牛津英语高三模块9Unit4Project教案（全文5篇）

牛津英语高三模块9Unit4Project教案〔全文5篇〕第一篇：牛津英语高三模块9Unit4Project教案牛津高中英语教学设计单元：Unit4Behindbeliefs板块：ProjectThoughtsonthedesign:本节课是把英语听、说、读、写的训练从课堂内拓展到课堂外的探究性学习课，旨在通过学生对阅读材料——中国最古老的佛教寺庙白马寺“TheWhiteHorseTemple”的熟悉的根底上，使学生在积极参与听、说、读、写等一系列的课堂活动的同时，了解佛教如何传入中国、白马寺的建筑风格及它在中国佛教史上的重要地位，以此引导学生探索“介绍一个宗教圣地”该从哪几个方面入手及该类文章的根本结构。然后根据具体的步骤，通过小组讨论、分工合作、信息检索、交流汇报等形式的活动，用英语完成一份报告：介绍历史上某个有影响的宗教圣地，最后呈现学习成果，创造性地完成学习任务，培养学生综合运用英语的能力。Teachingaims:Afterreadingareportaboutahistoricreligioussite“TheWhiteHorseTemple”,thestudentswillbeabletoknowabouttheoldestBuddhisttempleinChinaandwhatneedstobecoveredinareportlikethis.Thestudentswillalsohavethechancetopractisetheirlistening,speaking,readingandwritingabilitieswhileparticipatinginclassroomactivities.Attheendoftheclass,thestudentswillpractisehowtowriteareportaboutahistoricreligioussite.Teachingprocedures:Step1Lead-in1.LookatsomepicturesofoldesttempleinChina.Q:DoyouknowwhichBuddhisttempleistheoldestinChina?ThenpresenttwopicturesoftheWhiteHorseTempleandstudentswillknowthattheWhiteHorseTempleistheoldestBuddhisttempleinChina.[Explanation]学生在该局部主要了解中国最古老的佛教圣地——“TheWhiteHorseTemple”。Step2Readingcomprehension1.AnalysethestructureofthereportListeningListentoareportaboutahistoricreligioussiteTheWhiteHorseTemple.Whilelistening,pleasefindoutwhataspectsabouttheWhiteHorseTemplethereportmainlycovers.Thenaskthestudentstoanswerthefollowingquestions.Q:WhataspectsabouttheWhiteHorseTempledoesthereportmainlycover?A:Abriefintroductionofthetemple.Thestorybehindthetemple.Thearchitectureofthetemple.Theimportanceofthetemple.Q:Whichparagraphsofthereportmainlycovertheaboveaspects?A:Paragraph1givesabriefintroductionofthetemple.Paragraphs2-5tellthestorybehindthetemple.Paragraph6tellsaboutthearchitectureofthetemple,andParagraphs7-9covertheimportanceofthetemple.Q:Sowhat‟sthestructureofthereport?A:Part1(Para1)Abriefintroductionaboutthetemple.Part2(Para2-5)Part1Para1AbriefintroductionofthetempleReadPara1againandfillintheblanks:TheWhiteHorseTempleis__________in___________,HenanProvinceinthe___________eastofChina.Beingthe_________________templeinChina,it_________oneofthemost__________templesinallofChina.Answers:located;Luoyang;central;first;Buddhist;is/remains;importantPart2Para2-5Thestorybehindthetemple.ReadPara2-5againandtrytoanswerthefollowingquestions:Q:1.Whatdidthestoryoriginatein?A:ThestoryoriginatedinadreamtheEmperorMingdioftheEasternHanDynastyhadonenight.Q:2.WhatdidMingdidreamofthatnight?A:Hedreamtofagoldenmanflyingoverthepalace.Q:3.Whatwasthegoldenmanlike?A:Hewasalmostfourmetrestall,andtherewasabrightlightcomingfromhisheadthatlittheentirepalacehall.Q:4.Howdidtheofficialsinterprethisdream?A:TheofficialsthoughtthattheEmperorhaddreamtofBuddha,asaintfromIndia.Q:5.WhydidMingdiinstructhisofficialstogotoIndiaonhisbehalfasagents?A:TofindmoreinformationaboutBuddha.Q:6.WhatdidtheofficialsbringbacktoLuoyangfromIndia?A:TheybroughtbacktoLuoyangtwomonkswhowereBuddhistmastersandsomeBuddhistreadingsandimagesofBuddhaaswell.Q:7.HowweretheBuddhistreadingsandimagesofBuddhabroughtbacktoLuoyang?A:TheywerebroughtbacktoLuoyangonawhitehorse.Q:8.WhereweretheIndianmonksinvitedtostayinLuoyang?A:AtHongluSi.Q:9.WhydidtheHongluTemplegetitspresentname,theWhiteHorseTemple?A:ToremindpeopleofthewhitehorsethattheBuddhistreadingsandimageshadtravelledon.Q:10.WhatchangedidrenamingthetemplebringabouttotheChineselanguage?A:TheWhiteHorseTemplefirstbroughtthemeaningof“temple”totheword“si”‟(寺),whichisnolongerusedtomean„ministry‟,andinsteadonlyreferstoatemple.Part3Para6Thearchitectureofthetemple.ReadPara6againandtrytofindoutthecharacteristicsofthearchitectureofthetemple.Thetemple______iscenteredaroundasouthern-facing_________thatisshapedlikea________.Onbothsidesaredifferent____andtheroomswherethe______live.Answers:complex;courtyard;rectangle;halls;monksShowpicturesofdifferenthallsandrooms．The______known_________pagodainChina,QiyunPagoda,_____storiestall,standsinthe___________cornerofthecomplex.Thepagoda______thetombsofthetwo_______monkswhooriginallytravelledtoChina.Answers:first;Buddhist;13;south-east;houses;IndianPart4Paras7-9ReadPara7-9againandthendothepairwork.Pairwork:PleaseworkinpairsandmakealistofthingsthatmaketheWhiteHorseTempleimportanttoChinesePeopleandhistory.AskaboutthingsthatmaketheWhiteHorseTempleimportant•ItisnotonlytheoldestBuddhisttempleinChina,butalsotheoldestonestillinuse.•BuddhismspreadfromheretootherpartsofChinaandAsiaandremainsimportanttodayasaholyBuddhistsite.•Ithasalotofhistory.•ThenewIndian-stylepagoda,locatedwestoftheWhiteHorseTemple，representsthefriendshipbetweenIndiaandChina.•Itisoneofthefirsthistoricbuildingsthegovernmentlistedtoreceivespecialstateprotection.•Itisafamoustouristattractionandwillremainapopularsightseeingdestination.[Explanation]学生在这一环节主要通过理解阅读材料的篇章结构，明白介绍一个佛教圣地该重点介绍哪几个方面及该类文章的根本结构。然后通过一系列的课堂活动如答复下列问题、缺词填空、图片演示等活动，学生对白马寺在这几个方面的信息有了根本的了解。这一局部照理可以不用让学生把重点放在理解文章上，但是目前很多学校在Project的教学中往往会把其中的文章当作阅读理解来上，那这样的设计既可以满足这一类学校的需求，同时也兼顾到需要学生完成Project的预设任务的学校的需求。建议第二类学校在使用该教案时，可以把分段理解省略，直接进入本教案的第三局部。但这对于根底弱的学生来说，没有了对阅读材料的的理解，要完成Project的预设任务就会觉得无从入手。〔课本62-63页的文章，本身就是写一份相关报告的示范样本，所以建议不要轻易把分段理解局部删除。〕Step3Project1.Guidelinesforwritingareportaboutahistoricreligioussite.Iamsureyouhaveknownalotaboutthefamousreligioussite“TheWhiteHorseTemple”afterreadingthereportandknowhowtowriteareportlikethis.It‟syourturntowriteyourownreportaboutahistoricreligioussite.Thenthestudentsarerequiredtoanswerthefollowingquestions.Q:Whatdoyouthinkcanbecoveredinyourownreport?A:AbriefintroductionofthereligioussiteThestory/historybehindthereligioussiteThearchitectureofthereligioussiteTheimportance/uniquenessofthereligioussiteEtc.GroupWorkTakeoutyournotesabouthistoricreligioussitesyoutookyesterday.Workingroupsoffouranddiscussthefollowingfortwominutes.•Decidewhichhistoricreligioussiteyourgroupwillwriteabout.