牛津小学英语听课笔记范本
牛津小学英语5A Unit6语法笔记
5A Unit6 语法笔记一、现在进行时【be动词（am 、is 、are ） +动词-ing表示动作正在进行】1.如何确定（1）句子前或后有now ,句首有look , listen 时,用现在进行时be +动词-ing.（2）问句用现在进行时,答句也用现在进行时.（3）根据上下文能看出用现在进行时.【例外：】Shall we go now ? 在这句中应根据shall we 来确定用go。
Let’s go now . 在这句中应根据let’s 来确定用go .2.例句（1）I am running我现在正在跑.（2are sweeping the floor in the classroom .看,他们正在教室里扫地. （3is singing in the music room .听,一个女孩在音乐教室里唱歌. （4）Kate , your mother is sleeping ,don’t listen to music ,please.凯特,你妈妈正在睡觉,请不要听音乐了.【注意1、be 动词的正确使用.要和人称一致.2、现在分词的构成见U6的三级训练.】二、句型转换1. 肯定句: I am walking . 我正在散步.否定句: I am not walking .我不在散步.一般疑问句: Are you walking ? 你在散步吗?肯定回答: Yes , I am. 是的.否定回答: No, I’m not .不, 我不在.特殊疑问句: What are you do ing ? 你正在干什么?回答 : I am +动词-ing ./ We are +动词-ing .2. 肯定句: He is walking . 他正在散步.否定句: He is not walking .他不在散步.一般疑问句: Is he walking ? 他在散步吗?肯定回答: Yes , he is . 是的.否定回答: No, he isn’t .不, 他不在.特殊疑问句: What is he do ing ? 他正在干什么?回答 : He is +动词-ing .3. 肯定句: Nancy is walking . 南茜正在散步.否定句: Nancy is not walking .南茜不在散步.一般疑问句: Is Nancy walking ? 南茜在散步吗?肯定回答: Yes , she is . 是的.否定回答: No, she isn’t .不, 她不在.特殊疑问句: What is Nancy do ing ? 南茜正在干什么?回答 : She is +动词-ing .4.肯定句: They are walking . 他们正在散步.否定句: They are not walking .他们不在散步.一般疑问句: Are they walking ? 他们在散步吗?肯定回答: Yes , they are .是的.否定回答:No, they aren’t .不, 他们不在. 特殊疑问句: What are they do ing ? 他们正在干什么?回答 : They are +动词-ing .5.肯定句: We are walking . 我们正在散步.否定句: We are not walking .我们不在散步.一般疑问句: Are you walking ? 你们在散步吗?肯定回答: Yes , we are .是的.否定回答:No, we aren’t .不, 我们不在.特殊疑问句: What are you do ing ? 你们正在干什么?回答 : We are +动词-ing .6.肯定句: Helen and her mother are doing housework. 海伦和她妈妈正在做家务。
上海版牛津小学英语学习笔记三年级下
音标巩固:[t∫]发音部位:双唇略微张开突出,舌尖抵住上齿龈,用力吐气,声带不振动。
绕口令练习:Chalse is catching a chicken in the Kitchen、发[t∫]的字母组合:ch, tchch: tea ch er pea ch ch erry ch airtch:wa tch ma tch------------------------------------------------------小练习:1、Tweet! Tweet! What can you ____?A、hearB、listenC、see2、根据发音规则,选出下列单词中全部发[t∫]的一组:•A、 chair beach cheese catch•B、 China church egg shark•C、 dumpling night chick monkeySounds(发音): [∫]发音部位:双唇收圆稍微突出,舌头稍微上卷,舌尖接近上齿龈,送气,声带不振动。
绕口令练习:She sells seashell on the seashore、The seashells she sells are seashells she likes、发[∫] 的字母组合:s shs: s ugar s uresh: sh ip sh eep wa sh ca sh sh op sh e--------------------------------------------------------- 小练习:1、Please touch the desk, Kitty、How does it feel?A、 It's rough and hard、B、 It's smooth and hard、C、 It's smooth and soft、2、根据发音规则,选出下列单词中发[∫]的1个单词。
牛津小学英语6A各单元整理笔记
牛津小学英语6A各单元整理笔记姓名：1 Unit 1 Public signs一、词组：1. No smoking（禁止吸烟）/ smoke（吸烟）For personal use only in study and research; not for commercial use2. No littering（禁止乱丢杂物）/ litter（乱丢杂物）3. No parking（禁止停车）/ park（停车）4. Do not touch（禁止触摸）For personal use only in study and research; not for commercial use5. Danger（危险）6. No eating or drinking（禁止吃喝）7. Keep off the grass（不接近草坪）/ keep off （不接近）For personal use only in study and research; not for commercial use8. Be quiet / keep quiet（保持安静）9. his cousin（他的表弟）10. only four years old（仅仅只有四岁）11. a lot of questions（许多问题）12. some public signs（一些公共标志）13. ask ?? some questions（问??一些问题）14. mean different things（表示不同的意思）15. stay away from ??（远离??）16. walk on the grass（在草地上行走）17. the sign on the bird’s cage（鸟笼上的标志）18. make noise（发出吵闹声）19. know a lot about public signs（关于公共标志懂得很多）20. near the bird’s cage（在鸟笼附近）21. take a walk（散步）22. see something（看见某物）23. a ten-yuan note（一张十元纸币）24. look around（环顾四周）25. walk to the note（走向那张纸币）26. pick up ??（捡起??）/ pick it up（捡起它）27. a park keeper（一位公园看守者）28. come up to??（向??走上前来）29. point to a sign（指向一个标志）30. say to ??（对??说）31. Can’t you see ??？（你没看见??吗？）32. fine ??10（罚款10 元）33. shouldn’t =should not（不应该）/ should （应该）always 总是must 必须suddenly 突然地nearby 附近的quickly 快地二、句型：1. What does this sign /that sign /it mean? It means you/we shouldn’t /should /must ??2. Can I ?? ? No, you can’t. You should ?? now.三、语法：1. mean 的用法。
牛津2 Unit 4 听课笔记
一、四会单词& 句子1.sing v. 唱(歌) sings (单三)2.song n.歌曲 a song 一首歌sing songs / a sing 唱歌3.ing / onge v.用/使用n. 用处5.ch-o-p s t-i-ck s n. 筷子e chopsticks 用筷子7.stick n.木头棍v. 粘贴8.s-清辅音浊化st-sd sk-sg sp-sb str- sdr9.ride v. 骑- 开音节10.horse - ride a horse/pony 骑马11.write12.write -开-名v. 写13.wh - w/h14.the 这个/那个-特指(不翻译) - 定冠词15.ph-f16.al-pha-bet 字母17.English 英语18.speak 说+ 语言/打电话19.ea (2)20.speak English 说英语21.magic22.trick do a magic trick 变魔术/变戏法23.look 看！look 不及物动词需要介词帮助24.me -我I (主格) me (宾格)看... look atat 介词介词后用宾格eg1. Look at me (I) .eg2. Look at him (he) .eg3. Look at her (she) .eg4. This book is for me (I) .eg5. Give the book to him (he) .eg6. Jack is in front of her (she).25.can 情态动词1)情态动词不随人称变化而变化eg1. I can (can) do a magic trick.eg2. She can (can) do a magic trick.eg3. They can (can) do a magic trick.2)情态动词后动词用原形eg1. I can fly (fly) a kite.eg2. She can swim (swim) .eg3. Tom can sing (sing) a song.26.变否定be/情/助+not - n’tI am a boy. I am not a boy. I can write. I can not write. can = can ’t27. play with a yo-yo 玩 溜溜球play the piano 弹钢琴 乐器 前面+the play football 踢足球 球类运动前面不用+theB 10C 17D 25E 8F 15G 12第二讲1.What can he do ? - 特殊疑问句- 三家- be/情态/助动词-他会/能做什么？eg1. 她能做什么？What can she do ?eg2. 你能做什么？What can you do ?eg3. 他们能做什么？What can they do ?2.He can ride a bicycle. 他会/能骑自行车。
苏教版 牛津小学英语5b-Unit 4 备课笔记
