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4月
11 2017
 

牛津英语一年级下册教案  (10 :6 :2)


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课题

Module 1 Using my five senses

Unit 1  Look and see

Look and learn

教学目标

知识与技能:1. Using the new words in the context

           eg. frog, rabbit, bee, bird

2. Asking  wh-questions to find out what people see

   eg. What do you see?

3. Using formulaic expressions to indicate what people see            eg. I see…

 

过程与方法:

1. Using modeled phrases to communicate with other  students

2. Using modeled phrases to begin and maintain an interaction  by providing information in response to factual questions

教学重点和难点

1.     Identify the key words in an utterance by hearing the  pronunciation

eg. frog, rabbit, bee, bird

2.     Understand the meaning of wh-questions

eg. What do you see?

3.     Understand the key pattern

eg. I  am  a ….

教学媒体

Pictures, masks, Cassette 1A, Cassette player

课前学生准备

Listening to the recording of the text.

教学流程

Pre-task preparation

1.Warmer

listen to the song:<Good morning>

Greetings

2Greetings.

Good morning.

Good afternoon.

……

T: Ask pupils to answer the teacher’s questions.

 

While-task procedure

1.Introduction

I see …

Show a picture of a park to the students. Ask them what they see.

To elicit the structure:

I see …

(bird bee rabbit frog)

2.Teach some new words.

bird  bee  rabbit  frog

3. I’m a….

Mime the small animals and let students guess what the animals are.

4.     bird…

Ask the students to say and mime the actions of the animals.

One, two, three…

I am a bee.…

 Teach the rhyme on Book P 2

Post-task activity

1Substitution

I am… …

Ask pupils to review the new sentences.

Eg.

A: One two three …

B: I am a bee.

A: Four , five.

B: I am…

板书设计

frog   rabbit  bee  bird

  I am a…

教学效果的反馈

课堂活跃,学生积极争当小动物,喜欢小动物,因此,基本词汇可以掌握。

 

课题

Module 1 Using my five senses

Unit 1  Look and see

Look and say

教学目标

 Language Focus:

Using formulaic expressions to learn the phrases;

Language Skill:

Listening: Understand the meanings of wh-questions

Speaking: Ask wh-questions to find out what people see

   Use formulaic expressions to indicate what people see.

教学重点和难点

Understand  the  meaning  of wh-questions

eg. What do you see?

eg. I see a ….

教学媒体

Pictures, masks, Cassette 1A, Cassette player

课前学生准备

Listening to the recording of the text.

教学流程

Pre-task preparation

1. Show the words of the animals.

bird  rabbit   bee….

2. Ask; What do you see?

I see….

Are you a rabbit?

Yes? No, I’m a …

3. Divide the class into pairs. Ask them to act as an animal and let the partner guess what animal it is.

Are you a rabbit?

4. Yes? No, I’m a …

While-task procedures

1.     Use the paper cut-outs. Show the students some parts of the small animals and ask them to guess what the animals are. The students can play this guessing game in groups.

What is it?

It’s a bee.

2.     Ask the students to introduce each animal.

    It’s a…

It’s …

3.     Have the students look at the pictures and practice in pairs.

What do you see?

    I see…

What colour is it?

   It’s…

Post-task activities

Let the student listen to the tape and repeat again and again

The workbook

Let students do the practice in the workbook.

板书设计

What do you see?

 I see…

What colour is it?

It’s…

教学效果的反馈

基本对话内容掌握欠缺,不能够将所学对话串联起来,缺乏主动性。

 

课题

Module 1Using my five senses

  Play a game

教学目标

Teaching Aims:

1.     Asking wh-question to fine out what people see

2.     Using formulaic expressions to indicate what people see

3.     Using nouns to identify small animals

4.     Using indefinite articles to refer to particular animals

教学重点和难点

1.  Using the sentences: What do you see? What colour is it?

2.  Using formulaic expression to introduce the animals

教学媒体

Recorder and workbook ,picture cards

课前学生准备

Listening to the recording of the text.