•Choosefromyournotesthingstobecoveredinyourreport.•Decidehowmanyparagraphsyowwillwriteandmakesureeachofyouhastowriteatleastoneparagraph.•Discusshowtoorganizealltheparagraphsinagoodorderandwhatwillbethestructureofyourreport.HeretheEnglishteacherisexpectedtoremindthestudentsthatthestructureofthereportontheWhiteHorseTemplemightbeagoodsample.Thenshowasamplestructureofareportaboutahistoricreligioussite.Part1(Para1)Abriefintroductionaboutthetemple.Part2(Paras2-?)Thestorybehindthetemple.Part3(Para?)Thearchitectureofthetemple.Part4(Para?-?)Theimportanceofthetemple.2.WriteyourownreportPleasefinishwritingyourownparagraphswithin2minutesandthenreadthemtoyourgroupmembers.Afterthat,Iwillchoosesomeofthegroupstogiveapresentationinthefront.Eachgroupmemberisrequiredtopresentatleastonepartofyourreportwhenthewholegroupgiveyourpresentationinthefront.[Explanation]在第一个环节中，学生对于中国有哪些宗教圣地特别是著名的四大佛教圣地有了了解，这就为他们最后决定选择哪个宗教圣地来写一份报告提供了参考。而在第二个环节中学生又明确了写一份“介绍一个宗教圣地”的报告所应包括的几个方面和该类报告的篇章结构。因此，这两个环节很自然地为学生自己探索如何完成这份报告作好了准备。通过小组讨论、分工合作、信息检索、交流汇报等活动，学生将能用英语完成一份“介绍一个宗教圣地”的报告，最后呈现了学习成果，创造性地完成了学习任务，培养了综合运用英语的能力。Step4HomeworkEachofyouisexpectedtowriteacompletereportaboutthehistoricreligioussiteyourgrouptalkedaboutjustnow.Thegroupswhohaven‟thadthechancetogivethepresentationtodaywillgivetheirpresentationintomorrow‟slesson.[Explanation]在最后呈现报告的环节中，假设没有足够的时间让每个小组来汇报他们的成果，可以让其余小组在下一堂课上来进行展示，这样每一个同学都将得到锻炼的时机。第二篇：牛津英语高三模块十一Unit1Reading教案ReadingTeachingAims:1.Enhancestudents’readingabilities.2.EnableSstoadoptthestrategyreadingforopinioninatextTeachingimportantpoints:1.HelpSsgainsomeknowledgeabouthowtochoosesuitedjob,improvingtheirreadingskills.2.Helpthemlearnsomelanguagepoints.Teachingmethods:1.Improvethestudents’readingcomprehension.1.Practicetogetthestudentstomasterwhatthey’velearnt.2.Discussiontomakeeverystudentworkinclass.Teachingaids:1.themulti-media2.theblackboardTeachingprocedures:Step1.Lead-inglamorous:guessthemeaningofthiswordShehasaglamorousface.Itisveryattractive.Step2Skimming1.Whatdoestheauthordiscussinthearticle?2.Canyougivetwoexamplesoftheso-calledglamorousjobs?3.Whichjobslookdullbutareactuallyveryimportant?Step3ScanningParaOne1.Whatislastyearofhighschoolatimefor?2.Choosethemeaningof“reflection”inthetext.A.lightturnedbackB.imageinamirrorC.carefulthoughtsaboutsomething,sometimesforalongperiodoftime3.Whatarethethreetypesofjobstheauthortalksabout?popularjobsunusualjobseverydayjobs4.Guessthemeaningoftheword“options”.A.differentchoicesB.jobsC.careersParaTwo1.Whenchoosingacareer,whatistheauthor’sadvice?2.Whatdounsuccessfulactors,actressesandmodelshavetodo?3.Whatdosuccessfuloneshavetodo?4.Whatistheauthor’sattitudetowardsthesuccessfulcareer?Parathree.1.Whataresomeotherpopularprofessions?2.Whataretheproblemswiththeseprofessions?Parafour1.Listtheunusualjobsmentionedintheparagraph.2.WhatjobdidthemanintheGrandCanyonNationalParkdo?3.Whichsentenceshowstheauthor’spositiveattitudetowardtheseunusualjobs?Parafive1.