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《牛津小学英语》3B Unit3案例(精选15篇)

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《牛津小学英语》3B Unit3案例(精选15篇)

《牛津小学英语》3B Unit3案例 篇1

  利用多种资源  搞活课堂教学---《牛津小学英语》3b unit3案例

  一 教学目标

  1.技能目标:

  ①三会掌握句型:who’s he? he is …

  who’s she? she is…

  ②能正确区分he和she

  2.功能目标:能将所学的句型运用到现实生活中。

  3.情感目标:进一步培养和加强学生对英语学习的积极情感。

  二 教学重难点:掌握并在现实生活中灵活运用句型who’s he/she? he’s/she’s…

  三 教具准备:多媒体 照片 图片

  四 教学过程:

  step1 warming up:

  1  greetings and introductions

  t: hello,boys and girls .    ss:hello.

  t: my name is han lili. what’s your name? 

  s1:hello, miss han. my name is…i’m… (2or3 students)

  t: please introduce your friend to me.

  s:…

  2  sing a song

  t:let’s sing a song “hello” ,ok?

  step2 presentation and practice

  1 introduce gogo.

  t: today i will introduce a new friend to you. its name is gogo. (拿出玩具gogo) what colour is it?

  s:it’s red.

  t:do you like it?

  s: yes.

  t: let’s say hello to gogo. (学gogo的声音)hello, boys and girls.

  s: hello, gogo.

  t: nice to meet you.

  s: nice to meet you, too.

  t: i’d like to tell you gogo’s story. now,look!

  2 watch the media of gogo’s story.(让学生看整个故事)

  3 learn the name of the characters: tony and jenny

  t: it’s a lovely story, isn’t it? again,ok?(播放剪辑)who is this?

  s: gogo . t: and this is jenny. this is tony(把图贴上黑板,并读)  t:now,listen carefully and repeat!

  4 learn to say: who’s she? she’s my mother.

  t: (继续播放剪辑)repeat, please. 

  s: (repeat)who’s she?

  t: a good job! (教学句子who’s she?板书。先领读who’s,学生two by two 同样教she & who’s she?)

  t: i will ask you a question(教师手画一个问号形状)who’s she?(手指班级的一女生)

  s: χχχ(老师在旁提示she’s)she’sχχχ

  t: (板书she’s…读,告诉生she refers to girls画上简笔画,再问两组这个对话,然后指向班级其他四个女生让学生齐答。然后pair work,再指向大屏幕问who’s she?)

  s: she’s gogo’s mother.

  t: yes or no? let’s see.(继续播放故事,gogo 说:she’s my mother.)(教师领读两遍gogo 的话)

  5 learn to say: who’s he? he’s my father.

  t: let’s go on.(继续播放多媒体,让学生复述who’s he? 然后教学此句)

  t: (指向大屏幕,大屏幕出现名人的画像)who’s he?

  s: he’s yao ming…(板书he’s…)

  t: (问gogo)who’s he?  (老师用gogo 的声音回答)he’s my father. (教师领读两遍此句)

  6 pratise “who’s he/she?” " he’s/she’s…”

  t:now tell me he refers to boys or girls.

  s:boys.

  t: (画简笔画)he he he,she she she

  now, look at the family tree.(出现helen一家的全家福) who’s she/he?

  t: (出现nancy 一家的全家福)who’d like to be a little teacher?

  7 read after the media.(对话录音)

  8 show 扩展资料。

  step 3 production

  1talk about family photos

  a.t: i have some photos here.

  t: hello, χχχ who’s he? s: he’s my father.

  t: who’s she? s: she’s my mother.

  t: thank you.

  b.t: please look at the media.(老师介绍自己的一家人)

  t: (指着自己的照片)who’s she?

  s:miss han!

  t: (指向较年老的男士)who’s he?

  s: …     t: ask me questions?  for example:who’s he/she?

  s: (指向照片中的人问)who’s he/she? t: he’s/she’s my…

  2.act

  1 t gives an example

  2 act by themselves

  3 sing a song  with gogo.

  t: let’s relax ourselves, ok? sing a song with gogo.

  step 4 asign homework

  blackboard design

  family members

  who’s she?   she’s…

  who’s he?    he’s…

《牛津小学英语》3B Unit3案例 篇2

  教材简析:

  “planning for the weekend”是译林版《牛津小学英语》6a unit6part a,主 要 教学内容是关于娱乐活动类的单词词组,和一般将来时在句中的应用。要求学生围绕这类词组在一定的语境下用“be going to”进行说话,并能在实际生活中熟练地使用,真正让教材服务于生活。设计思路:本节课利用多媒体辅助教学,培养学生学英语的兴趣。通过屏幕呈现动画歌曲“will you join me?”把学生引入课堂教学中。热身运动复习旧知识,也给新课学习作了铺垫。课上教师通过创设真实或半真实的情景与学生进行语言交际,学习、运用本节课词组和句型。“体态语”的运用,座位以小组为单位的排列,为学生创设轻松愉快的英语学习环境,有利于发挥学生最大的能动性。通过课件学习本节课“周末计划”的教学内容,并以各种形式由浅入深的强化训练来巩固课文内容。在拓展运用阶段,让学生通过打电话这一真实的情景进行交际运用,把语言真正应用于实践,做到“学以致用”,最后渗透思想文化教育。

  教学目标:

  1 能正确地听、说、读、写单词和词组plan, play, have school,take part in 和句型what are you going to... ? we are going to...

  2 能正确地听、说、读单词和词组concert, opera, singing contest 和句型is that gao shan? yes, speaking. by the way, what are you going to do... ? 

  3 能根据图片提供的情景进行描述。

  教学重点与难点:四会单词及句型的拼读和运用。

  课前准备:

  1 教具准备:单词图片、与奥运会有关的福娃图片和国旗、五环旗以及多媒体课件。

  2 学生准备:事先布置学生预习本单元的单词。

  3 板书准备:预先写好课题unit 6 planning for the weekend

  教学过程:

  i. classroom management

  (歌曲导入,激发兴趣,热身运动,引入新知)

  1. listen to a song “will you join me?”

  (歌曲能把学生的注意力很快吸引到课堂上来,做好上课前的一切准备。)

  2. free talk

  t: what day is it today?

  what date is it today?

  what’s the weather like today?

  it’s warm and sunny. let’s do some exercise.(引导学生复习学过的活动类单词及词组。)

  3. warming up exercise

  t: follow me, please. (多媒体课件上呈现各种运动的场景,教师引导学生边说边做动作。)

  t:  run, run, running. i like running.

  ss: run, run, running. i like running.

  t:  fly, fly, flying. flying a kite.

  ss: fly, fly, flying. flying a kite.(老师说半句,让学生完成下半句,培养学生大脑思维的灵活性。)

  t: surf, surf, surfing. 

  ss: surfing the internet...

  (运用体态语及各种操练形式,复习打球类运动、演奏乐器类以及娱乐活动类的词组。)

  ii. presentation and practice

  (复习导入,联旧引新,自然过度,强化操练。)

  1. introduction

  t: boys and girls, we have lessons from monday to friday. theyare weekdays. but we don’t have lessons on saturdays and sundays. they are weekends. we don’t have school at weekends.

  (板书、操练)

  t: i usually do housework at weekends. but this weekend,i’m going to go shopping.

  t: what are you going to do this weekend?  (板书、操练)

  s1: i’m going to go to the park this weekend. (t: good!)

  (表扬学生,每发言一次,就奖励一张福娃贴画)

  t: (to s1) please ask him.

  s1:(to s2)what are you going to do this weekend?

  s2: i’m going to do housework this weekend .(t: very good! ) (to s3)

  what are you going to do this weekend?

  s3: i’m going to play basketball this weekend. (t: well done!) …      

  (屏幕上呈现各种图片,为学生提供说话的材料)

  t: who can ask me the question?

  s4: what are you going to do this saturday, miss yin?

  t: i’m going to visit the zoo. by the way, what are you going to do this saturday? (板书)

  s4: i’m going to …

  2.practice and then acting out the dialogue

  (幕上呈现多幅娱乐、运动等画面以及句型,师生之间进行强化操练后,学生两人一组讨论周末计划并在小组内进行充分地操练,然后以问答的形式师生、生生、小组之间表演对话。)

  eg. --what are you going to do this weekend?

  --i’m going to play basketball. (替换词)

  by the way, what are you going to do this weekend ?

  --i’m going to go to a farm.

  t: today we are going to learn “planning for the weekend”

  (呈现课题, 并操练)

  3 . learn part a of unit 6

  a  introduce the text.

  (通过声音、图片、体态语渗透新内容,并进行操练)

  a. t: now, boys and girls, listen carefully. what’s the sound? can you guess? (钢琴声)

  yes, the sound of the piano. (课件呈现南希弹钢琴图片,运用体态语) nancy can play the piano. she is going to play the piano at the concert this weekend. (板书、操练)

  b. but david can’t. what can he do?

