高一牛津英语课件（整理12篇）

“幸福的心”通过精心收集，向本站投稿了12篇高一牛津英语课件，这里给大家分享一些高一牛津英语课件，供大家参考。

高一牛津英语课件

篇1：高一牛津英语课件

模块一（第3讲）

【教学内容与教学要求】

一、教学内容：

牛津高中英语模块一Unit 2 （上）

二、教学要求：

1．学习谈论青少年经常遇到的问题。

2．学会戏剧脚本。

3．了解英语口语和书面语的差别。

4．语法：定语从句（三）

【知识重点与学习难点】

一、重要单词：

act(n), scene, curtain, trash, garbage, charge, adult, , behavior, teenager, punish, period, argument, relationship, force, unpleasant, character, explain, slam, vet(veterinarian), style, mess, thumb, vs(versus), plus, competition, sink, fault, boring.

二、重点词组：

common to对…来说很普遍, turn up调高声音, 出现 a waste of 浪费, no more不再, spare time空余时间, force….to…强迫（某人）做 , can’t wait to.. 迫不及待地要 , be supposed to被期望或要求, 本应该， do with 处置, 忍受，需要 be a mess/ in a mess乱成一团, leave sb in charge 委托 …..负责, act like行为举止象 …, go unpunished不受惩罚, go out熄灭, have one’s arm crossed双臂交叉抱在胸前, deserve to值得去做,常用否定形式表示“不配” be hard on对某人苛刻, now that既然, in the form of以的形式, than ever before比以前任何时候都, be angry at对某事生气, even if即使, treat sb like…象一样对待 , argue about为 …而争吵, the cause of起因, differ in many ways在许多方面不同, fit badly非常不合身。

【难点讲解】

1. Eric runs in after it, followed by a big dog, walking very slowly.

埃里克跟着球跑进来，后面跟着一条大狗，狗走得很慢。

这句话里有两个不同层面上的状语：过去分词短语“followed by a big dog” 是谓语“runs in”的伴随状语，而现在分词短语“walking very slowly”描述的是大狗跟随埃里克进来的行走方式，是动词“follow”的状语。

伴随状语通常由现在分词短语、过去分词短语或介词短语承当。当伴随动作由主语发出时，用现在分词，当伴随动作由其他人或物发出时用过去分词。例如：

He ran after the thief, shouting angrily.

She sat nervously in the grand sitting room, watched closely by the butler.

The soldiers stood silently along the pass, rifles in hand.

2. You weren’t supposed to come home until tomorrow.

你们应该明天才回家的。

be supposed to do sth:被期望或要求去做, 本应该去做。例如;

You are supposed to hand in your articles this Friday.

Girls are supposed to behave more quietly in this country.

在肯定句中until 必须和持续性动词连用时，在否定句里它主要和短暂性动词连用也可以和持续性动词连用，表示直到某时某个动作才开始。Until 还可以用在强调句中。Not until 放在句首时，句子要倒装。例如:

He slept until 8 o’clock.

He didn’t wake up till e8 o’clock.

It was not until 8 o”clock that he woke up.

Not until 8 o’clock did he wake up.

I won’t be free till Friday.

3. The money with which you were to buy dog food is gone, but Spot looks so hungry.

本该用来买狗食的钱不见了，但斑点狗看起来饿得厉害。

“with which you were to buy dog food” 是定语从句, 当关系代词是介词宾语时,介词常放在关系代词之前。例如:

the village we used to live in→the village in which we used to live

主语＋be动词+不定式表示“按计划将要做”，例如;

We are to hold up the enemy while our troups retreat.

The presidential candidate is to make a speech in our town on his way to Washington.

4. We thought you were an adult, a person from whom we could expect good decisions.

我们原以为你是个成年人，一个我们可以指望他做出正确决定的人。

划线部分是“an adult” 的同位语，它和“an adult”所指相同，句法功能也相同，是对“an adult”含义进一步的说明。这个同位于本身又带有定语从句from whom we could expect good decisions 。

Expect sth from sb: 期望从某人那里得到或看到某事，例如: You can never expect generosity from a miser.

5. This is not a family where bad behavior goes unpunished.

我们家不是一个放纵不良行为的家庭。

根据上文，this是指 our family。动词go 后面可以跟形容词，表示“变得”，例如：

go bad（变质）, go dry（变干）, go mad（发疯）, go international （国际化）。Go 和一些含否定意义的形容词连用，则表示“不受……的, 未被…的”,如: go unchallenged, go unnoticed.

His theory has gone unchallenged in the world for half a century.

It’s strange that such a mistake can go unnoticed in the textbook.

6. If they knew that Spot was ill and we used the money to take him to the vet…

假如他们知道Spot得了病, 而我们用那笔钱带他去看兽医的话……..

这句话用的是虚拟语气, 省略的部分是: they would understand why the money is gone and the house is a mess. 当说话人只表示一种假设的情况、一种主观愿望，即认为动词所表示的动作或状态并非真实时，使用虚拟语气。表示和现在事实相反时，主句用过去将来时，条件从句用一般过去时。例如:

If I were you, I should wait till next week.

I she saw you now, she wouldn’t recognize you.

7. None of us stopped to think and we should have.

我们本应当停下来想想，而我们都没有那么做。

Stop to do表示停下来去做另一件事， stop doing则表示停止正在做的事情。 should have

也是一种虚拟语气，表示过去本应当做的事情。这里完整的句子应该是:

We should have stopped to think, but none of us did.

8. Can you explain to me now why the house was a mess and what you did with the cash we left?

你现在能向我解释为什么家里乱成一团，而你又把我们留下的钱拿去干什么了吗?

Be (in) a mess表示“乱成一团”； do with 表示“处理、处置”常和what 连用，它和deal with 不同，deal with 表示“处理、应付” we left 虽然只有两个单词，却是一个定语从句，它前面省略了作宾语的关系代词that或which。

篇2：高一牛津英语unit2课件

高一牛津英语unit2课件

高一英语牛津英语模块1 Unit2学案

M1U2 Grammar and usage

Attributive clauses 2

Teaching objectives:

To learn how to use a preposition + which/whom to begin an attributive clause and how to use relative adverbs in attributive clauses

Important and difficult points:

How to choose suitable prepositions in an attributive clause.

Teaching procedures:

Step 1. Revision

Fill in the blanks with “who, whom, whose, that and which”.

1. One fails to reach the Great Wall is not a true man.

2. Is this the shop sells children’s clothing?

3. This is the boy football was lost.

4. That you borrowed from me wasn’t a real diamond necklace.

5. He is no longer the shy boy he was.

Step 2. Grammar and Usage

Preposition +which and preposition +whom

?Read point1 and make sure students know when to use attributive clause with preposition.

1.The pen is broken, so I’ll have to buy a new one. I write my homework with it every day

2.The pen with which I write my homework every day is broken, so I’ll have to buy a new one.

3.The man is over eighty. I bought the old picture for him.

