牛津英语7BUnit

牛津英语7BUnit（共8篇）

牛津英语7BUnit 篇1

1.bring him something to eat 给它一些吃的2.watch them swim around看他们游来游去

3.sleep on one’s knees睡在膝盖上

4.feed sb.sth.= feed sth.to sb.给某人喂某物

5.hold in one’s hand拿在某人手里

6.play with sb.和某人玩

7.teach parrots to speak 教鹦鹉说话

8.the cleverest animals 最聪明的动物

9.run after a ball 追一只球

10.do wonderful tricks 耍精彩的把戏

11.build …out of sticks 用树枝造……

12.look after =take care of照顾

13.till the end直到最后

14.a gentle touch 温柔的抚摸

15.do other things 做其他事情

16.make trouble 惹麻烦

17.be afraid of 害怕

18.make a sound like a dog does发出像狗叫的声音

19.a friend of mine 我的一个朋友

20.repeat my words 重复我的话

21.all the time一直

22.look around环顾四周23.in the sun在阳光下

24.pick up goldfish with one’s hands 用手捧起金鱼

25.weigh about 40grams 称起来约40克

26.grow up 长大

27.join a pet club 加入宠物俱乐部

29.make a noise 发出噪声

30.pet care 宠物照顾

31.walk the dog溜狗

33special fish food

牛津英语7BUnit 篇2

一、翻转课堂教学与传统的英语阅读教学

教师在进行英语阅读课教学时,应该充分调动学生个性化的阅读积极性。而在传统的授课方式下,要真正实现个性化阅读教学的突破,提高学生阅读能力是相当困难的。为此,教师必须寻求一条能满足学生个性化阅读需求、提高学生阅读能力的新途径。翻转课堂则为广大英语教师提供了解决这一问题的思路。它采用课前学生搜寻资料、自学教材,课堂中接受教师辅导的“先学后教”模式。在学习过程中,学生可以采用个性化的手段进行自我学习。教师在课堂中扮演的角色不再是知识的传授者,而转变成了为学生答疑解惑的引导者。这种“先学后教”的阅读教学模式真正提高了学生自主学习的能力和语言的运用能力。教师可以通过课前准备的教学辅助手段,引导学生进行自主学习,这对于英语学习能力层次较低的学生群体而言十分重要,不仅可以帮助他们降低英语学习的难度,而且还能提高他们英语学习的兴趣和信心。可以说,翻转课堂教学理念给当前的英语阅读教学注入了新的动力,它为个性化阅读教学的发展和探索提供了一个新的方向。

近来,笔者尝试了运用翻转课堂教学方式来进行授课,收到了良好的教学成效。下面就谈谈这堂课的教学过程,和同行共同探究学习。

二、翻转课堂的教学案例分析

Teaching aims:

1.To help the Ss get a general idea by enjoying the video and reading the story.

2.To help the Ss learn about the key information by asking and answering questions.

3.To have Ss use what they have learnt to finish some comprehension exercises.

Teaching procedures:

Step I Lead-in:

1.T:Have you ever heard of the story about Alice in Wonderland before?What is the story about?

2.Show some pictures to the Ss;discuss what the Ss previewed about the reading.

3.Say something about the pictures.(pair work)

【设计说明】检查学生的预习情况。出示图片及小组讨论可以激发学生的思维能力,活跃课堂气氛,吸引全体学生的注意力,为下面的学习做好铺垫。

Step II Questions and video:

1.Answer the following questions:

(1)Who did Alice sit with one sunny day?

(2)Where did the rabbit take its watch?

(3)What was the hole like that Alice followed the rabbit to jump down?

2.Let’s enjoy a video,pay attention to the main characters in the story,then ask and answer ques⁃tions with your partners.

【设计说明】首先呈现3个简单的问题,进一步检查学生的预习情况。然后一起看视频,吸引学生的注意力,激活教学内容及学生的思维,使所学内容形象具体化;同时激发了学生的学习内动力,提高了学生的学习兴趣以及语用能力。

Step III Reading:

Students read the story in a low voice by them⁃selves and get the further information,then close books and do the following exercises:

1.Rearrange the following sentences:

(1)Alice ran across the field after the rabbit.

