每个人都曾试图在平淡的学习、工作和生活中写一篇文章。写作是培养人的观察、联想、想象、思维和记忆的重要手段。大家想知道怎么样才能写一篇比较优质的范文吗？以下是我为大家搜集的优质范文，仅供参考，一起来看看吧

牛津大学作文 牛津阅读写作篇一

1. 能掌握节日单词 children’s day、christmas、mid-autumn festival、dragon boat festival和spring festival。

2. 能通过课前的信息搜集，课上的团队合作以及课后的自学，掌握以下节日

new year’s day、halloween、may day、national day 。

3. 能掌握四会句型

when’s…?it’s in…what do people usually do at/on…?they…

4. 学生能运用本单元的四会句型和日常交际用语谈论节日中人们的活动以及自己曾做过的事。

重点难点：

1.能掌握所学节日的正确读音。

2.能熟练掌握四会句型，并能灵活进行替换训练，从而进一步来巩固一般过去时的知识。

教具准备：

多媒体课件 实物

教学过程：

step1: warming-up

ngs.

talk.

what day is it ? what date is it today?

what do you usually do at the weekends?

(设计意图： 在上课开始，与学生亲切自然地相互问候，使学生快速进入英语学习的氛围，同时为下一步教学做铺垫。)

step2: presentation:

1. t：(教师手拿日历)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：你们还记得其他的节日吗?

ss：children’s day, teacher’s day, christmas, national day, halloween---

揭示主题： holidays

magic eyes

快速闪现学生知道的单词，学生根据图片说出相应的节日。

2. 教学 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样子)here“delicious”means“nice”。 (teach:delicious ←de-li-cious)

t: we can eat delicious food at spring festival.

teach: spring festival 春节

(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:(引导学生说出答案)it means亲戚!

t：(teach: relative ←re-la-tive)

(3)。 教学what do people usually do at spring festival?

t: what do people usually do at spring festival?

read: people 人，人们

practice: what do people usually do at spring festival?

they usually---

did you --- last spring festival?

yes, i did. no, i didn’t.

3. 教学 mid-autumn festival & dragon boat festival.

and there are some chinese traditional(传统的) 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:中秋节。

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. (日历展示)

what do people usually do at mid-autumn festival?if you can’t say in english,you can say it in chinese.(在用英语无法表达时，允许学生用中文来补充。)

s: 吃月饼，赏月。

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. 教学christmas

(1)guessing game

问： what holiday is it ?

(2) 教师让学生说他们所知道的关于圣诞节的知识，如圣诞老人，圣诞礼物，圣诞食 品及圣诞活动，不限定学生全部用英语表达。

t: christmas is coming. do you know anything about christmas ,e.g. presents and food?

(设计意图： 用提问的方式引出即将学习的活动，并通过讨论让学生了解有关圣诞节的文化意识。)

(3) 教师用课件创设情景： 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) 学生4人一组看图片，并根据问题讨论圣诞节。

(5) 小组汇报他们讨论的情况，并通过投影呈现： 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.

(设计意图：这个活动对学生来说具有一定的挑战性，但六年级学生已基本能把老师提供的信息组合成一句话，甚至能连成一段话。通过这样的活动可以让学生把所学的知识运用于实际，使不同程度的学生都有成就感，增强自信心。)

5. the usage of “at” and “on”

t: look at the phrases carefully and find the rule by yourselves.

小组讨论 “on” 和“at”的区别

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编写含有以下节日的句型：new year’s day、may day、

national day

2. introduce the foreign festivals to your parents.

板书设计：

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.

牛津大学作文 牛津阅读写作篇二

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的大小写均为一笔写成，注意大写u与小写u的区别。

教师在四线格中边范写边指导。

学生练习。

step3 have a rest .

sing a song： a b c song (只能唱到w，多唱的同学必须表演节目)

step 4 good bye .

the fourth period

teaching contents：

d fun house ：workbook .

teaching aims：

继续练习本单元所学的日常交际用语和单词，使学生能熟练掌握，灵活运用。

指导学生完成书后的练习和练习册中的题目。

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 .教师在黑板上画出乐器类和球类物品的简笔画，学生猜出相应的单词。

b. 学生几人一组，一人画，其余人猜。

the words four times .

and number .

听录音前可以让学生将图片看一遍，用句型look ，__can play __练习说话。

a survey .

step 3 do the workbook .

1. listen and judge .

练习前先组织学生复习相关的对话。

and check .

，find and match .

先放录音内容，使学生对各人的情况有一个初步的了解，然后再让学生看图，听录音连线。

and draw .

step 4 ending

牛津英语初一上册教案

牛津大学作文 牛津阅读写作篇三

初一牛津英语新教材使用心得

我想在这里和大家一起探讨一下初一牛津英语教材的使用和我校初一英语备课组教师的一些做法。

我们都知道，新教材具有以下一些特点：

1．照任务型教学的原则设计语言实践活动。每个单元都围绕一个话题让学生通过体验、实践、参与、合作、交流和探究等方式，学习和使用英语，完成学习任务。另外，有的单元还安排了一个旨在提高学生用英语获取信息，处理信息，分析和解决问题能力的课题（project），让学生综合运用在这几个单元里面所学的语言知识、技能及学习技巧，以培养他们的口笔头交际能力、动手能力，自主学习能力、创新能力及合作精神。

2．本教材内容联系学生生活，贴近学生生活实际，语言想象再现率高，符合学生学习语言的认知规律。

3．编排体系上突破了传统模式，体现了语言教学的整体性和综合性。整套教材中，语言技能、语言知识、情感态度、学习策略和跨文化意识等有机结合，紧密联系，相互渗透，相互补充。

那么，针对以上这些特点，我们初一英语备课组的老师在以下几个方面进行了教学尝试：

一、进行中小学英语教学的衔接

初一新教材相对于以前的教材词汇量明显地增大,大概每个单元100个单词左右,有些单词还相当长，而且一些不常见词的出现率也相当高。同时语法点增多，并提前出现。例如：it takes sb. some time to do sth.以及 sb. spends some time doing sth.(on sth.)这类句型以前要到初三教材中才会出现，而现在初一就出现了。针对这些难度的增加，我们几个人在一起尝试着从以下几个方面做起:

1.首先让学生过好语音关

学期开始时先教学48个音标.在教学48 个音标时,突出重点:如五个元音字母在开闭音节中的读音, r音节及七个辅音字母(c g j n s x y)在单词中的读音;分散难点:元音字母组合和辅音字母组合 ,这部分量大,学生难以记住.为此我们要求学生每天记八个,逐步增加.尽量不让学生产生畏难情绪,尽量让每个学生都体会到成功的快乐.如果碰到较长的学生难以拼读的音标拼读词,这时我们就教学生拼读音标词的方法,先教学生分成几段来拼读然后再快速朗读成词.教学音标时要求学生眼看,手在空中比画或在桌面上写.动用多种感官提高记忆效果.过好语音关, 有助于学生把握单词的读音; 有助于学生的终身学习;有助于解决学生对单词读音的遗忘现象;有助于学生快速而且长久地记忆单词.

2.其次在教学中让学生过好词汇关

新教材词汇量大,每个单元大约有100个左右,为了减轻学生记忆单词的负担,我们把它们分几次来教，在教学新课前，利用早读课提前教25个左右。等到教学新课时，我们还进行强化巩固。

（1）在教学单词的过程中，我们觉得如果一味地让学生死记硬背，学生会产生厌烦情绪，这样就不利于英语教学，所以教给学生记忆单词的方法非常重要。俗话说：授之以鱼，不如授之以渔。我们觉得“创设情境记忆法”效果较好，所以我们常采用这样的做法。如：在教学“closed ”这个词的时候，我们就先请一个学生上来做“开门”这个动作，然后让另一个学生用open来造句，如：open the door.或 the door is open.这个时候，我们就板书，并用彩笔在is open下面画线。然后我们再请一个学生做“关门”这个动作，并让他用英语来描述这个动作，他很可能会说close the door./the door is close. 这时我们就可以顺势引出now the door is closed. 并用彩笔在is closed下面画线。然后我们就让学生用所画的两个短语自由地编排动作、自由造句。除此以外，我们还采用“词汇渗透法”。我们在讲课时常将后面要出现的与此单词相同或相近的词，在教学中渗透下去，而等到以后要讲到这个词的用法时，学生已经有所熟悉，这时再进行复习、归纳，学生的印象自然会更深。当然，我们还采用如下方法，如：“音标拼读记忆法”、“音标分段记忆法”、“比较法”(比较单词的异同)、“联想法” (由同一词根或意义联想)。

(2) 通过形式多样、紧密联系课文内容的练习题,提高单词的复现率。我们仔细钻研教材,自编了一些练习题,如根据中文提示完成单词拼写的练习题(放在句子中),或将词组里的主要单词划去,让学生选词填空或首字母填空(我们所选的这些练习题一般都较容易)，这样一方面可以巩固所学单词,另一方面也培养了学生的语感.这种方法比起孤立的背单词或抄单词要有意义得多.而且学生也感兴趣得多。俗话说得好，再好的方法，如果长期单一的使用，也会失去其在初期的最好效应。（以上就是我们在帮助学生过好词汇关当中的一些粗浅的做法。）

二、如何整体处理新教材中的单元结构。

（请大家翻开书）新教材一般包括以下几个方面：comic strip（卡通漫画）、    welcome to the unit、reading、vocabulary、grammar、integrated skills、study skills/pronunciation、main task and check out.

就我校的情况，单元的课时安排一般分为两到两周半的时间。comic strip and welcome to the unit一课时   reading约两课时  vocabulary 一课时  grammar 约两课时  integrated skills约一课时    study skills/pronunciation一课时  main task 一课时 check out一课时。

comic strip 主要通过漫画中的小狗eddie和电子狗hobo之间一段简洁而有趣的对话，点明本单元的学习内容。教学时我们几个人主要让学生听录音，模仿跟读，激发学生学习英语的兴趣。此内容往往是学生学习本单元的热身运动。

reading 即课文教学，我们平时都尽可能创设一定的情境来教学课文。同时要处理好教材中的配套练习，如b.c中的相关内容，b.c部分经常有true or false题等，这时我们经常根据课文内容适当编一些wh-question题帮助学生理解课文，复述课文。

vocabulary 教学主要呈现与话题有关的新词语并指导学生有效的学习和掌握这些单词。我们在教学时往往根据所学内容增加一些联系学生生活实践的一些同类的相关词，拓宽学生的知识面。这部分教学内容比较简单，可以将它与后面的check out 或main task 结合起来进行教学。

grammar主要是对已出现的语法现象进行归纳总结，我们就根据教学内容精选一些练习题来进行操练，帮助学生掌握语法规则，正如斯金纳所说的：小步走，快反馈。

integrated skills 主要是复习本单元所学内容，培养学生的听、说、读、写等综合运用语言的能力。

main task 主要是学生在学完本单元后应掌握的基本内容。在学生掌握这些内容的`基础上，我们还注重指导学生的英语写作。

check out 是教学本单元的最低要求。

在教以上几个部分时，我们并非按照教科书一层不变的进行教学，而是经常根据教学内容进行重新组合。我们常把grammar提到课文前面教，便于学生在学习课文时强化巩固grammar。

