《牛津小学英语》教学设计（精选13篇）
《牛津小学英语》教学设计 篇1
the first period一、teaching contentsi. words:housework, ring, morning, home, help, maths, at home, sweep the floor, clean the windows, do housework, do homework, come and help…with…,ii. sentences what are you doing? i’m… what is he/she doing? he/she is…is that…? can you come and help..with…?二、teaching steps step1: greetings t: ok! it’s time for class. today i’m your english teacher. i’m miss feng. hello! boys and girls! ss: hello, miss feng! t: nice to meet you. ss: nice to meet you, too.step2: free talk (1) t: you know, i’m new here. so i want to know something about you. excuse me, may i have your name? s: i’m / my name is … t: nice to meet you. s: nice to meet you, too. t: oh, i am writing down your name.(教师记下该学生的名字，并且给他看)（2）t: excuse me, may i have your name?s: i’m /my name is… t: what is your telephone number? s:… t: i am writing down your telephone number.(3) t: excuse me, may i have your name? s: my name is… t: do you like english? s: yes, i do./ no, i don’t. t: do you like maths?s: yes, i do./ no, i don’t.t: look! this is a maths book. (教师出示一本数学书，拿出单词卡片maths,学生跟读单词) do you like maths? how about you? (复习已学句型)step3: presentation(1) t: now, i know something about you. do you want to know something zbout me? it can help you.(课件出现两个“风车”，风叶上写有关于教师的一些个人信息，学生根据这个向老师提问)s: what is your telephone number? what animals do you like? … what can you so?t: i can dance. look! i am dancing now. (教师一边做动作,一边说)(2) 学习新句型what are you doing? i’m…t: i can play baketball. (教师打篮球)can you play basketball? s: yes. t: can you show me ? ( 学生打篮球) s: oh, you are playing basketball.(3) t: can you play basketball? s: no, i can’t. t: what can you do?s: i can…s:学生做相应的动作(动作要有持久性) (4) t: what are you doing? s: i am sitting./ i’m having an english leaaon. (教师注意提醒学生动词后要加ing,并纠正读音)(5) t: what are you doing, boys and girls? s: we are having an english lesson. t: but where is my english book? i can’t find it. who can come and help me?(学生帮助老师找书) oh, there are some pictures here. you can choose one picture and do the action. (教师英语书里夹有一些图片,学生抽出一张并做相应的动作)t: what are you doing?s: i’m…(教师与学生示范对话→学生与学生示范→)(6) students use the pictures and make some dialogues with their partners. (7) 学习新句型 what is he/ she doing? he/she is…t: now, let’s have a rest and sing a song ‘what are you doing?’ then tell me what mike is doing? (学生看课件齐唱)(8) t: what is mike doing? what is he doing? (从歌曲中获知信息) s: he is sleeping. t: is he sleeping? (教师指向一个做得不端正的学生) s: no. t: what is he doing? s: he is sitting. t: how about that girl? what is she doing? s: she is… (教师呈现句子卡片what is he/she doing? he/she is…,学生跟读)(9) t: what is she doing? (教师在一个学生耳边说,单词,让该生做动作)s: she is… (学生问学生答)(10) look! it is saturday afternoon. what are my friends doing? what is wang fang doing? what is qianqiang doing? do you know? (让学生猜猜老师的朋友在做什么事,设置一定的悬念) s: no.t: i don't know either. but s1 knows. why? because there is a piece of paper in her hand. the answers are on the paper. let me call her. (教师拿出一个玩具电话,与该生打电话,教师与学生之间的对话为下面学生之间的交流,起到一个很好的示范作用)( 教师呈现打电话用语hello! is that…? yes, this is …speaking.)(11) t: let’s count the numbers and pass the paper. if miss feng says stop. you can call the student who gets the paper. (学生传递着有答案的那张纸,教师喊停,其他学生可以打电话给拿到该纸的学生,这个活动既有效巩固了句型what is he/she doing?又操练了电话用语)(12) t: oh, i know my friends are doing different things. how about su yang and su hai? what is su yang doing? (课件呈现苏扬在做什么的模糊图片) s: she is cleaning the windows. (学习词组clean the windows) t: clean the chair? can you make somne phrases?s: yes. clean the desk/ door…t: can you spell the word’door’? can you read this word?(课件呈现单词floor)同法教授新词组sweep the floort: su yang is cleaning the windows. su hai is sweeping the floor. what are they doing?(13) t: su yang and su hai are doing housework. suddenly, the telephine is ringing.(课件里有电话声音) listen! what are they talking about? let’s look, listen and judge. (14)多媒体呈现课文引言部分,学生跟着老师读(15) what is nancy doing? let’s listen againnames what is she doing?su hai is su yang nancy (16) 多媒体呈现课文左半边对话,学生跟着老师读,教师讲解新句子can you come and help me with my maths? (17) 学生自由读对话→学生表演对话(把全班学生分成两大组,分别扮演两个角色,背对背表演)step4: consolidationstep5: homework
《牛津小学英语》教学设计 篇2
教学内容：《牛津小学英语》6b unit 8 part a look, read and say，练习册part a b c。
教学目标：学生通过课文提供的图片以及相关信息，能够介绍图中人物的主要情况，复习相关语言表达及语言结构。
教学重点：熟练描述tom和mary及他们的家庭。
教学难点：语言表达自然、流畅、完整，并能大胆创新。
教具准备： 录音机、照片。
教学过程：
step 1 revision
1. greetings
2. free talk.
t: how many people are there in your family? s there are……
t: who are they?
s they’re my father, my mother……
t: what’s your father’s job?s: he’s a……
3. pair work （同桌之间仿照上面的对话进行问答）。
step 2 presentation
1. 教师课先录制录音，用英语分别描述班上几位同学或某个老师，学生根据所听人物的特征猜出录音中所描述的人物的名称。
2. teacher shows the photo of bill’s family. students read the passage and try to remember something. then try to answer the questions.
a. how many people are there in bill’s family?
b. what’s bill’s father’s job?
c. how old is bill?
d. what are bill’s favourite subjects?
e. what are bill’s hobbies?
