牛津英语9AUnit1教案
牛津英语9Aunit1教案
9A Unit 1 Star signs
课题:Welcome to the unit 课型：新授
教学目标
知识目标：1. To identify the symbols that represents the star signs
2. To learn the names of the symbols that represents the star signs
能力目标：To know about 12 different star signs
情感目标：Know about your characteristic and perfect yourselves
教学重点：Different star signs and symbols
教学难点：Different stars signs and symbols
教学过程：
教师活动
Step1 Warm-up
1.Ask students what animals they are in the Chinese horoscope. Ask them to describe the
characteristics of that animal. For weaker classes, you can write the English names of the Chinese star signs on the board.
Rat\Ox\Tiger\Rabbit\Dragon\Snake \Horse\Goat\Monkey\Rooster\Dog\Pig
For the stronger Ss, encourage Ss to say the names directly.
2.Explain that western countries use a different system of star signs. Explain that the western
star sign system is based on the month you were born in, rather than the year you were born in.
Step2. Welcome to the unit
1. Explain to students that each picture in Part A represents a star sign. Ask them to complete Part A, then discuss the answers as a class. Students who have made mistakes in this section will benefit from correcting their answers before proceeding to the Reading section, then read the star signs well.
2. Ask students to complete Part B. Explain that there are 12 star signs in total---- those in Part A and those in Part B. Each star sign represents a period of time in a year.
3. Ask students whether they know what their star sign is. Encourage them to say the name of their star sign aloud.
Step 3. Comic strips
1.Have a listening , then make sure what Eddie and Hobo discuss in the unit
2. Grasp the expressions in the unit.
Eg: It is nice of you to bring me the newspaper, Worry about
3. Read the paragraph below the pictures and know about the topic of this unit.
Homework:
1.Finish some exercises.
2.Recite new words.
板书设计
学生活动
1. Listen and think 12 animals in the Chinese Horoscope.
2. Think and say out the stars they know
3. Look at the pictures, learn new words and remember them
4. Listen and answer what they are discussing in the dialogue
备课札记
1.和学生一起复习中国的12生肖，引出西方的12星座
2.认识星座的符号以及英文说法，对照月份定自己的星座让学生认识到中西方的文化差异
3. 让学生认识到本单元的主题是有关星座
课题Reading (A) 课型：新授
教学目标
知识目标:1. To understand what star signs are and what they represent
2. To recognize and understand vocabulary about characteristics
3. To use adjectives to describe someone’s characteristics
能力目标:To develop the students’ abilities of listening, speaking, reading and writing.
情感目标:Know about your own star signs and perfect your characteristic.
教学重点:To introduce more information about star signs
教学难点:To say out your star sign and describe your characteristic to everyone
课前预习:T o get as much information about star signs as possible
教师活动
Step 1.Warm-up
1.Revise the star signs in Period 1 , ask the Ss to say out fluently.
2.Ask the new words used to describe one’s charac teristic in Period 2, check the Ss if they have previewed before this class, such as: energetic active impatient Selfish stubborn outgoing\ easygoing confident modest practical elegant, silly businesslike, etc.
Step 2 Presentation
Brain storm the vocabulary that is used to describe people’s characteristics. Encourage students to explain each word to their classmates.
Step3.Reading
1. Read the passage aloud to students. Ask them to listen carefully to you and follow the text on page 4 and 5.
2. Ask one student at a time to read a paragraph. After each paragraph, ask students to say which part of the text they do not understand. Less able students may find some of the names of the star signs difficult. If so, do not force them to learn them by heart because they are only used here to arouse students’ interest. It is more important for them to learn the adjectives that describe people’s characteristics. This will enable them to complete the Main Task at the end of the unit.
3. Ask some questions to check understanding.
(1) How is a year divided?
(2) what decides your star signs?
(3) what character do the people born in 21st-20 Apr have?
(4) what characters do the people born in other time periods have?
Based on these questions to be more familiar with the adjs. that are used to describe one’s characteristics.
4.Read again, then finish the exercises in C1
Step 4 Listening
After the Ss have known sth about the text, play the tape for the Ss to listen, let them try to understand it.
Homework:
1. Finish some exercises.
2. Recite new words.
3.Read the passage.
学生活动
1. Listen to their teacher and try to spell out the star signs as much as possible
2. Recall the adjs to describe the characteristic
3.Spell out the new words and try to be familiar with the words.
4.Read the text after the teacher, and have a general impression about it , then read it carefully grasp the details about it .
5.Do some exercises to check its comprehension
备课札记
1.和同学们一起复习有关星座的知识为本课做铺垫
提问表人的形容词,一方面检查学生的预习
2. 遵循学生的思维规律,层层深入,同时注意阅读课的要旨是强调阅读,真正地达到提高学生的阅读能力.
课题课型：新授Reading (B.C.D)
教学目标
知识目标：1.To recognize and understand vocabulary about characteristics
2. To use adjectives to describe one’s characteristics
3.Grasp and use the expressions in it.
能力目标：Describe others’ character istic using the Adjs they learned
情感目标：Know about your own star signs and perfect your characteristic.
教学重点：Use the phrases and expressions fluently.
教学难点：Describe one person using the adjs they learned
课前预习：the addings of positive to negative
教师活动
Step1.Revision
1. Before doing Part B, revise adjectives used to describe characteristics. Ask students to describe their classmates.
2. Ask less able students to work in pairs. Tell them to skip the ones they are not sure about and do the easier ones first.
Step2 Consolidation
Part B:
Remind Ss that the vocabulary listed in Part B appears in the text. If Ss are not sure what a word means, it may help them to read the words in context on those pages, then choose the correct definitions. Check answers in class. Ask the Ss to understand them indeed
Part C:
1. Review key vocabulary learnt in the reading passage. Ask more able students to describe their partners using these adjectives.
2. Ask students to do Part C2 on their own and check their answers with their partners. Ask students to refer to the reading passage on page 4 and 5. If students have different answers, ask them to discuss the answers.
For weaker classes, write a list of characteristics on the board for students’ reference
3. Read this part carefully and more familiar with this part.
Part D:
1. Ask less able students to pick five characteristics that describe themselves and write them in the blanks in part D1. Tell more able students that they can also use characteristics that are not listed on the board. Tell less able students to refer to the reading passage on pages 4 and 5 if they need help with ideas.
2. Now, ask students to read the description of their star sign on pages 4 and 5. Ask them to write whether the characteristics listed under their star sign match the characteristics they have listed.
3. Ask all those who think their characteristics match their star sign to raise their hands. Then ask all those whose characteristics do not match to raise their hands.
Step 3 Make a survey
Do a clas s survey. Ask students whether they believe in star signs. Count how many say ‘yes’ and how many say ‘no’. Write the numbers on the board. For more able students, ask them to say why they believe or do not believe in star signs. Divide the class into pairs. Ask students to write down five words that describe their partner’s characteristics in Part D2.
Homework:
1.Finish some exercises.
2.Recite new words.
3.Read the passage.
