牛津英语教案通用8篇

在编写教案时，教师需要考虑如何引发学生的兴趣和积极参与，教案可以作为教学评估的一部分，用于评估教师的教学效果，下面是无忧文档小编为您分享的牛津英语教案通用8篇，感谢您的参阅。

牛津英语教案篇1

by xu weiliang

teaching aims:

(1) make students pay attention the environment problems and think what they can do to help protect the environment.

(2) improve the ss’ other basic abilities: listening and speaking.

(3) enable the students to learn to read a debate.

important points & difficult points:

(1) help the students learn how to keep the balance between economy and environment.

(2) help the students learn to read a debate.

(3) enable the students to debate in english.

teaching methods:

(1) fast reading to get a general idea of the passage.

(2) careful reading and listening to understand the passage better.

(3) discussion to help the student understand what they have learnt.

(4) individual, pair work and group work to enable the students take active part in the class.

teaching aids:

(1) a tape recorder

(2) a multimedia

(3) the blackboard

teaching procedure:

step 1: greeting

greet the whole class as usual

step 2: lead-in

look at the pictures on the screen carefully. answer me two questions.

(1) what can you see in the pictures?

(2) how to solve the problem?

(3) what can you see in these pictures?

(4) how to solve the problem?

to solve the problem of starvation, we should develop the economy. but with the development of economy, serious environmental problems come. the economy or the environment-must we choose?

do you want to know more information on the problem?

ok. let’s come to the text.

step 3: fast reading

read the following debate as quickly as possible and answer the questions：

1. what side does mr lin shuiqing and mr qian liwei each represent?

(mr lin represents the society for environment presevation while mr qian an economist)

2. by how many times has the world’s population increased since 1800?

(more than six times)

3. according to mr qian liwei, what should be done to factories that pollute the environment?

(those factories should have to pay higher taxes)

step 4: listening & careful reading

listen to the tape carefully, pay attention to some detailed information and try to finish the exercises after the passage.

1. c1 how well did you understand the details of the debate? read the debate again and answer the following questions.

1.what society does lin shuiqing belong to?

(lin shuiquing belongs to the society of environment preservation.)

2.what does lin shuiqing started his speech by talking about?

(the way large areas of the world are damaged by industrial waste.)

3.what is happening to large amounts of fish?

(large amounts of fish are being caught and they have no time to lay eggs)

4.what does lin shuiqing think we should teach people about?

(we should teach people about environmentally friendly ways of living)

5.why does qian liwei think production should be not be cut back.?

(because it means that jobs will be lost and that people are more important than fish and trees.)

6.what does qian liwei say we should produce more?

(more things from recycled materials.)

7.what does qian liwei say we need more of?

(more effective laws to preserve the environment, which still allow the economy to grow.)

8.what does qian liwei say many people are willing to do?

(many people are willing to pay slightly higher prices for things that are environmentally friendly)

2. read the debate again and complete the following chart according to the passage.

attitude lin shuiqing’s qian liwei’s

industry cut back on production because industry produces waste, pollutes the environment

a healthy environment and a stable economy should be possible at the same time

population more people need more land to live on and more food to eat

people are more important than fish and trees

recycling expend our recycling industry produce more things from recycling materials

ution ①cut back on production,

②recycle rubbish,

③teach people about environmentally friendly ways of living

① recycle rubbish,

② effective laws,

③ control how many trees are cut down and how many fish boats can catch

④ heavy taxes on the factories producing pollution.

c2. put the subjects each speaker talks about in the correct order.

liu shuiqing

recycling

industrial waste

population

fishing

water

pollution

production

qian liwei

taxes

recycling

factories

production

laws

d. look at these words from the debate and match them with their meanings.

1 voice

2 awful

3. wiped out

4. approaching

5. cut back on

6.beneficial

7.obvious

8 stable

a. constant, steady

b. tell, express

c. killed off

d. coming near to,getting close to

e..helpful, useful, favourable

f. terrible,shocking

g. easy to see or understand,

clear,apparent

h. reduce,make less

e fill in the blanks with words from the box.

industry population waste economy responsibility reduce recycled earth pollution environment

my aim in life is to save the (1) ____________ for future generations. i want to become an environmentalist after i finish school. too many people think that (2)____________cannot be stopped if we want the (3)_____________to continue developing. but that is ridiculous. we can (4)__________ dangerous and dirty(5)____________from factories if we are smart about what we buy. i want to teach people to buy (6)_________ products. the production of recycled thing is much better for the environment, because it means we do not need to cut down more trees and cause the destruction of more forests. the (7)___________will still grow, but earth will not have to suffer. we should also pay attention to what we eat. people should take (8)_______________for not buying certain kinds of fish, because there are not many left in the ocean.

we also have a problem with (9)____________. the number of people in the world keeps growing, and we are producing more rubbish, what if we run out of space? if we all work together, we can solve these problems and keep (10)_________ clean and healthy.

step 5 reading strategy:

this is a passage of debate. in today’s reading strategy, we are going to learn how to read something about debate.

(1) in a debate, one side gets the opportunity to present their points first. the other side follows and presents theirs. in an actual debate, there is often a discussion after both sides have presented their views

(2) speakers in a debate will represent opposite views on the subject being discussed.

(3) while reading or listening to a debate, remember that each speaker’s speech is meant to convince you.

step 6: discussion

1. we have talked so much about the passage. now it is time to discuss. talk these questions with your partner. you may use the following conversation as an example.

a: my dad says he doesn’t mind a little bit of pollution, as long as it means people have jobs. personally, i agree. what do you think?

b: i don’t think it has to be a choice. we should be able to have a clean environment and lots of jobs.

a: but do you really think that is possible?

b: yes, i do. if companies are careful, they can provide jobs and reduce their pollution. don’t you think that is the best solution?

2. as is known to all, pollution is now becoming more and more serious.

where have you seen pollution? how did it make you feel?

what do you think is the biggest danger to our environment today?

what can you do to help clean up the environment?

all right. you know, the earth is our home. destroy the earth is to kill ourselves. so let’s take some measures to stop polluting our home, shall we?

step 7: summary and homework

in this period, we’ve learnt something about the relationship between economy and environment. we know that protect the earth is to protect ourselves. after class, you should go through the passage again and tick out the important and useful phrases and sentence structures by yourselves.

meanwhile, you should devote yourselves to protecting the environment.