Unit 4 备课笔记单词1.e-mail n.电子邮件write an e-mail 写一封电子邮件2.busy adj.忙的be busy 忙碌的3.town n.城镇live in a small town 住在一个小镇上ually adv.通常5.well adv.好的play well 玩得很好6.fast adv.快地adj 快的run fast 跑得快7.high adv.高地; adj高的jump high 跳得高8.from 从;来自from….to…..从….到…..9.surf v.浏览surf the interrnet上冲浪10．Loudly adv.大声地speak loudly 大声地讲话词组speak loudly 大声地讲话laugh loudly / cry loudly / sing loudlyrun fast 跑得快read fast /jump high 跳得高fly high / climb high /sit quietly 安静地坐着sleep quietly / read the book quietly dance beautifully跳舞跳的优美sing beautifully /walk carefully 小心地走write carefully / listen carefullyswim well 游泳游得好study well / play wellan English friend一位英国朋友write an e-mail写一封电子邮件his English friend他的英国朋友in the computer room在电脑房里want to play table tennis 想要打乒乓play table tennis with Wang Bing 和王冰打乒乓write to me 写信给我write an e-mail to my English friend写一封电子邮jiana letter for me 一封给我的信surf the internet浏览网页live in London 住在伦敦live in a small town near London住在伦敦附近的一个小镇里study Chinese学习语文from Monday to Friday从星期一到星期五every day 每一天every week 每一周under the tree在树下in the sea 在大海里do exercise 做锻炼on the beach 在海滩上from my Uncle Lee来自我的李叔叔二．句子1. Does Mike jump high? Yes, he does.麦克跳得高吗？是的，他跳得高。
牛津小学英语4A全套10个单元备课笔记含教后笔记
牛津4AUnit 1 May I have …?教材简析：本单元由Read and say ,Look ,read and learn ,Ask and answer ,Work in pairs ,Read and act 及Fun house 六个部分组成。
安排了“新学期向老师要新课本”、“教师节给教师送贺卡并向老师表示祝贺”这两个语言情景，话题贴近生活，学生乐意学习。
在教学内容方面，从本单元起对部分单词和句子提出了书写要求，本单元要求能听懂、会说、会读和会拼写单词 a pen ,a ruler ,a rubber ,a ball pen ,a pencil case ,a book .能听懂、会说、会读和会写句型May I have …? This …is for ….,因此，对单词的字体、书写方法、规格等方面要进行示范、指导，使学生逐步形成良好的书写习惯。
教学目的：1．能听得懂、会说、会读和会拼写单词a pen ,a ruler ,a rubber ,a ball pen ,a pencil case ,a book .2．能听懂、会说和会读日常交际用语May I come in ?Come in ,please .Yes /Sure .Here you are .Thank you .All right .Good morning .Goodbye .Here’s a …for …Happy Teacher’s Day !3．能听懂、会说、会读、会写句型May I have …?This …is for …..4．了辅音字母b 和c 在单词中的读音。
5．训练学生用所学英语知识做简单的调查统计。
6．能诵读歌谣A little book .教学重点：1、能听得懂、会说、会读和会拼写单词a pen ,a ruler ,a rubber ,a ball pen ,a pencil case ,a book .2、能听懂、会说、会读、会写句型May I have …?This …is for …..3、训练学生动用所学英语知识做简单的调查统计。
小学五年级英语听课笔记
【导语】不要说⼀天的时间⽆⾜轻重，⼈⽣的漫长岁⽉就由这⼀天⼀天连接⽽成；愿你珍惜⽣命征途上的每⼀个⼀天，让每天都朝⽓蓬勃地向前进。
以下是为⼤家整理的《⼩学五年级英语听课笔记》供您查阅。
练⼀练：It's twelve o'clock. It's time __ ___.A. for breakfastB. for lunchC. for supperD.to lunch上海版⽜津⼩学英语：5B Module 3 Unit 1 学习笔记Module 3 Things around usUnit 1 SignsVocabulary:telephone 电话 toilet 卫⽣间restaurant 餐馆 exit 出⼝entrance ⼊⼝ No smoking! 禁⽌吸烟！No swimming! 禁⽌游泳！ Don't litter! 禁⽌乱丢垃圾！Don't walk on the grass! 禁⽌践踏草坪！Sentences:[例]What does this sign mean? It means we can't play football here.What does this sign say? It says we mustn't walk on the grass.练⼀练：What___ this sign mean?A. areB. doC. doesD. is上海版⽜津⼩学英语：5B Module 3 Unit 2 学习笔记Module 3 Things around usUnit 2 WeatherVocabulary:cloud 云 cloudy 多云的sun 太阳 sunny 有阳光的，晴天的rain ⾬，⾬滴 rainy ⾬天的，下⾬的wind 风 windy 有风的snow 雪 snowy 下雪的storm 暴风⾬ stormy 暴风⾬的fog 雾 foggy 有雾的30°C / thirty digrees 30 摄⽒度Sentences:对话练习：-What's the weather like today？-It's rainy.-I don't like the rain. I like sunny weather.-It was rainy yesterday. It's windy today. The wind is blowing strongly.-That's great. I like windy weather. I want to fly my kite.练⼀练：Yesterday ___ a ___day. I went to Zhongshan Park with my grandparents. We are happy.A. is, sunnyB. was, rainyC. was, sunnyD. were, rainy上海版⽜津⼩学英语：5B Module 3 Unit 3 学习笔记Module 3 Things around usUnit 3 ChangesVocabulary:bookshelf 书架 mirror 镜⼦cushion 垫⼦ cupboard 橱柜lamp 台灯 sofa 沙发furniture 家具 next (to) 紧挨着give 给 move 移动window 窗户 wall 墙Sentences:上海版⽜津⼩学英语：5B Module 1 Unit 1 学习笔记 Module1 Using my five sensesUnit 1 What a messVocabulary:school bag 书包 brush 刷⼦，画笔，⽑笔 paints 绘画颜料 crayon 蜡笔，有⾊粉笔 notebook 笔记本 glue 胶⽔tape 胶带 put 放，安置Sentences:Whose ...?It's / They're mine / yours / his /hers / ours / theirs例句：-Whose T-shirt is this?-It's mine.-Is that T-shirt yours too, Peter?-No, it's Danny's练⼀练：-___ball is this? -It's ___A. What, PaulB. What, Paul'sC. Whose, PaulD. Whose, Paul's。
英语听课笔记范文(共4篇)
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上海牛津英语六年级(上)m1u2教师笔记
上海牛津英语六年级（上）M1U2教师笔记一、学习目标1. 理解并能正确朗读单词和短语：- school, new, classroom, teacher, grade, are, in- How are you? I’m fine, thank you.2. 能听懂、理解并会表达以下句子：- How are you? I’m fine, thank you.3. 掌握并能正确使用语法：- How are you? I’m fine.4. 掌握并能正确使用交际用语：- How are you? I’m fine, thank you.二、教学重难点1. 重点：单词、短语、句子、语法及交际用语的学习与运用。
2. 难点：正确使用How are you? I’m fine, thank you.句型进行日常交流。
三、教学准备1. 课件：针对单词、短语、句子、语法及交际用语的PPT，图文并茂，生动有趣。
2. 教具：幻灯片、多媒体播放设备，教师用黑板并准备书写工具。
3. 材料：教材《上海牛津英语六年级（上）》M1U2课文，学生练习册及作业本。
四、教学过程1. 创设情景引入新课，激发学生学习兴趣。
通过课件或故事情节引入，向学生展示新词汇、句型及表达方式。
2. 学生词汇认读练习。
师生互动，学生认读单词、短语及句子，教师及时纠正发音错误。
3. 同学互动练习。
学生之间进行交际练习，学生用How are you?I’m fine, thank you.进行问候交流。
4. 听力训练。
播放录音或实地对话，要求学生听懂并跟读。
5. 句型训练。
教师引导学生进行句型操练，包括肢体语言的配合，使学生更好地掌握句型的使用。
6. 情景模拟练习。
教师设计情景对话，让学生在真实情境中进行问候交流，并引导学生进行角色扮演。
7. 综合训练。
教师布置相关练习作业，包括课本练习、听力练习及口语练习。
8. 课堂小结。
回顾本节课的学习内容，巩固学生对新知识的理解和掌握。
上海版牛津小学英语学习笔记(三年级下)
