上海牛津版英语四年级

上海牛津版英语四年级（共6篇）

1.上海牛津版英语四年级 篇一

牛津上海版四年级下教学大纲 Module 1 Using my five senses Unit 1 What can you smell and taste?(5 课时)发音：-ar car

-ar-park

-ue blue-oo-school 词汇：a glass of, watermelon, grape, plum, cherry, strawberry, juice 句型： 1.What’s this, …?

2.It’s …

3.Please look and guess.4.I have a glass of watermelon juice…

语法：选择疑问句：Is it cherry juice or watermelon juice? 日常用语：1.Yes, you are right.2.…, I think.3.How about …? 4.Yum!

Unit 2 How does it feel?(5 课时)发音：-ir-skirt

-ur-purse-au-Laura-oor floor 词汇：hard, soft, rough, smooth, sharp, blunt, thick, thin, knife, pencil, pencil case 句型：1.Whose … is this/ that/ are these/ those?

2.It’s …

They’re … 3.Can I take off my shoes? 4.Let’s ask the man over there.语法：1.名词所有格：They’re Miss Fang’s.2.指示代词 日常用语：1.Ouch!2.Yes, of course you can.Unit 3 Look at the shadow!(5课时)发音:-ee bee-ea tea

-eer deer-ear tear 词汇：hill, lawn, path, bench, shadow,(the)sun, rise, high, at noon, go down 句型：1.Sometimes my shadow walks in front of me.2.He likes playing with it.3.Sometimes my shadow grows short and small.语法: 1.介词用法：in, on, behind

2.一般现在时 It rises behind the hill.Module 2 My favourite things Unit 1 Sports(5 课时)发音:-i-five-ie pie 词汇：club, join, sport, poster, play football, play table tennis, play volleyball, play badminton, play basketball 句型：1.---Does… like…(doing)?

---Yes, … does./ No, … doesn’t.2.There is … 3.Look at … 4.Let’s … 语法: 1.一般疑问句：

---Does Alice like playing badminton?---Yes, she does./ No, she doesn’t.2.一般现在时：She often plays badminton with me.3.There be句型：There is a new club in our school.4.祈使句：Look at the poster.日常用语：1.Would you like to …?

2.Oh, sure.3.I’d love to.Unit 2 Cute animals(5 课时)发音：-oe Joe-oa-

goat

-o Flo

词汇： bone cat food dog food parrot tortoise cute 句型：1.What

animals

do

you

like?

I 2.What food does a cat eat/like? It eats/likes…

3.He doesn’t eat dog food at all.4.What do you have, Mog? I have…

5.Do you want the fish, Min? Yes/No…

6.Milly sees an apple on the tree.7.She wants to eat it, but the tree is tall.like…?

8.The apple falls down.Some leaves fall down too.9.Acat is sleeping in his basket.10.The mouse is hungry, so he eats the food.11.Themouse is afraid and runs away.12.The mouse climbs onto a door.。

13.The mouse jumps off the door and runs away again.14.The mouse goes back to his hole.15.He wants to be a vet.16.She took her dog to maths camp and taught him how to add.17.Flo is playing with a goat in the boat.18.Flo and Joe in the boat say to the goat,“Hello!Let’s go!”

语法：1.特殊疑问句 What does Sam like ?

2.一般现在时 She eats fish.Unit 3 Home life(5 课时)发音：-oy toy

-oi-

noise 词汇：bedroom living room bathroom kitchen homework model

plane wash dinner 句型：1.Kitty, where are you? I’m in the living room.I’m doing my homework.1.Come and help me, please.2.ItisEarth Hour now.3.Let’s go and have a look.4.I usually watch TV with my parents at night.5.My dad is telling me a lot about the stars.6.My brother Ben and I usually read storybooks before bedtime, but now Grandma is telling us a fairy tale.7.They are telling us a lot of interesting stories about themselves.8.The Chens are having a holiday on the beach in Sanya.9.What a beautiful beach!= How beautiful the beach is!

10.But Joyce still doesn’t make any noise!

语法：1.一般现在进行时： I am washing my hair

2.特殊疑问句：Where are you?

3.祈使句： Come and help me.Module 3 Things around us Unit 1 Sounds(5 课时)发音：-are square

-ear bear-air hair 词汇：quiet loud bell television sound noisy ring watch TV 句型

1.Draw different shapes on the thick card.2.Make two holes in each shape.3.Tie the shapes and the bell together with some string.用 4.Excuse me!I’m sorry.Be careful!

5.They are awake now and feel angry.6.An old tortoise lives by a small pond.7.She always has a bath in the pond and sings some songs.8.“I’m sorry,”the little bird says and flies away.9.The wheel s on the bike go round and round.10.Don’t go near that square, Clare!

语法：1.现在进行时的用法: Is / Are ….(doing)? Yes, …is /are.No, ….isn’t / aren’t.2.连词：but and

Unit 2 Time(5课时)发音：-ou-mouse

ow-owl 词汇：seven o’clock a quarter past seven half past seven

a quarter to eight

get up brush my teeth wash my face have breakfast 1.句型: What time is it now? It’s a quarter past seven.2.It’s five forty-five.Mum is back home from work.3.It’s time for bed.4.Can I finishing watch the cartoon?

5.It’s nine fifteen.Kitty is watching TV on the sofa.6.The next morning, Tom wakes up and looks at his clock.7.Tom runs all the way to school.8.His clock stopped at ten thirty last night.9.A big brown owl is flying in the clouds.10.It hits the cow and calls out ’Ouch!Ouch!’ aloud.语法：1.特殊疑问句 What are you doing? What time is it?

