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篇1：牛津英语5BUnit5Reviewandcheck教案
牛津英语5BUnit5Reviewandcheck教案
unit 5 review and check
一、教材学情分析：
本单元是复习单元，侧重归纳了本册书第一至第四单元的重要语言项目。通过看图编号、看图完成句子、看图完成语篇、看图说话等练习，帮助学生巩固已学过的词汇、句型和日常用语。教师在课前一定要认真分析学生的学习现状，课上则要根据学生对语言项目的掌握情况，对基础知识和基本技能进行扎实有效的训练，从而提高学生运用语言进行日常交际的能力。第一至第四单元的日常交际用语主要涉及“谈论课程表”、“谈论疾病”、“打电话”、“谈论兴趣爱好”、“谈论一个朋友”等项目。这些日常用语的实践性很强，教室在复习的过程中要有意识、有步骤地把机械性操练和交际性操练结合起来，引导学生把所学的知识运用到日常生活与学习中去。
第一至第四单元的单词主要涉及星期名称、课程名称、疾病名称、兴趣爱好、运动项目及副词等。复习过程可以将新旧单词滚动操练，并有所侧重，以帮助学生进一步掌握所学词语。
二、教学目标：
1. 复习及巩固动词与副词的搭配.
2. 复习问句who’s he/she…？yes, he /she does. no, he/she doesn’t.
4. 能熟练运用“打电话”及课程的日常用语
5. 能正确掌握like + doing的形式
6. 通过复习，能熟练地掌握1-4单元所学的单词。
7. 能教熟练地在情景中运用1-4单元所学的`句型和日常交际用语。
三、教学重点
1. 复习及巩固动词与副词的搭配.
2． 能熟练运用“打电话”及课程的日常用语
3． 能正确掌握like + doing的形式问句whoes he/she…？yes, he /she does. no, he/she doesn’t.
四、教学难点
1． 能熟练地掌握1-4单元所学单词
2． 能综合运用1-4单元所学的句型和日常交际用语。
3． 能初步改编或扩充1-4单元所学的对话。
五、课前准备：
1、图片。
2、录音机和磁带。
六、课时安排：
总共五课时：
第一课时：a部分look,read and write
第二课时：c部分look,read and complete
第三课时：b部分look,and write
第四课时：d部分look and talk
第五课时：补充习题第五单元
第一教时
一、教学目标：
1. 复习及巩固动词与副词的搭配.
2. 复习问句whoes he/she…？yes, he /she does. no, he/she doesn’t.
二、教学重点及难点：
1. 复习及巩固动词与副词的搭配.
2. 复习问句whoes he/she…？yes, he /she does. no, he/she doesn’t.
三、课前准备：
1、图片。
2、录音机和磁带。
四、教学过程：
step 1.revision
1. greetings
2. freetalk
1).do you have any hobbies?
2).do you like…？
3).does he/she…？
4).what does he/she usually do…？
3. answer quickly
the way: 当一个学生说出动词时,另一个学生快速的说出相应的副词.
step 2.look,read and write.
1. show the pictures (1-4) and answer questions.
1).what does the girl/boy do?
2)do he/she…？
2. read the sentences and fill in the blank.
3. check the answers.
4. show the pictures (5-8) and answer questions.
1).does miss li like keeping goldfish?
2).does mr black like making model ships?
3).does mrs brown like cooking?
4).does mr green like collecting stamps? 共7页，当前第1页1234567
step 3.look and write.
1. show the pictures of part b.
2. talk about the pictures.
3. divide 8 groups and make dialogues
4. check out.
step 4 consolidation
assign homework: finish part a and b.
read it and recite it.
第二教时
一、教学目标
1． 能熟练运用“打电话”及课程的日常用语
2． 能正确掌握like + doing的形式
二、教学重点和难点
1． 能熟练运用“打电话”及课程的日常用语
2． 能正确掌握like + doing的形式
三、课前准备
挂图，实物，图片
四、教学过程
step1.revision
1.greetings
2.free talk
may i speak to…?
this is …speaking.
i am sorry to hear that.
see you soon..
sorry, wrong number.
step 2.look read and complete of part c
1. show the picture and describe the dialogue
2. make a dialogue in pairs
3. check out
4. play a game: make friends
the way:做两组卡片：一组是课程名称，另一组是代表该课程的图片。
请几位学生各抽一张，并找出与自己卡片上的名称/图片相符的图片/
名称，引导学生复习课程名称，如一位学生出示代表pe的科目图片，
另一位学生则说pe。
5. show the picture of part c2
6. make a dialogue in pairs
7. check out
step 3.consolidation
1. assign homework: finish part c
2. recite it
3.exercise
单词辩音 判断单词划线部分读音是否相同,用 “√”或 “×”表示.
( ) 1. clock monkey ( ) 2. music student
( ) 3. dance park ( ) 4. eat headache
( ) 5. grow flower ( ) 6. do does
翻译下列词组。
1．给树浇水 2、从周一到周五
3、游得好 4、学英文
5、忙碌的一周 6、一位中国朋友 共7页，当前第2页1234567
7、写一封电子邮件 8、打乒乓球
9、哭得大声 10、住在一个小镇
第三教时
一、教学目标
1． 通过复习，能熟练地掌握1-4单元所学的单词。
2． 能教熟练地在情景中运用1-4单元所学的句型和日常交际用语。
二、教学重点及难点
1． 能熟练地掌握1-4单元所学单词
2． 能综合运用1-4单元所学的句型和日常交际用语。
3． 能初步改编或扩充1-4单元所学的对话。
三、课前准备
挂图，图片
四、教学过程
step1. revision
1. greetings
2. warming—up
3. free talk
1) do you have any hobbies?
2) what do you like?
i like…
3) what do you usually do?
4) what does he/she usually do?
he/she usually…
step 2.look and talk
1. game “do and guess”
the way: 根据动作猜词组 给名词快速说词组
2. show the picture of part d
3. according the model to make a new dialogue
4. check out
step 3.consolidation
（一）选出可以填入空白处的最佳答案.
( ) 1. we have eight _________ this term.
a lessons b subject c subjects
( ) 2. i usually go to the park ______ saturday morning.
a on b in c at
( ) 3. mike usually ______ to school from monday to friday.
a go to b goes to c going to
( ) 4. look! my brother ______ in the playground.
a plays b is play c is playing
( ) 5. tom is twelve. we are _______ age.
a same b the same c a same共7页，当前第3页1234567
( ) 6. -what’s wrong with helen?
-she _______ got an earache.
a is b does c has
( ) 7. does yang ling like _______ photos?
a take b takes c taking
( ) 8. what _____ nancy usually do after school? she usually _____ the flowers.
a do, water b does, water c does, waters
( ) 9. su yang has many stamps. she’s showing _____ to her classmates.
a us b it c them
( ) 10. -________ you run fast?
-yes, i can.
a do b can c are
（二）从ⅱ栏中选出ⅰ栏中相应的选项.
ⅰ ⅱ
( ) 1. may i speak to helen? a. he’s making a model plane.
( ) 2. how do you feel now? b. this is helen speaking.
( ) 3. do you usually watch tv? c. not bad, thanks.
( ) 4. what’s mike doing? d. yes, i can.
( ) 5. can you make model ships? e. i feel cold.
( ) 6. how are you? f. she likes science.共7页，当前第4页1234567
( ) 7. does the boy speak loudly? g . no, i don’t.
( ) 8. what subject does nancy like? h. yes, he does.
第四课时
一、教学目标
1．通过练习巩固本单元的单词、句型。
2．通过有针对性的操练，训练重点句型和难点，使学生能熟练运用所学句型进行情景对话和交流。
二、教学重点
1．巩固掌握本单元的单词、句型
三、教学难点
熟练地掌握与运用所学句型
四、教具准备
挂图、录音机、实物投影。
五、教学过程
（一）选出括号里正确的单词填空.
1. -do you live in a small town?-no, i _______. (doesn’t, don’t)
2. -show _____ his stamps, please. –here you are. (we, us)
3. my aunt likes dancing. she dances ________. (beautiful, beautifully)
4. i_________ an e-mail to my english friend, tom. (am writing, am write)
5. what ________ liu tao usually do on sundays? (do, does)
6. i can get some water ______ (for, with) you.
（二）根据上下文联系及提示，将对话补充完整。
a: hello, li lei.
b: hello, wang hai, come and have a look at the photo.
a: the boy with blue eyes?
b: he’s my english friend, david.
a: does he live?
b: he in london.
a: does he like football?
b: yes, he . he very well.
a: great! we have the same hobby.
（三）连词成句
1. lessons, do, have, what, you, morning, the, in ( ? )
______________________________________
2. aunt, like, making, your, clothes, does ( ? )
______________________________________
3. her, are, a, lesson, miss li, having, students, and( . )
______________________________________
4. can, pretty, i, make, my, for, doll, dresses ( . )
______________________________________
5. lives, small, a, my, near, town, in, beijing, grandfather ( . )
______________________________________
（四） 完成句子 根据所给的汉语, 将下列句子翻译成英文.
1． 这是新学期的第一节数学课。
this is the ______ ________ lesson of the new ________.
2． 海伦咳嗽的厉害，现在正卧病在床。
helen has got a _____ ______. she is _____ ______ now.
3． 她母亲不喜欢做衣服。
her mother _____ like ______ _______.
4． -高云喜欢话画画吗？
-不，她喜欢听音乐。
-______ gao yun like ______ pictures?
-no. she ______ listening to music.
第五课时
一、教学目标
1．通过练习巩固本单元的单词、句型。 共7页，当前第5页1234567
2．通过有针对性的操练，训练重点句型和难点，使学生能熟练运用所学句型进行情景对话和交流。
二、教学重点
1．巩固掌握本单元的单词、句型
三、教学难点
熟练地掌握与运用所学句型
四、教具准备
挂图、录音机、实物投影。
五、教学过程
（一）听单词,选出你所听到的选项.
( ) 1. a tuesday b thursday c wednesday
( ) 2. a backache b headache c toothache
( ) 3. a chinese b science c computer studies
( ) 4. a go shopping b collect stamps c make clothes
( ) 5. a speak loudly b sit quietly c walk carefully
( ) 6. a how about you? b see you soon. c here you are.
（二）听问题,选出能回答所给问题的最佳选项.
( ) 1. a it’s fine. b it’s friday. c it’s 1st march.
( ) 2. a i’ve got a cough. b i feel cold. c i’m sorry to hear that.