(2)The strange rabbit surprised Alice.

(3)Alice sat by a river with her sister.

(4)Alice opened a small door with the key.

(5)Alice could see no one in the hall.

(6)Alice found a small key on a table.

(7)Alice jumped down the hole after the rabbit.

(8)Alice saw a white rabbit passing by.

2.True or False exercises:

(1)Alice was playing with a rabbit one sunny day.

(2)The rabbit asked Alice the time.

(3)The rabbit took a watch out of its pocket.

(4)The rabbit jumped down the hole first.

(5)It took Alice a long time to hit the ground.

(6)Alice talked to the rabbit in the hole.

(7)Alice noticed a big door and put the key in to it.

【设计说明】学生自己阅读课文,进一步了解文章的细节。在此过程中,学生通过阅读,各自获取更多的文章信息,完成了信息的整合与输出。因为这是一篇童话故事,里面包含了故事发生的顺序。因此,为让学生深层次地理解课文的细节,笔者预先设计了第一个大题目Rearrange the following sentences,接着再完成第二大题。

Step IV Group work:

1.Have students work in groups of 4.First,discuss difficulties they meet whiling reading,then,underline them,including words and phrases in the story.(Teacher hands out one piece of white paper to each group.)

2.Ask each group to show their difficulties to the whole class.

【设计说明】这个环节要求学生以小组形式一起再读故事,对预习中遇到的新单词和词组一起进行学习和分析,之后,每组分派一个代表上台展示。让学生体验合作学习,提高了学生合作学习的能力,从而使学生学习兴趣更为浓厚,课堂气氛更为活跃。

Step V New words and phrases study:

1.The teacher presents all difficulties which groups discussed.

2.Read and learn,pay attention to the pronunciation of the new words.

【设计说明】这一步骤按照传统的教学模式应该是在学习文章之前。而本节课运用了翻转课堂的教学模式,在学生熟悉掌握课堂内容后再一起讨论文章新的知识点,有利于新单词的掌握。

Step VI Practice:

设计一篇短文填空。学生看完、读完课文,学习掌握了本课时新单词和词组后,教学任务也基本完成,最后设计这个填空的主要目的是让学生更加牢固地掌握所学内容,真正达到了巩固知识,提高了教学效果。

三、翻转课堂在阅读教学中的意义

在本堂课伊始,教师通过个性化提问的方式,有效地帮助学生对课文的预习进行了检查,同时也为后面阅读教学环节的展开奠定了语言和思想基础。在以往的阅读教学中,部分能力较强的学生往往会在课堂中重复学习已经掌握的语言知识;而语言学习有困难的学生则会缺乏学习动机和自信,不愿意向教师提问,更不愿意参与学习活动。这样的教学状况在很大程度上阻碍了阅读教学有效性的提升。但在翻转课堂中,由于学生阅读过程的前移,因此他们在进入课堂学习之前已经对阅读文本有所了解,而且他们对阅读文本也存在着不同的困惑。在这堂课中,教师通过三个简单的问题回答的方式,巧妙地帮助学生解决了预习中的困惑,有效地降低了学生在阅读过程中产生的学习焦虑。同时,学生间互相提问、讨论知识点的环节,鼓励了学生大胆开口,增添了学生的学习自信,提升了学习的效果。