教学流程

Pre-task preparation

1.Warmer

Ps: Sing the song:

Greetings

2. Ask each student to make a mask of an animal. Ask them to put on their masks and make a dialogue with their partner.

Hello. I am a bee. I am small.

Hi , I am a frog. I am green.

While-task procedure

1. Show the students the wall pictures .

2. Ask the students to listen to the dialogue.

3. Elicit the key pattern What do you see? I see…

T: What do you see?
S:I see…

4. Have the students look at the pictures and practice in pairs.

What do you see?

   I see.

What colour is it?

 It’s…

5. Ask the students to play a game on book P5

What do you see?

I see.. It’s…

Post-task activity

Let’s play

Ask the students to do Listen, colour and answer on workbook p4

板书设计

What do you see? I see…

What colour is it? It’s…

教学效果的反馈

喜欢猜谜的游戏,掌握较好,比上节课稍熟练。

 

课题

Module1  Using  my  five  senses

 Unit 2   Listen  and  hear

Look and say

教学目标

1. Using the key words in context.

2. Using imperatives  give simple instructions  eg:  I hear…

教学重点和难点

1.  STRUCTURES:  sheep  hen   dog   cat                

2.  FUNCTION:   Using nouns to express animals’ noises. 

教学媒体

pictures

课前学生准备

Listening to the recording of the text.

教学流程

I.                Pre-task preparation:

Warming up:

Have the Ss listen to the song about the farm animals. Elicit the new words nose, sheep,…

II.              While-task procedure:

1.     Prompt the Ss to repeat after you.

Sheep  hen  dog   cat…

2.     Teach a new chant about the animals

   I hear…

3.     Ask the Ss to come to the front of the class and act as a puppet.

4.     Have the Ss to act all kinds of animals.

 

III.            Post-taskactivity:

Ask the Ss to play a game What do you hear?.

Have the Ss do exercises

IV. Assignment

1.     Listen to the tape.

2.     Read the words.

3. Say the sentences..

板书设计

sheep    hen  dog  cat

      What do you hear?

      Oink, oink.

      I hear a pig.

……

教学效果的反馈

用动物的叫声引出新内容,教学生模仿动物声音,提高了学习的积极性,也掌握了基本词汇和句型。

 

 

课题

Module1  Using  my  five  senses

 Unit 2   Listen  and  hear

Say and act

教学目标

U  1 .sing pronouns to refer to particular things.

2. Understand the meaning of wh- questions.

3. Using possessive adjectives to express possession.   I hear….

教学重点和难点

S  1.TRUCTURES:   What do you hear? I hear…

2.  2.FUNCTION:    Using: “I  hear …” introduce the volices

                        Look    It’s you. 

教学媒体

pictures

课前学生准备

Listening to the recording of the text.

教学流程

IV.            Pre-task preparation:

Warming up:

1.(Review the words.)

(1). Game:

What do you hear?

Say: I hear…

 

V.              While-task procedure:

1.Bingo

Have the students listen several times to the song and act as different farm animals.

2. Ask the students to play the game. Then let them say in groups.

I hear…

I hear….

3. Divide the class into pairs. Ask one student to imitate the sounds of farm animals and have the other one guess

S1: Baa…Baa..

S2:  I hear a sheep.

S1:  Yes, it’s a sheep.

4. What the animal is.

Learn the text on p 7

VI.            Post-taskactivity:

1. Ask the students to do Part A “listen and number” on p6. Then have them practice in pairs.

S1: Quack.. Quack…

2.Have the students do Part C “ Listen, tick and answer” on book p 7

S2: I hear a duck

 IV. Assignment

1.Listen to the tape.

2. Read the sentences.

板书设计

What do you hear, Alice?   Oink… oink…

       I hear …

       Oh, it’s you, …

        ……

教学效果的反馈

利用动物声音的录音,复习What do you hear? I hear..的句型,基本上能够问答,并能掌握单词。

 

 

课题

Module1  Using  my  five  senses

Unit 2   Listen  and  hear

教学目标

1.                   Using the key words in context.

2.                   Using imperatives give simple instructions eg:  I hear….

教学重点和难点

Song:  Bingo.

