苏教版牛津小学英语1B教案 unit5教案
牛津苏教版-英语-一下-牛津英语1B Unit 5 On the road 教案
1B Unit 5 On the road （第一课时）教学目标：1.能听懂句型Is that a …?并根据实际情况用Yes, it is./ No, it isn’t 作出回答。
2.能运用句型Is that a ┅?向他人询问和确认某个物品，语音语调正确。
3.能听懂、会说单词a taxi, a car.4.低年级学生的英语学习方法引导。
5.培养学生的观察、辨别能力。
教学重点:1.能听懂句型Is that a …?并根据实际情况用Yes, it is./ No, it isn’t 作出回答。
2.能听懂、会说单词a taxi, a car.教学难点:能听懂句型Is that a …?并根据实际情况用Yes, it is./ No, it isn’t作出回答。
教学准备：多媒体课件、单词和句型卡片、录音机和磁带、小包、铅笔、尺、蜡笔、钢笔教学疑点：学生是否能正确区分Is this a …?和Is that a …?。
教学过程：Step 1 Warming up1.Free talk:T: Hello! What’s your name? How are you? Good morning.T: Introduce your partner to me.S: This is ┅ .T: Nice to meet you!S: Nice to meet you, too.2.Play a game:Look, I have a nice bag. Please touch and guess, what’s in it?You can ask me:“Is this a …?”S: Is this a …?T: Yes, it is.(复习文具类单词)Step 2 Presentation:1.Look! Lan Yangyang has a nice bag, too. Do you want to know what’s in it?S: Yes!T: OK. Let me guess. “Is that a ┅?”S: No, it isn’t.( 教学No, it isn’t.)出示句型卡片：Is that a ┅? No, it isn’t. （朗读）同法复习水果类单词: a banana, a pear, a peach, a mango2.Look, Lan Yangyang goes to a farm. Please listen(动物的叫声以及遮住部分). You can ask “Is that a ┅?”S1: Is that a dog?Ss: Yes, it is./ No, it isn’t.复习动物类单词： a dog, a cat, a duck, a pig, a cown Yangyamg wants to go home.(下雨的图片)Oh, it’s rainy. It’s very wet on the road. 揭题：Unit 5 On the roadT：What kind of vehicle does Lan Yangyang need?引导Ss: 出租车T: Lan Yangyang needs a taxi.出示单词卡片: a taxi (朗读)（课件出示car）T: Is that a taxi?S: No, it isn’t.T: It’s a car.出示单词卡片: a car (朗读)4.Look，this is Helen. This is her dad. Helen and her dad are on the road, too.①Please listen to the tape and answer my question: Is that a taxi? S: No, it isn’t.②Read after the tape.③Read together.5.We know Lan Yangyang is still on the road. A car comes. Who’s in the car? Let’s have a look.(课件出示喜洋洋)Ss: 喜洋洋T: Xi Yangyang says you must pass three tests(过三关) and then I can take you back.第一关：Magic eyes: taxi和car的图片和单词。
牛津英语1BU5教学设计
课题课时：1B Unit 5 Food I like授课年级：一年级学生分析：一年级作为小学的起始年段，是一个特殊的年段，学生从幼儿园进入小学不久，是处于学习习惯的培养阶段，是在逐渐适合小学的学习要求过程中。
教师需要重点注重学生学习习惯的培养，对于英语学科来说，就是对学生听读说的技能训练。
我所执教的班级学生都比较活泼，课堂上能积极参与各种课堂活动，对于英语学习有比较浓厚的兴趣，也有一定的语言模仿水平。
学生在学习本课之前已经学习了水果类和快餐类的一些食物，语言技能方面，学生能用I like的句型简单介绍自己喜欢的水果和食物。
教材分析：本课内容出现在《深圳版牛津英语教材》一年级第二册第5单元，主要学习食物类的四个单词jelly, ice cream , biscuit, sweet, 本课时作为第一课时，我们是以单词教学为主，并重点复习I like句型能表达对某种食物的喜好。
最后通过四句话的一个小语段编成儿歌实行语言训练，介绍自己和自己的饮食喜好。
本课内容重点：掌握食物类的单词四个；熟练使用I like句型介绍自己的饮食喜好；能用形容词yummy, nice 描绘自己喜欢的食物；能用4句话的小语段实行自我介绍及自己饮食喜好的介绍。
本课难点：四个单词中两个是可数名词，两个是不可数名词，学生在使用I like句型时要注意语用的准确性；句型I like …and…在使用上比前一单元有提升，学生需要花一些时间实行操练；4句话的儿歌设涉及到两种句型I’m …/I like …，学生要熟练掌握这两种句型。
教学目标：一、语言知识目标掌握四个食物类的单词jelly, ice cream , biscuit, sweet，两个相关的形容词yummy/nice，两个句型I’m …/ I like …二、语言技能目标能够描绘不同食物的特点，介绍自己习惯的食物和水果，编一首儿歌介绍自己和自己喜欢的食物。
三、学习策略目标通过设计一个小猪Piggy为本课的主人公，介绍他的饮食喜好，通过猜一猜，唱一唱、选一选、编一编、演一演等形式实行听说训练。
牛津小学英语1B教案全套教案
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.。