Listtheordinaryjobsinthisparagraph.2.Whatattitudeoftheauthor’sdothefollowingwordsexpress?1).Manyordinaryjobsmaylookplain,buttheyarenecessarytosociety.2).Thesejobsmaynotseemveryattractive,buttheyareallimportant.3).Thesepeople,whoperformsuchordinarybutvitaltasks,allowotherstogoabouttheirdailylives.ParasixFindoutthewordswhichshowtheauthor’spositiveattitudeandnegativeattitude.Step4Readingstrategy:readingforopinioninatextWhatattitudedothefollowingsentencesexpress?Negativeorpositive?1).Itdoesnotseemthatglamorousnow,doesit?2).Thesejobsmaynotseemveryattractive,buttheyareallimportant.3).Rememberthatsomeglamorousjobscanberatherdifficult.4).Someordinaryjobscanbequiteimportant.Step5Discussion1.Whatdoyouthinkisthemostinterestingjobintheworld?2.Ifyoucouldchoosetohaveanunusualjob,whatitwouldbeandwhy?3.Whenthinkingaboutchoosingyourfuturejob,whatshouldyouconsider?Why?Step6HomeworkConductasurvey.Askyourclassmatestheseinformationabouttheirparents.Topics:Whatjobstheydo?Whethertheyaresatisfiedwiththeirjobs?Iftheyhadachancetodoanotherjob,whatitwouldbe?第三篇：牛津英语6A教案ModuleOneRelationshipsUnitOneMeetmyfamily(FirstPeriodPage2)AnalysisoftheTeachingMaterial1.Page2isthebeginningofthisunit.Soifthestudentscanlearnitwell,itwillbehelpfultomakethestudentslearntheresthatopicisrelatedtodailylife,soitiseasytoarouselearninginterestsofstudentsanditwillbealsohelpfultoimprovetheirspokenEnglishskills.3.MoststudentshavelearnedOxfordEnglishforaboutfiveyearssofar.Theycanunderstandsomewordsandsomesimplesentences.SothestudentsmaycommunicateeachothereasilyinEnglishinclassnow.TeachingTask(Aims)Talkaboutfamilymembers:1.Drawaself-familytree.2.Talkaboutthepartner‟sfamilymembersaccordingtothefamilytree.3.Talkaboutphotographsoftheirfamilies.TeachingKey&DifficultPointsKeypoints:1.Todrawafamilytree.2.Usingsimplepresenttensetotalkaboutfamilymembers.Difficultpoints:1.Toteachthestudentshowtouse“same”and“different”inacorrectway.2.Using“Howmany”questionstofindoutquantity.3.Howtousethelongsentencestotalkaboutthefamilyandfamilymembers.TeachingMaterialsStudent‟sBook6Apage2.Cassette6AandarecorderPhotocopiable4Somefamilyphotographsofstudents.TeachingProcedureWarmingup:Astoryaboutafamilyorteacher‟sself-introduction.Pre-taskpreparation:1.Drawafamilytreeofmyfamilyontheblackboard.2.Introducethenewvocabulary:“meet,family,familytree,estate”3.Teachtheusageof“same”a.“MyparentsandIliveindifferenthousingestates.Welivefaraway.Butlastyear,Imovedintoanewhousingestate.Itwasreallyanicebigflat.Somyparentscametolivewithus.NowtheyandIliveinthesameflat…”3.Teachtheusageof“same”a.“MyparentsandIliveindifferenthousingestates.Welivefaraway.Butlastyear,Imovedintoanewhousingestate.Itwasreallyanicebigflat.Somyparentscametolivewithus.NowtheyandIliveinthesameflat…”b.Practiceon“same”Question:1)Doyourgrandparentsliveinthesameflatwithyou?2)Areyouandyourgoodfriendsstudyinginthesamemiddleschool?4.Playtherecorder“Lookandread”a.DrawafamilytreeoftheLifamilyontheblackboard.b.Listentothetapetwice.c.Askseveralquestionstocheckifthestudentscanunderstandit.d.Repeatthesentencesafterthetape.While-taskprocedures:1.Studentsdothe“QuestionsandAnswers”(byusing“Howmany”)2.Showtheirfamilyphotographsandtalkabouttheminpairs.