《牛津小学英语》教学设计

《牛津小学英语》教学设计（精选21篇）

《牛津小学英语》教学设计 篇1

　　教学内容：6b第五单元第五课时。

　　教学目标：了解字母组合ow在单词中的读音。

　　会诵读歌谣seasons。

　　能听懂、会说、会读和拼写单词weather, spring, autumn, winter, hot, cold.

　　能听懂、会说、会读单词season, because, countryside, warm, cool, rain, rainy, sunny, windy, snowy, cloudy, rowing, snowball fights.

　　教学重点：能听懂、会说、会读和拼写单词weather, spring, autumn, winter, hot, cold

　　教学难点：能听懂、会说、会读单词season, because, countryside, warm, cool, rain, rainy, sunny, windy,  cloudy, rowing, snowball fights.

　　教具准备：单词卡片、教学挂图、录音机。

　　教学过程：

　　step 1 pre-task preparation:

　　1.revision: a dictation.

　　try to dictate the following words: weather, spring, autumn, winter, hot, cold.

　　2.say a chant:

　　spring, summer, autumn and winter,

　　which season do you like best?

　　spring, spring, i like spring best.

　　summer, summer, they like summer best.

　　autumn, autumn, we like autumn best.

　　winter, winter, we all like winter.

　　summer is hot, winter is cold,

　　autumn is cool and spring is warm

　　spring is sunny, summer is rainy,

　　autumn is cloudy and winter is windy..

　　step 2 while-task procedures:

　　1.look and say:

　　show a picture to the ss, then ask “what can you see in the picture?”

　　2.pair work: 

　　brown cow how now

　　让同桌两位同学找规律。另外可以延伸：字母组合还发什么音？

　　3.a match:

　　小组竞赛，找出字母组合发另外音的单词。

　　know, yellow, row, window

　　4.look and judge:

　　brown, know (  ) cow, yellow (  ) how, row (  ) now, window (  )

　　5.  listen and repeat:

　　how many brown cows did you see just now?

　　step 3 post-task activity:

　　1.say a rhyme: seasons

　　in autumn, when the leaves start to fall.

　　i like to run, jump and kick a ball.

　　in winter, when there’s lots of snow.

　　the cold winds start to blow and blow.

　　i stay at home and wait for spring.

　　and the fine weather it’s going to bring.

　　i wait for summer when the sun is hot.

　　then i can play games and swim a lot.

　　2.listen and imitate.

　　教师对这一块的重视是关键。也许这部分不测试，但是语音语调，句子的连读以及诗歌的韵律会让学生喜欢英语，会使一部分学生亲近和贴近英语。

　　多放几遍录音吧，让学生在模仿中学到纯正的英语。

　　step 4 homework:

　　listen to the tape.

　　say a rhyme.

　　板书内容：

　　know, yellow, row, window

　　板书设计:

《牛津小学英语》教学设计 篇2

　　教学内容：《牛津小学英语》6b unit 3 asking the way  b look, read and learn及c look and say。

　　教学目标：

　　1. 能正确地听、说、读、写词汇turn left / right, post office, get on, get off, along, street。

　　2. 能正确地听、说、读词汇shopping, centre, middle school, primary school, train station, history museum crossing。

　　3. 能正确地听、说、读、写句子can you tell me the way to…, please?

　　4. 能听懂、会说句型和日常交际用语go along this street，and then turn…at the …crossing.

　　教学重点：

　　1. 能正确地听、说、读、写词汇turn left / right, post office, get on, get off, along, street.

　　2. 能正确地听、读、写句子can you tell me the way to…, please?

　　教学难点：

　　1. 能正确地听、说、读写本单元的四会单词和句型。

　　2. 能运用c部分的句型进行问路的情景对话。

　　教具准备：本单元的挂图、单词卡、磁带、录音机、场所类卡片及一张城市交通图。

　　教学过程：

　　step 1 warm up

　　1. sing a song：do some exercise with me.