2.时间表达 Unit 3 Days of the week 发音：-ay May

-ai-wait 词汇：Monday Tuesday Wednesday Thursday Friday Saturday

Sunday never sometimes often usually always 句型：1.I’m always busy on Monday, Tuesday and Wednesday.1.I’m never busy on Saturday and Sunday.2.I’m usually busy, but I’m always happy.3.Peter goes to school from Monday to Friday.4.He often goes to the school library on Monday afternoon.5.At weekends, Peter’s family sometimes go to Rainbow Park.6.They always have a good time there.7.What do you usually do at weekends?

8.I usually play badminton with my father.9.The days of the week are having a party.10.“Let me get everyone a drink,”he says.11.What’s the date today? It’s the fifth of May.12.What day is today? It’s Sunday.语法：星期表达法

Module 4 More things to learn Unit 1 A music class(5 课时)词汇：drum piano triangle violin music 1.句型：What can you play? I can play the piano.你会弹奏什么？我会拉小提琴。2.The city

of

Hamelin

is

full

of

mice.哈梅林城充满了老鼠。

3.A man comes to help the people of Hamelin.一个男人来帮助哈梅林的人们。

4.The people of Hamelin do not want to give the piper his gold.哈梅林的人不想给吹笛人他的黄金。

5.Now all the children of the city walk behind him.现在城里所有的孩子都走在他后面。

6.Tie some rubber bands on a pencil case.在铅笔盒里系一些橡皮

语法：1.特殊疑问句： What can you play?

Whose … is it?

Where’s …?

2.一般疑问句: Is that …? Unit 2 Festivals in China(5 课时)词汇：festival rice dumplings the Double Ninth Festival

the Dragon Boat Festival the Mid-autumn Festival the Spring Festival 句型：1.Miss Fang and the students are talking about festivals in China.1.What do you usually do during the Spring Festival?

2.My favourite festival is the Dragon Boat Festival.3.Many old people live in the old people’s home.4.The students in Class 3 Grade 4 often go to visit them at the Double Ninth Festival.6.This is me in the classroom.7.The Spring Festival is an important festival in China.People also call it the Chinese New year.8.On New Year’s Eve, families have a big dinner together.Children can get money in red envelopes.9.It is not polite to talk with your mouth full, and don’t run around or play with your food.10.Never blow bubbles when you drink milk.语法：1.特殊疑问句 What festivals do you like?

What do you usually do?

2.频率副词 usually often Unit 3 Story time(5课时)词汇：ducking swan nest fourth heavy lonely ugly worm 句型：Mother Duck is making a nest.。

1.Now there are four eggs in the

。2.Mother Duck feeds her babies with small worms.3.The big grey duckling eats all of them.4.The ugly duckling is too heavy so he swims behind them.5.The ugly duckling goes into a house, but an old woman drives him away.语法：1.现在进行时 sb.+ be + doing sth

2.行为动词 have / has

3.一般现在时 sb.do / does sth

2.上海牛津版英语四年级 篇二

单元:Unit 2 Grammar A&B

一、教学分析

(一) 教学内容

译林牛津版英语八年级上册8A Unit 2 Grammar A&B

(二) 教学目标

1.知识目标

学会使用more...than, fewer...than和less...than进行两者之间的比较。

学会使用the most, the fewest/the least进行三者或三者以上的比较。

2.能力目标

以培养学生听、说能力为主, 通过本课教学加强学生的语言输出训练, 鼓励学生大胆开口说英语。

3.情感目标

(1) 让学生认识到学习英语的目的在于交流、乐于参与英语实践活动。

(2) 在学习活动中积极与他人合作, 相互帮助, 共同完成学习任务。

(三) 教学重点

运用more...than, fewer...than, less...than, the most, the fewest/the least句型进行比较。

(四) 教学难点

fewer...than与less...than, the fewest与the least的用法区别。

二、教学理念

(一) 面向全体学生, 注重素质教育

《英语课程标准》明确提出了“以学生发展为基本出发点, 力求体现素质教育”的思想。教学中, 教师要关注学生的情感, 激发他们的学习兴趣, 帮助他们建立自信并发展有效的学习策略, 形成一定的语言综合运用能力。

(二) 强调语言运用的交际教学理念和实践

教学改革的趋势表明:英语教学的课程设计以满足学生的发展需求为目标, 强调语用的交际教学理念和实践, 注重英语教学的交际功能。因此, 让学生在课堂中围绕熟悉而又感兴趣的问题进行交流, 在交流的过程中发展语言能力、思维能力以及交流合作的能力, 也是教学改革的一种趋势。

(三) 倡导体验、实践、参与、交流与合作的学习方式

传统的语法教学模式往往从教师的经验出发, 单调乏味。教师应创设良好的语言情境, 提供大量的语言实践机会, 使学生通过自己的体验、感知、实践、参与和交流, 形成语感, 并在教师的引导下, 通过观察、发现和归纳等方式, 掌握语言的规律, 从枯燥的语法讲解中解脱出来。

(四) 提倡“任务型”教学, 把语言综合运用能力的培养落实在教学过程中

让学生带着明确的任务目标, 积极主动地学习。在执行任务的过程中, 学生通过独立或合作、实践、思考、讨论交流等方式学习和使用英语, 完成学习任务。

(五) 注重“有效”与“可操作”

追求课堂设计的整体性, 有助于高效达成教学目标。不随意引伸, 不搞花架子, 注重实效, 立足师生实际, 使课堂设计的每一个环节都具有可操作性。

三、教学模式

根据行为主义理论, 语言习得与学习都是通过模仿、巩固与重复对刺激的反应而形成的。笔者采用的教学模式是, 教师设置一定的语言情境让学生理解语言知识, 通过多种途径与方式, 组织学生操练, 逐步从机械操练过渡到有意义操练, 直至能够灵活应用, 让学生在习得语言知识的过程中掌握语言。

四、教学过程

Step 1 Warm-up

Ⅰ.Introduction

T:Hi!Boys and Girls!My name is Hu Zhongjun.But I’m not handsome, a little fat.I’m an English teacher from Zefu Middle School.Our school lies in a small town called Qinnan, but Zefu is a great man.He was called Lu Xun of North Jiangsu by Chen Yi.Welcome to our school!I’m looking forward to seeing you again.Today I’m glad to be your teacher.I believe everyone in our class will do our best.Do you think so?

