《牛津小学英语》教学设计

《牛津小学英语》教学设计（精选20篇）

《牛津小学英语》教学设计 篇1

　　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2

　　教学内容：6b第五单元第四课时。

　　教学目标：part d、f.

　　教学重点：

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

　　能听懂、会说、会读和拼写句型 what’s the weather like…?

　　教学难点：能听懂、会说、会读单词season, because, countryside, warm, cool, rain, rainy, sunny, windy, snowy, 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. daily report.

　　what’s the weather like today?

　　2.revision. 

　　revise the following words: season, because, countryside, warm, cool, rain, rainy, sunny, windy, snowy, cloudy, rowing, snowball fights.

　　3.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:

　　look and say:

　　show a picture to the ss, then say something about ma li. she is from guangzhou. ma li is now telling su yang about the four seasons in guangzhou.

　　1.questions:

　　what does ma li often do in the park?

　　what’s the weather like in summer in guangzhou?

　　what’s the weather like in winter in guangzhou?

　　where does ma li often go walking?

　　2.look and think:

　　在听录音之前，让学生先看填空题。因为有的填空完全可以预测的。就d部分的文本来说，学生完全可以预测一半的填空题。先看题，做到心中有数，再听录音时就会胸有成竹了。

　　3.listen and write:

　　it is _______ in spring. the trees turn _______. ma li often goes _______ in the park. it is very ______ in summer. it often ________. ma li often goes _______. the days get ________ and the nights get ________ in autumn. it is often sunny. ma li often goes _______ in the countryside. it is not _______ in winter. it is sometimes _________. ma li often goes jogging after school.

　　step 3 post-task activity:

　　1.a guessing game.

　　using the word cards, play a game “what’s missing?”

　　2.make and play.

　　做和玩的时候，如果引入竞赛，效果就会非常好，特别是分组竞赛。

　　step 4 homework:

　　1. listen to the tape.

　　2. surf the internet about the weather in new york.

　　板书内容：

　　warm, green, rowing, hot, rains, swimming, shorter, longer, walking, cold, windy.

　　板书设计：

《牛津小学英语》教学设计 篇3

　　教学目标：1、学生能熟练掌握clock key computer 这三个单词。

　　2、学生能熟练运用一般疑问句is this /that …？并能进行肯定和否定的回答

　　yes，it is . no, it isn’t.

　　3、能正确地使用感叹句 what a nice…对物品进行赞美。

　　4、能正确地使用礼貌用语may i come in.come in，please.

　　教学重点：1、单词：clock key computer

　　2、能运用is this /that ?yes，it is . no, it isn’t.进行问答。

　　教学难点：is this /that …?yes，it is .no, it isn’t. 及单词的正确读音。

　　课前准备：教师和学生都应该准备一些彩色的礼物盒。礼物盒里面准备一些学生学过的一些漂亮物品作为礼物。同时教时还应该准备钥匙、钟、电脑的实物或图片。

　　教学过程：1、free talk and revision

　　a教师运用学生学过的问候语与学生进行每日英语交流。帮助学生复现学过的知识。

　　t: hello everyone! how are you?

　　s: fine, thank you . and you?

　　t: i’m fine ,too.

　　t: i’m very happy today.

　　b、猜谜游戏

　　(教师通过学生在第一单元中学过的句型复习已经学过的单词)

　　t: excuse me, what’s this in the box?

　　s: it’s a …

　　2、 presentation and practice

　　a （一名学生稍晚进教室教师课前指导学生完成）

　　s：may i come in?

　　t: come in , please. sit down, please.

　　s : thank you.

　　（一名学生捧着作业本进教室教师课前指导学生完成）

　　s：may i come in?

　　t: come in , please. （教师引导学生应答）

　　教师创设情境让学生在情境中明确may i come in？ come in，please.的意思。在此基础上，教师与学生表演对话

　　t： ，come here. 教师与学生耳语后,该生走出教室敲门进来。

　　s：may i come in？

　　t：教师引导学生集体应答 come in ，please.

　　t: 领读句子: may i come in? come in, please.

　　同桌表演对话

　　a: may i come in?

　　b: come in, please.

　　b 教师拿出准备好的物品询问学生并引导学生进行一般疑问句的应答。

　　t: touch this. is this a pear? yes or no?

　　s: yes.

　　t: yes, it is. (教师帮助学生完整回答)

　　（出示句型is this a pear?yes, it is.并领读）

　　再让学生触摸物品运用句型is this a… yes, it is.

　　t: （让学生通过闻一闻，尝一尝的形式，进行问答）：is this a banana?

　　s: no.

　　t: you are right. no, it isn’t. (教师帮助学生回答no, itisn’t.)

　　（出示句型no, it isn’t.并进行领读

　　再让学生触摸物品运用句型

　　t: is this a crayon?

　　s: no, it isn’t.

