牛津英語教案（精選8篇）

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篇1：牛津英語教案

一、教學內容

《義務教育課程標準實驗教科書 牛津國小英語》5b第一單元第一教時（part b and part c）

二、教學目標

1、能正確地聽、說、讀、寫單詞

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

computer studies.

2、能正確地理解並應用句型what day is it today ?it’s…

what lessons do you have in the … we have …

3、能用所學單詞、句型問答並初步感知句型welcome back to school. nice to see you.

三、教學重點

正確應用所學的句型問答

四、教學難點

單詞的四會掌握

五、教具準備

自制課表、錄音、投影

六、教學過程

a. free talk

tings

用“happy new year!’’ “welcome back to school!” “how are you?’’等日常交際用語進行問答，複習並導入新知

sion

複習“i like english do you like?’’ “do you like…?’’ “how about you?’’等所學句型，滲透新知

ent “science，social science, pe, computer studies’’

方法：延續以上對話引出。通過實物直觀呈現，在學生理解的基礎上，進行單詞教學（教師先範讀，讓生靜聽、模仿跟讀。可通過搶答、試拼等進行鞏固）爲避免單詞教學的枯燥，可將單詞放入句型中操練，也可爲新句型的教學做個鋪墊。

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

師生示範一例，生生操練並問答表演。

b. presentation and practice

n “monday”

教師自由談話引出，例如：oh, someone likes pe, but someone likes english…today is “monday”(出示自制課表)，師重複該單詞，生靜聽、模仿跟讀。延續以上對話，引出：“what lessons do we have today? ”

生聽、模仿。

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

引導學生用“we have┅”回答

1）師問，讓學生熟練回答。

2）學生試問，師幫助糾正讀音。

3）在會讀的基礎上操練並進行實際運用，師生先示範，後讓學生自由練習運用。

n “tuesday, wednesday…friday”

方法：滲透新句型“what day is it today? it’s…”

例如：what day is it today?

it’s thursday.

爲避免單詞教法的重複，在新單詞的引入時還可以用讓學生試讀的方法，單詞的拼讀可通過競賽、遊戲等方法以激發學生的興趣。同時也可加入本課所學的句型“what lessons do we have in the morning?” “we have┅”，使對話的情景更爲真實，也起到了複習的作用。

c． practice

1)教師利用自制的課表進行連鎖操練：

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) 師利用投影進行有意義的操練，圖文結合。

3）利用掛圖，生生問答，檢查表演。

d、assign homework

1．朗誦並抄寫要求會的單詞、詞彙和句型。

2．完成練習冊a、b部分。

一、教學內容

《義務教育課程標準實驗教科書 牛津國小英語》5b第一單元第二教時（read and say 和part f）

二、教學目標

1、能正確地理解、掌握對話內容，並能朗讀、初步表演對話。

2、能正確地聽、說、讀寫單詞a subject. interesting, a week 和句型what subjects do you like ? i like…

3、能正確地運用對話中的日常交際用語nice to see you. i hape we have more. how about you?

4、在掌握重點句型的基礎上，通過本課學習培養學生的.語言實際運用能力。

三、教學重點

能正確理解對話內容並能朗讀和初步表演對話。

四、教學難點

能比較流暢的朗讀對話，並能在掌握對話的基礎上分角色表演。

五、教具準備

錄音、圖片、多媒體

六、教學過程

a．revision

1．play a game: “反口令”遊戲

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.複習前一課所學有關的單詞，通過圖、詞閃現，師生問答，或個別問答。

a: what day is it ?

b: it’s …

4. sing a song 生初步感知、熟悉歌詞及旋律。

b．presentation

1．教學句型“what subjects do you like?” “i like…”

(由對話自然引出)t: we are having an engilsh lesson. do you like english?

ss: yes, …/no, …(師幫助學生回答)

t: what subjects do you like?(生跟讀，出示板書)

s1:i like …(師作提示)

2．teach: how about you?

師指明一名學生：how about you? 生自然地理解並作答，師可稍作提示“i like…”

3．drill

a．師問生，直觀呈觀句型運用的情景，爲學生自己開口說作鋪墊。

b.同桌互問，要求學生適當加入問候語，真實運用語言。

c.走下坐位與學生交流，既檢查學生的掌握情況，又給了學生說的場地、機會。

n “interesting”

1).教師可由以上的對話what subjects do you like? do you like pe?生回答yes, i do.師可引入yes, it’s interesting.

