牛津小学英语1B教案(全册)
牛津小学英语1B教案课题：Unit 1 What's your name ? 第一课时教材类型：牛津版所属学科：英语>>1B（一下）主备教师：姜金凤备课时间：2008/2/25 浏览人数：4☆教学调整☆教案内容：一．教学要求：（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？二．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。
三．教学难点：1．读准Nancy,David两个英文名字。
2．读准Aa，Bb两个字母。
四．教学准备：1．录音机、人物头饰五．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，课外作业四．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 ? 第二课时教材类型：牛津版所属学科：英语>>1B（一下）主备教师：姜金凤备课时间：2008/2/25 浏览人数：2教案内容：☆教学调整☆一．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。
（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。
（3）会唱歌曲What’s your name？二．教学过程：A Learn to say（1）T: Hello! Class. I’m Miss Jiang. My name is Jiang Jin-feng.(教师边说边指自己，然后与个别学生打招呼，在多次的重复中让学生理解My name的意思，然后领读name，学生跟读)（2）教师示范My name is …学生一个接一个用自己的名字进行模范。
（3）T: You know I’m your friend. I’m…My English name is…Would youlike to be my friends? Please introduce yourselve with thesentences:Hello/Hi! I’m…学生操练，教师要注意name的发音口型。
（4）将B部分的人物头饰发给学生，指导学生按头饰上的角色进行操练。
T: This is …(出示头饰)Ss: Helen!T: Who wants to be Helen? (鼓励学生上台扮演)S1: I’m Helen. My name is Helen.（生戴上头饰）用同样的方法使用Wang Bing, Mike, David, Nancy, Su Yang, Liu Tao的头饰进行操练。
（5）学习句型What’s your name?T: Oh, this is our new friend.（出示人物图片）But we don’tknow hername.Let’s ask her, Ok?T&Ss: What’s your name? （启发学生一起说，并板书。
）T: Now, read after me.Ss: 跟读。
T: （手拿图片）Now, let’s ask again.Ss: What’s your name?T: My name is Mimi.（给图片配音）Read after me.Ss: 跟读。
B Practice and consolidationT: I need five students to come to the front and wear these. Now all the other students ask together.Ss: What’s your name?S1: My name is…C Sing a song（1）播放歌曲，学生感受欣赏。
（2）请一生领读歌词，教师指导学生了解歌词大意。
引导学生跟随录音哼唱。
（3）在学生唱歌十时，引导学生边唱歌曲边做动作，以加深对歌曲内容的理解。
（4）通过改换歌词的方法，让学生反复演唱，也可鼓励学生换上自己的名字，以激发他们的演唱兴趣。
三．板书设计：Unit 1 What's your name?What's your name？My name is… ( Nancy David Su Yand Liu Tao )教学反思：课题：Unit 1 What's your name ? 第三课时教材类型：牛津版所属学科：英语>>1B（一下）主备教师：姜金凤备课时间：2008/2/25 浏览人数：3教案内容：☆教学调整☆一．教学要求：（1）能用What’s your name？此句型询问对方姓名，语音准确、语调自然。
（2）能使用My name is…该句型作自我介绍，发音正确。
二．教学过程：A Play a game（1）教师先向学生说明游戏规则。
T: Now our school has a new library. If you want to borrow some books,you need a library card. But don’t worry. Everyone has a card. There’sa name on it.（2）教师做示范，给学生初步演示游戏规则。
T: What’s your name?S1: My name is…（3）将学生们分成四人一组进行游戏。
游戏时，可结合前面的内容进行对话：S1：Good morning.S2：Good morning.S1：What’s your name？S2：My name is…(4)在班级中创设一个”发放图书证”的真实情景,引导学生运用本课语言进行操练。
B Learn to say（1）听录音机跟读。
T: Now let’s look at this picture and listen to the tape. Now, let’srepeat after the tape.（2）表演课文内容。
T: Who can act out the dialogue? Please have a try.C Do exercise指导学生完成练习册练习。
教学反思：课题：Unit 2 How are you? 第一课时教材类型：牛津版所属学科：英语>>1B（一下）主备教师：姜金凤备课时间：2008/2/25 浏览人数：1教案内容：☆教学调整☆一．教学要求：1、能听懂、会说问候语How are you？及其答语，语音准确、语调自然。
2、能听懂、会运用I’m…对他人的问候作回答，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。
二．教学重点：1、培养学生的学习兴趣，能听懂、会说新授的问候语How are you？等。
2、培养学生的观察、辨别能力。
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 talk:T：Class begings.S1: Stand up.T: Hello, boys and girls.Ss: Hello, Miss Jiang.T: What’s your name?S1: Hello, my name is ….T: What’s your name?S2: Hello, my name is ….开起小火车，一个接一个和后面的小朋友打招呼。
C、Presentation：1）让学生听英语歌曲How are you ? 然后教师说Hello, boys and girls. How are you today?直接引出新授问候语How are you ?2) 学习课文，请学生集体听录音，弄清Su Hai在向谁问候。
3）让学生跟录音朗读课文，要求模仿语音、语调。
4）让学生分角色朗读课文。
D、Learn to say引导学生使用所学语言。
选用学生喜爱的卡通动物形象进行操练，如：T: (出示卡通动物dog, cat, pig, duck) Now, let’s say hello to them.T: (示范)Hello， Miss Dog. How are you ?S1: Hello, Miss Cat. How are you ?S2: Hello, Miss Pig. How are you ?S3: Hello, Miss Duck. How are you ?Ss: (引导学生回答)I’m fine, thank you .2)请四位学生戴上面具，并排站在讲台前，其中一个用How are you ,xxx? 向班级人一同学问好，被叫到名字的同学除了对问候作出应答外，还要问是谁在向他问好。