“age”(p.2“Aboutyou”)3.Dividethestudentsintogroups.Theytaketurnstointroducetheirpartner‟sfamilymemberstotheothergroupmembers.4.Letthestudentsdrawafamilytreeoftheirpartner‟sfamilyonphotocopiablep.3.(Givesomeguidedquestions),andthencorrectthem.Post-taskActivity1.Finishphotocopiablep.42.Studentswriteafewsentencesabouttheirfamilymembers.3.Studentsarerequiredtocirculatetheirworkingroups.4.Thewholeclassvoteforthebest.Homework:Oralwork:1.Readp.2andreciteit.Writtenwork:1.Copythenewvocabulary2.Writefive-sixsentencesabouttheirfamiliesortheirpartners‟familiesM1U1Meetmyfamily〔secondperiod〕Languagefocus：UsingadjectivestomakecomparisonsUsingconjunctionstolinkcontrastingideasUsingpossessivedeterminerstoidentifypeopleProcedure：I．WarmUpFreetalk–StudentsintroducethemselvesII．Pre-task1.Guessinggame-Whoisshe？Material：She‟sourteacher.She‟snotveryyoung,butshe‟salittleold.She‟snotverytall,butshe‟salittleshort.Shehastwobigeyeswithglasses,butshehasasmallnoseonherface.2.Readandreview3.Questionsandanswers1)InBen‟sfamilyWhoisolder,BenorKitty?Whoistaller,Ben‟sfatherorhisgrandfather?2)Look,Whichrulerisshorter,thisoneorthatone?Whichbookisbigger,thisoneorthatone?4.ReadandthinkIII.While-task1.pair-workMy________(sth)isbig,butyour________isbigger.smallsmallershortshorterlonglonger2.pair-workYour________(sb)isyoung,butmineisyounger.oldoldershortshortertalltaller3.Listenandread(textonp2)4.groupdiscussionmaterial:twophotographsonp3topic:WhatelsecanyoucomparewithKitty‟sfamilyandAlice‟s?form:role-play(twoSsaremembersinKitty‟sfamily,theothersareAlice‟sfamilymembers.)5.consolidationexercisesonWBp1IV.Assignment1.talkaboutyourownfamilymembersbyusingcomparison2.GBp1ModuleOneUnitOneMeetMyFamily(ThirdPeriod)Languagefocus:Using“Howmany”questionstofindoutthequantityUsingadjectivestomakecomparisonsUsingthesimplepresenttensetoexpresssimpletruthUsingthesimplepasttensetotalkaboutpastactivitiesUsingpossessivepronounstoidentifypeopleandanimals1.Dailysong2.Dailyreport(day,date,weather)3.Dailytalk:(fortoday)Howareyou?(together)Howoldareyou?(Single)Doyouhaveayoungeranoldersisterbrother?Howoldisshehe?Howmanypeoplearethereinyourfamily?(Write:Thereare(number)peopleinS1‟sfamily.)Pre-taskpreparation:1.Askandanswer“Howmany”questionsanduseadjectivestomakecomparisons.Ⅰ.Askastudent:Howmanypeoplearethereinyourfamily?Toelicit:Thereare(number)peopleinS2‟sfamily.Ask:IsS1‟sfamilybiggersmallerthanyourfamilyyours?Toelicit:Yes,S1‟sfamilyisbiggersmallerthanmine.(Encouragestudentstousepossessivepronounshere.)Ⅱ.Askmorestudentstomakesuchcomparisons.ⅰ.Imakeanexample:Thereare(number)peopleinmyfamily.MyfamilyisbiggersmallerthanS1‟s.ⅱ.Invitestudentstotalk.