牛津小学英语教案（精选8篇）

牛津小学英语教案 篇1

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》(1A)

授课时间：40分钟

学生分析：

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

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

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

教材分析：

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

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

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

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

教学目标 ：

1.     Listening: Listen and identify the key words.

2.     Speaking: Pronounce the words properly.

3. Communicating: Use nouns to identify objects.

教学重点、难点：

1．         Master the pronunciation of the new words.

2．         Use the patterns to solute the tasks.

3．         Use the fruit words in daily life.

教学策略、方法：

  1、任务驱动型教学

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

2、TPR教学

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

教学准备：

 1．教师准备：

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

  2．学生准备：

  real fruits, colour pens, some paper, pencils.

设计思路：

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

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

2．         Listen and draw(听读，画画);

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

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

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

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

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

 

教学过程 ：(Procedures):

Pre-task preparation:

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

a)      Good Morning.

b)      Read, draw, sing.

c)       Eye and ear.

2. Play games: （利用游戏等引出新的教学内容）

1) Simon Says. (Listen and act)

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

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

Wave your hand. /Touch your arms.

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

3. Introduce the fruit:

This is a/an…  That’s a/an…

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

While-task procedure

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

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

Apple, apple,苹果，苹果apple香又香。

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

Melon, melon是瓜果，瓜果melon甜又香。

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

Orange, orange是桔子，桔子orange甜又酸。

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

Pear, pear是梨儿，梨儿pear  甜又甜.

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

6）（Point to a peach）That’s a peach.

  Peach, peach是桃子，桃子peach大又鲜。

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

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

4. Read one by one.

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

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

Post-task Activities

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

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

2) Say the words and point them out.

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

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

 5) Which group is the quickest?

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

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

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

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

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

   Apple,apple苹果，苹果apple 圆又圆，

   Orange,orange桔子，桔子orange甜又酸，

   Pear,pear梨儿，梨儿pear甜又甜,

 Peach,peach桃子，桃子peach大又鲜，

Lemon, lemon 是柠檬，柠檬lemon 酸又酸。

Melon, melon是瓜果，瓜果melon甜又香。

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

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

Homework:

 1. Write down the words under your drawings.

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

Blackboard Design(板书)：

Unit 5 Fruit

Let’s Learn

 apple   orange    melon                 

  

 pear    lemon    peach

   

课后反思：

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

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

牛津小学英语教案 篇2

一、新的语法教法尝试

(一) 牛津版初中英语教材与人教版教材语法项目的异同

同人教版教材不同的是, 牛津版初中英语教材在内容上, 编排了更为贴近生活、紧跟时代步伐的内容, 因此在语法上的编排也与以往人教版的教材有所不同。语法体系有所创新和改变, 这就使得教师在设计教案时感到无从下手, 因此就要求教师对牛津版教材的语法进行更细致深入的研究分析, 掌握更为合适的教学思路和教学主线。从整体上来看, 牛津版教材的语法项目与人教版相比, 只是多了间接语法这一项, 其他大项与人教版大同小异, 如果教师可以很好地理解把握人教版的语法内容, 掌握学习要点, 就能在教学过程中掌握主动性, 更好地把握牛津版教材的教学要点。

(二) 针对具体语法进行分析、比较

1. 时态方面:

牛津版教材与人教版相比, 在时态走线上基本一致, 只是“现在进行时”与“一般现在时”出现的先后顺序有所调整, 并且在牛津版教材中没有“过去将来时”。对学生们来说, 在小学就接触到了“现在进行时”和“一般现在时”, 所以顺序作出调整后, 接受起来并不困难, 主要是能够区分助动词的形式:do/does/is/are;动词的形式:work/works/working等。

2. 语态方面:

牛津版教材中, 被动语态比人教版教材出现的早些, 由于之前已经学习了五个基本时态, 时态的问题就不难解决了, 助动词的用法也熟悉了, 因此被动语态就比较容易学习了。在学习被动语态时, 语感对掌握被动语态是非常重要的, 因此提醒学生平时要加强语感练习。

3. 词类方面:

代词在小学阶段已经有了基础, 只要将人称代词与物主代词放在一起进行讲解就可以了, 不定代词可穿插在各单元中讲解;数词的讲解可以放在序数词之后, 容易拼错的序数词要让学生反复记忆;冠词、介词的讲解在整个初中英语教材中是贯穿始终的, 冠词的讲解从固定用法到习惯用法, 介词的讲解从方向、时间、位置到动词中的介词等;名词的单复数也在小学阶段就学习过了, 教师只要再加上不可数名词的讲解即可, 而名词的所有格要等学生掌握了物主代词之后进行讲解。名词的难点是名词与动词一致, 这可以通过加强学生的预感训练来解决;动词在牛津版教材中并没有归纳, 而学习英语的基础是掌握be动词, 所以教师可以适当变通, 提前讲解;非谓语的讲解相对来说是个难点, 教师可根据其出现的位置, 联系实际情况进行讲解。

二、如何设计教案

教案是教师教学方式的呈现, 是教学过程中的重要环节, 是教师思维方式和思考成果的载体, 教案的优劣好坏要在实践的基础上来评判。能够最大限度地发掘教师的教学能力, 让学生在最短的时间内接受新的知识, 这样的教案就是好教案, 就是成功的教案。

(一) 教案要有针对性

教师在编写教案时, 要以了解学生为基础前提。教师要了解班上每个学生的学习个性, 熟悉不同学生的性格特征、接受水平的差异, 这样在备课的时候就会产生事半功倍的效果, 并以此来设计教案。在教案设计中针对这一点的体现是:制定有层次性的学习目标, 设计有梯度性的问题, 进行选择性练习。根据学生的不同特质, 有针对性地设计教案, 才能够发挥每个学生的特长, 增加学生学习英语的兴趣, 才能够提高教学质量。

(二) 教案要深刻、要创新

教案设计的是否深刻, 主要看教师对知识点的思考是否深刻。能够透过现象看本质, 抓住事物的内在联系, 把握教学进展, 这都是由教师的素质和特点决定的。在当代社会中, 中学生正值青春期, 个性鲜明、兴趣广泛, 同时求知欲强, 想象力也很丰富, 提出的问题也五花八门, 因此教师要考虑到这些因素, 联系教材内容, 设计出更有深度与创新性的教案, 这样才能形成自己独特的风格, 让学生在接受自己的同时更好地学习英语知识。

(三) 教案要体现教学过程中的反思

教师只有不断地反思自己的教学过程, 才能不断地提高自身的教学能力, 因此, 教师应在每节课或者每学期结束后, 根据自身的教学实践活动, 对自己的教学方法进行有意识、有目的的回顾、分析与反思, 不断地积累经验, 总结教训。而课后在教案的相应位置, 记录反思札记就是最简单易行的反思方式。同时, 将原有的教案做进一步的充实和修改, 对以后的教学工作也是有所帮助的。

总结:

牛津小学英语教案 篇3

（一）主题

《课程标准》中倡导“任务型”的教学途径，培养学生综合语言运用能力 。以学生 “能做某事”的描述方式设定各级目标要求。教师应该避免单纯传授语言知识的教学方法，尽量采用“任务型”的教学途径。教师应依据课程的总体目标并结合教学内容，创造性地设计贴近学生实际的教学活动，吸引和组织他们积极参与。学生通过思考、调查、讨论、交流和合作等方式，学习和使用英语，完成学习任务。

（二）背景

课堂教学是教学的基本途径，也是学生获取信息，锻炼提高多种能力和养成一定思想观念的主要渠道。它就像一面镜子，清楚地反映一名教师在落实《初中英语课程标准》，提高英语课堂教学实效，提升英语教学质量的情况，新课标要求改变课堂上以教师灌输为主，学生被动听课，教学效率低下的状况。如何通过一节节生动，活泼、有效的英语课使学生的英语知识和语言综合能力得到更好，更快的提高，我们泰州市海陵区在英语教学上创设语言情境 优化英语课堂教学的《牛津初中英语的五分钟活动有效教学》，这不仅是推进“素质教育”，提高课堂效率的需要，减轻学生学习负担的直接途径，也是广大教育工作者最基本的主观愿望和落实我们江苏省委的“五严”的要求。成为我们现代课堂教学的主旋律。激发学生的学习兴趣，保持有效的主动学习。本教学案例是牛津英语教材9A Unit1 Star signs Reading的内容中的一个五分钟的活动。