三、设法调动学生学习英语的积极性，提高学习英语的兴趣。

俗话说：“知之者不如好之者，好之者不如乐之者。”学生对英语学习感兴趣了，我们的英语教学就可以收到事半功倍的效果。

1、情境教学法。在教学对话、课文时，我们充分利用实物、挂图、投影仪、多媒体课件等创设英语教学情境，让学生有一种身临其境的感觉。为了让学生在轻松愉快的氛围中学习英语，让学生喜欢上英语这门课，在集备时我们认真钻研教材、研究教法，制作了许多形式多样、内容丰富、贴近学生生活的多媒体课件。在教学对话时，我们通常采取这样的方式：把对话里的重点句型提炼出来，进行重新组合，变成简单的、学生容易接受的对话，这样的对话使得那些平时懒于张口说英语的学生也变得跃跃欲试，课堂气氛一下子就变得活跃起来。待他们把这个对话操练熟悉之后，再来学习课文中的对话，他们就会感到得心应手，成功感油然而生，学习英语的兴趣自然提高。另外，在教学课文时，我们还充分利用学生自身的资源。如在教学 7a unit1时，我们就让学生拿出自己的照片或请学生到前面来让大家进行外貌描写。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.等句型进行操练。再如在教学7a unit6 “my fashion design”一课时，我们先让学生设计各自喜欢的服装（从颜色、风格、搭配包括发行的设计等几个方面进行考虑）。或让学生上网收集一些自己感兴趣的流行服装的设计。上课时我们请学生将自己设计的流行服装张贴在黑板上，而后让学生用英语表达，在表达前让他们分组讨论。这样学生可以大胆的发挥思维想象，将那些服装进行重新组合或款式的修改。学生个个都很投入，热情高涨。这样的活动极大的调动了学生学习英语的兴趣和积极性。为了让学生轻松地复述对话、课文，我们引导学生将对话或课文改成小品，让学生进行表演，激发学生学英语的热情。另外我们还精心设计板书，让学生结合黑板上的key words和挂图等而后过度到单独只看挂图或实物、教具等复述课文。这两种方法大大地减少了学生课后读背课文的负担，提高了他们的学习兴趣。

2、“学以致用法”。即联系学生生活实际，让学生学以致用。如在教学7a  unit4  food 一课时，我们让学生用英语说出自己喜欢的各种食品，如肉类（fish,meat,pork,chicken,beef）,蔬菜类（vegetables,cabbages,tomatoes,potatoes,beans,peas and so on）,水果类（apples,bananas,pineapples,watermelons and some other kinds）,然后组织学生进行对话问答，

“??―what do you love/like/dislike/hate?

―i love/like/dislike/hate …. what about you?

―i love/like/dislike/hate ….”

并讨论“what food do we eat if we want to be healthy?”等得出 “healthy food and healthy lifestyle.”

3.竞争法。充分挖掘学生身上的兴趣点来激发学生学习英语的兴趣。英语单词遗忘快,为了与遗忘作斗争,我们充分利用课前几分钟的复习时间来增加单词的复现率。根据初一学生的心理和年龄特点，课上组织形式多样的竞赛活动。我们利用课前几分钟的时间,将前面一课或最近所学的长单词、不常用词抄五-六个在黑板的一角,上课时叫几个基础较差的学生读,我们注意倾听，帮助他们正音,然后再进行抢记单词和用这些单词造词组或句子的比赛。试用下来我们觉得效果较好,就连那些课后懒得记单词的学生,课上也频频举手，这时我们及时地对他们进行表扬，哪怕是星星之火也要让其形成燎原之势，让他们感到老师对他们的赏识。俗话说:亲其师,信其道。单一的教学方法即使是一种好的方式，经常使用也会失去它的魅力。我们还采用其他的一些竞赛形式，如限时阅读比赛，限时朗读比赛，口头演讲比赛等。

4.针对新教材词汇量大、固定句型和语法点提前出现的情况，我们将以往单一的everyday english扩充为现在的口头作文（每周两至三次），和对关键词、词组和句型的复习（每周两次左右）等，这样极大地提高了学生的口语表达能力。除了平时的口头作文训练外，我们也利用期中、期末复习课对作文进行讲评，如课前先找几个层次不同的学生作文抄在黑板上，然后课上大家一起来讲评，并根据中考作文评分要求让他们来评分，有了这样的评分机制，初一相当一部分同学的作文水平较之开始时提高了许多。有的同学的作文水平甚至远远超出了老师的想象。

5．将枯燥乏味的语法教学与学生的现实生活紧密联系，提高学生的积极性。如，在教学比较级和最高级，当学生对这种语法结构有所了解的时候，我们请学生自己造句或将他们所崇拜的明星人物编进句中，如，姚明比潘长江高。此外，对一些易错的语法项目，我们编了一些简单的口诀，便于学生理解和记忆。如一般现在时：主语三单时，肯定加s，否定和疑问，动词用原形，助动词用does;又如be动词口诀：我用am,你用are, is用于他、她、它，所有复数全用are。再如运用现在进行时，学生时常会忘记be或动词的ing形式，这时我们打比方：be为人的左手，动词ing为人的右手，两者缺一不可，否则残疾。另外，在学习no one和none时，我们将其编成顺口溜：1:2,2:1。如回答who is in the classroom? no one（回答无人时）. 回答how many students are there in the classroom? there are none（回答无人时）.回答how much milk is there in the cup? there is none（回答没有时）.这样一来，学生的积极性大大提高，他们立马想到了金龙鱼色拉油的广告用语1:1:1。

6.外为了更好的调动学生的积极性，我们从自身做起，努力提高课堂45分钟的效率。为了提高效率，在前面上课的老师会毫无保留地说出自己的上课心得，以便后面上课的老师在上课时可以做到有的放矢，高效的组织课堂教学，突出重点、分散难点，少走弯路。与此同时，我们还经常互相交流上课的心得体会，取长补短，不断提高自身的教育教学水平。

针对初一新教材采用的“五轮复习法”

初一新教材相对于以前的教材词汇量明显地增大,大概每个单元达75-100个左右,有些单词还相当长。而且语法点增多，例如：it takes sb. some time to do sth.以及 sb. spends some time doing sth.(on sth.)这类句型以前在初三教材中才出现，而现在初一就出现了。针对这一系列难度的增加，我们同济中学不光利用期中、期末集中复习的时间，还立足于平时，采用“五轮复习法”。

第一轮：立足单词。在每个版块的内容学习完毕，根据本课的内容，精选或设计形式多样的练习，如根据中文提示完成单词拼写的练习题(放在句子中), 根据图片写单词，或将词组里的主要单词划去,让学生选词填空或首字母填空(我们所选的这些练习题一般都较容易，放在句子中，一般为书上所学内容的变化形式)，这样一方面可以巩固所学单词,另一方面也培养了学生的语感.这种方法比起孤立的背单词或抄单词要有意义得多.而且学生也感兴趣得多。俗话说得好，再好的方法，如果长期单一的使用，也会失去其在初期的最好效应。

第二轮：在每单元学习完毕，根据整个单元的内容，配以适当的拔高练习，内容紧扣课文，涉及词汇、时态、巨型转换几块，选择适当的部分当堂完成，教师在巡视的时候，特别留意中等生，对错得多的题目进行详细地评讲，不具共性的错题只作个别辅导。这两轮复习安单元，利用早读课或课后时间完成。这样天天给他们一定量的练习或阅读，渐渐地学生对所学内容由生而熟。

第三轮：做综合性基础题。这些题目难度不大，让绝大部分学生能够做对，有成就感。单选、时态填空和词汇填空题基本上是课堂上完成的，教师在巡视的时候，特别留意中等生，只对错得多的题目才做详细地评讲。阅读、完形、写作课后做，讲评时，我们特别注意解题方法的指导。

第四轮：专项练习。主要是围绕语言点进行归类和查漏补缺。采用句型转换、时态填空、词汇练习、句子翻译等形式。

第五轮：在前四轮复习的基础上，进行拔高，主要是综合题，立足于培养学生能力。

为配合以上的“五轮复习法”，我们注意在平时的教学中对重点和难点随时进行巩固和强化。

1.学习单词之后，把上一节课重点的单词或词组在课前写在黑板上，让学生读读、说说，有时举些长单词让学生进行抢记比赛，有效地提高了学生背单词的效率。

2.进行课文限时朗读比赛。对于一些比较长的课文，抽取部分重点段落，作为朗读的材料。先选一位比较好的学生测一下时间，然后抽几位水平相当的学生朗读该段,其它学生做评委,评出读得比较好的同学,予以表扬,以此调动学生朗读的积极性.

3．学习完对话以后,为了进行有效的复习和巩固,要求中等左右的学生能表演出来,基础好的学生要有一定的拓展或联想。有时也举行讲同意句比赛,同样的句子,看谁能用另外的句子结构表达出来。这两种方法用意在于提高学生的口头表达能力。

4.对写作的巩固。每个单元的课文都涉及一个话题，与写作相配合，学完课文后，要求学生就某一话题，写一短文，作为开放式的练习，可长可短，一般5-8句话左右，利用“everyday english”时间，抽取部分学生朗读他们的作文，教师做适当的点评。以训练学生用自己的话表达自己的观点。

5.强化听力。在平时的每个单元中都有听力，期中、期末复习时，利用一些练习材料，对听力做一些强化训练。这样采用多种方法,调动学生的学习积极性.

以上为我们初一备课组采用的“五轮复习法”。实施下来，效果良好，当然，其中的不足之处，我们会进一步完善。

以上仅是本校初一英语教师使用新教材一年来的一点心得体会，旨在抛砖引玉，不足之处望领导和同行批评指正。非常感谢大家的耐心。

牛津大学作文 牛津阅读写作篇四

一、教学内容

《义务教育课程标准实验教科书 牛津小学英语》5b第一单元第一教时（part b and part c）

二、教学目标

1、能正确地听、说、读、写单词

monday, tuesday, wednesday, thursday, friday, chinese, science,

computer studies.

2、能正确地理解并应用句型what day is it today ?it’s…

what lessons do you have in the … we have …

3、能用所学单词、句型问答并初步感知句型welcome back to school. nice to see you.

三、教学重点

正确应用所学的句型问答

四、教学难点

单词的四会掌握

五、教具准备

自制课表、录音、投影

六、教学过程

a. free talk

ngs

用“happy new year!’’ “welcome back to school!” “how are you?’’等日常交际用语进行问答，复习并导入新知

on

复习“i like english .what do you like?’’ “do you like…?’’ “how about you?’’等所学句型，渗透新知

t “science，social science, pe, computer studies’’

方法：延续以上对话引出。通过实物直观呈现，在学生理解的基础上，进行单词教学（教师先范读，让生静听、模仿跟读。可通过抢答、试拼等进行巩固）为避免单词教学的枯燥，可将单词放入句型中操练，也可为新句型的教学做个铺垫。

例如： i like science. what subject do you like? oh you like art. me,too. how about you/ and you? …

师生示范一例，生生操练并问答表演。

b. presentation and practice

“monday”

教师自由谈话引出，例如：oh, someone likes pe, but someone likes english…today is “monday”(出示自制课表)，师重复该单词，生静听、模仿跟读。延续以上对话，引出：“what lessons do we have today? ”

生听、模仿。

t “what lessons do we have in the morning?”