四、结语

深化牛津英语教材 篇3

[关键词]深化教材;培养习惯

一、扩展与深化教材,为学生提供广阔的学习空间

在课堂教学中,教师要充分利用辅助手段优化课堂教学。牛津教材要求我们英语老师要强化课堂教学,充分利用先进的教学设备,普及有效使用电脑、电视、CD、VCD、DVD机、投影仪等来激发学生的学习兴趣,增加课堂的容量,提高课堂的学习效率。同时也可以鼓励学生自己利用网络和远程英语教学节目进行自主学习,增加英语学习的开放性。多媒体课件有许多优点,特别是在继续保持学生对英语浓厚的兴趣上尤现突出。此外我们认为课内学习,课外拓展是学习英语学科的一个很有效的途径。这就需要我们老师精心考虑,尽量使每一节课课后作业的布置不只是课堂内容的一个重复,而要富有新意,有创新,使学生愿意接受,乐于接受。也只有这样,才会不拘泥于教材,更好地扩展教材,深刻地深化理解教材。

二、探究与实践教材,培养学生习惯

良好的学习习惯会使学生终身收益。俗话说:良好的开始是成功的一半。因此要特别注重学生良好的英语学习习惯。1.培养学生“多听”的习惯。一方面教师要培养学生认真听讲的习惯,要帮助学生认识课堂45分钟的重要性,努力做到当堂巩固所学的知识。当然,作为教师也需要不断改革课堂教学模式,创设生动活泼的教学情景,激发学生学习兴趣,使他们坐得住,听得进。另一方面,培养学生听的习惯还需给学生提供更多听英语的机会。在课堂教学中,要充分发挥录音机的作用,利用配套录音磁带,让学生接触标准的语音、语调、语流,形成语感。2.培养学生“敢说”的习惯。英语作为交际工具,开口讲是最基本的要求。由于小学三年级就开始学英语了,因此到了高中学生说英语的积极性呈下降趋势,特别是中等及偏下的学生,造成这种状况的原因一方面是因为缺少英语交际的环境,另一方面,学生胆小怕错,羞于开口,但最关键的还是他们平时没有养成说英语的习惯,我们应多创设情景,可以是围绕一个中心任务,让学生自由发挥。在学生学说英语的过程中,教师应多一些鼓励与肯定,把英语口试的一些“说”的技巧贯穿于平时的英语课堂活动中。3.培养学生“善读”的习惯。首先,认真抓好早读课。确保早读时间,明确早读内容,并通过默写等形式检测早读效果。其次,阅读形式要多样化。通过齐声朗读、分角色朗读、男女生分读、分小组读、教师或磁带领读、默读等形式阅读英语,学生参与欲强,注意力集中,有利于学习效率的提高。在课文阅读教学中,指导阅读技巧。要求学生把注意力集中在获取主要信息上,学会抓住中心句。4.培养学生"勤写"的习惯。英语写作可以从最基本的《预备课程》起就写起来,结合每个单元的中心任务,如:My family、 My classroom、My school、My friend、Our pets、 The park等。并且教给学生一些写作步骤和写作中的注意点。在平时的英语教学中,我建立了学生的个人英语成长记录,从课文背诵、上课发言、作业情况、音标测试、小组活动、笔记整理、错题积累、资料积累等几个方面对学生进行全面的习惯培养和英语学习评价,每两个星期或一个月对学生考评一次,设立英语学习标兵和英语学习进步者的奖项。这样慢慢的学生就会养成良好的学习英语习惯。

三、注意学习策略的培养,包括认知策略、调控策略、交际策略和资源策略

教学中要让学生根据自己的需要对教材进行预习,让学生在学习中要集中注意力,积极思考、善于记要点、善于利用图画等非语言信息理解主题,借助联想学习和记忆词语,对所学习内容能主动复习并加以整理归纳,注意发现语言的规律并能引用规律举一反三。在学习英语中,要能够意识到相关的错误并进行适当的纠正。必要时,有效地借助母语知识理解英语。不断尝试阅读英语故事及其他英语课外读物。同时还要让学生明确自己学习英语的目标、学习需要,让学生制定简单的英语学习计划,把握学习的主要内容,注意了解和反思自己学习英语中的进步和不足。积极探索适合自己的英语学习方法,要经常与教师和同学交流学习体会,积极参与课内外英语学习活动。要利用实人、实物、实景,作为课堂教学情境,激发学生主动参与的兴趣。实物最能吸引学生的视线,实人、实景则使学生更感到亲切自然,真实可信。

