festival?
which festival do you like best?
表達為什么喜歡…….的句式，如：
why do you like the mid-autumn festival?
其他關于詢問誰，誰的，何時，何地以及如何的句式：
who is mr wu? he is our teacher.
whose bag is this? it’s mine.
when is your birthday? it is on 2nd may.
where is my pen? it is in the pencil case.
how do you go to school? i go to school by bus.
能力
培養 1. 聽 根據圖畫，了解中西方不%c
牛初中作文篇九
關于牛津劍橋的作文
牛津和劍橋，是世界頂級學府，天下不知多少學子曾對其翹首卻未能企及。對我來說，這里更是想都不曾想過的另一個世界。
來到英國后，雖然有機會漫步在兩座大學城中，可眼前的一切仍然是那么遙不可及。
讀讀這組不完全統計的數據吧：牛津，孕育過4個國王、46位諾貝爾獎得主和25個英國首相；劍橋，走出了13位英國首相、9位坎特伯雷大主教、80位諾貝爾獎獲得者，以及不計其數的科學家等等。
那天，時雨時晴，我們驅車到牛津。初到此地，事先對牛津的停車困難估計不足，因此，每一處都只能匆匆看過。
牛津（oxford），“津”意為渡口，泰晤士河和柴威爾河在此會合。大概早期居住在這里的人們常用牛拉車涉水而過，因而取名牛津。
牛津城，即為牛津大學城，29所學院散落在城中各處。街道兩旁，鱗次節比地矗立著分屬于不同歷史年代的、不同建筑流派的古堡式建筑，令整個牛津城充溢著古樸、凝重而又低斂的氣息，再浮躁的人走在這里也會平添幾分深沉。
雨中的牛津更別有一番韻味。走在雨中，時有雨霧模糊雙眼，雨水清晰地從古堡的屋檐下滴落，眼前一座座古老的學院和教堂，讓人仿佛行走在夢中，恍如隔世。
到了牛津，就一定要去劍橋。這一對名城無論在歷史上，還是在現實中，都有密不可分的瓜葛。
12世紀之前，英國人多渡海去巴黎求學。12世紀中葉，英法兩國對立，英國學生從法國歸來，在國王的支持下來到牛津辦學。但是，牛津大學并不安寧，學生與市民因各種理念的紛爭而發生沖突，一次次的沖突不斷升級，從吵架到斗毆，一些鮮活的生命也不斷的在斗毆中隕沒。因此，一批牛津師生拂袖而去，來到牛津東邊的小鎮，并在那里繼續教與學。在牛津大學成立了40年多后，12，劍橋大學正式。多少年后，一位劍橋校友在美國創辦了一所大學叫哈佛。
正如余秋雨在童話牛津一篇文章里所說：“牛津，這個樸素的意譯名語，正巧表明這里是真正意義上的渡口，一切存在，只為了彼岸。”
對中國人來說，徐志摩讓我們對劍橋親近了許多，因了那首《再別康橋》，更讓我們對劍橋多了些許浪漫的向往。
劍橋舊稱康橋(cambridge音譯名），英文cambridge發音“坎布里奇”，就是劍河之橋的意思。
來到劍橋，當然要去游劍河、走劍橋。從停車場到那條河，要穿過城中商業區，走在其中，人群如潮，絲毫不覺身入學府。
街頭巷尾，游人如織；各個學院門前，或大門緊閉不開放，或數百人排著長隊等待進入。眼前晃來晃去的人影，將諾大的`劍橋城填充的滿滿當當，幾乎沒有留下什么余地，讓你可以放入關于這里的一丁點兒的想像。于是，我倆或遠遠觀望，或駐足留影，徒勞無益地保持著一份出離游人的狀態。
劍橋大學城中有三十多所學院，學院的建筑風格各異，多為中世紀的古老建筑。而那大片的草地、蒼翠的林蔭以及亦靜亦動的劍河，則以一種生命的滋潤與新鮮，映襯著劍橋城那座座蒼茫的建筑，令整個劍橋散發著明快又現代的氣息。
散漫中，我們來到河邊一個寫有private parking的小院，在這里暫時繞開喧鬧，感受這座學府應有的寧靜。
《林徽因傳》描寫了徐志摩與林徽因相會劍河的一段場景：當他們踩著潑灑下來的月光和霧，靜靜地在康河岸邊漫步時，徽因耳邊響起了波浪一樣的話語:“徽因，在這樣的時候，你最想干的一件事是什么？”她微笑不語，伸手摘下一片柳葉，輕輕地銜在嘴上。
而今的劍橋，若想感受到這一份浪漫，想必你也只有待月光灑向劍橋之時了。
看著克萊爾橋上擁擠的人群，我不知徐志摩身處今時的劍橋，是否還會有那般美妙的想像？
不知不覺中，我們將三個多小時的光陰纏繞在劍橋的街頭巷尾、河畔橋頭，揮灑在林蔭綠地之中。很想如徐志摩般“尋夢？撐一支長篙，向青草更青處漫溯。”也想“滿載一船星輝，在星輝斑斕里放歌。”只是，為了安全駛回一個半小時的路程，我們選擇告別康橋，“揮一揮衣袖，不帶走一片云彩”，只帶走一絲未能盡興的遺憾，作為再來劍橋的理由。
牛初中作文篇十
南中牛津夢作文
11月10日，八位成長于不同年代的知名校友會聚南中，與在校學生進行了精彩的學子對話。其中年齡最小的是牛津女孩劉紫瑈。
劉紫瑈于1992年到就讀于南頭中學，畢業后考入吉林大學德恒律師學院經濟法專業。離開大學并擁有一年的工作經驗后，劉紫瑈取得“香港牛津獎學金”赴英國牛津大學攻讀碩士學位。之后她在英國倫敦進行了為期一年的法律職業培訓，并于英國律師事務所工作一年。近期回國就業。
在學子對話開始之前，記者在接待室對劉紫瑈進行了采訪。
最年輕的老校友
“我本以為沈實會來的，那樣我就不是這里最小的校友了。”劉紫瑈反復說道。的確，相對于那些白發蒼蒼的校友來說，劉紫瑈簡直就是一個孩子。黑色的衣服，披肩的長發，高挑的身材，劉紫瑈盡顯朝氣與時尚。然而就是這樣一個年輕的女孩，在度過了南中六年的學習生活后，又以地道的“老南中”的身份倘佯在了萬眾矚目的牛津學府。
提起南中校園的變化，劉紫瑈顯得很興奮：“這變化太大了！”當年劉紫瑈在校時，學校操場還是土添式的，而的科學樓旁的教學樓也才剛剛竣工。“我只是在那個教學樓里參加了高考，之后就畢業了。”劉紫瑈遺憾地說。如今，看著那座不曾看夠的教學樓，劉紫瑈不住地感嘆著。
