牛津英语上海版1B-M1单元教材分析

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上海牛津1AUnit1Myclassroom含单元分析

上海牛津1AUnit1Myclassroom含单元分析Unit 1 My classroom单元分析一、教材分析本单元是新学期的第一单元，对于刚进学校的一年级的同学来说，首先我们要做好常规的课堂训练。

使学生对一些简单的课堂常规用语和口令进行了解。

如；Stand up ,please! Sit down, please! Good morning! Good morning! How are you ？Fine , thank you!等。

本单元安排的教学情境与新学期课程有关，题材贴近学生实际情况，语言的交际性强，有利于提高学生的学习兴趣。

教学中教师要尽量结合学生实际情况，让学生在情境中学会交际，在交际中学会语言。

二、教学要求1、能听懂、会说，会读，Stand up. Sit down.Open your book .Close your book.2、能听懂、会说，会读，book、rubber、ruler、pen、pencil bag.3、能听懂、会说，会读，会用How are you ? Fine thank you! Good morning! Good morning！4、能熟练的朗读并带动作表演Let’s play!中的儿歌。

5、能熟练的唱Good morning! 歌曲！三、课时安排第一课时Let’s act 第二课时Let’slearn第3课时Let’s talk第四课时Let’s play第五课时Let’s enjoyStand up, please! Book.RulerHow areyou?Paper,apencil。

Ican see!Song !Sit down, please! PencilRubberFine, thankyou!Paper. A pencilFor you and me!Open your book . Pen Bag Goodmorning!A ruler,arubber,I can see.Close your book. Goodmorning!A ruler ,arubber .For youand me !备注：在第五课时后灵活安排第6课时进行复习。

