上海牛津英语3B上课学习教案
新版牛津英语3b教案
新版牛津英语3b教案
教案标题：新版牛津英语3b教案
教学目标：
1. 了解并掌握新版牛津英语3b教材中所涉及的词汇和语法知识。
2. 提高学生的听、说、读、写能力，培养他们的英语交际能力。
3. 培养学生的学习兴趣，激发他们学习英语的积极性。
教学重点和难点：
重点：教学重点在于让学生掌握新课文中的重点词汇和语法知识，培养他们的听说能力。
难点：对于一些学生来说，英语的语音和语调可能是难点，需要重点训练和指导。
教学准备：
1. 教师准备教材《新版牛津英语3b》课本和教学参考书籍。
2. 准备多媒体设备，如投影仪、音响等，以便进行听力和口语练习。
3. 准备相关的教学素材，如图片、卡片、课件等，以便辅助教学。
教学过程：
1. Warm-up（热身）：通过唱歌、游戏等方式引导学生进入英语学习状态。
2. Presentation（呈现新知）：教师通过多媒体设备呈现新课文，引导学生了解词汇和语法知识。
3. Practice（练习）：学生进行听力、口语练习，通过小组讨论、角色扮演等方式进行英语交际训练。
4. Consolidation（巩固）：教师组织学生进行课文朗读、单词拼写等活动，巩固
所学知识。
5. Extension（拓展）：教师引导学生进行相关的拓展阅读、写作等活动，提高他们的英语综合能力。
6. Summary（总结）：教师对本节课的重点进行总结，并布置相关的作业。
教学反思：
教师应根据学生的实际情况进行灵活调整教学内容和方法，关注学生的学习情况，及时进行评价和反馈，以便不断优化教学效果。
上海牛津英语3B教案
上海牛津英语３B教案Oxford English 3B teaching plan in Shanghai上海牛津英语３B教案前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和针对教学对象是小学生群体的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用，本文下载后内容可随意修改调整及打印。
module 1 unit 1 1st hourteaching aims:1.to develop an awareness and an enjoyment of the basic sounds of englishthrough saying a poem. （eda）2.to respond to something through making a simple object. （edb）3.to obtain and provide objects and information through simple interactivegames. （ide）education aims: good habits.teaching focus:ing nouns to identify different parts of the bodye.g. noseing modal verb ‘can/can’t to talk aboutabilitye.g. i can’t see.teaching aids:a tape-recorder、 a picture、 a small mirrorteaching procedure：purposestep one: warming up1.sing a song 《hide and seek》.2.greetings each other.step two: new teaching1.introduce: eyes, ears, mouth, nose, hair by pointing at these parts of your body. put the picture on the board.2.write: eyes, ears, mouth, nose, hair on the board. read after the teacher.3.t say: touch your nose/ears/eyes/hair/mouth. p act.4.hold a small mirror a nd ask :what’s this? p answer. {a mirror}.learn the word.a. read after me.b. read one by one.c. spell the word.5.ask a student to look in the mirror. ask: what can you see? toelicit: eyes/ears/mouth/nose/hair p-p work in pairs.6.please open your books at page 2.listen and read after the recording.invite individual students to say the poem.7.divide the class into groups. ask students to follow the instructions in the student’s book and mask a mask.8.play the cassette: look and say. the students follow in their books.9.one student in each group wears the mask. the others ask: what can you see? to elicit: i can’t see. then, they put some objects on a desk.the student with a mask asks each member of the group: what can you see? to elicit: i can see a/an-（classroom object）step three: activities1.workbook page 1a. ask students to read the given words with you.b. the students match and write.c. check answers by inviting students to label a face on the board.d. the students draw and label a face. encourage them to share theirwork with other students. less able students can take this chanceto correct their work.2.play simon says …with the students using eyes, ears, mouth, nose andhair.step four: consolidationgrammar practice book 3b page 1 .step five: homeworkread the poem.homework:1.write the new words 4 times each one.2.read the book p 1.-------- Designed By JinTai College ---------。
上海牛津英语3B教案
上海牛津英语３B教案module 1 unit 1 1st hourteaching aims:1. to develop an awareness and an enjoyment of the basic sounds of englishthrough saying a poem. (eda)2. to respond to something through making a simple object. (edb)3. to obtain and provide objects and information through simple interactivegames. (ide)education aims: good habits.teaching focus:ing nouns to identify different parts of the bodye.g. noseing modal verb ‘can/can’t to talk about abilitye.g. i can’t see.teaching aids:a tape-recorder、a picture、a small mirrorteaching procedure：purposestep one: warming up1.sing a song 《hide and seek》.2.greetings each other.step two: new teaching1.introduce: eyes, ears, mouth, nose, hair by pointing at these parts of your body. put the picture on the board.2.write: eyes, ears, mouth, nose, hair on the board. read after the teacher.3.t say: touch your nose/ears/eyes/hair/mouth. p act.4.hold a small mirror and ask :what’s this? p answer. {a mirror}.learn the word.a. read after me.b. read one by one.c. spell the word.5.ask a student to look in the mirror. ask: what can you see? toelicit: eyes/ears/mouth/nose/hair p-p work in pairs.6. please open your books at page 2. listen and read after the recording.invite individual students to say the poem.7. divide the class into groups. ask students to follow the instructions in the student’s book and mask a mask.8. play the cassette: look and say. the students follow in their books.9. one student in each group wears the mask. the others ask: what can you see? to elicit: i can’t see. then, they put some objects on a desk.the student with a mask asks each member of the group: what can you see? to elicit: i can see a/an-(classroom object)step three: activities1.workbook page 1a. ask students to read the given words with you.b. the students match and write.c. check answers by inviting students to label a face on the board.d. the students draw and label a face. encourage them to share theirwork with other students. less able students can take this chanceto correct their work.共2页，当前第1页122. play simon says …with the students using eyes, ears, mouth, nose andhair.step four: consolidationgrammar practice book 3b page 1 .step five: homeworkread the poem.homework:1. write the new words 4 times each one.2. read the book p 1.。