開始泛濫的回憶
回到母校，劉紫瑈掩不住泛濫的回憶。“我剛剛還想去找以前的老師呢。”劉紫瑈說。南中六年的生活印記已深深地烙在她的腦中。老師的每句鼓勵，同學的每絲關懷，都是溫暖劉紫瑈記憶的元素。“我第一次考試考得很爛，年級才排十幾名。老師說我其實有很大的潛力，這種鼓勵讓我獲得了動力，所以之后的一次考試我拿了第一名。”其實每一個學生都有這種潛力，李紫瑈之所以可以做的更好，是因為她可以將身邊的每一個細節當作催化劑，然后在不經意間全部爆發出來。
飄洋過海的經歷
在英國的幾年，李紫瑈認識了一個新的世界。“能和不同國家的人交流，感受世界的各種文化，這的確讓我有很多收獲。”在牛津，劉紫瑈需要在一年內修完四門課程才能順利拿到碩士學位。但畢竟不是使用母語去學習這些課程，劉紫瑈稱學習的壓力是相當大的。“只有一年的時間，那么你剛剛適應，就不得不去面對最終的考試。”“考試之前可真是玩命啊。”劉紫瑈心有余悸地說。不過一分耕耘一分收獲，在付出了努力之后，必將得到令人滿意的回報。
改變思維的語言
“因為我考的是沒有口試的托福，加上一直沒有英語語言環境，所以剛到英國的時候筆試還可以，口語就一般了。”似乎每個出國的人都有像劉紫瑈這樣的感受，在學習了這么多年的啞巴英語后，必須要從頭開始訓練英語思維，直到脫口而出。“我有一次在打工的時候弄破了手，想要個創可貼，卻發現根本不會說這個詞。”我們所接受的英語教育往往忽略了這些生活實用的細節，所以每回想開口，卻痛恨忘記了帶詞典。記者問道劉紫瑈用了多長時間去練就流利的口語。“半年，”劉紫瑈答道，“但是在這半年內必須強迫自己開口，主動和別人交談。否則一年也不可能說好。”
記者開玩笑地問劉紫瑈現在是用英語做夢還是用中文做夢，劉紫瑈笑道：“在英國呆久了就開始用英語了吧。一次凌晨接到國內朋友的電話，明明聽得是廣東話，思維卻怎么也轉不過來，所以我一直用英語。朋友驚。”
踏上新的起點
“我現在是求職中。”在已經擁有了讓人羨慕的學位、學識、經歷和經驗后，劉紫瑈正準備開始新的旅程。“我可能會選擇上海或北京。”回國后，李紫瑈面對的是新的機遇與挑戰。雖然名校的光環比起今后的道路是微不足道的，但我們相信憑著她的睿智與執著，劉紫瑈會取得更大的成就。
牛初中作文篇十一
1.? letters:
a? a???? b? b??? c? c??? d? d????? e? e????? f f??? g g???? h h??? i i??? j?? j??? k? k
2.? words:
book? ruler? pencil? pen? rubber? bag
3.? sentences:
1). stand up, please.????? 2). sit down, please.???????? 3). open your book.??????? 4). close your book.????????? 5). how are you?????????? fine, thank you.????????? 7). good morning.?????? good morning.
4.? games about stationery
paper,? a pencil.? /?? i can see.?? /?? paper, a pencil? /? for you and me!
replace with the following words:
book?? ruler??? pencil?? rubber?? pen?? bag
5.? song
good morning
6.? exercise
unit1 my classroom（我的教室）
the following letters(寫會下列字母): a a,b b,c c,d d,e e,f f,g g,h h,i i,j j,k k 2. words（單詞）: book（書）ruler（尺）,pencil（鉛筆），pen（鋼筆），rubber（橡皮），bag（包）. the sentences（讀熟句子）:1). stand up, please.請起立。2). sit down, please.請坐。3). open your book.打開書。4). close your book(合上書) 5). how are you?（你好嗎?）fine, thank you.（很好。謝謝）7). good morning.（早上好。）good morning.（早上好。）4. games about stationery（文具游戲）：paper,? a pencil. / i can see. / paper, a pencil / for you and me!? 紙張，鉛筆我能看見。紙張，鉛筆。給我和你??? replace with the following words（用下列詞替換）: book，ruler，pencil，rubber，pen，bag （歌曲）:good morning? good morning,good morning,/good morning,teacher./i take my bag and book,/my bag and book to school./早上好，早上好。/老師，早上好。/我帶著書包和書/到學校。6. exercise（練習）:1)按順序填空ab_de,fghi_k.2)寫出對應的大小寫字母a_f_d_k_.3)情景會話：good morning!_______./how are you?