上海版牛津英语1B全册教学方案

上海版牛津1B 全册教案Module 1 Using my five sensesUnit 1 Look and seeUnit 2 Listen and hearUnit 3 Taste and smellModule 2 My favourite thingsUnit 1 Toys I likeUnit 2 Food I likeUnit 3 Drinks I likeModule 3 Things around usUnit 1 SeasonsUnit 2 WeatherUnit 3 ClothesModule 4 Things we doUnit 1 ActivitiesUnit 2 New Year's DayUnit 3 Story time课题Module 1 Using my five sensesUnit 1 Look and seeLook and learn教学目标知识与技能：ing the new words in the context eg. frog, rabbit, bee, bird2.Asking wh-questions to find out what people seeeg. What do you see?ing formulaic expressions to indicate what peoplesee eg. I see…过程与方法：ing modeled phrases to communicatewith other studentsing modeled phrases to begin and maintain aninteraction by providing information in responseto factual questions教学重点和难点1.Identify the key words in an utterance byhearing the pronunciationeg. frog, rabbit, bee, bird2.Understand the meaning of wh-questionseg. What do you see?3.Understand the key patterneg. I am a ….教学媒体Pictures, masks, Cassette 1A, Cassette playerListening to the recording of the text.课前学生准备教学流程Pre-task preparation1．Warmerlisten to the song:<Good morning>Greetings2．Greetings.Good morning.Good afternoon.……T: Ask pupils to answer the teacher’s questions.While-task procedure1.IntroductionI see …Show a picture of a park to the students. Ask them what theysee.To elicit the structure:I see …(bird bee rabbit frog)2.Teach some new words.bird bee rabbit frog3.I’m a….Mime the small animals and let students guess what theanimals are.4.bird…Ask the students to say and mime the actions of the animals.One, two, three…I am a bee.…Teach the rhyme on Book P 2Post-task activity1．SubstitutionI am……Ask pupils to review the new sentences.Eg.A: One two three …B: I am a bee.A: Four , five.B: I am…板书设计frog rabbit bee birdI am a…教学效果的反馈课题Module 1 Using my five sensesUnit 1 Look and seeLook and say教学目标Language Focus:Using formulaic expressions to learn the phrases;Language Skill:Listening: Understand the meanings of wh-questionsSpeaking: Ask wh-questions to find out what people seeUse formulaic expressions to indicate what people see.教学重点和难点Understand the meaning of wh-questions eg. What do you see?eg. I see a ….教学媒体Pictures, masks, Cassette 1A, Cassette player课前学生准备Listening to the recording of the text.教学流程Pre-task preparation1.Show the words of the animals.bird rabbit bee….2.Ask; What do you see?I see….Are you a rabbit?Yes? No, I’m a …3.Divide the class into pairs. Ask tgen ti act as an animaland let the partner guess what animal it is.Are you a rabbit?4.Yes? No, I’m a …While-task procedurese the paper cut-outs. Show the students some parts ofthe small animals and ask them to guess what the animalsare. The students can play this guessing game in groups.What is it?It’s a bee.2.Ask the students to introduce each animal.It’s a…It’s …3.Have the students look at the pictures and practice inpairs.What do you see?I see…What colour is it?It’s…Post-task activitiesLet the student listen to the tape and repeat again and againThe workbookLet students do the practice in the workbook.板书设计What do you see?I see…What colour is it?It’s…教学效果的反馈课题Module 1Using my five sensesPlay a game教学目标Teaching Aims :1.Asking wh-question to fine out what people seeing formulaic expressions to indicate whatpeople seeing nouns to identify small animals.ing indefinite articles to refer to particularanimals.教学重点和难点1. Using the sentences: What do you see? What colour is it?2. Using formulaic expression to introduce the animals教学媒体Recorder and workbook ,picture cards课前学生Listening to the recording of the text.准备教学流程Pre-task preparation1．WarmerPs: Sing the song:Greetings2.Ask each student to make a mask of an animal. Ask them toput on their masks and make a dialogue with their partner.Hello. I am a bee. I am small.Hi , I am a frog. I am green.While-task procedure1.Show the students the wall pictures .2.Ask the students to listen to the dialogue.3.Elicit the key pattern What do you see? I see…T: What do you see?S;I see…4.Have the students look at the pictures and practice inpairs.What do you see?I see.What colour is it?It’s…5. Ask the students to play a game on book P5What do you see?I see.. It’s…Post-task activityLet’s playAsk the students to do Listen, colour and answer on workbookp4板书设计What do you see ? I see…What colour is it? It’s…教学效果的反馈课题Module1 Using my five sensesUnit 1 Listen and hearLook and say教学目标 ing the key words in context.ing imperatives give simple instructions eg: I hear…教学重点和难点1. STRUCTURES: sheep hen dog cat …2. FUNCTION: Using nouns to express animals’ noises.教学媒体pictures课前学生准备Listening to the recording of the text.教学流程I.Pre-task preparation:Warming up:Have the Ss listen to the song about the farm animals. Elicitthe new words nose, sheep,…II.While-task procedure:1.Prompt the Ss to repeat after you.Sheep hen dog cat…2.Teach a new chant about the animalsI hear…3.Ask the Ss to come to the front of the class and act asa puppet.4.Have the Ss to act all kinds of animals.III.Post-taskactivity:Ask the Ss to play a game What do you hear?.Have the Ss do exercisesIV.Assignment1.Listen to the tape.2.Read the words.3.Say the sentences..板书设计sheep hen dog catWhat do you hear?Oink, oink.I hear a pig.……教学效果的反馈课题 Module1 Using my five sensesUnit 1 Listen and hearSay and act教学目标 U 1.sing pronouns to refer to particular things.2.Understand the neaning of wh- questions.ing possessive adjectives to express possession. I hea教学重点和难点 S 1.TRUCTURES: What do you hear? I hear …2. 2.FUNCTION: Using: “I hear …” introduce the volicesLook It ’s you.教学媒体 pictures课前学生准备Listening to the recording of the text.教学流程 IV. Pre-task preparation:Warming up:1.(Review the words.)(1). Game:What do you hear?Say: I hear …V. While-task procedure:1.BingoHave the students listen several times to the song and actas different farm animals.2. Ask the students to play the game . Then let them say ingroups.I hear …I hear ….3. Divide the class into pairs. Ask one student to imitatethe sounds of farm animals and have the other one guessS1: Baa …Baa..S2: I hear a sheep.S1: Yes, it ’s a sheep.4.what the animal is.Learn the text on p 7VI.Post-taskactivity:1.Ask the students to do Part A “listen and number” on p6.Then have them practice in pairs.S1: Quack.. Quack…2.Have the students do Part C “ Listen, tick and answer” onbook p 7S2: I hear a duckIV.Assignment1．Listen to the tape.2. Read the sentences.板书设计What do you hear, Alice? Oink… oink…I hear …Oh, it’s you, ………教学效果的反馈课题Module1 Using my five sensesUnit 1 Listen and hear教学目标 ing the key words in context.ing imperatives give simple instructions eg: I he1.song: Bingo.教学重点和难点教学媒体Realia, tape.Listening to the recording of the text.课前学生准备教学流程VII.Pre-task preparation:1.Warming up:Rhyme: say some words about the farm animals.2.T: Say and actT: What do you hear?……II.While-task procedure:e the sounds animals make to elicit the key patternTeach a new chant about the animalsT: Miao…Miao… What do you hear?Ss: I hear a cat.6.Encourage the students to say a rhyme like the following,.The boys ask questions and the girls answerOink, oink.What do you hear?I hear a pig3. Listen to the song.< Bingo>and learn.Bingo.VIII.Post-taskactivity:Sing the song. BingoIV.Assignment1.Listen to the tape.2. sing the song.板书设计BingoThere was a farmer (who) had a dog.And Bingo was his name. Oh!教学效果的反馈课题Module1 Using my five sensesUnit 3 Taste and smell教学目标 ing nouns to identify food itemsing imperatives to give simple instructions教学重点和难点1.Sentence: Taste…Smell…2.Words: rice, soup, egg, noodles教学媒体Recorder and workbook ,picture cards课前学生准备Listening to the recording of the text.教学流程IX.Pre-task preparation:1.RhymePs: Read the Rhyme: <soup>2.Review the words of food1.Talk about the food:Eg This is an apple. It’s…I like …2.Review the dialogueMake a dialogue with their partner.--Can I help you?--May I have …--Here you are.--Thank you.II.While-task procedure:1. Teach: rice, noodlesShow the pictures and tell the students : Chinese like toeat rice and noodles2. Teach: eggDescribe the egg to elicit the wordTeach: Taste …Smell…Guess the wordsRead the word3.Have the students close their eyes and guess the names ofthe food by smelling and tastingClose their eyes and guessPost-taskactivity:Make the dialogueShow a menu and have the students make a dialogue.IV.AssignmentComplete the exercises板书设计Smell …Taste …教学效果的反馈课题Module1 Using my five sensesUnit 3 Taste and smellSay and act教学目标 ing nouns to identify food itemsing formulaic expressions to ask customer’spreferencesing formulaic expressions to offer people thingsing formulaic expressions to express thanks教学重点和难点Sentence: Can I help you?Here you are. Thank you.教学媒体Recorder and workbook ,picture cards课前学生准备Listening to the recording of the text.教学流程Pre-task preparation:1.Review the words: rice, noodles, soup, egg.Show the words of the food and students readRead the rhyme of the food2.Taste the noodles,Peter.Smell the soup, LindaAsk the more able students to act according to myinstructionsII.While-task procedure:1. 1.Dialogue:At the restaurantHave the students watch the flash and act out the dialogue.Ask the students to make the new dialogue with their deskmate2.Listen and enjoy.Have the students listen to and repeat after the rhymeHave them practice the rhyme several times with teacherPost-taskactivity:1.Let the student listen to the tape and repeat again andagain.2.Let students do the practice in the workbook板书设计Can I help you ?…,please.Here you are.Thank you.教学效果的反馈课题Module1 Using my five sensesUnit 3 Taste and smellPlay a game教学目标 ing nouns to identify food itemsing imperatives to give simple instructions教学重点和难点Sentence: Stand up. Touch your… Smell the…教学媒体Recorder and workbook ,picture cards课前学生准备Listening to the recording of the text.教学流程Pre-task preparation:1.Review the words: rice, noodles, soup, egg.Show the words of the food and students readRead the rhyme of the food2.Review the sentencesListen and act3.Dialogue:At the restaurantMake a dialogueII.While-task procedure:1.Play a game:Listen and actStand upTouch your…2.Guessing gameShow some foodLet the students close their eyes and smell the food3.Show a thingPost-taskactivity:1.Let the student listen to the tape and repeat again andagain.2.Let students do the practice in the workbook板书设计Stand upTouch…Smell…教学效果的反馈Module 2 My favourite thingsTask in this unit:●Begin an interaction by expressing one’s preferences●Begin an interaction by eliciting a responseLanguage focus：●Using nouns to identify toys: ball,doll,bicycle,kite●Using adjectivesto describe things: It’s super.●Using the definite article to indicate particular things: the ball,thedoll●Using formulaic expressions to offer people help: Can I help you?●Using formulaic expressions to offer people things: Here you are.●Using formulaic expressions to express thanks: Thank you.Language skills:Listening:●Identify the key words in an utterance by hearing the pronunciation:ball,doll,bicycle,kite●Understand the key pattern: I like…●Understand formulaic expressions to offer people things: Here you are.●Understand formulaic expressions to offer people help: Can I help you?Speaking:●Pronounce the words,phrases and sentences correctly:ball,doll,bicycle,kite●Use formulaic expressions to indicate preferences: I like…●Use formulaic expressions to offer people things: Here you are.●Use formulaic expressions to express thanks: Thank you.●Use adjectivesto describe things: It’s super.Use formulaic expressions to offer people help: Can I help you?Scheme of work:Period Core contents Extension Materials Grammar andexpressionsVocabulary1 I like…ball,doll,bicycle,kite SB:pp.14 ,15 WB:pp.14,15, Parts A,B,C2 I like…nice superYou like…SB:pp.15,16,17 WB:pp.16,17 Part D and TaskModule2 / Unit 1 / Period 1Aims:1. Words: ball,doll,bicycle,kite2.Function: Use formulaic expressions to indicate preferences: I like…Language focus:1. Pronounce the words,phrases and sentences correctly2. Understand the key pattern: I like…Aids: Pictures, Realia, tape.PROCEDRES CONTENTS METHODS PURPOSEI.Pre-task preparation Warming up:Song Sing a song.通过歌曲引出今天的教学。