牛津英语教案篇2

英语牛津教材2bunit-6教案课题：????? unit 6 eating and drinking?????????????????????????????? 第 1 课时课型：新授教学目标basic aims: a. to learn the word: bowl???????? b. to learn some instructions: e.g. bring me a bowl.developing aims: a. give some new instructions.???????????? b. free talkeducation aims: educate the pupils to be a polite child.教 学 重点、难点、关 键give some instructions and act them out correctly.课? 序教? 学? 过? 程? 设? 计设计意图step-onewarming up: sing a song?step-twopre-task preparation:???? 1、daily talk: ??1)? what do you see/hear?2)? what is it?3)? what colour is it?4)? what can you do?5)? what can (name) do???? 2、play a game: simon says??1)? come here, (name).2)? go there, (name).3)? come back, (name).4)? close the ______, please.5)? open the ______, please.6)? clean the ______, please.step-threewhile-task procedure???? 1、bowl??1)??? instruction: take out a bowl and ask: “ what is it ? ” → it’s a bowl.2)??? read: bowl → it’s a bowl.3)??? ask and answer: ? e.g. what is it? it’s a bowl. ( t --- p? →? p1 --- p2 )??? 2、bring me a bowl.1)? instruction: put a bowl on the desk. ask a pupil to come to the front and ask the pupil: “ bring me a bowl.” (using hand gestures to explain the meaning if necessary.)2)? repeat: bring → bring me → bring me a bowl.3)? say and act:a.? t: (name), bring me a ______.?? p1: ( act. ) here you are.?? t: thank you.p1: (name), bring me a ______.对句子进行扩充，使之成为一段小对话，给内容更富交际性，同时灌输学生待人接物的礼仪。?b.??????? ?课? 序教? 学? 过? 程? 设? 计设计意图??? p2: ( act. ) here you are.?? p1: thank you.???? 3、bring me some milk, too.??repeat step 2 with a different pupil and instead of a bowl, say “bring me some milk, too.”??? 4、give it to kitty.??1)??? instruction: ask a pupil to come to the front and say: “ here’s a bowl. give it to kitty,(name).” (use hand gestures to explain the meaning if necessary.)2)??? repeat: give → give it to → give it to kitty.3)??? say and act:? e.g. ( take out an object.)???????????????? t: give it to (p2), p1.???????????????? p1: ( act. ) here you are.???????????????? p2: thank you. give it to (p4), p3.???????????????? p3: ( act. ) here you are.???????????????? p4: thank you. …?????????? ( then change the objects, repeat this step.)??? 5、listen and repeat: ???? 6、perform the dialogue:??1)? put the pupils into groups of three to practice the dialogue.2)? perform the dialogue.step-fourpost-task activities:???? 1)?? put some things on the desk. revise whether they are countable or uncountable nouns. then let the same groups practice the dialogue again but this time they choose what they want to be brought to them.2)?? select groups to perform the dialogue.step-fivehomework listen and repeat p27 five times.?板书设计????教具准备1、a bowl.2、a bottle of milk.3、some things: (food, stationery, …)课后小结???????????课题：????? unit 6 eating and drinking?????????????????????????????? 第 2 课时课型：新授教学目标basic aims: a. to learn the words: e.g. plate, glass …???????? b. to learn the drills: e.g. four spoons? yes, please. / no, thank you.developing aims: free talk教 学 重点、难点、关 键pronounce the words correctly.make a short dialogue.课? 序教? 学? 过? 程? 设? 计设计意图step-onewarming up: sing a song?step-twopre-task preparation:???? 1、daily talk: ??1)? what do you see/hear?2)? what is it?3)? what colour is it?4)? what can you do?5)? what can (name) do???? 2、listen and act:??1)? come here, (name).2)? go there, (name).3)? come back, (name).4)? close the ______, please.5)? open the ______, please.6)? clean the ______, please.7)? bring me ________.8)? give it to (name).??? 3、pair-work:??(put the picture cards for food and drinks on the board.)e.g. p1: (p2), bring me _________. ?? p2: here you are. (p1), give it to (name).?? p1: here you are.? p3: thank you.?step-threewhile-task procedure:???? 1、plate??1)??? instruction: take out a bowl and ask: “ what is it ? ” → it’s a bowl. then take out a plate and ask: “ is it a bowl?” → no, it’s a plate.2)??? read: plate → it’s a bowl.3)??? ask and answer: ? e.g. what do you see? i see a ___. ( t --- p→p1 --- p2 )4) make a sentence use the word: plate??? 2、glass, fork, knife, spoon?课? 序教? 学? 过? 程? 设? 计设计意图??the teaching method is the same to 2.???? 3、chopsticks??1)? instruction: take out a pair of chopsticks and ask: “ what is it?” → a pair of chopsticks.2)? repeat: chopsticks → a pair of → a pair of chopsticks3)? make some sentences.??? 4、consolidation:通过不同形式的游戏，对单词的音、形、意加以巩固，为下面的表达做准备。?1)? listen, repeat and draw2)? look and say3)? play the game: what is missing?4)? matching game: (picture words --- card words)5)? make a dialogue and act: (let’s act)??? 5、four spoons? yes, please./ no, thank you.??1)?? instruction: take out four spoons and ask: “ how many spoons?” → four spoons. then ask: “ four spoons?” → yes, please./ no, thank you. (use hand gestures to explain the meaning if necessary.)2)?? repeat:? a. four spoons?????????? b. yes, please. / no, thank you.3)?? ask and answer: a. t --- ask?? p --- answer.b. ask the more able pupils to ask and the pupils answer.c. work in pairs: ask and answer.????? 6、listen and repeat?step-fourpost-task activities:???? make a new dialogue and act the dialogue out. demonstrate the dialogue with a pair of more able pupils before the pupils do.step-fivehomework assignment:??listen and repeat p28 & p29 five times.2板书设计????教学具准备1、tableware.2、word cards and picture cards.3、picture cards for food and drinks.?课后小结????????????课题：????? unit 6 eating and drinking?????????????????????????????? 第 3 课时课型：新授教学目标basic aims: a. to learn the drills: what do you want? i want …???????? b. to learn the names and sounds of the letters “ x x”developing aims: free talk教 学 重点、难点、关 键ask and answer: what do you want? i want …课? 序教? 学? 过? 程? 设? 计设计意图step-onewarming up: sing a song?step-twopre-task preparation:???? 1、daily talk: ??1)? what do you see/hear?2)? what is it?3)? what colour is it?4)? what can you do?5)? what can (name) do?6)? four spoons???? 2、listen and act:??1)? come here, (name).2)? go there, (name).3)? come back, (name).4)? close the ______, please.5)? open the ______, please.6)? clean the ______, please.7)? bring me ________.8)? give it to (name).??? 3、play a guessing game: what is it?复习餐具、食物单词，为下面的教学内容做准备。?(if one pupil’s answer is right, stick the picture on the board , then ask a pupil to find out the word card, at last the whole class read the word.)step-threewhile-task procedure:???? 1、x x?? x-ray??1) show the picture and ask: “what is it?” → x-ray2) repeat: x-ray 3) make some sentences.4) ask and answer: what can you see?/ what is it? …5) show the word card “x-ray”, point to the letter “x” and say: “this word begins with the letter ‘x’.” 6) repeat: x → x? /x/ → x-ray7) show the capital letter “x”, let the pupils compare the small letter “x” with the capital letter “x”.课? 序教? 学? 过? 程? 设? 计设计意图??? 2、what do you want? i want …把教学内容放在一个场景中引出，从野餐前餐具的选择，到食物的选择，到最后的野餐，教学形式更贴近生活，加大了新句型的操练密度。?1) introducation: today we will have a picnic. look, we have some tableware. please choose a kind of tableware. kitty, what do you want? ( hold up a mask “kitty” and say to her ‘what do you want, kitty? ) using another voice, say ‘ i want a plate’.2) repeat: want → i want a plate.3) ask and answer: a. t ---- ask? p1 --- answerb. ask some more able pupils ask and the individual pupil answer.c. repeat: what do you want?d. ask and answer one by one.4) now let’s have picnic. what can you see on the table? ( …) please tell me what do you want. i will give you.t: (name), what do you want?p1: i want …t: here you are.p1: thank you. (name), what do you want? p2: …step-fourpost-task activities:???? make a new dialogue and act the dialogue out. demonstrate the dialogue with a pair of more able pupils before the pupils do.step-fivehomework assignment:????? 1、listen and repeat p29 & p30 five times.板书设计????教学具准备1、tableware.2、alphabet cards, word cards and picture cards.3、a mask.4、some food.?课后小结??????????课题：????? unit 6 eating and drinking?????????????????????????????? 第 4 课时课型：新授教学目标basic aims: a. to learn the adjectives: e.g. hungry & thirstydeveloping aims: free talk教 学 重点、难点、关 键1) prononce the words correctly.2) make a dialogue.课? 序教? 学? 过? 程? 设? 计设计意图step-onewarming up: sing a song?step-twopre-task preparation:???? 1、daily talk: ??1)? what do you see/hear?2)? what is it?3)? what colour is it?4)? what can you do?5)? what can (name) do?6)? what do you want?7)? four apples???? 2、listen and act:??1)? come here, (name).2)? go there, (name).3)? come back, (name).4)? close the ______, please.5)? open the ______, please.6)? clean the ______, please.7)? bring me ________.8)? give it to (name).??? 3、role- play: i’m a sales clerk.??demonstrate: hello, i’m a sales clerk. what do you want?step-threewhile-task procedure:???? 1、thirsty1) ask a pupil to ask me: “ what do you want?” i will answer: “ i’m thirsty. (act.) i want some juice.” then the teacher ask: “ (name), are you thirsty? what do you want?” → thirsty2) repeat: thirsty → i’m thirsty.3) free-talk: a. i’m thirsty. i want some milk. how about you?let the pupils say something.?在巩固这一单词时，通过句子和师生间的对话进行，让学生熟悉交谈的形式，为后面的输出降低难度。?b. t: how do you feel?? p1: i’m thirsty / hungry.? t: some …? / what do you want?课? 序教? 学? 过? 程? 设? 计设计意图?? p1: ? t: here you are.? p1: thank you.???? 2、hungry??the teaching method is the same to 1.??? 3、consolidation:??matching game: ??choose an adjective from the words “ hungry” and “ thirsty”, then choose some food or some drinks, then say something like this: “i’m ______. i want _______.”??? 4、listen and repeat: ?step-fourpost-task activities:让学生根据所学内容自编对话，加强学生实际运用的能力。??? make some new dialogues like this:a. p1: i’m thirsty.? p2: what do you want?? p1: i want …? p2: here you are.? p3: thank you.b. p1: i’m thirsty.? p2: some milk?? p1: yes, please. / no, thank you.( first, the teacher and some pupils demonstrate, then the pupils practice in pairs, at last perform.)step-fivehomework assignment:??listen and repeat p28 five times.2板书设计????教学具准备1、tableware.2、word cards.3、picture cards for food and drinks.?课后小结????????????课题：????? unit 6 eating and drinking?????????????????????????????? 第 5 课时课型：新授教学目标basic aims: a. to learn the story: ???????? b. to act the story.developing aims: free talk教 学 重点、难点、关 键role-play the story..make a short story.课? 序教? 学? 过? 程? 设? 计设计意图step-onewarming up: sing a song?step-twopre-task preparation:???? 1、daily talk: ??1)? what do you see/hear?2)? what is it?3)? what colour is it?4)? what can you do?5)? what can (name) do???? 2、listen and act:??1)? come here, (name).2)? go there, (name).3)? come back, (name).4)? close the ______, please.5)? open the ______, please.6)? clean the ______, please.7)? bring me ________.8)? give it to (name).??? 3、matching game:??stick the picture cards for this unit on the board. show the word card for each picture to the class. have them read the word aloud. then put the word cards face down on the desk. once the pupils agree that all the words and pictures match, say them aloud again. pupils repeat one more time.??? 4、free talk: what do you like to eat or drink??step-threewhile-task procedure:???? 1、listen and try to understand:1) listen to the tape twice.2) try to answer some questions:a. is sam hungry?b. is may hungry??通过听录音，回答问题的形式，帮助学生理解和记忆故事内容，同时训练学生?c. does may want a coke?d. does sam want a pizza?e. what does their mother want?课? 序教? 学? 过? 程? 设? 计设计意图?f. do they want some ice-cream?3) open the books and listen again.4) read after the tape one sentence by one sentence.5) get the pupils in groups of four and let them role-play the story.的听力理解能力。step-fourpost-task activities:在故事的改编和角色的扮演中发挥学生的主观能动性和创造性。??? 1、?????? 2、make a new story and act it out.tell pupils to switch roles and that they can change the food/drink items to any other suitable vocabulary they are familiar with.design the menu , make a story and act it out.divide the pupils into some groups. give each group a piece of paper. ask the pupils to make a menu with some food and drinks on it. ask them to draw pictures of the food and drinks. once they have made their menu, let them make a new story according to the menu, practice the story by role-playing . ask some groups to perform their stories.step-fivehomework assignment:??listen and repeat p31 five times.2板书设计????教学具准备1、word cards and picture cards.2、picture cards for food and drinks.3、some paper.?课后小结

牛津英语教案篇3

教学内容：《牛津小学英语》6bunit 6 d listen and write

教学目标：

1、能在具体情境中熟练运用所学句型what are you going to do…?及其回答i am / we’re going to…

2、熟练完成本单元d部分内容。

教学重点：熟练完成本单元d部分内容。

教学难点：

能在具体情境中熟练运用所学句型what are you going to do…?及其回答i am / we’re going to…

教具准备：录音机、磁带、课件或投影片或小黑板、图片等。

教学过程：

step1 warm up

1. sing a song

2. greetings

3. everyday english

step2 revision

1. look, read and learn和look and say.

①guessing game.

groups work.

教师课前准备一些关于周末活动的图片（可使用5b unit3 hobbies的b及本单元b部分的图片），小组内一学生选择自己最喜欢的一件，其它同学用what are you going to do…?猜他（她）将要做什么。猜对最多的同学即为优胜者，可分别加5、4、3颗星。

action.

