牛津小学英语1B教案全套教案
Unit 4 postman and policeman
Language targets:
1. Students can use imperative to give simple instructions:
Follow me.
Turn right.
Turn left.
2. Using formulaic expressions to identify people
.: he is a postman.
3. Asking yes/no questions to identify people:
.: is he a postman?
4. Students can read and say the words:
Postman, policeman, driver, fireman, milkman, tall, short
5. Students can sing the song: he is a postman.
4. 7
Lesson 1
Learning skills:
1. Students can use imperative to give simple instructions:
Follow me.
Turn right.
Turn left.
Learning materials:
Tape recorder, cards, …
Learning course:
Pre-task preparation:
1. Free talk
I have got a book, what have you got?
I see a … what do you see?
What colour …?
How many …?
2. Sing a song.
One little two little
Three little rabbits
Four little five little
Six little rabbits
…
While-task procedure:
1. Show the letter “A”, do you know how to read it? Follow me, A. then show “b”, ask the students follow the teacher to read to teach the new phrase: follow me.
2. Let the students read together. Then invite some students to read this sentence.
3. Show a puppet, then say: turn right, turn left to it. Do several times and let the students know the meaning.
4. Then let the students do together with the teacher. Then ask the students to follow you to read.
5. Invite some students to read these two sentences.
6. Read these three sentences together.
Post-task activities:
1. Play the tape and get the students to read the sentences on page17.
2. Read follows the teacher.
3. Invite some students to read.
Consolidation:
1. Have a competition to see which group is the best reader.
2. Play high voice and low voice.
3. Play somin says.
Homework:
Listen and repeat this page at least five times.
Lesson 2
Learning skills:
1. Us ing nouns to identify people’s occupations
.: postman, policeman
Learning materials:
Tape recorder, cards….
Learning course:
Pre-task preparation:
1. Free talk
I have got a book, what have you got?
I see a … what do you see?
What colour …?
How many …?
2. Play simon says.
Turn left, turn right…
While-task procedure:
1. miss shen is a teacher. Look at this picture; do you know who is it? To teach the new words.
2. Put the words on the blackboard; read the words get the student read follow the teacher.
3. Play a game: magic eyes & what’s missing.
Post-task activities:
1. Play the tape, let the students read follow the tape.
2. Read follows the teacher.
3. Invite some students to read.
Consolidation:
1. Have a competition to see which group is the best reader.
2. Have a competition to see who the best reader is.
Homework:
Listen and read this page at least five times.
Lesson 3
Learning skills:
1. Using formulaic expressions to identify people:
.: he is a postman.
2. Asking yes/no questions to identify people:
.: Is he a postman?
Learning materials:
Tape recorder, cards …
Learning course:
Pre-task preparation:
1. Free talk
I have got a book, what have you got?
I see a … what do you see?
What colour …?
How many …?
2. Review the phrase on page 17, and review the words on page 19.
3. Invite some students to read.
While-task activities:
1. Show a card, ask the students: is he a …? Encourage students answer: yes or no. S: yes, he is a …
S: no. then the teacher ask who is he? He is a …
2. Show a card: is he a … he is a … let the students read follow the teacher to read.
3. Invite some students to read, correct the pronunciation.
Post-task activities:
1. Play the tape, let the students read follow the tape.
2. add some sentences: he is a driver.
He is a fireman.
He is a postman.
……
the students read in order, read together.
some student to read.
Consolidation:
Invite some students come to the blackboard, and hide a card, let the other students guess.
Homework:
Listen and read this page at least five times.
Lesson 4
Learning skills:
1. Using formulaic expressions to identify people:
.: he is a postman.
2. Asking yes/no questions to identify people
.: is he a driver?
Learning materials:
Tape recorder, cards…
Learning course:
Pre-task preparation:
a toy gun, a big bag of letters, a box of milk, a paper steering-wheel and a toy fire-engine on the table. Put the word cards for “policeman”, “postman”, “driver”, “milkman”, “fireman”, “tall ”, and “short”, into a
box that has an opening on the top .Have students take turns in drawing out a word card. Tell them to take the appropriate object or do an action so that others can guess what that word is.
2. Put up the word cards on the board. Across from them put the corresponding picture cards but in a different order . let students come up to match them.