牛津英语7BUnit 篇4

Learning aims:

1. To learn and master some important phrases.

2. To comprehend the reading passage and complete all the relevant exercises in groups.

3. Try to understand the real meaning of looking good and feeling good.

(课前预习)

(A 短语识记) Underline the following phrases in your textbooks (P42-43)and try to remember their meanings：

1. be dying to do sth. 渴望做某事

2. used to do sth. 过去常常做

3. work out 锻炼

4. stay slim 保持苗条

5. lose weight 减肥

6. be ashamed of 对…感到羞愧 7.take weight-loss pills 吃减肥药 8.recover from liver failure

从肝衰竭中恢复

9. regret doing sth. 后悔做了某事 10.insist on doing sth. 坚持做某事 11.follow one’s advice

遵循某人的建议

12.damage one’s health for…

为…损害健康

13.be worth +N/V-ing 值得做…

14.be sorry to do sth. 很遗憾做某事 15.be embarrassed about sth.

对…感到尴尬

16.go on a diet/go on diets 节食

(课中学习)

Step1 Lead-in

Enjoy some pictures about people who are overweight, and try to give them some advice on how to lose weight.

Advice:

(B 整体把握) Step 2 Fast-reading

Task1 Skimming

Date From: To: Subject:

2 June

2 July

4 July

Task 2 Scanning

1. Where does Amy come from?

2. What kind of pills did Amy take?

3. Why did Amy want to lose weight?

(C 细节理解) Step 3 Careful-reading

Task3 Reread the three emails, paying attention to some detailed information, then finish some exercises.

The 1st e-mail----T or F Questions

1. Amy used to go on a diet to keep slim. ( )

2. Amy is trying to lose weight because she is ashamed of her body.( )

3. Most young women want a slim figure. ( )

4. The weight-loss pills Amy took didn’t work. ( )

5. Sometimes Amy feels so energetic. ( )

The 2nd E-mail-----Complete the form

_1.________ She is in hospital.

What She is _2._______________ from liver failure.

Why The pills contain a _3_________ chemical that caused her liver to fail.

Who Her mother _4_________ on sending her to the hospital.

How She _5__________ the doctor’s advice and works out for at least half an hour a day and eats a lot of fruit and vegetables.

The 3rd email-----Multiple Choices:

1. Zhou Ling couldn’t read Amy’s two e-mails until today because of ___.

A. her computer problems B. her limited spare time

C. her holiday D. her illness

2. Zhou Ling, Amy’s friend, _______.

A. did not want to read Amy’s emails

B. was sorry to hear about Amy’s problem

C. thinks Amy should lose weight

D. thinks diets and weight-loss pills are necessary

3. Zhou Ling hopes that _____can learn from Amy’s story.

A. Chinese people who are overweight

B. Chinese people who go on a diet

C. Chinese people who are not overweight

D. Canadian actresses

Task 4 Summary

What lessons can we learn from Amy’s story?

(Use sentences from the passage)

(D 学以致用) Step 4 Group work-----Amy at a news conference

One student acts as Amy, the other students act as reporters. Please try to ask questions about Amy’s experiences in losing weight.

Questions:

(E 情感升华) Step 5 Further discussion

Do you think beauty only means a good-looking face? What can you do to make yourself more beautiful? What is true beauty?

(课后巩固)

Step 6 Homework

1. Read the passage again and again, then finish the exercises on P44-45.

高一牛津英语课文 篇5

Mom: Yes, I can’t wait to surprise the boys!