  (课件呈现大卫拉小提琴及琴声。)

  ss: david can play the violin.

  t: good. you are right. he is also going to play the violin at the concert.

  c. (师唱京剧片段) what’s song?

  ss: (京剧)

  t: yes, you are right. it’s beijing opera. do you like to see  a beijing opera? (板书及操练)

  ss: no, we don’t.

  t: i’m sorry. but i like seeing beijing operas.

  b. listen, read and say

  a. (多媒体播放课文第一部分内容,然后请学生回答问题)

  (多媒体呈现语言材料,显得生动、形象、逼真,能引起学生的有意注意,容易激发求知欲,有利于他们更深刻地感知和准确、牢固地记忆所学知识。

  what are gao shan and david’s plans for the weekend?

  what are they going to do ? let’s listen and watch carefully and find out the answers.

  q: what’s the weather like there?

  q: do the children have school today?

  q: what are they talking about?

  b.  (阅读课文,根据课文内容判断正“t”误“f”。)

  david is going to see the beijing opera with us.  (   )

  he is going to meet us at six in front of the garden theatre. (   )

  ...

  c. (讲解语言点,角色朗读,然后填写下列表格)

  (学生填完表格后,老师检查答案) 

  (精讲重难点,强化训练;朗读操练,培养学生纯正的语音语调;表格填写,培养学生自主学习和总结概括的能力)

  plan for saturday

  who :    gao shan and his dad,  david

  plan :  see a beijing opera   

  where : the garden theatre   

  when: on saturday afternoon plan for sunday

  who :david /nancy/gao shan

  plan :play the violin /play the piano /go and watch the concert

  where:at the concert /at the concert /in the school

  when:on sunday afternoon

  d. (根据表格内容,让学生复述课文)

  (复述课文能加强学生对所学知识的记忆,增强学生的自信心和成就感,提高他们的英语口头表达能力。)

  iii. consolidation

  (创设情境,巩固新知,角色对话,提高口语会话能力。)

  1.(电话铃声,把学生的注意力引导到现实生活中来)

  t: i’m sorry, boys and girls. my friend is calling me.

  can i answer the phone?

  ss: ok.

  a: (接电话) hello!

  b: hello! is that jenny?

  a: yes, speaking.

  b: what are you going to do this sunday?

  a: i’m going to see a beijing opera.

  by the way, would you like to join me?

  b: yes, i’d love to.

  a: that’s good. see you this sunday.

  b: see you.      

  (电话内容也是教师给学生操练对话内容的示范。)

  2.(示范表演对话,分组强化操练,鼓励角色表演。)    

  (分组活动体现了面向全体的教学原则,使每个学生都能得到参与,都有均等的学习机会,体现了以学生为主体的原则,也增强了小组和班集体的凝聚力,操练可以加强对对话内容的进一步理解。分组活动学生由于无心理压力,交谈环境宽松,因而乐于说话,讲话能力也得到了提高。)      

  iv. strengthen

  (联系生活实际,自由运用对话,渗透思想教育,提高综合素质)

  (多媒体画面呈现北京奥林匹克图标及五个福娃的图片,让学生讨论你为奥运会将做些什么?)

  1. t: boys and girls, when is the olympic games held?

  sa: it’s on …

  2. t: what’s liu xiang going to do during the olympic games?

  sb: he is going to …

  3. t: is yao ming going to take part in the olympic games?

  ss: sorry, we don’t know.

  t: but we hope he is going to be better soon.

  4. t: what are you going to do for the olympic games?

  sd: i’m going to do more exercise to get stronger.

  se: i’m going to …

  (师生交流,并以一首奥运歌曲结束课文。)

  (学生每回答一个问题,就奖励他一幅福娃的图片或一面国旗、奥运旗,激发学生踊跃讲英语的热情。通过学生们的热烈讨论,我们将课堂教学延伸到学生的生活实际,真正做到“学以致用”,提高了学生的语言运用能力,也把这一课推向高潮,把学生的思想升华到一个更高的境界。)

  v. homework

  1.和同学、家长讨论,你为奥运将做些什么?

  2.打电话问一问你的亲戚朋友,他们的周末计划是什么?

  在下一课上告诉大家。

  板书设计:    unit 6 planning for the weekend

  what are you going to do this weekend?

  i’m going to ...

  have school

  beijing opera

  by the way

  at the concert

  【参考文献】:1、《英语课程标准》(实验稿)中华人民共和国教育部制定

  2、《小学英语教学法教程》王蔷

  教学反思:

  六年级课文较长,光通过听录音,模仿、跟读、示范、操练、角色表演等实施教科书上的内容是远不能达到《新课程标准》的要求。针对教学内容,我抓住本课的重点与难点,利用小步子,快节奏,勤反复的教学方法,根据“由浅入深,由易到难,循序渐进”的教学规律, 精心设计课堂教学,强化单词、词组及句型的操练。利用表格中的“关键词”让学生复述课文,把书上静止、单调、枯燥无味的文字通过多媒体辅助教学,转变为说话的能力,激发了学生的求知欲。分组活动学生由于无心理压力,交谈环境宽松,因而积极主动地参与学习,提高了英语交际能力。物质与精神鼓励能增强学生的自信心和成功感。他们获得成功,又有了新的追求,再获得新的成功,这种良性循环带来了好的学习效果,并产生了长远的积极作用。思想教育的渗透,能培养学生热爱祖国、热爱集体,关心他人,乐于助人的好品质,提高他们的综合素质。

《牛津小学英语》3B Unit3案例 篇3

  《牛津小学英语》6b unit5 seasons的话题主要是围绕“季节”展开,课文介绍了纽约的四个季节,课文中的这四个季节并不是按顺序逐一介绍的,而是在特定的话题下产生。课一开始,教师在free talk中与学生交流有关天气及四季的相关话题。

  [教学片段一]

  t: what’s the weather like today ?   

  s: it’s sunny day.

  t: which season is it now ?

  s: it’s spring.

  t: which season comes after spring ? 

  s: summer.

  t: which season is the last season ?

  s: winter.

  t: which season do you like best ? why ?

  s: i like… because i…

  free talk中的等问题,把学生引入他们感兴趣并熟知的“扬州四季”,既为学习课文中“纽约的四季”做了铺垫,也促使学生用英语主动去谈论家乡的季节,大大增强了学生的求知欲。

  [教学片段二]

  t: su yang’s dad is going to new york next week. but she doesn’t know the weather. who can help her?

  t: what’s the weather like in new york?…

  (教师提一些问题,学生听完课文对话后,回答问题)

  由这一系列的问题,教师把学生带入课文引言部分的学习,在这一学习过程中,教师的话题从学生感兴趣的“summer holiday”转换成new york。但笔者认为教师完全可以改变一下free talk中最后的话题,可以先问where are you going next week? 再转换为where is su yang’s dad is going next week? can you guess?这样,自然地过渡到课文内容的学习,新旧知识点的联系就较为紧凑了。

  课文教学是小学高年级外语教学的重点,也是难点。课文是教材的中心,是教授、学习语言知识和训练语言技能的综合教学材料。高年级课文的词汇量大、句型比较长。教师如何有效地让学生学习课文内容呢?教师是直接讲解课文?还是教师设计不同的练习,通过不同的方法,来逐步学习课文呢?课文内容的学习方式需要多样性。魏老师教学课文内容的方式是这样的:

  一、通过“听音标号”的形式,学生初步感知课文

  教师提了两个问题how long is he going there? what questions does su yang ask about ? 学生带着问题先整体听课文内容,根据课文介绍的先后顺序标序号。

  通过“听音标号”这种形式,学生对课文介绍的纽约季节的先后顺序有了一个感知,对课文内容有了一个初步了解,有了一个整体的把握。

  二、通过“选词填空”的形式,学生深层学习课文

  学生对课文内容有了初步的感知,如何进一步加深学生对课文的理解?如何使学生了解纽约的季节里不同的天气及人们的活动?教师采取了“选词填空”的形式,学生一边仔细听课文录音,一边选词填空。考虑到学生刚刚接触课文,考虑到不同水平的学生,教师并没有让学生直接填词,而是给出了一些关于天气的词,让学生去选词填写,大大降低了难度,学生进一步理解了课文内容。

  seasonweatherhotrainycoolwindycloudywarmsummerautumn spring 

  三、通过“缺词填空”的形式,学生再次理解课文

  学生是否已经掌握了课文知识?如何来检测学生的学习效果?魏教师根据课文内容把对话改编成了一篇小短文,让学生根据所学的课文内容填空,通过这种形式,不仅检测了学生掌握课文知识的情况,同时再次让学生理解巩固了课文,更进一步地理解掌握课文知识。

  su yang’s dad is going to new york      . he is going to work there      one year . in new york, there’s a lot of rain in      . the weather in summer is

  as       as in nanjing. autumn is the        season in new year.

  it’s       and      . in winter it’s       than in in nanjing. su yang’s dad

  needs          some warm clothes for winter in new year.

