牛津5BUnit7 教案
3B Unit7 On the farm教学设计
淮安市实验小学张瑾
ⅠThe background information
本课是《译林版小学英语》三年级下册Unit7 On the farm 的第一课时，教学内容为Story time部分，故事围绕“参观农场”展开，通过迈克参观农场时，向刘涛及刘涛爷爷提问的情景，引出一些有关农场的词汇及对近处、远处物体的提问。
本单元在牛津小学英语3B整册教材中起着承上启下的作用。从本单元起，教材开始初步涉及“名词复数”，这也是小学阶段英语较难掌握的语法之一。
ⅡType of the lesson Reading (1)
ⅢTeaching aims and learning objectives
By the end of the lesson, the students will be able to:
1 familiar with the new words: farm、pig、cow、apple、pear.
2 Read and use the dialogues: Welcome to ... What are these/ those? They’re … .Are these/ those … ? Yes!/ No!
3 understand、read and act Story time.
4 Present the group-work result confidently.
5 Be friendly, love plants and animals.
ⅣTeaching content
Story time
ⅤFucus of the lesson and predicted area of difficulty
Can distinguish between these and those, and can answer the questions according to the position .
ⅥTeaching aids
Blackboard, chalk, PPT, pictures.
ⅦTeaching procedures
Step1. Pre-reading
Warm up:
(1) Greetings
(2) Talk about a picture.
T: What can you see in the picture?
S: I can see...
Teach “cows、pigs、pears、apples、Are these/ those...? Yes./ No. They’re...”
T: Where are they?
S: They’re on the farm. Teach “on the farm”
(设计意图:通过谈论一幅农场图片，创设了良好的英语学习氛围，激发学生英语学习的兴趣。图片内容与本节课教学内容紧密相连，为学习新课做好铺垫。)
Step2. While-reading
(1) Fast-reading
T: Let’s go to the farm, OK? Oh, Liu Tao and Mike are on the farm, too. They’re on Liu Tao’s grandpa’s farm.
Task 1: Watch and tick
What does Mike find on the farm?
(设计意图:通过观看动画，让学生初步感知课文内容。)
(2) Careful-reading
Task2: Listen and find
T: Mike finds some pigs、pears、cows and apples on the farm. How does he know them?
A. Reading in books
B. Asking questions
S: B
T: How does he ask? Please listen and find the questions.
Teach “ What are these/ those?”
(设计意图: 了解农场有什么之后，让学生自己去读读文本，找找问题，进一步引导学生自主学习文本，加深对文本理解。)
Task3: Read and match
T: Mike has 4 questions. How do Liu Tao and grandpa answer him? Please read the story by yourselves and find the answers.
Task4: Let’s read.
Read and imitate. Pay attention to the pronunciation and the tone.
How do you think about Mike’s mood when he asking questions?
A. Excited
B. Curious
C. Boring
Can you read like this?
Task5: Let’s act.
Choose one way you like to act in groups.
1.Dub
2.Act in different roles
3.Act in groups
Task6: Let’s talk.
Let’s talk about Liu Tao’s grandpa’s farm.
(设计意图: 将突破重难点放在整体任务之下，既能有效操练语言点，又能避免肢解课文，忽视主旨的倾向。请学生从跟录音模仿语音语调并加上动作，促进学生正确朗读习惯的养
成并激发学生表演兴趣。最后通过Let’s talk让学生再完整回顾课文内容。)
Step3. Post-reading
Let’s show.
Liu Tao’s grandpa has a nice farm. Do you want to have one. What’s your dream farm? Discuss in groups and design your dream farm.
(设计意图: 本环节的设置旨在让学生通过小组合作的形式设计自己梦想中的农场，能够自主地综合运用所学语言知识。)
ⅧHomework
1. Read Story time after the tape.
2. Talk about your dream farm with your friends after class.
(设计意图: 将本课语言知识的操练和运用通过家庭作业延伸到课外。)
Blackboard design:
Welcome to my farm.
