染雾牛津英语教案 篇一
Title: Engaging Strategies in Oxford English Lesson Plans
When it comes to teaching English as a second language, having well-structured and engaging lesson plans is essential. The Oxford English teaching materials provide a wealth of resources and strategies for educators to create dynamic and interactive lessons that cater to the diverse needs of students. Here are some key strategies for incorporating engaging activities into Oxford English lesson plans:
1. Use multimedia resources: Incorporating multimedia resources such as videos, audio clips, and interactive online activities can help enhance students' understanding and retention of the language. For example, teachers can use Oxford English online platforms to access a wide range of interactive exercises, games, and videos that cater to different learning styles.
2. Integrate real-life contexts: Connecting language learning to real-life contexts can make the lessons more relevant and engaging for students. Teachers can use Oxford English textbooks that feature authentic texts, dialogues, and scenarios to help students understand how the language is used in everyday situations.
3. Incorporate group work and pair work: Collaborative learning activities such as group work and pair work can help students practice their language skills in a supportive and interactive environment. Teachers can use Oxford English lesson plans that include group activities, role-plays, and discussions to encourage students to communicate and collaborate with their peers.
4. Provide opportunities for creativity: Encouraging students to be creative with the language can help them develop their language skills and express themselves more effectively. Teachers can use Oxford English lesson plans that include activities such as storytelling, creative writing, and drama to engage students and foster their creativity.
5. Use formative assessment strategies: Formative assessment strategies such as quizzes, games, and peer feedback can help teachers gauge students' understanding and progress in real-time. Teachers can use Oxford English assessment tools and resources to create quizzes, games, and activities that provide immediate feedback to students and help them track their language learning journey.
By incorporating these engaging strategies into Oxford English lesson plans, educators can create dynamic and interactive lessons that cater to the diverse needs of students and help them develop their language skills effectively.
牛津英语教案 篇二
Title: Differentiated Instruction in Oxford English Lesson Plans
In the realm of English language teaching, it is crucial for educators to employ differentiated instruction strategies to meet the diverse needs of students. The Oxford English teaching materials offer a variety of resources and tools that can help teachers tailor their lesson plans to accommodate students with different learning styles, abilities, and interests. Here are some key strategies for implementing differentiated instruction in Oxford English lesson plans:
1. Provide multiple entry points: Offering students multiple entry points into the lesson can help cater to their diverse learning needs and preferences. Teachers can use Oxford English lesson plans that include a variety of activities, resources, and materials to engage students with different levels of proficiency and interests.
2. Scaffold instruction: Scaffolding instruction involves breaking down complex tasks into smaller, more manageable steps to support students' learning and comprehension. Teachers can use Oxford English teaching materials that provide step-by-step guidance, visual aids, and examples to help students navigate through the language learning process.
3. Offer choices and options: Giving students choices and options in their learning can help empower them and increase their motivation and engagement. Teachers can use Oxford English lesson plans that offer a variety of activities, projects, and assignments for students to choose from based on their interests, preferences, and learning styles.
4. Provide personalized feedback: Offering personalized feedback to students can help them understand their strengths and areas for improvement in their language learning journey. Teachers can use Oxford English assessment tools and resources to provide timely and constructive feedback to students that is tailored to their individual needs and goals.
5. Foster a supportive learning environment: Creating a supportive and inclusive learning environment can help students feel comfortable, motivated, and engaged in their language learning process. Teachers can use Oxford English lesson plans that promote collaboration, communication, and respect among students to foster a sense of community and belonging in the classroom.
By implementing these differentiated instruction strategies in Oxford English lesson plans, educators can create inclusive and effective learning experiences that cater to the diverse needs of students and help them develop their language skills in a supportive and engaging environment.
牛津英语教案 篇三
一、教学内容
part a，b，c
二、教学目标
1．能熟练地听、说、读本单元所学单词、句型。
2．能初步将本单元句型运用到日常交际中。
3．能在教学活动中，感受到成功和快乐。
三、教学重点
1．能初步将本单元句型运用到交际中。
四、教学过程
step 1. greeting.
