第一篇：(蘇教版)牛津英語教案 4B unit3
（蘇教版）牛津英語教案 4B unit3
Unit 3 What's your job?
The first period
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一、教學目標
1、聽懂、會說和會讀日常交際用語What's your/his/her job? I'm/He's/She's a..What are their jobs? They're … How old are you/is he/she? I'm/He's/She's a …
2、聽懂、會說、會讀單詞： job, a policeman, a policewoman , a waiter, a waitress, a driver, a worker。
二、教學重點
正確流利朗讀會話，并能表演。
三、課前準備
掛圖，錄音機，圖片等。
四、教學過程
（一）Free talk:（新授）
T: Nice to meet you.S: Nice to meet you.T: How are you? S: Fine.T: How old are you?(反復的運用此句出示卡片)S: I'm…
（因為此句型在3A教材時，學生已接觸到，因此，在FREE TALK就可以讓學生自己運用并進行操練）T: Who's that …?
S: He's/She's …He's/She's a … T: Excuse me, are you a …?
S: Yes, I am./No, I'm not.I'm a …
（二）導入新課（新授）
1、S: Are you a teacher? T: Yes, I am.What will you want to do after twenty years?(教師出示掛圖，根據學生的回答開始新授單詞: a policeman, a policewoman , a waiter, a waitress, a driver, a worker,拼讀)
2、T: Today we'll learn a new lesson.（板書：Unit 3 What's your job?）Learn to say: What's your job?（1）T: Now ,you can use these new words answer my questions? T: What's your job?(出示卡片)S: I'm a …(同桌操練)(2)T: What's his/her job?(出示卡片)S: He's /She's a …(操練)S1: I'm a student.S2: What's his/her job? S3: He's /She's a student.(3)在上面的句型新授時可不斷地復習句型How old are you ? I'm … T: Hi , How are you? S1: Fine.T: How old are you? S1: I' m …
T: Hello, how old is he/ she?(出示卡片)S2: He's /She's … 同桌操練
（4）T戴上機器人的頭飾：Hello, boys and girls.Nice to meet you.I'm a robot.T走下講臺:Hello, I'm Jack.I'm one.What's your name? S: I'm …
T: How old are you? S: I'm …
（5）聽錄音模仿跟讀對話。
學生自讀對話，教師給予個別指導。學生分角色朗讀對話。
二人一組自由練習，表演對話。
2~3組學生上臺表演。
（三）Assignment:
1、抄寫新單詞
2、Design two names cards: one is for your father or mother, the other is for yourself(after twenty years).(設計兩張名片，一張是為你的爸爸或媽媽設計的，另一張是為二十年后的你自己設計的。)
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第二篇：牛津7A 英語教案
汲水二中七年級英語教案
Teaching Plan of 7B Unit 1 Comic strip and Welcome to the unit
汲水二中邢鑫鑫
The aims of teaching：
1、Talk about the students’ own dream homes.Lead them to think about the livings in different countries.2、Learn about the sign buildings in different countries.3、Get to know about capitals of some countries.The emphasis of teaching： 1 Words and phrases:
dream
capital
would like to
live in
next to the capital of 2 Sentences:
Would you like to live in a palace?
I’d like to live next to a restaurant.Which restaurant is your favorite?
The capital of Japan is Tokyo.The steps of teaching：
Step 1:
Greetings f.g Happy New Year!Wish you a happy new year!Step2: Presentation 1 This is a map of the world.What countries in the world do you know?
第1頁（共4頁）The USA, the UK, Japan, etc.2
(Review some countries’ names that presented in Part A, Page 7)
Here are some pictures about the famous interests and some sign buildings of the world.Do you know something about them? 3
Here are some beautiful pictures in my hands.They are some of the most famous places in the world.Do you know where they are? Look at this mountain.What is its name?It’s Mount Fuji.What country is it in?It’s in Japan.4
Write the word of “Japan” on the blackboard and let the students read it aloud to make sure their pronunciations are right
Present as the same way:
The White House(the USA)，the Eiffel Tower(France), the CN Tower(Canada)，Big Ben(the UK)，Red Square(Russia).Ask the students to complete the writing of Part A, Page 7.Step 3 Presentation T: Here is a picture of Tiananmen Square.Do you know what country it is in? Ss: Yes.It’s in China.T: What city is it in? Ss: It’s in Beijing.第2頁（共4頁）T: As we all know, Beijing is the capital of China.(Write “capital” on the blackboard and ask the students read it aloud.)2 T:(Write these words on the blackboard)Do you know the capital cities of the countries in Part A? Look at the capital cities in the right column and match them with the correct countries.The USA
Tokyo The UK
Ottawa France
Moscow Japan
Washington DC Russia
London Canada
Paris 3(Ask one student to come to the blackboard to match them then check out)Make dialogues like this:-----What city is the capital of the USA?-----The capital of the USA is Washington DC.------And what is the capital of France?------The capital of the France is Paris.Step 4 Practice 1 Get the students to read the conversation after the tape first.2 Practice in pairs.Step 5 Presentation 1 Ask: What country would you like to live in?
