(精品)2015年牛津英语1B教案全册表格式(含单元分析)

Unit 1 what’s your name?第一课时一、教学内容《牛津小学英语1B》第一单元，第一课时（look and learn，look and read）二、教学目标1、能听懂会说人名，Nancy, David, Su.Yang , Liu Tao, 并能认识人物的图像。

2、能听的懂会说会读字母Aa Bb。

三、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。

四、教学难点1、读准Nancy David 两个英文人名。

2.、Aa Bb两个字母。

五、课前准备1、教具准备1）本单元B部分四个人物的图片及SU HAI 的图片，或简单的自制课件。

2）制作Su Hai, Wang Bing, Helen,Mike, David,Nancy, Su Yang, Liu Tao 八个人名标牌。

3)字母歌磁带。

4）自制Aa Bb 的卡通图片。

2、板书准备事先写好课题Unit 1 what’s your name?六、教学过程A．free talk(约四分钟)Teacher sing the song “Happy New Year”T: Good morning, boys and girls. I’m very glad to meet you again. Hello/Hi,……S :Hello/Hi, Miss….T：Boys and girls. Today I’ll introduce my friends to you .B. presentation（约十分钟）1 用Su Hai 的图片引出Su Yang, Nancy, David和Liu TaoT: Today, one of our friends comes with me, she is happy to see you. Do you remember her?S: Su Hai.T: Yes, this is Su Hai. Is this Su Hai , too?S: No.T: Good. This is Su Yang, Su Hai’s sister. They are twins. Let’s say hello to Su Yang. OK？S: OK. Hello , Su Yang.T: Su Yang has some good friends. Let her introduce them to you. They’re Nancy, David and Liu Tao.S: Hi. Nancy/ David/ Liu Tao.2、教师带领学生朗读四个人名。

Unit 1 What’s your name?教材分析：本单元主要教学内容为“询问对方姓名”。

这是学生在生活中经常涉及的话题。

建议教师在教学时，利用头饰将本课B部分的英文名字与句型Hi. My name is… 结合起来，创设与学生实际生活相似的情景，引导学生在情景中介绍自己姓名和询问对方姓名。

学情分析：一年级的学生在刚接触英语时，我们已经渗透教学了What’s your name? My name is … 所以本单元的内容比较简单，重点强调单词的语音及进一步巩固运用。

教学内容:《牛津小学英语1B》第一单元, 第一课时(Learn to say)教学目标: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。

2 能听懂他人使用句型My name is… 介绍名字，同时能使用该句型作自我介绍，发音正确。

教学重点:1 正确地理解掌握对话内容,并能初步表演对话.教学难点:2 较流畅地和他人进行对话.The first period教材分析：本单元主要教学内容为“询问对方姓名”。

这是学生在生活中经常涉及的话题。

建议教师在教学时，利用头饰将本课B部分的英文名字与句型Hi. My name is… 结合起来，创设与学生实际生活相似的情景，引导学生在情景中介绍自己姓名和询问对方姓名。

学情分析：一年级的学生在刚接触英语时，我们已经渗透教学了What’s your name? My name is … 所以本单元的内容比较简单，重点强调单词的语音及进一步巩固运用。

教学内容:《牛津小学英语1B》第一单元, 第一课时(Learn to say)教学目标: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。

2 能听懂他人使用句型My name is… 介绍名字，同时能使用该句型作自我介绍，发音正确。

教学重点:1 正确地理解掌握对话内容,并能初步表演对话.2 较流畅地和他人进行对话.教学过程:Step 1 Free talkGood morning.Happy new year! Boys and girls.Step 2 Listen and doStand up, please. / Sit down, please.Show me your nose/ears/eyes…Step 3 Presentation1 建议教师向全班学生打招呼说Hello! Class. I’m … Myname is… 边说边指指自己的胸牌（直接切入主题），然后与个别学生打招呼。