  整篇课文的学习,教师采取了“总→分→总”的方法,及学生先从整体上把握课文,理解整篇课文的意思,然后分段学习课文,自然新授并讲解知识点,最后再进一步巩固课文。在每个教学环节的过程中,教师采取了不同的教学方法,设计了不同的练习,题目由简到难,并且题型多样,激发了学生学习的兴趣,学生做的不亦乐乎!

  这一节课中,教师设计的各个环节都很巧妙,学生学习课文的方式多样,有“听音标号”的形式等。学生运用语言的活动很多,教师对课文内容教学的每一个步骤设计到位,考虑到学生知识水平,循序渐进地,运用多种练习方式,不同难度的题目,让学生学习课文。在学习课文中学生了解了语言知识,掌握了语言知识,并去运用了语言知识,符合学生的认知规律,学生感兴趣,学的轻松,教学效果好。

《牛津小学英语》3B Unit3案例 篇4

  教学内容:《牛津小学英语》6b unit 6 e read and number

  教学目标:

  1、听懂、会说和会读单词project, zebra, africa, elephant。

  2、能在教师指导下正确理解语篇内容,提高学生的朗读和阅读理解能力。

  3、能在理解的基础上,指导学生找到相应的图片。

  教学重难点:正确理解语篇的内容,并能实际运用。

  教具准备:录音机、磁带、图片、小黑板(投影片)等。

  教学过程:

  step1 warm up

  1. sing english songs

  教师组织各小组进行英语歌曲的演唱比赛。

  2. everyday english

  学生以小组形式自由交谈本单元所学内容。

  step2 revision

  1. listen,read and say

  ①小组内分角色表演课文。

  ②教师抽查几个小组的课文表演情况。

  ③学生自由准备复述课文。

  ④教师抽查几个学生复述课文的情况,全班学生评议。

  2. listen and write

  ①listen to the tape and repeat.指名学生重复,以抓住全体学生的注意力。

  ②学生小组内准备课文背诵或复述情况。

  ③抽查学生课文背诵或复述情况,全班学生评议。

  step3 presentation and consolidation(e read and number)

  1. 教师先指导学生阅读本课的语言材料,大致理解句子含义,想象活动场景。

  2. 学习project, zebra, africa, elephant

  教师可采取不同的处理方法:①可在阅读前讲解;②可启发学生通过上下文猜测;③也可指导学生借助课文插图理解词意。通过多种方法,使学生养成良好的学习习惯和形成有效的学习策略。

  3. 引导学生阅读对话,选择合适的图片,完成本部分阅读练习。

  4. 学习短语。

  ①学生自由画出短语。

  ②教师和学生共同讨论并出示短语:a class outing, your class project, at the bus stop, meet at the bus stop, at 10:30, what animals, look at, look at the monkeys and the elephants, a new zebra, in the zoo, be from africa, what time, come home, at 4:30。

  ③choose and complete.

  to     about     for     at     from     in

  1. we’re going _________ the zoo.

  2. you told me ________ it.

  3. it’s ________ your class project.

  4. we are going to meet ________ the bus stop ________ 10:30.

  5. what animals are you going to look _________?

  6. there’s a new zebra _________ the zoo.

  7. it’s ________ africa.

  学生自由完成练习。

  集体订正。

  全班齐读。

  ④学生自由读课文。

  ⑤指名学生读课文。

  ⑥学生试背课文。

  step4 homework

  1. 熟练朗读并背诵e read and number。

  2. 表演e read and number。

  3. 默写四会单词和四会句型1遍,将错误的地方默会。

  4. 预习 f play a game, g listen and repeat 和 h sing a song。

  板书内容:

  a5       b1       c4        d2        e3

  板书设计:

《牛津小学英语》3B Unit3案例 篇5

  unit 4  review and check

  连云港市赣榆县青口中心小学  肖淑芳

  单元教材分析:

  本单元是复习单元,着重归纳了第一单元至第三单元的主要语言项目,通过看图编号,说说讲讲,完成句子等练习,帮助学生复习巩固以学的词汇,句型和日常交际用语,使学生的听、说、读、写能力在原有的基础上有所提高。在教学时,教师要分析学生的学习现状,课堂上根据学生的掌握情况,尽量采用图片,实物,多媒体等直观教具,结合游戏,情景对话等形式,对基础知识和基本技能进行训练,从而提高学生灵活运用语言的能力。

  教学要求:

  1 通过复习,使学生熟练的掌握四会单词,词组和句型。

  2 通过本单元的复习操练,要求学生能综合运用所学的日常交际用语。

  教学重点:

  1 掌握一至三单元的四会单词,词组及句型。

  2 掌握一至三单元的日常交际用语,并在实际生活中熟练运用。

  教学难点:

  1 能根据情景正确的使用形容词和副词的比较级。

  2 能会用英语问路。

  教具准备:

  录音机、磁带、图片及相关实物。

  课时安排 :    共四课时。

  第一课时:复习1,2单元,完成a部分的练习。

  第二课时:完成b,d部分的练习。

  第三课时;复习第三单元,完成c部分。

  第四课时:综合复习,完成练习册。

  友情提示:

  1、教师要帮助学生归纳形容词和副词比较级的构成及用法,帮助学生巩固记忆,达到熟练掌握,准确应用的目的。

  2、对于“问路”这一语言项目,教师要多结合学生的生活实际进行交际操练,学以致用的目的。

  《牛津小学英语》6b unit 4 单元教材分析 来自第一范文网。

《牛津小学英语》3B Unit3案例 篇6

  《牛津小学英语》5a unit 9 shapes 教学设计

  丹阳市蒋墅中心小学   张亚琴

  一、教学目标

  1、知识目标:能听得懂,会说,会读和会拼写单词shape, shapes, a circle, a square, a diamond, a rectangle, a triangle, a star及其相应复数形式。能听得懂,会说,会读和会写句型what shape is the…?it’s a …

  2、技能目标:使学生能灵活运用所学知识完成交际任务。

  3、情感目标:保持学生的学习兴趣。

  二、教学内容及重难点

  教学内容:5a unit 9 shapes

  教学重难点:能听得懂,会说,会读和会拼写单词shape, shapes, a circle, a square, a diamond, a rectangle, a triangle, a star及其相应复数形式。能听得懂,会说,会读和会写句型what shape is the…?it’s a …

  三、教学过程

  1、warm up ---- free talk

  t: boys and girls, i like drawing pictures. do you like drawing?

  s:……

  2、presentation

  (1)引出课题 t:i have some cards. do you have a card?(教师呈现自己做的贺卡) s: ……(教师选一张圆形,长方形的贺卡贴在黑板上)

  t: there are two cards on the blackboard. let’s have a look. what’s in the card? s:……

  t: there are some shapes.

  teach: a shape  shapes

  (2) t:(指着黑板) this is a circle card.

  teach:  a circle

  t: the football is a circle. can you see something like “the …is a circle.”(组织小组竞赛造句,表现优秀的小组贴上图形)

  t:(指着黑板)what shape is it?  it’s a rectangle. it’s a rectangle card.

  teach: a rectangle .

  t: the book is a rectangle. can you see something like “the …is a rectangle.”(组织小组竞赛造句,表现优秀的小组贴上图形)

  t: i have a rectangle paper. look at me. is it a rectangle? (将长方形纸折成正方形) s: no.

  t: it’s a square.

  teach : a square

  can you see something like “the …is a square.”(组织小组竞赛造句,表现优秀的小组贴上图形)

  t: (正方形纸折成三角形)what shape is it? is it a square?

  s: no. t: it’s a triangle.

  teach: a triangle

  (3) teach: what shape is the …? it’s a …

  t: we are talking about shapes.( cai ) what shape is the …?

  s:it’s a ..(课件展示两幅图片)

  t:can you ask me ?

  teach: what shape is the …? it’s a …

  s―t: what shape is the …?it’s a …(组织小组竞赛对话,表现优秀的小组贴上图形)

  s―s:what shape is the …?it’s a …

  (4) say a rhyme: (拍手)

  card, card, i like cards.

  circle, circle, it’s a circle football.

  rectangle, rectangle, it’s a rectangle door.

  square, square, it’s a square clock.

  triangle, trangle, it’s a triangle kite.

  (5)t: look at my card. there’s a tree in the card. what’s in the tree? s:…  t: some stars.

  teach: a star

  ( cai ) guess: what shape is it? is it a star?(遮住)

  teach: a diamond

  3、practice

  (1) ( cai ) t: do you know them?( look and say)

  (2) guess game: (露一小半图)t: what shape is it?

  (3)look and say:( cai ) how many …are there? there are ….

  (4)公布竞赛结果:用句型 how many … are there? 汇总。

  (5) exercise:

  t:look, i can make a picture.  there’s a triangle ,

  a rectangle and two squares. can you say?