3. 学生根据所提供的信息及照片，自己试着介绍bill，教师给予评价。
4. 学生仿照bill的片段，试着口头介绍mary和tom.
5. 指名上台进行介绍，教师给予评价，鼓励学生进行大胆想像和扩展。
6. 四人一小组，任选一人，组内介绍。
step3 practice
学生利用同学或自己好朋友的全家福进行口头介绍。
step 4 完成练习同part a、b、c
1. listen and choose
a. talk about the pictures.
b. listen and choose.
c. check.
2. listen number and write
a. talk about the pictures.
b. listen and number .
c. listen and write.
3. read, think and do the cross word.
a. 朗读句子，根据内容和图意确定填写的单词。
b. 填写单词，注意大写。
c. 校对。
d. 齐读句子。
step 5 homework.
将unit8 a部分中第二、三两幅图仿照第一幅图进行书面描述，并进行适当的扩展。
板书内容：
unit8 review and check.
bill jones
age: 12
family: grandpa . grandma dad ( a doctor ). mum ( a nurse ) sister ( 15, a middle school student )
school: spring primary school
favourite subjects: maths art
hobbies: swimming, baseball.
板书设计：
《牛津小学英语》教学设计 篇3
教学内容：复习1，2单元,完成书上a部分的练习。
教学目标:
1 学生熟练掌握1,2单元的四会单词及四会句型。
2 学生能根据图片选择相应的日常交际用语,并填上序号。
教学重点：复习一，二单元所学内容。2完成书上a部分的练习。
教具准备：多媒体课件、挂图。
教学过程:
step 1 warm up
1 greetings
2 sing a song. “i wish i was taller”
3 on duty.
step 2 revisions.
1 play games. “animal show”(以闯关的形式,利用多媒体画面设置游戏,让学生在描述画面的过程中复习前两个单元的内容.
（1）课件出示单词，学生认读。
形容词：old--older short--shorter fat--fatter heavy--heavier light--lighter
strong--stronger thin--thinner
副词： low--lower late--later early--earlier early—earlier
far--farther well--better
（2）教师归纳：形容词修饰名词，副词用来修饰动词等。
（3）课件呈现一些动物,让学生运用形容词比较描述动物形体差别。如 the elephant is heavier and stronger than the pig. whose ears are longer, the bear’s or the rabbit’s?
（4）课件呈现动物表演的画面，让学生运用副词单词来谈论这些动物的精彩表演。 如:the birds and the bears all dance well, but the birds dance better than the bears.
step 3 look, match and say.
1出示图片1,学生先讨论画面的内容,再读读句子,然后说说答案。
2 两人一组,讨论其他几幅图。
3交流
4 男女生分角色朗读对话
5 学生适当扩展对话,表演对话。
step 4作业布置：
1 read and write
name:yao ming age:25 height: 226cm weight:134kg
（1）yao ming is ( ) years ( ) than me.
（2）yao ming is ( ) centimeters ( ) than me.
（3）yao ming is kilos ( ) than me.
2 用英语描述自己的最好朋友，并运用比较级把他（她）的特点与自己作比较。
板书内容：
unit 4 review and check
who is taller than ...?
do the ducks swim faster than the fish?
does the rabbit jump higher than the cat?
板书设计：
《牛津小学英语》6b unit 4 第一课时 来自第一范文网。
《牛津小学英语》教学设计 篇4
教学内容《牛津小学英语》3b unit 1 b look and learn教学目标1.ss can understand and read these eight words: a school bag, a crayon, a storybook, a copybook, a tape, a stapler, a toy train, a knife.2. ss can understand and say the new sentences “what’s this/that?” and can use “it’s…” answer.教学重点难点1.pronunciation of the eight words.2.expression: the new sentences “what’s this/that?” and can use “it’s…” answer.教学准备tape and tape player. cards of new words.教学环节过程目标教师活动学生活动 free talk presentation practice home work greeting and motivation. ss can under- stand and read these eight words: a school bag, a crayon, a storybook, a copybook, a tape, a stapler, a toy train, a knife..2.ss can under- stand and say the new sentences “what’s this/that?” and can use “it’s…” answer. use game to help studentspractice the eight new words and the new sentence pattern. organize:good morning, class.hi.hello.what’s your name?what’s your name?a this is b. (1) teaching the new words:(show a new word card to students.)school bag. (show students a card of new words.)crayon.(show the card of new words to students.)storybook.(show students a card of new words.)copybook.read these cards.(use the same way to teach the other four new words),read these cards one by one.(2) teaching the sentence:(show the card of crayon).what’s this? (ask self).it’s a crayon.(show the card of tape).what’s that? (ask students).(use body language and countenance to help students understand). let’s play a game.let’s guess.(show the back of the cards to students).no, it isn’t.yes, it is.what’s this/that? 1. repeat picture 1&2 of part a.2. read new words of this unit. good morning, miss.hi.hello.i’m a.i’m b.a: nice to meet you b.b: nice to meet you, too school bag. (read one by one). crayon.(read one by one). storybook. (read one by one). copybook. (read one by one).school bag, crayon, storybook, copybook school bag, crayon, storybook, copybook…. (look at teacher and try to understand). it’s a tape. ok.tape?knife? it’s a …
《牛津小学英语》教学设计 篇5
教学内容：完成练习册
教学目标：综合复习一至三单元所学的语言知识，培养学生综合运用语言的能力。
教学重点：培养和发展学生综合运用所学语言的能力。
教具准备： 磁带，录音机，投影片。
教学过程：
step 1 warm up
1 greetings
2 sing two songs. “i wish i was taller ” and “excuse me”
3 free talk.