引导学生用“we have┅”回答

1）师问，让学生熟练回答。

2）学生试问，师帮助纠正读音。

3）在会读的基础上操练并进行实际运用，师生先示范，后让学生自由练习运用。

“tuesday, wednesday…friday”

方法：渗透新句型“what day is it today? it’s…”

例如：what day is it today?

it’s thursday.

为避免单词教法的重复，在新单词的引入时还可以用让学生试读的方法，单词的拼读可通过竞赛、游戏等方法以激发学生的兴趣。同时也可加入本课所学的句型“what lessons do we have in the morning?” “we have┅”，使对话的情景更为真实，也起到了复习的作用。

c． practice

1)教师利用自制的课表进行连锁操练：

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) 师利用投影进行有意义的操练，图文结合。

3）利用挂图，生生问答，检查表演。

d、assign homework

1．朗诵并抄写要求会的单词、词汇和句型。

2．完成练习册a、b部分。

一、教学内容

《义务教育课程标准实验教科书 牛津小学英语》5b第一单元第二教时（read and say 和part f）

二、教学目标

1、能正确地理解、掌握对话内容，并能朗读、初步表演对话。

2、能正确地听、说、读写单词a subject. interesting, a week 和句型what subjects do you like ? i like…

3、能正确地运用对话中的日常交际用语nice to see you. i hape we have more. how about you?

4、在掌握重点句型的基础上，通过本课学习培养学生的.语言实际运用能力。

三、教学重点

能正确理解对话内容并能朗读和初步表演对话。

四、教学难点

能比较流畅的朗读对话，并能在掌握对话的基础上分角色表演。

五、教具准备

录音、图片、多媒体

六、教学过程

a．revision

1．play a game: “反口令”游戏

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.复习前一课所学有关的单词，通过图、词闪现，师生问答，或个别问答。

a: what day is it ?

b: it’s …

4. sing a song 生初步感知、熟悉歌词及旋律。

b．presentation

1．教学句型“what subjects do you like?” “i like…”

(由对话自然引出)t: we are having an engilsh lesson. do you like english?

ss: yes, …/no, …(师帮助学生回答)

t: what subjects do you like?(生跟读，出示板书)

s1:i like …(师作提示)

2．teach: how about you?

师指明一名学生：how about you? 生自然地理解并作答，师可稍作提示“i like…”

3．drill

a．师问生，直观呈观句型运用的情景，为学生自己开口说作铺垫。

b.同桌互问，要求学生适当加入问候语，真实运用语言。

c.走下坐位与学生交流，既检查学生的掌握情况，又给了学生说的场地、机会。

“interesting”

1).教师可由以上的对话what subjects do you like? do you like pe?生回答yes, i do.师可引入yes, it’s interesting.

新单词的呈现时师可放慢速度，让学生感知读音后再开口，为了使学生明确意思可在单词卡下面写出中文给学生参照。

2).say a rhyme

根据不同的学生不同的爱好这一特点，由生描述i like …,it’s interesting .一方面训练 interesting,同时也复习前面所学各种科目的单词。师总结出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”

(师述引出)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.

单词week让学生多听几遍，读音可与 “need”比较读。也可提问：how many days are there in a week? 检查学生理解程度。在引入i hope we have more 后可改动课表, 如增加二节课，帮助学生理解。单词和句型的读应放在听清发音之后。

2．listen and answer

课文对话分成两部分，降低难度，听一半对话后回答：

1).what day is it today?

2).what lessons do they have in the morning?

检查后继续听并完成句子：

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，师先示范，让学生明确句型运用的场合，再相互问答。作记录后上前回答并介绍。

e．homework

听录音，朗读并表演对话。

四人一组自编或改编对话。

一、教学内容

《义务教育课程标准实验教科书 牛津小学英语》5b第一单元第三教时（part d, e, f and part g, h）

二、教学目标

1．进一步掌握本单元的单词、句型达到能熟练运用的程度。

2．通过有针对性的操练，训练重点句型和难点，学生能用所学句型进行情景对话和交流。

3．了解元音字母o在开音节词中的读音。

4．能演唱本课英语歌曲。

三、教学重点

1．进一步掌握本单元的单词、句型达到能熟练运用的程度。

2、通过有针对性的操练，训练重点句型和难点，学生能用所学句型进行情景对话和交流。

四、教学难点

较熟练地掌握与运用所学句型及有关星期的单词。

五、教具准备

挂图、录音机、实物投影。

六、教学过程

a: sing a song

to the tape

听录音，投影歌词，学生熟悉旋律。试记歌词。

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.叫一学生走下坐位摹仿教师与其余学生交流。

4.利用挂图，操练句型 “what subject do you like ?”

i like … how about you?

i like …

先出示1幅图，师生试说后出示对话内容，其余挂图出示后生生操练再检查。

c: look and read.

1.师引导学生读，扫除障碍，大致了解图意。

2.学习单词“trick” “minus”, 生猜其意并试读。

3.同桌问答，熟练地朗读对话。

4.你知道其中的窍门吗？用同样的方法来出题，自编对话。

例如：i like maths very much. it’s┅

what’s 654 minus 456?

it’s ┅

d: design a timetable

1.师出示自制的课表操练句型。

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).师示范（可利用科目粘贴的方式）：选择星期几，再边问边选科目粘贴。

2)小组合作，注意用英语问答。

3)上台演示并作介绍。

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.利用卡片呈现单词，可加入以前所学的单词认读，如，black,happy,hat,rabbit,after,class,basketball,dance,clock,coffee,doctor,hot┅

2.同桌交流，互读，体会读音相同和不同之处。

after the tape.

4.归纳出clock, coffee, doctor,hot的共同音标，后出示图，师生共同看图说话：the hot coffee near the clock is for the doctor.

f. homework

1.抄写本单元所学单词、词组和句型，要求能默写。

2.能熟读并会表演read and act .

3.自由分组编演小对话。

4.调查学生的兴趣、爱好，自制合理课表。

牛津大学作文 牛津阅读写作篇五

oxford english 7a牛津英语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)

（该部分通过让学生朗读我们学过的一首关于水的诗歌和每日的小品表演及学生针对表演的提问和回答来引出水的重要性。）

3. review the usage of the water

ask students to name as much ways of using water as they can.

have a group competition.

（通过一个游戏类的设计来复习我们学过的有关水的不同用途。）

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，提出了一个假设，请同学们设想一下没有水的生活。从另一个层面肯定水的重要性，并引出课文。）

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.

（该部分中，我先让学生通过听两段对话带出新句型，并通过一问一答来进行操练，加深记忆。）

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.

（在熟练句型的基础上，给出不同的用水的画面来让学生运用句型进行讨论，提高了学生的学习兴趣。）

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.

(本节中，采取听和看相结合的方式，鼓励学生大胆的指正生活中的一些常见的浪费水的现象。

避免了简单的机械操练，激发了学生用所学的新句型来表达自己的想法。）

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.

（此部分是一个综合应用的部分。要求同学们通过小剧表演来再现生活中的用水场景，并对

如何节约用水来加以讨论。）

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 .

（表格的填写把同学的所学落实于笔头。）

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 .

（这里，设计了一个出海报的环节，让同学们通过写写画画，来表达他们对节水的认识和理解，最后，把每小组的小海报集中在一起，贴在黑板上，就构成了一张大的节约用水的海报，让学生们在成功的喜悦中，加深了对节水的认识。）

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 .

（回家作业让学生去观察一下家人及邻居的用水情况，为他们提供节约用水的建议，并写一份

报告，让课堂所学再反馈到现实生活中去，培养了同学的多种能力。）

（区教研所 张 红）

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 .)

（区教研所 张 红）

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 .

（区教研所 张 红）

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)

教学设计

我今天所选的课题是牛津教材 7a module 5 unit 2 ( choosing a new flat

)的第二课时。在当今社会，选房、购房是生活中的热门话题，也是大多数家庭已经或着将要经历的事情。所以我在设计这一课时时，抓住牛津教材的特点，将课堂与现实生活紧密地结合在一起，并不仅仅以教学知识点为主，而是通过“学中用、用中学”，教会学生生活的能力，从而达到学习英语的最终目的，即在生活中用英语进行交际。

整个课时分三个部分：pre-task preparation,while-task procedure和post-task activity

。在第一部分中，我让学生通过表演小品展现上节课的内容，并让学生针对小品的内容自己进行问答和复述，以复习巩固已学的知识，充分调动学生的积极性，培养学生的主体意识。在此基础上，我引导学生从李家的住房困难结合自己的生活实际，谈谈各自的住房情况，从而引出新课文的内容一一选房。

在第二部分中，我先请学生听一段对话，让他们了解选房应先与房产经纪人交谈，同时也学习在选房时应考虑到哪几个方面。在提出新句型“what kind of

flat would you like?where would you like to

live?”后，进行认知巩固。操练句型的同时，也是向学生展现李家每个人的愿望和需求的过程，并由此引发学生用新学的语言来表达自己的思想和愿望。接着是学习课文对话。等到学生掌握了课文，我又创设情景，让学生为自己选房，设想一个一家人与房产经纪人的对话，让学生对所学知识进行再创造。

在第三部分中是综和运用部分。我让学生想象自己是房产经纪人，向老师推销一套房子。这个环节的设计又上了一个台阶，对学生提出了更高的要求，学生不仅要懂得经纪人的心理。也要了解顾客的心理和需求，并且将以前所学的知识如交通、环境、购物等等都运用进去，从而达到学以致用的目的。

整个设计分纵、横两个方面。纵向有一条主线，即： 提出住房困难---想象理想中的新房---

选购新房。横向围绕这条主线，分别从课文和实际两个方面同步进行，通过几个来回将课文与现实生活紧密相联。首先，从李家的住房困难转到自己的实际困难；其次，从李家成员各自的愿望引出自己的愿望；接着仿效李先生选房的样子，尝试为自己选房；最后，作为经纪人向老师推销房子。教学环节一环一环，紧紧相扣，由浅入深，层层递进。

整节课的课堂组织形式将学生的个别活动、对子活动、小组活动和全班活动有机地结合起来，既有机械操练，更有综合运用。教师就如一个导演，循循善诱，将学生充分调动起来，体现了以学生为主体的教学原则。

整节课不局限于传授两个句型，更培养了学生实际生活的能力。通过选房、购房，教会学生在现实生活中使用英语这一门工具。最后一个环节的设置，给学生提供机会，学会如何推销自己，对学生将来踏上社会，在商品经济社会的海洋里游弋，将产生深远的影响。这节课的意义不仅仅在于教会学生使用英语，更教会他们学会学习、学会生活、认识社会、学会生存，为终生学习打下基础，我以为这正是素质教育的体现。

牛津大学作文 牛津阅读写作篇六

於国礼

第一课时 review unit 1-2

教学目标：1 掌握四会单词

2 根据日常交际用语能自由会话

3 能认真书写26个英语字母。注意书写笔画

教学重点：能根据所给的日常交际用语自由会话

教学难点：1 解决学生怕开口，胆小的心理问题

2 结合生活实际，能将所学的交际用语灵活运用，不拘泥于课本。

教学方法：1 尽量让学生多说。

2 鼓励与表扬相结合

3 以小组竞赛的形式调动学生的学习兴趣。

教学器具：录音机 挂图

教学过程：

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 .

