7a牛津英语教案

7a牛津英语教案（精选6篇）

篇1：7a牛津英语教案

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

篇2：7a牛津英语教案

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页（共4页）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页（共4页）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页（共4页）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?

篇3：7a牛津英语教案

本课时的教学内容是《牛津小学英语》5A Unit 1第一课时Part A Read and Say。

这是开学的第一节课，而且A板块是语篇的教学，生词、句型都需要在完整的语境里导出来，那么学生在开学的第一节课中，怎么样才能让学生学得轻松，学得有趣呢?

设计理念：

《英语课程标准》要求教师“创造性地设计贴近学生实际的教学活动，吸引和组织学生积极参与”。因此，本节课我利用了“开学我们刚好搬进了新的校区”这一实际情境进行有效的教学，引导学生在学习新知的过程中了解我们的新校区，充分发挥学生自主学习的能力，从而提高他们的学习兴趣，提高课堂教学效果。

教学目标：

1. 三会掌握单词：first, a term, each other, a building, table tennis room。

日常交际用语：I’m not sure./Let’s go and see./Let’s go andhave a look.

2.四会掌握单词：day, a reading room, all, sure。

句型:Are there any reading rooms in the building?/Is there a table tennis room?Yes, there is./Are there any computer rooms?Yes, there are.

3.熟练朗读并能初步表演对话内容。

教学重、难点：

1. 能听得懂、会说、会读和会拼写单词：day, all, a reading room, sure, a garden, a house, a flower。

2.能听得懂、会说、会读和会写句型：

Is there a/an...?Yes, there is./No, there isn’t.

Are there any...?Yes, there are./No, There aren’t.

How many...are there...?There’s/There are...教学准备

教学准备：

1. 事先板书好课题Unit 1“The First Day at School”。

2. 教学图片和卡片。

3. 磁带和录音机。

4.学生每人准备一张白纸(用于画学校平面图，便于对话练习用)。

教学过程：

Step 1课前热身进入状态

1.Greetings. (略)

2.T:Hi, boys and girls.Welcome back to school.

(环顾全班，发现班上来了新同学)继续说：There is a newstudent.

(走向新同学)对他说：Welcome to our school...

(在这里借用班级实际的状况进行语言的交际，顺便引出新知，自然流畅，便于学生理解掌握。)

S:Hi, Lisa.

Step 2呈现新知，自然引出

T:This is our new school.Look, there are five buildings in the school.

(借用学生对新环境的好奇之心进行新知的教授，有利于提起学生的学习兴趣，提高课堂的教学效果。)

S:Yes.There are some toilets in our school.

T:Great.You’re great.How many toilets are there in the school?

(在教学的同时帮助学生熟悉新的环境，教学与生活实际紧密结合在这里得到了很好的体现。)

S:There are six (.../I’m not sure.)

1.Reading room.

2.Are there any...?Yes, there are./No, there aren’t.Is there a...?Yes, there is./No, there isn’t.

3.Building, table tennis room, I’m not sure./Let’s go and see.

教师出示课文图片，师生问答引出三会单词和操练There be的一般疑问句和特殊疑问句：T:Look!This is a new building

Is there a reading room in it?Yes, it is.How many reading rooms?I’m not sure.Let’s go and see./Let’s have a look.There are two.

4.A table tennis room.

(在老师和新同学的对话过程中，实际上就是给学生创设了一种情景———开学第一天，互相了解新学校的设施结构。在情景中，学生学到了新知识。真实自然的语境有利于教学的有效实施，当然也取得了很好的学习效果。)

Step 4巩固新知，情景交际

1.学生合上书本听录音，整体感知对话内容。

2.学生打开书本，听录音跟读模仿。

3. 分小组活动，在小组内表演对话。

4. 请三至四名学生到台前表演对话。

5.请学生拿出课前准备好的白纸，让学生在老师的简单介绍下，简易画出学校平面图，然后请部分学生拿着自己画好的学校平面图，2人一组进行对话练习，三组之后，要求全班学生分组讨论，以介绍校园为主题进行对话练习。

(这个环节可以充分发挥部分学生的美术特长，达到学科兼顾的目的，同时也培养了学生自主学习的能力，激发了学生的学习兴趣，提高了课堂效果。)

Step 5课外延伸，拓展能力

1.Copy the new words.