Suddenly a door opens and a soccer ball flies through the room.Eric runs in after it, followed by a big dog, walking very slowly.Eric: Mom!Dad!You’re back early!(looking around room, sounding frightened)But, but---you weren’t supposed to come home until tomorrow!The dog slowly walks to Mom and Dad.Mom:(Bending to touch dog)Eric, he’s so tired and hungry!(looking at table)The money for dog food is gone, but Spot looks like he is starving!What did you do with the cash we left? Dad: And look at this room— garbage all over the place!Where is your brother?(shouting angrily)Daniel!Daniel:(running into room)Mom, Dad, I can explain---Dad opens the curtains and light comes into the room.The room is in a mess, with pizza boxes on the floor and dirty dishes in the sink.In the corner, there is a garbage can around which are pieces of garbage and waste paper.Mom and Dad both turn towards Daniel.Dad:(sounding very angry)listen to me, young man----we left you in charge? We thought you could act like an adult!I don’t know the reason why the house is so dirty---Mom: Daniel, we thought you were an adult, a person from whom we could expect good decisions.Dad: How can we trust you any more? We won’t tolerate such behavior in our house!

Daniel:(shouting)Stop shouting at me.I’m still a teenager!Why is everything always my fault? Daniel runs into his bedroom and slams the door.Mom and Dad look at each other as lights go out.Act two, scene one Daniel and Eric’s bedroom.Eric sits on his bed.Daniel has his arms crossed and looks upset.Daniel: They never even gave me a chance to explain.I hate them!Eric: You don’t hate them.I can tell them we had an emergency.Then they won’t be mad anymore.Daniel: No, don’t tell them anything.Anyhow they didn’t trust me.They don’t deserve an explanation.Let them think what they want.Eric: But Daniel, if they knew that Spot was sick and we used the money to take him to the clinic---Daniel: And that we spent all of yesterday waiting there for him and that is why we had no time to clean the house---but no, Eric, why didn’t they ask me what happened instead of shouting at me? Act two, scene two Mom: Do you think we were too hard on Daniel? Perhaps there is a reason why the house is a mess…

小学牛津英语教案 篇6

单元小练习

二、教学目标

1、熟练掌握本单元的(三会、四会)单词、词组、句子及对话。

2、运用已有语言知识解决问题。

3、通过难度适中的适量小练习，帮助学生进一步了解自身学习状况，以促进以后的学习。

三、教学重点

引导学生学会发现本单元知识的薄弱环节，以便及时调整教学策略。

四、教学过程

step 1. greeting

sing an english song.( what is this in english?)

step 2. revision

1.师提供本节课的话题“my stationery”,鼓励学生围绕此话题与教师或同学进行交谈。

2.生齐读a、b部分，鼓励学生总结本单元学到的知识。

1)一些文具类的单词，并初步接触了它们的复数形式。(knife是特例)

2)会默写3个四会单词

3)介词in/on, 借助这两个词语，我们可以表达物品的位置。让学生举例。

4)初步掌握my/your/his/her +名词，表示某人的东西。

5)用途很广的几个交际用语： come here. excuse me. oh, i see.

6)询问物品的英文名称或中文名称时，我们可以用句子……

7)询问近处或远处东西时，可以用句子……

3、完成小练习

小练习内容如下：

一、请读一读下面的.英语，你能写出对应的中文吗?

1.storybook_______ 2. copybook_______ 3. knife_______

4. toy train_______ 5.tape_______ 6.stapler_______

7. school bag_______ 8. in english_______ 9. in chinese_______

10. my pen_______ 11. your ruler_______ 12. his rubber_______

13. on the bookcase_______ 14. in the school bag_______

二、看图写单词

考察book, tape, bag.(可以适当增加1-2个与它们发音类似的单词)

三、模仿例子写复数

for example: a toy train------some toy trains

选择本课及以前学过的部分单词，其中可以设两个不规则的单词，数量控制在10个以内。

四、根据所给情境，从方框中选择合适的句子：

主要考察交际用语的掌握情况。

如：1. 需要打扰别人时，可以说：

2.当你弄明白一件事情的时候，可以说：

3.请某人过来，说：

4.做错事情时说：

…

五、提供图片和句子，让学生给图中人物配上句子，并写出中文翻译。

建议： 对话控制在4句内，以本单元重点句型为训练重点。

注意点：

1. 让复习课不要成为老师的个人演讲。不要低估学生的三言两语，耐心的引导他们学会梳理知识，培养学习能力。

牛津初中英语教学初探 篇7

关键词:牛津版 提升质量 课堂 “三清”