(Maybeinpairs)A:Thereare(number)peopleinmyfamily.B:Thereare(number)peopleinmyfamily.A:Myfamilyisbiggersmallerthanyours.B:Myfamilyissmallerbiggerthanyours.2.Textlearning.Ⅰ.Playtherecording“Lookandread”,studentslistenandanswerquestions.Q:HowmanypeoplearethereinAlice‟sfamily?HowmanypeoplearethereinKitty‟sfamily?IsKitty‟sfamilybiggersmallerthanAlice‟s?IsKitty‟sdogbiggersmallerthanAlice‟s?Ⅱ.Playtherecording“Lookandread”,checktheanswers;studentslistenandfollowinbooks.Ⅲ.Playtherecording“Lookandread”,listenandrepeat.Ⅳ.Rolereading.While-taskprocedure:1.InvitestudentstocompareKittyandAlice‟sfamilies2.Finishthetablein“Asurvey”.3.Accordingtothesurveytable,makedialoguestoconsolidate“Howmany”questionsandadjectivecomparisons.Ⅰ.Invitetwostudentstomakeanexamplewithme.(Usethedialoguemodelin“Asurvey”)A:Howmanypeoplearethereinyourfamily?B:(Number).My_____,my_____,andmy____.A:Thereare(only)(number)peopleinmyfamily.Yourfamilyisbiggersmallerthanmine.B:That‟sright.Yourfamilyissmallerbiggerthanmine.C:HisHerfamilyisbigsmall,butmineisbiggersmaller.Thereare(number)peopleinmyfamily.Ⅱ.Givethestudentstwoorthreeminutesforpreparation,theninvitesometopresent.4.Playtherecording“Readandact”studentslistenandfollowinbooks.Post-taskactivity:(ingroups)1.Eachgroupformsafamily.Askthestudentstowriteabouttheirfamiliesandcomparetheirownfamilywiththeoldwoman‟s.eg.Ourfamilywasbiggersmallerthantheoldwoman‟s.Welivedina___.Ourmotherknewwhattodo.Shegaveussomedinner.Andthenshesaid,“It‟stimeforbed!”2.Actoutthepoems.Ⅰ.Givetimeforpreparation.Provideguidanceifnecessary.Ⅱ.Invitestudentstoperform.Ⅲ.Givebarsorstarsaspraises.ModuleOneUnitOneMeetMyFamily(FourthPeriod)I.Warming-upApoemTherewasanoldwoman.Shelivedinashoe.Shehadabigfamily.Butsheknewwhattodo!Shegavethemsomedinner.II.Pre-taskPreparation1.Makeanewstorywas;lived;had;knew;gave1)alittleprincess(公主)palace〔宫殿〕owl〔猫头鹰〕cookiestakethemtothepoorpeople2)anoldman(live)bytheseaalovelydogmoneybuysomefoodforme2.Introduceanewstudent--Thisis….He/sheis….--Hello,…Nicetomeetyou./Gladtoseeyou.--Howdoyoudo?(whenpeoplefirstmeet)III.While-taskprocedure1.Introducefamilytoanewfriend/classmate/teacher2.Whenfriendsmeeteachother1)--Howareyou?--I‟mfine.Thankyou,andyou?--I‟mfine,too.2)–Hello/Hi.Howiseverythinggoing?--Prettygood./Notbad./justsoso.3.Game:Howareyou?Iamhappy.Iamverywell.Iamexcited.Iamsad.Iamsick.IV.Post-taskActivityGroupwork:Ataparty1.Greeteachotherbetweenfriends.2.Introduceanewpersontoyourfriendorfamilymember.Aforeigner;Ateacher;AnewfriendModuleOneUnitOneMeetMyFamily(FifthPeriod)AnalysisoftheMaterial教材分析Material〔教材〕:OxfordEnglish,Student‟sBook6Apage6TeachingAims〔教学目标〕Languagelearningobjectives〔知识目标〕Usingadverbstoexpressfrequency〔用副词表达频率〕Usingthesimplepresenttensetoexpresshabitualactions〔一般现在时〕Gettingfamiliarwiththeverbphrasesaboutthethingswedowithourfamilies〔熟悉和家人一起做的事情有关的动词短语〕Skill&abilityobjectives〔技能目标〕Providingchancesforthestudentstoimprovetheskillsoflistening,speaking,readingandwriting〔提高听说读写能力〕.Havingthestudentsmakeaposterandashortplayusingnewlylearnedknowledge.