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牛津版新教材8AUnit1Friends1
8A Unit 4全部教案
Warm-up activities
1 Create an interest in the issue of sharing the limited natural resources. Depending on the general interest of the class, choose one of the following situations:
* A group of students are stranded on an island. There is not enough food available for everyone to survive.
* Astronauts are stranded in space. They do not have enough oxygen for everyone to survive.
2 Make a list of people involved in the situation, a list of the resources available (e.g., food, oxygen, water, etc.) and a list of how long everyone is able to survive. Ss have to decide whether they stay alive together sharing what they have or they are going to occupy all the resources for their own survival.
3 Ss study the pictures and read the conversation first on their own, then in pairs. Ask two more able students to role-play the conversation.
Presentation
1 Ss complete Part A. Encourage them to do the task without any pre-teaching of keywords. Check answers orally with the whole class.
2 Divide Ss into pairs and ask them to do the survey in Part B1
3 Encourage them to discuss in pairs why they like or do not like the animals. Ask them to write down their ideas.
Language points
Look delicious, If you eat my food, I won’t talk to you., no one, in danger, a report on giant pandas
Homework
1 Learn the language points by heart.
2 一课三练 P.43
3 Preview the Reading Part.
Revision
1 Review key vocabulary according to the general ability of the class. Presentation (Reading A)
1 On the Bb, write the following list of sentences on the Bb:
* Xi Wang is the name of a baby giant panda.
* Baby giant panda s are very small when they were born.
* They grow very quickly.
* Xi Wang has to find her own food when she is 20 months old.
* Hunters kill giant pandas and sell their fur.
2 Divide the class into three groups and allocate one part to each group. While students skim the text on their own, ask them to underline the words they do not know. Then go through the words students have underlined. Ask students to explain briefly how they know that the sentences on the Bb are true by identifying and listing key facts in the text.
Presentation (Reading B& C)
1 Ask Ss to draw a parallel between the growth of the baby giant panda and a human baby. Ask if they know what happens to people while they grow up. Write the following words/phrases on the Bb.
Adult old person teenager baby middle-aged person
Young adult child toddler
Draw a timeline and encourage Ss to come forward and write each word at the correct point on the timeline. Ask them to draw a more creative growth chart.
2 Ask students to do a birth chart of themselves. Tell them to add their photos to the chart.
Presentation (Reading D)
1 Revise the words listed in the box in Part D.
2 Ask students to complete Part D. Then ask some Ss to read the sentences aloud to check their choice of words.
3 If they show interest, ask them to practice the text for a presentation for 2-3 minutes.
Presentation (Reading E)
1 Ask Ss to read the conversation in Part E in pairs to check if there are any words they do not know. Then ask Ss to complete the sentences individually.
2 Ask six Ss to read the conversation while the rest of the class check their answers.
Language points (Part A)
The story of Xi Wang, only 10 days old, it means…, was born, weigh just 100 grams, at four months, for the first time, eight months later, not…any more, grow into, at the very beginning, up to 14 hours a day, bamboo shoots, have to look after herself, have another baby, It is adj. (for sb.) to do, some of the problems, kill it for its fur, nowhere to live, on their own, need help, in danger, take the following actions to do, protect giant pandas, make giant panda reserves bigger, encourage sb. to do, there will be
Language points (Part B& C)
Keep sb./sth. Safe from danger, large areas of land with trees, special areas for wild animals, stay alive
Homework
1 Learn the language points by heart.
2 一课三练 P.44-45
3 Preview the Vocabulary Part.
Presentation （Vocabulary）
1 Creat an interest in animals. Try to extend the context by asking Ss if they would like to adopt an animal and , if they do, which one they would choose.
2Use the task to check Ss’ knowledge of name of animals. Ask Ss to guess the names individually first and then compare with a partner.
3 Check answers with the whole class. Read all the words under the pictures and ask Ss to give definitions.
Language points
Polar bear---North Pole, wolf----wolves
Homework
1 Learn the language points by heart.
2 一课三练 P.46
3 Preview the Grammar Part.
Presentation （Grammar Part A）
1 Try to elicit the conditional structure by asking questions such as What will happen if you come to school lats? What will happen if you break your favourite toy? Try to think of sentences which reflect Ss’ own experience. Write the most interesting answers on the Bb. Ask Ss to include the “If”-clause as well. Read all the sentences again and ask more able Ss to elicit the rule.
2 Write some more open “If”-clauses on the Bb and ask Ss to finish the sentences with their own ideas. Help Ss reformulate their ideas into correct sentences and write them on the Bb.
3 Ask Ss to match the sentences on their own and then compare answers with a partner. Invite a more able student to read the sentences aloud for the rest of the class to check answers.
4 For Part A2, Ask Ss to complete the sentences on their own and then compare answers with a partner. Check answers with the whole class.
5 Ask Ss to complete “Work out the rule” at the bottom of page 61.
Presentation （Grammar Part B）
1 Ask Ss to read through the rules and the sample sentences on their own. Then check understanding by asking them to think of other examples.
