《牛津小学英语》 1B介绍

牛津小学英语1B目标检测参考答案Unit 5一、听录音，圈出你所听到的图片。

(播二遍) (10%)1. three2. two3.a ruler4.a kite5.onions6.peas7. a rubber8. a flower9. a ladybird 10. a butterfly答案：BBABA BAABB二、听录音，判断下列图片是否与录音内容相符，相符的打√，不相符的打×。

(播二遍) (10%)1.What’s this? It’s a dragonfly.2. This is four.3. Look at the bird. It’s happy.4. Is this your ruler? Yes, thank you.5. I like bananas, they’re yummy.6. It’s cold. Put on your sweater.7. I can sing.8. Is this a bag? No.9. This is a flower.10. I can cook.答案：√××√√ √ √ × √ ×三、听录音，根据所听顺序，给下列图片标上序号。

(播二遍) (20%)A组：1. What’s this? It’s a bird. 2. What’s this? It’s a ladybird. 3. What’s this? It’s a cicada.4. What’s this? It’s a dragonfly.5. What’s this? It’s a butterfly.B组：1.A 2. J 3.Q 4. O 5. H答案：A组：42315 B组：14235四、听录音，选出所听到的单词或句子，将序号填在提前括号内。

(播两遍) (20%)1. bag2. rubber3. Yang Ling4. look5. pencil6. three7. carrots8. morning9. cook 10. grape答案:BBBBB AAAAB五、听录音，写出所听到的字母。

英语牛津教材1B-Unit1教案Unit 1The First PeriodLet’s act一、教学目标1．知识目标：用祈使句Show me your present. Try your new shoes.给出简单指令。

2．能力目标：听懂简单命令并作出反应，用所学命令相互交流。

3．情感目标：回忆过年时的快乐氛围，激发学习兴趣。

二、教学重点：present, shoes 的识记教学难点：try 的发音三、教具准备: 1.cassette 1B and a cassette player2.a present四、教学过程：The Second PeriodLet’s talk一、教学目标：1. 知识目标：学会Happy New Year 问候新年好。

学会问候语How are you? 及两种不同回答：I am fine. Thank you; Very well, and you?2. 能力目标：能熟练运用这些句子交流自如。

3. 情感目标：教育学生要有礼貌问候别人。

二、教学重点：How are you 及Happy New Year 问候语。

三、教学难点：Very well 的正确发音。

四、教具准备：Cassette 1 B and Cassette player, Wallcharts 1 B and a puppet.五、教学过程：The Third PeriodLet’s learn一、教学目标：1．知识目标：会用uncle, aunt, grandmother, grandfather 称呼人。

2．能力目标：培养正确、快速模仿能力。

3．情感目标：教育学生尊敬长辈。

二、教学重点：4个人称的正确发音。

教学难点：单词词形的识记。

三、教具准备：cassette 1B and cassette player, wallchart, word cards四、教学过程：The Fourth PeriodLet’s play一、教学目标：1．知识目标：学会用draw, write, fold 说出制作贺卡过程。

