苏教牛津版三上《Review and check》教学设计。
身为一位人名教师，我们要给学生一个优质的课堂。老师需要提前做好准备，让学生能够快速的明白这个知识点。为学生带来更好的听课体验，从而提高听课效率。你们知道那些比较有创意的教学方案吗？下面是小编为大家整理的“苏教牛津版三上《Review and check》教学设计”，仅供参考，希望能为您提供参考！
教学目标：
1、知识目标
a通过复习，能熟练的听，说学习用品类单词，水果类单词，动物类单词。
b通过复习，能熟练的听，说句型 good morning/afternoon. hello,im
whats your name? this is nice to meet you. nice to meet you,too.
c能初步了解名词的复数的意义和用法。
2、技能目标：通过复习，学生能较熟练地把所学交际用语应用到日常生活中去。
3、情感目标：鼓励学生积极参与，通过多种形式的活动来激发学生的学习兴趣，培养学生学习英语的信心。
教学重点：
通过复习，学生能熟练的听说本课时所复习单词及日常交际用语。
教学难点：
1、通过复习，学生能比较熟练地把所学交际用语应用到日常生活中去。
2、能初步理解名词复数的意义和用法。
设计理念：
英语课程标准明确指出，学生的发展是英语课程的出发点和归宿。小学英语课的主要目标是培养学生用英语做事情的能力，同时重视学科内容的有效融合。新课程提倡任务型教学，让学生在教师的指导下通过感知、体验、实践、参与和合作等方式完成教学目标。本着这一理念，我在设计本课时从激发和保持学生的学习兴趣入手，精心创设生活化语言情景，开展丰富多彩的活动，让学生在我的指导下进行语言交流，感受用英语交流的乐趣和成功感，从而培养学生用英语进行交流的能力。
设计思路：
儿童启蒙阶段的学习兴趣对他们今后的英语学习起着至关重要的作用。因此在教学过程中，教师应尽力激发学生的学习兴趣，培养学生的语感。在日常用语的复习中，应尽力为学生创设情境，引导学生大胆运用所学日常用语。在单词的复习中，利用课件，图片，实物等，采用各种教学方法及手段，激发学生的学习兴趣及求知欲。
教学过程：
step 1 warm up
sing songs 《hello！》 《hello！ how are you?》
step 2 review and practise
1.⑴师在黑板上画一座山，并在不通的地方画上太阳，并以箭头作为太阳运行的方向。
⑵师指着不同地方的太阳分别用 good morning /afternoom/evening.与学生问好。
2.⑴guess and say :
利用课件出示图片：铅笔的一部分
t：whats this?
s：this is a pencil.
课件出示完整图片及单词，并跟读单词
⑵同上复习学习用品类单词。
⑶齐读单词
⑷要求学生根据教师口令展示自己的学习用品
t：show me your pencils/rulers/pens/
s（全）高举自己的铅笔并大声说：pencil/rulers/pens/
⑸师利用课件展示图片 一支铅笔 并说 ：a pencil。
然后指着手里的一把铅笔说：pencils
⑹课件展示图片及单词 pencils 并跟读单词。
⑺课件展示各类学习用品类单词的复数图片，要求学生说出单词，并要求说出如何变化 +s 或+es
⑻跟读学习用品单词的复数形式，齐读。
3.⑴师带好猫咪头饰与学生打招呼
t: hello，im miss cat. whats your name?
s: im
⑵课件出示 猫咪图片 及单词，并板书句型。
⑶跟读单词 cat，开火车读，齐读。
跟读句型，开火车读，齐读。
⑷师生问答
4、⑴师继续介绍自己是 miss cat ，然后向同学介绍自己的好朋友们 animals
t: hello，im miss cat. i have many good friends. they are
s: （教师可引导学生用 miss / mr 来回答）
课件展示7种动物图片 elephant / dog / monkey / tiger / zebry / bird / panda
师指着课件上的图片要求学生回答。
⑵跟读动物单词，齐读⑶课件展示关于动物的表示复数的图片及单词
⑷跟读动物类单词的复数形式
5、⑴师请八位同学分别上来扮演八种动物，要求他们把代表动物的头饰藏在身后。（教师课前为学生分好3人一组，注意请不同小组的同学上来）
t: look, they are miss cat and her friends. do you want to kown them?
⑵师先与一位同学对话做示范
t: hello，im miss yin. whats your name?
s: im miss bird. （回答后戴好头饰）
t: good morning/afternoon, miss bird.
s: good morning/afternoon, miss yin.
⑶t: if you want to kown them, please raise your hands. （师做举手的示范）
生生问答
s1: hello，im . whats your name?
s2: im miss / mr （回答后戴好头饰）
s1: good morning/afternoon, miss / mr
s2: good morning/afternoon,
（全部完成后让这些学生把头饰带到座位）
6、⑴ 师示范把一种动物介绍给一位同学
t：hello！（学生名字）this is mr tiger.
s1: nice to meet you, mr tiger.
s2: nice to meet you,too.
⑵ 板书句型 nice to meet you. / nice to meet you, too.
⑶ 跟读句型 ，抽读，齐读。
⑷ 师再示范一次
t：hello！（学生名字）this is mr tiger.
s1: nice to meet you, mr tiger.
s2: nice to meet you,too.
⑸ work in groups （ 分组表演， 师注意把动物头饰拿给刚刚没有拿到的小组）
7、⑴ 师展示课前准备好的切成小块的水果 ：i have many fruits here. can you tell us what are they.
⑵请同学上来仔细观察苹果，并大声说出单词 apple ，说对的奖励一块苹果水果作为品尝。
⑶课件展示图片 一个苹果 及 单词 an apple
⑷跟读单词
⑸同上复习其余的7 个水果类单词的单数形式。
⑹跟读水果类单词，齐读单词
8、⑴ 师举着一小块苹果说： i like apples. 并品尝，然后做回味状： oh, its very nice.
课件展示苹果的复数图片 并 跟读单词
⑵ 师拿着水果拼盘走到学生中去
t: i like apples. what do you like ?
s: i like （注意要求学生用复数回答）
回答得较好的同学奖励一块他说喜欢的水果
⑶ 课件出示水果的复数图片及单词 ，出示单词是先出示单数单词，要求学生说出 +s 或+es .
⑷跟读水果类单词的复数形式，齐读
⑸say a rhyme 《they are all very good.》
step 3 consolidation
1.⑴ 课件展示本课所复习句型及单词 。
⑶ 跟读，齐读
2.完成课文第一部分 a listen and circle
⑴ 要求仔细观察图片，然后说出图片上有什么。
⑵ 听录音完成练习。
⑶ 讲解
step 4 homework.
1.read the text unit 1 unit 5
2.do a survey ：which animal does your father/mother like?
which fruit does your father/mother like?
