牛津英语教案
【简介】感谢网友“淼海北部”参与投稿，下面小编给大家带来牛津英语教案(共19篇），希望能帮助到大家!
篇1：牛津英语教案
一、教学内容
《义务教育课程标准实验教科书 牛津小学英语》5b第一单元第一教时（part b and part c）
二、 教学目标
1、能正确地听、说、读、写单词
monday, tuesday, wednesday, thursday, friday, chinese, science,
computer studies.
2、能正确地理解并应用句型what day is it today ?it’s…
what lessons do you have in the … we have …
3、能用所学单词、句型问答并初步感知句型welcome back to school. nice to see you.
三、教学重点
正确应用所学的句型问答
四、教学难点
单词的四会掌握
五、教具准备
自制课表、录音、投影
六、教学过程
a. free talk
1.greetings
用“happy new year!’’ “welcome back to school!” “how are you?’’等日常交际用语进行问答，复习并导入新知
2.revision
复习“i like english .what do you like?’’ “do you like…?’’ “how about you?’’等所学句型，渗透新知
3.present “science，social science, pe, computer studies’’
方法：延续以上对话引出。通过实物直观呈现，在学生理解的基础上，进行单词教学（教师先范读，让生静听、模仿跟读。可通过抢答、试拼等进行巩固）为避免单词教学的枯燥，可将单词放入句型中操练，也可为新句型的教学做个铺垫。
例如： i like science. what subject do you like? oh you like art. me,too. how about you/ and you? …
师生示范一例，生生操练并问答表演。
b. presentation and practice
1.learn “monday”
教师自由谈话引出，例如：oh, someone likes pe, but someone likes english…today is “monday”(出示自制课表)，师重复该单词，生静听、模仿跟读。延续以上对话，引出：“what lessons do we have today? ”
生听、模仿。
2.present “what lessons do we have in the morning?”
引导学生用“we have┅”回答
1）师问，让学生熟练回答。
2）学生试问，师帮助纠正读音。
3）在会读的基础上操练并进行实际运用，师生先示范，后让学生自由练习运用。
3.learn “tuesday, wednesday…friday”
方法：渗透新句型“what day is it today? it’s…”
例如：what day is it today?
it’s thursday.
为避免单词教法的重复，在新单词的引入时还可以用让学生试读的方法，单词的拼读可通过竞赛、游戏等方法以激发学生的兴趣。同时也可加入本课所学的句型“what lessons do we have in the morning?” “we have┅”，使对话的情景更为真实，也起到了复习的作用。
c． practice
1)教师利用自制的课表进行连锁操练：
a：what day is it today?
b: it’s thursday.
a: what lessons do you have in the morning?
b: we have┅
b: what day is it today?
c: it’s friday.
….
2) 师利用投影进行有意义的操练，图文结合。
3）利用挂图，生生问答，检查表演。
d、assign homework
1．朗诵并抄写要求会的单词、词汇和句型。
2．完成练习册a、b部分。
一、教学内容
《义务教育课程标准实验教科书 牛津小学英语》5b第一单元第二教时（read and say 和part f）
二、教学目标
1、能正确地理解、掌握对话内容，并能朗读、初步表演对话。
2、能正确地听、说、读写单词a subject. interesting, a week 和句型what subjects do you like ? i like…
3、能正确地运用对话中的日常交际用语nice to see you. i hape we have more. how about you?
4、在掌握重点句型的基础上，通过本课学习培养学生的.语言实际运用能力。
三、教学重点
能正确理解对话内容并能朗读和初步表演对话。
四、教学难点
能比较流畅的朗读对话，并能在掌握对话的基础上分角色表演。
五、教具准备
录音、图片、多媒体
六、教学过程
a．revision
1．play a game: “反口令”游戏
2．free talk.
a: i have a … what do you have?
b:i have a …
a:i like going sopping. what do you like?
c:i like …
a:i often going shopping on sundays. is it sunday today?
ss:no,it isn’t. it’s monday.
3.复习前一课所学有关的单词，通过图、词闪现，师生问答，或个别问答。
a: what day is it ?
b: it’s …
4. sing a song 生初步感知、熟悉歌词及旋律。
b．presentation
1．教学句型“what subjects do you like?” “i like…”
(由对话自然引出)t: we are having an engilsh lesson. do you like english?
ss: yes, …/no, …(师帮助学生回答)
t: what subjects do you like?(生跟读，出示板书)
s1:i like …(师作提示)
2．teach: how about you?
师指明一名学生：how about you? 生自然地理解并作答，师可稍作提示“i like…”
3．drill
a．师问生，直观呈观句型运用的情景，为学生自己开口说作铺垫。
b.同桌互问，要求学生适当加入问候语，真实运用语言。
c.走下坐位与学生交流，既检查学生的掌握情况，又给了学生说的场地、机会。
4.learn “interesting”
1).教师可由以上的对话what subjects do you like? do you like pe?生回答yes, i do.师可引入yes, it’s interesting.
新单词的呈现时师可放慢速度，让学生感知读音后再开口，为了使学生明确意思可在单词卡下面写出中文给学生参照。
2).say a rhyme
根据不同的学生不同的爱好这一特点，由生描述i like …,it’s interesting .一方面训练 interesting,同时也复习前面所学各种科目的单词。师总结出rhyme.
english, english, a, b, c.
maths, maths, one, two, three.
chinese, chinese, write and read.
art, art, draw and sing.
pe, pe, run and swim.
c．listen, read and say.
1．present “i hope we have more ” “a week”
(师述引出)i like pe, do you like pe? who like pe, please hands up. but we have only two in a week. i hope we have more.
单词week让学生多听几遍，读音可与 “need”比较读。也可提问：how many days are there in a week? 检查学生理解程度。在引入i hope we have more 后可改动课表, 如增加二节课，帮助学生理解。单词和句型的读应放在听清发音之后。
2．listen and answer
课文对话分成两部分，降低难度，听一半对话后回答：
1).what day is it today?
2).what lessons do they have in the morning?
检查后继续听并完成句子：
what do su hai and su yang like? su hai likes and su yang likes .
3.read the text by yourselves then together.
4．read in roles
d. practice
1．look ask and answer
2．do a survey
可借助f部分的表格，师先示范，让学生明确句型运用的场合，再相互问答。作记录后上前回答并介绍。
e．homework
听录音，朗读并表演对话。
四人一组自编或改编对话。
一、教学内容
《义务教育课程标准实验教科书 牛津小学英语》5b第一单元第三教时（part d, e, f and part g, h）
二、教学目标
1．进一步掌握本单元的单词、句型达到能熟练运用的程度。
2．通过有针对性的操练，训练重点句型和难点，学生能用所学句型进行情景对话和交流。
3．了解元音字母o在开音节词中的读音。
4．能演唱本课英语歌曲。
三、教学重点
1．进一步掌握本单元的单词、句型达到能熟练运用的程度。
2、通过有针对性的操练，训练重点句型和难点，学生能用所学句型进行情景对话和交流。
四、教学难点
较熟练地掌握与运用所学句型及有关星期的单词。
五、教具准备
挂图、录音机、实物投影。
六、教学过程
a: sing a song
1.listen to the tape
听录音，投影歌词，学生熟悉旋律。试记歌词。
2．sing after the tape
b: free talk and revision
t：good morning, class. nice to see you.
ss: nice to see you.
t: i like running on sunday morning. do you like running?
s1:yes, i do./ no, i don’t.
t: he likes pe, so he likes running.
what subject do you like?
s2: i like science.
t: how many science lessons do you have in a week?
s2: we have two. i hope we have more.
t: excuse me .do you have science today?
what day is it today?
ss: it’s friday.
t: what lesson do you have in the afternoon?
ss:…
3.叫一学生走下坐位摹仿教师与其余学生交流。
4.利用挂图，操练句型 “what subject do you like ?”
i like … how about you?
i like …
先出示1幅图，师生试说后出示对话内容，其余挂图出示后生生操练再检查。
c: look and read.
1.师引导学生读，扫除障碍，大致了解图意。
2.学习单词“trick” “minus”, 生猜其意并试读。
3.同桌问答，熟练地朗读对话。
4.你知道其中的窍门吗？用同样的方法来出题，自编对话。
例如：i like maths very much. it’s┅
what’s 654 minus 456?
it’s ┅
d: design a timetable
1.师出示自制的课表操练句型。
how many subject do you have this morning?
we have ┅
how many chinese lessons do you have in a week?
we have ┅
what subject do you like?
i like┅
what lesson do you have on wednesday?
we have┅
2. make a new dialogue in pairs.
3. action.
4. design a timetable you like.
1).师示范（可利用科目粘贴的方式）：选择星期几，再边问边选科目粘贴。
2)小组合作，注意用英语问答。
3)上台演示并作介绍。
s1: today is ┅
the first lesson is┅
t: do you have any questions to ask?
s2:what subject do you like?
s1:i like ┅
s3:do you ┅
e: listen and repeat.
1.利用卡片呈现单词，可加入以前所学的单词认读，如，black,happy,hat,rabbit,after,class,basketball,dance,clock,coffee,doctor,hot┅
2.同桌交流，互读，体会读音相同和不同之处。
3.read after the tape.
4.归纳出clock, coffee, doctor,hot的共同音标，后出示图，师生共同看图说话：the hot coffee near the clock is for the doctor.
f. homework
1.抄写本单元所学单词、词组和句型，要求能默写。
2.能熟读并会表演read and act .
3.自由分组编演小对话。
4.调查学生的兴趣、爱好，自制合理课表。
篇2：牛津英语教案(网友来稿)
Oxford English 7A牛津英语7A教案交流
Oxford English 7A, Module 3 Unit 3 ( Page 53 of Sea water and rain water)
Teaching Design
Teaching aims:
1. To develop the students’ abilities of listening, reading, writing and
speaking
2. To further understand the importance of saving water and arouse their
awareness of saving water
Language focus:
1. Asking “How” questions to find out means
2. Using connectives to express conditions
3. Further understanding of the importance of saving water
Materials:
1. Student’s book 7A
2. A computer
3. Forms copied for each student
4. Several pieces of paper for making posters
Teaching procedure:
Pre-task preparation:
1. Review an English poem: Water
2. A dialogue about the knowledge of water given by the students on duty.
Raise questions and answer these questions about it . ( students vs.
students activity)
（该部分通过让学生朗读我们学过的一首关于水的诗歌和每日的小品表演及学生针对表演的提问和回答来引出水的重要性。）
3. Review the usage of the water
Ask students to name as much ways of using water as they can.
Have a group competition.