( ) 3. a no, he isn’t. b no, he can’t. c no, he doesn’t.
( )4. a i am nancy. b this is nancy. c it is nancy.
( ) 5. a yes, she does. b she often surfs the internet. c no, he doesn’t.
（三）根据听到的对话及问题， 选择正确的答语，将其序号填入括号内。
( ) 1 a. in the computer room. b in the kitchen. c. on the playground.
( ) 2 a. four. b six. c. two.
( ) 3 a. music. b flowers. c. hobbies.
( ) 4 a. she is ill. b. she is hot. c. she is fine.共7页，当前第6页1234567
( ) 5. a. mike. b. helen. c. sorry, i don’t know.
（四）阅读下面的短文, 判断正(√)误(×).
(a)
xiao fang is a girl. she is ten. she studies at hong qi primary school. she goes to school from monday to friday. on sundays she usually helps her mother with housework. in the morning, she usually gets up at six and goes to school at seven. she has lunch at school. after lunch she likes going to the reading room. in the afternoon, she usually has three lessons. she likes english very much. she says english is very interesting and important. in the evening, she like surfing the internet and goes to bed at nine.
( ) 1. xiao fang studies at hong feng primary school.
( ) 2. she is eleven now.
( ) 3. xiao fang like pe very much.
( ) 4. after lunch, she likes going to the library with her classmates.
( ) 5. xiao fang doesn’t like doing housework.
(b)
my name is peter. i live in nanjing. i have a sister. her name is mary. we go to the same school in nanjing. but we’re in different (不同的)classes. on sundays, we don’t go to school. mary and i do our homework in the morning. in the afternoon, sometimes we go to the library with my parents. our parents like reading newspapers. but i don’t. i like reading picture books. mary likes reading storybooks. we go home at about four thirty. sometimes, mary and i help my mother with housework. on sunday afternoon, we clean your rooms and sweep the floor. in the evening, we usually watch tv together.
( ) 1. mary and i are in the same class.
( ) 2. we don’t have any lessons on sundays.
( ) 3. we go to the library on sunday morning.
( ) 4. sometimes mary and i do housework on sundays.
( ) 5. we all like reading newspapers.
共7页，当前第7页1234567
篇2：牛津英语Unit6AtaPElesson教案
牛津英语Unit6AtaPElesson教案
Unit 6 At a PE lessn
第五课时
一、教学内容
5B.Unit 6 E,G,H 部分.
1． 复习人体部位名称，以及体育课上的动作词组， D.E部分
2． 复习祈使句
3． 复习现在进行时
二、教学目标
1． 通过复习，要求学生能熟练地掌握本单元所学的有关活动类词汇。
2． 能熟练的在情景中运用本单元所学的.句型和日常交际用语。
3 能初步了解字母组合ai和a在单词中的发音。
三、教学重、难点
能正确听 说 读 写四会句型“Put…n… Tuch…with… All right.”
四、课前准备
1． 准备录音机和本课唱歌的磁带。
2 准备E部分图片
3． 课前写好本课的课题5B.Unit6.
五、教学过程
Step 1 Organizatins.
1. Greetings
T: Gd rning/afternn, bs and girls.
Ss: Gd rning/afternn, Miss Zhang.
2. Let’s sing a sng.学生听录音跟读唱英语歌曲 Tw acets.
Step2 Revisin
1. Free tal
T: Wh’s n dut tda? Ss: I a.
T: What da is it tda? Ss: It’s Mnda.
T: What subect d u lie? Ss: I lie…
T: What class are u in? Ss: I’ in Class Tw.
T: What lessns d u have n Mnda? Ss: We have…
2. 教师出示人体图片，请学生快速说出人体部位名称
3．请同学板演默写人体部位名称单词新 课标 第 一 网
Step3 L and read
1. 教师出示图片，复习单词 a pineapple, a grape, an egg, a head和a uth
2. 师生问答：Can u …? es, I can. N, I can’t.以及Where’s …? It’s in …
3. 教师出示图片，指导学生看图，并练习读句子。
4. 同桌互相讨论读对话。
5 同桌表演对话。
Step 4 Listen and repeat
1快速展示单词图片，一闪即停，然后问学生：What’s issing? 让学生看图后说单词。
2 集体认读单词，并让学生找出单词的共同音素。
3再听录音跟读句子。
Step 5 Sing a sng
1 播放歌曲，学生静听欣赏。
2 学生读歌曲，并理解歌词大意。
3 跟随录音简单哼唱，再学唱歌曲。
4 生表演歌曲
Step6 Hewr
听录音跟读本课所内容，要求学生能够根据本课所学句子和日常交际用语进行自编会话，同桌表演。
篇3：英语牛津教材2B-Unit5教案
英语牛津教材2b-unit5教案课 题： unit 5 wash with water第 1教时课 型：新授教学目标1. using imperatives to give simple instructions e.g. turn on the tap, may.教 学 重点、难 点、关 键to teach the phrases: turn on turn off课 序教 学 过 程 设 计设计意图step-onewarming up:活跃课堂气氛。 sing a songstep-tworevision 1、listen and act为新课作准备。 1) wash your face.2) open your books.3) close your books.4) eat a cake….step-threepresentation 1、turn on the tap让学生看动作理解意思，培养用英语思维的习惯。 1) mime the action of turning on a tap and sayturn on the tap.2) repeat several times3) say it after me: tap----turn on the tap.4) t: we also can say’ turn on the light.’ 2、wash your towel. 1) show the class a towel.t: this is a towel.2) say it after me: towel3) pretend to wash the towel and ask:what can i do?elicit: you can wash your towel.4) say it after me: wash your towel.先学习单词，再让学生说出句子，发挥学生的主动性。 3turn off the tap. 课 序教 学 过 程 设 计设计意图 1) mime the action of turning off the tap and sayturn off the tap.2) say it after me: turn off the tap.3) mime the action of turning off the light and askwhat can i do?elicit: turn off the light. step-fouractivities 1.open the books. point to the correct picture when the teacher call out the instructions randomly.熟悉课本 2.pair work扩大操练面 one students give the instruction while the other does the action. 3、look at the actions ad have the students call out the correct instructions. 4、play the game: ‘simon says’提高学习兴趣，巩固所学内容。 turn on/off the tap/light/tv…wash your towel/hands/face…step-fivehomework assignment 1、 listen to the tape and read the sentences. 板书设计 turn on the tap. wash your towel. turn off the tap.教学具准备1、 cassette 2b and a cassette player.课后小结 课 题： unit 5 wash with water第 2教时课 型：新授教学目标1. using the simple present tense to describe habitual actionse.g. i brush my teeth with water.2. use prepositional phrases to describe of watere.g. i wash my hands with water.教 学 重点、难 点、关 键i _______ with water.课 序教 学 过 程 设 计设计意图step-onewarming up:活跃课堂气氛 sing a songstep-tworevision 1、daily talk:培养听说能力 1) how are you?2) what do you like to do?3) how do you go to school?4) do you like…? … 2、listen and act turn on the tap. …step-threepresentation 1、i wash my hands with water. 先学习单词，再学习句子，并能对所学句子进行替换。 1) show a dirty hand and say the word: dirty2) say it after me: dirty3) say some sentences about dirtye.g. the towel is dirty.4) t: my hands are dirty. i wash my hands with water.5) say it after me6) t: my towel/face/socks is/are dirty.elicit: i wash my towel/face/socks with water. 2、i wash my teeth with water. 1) mime the action for’ brush my teeth’ and saybrush my teeth 课 序教 学 过 程 设 计设计意图 2) say it after me: brush my teeth3) t: my teeth are dirty. elicit: i brush my teeth with water.先学词组后学句子3、open the books. listen to the tape and repeat.培养正确语音语调 4、look at the pictures and say the sentences. 5、read the sentences.强化句子的认读 1) i wash my hands with water.2) i brush my teeth with water.3) i wash spotty with water. step-fouractivities 1do a match提高兴趣，使学生在竞赛中巩固知识 say some sentences: i …… with water.who says more, who will be win.step-fivehomework assignment 1、 listen to the tape and read. 板书设计 i wash my hands i brush my teeth with water. i wash spotty 教学具准备1、 cassette 2b and a cassette player.课后小结 课 题： unit 5 wash with water第 3教时课 型：新授教学目标1. to teach the new words: water dirty wash towel soap toothbrush toothpaste2. to teach the names and sounds of the letters: vv ww教 学 重点、难 点、关 键pronounce the words and letters correctly.课 序教 学 过 程 设 计设计意图step-onewarming up:活跃课堂气氛 sing a songstep-tworevision 1、daily talk:培养听说能力 1) good morning!2) what’s this?3) what colour is it?… 2、listen and act 1) stand up, please.2) wave your hands.3) touch your toes.4) wash your face. …3、look and say the sentences i… with water. step-threepresentation 1、soap toothbrush toothpaste 先突破单词，为后面教学作准备 1) bring a soap to show the class and say: soap2) say it after me3) say some sentences about soap4) to teach toothbrush, toothpaste like this. 2、look and say 课 序教 学 过 程 设 计设计意图 put up the picture cards for water, dirty, wash, towel, toothbrush, toothpaste and invite students to say the words.进一步操练单词3、say the sentence以单词带出句子，培养学生的说话能力 put the three picture cards in a line and say one sentence.e.g. my face is dirty. i wash my face with water. 4、read the words在看图说单词的基础上，让学生能认读单词 1) put the word card “water” below the pictureread: water2) read after me3) read other words like this.5、open the books. listen to the tape and repeat the words. 6.letters: vv ww 1) show the word card for ‘van’ and say:van begins with the sound ‘v’.2) say it after me: v…van3) show the alphabet cards ‘v’ and ‘v’ and read after me4) do the same with ‘ww’以旧单词引出字母vstep-fouractivities play games1) match the pictures and words2) quick response提高兴趣，巩固知识step-fivehomework assignment 1、listen to the tape and read the words. 教学具准备1、 cassette 2b and a cassette player.2、 picture cards and word cards.课后小结 课 题： unit 5 wash with water第 4教时课 型：新授教学目标1、 using imperatives to give simple instructionse.g. wash your face.教 学 重点、难 点、关 键using imperatives correctly课 序教 学 过 程 设 计设计意图step-onewarming up:调整学习状态。 sing a songstep-tworevision 1、daily talk:培养听说能力。 1) how are you?2) what can you see?3) how do you go to the park?… 2、read the words: water dirty…对单词强调复习。3、read the letters: aa----wwstep-threepresentation 1、hold up the picture and say: there is a command for the picture. who can say?elicit: wash your face.过渡到新授。发挥学生主动性。 2、hold up the phrase card and read it out.wash your face.强调句子认读。 3.to teach the other pictures like this. 4point to each picture and ask the students to mime the action. 5open the books. play the cassette. listen, look and point to the correct picture.模仿正确的语音语调。 6listen again and repeat. 7select a student to mime an action. let the class guess the command and call out the words. 