二、Five-minute activities教学案例描述

Five-minute activities教学名称：我的课堂我做主——Star sign show

Five-minute activities教学目的：

1、让学生熟悉星座和生日的关系；掌握和熟记星座与性格有关的形容词汇。

2、培养学生活动的组织能力和语言表达能力以及书面写作能力；

3、激发学生的兴趣，培养学生团结合作、相互帮助的情感。

Five-minute activities教学的课前准备：

将本班学生分组，要求好中差组合，要求每组学生熟悉本节课的生词，共同讨论：熟记有关星座与性格有关的形容词，掌握有关描述人物性格和品质的知识，共同讨论形成书面的有关各个星座的描述。同时三名主持人相互讨论写好组织本节活动的流程。

Five-minute activities教学过程：

Step 1：课前在黑板上画出下列表格。教师导入：Star signs are very interesting just for fun, our students must want to know more about them, next some of our students will bring us a wonderful star sign show. Let’s welcome them.三名學生主持本节活动。

Step 2：三名主持人相互交流引入课题，然后组织本节活动的流程。

Step 3：完成黑板上的表格。所分各组通过比拼的方式，来展示各个星座的优点，指出对方星座的缺点。同时每组派一名学生来完成黑板表格上自己星座的内容。

Step 4：大家一起来检测、讨论、订正表格的每一行的内容。

Step 5：熟记表格中有关星座与性格有关的形容词。

三、Five-minute activities教学设计的分析及其反思

（一）Five-minute activities教学设计的分析

（1）本Five-minute activities的教学设计是由学生自己组织，导演、完成课堂教学活动的过程。课堂上学生们通过相互交流活动，熟记有关星座与性格有关的形容词，掌握有关描述人物性格和品质的知识，共同讨论形成书面的有关各个星座的描述，最终完成表格，达到学习语言的目的。激发了学生学习英语的兴趣。

（2）同时，在活动过程中团结合作、相互帮助，增进了同学间的相互了解和与他人合作的意识。在活动中，学生有明确的目标指向和具体的操作要求，始终处于一种激活状态，他们获得的不仅是语言知识，还获得了运用语言的能力。由于任务活动贴贴近学生的生活，能引起学生的共鸣，并能激发学生的积极参与的欲望，使学生有话可说。通过初步尝试任务型教学，我认为它极大地调动了学生的积极性，发挥学生的自主的能力；学生在“学中用，用中学”，培养了学生的语言表达能力以及书面写作能力。

（二）Five-minute activities教学设计的反思

当然在活动过程中，也存在一些需要改进的地方：

第一，由于时间短，不能全部参与活动，可能冷落了基础相对弱的学生，要求平时要注重学生基础知识的夯实，减少分化。

第二，教学活动中，学生参与的热情很高，但个别学生的自控能力较差，很容易造成影响大部分学生的思考 。

第三，在合作活动中，容易冷落成绩相对较差的同学。由于这些同学缺乏对自己的信心，完成时还存在一定的困难。所以在设计教学任务时，我觉得很重要的一点是，既要发挥“以优带差”的长处，又要防止一些差生养成依赖心理。因此，必须采取分层递进的教学方法，对这部分同学相应地降低要求，只要他们肯参与、开口说，有勇气就给予一定的肯定和鼓励，使他们真正树立起学习英语的信心，调动他们的积极性。

牛津7A 英语教案 篇4

Teaching Plan of 7B Unit 1 Comic strip and Welcome to the unit

汲水二中邢鑫鑫

The aims of teaching：

1、Talk about the students’ own dream homes.Lead them to think about the livings in different countries.2、Learn about the sign buildings in different countries.3、Get to know about capitals of some countries.The emphasis of teaching： 1 Words and phrases:

dream

capital

would like to

live in

next to the capital of 2 Sentences:

Would you like to live in a palace?

I’d like to live next to a restaurant.Which restaurant is your favorite?

The capital of Japan is Tokyo.The steps of teaching：

Step 1:

Greetings f.g Happy New Year!Wish you a happy new year!Step2: Presentation 1 This is a map of the world.What countries in the world do you know?

