上海版牛津英语教案全册教案
A. Words : letters Aa --Bb , bin , park , road , building , ShanghaiB. Structures : I live in …. I love …. I see …. That’s …C. Functions : Give simple instructions; Refer to specific classroom objects.Material:1.Student's Book 2A page 2--62.Cassette 1A and a cassette player3.Wallcharts4.Photograph page 15.Alphabet CardsTeaching times:5 timesLearning targets:A.Basic aims:1.Be able to identify the letters Aa -- Bb2.Be able to give simple instructions3.Be able to use the simple present tense to indicate facts4.Be able to "point to your home"5.Read the rhymeB.Further aims:1.saying a new rhyme substituting 'Shanghai' with another placesLanguage focus:ing the definite article to refer to specific classroom objectsing the simple present tense to express interests and preferences3.Learning the words: bin , park , road , building , ShanghaiPeriod 1Teaching focus:Using imperatives to give simple instructionsUsing the definite article to refer to specific classroom objectsTeaching steps:Period 2Teaching focus:Using the simple present tense to indicate factsUsing the simple present tense to express interests and preferencestalk answerlove tall buildings. Can you recongnize any Sitting on the bench next to them were some tourists(a woman and her son). The boy asked Sam where he lived and Sam replied ' I live in Shanghai.' The boy said ' I love Shanghai.' Sam was pleased. Children, do you love Shanghai If you do, you must help to keep it clean. Do not litter. Throw all rubbish into the bin. Can you find a bin in this picture (Point to it)B: Ask questions such as the following:Where does Samlive?Where do youlive?Dose Sam loveShanghai?Do you loveShanghai?What isthis(point to abin and abuildingrespectively)C: Hold up a stamped envelope and say ' My friend in Canada sent this to me. She had to write ' Shanghai ' on it because Ilive in Shanghai.Sally. 'RepeatGet student to say afterThe students look at the book and listen to the tapePost-task activitiesDraw a picture of the place they live in.say something about pictures by using the sentences ' I live in …,I love … 'Talk aboutConsolidationLook, listenand tick thecorrectsentence.Listen anddraw.Period 3Teaching focus:Using nouns to identify objectUsing proper nouns to refer to places Teaching steps:and repeat.the students to point to each picture as the word is being read out.The students look at the letters and listen to the tapePost-task activitiesstudents have just learneds1: I see a bin.S2: That' s a building.Homework Workbook page 3:Colour theword in thepuzzle.Trace theletters.Read the ' let' s learn ' after the cassettePeriod 4Teaching focus:Asking ' Wh-' questions to find out various kinds of specific information about a personUsing the simple persent tense to express truthUsing the simple persent tense to express interests and preferencesTeaching steps:Book to page 5.Look , think, talk about and answer the questions .The students into groups of four, one student ask the question ' Where do you live'the other three answer it. (change roles.)The students to come to the front and actThe students to repeat.HomeworkWorkbook page4:Listen and draw the lines to find where they live.Read the ' let's play ' afterthe cassette.Period 5Teaching focus:Using the simple persent tense to express interests and preferencesHomeworkRead the ' let's enjoy‘ after thecassette.Make a newrhymeUnit 4 Going aboutTeaching designing:Teaching aids:A.Words: letters Gg—Hh, plane, ferry, train, taxi, car, bus, van.B.Structures: Get ……How do you go to……C.Functions: Give simple instructions; Using connectives to add information Material:1.S tudent’s Book 2A page 17-212.C assette 1A and a cassette player3.W all charts4.P hotograph page 145.A lphabet CardsTeaching times:5 timesLearning targets:A.Basic aims:1.B e able to identify the letters Gg--Hh2.B e able to give simple instructions3.B e able to introduce oneself using I’m.4.B e able to write the sentence Hello, I’m <name>.5.S ing a song.B.Further aims:1.U sing more information to introduce oneself2.T he sorts of the alphabetLanguage focus:1.U sing imperatives to give simple instructions2.A sking How questions to find out means and Using prepositions to indicate meas3.L earning the words: plane……Period 1Teaching focus:Using imperative to give simple instructionsPeriod 2Teaching focus:Asking How questions to find out mean Using prepositions to indicate means Using formulaic expressions to take leavePeriod 3Teaching focus:Using nouns to identify forms of transport.Period 4Teaching focus:Using formulaic expressions to indicate how people travelPeriod 5Teaching focus:Using nouns to identify different forms of transportUnit 5 Crossing the roadTeaching designing:Teaching aids:D.Words: letters—Ii