3B Module 1 Unit1 Seeing and hearing背单词：aeroplane： n.飞机bus： n.公共汽车ship： n.<大>船；舰by：prep. 在……旁边car： n. 小汽车chair： n.椅子children： n.〔复数〕儿童,小孩else： adv. 其他的；别的hear： v.听见listen：v.听them： pron.他们；它们window： n.窗；窗户复习句型：What can you hear? I can hear…What can you see? I can see…音标巩固：[t∫]发音部位：双唇略微张开突出,舌尖抵住上齿龈,用力吐气,声带不振动.绕口令练习：Chalse is catching a chicken in the Kitchen.发[t∫]的字母组合：ch, tchch: tea ch er pea ch ch erry ch airtch:wa tch ma tch------------------------------------------------------小练习：1、Tweet! Tweet! What can you ____?A. hearB. listenC. see2、根据发音规则,选出下列单词中全部发[t∫]的一组：• A. chair beach cheese catch• B. China church egg shark• C. dumpling night chick monkey3B Module 1 Unit1 Touching and feelingVocabulary〔词汇〕:pineapple: n. 菠萝cake: n.蛋糕bread: n.面包glass: n.玻璃,玻璃杯bag: n.书包,袋子rough: adj. 粗糙的soft: adj. 软的,柔软的smooth: adj. 光滑的hard: adj. 硬的hungry: adj. 饥饿的Sentence〔句子〕:How does it/ do they feel?It's/ They're...Sounds〔发音〕: [∫]发音部位：双唇收圆稍微突出,舌头稍微上卷,舌尖接近上齿龈,送气,声带不振动.绕口令练习：She sells seashell on the seashore. The seashells she sells are seashells she likes.发[∫] 的字母组合：sshs: s ugar s uresh: sh ip sh eep wa sh ca sh sh op sh e--------------------------------------------------------- 小练习：1、Please touch the desk, Kitty. How does it feel?A. It's rough and hard.B. It's smooth and hard.C. It's smooth and soft.2、根据发音规则,选出下列单词中发[∫]的1个单词.A. shellB. skirtC. watchModule 1 Unit3 Touching and feeling背单词:taste: v. 品尝smell: v. 闻,嗅sweet: n. 糖果sweet: adj. 甜的lemon: n. 柠檬sour: adj. 酸的salt: n. 盐salty: adj. 咸的coffee: n. 咖啡bitter: adj. 苦的复习句型:How does it smell/taste?It's...语音巩固: [w]发音部位：双唇缩小并向前突出,舌后部抬起,嘴慢慢向两旁划开,声带振动.绕口令练习：What do you want? We want the white watch to watch.发[w]的字母和字母组合：w whw: w inter w indow w atch w ater w ell w ould wh: wh ite wh ere wh ich wh en wh y wh eel wh ale---------------------------------------------------------小练习：•1、根据发音规则,选出每组中不发[w]音的1个单词.• A. wheel• B. why• C. write•2、Taste the coffee. How does it feel?• A. It's sour.• B. It's bitter.• C. It's sweet.Module 2 Unit 1AnimalsVocabulary<单词>:animal: n. 动物tiger: n. 老虎lion: n. 狮子panda: n. 熊猫monkey: n. 猴子season: n. 季节a hot summer day: 一个炎热的夏天take a rest: 休息一下Sentences〔句型〕:Do you like...?Yes, I do. / No, I don't.Sound 〔音标〕: [k]发音部位：舌后部抵住软腭,憋住气,然后突然离开,将气送出来,像咳嗽一样,声带不振动. 绕口令练习：A cook is looking for a book, he wants to cook a cake in a cooker for all of the cooks.发[k]的字母和字母组合：c k ckc: c ap c ook c up c ar c an c lassk: coo k mil k k ey des k k ite ca k eck: clo ck so ck co ck ne ck-----------------------------------------------------------小练习：1、从下列单词中找出一个发[sk]的单词.A.cakeB.maskC.neckD.silkModule 2 Unit 2 ToysVocabulary<单词>:toy train: n. 玩具火车doll: n. 洋娃娃skateboard: n. 滑板robot: n. 机器人lovely: adj. 可爱的foil: n. 箔纸,金属薄片button: n. 纽扣play together: v. 一起玩Sentences〔句型〕:What do you like? Ilike...Sound〔音标〕: [l]发音部位：舌尖抵住上齿龈,舌尖轻微用力弯曲,气流从舌的旁边送出,声带振动.发[l] 的字母和字母组合：l lll: look l ight l ock l ucky l ion tai l ll: ba ll pu ll do ll ar te ll-----------------------------------------------------------小练习：根据发音规则,选出每组中不发[l]的单词.A. ballB. fruitC. smallD. tallModule 2 Unit 3 Clothes Vocabulary<单词>:hat: n. 帽子scarf: n. 围巾jacket: n. 夹克衫,外套a pairof glove s: 一双手套a pair of sock s: 一双袜子a pair of shoe s: 一双鞋Sentences〔句型〕:What are these / those?They're...Sound〔音标〕: [s]发音部位：绕口令练习：My sister is a nurse. She has a small bus. It's very nice!发[s]的字母和字母组合：s c ss ces: s tar s un s nake s ea s eec: pen c il c ity c edar c eiling c elebratess: gra ss gla ss cla ss bo ssce: fa ce ra ce ri ce ni ce-----------------------------------------------------------小练习：根据发音规则,选出全发[s]音的一组.A. jui ce s tudent who seB. ca se pie ce spa ceC. tho se no se tear sModule 3 Unit 1 ShapesVocabulary<单词>:shape: n. 形状circle: n. 圆圈square: n. 正方形triangle: n. 三角形star: n. 五角星rectangle: n. 长方形,矩形hungry: adj. 饥饿的Sentences〔句型〕:Ihave...Sound<音标>: [f]发音部位：绕口令练习：You foolish wolf, why do you laugh? I never cough, just fool enough.发[f]这个音的字母和字母组合：f ff ph ghf: f ive f an f lower f ish f our lea fff: gira ff eph: ph one ele ph ant ph otogh: lau gh-------------------------------------------------------------小练习：根据发音规则,选出下列单词中不发[f]的单词：A. footB. giraffeC. laughD. pickModule 3 Unit 2 ColoursVocabulary<单词>:rainbow: n. 彩虹sky: n. 天空violet: adj. 紫色的sea: n. 海洋mountain: n. 山river: n. 河流sunny: adj. 晴天的cloudy: adj. 阴天的autumn: n. 秋天winter: n. 冬天Sentences〔句型〕:What colour is/are...?It's/They're...Sound<音标>:看图,读一读,练一练.-------------------------------------------------------------小练习：What colour is the sea?A. It's blue.B. It's violet.C. It's white.Module 3 Unit 3 Seasons Vocabularies<单词>:season: n. 季节spring: n. 春天summer: n. 夏天autumn: n. 秋天winter: n. 冬天plant a tree: 植树have a piic: 野餐ice-skate: 滑冰,溜冰ski: v. 滑雪Sentence〔句型〕:What season is it?Is it...? Yes, it is./ No, it's...Sounds〔音标〕:-------------------------------------------------------------Exercise<小练习>：What is your favourite season?My favourite season is_____.It is____.I can __________.Module 4 Unit 1 My body Vocabularies<单词>:body: n. 身体draw: v. 画head: n. 头部mouth: n. 嘴巴shoulder: n. 肩膀arm: n. 胳膊hand: n. 手finger: n. 手指leg: n. 腿knee: n. 膝盖foot: n. 脚Sentence〔句型〕:I have...My...is/are...看图,读一读,练一练:你猜出上图中的动词都是什么意思了吗？-------------------------------------------------------------Exercise<小练习>：•"举起手"用英语应该怎么说呢？• A. Raise your hands.B. Stretch your arms.C. Stretch your hands.Module 4 Unit 2 Children's Day Vocabularies & Phrase:park: n. 公园cinema: n. 电影院zoo: n. 动物园June: n. 6月July: n. 7月take a photograph: 照相have a class party: 举行班级聚会go to the zoo: 去动物园Sentences:What do you do on Children's Day? I....Do you...on Children's Day? Yes, I do. /No, I don't.• -------------------------------------------------------------Exercise ：Children'sDay is on the ___ of ___ .A. first, JulyB. first, JuneC. first, May。
(完整word版)上海牛津英语3BM1U1笔记
M1u1 Seeing and hearing (P2)________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 听见看见公共汽车飞机________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 其他的,别的还有什么一些小轿车________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 火车轮船绵羊一些(否定句) ________________________________________________________________________________ ________________________________________________________________________________ ___3.___________________________________________________________________________ ________________________________________________________________________________ 你能听到什么？我能听到一艘船。
