牛津小学英语3B教案unit

牛津小学英语3B教案unit（精选6篇）

牛津小学英语3B教案unit 第1篇

牛津小学英语3B教案——Unit 8 I’m hungry

1．教材简析：

本单元的日常交际用语主要是围绕“征询意见”编排的，What about …? 是表示“……怎么样？”的意思，用于征求别人意见。“What about”一般都是在一定的情景下才使用这个句子，如果离开了交际情景而直接说What about …?就会显得唐突。教材分别提供了“饿—买热狗”和“渴—买饮料”两个场景供教师教学日常交际用语。

本单元单词教学部分增加了a hot dog ,a sandwich, a pie ,some bread ,some rice ,soft drinks ,a bar of chocolate ,a carton of milk教材这样编排便于学生根据情景把单词与对话结合起来操练。

2．教学要求：

能正确地听、说、读、写字母Oo, Pp ,Qq.能听懂、会说以下饮料和食品类单词a hot dog ,a sandwich ,a pie ,some bread ,some rice ,soft drinks ,a bar of chocolate ,a carton of milk ,能听懂、会说日常交际用语I’m hungry /thirsty.What would you like ? What about … Sounds good, /No ,I’d like ……Thank you/Thanks.并能熟练运用日常交际用语进行问答。

能理解并正确运用a bar of ,a carton of以及some.能初步理解不可数名词意义和用法。

会唱歌曲Hot cross buns!

其中教学重点同教学要求，教学难点同教学要求4：能理解并正确运用a bar of ,a carton of 以及some.3．教学理念：

面向全体学生，注重素质教育，关注每个学生的情感，激发他们学习英语的兴趣。

采用活动途径，倡导体验参与，通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功。

4.教具准备：

人物头饰、食品、饮料（或图片）、围裙、头巾、教学挂图、磁带、题板。

5.课时安排： 共四课时。

第一课时：A1-2B食品类单词。

第二课时：A3-4B饮料类单词。

第三课时C D

第四课时：E WB

The first period

Teaching Contents:

1.A 1-2 : I’m hungry.What would you like ? I’d like … Sounds good.2.B单词：a hot dog ,a sandwich ,a pie ,some rice ,some bread

Teaching Aims:

Enable the Ss to understand and say : a hot dog ,a sandwich ,a pie ,some bread ,some rice.Encourage the Ss to have good cooperation with one another and use the communicative sentences : I’m hungry.What would you like ? I’d like …Sounds good.Teaching Steps :

Step1 Free talk.Talk with Kitty.学生与售货员小猫Kitty交谈。

Free talk.T&Ss:What a nice …!Can I have a look ? A hamburger /…?(Yes ,please./No ,thank you.)

在此过程中，引导学生用Sounds good回答。

Learn to say : Sounds good.揭题：Unit 8 I’m hungry.Ss Learn to say : I’m hungry.(边说边做饥饿状)

Step 2 Presentation(1)

Let’s go to the supermarkets.去超市前必须说出一种食品或饮料或水果的名称。

T&Ss交际。

e.g T: What would you like ?

S: A hamburger/…, please.Kitty : Here you are.S:Thank you.在此过程中，提示学生用I’d like说话。

以例句操练。

What would you like ?

I’d like a cake ,please.Here you are.Thank you.a.Readafter the T

b.Ask and answer(T&Ss)

c.Group work.d.Pair work.(借助学生课前制作的食品图片，进行替换练习。)

e.Check.小组连锁操练： S1—S2—S3—S4

Chant : What, what, what would you like ?

I’d ,I’d ,I’d like a cake.Here，here ,here you are.Thank you ,thank you ,thank you very much.Step 3 Presentation(2)

Draw and guess.画食物图，由此进入新单词的学习。

Learn to say : a hot dog ,a sandwich ,a pie ,some bread.some rice.Sing together

Do a survey.Group work.Ss以What would you like ?发问，进行统计。

Step 2 Homework.Read after the recorder.Step 5 Goodbye.Design:

Unit 8 I’m hungry

What would you like ?

I’d like a cake.图1—图2—图3—图4—图5。

Here you are.Thank you.Teaching Contents :

A3-4 : What about ?

B饮料类及食品类单词：a carton of milk ,soft drinks ,a bar of chocolate.To understand : a bar of ,a carton of ,some.The Ss can understand and say the communion parlance : what about …?

Teaching Steps:

Sing a song : “Hot cross buns.”

Listen and do.Kitty : I’m tall /fat /…/hungry.引出并教学“I’m thirsty.”(边说边作口渴状)

Questions :

a.If you’re hungry ,what would you like ?

Ss发散思维，说出想要吃的东西。（Learn :a bar of chocolate）

b.If you are thirsty ,what would you like ?教学 a carton of milk ,soft drinks.Step 2 Presentation.T&Ss practice :

e.g T: What would you like ?

S: I’d like a cup of tea.T: Here you are.What about some milk?

S:Yes ,please.Learn to say : What about ?

以例句操练。

Listen to the tape and imitate.Read the dialogue.Act.Step 3 Task.任务： 点菜。

材料：菜单若干份。

语言技能： Listening and speaking.语言知识：事物名称和交际用语What would you like ? What about …? I’d like…

活动形式：八至十人一组。

操作过程：

教师给每个小组提供一份菜单。

学生小组内分工，两人扮演服务员，其余人扮演顾客。

各小组模拟情景点菜。

抽查上台表演，并适时评价。

Step 4 Goodbye.The third period

Teaching Contents :

C Look and say.D Look ,read and write.Teaching Aims :

The Ss can understand what they have learnt.The Ss can read and write “Oo, Pp, Qq.”