〔用新学知识做海报、编小品〕Instructionalobjectives〔教育目标〕Havingthestudentsknowtheimportanceofspendingmoretimewithfamily.Languagefocus〔教学重点〕Mainstructure〔语言结构〕:Ialways/usually/sometimes/nevergotothesupermarketwithmymum.Relevantphrases:gotothesupermarketplayfootballgotothecinemaeatbreakfastdomyhomeworkwatchtelevisionwalkintheparkwashthedishesgotothebeachAnalysisoftheStudents学生分析Character〔特点〕:active,competitive,curious,goodatacting,goodatdrawingAbility〔能力〕:verydifferentlevels,mostareweakEnglishlearnerseachingApproach教学方法Learner-centeredTeaching以学生为中心Task-basedlearning〔任务型教学法〕CommunicativeLanguageTeaching〔语言交际法〕TeachingStrategy教学策略Relaxedclassroomatmosphere轻松的学习气氛.Real-lifesituations真实的情景MainActivities主要活动Competition比赛Poster海报Board-writingdesign板书设计IalwaysgotoKFC/thesupermarketwithmymum.usuallysometimesneverWarm-upSaladEnglishShortplayUsefulExpressionsVideo录像Game游戏Shortplay小品表演Charitybeginsathome.(Makeyourownfamilyhappybeforeyouhelpothers.)Pre-taskpreparationCreateasituation:Iwanttointroducefournewclassmatestoyou.Doyouwanttomeetthemnow?(Yes.)Butbeforeyoucanseethem,youhavetoanswermyquestions.Makesurethatyouranswersareright.Ifnot,youcan‟tseeyournewclassmates.(toarisetheircuriosity)Reviewthesevendaysinaweekbyaskingquestionsandthenshowtheanswers.(通过提问复习一星期的七天)A:Howmanydaysarethereinaweek?B:Whatarethey?Readinchorus:Sunday,Monday,Tuesday,Wednesday,Thursday,Friday,SaturdayElicitthefollowingsentences.IalwaysgotoKFC/thesupermarketwithmymum.usuallysometimesneverMakesentencesandmatchtherightperson.(sometimes,always,never,usually)Playtherecording:Lookandlearn.Studentslistenandrepeatwiththeirbooksclosed.(along-termpracticeonlistening)Listenandrepeat听然后复述Readandcheck读然后检查Act表演While-taskprocedureGuessingGameWhatelsecanyoudowithyourfamily?(Iftheycan‟tguesssomeofthethings,Imayaskastudenttodoactionsandlettheotherstudentsguess.)Studentsreadtheverbphrasestogetheraftertheyhaveguessedallthethings.★Studentslookatthetablein“Aboutyou”,givethemanexamplewiththefirstline:Iusuallywalkintheparkwithmymum.★Askindividualstudentstochoosethethingandtheadverbtomakesentencesliketheexample.★Studentsfinishthetablein“Aboutyou”individually,andthenwriteasimplereportusingthemainstructure:Ialways/usually/sometimes/never…withmy…★Studentssharetheirreportsinsmallgroupsoffour.★Asksomestudentstoreadtheirreportsinfrontoftheclass.Post-taskprocedureMakeaposterImaginethatyouarenewstudenttotheclassandyouaregoingtointroduceyourselftoyourclassmates.Makeasmallposterwithbothpicturesandsentencestosaysomethingaboutthethingsyoudowithyourfamily.Makesurethatyouuse“always,usually,sometimes,never”.Let‟sseewhoseposteristhemostbeautiful.〔通过画图和写句子介绍自己和家人一起做的事情，简单而有趣〕ShortplayNameoftheprogramme(节目名称〕:FamilyStudio(家庭演播室〕Topic〔话题〕:ThingsIdowithmyFamily.