第二课时 review unit 3-4

教学目标：1。掌握四会单词以及相应短语

2．能运用所学句式介绍自己的朋友和同学

3．掌握人称代词与be 动词的搭配以及there be 句型

4．能运用所学numbers 表达物体的数目。

教学重点：1。能自由的就朋友以及教师这个话题展开自由对话。

教学难点：1。教学内容相应增多，如何让学生多说，多练，达到尽快消化所学知识点的效果。

教学方法：1。就身边的情景展开情景教学。

2．以同桌，小组的形式展开会话，调查。

教学器具：录音机，挂图等

教学过程：

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) 人称代词与be动词的搭配

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 .

牛津大学作文 牛津阅读写作篇七

购物是我们日常生活的一部分，每个人都有购物的经历。我的朋友，你喜欢购物吗？你经常去购物吗？你的家或学校附近有大型的购物中心吗？你知道各种平时常见的东西怎么用英语表达吗？本单元通过在商场里的购物对话、呈现各种同学们喜欢的文具用品和生活用品等的名称、大型购物中心的介绍等形式让大家熟悉“购物”这个话题的相关内容，相信通过这一单元的学习，同学们一定能熟练地用英语去买东西了。

【整体感知】

单

元

话

题 1. know how to go shopping.

2. introduce a shopping mall.

3. use vocabulary to talk about stationery and other things

重

点

词

汇 1．有关文具和日常用品的词汇

cd comic books computer game football stickers hair clips teddy bear

walkman tennis racket t-shirts

2．有关各种商店的词汇

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．有关购物方面的词汇

cost expensive dear cheap discount buy sell shopping bag

语

法

聚

焦 1. “there be” structure

2. the present continuous tense

3. personal pronouns

功

能

在

线 和购物对话相关的句式，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

养 1．听 能掌握购物对话的大意并获取其中的细节内容。

2．说 运用所学内容，进行购物对话并描述一座大型购物中心。

3．读 通过阅读购物对话获取细节内容，并能在语境中猜测词义。

4．写 介绍一座大型购物中心。

lesson one happy birthday

【走进多彩课堂】

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?

【名师细说教材】

1. i’m not free today. 我今天不空。

【要点详解】be free 表示“有空”。

e.g.① are you free tomorrow? 你明天有空吗？

② jack isn’t free at the moment. jack此刻没有空。

2. i want you to go shopping with me today. 我想要你今天和我一起去购物。

【要点详解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. 妈妈想让我将来做个医生。

② when do you want to visit beijing? 你想什么时候去北京？

【问题探究】 还有一些类似的动词不等式结构，你们知道是什么吗？对，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? 你妈妈经常在家要你干什么？

② he never helps me do my homework. 他从不帮助我做作业。

【要点详解2】 go shopping 去购物。

e.g. my mother likes going shopping a lot. 我妈妈很喜欢购物。

【问题探究】 还有一些类似的表达方法，比如：go boating go swimming

go hiking等，你们想起来了吗？

e.g. ① do you often go swimming in summer? 夏季你经常去游泳吗？

② ―let’s go hiking tomorrow, ok? ―no problem. 我们明天去徒步旅行，好吗？没问题。

3. how much do the cards cost? 那些卡多少钱？

【要点详解】 cost 表示“值多少钱”，它的用法是something cost somebody money.

e.g. these books cost me $20. 这些书花费了我20美元。

【问题探究】 你们知道表示“花费钱”的其它的表达方法吗？对，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? 你花了多少钱买cd？

【知识拓展】 此外，还有花费“时间”的表达方法，你们知道吗？对，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? 你每天花多少时间骑车去上学？

② he spends about half an hour finish the work. 他花了约半个小时完成了拿项工作。

4. i prefer to buy new cards. 我更喜欢买新的卡。

【要点详解】prefer to do something 表示“更喜欢做某事”。

e.g. jim prefers to go there by train. jim更喜欢乘火车去那里。

【知识拓展】 prefer的用法大体有两种，一种是prefer …to …意思是“喜欢…胜过…”另一种是prefer to do …than to do…意思是“喜欢干…胜过干…”同学们你们掌握它的用法了吗？让我们来看一下例句吧。

e.g. ① i prefer apples to bananas. 我喜欢苹果胜过香蕉。

② they prefer to play football than to swim. 他们喜欢踢足球胜过游泳。

5. what are you looking for? 你正在寻找什么？

【要点详解】 look for 意思是“寻找”。

e.g. the old man always looks for his glasses. 那个老人总是找他的眼镜。

【问题探究】 同学们，你们知道look for 和find 的区别吗？对，look for 表示“寻找”，find表示“找到”。

e.g. i look for my key everywhere, but i can’t find it anywhere. 我到处找我的钥匙，但我哪里也找不到。

6. i’d also like to buy a cd for her. 我也想给她买个cd。

【要点详解】 buy something for somebody 给某人买某物。此外还可以说buy somebody something。

e.g. ① she often buys some presents for her mother on her birthday. 她经常在她妈妈生日时给她买一些礼物。

② since your son likes reading, why not buy him a book? 既然你儿子喜欢读书，为什么不给他买一本书呢？

7. they match her favourite t-shirt. 他们和她最喜欢的体恤衫很相配。

【要点详解】match 表示“和…相配”。它的近义词是go well with。

e.g. ① her shoes match her trousers well. 她的鞋子和她的裤子很相配。

② which shirt goes with the blue hat? 什么衬衫和那蓝帽子相配呢？

【知识拓展】match 还有其它的含义，你们知道吗?对，它可做名词，表示“比赛”等含义。如：

there will be a football match between class five and class six tomorrow. 明天将有一场四班和五班的足球赛。

7．never mind! 没关系。

【要点详解】never mind表示“没关系”是回答i’m sorry的答句。

e.g. ―i’m sorry i’m late.―对不起，我迟到了。

―never mind. come earlier next time.―没关系，下一次早点来。

【问题探究】你们知道其它的表达方法吗？是的，我们可以说：

it doesn’t matter; that’s ok.

【知识拓展】同学们，想一下该如何回答thank you呢？对，我们说:

you’re welcome; it’s my pleasure; that’s all right.

【课后习题对话】

[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

【合作梳理知识】

购物用语 动词用法

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.

【让您体验成功】

基础巩固

i.精心选一选:

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?(改成同义句)

how much _______these cds__________?

7.i’d like some hair clips.(就划线部分提问)

_______ _________you__________?

8.i only have 10 yuan. i can’t buy these football stickers.（连成一句）

i don’t have_______ ________ ______buy these football stickers.

mother bought me a new skirt last sunday. (改成同义句)

my mother bought a new skirt ________ _______ last sunday.

iii.仔细想一想

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 ________________(昂贵的) for me to buy.

season do you__________(更喜欢), spring or summer?

new hairstyle _______________(与…相配) her coat.

little girl is very ______________(漂亮的).

综合应用

i.想一想，译一译：

15.这本英语字典多少钱？

16.大多数男孩喜欢玩电脑游戏。

17.我宁愿呆在家里看电视。

18.这些是amy最喜欢的发夹。

19.我和他在同一个足球队。

20.对不起，我忘了把你的随身听带来了。 --没关系。

ii. 读一读，选一选：

(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(医学的) 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

参考答案:

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 问题是：“购物时，我们能和汤姆一样吗？”文中汤姆耍小聪明，想赖帐，不付钱。

26.a。从下文所提供的信息可以分析：这是一家好书店。

27.b。needn’t表示“没必要”而shouldn’t表示“不应该”； mustn’t表示“禁止、不允许”；can’t表示“不可能”，均与句意不符。

28.c。从下文“…will lead you there and …”中的信息词there可以判断应该选where。

29.d。从第一段该句句意应理解为：似乎工作人员对售书不感兴趣。be interested in表示“对…感兴趣”。

30.b。find的过去式found表示“找到，发现”。

31.a。从前句的信息词very useful与后句的信息词来判断该句前后存在转折关系。

32.b。用a little来修饰动词read，表示“读一点”。little与句意不符；few与a few只能用来修饰名词。

33.a。从上文“他一次去读一点”这个事实来判断：他理应是寻找那本书。故答案应选用the book。

34.c。从下句可以判断：工作人员将书放在了一个不易被发现的地方，以便不被卖掉。故推测应选in a corner。

35.a。“然后他就离开了这个学生，让他继续读书”。leave表示“离开”，其过去式是left.

lesson 2 going shopping

【名师细说教材】

1. there be结构

【要点详解】there be结构表示“存在，有”的意思。比如：

there is a table in the room. 房间里有一张桌子。

are there any boys in the classroom? 教室里有男孩吗？

【问题探究】表示“有”的意思，还有另一种表达方法，同学们你们知道吗？是的，我们可以用“have”。它和there be有何区别呢？一般说来，there be表示“某地有某物”，而have表示“某人有某样东西”。两者之间没有非常严格的分界线，且在现代英语中有时把两者混同使用。比如：

how many floors are there in this building? 这幢楼有多少层？它也可表达为：

how many floors does this building have?

【知识拓展1】there be 结构中be动词的用法遵循“就近原则”，也就是说当紧跟着there be后的表语是单数名词或不可数名词，则be动词用单数，而当紧跟着there be后的表语为名词复数，则be动词为复数。比如：

there are some boys and a teacher in the classroom. 有一些男孩和一个老师在教室里。

is there a teacher and three girls in the classroom? 教室里是否有一个教师和三个女孩？

【知识拓展2】there be结构还有一种形式是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. 有一个男孩正在操场上踢足球。

are there any woman talking over there? 是否有一些妇女正在那里交谈？

2. present continuous tense 现在进行时

【要点详解】现在进行时表示现在或当前阶段正在发生的动作。它的结构是be ( is / am / are ) doing的形式，其中be动词是助动词。比如：

i’m doing my homework now. 此刻我正在做回家作业。

look, what is kitty doing? 看，kitty正在干什么？

【问题探究1】现在进行时中的doing称为现在分词，它的构成是动词后加ing，它有三种基本的构成方法。

构成 举例

大部分动词 直接加ing do-doing help-helping

以不发音的e结尾的动词 去e加ing come-coming have-having

以ie结尾的动词 变ie为y直接加ing lie-lying die-dying

重读闭音节，且此闭音节只有一个元音字母并以一个辅音字母结尾 双写最后一个辅音字母，再加ing run-running get-getting

begin-beginning

【问题探究2】现在进行时的常用时间状语有：now all the time right now

at eight o’clock（在某一个具体的时间）

【知识拓展】同学们你们知道吗？针对一些表示位置移动的动词，我们也可用现在进行时表示将来。比如：leave come go arrive等。请看例句。

① he is arriving come this evening. 今天晚上他将回家。

② when are you coming to see me? 你将在什么时候来看我？

3. personal pronouns ( object form ) 人称代词（宾格）

【要点详解】我们用人称代词指代上文中提到的人或事，而宾格用在指代的词是宾语的时候，如：

① the book is very cheap and i want to buy it. 这本书很便宜，我想买它。

② the boy is ill so her mother takes him to see the doctor. 这个男孩病了，他妈妈带他去看医生。

【知识拓展】人称代词包括主格、宾格、形容词性物主代词、名词性物主代词和反身代词五大类。详见下表。

主格 i you he she it we you they

宾格 me you him her it us you them

形容词性物主代词 my your his her its our your their

名词性物主代词 mine yours his hers its ours your theirs

反身代词 myself yourself himself herself itself ourselves yourselves themselves

4. my cousin is visiting me. 我表弟来看我。

【要点详解】visit是及物动词，后直接跟宾语，比如：

① my father often visits beijing in summer. 我爸爸经常在夏季去北京。

② what place do you like to visit? 你想去哪里玩？

【知识拓展】visit可做动词，也可做名词。词组有go on a visit to，比如：

he always goes on a visit to shanghai. 他总是去上海玩。

visit变成名词“参观者”的时候，不像其它的词一样加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苏州来玩。