Teaching Steps :

Step1 Warm up

Greetings.Listen and do.Sing a song “Hot cross buns.”

Smell and guess.通过嗅觉来判断食物名称。

Step 2 Review.1.快看快说。

（1）师贴图片，一边贴，学生一边说单词。

（2）快指快说。

（3）摘图片，说单词。

2．“喊话”

活动规则：老师手拿一摞图片，走到学生中间，学生和老师一起问：What would you like ? I’d like…有一名学生回答：并从教师手中得到一张图片。

巡回问答，直到分完手中图片。

Step 3 Presentation

Listen to the tape(A Learn to say)

Try to act.Look at the pictures.(C Look and say)

Discuss :What are they saying?

Pair work.Check ,Step 4 Look ,read and write.复习字母： Aa至Nn.（在游戏找“邻居”中复习。）

听写字母。

出示新字母Oo,Pp,Qq,利用字母卡，要求学生仔细听发音，认真看口形。

跟读，书空。

读单词：book ,pie ,quilt.Step 5 work :

Copy the letters : Oo ,Pp, Qq.The fourth period

Teaching Contents :

EFun house & Workbook.Teaching Aims :

Enable the Ss to understand and use the communicative words.Encourage the Ss to have good cooperation with one another.Teaching Steps :

Step1 Warm up

Sing the songs.Greetings.Free talk.Listen and do : Let’s fly /jump /run /walk /eat /drink/write/read /…/I’m hungry /I’m thirsty./…… Step 2 Presentation.1.Play a game : Draw and guess.a.Things for school.b.Things in a room.c.Food and drink.2.Read the words three times.Step3 Fun house.Listen and judge.Learn and do.Let’s cook some rice.Wash some rice.pour some water.Turn on the cooker.Have a rest : Sing and dance …Hot cross buns!

Step4 Play a game: 下棋。

规则：棋盘内容为食物图片。

双方根据棋盘内容说一句话，吃掉对方棋子。结果看谁的棋子赢得多。

Step 5 Do the workbook.Phonetic symbol :

Hot dog /hRt/ /dRg/a sandwich/5sAnwidV/pie/pai/bread /bred/

carton /5kB:t[n/chocolate/5tFRk[lit/sounds /saUndz/ rice /raIs/bar /bB:/

牛津小学英语3B教案unit 第2篇

活动名称：牛津英语3B Unit 2 I Want Corn 活动目标：认识单词，tomato potato

听懂句型，并可以回答What do you want?

I want … 活动准备：西红柿，土豆。

经验准备：对于游戏都可以熟练操练玩fingers „ game, pass the ball.重难点：重点：单词认知。

难点：句型熟悉，并可以听懂，回答。活动过程：

Hello, my children, Nice to meet you!

How do you do?

牛津小学英语3B教案unit 第3篇

《牛津初中英语》8A Unit 4 Reading第一课时在整个单元中有着承上启下的作用。在这一课时里, 首先要求学生阅读有关大熊猫的文章, 试着从上下文猜测词义, 再学习生词;然后引导学生通读全文, 找出文中的关键词和要点, 教会学生从整体上把握全文;最后通过泛读、跳读、精读, 培养学生的阅读能力, 让学生总结文章的大意以及作者的写作意图。此外, 通过文章学习了解大熊猫的成长过程及面临的困难, 探讨保护大熊猫的措施, 并培养学生爱护动物、保护动物的意识。

一、教学过程

1.上课之前教师引入一段有关动物的短视频, 让学生迅速找到上课的状态, 并且调动学生的学习积极性。

2.呈现阶段。 (准备一系列的图片导入生词, 直观教学, 学生可以容易地记住生词, 为进一步的阅读做好充分的铺垫。)

3.正式阅读阶段。 (Task One:教师要求学生快速阅读、然后回答相应的问题。在此过程中教会学生如何迅速从所给的材料中找到信息并给出正确的回答。)

问题设计如下:What does Xi Wang stand for? What ac-tions should we take to protect the giant pandas? If we don’t do anything , what will it happen in the future?

(Task Two:教师带领学生跟读磁带、仔细阅读课文, 再分成若干小组, 相互讨论, 相互提问。跟读模仿有助于学生语音语调的形成, 培养学生正确的语感。学生之间合作交流、相互提问可以加深对文章的理解, 极大发挥了学生的能动性。)

(通过reading的阅读可以大大增加词汇量, 并且在阅读的过程中如果碰到不懂的单词可以从上下文中猜测词义。教师可以创设一定的语境让孩子分析判断生词在文中的意义, 从而真正锻炼孩子的阅读理解能力。)

Ss:指导学生完成Part B的练习并核对答案。

(Task Three:听磁带跟读课文, 让学生概括文章的中心观点。这个环节是指导学生总结文章的大概意思, 更有助于对文章的整体权衡, 从而锻炼了学生的阅读能力。接下来, 教师带领学生看一段视频关于熊猫幼崽的走起生活。观看的同时加以讲解。因为图文并茂, 学生对大熊猫的成长过程了解得比较清楚, 进而更深层次的领会文章的要义。可以看出, 多媒体的合理使用充分发挥了教师的主导作用, 提升课堂教学效果, 同时学生的学习效率也大大提高。) 这一环节的课堂板书如下:

a. The growth of Xi Wang: (Lines 1—14)

b. Problems Xi Wang may face in the future: (Lines 15—22)

c. Actions to protect giant pandas: (Lines 23—30)

