牛津英语9aunit1教案

牛津英语9aunit1教案（14篇）

1.牛津英语9aunit1教案 篇一

Module 1 : Relationships unit 1: relatives in Beijing tasks in this unit:

talking about relatives;starting relationship, where they live and ages;making travel arrangements;planning departure dates and length of holidays;writing about travel plans, means of transport and costs;talking about places of interest in Beijing;reading about timetables;writing a personal letter about holiday plans.Listening and speaking : Planning a trip to Beijing Knowledge objectives: Using the present perfect tense to relate past events to the present Skill and ability objectives: listening: listen for specific information speaking: open and maintain an interaction by asking and answering questions reading: scan a text to locate specific information Emotional objectives Help students make plans for the things they want to do Key point Using the present perfect tense to relate past events to the present Difficulties Using the present perfect tense to relate past events to the present

Pre-task preparation: read and answer: Dear David We haven’t seen each other for a long time.How are you and your family in Garden City?

We would like to invite you to stay with us in Beijing in August.My children haven’t seen their cousins before.They want to see them very much.They also want to take them to some interesting places in Beijing.We will be very happy if you can come in August.It won’t be very hot here.Please write to me soon.Yours Weiming questions: 1

Where do Weiming and his family live?

When would Weiming like to invite them to Beijing? 3

Have Ben and Kitty seen their cousins before? 4

What do Ben and Kitty’s cousins want to do? while-task procedure: look and learn: invite/invitation cheap/ expensive agent/ brochure listen and say: read the passage after the tape practice reading look, read and answer: read the passage after the tape practice reading Post-task activies Think and talk Listen and choose Homework: Workbook 7A, pages 1 and 3.*act out the dialogue

say and act& listen and say& read and write Knowledge objectives: using modal verbs to express preferences using adjectives to describe objects Skill and ability objectives: llistening:listen for specific information speaking: maintain an interaction by replying and asking reading: skim a text to obtain a general impression and the main ideas writing: gather and share information by using strategies such as questioning Emotional objectives Help students make plans for the things they want to do Key point using modal verbs to express preferences using adjectives to describe objects Difficulties How long does it take to do? Pre-task preparation: read and write: Kitty is telling Mr Hu about their trip plan to Beijing.Can you complete what she says?

Mr Hu, I will travel to(1)_______ in the summer holidays.My uncle lives there.He has(2)_______ us to visit them in(3)_______(month).He has a son called(4)_______ who is(5)_______ years old and a daughter of(6)_______ years old called

(7)_______.Ben and I have(8)_______ seen our cousins before.So we are happy we can go there.while-task procedure: think and say: Sally __________(be)to Thailand.We __________(get)a letter from our cousin, Judy.Billy __________(invite)Andy to his birthday party.Wendy __________(send)an e-mail to Mary.It takes __________________ hours to travel from Shanghai to Beijing by train.It costs __________________ ________________________ yuan.It takes __________________ hours to travel from Shanghai to Guangzhou by train.It costs __________________ ________________________ yuan.It takes … hours to travel from Shanghai to … by _____.It costs … yuan.look and read: Where is Mr Li? At the travel agent’s.read the passage after the tape practice reading

listen and say: at the end of August /Back to Garden City read the passage after the tape practice reading answer the questions: • When are the Lis going to leave for Beijing? • When are they going to come back from Beijing? • How long are they going to stay there? • How are they going to travel to Beijing? • Why won’t they take the train there?

read and write: The Lis have decided to go to Beijing.Mr Li is writing a letter to his brother, Weiming.Can you help him complete the letter to Uncle Weiming? Post-task activies Look and say Listen and answer Homework: Workbook 7A, pages 2 and 4.*look and say(ppt)

reading : welcome to Beijing Knowledge objectives: using proper nouns to refer to places using nouns to show position using adverbs to show position Skill and ability objectives: listening: using visual clues, context and knowledge of the world to work out the meaning of unknown words speaking: open and maintain an interaction by asking and answering questions reading: read written language in meaningful chunks writing: gather and share information and ideas by using strategies such as brainstorming Emotional objectives Help students make plans for the things they want to do Key point read written language in meaningful chunks Difficulties using nouns to show position using adverbs to show position

Pre-task preparation: look and talk: Work in pairs.Suppose you are at the travel agent’s.You are S2 and you are asking the agent for some information.S1, the agent, should try to answer your questions.make a dialogue according to the sentence structure: think and write: Mr Li received a(1)__________ from his

(2)__________, Weiming.Weiming is Ben and Kitty’s(3)__________.He lives in(4)__________.He has a(5)__________ called Simon and a

(6)__________ called Lucy.Simon is(7)__________ years old and Lucy is(8)__________.Weiming asked Mr Li to stay with them in

(9)__________(month).They can go there by

(10)__________ or by(11)__________.The next day, Mr Li went to visit a(12)__________(13)__________ because he wanted to get some

(14)__________.Mr Li knew that it takes about(15)______________ hours to travel from Garden City to Beijing by plane and it costs

(16)__________ yuan.That’s(17)__________.But it takes about(18)__________ hours by train.It is too(19)__________.It costs only(20)__________ yuan.while-task procedure: listen and say: The Li family has arrived in Beijing.Simon and Lucy want to take Ben and Kitty to some interesting places.look and learn: new words and phrases:the summer palace/ the great wall/ tian’anmen square/ the palace museum/swan/ mountain/brick/stone/national/raise

read：

read the passage after the tape practice reading answer the questions: • Where is the Summer Palace? • What are there at the palace? • What is the name of the lake? • What can you see on the lake? • Where is the Great Wall? • What did people build it with? • What can you see on the wall? • What can you see from the wall? • Where is Tian’anmen Square? • How many people can it hold? • What do soldiers do every morning in Tian’anmen Square? • Where is the Palace Museum? • What can people see at the Palace Museum? • Why do many people visit the museum? Post-task activies Listen and number Homework: Workbook 7A, page 7 *Watch and say(ppt)

look and read & look, write and say Knowledge objectives: using going to to talk about future activities using wh-questions to find out place using modal verbs to express ability Skill and ability objectives: listening: use visual clues, context and knowledge of the world to work out the meaning of unknown words speaking: open and maintain an interaction by asking and answering questions reading: scan a text to locate specific information writing: gather and share information and ideas by using strategies such as brainstorming Emotional objectives Help students make plans for the things they want to do Key point using going to to talk about future activities using modal verbs to express ability Difficulties using going to to talk about future activities using wh-questions to find out place

Pre-task preparation: look ,read and say:

Suppose you have just come back from a trip to Beijing.You want to tell your friends about these four interesting places in Beijing.Look at the photos and the captions you have written on the back of the photos.Then tell in your own words.while-task procedure: look and say: Lucy and Simon have made a holiday plan for Ben and Kitty.Look at the calendar and tell what they are going to do each day.They are going to visit … on … look and learn: new words and phrases: places of interest

look and read: The children are planning to visit different places of interest in Beijing.read the passages after the tapes practice reading

look, write and say: Look at the calendar on the next slide and page 5 in Student’s Book again.Pretend you are Ben, Kitty, Simon and Lucy, and talk about your visits.make a dialogue Post-task activies Look and talk Homework: page 5 *Look, ask and answer

Lucy’s holiday plan

Knowledge objectives: using formulaic expressions to begin and end a letter using the simple past tense to talk about past activities Skill and ability objectives: listening: listen for specific information speaking: maintain an interaction by replying and asking questions reading: read written language in meaningful chunks writing: develop written texts by expressing own ideas and feelings Emotional objectives Help students make plans for the things they want to do Key point using the simple past tense to talk about past activities Difficulties

using formulaic expressions to begin and end a letter

Pre-task preparation:

look and write: You are going to read four pages from Kitty’s diary in her blog.She wrote the diary when she came back to Garden City.But some words are missing.Can you help her complete them? fill in the blanks

while-task procedure:

think and say: Suppose your cousin is visiting you in Shanghai now.Look at the pictures and notes.Talk about the visits.look and read: read the passage after the tape practice reading

read and choose: Read Kitty’s letter again and pick out which two photos Kitty is going to send together with her letter to Lucy.answer the questions according the given passage:

write: You are Lucy.You want to write a letter to Kitty about your holiday plan for the Spring Festival.Post-task activies Read and answer Homework:

page 8 *Read and write

2.牛津英语9aunit1教案 篇二

英语是初中三大主科之一, 学生英语学习的好坏直接影响其整体学习水平。英语学习难成为广大初中生的普遍感觉, 为了不让英语成为“学习木桶”的短板, 使孩子们学好英语就成为了广大一线英语教育者的头号任务。在笔者的教学实践中, 发现了牛津英语“推进器”———情景教学法。