第1页（共4页）The USA, the UK, Japan, etc.2

(Review some countries’ names that presented in Part A, Page 7)

Here are some pictures about the famous interests and some sign buildings of the world.Do you know something about them? 3

Here are some beautiful pictures in my hands.They are some of the most famous places in the world.Do you know where they are? Look at this mountain.What is its name?It’s Mount Fuji.What country is it in?It’s in Japan.4

Write the word of “Japan” on the blackboard and let the students read it aloud to make sure their pronunciations are right

Present as the same way:

The White House(the USA)，the Eiffel Tower(France), the CN Tower(Canada)，Big Ben(the UK)，Red Square(Russia).Ask the students to complete the writing of Part A, Page 7.Step 3 Presentation T: Here is a picture of Tiananmen Square.Do you know what country it is in? Ss: Yes.It’s in China.T: What city is it in? Ss: It’s in Beijing.第2页（共4页）T: As we all know, Beijing is the capital of China.(Write “capital” on the blackboard and ask the students read it aloud.)2 T:(Write these words on the blackboard)Do you know the capital cities of the countries in Part A? Look at the capital cities in the right column and match them with the correct countries.The USA

Tokyo The UK

Ottawa France

Moscow Japan

Washington DC Russia

London Canada

Paris 3(Ask one student to come to the blackboard to match them then check out)Make dialogues like this:-----What city is the capital of the USA?-----The capital of the USA is Washington DC.------And what is the capital of France?------The capital of the France is Paris.Step 4 Practice 1 Get the students to read the conversation after the tape first.2 Practice in pairs.Step 5 Presentation 1 Ask: What country would you like to live in?

第3页（共4页）2 Look, there are two places here.One is a restaurant and the other is a palace.(Write “palace” on the blackboard and ask the students read it aloud)Then ask: Where would you like to live?.Where do you think Eddie would like to live? Play the tape of Comic strip for the students.Ask the students to find the answer.He would like to live next to a restaurant.4 Ask the students to read the dialogue aloud in the Comic strip and answer the questions : Why would Eddie like to live next to a restaurant? Which is Eddie’s favorite restaurant?

牛津小学英语4B教案 (54) 篇5

一、教学内容和目标: 1.反意疑问句的初步了解和使用: 四会：What’s your /his /her job ? I’m /He’s /She’s a /an … What are their jobs ? They’re … 三会：Guess!2.学会使用: Guess!(能熟练朗读E部分的对话,尝试表演)3.学会表达： 我将来想做…。（职业）What do you want to be ? I want to be a/an ….(完成G/2 表格)4.语音: 辅音字母组合dr和 tr在单词中的发音.(能听后辨认,会读)二．教学用具：录音机，磁带，音标卡片，教学挂图。三．教学过程：

（一）.学习E部分: Read and act.T：What’s your job ? S：I’m …

T：What’s your father’s /mother’s job ?

S：He’s /She’s …

1.It’s cold today, isn’t it ? 可以从相互问好开始，进而谈论到天气，教师可以通过自己的肢体语言让学生了解这句句子的意义。然后让学生尝试相互练习，也可以尝试补充一些其他的反意，例如： She is a good student, isn’t she?

You like English, don’t you ?

说给学生听，让学生对这中类型的句子有一个初步的印象。

听录音，整体呈现对话内容。（将挂图挂在黑板上，听2-3 遍）回答问题：(1).Who are they?(2).Is it cold today?(3).Who’s the woman in the red sweater ?(4).How old is she? Is she sixty?（在回答问题的过程中，学会使用：Guess!）在教师的指导下进行各种形式的朗读对话练习。学生相互间结对子操练，并尝试表演对话.T：让一位或几位S 在心里想自己长大后干什么职业 T: Is your friend a girl? S: Yes, She’s girl.T: How old is she? S: She’s 12.T: Are her eyes big? S: No, her eyes are small.T: Is she hair long? S: Yes, you’re right.T: Your friend is …, I think.S: Yes.1.T: 指导S 看图，阅读 these sentences, 并complete these sentences.2.T: 可让S 通过以前学过的服装类、人体部位类、颜色类单词及表示特征的形容词，如：tall long/short big/small thin/fat 等 引导S 扩展对话。S: Guess.用：What’s your job? Are you a …?

Yes, I am./ No, I’m not.I’m a … S: Who’s my friend? Guess!

（二）.学习F部分: Listen and repeat.用卡片的形式出示一些单词, 让学生注意其中红色部分的发音,注意体会.出示音标:[tr]和[dr],朗读.指导学生朗读部分的句子.(三).学习G/2部分: Do a survey.学习句子: What do you want to be ? I want to be a/an ….组织学生调查本小组同学的未来理想, 完成书上的表格.组织学生汇报自己的调查结果.四.作业.Step5;完成课堂作业

一.中译英

1.----------job?---------------.她的职业是什么？她是一个工程师。

2．----------------？ Yes,they------.他们是邮递员吗？ 是的。3．----------------he? He----ten.他几岁？ 他十岁。