S1：（戴面具者）How are you , xxx?S2: I’m fine, thank you . What’s your name?S1: My name is xx.S2: How are you , xx?S1: I’m fine, thank you.3) 引导学生将所学问候语在课外尝试运用，可要求学生回家用How are you ? 向家长问好，如果家长不会英语，可让其设法教会家长。
牛津小学英语1B教案(全册)汇总
牛津小学英语1B教案课题：Unit 1 What's your name ? 第一课时教材类型：牛津版所属学科：英语>>1B（一下）主备教师：姜金凤备课时间：2008/2/25 浏览人数：4☆教学调整☆教案内容：一．教学要求：（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？二．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。
三．教学难点：1．读准Nancy,David两个英文名字。
2．读准Aa，Bb两个字母。
四．教学准备：1．录音机、人物头饰五．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。
小学英语第1B册教案(Oxford)
英语牛津教材1B-Unit1教案Unit 1The First PeriodLet’s act一、教学目标1．知识目标：用祈使句Show me your present. Try your new shoes.给出简单指令。
2．能力目标：听懂简单命令并作出反应，用所学命令相互交流。
3．情感目标：回忆过年时的快乐氛围，激发学习兴趣。
二、教学重点：present, shoes 的识记教学难点：try 的发音三、教具准备: 1.cassette 1B and a cassette player2.a present四、教学过程：The Second PeriodLet’s talk一、教学目标：1. 知识目标：学会Happy New Year 问候新年好。
学会问候语How are you? 及两种不同回答：I am fine. Thank you; Very well, and you?2. 能力目标：能熟练运用这些句子交流自如。
3. 情感目标：教育学生要有礼貌问候别人。
二、教学重点：How are you 及Happy New Year 问候语。
三、教学难点：Very well 的正确发音。
四、教具准备：Cassette 1 B and Cassette player, Wallcharts 1 B and a puppet.五、教学过程：The Third PeriodLet’s learn一、教学目标：1．知识目标：会用uncle, aunt, grandmother, grandfather 称呼人。
2．能力目标：培养正确、快速模仿能力。
3．情感目标：教育学生尊敬长辈。
二、教学重点：4个人称的正确发音。
教学难点：单词词形的识记。
三、教具准备：cassette 1B and cassette player, wallchart, word cards四、教学过程：The Fourth PeriodLet’s play一、教学目标：1．知识目标：学会用draw, write, fold 说出制作贺卡过程。
上海版牛津英语1B全册教学方案
上海版牛津1B 全册教案Module 1 Using my five sensesUnit 1 Look and seeUnit 2 Listen and hearUnit 3 Taste and smellModule 2 My favourite thingsUnit 1 Toys I likeUnit 2 Food I likeUnit 3 Drinks I likeModule 3 Things around usUnit 1 SeasonsUnit 2 WeatherUnit 3 ClothesModule 4 Things we doUnit 1 ActivitiesUnit 2 New Year's DayUnit 3 Story time课题Module 1 Using my five sensesUnit 1 Look and seeLook and learn教学目标知识与技能：ing the new words in the context eg. frog, rabbit, bee, bird2.Asking wh-questions to find out what people seeeg. What do you see?ing formulaic expressions to indicate what peoplesee eg. I see…过程与方法：ing modeled phrases to communicatewith other studentsing modeled phrases to begin and maintain aninteraction by providing information in responseto factual questions教学重点和难点1.Identify the key words in an utterance byhearing the pronunciationeg. frog, rabbit, bee, bird2.Understand the meaning of wh-questionseg. What do you see?3.Understand the key patterneg. I am a ….教学媒体Pictures, masks, Cassette 1A, Cassette playerListening to the recording of the text.课前学生准备教学流程Pre-task preparation1．Warmerlisten to the song:<Good morning>Greetings2．Greetings.Good morning.Good afternoon.……T: Ask pupils to answer the teacher’s questions.While-task procedure1.IntroductionI see …Show a picture of a park to the students. Ask them what theysee.To elicit the structure:I see …(bird bee rabbit frog)2.Teach some new words.bird bee rabbit frog3.I’m a….Mime the small animals and let students guess what theanimals are.4.bird…Ask the students to say and mime the actions of the animals.One, two, three…I am a bee.…Teach the rhyme on Book P 2Post-task activity1．SubstitutionI am……Ask pupils to review the new sentences.Eg.A: One two three …B: I am a bee.A: Four , five.B: I am…板书设计frog rabbit bee birdI am a…教学效果的反馈课题Module 1 Using my five sensesUnit 1 Look and seeLook and say教学目标Language Focus:Using formulaic expressions to learn the phrases;Language Skill:Listening: Understand the meanings of wh-questionsSpeaking: Ask wh-questions to find out what people seeUse formulaic expressions to indicate what people see.教学重点和难点Understand the meaning of wh-questions eg. What do you see?eg. I see a ….教学媒体Pictures, masks, Cassette 1A, Cassette player课前学生准备Listening to the recording of the text.