Jj, stop, light, go, fast, slow.E.Structures: Look at the light. It’s…, Go! / Stop! / Wait! /F.Functions: Using imperatives to give simple instructions; To give simpleinstructions.Material:6.S tudent’s Book 2A page 22-267.C assette 1A and a cassette player8.W all charts9.P hotograph page 1410.A lphabet CardsTeaching times:5 timesLearning targets:C.Basic aims:6.B e able to identify the letters Ii--Jj7.B e able to give simple instructions8.B e able to introduce oneself using I’m.9.B e able to write the sentence Hello, I’m <name>.10.Sing a song.D.Further aims:3.U sing more information to introduce oneself4.T he sorts of the alphabetLanguage focus:4.U sing imperatives to give simple instructions5.U sing adjectives to describe objects6.L earning the words: stop……Period 1Teaching focus:Using imperative to give simple instructionsPeriod 2Teaching focus:Using imperative to give simple instructions Using adjectives to describe objectslookandthethelookthe The students point traffic lights. Ask individual students to say the colour of lights and what they should do when they see each colour of the light.B Ask Do you watch the traffic on the road What can you seeA Put up the wallchart for page 23. Tell a story something like this,,,B Ask questions such as the following:What did Sam andhis father dobefore crossingthe road?What did Sam’sfather say?What colour wasthe light Whatdid Sam sayWhat did they dowhen they sawthis light?Then what didthey see on theroad What didSam’s fathersayC Point to the bus on the wallchart and say ‘The bus is slow.’Point to the car on the wallchart and say ‘The car is fast’Repeat several times so that students canPeriod 3Teaching focus:Using imperatives to give simple instructions Using nouns to identify thingsUsing adjectives to describe objectsPeriod 4Teaching focus:Using imperative to give instructions Using adjectives to describe coloursPeriod 5Teaching focus:Using imperatives to give simple instructions Using adjectives to describe objects。
牛津上海版小学英语三年级上册全册教案
牛津上海版小学英语三年级上册全册教案牛津上海版小学英语三年级上册全册教案目录Module1 Getting to know you《Unit1 How are you》 (2)Module1 Getting to know you《Unit2 What’s your name》(8)Module1 Getting to know you《Unit3 How old are you》 (11) Module2 Me, my family and friends《Unit1 My friends》 (17) Module2 Me, my family and friends《Unit2 My family》 (24) Module2 Me, my family and friends《Unit3 About me》 (28) Module3 Places and activities《Unit1 My school》 (31)Module3 Places and activities《Unit2 Shopping》 (39)Module3 Places and activities《Unit3 In the park》 (44)Module4 The natural world《Unit1 Insects》 (47)Module4 The natural world《Unit2 On the farm》 (51)Module4 The natural world《Unit3 Plants》 (56)Project 1《About me》 (63)Project 4《Insects》 (69)Module1 Getting to know you《Unit1 How are you?》1教学目标单元教学目标分析(1)、能听说读写:Miss、Mr 、Mrs等词汇(2)、能听说读:Dolly、Miss Fang 、Mr Zhang、Mrs Wang、teache r、MumDad 、cut、 stick、 Jane、 cake、 table、 make等词汇(3)、能掌握并运用所学句型进行自我介绍。
牛津沪教版英语四年级上册Unit1-Unit12全册教案
Module 1 Getting to know youUnit 1 Meeting new people本课是教材Module 1 Unit 1的教学设计。
本单元的语言功能项目是To revise vocabulary and expressions to describe “Meeting new people”.主要话题是The students are able to use the key words correctly,本课内容贴近学生的生活和学习实际，为学生操练对话创设了一个真实的语言情景，有利于学生在比较接近实际的情景中听听说说，从而培养他们运用英语进行交际的能力。
【知识目标】1. To revise vocabulary and expressions to describe “Meeting new people”.2. To guess meaning from context.3. The students are able to use the key words correctly.【能力目标】To use the sentences in context.【情感目标】利用多种游戏或活动形式培养学生对英语学习的浓厚兴趣。
【教学重点】The students are able to use the key words correctly.【教学难点】通过阅读活动，引导学生通过阅读抓住关键信息，了解故事大意，通过角色扮演，让学生巩固和运用本单元所学核心词汇和句型。
Tape recorder, Multimedia.Step 1. Warm up1. Listen and sayT: What do you know about “Meeting new people”？Look at the pictures on P2 and PPT. Talk about “Meeting new people”.To introduce them to the topic. And encourage them to talk about the topic.2. ListeningPlay the listening materials, stop when necessary. And then check the answers.To train the students’ ability of catching the information of the listening materials.Step 2. Presentation1. Look and learnLead them to read and explain the “Meeting new people”.e.g: This is your new classmate, his name is...2. Make and say(1) Learn the rules in P3.(2) Finish the exercise on P3 and group work to work out the usage method of the “Meeting new people”.(3) Walk around to exam the situation and check the answers for them.(4) List the method of for them.(5) To develop their interests and lead them to the conclusion.Step 3. Practice1. Say and actLet the students look PPT and act the scene.To make them get familiar with the details of the text and train their ability of saying and reading.2. Sing a song(1) Let the students look PPT and sing a song.(2) Let the students get the general idea of the text.3. Learn the letters(1) Learn the letters in P5.(2) List the letters for them.(3) To develop their interest and lead them to the conclusion.Step 4. Homework1. Dictation.2. Use the new words to make sentences on your own or check them in a dictionary.略。
