作为一位杰出的老师，时常需要编写教案，借助教案可以提高教学质量，收到预期的教学效果。那么你有了解过教案吗？

牛津英语教案 1

第一课时

教学目标：

（1）能听懂、会说、初步认读carrot，bean，tomato和potato这四个单词的单数和复数形式，发音正确。

（2）能听懂what are these？尝试用theyare …作出回答。

（3）初步学习歌曲at the market

教学重点难点：

（1）能听懂、会说、初步认读carrot，bean，tomato和potato这四个单词的单数和复数形式，发音正确。

（2）能听懂what are these？尝试用theyare …作出回答。

教具准备及辅助活动：

图片、挂图、录音机

教学过程：

a. free talk:

t：a door，clean the door，please！

（1）根据b部分图片，鼓励学生以这样的形式练习。

（2）鼓励学生以学习过的单词，如book、ruler等练习。

b、look and learn

1、播放b部分单词录音，请学生边指着图片，边听边跟读单词。

2、用简笔画画胡萝卜

t：t：what`sthis？

s：it`sacarrot.

引导学生用刚才所听的单词来回答，教学单词carrot.

3、再多画几个胡萝卜

t：what are these？

theyare carrots.

教学carrot的复数形式， 再领读what are these？theyare carrots.在朗读中让学生体会句子意思。

4、以相同方法教学a bean，a tomato，a potato

5、以“what`s missing？”游戏巩固单词。

6、将本部分做成listen and number的练习巩固。

c．sing a song

播放歌曲at the market，让学生听几遍，初步熟悉歌曲歌词和曲调。

d、practise

活动手册p19：

请学生朗读b部分单词，再以what`s this？it`s…what are these？/theyare …来说说每幅图片的内容，然后完成练习。

e、assign homework。

（1）听录音，读熟b部分单词。

（2）鼓励学生平时用所学的日常交际用语相互打招呼。

第二课时

教学目标：

（1）竜听懂what are these？并能根据实际情况用theyare …作出回答。

（2）能使用what are these？向他人询问和确认某些物，品语音语调准确。

（3）进一步学习歌曲at the market

教学重点难点：

（1）能听懂what are these？并能根据实际情况用theyare …作出回答。

（2）能使用what are these？向他人询问和确认某些物，品语音语调准确。

教具准备及辅助活动：

图片、挂图、录音机

l教学过程：

a. free talk:

1、用简笔画画胡萝卜

t：t：what`sthis？

s：it`sacarrot.

2、出示图片

t：what are these？

theyare carrots.

引导学生用carrots来回答，齐读这个句子，加深学生理解和印象。

3、以相同方式复习其它单词。

b、learn to say

1、话题引入

出示课文插图

t：look!it`s a market. today let`s go to the market.

（指着图中的篮子）look!what are these?

s:they are carrots.

2、学习对话

（1）播放录音，让学生熟悉句子

（2）听录音，让学生跟读对话。

（3）同桌分角色朗读、在熟练以后分角色表演。

3、操练和应用

（1）请学生替换课文句子中的蔬菜单词，运用b部分其他单词进行对话。

（2）教师和学生熟悉book—books、ruler—rulers等形式，鼓励学生再进行练习。

c．sing a song

1、播放at the market，让学生听几遍，再次熟悉歌曲歌词和曲调。

2、朗读歌曲歌词，理解歌词大意。

e、assign homework

（1）听录音，朗读a部分对话，尝试和家长进行角色对话。

（2）听录音，继续熟悉c部分歌曲。

（3）鼓励学有余力的学生学习其他的打招呼用语。

牛津英语教案 2

unit 5 review and check

课时： 本单元共3课时 本课为第1课时

一。教学目标及重难点。

1. 复习及巩固动词与副词的搭配。

2. 复习问句：does he/she…？yes, he /she does. no, he/she doesn’t.

二。教具准备：挂图，图片。

三。教学内容及过程。

step 1.revision

1. greetings

2. freetalk

1).do you have any hobbies?

2).do you like…？

3).does he/she…？

4).what does he/she usually do…？

3. answer quickly

the way: 当一个学生说出动词时，另一个学生快速的说出相应的副词。

step 2.look,read and write

1. show the pictures (1-4) and answer questions.

1).what does the girl/boy do?

2)do he/she…？

2. read the sentences and fill in the blank.

3. check the answers.

4. show the pictures (5-8) and answer questions.

1).does miss li like keeping goldfish?

2).does mr black like making model ships?

3).does mrs brown like cooking?

4).does mr green like collecting stamps?

step 3.look and write

1. show the pictures of part b.

2. talk about the pictures.

3. divide 8 groups and make dialogues

4. check out.

step 4.consolidation

assign homework: finish part a and b.

read it and recite it.

课题： unit 5 review and check

课时： 本单元共3课时 本课为第2课时

一．教学目标

1． 能熟练运用“打电话”及课程的日常用语

2． 能正确掌握like + doing的形式

二． 教学重难点

目标1，2

三． 教学用具

挂图，实物，图片

四． 教学过程

1.greetings

2.free talk

may i speak to…?

this is …speaking.

i am sorry to hear that.

see you soon..

sorry, wrong number.

step 2.look read and complete of part c

1. show the picture and describe the dialogue

2. make a dialogue in pairs

3. check out

4. play a game: make friends

the way:做两组卡片：一组是课程名称，另一组是代表该课程的图片。

请几位学生各抽一张，并找出与自己卡片上的名称/图片相符的图片/

名称，引导学生复习课程名称，如一位学生出示代表pe的科目图片，

另一位学生则说pe。

5. show the picture of part c2

6. make a dialogue in pairs

7. check out

step 3.consolidation

1. assign homework: finish part c

2. recite it

课题： unit 5 review and check

课时： 本单元共3课时 本课为第3课时

一． 教学目标

1． 通过复习，能熟练地掌握1-4单元所学的单词。

2． 能教熟练地在情景中运用1-4单元所学的句型和日常交际用语。

二． 教学重点

1． 能熟练地掌握1-4单元所学单词

2． 能综合运用1-4单元所学的句型和日常交际用语。

3． 能初步改编或扩充1-4单元所学的对话。

三． 教学难点

培养学生综合运用语言的能力。

四． 教学准备

挂图，图片

五．教学过程：

step1. revision

1. greetings

2. warming—up

3. free talk

1) do you have any hobbies?

2) what do you like?

i like…

3) what do you usually do?

4) what does he/she usually do?

he/she usually…

step 2.look and talk

1. game “do and guess”

the way: 根据动作猜词组 给名词快速说词组

2. show the picture of part d

1) 指导学生观察图片。

2)

3. according the model to make a new dialogue

4. check out

step 3.consolidation

assign homework: make a new dialogue and write it down.

