牛津8b英语教学计划

更新时间:2022-07-15作者:文/会员上传

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篇1:牛津英语8b说课稿

The first period

Content: Comic strip and welcome to the unitTeaching aids: a tape recorder, pictures of trailwalkersTeaching aims: 1) Have the Ss know sth. participating in charity events and how they can support charity events.

2) To introduce different kinds of needs and disabilities3) To encourage Ss to talk about how they can help those people in need.

Teaching procedures:

Step1. Lead-in

1.       T asks Ss what a charity walk means.

2.       Some Ss present the pictures about charity walk.

Step2. 1.  Ss listen to the tape of comic strip and read and then act it out.

2.  T provides some information about the charity walk.

Step3. Ss learn sth. on P92 about the main task. T asks them to plan to get sth. ready for the task.

Step4. Warm-up

Divide the class into groups of four. Ask students to talk about what they would take with them on a charity walk. Tell each group to make a list of the items they would need. Collect the lists and compare them. Talk about why some items would be more useful than others.

Step5. Welcome to the unit

T presents some English notes about some words and let Ss infer which word it is.

1.       A person cannot see

2.       A person cannot hear.

3.       A part of his/her body does not work properly.

4.       A person is old.

5.       A person has no home.

6.       A poor person has little money.

Step6. Deal with Part A on P93

1.       Tell Ss to label the pictures in Part A using the words from the box.

2.       Ask volunteers to read out the answers.

3.       Talk about what it might be like to be disabled or disadvantaged. Remind Ss that most people with difficulties would prefer leading independent lives to depending on others for help.

4.       T shows pictures of some great people with difficulties and introduces them to Ss.

Step7. Part B on P93:

Divide the class into pairs. Ask Ss to read Amy and Daniel’s conversation in Part B. Then ask them to talk about the people in Part A and how their lives might be made easier. T provides some information as following:

e.g. For poor people, education programs that allow them to get better jobs are helpful. Free medical care and affordable housing are also helpful. For blind people , they can benefit from Braille signs, spoken announcements rather than written notices, contoured pavements and unobstructed sidewalks.

For homeless people, shelters and soup kitchens can offer short-term help.

For deaf people can benefit from written notices and a greater awareness of sign language.

Step8. Extension activity

Ask Ss to make a list of things they would find most difficult to do or they would miss most if they were blind, deaf, elderly, homeless, physically disabled or poor.

Assignment:   1. Recite the conversation in the Comic strip2.Writing: What can we do to help ( disabled/blind/elderly……) people?

The second period

Teaching aims:

1.       To recognize and understand information presented in a newspaper article.

2.       To understand related details and information.

3. To infer general meaning from pictures, titles and context.

4. to improve the students’ reading comprehension abilities.

Teaching procedures:

Part A

Step 1. Ask students whether they enjoy walking through country parks and ask them how far they would feel comfortable walking in a day. Then ask how much they know about Oxfam Trailwalker. Explain that Oxfam Trailwalker participants have to walk 100 kms in 48 hours, which usually means they cannot sleep for two days.

Step 2. Ask whether students have participated in any other charity events.

Step 3. Listen to the tape about the reading and then ask the students to read the article by themselves.

Step 4. Ask students to answer some questions about the reading to check their understanding about the passage.

Questions:

1.       When did Oxfam Trailwalker start?

2.       Who is helped by the money that is raised?

3.       When is Oxfam Trailwalker held?

4.       Who can join Oxfam Trailwalker?

5.       What’s the aim of Oxfam Trailwalker?

6.       Is Oxfam Trailwalker a difficult walk?

7.       What’s the job of a support team?

8.       What spirit must the members of the team have?

Step 5. Ask the students to find out the language points and make up some sentences using some phrases.

Step 6. Do a class feedback, checking the students’ understanding of the text and how they feel about this sort of event. Raise some general issues and encourage discussion.

Step 7. Task

1.       Retell the text based on some important phrases presented on the board.

2.Make up a dialogue according to the meaning of the passage.

Exercises

1. Fill in the blanks according to the passage.

Trailwalker is a ??____event.People organized it to______money for helping poor people. It is held in ______every year. People over 18 can_______themselves into a team of four people and _______the charity walk. They must finish walking a ______ trail within 48 hours.

The Trailwalkers have to walk through _______ country parks and over _______ hills and mountains. They need to walk _______ to finish the hike because only the team’s finishing time will be ________. It can help them learn team ________ They should carry things with them, and they also need _______ teams to bring food and drinks for them.

After you try your_____ to finish the walk, you’ll find it is an_______ you will never forget.

2. Write a T if the sentence is true. Write an F if it is false.

1.       Oxfam Trailwalker is organized by the Red Cross.

2.       The money helps poor people in Hong Kong and other parts of Asia and Africa.

3.       If you are 16,you can join Oxfam Trailwalker.

4.       There are five people in each team.

5.       Teams have to walk 100 kilometres in 48 hours.

6.       The route goes through eight country parks.

7.       Teams have to carry everything they will need.

8.       Each person must raise at least HK$6,000.

3. Fill in the blanks using the correct forms of the following phrases.

group…into…  in need  finish walking…  carry…with… without sleep1.       Now let’s _____ ourselves _____ a team of four and play games.

2.       Kate worked two days and nights _____ for the exams.

3.       The disabled people are required to _____ ten miles within fifteen minutes.

4.       On rainy days we had better _____ raincoats _____ ourselves.

5.       We should do something to help the people _____ in the Southeast Asia.

Keys:

1.       fund-rasing, raise, November, group, join, 100-kilometre, eight, twenty, walk, recorded, spirit, support, best, experience2.       1. F   2. T   3.F   4. F   5. T   6. T   7. F   8. F3.       1. group, into   2. without sleep   3. finish walking4.       carry with      5. in need

The third period

Teaching aims: 1. To identify specific meaning in different contexts2. To check understanding by completing a conversationTeaching procedures:

Part B

Step1  Ask students to match the words with the meanings in Part B1.

Step2  Ask four students to each read out one word and its meaning .Repeat the answers and clarify any misunderstandings.

Step3  Explain the content and instructions for Part B2. Tell the to look at the underlined words and explain that they must find a word or words in the reading passage on pages 94 and 95 to replace each word or phrase.

Step 4  Ask students to complete Part B2.

Step 5  Ask two volunteers to read out the conversation , replacing the underlined words with the correct words/phrases from the reading passage. Ask students to check their own answers.

Part C

Step 1 Tell students to read the headings in PartC1.Explain that each heading corresponds to a paragraph of the article on pages 94 and 95.Tell them to refer to the article and put the correct paragraph numbers in the blanks.

Step 2  Read out the headings and ask students to call out the paragraph numbers. Ask students to check their own answers and clarify any misunderstandings.

Step 3  Explain the context of Part C2.Tell the students to read the passage in Part A on pages 94 and 95 again and use the information there to complete the conversation.

Step 4  Read out Lily’s questions. Choose volunteers to give Ben’s answers .If any students have difficulties ,Point out where they can find the answers in the reading passage.

Exercises for period three

I. Multiple choice

(   ) 1.The room is too small for us _______________.

A. to live  B .living   C. to live in   D. to living(   )2.It’s ___________ of you to help me solve the problem.

A. important    B. necessary     C. impossible   D .kind(   )3.It’s ___________excellent chance for people to learn team spirit.

A. the         B./            C. a           D. an(   )4.____Thanks to the building of the Three Georges Dam, traffic becomes much better.

_____So it is, and floods and droughts can ____________, too.

A. prevent     B. be prevented    C. be preventing   D. prevents(   )5.The sign of NO SMOKING means ___________.

A. There’s no smoke            B. don’t smoke any moreC .you can’t smoke here          D. smoking is bad for your healthII. Translation

1.    中国是亚洲的一部分。

2.    对毅行者来说,要在48小时内走完100千米是很困难的。

3. 对人们来说,这是一个多么好的学习团队精神的机会啊!

4.    我们应该尽我们最大的努力去帮助那些确实需要帮助的人们。

5.    在这样的一个雨天,温暖和干燥衣服对保持你舒适很有必要。

III. Error correcting

(   ) 1.It’s important of Ben to drink milk every morning.

A          B       C           D

(   ) 2.He needs to buy more three dictionaries.

A    B       C       D

(   ) 3.My wife will be back after a monthA     B       C     D

(    ) 4.Although he walked for a long time but he didn’t feel tired.

A             B            C             D(    ) 5.The man has left the factory for three years.

A     B        C   D

IV. Reading comprehension

Jeff Keith has only one leg. When he was 12 years old, Doctors had to cut off most of his right leg.

Every day Jeff puts on an artificial leg(假肢)。The leg is plastic. With the plastic leg Jeff can ski, ride a bicycle, swim, and play soccer. He can also run.

Jeff made a plan with his friends who had plastic legs, too. They decided to run across America. They all wore special T-shirts. On it was “Run, Jeff, Run, Jeff Keith’s Run Across America.”When he was 22 years old. Jeff Keith ran across the United States from the east to the west. He started running in Boston. Seven months later, he stopped running in Los Angles. He ran 3200 miles. Jeff wore out 36 pairs of running shoes and five plastic legs. Jeff stopped in cities on the way  to Los Angeles. In every city people gave Jeff money. The money was not for Jeff, but for the American Cancer Society. The Society used the money to know more about cancer.

On the way to Los Angles Jeff talked to people about cancer. Jeff is disabled, but he can do many things. He finished college and is studying to be a lawyer(律师)。Jeff says,“People can do anything they want to do. I want people to know that. I ran not only for disable people. I ran for everybody.”(   )1. Jeff’s right leg was cut off because he had _____________.

A. TB    B. an accident     C. cancer     D. hurt(    ) 2. Jeff’s friend s ran across America with him. They all have no_____________ .

A. T-shirts   B. legs    C. shoes       D. bicycle(    ) 3. From the passage we know that Boston is______________ .

A. in the west   B. in the middle  C. near Los Angeles   D. in the east(    )4. Jeff Keith wants us to know that_______________.

A.     disabled people can do many thingsB.      It’s 3200 miles from Boston to Los AngelesC.     running shoes are easily broken

D.     disabled people can do everything

(    )5.The sentence “I ran for everybody” means_____________.

A. he wants to get more artificial legs

B. people can do anything they want to

C. some disabled men will become lawyers

D. disabled people also can run

答案

I.                    1. C  2. D  3.D  4. B  5. CII.                 1.China is a part of Asia.

2.To Trailwalkers, it’s tough to finish walking a 100-kilometr trail within 48 hours.

3.What an excellent chance for people to learn team spirit.

4.We shpuld try our best to help people in need.

5.On such a rainy day, warm and dry clothes were necessary to keep you comfortable.

III.    1. B  for  2. C three more   3. C in  4.A 或 C去掉  5. B has been away fromIV.    1.C   2.B   .3.D    4.A     5.B

The fourth period

Contents: Vocabulary

Teaching aims:

1 To develop an understanding of compound nouns2 To guess the meanings of compounds and create nouns using promptsImportant and difficult points:

We can create new words by putting two words together. Sometimes we need to add a hyphen.

Teaching procedures:

Step1 Revision

1 Review the useful expressions

英汉互译:

1.重大事件之一                    6.group themselves into a team of four people2.带者疲惫的身躯走上山            7.walk two days and nights without sleep3.学习团队精神                    8.finish a 100-kilometre trail within 48 hours4.需要一起走完这个徒步行走        9.keep you comfortable5.支持发展工程                   10.an experience you will never forget2 Retell the reading

Step2 Presentation

1.Ask the students

e.g. 1. T:  What’s this?     S:  It’s a blackboard.

black +board  (a compound noun)

2  T:  .What’s this?    S:  It’s a football.

foot +ball  (a compound noun)

Step3 Vocabulary

1.We can create new words by putting two words together. Sometimes we need to add a hyphen(-) between the two words.

class       +        room           → classroomfund       +              raising                → fund-raisinghome      +         work           → homeworkwild       +        life                      → wildlife2.Tell students the way of forming compound nouns.

(1)    n. + n.                 e.g., home town, football, raincoat, etc(2)    adj. + n.      e.g., wildlife, blackboard, etc(3)    v-ing + n.     e.g., waiting-room, sleeping-car, etc(4)    v. + n.        e.g., cross-country, pickpocket, etc(5)    num. + n.     e.g., first-aid, second-hand, etc3.Tell students the way of forming compound adjectives.

a)        n. + adj.     e.g., worldwide, world-famous, etcb)        n. + v-ing   e.g., fund-raising, peace-loving, English-speaking, etcc)         n. + v-ed    e.g., man-made, air-filled, grass-covered, etcd)        adj.+ n-ed   e.g., kind-hearted, bad-tempered, etce)         num. + n. + (adj.) e.g., 100-kilometre, 13-year-old, etc4.Finish Part A and Part B.