上海版牛津英语1B全册教学方案
上海版牛津1B 全册教案Module 1 Using my five sensesUnit 1 Look and seeUnit 2 Listen and hearUnit 3 Taste and smellModule 2 My favourite thingsUnit 1 Toys I likeUnit 2 Food I likeUnit 3 Drinks I likeModule 3 Things around usUnit 1 SeasonsUnit 2 WeatherUnit 3 ClothesModule 4 Things we doUnit 1 ActivitiesUnit 2 New Year's DayUnit 3 Story time课题Module 1 Using my five sensesUnit 1 Look and seeLook and learn教学目标知识与技能：ing the new words in the context eg. frog, rabbit, bee, bird2.Asking wh-questions to find out what people seeeg. What do you see?ing formulaic expressions to indicate what peoplesee eg. I see…过程与方法：ing modeled phrases to communicatewith other studentsing modeled phrases to begin and maintain aninteraction by providing information in responseto factual questions教学重点和难点1.Identify the key words in an utterance byhearing the pronunciationeg. frog, rabbit, bee, bird2.Understand the meaning of wh-questionseg. What do you see?3.Understand the key patterneg. I am a ….教学媒体Pictures, masks, Cassette 1A, Cassette playerListening to the recording of the text.课前学生准备教学流程Pre-task preparation1．Warmerlisten to the song:<Good morning>Greetings2．Greetings.Good morning.Good afternoon.……T: Ask pupils to answer the teacher’s questions.While-task procedure1.IntroductionI see …Show a picture of a park to the students. Ask them what theysee.To elicit the structure:I see …(bird bee rabbit frog)2.Teach some new words.bird bee rabbit frog3.I’m a….Mime the small animals and let students guess what theanimals are.4.bird…Ask the students to say and mime the actions of the animals.One, two, three…I am a bee.…Teach the rhyme on Book P 2Post-task activity1．SubstitutionI am……Ask pupils to review the new sentences.Eg.A: One two three …B: I am a bee.A: Four , five.B: I am…板书设计frog rabbit bee birdI am a…教学效果的反馈课题Module 1 Using my five sensesUnit 1 Look and seeLook and say教学目标Language Focus:Using formulaic expressions to learn the phrases;Language Skill:Listening: Understand the meanings of wh-questionsSpeaking: Ask wh-questions to find out what people seeUse formulaic expressions to indicate what people see.教学重点和难点Understand the meaning of wh-questions eg. What do you see?eg. I see a ….教学媒体Pictures, masks, Cassette 1A, Cassette player课前学生准备Listening to the recording of the text.教学流程Pre-task preparation1.Show the words of the animals.bird rabbit bee….2.Ask; What do you see?I see….Are you a rabbit?Yes? No, I’m a …3.Divide the class into pairs. Ask tgen ti act as an animaland let the partner guess what animal it is.Are you a rabbit?4.Yes? No, I’m a …While-task procedurese the paper cut-outs. Show the students some parts ofthe small animals and ask them to guess what the animalsare. The students can play this guessing game in groups.What is it?It’s a bee.2.Ask the students to introduce each animal.It’s a…It’s …3.Have the students look at the pictures and practice inpairs.What do you see?I see…What colour is it?It’s…Post-task activitiesLet the student listen to the tape and repeat again and againThe workbookLet students do the practice in the workbook.板书设计What do you see?I see…What colour is it?It’s…教学效果的反馈课题Module 1Using my five sensesPlay a game教学目标Teaching Aims :1.Asking wh-question to fine out what people seeing formulaic expressions to indicate whatpeople seeing nouns to identify small animals.ing indefinite articles to refer to particularanimals.教学重点和难点1. Using the sentences: What do you see? What colour is it?2. Using formulaic expression to introduce the animals教学媒体Recorder and workbook ,picture cards课前学生Listening to the recording of the text.准备教学流程Pre-task preparation1．WarmerPs: Sing the song:Greetings2.Ask each student to make a mask of an animal. Ask them toput on their masks and make a dialogue with their partner.Hello. I am a bee. I am small.Hi , I am a frog. I am green.While-task procedure1.Show the students the wall pictures .2.Ask the students to listen to the dialogue.3.Elicit the key pattern What do you see? I see…T: What do you see?S;I see…4.Have the students look at the pictures and practice inpairs.What do you see?I see.What colour is it?It’s…5. Ask the students to play a game on book P5What do you see?I see.. It’s…Post-task activityLet’s playAsk the students to do Listen, colour and answer on workbookp4板书设计What do you see ? I see…What colour is it? It’s…教学效果的反馈课题Module1 Using my five sensesUnit 1 Listen and hearLook and say教学目标 ing the key words in context.ing imperatives give simple instructions eg: I hear…教学重点和难点1. STRUCTURES: sheep hen dog cat …2. FUNCTION: Using nouns to express animals’ noises.