上海版牛津英语1b教案全册教案.doc

Module 1 Getting to know youUnit 1 Meeting new people本课是教材Module 1 Unit 1的教学设计。

本单元的语言功能项目是To revise vocabulary and expressions to describe “Meeting new people”.主要话题是The students are able to use the key words correctly,本课内容贴近学生的生活和学习实际，为学生操练对话创设了一个真实的语言情景，有利于学生在比较接近实际的情景中听听说说，从而培养他们运用英语进行交际的能力。

【知识目标】1. To revise vocabulary and expressions to describe “Meeting new people”.2. To guess meaning from context.3. The students are able to use the key words correctly.【能力目标】To use the sentences in context.【情感目标】利用多种游戏或活动形式培养学生对英语学习的浓厚兴趣。

【教学重点】The students are able to use the key words correctly.【教学难点】通过阅读活动，引导学生通过阅读抓住关键信息，了解故事大意，通过角色扮演，让学生巩固和运用本单元所学核心词汇和句型。

Tape recorder, Multimedia.Step 1. Warm up1. Listen and sayT: What do you know about “Meeting new people”？Look at the pictures on P2 and PPT. Talk about “Meeting new people”.To introduce them to the topic. And encourage them to talk about the topic.2. ListeningPlay the listening materials, stop when necessary. And then check the answers.To train the students’ ability of catching the information of the listening materials.Step 2. Presentation1. Look and learnLead them to read and explain the “Meeting new people”.e.g: This is your new classmate, his name is...2. Make and say(1) Learn the rules in P3.(2) Finish the exercise on P3 and group work to work out the usage method of the “Meeting new people”.(3) Walk around to exam the situation and check the answers for them.(4) List the method of for them.(5) To develop their interests and lead them to the conclusion.Step 3. Practice1. Say and actLet the students look PPT and act the scene.To make them get familiar with the details of the text and train their ability of saying and reading.2. Sing a song(1) Let the students look PPT and sing a song.(2) Let the students get the general idea of the text.3. Learn the letters(1) Learn the letters in P5.(2) List the letters for them.(3) To develop their interest and lead them to the conclusion.Step 4. Homework1. Dictation.2. Use the new words to make sentences on your own or check them in a dictionary.略。

《牛津英语》（上海版）1A Unit 1 My Abilities教学设计【教学内容】牛津英语1A第一单元My Abilities（我能做的事）【授课对象】一年级学生【教学设计】【设计理念】本课的话题是“我能做的事情”，授课对象是刚刚上小学三个月的一年级同学，结合学生的年龄特点，教师以深受小朋友喜欢的卡通Miffy小兔子一天的生活为本课的整体情景，学生在倾听与感受故事的过程中学习本课知识。

教师结合教学目标设计了丰富的课堂游戏活动，如帮助小兔子回家、摘单词、帮助小兔子闯关吃萝卜、读课文赢取萝卜“喂”兔子等……这些活动设计紧紧围绕本课知识与教学目标，旨在有趣的游戏活动中帮助一年级同学习得与巩固知识，培养参与意识与合作意识，面向全体给每个孩子运用所学语言参与游戏主动表达的机会。

【教学目标】知识与技能目标：（1）通过本课学习学生能够听懂会说，认读词汇：read ，sing， jump， draw；（2）学生会用I can …句型表达自己能做某事；过程与方法目标：（1）通过小组合作学习方式向学生提供应用英语与同伴交流、相互学习的机会，逐步培养合作意识与综合语言运用能力。