教学流程Pre-task preparation1.Show the words of the animals.bird rabbit bee….2.Ask; What do you see?I see….Are you a rabbit?Yes? No, I’m a …3.Divide the class into pairs. Ask tgen ti act as an animaland let the partner guess what animal it is.Are you a rabbit?4.Yes? No, I’m a …While-task procedurese the paper cut-outs. Show the students some parts ofthe small animals and ask them to guess what the animalsare. The students can play this guessing game in groups.What is it?It’s a bee.2.Ask the students to introduce each animal.It’s a…It’s …3.Have the students look at the pictures and practice inpairs.What do you see?I see…What colour is it?It’s…Post-task activitiesLet the student listen to the tape and repeat again and againThe workbookLet students do the practice in the workbook.板书设计What do you see?I see…What colour is it?It’s…教学效果的反馈课题Module 1Using my five sensesPlay a game教学目标Teaching Aims :1.Asking wh-question to fine out what people seeing formulaic expressions to indicate whatpeople seeing nouns to identify small animals.ing indefinite articles to refer to particularanimals.教学重点和难点1. Using the sentences: What do you see? What colour is it?2. Using formulaic expression to introduce the animals教学媒体Recorder and workbook ,picture cards课前学生Listening to the recording of the text.准备教学流程Pre-task preparation1．WarmerPs: Sing the song:Greetings2.Ask each student to make a mask of an animal. Ask them toput on their masks and make a dialogue with their partner.Hello. I am a bee. I am small.Hi , I am a frog. I am green.While-task procedure1.Show the students the wall pictures .2.Ask the students to listen to the dialogue.3.Elicit the key pattern What do you see? I see…T: What do you see?S;I see…4.Have the students look at the pictures and practice inpairs.What do you see?I see.What colour is it?It’s…5. Ask the students to play a game on book P5What do you see?I see.. It’s…Post-task activityLet’s playAsk the students to do Listen, colour and answer on workbookp4板书设计What do you see ? I see…What colour is it? It’s…教学效果的反馈课题Module1 Using my five sensesUnit 1 Listen and hearLook and say教学目标 ing the key words in context.ing imperatives give simple instructions eg: I hear…教学重点和难点1. STRUCTURES: sheep hen dog cat …2. FUNCTION: Using nouns to express animals’ noises.教学媒体pictures课前学生准备Listening to the recording of the text.教学流程I.Pre-task preparation:Warming up:Have the Ss listen to the song about the farm animals. Elicitthe new words nose, sheep,…II.While-task procedure:1.Prompt the Ss to repeat after you.Sheep hen dog cat…2.Teach a new chant about the animalsI hear…3.Ask the Ss to come to the front of the class and act asa puppet.4.Have the Ss to act all kinds of animals.III.Post-taskactivity:Ask the Ss to play a game What do you hear?.Have the Ss do exercisesIV.Assignment1.Listen to the tape.2.Read the words.3.Say the sentences..板书设计sheep hen dog catWhat do you hear?Oink, oink.I hear a pig.……教学效果的反馈课题 Module1 Using my five sensesUnit 1 Listen and hearSay and act教学目标 U 1.sing pronouns to refer to particular things.2.Understand the neaning of wh- questions.ing possessive adjectives to express possession. I hea教学重点和难点 S 1.TRUCTURES: What do you hear? I hear …2. 2.FUNCTION: Using: “I hear …” introduce the volicesLook It ’s you.教学媒体 pictures课前学生准备Listening to the recording of the text.教学流程 IV. Pre-task preparation:Warming up:1.(Review the words.)