教学媒体

Realia, tape.

课前学生准备

Listening to the recording of the text.

教学流程

VII.         Pre-task preparation:

1.Warming up:

Rhyme: say some words about the farm animals.

2.T: Say and act

T: What do you hear?

……

II. While-task procedure:

5.     Use the sounds animals make to elicit the key pattern Teach a new chant about the animals

T: Miao…Miao… What do you hear?

Ss: I hear a cat.

6.     Encourage the students to say a rhyme like the following,. The boys ask questions and the girls answer

Oink, oink.

What do you hear?

I hear a pig

3. Listen to the song.< Bingo>and learn.

   Bingo.

VIII.       Post-taskactivity:

Sing the song. Bingo

IV. Assignment

1. Listen to the tape.

2. Sing the song.

板书设计

Bingo

     There was a farmer (who) had a dog.

     And Bingo was his name. Oh!

教学效果的反馈

学唱Bingo,学生喜欢这首歌,边做动作边唱歌,很高兴。

 

 

课题

Module1  Using  my  five  senses

 Unit 3  Taste  and  smell

 

教学目标

1.Using nouns to identify food items

2.Using imperatives to give simple instructions

教学重点和难点

1. Sentence: Taste…

   Smell…

2. Words: rice, soup, egg, noodles

教学媒体

Recorder and workbook ,picture cards

课前学生准备

Listening to the recording of the text.

教学流程

IX.            Pre-task preparation:

1.Rhyme

Ps: Read  the Rhyme: <soup>

2.Review the words of food

1.Talk about the food:

Eg This is an apple. It’s…

I like …

2.Review the dialogue

Make a dialogue with their partner.

--Can I help you?

--May I have …

--Here you are.

--Thank you.

 

II. While-task procedure:

1. Teach: rice, noodles

Show the pictures and tell the students : Chinese like to eat rice and noodles

2. Teach: egg

Describe the egg to elicit the word

Teach: Taste …

Smell…

Guess the words     

Read the word

 

3.Have the students close their eyes and guess the names of the food by smelling and tasting

Close their eyes and guess

 

Post-taskactivity:

Make the dialogue

Show a menu and have the students make a dialogue.

IV.Assignment

Complete the exercises

板书设计

Smell 

Taste 

教学效果的反馈

用情景引出所学的四种常见事务,并用角色对话训练Taste…,Smell..的两种句型对话,学会了赞美食物的味道,学生显得很积极。

 

 

课题

Module1  Using  my  five  senses

 Unit 3  Taste  and  smell

Say and act

教学目标

1.Using nouns to identify food items

2.Using formulaic expressions to ask customer’s preferences

3.Using formulaic expressions to offer people things

4.Using formulaic expressions to express thanks

教学重点和难点

Sentence: Can I help you?

        Here you are. Thank you.

教学媒体

Recorder and workbook ,picture cards

课前学生准备

Listening to the recording of the text.

教学流程

Pre-task preparation:

1.     Review the words: rice, noodles, soup, egg.

Show the words of the food and students read

Read the rhyme of the food

2. Taste the noodles, Peter.

Smell the soup, Linda

Ask the more able students to act according to my instructions

II. While-task procedure:

1. 1.Dialogue:

At the restaurant

Have the students watch the flash and act out the dialogue.

Ask the students to make the new dialogue with their deskmate

2. Listen and enjoy.

Have the students listen to and repeat after the rhyme

Have them practice the rhyme several times with teacher

Post-taskactivity:

1. Let the student listen to the tape and repeat again and again.

2. Let students do the practice in the workbook

 

板书设计

Can I help you?

…, please.

Here you are.

Thank you.