（2）学生通过参与课堂活动如：帮助小兔子回家、选择打开不同的礼物盒子、闯关等游戏，在学用结合的情境中锻炼观察能力、动手能力与探索意识。

（3）在学生运用自己所学知识帮助饥饿的小兔子赢取胡萝卜的环节，可帮助学生获得成功体验与感受，培养学生乐于与同伴、教师交流、合作学习和自主达成学习目标的意识。

情感、态度与价值观目标：（1）通关过本课学习，提升学生学习英语的兴趣与热情。

（2）通过有趣的情景与多种适合一年级学生能力和兴趣的教学活动，让学生体验到学习的快乐和成功的喜悦。

【教学重点】帮助学生认读单词 jump , sing, draw, read。

【教学难点】会用I can…表达自己能做的事。

【教学流程】歌曲热身师生合唱课前歌曲Can you swim?进行英语课前热身，通过欢快的英语歌曲将学生自然带入英语学习环境。

I can swim第一课时【教学目标】：1、能听懂、学会swim,skate,play football和play chess，发音准确。

2、能听懂、会说、会读字母Rr,Ss和Tt。

【教学重难点】：1、能听懂并学会swim,skate,play football和play chess，发音准确。

2、准确读和写字母Rr,Ss和Tt。

【教学准备】：词语卡片、小黑板【教学过程】：Step1 Free talk:T：Class begings.S1: Stand up.T: Hello, boys and girls.Ss: Hello, Miss WeiT: Open the door, please.S1: All right.T: Open the bags, please.Ss: All right.T: Open the books, please.Ss: OK.同桌进行操练Step2 look and Learn1、教师做游泳的动作引出单词swim。

2、教学单词读音，先带领学生模仿录音朗读，再开“小火车”操练，以加深学生对单词的印象。

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

4、Listen and do，教师边说单词，边请学生做出相应的动作，再由一生做动作，请其他学生说出单词。

采用小组竞争的方式进行比赛5、教师引导学生用I can…来说句子S1：I can swim.S2: I can skate.对于优秀的学生进行鼓励Step3 Look and read1）出示字母卡片Rr，示范发音，并引导学生观察教师口型，听清楚发音，静听几遍以后，再模仿朗读。

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，可以尝试着让学生跟着教师拼读单词，以进一步感受字母Rr,Ss和Tt,还可以再举出一些例子单词带学生读并感受读音。

Step4Practice学习活动1：listen and judge教师先带领学生操练所学字母，训练学生的辨认能力，再做练习。

牛津英语1B Unit 7 Happy birthday 教材解读一、学情分析一年级的小朋友具有“五好”心理：好奇、好动、好玩、好表现、好表扬。

授课老师要善于利用学生的这种心理，积极引导他们进入英语学习的殿堂。

从孩子的年龄特征与认知特征入手，逐步培养学生的学习兴趣、树立学习的自信心, 培养良好的英语学习习惯（听的习惯，说的习惯，读的习惯和写的习惯），打下良好的语音、语调基础，同时注重培养学生的观察、记忆、思维、想象和创新能力。

利用学生善“动”、注意力易分散的特征，创设出以听、说、唱、画、游、演、做等为主的活动，突出学生主体，让学生做学习的主人，让学生在在动作中学习、在游戏中学习，在情境中学习，努力做到教学生活化、情景化、游戏化。

二、课前教具、学具的准备教师准备好学生以前学过的有关食物的图片：coke cake sweet jelly milk 及水果图片：apple banana peach pear lemon orange. 以及多媒体课件。

还可准备一些食物作为奖品，例如一些糖果，果冻等作为奖品。

三、新旧知识间的衔接与过渡此单元涉及的食物类、水果类单词在以前学过，在1A中体现的有：apple orange pear lemon melon peach mooncake 及句型：what do you like to eat? I like to eat mooncakes. 在1Bunit1中体现的有：show me your present. 此单元达到的所学目标是掌握句型：what do you like? I like…. Happy birthday. Take your present. Open your present. Say “thank you”. 旧知的铺垫作用非常重要，对于新授词汇及句型都应该通过以旧引新的方式加以呈现，从而使得课堂教学水到渠成。

