染雾小学牛津英语教案 篇一
Title: Using Music in Teaching Primary Oxford English
Music is a powerful tool that can enhance the learning experience for students of all ages, including primary school students learning English as a second language. In this article, we will explore how music can be effectively incorporated into the teaching of primary Oxford English.
One way to use music in teaching primary Oxford English is through the use of songs. Songs can help students learn new vocabulary, improve pronunciation, and practice grammar structures in a fun and engaging way. Teachers can choose songs that are age-appropriate and relevant to the topics being covered in class. For example, a song about animals can be used to introduce new vocabulary related to animals, while a song with repetitive lyrics can help students practice grammar structures like verb tenses.
In addition to using songs, teachers can also incorporate music into other aspects of the English curriculum. For example, teachers can use instrumental music as background music during reading or writing activities to create a calm and focused learning environment. Music can also be used as a cue to signal transitions between different activities or to indicate when it is time to clean up and move on to the next task.
Furthermore, teachers can encourage students to create their own songs or chants to help them remember new vocabulary or grammar rules. This can be a fun and creative way for students to practice their English skills while also developing their musical abilities. Students can work in groups to write lyrics and compose melodies, and then perform their songs for the class.
Overall, incorporating music into the teaching of primary Oxford English can make learning more enjoyable and effective for students. By using songs, instrumental music, and student-created songs, teachers can create a dynamic and engaging learning environment that will help students improve their English skills while also fostering a love for music.
小学牛津英语教案 篇二
Title: Using Technology to Teach Primary Oxford English
In today's digital age, technology plays an increasingly important role in education, including the teaching of primary Oxford English. In this article, we will discuss how teachers can effectively use technology to enhance the learning experience for primary school students studying English.
One way to use technology in teaching primary Oxford English is through the use of interactive whiteboards. Interactive whiteboards allow teachers to display multimedia content, such as videos, animations, and interactive games, to engage students and enhance their learning experience. Teachers can use the whiteboard to present new vocabulary, explain grammar concepts, and practice listening and speaking skills in a dynamic and interactive way.
Another way to incorporate technology into the teaching of primary Oxford English is through the use of educational apps and online resources. There are many apps and websites available that offer interactive activities, games, and exercises to help students practice their English skills. Teachers can assign these activities as homework or use them as part of in-class lessons to reinforce learning objectives.
Furthermore, teachers can use technology to facilitate communication and collaboration among students. For example, teachers can set up online discussion forums or chat groups where students can practice their writing skills by discussing topics in English. Teachers can also use video conferencing tools to connect with other classrooms around the world, giving students the opportunity to practice their English speaking skills in a real-world context.
Overall, technology can be a valuable tool for teaching primary Oxford English, providing students with new ways to engage with the material and practice their English skills. By using interactive whiteboards, educational apps, and online resources, teachers can create a dynamic and interactive learning environment that will help students develop their English proficiency while also building their digital literacy skills.
小学牛津英语教案 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。
小学牛津英语教案 篇四
一、教学内容
单元小练习
二、教学目标
1、熟练掌握本单元的`（三会、四会）单词、词组、句子及对话。
2、运用已有语言知识解决问题。
3、通过难度适中的适量小练习，帮助学生进一步了解自身学习状况，以促进以后的学习。
三、教学重点
引导学生学会发现本单元知识的薄弱环节，以便及时调整教学策略。
四、教学过程
step 1. greeting
sing an english song.( what is this in english?)
step 2. revision
1.师提供本节课的话题“my stationery”,鼓励学生围绕此话题与教师或同学进行交谈。
2.生齐读a、b部分，鼓励学生总结本单元学到的知识。
1）一些文具类的单词，并初步接触了它们的复数形式。（knife是特例）
2）会默写3个四会单词
3）介词in/on, 借助这两个词语，我们可以表达物品的位置。让学生举例。
4）初步掌握my/your/his/her +名词，表示某人的东西。
5）用途很广的几个交际用语： come here. excuse me. oh, i see.
6）询问物品的英文名称或中文名称时，我们可以用句子……
7）询问近处或远处东西时，可以用句子……
3、完成小练习
小练习内容如下：
一、请读一读下面的英语，你能写出对应的中文吗？
1.storybook_______ 2. copybook_______ 3. knife_______
4. toy train_______ 5.tape_______ 6.stapler_______
7. school bag_______ 8. in english_______ 9. in chinese_______
10. my pen_______ 11. your ruler_______ 12. his rubber_______
13. on the bookcase_______ 14. in the school bag_______
二、看图写单词
考察book, tape, bag.(可以适当增加1－2个与它们发音类似的单词)
三、模仿例子写复数
for example: a toy train------some toy trains
选择本课及以前学过的部分单词，其中可以设两个不规则的单词，数量控制在10个以内。
四、根据所给情境，从方框中选择合适的句子：
主要考察交际用语的掌握情况。
如：1. 需要打扰别人时，可以说：
2.当你弄明白一件事情的时候，可以说：
3.请某人过来，说：
4.做错事情时说：
…
五、提供图片和句子，让学生给图中人物配上句子，并写出中文翻译。
建议： 对话控制在4句内，以本单元重点句型为训练重点。
注意点：
1. 让复习课不要成为老师的个人演讲。不要低估学生的三言两语，耐心的引导他们学会梳理知识，培养学习能力。
2. 练习内容的设计不同考试，目的重在单元基础，不可以难、偏、怪。学生通过练习可以客观的了解知识的掌握情况，老师也可以为下面的教学找准目标。
