牛津阅读树典范英语 1a_05
1AUnit5OxfordEnglishBookUnit5(thethirdperiod)
1AUnit5OxfordEnglishBookUnit5(thethirdperiod)一、教学说明：1. 通过第一、二教时的学习，学生已经学会说八种水果的名称，并能表达自己喜欢吃什么水果，在开展教学活动中，学生参与活动的积极性明显提高。
2. 本课是继续学习有关水果的单词，如banana, pineapple；学生也可以用一些简单句式，如smell the ……fell the ……或taste the ……来表述自己的意愿。
或用is this a/an…? 句式进行提问。
二、教学内容:1)认知内容：a.) 会听说单词banana, pineapple.b.）能听懂指令: smell the melon. feel the apple. taste the peach. 并能做出反应。
c.）能用is this a/an……? yes, it is. no, it is not.进行问答。
2）能力要求：a)能用所学水果单词结合句式smell the……, feel the……, taste the……给出指令。
b) 在学习和生活中能用所学句型表述自己的意愿。
c) 能用is this a/an…? 句式对身边的物品进行提问。
3）情感态度：在唱英语歌曲的过程中体验学习英语的快乐，同时养成爱吃水果和与别人分享水果的美好情感。
三、教学步骤：procedurescontentsmethodspurpose1.pre-task preparationwarmer1．sing a song1.sing the song by actions.“an apple”大多数学生已经会唱歌曲，这时可以配上动作让学生更能体会歌曲的含义。
2. greetings2.greetings.teacher and students greet each other.3. review3. review.1)students review the words by reading the cards.2)game: what’s the missing？通过玩“记忆游戏”来复习所学单词，激发学生的学习兴趣。
《典范英语》(1a-L5)中文教案
《典范英语》（1a-L5）教学参考A Good Trick教学参考的目的在于为实验课提供一个基本的思路和框架，帮助实验教师更好地把握课题理念。
课题组鼓励实验教师结合学生的实际情况适当做出调整，将实验课上出特色。
一、教学目标1. 语言能力目标：学生能够读懂故事情节；惟妙惟肖地模仿录音；绘声绘色地独立朗读故事；能够看图说出故事中的实物名称（rug, sheet, big box, little box）；掌握字母“b”的拼读规律。
2. 非语言能力目标：让学生在故事中体验变戏法的乐趣；通过观察Biff和Chip表演变戏法，培养学生的观察能力和预测能力；使学生在表演中提升学习兴趣，培养表达能力。
二、课时安排要求每周不少于两课时，每课时至少完成一个故事。
三、教师要求1.教师课前须熟读故事，了解本课故事内容。
2.对于较难的单词，教师可板书，并配合动作和表情帮助学生理解。
3.全英文授课。
四、教学用具多媒体设备、CD机、课件（课题组提供）、彩色打印的故事截图（见附录）、人物头饰（Biff, Chip）、人物图（Kipper）、毛绒玩具、小地毯、床单、大盒子、小盒子、小小盒子、小球。
五、课堂教学基本步骤1. 导入（Lead-in）：了解“trick”的含义，激发学生对变戏法的兴趣教师表演“大盒子套小盒子”变戏法，在师生互动中激发学生兴趣，让学生体会“trick”的含义。
（1）教师在课前准备好大盒子、小盒子、小小盒子和一个小球，把球装进小小盒子，把小小盒子套入小盒子，最后把小盒子套入大盒子。
（2）把套好的大盒子呈现给学生，提问：What is it? It is a box. It is a big box. 然后请学生猜：What’s in the box? （BQ: Is it a book? Is it a pen?）（3）打开大盒子，取出小盒子，提问：What is it? Oh, it’s a small box. What’s in the small box? （BQ: Is it a teddy bear? Is it a doll?）（4）打开小盒子，取出小小盒子，提问：Look! It’s a smaller box. What’s in the smaller box? （BQ: Is it another box?）（5）打开小小盒子，取出小球，提问：What is it? It’s a ball.之后，教师导入故事：I did a trick just now. Do you like the trick? Is it a good trick? （请学生自由回答）There is another trick in our book. Let’s learn the story A Good Trick.（教师板书故事标题）2. 看图讲故事（Storytelling）：理解故事情节，观察细节，预测情节，体会乐趣教师利用课件逐幅播放故事图片，并用丰富的表情、生动的英文和适当的肢体语言给学生绘声绘色地讲故事，引导学生仔细观察图片，预测故事情节，感受游戏的乐趣。
牛津阅读树1级(31本)目录之欧阳主创编
