牛津英語初一上冊教案
本節(jié)課課型是閱讀課，內容是一名學生在網頁上找到一篇關于圣經中的英語文章。通過這節(jié)課的學習，給學生提供一個了解英語中習語的機會，從而使學生更好的了解不同的信念，宗教以及中西方的文化差異。一起看看牛津英語初一上冊教案!歡迎查閱!
牛津英語初一上冊教案1
一、教學課型： 閱讀課
二、教材分析：
本節(jié)課課型是閱讀課，內容是一名學生在網頁上找到一篇關于圣經中的英語文章。通過這節(jié)課的學習，給學生提供一個了解英語中習語的機會，從而使學生更好的了解不同的信念，宗教以及中西方的文化差異。
三、學情分析：
該年級段的學生有一定的英語基礎，對根據具體語境猜測習語意思有濃厚的興趣，因此教師要給學生表現(xiàn)的機會，指導他們積極主動地閱讀。
四、教學目標：
1、知識目標
(1)、重點詞匯：in other words ,among other things ,by and by ,have a vague or loose connection to/with ,kill the fatted calf, develop a high level of competence in communication skills……
(2)、重點句子：It comes from a story in the Bible, where a son returned to his family after …, …among other things, and unless you recognize when an idiom is being used，you can easily misunderstand……
2、能力目標：培養(yǎng)學生的閱讀能力和知識運用能力。
3、情感目標：通過本文的學習，幫助學生更好地提高閱讀理解能力，了解這些習語能培養(yǎng)學生更高水平的交流技巧。
五、教學重難點：
1、培養(yǎng)學生的閱讀能力，如略讀、精讀等能力。
2、提升學生綜合運用語言的能力，如交際能力等。
六、教學過程：
Step1: Lead in
Ask the students to read the following sentence and guess what the idiom means: I took my mother’s car without asking for permission. She is angry at me. I ’m in hot water now! (in trouble )
【設計說明】以有據可依的語境導入，活躍了課堂氣氛又恰當的引入了本節(jié)課的主題“Biblical idioms in English ”
Step2: Fast reading
Read the article quickly and answer the following questions:
1、What is an idiom?
2、Which language was the Bible first written in?
3、Which idiom is often used to describe children?
【設計說明】簡要的問題使學生對文章內容有大概的了解，為下一步的careful reading 奠定基礎。
Step3: Careful reading
Part1: Answer questions
1 Why does the Bible have a lot of idioms?
2 What did ‘by and by’ originally mean in the Bible?
3 What does ‘by and by’ mean today?
4 How many years ago was the Bible translated into English?
5 What does “feet of clay” mean?
6 Which animals are featured in the idioms in the article?
7 Which foods are included in the idioms in the article?
8 How is studying idioms useful in language learning?
【設計說明】這是對文章的細節(jié)理解，同時也使學生學習了這部分的知識點。
Part2: Choose the best idiom from the text to fill in the blanks
1 Sarah’s grandmother adores her; Sarah is_________________________________.
2 Wilson was disappointed when he learnt that the coach had ____________________.
3 She knew it might take a long time for her teammates to change their minds, but she believed that the new plan would work_________________________________.
4 The people in my village are very honest and hard-working; they are______________________.
5 When my brother came back home from his trip to Europe, we _________________for him.
6 She would not say who told her about the surprise party. She just said ___________________.
【設計說明】換一種語境讓學生更好體會文中出現(xiàn)的習語的用法。
Step3: Careful reading
Read a short passage about idioms from the Bible and full in the blanks with the words blow.
Hidden underline weaknesses translated idioms group Greek
Soon concept bird
An idiom is a _______of words that has a special meaning which is not usually apparent. If you already have a good understanding of English and want to polish up and sharpen your language skills, studying_______ can be a good way to do so.
Many of the idioms used in English are from the Bible was ________ from Hebrew into _______ and later into English. Take ‘by and by’ as an example. It originally meant ‘immediately’, but now it means ‘________’.
Idioms can be used to ______ the moral of a story. One idiom about ‘feet of clay’ stresses the ________ that things or people that seem perfect, like a person we admire or respect, can have hidden _________. Another idiom, ‘a little________ told me’, is used to say that you know something but you do not want to tell others how you know it. Some Bible idioms use things related to food such as salt or apples to make a point more clear.
From now on, whenever I read an idiom, I will remember that there could be a ________ meaning in it.
