小學英語一年級教案
發(fā)表時間：2020-07-14蘇教牛津版英語一年級上《Fruit》教學設計。
為了使每堂課能夠順利的進展，老師需要提前做好準備，讓學生能夠快速的明白這個知識點。上課自己輕松的同時，學生也更好的消化課堂內容。你們有沒有寫過一份完整的教學計劃?請您閱讀小編輯為您編輯整理的《蘇教牛津版英語一年級上《Fruit》教學設計》，僅供參考，但愿對您的工作帶來幫助。
教學內容：
《義務教育課程標準實驗教科書牛津小學英語》1A第五單元第二課時（Look and learn, Say a rhyme）。
教學目標：
1. 能聽懂，會說單詞mango和peach.
2. 能正確地朗讀本單元的歌謠Mango.
3. 復習和鞏固第一課時所學的句型Is this a？ Yes, it is.
教學重點：
1. 能正確地聽讀單詞mango和peach.
2. 能正確地朗讀本單元的歌謠Mango.
3. 能正確地運用日常交際用語Is this a？ Yes, it is.
教學難點：
準確朗讀Tommy、Joe。
課前準備：
1. 教具準備：實物水果：香蕉，梨，桃子，芒果。兩個人物頭飾：Tommy和Joe。自制多媒體課件和光盤。
2. 板書準備：預先寫好課題 Unit 5 Fruit
教學過程：
A Review a chant （約三分鐘）
教師出示實物香蕉，T: Is this a banana?
S: Yes, it is.
教師帶領學生一起復習改編Chant: Daddy, Mummy, I love you.
Banana, banana,
I love you.
Banana, banana,
I love you.
（同法把banana替換為pear操練。 ）
B. Presentation and practice（約二十六分鐘）
1. Say a rhyme
教師請幾位學生朗讀剛說過的chant，并且拿香蕉，梨來獎勵他們。
T: This is a banana/pear. One for S1. One for S2. （教學句型One for）
教師示范說Rhyme
Banana, banana,
I love you.
One for S1.
One for S2.
學生仿照教師拿banana, pear替換操練新的rhyme.
教師請學生表演。
2. Present the word: mango
教師用簡筆畫劃一弧線，學生用Is this a？的句型進行猜測，教師用Yes.或者No.來回答。學生猜對，教師將弧形補充完整為一個芒果，若猜不出，最后公布答案，畫出一個完整的芒果。
T: Look, this is a mango. （教師出示芒果，教授mango，學生跟讀。）
3. 教師拿出Tommy和Joe的頭飾，并且指定兩名學生扮演，幫他們戴上頭飾。
T介紹This is Tommy. This is Joe.
教師與Tommy、Joe打招呼，T: Hello/Good morning, Tommy/Joe.
讓學生和Tommy、Joe打招呼。
4. Say a rhyme： Mango
教師播放Part C的rhyme，學生欣賞。
Mango, mango,
I love you.
One for Tommy.
One for Joe.
教師邊做動作邊帶領大家練習Part C的rhyme.
請學生表演。
5. Have a rest
播放一段《西游記》中孫悟空偷桃的動畫。T: Lets have a rest. Watch a cartoon. （用動畫引出peach的教學。）
用peach改編C部分的rhyme
Peach, peach,
I love you.
One for Tommy.
One for Joe.
6. 課件播放part B 的單詞，學生跟讀。
C Consolidation（約八分鐘）
1. Play a game：Whats missing?
游戲方法：PPT出示B部分四幅水果圖片，然后其中一個消失，要求學生說出少了哪一種水果，以小組為單位進行競賽，比比哪一組說得最多。
2. 完成《活動手冊》A部分Listen and circle.
3. 課件出示A部分的水果店場景，依次出示各種水果的一角，要求學生用句型：Is this a？ 進行提問，教師用Yes，it is.或者No.進行回答，若學生猜對就出示完整的水果圖，最后各種水果圖組成一幅完整的A部分的水果店的圖片。
4. 播放Part A （flash）
T：Lets watch a cartoon. What are they talking about?
Ss整體欣賞flash：Is this a banana？Yes, it is.
學生用指讀法跟讀。
學生看圖復述課文內容，并分角色朗讀。
引導兩人一組，戴上頭飾，操練表演A部分內容。
5. 模擬購物，教師把講臺裝飾成一個水果商店，師生示范
T: Is this a peach?
S: Yes, it is.
T: Here you are.
S: Thank you.
學生兩人一組，利用自己帶的水果模擬購物，教師再請他們上臺表演。
6. 完成活動手冊B部分Listen and number.
D Assign homework（約三分鐘）
1. 聽錄音，讀B部分水果以及C部分歌謠。
2. 進一步掌握A部分句型，并鼓勵學生用所學句型和單詞進行日常交際。
3. 自己改編C部分歌謠唱給父母聽。
精選閱讀
蘇教牛津版一上《Fruit》教學設計
教學目標：
1. Listening: Listen and identify the key words.
2. Speaking: Pronounce the words properly.
3. Communicating: Use nouns to identify objects.
重點難點：
1. Master the pronunciation of the new words.
2. Use the patterns to solute the tasks.
3. Use the fruit words in daily life.
教學方法：
1、任務驅動型教學
小學英語新課程標準要求，合理地設計教案，在課堂上有計劃地組織任務型的教學活動， 讓他們有目的地進行學習活動，能調動學生的積極性， 提高學生的學習興趣。
2、TPR教學
TPR教學充分利用了小學生活潑好動的特點，帶有游戲的性質，可以減少學生的學習負擔，培養(yǎng)他們愉快的學習情緒，提高學習效率，在激發(fā)學生學習英語的興趣方面也有一定的作用，
教學準備：
1．教師準備
cassette player, cassette, some fruits, word and picture cards.
2．學生準備
real fruits, colour pens, some paper, pencils.
教學過程：
Pre-task preparation:
1. Sing some songs and do some actions.（利用歌曲， 并配上動作，活躍課堂氣氛，調動學生的學習積極性，同時復習以前學過的知識。）
a） Good Morning.
b） Read, draw, sing.
2. Play games: （利用游戲等引出新的教學內容）
Simon Says. （Listen and act）
Touch and guess: Feel the fruit and say out the words.
3. Introduce the fruit:
This is a/an Thats a/an
4. Today well learn Look and learn in Unit 5 （Fruit）。
While-task procedure
1. Show the real objects and teach the new words of fruit. （運用實物、圖片等，配上動作，教學本課的新單詞，。）
（Put up a banana.） Whats this? ---- Its a banana. This is a banana.
Banana, banana,香蕉，香蕉apple彎又彎。
（Taste the pear.） Whats that? ---Thats a pear.
Pear, pear是梨子，梨子pear甜又香。
（Touch the mango.） This is a mango.
Mango, mango是芒果，芒果mango甜又酸。
（Point to a peach）Thats a peach.
Peach, peach是桃子，桃子peach大又鮮。
2. Stick on the word and picture cards on the board, and then read the words for several times.
3. Point to the cards, repeat the words in chorus, then in groups.
4. Read one by one.
5. Listen to the tape, follow it and point to each picture as it is being read out.
6. Re-arrange the word and picture cards in random order.
Post-task Activities
1.Play games（Divide the whole class into groups and have a competition）： （分組進行游戲、競賽等，復習和鞏固這節(jié)課上學過的知識。同時加入競爭機制，增加教學的趣味性，提高學生的競爭意識。）
Say some words,ask someone to pick out the correct words and put it on the board.
Say the words and point them out.
What fruit do you like? （Ask some pupils to answer and pick them out.）
Teacher hides some words and the pupils guess the words.
Which group is the quickest?
Divide the whole class into six groups. Each group has the name of a fruit. When I say a fruits name, the whole group has to stand up and do the actions.
Apple, apple, show me your book. Pear, pear, touch your arms.
Peach, peach, close your eyes. Mango, mango, open your book.
2. Read the rhyme: （利用朗朗上口的rhyme鞏固新知，提高學生的學習興趣。）
banana,banana香蕉，香蕉banana 彎又彎，
Pear,pear梨兒，梨兒pear甜又甜，
Peach,peach桃子，桃子peach大又鮮，
Mango,mango是芒果，芒果mango甜又香。
3. Listen and draw the fruit. Then show me your drawings and stick some better pictures on the blackboard. （利用小學生愛畫畫的特點，鍛煉和提高學生的聽力和繪畫能力，同時展示一些優(yōu)秀的作品，使學生有成就感。）
4. Count the stars to see which group is winner. （實施評價，展示結果，及時對教學情況進行反饋，讓學生樹立自信，培養(yǎng)合作精神。）
Homework:
1. Write down the words under your drawings.
2. Say out the fruit words in English when you see some fruit.
蘇教牛津版一上《Fruit》教案
老師講課學生愛聽，還愿意自學的情況下，往往少不了一份教案。為了不消耗上課時間，就需要有一份完整的教學計劃。這樣可以有效的提高課堂的教學效率，那怎樣寫才能有一份高質量教案呢？以下是小編為大家收集的“蘇教牛津版一上《Fruit》教案”，僅供參考，大家一起來看看吧。
教學目標：
1．知識目標：通過學習使學生能理解兒歌內容，能說出六種水果的名稱詞。
2．能力目標: 通過課堂學習操練，使學生能用英語表達自己對某種水果的喜好。
3．情感目標：通過多種活動形式，激發(fā)學生英語學習情感，使之積極參與課堂活動。同時教育學生互相謙讓。
4．策略目標：通過設置小組學習任務，發(fā)展學生個性，培養(yǎng)學生創(chuàng)新意識及合作學習意識。
教學重點：
詞匯: apple, pear, banana, peach, melon, orange
句子：What do you like? I like...