（日常问候语）
step 2. revision
1) free talk
师出示与本课内容相关的文具残缺图片若干，操练句型：
what’s this/that in english? 及其应答
2) 学习歌曲what is this in english?师示范后，学生跟唱。
3) 鼓励学生挑选喜欢的图片，小组创作新歌词，并集体演唱。
step 3. activity
1.i can draw a …跟着老师画文具类简笔画
2.listen and point.
3.listen and color.(师提供颜色，生自己涂色)
4.让学生将这些新文具摆放到合适的地方。建议：in the pencil box/desk/book; on the pencil box/desk/book等
5.师示范新对话,并让学生跟读。
如：
a: come here ,…
b：all right.
a: excuse me, what’s this on your book.
b: oh, it’s my tape.
look, it’s new.
it’s green and white.
it’s from my dad.
it’s on my book now.
6．学生以小组为单位，编新对话，并表演。
step 4. homework
1.将课上自己编的歌曲歌词以小报的形式展示出来。
2.口头向父母介绍自己的文具。
注意点：
1.活动课不能搭建花架子，所设计活动要紧紧围绕教学重点。
2.活动过程中要用语言，不仅用本单元，更要考虑到前面的知识联系。
活动资源要用足，用好。
牛津英语教案 篇四
活动目标：
1、理解单词含义，学说新单词。
2、感受英语游戏的快乐，愿意学英语。
活动准备：
1、木偶一个。
2、红苹果、绿橘子、黄香蕉、蓝气球各一个。
3、红、绿、黄、蓝颜色颜料、可乐瓶子两个
活动过程：
一、复习颜色单词，引出活动。
以木偶和幼儿打招呼，复习上次活动单词，并引出新单词。
师：1、“Hello Hello”是谁在和小朋友打招呼啊?（Mary）
2、出示红苹果What’s this?（这是什么？）苹果是什么颜色的呢？用英语怎么说？
3、出示绿橘子What’s this?那这个又是什么颜色的呢？用英语说。
4、小朋友真棒，表扬表扬自己。（Very Very Good）
二、学习新单词。
1、yellow
Mary拿出黄香蕉，What’s this? 它是什么颜色的？黄色的英语叫“yellow”，全体幼儿看着香蕉跟着老师说“yellow”，走一圈请幼儿边摸香蕉边说“yellow”并采用变换高低请幼儿用不同音量读单词。
2、blue
Mary出示蓝气球，What’s this? 它的颜色是什么？蓝色叫“blue”，全体幼儿看着气球跟着老师说“blue”，教师利用吹气球的方式请幼儿根据气球大小用不同音量来读单词，然后再放气慢慢变小来读，可请配班老师帮着吹气球，老师带着幼儿读，注意停顿，并读清楚。
3、分组读单词.....................
牛津英语教案 篇五
一、教学内容
《义务教育课程标准实验教科书 牛津小学英语》5b第一单元第一教时（part b and part c）
二、 教学目标
1、能正确地听、说、读、写单词
monday, tuesday, wednesday, thursday, friday, chinese, science,
computer studies.
2、能正确地理解并应用句型what day is it today ?it’s…
what lessons do you have in the … we have …
3、能用所学单词、句型问答并初步感知句型welcome back to school. nice to see you.
三、教学重点
正确应用所学的句型问答
四、教学难点
单词的四会掌握
五、教具准备
自制课表、录音、投影
六、教学过程
a. free talk
1.greetings
用“happy new year!’’ “welcome back to school!” “how are you?’’等日常交际用语进行问答，复习并导入新知
2.revision
复习 “i like english .what do you like?’’ “do you like…?’’ “how about you?’’等所学句型，渗透新知
3.present “science，social science, pe, computer studies’’
方法：延续以上对话引出。通过实物直观呈现，在学生理解的基础上，进行单词教学（教师先范读，让生静听、模仿跟读。可通过抢答、试拼等进行巩固）为避免单词教学的枯燥，可将单词放入句型中操练，也可为新句型的教学做个铺垫。
例如： i like science. what subject do you like? oh you like art. me,too. how about you/ and you? …
师生示范一例，生生操练并问答表演。
b. presentation and practice
1.learn “monday”
教师自由谈话引出，例如：oh, someone likes pe, but someone likes english…today is “monday”(出示自制课表)，师重复该单词，生静听、模仿跟读。延续以上对话，引出：“what lessons do we have today? ”
生听、模仿。
2.present “what lessons do we have in the morning?”