　　热身运动，师生跟音乐边唱边跳，同时复习turn left和turn right，为后面的教学做好铺垫。

　　2. listen and do.

　　show me your right hand / touch your left ear / stand up / turn left / turn right…

　　step2 presentation and practice

　　1. 师生对话引入本课话题。

　　t：liu jing is new here. she comes from fu jian. she wants to buy some books. but she doesn’t know the way to the bookshop. can you help her?

　　s：sure.

　　t：good. look at the map of the city.（出示本地区的地图）where’s the bookshop?（教师指着地图，引导学生找到书店的位置并导入新授知识）。

　　2. 利用地图，师生交流学习句型。

　　a：excuse me，can you tell me the way to the bookshop？

　　b：let me see. er,…go along this street, and then turn left at the second crossing. the bookshop is there.

　　①板书对话内容。

　　②对板书中出现的生词along, street, turn right / left等进行拼读教学，并让学生理解。

　　③chant：where’s the bookshop?

　　bookshop, bookshop, where’s the bookshop?

　　can you tell me the way to the bookshop?

　　go, go, go, go along this street, then turn left.

　　you can see the bookshop at the second crossing.

　　3. 创设情景，用c部分的句型逐一引出b部分单词。

　　t：andy is yang ling’s friend. he wants to visit some places. this is his timetable. where will he go? let’s try to tell him how to get there. ok?

　　①用图表展示andy想去的地方。

　　time（时间）places（地点）pictures（图片示意）mondayhistory museum配相应的图片(下同)tuesdaypost officewednesdayno.1 primary school thursdayno.4 middle school fridaypost office saturdayshopping centre sundaytrain station 

　　②引导学生学习b部分单词，多音节词可分音节进行教学，出示音标，降低读音难度。

　　③学生听录音，模仿跟读单词。

　　④利用look and say的方法引导学生复习b部分的词汇。教师可快速闪动单词图片，让学生用英语说出人物所做的动作或所看到的不同场景。

　　⑤游戏“开汽车去某处”，在玩的过程中强化记忆get on / get off.

　　⑥利用简单的路线图配上表示不同场所的图片，运用刚才所学句型进行师生交流，生生交流。

　　⑦小组内操练对话。

　　step3 consolidation

　　1. 教师出示c部分的图片创设情景引出句型的操练。

　　t：先介绍图片，the park is on your left. 让学生模仿说出其他的地点。

　　t：can you tell me the way to…, please?

　　这样学生就很容易回答了，用同样的方法操练其他的地点(shopping centre, bus station, wc…)。

　　2. 利用情景图，师生示范对话，让学生模仿练习。

　　3. 让掌握较好的学生做示范，然后同桌问答。

　　4. 教师板书四会句型，由学生集体朗读。

　　5. 书写指导。

　　6. chant：where’s the bookshop？

　　step4 homework

　　1. 朗读并抄写要求四会掌握的单词和句子。

　　2.  c部分自选两幅图编对话。

　　3. 用英语介绍自己所在地区的一处景点（或场所），描述其具体方位。

　　板书内容：unit3 asking the way

　　①词汇：turn left / right, post office, get on / off, along, street, shopping centre, middle school, primary school, train station, history museum, crossing。

　　②句型：can you tell me the way to…, please? go along this street，and then turn left / right at the … crossing. the …is on your… that’s all right.

　　板书设计：

《牛津小学英语》教学设计 篇3

　　教学内容：《牛津小学英语》6b unit 6 e read and number

　　教学目标：

　　1、听懂、会说和会读单词project, zebra, africa, elephant。

　　2、能在教师指导下正确理解语篇内容，提高学生的朗读和阅读理解能力。

　　3、能在理解的基础上，指导学生找到相应的图片。

　　教学重难点：正确理解语篇的内容，并能实际运用。

　　教具准备：录音机、磁带、图片、小黑板（投影片）等。

　　教学过程：

　　step1 warm up

　　1. sing english songs

　　教师组织各小组进行英语歌曲的演唱比赛。

　　2. everyday english

　　学生以小组形式自由交谈本单元所学内容。

　　step2 revision

　　1. listen，read and say

　　①小组内分角色表演课文。

　　②教师抽查几个小组的课文表演情况。

　　③学生自由准备复述课文。

　　④教师抽查几个学生复述课文的情况，全班学生评议。

　　2. listen and write

　　①listen to the tape and repeat.指名学生重复，以抓住全体学生的注意力。

　　②学生小组内准备课文背诵或复述情况。

　　③抽查学生课文背诵或复述情况，全班学生评议。

　　step3 presentation and consolidation（e read and number）

　　1. 教师先指导学生阅读本课的语言材料，大致理解句子含义，想象活动场景。

　　2. 学习project, zebra, africa, elephant

　　教师可采取不同的处理方法：①可在阅读前讲解；②可启发学生通过上下文猜测；③也可指导学生借助课文插图理解词意。通过多种方法，使学生养成良好的学习习惯和形成有效的学习策略。

