编写多样化的教案可以满足不同学生的学习需求和差异化教学，提前准备好教案可以帮助我们更好地制定教学目标和评价标准，提高教学的目标导向性和可衡量性，以下是爱制作小编精心为您推荐的牛津英语七上教案优秀8篇，供大家参考。
牛津英语七上教案篇1
高一英语导学提纲
m3u3 words(1)
课前导学
一、查字典或工具书，填写下列词性变化：
1. civilization (n.)→ (vt.) 2. bury (v.) → (n.)
3. mud (n.) → (adj.) 4.wealthy (adj.)→__________(n.)
5. commercial (adj.)→__________(n.) 6. heat (n.)→________(v.) →_________(adj.)
7. condition (n.)→__________(adj.) 8. concerned (adj.) →_____(n./v.)______ (prep.)
9. faithfully( adv.) →_____(adj.) → __(n.)10.cultural (adj.)→__________(n.)
二、根据wordlist填写下列短语：
1.夺取 2.处于良好的状态
3.实施，执行 4.在船上，上船
5.纪念 6.使用中
7.作为回报 8.不复存在，不再
三、单词填空：
1. it’s hard to imagine how this quiet volcano d_____________ the whole city!
2. c_________ environmentalists expressed their worry over the pollution of the yangtze river.
3. one of the c_________ of this job is that you agree to work abroad.
4. many people were b________ alive when the building collapsed.
5. he threw away the r___________ of a meal in the trash.
6. very long noises in the factory can d _________ people mad.
7. the earthquake left the whole town in r_________.
四、写出下列动词的过去式，过去分词：
1. bury 2.destroy
3. drive 4.feed _
质疑讨论
请提出预习中存在的问题。
1. __________________________________________________________________________
2. __________________________________________________________________________
3. __________________________________________________________________________
拓展延伸
1. lecture
1) n.演讲，讲课
give/deliver a lecture to sb. on sth.
have a lecture 听演讲 go to a lecture去听演讲
the famous professor delivered a lecture on how to protect the environment.
2) v.作演讲，讲课
mr. smith is lecturing on russian literature
2. bury 意思是“埋葬; 隐藏；掩蔽; 埋头于”
be buried alive ________________
be buried in=be lost in ________________
bury oneself in=lose oneself in ______________
bury oneself in the country隐居
1）the house ______ ___ under snow.房子一半埋在雪中。
2）he __ _____ in his work.他埋头工作。
3）many men __ ____ underground when there was an accident at the mine.
矿上发生意外时,许多矿工都被埋在地下。
4）_________ in deep thought, he didn’t notice mary coming in.
5）_________ himself in sorrow, he refused to see anyone.
6）_________ yourself in your study, and you will make progress.
7）she fell into the bed, ____________ her face in the pillow and sniffed sadly，(抽鼻子)
3. destroy (destroyed, destroyed) v. 破坏
注意该词与ruin, damage 等词的区别：
destroy: 多指彻底地、毁灭性地破坏，含导致无用，不能或很难再修复的意味。
ruin: 多指因外部原因而受到严重破坏或毁灭，侧重破坏的彻底性;也可用于引申意义,如：ruin one’s future, ruin one’s career. 该词做名词时，注意下列搭配：fall into ruin (崩溃)，be in ruins (在废墟中)
damage: 多指对无生命物体的损害，造成降低价值、破坏功能等后果, 但仍可修复。可用作名词,常用词组do/cause damage to.
填空：
1) the building was ________ completely by the fire. 大火完全毁掉了这幢大楼。
2) the repairman tried to repair the car which was ________ in an accident.
修理工试图修复在事故中被损坏的车子。
3) the earthquake did a lot of ________ to the city. 地震对城市造成了巨大的损失。
4) it rained for 3 days, which ________ my holiday. 雨下了三天，把我的假期毁掉了
4. remain
remains 1) pl. 剩余、残留物；2) pl. 遗体、尸首
link v. 保持，仍然处于(某种状态)
remain 后接形容词、名词.、分词、不定式或介词短语等
remain 仍是一个工人
remain 与某人保持联系
remain 一直做
remain 有待于完成
remaining adj.剩下的
the remaining time = the time left (注意remaining和left的位置变化)
5. drive
drive sb. mad/crazy/angry _______________
drive sb to do _______________
drive sb mad/out of one’s mind使某人发疯/失去理智
drive sb into a corner _______________
drive sheep into a market驱赶羊赶到市场去
an hour’s drive 开车一小时的路程
6. condition
1) 指人们所处的生活，工作，气候等情况时常用pl.
under existing conditions _________________
housing/living conditions _________________
2) 处于好的/坏的状况,身体好/不好
be in good/poor condition _________________
be out of condition __________________
on/upon condition that… __________________
on no condition=in no case __________________
7. feed (fed, fed) vt. 为……提供食物；养活
他有一大家子要养活。__________________________.
feed sth. to sb. 把…… 喂给……
feed sb. with sth. 用……喂……
你可以用这根骨头来喂狗。
you can feed this bone to the dog.
you can feed the dog with this bone.
feed on 以……为主食
the cow feeds on hay. 奶牛以草为主食。
8. concern
be concerned _________ 关心
be concerned__________ 与…有关.涉及
feel a great deal of concern about对…很担心
_________ sth 关于…
so/as far as… be concerned 关于；就……而??
concerned parents ______________家长
all members concerned ______________成员
9. take over
接管，接收，接任 (take sth. over from sb.)
he expects to take over the business when his father retires.
他希望他父亲退休时，由他接管生意。
比较：he expects that his father will hand over the business to him.
他希望父亲能把企业传给他掌管。
你愿意让我接替你开会车吗？
____________________________________________
take _______ 脱掉（衣帽等）、切除（物）、动身、（飞机等）起飞、请（几天）假
take…______…从（价格）中减去……
take _______ 雇用（某人）、承担（工作）、呈现
take _________取出
take _______ 喜欢上（某人）、开始（……）、养成……的恶习
take________ 开始；从事；占去（时间、空间等）
take________ 吸收、包括、了解、理解、欺骗、收留（某人）住宿
take________ 取回（某物）、收回（承诺等）、归还
take…_______…把……当作……、误认……为……
take… for granted 认为…..当然
迁移创新：根据中文填空完成句子。
1. 粗心毁了他的前途。
a careless mistake ___________ __________ ___________.
2. 由于还有很多工作有待完成，他没有时间休息。
with a lot of work _________ __________ __________ ___________, he could spare no time for a rest.
3. 我们订购的所有货物都到达了, 而且状况良好。
all the goods we ordered have arrived _________ ___________ _____________.
4. 不要沉迷于电脑游戏，你父母在为你担心。
don’t be addicted to the computer games. your parents _________ _________ ________ you.
5. 他们通过购买股份的方式接管了我们公司。
they _________ __________ our company by buying up shares.
语法巩固
1. nowadays consumers become more and more practical and buy only _______ they need.
a. where b. which c. when d. what
2. she’d like to offer money to ________ needs it to continue his or her study.
a. who b. whom c. whoever d. whomever
3. yesterday he sold out all his stamps at ____ he thought was a reasonable price.
a. that b. which c. what d. as
4. english differs from spanish ________ it is not pronounced as it is written.
a. for which b. in that c. that d. why
5. after three days’ waiting, there was a little doubt in the mother’s mind _______ the police could find her lost child.
a. how b. that c. where d. whether
课前导学
一、查字典或工具书，填写下列词性变化：
1.civilize 2.burial 3.muddy 4.wealth 5. commerce 6.heat (v.) heated(adj.) 7.conditional 8.concern (n./v.) concerning (prep.)9.faithful (adj.) →faith (n.) 10.culture
二、根据wordlist填写下列短语：
1.take over 2.in good condition 3. carry out 4 . on board
5. in memory of 6. in use 7. in return 8. no more
三、单词填空：
1．destroyed 2. concerned 3. conditions 4. influence 5. buried
6. remains 7. sink 8. declared 9. drive 10. ruins
四、写出下列动词的过去式，过去分词：
拓展延伸
1. lecture
发表演讲
2. bury
3.1）the house was half buried under snow.
2）he buried himself in his work..
3）many men were buried underground when there was an accident at the mine.
4）buried in deep thought, he didn’t notice mary coming in.
5）buring himself in sorrow, he refused to see anyone.
6）bury yourself in your study, and you will make progress.
7）she fell into the bed, buried her face in the pillow and sniffed sadly.
3. destroy
(1) the building was completely destroyed by the fire. 大火完全毁掉了这幢大楼。
(2) the repairman tried to repair the car which was damaged in an accident.
修理工试图修复在事故中被损坏的车子。
(3) the earthquake did a lot of damage to the city. 地震对城市造成了巨大的损失。
（4）it rained for 3 days, which ruined my holiday. 雨下了三天，把我的假期毁掉了
4. remain a worker 仍是一个工人
remain in touch with sb 与某人保持联系
remain doing 一直做
remain to be done
5. drive
逼得某人走投无路
would you like me to take over the driving for a while?
