2015最新牛津小学英语1B全册教案
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。
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。
2015最新牛津小学英语2B全册教案
2015最新牛津小学英语2B全册教案
本册教材介绍
2B每单元由4个板块构成：
A Learn to say (1p)
通过情景对话，着重训练学生的听说技能，培养用英语进行简单口头交流的能力；同时呈现话题、日常交际用语和词语等。
B Look and learn (1p)
通过按话题归类和图词结合的方式，形象生动地呈现词语。
C Sing a song/Say a rhyme (1 p)
通过唱歌曲、说歌谣，激发学生学习兴趣，活跃身心，巩固所学内容，培养语感和听说能力。
D Draw and say/Act and say/Count and say/Play a game/Do a survey (1p)
通过游戏、调查等多种活动，活跃课堂气氛，增强学生学习英语兴趣，巩固所学内容，培养学生听说、思维、动手等多方面的能力。
第1单元目标分析
第三单元目标分析
第四单元目标分析
第五单元目标分析
第六单元目标分析
第七单元目标分析
第八单元目标分析
第九单元目标分析
第十单元目标分析。
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1BUnit1教(学)案
Unit 1what’ s your name?第一课时一、授课容《牛津小学英语1B》第一单元，第一课时（look and learn，look and read）二、授课目的1、能听懂会说人名， Nancy, David, Su.Yang , Liu Tao, 并能认识人物的图像。
2、能听的懂会说会读字母Aa Bb 。
三、授课重点1、能正确读出本单元的四个人名。
2、能正确读出本单元的Aa Bb 两个字母。
四、授课难点1、读准 Nancy David两个英文人名。
2.、Aa Bb 两个字母。
五、课前准备1、教具准备1）本单元 B 部分四个人物的图片及 SU HAI 的图片，或简单的自制课件。
2）制作 Su Hai, Wang Bing, Helen,Mike, David,Nancy, Su Yang, Liu Tao八个人名标牌。
3) 字母歌磁带。
4）自制Aa Bb的卡通图片。
2、板书准备早先写好课题 Unit 1 what六、授课过程’s your name?A． free talk(约四分钟)Teacher sing the song T: Good morning,boys Hello/Hi,S :Hello/Hi, Miss. T：Boys and girls. Today I “ Happy New Year”and girls.I ’ m very glad to’ ll introduce my friends to you .meet you again.B. presentation（约十分钟）1 用 Su Hai的图片引出Su Yang, Nancy, David和Liu TaoT:Today, one of our friends comes with me, she is happy to see you.Do you remember her?S:Su Hai.T:Yes, this is Su Hai. Is this Su Hai , too?S:No.T: Good. This is Su Yang, Su Hai’s sister. They are twins. Let’s sayhello to Su Yang. OK？S: OK. Hello , Su Yang.T: Su Yang has some good friends. Let her introduce them to you. They’re Nancy, David and Liu Tao.S: Hi. Nancy/ David/ Liu Tao.2、教师带领学生朗读四个人名。
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。
牛津小学英语1BUnit1教案
Unit 1 what’s your name?第一课时一、教学内容《牛津小学英语1B》第一单元，第一课时（look and learn，look and read）二、教学目标1、能听懂会说人名，Nancy, David, Su.Yang , Liu Tao, 并能认识人物的图像。
2、能听的懂会说会读字母Aa Bb。
三、教学重点1、能正确读出本单元的四个人名。
2、能正确读出本单元的Aa Bb 两个字母。
四、教学难点1、读准Nancy David 两个英文人名。
2.、Aa Bb两个字母。
五、课前准备1、教具准备1）本单元B部分四个人物的图片及SU HAI 的图片，或简单的自制课件。
2）制作Su Hai, Wang Bing, Helen,Mike, David,Nancy, Su Yang, Liu Tao 八个人名标牌。
3)字母歌磁带。
4）自制Aa Bb 的卡通图片。
2、板书准备事先写好课题Unit 1 what’s your name?六、教学过程A． free talk(约四分钟)Teacher sing the song “Happy New Year”T: Good morning, boys and girls. I’m very glad to meet you again. Hello/Hi,……S :Hello/Hi, Miss….T：Boys and girls. Today I’ll introduce my friends to you .B. presentation（约十分钟）1 用Su Hai 的图片引出Su Yang, Nancy, David和 Liu TaoT: Today, one of our friends comes with me, she is happy to see you. Do you remember her?S: Su Hai.T: Yes, this is Su Hai. Is this Su Hai , too?S: No.T: Good. This is Su Yang, Su Hai’s sister. They are twins. Let’s sayhello to Su Yang. OK？S: OK. Hello , Su Yang.T: Su Yang has some good friends. Let her introduce them to you. They’re Nancy, David and Liu Tao.S: Hi. Nancy/ David/ Liu Tao.2、教师带领学生朗读四个人名。
2015-2016学年上海新版牛津英语1B教案
2. Act the rhyme. 3. Listen and tick.
4. Act and guess.
板 书 设 计
Unit 1 Look and see look see frog bee rabbit bird I am a frog.