4.The man for whom I bought the old picture is over eighty .

5.Read point 2, get them to write the sentences in formal English.

6.The Maths teacher is the person from whom I got an A plus.

7.Art is the subject about which I know little.

8.They refused to take on anyone ___ eyesight was poor.

9.The gentleman ______you told me about yesterday proved to be thief.

10.Who is the student was late for school ?

?Read point 3 and 4,and ask them to write the sentences in different ways.

1.Dad is a person to whom I can easily talk.

2.Dad is a person whom/who/that I can easily talk to.

3.Dad is a person I can easily talk to.

Appendix

1) “介词＋关系代词“可以引导限制性定语从句，也可以引导非限制性定语从句。“介词＋关系代词“结构中的`介词可以是 in, on, about, from, for, with, to, at, of, without 等，关系代词只可用whom或 which,不可用 that 。

2) 像listen to, look at, depend on, pay attention to, take care of等固定短语动词，在定语从句中一般不宜将介词与动词分开。例如：

This is the boy whom she has taken care of.

3)当先行词是way的时候,我们可以使用that 或in which引导定语从句.在这种情况下that 或in which也可以省略.

Fill in the blanks with proper words

1.The teacher______ ______ I learnt most was Mrs Zhu.

2. This is the house______ ______ LuXun once lived.

3. He will never forget the day _____ ______ he came to Beijing.

4.The reason _____ ______ I came here is that I want to get your help.

5. The fellow ______ _____ I spoke made no answer.

6. The West Lake,_______ ______Hangzhou is famous ,is a beautiful place.

7. This is the shop _______ _______ my daughter works.

8. The pencil_____ ___ he wrote was broken.

9. She has three children, all______ ______ are at school.

10.The policeman______ _____ the thief was caught is an old man.

11. I was surprised at the way______ ______ he treated the old man

Relative adverbs: when, where, and why

?If the antecedent refers to a certain period of time and is used as the adverbial of time in the attributive clause, when is used to introduce the clause.

Eg；

1.I will never forget the day when we first met.

2.I will never forget the day on which we first met.

?If the antecedent refers to a place and is used as the adverbial of place in the attributive clause,where is used to introduce the clause.

Eg；

1.He doesn't’t remember the name of the farm where his father once worked.

2.He doesn't’t remember the name of the farm on which his father once worked.

?When the antecedent is reason ,why is used to introduce the clause.

Eg；

1.Please tell me the reason why you were late again.

2.Please tell me the reason for which you were late again.

Exercises:

1.After living in Paris for fifty year as he returned to the small town____he grew up as a child.

A.which B. where C. that D. when

2. The film brought the hours back to me_____ I was taken good care of in that far-away village.

A.until B. that C. when D. where

3. The reason______they quarreled is quite clear.

A. that B why C. when D. in which

Relative adverbs: when, where and why

Please compare the following sentences and fill in the blanks.

1. I still remember the days we visited the country-side.

2. I still remember the days we spent together.

3. I return to the village I was brought up.

4. I return to the village we paid a visit to last week.

5. I don’t know the reason he was late.

6. I don’t know the reason he explained to the teacher.

To combine the two sentences into one sentence using “when why and where”.

1.I’ll never forget the day. I joined the PLA on that day.

2. Li Fang lives in that street. Do you know the street?

3. Can you explain the reason .you acted in that way for it.

常见错误类型举例

一、在定语从句中加了多余的宾语。如

1．Some of the boys I invited them didn’t come．

2．The book that you need it is in the library．

二、把定语从句谓语动词的单、复数弄错。如：

1.Anyone who break the law will be punished．（breaks）

2.Those who has finished may go home． (have)

3.He is the only one of the teachers who know French in our school． (knows)

4.This is one of the rooms that is free now． (are)

三、误省略了定语从句中作主语的关系代词。

1.The key ^opens the bike is missing． (which/that)

2.Children ^eat a lot of sugar often have bad teeth．(who/that)

四、定语从句中加了多余的关系副词或介词。如：

1.The house where he lives in needs repairing．

2.I still remember the day on when I first came to Beijing．

五、在作先行词的时间名词或地点名词后错用了关系代词或关系副词。

1.I still remember the day when we spent together. (which/that)

2.This is the house where we lived in last year．(which/that)

六、在先行词reason后错用关系副词why。

1.Have you asked her for the reason why may explain her absence？(which/that)

2.I don’t believe the reason why he has given for his being late．(which/that)

七、误将强调句型当定语从句。如：

1.It was in the kitchen where the fire broke out．(that)

2.Was it because it snowed last night when you didn’t come？ (that)

?Multiply choice

1.____ have plenty of money will help their friend.

A. Those who B. He who

C. That who D. You who

2.This is the longest train _____ I have ever seen.

A. which B. that C. what D. whom

3.____ we all know, swimming is a very good sport.

A. Which B. That C. As D. Who

4.I shall never forget those years ____ I lived in the farm __ you visited last week.

A. when, where B. which, which

C. when , which D. which , where

5.The radio set ___ last week has gone wrong.

A. I bought it B. which I bought it

C. I bought D. what I bought

6.He paid the boy $10 for washing ten windows, most of ____ hadn’t been cleaned for at least a year.

A. these B. them C. that D. which

7.The day will come _____ the people all over the world will win liberation.

A. that B. where C. which D. when

8.Mr. Herpin is one of the foreign experts who ____ in China.

A. works B. is working

C. are working D. has been working

9.They talked for about an hour of things and persons ____ they remembered in the school.

A. which B. that C. who D. whom

10.My glasses, ____ I was like a blind man, fell to the ground and broke.

A. which B. with which

C. without which D. that

11.He is a man of great experience, _____ much can be learned.

A. who B. from him

C. from whom D. whom

12.I have bought the same dress ____ she is wearing.

A. as B. that C. which D. what

13.A harvester is a machine ____ we harvest crops or a person ____ is harvesting.

A. which , who B. that , that

C. with which , who D./, that

14.In the police station I saw the man from ___ room the thief had stolen the TV set.

A. whom B. which C. that D. whose

15.This is the very reason ___ we all know.

A. why B. that C. for which D. what

16.Please put the letter _____ he can easily find it.

A. in which B. where

C. the place where D. in the place

17.The house ______ there is a big tree was built more than 1000 years ago.

A. which B. in front of which

C. that D. in the front of which

18.Antarctic, ____ we know very little is covered with thick ice all the year round.

A. which B. where

C. that D. about which

19.The reason ____ I was away from school is ____ I was ill yesterday.

A. that, that B. why, why

C. why, that D. that, why

20.It was a meeting ______ importance I didn’t realize at that time.

A. which B. of which C. that D. whose

21. This is the store _____we visited the famous shop assistants.

A. where B. there

C. that D. which

22.They have decided to stay at home, ____ , I think , ___ a wise choice.

A. which , are B. which , is

C. that , are D. that , is

23.All the apples ___ fell down were eaten by the pigs.

