染雾牛津小学英语教案 篇一
Title: Using Technology in the Oxford Primary School English Lesson Plan
In today's digital age, incorporating technology into the classroom has become an essential part of teaching. The use of technology not only enhances students' learning experience but also helps them develop important digital literacy skills. In this article, we will explore how technology can be integrated into the Oxford Primary School English lesson plan.
One way to incorporate technology into the English lesson plan is to use interactive whiteboards. Interactive whiteboards allow teachers to display multimedia content, such as videos, images, and interactive activities, to engage students and make the lesson more dynamic. For example, teachers can use the whiteboard to show a video clip of a native English speaker reading a story, allowing students to listen to the correct pronunciation and intonation.
Another effective way to use technology in the English lesson plan is through online resources and apps. There are a plethora of online resources and apps available that can help students practice their English language skills in a fun and interactive way. For instance, teachers can assign students to complete online quizzes, play language learning games, or watch educational videos to reinforce what they have learned in class.
Furthermore, teachers can use online platforms to facilitate communication and collaboration among students. For example, teachers can create online forums or chat groups where students can discuss topics related to their English lessons, ask questions, and share resources. This not only encourages students to practice their language skills outside of the classroom but also fosters a sense of community and engagement among students.
In conclusion, integrating technology into the Oxford Primary School English lesson plan can greatly enhance students' learning experience and help them develop important digital literacy skills. By using interactive whiteboards, online resources, and communication platforms, teachers can create a more engaging and dynamic learning environment for their students. It is important for teachers to stay updated on the latest technology trends and continue to explore new ways to incorporate technology into their lesson plans.
牛津小学英语教案 篇二
Title: Differentiated Instruction in the Oxford Primary School English Lesson Plan
In a diverse classroom setting, it is important for teachers to differentiate their instruction to meet the individual needs of students. Differentiated instruction allows teachers to tailor their teaching methods, materials, and assessments to accommodate students with varying learning styles, abilities, and interests. In this article, we will explore how differentiated instruction can be implemented in the Oxford Primary School English lesson plan.
One way to differentiate instruction in the English lesson plan is to provide students with choices in how they demonstrate their understanding of the material. For example, teachers can offer students the option to write a traditional essay, create a multimedia presentation, or perform a skit to showcase their comprehension of a story. This allows students to showcase their strengths and interests while still meeting the learning objectives.
Another effective strategy for differentiated instruction is to group students based on their learning needs. Teachers can create flexible groups where students with similar abilities work together on tasks that are appropriately challenging for them. For instance, teachers can group advanced English language learners together to work on more complex reading and writing activities, while providing additional support to struggling students in a smaller group.
Furthermore, teachers can provide students with personalized feedback and support to help them achieve their learning goals. By assessing students' strengths and weaknesses, teachers can tailor their feedback to address individual learning needs and provide specific guidance on how students can improve their English language skills. This personalized approach to feedback can help students build confidence and motivation in their learning.
In conclusion, differentiated instruction is a valuable approach to meeting the diverse learning needs of students in the Oxford Primary School English lesson plan. By providing students with choices, grouping students based on learning needs, and offering personalized feedback and support, teachers can create a more inclusive and effective learning environment for all students. It is essential for teachers to continuously assess students' progress and adjust their instruction accordingly to ensure that all students are able to achieve success in their English language learning.
牛津小学英语教案 篇三
牛津小学英语教案
一、教学内容
part a，b，c，e2，e3
二、教学目标
1．学会唱字母歌。
2．能在熟练掌握本单元所学单词、句型基础上，巩固复习3a中文具类，动物类，交通工具类，食品类单词。
3．能将本单元句型熟练地运用到日常交际中。
4．能在教学活动中，感受到成功和快乐，增加学习英语的兴趣和自信。
三、教学重点
1．能将本单元句型熟练运用到交际中。
四、教学过程
step 1. greeting.
learn to sing the song ”a b c” together.
step 2. revision
1) have a dictation
可以适当增加听音填字母的项目，促使学生尽快熟悉简单的读音规律，为记忆单词打下基础。
2)小组竞赛，说出文具类词语。
3) game. 模仿教材e2中形式进行。句型可以略作调整。what’s this in my school bag? it’s a …
规则：
1. 四人小组进行游戏。
2．摸物品，每人2次机会，答对的.同学可以将物品放在自己的位置上。
3．最后物品最多的同学即是赢家。
4．若有同学用中文，失去一次猜谜机会。
step 3. consolidation and practice
1. t: you did a good job. i’d like to buy a toy for my nephew. would you like to go with me? guess, what can you see in the toy shop?
复习动物类，交通工具类，家具类词汇。
2. 情境一，示范对话，并让学生跟读。
a: hello, … how are you?
b: fine, thank you. and you?
a: i’m fine , too. let’s go to the toy shop by bus.
b: ok, let’s go.
a: here we are.
b: look, what’s that on the door?
a: it’s a …
b: oh, i see. come here, … what’s this on the desk?
a: it’s a …
b: how nice!
a: a …, please.
c: ok, here you are.
…
3. 小组合作，看图编对话。
4．情境二，买完玩具，一起去kfc吃了点东西。正巧遇到了一位外国人，相互自我介绍后，又相互请教了食品名称。
示范：（根据本班实际情况，选择是否继续示范）
a: hi, my name is … what’s your name?
b: my name is …i’m an english … i’m from …
nice to meet you.
a: nice to meet you, too. excuse me, what’s this in english?
b: it’s a packet of chips. what’s this in chinese?
a: han bao.
b: oh, i see. thank you.
5. 同桌模仿例子，编新对话。（师将提供的食品图片贴在黑板上）
step 4. homework
1. 跟
2. 提供图片及句子，请学生给句子排序，变成对话。
注意点：
1. 要在充分复习后，给学生创设表达的机会。
2. 情境创设要简洁，大情境中设置若干个小情境。
3. 运用前有示范。若学生情况好，可以逐渐放手。
