上海教育出版社牛津英语A教案
上海版新版牛津英语A教案
上海版新版牛津英语A教案一、第一单元：认识自己和家人1. 教学目标：a. 能够用英语介绍自己的家庭成员。
b. 能够用英语询问并回答关于家人的一般性问题。
c. 能够听懂并能够运用目标句型进行简单的日常交流。
2. 教学内容：a. 学习家庭成员的英文名称。
b. 学习如何用英语介绍家人。
c. 学习如何用英语询问并回答关于家人的一般性问题。
3. 教学步骤：a. 引入新课：展示一张家庭成员的照片，引导学生用中文介绍自己的家人。
b. 呈现目标句型：展示目标句型，如"This is my mother. Her name is Li Ming."，引导学生跟读并模仿。
c. 实践环节：学生两人一组，用目标句型介绍自己的家人，教师巡回指导并进行反馈。
二、第二单元：介绍学校和班级1. 教学目标：a. 能够用英语介绍自己的学校和班级。
b. 能够用英语询问并回答关于学校和班级的一般性问题。
c. 能够听懂并能够运用目标句型进行简单的日常交流。
2. 教学内容：a. 学习学校和班级的英文名称。
b. 学习如何用英语介绍学校和班级。
c. 学习如何用英语询问并回答关于学校和班级的一般性问题。
3. 教学步骤：a. 引入新课：展示一张学校的照片，引导学生用中文介绍自己的学校。
b. 呈现目标句型：展示目标句型，如"I go to Shangh No. 1 Middle School."，引导学生跟读并模仿。
c. 实践环节：学生两人一组，用目标句型介绍自己的学校和班级，教师巡回指导并进行反馈。
三、第三单元：自我介绍1. 教学目标：a. 能够用英语进行自我介绍。
b. 能够用英语询问并回答关于个人的一般性问题。
c. 能够听懂并能够运用目标句型进行简单的日常交流。
2. 教学内容：a. 学习个人信息的英文表达方式。
b. 学习如何用英语进行自我介绍。
c. 学习如何用英语询问并回答关于个人的一般性问题。
3. 教学步骤：a. 引入新课：教师展示一张自己的照片，用英语进行自我介绍，引导学生用中文进行模仿。
上海牛津英语A教案MU
上海牛津英语A教案MUUnit: Lesson X – TopicTime: X lessons (X minutes per lesson)Objectives:- To introduce new vocabulary related to the topic- To practice reading, writing, listening, and speaking skills- To review grammar points related to the topic- To develop critical thinking and problem-solving skills Materials:- Textbook: Shanghai Oxford English A- Supplementary materials: flashcards, worksheets, pictures Procedure:1. Warm-up:- Review the previous lesson’s vocabulary and grammar points using flashcards or a short quiz.- Engage students in a short conversation related to the topic to activate their prior knowledge and generate interest.2. Presentation of vocabulary:- Introduce new vocabulary related to the topic using flashcards, pictures, or real objects.- Model the pronunciation and provide examples of usage.- Have students repeat and practice saying the words and phrases.- Use the vocabulary in context by asking questions and eliciting responses from students.3. Reading and listening activities:- Read a short passage or dialogue related to the topicaloud and have students follow along.- Have students read the passage or dialogue individually or in pairs.4. Speaking activities:- Divide students into pairs or small groups and provide discussion questions related to the topic.- Encourage students to use the vocabulary and grammarpoints they have learned to express their ideas and opinions.- Monitor and provide feedback on students’ speaking skills, including pronunciation, fluency, and accuracy.5. Writing activities:- Assign a writing task related to the topic, such as a short paragraph or a letter.- Provide a writing prompt and guide students through the writing process.- Teach and review relevant grammar points to support students’ writing.- Provide feedback and correction on students’ writing to help them improve.6. Grammar review:- Review and practice grammar points related to the topic, either through specific exercises or by integrating them into the speaking and writing activities.- Reinforce understanding through guided practice and error correction.7. Extension activities:- Provide additional activities or games to consolidate learning, such as vocabulary games, role-plays, or puzzles.- Encourage creativity and critical thinking by asking open-ended questions or assigning open-ended tasks related to the topic.8. Review and assessment:- Summarize and review the main points covered in the lesson.9. Homework:- Assign relevant exercises or tasks to consolidate learning and provide additional practice.- Encourage students to explore the topic further by researching and writing a short report or creating a presentation.Note: The above teaching plan is a general guideline. Actual lesson plans may vary depending on the specific topics, materials, and the needs of the students.。
上海版牛津英语3a教案全册
电子教案Module 1Getting to know youUnit 1: Here I am! (3)Unit 2: Greetings (3)Unit 3: In the classroom (3) Unit 4: Saying and doing (4)Unit 1Here I am!Tasks and clusters of tasksGreetings●Learners sing the “Hello” song●Learners sing the “Alphabet song”Language learning objectivesFunctions●Greeting people●Introducing oneselfLanguage/Vocabulary●Capital letters: A-Z●Small letters: a-zFormulaic expressions●Hello/Hi,…SkillsSpeaking●Using modelled phrases to communicate with teachers andlearners●Opening an interactionResources●Student’s Book 3A P2-4●Word and Picture Cards 3A●Cassette 3A●Photocopiable page1●Workbook 3A P1●Grammar Practice Book 3A P1●Student’s self-assessment sheet P57The First PeriodDimension targets:●To establish and maintain relationships in carrying out classroomactivities●Develop an awareness and enjoyment of the basic sound patternsof English through a songLanguage focus:●Using formulaic expressions to greet people (e.g. Hello.)●Using formulaic expressions t o introduce oneself (e.g. I’m Alice.) Language skills:Speaking:●Use modelled phrases to communicate with teachers and otherlearners.●Open an interaction by greeting someone politely●Open an interaction by introducing oneself Steps:Pre-task preparation:1.Put the large picture of Dotty on the blackboard so that all thestudents can see it. Introduce Dotty. Say: Hello, Dotty.Encourage the class to say: Hello, Dotty.2.Say: Hello. The students answer: Hello.Divide the class into pairs. The students say Hello to each other.Say Hello. I’m Miss Doris to individual students to elicit: Hello.I’m (student’s name).While-task procedure:1.In groups, the individual students introduce themselves to oneanother. They say: Hello. I’m … The rest of the group responds: He llo, …2.Listen to the song: Hello.3.Play the song again. Encourage the students to sing along withthe cassette.4.Invite individuals to sing the song, substituting Dotty with theirown name.Post-task activities:1.Play a relay race: Hello. I’m …2.Play a game: T oss a soft toy to one student