2 Write several “If”-clauses on the Bb and ask more able Ss to complete them with their own ideas. Remind them to write about repeated and predictable situations instead of possible results.
3 Explain the context of Part B1. Revise the words in the box.
4 Ask students to complete the sentences individually.
5 Ask Ss to read the conversation with a partner checking the accuracy of their sentences. Then check answers with the class.
Presentation （Grammar Part B2）
1 Try to creat interest in learning interesting things about wild animals. Tell them that Amy’s report introduces new information about tigers and wolves.
2 Explain the context of writing a report. Revise the structure of conditional sentences.
3 Ask Ss to read the report on their own to make sure that there are no unfamiliar words. Then Ss complete the sentences individually and compare them with a partner. Check answers with the whole class.
Language points
Grow more bamboo, run the other way, go to North Africa, walk through a rainforest, learn a lot about wild animals, arrive at noon, see the feeding of animals, get enough information for my class report, attack people, spit poison, step on them, male wolves
Homework
1 Learn the language points by heart.
2 一课三练 P.47-48
3 Preview the Integrated skills Part.
Presentation （Integrated skills A）
1 Invite students to talk about what they like about tigers and wolves. Brainstorm any information and general knowledge about the two animals.
2 Ask Ss to study the two fact files in pairs. Check the meaning of some of the words.
3 Help Ss focus on the general context by asking general questions they may be able to answer while listening for the first time. Write them on the Bb:
* What is the name of the largest living cat?
* What is Millie’s favourite animal?
Play the recording. Students listen carefully for keywords to answer the questions.
4 Play the recording for again and ask students to find out the missing facts in the fact sheets. Play the tape for the third time for Ss to check the answers.
5 Ask Ss to read the letter in pairs and discuss any words they do not understand. Complete the letter without looking at the fact sheetson page 64. Then ask them to look at the fact sheets to check the answers and make corrections if necessary.
6 Ask more able Ss to read aloud the letter.
Presentation （Integrated skills B）
1 Ask students to practice the conversation in pairs and then change roles. Identify any words or phrases they do not know.
2 Ask students to create their own conversation using information from the fact sheets.
Language points
Live as a family, good at hunting other animals, make medicine, friendly towards each other, loss of living areas, make medicine from their bones, buy clothes made of animal fur, look lovely on me, lose one’s life, someone else,
Homework
1 Learn the language points by heart.
2 一课三练 P.49
3 Preview the Pronunciation, Main task & Check out Part.
Presentation （Pronunciation）
1 Remind Ss of communicative purpose of conditional sentences.
2 Play the recording for Part A and ask Ss to listen carefully. Ss imitating the rising and falling voice patterns.
3 Ask students to read Simon’s presentation with correct the rising and falling voices.
4 Ask students to read Millie’s presentation in Part B quietly on their own. Play the recording . Ask Ss to listen carefully and mark where Millie’s voice rises and falls with the correct arrows.
5 Tell students to read them again, and answer the ‘Wh-‘questions. Students work in pairs.
Language points （Pronunciation）
Peaceful animals, live in family groups, continue to build roads, have suitable homes, make new farmland, make a lot of money, sell elephants’ tusks, train them,
Presentation（Main task）
1 Talk to Ss about the purpose of writing reports. Elicit from the different reports. Explain that in reports, we do not normally say ‘I feel…’ or ‘I like…’ and do not include personal comments.
2 Read the title of the report in Part A. Create an interest in the topic by asking what they have learnt about giant panda in this unit.
3 Ask students to skim through the report quickly and give each paragraph.
4 Ss complete Simon’s report in Part C on their own. Ask more able Ss to read it aloud to check the answers.
Language points （Main task）
Spend a lot of time drinking their mums’ milk, at a time, get smaller and smaller, become farmlands, keep taking the land, what action can the club take? Sharp paws, walk upright
Presentation （Checkout）
1 Set a time limit for reading the sentences in Part A and for filling the blanks. Ask Ss to complete the task on their own.
2 Ask students to Proceed to Part B after completing Part A.
3 Ss complete Part B on their own and then compare answers in pairs.
Language points （Checkout）
Climbing, what about playing football?, a friend like Alan, answer questions correctly
Homework
1 Learn the language points by heart.
2 一课三练 P.50-52
3 Preview the Unit 5
牛津版新教材8AUnit1Friends2
Unit Three
I. the whole unit arrangement:
1. topic: beauty and health
This unit introduces and develops the theme of looking good and feeling good. Students are provided a chance to debate which is more important, beauty or health.
2. structure:
(1) welcome to the unit:
In this part, students will be presented with several pictures representing different people’s current situations and their states of mind about looking good and feeling good.
(2) reading:
The reading material of the unit is made up of three letters written by two good friends who exchange their opinions about appearance and health after one of them has suffered after trying to lose weight in an unsafe way.
(3) word power:
This part focuses on types of sports with relevant exercises designed to expand vocabulary.
(4) grammar and usage:
This part is made up of two sections: non-restrictive attributive clause and question tags.
(5) task:
This section deals with inviting a friend to join a gym. Integrated relevant tasks and activities about finding information about a gym and recommending one to a friend by note-taking and writing an e-mail are presented.