《牛津英语》教案 3

教学案例（设计）

设计教师：珠海市海华小学 刘 波课题名称：Unit 5 FruitLet’s Learn (P24)单词教学

教材版本：小学一年级《Oxford English》(1A)

授课时间：40分钟

学生分析：

1、小学一年级的学生，大部分都是6、7岁的小孩子，好动、爱玩，好奇心和好胜心都很强，对一切新鲜事物都感兴趣，尤其是刚刚开始接触英语，学生的新奇感特别强，在英语课堂上也表现得特别积极。

2、学生已经学过了一些基本的用语，如“This is a/an…”、“That’s a…”等，以及“smell, taste, touch”等一些口语。

3、学生已经掌握了一些基本的学习方法，能听懂一些课堂指令，能就一些简单的问题进行口语问答等。

教材分析：

1、本节课是Unit 5的第三课时，本教学设计适应小学英语一年级起点的学生。

2、学生在本课时前，已经学过了“Smell the peach. /Touch the melon. /Open your mouth. / Wave your hand. /Raise your arms.”等指令，正好可以运用于本节课堂教学中。

3、本节课的教学设计是以学生的日常生活为题材，包括了“apple, orange, pear, melon, lemon, peach”等学生喜闻乐见、易于接受的课题，遵循思想性、趣味性、灵活开放性等原则，采用探究式、发现式的学习方法，促使学生拓展视野，培养学生的创新精神和实践能力。

4、学生对水果等的教学比较感兴趣，对这些常见的水果等易于接受，学生学过了这些单词后，能在日常生活中正确运用，真正做到学以致用。

教学目标：

1.Listening: Listen and identify the key words.

2.Speaking: Pronounce the words properly.

3. Communicating: Use nouns to identify objects.

教学重点、难点：

1.Master the pronunciation of the new words.

2.Use the patterns to solute the tasks.

3.Use the fruit words in daily life.

教学策略、方法：

1、任务驱动型教学

小学英语新课程标准要求，合理地设计教案，在课堂上有计划地组织任务型的教学活动， 让他们有目的地进行学习活动，能调动学生的积极性， 提高学生的学习兴趣。

2、TPR教学

TPR教学充分利用了小学生活泼好动的特点，带有游戏的性质，可以减少学生的学习负担，培养他们愉快的学习情绪，提高学习效率，在激发学生学习英语的兴趣方面也有一定的作用，

教学准备：

1.教师准备：

cassette player, cassette, some fruits, word and picture cards.

2.学生准备：

real fruits, colour pens, some paper, pencils.

设计思路：

本教案设计符合小学生的生理和心理特点，遵循语言学习的规律，力求满足不同类型和不同层次学生的需求，使每个学生的身心都能得到健康的发展。在教案设计中，教师依据教学内容和教学目标，创造性地设计贴近学生实际的“任务型”教学活动，利用TPR进行教学，吸引和组织学生积极参与。学生通过思考、交流、合作等方式，学习和使用英语，完成教学任务。“任务型”教学活动设计如下：

1.Taste, touch, smell the fruit and guess the words(尝水果，猜单词)；

2.Listen and draw(听读，画画);

3.Listen and tick out the correct cards and pictures(听读单词，找出正确的单词和图片);

4.Re-arrange the word and pictures in random order(把打乱顺序的单词和图片重新排好);

5.Cover or hide the fruits and say out the words(说出缺少了的单词);

6.Listen and do some actions(听命令，做动作);

7.Show and put up their drawings(成果展示：张贴学生的绘画作品，数五星，宣布比赛结果).

教学过程：(Procedures):

Pre-task preparation:

1. Sing some songs and do some actions.（利用歌曲， 并配上动作，活跃课堂气氛，调动学生的学习积极性，同时复习以前学过的知识。）

a)Good Morning.

b)Read, draw, sing.

c)Eye and ear.

2. Play games:（利用游戏等引出新的教学内容）

1) Simon Says. (Listen and act)

Smell the peach. /Raise your apple. /Touch the melon.

Open your mouth. /Close your eyes. /Show me your book.

Wave your hand. /Touch your arms.

2) Touch and guess: Feel the fruit and say out the words.

3. Introduce the fruit:

This is a/an… That’s a/an…

4. Today we’ll learn “Let’s learn” in Unit 5 (Fruit).

While-task procedure

1.Show the real objects and teach the new words of fruit.(运用实物、图片等，配上动作，教学本课的新单词，。)

1)(Put up an apple.) What’s this? ---- It’s an apple. This is an apple.

Apple, apple,苹果，苹果apple香又香。

2)(Taste the melon.) What’s that? ---That’s a melon.

Melon, melon是瓜果，瓜果melon甜又香。

3)(Touch the orange.) This is an orange.

Orange, orange是桔子，桔子orange甜又酸。

4)(ask someone to smell a pear)What’s this? Do you know?

Pear, pear是梨儿，梨儿pear甜又甜。

5)(show them a lemon and introduce) This is a lemon.Lemon, lemon是柠檬，柠檬lemon酸又酸。

6）（Point to a peach）That’s a peach.

Peach, peach是桃子，桃子peach大又鲜。

2. Stick on the word and picture cards on the board, and then read the words for several times.

3. Point to the cards, repeat the words in chorus, then in groups.

4. Read one by one.

5. Listen to the tape, follow it and point to each picture as it is being read out.

6.Re-arrange the word and picture cards in random order.

Post-task Activities

1.Play games(Divide the whole class into groups and have a competition):（分组进行游戏、竞赛等，复习和巩固这节课上学过的知识。同时加入竞争机制，增加教学的趣味性，提高学生的竞争意识。）

1)Say some words,ask someone to pick out the correct words and put it on the board.

2) Say the words and point them out.

3) What fruit do you like? (Ask some pupils to answer and pick them out.)

4) Teacher hides some words and the pupils guess the words.

5) Which group is the quickest?

Divide the whole class into six groups. Each group has the name of a fruit. When I say a fruit’s name, the whole group has to stand up and do the actions.

Apple, apple, show me your book. Pear, pear, touch your arms.

Melon, melon, wave your hand. Lemon, lemon, raise your hand.

Peach, peach, close your eyes. Orange, orange, open your book.

2. Read the rhyme:（利用朗朗上口的rhyme巩固新知，提高学生的学习兴趣。）

Apple,apple苹果，苹果apple圆又圆，

Orange,orange桔子，桔子orange甜又酸，

Pear,pear梨儿，梨儿pear甜又甜，

Peach,peach桃子，桃子peach大又鲜，

Lemon, lemon是柠檬，柠檬lemon酸又酸。

Melon, melon是瓜果，瓜果melon甜又香。

3. Listen and draw the fruit. Then show me your drawings and stick some better pictures on the blackboard.(利用小学生爱画画的特点，锻炼和提高学生的听力和绘画能力，同时展示一些优秀的作品，使学生有成就感。)

4. Count the stars to see which group is winner.(实施评价，展示结果，及时对教学情况进行反馈，让学生树立自信，培养合作精神。)

Homework:

1. Write down the words under your drawings.

2. Say out the fruit words in English when you see some fruit.

Blackboard Design(板书)：

Unit 5 Fruit

Let’s Learn

apple orange melon

pear lemon peach

课后反思：

1、在本节课上，我大量地运用实物、图片、卡片等，努力创造平等、和谐、真实的语言环境，鼓励学生合作学习、大胆地使用英语，发展他们用英语解决问题的能力。

2、在教学中，我采取小组竞赛的形式，加入竞争和评价机制，利用五星、红花等提高了学生的兴趣，对他们的点滴成绩及时地进行表扬、奖励，对他们学习中的失误采取宽容的态度，努力为他们提供自主学习和相互交流，以及充分表现自我的机会。学生兴趣盎然，在轻松、愉快的学习环境中学会了用英语进行交际，成功地完成了本节课的学习任务，达到了教学目的。

牛津英语教案 4

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

1.greetings

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

2.revision

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

3.present “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

1.learn “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。

2.present “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。

3.learn “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。

《牛津英语》教案 5

lesson plan

school: no1. primary school, huangpu district

name: ni hongxing

book: oxford english (shanghai edition)2b unit 1

topic: farm animals

aims: 1. structures: what do you hear? i hear?