②have a match

用what are you going to do…?及we’re going to…造句，看哪组说得最多，获胜的小组每位组员加2颗星。

2. listen, read and say.

①group work.分角色朗读并表演课文。

②action.

③look, read and complete.

it is eight thirty on ________ morning. the children ___________ have school today. gao shan and his father are going to ______ a beijing ________ ________ this afternoon. david is going to ________ the ________ tomorrow. nancy is going to _________ ________ ________ at the concert tomorrow. gao shan will come with________, _______ and_______.gao shan and david will meet at one ________ in front of the______ ________.

学生独立完成练习，集体订正，全班齐读。

step3 presentation

1. 指导学生观察图片，简要介绍对话背景，让学生了解对话主题。

2. 学生根据介绍的对话背景，了解对话主题，预测可能听到的内容，做好听的心理准备。

3. 播放全文录音，使学生养成整体接受语言材料的习惯。

4. 指导学生完成填空练习。

①在完成练习的过程中，教师要在学习方法上及时给予指导：如根据对话内容，针对所填词语设计一些问题，请学生听完后口头回答；又如指导学生做好听写记录，记下关键词……，帮助学生理解对话。

②对练习中出现的非四会单词，教师可给出单词让学生有选择地填写。

5. 教师与学生共同讨论练习答案，分析错误原因，找到解决方法。

6. 学习短语。

①学生自由画出d部分中出现的短语。

②师生共同讨论并课件或小黑板出示短语：see his parents，in new york，buy some presents，with his friends，buy some kites，at the shopping centre，near their school，watch a race，进行英汉互译练习。

7. 学习语法知识。

①介词的用法，例如in new york，with his friends，at the shopping centre，near their school中的in, with, at, near的用法。

②名词复数的用法。例如some presents，some kites，要注意some后加名词的复数；又如with his friends liu tao and wang bing，因为后面跟了liu tao和wang bing两个人，所以friend必须用复数friends。又如see his parents是父母两人，而不是父亲或母亲的parent，要讲清词义区别。

8. 全班齐读。

9. 小组内自由练读，并试着背诵。

10. 教师抽查学生的朗读和背诵情况，全班评议。

step4 consolidation

1. a task

学生就d部分的练习，重新设计填空练习，把自己认为易错的地方用红笔标注出来。

2. groups work

学生就自己设计的练习在小组内进行讨论交流，整合出一份小组的填空练习。

3. action

就小组设计的填空练习在全班范围内讨论交流。

step5 homework.

1、熟读并背诵d listen and write。

2、预习e read and number。

3、默写unit 6 的四会单词和四会句型1遍，并将错误订正。

板书内容：

is going to, parents, buy, friends, kites, shopping centre, school, dad, race

板书设计：

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。

一．教学说明

1．今天是小朋友进入小学的第一节英语课，所有的学生都表现出对英语

的极大的好奇。作为一名英语教师，要通过充满知识和乐趣的课堂将孩子们的好奇转换成对英语学习持久的兴趣和热情。

2．班级中的孩子来自不同的环境，有着完全不同的知识基础和认知能

力。教师应主动地去了解学生，这对今后的教学工作十分重要。

二．教学内容

1．认知内容：能听懂会说goodmorning.–howdoyoudo?–how

areyou?-fine,thankyou.–hello!等问候语。

2．能力要求：学会用-goodmorning.–howdoyoudo?–howare

you?-fine,thankyou.–hello!来问候和交流。

3．情感态度：通过学生对本课问候句子的学习，培养学生讲文明的良好

习惯。并鼓励学生用这些问候语与新同学交朋友，增进新生之间的了解和友谊。

三、教学提示

媒体准备：

玩偶、响板、歌曲磁带

2．教学关注点：

本课中的句子例如：howareyou?fine,thankyou.对于一些从

来没有接触过英语的小朋友来说比较困难，为了解决这一问题，可从以下方面做努力。

1）注重学习的过程，为学生的学习铺好台阶；

2）在小朋友们喜欢的游戏、歌曲等活动中巩固句子；3）多创设学生间的合作交流的机会，以缓解因差异造成的成效不一。3．资源分享：

九年义务教学课本3a有配套的歌曲：如

4.设计思路：

1）这个单元中的歌曲对于一年级的小朋友而言学起来比较困难。而少量多次是分解难题的有效方法，因此可将这首歌的学习安排在本单元中的各课时中，让小朋友在几节课中，从感知到熟悉和学唱一步步的学习，这样学起来既轻松又有成效。

3）由于let‘stalk的内容适合刚入学的一年级新生，所以将这部分

内容提前到第一课时来上。

5．教学反思：

1)句型最好板书出示，加以认读。加强音和形的联系。

2)对于一些英语课堂用语可以进行提前感知，为下节课的学习做伏笔。

thesecondperiod

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。

lesson plan

school: shanghai shi yan primary school

name: li jun

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

topic: farm animals

aims: letters: nn , nose , oo , orange

language focus: learn the names and sounds of the letters “nn, oo”。

aids: letter cards, multi-media, word cards, wall-chart ...etc .

procedurescontentsmethodspurposei. pre-task preparation:1. warming-up:1. sing songs and read rhymes.2. revision for the alphabets:1. (multi-media) ps: recite the alphabets.2. (letter cards)ps: read the letter cards in rising tone and falling tone. when they read the capital letters, they stand up. when they read the small letters, they sit down.以“读大写，起立：读小写，坐下”的形式，使学生机械性朗读的过程变得有趣，学生在辨别字母大小写形式的同时，快速反应能力也得到了锻炼。ii. while-task procedure:content 1:letter: nn1. (multi-media)t: introduce the letter “nn”。1.以多媒体动画使“n,n”走进学生的视野，从而引出新授内容。2. ps: imitate the pronunciation .t: check.3. pa+pb: ask and answer in pairs.e.g. what letter is it?it's n.it's big n.(it's small n).4. t: show some word cards, such as ‘nurse’, ‘nice’, ‘nose’, ‘night’ and so on.t : ask individuals to think of more words which contain n /n/.e.g.: new … etc.2.通过限时抢答的形式开展这个活动，尽可能地调动学生的知识库存，活跃他们的思维。content 2:letter: oo1. (multi-media)t: introduce the letter “oo”2. ps: imitate the pronunciation.t: check.3. pa->pb->pc : ask and answer in succession .e.g. it is o?yes, it is. it's big o.is it o?yes, it is. it's small o.4. (multi-media)ps: listen to the teacher's pronunciation and figure out the words with the same pronunciation /εu/.

cakebeegooldkitecatnoopeno

t: conclude that o is pronounced as /εu/.ps->p1 : look at the screen and read the words again.e.g. oo /εu/ nose…etc.学生通过听音辨别，将单词与字母连线，自己归纳出字母o不同与其他元音字母的发音。这一活动为学生们提供了主动探究、自主学习的空间。iii. post-task activity:1. do a quick response.ps: read the letter cards with music.2. build up the four letters “nn, oo” with body language.ps: practice in pairs or individually to show a letter.e.g. p1: look at me. i am np2+3: look at us. we're o.“用自己的身体搭出字母”，使学生得以展开想象的翅膀，尽情展示自己的表演才能，同时以自己感性的体验，巩固了新知识。iv. assignment:1.read the letter cards at home.2.listen to the text .

教案设计说明：

本课的教学内容主要是字母“nn, oo”本身的发音及单词nose, orange中o的发音。二年级的学生年龄尚小，注意力不容易集中，纯机械化的字母教学很容易使他们感到枯燥乏味，从而渐渐失去对英语学习的兴趣。所以，在教学中，我采用各种形式的操练活动，使学生“动起来”，在“动中学”，“学中用”，避免字母学习的过程枯燥化，机械化。我主要就以下几方面进行了实践，

在复习的环节里，学生以“读大写，起立；读小写，坐下。”的形式朗读字母卡片，在辨别字母大小写形式的同时，快速反应能力也得到了锻炼。这样的机械性朗读的过程无疑是很有趣的，学生们在念的过程中还时不时地笑出声来，看得出他们非常喜爱这样的学习方式。

在新授字母“nn, oo”的教学中，我先是使用多媒体特效引出新授字母，使字母活蹦乱跳地“走”进学生的视野。学生们对生动形象的字母感到既好奇又十分有趣，从而产生了学习的积极性。其次，学生不是等待灌满的“空罐子”，而是语言和思维的积极探索者，他们具备一定的观察能力和归纳能力。在本课中教授字母组合“oo”在单词中的发音时，我尽可能地放手让学生自己观察，总结出发音规律。学生通过听音辨别，总结出字母o在单词中的发音为/εu/。这一活动为学生们提供了主动探究、自主学习的空间。让他们积极参与并自己探索语言的意义和答案。

在复习巩固字母“nn, oo”的环节中，我请学生们“用自己的身体搭出字母”。使学生得以展开想象的翅膀，尽情展示自己的表演才能，同时以自己感性的体验，巩固了新知识。

字母教学是学生学习英语的过程中最重要的环节，为了使学生掌握好字母的字形和发音，从而为他们今后单词和语音的学习打好基础，教师应当尽可能地调动学生学习的积极性，活跃他们的思维，增强他们的学习能力。

2b unit1 period 7（上海版牛津英语教案） 来自。

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。

以上就是一秘为大家整理的10篇《《牛津小学英语》教案》，能够帮助到您，是一秘最开心的事情。

牛津英语教案篇4

一、 教学内容：

牛津高中英语模块一unit 1 （上）

二、教学要求：

1．掌握和校园生活有关的常用单词、词组与句型。

2．学会描述校园生活和学校设施。

high school is a time of discovery, learning and hard work!高中是探索、学习和辛勤劳动的时期

huge campus and low-rise building 学校面积大，没有高层建筑。

twelve laboratories are available for different experiments.12个实验室可供不同试验使用。

each room comes with its own bothroom and internet access.每个房间都有自己的卫生间和英特网接口。

3．学习阅读技巧：skimming&scanning。

4．语法：定语从句（一）

【知识重点与学习难点】

一、 重要单词：

access achieve attend assembly article available average canteen club challenging context donate display experience extra graduate gym heading locker low-rise literature poster relax

二、重点词组：

class teacher 班主任

at ease with 和….相处不拘束

school hours学校作息时间

earn respect from 赢得…的尊敬

sound like听起来象

for free 免费 get a general idea 了解大意

as well as 除….以外， 也

key words 关键词

word by word 逐字逐句地

find one’s way around 认识路

develop an interest in 培养对….的兴趣

surf the internet网上冲浪

【难点讲解】

1. what is your dream school life like?