教师投影出示相关的人物或动物进行比较的情景图及有关问路的情景图，让学生展开对话交际.
step 2 do the workbook .
1 listen and judge.
(1) try to talk about the pictures in english.
(2)listen and judge.
(3)check.
2 listen choose and write.
(1) read the words, please.
(2)listen and choose.
(3)check.
(4)complete the sentences.
(5)read the sentences together.
3 look, think and write
(1) look at the pictures and read the sentences, then write the words.
(2) check.
(3) read the sentences.
4 look, read and ask.
(1) look at the pictures and choose the questions.
(2)make the dialogues with your partner.
5 look and complete.
(1) look at the pictures carefully
(2) complete the sentences.
(3) read.
6 read and answer.
(1) read three times.
(2) answer the questions.
step3 作业布置：
1 以“asking the way”为题,编一段小对话.
2 预习unit 5 .
板书内容：
unit 4 review and check
who is taller than ...?
can you tell me the way to…,please?
how far is it from here?
.how many stops are there?
板书设计：
《牛津小学英语》教学设计 篇6
unit 2 more exercise
连云港市赣榆县青口中心小学 范文艳
单元教材分析：
本单元引入了副词比较级。话题围绕着jim和他爸爸谈论如何进行体育锻炼展开，课前教师可设计一个学生自己制定锻炼身体的计划的任务，使学生把所学的语言知识与生活实际联系起来，有些副词的比较意义较为抽象，如late, later, early, earlier, well, better，建议教师在教学中尽可能地用具体的手段帮助学生理解这一难点。
教学要求：
1、能听懂、会说、会读和会拼写单词strong, slow, low, fish, late及be good at。
2、能听懂、会说和会读单词和词组far, well, jog, do well in, need help with, do more exercise, animal show, go for a walk。
3、能听得懂、会说和会读日常交际用语that’s true. well done. mike runs as fast as ben.
4、能听得懂、会说、会读、会写句型ben runs faster than jim. do the boys jump higher than the girls? does jim swim slower than david?
5、了解字母组合or在单词中的另一种读音。
6、会诵读歌谣run, rabbit, run!
教学重难点：
1、能听懂、会说、会读和会拼写单词strong, slow, low, fish, late及be good at。
2、能听得懂、会说、会读、会写句型ben runs faster than jim. do the boys jump higher than the girls? does jim swim slower than david?
教具准备：
录音机、小黑板、表格、图字卡、幻灯片、计时器、小星星若干、图片、红线、纸袋偶、跳绳。
课时分配：
第一课时 b部分 look, read and learn
第二课时 c部分 work in pairs
第三课时 a部分 listen, read and say
第四课时 d部分 listen and write和h 部分 say a rhyme
第五课时 e部分 look, read and judge, f部分 play a game
和g部分 listen and repeat
第六课时：综合实践课
友情提示：
1、学习本课之前先了解一下本班学生的身体情况及体育成绩，如谁跑得比较快，谁跳得比较高，以便在讨论话题时，让学生产生认同感和亲切感。
2、本单元渗及的比较级有两种形式：①动词＋副词比较级＋than；②as＋副词原形＋as及否定形式not as…as，与第一单元相似，不同的是副词比较级。
3、注意强调陈述句中，主语是第三人称单数时，动词加s或es，但在问句里，用助动词do或does，后面动词都用原形。
4、在语言训练过程中要注意由易到难，由浅入深，使学生保持浓厚的学习兴趣，让他们轻松愉快地学英语。对于个别学习上有困难的学生，要教给他们有效的学习方法，帮助他们养成良好的学习习惯。
4、四会单词及四会句型最好当堂掌握，并注意巩固，使每一个学生都能牢固掌握基础性知识。
5、在教学中要根据学生的实际情况，给学生留有自主学习和记忆的空间。
《牛津小学英语》教学设计 篇7
教学内容：
1、b部分单词：a postcard, glue, writing paper, an envelope, write a letter。
2、c部分第1、3、5幅图。
教学目标：
1、能听懂、会说和会读单词和词组a postcard, writing paper, an envelope。
2、能正确地听、说、读、写单词glue, write a letter。
3、能正确地听、说、读、写句型can i have…? what for? i want to…
教学重点：
1、能熟练地听、说、读、写单词glue, write a letter。
2、能正确地听、说、读、写句型can i have…? what for? i want to…。
教学难点：了解glue和writing paper是不可数名词。
教具准备：教师和学生都准备明信片、邮票、信封、胶水、信纸的实物，c部分挂图、图片。
教学过程：
step 1 warm up
1、 sing a song: will you join me?
2、 free talk（以将要做什么为谈话主题）
①师生交谈
t: what are you going to do this weekend/this morning/ this eneving/tomorrow afternoon?
s: i’m going to…
s: i’m going to…
…
②小组互相交谈
what are we going to do this morning/ this weekend/ tomorrow evening…?
where are we going to do this afternoon/ tomorrow morning?
step 2 presentation
1、 teach: a postcard
①t: today is my birthday, i received a postcard from my brother. do you know“a postcard”?
②教师出示明信片，领读a postcard。
③教师出示以前学过的单词a postman和a card,告诉学生a postcard是个合成词。
④师生齐读post, post, card, card→postcard。
⑤两个学生开火车操练a postcard, a postcard, i have a postcard。
⑥教师走到台下，问一位学生： can i have a postcard?引导学生回答sure. here you are。教师接着说i want to write to my brother jim。
⑦教师出示几张明信片，示意学生用句型can i have a postcard？提问，教师相机说what for?
⑧教师大体介绍what for的意思，告诉学生what for相当于why。
⑨师生，生生操练。
can i have a postcard? what for?
i want to write to my sister/ my father/ john… sure. here you are.
2、 teach: writing paper.