who says: Hello. I’m …3.Explain the contraction: I’m is the same as: I am.4.Workbook page 1a)Explain the rubric: Trace and match.b)Introduce and explain: Woof!c)Trace the line and match the speech bubble with correctcharacter on the page with their pencils.d)Explain the rubric: Stick, trace and write.e)Stick their photos or draw their pictures in the frame and writetheir names.Consolidation:At this stage Grammar Practice Book 3A page 1 could be used to practise and consolidate the oral and written language in this section further.The Second PeriodDimension targets:●Recognize … the sound patterns of English.Language focus:●Learning the capital letters: A-Z●Learning the small letters: a-zMaterials:●Student’s Book 3A page 3●Cassette 3A and a cassette player●Alphabet CardsSteps:While-task procedure:1.Show the alphabet cards A-Z one by one while playing thecassette. Students listen to the names of the 26 letters andlearn to recognize the capital letters.2.Show the alphabet cards A-Z randomly and ask students to sayin chorus, groups or individually.3.Recognize the alphabet cards a-z in the same way.Post-task activities:Listen again so that students can revise and memorize the alphabet.The Third PeriodDimension targets:●Reco gnize … the sound patterns of English.Language focus:●Learning the capital letters: A-Z●Learning the small letters: a-zMaterials:●Student’s Book 3A page 4●Cassette 3A and a cassette player●Alphabet CardsSteps:Pre-task preparation:1.Show the alphabet cards A-Z and a-z randomly to revise theletters.2.Ask individual students to pick out pairs of capital and smallletter cards and say the letters.3.Read out the letters in consecutive order and ask students torepeat in chorus.While-task procedure:1.Play the cassette for “The alphabet song”. Listen to the song.2.Play the song again and encourage students to sing along.3.Students sing “The alphabet song” in chorus and groups. Student’s self-assessment:In groups, refer the students to the self-assessment sheet on page 57 and have them discuss their opinion about each task in this unit and what they think they have learned. Have each student fill in the sheet accordingly with the appropriate amount of support from me, depending on individual students’ ability.Unit 2Greetings Tasks and clusters of tasksGreetings●Learners identify and use a wider range of greetings ●Learners enact a role-play: How are you? Language learning objectivesFunctions●Greeting people●Introducing oneself●Taking leaveFormulaic expressions●How are you? Fine, thanks.●Good morning, …●Goodbye, …SkillsListening●Recognizing differences in the use of intonation●Closing an interactionSpeaking●Using modelled phrases to communicate with teachers andlearners●Opening an interaction●Closing an interactionResources●Student’s Book 3A P5-7●Word and Picture Cards 3A●Cassette 3A●Photocopiable pages 2-7●Workbook 3A P2-3, P33-34●Grammar Practice Book 3A P2-4●Student’s self-assessment sheet P57The First PeriodDimension targets:●To establish and maintain relationships in carrying out classroomactivities●Recognize … the sound patterns of EnglishLanguage focus:●Using formulaic expressions to greet people (e.g. Good morning,Miss Fang.)Language skills:Listening:Discriminate between words with different initial sounds a-, b-, c-, d-.Speaking:●Use modelled phrases to communicate with teachers and otherlearnerse.g. Good morning, Miss Fang.●Pronounce correctly words in isolation with initial sounds a-, b-,c-, d-.Materials:●Student’s Book 3A page 5●Cassette 3A and a cassette player●Alphabet Cards: A a, B b, C c, D d●Word and Picture Cards 3A●Workbook 3A pages 33 and 34Preparation:Bring any soft toy.Steps:While-task procedure:e a soft toy to demonstrate: Good morning, (name of toy).Ask individual students to greet the toy in the same way.2.Say Good morning to the students. They respond: Good morning.3.Practice in pairs: Good morning.4.Listen to the cassette and repeat.Learn the letters:1.Play the cassette: Learn the letters; A ‘a’ apple2.The students listen and point.3.Listen, point and repeat the letter A and the sound “a”.4.Repeat the process with B ‘b’ bag, C ‘c’ cat and D ‘d’ dog.5.Workbook pages 33 and 34.The Second PeriodDimension targets:●To establish and maintain relationships in carrying out classroomactivitiesLanguage focus:●Using formulaic expressions to greet people and bid farewell● e.g. Hi! Good morning. Goodbye.Language skills:Speaking:●Use modelled phrases to communicate with teacher and otherlearners●Open an interaction by greeting someone politely e.g. Hello.●Open an interaction by greeting peers using appropriateformulaic phrasese.g. Hi!●Close an interaction by using appropriate formulaic phrasese.g. Goodbye.Materials:●Student’s Book 3A page 6●Cassette 3A and a cassette player●Word and Picture Cards 3A●Workbook 3A page 2Preparation:Bring any soft toy.Steps:Pre-task preparation: (for role-play on page 7)e a soft toy to demonstrate: Hi, (name of toy).Ask individual students to greet the toy in the same way.Say: Goodbye, (name of toy), and put the toy away. Make the toy wavegoodbye.Bring out the toy again. Ask the students to say: Hi, then: Goodbye, andput the toy away.Repeat the activity until the students are responding freely. 2.Explain that Hi is informal and for use between students. Theymust say Hello when they greet me and other adults.3.Play the cassette for the first two pictures.4.Read the first two dialogues.5.Divide the class into groups of three. The groups choosecharacters and practise the conversation.6.Act out the first two dialogues7.Learn the next two pictures in the same way.8.Groups of four can practise the role-play.9.Act the dialogues using their own names.10.Workbook page 2Consolidation:At this stage Grammar Practice Book 3A pages 2 and 3 could be used to practise and consolidate the oral and written language in this section further.The Third PeriodDimension targets:●To establish and maintain relationships in carrying out classroomactivities●Obtain and provide information in simple classroom situationsthrough role-playLanguage focus:●Using formulaic expressions to greet people and take leavee.g. Goodbye.