苏教版牛津小学英语5b-Unit2备课笔记
Unit 2 备课笔记备课笔记一．单词一．单词1. her （用作宾语）她（用作宾语）她人称代词有主格和宾格之分，主格代词在句子中作主语，宾格代词在句子中做及物动词的直接宾语、间接宾语或作介词宾语。
接宾语、间接宾语或作介词宾语。
Eg.I give her an apple.我给了她一个苹果（I 是主语，her 是宾语）是宾语） When will you go to see him? 你何时去看他（you 是主语，him 是宾语）是宾语）物主代词是用来表示所有关系的，分为形容词性物主代词和名词性物主代词。
形容词性物主代词是不能单独用的，只能作定语。
名词性物主代词可作主语、表语或宾语，但不能作定语，其后不可接名词。
两者的关系为：名词性物主代词=形容词性物主代词+名词。
请看下表：名词。
请看下表：人称代词人称代词 物主代词物主代词 主格主格 宾格宾格 形容词性形容词性 名词性名词性 单数单数第一人称第一人称I me my mine 第二人称第二人称 Y ou you your yours 第三人称第三人称he him his his She her her hers it it its Its 复数复数第一人称第一人称we us our ours 第二人称第二人称 you you your yours 第三人称第三人称they them their Theirs 2.speak v .说，讲说，讲 May I speak to …………? ? 我可以和…..通话吗？通话吗？3.bad adj.坏的，严重的坏的，严重的 ——反义——反义 good 4.get v 变得，得到，购买变得，得到，购买 Get a bad cough 得了重感冒得了重感冒 Get a glass of water get some fruit for you = get you some fruit get Sth. for Sb. = get Sb. Sth. 5.cold n.伤风，感冒伤风，感冒 adj.冷的冷的 Get a cold I ’m very cold 6.fine adj,健康的，极好的健康的，极好的How are you ?------I’I’m fine m fine 你怎么样？我很好你怎么样？我很好7.call v .通话，打电话通话，打电话call her 打电话给她打电话给她 8.why 为什么为什么辨析：what 什么；什么； who 谁; whose 谁的；where 哪里; which 哪个哪个 9.absent adj.缺席缺席 be absent 缺席缺席 10.stay v .停留，呆停留，呆Stay in bed 躺在床上躺在床上 Stay at home 呆在家里呆在家里11.wrong adj.有毛病的，不正常的；错误的有毛病的，不正常的；错误的What What’’s wrong with you? 你什么地方不舒服？你什么地方不舒服？Y ou ou’’re wrong 你错了你错了 12.headache 头痛头痛 backache 背痛背痛 （ ）牙痛）牙痛 ( )发烧发烧 13.cough 咳嗽咳嗽 14.hear 听见听见I’I’m sorry to hear that m sorry to hear that 15hope v ,希望希望 16.better adj 好些好些 Get better soon 17.take v 服用服用 Take sonme medicine 18.rest 休息休息Have a lot of rest 19．Say 说，讲说，讲辨析speak 讲(讲某种语言), 通话 ， say (一般情况下) 说My parents don’t speak Chinese, they speak English. 我父母亲不讲中文，他们讲英语我父母亲不讲中文，他们讲英语 Don’t forget to sa y goodbye to your teacher. 不要忘了向你的老师说再见不要忘了向你的老师说再见 20. still adv.仍然，还 I still feel ill. I still feel ill. 我还是觉得有病。
牛津小学英语6A课堂笔记
Unit 1单词1.cousin堂（表）兄弟姐妹2.always总是3.question问题4.ask问5.public公共的6.sign标志7.should应该 8 must必须 9.mean意思是10.danger危险11.pick捡12.grass草13.cage笼子 14.quiet安静15.noise噪声 16.know知道17.smoke吸烟18.litter乱丢19.park停车20.suddenly突然地21.note钞票，纸币 22.around在周围，四面23.nearby附近的24.keeper看守人25.point指出26.fine罚款27.off脱离28.away（离）开 29.something某事30.quickly快的词组1. public signs 公共标志2. his cousin 他的堂弟3. different (反) same4. only four years old 只有四岁5. a lot of questions / lots of questions 许多问题6. different things 不同的事物7. ask sb some questions 问某人一些问题8. climb the tree 爬树9. take photos 拍照片10. on the wall 在墙上11. the sign on the birds’cage 鸟笼上的标志12.make noise 制造噪音13. stay away from…远离……14. go home 回家15. go to the park 去公园16. have an ice cream 吃一个冰激凌17. have dinner/supper 吃晚饭18. watch TV 看电视19. read books 读书20. play computer games 玩电脑游戏21. go to bed 上床睡觉22. walk on the grass 在草地上走23. take a walk 散步24. a ten-yuan note 一张十元的钞票25. look around 环顾四周26. pick…it/them up 捡起它/它们……(代词放中间)27. come up to…走近……28. walk to……. 走向…29. give sth to sb = give sb sth（给某人某物）30. point to 指着，指向31. in the green sweater 穿着绿色的毛衣in green 穿着绿色的衣服句型1.这个标志意味着什么？What does this sign mean?2.它意思是保持安静。
五下牛津版英语书课堂笔记
五下牛津版英语书课堂笔记The 5th grade Oxford English textbook is a comprehensive and engaging resource that has greatly enhanced my language learning experience. As I delve into each chapter, I am consistently impressed by the breadth of content and the thoughtful approach to skill development.One of the aspects I most appreciate is the emphasis on practical, real-world English application. The dialogues and reading passages feel authentic, reflecting the nuances of natural conversation and exposing me to vocabulary and expressions I can readily apply in my daily life. This has been particularly helpful for improving my conversational fluency and confidence when interacting with English speakers.The textbook also does an excellent job of systematically building upon previous knowledge. Each new grammar concept or lexical set is introduced in a way that seamlessly connects to what I have already learned. This scaffolding approach has made the learning process feel coherent and has allowed me to gradually expand mylinguistic capabilities without feeling overwhelmed.I am especially appreciative of the diverse range of activities and exercises included in the textbook. From reading comprehension quizzes to creative writing prompts to oral presentation practices, there is a wonderful variety that caters to different learning styles and skill areas. This multifaceted approach has kept me engaged and has enabled me to develop a well-rounded proficiency in the language.One chapter that stands out in my mind is the unit on describing people's appearances and personalities. The reading text presented an interesting character sketch that I found quite relatable, and the subsequent grammar lessons on adjectives and sentence structures solidified my understanding in a practical way. The communicative activities, such as describing famous people and exchanging opinions on ideal personality traits, were particularly enjoyable and helped cement my ability to discuss these topics fluently.Another highlight has been the textbook's incorporation of cultural elements. Whether it's learning about holidays and traditions in English-speaking countries or analyzing the implications of certain idioms and colloquialisms, I have gained valuable insights into the nuances of the language and the diverse