3.完成天天练 unit 6 period one
精选阅读
苏教牛津版三上《This is my father》教学反思
一个优质课堂，就是老师在讲学生在答，讲的知识都能被学生吸收。就必须编写一份较为完整的教案，这样有利于我们准确的把握教材中的重难点。上课自己轻松的同时，学生也更好的消化课堂内容。你知道有哪些教案是比较简单易懂的呢？以下是小编为大家精心整理的“苏教牛津版三上《This is my father》教学反思”，欢迎大家阅读，希望对大家有所帮助。
这一单元A部分的的教学重点是能用This is my 句型来介绍家庭成员。其中所涉及的词汇有：father, mother, brother, sister，Mr与Mrs。这一部分的教学内容十分贴近学生的生活实际，语言运用的情景也比较真实。
在备课时，我也上网浏览了些资料，于是想到了用《家有儿女》中的刘星及其一家，来引出了This is my father\mother\sister\brother.这句重点句型和几个重点词汇。这些人物都是学生熟悉且喜爱的，相信课堂上他们一定会饶有兴趣的。
课堂上，我和孩子们开展了Free talk。在对话的过程中复习了一、二单元的主要句型，以开火车的形式请孩子介绍下一位同学，巧妙地操练了句型This is。接着出示了刘星的照片，课堂气氛一下活跃开了，学生很自然地说出This is LiuXing.紧接着出示了刘星父母，姐姐小雪，弟弟小雨的照片，在这些耳熟能详的影视人物带领下，学生们一下了记住了This is my father\mother\sister\brother.这个句型以及词汇。再配以出示一张刘星的全家福照片，让学生以刘星的身份上台，用上本课的句型介绍家人。学生情绪**，纷纷举手报名上台演示，趣味十足，同时也对本课的句型及词汇得到了很好的操练。最后，学生以跟读、自读、齐读的方式巩固了A 部分的对话。由于有充分的操练做铺垫，学生对课文对话的学习非常顺利。
我想，作为老师的我们只要在教学中多用一些心思，多想一些点子，找到书本知识与实际生活中相似的切入口，充分创设情境，一定能使我们的课堂教学效果更加出色。
苏教牛津版英语三上《It's nice》教学设计
教学目标：
1、能听懂、会说单词：a dress, a skirt, a T-shirt, a coat。
2、能比较熟练地在情景中运用Look at his/her This is aThats a介绍物品。
3、能正确地听、说、读字母Aa， Bb， Cc和Dd。
教学重点：
1、单词：a dress, a skirt, a T-shirt, a coat。
2、日常交际用语：Look at his / her ；This is a；Thats a
3、能正确地听、说、读字母Aa， Bb， Cc和Dd。
教学难点：
1、能在情景中正确应用his和her。
2、能在实际情景中正确理解和运用this和that。
课前准备：
1、教具准备：课前准备好实物（a puppet, a shirt, a jacket, a sweater, a T-shirt, a coat, a blouse）和字母卡片Aa- Dd。
2、教学准备：课前请学生穿上或带上：a shirt, a blouse, a jacket, a sweater, a jacket, a sweater, a T-shirt等服装。
教学过程：
A：Revision and motivation
1、师生之间用Good morning / Good afternoon, boys and girls. How are you? 互相问候。
2、师生之间谈论当天穿的衣服，复习已学过的句型和生词。
a T（指着自己的衬衫）：Look at my blouse.
（另一只手的布偶举起）：Oh, its pretty.
T: Thank you. Now, boys and girls, show the puppet your pretty clothes.
b Ss（学生一个一个指着自己的衣服）Look at my blouse / shirt / jacket /sweater. Puppet: Oh, how nice.
Its smart / pretty / nice.
c T（指着某一学生的衣服）：Look at his / her blouse/ shirt/ jacket /sweater.
Ss: Oh, how nice！ Its smart / pretty / nice.
d T（老师拿起自己的衬衫，再指着另一女同学的衬衫）：Look, this is my blouse. Thats her blouse.
Ss: 模仿老师的话，个别交流：Look, this is my Thats her /his
B：Presentation and practice
1、T（拿出自己的外套，挂在衣架上）：Look, this is my coat. Coat, my coat. Puppet: Oh, coat, your coat. Thats your coat.
Ss: （齐读）：Coat, your coat. Thats your coat.
2、Ss（带外套的学生一个一个举起自己的外套）：Look, this is my coat. Ss（其他学生回答）：Oh, your coat. Thats your coat.
3、T（指着一位穿T-shirt的男孩）：Look at his / her T-shirt. Puppet: Oh, his T-shirt . Its smart.
S（指另一位同学的T-shirt）：Look at his / her T-shirt. Ss（其他同学回答）：Oh, his / her T-shirt. Its smart. 以同样的方 法再请几个学生操练T-shirt。
4、T（给布偶穿上一条裙子）：Look at her skirt. How nice. Skirt, skirt. Ss（齐读）：Skirt, skirt. Ss（同桌操练）：A：Look at her skirt. B：Oh, its nice！
5、T（给布偶换上一件漂亮的连衣裙）：Look at her dress. Dress, dress.
Ss：（齐读）：Dress, dress.
T：（拿出自己的连衣裙）：Look, this is my dress.
Ss：Oh, its pretty / nice！ S1：（拿出自己的连衣裙）：Look at my dress. / Look, this is my dress.
T：Oh, its pretty / nice！ 用同样的方法让女学生一个一个展示自己的连衣裙，其他学 生回答：Oh, its pretty / nice. How nice！等。
6、教师在黑板上画外套、T恤衫、裙子和连衣裙，让学生猜画 的什么衣服。学生先个别猜，再集体用英语说出：a coat, a T-shirt, a skirt, a dress。
7、利用字母卡片，教授字母Aa, Bb, Cc, 和Dd，要求学生仔细 听发音，认真看口形。教师示范读音（升降调）若干次后让学生跟读。
8、字母配对游戏 把新授字母的大小写分别写在卡片上，发给学生，然后教师 或学生说出新授字母中的任意一个拿到该字母大小写的学生到讲台上来配对找朋友，并正确读出这个字母。
C： Consolidation
1、T: Please open your Workbooks to page 21. Look at Exercise A. Please say them in English one by one. Ss: 用英语一一说出服装名称。
T: Now, listen to the tape. Find and circle. Ss: 听音画图。
T and Ss:检查校对。
2、T：Please open your Students Books to page 45. Look at these pictures. Picture One. Look at his jacket. （老师示范图1）
S1：How nice！ T: Talk about these pictures. Practise in pairs.
Ss: 同桌谈论这些图。 T and Ss: 交流、检查。
3、T：出示a jacket, a sweater, a blouse, a shirt的实物。
Ss: Say them in English. T: （出示这些衣服）This is a（指着黑板上的画）Thats a Ss: （同法个别操练）This is a Thats a
4、a T: 换上一件新外套，在教室里走一圈，边走边说：Look at my coat. Ss: How nice！ Ss: （学生一一按老师的示范）：Look at my
Ss: （其他学生）：Oh, How nice！
b T: （请部分学生穿上各种服装，组成时装表演队，逐个出场） Look at his/ her How nice！
Ss: （半班）Look at his/ her（半班）How nice！
c Homework. 让学生回家练习本单元的生词及句型。
苏教牛津版英语三上《A boy and a girl》教学设计
每一位任课老师，为了能够给学生给一个最简单易懂的教学思路。因此，老师会想尽一切方法编写一份学生易接受的教案。从而在课堂上与学生更好的交流，那么优秀的教案是怎么样的呢？以下是小编为大家收集的“苏教牛津版英语三上《A boy and a girl》教学设计”，希望对您的工作和生活有所帮助。
教学内容：
1.词汇：long ,short ,big ,small .
2.日常交际用语：My hair is long ,My eyes are small .
3.Look and say .
教学目标：
1.能听懂、会说My is /are
2.能听懂、会说long,short ,big ,small .
3.能看懂C部分图意，会用Hes /Shes His /Her 。
4.继续学习巩固自我介绍的方法。
教学过程：
Step 1 Warm-up
1. Greetings .
（Good morning /afternoon ,class .Are you happy ? Do you like English ?）
2. Sing a song A B C song .
3. 随堂检测：
小组长检查上节课的口头作业自我介绍。
教师抽查。
Step 2 Revision
1. Listen and act .
T: Touch your eye . Ss: Touch my eye .
T: Touch your hair .Ss : Touch my hair .
T: Touch your ear . Ss: Touch my ear .
T: My hair is short /long .My eyes are big /small .
2. 游戏：（猜猜我是谁）
游戏方法：一生双眼被蒙住，其余学生捏住鼻子（使声音改变）作介绍。 Im tall/ short /fat / thin. My hair is My nose is My eyes are who am I ? 眼睛被蒙的学生根据以上信息判断作自我介绍的学生是谁 。
Step3 Presentation .
1.学习long和short .
a. 教师出示一把长尺子和一把短尺子：T：This ruler is long .That ruler is short .
b. 学习单词long ,short .注意正音
c. T: My hair is long /short .
Ss: My hair is long/short .
d.练习：学生举例说明：如My dress is long, my pencil is long ,My rubber is short
2.学习big和small .
a. Play a game : Whats in the box ?
（一个大盒子里套一个小盒子，小盒子中装一大一小两个桔子）
b.This box is big . That one is small .
This orange is big .That one is small .
c. 学生跟读单词big ,small . 并用手空划大小圈，表示big和small.
d. T: My eyes are big /small .