2. words: sheep, pig

3. function: asking ?wh-? questions to find out specific information

language focus: using present tense to express the thing people hear

aids: computer, pictures

procedurescontentsmethodspurposeⅰ.pre-taskpreparation1. warming-up( a picture)t: ask pupils to say a rhyme.ps: say the rhyme.通过儿歌帮助学生回忆所学内容，为以后的学习做准备。2. questions and answers:what do you see? ( a picture)t: ask pupils to tell what they see in the picture and try to describe it.pn: answer.ⅱ.while-task procedurecontent 1:i hear?o:p>1. introduction:(computer)t: introduce the new sentence to pupils.通过媒体，让学生先听声音，后出示画面，使学生立即理解所学语言的含义。运用生动的画面调动学生学习的积极性。2. imitation:i hear?o:p>1)t: ask pupils to follow. t-ps2)t: ask pupils to change their voices and say the sentence.3. substitution:(computer)t: let pupils listen and say the sentences.ps: say the sentences.4. guessing game:how many 卍o you hear?t: ask several pupils to act as different animals and make sounds. let one pupil listen and guess how many animals he/she hears.pa-ps1.让学生通过听音猜出动物的数量这一游戏，操练i hear?的复数表达方式，有趣的游戏，能提高学生的兴趣。2.利用情景进行教学。丰富的背景声音，让学生体验农场的热闹氛围，而随着答案的揭示，各种动物出现在画面上，让学生仿佛置身于农场之中。5. conclusion:the usage of the new sentence.(computer)t: let pupils listen and answer what they hear on the farm.pncontent 2:sheep1. introduction:(computer)t: introduce the new word to pupils.通过儿歌即操练所学单词，又帮助学生掌握sheep这个单词特殊的复数形式。2. imitation: sheep1)t: ask pupils to follow. t-ps2)t: ask pupils to act as sheep and say.3. saying a rhyme:(computer)t: ask pupils say the rhyme after the teacher.ps: follow the teacher.4. guessing game: where is the sheep?(computer)t: let pupils listen and guess where the sheep is.pn: answer.content 3:pig1. introduction:(computer)t: introduce the new word to pupils.让学生通过听猪儿的不同的声音，猜猜它们在干什么。激发他们的想象能力，提高他们的语言表达。2. imitation: pig1)t: ask pupils to follow. t-ps2)t: ask pupils to act as pigs and say.3. guessing game:(computer)t: ask pupils to listen to the different sounds and let them discuss in groups what the pig is doing.pn: answer.content 4:what do you hear?1.introduction:t: introduce the new sentence to pupils.让学生通过自由的交流，巩固所学语言，提高操练的效益。2. imitation:what do you hear?1) t: ask pupils to follow. t-ps2)t : ask pupils to change their voices and say the sentence.3. saying a rhyme:1)t: ask pupils to say the rhyme after the teacher.ps: follow the teacher.2)t: ask pupils to work in groups and make new rhymes.pg: say rhymes.4. activity: what do you hear?t: ask pupils to walk around the classroom , make different animals sounds and ask their classmates what they hear.ⅲ. post-task activitymaking dialogues:t: ask pupils to make a short dialogue in pairs.pa-pb充分培养学生语言的重组能力，使新旧语言得到融会贯通。以学生为本，对于不同学习能力的学生提出不同的要求。ⅳ.assignment1. copy the words.2. let them say what they hear on the way home.让学生通过书面进一步巩固语言。

教案设计说明：

这堂课的教学内容比上一堂课多了一个单词。这是因为学生在学会了what do you see? i see?这组句子的基础上再学习 what do you hear? i hear?时已无太大的困难，所以安排了比前一堂课较多的学习内容。

在设计这篇教案时，我创设了丰富的情景，让学生在有声有色的环境中学习目标语言。在教学单词 ?句型？what do you hear? i hear厰时，我通过多媒体创设了农场热闹的情景，到处是动物，到处充满了动物的叫声。喧嚣的景象，让学生仿佛置身于现实。使语言的学习变得更为自然。

在操练语言时，我通过儿歌、谜语结合小组，两两及全班的活动形式，以求扩大学生的操练范围和练习密度。其中，让学生通过听小猪的不同的叫声，让他们发挥想象力，猜猜小猪们在干什么。极大调动了学生的学习热情。而当小猪可爱的画面出现在屏幕上时，他们更是兴奋不已。

在最后的巩固操练中，我创设情景，给学生自由组合的权力，让他们施展各自的能力，结合旧知进行综合操练。对于不同学习能力的学生，我提出了不同的要求，以学生发展为本，让每位学生都得到不同程度的提高。

2b unit1 period 4（上海版牛津英语教案） 来自第一范文网。

牛津英语教案 6

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

2.listen and point.

3.listen 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。

牛津英语教案 7

一、教学内容

part a，b，c，e2，e3

二、教学目标

1．学会唱字母歌。

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

3．能将本单元句型熟练地运用到日常交际中。

4．能在教学活动中，感受到成功和快乐，增加学习英语的兴趣和自信。

三、教学重点

1．能将本单元句型熟练运用到交际中。

四、教学过程

step 1. greeting.

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

step 2. revision

1) have a dictation

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

2)小组竞赛，说出文具类词语。

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

规则：

1. 四人小组进行游戏。

2．摸物品，每人2次机会，答对的同学可以将物品放在自己的位置上。

3．最后物品最多的同学即是赢家。

4．若有同学用中文，失去一次猜谜机会。

step 3. consolidation and practice

1. t: you did a good job. i’d like to buy a toy for my nephew. would you like to go with me? guess, what can you see in the toy shop?

复习动物类，交通工具类，家具类词汇。

2. 情境一，示范对话，并让学生跟读。

a: hello, … how are you?

b: fine, thank you. and you?

a: i’m fine , too. let’s go to the toy shop by bus.

b: ok, let’s go.

a: here we are.

b: look, what’s that on the door?

a: it’s a …

b: oh, i see. come here, … what’s this on the desk?

a: it’s a …

b: how nice!

a: a …, please.

c: ok, here you are.

…

3. 小组合作，看图编对话。

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

示范：（根据本班实际情况，选择是否继续示范）

a: hi, my name is … what’s your name?

b: my name is …i’m an english … i’m from …

nice to meet you.

a: nice to meet you, too. excuse me, what’s this in english?

b: it’s a packet of chips. what’s this in chinese?

a: han bao.

b: oh, i see. thank you.