contexts in which it is used. This cultural component has enriched my appreciation for Englishand has motivated me to continue exploring the depths of the language.The visual design of the textbook also deserves praise. The layout is clean and organized, with ample white space to prevent the pages from feeling cluttered. The use of colorful images, diagrams, and other graphics not only makes the content more visually appealing but also supports the learning process by providing helpful visual cues and references.One area that I believe could be further strengthened is the inclusion of more authentic listening materials. While the textbook does provide some audio recordings, I feel that expanding the range of native speaker dialogues, news clips, and other real-world listening samples would be beneficial for improving my comprehension skills. Additionally, more opportunities for peer-to-peer speaking practice within the classroom setting would complement the individual exercises and further develop my oral communication abilities.Overall, the 5th grade Oxford English textbook has been an invaluable resource in my language learning journey. The well-structured content, diverse range of activities, and focus on practical application have all contributed to my steady progress and growing confidence in using English. I am grateful for the opportunity to engage with this comprehensive and engaging textbook, and I lookforward to continuing to explore its rich offerings in the semesters to come.。
上海三年级英语牛津版课堂笔记
上海三年级英语牛津版课堂笔记In the bustling city of Shanghai, where the pace of life is as dynamic as the skyline, a group of eager third-grade students embark on their journey to master the English language. Amidst the vibrant energy of the metropolis, these young learners delve into the Oxford English textbook, a comprehensive resource that promises to unlock the doors to a world of linguistic proficiency.As the students settle into their seats, their eyes light up with anticipation, ready to embark on a captivating adventure through the pages of the Oxford English textbook. The first chapter introduces the fundamentals of the language, laying the groundwork for a solid foundation. The teacher, a seasoned educator with a passion for language instruction, guides the class through the initial lessons, emphasizing the importance of pronunciation, vocabulary, and basic grammar structures.One of the standout features of the Oxford English textbook is its emphasis on interactive learning. The textbook is designed to engage the students actively, encouraging them to participate invarious activities and exercises. From role-playing dialogues to completing fill-in-the-blank exercises, the students are immersed in a dynamic learning environment that caters to their diverse learning styles.The second chapter delves into the world of colors, shapes, and numbers, providing the students with a practical understanding of these essential building blocks of the English language. The textbook's vibrant illustrations and engaging activities help the students grasp these concepts with ease, making the learning process both enjoyable and effective.As the lessons progress, the students are introduced to more complex grammatical structures, such as verb tenses and sentence structures. The textbook's systematic approach ensures that the students gradually build upon their knowledge, seamlessly transitioning from one topic to the next. The teacher's enthusiasm and the textbook's clear explanations make the learning experience both informative and captivating.One of the standout aspects of the Oxford English textbook is its focus on real-world applications. The textbook incorporates scenarios and dialogues that mirror everyday situations, allowing the students to practice their language skills in a practical and relatable context. This approach not only enhances their understanding of thelanguage but also boosts their confidence in using English in various social and academic settings.The fourth chapter delves into the world of animals, introducing the students to a diverse array of creatures and their unique characteristics. The textbook's engaging illustrations and interactive activities, such as matching games and labeling exercises, help the students develop a deeper appreciation for the natural world while simultaneously reinforcing their English language skills.As the students progress through the textbook, they are exposed to a wide range of topics, from family and hobbies to festivals and traditions. Each chapter is carefully designed to build upon the previous lessons, ensuring a seamless and comprehensive learning experience. The teacher's guidance and the textbook's user-friendly format make the learning process both enjoyable and efficient.One of the most remarkable aspects of the Oxford English textbook is its ability to cater to the diverse needs of the students. The textbook includes a range of supplementary materials, such as audio recordings, interactive online resources, and extension activities, which allow the teacher to tailor the lessons to the individual learning styles and paces of the students.The final chapters of the textbook focus on developing the students'overall language proficiency, including reading comprehension, writing skills, and oral communication. The textbook's emphasis on practical application and real-world