●Using formulaic expressions to ask how someone is, andrespondinge.g. How are you? Fine, thinks.Language skills:Speaking:●Open an interaction by greeting someone politely●Open an interaction by eliciting a responsee.g. How are you?●Close an interaction by using appropriate formulaic expressionse.g. Goodbye.Materials:●Student’s Book 3A page 7●Cassette 3A and a cassette player●Word and Picture Cards 3A●Workbook 3A page 3●Photocopiable pages 2-7Steps:Pre-task preparation:●Greetings●Introduce: How are you? Fine, thanks. (Use two soft toys tomodel the dialogue)●Repeat the dialogue several times.●Chain drill around the class.●Play the cassette for the whole of page 7. Listen and repeat. While-task procedure:●Practise the dialogue in groups of six.●Select groups to act out the dialogue.●Before performing the role-play, each student may introducehis/her own charac ter. (e.g. Hello. I’m Mr Li.)Post-task activities:●Select groups to act the modified dialogues.●Workbook page 3Consolidation:At this stage Grammar Practice Book 3A pages 4 could be used to practise and consolidate the oral and written language in this section further.Student’s self-assessment:In groups, refer the students to the self-assessment sheet on page 57 and have them discuss their opinion about each task in this unitand what they think they have learned. Have each student fill in the sheet accordingly with the appropriate amount of support from me, depending on individual students’ ability.Unit 3In the classroomTasks and clusters of tasksPeople and things●Learners use name-cards for introductions●Learners play recognition games (people and objects) Language learning objectivesFunctions●Greeting people●Asking a person’s name●Introducing oneself●Describing conditions●Confirm/deny●Identifying people and thingsLanguage/Vocabulary●Pronoun: You●Countable nouns: book, pencil, bag, desk, rubber, ruler●Verb to be: are (You’re … )●Indefinite article “a”●Wh-question: What’s your name?Formulaic expressions●Hello, …●One, two, three, I see … ? (passive)●Yes/No, I’m …SkillsListening●Locating specific information givenSpeaking●Using modelled phrases to communicate and elicit responses ●Opening an interaction by eliciting a response Resources●Student’s Book 3A P8-10●Word and Picture Cards 3A●Cassette 3A●Photocopiable pages 2-8●Workbook 3A P4-6, P35-37●Grammar Practice Book 3A P5-6●Student’s self-assessment sheet P58The First PeriodDimension targets:●Interpret and use simple given information through followingsimple instructions●Establish and maintain relationships in carrying out classroomactivityLanguage focus:●Using formulaic expressions to greet people (e.g. Hello.)●Asking Wh-questions to find out a person’s identity (What’s yourname?)●Using verbs to introduce oneself (I’m Danny.)Language skills:Listening:●Understanding simple instructions e.g. Colour your name card.●Discriminate between words with different initial sounds e-, f-,g-, h- and i-.Speaking:●Use modelled phrases to communicate and elicit responses.(What’s your name?)●Open an interaction by eliciting a response●Pronounce correctly words in isolation with initial sounds e-, f-,g-, h- and i-.Materials:●Student’s Book 3A page 8●Cassette 3A and a cassette player●Workbook 3A pages 4; 35, 36 and 37Steps:Pre-task preparation:●Introduce: What’s your name? to elicit: I’m … The students holdup their name cards as they answer.●Practice in pairs.●Play the cassette for page 8. Listen and repeat.●Read the dialogue.●Explain the contraction: What’s is the same as What is. While-task procedure:Have a relay race.Divide the class into groups and play the game as illustrated on page 8.Post-task activities:Workbook page 41.Read the dialogue. Ask the students to supply the missing wordsorally.2.Ask individuals to write the missing words on the blackboard.3.Trace and write the missing words in the book.Learn the letters:1.Play the cassette. Listen and point in their books.2.Listen, point and repeat the sound.3.Have the students enter the vocabulary in the relevant page oftheir personal vocabulary book.4.Workbook pages 35, 36 and 37 Consolidation:At this stage Grammar Practice Book 3A pages 5 could be used topractise and consolidate the oral and written language in this section further.The Second PeriodDimension targets:●Obtain information through interactive games●Establish and maintain relationshipsLanguage focus:●Using verbs to d escribe conditions (e.g. You’re __.)●Using formulaic expressions to confirm/deny identity (Yes, I’m__./No, I’m __.)Language skills:Use modelled phrases to communicate and elicit a response Materials:●Student’s Book 3A page 9●Cassette 3A and a cassette player●Word and Picture Cards 3A●Workbook 3A page5●Photocopiable pages 2-6 and 8Steps:Pre-task preparation:●Introduce: You’re …; Yes; No.●Play the cassette for page 9.●Listen and repeat.●Read the dialogue.While-task procedure:Play the game in small groups at the front of the classroom. Post-task activities:Workbook page 51.Review the letters a to f. Write the letters on the blackboard.2.Read the statements on page 5.3.Write the correct letters in the table. Consolidation:At this stage Grammar Practice Book 3A pages 5 could be used to practise and consolidate the oral and written language in this section further.The Third PeriodDimension targets:Obtain information through interactive gamesLanguage focus:●Using a formulaic rhyming expression to start a guessing game ●Using nouns to identify common classroom objects●Using the indefinite article to refer to something for the firsttimee.g. I see a book.