Unit 2 small animalsLet’s enjoySongLearning 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 learna song about the little ？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:. colour the kites.Pick out the read kite.4. Students can say the rhyme fluently.Learning materials:Tape recorder, pictures, wall chart…Lesson 1Learning 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 youI 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:the students read follow the tape, sentence by sentence. Then read follow the teacher.a competition.To see which group reads best.Consolidation:Invite some students to read.Homework:Listen and read this page five times.Lesson 2 ？Learning 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.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 ？Learning skills:1. Students can ask yes/no questions to obtain a simple response.: is it blue？2. Asking wh-questions to obtain a simple response:: 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 penc il. 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 ho w many they are Let’s count: one, two, three, four,...so how many they are5. 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.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 ？Learning skills:can ask wh-questions to find out the colours of objects: what colour is it？adjectives to identify colours:: 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, a sk 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. colour is the … Let the students say together. Then ask some students to answer what colour are they.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.together.Homework:Listen and read this page five time at least.Lesson 5？Learning 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 ？Review unit 3 & do the workbook.Step 11. Free talk:I see …w hat 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 people.: he is a postman.3. Asking yes/no questions to identify people:.: is he a postman？4. Students can read and say the words:Postman, policeman, driver, fireman, milkman, tall, short 5. Students can sing the song: he is a postman.4. 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.Lesson 2Learning skills:1. Using nouns to identify people’s occupations.: 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 new words.2. Put the words on the blackboard; read the words get the student read follow the teacher.3. Play a game: magic eyes & what’s missing.Post-task activities:1. Play the tape, let the students read follow the tape.2. Read follows the teacher.3. Invite some students to read.Consolidation:1. Have a competition to see which group is the best reader.2. Have a competition to see who the best reader is.Homework:Listen and read this page at least five times.Lesson 3Learning skills:1. Using formulaic expressions to identify people:.: he is a postman.2. Asking yes/no questions to identify people:.: Is he a postman？Learning materials:Tape recorder, cards …Learning course:Pre-task preparation:1. Free 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 … Encourage students answer: y es or no. S: yes, he is a …S: no. then the teacher ask who is he He is a …2. Show a card: is he a … he is a … let the students read follow the teacher to read.3. Invite some students to read, correct the pronunciation.Post-task activities:1. Play the tape, let the students read follow the tape.2. add some sentences: he is a driver.He is a fireman.He is a postman.……the students read in order, read together.some student to read.Consolidation:Invite some students come to the blackboard, and hide a card, let the other students guess.Homework:Listen and read this page at least five times.Lesson 4Learning skills:1. Using formulaic expressions to identify people:.: he is a postman.2. Asking yes/no questions to identify people.: is he a driver？Learning materials:Tape recorder, cards…Learning course:Pre-task preparation:a toy gun, a big bag of letters, a box of milk, a paper steering-wheel and a toy fire-engine on the table. Put the word cards for “policeman”, “postman”, “driver”, “milkman”, “fireman”, “tall ”, and “short”, into 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, . 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, .S1:Is he a driverS2:Yes. Is he a postman？S1:No.ConsolidationWorkbook page 15: Tick the correct sentence.Lesson 5Learning skills:1. Students can use formulaic expressions to identify people:.: he is a policeman.2. Using adjectives to describe people:He is tall.3. Using formulaic expressions to take leave:Goodbye.Learning materials:Tape recorder, cards…Learning course:Pre-task preparation:1. Free 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 is a 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.lesson 6do workbook and analisys.Unit 5 doctor and nurseLearning targets:1. Using imperatives to give simple instructions:.: listen to me.2. Using formulaic expressions to identify people:.: she is a …3. Ask yes/no questions to identify people:.: is she a …？4. Using nouns to identify people:.: doctor, young, nurse, cook, old.5. Using imperatives to give simple instructions:.: look at the doctor.6. Using adjectives to describe people:.: all very old.Lesson 1Learning skills:1. Using imperatives to give simple instructions:.: listen to me.Learning materials:Cards, tape recorde r, …Learning course:Pre-task-preparation:1. Free talkIs he a …？How many …？2. Play a game: Simon says.Review the actions: open your book, close your book, face, mouth, nose, eye, ear…While-task procedure:1. Show a card: open your mouth, invite some students to read, to see if they can read or not.2. Teacher read it without sound, student imitate the pronunciation and read. Read follow the teacher several times.3. Look at the picture, look at the picture, is she a policeman Is she a … She isa 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.Lesson 2Learning skills:1. Using nouns to identify people.: doctor, nurse, cook…2. Using adjectives to describe people:.: old, young…Learning materials:Tape recorder, cards …Learning course:Pre-task preparation:1. Free 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 students to answer: no, she is old.6. Let the students listen and repeat follow the teacher.7. let the students listen to the tape, and read follow the tape, try to imitate the pronunciation.Post-task activities:1. play magic eyes.2. Invite one student come to the blackboard, and hide one card, let the other students guess who is he/she？3. have a competition. Divide the students into three groups, and then invite one student each group, to see who is the best reader.Consolidation:these words together.some students to read.Homework:Listen and repeat this page at least three times.Lesson 3Learning skills:1. Students can use formulaic expressions to identify people:.: she is a nurse.3. Asking yes/no questions to identify people:.: is she a cook？Learning materials:Tape recorder, cards, …Learning course:Pre-task preparation:1. free 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 card, ask the students: is he/she a … let the other students to answer.2. invite a student come to the blackboard, ask other students: is he/she a …？Consolidation:1. Have a competition. To see which group is the best reader.2. read this page together.Homework:Listen and read this page at least five times.Lesson 4Learning skills:1. Asking “yes/no” questions to identify people:.: is she a doctor？2. using adjectives to describe people”: she is young.imperatives to give instructions:: open your mouth.4. using formulaic expressions to express thanks.: thank you, doctor.Learning materials:Tape, cards, …Learning course:Pre-task preparation:1. Free 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 doctorIs she old or young Encourage students to answer: she is young.2. Teacher acts a doctor, come to a student, let the student: open your mouth, say “ah”. The teacher says: you are fine. Repeat several times. Let the students read together. Invite some students to read.3. Let the students respond the teacher: thank you, doctor.4. Let the students open their English book, turn to page 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.Lesson 5Learning skills:1. Using imperatives to give simple instructions.: look at the doctor.2. Using adjectives to describe people:: all very old.Learning materials:Tape recorder, cards…Learning course:Pre-task preparation:1. Free 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 readinga book. The book is about a nurse and a cook. Today we will learn a rhyme about the old doctor.3. Let the students look at these pictures and teach the phrases: look at, read a book, about, a nurse and a cook, all very old.4. Let the students read these words together, then invite some students to read.5. Teacher put these words on the blackboard, and then let the students follow the teacher to read.6. play the tape, let the students listen to the tape and read follow the tape.7. play the tape again, students follow and say the rhyme in lines. Encourage the students to say the rhyme with you with actions.Post-task activities:1. invite some students to act out the rhyme. Students vote for the best performer.2. divide the class into groups, have each group act out the rhyme to the class. The best group will be the winner.Consolidation:Read this rhyme together.Homework:Listen and read this rhyme at least five times.Lesson 6Step1:？Do workbook of unit 5Step 2:Analysis the workbook.Homework:Read this unit three times.。