教學難點：
pear, melon, orange 中元音的發(fā)音。
教具準備：
教具：圖片、詞卡、實物、計算機課件、調查表。
學具：課本，調查表。
教學過程：
活動一：
Step One: Getting the pupils ready for class.
T: Are you ready for class?
SS: Yes!
T: Lets begin our class, OK?
SS: OK!
T: Now, Class begins.
Ss: Stand up!
Step Two: Greetings.
T: Good morning/afternoon, class.
Ss: Good morning/afternoon, Ms Wu.
T: Nice to see you!
Ss: Nice to see you, too!
活動設計：師生問好，日常用語對話。
設計意圖：以平等的口吻與學生交流，可有效拉近師生距離，使課堂氣氛和諧融洽，能很快將學生帶入課堂。
活動二：
Lets chant.
Red, red, I like red.
Green, green, I like green.
Black, black, I like black.
Blue, blue, I like blue.
Pink, pink, I like pink.
Green, green, I like green.
White, white, I like white.
What colour do you like?
活動設計：讓學生邊聽錄音邊跟唱兒歌。
設計意圖：通過說唱歌謠，調動學生情緒調節(jié)課堂氣氛。同時復習I like...句型，為新課作準備。
活動三：
Step one: Lead in.
T: You can chant it very well! So, you can get the prize. I will make some fruit salad for you! Do you know salad? (Show a bottle of salad dressing and a bowl of fruit salad.) Do you like salad? Fruit salad is delicious. For me,（Show an apple）I like apples, I like the apple salad. (Face to one of the pupils, and show a pear.) Maybe you like pears, so you like the pear salad. (Face to another pupil and show a banana.) Perhaps you like bananas, so you like the banana salad. (Face to the whole class.) What kind of fruit salad shall we make? It depends on you!
活動設計：教師用語言導入，明確教學目標。
設計意圖：本環(huán)節(jié)為布置任務，目的是讓學生明確本課學習內容及學習目的，即讓學生對為何要學習做到心中有數，從而激發(fā)學生的學習熱情。實物教具的利用可增強學生對新知識的感性認識，有利于學生理解。
活動四：
T: (Point to the screen.) What do you see in this picture?
Ss: I see an apple, a banana/ peach ...
活動設計：學生根據教師提問將自己感興趣的水果名稱說出來，教師將相應水果圖片貼在黑板上。
設計意圖 1：本環(huán)節(jié)為知識整體輸入，使學生明確本節(jié)課將要學到的知識有哪些。語言點落實到單詞階段，即此環(huán)節(jié)的學習結束后，學生對本課所呈現的六種水果應有一個清晰的概念，同時能用英語說出兩三種自己感興趣的水果。能力強的學生可能說的更多，這樣也可使各種層次的學生都有所得。
設計意圖 2：以課件形式呈現多種水果圖片，供學生選擇性地學習。學生自由發(fā)言，說出自己已記住的水果名稱詞，這樣不僅可以讓學生學會合作學習，同時也能兼顧到不同層次的學生，給他們最大限度的發(fā)展空間。
T: (Give the pupils some samples, and ask them to speak out the sentence. For example, show an apple.) An apple.
T: (Show two apples.) Apples. I like apples.
I like apples. What do you like?
I like pears. What do you like?
I like oranges. What do you like?
I like peaches. What do you like?
I like melons. What do you like?
I like bananas. What do you like?
T: Do you want to know what kind of fruit your friend like? You can go and ask him or her now.
T: Now, lets do part B.
活動設計：首先，教師利用實物教具教給學生如何用英語表達自己喜歡的水果。其次，教師有選擇地提問 10 名學生(不同層次)，進行機械操練。最后，教師組織學生進行自由問答活動。
設計意圖：因為What do you like? 和I like...是學生熟悉的句子，在教師做了大量的示范后，讓學生自由問答可增強他們學習的實效性，并使他們意識到用英語交際的快樂，從而體驗成就感，同時為后面的小組活動做語言準備。
蘇教牛津版英語一上《Fruit》第二課時教案
教學說明：
1. 通過第一教時的學習，學生已經學會說四種水果的名稱，并能表達自己喜歡吃什么水果，在開展教學活動中，學生參與活動的積極性明顯提高。
2. 本課是繼續(xù)學習讓學生用一些簡單句式，如Smell the Fell the 或Taste the 來表述自己的意愿。用Is this a/an ? 句式進行提問。
教學內容：
1、認知內容
a.） 會聽說單詞banana, pear, mango, peach.
b.）能聽懂指令： Smell the melon. Feel the apple. Taste the peach. 并能做出反應。
c.）能用Is this a/an？ Yes, it is. No, it is not.進行問答。
2、能力要求
a） 能用所學水果單詞結合句式Smell the， Feel the， Taste the給出指令。
b） 在學習和生活中能用所學句型表述自己的意愿。
c） 能用Is this a/an？ 句式對身邊的物品進行提問。
3、情感態(tài)度
在說說唱唱的過程中體驗學習英語的快樂，同時養(yǎng)成愛吃水果和與別人分享水果的美好情感。
教學過程：
一、Procedures
1.Pre-task preparation
2.Warmer
Sing a song
Greetings.
Teacher and students greet each other.
3.Review.
Students review the words by reading the cards.
Game: Whats the missing？通過玩記憶游戲來復習所學單詞，激發(fā)學生的學習興趣。
二、While-task procedure
1.Show some fruit to students.
2.Teacher repeat several times.
3.Have students listen and act according to your commands. Smell the banana. Fell the pear Taste the peach.
4.Listen to the tape several times and repeat several times.
5.Divide the class into groups of three to practice acting the commands. In each group, one student gives commands and the others do the actions. Then let them change roles.
Select groups to act the commands to the class.
Play a game: Who is the quickest student to respond？
（Ask every student to act according to your commands.）通過小組活動，聽口令，做動作，進一步熟悉口令，并能發(fā)口令。通過游戲活動誰的反應快？進一步鞏固口令，使學生在游戲活動中鞏固所學知識。
三、Teaching:Is this a/an？Yes, it is.No, it is not.
1.Hold up a banana and ask Is this a banana？ Yes, it is.
Repeat several times in English. Students follow and repeat.
2.Listen to the tape.
Students listen carefully. 用實物引出肯定回答，讓學生模仿跟讀。 通過聽錄音，模仿錄音中的語音語調。
四、Post-task activity
1.Pair work
2.Let students work in pairs.（Provide them with some pictures of fruit）通過對話，提高語言表達能力。
3. Group work
4. Use stationery to let students practice the language. （ Four students make a group）通過小組活動，操練句型，進一步提高學生的語言運用能力。
五、Play a game
Use plastic or real fruit to let students practice the language. Get one student come up to the front and ask Is this a ？ and the whole class is to say Yes, it is or No, it is not。
通過游戲活動，進一步鞏固操練句型，使群體與個體有機結合，使每個學生都參與活動，讓學生始終在輕松、愉快的氛圍中學習語言。
六、Assignment
1. Listen to the tape on page22-23.
2.Read page 22-23 after the tape.
3.Tell the words to their family.
教學反思：
Part G部分的水果rhyme也是訓練學生聽力口語的好機會，學生在自己讀，聽老師讀，聽同學讀的過程中不斷地提高自己的能力，體驗到學習英語的樂趣，同時讓孩子們大膽表達自己的喜好，懂得分享各自的快樂。
蘇教牛津版英語一上《Fruit》第一課時教案
教學目標：
1. Listening: Listen and identify the key words.
2. Speaking: Pronounce the words properly.
3. Communicating: Use nouns to identify objects.
重點難點：
1. Master the pronunciation of the new words.
2. Use the patterns to solute the tasks.
3. Use the fruit words in daily life.
教學方法：
1、任務驅動型教學
小學英語新課程標準要求，合理地設計教案，在課堂上有計劃地組織任務型的教學活動， 讓他們有目的地進行學習活動，能調動學生的積極性， 提高學生的學習興趣。
2、TPR教學
TPR教學充分利用了小學生活潑好動的特點，帶有游戲的性質，可以減少學生的學習負擔，培養(yǎng)他們愉快的學習情緒，提高學習效率，在激發(fā)學生學習英語的興趣方面也有一定的作用，
教學準備：
1．教師準備
cassette player, cassette, some fruits, word and picture cards.