苏教版牛津小学英语1B教案 unit5教案
Unit 5 On the road1、能听懂Is this a…并能根据实际情况作出回答。
2、能运用Is this a…向他人询问和确认某件物品，并获得运用所学进行交际的能力, 要求读音正确，语调自然。
3、低年级学生的英语学习方法引导。
1、培养学生的学习兴趣，能运用Is this a…向他人询问确认某件物品。
2、培养学生的观察、辨别能力。
课件、词语卡片、小黑板Drills.Read words five times.Unit 5 On the road——Is that a taxi——No，it isn‘t。
/ Yes，it is。
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 and girls.T: Hi, What’s your nameS: Hello, my name is ….T：How are youS1: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、Presentation(1)复习句式：——That’s a ruler. It’s very new.(带领学生复习以前学过的和本课有联系的单词、句型。
)(2) T: (课前准备一只书包，并在里面放一支钢笔)Look at this school bag. What’s in it Please touch and guess. You can say “Is this a …”S: (学生用手摸摸书包中的东西，然后猜)Is this a …(如果第一位学生没有猜对，就请下一位)T：（书包中放一俩玩具出租车）Now what’s in my school bag Please touch and guess.S: Is this a …T: No, it isn’t. It’s a taxi. (学生没学过taxi, 所以猜错的几率辉比较高。
苏教版牛津小学英语1B教案unit5教案
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unit5ontheroad1、能听懂Isthisa…？并能根据实际情况作出回答。
2、能运用Isthisa…？向他人询问和确认某件物品，并获得运用所学进行交际的能力,要求读音正确，语调自然。
3、低年级学生的英语学习方法引导。
1、培养学生的学习兴趣，能运用Isthisa…？向他人询问确认某件物品。
2、培养学生的观察、辨别能力。
课件、词语卡片、小黑板Drills.Readwordsfivetimes.unit5ontheroad——Isthatataxi？——no，itisn‘t。
/Yes，itis。
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classbegins,standup,sitdown,please.hello,boysandgirls.并且做出相应的反应。
b.FreetalkT：classbegings.s1:standup.T:hello,boysandgirls.ss:hello,missandgirls.T:hi,what’syourname?s:hello,m ynameis….T：howareyou?s1:I’mfine,thankyou.T:nicetomeetyou.s1:nicetomeetyou，too.开起小火车，一个接一个和后面的小朋友打招呼。
c、presentation(1)复习句式：——That’saruler.It’sverynew.(带领学生复习以前学过的和本课有联系的单词、句型。
)(2)T:(课前准备一只书包，并在里面放一支钢笔)Lookatthisschoolbag.what’sinit?pleasetouchandguess.Youcansay“Isthi sa…?”s:(学生用手摸摸书包中的东西，然后猜)Isthisa…?T:Yes,itis.It’sapen./no,itisn’t.(如果第一位学生没有猜对，就请下一位)T：（书包中放一俩玩具出租车）nowwhat’sinmyschoolbag?pleasetouchandguess.s:Isthisa…?T:no,itisn’t.It’sataxi.(学生没学过taxi,所以猜错的几率辉比较高。
牛津苏教版-英语-一下-1B Unit5 On the road教案
Unit5 On the road教案教学要求：1、能听懂Is that a …?并能根据实际情况作出回答。
2、能运用Is that a …?向他人询问和确认某件物品，语音语调正确。
3、能听懂、会说a bus, a car, a taxi 和a bike四个单词，发音准确。
教学重难点：1、能运用Is that a …?向他人询问和确认某件物品，语音语调正确。
2、能听懂、会说a bus, a car, a taxi 和a bike四个单词，发音准确。
教学准备：PPT，单词卡片、玩具等Step 1 Warming up1、Greetings.2、Sing a song <My nice ruler>（学生一手拿直尺，一手远远地指着；再换一手拿橡皮，另一手远远地指着）3、师拿铅笔靠近自己说：This is a …再将铅笔远离自己说：That is a …像这样拿橡皮说This is a … That is a …老师给实物（玩具狗、芒果、蜡笔、贺卡）请学生模仿老师做动作并说句型This is a … That is a …Step 2 Presentation1、通过贺卡card，以旧带新引出新单词小汽车car。
2、手拿玩具小汽车，让学生摸摸实物大声读单词a car。
3、师手拿汽车问Is this a car? 生回答。
师再指着远处（课前放好）的汽车问Is thata car?4、引导学生回答并让他们初步领悟Is this …?和Is that …?的区别。
5、师：远处有很多可爱的东西，让我们一起来猜猜是什么吧！请用上Is that a …?的句型。
6、用课件展示，引导学生说Is that a pig? Is that a crayon? Is that a rubber? Is that acar?7、说chant：Di, di, di, is that a car? Yes, it is.8、课件展现一张局部遮盖的车图片，引导学生问Is that a car? 后展示全图片，让学生回答No, it isn’t.并引导新授单词a taxi. 开火车读单词。
2019苏教译林牛津小学英语教案1BUnit5
2.Magic eyesShow the picture quickly, ss read.