Ss: My eyes are big /small . eyes正音[aiz]
e.练习：The bus is big ,The car is small .The tiger is big ,The bird is small
3. 指名读单词，检查单词掌握情况。
Step 4 Listen to the tape :rhyme My friends
跟录音练说歌谣My friends .
Step5 Consolidation .
1.智力大比拼
教师出示几张物品的图片（或实物），学生看图说话，The apple is big . The boy is fat 。.
2. Look and say .（部分内容）。
He is tall . Her pencil is long.She is fat . 4.His pencil sharpener is big .
3. Sing a song Goodbye.
Homework
听课文录音并练习读课文。（下节课进行随堂检测）
板书设计：
Unit 11 A boy and a girl .
My hair is long /short .
My eyes are big/small .
苏教牛津版英语三上《Nice to meet you》教学设计
作为杰出的教学工作者，为了教学顺利的展开。所以大多数老师都会选择制定一份教学计划。这样不仅拉进了学生与自己的距离，还让学生学到了知识，那你有没有为了一个问题而去做过一份教案呢？为了让您在使用时更加简单方便，下面是小编整理的“苏教牛津版英语三上《Nice to meet you》教学设计”，仅供您在工作和学习中参考。
教学目标：
1. Vocabulary : Miss Li ,Mr Gree, Wang Bing ,Helen .
2. Pattern : This is Good morning .
Good afternoon , Nice to meet you , Nice to meet you ,too .
重点难点：
1. Enable the students can understand and say the communion parlances : This is Good morning .Good afternoon . Nice to meet you .Nice to meet you ,too .
2. To know four persons :Miss Li, Mr Green , WangBing ,Helen .
3. To encourage the Ss to talk in English .
教学准备：
Cassette ,recorder ,masks （Miss Li ,Mr Green ,Wang Bing ,Helen .）model:（ a clock ）
教学过程：
Step 1:Free talk
1. The teacher wears the masks of animals :ask :Hi/Hello ,Im a bird/（a dog, a tiger），
Whats your name?
The student answers: Hi/Hello ,Im
2. Students wear the masks of animals
① Practise in pairs （ 同桌练习 ）
② Group work （ 小组练习 ）
Step 2 Presentation and pratice .
1. Learn to say :Nice to meet you ./Nice to meet you ,too .
a. The teacher wears the mask of a monkey .
Say :Hello ,Im a monkey .Nice to meet you .
（ 教师走到几个学生面边握手边说 Nice to meet you ）
b. Read the sentence after me .
c. T says :Hello ,Im a monkey ,Nice to meet you ,S says :Nice to meet you ,too.
d. Practice .
TS SS Group work （ 连锁操练，每完成一段对话，双方击掌三次，以增强练习的趣味性。 ）
Work in pairs
2. Learn to say :This is Miss Li, Mr Green ,Wang Bing ,Helen .
a. The students wears the mask （Mike ），The Teacher says:This is Mike .
b. 同上 Four student wear the masks （Miss Li ,Mr Green ,Wang Bing ,Helen ）
T says :This is Miss Li /Mr Green ,Wang Bing ,Helen .
S says:Nice to meet you,Miss Li/。
Miss Li/ Mr Gree says : Nice to meet you ,too.
3. Learn to say :Good morning, Good afternoon .
a. T draws two clocks in the blackboard ,T says: 从早上起床到 12 点，见面打招呼时说： Good morning, 从中午 12 点以后到傍晚 6 点说： Good afternoon .
b. Read after me :Good morning /Good afternoon ,Wang Bing（）
c. Practice
TS SS
4. Group work （ 游戏：抛球 ）
游戏方法：全班分成四组，老师向每组抛一个小皮球，接到皮球者可以走到另一名学生跟前，用学过的交际用语进行会话，完毕，该生继续抛球。
游戏目的： 1 ）鼓励学生大胆使用英语。 2 ）培养学生意识。 3 ）增强学习的趣味性。
Work in pairs
5.Sing a song :Good morning to you
Step3 consolidation :
1. The students wear the masks （Miss Li ,David ,Liu Tao）
e.g Liu Tao says :Good morning, Miss Li ,this is David .
Miss Li says : Nice to meet you ,David .
David says: Nice to meet you ,too .
2. Listen to the tape and read .
Step4 Homework:
Listen to the tape and read aloud.
Say ： Good bye .
板书设计：
Unit 2 Nice to meet you
Good morning
Good afternoon
This is 人物 图片
Nice to meet you .
Nice to meet you ,too .
The second period :B Look and learn
苏教牛津版三上《Let's go to the park》教学设计
教学内容：
3a unit 8 lets go to the park （part a and b）
教学目标：
1. to learn some words about scene spots: park, zoo, cinema.
2. to learn to use them in different occasions.
3. to express where they want to go.
4. know more about nantong and xinjiang.
教学重点：
new sentences: lets go to the park. ok！/ok,lets go.
all right.\good.\great.but how? by bike\bus\car\plane.
教学难点：
to express where they want to go.
教学准备：
multi---media and word cards.
教学过程：
step 1 warming-up
1. free talk
t: hello. how are you?
who can introduce your deskmates?
i like pandas. what do you like? what day is it today?
say a chant.
2. sing a song （3a unit 5课件）
step 2 presentation and practice
t: today,we have many new friends . look, here they are.
lets say hello to them！
s:hello.
t（新疆）：hello.
t:they are new here. lets show them around. ok?
s:ok！
f: wow, how beautiful！ lets go, ok? （滚动播出南通景点图）
s:ok！
t: go, go, lets go. ok,ok, lets go.（课件显示字幕，同时板书）
t: look, this is wenfeng park. read after me.（文峰公园）
chant: park, park, go to the park. lets go to the park.（板书）
t: lets say together.
s: lets go to the park！
t: all right！ but how? 带读
by bus ？ by bike? by car？by plane？（出示交通工具图）板书
s: by bus.
t: ok, lets say together, lets go to the park by bus.
sing the song （课件）
（课件显示到了文峰公园）
t: here we are. what can you see? what colour ?
t: listen！ whats that?（播放动物叫声）
s: its a tiger/monkey
t: where are they? theyre in the zoo. oo/u:/ 读出相同发音的单词。
lets go to the zoo.（播放课件并板书）
chant: zoo, zoo, go to the zoo. lets go to the zoo.
t: children, lets go to the zoo. what animals do you like best?
s: all right.
f: but how? by car or by bike? （出示交通工具图）
s: by car\bus\bike.
t: lets go！ chant and sing with me.（课件播放歌曲）
hello, tiger. hello, monkey. go to the zoo, go to the zoo.
hello, hello, tiger. hello, hello, monkey. go to the zoo, by car.
f: hey, boys and girls. would you like to watch a cartooon？（播放动画片片段） lets go to the cinema.
read : cinema, go to the cinema. lets go to the cinema. （板书）
t: good. but how?（ 板书）
s: by bike.
t: ok. lets go to watch a cartoon.（播放课文动画） read after it together.
t: well done. have a rest.
chant：（课件）
park, park, go to the park, lets go to the park.
ok, ok. lets go, go to the park by bus.
zoo, zoo, go to the zoo, lets go to the zoo.
all right. lets go, go to the zoo by bike.
cinema,cinema, go to the cinema, lets go to the cinema.
great. lets go, go to the cinema by car.
step3.consolidation
t: where are the teachers from?（播放新疆好歌曲）
t: oh，they are from xinjing. lets go to xinjiang? （课件）
s: yes.t: ， lets go to xinjang.
s: great. but how?
t: by plane.
s: ok. lets go！
t: invite your friends to go to xinjiang. （pair work）
s1:lets go to xinjiang.
s2: ok！ lets go！
t: lets go to xinjiang together.
go, go, lets go. ok,ok, lets go. （ 新疆图 ）
step4.activities
activity: lets go.
t: look, they are the famous scenic spots of xinjiang.
now, look！ this is the tianshan mountains, the grape valley,
the nine-dragon pool and kanas lake.
choose one place and invite your classmates or the teachers to go.
（学生小组活动，举牌邀请去某地，同时配乐）
step5.homework
1.read part a after the tape.
2.invite your dad and mum to go to xinjiang.