2.Read the text and try to recite.

3.用今天所学的句型介绍校园内的设施并试着写下来。

(学习语言是为了交际，在这个环节里可以培养学生运用语言的能力，将语言和我们时间生活结合起来，语言运用才会显得自然。用口头和笔头把语言有机结合起来，可以防止学生遗忘，也达到了分层次教学的特点，也使语言由课本延伸至了课外。)

教学反思：

通常英语课上给学生创设的情景都是模拟的，不是很真实，常常都很勉强，缺乏语言的情境，不但教师在教授的时候感觉别扭，学生在学习的时候也感觉很不自然。

1.新授之前的热身部分

教师通过师生间的自由会话，将学生带入一个熟悉的语境里进行新知的学习，使学生自然地进入英语学习环境，开始用英语直接思维。

2.呈现新知的重点部分

本节课的重点是There be句型及一些生词，本课的设计可以让学生直观地理解词义和句意，从而使学生在熟悉的环境里进行语言的学习，达到较好的教学效果，这是我们一直努力追求达到的目标。

3.新授之后的巩固部分

这个环节的设计可以充分发挥部分学生的美术特长，达到学科兼顾的目的，同时也培养了学生的自主学习能力，激发了学生的学习兴趣，提高了课堂效果。

4. 延伸课外的作业部分

学习语言是为了交际，在这个环节里可以培养学生运用语言的能力，将语言和我们的生活结合起来，语言运用才会显得自然。用口头和笔头把语言有机结合起来，可以防止学生遗忘，达到了分层次教学的特点，也使语言由课本延伸至了课外。

篇4：7a牛津英语教案

（一）主题

《课程标准》中倡导“任务型”的教学途径，培养学生综合语言运用能力 。以学生 “能做某事”的描述方式设定各级目标要求。教师应该避免单纯传授语言知识的教学方法，尽量采用“任务型”的教学途径。教师应依据课程的总体目标并结合教学内容，创造性地设计贴近学生实际的教学活动，吸引和组织他们积极参与。学生通过思考、调查、讨论、交流和合作等方式，学习和使用英语，完成学习任务。

（二）背景

课堂教学是教学的基本途径，也是学生获取信息，锻炼提高多种能力和养成一定思想观念的主要渠道。它就像一面镜子，清楚地反映一名教师在落实《初中英语课程标准》，提高英语课堂教学实效，提升英语教学质量的情况，新课标要求改变课堂上以教师灌输为主，学生被动听课，教学效率低下的状况。如何通过一节节生动，活泼、有效的英语课使学生的英语知识和语言综合能力得到更好，更快的提高，我们泰州市海陵区在英语教学上创设语言情境 优化英语课堂教学的《牛津初中英语的五分钟活动有效教学》，这不仅是推进“素质教育”，提高课堂效率的需要，减轻学生学习负担的直接途径，也是广大教育工作者最基本的主观愿望和落实我们江苏省委的“五严”的要求。成为我们现代课堂教学的主旋律。激发学生的学习兴趣，保持有效的主动学习。本教学案例是牛津英语教材9A Unit1 Star signs Reading的内容中的一个五分钟的活动。

二、Five-minute activities教学案例描述

Five-minute activities教学名称：我的课堂我做主——Star sign show

Five-minute activities教学目的：

1、让学生熟悉星座和生日的关系；掌握和熟记星座与性格有关的形容词汇。

2、培养学生活动的组织能力和语言表达能力以及书面写作能力；

3、激发学生的兴趣，培养学生团结合作、相互帮助的情感。

Five-minute activities教学的课前准备：

将本班学生分组，要求好中差组合，要求每组学生熟悉本节课的生词，共同讨论：熟记有关星座与性格有关的形容词，掌握有关描述人物性格和品质的知识，共同讨论形成书面的有关各个星座的描述。同时三名主持人相互讨论写好组织本节活动的流程。

Five-minute activities教学过程：

Step 1：课前在黑板上画出下列表格。教师导入：Star signs are very interesting just for fun, our students must want to know more about them, next some of our students will bring us a wonderful star sign show. Let’s welcome them.三名學生主持本节活动。