T:I’ve introduced my school and me.Can you say something about you and your school?

S1:...

S2:...

Ⅱ.Show the learning aims

T:This class we’ll learn the first part of Grammar—Grammar A&B, please look at the blackboard.Here are the learning aims.

A:Comparing two things

B:Comparing more than two things.

【设计说明】

教师通过诙谐幽默的自我介绍, 拉近与学生的距离, 激发学生对教师的兴趣, 为学生营造宽松愉悦的学习氛围。围绕本单元School life这一主题让学生介绍自己和学校, 有意识地将学生带入本课题的英语学习之中, 同时, 揭示本课题的教学目标。

Step 2 Presentation

Review some words and expressions.

Flower—some flowers—many flowers—few flowers—I have many flowers—Millie has few flowers.

Subject—many subjects—few subjects—I study many subjects.—He studies few subjects.

Juice—orange juice—much orange juice—little orange juice—He has much orange juice.—Amy has little orange juice.

Free time—much free time—I have much free time.—He has little free time.

【设计说明】

复习相关词汇与表达, 为接下来的学习环节作准备, 扫清基础知识障碍。

Step 3 The use of“more...than”and“fewer...than”.

Ⅰ.设置情境, 导入句型, 机械操练

运用简笔画在黑板上画出Millie手中握着三朵花、Amy手中握着两朵花的图片, 边画边介绍:Millie has three flowers.Amy has two flowers.

That’s to say→Millie has more flowers than Amy. (板书) →Amy has fewer flowers than Millie. (板书)

Ⅱ.机械操练, 让全体学生脱口而出

Read the sentences in this way:

Ⅲ.半机械操练, 用books, CDs替换flowers

Practise in pairs.

Ⅳ.有意义操练, 实际运用

Let’s compare

Compare with each other about their own things. (dictionaries, bags, apples, pencils)

Step 4 The use of“more...than”and“less...than”.

Ⅰ.从学生的错误中导入句型

S1:I have more coffee than you.

S2:I have fewer coffee than you.

T:Fewer coffee than him?Right?—No.

You have less coffee than him.

接着在黑板上Millie和Amy各自的另一只手上画一个装coffee的杯子, Millie杯中的coffee比Amy多, 边画边介绍:

Millie has more coffee than Amy. (板书)

Amy has less coffee than Millie. (板书)

Ⅱ.替换练习

用free time, orange juice, water替换coffee

Practice in pairs.

Ⅲ.实际运用

Let’s compare.

Compare with each other about their own things.

Ⅳ.结合学生表达的句子, 进行思想教育

S:I have more money than you.

T:Do you love money?

Ss:Yes!

T:Yes, I agree with you.Money is necessary for all of us, but it isn’t all.Do you think so?

Ss:Yes!

Ⅴ.Work out the rule.

Discuss in groups and work out the rule.

We use“more...than”and“fewer...than”to talk about countable nouns, we use“more...than”and“less...than”to talk about uncountable nouns.

Step 5 The use of the“the most”and“the fewest”/“the least”

Ⅰ.设置情境, 导入句型, 进行操练

在黑板上画Daniel, 一只手握着一朵花, 另一只手持着比Amy少得多的盛有咖啡的杯子, 边画边介绍:

Ⅱ.操练运用

Work in groups. (money, free time, orange juice and so on)

Ⅲ.Work out the rule.

We use“the most”and“the fewest”to talk about countable nouns.We use“the most”and“the least”to talk about uncountable nouns.

【设计说明】

通过设置情境, 导入句型, 从机械操练过渡到有意义操练, 让学生在操练的过程中自主习得语言, 从而掌握与运用语言。

Step 6 Compare Daniel’s school life with Nancy’s and John’s.

John studies fewer subjects than Daniel, but Nancy studies the fewest.

Nancy joins more clubs than John, but Daniel joins the most.

John has less free time than Nancy, but Daniel has the least.

【设计说明】

通过本环节培养学生灵活运用所学知识的能力, 避免眼高手低, 既要让学生开口说得出, 又要让学生动手考得好。

Step 8 Consolidation

Compare the sentences with“more/fewer/less...than”or“the most/fewest/least”.

a.Millie and I are in the Reading Club.We like reading comic books, I have eight comic books and Milliehas five.I have more comic books than Millie.Millie has fewer comic books than I.

b.Simon and Sandy are in the Music Club.Last Sunday, they went to buy CDs.Simon spent$25 and Sandy spent$20.Sandy spent less money on CDs than Simon.Simon spent more money on CDs than Sandy.

c.Amy, Kitty and Andy are in the Health Club.Every day, Amy drinks one glass of milk, Kitty drinks two and Andy drinks three.Kitty drinks less milk than Andy.Amy drinks the least milk of the three students.

d.Sandy, Andy and Kitty are in the Online Friendship Club.Sandy has eight online friends, Andy has five and Kitty has two.Andy has fewer online friends than Sandy.Of the three students, Kitty has the fewest online friends.