(6) project:
In this part, making a booklet about fitness is the main assignment.
(7) self-assessment
II. class hour arrangement:
1 – 3 grammar and usage (since we have learned restrictive attributive clause in the first two units, we can learn this part first)
4 welcome to the unit + reading (part A)
5 – 8 reading (part B -- F)
9 word power
10 – 11 task
12 – 13 project + self-assessment
Class 1 – 3: Grammar and Usage
Step one: non-restrictive attributive clause
1. goal:
(1) learn that a non-restrictive attributive clause is used to add extra information to the main clause of a sentence
(2) learn how to form a non-restrictive attributive clause and when to use it
2. 主从句之间用逗号隔开，起补充说明作用，可译成两个句子。
(1) study the five sentences on the book, and compare the differences between the restrictive attributive clause and non-restrictive attributive clause
e.g. He came to see his wife, who works in Shanghai. (只有一个妻子)
He came to see his wife who works in Shanghai. (不止一个妻子)
(2) 关系代词：which / who / whom / whose / as ( 没有that )
关系副词：when / where
Attention: which 可指代前面整个句子
e.g. He passed the exam, which made me happy.
He married Helen, which is natural. = As is natural, he married Helen.
which 指代整句时，不可以放在句首，必须用as 替代
(3) all / some of + which / whom to express a complete or partial quantity
3. finish the exercises on page 48 – 49 & part C1 on page 96
4. If possible, find out all the attributive clauses in the reading part.
Step two: question tags
1. function: asking for agreement or confirmation
2. different ways to form question tags:
(1) 肯定的陈述句 + 否定的附加疑问句
否定的陈述句 + 肯定的附加疑问句
(2) 当陈述部分的主语是everybody, everyone, someone, somebody, nobody, no one等指人的合成词时，附加问句的主语在正式语体中用he, 非正式语体用they。如果陈述部分的主语是everything, anything, something, nothing 等指物的合成词时，附加问句的主语只能是it。如果陈述部分的主语是one, 附加问句部分的主语正式用one, 非正式用you。
(3) 当陈述部分是there be 句型时，附加问句部分的主语也用there
(4) 陈述部分带有seldom, hardly, never, rarely, few, little, nowhere, nothing 等表示否定的词时，附加问句的动词用肯定式
(5) 附加问句一般与主句的主谓保持一致，但当陈述部分的主语是I suppose, I think, I believe, I suspect, I imagine, I guess (主语还可以是we) 等结构时，附加问句往往与that 从句中的主谓保持一致。
(6) 当陈述部分带有情态动词must 时，如表示“必须”，附加问句用must；如表示猜测，附加问句根据具体语境用适当的形式：
e.g. He must be very tired, isn’t he?
He must have finished the work, hasn’t he?
He must have been here last night, wasn’t he?
(7) 祈使句：
e.g. Don’t move the chair, will you?
Give me some paper, can you?
Let’s go shopping, shall we?
Let us have a look at your book, will you?
3. Since the students have learned how to form a question tag, ask them to finish the exercises on page 42, and part C2 on page 96 in workbook. If time is limited in class, it can be assigned as their homework.
Class 4: Welcome to the unit
Beauty is an eternal theme. In this section, some pictures describing people’s current situations and their opinions on looking good and feeling good are presented for students to think about and discuss. In this part, students are expected to express their own opinions by comparing the importance of beauty and health in order to practice their spoken English.
Step one: presentation
Ask students some questions: (unnecessary to answer immediately)
(1) Are you particular about your appearance?
(2) Do you think appearance plays an important part in your life? In your opinion, is a person’s ability judged by their appearance?
(3) Which do you think is more important, looking good or feeling good?
(4) Do you usually go to a gym to do sports or exercise?
(5) From your point of view, is doing sport regularly beneficial to your health and to your outlook on life?
Step two: procedures
1. Ask students to invent a situation that fits the pictures on page 41 following the example:
Jane is a high school student and she is extremely happy, because she has been admitted to the university she wanted to go to. Tonight her parents will hold a party to celebrate her success and achievements and all her friends and relatives are invited to share her happiness. But now she is at a loss about the clothes she is going to wear tonight. She is confident about everything except her weight. She is constantly worried about being too fat. Now she has spent at least half an hour selecting clothes without success.
2. After students have finished discussing the picture, the teacher can design the following questions for them to discuss:
Do you think looking good is as important as feeling good? If you do think the two aspects are of equal importance, can you tell me how a person can both look good and feel good?
(Hints: confident, healthy mentally and physically, exercise regularly, healthy diet)
3. Give students several minutes to talk about the three questions listed under the pictures. Teachers can organize students into pairs or small groups.
Class 5 – 8: reading
Goal:
(1) talking about different opinions about beauty and health in western countries
(2) discussing problems
(3) to be able to read three e-mails about health and beauty and a magazine article about healthy eating and exercising
Step one:
1. Teach the new words on page 65 (from P42-43). Add some more new words which are not listed in vocabulary.
2. Ask students to read the title, and encourage theme to predict, what might be talked about in the article.
3. The reading material consists of three letters written by two good friends. Ask students to read the three question in part A, then find out the answers when listening to the tape.