While-task procedure
1. Choose five boys to come to the front. Each is given a representative object for the five kinds of people who help us.
2. Play the music while passing around the class five cards with sentences written on them, . He is a postman. When the music stops, the students who happen to have the five cards in their hands need to walk out, find the right boys in the front and stand beside them.
3. When every boy in the front has been identified, get the rest of the class to point to each of them and say’ he is a’
4. Play the matching game until most of the students have the chance to match a sentence with the person it describes.
5. Open the Student’s Book t o page 20. Play the cassette tape. Students listen and point to each person when the sentence describing him is being read out.
Post-task activity
Show some photos of the five kinds of people who help us. Have the students ask and answer questions about them in pairs, .
S1:Is he a driver?
S2:Yes. Is he a postman?
S1:No.
Consolidation
Workbook page 15: Tick the correct sentence.
Lesson 5
Learning skills:
1. Students can use formulaic expressions to identify people:
.: he is a policeman.
2. Using adjectives to describe people:
He is tall.
3. Using formulaic expressions to take leave:
Goodbye.
Learning materials:
Tape recorder, cards…
Learning course:
Pre-task preparation:
1. Free talk
Is he a postman?
How many..?
What colour is it?
2. Review the words and sentences on page 20.
A, show the words, let the students read one by one.
B, show the sentences. Let the students read one by one.
While-task procedure:
1. Show a card, ask the students: is he a postman? Encourage students answer: yes, he is a postman./ n o, he is a …
2. Point to a student and ask students: is he tall/ short? Encourage students answer: he is tall. He is short.
3. Today, let’s learn a song, ok?
4. Turn to page 21. Let students read by themselves. Then read follow the teacher. Sentence by sentence, then read paragraph by paragraph.
5. Let the students read together.
6. Play the tape; let the students listen to the tape together.
Teacher sings the song first, then let the students sing the song sentence by sentence follow the teacher. Follow the teacher, sing the song together.
Post-task activities:
1. Sing the song in role. Boys and girls, to see which role is better. Then girls first, sing the song.
2. Sing the song together.
3. Clap and sing.
Consolidation:
1. invite some students to sing the song.
Homework:
Listen and sing the song at least five times.
lesson 6
do workbook and analisys.
Unit 5 doctor and nurse
Learning targets:
1. Using imperatives to give simple instructions:
.: listen to me.
2. Using formulaic expressions to identify people:
.: she is a …
3. Ask yes/no questions to identify people:
.: is she a …?
4. Using nouns to identify people:
.: doctor, young, nurse, cook, old.
5. Using imperatives to give simple instructions:
.: look at the doctor.
6. Using adjectives to describe people:
.: all very old.
Lesson 1
Learning skills:
1. Using imperatives to give simple instructions:
.: listen to me.
Learning materials:
Cards, tape recorder, …
Learning course:
Pre-task-preparation:
1. Free talk
Is he a …?
How ma ny …?
2. Play a game: Simon says.
Review the actions: open your book, close your book, face, mouth, nose, eye, ear…While-task procedure:
1. Show a card: open your mouth, invite some students to read, to see if they can read or not.
2. Teacher read it without sound, student imitate the pronunciation and read. Read follow the teacher several times.
3. Look at the picture, look at the picture, is she a policeman? Is she a …? She is a doctor. Teach the word, invite some students to read.
4. Show a card of a nurse, ask some students: is she a doctor? No, she is a nurse. Teach the title: doctor and nurse, invite some students to read.
5. Teacher show a card, read and act: listen to me. Read several times, and invite some students to read.
6. When you see a doct or, how she/he say: say “ah”. Invite some students to read. Post-task activities:
1. Teacher act the actions, students say the orders. Invite some students to say.
2. Play the tape, let the students listen to the tape, try to read follow the tape.
3. Read follow the teacher. Then let the students read by themselves.
4. invite some students to read the sentences.
Homework:
Listen and read this page for 5 times.
Lesson 2
Learning skills:
1. Using nouns to identify people
.: doctor, nurse, cook…
2. Using adjectives to describe people:
.: old, young…
Learning materials:
Tape recorder, cards …
Learning course:
Pre-task preparation:
1. Free talk
Point to the card: is he/she a …?
What do you see?
