攀登英语1B第三单元第三课时
攀登英语1B英语课本(U1---U7)
Unit 1——Unit7日常英语班级____________姓名____________学号____________Unit one 日常英语节奏英语Friend,friend, This is my friend, (brother, sister, grandpa, grandma)Nice to meet you,Nice to meet you,Nice to meet you,too!1日常英语替换内容Andy: This is my friendLily: Nice to meet you.Polly: Nice to meet you,tooAndy: This is my brotherBrother: Nice to meet you.Polly: Nice to meet you,tooAndy: This is my sister. Sister: Nice to meet you. Polly: Nice to meet you,tooAndy: This is my grandpa.Grandpa: Nice to meet you.Polly: Nice to meet you,tooAndy: This is my grandma.Grandma: Nice to meet you.Polly: Nice to meet you,too2Unit Two 日常英语节奏英语Andy, Andy, where is Andy? Bathroom, bathroom,in the bathroom. He’s washing in the bathroom.Lily, Lily, where is Lily? Bedroom, bedroom, in the bedroom. She’s sleeping in the bedroom.Tony, Tony, where is Tony? Lunchroom, Lunchroom, in the lunchroom. He’s eating in the lunchroom.Polly, Polly, where is Polly? Garden, garden, in the garden.She’s watering in the garden.3日常英语替换内容A: Where is Andy?B: He’s in the bathroom.He’s washing.A: Where is Lily?B: She’s in the bedroom?She’s sleeping.A: Where is Tony?B: He’s in the lunchroom.He’s eating.A: Where is Polly?B: She’s in the garden.She’s watering.4Unit Three日常英语节奏英语Baby, baby, how old are you? I’m one, I’m one, how about Andy? Andy, Andy, how old are you? I’m seven, I’m seven, how about sister? Sister, sister, how old are you? I’m twenty, I’m twenty, how about the king? King, king, how old are you? I’m one hundred, how about you?How about you?5日常英语替换内容A: Baby, how old are you?B: I’m one. How about Andy.A: Andy, how old are you?B:I’m seven. How about sister?A: Sister, how old are you?B: I’m twenty. How about the king?A: King, how old are you?B: I’m one hundred. How about you?6Unit Five日常英语节奏英语Can I, can I, can I help you? I can’t, I can’t find my book. It’s under the desk.Can I, can I, can I help you? I can’t, I can’t find my key. It’s under the door.Can I, can I, can I help you? I can’t, I can’t find my bag. It’s under the windowCan I, can I, can I help you? I can’t, I can’t find my bear. It’s under the bed.7日常英语替换内容Can I help you?I can’t find my bagIt’s under the windowCan I help you?I can’t find my keyIt’s under the doorCan I help you?I can’t find my bagIt’s under the windowCan I help you?I can’t find my bear.It’s under the bed8Unit Six日常英语节奏英语There is a pencil on the desk.Oh, it’s mine.There is an egg in the desk.Oh, it’s mine.There is a bootball beside the desk.Oh, it’s mine.There is a snake under the desk.Oh, it’s not not mine!9日常英语替换内容There is a pencil on the desk.Oh, it’s mine.There is an egg in the desk.Oh, it’s mine.There is a bootball beside the desk.Oh, it’s mine.There is a snake under the desk.Oh, it’s not mine!10Unit Seven日常英语节奏英语May I use your ruler, ruler. Here you are. Here you are. May I use your eraser, eraser. Here you are. Here you are. May I use your bike, bike. Here you are. Here you are. May I use your car, car. Sorry, sorry, I’m afraid not.11日常英语替换内容May I use your ruler.Here you are.May I use your eraser.Here you are.May I use your bike.Here you are.May I use your car.Sorry. I’m afraid not.12。