上海版本牛津英语3b学习教案全册.doc
English Teaching DesignM1U1 Looking and seeingClour:white black pink red orange yellow green blue brown grey purple. Thing in the classcroom:blackboard chair bag dask.Grammer:Is this------?Yes,It is No,it isn ?t.What canyou see?What clour is it? What can you see?Langue Focus：What can you see?授课教师授课班级授课日期Lecturer Learners Date of Teaching汪正南三（1）、三（ 5）2007-2-26MondayM1U1 Period 1教学内容功能目标语言目标Teaching Function Language Targets Contents TargetsM1U1 1.Talking Basic Aims:Period 1 about ability 1.Words:mirror,hair,brown,month,can?t, Page 2 2.Say a poem mask,Say a to identify 2,Students:What can you see? I poem parts of the can/can?t see.face. Further Aims:1.能将所学单词在已学句型只能中做替换操练2,能用已学句型综合介绍五官教学过程 Teaching ProcedureStep1. Pre-task Activities1.Sing an English song.2.Daily TalkStep2. While-task ActivitiesMirrorT:what?s this?P:It?s a mirror.T:What can you see in a mirror?P:I can see me in the mirror.Practice:What can you see in the mirror?Hair,mouthT:Look in the mirror.My hair is black and curly.How about you?教具准备TeachingAids Tape tecorder picture.情感目标Emotional Targets 培养学生学习英语的兴趣.Nose,eyesP:Look in the mirror.My hair is black.My eyes are big.T:Say sth about your self in the mirror.Eg:My eyes are⋯⋯My noses are⋯⋯I can see -------------T:Look at the desk.What can you see on the desk?I can?t see------------P:Icansee two pens on the desk.T:What can?t you see on the desk?P:I can?t see two bags on it.Ask and answer with your partner.Step3. Post-task ActivitiesSay a poem.1.Listen to the poem.2.Say a poem like it about yourself.Eg:Look in the mmirror.What can you see?(I can see a girl/boy) Black/long hairTwo big(bright)eyes.One noses.Two ears and a mouthI can see me.后作板Assignments1.Listen to the Look in the mirror.tape.What can you see?2.Recite the Black hair,two brown eyes,poem.one nose,two ears and a mouth .I can see me.堂后反思Notes of Imperfection ReconsiderationM1U1 Period2授教授班授日期Lecturer Learners Date of Teaching汪正南三（ 1）、三（ 5）2007-2-27Tuesday教学目教具准TeachingAids Tape ecorder picture教学内容功能目言目情感目Teaching Function Targets Language TargetsContentsM1U1 1.Talking about Basic Aims:In the What can you see 1.Words:chair,ruler,rubber,bag,pen,blackbo classroom ingt ard,predicativeadjectives pink,white,red,organge.of colour to describe 2.Structures:What can you see?What colourthings. is it?It?s⋯⋯Further Aims:能用所学在已学句型：What can you see? I can/can?tsee⋯⋯ What colour is it?中替操。
牛津小学英语3B册教案
牛津小学英语3B册教案Unit1Part AI. Teaching Aims:1. Master the new words and expressions2. Understand and use the sentences:What’s your name?My name’s Tony3. Talk about people’s nationalityII. Teaching Important Points1. The new words and expressions2. Learn to talk about people’s nationality III. Teaching Difficult Points1. Improve the intonation of sentences.2. Talk about people’s nationalityIV. Teaching Methods1. Task-based approach2. Repeat and imitateV. Teaching Aids3. FlashcardsVI. Teaching ProceduresStep1: GreetingGreet the whole class with “hello” or “Good morning class.”Step2: Revision2. Ask the whole class to listen to their dialogue and then point out some words they used in the dialogue.e.g. hello, goodbye, nice to meet you etc.Step3: Presentation1. Show the new words on the screen, and then point out the pronunciation, spelling and meaning of the words.2. Read the words and sentences in the dialogue with the whole class.4. Ask the whole class to listen to their dialogue and then point out some words they used in the dialogue.e.g. hello, goodbye, nice to meet you etc.Step4: Practice1. Play a game: “charades”. Ask the students to choose one student to act out the dialogue, and the other students have to guess the word.2. Ask the students to make a dialogue in pairs with the words they have learned.Step5: Production1. Ask the whole class to look at the pictures on the screen and talk about the nationalities of the people in the pictures.2. Ask the students to make sentences to describe the people in the pictures.Step6: SummaryStep7: HomeworkBlackboard DesignNameTonyNew Wordshello, goodbye, nice to meet you, nationalityGrammarWhat’s Your Name?。
牛津小学英语3B教案教案
三年级下册牛津小学英语3B第一单元教案第一课时一、教学内容《牛津小学英语》3B第一单元第一课时二、教学目标1、能听懂、会说文具玩具类单词aschoolbag,acrayon,atape,aknife2、能听懂、会说日常交际用语What’sthis/thatinEnglishIt’s…(由于本单元内容较多，对于三年级学生而言，有一定困难，故作一定调整。
三、四两图安排在第一教时，一二两图安排在第二教时。
)3、能使用礼貌用语Excuseme.三、教学重点1、能听懂、会说文具玩具类单词aschoolbag,acrayon,atape,aknife四、教学难点1、能听懂、会说文具玩具类单词aschoolbag,acrayon,atape,aknife2、能听懂、会说日常交际用语What’sthis/thatinEnglishIt’s…Excuseme.并获得运用语言进行交际的能力，要求读音正确，语调自然。
五、课前准备教具准备：课前准备本课的文具玩具图片和实物若干。
人物图片（YangLing,GaoShan.）及磁带录音机，教学挂图。
六、教学过程Step1.Freetalk:1.师生用Goodmorning/afternoon.Howareyou互相问候。
2.引导学生用What’syourname互问姓名，练习“what’s”。
3.出示本课的人物图片，示范：ThisisYangLing.That’sGaoShan.出示水果类图片，引导学生用Thisisa...That’sa...It’sa...造句。
Step2.Presentationandpractice1、出示文具类图片（pen,book等学过的单词）让学生造句：Thisisa...That’sa...It’sa...2、出示一只书包T:What’sthisS:Abag.T:It’saschoolbag.出示单词aschoolbag并领读S：跟读T:What’sthisinEnglishS:It’saschoolbag.出示词组inEnglish并领读S：跟读T：What’sthisinEnglishS:跟读。
上海版牛津英语3BM3U1教案
3B Module 3 Unit1 Shapes
教学目标：
一、.知识能力目标：
1．知识目标：
(1)学会单词shape , a circle, a square, a triangle, a rectangle，a star
掌握单词的读音和意思。
(2)能够正确使用句型What shape is it? It is a….