【设计说明】

通过学生富有韵律的朗诵, 让学生记住本堂课的知识要点。

Step 10 Summary

总结本堂课教学内容, 帮助学生进一步梳理相关知识体系。

We use“more...than”“fewer...than”“less...than”to compare two things.

We use“the most”“the fewest”“the least”to compare more than two things.

We use“more...than”“fewer...than”“the most”“the fewest”to talk about countable nouns.

We use“more...than”“less...than”“the most”“the least”to talk about uncountable nouns.

【设计说明】

总结本堂课教学内容, 帮助学生进一步梳理相关知识体系。

五、教学反思

本堂课中, 笔者围绕《英语课程标准》能级要求, 立足教材文本, 制订具体的多元教学目标, 抓住教学重点, 分散教学难点, 以学生为学习的主体, 有层次地设计一些系列教学活动, 调动了学生学习的兴趣, 让学生在自主、合作、探究中获得知识, 习得技能, 基本达成了教学目标。为总结经验教训, 查漏补遗, 现对本堂课做如下教学反思:

(一) 对英语语法教学的重新认识

8A Unit 2 Grammar A&B这节课是让学生学会运用more...than, fewer...than, less...than以及the most, the least/the fewest谈论学校生活。因为学生很熟悉这个话题, 对其感兴趣, 有话可说, 且在8A Unit 1中已学过比较级与最高级。笔者起初接到该课题的教学任务时认为该课题的教学比较简单, 但在备课过程中, 通过研读《英语课程标准》并分析教材文本认识到, 语法教学并不是机械地教给学生一些语法规则, 评讲一些相关语法题, 而是让学生在自主学习活动中习得、掌握这些语言规律, 并将其转化成自己的知识, 继而形成语言能力, 最终能够灵活运用。语法教学并不简单。在授课过程中, 有些环节不如Reading上起来得心应手。

(二) 语言知识与交际能力关系的进一步澄清

语言是重要的交际工具, 英语教学的目的不仅仅是教给学生零散的语言知识, 更重要的是提高学生的语言交际能力, 这种能力的获得只能通过大量的实践训练。教师在教学中应将语言知识的掌握和交际运用语言的培养有机地结合起来, 达到学以致用的目的。例如:在学习了Millie has more flowe rs than A my后, 笔者要求学生用身边的物品进行交流, 学生在自由交谈过程中既巩固了所学知识, 又培养了交际能力, 达到了多元培养目标。

(三) 教学理念的反思

如何有效教学?如何做到减负增效?最重要的是, 教师要转变教学思想。传统教学中, 教师的教学思想长期受应试教育的影响, 遵从“应试第一, 分数至上”的理念, 把学生看成是挣分的机器, 过分重视语法和词汇知识的讲解传授, 忽视对学生实际语言应用能力的培养, 对学生“乐学”的潜能几乎无暇开发, 这种教学观念与《英语课程标准》的要求极不相符。为了贯彻落实《英语课程标准》, 教师必须更新自己的教学理念, 以学生为主体, 认识到教师的作用是引导学生学会认知, 学会做事, 让学生经历获取知识的过程, 关注学生各种能力的发展, 促进知识与技能、过程与方法、态度与价值观的全面发展, 建立学生自主探索、合作学习的课堂模式, 创设和谐、宽松、民主的课堂环境, 追求学习结果转向追求学习过程。

(四) 操练方式的反思

针对初中低年级学生的年龄特征, 在课堂操练这一环节, 笔者设计了一套方法, 即链式训练, 通过Group 1—Group 2—Group 3—Group 4—Together, Row 1—Row 2—Row 3—Row 4—Row 5—Together等方式, 借助教师的手势语言, 要求学生站起来操练, 调动了全体学生参与活动的积极性, 集中了他们的课堂注意力, 提高了操练效果;同时, 富有节奏的操练方式渲染了课堂气氛, 增添了课堂气势。但要完善这一操练模式, 还应注意以下两个方面:

1.链式训练适合于低年级学生词汇、句型机械操练阶段, 并不能作为固定模式运用于学生练习的全过程。随着学习的深入, 课堂上更多的是有意义训练, 留给学生自主思考的空间, 尊重个性差异, 鼓励学生发表独特的见解。

3.上海牛津版英语四年级 篇三

Module1 Using my five senses Unit1 Seeing and hearing 词汇：

aeroplane飞机

bus公共汽车

ship轮船

car小汽车

字母：

Ch-chick小鸡

chair椅子 语法知识：

What can you hear/see? I can hear/see...Unit2 Touching and feeling 词汇：

pineapple菠萝

cake蛋糕

bag袋子 bread面包

glass玻璃杯 字母：

Sh-ship轮船

shop商店 语法知识：

How does it/do they feel? It’s/They’re...Unit3.Tasting and smelling 生词：

sweet

lemon sour salt salty coffee 字母：

wh-whale white 语法：

How does it smell/taste? It’s...Module2 My favourite things Unit1 Animals 生词：

tiger lion

panda

monkey 音标：

-ck clock rock 语法：

Do you like...? Yes,I do.No,I don’t.Unit2 Toys

bitter 牛津英语上海版三年级下册知识点整理

生词：

toy train

doll

skateboard

robot 音标：

-ll

small

tall

wall 语法：

What do you like? I like...Unit3 Clothes 生词：

Hat scarf jacket a pair of gloves

a pair of socks 音标：

-ss classroom glass 语法：

What are these/those? They’re...Module3 Things around us Unit1 Shapes 生词：

Circle

square

triangle

stare

rectangle 音标：

-ff

turn off

take off 语法： I have...Unit2 Colours 生词：

Sky sea mountain

river 音标：

-cl clothes

pl-plant

gl-gloves 语法：

What colour is/are...? It’s/They’re...Unit3 Seasons 生词：

Plant a tree

have a picnic

ice-skate

ski 音标：

Bl-blue

fl-flower

sl-slowly 语法：

What season is it?

a pair of shoes 牛津英语上海版三年级下册知识点整理

Is it...?