　　3. 引导学生阅读对话，选择合适的图片，完成本部分阅读练习。

　　4. 学习短语。

　　①学生自由画出短语。

　　②教师和学生共同讨论并出示短语：a class outing, your class project, at the bus stop, meet at the bus stop, at 10:30, what animals, look at, look at the monkeys and the elephants, a new zebra, in the zoo, be from africa, what time, come home, at 4:30。

　　③choose and complete.

　　to     about     for     at     from     in

　　1. we’re going _________ the zoo.

　　2. you told me ________ it.

　　3. it’s ________ your class project.

　　4. we are going to meet ________ the bus stop ________ 10:30.

　　5. what animals are you going to look _________?

　　6. there’s a new zebra _________ the zoo.

　　7. it’s ________ africa.

　　学生自由完成练习。

　　集体订正。

　　全班齐读。

　　④学生自由读课文。

　　⑤指名学生读课文。

　　⑥学生试背课文。

　　step4 homework

　　1. 熟练朗读并背诵e read and number。

　　2. 表演e read and number。

　　3. 默写四会单词和四会句型1遍，将错误的地方默会。

　　4. 预习 f play a game, g listen and repeat 和 h sing a song。

　　板书内容：

　　a5       b1       c4        d2        e3

　　板书设计：

《牛津小学英语》教学设计 篇4

　　教学内容：b部分 look，read and learn

　　教学目标：

　　1. 能听懂、会说、会读和会拼写单词slow, low, late及be good at。

　　2. 能听得懂、会说和会读单词far, well。

　　3. 了解比较级的用法，并能运用，并以well done来评价学生，并渗透do well in, jog。

　　教学重点：能当堂掌握四会单词slow, low, late, high, fast, early及三会单词far, well。

　　教学难点：了解、掌握副词比较级读法、用法及写法。

　　教具准备：表格（一份学生体育成绩，一份人物信息表）、小黑板、图字卡、录音机。

　　教学过程：

　　step1 prepare for the class.

　　1. sing a song“i wish i was teller”.

　　2. look, read and write.出示表格，根据表格中提供的信息完成填空。

　　nancydavidhelenage121313height (cm )148151150weight (kg )495049

　　①nancy is ________ than david.

　　②david is _________ than helen.

　　③helen is _________ than nancy.

　　④______ is as _______ as ________.

　　check the answers.

　　3. free talk.

　　t：hello, , are you tall?

　　s1：yes, i am. i’m tall.

　　t：yes, you are tall. you’re taller than… but you’re shorter than me. who’s taller than ?

　　s2：… is.

　　示范过后，接着出示图字卡，指名让学生以图字卡上提供的信息进行会话。

　　step2 presentation

　　1. learning be good at, fast, slow及其比较级faster, slower。

　　①揭示课题

　　继续free talk.

　　t：are you strong? are you stronger than…? do you do exercise after school？（板书课题unit2 more exercise.） do more exercise. you’ll get stronger.（齐拼读strong）

　　②学习be good at

　　a. asking：are you good at pe? （板书be good at善于）

　　b. reading： be good at（明确be动词三种形式：is, am, are）。

　　c. saying：please say a sentence according to ‘be good at’.

　　model：i am good at english.

　　he is good at maths.

　　you are good at pe.

　　③学习fast, slow及其比较级。

　　a. talking：can you run? can you run fast?

　　b. running race：who runs faster？找两生上台跑步比赛，其余生喊：fast, fast…

　　c. saying：s1 runs fast.  s2 runs faster. so we can say  s2  runs faster than s1.并板书句型。

　　提醒学生注意主语第三人称单数，run一词加s。

　　d. reading the sentence.

　　ss：runs slow（做动作） s1  runs slower than s2.

　　并利用识图卡，让学生用fast (faster), slow(slower)说话。

　　2. learning：low，high，far.

