牛津英语表格教案新部编本M3U1
教学设计新部编版九上M3U1
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校教学设计“一师一课”教学反思在本次活动中，我上课的课题为九年级上册M3 U1。
课后进行本节课的教学反思，此次授课活动有成功也有遗憾，现反思如下：一．设计初衷通过学生对话，学生可以了解到邓亚萍刻苦努力、锲而不舍的精神品质。
与此同时，了解如何介绍自己的偶像个其它人。
二．预期效果首先向学生介绍自己心目中的英雄形象，很有抛砖引玉之功效，然后在对话中通过听和读获取大明心目中的英雄形象的信息，最后再由学生学以致用，讨论自己心目中的英雄形象，就这样循序渐进，层层突破。
教学中实际达成情况在体验这一阶段，教师用一套配有音乐的自动播放的幻灯片展示自己英雄形象，学生体验到介绍英雄形象时可以着眼于姓名，职业，事迹，自己对他的评价这四个方面，同时，学生了解到可以用When After来按时间顺序描述英雄事迹的表达方法，另外，学生在表达原因和结果时能够恰当的使用“because”和“so”，在语言输入的过程中，教师利用学生们了解的“母亲”的角色为载体，以介绍母亲的艰苦生活为切入点，把要学的知识融入其中，学习的过程是一个自然地以旧带新，一点带面的过程。
在“发现”这一阶段，教师引导学生先听大意，在读细节，再次发现介绍英雄形象的表达方法与词汇运用。
教师再次引领学生通过姓名，职业，事迹和评价这四个方面把握大明的英雄形象。
最后一个“建构”阶段，如果说前两个阶段是在为学生输入大量的语言信息，这一环节的语言输出显得那么的顺理成章，水到渠成。
要求学生进行一个半开放话题的讨论，既照顾全体学生，又不限制优秀生，学生在对子谈论各自的英雄形象，既表达了自己，又互换了信息，达到用英语交流的目的。
三．归因分析本堂课中，从准备上来说还是比较充分的，利用图片展示，猜科目猜句子等环节调动了学生的积极性，使他们更有兴趣进行之后的环节。
1AM3U1单元设计
Oxford English 1AM3U1 In the classroom 一、教材内容：二、单元目标●知识与技能1.能正确理解并运用核心词汇one ,two,three,four,five,six进行表表述，问答。
2. 能正确理解并运用核心句型How many...?对物品数量的问答。
3.能有节奏地朗读儿歌。
●文化与情感能够在文本的学习和课堂活动的过程中，对英语学习兴趣浓厚，课堂积极性高。
在此基础上，能关注外部环境，学会对周遭世界的细致观察，逐步养成良好的观察能力。
●学习策略在课堂学习中，通过倾听模仿习得正确的语音语调进行朗读，通过小组或同伴互助学习的形式合作学习，完成学习任务。
三、语用任务能学会用英语表达数字1-6；并用How many…s? …s进行物品数量的询问和准确回应。
四、单课教学话题Period 1 Making a housePeriod 2 Doing a surveyPeriod 3 Revision五、分课时教学目标第一课时教学目标：1、在情境中初步学习如下数词：one, two, three, four, five, six等，能听懂单词、读准发音，并用它们进行简单地数数。
2、在情境中模仿并能简单运用数字+名词（复数）的形式表达物品的数量。
3、在学习的过程中感受数字的趣味。
Topic: Making a housethreeMaterials：Danny：Give me one pencil , please. Alice: Here you are.Danny: Thank you.Danny: Give me two rulers, please. Alice: Here you are.Danny: Thank you.Danny: Give me three rubbers, please. Alice: Here you are.Danny: Thank you.Danny: Give me four books, please.Alice: Here you are.Danny: Thank you.Danny: Look！This is my castle !Alice: How nice!第二课时教学目标：1、进一步复习第一课时的学习内容：one, two ,three, four , five, six. 适当的拓展单词如：seven, nine等；2、通过图片和情境，初步学习如下句型：How many…（s）?，初步了解其含义和用途，并能尝试回答，进一步能进行简单对话3、在情境中学习与同学之间礼貌交流。
上海秋季牛津英语三年级上册三上M3U1同步讲义教案(含词汇语法练习)
处理上次课课后巩固作业及预习思考内容。
1、上次课后巩固作业复习2、互动探索教学建议：通过让学生比较图片中的两个句子，看看a的用法，并找出play组成的两个动宾短语有什么不同，然后总结不定冠词和定冠词的用法区别。
语中有些单词用法很多，不定冠词a，an除了表示数量，还可指事物的单位，如每日、每斤等。
例如：表示演奏乐器时，乐器的名称前常用定冠词the。
表示玩球类游戏时，不加the。
例如：知识名称【知识梳理1】M3U1 My schoolI. Words 单词1．school 名词(1) 学校[例句] This is a school. 这是一所学校。
Where do you go to school? 你在哪里上学？(2) 上课时间；上学阶段[例句] Their children are still at school. 他们的孩子还在上学。
I like to play basketball after school. 放学后，我喜欢打篮球。