①t: i have some writing paper.教师告诉学生：writing paper性质等同于以前所学的newspaper,是不可数名词，两张信纸可以说two pieces of paper，一些信纸叫some writing paper。
②chant: writing, writing, writing, writing, paper, i have some writing paper.
③教师走到台下，与个别学生操练can i have some writing paper?引导学生说what for?
④t: i want to write a letter.
ss: sure. here you are.
⑤师生交换角色，话题为学生向老师索要信纸。
3、 teach: write a letter
①t：在三年级学字母时，letter解释为字母，而在这里，letter则解释为信，write a letter解释为写信。
②教师范读letter, letter, write a letter。
③学生齐读letter, letter, write a letter。
④play a game:绕口令
write, write, write a letter,
letter, letter, write a letter,
let’s, let’s, let’s write.
⑤拼读letter。letter, letter, l-e-t-t-e-r, letter, letter。
⑥拼读write a letter。
4、 teach: an envelope
①t: yesterday evening, i wrote a letter to my teacher. now, i need an envelope.教师边将信塞进信封。
②教师范读an envelope, 从不同方位给学生示范，采用分音节教学法，enve-lope→envelope。
③男、女生分角色读an envelope, an envelope, i have an envelope。
④四人开火车读an envelope, an envelope, i have an envelope。
⑤扩词练习。
for example: an envelope, an envelope, a red/ yellow/ white/ nice envelope, an orange/ old envelope。
5、teach: glue
①教师拿起刚才塞进信封的那封信，发现封口还没有贴好，相机说：look, it’s open, can i have some glue?顺势引导学生说sure. here you are。
②glue属不可数名数。
③教师范读。
/u:/ /u:/ glue
glue, glue, glue, some some glue
④学生模仿读。
⑤开火车拼读：glue, glue, g-l-u-e→glue, glue.
step 3 look and say
1、出示c部分第一幅图，让学生仔细看图，理解图意，运用句型can i have a/ an/ some…? what for? i want to… sure…here you are.对话。
2、出示第三、五幅图，同桌两人运用以上句型进行对话。
3、指名两至五组表演。
4、这部分为四会内容，教师有必要范写一幅图，其余三幅图请学生参照板书，当堂完成。其中要向学生特别强调i want to+动词原形。
5、学生书写，教师巡视。
step 4 consolidation
1、listen to the tape, then repeat.
先合上书本听一遍，再打开书用手指着跟读。
2、listen and point.
此游戏先由教师说单词，请两位学生比赛看哪一位指着又快又准，获胜者留在台前，顶替老师的角色，继续进行游戏。
3、a guessing game.
可将本部分词汇设计为谜语，如：liu tao’s mother is now in guangzhou, liu tao is in naijing. he wants to speak to mother. i can help them. what am i?
step 5 homework
1、听b部分所学单词各五遍，跟读五遍，预习剩余单词，听五遍。
2、抄写glue, write a letter各五遍。
3、说c部分第一、三、五幅图各两遍，选择两幅图写下来。
4、继续完成编谜语的作业，下节课在free talk中与大家交流。
板书内容：
1、课题：unit 7 a letter to a penfriend
2、单词：write a letter, some glue.
3、句型：can i have…? what for?
i want to… sure, here you are.
板书设计：
《牛津小学英语》教学设计 篇8
教学内容：e部分look, read and judge, f部分play a game和g部分listen and repeat.
教学目标：
1. 了解字母组合or在单词中的另一种读音。
2. 巩固本单元四会单词、句型，并能灵活运用。
教学重点：
1. 巩固本单元四会单词、句型。
2. 了解字母组合or在单词中的另一种读音。
教学难点：语音判断
教具准备：录音机、图字卡、计时器。
教学过程：
step1 free talk and motivation
1. 心灵感应：猜老师心中想哪些字母(a, e, l, t)。
2. 把这四个字母(a, e, l, t)合成一个词(late )，出示late图字卡，用late说一句话。
三种形式：
a. wang bing goes to bed late.
b. mike goes to bed later than wang bing.
c. does mike go to bed later than wang bing?
yes, he does.
3. 幻灯片出示上面的三句话，换词（动词）练习。
①指导读这三句话。
②强调句式及语法结构。
③换词练习。
4. say a rhyme: don’t be late again.
过渡: now, let’s start our lesson. open the book and tuen to page 19. who would like to read the conversations?
板书：start our lesson, would like to
step2 presentation 学习e部分
1. 学习she reads better than all of us.
①意会what does‘she reads better than all of us’mean？
②she reads better than the other students.（联系the other一词）
③read it.
2. look, read and judge.
给学生一定的时间，让他们独立完成阅读与判断。
3. check the answers.
4. read the conversations again.
step3 play a game.完成f部分
1. complete the sentence.
①does the bird fly ______ than the butterfly?
②does the girl run _______than the boy?
③does the woman swim ______than the man?
④does the girl skate _______than the boy?
⑤does the girl sing _______ than the boy?
⑥does the boy go to bed _______ than the girl?
⑦does the girl jump _______ than the boy?
⑧does the boy get up _______than the girl?
根据动词提示，填入合适的副词（比较级）。
2. look at the picture then answer the questions.
3. answer the teacher’s questions:
who runs faster, the boy or the girl?
who skates better, the boy or the girl?
…
4. practise who＋v.(s)＋副词比较级结构。
5. play a game.
a. 讲解游戏规则，并做示范。
b. 引导学生做游戏。
以抢答方式集体做游戏，选出优胜者。
step4 listen and repeat
1. 出示一组词语word , workbook, world, worm
read them.
2. 说一说or组合发什么音。
3. 出示另一组词语forty, horse, morning, sports，体会or组合的另一种发音。
4. 你还能说出其他类似发音的例词吗？
5. listen to the tape then read after the tape.