　　①出示带有学生体育成绩的表格。

　　name50米跑（秒）跳远（米）跳高（米）s114″3.001.00s213″2.901.00s315″3.051.10s414″2.921.05

　　②saying，根据50米跑一栏信息，用fast或slow说话。

　　model：s2 runs faster than s1.

　　s1 runs as fast as s4.

　　③asking：does s1 runs slower than s3? does s1 jump higher than s2? does s1 jump farther s4?…由问题引入far, low, high及其比较级farther，lower, higher.

　　④read after the teacher：far (farther) low (lower), high (higher)借助图字卡，明确单词含义。

　　⑤writing：choose one word and make a sentence, then write it down.

　　并指名三位学生上台板书句型，分别用far, low, high各写一句话。

　　注意纠正主语是第三人称单数时，动词加s或es.

　　⑥reading读句子。

　　3. learning：well（better），early（earlier），late（later）

　　①talking：i’m good at pe. i do well in ping-pang.（渗透do well in，并板书）。i played ping-pang with my friends yesterday. i was tired. so this morning i got up very late. i got up at 7：30. what about you? what time did you get up this morning?从而引出early, late及其比较级。

　　②reading：late, later, early, earlier.

　　注意early比较级变y为i,再加er。

　　注意early比较级变y为i, 再加er。

　　③learning：well （better）.

　　a. 回到板书：be good at， do well in

　　t：i’m good at pe. i do well in pe. do you know‘well ’means?

　　b. t：can you play ping-pang well？can you skate well?

　　can you dance well?

　　c. ss：yes. i play ping-pang well. i … well.

　　t：but i play better than you. i … better than you.

　　d. read after the teacher：well, better.

　　step3 read and learn.

　　1. listen to the tape.

　　2. 看板书上的单词read the word to each other（小组内互读）。

　　3. can you write the words?（小组内听写）。

　　4. 听字母拼单词，快速抢答。e. g.  f-a-s-t  fast.

　　step4 play a game

　　游戏：听听、做做

　　教师描述，学生认真听所描述的动作及状态，做出相应动作e. g. t: you swim.（ss游泳）you swim slow（游慢）. you swim slower（更慢）. you swim fast（变快）.you swim faster（更快）.

　　在此过程中，渗透jog一词,并与单词run比较。

　　step5 布置作业

　　1. 默写b部分单词。

　　2. 完成补充习题第5页 read, match and write.

　　3. 预习c部分work in pairs.

　　板书内容：

　　1. b部分单词（low—lower,   high—higher,    slow—slower,    fast—faster,    late—later,  early—earlier,  far—farther,  well—better）及strong, be good at， do well in

　　2. 句子 …runs faster than…

　　…runs as fast as…

　　板书设计：

《牛津小学英语》教学设计 篇5

　　good afternoon, everyone. i’m fan jiayin. i come from dongzhongshi experimental primary school. it’s my great pleasure to be here sharing my lesson with you. the content of my lesson is “a busy day” part a from unit 7,fun with english 5b.

　　一.teaching contents

　　the topics on fun with english are well organized focusing on the pupils’ world. unit 7 is intended for pupils to talk about their daily lives.  they have learnt many verb phrases. such as watch tv, have breakfast, clean the library, watch a football game, do homework and etc. you know they are bilingual class pupils, so maybe these phrases will be more easier for them. “a busy day” mainly talks about the time and what they should do at the time.

　　considering the contents of the lesson and the levels of the pupils, i design the following teaching aims.

　　二、teaching aims

　　1. aims on the knowledge: pupils will learn the new words “busy, past, to, on duty, brush teeth, really, half, a quarter ”, the new structures “ what time is it? it’s time for… do you want to…? i want to…

　　2. aims on the abilities: to develop pupils’ abilities of listening ,speaking, reading and writing. to develop pupils’ communicative skills

　　3. aims on the emotion: to develop pupils’ sense of co-operation. to let pupils know they should cherish the time.

　　三、important points:

　　1. to help the pupils say the new words and use the key sentences correctly.

　　2. to write whole sentences correctly.

　　四、difficult points

　　1. how to make dialogues and act them out.

　　2. pupils can talk about the time and what they should do at the time.