  4、板书设计:

  unit 9 shapes

  (贺卡1)   what shape is the …? 

  it’s a ….             (小组竞赛贴图)

  (贺卡2)

《牛津小学英语》3B Unit3案例 篇7

  unit 1 who is younger?

  单元教材分析:

  本单元的主要话题是两种事物的比较,通过ben, jack和su hai之间的闲聊引出本单元的主要语言项目:形容词比较级。教师可创设情景,用实物或动作将比较级的概念清晰明了地传播给学生,同时注重比较级单词的读法与写法规律。

  教学目标:

  1.能听懂会说、会读、会写单词tall, young, old, heavy。

  2、能听懂会说、会读单词和词组twin, minute, centimeter, child, also, chat。

  3、能听懂会说、会读日常交际用语:i’m as tall as you. su yang’s twenty minutes younger than su hai. whose school bag is heavier, yours or mine?

  4.能听懂、会说、会读、会写句型who’s taller then david? gao shan is taller than david。

  5.了解字母组合or在单词中读音。

  6.会唱歌曲i wish i was taller。

  教学重点:

  1.能掌握本单元的四会单词、句型。

  2.灵活运用形容词的比较级于真实情景中。

  教学难点:掌握形容词比较级的读写规律及用法。

  教具准备:录音机.磁带.挂图.图片.相关的实物等。

  课时安排:第一课时:b. look read and learn    c. work in pairs

  第二课时:a. listen, read and say

  第三课时:c. work in pairs         d. listen and write

  第四课时:e. look, read and judge   练习册a部分

  第五课时:f. play a game     g. listen and repeat     练习册b部分

  第六课时:h. sing a song     练习册c.d.e.f部分

  友情提示:

  1.注重各环节中的情景设计.本单元重点学生形容词及其比较级用法。教学中,教师在每个环节中都要注重对情景的设计。利用实物进行比较,让学生对比较级有直观清晰认识。另外本单元牵涉到人物的比较,教学中可联系学生实际进行语言交际,让学生在真实的交际中体会语言,学习语言。

  2. 注重对语法知识的渗透讲解.学生刚接触比较级对其用法易模糊,特别对于“…than…”和“…as…as…”两句型易混淆,因此教学中教师有必要对学生对此句型进行简单梳理,讲清两句型特点及区别。(详细内容见教参)

  3. 注意对“who’s(比较级)than…?”和“whose…is(比较级)?”两句型的区别讲解,在教学中学生对这两句型的构成易混淆,教师要注意在新授时帮助学生理清句式特点及句意。

《牛津小学英语》3B Unit3案例 篇8

  单元分析:

  本单元的主要教学内容是“根据特征认人”。“认人”是在第一单元所学句who's that…?he's/she's...基础上进行的拓展学习。本单元的教学重点是让学生根据人的外貌特征及穿着打扮来认识人,从而学习掌握who's the ... with...? is that…your...? the one in the...等句型,及相关的家庭成员、身体部位、颜色、服装等类单词。前几册我们已学了部分相关类别的单词,教师可以用以旧带新的方法来教本单元的新单词,还可以结合以前所学的内容,系统整理这些单词。

  教学要求:

  1. 能听得懂、会说、会读和会拼写单词grandfather, grandmother, father, mother, brother, sister, white , a friend。

  2. 能听得懂、会说和会读日常交际用语nice to meet you. we're late for the party. let's hurry!

  3. 能听得、会说、会读和会写句who's the…? he's/she's... is that... your ...? which one? the one in the...。

  4. 了解辅音字母组合ck在单词中的读音。

  5. 能有表情、有节奏地朗读歌谣my  brother。

  教学重点及难点:

  1. 能听得懂、会说、会读和会拼写单词grandfather, grandmother, father, mother, brother , sister,  white, a friend。

  2. 能听得懂、会说、会读和会写句型who's the…with? he's /she's … is that …your…?

  which one? the one in the …。

  课时安排:

  本单元共安排6课时。

  第一课时:part b and part c

  第二课时:part d look and say

  第三课时:part a read and say

  第四课时:part e and part f

  第五课时:part g and check

  第六课时:do the workbook

  友情提示:

  1. 第一课时安排内容看起较多,其实对于家庭成员单词学生都已会说,在这里可由谈话引出,教师只需指导学生记忆即可。

  2. 句型“who's ...with...?”“the one in the ...”学生在时对“with”及“in”易混淆,教师应多作对比,进行强化练习。

  3. 备课中前一课时留下的作业在下一课时都有所体现,使用备课时教师要留意。

《牛津小学英语》3B Unit3案例 篇9

  第一教时一 教学内容part b look, read and learn  part c ask and answer 和part h say a rhyme二 教学目标1 能正确地听、说、读、写单词french, uk, british, usa, american, japan, chinese, france。2 能正确地听、说、读、写句型 where are you from? i'm/he's/she's /it's/we're/they're from……3 会诵读歌谣 come here and meet us, please。三 教学重点能正确朗读并在句型中运用有关国家和国籍的词汇。四 教学难点1 能正确地听、说、读、写单词 british, american, france。2 能熟练运用所学句型询问人的国籍。五 课前准备1 教具准备  a 多媒体课件  b 录音机和磁带2 板书准备:预先写好课题 unit 9 the english club六 教学过程step 1 greetings    以good morning! glad to see you! 等跟学生问好。step 2 prensentation    1 师生问答:t: excuse me, do you have any hobbies?                s: yes, i do. i like ……                t: what about you?                s: i like ……    2 t: do you want to know my hobbies?     s: yes.      t: my hobby is taking photos. i often take photos here and there. look at my pictures. what do you think?     s: they're……     3 出示一张美国宝宝照片。t: look at this lovely boy. he is my english teacher's son, his name's tom. where is he from ? guess!      师自问自答。t: he is from the usa.      出示单词和国旗图片,领读,生跟读。      生看图,师引导学生说 tom is from the usa. he is american.       师领读,生跟读。并注意纠正单词american的发音。    4 同法出示英国王妃diana的图片。      t: who is the famous woman?      s: she's diana.      t: where's diana from?      自问自答。t: she's from the uk.      生看图,师引导学生说 diana is from the uk. she's british.师领读,生跟读。并注意纠正单词american的发音。    5 同法出示刘翔的图片。      t: look , liu xiang is here. where is he from?      s: he is from china.      t: yes, he is from china. he is chinese.      生看图,师领读,生跟读。    6 出示语音。t: listen! where is she from?      自问自答。t: she is from japan.      出示日本国旗,师领读,生跟读。t: she is from japan. she is japanees.      生看图,师领读,生跟读。7 出示考拉图片。t: what are they? s: they are koalas.                    t: where are they from?      自问自答。t: they are from australia.      生看图,师领读,生跟读。      出示男孩图片。t: the boy is from australia too. he is australian.      生看图,师领读,生跟读。     8 出示法国女孩图片。t: look at this beautiful girl. she has fair hair and blue eyes. where is she from?      自问自答。t: she is from france.      生看图,师领读,生跟读france.      生看图,师引导学生说 she is from france. she's french.step3 listen and practice    1 听音跟读part b2 出示六个国家的地图。t: here are some maps of different countries./k^ntriz/.can you match them?3 学生讨论并回答,师课件展示。step 4 ask and answer    1 出示所运用的句型 a: where are you from? 和图片,学生分组练习。                       b: i'm from... i'm ...    2 学生表演。step5 say a rhyme1学生听音,体会韵律。2学生跟读,逐步理解掌握其意思。step 5 homework1 copy the words of part b 4 times.2 preview part a , listen to the tape five times.       