Oxford English 1B M1U1(2)
Content Aims Language focus Oxford English 1B M1U1 Look and see（2） 1. Asking wh-questions to find out what people see e.g. What do you see? 2. using formulaic expressions to indicate what people see e.g. I see a … 3. Using nouns to identify small animals e.g. frog, bee, rabbit, bird 4. Using indefinite articles to refer to particular animals e.g. a bird, a bee 5. Asking wh-questions to find out the colours of objects e.g. What colour is it? 6. Using adjectives to identify colours e.g. It is red. Cassette, Wall picture, Several paper cut-outs of animals Procedures Content Method 1. Look and listen. 1. Show the students the wall picture of page 3. 2. Ask the students to listen to the dialogue.
牛津小学英语B全册教案
牛津小学英语B全册教案第一章：Unit 1 The first day教学目标：1. 能够听懂、说出一、二、三年级的新学期生活。
2. 能够运用“Hello, my name is”进行自我介绍。
3. 能够听懂、说出“Good morning/afternoon/evening”并做出相应的回应。
教学内容：1. 单词：classroom, teacher, student, library, playground2. 句型：Hello, my name is What's your name? Good morning/afternoon/evening.教学步骤：1. 热身活动：让学生们互相问候，介绍自己。
2. 引入新课：通过图片展示新学期的学校环境，引导学生说出单词。
3. 学习句型：通过情景模拟，让学生们练习句型。
4. 小组活动：学生们分小组，用所学单词和句型进行自我介绍。
第二章：Unit 2 My family教学目标：1. 能够听懂、说出家庭成员的名称。
2. 能够运用“This is my”介绍家庭成员。
3. 能够听懂、说出“How old are you?”并做出相应的回答。
教学内容：1. 单词：father, mother, brother, sister, grandparent, cousin2. 句型：This is my How old are you? I'm years old.教学步骤：1. 热身活动：让学生们介绍自己的家庭成员。
2. 引入新课：通过图片展示不同家庭成员，引导学生说出单词。
3. 学习句型：通过情景模拟，让学生们练习句型。
4. 小组活动：学生们分小组，用所学单词和句型介绍自己的家庭成员。
第三章：Unit 3 My friends教学目标：1. 能够听懂、说出朋友的名称。
2. 能够运用“He/She is my”介绍朋友。
3. 能够听懂、说出“Where is he/she from?”并做出相应的回答。
牛津小学英语1B Unit1教案
Unit 1 what’s your name?第一课时一、教学内容《牛津小学英语1B》第一单元，第一课时（look and learn，look and read）二、教学目标1、能听懂会说人名，Nancy, David, Su.Yang , Liu Tao, 并能认识人物的图像。
2、能听的懂会说会读字母Aa Bb。
三、教学重点1、能正确读出本单元的四个人名。
2、能正确读出本单元的Aa Bb 两个字母。
四、教学难点1、读准Nancy David 两个英文人名。
2.、Aa Bb两个字母。
五、课前准备1、教具准备1）本单元B部分四个人物的图片及SU HAI 的图片，或简单的自制课件。
2）制作Su Hai, Wang Bing, Helen,Mike, David,Nancy, Su Yang, Liu Tao 八个人名标牌。
3)字母歌磁带。
4）自制Aa Bb 的卡通图片。
2、板书准备事先写好课题Unit 1 what’s your name?六、教学过程A．free talk(约四分钟)Teacher sing the song “Happy New Year”T: Good morning, boys and girls. I’m very glad to meet you again. Hello/Hi,……S :Hello/Hi, Miss….T：Boys and girls. Today I’ll introduce my friends to you .B. presentation（约十分钟）1 用Su Hai 的图片引出Su Yang, Nancy, David和Liu TaoT: Today, one of our friends comes with me, she is happy to see you. Do you remember her?S: Su Hai.T: Yes, this is Su Hai. Is this Su Hai , too?S: No.T: Good. This is Su Yang, Su Hai’s sister. They are twins. Let’s say hello to Su Yang. OK？S: OK. Hello , Su Yang.T: Su Yang has some good friends. Let her introduce them to you. They’re Nancy, David and Liu Tao.S: Hi. Nancy/ David/ Liu Tao.2、教师带领学生朗读四个人名。
牛津小学英语1B教案全套教案
Unit 2 small animalsLet’s enjoy SongLearning skills:Students can sing and act the song freely.Students know the word: littleLearning materials:Tape recorder, cards, a paper rabbit, …Learning course:Pre-task preparation:1. Free talk.How are you?How old are you?I see a …What can you see?Happy New Year!2. You did a good job. Now let’s listen and act, ok?Show me your …Clap one, clap two…While-task procedure:1. Can you count from one to ten? Let the students count from one to ten.2. Teacher acts a bird, a rabbit. Then draw a big rabbit on the blackboard, point and say a big rabbit. Then draw a little rabbit, ask the students:”is it big? No, it’s a little rabbit. Repeat a little rabbit for several times. Today will learn a song about the little rabbit.ok?3. let the students sing the song follow the teacher sentence by sentence, then paragraph by paragraph with the actions.4. Play the tape and get the students listen carefully, then teacher act and sing the song with the students.Post-task activities:1. Let the students sing the song with actions together.2. Have a competition within the groups. To see which group is the best one. Consolidation:1. Sing the song with actions together.2. invite some students to sing.Homework:Listen and sing the song five times.Unit 3 coloursLearning targets:1. Students can read and say the words: red, blue, yellow, green, pink, purple, brown and orange2. Students can use: how many … to ask questions.3. Using imperatives to give simple instructions:E.g. colour the kites.Pick out the read kite.4. Students can say the rhyme fluently.Learning materials:Tape recorder, pictures, wall