第一篇：牛津英语教学设计

板书

Unit 4(A&D)

Date Ａ：What does… usually do …? Ｂ：He/She usually…

教后记：

第二篇：牛津英语教学设计

Unit 1 The first day at school

（第一课时）

一、教学内容

B Look read and learn & C Look and say C Ask and answer

二、教学目标

1、能正确地听、说、读、写句型Is there a/an … in …? Yes, there is./No, there isn’t.Are there any … in…? Yes, there are./No, there aren’t.2、能正确地听、说、读单词及词组first, of, term, back, each other, toilet, garden, table tennis room, reading room, swing, slide, building.3、能听、说、读、写单词day, all, at school，4、能区别some和any的用法。

5、能用there be的结构一般疑问句询问学校的设施。

三、教学重点

1、能正确地听、说、读、写句型Is there a/an … in …? Yes, there is./No, there isn’t.Are there any … in…? Yes, there are./No, there aren’t。

2、能正确地听、说、读单词及词组toilet, garden, table tennis room, reading room swing, slide, building。

3、能用there be的结构一般疑问句询问学校的设施。

四、教学难点

1、能正确地听、说、读、写句型Is there a/an … in …? Yes, there is./No, there isn’t.Are there any … in…? Yes, there are./No, there aren’t。

2、能正确熟练地朗读四会、三会单词和词组。

3、能区别some和any的用法。

五、教学准备

1、教具准备

1）有关学校设施的照片（ppt）2）4B Unit8歌曲磁带。

3）关于本课时的多媒体课件。4）制作空白的校园平面图（ppt）

2、板书准备：写好课题和日期。

六、教学过程

Step 1 Free talk/ Revision 1 T: Today is the first day of the new term.All the students are back at school.I’m happy to see you again.I think you are happy to see each other, too.教单词first, of, day, all, at school, term。2 读课题。Greetings.Good morning./Nice to see you again./How are you? … 4 Sing a song: In the classroom 5 T: There is a … in the classroom.There are some … in the classroom.Can you describe our classroom? S: There is a … in the classroom.There are some … in the classroom.板书 There is a … in the classroom.There are some … in the classroom.Step 2 Presentation and pratice 1 T: Is there a bookcase in the classroom? 将黑板上板书改为Is there a … in the …?

Ask one student to guess the meaning.Then help the student answer.S: Yes, there is.板书Yes, there is.Practice two by two.2 T: Is there a piano in the classroom?(摇手)Help the student answer: No, there isn’t.板书No, there isn’t.3 ppt出示学校照片

T: Is there a toilet in the school? 教单词toilet S：Yes, there is.Practice in pairs and then check the answers.4 同法教单词table tennis room, reading room, garden。5 出示花园的图片，剪一滑梯放中间（也可做PPT）T：Is there a swing in the garden? S: No, there isn’t.教单词swing 6 同法教单词slide，用手势帮助学生区这两个单词（左右摆动表示swing, 由上向下滑表示slide）Practice.A: Is there a swing/slide in the garden? B: No, there isn’t.8 出示P11图片

T：Are there any swings in the garden? 将黑板上There are some …改为Are there any …? 帮助学生回答Yes, there are.板书。Practice in pairs.9 T: Are there any slides in the garden?（摇手）No, there aren’t.T: Are there any slides in the garden? S：No, there aren’t.Practice in pairs.10 出示reading room图片，操练Are there any … in the reading room? Yes, there are./No, there aren’t.11 Summary.some用在肯定句中，否定句和一般疑问句中要改为any。Step 3 Listen, read and say/ Look and say 1 T: Today we have learned six words and phrases.Let’s review them.Listen and read Part B.2 出示C部分图2，教单词building T: Is there a table tennis room in the building? S: No, there isn’t.T: Open your books and turn to Page 9.Ask and answer in pairs.Check the answers.5 Talk about our school.A: Is there a/an … in the school? / Are there any … in the school?

B: Yes, there is./No, there isn’t./ Yes, there are./No, there aren’t.Step 4 Consolidation 1 Ppt出示校园平面图，请你重新设计，合理安排各类教室和活动室。2 四人一组，以介绍校园为主题编对话。

Data: Is there a … in the school/building/reading/…?