A. those B. that C. which D. what

24.Did you see the man ____ ?

A. I nodded just now

B. whom I nodded just now

C. whom I nodded to him

D. whom I nodded to

25. These houses are sold at such a low price ________ people expected.

A. like B. as C. that D. which

26. I've never heard so interesting a story ________ you told me.

A. as B. that C. of which D. about which

27. I've seen the same film ________ you saw yesterday.

A. that B. which C. as D. like

28. I'll buy the same coat _____ you wear.

A. that B. which C. as D. like

29. He made another wonderful discovery, ________ of great importance to science.

A. which I think is B. which I think it is

C. which I think it D. I think is

30. ____ is known to everybody, the moon travels round the earth once every month.

A. It B. As C. That D. What

31. This is the first time _______ he has been here.

A. that B. when C. at which D. which

32. I don't like ______ you speak to her.

A. the way B. they way in that

C. the way which D. the way of which

33.I don't think the number of people ______ this happens is very large.

A. whom B. to whom

C. on whom D. which

34.Ahead of me I saw a woman ______ I thought was my aunt.

A.who B. whom C. of whom D. whose

35.The man and the horse ______ fell into the river were drowned.

A. which B. who C. that D. of which

36.We put the corn _____ the birds could find it easily.

A. which B. where C. of which D. there

37._____ has already been pointed out, grammar is not a set of dead rules.

A. It B. As C. That D. Which

38. I, who ___ your best friend, will do what I can to help you.

A. is B. am C. be D. were

39.I don’t believe the reason _____ you just gave to me.

A. what B. why C. that D. for which

40. He is one of the students who ____ late this morning.

A. is B. was C. are D. were

41. He is the only one of the students who _____ this morning.

A. is B. was C. are D. were

42.Recently I bought an ancient Chinese book, and ____ was very reasonable.

A. which price B. the price of which

C. its price D. the price of whose

篇3：牛津英语2a课件

牛津英语2a课件

一、主要新授内容(new contents)let’s act---clean the desk,please. ---sweep the floor,please.

二、学习目标(objectives)

1. 能听懂擦桌、扫地的等祈使句，并作出相应的动作反应。

2. 能认读并理解clean the desk/sweep the floor 句子。

3. 能根据所给的情景发出擦桌、扫地等指令。

三、教学建议1、任务前期准备阶段（pre-task preparation section）activity 1（song）

1、教学辅助(aids) 录音机磁带2、活动过程（process）stepscontentsmethodspurpose1song “read read, i can read“教师通过类似“look, i can do many things. i can draw. i can dance. ……can you do these things. let’s sing asong together.”等让学生一边唱歌一边和老师共同表演以歌曲为铺垫复习i can句型，让学生感觉自己会许多本领，充满自信，营造出英语的课堂氛围activity 2（chant）

1、教学辅助(aids) 单词图片

2、活动过程（process）stepscontentsmethodspurpose1words:read draw sing write dance jump 把单词图片出示在黑板上可让生齐读利用图片引起对旧知的回忆2questions & answers:what can you do? i can …… 用接力问答的形式相互询问了解各自的.能力以游戏方式来复习i can句型3read,read,ican read. i can read a little book. draw, draw, i can draw. i can draw a little tree.…… 集体诵读节奏歌用儿歌串联i can句型帮学生增强记忆activity 3（game）

1、教学辅助(aids) 小纸条

2．活动过程（process）stepscontentsmethodspurpose1i can read.i can sing.i can dance.……学生通过认读小纸条上的句子后再做动作给同学看，接着由生猜通过游戏复习i can内容让学生做做、猜猜，活跃气氛2chant:read,read,ican read. i can read a little book ……把句子出示在黑板上师生共同诵读句子的音、形、义一起得到巩固。

2、任务中期实施阶段（while-task procedure section）activity 1（guessing game）

1、教学辅助(aids) 录音机磁带图片

2、活动过程（process）stepscontentsmethodspurpose1question老师在黑板上画一长方形后问生oh,look, i can draw.please guess what can i draw ?rubber? cake?---maybe---让学生自由地猜测几次引起学生对新授学习内容的兴趣2new words:deskfloor教师添上几笔后可直接导入desk,floor把语音和语义同时输入给学生activity 2（repeation）

1、教学辅助(aids) 录音机磁带图片

2、活动过程（process）stepscontentsmethodspurpose1deskfloor正常声音升降调全体跟着教师朗读减少机械模仿的枯燥2deskfloor学生可根据老师的手势由轻到响或由响到轻地跟读通过跟读音频的变化达到反复模仿上口activity

3（listening and speaking）

1、教学辅助(aids) 录音机磁带图片

2、活动过程（process）

篇4：八年级牛津英语课件

八年级牛津英语课件

教学目标

1. when , while 引导的时间状语从句。

2. 学习过去进行时态。

3. 利用知识谈论过去发生的.事情。

4. 复习过去式，学会讲故事。

5. 了解一些自然科学知识和社会科学知识。

教学重难点

Important and difficult points:

1. when , while 引导的时间状语从句。

2. 学习过去进行时态。

教学工具

课件

教学过程

Step 1 Leading in

1. Greetings and free-talk .

2. Check the homework .

3. Dictate the words in Unit 2 .

Step2 Pre-task

SB Page 18 , 1a .

1. Point to the sentences .Read the sentences .Explain what each one means .

2. Look at the picture .Point out the six people .Match the statements with the people in the picture .

3. Check the answers .

4. Practice reading .

Step 3 While-task

SB Page 18 , 1b .

1. Read the instructions .Make sure the Ss understand what they should do .

2. Look at the dialogue in the picture .

Explain :

过去进行时态的构成: was / were + doing .

用法:表示过去某一时刻或某一段时间正在进行的动作，一般用时间状语来表示。

I was standing in front of the library when the UFO arrived .

3. Play the tape twice . Circle the correct responses .

4. Check the answers .

Step 4 Post-task

Talk about what people were doing when the UFO arrived .

Step 5 While-task

SB Page 19 , 2a .

1. Read the sentences .Make sure the Ss understand what they mean .

2. Play the tape twice .Order these statements .

3. Play the tape again ,correct the answers .

SB Page 19 , 2b .

1. Read the instructions .

2. Play the recording .Write “when” or “while” on each line .

3. Play the recording again ,correct their answers .

Notice: when / while

※ When comes before a quick action that happens only once .The word “while” comes from an action that continues for some time .

Step 6 Post-task

SB Page 19 , 2c .

1. Point ort the picture .Ask what each person is doing .

2. Groupwork : Ask “What was …doing when the UFO arrived ?”

3. Ask a group to say its conversation to the class .

Step 7 Grammar Focus

Review the grammar box by asking some students to read the sentences .

Homework :

1. Go over the words in this unit

2. 用介词或介词短语填空。

① They were talking the phone .

② I was the barber’s chair .

③ The boy was walking the street when a UFO landed .