【設計說明】這個環(huán)節(jié)可以從另一個側面檢驗學生對文章線索的掌握。既是對文章內容的延伸，又是對文章的綜合概括，并可以借此提高學生的詞匯運用能力。
Step4: Appreciation: Enjoy some idioms
1 A little learning is a dangerous thing.
2 Life is made up of little things.
3 A high building, a low foundation.
4 Many a little makes a miracle.
5 Many hands make light work..
6 Actions speak louder than words.
7 Better to arrive late in this world than early in the next.
8 When in Rome, do as the Romans do.
……
Step5: Homework
(1) Shorten the passage using your own words.
(2) Try to collect some idioms.
(3) Find useful and .difficult language points from the passage.
牛津英語初一上冊教案2
一、說教材(教材分析) Analyzing teaching material
1. 說課型 lesson type (Dialogue/ reading/ listening/ revision)
2. 本課在教材中的地位 status and function
Lesson 33 Saving the Earth is a dialogue. The lesson is focused on the topic of the problems of the earth and the functional items of Supposition/ Intentions/ conjecture/ Prohibition. Since it is a dialogue / reading. It’s helpful to improve the Ss communicative/ reading ability.
3. 說教學指導思想 teaching guideline
(Teaching syllabus: Language is for communication, develop their four skills, lay special emphasis on reading; Grellet put it well in his book developing reading skills: develop reading skill/ discourse analysis; get them to understand the western culture better; improve the ability to discover, analyze & solve the problems; Reading is for information, for fun; Use Top- down model or Bottom- up model to activate Ss schemata; Interactive model)
4. 說教學目標和要求 Teaching aims and demands (…be intended for Ss in key schools)
1)認知目標 knowledge objects
a. Enable the Ss to remember the following new words & phrases:
Damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into
b. Get the Ss to be familiar with this sentence pattern:
If the population keeps growing so quickly, there will only be standing room left…
Give the Ss a reinforced practice on the functional item Supposition.
c. Activate Ss schemata regarding the topic of pollution and help Ss to know more about the problem of pollution.
2)智能目標 ability objects
a. Ask the Ss to make up a similar dialogue.
b. Help them to understand the dialogue better and improve the four skills.
c. Develop their ability of thinking independently.
d. Cultivate their ability to discover, analyze and solve problems.
e. Train them to collect information from the Internet.
f. Train them with some effective learning methods to optimize Ss’ learning results.
3)德育目標 moral objects
a. Arouse their interest in learning English;
b. Help them to understand the background of pollution.
c. Enable the students to love our earth and the nature.
d. Be aware of the importance of stopping pollution & protecting out environment.
e. Encourage the Ss to do something to save the earth.
5. 說教學重點 teaching important points (生詞、句型;培養(yǎng)閱讀技能)
a. New words and phrases
b. Sentence pattern: If- clause
c. improve their reading skills.
d. Talking about problems of the Earth.
6. 說教學難點 teaching difficult points (語法;發(fā)展交際能力)
a. functional item: Supposition.
b. Develop their communicative ability. Act out their own dialogue.
7. 說教具 teaching aids (multi-media computer, software, OHP)
The teaching syllabus says that it’s necessary for teachers to use modern teaching facilities. It’s of great help to increase the class density and improve our teaching result. It can also make the Ss reach a better understanding of the text by making the classes lively and interesting. At the same time, it arouses the Ss’ interest in learning English.
二、說教法 Teaching methods
Five step method; audio-video; communicative approach;
Task-based learning: New Syllabus Design encourages teachers to use this teaching method. TBLT can stimulate Ss’ initiative in learning and develop their ability in language application. Make the Ss the real masters in class while the teacher himself acts as the director and bring their ability into full play.
三、說學法 Study methods
1. Teach Ss how to be successful language learners.
2. Teach Ss how to develop the reading skill — skim & scan; how to communicate with others; how to learn new words; how to learn independently;
3. Get the Ss to form good learning habits.
四、說教學過程Teaching procedures
I. 復習 (Revision) 5min (Daily report; 詞匯diagram; brainstorming; activate schemata)
Activity 1: Imagination
1). Suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? (Wash it? Or throw it away?)
2). Suppose you catch a bad cold, what’s to be done?
3). Suppose your bike is broken, what’s to be done?
4). And suppose the earth, on which we all live, is damaged, what’s to be done?
What can you think of when you see “pollution” this word?(waste, environment, air, water, factory, desert, climate... Try to activate the Ss schemata regarding the topic of pollution.)