4. Ask students to find out what the title of the article “Dying to be thin…” means. (It has two meanings: a. Amy wanted to be thin very much. / b. Amy was going to die because she had taken some weight-loss pills.)
5. Ask students to read the three e-mails again and focus on part C1 and C2.
(1) ask students to find out the main idea of each e-mail. (part C2)
(2) finish the exercises of part C1
Step two:
1. If possible, introduce some opinions about beauty and health in western countries. Then explain the text sentence by sentence.
Acceptance, Respect and Love
Jorge Cruise reveals the first secret to weight loss success
by Jorge Cruise
Inner Change Equals Outer Change
My sister, Marta, tried and tried to stick to a weight-loss plan but didn"t succeed until she learned to accept and respect herself and her body and then aim for a realistic weight.
Countless numbers of clients have told me that the same held true for them. No matter how simple the weight-loss program, they couldn"t seem to find the motivation to stick with it until they first made a change deep inside, a change that affected their entire outlook on weight loss.
Anne Armstrong was one of those clients. She hated her body. When you hate something, how do you treat it? Think about it. Well, in Anne"s case, she ignored it. “My body and I didn"t get along,” she told me in retrospect. “I didn"t accept it. In fact, I hated the way it fit in clothes. I hated the way it looked. I hated the image that stared back at me every time I looked in the mirror. I hated it so much that I ignored it completely. I focused all of my attention on other things, mostly work.”
Anne worked such long hours that she never ate true meals. Her food life revolved around two food groups: the candy she ate at her desk and the fast food she ate during her commute. As a result, her weight became out of control. At her heaviest, she weighed 222 pounds.
When Anne came to me for help, I told her about the power of acceptance. I told her that she needed to stop hating her body and instead learn to treat it with love and respect. Once she learned this important secret to weight-loss success, she lost 32 pounds! And the weight is still coming off.
“The moment I unconditionally accepted my body, I began to feel free,” she said. “I began to treat my body with more honesty and respect. The moment I accepted my body for what it was, I felt a huge weight lift from my shoulders, and my life became mine and not a lie.”
Make Friends with Your Scale
Rather than seeing your bathroom scale as your nemesis, make it your best weight loss weapon.
by Lynn Snowden Picket
Intro
If you"re like me, you haven"t exactly been friends with your scale. Let"s face it: If a scale were a person, it would be that tactless co-worker who thinks being “honest” is more important than being polite. A scale is like the cop who gave you a ticket instead of a warning, or the math teacher who lowered your test score because you misspelled isosceles.
Personally, I don"t like scales because none of them say I weigh 124 pounds. There, I"ve said it: my secret magic number, the one that would make me happiest to see. I know you have one, too. Chances are, it"s not what your scale is saying, and that"s why you don"t like scales, either.
Ask women what they weigh, and they"re evasive--even when they are enviably thin. My friend Nora, who is both a gourmand and a weekend warrior, considers her weight “too personal” and won"t weigh herself at the gym if anyone--including me--is within 50 feet, because we might be able to see the number.
This same woman, mind you, cheerfully pays $60 for a Brazilian bikini wax every 2 months. Apparently, exposing one"s privates to a stranger so she can dab hot wax on them is nothing compared to the pain and humiliation involved if one"s weight is revealed to the guy stacking the fresh towels.
But I can see her point, which is probably why we"re friends. And also why, when I dare to weigh myself on the gym scale, I step off, then surreptitiously (and childishly) slide the weights down to 124 for the next woman to see.
As is the case with most dysfunctional relationships, I"ve gone from indifference toward my scale to love, and back again. Now that I"m past 40, we"re in the loathing stage, but I"m trying to make amends. To that end, I"ve decided to finally rid myself of the 10 extra pounds that are needlessly, rudely, wrongly packed around my hips and waist.
As it happens, science says I"m wise to buddy up to my scale: According to the National Weight Control Registry, which tracks dieters" ups and downs, the majority of people who successfully lose weight and keep it off for more than a year weigh themselves at least once a week, and 38 percent hit the scales daily. I want to be one of those people.
For more information, you can visit the following website:
www.womangt.com/weightloss/exercise-to-get-trim.htm
2. language points:
1. dying to do sth /dying for sth 渴望非常需要某物：
1) 不及物动词 vi. 消逝；结束
2) 及物动词 vt. 死
3) 相关的短语：
die away逐渐停止，逐渐消失
die down逐渐减弱，逐渐模糊
die off相继死去
die out逐渐消失；灭绝
die of 因[患]…而死 He died of cancer.
die from 由于…而死，因…致死 He died from a wound.