(Task Four:教师让学生fast reading, 读完文章后, 根据课文内容填入所缺的单词。这一环节的设计意图是:能够培养学生快速阅读的能力, 学生能够从整体上更好地把握文章, 并且通过快速阅读获取重要的信息, 再通过这些信息解决有关的问题。教师将任务型教学与阅读教学相结合, 使得阅读效果有了显著的提高。语言的学习必须要有完整的形式、完整的结构, 缺词填空的练习实际上是把文章缩写, 需要对所学内容及时反馈、巩固。让学生们当堂完成, 以便进一步了解学生的掌握情况, 非常实用。举例来说:As we all know, Giant pandas are in danger. We should help them to survive.Hunters should not kill giant pandas for their fur. People should not work in giant panda reserves. People should not take Baby pandas away if they find them on their own. 接下来让学生完成填空并核对答案。)

4.阅读完成后的学生讨论。 (Task Five:分组讨论大熊猫面临的难题以及我们要通过哪些办法来保护濒临灭绝的大熊猫。这个环节的设计意图是:教师在教学过程中将教材合理运用, 同时穿插情感教育, 让学生在一定的语境中参与讨论。重视课堂的小组合作学习, 在讨论中集思广益, 各抒己见。除此之外, 教师可以使用各种教学手段, 激发学生的兴趣, 增强参与度。学生通过小组交流学会合作指导。只有这样, 才能充分培养学生的思维能力和合作能力。过程中, 教师也应鼓励学生勇于表达自己的思想和观点。) 下面是学生讨论的情况:

Ss: Xi Wang may be in danger some day. For example, the loss of living areas; bad weather conditions; the problems of en-vironment.

We should take action to protect giant pandas: encourage farmers to leave the nature reserves; tell farmers not to cut down the trees; stop hunters to kill pandas for their fur; stop cutting down forests; refuse the products made of pandas’fur;ask more people to do their best to protect giant pandas...

T: In this class, we studied the story of Xi Wang. As we know, Giant pandas are in danger. We need to give our love and care to giant pandas. People and wild animals live in a harmonious society.

(教师在下课前总结孩子讨论的结果, 让孩子对本文有一个完整的了解, 在思想上得以升华, 突出了情感教育。)

二、教学反思

这堂课的教学目标顺利达成, 我收获很大。我认为在reading课时中, 任务型教学必不可少, 起着相当大的作用。教师在正式上课前认真备课, 精心设计好每个环节的阅读任务, 每个步骤都要精心铺垫, 环环相扣, 并且思考任务的设置是否符合学生的能力要求, 是否达成既定的教学目标。一切准备就绪后, 我将任务型阅读融入课堂, 发现孩子学习目标明确, 设置的五个任务, 孩子们都能踊跃参与。尤其是第五个环节讨论大熊猫面临的困境及解决的方法, 让孩子们思维大开, 发表各自不同的观点。正因为如此, 每个阶段任务的完成, 让孩子的能力逐步提升, 信心也不断增强。同时我也巧妙地创设不同语境, 如对话表演或者采访记录等活动, 调动学生的积极性, 让广大学生积极参与到讨论如何保护大熊猫的话题之中。最后, 在教学任务完成的同时, 我还要加强学生的情感教育, 让学生感知感悟保护野生动物的重要性。

参考文献

[1]吕巾《.英语任务型教学法的有效实施》, 2010年6月

牛津小学英语3B教案unit 第4篇

本节课为《牛津小学英语》三年级下册第二单元Yes or no的第一课时，主要内容是Nancy到Gao Shan家做客的情景对话。

二、教学目标

1． 能熟练掌握单词clock、key、computer。

2．能熟练运用一般疑问句Is this/that……？及回答：Yes, it is. No，it isn’t.

3． 能正确地使用感叹句What a nice……！对物品进行赞美。

4． 能正确使用礼貌用语May I come in？Come in，please.

三、教学重难点

1． 单词clock、key、computer

2． 能运用Is this/that……？Yes，it is. No，it isn’t.

四、教学准备

课件、图片、水果等。

五、教学过程

Step 1. Warming-up

1.Sing a song 《ABC song》

2.Free talk

Step2. Presentation and drill

1.教学新句型 ：May I come in？Come in，please.

(教师课前指导)一名学生在上课时稍晚进教室 ，让学生在教师创设的情境中理解句型的含义，，以达到巩固的效果，并提醒学生这些礼貌用语在生活中的使用。师生对话如下：

S：May I come in？

T：Come in，please.

2.教学新句型：Is this/that …？及应答Yes，it is. No，it isn’t.

教师拿出准备好的水果，用新句型“Is this …？”引导学生作肯定回答：Yes，it is.对话如下：

T： Is this a peach？

S：Yes.

T：Yes，it is.（教师进行完整回答）

用同样的方法引出否定答句的教学。

学生拿出自备的玩具、文具，分角色操练句型

3.教学感叹句：What a nice…！”

教师在盒子里放一些玩具，只呈现玩具的局部，让学生用新授句型猜，并适时的对物品进行赞美，对话如下：

S：Is this a monkey？

T：No，it isn’t.

S：Is this a cat？

T：Yes，it is. Look at my toy cat.

S：How nice！

S：Look at my telephone！

T：What a nice telephone！（作惊奇状）

师指着“telephone”问：“Can I have a look?”引导回答：“Sure. Here you are.”