第3頁（共4頁）2 Look, there are two places here.One is a restaurant and the other is a palace.(Write “palace” on the blackboard and ask the students read it aloud)Then ask: Where would you like to live?.Where do you think Eddie would like to live? Play the tape of Comic strip for the students.Ask the students to find the answer.He would like to live next to a restaurant.4 Ask the students to read the dialogue aloud in the Comic strip and answer the questions : Why would Eddie like to live next to a restaurant? Which is Eddie’s favorite restaurant?
Why does he like the biggest one? Can you guess? Step 6 Acting 1 Read the dialogue with your partner, then I will ask some groups to come to the blackboard to act it out.(Encourage them)2 Practice in pairs.Step 9 Homework Learn the new vocabulary and the dialogues by heart.2 Write something about your own dream homes.第4頁（共4頁）
第三篇：牛津英語教案3B
牛津英語教案
活動名稱：牛津英語3B Unit 2 I Want Corn 活動目標：認識單詞，tomato potato
聽懂句型，并可以回答What do you want?
I want … 活動準備：西紅柿，土豆。
經驗準備：對于游戲都可以熟練操練玩fingers ? game, pass the ball.重難點：重點：單詞認知。
難點：句型熟悉，并可以聽懂，回答?；顒舆^程：
Hello, my children, Nice to meet you!
How do you do?
How are you? OK, children, let?s stand up, and sing a song, OK?
第四篇：小學五年級牛津英語教案1
Module 1 Using my five senses
Unit 1 Using my eyes
The first period
Teaching Aims:
Basic Aims:
1.Continue to leam the simple present tense.2.Using prepositions to indicate position and time.3.Try to answer questions according the text.Developing Aims:
Using the simple present tense to express simple truth.Education Aims:
Try to answer questions according the text.Teaching Aids:pictures,a cassette player
Teaching procedure:
Pre-task1.Rhyme
2.Sing a song
(通過兒歌活躍課堂氣氛。)
PreparationRevision
a.Please say sth.About ‘Ben’s day’
b.Guessing game: Is it??
c.Review: behind, beside and in front of using students and objects.While-task1.Words:rise, shadow,high
Procedurea.Introduce: shadow using the picture
b.Introduce:rise,high using the action.c.Say the new words and have the students repeat after me.2.Play the cassette for the first paragraph in Look and Read.Students listen and follow in their books.3.Play the cassette again.Students listen and repeat.4.Ask the students to answer questions
①.Whese is the sun?
②.Where is its shadow?
③.Is it long?
5.Play the cassette for the second paragraph
6.Play the cassette again.Students listen and repeat.7.Ask and answer about this paragraph.8.Introduce:go down.9.Play the cassette for the third paragraph twice.10.Have the students ask and answer.11.Read and answer.Look at the pictures and answer questions
Post-taskTalk about the shadow of the school building at the different time of a
activity day,then try to ask and answer.Consolidation:Exercises of workbook and Grammar book.The second period
Teaching Aims:
Basic Aims:
1.Using modals to talk about ability.2.Asking ‘Wh-’questions to find out the place.3.Using imperatives to give instructions and directions
4.Using the simple present tense to express simple truth.Developing Aims:
Asking‘Wh-’questions to find out the place.Education Aims:
Using the simple present tense to express simple truth.Teaching Procedure.Pre-taskPreparation
1.A poem:where where where
2.Revision:
Guessing game:Where is it?It’s?
Where are they?They’re?