二、何谓情景教学法

古代选拔人才主要的考核方式———科举, 讲究的是写八股文, 规规矩矩, 板板正正, 束缚了学子的天性, 用八股的框子框成举人、进士。新中国成立以来, 特别是改革开放以来, 国外的教育思想和方法开始传入中国, 被国人所接触, 所熟知。而国外追求个性教学、快乐教学的理念开始被很多人接受, 其中就包括情景教学法。

我国著名教育家陶行知所秉承的教育理念之一就是“生活即教育”。艺术界有一句话“艺术源于生活, 又高于生活”。我们的书本和教学理念也是如此, 而可悲的是, 有些时候, 光记着“高于生活”, 而忘了“源于生活”。有些教师在英语教学中唯课本马首是瞻, 仅就本论本, 与鲜活的生活实践脱节。结果上课打呵欠者有之, 开小差者有之, 甚至直接去“会周公”。虽然学生自身自制力不够是原因, 但是老师死板的教学方法也难辞其咎。

“情景教学法”就是专门治疗上文中提到的这一病症的良方, 此药方为:在教学时, 教师创设带有情绪色彩的、形象为主题的场景, 从而使学生产生态度体验, 帮助学生理解并获取知识, 同时使学生心理机能得到发展。将言、行、情融为一体以激发学生的情感。

三、如何发挥情景教学法这一“推进器”的促进作用

情景教学法虽然为“推进器”, 但并不是“全自动智能化”的, 需要“舵主”———英语老师掌握好航向、航速。

其一, 教师要摸清整班的英语水平, 胸有成竹地掌握什么样的内容对于孩子们来说是较难的。情景教学法因为方法灵活, 需引入情境, 耗时较长, 适用于中等偏上难度的问题。

其二, 掌握好频次、频率。情景教学法趣味性强, 课堂活跃气氛好。而有些英语老师尝到甜头之后, 不分内容、场合, 太过频繁地使用, 弄得耗时过长, 反而拖堂, 引起同学们的不满。而且人之天性为“喜新厌旧”, 再新的衣服穿多了也会旧, 再新的方法用多了用烂了也惹人烦。所以, 为了能最大限度地利用好情景教学法, 教师要挑选好利用的时机和频次。

虽然牛津英语教材生动有趣, 贴近学生实际, 方便教师利用情景教学法缩短课堂与生活的距离, 但仅仅依靠课堂教学的有限时间显然是远远不够的, 所以教师可以利用课外活动课时间为学生播放一些英文经典电影。动画电影因为其语言相对简单, 节奏较慢, 而且情节活泼有趣, 尤为适合, 如Big feet (《欢乐的大脚》) , Lion king (《狮子王》) , The sound of music (《音乐之声》) 等。看完后可以准备一些情景问答题目, 鼓励学生积极学习其中的日常对话内容, 并在日常生活中使用。同时, 指导学生学唱优美动听的歌曲“So long, farewell”“Do re mi”等, 学生们喜欢上了自然就会在平时哼唱。而在节日之时举办英语歌唱大赛的话, 更会激发大家学习英语歌曲的兴趣和热情, 使学生英语能力得到极大提高。

四、结语

俗话说“条条大路通罗马”, 英语学习之法并不是一成不变的。情景教学法虽然具有一定的局限性, 但是它在初中英语教学实践中的实际运用, 可以有效地提高英语教学效率, 提高学生的英语学习兴趣。

参考文献

[1]黄爱玲, 齐捷锋.课堂教学情境的创设[J].中小学英语教学与研究, 2003 (7) .

[2]邢艳.让初中英语课堂教学生活化[J].校园英语 (教研版) , 2011 (5) .

[3]邹晓峰.初中英语情景教学设计策略[J].新课程学习 (社会综合) , 2009 (12) .

3.深化牛津英语教材 篇三

[关键词]深化教材;培养习惯

一、扩展与深化教材,为学生提供广阔的学习空间

在课堂教学中,教师要充分利用辅助手段优化课堂教学。牛津教材要求我们英语老师要强化课堂教学,充分利用先进的教学设备,普及有效使用电脑、电视、CD、VCD、DVD机、投影仪等来激发学生的学习兴趣,增加课堂的容量,提高课堂的学习效率。同时也可以鼓励学生自己利用网络和远程英语教学节目进行自主学习,增加英语学习的开放性。多媒体课件有许多优点,特别是在继续保持学生对英语浓厚的兴趣上尤现突出。此外我们认为课内学习,课外拓展是学习英语学科的一个很有效的途径。这就需要我们老师精心考虑,尽量使每一节课课后作业的布置不只是课堂内容的一个重复,而要富有新意,有创新,使学生愿意接受,乐于接受。也只有这样,才会不拘泥于教材,更好地扩展教材,深刻地深化理解教材。

二、探究与实践教材,培养学生习惯

良好的学习习惯会使学生终身收益。俗话说:良好的开始是成功的一半。因此要特别注重学生良好的英语学习习惯。1.培养学生“多听”的习惯。一方面教师要培养学生认真听讲的习惯,要帮助学生认识课堂45分钟的重要性,努力做到当堂巩固所学的知识。当然,作为教师也需要不断改革课堂教学模式,创设生动活泼的教学情景,激发学生学习兴趣,使他们坐得住,听得进。另一方面,培养学生听的习惯还需给学生提供更多听英语的机会。在课堂教学中,要充分发挥录音机的作用,利用配套录音磁带,让学生接触标准的语音、语调、语流,形成语感。2.培养学生“敢说”的习惯。英语作为交际工具,开口讲是最基本的要求。由于小学三年级就开始学英语了,因此到了高中学生说英语的积极性呈下降趋势,特别是中等及偏下的学生,造成这种状况的原因一方面是因为缺少英语交际的环境,另一方面,学生胆小怕错,羞于开口,但最关键的还是他们平时没有养成说英语的习惯,我们应多创设情景,可以是围绕一个中心任务,让学生自由发挥。在学生学说英语的过程中,教师应多一些鼓励与肯定,把英语口试的一些“说”的技巧贯穿于平时的英语课堂活动中。3.培养学生“善读”的习惯。首先,认真抓好早读课。确保早读时间,明确早读内容,并通过默写等形式检测早读效果。其次,阅读形式要多样化。通过齐声朗读、分角色朗读、男女生分读、分小组读、教师或磁带领读、默读等形式阅读英语,学生参与欲强,注意力集中,有利于学习效率的提高。在课文阅读教学中,指导阅读技巧。要求学生把注意力集中在获取主要信息上,学会抓住中心句。4.培养学生"勤写"的习惯。英语写作可以从最基本的《预备课程》起就写起来,结合每个单元的中心任务,如:My family、 My classroom、My school、My friend、Our pets、 The park等。并且教给学生一些写作步骤和写作中的注意点。在平时的英语教学中,我建立了学生的个人英语成长记录,从课文背诵、上课发言、作业情况、音标测试、小组活动、笔记整理、错题积累、资料积累等几个方面对学生进行全面的习惯培养和英语学习评价,每两个星期或一个月对学生考评一次,设立英语学习标兵和英语学习进步者的奖项。这样慢慢的学生就会养成良好的学习英语习惯。

三、注意学习策略的培养,包括认知策略、调控策略、交际策略和资源策略

教学中要让学生根据自己的需要对教材进行预习,让学生在学习中要集中注意力,积极思考、善于记要点、善于利用图画等非语言信息理解主题,借助联想学习和记忆词语,对所学习内容能主动复习并加以整理归纳,注意发现语言的规律并能引用规律举一反三。在学习英语中,要能够意识到相关的错误并进行适当的纠正。必要时,有效地借助母语知识理解英语。不断尝试阅读英语故事及其他英语课外读物。同时还要让学生明确自己学习英语的目标、学习需要,让学生制定简单的英语学习计划,把握学习的主要内容,注意了解和反思自己学习英语中的进步和不足。积极探索适合自己的英语学习方法,要经常与教师和同学交流学习体会,积极参与课内外英语学习活动。要利用实人、实物、实景,作为课堂教学情境,激发学生主动参与的兴趣。实物最能吸引学生的视线,实人、实景则使学生更感到亲切自然,真实可信。

4.牛津版高一英语教案 篇四

牛津版高一英语教案：Sports

Teaching aims and demands

类别 课程标准要求掌握的项目

话题 1． Talk about sports

2． Talk about interests and hobbies

3． Talk about the Olympics

4． Write a sports star’s profile

功能 Interests and hobbies

Which do we like…or …?