3.T: What’s this?Ss: It’s a…
Learn what’s this?
Pay attention to the pronunciations of ts, is and s.
Unit5 what’s this?
教学内容：牛津译林版小学英语学科一年级下册第24-27页
教学目标：
1.能听懂、会说ladybird, cicada, butterfly, dragonfly发音准确.
2.能听懂、会说、会用句型Look at… It’s cute.
教学重点难点：
教学重点：
1.能听懂、会说ladybird, cicada, butterfly, dragonfly发音准确.
S:…
2)T: look at…
S: it’s cute.
3)T: I like…
S: it’s cute.
S: me too.
Ss pair work.
板书设计：
Unit5 what’s this?
Look at theladybird
Cicada
Butterfly
Dragonfly
It’s cute.
Compare the two words.
They have the same letter fly.
T can show the wings with the two things to help them remember.
5.T: Look at the dragonfly.Is it nice?Ss: Yes.
牛津苏教版-英语-一下-1B Unit 5 On the road教案(period1)
T: Do you know how to read it inEnglish?
Ss: Yes.
T: a car.
Practice the word.(S-----S)
(G1----G2)
3.T shows the pictures and presents the other words.
5.T presents the other words in the same way.
1. Listen to the tape.
2. Play a game.
3. Guessing.
板书
设计
Unit 5 On the road
a car a bus a taxi a bike
Picture 2
重点
难点
Pay attention to the pronunciation of the words “bike , taxi”.
教学
准备
A recorder some stationeries some pictures
内容预设
预设可能
导学策略
1．Warm up
2．Revison
3．New teaching
T: Look at the picture. What’s it? Guess.(教师将图片半遮)
Ss:A pen, a car, a bus
T: Very good. Here’s a sticker for you.
The others follow her(him).
4.T leads the Ss to read the words carefully.
课题：Unit 5 On the road
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Unit 5 On the road1、能听懂Is this a…？并能根据实际情况作出回答。
2、能运用Is this a…？向他人询问和确认某件物品，并获得运用所学进行交际的能力, 要求读音正确，语调自然。
3、低年级学生的英语学习方法引导。
1、培养学生的学习兴趣，能运用Is this a…？向他人询问确认某件物品。
2、培养学生的观察、辨别能力。
课件、词语卡片、小黑板Drills.Read words five times.Unit 5 On the road——Is that a taxi？——No，it isn‘t。
/ Yes，it is。
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 and girls.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、Presentation(1)复习句式：——That’s a ruler. It’s very new.(带领学生复习以前学过的和本课有联系的单词、句型。
)(2) T: (课前准备一只书包，并在里面放一支钢笔)Look at this school bag. What’s in it? Please touch and guess. You can say “Is this a …?”S: (学生用手摸摸书包中的东西，然后猜)Is this a …?(如果第一位学生没有猜对，就请下一位)T：（书包中放一俩玩具出租车）Now what’s in my school bag? Please touch and guess.S: Is this a …?T: No, it isn’t. It’s a taxi. (学生没学过taxi, 所以猜错的几率辉比较高。
)T：（教师再指着讲台上的一辆玩具出租车）Is that a taxi, too?S: yes, it is.教Is that a …?D、Learn to say教师在教学对话时，应先引导学生仔细观察图片，理解所学句子的用途。
T：Look! Is that a taxi? Now let’s listen to the tape.Ss: (听两遍课文对话)T：Is that a taxi?Ss: No, it isn’t.T: Oh, it’s a car. Now let’s read after the tape.E、Practise1）设计Helen 准备出去游玩的情境。
她准备了一些水果，让学生猜猜是哪些水果。
2）将讲台布置成一个文具柜台，摆好各类文具，然后引导学生对看的不太清楚的文具进行询问。
F、Assign homework（1）听录音，进行对话。
Unit 5 On the road1、能听懂Is that a…？并能根据实际情况作出回答。