江苏初中英语现在都是采用的牛津英语教材。经过五六年的摸索,加上教学实践,结合课堂总结,以下有点小小的体会。洋思中学的“三清”无疑为牛津英语的教学做出了大的贡献,使老师们找到了可行的方法去提升质量。

一、立足课堂

让孩子爱上英语课,是学好英语的关键。怎样让我的学生爱上英语课的呢?那就必须上好每一节课。“立足课堂”,毋庸置疑,也就是上好每一节课。教师不同于工人,工人面对的是无生命的产品,只要工人肯干,就能运用所掌握的技术通过机器生产出比别人更多更好的产品;而教师面对的是一群有一定思想、有丰富情感的孩子,有时老师虽然教学认真,但方法教死了,学生不努力,甚至看到英语就头疼,效果可想而知。一节高质量的英语课,应使孩子在融洽的师生英语互动环境中快乐的学习,学有所为,学有趣味,学有所获,促进学生听说读写各方面的发展,成功地完成当堂的学习目标。为了能让孩子们在愉快的英语氛围中充分地获取知识,老师课前的精心备课就非常重要。这也是洋思“经典”:备教材,备学生,备教法。

1、备教材

牛津初中英语中,每单元都围绕一个话题,由卡通漫画、导入、阅读、词汇、语法、综合技能、学习技巧/语音、中心任务、检测等部分构成。首先,教师通过各种资料熟悉单元话题。只有教师对话题背景了然于胸,才能熟练地驾驭教材。其次,这些话题大多素材典型,语言情境真实,如能在课堂上充分展示典型素材,真实再现语言情境,会大大激发学生学习本单元的欲望。例如,牛津初中英语 八年级(上),有交朋友、英美学校生活比较、北京世界公园、大熊猫、扎龙自然保护区、地震等话题,这些都是真实可触的内容,老师可以借助多媒体带领学生观看各种阅读资料(图片、电影短片等)或进行网上搜索。再者,通过深入钻研教材,把每一课型的重点、难点把握准、把握透,以便让学生每一个知识点都明明白白,这样教师教起来清楚,学生学起来轻松。

2、备学生

不可否认,每一个班级学生的情况各有不同,老师要深入了解,具体情况具体分析,最大限度地发挥学生各自的优势。洋思中学的生源特点特殊,相当一部分学生来自外地。笔者所教班级,部分学生来自发达城市,英语基础比较好;还有一部分来自学校附近乡镇, 英语基础相对薄弱。 那么老师在设计教学时就要兼顾这两类学生, 设计出让学生都能参加的教学实践活动,增加课堂练习的广度和梯度。让学生在有限的45分钟紧张的学习、操练英语。这样基础好的学生就能吃好、吃饱, 基础差一些的学生会学,学透。

3、备教法

第一步,研究整节课导入、新授、巩固等的设计方式,力求运用灵活多变的教学方法,以全新的视角激起学生浓厚的兴趣。第二步,研究本课语言点的教法。制作富有吸引力的动画课件,并将教材中的重难点融入直观、动态的幻灯片中,帮助学生分析、简化语言点。同样一个语言点,学生机械地背,用一节课也可能记不住;经老师指导后,在理解的基础上记忆,仅用几分钟就记住了。如能再把这些内容编成顺口溜或口诀,学生不一会儿就记得滚瓜烂熟,且不易忘记。比如学生在处理冠词“a, an, the” 与 “形容词性物主代词”的问题常常出现“my a teacher 我的一个老师”诸多错误,那么我就编出“a, an, some 不与物主(代词),the连”的口诀,即“a, an, some, 物主(代词),the” 这五元素之间出现其一,不能再用另外的任意一个。这样,我的学生对这一知识点都能牢固掌握,灵活运用。