牛初中作文篇十二
今天我說課的內容是《牛津初中英語》8a unit 2 school life的reading第一課時。對于這節課我將以教什么、怎么教、為什么這么教為思路，從教材分析、教法分析、學法分析和教學過程四個方面加以說明。
一 說教材
本課以school lives為話題，以學習life in a british school and in an american school為載體，以find out the differences between a british school and an american school為任務。為了使學生對這一話題更感興趣，在教學過程中，我準備采用多媒體輔助教學這一教學模式設置情境，有效地將單詞、句子和情景相結合，達到語言點的靈活運用和學生學以致用的目的。
教學目標：能聽懂，會說，會讀，會拼寫單詞mixed,subject,sew,tasty,hero,close,taste and article.能根據關鍵詞和上下語境猜測課文大意。
重難點：本課是reading的第一課時，主要為了完成這樣一個任務，即通過閱讀理解文章主題，通過設計一些如true or false questions, answer questions, fill in the blanks, line the words等練習題檢查學生對課文的理解程度。由于新課程標準要求大力培養學生的閱讀能力，所以通過閱讀理解文章大意就成了本課的重點。通過對文章的理解要求學生能用自己的語言描述出相關內容，這就是本課的難點。
二 說教法
1. 直觀情境教學法：本課將利用多媒體創設情境，激發學生的好奇心和求知欲；設置語境，使學生體驗語言的真實、自然，從而培養學生組織和表達語言的能力。
2. 任務型教學法：根據任務型教學的原則設計語言實踐活動，通過學生體驗、參與、合作、交流、探究等方式學習和使用英語，從而完成教學任務。
3. 活動式教學法：在本課的教學中，主要采用跟讀、分組朗讀、分角色朗讀等多種閱讀方式，將書本知識融入活動中，讓學生在活動中不斷的.吸收、內化所學知識。
4. 循序漸進，達到目標教學法：英語畢竟是一門外語，學生缺乏語言環境。要掌握本課內容不能一蹴而就，可以將重點難點分解到各個教學環節中去，為學生搭建一個坡度合適的臺階，幫助他們一步步實現目標。
5. 注重過程評價，促進學生發展教學法：為了實現新課程改革的發展目標，必須建立體現新課程教育理念的評價理念和評價體系。因此，教師應引進一些能激發學生學習興趣并使其形成自主學習的評價體系，多角度及時準確地評價學生，使他們感受成功，從而激發和培養學生學習的積極性和自信心。
三 說學法
1.“發現---探究---創新”學習法：為了充分發揮學生的主體性，我引導學生自己去設計活動，得出結論。在探究中培養學生的觀察能力和語言組織表達能力。 2.合作學習法：將學生分成若干小組，給學生以足夠的空間，參與的機會，充分展現個性和創造性。
3.主體歸位促創新學習法：學生是學習的主體，新課標更把學生的主體地位擺在了重要的位置。教師應該把主動權歸還給學生，努力為學生提供繽紛的舞臺，成功的機會，并鼓勵學生大膽創新勇于嘗試。
4.注重過程，教給方法學習法：古人云“授之以魚不如授之以漁”教給學生良好的學習方法比直接教給學生知識更為重要。在英語教學中，教師應指導學生接收、處理、保存、運用英語信息的過程，即“輸入---轉換---輸出”的過程。
四 說教學過程
step 1 warming-up
first let’s enjoy an english song! 同時屏幕上出現我們平時上課、課間活動及用餐時的照片，這些照片都與同學們平時的生活息息相關，很能吸引他們的注意力，同時也使學生對本課的內容產生了隨意注意。
step 2 lead in
利用多媒體呈現本課涉及的一些學校生活：reading week,driving lesson,home economics class,lunchtime,buddy club and softball game,要求學生6人一組，互相討論合作描述圖片內容。
設計意圖：這部分的教學安排不僅可以鍛煉學生的語言組織表達能力，培養學生的創新思維和創造力，而且體現“直觀情景教學法”創設問題情境，活躍課堂氣氛，聯系實際生活，激發學習興趣。
step 3 presentation and practice
（1） 將課文中出現的第一幅圖片投影在屏幕上，同時提出兩個問題：who wrote the first passage? what activity does the school have every year? 讓學生帶著問題聽課文第一段錄音。
（2） 布置學生自己朗讀課文，根據上下語境理解文章主題，完成教師設置在屏幕上的“true or false” questions.學生回答問題時可以采取搶答式，小組間進行競爭。
設計意圖：這兩部分的教學安排體現了“任務型教學法”,讓學生帶著任務去閱讀有利于提高學習效率，增強學生對課文的理解程度。
（3）用同樣的方式學習課文第二段的內容。
（4）跟錄音朗讀課文，老師在旁指導并糾正語音。
（5）把學生分成4人小組，要求學生分段細讀課文，互相合作探討找出課文中出現的新單詞和一些比較難理解的句子，并嘗試根據上下語境理解其意思，完成教師設置在屏幕上的fill in the blanks and line the words練習題。
設計意圖：這部分的教學安排體現了“合作學習法”和“發現---探究---創新學習法”,符合新課標所提倡的在教師的指導下，通過學生交流、合作、實踐、探究等方式培養其自主創新能力和團體合作精神。
（6）在大部分同學能正確把握課文主題和生詞意思的前提下，要求學生合上書本再次聽錄音，并回答以下幾個問題：
q1 which subject is john’s favourite?
q2 what can john cook now?
q3 what can john do during the reading week?
q4 what did jim do in school last year?
q5 how does nancy go to school every day? what does she think of it?
q6 what do the students do in the buddy club?
q7 why does nancy say julie is her hero?