板书设计
学生活动
1. Think of the adjs that describe one’s character and try to describe their classmates
2. Finish the exercises in Part1 and check with teacher.
3. Finish the exercise in C2, make sure they are more familiar with the adjs and can use them
4. Know about their own star signs and describe their character with right adjs and compare it with the information in Page3 and Page4
备课札记
1.本课的重点是描写人的形容词,所以先和学生简单的复习一下,为本课的作业及口头介绍作准备。
2.表示人的形容词是本课及本单元的重点,所以一要学习二要口头操练他们自己的性格特征,让学生更加熟悉这些形容词。
课题课型：新授Vocabulary
教学目标
知识目标：1. To use adjectives to describe characteristics
2. To recognize whether an adjectives is positive or negative
能力目标：Grasp the addings of changing adjs into its negative
情感目标：Be a happy , lively teenagers after learning this unit
教学重点：Grasp the positive and negative of adjs and the adjs describing a person
教学难点：Grasp positives and negatives of adjs
课前预习：Structure :
(1)It is + adjective +of +(not) to do sth
(2)…..to be +adjective+enough +to do sth
教师活动
Step1.Revision
Revise the phrases and expressions in Reading
energetic and active
a curious and clever person
a strong and confident person
a modest person
pay attention to details
a polite and fair person
argue with others
a powerful person
it is silly of you not to forgive others for their faults
have a good sense of humour
patient enough to
creative and imaginative ,etc.
Ask the Ss to retell the content of describing 12 different star signs one by one.
Step2.presentation
Part A
1. Revise the usual addings of changing the positive into the negative, such as in,im, un,less and so on., and do some exercises.
2. Divide the class into groups of four. Each group works together to complete Part A. One student in each group writes down the answers on a piece of paper. Groups raise their hands when they have finished.
3. When all the groups have finished, each group must give their answers to another group to mark. Remind students to put the name of their group at the top of the paper.
4. Read out the correct to the class. Each group marks another group’s answers. The group with the most correct answers will win.
Part B
1. Ask students to work on their own to do Part B. Remind them to look at the pictures and the words provided.
2. Ask students to compare their answers with their neighbours and discuss the differences.
3. When the discussion is finished, ask a student for the answer to No.1. Ask all students who agree to raise their hands. If a student gives an incorrect answer, ask other students what the correct answer should be.
Exercises
所给根据首字母填写单词。
1. Many actors and sports players are e__________ and a________ .
2.Tom can’t sit there quietly. He is i______________ .
3. The top student in our class is the most h__________ .
4. Though he is one of the most famous writers in China, he is m_______.
5. The person whose star sign is Capricorn is patient and p_______ .
Homework:
1.Finish some exercises.
2.Recite new words.
板书设计
学生活动
1. Listen , think ,and try to say out the phrases and expressions, and have a deep impression about them
2. Recall the adding of negative together and learn this lesson
备课札记
1.提问并请人来复述课文，巩固我们所学的内容，加深我们对这些形容词的理解
2. 复习，导入并附以一定的练习巩固我们所学的内容
课题Grammar (A,B) 课型：新授
教学目标
知识目标：1. To use ‘it is’+ adjective + ‘of’… + ‘(not) to’-infinitive to express opinions about a person’s actions.
2. To use the verb ‘to be’ + adjective + ‘enough’ + ‘to’-infinitive to describe a person’s characteristics and abilities.
3. To use the basic sentence elements to make up a sentence
能力目标：Enable the Ss to grasp the structures
情感目标：Be a happy , lively teenagers after learning this unit
教学重点：Enable the Ss to grasp the two structures
教学难点：Enable the Ss to grasp the two stuctures
课前预习：Preview the different parts of a sentences
教学过程
教师活动
Step1. Revision
Finish some sentences.
1．一年被划分成十二个月。
A year _______ __________ __________ twelve months.
2．当你陷入困境时，请不要放弃梦想。
Please don’t ___________ ________ ____________ when you are in trouble.
3．他有时注意细节。
He ___________ __________ ____________ details ________ __________ .
4．我的叔叔经常讲笑话，很有幽默感。
My uncle often _________ __________ and have _______ ________ ________ __________ . Step2 Part A
1. Tell students that we use the ‘it is’+ adjective + ‘of’… + ‘(not) to’-infinitive structure to talk about our feelings towards people and what they do.
2. Ask three students to read the three sentences in the grammar table at the top of page 9. Encourage students to ask questions if they are unsure of the meaning.
3. Ask students to complete the exercise on their own. Students have to write the correct words form the box in the blanks without making any changes.
4. Ask a pair of students to read out what they have written.
Pay attention to some expressions in it.
Step 3 Part B
1. Tell students that we can also use the verb ‘to be’ + adjective + ‘enough’ + ‘to’-infinitive structure to talk about a person’s personality and abilities.
2. Explain the difference between the structure in Part A and the structure in Part B. In part A, students learn to express what they think about someone else’s actions. In Part B, students lea rn to express what they think about a person’s personality and abilities.
3. Ask three different students to read the sentences in the grammar table at the top of page 10, and
understand them.
4. Ask students to read out their sentences. Check for mistakes and mispronunciation.
Step 4 consolidation
Do some exercises (同义句转换) to consolidate they learn.
Homework:
1.Finish some exercises.
2.Recite new words.
板书设计
学生活动
1.Look and complete the exercises in class
2.Listen ,and be familiar with the two structures, then practice them
备课札记
1.练习来巩固所学的内容
2.先和同学们熟练这两句型，然后操练
课题Grammar(B) 课型：新授
教学目标
知识目标：1 To use the verb ‘to be’ + adjective + ‘enough’ + ‘to’-infinitive to describe a person’s characteristics and abilities.
2. To use the basic sentence elements to make up a sentence
能力目标：To use the basic sentence elements to make up a sentence
情感目标：To feel how colorful our life is and cherish the wonderful friendship
教学重点：To use the basic sentence elements to make up a sentence
教学难点：Know different parts of a sentence
课前预习：Part C of the Grammar
教学过程
教师活动
Step1. A dairy report
Ask some questions according to the speech
Revise the star signs by using some adjectives.
Step2 Warming up
Tell students that we use the ‘it is’+ adjective + ‘of’… + ‘(not) to’-infinitive structure to talk about our feelings towards people and what they do.
2Use the structure to make up sentences
Step2 Presentation. (Part B)
1. Tell students that we can also use the verb ‘to be’ + adjective + ‘enough’ + ‘to’-infinitive structure to talk about a person’s personality and abilities.
2. Explain the difference between the structure in Part A and the structure in Part B. In part A, students learn to express what they think about someone else’s actions.
3. Ask three different students to read the sentences in the grammar table at the top of page 13. Encourage students to ask questions if they are unsure of the meaning.
4. For stronger classes, tell students to cover the adjectives on the right and work on their own to write the sentences for Part B. Remind them that they need to rearrange the order of the words, and choose a proper adjective for each sentence. For weaker classes, students can use the adjectives on the right to form sentences. Encourage more able students to write the sentences
with their own adjectives. Accept any sensible answers.
5.Ask the Ss to make up some sentences about their families, classmates and familiar people by using some suitable adjectives and the pattern It’s +adjectives of sb to do sth.
Step3 Practice.
1. Ask the students to make up sentences as many as they can
2. Go through the answers with the class orally.
Step4 (Part C)Presentation
1.Write a sentence on the board. Ask students to shorten the above sentence to give the main idea of it.
2.Explain to students that a sentence can be divided into different parts. We can add or remove the different parts of a sentence to clarify the meaning of it.
Step5 Practice.
1. Tell students that each sentence pattern has its own name. Ask seven students each to read one definition and the sample sentences that follow. Encourage them to ask questions if they are not sure of the meaning.