你理想中的学校生活是什么样子？

这里 dream 表示心目中最理想的。 如 dream team (梦之队)。

2. going to a british high school for one year was a very enjoyable and exciting experience for me.

去一所英国中学读书一年对我来说是一次令人愉快和兴奋的经历。

going 在本句里作动名词，它和后面的to a british high school for one year构成动名词短语作句子的主语。go to a british high school本来是个动词词组，在go 后面加上ing 后，它就具备名词的特性可以在句子中充当主语、宾语或表语。

动词的现在分词和过去分词都可以作定语，但所表达的意思不同， 现在分词作定语常表示“令人…”、“正在….”;例如exciting news, sleeping dog; 过去分词则有被动或完成的意思，常表示“感到….的”、“被….的”,例如： an excited crowd of people, broken heart.

3. i was very happy with the school hours in britain because school starts around 9 a.m. and ends about 3.30 p.m.

我对英国学校的作息时间很满意因为学校大约上午9点开始上课，下午3点半左右放学。

be happy with=be pleased with, around=about。

4. this means i could get up an hour later than usual as schools in china begin before 8 a.m.

这意味着我可以晚一小时起床，因为在中国学校8点钟上课。

as adv.同样地， 被看作， 象

prep.当做

conj.与。一样， 当。之时， 象， 因为

本单元多次出现as, 用法各不相同，应注意比较。另外as 还可以构成一些常用词组：as if就好像， as far as就….而言， so as to以便于， as for至于， such as例如，等等。

mean: 意味着， 后面通常加名词或宾语从句。例如：

the attack of pear harbor meant a declaration of war with the united states.

the raise of salary means that i can send my daughter to a better school.

5. he also told us that the best way to earn respect from the school was to work hard and achieve high grades.

他还告诉我们赢得学校尊敬的最好方法是努力学习并取得好成绩。

the best way to do sth is to…..结构用来表达做某事的最好方法是….., 例如：

the best way to learn english is to use it as often as possible.

6. i found the homework was not as heavy as what i used to get in my old school, but it was a bit challenging for me at first because all the homework was in english.

我发现这儿的家庭作业没有我原来学校的多，但一开始对我有些挑战性，因为所有作业都是英语的。

as…..as, 中间加形容词或副词，一般要连接两个相同的句子成分， 请比较下面两句话：

you hate him as much as i (=you hate him as much as i hate him).

you hate him as much as me(=you hate him as much as you hate me).

used to 过去常常， 隐含的意思是现在的情况已经不同。例如：

she used to study very hard. ( she does not study so hard any more).

used to 的否定形式是usedn’t to/ didn’t use to

注意：be used to sth/doing 表示习惯于….

7. cooking was really fun as i learnt how to buy, prepare and cook food.

当我学着怎样买菜、洗菜、烧饭时，烹饪真的是一件有趣的事。

fun是名词，有趣的事情， 副词really并非修饰它，而是修饰前面的be动词was

试比较： he is really a funny guy. 和 he is a really funny guy.这两句意思虽然相同， 但really修饰的对象不同，因此说话的侧重点也不同。

8. i do like eating desserts after meals as you mentioned in your article.

就像你在文章中提到的那样，我的确喜欢在饭后吃甜食。

do、did在陈述句中，用在动词前表示强调，可译作的确、确实。

9. upon finishing his studies, he started travelling in china.

完成学业之后，他开始在中国旅行。

介词upon/ on加doing相当于带as soon as 的时间状语从句。

upon finishing his study＝as soon as he finished his study

10. former student return from china

一位校友重中国归来

former, past, old 虽然都和过去有关，但 侧重点不同。 former：“过去曾经是。的、 前任….”, past: “过去的” old“老的、从前的”。例如： former president前总统，past experience以往的经验，my old school我的母校。

11. earn, achieve和gain

这三个单词的基本意思都是“get”但含义不尽相同， earn ：get as the reward of work（挣，得到…作为工作的回报）, achieve ：get what you want by effort(成就，通过努力达到某个目标), gain和“get”的用法最接近，它对得到的方法和内容都没有具体要求。常见搭配：

earn money/ a living/ one’s respect/ one’s bread, achieve a gaol/ success/ purpose/ high grade, gain experience/ weight/ an advantage over/ time/ the upper hand( 占上风)/ ground(取得进步).

【语法】

定语从句(1)

用来说明主句中某一名词或代词（有时也可说明整个主句或主句中一部分）而起定语作用的句子叫作定语从句。定语从句的作用和作定语的形容词、介词词组、分词词组相似，有时可以相互转换，例如：金发女孩可译作a blonde girl ，a girl with blonde hair或a girl who has blonde hair。定语从句通常由关系代词that/ which/ who/ whom/ which/ as或关系副词when/ where/ why引导，这些词既指代主句中要说明的名词或代词， 又充当从句中的某个句子成分。请看例句：

1.tom is the only person who can keep a cool head in time of crisis.(who指代主句中的先行词person,在从句中作主 语)

2.tom is the only friend whom(或who) i can rely on. (指代friend，在从句中作宾 语， 所以常用代词who的宾格形式).

3.china is no longer the weak nation that she used to be. (关系代词that指代weak nation，在从句中作表语)

4.the school whose floor space is very limited can’t take in one more student. (关系代词whose指代the school’s ，从句中作floor space的定语)

5.i like to go to the gym where i can have a work-out after sittiong for a day. (关系副词where指代主句中的地点状语gym 在从句中作状语)

【阅读技巧】

skimming & scanning

skimming略读，skim原意是轻轻掠过表面，作为阅读技巧是指通过浏览文章标题，主题句，插图和图表等方法了解文章的大意。 skan, 本意是扫描，这里指用眼光快速扫视书报等材料寻找我们想要的信息。他们的区别在于skimming是为了了解文章的大意，而scanning是为了寻找某些具体信息。skimming & scanning都是快速阅读的重要策略，也是信息时代我们必备的技能。尤其是在阅读英语时，注重练习skimming & scanning可以帮助克服逐字逐句的阅读习惯（如finger-point reading, lip reading），提高阅读速度。

【补充阅读】

阅读这篇文章，根据中文提示和上下文写出所缺的单词：

my school day

i leave home at 6:45 and walk 20 minutes to ______(赶) a bus to school. the bus is a special one just for kids going to my school. the _______(路程) on the bus takes an hour because it has to keep stopping to pick up other students along the way.

when i arrive at school, i______(领取) my tablet pc from the flexi (flexiable learning centre). then i go to my tutor room for registration at 8:30. we listen to announcements to see what special things are happening at school today or this week.

at about 8:50 we leave tutor room to go to our first period. every day i have a different lesson the first period. normally it is humanities but i also have maths, drama and music, and french on the other days. each period lasts an hour.

all my lessons are in different rooms and places around the school. each room either has a three_____(位) number or a name. the numbers are very hard to remember!. i have different teachers for each lesson. i have a _______(存物柜) where i can store some of my stuff but otherwise i have to carry it all around with my in my bags.

swipe cards

every student carries a swipe card. we swipe into every lesson to let the school know that we have _____(参加) that certain lesson and to know where we are in case of emergencies.

on the swipe card there are two stripes, a black and a brown. the brown is to swipe into lessons and the black is to get into the toilets and buildings.

we can put money on our swipe cards instead of carrying cash around. when we want to pay for snacks at the tuck shop or canteen we just hand over our cards and they deduct the money.

subjects

maths, english science ict

drama music art pe

humanities (history, geography, and religion) french or spanish

time table

9:00 1st period

10:00 2nd period

11:00 - 11:20 break

during break,〖.1mi.net〗 i have a snack and play and chat with my friends. usually we play it a chasing game. snow ball fight when it snows is dead fun.

11:20 3rd period

12:30 4th period

1:30 - 2:10 lunch

i bring a packed lunch to school but occasionally i have school dinners in the school______(食堂).

2:10 5th period

3:10 end of school

sometimes i stay after school for clubs.

canteen

the canteen is open at lunch time and break time. most hot food is served only at lunch time. chips are only_______(买的到) on mondays and fridays.

【同步练习】

一、 用适当的关系代词或关系副词填空：

1．i still remember the time _______ i first became a high school student.

2. there are many places in london _______ you can buy a cup of coffee.

3. that is the reason _____ he is so keen on school activities.

4. china is a country_______ history can be dated back to 3000 bc.

5. he is driving a car ______ can travel at 150 mile per hour.

6. he has to fly to all the major cities of the world ______ his company has set up offices.

7. the lady _____ we met in the bar is eyeing us from the corner .

8.we are facing the same problem ____ we did years ago.

二、将下列每组句子合成一个带定语从句的复合句：

1. the anti-japanese aggression war broke out on july the 7th. it lasted for eight years.

2. on his website we saw some photos. mr. lee took these photos in europe.

3. on the way to school i saw some trees. their leaves were eaten up by insects.

4. shelley likes to spend her leisure time in the students’ union. she can meet many international students there.

5. jane’s father wants her to be a singer. he himself has always wanted to be a singer himself.

参考答案

一、

1. when 2. where/in which 3. why 4. whose 5. which/that 6. where 7. whom/who 8. as

二、

1. the anti-japanese aggression war which lasted for eight years broke out on july the 7th.

2. on his website we saw some photos which mr. lee took in europe.

3. on the way to school, i saw some trees whose leaves were eaten up by insects.

4. shelley likes to spend her leisure time in the students’ union where she can meet many internatioal students.