　　五、teaching aids

　　and in this lesson we’ll need cai , tape recorder, school things and so on.

　　六、teaching methods

　　now i’d like to talk about my way of teaching(不必写在教案里).

　　1. communication method

　　i’ll set up a real situation, in this way , pupils can practise in pairs or in groups, they can speak freely and needn’t worry about making mistakes

　　2. task-based method

　　that is to say i’ll let the pupils finish a task by making a short dialogue and acting it out. to help the pupils get a better understanding of the key structures, i will arrange these kinds of activities: singing, guessing game, finishing a survey and having a competition.

　　七、learning methods

　　let pupils study in a relaxed and agreeable atmosphere. thereby, develop the pupils’ abilities of studying and working with the learning language independently.

　　八、teaching procedures

　　now i’ll mainly talk about my teaching procedures. i’ll follow five steps.

　　step 1( warm-up and revision)

　　it is important to set up a better english learning situation for the pupils . so i ‘ll design

　　activity 1.  sing a song: do some exercise with me? this song is from unit6

　　activity2.  tpr( total physical response ) to ask pupils to follow my instructions, “get up, have breakfast, watch tv, do homework” then ask and answer: what are you doing? i am…

　　t: look, what am i doing?

　　present the new phrases: brush my teeth

　　t: who is on duty today?

　　let the child give the orders which are on the paper.

　　i design this activity to get pupils to warm up and review the present continuous tense.  i also infiltrate two phrases in this step, “brush my teeth, on duty”. because they will be presented in the text.

　　step 2 (presentation )

　　to present and practice the key structures one by one, that’ll be much easier for the pupils to learn and grasp the meanings. so in this step, i’ll design 3 activities.

　　activity1: guess and learn.

　　guess a riddle, then learn to express time in english. in this step, i will use cai to help me with my teaching. let children practice the time first. then learn to use “past” and “to”

　　activity 2: ask and answer. what time is it? it’s time for…

　　let pupils talk about the time : what time is it? it’s time to… because pupils have already learned this structure .then teacher can make a model first : it’s time for… then practice in groups.

　　as we all know, using the pictures, this is one of the easiest ways to show the meaning of the words and sentences.

　　activity 3: talk and match

　　talk about the time and the things first, then listen and match . if time is enough, pupils can talk about their own time and their own things.

　　children’s attention span is very short. and proper exercises can help pupils focus on their attention and practice the key structures better.

　　activity4: think and say

　　t: oh, what time is it now? it’s time to watch vcd. do you want to watch vcd?

　　s: i want to watch vcd.

　　teacher shows them a list, look at the time and things: what do you want to do? then invite your friend: it’s … it’s time for… i want to … do you want to…?

　　in this activity, pupils are encouraged to put themselves in the situation and make a face to face talking. all the pupils are involved in this activity. they can talk as much as possible.

　　step3. (production)

　　to help pupils put the language into using, i design a task to help pupils have a production.

　　first watch vcd. let the ss listen and imitate the dialogue. pay attention to their pronunciation and intonation. at last i’ll ask the pupils to think hard and act it out. then find out which group will act it out well. i’ll give them red stars.

　　purpose of my designing: this step makes the pupils get the general idea of the dialogue as a whole one. at the same time let the pupils have a chance to practise their listening and spoken ability.

　　step 4. (consolidation)

　　to develop pupils’ abilities of listening and speaking, that’s the main instructional aims of learning english in primary school. so in step 4, i’ll design some listening exercises to check what they have learned. for example: think and fill in the blanks. everyone will have a piece of paper. in this step i’ll give the pupils a free space to show their abilities.

　　purpose of my designing: “task-based” teaching method is used here to develop the pupils’ ability of communication and co-operation. tell the pupils we should cherish our time, time and tide wait for no man.

　　step 5. (homework )

　　after step 4, some pupils can grasp the knowledge well, but some pupils can’t. revision is so important, pupils should speak english after class as much as they do in class.  it is necessary for the pupils to do some exercise after class. so i design the following homework.

　　1.listen and read.

　　2.try to talk about the pictures.

　　3.  try to finish your timetable

　　my timetable

　　time

　　time

　　what for?

　　6:30

　　half past six

　　it’s time for breakfast.   