2. Explain to students that the basic parts of a sentence are the subject and the predicate. To make
a sentence richer in meaning, we can add predicative, objects, attributives and adverbials to the sentence with additional information.
Step 6 Consolidation
Ask the Ss to compare the following patterns:
It’s +adjectives of sb to do sth.
It’s +adjectives for sb to do sth.
Step7 Exx.
1 Ask students to complete Part C1 on page 1
2 using the table on page 1
3 as a guide.
2 Get some of them give the answer one by one.
3 Finish C2 and check the answers.
Homework:
1.Finish some exercises.
2.Recite new words.
板书设计
学生活动
1. Make up sentences with the structure.
2. Try to know how to use the B structure .
3. Make up sentences then answer them on Page 10.
4. Know the definition of different part in each sentence.
5. Finish Exx on Page 13 and Page 14.
课题Integrated skills 课型：新授
教学目标
知识目标:1. To understand the context of a horoscope, in both its written and spoken forms
2. To consolidate the information gained from reading and listening, then determine the facts
能力目标: Make the Ss understand\master the main idea of the tape as well as the descriptions of personality.
情感目标:Built a good personality through the learning
教学重点:To understand the context and the use descriptions of personality
教学难点:As the above
课前预习:To get as much descriptions of personality as possible
教学过程
教师活动
Step1.Daily report: A favorite person
Show some students some pictures. Ask the Ss to make up some mistakes by using the two patterns:
It’s +adjectives of sb to do sth.
It’s +adjectives for sb to do sth.
Show some sentences. Ask the students to use the sentence elements.
Step2.Presentant
Use the pictures of the horoscope to show the Ss .For weaker classes, read the horoscope in Part A1 to the class. For stronger classes, ask a student to read the horoscope aloud.
Step3. Practice
Fill in as much information in Millie’s notes as they can. Remind them that they will not be able to complete all the answers. For weaker classes, help students by telling them which answers cannot be found in the advertisement.
Step4Practice
1.Play the tape for the Ss to listen to
2Let the Ss fill in the blanks again
3.Check the answers one by one
4.Play the recording for Part A3 once. Tell students not to write anything, then try to write sth. according to the memory. Then say the answer out .Check them with the Ss .
Step 5 Speak up
(1)Play the tape ,try to answer the question ‘what’s Peter like’?
(2)Ask students to work in pairs. Encourage them to discuss Suzy and David. Remind them that
they can use the conversation in Part B as a model. For weaker classes, allow students to write down their conversations first.
(3)Make up dialogues as many as you can .
(4)Get some of the Ss speak up .
Step 6 Exx.
Do corresponding exercises.
Step 7 Draw a conclusion
Get some of the Ss draw a conclusion of the lesson
Homework:
1.Finish some exercises.
2.Recite new words.
3. Give a description of your family member
板书设计
学生活动
1. Listen and try to get the main idea of the speech
2.Listen to the tape and try to fill in the blanks.
3.Make up dialogues with each other
4.Finish the Exx.
备课札记
1.Try to make the Ss get more descriptions. according to the daily report
2. At Step 4 ,by not writing anything first ,it can train the Ss’ listening comprehension
课题Study skills 课型：新授
教学目标
知识目标：1. To recognize and understand different levels of formality in the English language, both when writing and speaking English.
2.To recognize and correct mistakes about inappropriate level of formality in finished work
能力目标：To use the two ways of language freely
情感目标：How to use the two ways under different circumstances
教学重点：To recognize and understand different levels of formality in the English language, both when writing and speaking English.
教学难点：To use the ways of expressions freely
课前预习：To preview the new words
教学过程
教师活动
Step l Dairy report
A description of my family member
Step2 Revision
Review ‘formal or informal language’, ‘endings’ and ‘slang’. For stronger classes, ask students to explain the meanings of the words and/or give Chinese translations. For weaker classes, you can tell them the meanings.
Step 3 Presentation
Make sure students recognize that the picture of a pencil represents written language while the mouth represents spoken language.
Step 4 Practice
Explain the difference between abbreviations and contractions.
Step 5 Practice
Tell students to look at Kitty’s letter and try to find the mistakes by underlining parts of the letter on page 16 which they believe are inappropriate.
Step 6 Practice
Ask students to write down why they believe a part of the letter is inappropriate. Remind them to use the phrases.
Step 7 Practice
Check the answers with the partner
Step8 Get some of them give the answers out
Homework:
1.Finish some exercises.
2.Recite new words.
3. Finish some exercises like the letter in the text
板书设计
学生活动
1. Try to understand the different ways of the formal and informal language
2. Work in pairs to prepare the answers and explain the reason of the use .
备课札记
At Step 5, try to make more Ss stand up and give more various answers
课题Main task 课型：新授
教学目标
知识目标：1To organize ideas and build a justification for those ideas
2To write a formal letter with the correct degree of formality
能力目标：To write a formal letter with the correct degree of formality
情感目标：The same as in Period 8
教学重点：Aim1, 2
教学难点：Aim 2
课前预习：To know sth. about recommendation
教学过程
教师活动
Step 1 Presentation
Tell students that creating a graph or chart can be a good way to help them organize their thoughts and ideas.
Step 2 Main task A
1Point out to students that for each adjective in the flow chart in Part A on page 17, there should be an example to back up this adjective.
2 Ask students to work in pairs to complete the flow chart in Part A. Then ask each pair to give their answer of the chart.
Step 3 Main task B
1Tell students to work on their own to fill in the blanks in part B. Remind them to use the flow chart on page 17 as a guide.
2 A few minutes for them to have a check with each other and get some of them report the answers.
Step4 Practice
1.Tell students to work in pairs to make a flow chart about someone from the class. For stronger classes, encourage students to choose someone for chairperson about whom they do not know very much. Encourage them to ask this student questions in an interview format so they can find out more about that student. For weaker classes, students may feel more comfortable writing about someone they know well.
2Ask students to start off by writing down some adjectives to describe the student they have chosen. Then they need to write down concrete. Provide a list of different adjectives to describe characteristics for students’ reference.
Step5 Assignment
Ask students to write a formal letter of their own. Remind them to use the flow chart they created as a guide for the letter. Also remind them they can use Kitty and Millie’s letter as a model. Homework:
1.Finish some exercises.
2.Recite new words.
3.Write a passage.
板书设计
学生活动
1. Think about the advantages of a ‘mind map’.
2. Fill in the blanks in Part A
3. Fill in the blanks after the model in Page 17
4. Report the answer.
5. Work in pairs and make a flow chart.
6. Choose some adjs. to describe the student.
7. Give the answers out .
备课札记
1. Try to give more adjs to the Ss for their reference and try to let them remember the words
课题Checkout 课型：新授
教学目标
知识目标：To review key grammar and vocabulary items
To give students the chance to practice the grammar and vocabulary items
To allow students to check their progress and ask any questions they may still have
能力目标：To encourage students to recommend a people freely .
情感目标：To built a good personality through the study
教学重点:To review key grammar and vocabulary items
教学难点:To check their progress and try to ask questions they may have
课前预习:1. To complete the conversation between the children in Page 19
2. To find out all the words in the puzzle
教学过程
教师活动
Step 1 Dairy report
Get one of the Ss report their composition about the student before the whole
Ask some questions according to the speech .
Step 2 Have a revision of the star signs
Ask the Ss freely about his or her star sign
Ask one of the Ss to give a description of a student’s personality ,let the rest to guess who it refers .