chart…Lesson 1 3.24Learning skills:1. students can use imperatives to give simple instructions:make eight kites.Colour the kites.Pick out the red kite.Learning materials:Some colour pencils, paper, cards, tape recorderLearning course:Pre-task preparation:1. Free talkHow are you?I see a … what do you see?2. Let’s sing, ok? Let’s sing the little rabbit.While-task procedure:1. it’s spring now, do you like flying kites. Today, let’s make a kite, ok? Let the students read the phrase: make a kite several times. Invite some students to read.2. Now, first please take out your paper, and draw a kite. Then ask the students what should we do now?Yes, we must colour the kites. Get the students read “colour the kites” several times. Invite some students to read.3. Teacher collects some kites, then ask the students: what colour is it?Let the students pick out the red kite.Post-task activities:1.let the students read follow the tape, sentence by sentence. Then read follow the teacher.2.have a competition.To see which group reads best.Consolidation:Invite some students to read.Homework:Listen and read this page five times.Lesson 2 3.28Learning skills:Students can use adjectives to identify and pronounce the colours: red, blue…Learning materials:Some colours, tape recorder, …Learning course:Pre-task preparation:1. Free talkI see a …what do you see?How are you?2. Invite some students to read the sentences on page 12. read these sentences together. While-task procedure:1. Show a red apple. Look, I have an apple, what colour is it? It’s red.2. Show more colours, ask the students what colour are they, if they don’t know, say it without sound, let the students look at the teacher’s mouth to identify the word’s pronounce.2.put the pictures on the blackboard, let the students read follow the teacher, the read together.3. Have a competition.A, Invite one student each group, then to see who is the best reader.B, have a competition within the groups, then to see which group is the best.Post-task activities:1. Play the tape, let the students listen carefully.2. Let the students read follow the tape.3. play games with the students. Cover a colour, get the students guess what it it. Consolidation:Read together.Homework:Listen and read these words five times.Lesson 3 3.29Learning skills:1. Students can ask yes/no questions to obtain a simple response.e.g: is it blue?2. Asking wh-questions to obtain a simple response:e.g: how many kites?Learning materials:Some pictures, tape recorder…Learning course:Pre-task preparation:1. Free talkHow are you?I see a … what do you see?2. Take out your colour pencil. Show me “red, blue, green, …”While-task procedure:1. Show the sentences on page12. let the students read together.2. Show the colour, get the students read together.3. Invite some students to read.4. Look, I have some apples here; can you count how many they are? Let’s count: one, two, three, four,...so how many they are?5. Show some pictures of fruit, practice the sentences: how many …?Teacher ask students: how many … let the students answer the questions.Then invite some students to ask the question, another student answer.6.listen to me, please. What colour is the apple? It is red. Is it blue? No.ask some students to answer: is it blue? Invite some students read this sentence.Post-task activities:1. Open the English book, let the students look at the picture carefully, listen to the teacher to explain the picture.2. Play the tape, let the students listen and repeat follow the tape. Read follow the teacher. Read by themselves.3. let the students read together. Invite some students to read.Consolidation:Have a competition:Divide the class into four groups, let the students read group by group, to see which group is the best one.Homework:Listen and read this page five times.Lesson 4 3.31Learning skills:1.students can ask wh-questions to find out the colours of objectse.g: what colour is it?ing adjectives to identify colours:e.g: it is red.Learning materials:Tape recorder, some objects, cards…Learning course:Pre-task preparation:1. Free talkI see …what do you see?How many …?Show some colours, ask the students: is it …?2. Let the students read the colour words, invite some students to read.While-task procedure:1. Look, I have got something here, can you guess what they are?Let the students guess, then show