教案是教师教学的重要工具，有助于规划课程内容和教学过程，教案的效果将在学期末进行总结和评估，大黑猫文档网小编今天就为您带来了十牛津教案推荐5篇，相信一定会对你有所帮助。
十牛津教案篇1
Ⅰ. 不定式句法功能
1. 作主语：the cat said, “to take roller coaster” is terrible.
不定式短语作主语时，可以直接放在句首，但在很多情况下，尤其是在疑问句和感叹句中，往往放在谓语之后，而用先行代词it作形式主语。
→ the cat said, “it’s terrible to take roller coaster.”
how long did it take you to take roller coaster?
how terrible it is to take roller coaster?
不定式作主语常见句型：
a) it is + adj. (easy, important, difficult…) + 不定式
b) it is + n. (a pity, a pleasure, one’s duty, a shame) + 不定式
eg. it’s my duty to teach you how to be a student of no.3 middle school.
c) it takes/needs/requires + some time (hours, months, days, patience…) + 不定式
eg. it requires patience to be a good teacher.
2. 作表语：当句子的主语是aim, idea, policy, question, suggestion, wish, task, duty, job, purpose等或者主语是what引导的名词性从句时，后面可以用不定式做表语，用以说明主语所包含内容。
eg. our most important task now is to make a plan.
注：作表语的不定式都带to，但当主语部分有实义动词do时，to可以省略。
eg. the only thing we can do now is wait and see.
3.作宾语
the cat said “remember not to take it next time!”.
a) 可以直接用不定式作宾语的动词很多，常见的有：agree, afford, tend, ask, decide, determine, expect, fail, hope, learn, intend, manage, offer, plan, promise, refuse, want, wish等
天津卷12题：i don’t want _____ like i’m speaking ill of anybody, but the manager’s plan is unfair.
a. to sound b. to be sounded c. sounding d. to have sounded
当不定式短语比宾补长时，往往将不定式放到宾补后，而用先行代词it作形式宾语，常用动词有feel, think, find, believe, consider, make等。
the cat felt it terrible to take roller coaster.
b) 不定式一般不作介词的宾语，只有少数介词如but, except等后面可以跟不定式作宾语。一般情况下作介词宾语的不定式都带to，如果but或except所在句子里的谓语动词都是实义动词do, does, did时，通常省略to。
eg. we have no choice but to wait.
cf. we can do nothing but wait.
4. 宾语补足语
在svoc句型中，许多动词都可以按不定式作宾语补足语。
a) 通常作宾语补语的不定式要带to，常用于以下动词之后：ask, tell, advise, allow, enable, expect, force, get, like, order, teach, want, invite, wish, beg等
you should get them to help you.
但在谓语动词believe, find, think, feel, consider, suppose, imagine, prove等后面跟to be…作宾补，不跟to do…
eg. they believe him to be honest.
b) 以下两类动词后跟不定式作宾补时不能带to
①一些表示“致使”意义的动词，如：let, have, make等
②一些表示感觉的动词，如：hear, feel, see, watch, notice等
don’t let the children trouble you.
i heard someone open the door.
但当这两类动词为被动态时，不定式就成了主补。作主补的不定式必须加上to
his father made him go to bed early.
→he was made to go to bed early by his father.
5. 作定语
不定式可以在句子充当后置定语，修饰名词。
以下几类情况常用不定式作定语：
①能带不定式作宾语的动词，其同源名词可以带不定式作定语。常见的有attempt, decision, promise, plan等
eg. he hasn’t kept his promise to write to his parents regularly.
②常与不定式搭配的形容词，其同源名词一般可以用不定式作定语。常见的有ability, determination, anxiety, eagerness等
eg. his eagerness to finish his homework was quite clear.
③序数词形容词最高级或被only, last, next等修饰的名词可以用不定式作定语：
she was the only person to survive after the earthquake.
tips: 不定式在作定语时，有时与被修饰的名词有意义上的主谓关系、同位关系、动宾关系，如果该不定式是不及物动词，它后面需要加上适当介词。
eg. he’s always the first to come and the last to leave. 主谓关系
i’ve no time to listen to your excuse. 同位关系
she has a meeting to attend. （动宾关系=attend a meeting）
there’s nothing to worry about. (动宾关系=worry about nothing)
6. 作状语
不定式可以作状语，表示目的、结果、原因、条件等。
①to…, in order to …, so as to …(不能放在句首)作目的状语
20辽宁卷22题：all these gifts must be mailed immediately _____ in time for christmas.
a. in order to have received b. in order to receive c. so as to be received d. so as to be receiving
②在so…as to, such….as to, only to …结构中不定式作结果状语，其中only to…用于表示意想不到的结果。
he hurried to the station only to find the train had gone.
③enough to, too…to结构
eg. the boy isn’t old enough to go to school.
= the boy is too young to go to school.
④形容词（happy, glad, lucky, fortunate, surprised, angry, anxious, ready, quick, slow, cruel, clever等）+ 不定式结构
eg. i’m glad to meet you.
the question is different to answer.
he is hard to get along with.