1BM1U1教材分析和教学建议

句型学习运用综合运用能力
备注说明
会说：I am… 听懂：What
do you see? 能用:I see a
…回答。
- 简短小文阅读。 I see a frog. It’s green. I see a rabbit. It’s white. I see a bee. It’s yellow. I see a bird. It’s blue. - 在教师的引导下，能整合以前所学
4、在教学的过程中，通过板书和单词卡片的呈现，培养学生认读单词的意识和能力 5、在学习过程中，培养学生良好的学习习惯及学习能力。
Scheme of work ( 课时划分)
Period 1
Core contents
Grammar and expressions
I am a ….
2
What do you see?
2、听懂句型What do you see? 并能用I see a …进行正确应答
3、在学习的过程中，学习认读或拼读单词 4、能认读简单的图画故事，并能根据故事对老师的提问作出正确的回答 5、在教师的引导下，能整合以前所学的语言知识对小动物进行比较准确地描述
教学方法手段跟读、认读、游戏、故事等
Pre-task preparation
Listening - Identify the key words in an utterance by hearing the
pronunciation - Understand the meaning of the wh- question ‘What do you see?’ - Understand the key pattern ‘I’m a…’
教材提供的教学活动实际上是创设和提供了使用这些新学语言知识的情景，并整合了在第一册中学过的有关语言知识，从而使学生能进行有意义的语言交流，逐步提升英语使用能力。

牛津英语上海版1B-M1单元教材分析

一年级教材分析(M1)一、单元主题分析第一单元的主题是Using my five senses，学生可以通过五官感知生活中的各种事物，利用眼睛观察身边的东西，利用耳朵倾听不同的声音，利用鼻和舌感知不同的味道。

Unit 1的内容围绕Look和See开展的，让学生在学习新单词frog, rabbit, bee, bird几种动物的同时，掌握What do you see?这个问句，要求学生能从名称、大小、颜色等特征来介绍所见动物。

Unit 2通过动物的叫声突出Listen 和Hear这个主题。

由于动物的叫声学生在第一学期已接触过，所以重点就落在了句子What do you hear?上。

学生在学习单词sheep, hen, dog, cat的过程中，模仿它们的叫声，引导学生喜爱动物。

Unit 3 通过Taste和Smell两个行为让学生了解自己生活中最常见的几种的食物rice, soup, egg, noodles，并通过对话的学习，了解如何进行简单的点菜。

整个单元的内容与学生的生活有着密切的关系：鸟、蜜蜂等在春天随处可见，可以激发学生热爱自然的情怀；猫、狗等是人们的宠物，通过声音的模仿，激发学生热爱动物的热情；米饭、鸡蛋等学生每天都在吃，可以培养学生不挑食的好习惯，因此较容易激发学生学习的兴趣。

二、教材处理（一）教学目标Unit 1 Look and seeUnit 2 Listen and hearUnit 3 Taste and smell（二）（三）划分课时Unit 1Unit 2Unit 3（四）重点、难点Unit 1:重点：单词：frog rabbit bee bird句子：What do you see? I see…What colour is it? It is…段：I see a … It’s …(red/yellow…) It’s …(big/ small…) 难点：学生容易在形容词前加“a”, 如：What colour is it? It is (a) red.Unit 2:重点：单词：sheep hen dog cat句子：What do you hear? I hear…难点：象声词的读音：oink, cluck, woofUnit 3:重点：单词：rice soup egg noodles句子：Taste…Smell…Can I help you? …, please.难点：the 在元音前的发音，如：Smell the egg.正确使用taste和smell。

上海版牛津英语1B全册教案(含单元分析)

教学进度表（英语）课标要求听做：1、能根据听到的词语识别或指认图片或实物；2、能听懂课堂简短的指令并做出相应的反应；3、能根据指令做事情，如:指图片、涂颜色、画图、做动作、做手工等；4、能在图片和动作的提示下听懂简单的小故事并做出反应。

说唱：1、能根据录音模仿说英语；2、能相互致以简单的问候;3、能相互交流简单的个人信息，如:姓名、年龄等;4、能表达简单的情感和感觉，如:喜欢和不喜欢;5、能够根据表演猜测意思、说词语，6、能唱英语儿童歌曲15一20首，说歌谣15一20首;7、能根据图、文说出单词或短句。

玩演：1、能用英语做游戏并在游戏中用英语进行简单的交际;2、能做简单的角色表演；3、能表演英文歌曲及简单的童话剧，如(小红帽)等。

读写：1、能看图识字；2、能在指认物体的前提下认读所学词语；3、能在图片的帮助下读懂简单的小故事;视听：1、能看懂语言简单的英语动画片或程度相当的教学节目；2、视听时间每学年不少于10小时(平均每周20一25分钟)。

牛津英语1B教材分析教材分析：1.本套教材注重听说训练，着重培养学习的语感和初步用英语进行简单日常交流的能力；并通过听、说、读、写、唱、游、演、画、做等活动激发学生的学习兴趣，帮助学习养成良好的学习习惯，形成有效的学习方法，发展自主学习的能力，为进一步学习打下基础。

2.按“话题--功能--结构--任务”相结合的原则编写，并力求使话题、功能、结构和任务四个方面在比较真实的情景中紧密联系，融为一体。

3.内容贴近学生的生活和学习实际，并配有大量生动活泼、富有情趣的插图，以利于学生比较接近于实际的情景中进行听说训练，也为教师组织教学活动提供方便。

本学期采用的教材为牛津英语(上海版)一年级第一学期1B.全册教材共有三个主题九个单元,分别为:Theme 1: SpringUnit 1: New YearUnit 2: Small animalsUnit 3: ColoursTheme 2: People who help usUnit 4: Postman and policemanUnit 5: Doctor and nurseUnit 6: Farmer and fishermanTheme 3: Food and drinkUnit 7: Birthday partyUnit 8: DinnerUnit 9: Revision教学目标：在这个学期中要求学生达到的也就是本学期的教学的总的目标是：1.要求学生很扎实的掌握好书本的各个知识点。

上海版牛津英语2BM1教案

Teaching Plan of Oxford English 2BModule1 Unit1 What can you see?[单元分析]一、教材地位在过去的英语学习中，学生已经能听说并运用What colour is it? It’s … What can you see? I can see a/an…, What do you hear? I hear … / What do you see? I see …进行简单问答，也已学了一些表示颜色的单词：red, yellow, blue, green, bag, van, bicycle等，学生能听说white, black, orange, purple, brown等词。

在本单元里，将学习以下主要内容：单词：white, purple, pink, orange, brown, black,句型：What colour are they? They are…What can you see? I can see…通过本单元学习，学生能用4--5句话介绍自己看到的二者以上的东西，并说说它们的颜色。