While –taskProcedure
1.Introduce:inside、outside according the words‘in’and ‘out
Introduce ‘flat’ using the picture and ‘glasses’using a pair of glasses.2.Say the new words and have the students read after me.3.play the cassette:Look and say.Students listen.4.Play the cassette again.Students listen and follow in their books.Ask students to remember the place of each picture.5.Ask students to do pair work about these pictures.6.Have students make short dialogues.7.Ask students to look at ‘Read and match’
Post –task.Activity
Oxford English Workbook and Grammar Practice Book 4B
The third period
Basic Aims:
1.Using imperatives to give instructions
2.Using modals to talk about abilities
3.Asking questions to find out the positions
Developing Aims:
Using modals to talk about abilities
Education Aims:
Asking questions to find out position
Teaching Procedure:
Pre-taskStudents do pair work to talk about their shadows.Preparatione.g.Can you see my shadow?
Is it long/short?
?Etc.While-task1.Play the cassette:Look and say.ProcedureStudents listen and follow in their books.2.Play the the cassette again.students listen and repeat.3.Ask Students to act out the dialogues with their panterners,then check one or
two.4.Play the cassette:Make a shadow.Students listen and follow in their books.5.Play the cassette again.Students listen and repeat.6.Ask students to say the instructions while they’re making a shadow.7.Ask students to write down some sentences about their shadow.For more able
students encourage them to write a few more sentences to describe their
shadows.Post-taskHave students play a game about their shadows
Activity——Close your eyes.——Open your eyes.Can you see my shadows?
——Is itthe?
ConsolidationQxfoxd English Workbook and Grammar Practice Book 4B.The Fourth Period
Teaching Aims:
Basic Aims:
1.Asking simple questions to obtain ‘yes/no’response.2.Using formulaic expressions to express and respond to apologies.3.Using adjectives to show quantities.Developing Aims:
Using formulaic expressions to express and respond to apologies.Education Aims:
Using adjectives to show quantities.Teaching Aids:a cassette player,word and picture cards,some fouit.Teaching Procedure:
Pre-task1.Sing an English song
Preparation2.Daily talk
①.How are you?
②.what’s the weather like today?
③.Do you like??
④.Have you got a book?
⑤.What have you got?
⑥.Has she/he got a pen?
3.Review some fruit.①.Do you like fruit?
②..What kinds of fruit do you like best?
③..What colour are they?
④.Where can we buy them?
⑤.Let’s go to the supermarket.While-task1.Display the wallpicture for page 5.Procedure:①.T:Oh,there are many fruit at the supermarket.What are these/those?
Introduce:strawberries grapes plums and cherries.②.Say the new words after the teacher.e.g What are they?They’re strawberries.Do you like plums?Yes,I like plums.2.①.Play the cassette:Say and act.The students listen and follow in their books.②.Play the cassette again.Students listen and repeat.③.The students read the dialogue in pairs.④.Read:Ask and answer.The students practise the model dialogue.⑤.Invite a few pairs to role-play the dialogue.Plst-task1.Divide the students into groups.Ask them to take out their Fruit.Then write
down a shopping list.e.g.green apples.2.Ask students to make a short dialogue about shopping list.One will be the
stall keeper.The others will be customers.3.Invite some groups to role-play the dialogue in front of the class.Consolidation:work book 5B P4
Grammar Practie Book 5B P4.The Fifth Period
Teaching Aims:
Basic Aims:
Basic Aims:
1.Using adjectives to show quantities.2.Using prepositions to mdicate position.3.Asking simple questions to obtain ‘yes/no’responses.Developing Aims:
Using prepositions to indicate position.Teaching Aids:a cassette player,word and picture cards,some fruit,a box.Teaching Procedure.Pre-task1.Review the names of different.Procedure
While-task
Produce
Post-task
Activity
Consolidation:
Kinds of fruit.①.T:Look!What’s this/What are these? P:It’s/They’re? ②.T:Do you like(the name of fruit)? P:What do you like best? ③.T:Have you got any(the name of fruit)? 2.Review inside,outside,behind,in front of,beside.T:I’ve got a ball.Please guess where it is? You can say“Is it??” P:Is it in the box? Is it behind the box? Is it beside the box? 3.Review the pattern.Where are they?They’re? T:Oh,I can’t see my books.Where are they? P:They’re on teacher’s desk.1.Play the cassette,Look and say.The students listen and follow in their books.2.The students listen and repeat.3.The student read the dialogue in pairs.4.Read:Ask and answer.The students practise the model dialogue.5.Invite a few pairs to role-play the dialogue.Divide the students into groups.1.T:Suppose we’re in the fruit shop.There are many fruit in it.Please make a new dialogue which is similar with‘look and say’.2.Invite some groups to role-play the dialogue in front of the class.Work book 4B P5 and Grammar Practice Book 4B P5.