6. condition
7. be out of condition __身体不适__
on/upon condition that… ______条件是、只要_______
on no condition=in no case ____决不___
8. concern
be concerned ___about______关心
be concerned__with_____ 与…有关.涉及
concerned parents __忧心忡忡的___家长
all members concerned ______有关___成员
9. take over
.take off take off take on take out take to take up take in take back
take for
迁移创新：
1. in memory of 2. ruined his future 3. remaining to be done 4. in good condition
6. are concerned about 7. took over
语法巩固
dccbd
牛津英语七上教案篇2
welcome to the unit
teaching aims and demands:
new words：ability , superdog , fly , careful , collect elderly
teaching methods: task-based approach
teaching task: 1 to revise vocabulary about helping people in the community
2 to generate ideas about ways to care for and help others
teaching aids: tape recorder
teaching procedures:
一. warm-up
talk to students about superman . guide students to understand the meanings of “can” and “can’t” .
二 main task
1 ask for suggestions of some typical ways students help you , the school , the community and others . write the words ‘ everyday hero’ on the board and then brainstorm situations in which students can be helpful .
2 ask students to look at the pictures on page73 . explain the context . check understanding of the words “ planting , clean up , elderly “ . then ask students to read descriptions a-f and de the task .
3 check answers with the class .
4 ask students to look at the pictures and statements and consider how often they engage in the activities . ask them to respond using the words “ regularly / sometimes / never “ .
5 do a class survey . then fill in the following form .
activities always usually often sometimes never
helping old men
planting trees
三 exercises :
练习一welcome to the unit
一、词汇
1 thank you for （bring） me presents and cards .
2 he is a (细心的)boy .
3 i saw a lot of smoke (come) from next door .
4 i poured some water over my jacket . that’s what i did for my (safe).
5 fire can be very (danger) .
6 it is important to be (care) with fire .
7 children should not play with (match) .
二、翻译句子
1 我们可以为希望工程捐款。
we can for .
2 她是一位细心的学生，课堂上她总能认真听讲。
she is a student . she always to the teachers .
3 少先队员们为老人们一周两次打扫房间。
the young pioneers the rooms for twice a week .
4 七年级一班的学生将去河边植树。
the students of class1grade 7 near the river .
5 李平经常帮助老人。
li ping often .
6 他经常在车上让座。
he often someone on the bus .
7 他正在为希望工程筹集东西。
he is project hope .
8 你们这星期五去老年公寓吗？
are you this friday ?
7b牛津英语unit5教案 reading a brave girl
reading a brave girl
teaching aims and demands:
new words： brave , fire , alone , smoke , hurt , pour , rush , save , blanket , burn , arm , danger , careless , by oneself , safety ,
teaching methods: task-based approach
teaching task: 1 to introduce and expand vocabulary to describe dangerous situations
2 to guess general meaning from picture , key words and context
3 to identify names of specific places and actions
4 to skim the text for overall meaning and scan for detail
teaching aids: tape recorder
teaching procedures:
一. warm-up
talk about danger and potential hazards at home . ask if any students have ever had an accident at home . talk about what to do in case of emergency .
二 main task
parta
1 review vocabulary which is relevant for this context .eg. “ smoke , rush , danger “ .
2 encourage students to draw on their own knowledge about such incidents . have they heard about similar incidents ? what happened ? ask :
1 who had the accident ?
2 who helped in the emergency ?
3 how did it end ?
3 listening the text and repeat after the tape , then tell the you the name of the hero in the text .
4 ask six students to read one paragraph each . then ask at least “yes /no” about the article to check understanding
1 did wang fang go out on 10th may ?
2 was there a fire in the kitchen ?
3 was there a lot of smoke ?
4 did wang fang run out of the building ?
5 did the fire burn wang fang ?
6 did she stay in hospital for two months ?
5 read the text carefully again then answer the following questions :
1 what happened on 10th may ?
2 who saved mr sun ?
3 why could mr sun not get out of the kitchen ?
4 how did wang fang put out the fire ?
5 why was wang fang in hospital ?
6 explain the useful expressions in the the text
① help her neighbour out of a fire / danger
eg yesterday jim helped a little girl out of danger .
② alone = by oneself
my parents were out just now. i am alone / by myself now .
peter can do his homework alone / by himself .
③ hear someone shouting
see / watch / find / hear sb do sth ( doing sth )
eg i often see them play football on the playground .
the teacher found them talking happily when she came into the classroom .
④ 79-year-old
eg. mr sun is a 79-year-old man . = mr sun is 79 years old .
⑤ be in hospital
my friend was ill yesterday , so she is in hospital now .
⑥ it’s important / good / + 形容词 for sb to do sth .
eg. it’s good to give someone a seat on a bus .
partb
1 ask the students to identify the words in the text first and then use the information in the sentence to help them guess the meanings .
2 according to the text , use the correct words in the box to complete the conversation between wang fang and the interviewer .
3 ask students to read the conversation in pairs . then invite two or three pairs to present it to the class .
partc&d
1 read the text for this task and make sure that students understand it .
2 ask students to check the conversation individually for any words they do not so that they can work out the wrong information in the conversation easily .
3 ask them to underline the mistakes then replace the wrong words with the correct ones and read the conversation .
4 read the instructions to the class and ask students to find the correct picture on their own . check answers as a class .
5 ask them to think of any other safety advice .
eg . don’t play on the street .
cross the street at the zebra crossing .
三 exercise
一、词汇
1 that man （quick） ran away .
2 don’t (抽烟) here , please .
3 jack fell (跌倒) off the ladder and (hurt) himself .
4 we should (study) hard .
5 it’s important (learn) english well .
6 we went to visit uncle wang and (bring) some flowers to him .
7 the fire (burn) the house .
8 he can (swim) very well .
9 suddenly i heard someone (shout) to the next room .
10 the firemen rushed into the house (救) that little baby .
二、用适当的单词填空
1 that old man was ill hospital .
2 it’s important to be careful fire .
3 mr li put the fire a blanket .
4 don’t pour water her jacket .
5 i heard a strange noise next door .
6 mr fang lives next to my room . he’s my good .
7 we often cook meals in the .
8 we should be when we cross the road .
9 how the girl is ! she saved an old man from the water .
10 that girl is to go out at night . so she often stays at home and watches tv .
三、根据课文完成短文
mr sun is wang fang’s . he is years old . he
lives . one day , wang fang him “ fire , fire !” so she
out and mr sun’s house was on . mr sun his leg , he
can’t get out . what can she do ?
quickly , she back , water over her jacket , then into
the fire . she was . she helped mr sun out .
after this , wang fang often says :”fire can be very . it’s to
be with fire . “
五、翻译句子
1 玩火是危险的。
it’s fire .
2 她有一个8 岁的女儿。
she has daughter .
3 今晚我一个人在家。
i at home tonight .
4 在五月十日， 那男人从或里救出一个小女孩。
, that man a girl a fire .
5 我们应该互相帮助。
we .
6 那场火烧毁了屋子里的一切。
the fire in the house .
7 他迅速跑回公寓去取钥匙。
he quickly his flat the key .
（b）
8 他正在写一篇1500字的故事。
he is .
9 我哥哥今天不能来上学因为他的腿受伤了。
my brother because .
10 这只老鼠用牙齿咬断了绳子帮助狮子脱离了危险。
the mouse cut the rope and helped the lion .
11 孙太太住院多长时间了？
was mrs sun ?
12 我们应该互相学习， 互相帮助。
we should .
13 学好英语是非常有用的。
it’s to .
7b牛津英语unit5教案 vocabulary
vocabulary
teaching aims and demands:
new words：grateful , quick , slow , rude , recommend , award , super , sportswoman
teaching methods: task-based approach
teaching task: 1 to develop an understanding of the use of adjectives in different context
2 to use suitable adjectives to describe people’s behavior and character
teaching aids: tape recorder
teaching procedures:
1 make sure that students understand the concept of opposites , give some similar examples . eg . hot /cold , fast / slow , big / small
2 explain the concept of prefixes and suffixes .tell students that when we add the prefix un- in front of some adjectives , it usually means ‘ not’. give some examples eg. friendly / unfriendly , healthy / unhealthy , lucky / unlucky , usual / unusual . when we add the suffix –ful to the end of some adjectives , it means ‘ full of ……’ i.e. the person or thing has that quality . when we add the suffix –less to the end of some adjectives , it means ‘ without’ or’ lacking’ .
3 ask students to look at the words in the left column of part a and do the task on their own .
4 have one student read out a word from the left column and another student give the opposite word from the right column. write the correct answers on the board .
5 explain the context of part b . you may want to remind students about prizes that can be won at your school and activate students’ knowledge about recommendation letters .
