牛津小学英语3b 《牛津小学英语》3B第二单元第一教时（优秀5篇）
牛津小学英语教材 3B 第5课（第一课时）译林版08-02下面是帅气的书包范文网小编为您带来的《牛津小学英语》3B第二单元第一教时（优秀5篇），希望能够对朋友们的写作有一些帮助。
《牛津小学英语》3B Unit3案例 篇一
一、教学理念
《英语课程标准》提出“学生的发展是英语课程的出发点和归宿”。 因此在本堂课的教学设计中，我充分围绕“学生是英语学习的主人”这一主题，让学生在情境中积极主动地探究语言知识，培养了他们高度的参与意识，提高了他们的学习积极性，让他们通过活动获得知识，形成能力。
根据这一主题，我将这一堂课定位于“活动”这一主要形式上，从以下几方面着手，进行了教学设计：
1、注重学生学习兴趣的激发。
学习是学生的自主行为。我们的教学更重要的是唤醒和激发学生主动参与学习的意识，使学生产生学习需求，因为兴趣是儿童认知活动的动力，最好的学习是学生对所学有内在兴趣。在本堂课中，我从学生所喜爱的游戏、比赛及身边的事物和情境入手，充分调动他们的积极性，激发他们的内驱力，变“要我学”为“我要学”，由被动地学转为主动地学。真正体现了教学的艺术不在于传授本领，而在于激励、唤醒、鼓舞。
2、营造和谐的课堂氛围。
现代教学论认为，民主、和谐、宽松的课堂教学氛围是学生自主学习、主动发展的关键所在。因此，在本堂课中，我采用了合作学习的方法，充分体现了师生间的民主合作性，课堂上师生合作、生生合作，平等讨论、相互补充的气氛极浓。给学生提供充分展示自己的机会，张扬自己的个性。学生无拘无束、轻松愉快地用英语表达自己的见解，在实践中学习语言，在想象中发展思维，在交流中提高能力。
3、让学生获得成功的喜悦。
苏霍姆林斯基说：“成功的欢乐是一种巨大的情绪力量，它可以促进儿童好好学习的愿望。请你注意无论如何不要使这种内在力量消失，缺少这种力量，教育上的任何巧妙措施都是无济于事的”要想促进学生主动发展，在教学过程中就要创设使学生能够获得成功的条件和情境，才能有效地培养学生的自信心，才能激发学生的学习主动性。在本课的教学中，我让学生自己用所学自编小诗、表演对话，不仅把学习的主动权交给学生，而且放手让学生自主学习实践。学生通过讨论探究，交流实践，获取了知识，发展了能力，获得了成功的喜悦。
4、在大胆设想中培养学生的综合能力。
德国诗人海涅有句名言：“思想走在行动之前，就如闪电走在雷鸣之前一样。”只有观念先行，才能产生与时代相适应的教学思想和教育模式。
在本课教学中，我充分贯彻新课程理念，运用了任务教学法，并把它与情景教学法、交际法和多媒体很好地结合，落实到各项活动中。学生通过自己体验，探索学习语言，又通过各种活动来操练语言知识，自己动手、动脑、动口、动眼、动耳，提高了综合语言运用能力，发展了思维。
总之，在设计本课的教学时，我觉得不仅要加深了学生对语言知识的理解，更要转变学生学习的方式，让学生放松身心，敢思、敢想、敢说、敢写；发展他们的思维，这样才能让他们荡起快乐的心灵之舟，在英语学习这片蔚蓝的大海上扬帆远航。
二、教学详案
1、教学目标：
1）知识与技能目标：
a、能听懂、说出词汇 open, close, eat, drink, draw, read, write, copy。
b、能听懂、并用祈使句及其否定句"don't ... ..., please"。
2）运用能力目标：
能用句型"don't ... ..., please"请他人干某事和不要干某事。
3）素质教育（文化、情感态度、策略）目标：
a、通过本堂课的教学，让学生明白在某些场合能干某事和不能干某事。
b、进行必要的文明礼貌教育。
2、教学重点：
1）词汇：open, close, eat, drink, draw, read, write, copy。
2）句型："don't ... ..., please"。
3、教学难点：
词汇和句型的发音，让学生注意发音到位。
4、课前准备：
1）多媒体课件。
2）学生带一些食品饮料类的实物，教师带好奖品、盒子等物品。
3）将学生按合作小组的座位排列。
5、板书设计：
unit 8 in class nov. 25
don't ... all right.
... , please.
draw an apple apple
6、教学步骤：
warm up
1) chant: please stand up.
2) sing an english song: go to school
（全班进行热身活动，使学生在一开始就情绪高涨，调动他们的热情，提高学生的积极性和学习兴趣，并沟通了师生之间的感情。）
greetings
1）教师和全班同学打招呼。
2）教师和个别学生用以下句型交流：what's your name? your name,
please. what's this/that in english? where is it? is this/that your ...?
（因为在本课中将会带到一些实物的名称和有关地点的介词短语， 在这里既是交流，也是复习，为下面的学习打下伏笔。）
activities
1) let's play. "follow me."
让学生跟着教师做以下动作：stand up. get up. go to school.
have lunch. go home. watch tv. go to bed. sit down.