（通过一个游戏类的设计来复习我们学过的有关水的不同用途。）
4. Ask the students to think about the following question, “What will
happen if there is no water?” Show a set of pictures of water shortage and
ask them to identify them. Encourage them to say more .
（ 在此，提出了一个假设，请同学们设想一下没有水的生活。从另一个层面肯定水的重要性，并引出课文。）
While-task procedure:
Introduce the new dialogue:
1. Students watch the slides and listen to the recording, “Think and Say”
(P53)
2. Ask them to answer the questions they have heard from the tape.
3. Students listen again and repeat.
4. Students read the dialogue with their partners.
（该部分中，我先让学生通过听两段对话带出新句型，并通过一问一答来进行操练，加深记忆。）
5. Show more pictures of saving water and ask the students to use the
sentences they’ve learned to talk about them.
----How can we save water?
----We can save water by (not)…
Students do pair work.
（在熟练句型的基础上，给出不同的用水的画面来让学生运用句型进行讨论，提高了学生的学习兴趣。）
6. Students look at the picture of a house in which people are using water
in different ways and listen to the tape . Then ask them to identify which
actions are wrong and give their reasons.
(本节中，采取听和看相结合的方式，鼓励学生大胆的指正生活中的一些常见的浪费水的现象。
避免了简单的机械操练，激发了学生用所学的新句型来表达自己的想法。）
Post-task activities:
1. Divide the class into groups of four. Students make some short plays
about saving water.
2.Invite several groups to act at the front and ask students to give
conclusions after each performance.
（此部分是一个综合应用的部分。要求同学们通过小剧表演来再现生活中的用水场景，并对
如何节约用水来加以讨论。）
3.Distribute a form to each student , “How can we save water?” Ask
students to finish them. Invite a
more able student to come to the front to complete it .
（表格的填写把同学的所学落实于笔头。）
4. Distribute a piece of paper to each group of four and ask them to
design posters.
5. Invite the students to introduce their posters at the front and put
their posters on the blackboard .
（这里，设计了一个出海报的环节，让同学们通过写写画画，来表达他们对节水的认识和理解，最后，把每小组的小海报集中在一起，贴在黑板上，就构成了一张大的节约用水的海报，让学生们在成功的喜悦中，加深了对节水的认识。）
Assignment:
Ask each student to do a survey among his neighbors.Try to find out how
they use water every day and what they can do to save water and write a
report .
（回家作业让学生去观察一下家人及邻居的用水情况，为他们提供节约用水的建议，并写一份
报告，让课堂所学再反馈到现实生活中去，培养了同学的多种能力。）
（区教研所 张 红）
Oxford English 7A, Module 3 Unit 4 ( Forests and Land )Teaching Design
Teaching aims:
1. To develop the students’ abilities of listening, reading, writing and
speaking
2. To further understand the importance of protecting the forests and
arouse their awareness of protecting the forests
Language focus:
1. Using adjectives to describe objects
2. Using “Wh-” questions to find out specific information about an object
Teaching procedure:
Pre-task preparation:
1. Review the words and “Look and read” on page 56.
2. Introduce new words.
While-task procedure:
1. Organize a game .
2. Let the students watch a video.
3. Play the recording : Play a game . Students listen and follow in their
books.
4. Tell them to compare things which are made of different materials to
elicit: prefer .
Post-task activities:
1. Students make short dialogues.
2. Conduct an activity: the best salesman.
3. Ask students to discuss how to protect the environment .
Assignment:
Complete the report .
Oxford English 7A,Module 4 Unit 1 ( Visiting Relatives )
Teaching Design
Teaching aims:
In this lesson,train students’ capability of Research-orientated
learning,Cooperative learning and Independent learning.
Teaching focus:
1. Asking “How” questions to find out the length of a period of time
2. Asking “How” questions to find out price
3. Learning how to describe places
4. Learning how to get information and compare it
Teaching Materials:
1. Student’s Book 7A
2. A computer
Teaching Procedure:
I.Pre-task
1.Conduct a short play between Mr. Li and Kitty. Then ask the questions.
T: “Why hasn’t Mr. Li decided?”
S: “Maybe he wants to know the price and the length of time.”
(Aim: Present the structures.Students find Mr. Li hasn’t decided whether
to go to Beijing.Then according to their experience of traveling , they
can use the structures “How long does it take…”and“How much does it cost?”
to ask for the length of a period of time and price.)
2. Have a competition
They ask and answer the questions . The one gets the nearest answer, his
or her group will win.
(Aim: To consolidate the structures by guessing the price and time . )
3. Learn the text
(1)Talk about how to get information.
S : “From books,magazines,newspapers,other people,computers etc.”
(2) Let students read the first part of the text after the tape.
(3) Let students make dialogues to complete the second part of the text .
( Aim: To practise the capability of cooperation. )
II. While-task
1. Have students talk about the scenes in Beijing by using the key words.
( Aim: To learn how to describe places and to pave for further exercise .
)
2. Have students introduce some new travel routes .
They should search for information before class by themselves.Then one
acts as an agent, others
ask for information about traveling .
( Aim: First it can practise the capability of Independent learning and
Research Oriented learning. Second by asking and answering,students
consolidate their knowledge and spread the limits of knowledge. It also
trains their capability of Cooperation learning. )
III. Post-task
1. Have a discussion.
And tell “ Where would you like to visit and why ?”
(Aim: To compare information and make conclusions.)
2. Let students design holiday plans.
(Aim: To practise the capability of writing.)
A Holiday Plan I will go to ______by ________ . It costs me _______ yuan .
I will set off on _______ and come back on________ .(date) I will visit
______,_______,…. and ________ .
3. Express their feeling after traveling.
T: “ There’re many beautiful places in our country. After traveling,what
do you think of our motherland?”
S: “It’s beautiful/wonderful/great.It’s becoming more and more
modern/stronger .”
(Aim: To arouse students’ feeling of loving motherland.)
4. Make a conclusion of this lesson.
Functions: how to get information,how to compare it,how to describe
something.
IV. Homework
Design a tourist guide for foreigners.
(Aim: to use knowledge comprehensively. To practise the capability of
Independent learning and Research-oriental learning .)
（区教研所 张 红）
Oxford English 7A, Module 4 Unit 2 (Our animal friends)
Teaching Plan
Language focus:
1. Learn new word & expressions
2. Text-learning
3. Using the simple present tense to express preferences
Materials:
Students’ Book 7A page 67
A cassette player, a slide projector
Different kinds of things
Teaching procedure:
I.Warming-up
Let’s sing a song to relax.
II.Greeting
III.Students’ report
Today our topic is “Our animal friends”.
First, let’s watch a short play by students .
IV. Presentation
Thank you.
In their short play , we know animals are very lovely. They are our good
friends. So I think most of people like animals, especially you, children
. Do you have good animal friends? You bring them here . Would you please
show us your animal friends? Please take out and try to introduce your
pets. Like this:
1. Do you have a pet at home?
2. What’s it?
3. What’s his/her name?
4. What colour is he/she?
5. How/Where did you get him/her?
Now discuss with your deskmates, I’ll ask some of you to try O.K.?
(Then ask 6 students to introduce.)
All of your pets are nice. But I prefer puppies.
To S1: Which animal do you like ?
S1: I like…
Oh, he/ she prefers… And how about you ? ( To S2 )
S2: I like/ prefer…
Oh, he prefers… Now look at this expression:
----Which one do you like ?
---- I prefer…
Read after me. ( practise )
---- Which food do you like?
---- Which fruit do you like ?
---- Which city do you like ?
Practise this expression in pairs.
Now,do you know which pet Kitty and Ben prefer. Let’s learn Sam’s story.
Look at some new words first. ( Show a brochure.)
This is a travel brochure/ a computer brochure. We can also say a travel
booklet. ( Show slide )
Read after me .( Show a picture.)
Who is he ? He’s an inspector. A person whose job is to exam or check
something.
(Show word: inspector. Read) / ( Show another picture. )
What can you see in the picture? It’s a home for dogs. It’ s a kennel. (
Show word: kennel.Read)
I’ll tell you Sam is at the SPCA kennels. What is SPCA.
( Show slide: SPCA: Society for the prevention of cruelty to animals.)
Read after me. It means an organization which protects animals from danger
.
Let’s read all new words.
V. Text-learning
Then let’s come to our text. First, listen to the text, don’t look at your
books. Then try to answer some questions about the text . So listen
carefully.
(1) Is dog’s name Simon?
(2) Did Ben and Kitty first meet Sam in the pet shop?
(3) Does Kitty prefer the black and white one best ?
(4) Do they want the light brown one ?
(5) What’s the dog’s name ?
(6) Where did they first meet Sam ?
(7) Which pet does Ben prefer?
(8) Which one do they choose finally?
(9) What must Ben and Kitty do if Sam is sick?
All right. Open your books to page 67. Read after the tape sentence by
sentence. Pay attention to pronunciation and intonation.
Then you practise the text by groups in roles. Try to imitate as possible
as you can.
VI. Consolidation
From the text , we know Kitty and Ben love Sam very much. They take good
care of him. They are so kind to animals. But nowadays, a lot of people
are cruel to animals. A large number of animals are killed by people. Even
some rare animals have disappeared from the earth. It is a sad story. So
we must protect animals and protect environment .
Do you agree ? ( Yes. )
According to this situation. I ask you to discuss in groups and give us
your stories about this topic.
Please prepare for a while. I’ll play the music. The music stops, you
stop.
VII. Summary and assignment
In this class, we learn Sam’s story and we know animals are our good
friends. We should be kind to them. We also learn some new words and
expression.
Today’s homework:
1. Copy the new words. 2. Recite the text. 3. Complete the report on page
67 .
Comments after class
English is a useful language. It’s a useful tool. We would like our
students to use this language flexibly rather than only remembering some
phrases.
According to this aim,in this lesson, my design is firstly moving from old
knowledge to new knowledge,from previous lesson to the next one.
My topic is “Our animal friends”, and children like animals. So at the
beginning of the lesson, I invite students to introduce their favourite
animals. They could take their pets to the class and they showed great
interest. Next I transferred to the sentence pattern:
“ Which one do you like?”
“ I prefer….”
By asking “ Which animals do you like?”
I let students use all kinds of things they have learned to practise this
sentence pattern.
Then I came to the text-learning. I taught them new words by showing them
pictures. After that, I asked students to listen and understand the
general meaning of the text, read and imitate the pronunciation and
intonation of the tape of the text .
At last, I have the students imagine different kinds of stories, concerned
the situation nowadays that a lot of rare animals have been destroyed by
some unkind people. Let the students know we should protect animals and
natural environment .