引导学生用“we have┅”回答
1）师问，让学生熟练回答。
2）学生试问，师帮助纠正读音。
3）在会读的基础上操练并进行实际运用，师生先示范，后让学生自由练习运用。
3.learn “tuesday, wednesday…friday”
方法：渗透新句型“what day is it today? it’s…”
例如：what day is it today?
it’s thursday.
为避免单词教法的重复，在新单词的引入时还可以用让学生试读的方法，单词的拼读可通过竞赛、游戏等方法以激发学生的兴趣。同时也可加入本课所学的句型“what lessons do we have in the morning?” “we have┅”，使对话的情景更为真实，也起到了复习的作用。
c． practice
1)教师利用自制的课表进行连锁操练：
a：what day is it today?
b: it’s thursday.
a: what lessons do you have in the morning?
b: we have┅
b: what day is it today?
c: it’s friday.
….
2) 师利用投影进行有意义的操练，图文结合。
3）利用挂图，生生问答，检查表演。
d、assign homework
1．朗诵并抄写要求会的单词、词汇和句型。
2．完成练习册a、b部分。
一、教学内容
《义务教育课程标准实验教科书 牛
津小学英语》5b第一单元第二教时（read and say 和part f）
二、教学目标
1、能正确地理解、掌握对话内容，并能朗读、初步表演对话。
2、能正确地听、说、读写单词a subject. interesting, a week 和句型what subjects do you like ? i like…
3、能正确地运用对话中的日常交际用语nice to see you. i hape we have more. how about you?
4、在掌握重点句型的基础上，通过本课学习培养学生的语言实际运用能力。
三、教学重点
能正确理解对话内容并能朗读和初步表演对话。
四、教学难点
能比较流畅的朗读对话，并能在掌握对话的基础上分角色表演。
五、教具准备
录音、图片、多媒体
六、教学过程
a．revision
1．play a game: “反口令”游戏
2．free talk.
a: i have a … what do you have?
b:i have a …
a:i like going sopping. what do you like?
c:i like …
a:i often going shopping on sundays. is it sunday today?
ss:no,it isn’t. it’s monday.
3.复习前一课所学有关的单词，通过图、词闪现，师生问答，或个别问答。
a: what day is it ?
b: it’s …
4. sing a song 生初步感知、熟悉歌词及旋律。
b．presentation
1．教学句型“what subjects do you like?” “i like…”
(由对话自然引出)t: we are having an engilsh lesson. do you like english?
ss: yes, …/no, …(师帮助学生回答)
t: what subjects do you like?(生跟读，出示板书)
s1:i like …(师作提示)
2．teach: how about you?
师指明一名学生：how about you? 生自然地理解并作答，师可稍作提示“i like…”
3．drill
a．师问生，直观呈观句型运用的情景，为学生自己开口说作铺垫。
b.同桌互问，要求学生适当加入问候语，真实运用语言。
c.走下坐位与学生交流，既检查学生的掌握情况，又给了学生说的场地、机会。
4.learn “interesting”
1).教师可由以上的`对话what subjects do you like? do you like pe?生回答yes, i do.师可引入yes, it’s interesting.
新单词的呈现时师可放慢速度，让学生感知读音后再开口，为了使学生明确意思可在单词卡下面写出中文给学生参照。
2).say a rhyme
根据不同的学生不同的爱好这一特点，由生描述i like …,it’s interesting .一方面训练 interesting,同时也复习前面所学各种科目的单词。师总结出rhyme.
english, english, a, b, c.
maths, maths, one, two, three.
chinese, chinese, write and read.
art, art, draw and sing.
pe, pe, run and swim.
c．listen, read and say.
1．present “i hope we have more ” “a week”
(师述引出)i like pe, do you like pe? who like pe, please hands up. but we have only two in a week. i hope we have more.