What’s your favorite sport?

Which sport do we like best?

Which do we prefer…or…?

What about…?

Are you interested in…?

词汇 vocabulary

continent well-known athlete gold medal torch badminton tie final dive shooting

Greece competitor motto further rank gymnastics prepare preparation effect flame

compete flag weight position superstar point skill weigh title gesture facial

stand for because of speed skating track and field take part

in preparation for

语法 Future Passive Voice

The human of Beijing will plant more trees and build new roads.(陈述句)

More trees will be planted and new roads will be built by the human of Beijing.Beijing will hold the 29th Olympic Games in the year 2008.（疑问句）

When will the 29th Olympic Games be held in Beijing.Period Arrangements:

warming up reading materials

Period 1 listening Period 2，3

speaking language focus

listening(WB)complementary listening material

speaking

Period 4 speaking Period 5 complementary reading material

writing(WB)

integrating skill(writing)assessment

Teaching Procedures of Period 1:

Step1.Warming up(15 mins)

Ss know a lot about sports from everyday life and media，so I arrange such a task-discussion(group of 4):

Q: What do we know about sports?

During this process，if Ss can’t express themselves in English，Chinese is also all right.Besides，it is a

good chance to present new words.If necessary，I will make some complements.At the same time，I will present them as many pictures about sports as possible.Possible response:

school sports meet

Sports meet the National Games

the Asian Games

the Olympic Games

the World Cup

etc

ball games: volleyball，basket ball，football，table tennis，tennis，golf

badminton，bowling，baseball，American football，ice hockey etc

Events of sports track and field: relay race，long jump，high jump，pole jump，discus，shot，javelin etc

gymnastic: rings，double bars，high and low bars，horse，free exercise

swimming/shooting/skiing/ ice sports/diving/aquatic sports etc

Sport stars : Beckham，Mike Owen，Michael Jordan etc

Purpose: This activity is designed to encourage students to think about sports and activate

relevant vocabulary.Step 2.Speaking(15 mins)

Task1(pair work): Talk about their favourite sports，favourite sports stars，and the reason why they like them，with the following expressions as a guide.(See SB p52)

Task2(pair work): A survey about physical fitness(See postscript 1)

Task3(group work): Add up their total scores and divide by the number of human.Then get their group’s average scores.Discuss their survey answers.1).Do you think your group is doing well or not? Why ?

2).How can you become fitter?

Purpose: The students will use the information from the above step to talk about their interests and hobbies and to practise giving reasons for their opinions.Step 3.Listening(15 mins)

Task 1: Brainstorming(encourage Ss to tell me as many words about that as possible)

Purpose: to work as a guide of listening part.Task 2: Listen to three sports reports and fill in the missing information

Purpose: In this activity，the students will hear three sports reports about basketball，football table tennis.It is what they are interested in and to learn to understand sports news report.Step 4.Homework Assignment

Task: Find out some background information about the Olympics.T will offer them some websites as well:

/

/

5.牛津英语初一上册教案 篇五

1. 能掌握节日单词 Children’s Day、Christmas、Mid-Autumn Festival、Dragon Boat Festival和Spring Festival。

2. 能通过课前的信息搜集，课上的团队合作以及课后的自学，掌握以下节日

New Year’s Day、Halloween、 May Day、 National Day 。

3. 能掌握四会句型

When’s…?It’s in…What do people usually do at/on…?They…

4. 学生能运用本单元的四会句型和日常交际用语谈论节日中人们的活动以及自己曾做过的事。

重点难点：

1.能掌握所学节日的正确读音。

2.能熟练掌握四会句型，并能灵活进行替换训练，从而进一步来巩固一般过去时的知识。

教具准备：

多媒体课件 实物

教学过程：

Step1: Warming-up

1.Greetings.

2.Free talk.

What day is it ? What date is it today?

What do you usually do at the weekends?

(设计意图： 在上课开始，与学生亲切自然地相互问候，使学生快速进入英语学习的氛围，同时为下一步教学做铺垫。)

Step2: Presentation:

1. T：(教师手拿日历)What date is it?

S: It’s the first of October.

T: What holiday is on the first of October.

S: It’s National Day.

T：你们还记得其他的节日吗?

Ss：Children’s Day, Teacher’s day, Christmas, National Day, Halloween---

揭示主题： Holidays

Magic eyes

快速闪现学生知道的单词，学生根据图片说出相应的节日。

2. 教学 Spring Festival

(1)。(Look at the screen)There is a duck, a cake and some fruit. Oh, they are very delicious.(扮演出正在吃美味食物的样子)Here“delicious”means“nice”。 (Teach:delicious ←de-li-cious)

T: We can eat delicious food at Spring Festival.

Teach: Spring Festival 春节

(2)。Let’s read

It is a popular holiday in China. It is in January or February. People eat a lot of delicious food. They usually visit their relatives and friends.

Relative means your parents,uncle,aunt,cousin,grandparents and so on.

It means…?

Ss:(引导学生说出答案)It means亲戚!

T：(Teach: relative ←re-la-tive)

(3)。 教学What do people usually do at Spring Festival?

T: What do people usually do at Spring Festival?

Read: people 人，人们

Practice: What do people usually do at Spring Festival?

They usually---

Did you --- last Spring Festival?

Yes, I did. No, I didn’t.

3. 教学 Mid-Autumn Festival & Dragon Boat Festival.

And there are some Chinese traditional(传统的) festivals in China,too. We have Spring Festival, Mid-Autumn Festival and Dragon Boat Festival.

T:(Show the picture of Mid-Autumn Festival)

Can you guess what fesitval it is from this picture?

Ss:中秋节。

T：Yes,it’s Mid-Autumn Festival.(Teach: Mid-Autumn Festival.)

When’s Spring Festival?

S:It’s on the 15th of August.

T:No,It’s in September or October. (日历展示)

What do people usually do at Mid-Autumn Festival?If you can’t say in English,you can say it in Chinese.(在用英语无法表达时，允许学生用中文来补充。)

S: 吃月饼，赏月。

T：Yes. They usually eat moon cake and watch the moon.

T: Did you eat moon cake and watch the moon last Mid-Autumn Festival?

Ss: Yes,I do.

T: I think you should say:Yes,I did.

( Dragon Boat Festival教法同上。)

4. 教学Christmas

(1)Guessing game

问： What holiday is it ?

(2) 教师让学生说他们所知道的关于圣诞节的知识，如圣诞老人，圣诞礼物，圣诞食 品及圣诞活动，不限定学生全部用英语表达。

T: Christmas is coming. Do you know anything about Christmas ,e.g. presents and food?

(设计意图： 用提问的方式引出即将学习的活动，并通过讨论让学生了解有关圣诞节的文化意识。)

(3) 教师用课件创设情景： Christmas tree, Santa Claus, new clothes, stars, give presents to each other, play with friends..

The Christmas is coming. Please look at these pictures and talk about the following questions.

When’s Christmas?

Do you like Christmas? Why?

What do you usually do at Christmas?

(4) 学生4人一组看图片，并根据问题讨论圣诞节。

(5) 小组汇报他们讨论的情况，并通过投影呈现： 例如Christmas is on the 25th of December. We like Christmas because it’s interesting. There are many Christmas trees and we can see them everywhere. We can also buy new clothes and give presents to each other.

