英语牛津教材1B_1

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。

最新上海牛津英语一年级下册课本1BModule 1 模块1Using my five senses 使用我的五官Unit 1 Look and seeLook and learnfrog 青蛙rabbit 兔子bee 蜜蜂bird 鸟Listen and enjoyOne，two，three，I am a bee 一，二，三，我是一只蜜蜂Four，five，I am a bird .四，五，我是一只鸟.Six，seven，eight，I am a rabbit 六七八，我是一只兔子Nine，ten，I am a frog. 九，十，我是一只青蛙.Look and sayWhat do you see? 你看见了什么?I see... 我看见...What do you see? 你看见了什么?I see a panda. 我看见一只熊猫.I see a bear. 我看见一只熊.I see a tiger. 我看见一只老虎.I see a monkey. 我看见一只猴子.Ask and answer1 Hi，Kitty. 嗨，基蒂.What do you see? 你看见了什么?I see a frog. 我看见一只青蛙.What colour is it? 它是什么颜色的?It's green. 绿色的.牛津英语1B-Module1-2Module 1 模块1Using my five senses 使用我的五官Unit 2 Listen and hearLook and sayWhat do you hear? 你听到了什么?I hear... 我听到...1 Oink...Oink... 哼...哼...What do you hear? 你听到了什么?I hear a pig. 我听到一只猪叫.2 Quack...Quack... 呷...呷...What do you hear? 你听到了什么?I hear a duck. 我听到了一只鸭子叫.Look and learnsheep 羊hen 母鸡dog 狗cat 猫Say and actAt home 在家1 / 81 Oink...Oink... 哼...哼....What do you hear，Alice? 你听到了什么，艾丽丝?I hear a pig. 我听到一只猪叫.2 Oh，it's you，Danny. 哦，是你，丹尼.Ha!Ha! 哈!哈!Play a game1 Baa 咩咩声（羊的叫声）2 Miaow / Mew 猫的叫声/咪咪，喵喵3 Cluck 咯咯声（母鸡的叫声）4 Oink 呼噜声（猪的叫声）牛津英语1B-Module1-3Module 1 Using my five senses 模块1 使用我的五官Unit 3 Taste and smellLook and learnrice 米饭soup 汤egg 鸡蛋noodles 面条Look and sayTaste... 尝一尝...Smell... 闻一闻...Taste the noodles，Tom. 尝一尝面条，汤姆. Yummy.Yummy. 美味，美味.Smell the soup，Alice. 闻一闻这个汤，艾丽丝. It's nice. 真香.Say and actAt the restaurant 在饭店1 Can I help you? 你来点什么?Soup，please. 汤.2 Here you are. 给你.Thank you. 谢谢.3 Taste it，please. 请尝一尝.Hmm....Yummy.Yummy. 嗯...美味，美味.Play a game 做游戏1 Danny，stand up. 丹尼，起立.2 Alice，touch your nose. 艾丽丝，摸摸你的鼻子.3 Kitty，smell the flower. 凯帝，闻一闻花.Listen and enjoySmell the egg. 闻一闻鸡蛋.Smell the rice. 闻一闻米饭.Egg and rice，鸡蛋和米饭，Nice，nice，nice. 很好，很好，很好.Taste the soup. 尝一尝汤.Taste the noodles. 尝一尝面条.Soup and noodles. 汤和面条，Yummy，Yummy，Yummy. 美味，美味，美味.牛津英语1B-Module2-1Module 2 模块2My favourite things 我喜欢的东西Unit 1 Toys I likeLook and learnball 球doll 洋娃娃bicycle 自行车kite 风筝Look and say2 / 8I like... 我喜欢...I like balls. 我喜欢球.I like dolls. 我喜欢洋娃娃.I like kites. 我喜欢风筝.Play a gameI like the...Listen and enjoyI like the ball. 我喜欢球.I like the doll. 我喜欢洋娃娃.I like the ball and the doll. 我喜欢球和洋娃娃.I like the doll. 我喜欢洋娃娃.I like the ball. 我喜欢球.I like the doll and the ball. 我喜欢洋娃娃和球. Say and actAt the toy shop 在玩具店1 Can I help you? 你要买什么?I like the bicycle. 我喜欢自行车.I like the kite. 我喜欢风筝.2 Here you are. 给你们.Thank you. 谢谢你.3 I like the bicycle. 