二、学习目标：1. 能听、说、认读“white, purple, pink, orange, brown, black”。

2．能运用句型“What colour are …?”提问，并能根据实际情况回答问题，认读句型。

3．能认读句型“They are…”，描述事物并认读句型。

4. 能有节奏，有感情地表演儿歌，做出相应的动作。

三、情感目标：帮助学生认识五彩缤纷的大自然。

四．教时分配Period 1: 整合Look and learn与Listen and enjoy,，复习red, blue, yellow, green, 学习并运用What can you see? I can see…和What colour is it? It’s …来问答，学习词汇purple, white, black, pink, brown.Period 2:整合Look and say与Say and act,以学习What colour are they? They are…为主，进行对话训练. 补充What colour are the …? They’re …的句型。

一年级英语1B全册表格式教案(沪教牛津英语含单元分析)

一年级英语1B全册表格式教案(沪教牛津英语含单元分析)本资料为woRD文档，请点击下载地址下载全文下载地址Unit9Revision１、本单元是一个复习的内容，即把一年级所学到知识进行系统的复习并加以梳理，使学生对知识有了一个比较完整的认识和整合。

2、词汇方面:A 复习家人和职业类的单词,同时贯串描述人的外形特征。

B 色彩、动物和其他。

c 食物及学习用品。

3、句型方面：A 复习tobe句型B Isee….Howmany…?c 复习like句型。

课题Unit9Revision课型Review课时30教学目标知识与技能：.在“新年”主题中，通过一些简单的口语招呼的方式，使学生在日常生活中形成良好的语言习惯，养成良好的礼貌行为。

过程与方法：培养学生的综合语言运用能力。

情感态度价值观：使学生体味到中国这一传统节日人与人之间的良好亲情关系重（难）点.在“新年”主题中，通过一些简单的口语招呼的方式，使学生在日常生活中形成良好的语言习惯，养成良好的礼貌行为。

2.通过“新年”相互拜年这一语言使用环境，能正确的用语言来表述家庭成员的关系及其各自的职业，同时贯串描述人的外形特征。

教学准备单词卡片、屏幕、录音机、多媒体教学过程一.伴随着音乐的响起，全班齐唱新年歌。

利用小布偶引出wendy.这一卡通人物。

与卡通人物相互问候。

二.wendy去kitty家拜年，wendy敲门，教师问：Guess，whowillcometoopenthedoor?让学生自由地用单词猜测几次后，这时屏幕显示门打开了，教师引导whoishe?Thisiskitty’sfather.Heistallandthin.He’sateacher.通过教师自述引入所要复习的内容。

提问方式让学生猜猜wendy最喜欢谁？让学生自由地用单词猜测后，教师出示wendy父亲的照片。

三.用小汽车的声音引入mother，uncle,brother等屏幕出示词形并跟读，其中开始两遍可用正常声音升降调跟读，接着可模仿妈妈（舅舅，兄弟）的声音或模仿高音，低音等方式朗读。

上海版牛津新教材 1B M1教案新部编本

2 Cultivate the good habits of observation.
3 Using indefinite articles to refer to particular animals
3
Note（备学生）:注意句型的复习，上学期Whatis it?Is it a…?
注意复习上学期的颜色，尤其是white和black
T:(Holds up a toy monkey)Whatdo you see?
S:A monkey.
T:Yes, you can say‘I see a monkey’.
Guessing game: What is it?
SS:Is it a…..
What do you see? I see a…..
Writing:copy the new words on page 2
拓展：Draw animal pictures and play the role of it
教后感：总体而言小朋友掌握的都不错，个别上来发言不是很大胆.
课件不是很完整，需要改善。
一（１）班是４０个人的大班，纪律不是很好，主要是让他们学会基本的就可以了。
3拓展using my five senses
Look and see
Procedure and methods
过程与方法:
Emotional focus情感态度价值观:
1 Using nouns to identify small animals
1 Cherish the beautiful nature we love
e.g., T:What does Kitty see?
What colour is it?…