(设计意图：这个活动对学生来说具有一定的挑战性，但六年级学生已基本能把老师提供的信息组合成一句话，甚至能连成一段话。通过这样的活动可以让学生把所学的知识运用于实际，使不同程度的学生都有成就感，增强自信心。)

5. The usage of “at” and “on”

T: Look at the phrases carefully and find the rule by yourselves.

小组讨论 “on” 和“at”的区别

at Halloween at Spring Festival at Dragon Boat Festival

on New Year’s Day on May Day on Children’s Day

S: We use “on” before “Day”。

T：Well done!

Step4.Practice

1.(Show two pictures about Part C)

T:Can you use the sentences on the blackboard to make up dialogues in pairs?

T：When’s Spring Festival?

S:It’s in January or February.

T: What do people usually do at Spring Festival?

S:They eat lots of delicious food.

T:Did you eat lots of delicious food last Spring Festival?

S:Yes,I did.(Picture1 T-S;Picture2 S-S)

2.Show time:

___________is on ______________.

Children usually______________________.

Did you ____________last______________?

Step5: Homework

1. 仿照PartC编写含有以下节日的句型：New Year’s Day、May Day、

National Day

2. Introduce the foreign festivals to your parents.

板书设计：

Unit6 Holidays

A: When’s --- ?

B: It’s in ---.

A: What do people usually do at Spring Festival?

B: They usually---

A: Did you --- last Spring Festival?

6.初中牛津上海版英语教案 篇六

Listen to the tape four times .( A Learn to say )

Design ：

Unit 10 Do you play…

Yes ，I do .

No， I don’t .

What do you play ? I play the …

The second period

Teaching Contents：

A.Vocabulary ： football ，volleyball， baseball ，basketball .

B.Patterns：Do you like …?Yes ，I do /No ，I don’t .

Teaching Aims：

能听懂、会说球类单词football，volleyball，baseball，basketball.

能听懂、会说日常交际用语Do you like…? Yes ，I do /No ，I don/t .

会唱歌曲We study and play .

Teaching Steps：

Step1 Warm up

Say a rhyme：Jack has a clock .

Sing a song： Hot cross buns .

Step2 Free talk and presentation .

Free talk .

e.g T： Do you play the piano ?

S1： Yes ，I do ./No ，I don’t .

T： What do you play ?

S1： I play the violin .Do you play the violin ?

S2： Yes ，I do …

S3： …

Presentation .

教师出示一个足球，T：I like football.(边说边踢球，当球滚到一学生跟前时，师提问)

T：Do you like football? Yes or no ? (教师引导学生回答)

S：Yes ，I do /No ，I don’t .

学生自由组合练习对话。

借助小猫Kitty学习对话：Let’s go and play football now .Great! Let’s go .

同法学习其余球类单词，教学时可以用不同的动作区分各种球。

Step3 Consolidation .

Passing game： 听音乐传球，当音乐停止的时候，手中持球的学生与其同位到台前用手中的球编对话。

Do and guess ：一位学生到讲台前作出打球的动作，其余学生猜猜是哪一种球。

Step 4 Have a rest .

Sing a song： We study and play .

Step5 ENDING

The third period

Teaching Contents ：

C Look and say ： D Look read and write .

Teaching Aims：

复习巩固Do you play /like …? What do you play ? 及其应答 答语。

能熟练运用所学句型编对话。

学习字母Uu ，Vv ，Ww .

Teaching Steps

Step1 Warm up

Sing a song ： We study and play .

Revision .

主要复习球类和乐器类单词，用抽读图片的方式进行，并随机进行交际复习。

Step2 Presentation .

Look and say .

The T shows the wall picture and asks ： What can you see on the picture ?

7.小学牛津英语词汇教学初探 篇七

一、驾驭直观教学, 激发学生的学习兴趣

直观教学是指利用图片、实物、玩具和幻灯片等一系列辅助教具作为感官传递物来进行教学, 教师往往会通过一定的方式和方法向学生展示这些“事物”, 从而激发学生的学习兴趣, 提高课堂教学效率。在直观教学中, 使用图片和实物是最常见的方法。目前, 《牛津小学英语》新教材最大的优点是在很多新单词旁附上一些卡通类的图片, 由于这些图片比较符合小学生的认知心理, 所以教师一定要把握好这一直观教学的“素材”, 要想方设法地利用这些“素材”对学生进行单词教学, 并加强学生的理解和记忆。

例如在学生学习bear, zebra, elephant等单词时, 教师一定要利用色彩鲜艳的图片来吸引学生的注意力, 有效调动了学生学习的积极性。当然, 并不是说学生每学一个单词, 教师都需要出示相应的图片, 若真如此, 就会使单词教学陷入单一的模式, 使学生产生认知疲劳。在单词教学中, 我们必须勇于创新, 灵活运用科学而合理的教学方法。

在英语教学中, 教师应根据实际需要, 把生活中经常看到的实物带进课堂, 营造出轻松愉快的课堂教学氛围。譬如, 我在执教《牛津小学英语》4A中的big, long, small, short这部分单词时, 我在课前先将自己的衣服和鞋与一位女生对调, 在课堂上, 我指着自己的coat和shoes说:“Look, my shoes are too small, my coat is too short.”当大部分学生恍然大悟后, 我指着那位学生的coat和shoes, 说道:“Look, Her shoes are too big., her coat is too long.”最后, 让学生总结性地说出:“She looks so funny”, 从而让学生水到渠成地学习so funny。

二、巧妙用构词法, 达到触类旁通的效果

巧妙运用构词法是学生记忆英语单词的最有效途径之一, 而构词法主要包括前缀、后缀和合成词三种, 这三种方式都有利于小学生由旧词引出新词, 扩大词汇量。前缀一般用于动词或形容词前, 用来改变单词的词义;而后缀往往是用来改变词性或词义的。譬如:改变词义的有:happy—unhappy, like—dislike;动词变成形容词:clean—cleaner, sing—singer;名词变成形容词:wind—windy, sun—sunny;形容词变副词:careful—carefully, quick—quickly。而由两个或两个以上的词组成的单词就是合成词, 例如, 教师可由呈现的pen引到pencil, class引到classroom, school引到schoolbag, black引到blackboard……当然, 合成词的中文意思并不仅仅是几个单词意思的简单累加, 所以在利用构词法进行单词教学时, 教师也要引导学生正确理解单词的意思。

三、树立必胜信心, 激励学生敢于攻克堡垒

由于不少学生感到英语学习非常困难, 因此, 我们必须让学生树立学习英语的必胜信心, 努力扭转学生谈“英”色变的被动局面, 让他们充分相信学习英语和学习汉语拼音一样有趣。

例如, 在《牛津小学英语》5A这套书中的Unit 1的单词教学中, 我让学生识记“house”这个单词时, 就把它与horse进行比较, 并用不同的颜色在黑板上标出单词的不同之处:“house”和“horse”这两个单词的不同字母是“u”和“r”, 我将这两个字母用红色标出来, 而其它相同的部分则用黄色表示, 从而使“house”和“horse”这两个单词的共同点和不同点得到充分展示。在小组学习讨论中, 学生不仅很快总结这些单词的记忆规律, 而且对学好英语充满信心。此时, 我告诉学生:许多单词的记忆都是有规律的, 只有掌握了单词记忆的基本规律, 才能轻松识记单词。接着, 我又给学生列举了有趣的记忆单词的方法, 例如:A man goes to eat the mango.只要学生先识记住“man”和“go”这两个单词, 那么他们也就能记住第三个单词“mango”了。

四、灵活结合语境, 强化词汇的理解记忆

词汇正如建筑用的砖头, 但仅有砖头是建不出房子的。世界著名的英语口语教育专家李阳认为:“学习英语的对象不应该是孤立的发音、单词、语法, 而应该是句子”。可见, 把单词放入语境中, 既有利于学生全方位地理解词义, 又有利于培养学生的语感。例如, 在《牛津小学英语》3A的动物类单词的教学中, 我们可以把单词放入“Panda, panda, I can see a panda.”和“Zebra, zebra, this is a zebra.”等句中来进行单词教学, 其效果也比较显著。当学生学习了生活中常见物品的单词后, 可以把它们放在如下的句子中来练习:“Apple, apple, I can see a red apple.”“Cinema, cinema.Let’s go to the cinema by bus.”“Light, light, turn on the light.”在真实的语境中, 学生不仅加深了单词的理解和记忆, 而且还锻炼了会话造句的能力。