苏教牛津版英语三上《On and off》教学反思
在上课时老师为了能够精准的讲出一道题的解决步骤。这时就需要自己去精心研究如何做一份学生爱听老师爱讲的教案。在上课时遇到各种教学问题都能够快速解决，你们知道那些比较有创意的教学方案吗？下面是小编精心整理的“苏教牛津版英语三上《On and off》教学反思”，仅供参考，欢迎大家阅读。
在执教这一课之前，我纠结于教学内容的确定，在A部分和B、C部分之间徘徊。A部分强调口头表达的能力以及学生对语音语调的要求；B、C部分则侧重于对单词和句型的掌握程度，即对字、词、句的认读与识记。经过再三的思考，结合学生实际，从学生角度出发以及对教材的分析，最终决定了这节课的内容。我觉得最终执教A部分的主要原因有
一、课题引出自然
鉴于Unit9 On and off A部分是一系列的祈使句，因此，我通过以旧知引新知的方法，以listen and do的形式，对学生进行热身训练，并通过和一学生进行互动T: Take off your coat, please. S: OK. T: Put on your coat, please. S: All right.从而引出课题。
二、呈现方式能多样
对小学生而言，单调的方式容易让他们产生乏味的感觉，继而影响学习的积极性和学习兴趣，因此，在这节课中，我通过实物、图片等形式，让学生从多方位的角度去接受新知。比如：我通过肢体语言指示教室环境内的物品；PPT图片呈现等方式分别呈现了a door, a window, a TV和a light。另外我还结合实际，创设情境，让学生的思考结合解决问题的实际出发，设置了如下情景题：下课时，老师发现教室的灯还亮着，老师想请你帮忙，你会说从而引出句型Turn off the light, please. 与此同时，也渗透了要求学生节约用电的教育。
三、操练可形式多样
为了提高这节课的实效性，我通过chant、游戏等形式来巩固学生在本节课中的所学知识。同时为了巩固更加有效，我在新授完之后就进行chant的教授，既化解了chant朗读的困难，也及时的巩固了新知。而砸金蛋的游戏，则让孩子们的学习兴趣一下子到了极点。金灿灿的蛋，砸出来的礼物或者练习刺激着学生们的视觉和感官，让学生在快乐参与的同时，也把知识巩固到了。
四、任务型教学放光彩
三年级学生，相对而言年龄还比较小，如何在课堂上调动他们的积极性、激发他们的学习兴趣这是关键。这节课中我通过小丑这一卡通形象，让它来给学生带来各种任务，而学生们对于这一环节，也显得兴趣盎然，大家都乐意去做了，而且积极性也是相当的高。通过这个环节，学生一步步的模仿朗读课文、理解课文内容，顺利完成本课的教学目标。
但是，在这节课中，对于学生的朗读仍旧不够，在积极性高涨时，有点急于进行下一个任务，没有把握好这一良机，需要改进。
苏教牛津版三上《On and off》片段赏析
教师：Look，this is a bag.Whats in the bag？Guess！（苹果和篮子）引导水果、文具。
学生1：A pear？
学生2：A pen？
教师：Let me open the bag. OK？
学生：OK./ All right.
教师：An apple. is right.（Give the apple to him/her.）给小组加星。
教师从包里拿出篮子：And there is a basket，too.
教师板书单词：basket.
教师：Whats in the basket？Guess！（笔盒、文具和盒子）引导文具。
学生：guess.
教师：Who wants to open the basket？
学生打开篮子。逐个展示物品，把物品奖给猜对的同学，同时给小组加星。
教师：Look.this is a pencil box.Thata a box.
教师板书单词：box.
教师：Whats in the box？Guess！ 学生：guess.
教师：Who wants to open it？
教师板书单词：open.
学生open it， show a green box.
教师：Whats in the green box？Guess！（animals）
学生 open it，show a dog. （Give the dog to him/her.）给小组加星。
教师做动作，学生说词组：Open the 。
指一名学生发口令，师做动作，并用All right回答。
教师板书并教授：All right.
指一名学生发口令，另一名学生做动作，并引导用All right回答。
指一名学生，教师：Open the book/box/pencil-box. 学生做。
学生1：Open the door，please.（教师指指门，引导学生去开门）
学生2：All right.
教授单词：door 和 please.
用同样的方式教授window.
教师做出很冷的样子：Oh，its too cold.
指一名学生，教师：Close the door，please.
教师板书：close.
学生跟读close，Close the door.Close the door，please.
再指一学生，Close the window.Close the window，please.
教师做动作，学生说词组： Close the 。
指一名学生发口令，另一名学生做动作，并引导用All right回答。
苏教牛津版英语三上《Let's go to the park》教学设计
老师要承担起对每一位同学的教学责任，在开展教学工作之前。每位老师都会提前准备一份教案，以便于提高讲课效率。才能有计划、有步骤、有质量的完成教学任务，那有什么样的教案适合新手教师吗？下面是小编精心收集整理，为您带来的《苏教牛津版英语三上《Let's go to the park》教学设计》，欢迎您参考，希望对您有所助益。
教学背景：
新课标指出：英语课堂教学综合目标是让学生形成综合运用语言的能力，而首要目标是激发和培养学生对英语的兴趣。兴趣是学生学习的内在动力。因此，在教学实践中我注重学生学习兴趣的培养，通过创设真实的语言环境，运用多媒体丰富教学内容，进行表扬激励，明确目标并巧用教学资源，让学生愿学、乐学、勤学，长时间保持对英语的浓厚兴趣。
下面是牛津小学英语3A Unit 8《Lets go to the park》一课句型方面的教学案例，让学生了解如何表达去某处和如何去某处，在现实生活中运用Lets go to the及应答OK. Lets go./ All right. But how?及应答By plane/ bike/ car/ bus.表达自己的意愿，重点掌握五个地点类单词及四种交通工具。
教学内容：
《牛津小学英语》3A Unit8 Lets go to the park A Learn to say.
教学目标：
1、让学生听懂、会说、会读五个地点类单词a park, a zoo, a cinema, a super market, the Great Wall及四种交通工具类单词bike, bus, car, plane.
2、让学生了解并运用句型Lets go to the...及应答OK. Lets go./ All right. But how?及应答By plane/ bike/ car/ bus.来表达自己的意愿。
3、培养学生用英语交际的能力。
教学重点：
1、让学生能听懂、会说、会读能五个地点类单词a park, a zoo, a cinema, a super market, the Great Wall及四种交通工具类单词bike, bus, car, plane.
2、让学生了解并运用句型Lets go to the...及应答OK. Lets go/ All right. But how?及应答By plane/ bike/ car/ bus.来表达自己的意愿。
教学难点：
1、让学生了解并运用句型Lets go to the...及应答OK. Lets go/ All right. But how?及应答By plane/ bike/ car/ bus.来表达自己的意愿。
2、培养学生用英语交际的能力。
教学过程：
Step 1 Warm up
1. Greetings.
2. Free talk（略）
3. Sing a song《Hello！ How are you?》（加上动作）
[设计意图：在Free talk环节师生自由交流，既复习了旧知，又逐步培养了学生用英语进行交流的能力。小学生都喜欢唱歌，让他们能够在愉快的气氛中进入学习状态，也能把在唱玩中产生的兴趣迁移到新知识的学习上。]
Step 2 Presentation and Practice.
1.学习单词a park
⑴Look and guess
师快速展示一幅幅图片，让生猜是什么地方： Beijing,Shang hai, Kunming,Lian Xungang.
①指名猜，猜对出示全幅图，并指导学生说完整。
This is Beijing/ Shang hai
⑵多媒体展示本课要学习的五个地点类单词（遮盖一部分）
a park, a zoo, a cinema, a supermarket, the Great Wall.
②指名先猜a park.如猜对，出示完整图片，进行学习。
③师范读，尤其指导/k/的发音，学生会容易吞音。
④多种形式操练。
⑤Chant: go go gogo to the park
park park parkgo to the park.
lets lets letslets go to the park. （并加上相应的动作）
[设计意图：快速出示图片及出示不完整图片制造信息差，更能激发学生的好奇心和表现欲，比起直接出示图片，学生的学习主动性要强得多。低年级学生在语言方面学习，主要以模仿为主。因此，教师在新授单词时，必须示范口型到位，也可夸张些，让学生在模仿中学习新知再利用Chant这种学生喜欢的形式，将单词与句型的学习融为一体。]
2、学习句型Lets go to及应答All right. / OK. Lets go.