2）play a game. "simon says"
当老师说“simon says:'get up'”时，学生做动作；但如果老师不
说“simon says”，学生则不做动作。
（游戏的目的是让学生在活动中自然而然地进入到新的句型中去，
激发了学生英语学习的兴趣。）
presentation
1）新授单词：open , close。
在学生做完游戏后，对他们进行表扬：i think you're so clever.
i'll give you a present.拿出一个盒子，who wants to open the box? 打开后
学生会又发现一个书包，oh, who can open the school bag?打开书包又是一个笔袋，学生打开笔袋后，在里面发现了一些“苹果”（用红色的纸做的小礼品）。再让学生帮忙收拾这些东西：close the pencil case.close the school bag. close the box.表演open, close的学生分别可获得“苹果”的小奖品。
多媒体再打出单词：open 和close，进行拼读。然后，让学生用两个词语组词。
（这里新授单词又是一个游戏，学生一点都没有感到枯燥，学习兴趣反而更加浓厚。）
2）新授句型：don't... ..., please.
多媒体打出情境：天气很冷，不能开窗，要关窗。让学生在情境中，一下子就理解了don't... 的句型。
给出两个盒子： i want a pencil sharpener. who can help me?然后请学生don't open this box. open that box, please.两两表演，操练句型。
（这里句型的教学始终在情境中进行，体现了“生活英语”的宗旨。）
3）新授单词：eat和drink
在让上一环节表演后，给表演的学生“苹果”奖品，并巧妙地问：do you like apples?学生回答：yes, i do.老师紧接着：i like apples. ilike to eat apples and drink apple juice.引出单词eat 和drink。
新授单词后，拿出一盘食品和饮料，让学生看着实物，用eat和drink 组词，说对的小组可获得这些食品和饮料。
分完食品和饮料后，教师自己拿出食品，和学生用don't eat...eat ..., please. 进行交流。并分成小组操练。
（这一环节，我和上一环节中用多媒体创设情境不同，采用了用实物创设情境，拓宽了英语学习的渠道，激发了学生进一步学习英语的欲望。）
4）rhyme: open, open, open the door. close, close, close the window.
eat, eat, eat the apple. drink, drink, drink the juice.
说完这首小诗后，让学生用这种节奏自编小诗。
（这里，我让学生用自己所学来自编小诗，让学生体验了成功，既是课堂的调节，又让他们在轻松愉快的节奏中巩固了知识。）
5）新授单词：draw 和read
t: we all like apples. and we like to eat apples.can you draw an apple? look, i can draw an apple. ( draw an apple.)
it's an apple. i can read it. "apple" can you draw and read?
拿出纸和笔，在上面画画并读读。然后教学单词：draw read
新授单词：write 和 copy
（让学生自己动手体验了语言的功能。）
t: we know"draw and read". can you write them on the paper? ...
let's copy them.
新授单词：write和copy
将这四个单词放在一起，用动作表演，然后进行listen and do, do and listen的活动。
6）用simon says的游戏巩固这些动词，并加上don't ...句型。
（这一环节中，我又采用了全身活动法来新授单词和巩固句型，让他们的身心都受到了感染，从而能与教师产生共鸣，产生主动参与学习的热情。）
practice
给出图片情境，小组合作操练对话：don’t … …, please. all right.
1、 公共汽车上，请他人不要坐脏座位，坐在干净的座位上。
2、 时间晚了，爸爸让杨林不要看电视了，去睡觉。
3、 要在厨房读书，到书房读书。
4、 要在课桌上写字，在本子上写。
（将所学语言和生活相联系，培养学生语言的运用能力。）
activities
1） 小组竞赛：抢答，发现了电影院中哪些不文明的行为。
（引导学生用新的表达法运用到生活中，在运用中学习使用并巩固
新的表达法）
2） 给出课堂教学情景，让学生讨论哪些行为在课堂里不能做，自己该
怎样做。
（将所学语言知识转化为学生自己的能力，去解决生活实际问题，是本堂课的宗旨，这一环节进一步巩固了课堂所学内容，发展了他们的语言技能，并提高了学生的综合能力和自身素质。）
homework
1、 copy the new words.
2、 read the new words.
3、 make some suggestions for our english class.