5. 同桌模仿例子，编新对话。（师将提供的食品图片贴在黑板上）

step 4. homework

1. 跟磁带，大声朗读本单元课文五遍。

2. 提供图片及句子，请学生给句子排序，变成对话。

注意点：

1. 要在充分复习后，给学生创设表达的机会。

2. 情境创设要简洁，大情境中设置若干个小情境。

3. 运用前有示范。若学生情况好，可以逐渐放手。

《牛津小学英语》教案 8

一、教材简解

本单元是前五个单元的复习单元，着重归纳了这五个单元的主要语言项目。教师尽可能地通过多种形式的复习，帮助学生巩固已学的单词及日常交际用语。教师可根据学生的年龄特点及学习的实际状况，采用多种活动形式，调动学生的学习积极性。

这五个单元的日常交际用语主要是围绕打招呼，问候，介绍以及请求和命令这几个功能项目展开，教师在复习过程中一定要注意语言与情景结合。

这一课时主要是围绕人物，颜色，动物，水果单词展开，在复习过程中，教师要根据学生的实际情况，处理好重点复习巩固内容。

二、目标预设

1.通过复习，学生掌握所学人物，颜色，动物，水果单词，并能熟练区分运用。

2.对于读音容易混淆的单词，重复其读音，使学生能正确的诵读，从而辨别单词。

3.培养学生听辨词组的能力。

4.通过复习，学生能熟练地把所学交际用语应用到日常生活中去，能在情境中恰当、得体地运用以上交际用语，与人打招呼、进行问候和介绍。

三、教学重、难点：

1.对于读音容易混淆的单词，重复其读音，使学生能正确的诵读，从而辨别单词。

2.培养学生听辨词组的能力。

3.通过复习，学生能熟练地把所学交际用语应用到日常生活中去，能在情境中恰当、得体地运用以上交际用语，与人打招呼、进行问候和介绍。

四、设计理念：

1.面向全体学生，突出学生主体。教学要面向全体学生，关注每个学生，激发他们学习英语的兴趣，鼓励学生大胆使用英语，通过体验、实践、讨论、合作、探究等方式，发展听、说、读的综合语言技能，做到学与用的结合。

2.采用多种教学方式，使单词和句式的操练富有意义，并激发学生的学习兴趣。

3.采用活动途径，倡导任务型的教学途径，培养学生综合语言运用能力。

4.能使已会的学生学到一些学习英语的方法，使学得不牢固的学生进行巩固。

五、设计思路：

本节课的教学内容是复习人物，颜色，动物，水果类单词，在此过程中，对已学的打招呼、介绍进行复习巩固，并通过歌曲、儿歌等方式吸引学生的兴趣，使他们在复习的同时感受收获的喜悦。我没有按照单元的顺序，而是把所学人物，颜色，动物，水果类单词进行了综合，从人物引到颜色，从颜色引到水果，从水果到动物，衔接自然，在复习的同时，教给了学生新知识。另外，我没有做书上的练习，而是请学生回家完成，这是因为我复习之前了解了学生情况，第六单元题目比较简单，有部分学生已经完成。

六、 教具准备：

课件 实物 图片 录音机 磁带 等

七、教学过程：

step 1. greetings

1. t: good morning , boys and girls.

s: good morning.

t: how are you?

s: fine. thank you. and you?

t: i’m fine, too. thank you.

2.sing a song 《how are you? 》

step 2.revision

1.(打开课件)出示人物，学生开火车朗读。

1)t：read their names.

s:liu tao ,wang bing ……

2) sing a song 《hi, nancy!》

3)(课件显示nancy’s family)t:look,this is nancy’s family.

the man is nancy’s

s: father .

t: we can say :

s: mr black .

read : father mr black

the same way : mother mrs black

brother david black

sister nancy black

4) act 扮演david或nancy介绍自己和自己的家人　：

good morning , .

i’m .

this is my …

nice to meet you . nice to meet you ,too.

5) sing a song 《hello! 》

6) (课件显示helen’s family)介绍helen’s family .

mr brown mrs brown

2.教师去掉mr brown　，mr black , mr green前的mr，并把b和g大写换成小写。

t：what’s this ?

s: black brown green

t: what do they mean ?

s: 黑色　棕色 绿色

t:they’re colours . anything else ?

s: red white …

read colours .

3. 1)t: listen to me :an orange orange

what does it mean ?

s: 一个橙色的桔子

讲解两个orange　的意思。

2)t: an orange 一个桔子，还有哪些水果？

s: an apple , a banana …

3) t: look and say : 一个红苹果　　　一根黄香蕉　　　一个橙色的菠萝

一个黄梨子　　　一个绿西瓜　　　一个黄芒果

4) say a rhyme 《they are all very good 》

4.1)t: this is a monkey .we can say :

s: nice to meet you ,mr monkey.

t: mr monkey says : i’d like some .

s: peaches

the same way : elephant --- bananas

2)复习动物类单词。

3)say a chant .

4)说一说短语：eg : a brown elephant …

5.用this is …介绍水果和动物。

step 3.drill

(投影仪显示)学生在练习纸上完成。

1. 听和选择：

this is mike’s family .the man is mike’s father , mr brown .he likes bananas. the woman is mike’s mother , mrs brown . she likes apples and watermelons . this girl is mike’s sister, helen . she likes oranges and peaches . mike likes pineapples . they are a happy family .

mr brown ( ) mrs brown ( )

helen ( ) mike ( )

a. apples b. oranges c. bananas d. pears

e. peaches f.mangoes g. watermelons h. pineapples

2.选出与其他三个不同类的一项

a b 　c 　d

（ ）1. a peach a banana hello a pear

（ ）2. a monkey a sofa a bed a table

（ ）3. a rubber a ruler a pen miss liu

（ ）4. miss li brown red blue

（ ）5. blue an orange an apple a mango

（ ）6. a panda a zebra a tiger white

3.从ⅱ栏中找出ⅰ栏的答句。

ⅰ ⅱ

（ ）1.what colour is it? a.all right.

（ ）2.nice to meet you. b.not bad,thank you.

（ ）3.go to school. c.see you.

（ ）4.good night. d.i’m yang ling.

（ ）5.how are you? e.good afternoon.

（ ）6.see you. f.no.

（ ）7.what’s your name? g.hello,liu tao.

（ ）8.hello,david. h.nice to meet you ,too.

（ ）9.an elephant? i.good night.

（ ） afternoon. j.red.

4.　选择适合的汉语意思。

（　　）1、this is my mother . a.一只黑白相间的斑马

（　　）2、not bad , thank you . b. 早上好！

（　　）3、a black and white zebra c. 这是我的妈妈。

（　　）4、good morning . d.不错，谢谢你

（　　）5、nice to meet you , too. e.见到你也很高兴。

集体校对并且订正错误。

step 4.summary

师生总结所学内容，找出易错的地方进行巩固。

step 5.homework

1. 复习unit 1 - unit 3 .