这样既可以降低新知的学习难度，又可实现语言知识的大面积滚动与综合积累。

Let’s actLanguage focus:1. Using imperatives to give simple instructionEg. Say Hello to AliceListening: Locate specific information in response to simpleinstructions.Speaking: Use modeled phrases to communicate with other learners.Materials: Cassette 1BTeaching ladders:Ⅰ. Warming up1．Greeting2．RhymeLook at the doctorReading a bookAbout a nurseAnd a cookThe doctor and the bookThe nurse and the cookOh look. All very oldⅡ. Pre-task preparationPlay a game of “Simon says”Open your mouthSay “Ah”Ⅲ. While-task procedure1．Say “Hello” to the classT：Hello, XXT：Hello, XXS：Hello, miss ping.2．Ask a pair of students to come to the front.T：(Pat on the shoulder of one pupil.)Say hell to XXS：Hello3．Invite the her two pupils.T：Say Hello to XXS：HelloT：What’s the Chinese meany?4．Do group withSay Hello to XX5．T：Come with me. (To a student)T：What’s the Chinese meaning.6．T：Now pleas open your books.Listen & read after it.7．Listen it again.Have students repeat the senterces with the appropriate yes turesⅣ. Post-task activityPlay a match: Who is the qaickest to respond?Let’s talkLanguage focus:1. Using formulaic expressions to identify peopleEg. You are a farmer.2. Askky yes/no questions to identify people.particular thingEg. Are you a teacher?Listening: Locate specific information in response to simple questions. Speaking: Use modeled sentences to commicate with other learners. Materials: Wallchart 1BTeaching ladders:Ⅰ. Warming up1．Greeting2．TrainSay Hello to AliceCome with meⅡ. Pre-task preparation1．Revise the expression “Hello, I’m ……”T(go to a student)S：Hello, I’m a XXT：You are XX2．Invite pairs of students to come to the front and stand facing each other. T：You can use “You are XXYou are XX”Ⅲ. While-task procedure1．T：(hold up the “farmer” cards.)Farmer.（Get the students repeat）farmer2．Repeat the process with “fisherman”3．Press two students up as a farmer and a fisherman.T：(Point to the “farmer”)You are a fisherman.Yes or No.4．Repeat the precess with “fisherman”.5．T：(Look at the pictures)Farmer. You are a farmer.Fisherman.Your are a fisherman.6．T：(Point to myself)I am a teacher.I am an English teacher.T：(Point to a student)Are you a teacher?T：No, you are a student.7．T：Give the pointer to the studentsAre you a teacherT &S：Yes, I am.(Do it with other students again)8．T：Open your book P28Listen & FollowⅣ. Post-task activities1．Invite four students to stand in the front.Hold an object that tepresents a jobJave the rest of the class point to them one by one and say.You are a ……2．Group 1 act as a farmerGroup 2 act as a fishermanGroup 3 act as a teacherGroup 4 act as a doctor.(1) G 1：Are you a fisherman?G 2：Yes,Are you a teacher?G 3：Yes, Are you a doctor?G 4：Yes, Are you a farner?(2) G 1：Are you a fisherman?G 2：No, I’m a fisherman.Are you a fishman.3．Selsct graps to act out the dialogre.ConsolisationP19：Listen and hang only the correct pictures onto the books.Let’s learnLanguage focus:1. Using nouns to identify people.Eg. Farmer.2. Using adjectives to describe peopleeg. thinListening: locate specific information in response to simple questions. Speaking: 1. Use modellde phrases and sentences to communicate with other learners.2. Proumee words properlyMaterials: Word and Picture Cards 1bTeaching ladders:Ⅰ. Warming up1．Greeting2．TrainI am a ……(teacher, pupil)Ⅱ. Pre-task preparation1．Put up the picture and word cards for Unit 4&5 on the boaed.T：Who will came to the front?Put away the word.T：teacherS：(Put awey the word “teacher”) pupil, doctor, nu rse, cook, policeman, postman, driver, milkman, fireman2．Ask three students to act as a teacher, aformer and a fisherman.T：Who are you?S：You’re a teacher.(Point it one by one)3．Ask one sturent come to the front.T (teacher)The student act as a teacherS：Are you a teacher?S：Yes, I am.Ⅲ、 While-task properties1．Hold the picture cards for “farmer” “fisher enar” and “teacher” in the hanrds.T：XX, select are.Put it up on the board.Revise the word together.2．Write the words or the blackboard.Match the word & picture.3．Erase themT：(Pick out the correct word cards on the desk)4．Invit 2 pupil “for” “thin”T：FatT：thin5．T：fat, thin(With the hand gestures)6．T：Open your books. Turn to P29.Listen & Repeat.Ⅳ、 Post-task activityHhide any of the word cards at you backT：Wich word?Ⅴ、 Consolidationwork book page 20Listen & colourWork book page 21Tick the correct box.Let’s playLanguage focus:1．Using formulaic expressiong to identify peopleEg. You are a ……2．Using formulaic expressions to conform and dery things.Eg. Yes/NoSpeaking: 1. Open an interaction by eliciting a response.2. Maintain an interaction by using formulaic expressions to acknowlgdge, agree or disagree.Materials: Picture cards 1BMarks with pictures of people.Teaching ladders:Ⅰ. Pre-task preparation1．Pick up the picture and word cards for “famer, fisherman, teacher.Match it.2．Read the word one by one.Farmer, fisherman, teacher.Ⅱ. While-task procedure.1．Invite 6 students to arme to the front.T：Who will act as a doctor?nurse?policeman?postman?farmer?fisherman?teacher?T：Let’s point it & say.You are a ……2．Use a handkerchief to cover a volunteer’s eyesT：Come to the front & catch them & Guess “You one……”(1) Inivite a pupil of Group 1. 2. 3. 4(2) The rest of the class should tell him “Yes. No”3．Continve the game with other students.Let all the students have a chance to playⅢ、 Post-task activities1．Write the six adjective words “tall” “short” “fat” “thin” “young” and “old” on the board. Have students draw a person that fits each descriptin. 2．Play hide and seek after dass.Ⅳ、 CondolidationWork book page 21Can you find the word in the pnzzle?Colour the boxes.Let’s enjoyLanguage focus: Using adecties to decrile thingsEg. Thin pig.Fat pig.Speaking: Pronunce correctly words in connected speech by linking words together and using appropriate stress.Listening: Identify key words in an utterance by recognizing stress. Materials: Pictures , cards 1BTeaching ladders:Ⅰ. Warming up1．Greeting2．RhymeLooking at the doctor.Reading a book.About a nurse and a cook.The doctor and the book.The nurse and the cook.Oh, look.All very old.Ⅱ. Pre-task preparation1．Put the words cards for this armt on the board.T：Who takes care of animals?Who is it?2．Make enlarged photocopies of the two pigs from St udent’s. book page 31T：Which is fat?Which is thin?S：It is fat. It is thin.Ⅲ. While-task procedure1．T：Listen to the tape.Follow it.2．T：(Use hand gestures)Up, Dowm(Repeat for studeny to copy you)Up, Down.3．T：(Use body language)Thin, fat4．Show fingers for “One and two”Put hand on ehest for “I”Point to students for “you”Point to ceiling for “up”Point to floor for “down”Draw cirdes in the air for “round and round”5．Encourage students to read the rhyme.6．Let students do actions while reading out the rhyme7．Invite individual students to act out the rhyme to the class. Students vote for the best one.Ⅳ. Post-task activitieshave each group act out 1h rhyme.。