（巩固所学知识。）
三、教学反思
本堂课力求通过一系列贴近小学生生活实际的、生动活泼的教学活动设计，激发学生学习英语的兴趣，培养学生自主学习以及团结协作的能力，使学生初步形成本课话题的会话能力。
1、教学过程中我根据学生的心理及生理特征，让“simons says”的游戏贯穿始终。这种游戏与教学相结合的方法，使学生在学中玩，玩中学，不仅不会感到语言学习的枯燥和疲倦，反而可以激发他们学习英语的兴趣，增强学生的自信心。
2、 教学时，我积极鼓励学生进行情景交际，让学生学用结合，学以致
用，在教师的指导下通过感知、体验、实践、参与和合作等方式实现任务的目标，感受成功。
3、教学过程中，我尽量注重环节与环节之间的有机联系，精心设计，努力使导入自然，不露痕迹，做到环环相扣，步步设营，启发学生，使之感受并且充分运用语言。
4、在整堂课中还是存在一些不足，有些操练教师的示范和讲解还不够到位，这些在以后的教学中还有待完善。
《牛津小学英语》3B Unit 3 Familv Members 两种教学设计与两种不同的效果 篇二
设计理念：
本课是《牛津小学英语》book 4a unit7的课文教学。英语教师在教学中有意识地培养学生对英语的持久兴趣，激励学生不断地追求进步，使他们对英语乐学、善学、会学。四年级学生对英语有一定的基础，但都为口语基础，为了更好的与五年级教学连接紧密，本单元教学采用课文教学。对于学生来讲，本单元重、难点较多，学习内容较多，因此教师要灵活运用多种多样的教学方法，组织学生进行广泛的语言实践活动，加强学生的英语阅读理解能力，从而真正达到学习英语的目的。
教学目标：
1.知识技能
a.听、说、读、写单词： seven、 four空
空 听、说、读单词： have breakfast 、fifteen、thirty-five、 forty
b.听、说、读、写句型： what’s the time?空 it’s…
空 听、说、读句型：what time do you…?空 i…at…see you.
2.情感态度：让每个学生都能主动参与到教学活动中，发挥学生的主动能动性，并在参与活动中获得情感体验，从而使学生更加热爱英语、增强英语学习的信心。
3.过程与方法：在教学过程中，充分以学生为中心，引导学生积极参与游戏、表演等多种活动，培养学生在活动中进行语言交际的能力。
教学重点：
1.能听懂、会说：what’s the time?空 it’s…
空空空空空空空空空空空空空空空 what time do you…?空 i…at…
空空空空空空空空空空空空空空空 see you.
2.能听懂、会说时间
教学难点：
1.能正确掌握时间的说法
2.能用所学句型进行简单的对话
3.have breakfast的读音
教具准备：cai，钟
教学步骤：
一、warm up
1. greeting
t: what is the weather?
ss: it is…
what day is it today?
ss: it is…
t: let us sing a song: ten little indians
ss sing a song
(新课伊始，欢快的歌曲配上吸引人的动画，充分吸引了学生的注意力，调动全班同学的学习积极性，缓减了学生的紧张情绪，打破了“开口难”的局面，并为下面数字的学习打下铺垫。)
2. free talk
t: what’s this? / what’s that over there?
s: it’s a …
t: is this/that your…?
s: no, it isn’t.
t: whose … is this?
s: it’s …’s.
（这个“热身运动”让学生通过口语交际，培养初步运用英语进行交际的能力，同时也创设了浓厚的英语氛围。）
二、presentation
1.t: there’re many numbers. can you read?(出示数字1-19)
ss count the numbers(a. count by themselves空空空 b. count together)
(ppt出现20)
t: look, is it ten?
ss: no. it’s twenty
t: what about this one?(出现30，40，50)
learn thirty空 forty空 fifty空
空 ss read these numbers
（a. read the numbers one by one空空空空空 b. read together）
t: it’s…(ppt出现35)
ss: thirty-five.
t: right. it’s thirty-five.
ss read
(ppt出现45，55)ss learn forty-five 、fifty-five
（从学生已学的1到20的数字出发，引出30、40、50等整十的数字，并在其基础上让学生自我探索如何说35、45、55，充分发挥学生主体性，让学生成为课堂的主人。这些数字学习也为本课下面学习打下铺垫。）
2.t: look, what’s this?
ss: it’s a clock.
t: clock can tell us time. look.(t拨钟，如：11:00、12:00)
t：what is the time?
ss: it is eleven o’clock.
t: oh, i see.
(t再次拨钟，如：eleven twenty-five, seven thirty-five)
t：what is the time?
ss: it is eleven twenty-five.
t: oh, i see.
t：what is the time?
ss: it is seven thirty-five.
t: oh, i see. like this, work in pairs.
ss practice and act
（由钟引出时间，形象、自然、明了。而在学习时间时，由整点到非整点，由简到繁，由浅到深，符合学生的认知规律，使学生在不知不觉中学习）
3.t: in different time, we can do different things.空
now listen to me and repeat.
i have breakfast at 6:35.
ss try to repeat: i have breakfast at 6:35.
learn and read “have breakfast” “at”
a.read it one by one空空空空空 b. boys/girls read
c.read it together（t纠正读音）
t: hello, i have breakfast at 6:35. what about you? what time do you have breakfast?
ss: i have breakfast at…
(ppt出示一些图片，如：get up)
t: what time do you get up/go to school/have lunch/come home/go to the bed?
s: i …at…
let ss make a dialog like this in pairs and act.
（由教师自身说法学习本课句型及一些单词，形象、具体，让学生具有模仿的对象，充分调动学生的积极性，激发学生的模仿能力。在教“have breakfast”时，由于其读音是一大难点，通过“开火车”等形式，既集中学生的注意力，又能很好的帮助学生纠正个别的语音错误。在教学句型时，利用一些漂亮的图片，让学生用不同的词组、时间操练所学句型，激发学生兴趣，并使英语学习变得生活化。）
4. t: today we will learn unit7.
空first,listen to the tape and answer my questions.