7. 作插入语，用来说明说话人的态度、看法、对整个句子进行解释，如to be frank（坦白地说），to be sure（确实）等。
eg. to tell you the truth, i hate you.
8. 作同位语
eg. the order to start the general attack soon came.
不定式的复合结构，以it为形式主语或形式宾语引导的复合结构，如果其前的形容词是指行为的性质就用：for sb. to do sth.这种复合结构在句中可作主语、表语、宾语、定语、状语等。
it is necessary for me to learn english well.
如果该形容词是指行为的性质，同时又指行为的人，则用of sb. to do sth.。这种句式中的常用形容词有：right, wrong, brave, careful, careless, clever, wise, stupid, cruel, foolish, good, honest, kind, nice, silly等。
eg. it’s very kind of you to come to see me.
连接代（副）词+不定式（包括whether, what, which, whom, where, when, how, 不包括why），在句中起名词的作用，通常跟在诸如tell, know, show, decide, learn, wonder, explain等动词后作宾、主语或表语。
eg. no one can tell me where to find john.
when to the exam is still unknown.
the problem is how to get enough money.
不定式的进行式、完成式和被动式
①不定式的进行式由to be + v-ing构成，用来表示谓语动词动作发生时，不定式的动作正在进行。
eg. some students pretended to be reading english when the teacher came in.
②不定式完成式由to have + v-ed构成，用来表示动作发生在谓语动作之前。
eg. 年江苏卷no.25
--- is bob still performing?
--- i’m afraid not. he is said _______ the stage already as he has become an official.
a. to have left b. to leave c. to have been d. to be left
答案是a
③不定式的被动式分为一般式被动to be v-ing和完成式被动to have been v-ed。当不定式的逻辑主语是不定式所表示的动作的承受者时，不定式要用被动语态。
eg. it is an honour for me to be invited to the party.
the book is said to have been translated into many languages.
2005年辽宁卷no.22
all these gifts must be mailed immediately _____ in time for christmas.
a. in order to have received b. in order to receive c. so as to be received d. so as to be receiving
动名词
1. 动名词的句法功能：动名词由动词加ing构成，与现在分词的形式相同。动名词主要起名词作用，在句中担任主语、表语、宾语和定语。
①作主语，可以直接放在句首，也可以用先行代词it作为形式主语，而把动名词后置。
eg. seeing is believing. (眼见为实)
saying is easier than doing.
collecting stamps is a good hobby. (单个动名词短语作主语时，动词用单数)
动名词作主语还有以下两个习惯表答法：
it is no use (good) + 动名词：做某事没有用
eg. it’s no use crying over spilt milk. (覆水难收)
there is no + 动名词 (= it is impossible to do sth.)
eg. there is no knowing what may happen.（未来的事无法知道）
②作表语：通常是说明主语的内容，注意它与谓语动词进行时的区别
eg. his hobby is collecting stamps. (此句为svc结构) 可改为：collecting stamps is his hobby.
cf. he is collecting stamps. (is collecting是谓语动词进行时，此句为svo结构)
不能改为：collecting stamps is he.
③作宾语
a. 作及物动词 的宾语(enjoy, mind, finish, appreciate, avoid, consider, delay, escape, pratise, suggest, keep(on), miss)
eg. 2005年上海卷no.32
he got well-prepared for the job interview, for he couldn’t risk _____ the good opportunity.
a. to lose b. losing c. to be lost d. being lost
答案为b
有些动词（attempt, begin, continue, hate, like, love）后面既可以接不定式作宾语，也可以接动名词作宾语，意义差别不大。通常认为用动名词泛指一般的倾向性，用不定式则表示特定或具体某一种动作。
eg. i like swimming but i don’t like to swim in winter.
动词prefer后面接不定式作宾语时，句子结构与按动名词作宾语是不一样。
eg. i prefer to drive rather than to be driven.
i prefer driving to riding.
有些动词，如forget, remember, regret等，后面接动名词表示的动作先于谓语动词动作，不定式表示的动作后于谓语动词。
eg. 2005年北京卷no.30
when asked by police, he said that he remembered _____ at he party, but not ______.
a. to arrive, leaving b. to arrive, to leave c. arriving, leaving d. arriving, to leave
在下列句型中动名词作真正宾语：
动词+it（形式宾语）+宾补+动名词（真正宾语）
eg. i think it no use telling them.
we think it no good inviting to him.
b. 作介词的宾语
eg. 2005年浙江卷no.3
the president spoke at the business meeting for nearly an hour ______ his notes.