Step 3 Revision of the grammar
1Use the structure to make up some sentences
2Do an exercise to consolidate two structures ,‘it’s+adj+of sb.+to do.’and ‘it’s+adj+for sb.+to do’3 Show some sentences on the screen to make the Ss tell the different parts of each pattern.
First some easy sentences then some complicated ones.
Step 4 Part A
Ask students to do Part A on page 19 on their own. Then choose three students to be the three main characters. Ask them to role-play the conversation. The rest of the class check their answers. Step5 Word puzzle
Ask students to find 6 words Part B
Checkout as a warming-up exercise to check if students have mastered the word in the unit well. For more able students, ask them to try to work out the answers without seeing the picture prompts. For less able students, tell them that the pictures will give them clues to the scrambled words. Step3 Checkout
Do the corresponding Exx
Step4 Exercises
To give students the opportunity to reinforce the grammar and vocabulary items learnt in this unit, and to gain confidence through doing so
To allow students to check their progress and ask any questions they may still have Homework:
1.Finish some exercises.
2.Recite new words.
3. Preview the next unit
板书设计
学生活动
1. Share the composition with the partner and report it to the whole class .
2. Play a guessing game.
3. Define each part of the sentences.
4. Check the answer and role-play the conversation
5. Ask the questions freely
备课札记
Try to let the Ss g ive descriptions as many as possible because that’s the aim of this unit.
上海版牛津英语一年级全册教案
上海版牛津英语全册教案 Oxford English Book 1A Unit 1 the first period 一．教学说明 1．今天是小朋友进入小学的第一节英语课，所有的学生都表现出对英语的极大的好奇。作为一名英语教师，要通过充满知识和乐趣的课堂将 孩子们的好奇转换成对英语学习持久的兴趣和热情。 2．班级中的孩子来自不同的环境，有着完全不同的知识基础和认知能力。教师应主动地去了解学生，这对今后的教学工作十分重要。二．教学内容 1．认知内容：能听懂会说Good morning. –How do you do? –How are you?-Fine, thank you. –Hello! 等问候语。 2．能力要求：学会用-Good morning. –How do you do? –How are you?-Fine, thank you. –Hello! 来问候和交流。 3．情感态度：通过学生对本课问候句子的学习，培养学生讲文明的良好习惯。并鼓励学生用这些问候语与新同学交朋友，增进新生之间的了 解和友谊。
四、教学提示 1．媒体准备： 玩偶、响板、歌曲磁带 2．教学关注点： 本课中的句子例如：How are you ? Fine, thank you. 对于一些从来没有接触过英语的小朋友来说比较困难，为了解决这一问题，可从以下方面做努力。 1）注重学习的过程，为学生的学习铺好台阶； 2）在小朋友们喜欢的游戏、歌曲等活动中巩固句子； 3）多创设学生间的合作交流的机会，以缓解因差异造成的成效不一。 3．资源分享： 九年义务教学课本3A有配套的歌曲：如
一年级：英语教案-《牛津英语》1A教案
小学英语新课程标准教材 英语教案( 2019 — 2020学年度第二学期 ) 学校： 年级： 任课教师： 英语教案 / 小学英语 / 小学一年级英语教案 编订：XX文讯教育机构
英语教案－《牛津英语》1A教案 教材简介:本教材主要用途为通过学习英语的内容，提高学生的语言技能，增加一项语言能力，有利于国际化的日常交流、生活、工作等，本教学设计资料适用于小学一年级英语科目, 学习后学生能得到全面的发展和提高。本内容是按照教材的内容进行的编写，可以放心修改调整或直接进行教学使用。 教学案例（设计） 设计教师：珠海市海华小学刘波 课题名称： Unit 5 Fruit Let’s Learn (P24) 单词教学 教材版本：小学一年级《Oxford English》(1A) 授课时间：40分钟 学生分析： 1、小学一年级的学生，大部分都是6、7岁的小孩子，好动、爱玩，好奇心和好胜心都很强，对一切新鲜事物都感兴趣，尤其是刚刚开始接触英语，学生的新奇感特别强，在英语课堂上也表现得特别积极。 2、学生已经学过了一些基本的用语，如“This is a/an…”、“That’s a…”等，以及“smell, taste, touch”等一些口语。 3、学生已经掌握了一些基本的学习方法，能听懂一些课堂指令，能就一些简单的问题
进行口语问答等。 教材分析： 1、本节课是Unit 5 的第三课时，本教学设计适应小学英语一年级起点的学生。 2、学生在本课时前，已经学过了“Smell the peach. /Touch the melon. /Open your mouth. / Wave your hand. /Raise your arms.”等指令，正好可以运用于本节课堂教学中。 3、本节课的教学设计是以学生的日常生活为题材，包括了“apple, orange, pear, melon, lemon, peach”等学生喜闻乐见、易于接受的课题，遵循思想性、趣味性、灵活开放性等原则，采用探究式、发现式的学习方法，促使学生拓展视野，培养学生的创新精神和实践能力。 4、学生对水果等的教学比较感兴趣，对这些常见的水果等易于接受，学生学过了这些单词后，能在日常生活中正确运用，真正做到学以致用。 教学目标： 1. Listening: Listen and identify the key words. 2. Speaking: Pronounce the words properly. 3. Communicating: Use nouns to identify objects. 教学重点、难点： 1． Master the pronunciation of the new words.
