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 wi thout 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 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 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, 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. 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 pape rs…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. l et 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 …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 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, 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.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: 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.……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 t he 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 recorder, …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”. I nvite 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 t he 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 Encou rage 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 student s: 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 5 Step 2:Analysis the workbook. Homework:Read this unit three times.。
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。
牛津英语1B Unit 5 Doctor and nurse教案
牛津英语1B Unit 5 Doctor and nurse教案《牛津英语 1B Unit 5 Doctor and nurse 教案》一、教学目标1、知识目标学生能够听懂、会说单词“doctor”和“nurse”。
学生能够理解并运用句型“Look! I'm a doctor ／I'm a nurse”进行简单的自我介绍。
2、能力目标培养学生的听说能力，能够准确模仿单词和句子的发音。
提高学生在实际情境中运用所学单词和句型进行交流的能力。
3、情感目标激发学生学习英语的兴趣，培养学生积极参与课堂活动的积极性。
引导学生树立尊重医生和护士职业的意识。
二、教学重难点1、教学重点掌握单词“doctor”和“nurse”的发音和拼写。
熟练运用句型“Look! I'm a doctor ／I'm a nurse”2、教学难点单词“doctor”的发音，注意“o”的发音。
让学生在实际情境中灵活运用所学句型进行交流。
三、教学方法1、情景教学法通过创设医院的情景，让学生在真实的语境中学习和运用英语。
2、游戏教学法采用猜谜语、角色扮演等游戏，增加课堂的趣味性，提高学生的学习积极性。
3、全身反应教学法结合动作和语言，帮助学生更好地理解和记忆单词和句型。
四、教学过程1、热身（Warming up）师生相互问候，唱一首英文歌曲《Hello》，营造轻松愉快的英语学习氛围。
2、导入（Leadin）展示一张医院的图片，问学生：“Where is it?”引导学生回答：“It's a hospital”接着提问：“What can you see in the hospital?”引导学生说出医生（doctor）和护士（nurse）。
3、新授（Presentation）出示单词卡片“doctor”，先让学生听几遍单词的发音，然后教师示范发音，口型夸张，让学生模仿。
可以结合动作，如假装拿着听诊器，说：“I'm a doctor”用同样的方法教授单词“nurse”，结合动作，如拿着注射器，说：“I'm a nurse”让学生分组练习读单词，教师巡视并纠正发音。
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！。
上海版牛津英语1B全册教案
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 procedure
the students the wall pictures .
板书设计
frog rabbit bee bird I am a …
教学效果 的反馈
课题 教学目标
教学重点 和难点
Module 1 Using my five senses Unit 1 Look and see
Look and say Language Focus: Using formulaic expressions to learn the phrases; Language Skill: Listening: Understand the meanings of wh-questions Speaking: Ask wh-questions to find out what people see Use formulaic expressions to indicate what people see. Understand the meaning of wh-questions
imperatives give simple instructions eg: I hear
…
教 学 重 点 1. STRUCTURES: sheep hen dog cat
…
和难点
2. FUNCTION: Using nouns to express animals
’ noises.
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。