④ I had a very unusual experience Sunday .

⑤ The alien visited the Museum Flight .

课后小结

学了这节课，你有什么收获？

课后习题

完成课后练习题。

板书

What were you doing when the UFO arrived

篇5：高一英语课件

Understanding of the teaching material(语篇分析)

本单元以世界性的体育盛会──Olympic Games 为话题，旨在通过本单元的教学，使学生了解奥运会的起源、宗旨、比赛项目以及古现代奥运会的异同。学会用英语表达自己的兴趣爱好以及如何向别人推荐某一种爱好，同时培养学生对体育运动的`爱好。

本单元课时安排：

The 1st period: Warming up and listening

The 2nd period: Speaking

The 3rd period: Reading

The 4th period: Reading

The 5th period: Language study

The 6th period: Integrating skills

Teaching objectives：

一．Learning objectives:

Ability Objects：

1.Foster the Ss’ ability of comprehending passages ,especially their ability of analyzing the structure of such kind of articles. Help the Ss learn how to scan the text and get detailed information

2.Offer the Ss chances of self-culture by working in groups and seeking information about Helen Thayer’s of traveling alone to the Antarctica .

3．Enable the students to conclude Helen Thayer’s qualities by reading the context and find the suitable words to describe her .

4.Learn to describe people

5. Learn to write an essay about people

Knowledge Objects:

1.Help the Ss further understand the passage and finish the relevant tasks correctly. And enable the Ss to master the grammarof Subject-verb agreement .

2.Learn the usages of the following words and phrases: inspire, admire ,increase , value ,optimisticadj. 乐观的,generous adj. 慷概的；大方的be about to do. 即将，正要做某事,around the corner. 很近

struggle through. 艰难地渡过

find?doing. 发现---处于（状态）

increase to.增加到come to terms with 甘心忍受（不愉快的处境）

rise to fame 出名

lead?to? 通向，导致etc.

3．.And help the Ss talk about the reason why they admire Helen Thayer .Let them have strong

wills and determination .

二． Emotional goals：

学习奥运会的知识，培养学生热爱体育运动。学习更快，更高，更强的奥运精神，培养学生团体合作、努力拼博、积极向上的精神。

文化意识

了解奥运会，培养全球意识，认识世界一体化以及国际合作的趋势；通过对比古现代奥运会，加深对奥运会的了解。

Teaching Approaches:

1. Task----based teaching method to finish the teaching assignment.

2. Activity---based teaching class work

individual work

group work

3 .Fast reading to find out some general information .

4.Careful reading to find the details in the passage.

5.Questions and answers for inducing.

6.Inductive method to make the Ss understand the text better.

Teaching difficult points：

1. . Help the Ss talk about the reason why they admire Helen Thayer .Let them have strong wills and determination

2．Know Helen Thayer’s qualify and describe her in the Ss’ own words .

3．To learn agreement

Teaching aids(略)。

Teaching procedures: Period3 & 4Reading

Step 1 : Warming up

Step1.Revision

1. an dictation of the new words learned yesterday.

2.Questions:

T: What can you think of at the sight of the following pictures ?Good . the Olympic Games. In the last period I asked you to get as much information about Olympic Games as you can ,now Let’s see what you know about the Olympic Games?

Europe

欧洲 Africa

Oceania

大洋洲 America 美洲 Asia 亚洲

The five rings stand for the friendship of fivecontinents

象征着世界五大洲的友谊

(1)How often are the Olympic Games held?

Ss :The Olympic Games are held every four years .

(2)When and where did the ancient Olympic Games begin?

Ss: The ancient Olympic Games began around the year 776BC in Greece .

(3)What games did they compete at the time ? Ss : Some of the games the young man competed were running, jumping and wrestling .

(4)When and where did the first modern Olympic Games happen?

Ss: The first modern Olympic Games happened in 1896 in Greece .

(5) How many countries and competitors took part in the games?

Ss : There were over 10,000 athletes from 227 countries taking part in the games .

(6) How many gold medals did the Chinese athletes get in the 27th Olympic Games in

Sydney?

Ss: In the 27th Olympic Games in Sydney , the Chinese team got 28 god medals .

(7) What about the 28th Olympic Games in Athens in ?

Ss: We won 32 gold medals that year and came second in the Games.

(8) Why do people say that China won another great competition in ?

Ss: Because China will host the 29th Olympic Games in Beijing in .

(9)What’s the slogan for the 2008 Olympics?

Slogan for 2008 Olympic is “One World, One Dream!”

(10) Do you know the mascots(吉祥物) for the 2008 Olympic Games?

The five mascots are officially called the Five Friendlies. They are Beibei, the fish; Jingjing, the panda; Huanhuan, the Olympic flame; Yingying, the Tibetan antelope; and Nini, the swallow. The first syllables from their two-syllable names form a line that reads “Beijing Huanying Ni”, or in English – “Welcome to Beijing”. The mascot’s colours were chosen in line with the colours of the Olympic rings. Step2. Pre-reading

T: Today we will learn a passage about the Olympic Games .First let’s discuss some questions in Pre-reading . You will discuss these questions with your partner then I’ll ask some of you to report your work .Are you clear ? Now who’d like to answer the first question ? Volunteer !

(1)Is it important to win in a sports match? Why or why not?

(2)Are the Olympic Games important to our society? Why?

Step3 Reading

Task1 .Skim the text and decide where in the text the questions below are answered.

T: You have done very well ,now let’s learn about the further information about the Olympics . Please read the text fast and then answer the following questions .

1.Do the Summer Olympics and the Winter Olympics happen at the same time ?

2. When did the old Olympic Games begin? What were the old Olympic Games like?

3. When were the first modem Olympic Games held?

4. How many gold medals did Carl Lewis win in the 1984 Olympic Games?

5. What does the Olympic motto mean? How many athletes took part in the Olympic Games?

6. How many different events are there in the 27th Olympic Games ?Give some examples .

7.What’s the competition ,which is not for a medal ?

T: OK. Now let’s check the answers . The first Q .

Task 2. Scanning

1. Sum up every paragraph in one sentence

T: How wonderful work you’ve done ! Now read the passage again ,this time ,try to obtain

A general understanding of the whole passage .While reading ,try to find out the main idea of each paragraph .

T: Now let’s sum up every paragraph in one sentence . The first paragraph .

Para1:The Olympics are held every four years

Para2: Something about the old Olympic Games

Para3: Something about the Olympics in modern times and the 27th Olympic Games.

Para4The Olympic motto and something about the track stars: Carl Lewis and the Chinese team in Sydney Olympics.

Para5: Beijing will host and is making preparation for the 29th Olympic Games.

T: Well done ! I think you’ve read your text very well and carefully . Now we have known that the reading gives a brief summary of the history of the Olympic Games and its development over the years .It also emphasize the sprit of the Games and describe China’s success in resent Olympic Games .

3. Try to get the information of the following numbers.

T: What do the following numbers in the text refer to ?