It’s a kind of … .
2.能力目标：
(1)能够根据字母组合发音，正确朗读单词。
(2)学生能用英语描述日常生活用品的形状，并能够将语言进行有机整合，通过歌曲、儿歌、故事等方式，引导学生进行简单的阅读。
二、过程与方法：
1．通过观察引导发现各种形状，自己动手操作熟悉形状，在感知中了解语言。
2．联系学生生活实际和其他学科特点，提高思维能力，了解其他学科知识，开阔视野，丰富知识。
三、情感与态度：
主动参与教学活动，通过动口，动手，在实际交流和运用中发展语言能力，体会学习语言的快乐并能在生活中学会运用语言。
教学过程：。
上海牛津英语3BM2U1教案
上海牛津英语3BM2U1教案教材信息教材：上海牛津英语3BM2U1教材主题：Arranging a Trip课时数：2适用年级：三年级教学目标1.学生能够通过听、说、读、写的方式掌握关于旅行的词汇和句型；2.学生能够运用所学内容介绍并讨论旅行的计划；3.学生能够通过与同伴的合作学习发展他们的合作能力和沟通能力；4.学生能够通过观看视频等多媒体资源拓宽他们的视野。
教学过程一、引入1.观看一个短视频，介绍教学主题，激发学生的学习兴趣，并进入教学主题。
2.教师可以出示一些旅行的图片，引导学生用所学到的单词描述这些图片。
二、新知呈现1. 教师用图片或幻灯片大屏幕展示一些旅行的地点，引导学生用“What do you think of...”的句式来描述图片。
2. 教师用“Where do you want to go?”的句式提问学生，激发学生的参与和发言。
3. 通过与学生的互动，教师以“What are you going to do there?”的句式引导学生运用所学的词汇进行回答。
4.教师以同样的方式，呈现其他一些旅行地点和活动，引导学生进行讨论和描述。
三、合作学习1. 学生分组合作，每组选一个地点，并用“Where do you want to go? What are you going to do there?”等问句和答句来展示讨论结果。
2.教师可以提供一些关于旅行目的地的介绍的简短句子，供学生参考。
四、巩固练习1.学生在小组内互相交换他们计划的旅行目的地和活动，并互相提问和回答，以巩固所学的句型和词汇。
2.学生可以用所学的句型和词汇写一张明信片，向同学介绍他们计划的旅行。
五、拓展延伸1.观看关于旅行的视频或读一篇关于旅行的文章，进一步了解不同地方和文化。
2.学生可以为自己的计划旅行地点制作一个小宣传册，包括旅行目的地的介绍、活动、当地美食等，以拓宽他们的视野，并提高他们的作文能力。
评估与反馈1.教师观察学生在讨论和描述旅行计划时的表现，并对其进行评价和反馈。
牛津小学英语3B教案(全)
3B Unit 1 My school bag第一课时一、教学目标1、能听懂、会说文具玩具类单词a school bag, a crayon, a tape, a knife. a storybook, a copybook,a stapler, a toy train .2、能听懂、会说日常交际用语What’s this/ that in/on…? What’s this/ that in English? It’s…并获得运用语言进行交际的能力，要求读音正确，语调自然。
3、能使用礼貌用语Excuse me.4、能正确理解、运用介词in, on。
二、教学重难点1、能听懂、会说文具玩具类单词a school bag, a crayon, a tape, a knife. a storybook, a copybook,a stapler, a toy train .2、能听懂、会说日常交际用语What’s this/ that in/on…? What’s this/ that in English? It’s…并获得运用语言进行交际的能力，要求读音正确，语调自然。
3、能正确理解、运用介词in, on。
三、教学准备1、教具准备1）关于文具玩具类照片、图片。
2）关于本课时的多媒体课件。
2、板书准备：写好课题和日期。
四、教学过程Step 1 Free talk/ Revision1.师生用Good morning/afternoon. How are you?互相问候。
2.开火车问答：A：Excuse me, what's this in English?B: It's a ...Step 2 Presentation and practice1、出示本课文具玩具类图片，同桌对话练习：A: Excuse me, what's this in English?B: It's a ...A: Thank you./ Oh, I see.2、讲台上放一只书包T: What's that on the desk? 出示词组on, on the desk并领读。
上海沪教牛津版英语3B三年级上册教案备课
上海沪教牛津版英语3B三年级上册教案
备课
教学目标
通过教学本课内容，学生将会：
- 能够听、说、读、写本课的单词
- 能够正确地使用介词 in 和 on
- 能够描述家人和朋友的外貌特征和爱好
教学重点
- 本课的单词
- 介词 in 和 on 的正确使用
- 描述家人和朋友的能力
教学难点
- 是否能够正确地使用介词 in 和 on
- 是否能够描述家人和朋友的外貌特征和爱好
教学准备
- 教师准备图片，大拇指卡片或其他卡片展示外貌特征及爱好。
教学过程
Step 1 导入新课
教师出示大拇指卡片，通过展示图片让学生猜测人物的外貌特征。
Step 2 讲授重点内容
介绍本课的单词及介词 in 和 on的正确使用。
2.1 单词研究
教师逐一为学生介绍本课的单词，带领学生研究单词的读音和意义。
2.2 介词使用
通过举例子的方式讲解 in 和 on 的正确使用方法。
Step 3 进行练
教师出示卡片上的图片，让学生描述卡片上人物的外貌特征和爱好。
Step 4 归纳总结
总结本课所学的内容，再次强化学生对单词及介词 in 和 on 的理解。
课堂作业
完成课堂练册的相关练。
参考资料
- 英语3B上册教材
- 英语3B上册教师用书。
(完整word版)上海牛津英语3B M2U1教案
Where are they？
While—task procedure
3Look and listen
Look at the pictures and listen to the recording for‘Read a story'。
Ask some questions。
his hats and jump up to the ___. Uncle Bai is ____ and throws away his ___ and the monkeys throw away the other hats too。 Uncle Bai get all the hats back.