小学英语一年级牛津教案
Module 4 Unit 1 Things we do 【主题】Activities 【话题】Period 1: Things they can do Period 2: Tommy is super 【教材及学情分析】 经过前三个Module的学习，学生已经学习了感官、食物、玩具、气候、四季、衣物等类别词汇，有了一定的词汇积累。在第四个模块中，我们将继续学习一些常用的行为动词及动词短语。本课新授的是牛津英语1B M4U1 Things we do 的第一单元,主要学习的是四个动词ride, skip, play, fly和与这四个动词有关的动词词组ride a bicycle, skip a rope, play football, fly a kite，并学会用can句型表达能力。在上个学期已经学习了一些动词，并且也已经接触到了can句型。基于低年级孩子心理年龄特点以及本课内容，在主题Activities 下我设计了两个话题：1.Things they can do. 2. Tommy is super. 第一课时围绕教材中的4个人物，理解、交流他们会做的事情；第二课时，整合前面学习过的季节，围绕Tommy 在不同季节能做的事情。突出他的super.值得注意的是ride 和read是学生容易在形和音上混淆的单词， 【单元教学目标】 （1）能听懂、会说、会准确认读四个动词ride, skip, play, fly和四个动词词组ride a bicycle, skip a rope, play football, fly a kite （2）能运用简单的句型What can you/she/he do?来询问他人会做的事. （3）能运用句型I can …来表达自己的能力，学会使用句型She can …来描绘介绍别人。 (4) 通过动作的教学，培养学生充满自信地向他人展示自己的能力。
小学一年级英语 1B牛津英语教学计划
1B牛津英语教学计划 一年级英语教案 ●一、班级情况 一年级大部分学生喜欢英语，课堂上学生发言积极，乐于表现自己。学生们熟练掌握1a的内容，学生的语音语调尚可。我们要努力培养一年级的小朋友对英语的兴趣，使他们热爱英语。 ●二、教材分析 本学期采用的教材为牛津英语（上海版）一年级第一学期1b。全册教材共有三个主题九个单元，分别为： theme 1: spring unit 1: new year unit 2: small animals unit 3: colours theme 2: people who help us unit 4: postman and policeman unit 5: doctor and nurse unit 6: farmer and fisherman theme 3: food and drink unit 7: birthday party unit 8: dinner
unit 9: revision ●三、教学重点、难点 1.学习词汇46—70个（其中包括：家庭成员, 动物，颜色，表示职业的词，食品，饮料，以及表示高矮、胖瘦的形容词等），能认读，辨别，灵活运用。 2.学习表示问候的句型：how are you? 的另外几种回答方式，如： very well. 3.学习节假日问候语：happy new year! merry christmas!等 4.学习用how many _____ ?问数量，并能准确回答。 5.学习句型what do you see? 并能准确回答。 6.学习用英语表达某人的职业：he/she is a _______. 并能询问 is he/she a _____? 7.学习用do you like _____? 问别人是否喜欢某样东西，并能用yes, i like ______./no, i don’t like _____?回答。 8.学习用祈使句发命令，并且听到命令能准确的做出相应的动作。 ●四、教学进度（见教学进度表） ●五、教学措施 1.让学生了解现代语言的重要性。明确学习是适应时代的需要。在引入课中教师要尽量丰富生动讲一些有趣味性的故事来说明英语的重要性。
牛津小学英语一年级全册教案(实用版)
Unit 1 Hello，I’m Liu Tao 教材简析： 本单元的主要教学内容是“问候”和“自我介绍”。教师在教学中要多创设一些与生活接近的场景，让学生在实际情景中学会使用这些日常用语，并养成经常使用英语问候语的习惯。在教学中，要引导学生听懂、会说本单元中出现的单词及句子，帮助他们准确、熟练、流畅地演唱本单元的歌曲。 教学目标： 1. 能听懂、会说本单元人物单词Liu Tao, Yang Ling, Su Hai, Wang Bing, Amy, Tommy。 2. 能听懂、会说对话Hello, I’m Liu Tao./ Hi, I’m Yang Ling, Hello, Wang Bing. Hi, Su Hai. 3. 能正确运用句型Hello/ Hi, I’m… Hello/Hi,…进行对话。 4. 会唱歌曲Hello。 5. 能通过游戏说出每个人物。 6. 培养学生英语学习兴趣和良好的学习习惯。 7. 培养学生的书写习惯及答题技巧。 教学重点： 1. 能听懂、会说本单元人物单词Liu Tao, Yang Ling, Su Hai, Wang Bing, Amy, Tommy。 2. 能听懂、会说对话Hello, I’m Liu Tao./ Hi, I’m Yang Ling, Hello, Wang Bing. Hi, Su Hai. 3. 会唱歌曲Hello。 教学难点： 1. 能正确运用句型Hello/ Hi, I’m… Hello/Hi,…进行对话。 2. 培养学生英语学习兴趣和良好的学习习惯。 3. 培养学生的书写习惯及答题技巧。
Unit 1 Hello 第一课时 教学内容 Story time 教学目标： 1．能听懂、会说日常问候语Hello！Hi！I’m 要求发音准确、语调自然。 2．能听懂、会说人物姓名Liu Tao Yang Ling 3. 能听懂 Miss， Stand up. 教学重难点： 教学重点：1．能听懂、会说日常问候语Hello！Hi！I’m 要求发音准确、语调自然。 2．能听懂、会说人物姓名Liu Tao Yang Ling 教学难点：能用I’m 做自我介绍 教学准备： 图片，多媒体 教学步骤： Step1 Warm up T: hi, boys and girls. Ss: hi。 T: 同学们，我们要开始上课了。大家要一起说stand up。起立。学习stand up。 (t-an, s, d, stand) (u, p, up) T: class begins. Ss: stand up.
上海牛津版小学英语一年级下1B教案
上海牛津版小学英语一年级下1B教案 Module 1 Using my five senses Unit 1 教学内容: 认知内容: 能听懂会说frog/rabbit/bee/bird，掌握句型：What do you see? I see…能力要求：会向他人询问所看见的东西，能在生活中运用学到的英语。 情感态度：培养学生喜欢、爱护小动物的思想情感。 the first period
Module 1 Unit 2 Listen and hear I.知识点
●Daily expre ssions: What do you hear? I hear… What can you hear? I can hear… ●Vocabulary: sheep hen dog cat ●Text types: song, game, conversation, story II. 课时安排 ●Period 1: a. Look and learn: sheep hen dog cat Listen and say: What do you hear? I hear… b. Play a game ●Period 2: a. Look and say: What do you hear? I hear… What can you hear? I can hear… b. Say and act : a short dialogue ‘At home’ c. Make a short dialogue. d. sing a song “Bingo” III. The contents Words: sheep hen dog cat Skills: What do you hear? I hear… IV. 能力要求 学生学会用句型What do you hear?进行讯问。会用I hear..来回答 V. 情感态度 学生在游戏和表演中学习新的知识, 并通过游戏和表演来巩固新知识,创设良好的活动氛围, 让学生带着愉快的心情去迎接新的挑战.
小学一年级：英语教案-《牛津英语》1A教案
新修订小学阶段原创精品配套教材 英语教案－《牛津英语》1A教案教材定制 / 提高课堂效率 /内容可修改 English lesson plan-"Oxford English" 1A lesson plan 教师：风老师 风顺第二小学 编订：FoonShion教育
英语教案－《牛津英语》1A教案 教学案例（设计） 设计教师：珠海市海华小学刘波 课题名称：Unit 5 Fruit Let’s Learn (P24) 单词教学 教材版本：小学一年级《Oxford English》(1A) 授课时间：40分钟 学生分析： 1、小学一年级的学生，大部分都是6、7岁的小孩子，好动、爱玩，好奇心和好胜心都很强，对一切新鲜事物都感兴趣，尤其是刚刚开始接触英语，学生的新奇感特别强，在英语课堂上也表现得特别积极。 2、学生已经学过了一些基本的用语，如“This is a/an…”、“That’s a…”等，以及“smell, taste, touch”等一些口语。 3、学生已经掌握了一些基本的学习方法，能听懂一些课堂指令，能就一些简单的问题进行口语问答等。 教材分析： 1、本节课是Unit 5 的第三课时，本教学设计适应小学英语一年级起点的学生。
2、学生在本课时前，已经学过了“Smell the peach. /Touch the melon. /Open your mouth. / Wave your hand. /Raise your arms.”等指令，正好可以运用于本节课堂教学中。 3、本节课的教学设计是以学生的日常生活为题材，包括了“apple, orange, pear, melon, lemon, peach”等学生喜闻乐见、易于接受的课题，遵循思想性、趣味性、灵活开放性等原则，采用探究式、发现式的学习方法，促使学生拓展视野，培养学生的创新精神和实践能力。 4、学生对水果等的教学比较感兴趣，对这些常见的水果等易于接受，学生学过了这些单词后，能在日常生活中正确运用，真正做到学以致用。 教学目标： 1. Listening: Listen and identify the key words. 2. Speaking: Pronounce the words properly. 3. Communicating: Use nouns to identify objects. 教学重点、难点： 1．Master the pronunciation of the new words. 2．Use the patterns to solute the tasks. 3．Use the fruit words in daily life. 教学策略、方法： 1、任务驱动型教学 小学英语新课程标准要求，合理地设计教案，在课堂上
牛津版英语一年级上册教案示例【三篇】
牛津版英语一年级上册教案示例【三篇】 【导语】英语教案设计是改善课堂教学的一种更高层次的探索，是提高课堂教学质量和效率的一项必要工作，它可以促进教学的系统化，使老师掌握讲课节奏。以下是WTT为您准备的与（牛津版英语一年级上册教案示例）相关的资料，希望可以 1、能听说、认读yellow、red、green、blue、brown这些表示颜色的单词，发音正确。 2、能听懂特殊疑问句Whatcolour?并能根据情况用It’s…回答，语音语调正确。 3、通过开展同伴学、小组学等向学生进行学习方法的渗透，同时培养学生合作精神。 4、运用评价手段，鼓励学生大胆运用所学的英语，激发学生学英语、用英语的兴趣。 教学重点： 能听、说、认读五个颜色单词。 教学难点： 鼓励学生在生活中大胆运用所学英语。 教学准备： 1、教师准备红、黄、绿、蓝、棕五色彩笔及相应的单词卡片、磁带、放音机、彩虹图一份、无色彩虹图每组一份。 2、学生准备红、黄、绿、蓝、棕五色彩笔及文具。 教学过程： 一、Warmup/Revision 1、TPR.（Showmeyourpen/pencil/Englishbook/crayon…） 2、EnjoyanEnglishsong“Whoiswearingyellowtoday？”，让学生尝试跟唱，用中文解释“Whoiswearingyellowtoday？”。 二、Presentation （一）教学yellow 1、卡片出示，学生跟读，将卡片贴在黑板上。 T:Ok,nowpleaselookhere.Whatcolour? Ss:Yellow！ T:Yes,it’syellow.Pleasereadafterme.Yellow. Ss:Yellow.