课 序教 学 过 程 设 计设计意图 8practice in pairs. have one student pick up a card and mime the action illustrated on it and the other guess the command. then change their roles.扩大操练面。step-fouractivities采用游戏形式，既提高了兴趣又巩固所学内容。 put the picture cards on the board so the class can see them. write a number next to each picture. ask the students to remember what the number of each picture is. then turn the pictures so they face down. get the students to call a number out and the rest of the class, from memory, say the command and do the action of the corresponding picture.step-fivehomework assignment 1、 listen to the tape and repeat. 板书设计 wash your face. drink some water.open your mouth. turn off the tap.brush your teeth.eat some cake.教学具准备1、 cassette 2b and a cassette player.2、 some pictures and some phrase cards.课后小结 课 题：unit 5 wash with water 第5教时课 型：新授教学目标1. using simple present tense to express simple truthe.g. this is the way i wash my face.2. to teach the song教 学 重点、难 点、关 键sing the new song课 序教 学 过 程 设 计设计意图step-onewarming up:调整学习状态。 sing a songstep-tworevision 1、daily talk:培养听说能力。 1) how old are you?2) what can you see?3) how do you go to shanghai?… 2、listen and act wash your face.brush your teeth.drink some water. …3、match the pictures and words.step-threepresentation 1、show the pictures and say the phrases引出新授内容。 e.g. wash face brush teeth 2、write: this is the way i wash my face.this is the way i brush my teeth.match the pictures and the sentences.熟悉句子，突破难点。 3read the sentences after the teacher. 4play the cassette tape, listen and follow.熟悉曲调。 5repeat several times 6get the class to sing along. 课 序教 学 过 程 设 计设计意图 7encourage the students to do the actions while singing.提高兴趣，帮助理解意思。step-fouractivity ask students to think of a third verse to the songe.g. ‘this is the way i wash my hands…’sing the song again and include the additional verse after practicing it a few times.发挥学生的创造思维，并能巩固单词。step-fivehomework assignment sing the song for your parents. 板书设计 this is the way i wash my face. this is the way i brush my teeth.教学具准备1、 cassette 2b and a cassette player.课后小结
篇4：英语牛津教材2BUnit-6教案
英语牛津教材2bunit-6教案课题： unit 6 eating and drinking 第 1 课时课型：新授教学目标basic aims: a. to learn the word: bowl b. to learn some instructions: e.g. bring me a bowl.developing aims: a. give some new instructions. b. free talkeducation aims: educate the pupils to be a polite child.教 学 重点、难点、关 键give some instructions and act them out correctly.课 序教 学 过 程 设 计设计意图step-onewarming up: sing a song step-twopre-task preparation: 1、daily talk: 1) what do you see/hear?2) what is it?3) what colour is it?4) what can you do?5) what can (name) do? 2、play a game: simon says 1) come here, (name).2) go there, (name).3) come back, (name).4) close the ______, please.5) open the ______, please.6) clean the ______, please.step-threewhile-task procedure 1、bowl 1) instruction: take out a bowl and ask: “ what is it ? ” → it’s a bowl.2) read: bowl → it’s a bowl.3) ask and answer: e.g. what is it? it’s a bowl. ( t --- p → p1 --- p2 ) 2、bring me a bowl.1) instruction: put a bowl on the desk. ask a pupil to come to the front and ask the pupil: “ bring me a bowl.” (using hand gestures to explain the meaning if necessary.)2) repeat: bring → bring me → bring me a bowl.3) say and act:a. t: (name), bring me a ______. p1: ( act. ) here you are. t: thank you.p1: (name), bring me a ______.对句子进行扩充，使之成为一段小对话，给内容更富交际性，同时灌输学生待人接物的礼仪。 b. 课 序教 学 过 程 设 计设计意图 p2: ( act. ) here you are. p1: thank you. 3、bring me some milk, too. repeat step 2 with a different pupil and instead of a bowl, say “bring me some milk, too.” 4、give it to kitty. 1) instruction: ask a pupil to come to the front and say: “ here’s a bowl. give it to kitty,(name).” (use hand gestures to explain the meaning if necessary.)2) repeat: give → give it to → give it to kitty.3) say and act: e.g. ( take out an object.) t: give it to (p2), p1. p1: ( act. ) here you are. p2: thank you. give it to (p4), p3. p3: ( act. ) here you are. p4: thank you. … ( then change the objects, repeat this step.) 5、listen and repeat: 6、perform the dialogue: 1) put the pupils into groups of three to practice the dialogue.2) perform the dialogue.step-fourpost-task activities: 1) put some things on the desk. revise whether they are countable or uncountable nouns. then let the same groups practice the dialogue again but this time they choose what they want to be brought to them.2) select groups to perform the dialogue.step-fivehomework listen and repeat p27 five times. 板书设计 教具准备1、a bowl.2、a bottle of milk.3、some things: (food, stationery, …)课后小结 课题： unit 6 eating and drinking 第 2 课时课型：新授教学目标basic aims: a. to learn the words: e.g. plate, glass … b. to learn the drills: e.g. four spoons? yes, please. / no, thank you.developing aims: free talk教 学 重点、难点、关 键pronounce the words correctly.make a short dialogue.课 序教 学 过 程 设 计设计意图step-onewarming up: sing a song step-twopre-task preparation: 1、daily talk: 1) what do you see/hear?2) what is it?3) what colour is it?4) what can you do?5) what can (name) do? 2、listen and act: 1) come here, (name).2) go there, (name).3) come back, (name).4) close the ______, please.5) open the ______, please.6) clean the ______, please.7) bring me ________.8) give it to (name). 3、pair-work: (put the picture cards for food and drinks on the board.)e.g. p1: (p2), bring me _________. p2: here you are. (p1), give it to (name). p1: here you are. p3: thank you. step-threewhile-task procedure: 1、plate 1) instruction: take out a bowl and ask: “ what is it ? ” → it’s a bowl. then take out a plate and ask: “ is it a bowl?” → no, it’s a plate.2) read: plate → it’s a bowl.3) ask and answer: e.g. what do you see? i see a ___. ( t --- p→p1 --- p2 )4) make a sentence use the word: plate 2、glass, fork, knife, spoon 课 序教 学 过 程 设 计设计意图 the teaching method is the same to 2. 3、chopsticks 1) instruction: take out a pair of chopsticks and ask: “ what is it?” → a pair of chopsticks.2) repeat: chopsticks → a pair of → a pair of chopsticks3) make some sentences. 4、consolidation:通过不同形式的游戏，对单词的音、形、意加以巩固，为下面的表达做准备。 1) listen, repeat and draw2) look and say3) play the game: what is missing?4) matching game: (picture words --- card words)5) make a dialogue and act: (let’s act) 5、four spoons? yes, please./ no, thank you. 1) instruction: take out four spoons and ask: “ how many spoons?” → four spoons. then ask: “ four spoons?” → yes, please./ no, thank you. (use hand gestures to explain the meaning if necessary.)2) repeat: a. four spoons? b. yes, please. / no, thank you.3) ask and answer: a. t --- ask p --- answer.b. ask the more able pupils to ask and the pupils answer.c. work in pairs: ask and answer. 6、listen and repeat step-fourpost-task activities: make a new dialogue and act the dialogue out. demonstrate the dialogue with a pair of more able pupils before the pupils do.step-fivehomework assignment: listen and repeat p28 & p29 five times.2板书设计 教学具准备1、tableware.2、word cards and picture cards.3、picture cards for food and drinks. 课后小结 课题： unit 6 eating and drinking 第 3 课时课型：新授教学目标basic aims: a. to learn the drills: what do you want? i want … b. to learn the names and sounds of the letters “ x x”developing aims: free talk教 学 重点、难点、关 键ask and answer: what do you want? i want …课 序教 学 过 程 设 计设计意图step-onewarming up: sing a song step-twopre-task preparation: 1、daily talk: 1) what do you see/hear?2) what is it?3) what colour is it?4) what can you do?5) what can (name) do?6) four spoons? 2、listen and act: 1) come here, (name).2) go there, (name).3) come back, (name).4) close the ______, please.5) open the ______, please.6) clean the ______, please.7) bring me ________.8) give it to (name). 3、play a guessing game: what is it?复习餐具、食物单词，为下面的教学内容做准备。 (if one pupil’s answer is right, stick the picture on the board , then ask a pupil to find out the word card, at last the whole class read the word.)step-threewhile-task procedure: 1、x x x-ray 1) show the picture and ask: “what is it?” → x-ray2) repeat: x-ray 3) make some sentences.4) ask and answer: what can you see?/ what is it? …5) show the word card “x-ray”, point to the letter “x” and say: “this word begins with the letter ‘x’.” 6) repeat: x → x /x/ → x-ray7) show the capital letter “x”, let the pupils compare the small letter “x” with the capital letter “x”.课 序教 学 过 程 设 计设计意图 2、what do you want? i want …把教学内容放在一个场景中引出，从野餐前餐具的选择，到食物的选择，到最后的野餐，教学形式更贴近生活，加大了新句型的操练密度。 1) introducation: today we will have a picnic. look, we have some tableware. please choose a kind of tableware. kitty, what do you want? ( hold up a mask “kitty” and say to her ‘what do you want, kitty? ) using another voice, say ‘ i want a plate’.2) repeat: want → i want a plate.3) ask and answer: a. t ---- ask p1 --- answerb. ask some more able pupils ask and the individual pupil answer.c. repeat: what do you want?d. ask and answer one by one.4) now let’s have picnic. what can you see on the table? ( …) please tell me what do you want. i will give you.t: (name), what do you want?p1: i want …t: here you are.p1: thank you. (name), what do you want? p2: …step-fourpost-task activities: make a new dialogue and act the dialogue out. demonstrate the dialogue with a pair of more able pupils before the pupils do.step-fivehomework assignment: 1、listen and repeat p29 & p30 five times.