牛津阅读树1(31本)目录1-1 Big Feet.1-2 Go Away, Floppy.1-3 Hide and Seek.1-4 Kipper's Diary.1-5 Look at Me.1-6Reds and Blues.1-7Good Gog.1-8 See Me Skip.1-9 The Ice Cream.1-10 The Mud Pie.1-11 What a DIN!1-12 Floppy's Bone.1-13 One Wheel.1-14 The Box of Treasure 1-15 The Sandcastle1-16 Go Away, Cat.1-17 Go On ,Mum!1-18 Look After Me.1-19 Presents for Dad.1-20 Top Dog.1-21 What Dogs Like1-22 Goal!1-23 Making Faces.1-24 What a mess!1-25 Shopping.1-26 The Journey.1-27 Fancy Dress.1-28 Push!1-29 The headache.1-30 The pet shop1-31 At the Park.1-1BIG Feet.Come and look at this.Come and look at this.Is it a big monster?Come and look at this.Is it a big dinosaur?Come and look at this.Is it a big giant?No. It is Dad.1-2 Go Away,Floppy.Go away, Floppy.Go away, Floppy.We are skipping.Go away, Floppy.We are painting.Come back, Floppy. Floppy, come back.We are sorry.1.floppy[英] [ˈflɔpi:] adj.松软的；懒散的1-3 Hide and Seek.Can you see us?Can you see me?Yes, I can see you.Can you see me?Yes, we can see you.Can you see me?Yes, we can see you.We can all see Dad.1-4 Kipper's Diary.Monday: It was a wet day.Tuesday:It was a windy day. I went to the shops.Wednesday:It was a sunny day. I went to the pool.Thursday: It was a hot day. I went to the park.Friday: It was a fun day.2.Kipper [人名] 基珀1-5 Look at Me.Look at me, Mum.Look at me, Mum. Look at me on my bike.Look at me, Mum. Look at me on my bike.Look at me, Mum. Oh,no!Look at me!1-6 Reds and Blues.We are all in red.We are all in blue.Come on the reds! Come on the blues!Who is in red? Who is in blue?We are all muddy.3.muddy[英] [ˈmʌdi] adj.泥泞的；暗的；模糊的；糊涂的1-7Good Gog.I’m a good dog. Look at me.I’m very good, as you can see.You say, “Sit,” I sit. That’s it.If you call, I get the ball.You say, “Stay,” I stay. That’s that.But not if Ican see a cat.1-8 See Me Skip.See me skip.This is the way. I like to do this every day.“Come on, Dad. Can you skip too?”“Yes, I can. I skip like you.”“Look at me. Look at me go!”“Look out, Dad!”Oh no!Oh no!4.skip [英] [skip] vi.跳；跳绳；悄悄溜走；快速转移1-9 The Ice Cream.Can I get an ice cream? Yes, I can.Come on, run to the ice cream van.I want the big one. Look at that!Look out, Kipper! Oh no!Splat!5.splat[英] [splæt] n.啪哒声1-10 The Mud Pie.This is mud in my hand.Put in water. Mix in sand.Tip it out. Pat it flat.This is a mud pie … not a hat.6.tip[英] [tip] vt. 倾斜，翻倒；装顶端1-11 What a DIN!Biff has a pan and a big, red pot.Chip has a tin. What has Kipper got?Kipper has a can. Dad has a bin.Bang, crash, hang! What a din!What a din!7.Biff[英] [bif] 比夫8.Chip[人名] 奇普9.tin[英] [tin] n.罐头盒；10.can[英] [kæn, kən] n.罐头；（用金属或塑料制作的）容器；（马口铁或其他金属制作的）食品罐头11.bin[英] [bin] n.箱子，容器；二进制；垃圾箱；12.bang[英] [bæŋ]vi.发出砰的一声，砰砰作响，砰地敲[推，扔]；13.crash[英] [kræʃ]vt.& vi.（使）猛撞，（使）撞毁14.hang[英] [hæŋ] vi.悬垂；被吊死；附属，依靠；悬而未决15.din[英] [dɪn] n.喧闹声1-12Floppy's Bone.Floppy had a bone.A dog took the bone. Floppy ran after the dog.“Come back!” said Mom. She ran after Floppy.