烟无常形, 教无定法, 小学英语词汇教学改革的道路还很漫长, 愿广大小学英语教师能认真学习小学英语新课程标准, 紧密结合自身教学实际, 摸索出行之有效的教学新方法。

摘要：随着新课程改革步伐的稳健挺进, 小学英语词汇教学模式百花齐放。在本文中, 笔者将结合自身的教学实际, 阐述在小学牛津英语词汇教学中行之有效的方法, 希望能为他人的教学带来借鉴作用。

8.牛津初中英语教学初探 篇八

关键词:牛津版 提升质量 课堂 “三清”

江苏初中英语现在都是采用的牛津英语教材。经过五六年的摸索,加上教学实践,结合课堂总结,以下有点小小的体会。洋思中学的“三清”无疑为牛津英语的教学做出了大的贡献,使老师们找到了可行的方法去提升质量。

一、立足课堂

让孩子爱上英语课,是学好英语的关键。怎样让我的学生爱上英语课的呢?那就必须上好每一节课。“立足课堂”,毋庸置疑,也就是上好每一节课。教师不同于工人,工人面对的是无生命的产品,只要工人肯干,就能运用所掌握的技术通过机器生产出比别人更多更好的产品;而教师面对的是一群有一定思想、有丰富情感的孩子,有时老师虽然教学认真,但方法教死了,学生不努力,甚至看到英语就头疼,效果可想而知。一节高质量的英语课,应使孩子在融洽的师生英语互动环境中快乐的学习,学有所为,学有趣味,学有所获,促进学生听说读写各方面的发展,成功地完成当堂的学习目标。为了能让孩子们在愉快的英语氛围中充分地获取知识,老师课前的精心备课就非常重要。这也是洋思“经典”:备教材,备学生,备教法。

1、备教材

牛津初中英语中,每单元都围绕一个话题,由卡通漫画、导入、阅读、词汇、语法、综合技能、学习技巧/语音、中心任务、检测等部分构成。首先,教师通过各种资料熟悉单元话题。只有教师对话题背景了然于胸,才能熟练地驾驭教材。其次,这些话题大多素材典型,语言情境真实,如能在课堂上充分展示典型素材,真实再现语言情境,会大大激发学生学习本单元的欲望。例如,牛津初中英语 八年级(上),有交朋友、英美学校生活比较、北京世界公园、大熊猫、扎龙自然保护区、地震等话题,这些都是真实可触的内容,老师可以借助多媒体带领学生观看各种阅读资料(图片、电影短片等)或进行网上搜索。再者,通过深入钻研教材,把每一课型的重点、难点把握准、把握透,以便让学生每一个知识点都明明白白,这样教师教起来清楚,学生学起来轻松。

2、备学生

不可否认,每一个班级学生的情况各有不同,老师要深入了解,具体情况具体分析,最大限度地发挥学生各自的优势。洋思中学的生源特点特殊,相当一部分学生来自外地。笔者所教班级,部分学生来自发达城市,英语基础比较好;还有一部分来自学校附近乡镇, 英语基础相对薄弱。 那么老师在设计教学时就要兼顾这两类学生, 设计出让学生都能参加的教学实践活动,增加课堂练习的广度和梯度。让学生在有限的45分钟紧张的学习、操练英语。这样基础好的学生就能吃好、吃饱, 基础差一些的学生会学,学透。

3、备教法

第一步,研究整节课导入、新授、巩固等的设计方式,力求运用灵活多变的教学方法,以全新的视角激起学生浓厚的兴趣。第二步,研究本课语言点的教法。制作富有吸引力的动画课件,并将教材中的重难点融入直观、动态的幻灯片中,帮助学生分析、简化语言点。同样一个语言点,学生机械地背,用一节课也可能记不住;经老师指导后,在理解的基础上记忆,仅用几分钟就记住了。如能再把这些内容编成顺口溜或口诀,学生不一会儿就记得滚瓜烂熟,且不易忘记。比如学生在处理冠词“a, an, the” 与 “形容词性物主代词”的问题常常出现“my a teacher 我的一个老师”诸多错误,那么我就编出“a, an, some 不与物主(代词),the连”的口诀,即“a, an, some, 物主(代词),the” 这五元素之间出现其一,不能再用另外的任意一个。这样,我的学生对这一知识点都能牢固掌握,灵活运用。

经过课前充分的准备,教师走上讲台时就相当自信,充满激情。课堂教学就越加生动有趣,使得学生在快乐中创造性地完成各项学习活动。所以一节好课,一定要让学生学有所为(主动参与,自主探究,合作交流等),学有趣味(如内容的趣味性,合作的喜悦,表现得幸福等),学有所获(如实现了学习目标,培养了综合能力,学会了关注人、社会、自然等)。

二、落实“三清”

“落实‘三清’”,具体讲就是做好阶段复习总结工作。针对牛津英语内容多、语言点琐碎等问题,教师要及时做好复习总结工作。这也是我们洋思中学的特色教学: “堂堂清”、“周周清”、“月月清”。

1、“堂堂清”

前面提到的上一节高质量课最终就是学生能够创造性地完成学习目标。常有些外地听课老师疑惑:牛津初中英语每一节课容量较大,要求所有学生当堂掌握所有内容,显然部分学生相当困难,这怎么算是“堂堂清”呢?这种疑惑是可以理解的。但牛津初中英语按照任务型教学的原则设计语言实践活动,每个单元围绕一个话题,有九种课型组成。各课型任务很明确,如“卡通漫画”旨在通过一段简洁而有趣的对话,点明本单元学习的内容要点。也就是说老师只要围绕课型任务大胆巧妙地设计教学,帮助学生完成任务,掌握应有的语言知识点、语言技能以及其它的各种应用语言的能力,就是“堂堂清”。而非片面地认为所有学生都应该当堂记住文中出现的所有重要的单词、词组和句子才叫“堂堂清”。这样只是机械地背诵一些单调的语言碎片,会把学生引入英语学习的死胡同,让学生觉得枯燥无味,产生厌学情绪。

2、“周周清”

每个周末我都要对学生进行所学单元语言技能的综合运用和语言知识的总结复习。语言技能的综合运用常包括对单元话题的全英文描述、词汇的掌握和灵活运用、语法规则的彻底理解和举一反三等。语言知识的总结复习常包括“四会”单词的全面运用、重要词句和表达法的分类归纳,借助顺口溜或口诀,让学生烂熟于心。老师根据“周周清”练习反馈,查出每个学生学习过程中对语言知识的掌握情况,及时找出学习中有遗漏的学生分析、解决,绝不让问题遗留,影响以后的学习效率。每天晚自习的作业也要针对“堂堂清”出现的典型问题,进行点评。一周下来,归纳总结本周的典型问题,普遍错误,汇编成讲义或练习,周末让学生重新做一遍,检查学生是否已彻底掌握。绝不让这一周的问题留到下一周。

3、“月月清”

通常是教师针对自己班级情况,制定切实有效的复习计划后进行。这次汇总不同于“周周清”,而是将开学已学所有单元内容进行系统的整体性归纳,常分语法类,词汇类,固定搭配类。周复一周的单元总结,月复一月的系统把握,使得学生慢慢建立一个英语知识和能力体系,而不是一些琐碎的语言点。这样一环扣一环的总结和复习,班级学生的综合水平越来越强,在学校组织的期中和期末考试中,笔者所教班级各项考核都名列年级前茅。

以上所述的牛津初中英语教学成功的几点体会,对牛津初中英语新教材教学摸索出的一些心得。 洋思的教学模式得到了很多教育界人士的肯定。这也证明,洋思的模式是可行的,是经得起检验的好方法,好经验。我想,只要我们每位教师都勇于实践,勤于总结,