①Play a game: I say, you do或反之I do, you say复习go to school, go home, go to the bed.
②T: Go to school now,XXX.（师加上动作）
S1: All right.（生加上点头动作）
T: Lets go to shool now,XXX.（师加上动作）
S2: All right.（生点头）
T:出示a park图片：Lets go to the park,XXX.
S3: All right.
师板书：A: Lets go to.
B: All right.
③用图片a park进行句型操练，先分组操练，再同桌操练。
④创设情境，引出另一个回答OK. Lets go.的学习（并板书）。
⑤师加上相应动作，操练句型OK. Lets go.
[设计意图：利用旧知识Go to school/ Go home/ Get up/ Go to bed及应答All right.学习本课句型Lets go to及应答，由旧知引入新知学习，降低了难度，提高学生的自信心。更主要的是做到由词入句，在句中学词，做到词不离句，以使学生整体感知到句子，而不是单纯孤立的单词。]
3、多媒体出示a zoo图片，学生猜（后出示完整图片）。
①师范读并操练。
②师利用图片，根据板书做句型替换练习，学生操练。
③师生之间、生生之间操练。
④鼓励学生说Chant: go go go, go to the zoo
zoo zoo zoo, go to the zoo
Lets go to the zoo
OK, OK, Lets go.（加上手势）
[设计意图：运用Chant这种学生喜闻乐见的形式，很好地操练了新授句型，并培养了学生良好的语感。
3、同法学习其余三个地点类单词a cinema, a supermarket, the Great Wall及在句型Lets go to的应用及应答All right. / OK. Lets go.
4、（出示北京图片）T: Lets go to Beijing. S1: All right./ OK. Lets go.鼓励学生进行灵活多样地回答。
①利用兵马俑图片、上海东方之珠、连云港花果山图片及新学习的五个地点类单词图片，进行师生、生生之间操练。
[设计意图：根据语言学习规律，在教学中人为地创设接近真实的情境是非常重要的。它能营造轻松的氛围，激发学生交际的愿望和兴趣。教师利用多种图片创设真实情境，激发学生说英语的兴趣，活跃了课堂气氛。
5、学习句型But how?及回答By car/ bus/ plane/ bike.
①出示图片
T: Lets go to Beijing/ Shang hai/ the park
S1: All right.
T: But how?（师做出为难动作）并板书：But how?
②师出示图片说By plane? By bus? By bike? By car?
让学生选择回答，选的合适，集体鼓励；选得不合实际，师做出惊讶表情，鼓励其他人再选。
③学习By bike/ car/ bus/ plane.
利用图片，小组赛读，开火车读。
④play a game.给每个交通工具配上相应动作。
进行I say, you do或I do, you say游戏。
[设计意图：让学生根据实际情况，自由选择相应的交通工具，降低了难度。小学生大多很有兴趣，他们愿意表现自己，尤其有时可以选择多种交通工具，充分让小学生发挥了学习主动性。这样，学习新知就变得非常容易了，在操练这几种交通工具时，加上动作，既有利于记忆，又符合小学生年龄特点，在玩中学，在学中玩，轻松掌握新知。]
Step 3 Consolidation.
1. Listen to the tape and repeat.
[设计意图：听录音，让学生跟读并模仿，能形成正确的语音、语调，增加他们开口说英语的信心。]
2.根据图片，让学生看黑板，操练句型。
3.多媒体出示各个地点类单词，让同桌选一个自己最想去的地方编一组对话，并表演。
[设计意图：教师设计此活动，让学生在教师的指导下通过感知、体验、实践、参与和合作等方式，在活动中灵活运用语言，形成积极的学习态度，促进语言实际运用能力的提高。]
Step 4 Home work
1、跟读录音Unit8 A部分4遍。
2、与好朋友商量假期去哪玩，并编一组对话。
[设计意图：作业是促使学生加深对所学知识的理解和巩固的重要环节。该作业体现了任务型教学，培养学生在真实的生活中运用英语的能力。]
总设计意图：
1、根据小学生年龄特点，把激发他们的兴趣放在首位，因此，多利用游戏、多媒体、听、做的活动，让学生主动参与到学习中去，愿意表现自己，主动开口说英语，初步培养他们的英语表达能力，并运用多种图片，多媒体，这些生动丰富的画面为学生创设了英语学习的真实情境。
2、在玩中学，根据学习的内容配上相应动作，手脑并用，既有利于记忆，又避免枯燥，很好地调动学生学习的主动性。
苏教牛津版一上《On the farm》教学设计
众所周知，一位优秀的老师离不开一份优质的教案。每位老师都会提前准备一份教案，以便于提高讲课效率。才能有计划、有步骤、有质量的完成教学任务，那有什么样的教案适合新手教师吗？以下是小编为大家收集的“苏教牛津版一上《On the farm》教学设计”，仅供参考，希望可以帮助到您。
教学目标：
1.能听懂、会说、会读交际用语：Welcome to What are these/those?Theyre Are these/those ？ Yes, they are./No, they arent
2.能听懂、会说、会读词汇：theyre=they are, pig, cow, chicken, duck
3.能听懂、会说、会读、会写词汇：farm, they, pig, apple, those
4.能熟练朗读对话或表演对话。
教学重点：
目标1、2、3
教学难点：
1.句型：What are these/those? Are these/those ？的语调和用法。
2.词汇：farm, they, those, chicken, apple, pear的读音；a和an用法的区别；名词复数形式。
教学准备：
动物头饰，水果、动物卡片，PPT、学生学案
教学过程：
Step1 Before class
Listen and Sing a song:Old Mac Donald had a farm
Step 2. Warming up
1. Free talk.
T:Hello,boys and girls.Im your new English teacher,Miss Wang.
Im very glad to be here.
I want to be your friend.
OK,firstly,I want to know your names.
T:Whats your name? Whos your friend?
Nice to meet you.Welcome to my class.（PPT）
S:Thank you.
2. Learn to say:Welcome to
（请学生先听懂欢迎来到我的课堂并进行回答，然后学会自己说欢迎来到我的班级，向上课老师、听课教师说）
3. Lead-in and learn
T: Boys and girls,we sang a song before class.We were very happy.
We saw a lot of animals there.Right?（PPT出现农场画面）
They were on the farm.
Learn on the farm。
Step 3. Presentation and practice
1.Learn : What are these/those? And pigs/cows/ducks/chickens
（1）What are these?Theyre pigs.
（2） Are these pigs?No,
What are these?Theyre cows.
（3） What are those?Theyre s.
Are those ？Yes./No.
（同步出现动物卡，结合句型学习生词。）
2. Lets say.A chant
These,these. What are these?
Pigs,pigs. Theyre pigs.
Those,those. What are those?
Cows,cows. Theyre cows.
Step 4.Text-learning
1.Task 1 : Lets listen！ Who is on the farm too? （谁也在农场？）
2.Task 2 : Listen and tick：Whats on the farm?
3,Task 3 : Lets watch: （欣赏动画，将农场上的动植物摆在正确的位置。）
4.Task 4 : Lets follow.（跟读） ☆ 注意语音语调 ☆ 要读出感情哦
5.Task 5 : Lets read. （让我们读吧！）分角色朗读。
6.Task 6 : Farm show！ （农场秀！）（发挥想象创编并表演，说得越多越好哦！）
T：Its great fun to visit a farm. Liu Tao and Mike have great fun on the farm. Its great fun to have a farm,too.
30 years later, youre grown up. Someone may have a wonderful farm. Would you please show your friends around your farm? Make a dialogue in groups.
A model:
A （farmer）： Look！ I have a farm！ Look！ Theyre pigs！/Theyre cows！ Welcome to my farm, Mr ！
B: Oh, thank you！ My good friend, Mr/Miss
A: Nice to see you！
B: Nice to see you！ What are these?
A: Theyre Theyre lovely！
Would you like a ？
B: Yes, please. Thank you！ I like What are those?