How many____？_____
Read and answer
What can the monkeys do？
They can ride a bicycle。
Do you like monkeys？Yes，I do.
Invite some pairs to act the dialogue out in front of the class.
1Look and say
Show a picture of monkeys and ask some questions。
Look at the picture。 What can you see？
What can they do?
Do you like monkeys？
2Look at page 16 and talk about the pictures。
Song
Show the pictures of some farm animals and wild animals.
牛津英语3B全册教案
牛津英语3B全册教案
牛津小学英语3B电子备课教案(全册)
教学内容：Unit1第一课时：A部分第1、2幅图。
B部分单词
atape,aknife,acrayon,aschoolbag.
教学目标：
1、知识目标：能听懂、会说新授的4个文具及玩具类单词：
atape,aknife,acrayon,aschoolbag
2、技能目标：能听懂、会说日常交际用语What’
sthis/thatin/onthe……?What’sthis/thatinEnglish?It’s……Comehere
教学重点：
能听懂、会说新授的4个文具及玩具类单词
教学难点：
能正确理解、运用介词in和on.
教具准备：
图片、磁带、录音机、教学挂图、书包等实物。
教学过程：
A.Reviewandstudy.
1.学习新短语comehere……
(师手拿教具进入教室)：Comehere,……closethedoor,please.(学生关好门以后，教师道谢：Thankyou).学生跟教师学说：Comehere.
2.Greetings:Goodmorning/afternoon
3.认识本册教材中将要出现的人物，注意人物衣着的变化，并认识两个新人物：苏阳、苏海，双胞胎的区别在于她俩头上发卡颜色的不同....。
上海版牛津英语3b教案全册
Teaching
汪正南
三（ 1）、三 2007-2-28
（ 5）
Wednesday
Aids Tape recorder picture
教学目标
教学内容
功能目标
语言目标
情感目标
Teaching Function
Language Targets
Emotional
Contents M1U1 Make and play.
poem.
one nose,two ears and a mouth .
I can see me.
课堂记录
课后反思
Notes of Imperfection
Reconsideration
授课教师 Lecturer
授课班级 Learners
汪正南 三（ 1）、三（ 5）
M1U1 Period2
授课日期 Date of Teaching
1.Ask and answer on page 3.
2.Listen to the tape.3.DoLeabharlann exercises.课后作业
板书设计
Assignments
1.Listen to the tape.
What can you see?
2.Copy the words and sentences.
授课教师 Lecturer
授课班级 Learners
授课日期 Date of Teaching
汪正南
三（1）、三（ 5） 2007-2-26 Monday
M1U1 Period 1
教学内容
功能目标
语言目标
Teaching
Contents
《牛津小学英语3B》教案
《牛津小学英语3B》教案一、教材分析《牛津小学英语3B》是一套生动有趣、贴近学生生活的英语教材。
本册教材以丰富多彩的主题为线索，涵盖了日常生活、学校、家庭等多个方面。
通过生动的图片、有趣的故事和多样化的活动，激发学生学习英语的兴趣，培养他们的听说读写能力。
二、学情分析三年级的学生正处于英语学习的起步阶段，他们对新鲜事物充满好奇，喜欢模仿和表现。
但他们的注意力集中时间较短，需要通过生动有趣的教学方式来吸引他们的注意力。
大部分学生在之前的学习中已经掌握了一些基本的英语词汇和简单的句型，但在语言的运用和表达方面还需要进一步的提高。
三、教学目标1、知识目标能听懂、会说、认读本册教材中的单词和句型。
能正确书写部分单词和句子。
了解简单的语法知识，如一般现在时等。
2、技能目标能够运用所学的英语进行简单的日常交流。
培养学生的听说读写能力，提高英语综合运用水平。
3、情感目标激发学生学习英语的兴趣，增强学习自信心。
培养学生的合作意识和团队精神。
四、教学重难点1、教学重点掌握本册教材中的重点单词和句型。
能够正确运用所学的语言进行交流。
2、教学难点某些单词的发音，如“th”的发音。
语法知识的理解和运用。
五、教学方法1、情景教学法通过创设生动的情景，让学生在实际情境中学习和运用英语。
2、游戏教学法设计有趣的游戏活动，激发学生的学习兴趣，提高学习积极性。
3、任务驱动法布置各种任务，让学生在完成任务的过程中提高语言运用能力。
六、教学过程1、导入（我来讲讲我在教学导入环节的一次有趣经历。
有一次上课，我一走进教室，就神秘兮兮地对学生们说：“同学们，今天老师要带你们去一个神奇的地方。
”然后我播放了一段欢快的英语歌曲，歌曲里唱到了一个充满动物的大森林。
孩子们一下子被吸引住了，眼睛里充满了好奇。
歌曲结束后，我问他们：“想不想去这个森林里探险呀？”孩子们齐声喊：“想！”于是，我顺利地引出了当天要学习的关于动物的英语单词。
）可以通过播放英语歌曲、展示有趣的图片或讲述一个小故事等方式，引起学生的兴趣，导入新课。
《牛津小学英语3B》教案
《牛津小学英语3B》教案一、教学目标1、让学生能够熟练掌握本单元的重点单词，如“father, mother, brother, sister”等。
2、使学生能够运用简单的句型进行日常的交流，例如“ This is my ”。
3、培养学生对英语的学习兴趣，提高他们的口语表达能力。
二、教学重难点1、重点掌握本单元的核心单词和句型。
能够准确地发音，并理解单词和句型的含义。
2、难点灵活运用所学句型介绍自己的家庭成员。
区分家庭成员的称呼在英语中的不同表述。
三、教学方法1、情景教学法通过创设家庭聚会等情景，让学生在实际情境中学习和运用英语。
2、游戏教学法设计有趣的英语游戏，如“单词接龙”“猜家庭成员”等，增加学习的趣味性。
3、小组合作学习法组织学生进行小组活动，互相交流和练习，培养合作能力和口语表达能力。
四、教学过程1、导入（Warming up）播放一首欢快的英文歌曲《The Finger Family》，让学生跟着歌曲一起唱，同时引导学生注意歌曲中提到的家庭成员。
提问学生：“Do you know the names of your f amily members in English?” 引发学生的兴趣和思考。
2、词汇学习（Vocabulary）展示一张家庭照片，指着照片中的人物，依次介绍单词“father, mother, brother, sister”等，让学生跟着重复。
玩“闪卡游戏”，快速展示单词卡片，让学生迅速说出单词，巩固记忆。
3、句型学习（Sentence Patterns）教师指着自己的全家福，说：“This is my father This is my mother”引导学生理解句型的意思和用法。
让学生拿出自己准备的家庭照片，用句型“This is my”向同桌介绍自己的家庭成员。
4、对话练习（Dialogue Practice）创设一个家庭聚会的情景，让学生分组进行角色扮演，模仿家庭成员之间的交流。
(沪教版)三年级牛津英语教案3BModule3Unit3
Unit3 The seasonsPeriod OneRead and TickTeaching Aims:1. Word: season, spring, warm, wet, plant, grow, nestsummer, cool, shine, shell, hot2. Sentences: Plants grow and grow.The sun shines and shines.Emotion aims: 培养学生热爱大自然的情感Difficult teaching points: season, spring, summer, warm, cold, hot cool, Teaching aids: pictures, cassette and a cassette playerTeaching Process:Step One: Warming-up1. sing a song2. Listen and actStep Two: Revision1. Ask and answer2. Introduce your clothing: I have a dress. It’s…I have a T-shirt.It’s…Step Three: Presentation1. Teaching: “plant, nest” show a picture of springT: Look at the picture. What can you see?(1)Introduce: trees flowersIntroduce plant using the picture. Write “plant” on th e board(2)Draw a nest on the tree to introduce nest. Write ”nest” &”nests” onthe board. Draw two birds in the nest and introduce birds.(3)Sing the song<I hear raindrops> Introduce umbrella while singing2. Teaching “spring”T: The weather is warm. The grass is green. The swallow iscoming. Now the spring is coming.Write “spring in spring” on the board.3. Write “warm, cold” on the board. Introduce :warm, cold byinviting students to touch a glass of warm water and a can of coldcoke. Introduce: wet. Ask students to look at the water vapor on thecan.4. Draw three pictures which show the growth of a plant on theboard. Introduce: grow and write it on the board.5. play the cassette: In spring…Students listen and repeat6. In spring, we can see…(1)I can see the trees.