them to the class. Put them on the blackboard. Teacher points to the pictures nor in the order, invite some students to answer.2.what colour is the …? Let the students say together. Then ask some students to answer what colour are they.3.let the students read the sentence: what colour is it? Several times.Post-task activities:1. Play tick-tack-toe with the students, let the students draw the pictures on the paper.2. Techer say the words, if students can make a line, then say tick-tack-toe, he/she is win. Consolidation:1. Read the page follow the teacher.2. Read group by group, to see which group is the best one.3.read together.Homework:Listen and read this page five time at least.Lesson 5 4.4Learning skills:Students can say the rhyme fluently.Students can identify the colours: blue, brown…Learning materials:Tape recorder, colour papers…Learning course:Pre-task preparation:1. Free talkShow a picture, ask students the question: how many …invite some students to read.I have got a …what have you got?2. Read the sentences on page 15, to check the homework.While-task procedure:1. let the students say the rhyme: one two three it’s a tree, four five six, pick up sticks together.2. Today, we will learn another rhyme. Let the students look at the pictures, listen to me, ok?One, two,Red and blueUp and downOrange and brown,Kites in the sky,Flying very high.3. Now, let’s learn the rhyme, ok?One, two,Red and blueUp and downOrange and brown,Kites in the sky,Flying very high.3. Now, let’s learn the rhyme, ok?Let the students read the rhyme sentence by sentence several times. Then play the tape and get the students read follow the tape.Post-task activities:1. Have a competitionDivide the class into four groups, and let the students read group by group, to see which group is the best one.2. read the rhyme together.Consolidation:Read this unit together, and invite some students to read.Homework:Listen and read this page at least five times.Lesson 6 4.5Review unit 3 & do the workbook.Step 11. Free talk:I see …what do you see?How many …?What colour is it?3. Review the words.Have a competition to see which group can read the best.Step 2. Review the sentences.Show the sentences and then let the students read it. Invite some students to read. Step 3. do workbook.Step 4 homeworkListen and read this unit for three times.Unit 4 postman and policemanLanguage targets:1. Students can use imperative to give simple instructions:Follow me.Turn right.Turn left.2. Using formulaic expressions to identify peoplee.g.: he is a postman.3. Asking yes/no questions to identify people:e.g.: is he a postman?4. Students can read and say the words:Postman, policeman, driver, fireman, milkman, tall, short5. Students can sing the song: he is a postman.4. 7Lesson 1Learning skills:1. Students can use imperative to give simple instructions:Follow me.Turn right.Turn left.Learning materials:Tape recorder, cards, …Learning course:Pre-task preparation:1. Free talkI have got a book, what have you got?I see a … what do you see?What colour …?How many …?2. Sing a song.One little two littleThree little rabbitsFour little five littleSix little rabbits…While-task procedure:1. Show the letter “A”, do you know how to read it? Follow me, A. then show “b”, ask the students follow the teacher to read to teach the new phrase: follow me.2. Let the students read together. Then invite some students to read this sentence.3. Show a puppet, then say: turn right, turn left to it. Do several times and let the students know the meaning.4. Then let the students do together with the teacher. Then ask the students to follow you to read.5. Invite some students to read these two sentences.6. Read these three sentences together.Post-task activities:1. Play the tape and get the students to read the sentences on page17.2. Read follows the teacher.3. Invite some students to read.Consolidation:1. Have a competition to see which group is the best reader.2. Play high voice and low voice.3. Play somin says.Homework:Listen and repeat this page at least five times.4.11Lesson 2Learning skills:1. Using nouns to identify people’s occupationse.g.: postman, policemanLearning materials:Tape recorder, cards….Learning course:Pre-task preparation:1. Free talkI have got a book, what have you got?I see a … what do you see?What colour …?How many …?2. Play simon says.Turn left, turn