教学媒体pictures课前学生准备Listening to the recording of the text.教学流程I.Pre-task preparation:Warming up:Have the Ss listen to the song about the farm animals. Elicitthe new words nose, sheep,…II.While-task procedure:1.Prompt the Ss to repeat after you.Sheep hen dog cat…2.Teach a new chant about the animalsI hear…3.Ask the Ss to come to the front of the class and act asa puppet.4.Have the Ss to act all kinds of animals.III.Post-taskactivity:Ask the Ss to play a game What do you hear?.Have the Ss do exercisesIV.Assignment1.Listen to the tape.2.Read the words.3.Say the sentences..板书设计sheep hen dog catWhat do you hear?Oink, oink.I hear a pig.……教学效果的反馈课题 Module1 Using my five sensesUnit 1 Listen and hearSay and act教学目标 U 1.sing pronouns to refer to particular things.2.Understand the neaning of wh- questions.ing possessive adjectives to express possession. I hea教学重点和难点 S 1.TRUCTURES: What do you hear? I hear …2. 2.FUNCTION: Using: “I hear …” introduce the volicesLook It ’s you.教学媒体 pictures课前学生准备Listening to the recording of the text.教学流程 IV. Pre-task preparation:Warming up:1.(Review the words.)(1). Game:What do you hear?Say: I hear …V. While-task procedure:1.BingoHave the students listen several times to the song and actas different farm animals.2. Ask the students to play the game . Then let them say ingroups.I hear …I hear ….3. Divide the class into pairs. Ask one student to imitatethe sounds of farm animals and have the other one guessS1: Baa …Baa..S2: I hear a sheep.S1: Yes, it ’s a sheep.4.what the animal is.Learn the text on p 7VI.Post-taskactivity:1.Ask the students to do Part A “listen and number” on p6.Then have them practice in pairs.S1: Quack.. Quack…2.Have the students do Part C “ Listen, tick and answer” onbook p 7S2: I hear a duckIV.Assignment1．Listen to the tape.2. Read the sentences.板书设计What do you hear, Alice? Oink… oink…I hear …Oh, it’s you, ………教学效果的反馈课题Module1 Using my five sensesUnit 1 Listen and hear教学目标 ing the key words in context.ing imperatives give simple instructions eg: I he1.song: Bingo.教学重点和难点教学媒体Realia, tape.Listening to the recording of the text.课前学生准备教学流程VII.Pre-task preparation:1.Warming up:Rhyme: say some words about the farm animals.2.T: Say and actT: What do you hear?……II.While-task procedure:e the sounds animals make to elicit the key patternTeach a new chant about the animalsT: Miao…Miao… What do you hear?Ss: I hear a cat.6.Encourage the students to say a rhyme like the following,.The boys ask questions and the girls answerOink, oink.What do you hear?I hear a pig3. Listen to the song.< Bingo>and learn.Bingo.VIII.Post-taskactivity:Sing the song. BingoIV.Assignment1.Listen to the tape.2. sing the song.板书设计BingoThere was a farmer (who) had a dog.And Bingo was his name. Oh!教学效果的反馈课题Module1 Using my five sensesUnit 3 Taste and smell教学目标 ing nouns to identify food itemsing imperatives to give simple instructions教学重点和难点1.Sentence: Taste…Smell…2.Words: rice, soup, egg, noodles教学媒体Recorder and workbook ,picture cards课前学生准备Listening to the recording of the text.教学流程IX.Pre-task preparation:1.RhymePs: Read the Rhyme: <soup>2.Review the words of food1.Talk about the food:Eg This is an apple. It’s…I like …2.Review the dialogueMake a dialogue with their partner.--Can I help you?--May I have …--Here you are.--Thank you.II.While-task procedure:1. Teach: rice, noodlesShow the pictures and tell the students : Chinese like toeat rice and noodles2. Teach: eggDescribe the egg to elicit the wordTeach: Taste …Smell…Guess the wordsRead the word3.Have the students close their eyes and guess the names ofthe food by smelling and tastingClose their eyes and guessPost-taskactivity:Make the dialogueShow a menu and have the students make a dialogue.IV.AssignmentComplete the exercises板书设计Smell …Taste …教学效果的反馈课题Module1 Using my five sensesUnit 3 Taste and smellSay and act教学目标 ing nouns to identify food itemsing formulaic expressions to ask customer’spreferencesing formulaic expressions to offer people thingsing formulaic expressions to express thanks教学重点和难点Sentence: Can I help you?Here you are. Thank you.教学媒体Recorder and workbook ,picture cards课前学生准备Listening to the recording of the text.教学流程Pre-task preparation:1.Review the words: rice, noodles, soup, egg.Show the words of the food and students readRead the rhyme of the food2.Taste the noodles,Peter.Smell the soup, LindaAsk the more able students to act according to myinstructionsII.While-task procedure:1. 