小学英语1B单词表（上海新教材牛津英语）介绍随着全球化的趋势，掌握一门国际通用的语言变得越来越重要。

而英语作为全球通用的语言之一，在教育领域也扮演着重要的角色。

为了帮助小学生更好地学习英语，上海新教材牛津英语提供了一套针对小学生的英语教材。

其中，小学英语1B单词表是这个教材的重要组成部分。

本文将会对小学英语1B单词表进行详细的介绍，帮助读者更好地了解这个单词表的内容和使用方法。

单词表内容小学英语1B单词表收录了一系列适合小学生学习的英语单词。

这些单词涵盖了日常生活中各个方面，包括家庭、学校、食物、动物等。

这些单词既有基础的常用词汇，也有一些较为复杂的单词，可以帮助小学生逐渐扩大自己的词汇量。

单词表中的每个单词都有音标和汉语解释，方便学生们正确发音和理解单词的意思。

此外，单词表还提供了一些例句，帮助学生们更好地理解单词在不同语境下的用法。

单词表的使用方法小学英语1B单词表的使用非常简单，学生们可以按照以下步骤进行学习：1.首先，学生们可以根据自己的学习进度，选择适合自己的学习节奏。

单词表中的单词按照主题划分，学生们可以选择他们感兴趣的主题进行学习。

2.学生们可以先阅读单词表中的音标和汉语解释，熟悉每个单词的发音和意思。

3.然后，学生们可以尝试用这些单词造一些简单的句子。

可以根据单词表中提供的例句进行模仿，或者自己构思一些小句子。

4.最后，学生们可以通过和同学互相交流，将学到的单词和句子应用到实际的对话中。

这样可以巩固所学的知识，提高口语和听力能力。

学习的意义小学英语1B单词表的学习对于小学生来说意义重大。

首先，学习这些英语单词可以帮助他们建立起一定的英语基础，为将来学习更复杂的语法和句型打下基础。

其次，学习英语单词可以帮助他们更好地理解英语文章和故事，提高阅读理解能力。

此外，学习英语单词还有助于培养学生们的学习兴趣和学习能力。

英语作为一门全球通用的语言，学会使用英语可以为他们将来的学习和工作提供更多的机会。

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.。

上海版牛津 1B 全册教案Module 1 Using my five senses Unit 1 Look and seeUnit 2 Listen and hearUnit 3 Taste and smellModule 2 My favourite things Unit 1 Toys I likeUnit 2 Food I likeUnit 3 Drinks I likeModule 3 Things around us Unit 1 SeasonsUnit 2 WeatherUnit 3 ClothesModule 4 Things we doUnit 1 ActivitiesUnit 2 New Year's DayUnit 3 Story timeTask in this unit:●Begin an interaction by expressing one’s preferences●Begin an interaction by eliciting a responseLanguage focus：●Using nouns to identify toys: ball,doll,bicycle,kite●Using adjectivesto describe things: It’s super.●Using the definite article to indicate particular things: the ball,the doll●Using formulaic expressions to offer people help: Can I help you?●Using formulaic expressions to offer people things: Here you are.●Using formulaic expressions to express thanks: Thank you.Language skills:Listening:●Identify the key words in an utterance by hearing the pronunciation:ball,doll,bicycle,kite●Understand the key pattern: I like…●Understand formulaic expressions to offer people things: Here you are.●Understand formulaic expressions to offer people help: Can I help you? Speaking:●Pronounce the words,phrases and sentences correctly: ball,doll,bicycle,kite ●Use formulaic expressions to indicate preferences: I like…●Use formulaic expressions to offer people things: Here you are.●Use formulaic expressions to express thanks: Thank you.●Use adjectivesto describe things: It’s super.●Use formulaic expressions to offer people help: Can I help you?Module2 / Unit 1 / Period 1Aims:1.Words: ball,doll,bicycle,kite2.Function: Use formulaic expressions to indicate preferences: I like…Language focus:1.Pronounce the words,phrases and sentences correctly2.Understand the key pattern: I like…Aids: Pictures, Realia, tape.Module 2 / Unit 1 /Period 2Aims:1. Use formulaic expressions to offer people things: Here you are.e formulaic expressions to express thanks: Thank you.e adjectivesto describe things: It’s super.e formulaic expressions to offer people help: Can I help you? Language focus:1.Understand formulaic expressions to offer people things: Here you are.2.Understand formulaic expressions to offer people help: Can I help you? Aids: Pictures, Realia, tape.Module 2 / Unit 1 /Period 3Aims:1.Review the words: ball,doll,bicycle,kite2.Review the sentences: I like …3.Drills: I like the ….Language focus:Use formulaic expressions to indicate preferences: I like the… Aids: Pictures, Realia, tape.教学效果反馈Module 2 My favourite thingsUnit 2 Food I likeTasks in this unit1.Begin an interaction by introducing one’s preferences2.End an interaction by using simple formulaic expressions3.Begin an interaction by eliciting a responseLanguage focusing nouns to identify foodeg. jelly, ice, cream, sweet, biscuiting formulaic expressions to indicate preferencese.g. I like ice cream.3.Asking yes/no questions to find out one’s preferencese.g. Do you like,…?ing formulaic expressions to confirm or denye.g. Yes./No.ing formulaic expressions to offer people thingse.g. One for you.Learning skills:Listening5.Identify the key words in an utterance by hearing the pronunciationeg. jelly, ice, cream, sweet, biscuit6.Identify specific information in response to questionse.g. Do you like sweets? No.3. Understand formulaic expressions indicating preferencese.g. I like ice cream.Speaking1.Identify the key words in an utterance by hearing the pronunciationeg. jelly, ice, cream, sweet, biscuiting formulaic expressions to indicate preferencese.g. I like …3.Asking yes/no questions to find out one’s preferencese.g. Do you like,…?ing formulaic expressions to confirm or denye.g. Yes./No.ing formulaic expressions to offer people thingse.g. One for you.The first PeriodAims:1. Words: jelly, ice, cream, sweet, biscuit6. Function: Use formulaic expressions to indicate preferences: I like…Language focus:1.Pronounce the words, phrases and sentences correctlye.g. jelly, ice, cream, sweet, biscuit2.Understand the key pattern: I like…Aids: Pictures, Radio, tape.The second PeriodAims:1.Words: jelly, ice, cream, sweet, biscuit2.Sentences: Do you like …?Yes./No.One for you and one for me.Function:1.Asking yes/no questions to find out one’s preferencese.g. Do you like,…?ing formulaic expressions to confirm or denye.g. Yes./No.Language focus:1.Asking yes/no questions to find out one’s preferencese.g. Do you like,…?ing formulaic expressions to confirm or denye.g. Yes./No.Aids: Pictures, Radio, tape.The third periodA：Contents :Sentence: One for you and one for you.B：Teaching Aims :Using formulaic expressions to offer people thingse.g. One for you.C：Teaching aids :Recorder and workbook ,picture cardsTasks in this unit: Module 2 My favourite things Unit 3 Drinks I like●Begin an interaction by introducing one’s preferences●End an interaction by using simple formulaic expressions●Begin an interaction by eliciting a responseLanguage focus：●Using nouns to identify drinks: cola,juice,milk,water●Using imperatives to give simple instructions: Drink some milk,Sam.