(1). Game:What do you hear?Say: I hear …V. While-task procedure:1.BingoHave the students listen several times to the song and actas different farm animals.2. Ask the students to play the game . Then let them say ingroups.I hear …I hear ….3. Divide the class into pairs. Ask one student to imitatethe sounds of farm animals and have the other one guessS1: Baa …Baa..S2: I hear a sheep.S1: Yes, it ’s a sheep.4.what the animal is.Learn the text on p 7VI.Post-taskactivity:1.Ask the students to do Part A “listen and number” on p6.Then have them practice in pairs.S1: Quack.. Quack…2.Have the students do Part C “ Listen, tick and answer” onbook p 7S2: I hear a duckIV.Assignment1．Listen to the tape.2. Read the sentences.板书设计What do you hear, Alice? Oink… oink…I hear …Oh, it’s you, ………教学效果的反馈课题Module1 Using my five sensesUnit 1 Listen and hear教学目标 ing the key words in context.ing imperatives give simple instructions eg: I he1.song: Bingo.教学重点和难点教学媒体Realia, tape.Listening to the recording of the text.课前学生准备教学流程VII.Pre-task preparation:1.Warming up:Rhyme: say some words about the farm animals.2.T: Say and actT: What do you hear?……II.While-task procedure:e the sounds animals make to elicit the key patternTeach a new chant about the animalsT: Miao…Miao… What do you hear?Ss: I hear a cat.6.Encourage the students to say a rhyme like the following,.The boys ask questions and the girls answerOink, oink.What do you hear?I hear a pig3. Listen to the song.< Bingo>and learn.Bingo.VIII.Post-taskactivity:Sing the song. BingoIV.Assignment1.Listen to the tape.2. sing the song.板书设计BingoThere was a farmer (who) had a dog.And Bingo was his name. Oh!教学效果的反馈课题Module1 Using my five sensesUnit 3 Taste and smell教学目标 ing nouns to identify food itemsing imperatives to give simple instructions教学重点和难点1.Sentence: Taste…Smell…2.Words: rice, soup, egg, noodles教学媒体Recorder and workbook ,picture cards课前学生准备Listening to the recording of the text.教学流程IX.Pre-task preparation:1.RhymePs: Read the Rhyme: <soup>2.Review the words of food1.Talk about the food:Eg This is an apple. It’s…I like …2.Review the dialogueMake a dialogue with their partner.--Can I help you?--May I have …--Here you are.--Thank you.II.While-task procedure:1. Teach: rice, noodlesShow the pictures and tell the students : Chinese like toeat rice and noodles2. Teach: eggDescribe the egg to elicit the wordTeach: Taste …Smell…Guess the wordsRead the word3.Have the students close their eyes and guess the names ofthe food by smelling and tastingClose their eyes and guessPost-taskactivity:Make the dialogueShow a menu and have the students make a dialogue.IV.AssignmentComplete the exercises板书设计Smell …Taste …教学效果的反馈课题Module1 Using my five sensesUnit 3 Taste and smellSay and act教学目标 ing nouns to identify food itemsing formulaic expressions to ask customer’spreferencesing formulaic expressions to offer people thingsing formulaic expressions to express thanks教学重点和难点Sentence: Can I help you?Here you are. Thank you.教学媒体Recorder and workbook ,picture cards课前学生准备Listening to the recording of the text.教学流程Pre-task preparation:1.Review the words: rice, noodles, soup, egg.Show the words of the food and students readRead the rhyme of the food2.Taste the noodles,Peter.Smell the soup, LindaAsk the more able students to act according to myinstructionsII.While-task procedure:1. 1.Dialogue:At the restaurantHave the students watch the flash and act out the dialogue.Ask the students to make the new dialogue with their deskmate2.Listen and enjoy.Have the students listen to and repeat after the rhymeHave them practice the rhyme several times with teacherPost-taskactivity:1.Let the student listen to the tape and repeat again andagain.2.Let students do the practice in the workbook板书设计Can I help you ?…,please.Here you are.Thank you.教学效果的反馈课题Module1 Using my five sensesUnit 3 Taste and smellPlay a game教学目标 ing nouns to identify food itemsing imperatives to give simple instructions教学重点和难点Sentence: Stand up. Touch your… Smell the…教学媒体Recorder and workbook ,picture cards课前学生准备Listening to the recording of the text.