What are these\ those? pigs
They’re … . cow s
Are these\ those … ? apple s
Yes!\ No! pears
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全新牛津上海版七年级英语下册全英文教案(全册 全英文 共47页)
全新牛津上海版七年级英语下册全英文教案（全册全英文共47页） 目录 Unit 1 Writing a travel guide Unit 2 Going to see a film Unit 3 A visit to Garden City Unit 4 Let’s go shopping Unit 5 What can we learn from others? Unit 6 Hard work for a better life Unit 7 In the future Unit 8 A more enjoyable school life Unit 9 The wind is blowing Unit 10 Water Festival Unit 11 Electricity
Unit 1 Writing a travel guide 1教学目标 By the end of the lesson, the Sts will… be able to further practise describing a place and know more about Shanghai. be able to develop their speaking ability of fluency by describing a scenic spot. 2学情分析 The learners are the students form Class Twelve, Grade Seven of North Jincai Secondary School. They have been learning English for 7 years, so they are of different levels. Quit e a few students are quite excellent. They do well in both speaking and writing. They are very active in class. But some students are at a lower English level. However, sometime s they can speak a little in class. What they need is a language environment. Therefore, g roup work in class is helpful for them to take an active part in the class. 3重点难点 This is ‘more practice’ part of Module One. The topic is A One-day Tour Plan. We have talked about some famous places in the previous period, so the students have learned so me expressions. There will be a language environment created for them so as to encourag e more of them to talk about scenic spots and their tour plans. Key phrases and sentence structures are familiar to students. But it will be a little hard fo r them to organize language with much new information. So teacher can take fully advant age of group work. The students may have difficulty in listening to the French in the sec ond part because of the accent. Teachers can give students a second chance to listen.Some students may also have difficulty in pronouncing some words. Teachers can guide them t o use the dictionaries on their Pads. 4教学过程 第一学时 教学目标 By the end of the lesson, the Sts will… be able to further practise describing a place and know more about Shanghai. be able to develop their speaking ability of fluency by describing a scenic spot.
牛津高中英语教案
Lesson Plan on The Honourable Games 学科教学英语谢咪2013020430 背景介绍：高一学生已经有了一定的语言基础，同时有相对较高的学习主动性，所以教学重点在于知识获取和综合运用语言能力的提高。而阅读作为教学载体可以提供给学生文化知识，文体知识，以及在消化这些内容过程中所需要的自学与合作学习的机会，并从中得到精神的提升，因此设计知识，技能，情感三维一体的教学时值得考虑的；同时，高中英语一般是以两节课为一个课时单位，所以，课堂活动应考虑融入听说读写多种活动尽量丰富，克服学生疲惫。教学内容：The Honourable Games 是译林牛津版模块4 Unit 2 Sporting Events的课文（22-23）。本课主要以演讲的形式向大家介绍了奥运会的历史、意义以及国内外的一些著名运动员。同时课后配有练习题来检验和巩固学生对课文理解以及重点词汇掌握（24-25）。 教学目标：通过学习学生能够 1.掌握新单词significance 等等。 1.谈论奥运会的历史，意义以及介绍自己喜欢的运动员。 2.抓住阅读一篇演讲稿的要领以及提高自己聆听演讲的能力。 3.增强自主学习意识以及课堂合作意识。 4.体会到奥运会的意义以及培养爱国精神。 教学重难点： 重点：理解课文内容。 难点：联系上下文理解单词意思。 教学步骤： The first 45 minutes I Pre-reading Step1 ( 3 m ) Greeting and showing pictures to students. T: Who is he? S: Tian Liang. T: What does he do now? S: A TV star. T: How much do you know about him? S:……
牛津版高一英语必修1全套教案
牛津高中英语模块一（第 1 讲） 【教学内容与教学要求】 一、教学内容： 牛津高中英语模块一Unit 1（上） 二、教学要求： 1．掌握和校园生活有关的常用单词、词组与句型。 2．学会描述校园生活和学校设施。 High school is a time of discovery, learning and hard work!高中是探索、学习和辛勤劳动的时期Huge campus and low-rise building学校面积大，没有高层建筑。 Twelve laboratories are available for different experiments.12个实验室可供不同试验使用。 Each room comes with its own bothroom and Internet access.每个房间都有自己的卫生间和英 特网接口。 3．学习阅读技巧：skimming&scanning 。 4．语法：定语从句（一） 【知识重点与学习难点】 一、重要单词： access achieve attend assemblyarticle available average canteen club challenging context donate display experience extra graduate gym heading locker low-rise literature poster relax 二、重点词组： class teacher 班主任at ease with 和? .相处不拘束school hours 学校作息时间earn respect from 赢得?的尊敬sound like 听起来象for free 免费 get a general idea 了解大意as well as 除? .以外 , 也key words 关键词word by word 逐字逐句 地find one ’s way around 认识路develop an interest in 培养对? .的兴趣 surf the Internet 网上冲浪 【难点讲解】 1. What is your dream school life like? 你理想中的学校生活是什么样子 ?