经过课前充分的准备,教师走上讲台时就相当自信,充满激情。课堂教学就越加生动有趣,使得学生在快乐中创造性地完成各项学习活动。所以一节好课,一定要让学生学有所为(主动参与,自主探究,合作交流等),学有趣味(如内容的趣味性,合作的喜悦,表现得幸福等),学有所获(如实现了学习目标,培养了综合能力,学会了关注人、社会、自然等)。

二、落实“三清”

“落实‘三清’”,具体讲就是做好阶段复习总结工作。针对牛津英语内容多、语言点琐碎等问题,教师要及时做好复习总结工作。这也是我们洋思中学的特色教学: “堂堂清”、“周周清”、“月月清”。

1、“堂堂清”

前面提到的上一节高质量课最终就是学生能够创造性地完成学习目标。常有些外地听课老师疑惑:牛津初中英语每一节课容量较大,要求所有学生当堂掌握所有内容,显然部分学生相当困难,这怎么算是“堂堂清”呢?这种疑惑是可以理解的。但牛津初中英语按照任务型教学的原则设计语言实践活动,每个单元围绕一个话题,有九种课型组成。各课型任务很明确,如“卡通漫画”旨在通过一段简洁而有趣的对话,点明本单元学习的内容要点。也就是说老师只要围绕课型任务大胆巧妙地设计教学,帮助学生完成任务,掌握应有的语言知识点、语言技能以及其它的各种应用语言的能力,就是“堂堂清”。而非片面地认为所有学生都应该当堂记住文中出现的所有重要的单词、词组和句子才叫“堂堂清”。这样只是机械地背诵一些单调的语言碎片,会把学生引入英语学习的死胡同,让学生觉得枯燥无味,产生厌学情绪。

2、“周周清”

每个周末我都要对学生进行所学单元语言技能的综合运用和语言知识的总结复习。语言技能的综合运用常包括对单元话题的全英文描述、词汇的掌握和灵活运用、语法规则的彻底理解和举一反三等。语言知识的总结复习常包括“四会”单词的全面运用、重要词句和表达法的分类归纳,借助顺口溜或口诀,让学生烂熟于心。老师根据“周周清”练习反馈,查出每个学生学习过程中对语言知识的掌握情况,及时找出学习中有遗漏的学生分析、解决,绝不让问题遗留,影响以后的学习效率。每天晚自习的作业也要针对“堂堂清”出现的典型问题,进行点评。一周下来,归纳总结本周的典型问题,普遍错误,汇编成讲义或练习,周末让学生重新做一遍,检查学生是否已彻底掌握。绝不让这一周的问题留到下一周。

3、“月月清”

通常是教师针对自己班级情况,制定切实有效的复习计划后进行。这次汇总不同于“周周清”,而是将开学已学所有单元内容进行系统的整体性归纳,常分语法类,词汇类,固定搭配类。周复一周的单元总结,月复一月的系统把握,使得学生慢慢建立一个英语知识和能力体系,而不是一些琐碎的语言点。这样一环扣一环的总结和复习,班级学生的综合水平越来越强,在学校组织的期中和期末考试中,笔者所教班级各项考核都名列年级前茅。

以上所述的牛津初中英语教学成功的几点体会,对牛津初中英语新教材教学摸索出的一些心得。 洋思的教学模式得到了很多教育界人士的肯定。这也证明,洋思的模式是可行的,是经得起检验的好方法,好经验。我想,只要我们每位教师都勇于实践,勤于总结,

牛津英语7BUnit 篇8

Reading: The curse of the mummy (comprehension)

By Li Chen on Dec 26,

Aims and requirements

Read an article about a famous explorer and an article about a Chinese astronaut

Listen to a list of requirements

Talk about famous people and unknown places, and introduce a person

Write a biographical article

Interview a professional

Summary of the passage

The passage is about a famous explorer who, with the assistance of Lord Carnarvon, led a team to Egypt and made some unexpected discoveries in tombs. It still remains a mystery how one of his discoveries led to illness and death for many of his team members.