教学效果的反馈

用顾客和饭店老板的两个角色配对学习At the restaurant ,学生能够掌握Can I help you? 得正确用法,并能根据更换的情景灵活运用。

 

课题

Module1  Using  my  five  senses

 Unit 3  Taste  and  smell

Play a game

教学目标

1. Using nouns to identify food items

2. Using imperatives to give simple instructions

教学重点和难点

Sentence: Stand up.

        Touch your…

        Smell the…

教学媒体

Recorder and workbook ,picture cards

课前学生准备

Listening to the recording of the text.

教学流程

Pre-task preparation:

1. Review the words: rice, noodles, soup, egg.

Show the words of the food and students read

Read the rhyme of the food

2. Review the sentences

Listen and act

3.Dialogue:At the restaurant

Make a dialogue

II. While-task procedure:

1.Play a game:

Listen and act

Stand up

  Touch your…

2.Guessing game

Show some food

Let the students close their eyes and smell the food

3.Show a thing

 

Post-taskactivity:

1.Let the student listen to the tape and repeat again and again.

2.Let students do the practice in the workbook

板书设计

Stand up

Touch…

Smell…

教学效果的反馈

命令式的句子教给学生,并让他们学会施令,让其他学生听命令做出正确的动作,孩子们喜欢并能够做出动作,很有兴趣发令。

Module 2   My favourite things

Task in this unit:

l       Begin an interaction by expressing one’s preferences

l       Begin an interaction by eliciting a response

 

Language focus

l       Using nouns to identify toys: ball,doll,bicycle,kite

l       Using adjectivesto describe things: It’s super.

l       Using the definite article to indicate particular things: the ball,the doll

l       Using formulaic expressions to offer people help: Can I help you?

l       Using formulaic expressions to offer people things: Here you are.

l       Using formulaic expressions to express thanks: Thank you.

 

Language skills:

Listening:

l       Identify the key words in an utterance by hearing the pronunciation: ball, doll, bicycle, kite

l       Understand the key pattern: I like…

l       Understand formulaic expressions to offer people things: Here you are.

l       Understand formulaic expressions to offer people help: Can I help you?

 

Speaking:

l       Pronounce the words, phrases and sentences correctly: ball, doll, bicycle, kite

l       Use formulaic expressions to indicate preferences: I like…

l       Use formulaic expressions to offer people things: Here you are.

l       Use formulaic expressions to express thanks: Thank you.

l       Use adjectives to describe things: It’s super.

l       Use formulaic expressions to offer people help: Can I help you?

 

Scheme of work:

Period

Core contents

Extension

Materials

Grammar and expressions

Vocabulary

1

I like…

ball, doll, bicycle, kite

 

SB:pp.14 ,15

WB:pp.14,15,

Parts A,B,C

2

I like…

 

nice super

You like…

SB:pp.15,16,17

WB:pp.16,17

Part D and Task

 

 

Module2 / Unit 1 / Period 1

Aims:

1.  Words: ball, doll, bicycle, kite

2.     Function: Use formulaic expressions to indicate preferences: I like…

 

Language focus:

1. Pronounce the words, phrases and sentences correctly

2. Understand the key pattern: I like…

Aids: Pictures, Realia, tape. 

 

PROCEDRES

CONTENTS

METHODS

PURPOSE

I. Pre-task preparation

Warming up:

Song

 

Sing a song.

 

通过歌曲引出今天的教学。

II. While-task procedure

 

ball

 

 

 

 

 

 

doll, bicycle, kite

 

I like…

1) T: Look! It’s a ball. It is round. It’s red. I like it very much.

2) Pronounce and spell

3)ball-balls

4) Make sentences with ‘ball’

The same with ‘ball’

 

1)     Look and say

2)     Pair work

3)     Do a survey

单词教学在学生读对读准的基础上向句子过渡。为配合like句型的新授,先将单词进行单复数的变化,使学生易于接受新句型。

进行多种形式的操练,巩固新知,激发兴趣。

III. Post-task

activity

Do the exercises.