●Using formulaic expressions to affirm and deny (e.g. Yes/No) Language skills:Speaking:Open an interaction by eliciting a responseListening:Recognize differences in the use of intonationMaterials:●Student’s Book 3A page 10●Cassette 3A and a cassette player●Word and Picture Cards 3A●Workbook 3A page6Steps:Pre-task preparation:●Introduce the new vocabulary, using classroom realia and thepicture cards.●Practise the nouns by using flashcards and pointing to the items.●Encourage individual students to do the same.While-task procedure:Play the guessing game in pair.Post-task activities:Workbook page 61.Read the nouns on page 6.2.Trace the words, join the objects and the words and colour theobjects.Consolidation:At this stage Grammar Practice Book 3A pages 6 could be used to practise and consolidate the oral and written language in this section further.Student’s self-assessment:In groups, refer the students to the self-assessment sheet on page58 and have them discuss their opinion about each task in this unit and what they think they have learned. Have each student fill in the sheet accordingly with the appropriate amount of support from me, depending on individual students’ ability.Unit 4Saying and doingTasks and clusters of tasksIn the classroom●Learners say a number rhyme●Learners make number cards●Learners use their number cards in a number recognition game ●Learners follow the routine of tidying the classroom beforeleavingLanguage learning objectivesFunctions●Using simple imperatives●Expressing thanks●Identifying things●Identifying numbersLanguage/Vocabulary●Imperative: Close/Open the door/box. Come in. Clean theblackboard.●Definite article: ‘the’●Nouns: blackboard, door, window, box, tableFormulaic expressions●(Imperative), please.●Thank you.SkillsListeningLocating specific informationSpeakingUsing modelled phrases to communicate with teachers and learners Resources●Student’s Book 3A P11-14●Word and Picture Cards 3A●Cassette 3A●Photocopiable pages 9-13●Workbook 3A P7-9, P37-39●Grammar Practice Book 3A P8-11●Student’s self-assessment sheet P58The First PeriodDimension targets:●Develop an awareness and enjoyment of the basic sound patternsof English through participating in saying and enacting a rhyme ●Establish and maintain relationships in carrying out classroomactivity●Obtain and provide objects in simple classroom situationsthrough playing an interactive game●Interpret and use information through matchingLanguage focus:●Using simple imperatives to give instructions (e.g. Come in,please.)●Using simple imperatives to express prohibitions (e.g. Don’t belate.)Language skills:Listening:●Identify key words in an utterance by recognizing stress●Recognize alliterative and rhyming words●Discriminate between words with different initial sounds j-, k-,l-, and m-.Speaking:●Use modelled phrases to communicate with other learners●Pronounce correctly words in isolation with initial sounds j-, k-, l-,and m-.Materials:●Student’s Book 3A page 11●Cassette 3A and a cassette player●Workbook 3A pages 7; 37, 38 and 39●Photocopiable page 9Steps:Pre-task preparation:●Introduce numbers 1-10. A large toy clock with moveable handsis an ideal prop. Show a set of number cards.●Write numbers 1-10 on the blackboard and practise counting.●Count in a chain round the class.●Display the number cards(1-10) in disorder on the board ledge.Ask students to come out and put the numbers in order as quickly as they can. Then, count from 1 to 10.While-task procedure:1.Practise: Look at the clock/board. Close/Open the door.2.Listen to the rhyme and repeat it.3.Read the rhyme. Then, try to recite.Post-task activities:Workbook page 74.Review numbers 1-10 using the number cards.5.Trace and colour the numbers on page 7.Listening task:Listen and write down the missing numbers.Learn the letters:5.Play the cassette. Listen and point in their books.6.Listen, point and repeat the sound.7.Workbook pages 37, 38 and 39 Consolidation:Grammar Practice Book 3A pages 8 and 9 give further practice in identifying numbers 1-10.The Second PeriodDimension targets:●Establish and maintain relationships in carrying out classroomactivities●Interpret and use information to follow simple instructions Language focus:●Using imperatives to give simple instructions (e.g. Clean thetable, please.)●Using formulaic expressions to express thanks (e.g. Thank you.)●Using definite article to refer to specific classroom objects●Using nouns to identify thingsLanguage skills:Listening:Locate specific information in response to simple instructions Speaking:Use modelled phrases to communicate with other learnersMaterials:●Stu dent’s Book 3A page 12●Cassette 3A and a cassette player●Word and Picture Cards 3A● A cardboard box with lid●Card and scissors●Workbook 3A pages 8 and 9●Photocopiable page 10Steps:Pre-task preparation:1.Introduce: the door/table/window/blackboard/box.2.Say: Look at the blackboard/door/table/window/box. Thestudents perform the actions.3.Introduce: Clean the blackboard/table. Open/Close thedoor/box.4.Practice the instructions, with the students performing theactions.Post-task activities:●Play a simplified version of Simon Says as a class activity.●Workbook page 8●Review the vocabulary.●Trace and write the words.●Workbook page 91.Read the dialogues and decide on the answers.2.Select pairs to read the dialogue.3.Circle the correct verbs and trace the faint words.4.The pairs practice the dialogue.5.Act out the dialogue.Consolidation:At this stage Grammar Practice Book 3A pages 10 and 11 could be used to practice and consolidate the oral and written language in this section further.The Third PeriodDimension targets:●Establish and maintain relationships in carrying out classroomactivities●Obtain and provide information in simple classroom situationsthrough role-playLanguage focus:●Using formulaic expressions to greet people and take leave (e.g.Goodbye.)