All above is my outline of the whole class. I think students can learn
something not only inside class but also outside class. Maybe I should
continue to improve the situational teaching method .
（区教研所 张 红）
Oxford English 7A, Module 5 Unit 2 (Choosing a new flat)
(The Second Period)
Teaching Design
Language focus:
1. Asking “Wh-”questions to find out various kinds of specific information
about a person
2. Using prepositions to indicate positon and place
3. Asking “Wh-”questions to find out place
Materials:
1. Student’s Book 7A page 84
2. Brochures of different estate agencies
3. A computer and a projector
4. Multimedia programmes
Teaching procedure:
Pre-task preparation
1. Sing an English song
2. Role-play the dialogue on page 83
3. Ask and answer based on the play
4. Retell the play
5. Introduce their own living condition
While-task procedure
1. Listen to Look and read once
2. Practise the patterns: What kind of flat would you like ? Where would
you like to live?
3. Listen and repeat the dialogue
4. Read the dialogue
5. Have a discussion
6. Make a dialogue
Post-task activity
Sell new flats as estate agents
Consolidation
Display the floor plans on the display board . Have a discussion to find
the best one, which matches the teacher’s requirements.
Assignment
Oxford English 7A, Module 5 Unit 2 (Choosing a new flat)
教学设计
我今天所选的课题是牛津教材 7A Module 5 Unit 2 ( Choosing a new flat
)的第二课时。在当今社会，选房、购房是生活中的热门话题，也是大多数家庭已经或着将要经历的事情。所以我在设计这一课时时，抓住牛津教材的特点，将课堂与现实生活紧密地结合在一起，并不仅仅以教学知识点为主，而是通过“学中用、用中学”，教会学生生活的能力，从而达到学习英语的最终目的，即在生活中用英语进行交际。
整个课时分三个部分：pre-task preparation,while-task procedure和post-task activity
。在第一部分中，我让学生通过表演小品展现上节课的内容，并让学生针对小品的内容自己进行问答和复述，以复习巩固已学的知识，充分调动学生的积极性，培养学生的主体意识。在此基础上，我引导学生从李家的住房困难结合自己的生活实际，谈谈各自的住房情况，从而引出新课文的内容一一选房。
在第二部分中，我先请学生听一段对话，让他们了解选房应先与房产经纪人交谈，同时也学习在选房时应考虑到哪几个方面。在提出新句型“What kind of
flat would you like?Where would you like to
live?”后，进行认知巩固。操练句型的同时，也是向学生展现李家每个人的愿望和需求的过程，并由此引发学生用新学的语言来表达自己的思想和愿望。接着是学习课文对话。等到学生掌握了课文，我又创设情景，让学生为自己选房，设想一个一家人与房产经纪人的对话，让学生对所学知识进行再创造。
在第三部分中是综和运用部分。我让学生想象自己是房产经纪人，向老师推销一套房子。这个环节的设计又上了一个台阶，对学生提出了更高的要求，学生不仅要懂得经纪人的心理。也要了解顾客的心理和需求，并且将以前所学的知识如交通、环境、购物等等都运用进去，从而达到学以致用的目的。
整个设计分纵、横两个方面。纵向有一条主线，即： 提出住房困难---想象理想中的新房---
选购新房。横向围绕这条主线，分别从课文和实际两个方面同步进行，通过几个来回将课文与现实生活紧密相联。首先，从李家的住房困难转到自己的实际困难；其次，从李家成员各自的愿望引出自己的愿望；接着仿效李先生选房的样子，尝试为自己选房；最后，作为经纪人向老师推销房子。教学环节一环一环，紧紧相扣，由浅入深，层层递进。
整节课的课堂组织形式将学生的个别活动、对子活动、小组活动和全班活动有机地结合起来，既有机械操练，更有综合运用。教师就如一个导演，循循善诱，将学生充分调动起来，体现了以学生为主体的教学原则。
整节课不局限于传授两个句型，更培养了学生实际生活的能力。通过选房、购房，教会学生在现实生活中使用英语这一门工具。最后一个环节的设置，给学生提供机会，学会如何推销自己，对学生将来踏上社会，在商品经济社会的海洋里游弋，将产生深远的影响。这节课的意义不仅仅在于教会学生使用英语，更教会他们学会学习、学会生活、认识社会、学会生存，为终生学习打下基础，我以为这正是素质教育的体现。
篇3：牛津小学英语教案
一、本单元教学内容
类别语音项目要求
语音辅音字母组合th在单词中的发音听读、辨认
词汇apples, oranges, bananas, peaches, grapes, watermelons, pears, some听得懂、会说、会读、会拼写
日常交际用语Can I help you?
These or those?听得懂、会说、会读
句型What are these/ those?
They’re….
How many kilos?
kilos, please.听得懂、会说、会读、会写
歌谣会朗诵
二、本单元教学重点和难点：
1.能听得懂、会说、会读和会拼写单词apples, oranges, bananas, peaches, grapes, watermelons, pears, some。
2.能听得懂、会说和会读日常交际用语Can I help you? These or those?
3.能听得懂、会说、会读和会写句型What are these/those? They’re….
How many kilos? … kilos, please.
4.初步掌握名词复数的词形和读音的变化。
5.了解辅音字母组合th在单词中的两种不同读音。
6.能有表情地流利的'诵读歌谣《I like fruit》。
三、教材内容分析:
本单元的核心教学内容是“认物”，主要学习句子What are these/ those? They’re…。Book4A中已经出现What’s this/ that? It’s…句型。教学中教师可以采用以旧带新的方法，从单数句式引出复数句式，还可以通过单复数形式比较找出它们之间的区别。
本单元主要出现了水果类单词，除lemons, strawberries, grapes三种水果是第一次出现以外,其余八种均在Book3A第三单元中出现过。教师可通过句型Do you like …? Yes, I do./ No, I don’t.的问答教授这三个新单词,并适当补充一些学生感兴趣的水果单词,如甘蔗(sugar cane),荔枝(lichee)等等。本单元出现的是这些单词的复数形式，涉及到词形、读音的变化，是教学中的难点。教师可以对名词复数的词形和读音进行归类。
与本单元所出现的水果类单词紧密结合的是在商店里购物的常用语Can I help you? How many kilos? These or those?等。在教学中教师要注意创设购物情景，让学生熟练自如的运用这些购物的基本用语。另外可以根据学生的具体情况适当补充一些其他购物用语或让学有余力的学生课后去收集这类交际用语，以扩充他们的知识面、锻炼他们的自主学习能力。
四、课时安排:
四课时
五、教学过程设计：
Period 1
Teaching aims and difficulties:
1. 能听得懂、会说、会读和会拼写单词apples, oranges, bananas, peaches, grapes, watermelons, pears。能听得懂、会说、会读单词pineapples, lemons, strawberries, mangoes。
2. 能听得懂、会说、会读和会写句型What are these/those? They’re….
3. 学会有表情的朗读歌谣《I like fruit》。
篇4：牛津小学英语教案
牛津小学英语教案
一、教学内容
part a，b，c，e2，e3
二、教学目标
1．学会唱字母歌。
2．能在熟练掌握本单元所学单词、句型基础上，巩固复习3a中文具类，动物类，交通工具类，食品类单词。
3．能将本单元句型熟练地运用到日常交际中。
4．能在教学活动中，感受到成功和快乐，增加学习英语的兴趣和自信。
三、教学重点
1．能将本单元句型熟练运用到交际中。
四、教学过程
step 1. greeting.
learn to sing the song ”a b c” together.
step 2. revision
1) have a dictation
可以适当增加听音填字母的项目，促使学生尽快熟悉简单的读音规律，为记忆单词打下基础。
2)小组竞赛，说出文具类词语。
3) game. 模仿教材e2中形式进行。句型可以略作调整。what’s this in my school bag? it’s a …
规则：
1. 四人小组进行游戏。
2．摸物品，每人2次机会，答对的同学可以将物品放在自己的`位置上。
3．最后物品最多的同学即是赢家。
4．若有同学用中文，失去一次猜谜机会。
step 3. consolidation and practice
1. t: you did a good job. i’d like to buy a toy for my nephew. would you like to go with me? guess, what can you see in the toy shop?
复习动物类，交通工具类，家具类词汇。
2. 情境一，示范对话，并让学生跟读。
a: hello, … how are you?
b: fine, thank you. and you?
a: i’m fine , too. let’s go to the toy shop by bus.
b: ok, let’s go.
a: here we are.
b: look, what’s that on the door?
a: it’s a …
b: oh, i see. come here, … what’s this on the desk?
a: it’s a …
b: how nice!
a: a …, please.
c: ok, here you are.
…
3. 小组合作，看图编对话。
4．情境二，买完玩具，一起去kfc吃了点东西。正巧遇到了一位外国人，相互自我介绍后，又相互请教了食品名称。
示范：（根据本班实际情况，选择是否继续示范）
a: hi, my name is … what’s your name?
b: my name is …i’m an english … i’m from …
nice to meet you.
a: nice to meet you, too. excuse me, what’s this in english?
b: it’s a packet of chips. what’s this in chinese?
a: han bao.
b: oh, i see. thank you.
5. 同桌模仿例子，编新对话。（师将提供的食品图片贴在黑板上）
step 4. homework
1. 跟磁带，大声朗读本单元课文五遍。
2. 提供图片及句子，请学生给句子排序，变成对话。
注意点：
1. 要在充分复习后，给学生创设表达的机会。
2. 情境创设要简洁，大情境中设置若干个小情境。
3. 运用前有示范。若学生情况好，可以逐渐放手。
篇5：五年级牛津英语教案
教学目标：
1. 学会运用句型： What are you doing ? I’m / We’re …
2. 学习和掌握单词:stand , sit , sleep , jump , run , walk , sweep the floor , clean the windows , wash clothes ,其中， sleep , jump , walk 为四会单词
教学准备
多媒体课件/课题/单词卡片等
教学过程
Step 1
T：Many teachers come to our class today . Let’s say “Welcome to our class.” To them .
1. Free talk :
T: What day is it today ?
What date is it today ?
What’s the weather like today ?
What season is it now ?
What can you do in autumn ?
Can you … ?
Do you like … ?
What can you do ?
What do you like ?
Do you like singing an English song ?
Let’s sing a song ,OK?
2. Sing a song “We can sing and dance “ ( 边拍手边唱)
T: Boys and girls , can you sing and dance ?
Ss: Yes, we can . / No, we can’t .
T: Can you play games ?
Ss: Yes, we can .
T: Let’s play a game , OK ?