a. bringing up b. referring to c. looking for d. trying on
be used to doing 习惯于做；look forward to doing 盼望做；devote one’s life to doing 致力于做；spent time (in) doing 花时间做；be fond of doing 喜爱做；be good at doing 擅长做；be proud of doing 为做…而自豪；be tired of doing 对做…感到厌倦；feel like doing 欲想做； go on doing 继续做（原来的事）；keep on doing 不停地做；what about doing 做…怎么样；think of doing 考虑做；be interested in doing 对做…感兴趣；have some difficulty/trouble (in) doing 做某事有困难；be busy (in) doing 忙于做；instead of doing 做…而不做…
eg. 2005年江苏卷no.23
everybody in the village likes jack because he is good at telling and ______ jokes.
a. turning up b. putting up c. making up d. showing up
答案为c
④作定语
动名词可作前置定语，表示所修饰的词的用途或目的，可用for改写；而现在分词作定语时，可用定语从句改写。
swimming pool waiting room walking stick
a sleeping car=a car for sleeping a sleeping child= a child who is sleeping
⑤作同位语
eg. that’s the queen’s full-time job, laying eggs. 这就是蚁后的专职工作--产卵。
2．动名词的逻辑主语
①人称代词做逻辑主语时应用所有格，即形容词性物主代词。
eg. do you minding my smoking here?
②逻辑主语是不定代词或指示代词时，很少用所有格，而用普通格。
eg. he was awakened by someone knocking the door.
there’s no need for that being done.
③逻辑主语是名词时，用所有格，但是如果名词为无生命物体时，则用普通格。
eg. mary’s laughing made tom angry.
there is no hoping of the factory making profit.
④在口语中，动名词如果不在句首，可以用名词普通格或人称代词宾格作逻辑主语。
eg. 2005年安徽卷no.34
i really can’t understand _____ her like that.
a. you treat b. you to treat c. why treat d. you treating
3. 动名词的完成式、一般式被动和完成式被动。
eg. after having finish his work, he went home.
he attended the meeting without being asked.
she never told me about her having been interviewed by the police.
十牛津教案篇2
by xu weiliang
teaching aims:
(1) make students pay attention to the environment problems and think what they can do to help protect the environment.
(2) improve the ss’ other basic abilities: the use of the words and expressions in reading
important points & difficult points:
(1) help the students learn how to keep the balance between economy and environment.
(2) enable the students to refer to dictionaries.
teaching methods:
(1)careful reading and solve the language problems in the text.
(2)learn how to use dictionaries.
teaching aids:
(1) a tape recorder
(2) a multimedia
(3) the blackboard
teaching procedure:
step 1: reading
we have learned the debate and know something about how to solve the environment problems. today we will read the text and find the difficult language points in it.
then ask students to put forward their difficulties in understanding the text.
then write them on the blackboard.
step 2 using dictionaries and reference books.
ask students to use their dictionaries and reference books and find answers for them.
let the students discuss them.
step 3 explain the language points.
1. …and discuss which problems are caused by nature and which ones are caused by man..
讨论一下哪些问题是自然造成的，哪些又是人为因素。
⑴ nature
a. 自然，大自然（不可数名词）
you can not go against nature. 你不能违背自然。
man can conquer nature.人定胜天。
b. by nature 天生地
she is by nature a happy person. 她天生乐观。
⑵ man
a. 本句中的man译为“人类”（总称），多作单数，不加冠词
man must make the earth support more people.
人类必须使地球养活更多的人。
man must change in a changing world.
在多变的世界里，人类必须随之变化。
b. 人，男人（复数为men）
i am not the man to break my word. 我不是食言之人。
man is taller than woman. 男子比女子高。
2. then we will open the floor for discussion. 然后我们将展开自由谈论。
句中the floor为“发言权”
after they had each said a few words, professor white took the floor.
他们各自说了几句话后，怀特教授开始发言。
the president then took the floor and answered the journalists’ questions.
总统随后讲话并回答了记者的提问。
3. if you have any questions or comments, you can use this time to voice them.
如果大家有任何疑问或评论，可以利用这个时间段来提出。
voice (v.) 表达，吐露
yesterday morning in the city in the usa, a crowd of dustmen went on strike to voice complaint about their low-pay.
昨天上午在美国一个城市，大批清洁工举行罢工，以表达他们对工资的不满。
i dared not voice my dissatisfaction. 我不敢表达我的不满。
4. in addition, many sea creatures are being wiped out by fishing boats.
另外，大量的海洋生物正被捕捞船赶尽杀绝。
⑴ in addition 此外
in addition, there was a crop failure in many provinces. 此外，许多省份作物歉收。
in addition to 除了……之外（还有）
in addition to such subjects, the department also taught mathematics.
除了教授这些学科外，这个系还开设数学课程。
⑵ wipe out 消灭，摧毁
the whole village was wiped out by the tsunami.
整个村子被海啸吞噬了。
the earthquake wiped out the town.
小镇毁于地震。
wipe out 擦掉，把……擦干??
don’t forget to wipe out the sink when you’ve finished the dishes.
洗完碗碟后，不要忘记把洗碗池擦干净。
wipe off 擦掉，把……从……上面擦干??
wipe the drawing off the blackboard before the teacher sees it.