6 ask students to read two reports on their own first . ask them to try to make sense of what is being said in the reports .
7 then students read the first report again and use the mixed-up letters to help them make a suitable adjective .
8 follow the same procedure for the second report . ask students to read out the report one sentence at a time . write the missing words on the board .
9 ask students to write a report about one of the classmates using one of the reports in part b on page 77 as a model . encourage them to use as many adjectives as possible .
7b牛津英语unit5教案 grammar
grammar
teaching aims and demands:
teaching methods: task-based approach
teaching task: 1 to recognize and understand how to use “can” and “could” to express ability in the present and past .
2 to recognize and understand how to use “can” and “could” to talk about possibility in the present and past .
3 to recognize degrees of possibilities when u8sing “may and “might”
teaching aids: tape recorder
teaching procedures:
1 revise the key vocabulary about leisure activities and introduce “row a boat / ride a bike / fly a kite “ talk to students about summer camps in general and the type of activities offered /. elicit as much real information from students as possible .
2 students have already learned the use of “can” and “may” in making requests(book7a , unit2) therefore , you need to introduce the idea that here , the word “can” is used to express ability .
3 ask students to identify activities that they can do well . write students’ statements on the board . first write “ i can “ on the board .
4 ask students to say the things they can do , and sort them into categories : sports/ leisure/school subjects
5 go through the tables at the top of page 78 and explain the use of “can/could” and their negative forms . we use “can” to say that we are able to do something . we use “could” to say that we were able to do something in the past .
6 ask students to work out the rule on their own . then they check with a partner and confirm that their answer is correct with the whole class .
7 ask students to check the information table in part1 about the beijing sunshine secondary school students’ abilities . reinforce the use of “could/ could not” for the past and “can / can not” for the present . then they complete the sentences on their own .
8 check students’ understanding of the grammar tables on page79 . then explain the negative and question forms using “can /could” in part2 .ask them to work out the correct information by referring back to the table on page78 .
9 students do part a2 first on their own and then check their completed sentences with a partner , then ask students to read the conversation in pairs .
10 check answers as a class, remind them to write the pattern into their grammar pattern books together with their own examples.
part b
1 tell students that they are now able to talk about their present and past abilities using “can/could” . introduce the idea that we also use “can/could” to express possibilities .
2 ask students to study the tables at the top of the page to clarify the use of “can/could” and their negative forms .
3 explain to students the concept of possibility . we use “can” to say that something is possible . we use “could” to something was possible . however, we are not talking about the chances that something will happen . provide examples using students’ own experience :
school finishes at 4 p.m. the bus leaves at 4:10p.m. we can take the bus home .
it will be warm tomorrow so we can wear short sleeves .
4 ask them to do partb1 in pairs , for less able students , allow them refer to the table on the top of page 80 .
5 check the answer as a class . pay special attention to any common mistakes and clarify them . choose five students to read aloud .
part c
1 introduce the idea that we also use “may” and “might” to express possibilities . students probably know how to use “may” for making polite requests but possibly will not know the meaning of “might” . tell them that “might” is the past tense form of “may” .however , we also use “might” to talk about possibility .
2 explain the context by talking to students about the class 1 grade 7 students’ summer camp and what the students may / may not or might / might not de there .talk students through some examples using questions about everyday events at your school .
3 ask students to study the tables at the top of the page , and explain to them the difference between the uses of “may” and “might” .
4 have more able students provide other sentences to illustrate “may” and “might” .encourage them to think of their own examples to express degrees of possibilities .
5 explain the context of part c . ask students to read what each person is saying and underline the keywords in each speech bubble . i.e. ”maybe” , “only a small chance” , “ i’m sure” and “highly possible” . these words will determine the use of specific modal verbs .
6 then ask students to complete sentences 1-4 at the bottom of the page . check the answer as a class activity . clarify any possible problems .
牛津英语七上教案篇3
一、 教学内容：
牛津高中英语模块一unit 1 （上）
二、教学要求：
1．掌握和校园生活有关的常用单词、词组与句型。
2．学会描述校园生活和学校设施。
high school is a time of discovery, learning and hard work!高中是探索、学习和辛勤劳动的时期
huge campus and low-rise building 学校面积大，没有高层建筑。
twelve laboratories are available for different experiments.12个实验室可供不同试验使用。
each room comes with its own bothroom and internet access.每个房间都有自己的卫生间和英特网接口。
3．学习阅读技巧：skimming&scanning。
4．语法：定语从句（一）
【知识重点与学习难点】
一、 重要单词：
access achieve attend assembly article available average canteen club challenging context donate display experience extra graduate gym heading locker low-rise literature poster relax
二、重点词组：
class teacher 班主任
at ease with 和….相处不拘束
school hours学校作息时间
earn respect from 赢得…的尊敬
sound like听起来象
for free 免费 get a general idea 了解大意
as well as 除….以外， 也
key words 关键词
word by word 逐字逐句地
find one’s way around 认识路
develop an interest in 培养对….的兴趣
surf the internet网上冲浪
【难点讲解】
1. what is your dream school life like?
你理想中的学校生活是什么样子？
这里 dream 表示心目中最理想的。 如 dream team (梦之队)。
2. going to a british high school for one year was a very enjoyable and exciting experience for me.
去一所英国中学读书一年对我来说是一次令人愉快和兴奋的经历。
going 在本句里作动名词，它和后面的to a british high school for one year构成动名词短语作句子的主语。go to a british high school本来是个动词词组，在go 后面加上ing 后，它就具备名词的特性可以在句子中充当主语、宾语或表语。
动词的现在分词和过去分词都可以作定语，但所表达的意思不同， 现在分词作定语常表示“令人…”、“正在….”;例如exciting news, sleeping dog; 过去分词则有被动或完成的意思，常表示“感到….的”、“被….的”,例如： an excited crowd of people, broken heart.
3. i was very happy with the school hours in britain because school starts around 9 a.m. and ends about 3.30 p.m.
我对英国学校的作息时间很满意因为学校大约上午9点开始上课，下午3点半左右放学。
be happy with=be pleased with, around=about。
4. this means i could get up an hour later than usual as schools in china begin before 8 a.m.
这意味着我可以晚一小时起床，因为在中国学校8点钟上课。
as adv.同样地， 被看作， 象
prep.当做
conj.与。一样， 当。之时， 象， 因为
本单元多次出现as, 用法各不相同，应注意比较。另外as 还可以构成一些常用词组：as if就好像， as far as就….而言， so as to以便于， as for至于， such as例如，等等。
mean: 意味着， 后面通常加名词或宾语从句。例如：
the attack of pear harbor meant a declaration of war with the united states.
the raise of salary means that i can send my daughter to a better school.
5. he also told us that the best way to earn respect from the school was to work hard and achieve high grades.
他还告诉我们赢得学校尊敬的最好方法是努力学习并取得好成绩。
the best way to do sth is to…..结构用来表达做某事的最好方法是….., 例如：
the best way to learn english is to use it as often as possible.
6. i found the homework was not as heavy as what i used to get in my old school, but it was a bit challenging for me at first because all the homework was in english.
我发现这儿的家庭作业没有我原来学校的多，但一开始对我有些挑战性，因为所有作业都是英语的。
as…..as, 中间加形容词或副词，一般要连接两个相同的句子成分， 请比较下面两句话：
you hate him as much as i (=you hate him as much as i hate him).
you hate him as much as me(=you hate him as much as you hate me).
used to 过去常常， 隐含的意思是现在的情况已经不同。例如：
she used to study very hard. ( she does not study so hard any more).
used to 的否定形式是usedn’t to/ didn’t use to
注意：be used to sth/doing 表示习惯于….
7. cooking was really fun as i learnt how to buy, prepare and cook food.
当我学着怎样买菜、洗菜、烧饭时，烹饪真的是一件有趣的事。
fun是名词，有趣的事情， 副词really并非修饰它，而是修饰前面的be动词was
试比较： he is really a funny guy. 和 he is a really funny guy.这两句意思虽然相同， 但really修饰的对象不同，因此说话的侧重点也不同。
8. i do like eating desserts after meals as you mentioned in your article.
就像你在文章中提到的那样，我的确喜欢在饭后吃甜食。
do、did在陈述句中，用在动词前表示强调，可译作的确、确实。
9. upon finishing his studies, he started travelling in china.