上海版牛津英语1B全册教案

上海版牛津1B 全册教案Module 1 Using my five senses Unit 1 Look and seeUnit 2 Listen and hearUnit 3 Taste and smellModule 2 My favourite things Unit 1 Toys I likeUnit 2 Food I likeUnit 3 Drinks I likeModule 3 Things around us Unit 1 SeasonsUnit 2 WeatherUnit 3 ClothesModule 4 Things we doUnit 1 ActivitiesUnit 2 New Year's DayUnit 3 Story time板书设计Stand upTouch…Smell…教学效果的反馈Task in this unit:Begin an interaction by expressing one’s preferencesBegin an interaction by eliciting a responseLanguage focus：Using nouns to identify toys: ball,doll,bicycle,kiteUsing adjectivesto describe things: It’s super.Using the definite article to indicate particular things: the ball,the dollUsing formulaic expressions to offer people help: Can I help you Using formulaic expressions to offer people things: Here you are.Using formulaic expressions to express thanks: Thank you.Language skills:Listening:Identify the key words in an utterance by hearing the pronunciation: ball,doll,bicycle,kiteUnderstand the key pattern: I like…Understand formulaic expressions to offer people things: Here you are.Understand formulaic expressions to offer people help: Can I help youSpeaking:Pronounce the words,phrases and sentences correctly: ball,doll,bicycle,kiteUse formulaic expressions to indicate preferences: I like…Use formulaic expressions to offer people things: Here you are.Use formulaic expressions to express thanks: Thank you.Use adjectivesto describe things: It’s super.Use formulaic expressions to offer people help: Can I help youPeriod Core contents Extension MaterialsVocabularyGrammar andexpressionsModule2 / Unit 1 / Period 1Aims:1. Words: ball,doll,bicycle,kite2.Function: Use formulaic expressions to indicate preferences: I like…Language focus:1. Pronounce the words,phrases and sentences correctly2. Understand the key pattern: I like…Aids: Pictures, Realia, tape.Module 2 / Unit 1 /Period 2Aims:1. Use formulaic expressions to offer people things: Here you are.e formulaic expressions to express thanks: Thank you.e adjectivesto describe things: It’s super.e formulaic expressions to offer people help: Can I help youLanguage focus:1. Understand formulaic expressions to offer people things: Here you are.2. Understand formulaic expressions to offer people help: Can I help youAids: Pictures, Realia, tape.Module 2 / Unit 1 /Period 3Aims:1. Review the words: ball,doll,bicycle,kite2. Review the sentences: I like …3. Drills: I like the ….Language focus:Use formulaic expressions to indicate preferences: I like the…Aids: Pictures, Realia, tape.Module 2 My favourite thingsUnit 2 Food I likeTasks in this unit1.Begin an interaction by in troducing one’s preferences2.End an interaction by using simple formulaic expressions3.Begin an interaction by eliciting a responseLanguage focus1. Using nouns to identify foodeg. jelly, ice, cream, sweet, biscuitformulaic expressions to indicate preferences. I like ice cream.3. Asking yes/no questions to find out one’s preferences. Do you like,…4. Using formulaic expressions to confirm or deny. Yes./No.formulaic expressions to offer people things. One for you.Learning skills:Listening5.Identify the key words in an utterance by hearing the pronunciationeg. jelly, ice, cream, sweet, biscuit6.Identify specific information in response to questions. Do you like sweets No.3. Understand formulaic expressions indicating preferences. I like ice cream.Speaking1.Identify the key words in an utterance by hearing the pronunciationeg. jelly, ice, cream, sweet, biscuit2. Using formulaic expressions to indicate preferences. I like …3. Asking ye s/no questions to find out one’s preferences. Do you like,…4. Using formulaic expressions to confirm or deny. Yes./No.5. Using formulaic expressions to offer people things. One for you.The first PeriodAims:1. Words: jelly, ice, cream, sweet, biscuit6.Function: Use formulaic expressions to indicate preferences: I like…Language focus:1. Pronounce the words, phrases and sentences correctly. jelly, ice, cream, sweet, biscuit2.Understand the key pattern: I like…Aids: Pictures, Radio, tape.The second PeriodAims:1.Words: jelly, ice, cream, sweet, biscuit2.Sentences: Do you like … Yes./No.One for you and one for me.Function:1. Asking yes/no questions to find out one’s preferences. Do you like,…2. Using formulaic expressions to confirm or deny. Yes./No.Language focus:1. Asking yes/no questions to find out one’s preferences. Do you like,…2. Using formulaic expressions to confirm or deny. Yes./No.Aids: Pictures, Radio, tape.The third periodA：Contents :Sentence: One for you and one for you.B：Teaching Aims :Using formulaic expressions to offer people things . One for you.C：Teaching aids :Recorder and workbook ,picture cardsModule 2 My favourite thingsUnit 3 Drinks I likeTasks in this unit:Begin an interaction by introducing one’s preferencesEnd an interaction by using simple formulaic expressionsBegin an interaction by eliciting a responseLanguage focus：Using nouns to identify drinks: cola,juice,milk,waterUsing imperatives to give simple instructions: Drink some milk,Sam.Using the indefinite determiner some to show quantity: Drink some water,Mum.Asking wh-questions to ask for specific information about a person: What do you likeUsing the simple present tense to express preferences: I like water.Using formulaic expressions to wish someone a happy birthday: Happy Birthday,Eddie.Language skills:Listening:Identify specific information in simple instructions: Drink some milk,Sam.Identify the key words by hearing the pronunciation: cola,juice,milk,waterIdentify specific information in response to simple questions: What do you likeI like water.Understand formulaic expressions wishing someone a happy birthday: Happy Birthday,Eddie.Speaking:Pronounce the words,phrases and sentences correctly: cola,juice,milk,waterUsing imperatives to give simple instructions: Drink some milk,Sam.Asking wh-questions to ask for specific information about a person: What do you likeUse the key pattern to express preferences: I like water.Use adjectivesto describe things: It’s super.Use formulaic expressions to wish someone a happy birthday: Happy Birthday,Eddie.Drinks I likeThe First PeriodAims:1.Words: cola,juice,milk,water2.Function: Use specific information in response to simple questions: What doyou like I like…Language focus:1.Pronounce the words,phrases and sentences correctly2.Identify specific information in response to simple questions: Whatdo you like I like…Aids: Pictures, Realia, tape.Drinks I likeThe Second PeriodAims:e imperatives to give simple instructions: Drink some milk,Sam.2.Ask wh-questions t o find out one’s preferences: What do you likee the key pattern to express preferences: I like water.Language focus:ing imperatives to give simple instructions: Drink some milk,Sam.2.Asking wh-questions to find out one’s preferences: What do you li keing the verb like to indicate preferences: I like water.Aids: Pictures, Realia, tape.Drinks I likeThe Third PeriodAims:1.Review the words: birthday,cola,juice,milk,water2.Review the sentences: What do you like I like water(milk, cola,juice).e formulaic expressions to wish someone a happy birthday: HappyBirthday,Eddie.Language focus:Using formulaic expressions to wish someone a happy birthday: HappyBirthday,Eddie.Aids: Pictures, Realia, tape.Module 4 Things we doUnit 2 New Year’s DayTasks in this unit:Begin an interaction and maintain it by responding to questions Using modeled phrases to communicate with other students.Use formulaic expressions to offer people thingsLanguage focus:Using nouns to identify objects., gift, card, firework, firecrackerUsing imperatives to give instructions., Draw. Write. Fold.Using adjectives to describe things., newUsing formulaic expressions to greet people on New Year’s Day., Happy New Year!Using formulaic expressions to offer people things., A gift for you.Using the simple present tense to express interest and preferences ., I like the red dress.Language skills:ListeningIdentify specific information in response to simple instructions., draw, write, foldUnderstand the key pattern., I like the red dress.Identify the key words in an utterance by hearing the pronunciation ., gift, card, firework, firecrackerunderstand formulaic expressions of New Year’s greetings., Happy New Year!Understand formulaic expressions offering people things., A gift for you.Understand a simple story with the help of pictures and body languageSpeakingPronounce the words, phrases and sentences correctly., gift, card, firework, firecrackerUse imperatives to give instructions., Draw. Write. Fold.Use formulaic expression to greet people., Happy New Year, Miss Fang.Use the pattern I like the … to express interests and preferences ., I like the sweets.Use formulaic expressions to offer people things., A gift for you.Use formulaic expressions to express thanks., Thank you.Period 1Language focus:Using nouns to identify objects., gift, card, firework, firecrackerUsing formulaic expressions to greet people on New Year’s Day., Happy New Year!Using formulaic expressions to offer people things., A gift for you.Language skills:ListeningIdentify the key words in an utterance by hearing the pronunciation ., gift, firework, card, firecrackerUnderstand formulaic expressions of greetings., Happy New Year!Understand formulaic expressions offering people things., A gift for you.Understand the meaning of the song.SpeakingPronounce the words, phrases and sentences correctly., firecracker, gift, firework, cardUse formulaic expressions of greetings., Happy New Year!Use formulaic expressions to offer people things., A gift for you.Use formulaic expressions to express thanks., Thank you.Sing the song and act it outMaterials:Student’s Book 1B, and 45Workbook 1B, , Part ACassette 1BWall picture 1BFlashcards 1B (gift, card, firework, firecracker)M4 Unit 2 New Year’s Daygift Happy New Year!card Happy New Year! firecracker A gift for you, …. firework Thank you.Exercise:Act out the dialogue with your classmates.。

上海版牛津英语2B各单元教学内容分析

上海版牛津英语2B各单元教学内容分析2B Unit 1 Farm animals【单元分析（UNIT ANALYSIS）】一．教材地位(UNIT POSITION)1．从第一、二单元“动物”的主题来看，本单元教材内容是着重围绕“农场上的动物”这个课题展开。

2．在一年级，学生已会用口语表达I’ve got…以及I see a …句型，在此基础上，本单元巩固了这些句型，并通过有关动物词汇的累积和问答句的使用丰富了句子表述的语意。

3．在本册教材中，学生将继续识认书写大小写字母。

4．本单元学生将学习农场上常见的六种动物：hen, chick, duck, cow, sheep, pig及其相关表述。

5．结合本单元“农场”、“动物”的主题和语境，无论学生是否熟悉农场的环境，都可以让学生通过听觉和视觉感受农场上最常见的人类驯养的动物和野生动物，并且用习得的语言简单表达出自己的所见所闻。