6. 竞赛，看谁读得又快又准。(计时器)
step5 布置作业
1. 选择填空
①ben is late school.
a. to b. of c. for
②who _______ higher, jim or david?
a. runs b. jump c.jumps
③does ben skate _______ than mike?
a. well b. better c. good
2. 排列句子顺序
①well he in pe does do not ( . )
②runs fast as tom nancy as ( . )
③boys jump lower the than girls do the ( ? )
3. 熟读e部分look, read and judge.
板书内容：
词组：start our lesson, would like to
句子：she reads better than all of us. who runs faster, the boy or the girl?
板书设计：
《牛津小学英语》6b unit 2 第五课时 来自第一范文网。
《牛津小学英语》教学设计 篇9
一、教学目标1. 能听懂、会说、会读和会写句型what are these/those? they’re ….how many kilos? …kilos, please.2. 能听懂、会说、会读和会写单词grapes.二、教具准备1、课前在教室四周贴上水果图片，将全班分成6个小组。2、超市小货架，营业员佩带的胸卡、单词、句型卡片、喇叭、帽子、各种水果实物。三、设计思路围绕“听说读写能力的培养”这一主题，通过深入浅出的句型操练，让学生在掌握句型的基础上主动参与购物、自主训练，最终达到把所学知识转化为实际应用能力的目的。三、教学过程step 1 say a rhyme《they are all play》 pears, bananas and pineapple. oranges, peaches and apples. big fruit and small fruit, they are all very good.（设计意图：通过复习三年级学过的一首小诗，充分调动学生的情感因素，变被动为主动，激发学生的学习兴趣。巩固再认各种水果，为呈现任务做好准备。）step 2 presentation(一)teach: what are these/those? they’re ….1. t: boys and girls, now i’ll play a game with you “touch and guess”. look, here’s a big bag. who can come here and touch? (一生上前来摸一下)t: what’s this?s: it’s an apple.t(面向全班)：yes, it’s an apple.t: go on .(s继续摸)t：what’s this?s: it’s an apple, too.t: it’s an apple, it’s an apple, too. they’re apples.t 出示卡片they’re ….ss read together.（设计意图：从触摸游戏入手，激起学生的好奇心和积极参与的欲望，同时将学生的注意力集中到水果复数上，引出句型they’re …，同时达到句型what are these?早渗透、勤反复的目的。）2.（出示单词图片）t：what are these? 引导学生回答they’re ….(apples、oranges、pears、bananas、peaches) t 最后出示grapes, 学习葡萄，学生拼读练习。 （拿着葡萄问学生）t：what are these? s: they’re grapes. practice in chains. (学生进行连锁操练what are these? they’re grapes.) t出示句型卡片：what are these? 拼读单词these, 读整个句子。 s拿出自己带的水果进行同桌操练。 check: s1: hello, , what are these? s2: they’re …. s3: hello, , what are these? s4: they’re …. ……（设计意图：用已经学过的水果图片操练句型what are these? they’re…，引出本课新单词葡萄。这样既复习水果单词，又可以让生词、句型结合起来学习。）3. t: now, let’s play a guessing game. i put some fruit over there. can you guess what are those?(手指墙角桌上用布盖好的水果) s: they’re …. 若学生回答不出来，继续问2遍后揭示答案。 t 手指教室四周墙上的水果图片问：what are those? ss answer t 出示句型卡片：what are those? ss 拼读单词those, 读句子。 pair work: what are those? they’re …. check（设计意图：以猜的游戏入手，抓住学生的兴奋点，引出句型 what are those?）4.t: now, let’s play. boys and girls, stand up, please. follw me.t: this, that, these, those.(边说边做手势)ss 站起来跟着做。t：now, listen and do.老师说单词，学生做手势。t: let’s say a rhyme: this this this,that that that,these these these,those those those.5. t: what are these/those? ss: they’re…. t: they are fruit. do you like fruit? ss: yes, i do.（设计意图：在学完两组句型之后，学生应该得到一点放松，因此接着设计一个简单的rhyme,既复习巩固了知识，又活跃了气氛，使学生全身心放松，缓和了紧张的学习气氛。）(二)teach: how many kilos?…kilos, please.1. t: now, let’s go to the supermarket. ok? close your eyes.老师戴上帽子，将贷架摆上桌，戴上售货员的牌子，拿出一只喇叭，扮演水果店老板叫卖：apples, apples, three yuan a kilo; bananas, bananas, four yuan a kilo。（设计意图：创设购物情境，教师将平时的水果店缩小了放进课堂，扮演水果店老板叫卖，同时将卡片3元/公斤three yuan a kilo、4元/公斤four yuan a kilo出示，使学生对kilo有一个初步的印象，为进一步教学kilo打下基础。）2.t 出示卡片：1公斤：one kilo 学生练说1公斤、2公斤、3公斤、4公斤 t（出示1公斤、2公斤）：one kilo and two kilos, how many kilos? ss answer. 反复练习几次。（设计意图：用简单的数学加法引出how many kilos?…kilos.学生容易理解接受。）3.t出示句型卡片how many kilos?…kilos ss 读这一句子。 t 出示5公斤、6公斤、8公斤，进行学生之间的ask and answer。 t 拿出小型水果筐（装上水电，贴上重量。）进行小组与小组之间的ask and answer.4.t: now ,boys and girls, you can come here and do some shopping. can i help you?s1 come to the front: i’d like some …，please.t: how many kilos?s1: … kilos, please.t: here you are. (老师与学生之间练习两次。i’d like some …，please.三年级已经学过，若学生一时忘了怎么说将这一句型出示一下。)t: now , who will be a saler?s3: i try.s3: can i help you?t: i’d like some …, please.s3: how many kilos?t: four kilos, please.学生与师对话两次。5. t: now you can buy some fruit from your saler. let’s have a competition.(将学生分成6组，每组一个售货员，其他同学扮演顾客向售货员买水果。每个售货员手里有十几张水果的图片，获知所购重量后，直接写在图片上，卖给顾客。最后比较哪一组的售货员卖出的水果多。)6.t: let me see. group 1 , group 2, group 3, group 4, group 5, group 6.评出优
《牛津小学英语》教学设计 篇10
good afternoon, everyone. i’m fan jiayin. i come from dongzhongshi experimental primary school. it’s my great pleasure to be here sharing my lesson with you. the content of my lesson is “a busy day” part a from unit 7,fun with english 5b.