scenarios prepares the students for the challenges they may face in their future academic and professional endeavors.As the school year progresses, the students' confidence in their English language skills continues to grow. The Oxford English textbook, combined with the dedicated efforts of the teacher, has fostered a learning environment that is both engaging and effective. The students eagerly anticipate each new lesson, eager to expand their linguistic repertoire and explore the depths of the English language.In conclusion, the Oxford English textbook has proven to be an invaluable resource in the third-grade English language classroom in Shanghai. Its comprehensive approach, interactive learning activities, and focus on practical application have created a dynamic and enriching learning experience for the students. As they continue to navigate the pages of this remarkable textbook, these young learners are well on their way to becoming proficient and confident English speakers, poised to take on the linguistic challenges of the future.。
牛津版五下英语课堂笔记
牛津版五下英语课堂笔记全文共3篇示例，供读者参考篇1Here are some classroom notes for Unit 5 of an English textbook, written from a student's perspective in about 2000 words:Oxford English Class Notes - Unit 5Today in English class we started a new unit all about travel and adventures. I'm really excited about this topic because my family loves going on trips together during the holidays.Miss Johnson began by introducing some new vocabulary words related to travel. We learned words like "journey", "destination", "sightsee", "itinerary", and "souvenir". She had us repeat them a few times to practice the pronunciation.Then we did a fun activity where we had to unscramble letters to make travel-related words. It was tough at first, but once I started thinking about words we just learned, it got easier.I managed to unscramble ones like "passport", "luggage", and "customs".After that warm-up, Miss Johnson put us into small groups to discuss our favorite travel memories. I got paired with Emily and Jake. Emily talked about the time her family went camping in the Lake District in England. She said they hiked every day and saw some beautiful scenery. Jake shared how he got to visit family in Italy a few years ago and loved trying all the delicious food there.When it was my turn, I told them about our family trip to California last summer to go to Disneyland. I'll never forget how amazing it was to see Cinderella's Castle up close! The rides were a blast too, especially Space Mountain. I brought in my Disneyland souvenir penny that I got pressed with Mickey's face on it to show them.Once we finished sharing memories, Miss Johnson had us read a short story from our textbooks called "Adventures in Australia". It was about two siblings who went on an exciting campervan trip with their parents to explore the Outback. There were some tricky vocabulary words, like "venomous", "arid", and "vast", but I was able to figure out the meanings from the context clues.After reading, we discussed the key events and did a plot summarization exercise where we had to put the major storyevents in chronological order. It helped solidify my understanding of the narrative.The last activity for today was to write a postcard imagining we were the characters in the story. We had to describe an exciting experience they had while traveling through Australia in postcard form. I decided to write about their encounter with a curious kangaroo that hopped right up to their camper! I tried to make it sound vivid and use descriptive language.As the bell rang for class to end, Miss Johnson reminded us that for homework we need to study the new vocabulary words and their definitions for a quiz tomorrow. She also said to start thinking about a real trip we'd like to plan and document for an upcoming project.I really enjoyed this intro to our new travel unit. Learning about adventures and journeys seems much more fun than just doing grammar drills! I'm looking forward to reading more stories, maybe even watching a movie, and of course planning my dream vacation. Hopefully Mom and Dad will let me put some of these ideas into action for our next family trip!篇2Here are some classroom notes for Lesson 5 of an Oxford English textbook, written from a student's perspective (around 2000 words):Oxford English Lesson 5 Class NotesToday's class was all about talking about experiences and describing events in detail. Ms. Roberts started us off with a funny warm-up activity called "Two Truths and a Lie." We had to come up with three statements about ourselves - two true and one false. Then our classmates had to guess which one was the lie. It was really amusing trying to figure out who was telling the truth!After that, we reviewed some grammar from the previous lesson on using past tenses like the simple past, past continuous, past perfect, etc. Ms. Roberts gave us lots of example sentences and we had to identify and explain the tense usage. I'm still getting the hang of when to use past perfect.The main learning for today was about using sequence words to describe a experience or tell a story in an organized way. Some of the sequence words we went over were:First, second, next, then, after that, finally, in the end, eventually...We did an exercise where we had to put a scrambled story in the right order using the sequence words as clues. It was