  《牛津小学英语》5b第九单元教案

  泰州莲花学校  刘琳第二教时一 教学内容《义务教育课程标准实验教科书 牛津小学英语》5b第九单元第二教时(part a read and say, part d look and say )二 教学目标1 能正确地听、说、读、写单词和词组city, visit, i'd like to... 2 能正确地听、说、读、写句型 do you speak ...?及其答语yes ,i do./no, i don't. i speak...3 能听懂、会说、会读日常交际用语及句型are you from different countries? i’d like to visit it.4  能用简单的语言介绍自己的国籍。5  能正确理解对话内容并能朗读和初步表演对话。三 教学重点    能正确理解对话内容并能朗读和初步表演对话。四 教学难点   能比较流畅地朗读对话,并能在掌握对话的基础上分角色表演对话。五 课前准备1 教具准备  a 多媒体课件  b 录音机和磁带2 板书准备:预先写好课题 unit 9 the english club六 教学过程step 1 greetings  1 以hello! welcome to our school!  等跟学生问好。  2 在自由交谈中,教师作自我介绍:i'm miss liu. i'm from china. i'm chinese. i speak chinese.  3 让多位学生模仿练习,做自我介绍。step 2 prensentation  1 出示俱乐部幻灯片,t: it's four o’clock p.m. the english club is open. let's go and join in, ok?  2 播放儿童歌曲《the more we get together》,创设英语俱乐部的快乐气氛。学生看歌词学唱。  3 师提问:who are in the english club?生回答。  4 师拿出头饰作示范自我介绍,学生扮演角色并作自我介绍。as follow:    s1: i'm nancy. i'm from the uk. i'm british.    s2: i'm ben. i'm from the usa. i'm american.  5 出示幻灯片tony 的头像。师介绍:look , a visitor is coming to the english club. the children are talking to him.同时,出示新单词visitor,领读,生跟读。step 3 listen and answer  1 listen to what they are talking, and try to answer the questions:   a what's the visitor's name?   b where is he from?   c does he speak chinese?   d does he like shanghai?  2 ss answer these questions.着重解释c, d两个问题。   c no, he doesn't. he speaks english.并在图片上出示该句。领读,生跟读。   d yes, he does. he'd like to visit it.也在图片上出示该句。领读,生跟读。同时,解释 he'd like =he would like.意为 他想要。step 4 listen and follow  1 学生看图听对话,了解对话内容。  2 学生听录音,模仿跟读两遍。  3 学生自由朗读,教师巡视并给予指导。  4 学生分角色朗读对话。  5 学生四人小组,表演对话。step 5 look and say  1 导入,we know tony white speaks english, do you speak english?    引导学生回答完整的句型:no, i don't. i speak chinese.  2 出示句型 a: do you speak...?以及图片。             b: yes, i do. i speak ..., too./no, i don't. i speak ...   3 学生分小组自由操练,教师巡视指导。  4 学生表演。step 6 assign homework  1 听录音,朗读并表演对话。  2 根据对话内容,完成短文。   tony white is a______today. he is from______. he speaks______.he and the students are from different ______.wang bing is from______.he is ______.he speaks _____. nancy and david are from______. they are ______.they speak______. ben is from______. he is ______.he speaks ______ too.  3 完成补充习题。                           

  《牛津小学英语》5b第九单元教案

  泰州莲花学校  刘琳第三教时一 教学内容《义务教育课程标准实验教科书 牛津小学英语》5b第九单元第三教时(part e read the passage以及补充练习)二 教学目标1 能正确地听、说、读、单词和词组housewife, primary school, write stories, do the cooking and cleaning, learn...from...2 能正确理解短文内容,朗读并初步复述短文主要内容。三 教学重点    能正确理解能正确理解短文内容,朗读并初步复述短文主要内容。四 教学难点   能比较流畅地朗读短文,并能在掌握的基础上复述主要内容。    能灵活运用主语为第三人称单数时动词的变化形式,五 课前准备1 教具准备  a 多媒体课件  b 录音机和磁带    c  学生自制的各国旗帜。2 板书准备:预先写好课题 unit 9 the english club六 教学过程step 1 greetings  1 齐说歌谣《come here and meet us , please》。  2 教师跟学生开火车做问答练习: hello! i like singing. what do you like?引导学生用like doing sth.回答,为下一步的学习作铺垫。step 2 revision  1 课件出示人物图片,学生对照运用:where is he/she from? does he/she speak ...?提问并作答,以此复习所学国家、国籍以及语言的词汇。  2 每人拿出自制的旗帜,do a survey and fill in the table.  

  name

  peter   

  country

  the uk   

  nationality(国籍)

  british   

  language(语言)

  english     3  try to make a summary,say something about peter.     my classmate______ is from______. she/he is ______. she/he speaks_______.    my classmates______ and ______are from______ .they are ______.they                   speak_______.step 3 presentation  1 课件出示小男孩jim的头像。t: look at this boy. his name is jim. he is a primary school student. 同时,卡片展示primary school字样,师领读,生跟读。  2 课件出示jim的父母的头像。t: look, here are jim's father and mother. they look happy. right? but where are they from? what are their jobs?  3 听录音一遍,回答问题。    a his father is from england. he is a teacher. he teaches english in a primary school.    b his mother is from japan. she is a housewife. 领读housewife,生跟读。    c they speak english and japanese.  4 再听录音一遍,回答问题:what do they like?       a his father likes teaching.    b his mother likes writing stories.  5 听录音,跟读课文两遍。  6 学生自由朗读课文,并试着找出不懂的问题,向老师提问。step 4 consolidation  1 read the passage, try to fill in the blanks.     jim is a _______ _______student. he likes ______very much. his father is from______, but his mother is from______. they speak _______and_______. his father is a ______. he_______ english. his mother is a housewife. she ______ all the _______and ______. she likes _______ stories. she often ______  to her chinese friends and ________ ________about them.  2 ss try to read the passage.step 5 assign homework  1 朗读短文,并试着复述。  2 完成补充练习。                             一 教学内容《义务教育课程标准实验教科书 牛津小学英语》5b第九单元第四教时(part f look, ask and answer ,part g listen and repeat 以及补充练习)二 教学目标1 通过游戏等多种形式复习,要求学生能掌握本单元所学的有关国家和国籍的词汇。2 能熟练地在情景中运用所学的句型和日常交际用语。尤其是句型what country is it? it's...3  能初步了解字母组合ea在单词中的发音。三 教学重点   能熟练地在情景中运用所学的句型和日常交际用语。尤其是句型what country is it? it's...四 教学难点   能掌握本单元所学的有关国家和国籍的词汇。五 课前准备1 教具准备  a 多媒体课件  b 录音机和磁带2 板书准备:预先写好课题 unit 9 the english club六 教学过程step 1 greetings  1 以hello! glad to meet you, everybody!与学生问好。  2  齐说歌谣《come here and meet us , please》。step 2 play a game  1 师出示图表,t: let's play a game.每人发一个色子,学生自己掷,并告诉老师所掷的点数,将光标前移到目的地,并根据问题回答,答对继续参加,答错暂停一次。最后看谁最先到达终点。step 3 listen and repeat  1幻灯出示四张图片,eat, ice cream, sea, read,闪动图片,问what did you see?  2 学生看后,用英语说出所看到的图片,在教师提示下说出英文单词。  3 课件再次展示图片和单词,集体认读单词,并找出共同音素,写下音标/ i: /  4 听录音,跟读句子。he is reading a book and eating an ice cream in the sea.step 4 exercises  1 listen and judge听音做题   让学生看清各幅图和国旗,然后判断录音内容是否与图意相符。相符的在脸上画一张表示笑意的嘴巴,不符的在脸上画一张表示哭意的嘴巴。   keys:1     2      3      4      5      6     2 listen and write 听音做题   先让学生看图,了解其意思,然后听录音,并模仿例句完成其他几题填写关于人物、国籍的资料。练习时可提醒学生注意表示“某国”“某国人”的单词的拼法和用法。   keys: 2 chinese 3 she's japanese. 4 he's british. 5 he's american. 6 she's french.  3 look and complete  做题时,可知道学生看图并读所提供的对话,然后在对话内填入所缺的词语,使对话与图意相符。  keys: 2 nancy, from, uk, english       3 is, she's ,where's from, from japan, speak chinese  4 look, find and write    本项练习趣问性强,通过走迷宫的形式让动物们找到自己的家。建议在教学时给学生部分时间限制,比比看谁找的又快又准。  keys: 1 australia  2 is from the uk  3 is from the usa  4 is from japan  5 is from china  6 is from france  5 look, read and fill in the form此项练习属于趣味阅读。通过图文结合的方法帮助学生正确理解短文。在练习时作适当指导,在方框中填入人名,国名,语言及爱好填入表格。      keys:

  ken

  australia

  english

  drawing pictures

  john

  france

  english

  swimming

  yumi

  japan

  japanese

  singing and dancing  6 look, read and complete   先让学生看图,然后阅读短文并填入适当的单词,使短文意思完整并符合图意。   keys: australia, visit, where, japan, in, teach, countriesstep 3 assign homework1 抄写本单元书后单词表,熟读并能默写。2 完成练习册内容。

《牛津小学英语》3B Unit3案例 篇10

  教学内容:《牛津小学英语》6b unit 3 asking the way  b look, read and learn及c look and say。

  教学目标:

  1. 能正确地听、说、读、写词汇turn left / right, post office, get on, get off, along, street。

  2. 能正确地听、说、读词汇shopping, centre, middle school, primary school, train station, history museum crossing。

  3. 能正确地听、说、读、写句子can you tell me the way to…, please?

  4. 能听懂、会说句型和日常交际用语go along this street,and then turn…at the …crossing.

  教学重点:

  1. 能正确地听、说、读、写词汇turn left / right, post office, get on, get off, along, street.

  2. 能正确地听、读、写句子can you tell me the way to…, please?

  教学难点:

  1. 能正确地听、说、读写本单元的四会单词和句型。

  2. 能运用c部分的句型进行问路的情景对话。

  教具准备:本单元的挂图、单词卡、磁带、录音机、场所类卡片及一张城市交通图。

  教学过程:

  step 1 warm up

  1. sing a song:do some exercise with me.