2．學生準備
real fruits, colour pens, some paper, pencils.
教學過程：
一、Pre-task preparation:
1. Sing some songs and do some actions.（利用歌曲， 并配上動作，活躍課堂氣氛，調動學生的學習積極性，同時復習以前學過的知識。）
a） Good Morning.
b） Read, draw, sing.
2. Play games: （利用游戲等引出新的教學內容）
Simon Says. （Listen and act）
Touch and guess: Feel the fruit and say out the words.
3. Introduce the fruit:
This is a/an Thats a/an
4. Today well learn Look and learn in Unit 5 （Fruit）。
二、While-task procedure
1. Show the real objects and teach the new words of fruit. （運用實物、圖片等，配上動作，教學本課的新單詞，。）
（Put up a banana.） Whats this? ---- Its a banana. This is a banana.
Banana, banana,香蕉，香蕉apple彎又彎。
（Taste the pear.） Whats that? ---Thats a pear.
Pear, pear是梨子，梨子pear甜又香。
（Touch the mango.） This is a mango.
Mango, mango是芒果，芒果mango甜又酸。
（Point to a peach）Thats a peach.
Peach, peach是桃子，桃子peach大又鮮。
2. Stick on the word and picture cards on the board, and then read the words for several times.
3. Point to the cards, repeat the words in chorus, then in groups.
4. Read one by one.
5. Listen to the tape, follow it and point to each picture as it is being read out.
6. Re-arrange the word and picture cards in random order.
三、Post-task Activities
1.Play games（Divide the whole class into groups and have a competition）： （分組進行游戲、競賽等，復習和鞏固這節(jié)課上學過的知識。同時加入競爭機制，增加教學的趣味性，提高學生的競爭意識。）
Say some words,ask someone to pick out the correct words and put it on the board.
Say the words and point them out.
What fruit do you like? （Ask some pupils to answer and pick them out.）
Teacher hides some words and the pupils guess the words.
Which group is the quickest?
Divide the whole class into six groups. Each group has the name of a fruit. When I say a fruits name, the whole group has to stand up and do the actions.
Apple, apple, show me your book. Pear, pear, touch your arms.
Peach, peach, close your eyes. Mango, mango, open your book.
2. Read the rhyme: （利用朗朗上口的rhyme鞏固新知，提高學生的學習興趣。）
banana,banana香蕉，香蕉banana 彎又彎，
Pear,pear梨兒，梨兒pear甜又甜，
Peach,peach桃子，桃子peach大又鮮，
Mango,mango是芒果，芒果mango甜又香。
3. Listen and draw the fruit. Then show me your drawings and stick some better pictures on the blackboard. （利用小學生愛畫畫的特點，鍛煉和提高學生的聽力和繪畫能力，同時展示一些優(yōu)秀的作品，使學生有成就感。）
4. Count the stars to see which group is winner. （實施評價，展示結果，及時對教學情況進行反饋，讓學生樹立自信，培養(yǎng)合作精神。）
四、Homework:
1. Write down the words under your drawings.
2. Say out the fruit words in English when you see some fruit.
教學反思：
學習內容主要是Part B部分后四個水果單詞和Part D部分句型的教學以及Part G部分的水果rhyme。首先在自由的氣氛中與學生進行日常用語的交流，運用上已學習的What are these?What are those? Theyre句型和水果單詞。除了通過輕松的交談方式復習單詞以外，還要讓學生能夠拼讀出這四個單詞。
蘇教牛津版一上《On the farm》教學設計
眾所周知，一位優(yōu)秀的老師離不開一份優(yōu)質的教案。每位老師都會提前準備一份教案，以便于提高講課效率。才能有計劃、有步驟、有質量的完成教學任務，那有什么樣的教案適合新手教師嗎？以下是小編為大家收集的“蘇教牛津版一上《On the farm》教學設計”，僅供參考，希望可以幫助到您。
教學目標：
1.能聽懂、會說、會讀交際用語：Welcome to What are these/those?Theyre Are these/those ？ Yes, they are./No, they arent
2.能聽懂、會說、會讀詞匯：theyre=they are, pig, cow, chicken, duck
3.能聽懂、會說、會讀、會寫詞匯：farm, they, pig, apple, those
4.能熟練朗讀對話或表演對話。
教學重點：
目標1、2、3
教學難點：
1.句型：What are these/those? Are these/those ？的語調和用法。
2.詞匯：farm, they, those, chicken, apple, pear的讀音；a和an用法的區(qū)別；名詞復數形式。
教學準備：
動物頭飾，水果、動物卡片，PPT、學生學案
教學過程：
Step1 Before class
Listen and Sing a song:Old Mac Donald had a farm
Step 2. Warming up
1. Free talk.
T:Hello,boys and girls.Im your new English teacher,Miss Wang.
Im very glad to be here.
I want to be your friend.
OK,firstly,I want to know your names.
T:Whats your name? Whos your friend?
Nice to meet you.Welcome to my class.（PPT）
S:Thank you.
2. Learn to say:Welcome to
（請學生先聽懂歡迎來到我的課堂并進行回答，然后學會自己說歡迎來到我的班級，向上課老師、聽課教師說）
3. Lead-in and learn
T: Boys and girls,we sang a song before class.We were very happy.
We saw a lot of animals there.Right?（PPT出現農場畫面）
They were on the farm.
Learn on the farm。
Step 3. Presentation and practice
1.Learn : What are these/those? And pigs/cows/ducks/chickens
（1）What are these?Theyre pigs.
（2） Are these pigs?No,
What are these?Theyre cows.
（3） What are those?Theyre s.
Are those ？Yes./No.
（同步出現動物卡，結合句型學習生詞。）
2. Lets say.A chant
These,these. What are these?
Pigs,pigs. Theyre pigs.
Those,those. What are those?
Cows,cows. Theyre cows.
Step 4.Text-learning
1.Task 1 : Lets listen！ Who is on the farm too? （誰也在農場？）
2.Task 2 : Listen and tick：Whats on the farm?
3,Task 3 : Lets watch: （欣賞動畫，將農場上的動植物擺在正確的位置。）
4.Task 4 : Lets follow.（跟讀） ☆ 注意語音語調 ☆ 要讀出感情哦
5.Task 5 : Lets read. （讓我們讀吧?。┓纸巧首x。
6.Task 6 : Farm show！ （農場秀！）（發(fā)揮想象創(chuàng)編并表演，說得越多越好哦！）
T：Its great fun to visit a farm. Liu Tao and Mike have great fun on the farm. Its great fun to have a farm,too.
30 years later, youre grown up. Someone may have a wonderful farm. Would you please show your friends around your farm? Make a dialogue in groups.
A model:
A （farmer）： Look！ I have a farm！ Look！ Theyre pigs！/Theyre cows！ Welcome to my farm, Mr ！
B: Oh, thank you！ My good friend, Mr/Miss
A: Nice to see you！
B: Nice to see you！ What are these?
A: Theyre Theyre lovely！
Would you like a ？
B: Yes, please. Thank you！ I like What are those?
A: Theyre s. Theyre sweet. Would you like ?
B: Yes, please. Its yummy！
A: Do you like my farm?
B: Yes. Its great！
A: Welcome to my farm next time！
B: Thank you. Bye-bye！
A: Goodbye！
Step 5. Ticking time
Ticking time
I can talk about things on a farm.
I can act things on a farm.
Step 6. Homework
1.Read Story time for 5 times.
2.Make your performance better.
3.Visit a farm if its possible.
板書設計：
Unit 7 On the farm
--What are these/those?
--Theyre s.
--Are these/those s?
--Yes./No,theyre s.
蘇教牛津版一上《Good morning》教學設計
教學目標：
知識能力與技能
Learn to greet people with hello, hi, Good morning/afternoon/evening. How are you? And their answers; Learn the pronunciation and the writing of letters Aa-Hh; Know something about familiar boy names and girl names; Understand some abbreviations HB, CD、BBC.
過程與方法
With the studying strategies of Imitating and Drilling, get the students to do Pair work to learn how to say hello to and greet people in English by using the teaching courseware, pictures, flashcards; Catch the others information by practicing conversations; Know the greetings well by singing English song.
情感、態(tài)度與價值觀
This content is easy to understand and the basic greetings in English, and its the easiest to imitate and use. It can not only make the students fall interest in English, but also make them learn how to communicate with others politely; At the same time, it can make the students learn how to call the westerners and know something about the western cultures.
重點難點：
1、Learn the pronunciation and writing of letters Aa~Hh and consolidate the pronouncing rules of the vowel letters A, E in English words.