完成学业之后，他开始在中国旅行。
介词upon/ on加doing相当于带as soon as 的时间状语从句。
upon finishing his study＝as soon as he finished his study
10. former student return from china
一位校友重中国归来
former, past, old 虽然都和过去有关，但 侧重点不同。 former：“过去曾经是。的、 前任….”, past: “过去的” old“老的、从前的”。例如： former president前总统，past experience以往的经验，my old school我的母校。
11. earn, achieve和gain
这三个单词的基本意思都是“get”但含义不尽相同， earn ：get as the reward of work（挣，得到…作为工作的回报）, achieve ：get what you want by effort(成就，通过努力达到某个目标), gain和“get”的用法最接近，它对得到的方法和内容都没有具体要求。常见搭配：
earn money/ a living/ one’s respect/ one’s bread, achieve a gaol/ success/ purpose/ high grade, gain experience/ weight/ an advantage over/ time/ the upper hand( 占上风)/ ground(取得进步).
【语法】
定语从句(1)
用来说明主句中某一名词或代词（有时也可说明整个主句或主句中一部分）而起定语作用的句子叫作定语从句。定语从句的作用和作定语的形容词、介词词组、分词词组相似，有时可以相互转换，例如：金发女孩可译作a blonde girl ，a girl with blonde hair或a girl who has blonde hair。定语从句通常由关系代词that/ which/ who/ whom/ which/ as或关系副词when/ where/ why引导，这些词既指代主句中要说明的名词或代词， 又充当从句中的某个句子成分。请看例句：
1.tom is the only person who can keep a cool head in time of crisis.(who指代主句中的先行词person,在从句中作主 语)
2.tom is the only friend whom(或who) i can rely on. (指代friend，在从句中作宾 语， 所以常用代词who的宾格形式).
3.china is no longer the weak nation that she used to be. (关系代词that指代weak nation，在从句中作表语)
4.the school whose floor space is very limited can’t take in one more student. (关系代词whose指代the school’s ，从句中作floor space的定语)
5.i like to go to the gym where i can have a work-out after sittiong for a day. (关系副词where指代主句中的地点状语gym 在从句中作状语)
【阅读技巧】
skimming & scanning
skimming略读，skim原意是轻轻掠过表面，作为阅读技巧是指通过浏览文章标题，主题句，插图和图表等方法了解文章的大意。 skan, 本意是扫描，这里指用眼光快速扫视书报等材料寻找我们想要的信息。他们的区别在于skimming是为了了解文章的大意，而scanning是为了寻找某些具体信息。skimming & scanning都是快速阅读的重要策略，也是信息时代我们必备的技能。尤其是在阅读英语时，注重练习skimming & scanning可以帮助克服逐字逐句的阅读习惯（如finger-point reading, lip reading），提高阅读速度。
【补充阅读】
阅读这篇文章，根据中文提示和上下文写出所缺的单词：
my school day
i leave home at 6:45 and walk 20 minutes to ______(赶) a bus to school. the bus is a special one just for kids going to my school. the _______(路程) on the bus takes an hour because it has to keep stopping to pick up other students along the way.
when i arrive at school, i______(领取) my tablet pc from the flexi (flexiable learning centre). then i go to my tutor room for registration at 8:30. we listen to announcements to see what special things are happening at school today or this week.
at about 8:50 we leave tutor room to go to our first period. every day i have a different lesson the first period. normally it is humanities but i also have maths, drama and music, and french on the other days. each period lasts an hour.
all my lessons are in different rooms and places around the school. each room either has a three_____(位) number or a name. the numbers are very hard to remember!. i have different teachers for each lesson. i have a _______(存物柜) where i can store some of my stuff but otherwise i have to carry it all around with my in my bags.
swipe cards
every student carries a swipe card. we swipe into every lesson to let the school know that we have _____(参加) that certain lesson and to know where we are in case of emergencies.
on the swipe card there are two stripes, a black and a brown. the brown is to swipe into lessons and the black is to get into the toilets and buildings.
we can put money on our swipe cards instead of carrying cash around. when we want to pay for snacks at the tuck shop or canteen we just hand over our cards and they deduct the money.
subjects
maths, english science ict
drama music art pe
humanities (history, geography, and religion) french or spanish
time table
9:00 1st period
10:00 2nd period
11:00 - 11:20 break
during break,〖.1mi.net〗 i have a snack and play and chat with my friends. usually we play it a chasing game. snow ball fight when it snows is dead fun.
11:20 3rd period
12:30 4th period
1:30 - 2:10 lunch
i bring a packed lunch to school but occasionally i have school dinners in the school______(食堂).
2:10 5th period
3:10 end of school
sometimes i stay after school for clubs.
canteen
the canteen is open at lunch time and break time. most hot food is served only at lunch time. chips are only_______(买的到) on mondays and fridays.
【同步练习】
一、 用适当的关系代词或关系副词填空：
1．i still remember the time _______ i first became a high school student.
2. there are many places in london _______ you can buy a cup of coffee.
3. that is the reason _____ he is so keen on school activities.
4. china is a country_______ history can be dated back to 3000 bc.
5. he is driving a car ______ can travel at 150 mile per hour.
6. he has to fly to all the major cities of the world ______ his company has set up offices.
7. the lady _____ we met in the bar is eyeing us from the corner .
8.we are facing the same problem ____ we did years ago.
二、将下列每组句子合成一个带定语从句的复合句：
1. the anti-japanese aggression war broke out on july the 7th. it lasted for eight years.
2. on his website we saw some photos. mr. lee took these photos in europe.
3. on the way to school i saw some trees. their leaves were eaten up by insects.
4. shelley likes to spend her leisure time in the students’ union. she can meet many international students there.
5. jane’s father wants her to be a singer. he himself has always wanted to be a singer himself.
参考答案
一、
1. when 2. where/in which 3. why 4. whose 5. which/that 6. where 7. whom/who 8. as
二、
1. the anti-japanese aggression war which lasted for eight years broke out on july the 7th.
2. on his website we saw some photos which mr. lee took in europe.
3. on the way to school, i saw some trees whose leaves were eaten up by insects.
4. shelley likes to spend her leisure time in the students’ union where she can meet many internatioal students.
5. jane’s father wants her to be the singer that he himself has always wanted to be.
lesson plan
school: shanghai shi yan primary school
name: li jun
book: oxford english (shanghai edition) 2b unit 1
topic: farm animals
aims: letters: nn , nose , oo , orange
language focus: learn the names and sounds of the letters “nn, oo”。
aids: letter cards, multi-media, word cards, wall-chart ...etc .
procedurescontentsmethodspurposei. pre-task preparation:1. warming-up:1. sing songs and read rhymes.2. revision for the alphabets:1. (multi-media) ps: recite the alphabets.2. (letter cards)ps: read the letter cards in rising tone and falling tone. when they read the capital letters, they stand up. when they read the small letters, they sit down.以“读大写，起立：读小写，坐下”的形式，使学生机械性朗读的过程变得有趣，学生在辨别字母大小写形式的同时，快速反应能力也得到了锻炼。ii. while-task procedure:content 1:letter: nn1. (multi-media)t: introduce the letter “nn”。1.以多媒体动画使“n,n”走进学生的视野，从而引出新授内容。2. ps: imitate the pronunciation .t: check.3. pa+pb: ask and answer in pairs.e.g. what letter is it?it's n.it's big n.(it's small n).4. t: show some word cards, such as ‘nurse’, ‘nice’, ‘nose’, ‘night’ and so on.t : ask individuals to think of more words which contain n /n/.e.g.: new … etc.2.通过限时抢答的形式开展这个活动，尽可能地调动学生的知识库存，活跃他们的思维。content 2:letter: oo1. (multi-media)t: introduce the letter “oo”2. ps: imitate the pronunciation.t: check.3. pa->pb->pc : ask and answer in succession .e.g. it is o?yes, it is. it's big o.is it o?yes, it is. it's small o.4. (multi-media)ps: listen to the teacher's pronunciation and figure out the words with the same pronunciation /εu/.
cakebeegooldkitecatnoopeno
t: conclude that o is pronounced as /εu/.ps->p1 : look at the screen and read the words again.e.g. oo /εu/ nose…etc.学生通过听音辨别，将单词与字母连线，自己归纳出字母o不同与其他元音字母的发音。这一活动为学生们提供了主动探究、自主学习的空间。iii. post-task activity:1. do a quick response.ps: read the letter cards with music.2. build up the four letters “nn, oo” with body language.ps: practice in pairs or individually to show a letter.e.g. p1: look at me. i am np2+3: look at us. we're o.“用自己的身体搭出字母”，使学生得以展开想象的翅膀，尽情展示自己的表演才能，同时以自己感性的体验，巩固了新知识。iv. assignment:1.read the letter cards at home.2.listen to the text .