1.Dialogue:At the restaurantHave the students watch the flash and act out the dialogue.Ask the students to make the new dialogue with their deskmate2.Listen and enjoy.Have the students listen to and repeat after the rhymeHave them practice the rhyme several times with teacherPost-taskactivity:1.Let the student listen to the tape and repeat again andagain.2.Let students do the practice in the workbook板书设计Can I help you ?…,please.Here you are.Thank you.教学效果的反馈课题Module1 Using my five sensesUnit 3 Taste and smellPlay a game教学目标 ing nouns to identify food itemsing imperatives to give simple instructions教学重点和难点Sentence: Stand up. Touch your… Smell the…教学媒体Recorder and workbook ,picture cards课前学生准备Listening to the recording of the text.教学流程Pre-task preparation:1.Review the words: rice, noodles, soup, egg.Show the words of the food and students readRead the rhyme of the food2.Review the sentencesListen and act3.Dialogue:At the restaurantMake a dialogueII.While-task procedure:1.Play a game:Listen and actStand upTouch your…2.Guessing gameShow some foodLet the students close their eyes and smell the food3.Show a thingPost-taskactivity:1.Let the student listen to the tape and repeat again andagain.2.Let students do the practice in the workbook板书设计Stand upTouch…Smell…教学效果的反馈Module 2 My favourite thingsTask in this unit:●Begin an interaction by expressing one’s preferences●Begin an interaction by eliciting a responseLanguage focus：●Using nouns to identify toys: ball,doll,bicycle,kite●Using adjectivesto describe things: It’s super.●Using the definite article to indicate particular things: the ball,thedoll●Using formulaic expressions to offer people help: Can I help you?●Using formulaic expressions to offer people things: Here you are.●Using formulaic expressions to express thanks: Thank you.Language skills:Listening:●Identify the key words in an utterance by hearing the pronunciation:ball,doll,bicycle,kite●Understand the key pattern: I like…●Understand formulaic expressions to offer people things: Here you are.●Understand formulaic expressions to offer people help: Can I help you?Speaking:●Pronounce the words,phrases and sentences correctly:ball,doll,bicycle,kite●Use formulaic expressions to indicate preferences: I like…●Use formulaic expressions to offer people things: Here you are.●Use formulaic expressions to express thanks: Thank you.●Use adjectivesto describe things: It’s super.Use formulaic expressions to offer people help: Can I help you?Scheme of work:Period Core contents Extension Materials Grammar andexpressionsVocabulary1 I like…ball,doll,bicycle,kite SB:pp.14 ,15 WB:pp.14,15, Parts A,B,C2 I like…nice superYou like…SB:pp.15,16,17 WB:pp.16,17 Part D and TaskModule2 / Unit 1 / Period 1Aims:1. Words: ball,doll,bicycle,kite2.Function: Use formulaic expressions to indicate preferences: I like…Language focus:1. Pronounce the words,phrases and sentences correctly2. Understand the key pattern: I like…Aids: Pictures, Realia, tape.PROCEDRES CONTENTS METHODS PURPOSEI.Pre-task preparation Warming up:Song Sing a song.通过歌曲引出今天的教学。
上海版新版牛津英语A教案
上海版新版牛津英语A教案一、第一单元：认识自己和家人1. 教学目标：a. 能够用英语介绍自己的家庭成员。
b. 能够用英语询问并回答关于家人的一般性问题。
c. 能够听懂并能够运用目标句型进行简单的日常交流。
2. 教学内容：a. 学习家庭成员的英文名称。
b. 学习如何用英语介绍家人。
c. 学习如何用英语询问并回答关于家人的一般性问题。
3. 教学步骤：a. 引入新课：展示一张家庭成员的照片，引导学生用中文介绍自己的家人。
b. 呈现目标句型：展示目标句型，如"This is my mother. Her name is Li Ming."，引导学生跟读并模仿。
c. 实践环节：学生两人一组，用目标句型介绍自己的家人，教师巡回指导并进行反馈。
二、第二单元：介绍学校和班级1. 教学目标：a. 能够用英语介绍自己的学校和班级。
b. 能够用英语询问并回答关于学校和班级的一般性问题。
c. 能够听懂并能够运用目标句型进行简单的日常交流。
2. 教学内容：a. 学习学校和班级的英文名称。
b. 学习如何用英语介绍学校和班级。
c. 学习如何用英语询问并回答关于学校和班级的一般性问题。
3. 教学步骤：a. 引入新课：展示一张学校的照片，引导学生用中文介绍自己的学校。
b. 呈现目标句型：展示目标句型，如"I go to Shangh No. 1 Middle School."，引导学生跟读并模仿。
c. 实践环节：学生两人一组，用目标句型介绍自己的学校和班级，教师巡回指导并进行反馈。
三、第三单元：自我介绍1. 教学目标：a. 能够用英语进行自我介绍。
b. 能够用英语询问并回答关于个人的一般性问题。
c. 能够听懂并能够运用目标句型进行简单的日常交流。
2. 教学内容：a. 学习个人信息的英文表达方式。
b. 学习如何用英语进行自我介绍。
c. 学习如何用英语询问并回答关于个人的一般性问题。
3. 教学步骤：a. 引入新课：教师展示一张自己的照片，用英语进行自我介绍，引导学生用中文进行模仿。
2024年初中牛津上海版英语教案
2024年初中牛津上海版英语教案一、教学目标针对初中牛津上海版英语教材，本次课程的教学目标主要包括以下几个方面：语言知识目标：使学生掌握本单元的核心词汇、短语和句型，能够准确理解和运用所学语言点。
语言技能目标：通过听说读写各项技能的训练，提高学生的英语综合运用能力，尤其是阅读理解和口语表达能力。
学习策略目标：引导学生形成有效的英语学习策略，如预测、归纳、总结等，培养自主学习能力。
文化意识目标：通过对教材中文本的学习，增强学生对不同文化的理解和尊重，提升跨文化交际能力。
二、教学重点和难点教学重点：核心词汇和短语的用法。
重点句型的结构和功能。
文本的理解和口头表达。
教学难点：语法点的准确运用。
复杂句型的理解和运用。
文化差异的理解和适应。
三、教学过程1. 导入新课激发兴趣：通过展示与课程主题相关的图片或视频，吸引学生的注意力，激发学习兴趣。
复习旧知：回顾上节课学习的相关内容，为新知识的学习做好铺垫。
引入新课：简要介绍本节课的学习目标和内容，明确学习任务。
2. 词汇和句型学习呈现新词汇：通过实物、图片或多媒体等方式呈现新词汇，帮助学生直观理解。
讲解词汇用法：详细解释新词汇的用法，包括词性、搭配等，并给出例句。
句型操练：通过替换、填空等方式，让学生操练重点句型，加深对句型的理解。
3. 文本理解和口头表达阅读文本：指导学生阅读教材文本，注意理解文本中的重点信息和语言点。
小组讨论：组织学生进行小组讨论，就文本内容展开讨论，培养口语表达能力。
汇报交流：每个小组选派代表汇报讨论成果，其他同学进行点评和补充。
4. 语法点讲解和练习呈现语法点：明确本节课的语法点，通过例句展示其用法。
讲解语法规则：详细解释语法点的构成和用法，帮助学生理解。
语法练习：设计多种形式的练习，如填空、选择、改写等，让学生充分练习。
5. 文化差异理解和适应对比文化：通过对比中英文化中的相似点和差异点，帮助学生理解文化差异。
讨论交流：组织学生就文化差异进行讨论交流，分享自己的见解和体验。
牛津沪教版小学英语三年级上册教案(全册)
第一课时
一、Pre-task preparations
1.与学生互相问候拉开课堂的内幕，引导学生用不同的句子回答。
T:Hello, …How are you today?