Step 2：三名主持人相互交流引入课题，然后组织本节活动的流程。

Step 3：完成黑板上的表格。所分各组通过比拼的方式，来展示各个星座的优点，指出对方星座的缺点。同时每组派一名学生来完成黑板表格上自己星座的内容。

Step 4：大家一起来检测、讨论、订正表格的每一行的内容。

Step 5：熟记表格中有关星座与性格有关的形容词。

三、Five-minute activities教学设计的分析及其反思

（一）Five-minute activities教学设计的分析

（1）本Five-minute activities的教学设计是由学生自己组织，导演、完成课堂教学活动的过程。课堂上学生们通过相互交流活动，熟记有关星座与性格有关的形容词，掌握有关描述人物性格和品质的知识，共同讨论形成书面的有关各个星座的描述，最终完成表格，达到学习语言的目的。激发了学生学习英语的兴趣。

（2）同时，在活动过程中团结合作、相互帮助，增进了同学间的相互了解和与他人合作的意识。在活动中，学生有明确的目标指向和具体的操作要求，始终处于一种激活状态，他们获得的不仅是语言知识，还获得了运用语言的能力。由于任务活动贴贴近学生的生活，能引起学生的共鸣，并能激发学生的积极参与的欲望，使学生有话可说。通过初步尝试任务型教学，我认为它极大地调动了学生的积极性，发挥学生的自主的能力；学生在“学中用，用中学”，培养了学生的语言表达能力以及书面写作能力。

（二）Five-minute activities教学设计的反思

当然在活动过程中，也存在一些需要改进的地方：

第一，由于时间短，不能全部参与活动，可能冷落了基础相对弱的学生，要求平时要注重学生基础知识的夯实，减少分化。

第二，教学活动中，学生参与的热情很高，但个别学生的自控能力较差，很容易造成影响大部分学生的思考 。

第三，在合作活动中，容易冷落成绩相对较差的同学。由于这些同学缺乏对自己的信心，完成时还存在一定的困难。所以在设计教学任务时，我觉得很重要的一点是，既要发挥“以优带差”的长处，又要防止一些差生养成依赖心理。因此，必须采取分层递进的教学方法，对这部分同学相应地降低要求，只要他们肯参与、开口说，有勇气就给予一定的肯定和鼓励，使他们真正树立起学习英语的信心，调动他们的积极性。

篇5：7a牛津英语教案

Grammar-Simple Present Tense

Teaching content : Unit one, Grammar

Teaching Aims:

1.To be able to understand the tense: Simple Present Tense.

2. To be able to use the tense correctly in daily communication.

Teaching Aids: Multi-media

Teaching Procedure:

Step One:

Teacher’s self-introduction, using simple present tense

Hello, I’m your new teacher, let’s be good friends, OK? Do you know my name? Am I tall or short? What colour is my hair? Do you want to know more about me?

Picture1-Picture8 : I’m Chen Yan. My English name is Shirley. I have a happy family. I have a lovely son. I live in Haimen. I go to school by bike. I like watching TV. I watch TV every evening. I love football.

Ss read Teacher’s self-introduction together.

Step Two:

Teacher present “Do you….?Yes, I do./No, I don’t.” by asking Ss questions.

Ss ask and answer questions with each other, using “ Do you…? Yes, I do./No, I don’t.”

Complete Millie’s profile on Page 8.

Ss read Millie’s profile together.

Step Three:

Try to introduce Millie to others, using “she”. Adding “s” to the verbs after “he”, “she” or “it”.

Millie ____ in a flat in Beijing. She _____ breakfast

at 7 a.m. She ____ to school with her friend. She _____

her cousin Andy very much. She _____ to her classmates

at lunchtime. She her dog for a walk every day.

Present some verbs ,let Ss add “s”

Step Four

Ask Ss to say something about your new English teacher: I have a new English teacher. Her name is Chen Yanzi. She has a happy family. She has a son. She doesn’t have any daughter. …Step Five:

T ask questions about the teacher present “Does she…?Yes ,she does./No, she doesn’t.”

Step Six:

Show a picture of their English teacher’s son, ask Ss to ask questions about him freely, using “Does he…? Yes, he does./No, he doesn’t.