2、Learn to say hello to people with hello, hi, Good morning/afternoon/evening and their answers.
3、Learn to greet people with How are you? and their answers.
教學過程：
Section A
創(chuàng)設情境，導入新課Create plots and scenes to guide the new lesson
The main content of Section A is to learn to say hello to and greet to people by acting out the conversations and imitating them; Learn the pronunciation and writing of letters Aa~Hh; Know something about familiar boy names and girl names. We can adopt the Situation Guiding Method and the Audiovisual Guiding Method: The teacher can make a teaching courseware （about greeting） for the teaching, or prepare some cartoons to imitates the different voices of the people in the Cartoons to say hello to and greet each other, so the target sentences are guided Good morning/afternoon/evening, Helen！ Good morning/afternoon/evening, Alice！ Hi/Hello, Bob！ Hi/Hello, Eric??； And then the teacher communicates with the students; At last get the students to communicate with each other.
自讀感知，整體把握Pre-read to apperceive and grasp the whole
Section A is designed by three steps. In 1a-1b, get the students to learn to say hello to and greet others by practicing conversations and know some cartoons well; In 2a-3, get the students to learn the pronunciation and writing of letters Aa-Hh and pay attention to the orders of strokes and formats, and get them to apperceive the pronouncing characters of letters A and E and conclude their pronouncing rules; In 4a-4c, get them to grasp the familiar English names and consolidate the greetings.
合作交流，解讀探究Cooperate and intercourse to unscramble and research
The main content in Section A is to learn the target language:
Hi/Hello, Bob！
Hi/Hello, Eric！
Good morning/afternoon/evening, Helen！
Good morning/afternoon/evening, Alice！
【Intercourse】The teacher communicates with the students in class first:
（Say hello to the students）Hello, ！
（Get the students to answer）Hello, 。！
（Say hello to the students）Hi, ！
（Get the students to answer）Hi, 。！
（Say hello to the students）Good morning/afternoon/evening, ！
（Get the students to answer）Good morning/afternoon/evening, ！
【Experiences】After the students grasp the target sentences, the teacher projects the courseware （about greeting） or shows some cartoons and imitates different voices of the people in the cartoons （or play the tape） to say hello to and greet each other: Good morning/afternoon/evening, Helen！ Good morning/afternoon/evening, Alice！ Hi/Hello, Bob！ Hi/Hello, Eric！； The students listen carefully while watching and grasp the pronunciation of some familiar English names, finish the teaching task of Activity 1b.
【Activities】Get the students to practice conversations and communicate with each other. Get them to imitate the conversations they hear and say hello to and greet each other, finish the teaching task of Activity 1b.
Hi/Hello, Bob！
Hi/Hello, Eric！
Good morning/afternoon/evening, Helen！
Good morning/afternoon/evening, Alice！
【Demonstration】Learn the pronunciation and writing of English letters AaHh. The teacher can draw four-line grids on the blackboard and teach the students the correct writing orders and structures. The students imitate what the teacher have taught and pay attention to the varieties of capital and small English letters, finish the teaching task of Activities 2a and 2b.
【Experiences】Play the tape of Activity 2c and get the students to listen and distinguish the right letters and mark the orders, finish the teaching task of Activities 2c.
【Practice】Get the students to write the corresponding small letters according to the capital letters, finish the hearing teaching task of Activities 2d.
【Discussion】Get the students to observe the abbreviations in Activity 3 and guess their meanings according to the pictures. Tell the students these abbreviations are common in English and also important, finish the teaching task of Activities 3.
【Experiences】
1）Play the tape of Activity 4a and get the students to listen and circle the names they hear according to the conversations, finish the hearing teaching task of Activities 4a.
2）Play the tape of Activity 4a again and get the students to listen and match the conversations they hear with the pictures and mark the orders, finish the hearing teaching task of Activities 4b.
【Activities】Get the students to drill the conversations in Activity 4b and grasp the target sentences: Good morning/afternoon/evening, Helen！ Good morning/afternoon/evening, Alice！，finish the teaching task of Activity 4c.
【要點直擊】【English notes】
中西方日常交際差異：中國人見面喜歡問：你吃過了嗎？老外聽了，以為你要請客；你去哪兒？老外認為你是干涉他的隱私。而西方人見面以問候為主，如：Hello！， Hi！， Good morning.等。問候語的使用：Good morning早上好（指早晨、上午）；Good afternoon下午好（指午后，黃昏前）；Good evening晚上好（指黃昏后，就寢前）。
應用遷移，鞏固提高Application and transfer, consolidation and improvement
1. Make letter cards: Get different letters and words by assembling the cards freely. Its helpful to promote the intercourse between the students and bring up their friendship.
2. Identify the character cartoons: Know some familiar boy and girl names.
Section B and Self Check
創(chuàng)設情境，導入新課
The main content in Section B is to review and consolidate the greetings learnt; Learn to greet others by using How are you? and familiarize and grasp the familiar English names further; Summarize the pronouncing rules of the vowel letters A and E in words. So the Audiovisual Guiding Method can still be adopted: The teacher can make a teaching courseware （about saying hello and greeting） for teaching, or prepare some cartoons and imitate the different voices of different characters in the cartoons to say hello to and greet each other, so the target sentences can be guided: Good morning/afternoon/evening, Helen??！ Hi/Hello, Eric！ How are you? Im fine, thanks. Im OK.。
自讀感知，整體把握
Section B is designed by three steps: In 1-2b, review and consolidate the greetings learnt and learn to greet others by using How are you?；In 3a-4, review the pronunciation and writing of the English letters Aa-Hh, and summarize the pronouncing rules of the vowel letters A and E in words; In 5, use the English song to consolidate the target language and inspire the students interest in English at the same time.
合作交流，解讀探究
The main content in Section B is to review and consolidate the greetings learnt; Learn to greet others by using How are you? and familiarize and grasp the familiar English names further; Summarize the pronouncing rules of the vowel letters A and E in words.
Good morning/afternoon, Helen！ Hi/Hello, Eric！
How are you? Im fine, thanks. How are you?
Im OK.
【Experiences】Project the courseware or play the tape of Activity 1 and get the students to watch or listen and imitate, and make them learn to greet others by using How are you? Im fine, thanks. How are you? Im OK., finish the teaching task of Activity 1.
【Making】Get the students to review the familiar English names learnt and choose one of them as their own English names according to their fancy and write them down in the cards, finish the teaching task of Activity 2a.
【Role-playing】After they make their own name cards, the teacher can get the students to practice conversations to consolidate the target language learnt by using the target sentences and English names, finish the teaching task of Activity 2b.
【Experiences】Playing the tape of Activity 3a and get the students to draw the lines between the letters they hear, finish the hearing teaching task of Activity 3a.
【Activities】Get the students to match the capital letters with the small letter and review and consolidate the pronunciation and writing of the English letter, finish the teaching task of Activity 3b.
【Experiences】
1）Play the tape of Activity 4 and get the students to listen and imitate and summarize the pronouncing rules of the vowel letters A and E, finish the teaching task of Activity 4.
2）Playing the tape of Activity 5 and teach the students this English song, finish the teaching task of Activity 5.
【要點直擊】【English notes】
1、How are you? 也是一句問候語，一般用于熟人之間，意思是你（身體）好嗎？，它的答句一般是：Fine/Im fine. Thank you.，而不能用How are you?直接回答。
2、Thank you與Thanks：thank是動詞，Thank you是謝謝你，表示感謝對方，Thanks是名詞謝謝（復數形式）。
應用遷移，鞏固提高Application and transfer, consolidation and improvement
1、Choose an English name: The teacher can organize an activity to get the students to choose an immovable English name for themselves （see the name lists at the last pages of the textbook） in order to boost up the atmosphere of learning English and help them communicate with each other better without the interference of mother tongue. And using the English names in the mutual intercourse can improve the students interest in English.
2、One own voice: Get the students to record the conversations between them and their friends with tapes and play them in class and get other classmates to listen and communicate their tastes. It can practice the students abilities of oral expressing and correct their pronunciation on one hand, and it can improve the their abilities of listening to and telling the sounds on the other hand, and consolidate the target language.
課后小結Summarize after class
【Summary】Learn to say hello to others with hello, hi, Good morning/afternoon/evening and greet people with How are you? and its answers; Grasp the target sentences: Good morning/afternoon/evening, Helen??！ Hi/Hello, Eric！ How are you? Im fine, thanks. Im OK.; Learn the pronunciation and writing of the letters Aa~Hh and the pronunciation of the vowel letters A and E in words; Familiarize the familiar boy and girl names and understand the meanings of some abbreviations HB, CD、BBC.
