《牛津小学英语》3B第二单元第一教时精编4篇

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《牛津小学英语》3B第二单元第一教时【第一篇】

教学内容：e. look, read and judge.补充练习a部分

教学目标：

1.能听懂、会说、认读单词centimeters。

2.通过观察、朗读、训练学生阅读理解语篇的能力，并能针对问题做出正确判断。

3.通过听力练习，提高学生观察思维及听的能力。

教学重点：能正确流利朗读阅读材料，并理解内容。

教学难点：

1.流利、规范朗读语言材料

2.正确完成听力

教具准备：录音机、磁带、图片、词卡等

step 1 warm up

1. greetings

2. sing a song: i wish i was taller!

3. free talk

利用室内现有物品及学生实际情况，围绕部分的词。句及…as…as…句型与学生间灵活展开对话，以此检查学生对知识掌握情况：

step 2 revision

1. listen repeat and answer（a部分内容）

①on sunday morning. where did su hai go for a walk?

②who did she meat?

③what did they do under a big tree?

④do su yang and su hai look the same?

⑤is su hai as tall as su yang?

⑥who’s younger, su hai or su yang?

⑦does jack have any brothers or sisters?

⑧how old and is jack?

2. look and read

出示b部分图片比较，生说形容词及其比较级。

3.写出形容词的比较级

step 3 presentation

1.导读e部分引言部分，学习goal keeper。

2.生自由朗读。

3.学习165 centimeters。

出示指导朗读，并适当拓展。

4.指生读

5.指导生完成下面的判断

and check

step 4 do exercise（练习册a部分）

1. look at the pictures and talk about them.（可让生同位间进行）

to the tape.（指导生记录关键词语）

and repeat.

4. listen and judge.

5. listen and check.

step 5 home work

1. read the text of part a.

2. read and write the words two times.（b部分）

板书内容：

词组：b部分的形容词及其比较级goalkeeper, centimeter

句型：…as…as…

…（比较级）than…

板书设计：

教后笔记：

《牛津小学英语》3B Unit 1 B Look and learn【第二篇】

一、教学目的、要求

1.能 听说读写单词及短语class, over, say, after school, look for 。

2.能听 说 认读日常交际用语和句型：perhaps they are. i’ll go and join them. where are you going?

二、教学重点、难点

i’ll go and join them 的读音。

三、教具准备

单词、 句型卡片，录音机和磁带，课件，抹布，脸盆，篮球和yo-yos

四、教学过程设计与分析

step1 warming up

the clapping song

line part f in each unit together to make a clapping song ,to consolidate the phonetic alphabet.

lead-in the title—after school(equal to after class in the clapping song.)

teach:after school

freetalk

invite several groups to perform their freetalk prepared before each lesson.

（设计意图：拍手歌和每日对话，是每节课上课前都让学生准备进行操练的。前者通过不断诵读，有利学生对音标这一较难知识点的扎实掌握。后者为学生提高自身的口语水平帮助很大，同时对学过的句型进行了很好的巩固和运用。）

step ii presentation and practice

1. t: (递抹布给s6) s6, come here . please clean the window.

s6: all right.

t: what is he doing?

ss: he is cleaning the window.

t: (将盛着水的脸盆递给s7) s7, please go and help him.

s7: ok.

t: boys and girls , is s7 cleaning the window?

ss: : she’s not cleaning the window. she’s helping s6. s6, is s7 helping you?

s6:yes.

teach “is… helping you” and practice.

2.课件展示miss li的图片。

(1).t: look, who’s she?(miss li) now i’m gao shan.(带gao shan头饰) excuse me. i’m looking for wang bing .is wang bing helping you in the office?

miss li: no, he’s not.

teach “is wang bing helping you in the office” and practise.

(2).gao shan: is wang bing helping miss li in the office?

ss: no.

gao shan: i’m looking for wang bing. do you know where he is?

ss: sorry, we don’t know.

teach “look for, looking for, i’m looking for wang bing” and practise.

gao shan: i’m sorry. i can’t find wang bing. (脱下头饰)

课件展示一个男孩找自行车的画面。

t: look at this boy. what’s he doing?

ss: he’s looking for the bike.

课件展示男孩找钥匙的画面。

t: what is he doing?

ss: he’s looking for his keys.

(3).t let ss use look for to make some sentences.

exercises:

_______ is looking for _________.

_______ are looking for _________.

_______ am looking for _________.

(4)t: who can guess where my key is?

perhaps it’s ….

s1: perhaps it’s in your bag.

s2: perhaps it’s in your jacket.

t: yes. it’s in my jacket, in my pocket.

teach:perhaps

（设计意图：在教学句型is wang bing helping you in the office?时，利用学生间互助擦玻璃这一生活情景引导学生学习新句型，不仅形象，而且易于被学生接受和理解，并且他们学会在生活中运用英语。通过找钥匙，承接让学生猜猜我的钥匙在哪来引出perhaps they are 的教学，这避免了句型教句型的枯燥，营造了轻松、愉快的学习氛围。）

5. teach “i’ll go and join them” and “let’s go and join them” and practise.

t: (手拿篮球) look, what’s this?

ss: it’s a basketball.

t: s8 and s9, please come here and play basketball.(问其他学生) are they playing basketball?

ss: yes, they are.

t: i like playing basketball. i’ll go and join them.