(plants, birds, flowers)(2)In spring, we can’t see umbrellas.(3)In spring, is the weather cold? No, it’s warm.warm---coolIn spring, it’s wet. Plants grow and grow.7. Teaching : summer ,shellsShow summer on the picture. Encourage the students to predictwhat they can see in summer and tick the appropriate boxes.Introduce: shells , summer Write them on the board8. Play the cassette: In summer…Students listen and check theprediction.9. Write hot, cool on the board. Introduce: hot, cool by invitingstudents to touch a glass of hot water and a can of cool coke.10. Draw: the sun on the board. Introduce: shines by drawing linesout from the sun. Add a match stick figure wearing a pair ofsunglasses.Step Four: Consolidation1. Divide students into groups. Invite each group to read page36aloud.Step Five: Homework1. Listen to the tape2. Copy the wordsPeriod TwoRead and TickTeaching Aims: 1. Words: dry, fall, autumn, bicycle, scarf, winter, wind, gloves2. Sentences: Leaves fall and fall.The wind blows and blows.Emotion aims: 培养学生热爱大自然的情感Difficult teaching points: autumn, winter, dry, scarves, gloves,windTeaching aids: pictures, cassette and a cassette playerTeaching Process:Step One: Warming-up1. Listen and act2. Ask and answerStep Two: Revision1. In spring, what can you see? I can see…/ I can’t see…How is the weather in spring? Is it cold?2. Read “In spring”3. In summer, what can you see? I can see…/I can’t see…4. Read “In summer”Step Three: Presentation1. Teaching “autumn, dry”Show the picture of autumn.(1)What can you see? I can see kites, slides, bicycles…Is it spring? No, it isn’t. It is autumnWrite “autumn in autumn” on the board.Say after teacher(2)Soak a tissue with water. Ask students to feel the wet tissue and adry one. Introduce: dry2. Teaching :fallIntroduce: fall by drawing some falling leaves. Add an arrow toshow that they are falling down from the tree to the ground.Say : Leaves fall and fall3. Play the cassette: In autumn…Student s listen and repeat4. Look at the picture, ask and answer(1)In autumn. What can you see?We can see… We can’t see…(2)Is it hot(cool, warm, wet, dry)? Yes, it is. No, it isn’t.5. Teaching: winter, scarves,glovesShow the picture of autumn.(1)What can you see? I can see hats, coats…Is it autumn? No, it isn’t. It is winterWrite “winter in winter” on the board.Say after teacher(2) Introduce: gloves scarves using the pictureWrite “scarf scarves” on the board6. Teaching :wind ,blow(1)T: In winter, is it hot? No, it’s cold. Is it wet? No, it’s dry.Imitating the sounds of the wind and draw some lines on theboard to introduce “wind”What can you hear? Write wind on the board(2)Ask students to imitate the sounds of the wind loudly orquietly. Introduce: The wind blows and blows.7. Play the cassette: In winter…Students listen and repeat8. Look at the picture, ask and answer(1)In winter. What can you see?We can see… We can’t see…(2)Is it hot(cool, warm, wet, dry)? Yes, it is. No, it isn’t. Step Four : Consolidation1. Listen to the tape2. Tick the correct boxStep Five: Homework1. Listen to the tape2. Write down the sentencesPeriod ThreePlay a game Learn the soundsTeaching Aims: 1.Asking “wh-“ques tions to find out the time of year2. Asking “yes/no” question to obtain simple responses3.Learn the sound // //Emotion aims: 要求学生大胆模仿，善于观察Difficult teaching points: What season is it? Is it winter?Yes, it is. / No, it isn’t.Teaching aids: pictures, cassette and a cassette playerTeaching Process:Step One: Warming-up1. Sing a song.2. Ask and answerStep Two: Revision1. Read the new words2. Answer the following questions:In spring, what can you see?What can you see in summer?What can you see in autumn?In winter, what can you see?3. warm---cool hot---cold wet---dry4. Tick the correct boxseason warm cool hot cold wet drySpringSummerAutumnStep Three: Presentation1. Teaching : What season is it?(1)Look at the picture. We can see plants. We can hear theraindrops. IWhat season is it? To elicit: Is it spring?(summer)(2) It is wet. It is warm. What season is it? To elicit: Is itspring(summer)?(3) Write “What season is it ?” on the board. Ask and answer/eg: S1:It is wet. It is hot. What season is it?S2: Is it summer?S3: Yes, it is.2. Tell students that there are four seasons in a year. Invite them tolist the four seasons on the board.3. Pretend to be swimming. Ask students to look at the book of page38 and see in which season characters are dong the same thing asyou. Ask and answer.4. Invite individual students to come to the board and demonstratethe actions of the characters on the book. Prompt those students to ask:What season is it? To elicit guesses from the class: Is it…? They thenrespond to their classmates’ guesses: Yes, it is./No, it isn’t.5. Play the cassette. Students listen and repeat.6. Ask and answer(1) Which do you like? Spring or summer? Why?(2) Which season do you like best? Why?7. Learn the sound // //(1)Play the cassette. Students listen(2)Play the cassette again. Students listen and repeat.