蘇教牛津版一上《Follow me》教學設計
老師在上課時經常會遇到難解決的問題而耗費半節(jié)課的時間吧,所以大多數老師都會選擇制定一份教學計劃。這樣可以讓同學們很容易的聽懂所講的內容，那么優(yōu)秀的教案是怎么樣的呢？小編特地為您收集整理“蘇教牛津版一上《Follow me》教學設計”，僅供您在工作和學習中參考。
教學目標：
1、復習祈使句Touch your
2、復習四個單詞a mouth ，a nose ，an ear 和an eye 。
3、能根據祈使句Touch your 做出正確的動作，并能指示他人完成特定的動作，語音語調正確。
4、學習歌謠Follow me.
重點難點：
會說歌謠Follow me. 復習所學的內容，要求發(fā)音正確。
課前準備：
圖片，錄音磁帶，單詞卡片等，預先寫好課題
Unit 7 Follow me
教學過程：
Step 1 Free talk
1、利用圖片復習特殊疑問句Whats this ? Its a 及文具、水果、動物和人體部位的單詞。
T: Hello, boys and girls. Whats this ?
Ss: Its a
2、say a rhyme
Step 2 Play a game
T: Hello , boys and girls , lets play a game Listen and draw , OK ?
Ss: OK .
1、 教師先在黑板上畫一張臉的輪廓。
2、 教師發(fā)指令，請4個學生在黑板上畫出相應的五官，邊畫邊說。
Step 3 Learning
T: Hello , boys and girls .
Ss: Hello , Miss Shuai.
T:I say and you do , OK?
Ss: OK .
T:Touch your nose,Touch your eye, Stand up . Sit down .
Ss: Touch your
Ss: Hands up ./ Hands down .
Teaching: Hand, Hands up,Hands down, turn around.
Step4 Consolidation
T: Lets act , OK ?
Ss: OK .
T: Who acts as Mike , who acts as Su Hai ? And who acts as Miss Li ?
（一個人演Mike，一個人演Helen，再一個人演Miss Li。）
S1: Hello , boys and girls .
Ss: Hello , Miss / Mr
S1: Follow me , please . Stand up . / Sit down .
S1: Touch your
S1: Hands up ./ Hands down .
Step 5 Say a rhyme
1、 先讓學生邊聽錄音邊看書上圖片，使學生感知每一句的含義。
2、 帶著學生邊做動作邊學新句子Hands up. / Hands down . / Turn around .
3、 帶著學生逐句誦讀歌謠，力求熟練。
4、在學生教好地誦讀歌謠的基礎上，讓學生邊做動作邊有節(jié)奏得說歌謠，做到語言動作相一致，起到幫助記憶的作用，從而逐步達到背誦歌謠的要求。
5、 在學生語言比較豐富之后，開展的Look and say游戲，讓學生看動作，說句子，從而鞏固祈使句
Step 6 Assign homework,
1、復習所學的內容。
2、把今天所學的歌謠說給爸爸媽媽聽。
板書設計：
Unit 7 Follow me
Hands up！
Hands down ！
Follow me ,
And turn around .
教學反思：
回想起一年級的孩子們剛進入課堂的那一個月，紀律、學習的潛規(guī)則等一概還不熟，在表達與交流的過程中也還出現很多的問題。而如今，雖然他們學習英語的時間還不到三個月，但是他們表現出的潛力卻很驚人，已適應了用英語組織課堂教學。當然目前要達到全英文教學還不大可能，必要時還是要做出一些中文解釋，但我基本上還是堅持用英語組織教學，通過直觀教具、肢體語言來幫助學生理解，使他們能做出良好的反應。
低年級是英語學習的啟蒙階段，興趣是學好英語的原動力，而根據他們活潑、好動等的性格特點，如果只比較單一地呈現單詞卡片，學生肯定會感到枯燥，所以我在每個單元教學中都會盡量運用一些角色表演、玩具、圖畫等方法創(chuàng)設生動形象的語言情景，組織學生參加各種喜愛的活動，在活動中，讓學生達到主動體驗、積極參與，讓他們愉快地學、主動地學，積累一定的語言知識，培養(yǎng)他們的語言能力。
比如本節(jié)課上的Free talk，我叫了一些學生和我進行交流，Good afternoon,Whats this?Its a用所學短語進行交流，可以加深學生的印象，使他們在潛移默化的過程中掌握。整堂課我都用了多媒體課件、卡片還有肢體語言來教學，學生們非常地感興趣，學習的勁頭十足。在學完一個短語之后緊接著就是一個練習，在練習的過程中自然地又過渡到下一個短語的新授，讓學生們邊鞏固邊學習，很好地吸收所學的知識，在新授這一環(huán)節(jié)學生的學習興趣十足。在教學中，我努力創(chuàng)設一種寬松、愉悅的課堂氣氛，激發(fā)學生的學習興趣，注意到要充分調動學生的學習積極性，使學生能夠減輕心理壓力，自然而然地學到知識。
在鞏固短語的時候，我讓學生表演Helen,Mike,和Miss Li，讓他們在情境中進行師生之間的對話，經過幾次的練習與訓練，學生們不僅能高高興興地背出歌謠，還能非常流利地演出來。
蘇教牛津版一上《What colour》教學設計
教學內容：
1.主題課文
My yo-yo is green. What color is your yo-yo?
Its red.
2.功能句型
What color is your yo-yo? Its red.
3.詞匯
color, red, green, white, black, yellow
教學目標：
﹙一﹚知識與技能目標
1. 能聽懂、會說有關顏色的單詞：color, red, green, white, black, yellow
2. 能聽懂、會說 What color is your yo-yo?及答語 Its red.。
3. 能夠借助已有單詞詢問What color is your？并根據實際情況回答。
4. 能夠正確朗讀或表演課文對話。
﹙二﹚過程與方法
1. 通過出示水彩筆，學習表示顏色的單詞。在句型操練活動中能夠熟悉單詞。
2. 通過運用手中不同顏色的小旗子來操練句型；用不同顏色的玩具，讓學生在不同情景下做對話練習。
3. 通過談話、聽說和對話表演，能夠熟讀課文。
﹙三﹚情感態(tài)度價值觀
1. 培養(yǎng)學生良好的傾聽習慣，在學習顏色單詞中能夠主動獲取新知識。
2. 大膽實踐，大方表演創(chuàng)編課文。
教學重點：
1. 整體聽懂、會說color, red, green, white, black, yellow
2. 能聽懂、會說 What color is your yo-yo?及答語 its red.。并根據實際情況回答。
教學難點：
能夠使用red, green, white, black, yellow, blue等顏色單詞回答問題
教具準備：
水彩筆，自制彩色旗子，玩具若干。
教學過程：
（一）Warm up
活動一：復習字母和單詞
活動目標：能夠正確認讀單詞，讀準字母。
實施方法：出示單詞卡片，運用朗讀單詞五步法正確讀出單詞。
師生語言：
T：Who can say it in English? Can you use five steps and read it?
活動二：談話導入
活動目標：能夠聽出，理解表示顏色的單詞。
實施方法：通過談話，調動學生學習的積極性，并且引入本課有關顏色的單詞，red, green.
T: Look（Show colorful picture）！ I have a beautiful picture, the trees are green.（the teacher points to the trees.）。 And the flowers are red. Green trees and red flowers.
設計意圖：通過圖畫可以讓學生對顏色red, green有感性認識，同時初步了解可以用顏色用來描述物品。
（二）Presentation and practice
活動一：學習顏色的單詞。
活動目標：能夠聽出、理解表示顏色的單詞，能用what color is it?詢問物品顏色。
實施方法和師生語言
第一步，學習單詞
T：What color is it?
S：Its red.（green, yellow, blue, white, black）
T：Pay attention to the color word and learn to use it in your sentence.
（ When the student use one color and write down them.）
第二步，聽詞，選擇正確顏色的彩筆。
T：Lets look at the blackboard. The red, green, yellow, white, black, blue, they are colors. （ Write down word: color）
T：Can you show me the color? For example: red or green. S：Show the marker.
第三步，與同桌一起互相詢問顏色。
設計意圖：通過學生之間互相學習顏色單詞， 活動可以激發(fā)學生的學習興趣，為下一環(huán)節(jié)做鋪墊。從教師與同學之間的問答，讓學生感悟和學習如何問顏色。培養(yǎng)學生聽的能力，通過兩到三次教師與學生之間的對話，過渡到學生之間的互相問答。
活動二：學習功能句式
活動目標：能夠使用主體句型進行句型操練。
實施方法和師生語言
第一步，運用小旗子做針對課文的語言練習。
T：（Show the teachers flag） My flag is what color is your （Write down sentence.）
S：Its
第二步，學生在小組內做對話練習。
T：Team work: Talk about what color is your flag?
設計意圖：在小組活動中繼續(xù)練習主題句型，并寫借助小組學習互幫互學，關注學困生的學習狀況。
活動三：學習課文
活動目標：能正確朗讀課文。
實施方法和師生語言
1.看一看，說一說。
T：Look at the picture. What do you see?