  热身运动,师生跟音乐边唱边跳,同时复习turn left和turn right,为后面的教学做好铺垫。

  2. listen and do.

  show me your right hand / touch your left ear / stand up / turn left / turn right…

  step2 presentation and practice

  1. 师生对话引入本课话题。

  t:liu jing is new here. she comes from fu jian. she wants to buy some books. but she doesn’t know the way to the bookshop. can you help her?

  s:sure.

  t:good. look at the map of the city.(出示本地区的地图)where’s the bookshop?(教师指着地图,引导学生找到书店的位置并导入新授知识)。

  2. 利用地图,师生交流学习句型。

  a:excuse me,can you tell me the way to the bookshop?

  b:let me see. er,…go along this street, and then turn left at the second crossing. the bookshop is there.

  ①板书对话内容。

  ②对板书中出现的生词along, street, turn right / left等进行拼读教学,并让学生理解。

  ③chant:where’s the bookshop?

  bookshop, bookshop, where’s the bookshop?

  can you tell me the way to the bookshop?

  go, go, go, go along this street, then turn left.

  you can see the bookshop at the second crossing.

  3. 创设情景,用c部分的句型逐一引出b部分单词。

  t:andy is yang ling’s friend. he wants to visit some places. this is his timetable. where will he go? let’s try to tell him how to get there. ok?

  ①用图表展示andy想去的地方。

  time(时间)places(地点)pictures(图片示意)mondayhistory museum配相应的图片(下同)tuesdaypost officewednesdayno.1 primary school thursdayno.4 middle school fridaypost office saturdayshopping centre sundaytrain station 

  ②引导学生学习b部分单词,多音节词可分音节进行教学,出示音标,降低读音难度。

  ③学生听录音,模仿跟读单词。

  ④利用look and say的方法引导学生复习b部分的词汇。教师可快速闪动单词图片,让学生用英语说出人物所做的动作或所看到的不同场景。

  ⑤游戏“开汽车去某处”,在玩的过程中强化记忆get on / get off.

  ⑥利用简单的路线图配上表示不同场所的图片,运用刚才所学句型进行师生交流,生生交流。

  ⑦小组内操练对话。

  step3 consolidation

  1. 教师出示c部分的图片创设情景引出句型的操练。

  t:先介绍图片,the park is on your left. 让学生模仿说出其他的地点。

  t:can you tell me the way to…, please?

  这样学生就很容易回答了,用同样的方法操练其他的地点(shopping centre, bus station, wc…)。

  2. 利用情景图,师生示范对话,让学生模仿练习。

  3. 让掌握较好的学生做示范,然后同桌问答。

  4. 教师板书四会句型,由学生集体朗读。

  5. 书写指导。

  6. chant:where’s the bookshop?

  step4 homework

  1. 朗读并抄写要求四会掌握的单词和句子。

  2.  c部分自选两幅图编对话。

  3. 用英语介绍自己所在地区的一处景点(或场所),描述其具体方位。

  板书内容:unit3 asking the way

  ①词汇:turn left / right, post office, get on / off, along, street, shopping centre, middle school, primary school, train station, history museum, crossing。

  ②句型:can you tell me the way to…, please? go along this street,and then turn left / right at the … crossing. the …is on your… that’s all right.

  板书设计:

《牛津小学英语》3B Unit3案例 篇11

  教学内容:复习1,2单元,完成书上a部分的练习。

  教学目标:

  1 学生熟练掌握1,2单元的四会单词及四会句型。

  2 学生能根据图片选择相应的日常交际用语,并填上序号。

  教学重点:复习一,二单元所学内容。2完成书上a部分的练习。

  教具准备:多媒体课件、挂图。

  教学过程:

  step 1 warm up

  1 greetings

  2 sing a song. “i wish i was taller”

  3 on duty.

  step 2 revisions.

  1 play games.  “animal show”(以闯关的形式,利用多媒体画面设置游戏,让学生在描述画面的过程中复习前两个单元的内容.

  (1)课件出示单词,学生认读。

  形容词:old--older short--shorter fat--fatter heavy--heavier light--lighter

  strong--stronger thin--thinner

  副词: low--lower late--later early--earlier early―earlier

  far--farther well--better

  (2)教师归纳:形容词修饰名词,副词用来修饰动词等。

  (3)课件呈现一些动物,让学生运用形容词比较描述动物形体差别。如 the elephant is heavier and stronger than the pig.  whose ears are longer, the bear’s or the rabbit’s?

  (4)课件呈现动物表演的画面,让学生运用副词单词来谈论这些动物的精彩表演。  如:the birds and the bears all dance well, but the birds dance better than the bears.

  step 3 look, match and say.

  1出示图片1,学生先讨论画面的内容,再读读句子,然后说说答案。

  2 两人一组,讨论其他几幅图。

  3交流

  4 男女生分角色朗读对话

  5 学生适当扩展对话,表演对话。

  step 4作业布置:

  1 read and write

  name:yao ming   age:25   height: 226cm      weight:134kg 

  (1)yao ming is (   ) years (   ) than me.

  (2)yao ming is (   ) centimeters (   ) than me.

  (3)yao ming is kilos (   ) than me.

  2 用英语描述自己的最好朋友,并运用比较级把他(她)的特点与自己作比较。

  板书内容:

  unit 4 review and check

  who is taller than ...?

  do the ducks swim faster than the fish?

  does the rabbit jump higher than the cat?

  板书设计:

  《牛津小学英语》6b unit 4 第一课时 来自第一范文网。

《牛津小学英语》3B Unit3案例 篇12

  教学内容:6b第五单元第三课时。

  教学目标:part a listen, read and say.

  教学重点:

  能听懂、会说、会读和拼写单词weather, spring, autumn, winter, hot, cold.

  能听懂、会说、会读和拼写句型 what’s the weather like…?

  教学难点:能听懂、会说、会读单词season, because, countryside, warm, cool, rain, rainy, sunny, windy, snowy, cloudy, rowing, snowball fights.

  教具准备:单词卡片、教学挂图、录音机。

  教学过程:

  step 1 pre-task preparation:

  1.daily report.

  what’s the weather like today?

  1.revision. 

  revise the following words: season, because, countryside, warm, cool, rain, rainy, sunny, windy, snowy, cloudy, rowing, snowball fights.

  step 2 while-task procedures:

  1.look and say:

  look! this is new york. what’s the weather like there? say something about it.

  2.listen to the tape. pay attention to the following questions:

  who’s going to new york?

  what does su yang want to know?

  who is su yang asking for?

  what’s the weather like in summer in new york?

  what about autumn there?

  does it often rain in spring there?

  is it beautiful in spring?

  listen and imitate sentence by sentence.

  3.fill in the blanks:

  su yang’s dad is going to____ ____ next week. he is going to work there for _____ _____. su yang wants to know about the _______ there. she is

  asking ben some questions about the _________in ______ ______.

  4.some explanations:

  as hot as in nanjing, the best season, in the countryside, sounds great, most of the time, make snowmen, have snowball fights, colder than in nanjing, new york.

  5.listen to the tape again.

  listen to the tape and follow it.

  step 3 post-task activity:

  1.ask and answer:

  what’s the weather like in spring in new york?

  what’s the weather like in summer in nanjing?

  what’s the best season in new york?

  what clothes does dad need?

  2.complete the sentences with the correct words:

  in new york, there’s a lot of rain in _____. the weather in summer is as ________ as in nanjing. autumn is the best ________ in new york. it’s ________ and ________. in winter it’s _________than in nanjing. dad, you need to buy some ________clothes.

  step 4 homework:

  1.listen to the tape.

  2.surf the internet about the weather in new york.

  板书内容:

  which season do you like best? i like… why? because it’s…

  what’s the weather like…?

  板书设计:

《牛津小学英语》3B Unit3案例 篇13

  一、教学目标

  1.能听得懂、会说、会用短语a bad cold ,a bad cough,a high fever, have a lot of rest.

  2.能听得懂、会说、会读和会写句型what’s wrong with you? i’ve got …

  3.能听得懂,会说和会读日常交际用语i’m  sorry to hear that.

  4. 能听得懂、会说、会表演e.read and act.

  5. 培养学生关心他人的好习惯.

  二、教学重点

  能听得懂、会说、会表演e.read and act.

  三、教学难点

  能听得懂,会说和会用what’s wrong with you? i’ve got …,have a lot of rest.

  四、课前准备

  教师:多媒体课件、录音机、图片若干,药瓶等。

  学生:预习课文,纸。

  五、教学过程

  step1:preparation

  1.free talk

  2.play a game:listen and touch.

  3.sing a song

  4.t:are you happy today?

  s1:yes,i am.

  t:but i feel hot.how do you feel now?

  s1:i feel….

  t:i can get a …for you.

  s1:thank you.

  s-s make some dialogues.

  step2:presentation

  1.s: how do you feel now?

  t:i feel cold.i’ve got a cold.

  teach : a cold?a bad cold? i’ve got a cold.(ss)

  t:look,i’ve got a toothache.i’ve got a headache.(做动作)

  can you say and do like me?