在老师看到之前，先把黑板上的图画擦干净。
5． these boats catch large numbers of fish without giving them time to lay eggs.
这些捕捞船未等鱼儿产卵就大量捕捉他们。
⑴ large numbers of 许多，大量，加复数名词，相当于a large number of , a great / good many
large numbers of whales have been killed by these japanese ships.
这些日本捕捞船已经杀死了许多鲸鱼。
numbers of people came to the meeting from all over the country.
全国各地许多人来参加这个会议。
⑵ a. lay eggs 下蛋，产卵
a turtle lays many eggs at a time.
乌龟一次下许多蛋。
to kill the goose that lays the golden eggs.
杀鸡取卵；自绝财源。
b. 安装，架设
i’m sorry to lay this on your shoulders.
很抱歉要把这放在你肩膀上。
they are laying a new oil pipe.
他们在铺设一个新的输油管道。
6. the world’s population has grown to more than six times what it was in 1800.
目前的世界人口与18相比已经增长到当时的六倍多。
⑴ population 人口
the population of china is much larger than that of japan.
中国人口比日本人口多得多。
about 30 percent of the population in the village have been struck by the illness.
整个村庄约30%的人口受到这种病的侵袭。
⑵ grow to “增加到”。类似表达法还有increase to, rise to, climb to
the number of students at the college has grown to over 5,000.
这所学院的学生数已经增长到 5,000人。
the price has increased to an unbelievable number.
价格攀升到令人难以置信的水平。
the plane climbed to 25,000 feet.
飞机爬升到25000英尺。
⑶ grow by“增加了，净增了”，类似表达 increase by, rise by等
sales of new cars in that country grew by 20 percent this year.
那个国家今年的新车销售量增加了百分之二十。
it is quite amazing that the income of the people in the city has increased / risen by 60 percent in the last two years.
这座城市居民的收入在过去的两年里增加了百分之六十，这让人感到惊讶。
7. my suggestion is that we should try to cut back on production and reduce the amount of things we make and buy.
我的建议是，我们应当尽量削减生产，减少制造和购买物品的数量。
⑴ 句中my suggestion is 后接有表语从句，表示“建议，要求，命令”等意义的名词，如suggestion, advice, requirement, order, request等作主语时，其后表语从句中的谓语常由 “should + 动词原形”构成，should可省略
the advice that the teacher gave was that the students (should) go to bed early during exam time.
老师提出的忠告是同学们在考试期间应该早点上床睡觉。
the orders are that we (should) stay here.
我们必须呆在这里，这是命令。
⑵ suggest, advise, require, order等动词后接的宾语从句中，也常用“should + 动词原形”作谓语,should可省略
i suggested that john (should) phone home before he decided to stay late at the library.
我建议约翰在决定要在图书馆呆到很晚之前应该先打个电话回家。
i advise that he (should) go at once. 我建议他马上动身。
⑶ cut back on“削减，缩减”，相当于cut down on
try to cut back on foods containing too much fat and sugar.
要尽量少吃脂肪和糖份含量过高的食品。
after the big job was finished, the builder cut back on the number of men working for him.
这项大工程完成以后，建筑商削减了工人总数的三分之一。
与cut相关的词组
cut across 走捷径 cut away 切除，剪掉
cut in 插进来说，插嘴，干预 cut off 切断，停掉
cut down 削减，砍倒 cut up 切碎
8. it is obvious that you are very concerned about the present situation of our environment.
很显然，你非常关心现阶段的环境状况。
concern (v.) 关系到，与……有关，关于；担心，关心
词组be concerned about / with / for / over
the news concerns your sister.
这条消息与你姐姐有关。
i am not concerned with the matter any longer.
我不再与此事有关了。
a good doctor should always concern himself with your health.
好医生应经常关心他人的健康。
they are very seriously concerned about the problems involved.
他们非常关心相关困难。
everybody was deeply concerned at the news.
每个人都非常关心这条消息。
9. as an economist, i’m seen as being against the environment.
作为一名经济学家，我常常被人视为反对环保的。
see…as… “将……视为”
after his first novel was published, he was seen as one of the most outstanding new authors of his generation.
在他的第一部小说出版后不久，他就被视为他这一代最杰出的新秀作家之一。
10. but i do agree that recycling may be the key to helping both sides.
但有一点我非常赞同：循环利用或许是对两者都有利的解决办法。
⑴ key“答案，解决办法”,to (prep.) + n. / prop. / doing
in my opinion, the key to solving the problem is to cooperate rather than argue.
依我的观点，解决这个问题的办法就是合作，而不是争吵。
her very unhappy childhood is the key to the way she behaves now.
她的不幸的童年是目前表现不端的症结所在。
⑵ 下列词组中to为介词
listen to, refer to, pay attention to, look forward to, belong to, turn to, devote / give …to…
11. asking around, i find many people willing to pay slightly higher prices for things that are environmentally friendly.
我征询过周围很多人的意见，发现他们当中很多愿意花费稍高一些的价钱来购买环保产
品。
⑴ ask around 四处打听
i will ask around and see if anyone can help.