設計意圖：檢查學生對課文大意的理解程度以及語言組織和表達能力。如果學生脫離書本并不能很好表達出以上幾個問題的答案時，教師則有必要對課文進行進一步的詳細講解，直到學生完全弄懂為止。
step 4 activity
將學生分成6人小組，以小組為單位，要求他們充分發揮個性和創造性，在life in a british school和life in an american school兩個主題中任選一個，()用自己的語言去改編課文，然后每組推選一位同學上臺展現成果。
設計意圖：讓學生在愉快的活動中結束學習，使他們自始至終保持積極的態度，高效率地完成本課的教學任務，同時也培養了學生的表演能力。
step 5 homework
（1） 要求學生用第三人稱改寫課文內容，向好朋友介紹一下美國和英國的學校生活。
（2） 要求學生多渠道地調查一下世界各地的學校生活，可以上網查詢，可以向親朋好友打聽，也可以翻看報紙雜志等。
教學評價：對于學生積極參與的態度效果應及時地給予適度的評價，主要采用激勵法激發學生的學習興趣。在教學過程中，采用小組競爭的形式，對于優勝組則給予一定的物質和精神的獎勵。充分尊重學生在解決問題中所表現出來的不同水平，更注重過程性評價。
綜上所述可以看出，我積極以新課標為指導，以活動為方式，變課堂為生活，運用直觀情景教學法，多媒體輔助法等使學生以生活為課堂，逐步提高綜合語言運用能力，形成自主學習的良好習慣和方法。
牛初中作文篇十三
一選擇專業
選擇一個專業，并查看該專業的網頁獲取更多信息，看看每個專業的課程設置到底是怎么樣的。如果你還不能確定選擇某一專業，那也可以來參加我們的開放日，了解更多信息。
二仔細查看入學要求
牛津大學對成績的基本要求為a-level中的a或a*，或相對應的分數水平。個別學科可能會有其他的成績要求。請確保你的成績是符合入學要求的。
三參加入學考試或提交書面作品
某些學科需要申請者參加入學考試或提交書面作品。請仔細查看各學科的申請要求，并確保提前注冊考試，做好準備。
四這里輸入標題
在這里輸入你的內容，注意不要用退格鍵把所有文字刪除，請保留一個或者用鼠標選取后直接輸入，防止格式錯亂。
五選擇一所學院(或許不用)
你可以在申請時選擇一個你喜歡的學院，或者提交一個開放性的申請，讓我們來幫你決定最后的學院。無論哪一種方式，你的申請都會被多個學院查看，最后被一所學院接納。
六參加面試
如果你進入了入圍名單，你將會在12月被邀請參加面試。面試邀請會以書信、電話或電子郵件的形式發出。
七收到錄取通知
申請者將在一月中之前得到錄取結果。請耐心等待。
八完成學業考試
請完成最終的學業考試。
九入學名額確認
如果你的成績達到了申請時所需成績，那么你的入學名額將得到確認。
十開始在牛津的學習
我們非常期待你的到來。
牛初中作文篇十四
申請牛津入學，你需要提交一個ucas在線表格，并在9月中旬至月15日注冊牛津的入學考試，牛津大學建議越早越好，對所有申請者的截止日期為年10月15日(星期日)。合理安排好時間是很重要的，因為如果你沒有參與所申請專業對應的考試，你的申請很有可能會處于劣勢或根本不被考慮。
對大多數的課程，除了a-level和ib成績及語言必須要達到相應標準外，你仍然要參加牛津額外的筆試，很多童鞋都是不了解這個情況，最終和牛津失之交臂，中智小編特此提醒有意申請牛津的童鞋請提早做好以下額外考試的準備，注意哦，不同學院考試類型種類是不一樣的。詳情請見下方列表：
首先牛津的額外考試需要注冊。注冊分為兩個步驟：
1.你的學校或學院必須注冊成為考試中心-請和你的考官進行核實。(許多英國學校已經注冊過了。)如果你的學校沒有注冊，你可以在開放中心參與考試。
2.你需注冊成為申請者。請讓你學校或學院的考官為你注冊，或聯系一個開放中心。
請確保預留足夠的時間，在截止日期前完成注冊，截止日期：2024年10月15日(星期日，英國時間下午6點)。考試將在2024年11月2日(星期四)舉行。
牛初中作文篇十五
一、本單元教學內容
類別語音項目要求
語音輔音字母組合th在單詞中的發音聽讀、辨認
詞匯apples, oranges, bananas, peaches, grapes, watermelons, pears, some聽得懂、會說、會讀、會拼寫
日常交際用語can i help you?
these or those?聽得懂、會說、會讀
句型what are these/ those?
they’re….
how many kilos?
kilos, please.聽得懂、會說、會讀、會寫
歌謠會朗誦
二、本單元教學重點和難點：
1.能聽得懂、會說、會讀和會拼寫單詞apples, oranges, bananas, peaches, grapes, watermelons, pears, some。
2.能聽得懂、會說和會讀日常交際用語can i help you? these or those?
3.能聽得懂、會說、會讀和會寫句型what are these/those? they’re….
how many kilos? … kilos, please.