5. i am waiting for my turn. 我正在等轮到我的时候。

【要点详解】wait for something / somebody 等待某人或某物， 比如：

① there is a boy waiting for over there. 有个男孩在那里等你。

② who is waiting for me outside the school? 谁在校外等我？

6. i do not have enough money to buy it. 我没有足够的钱买它。

【要点详解】enough表示“足够的”，做形容词，放在名词前面，比如：

are there enough children in the classroom? 教师里有足够的男孩吗？

【知识拓展】enough 还可做副词，放在形容词和副词前面，表示“足够地”，比如：

the boy is old enough to go to school. 那个男孩年龄足够大了，可以上学了。

【课后习题对话】

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

【合作梳理知识】

你能把下列动词变成ing 形式吗？试试吧：

动词 ing 形式

help, eat

take, make,

lie, tie, die

run, begin, put

下列表格中有部分内容需要你完成，填一填：

主格 i you he she it we you they

宾格 me him her it you them

形容词性物主代词 my your her our your their

名词性物主代词 yours his its ours your

反身代词 myself yourself herself itself ourselves themselves

【让您体验成功】

基础巩固

i. 精心选一选：

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) 用所给动词的进行时完成下列各句

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) 用适当的代词填空：

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购买呢？根据表格填入适当的单词：

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

综合应用

i.选择题：

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.翻译下列句子：

38.你爸爸在看电视吗?

-不,他在看书。

39.河里有多少条鱼？

--对不起，我不知道。

40.他们不在画画，他们在拍照。

41．那些男孩在干什么？

--他们在操场上打排球。

42．这是你的裤子吗？

--不，是我哥哥的。

iii.根据短文内容，回答下列问题：

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?

参考答案:

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

【名师细说教材】

1. we saw an advertisement in the newspaper. 我们在报纸上看到一条广告。

【要点详解】in the newspaper 在报纸上 一般说来，“在…上面”在这里我们用介词in，而不是on。请看例句。

① is there any interesting news in the newspaper? 在报纸上有没有有趣的新闻？

② what’s in the newspaper? 在报纸上有什么消息？

2. we would like to help the children in poor areas in our country. 我们想要帮助我国贫穷地区的孩子们。

【要点详解】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? 你想要吃点什么呢，王先生？

② he would like not to have something to drink. 他不想要喝点东西。

【问题探究】同学们，你们知道其它常用的一些类似的短语的表达吗？比如：

will / would / could you please ( not ) do something 你（不）做某事好吗？

had better ( not ) do 最好（不）做某事;

why not / why don’t you do 为什么不做某事呢？

what / how about ( not ) doing something （不）做某事怎么样？

let’s ( not ) do something 让我们（不）做某事吧

shall we ( not ) do something 我们（不）做某事好吗？

① would you please not open the window? 你能不开窗吗？

② you’d better come there by bus because it’s far from here. 你最好乘车去那里，因为路很远。

③ why not buy the green coat? 为什么不去买一件绿色的外衣呢？

④ what about playing basketball with us tomorrow? 明天和我们一起去打篮球好吗？

⑤ let’s not tell him the news. 让我们不要告诉他这个消息。

⑥ shall we give him some cakes instead? 让我们给他一些蛋糕吧？

3. i’d like to buy a pair of football boots. 我想要买一双足球鞋。

【要点详解】a pair of 表示“一双”的意思，后面要跟名词复数形式。比如：

a pair of trousers 一条裤子 a pair of shoes 一双鞋子 a pair of gloves 一副手套

【问题探究】常用的量词是piece, 它能和很多名词连接。此外，一些固定的搭配有：a bar of chocolate 一条巧克力 a loaf of bread 一条面包

a cake of soap 一块肥皂 a carton of milk 一盒牛奶

a bowl of rice 一碗米饭 a plate of grapes 一盘葡萄

a cup of coffee 一杯咖啡 a glass of water 一玻璃杯水

a bag of apples 一袋苹果 a basket of pears 一篮梨

a box of balls 一箱球 a basin of clothes 一脸盆的衣服

4. what size are your feet? i’m a size eight. 你的脚是几号的？我是八号的。

【要点详解】size表示尺寸，比如：

① what size are your trousers? 你的裤子是什么尺寸的？

② what size coat do you wear? 你穿着什么尺寸的外套？

5. could i try them on? 我能试穿它们吗？

【要点详解1】try on表示“试穿”意思，比如。

① you should try it on before you buy the coat. 在你买外套之前你应该试穿一下。

② please try on the shoes first. 请先试穿一下那些鞋子。

【要点详解2】同学们，你们知道为什么我们说try them on，而不说try on them吗？对，在一般情况下人称代词放在动词和介词构成的词组之间，类似的情况还有：

pick it up 把它捡起来 turn it on 打开它

take it off 把它脱下来 work it out 把它解出来

6. well, they fit very well. 他们很合适。

【要点详解】fit意思是“合适”，比如：

――how do the trousers fit you ? ――very well. ――这裤子合适吗？――是的，和合适。

【知识拓展】fit还可做形容词，表示“合适”，可用作be fit for表示“适合”，比如：

① she is fit for the job. 她适合这个工作。

② the book is fit for the boy. 这本书适合那个男孩读。

7. shopping dialogue 购物对话

【问题探究】同学们，你们会用英语购物吗？购物对话的常用语句你能说出多少呢？让我们来总结一下吧！

what can i do for you? can i help you? 你想买什么？

do you have story books? 你有故事书吗？

can i have a look / look at the blue one over there 我能看一下在那边的蓝色的吗？

how much does it cost? how much is it? 它多少钱？

can i try it on? 我能试穿一下吗？

i’m afraid it’s a little expensive /dear. 恐怕它有点贵。

do you have a cheaper one? 你有便宜一点的吗？

there is a discount on the book. 这本书可以打折。

which one do you like? 你喜欢哪一个？

i’ll take / have / buy it. 我要买。

【让您体验成功】

基础巩固

i.单词拼写

the key _________(合适)the lock?

is a big ___________(超市) near our school, we often go _________(购物)there after school.

_________(国家) 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 ___________(餐馆) near our home?

there anything important in today’s ___________(报纸)?

little girl ___________(节省) 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 __________(价格) of this t-shirt?

ii.句型转换

11. i’d like to buy a pair of jeans.(就划线部分提问)

jacket is eighty yuan. (就划线部分提问)

writes an e-mail to her sister in english every day.(改成现在进行时)

are you doing? (chat with my parents)(用括号里提供的短语回答问题)

15. they sometimes play basketball after school. (就划线部分提问)

iii.用所给单词的适当形式填空

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. 精心选一选

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

综合应用

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.阅读理解

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.短文改错

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.__________

参考答案:

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

【名师细说教材】

1. it is easy to find. 很容易找到。

【要点详解】 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. 在两天之内完成那项工作很困难。

is it interesting to visit the farm? 去参观农场很有趣吗？

【问题探究】这个句型的否定形式是it is + adj. + not to do something. 请看例句。

it is not so easy to win the game. 要赢得比赛可不那么容易。

it is not happy for him to play with his little sister. 和他的小妹妹玩不是一件高兴的事。

2. there are five floors of shops and each of floor is very big. 有五层楼的商店，且每层楼面都很大。

【要点详解1】floor表示“楼层”，请看例句：

how many floors are there in the building? 这幢楼里有几层？

【问题探究】表示“在第几层时”我们说on the (用序数词) floor。比如：

i live on the second floor. 我住在第二层。

【知识拓展】同学们，你们知道吗？在英美两国，具体楼层的表达是不一样的，比如，在英式英语中，一楼是the ground floor；二楼是the first floor；而在美式英语中，一楼是the first floor；二楼是the second floor。所以如果你们以后到英美国家去，千万别搞错了！

【要点详解2】each表示“每一个的”意思，比如：

① each student can go there tomorrow. 明天每个学生都可以去那里。

② they each come here by bike. 他们每个人都骑自行车来这里的。

【问题探究】同学们，你们知道each和every的区别吗？对，each和every都可做形容词，放在名词前面；each可做副词和代词，而every则不可。请看例句。

each can have one apple, but not two. 每个人可以拿一个苹果，但不是两个。

we read the letter to him each. 我们每个人都读了一遍信给他听。

3. this is great for girls. 这对女孩来说真是太好了。

【要点详解】be great for somebody 对某人来说真是太好了。此外，我们还可以说be good for somebody。比如：

the game is good for boys. 这游戏对男孩来说很好。

4. i think the mall needs some more. 我认为那个大型购物中心需要更多的。

【要点详解】some more意思是“更多的”，比如：

① can i have some more water? 我能再要点水吗？

② who wants some more apples? 谁想再要些苹果？

5．you can eat different kinds of food from different countries. 你能吃到来自不同国家的不同食物。

【要点详解】different kinds of 意思是“不同种的”，a kind of表示“一种”，比如：

a kind of books 一类书 a kind of orange 一种桔汁

6. i like watching a film before going shopping. 我喜欢在购物前去看场电影。

【要点详解】在这个句子中going shopping从语法上讲是现在分词作时间状语。比如

before going to bed, i read some books last night. 昨晚在睡觉前我看了一些书。

after saying goodbye to him, she left the house. 对他说了声再见，她离开了屋子。

【知识拓展】在这句话中还有一个词组，你们找到了吗？是的，watch a film表示“看电影”，你们知道它还有其他的表达方式吗？是的，我们还可以说

see a film go to the cinema watch a movie go to the movies

此外，类似的表达有：

看电视watch tv 看戏 see a play 去听音乐会 go to a concert

7. when i am playing a game, there are always lots of people waiting for me to finish. 当我在玩游戏时，那儿总是有很多人在等我快点结束。

the mall is a really fun place to go. 那个购物中心确实是个有趣的地方。

it is a good place to meet friends. 它是和朋友会面的好地方。

【要点详解】同学们，你们发现没有在这三个句子中都有一个相同的结构，对是动词不定式做定语修饰在它前面的名词，再看下面的例句，

this is an interesting book to read. 这是一本有趣的书。

he is a funny person to talk to. 他是一个能和他交谈的有趣的人。

【问题探究】一般说来，用动词不定式做定语时，动词不定式的动词应是及物动词或不及物动词词组，但在口语或不太规范的情况下也可直接用不及物动词，比如第二个例句the mall is a really fun place to go ( to ). 再如，课本中多次出现的短语a place to live ( in )等。

8. she is having a stomach ache. 她肚子痛。

【要点详解】ache表示“痛”，比如：toothache 牙痛 headache 头痛。 请看例句：

she always has a toothache. 她总是牙痛。

――what is wrong with you? ――i’m having headache. ――你怎么了？――我头痛。

【让您体验成功】

基础巩固

i.根据实际情况，回答下列问题

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

用所给单词的适当形式填空

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.读一读，改一改

are looking for something.(改为否定句)

12. he’s doing his homework in the classroom.(改为复数形式)

13. book, riding, you, a, bike, reading, are, or, a (连词成句)

14. and, boy, clothes, it’s, the, o’clock, his, seven, putting, now, is, on (连词成句)

have some chinese friends.(改为一般疑问句)

iii. 精心选一选

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

综合应用

i.细心译一译：

26．房间里有个婴儿在哭。

27．音乐教室里有人在唱歌吗？

28．你愿意今晚和我一起去购物吗？

29．你可以在这家餐馆里吃各种不同的食品。

30．我觉得公园是早锻炼的好地方。

ii.精心选一选

(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(画布) 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(顾客) 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(现代化), 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(粮食)

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.短文改错：

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.___________

参考答案:

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

牛津大学作文 牛津阅读写作篇八

unit 3 let’s celebrate!