设计意图：通过循序渐进的对话方式，利用准备好的物品自然而然地接触到本单元的语篇话题，帮助学生在语境中初步理清话题中句型Is this/that……？与Yes, it is. No，it isn’t，为学生整体理解语篇扫清了障碍。

Step3.Let’s talk

1.引出人物，看图猜猜对话的内容。

教师引出课文情境：星期天Nancy 来Gao shan 家做客，她看见了好多日常生活用品，但不知道怎么用英语表达，（学生读题，观察图片内容并猜测答案。）判断练习如下：Read and judge.

a. Is this a telephone? Yes, it is. （ √ ）

b. That is a radio.（ × ）

2.观看动画，掌握对话技巧

（1）教师播放课文动画，学生跟读。

（2）小组齐读，教师小组巡视进行指导。

（3）让学生分角色朗读，其他学生给予及时的正确的评价。

设计意图：在看图之前，先将问题呈现出来，让学生带着问题去猜课文意思，再引导学生通过回答问题来整体理解课文，任何一个语篇都是一个有意义的整体，它包括一定的情境和完整的情节。语篇教学要注重听、说、读、写基本功的提升，而必要的听力和模仿也可以提升学生的基本技能。

Step4.Practice and consolidation

1.师生复述对话。

学生在熟练朗读对话的情况下，看图复述对话，教师可将关键词留白。

2.让学生以小组、同桌等形式分角色表演对话。

在学生复述的基础上，教师提供给学生具体的情境，学生两人一组，发挥表演对话。在表演的过程中，呈现好对话上的物品，使表演的情境更加形象、逼真。

3.做游戏，培养运用能力。

师拿出一个放着图片的盒子，一位同学从里面拿出图片，另一学生背着其他学生进行猜测：Is this……？若猜对，其他同学齐声说Yes，反之则回答No。若学生猜对了就可得到该图片。

设计意图：学以致用是语言的最终目的。在学习了语篇的内容之后，设计比较生活化的情境让学生交流，有助于学生英语思维的培养。

Step5.Homework

1.背诵课文。

2.用所学句型和父母进行猜测手中物品的游戏。

牛津英语3B4月份教案 第5篇

Period 1

Apr.1st

Teaching Contents: Say and act A new friend Function Targets: Using formulaic expressions to Introduce oneself and others Language Targets:

Word: new.friend.Her name.who Structures: Who’s she? She’s…..How old are you? I’m… This is… Teaching Procedure: Pre-task Activities Step 1.Daily Talk.Questions: 1.What day is today?

2.What’s the weather like today?

3.How are you? Step 2.Introduce the children in the pictures: This is ….Step 3.Ask and answer.Eg: P1: Who’s this?

P2: This is ….While-task Activities Step 1.Listen to the tape then answer the questions.T: Who are the boys in the picture? P: They’re Ben and Mark.T: How old is Ben?

P: He’s ten.T: How old is Mark?

P: He’s ten, too.T: Who’s Kitty?

P: She’s Ben’s sister.T: How old is Kitty?

P: She’s eight.T: Who’s Alice?

P: She’s Kitty’s friend.T: How old is she?

P: She’s eight.T: What’s Sam?

P: Sam is a dog.T: How old is Sam?

P: He’s two.Step 2.Students form into 4 groups and read the story.Step 3.Act out the story with a toy dog Post-task Activities Step 1.Ask and answer with the story.Eg: P1:How old is Ben?

P2: ten.P3:Who’s Kitty?

P4: She’s Ben’s sister.Step 2.Ask and answer the questions from about you.Step 3.Write down the answers on the paper.Step 4.Introduce your best friend to us.Homework 1..Listen to the tape.2.Copy the sentences.M2U3 People I like

Period 2

Teaching Contents: Look and Say Function Targets: Introduce your friends to others Language Targets:

Words: tall.thin.small.his.have.has Structures: I have two new friends.He has a dog.How old is Ben? Is Kitty tall? No, she’s small.Apr.2nd

Teaching Procedure: Pre-task Activities Step1.Daily talk.Questions: 1.What day is today?

2.What’s the weather?

3.How are you?

4.What’s your name? Step 2.Introduce your best friend to us.P: This is …

She’s ….She can …

Step 3.Read P24 then act out it.While-task Activities Step 1.Listen to the tape then answer the questions.Mum: How are you? Students: I’m fine, thank you.I have two new friends, Ben and Kitty.Step 2.Let students act out Mum and Mark to have a dialogue.Mum: Is Kitty tall? Mark: No, she’s small.Mum: How old is Kitty? Mark: She’s eight.Step 3.Teach “What’s his name?”

T: What’s the dog’s name? We also can say: What’s his name? P: His name is Sam.T(Point to a boy): What’s his name?

P: His name is ….Pratse in pairs.Post-task Activities Step 1.Draw your best friend and introduce your friend.Step 2.Write down his/her information.Eg: I have a friend.His/Her name is …

He/She is …

He/She has …

Is he/she …?

Yes, he/she is.Step 3.Communicate with students about your friend.Step 4.Read after the tape Homework 1.Listen to the tape.2.Copy the sentences.M2U3 People I like

Period 3

Teaching Contents: Story Little Lucy(I)Function Targets: Let the students describe the story and act the story.Language Targets: take.grandma.teeth.help.come here Structures: Take this to Grandma.Who’s that? Your teeth are big.Come here, Little Lucy.Teaching Procedure: Pre-task Activities Step 1.Daily Talk.Questions: 1.What day is today?

2.How are you?

3.What’s your sister’s name?

4.What’s your brother’s name?

5.What have you got?

Apr.3th

6.What has he got? Step 2.Introduce your friend to us.Eg: His name is …

He is …

He can … He has … While-task Activities Step 1: Look at the pictures then introduce;Little Lucy.Mother.Father.Grandma and Wolf Step 2:Listen to the tape then say sth.about the story.Step 3: Teach words: take …teeth.T: Take.Take the pencil to Kitty.S: practice: take.T: teeth（sg）

tooth(plu）

Your teeth are white.S: practice: teeth

My teeth are …

Step 4.Ask and answer with point Post-task Activities Step 1.Listen to the tape.Step 2.4 pupils a group to act out story.Step 3.Vote for the best group.Homework.Listen to the tape.2.Describe the story with pictures.M2U3 People I like

Period 4

Apr.4th Teaching Contents: Story Little Lucy Function Targets: Let the students describe the story and act out the story.Language Targets: Father.Wolf.Where.Here Structures: Go away.Where’s Grandma?