2. work n. 1.工作 2.职业 3.产品 4.著作 5.工厂
v. 1.工作 2.运转 3.起作用
(1) n.劳动；操作；作业；工作；职业;功课; 著作;作品
(2) (pl) （机器的）活动部;工厂 a gas works煤气厂
(3) v.起作用；操作：
(4) 相关的短语：
work out 算出（总数）运动; 带来好结果;有预期的结果
at work忙于劳动；在工作：
out of work没有工作的；未被雇用的
do its work发生效力, 起作用
It won"t work. [口]那不行, 那不起作用。
work at从事, 致力于, 钻研
3. stay vi.停留 link. v.持续不变；保持
辨析：remain / stay / leave
都指“继续停留”或“继续保持某种状态、关系或行动。”
remain 常可与stay 互换, 但它强调“继续停留于一处或保持原状态、情况性质而不改变”, 如: This place remains cool all summer. 这个地方整个夏天都凉爽。
stay强调“某人[物]继续留在原地而不离开”, 如: He stayed to see the end of the game. 他一直呆到比赛结束。
leave主要指把某物留在某处或留给某人。
4. try n.[C] 尝试;努力. 审理,审判[(+for)]
vt. 试图;努力[+to-v];尝试,试行[+v-ing];试验,试用[(+out)][+v-ing];试着推(或开)(门,窗等);
5. weight n. 1.重量，体重 2.砝码 3.负担 4.重要性
a great weight of care (sorrow,etc.) 心事重重；忧心忡忡
gain weight = put on weight 增加体重
lose weight 减少体重
6. shame n.羞愧，耻辱；可耻的人（或事物）
v. 使羞愧，玷辱
be ashamed of以为...是耻辱
feel ashamed for sb.替某人感到羞愧
be ashamed to do sth.以干...为耻
7. regret
动词进行时： regretting 过去式： regretted 过去分词： regretted
v./n. 遗憾，懊悔，抱歉
It is to be regretted that …..
使人遗憾的是...; 真可惜...
I regret to say/tell I cannot come.
I regret spending so much money on a car.
8. fail
vi.1.失败 2.不及格 3.失灵
vt.1.未能 2.使失望 3.未通过（考试等）
n. failure
fail to do没有(做某事); 疏忽; 忘记(做某事)
He failed to come. 他未能来。
9. worth
(1) adj.值…的；价值…的
(2) adj.值得……的。一般用于be (well) worth (doing)结构。
(3) n.“价值，财产”
比较
worth /worthy/worthwhile
都可以作形容词，作表语。
1） worth其后常接名词（代词），动名词和what从句，但不能接动词不定式。
Eg1.This book is worth reading.这本书值得一读。此句中的reading 是主动形式表达被动意义，这种结构中的动名词不可用被动形式。
2） worthy 其后不能直接接名词或动名词充当宾语，而必须加上of，且其后可直接接动词不定式或动名词，如果和句子的主语存在逻辑上的动宾关系，则不定式或动名词应用被动形式。
of sth.
即：be worthy of being done
to be done
3) worthwhile 常用于It’s worthwhile doing /to do. 值得做某事
10. amazed
adj. 大吃一惊的, 大为惊异的, 深为惊愕的 [对…]大为惊讶的,感到惊骇的[at]
adj. 深感惊讶的
adj. 深感惊讶的
amazing adj. 令人惊异的
amaze n.惊愕
11. as adv. 1.一样地，同样地 2.如同，例如
prep.作为，如同;以…为职业
conj. 像…一样；当…时；随着；因为；虽然; 被认为；作为
pron. 象…那样的人（或事物）；由…知道
Step three:
1. Since we have learned the letters carefully, ask students to finish the table:
Emotions of Amy Reasons for losing weight Results (successful / unsuccessful))
happyfrustratedhopeful Prepare for a new roleBeauty is important by taking pillsBe ashamed of her body Have lost 7 kgFeel tired and weakBecome slimmer
Reasons for frustration Reactions to illness
Liver failureBe in hospital Regret taking pillsRealize the importance of health
Reasons for hope Lessons Amy has learnt
Find an exact match for herLi Dong’s donation of more than half of his liver to save her life Don’t damage your health for a slim and attractive figure.Learn to be confident
Zhou Ling’s reply to Amy: be sorry to hear about her problem; feel happy at her recovery; a really touching story; shouldn’t be embarrassed about our weight.
2. Divert students’ attention to the reading strategy. Try to make stud3nts understand and distinguish the differences between however and but.
(1) Read through the reading strategy together with students. Ask them: “What can you anticipate in the following sentences or passage whenever you see the two words in an article?”
(2) Ask students to underline all the sentences which have the word but and however in the text.
3. Finish Part D1 & D2 on Page 44-45
4. Have students do Parts A1 & A2 on page 94 in workbook, so they can distinguish the different meanings between each of the words.
Step four: reading (part F) – speaking
Talk about healthy diets and healthy lives of teenagers.
1. Ask students to prepare some questions before class: (they can ask their classmates or relatives these questions and discuss with them)
(1) Are there any safety warnings or assurances printed on bottles of weight-loss pills?
(2) Has the producer marked clearly which ingredients are used in the pills?
(3) Do you think young people should go to a doctor before buying weight-loss pills?
(4) Are there any relatives of yours who are taking the weight-loss pills? Are these pills safe and effective?
(5) Do you think pictures of film stars and models cause young people to worry about their looks? Why or why not?