【名师寄语】

在中世纪，人们穿上动物造型的服饰、戴上可怕的面具是想在万圣节前夜驱赶黑夜中的鬼怪. 现在，孩子们带着开玩笑的心理穿戴上各种服饰和面具参加万圣节舞会，这些舞会四周的墙上往往悬挂着用纸糊的巫婆、黑猫、鬼怪和尸骨，窗前和门口则吊着龇牙裂嘴或是面目可憎的南瓜灯笼。更为有趣的是孩子们在这天穿戴上古怪的服饰去按邻居家的门铃，并按传统发出“是款待我还是要我耍花招”的威胁。邻居们不管是否被吓着，总是准备了一些糖果、苹果等点心，孩子们则一一收入自己的袋内。同学们，听了我的介绍，是否也有兴趣去感受一番呢？

【整体感知】

单元

话题 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.

重点

词汇 有关描写万圣节的词汇

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

有关其他节日的词汇。

christmas, the dragon boat festival, easter, the mid-autumn festival, new year’s day, may day, children’s day, teachers’ day, national day

3 有关季节，月份以及星期名称的词汇

date, season, spring, summer, autumn, winter, january, february, march, april, may, june, july, august, september, october, november, december, sunday, saturday

语法

聚焦 prepositions of time

asking ‘wh-‘ questions

using ‘some’ / ‘any’

功能

在线 表达最喜欢……的句式，如：

which is your favourite festival?

which festival do you like best?

表达为什么喜欢…….的句式，如：

why do you like the mid-autumn festival?

其他关于询问谁，谁的，何时，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

培养 1. 听 根据图画，了解中西方不%c

牛津大学作文 牛津阅读写作篇九

关于牛津剑桥的作文

牛津和剑桥，是世界顶级学府，天下不知多少学子曾对其翘首却未能企及。对我来说，这里更是想都不曾想过的另一个世界。

来到英国后，虽然有机会漫步在两座大学城中，可眼前的一切仍然是那么遥不可及。

读读这组不完全统计的数据吧：牛津，孕育过4个国王、46位诺贝尔奖得主和25个英国首相；剑桥，走出了13位英国首相、9位坎特伯雷大主教、80位诺贝尔奖获得者，以及不计其数的科学家等等。

那天，时雨时晴，我们驱车到牛津。初到此地，事先对牛津的停车困难估计不足，因此，每一处都只能匆匆看过。

牛津（oxford），“津”意为渡口，泰晤士河和柴威尔河在此会合。大概早期居住在这里的人们常用牛拉车涉水而过，因而取名牛津。

牛津城，即为牛津大学城，29所学院散落在城中各处。街道两旁，鳞次节比地矗立着分属于不同历史年代的、不同建筑流派的古堡式建筑，令整个牛津城充溢着古朴、凝重而又低敛的气息，再浮躁的人走在这里也会平添几分深沉。

雨中的牛津更别有一番韵味。走在雨中，时有雨雾模糊双眼，雨水清晰地从古堡的屋檐下滴落，眼前一座座古老的学院和教堂，让人仿佛行走在梦中，恍如隔世。

到了牛津，就一定要去剑桥。这一对名城无论在历史上，还是在现实中，都有密不可分的瓜葛。

12世纪之前，英国人多渡海去巴黎求学。12世纪中叶，英法两国对立，英国学生从法国归来，在国王的支持下来到牛津办学。但是，牛津大学并不安宁，学生与市民因各种理念的纷争而发生冲突，一次次的冲突不断升级，从吵架到斗殴，一些鲜活的生命也不断的在斗殴中陨没。因此，一批牛津师生拂袖而去，来到牛津东边的小镇，并在那里继续教与学。在牛津大学成立了40年多后，12，剑桥大学正式。多少年后，一位剑桥校友在美国创办了一所大学叫哈佛。

正如余秋雨在童话牛津一篇文章里所说：“牛津，这个朴素的意译名语，正巧表明这里是真正意义上的渡口，一切存在，只为了彼岸。”

对中国人来说，徐志摩让我们对剑桥亲近了许多，因了那首《再别康桥》，更让我们对剑桥多了些许浪漫的向往。

剑桥旧称康桥(cambridge音译名），英文cambridge发音“坎布里奇”，就是剑河之桥的意思。

来到剑桥，当然要去游剑河、走剑桥。从停车场到那条河，要穿过城中商业区，走在其中，人群如潮，丝毫不觉身入学府。

街头巷尾，游人如织；各个学院门前，或大门紧闭不开放，或数百人排着长队等待进入。眼前晃来晃去的人影，将诺大的`剑桥城填充的满满当当，几乎没有留下什么余地，让你可以放入关于这里的一丁点儿的想像。于是，我俩或远远观望，或驻足留影，徒劳无益地保持着一份出离游人的状态。

剑桥大学城中有三十多所学院，学院的建筑风格各异，多为中世纪的古老建筑。而那大片的草地、苍翠的林荫以及亦静亦动的剑河，则以一种生命的滋润与新鲜，映衬着剑桥城那座座苍茫的建筑，令整个剑桥散发着明快又现代的气息。

散漫中，我们来到河边一个写有private parking的小院，在这里暂时绕开喧闹，感受这座学府应有的宁静。

《林徽因传》描写了徐志摩与林徽因相会剑河的一段场景：当他们踩着泼洒下来的月光和雾，静静地在康河岸边漫步时，徽因耳边响起了波浪一样的话语:“徽因，在这样的时候，你最想干的一件事是什么？”她微笑不语，伸手摘下一片柳叶，轻轻地衔在嘴上。

而今的剑桥，若想感受到这一份浪漫，想必你也只有待月光洒向剑桥之时了。

看着克莱尔桥上拥挤的人群，我不知徐志摩身处今时的剑桥，是否还会有那般美妙的想像？

不知不觉中，我们将三个多小时的光阴缠绕在剑桥的街头巷尾、河畔桥头，挥洒在林荫绿地之中。很想如徐志摩般“寻梦？撑一支长篙，向青草更青处漫溯。”也想“满载一船星辉，在星辉斑斓里放歌。”只是，为了安全驶回一个半小时的路程，我们选择告别康桥，“挥一挥衣袖，不带走一片云彩”，只带走一丝未能尽兴的遗憾，作为再来剑桥的理由。

牛津大学作文 牛津阅读写作篇十

南中牛津梦作文

11月10日，八位成长于不同年代的知名校友会聚南中，与在校学生进行了精彩的学子对话。其中年龄最小的是牛津女孩刘紫瑈。

刘紫瑈于1992年到就读于南头中学，毕业后考入吉林大学德恒律师学院经济法专业。离开大学并拥有一年的工作经验后，刘紫瑈取得“香港牛津奖学金”赴英国牛津大学攻读硕士学位。之后她在英国伦敦进行了为期一年的法律职业培训，并于英国律师事务所工作一年。近期回国就业。

在学子对话开始之前，记者在接待室对刘紫瑈进行了采访。

最年轻的老校友

“我本以为沈实会来的，那样我就不是这里最小的校友了。”刘紫瑈反复说道。的确，相对于那些白发苍苍的校友来说，刘紫瑈简直就是一个孩子。黑色的衣服，披肩的长发，高挑的身材，刘紫瑈尽显朝气与时尚。然而就是这样一个年轻的女孩，在度过了南中六年的学习生活后，又以地道的“老南中”的身份倘佯在了万众瞩目的牛津学府。

提起南中校园的变化，刘紫瑈显得很兴奋：“这变化太大了！”当年刘紫瑈在校时，学校操场还是土添式的，而的科学楼旁的教学楼也才刚刚竣工。“我只是在那个教学楼里参加了高考，之后就毕业了。”刘紫瑈遗憾地说。如今，看着那座不曾看够的教学楼，刘紫瑈不住地感叹着。

开始泛滥的回忆

回到母校，刘紫瑈掩不住泛滥的回忆。“我刚刚还想去找以前的老师呢。”刘紫瑈说。南中六年的生活印记已深深地烙在她的脑中。老师的每句鼓励，同学的每丝关怀，都是温暖刘紫瑈记忆的元素。“我第一次考试考得很烂，年级才排十几名。老师说我其实有很大的潜力，这种鼓励让我获得了动力，所以之后的一次考试我拿了第一名。”其实每一个学生都有这种潜力，李紫瑈之所以可以做的更好，是因为她可以将身边的每一个细节当作催化剂，然后在不经意间全部爆发出来。

飘洋过海的经历

在英国的几年，李紫瑈认识了一个新的世界。“能和不同国家的人交流，感受世界的各种文化，这的确让我有很多收获。”在牛津，刘紫瑈需要在一年内修完四门课程才能顺利拿到硕士学位。但毕竟不是使用母语去学习这些课程，刘紫瑈称学习的压力是相当大的。“只有一年的时间，那么你刚刚适应，就不得不去面对最终的考试。”“考试之前可真是玩命啊。”刘紫瑈心有余悸地说。不过一分耕耘一分收获，在付出了努力之后，必将得到令人满意的回报。

改变思维的语言

“因为我考的是没有口试的托福，加上一直没有英语语言环境，所以刚到英国的时候笔试还可以，口语就一般了。”似乎每个出国的人都有像刘紫瑈这样的感受，在学习了这么多年的哑巴英语后，必须要从头开始训练英语思维，直到脱口而出。“我有一次在打工的时候弄破了手，想要个创可贴，却发现根本不会说这个词。”我们所接受的英语教育往往忽略了这些生活实用的细节，所以每回想开口，却痛恨忘记了带词典。记者问道刘紫瑈用了多长时间去练就流利的口语。“半年，”刘紫瑈答道，“但是在这半年内必须强迫自己开口，主动和别人交谈。否则一年也不可能说好。”