我喜欢我的自行车.It's super. 它太棒了.I like my kite.It's nice. 我喜欢我的风筝，它很不错Do a survey 做调查Toys 玩具I like…It's super…牛津英语1B-Module2-2Module 2 模块2My favourite things 我喜欢的东西Unit 2 Food I likeLook and learnjelly 果冻ice cream 冰淇淋sweet 糖biscuit 饼干Look and sayDo you like....? 你喜欢...吗?Yes./No. 是的./我不喜欢.1 Do you like sweets? 你喜欢糖吗?No. 不.2 Do you like jelly? 你喜欢果冻吗?Yes，I like jelly. 是的，我喜欢果冻.Say and actTea time 休息时间1 Do you like biscuits? 你们喜欢饼干吗?Yes. 是的2 One for you and one for me. 一个给你一个给我.3 One for you and one for me. 一个给你一个给我.4 One for you and one for me. 一个给你一个给我.5 Oh，Danny. 哦，丹尼.Sorry. 对不起I like biscuits very much. 我很喜欢吃饼干.Listen and enjoyI like ice cream. 我喜欢冰淇淋.3 / 8牛津英语1B-Module2-3 Module 2 模块2My favourite things 我喜欢的东西Unit 3 Drinks I likeSay and actA good girl 一个好女孩1 Drink some milk，Sam. 喝一些牛奶，萨姆. Woof...Woof... 汪...汪...2 Drink some water，Mum. 喝一些水，妈妈. Thank you. 谢谢.You are a good girl. 你真是个好孩子!Look and learncola 可乐juice 果汁milk 牛奶water 水Look and sayWhat do you like? 你喜欢什么?I like... 我喜欢...What do you like? 你喜欢什么?I like water. 我喜欢水.I like cola. 我喜欢可乐.Say and actAt Eddie's birthday party 在埃迪的生日会上1 Happy Birthday，Eddie! 生日快乐，埃迪! Thank you! 谢谢你们!2 Let's sing a birthday song. 让我们来唱首生日歌.3 What do you like? 你喜欢什么?I like cola. 我喜欢可乐.I like juice. 我喜欢果汁.I like... 我喜欢...Listen and enjoyHappy birthday to you 祝你生日快乐牛津英语1B-Module3-1Module 3 模块3Things around us 我们周围的事物Unit 1 SeasonsListen and enjoySpring is warm. 春天是温暖的.Summer is hot. 夏天是炎热的.Autumn is cool. 秋天是凉爽的.Winter is cold. 冬天是寒冷的.Spring，summer，春天，夏天，autumn，and winter. 秋天和冬天.Warm，hot，温暖，炎热，cool and cold. 凉爽和寒冷.Look and learnwarm 温暖的hot 炎热的spring 春天summer 夏天Play a gameSummer is... 夏天是...Hot! 炎热的!Red! 红色的!4 / 8Look and say.Spring is ... 春天是...Summer is... 夏天....1 Spring is green. 春天是绿色的.Spring is warm. 春天是温暖的.2 Summer is red. 夏天是红色的.Summer is hot. 夏天是炎热的.Say and actOutside 在外面1 In spring，I see flowers. 在春天，我可看见花朵.I smell flowers. 可闻一闻花朵.I sing a song. 可唱首歌.2 In summer，it's hot. 夏天，天气很炎热.I drink some juice. 我喝一些果汁.牛津英语1B-Module3-2 Module 3 模块3Things around us 我们周围的事物Unit 2 Weather 天气Look and learnsunny 晴朗的cloudy 多云的rainy 多雨的windy 有风的Look and sayHow is the weather? 天气怎么样?It's.... 天气是...1 How is the weather?天气怎么样?It's cloudy.多云.2 How is the weather?天气怎么样?It's...是...3 How is...?怎么样?Play a game 做游戏How is the weather? 天气怎么样?It's windy. 多风.No. 不对.It's cloudy. 是多云.Yes，it's cloudy. 对，是多云的.How is the weather? 天气怎么样?It's ...Do a survey 做调查The weather I like 我喜欢的天气Weather 天气Say and act 说一说，演一演Hot summer 炎热的夏天1 Good morning. 早上好.Good morning. 