S：I see a （bag, yo-yo, purple yo-yo, green bag, an orange book）
2.聽一聽，說一說Play the tape and answer the following question:
T: Listen to the tape and the answer the question.
What color is Guoguos yo-yo?
What color is Maomaos yo-yo?
T: Listen and blank
3.讀課文
T：Read after the tape.
T：Read with partner.（boys and girls, a and b, ）
設計意圖：給學生創(chuàng)造表達的機會，培養(yǎng)英語語用能力。帶著問題聽錄音，培養(yǎng)良好的聽力習慣。通過聽、模仿跟讀課文，男生讀、女生讀、小組讀的方式加操練。
（三）Production
活動一：角色表演。
活動目標：能根據學生水平表演課文。
實施方法和師生語言：根據學生實際水平，可以選擇對話表演或創(chuàng)編表演。
1.師生表演示范
T: My is 。 What color is your ？
2.以小組為單位準備課文表演T: Please prepare the text show with your partner.
3.全班展示
設計意圖：通過表演培養(yǎng)學生學習英語的興趣、樂于開口說英語的積極態(tài)度以及小組合作意識。
活動二：詢問玩具的顏色。
活動目標：能夠用What color is your 詢問和回答有關物品的顏色。了解兩種顏色集于一物的表達方法。
實施方法：出示兩種顏色的小汽車和小魚，根據學生狀況先練習詢問和回答顏色，在引導學生發(fā)現和學習兩種顏色集于一物的表達方法。
師生語言
T: What color is the fish?
S1: Its
S2: Its and
設計意圖：能夠在不同情景下使用主題句型詢問物品顏色，引導學生發(fā)現兩種顏色集于一物的表達方法
（四）學習效果評價
檢測目標和意圖：檢查學生對重點單詞和課文掌握情況及能夠使用的情況。
（五）Homework
1. Listen to the tape and read lesson 9.
2. Pre-view lesson 9.
3. Read the text to your parents and your good friends.
板書設計：
What color
Its red/ green/black/ white/yellow/blue.
蘇教牛津版英語三年級上《How are you?》教學設計
教學目標：
1.能初步聽懂、會說、會讀、會拼寫單詞may, hear, take care.
2.能聽懂、會說、會讀come to school, cold, fever.
3.能初步聽懂、會說、會讀、會運用句型This is speaking. May I speak to？ Im sorry to hear that. How are you? Im fine, thank you. See you tomorrow. See you.
4.能正確理解掌握對話內容，準確、流利地朗讀課文。
教學重點：
能聽懂、會說、會讀本課詞匯，初步理解運用本課句型。能正確理解掌握對話的內容并能流利朗讀對話。
教學難點：
有感情的朗讀對話并學會打電話用語并能適當拓展。
教學準備：
單詞卡片、錄音機
教學過程：
Step 1 Free talk.
T: Nice to see you.
How are you?
Im not OK.
Yes, I am. Im ill.
Today, we will learn Unit 8 How are you? 板書揭題
Ask your desk mates How are you?
Step2
1.Show a picture of Yang Ling in Story time.
T: Look at this girl. Who is she? Where is she?
How is she now? Can you guess?
引導學生用Maybe she is...回答。
Another picture. Look, where is Miss Li?
What is Miss Li doing? Can you guess?
Yes, shes calling Yang Ling.
But how can we begin a telephone call? Please watch the cartoon carefully.
Underline key sentences and discuss in pairs.
2. Can you make a phone call to your desk mates?
Step3
1.How is Yang Ling? Lets watch cartoon and find out whats the matter with Yang Ling.
教讀cold，fever出示圖片幫助理解。
2.Can you read by yourselves and try to answer them.
（1）What cant Yang Ling do?
（2）What does Miss Li say?
Step4 Picture 2
Look at another picture. Can you guess what happens next? Guess, read and underline.
Step5 Task3
Reading time
1.Lets read after the computer.
（在跟讀中體會語音語調語氣，理解并學習Im sorry to hear that. Take care. See you tomorrow. ）
2.read after the teacher.
3.read together.
Step6 Post Task
1. If you are ill, can you make a call to your teacher and classmates?
Useful sentences:
A：Hello, this is ... speaking. May I speak to...?
B：This is A：。...
2. Group work
Homework:
聽錄音跟讀本課會話，小組進行會話，準備下節(jié)課表演會話。
板書設計：
Unit 8 How are you?
A: Hello, this is ... speaking. May I speak to ...? come to school
B: This is ... cold
A: Whats the matter? hear
B: I have a cold and a fever. tomorrow
A: Im sorry to hear that. Take care. fever
蘇教牛津版英語三上《A boy and a girl》教學設計
每一位任課老師，為了能夠給學生給一個最簡單易懂的教學思路。因此，老師會想盡一切方法編寫一份學生易接受的教案。從而在課堂上與學生更好的交流，那么優(yōu)秀的教案是怎么樣的呢？以下是小編為大家收集的“蘇教牛津版英語三上《A boy and a girl》教學設計”，希望對您的工作和生活有所幫助。
教學內容：
1.詞匯：long ,short ,big ,small .
2.日常交際用語：My hair is long ,My eyes are small .
3.Look and say .
教學目標：
1.能聽懂、會說My is /are
2.能聽懂、會說long,short ,big ,small .
3.能看懂C部分圖意，會用Hes /Shes His /Her 。
4.繼續(xù)學習鞏固自我介紹的方法。
教學過程：
Step 1 Warm-up
1. Greetings .
（Good morning /afternoon ,class .Are you happy ? Do you like English ?）
2. Sing a song A B C song .
3. 隨堂檢測：
小組長檢查上節(jié)課的口頭作業(yè)自我介紹。
教師抽查。
Step 2 Revision
1. Listen and act .
T: Touch your eye . Ss: Touch my eye .
T: Touch your hair .Ss : Touch my hair .
T: Touch your ear . Ss: Touch my ear .
T: My hair is short /long .My eyes are big /small .
2. 游戲：（猜猜我是誰）
游戲方法：一生雙眼被蒙住，其余學生捏住鼻子（使聲音改變）作介紹。 Im tall/ short /fat / thin. My hair is My nose is My eyes are who am I ? 眼睛被蒙的學生根據以上信息判斷作自我介紹的學生是誰 。
Step3 Presentation .
1.學習long和short .
a. 教師出示一把長尺子和一把短尺子：T：This ruler is long .That ruler is short .
b. 學習單詞long ,short .注意正音
c. T: My hair is long /short .
Ss: My hair is long/short .
d.練習：學生舉例說明：如My dress is long, my pencil is long ,My rubber is short
2.學習big和small .
a. Play a game : Whats in the box ?
（一個大盒子里套一個小盒子，小盒子中裝一大一小兩個桔子）
b.This box is big . That one is small .
This orange is big .That one is small .
c. 學生跟讀單詞big ,small . 并用手空劃大小圈，表示big和small.
d. T: My eyes are big /small .
Ss: My eyes are big /small . eyes正音[aiz]
e.練習：The bus is big ,The car is small .The tiger is big ,The bird is small
3. 指名讀單詞，檢查單詞掌握情況。
Step 4 Listen to the tape :rhyme My friends
跟錄音練說歌謠My friends .
Step5 Consolidation .
1.智力大比拼
教師出示幾張物品的圖片（或實物），學生看圖說話，The apple is big . The boy is fat 。.
2. Look and say .（部分內容）。
He is tall . Her pencil is long.She is fat . 4.His pencil sharpener is big .
3. Sing a song Goodbye.
Homework
聽課文錄音并練習讀課文。（下節(jié)課進行隨堂檢測）
板書設計：
Unit 11 A boy and a girl .
My hair is long /short .
My eyes are big/small .
蘇教牛津版英語三上《It's nice》教學設計
教學目標：
1、能聽懂、會說單詞：a dress, a skirt, a T-shirt, a coat。
2、能比較熟練地在情景中運用Look at his/her This is aThats a介紹物品。
3、能正確地聽、說、讀字母Aa， Bb， Cc和Dd。
教學重點：
1、單詞：a dress, a skirt, a T-shirt, a coat。
2、日常交際用語：Look at his / her ；This is a；Thats a
3、能正確地聽、說、讀字母Aa， Bb， Cc和Dd。
教學難點：
1、能在情景中正確應用his和her。
2、能在實際情景中正確理解和運用this和that。
課前準備：
1、教具準備：課前準備好實物（a puppet, a shirt, a jacket, a sweater, a T-shirt, a coat, a blouse）和字母卡片Aa- Dd。
2、教學準備：課前請學生穿上或帶上：a shirt, a blouse, a jacket, a sweater, a jacket, a sweater, a T-shirt等服裝。
教學過程：
A：Revision and motivation
1、師生之間用Good morning / Good afternoon, boys and girls. How are you? 互相問候。
2、師生之間談論當天穿的衣服，復習已學過的句型和生詞。
a T（指著自己的襯衫）：Look at my blouse.