新單詞的呈現時師可放慢速度，讓學生感知讀音後再開口，爲了使學生明確意思可在單詞卡下面寫出中文給學生參照。

2) a rhyme

根據不同的學生不同的愛好這一特點，由生描述i like …,it’s interesting .一方面訓練 interesting,同時也複習前面所學各種科目的單詞。師總結出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”

(師述引出)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.

單詞week讓學生多聽幾遍，讀音可與 “need”比較讀。也可提問：how many days are there in a week? 檢查學生理解程度。在引入i hope we have more 後可改動課表, 如增加二節課，幫助學生理解。單詞和句型的讀應放在聽清發音之後。

2．listen and answer

課文對話分成兩部分，降低難度，聽一半對話後回答：

1) day is it today?

2) lessons do they have in the morning?

檢查後繼續聽並完成句子：

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

可藉助f部分的表格，師先示範，讓學生明確句型運用的場合，再相互問答。作記錄後上前回答並介紹。

e．homework

聽錄音，朗讀並表演對話。

四人一組自編或改編對話。

一、教學內容

《義務教育課程標準實驗教科書 牛津國小英語》5b第一單元第三教時（part d, e, f and part g, h）

二、教學目標

1．進一步掌握本單元的單詞、句型達到能熟練運用的程度。

2．通過有針對性的操練，訓練重點句型和難點，學生能用所學句型進行情景對話和交流。

3．瞭解元音字母o在開音節詞中的讀音。

4．能演唱本課英語歌曲。

三、教學重點

1．進一步掌握本單元的單詞、句型達到能熟練運用的程度。

2、通過有針對性的操練，訓練重點句型和難點，學生能用所學句型進行情景對話和交流。

四、教學難點

較熟練地掌握與運用所學句型及有關星期的單詞。

五、教具準備

掛圖、錄音機、實物投影。

六、教學過程

a: sing a song

en to the tape

聽錄音，投影歌詞，學生熟悉旋律。試記歌詞。

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.叫一學生走下坐位摹仿教師與其餘學生交流。

4.利用掛圖，操練句型 “what subject do you like ?”

i like … how about you?

i like …

先出示1幅圖，師生試說後出示對話內容，其餘掛圖出示後生生操練再檢查。

c: look and read.

1.師引導學生讀，掃除障礙，大致瞭解圖意。

2.學習單詞“trick” “minus”, 生猜其意並試讀。

3.同桌問答，熟練地朗讀對話。

4.你知道其中的竅門嗎？用同樣的方法來出題，自編對話。

例如：i like maths very much. it’s┅

what’s 654 minus 456?

it’s ┅

d: design a timetable

1.師出示自制的課表操練句型。

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).師示範（可利用科目粘貼的方式）：選擇星期幾，再邊問邊選科目粘貼。

2)小組合作，注意用英語問答。

3)上臺演示並作介紹。

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.利用卡片呈現單詞，可加入以前所學的單詞認讀，如，black,happy,hat,rabbit,after,class,basketball,dance,clock,coffee,doctor,hot┅

2.同桌交流，互讀，體會讀音相同和不同之處。

after the tape.

4.歸納出clock, coffee, doctor,hot的共同音標，後出示圖，師生共同看圖說話：the hot coffee near the clock is for the doctor.

f. homework

1.抄寫本單元所學單詞、詞組和句型，要求能默寫。

2.能熟讀並會表演read and act .

3.自由分組編演小對話。

4.調查學生的興趣、愛好，自制合理課表。

篇2：牛津英語教案

Oxford English 7A牛津英語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)

（該部分通過讓學生朗讀我們學過的一首關於水的詩歌和每日的小品表演及學生針對表演的提問和回答來引出水的重要性。）

3. Review the usage of the water

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

Have a group competition.

（通過一個遊戲類的設計來複習我們學過的有關水的不同用途。）

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，提出了一個假設，請同學們設想一下沒有水的生活。從另一個層面肯定水的重要性，並引出課文。）

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.

（該部分中，我先讓學生通過聽兩段對話帶出新句型，並通過一問一答來進行操練，加深記憶。）

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.

（在熟練句型的基礎上，給出不同的用水的畫面來讓學生運用句型進行討論，提高了學生的學習興趣。）

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.

(本節中，採取聽和看相結合的方式，鼓勵學生大膽的指正生活中的一些常見的浪費水的現象。

避免了簡單的機械操練，激發了學生用所學的新句型來表達自己的想法。）

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.

（此部分是一個綜合應用的部分。要求同學們通過小劇表演來再現生活中的用水場景，並對

如何節約用水來加以討論。）

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 .