[记忆链接] schoolboy（中小学）男生schoolgirl (中小学)女生schoolteacher（中小学）教师2．library 名词图书馆[例句] The library in our school is very big.我们学校的图书馆非常大。
You must keep silent in the library.图书馆里必须保持安静。
[常见词组] a school library学校图书馆 a city library市图书馆a public library公共图书馆 a university library大学图书馆3．toilet 名词卫生间；厕所[例句] The toilet is very clean．这个厕所十分干净。
There are two toilets in my new house．在我的新房子里有两个卫生间。
[友情提示] 家中的“厕所”通常叫做toilet，在非正式场合叫做loo。
牛津版五年级英语M3U1教案
English 5A (Oxford Shanghai Edition)Module 3 Places and activitiesUnit 1 (第一课时)Topic：Around the citySchool: Shaonong Primary School(少农小学)Teacher: liumiaomeiDate：11th Nov.I、本课教学目标A、Language knowledge (语言知识)：1.能在情景中理解认读本课时核心单词:hotel bank hospital bakery museum cinema2.能在问路的情景中使用句型：Excuse me．How can I get to ．．．3.能看地图说出到目的地的乘车路线。
B、Language skills (语言技能)：Listening:1.能在情景中听懂本课时的核心单词：hotel bank hospital bakery museum cinema2能在情景中听懂句型：Excuse me．How can I get to ．．．3能听懂乘车路线。
Speaking:1.Pronouncing the key words correctly.hotel bank hospital bakery museum cinemaing wh-questions to ask for directions.How can I get to ．．．ing imperatives to give directionsReading:1.能正确朗读理解本课时核心词汇、句型。
2.能在理解的基础上有感情的朗读描述性文本。
Writing:能正确书写本课时的核心单词。
C、Language use (语言应用)培养学生能应用英语进行问路和指路。
D、Cultural consciousness (文化意识)：了解西方的路标特点以及了解西方的交通规则。
(沪教版)牛津英语教案新部编本 4B Module1 Unit3(1)
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit3 What can you feel?The First PeriodContent: Look and say.Education Aim: Helping each other.Teaching Aims:1、Basic Aims:(1)、Use nouns to identify animals. e.g. donkey(2)、Use imperatives to give instructions. e.g. Feel the donkey.2、Developing Aim: Free talkTeaching Aids: cassette player, word and picture Cards.Teaching ProcedurePre-task preparation Purpose1、Song 歌曲能使学生集中注意力，迅速进入学习状态。
2、Ask and answer:(1)、What's this? It's a monkey. (lion, dog, cat, rabbit...) 通过学习问答，帮助学生复习所学的内容，并为新课作铺垫。
(2)、Where's its nose?(mouth ,face) It's here.Where're its eyes?(ears ,legs) They're here.While-task procedure:1、This is its...These are its...(1)、T: This is a dog. This is its tail 通过老师引导，学生学说，引出新授内容，接着让学生P: This is a rabbit. This is its tail. 互相操练，活用句型。
(完整word版)上海版牛津英语三年级上册教案m3Unit1Myschool
Module 3 Places and activitiesUnit 1 My schoolPeriod OneTeaching contents: Look and sayTeaching Aims:1. 知识目标：1) Using nouns to identify things2) Asking Wh- questions to find out about a specific thing 2. 能力目标：1) Open an interaction by eliciting a response2) Maintain an interaction by providing information to factual questions3. 