Are there any …in the school/building/reading/…? How nice!3 请三组学生上前表演对话。

七、作业设计 Copy the words of Part B.2 Write the small dialogues of Part C in the exercise books.3 Listen and read the words of Part after the tape four times.4 Recite the words.八、板书设计

Unit 1 The first day at school(B&C)Is there a/an … in the …?

Yes, there is./ No, there isn’t.Are there any …in the …?

Yes, there are./ No, there aren’t.九、教后记

第三篇：牛津高中英语教学设计

牛津高中英语教学设计

教 材：牛津高中英语(模块四)高一下学期

文档内容：教学设计—教案

单 元：unit 1 advertising 板 块：reading 1 作 者：唐敏芳

课堂设计指导思想：

本堂课是以听、说、读为主的阅读课。阅读课旨在培养学生根据不同的阅读目的使用不同的阅读策略的能力，从文章中获取和处理主要信息的能力，理解文章主旨和作者意图的能力以及通过上下文进行整体理解语篇的能力。本篇阅读材料是一位中学生根据研究性活动写成的一篇说明文。学生应在阅读本文的基础上掌握说明文的阅读策略，了解说明文由三大部分组成。即：导入主题，支撑主题的细节材料和结论。同时，学生可以在第一课时学习的基础上学习广告的基本知识。teaching aims: 1.to get a general idea of the whole text.2.to train gist-reading skill and learn the main point of each paragraph of the text.3.to be familiar with the detailed information about the text.4.to master the reading strategy for expository writing.teaching procedures: step 1 lead-in the students are encouraged to have a brainstorming about advertisements in order to review what they have learned before the class and get more knowledge related to advertisements.【设计说明】让学生对广告一词进行头脑风暴，可引导学生在复习第一时的教学内容的基础上，激活学生脑中有关广告的图式，拓展与广告相关的知识，并自然流畅地导入本课主题。step 2 before-reading 【设计说明】通过简单的练习设置检测学生对新学词汇的理解, 为下一步的阅读理解铺设道路。

step 3 fast-reading ask students to listen to the recording of the reading text and skim the text to get the general idea.【设计说明】通过听课本录音和快速阅读，了解学生对文本表层的理解情况，引导学生逐步提高阅读速度，从而提高阅读理解水平。step 4 detailed-reading let students read the text carefully and work out the main idea of each paragraph.【设计说明】这一环节可训练如何学生处理信息，有助于培养学生语篇和段落的分析能力的，有利于引导学生主动学习，帮助他们形成以能力发展为目标的学习方式。step 5 further reading the true or false statements are designed to check students’ further understanding of the whole text.【设计说明】通过从整体到局部，再从局部到整体的策略来培养学生对文本的整体理解能力。step 6 post-reading(consolidation activity one)【设计说明】这是初步的学生表达拓展活动，旨在培养学生分解和整合信息的技能和灵活运用语言的能力。

step 7 post-reading(consolidation activity two)ask students to retell the whole text with the help of the key words on the ppt.【设计说明】要求学生复述课文内容，是在有效输入语言的基础上进行的输出活动，对学生的表达提出了更高要求。这样不仅能增强学生的语言实践量，也有助于培养学生运用英语思维的习惯，提高语言综合运用能力。step 8 about the reading strategy draw the students’ attention to the reading strategy about expository writing.【设计说明】阅读策略的学习是训练学生阅读能力的有效措施，让学生了解说明文的基本结构，能在阅读训练中达到事半功倍的效果，并为他们今后的学习打下良好的基础。step 9 homework ask students to finish reading the article on page 95, to list the difficult language points on their notebooks, and retell the reading text.【设计说明】通过家庭作业巩固并拓展所学内容。要求学生列出语言难点，鼓励学生利用网络了解更多有关广告的知识，有利于培养他们的自主学习能力。篇二：牛津高中英语教学设计

牛津高中英语教学设计

教材： 牛津高中英语（模块九）高三上学期 文档内容： 教学设计——教案

单元： unit 4 behind beliefs 板块：reading(language points)作者： 庄如英

thoughts on the design: 课文教学，除了对文章内容的阅读理解之外，分段讲解课文语言知识点,也是相当重要的。由于短语句子必须在一定语段的情景中才能更好地显示出它的语言交际能力，分析一些复杂句子的结构时，更是只有把句型教学与课文教学有机地结合起来，才能真正把句型学到手，并能在真实的交际中灵活运用。因此在语言点的教学过程中，我主张以段为单位，先逐段通读，整体上把握内容含义，再逐个分析重要语言点，其中讲解操练相辅相成，学生和老师都要动起来。最后再进行一系列由简到难的强化训练，当然都是要在一定语境基础上的，当场巩固当场掌握，从被动接受到主动运用。teaching aims: after learning the language points in this text, the students will be able to get familiar with the meanings of some words and expressions.also, the students will be able to use them correctly.students are expected to go over some important sentence structures and their ability of translating or paraphrasing will also be improved.teaching procedures: ［explanation］