“Come back!” said Dad. He ran after Mum.“Come back!” said Biff and Chip. They ran after Dad.The dog stopped. A big dog took the bone.The big dog ate the bone. Oh no!1-13One Wheel.“One wheel,” said Chip.“Look,” said Chip. “One wheel”“Look,” said Mum. “I am on two wheels.”“Look at me,” said Kipper. “I am on three wheels.”“Look at me,” said Biff. “I am on four wheels.”“Look at Dad,” said Mum. “He is on one wheel.”“Oh no,” said Dad. “No wheels.”1-14The Box of TreasureDad had a map.He hid the map in the sand.Biff found the map. “It is a treasure map,” she said.The map said, “Dig here.”“Dig here.” said Biff. Chip dug in the sand.Chip found a box. “Is it a box of treasure?” he said.No. It was a box of sweets!16.hid[英] [hid] hide的过去式和过去分词1-15The SandcastleChip had a box.He put sand in it. “Pat it flat,” he said.Kipper had a box. He put sand in it.Biff had a bucket. She put sand in it.Biff put the bucket on top. “Good,” she said.It was a sandcastle. It was a good sandcastle.It was the best sandcastle.17.sandcastle[英] [ˈsænd kɑ:s(ə)l] n.沙塔18.bucket[英] [ˈbʌkit] n.水桶；1-16Go Away, Cat.Go away, little cat.Go away, little cat. A dog is coming.Go away, little cat. A big dog is coming.Go away, little cat. Floppy is coming.Oh, no!1-17Go On,Mum!“Go on, Mum,” said Chip.“Go on, Mum,” said Biff. “I am going,” said Mum.“Go on, Mum,” said Kipper. “I am going,” she said.“Go on, go on,” said Dad. “I am going,” said Mum.“I am not going again.”1-18 Look After Me.This is Kate.She went up the net. “I like this,” she said.She went on the slide. “I like this,” she said.She went up the ladder. “I like this,” she said.“We like this,” said Biff.1-19 Presents for Dad.This is for Dad.This is for you, Dad. It is a bunch of flowers.This is for you, Dad. It is a box of chocolates.This is for you, Dad. It is a bunch of grapes.This is for the best Dad of all.1-20 Top Dog.Look at all the dogs.We like this dog. This is a little dog.We like this dog. This is a big dog.We all like this dog. This is a top dog.We like Floppy best of all.1-21 What Dogs LikeDogs like to play.They like to walk. Floppy likes to walk.They like to sleep. Floppy likes to sleep.They like to run. Floppy likes to run.Floppy hates this1-22 Goal!It was a cold day.Everyone got wet. Everyone got cold.Floppy got tired. Kipper got miserable.Mum got cross.Dad got a goal.中频词，你记住了吗？19.miserable[英] [ˈmizərəbl] adj.悲惨的；令人痛苦的；20.cross[英] [krɔs] adj.坏脾气的，易怒的；相反的，反向的1-23 Making Faces.Dad was fierce.Chip was sad.Biff was good.Mum was frightened.Kipper was hungry.21.fierce[英] [fiəs] adj.