4.初步掌握名詞復數的詞形和讀音的變化。
5.了解輔音字母組合th在單詞中的兩種不同讀音。
6.能有表情地流利的誦讀歌謠《i like fruit》。
三、教材內容分析:
本單元的核心教學內容是“認物”，主要學習句子what are these/ those? they’re…。book4a中已經出現what’s this/ that? it’s…句型。教學中教師可以采用以舊帶新的方法，從單數句式引出復數句式，還可以通過單復數形式比較找出它們之間的區別。
本單元主要出現了水果類單詞，除lemons, strawberries, grapes三種水果是第一次出現以外,其余八種均在book3a第三單元中出現過。教師可通過句型do you like …? yes, i do./ no, i don’t.的問答教授這三個新單詞,并適當補充一些學生感興趣的水果單詞,如甘蔗(sugar cane),荔枝(lichee)等等。本單元出現的是這些單詞的復數形式，涉及到詞形、讀音的變化，是教學中的難點。教師可以對名詞復數的詞形和讀音進行歸類。
與本單元所出現的水果類單詞緊密結合的是在商店里購物的常用語can i help you? how many kilos? these or those?等。在教學中教師要注意創設購物情景，讓學生熟練自如的運用這些購物的基本用語。另外可以根據學生的具體情況適當補充一些其他購物用語或讓學有余力的學生課后去收集這類交際用語，以擴充他們的知識面、鍛煉他們的自主學習能力。
四、課時安排:
四課時
五、教學過程設計：
period 1
teaching aims and difficulties:
1. 能聽得懂、會說、會讀和會拼寫單詞apples, oranges, bananas, peaches, grapes, watermelons, pears。能聽得懂、會說、會讀單詞pineapples, lemons, strawberries, mangoes。
2. 能聽得懂、會說、會讀和會寫句型what are these/those? they’re….
3. 學會有表情的朗讀歌謠《i like fruit》。
牛初中作文篇十六
牛津小學英語教案
一、教學內容
part a，b，c，e2，e3
二、教學目標
1．學會唱字母歌。
2．能在熟練掌握本單元所學單詞、句型基礎上，鞏固復習3a中文具類，動物類，交通工具類，食品類單詞。
3．能將本單元句型熟練地運用到日常交際中。
4．能在教學活動中，感受到成功和快樂，增加學習英語的興趣和自信。
三、教學重點
1．能將本單元句型熟練運用到交際中。
四、教學過程
step 1. greeting.
learn to sing the song ”a b c” together.
step 2. revision
1) have a dictation
可以適當增加聽音填字母的項目，促使學生盡快熟悉簡單的讀音規律，為記憶單詞打下基礎。
2)小組競賽，說出文具類詞語。
3) game. 模仿教材e2中形式進行。句型可以略作調整。what’s this in my school bag? it’s a …
規則：
1. 四人小組進行游戲。
2．摸物品，每人2次機會，答對的同學可以將物品放在自己的`位置上。
3．最后物品最多的同學即是贏家。
4．若有同學用中文，失去一次猜謎機會。
step 3. consolidation and practice
1. t: you did a good job. i’d like to buy a toy for my nephew. would you like to go with me? guess, what can you see in the toy shop?
復習動物類，交通工具類，家具類詞匯。
2. 情境一，示范對話，并讓學生跟讀。
a: hello, … how are you?
b: fine, thank you. and you?
a: i’m fine , too. let’s go to the toy shop by bus.
b: ok, let’s go.
a: here we are.
b: look, what’s that on the door?
a: it’s a …
b: oh, i see. come here, … what’s this on the desk?
a: it’s a …
b: how nice!
a: a …, please.
c: ok, here you are.
…
3. 小組合作，看圖編對話。
4．情境二，買完玩具，一起去kfc吃了點東西。正巧遇到了一位外國人，相互自我介紹后，又相互請教了食品名稱。
示范：（根據本班實際情況，選擇是否繼續示范）
a: hi, my name is … what’s your name?
b: my name is …i’m an english … i’m from …
nice to meet you.
a: nice to meet you, too. excuse me, what’s this in english?
b: it’s a packet of chips. what’s this in chinese?
a: han bao.
b: oh, i see. thank you.