上海牛津版小学英语一年级下册(1B)全册教案教学设计
上海牛津版小学英语一年级下册（1B）全册教案教学设计 Module 1 Using my five senses Unit 1 教学内容: Look and say What do you see? I see… Look and learn frog/rabbit/bee/bird Ask and answer What do you see? I see… What colour is it? It’s… Play a game What do you see? Listen and enjoy A rhyme 教时安排: 1st period Look and learn Listen and enjoy 2nd period Look and say Play a game Ask and answer教学内容: 认知内容: 能听懂会说frog/rabbit/bee/bird，掌握句型：What do you see? I see… 能力要求： 会向他人询问所看见的东西，能在生活中运用学到的英语。情感态度： 培养学生喜欢、爱护小动物的思想情感。 the first period 教学过程: Procedures Contents Methods Purpose Pre-task preparation Revision 1.Great each other: T: Good morning, boys and girls. S: Good morning, teacher. 2.sing the song : Good morning 通过师生互相问候，巩固问候语句型。 通过英语歌曲，激发学生的学习兴趣。 hile-task procedure post-task
2018沪教牛津版一年级上册英语全册教案
沪教版一年级上册英语全册教案 对教材的分析与理解 一．教材特点 1．它主要提供了学生熟悉的家庭、学校的日常生活内容（School, Myself, Autumn and Family），通过课堂教学活动使学生能表达各自的爱好，交流各自的有关信息，所以这本教材是以听、说为主的。 2．教材中无论是单词、句子，还是对话、游戏，甚至是一首歌都配上了图画和文字，能帮助学生看图说词，看图说话，也能启发老师组织课堂教学活动。 3．每个单元的五个部分不是孤立的。是相互联系的，围绕着一个主题编写的。 4．它非常注意学习内容的反复和重现(例如1A Unit1 / book ruler pencil pen bag , 在Unit2/ Give me a ruler/rubber… One bag, two pencils …six rubbers等。而Unit2中学习的数字在Unit3 又以I’m five years old.得以复现) ，增强学生的理解和记忆。 二．教材结构： 1．Oxford English For Grade One (IA)分有四个主题：School Myself Autumn Family 每一个主题又分二个Sub-topic每个Sub-topic分成五个部分（Let’s talk .Let’s learn. Let’s play.Let’s enjoy and Let’s act ） 2．Let’s act 的内容要求老师发命令，学生作动作，学生发命令，学生作动作。 Let’s talk是让学生学会在不同的情景中说话的内容，也就是在Situation中学说话. Let’s learn在Let’s talk的学习基础上让学生认词，在教学字母时，当然不要求拼写单词，只要能看图说词，或者能看卡片说词。而这些词又是根据Let’s talk的Situation中选出来的，所以学会了这些词又要放回情景中去操练和巩固。 Let’s play是为巩固以上几个部分而设计的游戏和活动。老师就要运用这些游戏和活动来巩固，操练所学的内容。 Let’s enjoy 是提高学生学习兴趣、调节学习情绪而编排的Song (4)Rhyme(2) Tongue twister(1)and Story(1) …同时也能达到巩固复习的目的。 三．教学设想： 1．理解和掌握每个单元教学之间的内在联系：在备课中能分析出五个“L”中不能平均使用教学时间，也不能按部就班地上每一个“L”，要在备课时有机地、合理地安排每节教学时间。2．不要侧重讲语法，练语法。强调模仿、操练，使学生通过模仿的过程逐渐达到生巧，习惯成自然。 3．单元之间的内容要不断渗透，反复循环。 四．教学目标： Unit 1 My classroom 这个单元围绕日常对话展开，还有歌曲，丰富了学生的学习生 活
一年级上册英语教案-1.Greetings｜牛津上海版
1A Module1 Unit1 【主题】Greetings 【话题】Period 1: Greeting to my friends Period 2: Greeting to each other 【教材及学情分析】 Module1的主题是Greeting,其中Hello , Hi在学习准备期学生就已经能够熟练运用，因此本单元中教学重点是学生要学会在不同的时间段用Good morning. Good afternoon. Goodbye来进行打招呼。一年级刚入学的小朋友，根据其年龄特点，注意力集中时间较短，因此在创设情境中，尽可能创设与学生生活贴近的情境，使他们产生共鸣。而且一年级的孩子由于语言的积累量还不够，所以歌曲、儿歌等能使他们产生一定的兴趣。 【单元教学目标】 知识与技能： 能听懂会说Hello. / Hi. Good morning. Goodbye. Good afternoon.等问候语,掌握词汇morning 和afternoon。 过程与方法： 学会用Hello. / Hi. Good morning. Goodbye. Good afternoon. 来问候和交流。 情感、态度与价值观： 通过对本课问候句子的学习，养成讲文明的良好习惯。 并能够积极用这些问候语与新同学交朋友，增进新生之间的了解和友谊。 重点： 1. 能用I’m/I am 向对方介绍自己的名字。 2. 在具体的语境中能用Nice to see you.句型并回应对方的问候。 难点： 能在真实的语境中进行问候与交流。 【分课时教学目标】Period 1 话题 Period 2 话题 语言知识
牛津版英语一年级教案设计例文
xx版英语一年级教案设计例文 (*) 教材类型：牛津版所属学科：英语1A（一上） 主备教师：xx备课时间： 教案内容： Teaching aims and requirement 1.会说Hi和Hello，能使用He、Hello互相问好。 2.会用I’m介绍自己。 3.激发学生学习英语的兴趣,并能在相应的场景中自如地表演运用。 Teaching aids Recorder and tape Teaching procedure: 第一课时 Step 1 Introduction 1.师生问候；（师说英语，用手势示意，上课，起立，坐下。） 2.简介英语的重要性，激发学生学习热情，鼓励学生学好英语。 Step 2 Presentation Teaching ‘Hi’ and ‘Hello’ 1.师用Hi、Hello与学生问好，鼓励学生大胆回答，适当纠正学生的读音。对学生及时给予表扬。 2.让学生用Hi、Hello自由问好。