空q1: what is the time now?
q2: what time does mike go to school?
q3: what time does mike come home?
ss listen and answer. a1: at 7:35.
空空空空空空空空空空空空空空空空空空空空空 a2: at 7:40.
空空空空空空空空空空空空空空空空空空空空空 a3: at 4:15
t: “late” what is the meaning ?
a 早的（地）；b 时间正好；c 迟的（地）；晚的（地）(ppt)
ss choose and learn “late”
t: listen to the tape and read after it.
ss read ①read it after the tape.
② read it by themselves
③ read it in groups
④read it together
ss act the dialogue
(让学生带着问题有目的地去听录音，既集中了学生的注意力，使学生学习热情高涨，也锻炼了学生的听力与思维反应能力。在学习课文中学习“late”，让学生在语境中猜词意，锻炼了学生的阅读理解能力。在英语学习中，原声语音的模仿时必不可少的，有利于培养学生良好的语感，为英语的终身学习创设环境。而在表演课文这一环节中，充分调动学生的积极性，发挥学生的主动性，也培养了学生的合作精神。)
三、consolidation
make a dialog like the text(课件出示)
星期天，你和同学要一起去公园秋游，你们约好7：40在学校见面，但是早上你起床晚了，想象一下在这种情况下，你和爸爸、妈妈、奶奶之间会有一段怎样的对话呢？你可以选择用下面的句子哦！
mum: get up， .
:空 oh, no, what’s the time?
mum: it’s...
: it’s late.
dad : what time do you go to…?
: i go to … at...
gm : what time do you come home?
: at ...
gm :see you in the afternoon/evening!
: bye ,grandma!/…
（每个学生都有一双创造的翅膀，通过上述学习，学生已基本掌握本课内容，教师模仿课文，创设情境，由学生小组合作完成对话，这不仅锻炼了学生的语言表达能力，有助于培养学生的合作创新精神，更增加了学生学习英语的兴趣和完成任务的信心。）
四、homework
1.read the text five times
（让学生能及时复习所学内容）
2.make another dialogue with your friends.
(可以让学生进行对话拓展训练，运用课文中所学句型及情景，将知识灵活运用，增强学生的理解能力和语言交际能力。)
《牛津小学英语》book 4a unit7 来自第一范文网。
《牛津小学英语》3B Unit3案例 篇三
一、教学内容：《牛津小学英语》6b unit 6复习课
二、教学目标：
1、知识目标：熟练运用be going to表达计划或打算。
2、技能目标：能独立收集信息，并正确处理信息。
3、情感目标：保持英语学习的兴趣，能自信地用所学英语交流。
三、教学重难点：be going to 的灵活运用和综合运用。
四、教学准备：一段视频材料，一段听力材料，练习纸（师生每人一张）
五、教学过程：
step1: introduction
(1) 引入本课话题。
t: today we are going to review unit6, what’s the title of this unit?
ss: planning for the weekend.
t: right. in unit6,we learned “be going to” 这个句型来表达自己的计划或打算，比如plan for the weekend（板书单词weekend）或plan for tomorrow（板书tomorrow）
教师引导学生说出“plan for next week/month/year…等，并板书学生所说的短语）
(2) 学生根据下图提示，每人写一句话。
t: i’m going to have a birthday party this weekend. what are you going to do? please write one sentence about your plan.
play…
be going to
make…
have…
go…
see…
[设计意图]：复习课对学生的要求不能仅停留在口头表达上，而应是既动脑、动口，又动笔。通过写的活动让学生更加注意时态的时间意义及相应的动词形式，以提高学生的语言运用能力。
step2: group activities:
（1） 师生一起探讨如何完善这份计划
t: …is going to have a picnic this weekend. who is going to have a picnic this weekend,too?
s1: i’m going to have a picnic this weekend,too.
t:oh,really? you two come here, please. you are going to have a picnic this weekend. what time are you going to meet?(板书问句：what time are you going to meet?)
s1: we are going to meet at eight in the morning.
t:（向其他学生） do you have any questions about their plan? please write them down.
（学生四人一组讨论，并将讨论的问题写在一张纸上，站在讲台上的两位同学也同时讨论如何完善他们的计划）
[设计意图]：小组合作学习有利于学生积极参与课堂活动，并开动脑筋；让学生写出讨论的问题有助于学生注意单词的拼写。
（2） 各组派代表提问讲台前的两位学生。
step3: more practice
(1) 为了帮助学生复习，巩固和正确运用一般现在时和一般过去时，教师与学生进行如下对话：
t: i’m going to go fishing this weekend. i like fishing. do you like fishing?
s1: no, i don’t like fish.
t: ( to s2) does s1 like fishing?
s2: no, she doesn’t.
t: do you like fishing?
s2: yes,i do.i like fishing.
t: did you go fishing last weekend?
s2: yes, i did. i went fishing last weekend.
t: ( to s3)did s2 go swimming last weekend?
s3: no,he didn’t .
t: what did he do last weekend?
s3: he went fishing.
t: what did you do last weekend?
s3: i visited my grandparents.
t: how do you usually spend your weekend?
s3: i usually watch tv or play computer games at weekends.