2. 向家人用this is….句型介绍书中人物、水果和动物。

3. 完成中的unit 6 a，b 两个部分。

《牛津小学英语》教案 9

一、教材分析：

《牛津小学英语》3a教材按“话题---功能---结构---任务”相结合的原则编写，内容贴近小学生的生活和学习实际。倡导教者从视听说入手，通过听、说、读、写、演、唱、画等丰富的语言实践活动，帮助学生获得良好的语音基础、初步的语感和用英语进行简单日常交流的能力。并培养学生的学习兴趣、学习自信心和良好的学习习惯，形成有效的学习方法和自主学习能力等。

根据英语课程标准，对教材进行灵活处理，本节课把unit 2.part b、d两部分组合成一个课时的教学内容，主要学习red、yellow、blue等八种基本颜色的单词，并运用句型what color is it? it’s…进行简单描述，让学生能将所学的语言知识与生活实际联系起来，真正运用到今后的生活和学习中去。

二、学生分析：

三年级的学生大都天真活泼，有强烈的求知欲。他们初学英语，对英语课有浓厚的兴趣和向往，在课堂上表现积极大胆、乐于实践，而且善于模仿，因此教师要把握好这一契机，通过组织丰富多样的教学活动来让学生充分体验语言实践的成功喜悦和信心，从而优化教学效果。但是，他们大都好动贪玩，有意注意时间还比较短，因此在课堂上教师也要注重运用激励和引导，把握好教学活动秩序的“松弛度”。

三、教学目标：

1、语言知识目标： 能听说、认读八种颜色的单词red,yellow,blue, green, orange,brown,black,white 。

2、语言技能目标： 能用句型what color is it? it’s…进行简单的物体颜色描述并能真正运用到生活中。

3、意识和情感目标： 培养学生的审美情趣和创新精神；让学生在活动中体验互帮互助的乐趣，培养学生的合作能力。

4、学习策略：从学生的学习和生活实际入手，融语言于情景之中，鼓励亲身实践；利用学生的信息差，通过同学间的合作，使学生在活动中手、脑、口、眼并用，加深学生对语言知识的记忆和运用。

四、教学策略：

1、教学方法：情境教学法、活动教学法和任务型教学。

2、教学手段：flash课件，录音机、单词卡片，八种颜色的卡纸，服装卡片，调好各种颜色的水数杯，大烧杯两个，小书签（作奖品用）。

五、教学过程：

i. warming-up

1、听录音唱英文歌曲《hello！》。

2、free talk

t: good morning s1: good morning，mr xie.

t: what’s your name? s1:my name is…

t: nice to meet you. s1: nice to meet you ,too.

【 通过师生唱英文歌曲和简单的问候，创设浓厚的英语氛围，并自然复习了之前所学的交际用语。】

ii.presentation

1、通过课件的动画显示，整体呈现新授内容，并用八种颜色的卡通小朋友来逐个呈现新授单词：

红色的卡通小朋友从集中的画面跳出： hello,i am red. red，red，red，i am red.→教师出示带颜色的单词卡片→反复领读单词。

2、让学生和八个颜色卡通逐个交朋友，动画显示：hello,i am red. nice to see you.引导学生说：hello! nice to see you, red .

（同样的方式呈现另外七个单词）

【 利用flash动画生动呈现语言知识，让学生获得感性认识，同时自然的结合了新旧知识。】

3、出示八种颜色的卡纸，逐个领读数遍（t：red, it’s red .），然后顺势呈现句型：

t：what color is it?

ss：red.

t：yes. it’s red.

（同样的方法用另外七张卡纸呈现，然后板书句型what color is it? it’s…）

4、以开火车或分组比赛的形式，用八种颜色的卡纸反复进行问答练习，初步识记所呈现的单词和句型。

【 将单词与句型的教学相结合，词不离句，即学即用。】

5、做实验，猜颜色。

教师出示一杯用颜料调好红颜色的水，

t: what color is it? ss: it’s red.

再出示一杯用颜料调好黄颜色的水，

t: what color is it? ss: it’s yellow.

将两种水进行适量的混合（教师像魔术师一样夸张神秘的动作)，

t: what color is it? ss: it’s orange.

( 同样的方法进行黄与蓝、红与黄等调色的尝试 )

【 让学生结合美术常识仔细观察教师实验后回答问题，既为学生创设了感知和操练语言知识的情景，又培养了学生的观察力和注意力，学生的兴趣十分浓厚，教学效果不言而喻。】

6、看课本并跟录音朗读，检验和纠正学生的发音。

iii. practice and consolidation

1、快速竟猜游戏：屏幕高速闪动一动物的画面，让学生用英语猜一猜每个动物的颜色，对猜对的学生给予奖励。

【 竟猜游戏是孩子喜闻乐见的活动，活动时学生的注意力高度集中，充分调动了学生的积极性，将知识机械操练情趣化。】

2、小小设计师：小组同学齐动手，把不同的服装卡片（课前给每小组发四张）涂上自己喜欢的颜色，然后小组间相互展示或上台介绍（要求用句型it’s red/blue…）

【 动手操作与语言实践相结合，让学生学会欣赏颜色与美，同时体现英语教材与跨学科知识的整合。】

3、看屏幕说歌谣：把本课所学的句型和八个单词套上儿歌《两只老虎》的旋律，用问答的形式分组或分男女角色进行说唱。

【 让学生在宽松、有趣的氛围中巩固本课所学的内容，虽然课临近结束，但学生的兴趣犹存。】

ⅳ.homework

1、教教自己的父母或兄弟姐妹所学的颜色单词，将身边事物的颜色说给他们听。

2、制作一幅简单的粘贴画，在画的不同部分标上颜色单词，下节课向同学展示。

【 作业应突出操作性、实践性和兴趣性；将作业延伸到生活、家庭，有利于促进家庭英语学习环境的形成。】

六、板书设计：

unit 2

red 卡片 yellow 卡片

blue卡片 green 卡片 what color is it?

orange卡片 blown 卡片 it’s…

black卡片 white 卡片

《牛津小学英语》3a unit 2 .part b、d教学设计来自第一范文网。

《牛津英语》教案 10

lesson plan

school: penglai no.2 primary school

name: zhang yingying

book: oxford english (shanghai edition)2b unit 1

topic: farm animal

aims: 1. structures: draw the duck on the ground.

2.words: duck, chick

3. function: using "draw ?on the ?.

language focus: using imperatives to give simple instructions.