凶猛的，残忍的；猛烈的；狂热的1-24 What a mess!Mum made a dress.Dad made some jam.Chip made a scarf. Biff made a lorry.Kipper made a birthday card.Everyone made a mess.22.lorry[英] [ˈlɔri] n.运货汽车，机动卡车1-25 Shopping.Chip wanted some sugar.He went to the supermarket. He got some crisps.He went to the shop. He got a comic.He went to the market. He got a ball.He forgot the sugar.23.crisp[英] [krisp] n.<英>炸马铃薯片；松脆物1-26 The Journey.“I’m bored,” said Kipper.“I’m hungry,” said Biff.“I’m thirsty,” said Chip.“I’m cross,” said Dad.“I’m lost,” said Mum.“Hooray!” said everyone.1-27 Fancy Dress.Mum was a scarecrow.Biff was a pirate. Chip was a pirate.Kipper was an angel.Dad was a chicken.Everyone was happy.1-28 Push!The car was stuck.Mum pushed it.Biff and Chip pushed it. Mum pulled it.The tractor pulled it.Oh no!24.tractor[英] [ˈtræk tə] n.拖拉机；牵引器1-29 The headache.Dad had a trumpet.Chip had a drum.Biff had a recorder.Kipper had a guitar.Mum had a headache.25.trumpet[英] [ˈtrʌmpit] n.喇叭；小号；26.recorder[英] [riˈkɔ:də] n.录音机；记录员，记录者；记录器；八孔直笛1-30 The pet shopEveryone wanted a pet.Chip wanted a rat. “Oh no!” said everyone.Biff wanted a spider. “Oh no!” said everyone.Biff wanted a snake. “Oh no!” said everyone.Everyone wanted a goldfish.1-31 At the Park.Everyone went to the park.Chip went on the slide.Biff went on the horse.Kipper went on the swing. Mum went on the see-saw.Floppy went to sleep.。
牛津树典范英语
牛津树典范英语The Oxford Reading Tree is a treasure trove of stories that has captivated young minds for decades. It's a series that grows with the reader, starting with simple narratives for beginners and blossoming into more complex tales for the advanced.Each book in the series is like a stepping stone, carefully designed to build confidence and fluency in language. The illustrations are as vibrant as the stories themselves, bringing characters to life and making the reading experience a visual delight.The stories often revolve around relatable characters and situations, making it easy for children to immerse themselves in the narrative. From the mischievous escapades of Biff, Chip, and Kipper to the educational adventures of Floppy the dog, every tale is a journey of learning and fun.As children progress through the levels, the vocabulary expands, and so does their understanding of the world. The Oxford Reading Tree not only teaches language skills but also imparts life lessons and moral values, making it an integral part of a child's educational journey.The series is also a testament to the power ofstorytelling in education. It shows that learning can be enjoyable and that books can be the best of companions. Formany, the Oxford Reading Tree is not just a set of books buta cherished