1). Every four years2). 776 BC 3). 393 AD 4).1896 5). 2000(27,28) 6). 2008 T: Who'd like to have a try ? Well done !

Possible answers :

1). Both the Summer and Winter Olympic Games are held every four years.

2). The ancient Olympic Games began around the year 776 BC in Greece.

3).After about the year 393 AD the Olympic Games stopped.

4).The first modern Olympic Games happened in1896.

5). In 2000, the 27th Olympic Games were held in Sydney. The Chinese team got 28 gold medals.6). In 2008, the 29th Olympic Games will be held in Beijing.

Task3 .True or false questions

T: Please listen to the tape while looking at the sentences on the screen, you are asked to decide whether the following statements are true or false .

①( T ) In the early Olympic Games, only men were allowed to compete and watch the games. ②.(F )The motto of the Olympic Games is “FASTER,HIGHER,FURTHER”.

篇6：牛津小学英语4a课件

牛津小学英语4a课件

第一课时

教学内容：

Read and say 中交际用语。

教学目标：

能听懂、会说、会读单词a pen ,a ruler ,a rubber .

能正确地运用对话中的交际用语May I come in ?Yes /Sure .Here you are .Thank you .All right .Good morning .Goodbye .

教学过程：

一、Free talk .

1.师（立门外敲门状）：May I come in ? 生:Come in ,please .

On duty . 让学生利用以往句型进行操练。

2.师生之间用3A中学过的问候语交谈（如Hello, Hi , How are you ?…）

3.请学生拿出自己的文具。

T: What‘s that on your desk? 学生对此句型不熟悉，应直接出示3A中学的文具进行教学。 S: Its‘s a pen (ruler,rubber, knife ,copybook…)

T: Can I have a look?

S:Sure ,Here you are .

利用以上对话复习3A中学过的.单词pen ,ruler ,rubber ,copybook .

二、Presentation and practice .

1.介绍句型May I have …?This …is for …

师生扮演对话中的Miss Li及Su Hai （利用头饰）表演对话，学生边听边看，理解其意思。教句型May I have…?及其应答语Yes/sure .

1师引读，并使用学生的文具与学生问答。

2操练：用连环问答的方式操练。

师把a pen ,a rubber ,a ruler ,a copybook，放在讲台上，再讲清拼写方法让学生根据自己的喜好用May I have…?的句型提出请求，请其他学生用Yes /Sure.This…is for you 。应答。

2.学生听对话录音，边看背景图，体会对话意思。

3.听对话录音，模仿跟读。

4.学生分组操练。（利用自己手中的文具进行对话）

5.台前表演，对于学生在活动中有创意的表现，教师要及时予以表扬鼓励。

三、Consolidation .

四、Assign homework .

1.听录音，朗读和表演对话。

2.根据所学对话内容试自编小对话。

五、板书设计：

第二教时

教学内容：

B部分中单词及C部分中内容。

教学目标：

1.能听、说、读、写单词a pen ,a ruler ,a rubber ,a ball pen ,a pencilcase ,a book .

2.能熟练运用对话中的交际用语并会写句型May I have…? This …is for …

教学过程：

一、Warm up

1.Sing a song :Hello .

2.Greetings: May I come in ? Yes ,come in ,please .

3.Free talk .May I have …? Yes /Sure .

使用学过的交际用语进行对话。

二、Revision .

学生用自己的实物表演Read and say中的对话。

1.师引导学生对话。

2.学生之间交际练习。

三、Presentation and practice .

1.学习单词a ball pen ,a pencil case ,a brush , a bookmark ,a notebook ,a book .

（1）利用实物学习单词: a pencil case .

T: What‘s this in English ? Oh ,It‘s a pencil case . Do you like pencil case ?

S: Yes .

听录音，生跟读。

（2）同法学习单词a bookmark ,a brush ,a notebook .

2.Play a game : What‘s missing ?

游戏规则：将a bookmark ,a brush ,a notebook ,a pencil case的图片贴在黑板上，让一学生背对黑板，师拿掉任一张图，让学生猜出缺少的那张图片。

T:What‘ missing ?

S: The pencil case .(指学生将图片放回原位)

（这个游戏的目的是为了让学生在听、说、读方面巩固这些单词。）

拼写单词。

T: ( 出示一支钢笔)：What‘s this in English?

S:It‘s a pen .

T：（出示单词卡片a pen ）Now Let‘s read and spell the word ―pen‖: Pen , p-e-n, pen . 让学生练，拼读，并进行单词背诵。

Ss: Pen ,P-E-N, pen .

(让学生拼读，书写单词a pen ).

同法拼写单词a ruler ,a rubber ,a ball pen ,a book ,a pencil case , a bookmark ,a brush ,a notebook .

师指导单词的拼写方式，例如利用新旧单词的迁移（a book—a notebook ,a pencil –a pencil case ）教会学生有效地记忆单词。教学―notebook‖时教师应注意引导学生区别它与―copybook.‖

四、Work in pairs .

出示C部分Ask and answer的图画。

（以图1为例，引导学生问答）

T： May I have the pencil case ?

S: Yes /Sure .Here you are .

师板书句型May I have …?

Yes /Sure .Here you are .

This …is for ……

创设语言训练情景：将学生带来的物品分类，通过开设文具店的形式进行对话操练。(此处练习时将学生分成组进行)如：a pen , a ruler.

五、Assign homework .

抄写要求四会的单词及句子。

第三教时

教学内容：

D Work in pairs ,G3 Say a rhyme及F Listen and repeat .

教学目标：

1.操练句型This…is for you .Thank you和This …is for … All right的不同用法。

2.朗读练习，了解辅音字母b,c在单词中的读音，背诵歌谣A little book .

教学过程：

一、Prepare for the class .

1.Sing a song : A B C song .

学生随着录音边唱边伴随做动作。

On duty . 让学生通过值日汇报连锁问答进行练说训练。

2.Free talk .

以Good morning /afternoon .How are you ?和学生打招呼，学生按实际情形回答。

二、Revision .

复习本单元中单词及日常用语。

三、Work in pairs .

1.师设计一个发作业本的情景，师拿出学生甲的作业本给她（他）并对其说This copybook is for you .引导学生甲边接本子边说Thank you .再把学生乙的本子给甲，说This copybook is for (学生乙的名)，引导甲回答All right .（教学让学生明白问答不同，体会答语要得体。）

2.引导学生分组创设情景，并进行连锁操练。

四、Say a rhyme : A little book .

1.听录音，欣赏歌谣。

2.简单介绍大意，朗读歌谣。

3.结合实物进行练说。

五、Listen and reapeat .

1.出示挂图及四个单词big ,boy ,cap ,cat .学生听录音范读。

2.生跟录音读单词，边读边体会boy和big中的字母b读/b/ ，cap和cat中字母c读/k/. (结合挂图，理解这句话的意思)

3.出示一些含有字母b和c的单词，以便学生更好地体会这两个字母在单词中的发音。如：book ,box ,clock , camera .