9.牛津小学英语4B教案 (55) 篇九

一、教学内容和目标: 四会：How old are you /is he /she? I’m/ He’s / She’s „

三会：It’s cold today, isn’t it? Guess!What do you want to be? I want to be „

会唱：“They sing happily” 通过做练习，复习、巩固所学知识。听读、辨认：辅音字母组合dr和tr在单词中的读音。通过做练习，复习、巩固所学知识。二.重、难点：

四会：How old are you /is he /she? I’m/ He’s / She’s „

教学用具: 各种图片, 录音机, 自制听力磁带.练习册教学磁带.三.教学过程: Step 1:口头复习本单元内容.(1).How old are you ? I’m „.(2).How old is he/she ? He’s / She’s „.(3).What’s your/ her/ his job ? I’m/ She’s / He’s „.(4).What are their jobs ? They’re „.(5).Are they „? Yes, they are.(No, they aren’t.)(6).What do you want to be ? I want to be a/an„.Step 2:Free talk Good morning/afternoon.T: What’s your job? S :I’m „

T: What’s your father’s/mother’s job? S: He’s/She’s „ Step 3: Read and act T：使劲搓手，作寒冷状，边做边教 S：Listen to the tape S：Look at the picture & Listen to the tape again.S：It’s cold today, isn’t it? S：Read after the T.Read it by themselves.Read it together.Step 4: Listen and repeat S：Listen to the tape.体会辅音字母组合dr 和tr 在单词中的发音。Read after the T.Step 5: Fun house T：the doll 与 mingming 的age 是 same。

Do a survey S : Listen to the T carefully.Read it together.用“What do you want to be ?

I want to be a/an „”

Review the words T：列出一张表格，用What do you want to be ?I want to be a /an „ 问S，并在相应格子中打勾。统计：How many boys and girls want to be a /an „? S：用此句型去采访十位S

完成听写练习.(1).Phrases: a waiter , a waitress, a driver , a worker, a postman, an engineer, a cook, a farmer, a policeman, a policewoman(2).Sentences: What’s your job? I’m a waiter.How old are you ? I’m one.What are their jobs ? They’re drivers.完成练习册.完成听力练习。

10.关于牛津高中英语教案模块 篇十

教学目标

To learn to talk about kinds of music

To learn to read about bands

To study The Attributive Clause (in/ for/ with/ by+which/ whom)

To learn to write an e-mail

教学重难点

To study The Attributive Clause (in/ for/ with/ by+which/ whom)

To learn to write an e-mail

教学工具

课件

教学过程

I. Warming up

Warming up by describing

Good morning, class. Today we are going to talk about an interesting topic --- music. As we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can produce a lively and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. Listening to music also makes people feel happy and nice. How many do you know about music? Can you tell about different kinds of music? Now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. See if you can guess which music matches with which picture.

Warming up by discussing

Hi, everyone. Do you like music? How much do you know about music? Can you tell about the different kinds of music? Please turn to page 33. Look at the pictures. Let’s listen to some music. Let’s see if you can guess which music matches with which picture.

Classical music Country music Rock ‘n’ Roll

Rap Orchestra Folk music

Yes, you are right. I’m sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do you like better, Chinese or Western, classical or modern? Why? How does music make you feel? Why do you like to listen to music? Let’s discuss these questions in small groups. Try to share your opinions with one another.

II. Pre-reading

1.Thinking and saying

Have you heard about any of the famous bands in the world? List some if you can.

For reference: I’ve heard about “The Beatles”, “Back Street Boys”, “The Eagles”, “West life” and “Pink Floyd”.

2.Listening, talking and sharing

Let’s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and share the group idea with the class.

For reference: I am from Group 1. Our group likes “The Beatles” best. We like their style of performances. Listening to their performances, we will feel relaxed, amused, and their performances make us think a lot about life.

Do you know anything about “The Monkees”?

For reference: “The Monkees” is a band that was first popular in the 1960s in America. Unlike most bands of the time, the Monkees were not formed by its members but rather by TV producers. They were a fictional band in the TV show of the same name. The band was composed of Mike Nesmith, Mickey Dolenz, Davy Jones, and Peter Tork. All the members had some musical experience. Let’s come to the reading --- The Band That Wasn’t and find more about them.

III. Reading

1.Reading aloud to the recording

Now please listen and read aloud to the recording of the text THE BAND THAT WASN’T. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.

2.Reading and underlining

Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.

Collocations from THE BAND THAT WASN’T

dream of doing , at a concert , with sb. clapping and enjoying …, sing karaoke , be honest with oneself, get to form a band, high school students, practice one’s music, play to passers-by, in the subway, earn some extra money, begin as a TV show, play jokes on…, be based loosely on…, the TV organizers, make good music, put an advertisement in a newspaper, look for rock musicians, pretend to do sth., the attractive performances, be copied by…, support them fiercely, become more serious about…, play their own instruments, produce one’s own records, start touring, break up, in the mid-1980s, a celebration of one’s time as a real band

3.Reading to identify the topic sentence of each paragraph

Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.

1st paragraph: How do people get to form a band?

2nd paragraph: Most musicians meet and form a band.

3rd paragraph: One band started as a TV show.

4th paragraph: “The Monkees” became even more popular than “The Beatles”.

3.Reading and transferring information

Read the text again to complete the tables, which list how people formed a band and how The Monkees was formed by the TV organizers and became a real band.

How do people get to form a band?

Members High school students

Reasons They like to write and play music.

Places They practice their music in someone’s home.

Forms They may play to passers-by in the street or subway.

Results They can earn some extra money. They may also have a chance to dream of becoming famous.

How was The Monkees formed and became a real band?

The Monkees in 1968 (left to right): Micky Dolenz, Peter Tork, Mike Nesmith & Davy Jones

beginning of the band It began as a TV show.

style of the performance They played jokes on each other as well as played music.

first music and jokes Most of them were based loosely on the band called “The Beatles”.

development of the band They became more serious about their work and started to play their own instruments and write their own songs like a real band. They produced their own records and started touring and playing their own music.

changes of the band The band broke up in about 1970, but reunited in the mid-1980s. They produced a new record in , which was a celebration of their time as a real band.

4. Reading and understanding difficult sentences

11.浅议牛津英语教材的使用 篇十一

关键词：教材分析文化局限性

译林版《牛津英语》和以往的英语教材相比，图文并茂，内容广泛新颖，贴近学生生活，学生容易接受。教材对学生的吸引力究竟在哪里，教材内容是否已经完美。却是一个值得我们思考和探究的问题。笔者将从以下几个方面粗浅地谈一下自己在使用这套教材过程中的一些想法。

一、简单学。在生活中运用

语言习得是通过语言器官实现的。外界刺激越强，调动力度越大，语言习得则表现得越活跃。牛津英语这套教材在教学中听、说、读、写并进，视听同用。是最近几套教材中最强大的外界刺激因素。

美国心理学家布鲁纳说过：学习的最好刺激是对所学教材的兴趣，兴趣可以培养愿望，滋生动力。只有学生感兴趣，他才会乐意学，甚至主动去学。学生的大部分时间都在学校度过，回家还有作业要完成，业余时间已经很少了，再让学生在休息期间学英语，困难重重。因此，教师应该把对教材的学习融入到学生的生活中去，让学生体会到英语对他们生活、娱乐有着莫大的帮助。

通过观察和调查。学生最喜欢的娱乐是看电影、听音乐、看比赛直播以及上网和玩游戏等等，其中少不了外国的节目。牛津英语有很大一部分内容和以上娱乐有关。从课本出发。让学生把课本中的知识融入到自己的娱乐中去，激发他们对英语的兴趣。并主动去探求未知的内容。

08年北京举办了奥运会。牛津英语的模块4第2单元sporting Events就是以体育项目为核心的一个单元。学习本单元一般是在5－6月份，正好是火炬传递和学生渴望奥运会的时候。课本上对奥运、对体育项目的介绍比较简单，无法满足学生的需求。此时可以引导学生通过杂志、书籍、网络去搜寻自己想要了解的知识，并推荐几个和运动有关的英文官方网站，让学生把中英文对照起来学习。