5. 同桌模仿例子，編新對話。（師將提供的食品圖片貼在黑板上）
step 4. homework
1. 跟磁帶，大聲朗讀本單元課文五遍。
2. 提供圖片及句子，請學生給句子排序，變成對話。
注意點：
1. 要在充分復習后，給學生創設表達的機會。
2. 情境創設要簡潔，大情境中設置若干個小情境。
3. 運用前有示范。若學生情況好，可以逐漸放手。
牛初中作文篇十七
牛津英語教學反思
1、總體情況
本節課針對初一學生的特點，從學生的學習興趣、生活經驗和認知水平出發，采用活動途徑，倡導體驗參與，引導學生形成靈活多樣的學習方式，順利地完成了本節課的教學任務，課堂學習目標達成度高。整節課較好地體現了新課程的理念。
2、本節課成功的方面
（1）、呈現自然，符合初一學生的年齡特點。以cartoon引出詞匯months of the year，并展示一首歌，唱出months of the year，這種方法很快吸引了學生的注意力，將枯燥的單詞變成學生喜歡的畫面和聲音。
（2）、根據學情，靈活調整課堂問題的難度。從warm-up和presentation這兩項活動中我感到該班級學生的英語基礎不是很好，語音也存在問題。如：當看完cartoon后，我問：what does the cartoon tell us？學生沒反應，于是我立刻降低了問題的難度，改為：does it tell us the seasons？此后，我一直注意課堂所提問題的難度。
（3）、想方設法激發學生的興趣，激活學生思維。
或許由于緊張，剛開始授課的時候，學生不敢發言，聲音小，課堂氣氛不夠活躍，我立刻采取了一些應對措施：①讓學生坐著發言，消除緊張心理；②多用鼓勵性語言。我沒有直接指令學生：please speak loudly，而是從另一個角度鼓勵他們：you are brave！ you can answer my questions loudly.漸漸地舉手發言的人多了，聲音也大了。③開展小組競賽活動，調動學生的積極性，使不同層次的.學生都能參與到課堂活動中。④利用看動畫、唱歌、讀韻律詩、做游戲這些有趣的活動形式，激發興趣。⑤注意自己的教態，讓學生感受到真誠、平等和關愛。課的開始，我就說：i’d like to be your friend. would you like to be my friends?讓學生感到我們是平等的。事實證明，學生們都很喜歡我，積極參加每一項活動，師生互動，生生互動，配合默契，活動質量很高。
（4）、活動方式多樣有趣，發展了學生綜合運用語言的能力。本節課開展了多種方式的活動：有個人活動、兩人活動、小組活動、全班活動;有學生與學生之間的互動，有教師與學生之間的互動;活動內容有對話、討論、唱歌、讀韻律詩、做游戲。同學們在這些活動中既積極地學習了新的詞匯，又對學過的詞匯進行了歸類;既培養了合作意識和探究精神，又充分發展了綜合運用語言的能力。
（5）、聯系生活實際，滲透思想教育。本節課中我不失時機地對學生進行育人教育。如：①在課前我送給學生一句名言：you have to believe in yourself,that’s the secret of success!②在教teachers’ day 時，學生說：we buy presents for our teachers on teachers’day. 我接著說：you are good students. but we teachers don’t need your presents. your hard work is enough. ③在討論dragon boat festival 的活動時，我引導學生談到屈原。我說：quyuan loved his country very much. we must learn from him.
（6）、注重學法指導，幫助學生形成合適的學習詞匯的策略。
在本節課中，本人結合詞匯教學的特點滲透了一些詞匯學習策略的指導。如：歸類記憶法、比較法、構詞法、拼讀法、圖片學習法等。這樣做有利于幫助學生形成合適的學習詞匯的策略，達到“授之以魚，不如授之以漁”的目的。
3、本節課有待改進的方面
新課程中對于詞匯教學這種課型，我們還在不斷的探索之中。就本節課而言，還存在有待改進的方面。如：由于時間的關系，小組競賽的結果沒有點評；又如：最后的游戲也顯得匆忙。如果前半節課的活動安排得緊湊一些，那么這節課的效果應當更佳。
牛初中作文篇十八
牛津英語課堂教學初探
隨著上海市二期課改的逐步實施，英語教學將要出現一綱多本和多綱多本的局面.而每出現一種新型的英語教材，都將有與其相適應的教學模式的漸次呈現。
近一年的牛津英語教學實踐告訴我，如果把語言作為知識來記憶，《牛津英語》教材會讓教師疲于奔命的。我覺得更應該讓學生通過學習和了解教材所提供的生活常識和知識，讓他們理解語言，讓學生通過使用語言，讓他們自主地選用自己感興趣的資料，通過學生間的交流，達到共享創造成果的目的，從而達到掌握語言的目的。變教師單向的傳授、提問、督促練習為師生互動，學生自主學習的形式。
想培養學生的創新精神與創新能力，就必須從小抓起，從課堂教學抓起，讓課堂教學“活”起來，那么，在英語教學中，怎樣才能讓課堂教學“活”起來呢？在實踐中，我試探著用了許多的方法。比如：
第一、誘發學習動機、激發學習興趣。
學生的學習活動總是由一定的學習動機引起的，只有當他們喜歡學、要求學，有迫切的學習愿望時，才能自覺積極地投入到學習活動中去。那么，學生的這種學習動機從何而來呢？這就要靠教師的教學藝術，要靠教師組織富有成效的學習活動去誘發學習動機、激發學習興趣、活躍學生思維，如設置懸念、創設情景等。例如組織課前活動，我通常以聽說訓練為重點，利用課前幾分鐘，開展聽說訓練活動，讓學生以輕松、愉快的心情迎來即將開始的英語課。并且我給他們每一次的活動都記成績，分別以花、旗、星不同等級，作為綜合分數的獎勵。
第二、玩中有學 學中有玩
愛玩是孩子的本性。我就利用這一點，注意讓學生在各種游戲中學習單詞，而不是死記硬背單詞。我先以各種不同形式把要記的單詞實行整體大量輸入，采用各種游戲形式進行滲透，如pass the card 、do the action、find your friend 、draw and colour ，在游戲中通過多聽、反復感覺，從而在腦海里的印象就加深了，這樣不僅可以讓學生記住了單詞，還可以減輕他們的心理壓力和負擔，給學生一個輕松和諧的語言環境，也使得課堂充滿活力。教學實踐證明，在英語教學中，游戲是深受學生歡迎的活動。可以說：它是英語教學的“潤滑劑”。讓學生在游戲中練習，讓富有情趣的活動去誘發學生反復練習同一語言的欲望，在愉快、和諧、歡樂的氣氛中鞏固學到的知識，使他們的大腦皮層始終處于興奮狀態。
第三、利用各種教學媒體，激“活”教科書，讓學生更易理解接受。
俗話說：“百聞不如一見。”我在教學過程中準備了各種各樣的單詞卡片、頭飾、圖片等，在教每一個新單詞學生都能親眼看見，這樣也不需要花時間去解釋含義。課堂的氣氛也相當活躍。另外，我還利用電教器材如tv、vcd、電腦、錄像等，讓教科書“活”起來、動起來、形象起來、發出聲來，讓“活”的教科書震撼學生的心靈、開發
[1]?[2]
牛初中作文篇十九
精選牛津高中英語說課稿
good morning, ladies and gentleman. today, i feel honored to have the chance to share my ideas about how to teach reading.