4.再让学生自己去回忆，提出。

六、Assign homework .

默写本单元所学的单词。

第四课时

教学内容：

E．Read and act及G1, 2.

教学目标：

1.能较熟练地在情景中运用本单元所学的句型和日常交际用语。

2.通过练习训练学生运用所学英语知识做简单的调查统计。

教学过程：

一、Prepare for the class .

1.Say a rhyme: A little book .

2.Free talk .（不必拘于师生问答，可放手让学生自由进行会话交谈）

二、Read and act .

1.师在黑板上写一：九月十日Teachers‘ Day ,让学生了解教师节的英语表达方法。师引导学生学会说Happy Teachers‘ Day !句型拓展，如：Mothers‘s Day Fathers‘ Day .

2.出示图画，学生边听边看图，了解对话的意思。

3.学生跟读对话。

4.表演对话。

先由师生示范，再由学生与学生之间表演。

5.扩充对话。

在学生熟练掌握所学内容的基础上，让他们用This card is for Miss Gao .All right .来扩充对话。

三、Fun house .

1.Look and read .

出示连环画，让学生把书上的内容仔细观察，反复朗读，了解故事内容。

学生听录音，了解图画内容。

学生跟读录音。

学生反复读对话，自己消化图、文内容，感受到其中的幽默内涵即可。

2.Work in groups .

课前把学生分成八个小组，依照课本中的表格设计八张，分发给八个小组的学生。师到其中一组进行调查示范。

同学之间利用What‘s in your pencil-box ?How many ?相互问答，并逐个记录结果。没有的物品用0表示。

组长汇报调查结果。回答How many students have got pens ? Who are they ?等问题。全班调查。

选派一名学生作全班调查，汇总全班情况。

四、Assign homework .

1.抄写本单元所学的单词和句型并能默写。

附单词表

a pen a ruler a rubber

a ball pen a pencil case a bookmark

a brushnotebooka book

篇7：上海小学牛津英语课件

教学目标

At the end of the class, the students are expected to be able to:

(1) master the phrases and sentence structures they have learned.

(2) use targeted vocabularies and sentence structures to talk about something about an international food festival.

(3) use the simple future tense to talk about events which will occur soon.

(4) get to know different eating habits and learn to enjoy the cultures of different countries.

(5) have good business sense.

教材分析

本节课为牛津英语7A的Module 3, Unit 9(International Food Festival)。在牛津教材中， Food这个话题反复出现。在六年级时，学生就学过“Food and drinks”，所以这课的主题对学生来说不是很陌生。这一课时中，学生将围绕着“国际食品节”这个话题进行一系列的活动，通过看视频、补全海报，对子操练、小组调查、表格填写、学生报告等不同的课堂活动来复习一些常见的食品名称，练习国家名称及其国籍的用法，并借此了解中西方不同的饮食文化，拓展视野，树立一定的世界观。此外，本课的另一个重点就是帮助学生操练和掌握销售和购买过程中的情景目标语言，如，询问食品价格和数量等。而这个活动的目的不是只局限于语言训练，更重要的是通过学生间简单的“买卖交易”，从小培养学生一种商业意识，教授学生一些生活技能，帮助学生学会学习，学会生活。本课的`语言学习也能真正实现以人的发展为主的教育理念。

学情分析

学生英语学习基础和学习能力差异较大，部分学生在课堂上表现得不够自信，不敢张口表达自己的看法和见解，回答时声音不够响亮;个别学生也没有养成一种认真倾听他人的习惯。在英语语言的组织上常存在顾此失彼的现象。本课的主题对于学生来说还是较熟悉，较受欢迎和喜爱，也更愿意开口去说。但是在碰到询问价格时，学生常常忘记动词的单复数，也不太习惯使用“It costs…”这个句型。在本课“举行食品节”这个情境中，如何较自然流利地使用已学知识去进行物品销售和购买，对他们来说是一种考验;而如何正确使用所挣得的钱，对他们来说又是一个不小的挑战。

重点难点

教学重点：

(1)知道了解不同国家的名字及用表示民族的形容词修饰食品。

(2)掌握和熟练运用谈论自己喜好的食物和询问价格和数量的句型。

教学难点：能用英语准确并流利地表达如何使用挣得的这笔钱。

教学过程

【导入】

Teaching activity:

Ask the students to enjoy a video (an Asian food festival) and ask them some questions.

Learning activity:

Watch the video and answer the questions.

(1.What is it about? 2. What kind of food can you find in it?)

Purpose:

To elicit the topic and arouse the students’ interest.

【活动】补全海报

Teaching activity:

Play the recording and ask the students to complete a poster.

Learning activity:

Listen to the recording and complete the poster.

Purpose:

To set a scene.

To practice the students’ listening skills.

【活动】你问我答

Teaching activity:

Ask the students to raise some questions and answer the questions according to the completed poster.

Learning activity:

Work in pairs. S1 ask the questions about the poster and S2 try to answer these questions.

Purpose:

To get the students to use the ‘Wh-’ and ‘How’ questions to find out specific information.

【练习】要点操练

Teaching activity:

Show the students some pictures and then talk about the typical foods of different countries.

Learning activity:

Look at the pictures and talk about the typical foods of different countries.

Purpose:

To help the students revise the phrases and the sentence patterns.

【练习】两两对话

Teaching activity:

Ask the students to make dialogues in pairs.

Learning activity:

Make dialogues in pairs.

S1: What are you going to sell?

S2: I am going to sell … (and …).

S1: Where are they from?

S2: They are from …

They are … food.

Purpose:

To help the students revise the phrases and the sentence patterns.

【练习】句型操练

Teaching activity:

Show the students a table and ask them to say something about the foods on the table.

Learning activity:

Look the given table and say something about the foods on it.

e.g. I am going to sell .

It’s from . /It is food.

Each costs … yuan.

(A plate/ bowl of costs … yuan.)

Purpose:

To help the students revise the phrases and the sentence patterns.

【活动】小组讨论

Teaching activity:

Ask the students to think what they will use the money they earn to do after the festival.

Learning activity:

Think and discuss what they will use the money they earn to do after the festival.

Purpose:

To help the students learn how to use the money in a proper way.

To develop the students’ imagination.

【活动】小组调查

Teaching activity:

Ask the students to do a survey in groups and complete the table.

Learning activity:

Do a survey in groups and complete the table.

One student in each group make a report.

Purpose:

To help the students revise the phrases and the sentence patterns they have learned.

【活动】总结归纳

Teaching activity:

Make a summary.

Learning activity:

Think about what they can learn from the festival.

Purpose:

To have the students learn the relationship between eating habits and cultures.

【作业】作业布置

Assignment：

Level A: Make a plan about the international food festival.(at least 60words )

Level B: Complete a plan about the international food festival.

Purpose:

To help the students consolidate what they learned in U9.