●Using the indefinite determiner some to show quantity: Drink some water,Mum.●Asking wh-questions to ask for specific information about a person: What do youlike?●Using the simple present tense to express preferences: I like water.●Using formulaic expressions to wish someone a happy birthday: HappyBirthday,Eddie.Language skills:Listening:●Identify specific information in simple instructions: Drink some milk,Sam.●Identify the key words by hearing the pronunciation: cola,juice,milk,water●Identify specific information in response to simple questions: What do you like?Ilike water.●Understand formulaic expressions wishing someone a happy birthday: HappyBirthday,Eddie.Speaking:●Pronounce the words,phrases and sentences correctly: cola,juice,milk,water●Using imperatives to give simple instructions: Drink some milk,Sam.●Asking wh-questions to ask for specific information about a person: What do youlike?●Use the key pattern to express preferences: I like water.●Use adjectivesto describe things: It’s super.●Use formulaic expressions to wish someone a happy birthday: HappyBirthday,Eddie.Drinks I likeThe First PeriodAims:1.Words: cola,juice,milk,water2.Function: Use specific information in response to simple questions: What do you like? Ilike…Language focus:1.Pronounce the words,phrases and sentences correctly2.Identify specific information in response to simple questions: What do you like? Ilike…Aids: Pictures, Realia, tape.Drinks I likeThe Second PeriodAims:e imperatives to give simple instructions: Drink some milk,Sam.2.Ask wh-questions to find out one’s preferences: What do you like?e the key pattern to express preferences: I like water.Language focus:ing imperatives to give simple instructions: Drink some milk,Sam.2.Asking wh-questions to find out one’s preferences: What do you like?ing the verb like to indicate preferences: I like water.Aids: Pictures, Realia, tape.Drinks I likeThe Third PeriodAims:1.Review the words: birthday,cola,juice,milk,water2.Review the sentences: What do you like? I like water(milk, cola,juice).e formulaic expressions to wish someone a happy birthday: Happy Birthday,Eddie. Language focus:Using formulaic expressions to wish someone a happy birthday: HappyBirthday,Eddie.Aids: Pictures, Realia, tape.Tasks in this unit: Module 4 Things we do Unit 2 New Year’s DayBegin an interaction and maintain it by responding to questions Using modeled phrases to communicate with other students.Use formulaic expressions to offer people thingsLanguage focus:Using nouns to identify objects e.g.,gift, card, firework, firecrackerUsing imperatives to give instructionse.g., Draw. Write. Fold.Using adjectives to describe thingse.g., newUsing formulaic expressions to greet people on New Year’s Daye.g., Happy New Year!Using formulaic expressions to offer people thingse.g., A gift for you.Using the simple present tense to express interest and preferencese.g., I like the red dress.Language skills:ListeningIdentify specific information in response to simple instructionse.g., draw, write, foldUnderstand the key patterne.g., I like the red dress.Identify the key words in an utterance by hearing the pronunciation e.g., gift, card, firework, firecrackerunderstand formulaic expressions of New Year’s greetingse.g., Happy New Year!Understand formulaic expressions offering people thingse.g., A gift for you.Understand a simple story with the help of pictures and body language SpeakingPronounce the words, phrases and sentences correctlye.g., gift, card, firework, firecrackerUse imperatives to give instructionse.g., Draw. Write. Fold.Use formulaic expression to greet peoplee.g., Happy New Year, Miss Fang.Use the pattern I like the … to express interests and preferences e.g., I like the sweets.Use formulaic expressions to offer people thingse.g., A gift for you.Use formulaic expressions to express thankse.g., Thank you.Period 1Language focus:Using nouns to identify objects e.g.,gift, card, firework, firecrackerUsing formulaic expressions to greet people on New Year’s Day e.g., Happy New Year!Using formulaic expressions to offer people thingse.g., A gift for you.Language skills:ListeningIdentify the key words in an utterance by hearing the pronunciation e.g., gift, firework, card, firecrackerUnderstand formulaic expressions of greetingse.g., Happy New Year!Understand formulaic expressions offering people thingse.g., A gift for you.Understand the meaning of the song.SpeakingPronounce the words, phrases and sentences correctly e.g., firecracker, gift, firework, cardUse formulaic expressions of greetingse.g., Happy New Year!Use formulaic expressions to offer people thingse.g., A gift for you.Use formulaic expressions to express thankse.g., Thank you.Sing the song and act it outMaterials:Student’s Book 1B, pp.42 and 45Workbook 1B, p.42, Part ACassette 1BWall picture 1BFlashcards 1B (gift, card, firework, firecracker)M4 Unit 2 New Year’s Daygift Happy New Year! card Happy New Year! firecracker A gift for you, …. firework Thank you. Exercise:Act out the dialogue with your classmates.。