●Using formulaic expressions to ask how someone is, andresponding● e.g. How are you? Fine, thanks.Language skills:1.Open an interaction by greeting someone politely2.Open an interaction by eliciting a response (How are you?)3.Close an interaction by using appropriate formulaic expressions Materials:●Student’s Book 3A page 14●Cassette 3A and a cassette player●Paper or card to make number and word cards 1-10●Strings for the numbers game and 10 clothes-pegs●Photocopiable page 13Steps:Pre-task preparation: (1)e two soft toys to model the dialogue.2.The class should repeat the dialogue several times3.Listen to the cassette and repeat it.While-task procedure: (1)Practise the dialogue in groups of four.Select groups to act the dialogue for the class.Post-task activities: (1)1.Extend the task by having the same groups practice the dialogue,substituting their own names.2.Select groups to act the modified dialogues. Check students’pronunciation, and correct if necessary.3.Photocopiable page 13: Act a story.4.Make number cards and put the numbers in order. Student’s self-assessment:In groups, refer the students to the self-assessment sheet on page 58 and have them discuss their opinion about each task in this unit and what they think they have learned. Have each student fill in thesheet accordingly with the appropriate amount of support from me, depending on individual students’ ability. Assessment:Module 1: Getting to know you Units 1-4Module 2Me, my family and friends Unit 1: My friends (3)Unit 2: Feelings (3)Unit 3: Families (6)Unit 1My friendsTasks and clusters of tasksGreetings●Learners identify their classmates in terms of size●Learners play a recognition game●Learners perform an action rhyme featuring adjectives of size Language learning objectivesFunctions●Introducing oneself●Identifying people●Mentioning something for the first time●Describing people●Finding out a person’s identityLanguage/Vocabulary●Predicative adjectives: fat, thin, big, small, tall, short●Wh-question: Who are you/is he/is she?●Who is your friend?●Pronoun: he, she, I’m/You’re … He’s/She’s …●Nouns: boys, girls, mothers, teachers, babies, friend●Definite article: a girlFormulaic expressions●Hello/Hi, …SkillsSpeaking●Using modelled phrases to open and maintain an interaction byproviding information in response to factual questions Listening●Identifying key words in an utterance by recognizing stress●Locate specific information in response to simple questions Writing●Add personal ideas and information to writing when a frameworkis providedResources●Student’s Book 3A P15-17●Wallpictures 3A●Word and Picture Cards 3A●Cassette 3A●Photocopiable page14●Workbook 3A P10-12, P39-41●Grammar Practice Book 3A P12-14●Student’s self-assessment sheet P59The First PeriodDimension targets:●Establish and maintain relationships in carrying out classroomroutines●Provide and present simple information on a familiar topic●Obtain information through an interactive gameLanguage focus:●Asking Wh-questions to find out a person’s identity (e.g. Whoare you?)●Using indefinite articles to mention something or someone forthe first time(e.g. I’m a girl.)●Using adjectives to describe people (e.g. I’m tall.)Language skills:Speaking:●Use modelled phrases to open and maintain an interaction byproviding information in response to factual questions(e.g. Who are you? I’m a girl. I’m tall.)Listening:●Locate specific information in response to simple questions Writing:●Add personal ideas and information to writing when a frameworkis providedMaterials:●Student’s Book 3A page 15●Cassette 3A and a cassette player●Word and Picture Cards 3A●Wallpictures 3A●Workbook 3A page 10●Magazines and scissorsSteps:Pre-task preparation:1.Select pairs of students to illustrate: tall/short, big/small,thin/fat2.Introduce: tall/short, big/small, thin/fat3.Play the cassette for Look and Say.4.Practise the adjectives using the flashcards.5.Introduce: Who are you?6.Ask Who are you? to elicit:I’m (name). I’m a boy/girl. While-task procedure:1.Encourage the students to talk about themselves in terms ofsize and sex, using the About you model.2.Play a guessing game.Post-task activities:Workbook page 101.Read 1 and 2 on page 10. Explain: Tick.2.The students complete 3 and 4.3.Select students to read the completed statements in 2, 3 and4.4.Explain the task. Students draw their picture in the panel andcomplete their own description.5.Ask individuals to read out the description of themselves Consolidation:At this stage Grammar Practice Book 3A page 12 could be used to practise and consolidate the language in this section further.The Second PeriodDimension targets:●Provide and present simple information on a familiar topic●Obtain information in simple classroom situations throughrole-playLanguage focus:●Asking Wh-questions to find out a person’s identity (Who is myfriend?)●Using pronouns to identify people (e.g. He’s Eddie.)●Using adjectives to describe people (e.g. She’s small.) Language skills:Listening:●Identify key words in an utterance by recognizing stresse.g. Who is he? He’s tall.●Locate specific information in response to simple questions●Discriminate between words with different initial soundsn-, o-, p- and q-.Speaking:●Use modelled phrases to open and maintain an interaction byproviding a response to factual questions●Pronounce correctly words in isolation with initial sounds n-, o-,p- and q-.Writing:●Add personal information to writing when a framework isprovidedMaterials:●Student’s Book 3A page 16●Cassette 3A and a cassette player●Word and Picture Cards 3A●Workbook 3A pages 11; 39, 40 and 41●Photocopiable page 14Steps:Pre-task preparation:●Review: tall, short, thin, fat, big, small.●Introduce: Who is he/she? ; He’s/She’s (name) ; friend.●Go around the class asking Who’s he/she? to elicit: He’s/She’s__ .●Play the cassette. Listen and repeat.●Practice Who’s he/she?。