二．学习目标（LEARNING OBJECTIVES）1．本单元学习Oo 、Nn两个字母，字母的教学可与单词教学相结合，要求学生不仅能按字母表顺序背诵字母，能正确认读大小写字母之外，还能正确掌握所学字母大小写的书写。

2．学生应该能够用正确的语音语调表达hen, chick, duck, cow, sheep, pig等动物名称，掌握这些词汇的认读、拼读、简单运用等口语表达；能够正确书写这些单词。

除此之外，可根据学生的学习能力在口语学习中适当增加所学动物的复数表达。

3．培养学生的视听观察能力，能根据实际情况运用What do you see/hear?I see/hear…进行简单的信息交换，表达个人的见闻。

教学资源（TEACHING RESOUCES）1、现代技术支撑（I.P. support）录音机♦电脑♦实物投影机♦多媒体软件2、视听材料辅助（Audio-visual aids）♦图片♦实物3、学习材料（Materials）♦学生用书♦配套练习册四．课时划分（PERIOD DIVISION）本单元建议分六课时完成。

牛津英语1B教材分析

牛津英语1B教材分析一、学生分析：学生的年龄特点：模仿能力强、善于模仿；强记速度快、遗忘得也快；天真活泼、好动；不能长时间集中注意力、以无意注意为主；自律性差，需要渗透一些他律。

所学过的知识：词汇：学习用品类五个：book, ruler, pencil, pen, rubber, bag；数词1-5；动词：dance, read, jump, sing, draw, write ；身体器官：eye, mouth, face, nose, ear toes, arms, hand；水果蔬菜等名词：melon, orange, peach, lemon, apple, pear，taro, moon, bean, leaf, mooncake, autumn，bicycle, balloon, doll, ball, slide, swing；家庭成员：brother, sister, father, mother, me；句型：简单的日常会话；指令性的简单句；描述事物远近的简单句；介绍家庭成员及表达自己喜好的简单句等二、整册教材分析：教学内容：Theme Unit Sub-topicSpring 1New Year2Small animals 3ColoursPeople who helps us 4Postman and policeman 5Doctor and nurse6Farmer and fishermanFood and drink 7Birthday party 8Dinner9Revision每一单元分Let's act. Let's talk. Let's learn. Let's play.Let's enjoy五大版块。

基本上两周完成一个单元的教学，每单元的新授内容用四至五教时完成。

整本书教学内容贴近学生生活实际，围绕“春天、帮助我们的人和事物饮料”几个话题，学习简单的交际用语和贴近生活实际的单词。

沪教版牛津英语1B教案 Unit1 New Year单元分析

Unit 1 New Year【单元分析（UNIT ANALYSIS）】一、教材地位（UNIT POSITION）1、从本单元的中心“春季”为主线来看，教材内容着重围绕着“新年”这个主题展开；语言的使用环境是新年中的走亲访友。

2、词汇方面：学生在一年级第一学期学习了家庭基本组成成员father、mother、brother、 sister、 me的口语表述基础上，增加了uncle、 aunt、 grandfather、grandmother四个常用词的口头表达。

3、句型方面：一年级第一学期学习了How are you? Fine, thank you.的简单问答，本单元呈现了应答句的完整性和交互性。

4、Show me …在一年级第一学期是出现过的，结合本单元“新年”的课题和语境，增加了Try your new …和I like …的句型，以及新年的特定问候语Happy New Year.二、学习目标（LEARNING OBJECTIVES）1、无论在英语国家还是在中国，新年都是家人、亲友相聚，表达亲情的节日。

通过新年里说的话、做的事，感受新年的快乐。

按照传统习俗，会用简单的祈使句在新年的环境中表达自己的意愿；用常用的问候语表达对他人关心以及当别人问候自己时作出的恰当应答；用Happy New Year!的简单语言和制作贺卡的行动向别人致以新年的祝福。

2、在原来口语表达的基础上，能够对How are you?的问候作出不同应答。

3、在一年级第一学期的基础上，进一步学习更多家庭成员、亲属的英语称谓。

能够根据家庭成员关系用正确的语音语调表述uncle、 aunt、 grandfather、 grandmother 等。

4、能够根据实际情况使用I like …, Show me your …和Try your …表达自己的意愿。

5、通过学会制作和传递生活中学生非常喜欢的贺卡，让学生从语言到行动表达对他人的关爱。

上海版牛津英语B全册教学导案(含单元分析)

上海版牛津英语B全册教案(含单元分析)————————————————————————————————作者：————————————————————————————————日期：教学进度表（英语）周次日期计划进度备注1 3.4~3.8Unit 1 New Year ②2 3.11~3.15Unit 1 New Year ②3 3.18~3.22Unit 2 Small animals ②4 3.25~3.29Unit 2 Small animals ①Unit 3 Colors①5 4.1~4.5Unit 3 Colors②6 4.8~4.12Unit 3 Colors①Unit 4 Postman and policeman ①7 4.15~4.19Unit 4 Postman and policeman ②8 4.22~4.26Unit 5 Doctor and nurse ②9 4.29~5.3 Unit 5 Doctor and nurse ②10 5.6~5.10Unit 6 Farmer and fisherman ②11 5.13~5.17 Unit 6 Farmer and fisherman ①Unit 7 Birthday party①12 5.20~5.24Unit 7 Birthday party②13 5.27~5.31Unit 7 Birthday party①Unit 8 Dinner①14 6.3~6.7Unit 8 Dinner②15 6.10~6.14Unit 8 Dinner① Unit 9 Revision①16 6.17~6.21Unit 9 Revision②课标要求听做：1、能根据听到的词语识别或指认图片或实物；2、能听懂课堂简短的指令并做出相应的反应；3、能根据指令做事情，如:指图片、涂颜色、画图、做动作、做手工等；4、能在图片和动作的提示下听懂简单的小故事并做出反应。