篇8：牛津英语6bUnit8教学课件

牛津英语6bUnit8教学课件

一、教学内容：

Unit 8 A Look, read and say

二教学目标：

1学生通过课文提供的图片以及相关信息，能够介绍图中人物的主要情况。

2 复习第五单元相关词汇、语言表达以及语言结构。

三教学重难点：

熟练描述Tom和Mary及他们的家庭。

四教学过程：

Step 1 Organization

1 Free talk(引导学生回答)

A: How many people are there in your family?

B: There are ┄

A: Which school are you in? B: I am in ┄

A: What is your favourite subject? B: ┄

A: What is your hobby? B: ┄

Step 2 Revision

1 小组对话练习。

教师给出Unit 5出现的句型：

A: Which season do you like best?

B: I like ┄

A: Why?

B: Because it is ┄ I can ┄(学生在小组里准备，然后上台表演)

2 游戏.Guess 教师出示四个地名在黑板上，分别为：Beijing, London, Sydney, New York ，请一位学生上台背对着黑板，用“What is weather like in summer there?”句型向其他同学提问，然后根据问答猜地名。

Step 3 Presentation

1 教师用语言描述班上某位学生，启发学生根据所听人物的特征猜出教师所描述的人物的.名称。

2 给学生适当的时间自行阅读有关Bill的介绍及其陈述，再安排小组讨论。

3 通过讨论后，请学生拿出练习本将课文中对Mary的介绍仿照Bill的例子进行书面描述。完成后教师请若

干学生上台进行介绍，并鼓励学生扩展介绍内容。（在评价学生的语言表达时，将重点放在评价其表达的

灵活性、自然程度和完整程度上。对于大胆想象，敢于创新的发言要给予充分肯定。）

Step 4 Practice

听写Unit 5中的四会单词、短语。

Step 5 Homework

1 将Unit 8 A 部分中第3幅图仿照第一幅图例子进行书面描述，并进行适当的扩展。

2 通过练习，能够熟练口头描述身边的一位同学或朋友的情况。

篇9：牛津英语7aunit3复习课件

[教学目标]

1、语言知识

（1）掌握六个关于外貌特征的单词：boy, girl, tall, short, fat, thin.

（2）会用Is he/she…?进行提问及用Yes, he/she is. No, he/she isnt.进行回答。会说He/she is a boy/ girl.

2、语言技能

（1）能识别疑问句和陈述句的不同语调，并作出相应的反应。

（2）能用恰当的语调表示疑问和陈述。

（3）能认读新课文中出现学过的词语。

3、情感态度

注重培养学生严谨的学习态度和与人交往的能力，明白人多力量大的道理。

[教学方式]

为调动学生的积极性，维持学生学习兴趣，本单元运用游戏、比赛等方式TPR教学法，采用任务型教学和探究性学习模式，充分开展课堂评价，面向全体学生，突出以学生为主，教师起主导作用，促使每个学生成功。

教学实录

[教学内容]

Part A

[教学准备]

录音机、奖品贴画

[教学过程]

Step 1. Warm up.

Step 2 .Presentation.(略)

[教学程序]

Step 1 .Warm up.

(Greetings between T and Ss.)

T: Hello! Boys and girls.

Ss: Hello! Miss Ma.

T: Nice to see you.

Ss: Nice to see you too.

Step 2. Presentation.

（1）a. Have a competition.

T: Boys /Girls, stand up, please.

Boys/ Girls, clap your hands.

b. Teach: boy, boy, boy. He is a boy.(注意升降调)

girl, girl, girl. She is a girl.

c. Point and say the chant.

（2）a. Ask a tall boy and a short boy to come to the Bb.

T: (Point to the tall boy) He is (Zhang Peng). He is tall. (act)

(Point to the short boy) He is short. (act)

tall, tall, tall, he is tall.(act)(注意升降调）

short, short, short, he is short.(act)

b. Practice.

T: tall. Ss: short.

Ss: short. T: tall.

（3）a. T:(Point to the tall boy) Is he tall? (汉译)[

Ss:(Help them to answer) Yes, he is.

T: Is he short?

Ss: (Help them to answer) No, he isnt.

b. Point to the short boy, ask and answer.

c. Point to sb in the class, ask and answer in pairs. (Pay attention to “he ”and “she”)

（首先通过老师的帮助说出完整的句子，然后将学生逐渐放手，由浅入深，使学生容易学，并且增强了他们学习的信心。）

(4) Use the same way to learn fat and thin .

Is he/she fat/thin? Yes, he/she is. No, he/she isnt.

Step 3 Practice.

(1) Ask a student to come to the Bb.

T: Who is this?

Ss: He is …

T: Is he tall/short?

Ss: Yes, he is./ No, he isnt.

T: Is he fat/thin?

Ss:Yes, he is./ No,he isnt.

(2) Ask and answer in pairs. (Point to Ss in the class)

(3) Ask some pairs to act out.

Write one pairs answers on the Bb then introduce somebody.

eg. He is… He is tall/short and fat/thin.

（本环节是把所有的新知识统一起来组成一个完整的对话，然后进行操练，有了前面每一步坚实的基础，学生在完成这一环节时就很容易了，让学生对新知识的掌握又达到了一个更高的境界。）

Step 4. Listen and repeat.

(1) Listen.

(2) Listen and repeat.

Step 5 .Homework.

Use the sentences they have learned to introduce one of their friends.

篇10：牛津英语7aunit3复习课件

一、英语总复习的任务

1.系统地梳理小学阶段的所有核心知识。学生对英语知识的掌握在很大程度上取决于复习中的系统整理、优化，从而形成符合学生要求的有效知识结构。

2.引导学生全面巩固所学知识，查漏补缺。毕业复习本身对学生来说是一种再学习和知识结构再优化的过程，是对所学知识从掌握水平达到熟练掌握水平的过程。我们很清楚，在平时的教学中，部分学生在知识的理解和掌握上不可避免地存在某些问题，而通过总复习，我们可以进一步帮助学生弥补知识上的缺陷。