II. 呈現(xiàn) (Presentation) 5min
Activity 2: Presentation
Play the song “Earth Song” sung by Michael Jackson. (Create an atmosphere)
A lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of the computer.
Ss’ presentation on pollution. Attract their attention, arouse their interest, and create a good atmosphere for communication.
Activate their schemata and cultivate their ability in collecting information from the Internet and develop their ability in thinking independently.
III. 對話 / 閱讀 (Dialogue)18m
1. Pre- reading
Activity 3: Prediction
1st listening/ fast reading, one guided Q to help Ss to get the main idea:
What do you think is discussed at the conference?
2. While- reading
Activity 4: Read and answer
2nd listening/ careful reading, more Qs to get the detailed information. Develop their reading skills: skim & scan. Pay attention to the pronunciation, stress & intonation.
閱讀: Pre-reading; while-reading; post-reading (fast reading/ careful reading; skim/ scan; 識別關鍵詞key words;確定主題句;創(chuàng)設信息差information gap;T or F; 填表格chart/diagram; Predicting; Make a timeline; Make a story map。達到對課文的整體理解和掌握。So that they can have a good understanding of the whole text.)
3. Post- reading
Activity 5: Language focus
While Ss are answering the Qs, the teacher deals with some key language points.
a. is being caused b. and so on c. go on doing
d. be fit for e. standing room f. if- clause
IV. 操練 (Practice) 10m
Activity 6: Retell
Use your own words to retell the dialogue in the 3rd person.
Activity 7: Acting out
Activity 8: Drill – Supposition
Purpose: Practise the functional item of Supposition. (P. 33 Part 2; P.113, wb Ex. 3)
(Retell; act out; role play)
V. 鞏固 (Consolidation) 6m
(Discussion; interview; press conference; debate; quiz)
Activity 9: role play
Suppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to demonstrate in front of the class.
The Ss are encouraged to use the words and expression_r_rs like pollution, damage, be fit for, turn into, the if- clause, etc.
Activity 10: Discussion
Think of the question: Are we causing damage to the world?
What should we do to save the earth and protect our environment especially in our daily life?
Collect their answers and form a report.
VI. 作業(yè) (Homework) 1m (Writing; continue the story; recite; retell)
Write a letter to the mayor, telling him sth. about the pollution around your school.
牛津英語初一上冊教案3
教學目標：
知識目標
1、能聽懂、會說、會讀單詞：watch, wallet, calculator, teapot, hairdryer, skateboard。
2、能聽懂、會說、會讀名詞性物主代詞mine, yours, his, hers, ours, theirs并讓學生感受其用法。
3、能正確理解并能體驗句型 ①Whose?is it/are they? It’s/They’re?②Who is it/are they from? It’s/They’re from?的使用語境。
技能目標
引導學生在學習對話的過程中感受如何談論物品的歸屬并能正確理解、掌握對話的內容，并能有感情的朗讀對話。
情感目標
讓學生了解西方國家的重要傳統(tǒng)節(jié)日“圣誕節(jié)”，體驗西方國家送禮與受禮的風俗習慣，幫助學生拓展文化視野，增強跨文化意識。
教學重點：
能聽懂、會說、會讀本課詞匯，初步理解運用本課句型，能正確理解、掌握對話的內容并能流利的朗讀對話。
教學難點：
單詞hairdryer, calculator, skateboard的讀音;有感情的朗讀對話并適當拓展。
教學準備：
多媒體課件，單詞、句型和人物卡片，練習紙
教學過程：
Step1 、Warming-up.
1、課前播放歌曲：“We wish you merry Christmas”。
2、Free talk.
①T: Today, here are so many new English teachers in our classroom. Can you introduce yourself to the teachers?
T: What date is it today?
T: What holiday(節(jié)日)is coming?(Ss: Christmas)
引出課題并呈現(xiàn)卡片進行教學。(Unit 7 At Christmas)
T: When’s Christmas? (Ss: It’s on the 25th of December.)
②T: What do you know about Christmas? (Ss:自由介紹!)
提示學生可以用中文自由介紹。(T：You can speak in Chinese.)
Father Christmas圣誕老人 stockings長筒襪
③T: What do people usually do at Christmas? (Ss: They usually eat delicious food.and give presents to each other.互贈禮物)
(設計意圖：導入簡明而直接點題。由于學生對于圣誕節(jié)還是有話可說，所以在這一環(huán)節(jié)還是把更多的話語權交給學生，老師只是輔助性的補充課余知識。)
Step2、Presentation and Practice
1、師創(chuàng)設情境導入并教學新授內容：“
T: We know we can get some presents on Christmas day. And last year, on
Christmas day, I got a present from my friend Jack. Look, it’s a watch.