1.     Ask the Ss to play a game “What do you like?”

Have the Ss do exercises

通过学生练习和游戏的形式来巩固新知,起到巩固的作用。

IV. Assignment:

1. Listen to the tape.

2. Read the words.

3.      Say the sentences.

 

 

板书:

 

ball  doll  bicycle  kite

I like balls…

 

教学效果反馈

 

 

单词balldall发音容易混淆,字形也相似,在日常的教学中还需要注重读音规则的渗透,教学中不能面向全部学生,有些学生不能积极的参与到教学活动中,时不时会开小差,有待于想出更好的方法,让这些学生养成良好的学习习惯。

 

Module 2 / Unit 1 /Period 2

Aims:

1. Use formulaic expressions to offer people things: Here you are.

3.     Use formulaic expressions to express thanks: Thank you.

4.     Use adjectivesto describe things: It’s super.

5.     Use formulaic expressions to offer people help: Can I help you?

 

 

Language focus:

1. Understand formulaic expressions to offer people things: Here you are.

2. Understand formulaic expressions to offer people help: Can I help you?

 

Aids: Pictures, Realia, tape. 

 

PROCEDRES

CONTENTS

METHODS

PURPOSE

I. Pre-task preparation

Warming up:

Rhyme

Rhyme

Ball and doll

 

复习旧知,引出新知。

II. While-task procedure

 

Story

At the toy shop

 

 

 

 

 

 

 

1)Make a short dialogue with a student

T: I’m a shop assistant. Can I help you?

S: I like the ball.

T: Here you are.

S: Thank you.

2)Play a memory game

3)Make a short dialogue

以故事的形式展开教学,激发学生兴趣。

注意操练的多样性,使学生扎实掌握新授内容。

为学生创设情境,鼓励他们大胆地说。

III. Post-task

activity

Do the exercises.

Draw your favourite toy and talk about it

 

让学生边画边说自己最喜欢的玩具。

IV. Assignment:

4.     Listen to the tape.

5.     Read the story.

 

 

 

 

板书:

 

I like the …

It’s nice /super /cool

 

 

教学效果反馈

 

通过游戏的方式来检查学生巩固句型的掌握程度,同时培养学生之间互相帮助的习惯。运用二个复习巩固了 I like …I like the.句型,学生似乎还是区分不开这两种句子的正确用法。

 

 

Module 2 / Unit 1 /Period 3

Aims:

1. Review the words: ball, doll, bicycle, kite

2. Review the sentences: I like …

3. Drills: I like the ….

 

Language focus:

Use formulaic expressions to indicate preferences: I like the…

 

Aids: Pictures, Realia, tape. 

 

PROCEDRES

CONTENTS

METHODS

PURPOSE

I. Pre-task preparation

Warming up

 

Daily talk

复习旧单词和句型,为新课导入铺垫。

II. While-task procedure

 

I like the …

 

 

 

 

 

 

1)     Look and say

2)     Pair work

3)     Draw and say

I like the ____.

It’s ____.

It’s ____.

4)  Practice in groups

5)  Rhyme

I like the ball.

I like the doll.

I like the ball and the doll.

I like the doll.

I like the ball.

I like the doll and the ball.

让学生熟练运用新句型,通过边看边说、对子操练、画画说说、分组活动等多种操练让学生愉快地学。

 

这是一首有趣,带点绕口令意味的儿歌,操练时也要注意方式上的多样性,发学生的学习兴趣。

III. Post-task

activity

Do the exercises.

1)     Listen and tick

2)     Do a survey

 

IV. Assignment:

6.     Listen to the tape.

7.     Read the rhyme.

 

 

 

 

板书:

 

 

I like the ____.

It’s ____.

It’s ____.