上海版牛津英语1B全册教案

—－可编辑修改，可打印——别找了你想要的都有！精品教育资料——全册教案，，试卷，教学课件，教学设计等一站式服务——全力满足教学需求，真实规划教学环节最新全面教学资源，打造完美教学模式上海版牛津1B 全册教案Module 1 Using my five sensesUnit 1 Look and seeUnit 2 Listen and hearUnit 3 Taste and smellModule 2 My favourite thingsUnit 1 Toys I likeUnit 2 Food I likeUnit 3 Drinks I likeModule 3 Things around usUnit 1 SeasonsUnit 2 WeatherUnit 3 ClothesModule 4 Things we doUnit 1 ActivitiesUnit 2 New Year's DayUnit 3 Story time课题Module 1 Using my five sensesUnit 1 Look and seeLook and learn教学目标知识与技能：ing the new words in the contexteg. frog, rabbit, bee, bird2.Asking wh-questions to find out what people seeeg. What do you see?ing formulaic expressions to indicate what people seeeg. I see…过程与方法：ing modeled phrases to communicate withother studentsing modeled phrases to begin and maintain aninteraction by providing information in response tofactual questions教学重点和难点1.Identify the key words in an utterance by hearingthe pronunciationeg. frog, rabbit, bee, bird2.Understand the meaning of wh-questionseg. What do you see?3.Understand the key patterneg. I am a ….教学媒体Pictures, masks, Cassette 1A, Cassette playerListening to the recording of the text.课前学生准备教学流程Pre-task preparation1．Warmerlisten to the song:<Good morning>Greetings2．Greetings.Good morning.Good afternoon.……T: Ask pupils to answer the teacher’s questions.While-task procedure1.IntroductionI see …Show a picture of a park to the students. Ask them what they see.To elicit the structure:I see …(bird bee rabbit frog)2.Teach some new words.bird bee rabbit frog3.I’m a….Mime the small animals and let students guess what the animals are.4.bird…Ask the students to say and mime the actions of the animals.One, two, three…I am a bee.…Teach the rhyme on Book P 2Post-task activity1．SubstitutionI am… …Ask pupils to review the new sentences.Eg.A: One two three …B: I am a bee.A: Four , five.B: I am…板书设计frog rabbit bee birdI am a…教学效果的反馈课题Module 1 Using my five sensesUnit 1 Look and seeLook and say教学目标Language Focus:Using formulaic expressions to learn the phrases;Language Skill:Listening: Understand the meanings of wh-questionsSpeaking: Ask wh-questions to find out what people seeUse formulaic expressions to indicate what people see.教学重点和难点Understand the meaning of wh-questions eg. What do you see?eg. I see a ….教学媒体Pictures, masks, Cassette 1A, Cassette player课前学生准备Listening to the recording of the text.教学流程Pre-task preparation1.Show the words of the animals.bird r abbit bee….2.Ask; What do you see?I see….Are you a rabbit?Yes? No, I’m a …3.Divide the class into pairs. Ask tgen ti act as an animal and let thepartner guess what animal it is.Are you a rabbit?4.Yes? No, I’m a …While-task procedurese the paper cut-outs. Show the students some parts of the smallanimals and ask them to guess what the animals are. The studentscan play this guessing game in groups.What is it?It’s a bee.2.Ask the students to introduce each animal.It’s a…It’s …3.Have the students look at the pictures and practice in pairs.What do you see?I see…What colour is it?It’s…Post-task activitiesLet the student listen to the tape and repeat again and againThe workbookLet students do the practice in the workbook.板书设计What do you see?I see…What colour is it?It’s…教学效果的反馈课题Module 1Using my five sensesPlay a game教学目标Teaching Aims :1.Asking wh-question to fine out what people seeing formulaic expressions to indicate what people seeing nouns to identify small animals.ing indefinite articles to refer to particular animals.教学重点和难点1. Using the sentences: What do you see? What colour is it?2. Using formulaic expression to introduce the animals教学媒体Recorder and workbook ,picture cards课前学生Listening to the recording of the text.准备教学流程Pre-task preparation1．WarmerPs: Sing the song:Greetings2.Ask each student to make a mask of an animal. Ask them to put ontheir masks and make a dialogue with their partner.Hello. I am a bee. I am small.Hi , I am a frog. I am green.While-task procedure1.Show the students the wall pictures .2.Ask the students to listen to the dialogue.3.Elicit the key pattern What do you see? I see…T: What do you see?S;I see…4.Have the students look at the pictures and practice in pairs.What do you see?I see.What colour is it?It’s…5. Ask the students to play a game on book P5What do you see?I see.. It’s…Post-task activityLet’s playAsk the students to do Listen, colour and answer on workbook p4板书设计What do you see ? I see…What colour is it? It’s…教学效果的反馈课题Module1 Using my five sensesUnit 1 Listen and hearLook and say教学目标 ing the key words in context.ing imperatives give simple instructions eg: I hear…教学重点和难点1. STRUCTURES: sheep hen dog cat …2. FUNCTION: Using nouns to express animals’ noises.教学媒体pictures课前学生准备Listening to the recording of the text.教学流程I.Pre-task preparation:Warming up:Have the Ss listen to the song about the farm animals. Elicit the newwords nose, sheep,…II.While-task procedure:1.Prompt the Ss to repeat after you.Sheep hen dog cat…2.Teach a new chant about the animalsI hear…3.Ask the Ss to come to the front of the class and act as a puppet.4.Have the Ss to act all kinds of animals.III.Post-taskactivity:Ask the Ss to play a game What do you hear?.Have the Ss do exercisesIV.Assignment1.Listen to the tape.2.Read the words.3.Say the sentences..板书设计sheep hen dog catWhat do you hear?Oink, oink.I hear a pig.……教学效果的反馈课题Module1 Using my five sensesUnit 1 Listen and hearSay and act教学目标 U 1.sing pronouns to refer to particular things.2.Understand the neaning of wh- questions.ing possessive adjectives to express possession. I hear….教学重点和难点 S 1.TRUCTURES: What do you hear? I hear… 2. 2.FUNCTION: Using: “I hear …” introduce the volicesLook It’s you.教学媒体 pictures 课前学生准备Listening to the recording of the text.教学流程 IV. Pre-task preparation:Warming up:1.(Review the words.)(1). Game:What do you hear?Say: I hear…V. While-task procedure:1.BingoHave the students listen several times to the song and act as different farm animals.2. Ask the students to play the game . Then let them say in groups. I hear…I hear….3. Divide the class into pairs. Ask one student to imitate the sounds of farm animals and have the other one guessS1: Baa…Baa..S2: I hear a sheep.S1: Yes, it’s a sheep.4.what the animal is.Learn the text on p 7VI. Post-taskactivity:1.Ask the students to do Part A “listen and number” on p6. Then have them practice in pairs.S1: Quack.. Quack…2.Have the students do Part C “ Listen, tick and answer” on book p 7 S2: I hear a duckIV.Assignment1．Listen to the tape.2. Read the sentences.板书设计What do you hear, Alice? Oink… oink…I hear …Oh, it’s you, ………教学效果的反馈课题Module1 Using my five sensesUnit 1 Listen and hear教学目标 ing the key words in context.ing imperatives give simple instructions eg: I hear….教学重点1.song: Bingo.和难点教学媒体Realia, tape.Listening to the recording of the text.课前学生准备教学流程VII.Pre-task preparation:1.Warming up:Rhyme: say some words about the farm animals.2.T: Say and actT: What do you hear?……II.While-task procedure:e the sounds animals make to elicit the key pattern Teach a newchant about the animalsT: Miao…Miao… What do you hear?Ss: I hear a cat.6.Encourage the students to say a rhyme like the following,. Theboys ask questions and the girls answerOink, oink.What do you hear?I hear a pig3. Listen to the song.< Bingo>and learn.Bingo.VIII.Post-taskactivity:Sing the song. BingoIV.Assignment1.Listen to the tape.2. sing the song.板书设计BingoThere was a farmer (who) had a dog.And Bingo was his name. Oh!教学效果的反馈课题Module1 Using my five sensesUnit 3 Taste and smell教学目标 ing nouns to identify food itemsing imperatives to give simple instructions教学重点和难点1.Sentence: Taste…Smell…2.Words: rice, soup, egg, noodles教学媒体Recorder and workbook ,picture cards课前学生准备Listening to the recording of the text.教学流程IX.Pre-task preparation:1.RhymePs: Read the Rhyme: <soup>2.Review the words of food1.Talk about the food:Eg This is an apple. It’s…I like …2.Review the dialogueMake a dialogue with their partner.--Can I help you?--May I have …--Here you are.--Thank you.II.While-task procedure:1. Teach: rice, noodlesShow the pictures and tell the students : Chinese like to eat rice andnoodles2. Teach: eggDescribe the egg to elicit the wordTeach: Taste …Smell…Guess the wordsRead the word3.Have the students close their eyes and guess the names of the foodby smelling and tastingClose their eyes and guessPost-taskactivity:Make the dialogueShow a menu and have the students make a dialogue.IV.AssignmentComplete the exercises板书设计Smell …Taste …教学效果的反馈课题Module1 Using my five sensesUnit 3 Taste and smellSay and act教学目标 ing nouns to identify food itemsing formulaic expressions to ask customer’s preferencesing formulaic expressions to offer people thingsing formulaic expressions to express thanks教学重点和难点Sentence: Can I help you?Here you are. Thank you.教学媒体Recorder and workbook ,picture cards课前学生准备Listening to the recording of the text.教学流程Pre-task preparation:1.Review the words: rice, noodles, soup, egg.Show the words of the food and students readRead the rhyme of the food2.Taste the noodles,Peter.Smell the soup, LindaAsk the more able students to act according to my instructionsII.While-task procedure:1. 1.Dialogue:At the restaurantHave the students watch the flash and act out the dialogue.Ask the students to make the new dialogue with their deskmate2.Listen and enjoy.Have the students listen to and repeat after the rhymeHave them practice the rhyme several times with teacherPost-taskactivity:1.Let the student listen to the tape and repeat again and again.2.Let students do the practice in the workbook板书设计Can I help you ?…,please.Here you are.Thank you.教学效果的反馈课题Module1 Using my five sensesUnit 3 Taste and smellPlay a game教学目标 ing nouns to identify food itemsing imperatives to give simple instructions教学重点和难点Sentence: Stand up.Touch your…Smell the…教学媒体Recorder and workbook ,picture cards课前学生准备Listening to the recording of the text.教学流程Pre-task preparation:1.Review the words: rice, noodles, soup, egg.Show the words of the food and students readRead the rhyme of the food2.Review the sentencesListen and act3.Dialogue:At the restaurantMake a dialogueII.While-task procedure:1.Play a game:Listen and actStand upTouch your…2.Guessing gameShow some foodLet the students close their eyes and smell the food3.Show a thingPost-taskactivity:1.Let the student listen to the tape and repeat again and again.2.Let students do the practice in the workbook板书设计Stand upTouch…Smell…教学效果的反馈Module 2 My favourite thingsTask in this unit:●Begin an interaction by expressing one’s preferences●Begin an interaction by eliciting a responseLanguage focus：●Using nouns to identify toys: ball,doll,bicycle,kite●Using adjectivesto describe things: It’s super.●Using the definite article to indicate particular things: the ball,the doll●Using formulaic expressions to offer people help: Can I help you?●Using formulaic expressions to offer people things: Here you are.●Using formulaic expressions to express thanks: Thank you.Language skills:Listening:●Identify the key words in an utterance by hearing the pronunciation:ball,doll,bicycle,kite●Understand the key pattern: I like…●Understand formulaic expressions to offer people things: Here you are.●Understand formulaic expressions to offer people help: Can I help you? Speaking:●Pronounce the words,phrases and sentences correctly: ball,doll,bicycle,kite●Use formulaic expressions to indicate preferences: I like…●Use formulaic expressions to offer people things: Here you are.●Use formulaic expressions to express thanks: Thank you.●Use adjectivesto describe things: It’s super.●Use formulaic expressions to offer people help: Can I help you?Scheme of work:Period Core contents Extension Materials Grammar andexpressionsVocabulary1 I like…ball,doll,bicycle,kite SB:pp.14 ,15WB:pp.14,15,Parts A,B,C2 I like…nice superYou like…SB:pp.15,16,17 WB:pp.16,17 Part D and TaskModule2 / Unit 1 / Period 1Aims:1. Words: ball,doll,bicycle,kite2.Function: Use formulaic expressions to indicate preferences: I like…Language focus:1. Pronounce the words,phrases and sentences correctly2. Understand the key pattern: I like…Aids: Pictures, Realia, tape.PROCEDRES CONTENTS METHODS PURPOSEI.Pre-task preparation Warming up:Song Sing a song.通过歌曲引出今天的教学。

