牛津英語初一上冊教案模板3篇(初一牛津版英語教材)

時間：2023-02-19 10:21:00 教案

　　下面是范文網(wǎng)小編分享的牛津英語初一上冊教案模板3篇(初一牛津版英語教材)，供大家閱讀。

牛津英語初一上冊教案模板1

　　教學(xué)目標(biāo)：

　　知識目標(biāo)

　　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(xué)生感受其用法。

　　3、能正確理解并能體驗(yàn)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(biāo)

　　引導(dǎo)學(xué)生在學(xué)習(xí)對話的過程中感受如何談?wù)撐锲返臍w屬并能正確理解、掌握對話的內(nèi)容，并能有感情的朗讀對話。

　　情感目標(biāo)

　　讓學(xué)生了解西方國家的重要傳統(tǒng)節(jié)日“圣誕節(jié)”，體驗(yàn)西方國家送禮與受禮的風(fēng)俗習(xí)慣，幫助學(xué)生拓展文化視野，增強(qiáng)跨文化意識。

　　教學(xué)重點(diǎn)：

　　能聽懂、會說、會讀本課詞匯，初步理解運(yùn)用本課句型，能正確理解、掌握對話的內(nèi)容并能流利的朗讀對話。

　　教學(xué)難點(diǎn)：

　　單詞hairdryer, calculator, skateboard的讀音;有感情的朗讀對話并適當(dāng)拓展。

　　教學(xué)準(zhǔn)備：

　　多媒體課件，單詞、句型和人物卡片，練習(xí)紙

　　教學(xué)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(jìn)行教學(xué)。(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(xué)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(shè)計(jì)意圖：導(dǎo)入簡明而直接點(diǎn)題。由于學(xué)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(quán)交給學(xué)生，老師只是輔助性的補(bǔ)充課余知識。)

　　Step2、Presentation and Practice

　　1、師創(chuàng)設(shè)情境導(dǎo)入并教學(xué)新授內(nèi)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(shè)計(jì)意圖：從學(xué)生熟悉的手表watch開始導(dǎo)入新句型和名詞性物主代詞，目的在于讓學(xué)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(jù)學(xué)生圈出的禮物，教師進(jìn)行單詞教學(xué)：a watch, a teapot and some tea, a wallet, a calculator, a skateboard, a hairdryer.

　　教師示范朗讀，學(xué)生跟讀單詞。重點(diǎn)指導(dǎo)calculator, skateboard，hairdryer的發(fā)音。

(設(shè)計(jì)意圖：在教學(xué)skateboard, teapot, hairdryer時，我借助單個單詞和在一起的做法，幫助學(xué)生了解復(fù)合詞，提高記憶的效率。)

　　Read and match(快速閱讀課文，將對應(yīng)的人物、禮物進(jìn)行連線。)

　　在學(xué)生做完連線以后，運(yùn)用連線后的圖引出句型：Whose...is it/are they? It’s/They’re...

(設(shè)計(jì)意圖：對于重點(diǎn)句型的導(dǎo)入是放在進(jìn)入語篇后，讓學(xué)生整體感知名詞性物主代詞后再滲透句型，這樣學(xué)生理解起來更容易。)

　　Read and fill in the form(細(xì)讀課文，完成表格內(nèi)禮物來自于誰，然后根據(jù)例句造句)

　　重點(diǎn)讓學(xué)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(fù)數(shù))

　　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(shè)計(jì)意圖：運(yùn)用本課所學(xué)句型能進(jìn)行簡單的拓展時我們這節(jié)課的一個目標(biāo)。而在課程設(shè)計(jì)上前后呼應(yīng)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(xué)生自己拓展前給了例子，并且要求學(xué)生根據(jù)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模板2

　　教學(xué)目標(biāo)：

　　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(tuán)隊(duì)合作以及課后的自學(xué)，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(xué)生能運(yùn)用本單元的四會句型和日常交際用語談?wù)摴?jié)日中人們的活動以及自己曾做過的事。

　　重點(diǎn)難點(diǎn)：

　　1.能掌握所學(xué)節(jié)日的正確讀音。

　　2.能熟練掌握四會句型，并能靈活進(jìn)行替換訓(xùn)練，從而進(jìn)一步來鞏固一般過去時的知識。

　　教具準(zhǔn)備：

　　多媒體課件實(shí)物

　　教學(xué)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(shè)計(jì)意圖：在上課開始，與學(xué)生親切自然地相互問候，使學(xué)生快速進(jìn)入英語學(xué)習(xí)的氛圍，同時為下一步教學(xué)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(xué)生知道的單詞，學(xué)生根據(jù)圖片說出相應(yīng)的節(jié)日。

　　2. 教學(xué) 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(dǎo)學(xué)生說出答案)It means親戚!

　　T：(Teach: relative ←re-la-tive)

(3)。教學(xué)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(xué) 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(dá)時，允許學(xué)生用中文來補(bǔ)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(xué)Christmas

(1)Guessing game

　　問： What holiday is it ?

(2) 教師讓學(xué)生說他們所知道的關(guān)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(xué)生全部用英語表達(dá)。

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

(設(shè)計(jì)意圖：用提問的方式引出即將學(xué)習(xí)的活動，并通過討論讓學(xué)生了解有關(guān)圣誕節(jié)的文化意識。)

(3) 教師用課件創(chuàng)設(shè)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(xué)生4人一組看圖片，并根據(jù)問題討論圣誕節(jié)。

(5) 小組匯報(bào)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(shè)計(jì)意圖：這個活動對學(xué)生來說具有一定的挑戰(zhàn)性，但六年級學(xué)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(xué)生把所學(xué)的知識運(yùn)用于實(shí)際，使不同程度的學(xué)生都有成就感，增強(qiáng)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(shè)計(jì)：

　　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模板3

　　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(xué)指導(dǎo)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(xué)目標(biāo)和要求 Teaching aims and demands (…be intended for Ss in key schools)

　　1)認(rèn)知目標(biāo) 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(biāo) 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(biāo) 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(xué)重點(diǎn) 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(xué)難點(diǎn) 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(xué)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(xué)過程Teaching procedures

　　I. 復(fù)習(xí) (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(guān)鍵詞key words;確定主題句;創(chuàng)設(shè)信息差information gap;T or F; 填表格chart/diagram; Predicting; Make a timeline; Make a story map。達(dá)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.

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