2. Review the sentences on page 22.
Let the students read together. Then invite some students to read.
While-task procedure:
1. Show a card, who is he/she? She is a doctor/nurse.
2. Show a cook, ask the students: is she a doctor/nurse? No, she is a cook. Invite some students to read, let the students act and cook.
3. P ut on the wall chart for page 3, point to Sam’s father and say: this is Sam’s father. He is young. Then point to Sam’s grandfather and say: this is tom’s grandfather. He is old. Repeat for students to read.
4. Teacher act old and young, let the students say as quick as they can. Hold up the picture cards for “old” and “young”. Say the words slowly and clearly for the students to follow.
5. Point to Sam’s mother on the wall chart and ask the students: is she young? To clients “yes”. Then point to Sam’s grand mother and ask: is she young? Encourage students to answer: no, she is old.
6. Let the students listen and repeat follow the teacher.
7. let the students listen to the tape, and read follow the tape, try to imitate the pronunciation.
Post-task activities:
1. play magic eyes.
2. Invite one student come to the blackboard, and hide one card, let the other students guess who is he/she?
3. have a competition. Divide the students into three groups, and then invite one student each group, to see who is the best reader.
Consolidation:
these words together.
some students to read.
Homework:
Listen and repeat this page at least three times.
Lesson 3
Learning skills:
1. Students can use formulaic expressions to identify people:
.: she is a nurse.
3. Asking yes/no questions to identify people:
.: is she a cook?
Learning materials:
Tape recorder, cards, …
Learning course:
Pre-task preparation:
1. free talk
What colour is it? Is it blue?
How many …?
Is he a …?
2. Review the words.
Let the students read together. Then invite some students to read, then read these words one by one.
While-task procedure:
1. Show a card, review the structure: is he a …?
2. Show a card, say slowly to the students: is she a …?
3. Invite some students to say the difference of him/her. He is standing for a man or a boy, she is standing for a women or a girl.
4. Show a cook card, ask the students: is she a nurse?
5. show a nurse card, ask students: is she a cook? Encourage students to answer: no, she is a nurse.
6. Ask students to open their English book, listen to the tape carefully.
7. Read follow the tape, then read follow the teacher. Read by themselves, if you can’t read the sentences, ask the teacher.
8. Read this page together. Then invite some students to read.
Post-task activities:
1. T eacher show a card, ask the students: is he/she a … let the other students to answer.
2. invite a student come to the blackboard, ask other students: is he/she a …? Consolidation:
1. Have a competition. To see which group is the best reader.
2. read this page together.
Homework:
Listen and read this page at least five times.
Lesson 4
Learning skills:
1. Asking “yes/no” questions to identify people:
.: is she a doctor?
2. using adjectives to describe people”
: she is young.
imperatives to give instructions:
: open your mouth.
4. using formulaic expressions to express thanks.
: thank you, doctor.
Learning materials:
Tape, cards, …
Learning course:
Pre-task preparation:
1. Free talk
Is he/she a …?
What colour is it?
2. Review the words.
A, let the students read these words together.
B, have a competition to read the words.
While-task procedure:
1. Show a picture of a young doctor, ask the students: is she a doctor?
Is she old or young? Encourage students to answer: she is young.
2. Teacher acts a doctor, come to a student, let the student: open your mouth, say “ah”. The teacher says: you are fine. Repeat several times. Let the students read together. Invite some students to read.
3. Let the students respond the teacher: thank you, doctor.
4. Let the students open their English book, turn to page 2
5. Listen to the tape, listen and repeat follow the tape.
5. Let the students read follow the teacher, read by themselves. Read together. Post-task activities:
1. Have a competition.
Teacher hold six phrase cards, invite one student each group to have a competition, to see which group is the best one.
2. Read together. Invite some students to read.
Consolidation:
Ask students act and say. One act one say, then change the roles.
Homework:
Listen and repeat at least five times.
Lesson 5
Learning skills:
1. Using imperatives to give simple instructions
.: look at the doctor.
2. Using adjectives to describe people:
: all very old.
Learning materials:
Tape recorder, cards…
Learning course:
Pre-task preparation:
1. Free talk
Is she/he a …
Is she/he young/old?
2. review the words.
Let the students read together, invite some students to read, then have a competition to read these words.