Module4 More things to learn Unit1 My body 生词：

A body

a head

fingers

a knee

a foot

a shoulder

an arm

a hand

a leg 语法： I have...My...is/are...Unit2 Children’s Day 生词：

Park

cinema

zoo 语法：

4.上海牛津版英语四年级 篇四

Teaching type Listening and Speaking

Methodology 1. Use the task-based approach to give opportunities to students to involve themselves in the activities and try to learn by using English.

2. Use the discovery method, to encourage students to notice the sub-skills of listening by themselves. Also, develop students’ ability of learning.

3. Use the cooperative method, to cultivate the ability of cooperating and communicating with peers.

Analysis of the textbook 1. The topic of this unit is Beyond Time and Space, which is of difficulty for junior students to talk about. Reading A in this unit is a story about Captain King’s adventure meeting Monster Gork. Reading B is a story about Kelly’s meeting alien dogs. These two reading materials give students input about the topic.

2. This lesson focuses on two listening materials; one is about an alien’s trip to Shanghai and the other is a dialogue talking about the life in the future. In this lesson, more input will be given to students, besides, the target grammar of this unit-- Simple Future Tense will appear in Listening B.

Analysis of the students Students have learnt about the basic knowledge of Simple Future Tense in primary school. However, they think the topic is too big, and they do not know where to start their talk.

Teaching aims 1. Knowledge: Have more input of the topic “Beyond time and space”.

2. Listening skills:

1) Predict with the help of pictures or titles, etc.

2) Tell the sequence of events

3) Use grammar knowledge to help understanding

4) Understand people’s attitude

3. Sub-skills of speaking:

1) Being able to talk about planning and future

2) Using the simple future tense

4. Attitude:

1) To be active at study and be confident.

2) Be willing to take part in the activities.

3) Cooperate in a group and learn from peers.

The most important & difficult points in teaching 1. The most important teaching points:

1) Predict with the help of pictures or titles, etc.

2) Tell the sequence of events

3) Use grammar knowledge to help understanding

2. The most difficult teaching points:

Use grammar knowledge to help understanding

Teaching Aids Computer, projector, blackboard

步骤 目的 教师活动/方法 学生活动/方法 条件/手段

Lead-in

1. To teach some new words that will help the listening task

2. To introduce the topic---An alien’s trip. 1. Talk about students’ trip to Guangdong Science Center, and raise the question, is it possible that one day aliens will come to our earth?

2. Teach some new words by showing the pictures

3. Ask students to use the new words to talk about what they will do if aliens come. 1. Begin to think about the topic of aliens and get ready for further study of it.

2. Look at the pictures; and use the new words to talk about what they will do if aliens come. Computer and projector

Pre-

listening

1. To guide students to predict before listening with the help of pictures.

2. To give more time to students to be familiar with the pictures and get ready. 1. Ask students to look at the picture and guess what places Gorkella visited or what she did.

2. Ask students to choose one picture that they like most to talk about.

3. Ask students to guess which picture is the last one according to the story. 1. Look at the pictures; guess what places Gorkella visited or what she did.

2. Choose one picture that they like most to talk about.

3. Guess which picture is the last one according to the story. Student’ work sheet, textbook, blackboard, computer and projector

While- listening (listening A) 1. To practice listening comprehension

2. To use listening strategies

3. To tell the sequence of events 1. Ask students to listen to Listening A for twice and finish the exercises in A1 and A2.

2. Check the students’ answers. 1. Listen and number the pictures.

2. Listen again and complete the sentences. Recorder, textbook , computer and projector

Post- listening

1. To emphasize two useful listening strategies- predict with the help of pictures or titles and use grammar knowledge to help understanding

2. To notice people’s attitude

3. To use Simple Future Tense to talk about plan. 1. Check students’ prediction and ask students to think about what listening strategies they have used.

2. Ask student whether people like Gorkella according to the listening.

3. Ask students to talk about what they will do if they can have one day in space. 1. Think and talk about what listening strategies they have used.

2. Review the listening, and pay attention to people’s attitude.

3. In groups and talk about their plan in space Students’ work sheet, textbook, computer and projector

Listening B 1. To practice listening comprehension

2. To use listening strategies 1.Ask students to listen and fill in the blanks according to listening B

2. Check students’ answer and help them review the listening strategies. Listen and fill in the blanks Textbook , computer and projector

Speaking & language production 1. To have more input information

2. To talk use Simple Future Tense to talk about the future.

3. Get ready for the writing lesson tomorrow. 1. Show some opinions about the life in the future.

2. Ask students to talk about “Will the future become better or worse” 1. Read aloud the forecasts for the future.

2. In groups, discuss “Will the future become better or worse”, list as many reasons as possible. Student’ work sheet, blackboard, color paper, computer and projector

Home work 1. Complete Listening on P85-86 of Book B

2. Write a passage to describe the life in the future.

Title: Life in the Future

Requirement： a. Use Simple Future Tense

5.上海牛津版英语四年级 篇五

频度副词

always/sometimes/usually/never 是频度副词，提问应该要用How often„? 在句中的位置是：放在行为动词的前面，放在be动词的后面。也可以说“行前系后”。E.g She is always kind.她总是很善良的。