Ss: OK.
Step 2
1. Game : Look and guess what the letter is for ?
篇6：小学牛津英语教案
一、教学内容
part a，b，c
二、教学目标
1．能熟练地听、说、读本单元所学单词、句型。
2．能初步将本单元句型运用到日常交际中。
3．能在教学活动中，感受到成功和快乐。
三、教学重点
1．能初步将本单元句型运用到交际中。
四、教学过程
step 1. greeting.
（日常问候语）
step 2. revision
1) free talk
师出示与本课内容相关的文具残缺图片若干，操练句型：
what’s this/that in english? 及其应答
2) 学习歌曲what is this in english?师示范后，学生跟唱。
3) 鼓励学生挑选喜欢的图片，小组创作新歌词，并集体演唱。
step 3. activity
1.i can draw a …跟着老师画文具类简笔画
2.listen and point.
3.listen and color.(师提供颜色，生自己涂色)
4.让学生将这些新文具摆放到合适的地方。建议：in the pencil box/desk/book; on the pencil box/desk/book等
5.师示范新对话,并让学生跟读。
如：
a: come here ,…
b：all right.
a: excuse me, what’s this on your book.
b: oh, it’s my tape.
look, it’s new.
it’s green and white.
it’s from my dad.
it’s on my book now.
6．学生以小组为单位，编新对话，并表演。
step 4. homework
1.将课上自己编的歌曲歌词以小报的形式展示出来。
2.口头向父母介绍自己的文具。
注意点：
1.活动课不能搭建花架子，所设计活动要紧紧围绕教学重点。
2.活动过程中要用语言，不仅用本单元，更要考虑到前面的知识联系。
活动资源要用足，用好。
篇7：小学牛津英语教案
一、教学内容
单元小练习
二、教学目标
1、熟练掌握本单元的（三会、四会）单词、词组、句子及对话。
2、运用已有语言知识解决问题。
3、通过难度适中的适量小练习，帮助学生进一步了解自身学习状况，以促进以后的学习。
三、教学重点
引导学生学会发现本单元知识的薄弱环节，以便及时调整教学策略。
四、教学过程
step 1. greeting
sing an english song.( what is this in english?)
step 2. revision
1.师提供本节课的话题“my stationery”,鼓励学生围绕此话题与教师或同学进行交谈。
2.生齐读a、b部分，鼓励学生总结本单元学到的知识。
1）一些文具类的单词，并初步接触了它们的复数形式。（knife是特例）
2）会默写3个四会单词
3）介词in/on, 借助这两个词语，我们可以表达物品的位置。让学生举例。
4）初步掌握my/your/his/her +名词，表示某人的东西。
5）用途很广的几个交际用语： come here. excuse me. oh, i see.
6）询问物品的英文名称或中文名称时，我们可以用句子……
7）询问近处或远处东西时，可以用句子……
3、完成小练习
小练习内容如下：
一、请读一读下面的.英语，你能写出对应的中文吗？
1.storybook_______ 2. copybook_______ 3. knife_______
4. toy train_______ 5.tape_______ 6.stapler_______
7. school bag_______ 8. in english_______ 9. in chinese_______
10. my pen_______ 11. your ruler_______ 12. his rubber_______
13. on the bookcase_______ 14. in the school bag_______
二、看图写单词
考察book, tape, bag.(可以适当增加1－2个与它们发音类似的单词)
三、模仿例子写复数
for example: a toy train------some toy trains
选择本课及以前学过的部分单词，其中可以设两个不规则的单词，数量控制在10个以内。
四、根据所给情境，从方框中选择合适的句子：
主要考察交际用语的掌握情况。
如：1. 需要打扰别人时，可以说：
2.当你弄明白一件事情的时候，可以说：
3.请某人过来，说：
4.做错事情时说：
…
五、提供图片和句子，让学生给图中人物配上句子，并写出中文翻译。
建议： 对话控制在4句内，以本单元重点句型为训练重点。
注意点：
1. 让复习课不要成为老师的个人演讲。不要低估学生的三言两语，耐心的引导他们学会梳理知识，培养学习能力。
2. 练习内容的设计不同考试，目的重在单元基础，不可以难、偏、怪。学生通过练习可以客观的了解知识的掌握情况，老师也可以为下面的教学找准目标。
篇8：关于牛津高中英语教案模块
教学准备
教学目标
1.知识目标： 1)Students should learn some useful words and phrases: musician, clap, passer-by, form, extra, earn, advertisement, 2 attractive, instrument, loosely, actor dream of, be honest with, play jokes on, or so, break up. 3)Students should understand the general idea of the passage 2.语言能力目标： 1)Develop the Ss’skills of skimming, scanning and careful reading. 2) Train the Ss to find the key words and the topic sentences. 3)Encourage the Ssto guess the new words according the reading. 3.情感态度与文化意识目标： 1)Encourage the Ss to share the different kinds of music. 2)Improve the cooperation and share among the students.
教学重难点
1、教学重点：a.To understudend the passage better b.To find the main idea of each paragraph 2、教学难点：a.Master the reading ability b.Develop the skills of reading
教学过程
教学设计
本节课共45分钟，具体教学步骤如下：
Step I Leading-in
播放一段小视频，内容为歌曲 If you are happy的英文版本，通过介绍演唱乐队twins引出本单元话题。随后，展示几张国内外流行乐队的图片，转入对本课阅读内容的探讨。
Step II While reading
Task I. Fast reading 快速大声阅读文章，完成练习1和2.
1. Read the passage and try to find out:
1) How many bands are mentioned in the passage? What are their names?
_________________________________________________________
2) Which band is “The Band That Wasn’t”?
_________________________________________________________
2.Read the passage quickly and match main ideas with paragraphs.
Para.1 How the Monkees formed the band?
Para.2 Dreaming of being famous.
Para.3 How the Monkees became popular and developed as a real band?
Para.4 The common way that bands form.
Task II. Careful reading 分段阅读。分别默读每一段，完成相应练习。
1. (Para.1) Read Para.1 carefully find out how do people form a band.
Step 1
To practice music ____________________.
Step 2
To play __________________________.
Step 3
To give performances ____________________________.
Step 6
To make records __________________.
2. (Para. 3&4) Put the following steps in the right order. 小组合作，比赛式进行。
A. Had to use actors
B. Broke up, then reunited
C. Produced their own records
D. Produced a new record
E. Relied on other musicians
F. Sang their own songs
G. To find four musicians
H. Advertised in a newspaper
I. Sang songs by others
J. Pretended to sing
The right order__________________________________3
篇9：关于牛津高中英语教案模块
Step I Lead in
Talk about scientist.
T: Hi, morning, class. Nice to see you on this special day, the day when you become a senior two grader. I am happy to be with you helping you with your English. Today we are to read about a certain scientist. But first let’s define the word “scientist”. What is a scientist?
A scientist is a person who works in science, trying to understand how the universe or other things work.
Scientists can work in different areas of science. Here are some examples: Those that study physics are physicists. Those that study chemistry are chemists. Those that study biology are biologists.
Step II
Ask the students to try the quiz and find out who knows the most.
T: There are some great scientific achievements that have changed the world. Can you name some of them? What kind of role do they play in the field of science? Do these achievements have anything in common? Match the inventions with their inventors below before you answer all these questions.
1. Archimedes, Ancient Greek (287-212 BC), a mathematician.
2. Charles Darwin, Britain (1808-1882). The name of the book is Origin of Species.
3. Thomas Newcomen, British (1663-1729), an inventor of steam engine.
4. Gregor Mendel, Czech, a botanist and geneticist.
5. Marie Curie, Polish and French, a chemist and physicist.
6. Thomas Edison, American, an inventor.
7. Leonardo da Vinci, Italian, an artist.
8. Sir Humphry Davy, British, an inventor and chemist.
9. Zhang Heng, ancient China, an inventor.
10. Stepper Hawking, British, a physicist.
II. Pre-reading
Step I
Get the students to discuss the questions on page 1 with their partners. Then ask the students to report their work. Encourage the students to express their different opinions.
1. What do you know about infectious diseases?
Infectious diseases can be spread to other people. They have an unknown cause and need public health care to solve them. People may be exposed to infectious disease, so may animals, such as bird flu，AIDS, SARS are infectious diseases. Infectious diseases are difficult to cure.
2. What do you know about cholera?
Cholera is the illness caused by a bacterium called Vibrio cholerae. It infects people’s intestines(肠), causing diarrhea and leg cramps (抽筋).The most common cause of cholera is by someone eating food or drinking water that has been contaminated(污染) with the bacteria. Cholera can be mild(不严重的) or even without immediate symptoms(症状), but a severe case can lead to death without immediately treatment.
3. Do you know how to prove a new idea in scientific research?
Anybody might come out with a new idea. But how do we prove it in scientific research? There are seven stages in examining a new idea in scientific research. And they can be put in the following order. What order would you put the seven in? Just guess.
Find a problem→ Make up a question→ Think of a method→ Collect results→
Analyse the results→ Draw a conclusion→ Repeat if necessary
篇10：关于牛津高中英语教案模块
教学准备
教学目标
To learn to talk about kinds of music
To learn to read about bands
To study The Attributive Clause (in/ for/ with/ by+which/ whom)
To learn to write an e-mail
教学重难点
To study The Attributive Clause (in/ for/ with/ by+which/ whom)
To learn to write an e-mail
教学工具
课件
教学过程
I. Warming up
Warming up by describing
Good morning, class. Today we are going to talk about an interesting topic --- music. As we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can produce a lively and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. Listening to music also makes people feel happy and nice. How many do you know about music? Can you tell about different kinds of music? Now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. See if you can guess which music matches with which picture.
Warming up by discussing
Hi, everyone. Do you like music? How much do you know about music? Can you tell about the different kinds of music? Please turn to page 33. Look at the pictures. Let’s listen to some music. Let’s see if you can guess which music matches with which picture.
Classical music Country music Rock ‘n’ Roll
Rap Orchestra Folk music
Yes, you are right. I’m sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do you like better, Chinese or Western, classical or modern? Why? How does music make you feel? Why do you like to listen to music? Let’s discuss these questions in small groups. Try to share your opinions with one another.
II. Pre-reading
1.Thinking and saying
Have you heard about any of the famous bands in the world? List some if you can.
For reference: I’ve heard about “The Beatles”, “Back Street Boys”, “The Eagles”, “West life” and “Pink Floyd”.
2.Listening, talking and sharing
Let’s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and share the group idea with the class.
For reference: I am from Group 1. Our group likes “The Beatles” best. We like their style of performances. Listening to their performances, we will feel relaxed, amused, and their performances make us think a lot about life.