上海版牛津英语2B各单元教学内容分析

3．在本册教材中，学生将继续识认书写大小写字母。

4．本单元学生将学习农场上常见的六种动物：hen, chick, duck, cow, sheep, pig及其相关表述。

除此之外，可根据学生的学习能力在口语学习中适当增加所学动物的复数表达。

3．培养学生的视听观察能力，能根据实际情况运用What do you see/hear?I see/hear…进行简单的信息交换，表达个人的见闻。

上海版牛津英语1B全册教案(含单元分析)

玩演：1、能用英语做游戏并在游戏中用英语进行简单的交际;2、能做简单的角色表演；3、能表演英文歌曲及简单的童话剧，如(小红帽)等。

2.按“话题--功能--结构--任务”相结合的原则编写，并力求使话题、功能、结构和任务四个方面在比较真实的情景中紧密联系，融为一体。

2013年沪教牛津英语1B教案全册表格式(含单元分析)教案

教案学科：英语年级：一年任课教师：李金凤学期：2012—2013学年度下学期学校：乐山镇中心小学校学生名册课程表“学科生命教育”课堂基本要素1、教师要树立“关爱生命、尊重人格、关注尊严、学生是学习的主体、学生是学习的主人”的理念，精心设计教学目标、教学内容、教学重点，深入挖掘教学内容中的生命教育因素，打造充满生命互动的课堂，使学生获得精神上的满足，使师生在相互作用中进行智慧的碰撞、情感的交融和心灵的沟通，使教学目标得到创造性的实现。

2、教师要用火热的激情调动与激发学生的学习热情和学习状态，通过恰当的教学方式和教学手段，积极构建温暖、和谐、平等的课堂氛围，以情融教，情景交融；以乐激教，快乐无限，使课堂焕发出生命的活力。

3、尊重学生的生命自由、生命差异，因材施教，尽量满足不同层次学生对知识的需求，引导学生正确理解和认识生命的意义。

4、倡导自主、合作、探究学习方式，爱护学生的好奇心、求知欲，努力为学生创造展示自己的机会，搭建展示的平台，鼓励学生在公众面前充分展示自己的学习成果和聪明才智。

5、在课堂教学过程中，让学生体验到自由、尊重、信任、友善、理解、关爱和亲情，受到激励、鞭策、感化和鼓舞，形成积极的人生态度和乐观的生命情感。

6、课堂上实施激励、明理式的评价，要以肯定、表扬、鼓励为主，让学生在“成功中体会快乐，在快乐中实现幸福”。