攀登英语一级Level1B(全册)教案
攀登英语1B教材解读------- Yang Jiahua一教材的总体分析本册教材共分16个单元，主要是以对话的形式呈现本单元所要学习的语言功能与结构，其目的就是进行语言的扩展和操练, 侧重培养学生的语言运用能力。
经过一个学期的学习，学生在听说等方面都有了一定的基础。
和第一册教材相比，本册教材的所选话题有所拓展，我们将带领孩子学习用“How old……”询问年龄，使用“Can I help you?”向他人提供帮助，用英语打电话，用“What do/does ……do?”询问职业，学会表达“I like……very much.”等话题。
这些题材都是学生熟悉的学习、生活题材，学生会感到熟悉亲切。
二学情分析经过一个学期的学习，一年级的小学生对英语学习依然保持着浓厚的学习兴趣，他们接受能力、模仿能力很强，对周围事物有着强烈的新鲜感与好奇心，绝大多数孩子有强烈的求知欲和表现欲。
在教学过程中，我们应当尽可能为孩子创设轻松的情境，让他们去感受身边的事物，使课堂更富童趣，并创造一切条件让学生大胆地发表自己的见解，敢于展示自己。
但由于年龄的特点，注意力容易分散，对自己有时不能严格要求，一些良好的学习习惯尚未定型。
所以在教学中，我们应该继续加强良好的英语学习习惯的养成训练，有步骤、有计划的在教学过程中逐一落实。
三总体教学目标（一）语言知识目标学会描述事物、人物，表达自己的喜好和已具备的某种能力等。
（二）语言技能目标l 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、画图、做动作;4、能在图片和动作的提示下听懂简单的小对话并做出反应。
l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、能唱英语歌曲，说歌谣;7、能根据图说出单词或短句。
攀登英语课程介绍
攀登英语阅读系列
关键阅读技能训练： 《有趣的字母》，《神奇字母组合》 分级阅读： 攀登英语分级阅读1-6级
攀登英语阅读系列
关键阅读技能训练： 《有趣的字母》，《神奇字母组合》 分级阅读： 攀登英语分级阅读1-6级
攀登英语流程介绍
攀登英语教材介绍
ቤተ መጻሕፍቲ ባይዱ
课时分配
• 每周1课，每课1小时 • 每周2课，每课半小时
莱德尔绘本阅读十步曲
第一课时 （输入）
第二课时 （输出）
莱德尔绘本阅读七步曲 输入
输出
攀登英语教材及流程介绍
攀登英语教材介绍
攀登英语教材介绍
攀登英语阅读系列
• • • • • • • • 有趣的字母：26本 神奇字母组合：26本 分级阅读第一级：10本 分级阅读第二级：10本 分级阅读第三级：10本 分级阅读第四级：10本 分级阅读第五级：12本 分级阅读第六级：12本
• 配套CD、《我的阅读记录》和《家长手册》
攀登英语教学案例.doc
攀登英语二级B Unitl教学案例灵台县什字中心小学李琰一、教学内容Songs and chants: WEEKDAYSEveryday English: It' s time for the duty report・Who' s on duty today?It' s me. What day is today?Tuesda y.Pandeng Reading: SLOWLY, QUICKLY二、教学目标1.能够运用本单元所学的日常英语和歌曲童谣的内容，进行关于“今天是星期几” 的简单交流。
2.在听清、唱准本单元所学歌曲的基础上，能够对一周7天的单词进行替换。
3.能够认读本单元攀登阅读中的句子和重点单词。
4.在各项活动中，培养学生对英语学习的兴趣。
5.通过师生、生生的评价，促进学生发展。
三、教学重点难点攀登英语二级B第一单元日常用语内容.Everyday English鼓励学生对所学的句型进行问答，培养学生的交际能力。
四、教学准备1、课堂学习光盘；3、黑板评价用卡片；4、攀登英语小印章；5、学生评价手册；五、教学课时共4课时本课是第三课时六、教学过程Stepl Warm-up and chants （热身和歌谣）1.Greeting.T: Are you ready? Ss: Yes, I am ready.T: Class begins. SI: Stand up.T: Good morning, boys and girls.Ss: Good morning, Linda.T: Nice to meet you.Ss: Nice to meet you too.T: How are you?Ss: Fine, thank you.T: Sit down, please・［设计意图］:师生简单的问好方式，不但起到了热身作用，同时也复习了学过的日常用语。
激发了学生英语学习的兴趣，使学生尽快地融入到英语学习中来。
攀登英语词汇
ON SIGHT攀登者在没有得到相关信息的情况下，对路线的第一次尝试就以先锋或传统攀登的形式，不脱落地完成路线。
攀登者在攀登之前只从地面上对路线进行过观察，没有看过其它人对此路线的攀登，也没有从其它人或文章中得到有关此路线的描述或难点信息。
FLASH攀登者在已经得到相关信息的情况下，对路线的第一次尝试就以先锋或传统攀登的形式，不脱落地完成路线。
攀登者在攀登之前可以看过其它人对此路线的攀登，可以了解支点的形状和大小，可以知道有关此路线的描述或难点信息。
头一次尝试中完成抱石路线也称为FLASH。
REDPOINT攀登者对路线进行了反复练习后，以先锋或传统攀登的形式，边攀登边放置保护点，完成整条路线。
一旦脱落，此次尝试失败，主绳要抽下来，所用中间保护点都要撤掉，才能进行下一次REDPOINT尝试。
PINKPOINT与REDPOINT相似，不同的是路线的中间保护点上已经预先挂上了快挂。
PINKPOINT使用非常普遍，尤其在大角度路线上。
现在，攀岩者已经越来越忽略REDPOINT和PINKPOINT的区别。
REDCIRCLE在攀登者试图REDPOINT的过程中，失败脱落了，绳子和快挂都留在路线上，下一次攀爬时使用这根绳子从地面起步，完成整条路线。
此前攀登者可以对路线进行反复练习，对所有动作都了解或尝试过。
YO－YO攀登者脱落后，绳子和快挂都留在路线上，下一次攀爬时使用这根绳子从地面起步，直到完成整条路线。