我要四处打听一下，看有没有人能够帮忙。
⑵ asking around为现在分词短语作时间状语，相当于时间状语从句 when i ask around
同样
take care while crossing the street. (while you cross the street)
wandering through the street, i saw a tailor’s shop. (while i was wandering through the
street)
12. just keep in mind that you should not make a final decision until you have read or listened to both sides…
记住要听了两边的发言后才可作出最后的评判。
⑴ keep / carry … in mind 记住
i have tried to keep this advice in mind when writing this book.
在写这本书的时候，我尽量将这条建议记住。
there is one thing you must always carry in mind.
有一件事你必须一直记住。
与mind相关词组
make up one’s mind下决心 keep one’s mind on / upon专心注意，聚精会神
speak one’s mind说真心话
make 搭配词组
make a decision 做出决定 make a choice做出选择
make a trip旅行 make a study 做研究
make a mistake犯错误
13. my dad says he doesn’t mind a little bit of pollution, as long as it means people have jobs.
父亲说并不介意一点儿污染，只要人们有工作就行。
⑴ mind
a. 当心，注意
good drivers are always careful to mind the speed limit. 好司机对限速总是很细心。
mind you don’t say anything to offend them. 当心你不要说什么话去得罪他们。
b. 介意，在乎
would you mind if i took one of these books
你是否介意我拿起这些书中的一本。
i wouldn’t mind having a try but i’ve got to be off now.
我并不介意尝试一下，但现在我得离开了。
would you mind my opening the windows to let out so much smoke?
你是否介意我开窗排出一些烟雾？
⑵ as / so long as 只要…（就）…
i don’t care, so long as she lets me be with her son.
我并不在意，只要她让我和她儿子在一起。
as /so long as you’re happy, it doesn’t matter what you do.
只要你快乐，做什么并不重要。
试比较：
this rule is as long as that one. 这把尺与那把一样长。
see you tonight. so long. 今天晚上见。再见。
14. as a result, you impressed the audience. 结果，你给听众留下了印象。
impress印上,给留有…印象
he impressed his seal in the pot.
他把私章印在罐上。
his words are strongly impressed on/upon my memory.
他的话给我留下了很深的印象。
i was very impressed by / at / with his performance.
他的表演给我留下了深刻的印象。
15. with the opening of the city’s modern art museum, hundreds of people lined up to be among the front to view modern masterpiece.
随着现代艺术博物馆的开馆，好几百人排队，欲成为第一批看到现代作品的人。
line up排队，排成一行
we lined up to buy tickets for the international football match.
我们排队去买国际足球赛的球票。
the teacher lined up the boys in front of his desk.
老师叫男生们在课桌前排成一列。
step 4 consolidation
ask the students to use the words and expression learned.
step 5 homework
(1) revise the use of the words and expressions.
(2) do the exercises in the workbook.
十牛津教案篇3
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的大小写均为一笔写成，注意大写u与小写u的区别。
教师在四线格中边范写边指导。
学生练习。
step3 have a rest .
sing a song： a b c song (只能唱到w，多唱的同学必须表演节目)
step 4 good bye .
the fourth period
teaching contents：
d fun house ：workbook .
teaching aims：
继续练习本单元所学的日常交际用语和单词，使学生能熟练掌握，灵活运用。
指导学生完成书后的练习和练习册中的题目。
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 .教师在黑板上画出乐器类和球类物品的简笔画，学生猜出相应的单词。
b. 学生几人一组，一人画，其余人猜。
2.read the words four times .
3.listen and number .
听录音前可以让学生将图片看一遍，用句型look ，__can play __练习说话。
4.do a survey .
step 3 do the workbook .
1. listen and judge .
练习前先组织学生复习相关的对话。
2.listen and check .
3.listen ，find and match .
先放录音内容，使学生对各人的情况有一个初步的了解，然后再让学生看图，听录音连线。
4.listen and draw .
step 4 ending
牛津英语初一上册教案
十牛津教案篇4
牛津英语unit6atapelesson教案
unit 6 at a pe lessn
第五课时
一、教学内容
5b.unit 6 e,g,h 部分.
1． 复习人体部位名称，以及体育课上的动作词组， d.e部分
2． 复习祈使句
3． 复习现在进行时
二、教学目标
1． 通过复习，要求学生能熟练地掌握本单元所学的有关活动类词汇。
2． 能熟练的在情景中运用本单元所学的.句型和日常交际用语。
3 能初步了解字母组合ai和a在单词中的发音。
三、教学重、难点
能正确听 说 读 写四会句型“put…n… tuch…with… all right.”
四、课前准备
1． 准备录音机和本课唱歌的磁带。
2 准备e部分图片
3． 课前写好本课的课题5b.unit6.
五、教学过程
step 1 organizatins.
1. greetings
t: gd rning/afternn, bs and girls.
ss: gd rning/afternn, miss zhang.