Are you all right?

Go to bed, Grandma.Teaching Procedure: Pre-task Activities Step 1: Daily Talk.1.What day is today?

2.What’s the date today?

3.Where are you?

4.Have you got any pencils?

5.Has Peter got an apple?

6.Do you like animals?

Step 2 Describe the story Little Lucy.Step 3.Act out the story.While-task Activities Step 1 Look at the book and listen to the tape then talk about “What’s happened?”

Step 2 Teach sentence : Go away!

T: Go away!

If you hate sb.you can say “Go away!”

S: Practice : xx, Go away!

Step 3 Teach sentence: Are you all right?

T: Are you all right?

T: 一般在受到惊吓或是问别人身体好点了吗，可用 Are you all right?

S: Practice: Are you all right?

Step 4 Act out the story.Post-task Activities Step 1 Listen to the tape.Step 2 3 Act out story.Step 3 Vote for the best group.Step 4 Act out the whole story.Homework 1.Listen to the tape.2.Describe the story with pictures.M2U3 People I like

Period 5

Teaching Contents: Period 5 Function Targets:

1.Using simple present tense to express interests and preferences.2.Using demonstratives to refer to people or things Language Targets:

Structures: May I come in? Come in, please.What’s in your hand? Do you like …?

Apr.8th

What do you like? Teaching Procedure: Pre-task Activities Step 1 Daily Talk.1.What day is today? 2.How old are you?

3.What can you do?

4.What do you like?

5.Where’s the pencil?

6.Where are the flowers?

Step 2 Act out the story.While-task Activities Step 1 Look at the book and listen to the tape.Step 2 Listen and answer the questions.T: Who’s coming?

P: Mark.T: What do Mark and Ben like?

P: They like bears.T: Are the bears super?

P: Yes, they are.Step 3 Describe the toys you like best.Eg: I like robots.It is super.It is big.Step 4.Act out the dialogue.Post-task Activities Step 1 Listen to the tape.Step 2 Instead of the toys in dialogue.Step 3 Make new dialogue.Homework 1.Listen to the tape.2.Make new dialogue.3.Copy sentences.M2U3 People I like Period 6 Do the paper.Review the contents on the book.Unit 1 Looking and seeing.Unit 2 Listening and hearing.Unit 3 Touching and feeling.Unit 4 Tasting and smelling.Unit 1 Animals I like.Unit 2 Toys I like.Do the paper.Apr.9th

April 10th

April 11th

April 14th.April 15th

April 16th

April 17th April 18th 21st

Mid-term exam.April 22nd.M3U1 Colours Period 1

Teaching Contents: Song : the rainbow Function Targets: Students can sing this song.Language Targets: Words: rainbow.violet.sky

Structures: Look at the…

Teaching Procedure: Pre-task Activities Step 1 Daily Talk.Questions 1.What day is today?

2.What’s the weather like today?

3.What colour are the pencils?

4.How many seasons are there in a year?

5.Do you like summer? Why? Step 2 Talk about the picture.(P29)While-task Activities Step 1 Draw a rainbow on the board.T: Do you know what is it?

P: It’s a rainbow.T: How many colours are there? Let’s count.P: Seven.Apr.23rd

Step 2 Say the colours the rainbow owns.T: What colour are they?

P: Red, orange, yellow …

T: Violet

It’s a beautiful colour.Step 3

Listen to the tape.Step 4 Sing along with the tape.Post-task Activities Step 1 Invite seven students to come to the board.Listen to the tape and ask them to colour the rainbow according to the song.Step 2 Sing the song in the group.Step 3 Make a new song.Step 4 Do exercises.Look and tick.Homework 1.Listen to the tape.2.Sing along with the tape.M3U1 Colours Period 2

Apr.24th Teaching Contents: Look and say Function Targets: Use modeled phrases and sentences to communicate with others Language Targets: Words: mountain.clouds.what colour Structures: What colour is …? It’s … What colour are …?They’re …

Teaching Procedure: Pre-task Activities Step 1 Daily Talk.Questions: 1.What day is today?

2.What season is it?

3.Do you like spring ? Why?

4.How many colours has the rainbow?

5.What colour do you like best?

Step 2 Picture Talk.The rainbow on the board.T:What colour is/are the …?

P: It’s/They’re … While-task Activities Step 1 Look at the picture and ask questions.T: Look at the picture.What can you see?

P1: I can see trees.P2:I can see the sun.T: I can see the mountains, too.mountain.T: What colour is the mountain?

P: It’s green.T: What are they?

P: They’re clouds.P: They’re white.T: What colour are the clouds?

Step 2 Ask and answer with the picture.P1:What’s this?

P2:It’s a …

P3:What colour is it? P4:It’s …

Step 3 Practice with deskmates.Ask and answer.What colour is the …?

It’s …

What colour are the …?

They’re … Post-task Activities Step 1 Listen to the tape.Step 2 Look at the picture and make dialogue in groups.Step 3 Do P30 Ask and answer.Homework 1.Listen to the tape.2.Copy the text.M3U1 Colours Period 3

Apr.25th

Teaching Contents: Read and guess.Function Targets: Describe the clothes they wear, and guess who is he/she? Language Targets: Words: dress.blouse.T-shirt.shirt Structures: She has a …

Who is she?