Game: Let’ s play a game-Are you the best?

Two tasks:

Task One: 用“Does he+动词原形?”设计问题向老师提问。

每小组有四次提问机会。

Task Two:搜集信息。根据各小组的问题和老师的回答，

以Our English teacher has a son. He is a lovely boy开头，说一段介绍老师儿子的话。每小组一次机会。Step Seven

Oral work: Say something about their English teacher, using “she”

Step Eight

Written work :Write an e-mail to their friends and tell them about their English teacher.

Step Nine:

Conclusion: Simple Present Tense.

Step Ten:

Homework assignment: Write an e-mail to their teacher, introducing one of their friends to her.

牛津英语译林版新教材7A Unit One Grammar 教后感

学生是课堂教学的主角，是课堂中活力最充分的体现。要使学生学得轻松愉快，教师就要想方设法组织好教学活动的全过程，激发起学生的学习兴趣。变“要我学”为“我要学”，调动学生积极探求、思考的欲望，从而达到教与学的最佳效果。以下是我对牛津英语译林版新教材7A Unit One Grammar 教后感：

一、巧设情景导入、激活兴趣

著名的外语专家章兼中教授曾经说过：任何一种语言都离不开它当时的情景和实践的基础，否则它是无源之水，无本之木。英语作为我国的第二语言，由于它缺乏语言独有的情景和实践的基础，变得枯燥乏味，学习起来困难重重，学生是难于全心全意地投入到英语学习中去。如何巧设一个引人入胜的学习情景，激发学生的求知欲望，达到事半功倍的教学效果，已成为教师教学工作中的一大难题。为了成功地过渡到一般现在时第三人称单数，我使用了教为先进的多媒体教学手段，利用学生对新老师的好奇心，由介绍自己引出学生比较熟悉和已经掌握的一般现在时非第三人称单数的用法，为学生创设了一个轻松愉快的，有利于语言学习的学习氛围，激发起学生的“兴奋点”。使学生学习起来加倍亲切，降低了教学的难度，学生更容易接受。

二、直观教学、寓教于乐。

教授新知识是一堂课的中心环节，是提高教学效果的关键。要用最短的时间获得最好的教学效果，这就要求教师要根据教材和学生实际的情况选择最佳的教学方法。因此，我在教学中用图片、实物、动作表情、录音机、多媒体等直观手段进行教学，做到音画交融、直观形象、生动活泼，有利于激发学生的好奇心，使得学生学习的兴趣浓厚，欲极性高，注意力集中，达到教学的最佳景界。既排除了母语翻译的干扰又遵循视、听、说领先的语言教学原则，注重培养学生模仿、朗读的语言实践的能力，培养了学生的良好的学习习惯。

三、形式多样、游戏激趣。

21世纪的今天，基础教育正在进行一次大革命，由“应试”教育向“素质”教育过渡。“满堂灌”的老教学模式已被时代所淘汰。现在学生真正当家作主成为教学活动的主人，这就要求教师要充分发挥学生的主观能动性，做到精讲多练，同时还要善于调动学生的情绪。学生的情绪一旦低落、产生疲劳时，就会对学习失去兴趣，造成课堂气氛沉闷，是难以达到预期的教学效果。这就要求教师要善于观察学生情绪的变化，及时更新教学形式，以新的教学形式给予学生新的吸引，引发起学生新的学习兴趣。学生是天真、好奇、好胜的，我在本节课安排了抢答竞赛,让全体学生参与到活动中去。掌声、小礼物为整个课堂凑响一首“欢乐之歌”，学生在不知不觉中获得了知识，调动起课堂学习的气氛，同时也将整个教学过程推向高潮。

篇6：7a牛津英语教案

Teaching type Listening and Speaking

Methodology 1. Use the task-based approach to give opportunities to students to involve themselves in the activities and try to learn by using English.

2. Use the discovery method, to encourage students to notice the sub-skills of listening by themselves. Also, develop students’ ability of learning.

3. Use the cooperative method, to cultivate the ability of cooperating and communicating with peers.

Analysis of the textbook 1. The topic of this unit is Beyond Time and Space, which is of difficulty for junior students to talk about. Reading A in this unit is a story about Captain King’s adventure meeting Monster Gork. Reading B is a story about Kelly’s meeting alien dogs. These two reading materials give students input about the topic.

