牛津英语1b教案

牛津英语 1B Unit 2 Small animals(oxford 1B)教学设计unit 2 small animals(为了方便大家,自己将各部分分页了, 请点 "下一页 " 或页码阅读 )unit 2small animalslanguage focus: 1.u sing numerals to counteg.one, two, three2. using nous to identify small commals. eg.birdlistening；locate specific information in response tosimple in structions.speaking:use modeled phrases tocommunicate with other learners.materials: 1. 10 papercut-outs of bees. 2. word and picture cards1bteaching ladders:ⅰ. warming up1．greeting2．t：today i’ll invites you to a beautiful place, there are man animds, would yougo with me? ( 情形 )s ：yes.t ：ok, let ’s go.3 ． traini like the sweets.i like this new dress.i like the new shoes.ⅱ. pre-taskpreparation1．draw ten flowers on the board.shits 1~6 forreviewing.t ： one, two, three, four, five, six2．count the pens penals rulers sweets.eg: 1、2、3 three pens3．write t & sayt：seven (emphasize)(1) the whole class read(2) read it one byone.4 ． repead stop 2 for“eight” “nine” and“ten”5．(1)t：(hold up ten fingers) count with me.t & s：one, two, three(2) do pair work. t：(encarrage the students to get into pairs andcount each other’s fingers.)ⅲ. while-task procedure1．t：( extend arms move around)bzz, bzz, bzzi am a beet & s：i am a bee.2 ． t ： (extand your arms & move them up and dowm.)i am birdlet students follow.3．t：（put hands above your head. squat, hop）i am a rabbitlet students copy4．t：（stoop down slightly & pretandto jump forward ） i am a frog.let student copy5 ． repeat the number 1～ 6 7 ～ 106． play the cassette tape for students to listen to anativw speaker.7．play the tape againt：say the lines & do the actions.ⅴ. post -task activity teach another rhymeone two, buckle my shoethree four shut the doorfive six pick up sticksseveneight close the g atenine ten a good fat herⅵ. summanylet ’s talklanguage focus: using formulaic expressions toindicate whet people see.eg. i see a beespeaking: 1. usemodeled phrases to communicate with other learners2.open on interaction by eliriting a response. 34unit 2 small animals(为了方便大家,自己将各部分分页了, 请点 "下一页 " 或页码阅读 )unit 2small animalslanguage focus: 1.u sing numerals to counteg. one, two, three2. using nous to identify small commals. eg.birdlistening；locate specific information in response tosimple in structions.speaking:use modeled phrases tocommunicate with other learners.materials: 1. 10 papercut-outs of bees. 2. word and picture cards1bteaching ladders:. warming up1greeting2t today i ’ll invites you to a beautiful place, there are man animds, would yougo with me? ()s yes.t ok, let ’s go.3 traini like the sweets.i like this new dress.i like the new shoes.. pre-task preparation1draw ten flowers on the board.shits 1~6 forreviewing.t one, two, three, four, five, six2count the pens penals rulers sweets.eg: 1 2 3 three pens3write t & sayt seven (emphasize)(1) the whole class read(2) read it one byone.4repead stop 2 for“eight”“nine”and“ten”5(1) t (hold up ten fingers) count with me.t & s one, two, three(2) do pair work. t(encarrage the students to get into pairs andcount each other’s fingers.). while-task procedure1t( extend arms move around)bzz, bzz, bzzi am a beet & s i am a bee.2t(extand your arms & move them up and dowm.)i am birdlet students follow.3t put hands above your head. squat, hop i am a rabbitlet students copy4t stoop down slightly & pretandto jump forward i am a frog.let student copy5 repeat the number 1 6 7106play the cassette tape for students to listen to anativw speaker.7play the tape againt say the lines & do the actions.. post -task activity teach another rhymeone two, buckle my shoethree four shut the doorfive six pick up sticksseveneight close the gatenine ten a good fat herⅵ. summanylet ’s talklanguage focus: using formulaic expressions toindicate whet people see.eg. i see a beespeaking: 1. usemodeled phrases to communicate with other learners2.open on interaction by eliriting a response. 34unit 2 small animals(为了方便大家,自己将各部分分页了, 请点 "下一页 " 或页码阅读 )unit 2small animalslanguage focus: 1.u sing numerals to counteg.one, two, three2. using nous to identify small commals. eg.birdlistening；locate specific information in response tosimple in structions.speaking:use modeled phrases tocommunicate with other learners.materials: 1. 10 papercut-outs of bees. 2. word and picture cards1bteaching ladders:ⅰ. warming up1．greeting2．t：today i’ll invites you to a beautiful place, there are man animds, would yougo with me? ( 情形 )s ：yes.t ：ok, let ’s go.3 ． traini like the sweets.i like this new dress.i like the new shoes.ⅱ. pre-taskpreparation1．draw ten flowers on the board.shits 1~6 forreviewing.t ： one, two, three, four, five, six2．count the pens penals rulers sweets.eg: 1、2、3 three pens3．write t & sayt：seven (emphasize)(1) the whole class read(2) read it one byone.4 ． repead stop 2 for“eight” “nine” and“ten”5．(1)t：(hold up ten fingers) count with me.t & s：one, two, three(2) do pair work. t：(encarrage the students to get into pairs andcount each other’s fingers.)ⅲ. while-task procedure1．t：( extend arms move around)bzz, bzz, bzzi am a beet & s：i am a bee.2 ． t ： (extand your arms & move them up and dowm.)i am birdlet students follow.3．t：（put hands above your head. squat, hop）i am a rabbitlet students copy4．t：（stoop down slightly & pretandto jump forward ） i am a frog.let student copy5 ． repeat the number 1～ 6 7 ～ 106． play the cassette tape for students to listen to anativw speaker.7．play the tape againt：say the lines & do the actions.ⅴ. post -task activity teach another rhymeone two, buckle my shoethree four shut the doorfive six pick up sticksseveneight close the gatenine ten a good fat herⅵ. summany let ’s talklanguage focus: using formulaic expressions toindicate whet people see.eg. i see a beespeaking: 1. usemodeled phrases to communicate with other learners2.open on interaction by eliriting a response. 34unit 2 small animals(为了方便大家,自己将各部分分页了, 请点 "下一页 " 或页码阅读 )unit 2small animalslanguage focus: 1.u sing numerals to counteg. one, two, three2. using nous to identify small commals. eg.birdlistening；locate specific information in response tosimple in structions.speaking:use modeled phrases tocommunicate with other learners.materials: 1. 10 papercut-outs of bees. 2. word and picture cards1bteaching ladders:. warming up1greeting2t today i’ll invites you to a beautiful place, there are man animds, would yougo with me? ()s yes.t ok, let ’s go.3 traini like the sweets.i like this new dress.i like the new shoes.. pre-task preparation1draw ten flowers on the board.shits 1~6 forreviewing.t one, two, three, four, five, six2count the pens penals rulers sweets.eg: 1 2 3 three pens3write t & sayt seven (emphasize)(1) the whole class read(2) read it one byone.4repead stop 2 for“eight”“nine”and“ten”5(1) t (hold up ten fingers) count with me.t & s one, two, three(2) do pair work. t(encarrage the students to get into pairs andcount each other’s fingers.). while-task procedure1t( extend arms move around)bzz, bzz, bzzi am a beet & s i am a bee.2t(extand your arms & move them up and dowm.)i am birdlet students follow.3t put hands above your head. squat, hop i am a rabbitlet students copy4t stoop down slightly & pretandto jump forward i am a frog.let student copy5 repeat the number 1 6 7106play the cassette tape for students to listen to anativw speaker.7play the tape againt say the lines & do theactions.ⅴ. post -task activity teach another rhymeone two, buckle my shoethree four shut the doorfive six pick up sticksseveneight close the gatenine ten a good fat herⅵ. summa ny let ’s talklanguage focus: using formulaic expressions toindicate whet people see.eg. i see a beespeaking: 1. usemodeled phrases to communicate with other learners2.open on interaction by eliriting a response. 34unit 2 small animals(为了方便大家,自己将各部分分页了, 请点 "下一页 " 或页码阅读 )unit 2small animalslanguage focus: 1.u sing numerals to counteg. one, two, three2. using nous to identify small commals. eg.birdlistening；locate specific information in response tosimple in structions.speaking:use modeled phrases tocommunicate with other learners.materials: 1. 10 papercut-outs of bees. 2. word and picture cards1bteaching ladders:ⅰ. warming up1．greeting2．t：today i’ll invites you to a beautiful place, there are man animds, would yougo with me? ( 情形 )s ：yes.t ：ok, let ’s go.3 ． traini like the sweets.i like this new dress.i like the new shoes.ⅱ. pre-task preparation1．draw ten flowers on the board.shits 1~6 forreviewing.t ： one, two, three, four, five, six2．count the pens penals rulers sweets.eg: 1、2、3 three pens3．write t & sayt：seven (emphasize)(1) the whole class read(2) read it one byone.4 ． repead stop 2 for“eight” “nine” and“ten”5．(1)t：(hold up ten fingers) count with me.t & s：one, two, three(2) do pair work. t：(encarrage the students to get into pairs andcount each other’s fingers.)ⅲ. while-task procedure1．t：( extend arms move around)bzz, bzz, bzzi am a beet & s：i am a bee.2 ． t ： (extand your arms & move them up and dowm.)i am birdlet students follow.3．t：（put hands above your head. squat, hop）i am a rabbitlet students copy4．t：（stoop down slightly & pretandto jump forward ） i am a frog.let student copy5 ． repeat the number 1～ 6 7 ～ 106． play the cassette tape for students to listen to anativw speaker.7．play the tape againt：say the lines & do the actions.ⅴ. post -task activity teach another rhymeone two, buckle my shoethree four shut the doorfive six pick up sticksseveneight close the gatenine ten a good fat herⅵ. summanylet ’s tal klanguage focus: using formulaic expressions toindicate whet people see.eg. i see a beespeaking: 1. usemodeled phrases to communicate with other learners2.open on interaction by eliriting a response. 