about a girl who went on a disastrous camping trip - her tent collapsed, she got drenched in the rain, and a raccoon stole her food! Putting that story together really emphasized how important sequence words are.After that, we watched a short video about a teenager named Jack who talked about the most interesting or adventurous thing he had ever done. For him, it was going skydiving for his 16th birthday! Even though I'm usually pretty fearless, that's an adventure I don't think I'd want to try.While watching the video, we had to make notes under certain categories:Sequence words usedInteresting vocabulary wordsVivid descriptions or detailsSo for sequence words, Jack used phrases like "First of all..." "After that..." and "Eventually..." Vocab words I wrote down were "adrenaline rush", "breathtaking views", and "plummeting towards the ground." And some vivid details he described werethe noise of the wind whipping past, the training he had to do, and how his heart was pounding in his chest.Those notes then helped us discuss and analyze how Jack organized his story and made it come alive through his word choices. Ms. Roberts said using descriptive language and sequence words are the keys to being a great storyteller.The main activity for today was then writing our own stories about an interesting experience or adventurous moment, using sequence words to organize it into a clear beginning, middle, and end. We also had to try to include lots of specific details and descriptive vocab to make our stories more engaging.I wrote about the time my family got stuck in a huge traffic jam coming back from our beach vacation last year. We were trapped in our car for over 6 hours! Even though it wasn't a dramatic, life-or-death experience, I tried to build up the tension and frustration through vivid details. Like how switchy our AC kept breaking, the kids fighting and whining in the backseat, my dad getting hangry, and our snacks running out. Hopefully the sequence words and descriptions made it an entertaining read!When a few people shared out their stories, Ms. Roberts gave feedback on our sequence word usage and also where we could improve the details and vocabulary. For example, I couldhave described the smells better - like the greasy fast food or my brother's smelly feet! She also reminded us about using imagery through the five senses.Overall, it was a busy class but I feel like I have a much better grasp now on how to narrate events and experiences in an organized, vivid way. Being able to set up the sequence from beginning to end,ととねusing descriptive language engages the reader and makes a story come alive. Can't wait to practice this skill more!Those are my main notes from Oxford English Lesson 5 today on using sequence words and descriptions to narrate a story or experience. Let me know if any part needs clarification!篇3Here are some classroom notes on an English lesson from a student's perspective, written in English with around 2000 words:English Class Notes - Unit 5 (Oxford Edition)Today's lesson was on Unit 5 of our English textbook - the Oxford Edition for Grade 5. Miss Johnson started off by reviewing what we had learned in the previous unit about describing people's appearances and personalities.She asked us to turn to page 62 and look at the picture of a family at the top of the page. "What can you tell me about this family based on the photo?" she asked. Hands shot up around the classroom."It looks like there are two parents and three kids," said Michael."Good observation. What else?" Miss Johnson prompted."The mom has long brown hair in a ponytail. The dad is wearing glasses and looks kind of serious," Lily added."Excellent details! Now let's dive into the vocabulary for this unit," Miss Johnson said, writing the word 'Relatives' on the board.She went through the different relatives like aunt, uncle, cousin, grandparents and so on. We repeated them out loud a few times to practice the pronunciation. Then she had us do an activity where we had to unscramble letters to form the relative words.Next up was learning how to describe different family members beyond just physical appearances. Miss Johnson taught us adjectives like patient, caring, strict, funny, and so on.We went around the class saying one positive adjective to describe our own family members."My dad is really patient when I'm struggling with my math homework," I said about my father.After vocabulary, we moved on to grammar - looking at different ways to form questions using 'Who', 'What', 'When','Where', and 'Why'. We did a fun exercise where we had to come up with interesting 'Wh-' questions about our classmates' families just by looking at their family photos.The homework for tonight is to write a short paragraph describing our own family using all the words and grammar we learned in class today. We also have to find an example of an'interrogative' sentence in our reading passage and explain why it's being used.I feel like I've got a decent grasp on the family vocabulary and grammar points now, but forming those wh-questions can still be tricky sometimes. I'll need to review my notes and examples carefully before attempting the homework.As the bell rang for our break, Miss Johnson reminded us that next week we'll be starting a new unit on hobbies andfree-time activities. I'm really enjoying this English course so far!The interactive activities and visuals in our textbook make it much more engaging than just reading from a boring old book. I'm looking forward to adding some new words to my English vocabulary soon.。