Step 4 Game

Divide the class into six groups. Give them two minutes to see how many compound words they can write. If the group writes the most words, it will be the winner.

breakfast                anyone                  railway                birthdaysunset seafood afternoon eyesight                                                                   everything               housekeeper              swimsuit              handwritingearthquake               keyboard                headache               sunshinesuperstar                 sometimes              basketball              nothingschoolbag                website                 bedroom               bookshopweekend                 northeast                southwest             playgroundAssignment:

一。根据首字母提示,完成下列单词:

1.They are going to climb the m___________ next week.

2. It’s an e_____________ chance for us to learn teamwork3. Although he died, his s__________ of generosity lives on.

4. Liu Xiang set up a new r______________ in the Olympic Games.

5. I don’t think it’s n_______________ for me to learn it.

6. It’s i_____________ for him to finish the work in two days because it’s too hard.

7. I like water sports very much, e______________ surfing.

8. People o______________ 18years old can form groups of people .

9. What a______________ does it organize to raise money ?

10. It’s t_____________ that he doesn’t like hiking.

答案:根据首字母提示,完成下列单词:

mountain,  excellent, spirit,  record,  necessary,  impossible,   especially,  over,  activities,   true.

二。将所给单词组成新的单词,填到适当的句子中。

land  country  rail  every  table  rain  tennis  thing  way  drop  side  wet(1) Every summer, I go to the             for a trip.               (countryside)(2) I’ll meet you at the           station.                        (railway)(3) There are many birds in the            in Zhalong Nature Reserve.(wetland)(4) It's rainy outside. You can see a lot of            .              (raindrops)(5) You don’t have to carry            with you.                  (everything)(6) Liu Guoliang is very good at playing            .              (table-tennis)三。改错

(1) We can help blind people across the road.

(2) Trailwalker has been one of Hong Kong’s biggest fund-raising event since 1981.

(3) It’s a excellent chance for you to learn English.

(4) The money used to help poor children.

(5) This event can provide poor children of a chance to go to school.

(6) I have joined the club for nearly 10 years.

(7) We would like to celebrate his birthday by give him a lot of cards.

(8) All we need are enough time to practice playing the piano.

(9) Some workers work 48 hours without have a rest.

(10) It is difficult walking through eight country parks.

四。中译英

(1)    天马上要下雨了,你很需要带一件雨衣。(raincoat)(2)    这里过去是野生生物的理想的家,现在它已变成一个现代化的医院。(wildlife)(3)    募集基金的行为之一是举办一次慈善义演。(fund-raising)(4)    你还有什么别的要说吗?(anything)(5)    我们的教室应该每天打扫。(classroom)(6)    足球是一项遍及全世界的运动。(worldwide)课后小结:

The fifth period

Content: Grammar A

Teaching aim:

To use ‘It is’+ adjective + ‘that’ to say how one feels about somethingImportant and difficult points:

We can use the pattern ‘It is’+ adjective + ‘that’

Teaching procedures:

Step1 Revision

1.Review compound nouns

2.Play a game. Divide the class into two teams. Choose some compound words from the list below and write them on cards. Cut the card in half to separate the two words. Give each team an equal number of divided words and ask them to reassemble them to make compound words. The first team to assemble all their words correctly is the winner.

Step2 Presentation

1.We have learned about using adjectives to describle someone/something. We can also use adjectives in different patterns to give information about someone/something.

2.We use the 'It is'+ adjective + 'that' structure to say how we feel about something.

e.g. 1)It is necessary that you train yourself before the walk.

2)It is important that you have your own support team.

3)It is clear that you are wrong.

3.Write some adjectives on the board, such as good, lucky, possible, surprising, etc. Ask students to make up sentences using the “It is” + adj.+ “that” structure.

4.Finish the exercises on page 99 and invite students to read out their answers.

Step3 More practice

Ben and Lily are talking about Oxfam Trailwalker, write what they say using the adjectives from the box and the given phrases.

important     lucky     possible     interesting    nice    surprisinge.g.1.we can walk 100 kilometres in 48 hours→It is possible that we can walk 100 kilometres in 48 hours.

2.there are so many different trees in the country parks3.there was snow on one of the mountains

4.each team must raise at least HK$6,000

5.so many people want to help others in need6.the weather is pleasant during the hikeStep4 Extension

Ask students to complete the following sentences with their own ideas. Using the structure they have learned in Part AIt is important that……

It is tough that……

It is good that……

It is necessary that……

It is sad that……

Assignment:

一。连词成句。

1.       necessary/we keep our city clean2.       dangerous/people drive after drinking3.       lucky/the weather is pleasant during the hike4.       important/each team must raise at least HK$60005.       interesting/there are so many different trees in the country parks6.       sad/people in poor countries do not have enough food二。根据中文,完成下列句子。

1. 他不会来参加晚会是真的。

2. 你每天读英语是很重要的。

3. 帮助别人学英语是快乐的。

4. 他是容易相处的。

5. 在河边玩是危险的。

6. 参加读书俱乐部是很有意义的。

7. 对于我们来说学好英语有必要。

8. 你能帮助我们真的太好了。

9.很明显,他说了谎。

10. 百闻不如一见。

答案:根据中文,完成下列句子:

1. It’s true that he won’t come to the party. 2. It’s important that you read English every day. (It’s important for you to read English every day)3. It’s a pleasure to help others with English.4. He is easy to get on well with.

5. It’s dangerous to play by the river.6. It’s meaningful to join the Reading Club.

7. It’s necessary for us to learn English well.8. It’s very kind/nice of you to help us.9. It’s clear that he told a lie.

10. It’s better to see one time than to hear a hundred times.( To see one time is better than to hear a hundred times)课后小结:

The Sixth Period

Contents: Grammar B,C

Teaching aims:

1.       To use “It is” + adj. + “to”-infinitive to describe actions and situations.

2.       To use “It is” + adj. + “for…” + “to’-infinitive to specify the person one is talking about.

Important and difficult points:

1.       It is + adj. + to �Cinfinitive

2.       It is + adj. + for sb. + to �CinfinitiveTeaching procedures:

Step 1. Revision

Translate the sentences

1.       很明显,他说了谎。

2.       我们要学好英语,这是必要的。

3.       他来看我们,是真的吗?

Step 2. Presentation

1.       Explain that the ”It is“ + adj. + ”to“-infinitive structure is similar to the structure in part A, except that here, the adjective describes an action or activity. Find out the sentence with the structure in the reading:

It is useful to have support teams to bring you food and drinks.

2.       Ask students to make up more example sentences with the structure.

e.g.  It is difficult to understand him.

It is necessary to learn English well.

It is wise to take a map.

It is important to raise money to help people in need.

Step 3. Practice

1.       Ask students to go through the six pictures on page 100 and make sentences using the words in brackets and the verbs in the box.

2.       Invite volunteers to read out the sentences.

Step 4. Extension

Ask students to complete the following sentences with their own ideas, using the structure they have learned in part B.

1.       It is difficult to…

2.       It is easy to …

3.       It is surprising to …

4.       It is exciting to …

5.       It is interesting to …

6.       It is impolite to …

Step 5. Presentation

1.       Tell students that structure in part C is the same as the one in part B except that we insert ”for sb.“ between the adj. and the ‘to’-infinitive to indicate who we are talking about. Find out the sentence with the structure in the reading:

It is necessary for them to support and help each other both before and during the event.

2.       Ask students to read the three sentences in the box on page 101. Write the extra examples on the board with the words in a different order, ask students to rearrange the words in correct order.

e.g.  1. for you / to teach / It is / Mary / easy2. to learn / for us / It is / a foreign language / difficult3. dangerous / to swim / It is / in that river / for children3.       Ask students to tell the differences between the two sentences:

(1)    It is difficult for you to work out the Maths problem.

(2)    It is very kind of you to help me.

When the adjective describes someone’s character, we use ”of sb.“. When the adjective describes something or an action, we use ”for sb.“.

Make more examples:

e.g.   It is clever of you to solve the problem. / You are clever to solve the problem.

It is kind of you to give me the book. / You are kind to give me the book.

It is very dangerous for children to cross the busy street.

It is meaningful for us to join Oxfam Trailwalker.

Step 6. Practice

1.       Explain the context of the exercise in part C and complete the conversation. Invite some students to role-play Lucy and Lily’s conversation.

2.       Ask students to complete ”Work out the rule“ on their own.

Step 7. Consolidation

Make the sentences using the 'It is'+adjective+'for…'+'to'-infinitive structure.

e.g.1)。Lucy wants to be a doctor.(necessary/work hard/become)→It is necessary for Lucy to work hard to become a doctor.

2)。Ben's team wants to finish Oxfam Trailwalker within 30 hours.

(important/train/every day)

3)。Mary is busy with exams this week.(inconvenient/be/in the support team)4)。You can get very hot on the hike.(important/take/lots of water)5)。People should not go hiking alone.(dangerous)6)。Ben's team can raise over HK$6,000 for charity.(possible)Assignment:

动词填空:

1. You can exercise ______________(keep) fit before you start out.

2. What foreign language _________________(teach) in your school ?

3. Great changes _________________(take) place in this village since 1981.

4. My twin is interested in __________________(collect) stamps.

5. Many years ago people ____________( know)that the earth _________(go) around the sun.

6. This is a picture _________________(draw) by the famous painter.

7. She said that she _______________ (celebrate) her birthday next Saturday .

8. Let’s go and find out what ______________ (happen) over there.

9. Do you know another way of ___________________(work) out the problems.

10. Do you know if there ___________________ (be) a piano concert at the Capital Theatre this Saturday ?

答案:动词填空:

1.to keep 2. is taught 3. have taken 4. collecting 5. knew, goes 6. drawn 7. would celebrate      8. is happening  9. working   10. will beComplete the sentences according to the Chinese1. It is sad                                        (一些山区的孩子不能上学)。

2. It is necessary                                      (保持我们的教室干净)。

3. It is impossible                                   (在24小时内完成这工作)。

4. It is important                                    (我们每天喝牛奶以保持健康)。

5.                (是有意义的)to raise money for Project Hope.

6. It is helpful                              (捐款给慈善机构)。

7. It is not easy                                (中国学生读这些单词)。

8. It is true                         (美国队很强大), but we can still win.

课后小结:

篇2:牛津英语8b说课稿

一、说教材和学生

今天我说课的内容是8B第一 模块 Travel in time and space中的 Unit 3 Online travel的Integrated skills一课时。《Fun with English》(牛津初中英语)8B 有两个模块(Module)、六个单元(Unit),每个模块有三个单元,各单元包括:卡通漫画(Comic strip)、导入(Welcome to the unit)、阅读(Reading)、词汇(Vocabulary)、语法(Grammar)、综合技能(Integrated skills)、学习技巧/语音(Study skills/Pronunciation)、中心任务(Main task)、检测(Checkout)九个部分组成。整个教材按照 ”话题―功能―结构―任务“ 相结合的思路编排,以话题为主线,任务为主导,辅以功能和结构项目,有效培养学生综合运用英语的能力。

8B Unit 3内容就是介绍在线旅游,主题是计算机,重点是关于教育类游戏光盘,但也涉及其硬件、软件和功能.话题内容联系社会生活,贴近生活实际,富有时代气息,体现时代精神。通过卡通漫画(Comic strip)、导入(Welcome to the unit)、阅读(Reading)、词汇(Vocabulary)、语法(Grammar)五个环节学习,学生基本掌握本单元的词汇、句型、语法和话题内容等语言知识,到Integrated skills(综合技能)这一课时,已经初步具有应用语言的技能,语言知识学习从认知过程转入实践运用阶段,所以Integrated skills(综合技能)围绕与本单元主题相关的任务,将听、说、读、写糅合在一起进行综合练习,以提高学生综合应用语言的能力。通过对本课的分析,我认为本课的学习目标为:熟悉有关计算机程序的关键词;应用一段描述中所提供的主要信息并通过听掌握相关的补充信息;通过完成一段描述并掌握图标来培养精听技能。在使用计算机程序过程中求得帮助;通过问细节问题并做出恰当的回答来培养获取信息的技能和说的技能。重难点是对学生进行语言技能中的听、说能力训练。

二、说教法和学法

采用”任务型“教学途径。

”任务型“语言学习(Task-Based Learning; 简称TBL)是二十世纪八十年代外语教学研究者经过大量研究和实践提出的一个具有重要影响的语言教学模式,该模式是近来交际教学思想的一种发展形态,它把语言运用的基本理念转化为具有实践意义的.课堂教学方式。国家教育部制订的基础教育阶段《英语课程标准》(实验稿)提出了中学英语教学应”尽量采用任务型的教学途径“的要求。而江苏省译林出版社和牛津大学出版社联合编写出版的《牛津英语》充分体现了这一先进的教育理念,它按照任务型教学的原则设计语言实践活动。

《牛津英语》教材作为”任务型“语言学习的有效载体,在设计中以任务活动为主要途径,充分确立了学生的主体地位;每个单元围绕一个话题,让学生通过体验、实践、参与、合作、交流和探究等方式,学习和使用英语,通过丰富多彩的任务情境调动了学生学习的积极性,使他们更主动地投入到英语学习之中,同时也激发了他们的创新意识,培养了他们的创新能力。也必将会使学生的英语学习真正”动“起来,课堂教学真正”活“起来。完成任务的过程就是交流、合作、互动的过程。而这一过程关注更多的是语言意义,而不是语言形式,它完全有别于语法练习。真正体现以学习者为中心的教学理念。

三、说教学过程

依据”任务型“教学方法的原则要求,围绕本课的学习目标,结合教学内容,本课将设计六个”做某事“的Task,组织学生积极参与,通过思考、讨论、交流和合作等方式,学习和使用英语,完成学习任务。

Task(一)

目标:复习有关计算机的词汇,描述不同计算机附件的用途,导入新课。

任务:通过课件呈现计算机部件图片,让学生说出不同部件的名称,也可以谈谈这些部件的用途。

活动:学生看图,独立拼出计算机部件名称,小组交流附件用途。

Task(二)

目标:通过完成一段描述并掌握图标来培养精听技能。

任务:课件呈现PartA2中的图标(icons),听录音,处理课文PartA2.