2. let’s sing a sng.学生听录音跟读唱英语歌曲 tw acets.
step2 revisin
1. free tal
t: wh’s n dut tda? ss: i a.
t: what da is it tda? ss: it’s mnda.
t: what subect d u lie? ss: i lie…
t: what class are u in? ss: i’ in class tw.
t: what lessns d u have n mnda? ss: we have…
2. 教师出示人体图片，请学生快速说出人体部位名称
3．请同学板演默写人体部位名称单词新 课标 第 一 网
step3 l and read
1. 教师出示图片，复习单词 a pineapple, a grape, an egg, a head和a uth
2. 师生问答：can u …? es, i can. n, i can’t.以及where’s …? it’s in …
3. 教师出示图片，指导学生看图，并练习读句子。
4. 同桌互相讨论读对话。
5 同桌表演对话。
step 4 listen and repeat
1快速展示单词图片，一闪即停，然后问学生：what’s issing? 让学生看图后说单词。
2 集体认读单词，并让学生找出单词的共同音素。
3再听录音跟读句子。
step 5 sing a sng
1 播放歌曲，学生静听欣赏。
2 学生读歌曲，并理解歌词大意。
3 跟随录音简单哼唱，再学唱歌曲。
4 生表演歌曲
step6 hewr
听录音跟读本课所内容，要求学生能够根据本课所学句子和日常交际用语进行自编会话，同桌表演。
十牛津教案篇5
英语牛津教材2bunit-6教案课题：????? unit 6 eating and drinking?????????????????????????????? 第 1 课时课型：新授教学目标basic aims: a. to learn the word: bowl???????? b. to learn some instructions: e.g. bring me a bowl.developing aims: a. give some new instructions.???????????? b. free talkeducation aims: educate the pupils to be a polite child.教 学 重点、难点、关 键give some instructions and act them out correctly.课? 序教? 学? 过? 程? 设? 计设计意图step-onewarming up: sing a song?step-twopre-task preparation:???? 1、daily talk: ??1)? what do you see/hear?2)? what is it?3)? what colour is it?4)? what can you do?5)? what can (name) do???? 2、play a game: simon says??1)? come here, (name).2)? go there, (name).3)? come back, (name).4)? close the ______, please.5)? open the ______, please.6)? clean the ______, please.step-threewhile-task procedure???? 1、bowl??1)??? instruction: take out a bowl and ask: “ what is it ? ” → it’s a bowl.2)??? read: bowl → it’s a bowl.3)??? ask and answer: ? e.g. what is it? it’s a bowl. ( t --- p? →? p1 --- p2 )??? 2、bring me a bowl.1)? instruction: put a bowl on the desk. ask a pupil to come to the front and ask the pupil: “ bring me a bowl.” (using hand gestures to explain the meaning if necessary.)2)? repeat: bring → bring me → bring me a bowl.3)? say and act:a.? t: (name), bring me a ______.?? p1: ( act. ) here you are.?? t: thank you.p1: (name), bring me a ______.对句子进行扩充，使之成为一段小对话，给内容更富交际性，同时灌输学生待人接物的礼仪。?b.??????? ?课? 序教? 学? 过? 程? 设? 计设计意图??? p2: ( act. ) here you are.?? p1: thank you.???? 3、bring me some milk, too.??repeat step 2 with a different pupil and instead of a bowl, say “bring me some milk, too.”??? 4、give it to kitty.??1)??? instruction: ask a pupil to come to the front and say: “ here’s a bowl. give it to kitty,(name).” (use hand gestures to explain the meaning if necessary.)2)??? repeat: give → give it to → give it to kitty.3)??? say and act:? e.g. ( take out an object.)???????????????? t: give it to (p2), p1.???????????????? p1: ( act. ) here you are.???????????????? p2: thank you. give it to (p4), p3.???????????????? p3: ( act. ) here you are.???????????????? p4: thank you. …?????????? ( then change the objects, repeat this step.)??? 5、listen and repeat: ???? 6、perform the dialogue:??1)? put the pupils into groups of three to practice the dialogue.2)? perform the dialogue.step-fourpost-task activities:???? 1)?? put some things on the desk. revise whether they are countable or uncountable nouns. then let the same groups practice the dialogue again but this time they choose what they want to be brought to them.2)?? select groups to perform the dialogue.step-fivehomework listen and repeat p27 five times.?板书设计????教具准备1、a bowl.2、a bottle of milk.3、some things: (food, stationery, …)课后小结???????????课题：????? unit 6 eating and drinking?????????????????????????????? 第 2 课时课型：新授教学目标basic aims: a. to learn the words: e.g. plate, glass …???????? b. to learn the drills: e.g. four spoons? yes, please. / no, thank you.developing aims: free talk教 学 重点、难点、关 键pronounce the words correctly.make a short dialogue.课? 序教? 学? 过? 程? 设? 计设计意图step-onewarming up: sing a song?step-twopre-task preparation:???? 1、daily talk: ??1)? what do you see/hear?2)? what is it?3)? what colour is it?4)? what can you do?5)? what can (name) do???? 2、listen and act:??1)? come here, (name).2)? go there, (name).3)? come back, (name).4)? close the ______, please.5)? open the ______, please.6)? clean the ______, please.7)? bring me ________.8)? give it to (name).??? 3、pair-work:??