单词week让学生多听几遍，读音可与 “need”比较读。也可提问：how many days are there in a week? 检查学生理解程度。在引入i hope we have more 后可改动课表, 如增加二节课，帮助学生理解。单词和句型的读应放在听清发音之后。
2．listen and answer
课文对话分成两部分，降低难度，听一半对话后回答：
1).what day is it today?
2).what lessons do they have in the morning?
检查后继续听并完成句子：
what do su hai and su yang like? su hai likes and su yang likes .
3.read the text by yourselves then together.
4．read in roles
d. practice
1．look ask and answer
2．do a survey
可借助f部分的表格，师先示范，让学生明确句型运用的场合，再相互问答。作记录后上前回答并介绍。
e．homework
听录音，朗读并表演对话。
四人一组自编或改编对话。
一、教学内容
《义务教育课程标准实验教科书 牛津小学英语》5b第一单元第三教时（part d, e, f and part g, h）
二、教学目标
1．进一步掌握本单元的单词、句型达到能熟练运用的程度。
2．通过有针对性的操练，训练重点句型和难点，学生能用所学句型进行情景对话和交流。
3．了解元音字母o在开音节词中的读音。
4．能演唱本课英语歌曲。
三、教学重点
1．进一步掌握本单元的单词、句型达到能熟练运用的程度。
2、通过有针对性的操练，训练重点句型和难点，学生能用所学句型进行情景对话和交流。
四、教学难点
较熟练地掌握与运用所学句型及有关星期的单词。
五、教具准备
挂图、录音机、实物投影。
六、教学过程
a: sing a song
1.listen to the tape
听录音，投影歌词，学生熟悉旋律。试记歌词。
2．sing after the tape
b: free talk and revision
t：good morning, class. nice to see you.
ss: nice to see you.
t: i like running on sunday morning. do you like running?
s1:yes, i do./ no, i don’t.
t: he likes pe, so he likes running.
what subject do you like?
s2: i like science.
t: how many science lessons do you have in a week?
s2: we have two. i hope we have more.
t: excuse me .do you have science today?
what day is it today?
ss: it’s friday.
t: what lesson do you have in the afternoon?
ss:…
3.叫一学生走下坐位摹仿教师与其余学生交流。
4.利用挂图，操练句型 “what subject do you like ?”
i like … how about you?
i like …
先出示1幅图，师生试说后出示对话内容，其余挂图出示后生生操练再检查。
c: look and read.
1.师引导学生读，扫除障碍，大致了解图意。
2.学习单词“trick” “minus”, 生猜其意并试读。
3.同桌问答，熟练地朗读对话。
4.你知道其中的窍门吗？用同样的方法来出题，自编对话。
例如：i like maths very much. it’s┅
what’s 654 minus 456?
it’s ┅
d: design a timetable
1.师出示自制的课表操练句型。
how many subject do you have this morning?
we have ┅
how many chinese lessons do you have in a week?
we have ┅
what subject do you like?
i like┅
what lesson do you have on wednesday?
we have┅
2. make a new dialogue in pairs.
3. action.
4. design a timetable you like.
1).师示范（可利用科目粘贴的方式）：选择星期几，再边问边选科目粘贴。
2)小组合作，注意用英语问答。
3)上台演示并作介绍。
s1: today is ┅
the first lesson is┅
t: do you have any questions to ask?
s2:what subject do you like?
s1:i like ┅
s3:do you ┅
e: listen and repeat.
1.利用卡片呈现单词，可加入以前所学的单词认读，如，black,happy,hat,rabbit,after,class,basketball,dance,clock,coffee,doctor,hot┅
2.同桌交流，互读，体会读音相同和不同之处。
3.read after the tape.
4.归纳出clock, coffee, doctor,hot的共同音标，后出示图，师生共同看图说话：the hot coffee near the clock is for the doctor.
f. homework
1.抄写本单元所学单词、词组和句型，要求能默写。
2.能熟读并会表演read and act .
3.自由分组编演小对话。
4.调查学生的兴趣、爱好，自制合理课表。