He has … Who is he?

Teaching Procedure: Pre-task Activities Step 1 Daily Talk.Questions: 1.What day is today? 2.What can you see in the classroom?

3.What has Peter got?(Make a telephone)

4.What have you got?(Make a robot)

5.Have you any rubbers?

6.How many rubbers have you?

7.Do you like violet? Step 2 Picture talk.Eg: T: Who are they?

P: They are Ben, Mark, Alice and Kitty.T: Has Ben a white shirt?

P: Yes, he has.Step 3 Practice in pairs.Ask and answer with the picture.While-task Activities Step 1 Learn the new words: dress, blouse, T-shirt, shirt

T: Look at the picture.Who has a dress?

P: Kitty has a dress.T: What colour is it?

P: It’s red and white.T: Kitty has a red and white dress.Practice this sentence.Step 2 T: Who has got na T-shirt?

P: Eddie has got a T-shirt.T: What colour is it?

P: It’s green and grey.T: Eddie has a green and grey T-shirt.Practice this sentence.Step 3 T: This boy has curly hair.He has a shirt.Who is he?

P: He’s Ben.T: Ben has a blue and white shirt.Step 4 T: Has Alice a blouse?

P: Yes,She has.T: What colour is it?

P: It’s pink and yellow.T: Alice has a pink and yellow blouse.Practice this sentence.Post-task Activities Step 1 Ask students to colour the clothes and cut them.Step 2 Put the clothes on paper boy/girl.Then say:

This is …

He/she has a …

Step 3 Say sth.about picture.(P31)Homework 1.Listen to the tape.2.Copy the sentences.M3U1 Colours Period 4 Do the paper

M3U2 Noises Period 1

April 27th

Apr.26th

Teaching Contents: Look and say Noises Function Targets: Can recognize the noises, and ask and answer with the patterns.Language Targets: Words: lorry, noise, loud, television, radio, quiet Structures: What’s that noise? Is it……? It’s loud/quiet.Teaching Procedure: 1.Pre-task Activities Step 1 Daily Talk Questions: 1.What day is today? 2.How are you? 3.What are you? 4.What’s your sister’s name? 5.What’s your brother’s name?

Step 2 Ask and answer: What can you hear?（play the voice）T: What can you hear?(car)P: I can hear a bus.Practice in pairs: What can you hear? I can hear…… 2.While-task Activities Step 1:Put the cards on the board: an aeroplane, a drill, a telephone, a car, a bus(Teach:What’s that noise?)

Step 2:Ask students imitate the sound of objects/

P: Imitate the sound of drill.T: Listen!What’s that noise? Is it a drill?

P: Yes, it’s a drill.Read: What’s that noise? Practice in pairs.Step 3 Teach words: loud, quiet T:Listen!What’s that noise?(aeroplane)P:It’s an aeroplane.T:I don’t like it.It’s loud.Make sentences with loud, quiet.3.Post-task Activities Step 1 Listen to the tape.Step 2 2 pupils a group to make dialogues.Step 3 Ask and answer on page 33.Homework 1.Listen to the tape 2.Copy the words and sentences

M3U2 Noises Period 2

April 28th

Teaching Contents: Do you like these noises? Function Targets: Let the students asking questions to obtain simple responses.Language Targets:

Words: waves, duck, hen ,parrot.Structures: Can you hear…?

Do you like these noises? Teaching Procedure: I.Pre-task Activities Step1.Daily Talk Questions:1.What day is today? 2.What;s the date today? 3.Do you like aeroplanes? Why? 4.What colour is the mountain? 5.What colour are the clouds? Step 2.Ask and answer T: Listen to the tape.What’s that noise? Do you like it? Is it loud or quiet? P: It’s an aeroplane.I don’t like it.It’s loud.Practice in pairs.Step 3.Listen to the tape review P33.II.While-task Activities Step 1.Listen to the tape.T: Can you hear an aeroplane? P: Yes, I can.T: Do you like this noise? Why? P: I like it.It’s loud.Step 2.Listen to noises then ask and answer.Step 3

T: Do you like these noises? P: Yes, we do.Step 4.Ask “Do you like this noise?” in the group.Find out the most popular noise in the group.III.Post-task Activities Step 1.Listen to the tape then choose the best answer.Step 2.Invite students to talk about noises they like or dislike.Eg: I like aeroplanes.I like this noise.It’s loud.Step 3.Do exercises.IV.Homework 1.Listen to the tape.2.Talk about the noises You like or dislike

M3U2 Noises Period 3

April 29th

Teaching Contents: Ask and answer Function Targets: Can ask and answer the noises with the patterns.Language Targets: Words: aeroplane.waves.duck.hen.parrot.Structures: Is this noise loud?

Do you like this noise? Teaching Procedure: Pre-task Activities Step 1.Daily Talk.Questions: 1.What day is today?

2.What’s the weather like today?

3.Do you like drills? Why?

4.Can you hear cats?

5.What colour is your coat?

Step 2.Short speech: Which noise do you like or dislike?

Step 3.Ask and answer:

Eg: Is this noise loud/quiet?

Yes, it is./ No, it isn’t.Do you like this noise?

Yes, I like it./No, I don’t like it.While-task Activities Step1.Listen to the tape and tick the boxes to show weather the noise are loud or quiet.Step 2.Students check answers.Step 3.Make dialogues:

P1: Is this noise loud?

P2:Yes,it is.P1: Do you like it?