牛津小学英语听课笔记范本
听课记录：Step 1: GreetingStep 2: Free talkStep 3: Play a game: Follow the teacher’s orders 在这里先呈现两个B 部分的单词，open, closeStep 4: presentation1、open, closeT: Today a funny friend’s coming, let’s say “Hello” to him. Ss: hello! Bobby: hello!T: let’s play a game with Bobby. (运用多媒体技术和学生互动) 这部分通过学生和卡通人物玩做指令的游戏，巩固新单词open, c lose 。
2、new words, eat, drinkT: there are some new words. 卡片 What dothey mean? 通过卡片和动作教授eat, drink ，并通过对Bobby 发出指令来巩固这两个单词。
3、copy, write, draw, readT: Bobby is tired now, he wants to order us. Bobby says, we d o.通过Bobby 的指令引出并学习copy, write, draw, read 。
Copy ：出示卡片 Write: can you writeon the blackboard? S1: … …Draw: draw an apple for me. (简笔画) read：Read the new wor ds.齐读生词。
Step 5 practice1、T: here’s a rhyme多媒体呈现work in groups, finish the rh yme2、运用多媒体技术制作出图画书，以看书的方式学习C部分的句型。
并完成选择题3、运用多媒体技术将C部分做成幻灯片,让学生听李老师的指令,然后看图回忆李老师的指令.4、watch a film看一个校园短剧，第一遍无声，让学生找出不该做到事情，用上指令的否定形式；第二次看有声短片让学生们和剧中的同学一起说出句子。
《牛津小学英语5A》Shapes 英语听课记录.doc
《牛津小学英语5A》Shapes 英语听课记录《牛津小学英语5a》shapes 英语听课记录一、教学内容：unit 9 look, read and learn二、教学过程：step one : greetingst : good morning, boys and girls!s :good morning, miss jin!t : shall we sing a song ?(s : yes !)s : 齐唱歌曲are you happy?step two : everyday englisht : who’s on duty today?s : i am.t : answer my questions, please.what day is it today?what’s the weather like today?it’s a cold day today, isn’t it?is everyone here today?t : well. please say something about yourself.s : (根据所学句型介绍自己的家庭或者自己的兴趣爱好)t : please answer my questions.e.g. :how many people are there in her/his family?what’s her/his mother’s job?/what does her/his mother do?what does she/he like?can she/he swim?what time does she/he get up?shapes 英语听课记录-2[/page]step three : revisiont : yesterday we learned some shapes. now, look!what shape is it? (看图片，复习旧单词：an oval, a diamond, a heart)step four : presentationⅰ.t : ok! so much for the revision. todaywe’ll learn other shapes. lookat the picture. what’s in the picture?(a clock)s : it’s a clock.t : what time is it?s : it’s ten o’clock.t : what shape is the clock? do you know?s :....t : it’s a circle. "a circle". read after me, please.(t领读，s跟读.t出示几何图形，贴在黑板上，并板书单词)ⅱ.t : look at this picture. what’s this?(a national flag)s : it’s a flag.t : yes. it’s our national flag. what colour is it?s : it’s red.t : great. what shape is it?s :....t : it’s a rectangle ."a rectangle". read after me, please.(t领读，s跟读.t出示几何图形，贴在黑板上，并板书单词)ⅲ.t : good. b ut what’s on it?can you see?t : five stars.t : there’re five stars on the flag. can you see the stars?s : yes ,i can .t : where are they ?s : they’re on the flag .t : what colour are the stars?s : they’re yellow .t : yes. the stars on the flag are yellow.you’re right."a star". read after me, please.(t领读，s跟读.t出示几何图形，贴在黑板上，并板书单词)ⅳ.t : look. what’s this? (a paper)s : it’s a paper.t : what shape is it? do you know?s :....t : it’s a square. "a square". read after me, please.(t领读，s跟读.t出示几何图形，贴在黑板上，并板书单词.)ⅴ.同法教授单词a triangleshapes 英语听课记录-3[/page]step five : gamesⅰ.t : now, let’s play.(播放电脑课件"let’s play")what shape is the...?it’s a/an...?ⅱ.listen and drawt : 1.draw a circle, please .s : (在作业纸上画相应的图画.)t : 2.draw a triangle, please.s : (在作业纸上画相应的图画.)t : 3..draw a triangle, please.s : (在作业纸上画相应的图画.)t : 4.draw a heart, please.s : (在作业纸上画相应的图画.)t : 5.draw a star, please.s : (在作业纸上画相应的图画.)t : 6.draw a rectangle, please.s : (在作业纸上画相应的图画.)ⅲ.ask and answershapes 英语听课记录-4[/page] e.g. t : what shape is it?s : it’s a/an....t : do you like it?s : yes, i do./no, i don’t.ⅳ.read the words and draw the shapes一个学生读单词，其余学生在作业纸上画图形。
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听课记录：
Step 1: Greeting
Step 2: Free talk
Step 3: Play a game: Follow the teacher’s orders 在这里先呈现两个B 部分的单词，open, close
Step 4: presentation
1、open, close
T: Today a funny friend’s coming, let’s say “Hello” to him. Ss: hello! Bobby: hello!
T: let’s play a game with Bobby. (运用多媒体技术和学生互动) 这部分通过学生和卡通人物玩做指令的游戏，巩固新单词open, c lose 。
2、new words, eat, drink
T: there are some new words. 卡片 What do
they mean? 通过卡片和动作教授eat, drin
k ，并通过对Bobby 发出指令来巩固这两个单词。
3、copy, write, draw, read
T: Bobby is tired now, he wants to order us. Bobby says, we d o.
通过Bobby 的指令引出并学习cop
y, write, draw, read 。
Copy ：出示卡片 Write: c
an you write
on the blackboard? S1: … …
Draw: draw an apple for me. (简笔画) read：Read the new wor ds.齐读生词。
Step 5 practice
1、T: here’s a rhyme多媒体呈现work in groups, finish the rh yme
2、运用多媒体技术制作出图画书，以看书的方式学习C部分的句型。
并完成选择题
3、运用多媒体技术将C部分做成幻灯片,让学生听李老师的指令,然后看图回忆李老师的指令.
4、watch a film
看一个校园短剧，第一遍无声，让学生找出不该做到事情，用上指令的否定形式；第二次看有声短片让学生们和剧中的同学一起说出句子。
1) Don’t stand up. / 2) don’t eat in the library. / 3) don’t read in the library. / 4) don’t draw on the wall. / 5) don’t drink.
5、group activity
T: do you want a teacher, before you become a good teacher, p lease learn these new words. (多媒体)
Step 6 homework
听课感想：
这节愉快轻松的课来自南京天妃宫小学的杨老师。
这节课上杨老师充分利用了多媒体的优势，精心设计了教学活动，并制作了生动有趣的课件。
如设计Bobby这样一个可爱的动画人物，极大地激发了学生的兴趣，通过设计学生和Bobby进行互动玩游戏，自然地引出了所要教学的内容；再比如，利用多媒体将课文的内容设计成一本可以看可以听的图画书，吸引了学生的注意力，提高了课堂的效率。
除了杨老师给我们的感动之外，学生的表现更是出乎我们的意料，最后一个环节杨老师让他们小组活动来演老师和学生时，一个个小老师表现的是那么的出色，表现出了他们良好的英语学习习惯。
学习之处：
1、针对低年级学生的特点，教学活动设计应该要丰富，具有趣味性，要能吸引学生同时还要能有效地帮助学生接收所学的新知识；
2、在英语教学过程中需要对学生进行适当的思想教育，如：杨老师这一课的“校园啄木鸟”活动，在教学新知识的同时又给学生上了一节思想品德课；
3、努力学习现代信息技术，将信息技术合理灵活的和小
学英语教学相结合。