34unit 2 small animals(为了方便大家,自己将各部分分页了, 请点 "下一页 " 或页码阅读 )unit 2small animalslanguage focus: 1.u sing numerals to counteg.one, two, three2. using nous to identify small commals. eg.birdlistening locate specific information in response tosimple in structions.speaking:use modeled phrases tocommunicate with other learners.materials: 1. 10 papercut-outs of bees. 2. word and picture cards1bteaching ladders:. warming up1greeting2t today i’ll invites you to a beautiful place, there are man animds, would yougo with me? ()s yes.t ok, let ’s go.3 traini like the sweets.i like this new dress.i like the new shoes.. pre-task preparation1draw ten flowers on the board.shits 1~6 forreviewing.t one, two, three, four, five, six2count the pens penals rulers sweets.eg: 1 2 3 three pens3write t & sayt seven (emphasize)(1) the whole class read(2) read it one byone.4repead stop 2 for“eight”“nine”and“ten”5(1) t (hold up ten fingers) count with me.t & s one, two, three(2) do pair work. t(encarrage the students to get into pairs andcount each other’s fingers.). while-task procedure1t( extend arms move around)bzz, bzz, bzzi am a beet & s i am a bee.2t(extand your arms & move them up and dowm.)i am birdlet students follow.3t put hands above your head. squat, hop i am a rabbitlet students copy4t stoop down slightly & pretandto jump forward i am a frog.let student copy5 repeat the number1～ 6 7 ～ 106． play the cassette tape for students to listen to anativw speaker.7．play the tape againt：say the lines & do the actions.ⅴ. post -task activity teach another rhymeone two, buckle my shoethree four shut the doorfive six pick up sticksseveneight close the gatenine ten a good fat herⅵ. summanylet ’s talklanguage focu s: using formulaic expressions toindicate whet people see.eg. i see a beespeaking: 1. usemodeled phrases to communicate with other learners2.open on interaction by eliriting a response. 34unit 2 small animals(为了方便大家,自己将各部分分页了, 请点 "下一页 " 或页码阅读 )unit 2small animalslanguage focus: 1.u sing numerals to counteg. one, two, three2. using nous to identify small commals. eg.birdlistening；locate specific information in response tosimple in structions.speaking:use modeled phrases tocommunicate with other learners.materials: 1. 10 papercut-outs of bees. 2. word and picture cards1bteaching ladders:ⅰ. warming up1 ． greeting2． t ：today i ’ll invites you to a beautiful place, there are man animds, would yougo with me? ( 情形 )s ：yes.t ：ok, let ’s go.3 ． traini like the sweets.i like this new dress.i like the new shoes.ⅱ. pre-task preparation1． draw ten flowers on the board.shits 1~6 forreviewing.t ： one, two, three, four, five, six2．count the pens penals rulers sweets.eg: 1、2、3 three pens3．write t & sayt：seven (emphasize)(1) the whole class read(2) read it one byone.4 ． repead stop 2 for“eight” “nine” and“ten”5．(1)t：(hold up ten fingers) count with me.t & s：one, two, three(2) do pair work. t：(encarrage the students to get into pairs andcount each other’s fingers.)ⅲ. while-task procedure1．t：( extend arms move around)bzz, bzz, bzzi am a beet & s：i am a bee.2 ． t ： (extand your arms & move them up and dowm.)i am birdlet students follow.3．t：（put hands above your head. squat, hop）i am a rabbitlet students copy4．t：（stoop down slightly & pretandto jump forward ） i am a frog.let student copy5 ． repeat the number 1～ 6 7 ～ 106． play the cassette tape for students to listen to anativw speaker.7．play the tape againt：say the lines & do the actions.ⅴ. post -task activity teach another rhymeone two, buckle my shoethree four shut the doorfive six pick up sticksseveneight close the gatenine ten a good fat herⅵ. summanylet ’s talklanguage focus: using form ulaic expressions toindicate whet people see.eg. i see a beespeaking: 1. usemodeled phrases to communicate with other learners2.open on interaction by eliriting a response. 34unit 2 small animals(为了方便大家,自己将各部分分页了, 请点 "下一页 " 或页码阅读 )unit 2small animalslanguage focus: 1.u sing numerals to counteg.one, two, three2. using nous to identify small commals. eg.birdlistening；locate specific information in response tosimple in structions.speaking:use modeled phrases tocommunicate with other learners.materials: 1. 10 papercut-outs of bees. 2. word and picture cards1bteaching ladders:ⅰ. warming up1．greeting2．t：today i’ll invites you to a beautiful place, there are man animds, would yougo with me? ( 情形 )s ：yes.t ：ok, let ’s go.3 ． traini like the sweets.i like this new dress.i like the new shoes.ⅱ. pre-taskpreparation1．draw ten flowers on the board.shits 1~6 forreviewing.t ： one, two, three, four, five, six2．count the pens penals rulers sweets.eg: 1、2、3 three pens3．write t & sayt：seven (emphasize)(1) the whole class read(2) read it one byone.4 ． repead stop 2 for“eight” “nine” and“ten”5．(1)t：(hold up ten fingers) count with me.t & s：one, two, three(2) do pair work. t：(encarrage the students to get into pairs andcount each other’s fingers.)ⅲ. while-task procedure1．t：( extend arms move around)bzz, bzz, bzzi am a beet & s：i am a bee.2 ． t ： (extand your arms & move them up and dowm.)i am birdlet students follow.3．t：（put hands above your head. squat, hop）iam a rabbitlet students copy4．t：（stoop down slightly & pretandto jump forward ） i am a frog.let student copy5 ． repeat the number 1～ 6 7 ～ 106． play the cassette tape for students to listen to anativw speaker.7．play the tape againt：say the lines & do the actions.ⅴ. post -task activity teach another rhymeone two, buckle my shoethree four shut the doorfive six pick up sticksseveneight close the gatenine ten a good fat herⅵ. summanylet ’s talklanguage focus: using formulaic expressi ons to indicate whet people see.eg. i see a beespeaking: 1. usemodeled phrases to communicate with other learners2.open on interaction by eliriting a response. 34unit 2 small animals(为了方便大家,自己将各部分分页了, 请点 "下一页 " 或页码阅读 )unit 2small animalslanguage focus: 1.u sing numerals to counteg. one, two, three2. using nous to identify small commals. eg.birdlistening；locate specific information in response tosimple in structions.speaking:use modeled phrases tocommunicate with other learners.materials: 1. 10 papercut-outs of bees. 2. word and picture cards1bteaching ladders:ⅰ. warming up1．greeting2．t：today i’ll invites you to a beautiful place, there are man animds, would yougo with me? ( 情形 )s ：yes.t ：ok, let ’s go.3 ． traini like the sweets.ilike this new dress.i like the new shoes.. pre-task preparation1draw ten flowers on the board.shits 1~6 forreviewing.t one, two, three, four, five, six2count the pens penals rulers sweets.eg: 1 2 3 three pens3write t & sayt seven (emphasize)(1) the whole class read(2) read it one byone.4repead stop 2 for“eight”“nine”and“ten”5(1) t (hold up ten fingers) count with me.t & s one, two, three(2) do pair work. t(encarrage the students to get into pairs andcount each other’s fingers.). while-task procedure1t( extend arms move around)bzz, bzz, bzzi am a beet & s i am a bee.2t(extand your arms & move them up and dowm.)i am birdlet students follow.3t put hands above your head. squat, hop i am a rabbitlet students copy4t stoop down slightly & pretandto jump forward i am a frog.let student copy5 repeat the number 1 6 7106play the cassette tape for students to listen to anativw speaker.7play the tape againt say the lines & do the action s.. post -task activity teach another rhymeone two, buckle my shoethree four shut the doorfive six pick up sticksseveneight close the gatenine ten a good fat her. summanylet ’s talklanguage focus: using formulaic expressions toindicate whet people see.eg. i see a beespeaking: 1. usemodeled phrases to communicate with other learners2.open on interaction by eliriting a response. 34unit 2 small animals(为了方便大家,自己将各部分分页了, 请点 "下一页 " 或页码阅读 )unit 2small animalslanguage focus: 1.u sing numerals to counteg.one, two, three2. using nous to identify small commals. eg.birdlistening；locate specific information in response tosimple in structions.speaking:use modeled phrases tocommunicate with other learners.materials: 1. 10 papercut-outs of bees. 2. word and picture cards1bteaching ladders:ⅰ. warming up1．greeting2．t：today i’ll invites you to a beautiful place, there are man animds, would yougo with me? ( 情形 )s ：yes.t ：ok, let ’s go.3 ． traini like the sweets.i like this new dress.i like the new shoes.ⅱ. pre-taskpreparation1．draw ten flowers on the board.shits 1~6 forreviewing.t ： one, two, three, four, five, six2．count the pens penals rulers sweets.eg: 1、2、3 three pens3．write t & sayt：seven (emphasize)(1) the whole class read(2) read it one byone.4 ． repead stop 2 for“eight” “nine” and“ten”5．(1)t：(hold up ten fingers) count with me.t & s：one, two, three(2) do pair work. t：(encarrage the students to get into pairs andcount ea ch other ’s fingers.)ⅲ. while-task procedure1．t：( extend arms move around)bzz, bzz, bzzi am a beet & s：i am abee.2 ． t ： (extand your arms & move them up and dowm.)i am birdlet students follow.3．t：（put hands above your head. squat, hop）i am a rabbitlet students copy4．t：（stoop down slightly & pretandto jump forward ） i am a frog.let student copy5 ． repeat the number 1～ 6 7 ～ 106． play the cassette tape for students to listen to anativw speaker.7．play the tape againt：say the lines & do the actions.ⅴ. post -task activity teach another rhymeone two, buckle my shoethree four shut the doorfive six pick up sticksseveneight close the gatenine ten a good fat herⅵ. summanylet ’s talklanguage focus: using formulaic expressions toindicate whet people see.eg. i see a beespeaking: 1. usemodeled phrases to communicate with other learners2.open on interaction by eliriting a response. 34。