（表格的填寫把同學的所學落實於筆頭。）

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 .

（這裏，設計了一個出海報的環節，讓同學們通過寫寫畫畫，來表達他們對節水的認識和理解，最後，把每小組的小海報集中在一起，貼在黑板上，就構成了一張大的節約用水的海報，讓學生們在成功的喜悅中，加深了對節水的認識。）

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 .

（回家作業讓學生去觀察一下家人及鄰居的用水情況，爲他們提供節約用水的建議，並寫一份

報告，讓課堂所學再反饋到現實生活中去，培養了同學的多種能力。）

（區教研所 張 紅）

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 .)

（區教研所 張 紅）

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 .

（區教研所 張 紅）

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)

教學設計

我今天所選的課題是牛津教材 7A Module 5 Unit 2 ( Choosing a new flat

)的第二課時。在當今社會，選房、購房是生活中的熱門話題，也是大多數家庭已經或着將要經歷的事情。所以我在設計這一課時時，抓住牛津教材的特點，將課堂與現實生活緊密地結合在一起，並不僅僅以教學知識點爲主，而是通過“學中用、用中學”，教會學生生活的能力，從而達到學習英語的最終目的，即在生活中用英語進行交際。

整個課時分三個部分：pre-task preparation,while-task procedure和post-task activity

。在第一部分中，我讓學生通過表演小品展現上節課的內容，並讓學生針對小品的內容自己進行問答和複述，以複習鞏固已學的知識，充分調動學生的積極性，培養學生的主體意識。在此基礎上，我引導學生從李家的住房困難結合自己的生活實際，談談各自的住房情況，從而引出新課文的內容一一選房。

在第二部分中，我先請學生聽一段對話，讓他們瞭解選房應先與房產經紀人交談，同時也學習在選房時應考慮到哪幾個方面。在提出新句型“What kind of

flat would you like?Where would you like to

live?”後，進行認知鞏固。操練句型的同時，也是向學生展現李家每個人的願望和需求的過程，並由此引發學生用新學的語言來表達自己的思想和願望。接着是學習課文對話。等到學生掌握了課文，我又創設情景，讓學生爲自己選房，設想一個一家人與房產經紀人的對話，讓學生對所學知識進行再創造。

在第三部分中是綜和運用部分。我讓學生想象自己是房產經紀人，向老師推銷一套房子。這個環節的設計又上了一個臺階，對學生提出了更高的要求，學生不僅要懂得經紀人的心理。也要了解顧客的心理和需求，並且將以前所學的知識如交通、環境、購物等等都運用進去，從而達到學以致用的目的。

整個設計分縱、橫兩個方面。縱向有一條主線，即： 提出住房困難---想象理想中的新房---

選購新房。橫向圍繞這條主線，分別從課文和實際兩個方面同步進行，通過幾個來回將課文與現實生活緊密相聯。首先，從李家的住房困難轉到自己的實際困難；其次，從李家成員各自的願望引出自己的願望；接着仿效李先生選房的樣子，嘗試爲自己選房；最後，作爲經紀人向老師推銷房子。教學環節一環一環，緊緊相扣，由淺入深，層層遞進。

整節課的課堂組織形式將學生的個別活動、對子活動、小組活動和全班活動有機地結合起來，既有機械操練，更有綜合運用。教師就如一個導演，循循善誘，將學生充分調動起來，體現了以學生爲主體的教學原則。

整節課不侷限於傳授兩個句型，更培養了學生實際生活的能力。通過選房、購房，教會學生在現實生活中使用英語這一門工具。最後一個環節的設置，給學生提供機會，學會如何推銷自己，對學生將來踏上社會，在商品經濟社會的海洋裏遊弋，將產生深遠的影響。這節課的意義不僅僅在於教會學生使用英語，更教會他們學會學習、學會生活、認識社會、學會生存，爲終生學習打下基礎，我以爲這正是素質教育的體現。

篇3：牛津國小英語教案

一、本單元教學內容

類別語音項目要求

語音輔音字母組合th在單詞中的發音聽讀、辨認

詞彙apples, oranges, bananas, peaches, grapes, watermelons, pears, some聽得懂、會說、會讀、會拼寫

日常交際用語Can I help you?

These or those?聽得懂、會說、會讀

句型What are these/ those?

They’re….