教案设计说明：
本课的教学内容主要是字母“nn, oo”本身的发音及单词nose, orange中o的发音。二年级的学生年龄尚小，注意力不容易集中，纯机械化的字母教学很容易使他们感到枯燥乏味，从而渐渐失去对英语学习的兴趣。所以，在教学中，我采用各种形式的操练活动，使学生“动起来”，在“动中学”，“学中用”，避免字母学习的过程枯燥化，机械化。我主要就以下几方面进行了实践，
在复习的环节里，学生以“读大写，起立；读小写，坐下。”的形式朗读字母卡片，在辨别字母大小写形式的同时，快速反应能力也得到了锻炼。这样的机械性朗读的过程无疑是很有趣的，学生们在念的过程中还时不时地笑出声来，看得出他们非常喜爱这样的学习方式。
在新授字母“nn, oo”的教学中，我先是使用多媒体特效引出新授字母，使字母活蹦乱跳地“走”进学生的视野。学生们对生动形象的字母感到既好奇又十分有趣，从而产生了学习的积极性。其次，学生不是等待灌满的“空罐子”，而是语言和思维的积极探索者，他们具备一定的观察能力和归纳能力。在本课中教授字母组合“oo”在单词中的发音时，我尽可能地放手让学生自己观察，总结出发音规律。学生通过听音辨别，总结出字母o在单词中的发音为/εu/。这一活动为学生们提供了主动探究、自主学习的空间。让他们积极参与并自己探索语言的意义和答案。
在复习巩固字母“nn, oo”的环节中，我请学生们“用自己的身体搭出字母”。使学生得以展开想象的翅膀，尽情展示自己的表演才能，同时以自己感性的体验，巩固了新知识。
字母教学是学生学习英语的过程中最重要的环节，为了使学生掌握好字母的字形和发音，从而为他们今后单词和语音的学习打好基础，教师应当尽可能地调动学生学习的积极性，活跃他们的思维，增强他们的学习能力。
2b unit1 period 7（上海版牛津英语教案） 来自。
lesson plan
school: shanghai shi yan primary school
teacher: li jun
book: oxford english (shanghai edition) 2b unit 1
topic: farm animals
aims: review the whole unit.
aids: letter cards, multi-media, word cards, wall-chart ...etc
procedurescontentsmethodspurposei. pre-task preparation:1. warming-up:1. ps: read a story.2. t: invite one or two groups to act the story out.ii. while-task procedure:1. review the letters:1. ps: recite a chant “abc, cba”。学生边拍手边背诵，拍手的节奏逐渐加快，背诵的节奏亦随之越来越快。通过这一过程，迅速调整学生学习状态，集中注意力。2. have a competition: word –letter chain.t: càp1: c /k/ cake, n àp2: n /n/ nurse, dàpn…以接龙比赛的形式复习字母及其在单词中的发音，使学生的复习过程十分紧凑，也显得有趣。2. review the sentences and words.1. (multi-media)t: what do you see?p1: i see a farm.t: yes, this is a big farm.ps: listen to the tape and guess what animal is on the farm.听力训练。通过听录音，猜谜语，帮助学生复习句型，并提高学生有意记忆的能力。2. (wall-chart)ps: work in groups. rearrange the letters and put them into word cards. then match the words with the barns.让学生体验自主的复习过程，在“看看、想想、拼拼、读读”的过程中，动手动脑复习词汇。3. (multi-media)ps: watch the snap-shots and tell the names of the animals quickly.e.g. i see a ...it’s … it can …it goes…请学生观看快速变换的图像，并以抢答的形式描述动物。这样既能吸引学生的注意力，又能帮助他们回忆本单元的旧知识。4. play a guessing game.ps: work in groups. choose one animal and compose a riddle. then read the riddle to the class. the others guess.e.g. this is a farm animal. it is … it can … it goes … what is it?让学生在猜谜游戏中进行语言交际，增长他们的参与意识和竞争意识。5. (multi-media, the pupils’ drawings)t: make a model. introduce the farm.ps: go around the classroom and introduce their farms to their good friends.e.g. p1: look, this is a farm. i see many animals on it. look! what do you see? p2: …p1: listen! what do you hear?p2: …学生离开座位，向好友介绍自己所画的农场。通过这一环节，让学生在课堂中“动起来”，从而体验语言交际的乐趣。iii. post-task activity:do exercise on the exercise- books.iv. assignment:1. recite the whole text.2. preview the next lesson. 3. listen to the tape.
教案设计说明：
本课为二年级下学期unit 1的复习课，我将复习过程分为两段：字母和词句。在复习字母的环节里，我采用了拍手诵读和接龙两种形式。首先，学生边拍手边背诵字母，拍手的节奏逐渐加快，背诵的节奏亦随之越来越快。通过这一过程，迅速调整学生学习状态，集中注意力。其次，以接龙比赛的形式复习字母及其在单词中的发音，使学生的复习过程十分紧凑，也显得有趣。
在复习词句的环节里，由于学生面对的是在前几教时中已经学过的内容，我在教法的选择上如果一昧地“炒冷饭”很容易使学生产生厌烦的情绪，影响他们主动性的发挥。所以，我根据复习课本身的特点，设计了各种各样的自主式活动，如：小组合作编谜语、将打乱的字母卡片拼成单词，并与挂图配对、学生离开座位展示自己画的农场等等。这些活动将课堂上的大部分时间还给了学生，让他们自己看一看、听一听、想一想、猜一猜、拼一拼、读一读、谈一谈，体验复习知识的乐趣。
复习是学生掌握知识的过程中非常重要的环节，教师应当采取各种手段，让学生充分感知，不断积累，这样才能使他们逐步掌握知识，增强学习能力。
以上内容就是一秘为您提供的8篇《牛津英语教案》，能够帮助到您，是一秘最开心的事情。
牛津英语七上教案篇4
一、教材分析：
１、教材的地位及作用：
这是牛津英语9a第二模块（teenagelife青少年生活）的第四单元第四课时—
词汇教学（不同的电视节目）。本单元围绕做“电视节目tvprograms”这个题材开展多种教学活动，它与前三单元有一定的联系，是从青少年的另一个方面来拓展话题的。
２、教学目标：（德育目标、知识目标、能力目标）
德育目标：让学生尽一步的明确青少年的生活应该是丰富多彩的，不能因为暂时的生活的压力而消极颓废。应该让自己成为一个有活力有志向有理想懂生活的青年人。
知识目标：
(１)学习、掌握六个不同的电视节目（卡通、喜剧、聊天类、游戏类、连续剧和文献片）
(２)学习单词cartoon,documentary,chatshow,comedy,dramaseriesandsoon)
能力目标：提高学生听、说、读、写及知识运用的综合能力。
确立教学目标的依据：
1.根据英语教学大纲规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步学习打好初步的基矗
2根据我国国情和外语教学大纲的要求，现阶段外语教学的素质教育主要包括思想素质教育、目的语素质教育、潜在外语能力的培养、非智力因素的培养等四方面。
３、重点与难点：
重点：学习了解不同节目的特点。
难点：学会用英语表达喜欢或者不喜欢的理由（相关词汇的准确表达方法）
确立重点与难点的依据：
根据教学大纲的要求，及本课在教材中所处的地位和作用。
二、教材处理：
根据以上对教材的分析，同时针对实验班学生学习外语能力的实际情况。首先与学生进行心灵的沟通。同时能够进一步对学生目前的情况表示深深的理解和支持。通过自由谈话激发学生学习兴趣，使学生在参与谈话交流中掌握语言知识。最后通过让学生用所学英语知识进行训练，从而达到巩固知识的目的。
三、教学方法：
通过任务型语言教学法，由浅入深，由易到难，由已知到未知，循序渐进地深化教学内容。展开以教师为主导，以学生为主体的师生双边活动。
四、教学手段：
主要以现代化电教手段——多媒体辅助教学，贯穿整个教学过程。增加了直观性和趣味性，加大了课堂密度，提高了教学效果。
五、教学程序：
１、新课导入
为了激发学生的学习兴趣，引起注意，拉近师生距离，首先问学生这段时间以来感觉心情如何？学生的可能的答案是（累、困、有压力等等）。此时，问他们如果有压力的时候，你们知道如何去放松自己吗？用一个句式icanfeelrelaxedbydoingsomething.其中肯定有学生说想通过看电视来放松自己？这时，就是我切入主题的时候了！---谈论电视节目。你喜欢看电视吗？每天花多长时间看电视？你最喜欢看的
电视节目是什么？谁是你最喜欢的电视节目主持人？
２、新课的讲解
本课利用多媒体教学手段展示了一幅幅色彩逼真、形象生动的画面，栩栩如生。通过不同节目的展示让学生来接触了解不同的电视节目。其中多媒体展示的图画更具特色，充分地调动了学生的积极性，吸引了全体学生的注意力，达到了教育教学目的，培养学生英语语言综合素质有很好的指导作用。３、反复操练和巩固应用
为了调动学生的积极性，利用workinpairs,ingroup,及boysask,girlsanswer等多种不同方式操练巩固。使学生处于积极思维的状态之中，全方位、多角度培养学生运用英语的`能力。同时注意让学生在练个别词汇的时候注意词不离句。
４、反馈练习
让学生在用所学的语言知识，表达自己所喜欢的电视节目。并提供给学生的一定的句子结构。给学生一定的启示。
５、归纳总结
本课除了板书所呈现的重点内容外，又开展积极的讨论，让学生学会思考。开始进行青春的思考。进一步明确青春应该是美好的。虽然没有时间看电视，但是每个人都在为自己的美丽人生编织梦想。过程是艰苦的，前途是美好的。不同的电视节目，体现不同的特色。我们每个人的爱好不一样。本身没有好坏。
６、展示板书
unit4tvprogramsperiod4vocabulary
cartooncomedychatshowgameshowdocumentarydramaseries
ilike____because_________
iprefer_____to______because_______.