与REDCIRCLE不同之处在于攀登者对于脱落部分以后的路线无任何了解，也不可观察或尝试后面的路线。
HANGDOGGING攀登者脱落后从脱落处继续攀登以了解后面的动作。
HANGDOGGING本身并不表示完成路线，只是为了REDPOINT等方式做准备。
FREE SOLO不使用绳子，不使用保护点和保护器械，独自完成对路线的攀登。
SOLO独自完成对路线的攀登。
可以使用绳子，保护器械，甚至可以用AID方式攀登。
TEAM FREE ASCENT团队集体完成对多段路线的攀登。
(牛津版)小学英语1B教案Unit3Colou
Unit 3ColourLanguage focus:Using imperatives to give simple instructioneg.Colour the kitesListening:Locate specific information in respire to simple instructions.Speaking:1. Use modeled phrases to communicate with other learners.2. Maintain an interaction by providing information.Materials:1. Eight cragons. (red blue, yeallow, green, pink, purple, brown, orange)2.A piece of paper some thread and glue for each student.Teaching ladders:Ⅰ.Warming up1．T：Let’s have on English class, OK.S：OK.T：STARTS：Act act. Talk talk.Learn learn. Play play.Let’s enjoy.2．Greeting.Ⅱ.Pre-task preparetion1．Hold up a set of line drawing pictures of small aninals and count with the class.T & S：1~102．Stick the pictures on the board.T：What do you see?S：I see a ……(frog, rabbit, butterfly, bee, bird……)3．Colour the picture of a frog with the green crayon.T：Colout the frog.T：(point to the coloured picture)Look, It’s green.It’s a green frog.T：green.Follow me.4．Incite individual students to colour the rest of the pictures each with a different crage.Practise the structures“Colour ……” and “It’s ……(cdour)It’s a ……(cdour) ……(aninal)”And teach the other seven colours.Ⅲ.While-task procedure1．Stick another set of picture on the board. Play a chain game. Invite three studentsto come to thefront. Ask the first one to give instructine.Eg: Colour the butterfly.And the next colour the picture.The last one should say.Look, it’s …… It’s a……2．Continue the game with other groups until all the pictures are coloured.3．T：Pick out the green froy. (Then do it)T：Do it after me.4．Repeat steps with other coloured pictures on the board. Incite pair of students to the front, onegiving the instructions and the other picking out the correct pictures.5．T：Make a kite(Pemonstrate to the class how to make a simple kite using paper, thread and glue.)repeat: Make a kite.Do group work.6．Open the books.Listen to the tape.Ⅳ.Post-task activityMake a dite and colour it.Let’s talkLanguage focus:1. Asking yes/no questions to obtain a simple response.eg.Is it blue?2. Using formulaic expressions to confirm on deny.Eg: Yes/No3. Asking “wh-” questions to obtain a simple response.Eg: How many kites?Listening:Locate specific information in respire to questions.Speaking:1. Use modeled phrases to communicate with other learners.2. Open an interaction by eliciting a response.Materials:Wallcharts1B.Teaching ladders:Ⅰ.Warming up1．Greeting2．Read a rhyme.Act actTalk talkLearn learnPlay playLet’s enjoy3．trainⅡ.Pre-task preparation1．T：（Stick the eight coloured pictures of the previous lesson on the board）T：Pick out the red bee.Pick out the red kite.Colout the frog.Colour the rabbit.2．