早上好.2 How is the weather? 天气怎么样?It's sunny. 很晴朗.It's hot. 很炎热.3 Let's go to the beach. 我们去海滩吧.OK. 好的.Listen and enjoy 听一听，玩一玩Rain，rain，go away 雨，雨，别下了牛津英语1B-Module3-3Module 3 模块3Things around us 我们周围的事物Unit 3 Clothes 衣服Look and learnT-shirt 体恤衫dress 连衣裙shorts 短裤blouse 上衣Look and say5 / 8I need... 我需要...1 Mum，look! 妈妈，看!I need a new T-shirt. 我需要一件新的体恤衫.2 Mum，I need a new dress. 妈妈，我需要一件新连衣裙Play a gameWhat do you need? 你需要什么?I need...Listen and enjoyShorts，a T-shirt，一条短裤，一件体恤衫a dress and a blouse，一条连衣裙和一件上衣，What do you need? 你需要什么?What do you need? 你需要什么?I need a blouse. 我需要一件上衣.I need a dress. 我需要一条连衣裙.I need a blouse and a dress.Say and actA nice blouse 一件漂亮的上衣1 I need a new blouse. 我需要一件新上衣.2 I don't like green，Mum. 妈妈，我不喜欢绿色.I like red. 妈妈.我喜欢红色.3 I like this blouse. 这喜欢这件上衣.It's nice. 它很不错.4 Thank you，Mum. 谢谢你，妈妈.牛津英语1B-Module4-1Module 4 Things we do 我们做的事Unit 1 ActivitiesListen and say1 What can you do? 你会做什么?I can sing. 我会唱歌.I can dance. 我会跳舞.I can draw. 我会画画.2 What can she do? 她会做什么?She can sing. 她会唱歌.Yes.she can sing. 是的，她会唱歌.Look and learnride 骑skip 跳play 玩fly 飞Listen and actPlay time 运动时间Play，play，play football. 踢，踢，踢足球.Skip，skip，skip a rope. 跳，跳，跳绳.Fly，fly，fly a kite. 放，放，放风筝.Ride，ride，ride a bicycle. 骑，骑，骑自行Play a game 玩游戏What can he/she do? 他/她会做什么?He/She can... 他/她会...Listen and enjoySkip my rope 跳绳6 / 8牛津英语1B-Module4-2Module 4 Things we do 我们做的事Unit 2 New Year's Day 新年Look and learngift 礼物card 贺卡firecracker 爆竹firework 焰火Listen and sayHappy New Year! 新年快乐!A gift for you，Kitty. 这是给你的礼物，基蒂.Thank you. 谢谢.Play a gameMake a New Year card 制作一张新年贺卡1 Draw. 画2 Write. 写3 Fold. 折叠4 Happy New Year，Miss Fang. 新年快乐，方老师.Thank you. 谢谢你.Listen and actShopping 购物1 I like the sweets. 我喜欢吃糖.2 I like the red dress. 我喜欢这条红色的连衣裙.3 I like the firecrackers. 我喜欢那种爆竹.4—Sweets for you，Mum and Dad. 把糖爸爸，妈妈，把送给你们.Happy New Year! 新年快乐!—Happy New Year! 新年快乐!Listen and enjoyHappy New Year 新年快乐!牛津英语1B-Module4-3Module 4 Things we do 我们做的事Unit 3 Story time 故事时间Look and learnboy 男孩wolf 狼farmer 农民narrator 讲解员Listen and enjoyA boy and a wolf 一个男孩和一只狼1 I'm the narrator. 我是讲解员.I'm the wolf. 我是狼.I'm the boy. 我是男孩.I'm the farmer. 我是农民.I'm the farmer. 我是农民.2 A boy and a wolf. 男孩和狼.3 A wolf! 有狼!Help!Help!.. 救命!救命！农民过来了.Where's the wolf? 狼在哪儿?Ha!Ha!No wolves . 哈哈!没有狼.7 / 85 A wolf!有狼!Help!Help!... 救命!救命！农民过来了.Where's the wolf? 狼在哪儿?Ha!Ha!No wolves. 哈哈!没有狼.You're a bad boy. 你是一个坏孩子.狼来了.A wolf!Help!Help!... 有狼!救命!救命....8 A poor boy. 可怜的孩子.9 Don't tell a lie! 不要说谎!农民过来了.The wolf runs away. 狼跑了.8 / 8。