牛津英语1B Unit 5 Doctor and nurse教案《牛津英语 1B Unit 5 Doctor and nurse 教案》一、教学目标1、知识目标学生能够听懂、会说单词“doctor”和“nurse”。

学生能够理解并运用句型“Look! I'm a doctor ／I'm a nurse”进行简单的自我介绍。

2、能力目标培养学生的听说能力，能够准确模仿单词和句子的发音。

提高学生在实际情境中运用所学单词和句型进行交流的能力。

3、情感目标激发学生学习英语的兴趣，培养学生积极参与课堂活动的积极性。

引导学生树立尊重医生和护士职业的意识。

二、教学重难点1、教学重点掌握单词“doctor”和“nurse”的发音和拼写。

熟练运用句型“Look! I'm a doctor ／I'm a nurse”2、教学难点单词“doctor”的发音，注意“o”的发音。

让学生在实际情境中灵活运用所学句型进行交流。

三、教学方法1、情景教学法通过创设医院的情景，让学生在真实的语境中学习和运用英语。

2、游戏教学法采用猜谜语、角色扮演等游戏，增加课堂的趣味性，提高学生的学习积极性。

3、全身反应教学法结合动作和语言，帮助学生更好地理解和记忆单词和句型。

四、教学过程1、热身（Warming up）师生相互问候，唱一首英文歌曲《Hello》，营造轻松愉快的英语学习氛围。

2、导入（Leadin）展示一张医院的图片，问学生：“Where is it?”引导学生回答：“It's a hospital”接着提问：“What can you see in the hospital?”引导学生说出医生（doctor）和护士（nurse）。

3、新授（Presentation）出示单词卡片“doctor”，先让学生听几遍单词的发音，然后教师示范发音，口型夸张，让学生模仿。

可以结合动作，如假装拿着听诊器，说：“I'm a doctor”用同样的方法教授单词“nurse”，结合动作，如拿着注射器，说：“I'm a nurse”让学生分组练习读单词，教师巡视并纠正发音。

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: SpringUnit 1: New YearUnit 2: Small animalsUnit 3: ColoursTheme 2: People who help usUnit 4: Postman and policemanUnit 5: Doctor and nurseUnit 6: Farmer and fishermanTheme 3: Food and drinkUnit 7: Birthday partyUnit 8: DinnerUnit 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。

课题：Unit 1 What's your name ? 第一课时主备教师：陈学芳教学要求：教学调整（1）能根据所听到的名字，正确辨认本单元中出现Nancy,David,Su Yand和Liu Tao四个人形象，能看图说出这四个人物的名字，发音正确。

（2）能听懂、会说、会读字母Aa,Bb。

（3）会唱歌曲What`s your name？教学重点：1．能正确读出本单元的四个人名。

2．能正确读出本单元的Aa，Bb两个字母。

教学难点：1．读准Nancy,David两个英文名字。

2．读准Aa，Bb两个字母。

教学准备：1．录音机、人物头饰教学过程：A Look and learn（1）T：Hello, boys and girls. Happy New Year！Today I’ll introducemy friends to you .(用中文稍作解释，帮助学生听懂。

)T：（教师出示人物头饰）This is Nancy.教师带领学生朗读单词, 以此相同方法教学David,Su Yand和Liu Tao三个单词。

（2）T：Who`s he/she？（教师出示头饰，引导学生正确说出人物名字，以巩固学生所学。

）（3）学生同桌合作，一生指一生说，再互换进行。

（4）齐读B部分这四个单词。

B Look and read（1）教师出示字母卡片Aa，示范发音，并引导学生观察教师的口型，听清楚发音，静听几遍后再要求学生模仿朗读。

（2）引导学生通过朗读例词name和book，进一步感受字母Aa和Bb在单词中的发音。

（3）请学生回忆以前所学的单词中哪些含有字母Aa和Bb。

C Sing a song（1）教师播放歌曲，让学生感受并欣赏歌曲的旋律。

（2）带领学生朗读歌词，初步了解歌词大意。

D Assign homework布置课堂，课外作业板书设计：Unit 1 What`s your name?Nancy David Su Yang Liu TaoA a name ( bag mango eat …)B b book ( blue bag brown …)教学反思：课题：Unit 1 What's your name ? 第二课时主备教师：陈学芳教学要求：（1）能听懂What’s your name？并能用此句型询问对方姓名，语音准确、语调自然。

牛津小学英语1B《Unit8 I can swim》教学设计牛津学校英语1B《Unit8 I can sim》教学设计1、能听懂、学会sim,skate,play football和paly chess，发音精确。

2、能听懂、会说、会读字母Rr,Ss和Tt。

1、能听懂、学会sim,skate,play football和paly chess，发音精确。

课件、词语卡片、小黑板Drills.Read ords five times.Unit 8 I can simSim skate play football paly chessRr Ss Tt。

A. Free talk:T：Class begings.S1: Stand up.T: Hello, boys and girls.Ss: Hello, Miss Qi.T: Open the door, please.S1: All right.T: Open the bags, please.Ss: All right.T: Open the books, please.Ss: All right.B、look and Learn1、老师做游泳的动作引出单词sim。

2、教学单词读音，先带领同学效仿录音朗读，再开"小火车'操练，以加深同学对单词的印象。

3、以相同方法教学skate、play football和paly chess。

4、Listen and do，老师边说单词，边请同学做出相应的动作，再由一生做动作，请其他同学说出单词。

5、老师引导同学用I can来说句子S1：I can sim.S2: I can skate.C．Look and read1）出示字母卡片Rr，示范发音，并引导同学观看老师口型，听清晰发音，静听几遍以后，再效仿朗读。

2）用类似的方法教学其他字母。

3）在朗读例词run、star和taxi的时候，可以尝试着让同学跟着老师拼读单词，以进一步感受字母Rr,Ss和Tt。

Teaching design for Oxford English (Shanghai Edition)1B Module 3 Unit 1 SeasonsSchool: Liu Shi Fu Xiao Primary SchoolTeacher：Yao Qin (Shelly)Date:2012-4-5Topic: Spring is coming!Materials: Oxford English (Shanghai Edition) 1B M3 U1 SeasonsTeaching aids:Multi-media, word cards模块教学任务分析《牛津英语》1B Module M3的教学主题是Things around us。

通过三个教学单元(Seasons, Weather, Clothes)的学习，让学生通过图片观察和生活情景创设，能用英语对四季特征、天气状况以及服装需求进行交流。

通过本模块的学习，使学生在语言技能上进一步发展听说能力,引导学生感受生活、树立热爱自然和生活的意识。

单元教学任务分析1BModule3Unit1的教学主题是Seasons，单元涉及的主题学生未曾接触过，核心板块Look and learn和Look and say，要求学生初步感知一年有四季及季节特征,熟练掌握春季和夏季二季的单词读音和词义,以及用Spring /Summer is …句型介绍季节特征；辅助板块Look and act, Listen and enjoy和Play a game, 帮助学生通过儿歌诵读、游戏和表演等形式进一步理解四季特征和不同季节中的所见所闻。

单元教学目标1、学习核心词汇：spring, summer, autumn, winter, warm, hot, cool, cold。

2、学习核心句型：Spring / Summer / Autumn / Winter is …. In …, I see/ hear/ (do) ….3、学习用What season is it? How is spring/ …? What do you see/do in …?回答相关季节的问题。

Module 1 Using my five sen sesUnit 1教时安排教学内容：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 periodhile-task procedureReview the words:panda/bear/tigerl/mon key1. P rese ntati on2. PracticeLear n the new wordsfrog/rabbit/bee/birdGameLet the stude nts playa guess ing game.T: It 'at.lt blask andwhite.what is it?1. Say after theteacher 2.Say together3. ask and answer inpairs.4. say and act inpairs. T:We have manynew friends, let "seewhat are they?1. Read after theteacher2. read it one by one.3. read it in high voicein low voice.4. Who can be littleteacher?Play a guess inggame. Hold the wordcards on the teacher' hand.The students can'see the words.Then get themguess. If he is right,he can get a gift.On e,two,three,I am a bee.Four,five, I am abird. Six,seve n,eight,I am a rabbitNin e,te n,通过做猜一猜”的游戏，使得学生复习上学期所学的有关动物的单词。