(6) What do you think is the best way to keep healthy (or to lose weight)? Why?
Some suggested measures to stay healthy:
l Don’t eat junk food. Try and eat a healthy diet.
l Don’t go to bed too late. Make sure you get sufficient sleep.
l Get regular exercise.
l Go to see the doctor if you are not feeling well.
l Don’t spend too much time using computers or watching TV, as it is bad for your eyes.
If you’d like to find more information, visit the following website:
www.prevention.com/cda/cda/0,,sl-999,00.html
2. Discuss the questions on Page 45 with the partner, and make up a dialogue
3. Show students some useful expressions:
That’s exactly what I was thinking.
That’s a good point.
That’s worth thinking about.
Well, it depends.
I’m afraid I don’t agree.
Why …?
As a result of …
It will cause …
If …, then …
It will lead to …
In my opinion, we should …
I don’t think it is necessary to …
If I were you, …
As far as I can see the best thing would be to …
Wouldn’t it be better if …?
4. Show students an example:
W: Do you think young people should go to a doctor before buying weight-loss pills?
M: Yes, because it would be safer if they listen to the doctor’s advice first.
W. Well, I don’t think so.
M: Why not?
W: Because many people are taking such kind pills, and it seems that these pills really help. Besides, doctors always say that it is better not to take pills unless you are too fat, and I feel well, so I don’t think it is necessary to go to the doctor to ask for advice.
5. If possible, the teacher can organize a debate discussing which is more important, feeling good or looking good.
Class 9: word power
There are many different ways to lose weight. The most important thing is that you have to burn more calories than you consume. Simply eating less is not always the best way to lose weight. A better way is to take regular exercise every day. Here, word power deals with words and expressions related to types of sports. Students are expected to not only expand related vocabulary but apply them practically.
1. Ask students to think about the following topics:
Are you interested in sports? What kind of sports are you particularly fond of?
Are there any school clubs in your school? Have you ever joined one of them? If not, are you planning to join one?
How many different kinds of sports can you name?
2. Introduce the new words about sports (by showing the pictures of the sports)
www.rateitall.com/t-822-types-of-sports.aspx
3. Ask students to talk to each other about their favourite sports and also give the reason why.
4. Ask students to focus on Part C and finish it individually first. If possible, the teacher can design the following questions to check students’ comprehension of the letter:
What kinds of suggestions does Zhou Ling give to Amy?
Zhou Ling gives specific advice to Amy about the exercises she can do after the operation. First, if Amy wants to get strong and have some fun with her friends, _____________. If Amy just wants to build her strength up by herself, Zhou Ling advises her to ____________. If Amy only wants to have some fun and exercise with some of her friends, she can try ____________.
5. Ask students to do Part D1 on page 97 in workbook.
6. Finish Part D on page 47. (the teacher can offer more kinds of sports)
Class 10 – 11: Task
This section consists of a series of activities which provide students opportunities to learn and practice their language skills of listening, reading, speaking and writing.
Step one: skills building 1
1. Ask students to read the two points on page 52 in order to let students know what is main idea and key words.
2. Ask students to read the letter on page 45. Underline the main idea and circle the key word. (The teacher can show students some examples, then students will know how to do it.)
Step two: step 1
1. Let students read the guidelines in Part A and know what information they are going to look for. They should look for the information about a gym membership that their friends can apply for. Have students read the two ads carefully, and underline the main idea and circle the key words.
2. Ask students to use the information they have found to complete the note in Part B on page 53. (The teacher should tell them that they cannot finish the whole part, and they will get more details after they listen to the tape.)
3. Let students do Part C by listening to the tape to finish the rest of the note sheet in Part B.
4. Have students read the guidelines in Part D. Let them work in pairs and discuss why Wu Tong should join Better Body Gym according to the note. Then ask them to write a letter to Wu Tong.
Step three: skill building 2
Here students will learn how to take notes while listening.
1. Ask students to read the guidelines and the three points on page 54, then show them more examples:
e.g. CMHS = Central Manchester High School
WHO = World Trade Organization
Nov = November
Sat = Saturday
2. Before doing the listening part, the teacher can show students several examples to practice. Have students listen to the tape and write down what they have heard using the skills they have just learned.
Step
牛津版新教材8AUnit1Friends3
8A Unit 3全部教案
Warm-up activities
1 Review some keywords and phrases such as ‘exercise’,’climb’,’keep fit’ and ‘enjoy’. Ask students to look at the pictures and read the conversation between Eddie and Hobo.
2 Try to elicit from students the funny aspects of the comic strip. Allow students to express their feelings.
Ask two more able students to role-play the conversation in front of the class.
Presentation
1 Divide the class into groups of three. Set strict time limit of 1-2 minutes. Each student in a group reads one of the postcards in Part A. Ask students to underline the names of places mentioned in the postcard and add the names of the city and the country.
2 Encourage each student to take turns to explain the postcard to the other students in the group. Then students match the pictures to the text on the postcards on their own. Check answers in class.
3 Ask students to do Part B on their own, and then check answers with their partners. Check answers in class. Elicit sentences from students such as The Opera House is in Sydney, Australia.