[设计意图]：一句“do you like fishing？”将课堂教学由复习一般将来时巧妙地转入下个环节，通过师生之间的对话帮助学生复习所学时态，把对语言形式的训练变成了自然、有意义的交际活动，摆脱了机械、枯燥的语法训练模式。此外，连续提问的方式，以提醒学生认真倾听别人的发言，将看似个别训练的活动自然地变成对全体学生的训练。
（2） 用课件将一般现在时，一般将来时，一般过去时和现在进行时作对比，帮助学生梳理知识网络。
（3） 读故事并填空
学生阅读以下故事，并用单词的正确形式填空：
a running race
rabbit: hello, i’m a lovely rabbit.last time, the tortoise and i
(have) a running race. he (run) faster than me . i
(be) still not happy. now i’m (call)him.
rabbit: hi, is that mr. tortoise?
tortoise: yes, this is mr. tortoise (speak)
rabbit: are you free tomorrow?
tortoise: yes. what are you going to do?
rabbit: i (have)a running race with you tomorrow. would you like to come?
tortoise: sure. where are we going to (meet)
rabbit: in front of miss cat’s house.
tortoise: when?
rabbit: at nine o’clock.
tortoise: ok. see you tomorrow.
rabbit: see you.
[设计意图]：由句子到段落再到篇章的练习形式，让学生对不同的时态及其用法有了更为清晰的认识和理解。
step4: listening practice
教师出示视频，让学生做听力练习，并回答问题。
step5: consolidation and practice
教师呈现课前制作好的海报，给学生2-3分钟的时间阅读。
good news!
go to huangshanhu park this children’s dayby bus.
meet at 8:30, in front of our primary school.
go fishing in the morning.
have a picnic at 10:45 on the grass.
have a singing contest in the afternoon.
go back home at 4:10 by bus.
（2）分层作业：
教师给出短文的开头（如下）：
last sunday was mother’s day. i for my mother. she was very happy. i was happy, too.
children’s day is coming…
学有余力的学生根据以上信息续写短文。中等水平的学生回答以下问题，然后连成一段小短文。
where are you going this children’s day?
how are you going to get there?
what are you going to do in the morning in the park?how about the afternoon?
are you going to have lunch at home?
what time are you going to get back home?
学习困难生根据所给信息完成下列填空练习：
sunny and warm wednesday, may 15th
children’s day plan
last sunday was mother’s day. i for my mother. she was very happy. i was happy too.
children’s day is coming. i’m going to huangshanhu park with my classmates by .
we’re going to meet 8:30
our primary school.
we’re going to in the morning.
we’re going to .
we’re going to at 4:10.
huangshanhu park is very beautiful. i’m sure we’re going to have a good time there.
[设计意图]：根据学生英语水平参差不齐的实际情况设计三个层次的练习供学生选择，让每位学生都能体验到学习成功的快乐。
step6: summary and homework:
教师总结本节课的重点内容，并布置作业：以小组为单位，续编龟兔赛跑的故事。
《牛津小学英语》6b unit 6教学设计 来自第一范文网。
牛津小学英语3B Unit4 教案 篇四
《牛津小学英语4b》unit 4 参考教案常州师范第二附属小学 王蕾一、本单元教学内容类别语音项目要求语音辅音字母组合th在单词中的发音听读、辨认词汇apples, oranges, bananas, peaches, grapes, watermelons, pears, some听得懂、会说、会读、会拼写日常交际用语can i help you?these or those?听得懂、会说、会读句型what are these/ those?they’re….how many kilos?… kilos, please.听得懂、会说、会读、会写歌谣<i like fruit>会朗诵二、本单元教学重点和难点：*△ 1.能听得懂、会说、会读和会拼写单词apples, oranges, bananas, peaches, grapes, watermelons, pears, some。2.能听得懂、会说和会读日常交际用语can i help you? these or those?*△ 3.能听得懂、会说、会读和会写句型what are these/those? they’re…. how many kilos? … kilos, please.*△ 4.初步掌握名词复数的词形和读音的变化。5.了解辅音字母组合th在单词中的两种不同读音。6.能有表情地流利的诵读歌谣《i like fruit》。（ p.s. *为教学难点，△ 为教学重点。）三、教材内容分析：本单元的核心教学内容是“认物”，主要学习句子what are these/ those? they’re…。book4a中已经出现what’s this/ that? it’s…句型。教学中教师可以采用以旧带新的方法，从单数句式引出复数句式，还可以通过单复数形式比较找出它们之间的区别。本单元主要出现了水果类单词，除lemons, strawberries, grapes三种水果是第一次出现以外，其余八种均在book3a第三单元中出现过。教师可通过句型do you like …? yes, i do./ no, i don’t.的问答教授这三个新单词，并适当补充一些学生感兴趣的水果单词，如甘蔗(sugar cane),荔枝(lichee)等等。本单元出现的是这些单词的复数形式，涉及到词形、读音的变化，是教学中的难点。教师可以对名词复数的词形和读音进行归类。与本单元所出现的水果类单词紧密结合的是在商店里购物的常用语can i help you? how many kilos? these or those?等。在教学中教师要注意创设购物情景，让学生熟练自如的运用这些购物的基本用语。另外可以根据学生的具体情况适当补充一些其他购物用语或让学有余力的学生课后去收集这类交际用语，以扩充他们的知识面、锻炼他们的自主学习能力。四、课时安排： 四课时五、教学过程设计：period 1teaching aims and difficulties:1. 能听得懂、会说、会读和会拼写单词apples, oranges, bananas, peaches, grapes, watermelons, pears。能听得懂、会说、会读单词pineapples, lemons, strawberries, mangoes。2. 能听得懂、会说、会读和会写句型what are these/those? they’re….3. 学会有表情的朗读歌谣《i like fruit》。teaching procedures:step 1. warming-up------- greetings.------- daily practise.t: point to the teacher, student, policeman, nurse, doctor, dentist, farmer, etc.s: teacher, student, policeman, nurse, doctor, dentist, farmer, etc.(do the action while speak out the word)t- s s- sstep 2. presentationt: do you like doctors/nurses/ policemen/ farmers/…?s: yes, i do. ( no, i don’t.)t: do you like your english/ chinese/ math teacher?s: yes, i do. (no, i don’t.)t: thank you. miss wang likes apples. do you like apples?s: yes, i do. (no, i don’t.)t: what do you like, then?s: i like pears/bananas/pineapples/watermelons/peaches/oranges/mangoes.step 3 new words, chant and structures learning1.new words learningt: oh, i see. now, i’ll play a game with you. it is called” touch and guess”。 