活动:1、学生先看图标,小组探索写出图标名称,用铅笔划线来猜测每个图标的功能。2、Listen to the second part of the interview. Check their answers.3、Ask five students to read the sentences.

Task(三)

目标:熟悉有关计算机程序的关键词;通过一段谈论教育类计算机程序的对话完成填空练习来培养听的技能。

任务:讨论教育类计算机程序,仔细听录音,完成填空练习。

活动: 1、Ask : What CD-ROM programes do you have at home? 小组讨论有关教育类计算机程序。2、引出本课主话题:Travelling at home.让学生读Part A1部分描述,放录音,学生仔细听并尽可能多的完成填空练习。Then Play again, listen and check the answers.3、Ask six students to read these sentences one by one.

Task(四)

目标:学习用所提供的主要信息和通过听掌握相关的信息来处理新的信息。训练学生获取、处理和使用信息的能力。

任务:搜集Part A1和A2中的信息,完成一个有关Daily English的电脑光盘程序的电子邮件。

活动:1、阅读电子邮件Part A3,了解大意。2、独立填空,集体校对。3、Ask some questions, the students answer them. then read together.

Task(五)

目标:训练说的技能,在使用计算机程序过程中求得帮助,通过问细节问题并做出恰当的回答来培养获取信息的技能。

任务:朗读对话,分角色表演自己的对话。

活动:1、解释语境,分组朗读对话。2、对能力一般的学生,背对话,分角色表演。3、对能力强的学生准备并练习自己的模仿对话。4、选择几组表演检查效果。

Task(六)

目标:归纳语言点,写的技能训练。

任务:完成课题检测练习。

篇3:牛津英语8B unit 4 garmmar

Unit 4

5 &6 period:Grammar

-.教学目标:

l.To understand the purpose of using connectives of reason

2.To use “because” to give a reason for something

3.To use “because of ” to give a reason for something

4.To show results with “so”

5.To use “hope” and “wish” correctly

二.教学重难点:

words:

ground

Phrases:

Sentences:

1. Ricky helped with the charity show because he wanted to raise money for Project Green Hope.

2.Ricky was nervous because of the TV cameras.

3.There was a lot of work so I was very busy.

4.I hope (that) you will like the show.

5.I hope to see the charity show.

6.I wish (that) I would be the host of the next show.

7.I wish (that) the pop stars would invite me to lunch.

8. I wish (that) I could fly.

9. I wish (that) I were Richy.

10. I wish you a happy holiday.

11. We wish you good luck.

三.教学方法:

Listening and speaking.

四.教学手段-tape-recorder and multi-media

五.教学过程:

Step 1:Lead-in

1. introduce myself

I’m Zhang Ping, you can call me Miss Zhang. I’ll teach you till your teacher, Miss Cai, come back from the USA. This is my first time to teach fun with English , so you need your help, if there is any trouble. I didn’t teach for about half a year because I had a son last winter. I love my son because板书he is very lovely. I wish板书 I could stay at home板书for more time, but your English teacher has gone to the board, so板书I have to come back to teach you. I hope板书 we can get well on with.

2. free talk

T: I like F4 because they’re very handsome. Who is your favourite sports star/music star?

S: …is my favourite pop star.

T: Why do you like him/her best?

S: Because …

I like him/ her because he/she…板书

3. ask some more questions like this

Step 2 :pre-task.

l. Turn to page 60. Let’s think of Ricky.

Q1: Why did Ricky help with the charity show? (Because he wanted to raise money for Project Hope).

Q2: Why couldn’t Ricky sleep the night before the show? ( Because he was too excited).

Step 3 :While-task

Task1

1. T: When we ask for reasons, we use ‘why’. When we give reasons, we can use ‘because’. T: underline the sentences that contain the word ‘because’.

2. Ask two students to read out one example each from the grammar table at the top of page 64.

4. Explain the context of the exercise. Daniel is asking Sandy about the charity show. The words on the pieces of paper are reasons from Sandy’s notes.

Ask students to work on their own to write answers to Daniel’s notes. Remind them that each sentence must contain the word ‘because’.

Read out each of Daniel’s questions. Ask volunteers to answer the questions using ‘because’. Repeat the answers clearly and ask students to check their own work.

Task2

1. T: Look at the Bb, we say:

Ricky helped with the charity show because he wanted to raise money for Project Hope.板书

We also can say→Ricky helped with the charity show because of the money.

I’m fatter than before because I had a baby five months ago. 板书

We also can say→ I’m fatter than before because of my baby/him.

T: We can also use ‘because of’ to give a reason for something. When we use ‘because of’, it is followed by a noun or pronoun.

T: Look at the grammar table at the top of page 65. Show students that we can use ‘because of’ to answer questions with ‘why’, e.g.

Why did Ricky have to speak loudly? ( Because of the noise.)

Why was Ricky nervous? (Because of the TV cameras.)

T: Read the words above the speech bubbles in part B1, the first part says what happened, and the second part is the reason. Please use ‘because of’ to make sentences.

Ask three volunteers to read out their answers

T: part B2 Amy and Shirley are looking at pictures of a flood. Amy is answering Shirley’s questions about it. Please write answers to Shirley’s questions using ‘because of’ or ‘because’.

Select two students to play the roles of Shirley and Amy.

Task3

T: I like F4 because they’re handsome. F4 are very handsome, so I like them.

I like him/ her because he/she…板书

→He/She is …,so I like him/her.

1. Tell students that we can use ‘so’ to introduce a result. Read out the two examples and explain that the first part ( ‘There was a lot of work’/’ I wanted to help the poor’) is a fact, and the second part(‘I was very busy’/I ‘donated some money.’) is a result of that fact.

2. Explain that like ‘because’, ‘so’ can be used to give a reason for something, but the order is different from a sentence with ‘because’. In other words, we can give the information in the example sentences using ‘because’ as follows:

I was very busy because there was a lot of work.

I donated some money because I wanted to help the poor.

3. Ask students to rearrange the words in Part C1 to make sentences. Remind them that the first part of the sentence should be a fact and the second part should be a result.

4. Once students have finished, ask three students to read out one sentence each. Correct errors and mispronunciations.

5. Ask students to read through Kitty’s letter in part C2 for overall meaning first. Then ask them to fill in the blanks using ‘because’ ‘because of’ ‘so’.

6. Ask students to read out one paragraph each. Clarify any misunderstandings if necessary.

7. Ask students to complete ‘ Work out the rule!’ on their own. Ask one student to read out the rule and check the answer as a class.

8. In a compound sentence, we cannot use because and so at the same time.

(F) Because I got up late, so I’m late for school.

(T) I got up late, so I’m late for school.

(T) Because I got p late, I late for school.

Task4

T: I wish板书 I could stay at home for more time, but your English teacher has gone to the board, so板书I have to come back to teach you. I hope板书 I can get well on with you.

1. Tell Ss that we use ‘hope’ and ‘wish’ to talk about things or situations that we want to happen.

2. To hope is to want something to happen and think that it is possible. We usually use ‘hope’ to talk about the present or the future.

To wish is to want what is not happening or what did not happen. We usually use ‘wish’ to talk about the past or the present.

3. usage of ‘hope’:

v hope + to do

hope + clause

n. hope → hopes

e.g. I hope (wish) to come.

e.g. I hope she won’t come tonight.

e.g. You’re my last hope.

4. usage of ‘wish’:

v.

wish + to do

wish + sb. to do

wish + clause 虚拟。表示不可能实现。

I I wish sb. …

n. wish →wishes

e.g. We wish Zhou Jie Lun to have a concert next year.

e.g. I wish that I were Yao Ming. (impossible)

e.g. I wish that I could fly. (impossible).

e.g. I wish you merry Christmas.

e.g. I sent a post card with my best wishes for my dear friend.

I want (wish) you to come. (T)

I hope you to come. (F)

5. Explain the context of the exercise. The students are having a meeting to talk about their charity show. However, everyone is talking or thinking about different things.

6. Ask Ss to complete the exercise using the correct forms of ‘hope’ and ‘wish’.

7. Ask volunteers to read out their answers. Tell Ss to check their own work.

Step 4 :post-task

Do WB P73 Ex Ⅰ,Ⅱ,Ⅲ,Ⅳ,

Do WB Ex Ⅱ,Ⅲ,Ⅳ

Step 5 :Homework

篇4:初中牛津英语8b全部教案

单元目标

一、知识与技能

1. 词汇:New York City, Central Park, exam, were, rainy, delicious,expensive, inexpensive, crowded, flew, kite, later, felt, little, corner, discuss, etc.

2. 句型: Where did you go on vacation? I went to summer camp.Did she go to Central Park?Yes, she did.No, she didn’t.

3. 语法:一般过去时的特殊疑问句、一般疑问句及肯、否定回答。

4. 能力目标:能用一般过去时熟练谈论假期发生的事。

二、过程与方法

灵活运用教材,从所教学生的实际水平和语言能力出发,调整和取舍教学内容,合理安排本单元的课时数,设计好每课时的教学内容。

三、情感、态度与价值观

1.通过描述假期发生的事,增进同学间的了解,增进感情。

2.通过图片和视频欣赏优美的风景,培养热爱祖国大好河山的思想感情,提高学生的环保意识。

3.了解自己的能力,培养情操

4.培养学生们对英语的兴趣。

教法导航

1. 以任务型教学作为课堂教学理念、利用整体语言教学法、情景教学法、交际教学法等。

2. 在教学中创设切实可行的任务型教学活动、突出交际性。

3. 教师为主导、学生为主体、任务为基础,注重实用性。

4. 引趣激趣策略,创设情景调节气氛,引发激发学生兴趣。

学法导航

多读善思,小组合作、探究、学习、交流。

课时支配

第1课时:Section A 1a-2c

第2课时:Section A 2d-3c

第3课时:Section B 1a-2c

第4课时:Section B 2d-Self Check

初中牛津英语8b全部教案

篇5: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

篇6:牛津小学英语教学计划

牛津小学英语最新教学计划

一、本册教学目标:

在本学期中,学生从对英语知识有了基本的了解到对英语知识有了进一步的了解,所以在这个学期中要求学生达到的也就是本个学期的教学的总的目标是:

1、要求学生很扎实的掌握好书本的各个知识点。在本书的四个教学的模块中,学生能够很熟练的读出书本上的内容,而且能够对书本配套的录音磁带也是非常的熟悉。

2、能够掌握好每个单元的各个单词。对于单词的掌握,不仅要求学生能够根据图片读出单词,而且要求学生对单词能够进行认读。对于绝大部分的学生来说,能够比较熟练的读出书本中的45个单词。而且能够掌握好怎么样拼读英语的单词的技巧,对于个别简单的单音节的词语,能够根据教师所教授的技巧来自己读一读。

3、能够掌握重要句子的认读。对于句子,要求是的每个单元的重点的句型,也就是每单元的Let’sact和Let’stalk的句子,就要求学生能够认读。

4、最为重要的一点,也就是要求学生能够在实际的生活中,很纯熟的运用着这些句子和单词(也就是在英语课堂中所学到的知识),把英语带入到他们的生活中。

5、能够把外教的知识和本课堂的知识结合在一起,把外教课中的知识活学活用的运用到实际的生活之中。

二、学情分析:

一年级的学生,由于年龄小,又加上生性活泼好动,喜欢直观形象思维,对游戏、竞赛、画画特别感兴趣。一年级是小学生学习英语的基础阶段,这一阶段的重要任务在于激发并保持学生学习英语的兴趣。因此,在设计课堂教学活动时一定要根据学生的情况,采用灵活多样的教学方法来吸引学生的注意,努力营造玩中学、学中玩的教学情境。课堂上尽量以鼓励表扬为主,鼓励学生开口说英语、特别是给差生创造机会,让他们尝试成功的喜悦。

三、教学内容:

第一单元分析

一、教学目标

1、无论在英语国家还是在中国,新年都是家人、亲友相聚,表达亲情的节日。通过新年里说的话、做的事,感受新年的快乐。按照传统习俗,会用简单的祈使句在新年的环境中表达自己的意愿;用常用的问候语表达对他人关心以及当别人问候自己时作出的恰当应答;用HappyNewYear!的简单语言和制作贺卡的行动向别人致以新年的祝福。

2、在原来口语表达的基础上,能够对Howareyou?的问候作出不同应答。

3、在一年级第一学期的基础上,进一步学习更多家庭成员、亲属的英语称谓。能够根据家庭成员关系用正确的语音语调表述uncle、aunt、grandfather、grandmother等。

4、能够根据实际情况使用Ilike…,Showmeyour…和Tryyour…表达自己的意愿。

5、通过学会制作和传递生活中学生非常喜欢的贺卡,让学生从语言到行动表达对他人的关爱。

二、重、难点分析

1、单元教学重点:

能够根据实际情况使用Ilike…,Showmeyour…和Tryyour…表达自己的意愿。

2、单元教学难点:

会用简单的祈使句在新年的环境中表达自己的意愿;用常用的问候语表达对他人关心以及当别人问候自己时作出的恰当应答。

实施建议:

一、教学方式:1、情景创设2、TPR3、语言交际教学

二、学习方式:1、Team—work

2、Group--work

单元评价:

1、学生反馈卡:分听,说,读写四项,让学生展开自评和互评;

2、教师抽查学生的读书情况,给学生进行评定,优秀,良好,合格。

第二单元分析

一、教材分析:

1、从本单元的中心“春季”为主线来看,教材内容是着重围绕春天里常见的一些“小动物”主题展开;语言的使用环境是在公园里观察春天的景物。

2、词汇方面:学习一些小动物frog,rabbit,butterfly,bird,bee的口头表达。

3、句型方面:一年级第一学期从儿歌Paper,apencil,Icansee.中初步接触了see,本单元则呈现了完整的交互的问答句:Whatdoyousee?Iseea_______.

4、在数字方面,一年级第一学期学习了数字1至6的表达,本单元在儿歌的诵读和歌曲的吟唱中出现了数字7至10的表达。

二、单元学习目标

1、春天万物复苏,百花盛开,来到大自然尽情享受美妙的春光。通过观察春天公园里的小动物,感受春天的气息,培养学生热爱自然的美好情感。

2、能够看图用正确的语音语调表述frog,rabbit,butterfly,bird,bee等。

3、在情景中能听懂Whatdoyousee?并学会用Isee_____.来描述观察到的景物,培养学生从小善于观察的良好习惯。

4、在学学做做,模仿小动物的过程中学会用Iama________.来介绍,增强学习的趣味性。

5、在一年级第一学期的基础上,学会用数字1至10来数数,并初步了解名词复数的口头表达。

6、通过制作小动物的剪影,说说唱唱演演,激发学生热爱动物的情感。

实施建议:

一、教学方式:1、运用PPT情景创设

2、TPR

3、任务型教学

二、学习方式:1Team—work2Group—work3Brainstorm

单元评价:

1、学生反馈卡:分听,说,读写四项,让学生展开自评和互评;

2、制作手抄报并进行评比。

第三单元分析

一、教材分析:

1、本单元是围绕“颜色”这个主题展开的,以“看看招招”为活动主线,引导学生寻找身边的颜色,感受多姿多彩的大自然。

2、词汇方面(1)学习red,blue,yellow,green,pink,purple,brown,orange这八种颜色的口头表达。(2)在一年及第一学期学习1-6的基数词表达后,继续学习7-10这几个数字的表达。

3、句型方面(1)学习Whatcolorisit?Isit…?句型来询问事物的颜色。(2)用It’s…It’sa/an…句型来表达事物的颜色特征。(3)在一年级第一学期用数字表达年龄的基础上,学习询问和表达事物的数量。

4、结合本单元“颜色”的主题,学习Pickoutthebluekite.Colorthekitered.Makeeightkites等指令。

二、单元学习目标

1、用正确的语音语调正确表达所见到的red,blue,yellow,green,pink,purple,brown,orange等颜色。

2、能够通过正确使用Whatcolorisit?Isit…?来询问事物的颜色,并根据实际情况,用It’s…It’sa/an…正确表达事物的颜色特征。

3、在学习颜色之后,结合旧知,在教师的指导下,以儿歌的形式表达自己对生活中颜色的感受。并能正确地要求别人给图片上色,选出某种颜色的事物。

在一年级第一学期的基础上,正确使用7-10数字表达年龄,并能用Howmany…?来询问事物的数量,能正确表达10以内的数量。

实施建议:

一、教学方式:

1.故事教学2.文化意识渗透3、游戏教学

二、学习方式:

1、Team—work

2、Group—work

3、实践,探究,增强语言运用的能力

单元评价:

1、学生反馈卡:分听,说,读写四项,让学生展开自评和互评;

2、小组比赛,单词卡片制作和互换。

第四单元分析

一、教材分析:

本单元的主题是什么职业。在Let’sact中学习了几句祈使句Followme.Turnleft.Turnright.这几句都是课堂常用语,有助于学生更好地了解老师所说的话,能理解其意思;Let’stalk主要学习句型Heisa……。Ishea……?通过创设情境讲述故事,尽量与学生的生活贴近,让学生在不知不觉中掌握知识;Let’slearn主要学习职业类单词postman,policeman,driver,fireman,milkman.及高矮形容词tall,short,可通过出示图片或模仿图片中的人来进行教学;Let’splay是通过游戏巩固前面所学知识,培养学生对单词句型的认读能力;Let’senjoy学习了一首歌曲,巩固复习前面几课时所学内容。

二、单元学习目标

1、学生能够理解课堂上的一些指令,并且能根据这些指令做出相应的反应。

2、学生在原有的基础上,能够运用所学的语言知识对人物的外貌、职业等进行描述。

3、通过歌曲的学习,培养学生热爱、尊重他人的好品质。

实施建议:

一、教学方式:1情景创设2TPR3语言交际教学

二、学习方式:1Team—work2Group--work

单元评价:

1、学生反馈卡:分听,说,读写四项,让学生展开自评和互评。

2、教师抽查学生的读书情况,给学生进行评定,优秀,良好,合格。

第五单元单元分析

一、教材分析:

1、本单元的知识是围绕几个职业(doctor,nurse,cook)展开的.,其中以介绍医护职业为主。

2、词汇方面:一年级第一学期学过的职业有teacher,第二学期第四单元学过postman,policeman,driver,fireman,milkman以及形容词tall,short。本单元将继续学习doctor,nurse,cook三个职业以及形容词young,old。

3、句型方面:人称代词的使用还是继上一单元之后的学习重点,在学习了Iam…Heisa…之后,本单元出现了Sheisa…及问句Isshea…?

由于学生在一年级第一学期学过了Openyourbook.Sayone.等祈使句,本单元侧重学习Listentome.这一祈使句。

二、单元学习目标

1、学会如何用英语表述以下职业:doctor,nurse,cook,如何用英语young或old描述自己或他人的年龄特征。

2、在用Iam…Heisa…Ishea…?介绍自己和他人的基础上,进一步了解和掌握在英语表达中第三人称的句型。学会运用Sheisa…Isshea…来介绍他人。

3、通过模仿医生看病的片断,使学生了解医护工作的职业特点和一些必要的看病常识,培养学生热情待人、关心他人的情感意识。

实施建议:

一、教学方式:

1、情景创设

2、角色扮演

3、故事复述

二、学习方式:1、Team—work2Group—work3学生间互相,调查,未来职业的选择。

单元评价:

1、学生反馈卡:分听,说,读写四项,让学生展开自评和互评;

2、演讲比赛,叙述自己未来的理想职业:whatandwhy.

第六单元分析

一、教材分析:

1、从本单元的中心“我们周围的人们”为主线来看,教材内容是围绕“职业”这个主题展开的:语言的使用环境是在郊外、办公室里的工作和生活。

2、词汇方面,学生在前几节课学习了基本的职业名称postman,policeman,driver,fireman,milkman,doctor,nurse,cook和形容词tall,short,old,young的口语表达基础上,增加了farmer,fisherman,teacher,fat,thin五个常用词的口头表达。

3、句型方面,一年级第一学期学习I’mMay.的简单自我介绍,本单元呈现了Youare…Yes./No和Areyou…?Yes./No.应答句的完整性和交互性。

4、Followme.前几节课是出现过的,结合本单元“郊外”的语境,增加了Comewithme.和Sayhelloto…的句型.

二、单元学习目标

1、在平时的生活中,每个学生的亲朋好友都有着各种不同的职业,学生们都或多或少受到了这些职业的影响。通过在郊外和办公室中所了解的不同职业和生活习惯来感受社会分工的不同。结合实际生活,会用简单的祈使句来要求别人向新朋友打招呼,并邀请他加入;用常用的问答句来猜测和询问别人的职业和相关特点;用简单明确的形容词配以儿歌的形式描述人物的外形、职业特征。

2、在原来口语表达的基础上,能够针对不同职业用Youare…/Areyou…?来询问和回答。

3、在前几个单元的基础上,进一步学习更多职业名称和形容词。能根据不同职业和人物特征,正确使用farmer,fisherman,teacher,fat,thin等。

能够根据实际情况使用Sayhelloto…和Comewithme.表达自己的意愿。

5、通过诵读朗朗上口的儿歌,让学生体会英语诗歌的韵律和美感。

实施建议:

一、教学方式:1情景创设2TPR3语言交际教学

二、学习方式:1Team—work2Group--work

单元评价:

1、学生反馈卡:分听,说,读写四项,让学生展开自评和互评;

2、教师抽查学生的读书情况,给学生进行评定,优秀,良好,合格。

第七单元分析

一、教材分析:

1、从本单元的中心“我们周围的人们”为主线来看,教材内容是围绕“职业”这个主题展开的:语言的使用环境是在郊外、办公室里的工作和生活。

2、词汇方面,学生在前几节课学习了基本的职业名称postman,policeman,driver,fireman,milkman,doctor,nurse,cook和形容词tall,short,old,young的口语表达基础上,增加了farmer,fisherman,teacher,fat,thin五个常用词的口头表达。

3、句型方面,一年级第一学期学习I’mMay.的简单自我介绍,本单元呈现了Youare…Yes./No和Areyou…?Yes./No.应答句的完整性和交互性。

4、Followme.前几节课是出现过的,结合本单元“郊外”的语境,增加了Comewithme.和Sayhelloto…的句型.

二、单元学习目标

1、在平时的生活中,每个学生的亲朋好友都有着各种不同的职业,学生们都或多或少受到了这些职业的影响。通过在郊外和办公室中所了解的不同职业和生活习惯来感受社会分工的不同。结合实际生活,会用简单的祈使句来要求别人向新朋友打招呼,并邀请他加入;用常用的问答句来猜测和询问别人的职业和相关特点;用简单明确的形容词配以儿歌的形式描述人物的外形、职业特征。

2、在原来口语表达的基础上,能够针对不同职业用Youare…/Areyou…?来询问和回答。

3、在前几个单元的基础上,进一步学习更多职业名称和形容词。能根据不同职业和人物特征,正确使用farmer,fisherman,teacher,fat,thin等。

能够根据实际情况使用Sayhelloto…和Comewithme.表达自己的意愿。

5、通过诵读朗朗上口的儿歌,让学生体会英语诗歌的韵律和美感。

第七单元分析

一、教材分析:

1、从本单元的中心“Birthday”为主线来看,教材内容是着重围绕“Birthday”这个主题展开的;语言的使用环境是生日宴会中祝福语。

2、词汇方面,学生在已学习了cake,sweet的口语基础上,增加了ice-cream,milk,Coke和jelly四个常用词的口头表达。

3、句型方面,已学习Open…Ilike…等句型。结合本单元BirthdayParty的课题和语境,增加了Take…和Say“Thankyou”。以及生日的祝福语Happybirthdaytoyou.