right…While-task procedure:1. miss shen is a teacher. Look at this picture; do you know who is it? To teach the newwords.2. Put the words on the blackboard; read the words get the student read follow the teacher.3. Play a game: magic eyes & what’s missing.Post-task activities:1. Play the tape, let the students read follow the tape.2. Read follows the teacher.3. Invite some students to read.Consolidation:1. Have a competition to see which group is the best reader.2. Have a competition to see who the best reader is.Homework:Listen and read this page at least five times.4.12Lesson 3Learning skills:1. Using formulaic expressions to identify people:e.g.: he is a postman.2. Asking yes/no questions to identify people:e.g.: Is he a postman?Learning materials:Tape recorder, cards …Learning course:Pre-task preparation:1. Free talkI have got a book, what have you got?I see a … what do you see?What colour …?How many …?2. Review the phrase on page 17, and review the words on page 19.3. Invite some students to read.While-task activities:1. Show a card, ask the students: is he a …? Enco urage students answer: yes or no.S: yes, he is a …S: no. then the teacher ask who is he? He is a …2. Show a card: is he a … he is a … let the students read follow the teacher to read.3. Invite some students to read, correct the pronunciation.Post-task activities:1. Play the tape, let the students read follow the tape.2. add some sentences: he is a driver.He is a fireman.He is a postman.……3.let the students read in order, read together.4.invite some student to read.Consolidation:Invite some students come to the blackboard, and hide a card, let the other students guess. Homework:Listen and read this page at least five times.4.14 Lesson 4Learning skills:1. Using formulaic expressions to identify people:e.g.: he is a postman.2. Asking yes/no questions to identify peoplee.g.: is he a driver?Learning materials:Tape recorder, cards…Learning course:Pre-task preparation:1.put a toy gun, a big bag of letters, a box of milk, a paper steering-wheel and a toyfire-engine on the table. Put the word cards for “policeman”, “postman”, “driver”, “milkman”, “fireman”, “tall ”, and “short”, into abox that has an opening on the top .Have students take turns in drawing out a word card. Tell them to take the appropriate object or do an action so that others can guess what that word is.2. Put up the word cards on the board. Across from them put the corresponding picture cards but in a different order . let students come up to match them.While-task procedure1. Choose five boys to come to the front. Each is given a representative object for the five kinds of people who help us.2. Play the music while passing around the class five cards with sentences written on them,e.g. He is a postman. When the music stops, the students who happen to have the five cards in their hands need to walk out, find the right boys in the front and stand beside them.3. When every boy in the front has been identified, get the rest of the class to point to each of them and say’ he is a’4. Play the matching game until most of the students have the chance to match a sentence with the person it describes.5. Open the Student’s Book to page 20. Play the cassette tape. Students listen and point to each person when the sentence describing him is being read out.Post-task activityShow some photos of the five kinds of people who help us. Have the students ask and answer questions about them in pairs, e.g.S1:Is he a driver?S2:Yes. Is he a postman?S1:No.ConsolidationWorkbook page 15: Tick the correct sentence.4.18 Lesson 5Learning skills:1. Students can use formulaic expressions to identify people:e.g.: he is a policeman.2. Using adjectives to describe people:He is tall.3. Using formulaic expressions to take leave:Goodbye.Learning materials:Tape recorder, cards…Learning course:Pre-task preparation:1. Free talkIs he a postman?How many..?What colour is it?2. Review the words and sentences on page 20.A, show the words, let the students read one by one.B, show the sentences. Let the students read one by one.While-task procedure:1. Show a card, ask the students: is he a postman? Encourage students answer: yes, he isa postman./ no, he is a …2. Point to a student and ask students: is he tall/ short? Encourage students answer: he is tall. He is short.3. Today, let’s learn a song, ok?4. Turn