3.帮助学生进一步提高听、说、读、写方面的综合运用能力。

4.注重学生的情感态度和体验，进一步培养学生良好的学习习惯和意志品质，形成正确的人生观和价值观。

二、英语总复习的内容

1.按单元进行系统的知识梳理（包括单词、词组、句型、日常用语和知识点等）。2.归类复习。

（1）音标。独立地进行音标的归纳复习，一方面解决元音字母的发音规律，另一方面解决常见字母组合的发音规律。

（2）时态。对一般现在时，一般过去时，一般将来时和现在进行时这四种时态进行归类、比较，并结合针对性较强的练习加以巩固。

（3）介词。英语中介词的用法比较复杂，故专门对介词的用法进行整理归类，并结合练习加以巩固，同时，加强学生对固定搭配的记忆。

（4）阅读。进行阅读练习的方法指导，并结合阅读材料进行专门的训练。

（5）听力。听力非一日之功，所以我们将听力练习分散在每一课时中。

（6）语法知识。

3.综合练习，查漏补缺，针对学生暴露出的一些问题，再一次补充复习。

三、在设计、实施复习课时的技巧

1.在情景中复现了有关语言材料后，引导学生观察这些语言材料中的'共同点，鼓励他们自已去总结归纳出一些共性的语言规律。

2.在练习的设计过程中，尽量考虑在每一节课当中有听、说、读、写的练习。

3.在上复习课时，要注意不要进行纯知识讲授与操练，因为语言只有在情景中才有意义，所以在复习课里要注重情景的创设，让学生体会某某语言是在某某场合使用的。

4.连贯理解和表达是语言运用能力的一个很重要的指标，所以在设计练习时，可以多设计些让学生连贯运用语言任务的练习，如听一段对话或短文，去捕获相关信息。

5.采取多样的复习形式，保持学生学习的兴趣。如何激发学生的英语学习动机及提高英语学习的兴趣是我们不容忽视的一个问题。在课堂上，应适时地安排一些寓语言练习于其中的游戏、小诗、歌曲、小话剧等学生感兴趣的活动。

6.教师要给予学生关爱和鼓励。

四、具体做法

1.加强复习的计划性。牛津小学英语这套教材，词汇量、句型、日常交际用语等非常多，在复习前，每位教师应对复习内容及复习安排做到心中有数，目标明确，合理安排复习时间。

2．注意复习的针对性。将复习分为三个阶段，每一个阶段各有侧重。

第一阶段以教材为本，侧重于教材的复习与梳理，从4A到6B，快速地过一遍，通过教材的重现来归纳语言点，讲透语言点运用，对各单元的知识要点进行梳理，同时注意基础单词、词组、句型的过关，让学生对所学的英语知识进行“查漏补缺”。

第二阶段根据知识点的前后联系将各册书中的语言点进行整体归纳、小结，帮助学生构建紧密联系的“知识串”。例如，我们复习代词的时候，我们可以连串地复习人称代词的主格、宾格形式，形容词性物主代词和名词性物主代词，让学生通过对比观察归纳这几类代词的不同用法。

第三阶段的复习，侧重对做题技巧的讲解和做一些学生易出错的题目，指导学生掌握一些做题的要领。比如，做听力题听问句找答句时，教学生在准备时先把每题的三个选择作比较，反过来推敲它们答句的不同，在听的时候可以事半功倍地找到相应的答案。

当然，在复习的最后阶段，对于重难点、易混淆、易出错的语言点,应多加复习指导和练习，让学生重点消化吸收。

在复习过程中，还要注意对学生英语能力的培养，进行听、说、读、写的全面训练，注重培养学生语言交际时的语感、对语篇的整体把握能力以及能运用所学的英语知识解决实际生活中的实际问题，从而培养学生综合运用语言的能力。

五、复习建议

1.重视听力训练，尤其是培养学生理解和加工信息的能力

2.实实在在地抓好课堂教学的每一个环节，注意新旧知识间的联系，适时归纳总结，重视基础训练，提高课堂教学效率。

3.教学中对语法内容的处理要注意方法，切忌进行枯燥空洞的讲解，应该是讲练结合，注重分析指导，帮助学生寻找规律。

4.在教学过程中尤其要注意培养学生的阅读理解能力和综合运用语言的能力。

5.教给学生一定的解题方法和技巧。

6.加强对学困生的辅导，针对其不同的弱项，找准切入点，帮助他们提高成绩。

总之，在复习阶段，我们一切从实际出发，让所有的学生都有不同的进步与提高，顺利完成小学阶段的学习任务，并为初中的学习打下良好的基础。

篇11：牛津小学英语6b课件

The Sixth Perid（第六课时）

一、教学内容：复习及完成《学习手册》

二、教学目标：

1.通过复习，能熟练掌握本单元所学的单词。

2.通过复习，能熟练地在情境中运用本单元所学的句型和日常交际用语。

3.熟练完成本单元《学习手册》中的练习。

三、教学重、难点：通过复习，巩固本单元的知识点，达到熟练运用。

四、课前准备：

1.教具准备：录音机、磁带；实物；图片等。

2.教学准备：复习本单元所有知识点，准备本节课检测。

3.板书准备：板书课题Unit 6 Revisin

五、教学过程：

Step1 Organizatin

1.War up

1)Sing English sngs: 教师组织各小组进行英语歌曲的拉歌比赛。

2)Everda English:

a. Dail reprt（S→Ss）

b.本节课教师可以给学生确定话题：Sa sething abut ur weeend，以巩固上节课所学内容。

2.Revisin

1)利用图片和实物进行问答练习，复习本单元所学单词和句型。

2)Dictatin：听写本单元要求四会掌握的内容及部分三会单词。

3)情境表演：要求学生根据教师提供的情境自编会话进行表演。

a.打电话和好朋友商量周末活动计划

b.和爸爸妈妈商讨五一黄金周的活动安排

c.Nanc的生日马上要到了，ang Ling和Mie正商量送她什么礼物。

Step2 Practice（完成练习册）

六、布置作业：

1.复习巩固本单元所学的四会单词和四会句型

2.能熟练朗读本单元会话，并能自编自演一段小对话

3.自选一篇课外阅读材料进行补充阅读

4.预习下个单元学习内容

篇12：牛津英语9b复习课件

牛津英语9b复习课件

教学目标

1. 知识目标

掌握本课时的四会单词、主要词组和句型。

2. 能力目标

1) 学会运用本课所学的主要词汇和句型来简单描述未来生活。

2) 学会略读和精读等阅读技巧。

3. 情感目标

引导学生思考在另一个星球上生活的前景和可能性，比较不同环境的优点和缺点，激发学生探索未知世界的热情。

教学重难点

1. 重点:学习和运用四会单词、词组。

2. 难点掌握略读和精读等阅读技巧。

教学方法

1 问答法

2自由讨论法

3.分组讨论法

教学媒体

1.录音带

2.多媒体

3.黑板

1.导入

图片展示法环境污染拥挤的住房等引导学生思考地球上存在的一些问题

那有没有更好的地方可以居住呢

2.略读

找出每一段的关键词

Para 1 Crowded, polluted

Para 2 Transport

Para 3 Food, water and air

Para 4 Gravity

Para 5 Home

Para 6Home

Para 7Food

3. 精读

1 What vehicle do people use to go to Mars at present? And how long does it take?

2 What vehicle may people use to go to Mars in the future? And how long will it take? 3 What will scientists do to solve the problems of food, water and air?

4 What will food on Mars be like?

5 Is gravity on Mars a big problem? Why?

6 What may happen then?

7 What kind of shoes should people wear?

8 What kind of house may people live in ?

9 Who will do most of our work?

10 What kind of school will students study in? And what do they call their teacher?

Discussion about life on Mars

Advantages

※ It’s not ________ or ________.

※ The ________ is more convenient.

※