二、单元学习目标

1、在西方国家,若收到亲戚朋友的礼物后,通常都是当面拆开礼物,并表示对这份礼物很喜欢,教师在上课时可以渗透这一文化礼仪。

2、会用简单句子表达自己的喜好;用常用的祝福语表达对他人的祝福以及当别人祝福时做出恰当的应答;用Happybirthdaytoyou!的简单语言,并通过制作贺卡、包装精美的礼物等活动创造语言的使用环境,让学生知道生日主题的更多信息。

3、能根据实际情况使用Ilike…Take…Open…表达自己的意愿。

4、通过学会包装礼物和传递生活中学生非常喜欢的贺卡,让学生从语言到行动表达对他人的关爱。

实施建议:

一、教学方式:1情景创设2TPR3语言交际教学

二、学习方式:1Team—work2Group—work3单词卡片游戏

单元评价:

1、学生反馈卡:分听,说,读写四项,让学生展开自评和互评;

2、小组的方式排一幕有关生日的情景剧。

第八单元单元分析

一、教材分析:

1、本单元的中心是以介绍晚餐时的食物为主的,教材内容着重围绕“晚餐”这一主题而展开,语言的使用以询问喜欢吃的食物为主。

2、词汇方面:学生在一年级第一学期已经学习了水果等食物的名称。同时在前一单元也学了jelly等不可数名词。在此基础上,增加可数名词noodle(s)以及不可数名词meat,fish,chicken,rice,soup几个单词的口语表达。

3、句型方面,前一单元已学会了Ilike…的句型。本单元是以Doyoulike…?Yes,Ilike…No,Idon’tlike…的一般疑问句及其回答为主,体现了应答句的完整性和全面性。

4、Drinksomejuice.Eatsomemeat.是两句常用的祈使句。旨在让学生理解some+不可数名词的正确用法。

二、单元学习目标

1、通过本课的学习,使学生能在吃饭时正确表达食物的名称。会用简单的祈使句在餐桌上表达自己的需求,能用恰当的问句来询问别人对菜肴的喜好。同时养成良好的吃饭习惯,不挑食,不偏食,并能用简单的儿歌表达自己爱惜粮食的真实感受。

2、原来Ilike…口语表达的基础上,能对Doyoulike…?的问句作出不同的应答。

3、在前一课的基础上,能用正确的语音语调表达meat,fish,chicken,rice,soup,noodle(s)这几个单词,并能对可数与不可数名词作正确分类。

4、能根据实际情况使用Eatsome…Drinksome…表达自己的意愿。

5、通过儿歌,学生能表达自己对食物的喜爱之情,能养成良好的吃饭习惯。

实施建议:

一、教学方式:1、故事教学2、游戏教学3、道德教育培养良好习惯

二、学习方式:1.generalizeactivity2.brain-storm

单元评价:

1、学生反馈卡:分听,说,读写四项,让学生展开自评和互评;

2、在卡纸上进行知识归纳并小组讨论。

篇7:牛津小学英语教学计划

牛津小学英语教学计划

public signs教材简析: 本单元主要围绕“公共标志”这个话题开展各项活动,所涉及到的日常交际项目有介绍、询问、忠告和建议等,其中,以“询问公共标志含义”及其应答为重点内容。学生们在日常生活中对“公共标志”并不陌生,但作为一个话题谈论是会有一定困难的。为了使学生更好地掌握本单元的学习内容,教师在学习过程中要多考虑学生的年龄特点,充分利用多媒体课件、图片、幻灯、简笔画等手段,运用形象化的`语言和动作,使教学内容更贴近学生的生活,激发学生的学习兴趣,提高学生参与语言活动的积极性。教学目标:(知识和能力、过程和方法、情感态度和价值观)

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

篇8:牛津小学英语教学计划

一:基本情况

我本学期教学三年级英语。由于三年级是起始年级,所以对学生的了解还有够,有等于进一步磨合。

二:指导思想

根据我国基础教育阶段英语新课标的要求,结合教材的特点以及学生自身的水平,从实际出发,使教学从易到难,突出重点,结合实际,贴近生活,以适应小学生的心理和生理特点,尊重学生学习语言的规律,培养21世纪的人才。

三:教学目标:

激发和培养学生学习英语的兴趣,使学生树立信心,养成良好的学习习惯和形成良好的有效的学习策略,发展自主学习的能力和合作精神,使学生掌握一定的英语家畜知识个听,说,读,写的能力;培养学生观察,记忆,思维,想象能力和创新精神;帮助学生了解世界和中西方文化,拓展视野,培养爱国注意精神,形成将抗的人生观,为他们的终身学习和发展打下良好的基础。

四、教材简析:

3A教材有12个单元组成,其中共有10个新授单元。6和12单元为复习单元,本套教材按“话题、功能、结构、任务”相合的体系来编写,教学内容浅显易懂,贴近学生生活,教材活动,设计多样。新授单元由A、学说话Learn to say. B、学单词 Look and learn. C、学结构 Look and say. D、Look, read and write. E、复习 Fun house 五个板块组成,而复习单元只有三个板快组成。以下我来介绍一下主要板快的功能。

A. Learn to say.

通过情境对话,着重训练听说技能,提高会话能力同时呈现新的词语,句型,功能和话题等。

B. Look and learn

主要按话题归类和图文结合的方式呈现新的词语,并通过多种形式巩固、操练。

C. Look and say .

以图为主,并提供了主要句型,旨在通过比较真实的语言情境用滚动方式操练本单元或已学过的内容。

D.Look,read and write。字母教学。

E. Fun house中的(Play a game, sing a song, say a rhyme)

通过游戏,诵童谣,唱歌等活动,进一步巩固已学内容,培养听说和思维能力。

这种以活动板快的结构和形式来编写的《牛津小学英语》有利于教师根据学生实际和自身特点组织教学。

五、教学要求:

1、 能掌握所学的字母和单词。

2、 能掌握所学的句型。

3、 能使用日常交际用语,活用四会句型,进行简单的交流,做到大胆开口,读音正确。

4、 能在图片、手势、情景等非常语言提示的帮助下,听懂清晰的话语和录音。

5、 初步培养良好的书写习惯,能做到书写规范、整洁。

6、 养成听英语、读英语、说英语的,认真模仿语音、语调,以逐步培养语感。

7、 能在任务型学习的过程中运用相关的语言知识,完成某项任务,并促使语言能力的提高。

8、 能演唱已学过的英语歌曲,诵读已学过的歌谣。

六、教学中的注意点:

1、能透彻地了解教材,准确地把握教材,从纵向、横向看透教材。

2、活用教材,能灵活、合理、科学地使用好每个板快,注重早渗透,不断积累。

3、因地制宜,因材施教,用好教材。

4、面向全体学生,切实落实各项教学任务,以活动为上课的主要形式。

5、打好语音基础,读准每个音,让学生在情景中学,情景中用。

6、3A是听说领先,读写跟上,不是纯听说教材。应为以后4、5、6年级听说读写打基础,“听说”到“读写”需跨一个“门槛”,这就要求我们对已学过单词和句子能“认读”最好能“拼读”。甚至背诵。

7、充分利用有限的录音和教学资料“愉悦式教学”。

8、课时数由单元的教学难度决定。

七、教学进度。(见教学进度表)

篇9:牛津小学英语教学计划

小学英语教学是启蒙、入学阶段的教学。作为一门学科,小学英语要达到:语言教学目的,思想感情教学目的,智力发展目的,激发学习兴趣,培养良好学习习惯目的。为了在新学期更好地全面贯彻党和国家的教育方针,全面体现素质教育的思想,注重培养学生的美好道德情操和人文精神,倡导自主,合作探究的学习方式,使学生在英语实践活动中提高英语素养,特作教学计划如下:

一、新课标对本教材的要求

对英语有好奇心,喜欢听他人说英语。能根据教师的简单指令做游戏、做动作、做事情(如涂颜色、连线)。能做简单的角色扮演。能唱简单的英文歌曲,说简单的英语歌谣。能在图片的帮助下听懂和读懂简单的小故事。能交流简单的个人信息,表达简单的情感和感觉。能书写字母和单词。对英语学习中接触的外国文化习俗感兴趣。

认真学习并实施《英语课程标准》,结合新课程的学习,彻底转变教学的观念,推动以培养学生创新精神和实践能力为重点的素质教育在课堂教学中的实施;创造性地开展教学工作,努力提高英语教学质量。

二、学生情况分析

小学生天性活泼、好奇,可塑性强,易于接受新事物,情感抑制因素少,是形成母语和外语语感的最佳时期,但注意力持续时间短,记忆多为机械重复的感性记忆,思维能力和知识结构均不完善。

本班大部分同学课上能认真听讲,踊跃发言,但有少部分同学接受能力与思维能力欠强,不能灵活运用所学知识,学习上有一定的困难。针对以上情况,在今后的教学中必须因材施教,对他们加以启迪、诱导,使得他们懂得学习英语的重要性,激发他们的学习兴趣,树立学好英语的信心,使全班同学的水平有新的提高。

三、教材分析

3B教材仍有12个单元组成,其中共有10个新授单元。6和12单元为复习单元,本套教材按“话题、功能、结构、任务”相合的体系来编写,教学内容浅显易懂,贴近学生生活,教材活动,设计多样。新授单元由A、学说话Learn to say. B、学单词 Look and learn. C、学结构 Look and say. D、学字母Look, read and write. E、复习 Fun house 五个板块组成,而复习单元只有三个板快组成。

A.Learn to say.通过情境对话,着重训练听说技能,提高会话能力同时呈现新的词语,句型,功能和话题等。

B. Look and learn主要按话题归类和图文结合的方式呈现新的词语,并通过多种形式巩固、操练。

C. Look and say .以图为主,并提供了主要句型,旨在通过比较真实的语言情境用滚动方式操本单元或已学过的内容。

D. Fun house中的(Play a game,sing a song ,say a rhyme)通过游戏,诵童谣,唱歌等活动,进一步巩固已学内容,培养听说和思维能力。

这种以活动板快的结构和形式来编写的《牛津小学英语》有利于教师根据学生实际和自身特点组织教学。

从技能、知识、情感、态度、学习策略、文化意识等五个方面,真正体现英语课的人文精神,即学习英语是人的发展的一部分。

四、针对《英语课程标准》提出教学目标

1、继续学习26个字母的大小写,新单词100个,掌握运用8个交谈主题。

2、激发学生学习英语的兴趣,培养他们英语学习的积极态度,使他们建立学习英语的自信心。

3、培养学生形成初步用英语进行简单日常交流的能力,为进一步学习打下基础。

4、在进一步加强听说能力的同时,发展初步的读写能力。

五、教学重点

1、根据素质教育的精神,必须着眼于学生的全面发展和长远发展。 《牛津小学英语》以学生的发展为宗旨,以提高学生的综合素质为目标,着重培养学生的学习的兴趣,学习自信心,良好的学习习惯,有效的学习方法和自主学习能力。同时通过听、说、读、写等语言实践活动,帮助学生获得良好的语音基础,初步的语感和用英语进行简单日常交流的能力,发展初步的观察、记忆、思维、想象能力。了解世界和中西方文化差异,增强国际意识,培养爱国主义精神,合作精神和社会公德意识,为他们终身学习和发展打好基础。

2、遵照现代语言教学的理念,必须突出语言的交际性和实践性。

按“话题—功能—结构—任务”相结合的体系,设计了大量的形式多样,情景真实,语言自然,趣味性强的语言实践活动,有利于学生活跃思维,展现个性,发展才智拓展视野;有利于学生感悟语言,从而逐步形成初步运用语言进行日常交际的能力。

3、依据儿童的认知特点,必须体现小学英语教学改革的方向。

①以培养学生的学习兴趣,初步的语感和用英语进行简单日常交流的能力为教学的主要目标。

②以活动为上课的主要形式。“视、听、说、读、写、唱、游、演、画、做”。

③以听说为训练的主要项目。

4、遵循语言学习的规律,注重教学内容和教学活动的设计和安排。

5、按照《小学英语课程教学基本要求》,面向小学英语教学实际。

六、教学措施

1、能透彻地了解教材,准确地把握教材,从纵向、横向看透教材。

2、活用教材,能灵活、合理、科学地使用好每个板快,注重早渗透,不断积累。

3、因地制宜,因材施教,用好教材。

4、面向全体学生,切实落实各项教学任务,以活动为上课的主要形式。

5、打好语音基础,读准每个音,让学生在情景中学,情景中用。

6、充分利用有限的录音和教学资料“愉悦式教学”。

七、教学时间 教学内容 所占课时(见安排表)

第一周 2.9—2.13 Unit 1

第二周 2.16—2.20 Unit 1、2

第三周 2.23—2.27 Unit 2

第四周 3.1--3.5 Unit 3

第五周 3.8—3.12 Unit 3、4

第六周 3.15—3.19 Unit 4

第七周 3.22—3.26 Unit 5

第八周 3.29—4.2 Unit 5、6

第九周 4.5—4.9 期中复习迎考

第十周 4.12—4.16 期中能力检测

第十一周 4.19—4.23 Unit 7

第十二周 4.26—4.30 Unit 7、8

第十三周 5.3—5.7 Unit 8

第十四周 5.10—5.14 Unit 9

第十五周 5.17—5.21 Unit 9、10

第十六周 5.24—5.28 Unit 10

第十七周 5.31--6.4 Unit 11

第十八周 6.7—6.11 Unit 11、12

第十九周 6.14—6.18 期末复习迎考

第二十周 6.21—6.25 期末考试 ,牛津小学英语3B教学计划

篇10:牛津小学英语教学计划

一.学生情况分析:

《牛津小学英语3A》是从三年级起学习英语的小学生的起始课本,小学生对学习英语大多怀有好奇、兴奋、期待的心情。英语学习的起始阶段,教师应在帮助学生进行知识积累的同时,特别重视激发和保护学生学习英语的热情,培养学生运用所学英语进行交际的意识和勇气。