牛津英语1A第三单元教案(小学)上海版
牛津英语１Ａ第三单元教案（小学）上海版一、教学目标通过本单元的学习，学生将能够： 1. 理解并能正确朗读单词：cat, dog, pig, duck, bird。
2. 熟练掌握以下句型和表达： - What’s your name? - My name is [name]. - How are you? - I’m [feeling]. - Nice to meet you. - Goodbye. 3. 能够用英语进行简单的自我介绍，并能询问他人的姓名和感受。
二、教学重点1.掌握单词的发音和意义。
2.学会正确使用以下句型：–What’s your name?–My name is [name].–How are you?–I’m [feeling].三、教学过程1. Warm-up（热身活动）在黑板上写出单词cat、dog、pig、duck和bird，然后教师出示刚写的单词的图片，让学生通过观察图片指认并朗读相应的单词。
2. Presentation（呈现）教师出示一幅卡通图片，上面有五个动物，然后教师问学生：“What animals do you see?”学生回答后，教师指着每个动物并朗读相应的单词，帮助学生正确理解单词的发音和意义。
3. Practice（练习）Activity 1: Listening Practice（听力练习）播放教材录音，让学生听录音并跟读。
Activity 2: Speaking Practice（口语练习）教师将学生分成小组，每个小组选一名代表来进行对话练习。
先给学生一些示范对话，然后让学生进行自由对话练习。
示范对话： - A: What’s your name? - B: My name is Amy. - A: Nice to meet you, Amy. - B: Nice to meet you, too.4. Production（输出）Activity 1: Role Play（角色扮演）教师与学生进行角色扮演，学生扮演一个动物，教师扮演一个人，使用学过的句型进行对话练习。
上海版新版牛津英语A教案
上海版新版牛津英语A教案一、第一单元：单元主题与目标1.1 单元主题：本单元以“日常生活”为主题，通过学习日常生活中的常用词汇和句型，培养学生的基本交际能力。
1.2 单元目标：（1）学会使用日常英语进行简单的问候、介绍和告别。
（2）掌握日常生活中常用的单词和短语，如：hello, good morning, good afternoon, good evening, how are you, my name is, nice to meet you, e e 等。
（3）能够运用所学知识进行简单的日常交流。
二、第二单元：教学内容与方法2.1 教学内容：本单元主要学习一般现在时。
通过学习一般现在时的构成和用法，使学生能够运用一般现在时描述自己的日常活动和习惯。
2.2 教学方法：（1）采用任务型教学法，让学生在完成实际任务的过程中学习英语。
（2）运用情境教学法，创设真实的语境，让学生在实际语境中学习英语。
（3）利用游戏教学法，激发学生的学习兴趣，提高学生的参与度。
三、第三单元：教学重点与难点3.1 教学重点：（1）一般现在时的构成和用法。
（2）日常生活中的常用词汇和句型。
3.2 教学难点：（1）一般现在时的运用，尤其是情态动词的运用。
（2）词汇的拓展和运用。
四、第四单元：教学措施与评价4.1 教学措施：（1）设计丰富的课堂活动，激发学生的学习兴趣。
（2）注重个体差异，因材施教，使每个学生都能得到有效的学习。
（3）定期进行复习，巩固所学知识。
4.2 教学评价：（1）通过单元测试，检查学生的学习效果。
（2）观察学生在日常交流中的英语运用情况，评估学生的实际交际能力。
五、第五单元：教学计划与作业5.1 教学计划：（1）课时安排：本单元共需10课时。
（2）教学步骤：依次进行词汇教学、句型教学、听力教学、口语教学、书写教学和复习教学。
5.2 作业布置：（1）课后单词抄写和默写。
（2）完成课后练习题。
（3）根据自己的日常生活，用英语写一篇小作文。
沪教版牛津英语A教案完整版
Module1GettingtoknowyouUnit1GoodmorningThefirst period一、Teachingaim认知内容:能听懂会说Goodmorning.Goodafternoon. Goodevening.Goodnight.及回答。
能力要求：学会用所学句型进行情境表演。
情感态度：学会在不同时间里和人打招呼。
二、TeachingproceduresPre-taskpreparation Warmera.Sayhellotoeverybodyb.P.4songc.ElicitAlice:SheisAlice. While-taskprocedure1.RevisionmorningafternoonGoodmorning.Goodafternoon.a.Listentoadialogue(It’s8o’clockinthemorning. Aliceisgoingtoschool.Shemeet sherfriendKitty.) Goodmorning,Alice. Goodmorning,Kitty. (It’s14o’clockintheafterno on.AliceishavinganEnglishcla ss.)Goodafternoon,Alice. Goodafternoon,Miss…b.trytosaythedialoguec.playagame: accordingtothepictures,Judge thewords2.IntroductioneveningnightGoodevening.Goodnight.a.Listentoadialogueandtrytou nderstandthemeaningofthedial ogue(It’s18o’clockintheevening .Aliceishavingadinner.) Goodevening,Alice. Goodevening,dad.(It’s21o’clockatnight.Alic eisgoingtobed.)Goodnight,Alice. Goodnight,Mum.b.SayachantingroupsEvening,evening,Goodevening.Night,night,Goodnight.Post-taskactivitya.Listentothewholedialoguesb.roleplayactoutthewholedialogueing roups三、Assignmenta.Listentothetapesb.readP2,4AskandanswerWhoisshe？Thesecon dperiod一、Teachingaim认知内容:能听懂会说Howareyou？并能回答I’mfine./I’mverywell.Thank you.学会认读并且学会正确书写英语字母大小写Aa,Bb.能力要求：学会礼貌地问候别人并且礼貌回应别人的问候。
上海版新版牛津英语1A教案
上海版新版牛津英语1A教案
准备期心得体会
经过一个月的准备期,我发现一年级的小学生自我约束能力差，对外界各种反应都比较敏感，注意缺乏长久性，要他们认真听几分钟还可以，要他们认真听上十几分钟，半节课还真不容易。
刚入学的小学生主要有几个方面的明显表现：好动、好问、模仿性强。
这时，良好习惯培养应重扎实。
以常规学习习惯培养为主，在培养方法上重激发欲望，反复训练形成习惯。
一、培养认真听讲的习惯
为了使学生上课专心听讲，吸引注意力，老师讲课要精神饱满，语言生动有趣，条理分明，方法灵活多样，力求使课堂教学引人入胜。
二、培养认真完成作业的习惯。
完成作业，是学生巩固知识、形成技能的主要手段。
要求学生从小就养成良好的行为习惯。
要独立思考，独立完成作业，回家指读和认读的作业也要保证质量的完成。
三、培养合作学习的习惯。
对于学生而言，要积极参与学会表达自己的观点和见解，要学会倾听他人的发言，学会评判他人的观点，学会接受他人的意见。
每一次合作学习，都要积极参与，逐渐养成习惯。
以奖励小组星的方式培养学生集体主义观念。
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牛津英语1A第二单元教案上海版
牛津英语１Ａ第二单元教案上海版牛津英语 1A 第二单元教案（上海版）一、教学目标1、学生能够听懂、认读和运用本单元的核心词汇，如“apple”“banana”“pear”等。
2、学生能够理解并正确使用句型“What's this? It's a/an”进行简单的问答交流。
3、培养学生的观察能力和语言表达能力。
4、激发学生学习英语的兴趣，培养他们积极参与课堂活动的意识。
二、教学重难点1、重点掌握本单元的核心词汇，发音准确。
熟练运用句型“What's this? It's a/an”进行问答。
2、难点区分“a”和“an”的用法。
能够在实际情境中灵活运用所学词汇和句型。
三、教学方法1、情景教学法：通过创设水果市场的情景，让学生在真实的语境中学习和运用英语。
2、游戏教学法：设计有趣的游戏，如“水果猜猜猜”，增加学习的趣味性，提高学生的参与度。
3、歌曲教学法：利用相关的英语歌曲，帮助学生巩固所学知识，增强记忆。
四、教学过程1、导入（Warming up）播放一首欢快的英语歌曲《Fruit Song》，让学生跟着歌曲一起唱，营造轻松愉快的学习氛围。
展示一些水果的图片，问学生：“Do you like fruits?”引导学生回答“Yes, I do”或“No, I don't”2、词汇学习（Vocabulary）依次展示“apple”“banana”“pear”的图片，教学生发音，并让学生跟读几遍。
利用实物或卡片，进行词汇的操练。
例如，教师举起一个苹果，问：“What's this? ”引导学生回答：“It's an apple”强调“a”和“an”的用法，“an”用于元音音素开头的单词前，“a”用于辅音音素开头的单词前。
3、句型学习（Sentence Patterns）教师拿着一个水果，问学生：“What's this?”引导学生回答：“It'sa/an”让学生两人一组，进行句型的操练。
沪教版牛津英语1A教案
Module1Getting to know you.Unit1HelloModule1Unit1Hello【第一课时】Let's Learn Letters(Page3&Page5)简述课时教学内容及目标课时一教学重点单词:morning,afternoon,ant,bear教学栏目Lefs LearnLetters教学目标 1.通过Lefs Learn的学习，帮助学生了解日常打招呼用语的用法，并能在真实语境中运用新知。
2,通过Letters的儿歌，活跃课堂氛围。
感受单元话题。
拓展内容1.Hello.2.Good bye.课时二教学重点句型：Hello.Hi.Good morning.Good afternoon.Good evening,Good night.教学栏目Let's talkLefs sing教学目标 2.通过Lefs talk的情景对话，帮助学生学习核心句型。
3.通过进一步的情景对话，让学生进一步巩固和运用核心句型和日常用语。
拓展内容强调问候的用途，对学生进行情感教育。
(Task):1.今天是小朋友进入小学的第一节英语课，所有的学生都表现出对英语的极大的好奇。
作为一名英语教师，要通过充满知识和乐趣的课堂将孩子们的好奇转换成对英语学习持久的兴趣和热情。
2,班级中的孩子来自不同的环境，有着完全不同的知识基础和认知能力。
教师应主动地去了解学生，这对今后的教学工作十分重要。
目标陈述(Objectives):知识目标：能听懂会说Good morning.?-How are you?-Fine,thank you.-Hello!等问候语。
能力目标：学会用-Good morning.-How are you?-Fine,thank you.-Hello!来问候和交流。
'情感目标：通过学生对本课问候句子的学习，培养学生讲文明的良好习惯。
并鼓励学生用这些问候语与新同学交朋友，增进新生之间的了解和友谊。
上海版沪教版牛津英语1A教案
Unit 1 My classroomPeriod OneTeaching contents: L et’s act ( Page 2)Teaching aims:1. 知识目标：能用祈使句Stand up, please. Sit down, please. Open yourbook. Close your book.给出简单指令。