While-task procedure:
1. Stick the cards on the blackboard: doctor, nurse, cook, book. Point to each picture and say “she is a doctor. She is a nurse. She is a cook. This is a book.”
2. Let the students look at the doctor, she is old. What is she doing? She is reading
a book. The book is about a nurse and a cook. Today we will learn a rhyme about the old doctor.
3. Let the students look at these pictures and teach the phrases: look at, read a book, about, a nurse and a cook, all very old.
4. Let the students read these words together, then invite some students to read.
5. Teacher put these words on the blackboard, and then let the students follow the teacher to read.
6. play the tape, let the students listen to the tape and read follow the tape.
7. play the tape again, students follow and say the rhyme in lines. Encourage the students to say the rhyme with you with actions.
Post-task activities:
1. invite some students to act out the rhyme. Students vote for the best performer.
2. divide the class into groups, have each group act out the rhyme to the class. The best group will be the winner.
Consolidation:
Read this rhyme together.
Homework:
Listen and read this rhyme at least five times.
Lesson 6
Step1:
Do workbook of unit 5
Step 2:
Analysis the workbook.
Homework:
Read this unit three times.
牛津小学英语 教学设计
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牛津小学英语A教案(全册)
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牛津版小学英语教学设计
牛津小学英语3A第8单元第二课时教学设计 ·教学理念： 本节课是新授课，我的设计主要的特点是以任务为依托，以活动为手段，以一个故事贯穿整个教学，通过有趣的游戏，chant等帮助学生将枯燥、抽象的语言变得生动，激发学生学习英语的兴趣和愿望，让学生在感知、体验、参与中获取知识，形成能力。 ·教学内容： 牛津小学英语3A第8单元第二课时A、D部分（第一课时为B部分） ·教学目标： 1、能听懂、会说Let's go to …及其应答All right./OK. Let's go./Good./Great!等。 2、学会表达“去某处”和“如何去某处”，以及对别人的建议进行回答。 ·教学重点： 能听懂、会说Let's go to …及其应答All right./OK. Let's go./Good./Great！等 ·教学难点： 能在创设的情景中灵活运用所学句型。 ·教学准备： 课件、单词卡片、句子卡片、Tom和Jerry图片 ·教学过程： Step 1 Warm up 1、Greeting 2、Do some exercises: Clap your hands
（follow me） 【设计理念】在与学生相互用英语问好，进行简单的英语交流后，我与学生边说一些英语，边做一些像拍手、点头等简单的动作，为学生创造一个轻松和谐的教学氛围，把学生带到英语学习乐园，也为下一步话题的展开做好铺垫。 Step2 Revision T: Look, who's he?（课件出示：Su wu-kong）Today Su wu-kong wants to test you. play two games. 1、 Magic eyes （to review:zoo, park, superma rket, the Great wall , cinema） 2、Listen and judge （听声音来辨别交通工具） 【设计理念】游戏是孩子的天性，游戏也是最受欢迎的课堂活动。孙悟空通过魔力眼、听音辨物，这两个游戏来考同学们，同学们在游戏中复习了B部分单词，这样学生既玩得开心，又达到了复习巩固的效果。 Step3 Presentation and practice T:Today, I'll bring you two friends（课件出示：Tom and Jerry） T Maybe they're enemy before , but they're good friends now .It's sunn y today ,they go out .Let's share their one day. 1、It's 8:00（课件出示钟）