牛津小学英语3B教案unit 第6篇

Teacher: Li Juan

M1U1 Looking and seeing

M1U1 Period 1

Date: Feb.17th

Teaching Contents： Page 2 Say a poem Function Targets：

1.Talking about ability

2.Say a poem to identify parts of the face.Language Targets：

Basic Aims: 1.Words: mirror, hair, brown, month, can’t, mask 2.Students: What can you see? I can/can’t see.Further Aims: 1.Can use the words and the patterns to practice.2.Can use the patterns to introduce the five senses.Emotional Targets: Develop their interest in learning English.Teaching Procedure: Step1.Pre-task Activities 1.Sing an English song.2.Daily Talk

Step2.While-task Activities Mirror T: What’s this? P: It’s a mirror.T: What can you see in a mirror? P: I can see me in the mirror.Practice: What can you see in the mirror? I can see hair, mouth nose, eyes…

T: Look in the mirror.My hair is black and curly.How about you? P: Look in the mirror.My hair is black.My eyes are big.T: Say sth.about your self in the mirror.Eg: My eyes are……

I can see-------------T: Look at the desk.What can you see on the desk?

I can’t see------------P: I can see two pens on the desk.T: What can’t you see on the desk?

P:I can’t see two bags on it.Then ask and answer with your partner.Step3.Post-task Activities Say a poem.1.Listen to the poem.2.Say a poem like it about yourself.Eg: Look in the mirror.What can you see?(I can see a girl/boy)Black/long hair Two big(bright)eyes.One nose.Two ears and a mouth I can see me.Step4.Homework 1.Listen to the tape.2.Recite the poem.M1U1 Period2

Feb.18th

My noses are……

Teaching Contents: In the classroom Function Targets:

1.Talking about What can you see? 2.Usingt predicative adjectives of colour to describe things.Basic Aims: 1.Words: chair, ruler, rubber, bag, pen, blackboard, pink, white, red, orange.2.Structures: What can you see? What colour is it? It’s…… Further Aims: Can use the words we learnt to practice the patterns What can you see? I can/can’t see……What colour is it? Teaching Procedure Step1.Pre-task Activities 1.Daily Talk.2.Say a poem.Step2.While-task Activities 1.What can you see in the classroom? I can see……

T:.What can you see in the classroom? P: I can see a TV in the classroom.T: What colour is it? P: It’s a colour TV，T: What can you see in the classroom? P: I can see a radio in the classroom.T: What colour is it? P: It’s black.T: Where is the black radio? P: It’s on the teacher’s desk.T: Who can ask me about in the classroom? P: What can you see on the desk? T: I can see a pencil-box on the desk.P: What colour is it? T: It’s blue.2.Ask and answer with your partner.Can you see……in the classroom? Yes, I can./ No, I can’t.1.T: Can you see a blackboard in the classroom?

P: Yes, I can.T: Can you see a cat in it?

P: No, I can’t I can’t see…… Ask and answer with your partner.Step3.Post-task Activities 1.Ask and answer on page 3.2.Listen to the tape.3.Do exercises.Step4.Homework: 1.Listen to the tape.2.Copy the words and sentences.M1U1 Period 3

Teaching Contents: Make and play.Function Targets: Students can retell how to make the spinner.Language Targets: Basic Aims: Words: draw, cut, toothpick, spin, spinner.Structures: What colour can you see? I can see…..Further Aims: Learn the sound of the letter Aa Teaching Procedure Step1.Pre-task Activities 1.Sing an English song.2.Daily Talk.Introduce your self and your desk mate.Eg: My name is……

I’m ten.I’m a pupil of…….I have……

Feb.19th

I live in…… Step2.While-task Activities Sound:

Show the sentences: Jane can make paper aeroplanes.1.Show the word” aeroplane”

T: Read after me the new word.2.T:Read the sentences.3.T:Read the sound: 4.T:Say the words which pronounced Eg;name radio page cake grape, play, lake, game Make and play

Show a spinner.T: What’s this? P: It’s a spinner.T: Do you like the spinner? P: Yes, I do., T: Can you make a spinner? P: No I can’t，T: How to make it? Now let’s think it over.What do you need? P:I need a toothpick , paper, crayon and so on, T: Let’s make a spinner together.The first draw a circle.The second cut the circle.The third colour the circle.The fourth through the toothpick.The fifth spin the spinner.T: That’s OK.Let;s play.What colour can you see? P:I can see red.T: Please play and ask with your partner.Step3.Post-task Activities 1.Retell the procedure how to make a spinner.2.Read the text.Step4: Homework: 1.Make a spinner.2.Say how to make it.M1U1 Period 4

Feb.20th

Teaching Contents: Is this your……?

Function Targets: Using possessive adjectives to show possession.Language Targets: Basic Aims: Structures: Is this your…? Yes, It is./ No, it isn’t.It’s my……

Further Aims: Can use the pattern: This is my……This is your……to introduce things.Teaching Procedure: Step1.Pre-task Activities 1.Daily Talk.T: What day is today?

What’s the date today?

How many days are there in a week?

What are they? 2.Ask and answer.T: What can you see in the picture? P:I can see an apple in the picture.T: What colour is it? P: It’s red.T: Can you see a pear in the picture? P: No, I can’t.T: What can you see pears? P:I can see pears in the shop.T: Please ask and answer about the picture.Step2.While-task Activities Look and learn: Is this your……? T: Let’s play a game.1.Put the pencil in the bag and say.T: This is my pencil.Is this your pencil? P: No, it isn’t.T: Is this your pencil, XX? P: No ,it isn’t.T: Who can ask me? P: Is this your pencil ,Miss Wang? T: Yes, it is.It’s my pencil.Practice in pairs.2.P1:takes out a ruler then ask s P2.P1:Is this your ruler, XX? P2:Yes,it is./ No, it isn’t.P3:Oh,it’s my ruler.2.Do exercises.Step3.Post-task Activities 1.Listen to the tape and repeat it.2.Play a guessing game in groups.Step4.Homework 1.Listen to the tape.2.Copy the sentences.M1U1 Period 4 Do the paper.Feb.21st

M1U2 Listening and hearing.Feb.24th

M1U2 Period1

Teaching Contents: Look and learn Language Targets:

Words: an aeroplane, a bus, a drill, a boat a cat a telephone hear.Structures: What can you hear? I can hear…… Teaching Procedure: Step1.Pre-task Activities 1.Say a poem.2.Daily Talk.T: What’s the date today?