板书设计 教学具准备1、tableware.2、alphabet cards, word cards and picture cards.3、a mask.4、some food. 课后小结 课题： unit 6 eating and drinking 第 4 课时课型：新授教学目标basic aims: a. to learn the adjectives: e.g. hungry & thirstydeveloping aims: free talk教 学 重点、难点、关 键1) prononce the words correctly.2) make a dialogue.课 序教 学 过 程 设 计设计意图step-onewarming up: sing a song step-twopre-task preparation: 1、daily talk: 1) what do you see/hear?2) what is it?3) what colour is it?4) what can you do?5) what can (name) do?6) what do you want?7) four apples? 2、listen and act: 1) come here, (name).2) go there, (name).3) come back, (name).4) close the ______, please.5) open the ______, please.6) clean the ______, please.7) bring me ________.8) give it to (name). 3、role- play: i’m a sales clerk. demonstrate: hello, i’m a sales clerk. what do you want?step-threewhile-task procedure: 1、thirsty1) ask a pupil to ask me: “ what do you want?” i will answer: “ i’m thirsty. (act.) i want some juice.” then the teacher ask: “ (name), are you thirsty? what do you want?” → thirsty2) repeat: thirsty → i’m thirsty.3) free-talk: a. i’m thirsty. i want some milk. how about you?let the pupils say something. 在巩固这一单词时，通过句子和师生间的对话进行，让学生熟悉交谈的形式，为后面的输出降低难度。 b. t: how do you feel? p1: i’m thirsty / hungry. t: some …? / what do you want?课 序教 学 过 程 设 计设计意图 p1: t: here you are. p1: thank you. 2、hungry the teaching method is the same to 1. 3、consolidation: matching game: choose an adjective from the words “ hungry” and “ thirsty”, then choose some food or some drinks, then say something like this: “i’m ______. i want _______.” 4、listen and repeat: step-fourpost-task activities:让学生根据所学内容自编对话，加强学生实际运用的能力。 make some new dialogues like this:a. p1: i’m thirsty. p2: what do you want? p1: i want … p2: here you are. p3: thank you.b. p1: i’m thirsty. p2: some milk? p1: yes, please. / no, thank you.( first, the teacher and some pupils demonstrate, then the pupils practice in pairs, at last perform.)step-fivehomework assignment: listen and repeat p28 five times.2板书设计 教学具准备1、tableware.2、word cards.3、picture cards for food and drinks. 课后小结 课题： unit 6 eating and drinking 第 5 课时课型：新授教学目标basic aims: a. to learn the story: b. to act the story.developing aims: free talk教 学 重点、难点、关 键role-play the story..make a short story.课 序教 学 过 程 设 计设计意图step-onewarming up: sing a song step-twopre-task preparation: 1、daily talk: 1) what do you see/hear?2) what is it?3) what colour is it?4) what can you do?5) what can (name) do? 2、listen and act: 1) come here, (name).2) go there, (name).3) come back, (name).4) close the ______, please.5) open the ______, please.6) clean the ______, please.7) bring me ________.8) give it to (name). 3、matching game: stick the picture cards for this unit on the board. show the word card for each picture to the class. have them read the word aloud. then put the word cards face down on the desk. once the pupils agree that all the words and pictures match, say them aloud again. pupils repeat one more time. 4、free talk: what do you like to eat or drink? step-threewhile-task procedure: 1、listen and try to understand:1) listen to the tape twice.2) try to answer some questions:a. is sam hungry?b. is may hungry? 通过听录音，回答问题的形式，帮助学生理解和记忆故事内容，同时训练学生 c. does may want a coke?d. does sam want a pizza?e. what does their mother want?课 序教 学 过 程 设 计设计意图 f. do they want some ice-cream?3) open the books and listen again.4) read after the tape one sentence by one sentence.5) get the pupils in groups of four and let them role-play the story.的听力理解能力。step-fourpost-task activities:在故事的改编和角色的扮演中发挥学生的主观能动性和创造性。 1、 2、make a new story and act it out.tell pupils to switch roles and that they can change the food/drink items to any other suitable vocabulary they are familiar with.design the menu , make a story and act it out.divide the pupils into some groups. give each group a piece of paper. ask the pupils to make a menu with some food and drinks on it. ask them to draw pictures of the food and drinks. once they have made their menu, let them make a new story according to the menu, practice the story by role-playing . ask some groups to perform their stories.step-fivehomework assignment: listen and repeat p31 five times.2板书设计 教学具准备1、word cards and picture cards.2、picture cards for food and drinks.3、some paper. 课后小结
篇5：英语牛津教材2B-Unit8教案
课题：unit 8 time let’s learn 第 1 课时课型：n教学目标basic aim: to learn the new words: watch clock day nightdeveloping aim: make some sentences with the new words教 学 重点、难点、关 键 pronounce words properly课 序教 学 过 程 设 计设计意图warming-upsong创设气氛daily talkask and answer(t&p)1. what do you see?2. what do you want?3. what do you hear?4. what can you do?5. what do you like to do?巩固旧句型并培养学生的听说能力new learning1. to teach: watch(1). ask a pupil: have you a watch?(2). point to the watch and say:look! i have a watch. it’s on my wrist.(3). say after the teacher: watch(4). make some sentences with “watch”e.g. i have a watch. this is my watch.由提问式引入引起学生注意并运用所学句型造句，使新词消化巩固。2. to teach : clock(1). show a clock and ask the pupilst: is this a watch?p: no, it isn’t.t: what’s this?(2). point to the clock and sayt: this isn’t a watch. it’s a clock.(3). say after the teacher: clock(4). make some sentences with “clock”.e.g. listen to the clock. look at the clock. 由师生问答式帮助学生理解新词含义并用旧句型将新词活用。3. quick response(1). t: point to the clock and the watch.p: read out the quickly.(2). p1: read out the clock and the watch.p2: pick out their pictures quickly. 激发学生学习兴趣，并对前面二个新词加以巩固。课 序教 学 过 程 设 计设计意图 4. to teach: day(1). draw the sun and some white clouds on the board and say:it’s a fine day. the sun is shining. there are some white clouds in the sky. it is day. understand?(2). say after the teacher: day(3). ask and answer(t&p)t: do you like day?p: yes, i do. (no, i don’t.)通过图画叙述让学生尽快理解新词含义，并用问答式加以巩固。5. to teacher: night(1). draw the moon and some stars on the board. ask the pupils:t: is it day?p: no, it isn’t.t: yes, it isn’t day. it’s night.(2). say after the teacher: night(3). free talke.g. i like day. i don’t like night.用对比教学法引出新词，并让学生说出自己的情感。6. guessing gamelook at the teacher’s mouth and let the pupils say out the word what the teacher said.吸引学生注意力。consolidation1. listen to the tape and say after it from watch to night.2. match the pictures to the words.纠正发音，进一步巩固新词。homeworklisten and read out the new words. 板书设计 教学具准备 word and picture cardstaperecordera watcha clock 课后小结 课题：unit 8 time let’s learn 第 2 课时课型：n教学目标basic aim: 1. review the words: watch clock day night 2. to learn the new words: breakfast lunch dinnerdeveloping aim: 1. to learn the word: supper 2. make some phrases.教 学 重点、难点、关 键 pronounce words properly课 序教 学 过 程 设 计设计意图warming-uprhyme激活气氛daily talkask and answer(t&p)1. do you like night?2. four spoons?3. who’s he/she?4. is it hot?5. can you skip?培养学生的听说会话能力revisionwords: watch clock day night1. look at the pictures and read out the words quickly.2. read the words and pick out the pictures quickly3. match the pictures to the words.用不同的方法复习旧知避免枯燥乏味new learning1. to teacher: breakfast(1). show a clock. set it to 7 o’clock and do an action for eating. say: breakfast(2). say after the teacher: breakfast(3). show some bread and milk and do an action for eating. say: have breakfast(4). say after the teacher: have breakfast情景法使学生更容易理解所学材料，并将新词结合词组一起学习。2. to teacher: lunch(1). show a clock. set it to 12 o’clock and do an action for eating. say: lunch(2). say after the teacher: lunch(3). make a phrase: have lunch3. to teacher: dinner(1). show a clock. set it to 6 o’clock. point to the picture of “night” while doing the eating action.say: dinner(2). say after the teacher: dinner(3). make a phrase: have dinner(4). t: “have dinner” we can also say “have supper”.让学生在前面学习基础上，自己说出词组。补充supper一词，注重课外输入量。 consolidation1. listen to the tape and say after from breakfast to dinner.2. quick response(1). point to the pictures and say out the words quickly.通过动手操作，让学生体会学习的乐趣，使他们在课 序教 学 过 程 设 计设计意图 (2). say the words and pick out the pictures quickly.(3). match the pictures to words. 动中学，在学中乐中巩固消化所学材料。letterto teacher: z z zoo1. show a picture of a zoo and ask t: is this a park? p: no. t: what’s this? p: t: it’s a zoo.2. say several times.3. show the word card for “zoo” and say after the teacher.4. can you read out the first letter in this word?is it the capital letter or the small letter?5. compare the capital letter “z” with the small letter “z”.6. say after the teacher : zz↗↘ zoo↗↘ zz-/z/-zoo7. write out: zz homeworklisten and read. 板书设计 教学具准备 word and picture cardssome foodtape recorder 课后小结 课题：unit 8 time let’s act 第 3 课时课型：n教学目标basic aim:1. using imperatives to give simple instructions e.g. may, get up! education aim: educate the pupils to get up and go to bed early.