in the reading process, i will focus on students’ long-term development and enable them to use proper reading skills and strategies. in other words, students are guided to read efficiently and independently. my teaching plan will include 3 sections. they’re analysis of the reading material, identifying the teaching aims and teaching procedures.
section 1 analysis of the teaching material
the selected teaching material is a magazine article taken from the project section of module 11, unit 2 of advance with english. the article is about british students who take a gap year, which is intended to develop the theme of the unit, that is, getting a job. after analyzing it carefully, i find the article has two unique characteristics. first, it’s a long passage with 688 words, much more than the usual texts. second, it deals with a new topic, that is, a gap year. the topic is unfamiliar to most students.
section 2 identifying the teaching aims
based on the analysis of the teaching material, i have chosen the following as the teaching aims of my lesson:
the 1st aim: students learn the skills and strategies to read a prolonged text.
the 2nd aim: students get a better understanding of what a gap year is.
the 3rd aim: students are encouraged to figure out the implied meaning.
the 4th aim: students are familiar with various expressions or approaches to express the same idea.
section 3 teaching procedures
in order to achieve the teaching aims mentioned above, i decide to choose guided reading and task-based teaching as the main teaching approaches. with the teaching methods, i can guide students to use effective reading strategies to browse the text, solve problems and complete different tasks. the teaching procedures include four parts. they’re getting ready, focusing on main facts, reading between the lines and responding the text.
part 1 getting ready
reading begins before a book is opened. it’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. in this part, i will use the pre-reading activities to increase students ‘concentration, arouse their curiosities, fire their imagination and give them a purpose for reading.
the part consists of two tasks:
task 1: a time machine i start my lesson by asking senior 3 students what the date is. then, i go on to show a picture of a time machine. i tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. at that point, i get them to imagine where they are and what they are doing. after it, i give a summary of their presentations as follows: after leaving high school, most of chinese students go straight to university. yes, at this time next year, most of you will be studying in a university .(with the task, i inspire students’ former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading)
task 2: brainstorming after the summary, i go on to show some more pictures of british fresh students from high schools, and tell students that more and more students in the uk are doing something different instead of going straight to university. after that, i play the tape of paragraph1 and get students to catch the answer to the question: they will travel or work on projects for up to a year before entering university (with the task, i excite students’ desire to know more about what their british equivalents will do before going to a college. with the question in mind, students will definitely be eager to listen to the tape to find the answer )
part 2 focusing on main facts
during the part, i will ask the students to answer the question—what does the author say? students are supposed to get a main idea of the text and understand the basic meaning of the text. questions of this kind are not very difficult and they can be answered directly from the text.
the part includes six tasks:
task 1:three examples. i move on to tell students as follows: last year, carol smith, daniel and martin johnson, 3 students from the uk, went to some remote places and did something special. after the instructions, i play the tape of paragraphs 4-6 and get students to complete the following table (with the task, i get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and reliving their psychological burden, otherwise students would be discouraged by such a long article)
task 2: matching after listening, i get students to open books and scan the three paragraphs to check the answers to the previous table. then they’re required to complete another table with a second reading: whom do the results belong to? carol________ daniel________ martin_______
牛初中作文篇二十
good morning, ladies and gentleman. today, i feel honored to have the chance to share my ideas about how to teach reading.
in the reading process, i will focus on students’ long-term development and enable them to use proper reading skills and strategies. in other words, students are guided to read efficiently and independently. my teaching plan will include 3 sections. they’re analysis of the reading material, identifying the teaching aims and teaching procedures.
section 1 analysis of the teaching material
the selected teaching material is a magazine article taken from the project section of module 11, unit 2 of advance with english. the article is about british students who take a gap year, which is intended to develop the theme of the unit, that is, getting a job. after analyzing it carefully, i find the article has two unique characteristics. first, it’s a long passage with 688 words, much more than the usual texts. second, it deals with a new topic, that is, a gap year. the topic is unfamiliar to most students.
section 2 identifying the teaching aims
based on the analysis of the teaching material, i have chosen the following as the teaching aims of my lesson:
the 1st aim: students learn the skills and strategies to read a prolonged text.
the 2nd aim: students get a better understanding of what a gap year is.
the 3rd aim: students are encouraged to figure out the implied meaning.
the 4th aim: students are familiar with various expressions or approaches to express the same idea.
section 3 teaching procedures
in order to achieve the teaching aims mentioned above, i decide to choose guided reading and task-based teaching as the main teaching approaches. with the teaching methods, i can guide students to use effective reading strategies to browse the text, solve problems and complete different tasks. the teaching procedures include four parts. they’re getting ready, focusing on main facts, reading between the lines and responding the text.
part 1 getting ready
reading begins before a book is opened. it’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. in this part, i will use the pre-reading activities to increase students ‘concentration, arouse their curiosities, fire their imagination and give them a purpose for reading.
the part consists of two tasks:
task 1: a time machine i start my lesson by asking senior 3 students what the date is. then, i go on to show a picture of a time machine. i tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. at that point, i get them to imagine where they are and what they are doing. after it, i give a summary of their presentations as follows: after leaving high school, most of chinese students go straight to university. yes, at this time next year, most of you will be studying in a university .(with the task, i inspire students’ former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading)
task 2: brainstorming after the summary, i go on to show some more pictures of british fresh students from high schools, and tell students that more and more students in the uk are doing something different instead of going straight to university. after that, i play the tape of paragraph1 and get students to catch the answer to the question: they will travel or work on projects for up to a year before entering university (with the task, i excite students’ desire to know more about what their british equivalents will do before going to a college. with the question in mind, students will definitely be eager to listen to the tape to find the answer )
part 2 focusing on main facts
during the part, i will ask the students to answer the question—what does the author say? students are supposed to get a main idea of the text and understand the basic meaning of the text. questions of this kind are not very difficult and they can be answered directly from the text.