Review the cdours in chorus.T：redTurn aroudGreenGo to the zooYellowOpen the window3．T：Have you been for a picnic recently? Pick some of those who have to tell theclass what itwas like.Ⅲ.While-task procedure1．Put up the wallchart.T：It was a fine spring day. Look at the sky. It was so blue. Daddy, mummy. Sam, Sam, Ann danSpotty were in the country-side. They were having a picnic. Ann was flying a kite. It was kites in thesky. Sam askedAnn to guess. “How many kites?”Amm answered “Seven”May was holding a banana in her hand and maning was pretending that she did not know the colour.She asked: “Is it blue?” may langhed and answered. “No.”May was wearing her yellow trp. She looked very smart!2．T：Let’s count the kites in the sky.T & S：1. 2. 3. 4. 5. 6. 7T：If Ann’s answer correct?T & S：Yes.3．T：How many yellow bananas?How many red apple?How many green pears?(Show the obects)T & S：Ten, eight, seven.4．T：（Invite individual students to come to the pront.）Point to different objects on the wallchartand say their colours to the class.(Offer help to the less able students.)5．T：（Point to varions objects on the wallchart）Is it red?Green?Is it yellow?blue?T：Yes. or. No.Train !!!S：Is it red?green?6．Play the cassette tape.T：Listen to the dialogue.Ⅳ.Post-task activityDo a role-play exercise. Get two boys and three girls to come up and practise the dialogne onthe wallchart, pretending to be Sam. Ann. Mayand May’s mother and father.“Ann” can mine flying a kits.“May” can mine holding up a banana and“May’s father can mine cooking.Repeat with other students.Let’s playLanguage focus:1.Asking “Wh-” to find out the colours of objects.Eg. What colour is it?ing adjectives to identify colours.Eg. It is redSpeking:1.Open an interaction by diciting a respose.2.Maintain an interaction by asking factual questions.Listening:Identify key words in an utterance by recognizing stress.Materials:Wallchart 1BTeaching ladders:Ⅰ.Warming up1．Read a rhymeAct actTalk talkLearn learnPlay playLet’s enjoy2．Greeting3．TrainHow many kites?Haw many apples?How many pears?Ⅱ.Pre-task preparation1．Stick the eight colour word cards on the board. Hold up a colour picture card aske the question.T：What colour is it?Incite individual students to say.S：It is ……(colour)Put the picture card next to its corresponding word card on the board.Repect step with other colour.2．Read the words on the board together.Ⅲ.While-task procedure1．T：Let’s play a game.It called.“Tick-Tack-Toe”!OR “XorO”gether.2．Pemonstrate the game with a move able student choose a square in the grid.Eg: mooncake.T：What colour is it?S：It is brown, it is a mooncake.T：You can draw an “X” or “O” in the square.Take turns to ask and answer questions.(The first one to strike through three squares verticall, horizontally or diagonall wins the game)3．