How many kilos?

kilos, please.聽得懂、會說、會讀、會寫

歌謠會朗誦

二、本單元教學重點和難點：

1.能聽得懂、會說、會讀和會拼寫單詞apples, oranges, bananas, peaches, grapes, watermelons, pears, some。

2.能聽得懂、會說和會讀日常交際用語Can I help you? These or those?

3.能聽得懂、會說、會讀和會寫句型What are these/those? They’re….

How many kilos? … kilos, please.

4.初步掌握名詞複數的詞形和讀音的變化。

5.瞭解輔音字母組合th在單詞中的兩種不同讀音。

6.能有表情地流利的'誦讀歌謠《I like fruit》。

三、教材內容分析:

本單元的核心教學內容是“認物”，主要學習句子What are these/ those? They’re…。Book4A中已經出現What’s this/ that? It’s…句型。教學中教師可以採用以舊帶新的方法，從單數句式引出複數句式，還可以通過單複數形式比較找出它們之間的區別。

本單元主要出現了水果類單詞，除lemons, strawberries, grapes三種水果是第一次出現以外,其餘八種均在Book3A第三單元中出現過。教師可通過句型Do you like …? Yes, I do./ No, I don’t.的問答教授這三個新單詞,並適當補充一些學生感興趣的水果單詞,如甘蔗(sugar cane),荔枝(lichee)等等。本單元出現的是這些單詞的複數形式，涉及到詞形、讀音的變化，是教學中的難點。教師可以對名詞複數的詞形和讀音進行歸類。

與本單元所出現的水果類單詞緊密結合的是在商店裏購物的常用語Can I help you? How many kilos? These or those?等。在教學中教師要注意創設購物情景，讓學生熟練自如的運用這些購物的基本用語。另外可以根據學生的具體情況適當補充一些其他購物用語或讓學有餘力的學生課後去收集這類交際用語，以擴充他們的知識面、鍛鍊他們的自主學習能力。

四、課時安排:

四課時

五、教學過程設計：

Period 1

Teaching aims and difficulties:

1. 能聽得懂、會說、會讀和會拼寫單詞apples, oranges, bananas, peaches, grapes, watermelons, pears。能聽得懂、會說、會讀單詞pineapples, lemons, strawberries, mangoes。

2. 能聽得懂、會說、會讀和會寫句型What are these/those? They’re….

3. 學會有表情的朗讀歌謠《I like fruit》。

篇4：牛津國小英語教案

牛津國小英語教案

一、教學內容

part a，b，c，e2，e3

二、教學目標

1．學會唱字母歌。

2．能在熟練掌握本單元所學單詞、句型基礎上，鞏固複習3a中文具類，動物類，交通工具類，食品類單詞。

3．能將本單元句型熟練地運用到日常交際中。

4．能在教學活動中，感受到成功和快樂，增加學習英語的興趣和自信。

三、教學重點

1．能將本單元句型熟練運用到交際中。

四、教學過程

step 1. greeting.

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

step 2. revision

1) have a dictation

可以適當增加聽音填字母的項目，促使學生儘快熟悉簡單的讀音規律，爲記憶單詞打下基礎。

2)小組競賽，說出文具類詞語。

3) game. 模仿教材e2中形式進行。句型可以略作調整。what’s this in my school bag? it’s a …

規則：

1. 四人小組進行遊戲。

2．摸物品，每人2次機會，答對的同學可以將物品放在自己的`位置上。

3．最後物品最多的同學即是贏家。

4．若有同學用中文，失去一次猜謎機會。

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?

複習動物類，交通工具類，傢俱類詞彙。

2. 情境一，示範對話，並讓學生跟讀。

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. 小組合作，看圖編對話。

4．情境二，買完玩具，一起去kfc吃了點東西。正巧遇到了一位外國人，相互自我介紹後，又相互請教了食品名稱。

示範：（根據本班實際情況，選擇是否繼續示範）

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，編新對話。（師將提供的食品圖片貼在黑板上）

step 4. homework

1. 跟磁帶，大聲朗讀本單元課文五遍。

2. 提供圖片及句子，請學生給句子排序，變成對話。

注意點：

1. 要在充分複習後，給學生創設表達的機會。

2. 情境創設要簡潔，大情境中設置若干個小情境。

3. 運用前有示範。若學生情況好，可以逐漸放手。

篇5：國小牛津英語教案

一、教學內容

part a，b，c

二、教學目標

1．能熟練地聽、說、讀本單元所學單詞、句型。

2．能初步將本單元句型運用到日常交際中。

3．能在教學活動中，感受到成功和快樂。

三、教學重點

1．能初步將本單元句型運用到交際中。

四、教學過程

step 1. greeting.