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。

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

课题：Unit 4 My nice ruler 第一课时教案内容：☆教学调整☆一．教学要求：1、能听懂日常用语That’s my new ruler. It’s very nice.要求读音正确，语调自然。

2、能运用句型That’s my…It’s very…对物品进行简单描述，语音语调正确。

3、低年级学生的英语学习方法引导。

二．教学重点：1、培养学生的学习兴趣，能听懂日常用语That’s my new ruler. It’svery nice.等。

2、培养学生的观察能力。

三．教学准备：词语卡片、小黑板四．教学过程：A. greeting继续巩固用英语组织教学让学生初步听懂课堂基本用语，例如Class begins,Stand up, Sit down, please. Hello , boys and girls.并且做出相应的反应。

B. Free talkT：Class begings.S1: Stand up.T: Hello, boys and girls.Ss: Hello, Miss Jiang.T: Hi, What’s your name?S: Hello, my name is ….T：How are you?S1: I’m fine, thank you.T: Nice to meet you.S1: Nice to meet you， too.开起小火车，一个接一个和后面的小朋友打招呼。

C、Presentation1) 教师拿出一本新的英语书用Is this …?问学生，再指着远处讲台上的一把新的尺子，Is that … ? 提问，从而呈现That’s my new …T：Is this a book?Ss: Yes, it is.T: This is my new book.T: (指远处)Is that a ruler?Ss: Yes , it is.T: Good. That’s my new ruler.让学生通过This is my new book.和 That’s my new ruler. 的对比。

牛津1b教案教案标题：《牛津1b教案》教案目标：1. 帮助学生掌握《牛津1b》教材中的单词和句型。

2. 培养学生的听、说、读、写的能力。

3. 激发学生学习英语的兴趣和自信心。

教学内容：单元：Unit 1 - Unit 6主题：学校生活、家庭、食物、动物、颜色、数字等教材：《牛津1b》教学步骤：1. Warm-up（热身活动）：通过展示图片或播放相关视频，引导学生回顾上一节课所学内容，并进行简单的口头问答活动。