the part includes six tasks:
task 1:three examples. i move on to tell students as follows: last year, carol smith, daniel and martin johnson, 3 students from the uk, went to some remote places and did something special. after the instructions, i play the tape of paragraphs 4-6 and get students to complete the following table (with the task, i get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and reliving their psychological burden, otherwise students would be discouraged by such a long article)
task 2: matching after listening, i get students to open books and scan the three paragraphs to check the answers to the previous table. then they’re required to complete another table with a second reading: whom do the results belong to? carol________ daniel________ martin_______
a felt being part of another culture b be more independent
c found it challenging and rewarding d felt that it was a special experience
e ready to face challenges in the future f learnt how to deal with difficult situation
g felt like she really made a difference h learnt a lot about getting on with local people (with the task, students learn to use a table to gather the main facts about the three british students they’ll know that a table is of great help in their future reading)
task 3: scanning for a detail. i get students to scan the rest paragraphs and find the answer to the question: what do people call the year off between finishing school and starting university? in doing so, i introduce the theme of the article and write on the blackboard the title: mind the gap year (with the task, students are expected to grasp the theme of the article. the task serves as a bridge, which connects the main facts in paragraphs 4-6 to the opinions about the gap year in the rest paragraphs)
task 4:definition of the gap year. students watch a vcr with a question in mind: what three types of activities do the uk students choose to do during a gap year? the key is: many students use that time to travel, learn new skills or be a charity volunteer (the task serves as a supplementary to the second task of part 1. with the task, students are expected to know more about the gap year)
task 5: history of the gap year i play a second vcr and get students to answer the question: when did the gap year start in the uk? (the task enables students to have a good knowledge of the history of the gap year)
task 6: comments the second, third, seventh, eighth paragraphs deal with theme of the government, universities, employers and the public on students taking a gap year before going to college. i get students to read the four paragraphs to gather theme and complete the table (the task helps students get a further understanding of the role. a table plays in helping gathering main facts or opinions).
part 3 read between the lines: in third part, i will encourage the students to answer the question—what does the author mean? as we know, information in a reading passage is not always stated directly. sometimes students have to infer, or make guesses according the information which is available in the reading. so in this part, the students are asked to infer the implied meaning, distinguish the main ideas from the supporting details. the part consists of three tasks.
task 1: similar sentences the english language enjoys various ways of expressing the same thing or idea. as we can see, the second and third paragraphs are similar to the seventh and eighth paragraphs in the content, both dealing with comments on the gap year. some sentences actually express the same comments. i will get students to read the four paragraphs for a second time to find out the similar sentences(the first is done as an example) ⑴it (a gap year) is more than just a long holiday(line 50) a gap year is more than just a year away from studying ⑵employers say they prefer to hire graduates who have taken a gap year (line 15) ______________________________ (3)a gap year gives young people an opportunity to learn skills and gain life experience. it helps young people develop and grow (lines 17-18) ______________________________ (4)living away from home taught me to be more independent (lines 22-23) ______________________________ (the task is designed to help students learn and use different ways to express the same idea. the task gets students ready for talking and writing about the gap year in the next part)
task 2: guessing from the context i get students to guess from the context the meanings of the four words or phrases: ⑴the career ladder (line 4) ________________________ ⑵every point of the pass (line 5) ________________________ (3)delicate (line 22) ________________________ (4)an edge in the job market (line 54) ________________________ (the task helps students to recognize that in most language-leaning situations they will come across vocabulary they don’t know. with the task, students are guided to look at the context in which a word or phrase is used and try to find any clues to its meanings)
task 3: benefits students are asked to collect advantages of taking a gap year in the text. after that, students have the chance to listen to a third vcr, which contains more information about advantages. while listening, students are encouraged to take notes of what they can catch □ teach students to be independent; □ help students develop and grow; □ learn new skills; □ see life in a different way; □ be ready to face challenges; □ gain life experience (the task is intended for students to collect more information about students taking a gap year, which also makes them well prepared for the writing task in the next part)
task 4: recognizing the implied message i play a fourth vcr. while listening, students are expected to fill in the two blanks: actually, a year off is not a gap, but a time for personal growth and d_______, a b______ between two important periods in life. (with the task, students will know about how to plan a gap year and what taking a gap year really means to them. it gets them ready for the next task.)
task 5: understanding the title after reading the whole text, i will get students to focus on the title. mind the gap (the task is designed to help students fully understand the hidden meaning of the title: they are expected to make full of the gap year to develop themselves)
part 4 responding to the text i encourage the students to answer the question—what does the idea mean to me? as we all know, most writers are prejudiced in some way and try to convince their readers of something, or influence them to look at things in a certain way. so it is important to train students to read critically. the part consists of two tasks.
task 1: i conduct a survey to see what students think of taking a gap year and at the same time complete the table (the task is aimed at making students be critical readers. the students should be encouraged to make judgment about the authors text)
task 2: after the survey, students are asked to write a composition of 120 words about their ideas of taking a gap year before going to college (the task aims to consolidate the information they have learnt and also improve speaking and writing skills)
ok, so much for my teaching plan. thanks for your attention.
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