S1:I’m fine.Thank you.How are you today,Miss …?
T:I’m great,thank you.
2.找词游戏。
在黑板上写出下面这句话。
Father and mother,I love you.
然后突出显示这句话中各个单词的首字母，提示学生找出单词family，从而引出本单元的话题。
二、While-task procedures
1.出示本单元Look and learn的家庭谱，引导学生识记表示家庭成员称谓的单词。
T:(show the family tree in “Look and learn”)This is a family tree.And this is the Browns.
T:(point to Peter Brown in the picture)Look at this boy.Who is he?
Ss:Peter Brown.
T:(point to the father in the picture) Who is he? He is Peter’s father.Father,father.。
上海牛津小学英语新版四年级下册教案(全册)
牛津版四年级下册英语教案姓名：时间：年 3 月~学年度第二学期教学周安排单元分析Step4:Read ingMark, put your toy bear in thebag.Alice, put your hand in thebag.Touch one thing. How does itfeel?What is it?S1: It’s big and round. It’s smooth andsoft.It’s a ball.Miss Fang: Yes, it is. Well done.2、Think and complete ：This is Mark’s pencil.It is long and thin.Touch it.It is hard and smooth.Look! It is blunt.Let’s sharpen itwith a pencil sharpener.3、Play a guessing gameRead books P2---5熟悉课文让学生跟着模仿即可，初步感知句型课后作业1、Make a riddle.2、Complete Workbook 4B pages 2 and 5.Blackboard writing第三课时 Step1 Greeting Step2Warming up Step3Listen, read and guessStep4 Let's talk Step5 Homework Step6Blackboard Taste/Smell it. How does it taste/smell? It’s sweet/ sour. It’s ...How are you ?What ’s the weather like today? Listen and guessIt’s green. It’s not round. It’s smooth. Taste it. It’s sweet. Is it a grape or a pear?----— Is it … or …? — It’s …— Are they … or …? — They’re …Listen and put in orderRetell the story Share your storyRepeat the storyyummy grape sweet sourThose grape s are sour.让学生进一步描述水果，并且用选择疑问句来进行询问，也是对句型的复习。
上海版牛津英语1B全册教案
上海版牛津1B全册教案Module 1 Using my five sen ses Unit 1 Look and seeUnit 2 Liste n and hearUnit 3 Taste and smellModule 2 My favourite things Unit 1 Toys I likeUnit 2 Food I likeUnit 3 Drinks I likeModule 3 Things around us Unit 1 Seas onsUnit 2 WeatherUnit 3 ClothesModule 4 Things we doUnit 1 ActivitiesUnit 2 New Year's DayUnit 3 Story time课题Modulel Using my five sen ses Unit 3 Taste and smellSay and actTask in this un it:Beg in an in teracti on by express ing one ' s prefere ncesBeg in an in teracti on by elicit ing a resp onseLan guage focus:Using nouns to ide ntify toys: ball,doll,bicycle,kiteUsing adjectivesto describe things: It ' s super.Using the definite article to indicate particular things: the ball,the doll Us ing formulaic expressi ons to offer people help: Can I help you? Us ing formulaic expressi ons to offer people thin gs: Here you are.Usi ng formulaic expressi ons to express tha nks: Thank you.Lan guage skills:Liste ning:Identify the key words in an utteranee by hearing the pronunciation: ball,doll,bicycle,kiteUn dersta nd the key patter n: I like …Un dersta nd formulaic expressi ons to offer people thin gs: Here you are.Un dersta nd formulaic expressi ons to offer people help: Can I help you?Speak ing:Pronounce the words,phrases and senten ces correctly: ball,doll,bicycle,kite Use formulaic expressi ons to in dicate prefere nces: I like …Use formulaic expressi ons to offer people thi ngs: Here you are.Use formulaic expressi ons to express tha nks: Thank you.Use adjectivesto describe things: It ' s super.Use formulaic expressi ons to offer people help: Can I help you?Module2 / Unit 1 / Period 1Aims:1. Words: ball,doll,bicycle,kite2. Function: Use formulaic expressions to indicate preferences: I likeLan guage focus:1. Pronounce the words,phrases and senten ces correctly2. Un dersta nd the key patter n: I like …Aids: Pictures, Realia, tape.Module 2 / Un it 1 /Period 2Aims:1. Use formulaic expressi ons to offer people thin gs: Here you are.3. Use formulaic expressions to express thanks: Thank you.4. Use adjectivesto describe things: It ' s super.5. Use formulaic expressions to offer people help: Can I help you?Lan guage focus:1. Un dersta nd formulaic expressi ons to offer people thi ngs: Here you are.2. Un dersta nd formulaic expressi ons to offer people help: Can I help you?Module 2 / Un it 1 /Period 3Aims:1. Review the words: ball,doll,bicycle,kite2. Review the senten ces: I like …3. Drills: I like theLan guage focus:Use formulaic expressi ons to in dicate prefere nces: I like theModule 2 My favourite thingsUnit 2 Food I likeTasks in this un it1. Beg in an in teracti on by in troduc ing one' s prefere nces2. End an interaction by using simple formulaic expressions3. Beg in an in teracti on by elicit ing a resp onseLan guage focus1. Using nouns to ide ntify foodeg. jelly, ice, cream, sweet, biscuit2. Us ing formulaic expressi ons to in dicate prefere ncese.g. I like ice cream.3. Asking yes/no questons to find out one' s preferencese.g. Do you like,…？