A: Theyre s. Theyre sweet. Would you like ?
B: Yes, please. Its yummy！
A: Do you like my farm?
B: Yes. Its great！
A: Welcome to my farm next time！
B: Thank you. Bye-bye！
A: Goodbye！
Step 5. Ticking time
Ticking time
I can talk about things on a farm.
I can act things on a farm.
Step 6. Homework
1.Read Story time for 5 times.
2.Make your performance better.
3.Visit a farm if its possible.
板书设计：
Unit 7 On the farm
--What are these/those?
--Theyre s.
--Are these/those s?
--Yes./No,theyre s.
苏教牛津版一上《Fruit》教学设计
教学目标：
1. Listening: Listen and identify the key words.
2. Speaking: Pronounce the words properly.
3. Communicating: Use nouns to identify objects.
重点难点：
1. Master the pronunciation of the new words.
2. Use the patterns to solute the tasks.
3. Use the fruit words in daily life.
教学方法：
1、任务驱动型教学
小学英语新课程标准要求，合理地设计教案，在课堂上有计划地组织任务型的教学活动， 让他们有目的地进行学习活动，能调动学生的积极性， 提高学生的学习兴趣。
2、TPR教学
TPR教学充分利用了小学生活泼好动的特点，带有游戏的性质，可以减少学生的学习负担，培养他们愉快的学习情绪，提高学习效率，在激发学生学习英语的兴趣方面也有一定的作用，
教学准备：
1．教师准备
cassette player, cassette, some fruits, word and picture cards.
2．学生准备
real fruits, colour pens, some paper, pencils.
教学过程：
Pre-task preparation:
1. Sing some songs and do some actions.（利用歌曲， 并配上动作，活跃课堂气氛，调动学生的学习积极性，同时复习以前学过的知识。）
a） Good Morning.
b） Read, draw, sing.
2. Play games: （利用游戏等引出新的教学内容）
Simon Says. （Listen and act）
Touch and guess: Feel the fruit and say out the words.
3. Introduce the fruit:
This is a/an Thats a/an
4. Today well learn Look and learn in Unit 5 （Fruit）。
While-task procedure
1. Show the real objects and teach the new words of fruit. （运用实物、图片等，配上动作，教学本课的新单词，。）
（Put up a banana.） Whats this? ---- Its a banana. This is a banana.
Banana, banana,香蕉，香蕉apple弯又弯。
（Taste the pear.） Whats that? ---Thats a pear.
Pear, pear是梨子，梨子pear甜又香。
（Touch the mango.） This is a mango.
Mango, mango是芒果，芒果mango甜又酸。
（Point to a peach）Thats a peach.
Peach, peach是桃子，桃子peach大又鲜。
2. Stick on the word and picture cards on the board, and then read the words for several times.
3. Point to the cards, repeat the words in chorus, then in groups.
4. Read one by one.
5. Listen to the tape, follow it and point to each picture as it is being read out.
6. Re-arrange the word and picture cards in random order.
Post-task Activities
1.Play games（Divide the whole class into groups and have a competition）： （分组进行游戏、竞赛等，复习和巩固这节课上学过的知识。同时加入竞争机制，增加教学的趣味性，提高学生的竞争意识。）
Say some words,ask someone to pick out the correct words and put it on the board.
Say the words and point them out.
What fruit do you like? （Ask some pupils to answer and pick them out.）
Teacher hides some words and the pupils guess the words.
Which group is the quickest?
Divide the whole class into six groups. Each group has the name of a fruit. When I say a fruits name, the whole group has to stand up and do the actions.
Apple, apple, show me your book. Pear, pear, touch your arms.
Peach, peach, close your eyes. Mango, mango, open your book.
2. Read the rhyme: （利用朗朗上口的rhyme巩固新知，提高学生的学习兴趣。）
banana,banana香蕉，香蕉banana 弯又弯，
Pear,pear梨儿，梨儿pear甜又甜，
Peach,peach桃子，桃子peach大又鲜，
Mango,mango是芒果，芒果mango甜又香。
3. Listen and draw the fruit. Then show me your drawings and stick some better pictures on the blackboard. （利用小学生爱画画的特点，锻炼和提高学生的听力和绘画能力，同时展示一些优秀的作品，使学生有成就感。）
4. Count the stars to see which group is winner. （实施评价，展示结果，及时对教学情况进行反馈，让学生树立自信，培养合作精神。）
Homework:
1. Write down the words under your drawings.
2. Say out the fruit words in English when you see some fruit.
苏教牛津版一上《Good morning》教学设计
教学目标：
知识能力与技能
Learn to greet people with hello, hi, Good morning/afternoon/evening. How are you? And their answers; Learn the pronunciation and the writing of letters Aa-Hh; Know something about familiar boy names and girl names; Understand some abbreviations HB, CD、BBC.
过程与方法
With the studying strategies of Imitating and Drilling, get the students to do Pair work to learn how to say hello to and greet people in English by using the teaching courseware, pictures, flashcards; Catch the others information by practicing conversations; Know the greetings well by singing English song.
情感、态度与价值观
This content is easy to understand and the basic greetings in English, and its the easiest to imitate and use. It can not only make the students fall interest in English, but also make them learn how to communicate with others politely; At the same time, it can make the students learn how to call the westerners and know something about the western cultures.
重点难点：
1、Learn the pronunciation and writing of letters Aa~Hh and consolidate the pronouncing rules of the vowel letters A, E in English words.
2、Learn to say hello to people with hello, hi, Good morning/afternoon/evening and their answers.
3、Learn to greet people with How are you? and their answers.
教学过程：
Section A
创设情境，导入新课Create plots and scenes to guide the new lesson
The main content of Section A is to learn to say hello to and greet to people by acting out the conversations and imitating them; Learn the pronunciation and writing of letters Aa~Hh; Know something about familiar boy names and girl names. We can adopt the Situation Guiding Method and the Audiovisual Guiding Method: The teacher can make a teaching courseware （about greeting） for the teaching, or prepare some cartoons to imitates the different voices of the people in the Cartoons to say hello to and greet each other, so the target sentences are guided Good morning/afternoon/evening, Helen！ Good morning/afternoon/evening, Alice！ Hi/Hello, Bob！ Hi/Hello, Eric！； And then the teacher communicates with the students; At last get the students to communicate with each other.
自读感知，整体把握Pre-read to apperceive and grasp the whole
Section A is designed by three steps. In 1a-1b, get the students to learn to say hello to and greet others by practicing conversations and know some cartoons well; In 2a-3, get the students to learn the pronunciation and writing of letters Aa-Hh and pay attention to the orders of strokes and formats, and get them to apperceive the pronouncing characters of letters A and E and conclude their pronouncing rules; In 4a-4c, get them to grasp the familiar English names and consolidate the greetings.
合作交流，解读探究Cooperate and intercourse to unscramble and research
The main content in Section A is to learn the target language:
Hi/Hello, Bob！
Hi/Hello, Eric！
Good morning/afternoon/evening, Helen！
Good morning/afternoon/evening, Alice！
【Intercourse】The teacher communicates with the students in class first:
（Say hello to the students）Hello, ！
（Get the students to answer）Hello, 。！
（Say hello to the students）Hi, ！
（Get the students to answer）Hi, 。！
（Say hello to the students）Good morning/afternoon/evening, ！
（Get the students to answer）Good morning/afternoon/evening, ！
【Experiences】After the students grasp the target sentences, the teacher projects the courseware （about greeting） or shows some cartoons and imitates different voices of the people in the cartoons （or play the tape） to say hello to and greet each other: Good morning/afternoon/evening, Helen！ Good morning/afternoon/evening, Alice！ Hi/Hello, Bob！ Hi/Hello, Eric！； The students listen carefully while watching and grasp the pronunciation of some familiar English names, finish the teaching task of Activity 1b.
【Activities】Get the students to practice conversations and communicate with each other. Get them to imitate the conversations they hear and say hello to and greet each other, finish the teaching task of Activity 1b.