aids: computer, radio, pictures

procedurescontentsmethodspurposei. pre-taskpreparation1. warming-upps: say a chant about animals.1. 通过学生喜爱的节奏小诗，调动学生学习的积极性，并对多种动物进行复习。2.让学生通过记忆来描述他们所看到的动物， 以起到巩固复习作用，同时，也能起到培养学生的观察能力的作用。2. questions and answerswhat do you see?(computer)t: show some animals and ask students to remember what they see.pn: i see a cow. (etc.)3. quick responset: put the animals on the paper.pn: draw the ?on the paper.ii. while-task procedurecontent 1: ground1. introduction:t: put the cat on the ground. draw the cat on the ground.1. 学生通过机械的朗读及拼读，对所学单词基本掌握。2. 通过ground 与playground的区别及联系，以拓展学生的知识面。2. imitation: ground playground1) t: ask pupils to follow.t-ps1) t: spell the word.pa-pb-pn3. activity: making sentences.t: ask pupils to say what they can do on the ground?pa-pb-pn4. rhyme:draw, draw, draw on the ground. play, play, play on the ground. clean, clean, clean the ground, we are on the ground.(from the previous exercise)t: say a rhyme about what we can do on the ground.ps-pa-pbt: make a new rhyme like the first one.pg:the pupils make a new rhyme in groups .pn: say the rhymes. 在能熟练运用句型的基础上，让学生拓展思维，考虑在地面上还能做些什么，并以此编成小诗，以加深学生的记忆。content 2: duck1. introduction:(radio)t: let the pupils listen to the sound. what抯 it?2. imitation: duck1) t: ask pupils to follow. t-ps2) t: change their voices to mime the sound of ducks.pn: duck, duck, quack, quack.3) t: spell the word. pa-pb-pn学生通过机械性的朗读及拼读，对所学单词基本掌握。3. activity: show the growth of the duck. (computer)t: draw the egg.ps: draw the egg and say about it.t: draw the duckling.ps: draw the duckling and say about it.ps: the pupils work in pairs to say the growth of the duck and draw them.让学生初步认识鸭子的成长，将自然课的知识与英语课结合起来，来拓展学生的知识面，并对句型进行进一步的巩固。content 3: chick1. introduction:(computer)t: show the body of the animal. is it a duck?利用多媒体，让学生猜猜是什么动物，增加教学的趣味性。2. imitation: chick1) t: ask pupils to follow. t-ps2) t: spell the word.3. activity: show the family of chicks.chick, hen, cockpg: the pupils work in groups. choose the characters and act out the family of chicks. tell the class what they can do.让学生来扮演小鸡的一家，为他们的自主学习提供空间，并对他们的口头表达提出一定的要求。iii. post-task activity:1.quick response.t: have the students make sentences in succession.ps: write abc on the book, etc.1. 培养学生自己组织句型的能力。2. 通过学生之间合作的方式，美化图片，既能复习句型，又能将新知进行活用，同时也能注意培养学生的审美观。2. decorate sam抯 picture. ( hand out different pictures)group work.t: ask pupils to add something on sam抯 picture.ps: draw some pictures and describe it.pa-pb: make a report.iv. assignmentcopy the words.

2b unit1 period 2（上海版牛津英语教案） 来自第一范文网。

牛津英语教案 11

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

1.listen to the tape

听录音，投影歌词，学生熟悉旋律。试记歌词。

2．sing after the tape

b: free talk and revision

t：good morning, class. nice to see you.

ss: nice to see you.

t: i like running on sunday morning. do you like running?

s1:yes, i do./ no, i don’t.

t: he likes pe, so he likes running.

what subject do you like?

s2: i like science.

t: how many science lessons do you have in a week?

s2: we have two. i hope we have more.

t: excuse me .do you have science today?

what day is it today?

ss: it’s friday.

t: what lesson do you have in the afternoon?

ss:…

3.叫一学生走下坐位摹仿教师与其余学生交流。

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

i like … how about you?

i like …

先出示1幅图，师生试说后出示对话内容，其余挂图出示后生生操练再检查。

c: look and read.

1.师引导学生读，扫除障碍，大致了解图意。

2.学习单词“trick” “minus”,生猜其意并试读。

3.同桌问答，熟练地朗读对话。

4.你知道其中的窍门吗？用同样的方法来出题，自编对话。

例如：i like maths very much. it’s┅

what’s 654 minus 456?

it’s ┅

d: design a timetable

1.师出示自制的课表操练句型。

how many subject do you have this morning?

we have ┅

how many chinese lessons do you have in a week?

we have ┅

what subject do you like?

i like┅

what lesson do you have on wednesday?

we have┅

2. make a new dialogue in pairs.

3. action.

4. design a timetable you like.

1).师示范（可利用科目粘贴的方式）：选择星期几，再边问边选科目粘贴。

2)小组合作，注意用英语问答。

3)上台演示并作介绍。

s1: today is ┅

the first lesson is┅

t: do you have any questions to ask?

s2:what subject do you like?

s1:i like ┅

s3:do you ┅

e: listen and repeat.

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

2.同桌交流，互读，体会读音相同和不同之处。

3.read after the tape.

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

f. homework

1.抄写本单元所学单词、词组和句型，要求能默写。

2.能熟读并会表演read and act .

3.自由分组编演小对话。

4.调查学生的兴趣、爱好，自制合理课表。

牛津英语教案 12

一、教学目标：

1.语言知识目标：

1)学习掌握下列词汇：copy, return

2)进行一步复习巩固学习Section A部分所学的生词和词组。

3)对询问困难及提出的建议的句型，掌握其规则。

4)通过不同方式的练习，来熟练运用询问及提建议的表达方式。

2.情感态度价值观目标：

让学生了解每个人在生活中都有可能遇到一些挫折和不幸，我们多去向那些不幸和困难的人们多表示自己的爱心，多去理解和帮助他们，多向他们提出解决问题的建议而不是去嘲笑他们。

二、教学重难点言

1.教学重点：

1)复习巩固Section A部分所学的生词和词组，达到熟练运用的目标。

2)熟练掌握和运用询问困难和提建议的表达方式。

2.教学难点：

1) 总结询问问题和提出建议的句型，掌握规则。

2)练习运用所学的句型。

三、教学过程

Step 1 Warming- up and revision

1. Have a dictation of the new words learned in the last class.

make sth. clear (同义词) ___________

talk (同义词) _______________

not allow (同义词) ______________

worried (同义词) ______________

get along with (同义词) ____________

communicate (名词)_____________

old (比较级) _______________

2. Check the homework.

3. Let some Ss read the article in 3a. Then finish the short passage about Sad and Thirteen. (见课件)

1. Sad and Thirteen has some _________. He can’t __________his family. His parents _____ a lot. It’s the only _____________ they have. When they _____, it’s like a big black cloud ____________their home. He doesn’t like it.

His brother always watches whatever he wants until midnight. He _______ to let him watch his favorite TV show. So He always feels ______ and ________ at home.

2. Robert Hunt thinks Sad and Thirteen should _________ these feelings to his family. He should ____ to help. Maybe he _________ _____ jobs around the house so that they have more time _______________________. Second, he could sit down and ____________ ____ his brother. He could ________ that he _________ him watching TV all the time, however, he should let him watch his _____________.

初中牛津上海版英语教案 13

教材简析：

本单元的日常交际用语主要用于“询问爱好”。Do you play …?Do you like …? What do you play ?都是一般现在时的疑问句，在现阶段教师并不需要把有关一般现在时的语法知识传授给学生，只要求学生能听懂意思，会表达就可以了。

本单元教学内容有关的实物或图片应该在课前准备好，以便在教学时让学生有一个直观的印象。

本单元的词汇主要是球和乐器类的单词，在教学过程中可以通过实物来演示一些相关动作，以活跃课堂气氛。

教学要求：

1.能正确地听、说、读、写字母Uu， Vv和Ww

2. 能听懂、会说球类和乐器类单词 ，basketball， football，Volleyball， baseball， a piano ，a violin ，a guitar ，an accordion.

能听懂、会说日常交际用语Do you like …? Do you play …?Yes ，I do/ No ，I don’t .What do you play ? I play …Great! 并能熟练运用。

会唱歌曲We study and play .

教学重点：

见教学要求1、2、3、4。

教学难点：

见教学要求3。

教具准备：

图片、实物、乐器类玩具模型。

教学安排：

第一课时教学A部分1、2两幅图，B部分乐器类单词。

第二课时教学A部分3、4两幅图，B部分球类单词。

第三课时教学C、D两部分。

第四课时教学E部分和练习册。

The first period

Teaching Contents：

A.Vocabulary ： a piano ，a violin ，a guitar ，an accordion .