二.教材分析:

本套教材从听说入手,结合进行字母教学,然后在继续加强听说的同时,进行辅以情景的句型操练。这样安排的目的是通过听、说、读、写、唱、游、演、画、做等活动激发学生的学习兴趣,培养他们的语感。本册书共十二个单元,其中第六和第十二是复习单元。本册教科书中出现了五个板块。这些板块的主要功能如下:

Learn to say通过情景对话,着重训练学生的听说技能,提高会话能力。同时呈现新的词语,句型,功能和话题。

Look and learn,主要按话题归类和图词结合的方式呈现新的词语。

Look and say以图为主,并安排了主要句型,旨在通过比较真实的语言情景用滚动的方法引导学生操练本单元和已经学过的内容。

Fun house通过做游戏,诵童谣,唱歌,调查等活动进一步帮助学生巩固所学的内容,培养听说和思维能力。

look , read and write板块在四线三格中提供了二十六个字母的大写和小写,以帮助学生正确认读和拼写。

三.教学目标:

1、情感要求

对英语学习有持续的兴趣和爱好,有兴趣听英语、说英语、背歌谣、唱歌曲、讲故事、做游戏等;有明确的学习英语的目的,能认识到学习英语的目的在于交流;有学好英语的信心,敢于用英语进行表达;乐于接触并了解异国文化。

2、知识要求

能按要求掌握所学单词,能按要求掌握所学句型,能使用日常交际用语,活用句型,进行简单的交流,做到大胆开口,读音正确。

3、技能要求

养成听英语、读英语、说英语的习惯,认真模仿语音、语调,以逐步培养语感。能在任务型学习的过程中运用相关的语言知识,完成某项任务,并促使语言能力的提高。

四.教学安排:

五.教学措施:

1.从听说入手,结合进行单词教学,然后在继续加强听说的同时,进行辅以情景的句型操练。

2.在教学中根据学生学习的实际情况将各个板块有机结合、合理安排,使它们相互渗透、融会贯通。

3.尽可能地运用图片、实物、投影、多媒体等直观手段,为学生提供真实生动的语言交际情境,并采用“先听说、后读写、先整体、后局部”

篇11:8B牛津unit1复习教案

8B牛津unit1复习教案

牛津 8B Unit1 复习教案

教学目的1. To go over the knowledge in unit 1

教学重点和难点1. present perfect tense and some words and expressions

教学过程

一、重点单词:just, since, fact, turn, miss, pleasant, land, way, lonely,

lucky, grandpa, unkind, impolite, over, unhealthy

二、短语运用:in fact, get married, turn into, noise pollution, take off,

in some ways, from time to time, be in service/use, free time, on

one’s own, on longer, the changes to;

三、重点结构:It is easy for him to see them as often as before.

It was built to the north of Lantau Island.

I wish you a happy holiday.

It no longer provides a good environment for wildlife.

The changes have brought many benefits but they have also caused many problems for wildlife.

四、语法:现在完成时,present perfect tense

1、现在完成时所表示的动作发生在过去,但考虑较多的不是动作发生在过去的什么时候,而是强调与目前的联系,即过去与现在的关系。强调过去的动作对目前造成的影响和后果,或强调动作本身或状态持续地现在,因此属于现在时范畴。它的主要用法可概括为八个字:影响、结果、持续和经历。

2、现在完成时的构成:

肯定式:I/We/you/they have + been/ worked

she/he/it has + been/worked

否定式:have not +been/worked

has not + been/worked

疑问式:Have +主语+been/worked …?

Has + 主语+ been/worked…?

3、现在完成时的用法

(1)表示过去发生的某一动作对现在生成的影响或结果。

如:He has read the book.他已经读过这本书了。

“读书”是发生在过去的动作,对现在造成的结果是“读过了”。

(2) 表示动作过去已经开始,持续到现在,可能还要继续下去。这时往往与表示一段时间的状语连用。

如:He has worked for more than three years. 他工作三年多了。

I have been in Suzhou for ten years. 我来苏州已经十年了。

(3) 现在完成时属于现在时态范畴,不能和表示过去的时间状语连用,如yesterday, last week, a day ago等。但可以和never, ever, already, yet, just(刚刚), for…, since…, in the past three years, so far(到目前为止), by now, before(以前)等连用。

如:Have you finished your picture yet? 你已经完成你的'画了吗?

I have never heard of him before. 过去我从未听说过他。

(4) 瞬间动词也叫短暂性动词。这种动词动作开始也就意味着结束,所以不能与表示一段时间的状语连用。这些动词是become, begin, start, buy, borrow, arrive, come, die, fall, finish, go, join, leave, marry 等。这了表述这种意思,我们常用相应的延续性动词have, keep 等或短语“be+名词/形容词/位置副词/介词短语”来代替短暂性动词。

如:He has kept the book for three weeks. 这本书他已借了三周了。

The meeting has been on for half an hour. 会已开始半小时了。

He has been in the army for three years. 他参军三年了。

(5)其他词组的区别

①since和for的区别

since短语或从句表示过去的动作延续至今,since之后为时间点。如:He has lived here since . 以来他一直住在这儿。

I haven’t seen him since ten years ago. 自十年前开始我就没见过他。

I have known him since I was very young. 我很小时就认识他了。

For短语表示动作延续多长时间,for后面跟时间段。

如:He has lived here for three years.他住这儿已经三年了。

I haven’t seen her for a long time.我已经好久没见到她了。

②have/has been in, have/has been to和have/has gone to的区别

have/has been in表示“在某地呆了多久了”,可以与表示一段时间的状语连用。 Have/has been to表示“曾到过某地(已回来)”,不能与一段时间的状语连用。两者表示的意义不同,所以跟的时间状语也不同。

如:He has been to Guangzhou twice. 他去过广州两次。

He has been in Guangzhou for a long time. 他在广州已呆了很长时间了。

have/has gone to意为“到某地去了(还没回来)”,表示到了某地或正在去的途中。总之,说话时当事人不在现场,一般不用第一、第二人称代词作句子的主语。

如:―Where is Kate? 凯特在哪儿?

―She has gone to the post office. 她去邮局了。

篇12:牛津小学英语5B教学计划

牛津小学英语5B教学计划

一、情况分析:

1.学生情况分析:

学生在听、说、读、写各方面都已有一定的基础,能够运用所学知识进行简单的交际,但在写的能力训练方面还有些欠缺,渴望通过新学期的学习获得更多的知识,以提高英语交际能力,同时加强听和写的能力训练。

2.教材分析:

本册教材的知识要求是掌握一定量的词汇,基本句子结构和一定量的日常交际用语。采用循环式编排方式,较好地体现了“由浅入深、由易到难、循序渐进,逐步扩展、点面结合、不断复现”的原则。

本册教材由十个单元组成,其中包含了八个新授单元,两个复习单元,按“话题—功能—结构—任务”相结合的体系设计,安排了大量形式多样、情景真实、语言自然、趣味性强的语言实践活动,并着重综合训练,强调整合优化,突出整体感悟。各单元分八个板块构成:第一部分是Listen ,read and say情景对话板块。该板块通过情景会话,着重训练学生的听说技能,提高会话能力。第二部分是Look read and learn,主要呈现词汇。第三部Look and say/Ask and answer,以图为主,提供了主要句型。第四部分Listen and write/Listen and circle/….图文结合,进行综合训练,着重训练听和写的技能,同时复习巩固所学的内容。第五部分的任务主要是培养学生初步的语感、阅读能力和良好的朗读习惯。第六部分主要提供了内容丰富、生动活泼的各类活动,有助于培养学生的学习兴趣,发展他们的能力和智力。第七部分Listen and repeat 是语音训练板块。第八部分Sing a song/Say a rhyme通过诵歌谣、唱歌等活动进一步激发兴趣活跃身心。

复习单元各由四个版块组成。每个版块通过形式多样,生动活泼的练习,有计划地复习了主要词语、句型和日常交际用语。

二、教学要求:

1、能按照四会和三会要求掌握所学单词。

2、能按照四会要求掌握所学句型。

3、能使用日常交际用语,进行简单的交流,做到大胆开口,发音清楚,语调正确,达到学以致用的目的。

4、能在图片、手势、情景等非语言提示的帮助下,听懂清晰的话语和录音。

5、养成听、说、读英语的习惯,认真模仿语音语调,以逐步培养语感。初步培养良好的书写习惯,能做到书写规范整洁。

6、能演唱已学过的英语歌曲,诵读已学过的歌谣。

7、培养良好的学习习惯和学习兴趣,同时培养同学间的协作精神和爱国主义精神。

三、教学安排:

时间

 

周次

 

教学内容

 

教时

 

教 学 要 求

 

重点、难点

 

教具准备

 

 

篇目

 

 

 

Un-it1

 

A new term

 

6

 

1 能听的'懂,会说、会读、和会拼写单词:Monday Tuesday Wednesday Thursday Friday a subject Chinese Science Computer Studies interesting a week2能听得懂、会说、会读和会写句型What day is it today? It’s… What lessons do you have in the…? We have …and… What subject do you like? I like…3能听得懂、会说、会读日常交际用语及句型Welcome back to school. Nice to see you. 4了解元音字母o在开音节单词中的读音。5会唱英语歌曲:We wish you are happy everyday.

 

1能听的懂,会说、会读、和会拼写单词:Monday,Tuesday Wednesday,Thursday Friday,subject Chinese Science,Computer Studies,interesting,a week2能听得懂、会说、会读和会写句型What day is it today? It’s… What lessons do you have in the…? We have …and… What subject do you like? I like…

 

唱歌

游戏

表演对话

 

 

 

Un-it2

 

A telephone call

 

6

 

1能听得懂,会说、会读、和会拼写单词:lunch speak a headache bad a cough get feel a fever a cold.2 听得懂、会说、会读和会写句型How do you feel now? I feel… What’s wrong with you? I’ve got…3 听得懂、会说、会读日常交际用语及句型May I speak to…?This is..speaking.I’m sorry to hear that. See you soon. Sorry, wrong number.4了解元音字母o在闭音节单词中的读音。5 会诵读歌谣:I’m ill.

 

1,能听得懂,会说、会读、和会拼写单词:lunch speak a headache bad a cough get feel a fever a cold.

2, 听得懂、会说、会读和会写句型How do you feel now? I feel… What’s wrong with you? I’ve got…

 

歌谣赛

游戏

表演对话

 

 

 

Un-it3

 

Hob-bies

 

6

 

1能听的懂,会说、会读、和会拼写单词:collect a stamp beautiful a classmate a ship an animal take photos go shopping a coin2能听得懂、会说、会读和会写句型Do you have any hobbies? Do you like…?Yes, I do. No, .I don’t. He/She likes… He/She’s doesn’t’t.3能听得懂、会说、会读日常交际用语及句型Show us…,please. Here they are. Can you…?

4了解元音字母u单词中的读音。

5会唱英语歌曲:Do you have any hobbies?

 

1能听的懂,会说、会读、和会拼写单词:collect a stamp beautiful a classmate a ship an animal take photos go shopping a coin2能听得懂、会说、会读和会写句型Do you have any hobbies? Do you like…?Yes, I do .No .I don’t. He/She likes… He/She’s doesn’t’t.

 

唱歌

游戏

表演对话

 

 

 

Un-it4

 

An Engl-ish frien-d

 

5

 

1能听的懂,会说、会读、和会拼写单词:an e-mail English busy a town age usually well fast high2能听得懂、会说、会读和会写句型Does he/she…?Yes, he/she does .No, he/she doesn’t What does he/she usually do…? He/She usually…3 能听得懂、会说、会读日常交际用语I’m busy. We’re the same age.4了解元音字母u单词中的读音。5会诵读歌谣:A letter for me.

 

1能听的懂,会说、会读、和会拼写单词:an e-mail English busy a town age usually well fast high2能听得懂、会说、会读和会写句型Does he/she…?Yes, he/she does .No, he/she doesn’t. What does he/she usually do…? He/She usually…

 

游戏

表演对话

说歌谣

 

 

 

Un-it5

 

Review and chec-k

 

5

 

1,要求学生通过复习能比较熟练的听说读写所学过的单词、词组和句型。

2能综合运用所学的 日常交际用语和句型

 

1,要求学生通过复习能比较熟练的听说读写所学过的单词、词组和句型。2,能综合运用所学的 日常交际用语和句型

 

唱歌

游戏

表演对话

 

 

 

Un-it6

 

At a PE less-on

 

5

 

1教学要求:能听的懂,会说、会读、和会拼写单词:time left stop touch an arm a hand a leg a foot2能听得懂、会说、会读和会写句型 Put…on… Touch…with… All right.3能听得懂、会说、会读日常交际用语Stand in a line let’s do some exercises. Now, listen carefully. Jump up and down. Do this…times. Now, stand up everybody.4了解字母组合ai,ay单词中的读音。5,会唱歌曲:Do some exercise with me.