  2. t:what’s wrong with you?

  s:i’ve got a …

  teach:wrong?what’s wrong with you?(ss)

  3.s:what’s wrong with you?

  t:i’ve got a fever.

  teach:fever?a high fever?i’ve got a high fever.

  (同法teach: cough?a bad cough?i’ve got a bad cough.)

  t―s,s-s make some dialogues.

  4. t:what’s wrong with you?

  s:i’ve got a …

  t:i’m sorry to hear that.

  t:听到别人病了,要学会关心。

  teach: i’m sorry to hear that.

  5.ss practise part d

  6.t:you look ill.i think you’ve got a fever.

  let’s go to see a doctor.

  (教师扮演医生)

  t:what’s wrong with you?

  s:i’ve got a fever.

  t:anything else?

  s:i’ve got a …,too.

  t:open your mouth and say ‘ah’

  s:ahhh.

  t:you’ve got a cold.take some medicine and have a lot of rest.

  s:ok.

  teach :rest? have a rest?have a lot of rest

  have a good rest

  s-s

  7.read and act.

  step 3.presentation

  1.i’ve got a stomach ache today.i want to  go to see a doctor.you’re doctors.

  oh,there are many rooms in the hospital.

  s:what’s wrong with you?

  t:i’ve got a stomach ache.

  s:anything else?

  t:i don’t want to eat food.

  s:take some medicine and have a lot of rest.

  (出示四个科室---内科、牙科、骨科、耳鼻喉科卡片)

  内科:take some medicine,stay in bed ,have a lot of rest,drink some hot water,don’t eat rich(油腻的) food .don’t drink cold drink…

  牙科医生(dentist):don’t eat sweets,brush your teeth…

  骨科:stay in bed.don’t jump and run.have a lot of rest…

  耳鼻喉科:have a good rest,take some medicine,don’t listen to the walkman…

  s-s make some new dialogues.

  2.give you a proverb

  a good medicine tastes bitter.

  step4:homework

  1.copy the new words.

  2.complete part d

  3.make a new dialogue like part e.

  听课随想

  1.本节课的重点是让学生学会关心他人的身体情况。在free talk环节就注意到了与学生情感上的沟通,为下面的教学打好基础。

  2.在巩固操练环节中,设计了一个真实的去医院看病的情景,并教授了一些看病的基本知识,让学生带着真实的任务投入操练,使之真正成为交际工具。

  3.环节间的联系还有待加强,say a rhyme 的环节可以放在医生给出建议之前进行,这样层次会更清晰。

  4.学生在表演时还是像背书,有些言不由衷,要让学生清楚自己的角色,把握好自己要说的内容。

  5.要将看病和课题联系起来。如通过打电话来谈论病情。

《牛津小学英语》3B Unit3案例 篇14

  教学内容:a部分 listen, read and say.

  教学目标:

  1. 能听懂、会说和会读单词和词组jog, do well in, need help with ,do more exercise。

  2. 能听得懂、会说和会读日常交际用语that’s true. well done. mike runs as fast as ben.

  3. 当堂掌握四会单词strong,四会句型ben runs faster than me.

  4. 能正确朗读课文,读懂课文。

  教学重点:正确流利地朗读课文中的重点句型,能读懂、听懂原文。

  教学难点:正确运用as…as结构

  教具准备:幻灯片、录音机、小星星(well done评价)、红线、小蛋糕图片(用于玩游戏)。

  教学过程:

  step1 warm up

  1. sing after the tape‘i wish i was taller’.

  2. play a game:bingo 游戏、猜单词。

  s t r o n g ,  l a t e,  s l o w ,  h i g h

  3. choose one word and make a sentence.选择其中一词造句。

  step2 presentation

  1. 学习do well in, jog, do more exercise.

  ①free talk:are you good at english? do you like english? are you good at pe? do you do exercise after school? what do you usually do?(引出jog to school并板书)。

  i do well in pe(板书do well in)。

  i hope you do more exercise. you’ll get stronger.(板书do more exercise)。

  ②what do they mean? ( jog, do well in , do more exercise ).

  ③read after the teacher.

  ④practise.

  2. judge:判断句子中哪些句子是谈论有关运动或体育课上的话题(幻灯片出示)。

  ①he is good at chinese.

  ②she has an english book.

  ③a pe teacher is showing their students how to jump, run and pass balls.

  ④she likes having sports, so she does well in pe, too.

  ⑤the old man likes fishing very much, but he is not good at sports.

  ⑥all the students in our school have sports at half past four every afternoon.

  ⑦ben runs faster than me in a pe lesson.

  ⑧he goes home later than me.

  ⑨she gets up earlier than her mother.

  ⑩mike runs as fast as ben.

  在判断的过程中强调be good at 和do(does) well in 的用法及四会句型ben runs faster than me.

  3. 学习mike runs as fast as be n.渗透jim is not as strong as the other boys.

  ①由上一题的第10句引出mike runs as fast as ben.这一三会句型。

  ②what does it mean?(it指 mike runs as fast as ben.)

  ③who can make a sentence like this?

  ④who can read it?

  注意变换读的形式,提高学生读句子的兴趣。

  ⑤talking:mike runs as fast as ben. so mike runs fast. ben runs fast, too. can you run fast? can i run fast? yes, i can run fast. because i’m strong(教师做有力量、很强壮的动作)。

  i’m strong. are you strong? you are (not) as strong as me.(板书as strong as)

  ⑥saying.学生以as strong as 为话题谈论本班同学们的身体状况。

  引出××is not as strong as the other boys.

  ⑦拓展:the other boys/ childen/ students/ …

  4. listening exercise.

  ①listen to the tape.注意关键词(key words)。

  ②what have you heard?(汇报所听到的句子,能说多少说多少)

  ③read the sentences then listen again(浏览课后的判断题,带着问题再听对话录音)。

  ④group work.小组合作完成判断。

  ⑤group work.小组内合作朗读课文,找出不懂的句子和词语。

  5. learning:need help with. that’s true.

  通过小组内合作学习引出三会句型和词组。

  补充学习:a good football /… player

  step3 consolidation.

  1. reporting:what have you learnt?

  教师注意引导学生说出主要句型和词组。

  2. play a game:help jerry get the cakes.《帮杰瑞取蛋糕》

  游戏规则与过程说明:

  背景是小老鼠杰瑞没有东西吃,大家帮他取蛋糕。

  ①教师在盒子里放上很多语言卡片(内容为课文中的主要句型,比如:jim is good at english and maths. jim is not as strong as the other boys.句子多少自定)。周边放上警戒线(比如染成红色的线)。

  ②要求很小心地取出语言卡片而不碰到警戒线。

  ③然后要求学生读出卡片上面的单词或语句,就为杰瑞获得一份蛋糕。

  3. read the text together

  step4 布置作业

  1. group work. 小组合作,制作纸袋偶,并分角色表演课文。(具体要求见第四课时),下一节课检查并表演。

  2. writing work.你知道这些短语的意思吗?

  a. get stronger        b. after school         c. be good at

  d. do well in         e. the other children   f. a good football player

  g. play ball games

  g. some of the boys     h. jog to school           i. do more exercise

  3.完成练习册11、12页。

  板书内容:

  词组:jog to school, do well in, do more exercise

  句子:mike runs as fast as ben. jim is not as strong as the other boys.

  ben runs faster than me.

  板书设计:

《牛津小学英语》3B Unit3案例 篇15

  本单元以“万圣节”为话题,重点学习do you like...? yes, i do. / no, i don't. i like...等句型。学生在4b中已经学过do you like dolls? yes, i do. / no, i don't.等句型。本单元会话中出现了购物的情境,学生在3b中也学过,因此,教师可采用以旧引新的方法进行本单元的会话教学。本单元要求四会掌握的单词10个,其中a chicken, a duck, a horse, a pig 是第一次出现,a dog, a cat, a monkey, a tiger, a panda,a zebra, a bird, an elephant等单词以前出现过,在本单元以复数形式再现。教学中,教师要提醒学生注意词形和读音上的变化。

  一、教学目标设计

  【认知目标】

  1、通过给学生创设适当的情景,拓宽视野,了解所学内容。

  2、利用信息技术进行拓展性学习,吸收更多课外的英语知识。

  【能力目标】

  1、通过课件教学,培养学生把课文内容与课件教材上的图片、文字、影片结合起来进行英语交际的能力。

  2、通过课件教学,培养学生提出问题、解决问题的能力,培养学生利用信息技术搜集、整理材料的能力。

  【情感目标】

  1、让每个学生都能积极主动参与教学活动,发挥学生的主观能动性,从而使他们更加热爱英语学习,增强英语学习的信心。

  2、通过小组竞争活动,培养学生团结合作精神和竞争意识,增强学生主动探究知识和获取信息的兴趣。

  3、增强学生的信息意识,让学生学会用英语讨论课后的娱乐活动,听与说相结合。

  二、教学内容及重点、难点分析

  教学内容:《牛津小学英语》5a unit4 halloween第一课时。

  教学重点:通过信息技术的展示使学生掌握四会单词a chicken, a duck, a horse, a pig以及句型 do you like...? yes, i do. / no, i don't. i like...