B. Patterns ： Do you play …? Yes ，I do /No ，I don’t . What do you play ? I play …

Teaching Aims ：

1.能听懂、会说乐器类单词a piano， a violin ，a guitar ，an accordion.

2.能听懂、会说日常交际用语Do you play …? Yes ，I do./ No， I don’t .What do you play ? I play …

Teaching Steps：

Step1 Free talk and motivation .

A. Sing a song： Hot cross buns .

B. Free talk.

Step2 Presentation and practice .

A. Learn to say ： a piano ，I play the piano.

教师播放一段钢琴曲让学生猜猜是哪一种乐器演奏的声音。学生答后教师出示钢琴模型。

T：Look ，this is a piano .Read after me ，please .a piano (升调)，a piano (降调)， I play the piano.(同时作出弹琴的动作)

学生自由练读，教师抽查。

教师在抽查过程中将钢琴放到一个学生的课桌内。

T：I can’t find my piano ，Where is it ?

S1： It’s in the desk .

T： Do you play the piano ? Yes or no ? (教师引导学生回答Yes ，I do ./No ，I don’t .)

Read after the T： Do you play the piano? Yes ，I do ./No ，I don’t .

B. Practice in pairs .

e.g S1： Do you play the piano ?

S2： Yes ，I do /No ，I don’t .

C同法学习其余乐器类单词：a violin ，a guitar ，an accordion .(学习不同乐器类单词时注意让学生通过不同的动作区分各种乐器)

D.Learn to say ： What do you play ? I play …

借助小猫Kitty与教师的对话进行教学。

T：Hi ，Kitty .

Kitty ： Hi ，Miss Yao .

T： Do you play the violin ?

Kitty： No ，I don’t .

T： What do you play ?(教师出示四种乐器的模型)

Kitty： I play the guitar (边说边拿起吉他做出演奏的动作)

The Ss read after the T： What do you play ? I play the guitar /violin /accordion /piano .

Practice ：

T&S S&S

Step3 Consolidation .

Listen to the tape and repeat .( A Learn to say前半部分)

初中牛津上海版英语教案 14

教案内容：

1.能听得懂，会说单词Su Hai, Mike, Helen, Wang Bing .

2.能正确地运用日常交际用语Hello, I am ,激发学生学习英语的兴趣，并能在相应的场景中自如地表演运用

Step 1 Free talk

师生之间互相问好，打招呼，复习句型Hello/Hi, I’m ….

T: Hello/Hi, I’m MissJiang…. S: Hello/Hi, I’m ….

Step 2 Presentation

出示头饰，逐个介绍新朋友Su Hai, Wang Bing, Helen, Mike。用中文讨论图画，他们来自哪儿？会说些什么？

师戴头饰T: Hi, I’m Su Hai.S1: Hi, I’m S1.

T: Goodbye, S1.S1: Goodbye, Su Hai.

在交往中让学生认识四个新朋友。

Step 3Practice.

1、听录音，指出书中人物。

2、再听录音，跟读课文。

3、分组操练，四组分别是Su Hai, Wang Bing, Helen, Mike，学生下位找朋友，最少找五个，巩固本课句型。

Step 4Act .

1、指名学生戴上头饰，下位走动，向本组同学问候。

2、请一组学生到前面围成一圈，叫圈里两个学生的名字，这两个学生走到中

间说：“Hello/Hi, I’m …”，然后握手，接着说“ Goodbye.”

Step 5 Consolidation

找人物，涂颜色，说出他们的姓名。复习巩固所学的句型和人物。

Step 6 Homework.

听录音，熟记书中人物姓名。

牛津英语教案 15

教学目标：

1.能听懂，会说，会读日常用语Who’s he? He’s my father. Who’s she? She’s my mother.

2.能理解，分辨单词he和she.

3.能用Who句型进行自由对话。

重点难点：

1.能理解，分辨单词he和she.

2.能用Who句型进行自由对话。

教学对策：

要求学生自己带父母的照片，根据图片来进行教学。

教学准备：

词语卡片、挂图

教学过程：

Step1

1.Greetings

T: Hello.

Ss: Hello.

2.Free talk

T: I am a girl.

S1: I am a boy.

T-Ss S1-S2

Step 2

1.Review the words

T show pictures

Ss: father mother brother sister

Game:

T: my father

S1: my mother

S2: my sister…

Rhyme （Say and act）

2.New sentences

T: father, yes? Team cat?

Ss: Yes.

T: He is my father.

Ss: read together.

Read it in different ways. （lonely, groups, different voice）

Game: Guess? Who’s he?

T: Who’s he?

S1: He’s my father…。.

T: Let’s ask him together.

Who’s he?

Ss: follow.

Ask one by one.

T: He’s my dog. （picture）

The same way to teacher: Who’s she? She’s my mother.

Step 3

1.Read the sentences in different ways.

2.he she

T: 小朋友们你们看看这两个单词，它们有什么不同点？谁来试试？

S1: …

T: he用于男 she用于女

Rhyme:

He, he, he is my father.

She, she, she is my mother.

修改：谁能试着改编这个儿歌？要求学生来编儿歌。

Ss: ……。

3.Read the dialogues

4.Make and say

T: （使用幻灯片，变换各种人物）

Who’s he/she?

S1: Who’s he?

He’s my father.

Others teach in the same way.

Step 4 Assign homework

（1）听录音，朗读A部分对话，尝试和家长进行角色对话。

（2）听录音，继续熟悉C部分歌曲

修改：教师可以先帮助学生理解其在句中的意思，带着学生逐句诵读歌谣，在学生能熟练朗读的基础上，教师可以鼓励学生对本歌谣进行适当的替换或改编。

板书设计：

Unit1 My family

father brother mother sister

he she

牛津英语教案(网友来稿 16

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.

2.Invite 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。）

3.Distribute 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:

I.Pre-task

1.Conduct 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 structures.Students find Mr. Li hasn’t decided whether

to go to Beijing.Then 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 themselves.Then 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/great.It’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:

I.Warming-up

Let’s sing a song to relax.

III.Students’ report

Today our topic is “Our animal friends”。

First, let’s watch a short play by students .

IV. Presentation

Thank you.

In their short play , we know animals are very lovely. They are our good

friends. So I think most of people like animals, especially you, children

. Do you have good animal friends? You bring them here . Would you please

show us your animal friends? Please take out and try to introduce your

pets. Like this:

1. Do you have a pet at home?

2. What’s it?

3. What’s his/her name?

4. What colour is he/she?

5. How/Where did you get him/her?

Now discuss with your deskmates, I’ll ask some of you to try O.K.?

(Then ask 6 students to introduce.)

All of your pets are nice. But I prefer puppies.

To S1: Which animal do you like ?

S1: I like…

Oh, he/ she prefers… And how about you ? ( To S2 )

S2: I like/ prefer…

Oh, he prefers… Now look at this expression:

----Which one do you like ?

---- I prefer…

Read after me. ( practise )

---- Which food do you like?

---- Which fruit do you like ?

---- Which city do you like ?

Practise this expression in pairs.

Now,do you know which pet Kitty and Ben prefer. Let’s learn Sam’s story.

Look at some new words first. ( Show a brochure.)

This is a travel brochure/ a computer brochure. We can also say a travel

booklet. ( Show slide )

Read after me .( Show a picture.)