Language points
Exercise, climb the hill, need to do, keep fit, come on, enjoy ourselves, take sb. to swh. , what happened there, the famous Harbour Bridge, the Opera House, the River Seine, the White House,
Homework
1 Learn the language points by heart.
2 一课三练 P.25
3 Preview the Reading Part.
Revision
1 Review key vocabulary according to the general ability of the class.
Presentation (Reading A)
1 Show the pictures of the World Park in Beijing. Elicit the names of the places or building.
2 Explain to students the context of the letter. Ask Who’s writing the letter? Who’s Linda? Who’s she writing to?
3 Read the letter to the class while students follow in their books. Try to read with expression.
4 Divide the class into groups of three and allocate one part to each group. Ask them to find adj., verbs or phrases in the letter, which describe how Linda felt that day. They can either underline the words they do not know or write them on a piece of paper. Then go through the words students have underlined.
5 Ask students in each group to go through the three sections in Linda’s letter and discuss the different feelings expressed in it.
3 Ask students to write a schedule of the day out indicating places and movements only. Ask them to list the key words.
6 Check students’ understanding. Ask comprehension questions.
Presentation (Reading B)
1 Ask students to read the conversation on their own.
2 Ask students to replace the underlined phrase with the correct words. Encourage less able students to find the words in the letter on page 36&37.
3 Ask students to compare answers in pairs. Then ask two students to read out the conversation in class to check the correct answers.
4 Ask students to write the list of new words and definitions in their vocabulary record books.
5 Divide the class into pairs and ask them to read the conversation.
Presentation (Reading C)
1 Do Part C as a class competition.
2 Ask students to close their books . Then read the sentences at random one at a time. Write them on the Bb only one at a time. Make it clear that students raise their hands when they are ready to answer.
3 Ask students to correct the false sentences. Allow less able students to open their books and find the correct information.
4 Talk to students about a home page to focus their attention on Part C2. Then ask them to sequence the pictures on Daniel’s home page on their own.
5 Check answers as a whole class activity.
6 Ask students if there are any disagreements. Encourage them to explain why they have selected a certain sequence in order to identify reasons for mistakes.
Language points (Part A)
Invite sb. to do, at the beginning, get on a coach, be boring, on the highway, feel sick, most of the trip, arrive at, be made of metal, in front of, places of interest, from all over the world, the real ones in Egypt, an amazing day, join in, teach himself, a home page, for everyone to look at
Language points (Part B)
Travel from one place to another, movement of cars, the main road, come up from your stomach, the tall metal building, the old stone building
Language points (Part C)
It takes sb. time to do
Homework
1 Learn the language points by heart.
2 一课三练 P.26-27
3 Preview the Vocabulary Part.
Presentation （Vocabulary）
1 Part A is a recognition task asking students to identify the English names of popular places of interest in Beijing. Bring in photos of these places.
2 Explain the context of the tasks. Ask students to study the pictures and words.
2 Ask students to check answers with a partner. Then check the correct answers with the whole class by asking individual students to read out the sentences.
3 Part B is a problem-solving task and students need to use their existing knowledge of Beijing to do it. Bring in a map of Beijing.
4 Revise means of transport by asking students how they go to school or work.
5 Ask students to do the task in pairs. Then ask students in a pair to compare their answers with another pair. Then ask students to take turns to read the sentences aloud to check the correct answers.
Language points
The Monument to the People’s heroes, the red maple leaves, walk slowly around the big lake, feel the beauty of…, the names of the transport, more than an hour.
Homework
1 Learn the language points by heart.
2 一课三练 P.28
3 Preview the Grammar Part.
Presentation （Grammar Part A）
1 Elicit from students the context illustrated in the picture.Focus students’ attention on the trip and how the Class 1, Grade 8 students felt at the time. E.g., How was the trip? (boring, too long) Then ask them to form sentences with the keywords and write them on the Bb. E.g., The trip was boring. It was too long. Ask them to join the two ideas in one sentence.
2 Ask students to list other similar ideas about the journey using ‘and’.
3 Ask students to combine the two contrasting ideas--- of a boring trip on the coach and a wonderful day. Ask them when we use ‘and’ and ‘but’ to elicit the rulers.
4 Ask students to combine the two options.
5 Elicit a few sentences from students’ own experiences, focus on the sentences with the same subjects and verbs.
6 This is a deductive learning activity. Encourage students to work it out as a problem-solving task following a set sequence of deduction. Students should be able to work out the correct joining word and also which words to delete by applying rules on Page 41.
7 Elicit feedback from the class. Ask students to read out their new sentences. The others listen carefully and express agreement or disagreement. If there’s any disagreement, encourage students to explain their reasons to help them focus on the different details of the rule.
Presentation （Grammar Part B）
1 Read the sample sentences. Ask students to identify the verb and the ‘to’-infinitive in each sentences.
2 Elicit other verbs that are usually used with ‘to’-infinitive. Give them the extra examples listed on page 43.
3 Ask students to complete ‘Work out the rule!’ at the bottom of the page. For less able students, tell them to go through the example sentences and the explanations again.