Step 3 Presentation Teaching ‘ I’m….’ 1.师先用中文介绍自己，再用英文说I’mMissJiang，放慢语速反复多次。 2.鼓励学生用I’m….介绍自己。（每个学生说完，全班给予掌声鼓励） Step 4 Practice 1.师用Hi/Hello, I’m Miss Jiang. 与学生问好，引导学生用Hi/Hello, I’m …作答。 2.学生分组用Hi/Hello, I’m 互相自我介绍。 3.唱《找朋友》，让学生下位用“Hi/Hello, I’m”找朋友。 4.指名xx表演。 5.引导学生展开想象，让他们在类似的生活场景中运用所学语言。 T: Hello ,I am Miss Jiang . S: Hello ,I am Mike . Step 5 Act 用Hi/Hello，I’m…. Goodbye /Bye向全班同学介绍自己。 Step 7 Homework 回家用所学的句型与父母问好、道别。 Some thoughts after the lesson: (*) 课题：Unit 1 Hello第二课时 教材类型：所属学科：英语>>1A（一上）
牛津英语小学一年级教案
牛津英语小学一年级教案1b Unit 1 New Year 第一课时（1ST PERIOD） 一、主要新授内容(new contents) Let’s learn---uncle, aunt Let’s talk--- How are you? I am fine, thank you./ Very well, and you? 二、学习目标(Objectives) 情感目标: 1、通过在“新年”的主题中，习得拜年、串门、招待客人时可以使用的相互简 单问候，让学生开始形成在日常生活中良好的语言习惯和待人接物时落落大 方的态度、有问有答的礼貌。 2、在“新年到，家人、亲朋好友相互拜访”的语言使用环境中，能用正确的语 音语调说出uncle, aunt两个新授词汇；能够根据家庭成员的关系在口语中正确表达uncle, aunt的称谓。 功能目标: 1. 在一年级第一学期的学习基础上，能熟练运用How are you? Fine, thank you./ I am fine, thank you./ Very well, and you?等简单语句进行相互问候。 2.根据二期课改新课标的要求，在确保完成基本教学目标的基础上，可以结合学生的学习能力和语言的实际使用对教材呈现的教学内容进行拓展，所以在口语导入Just so-so. Not bad.等等生活中同样常用、表达意思不同的多种简单回答，有 助于学生在实际生活中对语言的理解和表达更为准确和真实。 整合目标: 通过信息技术与课程的整合，力求为学生提供学习的氛围，让学生在情景中展开想象。 三、教学建议 Steps Contents Methods Purpose 1 Song “Happy New Year”& Calendar “Jan. 1st”一边听“新年快乐”的歌曲一 边看屏幕上映出的1月1日的 日历 一开始让学生听有关 新年的歌曲，营造出 新年的气氛，让学生 直接进入本课的语言 使用环境中 2 Questions & answers 教师通过类似“Look, it’s Jan. 1st.New Year is coming! Do you know the song? Can you sing the 让学生明白一月一日 是新年的日期，同时 使学生体会到新年的
最新上海版牛津英语小学一年级上册精品教案 全册
上海版牛津英语小学一年级上册精品教案 全册
上海版牛津英语小学一年级上册精品教案全册Oxford English Book 1A Unit 1 the first period 一．教学说明 1．今天是小朋友进入小学的第一节英语课，所有的学生都表现出对英语的极大的好奇。作为一名英语教师，要通过充满知识和乐趣的课 堂将孩子们的好奇转换成对英语学习持久的兴趣和热情。 2．班级中的孩子来自不同的环境，有着完全不同的知识基础和认知能力。教师应主动地去了解学生，这对今后的教学工作十分重要。二．教学内容 1．认知内容：能听懂会说Good morning. –How do you do? –How are you?-Fine, thank you. –Hello! 等问候语。 2．能力要求：学会用-Good morning. –How do you do? –How are you?-Fine, thank you. –Hello! 来问候和交流。 3．情感态度：通过学生对本课问候句子的学习，培养学生讲文明的良好习惯。并鼓励学生用这些问候语与新同学交朋友，增进新生之间 的了解和友谊。 三．教学步骤
四、教学提示 1．媒体准备： 玩偶、响板、歌曲磁带 2．教学关注点： 本课中的句子例如：How are you ? Fine, thank you. 对于一些从来没有接触过英语的小朋友来说比较困难，为了解决这一问题，可从以下方面做努力。 1）注重学习的过程，为学生的学习铺好台阶； 2）在小朋友们喜欢的游戏、歌曲等活动中巩固句子；
3）多创设学生间的合作交流的机会，以缓解因差异造成的成效不 一。 3．资源分享： 九年义务教学课本3A有配套的歌曲：如
上海牛津英语一年级下册第一单元教案讲课稿
本册教材分析 本册学习内容： 本册教材一共有8个单元，另外还有1个复习单元。含有8组对话、17个句子，47个单词、2首歌曲、3首诗歌。 本册学习目标： 1、能听懂会说8组对话，并能运用所学对话进行简单的交流； 2、能听懂17个句子，能根据听到的句子，识别句子；能把句子和相应图片连接起来。 3、能根据听到的单词，识别图片;能把单词和对应的图片连接起来。 4、能唱2首歌曲； 5、能说3首诗歌； 本册学习重点： 本册的教学重点是： 能够听、说、认读46个英语单词。 难点： 本册的教学难点是： 1、让学生运用所学习的8组对话，进行交流。 2、能听懂、认读17个句子。 3、能说3首诗歌；能唱2首歌曲。
Unit 1 New Year 单元分析（Unit Analysis） 一、学习目标 1、无论在英语国家还是在中国，新年都是家人、亲友相聚，表达亲情的节日。通过新年里说的话、做的事，感受新年的快乐。按照传统习俗，会用简单的祈使句在新年的环境中表达自己的意愿；用常用的问候语表达对他人关心以及当别人问候自己时作出的恰当应答；用Happy New Year!的简单语言和制作贺卡的行动向别人致以新年的祝福。 2、在原来口语表达的基础上，能够对How are you?的问候作出不同应答。 3、在一年级第一学期的基础上，进一步学习更多家庭成员、亲属的英语称谓。能够根据家庭成员关系用正确的语音语调表述uncle、 aunt、 grandfather、grandmother等。 4、能够根据实际情况使用I like …, Show me your …和Try your …表达自己的意愿。 5、通过学会制作和传递生活中学生非常喜欢的贺卡，让学生从语言到行动表达对他人的关爱。 二、学习重、难点 1、学习重点： 能够根据实际情况使用I like …, Show me your …和Try your …表达自己的意愿。 2、学习难点： 会用简单的祈使句在新年的环境中表达自己的意愿；用常用的问候语表达对他人关心以及当别人问候自己时作出的恰当应答。 三、教学进度： 第一课时：Let’s learn 第二课时：Let’s talk 第三课时：Let’s act 第四课时：Let’s play 第五课时：Let’s enjoy
牛津深圳版小学英语一年级上-1A教案完整版
一年级英语教案设计 2012-2013年度第一学期 设计: 李爽 内容:牛津英语一年级上册 班级: 一年级(3、4、5)班 一年级（3、4、5）班英语教学工作计划 2012-2013学年度第一学期李爽 本人这学期担任一年级（3、4、5）班的英语教学工作。为了更好的完成本学期的教学任务和提高学生的学习效率，制定以下教学计划。