教案学科：英语年级：一年任课教师：***学期：2012—2013学年度下学期学校：乐山镇中心小学校学生名册课程表“学科生命教育”课堂基本要素1、教师要树立“关爱生命、尊重人格、关注尊严、学生是学习的主体、学生是学习的主人”的理念，精心设计教学目标、教学内容、教学重点，深入挖掘教学内容中的生命教育因素，打造充满生命互动的课堂，使学生获得精神上的满足，使师生在相互作用中进行智慧的碰撞、情感的交融和心灵的沟通，使教学目标得到创造性的实现。

2、教师要用火热的激情调动与激发学生的学习热情和学习状态，通过恰当的教学方式和教学手段，积极构建温暖、和谐、平等的课堂氛围，以情融教，情景交融；以乐激教，快乐无限，使课堂焕发出生命的活力。

3、尊重学生的生命自由、生命差异，因材施教，尽量满足不同层次学生对知识的需求，引导学生正确理解和认识生命的意义。

4、倡导自主、合作、探究学习方式，爱护学生的好奇心、求知欲，努力为学生创造展示自己的机会，搭建展示的平台，鼓励学生在公众面前充分展示自己的学习成果和聪明才智。

5、在课堂教学过程中，让学生体验到自由、尊重、信任、友善、理解、关爱和亲情，受到激励、鞭策、感化和鼓舞，形成积极的人生态度和乐观的生命情感。

6、课堂上实施激励、明理式的评价，要以肯定、表扬、鼓励为主，让学生在“成功中体会快乐，在快乐中实现幸福”。

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。

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.。

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。

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。

英语牛津教材1B-Unit1教案The Second Period Let’s talk一、教学目标：1.学问目标：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. 力量目标：能娴熟运用这些句子沟通自如。

3. 情感目标：教育同学要有礼貌问候别人。

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、教具预备：cassette 1 b and cassette player, wallcharts 1 b and a puppet.五、教学过程：step1. warming up. song: happy new year.step 2. pre-tusk preparation.1. make quick responses. show me your present. try your new shoes.2. go on talking about the spring festival and ask what will they say when they meet their relatives in the new year.step3. while-task proceduce.1. put up the wallchart of picture 2 on page 3. tell a story about this picture to elicit “happy new year!” 2. practise greeting –happy new year! -happy new year!(1) between the teacher and the students.(2) between pairs.(3) between friends.3. show the wallchart of picture 1 on page 3. introduce the scene to elicit “how are you? i am fine, thank you.” emitate and practise. 4. then elicit another answer “very well, and you?” say the sentence slowly.pay attention to the shape of the mouth. emitate.5. using a puppet. the teacher practise the dialogue with the puppetas a model:–how are you?-very well, and you?-i am fine, too. thank you.6. ask more able students to practise with theteacher first . then practise in pairs.6. play the cassette tape. the students repeat.step 4 post-task activity1. get the students to act out the picture 1 and 2 on page 3.2. get the students to go around the classroom and greet their friends using the learned sentences.进一步熟识歌曲，在演演唱唱中自觉习得happy new year 问候语。

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。