What day is today?

What can you see in my hand?(pen)

What colour is it?

Is this your pen?

Where can you see the pen? Step2.While-task Activities Hear:

1.show ears.T:What can you do with your ears? P:I can hear with my ears.2.Listen and guess.T:What can you hear? P:I can see a bus.T:What can you hear? P:I can hear a telephone.T: What can you hear? P:I can hear an aeroplane.T:Show the word”an aeroplane”.Read the word Spell the word T:Please practice in pairs.(a bike/a telephone/a boat/a ship.a drill)3.The same to teach”a bus,a car,a boat,a drill,a telephone” Step3.Post-task Activities 1.Listen to the tape and read after it.2.Ask and answer with pictures.3.Do exercises.Step4.Homework 1.Copy the new words.2.Listen to the tape.M1U2 Period 2

Teaching Contents: Say a rhyme.Function Targets:

1.Students can sat the rhyme.2.Students can make new rhymes Language Targets: Master the rhyme.Teaching Procedure: Step1.Pre-task Activities 1.Say a poem.2.Daily Talk.Ask and answer.Feb.25th

T:What day is today?

What’s the date today?

What can you see on the desk?

What colour is it?

Is this is it?

Is this your ruler?

Whose ruler is this?

What can you hear?(a cat)

Can you hear a dog? Step2.While-task Activities

Sound

1.show T: Read and say the words pronounced P: Cake name plane date.2.Show the words: fat, jam, apple.a.T: Read the words.b.Show the sound c.T: Read it and say the other word pronounced P: ant map lamp.3.T: Read the sentences: The fat man like jam.Say a rhyme

1.T:Look at the slide and listen to the tape.2.T:What can you hear about the rhyme? P1:I can hear” Listen to the bird in the tree.Tweet!Tweet!” P2:I can hear” Listen to the dog in the street, Woof!Woof!” P3:I can hear” Listen to the cat on the roof.Miao!Miao!” P4:I can hear” Listen to the Dotty in her cage.Hello!Hello!” Step3.Post-task Activities 1.Read the rhyme.2.Repeat the thyme.3.Make a new rhyme.Eg: Listen to the bike, On the toad, Ling, ling ling Step4.Homework 1.Listen to the tape.2.Recite the rhyme.M1U2 Period 3

Teaching Contents: Make a telephone.What can you hear? Function Targets: Learn to make a telephone.Language Targets:

Words: paper, cups, dots, holes, join, string Structures: What can you hear? How to make a telephone? Teaching Procedure: Step1.Pre-task Activities 1.Rhyme act and say.2.Daily Talk.3.How to make a spinner?

Sat the steps.P: The first draw a circle.The second cut the circle.The third colour the circle.The fourth through the toothpick.The fifth spin the spinner.Step2.While-task Activities It’s a telephone.1.Show the paper telephone.Feb.26th

T: What’s this? P: Yes, I can.T: Can you see the telephone? P: Yes, I can.T: Where’s the paper telephone? P: It’s on the desk.T: Make a telephone, I need two paper cups and a string.Do you know how to make a telephone? T: Say: How to make a telephone.T: Can you make a telephone? P: Yes, I can.T: What can you do? Look,(draw to dots)Say: Draw two dots.T: Next, what can you do?

make two holes.Say and do.T: The last, what can you do?

Join the cups, Say and do.T: Make a telephone.I need two paper cups and a string.1.Draw two dots.2.Make two holes.3.Join the cups.Oh, it’s a telephone.Step3.Post-task Activities 1.Listen to the tape and repeat.2.Now let’s make a telephone call short dialogue.Eg: Hello, can you hear me? Yes, please.How are you? Step4.Homework 1.Make a paper telephone 2.Make a telephone call short dialogue.M1U2 Period 4

Teaching Contents: Look and tick What can Ming t hear? Function Targets:

Feb.27th

1.Using modal verb can to talk about abilities.2.Asking yes/no Questions using modal verb can.Language Targets:

Words: an aeroplane, a drill, a telephone, a boat.Structures: What can Ming hear? He can hear…..Teaching Procedure: Step1.Pre-task Activities 1.Say a poem.2.Daily Talk.3.What can you hear? P:I can hear a bus.P:I can hear a boat.T: Can you hear a cat? P: Yes, I can.Step2.While-task Activities What can Ming hear? T: Who’s he? He’s Ming.Ming is a cat.T: Listen and guess.What can Ming hear? P: Ming can hear a dog.T: What can Ming hear?(drill)P: Ming can hear a drill.T: Who can ask the question? P: What can Ming hear? P: Ming can hear a bus.Ask and answer with your deskmate.What can Ming hear? Ming can hear…… Step3.Post-task Activities 1.Let’s play a guessing game.What can he/she hear? Eg: P:What can he hear? P: Can he hear a bus? P: Yes, he can hear a bus

Play the game in the group.Step4.Homework 1.Copy the words.2.Do exercises.M1U2 Period 5