一年级英语下册 1B Unit4教案 沪教牛津版
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The Second Period Let’s talk 一、教学目标： 1、知识目标：用肯定句来辨认人物。e.g. He is a postman. 用一般疑问句来辨认人物。e.g. Is he a postman? 2、能力目标：提高学生运用英语交际的能力。 3、情态目标：培养学生对从事不同职业的人都要尊敬的美德。 二、教学重点： He is a… Is he a…? 三、教学难点：policeman postman 四、教具准备：录音机、磁带、玩具手枪、信、一瓶牛奶、玩具消防车、卡片。 五、教学过程：
The Third Period Let’s learn 一、教学目标。 1、知识目标：用名词来辨认人物的职业。e.g. postman,policeman 用形容词来描述人物。 e.g. tall, short 2、能力目标：提高学生运用英语交际的能力。 3、情感目标：培养学生从小树立平等对人的思想。 二、教学重点：Words: postman policeman driver fireman milkman tall short 三、教具准备：录音机、卡片、图片、五种职业的衣服。 四、教学过程：
《牛津小学英语5A》全册教案
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上海版牛津英语B教案完整版
上海版牛津英语B教案 Document serial number【NL89WT-NY98YT-NC8CB-NNUUT-NUT108】
Unit 7 Hot Summer Period 1 Education Aims: Don’t leave rubbish on the beach. Teaching Aims: 1.Basic aims. A: To learn the words: beach, shells B: To learn the drills. e. g. Let’s go to the beach. 2.Developing Aims: A: Say another sentences. . Let’s pick up rubbish. B: Free talk. Materials: Cassette player, pictures, objects Teaching Procedure:
课后小结 Unit 7 Hot Summer Period 2 Let’s talk Education Aims: To be friendly each other . Teaching Aims: 1.Learn the drills. . Summer is hot . 2.Learn the dialogue. A: I’m sorry. B: It’s OK. Materials: cassette player, pictures, objects. Teaching Procedure:
Unit 7 Hot summer Period 3 Let’s learn Education Aims: Don’t eat much ice-cream in summer. Teaching Aims: 1.Learn the words: . cloud 2.Learn the letter: Y y Materials: cassette player, word and letter cards.
苏教版牛津小学英语4A教案(全册)
牛津小学英语4A教案（全册） 备课时间： Unit 1 May I have …? 教材简析： 本单元由Read and say ,Look ,read and learn ,Ask and answer ,Work in pairs ,Read and act 及Fun house 六个部分组成。安排了“新学期向老师要新课本”、“教师节给教师送贺卡并向老师表示祝贺”这两个语言情景，话题贴近生活，学生乐意学习。在教学内容方面，从本单元起对部分单词和句子提出了书写要求，本单元要求能听懂、会说、会读和会拼写单词a pen ,a ruler ,a rubber ,a ball pen ,a pencil case ,a book .能听懂、会说、会读和会写句型May I have …? This …is for ….,因此，对单词的字体、书写方法、规格等方面要进行示范、指导，使学生逐步形成良好的书写习惯。 教学目的： 1．能听得懂、会说、会读和会拼写单词a pen ,a ruler ,a rubber ,a ball pen ,a pencil case ,a book . 2．能听懂、会说和会读日常交际用语May I come in ?Come in ,please .Yes /Sure .Here you are .Thank you .All right .Good morning .Goodbye .Here’s a …for …Happy Teacher’s Day ! 3．能听懂、会说、会读、会写句型May I have …?This …is for ….. 4．了辅音字母b 和c 在单词中的读音。 5．训练学生用所学英语知识做简单的调查统计。 6．能诵读歌谣A little book . 教学重点： 1、能听得懂、会说、会读和会拼写单词a pen ,a ruler ,a rubber ,a ball pen ,a pencil case ,a book . 2、能听懂、会说、会读、会写句型May I have …?This …is for ….. 3、训练学生动用所学英语知识做简单的调查统计。 教学难点： 1、能听得懂、会说、会读和会拼写单词a pen ,a ruler ,a rubber ,a ball pen ,a pencil case ,a book . 2、能听懂、会说、会读、会写句型M ay I have …?This …is for ….. 教具准备： 录音机、磁带、图片、实物、头饰。 课时安排： 本单元共安排5课时 A Read and say 及B中的几个单词。1课时 B中单词及C Ask and answer 1课时 D部分Work in pairs ,G3 Say a rhyme 及F部分