 

教学效果反馈

创设toy shop的情景,学生基本上能够用所学句型对话,不过对于那些物品是super  nice 等赞美词汇,还是分不清楚。

 

 

Module 2 My favourite things

Unit 2  Food I like

 

Tasks in this unit

1.     Begin  an  interaction by  introducing  one’s  preferences

2.     End  an  interaction  by  using  simple formulaic  expressions

3.     Begin  an  interaction  by eliciting  a  response

Language focus

1. Using nouns to identify food

   eg. jelly, ice, cream, sweet, biscuit

2. Using formulaic expressions to indicate preferences

e.g. I  like  ice cream.

3. Asking  yes/no questions  to  find  out  one’s  preferences

   e.g. Do  you  like,…?

4. Using formulaic expressions to confirm or deny

   e.g. Yes./No.

5. Using formulaic expressions to offer  people things

   e.g. One for you.

 

 Learning skills:

 Listening

5.     Identify the key words in an utterance by hearing the  pronunciation

eg. jelly, ice, cream, sweet, biscuit

6.     Identify specific  information in response  to  questions

e.g. Do  you  like  sweets? No.

3.  Understand formulaic expressions indicating  preferences

   e.g.  I like ice cream.

Speaking

1.     Identify the key words in an utterance by hearing the  pronunciation

eg. jelly, ice, cream, sweet, biscuit

2. Using formulaic expressions to indicate preferences

e.g. I  like …

3. Asking  yes/no questions  to  find  out  one’s  preferences

   e.g. Do  you  like,…?

4. Using formulaic expressions to confirm or deny

   e.g. Yes./No.

5. Using formulaic expressions to offer people things

   e.g. One for you.

 

 

Period

Core contents

 

Extension

 

Materials

Grammar and

expressions

Vocabulary

 

1

I  like …

jelly, ice, cream, sweet, biscuit

 

SB:p.18,and 21

WBp18,part A

 

2 

Do you like …?

Yes./No.

 

One for you and one for me.

SB:pp.18.19and 20

WB:pp.19,20 and 21, Parts B,C,D and Task

 

 

 

The first Period

 

Aims:

1.  Words:  jelly, ice, cream, sweet, biscuit

6.     Function: Use formulaic expressions to indicate preferences: I like…

 

Language focus:

1. Pronounce the words, phrases and sentences correctly

  e.g. jelly, ice, cream, sweet, biscuit

2.     Understand the key pattern: I like…

 

Aids: Pictures, Radio, tape.

 

ESteps

Procedures

Teacher’s activities

Students’ activities

Purpose

Pre-task preparation

1.Rhyme

<soup>

2. Review the words of food

1.     Ps: Read  the Rhyme:

2.     Talk about the food:

Eg This is an apple. It’s…

I like …

 

歌曲和问候将学生带入英语学习的氛围。

2Review the dialogue

--Can I help you?

--May I have …

--Here you are.

--Thank you.

 

1.     Make a dialogue with their partner.

 

 

 

 

 

复习已有知识活跃课堂气氛。

While-task procedure

1. Teach: jelly,  ice cream sweet  biscuit

 

2.Teach: ice cream

Describe the ice cream  to elicit the word

3. Teach: I like ice cream. Cold  and  sweet.

Have the students close their eyes and guess the names of the food by describing.

1.       Look at the pictures and read the words

 

2. It’s  cold  and  sweet.

 

 

                  

2.       Guess the words     

Read the word

3.       Close their eyes and guess.

Pair work

玩偶通过机械操练来巩固新授,并联系实际说说自己的喜好,激发学生的表达意识。

    

 

 

 通过猜测,激发学生的学习兴趣。

 

Tog

 

 

 

 

Post-task activity

show a flash..

 

 

 

1.At  the  food  shop.

1.     Look  and  say.

2.     Make  a  new  rhyme.

3.Make  the  dialogue.

学生根据自己的选择,通过合作的方式,自主的进行对话

Assignment

1.       Listen  and  read P21.

2.        Read  the words of page 19.

巩固课堂学习内容.