本单元还提到了姚明及学生喜欢看的NBA。通过电视转播，学生可以看到英语的技术统计；可以听到外国解说员激情的英语解说。为了看懂听懂比赛。学生会自主的查询未知的单词。同理。教师可以利用牛津教材的内容，鼓励学生和正确的引导学生用以上的方法去看国外的优秀电影、歌曲，并适当的接触英文版的游戏，让学生在娱乐中不断的学习英语，并认识到英语不是为了应付考试的，而是一种和世界沟通的手段——我们随时都需要运用到英语来帮助我们解决问题。及时掌握有效信息。

二、学跨文化交际。认识到汉语的重要性

语言是文化的一部分，对文化起着重要的作用。美国语言学家E.Sapir认为语言不能脱离文化而存在。不能脱离社会继承下来的各种做法和信念。语言和文化相互作用，相互影响。

因此。学习外语意在交际，英语教学必须注意交际文化的渗入和学生跨文化能力的培养。如果只重视语言本身，忽视语言外在因素和它的实际交际功能，对其文化不甚了解，就达不到交际的目的。语言学家D.Hymes指出，交际能力既包括对语言形式的掌握，又包括对语言使用的社会文化规则的了解。所以英语教学中在处理语言和文化的关系时，应该通过对文化的研究来传授语言。

学生要了解英语国家的历史、文化、传统、习俗、交际规则、生活方式。从一些固定的短语、说法到各国不同的风土人情，牛津英语都有涉及，如模块9第一单元就是专门介绍西方国家的风俗文化。牛津英语系列教材不断出现中国文化与西方(尤其是讲英语的国家)的文化差异，增强了学生对文化差异的敏感性。注意了对比二者文化对语言表达的影响。不同的语言不但存在语音、语法、词汇等方面的差异，而且还有交际规则的差异。如果不了解这些差异，就会犯一些“文化错误”。了解了别人的，再对比一下自己的，可以发现很多相似和不同之处。比如中英文对一些意思的固定表达，一些单词的组成。都有着类似或相反的特征。与此同时。还必须加强和加深对中国文化的学习和认识，才能更好地对比中西方文化的差异，从而准确理解并正确使用英语。

因为语言文字是文化的依托。是各种文化元素中最基础、最基本的部分。英语是我们对外交流的工具，而汉语则是我们中华文化的根基，前者为末后者为本，前者为芝麻后者为西瓜，舍其本而逐其末，捡了芝麻丢了西瓜，实为得不偿失。

其实汉语学不好英语也学不好。中国人学英语，总离不开英汉互译。汉语不过关，怎能进行流畅准确的英汉互译?由于小学教育中已经不重点教中文的语法，现在的学生大多对中文语法和句子结构不甚了解，连主谓宾定状补都不知道。他们看到一句比较长的中文句子，就已经不会分析句子成分。无法分辨出句子的主干和修饰成分，更不要说包含一个或多个复杂从句的英语长句了。遇到复杂的英语句子。学生一是无法按照正确的中文语言习惯翻译，二是无法正确快速的分辨出其中的主句和从句，把握中心意思。所以说，即便是为了学好英语，也得先把汉语学好才行。

三、缺少英美文化、人文素质的培养

牛津英语系列教材中出现更多的是实用性比较强。学生在以后的生活中很有可能遇到的内容，比如各种知识的介绍，大洲国家的简介、各类范文的写法等等。这套教材缺少的是有一定思想高度的英美文学的内容。

文学是语言最高的表达形式。文学作品能激发学生的情感，把学生带到遥远的地方去感受大自然的美丽、和谐、神秘和伟大。文学作品能使学生感受他们在生活中无法遇到的各种人生经历：他们随着主人公去冒险、去爱、去恨、去分享胜利、去分担失败。结果。他们对人生的洞察力会更敏锐、更深刻。

卡特的《文学课》一书提出了文学教学的三种模式。一是文化模式：通过文学学文化：文学是“智慧的积累，是一种文化的精髓”。二是语言模式：通过文学学语言；文学能帮助学生掌握更多的词汇，提高学生对语言结构的理解，还能帮助学生掌握一些修辞手法，如比喻、象征等。三是个人成长模式：阅读文学作品可以帮助学生了解人的本质，探讨人生，帮助其成长。

第一和第三个模式都与培养学生的文化素质有关。老师需要通过选择不同主题和题材来帮助学生了解西方重要的文化思潮，文学流派，哲学和宗教思想等。还可以鼓励学生把自己的文化经历与作品所表达的文化经历联系起来，培养学生的思维能力，鉴别能力，从而提高学生的欣赏和判断能力。

以前的英语课本虽然在内容上面有些陈旧，无法适应当今语言发展的趋势。但是在对英美文学的介绍上，个人认为比牛津教材要丰富的多。以前的教材里有众多文学或歌剧名作的改编课文，有现代和古典的诗歌散文，以及引导学生理解和欣赏这些内容的练习。而这些都是牛津教材所欠缺的。目前可以找到的此类内容，有初中牛津英语8B第四章Reading。还有模块8里第一单元The Written Word里提到的仅有的几位名家名作介绍和一两首诗歌。中学阶段的牛津教材有近20本，里面涉及到文学内容的篇章屈指可数，内容的欠缺导致了在使用这套教材的时候，教师和学生都更加注重应用能力的培养，而忽视了学生内在人文素质的提高。

四、结束语

12.牛津英语教学策略探微 篇十二

一、熟悉《牛津英语教材》的编排体系

《牛津英语教材》按照“话题+功能+结构+任务”相结合的思想原则进行编排，以话题为主线，任务为主导，辅以功能和结构项目，有效地培养了学生综合运用英语的能力。各单元围绕一个话题展开，内容联系社会生活，贴近学生生活实际，富有时代气息，体现时代精神。围绕话题内容的是一系列的课堂活动和要求学生完成的任务，学生通过体验、实践、参与、合作、思维、交流和探究等方式，学习和使用英语，真正体现了以学生为中心的教学理念。使整个教材在语言知识、技能、情感态度、学习策略和跨文化交际意识上紧密联系、相互渗透、相互补充和有机结合。

二、实事求是的把握教学要求

“入口低、中间宽、出口活”是《牛津英语》的一个特色，教师对各单元的教学要求应该对照《课标》和教材提出的基本要求，结合本校本班的具体情况，灵活把握。各单元卡通漫画中的对话一般都浅显易懂，进一步深入单元，学生会发现里面是一个广阔的世界。丰富的语言材料、多样的学习活动让学生感到漫游在自然真实的语言环境之中，到完成中心任务，该单元的学习达到了高潮，单元的最后检测就像是剧烈运动后的放松活动。由于中间部分内容多，词汇量相对较大，用传统的思想去要求该部分的学习显然是不现实的，据此，教师应该根据学生的具体情况适时提出合理的要求。

三、灵活多变的教学策略，激发学生的学习兴趣

兴趣是最好的老师，在《牛津英语》教学中，笔者平时比较注重激活学生的学习兴趣，通过运用各种教学方法、多媒体课件、设计形式多样的活动，并定期按时带领学生到多媒体功能教室上课，为学生营造一个民主、平等、宽松和谐的学习氛围，让学生在这种氛围中充分发挥自己的智慧，激发他们学习英语的兴趣，从而让他们轻松地、快乐地投入到学习生活中去。

四、创设浓厚的英语学习氛围

在课堂上，笔者尽量使用日常英语组织教学，无论上课时师生相互打招呼、问候、道别还是教师发号指令让学生参与活动等，尽量都用英语来说，尽可能的让学生多听多讲英语，逐步养成英语语言习惯。这样既能增强课堂中学习英语的气氛，又能为学生学习英语创造良好的语言环境，又能增加他们听说英语的机会，同时笔者充分利用实物、图片、电子白板、简笔画等直观教具创设情景，利用教学挂图、讲故事，让学生扮演角色等等，让学生得到广泛的语言实践，使课堂增添无穷的乐趣。

五、帮助学生寻找学法规律

在英语课堂教学中，笔者还经常帮助学生寻找学法规律，使他们能够充分运用好规律，在短时间内掌握所学的知识，提高自身学习效率。Eg：在教学音标/e/时，先出示一些单词，head、bread、ready、stead、breakfast等，然后一一读出来，让学生仔细听、观察和耐心的分析。让他们自己从中发现规律，然后进行归纳小结，得出这些词中间的字母ea组合都发/e/的音。然后再进行指导，触类旁通，举一反三学生就会学会探索发现规律的学习方法，这样大大提高了他们的学习效果。