2020年牛津小学英语教案
牛津小学英语教案 part a，b，c，e2，e3 1．学会唱字母歌。 2．能在熟练掌握本单元所学单词、句型基础上，巩固复习3a 中文具类，动物类，交通工具类，食品类单词。 3．能将本单元句型熟练地运用到日常交际中。 4．能在教学活动中，感受到成功和快乐，增加学习英语的兴趣和自信。 1．能将本单元句型熟练运用到交际中。 step 1. greeting. learn to sing the song ”a b c” together. step 2. revision 1) have a dictation
可以适当增加听音填字母的项目，促使学生尽快熟悉简单的读音规律，为记忆单词打下基础。 2)小组竞赛，说出文具类词语。 3) game. 模仿教材e2中形式进行。句型可以略作调整。what’s this in my school bag? it’s a … 规则： 1. 四人小组进行游戏。 2．摸物品，每人2次机会，答对的同学可以将物品放在自己的位置上。 3．最后物品最多的同学即是赢家。 4．若有同学用中文，失去一次猜谜机会。 step 3. consolidation and practice
1. t: you did a good job. i’d like to buy a toy for my nephew. would you like to go with me? guess, what can you see in the toy shop? 复习动物类，交通工具类，家具类词汇。 2. 情境一，示范对话，并让学生跟读。 a: hello, … how are you? b: fine, thank you. and you? a: i’m fine , too. let’s go to the toy shop by bus. b: ok, let’s go. a: here we are. b: look, what’s that on the door? a: it’s a …
牛津上海版英语七年级下Unit1教案演示教学
Unit 1 Writing a tourist guide 一、单元分析（Unit Analysis） （一）单元地位（Unit Position） 1 本课中出现了“If you go…, you will…”的条件状语从句。这个句式在7A Module 3 The natural elements Unit 3 Sea water and rain water中已经出现过。如：If there is no rain, there will be no water to drink.等。作为功能语言，教师有必要在课堂教学中加以一定的机械性训练。 2 I’d suggest they go …的用法也有较多出现，并且为首次出现，课文中主要结合上海的 各个景点。教师可以根据所在区域设计多个场景，让学生进行操练。 （二）单元目标（Unit Target） 1 运用情态动词would来表达“建议”。如: I’d suggest they go to NanjingRoad. 2 运用if 句式表达条件。如: If you go to Pudong New District in the east of Shanghai, you will see the Nanpu Bridge. 3用专有名词来表示地点。如：Yu Garden 4运用there is/ are…，It is…句式来表示事实。 （三）单元重点（Unit Points） 1 关键词： 1）地方名称：Sheshan State Resort, Nanjing Road, Yu Garden, Shanghai Museum, People’s Square, Nanpu Bridge, Oriental Pearl TV Tower, Pudong New District, Water World, Shanghai Grand Theatre, the Municipal Hall。 2）固定短语：be famous for, be known as, in the world, in the east of, do some shopping。 3）其他：tourist, association, paradise, pigeon, suspension, observatory。 2 功能： 1）Expressing conditions (表达条件) ●If you go there, you will see a huge open area of green grass. 2）Making suggestions（提出建议） ●-What would you suggest the tourists do ? -I’d suggest they go to Nanjing Road. 3 语法点： 本课出现了不少if引导的条件状语从句的句式，应作为本课的知识点重点教学。本课还多次出现了one of +the +形（最高级）+名词（复数），也是知识的重点。 二、教学设计（Teaching Designs）
牛津小学英语A教案(全册)