牛津英语1B Unit 5 Doctor and nurse (oxford 1B)教案Oxford English 1b unit 5 doctor and nurse (Ox ford 1b) teaching plan牛津英语1B Unit 5 Doctor andnurse(oxford 1B)教案前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。

英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。

本教案根据英语课程标准的要求和针对教学对象是小学生群体的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。

便于学习和使用，本文下载后内容可随意修改调整及打印。

doctor and nurse（为了方便大家,本人将各部分分页了,请点""或页码阅读）let’s actlanguage focus: using imperatives to give simple instructioneg. listen to me.listening: locate specific informationin response to simple instructions.speaking: use modeled phrases to communicate with other learners.materials: casette 1bteaching ladders:ⅰ. warming up1．greeting2．read a rhtme1,2 red &blueup and drun orange & brownkites in the skyflying very highⅱ. pre-task preparation1．play a game.“simon says”stand up. sit dowm.raise your hand. wave your hand.clap your hand. follow me.turn left. turn right.2．ask some more able students to give the commands s：stand up ……ⅲ. while-task procedure1．t：listen to me, shhh.（repent several times）follow me2．t：let’s act.follow me3．t：（point to your mouth）open your mouthlet the class do the same（repeat several times）4．repeat the process with “say ah5．t：open you bools to page 22read aften it.ⅳ. post-task activites1．t：play a matthwho is the quickest students to respend?let’s act.2．divide the class into two teams.have a more able student give co,,amds and the rest perfore the actins in each tear.ⅴ. summarylanguage focus:ing formulaic expressions to identify people.eg. she is a ……2.asking yes/no questions to identify people.eg: is she a ……listening: locate specific information in response to simplw instructions.speaking: use modeled phrases to communicate with other leaners.matericals: wallcharts 1bteaching ladders:ⅰ. warming up1．greeting2．trainfollow meturn leftturn rightlisten to meopen your markⅱ. pre-task preparation1．press two girls up as a doctor and a nurse.ask the “nures” to hold up a classmate’s jacker. the “doctor” could listen to his/her chest.2．t：（point to the “doctor”）look, she is a doctor.（point to the “nurse”）she is a nurse.（repeas several times）3．use a doctor and nurse toy set to teach students.t：doctor, nursefollow me.4．have another girl dress up as a cook.t：can you cook a meal for us?（ask the class）is she a doctor?s：not：is she a nurse?s：she is a cook.let the students repeat after you.5．teach the classt：“cook”have the students follow you.ⅲ、 while-task procedure1．put up the wallchart.t：sam had a high fever. he had stryed in hospital for three days, the was still lying in bed, but he was feeling much better now. the doctor was asking sam “how are yo u”. the nurse, who was ready to give sam an jnjection. sam didn’t want any more injections or medicines. he was thingking about delicions food already.2．t：what kinds of people you can see in thepicture.（point to the cook） is she a doctor?no, she is a cook.3．t：open your books. listen to the radio.ⅳ、 post-task activityallow students to act out the story by taking differeny roles.t：she is a ……is she a ……?ⅴ、 consolidation练习册 p16language focus:ing nouns to identify people.eg. doctor, cooking adjectives to descrike people.eg: old youngspeaking: pronowce words properlymaterials: wallchartc 1bteaching ladders:ⅰ. warming up1．greeting2．trainis she a ……?yes, she is.is she a ……?yes, she is.ⅱ. pre-task preparation1．ask three girls to pretend that they are either the doctor nurse or cook.have each of them do the oppropricte gesturest：who is she?s：she is a nursedoctorcook2．show the picture cards.t：she is a doctor （nurse, cook）repeat the sentences and the words.ⅲ、 while-task procedure1．hold up the picture card for “doctor”t：doctorsrepeat for students to copy.stick the word card & picture card next to each to each other on the board. encourage students to read theword.2．repect step 1 using the picture and word cards for “nurse” and “cook”3．put up the wallchart for page 3point to s am’s fathert：this is sam’s father.he is young.t：（point to his grandfather）this is sam’s grandfather.he is old.（to ask the students to copy）4．hold up the picture cards for “old” and “young”t：old, young（follow the teacher）5．t：（point to sam’s mother）is she young?s：yest：（point to sam’s grandmother）is she young?t：no, she is old.6．listen to the tape.iⅴ、 post-task activitycircle the correct word.ⅴ、 consolidationworkbok p171．trace the lives to find who they are.2．listen & tick the correct box.language focus:1.asking yes/no questions to identify poepleeg. is she a doctor?ing adjectives to describe peopleeg. she is younging imperatives to give instructions.eg. open your mouth.ing formulaic expessions to exprees thanks.eg: thank you, doctor.speaking: use modelled phrases and sentances to communicate with other learners.listening: identify key words in an atterance by recognizing stress.teaching ladders:ⅰ、warming up1．greeting2．traid the wordsnurse, doctor, cookold, youngⅱ、 pre-task preparation1．put up the wallchart for page 23point and ask students to identify the vocabulary items.2．stick on the board all the picture cardst：who’s she?（nurse, doctor, cook）3．review the adjective.young, oldⅲ、 while-task procedure1．put up the wallchart for page 25t：（point to may）who is this?（may） hello may!t：（use may’s voice）hello, i am may.i am not feeling well.i am going to see a doctor.2．discuss with students what they can see in eachpicture.do group work.3．t：open your books p25listen to the tape.（have them say the expressions with the tap.）4．press up as a doctor.act out the student with a more able student.use the doctor and nurse set to enhance dramatizatin.5．act out the story in group （pair）ⅳ、 post-task activityt：what night you go and see doctor for?do group ushact it outv、 consolidationp18write the correct number in the box according to the pair of wordslanguage focus:ing imperatives to give simple instructionseg. look at the doctor.ing adjectives to describe people.eg. all very oldlistening: identify key words in an atterance by recognizing stress.speaking: pronounce correctly words in connected speech.materials: paper cut- outs of the old dactor the old nurse the old cook and the old bookteaching ladders:ⅰ. warming up1．greeting2．act out a story（in group）a：is she a doctor?she is young.b：open your mouth.say “ah”you are firea：thank you, doctor.ⅱ. pre-task preparation1．stick the cut-outs of the old doctor nurse cook & book on the board.t：（point her）she is a doctor.she is a nurse.she is a cook.this is a book.2．discuss with studentst：look at the doctor.she is old.what is she doing.she is had a book.this book is about a nurse and a cook. today we’ll recel the rhyme ab the old nurseⅲ、 while-task procedure1．t：open your books to page 26discuss the picture.she is a doctor.she is old.2．listen to the tape.3．student follow it.4．act the rhyme5．clap & recd the thyme.6．do group work7．act out the rhyme.ⅳ、 post-task activities1．divide the class into groups.read the rhyme.2．help the less able studentswhile walking-------- Designed By JinTai College ---------。