She always helps other people.她总是帮助其他人。不能出现这样的句子：She is always helps other people.(×)一句话中不能同时出现两个动词。并且要注意主谓保持一致，尤其注意第三人称单数不可以忽略。

how often 与 how many times how often 提问“频率次数+时间范围” how many times 提问“频率次数”

e.g.—How often do you exercise? —Twice a week.—How many times have you been there? —Twice.副词

表示动作特征或性状特征。一般用来形容或修饰除了名词和代词以外的词，主要修饰形容词、动词、其他副词和句子。He looks very happy.（修饰形容词）

The old lady is walking slowly now.（修饰动词）Luckily, he got the first prize.（修饰句子）形容词后面+ly构成副词:

slow—slowly slight—slightly quick—quickly

careful—carefully fierce—fiercely immediate—immediately

gentle—gently

lucky—luckily

happy—happily

介词

What else do you do with your„?你和你的„还干什么？ With是个介词，后面接人称代词时，要用宾格的形式。

With me/him/her/it/us /them 在具体的某一楼层只能用介词on，并且第几层还要用序数词 On the ground floor, on the first floor, on the fifteenth floor

具体的某一天介词只能用on On Sunday, On Sunday morning,On the Open Day he one on the left/right 左边/右边的这个 the one in the middle 中间的这个

如果是介词短语修饰the one，应该要放在the one后面，如果是形容词应放the one的中间the left/right one the middle one at weekends= at the weekend在周末

现在完成时

现在完成时的构成是： have/has +动词的过去分词。have/has been to 去过，到过(表示现在已经回来)have/has been in 住在 = have lived / stayed in have/has gone to 去，到„..(表示现在还没有回来)e.g.We have already been to Changfeng Park.Have you been to „..yet? 你去过„..吗？

Yes, I have already/just been to„./been there.是的，我已经去过了。No, I haven‟t been to „/been there yet.不，还没有去过。

already 已经(多用于肯定句，放于动词前)yet 迄今，还(多用于疑问句和否定句，放于句末)just 刚刚(用法和位置和already相同)

e.g.I have already been to Lily’s home.Have you been to Lily’s home yet? I have lived in Shanghai for thirteen years.No, I haven’t been to her home yet.live / stay „for„在„住/待„(时间)for +一段时间，多与现在完成时连用表示动作从过去延续到现在的一段时间，并用how long提问。

代词

one 用来指代一个人或事物，而ones用来指代一些人或事物。

定冠词the 定冠词the的用法：

a.在球类运动前不加定冠词the play football / basketball / tennis, etc.b.在乐器前必须加定冠词the

play the piano / violin, etc.c.在watching television中，不加定冠词the

时间表达方式

on the tenth of September / on September tenth 9月10日 two fifteen = a quarter past two

2:15

Three ten = ten past three

3:10 One thirty = half past one

1:30 two forty = twenty to three

2:40

half an hour = 30 minutes 用了half an hour后面就不能再有minutes one and a half hours=one hour and a half

一个半小时 One hour and twenty minutes

一小时二十分钟 a.m./p.m.分别表示上午和下午。

First,„/Next,„/Then„/After that,„/Finally,„ Finally = at last = in the end

时间状语从句

„when„

当...的时候

引导时间状语从句，表示一个动作与另一个动作同一时间发生，或一个动作在另一个动作所延续的范围之内发生。主从句时态要一致。当主句用一般将来时，从句用一般现在时代替将来时。

What can you see when there is a typhoon? 当有台风时，你能看见什么？

When it doesn’t rain tomorrow, I will go out for a walk.当明天天气不下雨时，我将出去散步。

交通工具

By bus/bike/car/underground/train/ferryride take a bus/bike/car/underground/train/ferry He goes to school by bus.=He takes a bus to school.He goes to school by bike.=He rides his/a bike to school.=He cycles to school.其他的交通工具都能用take来表示乘，但bike只能用ride a bike on foot 步行

She goes to work on foot every day.=She walks to work every day.数词、量词

a few 只能修饰可数名词，与可数名词的复数形式连用 a little 只能修饰不可数名词 some / a lot of 既可修饰可数名词又可以修饰不可数名词。当与可数名词连用时，只能与可数名词的复数形式连用

Some用在肯定句中，any用于否定和疑问句中。

plenty of “许多，大量”，后面可跟不可数名词或可数名词复数 too much 太多+不可数名词 too many 太多+可数名词复数

e.g.Don’t drink too much cola.不要喝太多的可乐。Too many sweets are bad for your teeth.吃太多糖对你的牙齿不好。

too little 太少+不可数名词 too few 太少+可数名词复数

可以用not...enough（修饰可数或不可数名词）结构改写句子。e.g.You eat too little fruit.= You don’t eat enough fruit.less 更少+不可数名词（less是little的比较级）fewer 更少+可数名词（fewer是few的比较级）

more 更多+可数名词、不可数名词（more是many、much共同的比较级）

e.g.You should have less meat, fewer soft drinks and do more exercise.你应该少吃肉，少喝软饮料，多做运动。

once 一次 twice 两次

三次及以上: 数字+times a quarter of 四分之一

three quarters of 四分之三

量词：a slice of /slices of;a tin of/ tins of;a bag of/ bags of;a piece of/ pieces of

问句

How many uncles do you have?你有多少个叔叔？ How many后面接可数名词的复数形式。

Why do you like„?你为什么喜欢„„？ I like„because„我喜欢„„是因为„„

Which place shall we visit?我们将参加哪个地方？ When are we going to come back?我们将什么时候回来？ What kind of soup/fruit would you like?你想要哪种汤/水果？ What does this sign mean?这个标志意味着什么？

What does this sign mean?=what is the meaning of this sign?