who’d like to come to the front and have a try?s: i try.t: , come here. please touch and guess what are these in the bag?s1: pears.t: let me see. oh, you’re right. now i’ll change the fruits, please wait a minute. ok, who’d like to try now?s: i try.t: , you please.s2: (touching the fruits)t: what are these?s2: oranges.t: i’m sorry you’re wrong. who can touch and guess once again?s: i try.t: ok, , you please.s3: pears.t: i’m sorry you’re wrong, either. let me show you: what are these in the bag? ( take out the fruits in the bag) look, they’re lemons. say after me, lemons.s: lemons.t: lemon. ( point to one lemon)s: lemon.t: lemons. ( point to all lemons)s: lemons.t: ok, boys and girls. what are these in the bag?s: lemons.t: yes, you can also say: they’re lemons.s: they’re lemons.( teach the words “grapes” and “ strawberries” in the same way.)t: ok, now let’s do ‘’point to …” once again, but this time we don’t point to the students act in different jobs, we point to the fruits. are you ready?s: yes.t: good, here we go! point to the lemons, grapes, strawberries, etc.s: lemons, grapes, strawberries, etc.t-s s-s2. new chant learningt: you’ve done a great job just now. ok, it’s time to say a chant. do you like it?s: yes.t: ok. listen to the tape carefully.(play the tape recorder)s: (learn the chant)t: now, let’s say the chant by ourselves. strawberries, strawberries, red and sweet. one, two, start!s: ( say the chant and clap their hands together.)3.new structures learningt: very good! excuse me, what are these in the bag once again?s: they’re lemons.t: do you like lemons?s: yes, i do. ( no, i don’t.)t: thank you. boys and girls, can you guess what are those behind the bookcase?s1: they’re lemons, too.t: no.s2: they’re oranges.t: no, you’re wrong. ok, i can give you a hint: they’re red and sweet.s3: they’re strawberries.t: yes, how clever! you’re right. do you like strawberries?s3: yes, i do.t: can you guess what are those behind the door? they’re yellow and sweet.s1: they’re pears.t: no.s2: they’re peaches.t: i’m sorry.s3: they’re mangoes.t: bingo! you’re right. do you like mangoes?s3: no, i don’t.step 4. practicet: now, please use the fruits you brought here to make a dialogue with your desk mates. if you didn’t bring anything, you can talk about the pictures on page 33 in your english book. pay attention to use the new drills in your dialogues. now, i’d like to give you an example. please listen carefully. excuse me, what are these?s4: they’re apples?t: do you like apples？s4: yes, i do.t: what are those over there?s4: they’re lemons.t: do you like lemons?s4: no, i don’t.t: oh, i see. i like lemons. may i have one?s4: sure, here you are.t: thank you.s4: not at all.s: （work in pairs.）t: ask some pairs to act their dialogues out. t: take out your books and turn to page 30, let’s read after the tape.s: (read after the tape, and then read in groups/ pairs.)step 5. consolidation
t: i know my father and mother like apples. do you know what fruit do you father and mother like? after class, use the words and sentences we have learnt today to ask your father and mother what do they like. if you don’t know how to say the fruits’ names, you can go and ask the greengrocers or bring them to the school and ask me. then finish this table. next class, i’ll check it out. that’s all for this class.homeworkoral work: 1)read the content on page 30 and 32 . 2) practise the chant on page 37 and try to make a similar one.3) finish the table below:fruitsfathermothergrandfathergrandmotherlike don’t like written work: copy the new words and finish part e of the workbook.period 2teaching aims and difficulties:1. 能听得懂、会说、会读和会拼写单词some。2. 能听得懂、会说和会读日常交际用语can i help you? i’d like some…how many kilos?…kilos, please. 渗透询问价格的日常交际用语： how much …? … yuan.3. 能正确表达每重量单位的单价。