记者开玩笑地问刘紫瑈现在是用英语做梦还是用中文做梦，刘紫瑈笑道：“在英国呆久了就开始用英语了吧。一次凌晨接到国内朋友的电话，明明听得是广东话，思维却怎么也转不过来，所以我一直用英语。朋友惊。”

踏上新的起点

“我现在是求职中。”在已经拥有了让人羡慕的学位、学识、经历和经验后，刘紫瑈正准备开始新的旅程。“我可能会选择上海或北京。”回国后，李紫瑈面对的是新的机遇与挑战。虽然名校的光环比起今后的道路是微不足道的，但我们相信凭着她的睿智与执着，刘紫瑈会取得更大的成就。

牛津大学作文 牛津阅读写作篇十一

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(写会下列字母): a a,b b,c c,d d,e e,f f,g g,h h,i i,j j,k k 2. words（单词）: book（书）ruler（尺）,pencil（铅笔），pen（钢笔），rubber（橡皮），bag（包）. the sentences（读熟句子）:1). stand up, please.请起立。2). sit down, please.请坐。3). open your book.打开书。4). close your book(合上书) 5). how are you?（你好吗?）fine, thank you.（很好。谢谢）7). good morning.（早上好。）good morning.（早上好。）4. games about stationery（文具游戏）：paper,  a pencil. / i can see. / paper, a pencil / for you and me!  纸张，铅笔我能看见。纸张，铅笔。给我和你    replace with the following words（用下列词替换）: 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。/老师，早上好。/我带着书包和书/到学校。6. exercise（练习）:1)按顺序填空ab_de,fghi_k.2)写出对应的大小写字母a_f_d_k_.3)情景会话：good morning!_______./how are you?

牛津大学作文 牛津阅读写作篇十二

今天我说课的内容是《牛津初中英语》8a unit 2 school life的reading第一课时。对于这节课我将以教什么、怎么教、为什么这么教为思路，从教材分析、教法分析、学法分析和教学过程四个方面加以说明。

一 说教材

本课以school lives为话题，以学习life in a british school and in an american school为载体，以find out the differences between a british school and an american school为任务。为了使学生对这一话题更感兴趣，在教学过程中，我准备采用多媒体辅助教学这一教学模式设置情境，有效地将单词、句子和情景相结合，达到语言点的灵活运用和学生学以致用的目的。

教学目标：能听懂，会说，会读，会拼写单词mixed,subject,sew,tasty,hero,close,taste and article.能根据关键词和上下语境猜测课文大意。

重难点：本课是reading的第一课时，主要为了完成这样一个任务，即通过阅读理解文章主题，通过设计一些如true or false questions, answer questions, fill in the blanks, line the words等练习题检查学生对课文的理解程度。由于新课程标准要求大力培养学生的阅读能力，所以通过阅读理解文章大意就成了本课的重点。通过对文章的理解要求学生能用自己的语言描述出相关内容，这就是本课的难点。

二 说教法

1. 直观情境教学法：本课将利用多媒体创设情境，激发学生的好奇心和求知欲；设置语境，使学生体验语言的真实、自然，从而培养学生组织和表达语言的能力。

2. 任务型教学法：根据任务型教学的原则设计语言实践活动，通过学生体验、参与、合作、交流、探究等方式学习和使用英语，从而完成教学任务。

3. 活动式教学法：在本课的教学中，主要采用跟读、分组朗读、分角色朗读等多种阅读方式，将书本知识融入活动中，让学生在活动中不断的.吸收、内化所学知识。

4. 循序渐进，达到目标教学法：英语毕竟是一门外语，学生缺乏语言环境。要掌握本课内容不能一蹴而就，可以将重点难点分解到各个教学环节中去，为学生搭建一个坡度合适的台阶，帮助他们一步步实现目标。

5. 注重过程评价，促进学生发展教学法：为了实现新课程改革的发展目标，必须建立体现新课程教育理念的评价理念和评价体系。因此，教师应引进一些能激发学生学习兴趣并使其形成自主学习的评价体系，多角度及时准确地评价学生，使他们感受成功，从而激发和培养学生学习的积极性和自信心。

三 说学法

1.“发现---探究---创新”学习法：为了充分发挥学生的主体性，我引导学生自己去设计活动，得出结论。在探究中培养学生的观察能力和语言组织表达能力。 2.合作学习法：将学生分成若干小组，给学生以足够的空间，参与的机会，充分展现个性和创造性。

3.主体归位促创新学习法：学生是学习的主体，新课标更把学生的主体地位摆在了重要的位置。教师应该把主动权归还给学生，努力为学生提供缤纷的舞台，成功的机会，并鼓励学生大胆创新勇于尝试。

4.注重过程，教给方法学习法：古人云“授之以鱼不如授之以渔”教给学生良好的学习方法比直接教给学生知识更为重要。在英语教学中，教师应指导学生接收、处理、保存、运用英语信息的过程，即“输入---转换---输出”的过程。

四 说教学过程

step 1 warming-up

first let’s enjoy an english song! 同时屏幕上出现我们平时上课、课间活动及用餐时的照片，这些照片都与同学们平时的生活息息相关，很能吸引他们的注意力，同时也使学生对本课的内容产生了随意注意。

step 2 lead in

利用多媒体呈现本课涉及的一些学校生活：reading week,driving lesson,home economics class,lunchtime,buddy club and softball game,要求学生6人一组，互相讨论合作描述图片内容。

设计意图：这部分的教学安排不仅可以锻炼学生的语言组织表达能力，培养学生的创新思维和创造力，而且体现“直观情景教学法”创设问题情境，活跃课堂气氛，联系实际生活，激发学习兴趣。

step 3 presentation and practice

（1） 将课文中出现的第一幅图片投影在屏幕上，同时提出两个问题：who wrote the first passage? what activity does the school have every year? 让学生带着问题听课文第一段录音。

（2） 布置学生自己朗读课文，根据上下语境理解文章主题，完成教师设置在屏幕上的“true or false” questions.学生回答问题时可以采取抢答式，小组间进行竞争。

设计意图：这两部分的教学安排体现了“任务型教学法”,让学生带着任务去阅读有利于提高学习效率，增强学生对课文的理解程度。

（3）用同样的方式学习课文第二段的内容。

（4）跟录音朗读课文，老师在旁指导并纠正语音。

（5）把学生分成4人小组，要求学生分段细读课文，互相合作探讨找出课文中出现的新单词和一些比较难理解的句子，并尝试根据上下语境理解其意思，完成教师设置在屏幕上的fill in the blanks and line the words练习题。

设计意图：这部分的教学安排体现了“合作学习法”和“发现---探究---创新学习法”,符合新课标所提倡的在教师的指导下，通过学生交流、合作、实践、探究等方式培养其自主创新能力和团体合作精神。

（6）在大部分同学能正确把握课文主题和生词意思的前提下，要求学生合上书本再次听录音，并回答以下几个问题：

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?

设计意图：检查学生对课文大意的理解程度以及语言组织和表达能力。如果学生脱离书本并不能很好表达出以上几个问题的答案时，教师则有必要对课文进行进一步的详细讲解，直到学生完全弄懂为止。

step 4 activity

将学生分成6人小组，以小组为单位，要求他们充分发挥个性和创造性，在life in a british school和life in an american school两个主题中任选一个，()用自己的语言去改编课文，然后每组推选一位同学上台展现成果。

设计意图：让学生在愉快的活动中结束学习，使他们自始至终保持积极的态度，高效率地完成本课的教学任务，同时也培养了学生的表演能力。

step 5 homework

（1） 要求学生用第三人称改写课文内容，向好朋友介绍一下美国和英国的学校生活。

（2） 要求学生多渠道地调查一下世界各地的学校生活，可以上网查询，可以向亲朋好友打听，也可以翻看报纸杂志等。

教学评价：对于学生积极参与的态度效果应及时地给予适度的评价，主要采用激励法激发学生的学习兴趣。在教学过程中，采用小组竞争的形式，对于优胜组则给予一定的物质和精神的奖励。充分尊重学生在解决问题中所表现出来的不同水平，更注重过程性评价。

综上所述可以看出，我积极以新课标为指导，以活动为方式，变课堂为生活，运用直观情景教学法，多媒体辅助法等使学生以生活为课堂，逐步提高综合语言运用能力，形成自主学习的良好习惯和方法。

牛津大学作文 牛津阅读写作篇十三

一选择专业

选择一个专业，并查看该专业的网页获取更多信息，看看每个专业的课程设置到底是怎么样的。如果你还不能确定选择某一专业，那也可以来参加我们的开放日，了解更多信息。

二仔细查看入学要求

牛津大学对成绩的基本要求为a-level中的a或a*，或相对应的分数水平。个别学科可能会有其他的成绩要求。请确保你的成绩是符合入学要求的。

三参加入学考试或提交书面作品

某些学科需要申请者参加入学考试或提交书面作品。请仔细查看各学科的申请要求，并确保提前注册考试，做好准备。

四这里输入标题

在这里输入你的内容，注意不要用退格键把所有文字删除，请保留一个或者用鼠标选取后直接输入，防止格式错乱。

五选择一所学院(或许不用)

你可以在申请时选择一个你喜欢的学院，或者提交一个开放性的申请，让我们来帮你决定最后的学院。无论哪一种方式，你的申请都会被多个学院查看，最后被一所学院接纳。

六参加面试

如果你进入了入围名单，你将会在12月被邀请参加面试。面试邀请会以书信、电话或电子邮件的形式发出。

七收到录取通知

申请者将在一月中之前得到录取结果。请耐心等待。

八完成学业考试

请完成最终的学业考试。

九入学名额确认

如果你的成绩达到了申请时所需成绩，那么你的入学名额将得到确认。

十开始在牛津的学习

我们非常期待你的到来。

牛津大学作文 牛津阅读写作篇十四

申请牛津入学，你需要提交一个ucas在线表格，并在9月中旬至月15日注册牛津的入学考试，牛津大学建议越早越好，对所有申请者的截止日期为年10月15日(星期日)。合理安排好时间是很重要的，因为如果你没有参与所申请专业对应的考试，你的申请很有可能会处于劣势或根本不被考虑。

对大多数的课程，除了a-level和ib成绩及语言必须要达到相应标准外，你仍然要参加牛津额外的笔试，很多童鞋都是不了解这个情况，最终和牛津失之交臂，中智小编特此提醒有意申请牛津的童鞋请提早做好以下额外考试的准备，注意哦，不同学院考试类型种类是不一样的。详情请见下方列表：

首先牛津的额外考试需要注册。注册分为两个步骤：

1.你的学校或学院必须注册成为考试中心-请和你的考官进行核实。(许多英国学校已经注册过了。)如果你的学校没有注册，你可以在开放中心参与考试。

2.你需注册成为申请者。请让你学校或学院的考官为你注册，或联系一个开放中心。

请确保预留足够的时间，在截止日期前完成注册，截止日期：2024年10月15日(星期日，英国时间下午6点)。考试将在2024年11月2日(星期四)举行。

牛津大学作文 牛津阅读写作篇十五

一、本单元教学内容

类别语音项目要求

语音辅音字母组合th在单词中的发音听读、辨认

词汇apples, oranges, bananas, peaches, grapes, watermelons, pears, some听得懂、会说、会读、会拼写

日常交际用语can i help you?

these or those?听得懂、会说、会读

句型what are these/ those?

they’re….

how many kilos?

kilos, please.听得懂、会说、会读、会写

歌谣会朗诵

二、本单元教学重点和难点：

1.能听得懂、会说、会读和会拼写单词apples, oranges, bananas, peaches, grapes, watermelons, pears, some。

2.能听得懂、会说和会读日常交际用语can i help you? these or those?