（日常問候語）

step 2. revision

1) free talk

師出示與本課內容相關的文具殘缺圖片若干，操練句型：

what’s this/that in english? 及其應答

2) 學習歌曲what is this in english?師示範後，學生跟唱。

3) 鼓勵學生挑選喜歡的圖片，小組創作新歌詞，並集體演唱。

step 3. activity

1.i can draw a …跟着老師畫文具類簡筆畫

en and point.

en and color.(師提供顏色，生自己塗色)

4.讓學生將這些新文具擺放到合適的地方。建議：in the pencil box/desk/book; on the pencil box/desk/book等

5.師示範新對話,並讓學生跟讀。

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．學生以小組爲單位，編新對話，並表演。

step 4. homework

1.將課上自己編的歌曲歌詞以小報的形式展示出來。

2.口頭向父母介紹自己的文具。

注意點：

1.活動課不能搭建花架子，所設計活動要緊緊圍繞教學重點。

2.活動過程中要用語言，不僅用本單元，更要考慮到前面的知識聯繫。

活動資源要用足，用好。

篇6：國小牛津英語教案

一、教學內容

單元小練習

二、教學目標

1、熟練掌握本單元的（三會、四會）單詞、詞組、句子及對話。

2、運用已有語言知識解決問題。

3、通過難度適中的適量小練習，幫助學生進一步瞭解自身學習狀況，以促進以後的學習。

三、教學重點

引導學生學會發現本單元知識的薄弱環節，以便及時調整教學策略。

四、教學過程

step 1. greeting

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

step 2. revision

1.師提供本節課的話題“my stationery”,鼓勵學生圍繞此話題與教師或同學進行交談。

2.生齊讀a、b部分，鼓勵學生總結本單元學到的知識。

1）一些文具類的單詞，並初步接觸了它們的複數形式。（knife是特例）

2）會默寫3個四會單詞

3）介詞in/on, 藉助這兩個詞語，我們可以表達物品的位置。讓學生舉例。

4）初步掌握my/your/his/her +名詞，表示某人的東西。

5）用途很廣的幾個交際用語： come here. excuse me. oh, i see.

6）詢問物品的英文名稱或中文名稱時，我們可以用句子……

7）詢問近處或遠處東西時，可以用句子……

3、完成小練習

小練習內容如下：

一、請讀一讀下面的.英語，你能寫出對應的中文嗎？

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、看圖寫單詞

考察book, tape, bag.(可以適當增加1－2個與它們發音類似的單詞)

三、模仿例子寫複數

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

選擇本課及以前學過的部分單詞，其中可以設兩個不規則的單詞，數量控制在10個以內。

四、根據所給情境，從方框中選擇合適的句子：

主要考察交際用語的掌握情況。

如：1. 需要打擾別人時，可以說：

2.當你弄明白一件事情的時候，可以說：

3.請某人過來，說：

4.做錯事情時說：

…

五、提供圖片和句子，讓學生給圖中人物配上句子，並寫出中文翻譯。

建議： 對話控制在4句內，以本單元重點句型爲訓練重點。

注意點：

1. 讓複習課不要成爲老師的個人演講。不要低估學生的三言兩語，耐心的引導他們學會梳理知識，培養學習能力。

2. 練習內容的設計不同考試，目的重在單元基礎，不可以難、偏、怪。學生通過練習可以客觀的瞭解知識的掌握情況，老師也可以爲下面的教學找準目標。

篇7：關於牛津高中英語教案模塊

教學準備

教學目標

1.知識目標： 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.語言能力目標： 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.情感態度與文化意識目標： 1)Encourage the Ss to share the different kinds of music. 2)Improve the cooperation and share among the students.

教學重難點

1、教學重點： understudend the passage better find the main idea of each paragraph 2、教學難點：er the reading ability lop the skills of reading

教學過程

教學設計

本節課共45分鐘，具體教學步驟如下：

Step I Leading-in

播放一段小視頻，內容爲歌曲 If you are happy的英文版本，通過介紹演唱樂隊twins引出本單元話題。隨後，展示幾張國內外流行樂隊的圖片，轉入對本課閱讀內容的探討。

Step II While reading

Task I. Fast reading 快速大聲閱讀文章，完成練習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 分段閱讀。分別默讀每一段，完成相應練習。

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. 小組合作，比賽式進行。

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：關於牛津高中英語教案模塊

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(腸), 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(不嚴重的) or even without immediate symptoms(症狀), 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