 

1教学要求:能听的懂,会说、会读、和会拼写单词:time left stop touch an arm a hand a leg a foot

2能听得懂、会说、会读和会写句型 Put…on… Touch…with… All right.

 

唱歌

游戏

说歌谣

 

 

 

Un-it7

 

Afte-r scho-ol

 

5

 

1教学要求:能听的懂,会说、会读、和会拼写单词:a face a game half night on duty past a quarter quick ready really2 能听得懂、会说、会读和会写句型What time is it? It’s time for… Do you want to…? I want to…3能听得懂、会说、会读日常交际用语及句型Are you ready for breakfast? Let’s hurry/ I’m on duty today. Be quick. I’m coming.4,了解元音字母ar单词中的读音。5会诵读歌谣:A clock

 

1教学要求:能听的懂,会说、会读、和会拼写单词:a face a game half night on duty past a quarter quick ready really

2 能听得懂、会说、会读和会写句型What time is it? It’s time for… Do you want to…? I want to…

 

游戏

表演对话,歌谣

 

 

 

Un-it8

 

At the wee-kend-s

 

5

 

1教学要求:能听的懂,会说、会读、和会拼写单词: talk weekend very learn from sport often of course catch an ant a bee a butterfly2能听得懂、会说、会读和会写句型How do you spend your weekend? How does he/she spend his/her weekends? I often … Sometimes I…

3能听得懂、会说、会读日常交际用语 I can learn a lot from it. Of course ,I do.4了解元音字母组合ee单词中的读音。5会诵读歌谣:We know

 

1教学要求:能听的懂,会说、会读、和会拼写单词: talk weekend very learn from sport often of course catch an ant a bee a butterfly.2能听得懂、会说、会读和会写句型How do you spend your weekend? How does he/she spend his/her weekends? I often … Sometimes I…

 

唱歌

游戏

说歌谣

 

 

 

Un-it9

 

The Engl-ish Club

 

5

 

1 能听的懂,会说、会读、和会拼写单词: a visitor a country UK visit British the Great Wall USA American Australian Japan Japanese France2听得懂、会说、会读和会写句型Where are you from? I’m/He’s/She’s ?It’s /We’re/They’re from… Do you speak…? Yes,I do I speak… ,too. No,I don’t. I speak…3能听得懂、会说、会读日常交际用语 Are you from different countries? I’d like to go around China.3.了解元音字母组合ee单词中的读音。4.会诵读歌谣: Come here and meet us, please.

 

1四会单词: a visitor, a country,UK,visit British,the Great Wall USA,American, Japan Australian,Japanese France2听得懂、会说、会读和会写句型Where are you from? I’m/He’s/She’s ?It’s /We’re/They’re from… Do you speak…? Yes, I do I speak… ,too. No, I don’t. I speak…

 

唱歌

情境对话

说歌谣

 

 

 

Un-it10

 

Review and chec-k

 

5

 

1通过复习,要求学生掌握四会单词、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

 

1通过复习,要求学生掌握四会单词、词组和句型。2 通过复习操练,学生能综合运用所学的日常交际用语

 

 

四、教学措施:

1. 面向全体学生,发挥学生特长,及时鼓励,树立他们的自信心,同时以活动为课堂教学的主要形式,设计丰富多彩的教学活动,让学生在乐中学、学中用,从而提高学生学习英语的兴趣。

2.通过听、说、读、写、唱、游、演、画、做等形式,进行大量的语言操练和练习,培养听、说、读、写能力和注意、观察、记忆、思维、想象、动手等能力。

3.将直观教具和电教手段,多媒体课件相结合,培养学生良好的朗读习惯,打下良好的语音语调基础。

4.教学较长的语篇时,鼓励学生课前预习。在教学中,运用图片、简笔画、多媒体等直观手段,并采用多种方法让学生整体感知语篇内容。

5、互帮互助,共同提高。建立英语互学小组,使学生互相帮助,互相勉励,取长补短,共同进步。

6、设计全面、高效的课外作业,培养学生良好的书写习惯,做到整洁、规范、正确地书写。

篇13:牛津小学英语4B教学计划

一、学情分析:

经过上学期的教学实践,我发现四年级学生掌握英语的情况良好。大部分学生在课堂上就已经能掌握新授内容,学生兴趣浓厚,积极活跃;同时,部分基础较好的学生还参加了其他英语培训,有助于他们更好地学好英语这门学科。

但是仍有一些学生的学习习惯比较差(尤其是一批插班生)。但四年级毕竟还是一个学英语的起始阶段,总体来说,学生对英语的兴趣还是很浓厚的。因此,四年级这个打基础的阶段至关重要。

二、教学目标:

本册教材中除了要掌握各单元出现的单词以及重点词组、日常用语以外,根据课改的要求还应该注重培养学生日常交际的能力。教师应该为学生创设一定的语境,通过大量的听、读练习及情景对话,增强学生的交际能力。

三、教学重点、难点:

1、能按四会与三会要求掌握所学的单词。

2、能按四会要求掌握所学的句型。

3、能运用日常交际用语,活用四会句型,进行简单的交流,并做到大胆开口,发音正确,所用话语与场合符合。

4、能在图片、手势、情景等非语言提示的帮助下听懂清晰的话语和录音。

5、培养良好的书写习惯,能做到书写规范、整洁。

6、养成良好的听英语、读英语、说英语的习惯,能自觉地模仿语音、语调,逐步培养语感。

7、能在任务型学习的过程中运用相关的语言知识,完成某项任务,并促进语言能力的提高。

8、能演唱已经学过英语歌曲,朗诵已学过的歌谣。

四、培优补差:

对于成绩优异的.学生,应不断开阔他们的视野,鼓励、培养其对看、多读一些课外英语节目和书刊杂志。比如###########等同学,上课很认真,反应也很快,基础比较好。

对于成绩欠佳的学生,比如#####等同学,应个别辅导或者采取“一帮一”的形势,由成绩优异的同学去帮助他们,既起到了补习提高的作用,又可以发扬同学间的团结协作、互助互爱的精神。

同时,对于中间段的学生也不容忽视。毕竟处在中间水平的学生占大多数,一旦忽略了他们,就等于打消了他们学习英语的积极性,所以在抓紧“两头”的同时,中间段的学生也不可放松。

篇14:《牛津小学英语5A》的教学计划

《牛津小学英语5A》的教学计划

一、教学内容

5A Unit 7 E, F & H

二、教学要求

1。熟练运用现在进行时的一般疑问句及其回答。

2。了解run after food cry laugh

3。 会诵读: In the evening

三、教学重难点

熟练运用现在进行时的一般疑问句及其回答

四、教学准备

录音机,磁带,图片

五、教学过程

Step 1: Free talk

表演根据课文自编的`对话

Step 2: Revision

1。Show the pictures of the places to the students。

T: I’m in the study。 What am I doing? Guess!(clean the study)

S1: Are you reading magazines?

T: No, I’m not。

S2: Are you playing a computer game?

T: No, I’m not。

S3: Are you cleaning the study?

T: Yes, I am。

生生间做此游戏

2。T: Now, please open your books and turn to page 57。

I’ll give you two minutes to pass it。

S: Read the pictures。

T: Please answer my questions。 What’s the Chinese meaning of run after?

S4: 追赶。

T: Yes。 And food?

S5: 食物

T: cry and laugh?

S6: cry 是哭, laugh是笑。

S: Read the new words。

T: Can the dog catch the mouse?

S7: No。

T: Is the mouse clever?

S7: Yes。

Students read the sentences together。

3。Read the rhyme。

Step 3: Do some exercises。

1。 写一写含有字母I且I发/ai/的单词。

2。 写出下列词组的英文

说再见 寻找 对不起 去加入他们 在图书馆学习 读报 看杂志 看图书 下棋 打牌 玩游游 玩弹子

3。写出下列句子的英文

你们打算去哪里?

让我们去加入他们吧。

他们在打篮球吗?  可能是的。

他正在读故事书吗?

Step 4: Homework

编写一篇对话,与课文类似。

六、教学板书(略)

七、教学后记

篇15:牛津英语8B Unit1现在完成时态复习教案

牛津英语8B Unit1现在完成时态复习教案

牛津英语8B Unit1现在完成时态复习教案作者:yangyunolivia

单元

Unit 1

课题

Terminal Revision

课时

1

日期

教学目的

1.To go over the knowledge in unit 1

教学重点和难点

1.present perfect tense and some words and expressions

教学过程

一、重点单词:just,since,fact,turn,miss,pleasant,land,way,lonely,lucky,grandpa,unkind,impolite,over,unhealthy

二、短语运用:in fact,get married,turn into,noise pollution,take off,in some ways,from time to time,be in service/use,free time,on one's own,on longer,the changes to;

三、重点结构:It is easy for him to see them as often as before.

It was built to the north of Lantau Island.

I wish you ahappy holiday.

It no longer provides agood environment for wildlife.

The changes have brought many benefits but they have also caused many problems for wildlife.

四、语法:现在完成时,present perfect tense 1、现在完成时所表示的动作发生在过去,但考虑较多的不是动作发生在过去的什么时候,而是强调与目前的联系,即过去与现在的关系。强调过去的动作对目前造成的影响和后果,或强调动作本身或状态持续地现在,因此属于现在时范畴。它的主要用法可概括为八个字:影响、结果、持续和经历。

2、现在完成时的构成:

肯定式:I/We/you/they have+been/worked she/he/it has+been/worked

否定式:have not+been/worked has not+been/worked

疑问式:Have+主语+been/worked…?

Has+主语+been/worked…?

3、现在完成时的用法

(1)表示过去发生的某一动作对现在生成的.影响或结果。

如:He has read the book.他已经读过这本书了。

”读书“是发生在过去的动作,对现在造成的结果是”读过了“。

(2)表示动作过去已经开始,持续到现在,可能还要继续下去。这时往往与表示一段时间的状语连用。

如:He has worked for more than three years.他工作三年多了。

I have been in Suzhou for ten years.我来苏州已经十年了。

(3)现在完成时属于现在时态范畴,不能和表示过去的时间状语连用,如yesterday,last week,a day ago等。但可以和never,ever,already,yet,just(刚刚),for…,since…,in the past three years,so far(到目前为止),by now,before(以前)等连用。

如:Have you finished your picture yet?你已经完成你的画了吗?

I have never heard of him before.过去我从未听说过他。

(4)瞬间动词也叫短暂性动词。这种动词动作开始也就意味着结束,所以不能与表示一段时间的状语连用。这些动词是become,begin,start,buy,borrow,arrive,come,die,fall,finish,go,join,leave,marry等。这了表述这种意思,我们常用相应的延续性动词have,keep等或短语”be+名词/形容词/位置副词/介词短语“来代替短暂性动词。

如:He has kept the book for three weeks.这本书他已借了三周了。

The meeting has been on for half an hour.会已开始半小时了。

He has been in the army for three years.他参军三年了。

(5)其他词组的区别

①since和for的区别

since短语或从句表示过去的动作延续至今,since之后为时间点。

如:He has lived here since .以来他一直住在这儿。

I haven't seen him since ten years ago.自十年前开始我就没见过他。

I have known him since Iwas very young.我很小时就认识他了。

For短语表示动作延续多长时间,for后面跟时间段。

如:He has lived here for three years.他住这儿已经三年了。

I haven't seen her for along time.我已经好久没见到她了。

②have/has been in,have/has been to和have/has gone to的区别

have/has been in表示”在某地呆了多久了“,可以与表示一段时间的状语连用。Have/has been to表示”曾到过某地(已回来)“,不能与一段时间的状语连用。两者表示的意义不同,所以跟的时间状语也不同。

如:He has been to Guangzhou twice.他去过广州两次。

He has been in Guangzhou for along time.他在广州已呆了很长时间了。

have/has gone to意为”到某地去了(还没回来)“,表示到了某地或正在去的途中。总之,说话时当事人不在现场,一般不用第一、第二人称代词作句子的主语。

如:-Where is Kate?凯特在哪儿?