Chapter1.Body language-grammar教案Language一、章节分析（一）综述本章节主要语法---动名词在牛津英语中出现两次: 本课和高二（下）第一课。

本课主要介绍动名词作主语、动词宾语、介词宾语；高二（下）第一课主要介绍一些动词后接动名词和不定式的区别。

故本课不仅要介绍课本上动名词的基本用法，还应扩展动名词作真正主语用法，总结后接动名词作宾语的动词，归纳带介词to的动词短语，但不应挖得太深。

（二）目标学习动名词作主语、动词宾语、介词宾语和表语的基本用法。

（三）教学方法口语情景教学法( 教师创设情景，学生主要通过口语训练达到对语言知识的掌握)（四）重点和难点1A部分简单总结一些不含冠词的介词短语2B部分要细讲3C部分省略不讲二、教学设计（Teaching Designs）教学内容教学实施建议教学资源参考Lead –in 让学生找出课文中含有动词-ing的句子，分析比较它们的不同点，引出正题：动名词。

介绍动名词的特点。

《牛津英语一课一练导学与测试》page 4Practice 教师先利用图片举例，介绍动名词作主语用法，然后在ppt的辅助下通过图片，提示词，学生小组练习。

动名词作动词宾语，介词宾语等讲法同上。

［具体处理这部分内容的建议见[衔接1；课件：gerund]拓展动名词作真正主语用法，总结带动名词作宾语的动词，归纳带介词to的动词短语。

［具体处理拓展部分内容的建议见[衔接2]。

图片可扫描书上P8, p9, p10《牛津英语教学参考》Page5-10Exercises and homework学生写一段话，尽量多用刚学的动名词；学生做一些教师精选的单项选择，以便巩固所学语法。