情感目标：通过对学校的介绍激发学生对学校对班级的热爱Difficult and key points:1) New words: school, classroom, hall, toilet, office, playground, library2) New sentences:What’s this? It’s a /the ______. Is this a/the _________? Yes/No Teaching aids: tape, some pictures, word cardsModule 3 Places and activitiesUnit 1 My schoolPeriod TwoTeaching contents: Point, ask and answer Listen and actTeaching Aims:1. 知识目标：1) Asking yes/no questions to obtain simple responses2) Using imperatives to give instructions3) Asking Wh-questions to find out about a specific thing 2. 能力目标：1) Open an interaction by eliciting a response2) Maintain an interaction by providing information3) Maintain an interaction by using formulaic expressions to acknowledge, agree or disagree3. 情感目标：通过问答加深对学校的了解，通过学习课堂用语做到整齐划一Difficult and key points:1) Listen and respond2) Wh- questions: What’s this? It’s a /the _____.3) yes/no questions: Is this a / the ______?Yes, it is. No, it isn’t.Teaching aids: tape, some pictures and labelsTeaching procedure:Module 3 Places and activitiesUnit 1 My schoolPeriod ThreeTeaching contents: Play a matching game Learn the sounds Teaching Aims:1. 知识目标：1) Using plural forms of nouns to identify things2) Using numbers to show quantities3) Using formulaic expressions to express approval4) Pronounce correctly words in isolation with initial sounds / ei /& /æ /2. 能力目标：1) Discriminate between words with vowel sound ‘a’ in both open and closed syllable forms2) Use modeled phrases to communicate with other learners3. 情感目标：鼓励学生相互协作，懂得对他人的赞赏Difficult and key points:1) Numbers: from one to ten2) Plural forms of nouns: desks, chairs….3) Vowel sound: A a--/ ei /& /æ /Teaching aids: tape, some pictures cards and number cardsTeaching procedure:教学目标课程标准：根据教学目标,学生心趣为先,激励和培养孩子们学习英子们在听说玩演练中学会本课内容1.能听懂、会说几种家庭成员brother, sister, me及little和big2.能够在实际语言情境中运用is…能正确区分he和she并能熟3.培养学生热爱自己的家庭4.注重合作学习，培养学生教学重点及解决措施教学重点是本课时表示家庭成员的解决措施：1、通过创设情景，布置任务2、运用多媒体课件，创设出各种中逐步熟练掌握教学难点及解决措施教学难点是能够在实际语言中运用解决措施：1、通过创设情景，布置任务2、运用多媒体课件，创设出各“用”中逐步熟练掌握教学设计思路以课本教材为基础，综合整个单元启后，螺旋上升。
2AM3U1单元备课教案新部编本
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Oxford English 2AModule 3 Unit 1 In the children’s gardenTopic: In the children’s gardenSub-topic:Period 1:Look and lear n﹠Look and sayPeriod 2:Ask and answer Listen and enjoy﹠ Learn the letters单元目标：一．知识目标：1.能够正确朗读单词slide, swing, seesaw。
2.能够运用特殊疑问句What can you see? What colour is it?进行提问并问答。
3.能够用句型I can see…来表达自己看到的事物。
二．能力目标1.通过pair work、看图问答等进行操练。
通过歌曲，对话，游戏等形式，用课文中提供的句型，让学生获取信息。
2.结合学生的能力，发挥他们的想象，模仿教师提供的儿歌编出不同的儿歌来。
3、通过多媒体让学生看看说说提高口头表达的能力。