牛津英语1B教案全册,带板书设计
Show me your present. Try your new shoes.Happy new year! How are you?uncle aunt grandfather grandmotherfoldbutterfly bird bee What do you see?I see a…..rabbit frogWhat do you see?What do you see？My name is…..I see…..I am a……I can…..seven eight nine ten 【课后作业】One little, two little, three little rabbits Four little, five little, six little rabbitsred blue yellow greenHow many kites? Seven.Make the kites. Colour the kites. Pick out the green kite.Follow me.fireman policeman driver【课后作业】课后完成调查表的信息填写并用英文表达出来。
postman milkman tall and short【课后作业】This is …He is a…He is …请学生介绍家庭成员的职业、外貌特征等，Is he a….? Yes, he is. No, he is not.doctor nurse cook 【课后作业】读熟学过的新单词。
Listen to me. Open your mouth. Say “AH 【课后作业】跟读课本内容。
【教学心得】。
牛津英语小学一年级教案-1b完美版
牛津英语小学一年级教案1bUnit 1 New Year第一课时（1ST PERIOD）一、主要新授内容(new contents)Let‘s learn---uncle, auntLet‘s talk--- How are you? I am fine, thank you./ Very well, and you?二、学习目标(Objectives)情感目标:1、通过在“新年”的主题中，习得拜年、串门、招待客人时可以使用的相互简单问候，让学生开始形成在日常生活中良好的语言习惯和待人接物时落落大方的态度、有问有答的礼貌。
2、在“新年到，家人、亲朋好友相互拜访”的语言使用环境中，能用正确的语音语调说出uncle, aunt两个新授词汇；能够根据家庭成员的关系在口语中正确表达uncle, aunt的称谓。
功能目标:1. 在一年级第一学期的学习基础上，能熟练运用How are you? Fine, thank you./ I am fine, thank you./ Very well, and you?等简单语句进行相互问候。
2.根据二期课改新课标的要求，在确保完成基本教学目标的基础上，可以结合学生的学习能力和语言的实际使用对教材呈现的教学内容进行拓展，所以在口语导入Just so-so. Not bad.等等生活中同样常用、表达意思不同的多种简单回答，有助于学生在实际生活中对语言的理解和表达更为准确和真实。
整合目标:通过信息技术与课程的整合，力求为学生提供学习的氛围，让学生在情景中展开想象。
猜而直接提示：This is father‘s sister. 引入aunt把语音和语义同时输入给学生。
aunt的机械性操练也可以先全体跟着教师朗读。
其中开始一两遍可以是正常声音升降调跟读，接着可以由响到轻或由轻到响地跟读。
旨在通过跟读音调的变化既达到反复模仿上口，又减少机械模仿的枯燥。
Unit 1 New Year第二课时(2nd PERIOD)一．要新授内容(new contents)Let’s learn---grandmother, grandfatherLet’s talk----Happy New Year!二．主要目标（Objectives）情感目标：1.通过“新年”这个主题，使学生学会用新年特定的问候语Happy NewYear与家人或客人相互问候，让学生在日常生活中养成良好的语言习惯及文明习惯。
上海版牛津英语1B全册教案(含单元分析)
—－可编辑修改，可打印——别找了你想要的都有！精品教育资料——全册教案，，试卷，教学课件，教学设计等一站式服务——全力满足教学需求，真实规划教学环节最新全面教学资源，打造完美教学模式教学进度表（英语）课标要求听做：1、能根据听到的词语识别或指认图片或实物；2、能听懂课堂简短的指令并做出相应的反应；3、能根据指令做事情，如:指图片、涂颜色、画图、做动作、做手工等；4、能在图片和动作的提示下听懂简单的小故事并做出反应。
说唱：1、能根据录音模仿说英语；2、能相互致以简单的问候;3、能相互交流简单的个人信息，如:姓名、年龄等;4、能表达简单的情感和感觉，如:喜欢和不喜欢;5、能够根据表演猜测意思、说词语，6、能唱英语儿童歌曲15一20首，说歌谣15一20首;7、能根据图、文说出单词或短句。
玩演：1、能用英语做游戏并在游戏中用英语进行简单的交际;2、能做简单的角色表演；3、能表演英文歌曲及简单的童话剧，如(小红帽)等。
读写：1、能看图识字；2、能在指认物体的前提下认读所学词语；3、能在图片的帮助下读懂简单的小故事;视听：1、能看懂语言简单的英语动画片或程度相当的教学节目；2、视听时间每学年不少于10小时(平均每周20一25分钟)。
牛津英语1B教材分析教材分析：1.本套教材注重听说训练，着重培养学习的语感和初步用英语进行简单日常交流的能力；并通过听、说、读、写、唱、游、演、画、做等活动激发学生的学习兴趣，帮助学习养成良好的学习习惯，形成有效的学习方法，发展自主学习的能力，为进一步学习打下基础。
2.按“话题--功能--结构--任务”相结合的原则编写，并力求使话题、功能、结构和任务四个方面在比较真实的情景中紧密联系，融为一体。
3.内容贴近学生的生活和学习实际，并配有大量生动活泼、富有情趣的插图，以利于学生比较接近于实际的情景中进行听说训练，也为教师组织教学活动提供方便。
本学期采用的教材为牛津英语(上海版)一年级第一学期1B.全册教材共有三个主题九个单元,分别为:Theme 1: SpringUnit 1: New YearUnit 2: Small animalsUnit 3: ColoursTheme 2: People who help usUnit 4: Postman and policemanUnit 5: Doctor and nurseUnit 6: Farmer and fishermanTheme 3: Food and drinkUnit 7: Birthday partyUnit 8: DinnerUnit 9: Revision教学目标：在这个学期中要求学生达到的也就是本学期的教学的总的目标是：1.要求学生很扎实的掌握好书本的各个知识点。