to page 21. Let students read by themselves. Then read follow the teacher. Sentence by sentence, then read paragraph by paragraph.5. Let the students read together.6. Play the tape; let the students listen to the tape together.Teacher sings the song first, then let the students sing the song sentence by sentence follow the teacher. Follow the teacher, sing the song together.Post-task activities:1. Sing the song in role. Boys and girls, to see which role is better. Then girls first, sing the song.2. Sing the song together.3. Clap and sing.Consolidation:1. invite some students to sing the song.Homework:Listen and sing the song at least five times.4.19 lesson 6do workbook and analisys.Unit 5 doctor and nurseLearning targets:1. Using imperatives to give simple instructions:e.g.: listen to me.2. Using formulaic expressions to identify people:e.g.: she is a …3. Ask yes/no questions to identify people:e.g.: is she a …?4. Using nouns to identify people:e.g.: doctor, young, nurse, cook, old.5. Using imperatives to give simple instructions:e.g.: look at the doctor.6. Using adjectives to describe people:e.g.: all very old.4.25 Lesson 1Learning skills:1. Using imperatives to give simple instructions:e.g.: listen to me.Learning materials:Cards, tape recorder, …Learning course:Pre-task-preparation:1. Free talkIs he a …?How many …?2. Play a game: Simon says.Review the action s: open your book, close your book, face, mouth, nose, eye, ear…While-task procedure:1. Show a card: open your mouth, invite some students to read, to see if they can read or not.2. Teacher read it without sound, student imitate the pronunciation and read. Read follow the teacher several times.3. Look at the picture, look at the picture, is she a policeman? Is she a …? She is a doctor. Teach the word, invite some students to read.4. Show a card of a nurse, ask some students: is she a doctor? No, she is a nurse. Teach the title: doctor and nurse, invite some students to read.5. Teacher show a card, read and act: listen to me. Read several times, and invite some students to read.6. When you see a doctor, how she/he say: say “ah”. Invite some students to read. Post-task activities:1. Teacher act the actions, students say the orders. Invite some students to say.2. Play the tape, let the students listen to the tape, try to read follow the tape.3. Read follow the teacher. Then let the students read by themselves.4. invite some students to read the sentences.Homework:Listen and read this page for 5 times.4.26 Lesson 2Learning skills:1. Using nouns to identify peoplee.g.: doctor, nurse, cook…2. Using adjectives to describe people:e.g.: old, yo ung…Learning materials:Tape recorder, cards …Learning course:Pre-task preparation:1. Free talkPoint to the card: is he/she a …?What do you see?2. Review the sentences on page 22.Let the students read together. Then invite some students to read.While-task procedure:1. Show a card, who is he/she? She is a doctor/nurse.2. Show a cook, ask the students: is she a doctor/nurse? No, she is a cook. Invite some students to read, let the students act and cook.3. Put on the wall chart for page 3, point to Sam’s father and say: this is Sam’s father. He is young. Then point to Sam’s grandfather and say: this is tom’s grandfather. He is old. Repeat for students to read.4. Teacher act old and young, let the students say as quick as they can. Hold up the picture cards for “old” and “young”. Say the words slowly and clearly for the students to follow.5. Point to Sam’s mother on the wall chart and ask the students: is she young? To clients “yes”. Then point to Sam’s grandmother and ask: is she young? Encourage s tudents to answer: no, she is old.6. Let the students listen and repeat follow the teacher.7. let the students listen to the tape, and read follow the tape, try to imitate the pronunciation.Post-task activities:1. play magic eyes.2. Invite one student come to the blackboard, and hide one card, let the other students guess who is he/she?3. have a competition. Divide the students into three groups, and then invite one student each group, to see who is the best reader.Consolidation:1.Read these words together.2.invite some students to read.Homework:Listen and repeat this page at least three times.4.28 Lesson 3Learning skills:1. Students can use formulaic expressions to identify people:e.g.: she is a