一.teaching contents
the topics on fun with english are well organized focusing on the pupils’ world. unit 7 is intended for pupils to talk about their daily lives. they have learnt many verb phrases. such as watch tv, have breakfast, clean the library, watch a football game, do homework and etc. you know they are bilingual class pupils, so maybe these phrases will be more easier for them. “a busy day” mainly talks about the time and what they should do at the time.
considering the contents of the lesson and the levels of the pupils, i design the following teaching aims.
二、teaching aims
1. aims on the knowledge: pupils will learn the new words “busy, past, to, on duty, brush teeth, really, half, a quarter ”, the new structures “ what time is it? it’s time for… do you want to…? i want to…
2. aims on the abilities: to develop pupils’ abilities of listening ,speaking, reading and writing. to develop pupils’ communicative skills
3. aims on the emotion: to develop pupils’ sense of co-operation. to let pupils know they should cherish the time.
三、important points:
1. to help the pupils say the new words and use the key sentences correctly.
2. to write whole sentences correctly.
四、difficult points
1. how to make dialogues and act them out.
2. pupils can talk about the time and what they should do at the time.
五、teaching aids
and in this lesson we’ll need cai , tape recorder, school things and so on.
六、teaching methods
now i’d like to talk about my way of teaching(不必写在教案里).
1. communication method
i’ll set up a real situation, in this way , pupils can practise in pairs or in groups, they can speak freely and needn’t worry about making mistakes
2. task-based method
that is to say i’ll let the pupils finish a task by making a short dialogue and acting it out. to help the pupils get a better understanding of the key structures, i will arrange these kinds of activities: singing, guessing game, finishing a survey and having a competition.
七、learning methods
let pupils study in a relaxed and agreeable atmosphere. thereby, develop the pupils’ abilities of studying and working with the learning language independently.
八、teaching procedures
now i’ll mainly talk about my teaching procedures. i’ll follow five steps.
step 1( warm-up and revision)
it is important to set up a better english learning situation for the pupils . so i ‘ll design
activity 1. sing a song: do some exercise with me? this song is from unit6
activity2. tpr( total physical response ) to ask pupils to follow my instructions, “get up, have breakfast, watch tv, do homework” then ask and answer: what are you doing? i am…
t: look, what am i doing?
present the new phrases: brush my teeth
t: who is on duty today?
let the child give the orders which are on the paper.
i design this activity to get pupils to warm up and review the present continuous tense. i also infiltrate two phrases in this step, “brush my teeth, on duty”. because they will be presented in the text.
step 2 (presentation )
to present and practice the key structures one by one, that’ll be much easier for the pupils to learn and grasp the meanings. so in this step, i’ll design 3 activities.
activity1: guess and learn.
guess a riddle, then learn to express time in english. in this step, i will use cai to help me with my teaching. let children practice the time first. then learn to use “past” and “to”
activity 2: ask and answer. what time is it? it’s time for…
let pupils talk about the time : what time is it? it’s time to… because pupils have already learned this structure .then teacher can make a model first : it’s time for… then practice in groups.
as we all know, using the pictures, this is one of the easiest ways to show the meaning of the words and sentences.
activity 3: talk and match
talk about the time and the things first, then listen and match . if time is enough, pupils can talk about their own time and their own things.
children’s attention span is very short. and proper exercises can help pupils focus on their attention and practice the key structures better.
activity4: think and say
t: oh, what time is it now? it’s time to watch vcd. do you want to watch vcd?
s: i want to watch vcd.
teacher shows them a list, look at the time and things: what do you want to do? then invite your friend: it’s … it’s time for… i want to … do you want to…?
in this activity, pupils are encouraged to put themselves in the situation and make a face to face talking. all the pupils are involved in this activity. they can talk as much as possible.
step3. (production)
to help pupils put the language into using, i design a task to help pupils have a production.
first watch vcd. let the ss listen and imitate the dialogue. pay attention to their pronunciation and intonation. at last i’ll ask the pupils to think hard and act it out. then find out which group will act it out well. i’ll give them red stars.
purpose of my designing: this step makes the pupils get the general idea of the dialogue as a whole one. at the same time let the pupils have a chance to practise their listening and spoken ability.
step 4. (consolidation)
to develop pupils’ abilities of listening and speaking, that’s the main instructional aims of learning english in primary school. so in step 4, i’ll design some listening exercises to check what they have learned. for example: think and fill in the blanks. everyone will have a piece of paper. in this step i’ll give the pupils a free space to show their abilities.
purpose of my designing: “task-based” teaching method is used here to develop the pupils’ ability of communication and co-operation. tell the pupils we should cherish our time, time and tide wait for no man.
step 5. (homework )
after step 4, some pupils can grasp the knowledge well, but some pupils can’t. revision is so important, pupils should speak english after class as much as they do in class. it is necessary for the pupils to do some exercise after class. so i design the following homework.
1.listen and read.
2.try to talk about the pictures.
3. try to finish your timetable
my timetable
time
time
what for?
6:30
half past six
it’s time for breakfast.
九、.blackboard design
unit7 a busy day
what time is it? busy 繁忙
it’s … past… on duty 值日
it’s … to … brush teeth 刷牙
it’s time for…
do you want to…?
i want to…?
proverb: time and tide wait for no man. 时间不等人。
in a word, the teaching of this lesson aims to develop not only the pupils' language abilities, but also the diverse intelligence. as eachers, to make our english classrooms shine with vitality, we still have a long way to go.
above is the lecture notes of my lesson. thank you!