(3) Find out the words of the sound // //(4) Read the sentences loudStep Four: Consolidation1. Workbook page282. Grammars practice book page37Step Five: Homework1. Listen to the tape2. Copy the words课后随笔Period FourLook and sayTeaching Aims: 1.New words: his, her2. Asking “wh-” question to obtain simple responses3. Using pronouns to refer to people and thing.Emotion aims: 教育学生要有助人为乐，相互关心的好品质Difficult teaching points: his herThat’s his/ her …Teaching aids: pictures, different objects, cassette and a cassette player Teaching Process:Step One: Warming-up1. Sing a song.2. Ask and answerStep Two: Revision1. Review: my your by holding up your belongings and yourstudents’ belongings. Say: This is my… That is your …Students work in pairs2. Ask: Is this my…? Is this your… to elicit Yes, it is. / No, it isn’t.Students ask and answerStep Three: Presentation1. Teaching: his her That’s hie/her…(1) Invite students to put their belongings on the teacher’s desk.(2) Introduce : That’s (a boy’s name) …. That’s his …by pointingat that boy as well as his belongings on the desk.Write “his ” on the board.(3) Introduce: That’s (a girl’s name) …. That’s her …by pointingat that girl as well as her belongings on the desk.Write “her ” on the board.(4). Students work in pairs That’s (a student’s name). That’shis/her …2. Teaching: Here’s your…Return the belongings to th e owners and say Here’s your…to elicit:Thank you./ Thanks3. Teaching: Where’s my…?Hide one belonging in one student’s desk and ask: Where’s my ,…?To elicit: Here it is./ Here you are.Students work in pairs.4. Play the cassette. Students listen and follow in their books.5. Play the cassette again. Students repeat.6. Divide students into groups to act the story.7. Students vote for the best group.8. Encourage students make a new storyStep Four: Consolidation1. Play the cassette the third time. Ask the students to read the pageand fill in the blanks.2. Students work in pairs to check answers.3. Invite individual students to point at the pictures on the page andread a loud the sentences in Point and say.4. Exercise: Write my ,your, his or her(1) This is Ben. This is _______bicycle.(2) I am Kitty. ______ bag is blue(3) She’s Alice. That’s _____ umbrella.(4) You are Mr Li. ______ car is black.(5) Is this ______ hat? Yes, it’s my hat.(6) That’s my mother. That’s _____ coat.(7) Where’s ______ scarf? Here you are.(8) He’s Mr Wang. _____ gloves are new.Step Five: Homework1. Listen to the tape2. Work book page30 31Period FiveSay and actTeaching Aims: 1. Using imperatives to give instructions2. Asking “wh-” question to find out the time of year3. Using predicative adjectives to describe conditionsEmotion aims: 鼓励学生与他人的交流，发表自己的观点Difficult teaching points: Use appropriate intonation in questions and statements Teaching aids: pictures, photograph, cassette and a cassette playerTeaching Process:Step One: Warming-up1. sing a song2. Read the wordsStep Two: Revision1. Show students pictures of four seasons.Ask and answer(1)What can you see in spring/summer/autumn/winter?(2)Is it hot / cold / warm / cool?(3)Is it wet / dry?(4)It is hot. We can see shells. What season is it?(5)Do you like spring?(6)Which season do you like best? Why2. Invite students to say the rhyme: Four seasonsEncourage individual students to say the rhymeStep Three: Presentation1. Encourage students to say : In spring / summer / autumn / winter,it’s…/ We can see…2. Show a photograph and say: Look at the photograph. To elicit : Whois he/she. Then answer: He’s my…/She’s my …Take out studen t’s photograph and introduce the person in thephotograph.Students work in pairs. Ask and answer.3. Talk about the season4. Ask : Do you like …(season)?5. Play the dialogue on the cassette while students follow in theirbooks. Students content through listening.6. Play the dialogue in four parts. Students follow the tape and repeat.7. Divide students in pairs. Ask them to act out the dialogue.8. Encourage the more able students to make a new dialogue.eg: S1: Look at this photograph. Who is she?S2: She’s my big sister, Rose.S1: What season is it?S2: It is summer. It’s hot. The sun is shining. Rose has herblue sunglasses.S2: She has a nice dress. It is pink.S1: I like summer. It’s hot. I like swimming. I like ice-creams.Do you like summer?S2: No, I don’t like it. I like autumn. I like kites. It is not hot.It is cool.S1: But in autumn it is dry. The leaves fall.S2: Yes, it is.Step Four: ConsolidationWorkbook page321. Students first work in pairs to finish the exercises orally. Theyneed to look at each picture, and find the corresponding word fromthe centipede.2. Students write the correct words in the blanks provided.3. Students exchange their work and check answers.Step Five: Homework1. Listen to the tape2. Write 5 sentences about your favorite season.。
(沪教版)三年级牛津英语教案3BModule3Unit1