一直感觉课文语言点的讲评课形式比较刻板，学生们基本上都是以听、记或者机械的回答问题为主，课堂气氛也比较沉闷。因此设计这个竞赛作为整节课的开始，既起到了复习上一节课所学内容的作用，又能有效的让学生参与进来，充分调动学生的积极性，课堂气氛也顿时活跃，为下一步学习作了良性准备。step 2 language points paragraph 1 1.read the paragraph together.2.line 1-2 an idiom is a group of words or an expression whose meaning often cannot be understood by looking at the meanings of the separate words in it.*translate the sentence..key:习语是词组或者一种表达方式，其意义无法从孤立的单词中获得。*separate here is used as an adjective with the meaning ‘each or inpidual(word in the group of words or the expression)’ or ‘ not together’.e.g.这对双胞胎共享一个房间，但是他们各自睡一张床。

the twins share one room, but they sleep in separate beds.e.g.要将两头正在争斗的公牛分开是非常困难的。

it is extremely hard to separate two fighting oxen(播放幻灯片5)3.in other words换句话说 类似于 “that is(to say)„.”

其他和word有关的短语及固定用法： in a word 简言之，总之

have a word with sb与某人谈一下 have words with sb与某人吵架 keep one’s word守信，信守承诺 word came that „有消息称。。(播放幻灯片7)课堂操练： your performance in the driving test didn’t reach the required standard-______，you failed．

a．in the end b．after all c．in other wordsd．at the same time key: c(播放幻灯片8)4.a number of 许多（用于修饰可数名词）the number of。。的数目

课堂操练：

the number of the stamps _____ limited, so a number of people _____ to have a look at them.a．are;want key: c(播放幻灯片9)paragraph 2 1.read the paragraph.2.line 8-9 : the bible was first written in hebrew and then translated into greek, both of which use many idioms.translate the first sentence..key: 《圣经》最初是用希伯来文写成的，后来被译为希腊语，这两种语言都是用很多习语。

*代词+of which/whom引导定语从句的用法: most, both, all, neither, either, none等代词+of whom（指人）/which（指物）可以引导定语从句。如： she has two daughters, neither of whom lives at home.he has five dictionaries, all of which are practical.(播放幻灯片10)*代词+of whom（指人）/which（指物）引导定语从句也可转换成of whom（指人）/which（指物）+代词

b．is;wants c．is;want d．are;wants 引导定语从句。如：i have many story books, of which all are interesting.【考例】last week, only two people came to look at the house, ________ wanted to buy it.a.none of them b.both of them c.none of whom d.neither of whom（2007 安徽）key: d 简析：d。定语从句与先行词可连成neither of the only two people came to look at the house，因此应填neither of whom引导定语从句。(播放幻灯片11)3.the connection to„ 也可以用介词with 与。。的联系 4.before long 不久以后，很快 long before很久以前

5.be used to do 被用来做某事used to do 过去常常做某事be used to doing习惯于做某事

(播放幻灯片12)课堂操练：

as a young man, tom used to in the town, ________to find a job for a few coins.a.knocking about;waited b.knocked down;waiting c.knock about;waiting d.knocked down;waited(播放幻灯片13)paragraph 3 1.read the paragraph.2.line 14-16 biblical idioms originally had straightforward and clear meanings because they were often meant to underline the moral of a story and to give audiences an image to help them understand the story better.translate the first sentence..key: 圣经习语原本都有着直白、清晰的意义，因为它们通常意在强调某一故事的寓意，给听众或读者一个意象以帮助他们更好的理解故事。

3.a hidden weakness 隐藏的弱点，不为人知的弱点 hidden过去分词作定语(播放幻灯片14)paragraph 4 1.read the paragraph 2.line24-25 this is used when people want to say that they know something but not who gave them the information.*paraphrase this sentence.key: whe