Procedures

Step 1: Leading-in

1) Do you still remember something from our discussion on Egypt in Unit 1 and Unit 2?

We talked about Toby traveling in Egypt and people’s curiosity about how the pyramids were built. Though we don’t know exactly how people at that time built them, we are quite sure of one thing, that is, all the pyramids were built for kings and queens. They expected to be buried there after their death. In spite of the harsh conditions, the Egyptians created this wonder of the world with their hands. It’s said the pyramids are as magnificent as a palace inside.

2) Have you ever read or thought about what is inside the pyramids?

3) Are there any people buried in them?

4) What do people nowadays call those buried in tombs?

5) What are mummies and how are they made?

6) Apart from mummies, are there any treasures inside the tombs of the pyramids?

7) Have the tombs ever been robbed of treasures by people?

8) What happened to these people after they entered the tombs?

9) Were they rich overnight?

10)What may explain the disasters that happened to those people?

Step 2: Fast reading for general ideas

1. Pay attention to the Reading strategy first before skimming the passage.

1) The article you are going to read is about a famous explorer who worked in Egypt. Read the article and make connections between the title and the explorer. Use your imagination and express your opinions freely with each other.

What might be the connections between ‘The curse of the mummy’ and the famous explorer?

Why does the writer choose ‘The curse of the mummy’ as its title here? Do you think the title can grab your attention and arouse your interest?

From your point of view, what might be dealt with in the following article? Can something like the explorer’s hobbies, his experiences of adventures, his achievements be covered in the article?

2) You’ve done a good job, expressing your opinions about the relationship between the title and the explorer and predicting the main contents of the article. That’s great. But to be more specific, can you anticipate what might be covered in the first paragraph of the article?

3)Please read the first paragraph and discuss how the first paragraph agrees or disagrees with your predictions.

What’s the first paragraph about? Is it the beginning of a story?

What does the writer tell us about the explorer in the first paragraph?

What words do you think are useful for you to predict the ideas included in the passage?

Now you may find the first paragraph serves as a general introduction of Howard Carter, and please pay attention to the key words in the first paragraph on the blackboard:

famous, brave, adventurous, amazing

4) With the help of the key words, you may predict the content of the paragraphs that follow.

What are the following paragraphs likely to do?

Will they give specific examples to support the

general description of Howard Carter?

Exchange your ideas with your partners and then check your prediction by reading the following paragraph.

5) Now let’s focus on Reading strategy to review the skills of how to predict information in an article.

2. Skim the passage and complete the three questions in Part A.

Step 3: Detailed reading for important information

1. Now please reread the passage and identify which statements are true and which are false. Then complete Part C1 on P44 individually.

2. Part C2 on P44. Match the summaries of the paragraphs in the article

3. While reading please identify the relationships between these characters and try to retell the passage according to the following diagram.

Characters Who was he? What did he do? How did he die?

George Gould a friend of Carnarvon visited the tomb a high fever

Lord Carnarvon a British man interested in Egypt offered Carter money to explore the mysterious;

be present at the opened tomb a fever

Howard Carter a famous explorer especially for the discovery of King Tutankhamun’s tomb in 1891 set sail for Alexandria, Egypt

by the 1920s searched for the tombs of the Egyptian kings

in 1922 found the tomb of King Tutankhamun seemed nothing to do with the tomb

Richard Bethell Carter’s secretary entered the tomb heart trouble

Step 4: Post-reading activities

1. interview

A---the spokesman of Howard Carter

B---a journalist

B will ask A the following questions:

1) What kind of person do you think Howard Carter is? Why?

2) To be a qualified explorer, what kind of personality do you think he/she should have?

3) Do you think the personality of Howard Carter has had a positive effect on his discoveries?

4) As for students, what sorts of personalities does a student have to possess?

5) Compared with the amazing persons such as Mother Teresa, Bill Gates, Beethoven, Zhang Heng, do you think Howard Carter is as great as them?

6) Do you think the mummy’s curse really exists? Why?

Step 5: Homework

1. Parts D and E on P44 and P45.