Who is he ? He’s an inspector. A person whose job is to exam or check

something.

(Show word: inspector. Read) / ( Show another picture. )

What can you see in the picture? It’s a home for dogs. It’ s a kennel. (

Show word:

I’ll tell you Sam is at the SPCA kennels. What is SPCA.

( Show slide: SPCA: Society for the prevention of cruelty to animals.)

Read after me. It means an organization which protects animals from danger

.

Let’s read all new words.

V. Text-learning

Then let’s come to our text. First, listen to the text, don’t look at your

books. Then try to answer some questions about the text . So listen

carefully.

(1) Is dog’s name Simon?

(2) Did Ben and Kitty first meet Sam in the pet shop?

(3) Does Kitty prefer the black and white one best ?

(4) Do they want the light brown one ?

(5) What’s the dog’s name ?

(6) Where did they first meet Sam ?

(7) Which pet does Ben prefer?

(8) Which one do they choose finally?

(9) What must Ben and Kitty do if Sam is sick?

All right. Open your books to page 67. Read after the tape sentence by

sentence. Pay attention to pronunciation and intonation.

Then you practise the text by groups in roles. Try to imitate as possible

as you can.

VI. Consolidation

From the text , we know Kitty and Ben love Sam very much. They take good

care of him. They are so kind to animals. But nowadays, a lot of people

are cruel to animals. A large number of animals are killed by people. Even

some rare animals have disappeared from the earth. It is a sad story. So

we must protect animals and protect environment .

Do you agree ? ( Yes. )

According to this situation. I ask you to discuss in groups and give us

your stories about this topic.

Please prepare for a while. I’ll play the music. The music stops, you

stop.

VII. Summary and assignment

In this class, we learn Sam’s story and we know animals are our good

friends. We should be kind to them. We also learn some new words and

expression.

Today’s homework:

1. Copy the new words. 2. Recite the text. 3. Complete the report on page

67 .

Comments after class

English is a useful language. It’s a useful tool. We would like our

students to use this language flexibly rather than only remembering some

phrases.

According to this aim,in this lesson, my design is firstly moving from old

knowledge to new knowledge,from previous lesson to the next one.

My topic is “Our animal friends”, and children like animals. So at the

beginning of the lesson, I invite students to introduce their favourite

animals. They could take their pets to the class and they showed great

interest. Next I transferred to the sentence pattern:

“ Which one do you like?”

“ I prefer….”

By asking “ Which animals do you like?”

I let students use all kinds of things they have learned to practise this

sentence pattern.

Then I came to the text-learning. I taught them new words by showing them

pictures. After that, I asked students to listen and understand the

general meaning of the text, read and imitate the pronunciation and

intonation of the tape of the text .

At last, I have the students imagine different kinds of stories, concerned

the situation nowadays that a lot of rare animals have been destroyed by

some unkind people. Let the students know we should protect animals and

natural environment .

All above is my outline of the whole class. I think students can learn

something not only inside class but also outside class. Maybe I should

continue to improve the situational teaching method .

（区教研所 张 红）

Oxford English 7A, Module 5 Unit 2 (Choosing a new flat)

(The Second Period)

Teaching Design

Language focus:

1. Asking “Wh-”questions to find out various kinds of specific information

about a person

2. Using prepositions to indicate positon and place

3. Asking “Wh-”questions to find out place

Materials:

1. Student’s Book 7A page 84

2. Brochures of different estate agencies

3. A computer and a projector

4. Multimedia programmes

Teaching procedure:

Pre-task preparation

1. Sing an English song

2. Role-play the dialogue on page 83

3. Ask and answer based on the play

4. Retell the play

5. Introduce their own living condition

While-task procedure

1. Listen to Look and read once

2. Practise the patterns: What kind of flat would you like ? Where would

you like to live?

3. Listen and repeat the dialogue

4. Read the dialogue

5. Have a discussion

6. Make a dialogue

Post-task activity

Sell new flats as estate agents

Consolidation

Display the floor plans on the display board . Have a discussion to find

the best one, which matches the teacher’s requirements.

Assignment

Oxford English 7A, Module 5 Unit 2 (Choosing a new flat)

教学设计

我今天所选的课题是牛津教材 7A Module 5 Unit 2 ( Choosing a new flat

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

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

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

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

flat would you like?Where would you like to

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

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

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

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

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

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

《牛津英语》教案 17

lesson plan

school:　penglai no.2 primary school

name: zhang yingying

book: oxford english (shanghai edition)2b unit 1

topic: farm animal

aims: 1. structures: draw the cow on the paper.

2.word: cow

3.function: using "draw … on the paper".

language focus: using imperatives to give simple instructions.

aids: pictures, realia

procedurescontentsmethodspurposei. pre-task preparation1. warming-upps: sing a song about animals.1. 通过歌曲，让学生对动物有初步的印象。2. 描述动物，为课文最后的综合练习打下基础。3.帮助学生辨别什么是野生动物，什么是农场里动物，丰富学生的知识，进一步激发他们学习的兴趣。2. questions and answerswhich animal do you like best? why?which animal do you have as a pet?do you like …?t: ask pupils to answer the questions.pn: answer.pa: ask questions.pb: answer.3. quick responsetigers, sheep, elephants, crocodiles, ducks, cows(show the pictures)ps: farm animals.ps: wild animals.ii.while-task procedurecontent 1: cow1. introduction:t: elicit ‘cow’ from the previous game. what’s this?2. imitation: cow1) t: ask pupils to follow.t-ps2) t: spell the word.pa-pb-pn通过机械性的仿说及拼读，使学生对所学单词基本掌握。3. activity: making sentences.t: say something about cows.ps: do pair work.4. rhyme:a cow and an oxcow, cow, a lovely cow,eat grass, make nice milk.ox, ox, a strong ox,eat grass, work the land.(show the picture about ‘ox’)t: distinguish the two words. make a rhyme about ‘cow and ox’.ps-pn通过学生喜爱且容易上口的儿歌，帮助学生分辨cow与ox，了解它们之间的区别，而且也让英语教学进一步与自然学科联系起来。content 2:draw the cow on the paper.1. introduction:(show a cow on the paper)t: where’s the cow?pc: on the paper.t: ask pupils to draw a cow on the paper.ps: draw.t: what are you doing? where’s the cow?通过学生一边动手一边回答问题，将两句原本学过的句子由学生自己组成新句型，以培养他们自主学习的能力。2. imitation:draw the cow on the paper.t: ask pupils to follow.pn: show their pictures and say the sentences.3. quick response: (show the picture)t: ask students to complete the sentence. draw the pencil …pg: complete the sentence with ‘on the paper’ in groups.t: show other pictures.pg: draw the ….pg: on the paper.用图片的形式，让学生进行新句型的操练，从机械操练上升到了有意义操练。4. game: guessing game(hand out some paper)pn: draw some pictures on the paper, and let other students guess.iii. post-task activity:1.talking about different cards.(give some paper to pupils)t: ask pupils to talk about what they can draw on the paper for different festivals.pg: work in groups.talking about birthday, new year, teacher’s day, etc. and introduce them.pa-pb-pn 为学生创设不同的情景，让他们通过所学的句型与实际生活相联系，以达到学用结合的目的。iv. assignmentdraw a picture on the paper and introduce the picture to your parents.

学生