5. jane’s father wants her to be the singer that he himself has always wanted to be.

lesson plan

school: shanghai shi yan primary school

name: li jun

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

topic: farm animals

aims: letters: nn , nose , oo , orange

language focus: learn the names and sounds of the letters “nn, oo”。

aids: letter cards, multi-media, word cards, wall-chart ...etc .

procedurescontentsmethodspurposei. pre-task preparation:1. warming-up:1. sing songs and read rhymes.2. revision for the alphabets:1. (multi-media) ps: recite the alphabets.2. (letter cards)ps: read the letter cards in rising tone and falling tone. when they read the capital letters, they stand up. when they read the small letters, they sit down.以“读大写，起立：读小写，坐下”的形式，使学生机械性朗读的过程变得有趣，学生在辨别字母大小写形式的同时，快速反应能力也得到了锻炼。ii. while-task procedure:content 1:letter: nn1. (multi-media)t: introduce the letter “nn”。1.以多媒体动画使“n,n”走进学生的视野，从而引出新授内容。2. ps: imitate the pronunciation .t: check.3. pa+pb: ask and answer in pairs.e.g. what letter is it?it's n.it's big n.(it's small n).4. t: show some word cards, such as ‘nurse’, ‘nice’, ‘nose’, ‘night’ and so on.t : ask individuals to think of more words which contain n /n/.e.g.: new … etc.2.通过限时抢答的形式开展这个活动，尽可能地调动学生的知识库存，活跃他们的思维。content 2:letter: oo1. (multi-media)t: introduce the letter “oo”2. ps: imitate the pronunciation.t: check.3. pa->pb->pc : ask and answer in succession .e.g. it is o?yes, it is. it's big o.is it o?yes, it is. it's small o.4. (multi-media)ps: listen to the teacher's pronunciation and figure out the words with the same pronunciation /εu/.

cakebeegooldkitecatnoopeno

t: conclude that o is pronounced as /εu/.ps->p1 : look at the screen and read the words again.e.g. oo /εu/ nose…etc.学生通过听音辨别，将单词与字母连线，自己归纳出字母o不同与其他元音字母的发音。这一活动为学生们提供了主动探究、自主学习的空间。iii. post-task activity:1. do a quick response.ps: read the letter cards with music.2. build up the four letters “nn, oo” with body language.ps: practice in pairs or individually to show a letter.e.g. p1: look at me. i am np2+3: look at us. we're o.“用自己的身体搭出字母”，使学生得以展开想象的翅膀，尽情展示自己的表演才能，同时以自己感性的体验，巩固了新知识。iv. assignment:1.read the letter cards at home.2.listen to the text .

教案设计说明：

本课的教学内容主要是字母“nn, oo”本身的发音及单词nose, orange中o的发音。二年级的学生年龄尚小，注意力不容易集中，纯机械化的字母教学很容易使他们感到枯燥乏味，从而渐渐失去对英语学习的兴趣。所以，在教学中，我采用各种形式的操练活动，使学生“动起来”，在“动中学”，“学中用”，避免字母学习的过程枯燥化，机械化。我主要就以下几方面进行了实践，

在复习的环节里，学生以“读大写，起立；读小写，坐下。”的形式朗读字母卡片，在辨别字母大小写形式的同时，快速反应能力也得到了锻炼。这样的机械性朗读的过程无疑是很有趣的，学生们在念的过程中还时不时地笑出声来，看得出他们非常喜爱这样的学习方式。

在新授字母“nn, oo”的教学中，我先是使用多媒体特效引出新授字母，使字母活蹦乱跳地“走”进学生的视野。学生们对生动形象的字母感到既好奇又十分有趣，从而产生了学习的积极性。其次，学生不是等待灌满的“空罐子”，而是语言和思维的积极探索者，他们具备一定的观察能力和归纳能力。在本课中教授字母组合“oo”在单词中的发音时，我尽可能地放手让学生自己观察，总结出发音规律。学生通过听音辨别，总结出字母o在单词中的发音为/εu/。这一活动为学生们提供了主动探究、自主学习的空间。让他们积极参与并自己探索语言的意义和答案。

在复习巩固字母“nn, oo”的环节中，我请学生们“用自己的身体搭出字母”。使学生得以展开想象的翅膀，尽情展示自己的表演才能，同时以自己感性的体验，巩固了新知识。

字母教学是学生学习英语的过程中最重要的环节，为了使学生掌握好字母的字形和发音，从而为他们今后单词和语音的学习打好基础，教师应当尽可能地调动学生学习的积极性，活跃他们的思维，增强他们的学习能力。

2b unit1 period 7（上海版牛津英语教案） 来自。

lesson plan

school: shanghai shi yan primary school

teacher: li jun

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

topic: farm animals

aims: review the whole unit.

aids: letter cards, multi-media, word cards, wall-chart ...etc

procedurescontentsmethodspurposei. pre-task preparation:1. warming-up:1. ps: read a story.2. t: invite one or two groups to act the story out.ii. while-task procedure:1. review the letters:1. ps: recite a chant “abc, cba”。学生边拍手边背诵，拍手的节奏逐渐加快，背诵的节奏亦随之越来越快。通过这一过程，迅速调整学生学习状态，集中注意力。2. have a competition: word –letter chain.t: càp1: c /k/ cake, n àp2: n /n/ nurse, dàpn…以接龙比赛的形式复习字母及其在单词中的发音，使学生的复习过程十分紧凑，也显得有趣。2. review the sentences and words.1. (multi-media)t: what do you see?p1: i see a farm.t: yes, this is a big farm.ps: listen to the tape and guess what animal is on the farm.听力训练。通过听录音，猜谜语，帮助学生复习句型，并提高学生有意记忆的能力。2. (wall-chart)ps: work in groups. rearrange the letters and put them into word cards. then match the words with the barns.让学生体验自主的复习过程，在“看看、想想、拼拼、读读”的过程中，动手动脑复习词汇。3. (multi-media)ps: watch the snap-shots and tell the names of the animals quickly.e.g. i see a ...it’s … it can …it goes…请学生观看快速变换的图像，并以抢答的形式描述动物。这样既能吸引学生的注意力，又能帮助他们回忆本单元的旧知识。4. play a guessing game.ps: work in groups. choose one animal and compose a riddle. then read the riddle to the class. the others guess.e.g. this is a farm animal. it is … it can … it goes … what is it?让学生在猜谜游戏中进行语言交际，增长他们的参与意识和竞争意识。5. (multi-media, the pupils’ drawings)t: make a model. introduce the farm.ps: go around the classroom and introduce their farms to their good friends.e.g. p1: look, this is a farm. i see many animals on it. look! what do you see? p2: …p1: listen! what do you hear?p2: …学生离开座位，向好友介绍自己所画的农场。通过这一环节，让学生在课堂中“动起来”，从而体验语言交际的乐趣。iii. post-task activity:do exercise on the exercise- books.iv. assignment:1. recite the whole text.2. preview the next lesson. 3. listen to the tape.

教案设计说明：

本课为二年级下学期unit 1的复习课，我将复习过程分为两段：字母和词句。在复习字母的环节里，我采用了拍手诵读和接龙两种形式。首先，学生边拍手边背诵字母，拍手的节奏逐渐加快，背诵的节奏亦随之越来越快。通过这一过程，迅速调整学生学习状态，集中注意力。其次，以接龙比赛的形式复习字母及其在单词中的发音，使学生的复习过程十分紧凑，也显得有趣。

在复习词句的环节里，由于学生面对的是在前几教时中已经学过的内容，我在教法的选择上如果一昧地“炒冷饭”很容易使学生产生厌烦的情绪，影响他们主动性的发挥。所以，我根据复习课本身的特点，设计了各种各样的自主式活动，如：小组合作编谜语、将打乱的字母卡片拼成单词，并与挂图配对、学生离开座位展示自己画的农场等等。这些活动将课堂上的大部分时间还给了学生，让他们自己看一看、听一听、想一想、猜一猜、拼一拼、读一读、谈一谈，体验复习知识的乐趣。

复习是学生掌握知识的过程中非常重要的环节，教师应当采取各种手段，让学生充分感知，不断积累，这样才能使他们逐步掌握知识，增强学习能力。

以上内容就是一秘为您提供的8篇《牛津英语教案》，能够帮助到您，是一秘最开心的事情。

牛津英语教案篇5

高一英语导学提纲

m3u3 words(1)

课前导学

一、查字典或工具书，填写下列词性变化：

1. civilization (n.)→ (vt.) 2. bury (v.) → (n.)

3. mud (n.) → (adj.) 4.wealthy (adj.)→__________(n.)

5. commercial (adj.)→__________(n.) 6. heat (n.)→________(v.) →_________(adj.)

7. condition (n.)→__________(adj.) 8. concerned (adj.) →_____(n./v.)______ (prep.)

9. faithfully( adv.) →_____(adj.) → __(n.)10.cultural (adj.)→__________(n.)

二、根据wordlist填写下列短语：

1.夺取 2.处于良好的状态

3.实施，执行 4.在船上，上船

5.纪念 6.使用中

7.作为回报 8.不复存在，不再

三、单词填空：

1. it’s hard to imagine how this quiet volcano d_____________ the whole city!

2. c_________ environmentalists expressed their worry over the pollution of the yangtze river.

3. one of the c_________ of this job is that you agree to work abroad.

4. many people were b________ alive when the building collapsed.

5. he threw away the r___________ of a meal in the trash.

6. very long noises in the factory can d _________ people mad.

7. the earthquake left the whole town in r_________.

四、写出下列动词的过去式，过去分词：

1. bury 2.destroy

3. drive 4.feed _

质疑讨论

请提出预习中存在的问题。

1. __________________________________________________________________________

2. __________________________________________________________________________

3. __________________________________________________________________________

拓展延伸

1. lecture

1) n.演讲，讲课

give/deliver a lecture to sb. on sth.

have a lecture 听演讲 go to a lecture去听演讲

the famous professor delivered a lecture on how to protect the environment.

2) v.作演讲，讲课

mr. smith is lecturing on russian literature

2. bury 意思是“埋葬; 隐藏；掩蔽; 埋头于”

be buried alive ________________

be buried in=be lost in ________________

bury oneself in=lose oneself in ______________

bury oneself in the country隐居

1）the house ______ ___ under snow.房子一半埋在雪中。

2）he __ _____ in his work.他埋头工作。

3）many men __ ____ underground when there was an accident at the mine.

矿上发生意外时,许多矿工都被埋在地下。

4）_________ in deep thought, he didn’t notice mary coming in.

5）_________ himself in sorrow, he refused to see anyone.

6）_________ yourself in your study, and you will make progress.