第五篇：深圳牛津初三英語教案Unit4
Unit 4
1.high – rise 構詞法 adj – V high – rise flat / building / office
There appeared a high – rise mountain after an earthquake.地震后，一座山拔地而起。
2.by accident = by chance 不經意間，不小心
No one can become successful by accident.沒有人能夠偶然成功。
3.at play 在玩耍
A group of children are at swim.在游泳。
4.hurt = injured 5.leave for，for后接目的地。
We’re leaving for Shanghai tomorrow morning.6.learn 了解到
We learnt that the train had already left.我們了解到火車已經離開了。7.too + adj + to do 太...而不能
= Amy was so afraid that she didn’t talk to the police.8.have a clear conscience 問心無愧
have a guilty conscience 問心有愧
I have a guilty conscience because I cheated in the exam.我感到問心有愧因為我在考試中作弊了。
“I feel guilty to this day that I didn 't do more , ” she said “此刻我問心有愧，只怨當初沒有做得更多，”她說。
9.take the underground 乘地鐵
10.By nine o’clock yesterday morning By + 時間點：完成時標志
11.sit down beside 屬于 V+ adv+prep adv 表示方向 12.alone 與 lonely alone可作表語或狀語，不能用在名詞前作定語 lonely 可作表語、狀語或定語
a lonely child 不能說 an alone child
13.bully / threaten / frighten sb to do sth 恐嚇某人做某事 cow = intimidate 威脅，恐嚇
She was easily cowed by people in authority.她很容易被有權勢的人嚇住。
14.get on 上車 get off 下車
15.unhelpful 不愛助人的
16.pay for sth
i.為...付款 Would you please pay for the umbrella for me, since I don’t have enough money on me right now ? ii.為...付出代價
Japan had to pay price for surrender.日本得為戰(zhàn)敗付出代價。
17.feel sorry for sb..同情某人 = feel pity / sympathy on sb
18.be busy doing sth 忙于某事
“ Mum, you’re wanted on the phone.“ “ I’m busy cooking.“
19.by mistake 錯誤地
I took her as Lucy by mistake.我錯誤地把他當作露西了。
(我錯誤地把他當作科比了，本來是韋德；我錯誤地把她當作我女朋友了，因為背影和頭發(fā)都很像)
20.wait your turn = line up = wait until it’s your turn
21.She knocked a flower pot from her window by accident.It broke on the ground below and narrowly missed some children at play.i.narrowly 差一點
The ball narrowly hit my eye.那個球差一點打到我的眼睛上。
The boy narrowly reached the apple.那男孩兒差一點就夠到那只蘋果了。ii.on 表有接觸面 a book on the desk stand on top of the mountain get on the bus iii.關于 knock 的幾個介詞搭配用法
1)knock sth from sp 把sth 從 sp 打翻 2)knock...off I knocked the vase off the table and broke it.打翻 My mother always knocks off at six.(總是6點下班，然后為你做飯，日復一日，年復一年，不覺苦累，你感動嗎？)3)The shop assistant knocked 10% off the bill.= He reduced the price by 10%.售貨員給了10%的優(yōu)惠。4)knock over A car knocked the old woman over.(一輛汽車把老人撞倒了)= The car hit her and made her fall.(后續(xù)：汽車是誰的呢？張柏芝前段居說是醉酒駕駛，以前周杰<還珠格格>在北京開奔馳車撞了老人后立刻跑掉，被人譽為“周跑跑”。)
5)knock out 把...擊暈了
In the fight, the thief knocked the policeman out.= make him unconscious.在搏斗中，小偷把警察把昏了。（后續(xù)：警察這么菜包）
看一個相反的例子：
He did not know how to fight, but he knocked the boxer out.另：當 knock 可作名詞。
There is a knock at the door.(口語中)而不用：Someone is knocking at the door.22.offer to do sth 主動提出做某事
23.advise sb(not)to do sth 建議某人做（不做）某事 24.apologize to sb for sth 因做了某事而向某人道歉
It seems that the Japanese has never apologize to the Chinese people for hurting their feelings during the WorldWarII.看起來日本政府從未因在二戰(zhàn)中傷害過中國人的感情而向中國人民道過歉。
25.not...at all 根本不...at all 完全
你看著古埃及的字：I can’t understand a word at all.I’m clear of what he did at all.我完全明白他做的事情。
26.error 與 mistake error 指小錯誤，差錯。mistake 指言行上的錯誤。
Grammar.過去完成時
i.過去的過去 before, by the time，ii.對過去造成影響 just, already, for, since 詳解見語法(時態(tài))
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