Hi/Hello, Bob！
Hi/Hello, Eric！
Good morning/afternoon/evening, Helen！
Good morning/afternoon/evening, Alice！
【Demonstration】Learn the pronunciation and writing of English letters AaHh. The teacher can draw four-line grids on the blackboard and teach the students the correct writing orders and structures. The students imitate what the teacher have taught and pay attention to the varieties of capital and small English letters, finish the teaching task of Activities 2a and 2b.
【Experiences】Play the tape of Activity 2c and get the students to listen and distinguish the right letters and mark the orders, finish the teaching task of Activities 2c.
【Practice】Get the students to write the corresponding small letters according to the capital letters, finish the hearing teaching task of Activities 2d.
【Discussion】Get the students to observe the abbreviations in Activity 3 and guess their meanings according to the pictures. Tell the students these abbreviations are common in English and also important, finish the teaching task of Activities 3.
【Experiences】
1）Play the tape of Activity 4a and get the students to listen and circle the names they hear according to the conversations, finish the hearing teaching task of Activities 4a.
2）Play the tape of Activity 4a again and get the students to listen and match the conversations they hear with the pictures and mark the orders, finish the hearing teaching task of Activities 4b.
【Activities】Get the students to drill the conversations in Activity 4b and grasp the target sentences: Good morning/afternoon/evening, Helen！ Good morning/afternoon/evening, Alice！，finish the teaching task of Activity 4c.
【要点直击】【English notes】
中西方日常交际差异：中国人见面喜欢问：你吃过了吗？老外听了，以为你要请客；你去哪儿？老外认为你是干涉他的隐私。而西方人见面以问候为主，如：Hello！， Hi！， Good morning.等。问候语的使用：Good morning早上好（指早晨、上午）；Good afternoon下午好（指午后，黄昏前）；Good evening晚上好（指黄昏后，就寝前）。
应用迁移，巩固提高Application and transfer, consolidation and improvement
1. Make letter cards: Get different letters and words by assembling the cards freely. Its helpful to promote the intercourse between the students and bring up their friendship.
2. Identify the character cartoons: Know some familiar boy and girl names.
Section B and Self Check
创设情境，导入新课
The main content in Section B is to review and consolidate the greetings learnt; Learn to greet others by using How are you? and familiarize and grasp the familiar English names further; Summarize the pronouncing rules of the vowel letters A and E in words. So the Audiovisual Guiding Method can still be adopted: The teacher can make a teaching courseware （about saying hello and greeting） for teaching, or prepare some cartoons and imitate the different voices of different characters in the cartoons to say hello to and greet each other, so the target sentences can be guided: Good morning/afternoon/evening, Helen！！ Hi/Hello, Eric！ How are you? Im fine, thanks. Im OK.。
自读感知，整体把握
Section B is designed by three steps: In 1-2b, review and consolidate the greetings learnt and learn to greet others by using How are you?；In 3a-4, review the pronunciation and writing of the English letters Aa-Hh, and summarize the pronouncing rules of the vowel letters A and E in words; In 5, use the English song to consolidate the target language and inspire the students interest in English at the same time.
合作交流，解读探究
The main content in Section B is to review and consolidate the greetings learnt; Learn to greet others by using How are you? and familiarize and grasp the familiar English names further; Summarize the pronouncing rules of the vowel letters A and E in words.
Good morning/afternoon, Helen！ Hi/Hello, Eric！
How are you? Im fine, thanks. How are you?
Im OK.
【Experiences】Project the courseware or play the tape of Activity 1 and get the students to watch or listen and imitate, and make them learn to greet others by using How are you? Im fine, thanks. How are you? Im OK., finish the teaching task of Activity 1.
【Making】Get the students to review the familiar English names learnt and choose one of them as their own English names according to their fancy and write them down in the cards, finish the teaching task of Activity 2a.
【Role-playing】After they make their own name cards, the teacher can get the students to practice conversations to consolidate the target language learnt by using the target sentences and English names, finish the teaching task of Activity 2b.
【Experiences】Playing the tape of Activity 3a and get the students to draw the lines between the letters they hear, finish the hearing teaching task of Activity 3a.
【Activities】Get the students to match the capital letters with the small letter and review and consolidate the pronunciation and writing of the English letter, finish the teaching task of Activity 3b.
【Experiences】
1）Play the tape of Activity 4 and get the students to listen and imitate and summarize the pronouncing rules of the vowel letters A and E, finish the teaching task of Activity 4.
2）Playing the tape of Activity 5 and teach the students this English song, finish the teaching task of Activity 5.
【要点直击】【English notes】
1、How are you? 也是一句问候语，一般用于熟人之间，意思是你（身体）好吗？，它的答句一般是：Fine/Im fine. Thank you.，而不能用How are you?直接回答。
2、Thank you与Thanks：thank是动词，Thank you是谢谢你，表示感谢对方，Thanks是名词谢谢（复数形式）。
应用迁移，巩固提高Application and transfer, consolidation and improvement
1、Choose an English name: The teacher can organize an activity to get the students to choose an immovable English name for themselves （see the name lists at the last pages of the textbook） in order to boost up the atmosphere of learning English and help them communicate with each other better without the interference of mother tongue. And using the English names in the mutual intercourse can improve the students interest in English.
2、One own voice: Get the students to record the conversations between them and their friends with tapes and play them in class and get other classmates to listen and communicate their tastes. It can practice the students abilities of oral expressing and correct their pronunciation on one hand, and it can improve the their abilities of listening to and telling the sounds on the other hand, and consolidate the target language.
课后小结Summarize after class
【Summary】Learn to say hello to others with hello, hi, Good morning/afternoon/evening and greet people with How are you? and its answers; Grasp the target sentences: Good morning/afternoon/evening, Helen！！ Hi/Hello, Eric！ How are you? Im fine, thanks. Im OK.; Learn the pronunciation and writing of the letters Aa~Hh and the pronunciation of the vowel letters A and E in words; Familiarize the familiar boy and girl names and understand the meanings of some abbreviations HB, CD、BBC.
苏教牛津版一上《Follow me》教学设计
老师在上课时经常会遇到难解决的问题而耗费半节课的时间吧,所以大多数老师都会选择制定一份教学计划。这样可以让同学们很容易的听懂所讲的内容，那么优秀的教案是怎么样的呢？小编特地为您收集整理“苏教牛津版一上《Follow me》教学设计”，仅供您在工作和学习中参考。
教学目标：
1、复习祈使句Touch your
2、复习四个单词a mouth ，a nose ，an ear 和an eye 。
3、能根据祈使句Touch your 做出正确的动作，并能指示他人完成特定的动作，语音语调正确。
4、学习歌谣Follow me.
重点难点：
会说歌谣Follow me. 复习所学的内容，要求发音正确。
课前准备：
图片，录音磁带，单词卡片等，预先写好课题
Unit 7 Follow me
教学过程：
Step 1 Free talk
1、利用图片复习特殊疑问句Whats this ? Its a 及文具、水果、动物和人体部位的单词。
T: Hello, boys and girls. Whats this ?
Ss: Its a
2、say a rhyme
Step 2 Play a game
T: Hello , boys and girls , lets play a game Listen and draw , OK ?
Ss: OK .
1、 教师先在黑板上画一张脸的轮廓。
2、 教师发指令，请4个学生在黑板上画出相应的五官，边画边说。
Step 3 Learning
T: Hello , boys and girls .
Ss: Hello , Miss Shuai.
T:I say and you do , OK?
Ss: OK .
T:Touch your nose,Touch your eye, Stand up . Sit down .
Ss: Touch your
Ss: Hands up ./ Hands down .
Teaching: Hand, Hands up,Hands down, turn around.
Step4 Consolidation
T: Lets act , OK ?
Ss: OK .
T: Who acts as Mike , who acts as Su Hai ? And who acts as Miss Li ?
（一个人演Mike，一个人演Helen，再一个人演Miss Li。）
S1: Hello , boys and girls .
Ss: Hello , Miss / Mr
S1: Follow me , please . Stand up . / Sit down .
S1: Touch your
S1: Hands up ./ Hands down .
Step 5 Say a rhyme
1、 先让学生边听录音边看书上图片，使学生感知每一句的含义。
2、 带着学生边做动作边学新句子Hands up. / Hands down . / Turn around .