7）she fell into the bed, ____________ her face in the pillow and sniffed sadly，(抽鼻子)

3. destroy (destroyed, destroyed) v. 破坏

注意该词与ruin, damage 等词的区别：

destroy: 多指彻底地、毁灭性地破坏，含导致无用，不能或很难再修复的意味。

ruin: 多指因外部原因而受到严重破坏或毁灭，侧重破坏的彻底性;也可用于引申意义,如：ruin one’s future, ruin one’s career. 该词做名词时，注意下列搭配：fall into ruin (崩溃)，be in ruins (在废墟中)

damage: 多指对无生命物体的损害，造成降低价值、破坏功能等后果, 但仍可修复。可用作名词,常用词组do/cause damage to.

填空：

1) the building was ________ completely by the fire. 大火完全毁掉了这幢大楼。

2) the repairman tried to repair the car which was ________ in an accident.

修理工试图修复在事故中被损坏的车子。

3) the earthquake did a lot of ________ to the city. 地震对城市造成了巨大的损失。

4) it rained for 3 days, which ________ my holiday. 雨下了三天，把我的假期毁掉了

4. remain

remains 1) pl. 剩余、残留物；2) pl. 遗体、尸首

link v. 保持，仍然处于(某种状态)

remain 后接形容词、名词.、分词、不定式或介词短语等

remain 仍是一个工人

remain 与某人保持联系

remain 一直做

remain 有待于完成

remaining adj.剩下的

the remaining time = the time left (注意remaining和left的位置变化)

5. drive

drive sb. mad/crazy/angry _______________

drive sb to do _______________

drive sb mad/out of one’s mind使某人发疯/失去理智

drive sb into a corner _______________

drive sheep into a market驱赶羊赶到市场去

an hour’s drive 开车一小时的路程

6. condition

1) 指人们所处的生活，工作，气候等情况时常用pl.

under existing conditions _________________

housing/living conditions _________________

2) 处于好的/坏的状况,身体好/不好

be in good/poor condition _________________

be out of condition __________________

on/upon condition that… __________________

on no condition=in no case __________________

7. feed (fed, fed) vt. 为……提供食物；养活

他有一大家子要养活。__________________________.

feed sth. to sb. 把…… 喂给……

feed sb. with sth. 用……喂……

你可以用这根骨头来喂狗。

you can feed this bone to the dog.

you can feed the dog with this bone.

feed on 以……为主食

the cow feeds on hay. 奶牛以草为主食。

8. concern

be concerned _________ 关心

be concerned__________ 与…有关.涉及

feel a great deal of concern about对…很担心

_________ sth 关于…

so/as far as… be concerned 关于；就……而??

concerned parents ______________家长

all members concerned ______________成员

9. take over

接管，接收，接任 (take sth. over from sb.)

he expects to take over the business when his father retires.

他希望他父亲退休时，由他接管生意。

比较：he expects that his father will hand over the business to him.

他希望父亲能把企业传给他掌管。

你愿意让我接替你开会车吗？

____________________________________________

take _______ 脱掉（衣帽等）、切除（物）、动身、（飞机等）起飞、请（几天）假

take…______…从（价格）中减去……

take _______ 雇用（某人）、承担（工作）、呈现

take _________取出

take _______ 喜欢上（某人）、开始（……）、养成……的恶习

take________ 开始；从事；占去（时间、空间等）

take________ 吸收、包括、了解、理解、欺骗、收留（某人）住宿

take________ 取回（某物）、收回（承诺等）、归还

take…_______…把……当作……、误认……为……

take… for granted 认为…..当然

迁移创新：根据中文填空完成句子。

1. 粗心毁了他的前途。

a careless mistake ___________ __________ ___________.

2. 由于还有很多工作有待完成，他没有时间休息。

with a lot of work _________ __________ __________ ___________, he could spare no time for a rest.

3. 我们订购的所有货物都到达了, 而且状况良好。

all the goods we ordered have arrived _________ ___________ _____________.

4. 不要沉迷于电脑游戏，你父母在为你担心。

don’t be addicted to the computer games. your parents _________ _________ ________ you.

5. 他们通过购买股份的方式接管了我们公司。

they _________ __________ our company by buying up shares.

语法巩固

1. nowadays consumers become more and more practical and buy only _______ they need.

a. where b. which c. when d. what

2. she’d like to offer money to ________ needs it to continue his or her study.

a. who b. whom c. whoever d. whomever

3. yesterday he sold out all his stamps at ____ he thought was a reasonable price.

a. that b. which c. what d. as

4. english differs from spanish ________ it is not pronounced as it is written.

a. for which b. in that c. that d. why

5. after three days’ waiting, there was a little doubt in the mother’s mind _______ the police could find her lost child.

a. how b. that c. where d. whether

课前导学

一、查字典或工具书，填写下列词性变化：

1.civilize 2.burial 3.muddy 4.wealth 5. commerce 6.heat (v.) heated(adj.) 7.conditional 8.concern (n./v.) concerning (prep.)9.faithful (adj.) →faith (n.) 10.culture

二、根据wordlist填写下列短语：

1.take over 2.in good condition 3. carry out 4 . on board

5. in memory of 6. in use 7. in return 8. no more

三、单词填空：

1．destroyed 2. concerned 3. conditions 4. influence 5. buried

6. remains 7. sink 8. declared 9. drive 10. ruins

四、写出下列动词的过去式，过去分词：

拓展延伸

1. lecture

发表演讲

2. bury

3.1）the house was half buried under snow.

2）he buried himself in his work..

3）many men were buried underground when there was an accident at the mine.

4）buried in deep thought, he didn’t notice mary coming in.

5）buring himself in sorrow, he refused to see anyone.

6）bury yourself in your study, and you will make progress.

7）she fell into the bed, buried her face in the pillow and sniffed sadly.

3. destroy

(1) the building was completely destroyed by the fire. 大火完全毁掉了这幢大楼。

(2) the repairman tried to repair the car which was damaged in an accident.

修理工试图修复在事故中被损坏的车子。

(3) the earthquake did a lot of damage to the city. 地震对城市造成了巨大的损失。

（4）it rained for 3 days, which ruined my holiday. 雨下了三天，把我的假期毁掉了

4. remain a worker 仍是一个工人

remain in touch with sb 与某人保持联系

remain doing 一直做

remain to be done

5. drive

逼得某人走投无路

would you like me to take over the driving for a while?

6. condition

7. be out of condition __身体不适__

on/upon condition that… ______条件是、只要_______

on no condition=in no case ____决不___

8. concern

be concerned ___about______关心

be concerned__with_____ 与…有关.涉及

concerned parents __忧心忡忡的___家长

all members concerned ______有关___成员

9. take over

.take off take off take on take out take to take up take in take back

take for

迁移创新：

1. in memory of 2. ruined his future 3. remaining to be done 4. in good condition

6. are concerned about 7. took over

语法巩固

dccbd

牛津英语教案篇6

unit3welcome to reading (page 41-45)

1. beyond our imagination, beyond one’s control/ description /ability beyond any praise

2. take part in a debate

3. the perfect copy, two copies of the magazine

4. cause much debate and shock people around the world

5. on (the) one hand, on the other hand

6. point one’s mistakes out

7. be used to save human lives

8. interfere in/with nature/one’s concentration

9. in this/that way; by this/that means

10. be on the way to producing a real-life monster, be on the way to school/success

11. die at a much younger age than normal, normal temperature, return to normal

12. in general, generally speaking

13. be praised for their wonderful scientific breakthrough

14. consider cloning human beings; be considered to have done sth; be considered to be the best

15. research cloning, do research into cloning

16. concentrate on sth/doing; cure diseased like cancer

17. with the intention of destroying them

18. show no respect for human life

19. cause a lot of anxiety

20. be desperate to have a child of one’s own

21. be desperate for a job

22. adopt one’s advice, adopt a child

23. be genetically related to sb

24. push ahead with research so as to deliver a cloned human baby，deliver a letter, deliver a speech

25. focus their efforts on cloning animals

26. be used in medical research

27. succeed in doing sth; be totally immoral

28. deal with the consequences, as a consequence of=as a result of

29. end up replacing us one day end up in failure

30. a product for sale/ on sale

31. use up earth’s resources

32. be/feel sorry for

33. be delighted to have a mother

34. comment on your article, make comments on

35. scientific advances mentioned in your article

36. be in complete agreement with =agree with sth completely; after all

37. challenge questions of morality for centuries, turn challenges into opportunities

38. on a personal note; personally speaking

39. die of heart failure死于心脏病

40. as a whole作为整体

41. what he said made no sense. 他说的话没意义，make sense of what he said理解他说的话

42. upon further readings 在进一步阅读之后

43. read an article with great concern 十分关注的读文章

44. go against nature违背自然， be against违背，反对

45. be responsible for the possible negative consequences

46. experiment with human life

47. put strict laws in place to protect nature制定严格的法律来保护自然， put everything in place使一切井井有条

48. take away his license取消执照

word-power to grammar in u3

1. be against= be opposed to; be for=be in favor of

2. on the opposite side of the street

3. cut down trees; be cut off from the outside; take a short cut

4. show disrespect for nature，

5. destroy the environment; have the environment destroyed

6. fight a hopeless battle against sth

7. work hard to achieve scientific breakthroughs

8. advance/promote technology促进科??

9. be left the way they are

10. compare your body to your school life把身体比作学校生活

11. control oneself bring sth under control; have sth controlled

12. be similar to sth

13. breathe fresh air, take a deep breath, hold one’s breath

14. lead/live a happy life

15. store information储存信息

16. remove waste from the blood, remove him from his position开除

17. lie trapped under the building

18. find out the truth in the field of science

19. a challenging profession, a professional football player

20. do/perform/conduct an experiment

21. my next door neighbor, live next door to me

22. try to figure out sth

23. the other day

24. get bored easily

25. come back from work下班回来

26. do a job， do/take a part-time job

27. match a with b

28. be bored with, be tired of厌倦

29. behave in the same way, behave well/oneself

30. be cautious and use good judgement

31. in my judgement; pass judgement on

32. make decisions

33. have no alternative/choice but to wait

34. have two alternatives/ two alternative ways to solve the problem

35. the book cost me 10 yuan. his careless driving cost him his life. he got promoted at the cost of others.以他人为代价获得升职 cut down/cut back on the cost of production

36. apologize for the mistake on my part. 我的错误 on my part=of my own

37. on my part, his plan made no sense.就我而??