2. 能力目标：能听懂简单指令并作出反应。
3. 情感目标：激发学生学习的兴趣，使学生寓教于乐。
Difficult and key points:能用所学的命令相互交流。
Teaching aids: cassette, book, bag.Teaching procedure:Unit 1 My classroomPeriod TwoTeaching contents: let’s talk ( page 3 )Teaching aims:4. 知识目标：学会问候语How are you?及回答Fine, thank you.学会Goodmorning.问候早上好。
5. 能力目标：熟练运用句子交流。
6. 情感目标：教育学生做到礼貌待人。
Difficult and key points: How are you? Good morning.的问候语。
Teaching aids: Cassette, a puppet.Teaching procedure:Unit 1 My classroomPeriod ThreeTeaching contents: let’s learn ( page 4 )Teaching aims:7. 知识目标：学会pencil, pen, ruler, rubber, bag等学习用品。
8. 能力目标：运用各种方法简单描述物品。
9. 情感目标：教育学生热爱学习。
Difficult and key points:单词的发音和识记。
Teaching aids:Cassette1A, picture cards and word cards. Teaching procedure:Unit 1 My classroomPeriod FourTeaching contents: let’s play( page 5 ) Teaching aims:10. 知识目标：学会说说这首儿歌。
上海版牛津英语A教案
M o d u l e1G e t t i n g t o k n o w y o uUnit1HelloagainPeriodOneTeachingcontents:Lookandsay&LookandtalkTeachingaims:1.Basicaims:ingnounstoidentifypeople.e.g.Kitty’smyclassmate.b. Usingdemonstrativestorefertopeople.e.g.Thisismy…c. Usingpossessiveadjectives.e.g.Thisisourdog.2.Developingaims:a. Usingpossessiveadjectivestoshowpossession.b. Usingformulaicexpressionstogreetpeopleandrespondtogreetings,introduceothersandtakeleave.c. Freetalk.cationaims:Greetpeopleandintroduceoneselfpolitely. Difficultandkeypoints:1.Introducingsomeonetosomeoneelse.2.Possessiveadjectives.Teachingaids:pictures,wordcards,cassetteplayer,andsofttoyanimalsTeachingcontents:Readastory&LearnthesoundTeachingAims:1. Basicaims:a. Usingverbstodescribeactions.e.g.run,swim,jumpb. Usingmodalstotalkaboutability.e.g.Shecanrun.c. Usingconnectivestolinkcontrastingidease.g.Butshecan’tcook.d. Sayingthesound‘ch-‘2.Developingaims:a.Readandactthestoryb.Talkingaboutability.c.Writeasimplestory.Teachingaids:pictures,wordcards,cassetteplayer,andmaskTeachingcontents:Lookandsay&AskandanswerTeachingaims:1.Basicaims:ingverbstodescribeactions.e.g.paint,readinginterrogativestoask‘yes/no’-questionstoobtainsimpleresponses.e.g.Canyouswim?ingmodalstotalkaboutability.e.g.Yes,Ican./No,Ican’t.2.Developingaims:a.Askingaboutability.b.Doasurveyinclass.cationaims:Talkingaboutabilitytoestablishfriendlyrelationswithyourclassmates.Teachingaids:pictures,wordcards,cassetteplayer,Unit2Howoldareyou? PeriodOneTeachingcontents:Lookandsay.AskandanswerTeachingaims:1.Basicaim:能听懂，会说，会读本课对话.E.g.Howold…?Happy birthday.Thankyou.2．Educationaim:会相互询问对方年龄，庆贺对方生日，增进感情。
牛津上海版小学二年级上A教案
学年度第一学期二年级英语教学工作计划教学的知识目标：1、本学期要求41个单词的词汇量，其中包括表示时间、器官，玩具、学习用品、星体、植物和食物的名次学习；表示动作的动词学习；还有表示数量的量词学习；描述体形、年龄的形容词。
要求能音、形、义的辨别，部分简单单词要求拼写。
还有26个基本英文字母的学习。
2、学习表示问候的句型：Good evening \ Good night ,复习Good morning \Good afternoon \ Goodbye \Hello\Hi !等问候词。
3、定惯词a 、an 的学习及了解其区别。
4、学会用I’m …. 介绍自己。
5、学会用who am I ? 问，用you’re ….. 来回答及询问别人用Are you …? 用Yes/No, I’m…. 来回答。
6、学会用Can you ….? 及用Yes , I can .. . No, I can’t …7、学会第三人称的描述：She / He is …. 询问：Is she/ he …? Yes, she /he is ….No, she/he isn’t ….8、学会用My 和Your 描述自己或别人的东西。
9、学会What can you see ? I can see …. 及学问方式Can you see ….? 回答：Yes, I can . No, I can .10、认识介词：in ,on ,at ,under11、学会祈使句：put …. In/on …，复习Give me …., please .及回答Here you are . Thank you .12 、继续学习数词six 、seven 、eight、nine、ten . 并学会用How many 提问及回答There is/ are …..13、了解否定祈使Don’t ….. 及回答：I’m sorry .14、初步掌握I like …It likes ….教学的目标任务：本学期总共有四个模块十二个单元的学习任务，本书的设计都是以一个具体主题为背景来分单元学习的，而每个单元又是一个具体的主题，所以每个单元都有一个最终的学习任务要完成。
沪教版牛津英语A教案完整版
Module 1 Getting to knowthe pictures, Judge the words2. Introduction youevening Unit 1 Good morningnightThe firstGood evening. periodGood night.Teaching aim一、a. Listen to a dialogue and try to 说认知内容: 能听懂会understand the meaning of the Good morning. Good afternoon. dialogue evening. Good (It's 18o'clock in the evening. 及回答。
Good night.Alice is having a dinner.) 学会用所学句型能力要求：Good evening, Alice. 进行情境表演。
Good evening, dad.学会在不同时间情感态度：(It's 21o'clock at night. Alice is 里和人打招呼。
going to bed.)procedures 二、Teaching Good night, Alice.Good night, Mum.Pre-task preparationb.Say a chant in groups WarmerEvening, evening, a. Say hello to everybodyGood evening. b. P.4 songNight, night, c. Elicit Alice:Good night. Ask and answerPost-task activityWho is shea.Listen to the whole dialogues She is Alice.b.role playWhile-task procedureact out the whole dialogue in 1.Revisiongroupsmorningafternoon三、AssignmentGood morning. a. Listen to the tapes Good afternoon. b. read P2,4a. Listen to a dialogueThemorning. (It's the 8o'clock in second periodShe going Alice is to school. 一、Teaching aimmeets her friend Kitty.) 认知内容: 能听懂会说How Good morning, Alice. are youGood morning, Kitty.并能回答I'm afternoon. 14o'clock (It's in the fine./I'm very well. Thank you. Alice is having an English class.)学会认读并且学Good afternoon, Alice. 会正确书写英语字母大小写Aa, Goodafternoon, Miss…Bb.b. try to say the dialogue 能力要求：学会礼貌地问候c. play a game: 别人并且礼貌回应别人的问候。
上海牛津英语1a教案
上海牛津英语1a教案教案标题：上海牛津英语1a教案教案目标：1. 通过本节课的学习，学生能够掌握并正确使用本课时的目标词汇和句型；2. 培养学生的听、说、读、写的综合语言能力；3. 培养学生的合作学习和自主学习能力；4. 培养学生对英语学习的兴趣和自信心。
教学重点：1. 目标词汇的掌握和运用；2. 目标句型的理解和运用。
教学难点：1. 学生对目标词汇的正确发音和拼写的掌握；2. 学生对目标句型的理解和运用。
教学准备：1. 教材：上海牛津英语1a教材、课本、练习册；2. 多媒体设备：投影仪、音响设备；3. 教具：图片、单词卡片、小黑板、笔、橡皮；4. 活动准备：分组卡片、奖品。
教学过程：Step 1: Warm-up (热身活动)1. Greeting and attendance (问候和点名)- 教师与学生互相问候，并点名确认学生出勤情况。
2. Sing a song (唱歌)- 教师带领学生唱一首与本课主题相关的英文歌曲，如《Hello, How Are You?》。
Step 2: Presentation (呈现新知)1. Introduce new vocabulary (介绍新词汇)- 教师使用图片或单词卡片依次呈现本课时的目标词汇，如cat, dog, bird, etc.，并帮助学生正确发音和拼写。
2. Practice vocabulary (练习词汇)- 教师与学生一起进行词汇练习，如师生问答、单词拼写比赛等。
3. Introduce target sentence (介绍目标句型)- 教师呈现目标句型，如"What's this? It's a cat."，并通过示范和反复操练帮助学生理解和掌握。
Step 3: Practice (练习)1. Role-play (角色扮演)- 将学生分成小组，每个小组分别扮演不同的角色，用目标句型进行对话练习。
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达标反馈：
课后基础性作业 Listentothetape. Readthetext.