牛津英语1B Unit 5 Doctor andnurse(oxford 1B)教案doctor and nurse(为了便利大家,本人将各局部分页了,请点"下一页"或页码阅读)let’s actlanguage focus: using imperatives to give simple instructioneg. listen to me.listening: locate specific information in response to simple instructions.speaking: use modeled phrases to communicate with other learners.materials: casette 1bteaching ladders:ⅰ. warming up1.greeting2.read a rhtme1,2 red blueup and drun orange brownkites in the skyflying very highⅱ. pre-task preparation1.play a game.“simon says”stand up. sit dowm.raise your hand. wave your hand.clap your hand. follow me.turn left. turn right.2.ask some more able students to give the commands s：stand up ……ⅲ. while-task procedure1.t：listen to me, shhh.(repent several times)follow me2.t：let’s act.follow me3.t：(point to your mouth)open your mouthlet the class do the same(repeat several times)4.repeat the process with “say ah5.t：open you bools to page 22read aften it.ⅳ. post-task activites1.t：play a matthwho is the quickest students to respend?let’s act.2.divide the class into two teams.have a more able student give co,,amds and the rest perfore the actins in each tear.ⅴ. summarylet’s tal klanguage focus:1. using formulaic expressions to identify people. eg. she is a ……2. asking yes/no questions to identify people.eg: is she a ……listening: locate specific information in response to simplw instructions.speaking: use modeled phrases to communicate with other leaners.matericals: wallcharts 1bteaching ladders:ⅰ. warming up1.greeting2.trainfollow meturn leftturn rightlisten to meopen your markⅱ. pre-task preparation1.press two girls up as a doctor and a nurse.ask the “nures” to hold up a classmate’s jacker. the “doctor” could listen to his/her chest.2.t：(point to the “doctor”)look, she is a doctor.(point to the “nurse”)she is a nurse.(repeas several times)e a doctor and nurse toy set to teach students. t：doctor, nursefollow me.4.have another girl dress up as a cook.t：can you cook a meal for us?(ask the class)is she a doctor?s：not：is she a nurse?s：she is a cook.let the students repeat after you.5.teach the classt：“cook”have the students follow you.ⅲ、while-task procedure1.put up the wallchart.t：sam had a high fever. he had stryed in hospital for three days, the was still lying in bed, but he was feeling much better now. the doctor was asking sam “how are you”. the nurse, who was ready to give sam a n jnjection. sam didn’t want any more injections or medicines. he was thingking about delicions food already.2.t：what kinds of people you can see in the picture. (point to the cook) is she a doctor?no, she is a cook.3.t：open your books. listen to the radio.ⅳ、post-task activityallow students to act out the story by taking differeny roles.t：she is a ……is she a ……?ⅴ、consolidation练习册p16let’s learnlanguage focus:1. using nouns to identify people.eg. doctor, cook2. using adjectives to descrike people.eg: old youngspeaking: pronowce words properlymaterials: wallchartc 1bteaching ladders:ⅰ. warming up1.greeting2.trainis she a ……?yes, she is.is she a ……?yes, she is.ⅱ. pre-task preparation1.ask three girls to pretend that they are either the doctor nurse or cook.have each of them do the oppropricte gesturest：who is she?s：she is a nursedoctorcook2.show the picture cards.t：she is a doctor (nurse, cook)repeat the sentences and the words.ⅲ、while-task procedure1.hold up the picture card for “doctor”t：doctorsrepeat for students to copy.stick the word card picture card next to each to each other on the board. encourage students to read the word.2.repect step 1 using the picture and word cards for “nurse” and “cook”3.put up the wallchart for page 3point to s am’s fathert：this is sam’s father.he is young.t：(point to his grandfather)this is sam’s grandfather.he is old.(to ask the students to copy)4.hold up the picture cards for “old” and “young”t：old, young(follow the teacher)5.t：(point to sam’s mother)is she young?s：yest：(point to sam’s grandmother)is she young?t：no, she is old.6.listen to the tape.iⅴ、post-task activitycircle the correct word.ⅴ、consolidationworkbok p171.trace the lives to find who they are.2.listen tick the correct box.let’s playlanguage focus:1. asking yes/no questions to identify poeple eg. is she a doctor?2. using adjectives to describe peopleeg. she is young3. using imperatives to give instructions.eg. open your mouth.4. using formulaic expessions to exprees thanks. eg: thank you, doctor.speaking: use modelled phrases and sentances to communicate with other learners.listening: identify key words in an atterance by recognizing stress.teaching ladders:ⅰ、warming up1.greeting2.traid the wordsnurse, doctor, cookold, youngⅱ、pre-task preparation1.put up the wallchart for page 23point and ask students to identify the vocabulary items.2.stick on the board all the picture cardst：who’s she?(nurse, doctor, cook)3.review the adjective.young, oldⅲ、while-task procedure1.put up the wallchart for page 25t：(point to may)who is this?(may) hello may!t：(use may’s voice)hello, i am may.i am not feeling well.i am going to see a doctor.2.discuss with students what they can see in each picture.do group work.3.t：open your books p25listen to the tape.(have them say the expressions with the tap.)4.press up as a doctor.act out the student with a more able student.use the doctor and nurse set to enhance dramatizatin.5.act out the story in group 〔pair〕ⅳ、post-task activityt：what night you go and see doctor for?do group ushact it outv、consolidationp18write the correct number in the box according to the pair of wordslet’s enjoylanguage focus:1. using imperatives to give simple instructionseg. look at the doctor.2. using adjectives to describe people.eg. all very oldlistening: identify key words in an atterance by recognizing stress.speaking: pronounce correctly words in connected speech.materials: paper cut- outs of the old dactor the oldnurse the old cook and the old bookteaching ladders:ⅰ. warming up1.greeting2.act out a story(in group)a：is she a doctor?she is young.b：open your mouth.say “ah”you are firea：thank you, doctor.ⅱ. pre-task preparation1.stick the cut-outs of the old doctor nurse cook book on the board.t：(point her)she is a doctor.she is a nurse.she is a cook.this is a book.2.discuss with studentst：look at the doctor.she is old.what is she doing.she is had a book.this book is about a nurse and a cook. today we’ll recel the rhyme ab the old nurseⅲ、while-task procedure1.t：open your books to page 26discuss the picture.she is a doctor.she is old.2.listen to the tape.3.student follow it.4.act the rhyme5.clap recd the thyme.6.do group work7.act out the rhyme.ⅳ、post-task activities1.divide the class into groups.read the rhyme.2.help the less able studentswhile walking。

一教学内容牛津小学英语1BUnit 6 In thepa rk第一教时《牛津小学英语1B 》第六单元，第一课时(Learn to say,Look and learn)二教学目标1 能听懂、会读、会说单词a bee,a bird, a kite, a balloon2 能听懂、会读、会说句型What’s that? It’s a…并能将句型灵活运用到真实情境中去。

三教学重点1 能正确认读单词a bee,a bird,a kite, a balloon2 能正确运用句型What’s that? It’s a …并能将句型灵活运用到真实情境中去。

四教学难点能用所学句型What’s that? It’s a …进行情景会话和交流。

五课前准备1 教具准备1) PPT2) 相关单词图片、卡片，公园情景挂图。

2 板书准备预先画好公园的简笔画六教学过程Step 1: GreetingT: Classbegins. Ss:Stand up.Miss Chen.T: Sit down, please.Step 2 Warming up&Free talkSing a song < On inunder > T: How are you?S: I’m fine/ well/good, thank you. T: Nice to meet you.S: Nice to meet you, too.Step 3: lead inT: Today Miss Chen will take you to a beautiful place. Look! Where isit?(PPT presents the picture of a park)Ss: 公园。

T ： Yes, it ’s a beautiful park. PPT presents the following pictureT: Can you read this word? (The word “car ” is shown first.) Ss: carT: How about this one? (The word “card ” is shown next.) Ss: card. T: Now can you try to read this one? Ss: Park.T: Yes, read after me, a park, apark, a park. little train, go go go.T: so what does “ar ” pronounce here? S1: [a:]T: Yes, cleaver!is he? Ss: 在公园里面（some students may say in the park)T: Yes, he is in the park. Today we will learn unit 6 In the park. 师在黑板上板书 In the park.Step 4 PresentationPPT shows the following picture.T: Look at the picture, who are they? Ss: Helen and Mike. T: Where is it?师指着黑板的课题引导学生说出 “In the park ”1. Teach beeT: look carefully, something is coming.T ： What ’s that? What ’s flying?Ss: 蜜蜂。

Language focus:1. Using imperatives to give simple instructions.Eg. Take your present.2. Using poddeddive adjectives to express possessioneg.yourListening: Locate specific information in tesponse to simple instrucionsSpeaking:e modeled phrases to communicate with other learners.2.Open on interaction by eliciting a responseMaterials: Some beautifully wrapped presentsTeaching ladders:Ⅰ. Warming up1． Greeting2． rhymeⅡ. Pre-task preparation1． Bring some beautifully wrapped presents to class.Give a “present” to a student and say: “Take your present.T：Take your present.Follow me!2． T：(Give the present to the student)Open your present.(prompt him to do the action)T：What’s the Chinese meaning?3． T：When we get a present from others, what we should say?Have a group work!S：Thank you.Ⅲ. While-task procedure1． T：Open your books. Turn to Page 32.Listen to the tape.R：Take your present.2．Repent the process with “Open your present” and “say” “thank you”.3． Invite pairs of students (a boy and a girl) to come to the front. Let them act out the scene. Open your present.Say “thank you”Ⅳ. Post-task activityHave pairs of students take turns to give and act the commands, substituting “present” with “book” and “bag”T：For exampleYou say “Take your book”You say “Open you book”Start!Ⅴ. SummaryLanguage focus:1. Using formulaic expressions to wish others a happy birthday.Eg. Happy birthday, Sam.2. Using nouns to indicate food and drinks.Eg. Cake, cake.Speaking: Use modeled phrases to communicate with other learners.Materials: 1. Wallcharts 1B2. Photos of a student’s birthday party.3. Some food and presents.Teaching ladders:Ⅰ. Warming up1． Greeting2． Train!Take your presentOpen your presentSay “thank you”Ⅱ. Pre-task preparationShow photos of a student’s birthday party.T：Look, XX is happy because it is his birthday. Your birthday is the day you were born. Birthday come only noce a year. My birthday is in (month). When is your birthday? （Ask several students to answer.）T：birthdayFollow me!Ⅲ、While-task procedure1． Put up the wallchrt. (for 30 senconds)Take it dowmT：What do you see?(apple orange, present)2． T：(Put the wallchact up)Sam has many present.They have many food.3．Introduce the items “cake” “ice-cream” “jelly” “sweet” “milk” and “coke” orally only in this lesson.To in troduce “ice-cream” you can ask what other sweet things you can eat at birthday s.4． T：(Point to the words)Happy birthday Sam.5． T：Llisten to the tape.Ⅳ、Post-task activities1． Bring some food and presents to class and put them on a table.Ask some students to sit at the table.2． Point to one of the students sitting at the table.T：Today is Sam’s birthday.What should we say to him them?Ⅴ、Consolidation.Workbook P22Let’s learnLanguage focus: Using nonns to identify food and drirfer.eg. Cake, milkListening: Locate specific information inresponse to simple instructions Speaking: Open an interacting by elicting a responsePronounce word properlyMaterials: Picture Cards 1BTeaching ladders:Ⅰ、Warming up1． Greeting2． Train:Take your predentOpen your present.Say “thank you”Ⅱ、Pre-task preparation1． Revise the food and drink namesT：cake, sweetice-cream yeallymilk coke2． Play a game.What is he eating?One mire eating food.The ters guessThe first one to guess correctly gok to come up and mire3． T：Do you like cakes?Sweets？Ice－cream？Jelly?Mike?Coke?Ⅲ、While-task procedure1． T：Let’s stick the pictures.Eg: T：coke.The students select one the pione the stick on the blackboard.2． T：Listen to the tapeListen & Read.Ⅳ、Post-task activityFind the friends.(The words & the rctres)Ⅴ、Consolidation.Let’s playLanguage focus: Using the werb “like” to indicate preperencesEg. I like cakesSpeaking: Maintain an intcraction by providing informationMatesials: Word and picture cards 1BTeaching ladders:Ⅰ. Warming up1． Greeting2． TrainTake your poesirtOpen your present.Say “thank you”Ⅱ. Pre-task preparation1． Put uo the cardsT：Read it one by oneCake, ice-cream, jellySweet, milk2． Hold up an apple, smff it mb it, look at is, lick your lipsT：I like apples. Yummy yvmmyT：Do you like apples?S：I like apple(Dick hap)Ⅲ、While-task procedure1． Put all the fond and drink picture eards on yours desk.T：I like ……(Enconage student to follow)2． Repew step1 with the other items.3． Stick the paper cut-out of may on the board.T：Hello, I am may. I like …… cake.4． Continuw telling the story by using other paper cut-outs of characters and food item. Eg may cakeSam ice-creamJellysweets5． Turn to page 15T：Listen to the tape6． T：Who can tell the story.Ⅳ、Post-task activities1． In group of five, students practise aetiang out the story.S：I like cakes.S：I like ice-cream.S：I like jellyS：I like sweetsS ->Look at kittyT：I like milk.2． Select group to act heir rele-plays to the classLet’s enjoyLanguage focus: Using formulaic expressions to wish others a happy birthday. Eg. Happy birthday, sam.Listening: Identify key words in an utterance by recognizing stress Speaking: Use modeled phrases to communicate with other learners Materials: Wallchart 1BTeaching ladders:Ⅰ. Warming up1． Greeting2． Train I like the present.I like the cake.I like the jelly.Ⅱ. Pre-task preparation1． Put up the wallchart.T：Do you remember what to say to Sam on his birthday?T & S：Happy birthday, Sam.2． T：It’s not enongh just to say it.We must sing the birthday song as well.Ⅲ. While-task procedure1． T：Open the books to Page 36.Listen to the song2． Play the cassatte again.Then sing the song for the class with some aotions.3． Do group work.Ⅳ. Post-task activities1．Very the song to “Happy New Year”Happy New Year to you.Happy New Year to you.Happy New Year, Dear Sam.Happy New Year to you2． Have the while class sing together.。