4.What---------------? They-----------.她们是什么职业？ 她们是女警察。

牛津英语教案(网友来稿) 篇6

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。

牛津小学英语阅读教学策略探究 篇7

一、明确阅读教学要求

小学生英语阅读学习应分为三个重要时期:初级时期、发展时期、提高时期。不同时期的要求皆不相同,具体表现:1.初级时期,着重于培养,教师应以增强学生对于英语阅读的兴趣为主要目的;通过选择图文相结合、色彩丰富的阅读材料予学生以示范,并配合简单句式的讲解,从而激发学生兴趣。2.发展时期,着重于理解词语,教师应引导学生理解阅读中出现的生僻单词,教授其通过结合上下文,予以分析猜测单词的意思。3.提高时期,着重于习惯形成,课堂上教师应积极提出与理解单词及句子等相关问题,培养其养成自然性思维的模式。此外,阅读教学时需加强学生的思维性,使其思维灵活化、开阔化;鼓励学生提出自己的疑问,并与其他学生进行讨论,培养观察敏锐性。

例如:教师应要求学生每周完成两篇以上文章阅读,在每周一随机选择2~5名学生上台讲解自己所遇见的困难以及所理解的内容;鼓励学生积极上台发言,真实性地呈现自己的学习缺陷,通过学生之间以及与教师的交流探讨,促使阅读能力得以提高。

二、增强英语阅读的兴趣

小学阶段英语教学为启蒙式教学,学生均对英语这一学科带有陌生感及好奇心。根据小学生心理、生理以及学习特性而言,教学时应着重于提高其自身兴趣。英语教学时,教师应采取多种方式,通过图片展示、实物观察、语音学习、动作模仿以及多媒体等方式,使学生不再单一局限于书本内容,使知识更生动、具体,从而培养其语感、提高口语水平。同时,教师还可改编书本知识为戏剧,安排学生进行角色扮演;或播放无声电影,使学生予以配音,进而形成轻松欢乐的教学氛围。不仅能促使学生加深对书本的理解,还能使其语音以及语感的增强。

例如:讲解牛津版小学英语第二册U-nit8 中Are those tomatoes?故事时,应提前一周予以分配角色于每个小组,告知学生自行准备道具;待基础讲解结束后,选择部分学生上台根据自己的理解表演故事中的场景。如实际表演时,学生均充分发挥想象力,根据理解予最后一句台词进行改编,原为“They are mycarrots.”,但多数学生却改成“Give me money!”,从而激发学生学习英语的兴趣,提高学习积极性。

三、合理选择英语阅读材料

阅读材料选择为教学中重要的环节,教师应从多样性角度对材料予以选择,以贴近生活的材料为主,如:友情、亲情、动物、学校、植物等;同时还应从体裁多样性考虑,可选择小短文、中篇故事、童谣、对话等。通过多样性选材不仅能有效提升学生的学习兴趣,也能促使其知识得到积累;此外,所选阅读材料应体现童趣、童真、趣味且简易。由于牛津小学英语其教材内容丰富且涉及范围广,通过生动活泼性的选材与学生实际学习以及生活形成贴近联系,从而促使学生能更好地掌握生活性英语,提高其口语能力。

例如:教师选择材料时应控制难易程度,牛津小学英语前三章均为基础知识,而后四章为提高性知识,教师应根据学生接受能力水平,逐渐予以知识的加深。切勿违反此规则,给予知识并不熟练的学生选择较难的阅读材料,此类材料生僻单词较多,学生无法理解全文70%以上内容,从而促使其产生畏惧等反面情绪,不利于达到阅读教学的目的,降低其积极性。

四、指导正确英语阅读方法

习惯对于方法的长久实施尤为重要。教师应使用针对性教学原则,针对性地给予水平不同的学生选择适合的阅读材料,且要求也应随之改变。同时,学生阅读学习不应仅局限于书本,教师应引导寻找课外材料予以阅读;但由于小学生水平有限,不能分辨阅读材料的好坏,此时,教师应给予针对性指导,培养其分辨材料的能力;主要通过略读、熟读、精读等方法的教授,提高其阅读效果。

文章中学术性部分可以选择略读,而相关分析过程则应多花时间仔细阅读,学生应明白阅读所追求的不是个别单词理解,而是全篇了解,所以不必对每个单词进行逐一查阅字典,能知其大意即可。同时,教师应教导学生将阅读与背诵相结合,促使语言素材的积累;且教师应仔细观察学生阅读习惯,发现问题时应及时纠正并予以帮助,使其产生较强求知欲。