(put the picture cards for food and drinks on the board.)e.g. p1: (p2), bring me _________. ?? p2: here you are. (p1), give it to (name).?? p1: here you are.? p3: thank you.?step-threewhile-task procedure:???? 1、plate??1)??? instruction: take out a bowl and ask: “ what is it ? ” → it’s a bowl. then take out a plate and ask: “ is it a bowl?” → no, it’s a plate.2)??? read: plate → it’s a bowl.3)??? ask and answer: ? e.g. what do you see? i see a ___. ( t --- p→p1 --- p2 )4) make a sentence use the word: plate??? 2、glass, fork, knife, spoon?课? 序教? 学? 过? 程? 设? 计设计意图??the teaching method is the same to 2.???? 3、chopsticks??1)? instruction: take out a pair of chopsticks and ask: “ what is it?” → a pair of chopsticks.2)? repeat: chopsticks → a pair of → a pair of chopsticks3)? make some sentences.??? 4、consolidation:通过不同形式的游戏，对单词的音、形、意加以巩固，为下面的表达做准备。?1)? listen, repeat and draw2)? look and say3)? play the game: what is missing?4)? matching game: (picture words --- card words)5)? make a dialogue and act: (let’s act)??? 5、four spoons? yes, please./ no, thank you.??1)?? instruction: take out four spoons and ask: “ how many spoons?” → four spoons. then ask: “ four spoons?” → yes, please./ no, thank you. (use hand gestures to explain the meaning if necessary.)2)?? repeat:? a. four spoons?????????? b. yes, please. / no, thank you.3)?? ask and answer: a. t --- ask?? p --- answer.b. ask the more able pupils to ask and the pupils answer.c. work in pairs: ask and answer.????? 6、listen and repeat?step-fourpost-task activities:???? make a new dialogue and act the dialogue out. demonstrate the dialogue with a pair of more able pupils before the pupils do.step-fivehomework assignment:??listen and repeat p28 & p29 five times.2板书设计????教学具准备1、tableware.2、word cards and picture cards.3、picture cards for food and drinks.?课后小结????????????课题：????? unit 6 eating and drinking?????????????????????????????? 第 3 课时课型：新授教学目标basic aims: a. to learn the drills: what do you want? i want …???????? b. to learn the names and sounds of the letters “ x x”developing aims: free talk教 学 重点、难点、关 键ask and answer: what do you want? i want …课? 序教? 学? 过? 程? 设? 计设计意图step-onewarming up: sing a song?step-twopre-task preparation:???? 1、daily talk: ??1)? what do you see/hear?2)? what is it?3)? what colour is it?4)? what can you do?5)? what can (name) do?6)? four spoons???? 2、listen and act:??1)? come here, (name).2)? go there, (name).3)? come back, (name).4)? close the ______, please.5)? open the ______, please.6)? clean the ______, please.7)? bring me ________.8)? give it to (name).??? 3、play a guessing game: what is it?复习餐具、食物单词，为下面的教学内容做准备。?(if one pupil’s answer is right, stick the picture on the board , then ask a pupil to find out the word card, at last the whole class read the word.)step-threewhile-task procedure:???? 1、x x?? x-ray??1) show the picture and ask: “what is it?” → x-ray2) repeat: x-ray 3) make some sentences.4) ask and answer: what can you see?/ what is it? …5) show the word card “x-ray”, point to the letter “x” and say: “this word begins with the letter ‘x’.” 6) repeat: x → x? /x/ → x-ray7) show the capital letter “x”, let the pupils compare the small letter “x” with the capital letter “x”.课? 序教? 学? 过? 程? 设? 计设计意图??? 2、what do you want? i want …把教学内容放在一个场景中引出，从野餐前餐具的选择，到食物的选择，到最后的野餐，教学形式更贴近生活，加大了新句型的操练密度。?1) introducation: today we will have a picnic. look, we have some tableware. please choose a kind of tableware. kitty, what do you want? ( hold up a mask “kitty” and say to her ‘what do you want, kitty? ) using another voice, say ‘ i want a plate’.2) repeat: want → i want a plate.3) ask and answer: a. t ---- ask? p1 --- answerb. ask some more able pupils ask and the individual pupil answer.c. repeat: what do you want?d. ask and answer one by one.4) now let’s have picnic. what can you see on the table? ( …) please tell me what do you want. i will give you.t: (name), what do you want?p1: i want …t: here you are.p1: thank you. (name), what do you want? p2: …step-fourpost-task activities:???? make a new dialogue and act the dialogue out. demonstrate the dialogue with a pair of more able pupils before the pupils do.step-fivehomework assignment:????? 1、listen and repeat p29 & p30 five times.板书设计????教学具准备1、tableware.2、alphabet cards, word cards and picture cards.3、a mask.4、some food.?课后小结??????????课题：????? unit 6 eating and drinking?????????????????????????????? 