　　九、.blackboard design

　　unit7 a busy day

　　what time is it?                             busy   繁忙

　　it’s … past…                               on duty  值日

　　it’s … to …                                brush  teeth 刷牙

　　it’s time for…                             

　　do you want to…?                

　　i want to…?

　　proverb: time and tide wait for no man. 时间不等人。

　　in a word, the teaching of this lesson aims to develop not only the pupils' language abilities, but also the diverse intelligence. as eachers, to make our english classrooms shine with vitality, we still have a long way to go.

　　above is the lecture notes of my lesson. thank you!

《牛津小学英语》教学设计 篇6

　　unit 7 a letter to a pen friend

　　连云港市赣榆县实验小学  张玲玲

　　单元教材分析：

　　书信是促进人们相互了解，相互沟通的重要形式，本单元围绕“写信”这一主题，从谈论自己的笔友入手到着手给笔友回信，把有关“自我介绍”、“询问他人情况”、“征求意见”等日常交际用语，词汇和句型有机地结合起来，并运用于对话和课文之中，本单元既呈现了十分丰富的语言材料，又展示了“与外籍朋友通信”的多种形式和具体操作过程。教师在教学中可根据学生的兴趣和需要开展丰富多彩的活动。在教学过程中，教师应利用多种资源，努力向学生们创造与外籍朋友通信的条件，引导学生运用所学语言参与实际交流，以培养他们的综合语言运用能力。

　　教学目标：

　　1、能听懂、会说、会读和会拼写单词和词组penfriend, also, glue, write a letter。

　　2、能听懂、会说和会读单词和词组a postcard, finish, subject, writing paper, envelope, e-mail, ad dress, fax number/machine。

　　3、能听懂、会说和会读日常交际用语i hope so。

　　4、能听懂、会说、会读和会写句型can i have…? what for? i want to…。

　　5、了解字母组合ur在单词中的读音。

　　6、能有表情地诵读歌谣i want to write a letter。

　　教学重点：

　　1、能听懂、会说、会读和会拼写单词和词组penfriend, also, glue, write a letter。

　　2、能听懂、会说、会读和会写句型can i have…? what for? i want to…。

　　3、了解字母组合ur在单词中的读音。

　　教学难点：

　　1、能听懂、会说、会读和会写单词、词组和句子panfriend, also, glue, write a letter, can i have…? what for? i want to…。

　　2、单词envelope, address, machine的发音。

　　3、帮助学生了解英文书信的书写方法。

　　教具准备：单词卡片、图片、挂图、磁带、小黑板、信纸、信封、明信片、胶水的实物。

　　课时划分共六课时

　　第一课时　b部分单词和c部分句型

　　第二课时　b部分单词和c部分句型

　　第三课时　a. listen, read and say第一、二部分

　　第四课时　a. listen, read and say第三部分

　　第五课时　d. listen and write   e. read, think and write.    f. think and write

　　第六课时　g. listen and repeat.  h. say a rhyme.     练习册

　　友情提示：

　　1、帮助学生了解英文书信的书写方法，并能比较中英文书信的书写方法的不同。

　　2、让学生明白glue和writing paper是不少数名词。

　　3、大体了解e-mail与书信的不同之处。

　　4、教师要引导学生思考、体验用英语与他人进行书信交流的过程，将语言学习渗透到学生生活中去，以培养学生运用英语进行交际的意识和能力。

《牛津小学英语》教学设计 篇7

　　一、教材简解

　　本单元是前五个单元的复习单元，着重归纳了这五个单元的主要语言项目.教师尽可能地通过多种形式的复习，帮助学生巩固已学的单词及日常交际用语.教师可根据学生的年龄特点及学习的实际状况，采用多种活动形式，调动学生的学习积极性.

　　这五个单元的日常交际用语主要是围绕打招呼，问候，介绍以及请求和命令这几个功能项目展开，教师在复习过程中一定要注意语言与情景结合.

　　这一课时主要是围绕人物，颜色，动物，水果单词展开，在复习过程中，教师要根据学生的实际情况，处理好重点复习巩固内容.

　　二、目标预设

　　1.通过复习，学生掌握所学人物，颜色，动物，水果单词，并能熟练区分运用.

　　2.对于读音容易混淆的单词，重复其读音，使学生能正确的