教 学 重点、难点、关 键 to learn the phrases: get up, have lunch, go to bed课 序教 学 过 程 设 计设计意图warming -uprhyme营造氛围daily talkask and answer(t&p)1. what’s your name?2. how old are you?3. where do you live?4. may i have a hot dog?5. do you like summer?通过问答调动学生记忆思维revision1. words: breakfast lunch dinner suppershow the pictures and say out the phrases quickly. have breakfast have lunch have dinner have supper能用词组正确表达图片含义2. letters(1). song 英语牛津教材2b-unit8教案 来自本网。 教学案例（设计） 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)： 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。 教学目标： 1. 能掌握节日单词 Children’s Day、Christmas、Mid-Autumn Festival、Dragon Boat Festival和Spring Festival。 2. 能通过课前的信息搜集，课上的团队合作以及课后的自学，掌握以下节日 New Year’s Day、Halloween、May Day、National Day 。 3. 能掌握四会句型 When’s…?It’s in…What do people usually do at/on…?They… 4. 学生能运用本单元的四会句型和日常交际用语谈论节日中人们的活动以及自己曾做过的事。 重点难点： 1.能掌握所学节日的正确读音。 2.能熟练掌握四会句型，并能灵活进行替换训练，从而进一步来巩固一般过去时的知识。 教具准备： 多媒体课件 实物 教学过程： Step1: Warming-up 1.Greetings. 2.Free talk. What day is it ? What date is it today? What do you usually do at the weekends? (设计意图： 在上课开始，与学生亲切自然地相互问候，使学生快速进入英语学习的氛围，同时为下一步教学做铺垫。) Step2: Presentation: 1. T：(教师手拿日历)What date is it? S: It’s the first of October. T: What holiday is on the first of October. S: It’s National Day. T：你们还记得其他的节日吗? Ss：Children’s Day, Teacher’s day, Christmas, National Day, Halloween--- 揭示主题： Holidays Magic eyes 快速闪现学生知道的单词，学生根据图片说出相应的节日。 2. 教学 Spring Festival (1)。(Look at the screen)There is a duck, a cake and some fruit. Oh, they are very delicious.(扮演出正在吃美味食物的样子)Here“delicious”means“nice”。 (Teach:delicious ←de-li-cious) T: We can eat delicious food at Spring Festival. Teach: Spring Festival 春节 (2)。Let’s read It is a popular holiday in China. It is in January or February. People eat a lot of delicious food. They usually visit their relatives and friends. Relative means your parents,uncle,aunt,cousin,grandparents and so on. It means…? Ss:(引导学生说出答案)It means亲戚! T：(Teach: relative ←re-la-tive) (3)。 教学What do people usually do at Spring Festival? T: What do people usually do at Spring Festival? Read: people 人，人们 Practice: What do people usually do at Spring Festival? They usually--- Did you --- last Spring Festival? Yes, I did. No, I didn’t. 3. 教学 Mid-Autumn Festival & Dragon Boat Festival. And there are some Chinese traditional(传统的) festivals in China,too. We have Spring Festival, Mid-Autumn Festival and Dragon Boat Festival. T:(Show the picture of Mid-Autumn Festival) Can you guess what fesitval it is from this picture? Ss:中秋节。 T：Yes,it’s Mid-Autumn Festival.(Teach: Mid-Autumn Festival.) When’s Spring Festival? S:It’s on the 15th of August. T:No,It’s in September or October. (日历展示) What do people usually do at Mid-Autumn Festival?If you can’t say in English,you can say it in Chinese.(在用英语无法表达时，允许学生用中文来补充。) S: 吃月饼，赏月。 T：Yes. They usually eat moon cake and watch the moon. T: Did you eat moon cake and watch the moon last Mid-Autumn Festival? Ss: Yes,I do. T: I think you should say:Yes,I did. ( Dragon Boat Festival教法同上。) 4. 教学Christmas (1)Guessing game 问： What holiday is it ? (2) 教师让学生说他们所知道的关于圣诞节的知识，如圣诞老人，圣诞礼物，圣诞食 品及圣诞活动，不限定学生全部用英语表达。 T: Christmas is coming. Do you know anything about Christmas ,e.g. presents and food? (设计意图： 用提问的方式引出即将学习的活动，并通过讨论让学生了解有关圣诞节的文化意识。) (3) 教师用课件创设情景： Christmas tree, Santa Claus, new clothes, stars, give presents to each other, play with friends.. The Christmas is coming. Please look at these pictures and talk about the following questions. When’s Christmas? Do you like Christmas? Why? What do you usually do at Christmas? (4) 学生4人一组看图片，并根据问题讨论圣诞节。 (5) 小组汇报他们讨论的情况，并通过投影呈现： 例如Christmas is on the 25th of December. We like Christmas because it’s interesting. There are many Christmas trees and we can see them everywhere. We can also buy new clothes and give presents to each other. (设计意图：这个活动对学生来说具有一定的挑战性，但六年级学生已基本能把老师提供的信息组合成一句话，甚至能连成一段话。通过这样的活动可以让学生把所学的知识运用于实际，使不同程度的学生都有成就感，增强自信心。) 5. The usage of “at” and “on” T: Look at the phrases carefully and find the rule by yourselves. 小组讨论 “on” 和“at”的区别 at Halloween at Spring Festival at Dragon Boat Festival on New Year’s Day on May Day on Children’s Day S: We use “on” before “Day”。 T：Well done! Step4.Practice 1.(Show two pictures about Part C) T:Can you use the sentences on the blackboard to make up dialogues in pairs? T：When’s Spring Festival? S:It’s in January or February. T: What do people usually do at Spring Festival? S:They eat lots of delicious food. T:Did you eat lots of delicious food last Spring Festival? S:Yes,I did.(Picture1 T-S;Picture2 S-S) 2.Show time: ___________is on ______________. Children usually______________________. Did you ____________last______________? Step5: Homework 1. 仿照PartC编写含有以下节日的句型：New Year’s Day、May Day、 National Day 2. Introduce the foreign festivals to your parents. 板书设计： Unit6 Holidays A: When’s --- ? B: It’s in ---. A: What do people usually do at Spring Festival? B: They usually--- A: Did you --- last Spring Festival? B: Yes, I did. No, I didn’t. Check ， e.g Picture 1 A： Do you play baseball? B： Yes ，I do . Picture 2 A： Do you play basketball? B： No ，I don’t . A： What do you play? B： I play volleyball . … Look ，read and write . Read the letters after the T. Write the letters . 字母Uu，Vv，Ww的大小写均为一笔写成，注意大写U与小写u的区别。 教师在四线格中边范写边指导。 学生练习。 Step3 Have a rest . Sing a song： A B C song (只能唱到W，多唱的同学必须表演节目) Step 4 Good bye . The fourth period Teaching Contents： D Fun house ：Workbook . Teaching Aims： 继续练习本单元所学的日常交际用语和单词，使学生能熟练掌握，灵活运用。 指导学生完成书后的练习和练习册中的题目。 Teaching Steps： Step1 Warm up Greetings. Sing a song： We study and play . Listen and do ： Let’s fly .Let’s jump.Let’s read and write .Let’s have a drink . Step 2 Presentation . Draw and guess ： a .教师在黑板上画出乐器类和球类物品的简笔画，学生猜出相应的单词。 b. 学生几人一组，一人画，其余人猜。 2.Read the words four times . 3.Listen and number . 听录音前可以让学生将图片看一遍，用句型Look ，__can play __练习说话。 4.Do a survey . Step 3 Do the workbook . 1. Listen and judge . 练习前先组织学生复习相关的对话。 2.Listen and check . 3.Listen ，find and match . 先放录音内容，使学生对各人的情况有一个初步的了解，然后再让学生看图，听录音连线。 4.Listen and draw . Step 4 ENDING 牛津英语初一上册教案 牛津小学英语3b教案篇6：英语教案－《牛津英语》1A教案
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
Unit 5 Fruit
篇7：牛津英语初一上册教案
篇8：牛津英语初一上册教案
篇9：牛津小学英语3b教案
篇10：牛津英语7A unit1 教案
牛津英语7A unit1 教案
7A unit 1 教案 重点 一、 语法 【1】喜欢做某事 like/love/enjoy doing sth 1.Daniel 喜欢打电脑游戏。 Daniel enjoys playing computer games. 2.Simon 和Allan 不酷爱游泳。 Simon and Allan don’t love swimming. 3. Millie喜欢听音乐吗？ Does Millie enjoy listening to music? 【2】二 去做某事 go doing sth 去游泳/唱歌/散步/跑步/购物 go swimming/singing/walking/running/shopping 1.让我们去游泳。 Let’s go swimming. 2. 他妈妈总是在周六去购物。His mother always goes shopping on Saturday. 3. 你爷爷每天早晨去散步吗？ Does your grandfather go walking every morning? 【3】 擅长做某事 be good/clever at doing sth 1.我不擅长画画。 I’m not good at drawing. 2. 她擅长唱歌吗？ Is she clever at singing? 3.他们不擅长跑步，他们擅长游泳。They are good at running. They are clever at swimming. 【简单的一般现在时】客观存在的事实 目前存在的事 实经常做的事 1、Simple present tense of the verb ‘to be’ I am happy 2、Simple present tense of the verb ‘to do’ I like fish n I am /am not happy. n He/She/It is /isn’t happy. n We/You/They are/aren’t happy. 1、Remember that we add an ‘s’ to the verb after ___,___, or __. ( walk-walks)【书14页表格】 实战习题 Liu Xiang enjoys _______ (run). He goes _______ (run) for 3 hours every day. He is also good at ________(sing). 1.Tom ______ (run) every morning. He _____(be) good at _________ (run). 2.We _______(like) _______(read). ____(do) you ____(like) _______(read)? 3.My parents ______(go) _________(shop) every Sunday. They ______(love) _________(shop). 4.Daniel and Sandy ______(come) from Beijing. They enjoy ________(live) there. 5.Mr Wu ___________(not like) ________(sit) in his office. He ______(love) _____(do) sports and he ______(be) clever at _______(play) tennis. 二、 自我介绍 Name: _________________________ Age : _________________________ Class: _________________________ Grade: _________________________ Birthplace:_______________________ Living place:______________________ Appearance:______________________ Hobbies: ________________________ Abilities(begood at):_________________ 三、句子转换 1.他们星期天去购物. They go shopping on Sunday. They don’t go shopping on Sunday. Do they go shopping on Sunday? 2.他在工厂上班. He works in a factory. He doesn’t work in a factory. Does he work in a factory? 4.汤姆和杰克放学后喜欢跳舞. Tom and Jack love dancing after school. Tom and Jack don’t love dancing after school. Do Tom and Jack love dancing after school?篇11：7B牛津英语unit5教案
welcome to the unit
Teaching aims and demands:
New words：ability , Superdog , fly , careful , collect elderly
Teaching methods: task-based approach
Teaching task: 1 to revise vocabulary about helping people in the community
2 to generate ideas about ways to care for and help others
Teaching aids: tape recorder
Teaching procedures:
一. Warm-up
Talk to students about Superman . Guide students to understand the meanings of “can” and “can’t” .
二 Main task
1 Ask for suggestions of some typical ways students help you , the school , the community and others . Write the words ‘ everyday hero’ on the board and then brainstorm situations in which students can be helpful .