七年级英语下册 Module1 Unit4 How is food made教案 上海牛津版
Module 1 Food and drinks Unit 4 How is food made? 1 Language focus: Using ‘going to’ to describe events that will occur quite soon e.g. Kitty and her classmates are going to do project. Using the simple present tense to express thoughts e.g. I think I’m go ing to investigate bread. Asking ‘Wh-’ questions to find out specific information about a food item. e.g. Which food are you going to investigate in your project? Language skills: Listening Recognize differences in the use of intonation in questions and statements, and respond appropriately. Identify main, ideas of a new topic. Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression. Speaking Open an interaction by eliciting a response by asking questions or providing information on a topic. Maintain an interaction by asking and responding to others’ opinions. Reading Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression Recognize recurrent patterns in language structure, such as word structure, word order, sentence structure, organization of text-types. Materials: Student’s Book 7B page 20 Cassette 7B and a cassette player Pr eparation: Cue the cassette. Pre-task preparation Language learning activity (This section aims at providing students with opportunities to practise the language/vocabulary needed or become familiar with the background for the task that follows. 1. Ask students if they know where the food sold at supermarkets is made. Some students may give the correct answer: ‘factories’. Ask students whether they have ever visited certain food factories and whether they know how food is produced in factories. Conduct a survey to find out the types of food factories students have visited. List the types of food factories students have visited. List the type of food on the board.
七年级英语下册 Unit4《A more enjoyable school life》教案 上海牛津版
Module 3 Change 一. 本周教学内容： Unit 4 A more enjoyable school life ［教学过程］ 1. 情态动词could的用法 could的否定形式是could not，多缩写为couldn't，两者通常都读作['kudnt]。 （1）表示能力，意思是：能，会。 【例】Could you speak English then？那时你能讲英语吗？ He said he couldn't follow me. 他说他跟不上我。 注意：①could（能）和was/were able to 都表示过去一般具有某种能力。 【例】He could (was able to) swim very well when he was nine. 他九岁时就很会游泳。 ②was (were) able to 可以表示过去某时有某种具体的能力并且实际上可以做到，但could表示过去的习惯能力。 【例】Although the driver was badly hurt, he was able to explain what had happened. 司机虽受重伤，但仍能说明发生了什么事。 （2）表示可能性，意思是：可能。 【例】That big cinema can seat 2,000 people. 那家大电影院能坐2,000人。 He said he couldn't come. 他说他不能来。 （3）提出请求、疑问或看法（could是虚拟语气，代替can，在时间上与can没有区别，只是语气比can委婉。can语气直爽、肯定）。 【例】----Could you let me have your passport? ----Yes, here it is. —看看你的护照好吗？ —行，这就是。 （4）表示惊异、不信等情绪（用于疑问和否定句中，此时could与can用法相同，无时间上的差别，用could语气缓和，情绪要弱）。 【例】Who could have taken them？谁会把它们拿走了呢？ She couldn't have left so soon. 她不可能这么快就走了。 （5）表示与事实相反的情况（用于虚拟语气）。 【例】I would certainly do it for you if I could. 要是我能做得到，我一定会为你们做这事儿。 How I wish I could go with you! 我多么希望和你们一道去！ 2. 词组would like to 现在我们来学一种客气话, 也就是 would like to。这个词组就是“要” want to, w-a-n-t t-o, want to 的意思, 不过比较客气。 下面我们要作一组练习。第一个句子用 want to, 第二个句子用的是 would like to，这两句话意思一样。 M: Nancy wants to see a doctor. F: Nancy would like to see a doctor. M: Henry wants to watch television. F: Henry would like to watch television. 刚才我们学习了怎么用客气话 would like to 作陈述句, 下面我们看一看怎么用这个词组作问句. 比方有一句话: “你要做一个打字员吗?” 英文可以这么说: Would you like to be a typist? 另外一句话: “你要做市政府工作人员吗?” 英文可以这么说: Would you like to be a city worker? M: Would you like to be a fire fighter? F: Yes, I would like to be a fire fighter.