牛津小学英语教案 篇8

一、有机整合

成功的课堂教学必定有一条十分清晰的教学主线，主线不明必然会带来教学思路的混乱。一条清晰的主线能促使教学任务之间衔接紧密，环环相扣，过渡自然，更能帮助学生在轻松、愉悦的氛围下展开学习，有效地达成教学目标。因此，教师要认真挖掘各版块之间的隐蔽联系，将分散、零碎的各版块内容融入一条主线中，形成一个有机的整体，充分体现英语教学的整体性和趣味性。如： 5B Unit 7 A busy day这一单元主要讨论了时间的新表达法“to”和“past”以及一些日常活动。作为第三课时教学，教师充分挖掘了各版块间的联系，以“the Time Club”招募新成员为主题，成为会员的前提是完成4个任务，串联各版块，形成一条主线。学生在加入时间俱乐部这一主线的引导下，自然地参与语言学习，认真思考，积极发言，努力完成每个任务。

二、变序教学

综合版块包括阅读版块、语音版块、活动版块和歌曲歌谣版块等。每个板块的功能各不相同。教师不一定按部就班地逐一教学，可将各部分内容重新排序，根据教学思路进行整合，有效地开展教学活动。本课教学时，教师通过Free talk引出主题，开展四个任务。Task 1： Guess a riddle（猜谜），clock.引出H部分。本部分歌曲帮助学生进一步巩固了时间的新表达法，学生不仅在学唱中感受到了音律的美感，还关注了歌词中的语言点。Task 2： Talk about the words。教授G部分并拓展。在教学中，教师不仅要教给学生知识，还要教习得知识的方法。Task 3： Look and guess。操练F部分。Task 4： Do a survey。学习E部分，并拓展操练。E版块的阅读教学与单元的主题关系紧密，从某种意义上讲，它是A部分语篇教学的加强，旨在进一步提升学生的阅读能力和分析理解能力。

三、情景串联

环节过渡语在教学过程中是引路语，能够提示和引导学生从一个环节的学习，顺利进入下一个环节。它又是粘连语，可以把一节课的内容衔接成一个整体，提高学生的全面认识，从而使学生能够系统地掌握知识。在英语教学中，教师要用简洁精练的语言组织课堂，更多的时间留给学生，来开展说的训练。

例如，教师在教学Unit 7时可以采用以下导入语“How time flies！ Youll say goodbye to Grade 5 soon. Time is money. Time is life！ So， please cherish your time”，自然地介绍本节课的教学主题，学生非常轻松地捕捉到主题是time。接着教师紧扣此主题，引出今天的教学主线“Now， heres good news： The Time Club is recruiting new members. Finish four tasks， and youll be a member of our club”，由此介绍四个教学任务。通过谜底clock，引出H部分歌谣的教学“Great！ Listen， tick， tock， tick， tock， the clock is walking. Heres a rhyme for you”。适时给予表扬的同时，引出G部分的语音教学“Excellent！ Task 1 is very easy. Are you ready for Task 2 ”.“Youve done a very good job. Im sure you can do a very good job for task3 ”，由此引出F部分的教学。在E部分教学时，教师插入了一个相关的英文动画短片，吸引学生学习“Well done！ Now our chairman of the club---Sam， will bring you a cartoon about his day. Lets enjoy it. ”引出E部分的阅读教学。

四、回归生活

情感教育，是使学生身心感到愉快的教育，它通过在教育过程中尊重和培养学生的情感品质，发展自我情感调控能力，促使学生对学习、生活产生积极的情感体验，形成独立健全的个性与人格特征。积极的情感态度是英语学习成功的关键。综合板块的教学不仅要锻炼学生的各方面能力，还要帮助他们提升思想情感。如，五年级第七单元的教学主题是时间，所以教师在课堂上可以渗透珍惜时间的情感教育。例如“Time is money”“Time is life”等，在学生自由操练时，也可以提醒他们珍惜时间、认真操练。

五、结语

综合版块融合故事、游戏、调查、歌曲、歌谣等多项内容，与其他版块有着密切联系，是其他版块的有益补充。加强综合版块的教学研究对促进小学英语教学具有重要意义。作为教师，要反复钻研教学内容，精心构思，设计新颖活泼、主题明确、生机盎然的课堂教学方法。