Where can we find it?我们在哪里能找到它？ Which door must we use?我们必须要使用哪一扇门？

Would you like rice or noodles for dinner tonight? 你晚饭是想吃饭还是吃面条？or在这里是标示一种选择关系。A:May I have some„,please? B: Ok.Here you are./Sorry.I haven‟t got any.May I„？用于提出请求。回答时，表示允许，常用Ok。/Sure./All right./Yes, you may.表示拒绝时，常用No, you may not./ I‟m afraid you can‟t.并且may not不能用缩写的形式。

A:Would you like some„? B: Yes, please./No, thanks.接受别人的请求时，应说Yes, please.；拒绝别人时，应说No, thanks.I don‟t want any „ because it‟s/they‟re(too)sweet/salty/spicy/sour/bitter

How often„„？ “多久一次”，用于对时间频率提问。

情态动词

must 意为“必须”表示很重要或必要。must not意为“不准”，表示不允许或禁止 must是个情态动词，后面接动词原形。We mustn‟t eat or drink.or用于否定句中表示“并列” and用于肯定句中表示“并列”。

Don‟t talk loudly.=We mustn‟t talk loudly.情态动词的一般疑问句就是把情态动词提前，后面照抄。句号改为问号。Must we wait for the green man? must作为情态动词表示“必须”，否定式mustn’t表示“禁止，不允许”，注意由must提问的一般疑问句肯定回答用Yes, „„must;否定回答用No, you needn’t.花钱花时间

cost以物作主语，通常是问价钱

Take以it作主语，通常是花费时间 It takes me 10 minutes to go to school.Spend 以人作主语，既可以是花费金钱，也可以是花费时间。Spend time/money on sth.spend time/money in doing sth.E.g I spend two yuan on this pen.=I spend two yuan in buying this pen.It takes sb.some time to do sth.花费某人多少时间做某事。

It takes me about fifteen minutes to go to school.我去学校要花费15分钟。

How much does it cost?它花费多少钱？

How much was it?=How much did it cost?= What was the price of it? 它多少钱。How long does it take you to get to„ 它花费你多长时间到达„

地点、方位表述

near 离„很近后面直接接地点

I live near school.=My home is near school.我家离学校很近。far away from=far from离„很远

He lives far away from school.=His home is far from school.他家离学校很远

get to “ 到达„ ” 表示“到达那里”只能说get there

He will arrive in Shanghai at two o‟clock.reach是个及物动词，后面直接接地点名词 I reach school / get to school

leave for 出发去„„动身去„„ leave A

离开A地

leave for B

出发去B地

e.g.He will leave Shanghai.e.g.He will leave for Tokyo.leave A for B 离开A地去B地 e.g.He will leave Shanghai for Tokyo.arrive + in 大地方(如国家、城市等范围较大的地方)

e.g.arrive

in

China

/ Shanghai„

arrive + at 小地方(如车站、学校等小范围的地方)school...方位词：east / west / north / south / north-east / north-west / south-east / south-west 用法：a.两地不相邻: e.g.A is north B.（= to the south of）

b.两地接壤: e.g.A is on the north of B.e.g.arrive at the airport /

c.所属关系，A包含B, B属于A: e.g.B is in the north of A.表示提议的句型

Shall we have a picnic tomorrow?=Let‟s have a picnic tomorrow.明天我们野餐怎么样？/我们明天去野餐吧！Shall we„？/ Let‟s用于提出建议。

Shall是个情态动词，后面接动词原形。Let‟s„后面也是接动词原形。

That‟s a good idea.那是个不错的主意。

-------Would you like some snacks?-------No, thanks.I don‟t want any.I want some fruit.How about = what about怎么样？

Why / Why not?为什么？/为什么不？

将来时

一般将来时：用于表示将来某个时间发生的动作或状态。常与tomorrow, next +时间词，in+一段时间, in the future等连用。

其动词形式有will/shall + do 或 is/am/are going to + do(动词原形)will / be going to will是个情态动词，没有人称的变化.E.g He will arrive in Shanghai at two o‟clock.I will meet them at the entrance.Your parents will arrive at two o‟clock.但是be going to有人称的变化.He is going to go fishing tomorrow.I am going to go fishing tomorrow.They are going to go fishing tomorrow.都是用来表将来的，他们后面应该接动词的原形。

if引导的条件状语从句，当主句用一般将来时，从句用一般现在时代替将来时，即“主将从现”。

If there is no rain, we will have no water to drink.如果没有雨，我们将没有水喝。

连词

连词主要连接两个简单句

并列连词有and并且，和;but但是;or或者，否则的话;so所以;for因为。She can‟t read or write.她既不会读也不会写。

or用在否定句中表平列关系。and用在肯定句中表平列关系。She can read and write.她既会读又会写。

also，too两个都可以表示“也”，also用在句中，但是too用在句尾，并且要用逗号隔开。

连词because引导原因状语从句。

比较级最高级

healthier than 比----健康

less healthy than 比----不健康 as healthy as 像----一样的健康 as unhealthy as像----一样的不健康

than用于比较级中 as...as用于原级比较

one of the most intelligent animals最聪明的动物之一 one of the most dangerous animals最危险的动物之一

one of the + 形容词最高级+ 名词的复数，表示“最„„的之一”。

关系表达

用于三者或以上：most /some / all /none of them 他们中的大多数/一些/全部/全都不是 All of the bus drivers were men.改否定句如下： None of the bus drivers was a man.或者None of the bus drivers were men.用于两者之间：Both of my parents are engineers.改否定句如下： Neither of my parents is an engineer.词组固定搭配