(此文档为word 格式，下载后您可任意编辑修改！) 牛津小学英语1A 教案 课 题：Unit 1 Hello 第一课时 教材类型：牛津版 所属学科：英语>>1A （一上） 主备教师：姜金凤 备课时间：200792 浏览人数：1 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 ☆教学调整 ☆
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’m Miss Jiang，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HiHello, I’m Miss Jiang. 与学生问好，引导学生用HiHello, I’m …作答。 2. 学生分组用HiHello, I’m 互相自我介绍。 3. 唱《找朋友》，让学生下位用“HiHello, I’m”找朋友。 4. 指名上台表演。 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HiHello，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:
上海版牛津英语1B全册教案(含单元分析)
教学进度表（英语）
课标要求 听做： 1、能根据听到的词语识别或指认图片或实物； 2、能听懂课堂简短的指令并做出相应的反应； 3、能根据指令做事情，如:指图片、涂颜色、画图、做动作、做手工等； 4、能在图片和动作的提示下听懂简单的小故事并做出反应。 说唱： 1、能根据录音模仿说英语； 2、能相互致以简单的问候; 3、能相互交流简单的个人信息，如:姓名、年龄等; 4、能表达简单的情感和感觉，如:喜欢和不喜欢; 5、能够根据表演猜测意思、说词语， 6、能唱英语儿童歌曲15一20首，说歌谣15一20首; 7、能根据图、文说出单词或短句。 玩演： 1、能用英语做游戏并在游戏中用英语进行简单的交际; 2、能做简单的角色表演； 3、能表演英文歌曲及简单的童话剧，如(小红帽)等。 读写： 1、能看图识字； 2、能在指认物体的前提下认读所学词语； 3、能在图片的帮助下读懂简单的小故事; 视听： 1、能看懂语言简单的英语动画片或程度相当的教学节目； 2、视听时间每学年不少于10小时(平均每周20一25分钟)。
牛津英语1B教材分析 教材分析： 1.本套教材注重听说训练，着重培养学习的语感和初步用英语进行简单日常交流的能力；并通过听、说、读、写、唱、游、演、画、做等活动激发学生的学习兴趣，帮助学习养成良好的学习习惯，形成有效的学习方法，发展自主学习的能力，为进一步学习打下基础。 2.按?话题--功能--结构--任务?相结合的原则编写，并力求使话题、功能、结构和任务四个方面在比较真实的情景中紧密联系，融为一体。 3.内容贴近学生的生活和学习实际，并配有大量生动活泼、富有情趣的插图，以利于学生比较接近于实际的情景中进行听说训练，也为教师组织教学活动提供方便。 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 教学目标： 在这个学期中要求学生达到的也就是本学期的教学的总的目标是： 1.要求学生很扎实的掌握好书本的各个知识点。在本书的四个教学的模块中，学生能够很熟练的读出书本上的内容，而且能够对书本配套的录音磁带也是非常的熟悉。 2.能够掌握好每个单元的各个单词。对于单词的掌握，不仅要求学生能够根据图片读出单词，而且要求学生对单词能够进行认读。对于绝大部分的学生来说，能够比较熟练的读出书本中的各个单词。而且能够掌握好怎么样拼读英语的单词的技巧，对于个别简单的单音节的词语，能够根据教师所教授的技巧来自己读一读。 3.能够掌握重要句子的认读。对于句子，要求是的每个单元的重点的句型，例如第一单元的：Happy New Year！这样的句子，就要求学生能够认读。能够在读出比较简单
牛津小学英语3b全册教案
Unit 1 My school bag 课型：讲读课 教学内容：. A. 字母Aa Bb要求“四会”。 B. 词汇（八个文具类单词）要求“两会”。 C. 日常交际用语：What’s this /that in /on the ……? What’s this /that in English ?It’s ……Come here…… D. 歌曲A B C song要求“会唱”。 教材简析： 编写者有意识地在第一单元安排了“确认物品”这一语言功能项目，并在词汇中主要选取了文具类单词。教师应把握教材的这一设计意图，尽量创设真实、自然的情景，给学生“学以致用”的亲切感。 字母教学是本册新增的教学内容，要求学生四会掌握。教学中贯彻“先听说，后读写”的原则，要将听说记写在一堂课里有机结合，穿插进行，以提高课堂教学效率，建议在学习单词时，也适时对单词进行拼读，让学生熟悉英文字母的读音。 教学要求： 1 能正确地听、说、读、写字母Aa和Bb . 2能听懂、会说新授的八个文具及玩具类单词：a school bag .a crayon , a tape , a knife ,a storybook ,a copybook ,a stapler及a toy , train . 3 能听懂、会说日常交际用语What’s this /that in /on the……?What’s this /that in English ?It’s ……Come here, ……并获得运用所学语言进行交际的能力，要求读音正确，语调自然。 4、能正确理解、运用介词in和on . 5、会唱歌曲A B C song . 教学重点 1、听、说、读、写字母Aa和Bb . 2、能听懂、会说新授的八个文具及玩具类单词：a school bag .a crayon , a tape , a knife ,a storybook ,a copybook ,a stapler及a toy , train . 教学难点： 1. 能听懂、会说新授的八个文具及玩具类单词：a school bag .a crayon , a tape , a knife ,a storybook ,a copybook ,a stapler及a toy , train . 2. 能听懂、会说日常交际用语What’s this /that in /on the……?What’s this /that in English ?It’s ……Come here, ……并获得运用所学语言进行交际的能力，要求读音正确，语调自然。