T：Open you books (P15)Play the game in pairs (艺友活动)Ⅳ.Post-task actintyPlay a guessing game.Let a student put on a mask.Ask him to put her/his hand in a box and take out a colour picture card.S：What colour is it?S：It is……(red).S：Yea. No(三次)S：It is……ConsolidationPage 11Listen & tick the correit boxLet’s enjoyLanguage focus:Using adjectives to identify colours.Eg. BrownblueSpeaking:1.Open an interaction by eliciting a response.2.Pronounce correctly words in connected speech by linking words together and using appropriatestress.Listening:Identify key words in an utterance by recognizing stress.Materials:Wallcharts 1BTeaching ladders:Ⅰ. Warming up1．Greeting2．Rhyre1. 2. 3.I am bee.4. 5.bird6. 7. 8. rabbit9. 10 frogⅡ. Pre-task preperation1．Put up the wallchart for page 16.Peview all the colour found on the wallchair.T：What colour is it?It is ……(red, blue……)(Train)2．T：Look! In spring many people like to fly kites. There are kites of many colour,red, bule,brown, orange ……They all fly very high in the sky sometimes up, sometimes down..Ⅲ. While-task procedure1．Look at the wallchart.T：(Teach the rhyme line by him)One, twoRed and blueUp and dowm.Orange and browm.Kites in the sky.Flying wery high.2．Play the cassette tape for studatsT：Listen to the tape.Let’s listen to the rhyme.3．T：Let’s read the rhyme.(With actions)1. 2.数数up down上下very high很高4．Do group work(Invite groups of students to act out the rhyme to the class.) 5．Encourage the whole class to act out the rhyme.Ⅳ.Post-task activityPlay a game called “Paper Binge?”在黑板上写单词。
攀登英语一级Level-1B-全册教案
攀登英语一级Level-1B-全册教案l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、能唱英语歌曲，说歌谣;7、能根据图说出单词或短句。
l 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、对话等。
（三）学习策略目标Ø积极与他人合作，共同完成学习任务；Ø主动向老师或同学请教；Ø在学习中集中注意力；Ø积极运用所学英语进行表达和交流；Ø注意观察生活或媒体中使用的简单英语。
（四）情感态度目标Ø有兴趣听英语、说英语、背歌谣、唱歌曲、讲对话、表演对话、做游戏等；Ø乐于模仿，敢于开口，积极参与，主动请教。
（五）文化意识目标语言是文化的重要载体，学习语言同时也要学习文化，要努力使学生在学习英语过程中了解外国文化。
教材的整体结构Ø本册教材共分16个单元，其中第4、8、12、16单元为复习单元，第14、15、16单元为选学内容。
Ø每个单元平均用3-4课时完成。
Ø教材的配套资源：攀登英语学习记录、教师指南、教师卡片、教学VCD、挂图、印章。
各单元的结构l日常英语（Everyday English)l歌曲童谣(Songs and Chants)l动画英语(Cartoon English)l节奏英语(Rhyme)日常英语（Everyday English)1.本环节以学生能准确掌握为目的，要求学生能听懂、会说、会应用所学日常英语。
2.本环节共五个步骤： watch and listen(仔细看、认真听)； listen and repeat（仔细听、大胆重复）； follow（跟读）；group work（小组活动） and perform（小组展示）。
牛津英语1B教案 unit 3
T: S1, this is S2.
S1: Nice to meet you.
S2: Nice to meet you, too.
Practice with two groups.
Ss: Hello, Miss Tu, this is…
T: Nice to meet you.
S1: Nice to meet you, too.
Step2 Review.
Magic eyes.
Show the picture and cover it with a piece of paper which with a hole on it. Students guessWho is he/she?
S2: I’m fine, thank you.
T: How about you? (If Ss no response, tell them it has same meaning of the e good, thank you.
2. T shows the pictures of the characters in Unit One: Who’s this boy?
Ss: He’s…( T correct them to say : This is Liu Tao.)
T: Who’s this girl?
Ss: This is Su Yang.
(T helps them to review the sentence: This is…and correct them the pronunciation, someone already forget it.)