《牛津小学英语》教学设计 篇11
教材依据：《牛津小学英语》6a unit 7 at christmas a部分。
教学目标：
1. 学生能听懂、会说、会读和会拼写单词：watch, teapot, wallet, hairdryer, calculator, skateboard, mine, yours, his, hers, theirs.
2. 学生能听懂、会说、会读和会写句型：whose … is it? whose … are they?及其回答。
3. 学生初步掌握a部分的对话。
教学重点：b部分单词和句型
whose … is it? whose … are they?及其回答。
教学难点：名词性物主代词的用法。
课前准备：多媒体课件。
教学过程：
step 1. greetings. (会话导入)
1. t: hello, boys and girls. my name is vicky, your name please? s: my name is …
t: nice to meet you. s: nice to meet you, too.
t: how are you? s: fine, thank you. and you? t: i’m fine, too.
2. t: i want to make friends with you. let’s sing a song <make new friends>.
这一步骤主要是通过询问学生姓名,互问身体情况等与学生拉近距离，并且通过演唱歌曲<make new friends>让学生感觉到老师和他们的距离很近，同时也是让他们做好上英语课的准备，调动学生说英语的积极性。
step 2. learn the new words. （新授b部分单词）
1. show a calendar. t: today is the 25th of december. it’s christmas day.
show the pictures and the words ‘christmas, christmas day, merry christmas, christmas tree.’
2. t: on christmas day, people always sing <ring, ring, ring the bells>
listen to the song.
让学生在特定的情境中展开对话而不是进行机械的无意义的对话，这样比较符合小学生的学习特点，因此我采用圣诞节这一情境带出圣诞快乐、圣诞树等词语。并且让学生听一听人们通常在圣诞节这一天唱的歌曲来感受圣诞节的气氛，同时也是为下面用圣诞礼物引出新单词做铺垫。
3. t: merry christmas! i have some christmas presents. please look at the picture.
draw a watch on the blackboard.
t: what is it? s: it’s a watch.
write the word on the blackboard, students read and spell the word.
4. draw a teapot on the blackboard.
t: it’s a teapot.
write the word ‘teapot’ on the blackboard, students read the word after the teacher.
5. draw a wallet on the blackboard.
t: it’s a wallet.
write the word ‘wallet’ on the blackboard, students read the word after the teacher.
6. draw a hairdryer on the blackboard.
t: it’s a hairdryer.
write the word ‘hairdryer’ on the blackboard, students read the word after the teacher.
7. draw a calculator on the blackboard.
t: it’s a calculator.
write the word ‘calculator’ on the blackboard, students read the word after the teacher.
8. draw a skateboard on the blackboard.
t: it’s a skateboard.
write the word ‘skateboard’ on the blackboard, students read the word after the teacher.
9. read all the words together.
传统的出示图片然后新授单词对学生们来说已经没有了新鲜感，因此在这一步骤中我并没有这样做，而是用简笔画将这些东西画在黑板上然后再学习。因为 watch这个单词学生是学过的，学生比较容易掌握，因此我就让学生自己说出这张图片代表的单词。接着我就边画边说出今天要新授的单词，学生看得认真也听得认真。
10. play a game. （做游戏）
t: i will give you 30 seconds. you can make phrases using the new words. let’s see how many you can make.
make some examples. students work in groups.
这是个以比赛形式进行的游戏，学生在掌握了今天新授的单词后一个接一个的用这些单词来组词，组词最多的小组获胜并能获得老师的奖品。这一步骤不仅是巩固今天新授的单词也是复习了以前学过的一些知识，学生的积极性也非常高。
step 3. learn the new sentences. （学习新句型）
1. show a picture of a teapot. t: who is it from? 很快的闪动一下helen的图片。
s: it’s from helen.
show a picture of a hairdryer. t: who is it from? s: it’s from yang ling.
show a picture of a skateboard. t: who is it from? s: it’s from mike.
2. show a picture of two wallets. t: who are they from? 很快的闪动一下su yang and su hai的图片。s: they are from su hai and su yang.
show a picture of a ruler and a pencil. t: who are they from? s: they are from ben.
这个句型以前有接触过并且对学生来说比较简单，因此我没有要求学生跟读然后再操练，这样学生就不会觉得老师在教一些自己会的东西。同时出现的人的图片非常短暂，学生必须高度集中注意力才能看清楚，这就充分能发挥学生的主体作用。
3. t: oh, the ruler is from ben. it’s mine.
show the new word ‘mine’. students read and spell the word.
show the sentence structure: whose is it? it’s mine.
ask and answer using their things.
4. take two or three things of one student. t: whose are they? s: they are mine. t: oh, they are yours.
show the new word ‘yours’, read and spell the word.
5. look at the picture of a calculator. ask some students to read the word. listen and repeat the word. t: whose is it?
students listen and learn the new word ‘his’.
show the sentence and read: it’s his.
look at the picture of a magazine. listen and repeat the word. t: whose is it?
students listen and learn the new word ‘hers’.
read the sentence: it’s hers.
6. look at the picture of two skateboards. ask some students to read the word. listen and repeat the word. t: whose are they?
students listen and learn the new word ‘ours’.
t: they are theirs.
show the word. read and spell the word.
对于小学生来说名词性物主代词是个难点，我使用了学生课桌上的东西来教学。如拿出自己的一本书说：it’s mine.（这是我的。）拿起学生课桌上的两样或三样东西，提问：whose
are they?学生自然会回答：they are mine. 这时就顺势说出they are yours.并教学新单词yours。这样的方法学生很容易就理解了这些单词和句子的意思，同桌操练起来也非常方便。
7. let’s chant.（有节奏的朗读）
watch, watch, it’s mine, mine. skateboard, skateboard, it’s yours, yours.
hairdryer, hairdryer, it’s his, his. calculator, calculator, it’s hers, hers.
wallets, wallets, they’re ours, ours. teapots, teapots, they’re theirs, theirs.