(说两次，并和两名学生一起玩篮球)

teach “i’ll join them, i’ll go and join them” and practise.

t: (拿出两个yo-yos，让两名学生玩) i like playing yo-yos, too. i’ll go and join them. who wants to play?

s10,11,12,13: i’ll go and join them.

t: ok. (问s14) do you like playing yo-yos?

s14: yes.

t: let’s go and join them.

ss: ok.

teach “let’s go and join them ”and practise .

(设计意图：通过创设真实的体育活动情景引出句型的教学，极大地调动囝学生的积极性，使学生能主动参与到英语学习中来。)

6. 课件显示时间4:30pm。

t: what’s the time?

ss: it’s 4:30pm.

t: classes are over.

teach “class, classes, over, classes are over” and practise.

课件出示放学的画面。

t: what’s the time?

ss: it’s three o’clock.

t: yes, classes are over.

what is gao shan doing?

(show the picture and the sentence: where is wang bing?)

ss:he is looking for wang bing.

exercises.

(1).show a dialogue about half of part ss fill in the blanks and complete it by listening to the tape.

(2).check the answer and read it together.

8. 课件展示一个人走路的图片。

t: what’s he doing?

ss: he’s walking.

t: (出示zoo的图片 ) are you going to the zoo?

man: (运用课件对话) no, i’m not.

teach “are you going to the….” and practise.

课件展示park 和garden图片。

ss: are you going to the park / garden?

man: no, i’m not.

t: where are you going?

man: i’m going to the reading room.

teach “where are you going”。

ss: where are you going?

man: i’m going to the reading room.

teach:

a:are you going to the …?

b: no, i’m not.

a: where are you going?

b: i’m going to the….

替换下列地点名词toilet, sports hall, playground, table tennis room进行pair word 练习，教师巡视。

pair work:

a: are you going to the…?

b: no, i’m not.

a: where are you going?

b: i’m going to the….

(设计意图：创设情境学习句型并在学完后用所学句型进行操练。做到了当堂学习当堂巩固，收到了良好的学习效果。)

to another dialogue ,answer two questions.

(1).where are su hai and su yang?

(2).are they studying in the library?

to the tape ,following it to read unit 7 part a.

step iii learn the text

t: now, let’s listen to the tape. before listening, i’ll give you five questions. let’s have a look.

read the questions and listen to the tape, then answer the questions one by one.

read after the tape and the teacher.

step iv homework

1try to read the dialogue in part a fluently.

2 have a role play to perform the dialogue.

《牛津小学英语》5a unit7教案第二课时（a部分) 来自第一范文网。

《牛津小学英语》3B Unit3案例【第三篇】

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 pic this weekend. who is going to have a pic this weekend,too?

s1: i’m going to have a pic this weekend,too.

t:oh,really? you two come here, please. you are going to have a pic 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 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 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 pic 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 Unit 1 B Look and learn【第四篇】

教学内容：《牛津小学英语》6b　unit 8 prat d talk and write.练习册part f.

教学目标：

1、熟练掌握unit 7 的四会词汇及句型。

2、掌握有关人物信息的句型及日常交际用语。

教学重点：

1、熟练掌握unit 7 的四会词汇及句型。

2、掌握有关人物信息的句型及日常交际用语。

教学难点：能综合运用有关人物信息的句型及日常交际用语。

教具准备：采访提纲、录音。

教学过程：

step 1 warm up

1. greetings

2. say a rhyme i want to write a letter.

step2 revision

t: i have a penfriend.  this is something about her . listen to the tape twice. and try to auswer the questions.

(1)what’s the name of my penfriend ?

(2)how old is she ?

(3)where does she live?

(4)what’s her telephone number?

(5)what’s her e-mail address?

(6)what are her hobbies?

(7)what’s her favourite season?

（录音内容：mary is my penfriend. she is eleven. she lives in new york. she is a student at new york primary school. her favourite subjects are english and art . she likes playing the piano and jogging . she likes. winter best, because she can make snowmen with friends .  oh. her e-mail address is mary @newyork . com.

ss answer the questions

step3 talk and write

t: can you tell me something about your best friends?

1、教师出示问题，与个别学生交谈

2、同桌之间相互交谈

3、指名到前面交流

4、学生参考老师所给的采访提纲，列出自己的采访提纲，分小组进行采访。学生既是采访者，要根据自己的采访提纲发问并在采访中记录相关信息，同时又是被采访者，随时准备接受别人的采访。

5、交流采访所得，比一比，看哪一位同学了解到的信息最多。

step 4 look read and complete

完成练习册f部分。

1、自行阅读表格，了解有关wei hua 的信息

2、学生试着填空。

3、指名说说自己填写的内容，师适时纠正。

4、朗读片段。

5、学生以wei hua的身份，同桌之间进行自我介绍。

step 5  homework.

组织出一期“our best friends”的海报，要求学生将各自的采访信息写成1篇短文发表在海报上。

板书内容：

unit 8 review and check.                     ‘s best friend

name         age           city

telephone number                    school

favourite subject                     hobbies

penfriend’s name

板书设计：