see sb.doing sth.看见某人正在做某事 use sth.to do用某物来做

use sth.for doing用某物来做

like to do sth.=like doing sth.喜欢做某事 be kind to sb.对某人很友好 tell a lie = tell lies说谎

share sth.with sb.和某人分享某物 for the first time第一次

want sb.to do sth.= would like to do sth.想要做某事 need to do sth.需要做某事。Invite sb to sp邀请某人去某地

have a great / good time 玩得开心，过的愉快 on the road在路上 wait for 等待 be late for school 迟到 find out查出，弄清

talk to sb.对某人说，跟某人交谈。talk about sb./sth.谈论关于某人/某事。tell sb.to do sth.告诉某人去做某事 tell sb.not to do sth.告诉某人不要做某事

in the same place / in different places 在同一个地方/在不同地方 How much...do we need ?我们需要多少......？ plan to do 计划做„„

know about 知道/了解关于„„的事情 give sth.to sb.= give sb.sth.给某人某物 forget doing 忘记做过„„（已做）

forget to do忘记去做„„（未做）

member用法与foeget相同

practise doing„练习做„„，训练„„ help do the housework 帮忙做家务

help sb.(to)do sth.帮某人做某事

= help sb.with sth.帮某人某事 learn to do sth.学会做某事

learn—learnt—learnt have to do sth.表示“不得不做某事”

keep sb./sth.+ adj.保持某人或某物处于某种状态 instead of(doing)sth.代替，而不是 be made of由„„制成的（看得出原材料）be made from由„„制成的（看不出原材料）be made by由（谁）制造的 be made in由（某地）制造的stop doing sth.停止正在做的事

stop to do sth.停下去做某事

be important to sb.对某人是重要的

6.译林牛津版高中英语词汇教学探究 篇六

一、译林牛津版高中英语词汇教学发展现状及问题

译林牛津版高中英语教材出现在我国全面推行素质教育及新课程改革之后,因此推广范围相对较窄,对教材在实际应用方面的研究也相对欠缺。但译林牛津版英语教材的使用对我国英语教学的全面发展而言意义重大。现阶段我国译林牛津版英语教材中词汇教学的发展现状如下:

1. 词汇教学中词汇量偏大

译林牛津版英语教材与传统人教版英语教材等存在明显的差异性,更追求英语教学的生活化,对英语知识的逻辑性及认识性的要求也更高。因此,其对英语词汇学习难度的要求也有一定的提升。就现阶段来看,译林牛津版英语词汇教学发展现状良好。在新课改的推动下,译林牛津版高中英语已得到较大范围的推广。在这样的发展背景之下,译林牛津版高中英语词汇教学也得到了迅速发展。在推广过程中,大量英语教师参与到教法的研究中,使英语词汇教学得到了长足发展。但是其中也难免存在一些问题。译林牛津版高中英语教材对英语教学认知度的要求较高,对阅读能力及理解能力的要求同样较高,这在一定程度上增加了每一篇课文的词汇量。这些词汇中主要以生僻词汇、多义词汇为主,增加了学生的词汇学习量,同时也在一定程度上增加了教师词汇教学的难度。这是现阶段我国译林牛津版高中英语教材推广以来存在的最主要的问题。译林牛津版教材对英语词汇量的高要求,是造成这一现象的最主要原因之一。

2. 词汇教学方法仍较单一

英语教学与其它学科不同。作为一门语言课程,它对语言理解能力、应用能力的要求都较高。而学习语言的关键便是词汇学习。译林牛津版高中英语教材的核心理念就是提升学生的语言理解及应用能力,因此课文形式多样,且较为新颖。这样的结构组成在一定程度上增加了英语词汇量,提升了对词汇教学的要求。由于传统教育理念根深蒂固,加之传统教育教学方法对英语教学的影响,教育教学方法仍难以在新课改过程中得到较快发展。这在译林牛津版高中英语教学推广中体现得尤为明显。新教材推广缓慢,教学方式陈旧,这是我国英语教学中普遍存在的问题。具体来看,我国现阶段英语词汇教学方法仍停留在“教——背——默”的阶段,造成这一现状的主要原因是传统“填鸭式”教学方法的影响。

二、译林牛津版英语词汇教学方法探究

译林牛津版高中英语是新课改在英语教学改革中的重要环节之一。因此,对译林牛津版英语词汇教学的探究应该从新课改发展的角度出发,结合英语教学的独特性,将新课改理念、英语教学特性与教材结合起来,创新教法,提升效率,促进英语教学的长远发展。

1. 以教材为根本,创新课文与词汇融通的教学方法

该方法的核心内容是将课文与词汇相融通。这一过程要求教师必须从课文出发,设计相应的词汇教学,让学生通过课文内容来自行理解词汇词义,从而提升词汇学习兴趣,掌握词汇运用方法。另外,课文与词汇融通的教学方法应该避开传统英语教学方法的局限,将课文与生活相结合,使课文内容变得生活化,并在此过程中融入必要的词汇教学。这样词汇教学才变得更加生动更加高效。

2. 以学生学习为目标,根据学生接纳情况调整学习内容

高中词汇的学习是整个英语教学中最为枯燥的环节之一。在我国,传统教学方法主要以背、记为主,但这种教学方法往往事倍功半。此外,新课改下的译林牛津版英语教材课文词汇量较大,这在一定程度上增加了学生的学习量。针对上述情况,在英语学习中,教师要根据学生的具体学习情况,有针对性地调整英语词汇教学的内容,并在教学过程中设计相应的教学目标,同时改变传统英语教学方式方法,提升英语词汇教学的师生互动,将英语词汇学习变得更加生动,更加灵活,从而使译林牛津版高中英语发挥其最大作用。

三、总结