板书

jelly       sweet  and  soft

ice cream   sweet  and  cold

sweet      sweet

biscuit     sweet  and  dry

教学效果反馈

本单元出现的词汇是孩子们喜欢的甜品和点心,带着实物来上,并让他们展示自己的物品,表达自己的物品,学生喜欢表现自并愿意拿出自己的实物作介绍,Do you like..?的句型,有些学生不能正确回答,用Yes./No.后的具体回答不清楚,不确定。

 

The second Period

 

Aims:

1.       Words:  jelly, ice, cream, sweet, biscuit

2.       Sentences: Do  you  like …?  Yes./No.

             One for you and one for me.

Function:

1. Asking  yes/no questions  to  find  out  one’s  preferences

   e.g. Do  you  like,…?

2. Using formulaic expressions to confirm or deny

   e.g. Yes./No.

 

Language focus:

1. Asking  yes/no questions  to  find  out  one’s  preferences

   e.g. Do  you  like,…?

2. Using formulaic expressions to confirm or deny

   e.g. Yes./No.

Aids: Pictures, Radio, tape.

 

ESteps

Procedures

Teacher’s activities

Students’ activities

Purpose

Pre-task preparation

1. Sing  a  song. ( Apple tree).

2.Review the words of( food fruit, toys and animals)

Sing  a  song.

 

 

I  like  apples.(…)

歌曲和问候将学生带入英语学习的氛围。

2Review the dialogue( At the toy shop.)

--Can I help you?

--I like a bicycle.

--Here you are.

--Thank you.

I like my bicycle. It’s super.

 

1.Make a dialogue with their partner.

 

 

 

 

 

复习已有知识活跃课堂气氛。

While-task procedure

1.Dialogue: Look  and  say

(At the fruit shop

At the toy shop)

 

 

 

 

2. Make a rhyme.

Do you like sweets? Yes, yes. I like sweets.

Have the students  watch  the flash and act out the dialogue.

Ask the students to make the new dialogue with their deskmates.

2. Read the rhyme.

3.       Make a new rhyme.

通过听, 说, 练习对话。

 

Tog

 

 

 

 

Post-task activity

 The workbook

Let the student listen to the tape and repeat again and again.

 

Let students do the practice in the workbook.

训练对话。

板书:

Do you like sweets? 

Yes. /Yes, I like sweets.

No./ No, I don’t like sweets.

教学效果反馈

tea time游戏环节则采用了多种形式来活跃课堂气氛,效果较好。由于所学单词都是平时常见的食物,让学生带来食物自己表演,学生的学习兴趣浓,效果比较好,不足之处是有一小部分学生由于时间原因没上台表演,要在以后的空余时间内让他们来对话练习。

 

 

The third period

 

AContents :

Sentence: One for you and one for you.

BTeaching Aims :

Using formulaic expressions to offer people things

      e.g. One for you.

 

CTeaching aids :

    Recorder and workbook, picture cards

DSteps

procedures

content

methods

purposes

Pre-task preparation

1.Review the words: jelly, ice cream, sweet,  biscuit

 

2.Review the sentences

 

3. Dialogue:

At the toy shop

1.     Show the words of the food and students read

Read the rhyme of the food

 

2.     Listen and act

 

3. Make a dialogue

 

 

让学生用所学的英语来进行问答,引出新知。

While-task procedures

 Say  and  act  Tea  time

 

 

1.Watch the flash.

2.Listen and act.

3. Make a new dialogue.

Guess: What is it?

 

Studtents close eyes just touch and guess.

学会和别人分享快乐。

Post-task activities

 

 

 

The workbook

Let the student listen to the tape and repeat again and again.

 

Let students do the practice in the workbook.

 

板书

 

Do you like …?   Yes. /No. I like …

One for you and one for me.