第 4 课时课型：新授教学目标basic aims: a. to learn the adjectives: e.g. hungry & thirstydeveloping aims: free talk教 学 重点、难点、关 键1) prononce the words correctly.2) make a dialogue.课? 序教? 学? 过? 程? 设? 计设计意图step-onewarming up: sing a song?step-twopre-task preparation:???? 1、daily talk: ??1)? what do you see/hear?2)? what is it?3)? what colour is it?4)? what can you do?5)? what can (name) do?6)? what do you want?7)? four apples???? 2、listen and act:??1)? come here, (name).2)? go there, (name).3)? come back, (name).4)? close the ______, please.5)? open the ______, please.6)? clean the ______, please.7)? bring me ________.8)? give it to (name).??? 3、role- play: i’m a sales clerk.??demonstrate: hello, i’m a sales clerk. what do you want?step-threewhile-task procedure:???? 1、thirsty1) ask a pupil to ask me: “ what do you want?” i will answer: “ i’m thirsty. (act.) i want some juice.” then the teacher ask: “ (name), are you thirsty? what do you want?” → thirsty2) repeat: thirsty → i’m thirsty.3) free-talk: a. i’m thirsty. i want some milk. how about you?let the pupils say something.?在巩固这一单词时，通过句子和师生间的对话进行，让学生熟悉交谈的形式，为后面的输出降低难度。?b. t: how do you feel?? p1: i’m thirsty / hungry.? t: some …? / what do you want?课? 序教? 学? 过? 程? 设? 计设计意图?? p1: ? t: here you are.? p1: thank you.???? 2、hungry??the teaching method is the same to 1.??? 3、consolidation:??matching game: ??choose an adjective from the words “ hungry” and “ thirsty”, then choose some food or some drinks, then say something like this: “i’m ______. i want _______.”??? 4、listen and repeat: ?step-fourpost-task activities:让学生根据所学内容自编对话，加强学生实际运用的能力。??? make some new dialogues like this:a. p1: i’m thirsty.? p2: what do you want?? p1: i want …? p2: here you are.? p3: thank you.b. p1: i’m thirsty.? p2: some milk?? p1: yes, please. / no, thank you.( first, the teacher and some pupils demonstrate, then the pupils practice in pairs, at last perform.)step-fivehomework assignment:??listen and repeat p28 five times.2板书设计????教学具准备1、tableware.2、word cards.3、picture cards for food and drinks.?课后小结????????????课题：????? unit 6 eating and drinking?????????????????????????????? 第 5 课时课型：新授教学目标basic aims: a. to learn the story: ???????? b. to act the story.developing aims: free talk教 学 重点、难点、关 键role-play the story..make a short story.课? 序教? 学? 过? 程? 设? 计设计意图step-onewarming up: sing a song?step-twopre-task preparation:???? 1、daily talk: ??1)? what do you see/hear?2)? what is it?3)? what colour is it?4)? what can you do?5)? what can (name) do???? 2、listen and act:??1)? come here, (name).2)? go there, (name).3)? come back, (name).4)? close the ______, please.5)? open the ______, please.6)? clean the ______, please.7)? bring me ________.8)? give it to (name).??? 3、matching game:??stick the picture cards for this unit on the board. show the word card for each picture to the class. have them read the word aloud. then put the word cards face down on the desk. once the pupils agree that all the words and pictures match, say them aloud again. pupils repeat one more time.??? 4、free talk: what do you like to eat or drink??step-threewhile-task procedure:???? 1、listen and try to understand:1) listen to the tape twice.2) try to answer some questions:a. is sam hungry?b. is may hungry??通过听录音，回答问题的形式，帮助学生理解和记忆故事内容，同时训练学生?c. does may want a coke?d. does sam want a pizza?e. what does their mother want?课? 序教? 学? 过? 程? 设? 计设计意图?f. do they want some ice-cream?3) open the books and listen again.4) read after the tape one sentence by one sentence.5) get the pupils in groups of four and let them role-play the story.的听力理解能力。step-fourpost-task activities:在故事的改编和角色的扮演中发挥学生的主观能动性和创造性。??? 1、?????? 2、make a new story and act it out.tell pupils to switch roles and that they can change the food/drink items to any other suitable vocabulary they are familiar with.design the menu , make a story and act it out.divide the pupils into some groups. give each group a piece of paper. ask the pupils to make a menu with some food and drinks on it. ask them to draw pictures of the food and drinks. once they have made their menu, let them make a new story according to the menu, practice the story by role-playing . ask some groups to perform their stories.step-fivehomework assignment:??listen and repeat p31 five times.2板书设计????教学具准备1、word cards and picture cards.2、picture cards for food and drinks.3、some paper.?课后小结