六、注重小组互动，促进学习策略的内化和迁移

小组互动也叫“结对子”或“小组活动”面向全体学生，组建良性的互动小组，不仅能够增强学生参与的程度，可以让学生积极争论，增强记忆，便于学生认识了解各种学习策略，领悟理解促进内化，学生之间互帮互学，组内合作，强化学生的荣誉感，组内交流，组别竞争，锻炼了各种能力，小组互动不但为学生提供了充裕的自由学习时间，同时也为策略的学习提供了练习的机会，从而使策略使用熟练化和学习行为自我调节与控制自动化成为可能。小组互动进一步使学习策略在不同的情境下得到运用，从而使学生在学习活动中自我评价，增强策略运用的动机，自我总结，发现策略，形成自己的新策略。

13.广州牛津八年级英语上册1教案 篇十三

一：重点单词publishchiefeditorsuggestexperiencevoteresponsiblelistfreepayconsider

concludemarchactivityincludecongratulationspeechnervousconfidenceteenagedesign

fashionpresentmembercommitteepleasedclinicreturnbreakdepartmentlonelypolite

二：常考短语take charge ofvote fortalk overbe free forpay forhave the habit oftry one’s

besttry toget on wellbelong totake part inat the end ofbe interested in

三：重点句型what do you think of-----?

What about +doing sth.?

四：语法1 情态动词 should 与 ought to 及否定形式下列动词后面的动词常用动名词(ing)形式 considersuggestadviselook forward to

admit denyavoidkeeppracticefinishenjoylonely 与alone 的区别pay，spend，cost，take的用法take part in 与 joinbecause 与 because of

五：作文，以 my favourite newspaper为题，谈谈你平时最喜爱的一份报纸。

范文

Reading newspapers is interesting and useful.My favourite newspaper is Guangzhou Daily.It has many sections , including News, Sports, Travel, Cars and so on.I like Sports section best

14.牛津版小学六年级上册英语教案 篇十四

牛津小学英语6A Unit6 Holidays (PartB&C)

教材分析：

本单元围绕“谈论节日里所做的事”这一话题展开教学活动，其中出现了过去式的一般疑问句形式。学生通过学习，能了解中西方一些节日的时间，习俗和文化背景，并能理解运用新句式。

教学目标：

1. 能掌握节日单词 Children’s Day、Christmas、Mid-Autumn Festival、Dragon Boat Festival和Spring Festival。

2. 能通过课前的信息搜集，课上的团队合作以及课后的自学，掌握以下节日

New Year’s Day、Halloween、May Day、National Day 。

3. 能掌握四会句型

When’s…?It’s in…What do people usually do at/on…?They…

4. 学生能运用本单元的四会句型和日常交际用语谈论节日中人们的活动以及自己曾做过的事。

重点难点：

1.能掌握所学节日的正确读音。

2.能熟练掌握四会句型，并能灵活进行替换训练，从而进一步来巩固一般过去时的知识。

教具准备：

多媒体课件 实物

教学过程：

Step1: Warming-up

1.Greetings.

2.Free talk.

What day is it ? What date is it today?

What do you usually do at the weekends?

(设计意图： 在上课开始，与学生亲切自然地相互问候，使学生快速进入英语学习的氛围，同时为下一步教学做铺垫。)

Step2: Presentation:

1. T：(教师手拿日历)What date is it?

S: It’s the first of October.

T: What holiday is on the first of October.

S: It’s National Day.

T：你们还记得其他的节日吗?

Ss：Children’s Day, Teacher’s day, Christmas, National Day, Halloween---

揭示主题： Holidays

Magic eyes

快速闪现学生知道的单词，学生根据图片说出相应的节日。

2. 教学 Spring Festival

(1)。(Look at the screen)There is a duck, a cake and some fruit. Oh, they are very delicious.(扮演出正在吃美味食物的样子)Here“delicious”means“nice”。 (Teach:delicious ←de-li-cious)

T: We can eat delicious food at Spring Festival.

Teach: Spring Festival 春节

(2)。Let’s read

It is a popular holiday in China. It is in January or February. People eat a lot of delicious food. They usually visit their relatives and friends.

Relative means your parents,uncle,aunt,cousin,grandparents and so on.

It means…?

Ss:(引导学生说出答案)It means亲戚!

T：(Teach: relative ←re-la-tive)

(3)。 教学What do people usually do at Spring Festival?

T: What do people usually do at Spring Festival?

Read: people 人，人们

Practice: What do people usually do at Spring Festival?

They usually---

Did you --- last Spring Festival?

Yes, I did. No, I didn’t.

3. 教学 Mid-Autumn Festival & Dragon Boat Festival.

And there are some Chinese traditional(传统的) festivals in China,too. We have Spring Festival, Mid-Autumn Festival and Dragon Boat Festival.

T:(Show the picture of Mid-Autumn Festival)

Can you guess what fesitval it is from this picture?

Ss:中秋节。

T：Yes,it’s Mid-Autumn Festival.(Teach: Mid-Autumn Festival.)

When’s Spring Festival?

S:It’s on the 15th of August.

T:No,It’s in September or October. (日历展示)

What do people usually do at Mid-Autumn Festival?If you can’t say in English,you can say it in Chinese.(在用英语无法表达时，允许学生用中文来补充。)

S: 吃月饼，赏月。

T：Yes. They usually eat moon cake and watch the moon.

T: Did you eat moon cake and watch the moon last Mid-Autumn Festival?

Ss: Yes,I do.

T: I think you should say:Yes,I did.

( Dragon Boat Festival教法同上。)

4. 教学Christmas

(1)Guessing game

问： What holiday is it ?

(2) 教师让学生说他们所知道的关于圣诞节的知识，如圣诞老人，圣诞礼物，圣诞食 品及圣诞活动，不限定学生全部用英语表达。

T: Christmas is coming. Do you know anything about Christmas ,e.g. presents and food?

(设计意图： 用提问的方式引出即将学习的活动，并通过讨论让学生了解有关圣诞节的文化意识。)

(3) 教师用课件创设情景： Christmas tree, Santa Claus, new clothes, stars, give presents to each other, play with friends..

The Christmas is coming. Please look at these pictures and talk about the following questions.

When’s Christmas?

Do you like Christmas? Why?

What do you usually do at Christmas?

(4) 学生4人一组看图片，并根据问题讨论圣诞节。

(5) 小组汇报他们讨论的情况，并通过投影呈现： 例如Christmas is on the 25th of December. We like Christmas because it’s interesting. There are many Christmas trees and we can see them everywhere. We can also buy new clothes and give presents to each other.

(设计意图：这个活动对学生来说具有一定的挑战性，但六年级学生已基本能把老师提供的信息组合成一句话，甚至能连成一段话。通过这样的活动可以让学生把所学的知识运用于实际，使不同程度的学生都有成就感，增强自信心。)

5. The usage of “at” and “on”

T: Look at the phrases carefully and find the rule by yourselves.

小组讨论 “on” 和“at”的区别

at Halloween at Spring Festival at Dragon Boat Festival

on New Year’s Day on May Day on Children’s Day

S: We use “on” before “Day”。

T：Well done!

Step4.Practice

1.(Show two pictures about Part C)

T:Can you use the sentences on the blackboard to make up dialogues in pairs?

T：When’s Spring Festival?

S:It’s in January or February.

T: What do people usually do at Spring Festival?

S:They eat lots of delicious food.

T:Did you eat lots of delicious food last Spring Festival?

S:Yes,I did.(Picture1 T-S;Picture2 S-S)

2.Show time:

___________is on ______________.

Children usually______________________.

Did you ____________last______________?

Step5: Homework

1. 仿照PartC编写含有以下节日的句型：New Year’s Day、May Day、

National Day

2. Introduce the foreign festivals to your parents.

板书设计：

Unit6 Holidays

A: When’s --- ?

B: It’s in ---.

A: What do people usually do at Spring Festival?

B: They usually---

A: Did you --- last Spring Festival?