teaching procedures:step 1. warming-up and revisions1.dialy practise: point to…. (review the new words which are taught in last period)2.1) say the chant<i like fruits> with actions.2) ask some students to say the chants which are written by themselves.s1: watermelons, watermelons, red and green.s2: lemons, lemons, yellow and sour.s3: grapes, grapes, purple and green.s:…3) check the table which should be finished after last class.t: excuse me, . what do you father and mother like?s1: they like watermelons.t: excuse me, . what do you grandfather and grandmother like?s2: they’re like peaches.t: oh, i see. i like peaches, too.step 2. presentationt: with the table in your hand, i think we can do some shopping now. we can buy some fruits for our father and mother. boys and girls, what are these on the desk?s1: they’re apples.s2: they’re bananas.s3: they’re pears.s4: they’re strawberries.s5: they’re oranges.t: look, i also put some fruit over there. d o you know their names? if you don’t know, you can ask me.s1: excuse me, miss wang! what are those over there?t: they’re sugar canes.s2: what are those over there, miss wang?t: they’re lichees. s3: what are those over there?t: they’re tomatoes.s:….step 3. new structures learning1. 重量单位和每重量单位单价的正确认读1公斤/千克：one kilo (1 kg) 3.5公斤/千克： three point five kilos1磅：one pound (1 p) 5元/千克：five yuan a kilo (5元/kg)3.5元/磅：three yuan five jiao a pound (3.5元/p)2.can i help you? i’d like some…. how many kilos? …kilos, please.t: now, i’m a shop assistant. you can buy fruits from me. can i help you?s: i’d like apples.t: how many kilos?s: two kilos, please.t: ok, here you are.s: thank you. goodbye!t: bye!t-st: i also like to buy some fruits for my father and mother. who’d like to be the shop assistant?s: i try.t: ok. you, please.s1: can i help you?t: i’d like some strawberries for my mother. s1: how many kilos?t: one kilo, please. how much are they?( take out the purse in order to help the student understand the meaning of this sentence.)s1:ten yuan.t: here you are. and i’d like some sugar canes for my father, too. s1: how many kilos?t: three kilos, please. how much are they?s1: ten yuan.t: no, eight yuan.s1: ok.t: here you are.s1: thank you. goodbye!t: see you.s-t s-sstep 4. practicet: now i’ll divide you into four groups. you can do some shopping in the classroom. the students of group one are the shop assistants in lianhua supermarket. group two are the shop assistants in rt-market. group three and four are the customers. ok, you can go now.s: (do the shopping.)t: ok, the students of group one and group two also like to buy some fruits. so let’s exchange now. the students of group three are the shop assistants in lianhua supermarket. group four are the shop assistants in rt-market. group one and two are the customers.s: (do the shopping.)step 5. consolidationt: now please open your books and turn to page 31. let’s read after the tape. are you ready?s: yes.t: ok, here we go.s: ( read after the tape, then read in groups/ pairs.)today we have learnt how to buy fruits in english. that’s all for today.homeworkoral work: 1) read page 30-32 after the tape . 2) 利用33页上给出的句型，根据33上四幅图的情景与同桌合作编一个小对话，要求真实可信。written work: finish part d of the workbook. period 3 teaching aims and difficulties:1.熟练掌握“四会”单词apples, oranges, bananas, peaches, grapes, watermelons, pears。2.能听得懂、会说和会读日常交际用语these or those?3.能结合实际情景正确运用can i help you? i’d like some…these or those?how many kilos? …kilos, please. 等句型。teaching procedures:step 1. warming-up and revisions1. review the chant < i like fruits>.2. review how to say the kilos and price.t: how much a kilo? ( take out the card: 5元/kg)s: five yuan a kilo.t: how much two kilos?s: ten yuan two kilos.t: how much a pound? ( take out the card: 2.5元/p)s: two yuan five jiao a pound.t: how much four pounds?s: ten yuan four pounds.t: (more practise.)step 2. presentationt: some students told me they haven’t bought fruits last class. so let’s give them a chance to continue. , come here, please.t: can i help you？s1: i’d like some strawberries for my grandmother.t: ok. how many kilos?s1: one kilo, please.t: ok, here you are. s1: how much are they?t: eight yuan five jiao.s1: ok, here you are.t: thank you. goodbye!s1: bye-bye!t-s s-sstep 3. new structures learning1. how about…? here’s the money.t: ok, all of us have bought things in the classroom now. i’m very happy. oh, i forgot one important thing, i haven’t bought things for you, my students. i must buy something for you. who can be the shop assistant now?s: i try.t: ok, you please.s1: can i help you?t: i’d like to buy some sugar canes for my students. how much a kilo?s1: six yuan a kilo.t: en, how about five yuan a kilo?s1: ok. how many kilos?t: let me see. five kilos, please.s1: here you are.t: how much are they?s1: twenty-five yuan, please.t: here’s the money.s1: thank you. goodbye!t: see you!t-s 2. these or those? the … ones, please.t: i have bought some sugar canes for my students, they’re so heavy. i still want to buy some pineapples and strawberries for my students. who can buy them for me?s: i try.t: ok, you please. t: ( act as the shop assistant.) can i help you?s2: i’d like to buy some pineapples for my teacher. t: these or those?