牛津英语小学一年级教案1bUnit 1 New Year第一课时（1ST PERIOD）一、主要新授内容(new contents)Let’s learn---uncle, auntLet’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。

aunt的机械性操练也可以先全体跟着教师朗读。

其中开始一两遍可以是正常声音升降调跟读，接着可以由响到轻或由轻到响地跟读。

旨在通过跟读音调的变化既达到反复模仿上口，又减少机械模仿的枯燥。

Unit 2 Small animalsLanguage focus: 1. Using numerals to countEg. One, two, three2. Using nous to identify small commals.Eg. BirdListening； Locate specific information in response to simple instructions.Speaking: Use modeled phrases to communicate with other learners.Materials: 1. 10 paper cut-outs of bees.2. Word and picture cards 1BTeaching ladders:Ⅰ. Warming up1．Greeting2．T：Today I’ll invites you to a beautiful place, There are man animds, wouldyou go with me? (情景)S：Yes.T：OK, let’s go.3．TrainI like the sweets.I like this new dress.I like the new shoes.Ⅱ. Pre-task preparation1．Draw ten flowers on the board.Shits 1~6 for reviewing.T：one, two, three, four, five, six2．Count the pens penals rulers sweets.Eg: 1、2、3 three pens3．Write T & SayT：Seven (Emphasize)(1) The whole class read(2) Read it one by one.4．Repead stop 2 for “eight” “nine” and “ten”5．(1) T：(Hold up ten fingers) Count with me.T & S：One, two, three……(2) Do pair work.T：(Encarrage the students to get into pairs and count each other’s fingers.)Ⅲ. While-task procedure1．T：( Extend arms move around)Bzz, bzz, bzzI am a beeT & S：I am a bee.2．T：(Extand your arms & move them up and dowm.)I am birdLet students follow.3．T：（Put hands above your head. Squat, hop）I am a rabbitLet students copy4．T：（stoop down slightly & pretand to jump forward）I am a frog.Let student copy5．Repeat the number 1～6 7～106．Play the cassette tape for students to listen to a nativw speaker.7．Play the tape againT：Say the lines & do the actions.Ⅴ. Post-task activityTeach another rhymeOne two, buckle my shoeThree four shut the doorFive six pick up sticksSeven eight close the gateNine ten a good fat herⅥ. SummanyLet’s talkLanguage focus: Using formulaic expressions to indicate whet people see.Eg. I see a beeSpeaking: 1. Use modeled phrases to communicate with other learners2.Open on interaction by eliriting a response. Materials: Wall charts 1BTeaching ladders:Ⅰ. Warming up1．Greeting2．TrainI like the sweetsthis new dressthe new shoes3．Read a rhyme1. 2. 3 I’m a bee4. 5 bird6. 7. 8 rabbit9. 10 frogⅡ. Pre-task preparation再表演儿歌动作：I’mT：(Use the picture cards to review the names for the four small animals taught in the previons lesson.)Ⅲ. While-task procedure1．Put up the wallchart for page 8.T：It was a beautiful day in spring. Sam & May went to a park with their parents. Spotty went with them. May saw a beautiful yellow butterfly near the flowers. “I see a butterfly” Sam was interested in a flog. He said. “I see a frog.” Sporty saw a rabbit hiding itself in a hole under a big tree. He was thinking: “I see a rabbit.” It ws such fun it the park.2．T：(point to a boy). I see a boy (point to your eyes.) “see”.3．T：What did May say?SamSpotty4．T：(Point to the vocabulang items on the wallchart)T & S：I see a buiterflyfrograbbit(1) Train(2) Croup work5．Listen to the tape.Ⅳ. Post-task activityencaurage students to tell others what the see in the classroom using the structure “I see a ……”Ⅴ. Sunnamytoday we’re learned “I see……”Let’s learnLanguage focus: Using mouns to identify small animals.Eg. frog, rabbitListening: Identify key words in on utterance by recognizing stress. Speaking: Pronounce words properlyMaterials: Word and picture cards 1BTeaching ladders:Ⅰ. Warming up1．Greeting2．TrainHow are you?How old are you?3．Review father, mother ……4．T：Today I’ll invite you to a beautiful place. There are many unimals three. Would you go with me?S：Yes.T：OK, let’s go.Ⅱ. Pre-task preparation1．出示 bee师：（翁翁翁） listen.I am a bee.BeeT：Read after me.S：beeT：beeI am a bee.(1) 请生读(2) group work.(3) bee I am a bee.请生表演2．出示 birdT：bird (twice)S：birdT：birdI am a bird.S：birdI am a bird(1) 请生表演(2) 请男、女生读3．出示 rabbitT：rabbitS：rabbitT、S：rabbitI’m a rabbitDo group work4．Frog, butterfly目标配乐器学。

Unit 3 Colors 教学设计一、教学目标：1、知识能力目标：（1）学习掌握颜色单词pink、purple、brown、orange 四个单词；（2）能听懂并会说句子What colour do you like? I like…；（3）能用英语指认生活中的单词，并能根据所学问句作出正确的回答。

2、情感态度目标：通过本课的学习，学生能够感受到我们是生活在一个多彩的世界里，并能够热爱我们的生活。

3、过程与方法：提倡学生积极用所学英语进行交流，通过唱歌、做游戏，组织活动等方式来巩固所学新知。

二、教学重难点：1、重点：（1）单词能达到pink、purple、brown、orange三会要求；（2）能会说并正确使用句子What colour do you like? I like…；2、难点：brown的发音以及单词purple和pink的区别。