2. This lesson focuses on two listening materials; one is about an alien’s trip to Shanghai and the other is a dialogue talking about the life in the future. In this lesson, more input will be given to students, besides, the target grammar of this unit-- Simple Future Tense will appear in Listening B.

Analysis of the students Students have learnt about the basic knowledge of Simple Future Tense in primary school. However, they think the topic is too big, and they do not know where to start their talk.

Teaching aims 1. Knowledge: Have more input of the topic “Beyond time and space”.

2. Listening skills:

1) Predict with the help of pictures or titles, etc.

2) Tell the sequence of events

3) Use grammar knowledge to help understanding

4) Understand people’s attitude

3. Sub-skills of speaking:

1) Being able to talk about planning and future

2) Using the simple future tense

4. Attitude:

1) To be active at study and be confident.

2) Be willing to take part in the activities.

3) Cooperate in a group and learn from peers.

The most important & difficult points in teaching 1. The most important teaching points:

1) Predict with the help of pictures or titles, etc.

2) Tell the sequence of events

3) Use grammar knowledge to help understanding

2. The most difficult teaching points:

Use grammar knowledge to help understanding

Teaching Aids Computer, projector, blackboard

步骤 目的 教师活动/方法 学生活动/方法 条件/手段

Lead-in

1. To teach some new words that will help the listening task

2. To introduce the topic---An alien’s trip. 1. Talk about students’ trip to Guangdong Science Center, and raise the question, is it possible that one day aliens will come to our earth?

2. Teach some new words by showing the pictures

3. Ask students to use the new words to talk about what they will do if aliens come. 1. Begin to think about the topic of aliens and get ready for further study of it.

2. Look at the pictures; and use the new words to talk about what they will do if aliens come. Computer and projector

Pre-

listening

1. To guide students to predict before listening with the help of pictures.

2. To give more time to students to be familiar with the pictures and get ready. 1. Ask students to look at the picture and guess what places Gorkella visited or what she did.

2. Ask students to choose one picture that they like most to talk about.

3. Ask students to guess which picture is the last one according to the story. 1. Look at the pictures; guess what places Gorkella visited or what she did.

2. Choose one picture that they like most to talk about.

3. Guess which picture is the last one according to the story. Student’ work sheet, textbook, blackboard, computer and projector

While- listening (listening A) 1. To practice listening comprehension

2. To use listening strategies

3. To tell the sequence of events 1. Ask students to listen to Listening A for twice and finish the exercises in A1 and A2.

2. Check the students’ answers. 1. Listen and number the pictures.

2. Listen again and complete the sentences. Recorder, textbook , computer and projector

Post- listening

1. To emphasize two useful listening strategies- predict with the help of pictures or titles and use grammar knowledge to help understanding

2. To notice people’s attitude

3. To use Simple Future Tense to talk about plan. 1. Check students’ prediction and ask students to think about what listening strategies they have used.

2. Ask student whether people like Gorkella according to the listening.

3. Ask students to talk about what they will do if they can have one day in space. 1. Think and talk about what listening strategies they have used.

2. Review the listening, and pay attention to people’s attitude.

3. In groups and talk about their plan in space Students’ work sheet, textbook, computer and projector

Listening B 1. To practice listening comprehension

2. To use listening strategies 1.Ask students to listen and fill in the blanks according to listening B

2. Check students’ answer and help them review the listening strategies. Listen and fill in the blanks Textbook , computer and projector

Speaking & language production 1. To have more input information

2. To talk use Simple Future Tense to talk about the future.

3. Get ready for the writing lesson tomorrow. 1. Show some opinions about the life in the future.

2. Ask students to talk about “Will the future become better or worse” 1. Read aloud the forecasts for the future.

2. In groups, discuss “Will the future become better or worse”, list as many reasons as possible. Student’ work sheet, blackboard, color paper, computer and projector

Home work 1. Complete Listening on P85-86 of Book B

2. Write a passage to describe the life in the future.

Title: Life in the Future

Requirement： a. Use Simple Future Tense