Do you know anything about “The Monkees”?
For reference: “The Monkees” is a band that was first popular in the 1960s in America. Unlike most bands of the time, the Monkees were not formed by its members but rather by TV producers. They were a fictional band in the TV show of the same name. The band was composed of Mike Nesmith, Mickey Dolenz, Davy Jones, and Peter Tork. All the members had some musical experience. Let’s come to the reading --- The Band That Wasn’t and find more about them.
III. Reading
1.Reading aloud to the recording
Now please listen and read aloud to the recording of the text THE BAND THAT WASN’T. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.
2.Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
Collocations from THE BAND THAT WASN’T
dream of doing , at a concert , with sb. clapping and enjoying …, sing karaoke , be honest with oneself, get to form a band, high school students, practice one’s music, play to passers-by, in the subway, earn some extra money, begin as a TV show, play jokes on…, be based loosely on…, the TV organizers, make good music, put an advertisement in a newspaper, look for rock musicians, pretend to do sth., the attractive performances, be copied by…, support them fiercely, become more serious about…, play their own instruments, produce one’s own records, start touring, break up, in the mid-1980s, a celebration of one’s time as a real band
3.Reading to identify the topic sentence of each paragraph
Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.
1st paragraph: How do people get to form a band?
2nd paragraph: Most musicians meet and form a band.
3rd paragraph: One band started as a TV show.
4th paragraph: “The Monkees” became even more popular than “The Beatles”.
3.Reading and transferring information
Read the text again to complete the tables, which list how people formed a band and how The Monkees was formed by the TV organizers and became a real band.
How do people get to form a band?
Members High school students
Reasons They like to write and play music.
Places They practice their music in someone’s home.
Forms They may play to passers-by in the street or subway.
Results They can earn some extra money. They may also have a chance to dream of becoming famous.
How was The Monkees formed and became a real band?
The Monkees in 1968 (left to right): Micky Dolenz, Peter Tork, Mike Nesmith & Davy Jones
beginning of the band It began as a TV show.
style of the performance They played jokes on each other as well as played music.
first music and jokes Most of them were based loosely on the band called “The Beatles”.
development of the band They became more serious about their work and started to play their own instruments and write their own songs like a real band. They produced their own records and started touring and playing their own music.
changes of the band The band broke up in about 1970, but reunited in the mid-1980s. They produced a new record in , which was a celebration of their time as a real band.
4. Reading and understanding difficult sentences
As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me.
篇11：牛津版高一英语教案
Teaching aims and demands
类别 课程标准要求掌握的项目
话题 1． Talk about sports
2． Talk about interests and hobbies
3． Talk about the Olympics
4． Write a sports star’s profile
功能 Interests and hobbies
Which do we like…or …?
What’s your favorite sport?
Which sport do we like best?
Which do we prefer…or…?
What about…?
Are you interested in…?
词汇 vocabulary
continent well-known athlete gold medal torch badminton tie final dive shooting
Greece competitor motto further rank gymnastics prepare preparation effect flame
compete flag weight position superstar point skill weigh title gesture facial
stand for because of speed skating track and field take part
in preparation for
语法 Future Passive Voice
The human of Beijing will plant more trees and build new roads.(陈述句)
More trees will be planted and new roads will be built by the human of Beijing.
Beijing will hold the 29th Olympic Games in the year .（疑问句）
When will the 29th Olympic Games be held in Beijing.
Period Arrangements:
warming up reading materials
Period 1 listening Period 2，3
speaking language focus
listening (WB) complementary listening material
speaking
Period 4 speaking Period 5 complementary reading material
writing(WB)
integrating skill(writing) assessment
Teaching Procedures of Period 1:
Step1.Warming up (15 mins)
Ss know a lot about sports from everyday life and media， so I arrange such a task -discussion(group of 4):
Q: What do we know about sports?
During this process， if Ss can’t express themselves in English， Chinese is also all right. Besides， it is a
good chance to present new words. If necessary， I will make some complements. At the same time， I will present them as many pictures about sports as possible.
Possible response:
school sports meet
Sports meet the National Games
the Asian Games
the Olympic Games
the World Cup
etc
ball games: volleyball， basket ball， football， table tennis， tennis， ，golf
badminton， bowling， baseball， American football， ice hockey etc
Events of sports track and field: relay race， long jump， high jump， pole jump， discus， shot， javelin etc
gymnastic: rings， double bars， high and low bars， horse ， free exercise
swimming/shooting/skiing/ ice sports/diving/aquatic sports etc
Sport stars : Beckham， Mike Owen， Michael Jordan etc
Purpose: This activity is designed to encourage students to think about sports and activate
relevant vocabulary.
Step 2. Speaking(15 mins)
Task1(pair work): Talk about their favourite sports， favourite sports stars， and the reason why they like them， with the following expressions as a guide.(See SB p52)
Task2(pair work): A survey about physical fitness (See postscript 1)
Task3(group work): Add up their total scores and divide by the number of human. Then get their group’s average scores. Discuss their survey answers.
1). Do you think your group is doing well or not? Why ?
2). How can you become fitter?
Purpose: The students will use the information from the above step to talk about their interests and hobbies and to practise giving reasons for their opinions.
Step 3. Listening (15 mins)
Task 1: Brainstorming(encourage Ss to tell me as many words about that as possible)
Purpose: to work as a guide of listening part.
Task 2: Listen to three sports reports and fill in the missing information
Purpose: In this activity， the students will hear three sports reports about basketball， football table tennis. It is what they are interested in and to learn to understand sports news report.
Step 4. Homework Assignment
Task: Find out some background information about the Olympics. T will offer them some websites as well:
www.olympic.org www.specialolympics.org/
www.athens.olympics.org/ www.beijing-2008.org
Purpose: This activity is related to the reading material of next period. To encourage Ss to find out the information by themselves.
篇12：英语教案－《牛津英语》1A教案
教学案例（设计）
设计教师：珠海市海华小学 刘 波
课题名称： Unit 5 Fruit Let’s Learn (P24) 单词教学
教材版本：小学一年级《Oxford English》(<?xml:namespace prefix =st1 ns =“urn:schemas-microsoft-com:office:smarttags” />
授课时间：40分钟
学生分析：
1、 小学一年级的学生，大部分都是6、7岁的小孩子，好动、爱玩，好奇心和好胜心都很强，对一切新鲜事物都感兴趣，尤其是刚刚开始接触英语，学生的新奇感特别强，在英语课堂上也表现得特别积极。
2、 学生已经学过了一些基本的用语，如“This is a/an…”、“That’s a…”等，以及“smell, taste, touch”等一些口语。
3、 学生已经掌握了一些基本的学习方法，能听懂一些课堂指令，能就一些简单的问题进行口语问答等。
教材分析：
1、本节课是Unit 5 的第三课时，本教学设计适应小学英语一年级起点的学生。
2、学生在本课时前，已经学过了“Smell the peach. /Touch the melon. /Open your mouth. / Wave your hand. /Raise your arms.”等指令，正好可以运用于本节课堂教学中。
3、 本节课的教学设计是以学生的日常生活为题材，包括了“apple, orange, pear, melon, lemon, peach”等学生喜闻乐见、易于接受的课题，遵循思想性、趣味性、灵活开放性等原则，采用探究式、发现式的学习方法，促使学生拓展视野，培养学生的创新精神和实践能力。
4、学生对水果等的教学比较感兴趣，对这些常见的水果等易于接受，学生学过了这些单词后，能在日常生活中正确运用，真正做到学以致用。
教学目标 ：
1. Listening: Listen and identify the key words.
2. Speaking: Pronounce the words properly.
3. Communicating: Use nouns to identify objects.
教学重点、难点：
1． Master the pronunciation of the new words.
2． Use the patterns to solute the tasks.
3． Use the fruit words in daily life.
教学策略、方法：
1、任务驱动型教学
小学英语新课程标准要求，合理地设计教案，在课堂上有计划地组织任务型的教学活动, 让他们有目的地进行学习活动，能调动学生的积极性, 提高学生的学习兴趣。
2、TPR教学
TPR教学充分利用了小学生活泼好动的特点，带有游戏的性质，可以减少学生的学习负担，培养他们愉快的学习情绪，提高学习效率，在激发学生学习英语的兴趣方面也有一定的作用，
教学准备：
1．教师准备：
cassette player, cassette, some fruits, word and picture cards.
2．学生准备：
real fruits, colour pens, some paper, pencils.
设计思路：
本教案设计符合小学生的生理和心理特点，遵循语言学习的规律，力求满足不同类型和不同层次学生的需求，使每个学生的身心都能得到健康的发展。在教案设计中，教师依据教学内容和教学目标 ，创造性地设计贴近学生实际的“任务型”教学活动，利用TPR进行教学，吸引和组织学生积极参与。学生通过思考、交流、合作等方式，学习和使用英语，完成教学任务。“任务型”教学活动设计如下：
1． Taste, touch, smell the fruit and guess the words(尝水果，猜单词)；
2． Listen and draw(听读，画画);
3． Listen and tick out the correct cards and pictures(听读单词,找出正确的单词和图片);
4． Re-arrange the word and pictures in random order(把打乱顺序的单词和图片重新排好);
5． Cover or hide the fruits and say out the words(说出缺少了的单词);
6． Listen and do some actions(听命令，做动作);
7． Show and put up their drawings(成果展示：张贴学生的绘画作品，数五星，宣布比赛结果).
教学过程 ：(Procedures):
Pre-task preparation:
1. Sing some songs and do some actions.（利用歌曲, 并配上动作，活跃课堂气氛，调动学生的学习积极性，同时复习以前学过的知识。）
a) Good Morning.
b) Read, draw, sing.
c) Eye and ear.
2. Play games: （利用游戏等引出新的教学内容）
1) Simon Says. (Listen and act)
Smell the peach. /Raise your apple. /Touch the melon.
Open your mouth. /Close your eyes. /Show me your book.
Wave your hand. /Touch your arms.
2) Touch and guess: Feel the fruit and say out the words.
3. Introduce the fruit:
This is a/an… That’s a/an…
4. Today we’ll learn “Let’s learn” in Unit 5 (Fruit).
While-task procedure
1. Show the real objects and teach the new words of fruit. (运用实物、图片等，配上动作，教学本课的新单词，。)
1) <?xml:namespace prefix =v ns =“urn:schemas-microsoft-com:vml” /><?XML:NAMESPACE PREFIX =O />
Apple, apple,苹果，苹果apple香又香。
2) (Taste the melon.) What’s that? ---That’s a melon.