［具体处理这部分内容的建议见[衔接3]。

[链接1] 说明：这是一份关于动名词的基础教学的教案与课件。

Step One lead-in1Ask students to find the sentences which have the form of v.+ing in the text .(possible answers):He gave an encouraging smile.Communicating is more than speaking and listening.She is holding her head up.2Explain the meaning and features of gerunds.Gerunds are –ing nouns. It is a kind of nouns. So in the above sentences, only“communicating, speaking, and listening” are gerunds. As a noun, gerunds canbe used as subject, verb object, preposition object, predicative and attributive. Step Two Presentation1Gerunds as subjects1)Example:T: What does shaking hands mean?S1: Shaking hands is a sign of friendship.S2: Shaking hands means that you are friendly.（动名词作主语时，位于动词用单数）2)PracticeStudents practise according to the example. They work in pairs. S1 makesquestions using the pictures and turning the verbs in brackets into –ing nouns. S2 chooses answers from the box.Shaking your fist is a sign of anger.Sighing is a sign of sadness.Yawning means that you are sleepy.Closing your eyes means that you are thinking.Whistling means that you are happy.Scratching your head means that you are thinking.Bowing is a sign of respect.(补充讲解句型It is (was) no use/good doing something.)2Gerund as verb objects1)Example:T: I didn’t know you could swim.S: Didn’t you? I love/ like swimming.T: So do I. I really enjoy swimming.I don’t. I hate / dislike swimming.I prefer walking.2)Practice:Students work in pairs to make similar dialogues about the pictures. Followthe example.3)Tell students some other verbs which have such usages.admit, appreciate, avoid, be worth, complete, finish, deny, delay, postpone,escape, practice, suggest, miss, allow, permit, forbid, consider, imagine3Gerunds after prepositionsOn her first day at work, Debbie saw the things. She didn’t know what they werefor, so she asked Mr Yang.Work in pairs to complete their conversation. S2 should answer S1, using –ing nouns made from the verbs in the box along with “for”．1)Example:T: Excuse me, but what are these _keys_____ for?S: They’re _for____ __locking_____ the drawers of the desk.2)Practice:Students work in pairs to make similar dialogues about the pictures. Followthe example.S1: And this _______?S2: It’s _______ ________ letters.S1: What about these _______ ________?S2: They’re _______ ________ your paper together.S1: This ________. What’s it for?S2: It’s _______ _______ the dates on documents.S1: And these ________?S2: They’re _______ ________. They’re a present for your first day at work.( 补充总结含介词to的动词短语：be (get)used to, get down to, look forward to, lead to, pay attention to, be devoted to, object to例如：Let’s get down to talking about your future.I’m look forward to hearing from you.)（见课件：gerund）[链接2]说明：这是动名词的拓展部分，拓展了动名词句型、接动名词做宾语的一些动词、接动名1下列句型后用动名词1)It’s no use / good doing…2)There is no point (in) doing …3)It’s worth doing…4)…can’t help doing…〖典型例句〗1)It’s no use crying over the spilt milk.2)The place is well worth visiting again.3)There is no point cheating in the exam.4)We can’t help laughing at the joke.5)It’s no good copying others’ homework.2下列动词后常接动名词做宾语1)admit, appreciate, avoid2)complete, consider3)delay, deny4)endure/stand, enjoy, escape, excuse5)finish6)imagine7)keep8)mind, miss9)postpone, practice10)resist, risk11)suggest巧记这些动词的诀窍：继续坚持勿停止；盼望完成莫推迟错过成功会后悔；惯于冒险须放弃避免原谅不逃脱；忙于欣赏禁不住介意练习很值得；考虑建议末延迟想象无用已无益；记得做过勿忘记禁止使用不定式〖典型例句〗1)I enjoy reading books in bed though it is not a good habit.2)I can’t imagine going to any place without you.3)Would you mind opening the door for me?4)He suggests reading English every day.5)The bird missed being shot.6)He escaped being punished by running away.3下列动词短语种to为介词1)be (get)used to2)get down to3)look forward to4)pay attention to5)be devoted to6)object to7)lead to〖典型例句〗1)I used to get up late, bu t now I’m used to getting up early.2)After discussing with his deskmate, he got down to writing his composition.3)I’m looking forward to hearing from you.