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。

苏教牛津译林版小学英语1B（一年级下册）全册课后习题Unit 1 Let’s count! 第一课时习题一、选择正确的图片。

A．B．C．D．() 1. Three black cat.() 2. Five red apples.() 3. Two yellow bananas.() 4. Four blue birds.二、根据要求写词汇或句子。

1 .marble (复数)____________2. let us (缩写)______________3. 多少(翻译成英语)______________4. Cool！(翻译成汉语) ___________5. Look！(翻译成汉语) ______________三、根据汉语提示写单词。

1. The boy is _______ (酷的).2. I have (有)_______ (5) pens.3. How many______ (玻璃球)？4. There are _____(4) cats here.5. Let’s ______ (数数).四、选择题。

( ) 1. I only (仅仅) have ______ book.A. twoB. oneC. three( ) 2. --__________? --Five.A. How many applesB. What is itC. Who are you( ) 3. How many red _______?A. marbleB. marblesC. water( ) 4. –How many books? --________.A. It’s a bookB. CoolC. Five( ) 5. One and two is ______.A. threeB. fourC. five五、按要求完成句子。

1. how/ red/ many/ marbles (?) (连词成句)___________________________________________2. count/ let’s (.)(连词成句)___________________________________________3. Three red marbles. (提问)_________________________________________4. Let’s count. (翻译成汉语)_________________________________________5. 多少黄色的玻璃球？(翻译成英语)__________________________________________Unit 1 Let’s count! 第一课时答案一、【解析】该题考查数词的识记【答案】1. D 2. A 3. C 4. B二、【解析】1. marble加-s变成复数marbles，故答案为marbles。

Oxford English Book 1BModule 1 Using my five sensesUnit 1教学内容 :Look and say Look and learn Ask and answerPlay a game Listen and enjoy What do you see? Isee frog/rabbit/bee/birdWhat do you see? Isee What colour is it? ItWhat do you see? A rhyme’ s教时安排 :1st period 2nd period Look and learnLook and sayAsk and answerListen and enjoyPlay a game教学内容 :认知内容 : 能听懂会说 frog/rabbit/bee/bird ，掌握句型： What do you see? I see 能力要求：会向他人询问所看见的东西，能在生活中运用学到的英语。

情感态度：培养学生喜欢、爱护小动物的思想情感。

the first period教学过程 :Procedures Contents Methods PurposePre-task Revision 1.Great each other: 通过师生preparation T: Good morning, boys 互相问候，and girls. 巩固问候S: Good morning, 语句型。

teacher. 通过英语2.sing the song : Good 歌曲，激发morning 学生的学习兴趣。

Oxford English Book 1Bhile-task Review the words: Let the students play a 通过做“猜procedure panda/bear/tigerl/monkey guessing game. 一猜”的游1. Presentation T: It ’fats .It ’blacks and 戏，使得学2. Practice white.what is it? 生复习上1. Say after the teacher 学期所学2. Say together 的有关动3. ask and answer in 物的单词。