3.能听得懂、会说、会读和会写句型what are these/those? they’re….

how many kilos? … kilos, please.

4.初步掌握名词复数的词形和读音的变化。

5.了解辅音字母组合th在单词中的两种不同读音。

6.能有表情地流利的诵读歌谣《i like fruit》。

三、教材内容分析:

本单元的核心教学内容是“认物”，主要学习句子what are these/ those? they’re…。book4a中已经出现what’s this/ that? it’s…句型。教学中教师可以采用以旧带新的方法，从单数句式引出复数句式，还可以通过单复数形式比较找出它们之间的区别。

本单元主要出现了水果类单词，除lemons, strawberries, grapes三种水果是第一次出现以外,其余八种均在book3a第三单元中出现过。教师可通过句型do you like …? yes, i do./ no, i don’t.的问答教授这三个新单词,并适当补充一些学生感兴趣的水果单词,如甘蔗(sugar cane),荔枝(lichee)等等。本单元出现的是这些单词的复数形式，涉及到词形、读音的变化，是教学中的难点。教师可以对名词复数的词形和读音进行归类。

与本单元所出现的水果类单词紧密结合的是在商店里购物的常用语can i help you? how many kilos? these or those?等。在教学中教师要注意创设购物情景，让学生熟练自如的运用这些购物的基本用语。另外可以根据学生的具体情况适当补充一些其他购物用语或让学有余力的学生课后去收集这类交际用语，以扩充他们的知识面、锻炼他们的自主学习能力。

四、课时安排:

四课时

五、教学过程设计：

period 1

teaching aims and difficulties:

1. 能听得懂、会说、会读和会拼写单词apples, oranges, bananas, peaches, grapes, watermelons, pears。能听得懂、会说、会读单词pineapples, lemons, strawberries, mangoes。

2. 能听得懂、会说、会读和会写句型what are these/those? they’re….

3. 学会有表情的朗读歌谣《i like fruit》。

牛津大学作文 牛津阅读写作篇十六

牛津小学英语教案

一、教学内容

part a，b，c，e2，e3

二、教学目标

1．学会唱字母歌。

2．能在熟练掌握本单元所学单词、句型基础上，巩固复习3a中文具类，动物类，交通工具类，食品类单词。

3．能将本单元句型熟练地运用到日常交际中。

4．能在教学活动中，感受到成功和快乐，增加学习英语的兴趣和自信。

三、教学重点

1．能将本单元句型熟练运用到交际中。

四、教学过程

step 1. greeting.

learn to sing the song ”a b c” together.

step 2. revision

1) have a dictation

可以适当增加听音填字母的项目，促使学生尽快熟悉简单的读音规律，为记忆单词打下基础。

2)小组竞赛，说出文具类词语。

3) game. 模仿教材e2中形式进行。句型可以略作调整。what’s this in my school bag? it’s a …

规则：

1. 四人小组进行游戏。

2．摸物品，每人2次机会，答对的同学可以将物品放在自己的`位置上。

3．最后物品最多的同学即是赢家。

4．若有同学用中文，失去一次猜谜机会。

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?

复习动物类，交通工具类，家具类词汇。

2. 情境一，示范对话，并让学生跟读。

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. 小组合作，看图编对话。

4．情境二，买完玩具，一起去kfc吃了点东西。正巧遇到了一位外国人，相互自我介绍后，又相互请教了食品名称。

示范：（根据本班实际情况，选择是否继续示范）

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，编新对话。（师将提供的食品图片贴在黑板上）

step 4. homework

1. 跟磁带，大声朗读本单元课文五遍。

2. 提供图片及句子，请学生给句子排序，变成对话。

注意点：

1. 要在充分复习后，给学生创设表达的机会。

2. 情境创设要简洁，大情境中设置若干个小情境。

3. 运用前有示范。若学生情况好，可以逐渐放手。

牛津大学作文 牛津阅读写作篇十七

牛津英语教学反思

1、总体情况

本节课针对初一学生的特点，从学生的学习兴趣、生活经验和认知水平出发，采用活动途径，倡导体验参与，引导学生形成灵活多样的学习方式，顺利地完成了本节课的教学任务，课堂学习目标达成度高。整节课较好地体现了新课程的理念。

2、本节课成功的方面

（1）、呈现自然，符合初一学生的年龄特点。以cartoon引出词汇months of the year，并展示一首歌，唱出months of the year，这种方法很快吸引了学生的注意力，将枯燥的单词变成学生喜欢的画面和声音。

（2）、根据学情，灵活调整课堂问题的难度。从warm-up和presentation这两项活动中我感到该班级学生的英语基础不是很好，语音也存在问题。如：当看完cartoon后，我问：what does the cartoon tell us？学生没反应，于是我立刻降低了问题的难度，改为：does it tell us the seasons？此后，我一直注意课堂所提问题的难度。

（3）、想方设法激发学生的兴趣，激活学生思维。

或许由于紧张，刚开始授课的时候，学生不敢发言，声音小，课堂气氛不够活跃，我立刻采取了一些应对措施：①让学生坐着发言，消除紧张心理；②多用鼓励性语言。我没有直接指令学生：please speak loudly，而是从另一个角度鼓励他们：you are brave！ you can answer my questions loudly.渐渐地举手发言的人多了，声音也大了。③开展小组竞赛活动，调动学生的积极性，使不同层次的.学生都能参与到课堂活动中。④利用看动画、唱歌、读韵律诗、做游戏这些有趣的活动形式，激发兴趣。⑤注意自己的教态，让学生感受到真诚、平等和关爱。课的开始，我就说：i’d like to be your friend. would you like to be my friends?让学生感到我们是平等的。事实证明，学生们都很喜欢我，积极参加每一项活动，师生互动，生生互动，配合默契，活动质量很高。

（4）、活动方式多样有趣，发展了学生综合运用语言的能力。本节课开展了多种方式的活动：有个人活动、两人活动、小组活动、全班活动;有学生与学生之间的互动，有教师与学生之间的互动;活动内容有对话、讨论、唱歌、读韵律诗、做游戏。同学们在这些活动中既积极地学习了新的词汇，又对学过的词汇进行了归类;既培养了合作意识和探究精神，又充分发展了综合运用语言的能力。

（5）、联系生活实际，渗透思想教育。本节课中我不失时机地对学生进行育人教育。如：①在课前我送给学生一句名言：you have to believe in yourself,that’s the secret of success!②在教teachers’ day 时，学生说：we buy presents for our teachers on teachers’day. 我接着说：you are good students. but we teachers don’t need your presents. your hard work is enough. ③在讨论dragon boat festival 的活动时，我引导学生谈到屈原。我说：quyuan loved his country very much. we must learn from him.

（6）、注重学法指导，帮助学生形成合适的学习词汇的策略。

在本节课中，本人结合词汇教学的特点渗透了一些词汇学习策略的指导。如：归类记忆法、比较法、构词法、拼读法、图片学习法等。这样做有利于帮助学生形成合适的学习词汇的策略，达到“授之以鱼，不如授之以渔”的目的。

3、本节课有待改进的方面

新课程中对于词汇教学这种课型，我们还在不断的探索之中。就本节课而言，还存在有待改进的方面。如：由于时间的关系，小组竞赛的结果没有点评；又如：最后的游戏也显得匆忙。如果前半节课的活动安排得紧凑一些，那么这节课的效果应当更佳。

牛津大学作文 牛津阅读写作篇十八

牛津英语课堂教学初探

随着上海市二期课改的逐步实施，英语教学将要出现一纲多本和多纲多本的局面.而每出现一种新型的英语教材，都将有与其相适应的教学模式的渐次呈现。

近一年的牛津英语教学实践告诉我，如果把语言作为知识来记忆，《牛津英语》教材会让教师疲于奔命的。我觉得更应该让学生通过学习和了解教材所提供的生活常识和知识，让他们理解语言，让学生通过使用语言，让他们自主地选用自己感兴趣的资料，通过学生间的交流，达到共享创造成果的目的，从而达到掌握语言的目的。变教师单向的传授、提问、督促练习为师生互动，学生自主学习的形式。

想培养学生的创新精神与创新能力，就必须从小抓起，从课堂教学抓起，让课堂教学“活”起来，那么，在英语教学中，怎样才能让课堂教学“活”起来呢？在实践中，我试探着用了许多的方法。比如：

第一、诱发学习动机、激发学习兴趣。

学生的学习活动总是由一定的学习动机引起的，只有当他们喜欢学、要求学，有迫切的学习愿望时，才能自觉积极地投入到学习活动中去。那么，学生的这种学习动机从何而来呢？这就要靠教师的教学艺术，要靠教师组织富有成效的学习活动去诱发学习动机、激发学习兴趣、活跃学生思维，如设置悬念、创设情景等。例如组织课前活动，我通常以听说训练为重点，利用课前几分钟，开展听说训练活动，让学生以轻松、愉快的心情迎来即将开始的英语课。并且我给他们每一次的活动都记成绩，分别以花、旗、星不同等级，作为综合分数的奖励。

第二、玩中有学 学中有玩

爱玩是孩子的本性。我就利用这一点，注意让学生在各种游戏中学习单词，而不是死记硬背单词。我先以各种不同形式把要记的单词实行整体大量输入，采用各种游戏形式进行渗透，如pass the card 、do the action、find your friend 、draw and colour ，在游戏中通过多听、反复感觉，从而在脑海里的印象就加深了，这样不仅可以让学生记住了单词，还可以减轻他们的心理压力和负担，给学生一个轻松和谐的语言环境，也使得课堂充满活力。教学实践证明，在英语教学中，游戏是深受学生欢迎的活动。可以说：它是英语教学的“润滑剂”。让学生在游戏中练习，让富有情趣的活动去诱发学生反复练习同一语言的欲望，在愉快、和谐、欢乐的气氛中巩固学到的知识，使他们的大脑皮层始终处于兴奋状态。

第三、利用各种教学媒体，激“活”教科书，让学生更易理解接受。

俗话说：“百闻不如一见。”我在教学过程中准备了各种各样的单词卡片、头饰、图片等，在教每一个新单词学生都能亲眼看见，这样也不需要花时间去解释含义。课堂的气氛也相当活跃。另外，我还利用电教器材如tv、vcd、电脑、录像等，让教科书“活”起来、动起来、形象起来、发出声来，让“活”的教科书震撼学生的心灵、开发

[1] [2]

牛津大学作文 牛津阅读写作篇十九

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.

牛津大学作文 牛津阅读写作篇二十

精选牛津高中英语说课稿

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_______