Melon, melon是瓜果，瓜果melon甜又香。
3) (Touch the orange.) This is an orange.
Orange, orange是桔子，桔子orange甜又酸。
4) (ask someone to smell a pear)What’s this? Do you know?
Pear, pear是梨儿，梨儿pear 甜又甜.
5) (show them a lemon and introduce) This is a lemon. Lemon, lemon 是柠檬，柠檬lemon 酸又酸。
6）（Point to a peach）That’s a peach.
Peach, peach是桃子，桃子peach大又鲜。
2. Stick on the word and picture cards on the board, and then read the words for several times.
3. Point to the cards, repeat the words in chorus, then in groups.
4. Read one by one.
5. Listen to the tape, follow it and point to each picture as it is being read out.
6. Re-arrange the word and picture cards in random order.
Post-task Activities
1.Play games(Divide the whole class into groups and have a competition): （分组进行游戏、竞赛等，复习和巩固这节课上学过的知识。同时加入竞争机制，增加教学的趣味性，提高学生的竞争意识。）
1)Say some words,ask someone to pick out the correct words and put it on the board.
2) Say the words and point them out.
3) What fruit do you like? (Ask some pupils to answer and pick them out.)
4) Teacher hides some words and the pupils guess the words.
5) Which group is the quickest?
Divide the whole class into six groups. Each group has the name of a fruit. When I say a fruit’s name, the whole group has to stand up and do the actions.
Apple, apple, show me your book. Pear, pear, touch your arms.
Melon, melon, wave your hand. Lemon, lemon, raise your hand.
Peach, peach, close your eyes. Orange, orange, open your book.
2. Read the rhyme: （利用朗朗上口的rhyme巩固新知，提高学生的学习兴趣。）
Apple,apple苹果，苹果apple 圆又圆，
Orange,orange桔子，桔子orange甜又酸，
Pear,pear梨儿，梨儿pear甜又甜,
Peach,peach桃子，桃子peach大又鲜，
Lemon, lemon 是柠檬，柠檬lemon 酸又酸。
Melon, melon是瓜果，瓜果melon甜又香。
3. Listen and draw the fruit. Then show me your drawings and stick some better pictures on the blackboard. (利用小学生爱画画的特点，锻炼和提高学生的听力和绘画能力，同时展示一些优秀的作品，使学生有成就感。)
4. Count the stars to see which group is winner. (实施评价，展示结果，及时对教学情况进行反馈，让学生树立自信，培养合作精神。)
Homework:
1. Write down the words under your drawings.
2. Say out the fruit words in English when you see some fruit.
Blackboard Design(板书)：
Unit 5 Fruit
Let’s Learn
apple orange melon
pear lemon peach
课后反思：
1、在本节课上，我大量地运用实物、图片、卡片等，努力创造平等、和谐、真实的语言环境，鼓励学生合作学习、大胆地使用英语，发展他们用英语解决问题的能力。
2、在教学中，我采取小组竞赛的形式，加入竞争和评价机制，利用五星、红花等提高了学生的兴趣，对他们的点滴成绩及时地进行表扬、奖励，对他们学习中的失误采取宽容的态度，努力为他们提供自主学习和相互交流，以及充分表现自我的机会。学生兴趣盎然，在轻松、愉快的学习环境中学会了用英语进行交际，成功地完成了本节课的学习任务，达到了教学目的。
篇13：牛津版三年级英语教案
教学目标： 1. 能听懂、会说单词a tape, a pencil sharpener, a knife, a crayon
2. 能听懂、会说、会读日常交际用语What’s this/that in/on the…? What’s this/that in English? It’s … Come here. 并获得运用所学语言进行交际的能力。要求读音正确，语调自然。
重点难点：能正确理解运用介词in 和on。
教 学 过 程
用时：20分钟
第一步：重难点突破
用时：5分钟
T: (PPT 1 显示课题) Hello, boys and girls. Nice to meet you.
T: 同学们你们好，我是你们的新朋友，My name is May. 我的名字是May。今天由我来和你们一起学习三年级第一单元Unit 1 My school bag，现在我们就开始吧!
T: 首先我们来玩一个游戏复习已经学过的单词和句子。请你看老师出示的图片，猜一猜它们都是些什么呢?(PPT 2)然后回答老师的问题What’s this?和What’s that? 你可以怎么回答呢?对了，你可以回答It’s a/an… 记住了吗?好，我们开始吧!(PPT 显示图片剪影×4，教师带领学生问答)
T: OK! Good! 你们回答的真好!现在老师要把几样东西分别放到不同的地方，请你仔细看好回答老师的问题 (PPT 3显示图片，若干物品分别放在桌子上椅子上盒子里面和上面。)
T: Look! What’s that on/in the …? (PPT 3点击显现物品)
Yes. It’s a/an … (教授单词tape)
T：同学们，刚才老师是怎么样用英语来问在某处的某样东西是什么的呢?你还记得吗?对了，老师是在原来我们学过的句子后面加上了物品所在的位置。例如What’s this on the desk?是想问在桌子上的这个是什么。请你也来读一读.(带读) 再例如What’s that on the …? 是想问… 请你也来读一读。
T:在这里老师还想提醒大家介词in 和on的区别，(PPT4显示帮助解释) in 表示在……里面，例如What’s this in the box? 盒子里面的是什么?而on 表示在……上面，例如What’s this on the box? 盒子上面的是什么?好，现在你都懂了吗?老师来考考你。(拿铅笔盒和一只铅笔，分别放在里面和上面，带领学生问和答，进一步解释说明)
(本步骤设计说明：教师首先通过游戏带领学生复习旧知并过渡到新句子的学习，这样的层次有助于学生自然接受新知识。同时通过讲解和教授，帮助学生理解，体会in 和on这两个介词的区别，突破重点难点。)
第二步：课文学习
用时：10分钟
1 T: Now boys and girls, let’s look at these boy and girl. Who are they? 同学们，现在我们来看看这两位小朋友，他们是谁呢? (PPT5显示Yang Ling 和Wang Bing) Yes, they’re Yang Ling and Wang Bing. Yang Ling is in Wang Bing’s house today. 今天杨玲在王兵的家里，他们在说什么呢?我们一起来看一看吧!(播放课文动画)
2.T: 好，现在你知道他们在谈论什么了吗?对了，他们在谈论王兵的文具呢!那么他们谈论了哪几样文具呢?请你听课文对话，把他们谈论到的文具选出来。(PPT 6显示待选文具和听力要求)(播放课文录音)
3.T: OK. 他们到底谈论了哪几样文具呢?请你和同学讨论讨论。
T: 好，我们一起来看看正确答案。他们谈论了这四样文具，你会用英语说一说这些文具吗?首先我们来看What’s this in English? Yes, it’s a tape. And what’s this in English? It’s a pencil sharpener. 很好。这个呢?What’s this in English?这个用英语怎么说呢?Yes, it’s a knife. (教授带读knife) 最后What’s this in English? Yes, it’s a crayon. (教授带读crayon)
4. T: 同学们现在你知道怎样询问某样物品用英语怎么说了吗? 我们可以问：What’s this/that in English? in English是用英语表示的意思。(带读词组和句子) 现在就请你看着这几样文具用What’s this/that in English? It’s a/an …来问答。首先请你来看看以下两位同学是怎样对话的吧!
(学生演示问答)
5. T: 好了，现在我们来跟随杨玲和王兵一起来说一说。请听课文动画跟读。
(播放课文动画，暂停跟读)
6. T: Very good! 现在你能来自己读一读课文吗?
7. T: 同学们，现在请你来当杨玲，跟电脑上的王兵来对对话。
8.T: 好，现在请和一位同学搭档表演课文。首先请你来看看这两位同学的表演吧!(学生演示表演课文)
(本步骤设计说明：本部分教师直接引出课文中的两个人物，让学生通过看初步感知课文，在通过听理解课文内容，从待选物品中选出他们所谈论到的文具并进行新单词和句型的教授，此部分的重点应转移到句型What’s this/that in English?这个问句上。在此基础上再让学生跟读学习课文，在充分的读和理解的基础上进行课文表演。)
第三步：巩固操练
用时： 5分钟
1. T: 今天我们学习了两种新的提问方式，(PPT小结)一种是询问在某处的某样物品是什么，我们可以问：What’s this/that on/in…? 这里我们不但要注意物品的远近，还要注意物品的位置，如果物品离我们比较近，我们应该用代词this;如果比较远，应该用代词that;如果物品是在某样东西的上面，我们应该用介词on;如果物品是在某样东西的里面，我们应该用介词in。另一种提问的方式是询问某样物品用英语怎样表达，我们可以问：What’s this/that in English? 而这两种提问方式都可以用It’s a/an …来回答。你都明白了吗?好，现在我们就用今天所学的内容来编对话进行表演。(提供四个场景，让学生4选1进行表演)
2. T: 首先请你们来看看这几位同学所编的对话吧，说不定会对你有所启发哦!(学生演示表演编对话)
(结束语)
T: 本节课中我们一起跟随杨玲和王兵学习了如何询问在某处的某些物品是什么，还学会了询问某样物品用英语怎样表达，希望你在课后认真复习课文，我们下节课再见。Bye!
三年级英语教案范文二：Plusandminus
教学目标：1、 巩固数词类单词 13-20。
2、 能听懂、会说日常交际用语 What’s …plus /minus…? It’s…That’s right/Sorry , you are wrong.
3、 能熟练使用数字表达：时间(半小时以内)和加减法
教学重点：1、 能听懂、会说日常交际用语 What’s …plus /minus…? It’s… That’s right/Sorry , you are wrong.
教学难点：1、 能听懂、会说日常交际用语 What’s …plus /minus…? It’s… That’s right/Sorry , you are wrong.
2、能正确理解运用plus ,minus 进行加减法的运算
教学准备：1、 教具准备 课前准备 数字卡片，加减法的符号 “+ -”
2、磁带及录音机，教学挂图。
教学过程：
Step1. Free talk:
1、课前常规训练：song
2、数数：1-20
3、花样数数：如隔5就说：It’s me ! / 接龙数/ E Funhouse : 说前一个数或后一个数(可适当增加难度，如前二个等)
4、日常问答 看钟，学生问答(12和24小时制)
正点：
What’s the time now ?
It’s … o’clock.
Is it time to …?
Yes, let’s / No , it’s time to …
半小时以内：
What’s the time ?
It’s ( 9:10) nine ten
It’s (8:15) eight fifteen .
Work in pairs :
3:11 4:25 5:16 7:18 8:29 11:05
Step2. Presentation and practice
1、去超市，购物看标价
T: Good morning .