2 Ask students to look at the pictures on page73 . Explain the context . Check understanding of the words “ planting , clean up , elderly “ . Then ask students to read descriptions a-f and de the task .
3 Check answers with the class .
4 Ask students to look at the pictures and statements and consider how often they engage in the activities . ask them to respond using the words “ regularly / sometimes / never “ .
5 Do a class survey . then fill in the following form .
activities always usually often sometimes never
Helping old men
Planting trees
三 Exercises :
练习一Welcome to the unit
一、词汇
1 Thank you for （bring） me presents and cards .
2 He is a (细心的)boy .
3 I saw a lot of smoke (come) from next door .
4 I poured some water over my jacket . That’s what I did for my (safe).
5 Fire can be very (danger) .
6 It is important to be (care) with fire .
7 Children should not play with (match) .
二、翻译句子
1 我们可以为希望工程捐款。
We can for .
2 她是一位细心的学生，课堂上她总能认真听讲。
She is a student . She always to the teachers .
3 少先队员们为老人们一周两次打扫房间。
The Young Pioneers the rooms for twice a week .
4 七年级一班的学生将去河边植树。
The students of Class1Grade 7 near the river .
5 李平经常帮助老人。
Li Ping often .
6 他经常在车上让座。
He often someone on the bus .
7 他正在为希望工程筹集东西。
He is Project Hope .
8 你们这星期五去老年公寓吗？
Are you this Friday ?
7B牛津英语unit5教案 Reading a brave girl
Reading a brave girl
Teaching aims and demands:
New words： brave , fire , alone , smoke , hurt , pour , rush , save , blanket , burn , arm , danger , careless , by oneself , safety ,
Teaching methods: task-based approach
Teaching task: 1 to introduce and expand vocabulary to describe dangerous situations
2 to guess general meaning from picture , key words and context
3 to identify names of specific places and actions
4 to skim the text for overall meaning and scan for detail
Teaching aids: tape recorder
Teaching procedures:
一. Warm-up
Talk about danger and potential hazards at home . ask if any students have ever had an accident at home . talk about what to do in case of emergency .
二 Main task
PartA
1 Review vocabulary which is relevant for this context .eg. “ smoke , rush , danger “ .
2 Encourage students to draw on their own knowledge about such incidents . Have they heard about similar incidents ? What happened ? Ask :
1 Who had the accident ?
2 Who helped in the emergency ?
3 How did it end ?
3 Listening the text and repeat after the tape , then tell the you the name of the hero in the text .
4 Ask six students to read one paragraph each . then ask at least “Yes /No” about the article to check understanding
1 Did Wang Fang go out on 10th May ?
2 Was there a fire in the kitchen ?
3 Was there a lot of smoke ?
4 Did Wang Fang run out of the building ?
5 Did the fire burn Wang Fang ?
6 Did she stay in hospital for two months ?
5 Read the text carefully again then answer the following questions :
1 What happened on 10th May ?
2 Who saved Mr Sun ?
3 Why could Mr Sun not get out of the kitchen ?
4 How did Wang Fang put out the fire ?
5 Why was Wang Fang in hospital ?
6 Explain the useful expressions in the the text
① help her neighbour out of a fire / danger
eg Yesterday Jim helped a little girl out of danger .
② alone = by oneself
My parents were out just now. I am alone / by myself now .
Peter can do his homework alone / by himself .
③ hear someone shouting
see / watch / find / hear sb do sth ( doing sth )
eg I often see them play football on the playground .
The teacher found them talking happily when she came into the classroom .
④ 79-year-old
eg. Mr Sun is a 79-year-old man . = Mr Sun is 79 years old .
⑤ be in hospital
My friend was ill yesterday , so she is in hospital now .
⑥ It’s important / good / + 形容词 for sb to do sth .
eg. It’s good to give someone a seat on a bus .
PartB
1 Ask the students to identify the words in the text first and then use the information in the sentence to help them guess the meanings .
2 According to the text , use the correct words in the box to complete the conversation between Wang Fang and the interviewer .
3 Ask students to read the conversation in pairs . Then invite two or three pairs to present it to the class .
PartC&D
1 Read the text for this task and make sure that students understand it .
2 Ask students to check the conversation individually for any words they do not so that they can work out the wrong information in the conversation easily .
3 Ask them to underline the mistakes then replace the wrong words with the correct ones and read the conversation .
4 Read the instructions to the class and ask students to find the correct picture on their own . Check answers as a class .
5 Ask them to think of any other safety advice .
eg . Don’t play on the street .
Cross the street at the zebra crossing .
三 Exercise
一、词汇
1 That man （quick） ran away .
2 Don’t (抽烟) here , please .
3 Jack fell (跌倒) off the ladder and (hurt) himself .
4 We should (study) hard .
5 It’s important (learn) English well .
6 We went to visit Uncle Wang and (bring) some flowers to him .
7 The fire (burn) the house .
8 He can (swim) very well .
9 Suddenly I heard someone (shout) to the next room .
10 The firemen rushed into the house (救) that little baby .
二、用适当的单词填空
1 That old man was ill hospital .
2 It’s important to be careful fire .
3 Mr Li put the fire a blanket .
4 Don’t pour water her jacket .
5 I heard a strange noise next door .
6 Mr Fang lives next to my room . He’s my good .
7 We often cook meals in the .
8 We should be when we cross the road .
9 How the girl is ! She saved an old man from the water .
10 That girl is to go out at night . So she often stays at home and watches TV .
三、根据课文完成短文
Mr Sun is Wang Fang’s . He is years old . He
lives . One day , Wang Fang him “ Fire , Fire !” So she
out and Mr Sun’s house was on . Mr Sun his leg , He
can’t get out . What can she do ?
Quickly , she back , water over her jacket , then into
the fire . She was . She helped Mr Sun out .
After this , Wang Fang often says :”Fire can be very . It’s to
be with fire . “
五、翻译句子
1 玩火是危险的。
It’s fire .
2 她有一个8 岁的女儿。
She has daughter .
3 今晚我一个人在家。
I at home tonight .
4 在五月十日， 那男人从或里救出一个小女孩。
, that man a girl a fire .
5 我们应该互相帮助。
We .
6 那场火烧毁了屋子里的一切。
The fire in the house .
7 他迅速跑回公寓去取钥匙。
He quickly his flat the key .
（B）
8 他正在写一篇1500字的故事。
He is .
9 我哥哥今天不能来上学因为他的腿受伤了。
My brother because .
10 这只老鼠用牙齿咬断了绳子帮助狮子脱离了危险。
The mouse cut the rope and helped the lion .
11 孙太太住院多长时间了？
was Mrs Sun ?
12 我们应该互相学习， 互相帮助。
We should .
13 学好英语是非常有用的。
It’s to .
7B牛津英语unit5教案 Vocabulary
Vocabulary
Teaching aims and demands:
New words：grateful , quick , slow , rude , recommend , award , super , sportswoman
Teaching methods: task-based approach
Teaching task: 1 to develop an understanding of the use of adjectives in different context
2 to use suitable adjectives to describe people’s behavior and character
Teaching aids: tape recorder
Teaching procedures:
1 Make sure that students understand the concept of opposites , Give some similar examples . eg . hot /cold , fast / slow , big / small
2 Explain the concept of prefixes and suffixes .Tell students that when we add the prefix un- in front of some adjectives , it usually means ‘ not’. Give some examples eg. friendly / unfriendly , healthy / unhealthy , lucky / unlucky , usual / unusual . When we add the suffix –ful to the end of some adjectives , it means ‘ full of ……’ i.e. the person or thing has that quality . When we add the suffix –less to the end of some adjectives , it means ‘ without’ or’ lacking’ .
3 Ask students to look at the words in the left column of Part A and do the task on their own .
4 Have one student read out a word from the left column and another student give the opposite word from the right column. Write the correct answers on the board .
5 Explain the context of Part B . You may want to remind students about prizes that can be won at your school and activate students’ knowledge about recommendation letters .
6 Ask students to read two reports on their own first . Ask them to try to make sense of what is being said in the reports .
7 Then students read the first report again and use the mixed-up letters to help them make a suitable adjective .
8 Follow the same procedure for the second report . Ask students to read out the report one sentence at a time . Write the missing words on the board .
9 Ask students to write a report about one of the classmates using one of the reports in Part B on page 77 as a model . Encourage them to use as many adjectives as possible .
7B牛津英语unit5教案 Grammar
Grammar
Teaching aims and demands:
Teaching methods: task-based approach
Teaching task: 1 To recognize and understand how to use “can” and “could” to express ability in the present and past .
2 To recognize and understand how to use “can” and “could” to talk about possibility in the present and past .
3 To recognize degrees of possibilities when u8sing “may and “might”
Teaching aids: tape recorder
Teaching procedures:
1 Revise the key vocabulary about leisure activities and introduce “row a boat / ride a bike / fly a kite “ Talk to students about summer camps in general and the type of activities offered /. Elicit as much real information from students as possible .
2 Students have already learned the use of “can” and “may” in making requests(Book7A , unit2) therefore , you need to introduce the idea that here , the word “can” is used to express ability .
3 Ask students to identify activities that they can do well . Write students’ statements on the board . First write “ I can “ on the board .
4 Ask students to say the things they can do , and sort them into categories : sports/ leisure/school subjects
5 Go through the tables at the top of page 78 and explain the use of “can/could” and their negative forms . We use “can” to say that we are able to do something . We use “could” to say that we were able to do something in the past .
6 Ask students to work out the rule on their own . Then they check with a partner and confirm that their answer is correct with the whole class .
7 Ask students to check the information table in Part1 about the Beijing Sunshine Secondary School students’ abilities . Reinforce the use of “could/ could not” for the past and “can / can not” for the present . Then they complete the sentences on their own .
8 Check students’ understanding of the grammar tables on page79 . Then explain the negative and question forms using “can /could” in Part2 .Ask them to work out the correct information by referring back to the table on page78 .
9 Students do Part A2 first on their own and then check their completed sentences with a partner , Then ask students to read the conversation in pairs .
10 Check answers as a class, remind them to write the pattern into their grammar pattern books together with their own examples.
Part B
1 Tell students that they are now able to talk about their present and past abilities using “can/could” . Introduce the idea that we also use “can/could” to express possibilities .
2 Ask students to study the tables at the top of the page to clarify the use of “can/could” and their negative forms .
3 Explain to students the concept of possibility . We use “can” to say that something is possible . We use “could” to something was possible . However, we are not talking about the chances that something will happen . Provide examples using students’ own experience :
School finishes at 4 p.m. The bus leaves at 4:10p.m. we can take the bus home .