本课以素质教育为目的，结合教材重点、难点及英语学科特点，利用多媒体辅助教学，从视、听、说等方面使学生得到锻炼，在愉快、轻松的氛围中温故而知新，达到初步运用英语交际的能力。由于缺少经验，在教学过程中难免会出现不足，敬请各位老师不吝赐教。
lesson plan
school: shanghai shi yan primary school
name: ji junling
book: oxford english (shanghai edition)2b unit 1
topic: on the farm story(1) let’s enjoy
aims: 1.structure: i’ve got…it goes…
2.function: using formulaic expressions to indicate what noises.
language focus: using formulaic expressions to indicate possessions.
aids: pictures, toys, cassette player.
procedurescontentsmethodspurposei.pre-task preparation:1.warmer(pictures&tape)ps: listen, try to remember what they hear on the plays the cassette. students hear the sound and speak out.e.g.: i hear a pig. 通过看、听等感官的运用，刺激学生的各种感官，引起学生对学习内容的兴趣。同时也加深学生对已学知识理解。为新授打好基础。2. questions & answerswhat do you see on the farm? what do you hear on the farm? ask and answer:show the picture of the farm animals.pa:ask the partner to answer the question.pb: answer. e.g.p1:what can you hear on the farm?p2:i can hear a cow.3. spellinghen, chick, duck, cow, sheep, pig(words)ps: spell the words.t-pa-pb-pcii.while-task procedure:1.introduction:(pictures and the noises)ps: take out the pictures and talk their own : this is a pig. it is big and fat. it has two big ears and a fat body. i like it.借助图片介绍自己喜爱的农场动物，同时通过模仿动物的声音，让学生在表演中感知英语，从而熟悉了新句型的基本结构和表达方式。2.imitation:listen to the tape. read after the tape of the picture 1& picture2.ask students to imitate the animals’ sounds and actions. hold up a toy animal and say, ‘i’ve got a … it goes…’3.quick response: (listen and act)t:show the picture of a farm animal and say the sentence.ps: act this animal.e.g.: t: this is a pig.ps: it goes oink oink.4. a game: a guessing gamethe pupils work in pairs. one of the pair sees the picture, he/she mime the sound of this animal, the other one should guess what animal it is.iii. post-task activity:1. try to sing a song:old macdonald’s has a farm为学生提供自主学习的空间，尝试使用所学语言进行口头表达。游戏活动也增进了学生学习英语的热情。2.a game:find your friends.moo, moo, i have got a cow. what have you got?take one of the farm animals. the student may go around the classroom and mime the sounds. stay together as friends if they have the same pictures.v. assignment:talk about the farm animals.student may introduce the animals to their family. even play the games with them.巩固课堂学习内容，更完整地介绍动物。
教案设计说明：
1.教学中让学生的每一个感官都开动起来，通过各种感官同时作用，使学生记忆得更牢。这种多元化的学习能使学生的语言学习变得更加的轻松，同时也提高了单位时间外语学习的效率，在整个教学过程中，学生在听动物的叫声，模仿动物的叫声，听听说说中把单词与动物的叫声紧紧地连在一起。
2.教学中创设真实的语言环境中，情景能使抽象的语言具体化、形象化。学习故事的同时，学生犹如去农场参观了一番，使学生爱学、乐学。
3.在模仿农场动物的过程中，使教学环节更具情趣化。学生是模仿的天才，通过对动物的声音和动作的模仿，发展了学生的表演能力，同时对农场动物的认识也更加地深刻。
4.在各种游戏活动中培养学生学习英语的兴趣，发展情感，在不知不觉中提高了学生的英语能力。同时学生的交往能力和他们的英语思维能力也在各种游戏中提高，布置的家庭作业也让学生把课堂延伸至课外，增进与父母间的交流。
牛津英语七上教案篇5
by xu weiliang
teaching aims:
(1) make students pay attention to the environment around them and do their best to protect the environment.
(2) get the ss to improve oral english by talking.
important points & difficult points:
(1) students are expected to express their own opinions on protecting the environment.
(2) encourage students to speak freely.
teaching methods
(1) discussion
(2) ask and answer
teaching aids
1) a tape recorder
2) a computer
procedure:
step 1 lead-in
today, we’ll learn something about the environment. first, let’s enjoy a song called earth song by michael jackson.
do you like the music?
do you think the environment in the earth is important for us?
what is your picture of earth in your mind ?
(then show the students a picture ) look at the picture and answer my question .
why is the earth crying ?
(the earth is facing serious problems)
what are the problems?
step 2 discussion
then ask students to look at the pictures in the book.
now let’s discuss the pictures then answer some questions.
look at the picture above and discuss which ones are caused by nature and which ones are caused by man?
then show some pictures of the city of pompei. ask the students some questions.
what city is in the picture?
what caused the destroy of the city of pompeii?
(mount vesuvius erupted and lava, ash and rocks poured out of it onto the surrounding countryside. all the people in pompeii were buried alive, and so was the city.)
can you think of other natural disasters that damage the environment?
step 3 talk about natural disaster
ok. please look at the screen.
the picture is about some kinds of natural disasters. then let’s talk about these disasters one by one.
reference (something about tang shan earthquake:
on july 28th, 1976, at 3:42 a.m. local time, a powerful earthquake recording m8.2 took place in northeastern china about 95 miles east of beijing near tang shan, an industrial city of about 1 million people. many eye witnesses said they saw a bright flashed across the sky which was followed by a deafening roar just before the shaking began.)
then show some pictures of the city of loulan. ask the students some questions.
what city is in the picture?
what caused the city of loulan to disappear ?
(it was gradually covered over by sandstorms from ad 200 to ad 500.)
what caused the sandstorms ?
can you think of other ways in which people damage the environment?
step 4 talk about problems of the earth
besides natural disasters. the earth is now facing other problems .lets try to find some of them and the effects, the causes and the solutions to them.
water pollution
effects
many people don’t have enough clean drinking water. make people get sick.
causes
factories pour waste into rivers/lakes/seas. people throw rubbish into rivers/lakes.
solutions
use new technology to make sure that factories are green and clean. clean the water in the rivers/lakes. save water in our daily life.
air pollution
effects
make people get sick or even die. make the environment dirty.
cause acid rain(酸雨).
causes factories, power stations, cars, air conditioners give off waste gas. burn coal and oil.
solutions
the harmful smoke should be made harmless before it goes into the air. ride bikes more. limit the number of cars./make cars that don’t pollute the air.
rubbish/waste pollution
effects
make the environment ugly, dirty and even dangerous. cause diseases.
causes
throw rubbish in the streets or in nature. buy products that use too much packaging.
solutions
throw waste in rubbish bins.
buy products that use less packaging. recycle as much as possible.
deforestation desertification
effects
cause bad weather (sandstorm).
lands or mountains turn into desert. cause starvation.
causes cut too much wood. rich surface soil will be blown away by wind or washed by rain down to hills and into rivers.
solutions
use less wood . plant more new trees. try to make desert areas become green land.
starvation
effects
cause society problems: violence, crime…
many people die.
causes
wars
uneven distributions of wealth
lack of education
solutions
no wars; rich countries should help people who can’t get enough food or education.
petition
as a student, what can you do to reduce waste pollution and protect our environment? discuss with your partners and write down the things you can do.
divide the class into two groups. the group which has more ideas will be the winner.
group a:
group b:
step 6 summary and homework
today we have talked about the environment of the earth and the ways to solve the earth’s problems. after class, please think more ways to protect environment. and preview next period.