2、能运用Is that a…？向他人询问和确认某件物品，并获得运用所学进行交际的能力, 要求读音正确，语调自然。
3、能听懂、会说a bus,a car,a taxi和a bike四个单词，发音准确。
4、能听懂、会说、会读字母Ii,Jj和Kk。
1、能听懂、会说a bus,a car,a taxi和a bike四个单词，发音准确。
2、能听懂、会说、会读字母Ii,Jj和Kk。
课件、词语卡片、小黑板Drills.Read words five times.Unit 5 On the road——Is that a bus/a car/a taxi/a bike？——No，it isn‘t。
/ Yes，it is。
Ii Jj KkA. greeting（The teacher stands at the door and greets the students as they come in the door.）T: Hello. Hi.（The teacher stands in front of the class and greets all the students again and prompts them to answer.）T: hello.Ss: Hello.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 and girls.（The teacher looks at individual students and prompts them to answer.）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.开起小火车，一个接一个和后面的小朋友打招呼。
C、Presentation复习句式：——That’s a ruler. It’s very new.D、look and Learn1) 利用玩具模型、图片等直观手段进行单词教学，以提高学生的文参与兴趣。
2）采用“摸一摸、猜一猜”游戏来呈现或巩固所学单词。
S1: Is that a …?T: Yes, it is./ No, it isn’t.3）跟读，同桌练习。
学生表演对话。
E、Look and learn1)教师出示写有字母Ii的卡片，示范发音，引导学生眼看教师口型，听清发音。
在静听几遍后，再模仿读音。
教字母Ff时，结合以前学过的单词I 或者eye, 帮助学生发好字母的音。
2) 同样方法教学字母Jj 和 Kk .教学字母Jj 时，采用分解因素的方法。
3）引导学生通过朗读例词bike, jump和kite，进一步感受字母在单词中的发音。
4）引导学生找出已学过的字母，进一步辨别字母。
F、Assign homework（1）听录音，进行对话。
（2）鼓励学生平时用本单元所学的日常交际用语相互打招呼。
（3）鼓励学有余力的学生学习其他的打招呼用语。
Unit 5 On the road1、复习巩固新授的能听懂、会说新授的a bus,a car,a taxi和a bike四个单词等，要求读音正确，语调自然。
复习巩固句型: Is that a…？2、激发学生英语学习兴趣。
会说歌谣I like my bike.3、完成教学AB Uint5。
1、培养学生学习英语的兴趣。
2、复习巩固句型: Is that a…？课件、词语卡片、小黑板Drills.Read words five times.Unit 5 On the road——Is that a bus/a car/a taxi/a bike？——No，it isn‘t。
/ Yes，it is。
A. greeting（The teacher stands at the door and greets the students as they come in the door.）T: Hello. Hi.（The teacher stands in front of the class and greets all the students again and prompts them to answer.）T: hello.Ss: Hello.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。
T：Class begings.S1: Stand up.T: Hello, boys and girls.Ss: Hello, Miss and girls.（The teacher looks at individual students and prompts them to answer.）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.B、PresentationS1: I s that a …?S2: Yes, it is./ No, it isn’t.D、sing a song1) 在教歌谣前，教师可先放录音，让学生熟悉旋律。
2）引导学生说出歌谣的大意。
3）带领学生逐句学唱歌谣，在基本会唱之后要求他们齐唱。
4）教师引导学生替换部分歌词演唱。
C、play a game1) 先讲解并演示游戏的做法。
2）带领全体学生做游戏。
做游戏时，可以让学生在教师未完成前就抢答，看看哪个学生能第一个猜对。
3）组织学生在小组内开展游戏活动。
4）鼓励学生拓展游戏的内容，让学生说出自己学过的单词。
D、practise（1）活动1：Listen and respond.教师先向学生解释清楚题目的做法,带领学生认读图片中的物品.请学生听录音，根据所听到的内容，作出正确回答。
——Is that a bike?——Yes，it is.（2）活动2：listen and judge.要求学生听录音，根据录音内容判断两人的对话是否与画面意思相符。
——Is he a teacher?师生互问，生生练习问答。
（3）学习活动3：look, read and match教师带领学生通过游戏，帮助学生记住11个字母的大小写形式。
要求学生将英文大、小写字母连线，并大声地朗读大写字母。
（4）学习活动4：Draw, colour and match要求学生描绘途中虚线的物体，并涂上他们喜欢的颜色，然后用所学句型就图画进行对话。