三．情感目标：通过引导学生观察身边的生活环境，了解课外生活的美好，并且培养学生热爱大自然，享受大自然的情感。
单课时教学目标：单元文本设计：It’s a beautiful children’s garden.I can see a swing.It's orange.I can swing on the swing. It's very fun.I can see a slide.It's blue.I can slide on the slide. It's very fun.I can see a seesaw.It's red and yellow.I can play on the seesaw. It's very fun.教学过程设计：Period 1Period 2。
牛津英语第一学期1A M3M4教案
English 1A Module 3 Places and activitiesUnit 1 In the classroom一、单元教学目标【语用任务】能在上数学课的语境下，运用A: Look, what can you see? B: I can see…A: How many …? B: …的语言结构对所见的事物和数量进行描述。
做到句子相对通顺，语义表达相对连贯，语音基本正确。
【语言知识与技能】1、在上数学课的语境下，能够正确运用核心词汇one, two, three, four, five, six来表述事物的数量。
2、在上数学课的语境下，能够正确运用核心句型How many+复数名词？的结构来询问事物的数量。
【语言情感】1、通过数字的学习，激发学生热爱数学。
2、在编对话的过程中，提供给学生与伙伴交流的机会，培养学生们学会合作学习。
【学习策略】在课堂交流中，积极与他人合作，共同完成学习任务。
二、学情分析本单元的学习主题是数字，大部分一年级的学生对于英语数字one到six并不陌生，在幼儿园的时候都有所接触，所以在数字学习方面还是比较容易掌握的。
How many句型是学生第一次接触；在用数字描述事物多少的时候，名词的复数也是个难点。
因此本单元的重点要教会学生正确使用how many+名词复数的句型结构来询问事物的数量。
三、单课教学目标四、【分课时的文本内容与教学过程】Let’s count (1st Period)I、Text (文本内容)：1. 主体学习文本:Sally: Look, what can you see?Eddie: I can see pencils.One, two, three, four.Sally: Look, what can you see? Kitty: I can see rubbers.One, two, three, four, five, six.Sally: Look, what can you see? Kitty: I can see rulers.One, two, three.Sally: Look, what can you see? Eddie: I can see books.One, two, three, four, five.2. 辅助文本Pencils, pencils, I can see.One, two, three, four.Four pencils.3. 预设输出语言：A: Look, what can you see?.B: I can see .One, two, three…II、本课时教学过程Teaching Processes：教学反思：Have a Maths Lesson (2nd Period)I、Text (文本内容)：1.主体学习文本:Teacher: Look! What can you see?Student 1: I can see three pencils. Teacher: Look! How many pencils? Student 1: Four pencils.Teacher: Bingo.Teacher: Look! What can you see? Student 1: I can see two pens. Teacher: How many pens?Student 1: One pen.Teacher: Bingo.2.辅助文本How many, how many, how many pens? One. One pen.How many, how many, how many pens? One, two. Two pens.How many, how many, how many pens? One, two, three. Three pens.3.预设输出语言：A: Look! What can you see?B: I can see ……A: How many ……?B: ……A: Bingo.II、本课时教学过程Teaching Processes：教学反思：English 1A Module 3 Places and activitiesUnit 2 In the fruit shopI、【单元教学目标】【语用任务】在参观果园购买水果的语境中，正确运用本单元的核心词汇*apple，*pear，*peach，*orange和句型How many +名词复数? 对水果的数量进行询问，并运用购物语言：…, please. How many …? … Here you are. Thank you.完成购物的过程。
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2)vi.感到惊奇；惊愕；惊叹wonder at sth
I don’t wonder at her refusing to marry him.