牛津英语七上教案篇6
英语牛津教材2b-unit5教案课 题：? unit 5 wash with water第 1教时课 型：新授教学目标1.????? using imperatives to give simple instructions e.g. turn on the tap, may.教 学 重点、难 点、关 键to teach the phrases: turn on? turn off课 序教?? 学?? 过?? 程?? 设?? 计设计意图step-onewarming up:活跃课堂气氛。?sing a songstep-tworevision??????? 1、listen and act为新课作准备。?1)???? wash your face.2)???? open your books.3)???? close your books.4)???? eat a cake….step-threepresentation??????? 1、turn on the tap让学生看动作理解意思，培养用英语思维的习惯。?1)???? mime the action of turning on a tap and sayturn on the tap.2)???? repeat several times3)???? say it after me: tap----turn on the tap.4)???? t: we also can say’ turn on the light.’?????? 2、wash your towel.?????????? ??????????????? 1)???? show the class a towel.t: this is a towel.2)???? say it after me: towel3)???? pretend to wash the towel and ask:what can i do?elicit: you can wash your towel.4) say it after me: wash your towel.先学习单词，再让学生说出句子，发挥学生的主动性。????? 3turn off the tap.?课 序教?? 学?? 过?? 程?? 设?? 计设计意图?1)???? mime the action of turning off the tap and sayturn off the tap.2)???? say it after me: turn off the tap.3)???? mime the action of turning off the light and askwhat can i do?elicit: turn off the light.?step-fouractivities??? 1.open the books. point to the correct picture when the teacher call out the instructions randomly.熟悉课本? 2.pair work扩大操练面?one students give the instruction while the other does the action.?????? 3、look at the actions ad have the students call out the correct instructions.?4、play the game: ‘simon says’提高学习兴趣，巩固所学内容。?turn on/off the tap/light/tv…wash your towel/hands/face…step-fivehomework assignment?1、?listen to the tape and read the sentences.?板书设计?? turn on the tap.? wash your towel.? turn off the tap.教学具准备1、??????????? cassette 2b and a cassette player.课后小结?????????????课 题： unit 5 wash with water第 2教时课 型：新授教学目标1.????? using the simple present tense to describe habitual actionse.g. i brush my teeth with water.2.????? use prepositional phrases to describe of watere.g. i wash my hands with water.教 学 重点、难 点、关 键i _______ with water.课 序教?? 学?? 过?? 程?? 设?? 计设计意图step-onewarming up:活跃课堂气氛?sing a songstep-tworevision??????? 1、daily talk:培养听说能力?1)???? how are you?2)???? what do you like to do?3)???? how do you go to school?4)???? do you like…? …?????? 2、listen and act??turn on the tap.? …step-threepresentation??????? 1、i wash my hands with water.?先学习单词，再学习句子，并能对所学句子进行替换。?1)???? show a dirty hand and say the word: dirty2)???? say it after me: dirty3)???? say some sentences about dirtye.g. the towel is dirty.4)???? t: my hands are dirty. i wash my hands with water.5)???? say it after me6)???? t: my towel/face/socks is/are dirty.elicit: i wash my towel/face/socks with water.?????? 2、i wash my teeth with water.??1)???? mime the action for’ brush my teeth’ and saybrush my teeth?课 序教?? 学?? 过?? 程?? 设?? 计设计意图?2)???? say it after me: brush my teeth3)???? t: my teeth are dirty. elicit: i brush my teeth with water.先学词组后学句子3、open the books. listen to the tape and repeat.培养正确语音语调?????? 4、look at the pictures and say the sentences.?5、read the sentences.强化句子的认读?1)???? i wash my hands with water.2)???? i brush my teeth with water.3)???? i wash spotty with water.?step-fouractivities????????? 1do a match提高兴趣，使学生在竞赛中巩固知识?say some sentences: i …… with water.who says more, who will be win.step-fivehomework assignment?1、?listen to the tape and read.?板书设计??????????????????????????????? ?? i wash my hands ?? i brush my teeth??? with water.?? i wash spotty 教学具准备1、??????????? cassette 2b and a cassette player.课后小结???????????????课 题： unit 5 wash with water第 3教时课 型：新授教学目标1.????? to teach the new words: water dirty wash towel soap toothbrush toothpaste2.????? to teach the names and sounds of the letters: vv ww教 学 重点、难 点、关 键pronounce the words and letters correctly.课 序教?? 学?? 过?? 程?? 设?? 计设计意图step-onewarming up:活跃课堂气氛?sing a songstep-tworevision????? 1、daily talk:培养听说能力?1)???? good morning!2)???? what’s this?3)???? what colour is it?…???? 2、listen and act??1)???? stand up, please.2)???? wave your hands.3)???? touch your toes.4)???? wash your face. …3、look and say the sentences?i… with water.?step-threepresentation???? 1、soap? toothbrush? toothpaste 先突破单词，为后面教学作准备?1)???? bring a soap to show the class and say: soap2)???? say it after me3)???? say some sentences about soap4)???? to teach toothbrush, toothpaste like this.?????? 2、look and say?课 序教?? 学?? 过?? 程?? 设?? 计设计意图?put up the picture cards for water, dirty, wash, towel, toothbrush, toothpaste and invite students to say the words.进一步操练单词3、say the sentence以单词带出句子，培养学生的说话能力?put the three picture cards in a line and say one sentence.e.g. my face is dirty. i wash my face with water.????? 4、read the words在看图说单词的基础上，让学生能认读单词?1)???? put the word card “water” below the pictureread: water2)???? read after me3)???? read other words like this.5、open the books. listen to the tape and repeat the words.?6.letters: vv? ww??1)???? show the word card for ‘van’ and say:van begins with the sound ‘v’.2)???? say it after me: v…van3)???? show the alphabet cards ‘v’ and ‘v’ and read after me4)???? do the same with ‘ww’以旧单词引出字母vstep-fouractivities??play games1)???? match the pictures and words2)???? quick response提高兴趣，巩固知识step-fivehomework assignment?1、listen to the tape and read the words.?教学具准备1、??????????? cassette 2b and a cassette player.2、??????????? picture cards and word cards.课后小结???????????????课 题： unit 5 wash with water第 4教时课 型：新授教学目标1、??????????? using imperatives to give simple instructionse.g. wash your face.教 学 重点、难 点、关 键using imperatives correctly课 序教?? 学?? 过?? 程?? 设?? 计设计意图step-onewarming up:调整学习状态。?sing a songstep-tworevision??????? 1、daily talk:培养听说能力。?1)???? how are you?2)???? what can you see?3)???? how do you go to the park?…?????? 2、read the words: water dirty…对单词强调复习。3、read the letters: aa----wwstep-threepresentation??????? 1、hold up the picture and say: there is a command for the picture. who can say?elicit: wash your face.过渡到新授。发挥学生主动性。?????? 2、hold up the phrase card and read it out.wash your face.强调句子认读。?????? 3.to teach the other pictures like this.??????? 4point to each picture and ask the students to mime the action.??????? 5open the books. play the cassette. listen, look and point to the correct picture.模仿正确的语音语调。?????? 6listen again and repeat.??????? 7select a student to mime an action. let the class guess the command and call out the words.?课 序教?? 学?? 过?? 程?? 设?? 计设计意图?? 8practice in pairs.??have one student pick up a card and mime the action illustrated on it and the other guess the command. then change their roles.扩大操练面。step-fouractivities采用游戏形式，既提高了兴趣又巩固所学内容。?put the picture cards on the board so the class can see them. write a number next to each picture. ask the students to remember what the number of each picture is. then turn the pictures so they face down. get the students to call a number out and the rest of the class, from memory, say the command and do the action of the corresponding picture.step-fivehomework assignment?1、?listen to the tape and repeat.?板书设计?wash your face.?????? drink some water.open your mouth.????? turn off the tap.brush your teeth.eat some cake.教学具准备1、??????????? cassette 2b and a cassette player.2、??????????? some pictures and some phrase cards.课后小结????????????????课 题：unit 5 wash with water 第5教时课 型：新授教学目标1.????? using simple present tense to express simple truthe.g. this is the way i wash my face.2. to teach the song教 学 重点、难 点、关 键sing the new song课 序教? ?学?? 过?? 程?? 设?? 计设计意图step-onewarming up:调整学习状态。?sing a songstep-tworevision??????? 1、daily talk:培养听说能力。?1)???? how old are you?2)???? what can you see?3)???? how do you go to shanghai?…?????? 2、listen and act???wash your face.brush your teeth.drink some water. …3、match the pictures and words.step-threepresentation??????? 1、show the pictures and say the phrases引出新授内容。?e.g. wash face?? brush teeth?????? 2、write: this is the way i wash my face.this is the way i brush my teeth.match the pictures and the sentences.熟悉句子，突破难点。?????? 3read the sentences after the teacher.??????? 4play the cassette tape, listen and follow.熟悉曲调。?????? 5repeat several times?????? 6get the class to sing along.?课 序教?? 学?? 过?? 程?? 设?? 计设计意图?? 7encourage the students to do the actions while singing.提高兴趣，帮助理解意思。step-fouractivity??ask students to think of a third verse to the songe.g. ‘this is the way i wash my hands…’sing the song again and include the additional verse after practicing it a few times.发挥学生的创造思维，并能巩固单词。step-fivehomework assignment??sing the song for your parents.?板书设计?? this is the way i wash my face.? this is the way i brush my teeth.教学具准备1、??????????? cassette 2b and a cassette player.课后小结
牛津英语七上教案篇7
教学目标：
1. 能掌握节日单词 children’s day、christmas、mid-autumn festival、dragon boat festival和spring festival。
2. 能通过课前的信息搜集，课上的团队合作以及课后的自学，掌握以下节日
new year’s day、halloween、 may day、 national day 。
3. 能掌握四会句型
when’s…?it’s in…what do people usually do at/on…?they…
4. 学生能运用本单元的四会句型和日常交际用语谈论节日中人们的活动以及自己曾做过的事。
重点难点：
1.能掌握所学节日的正确读音。
2.能熟练掌握四会句型，并能灵活进行替换训练，从而进一步来巩固一般过去时的知识。
教具准备：
多媒体课件 实物
教学过程：
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?