课后拓展性作业 Introduceyourfriend
UsingThisis…
His/Hername’s…
教学后记（必须手写）
课时教学设计首页
课题
第几 课时
课 时 教 学 目 标 （三 维） （打印 或手写 补充）
教学方 法和手
段 （打印 或手写 补充）
Rhymeplaythecassette. Askandanswer,Groupwork.
课时教学互动流程
补充
教师行为
学生行为
课堂变化及 处理主要环
节的效果
教学目标的 达成落实
Ⅰ、Warming-up Song:《Goodmorning》 Ⅱ、Presentation 1．Moveroundtheclassand
教学 重点 与 难点 （打印 或手写 补充）
Module1Unit1Meetingnewpeople
课型
New
2nd
授课 时间
sep.9th
教具 学具
Cards、tape
听、说、读、写单词 new,morning,classmate,her,name,sit,afternoon,his
情景中介绍 Thisismysister/brother.Her/Hisname… 通过介绍自己的朋友、家人等培养学生与人沟通、交际的能力。
classmate. You’reclassmate.
课时教学互动流程
教师行为
学生行为
补充
课教 堂学 变目 化标
及的 处达 理成 主落 要实 环 节 的 效 果
Substitution:Ingroupsoffour,have 2．Imitation
Ssintroducetheirclassmate.
a/ei/cake
repeat.
table
Ingroupsoffour,havetheSspracticethedialogue.
课时教学设计尾页
板书设计（打印或手写）
☆补充设计☆
当堂学业测评或当堂达标检测 A．myB．isC．about D．herE．and ()1．Goodafternoon,boysgirls. ()2．Whatyou? ()3．Thisisbrother,John. ()4．NameisKitty?
课型
New
1st
授课 时间ngnounstoidentifypeople.eg Usingdemonstrativestorefertopeople.
egThisismy…He/ertopeople. Greetpeopleandintroduceoneselfpolitely.
greetindividual. SSusingGoodmorning. ‘Nicetomeetyou.’ 2．Introduce:classmate (showthewordcard)
SStogeteachother Inpairs. 1．Onestudentto Standup. Say:He/sheisyour
tape、cards
Introducingsomeonetosomeoneelse. Possessiveadjectives.
使用教 材构想 （打印 或手写 补充）
本单元主要以见面打招呼为主，在教学过程中可通过情景教学法，角 色扮演手段，加强练习，并通过听磁带，跟读等方式加强学生听力训练， 提高学生英语综合能力。
重点：听、说、读、写单词 classmate,her,his 难点：熟练运用有关介绍用语。
使用教 材构想 （打印 或手写 补充）
创设交朋友情境，学习相关单词、句型。
教学方 法和手
段 （打印 或手写 补充）
本课采用情境法，采用录音机，课件等 教学资源辅助教学
课时教学互动流程
补充
教师行为
Ⅰ、Warming-up 1．Listentothesay.
上海教育出版社牛津英 语 A 教案
Document serial number【NL89WT-NY98YT-NC8CB-NNUUT-NUT108】
课时教学设计首页
课题
第几 课时
课 时 教 学 目 标 （三 维） （打印 或手写 补充）
教学 重点 与 难点 （打印 或手写 补充）
Module1Unit1Meetingnewpeople
.
TheSslistencarefully.
Playthecassette: 2.Answerthe
Imamate：Her
questions:
His
Who’sPeter’ssister?
Playthecassetteageing: Who’sPeter’sbrother?
Ⅲ、Sum-up
TheSslistenand
friends.
studenttosay:
Thisismyclassmate.
His/Hername’s.
1．Lookandsay.
TheSslistencarefully.
2．Sslistenandrepeat.
课时教学设计尾页
板书设计（打印或手写）
☆补充设计☆
当堂学业测评或当堂达标检测 1．Thisismysister. Kitty. 2．Thisismybrother. Hill.
Showthewordcard.
Playthecassetteageing.
Sentencemaking:
2．Introduce:
课时教学互动流程
补充
教师行为
学生行为
课
堂
变 化 及 处 理 主 要 环 节 的
教 学 目 标 的 达 成 落 实
效
果
3．Listenandanswer 1.Lookandsay.
学生行为
Thisismydog. Hisname’sSam.
课堂变化及 处理主要环
节的效果
e.g.Thisismysister
教学目标的 达成落实
2．Showpuppettoimamate sentence:
/brother. Her/Hisname’s
Thisis…
.
Ⅱ、Presentation
1．Showthetoydog.
AskSstoreadthewordseveraltimes.
3．Listenandanswer
3．Inviteadifferent
Playthecassetteegaing.
studenttostandup.
Ⅲ、Sum-up
Ask:What’shis/her
Introducetheirclassmates/ Name:promptthe