（另一只手的布偶舉起）：Oh, its pretty.
T: Thank you. Now, boys and girls, show the puppet your pretty clothes.
b Ss（學生一個一個指著自己的衣服）Look at my blouse / shirt / jacket /sweater. Puppet: Oh, how nice.
Its smart / pretty / nice.
c T（指著某一學生的衣服）：Look at his / her blouse/ shirt/ jacket /sweater.
Ss: Oh, how nice！ Its smart / pretty / nice.
d T（老師拿起自己的襯衫，再指著另一女同學的襯衫）：Look, this is my blouse. Thats her blouse.
Ss: 模仿老師的話，個別交流：Look, this is my Thats her /his
B：Presentation and practice
1、T（拿出自己的外套，掛在衣架上）：Look, this is my coat. Coat, my coat. Puppet: Oh, coat, your coat. Thats your coat.
Ss: （齊讀）：Coat, your coat. Thats your coat.
2、Ss（帶外套的學生一個一個舉起自己的外套）：Look, this is my coat. Ss（其他學生回答）：Oh, your coat. Thats your coat.
3、T（指著一位穿T-shirt的男孩）：Look at his / her T-shirt. Puppet: Oh, his T-shirt . Its smart.
S（指另一位同學的T-shirt）：Look at his / her T-shirt. Ss（其他同學回答）：Oh, his / her T-shirt. Its smart. 以同樣的方 法再請幾個學生操練T-shirt。
4、T（給布偶穿上一條裙子）：Look at her skirt. How nice. Skirt, skirt. Ss（齊讀）：Skirt, skirt. Ss（同桌操練）：A：Look at her skirt. B：Oh, its nice！
5、T（給布偶換上一件漂亮的連衣裙）：Look at her dress. Dress, dress.
Ss：（齊讀）：Dress, dress.
T：（拿出自己的連衣裙）：Look, this is my dress.
Ss：Oh, its pretty / nice！ S1：（拿出自己的連衣裙）：Look at my dress. / Look, this is my dress.
T：Oh, its pretty / nice！ 用同樣的方法讓女學生一個一個展示自己的連衣裙，其他學 生回答：Oh, its pretty / nice. How nice！等。
6、教師在黑板上畫外套、T恤衫、裙子和連衣裙，讓學生猜畫 的什么衣服。學生先個別猜，再集體用英語說出：a coat, a T-shirt, a skirt, a dress。
7、利用字母卡片，教授字母Aa, Bb, Cc, 和Dd，要求學生仔細 聽發(fā)音，認真看口形。教師示范讀音（升降調）若干次后讓學生跟讀。
8、字母配對游戲 把新授字母的大小寫分別寫在卡片上，發(fā)給學生，然后教師 或學生說出新授字母中的任意一個拿到該字母大小寫的學生到講臺上來配對找朋友，并正確讀出這個字母。
C： Consolidation
1、T: Please open your Workbooks to page 21. Look at Exercise A. Please say them in English one by one. Ss: 用英語一一說出服裝名稱。
T: Now, listen to the tape. Find and circle. Ss: 聽音畫圖。
T and Ss:檢查校對。
2、T：Please open your Students Books to page 45. Look at these pictures. Picture One. Look at his jacket. （老師示范圖1）
S1：How nice！ T: Talk about these pictures. Practise in pairs.
Ss: 同桌談論這些圖。 T and Ss: 交流、檢查。
3、T：出示a jacket, a sweater, a blouse, a shirt的實物。
Ss: Say them in English. T: （出示這些衣服）This is a（指著黑板上的畫）Thats a Ss: （同法個別操練）This is a Thats a
4、a T: 換上一件新外套，在教室里走一圈，邊走邊說：Look at my coat. Ss: How nice！ Ss: （學生一一按老師的示范）：Look at my
Ss: （其他學生）：Oh, How nice！
b T: （請部分學生穿上各種服裝，組成時裝表演隊，逐個出場） Look at his/ her How nice！
Ss: （半班）Look at his/ her（半班）How nice！
c Homework. 讓學生回家練習本單元的生詞及句型。
蘇教牛津英語1A：Unit 5 Fruit 教案
作為一位剛入職不久的新任教師，在授課上的經驗比較少。每位老師都會提前準備一份教案，以便于提高講課效率。上課才能夠為同學講更多的，更全面的知識。那么老師怎樣寫才會喜歡聽課呢？下面是小編精心收集整理，為您帶來的《蘇教牛津英語1A：Unit 5 Fruit 教案》，供大家參考，希望能幫助到有需要的朋友。
課 題：Unit 5 Fruit
第一課時
教案內容：
教學目標：
1. Listening: Listen and identify the key words.
2. Speaking: Pronounce the words properly.
3. Communicating: Use nouns to identify objects.
教學重點、難點：
1. Master the pronunciation of the new words.
2. Use the patterns to solute the tasks.
3. Use the fruit words in daily life.
教學策略、方法：
1、任務驅動型教學
小學英語新課程標準要求，合理地設計教案，在課堂上有計劃地組織任務型的教學活動, 讓他們有目的地進行學習活動，能調動學生的積極性, 提高學生的學習興趣。
2、TPR教學
TPR教學充分利用了小學生活潑好動的特點，帶有游戲的性質，可以減少學生的學習負擔，培養(yǎng)他們愉快的學習情緒，提高學習效率，在激發(fā)學生學習英語的興趣方面也有一定的作用，
教學準備：
1．教師準備：
cassette player, cassette, some fruits, word and picture cards.
2．學生準備：
real fruits, colour pens, some paper, pencils.
教學過程：(Procedures):
Pre-task preparation:
1. Sing some songs and do some actions.（利用歌曲, 并配上動作，活躍課堂氣氛，調動學生的學習積極性，同時復習以前學過的知識。）
a) Good Morning.
b) Read, draw, sing.
2. Play games: （利用游戲等引出新的教學內容）
1) Simon Says. (Listen and act)
2) Touch and guess: Feel the fruit and say out the words.
3. Introduce the fruit:
This is a/an Thats a/an
4. Today well learn Look and learn in Unit 5 (Fruit).
While-task procedure
1. Show the real objects and teach the new words of fruit. (運用實物、圖片等，配上動作，教學本課的新單詞，。)
1)(Put up a banana.) Whats this? ---- Its a banana. This is a banana.
Banana, banana,香蕉，香蕉apple彎又彎。
2)(Taste the pear.) Whats that? ---Thats a pear.
Pear, pear是梨子，梨子pear甜又香。
3)(Touch the mango.) This is a mango.
Mango, mango是芒果，芒果mango甜又酸。
4）（Point to a peach）Thats a peach.
Peach, peach是桃子，桃子peach大又鮮。
2. Stick on the word and picture cards on the board, and then read the words for several times.
3. Point to the cards, repeat the words in chorus, then in groups.
4. Read one by one.
5. Listen to the tape, follow it and point to each picture as it is being read out.
6. Re-arrange the word and picture cards in random order.
Post-task Activities
1.Play games(Divide the whole class into groups and have a competition): （分組進行游戲、競賽等，復習和鞏固這節(jié)課上學過的知識。同時加入競爭機制，增加教學的趣味性，提高學生的競爭意識。）
1)Say some words,ask someone to pick out the correct words and put it on the board.
2)Say the words and point them out.
3)What fruit do you like? (Ask some pupils to answer and pick them out.)
4)Teacher hides some words and the pupils guess the words.
5)Which group is the quickest?
Divide the whole class into six groups. Each group has the name of a fruit. When I say a fruits name, the whole group has to stand up and do the actions.
Apple, apple, show me your book. Pear, pear, touch your arms.
Peach, peach, close your eyes. Mango, mango, open your book.
2. Read the rhyme: （利用朗朗上口的rhyme鞏固新知，提高學生的學習興趣。）
banana,banana香蕉，香蕉banana 彎又彎，
Pear,pear梨兒，梨兒pear甜又甜,
Peach,peach桃子，桃子peach大又鮮，
Mango,mango是芒果，芒果mango甜又香。
3. Listen and draw the fruit. Then show me your drawings and stick some better pictures on the blackboard. (利用小學生愛畫畫的特點，鍛煉和提高學生的聽力和繪畫能力，同時展示一些優(yōu)秀的作品，使學生有成就感。)
4. Count the stars to see which group is winner. (實施評價，展示結果，及時對教學情況進行反饋，讓學生樹立自信，培養(yǎng)合作精神。)
Homework:
1. Write down the words under your drawings.
2. Say out the fruit words in English when you see some fruit.
課 題：Unit 5 Fruit
第二課時
教案內容：
一、教學說明：
1. 通過第一教時的學習，學生已經學會說四種水果的名稱，并能表達自己喜歡吃什么水果，在開展教學活動中，學生參與活動的積極性明顯提高。
2. 本課是繼續(xù)學習讓學生用一些簡單句式，如Smell the Fell the 或Taste the 來表述自己的意愿。用Is this a/an ? 句式進行提問。
二、教學內容:
1)認知內容：
a.) 會聽說單詞banana, pear, mango, peach.
b.）能聽懂指令: Smell the melon. Feel the apple. Taste the peach. 并能做出反應。
c.）能用Is this a/an? Yes, it is. No, it is not.進行問答。
2）能力要求：
a) 能用所學水果單詞結合句式Smell the, Feel the, Taste the給出指令。
b) 在學習和生活中能用所學句型表述自己的意愿。
c) 能用Is this a/an? 句式對身邊的物品進行提問。
3）情感態(tài)度：
在說說唱唱的過程中體驗學習英語的快樂，同時養(yǎng)成愛吃水果和與別人分享水果的美好情感。
三、教學步驟：
Procedures
1.Pre-task preparation
2.Warmer
Sing a song
Greetings.