nurse.3. Asking yes/no questions to identify people:e.g.: is she a cook?Learning materials:Tape recorder, cards, …Learning course:Pre-task preparation:1. free talkWhat colour is it? Is it blue?How many …?Is he a …?2. Review the words.Let the students read together. Then invite some students to read, then read these words one by one.While-task procedure:1. Show a card, review the structure: is he a …?2. Show a card, say slowly to the students: is she a …?3. Invite some students to say the difference of him/her. He is standing for a man or a boy, she is standing for a women or a girl.4. Show a cook card, ask the students: is she a nurse?5. show a nurse card, ask students: is she a cook? Encourage students to answer: no, she is a nurse.6. Ask students to open their English book, listen to the tape carefully.7. Read follow the tape, then read follow the teacher. Read by themselves, if you can’t read the sentences, ask the teacher.8. Read this page together. Then invite some students to read.Post-task activities:1. Teacher show a car d, ask the students: is he/she a … let the other students to answer.2. invite a student come to the blackboard, ask other students: is he/she a …? Consolidation:1. Have a competition. To see which group is the best reader.2. read this page together.Homework:Listen and read this page at least five times.4.29 Lesson 4Learning skills:1. Asking “yes/no” questions to identify people:e.g.: is she a doctor?2. using adjectives to describe people”e.g: she is young.ing imperatives to give instructions:e.g: open your mouth.4. using formulaic expressions to express thanks.e.g: thank you, doctor.Learning materials:Tape, cards, …Learning course:Pre-task preparation:1. Free talkIs he/she a …?What colour is it?2. Review the words.A, let the students read these words together.B, have a competition to read the words.While-task procedure:1. Show a picture of a young doctor, ask the students: is she a doctor?Is she old or young? Encourage students to answer: she is young.2. Teacher acts a doc tor, come to a student, let the student: open your mouth, say “ah”. The teacher says: you are fine. Repeat several times. Let the students read together. Invite some students to read.3. Let the students respond the teacher: thank you, doctor.4. Let the students open their English book, turn to page 25. Listen to the tape, listen and repeat follow the tape.5. Let the students read follow the teacher, read by themselves. Read together.Post-task activities:1. Have a competition.Teacher hold six phrase cards, invite one student each group to have a competition, to see which group is the best one.2. Read together. Invite some students to read.Consolidation:Ask students act and say. One act one say, then change the roles.Homework:Listen and repeat at least five times.4.30 Lesson 5Learning skills:1. Using imperatives to give simple instructionsE.g.: look at the doctor.2. Using adjectives to describe people:e.g: all very old.Learning materials:Tape recorder, cards…Learning course:Pre-task preparation:1. Free talkIs she/he a …Is she/he young/old?2. review the words.Let the students read together, invite some students to read, then have a competition to read these words.While-task procedure:1. Stick the cards on the blackboard: doctor, nurse, cook, book. Point to each picture and say “she is a doctor. She is a nurse. She is a cook. This is a book.”2. Let the students look at the doctor, she is old. What is she doing? She is reading a book. The book is about a nurse and a cook. Today we will learn a rhyme about the old doctor.3. Let the students look at these pictures and teach the phrases: look at, read a book, about, a nurse and a cook, all very old.4. Let the students read these words together, then invite some students to read.5. Teacher put these words on the blackboard, and then let the students follow the teacher to read.6. play the tape, let the students listen to the tape and read follow the tape.7. play the tape again, students follow and say the rhyme in lines. Encourage the students to say the rhyme with you with actions.Post-task activities:1. invite some students to act out the rhyme. Students vote for the best performer.2. divide the class into groups, have each group act out the rhyme to the class. The best group will be the winner.Consolidation:Read this rhyme together.Homework:Listen and read this rhyme at least five times.5.8 Lesson 6Step1:Do workbook of unit 5Step 2:Analysis the workbook.Homework:Read this unit three times.。