将名词性物主代词教学完后我设计了这样一个chant，让学生通过有节奏的朗读来巩固所学的单词。
step 4. listen, read and say. （学习a部分课文）
1. t: the cds are su yang’s. they’re her christmas presents. let’s go back to jim’s grandpa’s house. listen to the tape and tell me whose are these presents.
students listen to the tape and do the exercise.
check the answers..
2. read after the tape.
read part a together. work in pairs and act.
这一步骤是对上面教学的单词和句型的一个全面的学习。首先我要求学生听录音完成书本上的一个比较简单的连线题，然后再根据这一主线来跟读课文并分角色朗读。虽然课文很长但学生基本都能掌握，因此学习起来很有信心，效果也比较好。
step 5. say goodbye.（结束本课并布置课堂作业）
1. t: christmas is coming. i wish you a merry christmas. let’s sing a song <we wish you a merry christmas>.
课上到这里学生和老师都比较疲倦了，因此我设计了演唱<we wish you a merry christmas>这首歌，让学生和老师一起唱起来，在轻松愉快的氛围中结束本课。
2. assign the class work: make a christmas card for your teachers.
《牛津小学英语》教学设计 篇12
教学内容：h. sing a song 练习册c、d、e、f部分
教学目标：
1.全面复习巩固本单元所学的单词句型。
2.理解歌曲内容，能准确唱出歌曲i wish i was taller。
3.通过练习，检查学生对所学知识的掌握情况，并以此提高学生的语言实际运用能力。
教学重点：熟练掌握并运用所学的单词、句型。
教学难点：培养学生阅读理解及书写的综合能力。
教具准备：录音机、磁带、图片、词卡等。
教学过程：
step1 warm up
1. greetings
2. sing a song.
①listen to the tape. ②简单介绍歌词大意. ③sing after the tape.（2遍）
3. free talk
结合学生的实际情况及室内现有物品，围绕本单元词句与学生展开闲谈。
step2 revision
1. listen and repeat.（a部分）
2. listen and answer.（d部分）
①who’s younger, su hai’s aunt or su hai’s mother?
②is the man is black su hai’s uncle?
③is su hai’s father stronger than su hai’s uncle?
④who’s older, su hai’s father or su hai’s uncle?
3. listen and write.（b部分形容词及其比较级）
4. look and write. 出示c部分图片，指导生写出对话。
5. choose and write.
bird, girl, skirt, t-shirt
the tall in the yellow and the blue has a .
step 3 do exercise.（练习册）
1. look, read and write（c部分）
①指导看懂题意. ②指导读懂表格内容及句子内容.
可采用问答形式帮助学生理解如：t: who is taller thon jack? who is younger than jack? who is heavier than tom?…
③生自由练习. ④read and check.
2. look and write.（d部分）
①指导生看图，谈论图意。
如：p1: who’s taller the boy or the girl.
p2: who’s stronger, the policeman or the doctor?
p3: who are heavier, the oranges or the pears?
p4: whose hair is longer?…
②生自由阅读并补充句子。 ③read and check.
3. look, read and write.（e部分）
①talk a bout the pictures.
t: what are they? who’s heavier? whose ears are longer? whose nose is shorter? who’s stronger?
②read the passage in pairs.
③complete the sentences. ④read and cheek.
4. read, write and answer.（f部分）
①read the dialogues in pairs.
②指生对话 ③指导理解对话内容
④answer the questions.
a: who is taller than john? b: is marg stronger than john?
c: what is john good at? d: where are they going?
⑤生自由阅读并完成练习 ⑥check it.
step 4 homework
1. read the text two times（a部分）
2. write the words two times（b部分）
3. make dialogues use the sentences of part c.
板书内容：
b部分词组 c部分句型及图片
板书设计：
教后笔记：
《牛津小学英语》教学设计 篇13
教学内容：《牛津小学英语》6b unit 6 f play a game g listen and repeat h sing a song.
教学目标：
1、了解字母组合ow在单词中的读音。
2、能唱歌曲will you join me?
3、熟练掌握本单元所学内容。
教学重点：熟练掌握本单元所学内容。
教学难点：了解字母组合ow在单词中的读音。
教具准备：录音机、磁带、小黑板、骰子、棋子等。
教学过程：
step1 warm up
1. greetings
2. free talk
就本单元所学的内容进行自由交谈，可采用师生间、生生间、小组间等形式进行。
step2 revision
1. 齐读e read and number。
2. 学生小组内准备朗读并表演对话。
3. 教师抽查，全班评议。
step3 presentation and consolidation
1. play a game
①教师事先布置学生根据图例，了解有关游戏规则和方法，准备好游戏工具，包括骰子和棋子。
②指导学生可在小组内开展游戏活动。
③教师抽查学生开展游戏的情况。
④教师可鼓励学生自己自创新的玩法，在游戏中进一步巩固所学知识。
2. listen and repeat
①教师让学生自己朗读单词，边读边体会字母组合ow在单词的读音。
②指导学生听录音跟读单词和句子，教师可利用图片或多媒体课件帮助学生理解句意。
③教师可指导学生朗读，也可在学生中开展朗读比赛。
④学生自己归纳整理其他例词，编写绕口令或其他句子并练习朗读。
⑤汇报结果，教师相机板书。
snowmen
snowball
row rowing
show know
snow
blow low
snowy
snowman
lower slow
slower
3. sing a song
①讲解歌词大意。
②读歌词。
③听录音。
④听录音跟唱。
step4 homework
1、全面复习本单元所学内容。
2、背诵g listen and repeat并试着归纳其它例词。
3、预习《补充习题》unit 6。
板书内容
snowball
snowmen
snowman
snowy
snow
row rowing show
blow know low
lower slow slower
板书设计：