3、 带着学生逐句诵读歌谣，力求熟练。
4、在学生教好地诵读歌谣的基础上，让学生边做动作边有节奏得说歌谣，做到语言动作相一致，起到帮助记忆的作用，从而逐步达到背诵歌谣的要求。
5、 在学生语言比较丰富之后，开展的Look and say游戏，让学生看动作，说句子，从而巩固祈使句
Step 6 Assign homework,
1、复习所学的内容。
2、把今天所学的歌谣说给爸爸妈妈听。
板书设计：
Unit 7 Follow me
Hands up！
Hands down ！
Follow me ,
And turn around .
教学反思：
回想起一年级的孩子们刚进入课堂的那一个月，纪律、学习的潜规则等一概还不熟，在表达与交流的过程中也还出现很多的问题。而如今，虽然他们学习英语的时间还不到三个月，但是他们表现出的潜力却很惊人，已适应了用英语组织课堂教学。当然目前要达到全英文教学还不大可能，必要时还是要做出一些中文解释，但我基本上还是坚持用英语组织教学，通过直观教具、肢体语言来帮助学生理解，使他们能做出良好的反应。
低年级是英语学习的启蒙阶段，兴趣是学好英语的原动力，而根据他们活泼、好动等的性格特点，如果只比较单一地呈现单词卡片，学生肯定会感到枯燥，所以我在每个单元教学中都会尽量运用一些角色表演、玩具、图画等方法创设生动形象的语言情景，组织学生参加各种喜爱的活动，在活动中，让学生达到主动体验、积极参与，让他们愉快地学、主动地学，积累一定的语言知识，培养他们的语言能力。
比如本节课上的Free talk，我叫了一些学生和我进行交流，Good afternoon,Whats this?Its a用所学短语进行交流，可以加深学生的印象，使他们在潜移默化的过程中掌握。整堂课我都用了多媒体课件、卡片还有肢体语言来教学，学生们非常地感兴趣，学习的劲头十足。在学完一个短语之后紧接着就是一个练习，在练习的过程中自然地又过渡到下一个短语的新授，让学生们边巩固边学习，很好地吸收所学的知识，在新授这一环节学生的学习兴趣十足。在教学中，我努力创设一种宽松、愉悦的课堂气氛，激发学生的学习兴趣，注意到要充分调动学生的学习积极性，使学生能够减轻心理压力，自然而然地学到知识。
在巩固短语的时候，我让学生表演Helen,Mike,和Miss Li，让他们在情境中进行师生之间的对话，经过几次的练习与训练，学生们不仅能高高兴兴地背出歌谣，还能非常流利地演出来。
苏教牛津版一上《What colour》教学设计
教学内容：
1.主题课文
My yo-yo is green. What color is your yo-yo?
Its red.
2.功能句型
What color is your yo-yo? Its red.
3.词汇
color, red, green, white, black, yellow
教学目标：
﹙一﹚知识与技能目标
1. 能听懂、会说有关颜色的单词：color, red, green, white, black, yellow
2. 能听懂、会说 What color is your yo-yo?及答语 Its red.。
3. 能够借助已有单词询问What color is your？并根据实际情况回答。
4. 能够正确朗读或表演课文对话。
﹙二﹚过程与方法
1. 通过出示水彩笔，学习表示颜色的单词。在句型操练活动中能够熟悉单词。
2. 通过运用手中不同颜色的小旗子来操练句型；用不同颜色的玩具，让学生在不同情景下做对话练习。
3. 通过谈话、听说和对话表演，能够熟读课文。
﹙三﹚情感态度价值观
1. 培养学生良好的倾听习惯，在学习颜色单词中能够主动获取新知识。
2. 大胆实践，大方表演创编课文。
教学重点：
1. 整体听懂、会说color, red, green, white, black, yellow
2. 能听懂、会说 What color is your yo-yo?及答语 its red.。并根据实际情况回答。
教学难点：
能够使用red, green, white, black, yellow, blue等颜色单词回答问题
教具准备：
水彩笔，自制彩色旗子，玩具若干。
教学过程：
（一）Warm up
活动一：复习字母和单词
活动目标：能够正确认读单词，读准字母。
实施方法：出示单词卡片，运用朗读单词五步法正确读出单词。
师生语言：
T：Who can say it in English? Can you use five steps and read it?
活动二：谈话导入
活动目标：能够听出，理解表示颜色的单词。
实施方法：通过谈话，调动学生学习的积极性，并且引入本课有关颜色的单词，red, green.
T: Look（Show colorful picture）！ I have a beautiful picture, the trees are green.（the teacher points to the trees.）。 And the flowers are red. Green trees and red flowers.
设计意图：通过图画可以让学生对颜色red, green有感性认识，同时初步了解可以用颜色用来描述物品。
（二）Presentation and practice
活动一：学习颜色的单词。
活动目标：能够听出、理解表示颜色的单词，能用what color is it?询问物品颜色。
实施方法和师生语言
第一步，学习单词
T：What color is it?
S：Its red.（green, yellow, blue, white, black）
T：Pay attention to the color word and learn to use it in your sentence.
（ When the student use one color and write down them.）
第二步，听词，选择正确颜色的彩笔。
T：Lets look at the blackboard. The red, green, yellow, white, black, blue, they are colors. （ Write down word: color）
T：Can you show me the color? For example: red or green. S：Show the marker.
第三步，与同桌一起互相询问颜色。
设计意图：通过学生之间互相学习颜色单词， 活动可以激发学生的学习兴趣，为下一环节做铺垫。从教师与同学之间的问答，让学生感悟和学习如何问颜色。培养学生听的能力，通过两到三次教师与学生之间的对话，过渡到学生之间的互相问答。
活动二：学习功能句式
活动目标：能够使用主体句型进行句型操练。
实施方法和师生语言
第一步，运用小旗子做针对课文的语言练习。
T：（Show the teachers flag） My flag is what color is your （Write down sentence.）
S：Its
第二步，学生在小组内做对话练习。
T：Team work: Talk about what color is your flag?
设计意图：在小组活动中继续练习主题句型，并写借助小组学习互帮互学，关注学困生的学习状况。
活动三：学习课文
活动目标：能正确朗读课文。
实施方法和师生语言
1.看一看，说一说。
T：Look at the picture. What do you see?
S：I see a （bag, yo-yo, purple yo-yo, green bag, an orange book）
2.听一听，说一说Play the tape and answer the following question:
T: Listen to the tape and the answer the question.
What color is Guoguos yo-yo?
What color is Maomaos yo-yo?
T: Listen and blank
3.读课文
T：Read after the tape.
T：Read with partner.（boys and girls, a and b, ）
设计意图：给学生创造表达的机会，培养英语语用能力。带着问题听录音，培养良好的听力习惯。通过听、模仿跟读课文，男生读、女生读、小组读的方式加操练。
（三）Production
活动一：角色表演。
活动目标：能根据学生水平表演课文。
实施方法和师生语言：根据学生实际水平，可以选择对话表演或创编表演。
1.师生表演示范
T: My is 。 What color is your ？
2.以小组为单位准备课文表演T: Please prepare the text show with your partner.
3.全班展示
设计意图：通过表演培养学生学习英语的兴趣、乐于开口说英语的积极态度以及小组合作意识。
活动二：询问玩具的颜色。
活动目标：能够用What color is your 询问和回答有关物品的颜色。了解两种颜色集于一物的表达方法。
实施方法：出示两种颜色的小汽车和小鱼，根据学生状况先练习询问和回答颜色，在引导学生发现和学习两种颜色集于一物的表达方法。
师生语言
T: What color is the fish?
S1: Its
S2: Its and
设计意图：能够在不同情景下使用主题句型询问物品颜色，引导学生发现两种颜色集于一物的表达方法
（四）学习效果评价
检测目标和意图：检查学生对重点单词和课文掌握情况及能够使用的情况。
（五）Homework
1. Listen to the tape and read lesson 9.
2. Pre-view lesson 9.
3. Read the text to your parents and your good friends.
板书设计：
What color
Its red/ green/black/ white/yellow/blue.
《苏教牛津版三上《Review and check》教学设计》一文就此结束，希望能帮助您在小学教学中起到作用，如还需更多，请关注我们的“闽教版小学英语教案”专题。