So we can say the watch is from Jack. It’s for me. It’s my watch. It’s mine.
(設計意圖：從學生熟悉的手表watch開始導入新句型和名詞性物主代詞，目的在于讓學生能夠整體感知名詞性物主代詞的含義及用法)
2、Learning the whole text
Listen and answer(序言)
T: Now we know I got a Christmas present from my friend at Christmas. And Jim’s family got some presents, too. Now let’s look at the preface.
What holiday(節(jié)日) was it?
It was Christmas Day.
Who are they?
They are Jim’s family.
Where were they?
They were in Jim’s grandparents’ house.
What were they doing?
They were opening their presents under the Christmas tree.
Watch and circle(完整的看一遍課文卡通片，圈出Jim一家的禮物)
根據學生圈出的禮物，教師進行單詞教學：a watch, a teapot and some tea, a wallet, a calculator, a skateboard, a hairdryer.
教師示范朗讀，學生跟讀單詞。重點指導calculator, skateboard，hairdryer的發(fā)音。
(設計意圖：在教學skateboard, teapot, hairdryer時，我借助單個單詞和在一起的做法，幫助學生了解復合詞，提高記憶的效率。)
Read and match(快速閱讀課文，將對應的人物、禮物進行連線。)
在學生做完連線以后，運用連線后的圖引出句型：Whose...is it/are they? It’s/They’re...
(設計意圖：對于重點句型的導入是放在進入語篇后，讓學生整體感知名詞性物主代詞后再滲透句型，這樣學生理解起來更容易。)
Read and fill in the form(細讀課文，完成表格內禮物來自于誰，然后根據例句造句)
重點讓學生操練句型：Who is it/are they from? It’s/ They’re from…
如：The wallet is from Grandma. It’s for Grandpa. It’s his.
The teapot and some tea are from Grandpa. They are for Grandma. They’re hers. (注意單復數)
Step3、Consolation
Read after the T sentence by sentence.
Fill in the blanks (Do a summary of the text)
On __________ Day, Jim’s family get many presents. The wallet is from Grandma. It’s Grandpa’s. It’s ____. The teapot and some tea are _____ Grandpa. They’re Grandma’s. They’re _____. A calculator and a skateboard are from Mum and Dad. They are _____ Jim. They’re _____. The watch is for father. The hairdryer is for mother. Everybody is very excited.
Step4、Write a letter
We know that I got a watch from my friend Jack last year. This year, on Christmas day, I want to send some presents to Jack’s family, too. Let’s look at Jack’s family photo.
Dear Jack, ’s for you. It’s ’
’s for your wife(妻子)。It’’ ’s for your son. It’’
Merry Christmas!
Sincerely yours,
Kitty
(設計意圖：運用本課所學句型能進行簡單的拓展時我們這節(jié)課的一個目標。而在課程設計上前后呼應是有必要的。前面提到我去年圣誕節(jié)收到Jack的禮物，那么今年我要會送禮物，那么我能送什么，請幫我完成這封信，這樣水到渠成。在學生自己拓展前給了例子，并且要求學生根據需求為Jack一家選擇禮物)
Step5、Homework
1. Read and act the dialogue.
2. Make a Christmas present for your parents or your friends.
牛津英語初一上冊教案4
教學目標：
1. 能掌握節(jié)日單詞 Children’s Day、Christmas、Mid-Autumn Festival、Dragon Boat Festival和Spring Festival。
2. 能通過課前的信息搜集，課上的團隊合作以及課后的自學，掌握以下節(jié)日
New Year’s Day、Halloween、 May Day、 National Day 。
3. 能掌握四會句型
When’s…?It’s in…What do people usually do at/on…?They…
4. 學生能運用本單元的四會句型和日常交際用語談論節(jié)日中人們的活動以及自己曾做過的事。
重點難點：
1.能掌握所學節(jié)日的正確讀音。
2.能熟練掌握四會句型，并能靈活進行替換訓練，從而進一步來鞏固一般過去時的知識。
教具準備：
多媒體課件 實物
教學過程：
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?