最新《牛津小学英语》1BU2教案
单元分析：本单元主要围绕How are you ?及其相应的应答句展开教学。
综观1A和1B，从以前学的Hello /Hi! ， Good morning /Good afternoon， Goodbye !/See you .，到本单元的How are you ？互致问候的礼貌用语贯穿始终。
除问候语之外，还复习巩固了以前学过的交际用语。
随着学生学习内容的增多，教师在教学过程中应经常复习学过的问候语，并鼓励学生在平时的生活、学习中尽量用英语互致问候，自觉将所英语运用于日常交际中。
一．教学内容《牛津小学英语1B》第二单元二．教学目标1能听懂、会说单词good, fine, well。
2能听懂、会说句型：How are you? I’m fine/good/well, thank you.3能正确地运用日常交际用语How are you? I’m fine/good/well, thank you 并能在相应的场合自如地表演运用。
4 能够听懂、会说字母Cc，Dd，并通过例词感知字母的读音。
三．教学重点1能正确地听、说单词good, fine, well.2能正确运用How are you? I’m fine/good/well, thank you进行交际。
3能听懂、正确读出字母Cc，Dd，并能知道这两个字母在单词中的基本发音。
4能够演唱课文中的歌曲《How are you？》四．教学难点能熟练地运用该交际用语，并能自如地运用在适合的场景。
第一课时一. 教学内容《牛津小学英语1B》第二单元, 第一课时（Learn to say, Look and learn, Sing a song）二教学目标1能听懂、会说句型：How are you? I’m fine, thank you.2能听懂、会说单词good, fine, well，并初步能在句型中用I’m good/fine/well.对How are you?进行应答。
牛津英语1b教案
牛津英语1b教案教案标题：牛津英语1b教案教案目标：1. 学习并掌握牛津英语1b教材中的单词、句型和语法知识。
2. 提高学生的听、说、读、写的能力。
3. 培养学生的英语学习兴趣，培养他们的自信心。
教学重点：1. 学习并掌握教材中的重要单词和短语。
2. 学习并运用教材中的句型和语法知识。
3. 培养学生的听力和口语表达能力。
教学准备：1. 牛津英语1b教材及相关教学资源。
2. 多媒体设备和投影仪。
3. 学生课本、练习册和学习笔。
教学过程：一、热身活动（5分钟）1. 与学生打招呼，引导学生用英语回答简单的问候语。
2. 进行一些简单的口语练习，如问候、自我介绍等，以激发学生的学习兴趣。
二、新课导入（10分钟）1. 利用多媒体展示教材中的图片，引导学生观察并用英语描述图片中的内容。
2. 引导学生猜测新单词的意思，并与学生一起学习新单词的发音和拼写。
三、教学主体（30分钟）1. 听力训练：播放教材中的听力材料，学生跟读并回答相关问题。
2. 句型和语法讲解：结合教材内容，讲解和练习相关的句型和语法知识。
3. 词汇和语法练习：通过教材中的练习题，巩固学生对单词和语法的理解和运用能力。
四、巩固练习（10分钟）1. 给学生分发练习册，让他们在课堂上完成相关练习。
2. 教师巡回指导学生，解答他们在练习中遇到的问题。
五、拓展活动（10分钟）1. 利用多媒体展示与教材内容相关的图片或视频，引导学生进行讨论和交流。
2. 组织学生进行小组活动，让他们用英语表演教材中的对话或情景。
六、课堂总结（5分钟）1. 对本节课的重点内容进行总结，并与学生一起复习。
2. 鼓励学生提问和回答问题，激发他们对英语学习的兴趣。
教学延伸：1. 建议学生在课后继续复习和巩固所学内容。
2. 鼓励学生使用英语进行日常交流和实践。
教学评估：1. 教师通过课堂观察和学生练习册的批改来评估学生的学习情况。
2. 教师可以通过小组活动和课堂表演来评估学生的口语表达能力。
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。
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】。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
牛津小学英语1B全册教案
学情分析
（一）本学段学生认知水平
一年级学生刚刚接触英语，大部分学生对英语有着浓厚的兴趣，从上个学期的教学情况来看，一年级学生注意力容易分散，学习习惯较难培养，同时也有少数学生由于种种不同的原因，如课堂上不能专心听讲，回家不能自觉听录音模仿等，觉得在学习上有困难，本学期必须在继续培养学生学习兴趣和听说能力的同时，采用符合学生心理特点的教学方法和教学手段，坚持听说领先，有计划地培养学生的读写能力，特别对于个别学习上有困难的学生，教师要耐心采取积极鼓励的方法，创设生动活泼的课堂气氛，调动他们的学习积极性。
（二）重点指导内容
能听、说、读、写英文字母Aa – Zz，能比较熟练地运用所学的日常交际用语。
多运用―玩、演、视、听‖等项目。
通过组织内容丰富、形式多样的活动，如朗诵、唱歌、听故事、表演等活动，促进学生掌握英语。
新课程标准要求
情感目标
1、使学生对英语学习产生兴趣
2、初步形成学习英语的良好习惯
技能目标
听1、能听懂教师通过眼神、体态、图片等帮助所表达的课堂教学用语、课本上提示语并作出相应反应
2、能根据所听到的缩写字母组合、词语识别或指认周围的人、物或图片
3、能听懂他人的指令并作出相应的动作
4、能在图片和动作的提示下听懂简单的课文复述或小故事
说1、能相互问候和道别
2、能就他人的关心和帮助表达自己的谢意
3、能进行简单地自我介绍
4、能向他人简单地介绍自己的家人、朋友或物品
5、能向他人发出简单的指令
6、能邀请他人或就他人的邀请表达自己的意愿
7、能用简单的词语表达自己的意愿或情感
8、能根据图、文说出单词和短句
9、能根据表演猜意思、说短语
10、能询问时间并做出相关的应答
11、能表达20以内的数字以及简单的数字加、减
12、能简单表达售货、购货的意愿
13、能唱简单的英文歌曲8-10首、说韵文6-8首
14、能根据课文提供的情景表演相关的对话
15、能结合生活实景，运用自己所学过的语言知识与他人进行简单地交流，
语音语调基本正确
读1、能跟读课文内容并进行模仿
2、能在教师的帮助下认读简单的单词和短句
3、能在教师的帮助下拼读简单的单词
写1、能规范书写英语字母
2、能结合字母教学书写简单的词语
本册教材介绍
教学目标：
1、能按要求掌握所学单词，能按要求掌握所学句型，能使用日常交际用语，活用句型，进行简单的交流，做到大胆开口，读音正确。
2、养成听英语、读英语、说英语的习惯，认真模仿语音、语调，以逐步培养语感。
能在任务型学习的过程中运用相关的语言知识，完成某项任务，并促使语言能力的提高。
教学内容：
教材特点
《牛津小学英语》1B共出现了个人情况、学校生活、家庭人员、文具、动物、运动、交通工具、数字、地点等近10个话题，问候、介绍、确认物品、命令、祝愿、感谢、询问、建议等近10个语言功能项目，陈述句、一般疑问句、特殊疑问句、祈使句等约10个句型以及41个词语（单词表），还提供了5首英语歌曲和5首英语歌谣。
除此之外，《牛津小学英语》1B还呈现了A-Z 26个英文字母。
版块特点
《牛津小学英语》1B共10个单元，Learn to say 通过情景对话，着重训练听说技能，培养用英语进行简单口头交流的能力；同时呈现话题、日常交际用语和词语等。
Look and learn 通过按话题归类和图词结合的方式，形象生动地呈现词语。
Look and read提供字母的大小写形式，并通过例词让学生感知字母的读音。
Sing a song / Say a rhyme通过唱歌曲、说歌谣，激发兴趣，活跃身心，巩固所学内容，培养语感和听说能力。
总的来看，歌曲比较优美动听，歌谣比较明快流畅。
Play a game / Do a survey通过游戏、调查等多种活动，活跃课堂气氛，增强学习兴趣，巩固所学内容，培养听说、思维、动手等能力。
教学重难点
1、能按要求掌握所学的单词、句型。
2、能运用日常交际用语，活用四会句型，进行简单的交流，并做到大胆开口，发音正确，所用话语与场合符合。
3、能在图片、手势、情景等提示的帮助下听懂清晰的话语和录音。
4、养成良好的听英语、读英语、说英语的习惯，能自觉地模仿语音、语调，逐步培养语感。
5、能在任务型学习的过程中运用相关的语言知识，完成某项任务，并促进语言能力的提高。
6、能演唱已经学过英语歌曲，朗诵已学过的歌谣。
教学进度表
第一单元目标分析
一、单元教材分析
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。
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。
二、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。
（3）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。
（4）能听懂、会说、会读字母Aa,Bb。
（5）会唱歌曲What`s your name？
三、情感目标
（1）培养学生对英语的热爱之情。
（2）激发学生的英语学习兴趣。
（3）培养学生的交际能力和语言的表达能力。
四、教学重点和难点
（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）能听懂、会说、会读字母Aa,Bb。
第二单元目标分析
第三单元目标分析
第四单元目标分析
第五单元目标分析
第六单元目标分析
第七单元目标分析
第八单元目标分析
第九单元目标分析
第十单元目标分析。