Module 3 Things around usUnit 1 ColoursPeriod OneSing a song Look and tickTeaching Aims:1.Teaching the new words: rainbow, purple, violet2. To teach the new sentences: Look at the rainbow in the sky. Emotion aims: 培养学生欣赏美好事物的情感Difficult teaching points: colours: purple, violet, red, orange, green, blue Teaching aids: pictures, colour cards, cassette and a cassette player, crayons Teaching Process:Step One: warming-up1. s ing a song2. D aily talk3. A sk and answer: Who’s he? He’s… Who’s sh e? She’s …What is it? It is …Who are they? They’re …Step Two: Revision1. Read the colour cards: red ,yellow, blue, orange, pink…2. Ask and answer: What colour is it? It’s …What colour are they? They’re…Step Three: Presentation1. To teach the new words: purple, violet(1) show the colour cards: red and blue(2) red + blue = ?(3) show the colour card: purpleT: What colour is it? Is it red? No. It’s purple.purple read it after the teachermake phrases& ask and answer(4) show the colour card: violet(5) Is it purple? No. What colour is it? It’s violet.violet read it after the teacher2. To teach the “rainbow”(1) Draw a rainbow on the blackboard, then ask: what is it? It’s therainbow.rainbow=rain bowWhat’s the meaning of “bow”?(2) Where’s the rainbow? In the sky.(3) Add a blank beside the rainbow. Ask students to find the word forit in their books while listening to the cassette. (For less ablestudents, write the letter r for them as a clue)What colour is therainbow? Red, orange, yellow, green, blue, purple and violet.3. Play the cassette. Students listen.4. Invite the students to fill in the blank,5. Play the cassette again. Students sin along.6. Ask the students to draw a rainbow on their own paper and colour ituse the crayons. Play the cassette for the third time.Step Four: Sing a song<The Rainbow> Act out this song.Step Five: Look and tick1.Ask students to look at eh picture on page 29 of the book and tick thecolour boxes.2. Students to check answers.Step Five: Consolidation1. Read “the rainbow”2. Students discuss the colour of the objects around them. Students use:What colour is it? to elicit It’s … in the discuss3. form every two pairs of students into a group. Encourage students toask: What colour is your…? To elicit: It’s …or It’s …and…Step Six: Homework1. Listen to the tape2. Sing a song<The Rainbow>Period TwoLook and say Ask and answerTeaching Aims: 1. Words: sea, mountain2. Ask and answer:What colour is the_____? It’s ______.What colour are the_____? They’re______.Emotion aims: 培养学生对大自然的热爱Difficult teaching points: What colour are … They’re…and…Teaching aids: pictures, colour cards, cassette and a cassette playerTeaching Process:Step One: Warming –up1. Sing a song<The Rainbow>2. Listen and choose: ( Look at the picture above, then choose thecolours.)Step Two: Revision1. Read the colours: red, green, grey…2. Drills: What’s this? It’s a ____. What colour is it? It’s _____What are they? They’re______. Who’s he/she?He’s/She’s____.Step Three: Presentation1. Teaching “mountain, sea”(1)T: Draw a mountain on the board. Look at the picture. What’s this?Oh, it’s a mountain.Write “mountain” on the board.(2)Say after the teacher(3)Colour the mountain and say: This is a mountain. I like themountain. The mountain is green. The mountain is nice.(4)The same way: sea2. Draw the picture on the board. Add a blank beside each object. Askthe students to find the correct word and fill in the blanks.3. Play the cassette. Students listen .4. Point to the picture on the board. Ask :What colour is / arethe …?Students answer by looking at the picture in the book. Colourthat object on the board with a piece of coloured chalk.(1)Point to the pictureT: What’s this? P: It’s a mountain.T: What colour is the mountain? P: It’s green.T: What colour are the clouds? They’re grey and white.(2)Play the cassette again. Students repeat.(3)Invite a few students to come to the board. Encourage them to askany classmate: What colo ur is/are the…? To elicit:It’s/They’re…Step Four: Ask and answer1. Students work in pairs to discuss the picture. Students take turns toask another the colour of all the objects on the picture. Students ask:What colour is/are …? To elitic: It’s/They’re …2. Studens work in groups to discuss the objects around them. Askand answers.Step Four: Consolidation1. Workbook page17(exercise2)(1) Complete the exercise with the class orally(2) Students fill in the blanks(3) Students work in pairs to check answers by asking and answering.2. Workbook page 18(1) Review the words given by asking students to draw them on theboard.(2) Fill in the blanks and colour the picture.