It will be warm tomorrow so we can wear short sleeves .
4 Ask them to do PartB1 in pairs , For less able students , allow them refer to the table on the top of page 80 .
5 Check the answer as a class . Pay special attention to any common mistakes and clarify them . choose five students to read aloud .
Part C
1 Introduce the idea that we also use “may” and “might” to express possibilities . Students probably know how to use “may” for making polite requests but possibly will not know the meaning of “might” . Tell them that “might” is the past tense form of “may” .However , we also use “might” to talk about possibility .
2 Explain the context by talking to students about the Class 1 Grade 7 students’ summer Camp and what the students may / may not or might / might not de there .Talk students through some examples using questions about everyday events at your school .
3 Ask students to study the tables at the top of the page , and explain to them the difference between the uses of “may” and “might” .
4 Have more able students provide other sentences to illustrate “may” and “might” .Encourage them to think of their own examples to express degrees of possibilities .
5 Explain the context of Part C . Ask students to read what each person is saying and underline the keywords in each speech bubble . i.e. ”maybe” , “only a small chance” , “ I’m sure” and “highly possible” . These words will determine the use of specific modal verbs .
6 Then ask students to complete sentences 1-4 at the bottom of the page . Check the answer as a class activity . Clarify any possible problems .
篇12：牛津英语8BUnit5reading学案及教案
牛津英语8BUnit5reading学案及教案分享
8B UNIT 5 Reading（1）
【阅读准备】
用30秒的时间看一下标题，了解的主题与文体。进一步学习采访记录这一文体的表达方法。结构简洁明了，通过一问一答的方式进行。因此，的处理可以通过问题的解读逐一突破。这篇可以充分利用siing和scanning的阅读方法进行。
【背景知识】
▲ 国际奥比斯组织
国际奥比斯组织 (Prect Orbis -- ORBIS) 是一个致力于为世界各国盲人和眼疾患者恢复光明的国际性慈善机构，它的宗旨是“使全球失明者重见光明”。
这个组织的国际奥比斯眼科飞行医院是世界第一所飞机眼科医院。该院于1982年3月在美国休思敦正式建立，它是由一架DC—8型飞机改装而成，内部设有预检室、检查室、微型手术室、护理室等手术设备，既可施行手术又可从事示范教学、并通过双向通讯设备，直接与示范医生进行问答。奥比斯组织总部设在纽约。在休斯敦、伦敦、加拿大和香港设有办事处，并配备了从美国及其他地区选出的一批拥有高级技术的医生、护士、工程师、机师、影视制作人员等为随机人员。
自1982年成立以来，来自29个国家的600多位世界一流的眼科专家，先后访问了四大洲70多个国家和地区，使2万名眼疾患者在专机上进行手术治疗，使他们重见光明，并有3万多名各国眼科医生、护士参与了它的训练计划，使之成为推行防盲、治盲的骨干。
国际奥比斯组织（ORBIS）是一个中立的、非盈利的.国际人道主义发展组织。迄今为止，已环绕地球四次，在八十余个国家完成了超过500项防盲治盲医疗活动，将最新的防盲技术传授给五万多名眼科医生和护士。
此部分以采访的形式向学生介绍了奥比斯医生的工作。学生能进一步学习采访记录这一文体，同时也能了解慈善组织奥比斯的工作。
【自学探究】
一、预习P78—P81，在课本上划出下列词组和句子并翻译。
1、药物治疗 2、买得起，负担得起
3、给某人动手术 4、过去常常干
5、现在习惯于干 6、因某事感激某人
7、自豪地做某事 8、继续干我们的工作
9、Man f ur patients are s pr that the can’t affrd t travel t hspital.
10、It’s hard xb1.c
【教案】教学内容 8b Unit5 reading（1） 课型 新授课
教学目标：1. Understand pen questins used in an intervie
Blindness affects abut 45 illin peple arund the
2. Infer general eaning fr title and cntext.
3. Predict the eanings f specific wrds fr clse cntext
4. Chec understanding b lining parts f sentences.
5. Suarize infratin b cpleting ntes.
教学重难点 ：(1)Teaching Iprtance
T aster the e vcabular
T understand and use the target language
T read the article fluentl and understand the ain idea.
Listening and Oral practice
(2)Teaching Difficulties
T enable the students t infer general eaning fr the title and cntext and predict
the eaning f special wrds fr cntext.
T enable the students t use the target language.
Peple ust be reall grateful t u.
I’ prud t be able t help s an peple.
教学方法 ：1.Direct ethd,
2gnitive apprach,
3unicative teaching ethd
4.Audi-visual teaching ethd
5.”Tas-based”teaching ethd
Step1 Revisin
1.Tell se charities arund the wrld.
2.What’s the charit f ORBIS fr ?
Step 2 Presentatin
Read the text fr line 1-7,answer the questins
1.Hw an peple des blindness affect arund the wrld?
2.Hw an sic peple can be cured r prevented?
3.Wh d an peple nt receive edical treatent？
Pa attentin t these useful expressins:
1.affect (v.) 影响 effect (n.)
整天玩电脑游戏对你的学习有影响
Plaing cputer gaes _____ ______ ______ ur studies.
Have a gd ad effect n…..
2.st和stl
st (adv.) ①“最大程度地,极度地” 是uch的最高级 . the st beautiful girl
② 非常,极 a st interesting b
stl (adv.) 主要地,大部分地
Read the text fr line 8-25,answer the questins
1.Wh d ORBIS dctrs prefer t wr n a plane、
2.Hw an peratins did Dr Ma perfr during his last visit、
3.Is it hard wr fr hi?
4.Is the plane nl a place t perfr peratins？
Ntes：
1.peratin (n.)
perate (v.) n sb.=perfr an peratin n sb.
2.be used t d 被用来干某事
Be used fr sth 被用来干某事
Be used as 被当做什么用
3.Used t d sth 过去常常干某事
Be used t ding 现在习惯于干某事
4.can’t affrd t d sth 没钱干某事
5.s +ad /adv that sb can/can’t d 如此。。。以至于
6.such +a/an+ad +n+that 从句 如此。。以至于
7.be grateful t sb fr sth 因某事而感激某人
8.be prud t d sth 为做某事而感到骄傲
be prud that 从句 为干某事而感到自豪、骄傲
be prud f 因。。。。而骄傲
tae pride (n.骄傲)in 因。。。。而骄傲
Read the text fr line 26-38,answer the questins
1、Hw d peple feel abut their wr、
2、What des ORBIS need t carr n with their wr?
3、What can we d fr the？
Ntes：
Carr n with sth 继续干某事
Carr n ding 继续干某事=cntinue ding sth
Carr n t d sth 继续干另一件事
Step 3 practise
1.我自豪我能帮助这么多人.
I’ ________ that I can help _____ ________ peple.
2. 他们教当地的医生新技术和知识.
The teach the dctrs fr ________ places new _______ _____ _____________.
3. 人们对他一定很感激.
Peple ust ________ ver ________ _______ hi.
4. 坏消息是许多人没有治疗的钱.
The bad news is that an peple d nt have the ________ fr _________ ____________.
5. 他以自已是一名科学家而自豪.
He is prud f a scientist.
He is prud t be a scientist.
He is prud f being a scientist.
He is prud that he is a scientist
Step 4 activit
学生四人一组活动。以马先生的身份讲述他的工作，每人一句，进行故事接龙。准备时间三分钟。三分钟后，教师挑选二到三组学生在全班面前讲故事。然后，教师问学生，what d u thin f DrMa ‘s b?since his b is s eaningful,canu ae a website r pster fr hi,calling fr re peple t help and supprt hi?
Step 5 hewr
1.熟读课文
2.完成补充习题reading部分练习及完成《同 步导学》上本课时的作业 ，
3.记忆有关词汇，短语。
教学反思
【当堂巩固】
一、单项选择。
( )1.We’ll have a _______hlida. What abut ging t the Great Wall?
A. three das B. three-da C. three-das D. three-das’
( )2. I a srr. I_______ the dictinar in he.
A. frget B. frgt C. left D. leave
( )3. She left in_______ a hurr _______she frgt t lc the dr.
A. s, and B. such, that C. t, t D. such, and
( )4.—Must we finish the exercise tda? --N, u________.
A. ustn’t B. dn’t have C. dn’t have t D. needn’t t
( )5. The ne u dnated is used t _______peple in need.
A. help B. helped C. helping D. helps
( )6.—It’s a lng str, but u can hardl find new wrds in it.
--Gd! _______ it will be t hard fr children.
A. S B. And C. But D. Or
( )7. —A latest English newspaper, please!
--Onl ne cp left. Wuld u lie t have_______, sir?
A. it B. ne C. this D. that
( )8. D u have________ t sa abut ur stud?
A special anthing B. special sething
C. anthing special D. sething special
二、用适当的词填空
1.Peple, n atter __________ r pr, have their wn place in the wrld.
2.The dctr said that he had never seen such a ind f ____________ (病例).
3.Oral English test ass us t learn re ______________ (技能) in English, nt ust wrds r graar.
4.I have finished wr______________ (ainl).
5an u ______________ (have enugh ne t bu r t d sething)e t see a fil?
6.Nw a lt f ______________ (peple wh are ill) can’t g t hspital because the dn’t have enugh ne.
7.The teacher’s wrds ____________ (cause a change in sebd r sething) us a lt, we have ade up ur inds t stud hard.
8.The dctrs ften ______________ (cut a persn’s bd pen t tae r repair) n the sic peple.