4 Ask students to complete the conversation in pairs. They should make sense of the sentences before they select a verb. Remind less able students that they need to use ‘to’-infinitives in the conversation.
6 Ask students to read the conversation in pairs. Ask a pair of more able students to read out the conversation to the class.
Presentation （Grammar Part C）
1 Write down some sentences containing reflexive pronouns. You can use the following examples:
* I fell over and hurt myself.
* My baby sister can feed herself.
* My cat cleans itself every day.
* We found ourselves in the centre of the city.
2 Underline the reflexive pronouns in the sentences. Explain the use of reflexive pronouns. Tell them we use them when the subject and the object are the same person or thing.
3 Explain the difference between reflexive and personal pronouns by giving some examples.
4 Go through the table. Make sure students are able to distinguish between the singular and plural forms.
5 Write some more verbs, e.g., ‘teach’, ‘give’, ‘buy…for’,’ look after’,etc.
6 Ask students to complete ‘Work out the rule!’ at the bottom of the page.
7 Explain the context and tell students that they need to find out Linda and Simon’s secret. Ask students to read the cartoon story first without working out the correct reflexive pronouns. Check the understanding of the vocabulary.
8 Then ask students to go through the story again and work out the correct reflexive pronoun for each blank.
9 Ask more able students to read out the speech bubbles in sequence. The rest of the class should listen carefully and check their answers.
Language points
Decide to do, prepare to do, see the sunset, take some photos of it,climb the rocks, hide-and-seek, pull himself up, luckily, do not tell anybody about this, keep their secret to themselves
Homework
1 Learn the language points by heart.
2 一课三练 P.29-30
3 Preview the Integrated skills Part.
Presentation （Integrated skills A）
1 Talk to students about different school events. Elicit from students names of such events, e.g., a sports day, a funny day, a school fair, etc.
2 Set the context of organizing sports, music, drama or any other events involving competition.
3 Briefly review language required for a schedule using your students’ own experience. Use information based on the school. Write some details on the Bb.
4 Read the poster in pairs. Ask some questions to find out the main points, e.g. , What’s it about? Who is it about? What will happen? Where will it happen? When?
4 Ask students to look at Kitty’s notes and complete as much of the schedule as possible on their own. Encourage them to find the answers in the poster and underline them.
5 Play the recording for Part A2 and ask students to complete the rest of the notes on their own.Play the recording again so that Ss are able to check, confirm or change their initial responses.
6 Ask more able student to read the completed notes to the whole class to check answers .
7 Present Part 3 as a quiz reading the sentences one by one. Ask more able student to rewrite the false statements with the correct details.
Presentation （Integrated skills B）
1 Ask students to practice the conversation in pairs and then change roles.
2 Close the books and listen to me while I read the conversation. Ask students to repeat the sentences as they hear them.
3 Encourage Ss to memorize the sentences. Ask them to pretend they are talking on the phone.
4 Ask Ss to work in pairs and use the conversation as a model to make suggestions about visiting a place, express their opinions and make arrangements.
Language points
The final of…, take place, cheer for our team, with your support, we will win, half-time, presentation of cup and medals, per person, cost of the trip, over an hour, Shall we go to the Great Wall?, I’m afraid…, Why don’t we…?, play hide-and-seek
Homework
1 Learn the language points by heart.
2 一课三练 P.31
3 Preview the Study skills, Main task & Checkout Part.
Presentation （Study skills）
1 Make Ss aware of the difference between facts and opinions. Ask more able students what is a fact and what is opinion.
2 Ask students to read the leaflet about the World Park.
3 When they are comparing their answers, ask them to underline the words which express opinions and personal feelings.
Language points （Study skills）
467,000 square metres in area
Presentation （Main task）
1 Introduce the topic of planning a day out. Ask Ss to bring in brochures of local places which they would like to visit.
2 Elicit from Ss the need for accuracy in terms of times, dates, transport, places and types of activities.
3 Remind students the context of this section. Go through the plan in Part A and point out the information which Kitty and Daniel want to include in the invitation letter.
4 Tell Ss that the model plan prepares them for writing an invitation letter with their own information and details.
5 Ask students to go through kitty and Daniel’s letter quickly and complete it on their own.
6 Direct Ss’ attention to the different parts of the letter. Ask students to cover the prompts on the left. Ask them to match them with the corresponding parts in kitty and Daniel’s letter.
7 Ask students to write a rough draft using the plans they have prepared in Part B.
Language points （Main task）
Is coming to visit you, all the way to…,
Presentation （Checkout）
1 Revise the use of joining words, reflexive pronouns and verbs +to infinitives.
2 Ask students to read through the conversation and complete the sentences.
3 Check the correct answers with the whole class and tell them to write their scores in the paw.
4 Ask Ss to look at the pictures in Part B and explain the context. Ss then write the names of the places on their own.
Language points （Checkout）
Planned to go, pack my bag instead, play badly, shuttle bus, go climbing on rocks
Homework
1 Learn the language points by heart.
2 一课三练 P.32-34
3 Preview the Unit 4.
牛津版新教材8AUnit1Friends4
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。