　　(出示并领读句型 is this/that a…?)

　　c look and guess

　　教师呈现出一些物品的局部图片,让学生看图猜测这个游戏的目的在于巩固一般疑问句.

　　s: is this a …? t: yes, it is. no, it isn’t.

　　s: is this a toy cat? t: yes , it is. look at my toy cat.

　　s: how nice.

　　t: thank you.

　　now boys and girls, show me your beautiful presents

　　s: look at my….

　　t: how nice. / what a nice ….

　　两种评价同时穿插使用让学生在情境中明白意思是一致的

　　(出示并领读句型what a nice…)

　　t: there are many beautiful things in my schoolba

　　touch this. is this a …?

　　s: no, it isn’t. t: yes, it’s a clock.

　　t: look at my clock. s: what a nice clock.

　　(出示并领读单词 clock)

　　t: touch thi

　　s: 钥匙. t: it’s a key.

　　(出示并领读单词 key)

　　出示玩具电话与电脑的图片

　　t: is this a key?

　　s: no, it isn’t. it’s a telephone.

　　t: is this a tv?

　　s: no, it isn’t.

　　t: it’s a computer. (出示并领读单词 computer )

　　d 集体游戏

　　教师拿出一个大盒子,里面有许多图片.一位同学上台 从里面拿出一张，另一学生背朝学生进行猜测：is this…? 下面学生进行应答。背朝学生的学生猜对了就可得到该图片，教师总结活动结果。

　　3 consilidation 1、 出示课文挂图，学生听录音看图回答问题

　　is this a dog? what is it ?

　　让学生带着问题听录音。养成良好的听录音的习惯

　　2、 听录音跟读课文

　　3、 分角色朗读

　　4、 同桌表演对话

　　5、 戴头饰上台表演对话

　　家庭作业: 1、和父母用is this/that…？yes，it is. no, it

　　isn’t.句型进行猜测手中物品的游戏

　　2、仿照今天所学的课文编演对话

　　板书设计:

《牛津小学英语》教学设计 篇4

　　unit 4  review and check

　　连云港市赣榆县青口中心小学  肖淑芳

　　单元教材分析:

　　本单元是复习单元,着重归纳了第一单元至第三单元的主要语言项目,通过看图编号,说说讲讲,完成句子等练习,帮助学生复习巩固以学的词汇,句型和日常交际用语,使学生的听、说、读、写能力在原有的基础上有所提高。在教学时，教师要分析学生的学习现状，课堂上根据学生的掌握情况，尽量采用图片，实物，多媒体等直观教具，结合游戏，情景对话等形式，对基础知识和基本技能进行训练，从而提高学生灵活运用语言的能力。

　　教学要求：

　　1 通过复习，使学生熟练的掌握四会单词，词组和句型。

　　2 通过本单元的复习操练，要求学生能综合运用所学的日常交际用语。

　　教学重点：

　　1 掌握一至三单元的四会单词，词组及句型。

　　2 掌握一至三单元的日常交际用语，并在实际生活中熟练运用。

　　教学难点：

　　1 能根据情景正确的使用形容词和副词的比较级。

　　2 能会用英语问路。

　　教具准备：

　　录音机、磁带、图片及相关实物。

　　课时安排 :    共四课时。

　　第一课时：复习1，2单元，完成a部分的练习。

　　第二课时：完成b，d部分的练习。

　　第三课时；复习第三单元，完成c部分。

　　第四课时：综合复习，完成练习册。

　　友情提示：

　　1、教师要帮助学生归纳形容词和副词比较级的构成及用法，帮助学生巩固记忆，达到熟练掌握，准确应用的目的。

　　2、对于“问路”这一语言项目，教师要多结合学生的生活实际进行交际操练，学以致用的目的。

　　《牛津小学英语》6b unit 4 单元教材分析 来自第一范文网。

《牛津小学英语》教学设计 篇5

　　二、教学目标

　　1、能正确地听说读写词语children, hill, show, fish

　　2、能正确地听说读词语camping site, a tin of ,camping trip, tent, pot, stove, blanket, telescope, towel, tin-opener.

　　3、能正确地听说读写句型what do you / they have? i/ we/ you/ they have… what does she /he have? she /he has…

　　4、能正确地运用对话中的日常交际用语 look, …and… are  coming. great!

　　5、能正确理解、掌握对话内容，并能朗读、初步表演对话。

　　三、教学重点：能正确地理解掌握对话内容，并能朗读、初步表演对话。

　　四、教学难点：能比较流畅地朗读对话，并能在掌握对话的基础上运用本课语言描述野营旅行情况。

　　五、课前准备

　　1、教具准备：多媒体，磁带，录音机。

　　2、板书准备：写好课题 unit 8

　　六、教学过程

　　step1. warming up

　　1. greetings

　　t: good morning, boys and girls.

　　s: good morning, miss yin.

　　t: how are you?

　　s: fine, think you. and you?

　　t: i’m very well.

　　2. free talk

　　t: i like masks. do you like masks?

　　s: yes, i do.

　　t: what masks do you like? i like m masks.

　　s: i like…

　　t: i like flowers. what do you like?

　　s: i like…

　　step2. presentation

　　1. t: do you like pumpkin lanterns?

　　s: yes, we do.

　　t: i like pumpkin lanterns, too. i like hav