38. the boy was more frightened than hurt.与其说他受伤了，不如说他被吓坏了 the coat is more blue than green.

39. encourage sb to do鼓励某人做--， inspire sb to do鼓舞某人做--- his hometown inspired his novel.给与灵感

40. burn out（元气）大伤， （精力）耗尽 you’ll burn yourself out if you work so hard.

he is burned out after decades of hard work.

unit 3task & project

1. correct spelling mistakes更正拼写错误

2. make changes to the information修改信息

3. take turns to do sth轮流做某事

4. complain to sb about sth向某人投诉某事

5. follow in their footsteps效仿某人

6. conduct /do/make/carry out a survey 进行调查

7. the majority of people,大多数人 in the majority占大多是

8. advocate this type of scientific research提倡这种科学研究

9. to conclude/in conclusion最后，总之

10. urge you to seek the opinions of the people敦促你征求大家的意见 urge that sb (should) do

11. seek fortune淘金/ a job/opportunities寻求良机/advice from sb 征求意见

12. common practice 常做的事；贯常做法

13. donate money to the poor 向穷人捐钱

14. teach sb a lesson 教训某人 learn a lesson from sth从中吸取教训

15. be resistant to sth抵制，对---- 有抵抗力 resist doing sth 抵制做….

16. be harmful to animals, be bad for;对…有害 be good for, be of benefit to, be beneficial to 对…有利

17. a mistake on your part 你那方的错误

18. so far迄今为止

19. be limited to doing 局限于做…

20. increase production profits增加生产利润, profit from从中得利, make profits获利

21. ensure safety 确保安全

22. limit the speed to 100km per hour

23. prove the theory证实理论, the theory proves to be true.理论原来是正确的

24. seriously affect our study 严重影响我们的学习

25. endlessly overdevelop earth’s resources 无穷尽地过度开发地球资源

26. construct a dam,建筑水坝 under construction在建设中，constructive advice 建设性建议

27. the planet we live on 我们生活的星球

28. stop economic development in favor of nature 为了保护自然停止发展经济

29. from my point of view, 在我看来 =in my opinion=for/on my part=as far as i am concerned

30. meet our needs/requirements满足需求/要求, make ends meet 量入为出

31. look around 环顾四周；全面思考

32. be concerned about saving nature rather than destroying it 关注保护而不是破坏自然

33. spell disaster for human beings 给人类招致灾难

34. have a /no relationship with 与…有/无关

35. developed/developing countries 发达/发展中国家

36. after decades of destroying nature 在毁坏自然数十年后

37. enjoy healthy and productive lives 享受健康而富庶的生活

38. a question of humans winning and nature losing 一个人类获胜自然失败的问题

39. it turned out that 结果是… turn out as planned 结果和计划一样

40. the solution is acceptable for everyone. 这个方案是每个人都能接受的

牛津英语教案篇7

welcome to the unit

teaching aims and demands:

new words：ability , superdog , fly , careful , collect elderly

teaching methods: task-based approach

teaching task: 1 to revise vocabulary about helping people in the community

2 to generate ideas about ways to care for and help others

teaching aids: tape recorder

teaching procedures:

一. warm-up

talk to students about superman . guide students to understand the meanings of “can” and “can’t” .

二 main task

1 ask for suggestions of some typical ways students help you , the school , the community and others . write the words ‘ everyday hero’ on the board and then brainstorm situations in which students can be helpful .

2 ask students to look at the pictures on page73 . explain the context . check understanding of the words “ planting , clean up , elderly “ . then ask students to read descriptions a-f and de the task .

3 check answers with the class .

4 ask students to look at the pictures and statements and consider how often they engage in the activities . ask them to respond using the words “ regularly / sometimes / never “ .

5 do a class survey . then fill in the following form .

activities always usually often sometimes never

helping old men

planting trees

三 exercises :

练习一welcome to the unit

一、词汇

1 thank you for （bring） me presents and cards .

2 he is a (细心的)boy .

3 i saw a lot of smoke (come) from next door .

4 i poured some water over my jacket . that’s what i did for my (safe).

5 fire can be very (danger) .

6 it is important to be (care) with fire .

7 children should not play with (match) .

二、翻译句子

1 我们可以为希望工程捐款。

we can for .

2 她是一位细心的学生，课堂上她总能认真听讲。

she is a student . she always to the teachers .

3 少先队员们为老人们一周两次打扫房间。

the young pioneers the rooms for twice a week .

4 七年级一班的学生将去河边植树。

the students of class1grade 7 near the river .

5 李平经常帮助老人。

li ping often .

6 他经常在车上让座。

he often someone on the bus .

7 他正在为希望工程筹集东西。

he is project hope .

8 你们这星期五去老年公寓吗？

are you this friday ?

7b牛津英语unit5教案 reading a brave girl

reading a brave girl

teaching aims and demands:

new words： brave , fire , alone , smoke , hurt , pour , rush , save , blanket , burn , arm , danger , careless , by oneself , safety ,

teaching methods: task-based approach

teaching task: 1 to introduce and expand vocabulary to describe dangerous situations

2 to guess general meaning from picture , key words and context

3 to identify names of specific places and actions

4 to skim the text for overall meaning and scan for detail

teaching aids: tape recorder

teaching procedures:

一. warm-up

talk about danger and potential hazards at home . ask if any students have ever had an accident at home . talk about what to do in case of emergency .

二 main task

parta

1 review vocabulary which is relevant for this context .eg. “ smoke , rush , danger “ .

2 encourage students to draw on their own knowledge about such incidents . have they heard about similar incidents ? what happened ? ask :

1 who had the accident ?

2 who helped in the emergency ?

3 how did it end ?

3 listening the text and repeat after the tape , then tell the you the name of the hero in the text .

4 ask six students to read one paragraph each . then ask at least “yes /no” about the article to check understanding

1 did wang fang go out on 10th may ?

2 was there a fire in the kitchen ?

3 was there a lot of smoke ?

4 did wang fang run out of the building ?

5 did the fire burn wang fang ?

6 did she stay in hospital for two months ?

5 read the text carefully again then answer the following questions :

1 what happened on 10th may ?

2 who saved mr sun ?

3 why could mr sun not get out of the kitchen ?

4 how did wang fang put out the fire ?

5 why was wang fang in hospital ?

6 explain the useful expressions in the the text

① help her neighbour out of a fire / danger

eg yesterday jim helped a little girl out of danger .

② alone = by oneself

my parents were out just now. i am alone / by myself now .

peter can do his homework alone / by himself .

③ hear someone shouting

see / watch / find / hear sb do sth ( doing sth )

eg i often see them play football on the playground .

the teacher found them talking happily when she came into the classroom .

④ 79-year-old

eg. mr sun is a 79-year-old man . = mr sun is 79 years old .

⑤ be in hospital

my friend was ill yesterday , so she is in hospital now .

⑥ it’s important / good / + 形容词 for sb to do sth .

eg. it’s good to give someone a seat on a bus .

partb

1 ask the students to identify the words in the text first and then use the information in the sentence to help them guess the meanings .

2 according to the text , use the correct words in the box to complete the conversation between wang fang and the interviewer .

3 ask students to read the conversation in pairs . then invite two or three pairs to present it to the class .

partc&d

1 read the text for this task and make sure that students understand it .

2 ask students to check the conversation individually for any words they do not so that they can work out the wrong information in the conversation easily .

3 ask them to underline the mistakes then replace the wrong words with the correct ones and read the conversation .

4 read the instructions to the class and ask students to find the correct picture on their own . check answers as a class .

5 ask them to think of any other safety advice .

eg . don’t play on the street .

cross the street at the zebra crossing .

三 exercise

一、词汇

1 that man （quick） ran away .

2 don’t (抽烟) here , please .

3 jack fell (跌倒) off the ladder and (hurt) himself .

4 we should (study) hard .

5 it’s important (learn) english well .

6 we went to visit uncle wang and (bring) some flowers to him .

7 the fire (burn) the house .

8 he can (swim) very well .

9 suddenly i heard someone (shout) to the next room .

10 the firemen rushed into the house (救) that little baby .

二、用适当的单词填空

1 that old man was ill hospital .

2 it’s important to be careful fire .

3 mr li put the fire a blanket .

4 don’t pour water her jacket .

5 i heard a strange noise next door .

6 mr fang lives next to my room . he’s my good .

7 we often cook meals in the .

8 we should be when we cross the road .

9 how the girl is ! she saved an old man from the water .

10 that girl is to go out at night . so she often stays at home and watches tv .

三、根据课文完成短文

mr sun is wang fang’s . he is years old . he

lives . one day , wang fang him “ fire , fire !” so she

out and mr sun’s house was on . mr sun his leg , he

can’t get out . what can she do ?

quickly , she back , water over her jacket , then into

the fire . she was . she helped mr sun out .

after this , wang fang often says :”fire can be very . it’s to

be with fire . “

五、翻译句子

1 玩火是危险的。

it’s fire .

2 她有一个8 岁的女儿。

she has daughter .

3 今晚我一个人在家。

i at home tonight .

4 在五月十日， 那男人从或里救出一个小女孩。

, that man a girl a fire .

5 我们应该互相帮助。

we .

6 那场火烧毁了屋子里的一切。

the fire in the house .

7 他迅速跑回公寓去取钥匙。

he quickly his flat the key .

（b）

8 他正在写一篇1500字的故事。

he is .

9 我哥哥今天不能来上学因为他的腿受伤了。

my brother because .

10 这只老鼠用牙齿咬断了绳子帮助狮子脱离了危险。

the mouse cut the rope and helped the lion .

11 孙太太住院多长时间了？

was mrs sun ?

12 我们应该互相学习， 互相帮助。

we should .

13 学好英语是非常有用的。

it’s to .

7b牛津英语unit5教案 vocabulary

vocabulary

teaching aims and demands:

new words：grateful , quick , slow , rude , recommend , award , super , sportswoman

teaching methods: task-based approach

teaching task: 1 to develop an understanding of the use of adjectives in different context

2 to use suitable adjectives to describe people’s behavior and character

teaching aids: tape recorder

teaching procedures:

1 make sure that students understand the concept of opposites , give some similar examples . eg . hot /cold , fast / slow , big / small

2 explain the concept of prefixes and suffixes .tell students that when we add the prefix un- in front of some adjectives , it usually means ‘ not’. give some examples eg. friendly / unfriendly , healthy / unhealthy , lucky / unlucky , usual / unusual . when we add the suffix –ful to the end of some adjectives , it means ‘ full of ……’ i.e. the person or thing has that quality . when we add the suffix –less to the end of some adjectives , it means ‘ without’ or’ lacking’ .