(3) Students work in groups to check the answer.3. Grammar Practice Book P30: Look , write and colourStep Four: Homework1. Listen to the tape2. Draw their own pictures and colour it. Ask and answerPeriod ThreeLook and learn Read and guess Learn the soundTeaching aims: 1.words: blouse, T-shirt, shirt2. New sentences: He has …. She has ….3. Ask and answer: Who is he? He’s…Who is she? She’s…4. Learn the sound: /D /Emotion aims: 培养学生仔细观察的良好习惯Difficult teaching points: He has…She has…Teaching aids: pictures, paper, crayons, cassette and a cassette player Teaching Process:Step One: Warming-up1. Sing a song2. Listen and act3. Daily talkStep Two: RevisionAsk and answer:What colour is the…? It’s …What colour are the …? T hey’re …Step Three: Presentation1.( Show a picture of dress)(1)T: Look, this is a dress. It’s very nice. I like it very much. Have yougot a dress?dress say it after the teacher(2)Make some phraseseg. a red dress a red and yellow dress(3)Make some sentences with “dress”e.g. This is a dress. My dress is red. I have a dress.(4)Introduce: blouse, T-shirt, shirt(5)Say the words togeter2.Read and guess(1)T: (Point to one girl) Have you a dress? S1:Yes.T: What colour is it? S1: It is red and white.T: She has a dress. She has a red and white dress.(2)T: (Point to one boy) Have you a T-shirt? S2: Yes.T: What colour is it? S2: It is blue and purple.T: He has not a dress. He has a T-shirt. He has a blue and purpleT-shirt.(3)Work in pairs.(4) Play the cassette. Students listen.(5) Guess: She has a … Who is she? She’s…He has a … Who is he ? He’s…(6) Tell students that they are going to prepare for a children’sfashion show. Divide students into groups. Ask students to drawthe clothes and colour them, then cut them out. Put the colthes onthe paper boy or girl.Encourage students to introduce their model by saying:This is … She/He has a …3. Learn the soundStep Four: Consolidation1. Encourage students draw new models and design new clothes forthe fashion show. Introduce their own models.2. Introduce: My mother has… My father has…3. Ask students to draw their friend on the paper. Ask students to puttheir friend’s name in the first sentence and describe their friend’sclothes in the second sentence.Step Five: Homework1. Copy the new words: dress, blouse, T-shirt, shirt2. Divide students into groups. Ask them to use the pictures ormagazines.Provide each group with cards and paper3. Write a few sentences to describe the clothes.。
上海牛津英语3B教案
English Teaching DesignM1U1 Looking and seeingClour:white black pink red orange yellow green blue brown grey purple. Thing in the classcroom:blackboard chair bag dask.Grammer:Is this------? Yes,It is No,it isn’t.What canyou see?What clour is it? What can you see?Langue Focus：What can you see?授课教师Lecturer 授课班级Learners授课日期Date of Teaching教具准备TeachingAids汪正南三（1）、三（5）2007-2-26MondayTapetecorderpicture.M1U1 Period 1教学内容Teaching Contents 功能目标FunctionTargets语言目标Language Targets情感目标EmotionalTargetsM1U1 Period 1 Page 2 Say a poem 1.Talkingabout ability2.Say a poemto identifyparts of theface.Basic Aims:1.Words:mirror,hair,brown,month,can’t,mask,2,Students:What can you see? Ican/can’t see.Further Aims:1.能将所学单词在已学句型只能中做替换操练2,能用已学句型综合介绍五官培养学生学习英语的兴趣.教学过程Teaching ProcedureStep1. Pre-task Activities1.Sing an English song.2.Daily TalkStep2. While-task ActivitiesMirrorT:what’s this?P:It’s a mirror.T:What can you see in a mirror?P:I can see me in the mirror.Practice:What can you see in the mirror?Hair,mouthT:Look in the mirror.My hair is black and curly.How about you?Nose,eyesP:Look in the mirror.My hair is black.My eyes are big.T:Say sth about your self in the mirror.Eg:My eyes are……My noses are……I can see -------------T:Look at the desk.What can you see on the desk?I can’t see------------P:Icansee two pens on the desk.T:What can’t you see on the desk?P:I can’t see two bags on it.Ask and answer with your partner.Step3. Post-task ActivitiesSay a poem.1.Listen to the poem.2.Say a poem like it about yourself.Eg:Look in the mmirror.What can you see?(I can see a girl/boy) Black/long hairTwo big(bright)eyes.One noses.Two ears and a mouthI can see me.课后作业Assignments板书设计1.Listen to the tape.2.Recite the poem. Look in the mirror.What can you see?Black hair,two brown eyes, one nose,two ears and a mouth .I can see me.课堂记录Notes of Imperfection课后反思Reconsideration M1U1 Period2授课教师Lecturer 授课班级Learners授课日期Date of Teaching教具准备TeachingAids汪正南三（1）、三（5）2007-2-27Tuesday Tape ecorder picture教学目标教学内容Teaching Contents功能目标Function Targets语言目标Language Targets情感目标EmotionalTargetsM1U1In the classroom 1.Talking aboutWhat can you seeingtpredicativeadjectivesof colour to describethings.Basic Aims:1.Words:chair,ruler,rubber,bag,pen,blackboard,pink,white,red,organge.2.Structures:What can you see?What colouris it?It’s……Further Aims:能用所学单词在已学句型：What can you see? I can/can’tsee……What colour is it?中替换操练。
上海沪教牛津版英语3B三年级下册教学备课
上海沪教牛津版英语3B三年级下册教学
备课
整体目标
本备课旨在设计一节有关“对话研究”的英语课，让学生能够通过研究，掌握一些日常生活中的简单对话，并能够在现实生活中应用。
教学内容
本备课的教学内容为第五单元的“Let's talk about lunch"，主要涉及到介绍午餐、点餐、价格等相关语言知识及语言技能。
教学重点
1. 能流畅地介绍午餐内容
2. 能够点餐并询问价格
3. 熟练掌握用英语购买餐饮的常用语
教学难点
1. 会流畅地使用“would like”以及购买数量的表达方式
2. 能够恰当地理解并应用不同数字金额以及货币的表达方式
教学方法
1. 合作研究法
2. 游戏教学法
3. 视听教学法教学步骤
总结
本备课设计旨在通过生动有趣的教学活动，让学生能够更好地掌握语言知识并熟练应用。
同时也将培养其合作意识、团队协作技能。