It’s not to be wondered at.那不足为奇
6. reduce_____________ (把……减少到)
7. experiment ______ (做实验)
8. make sense _________ (讲不通,没道理)
9. everyday_________(每天,日常)
10.avoid ___________(避免干某事)
课题
M3U1
Step6 Homework
Work in groups and write a story with a surprise ending.
1. What is your opinion on the old man?
2. What can we do to help those disabled like the old blind man?
C.they would do something bad to her.
D.Polly was too nervous.
3. (Line 30) Polly waited. at last she spoke.
The man offered to help her, but why did Polly wait?
How do the deaf communicate with each other?
body language or sign language
4.Read the short passage on page 1
5.Look at the four pictures and answer the question below each picture.
Step 7Readingstrategy
Stories usually have the following elements in common.
a plot (情节)
main characters (主要人物)
a certain time period (特定时间)
a place
a problem or an issue to be solved
2.Fill in the table
We do
with
the sense
see
eyes
sight
hear
ears
hearing
taste
tongue/taste buds
taste
smell
nose
smell
touch/feel
hands/feet/skin
touch
3.What would happen if you lost one or two of your senses?
2. Why did Polly take the Underground train toGreenPark?
Because no buses run that far toKing Street.
3. How did she get home at last?
With the help of the old blind man.
教学重、难点
教学重点：Know some useful phrases
教学难点：cover/wonder/sense/glance
教、学具
Slides
预习要求
教师活动内容、方式
学生活动内容、方式
旁注
Step1 Revision
Check the homework
Have a dictation
Step2 Language points
With what can we see and hear?
How can we know whether a dish is delicious?
How can we know that a flower has a pleasant smell?
What do we do when we want to know whether the water in the basin is hot or cold?
Have a dictation
Step2Fast reading
Read the story quickly and answer the following questions.
1. Why did Polly leave work early that day?
Because it was foggy and she wondered if the buses would still be running.
a climax (高潮) or a surprise ending
Step8 Homework
Work in groups and write a story with a surprise ending.
课题
M3U1
课时
12-3
Reading2
主备人
Swan
授课时间
200809
教学目标
Ask the Ss to have a further understanding of the text.
Step3True or False
1.The fog was very thick in the morning.
2.When she got toGreenPark, the weather turned out to be fine.
3.Polly got toGreenParkby train.
教学难点：How tohelp the Ss improve their reading ability and understand the text better.
教、学具
Slides
预习要求
教师活动内容、方式
学生活动内容、方式
旁注
Step1 Revision
Check the homewoek
Why are people misled by their own eyes.
6.Discussion
Read the three questions in the short passage and discuss them in groups of four.
Report your answers to the whole class.
1. (Lines 15-16) …she sensed that she was being watched by a tall man in a dark coat.
Why was a tall man mentioned here?
2. (Lines 22-23) …Polly felt a rough hand brush her face …
教师学科教案
[20 – 20学年度第__学期]
任教学科：_____________
任教年级：_____________
任教老师：_____________
xx市实验学校
课题
M3U1
课时
12-1
Welcome
主备人
Swan
授课时间
200809
教学目标
Give the Ss some impression of thefive senses
A person who cannot see is___(blind)and someone who cannot hear is ___.(deaf)
Do you know how blind people can read?
They can read by touching raised dots which represent numbers and letters. This system is calledBraille.
prehension to the text.
Read the story carefully and try to find the route (路线) that Polly took home.
1.outside Polly’s working place
2.at the bus stop on the street
(1)What can you see in this picture?
(2)How would you judge the length of the two lines?
(3)How can you prove that the two lines are straight?
(4)Can the symbols beread in only one way?
n. 1)［u］惊奇；惊愕；惊叹
No wonder you were so late.难怪你来得那么迟。
2）［c］奇迹；奇观
Walking on the moon is one of the wonders of our times.
What a wonder!多么令人惊奇。
Adj. Wonderful
1.The city was already covered in a grey mist.
Be covered in/with
Cover in完全盖起
The ground is covered with snow.