S: Good morning.
T: What’s the time now ?
S: It’s …
T: Let’s go to the supermarket .
S: Great! But how ?
T: By bike . I’d like some …. Look , how much is it ?
( 出示价格表)
S: It’s __x yuan .
一起认识商品的价格：How much is it ?
It’s __x yuan .
2、请学生帮老师算一算要付多少钱
(学生做营业员)
T: I’d like two hambergers. How much ?
S: Twenty yuan .
T: Here you are .
S: Thank you.
板书： 10+10= ?
T: I’d like two cakes. How much ?
S: Ten yuan.
T: Here you are .
S: Thank you .
板书： 5+5=?
3、学习加法的运算
T: What’s ten plus ten ?
S: It’s twenty.
T: That’s right.
What’s five plus five ?
S: It’s ten.
T: That’s right.
_ plus 加
板书：What’s ____ plus _____ ? It’s ______. √ That’s right.
运用：
(老师做营业员)
T： Good morning . What do you want ?
S: I’d like ….How much ?
T: (板书 12+12= 24 ) Twenty-four yuan.
S: Here you are .
T: Thank you .
Work in groups
4、学习减法的运算
(学生做营业员)
S: Good morning.
T: Good morning. I’d like two T-shirts.
S: OK.
T: How much ?
S: 40+40=80 Eighty yuan.
T: Sorry . Here you are .Would you please give me a change( 请找钱)。
( 老师用一张100元)
S：100-80=20 Here you are,. Twenty yuan.
T: Thank you.
板书： 100-80=?
_minus 减
板书：What’s ____ minus ____ ? It’s ______.
5、活动：做一做，说一说
a、数一数1、2组，3、4组各有多少人
b、 全班共有几人 _____ plus ______
c、 数一数女生有多少人
d、 男生有几人 _____ minus _____
6、看卡片，问答
T： What’s _____ plus / minus _____?
S: It’s ______ .
T: That’s / You’re right.
Work in pairs
Step 3. Learn to say
1、 出示本课1、2两幅挂图。生看图听课文录音并跟读。
2、 尝试100以内的加减法
Step 4. Consolidation
1、 复习数字： Can you count from … to … ?
2、 看图回答(几样物品放在一起，算价格) How much are they ?
3、 游戏：将学生分成两大组，相互出题，答对多者为赢
Step 5. Homework
听本课录音A和B部分，跟读单词和课文。
七、 板书设计
Unit 5 Plus and minus
What’s the time now ? It’s ____ ______ .
3:11 4:25 5:16 7:18 8:29 11:05
What’s ____ plus _____ ? It’s ______. √ That’s right.
10+10=?
5+5= ?
What’s ____ minus ____ ? It’s ______. ╳ Sorry , you are wrong.
100-80=?
篇14：牛津小学英语教案教学设计
牛津小学英语教案教学设计
一、教学内容
《九年义务教育六年制小学教科书牛津小学英语》4B第二单元第二课时（Read and sa, l and sa, Fun huse 3）
二、教学目标
1、能正确地听、说、读和写单词white;
2、能正确地听、说、读和写句型Is that …ur …? Which ne? The ne in the…;
3、能正确地听、说和读日常交际用语Nice t eet u;
4、能有表情有节奏地朗读歌谣M brther, 通过朗读激发学习英语的兴趣。
5、能正确理解和掌握对话内容，并能用正确的语音、语调朗读并表演对话；
6、能运用所学句型编演对话，通过合作表演培养团结协作的精神，增进师生间的情感交流。
三、教学重点
1、能正确地听、说、读和写单词white;
2、能正确地听、说、读和写句型Is that …ur …? Which ne? The ne in the…;
3、能正确理解和掌握对话内容，并能用正确的语音语调朗读对话。
四、教学难点
能比较流畅地朗读对话，并能在掌握对话内容的基础上进行对话编演。
五、课前准备
1、教具准备：单词图片及单词卡片，人物图片，课文挂图、录音机、磁带、课文对话的VCD、实物投影；
2、学生准备：自己幼时的照片及家庭照片。
六、教学过程
Step 1 Revisin
1、Sing a sng.《Wh’s that girl?》
2、Free tal
(1)T: Wh’s the … with/in …? S: He’s/she’s …
(2)T: Wh’s the …?
S: Which ne?
T: The ne in/with …
S: He’s/She’s … (师生个别问答，学生问教师，两两问答)
3、让学生介绍自己家庭照片
Step 2 Presentatin
1、Teach: Is that …ur …? Which ne? The ne in the…
(1)T: Is that girl Helen?(教师出示Helen和Wang ing的图片)
S: Which ne?
T: The ne with ellw hair.
S: es, she is.
(2)教师出示几组人物的图片进行问答练习（教师问学生，学生问教师，学生两两练习）
(3)教师出示一张学生的家庭照片（有两名男士）
T: Is that an ur father?
S: Which ne?
T: The ne in the blue shirt.
S: es, he is. (板书：Is that … ur …? Which ne? The ne with /in the… es, he/she is./N, he/she isn’t.)
2、L and sa （教师出示课文中L and sa的图片进行问答练习，先师生示范，再同桌互练）
Step 3 Read and say
1、T: Wh’s the b?(出示Ben的图片)
S: He’s Ben.
T: There is a part in Ben’s he. Let’s g and have a l.
2Watch TV.(播放两遍)
2、Answer the questins:
3、(1)Wh’s the b with big ees?
(2)Wh’s the girl in the white dress?
4、T: What are the saing?(出示第一幅图) Listen and repeat.
5、出示第二幅图，先让学生复述内容 Listen and repeat.
6、出示第三幅图，听录音并复述。
7、出示第四幅图，听录音并复述。
8、Read in pairs.
9、分角色朗读。
9、分角色复述。
Step 4 Sa a rhe
1、Shw a picture(e坐在椅子上，David坐在小汽车上的图片)
T : Wh’s that b?
S : Which ne?
T : The ne sitting n the chair.
S : He is e.
T : Let’s g and sa ‘hell’.
2、Listen t the tape.
3、跟录音边打拍子边说。
4、教师利用图片或教室里的人物进行替换说唱。
Step 5 Cnslidatin
1、Pla a gae: Guessing Gae
T : Wh’s friend?
S1 : Is that b ur friend?
T : Which ne?
S1: The ne in the blac cat.
T : es, he is. (先师生示范，在四人一组练习并表演)
2、教师出示一张学生的家庭照片，提问“ Whse fail pht？”，在学生猜对后，和这一学生用所学句型编演一段小对话。
3、Practise in grups.
4、Act it ut.
5、教师引导小结本课所学。
6、Wb. A Listen, find and circle B Listen and clur
Step 6 Hewr
1、听录音，朗读和表演对话；
2、和同伴围绕本课的句型编演对话
Unit 2 At a part（第三课时）
一、教学内容
《九年义务教育六年制小学教科书牛津小学英语》4B第二单元第三课时（Read and act, Fun huse 1,2）
二、教学目标
1、复习本单元所学习的'家庭成员和身体部位的单词；
2、能听、说、读日常交际用语We’re late fr the part. Let’s hurr!
3、了解辅音字母组合c在单词中的读音；
4、能比较熟练地在情景中运用本单元所学的句型和日常交际用语，并能围绕“认人”这一主题编演对话。
三、教学重点、难点
进一步掌握和运用本单元的句型，并能围绕“认人”这一主题编演对话。
四、课前准备
1、教具准备：人物图片，录音机、磁带和实物投影；
2、学生准备：家庭照片
五、教学过程：
Step 1 Revisin
1、听歌谣《M brther》.
2、Free tal.
3、Pla a gae: Wh’s the b/girl? (记忆游戏：教师让学生根据教师的提示猜人)
T : Wh’s the b?
S : Which ne?
T : The ne in the with blac cat.
S : Which ne?
T : The ne with big ees, sall uth.
S1: I nw, he is ××. (先教师提示让学生猜测，再学生提示学生猜测)
4、As and answer: (教师出示学生的家庭照片，与学生用“Is that …ur …? Which ne? The ne in/with …” 进行对话，再让学生小组练习并问答)
Step 2 Read and act
1、Teach: We’re late fr… Let’s hurr. (1)T : What’s this in the bx?(教师把一个钟用盒子装起来) S1: It’s a …, I thin. T : What’s the tie? S1: It’s eight ’clc. T : We’re late fr the schl.（教师做出很着急的表情） S1: es. T : Let’s hurr.（教师做出匆忙的动作） (2)Teach and explain: we’re late fr… Let’s hurr. (3)Drill: A: What’s the tie? B: It’s … We’re late fr … A: es. Let’s hurr. (先师生示范，再同桌互练并表演) 2、教师出示Read and act的挂图 T: Wh’s the girl? Wh’s the b? Wh’s the wan? 3、Listen t the tape, answer the questins: (1)What’s the tie? (2)Where’s David? 4、Read after the tape. 5、分角色朗读。 6、分角色表演。 7、教师创设“At a part”的情景和学生编演一段对话。 8、Practise in grups. 9、Act it ut.
Step 3 Listen and repeat
1、T: Nw, let’s l at this picture. (打开投影仪，出示插图及四个单词blac, clc, acet, sc) 学生听录音，并跟说这四个单词。在说的过程中让他们体会字母组合c在单词中的发音。 2、让学生边看图边听句子”His sc, acet and clc are blac.”，并理解句子的意思，最后跟录音读句子，并注意语调和节奏。
Step 4 L and read
1、要求学生仔细看图、默读句子，理解对话的幽默之处。
2、请学生分角色朗读对话。
Step 5 Draw and as
1、T: Let’s pla a gae. O? Guess. M father’s father, I as hi”____". M father’s brther, I as her”____”. …… 教师解释grandfather指father’s father（爷爷）或ther’s father（外公）；grandther指father’s ther（奶奶）或ther’s ther（外婆）；uncle指father’s brther（伯父、叔叔）或ther’s brther（舅舅）；aunt指father’s sister（姑姑）或ther’s sister（姨妈）等。
2教师出示Li An的家庭人物关系图，指Li An问 : Wh’s the b? He’s father’s father. Wh’s he? 引导学生理解Li An’s father’s father为什么是 Li Lin，而不是 Wu Wei。
3、T : She’s Li An’s ther. Wh’s she? S1:She’s Ma Fen. T : Srr, u’re wrng. Ma fen is Li An’s father’s ther. S1: She’s Dai Lu. T : u’re right. （先教师向个别学生提问，再请一名学生向其余学生提问） 4、请学生画出自己的家庭成员，然后与同学进行讨论。 新#课标第#一网
Step6 Hewr
1、抄写本单元所学的单词和句型，并能默写；
2、围绕“At a part”和同伴继续编演对话。
篇15：初中牛津上海版英语教案
教案内容：
Teaching aims and requirement
1. 会说Hi和 Hello，能使用 He、Hello互相问好。
2. 会用I’m介绍自己。
3. 激发学生学习英语的兴趣,并能在相应的场景中自如地表演运用。
Teaching aids
Recorder and tape
Teaching procedure:
第一课时
Step 1 Introduction
1.师生问候;(师说英语，用手势示意，上课，起立，坐下。)
2.简介英语的重要性，激发学生学习热情，鼓励学生学好英语。
Step 2 Presentation
Teaching ‘Hi’ and ‘Hello’
1.师用Hi、 Hello与学生问好，鼓励学生大胆回答，适当纠正学生的读音。对学生及时给予表扬。
2.让学生用Hi、 Hello自由问好。
Step 3 Presentation
Teaching ‘ I’m….’