( point to the pineapples.)s2:the big ones. how much a kilo?t: the big ones are ten yuan a kilo.s2: five kilos, please.t: ok, here you are. fifty yuan, please.s2: here’s the money.t: thank you. goodbye!s2: bye!s-t step 4. practicet: thank you. you’ve done a good job. now, class, i’ve opened a company. the customers can book all kinds of fruits in it. i have to buy the fruits for them now. oh, the telephone is ringing. i have to answer the telephone. who can buy the fruits on the cards for me now.s: i try.t: ok, this card is for you. …( give the cards to some students.)card 1: apples 3元/kg 2 kilos card 2: pears 2.5元/kg 4 kiloscard 3: strawberries 4元/kg 1 kilo…s-sstep 5. consolidations: hand in the fruits to me.t: thank you very much. the fruits are for you. that’s all for this lesson.homeworkoral work: read and practise unit 4written work: copy the new words and drills. period 4teaching aims and difficulties:1. 了解辅音字母组合th在单词中的两种不同读音。2. 能在实际情景正确综合运用can i help you? i’d like some…these or those?how much …？ … yuan.how about…?how many kilos? …kilos, please. 等句型。teaching procedures:step 1. free talkwhat are these/ those?how much …? … yuan.how many kilos? … kilos, please.step 2 act the chant < i like fruits>step 3了解辅音字母组合th在单词中的两种不同读音。thin think three thank …ththere those that this…step 4 listening practise !. finish the workbook of unit 42.check the answer.step 5 practice可结合四年级的综合实践活动，开展一次购物实践活动。由学校统一批发一些水果，然后把这些水果分到若干个水果专营店里，英语老师（或邀请学校内其他英语较为流利的老师）担任售货员，让学生在实际情景中用英语购买他们喜欢的水果。
牛津小学英语3B Unit4 教案 篇五
教学目标：
1、review numbers: one; two; three; four; five; six; seven; eight; nine; ten; eleven; twelve.
2、new phrases: have lunch; watch tv
3、new sentences: what’s the time?
it’s …
it’s time to …
教学重难点：
1、new phrases: have lunch; watch tv
2、new sentences: what’s the time?
it’s …
it’s time to …
教学具准备：
1、课件； 2 、material things.
教学过程：
一、exchange greetings:
二、warming up:
step 1
have free talk with ss:
1、good afternoon. good afternoon.
how are you? fine, thank you.
2、excuse me. what’s this in english? it’s a …
3、who’s she / he? she’s / he’s …
三、presentations:
step 1
review numbers: one; two; three; four; five; six; seven; eight; nine; ten; eleven; twelve.
1、(1)(课件)show a picture: 7;
(2)ask 2 or 3 ss to read it one by one.
2、(1)(课件)show a picture: 2;;
(2) ask 2 or 3 ss to read it one by one.
3、in this way, review the numbers left.
step 2
teach and learn to say dialogue: what’s the time?
it’s …
1、(1)(课件)show a number: 4:00
(2)ask ss, what does it mean?
teach word: time (时间)
(3)make a dialogue: what’s the time?
it’s …
<1> t asks, s answers.
<2> teach the sentence: it’s …
<3> teach the sentence: what’s the time?
<4> s asks, t answers.
<5> work in pairs.
step 3
teach new phrases and learn to say dialogue:
new phrases: have lunch, watch tv.
dialogue: what’s the time?
it’s …
it’s time to …
1、(课件)show a picture: 表示7点的钟
make a dialogue: what’s the time?
it’s …
(1) work in pairs.
2、同一幻灯片上出示另一张图片：go to school.
make a dialogue: what’s the time?
it’s seven.
it’s time to go to school.
all right. / ok.
(1) s asks, t answers.
(2) teach the sentence: it’s time to … (是…的时候了。)
(3) s asks, t answers.
(4) t asks, s answers.
(5) work in pairs.
3、(课件)show a picture: have lunch 且时间为12:00
make a dialogue: what’s the time?
it’s twelve.
it’s time to have lunch.
all right. / ok.
(1) t asks, s answers.
(2) teach the phrase: have lunch.
(3) work in pairs.
4、(课件)show a picture: watch tv 且时间为8:00
make a dialogue: what’s the time?
it’s eight.
it’s time to watch tv..
all right. / ok.
(1) t asks, ss answer.
(2) teach the phrase: watch tv
(3) work in pairs.
5、(课件)show a picture: go to school, have lunch, get up, go home, watch tv.
且有时间：6:00, 7:00, 12:00, 4:00(下午), 8:00(晚上)
make a dialogue: what’s the time?
it’s …
it’s time to …
all right. / ok.
(1) work in pairs. (choose one picture or one time, make a dialogue in paies)
四、homework:
1、review numbers from 1 to 12.
2、read new phases .
3、learn to make dialogues using sentences learnt.
板书内容：
unit 4 time
what’s the time?
it’s …
it’s time to go to …
教学反思：通过本单元的学习，学生们掌握了时间的询问“what’s the time?”及数字1-12等。在教授过程中，学生对情景式的教学掌握很快，并能将所学编成对话灵活运用
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