一、学生基本情况分析 一年级新生，面临着学习习惯，生活习惯的培养，学生的能力也各不相同，有的上过幼儿园，有的没有接受过任何教育，这给教学带来了很大难度。新教材难度大，对学生要求高，听说读写都要掌握，家长要重视和配合，共同努力培养学生的良好的学习习惯和方法。 二、教学要求 本学期使用的教材是新教材，本套教材根据牛津英语教材New English First! , New On Target! 和New Oxford English, 由上海市中小学（幼儿园）课程改革委员会和牛津大学出版社（中国）有限公司合作改编、为了使教材更加的适合深圳学生的实际情况，又由深圳市教育科学研究院对现行英语教材（牛津上海版）进行适当改编。教材提供两本书，一本学生用书和一本活动手册。本教材一共有4个模块，每个模块包括三个学习单元和一个复习单元。每一单元分Let＇s act. Let＇s talk. Let＇ｓlearn . Let＇act . Let＇s play. Let＇s enjoy六个版块。整本书教学内容与学生生活紧密联系，围绕“文具，身体部位，家庭，数字，动物，颜色，食物”几个话题，学习简单的交际用语。每一单元穿插字母音和形的学习。本学期要求学生掌握的基础知识有： 1、学会问候语，自我介绍； 2、部分文具得名称； 3、学会身体部位名称； 4、学会介绍自己的家人和朋友； 5、学会10以内的数字和简单的水果名称； 6、学会几种食物的名称动物的名称； 7、学会问颜色； 8、学会简单的祈使句； 9、学会用what＇s this？问话。 三、学期教学总目标：1 激发小朋友学习英语的兴趣，培养他们学习英语的积极态度，并具有一定的语音、语调，及良好的学习习惯和英语交际的能力，为以后学习打下良好的基础。2 能听懂、理解Let＇s act.中的句子,并能根据指令，做出动作反应。3能说Let＇s talk中的句子,能在情景中进行简单的交流.4.能认读Let＇s learn中的单词.5 能做一些英语小游戏。6 能唱Let＇s enjoy中的歌谣和小诗,理解小故事。 四、具体措施 为了能够更有效的完成以上的教学任务，并给学生打下坚实的英语基础，现制定以下几项措施：1. 对于单词，要求学生起码做到听、读过关，然后就是写和运用于句型当中。主要通过单词游戏来检测。 2. 关于句型，要求他们熟练掌握书上的句式和句子并作简单的运用；对于基础较好的学生要求他们能够灵活运用。主要通过短剧表演的形式来提高他们对于运用英语和他人沟通的兴趣与信心。 3. 因为新教材更贴近学生的真实生活，应多鼓励他们在日常生活中运用学过的知识和他们的朋友、家长进行沟通。 教学计划进度表 （2012～2013学年度第一学期）
上海版牛津英语小学一年级下册精品教案全册
上海版牛津英语小学一年级下册精品教案全册 Unit 1 New Year 第一课时（1ST PERIOD） 一、主要新授内容(new contents) Let’s learn---uncle, aunt Let’s talk--- How are you? I am fine, thank you./ Very well, and you? 二、学习目标(Objectives) 情感目标: 1、通过在“新年”的主题中，习得拜年、串门、招待客人时可以使用的相互简 单问候，让学生开始形成在日常生活中良好的语言习惯和待人接物时落落大方的态度、有问有答的礼貌。 2、在“新年到，家人、亲朋好友相互拜访”的语言使用环境中，能用正确的语 音语调说出uncle, aunt两个新授词汇；能够根据家庭成员的关系在口语中正确表达uncle, aunt的称谓。 功能目标: 1. 在一年级第一学期的学习基础上，能熟练运用How are you? Fine, thank you./ I am fine, thank you./ Very well, and you?等简单语句进行相互问候。 2.根据二期课改新课标的要求，在确保完成基本教学目标的基础上，可以结合学生的学习能力和语言的实际使用对教材呈现的教学内容进行拓展，所以在口语导入Just so-so. Not bad.等等生活中同样常用、表达意思不同的多种简单回答，有助于学生在实际生活中对语言的理解和表达更为准确和真实。 整合目标: 通过信息技术与课程的整合，力求为学生提供学习的氛围，让学生在情景中展开想象。
类似导入uncle,但节奏更快、更直接地导入aunt一词，教师不用猜而直接提示：This is father’s sister. 引入aunt把语音和语义同时输入给学生。
深圳牛津版小学英语一年级下(1B)教案
Module 1 Using my five senses Unit 1 教学内容: 认知内容: 能听懂会说frog/rabbit/bee/bird，掌握句型：What do you see? I see…能力要求：会向他人询问所看见的东西，能在生活中运用学到的英语。 情感态度：培养学生喜欢、爱护小动物的思想情感。 the first period
Module 1 Unit 2 Listen and hear I.知识点
●Daily expressions: What do you hear? I hear… What can you hear? I can hear… ●Vocabulary: sheep hen dog cat ●Text types: song, game, conversation, story II. 课时安排 ●Period 1: a. Look and learn: sheep hen dog cat Listen and say: What do you hear? I hear… b. Play a game ●Period 2: a. Look and say: What do you hear? I hear… What can you hear? I can hear… b. Say and act : a short dialogue ‘At home’ c. Make a short dialogue. d. sing a song “Bingo” III. The contents Words: sheep hen dog cat Skills: What do you hear? I hear… IV. 能力要求 学生学会用句型What do you hear?进行讯问。会用I hear..来回答 V. 情感态度 学生在游戏和表演中学习新的知识, 并通过游戏和表演来巩固新知识,创设良好的活动氛围, 让学生带着愉快的心情去迎接新的挑战.
牛津版英语一年级教案范本参照
牛津版英语一年级教案范本参照 导读：本文牛津版英语一年级教案范本参照，仅供参考，如果觉得很不错，欢迎点评和分享。 【篇一】 一、教学内容part a，b，c 二、教学目标1．能熟练地听、说、读本单元所学单词、句型。2．能初步将本单元句型运用到日常交际中。3．能在教学活动中，感受到成功和快乐。 三、教学重点1．能初步将本单元句型运用到交际中。四、教学过程step 1. greeting. （日常问候语）step 2. revision 1) free talk 师出示与本课内容相关的文具残缺图片若干，操练句型：what’s this/that in english? 及其应答2) 学习歌曲what is this in english?师示范后，学生跟唱。3) 鼓励学生挑选喜欢的图片，小组创作新歌词，并集体演唱。step 3. activity 1.i can draw a …跟着老师画文具类简笔画 2.listen and point. 3.listen and color.(师提供颜色，生自己涂色) 4.让学生将这些新文具摆放到合适的地方。建议：in the pencil box/desk/book; on the pencil box/desk/book等 5.师示范新对话,并让学生跟读。如：a: come here ,…b：all right. a: excuse me, what’s this on your book.b: oh, it’s my tape. look, it’s new.it’s green and white.it’s from my dad. it’s on my book now.6．学生以小组为单
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