2. Presentation（呈现）：通过多媒体工具展示新的单词和句型，同时配以图片或实物示范，帮助学生理解和记忆。

3. Practice（练习）：a. 听力练习：播放录音，让学生听并跟读单词和句子。

b. 口语练习：分角色扮演，让学生运用新学的句型进行对话练习。

c. 阅读练习：让学生阅读课本中的相关文章，并回答问题。

d. 写作练习：让学生根据所学内容，写一篇简短的短文或对话。

4. Consolidation（巩固）：通过游戏、小组讨论或其他互动活动，帮助学生巩固所学内容。

5. Extension（拓展）：提供额外的练习或任务，以满足不同学生的学习需求和能力水平。

6. Homework（作业）：布置适当的作业，如完成练习册上的相关练习或写一篇小作文。

教学评估：1. 教师通过观察学生的表现，检查他们对所学内容的掌握程度。

2. 学生之间的互动和小组讨论可以作为评估学生口语表达能力的方式。

3. 批改作业并给予反馈。

教学资源：1. 《牛津1b》教材2. 多媒体设备，如投影仪或电视3. 图片、实物、录音等辅助教具4. 练习册、绘本等辅助材料教学建议：1. 根据学生的实际情况和学习能力，适当调整教学内容和难度。

2. 创造积极、轻松的学习氛围，鼓励学生积极参与课堂活动。

3. 提供多样化的教学资源和活动，以满足不同学生的学习需求和兴趣。

以上是一个基本的教案框架，你可以根据具体情况和教学要求进行调整和完善。

祝你教案编写顺利！。

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。

上海牛津版小学英语一年级下册（1B）全册教案教学设计Module 1 Using my five senses Unit 1 教学内容: Look and say What do you see? I see… Look and learn frog/rabbit/bee/bird Ask and answer What do you see? I see… What colour is it? It’s… Play a game What do you see? Listen and enjoy A rhyme 教时安排: 1st period Look and learn Listen and enjoy 2nd period Look and say Play a game Ask and answer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 Purpose Pre-task preparation Revision 1.Great each other: T: Good morning, boys and girls. S: Good morning, teacher.2.sing the song : Good morning 通过师生互相问候，巩固问候语句型。

通过英语歌曲，激发学生的学习兴趣。

hile-task procedure post-taskactivity Assignment Review the words: panda/bear/tigerl/monkey 1. Presentation 2. Practice Learn the new words frog/rabbit/bee/bird Game A rhyme : Presentation Review the rhyme Let the students play a guessing game. T: It’s fat.It’s black and white.what is it? 1. Say after the teacher 2. Say together 3. ask and answer in pairs. 4. say and act in pairs. T:We have many new friends, let’s see what are they? 1. Read after the teacher 2. read it one by one. 3. read it in high voice in low voice. 4. Who can be little teacher?Play a guessing game. Hold the word cards on the teacher’s hand. The students can’t see the words. Then get them guess. If he is right, he can get a gift. One,two,three, I am a bee. Four,five, I am a bird. Six,seven,eight, I am a rabbit Nine,ten, I am a frog. Ask the students to say after the teacher. 1. ask the students to say and act it in pairs. 2. ask some students to say and act in front of the class.Listen to the type Read the new words Recite the new rhyme. 通过做“猜一猜”的游戏，使得学生复习上学期所学的有关动物的单词。

Show me your present. Try your new shoes.Happy new year! How are you?uncle aunt grandfather grandmotherfoldbutterfly bird bee What do you see?I see a…..rabbit frogWhat do you see?What do you see？My name is…..I see…..I am a……I can…..seven eight nine ten 【课后作业】One little, two little, three little rabbits Four little, five little, six little rabbitsred blue yellow greenHow many kites? Seven.Make the kites. Colour the kites. Pick out the green kite.Follow me.fireman policeman driver【课后作业】课后完成调查表的信息填写并用英文表达出来。

postman milkman tall and short【课后作业】This is …He is a…He is …请学生介绍家庭成员的职业、外貌特征等，Is he a….? Yes, he is. No, he is not.doctor nurse cook 【课后作业】读熟学过的新单词。

Listen to me. Open your mouth. Say “AH 【课后作业】跟读课本内容。

【教学心得】。