childhood memory.In the digital age, the Oxford Reading Tree continues to stand out as a classic choice for parents and educators alike. It reminds us of the timeless joy of turning pages andgetting lost in the magic of a well-told story.For young readers, the Oxford Reading Tree is more than just a series of books; it's a gateway to a world of imagination and knowledge. It's a testament to the enduring power of good literature to inspire, educate, and entertain.。
牛津小学英语1AU5教案 1AU5教案及说课 Unit 5教案
Teaching Content:Unit 5 Fruitsthe first period Teaching Aims:To read and use the fruits in the sentences. Meaning points:Using nouns to identify objects.Difficult points:Respond to simple instructions.Pronounce words properly.Teaching Procedure:1.Pre-task preparation(1)Daily talk: Good morning/afernoon. Hello. Hi.How are you? I’m fine,thank you.How old are you? I’m ** years old.What’ s your name? I’m ***.Nice to meet you. Nice to meet you, too.(2)Listen and act: Open your book…Raise your hand…Touch your arms…Stand up, please.Sing, sing, I can sing.2. While-task procedure:(1) Show the PPT.T: Boys and girls, this is a fruit shop. Do you like fruits?S: Yes.T: O.K. You can choose your favourit fruit in the fruit shop. Who will try?Let pupils choose favourit fruits and teach the fruit the pupils choose.S: 生梨。
典范英语目录(第一册至第五册)
47 48 49 50 51 52 53 54
The Box of Treasure One Whe Picnic Time Dad's Birthday Mum's New Hat
典范英语1a中文对照版
典范英语1a中文对照版《典范英语 1a 中文对照版》典范英语 1a 是一套备受欢迎的英语学习教材，对于英语初学者来说，它是开启英语学习之旅的重要钥匙。
在这套教材中，每一个故事都充满了趣味和教育意义。
比如《Whois it?》这个故事，通过简单的对话和有趣的情节，让孩子们学会了辨认人物。
英文原文是：“Look at the door Who is it? Oh, it’s Floppy Lookat the window Who is it? Oh, it’s Biff”对应的中文是：“看看门。
这是谁？哦，是弗洛皮。
看看窗户。
这是谁？哦，是比夫。
” 这样简单而直接的表述，让孩子们能够轻松理解和模仿。
再比如《Six in a Bed》，讲的是一家人在床上的温馨场景。
“Mum and Dad Mum, Dad, Kipper, Chip, Biff and Floppy Six in a bed ”中文意思是：“妈妈和爸爸。
妈妈，爸爸，基珀，奇普，比夫和弗洛皮。
六个人在床上。
” 孩子们在学习英语的同时，也能感受到家庭的温暖和亲情。
典范英语1a 中的插图也是一大亮点。
色彩鲜艳、生动形象的图片，能够吸引孩子们的注意力，帮助他们更好地理解故事内容。
比如在《The Pancake》这个故事中，图画展示了制作煎饼的过程，孩子们可以一边看着图片，一边学习英文描述：“The frying pan The flour The eggs The milk The butter The pancake” （“煎锅。
面粉。
鸡蛋。
牛奶。
黄油。
煎饼。
”）而且，教材中的语言重复率较高。
通过不断地重复关键语句和词汇，让孩子们能够自然而然地记住并运用。
像在《Hide and Seek》中，“Can you see me? Yes, I can Can you see me? No, I can’t”（“你能看到我吗？是的，我能。
你能看到我吗？不，我不能。
牛津树中文指导模板A级1-6课之欧阳法创编
牛津树stage1第1本指导书（6本书：At School ,Getting Up, Look Out!, The Haircut, The Lost Teddy, The Library）第一本：At School第一部分：Group or Guided reading指导阅读组：一，introducing the book(内容简介)1，朗读书名，看封面图片问孩子：Kipper在哪里？他在做什么？2，指着书名给孩子朗读并解释这个是故事的书名？3，看第1页问：Kipper想去上学吗？你认为他在学校后会喜欢学校吗？4，鼓励孩子谈论自己第一天上学时的经历。