以下几点可以在以后单元里讲解：1)need/ want / require 句型2)love, like, hate 后接 to do 与doing 作宾语的区别3)stop, remember, regret, try, mean, go on, forget后接 to do 与doing 作宾语的区別4)allow, permit, consider, advise后接 to do 与doing 作宾语和宾补的区别5)动名词的时态和语态6)动名词的复合结构[链接3]说明：Ⅰ单选：1.Do keeping _____, will you?A. to tryB. tryC. having triedD. trying2. We are all looking forward ______ Mr. Smith next week.A. to seeB. of seeingC. at seeingD. to seeing3. He spent all his time ______ for the final examination.A. to prepareB. of preparingC. in preparingD. to preparing4. The boy is only five years old, but he is quite used _____ the telephone.A. to answerB. to answeringC. of answeringD. by answering５. ______soundly is better for your illness than taking medicine.A. To sleepB. SleepingC. SleepD. Having slept６. Sometimes when I look into the sky, I feel like ______ a trip somewhere.A. to makeB. makingC. makeD. to go for７. I consider _____ of every fish is a kind of murder.A. takingB. a takingC. the takingD. to take８. My grandfather is a rich man, but ______ money does not solve all his problems.A. hasB. to haveC. havingD. having had９. It is no good ______ him to see you off.A. to expectB. expectingC. of expectingD. for him to expect１０.There is one more book worth ______.A. readB. of readingC. being readD. reading１１.He liked ______ many questions at the press conference.A. being askedB. askingC. of askingD. ask１２.We had no trouble ______ the path through the forest.A. to findB. for findingC. findingD. with findingII.用括号里的动词的正确形式填空：1. He insisted on _______（do ）the work in some other way.2. The windows want / need / require to be cleaned. That is, they need / want / require_____ (clean).3. He practiced _______(play) the piano every day.4. She doesn’t mind ______( work ) overtime.5. It will mean ______( benefit ) your company and mine.6. Have you decided to put off ______( go ) to the seaside?7. Peter kept (on) ______ (ask) questions.8. It’s a waste of time ______( argue) about it.9. _____ ( talk ) is easier than doing.10. Have you finished _______ (do) your homework?III．翻译：1. ______（每天晨读一刻钟）is very important in learning English.2. It’s no use _______（叹气）.3. Debbie enjoys _______（微笑着与客户交流）.4. John has just given up ______（吸烟）.5. I ______（一直盼望着访问）China again.6. He run off to avoid ______（看见）by his class teacher.7. This machine is for ______（切纸）.8. This book is well worth ______（读）.9. ______（挥动拳头）is a sign of anger.10. Mr. Yang suggested/advised ______ （看着顾客的眼睛）to make a good impression on him.IV．拓展题：１．---You were brave enough to raise objections at the meeting.---Well, now I regret _____that.A. to doB. to be doingC. to have doneD. having done2．The patient was warned _____ oily food after the operation.A. to eat notB. eating notC. not to eatD. not eating3．She looks forward every spring to _____ the flower-lined garden.A. visitB. paying a visitC. walk inD. walking in4．The little time we have together we try _____ wisely.A. spending itB. to spend itC. to spendD. spending that5．While shopping, people sometimes can’t help ______ into buying something they don’t really need.A. to persuadeB. persuading D. being persuaded D. be persuaded6．What worried the child most was ______ to visit his mother in the hospital.A. his not allowingB. his not being allowedC. his being not allowedD. having not been allowed7．Tony was very unhappy for _____ to the party.A. having not been invitedB. not having invitedC. having not invitedD. not having been invited8．_____ to sunlight for too much t ime will do harm to one’s skin.A. ExposedB. Having exposedC. Being exposedD. After being exposed9．The discovery of new evidence led to _____.A. the thief having caughtB. catch the thiefC. the thief being caughtD. the thief to be caught10．One learns a language by making mistakes and _____ them.A. correctB. correctingC. correctsD. to correct11．---You should have thanked her before you left.---I meant _____, but when I was leaving I couldn’t find her anywhere.A. to doB. toC. doingD. doing12．In some parts of London, missing a bus means_____ for another hour.A. waitingB. to waitC. waitD. to be waiting13．---What’s made John so angry?---______ the tickets for the concert.A. LoseB. To loseC. Because of losingD. Losing14. The day we are looking forward to _______ at last.A. arrivingB. arriveC. arrived Ｄ. arrives15. Mr. Reed made up his mind to devote all he had to ____ some schools for poor children.A. set upB. setting upC. have set upD. having set up附答案：Ⅰ．单选：ＤＤＣＢＢＢＣＣＢＤＢＣⅡ．用括号里的动词的正确形式填空：doing, cleaning, playing, working, benefiting,going, asking, arguing, Talking, doing Ⅲ．翻译：1.Reading for a quarter of an hour every morning2.sighingmunicating with customers with a smile4.smoking5.am looking forward to visiting6.being seen7.cutting up paper8.reading9.Shaking one’s fist10.looking at customers’ eyesⅣ．拓展题：DCDBD BDCCB BADCB。

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。

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。

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。