(设计意图： 在上课开始，与学生亲切自然地相互问候，使学生快速进入英语学习的氛围，同时为下一步教学做铺垫。)
step2: presentation:
1. t：(教师手拿日历)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：你们还记得其他的节日吗?
ss：children’s day, teacher’s day, christmas, national day, halloween---
揭示主题： holidays
magic eyes
快速闪现学生知道的单词，学生根据图片说出相应的节日。
2. 教学 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样子)here“delicious”means“nice”。 (teach:delicious ←de-li-cious)
t: we can eat delicious food at spring festival.
teach: spring festival 春节
(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:(引导学生说出答案)it means亲戚!
t：(teach: relative ←re-la-tive)
(3)。 教学what do people usually do at spring festival?
t: what do people usually do at spring festival?
read: people 人，人们
practice: what do people usually do at spring festival?
they usually---
did you --- last spring festival?
yes, i did. no, i didn’t.
3. 教学 mid-autumn festival & dragon boat festival.
and there are some chinese traditional(传统的) 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:中秋节。
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. (日历展示)
what do people usually do at mid-autumn festival?if you can’t say in english,you can say it in chinese.(在用英语无法表达时，允许学生用中文来补充。)
s: 吃月饼，赏月。
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. 教学christmas
(1)guessing game
问： what holiday is it ?
(2) 教师让学生说他们所知道的关于圣诞节的知识，如圣诞老人，圣诞礼物，圣诞食 品及圣诞活动，不限定学生全部用英语表达。
t: christmas is coming. do you know anything about christmas ,e.g. presents and food?
(设计意图： 用提问的方式引出即将学习的活动，并通过讨论让学生了解有关圣诞节的文化意识。)
(3) 教师用课件创设情景： 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) 学生4人一组看图片，并根据问题讨论圣诞节。
(5) 小组汇报他们讨论的情况，并通过投影呈现： 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.
(设计意图：这个活动对学生来说具有一定的挑战性，但六年级学生已基本能把老师提供的信息组合成一句话，甚至能连成一段话。通过这样的活动可以让学生把所学的知识运用于实际，使不同程度的学生都有成就感，增强自信心。)
5. the usage of “at” and “on”
t: look at the phrases carefully and find the rule by yourselves.
小组讨论 “on” 和“at”的区别
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编写含有以下节日的句型：new year’s day、may day、
national day
2. introduce the foreign festivals to your parents.
板书设计：
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.
牛津英语七上教案篇8
教材简析：
本单元是book 3b的总复习单元，侧重归纳了第七单元至第十一单元所涉及的语言项目。通过复习，巩固已学过的英语字母、单词及日常交际用语。教师可根据学生学习的实际情况，在字母、词汇和会话三个方面有针对性地复习，把所学的知识有机地联系起来，提高操练密度，加快操练节奏，增大操练容量，以提高复习课的效率，提高学生综合运用英语的能力。
通过第七单元至第十一单元的教学，要求学生能听、说、读、写字母ll-zz,字母教学至此全部结束，教师在复习过程中，应向学生强调掌握二十六个英语字母的重要性，要求学生能按字母顺序熟练背诵、默写字母，教师应尽可能采用多种教学手段，激发学生学习字母的兴趣，帮助学生扎扎实实地掌握二十六个字母。
第七单元至第十一单元中的单词分为六类：居室、食品、衣服、球类、乐器和运动项目，复习过程中，可以将新旧单词相互滚动操练，并有所侧重，以巩固学生对所学单词的掌握。
教学要求：
能按字母的顺序背诵aa –zz ,并能熟练地听、说、读写字母aa—zz.
通过复习，能使学生比较熟练地听、说已学过的单词。
通过本单元的复习操练，要求学生综合运用所学的日常交际用语。
教学重点：
见教学要求1，2。
教学难点：
见教学要求3
教具准备：
各类词卡、字母卡、教学挂图、录音机、磁带。
教学安排：
共计四课时，第一课时复习7-9单元，第二课时复习10-11单元，第三课时复习12单元a、b两部分，第四课时完成c部分和练习册。
the first period : review unit 7-unit 9
teaching contents：
unit7,unit 8,unit 9.
teaching aims：
1.enable the ss to understand and say22 words
2.enable the ss to understand and use the communicative words .
3.raise the ss interest t learn english .
teaching step:
1.sing the songs: abc song ,hot cross buns!
2.say a rhyme :it’s his key .
step 2 revision .
1.游戏：“抢座位”。
游戏规则： 三人围着一条凳子转，音乐停，抢凳子的两头坐，未抢到凳子坐的学生从纸盒中出一张图片（unit 7 8 9 中的单词）说出单词，并说一句话。
2.have a rest .
play a game: 我是abc。
教师将学生分成a——z组，各组以自己的名称组合成unit 10与unit 11的单词。并组进行对话练习。
step3practice .
1.look at the picture and try to act (unit 10 and unit 11)
学生以小组为单位自选其中任意一幅图，根据图意运用所学的日常交际用语进行小品表演，鼓励学生充分展开想象自由发挥。
２．listen to the tape and repeat (unit 10 unit 11)
step 4 homework ,
listen to the tape four times from unit 9 to unit 11
游戏规则：学生两人一组，一说一画，要求能用简单线条勾画出已学过食品尖的特征。
如：Ｓ1: i’m hungry .
s2:what would you like?
s1:i like…
交换练习
３．clothing items
让学生把自备的物品拿出，分成几个小组 ，扮演在商店购物的情景。
如：can i help you?
i’d like a cap,please .
what colour ?
white .
here you are .
how much is it ?
five yuan,please .
step 3 practice .
listen to the tape and repeat .,
read the dialogue aloud .
look at the picture and try to act
the second period :review unit 10-unit 11
teaching contents:
unit10 ,unit 11
teaching aims:
enable the ss to understand and say 16 words .
enable the ss to understand and use the communicative sentences .
raise the ss interest to learn english .
teaching steps
sing a song: we study and play .
free talk .
教师以“i’m hungry”展开对话，充分运用unit 7 ,unit8, unit 9, unit 10中的不同句型、单词进行连锁操练。
step2revision .
musical instruments and sports .
教师做动作学生用英语说出，并互换。
两人一组，表演对话。
do you play the piano ?
no ,idon’t .
do you like football?
yes ,ido .
the third period : unit
12a
b
teaching contents:
unit
2 a
listen and circle ,b listen and answer .
teaching aims .
the ss can understand what they have listened .
the ss can use the words correctly .
teaching steps:
step1warm up .
greeting.
t:may i come in ?ss : come in ,please .
t: good morning afternoon ,boys and girls .
ss:……
say a rhyme: enjoy the day .
step2 presentation .
listen and circle .
教师准备一些事物图片，用句what this /that提问，学生用it’s a /an …回答。
play a game .
游戏规则： 教师把一件物品藏身后，请学生用句型is this a/an …猜测物体，师用yes ,it is /no ,it isn’t .it’s a /an …活动中，教师与学生互换角色。
3） listen and circle .
listen and number
先以free talk的形式与学生进行交谈，重点放在第七单元至第十一单元所学的日常交际用语上。
listen and number .
校正答案。
step 3板书设计：
is this a hot dog ?do you like…
yes ,it is .yes ,i do .
the fourth period :unit12clook and say
teaching contents:
c look and say
teaching aims :
enable the ss to have good cooperationwith one another
teaching steps :
step1warm up .
sing the songs: we study play .
hot cross buns .
step2revision .
read and do .
i like swimming /running /skiing /skating /insummer /spring /winterdon’t and you ?
step3 presentation .
本部分教师让学生看懂图意，然后分小组编小品或课本剧。让学生充分发挥想象力，只要对话符合图意，教师就应予以表扬。
step 4作练习册。
listen and respond.(教师先复习第七至第十一单元的对话，然后根据练习中的情况做出回答)
listen andcheck .
练习前，教师创设情景，将练习中的对话进行复习操练。
listen ,find and circle .
教师采用listen and point形式复习图中物品的英文名称，然后再做出。
listen and judge .
教师先进行一些数学竞赛，然后再做出。
e listen and draw .
flisten and number
先让学生看图，根据图中不同情景表演对话，然后再完成此题。
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