3、教学策略：该课的主题是颜色，我根据主体内容，结合以前学过的衣服，水果，数字，学习用具。

教师搜集了相关的阅读资料让学生进行拓展阅读，让学生自主听，阅读和相互交流，提高他们的听，说能力和用英语进行交际的能力。

三、教学方法：任务型教学法、情景教学法、TPR教学法、活动教学法四、教学用具：CAI、PPt、word cards五、教学过程：Step1 Greeting:T: Boys and girls, are you ready?Ss: Yes, I’m ready!T: Class begins!S: Stand up!T: Good morning, boys and girls!Ss: Good morning, Anna!T: How are you today?Ss: Very well, and you?T: I’m fine, too. What’s the weather like today?Ss: it’s a sunny day.T: Today our Daddy and Mummy come to our classroom. Let’s say “Hello, Daddy! Hello, Mummy!”Ss: Hello, Daddy! Hello, Mummy! Welcome to our classroom.T: Are you happy?Ss: Yes, I’m happy.T: O K. Let’s sing a song<Colourful world >.Step2 New concept:1、orangeT: Today I’m very happy, because your Daddy and Mummy come to our classroom, and I take a picture for you.(幻灯片)It’s very beautiful. What can you see?Ss: I can see a rainbow.T: Yes, the rainbow is colorful. It has some beautiful colors. Please tell me what color is it.(依次出示：red、blue、green、yellow-----orange.)What color is it?Ss: orange.T: Follow me, orange. (Ss say, T write on the board) (纠音) orange(升降调team by team) What fruit is orange?T: Yes, (边说边拿出orange) the orange is orange. Orange(↗↘), the orange is orange.(one by one)（T出示2个）How many oranges can you see?Ss: I can see two orange oranges.（两两说）2、purpleT: Do you like oranges?Ss: Yes.T: But I don’t like oranges. It’s very s our. I like (幻灯片) grapes.What color are they?Ss: purple.T: purple ((Ss say, T write on the board)(纠音)purple (↗↘)(boys; girls; three by three)purple (↗↘), the grapes are purple.(点叫-----together)3、pinkT: I like purple very much. Let’s chant<colour p oint>(最后指到粉色) What color is it?S: It’s pink.T: Very good. Pink(↗↘) (T写在黑板上，然后纠音) pink (↗↘)(tiger says; rabbit says; one by one)Pink (↗↘), I like pink. (Little teacher)4、brownT:(幻灯片出示图片)Oh, look, this is Winey. where is Winey? He is under the tree. What color is the tree?Ss: it’s green and brown.T: You are so clever. Brown (领读两遍，然后纠音) brown (↗↘)----low to high----one by one.Brown (↗↘), I like brown . （单词句型歌谣两两拍手说）操练单词：单词整体认读（按升降调读一遍）5、Game:看口型说单词。

---------------------------------------------------------------最新资料推荐------------------------------------------------------一年级英语教案牛津英语1B Unit3 Nice to meetyouUnit3 Nice to meet you 1、能听懂他人使用 This is介绍父母和其他家庭成员，并能用此用语向他人介绍自己的家庭成员，语音准确、语调自然。

2、能听懂、会说日常交际用语 Nice to meet you. 发音准确。

3、能听懂、会说 uncle, aunt, grandpa, grandma 这四个单词，发音准确。

4、激发英语学习兴趣，能听懂、会说、会读字母 Ee 和 Ff。

5、低年级学生的英语学习方法引导。

第一课时 1、培养学生的英语学习兴趣。

2、能正确地听、说、读日常交际用语 Nice to meet you.课件、词语卡片、小黑板Drills. Read words five times. Unit 3 Nice tomeet you. This is my uncle。

Nice to meet you。

Nice to meet you， too。

A. greeting 继续巩固用英语组织教学让学1 / 8生初步听懂课堂基本用语，例如 Class begins, Stand up, Sit down, please. Hello , boys and girls. 并且做出相应的反应。

B. Free talk: T：Class begings. S1: Stand up. T: Hello, boys and girls. Ss: Hello, Miss and girls. T: What s your name? S1: Hello, my name is . T：How are you? S1: I m fine, thank you. 开起小火车，一个接一个和后面的小朋友打招呼。

牛津英语1B Module 2 Unit 2 Toys I like 之buying toys 课例作者：李娜来源：《学校教育研究》2016年第23期如何遵循学生的身心发展规律和小学英语教师如何准确地把握课程标准规定的内容和要求进行有效的课堂教学是笔者一直困扰的问题。

本学期我们一年级英语备课组研究的主题是《基于课程标准的小学低年级英语课堂评价的有效性实践研究》。

下面笔者结合我们组洪丹丹老师的一节课来谈谈怎样优化教学过程，在课堂教学互动中提高评价的有效性。

一、引言和背景根据《上海市教育委员会关于小学阶段实施基于课程标准的教学与评价工作的意见》（沪教委基﹝2013﹞59号）的精神和要求，教师应该认真研读课程标准，把握课程标准的内容与要求，理解课程标准的评价建议。