上海牛津英语1B-复习教案
1B 复习教案 一、期教学目标（三维目标、教学重难点） (一)知识技能
(二)、情感目标 1、通过听、说、读、唱、演、玩、做等手段，让学生图图画画，唱唱玩玩，使学生学得轻松愉快，没有压力，进而激发和培养他们学习英语的兴趣，并逐渐将兴趣转化为稳定的学习动机。 2、通过游戏、调查、做手工等活动巩固所学内容，培养听、说、读、写能力和注意、观察、记忆、思维、想象、动手等能力。 3、培养学生热爱大自然的美好情感和品质。 4、初步运用英语的交际能力，初步培养能在特定的场合表现自己意愿的能力。 5. 养成学生善于交际、乐于交往的良好心态。 6. 运用生日派对的生活情景。培养学生学会与人分享的快乐 7. 培养学生具有一般的生活常识，并敢于表达自己的想法。 （三）、教学重点难点： 1．能认读、辨别和灵活运用所学的47个词汇。 2．能认、读、说所学的12个句型。 3．能简单运用所学的交际用语，进行简单的交流，并做到大胆开口，发音正确，所用话语与场合符合。 4．能认读26个英文字母，掌握正确的书写，并能逐步拼读1B的所有词汇。 5．培养良好的书写习惯，能做到书写规范整洁。 6．培养良好的听英语、读英语、说英语的习惯，能自觉的模仿语音、语调，逐步培养语感。 7．能演唱已经学过的英语歌曲，能诵读已经学过的英语歌谣。
二：具体实施方法 第一课时：单词 根据提示，说/写出同类词 : : : : : 熟练说/写出反义词 3) 知道哪些是不可数名词： 4) 知道可数名词的不同复数形式 s x 结尾 –元音结尾 –f() f或结尾 单数=复数 特殊变化 根据例词写出同类词 按要求写词 (复数) （反义词） （复数） I （所有格） 第二教时词组 1) 常用词组
牛津小学英语B教案完整版
牛津小学英语B教案 Document serial number【NL89WT-NY98YT-NC8CB-NNUUT-NUT108】
Unit 3 What’s your job 本单元教学内容和教学目标: (一). 知识目标: 词汇: a policeman, a policewoman , a waiter, a waitress, a driver, a worker, an engineer, a farmer, a postman, a cook. (听、说、读、写四会掌握 ) 句子:A. What’s your / his / her job I’m / He’s / She’s a / an …. What are their jobs They’re …. How old are you / is he / she / I’m / He’s / She’s …. What do you want to be I want to be …. It’s cold today, isn’t it Guess! （ A、 B、 C根据学生的实际情况尽量要求四会掌握，D 、E、 F三会掌握） 语音: 辅音字母组合dr和 tr在单词中的发音. (能听后辨认,会读) 歌曲:They sing happily.（会唱，基本了解歌词大意） (二). 功能目标: 学会询问和介绍他人的职业。 学会询问和介绍他人的年龄。 学会表达：我将来想做…。（职业） 二.本单元教学重点: 询问和介绍他人的职业: What’s your /his / her job I’m / He’s / She’s …. What are their jobs
牛津英语1B教案(XX上海新版)
牛津英语1B教案（XX上海新版） B4U3Storytie contentodule4ThingsedoUnit3Storytie Ais1.Tolearntheneords:olf,boy,farer,narrator Tousetheeypatterntointroduceoneself e.g.I’theboy. Languagefocus1.Topronouncetheords:olf,farer,etc. Tousethepatterncorrectly:I’the…. Teachingaidsultiedia,ordcards,objectandass Procedures StepTeacher’sactivityStudents’activitiesPurpose Pre-taspreparation1.Singasong DailytalSingasong T→S 活跃课堂气氛。 通过简单的对话引出新知识。 hile-tasprocedure1.Learn:bo Astenboystostandup. T:Hoanyboys? T:Tallboy,shortbo oneandto
Tallboy,shortbo Iseeyou. Learn:olf Shoapicture. T:Isthisadog? Isthisatiger? T:hat’sthis? It’saolf. T:Isthisaolf? hatcolorisit? T:olf,olf Abronolf olf,olf Iseeyou, Learn:farer T:Taeoutafor. Loo,I’afarer. Use“farer”toaeasentence. Learn:narrator Shoaflash.atchthebeginningofthestory. T:Loo,He/sheisanarrator. T:hoishe/she?