〔Iambusy,butIdoalotofthingswithmyfamily.)Fourroles(4个角色〕:aTVannouncer(主持人〕,threebigstars(anybigstarsthatyoulike)〔任何你们喜欢的明星〕(把自己想像成喜欢的名人来演小品，提高积极性，激发兴趣)Thestudentswillpresenttheirworktothewholeclass.任务汇报Assignment:Ⅰ.Workbookpage2Ⅱ.GrammarPracticeBookPage3Module1Unit2GoodfriendsLanguagefocus:Using„liketo‟toexpresspreferencese.g.Itiketoplayanddressup,too.Usingcommonexpressionstointroduceoneselfe.g.Hi!I‟mAnnieWangfromFlat3C.Using„too‟toexpressadditione.g.Iliketoskateandcycle,too.Pre-taskpreparation1Drawafloorplanofa14-floorblockontheboard.Therearefiveflatsoneachfloor,A-E.Askthestudentstoreadpoemandfindoutwhichfloorsandflatsthecharactersliveon/in.Invitethemoreablestudentstocircletheflatonthefloorplanontheboard.Askthelessablestudentstoputthenamesofthecharactersinthecorrectflats.2Havethestudentsreadthepoemsilentlyagain.Askthemtofindoutwhatthosecharactersliketodo.3Playtherecording:Readapoem.Studentslistenandfollowintheirbooks.4Playtherecordingagain.Studentslistenandrepeat.5Introduce:dressup.Say:Idon/'tliketodressup.IliketowearT-shirtsandjeans.Wholikestodressupinthepoem?Whatdotheothercharactersliketodo?While-taskprocedure1Ingroupsoffour,studentsreadthepoemaloud.Eachreadsaverse.2AskthestudentstoreadthesamplepoeminAboutyou.Dividethestudentsintogroups.DistributeacopyofPhotocopiablepage15toeachstudent.Studentsarerequiredtoticktheactivitiestheyliketodoandwriteapoemaboutthemselves.Puttheworkofthegroupmemberstogethertoformalongpoem.AskthelessablestudentstodothecontrolledtaskonPhotocopiablepage16first.3Groupstaketurnstoreadtheirpoemstotheclass.4Putallthepoemstogethertomakeananthology.Putitintheclasslibrary.Post-taskactivityWorkbookpage5ConsolidationGrammarPracticeBook6Apages6-8OxfordEnglish(ShanghaiEdition)PracticeandAssessmentSeries6APart1,Module1,Unit2presentsfurthergrammarandvocabularyexercisesaswellaslistening,readingandwritingskillsdevelopmenttasks.第四篇：《牛津小学英语》教案_5A_unit4《牛津小学英语》教案5AUnit4(B,C,D,F)1.能听得懂、会说、会读和会拼写单词avase,ahorse,achicken,aduck,apig,。2.能听得懂、会说、会读单词amask,apumpkin。能进一步掌握以上单词复数的词形和读音的变化。3能听得懂、会说、会读和会写句型Whatanimalsdoyoulike?Ilike„Doyoulike..?及答复Yes,Ido./No,Idon't.Ilike...Whatdoyoulike...?及其答复Ilike...4.能综合运用单词和句型完成调查任务。教学重、难点：能综合运用单词和句型Whatanimalsdoyoulike?Ilike„Doyoulike...?及答复Yes,Ido./No,Idon't.Ilike...完成调查任务。1.动物面具〔rabbit,dog,tiger，cat，horse,chicken,duck,pig,〕2.板书的准备〔字条〕〔双面胶〕3.自制课件。4.录音磁带5.调查表记本节课是单词、句型结构课。在教学设计及教学过程中，注重“单词教学情景化，句型教学任务化”。在教课的“呈现”阶段，就向学生们介绍了“万圣节”的习俗，点明了主题，所有的单词、句型教学围绕这个主题情景展开。1.在教授新词amask,apumpkin，avase时为学生们创设了人们为“万圣节”准备物品的图片情景，引导学生学习句型“WhatdopeopleneedforHalloween?”“Theyneed„”让学生调动他们的知识储藏，看图学词并运用新句型自主问答，扩展他们的知识面。2.在教授新词ahorse,achicken,aduck,apig时做成各种动物面具，运用孩子们喜闻乐见的猜谜形式，让他们猜猜面具是什么动物，充分调动他们的视听器官来进行轻松愉快地学习，并穿插使用各种句型特别是重点句型“Doyoulike„?Yes,Ido./No,Idon’t.Whatdoyoulike?Ilike„”来谈论，到达了词句相结合的教学目的。在“任务”环节，学生通过填调查表的过程，进行了有意义的单词、句型稳固，还用到了必需的日常交际用语，丰富了他们的语言积累，也提高了他们自主学习的积极性。本节课通过教学实践，根本到达了教学的设计意图和教学目标，学生掌握情况良好，教学效果优。教和学的过程Step2:Presentationandpractice:“Doyoulikemyhouse”?1.T:Canyousaythisrhyme2.a.T:Thelittlemouselikesitshouse.Do