  教学难点:通过信息技术解决所提出的问题,让学生 进一步掌握名词复数的词形和读音的变化,培养学生正确的信息使用的道德情感。

  三、教学对象分析

  新世纪的课堂教学应该是快节奏的、灵活多样的、丰富多彩的,而不是“黑白”无声的。教师上课节奏要快,以训练学生的反应、思维与速度。教育心理学告诉我们,小学生的有意注意时间大多数不超过20分钟,注意力易分散,一旦教学方法呆板、节奏慢,就会出现学生做小动作或小声讲话等不良习惯。教师应抓住注意力集中的短暂时刻,用学生能接受的节奏组织形式多样的课堂活动,使学生在轻松愉快而又紧张刺激的氛围中学习,教学效果会大大提高。同时,因为学生已初步掌握信息技术技能,能根据老师的要求顺利进行课件浏览,收集信息,进行讨论,并且可以在课后通过网上搜集资料的方式在同学间进行交流或向老师提出课堂上未能解决的疑问等。

  四、教学策略及教法设计

  教学策略:多媒体辅助教学课件因其具有能集成文字、图像、影像、声音及动画等多种信息的功能而愈来愈受到欢迎。实践也证明,多媒体辅助教学可以产生教与学的最佳效果。集图、文、音、像等信息于一体,我自行设计了一个《牛津小学英语》5a unit4 halloween第一课时课件。我还要求学生能利用我们提供的资料参考,积极为自己提供更为广阔的学习资源背景,从而使学生不断地完成新知的建构过程,自觉地养成信息的“获取―内化―提升―再获取”习惯。

  教法设计:多媒体辅助教学有利于调动学生的学习积极性,刺激学生的思维,让孩子们一节课有多个兴奋点;使教材和媒体之间优势互补。英语科的教学特色是充分发挥其语言功能,讲究对话的艺术。这就要求全体主动参与,克服羞于开口的毛病,积极开展语言交际活动。教师可以常使用表扬和鼓励的话语,激励学生,让学生能够大胆地表现自己。每一课,都尽量创设大量情景并提供广泛的语言材料,让学生进行听说读写的训练。长期的训练,学生由胆怯别扭到自然大方而且不时有精彩的表演。

  五、教学媒体设计

  信息技术教学主要依靠多媒体系统、计算机软件、教师自己制作的各种课件等等,在课堂上创造丰富多彩、生动活泼的学习英语的情景与氛围,突出英语学习的形象性与动态感。在制作《牛津小学英语》5a unit4 halloween第一课时课件时,我通过文字和图片的展示,向学生介绍万圣节前夕的场面,使学生对国外的节日有个初步的了解。再由万圣节前夕孩子们佩戴的动物面具,链接到本课时学生学习的动物类单词。这里,我注重发挥信息技术的优势,让学生听动物的声音分辨所学的动物名称。既可以增强活动的趣味性,也可使学生身临其境。通过多媒体系统模拟的动物园,学生们定会尽情得将英语脱口而出。

  六、教学过程设计与分析

  [step 1: greeting and show the title]

  1. s:hello,boys and girls.how are you?

  t:fine,thank you,.and you?

  s:i’m fine,too.

  t:can you sing the song《boys and girls》?

  s:yes ,we can.

  t:le’s sing it together.(课件中封面上的小喇叭按钮)

  2. t:today we will learn new lesson 《unit4 halloween》

  [设计思路]:儿童心理学特征告诉我们,教唱英语歌是一种很好的教学手段。课前一首歌,是组织进行教学的好方法,它能使学生以饱满的精神、激昂的情绪,为上好一堂课作前奏. 小学英语教材每个单元后面都有一首英语歌,教师可以充分发挥其作用。将歌曲放在课堂开始,一来可使学生渐渐进入英语环境,二来也可以活跃课堂气氛。课前先与学生进行简单日常用语的交际,使学生渐渐熟悉课堂,轻松融入学习英语的氛围中,从而揭示新课课题。

  [step 2: presentation1(课件中part1)]

  1. introduce the title“halloween”

  2. introduce the new word“animal mask”

  3.show the names of animals: call the names of animals

  [设计思路]:文化背景知识可以说包罗万象,范围极广。作为小学生,不可能也没有必要广泛涉及,但是对于一些基本常识应该加以积累。在平时的学习过程和日常生活中,凡是有关的文化背景知识,可以随时摘录下来。这样日积月累,对于有关知识,就会有不知到知,从所知甚少到知之较多,对英语文化背景方面的知识就会有一个大概的了解。作为英语教师,我利用多媒体辅助工具,利用情景和设置情景进行教学。学生借助形形色色的图片和文字,更好地认识“halloween”场面以及动物面具,有助于调动学生的积极性,使学生兴趣盎然地接受知识。 

  [step 3 consolidation 1(课件中part2)]

  1.t:do you like animal masks ?

  s:yes , we do.

  t:i will show you a place.do you want to have a look?

  s:yes.

  t:look! what is it?

  s:it’s a zoo.

  t: shall we go to the zoo?

  s:great.

  2.show some pictures of animals in the zoo.

  t:what can you see in the zoo?

  s:i can see a panda and a tiger.

  [设计思路]:我利用信息技术呈现给学生许多动物图片,让学生仿佛置身于一个硕大的动物园。学生在阅读中受到了信息技术教材的人文熏陶,心中已经有了丰富的语言和情感的积淀。这时我组织学生围绕图片进行集体讨论,在集体讨论中注意引导学生之间进行交流并及时点拨,提高学生的英语素养。

  [step 4 presentation 2(课件中part3)]

  1. revision

  play a game : listen and guess “which animal is this?”

  2.t:what’s this? 

  s:it’s a pig.. (升降调读,拼读,板演,书空,为后面句子教学铺垫,也可以加上动作)

  3.同法教授单词“a duck, a horse, a chicken”

  [设计思路]:经常性的成功体验,可使人的需要不断地满足,心情舒畅愉快而求索不止,这对英语教学有着不可估量的促进作用。在英语教学中,要努力创设轻松、和谐、教学相长的教学情境。以学生为主体,以趣味活动为主线,以学生心智发展为重点,让学生经常获得学习成功的喜悦,从而培养学生的浓厚的学习兴趣。我借助信息技术中声音素材的导入,让学生听音辨别动物。先呈现学生学过的动物声音,如a dog, a cat等,再引出本课时的新单词。这种循序渐进的方法,不仅符合学生学习的方式,而且也能将信息技术更好运用于英语教学中。

  [step 5 presentation 3(课件中part4)]

  1.show some pictures of the new words.

  t:what can you see in the picture?

  s:i can see some chickens. (介绍名词复数的词形和读音的变化,学生齐读单词复数形式)

  t:do you like chickens?

  s:yes, i do./no, i don’t. i like horses.

  2. pair work 

  do you like…?           yes, i do./no, i don’t. i like …

  [设计思路]:在英语课堂里经常性地开展小组间的各种竞赛,让竞赛促使学生产生成功的体验。我们可以把学生分成若干个小组,每组分别有一个英文名,名字可以就用学生学过的单词。每一次课堂里都会组织一个竞赛,获胜的小组可以累计分数。过段时间再评比一次,看哪一组累计分数做多。学生具有强烈的竞争意识,这也因此激发学生努力争取成功,从而更加扎实的学好英语。我由单词的单数图片过渡到单词的复数图片,为下面的句型do you like…?教学作铺垫,学生通过神气活现的小动物,自然而然便对他们产生情感。这也正发挥了信息技术的情感导向作用。

  [step 6 consolidation 2]

  1.show a picture of the shop.

  t:what can you see in the picture?

  s:i can see some masks.

  t:now ,i’m a shop assistant.

  can i help you?

  s:yes, i’d like some masks.

  t:do you like rabbits?

  s:yes, i do.

  t:here you are ?

  s:thank you. how much is it?

  t:ten yuan, please .

  2. make a dialogue in the shop

  [设计思路]:众所周知,兴趣是最好的老师。激发学生的兴趣则是小学英语教学的一个重要原则。因此小学英语老师应研究并熟知童心,充分利用儿童无意识记的心理特点,在课堂中采用听、说、演等符合儿童心理和年龄特点的方式方法使他们产生兴趣,在轻松、亲切、自然的气氛中学习英语。在教授完本课时的单词和句型后,我通过呈现文中的背景图片让学生自然融入购物的情景中。此时,信息技术将学生以前所学的旧知识,重新输入新的内容中。学生则能在愉快中接受信息,巩固所学知识,并且达到较好的效果。

  [step7classwork(课件中part5)]

  1.do some exercise

  2.show the classwork in the picture

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《牛津小学英语》3B Unit3案例(精选15篇)

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