4. Using formulaic expressions to confirm or denye.g. Yes./No.5. Using formulaic expressions to offer people thingse.g. One for you.Lear ning skills:Liste ning5. Identify the key words in an utterance by hearing the pronunciation eg. jelly, ice,cream, sweet, biscuit6. Identify specific information in response to questionse.g. Do you like sweets? No.3. Un dersta nd formulaic expressi ons in dicat ing prefere nces e.g. I like ice cream. Speak ing1. Identify the key words in an utterance by hearing the pronunciation eg. jelly, ice,cream, sweet, biscuit2. Using formulaic expressi ons to in dicate prefere ncese.g. I like …3. Asking yes/no questions to find out one' s preferencese.g. Do you like,…？4. Using formulaic expressions to confirm or denye.g. Yes./No.5. Using formulaic expressions to offer people thingse.g. One for you.The first PeriodAims:1. Words: jelly, ice, cream, sweet, biscuit6. Function: Use formulaic expressions to indicate preferences: I likeLan guage focus:1. Pronounce the words, phrases and senten ces correctlye.g. jelly, ice, cream, sweet, biscuit2. Understand the key pattern: I like …Aids: Pictures, Radio, tape.E: StepsAims:1. Words: jelly, ice, cream, sweet, biscuit2. Sentences: Do you like …? Yes./No.One for you and one for me.Fun cti on:1. Asking yes/no questions to find out one' s preferencese.g. Do you like,…？2. Using formulaic expressions to confirm or denye.g. Yes./No.Lan guage focus:1. Asking yes/no questions to find out one' s preferencese.g. Do you like,…？2. Using formulaic expressions to confirm or denye.g. Yes./No.Aids: Pictures, Radio, tape.The third periodA: Contents :Senten ce: One for you and one for you.B: Teaching Aims :Using formulaic expressions to offer people things e.g. One for you.C: Teachi ng aids :Recorder and workbook ‘picture cardsD: StepsModule 2 My favourite thingsUnit 3 Drinks I likeTasks in this un it:Beg in an in teracti on by in troduci ng one ' s prefere ncesEnd an in teractio n by using simple formulaic expressi onsBeg in an in teracti on by elicit ing a resp onseLan guage focus:Using nouns to identify drinks: cola,juice,milk,waterUsing imperatives to give simple instructions: Drink some milk,Sam.Using the in defi nite determ iner some to show qua ntity: Drink some water,Mum. Aski ng wh-questi ons to ask for specific in formatio n about a pers on: What do youlike?Using the simple prese nt tense to express prefere nces: I like water.Using formulaic expressi ons to wish some one a happy birthday: HappyBirthday,Eddie.Lan guage skills:Liste ning:Identify specific information in simple instructions: Drink some milk,Sam.Identify the key words by hearing the pronunciation: cola,juice,milk,waterIdentify specific information in response to simple questions: What do you like?I like water.Un dersta nd formulaic expressi ons wishi ng some one a happy birthday: Happy Birthday,Eddie.Speak ing:Pronounce the words,phrases and senten ces correctly: cola,juice,milk,waterUsing imperatives to give simple instructions: Drink some milk,Sam.Aski ng wh-questi ons to ask for specific in formatio n about a pers on: What do you like?Use the key patter n to express prefere nces: I like water.Use adjectivesto describe things: It ' s super.Use formulaic expressi ons to wish some one a happy birthday: HappyBirthday,Eddie.Drinks I likeThe First PeriodAims:1. Words: cola,juice,milk,water2. Function: Use specific information in response to simple questions: What do youlike? I like …Lan guage focus:1. Pronounce the words,phrases and sentences correctly2. Identify specific information in response to simple questions: What do you like? Ilike …Aids: Pictures, Realia, tape.Drinks I likeThe Sec ond PeriodAims:1. Use imperatives to give simple in struct ions: Drink some milk,Sam.2. Ask wh-questions to find out one ' s preferetidesyoUHifce?3. Use the key pattern to express preferences: I like water.Lan guage focus:1. Using imperatives to give simple instructions: Drink some milk,Sam.2. Asking wh-questions to find out one ' s preferences: What do you like?3. Using the verb like to indicate preferences: I like water.Drinks I likeThe Third PeriodAims:1. Review the words: birthday,cola,juice,milk,water2. Review the sentences: What do you like? I like water(milk, colajuice).3. Use formulaic expressi ons to wish some one a happy birthday: Happy Birthday,Eddie.Lan guage focus:Using formulaic expressi ons to wish some one a happy birthday: Happy Birthday,Eddie.Module 4 Things we doUnit 2 New Year' s DayTasks in this un it:Beg in an in teracti on and maintain it by resp onding to questio nsUsing modeled phrases to com muni cate with other stude nts.Use formulaic expressi ons to offer people thingsLan guage focus:Using nouns to ide ntify objectse.g., gift, card, firework, firecrackerUsi ng imperatives to give in structio nse.g., Draw. Write. Fold.Using adjectives to describe thingse.g., newUsing formulaic expressions to greet people on New Yar' s Day e.g., Happy New Year!Using formulaic expressi ons to offer people thingse.g., A gift for you.Using the simple prese nt tense to express in terest and prefere nces e.g., I like the red dress.Lan guage skills:Liste ningIdentify specific information in response to simple instructionse.g., draw, write, foldUn dersta nd the key patter ne.g., I like the red dress.Identify the key words in an utterance by hearing the pronunciatione.g., gift, card, firework, firecrackerunderstand formulaic expressios of New Year ' s greetingse.g., Happy New Year!Un dersta nd formulaic expressi ons offeri ng people thingse.g., A gift for you.Un dersta nd a simple story with the help of pictures and body Ian guageSpeak ingPronounce the words, phrases and senten ces correctlye.g., gift, card, firework, firecrackerUse imperatives to give in structio nse.g.. Draw. Write. Fold.Use formulaic expressi on to greet peoplee.g., Happy New Year, Miss Fang.Use the pattern I like the …to express in terests and prefere ncese.g., I like the sweets.Use formulaic expressi ons to offer people thingse.g., A gift for you.Use formulaic expressi ons to express tha nkse.g., Tha nk you.Period 1Lan guage focus:Using nouns to ide ntify objectse.g., gift, card, firework, firecrackerUsing formulaic expressions to greet people on New Year ' s Daye.g., Happy New Year!Using formulaic expressi ons to offer people thingse.g., A gift for you.Lan guage skills:Liste ningIdentify the key words in an utterance by hearing the pronunciatione.g., gift, firework, card, firecrackerUn dersta nd formulaic expressi ons of greeti ngse.g., Happy New Year!Un dersta nd formulaic expressi ons offeri ng people thingse.g., A gift for you.Un dersta nd the mea ning of the song.Speak ing Pronounce the words, phrases and senten ces correctly e.g., firecracker, gift, firework, cardUse formulaic expressi ons of greeti ngse.g., Happy New Year!Use formulaic expressi ons to offer people things e.g., A gift for you.Use formulaic expressi ons to express tha nks e.g., Tha nk you.Sing the song and act it outMaterials:Student ' s Book 1B, pp.42 and 45Workbook 1B, p.42, Part ACassette 1BWall picture 1BFlashcards 1B (gift, card, firework, firecracker)Board show:M4 Unit 2 New Year 'ay Dgift Hap py New Year! card Happy New Year! firecracker A gift for you, firework Thank you.Exercise:Act out the dialogue with your classmates.。
上海版新版牛津英语A教案
上海版新版牛津英语A教案一、第一单元：单元主题与目标1.1 单元主题：本单元以“日常生活”为主题，通过学习日常生活中的常用词汇和句型，培养学生的基本交际能力。
1.2 单元目标：（1）学会使用日常英语进行简单的问候、介绍和告别。
（2）掌握日常生活中常用的单词和短语，如：hello, good morning, good afternoon, good evening, how are you, my name is, nice to meet you, e e 等。
（3）能够运用所学知识进行简单的日常交流。
二、第二单元：教学内容与方法2.1 教学内容：本单元主要学习一般现在时。
通过学习一般现在时的构成和用法，使学生能够运用一般现在时描述自己的日常活动和习惯。
2.2 教学方法：（1）采用任务型教学法，让学生在完成实际任务的过程中学习英语。
（2）运用情境教学法，创设真实的语境，让学生在实际语境中学习英语。
（3）利用游戏教学法，激发学生的学习兴趣，提高学生的参与度。
三、第三单元：教学重点与难点3.1 教学重点：（1）一般现在时的构成和用法。
（2）日常生活中的常用词汇和句型。
3.2 教学难点：（1）一般现在时的运用，尤其是情态动词的运用。
（2）词汇的拓展和运用。
四、第四单元：教学措施与评价4.1 教学措施：（1）设计丰富的课堂活动，激发学生的学习兴趣。
（2）注重个体差异，因材施教，使每个学生都能得到有效的学习。
（3）定期进行复习，巩固所学知识。
4.2 教学评价：（1）通过单元测试，检查学生的学习效果。
（2）观察学生在日常交流中的英语运用情况，评估学生的实际交际能力。
五、第五单元：教学计划与作业5.1 教学计划：（1）课时安排：本单元共需10课时。
（2）教学步骤：依次进行词汇教学、句型教学、听力教学、口语教学、书写教学和复习教学。
5.2 作业布置：（1）课后单词抄写和默写。
（2）完成课后练习题。
（3）根据自己的日常生活，用英语写一篇小作文。
沪教版牛津小学英语六年级上册教案(全册)
（六）年英语课时教学案【第一单元第 1 课时】
（六）年英语课时教学案【第一单元第 2 课时】
（ 6 ）年英语课时教学案【第 1 单元第 3 课时】
（六）年英语课时教学案【第二单元第 1 课时】
（六）年英语课时教学案【第二单元第 2 课时】
（六）年英语课时教学案【第 2 单元第 3 课时】
（六）年英语课时教学案【第3单元第 1 课时】
（六）年英语课时教学案【第 3 单元第 2 课时】
（六）年英语课时教学案【第 3单元第 3 课时】
（六）年英语课时教学案【第 4 单元第 1 课时】
（六）年英语课时教学案【第4单元第 2 课时】
（六）年英语课时教学案【第 4 单元第 3 课时】
（六）年英语课时教学案【第5单元第1课时】
（六）年英语课时教学案【第5单元第2课时】
（六）年英语课时教学案【第5单元第3课时】。