9. Mdern edicine can help _____________ this ind f disease.
10. We are s ______________ that China is the hst cuntr f the 29th Olpic Gaes.
篇13：牛津英语课堂教学初探
牛津英语课堂教学初探
随着上海市二期课改的逐步实施，英语教学将要出现一纲多本和多纲多本的局面.而每出现一种新型的英语教材，都将有与其相适应的教学模式的渐次呈现。
近一年的牛津英语教学实践告诉我，如果把语言作为知识来记忆，《牛津英语》教材会让教师疲于奔命的。我觉得更应该让学生通过学习和了解教材所提供的生活常识和知识，让他们理解语言，让学生通过使用语言，让他们自主地选用自己感兴趣的资料，通过学生间的交流，达到共享创造成果的目的，从而达到掌握语言的目的。变教师单向的传授、提问、督促练习为师生互动，学生自主学习的形式。
想培养学生的创新精神与创新能力，就必须从小抓起，从课堂教学抓起，让课堂教学“活”起来，那么，在英语教学中，怎样才能让课堂教学“活”起来呢？在实践中，我试探着用了许多的'方法。比如：
第一、诱发学习动机、激发学习兴趣。
学生的学习活动总是由一定的学习动机引起的，只有当他们喜欢学、要求学，有迫切的学习愿望时，才能自觉积极地投入到学习活动中去。那么，学生的这种学习动机从何而来呢？这就要靠教师的教学艺术，要靠教师组织富有成效的学习活动去诱发学习动机、激发学习兴趣、活跃学生思维，如设置悬念、创设情景等。例如组织课前活动，我通常以听说训练为重点，利用课前几分钟，开展听说训练活动，让学生以轻松、愉快的心情迎来即将开始的英语课。并且我给他们每一次的活动都记成绩，分别以花、旗、星不同等级，作为综合分数的奖励。
第二、玩中有学 学中有玩
爱玩是孩子的本性。我就利用这一点，注意让学生在各种游戏中学习单词，而不是死记硬背单词。我先以各种不同形式把要记的单词实行整体大量输入，采用各种游戏形式进行渗透，如Pass the card 、Do the action、Find your friend 、Draw and colour ，在游戏中通过多听、反复感觉，从而在脑海里的印象就加深了，这样不仅可以让学生记住了单词，还可以减轻他们的心理压力和负担，给学生一个轻松和谐的语言环境，也使得课堂充满活力。教学实践证明，在英语教学中，游戏是深受学生欢迎的活动。可以说：它是英语教学的“润滑剂”。让学生在游戏中练习，让富有情趣的活动去诱发学生反复练习同一语言的欲望，在愉快、和谐、欢乐的气氛中巩固学到的知识，使他们的大脑皮层始终处于兴奋状态。
第三、利用各种教学媒体，激“活”教科书，让学生更易理解接受。
俗话说：“百闻不如一见。”我在教学过程中准备了各种各样的单词卡片、头饰、图片等，在教每一个新单词学生都能亲眼看见，这样也不需要花时间去解释含义。课堂的气氛也相当活跃。另外，我还利用电教器材如TV、VCD、电脑、录像等，让教科书“活”起来、动起来、形象起来、发出声来，让“活”的教科书震撼学生的心灵、开发
[1] [2]
篇14：牛津英语练习题
牛津英语练习题
口试：
一. 正确朗读下列字母组：
NMJG UV IR SZ pq hn wvljxs
二. 正确朗读下列单词：
jump mouth autumn bean balloon bicycle sister slide swing five
purple brown colour turn fireman
howmany pickout very high at all policeman
Is he a short driver?
三. 听一听，作应答：
1. What do you like to eat?
2. Have you go talemon
3. What have you got?
4. What has he got?
5. Can you dance?
6. Good morning.
7. How are you?
8. How old are you?
9. Hello.This is Peter.
10.How many rubbers have you?
11.What’s this?(apple)
12.What’s that?(leaf)
13.Is this a pear?
四. 听录音，做动作
1. Showmeyourhand.
2. Touchyourarms.
3. Clapyourhand.
4. Raiseyourhands.
5. Closeyoureyes.
6. Openyoureyes.
7. Standup,please.
8. Sitdown,please.
9. Givemearubber,please.
10.Touchyourarms.
11.Waveyourhand.
12.Smellyourhands.
13.Feeltheapple.
14.Tastethemelon.
15.Lookattheteacher.
16.Washyourhands.
17.Eatthemooncake.
18.Pointtoyoureyes./ears/nose/mouth/face/arm/toes.
19.Gotothedoor.(门)
20.Pickupthedoll.
五. 用Ihavegot…说说你有的玩具:
听力：
一. 选出你所听到的字母、单词：
( )1.A.JG B.GJ C.LJ
( )2.A.RI B.IR C.AR
( )3.A.UV B.VU C.WV
( )4.A.mn B.nm C.nh
( )5.A.opq B.pqo C.oqp
( )6.A.ball B.doll C.balloon
( )7.A.ruler B.rubber C.read
( )8.A.slide B.sweet C.swing
( )9.A.he B.she C.the
( )10.A.not B.got C.no
二. 选出你所听到的句子：
( )1.A.Isthataslide?No,itisn’t. B.Isthataslide?No,itisn’t.
( )2.A.Hashegotasister? B.Hasshegotasister?
( )3.A.Icandrawalittletree. B.Icandrawtwolittletrees.
( )4.A.Pickupthedoll. B.Pickuptheball.
( )5.A.Ilovehim. B.Iloveher.
( )6)A.Isheadriver? B.Issheadriver?
( )7)A.Turnleft. B.Turnright.
( )8)A.Itisablueballoon. B.Itisablueball.
( )9)A.Whatcolouristhekite? B.Whatcolouristhecat?
( )10)A.Howmanybutterlflies?Four. B.Howmanybutterflies?Five
笔试见下页
ThisisthewayImakedallthestudentshappy.
OneMonday.TomandIwenttoSimon‘soffice.Suddenly,Iwasslippingandfell,becausetherewassomewateronthefloor.
WhenIstoodupIthought:IfItookthemopanddrythefloor,nobodywouldslipandfall.then,Itookthemopanddrythefloor.Tomalsohelpedmedryingthefloor.
SoImakedallthestudentshappy.
笔试：
一、正确默写字母Aa~Zz的大小写：
二、划出下列单词中的元音字母：
uncleballoonmouthleafsing
三、正确抄写下列单词：
bicyclefatherjumpthreebutterfly
四、问答句编号
1. Howoldareyoutoday? ( )No,hehasn’t.
2. Haveyougotaballoon? ( )Shehasgotataro.
3. Whatdoyouliketoeat? ( )Iliketoeatpeaches.
4. Whathasshegot? ( )No,Ihavegotaball.
5. Hashegotaswing? ( )I’mfive.
根据实际情况回答问题：
1. What’syourname?
2. Howareyou?
3. Howoldareyou?
4. Howmanybooks?(4)
5. HappyNewYear!
6. Happybirthday.
7. What’syourfather?
8. What’syourmother?
9. Areyouapupil?
10.Areyouateacher?
11.Isyourfatheradoctor?
12.Isyourmotheranurse?
13.Doyoulikemeat?
14.Isitblue?(No)
15.Whatcolourisyourbag?
16.Whatdoyousee?(abutterfly)
17.Isheapoliceman?(no)
18.Issheanurse?(yes)
19.Sayhellotoyourmother.
20.Saygoodbyetoyourteacher.
21.Comewithme.
22.Whatisthis?(apple)
23.Whatisthat?(kite)
24.Whatdoyouliketoeat?
25.Goodmorning.
26.Goodafternoon.
27.Hello,I’mMary.
28.Hi,Alice.ThisisKitty.
29.Canyoudance?
30.Canyourfatherdraw?
31.Canyourmothersing?
32.Isthisapear?(no)
33.Isthatabanana?(yes)
34.Haveyougotabrother?
35.Haveyougotadoll?
36.Hasshegotabicycle?(yas)
37.Hashegotaslide?(no)
38.Whathaveyougot?
39.Whathasshegot?(swing)
40.Hasyourfathergotaballoon?
41.Hasyourmothergotaball?
42.Areyouyoung?
43.Isyourmothertall?
44.Isyourfatherthin?
45.Whatcolourisyourrubber?
选择填充：
1.Show______yourpresent. A.I B.me
2.Try_______newshoes. A.you B.your
3.How_____you? A.is B.are
4.______NewYear! A.Happy B.Habby
5.Whatdoyousee?Isee_________. A.abee. B.bee
6.Makeseven_______. A.kite B.kites
7.Howmany_______?Five. A.apples B.apple
8.____colourisit? A.What’s B.What
9.Thisis_____orange. A.an B.a
10.Whatcolourisit?It’s____orange. A./ B.an
11.Isheapostman?Yes,___is. A.he B.she
12.Issheadoctor?No,she_____ A.is B.isn’t
Ⅰ、听力部分56%
一、Listenandcircle.(听录音，圈出正确的'图片)10%
1. 2.
医生 护士 蜜蜂 蝴蝶
3. 4.
消防员 送牛奶工人 兄弟 姐妹
5. 6.
黑色 兰色 两只鸟 三只兔子
7. 8.
左 右 连衣裙 鞋子
9. 10.
画画 折纸 气球 礼物
二、istenandtick.(听录音，勾出你所听到的单词或词组)6%
1.write sing 2.sweets shoes
3.uncle aunt 4.yellow brown
5.fourbigbirds fivelittlebirds 6.makethekite colourthekite
三、Listenandnumber.(按听到的顺序，给下列图片用1、2、3编号)9%
1. 2.
折纸 跳 唱 二只蝴蝶三只蝴蝶四只蝴蝶
( ) ( ) ( ) ( ) ( ) ( )
3.
方向盘 信 书
( ) ( ) ( )
四、Listenandjudge.(听录音，判断下列图片与听到的句子内容是否一致，相符的用
表示，不相符的用 表示)5%
1. 2.
篇15：牛津英语教学计划
1、听懂、会说、会说和会拼写单词mean, danger, must, should, shouldn’t, make, litter, park, cycle.
2、能听懂、会说和会读单词和词组public, a sign, a cousin, always, a question, grass, a cage, quiet, touch, keep off, make noise.
3、能听懂、会说、会说和会写句型What does it /this/that mean? It means you/we must /should/shouldn’t…
4、能听懂、会说、会读日常交际用语和句型There are a lot of signs here. They mean different things. Keep off the grass. Keep quiet. No cycling. No smoking. No littering. No parking. Danger. Do not touch.
5、了解元音字母组合ea在单词中的读音。
6、会唱歌曲The signs in the park.7、认识公共标志，培养学生遵守社会公德的积极态度。教学重点： 听懂、会说、会说和会拼写单词 mean, danger, must, should, shouldn’t, make, litter, park, cycle.教学难点： 能听懂、会说、会说和会写句型What does it /this/that mean? It means you/we must /should/shouldn’t…
教法学法： 读导法、听说法、表演法
教学具准备： 投影片、录音机、磁带、多媒体电脑
课时安排： 5课时
★ 牛津小学英语 5BUnit 6 At a PE lesson 教案
★ 牛津小学二年级英语教案：Unit8 Dinner time
★ 牛津英语教案
★ 我的早年生活教案
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