(設計意圖： 在上課開始，與學生親切自然地相互問候，使學生快速進入英語學習的氛圍，同時為下一步教學做鋪墊。)
Step2: Presentation:
1. T：(教師手拿日歷)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：你們還記得其他的節(jié)日嗎?
Ss：Children’s Day, Teacher’s day, Christmas, National Day, Halloween---
揭示主題： Holidays
Magic eyes
快速閃現(xiàn)學生知道的單詞，學生根據圖片說出相應的節(jié)日。
2. 教學 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樣子)Here“delicious”means“nice”。 (Teach:delicious ←de-li-cious)
T: We can eat delicious food at Spring Festival.
Teach: Spring Festival 春節(jié)
(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:(引導學生說出答案)It means親戚!
T：(Teach: relative ←re-la-tive)
(3)。 教學What do people usually do at Spring Festival?
T: What do people usually do at Spring Festival?
Read: people 人，人們
Practice: What do people usually do at Spring Festival?
They usually---
Did you --- last Spring Festival?
Yes, I did. No, I didn’t.
3. 教學 Mid-Autumn Festival & Dragon Boat Festival.
And there are some Chinese traditional(傳統(tǒng)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:中秋節(jié)。
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. (日歷展示)
What do people usually do at Mid-Autumn Festival?If you can’t say in English,you can say it in Chinese.(在用英語無法表達時，允許學生用中文來補充。)
S: 吃月餅，賞月。
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. 教學Christmas
(1)Guessing game
問： What holiday is it ?
(2) 教師讓學生說他們所知道的關于圣誕節(jié)的知識，如圣誕老人，圣誕禮物，圣誕食 品及圣誕活動，不限定學生全部用英語表達。
T: Christmas is coming. Do you know anything about Christmas ,e.g. presents and food?
(設計意圖： 用提問的方式引出即將學習的活動，并通過討論讓學生了解有關圣誕節(jié)的文化意識。)
(3) 教師用課件創(chuàng)設情景： 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) 學生4人一組看圖片，并根據問題討論圣誕節(jié)。
(5) 小組匯報他們討論的情況，并通過投影呈現(xiàn)： 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.
(設計意圖：這個活動對學生來說具有一定的挑戰(zhàn)性，但六年級學生已基本能把老師提供的信息組合成一句話，甚至能連成一段話。通過這樣的活動可以讓學生把所學的知識運用于實際，使不同程度的學生都有成就感，增強自信心。)
5. The usage of “at” and “on”
T: Look at the phrases carefully and find the rule by yourselves.
小組討論 “on” 和“at”的區(qū)別
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編寫含有以下節(jié)日的句型：New Year’s Day、May Day、
National Day
2. Introduce the foreign festivals to your parents.
板書設計：
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?
B: Yes, I did. No, I didn’t.
牛津英語初一上冊教案5
Check ，
e.g Picture 1 A： Do you play baseball?
B： Yes ，I do .
Picture 2 A： Do you play basketball?
B： No ，I don’t .
A： What do you play?
B： I play volleyball .
…
Look ，read and write .
Read the letters after the T.
Write the letters .
字母Uu，Vv，Ww的大小寫均為一筆寫成，注意大寫U與小寫u的區(qū)別。
教師在四線格中邊范寫邊指導。
學生練習。
Step3 Have a rest .
Sing a song： A B C song (只能唱到W，多唱的同學必須表演節(jié)目)
Step 4 Good bye .
The fourth period
Teaching Contents：
D Fun house ：Workbook .
Teaching Aims：
繼續(xù)練習本單元所學的日常交際用語和單詞，使學生能熟練掌握，靈活運用。
指導學生完成書后的練習和練習冊中的題目。
Teaching Steps：
Step1 Warm up
Greetings.
Sing a song： We study and play .
Listen and do ： Let’s fly .Let’s jump.Let’s read and write .Let’s have a drink .
Step 2 Presentation .
Draw and guess ：
a .教師在黑板上畫出樂器類和球類物品的簡筆畫，學生猜出相應的單詞。
b. 學生幾人一組，一人畫，其余人猜。
2.Read the words four times .
3.Listen and number .
聽錄音前可以讓學生將圖片看一遍，用句型Look ，__can play __練習說話。
4.Do a survey .
Step 3 Do the workbook .
1. Listen and judge .
練習前先組織學生復習相關的對話。
2.Listen and check .
3.Listen ，find and match .
先放錄音內容，使學生對各人的情況有一個初步的了解，然后再讓學生看圖，聽錄音連線。
4.Listen and draw .
Step 4 ENDING
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牛津英語初一上冊教案