Teacher and students greet each other.
3.Review.
1)Students review the words by reading the cards.
2) Game: Whats the missing？通過玩記憶游戲來復習所學單詞，激發(fā)學生的學習興趣。
While-task procedure
1.Show some fruit to students.
2.Teacher repeat several times.
3.Have students listen and act according to your commands. Smell the banana. Fell the pear Taste the peach.
4.Listen to the tape several times and repeat several times.
5.Divide the class into groups of three to practice acting the commands. In each group, one student gives commands and the others do the actions. Then let them change roles.
Select groups to act the commands to the class.
Play a game: Who is the quickest student to respond？
(Ask every student to act according to your commands.)通過小組活動，聽口令，做動作，進一步熟悉口令，并能發(fā)口令。通過游戲活動誰的反應快？進一步鞏固口令，使學生在游戲活動中鞏固所學知識。
Teaching:Is this a/an?Yes, it is.No, it is not.
1.Hold up a banana and ask Is this a banana？ Yes, it is.
Repeat several times in English. Students follow and repeat.
2.Listen to the tape.
Students listen carefully. 用實物引出肯定回答，讓學生模仿跟讀。 通過聽錄音，模仿錄音中的語音語調。
Post-task activity
1．Pair work
2．Let students work in pairs.(Provide them with some pictures of fruit)通過對話，提高語言表達能力。
3. Group work
4. Use stationery to let students practice the language. ( Four students make a group)通過小組活動，操練句型，進一步提高學生的語言運用能力。
Play a game
Use plastic or real fruit to let students practice the language. Get one student come up to the front and ask Is this a ？ and the whole class is to say Yes, it is or No, it is not.通過游戲活動，進一步鞏固操練句型，使群體與個體有機結合，使每個學生都參與活動，讓學生始終在輕松、愉快的氛圍中學習語言。
Assignment
1. Listen to the tape on page22-23.
2.Read page 22-23 after the tape.
3.Tell the words to their family.
Homework
課 題：Unit 5 Fruit
第三課時
主備教師： 備課時間：
教案內容：
一．教學內容
1．認知內容:
1) 學會用peach, banana, mango, pear來表述單詞。
2) 能夠辨認所學單詞，并能把圖片和單詞進行配對。
3) 能用Is this a .? Yes, it is. No, it is not.進行問答。
2．情感態(tài)度：
能表達自己喜歡吃什么水果
二．教學步驟
Procedures
1.Pre-task preparationWarmer
Sing a song
Talk：Good morning. What fruit do you like? Why?
T: Ask pupils to answer the questions.
Encourage the children to tell the reason .在師生之間問答交流中，完成了對上節(jié)課知識的復習。
2.Review
1)Guess the fruit (apple, pear, banana,mango)
1.Play a guessing game.(Guess the fruit)
e.g. Its red and round. Its sweet and juice. What is it?
(S: Guess)(apple, pear, orangelemon)讓學生在聽的基礎上進行猜謎，通過猜謎，使學生了解了各種水果的特征和色味，既訓練了學生的聽力，又豐富了學生的詞匯。
2)While-task procedure
1.Imitation
2.Students follow and repeat.
3. Ask pupils to describe the peach.
3). Game
Play a guessing game. What is this?It is a/an(Students touch the bag and guess)讓學生運用觸覺摸一摸，并猜一猜包里是什么水果，讓學生通過視覺和觸覺來辨別其形狀，誘發(fā)學生的學習興趣，使學生在游戲活動中復習鞏固單詞。
3.Post-task activity
1). Make new rhymes
1.Listen to the rhyme.
2.Make new rhymes using peach, banana, pear.
3.Encourage students to act outrhymes in pairs by using the new words.
4.Read the word cards.(Multi-media)
5. Playing a watching game.通過編兒歌和表演兒歌，學生的創(chuàng)造能力和合作精神都得到提高，同時也為學生提供了充分展示自己才華的機會, 同時也復習了單詞、句子。鞏固操練了新舊知識，也進一步強化了語言訓練。
4.Assignment
1.Listen to the tape on page24
2.Read page 24 after the tape.
3. Present the new rhyme to their family.
5.Homework
蘇教牛津版英語三上《Nice to meet you》教學設計
作為杰出的教學工作者，為了教學順利的展開。所以大多數老師都會選擇制定一份教學計劃。這樣不僅拉進了學生與自己的距離，還讓學生學到了知識，那你有沒有為了一個問題而去做過一份教案呢？為了讓您在使用時更加簡單方便，下面是小編整理的“蘇教牛津版英語三上《Nice to meet you》教學設計”，僅供您在工作和學習中參考。
教學目標：
1. Vocabulary : Miss Li ,Mr Gree, Wang Bing ,Helen .
2. Pattern : This is Good morning .
Good afternoon , Nice to meet you , Nice to meet you ,too .
重點難點：
1. Enable the students can understand and say the communion parlances : This is Good morning .Good afternoon . Nice to meet you .Nice to meet you ,too .
2. To know four persons :Miss Li, Mr Green , WangBing ,Helen .
3. To encourage the Ss to talk in English .
教學準備：
Cassette ,recorder ,masks （Miss Li ,Mr Green ,Wang Bing ,Helen .）model:（ a clock ）
教學過程：
Step 1:Free talk
1. The teacher wears the masks of animals :ask :Hi/Hello ,Im a bird/（a dog, a tiger），
Whats your name?
The student answers: Hi/Hello ,Im
2. Students wear the masks of animals
① Practise in pairs （ 同桌練習 ）
② Group work （ 小組練習 ）
Step 2 Presentation and pratice .
1. Learn to say :Nice to meet you ./Nice to meet you ,too .
a. The teacher wears the mask of a monkey .
Say :Hello ,Im a monkey .Nice to meet you .
（ 教師走到幾個學生面邊握手邊說 Nice to meet you ）
b. Read the sentence after me .
c. T says :Hello ,Im a monkey ,Nice to meet you ,S says :Nice to meet you ,too.
d. Practice .
TS SS Group work （ 連鎖操練，每完成一段對話，雙方擊掌三次，以增強練習的趣味性。 ）
Work in pairs
2. Learn to say :This is Miss Li, Mr Green ,Wang Bing ,Helen .
a. The students wears the mask （Mike ），The Teacher says:This is Mike .
b. 同上 Four student wear the masks （Miss Li ,Mr Green ,Wang Bing ,Helen ）
T says :This is Miss Li /Mr Green ,Wang Bing ,Helen .
S says:Nice to meet you,Miss Li/。
Miss Li/ Mr Gree says : Nice to meet you ,too.
3. Learn to say :Good morning, Good afternoon .
a. T draws two clocks in the blackboard ,T says: 從早上起床到 12 點，見面打招呼時說： Good morning, 從中午 12 點以后到傍晚 6 點說： Good afternoon .
b. Read after me :Good morning /Good afternoon ,Wang Bing（）
c. Practice
TS SS
4. Group work （ 游戲：拋球 ）
游戲方法：全班分成四組，老師向每組拋一個小皮球，接到皮球者可以走到另一名學生跟前，用學過的交際用語進行會話，完畢，該生繼續(xù)拋球。
游戲目的： 1 ）鼓勵學生大膽使用英語。 2 ）培養(yǎng)學生意識。 3 ）增強學習的趣味性。
Work in pairs
5.Sing a song :Good morning to you
Step3 consolidation :
1. The students wear the masks （Miss Li ,David ,Liu Tao）
e.g Liu Tao says :Good morning, Miss Li ,this is David .
Miss Li says : Nice to meet you ,David .
David says: Nice to meet you ,too .
2. Listen to the tape and read .
Step4 Homework:
Listen to the tape and read aloud.
Say ： Good bye .
板書設計：
Unit 2 Nice to meet you
Good morning
Good afternoon
This is 人物 圖片
Nice to meet you .
Nice to meet you ,too .
The second period :B Look and learn