3 ask students to look at the words in the left column of part a and do the task on their own .

4 have one student read out a word from the left column and another student give the opposite word from the right column. write the correct answers on the board .

5 explain the context of part b . you may want to remind students about prizes that can be won at your school and activate students’ knowledge about recommendation letters .

6 ask students to read two reports on their own first . ask them to try to make sense of what is being said in the reports .

7 then students read the first report again and use the mixed-up letters to help them make a suitable adjective .

8 follow the same procedure for the second report . ask students to read out the report one sentence at a time . write the missing words on the board .

9 ask students to write a report about one of the classmates using one of the reports in part b on page 77 as a model . encourage them to use as many adjectives as possible .

7b牛津英语unit5教案 grammar

grammar

teaching aims and demands:

teaching methods: task-based approach

teaching task: 1 to recognize and understand how to use “can” and “could” to express ability in the present and past .

2 to recognize and understand how to use “can” and “could” to talk about possibility in the present and past .

3 to recognize degrees of possibilities when u8sing “may and “might”

teaching aids: tape recorder

teaching procedures:

1 revise the key vocabulary about leisure activities and introduce “row a boat / ride a bike / fly a kite “ talk to students about summer camps in general and the type of activities offered /. elicit as much real information from students as possible .

2 students have already learned the use of “can” and “may” in making requests(book7a , unit2) therefore , you need to introduce the idea that here , the word “can” is used to express ability .

3 ask students to identify activities that they can do well . write students’ statements on the board . first write “ i can “ on the board .

4 ask students to say the things they can do , and sort them into categories : sports/ leisure/school subjects

5 go through the tables at the top of page 78 and explain the use of “can/could” and their negative forms . we use “can” to say that we are able to do something . we use “could” to say that we were able to do something in the past .

6 ask students to work out the rule on their own . then they check with a partner and confirm that their answer is correct with the whole class .

7 ask students to check the information table in part1 about the beijing sunshine secondary school students’ abilities . reinforce the use of “could/ could not” for the past and “can / can not” for the present . then they complete the sentences on their own .

8 check students’ understanding of the grammar tables on page79 . then explain the negative and question forms using “can /could” in part2 .ask them to work out the correct information by referring back to the table on page78 .

9 students do part a2 first on their own and then check their completed sentences with a partner , then ask students to read the conversation in pairs .

10 check answers as a class, remind them to write the pattern into their grammar pattern books together with their own examples.

part b

1 tell students that they are now able to talk about their present and past abilities using “can/could” . introduce the idea that we also use “can/could” to express possibilities .

2 ask students to study the tables at the top of the page to clarify the use of “can/could” and their negative forms .

3 explain to students the concept of possibility . we use “can” to say that something is possible . we use “could” to something was possible . however, we are not talking about the chances that something will happen . provide examples using students’ own experience :

school finishes at 4 p.m. the bus leaves at 4:10p.m. we can take the bus home .

it will be warm tomorrow so we can wear short sleeves .

4 ask them to do partb1 in pairs , for less able students , allow them refer to the table on the top of page 80 .

5 check the answer as a class . pay special attention to any common mistakes and clarify them . choose five students to read aloud .

part c

1 introduce the idea that we also use “may” and “might” to express possibilities . students probably know how to use “may” for making polite requests but possibly will not know the meaning of “might” . tell them that “might” is the past tense form of “may” .however , we also use “might” to talk about possibility .

2 explain the context by talking to students about the class 1 grade 7 students’ summer camp and what the students may / may not or might / might not de there .talk students through some examples using questions about everyday events at your school .

3 ask students to study the tables at the top of the page , and explain to them the difference between the uses of “may” and “might” .

4 have more able students provide other sentences to illustrate “may” and “might” .encourage them to think of their own examples to express degrees of possibilities .

5 explain the context of part c . ask students to read what each person is saying and underline the keywords in each speech bubble . i.e. ”maybe” , “only a small chance” , “ i’m sure” and “highly possible” . these words will determine the use of specific modal verbs .

6 then ask students to complete sentences 1-4 at the bottom of the page . check the answer as a class activity . clarify any possible problems .

牛津英语教案篇8

教材简析：

本单元是book 3b的总复习单元，侧重归纳了第七单元至第十一单元所涉及的语言项目。通过复习，巩固已学过的英语字母、单词及日常交际用语。教师可根据学生学习的实际情况，在字母、词汇和会话三个方面有针对性地复习，把所学的知识有机地联系起来，提高操练密度，加快操练节奏，增大操练容量，以提高复习课的效率，提高学生综合运用英语的能力。

通过第七单元至第十一单元的教学，要求学生能听、说、读、写字母ll-zz,字母教学至此全部结束，教师在复习过程中，应向学生强调掌握二十六个英语字母的重要性，要求学生能按字母顺序熟练背诵、默写字母，教师应尽可能采用多种教学手段，激发学生学习字母的兴趣，帮助学生扎扎实实地掌握二十六个字母。

第七单元至第十一单元中的单词分为六类：居室、食品、衣服、球类、乐器和运动项目，复习过程中，可以将新旧单词相互滚动操练，并有所侧重，以巩固学生对所学单词的掌握。

教学要求：

能按字母的顺序背诵aa –zz ,并能熟练地听、说、读写字母aa—zz.

通过复习，能使学生比较熟练地听、说已学过的单词。

通过本单元的复习操练，要求学生综合运用所学的日常交际用语。

教学重点：

见教学要求1，2。

教学难点：

见教学要求3

教具准备：

各类词卡、字母卡、教学挂图、录音机、磁带。

教学安排：

共计四课时，第一课时复习7-9单元，第二课时复习10-11单元，第三课时复习12单元a、b两部分，第四课时完成c部分和练习册。

the first period : review unit 7-unit 9

teaching contents：

unit7,unit 8,unit 9.

teaching aims：

1.enable the ss to understand and say22 words

2.enable the ss to understand and use the communicative words .

3.raise the ss interest t learn english .

teaching step:

1.sing the songs: abc song ,hot cross buns!

2.say a rhyme :it’s his key .

step 2 revision .

1.游戏：“抢座位”。

游戏规则： 三人围着一条凳子转，音乐停，抢凳子的两头坐，未抢到凳子坐的学生从纸盒中出一张图片（unit 7 8 9 中的单词）说出单词，并说一句话。

2.have a rest .

play a game: 我是abc。

教师将学生分成a——z组，各组以自己的名称组合成unit 10与unit 11的单词。并组进行对话练习。

step3practice .

1.look at the picture and try to act (unit 10 and unit 11)

学生以小组为单位自选其中任意一幅图，根据图意运用所学的日常交际用语进行小品表演，鼓励学生充分展开想象自由发挥。

２．listen to the tape and repeat (unit 10 unit 11)

step 4 homework ,

listen to the tape four times from unit 9 to unit 11

游戏规则：学生两人一组，一说一画，要求能用简单线条勾画出已学过食品尖的特征。

如：Ｓ1: i’m hungry .

s2:what would you like?

s1:i like…

交换练习

３．clothing items

让学生把自备的物品拿出，分成几个小组 ，扮演在商店购物的情景。

如：can i help you?

i’d like a cap,please .

what colour ?

white .

here you are .

how much is it ?

five yuan,please .

step 3 practice .

listen to the tape and repeat .,

read the dialogue aloud .

look at the picture and try to act

the second period :review unit 10-unit 11

teaching contents:

unit10 ,unit 11

teaching aims:

enable the ss to understand and say 16 words .

enable the ss to understand and use the communicative sentences .

raise the ss interest to learn english .

teaching steps

sing a song: we study and play .

free talk .

教师以“i’m hungry”展开对话，充分运用unit 7 ,unit8, unit 9, unit 10中的不同句型、单词进行连锁操练。

step2revision .

musical instruments and sports .

教师做动作学生用英语说出，并互换。

两人一组，表演对话。

do you play the piano ?

no ,idon’t .

do you like football?

yes ,ido .

the third period : unit

12a

b

teaching contents:

unit

2 a

listen and circle ,b listen and answer .

teaching aims .

the ss can understand what they have listened .

the ss can use the words correctly .

teaching steps:

step1warm up .

greeting.

t:may i come in ?ss : come in ,please .

t: good morning afternoon ,boys and girls .

ss:……

say a rhyme: enjoy the day .

step2 presentation .

listen and circle .

教师准备一些事物图片，用句what this /that提问，学生用it’s a /an …回答。

play a game .

游戏规则： 教师把一件物品藏身后，请学生用句型is this a/an …猜测物体，师用yes ,it is /no ,it isn’t .it’s a /an …活动中，教师与学生互换角色。

3） listen and circle .

listen and number

先以free talk的形式与学生进行交谈，重点放在第七单元至第十一单元所学的日常交际用语上。

listen and number .

校正答案。

step 3板书设计：

is this a hot dog ?do you like…

yes ,it is .yes ,i do .

the fourth period :unit12clook and say

teaching contents:

c look and say

teaching aims :

enable the ss to have good cooperationwith one another

teaching steps :

step1warm up .

sing the songs: we study play .

hot cross buns .

step2revision .

read and do .

i like swimming /running /skiing /skating /insummer /spring /winterdon’t and you ?

step3 presentation .

本部分教师让学生看懂图意，然后分小组编小品或课本剧。让学生充分发挥想象力，只要对话符合图意，教师就应予以表扬。

step 4作练习册。

listen and respond.(教师先复习第七至第十一单元的对话，然后根据练习中的情况做出回答)

listen andcheck .

练习前，教师创设情景，将练习中的对话进行复习操练。

listen ,find and circle .

教师采用listen and point形式复习图中物品的英文名称，然后再做出。

listen and judge .

教师先进行一些数学竞赛，然后再做出。

e listen and draw .

flisten and number

先让学生看图，根据图中不同情景表演对话，然后再完成此题。