二、strategy check读完后孩子能明白Kipper感受的变化吗？三，Independent reading独立阅读：1，翻到第1页，指着招牌问：你认为这个招牌是说什么呢？谈论在学校前面的这个招牌会说什么呢？然后朗读并解释这个招牌。
2，仔细看书，针对每页提问：这页发生了什么事？你认为Kipper觉得怎么样啊？3，看第8页问：Kipper想回家吗？Assessment: 4，检查孩子能否注意图片上足够信息，讲述并理解故事。
5，检查孩子能否打开书并从左到右朗读。
四，Returing to the text回故课文内容：1，让孩子仔细看书后，用他们自己的语言讲述一遍故事2，让孩子仔细看图片，找到玩具上的文字并问他们：能拼出第4页和第7页的字母吗？3，问孩子，你认为Kipper还想再去学校吗？并解释为什么还想去呢？第二部分：Group and Independent reading activities独立阅读活动组)Objective:1,说明并理解故事的要素如：主要人物、事情经过、故事开头。
2，提问，搞清楚；提问下列问题：(1)你可以告诉我书的封面在哪吗？(2)书的书名是什么？(3)故事的开头发生了什么？(4)故事的结尾发生了什么？(5)指给我看在哪页Kipper在玩做饭的游戏？（page7）.3,孩子能回想起故事的开头和结尾吗？4，让孩子想一下他们第一天在学校里的一件事？(1)问：你能记得第一天在学校做的第一件和最后一件事吗？(2)讨论一下他们最喜欢哪个活动在学校？5，在黑板上写下一句话：Kipper is at school, 让孩子随着你手指着的每个单词从左到右的方向大声朗读这句话。
牛津树中文指导模板A级1-6课之欧阳德创编
牛津树stage1第1本指导书（6本书：At School ,Getting Up, Look Out!, The Haircut, The Lost Teddy, The Library）第一本：At School第一部分：Group or Guided reading指导阅读组：一，introducing the book(内容简介)1，朗读书名，看封面图片问孩子：Kipper在哪里？他在做什么？2，指着书名给孩子朗读并解释这个是故事的书名？3，看第1页问：Kipper想去上学吗？你认为他在学校后会喜欢学校吗？4，鼓励孩子谈论自己第一天上学时的经历。
二、strategy check读完后孩子能明白Kipper感受的变化吗？三，Independent reading独立阅读：1，翻到第1页，指着招牌问：你认为这个招牌是说什么呢？谈论在学校前面的这个招牌会说什么呢？然后朗读并解释这个招牌。
2，仔细看书，针对每页提问：这页发生了什么事？你认为Kipper觉得怎么样啊？3，看第8页问：Kipper想回家吗？Assessment: 4，检查孩子能否注意图片上足够信息，讲述并理解故事。
5，检查孩子能否打开书并从左到右朗读。
四，Returing to the text回故课文内容：1，让孩子仔细看书后，用他们自己的语言讲述一遍故事2，让孩子仔细看图片，找到玩具上的文字并问他们：能拼出第4页和第7页的字母吗？3，问孩子，你认为Kipper还想再去学校吗？并解释为什么还想去呢？第二部分：Group and Independent reading activities独立阅读活动组)Objective:1,说明并理解故事的要素如：主要人物、事情经过、故事开头。
2，提问，搞清楚；提问下列问题：(1)你可以告诉我书的封面在哪吗？(2)书的书名是什么？(3)故事的开头发生了什么？(4)故事的结尾发生了什么？(5)指给我看在哪页Kipper在玩做饭的游戏？（page7）.3,孩子能回想起故事的开头和结尾吗？4，让孩子想一下他们第一天在学校里的一件事？(1)问：你能记得第一天在学校做的第一件和最后一件事吗？(2)讨论一下他们最喜欢哪个活动在学校？5，在黑板上写下一句话：Kipper is at school, 让孩子随着你手指着的每个单词从左到右的方向大声朗读这句话。
1AUnit5OxfordEnglishBookUnit5thefirstperiod
1AUnit5OxfordEnglishBookUnit5thefirstperiod一、教学内容1．认知内容：1）说单词apple, pear, orange, lemon,2）能够辨认所学单词，并能把图片和单词进行配对。
3）说句子this is a/an…that’s a/an…2．能力要求：能描述这些水果的特征。
3．情感态度：通过学生对本课水果单词的学习，培养学生每天吃水果的良好习惯。
使学生懂得多吃水果的益处。
三．教学步骤procedurescontentsmethodspurposepre-task preparationwarmer1.song “head, shoulder, knees and toes”2. daily talk3. listen and act.(tape and recorder)1.ps: sing with action2.t: ask pupils to answer the questions.3. t: ask the pupils to listen and follow the teacher. 1) sit down, please.2) raise your hand.3) put it down.4) show me your book.5) open your book.6) close your book.7) show me your pencil-box.8) open your pencil-box.9) show me your ruler.10) show me two pencils.11) close yourpencil-box.12) touch your arms.13) touch your toes.14) touch your shoulder.15) touch your head.16) wave your hand.17) clap your hands.通过歌唱引起学生学习兴趣，使他们迅速进入英语学习状态。