教学流程Pre-task preparation:1.Review the words: rice, noodles, soup, egg.Show the words of the food and students readRead the rhyme of the food2.Review the sentencesListen and act3.Dialogue:At the restaurantMake a dialogueII.While-task procedure:1.Play a game:Listen and actStand upTouch your…2.Guessing gameShow some foodLet the students close their eyes and smell the food3.Show a thingPost-taskactivity:1.Let the student listen to the tape and repeat again andagain.2.Let students do the practice in the workbook板书设计Stand upTouch…Smell…教学效果的反馈Module 2 My favourite thingsTask in this unit:●Begin an interaction by expressing one’s preferences●Begin an interaction by eliciting a responseLanguage focus：●Using nouns to identify toys: ball,doll,bicycle,kite●Using adjectivesto describe things: It’s super.●Using the definite article to indicate particular things: the ball,thedoll●Using formulaic expressions to offer people help: Can I help you?●Using formulaic expressions to offer people things: Here you are.●Using formulaic expressions to express thanks: Thank you.Language skills:Listening:●Identify the key words in an utterance by hearing the pronunciation:ball,doll,bicycle,kite●Understand the key pattern: I like…●Understand formulaic expressions to offer people things: Here you are.●Understand formulaic expressions to offer people help: Can I help you?Speaking:●Pronounce the words,phrases and sentences correctly:ball,doll,bicycle,kite●Use formulaic expressions to indicate preferences: I like…●Use formulaic expressions to offer people things: Here you are.●Use formulaic expressions to express thanks: Thank you.●Use adjectivesto describe things: It’s super.Use formulaic expressions to offer people help: Can I help you?Scheme of work:Period Core contents Extension Materials Grammar andexpressionsVocabulary1 I like…ball,doll,bicycle,kite SB:pp.14 ,15 WB:pp.14,15, Parts A,B,C2 I like…nice superYou like…SB:pp.15,16,17 WB:pp.16,17 Part D and TaskModule2 / Unit 1 / Period 1Aims:1. Words: ball,doll,bicycle,kite2.Function: Use formulaic expressions to indicate preferences: I like…Language focus:1. Pronounce the words,phrases and sentences correctly2. Understand the key pattern: I like…Aids: Pictures, Realia, tape.PROCEDRES CONTENTS METHODS PURPOSEI.Pre-task preparation Warming up:Song Sing a song.通过歌曲引出今天的教学。
1B全册教案
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。
牛津小学英语1B教案全套教案
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.。
牛津英语1B全册教案(含单元分析)
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。
小学英语第1B册教案(Oxford).pdf
英语牛津教材1B-Unit1教案Unit 1The First PeriodLet’s act一、教学目标1．知识目标：用祈使句Show me your present. Try your new shoes.给出简单指令。
2．能力目标：听懂简单命令并作出反应，用所学命令相互交流。
3．情感目标：回忆过年时的快乐氛围，激发学习兴趣。
二、教学重点：present, shoes 的识记教学难点：try 的发音三、教具准备: 1.cassette 1B and a cassette player2.a present四、教学过程：The Second PeriodLet’s talk一、教学目标：1. 知识目标：学会Happy New Year 问候新年好。
学会问候语How are you? 及两种不同回答：I am fine. Thank you; Very well, and you?2. 能力目标：能熟练运用这些句子交流自如。
3. 情感目标：教育学生要有礼貌问候别人。
二、教学重点：How are you 及Happy New Year 问候语。
三、教学难点：Very well 的正确发音。
四、教具准备：Cassette 1 B and Cassette player, Wallcharts 1 B and a puppet.五、教学过程：The Third PeriodLet’s learn一、教学目标：1．知识目标：会用uncle, aunt, grandmother, grandfather 称呼人。
2．能力目标：培养正确、快速模仿能力。
3．情感目标：教育学生尊敬长辈。
二、教学重点：4个人称的正确发音。
教学难点：单词词形的识记。
三、教具准备：cassette 1B and cassette player, wallchart, word cards四、教学过程：The Fourth PeriodLet’s play一、教学目标：1．知识目标：学会用draw, write, fold 说出制作贺卡过程。
牛津小学英语1B教案（全册）
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
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！。
上海牛津版小学英语一年级下册(1B)全册教案教学设计
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。