-She has gone to the post office.她去邮局了。

MSN(中国大学网)

篇16:牛津小学英语4B单元教学计划

教材内容、地位、联系

本册教材的知识要求是掌握一定量的词汇,二十多个基本句子结构和一定量的日常交际用语,包括:”向新学生介绍老师、同学“,”根据特征认人“,”谈论人物“,”认物“,”邀请别人外出“,”征求别人意见“及”询问价格“,”介绍教室“,”确定位置“。其中一部分与前几册课文有间接或直接的联系。

1 新授单元由七个板块组成:第一部分是Read and say情景对话板块。该板块通过情景会话,着重训练学生的听说技能,提高会话能力。第二部分是Look read and learn,主要呈现词汇。第三、四板块中的句型是每个单元的教学重点。Read and act的任务是培养学生初步的语感、阅读能力和良好的朗读习惯。Listen and repeat 是语音训练板块。Fun house是一个活动板块。

2 经过一年半的学习,学生已有一定的英语基础,渴望通过新学期的学习获得更多的知识,以丰富自己的交际内容,提高交际能力。本册教材所涉及的话题内容更丰富,涉及的词汇和日常交际用语、句型也有所增加。教学时应注意教材前后编排的连续性,以便教学时做到有的放失,把新旧知识结合起来。

”双基"目标

1 掌握每个单元的词汇和句型。2 能在实际生活中运用达到学以致用的目的。

情意目标

1 培养浓厚的学习兴趣。2 培养良好的学习习惯。3 培养同学间的协作精神和爱国主义精神。

教学重点

1 单词和句型的正确书写和流利朗读。2 准确流利朗读会话,并灵活运用。

教学难点     正确书写单词和句型。

单元教学进度单元 内容 课时 起讫周次

Unit 1 A new student 5 1~2

Unit 2 At a party 5 2~5

Unit 3 What's your job? 5 5~6

Unit 4 Buying fruit 5 7~8

Unit 5 Review and check 4 8~9

Unit 6 Let's go by taxi. 5 9~10

Unit 7 At a snack bar 5 10~13

Unit 8 Open day 5 13~14

Unit 9 Breakfast. 5 15~16

Unit 10 Review and check 4 16~17

Review 4 18

4B单元计划

第一单元教学计划一、单元教学内容:1、语音:辅音字母W和Z在单词中的读音2、词汇:boy, girl, man, woman, teacher, student, doctor , nurse ,new.

3、日常交际用语:Welcome to our school. Who's the boy in the tree? Come down.

All right. Don't climb trees again. Yes, sir. I'm new here.

4、句型:Who's that…? He's/ She's … Are you a …? Yes, I am./No, I'm not.

5、歌曲:Who's that girl?

二、单元教学要求:(一)认知目标:1、在听说读练中,学会boy, girl, man, woman, teacher, student, doctor , nurse ,new.单词2、 在听说训练中,学会句型:Who's that…? He's/ She's … Are you a …? Yes, I am./No, I'm not

3、通过听说训练,能正确听读、辨认辅音字母W和Z在单词中的发音。4、学会歌曲:Who's that girl?

(二)功能目标:1、在活动过程中,学会向新同学介绍同学和老师。2、通过听说演的训练,学会用英语询问和介绍老师和同学。3、学会唱歌曲Who's that girl?

(三)情感目标:1、在交际过程中,认识新同学,增进同学间的友谊。2、在交际过程中,培养学生自主学习的能力和合作的能力。三、教学重点:让学生学会用句型Who's that…? He's/ She's … Are you a …? Yes, I am./No, I'm not进行对话,学会性别类和职业类的单词。四、教学难点:掌握并熟练运用本课的交际用语。五、单元总课时:四课时

第二单元教学计划一、单元教学内容:

1、语音:辅音字母组合ck在单词中的读音

2、词汇:grandfather, grandmother, father, mother, brother, sister, an eye, a mouth, white, a skirt, a friend

3、日常交际用语:Nice to meet you. We're late for the party. Let's hurry!

4、句型:Who's the …with.. He's/She's (my)…? Is that…your…? Which one?

The one in the…

5、歌谣:My brother

二、单元教学要求:

(一)认知目标:

1、 在听说读练中,学会家庭人员的名称grandfather, grandmother, father, mother, brother, sister,和人体部位词汇an eye, a mouth, white, a skirt, a friend。

2、 在听说训练中,学会句型:Who's the …with.. He's/She's (my)…? Is that…your…? Which one? The one in the…等

3、通过听说训练,能正确听读、辨认辅音字母组合ck在单词中的发音。

4、学会诵读歌谣My brother

(二)功能目标:

1、在活动过程中,学会根据人的外貌特征及穿着打扮来认识人。

2、通过听说演的训练,学会用英语介绍人物。

3、在诵读歌谣的过程中,能做到有节奏的朗诵。

(三)情感目标:

1、在交际过程中,增进同学间的友谊。

2、在交际过程中,培养学生自主学习的能力和合作的能力。

三、教学重点:让学生根据人的外貌特征及穿着打扮来认识人,从而掌握的句型Who's the …with.. He's/She's (my)…? Is that…your…? Which one? The one in the…等,及相关的家庭成员、身体部位、颜色,服装等类的单词。

四、教学难点:掌握并熟练运用本课的交际用语。

五、单元总课时:四课时

篇17:牛津小学英语4B单元教学计划

一、单元教学内容:1、语音: 辅音字母组合dr和 tr在单词中的发音. (能听后辨认,会读)

2、词汇: a policeman, a policewoman , a waiter, a waitress, a driver, a worker, an engineer, a farmer, a postman, a cook.

3、日常交际用语:

What do you want to be ? I want to be ….

It's cold today, isn't it ? Guess!

How old are you / is he / she /

I'm / He's / She's ….

4、句型:What's your / his / her job ?

I'm / He's / She's a / an ….

What are their jobs ?

They're ….

How old are you / is he / she /

I'm / He's / She's ….

5、歌曲: They sing happily.(会唱,基本了解歌词大意)

二、单元教学要求:

(一)认知目标:

1、 在听说读练中,学会a policeman, a policewoman , a waiter, a waitress, a driver, a worker, an engineer, a farmer, a postman, a cook.

2、 在听说训练中,学会句型:

What's your / his / her job ? I'm / He's / She's a / an ….

What are their jobs ? They're ….

How old are you / is he / she /

I'm / He's / She's ….

3、 通过听说训练,能正确听读、辨认辅音字母组合dr和 tr在 单词中的发音.

4、学会歌曲: They sing happily.

(二)功能目标:

1、学会询问和介绍他人的职业。

2、学会询问和介绍他人的年龄。

3、学会表达: 我将来想做…。(职业)

(三)情感目标:

1、 在交际过程中,学会用英语表达自己的理想

2、在交际过程中,培养学生自主学习的能力和合作的能力。

三、教学重点:

询问和介绍他人的职业:

What's your /his / her job ?

I'm / He's / She's ….

What are their jobs ?

They're ….

四、教学难点:

1、语音: 辅音字母组合dr和 tr在单词中的发音.

2、反意疑问句的初步了解和使用: It's cold today, isn't it ?

五、单元总课时:四课时

篇18:牛津小学英语5B的教学计划

牛津小学英语5B的教学计划

一、情况分析

本册教科书与A一样,共有十个单元。其中第一至第四单元和第六至第九单元为新授单元。每个新授单元都围绕一个话题,结合功能和结构,安排了一系列语言实践活动。这样设计和安排的目的,是让学生通过体验、实践、参与、合作、交流和探究等方式,学习语言知识、语言技能及学习技巧,完成学习任务;同时使教学过程成为师生之间、学生之间相互交流、相互沟通、相互理解、相互补充的互动过程。在教学中努力将“话题,功能、结构、任务”结合起来,并根据学生学习的实际情况,使这些活动体现知识与技能、过程与方法、情感态度与价值观等多方面的要求使学生既获得知识、技能和能力,又逐步学会学习、学会做人。

二、教学要求

1、知识目标

A能按三会与四会的要求掌握所学词语。

B能按四会要求掌握所学句型。

2、技能目标

A能运用所学的日常交际用语进行简单的日常交流,并做到大胆开口,积极参与,发音清楚,语调正确。

B 能在图片、手势、情景等非语言提示的帮助下,听懂简单的话语和录音材料。

C 初步养成听英语、读英语、说英语的习惯。

3、情感目标培养学生学习英语的持久兴趣,培养良好的英语学习习惯,提高学生运用语言的能力,把所学句型与生活实际紧密结合,学以致用。培养学生的.跨文化意识,树立他们的自信心,为他们的终身学习打下坚实的基础。

三、教学安排 单元课时周次目标活动

Unit 1

2~31.能听懂、会说、会读和会拼写单词Monday, Tuesday, Wednesday, Thursday, Friday, Chinese, English, a week. 2.能听懂、会说、会读和会写句型What day is it today? It’s… What lessons do you have in the …? We have … and … What subject do you like? I like… 3.能听懂、会说、会读日常交际用语和句型Welcome back to school. Nice to see you. How about you? 4.了解元音字母o 在闭音节单词中的读音。。会唱歌曲Wish you are happy every day.唱歌 游戏 表演对话

Unit 2

3~1.能听懂、会说、会读和会拼写单词her,speak,bad,get,feel,cold,fine. 2.能听懂、会说、会读和会写句型How do you feel now? I feel …What’s wrong with you? I’ve got … 3.能听懂、会说、会读日常交际用语和句型May I speak to …? This is … speaking. I’m sorry to hear that. See you soon. Sorry, wrong number. 4.了解元音字母o 在闭音节单词中的读音。。会诵读歌谣I’m ill.歌谣赛 游戏 表演对话。

Unit 3

~71能听懂、会说、会读和会拼写单词collect, a stamp, many, a ship, go shopping, very, an aunt, an uncle 2能听懂、会说、会读和会写句型Do you have any hobbies? Do you like …? Yes, I do. /No, I don’t. He/She likes… He/She doesn’t. 3能听懂、会说、会读日常交际用语和句型Show us…, please. Here they are. Can you …? 4了解元音字母u在单词中的读音。 会唱歌曲Do you have any hobbies?唱歌 游戏 表演对话

Unit 4

7~91能听懂、会说、会读和会拼写单词an e-mail, busy, a town, usually, well, fast, high,from。 2能听懂、会说、会读和会写句型Does he/she …? Yes, he/she does. No, he/she doesn’t. What does he/she usually do …? He/She usually… 3能听懂、会说、会读日常交际用语和句型I’m busy. I go to school from Monday to Friday. 4了解元音字母u在单词中的读音。 会诵读歌谣 A letter for me.游戏 表演对话 说歌谣

Unit

9~101能听得懂、会说、会读和会拼写前面四个单元的单词。 2能听得懂、会说、会读和会写前面四个单元的句型。 3能听得懂、会说和会读前面四个单元的日常交际用语和句型。 4初步掌握情态动词can、助动词do、 have的基本用法。 了解元音字母o、u在部分单词中的读音。 6能对已学的知识进行综合性的运用。唱歌 游戏 表演对话

Unit 6

10~131能听懂、会说、会读和会拼写单词time, left, right, touch, touch, an arm, a hand, a leg, a foot。 2能听懂、会说、会读和会写句型Put... on… Touch… with… All right. 3能听懂、会说、会读日常交际用语和句型Stand in a line. Let’s do some exercise. Now, listen carefully. Jump up and down. Do this …times. Now, stand up everybody! 4了解元音字母组合ai, ay在单词中的读音。 会唱歌曲Do same exercise with me.唱歌 游戏 说歌谣

Unit 7

13~11能听得懂、会说、会读和会拼写单词half, night, past, ready, really,take,begin。 2能听得懂、会说、会读和会写句型What time is it? It’s time for … Do you want to …? I want to … 3能听得懂、会说和会读日常交际用语和句型 Are you ready for breakfast? Let’s hurry. I’m on duty today. Be quick. I’m coming. 4了解元音字母组合ar在单词中的读音。 能有表情地诵读歌谣A clock。游戏 表演对话,歌谣

Unit 8

1~161能听懂、会说、会读和会拼写单词talk, weekend, very, learn from, sport, often, spend, catch。 2能听懂、会说、会读和会写句型How do you spend your weekends? How does he/she spend his/her weekends? I often … Sometimes I …. 3能听懂、会说、会读日常交际用语和句型I can learn a lot from it. Of course, I do. 4了解元音字母组合ee在开音节单词中的读音。 会唱歌曲We know.游戏 表演对话 说歌谣Unit 9

16~181能听懂、会说、会读和会拼写单词UK, visit, British, USA, American, Japan, Japanese, France, French,a city。 2能听懂、会说、会读和会写句型Where are you from? I’m/He’s / She’s / It’s /We’re/ They’re from… Do you speak…?及其答语Yes, I do. I speak …,too. No, I don’t. I speak… 3能听懂、会说、会读日常交际用语和句型Are you from different countries? I’d like to go around China. 4了解元音字母ea 在单词中的读音。 有感情的诵读歌谣Come here and meet us, please。唱歌 对话表演 游戏

Unit 10

18~191能听得懂、会说、会读和会拼写前面九个单元的单词。 2能听得懂、会说、会读和会写前面九个单元的句型。 3能听得懂、会说和会读前面九个单元的日常交际用语和句型。 4初步掌握情态动词can、助动词do、 have的基本用法。 了解元音字母o、u以及部分字母组合在部分单词中的读音。 6能对已学的知识进行综合性的运用。 唱歌 游戏 说歌谣 主要措施: 1.根据学生的年龄特征,充分利用直观教具和电教手段,创设良好的语言氛围,调动学生的学习积极性。 2.在教学过程中,采用情景教学法,让学生身临其境,积极主动地参与到课堂教学中去,调动学生的非智力因素,提高学生实际运用语言的能力。 3.活用教材,根据学生会的实际情况,将每单元各个板块重现组排降低难度。

 

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