因此笔者研究的重点是通过课堂教学的互动环节中教师对学生的评价和学生对自己的评价以及学生之间相互评价来提高学生学习的有效性。

教师在设计评价内容时通过“学习兴趣”，“学习习惯”和“学业成果”三个维度来考虑。

通过评价学生从一名听众转变为课堂的参与者和行动者，从而提高课堂学习的有效性。

二、教学内容分析（一）教学目标：1. 语言知识与技能：A. 能正确理解和朗读核心词汇：ball， doll， bicycle， kite.。

B. 能理解，听懂和跟读核心句型：I like ….2. 语用与语感目标：A. 能扮演文本中的人物，用核心词汇和核心句型询问，描述自己喜欢的玩具。

B. 在语境中，能通过编创儿歌，互问互答，情景演绎等方式，积极运用所学内容进行自信的表达与交流。

3. 文化与情感目标：A. 了解不同玩具的特点，体会玩具的可爱之处，表达对玩具的喜爱之情，体验为朋友选购玩具的乐趣。

（二）教学重点难点预测：本课的重点在于单词ball和doll的发音和辨音。

以及I like 句型后定冠词the的用法。

1. 定冠词用法的概念不强。

在本课句型I like 的语句输出时容易漏掉定冠词the。

Unit 2 small animalsLet’s enjoy SongLearning skills:Students can sing and act the song freely.Students know the word: littleLearning materials:Tape recorder, cards, a paper rabbit, …Learning course:Pre-task preparation:1. Free talk.How are you?How old are you?I see a …What can you see?Happy New Year!2. You did a good job. Now let’s listen and act, ok?Show me your …Clap one, clap two…While-task procedure:1. Can you count from one to ten? Let the students count from one to ten.2. Teacher acts a bird, a rabbit. Then draw a big rabbit on the blackboard, point and say a big rabbit. Then draw a little rabbit, ask the students:”is it big? No, it’s a little rabbit. Repeat a little rabbit for several times. Today will learn a song about the little rabbit.ok?3. let the students sing the song follow the teacher sentence by sentence, then paragraph by paragraph with the actions.4. Play the tape and get the students listen carefully, then teacher act and sing the song with the students.Post-task activities:1. Let the students sing the song with actions together.2. Have a competition within the groups. To see which group is the best one. Consolidation:1. Sing the song with actions together.2. invite some students to sing.Homework:Listen and sing the song five times.Unit 3 coloursLearning targets:1. Students can read and say the words: red, blue, yellow, green, pink, purple, brown and orange2. Students can use: how many … to ask questions.3. Using imperatives to give simple instructions:E.g. colour the kites.Pick out the read kite.4. Students can say the rhyme fluently.Learning materials:Tape recorder, pictures, wall chart…Lesson 1 3.24Learning skills:1. students can use imperatives to give simple instructions:make eight kites.Colour the kites.Pick out the red kite.Learning materials:Some colour pencils, paper, cards, tape recorderLearning course:Pre-task preparation:1. Free talkHow are you?I see a … what do you see?2. Let’s sing, ok? Let’s sing the little rabbit.While-task procedure:1. it’s spring now, do you like flying kites. Today, let’s make a kite, ok? Let the students read the phrase: make a kite several times. Invite some students to read.2. Now, first please take out your paper, and draw a kite. Then ask the students what should we do now?Yes, we must colour the kites. Get the students read “colour the kites” several times. Invite some students to read.3. Teacher collects some kites, then ask the students: what colour is it?Let the students pick out the red kite.Post-task activities:1.let the students read follow the tape, sentence by sentence. Then read follow the teacher.2.have a competition.To see which group reads best.Consolidation:Invite some students to read.Homework:Listen and read this page five times.Lesson 2 3.28Learning skills:Students can use adjectives to identify and pronounce the colours: red, blue…Learning materials:Some colours, tape recorder, …Learning course:Pre-task preparation:1. Free talkI see a …what do you see?How are you?2. Invite some students to read the sentences on page 12. read these sentences together. While-task procedure:1. Show a red apple. Look, I have an apple, what colour is it? It’s red.2. Show more colours, ask the students what colour are they, if they don’t know, say it without sound, let the students look at the teacher’s mouth to identify the word’s pronounce.2.put the pictures on the blackboard, let the students read follow the teacher, the read together.3. Have a competition.A, Invite one student each group, then to see who is the best reader.B, have a competition within the groups, then to see which group is the best.Post-task activities:1. Play the tape, let the students listen carefully.2. Let the students read follow the tape.3. play games with the students. Cover a colour, get the students guess what it it. Consolidation:Read together.Homework:Listen and read these words five times.Lesson 3 3.29Learning skills:1. Students can ask yes/no questions to obtain a simple response.e.g: is it blue?2. Asking wh-questions to obtain a simple response:e.g: how many kites?Learning materials:Some pictures, tape recorder…Learning course:Pre-task preparation:1. Free talkHow are you?I see a … what do you see?2. Take out your colour pencil. Show me “red, blue, green, …”While-task procedure:1. Show the sentences on page12. let the students read together.2. Show the colour, get the students read together.3. Invite some students to read.4. Look, I have some apples here; can you count how many they are? Let’s count: one, two, three, four,...so how many they are?5. Show some pictures of fruit, practice the sentences: how many …?Teacher ask students: how many … let the students answer the questions.Then invite some students to ask the question, another student answer.6.listen to me, please. What colour is the apple? It is red. Is it blue? No.ask some students to answer: is it blue? Invite some students read this sentence.Post-task activities:1. Open the English book, let the students look at the picture carefully, listen to the teacher to explain the picture.2. Play the tape, let the students listen and repeat follow the tape. Read follow the teacher. Read by themselves.3. let the students read together. Invite some students to read.Consolidation:Have a competition:Divide the class into four groups, let the students read group by group, to see which group is the best one.Homework:Listen and read this page five times.Lesson 4 3.31Learning skills:1.students can ask wh-questions to find out the colours of objectse.g: what colour is it?ing adjectives to identify colours:e.g: it is red.Learning materials:Tape recorder, some objects, cards…Learning course:Pre-task preparation:1. Free talkI see …what do you see?How many …?Show some colours, ask the students: is it …?2. Let the students read the colour words, invite some students to read.While-task procedure:1. Look, I have got something here, can you guess what they are?Let the students guess, then show them to the class. Put them on the blackboard. Teacher points to the pictures nor in the order, invite some students to answer.2.what colour is the …? Let the students say together. Then ask some students to answer what colour are they.3.let the students read the sentence: what colour is it? Several times.Post-task activities:1. Play tick-tack-toe with the students, let the students draw the pictures on the paper.2. Techer say the words, if students can make a line, then say tick-tack-toe, he/she is win. Consolidation:1. Read the page follow the teacher.2. Read group by group, to see which group is the best one.3.read together.Homework:Listen and read this page five time at least.Lesson 5 4.4Learning skills:Students can say the rhyme fluently.Students can identify the colours: blue, brown…Learning materials:Tape recorder, colour papers…Learning course:Pre-task preparation:1. Free talkShow a picture, ask students the question: how many …invite some students to read.I have got a …what have you got?2. Read the sentences on page 15, to check the homework.While-task procedure:1. let the students say the rhyme: one two three it’s a tree, four five six, pick up sticks together.2. Today, we will learn another rhyme. Let the students look at the pictures, listen to me, ok?One, two,Red and blueUp and downOrange and brown,Kites in the sky,Flying very high.3. Now, let’s learn the rhyme, ok?One, two,Red and blueUp and downOrange and brown,Kites in the sky,Flying very high.3. Now, let’s learn the rhyme, ok?Let the students read the rhyme sentence by sentence several times. Then play the tape and get the students read follow the tape.Post-task activities:1. Have a competitionDivide the class into four groups, and let the students read group by group, to see which group is the best one.2. read the rhyme together.Consolidation:Read this unit together, and invite some students to read.Homework:Listen and read this page at least five times.Lesson 6 4.5Review unit 3 & do the workbook.Step 11. Free talk:I see …what do you see?How many …?What colour is it?3. Review the words.Have a competition to see which group can read the best.Step 2. Review the sentences.Show the sentences and then let the students read it. Invite some students to read. Step 3. do workbook.Step 4 homeworkListen and read this unit for three times.Unit 4 postman and policemanLanguage targets:1. Students can use imperative to give simple instructions:Follow me.Turn right.Turn left.2. Using formulaic expressions to identify peoplee.g.: he is a postman.3. Asking yes/no questions to identify people:e.g.: is he a postman?4. Students can read and say the words:Postman, policeman, driver, fireman, milkman, tall, short5. Students can sing the song: he is a postman.4. 7Lesson 1Learning 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 talkI 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 littleThree little rabbitsFour little five littleSix 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.4.11Lesson 2Learning skills:1. Using nouns to identify people’s occupationse.g.: postman, policemanLearning materials:Tape recorder, cards….Learning course:Pre-task preparation:1. Free talkI 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 newwords.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.4.12Lesson 3Learning skills:1. Using formulaic expressions to identify people:e.g.: he is a postman.2. Asking yes/no questions to identify people:e.g.: Is he a postman?Learning materials:Tape recorder, cards …Learning course:Pre-task preparation:1. Free talkI 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 …? Enco urage 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.……3.let the students read in order, read together.4.invite 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.4.14 Lesson 4Learning skills:1. Using formulaic expressions to identify people:e.g.: he is a postman.2. Asking yes/no questions to identify peoplee.g.: is he a driver?Learning materials:Tape recorder, cards…Learning course:Pre-task preparation:1.put a toy gun, a big bag of letters, a box of milk, a paper steering-wheel and a toyfire-engine on the table. Put the word cards for “policeman”, “postman”, “driver”, “milkman”, “fireman”, “tall ”, and “short”, into abox 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 procedure1. 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,e.g. 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 to page 20. Play the cassette tape. Students listen and point to each person when the sentence describing him is being read out.Post-task activityShow some photos of the five kinds of people who help us. Have the students ask and answer questions about them in pairs, e.g.S1:Is he a driver?S2:Yes. Is he a postman?S1:No.ConsolidationWorkbook page 15: Tick the correct sentence.4.18 Lesson 5Learning skills:1. Students can use formulaic expressions to identify people:e.g.: 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 talkIs 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 isa postman./ no, 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.4.19 lesson 6do workbook and analisys.Unit 5 doctor and nurseLearning targets:1. Using imperatives to give simple instructions:e.g.: listen to me.2. Using formulaic expressions to identify people:e.g.: she is a …3. Ask yes/no questions to identify people:e.g.: is she a …?4. Using nouns to identify people:e.g.: doctor, young, nurse, cook, old.5. Using imperatives to give simple instructions:e.g.: look at the doctor.6. Using adjectives to describe people:e.g.: all very old.4.25 Lesson 1Learning skills:1. Using imperatives to give simple instructions:e.g.: listen to me.Learning materials:Cards, tape recorder, …Learning course:Pre-task-preparation:1. Free talkIs he a …?How many …?2. Play a game: Simon says.Review the action s: 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 doctor, 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.4.26 Lesson 2Learning skills:1. Using nouns to identify peoplee.g.: doctor, nurse, cook…2. Using adjectives to describe people:e.g.: old, yo ung…Learning materials:Tape recorder, cards …Learning course:Pre-task preparation:1. Free talkPoint 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. Put 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 grandmother and ask: is she young? Encourage s tudents 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:1.Read these words together.2.invite some students to read.Homework:Listen and repeat this page at least three times.4.28 Lesson 3Learning skills:1. Students can use formulaic expressions to identify people:e.g.: she is a nurse.3. Asking yes/no questions to identify people:e.g.: is she a cook?Learning materials:Tape recorder, cards, …Learning course:Pre-task preparation:1. free talkWhat 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. Teacher show a car d, 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.4.29 Lesson 4Learning skills:1. Asking “yes/no” questions to identify people:e.g.: is she a doctor?2. using adjectives to describe people”e.g: she is young.ing imperatives to give instructions:e.g: open your mouth.4. using formulaic expressions to express thanks.e.g: thank you, doctor.Learning materials:Tape, cards, …Learning course:Pre-task preparation:1. Free talkIs 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 doc tor, 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 25. 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.4.30 Lesson 5Learning skills:1. Using imperatives to give simple instructionsE.g.: look at the doctor.2. Using adjectives to describe people:e.g: all very old.Learning materials:Tape recorder, cards…Learning course:Pre-task preparation:1. Free talkIs 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.5.8 Lesson 6Step1:Do workbook of unit 5Step 2:Analysis the workbook.Homework:Read this unit three times.。

牛津英语1b教案教案标题：牛津英语1b教案教案目标：1. 学习并掌握牛津英语1b教材中的单词、句型和语法知识。

2. 提高学生的听、说、读、写的能力。

3. 培养学生的英语学习兴趣，培养他们的自信心。

教学重点：1. 学习并掌握教材中的重要单词和短语。

2. 学习并运用教材中的句型和语法知识。

3. 培养学生的听力和口语表达能力。

教学准备：1. 牛津英语1b教材及相关教学资源。

2. 多媒体设备和投影仪。

3. 学生课本、练习册和学习笔。

教学过程：一、热身活动（5分钟）1. 与学生打招呼，引导学生用英语回答简单的问候语。

2. 进行一些简单的口语练习，如问候、自我介绍等，以激发学生的学习兴趣。

二、新课导入（10分钟）1. 利用多媒体展示教材中的图片，引导学生观察并用英语描述图片中的内容。

2. 引导学生猜测新单词的意思，并与学生一起学习新单词的发音和拼写。

三、教学主体（30分钟）1. 听力训练：播放教材中的听力材料，学生跟读并回答相关问题。

2. 句型和语法讲解：结合教材内容，讲解和练习相关的句型和语法知识。

3. 词汇和语法练习：通过教材中的练习题，巩固学生对单词和语法的理解和运用能力。

四、巩固练习（10分钟）1. 给学生分发练习册，让他们在课堂上完成相关练习。

2. 教师巡回指导学生，解答他们在练习中遇到的问题。

五、拓展活动（10分钟）1. 利用多媒体展示与教材内容相关的图片或视频，引导学生进行讨论和交流。

2. 组织学生进行小组活动，让他们用英语表演教材中的对话或情景。

六、课堂总结（5分钟）1. 对本节课的重点内容进行总结，并与学生一起复习。

2. 鼓励学生提问和回答问题，激发他们对英语学习的兴趣。

教学延伸：1. 建议学生在课后继续复习和巩固所学内容。

2. 鼓励学生使用英语进行日常交流和实践。

教学评估：1. 教师通过课堂观察和学生练习册的批改来评估学生的学习情况。

2. 教师可以通过小组活动和课堂表演来评估学生的口语表达能力。