牛津英语教案（精选8篇）

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篇1：牛津英语教案

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

tings

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

sion

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

ent “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

n “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。

ent “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。

n “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。

n “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) 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) day is it today?

2) 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

en 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 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。

篇2：牛津英语教案

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. Divide the class into groups of four. Students make some short plays

about saving water.

te 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。）

ribute 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

uct 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 ents 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:

ing-up

Let’s sing a song to relax.

ting

ents’ 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。

篇3：牛津小学英语教案

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》。

篇4：牛津小学英语教案

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。

篇5：小学牛津英语教案

一、教学内容

part a，b，c

二、教学目标

1．能熟练地听、说、读本单元所学单词、句型。

2．能初步将本单元句型运用到日常交际中。

3．能在教学活动中，感受到成功和快乐。

三、教学重点

1．能初步将本单元句型运用到交际中。

四、教学过程

step 1. greeting.

（日常问候语）

step 2. revision

1) free talk

师出示与本课内容相关的文具残缺图片若干，操练句型：

what’s this/that in english? 及其应答

2) 学习歌曲what is this in english?师示范后，学生跟唱。

3) 鼓励学生挑选喜欢的图片，小组创作新歌词，并集体演唱。

step 3. activity

1.i can draw a …跟着老师画文具类简笔画

en and point.

en and color.(师提供颜色，生自己涂色)

4.让学生将这些新文具摆放到合适的地方。建议：in the pencil box/desk/book; on the pencil box/desk/book等

5.师示范新对话,并让学生跟读。

如：

a: come here ,…

b：all right.

a: excuse me, what’s this on your book.

b: oh, it’s my tape.

look, it’s new.

it’s green and white.

it’s from my dad.

it’s on my book now.

6．学生以小组为单位，编新对话，并表演。

step 4. homework

1.将课上自己编的歌曲歌词以小报的形式展示出来。

2.口头向父母介绍自己的文具。

注意点：

1.活动课不能搭建花架子，所设计活动要紧紧围绕教学重点。

2.活动过程中要用语言，不仅用本单元，更要考虑到前面的知识联系。

活动资源要用足，用好。

篇6：小学牛津英语教案

一、教学内容

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？

ybook_______ 2. copybook_______ 3. knife_______

4. toy train_______ _______ ler_______

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。

2. 练习内容的设计不同考试，目的重在单元基础，不可以难、偏、怪。学生通过练习可以客观的了解知识的掌握情况，老师也可以为下面的教学找准目标。

篇7：关于牛津高中英语教案模块

教学准备

教学目标

1.知识目标： 1)Students should learn some useful words and phrases: musician, clap, passer-by, form, extra, earn, advertisement, 2 attractive, instrument, loosely, actor dream of, be honest with, play jokes on, or so, break up. 3)Students should understand the general idea of the passage 2.语言能力目标： 1)Develop the Ss’skills of skimming, scanning and careful reading. 2) Train the Ss to find the key words and the topic sentences. 3)Encourage the Ssto guess the new words according the reading. 3.情感态度与文化意识目标： 1)Encourage the Ss to share the different kinds of music. 2)Improve the cooperation and share among the students.

教学重难点

1、教学重点： understudend the passage better find the main idea of each paragraph 2、教学难点：er the reading ability lop the skills of reading

教学过程

教学设计

本节课共45分钟，具体教学步骤如下：

Step I Leading-in

播放一段小视频，内容为歌曲 If you are happy的英文版本，通过介绍演唱乐队twins引出本单元话题。随后，展示几张国内外流行乐队的图片，转入对本课阅读内容的探讨。

Step II While reading

Task I. Fast reading 快速大声阅读文章，完成练习1和2.

1. Read the passage and try to find out:

1) How many bands are mentioned in the passage? What are their names?

_________________________________________________________

2) Which band is “The Band That Wasn’t”?

_________________________________________________________

the passage quickly and match main ideas with paragraphs.

Para.1 How the Monkees formed the band?

Para.2 Dreaming of being famous.

Para.3 How the Monkees became popular and developed as a real band?

Para.4 The common way that bands form.

Task II. Careful reading 分段阅读。分别默读每一段，完成相应练习。

1. (Para.1) Read Para.1 carefully find out how do people form a band.

Step 1

To practice music ____________________.

Step 2

To play __________________________.

Step 3

To give performances ____________________________.

Step 6

To make records __________________.

2. (Para. 3&4) Put the following steps in the right order. 小组合作，比赛式进行。

A. Had to use actors

B. Broke up, then reunited

C. Produced their own records

D. Produced a new record

E. Relied on other musicians

F. Sang their own songs

G. To find four musicians

H. Advertised in a newspaper

I. Sang songs by others

J. Pretended to sing

The right order__________________________________3

篇8：关于牛津高中英语教案模块

Step I Lead in

Talk about scientist.

T: Hi, morning, class. Nice to see you on this special day, the day when you become a senior two grader. I am happy to be with you helping you with your English. Today we are to read about a certain scientist. But first let’s define the word “scientist”. What is a scientist?

A scientist is a person who works in science, trying to understand how the universe or other things work.

Scientists can work in different areas of science. Here are some examples: Those that study physics are physicists. Those that study chemistry are chemists. Those that study biology are biologists.

Step II

Ask the students to try the quiz and find out who knows the most.

T: There are some great scientific achievements that have changed the world. Can you name some of them? What kind of role do they play in the field of science? Do these achievements have anything in common? Match the inventions with their inventors below before you answer all these questions.

1. Archimedes, Ancient Greek (287-212 BC), a mathematician.

2. Charles Darwin, Britain (1808-1882). The name of the book is Origin of Species.

3. Thomas Newcomen, British (1663-1729), an inventor of steam engine.

4. Gregor Mendel, Czech, a botanist and geneticist.

5. Marie Curie, Polish and French, a chemist and physicist.

6. Thomas Edison, American, an inventor.

7. Leonardo da Vinci, Italian, an artist.

8. Sir Humphry Davy, British, an inventor and chemist.

9. Zhang Heng, ancient China, an inventor.

10. Stepper Hawking, British, a physicist.

II. Pre-reading

Step I

Get the students to discuss the questions on page 1 with their partners. Then ask the students to report their work. Encourage the students to express their different opinions.

1. What do you know about infectious diseases?

Infectious diseases can be spread to other people. They have an unknown cause and need public health care to solve them. People may be exposed to infectious disease, so may animals, such as bird flu，AIDS, SARS are infectious diseases. Infectious diseases are difficult to cure.

2. What do you know about cholera?

Cholera is the illness caused by a bacterium called Vibrio cholerae. It infects people’s intestines(肠), causing diarrhea and leg cramps (抽筋) most common cause of cholera is by someone eating food or drinking water that has been contaminated(污染) with the bacteria. Cholera can be mild(不严重的) or even without immediate symptoms(症状), but a severe case can lead to death without immediately treatment.

3. Do you know how to prove a new idea in scientific research?

Anybody might come out with a new idea. But how do we prove it in scientific research? There are seven stages in examining a new idea in scientific research. And they can be put in the following order. What order would you put the seven in? Just guess.

Find a problem→ Make up a question→ Think of a method→ Collect results→

Analyse the results→ Draw a conclusion→ Repeat if necessary