1.师先用中文介绍自己，再用英文说I’m Miss Jiang， 放慢语速反复多次。
2.鼓励学生用I’m….介绍自己。(每个学生说完，全班给予掌声鼓励)
Step 4 Practice
1.师用Hi/Hello, I’m Miss Jiang. 与学生问好，引导学生用 Hi/Hello, I’m …作答。
2.学生分组用Hi/Hello, I’m 互相自我介绍。
3.唱《找朋友》，让学生下位用“Hi/Hello, I’m”找朋友。
4.指名上台表演。
5. 引导学生展开想象，让他们在类似的生活场景中运用所学语言。
T: Hello ,I am Miss Jiang .
S: Hello ,I am Mike .
Step 5 Act
用Hi/Hello，I’m…. Goodbye /Bye向全班同学介绍自己。
Step 7 Homework
回家用所学的句型与父母问好、道别。
Some thoughts after the lesson: ☆教学调整☆
篇16：初中牛津上海版英语教案
教案内容：
1.能听得懂，会说单词Su Hai, Mike, Helen, Wang Bing .
2.能正确地运用日常交际用语Hello, I am ,激发学生学习英语的兴趣,并能在相应的场景中自如地表演运用
Step 1 Free talk
师生之间互相问好，打招呼，复习句型Hello/Hi, I’m ….
T: Hello/Hi, I’m MissJiang…. S: Hello/Hi, I’m ….
Step 2 Presentation
出示头饰，逐个介绍新朋友Su Hai, Wang Bing, Helen, Mike。用中文讨论图画，他们来自哪儿?会说些什么?
师戴头饰T: Hi, I’m Su Hai.S1: Hi, I’m S1.
T: Goodbye, S1.S1: Goodbye, Su Hai.
在交往中让学生认识四个新朋友。
Step 3Practice.
1、听录音，指出书中人物。
2、再听录音，跟读课文。
3、分组操练，四组分别是Su Hai, Wang Bing, Helen, Mike，学生下位找朋友，最少找五个，巩固本课句型。
Step 4Act .
1、指名学生戴上头饰，下位走动，向本组同学问候。
2、请一组学生到前面围成一圈，叫圈里两个学生的名字，这两个学生走到中
间说：“Hello/Hi, I’m …”，然后握手，接着说“ Goodbye.”
Step 5 Consolidation
找人物，涂颜色，说出他们的姓名。复习巩固所学的句型和人物。
Step 6 Homework.
听录音，熟记书中人物姓名。
篇17：初中牛津上海版英语教案
教材简析：
本单元的日常交际用语主要用于“询问爱好”。Do you play …?Do you like …? What do you play ?都是一般现在时的疑问句，在现阶段教师并不需要把有关一般现在时的语法知识传授给学生，只要求学生能听懂意思，会表达就可以了。
本单元教学内容有关的实物或图片应该在课前准备好，以便在教学时让学生有一个直观的印象。
本单元的词汇主要是球和乐器类的单词，在教学过程中可以通过实物来演示一些相关动作，以活跃课堂气氛。
教学要求：
1.能正确地听、说、读、写字母Uu， Vv和Ww
2. 能听懂、会说球类和乐器类单词 ，basketball， football，Volleyball， baseball， a piano ，a violin ，a guitar ，an accordion.
能听懂、会说日常交际用语Do you like …? Do you play …?Yes ，I do/ No ，I don’t .What do you play ? I play …Great! 并能熟练运用。
会唱歌曲We study and play .
教学重点：
见教学要求1、2、3、4。
教学难点：
见教学要求3。
教具准备：
图片、实物、乐器类玩具模型。
教学安排：
第一课时教学A部分1、2两幅图，B部分乐器类单词。
第二课时教学A部分3、4两幅图，B部分球类单词。
第三课时教学C、D两部分。
第四课时教学E部分和练习册。
The first period
Teaching Contents：
A.Vocabulary ： a piano ，a violin ，a guitar ，an accordion .
B. Patterns ： Do you play …? Yes ，I do /No ，I don’t . What do you play ? I play …
Teaching Aims ：
1.能听懂、会说乐器类单词a piano， a violin ，a guitar ，an accordion.
2.能听懂、会说日常交际用语Do you play …? Yes ，I do./ No， I don’t .What do you play ? I play …
Teaching Steps：
Step1 Free talk and motivation .
A. Sing a song： Hot cross buns .
B. Free talk.
Step2 Presentation and practice .
A. Learn to say ： a piano ，I play the piano.
教师播放一段钢琴曲让学生猜猜是哪一种乐器演奏的声音。学生答后教师出示钢琴模型。
T：Look ，this is a piano .Read after me ，please .a piano (升调)，a piano (降调)， I play the piano.(同时作出弹琴的动作)
学生自由练读，教师抽查。
教师在抽查过程中将钢琴放到一个学生的课桌内。
T：I can’t find my piano ，Where is it ?
S1： It’s in the desk .
T： Do you play the piano ? Yes or no ? (教师引导学生回答Yes ，I do ./No ，I don’t .)
Read after the T： Do you play the piano? Yes ，I do ./No ，I don’t .
B. Practice in pairs .
e.g S1： Do you play the piano ?
S2： Yes ，I do /No ，I don’t .
C同法学习其余乐器类单词：a violin ，a guitar ，an accordion .(学习不同乐器类单词时注意让学生通过不同的动作区分各种乐器)
D.Learn to say ： What do you play ? I play …
借助小猫Kitty与教师的对话进行教学。
T：Hi ，Kitty .
Kitty ： Hi ，Miss Yao .
T： Do you play the violin ?
Kitty： No ，I don’t .
T： What do you play ?(教师出示四种乐器的模型)
Kitty： I play the guitar (边说边拿起吉他做出演奏的动作)
The Ss read after the T： What do you play ? I play the guitar /violin /accordion /piano .
Practice ：
T&S S&S
Step3 Consolidation .
Listen to the tape and repeat .( A Learn to say前半部分)
篇18：初中牛津上海版英语教案
Step 4 Homework .
Listen to the tape four times .( A Learn to say )
Design ：
Unit 10 Do you play…
Yes ，I do .
No， I don’t .
What do you play ? I play the …
The second period
Teaching Contents：
A.Vocabulary ： football ，volleyball， baseball ，basketball .
B.Patterns：Do you like …?Yes ，I do /No ，I don’t .
Teaching Aims：
能听懂、会说球类单词football，volleyball，baseball，basketball.
能听懂、会说日常交际用语Do you like…? Yes ，I do /No ，I don/t .
会唱歌曲We study and play .
Teaching Steps：
Step1 Warm up
Say a rhyme：Jack has a clock .
Sing a song： Hot cross buns .
Step2 Free talk and presentation .
Free talk .
e.g T： Do you play the piano ?
S1： Yes ，I do ./No ，I don’t .
T： What do you play ?
S1： I play the violin .Do you play the violin ?
S2： Yes ，I do …
S3： …
Presentation .
教师出示一个足球，T：I like football.(边说边踢球，当球滚到一学生跟前时，师提问)
T：Do you like football? Yes or no ? (教师引导学生回答)
S：Yes ，I do /No ，I don’t .
学生自由组合练习对话。
借助小猫Kitty学习对话：Let’s go and play football now .Great! Let’s go .
同法学习其余球类单词，教学时可以用不同的动作区分各种球。
Step3 Consolidation .
Passing game： 听音乐传球，当音乐停止的时候，手中持球的学生与其同位到台前用手中的球编对话。
Do and guess ：一位学生到讲台前作出打球的动作，其余学生猜猜是哪一种球。
Step 4 Have a rest .
Sing a song： We study and play .
Step5 ENDING
The third period
Teaching Contents ：
C Look and say ： D Look read and write .
Teaching Aims：
复习巩固Do you play /like …? What do you play ? 及其应答 答语。
能熟练运用所学句型编对话。
学习字母Uu ，Vv ，Ww .
Teaching Steps
Step1 Warm up
Sing a song ： We study and play .
Revision .
主要复习球类和乐器类单词，用抽读图片的方式进行，并随机进行交际复习。
Step2 Presentation .
Look and say .
The T shows the wall picture and asks ： What can you see on the picture ?
The Ss discuss .
篇19：初中牛津上海版英语教案
教案内容：
教学内容和要求：
1.会读Learn to say 中的内容，并知道句子的意思。
2.学会说good morning ,good afternoon, good evening, ,准确知道它们的意思，并能够初步学会运用。
3.复习Unit 1 的内容，要求读说流利，应用自如。
4. 能正确演唱本单元的歌曲。
教学重点：
1.让学生学会说morning, afternoon , evening ,并理解意思
2.初步学会运用good morning, good afternoon ,good evening 说话。
教学难点：
1. good morning,中字母d要失去爆破;good afternoon ,good evening 中两个单词连读。
教学准备：
磁带，图片，实物(笔，文具盒，橡皮等)
教学方法：
跟读，领读，游戏
第一课时
教学过程：
一.复习
1.朗读unit 1中look and learn .
齐读并指名读，要求注意语音语调
2. 看图片说名字，分组或指名说
二.教学look and learn .
1.学生看图片，用中文说一说这是什么
2. 激发兴趣，教说单词 morning afternoon evening
教师在学生用中文回答时，用英文说出短句，让学生跟读，理解意思
3.跟读磁带，反复练习
4. 指名学生说，教师正音后齐读
5. 带领学生做游戏，让学生观察 morning afternoon evening这三张图片，再认读。
三.教学Listen ,point and learn to say .
1.看图说话，图上有什么，是什么时间，他们会说什么