教学效果反馈

tea time游戏环节则采用了多种形式来活跃课堂气氛,效果较好。由于所学单词都是平时常见的食物,让学生带来食物自己表演,学生的学习兴趣浓,效果比较好,不足之处是有一小部分学生由于时间原因没上台表演,要在以后的空余时间内让他们来对话练习。

 

 

Module 2   My favourite things

Unit 3   Drinks I like

Tasks in this unit:

l       Begin an interaction by introducing one’s preferences

l       End an interaction by using simple formulaic expressions

l       Begin an interaction by eliciting a response

 

Language focus

l       Using nouns to identify drinks: cola, juice, milk, water

l       Using imperatives to give simple instructions: Drink some milk, Sam.

l       Using the indefinite determiner some to show quantity: Drink some water, Mum.

l       Asking wh-questions to ask for specific information about a person: What do you like?

l       Using the simple present tense to express preferences: I like water.

l       Using formulaic expressions to wish someone a happy birthday: Happy Birthday, Eddie.

 

Language skills:

Listening:

l       Identify specific information in simple instructions: Drink some milk, Sam.

l       Identify the key words by hearing the pronunciation: cola, juice, milk, water

l       Identify specific information in response to simple questions: What do you like? I like water.

l       Understand formulaic expressions wishing someone a happy birthday: Happy Birthday, Eddie.

Speaking:

l       Pronounce the words, phrases and sentences correctly: cola, juice, milk, water

l       Using imperatives to give simple instructions: Drink some milk,Sam.

l       Asking wh-questions to ask for specific information about a person: What do you like?

l       Use the key pattern to express preferences: I like water.

l       Use adjectives to describe things: It’s super.

l       Use formulaic expressions to wish someone a happy birthday: Happy Birthday, Eddie.

Scheme of work:

Period

Core contents

Extension

Materials

Grammar and expressions

Vocabulary

1

What do you like?

I like…

cola, juice, milk, water

 

SB:p.23

WB:pp.22,23,

Parts A,C

2

 

 

Drink some…

Have some…

Birthday  good

SB:pp.22,24,25,51

WB:pp.22,24,25

Parts B,D and Task

 

 

Drinks I like

The First Period

Aims:

1.     Words: cola, juice, milk, water

2.     Function: Use specific information in response to simple questions: What do you like? I like…

 

Language focus:

1.     Pronounce the words, phrases and sentences correctly

2.     Identify specific information in response to simple questions: What do you like? I like…

Aids: Pictures, Realia, tape. 

 

PROCEDRES

CONTENTS

METHODS

PURPOSE

I. Pre-task preparation

Warming up:

Song

Sing a song.

 

歌曲将学生带入英语学习的氛围。

II. While-task procedure

 

Teach: cola

juice

milk

water

 

 

 

 

--What do you like?

--I like…

Show the pictures of drinks to the Ss and slowly introduce the words to them. Then read the words.

 

 

 

4)     Look and say

5)     Pair work

6)     Do a survey

在新授单词的基础上操练What do you like? I like…这一句型,让学生根据实际来表达自己的喜好,让学生充分掌握今天的语言,更激发他们的表达意识。

III. Post-task

activity

Do the exercises.

2.     Ask the Ss to play a game What do you like?

3.     Have the Ss do exercises

 

通过学生练习和游戏的形式来巩固新知,起到巩固的作用。

IV. Assignment:

8.     Listen to the tape.

9.     Read the words.

10.   Say the sentences.

 

 

板书

cola  juice  milk  water

---What do you like?

---I like…

 

教学效果反馈

创设情景,帮助学生理解和操练句子What do you like? 为学生采访调查做铺垫。采用不同形式的操练方法巩固这一句型,孩子们能够用所有物品针对相应物品作对话练习,并能够初步理解不可数名词的含义。

 

 

 

Drinks I like

The Second Period

Aims:

1.     Use imperatives to give simple instructions: Drink some milk, Sam.

2.     Ask wh-questions to find out one’s preferences: What do you like?

3.     Use the key pattern to express preferences: I like water.

 

 

Language focus:

1.     Using imperatives to give simple instructions: Drink some milk, Sam.

2.     Asking wh-questions to find out one’s preferences: What do you like?

3.     Using the verb like to indicate preferences: I like water.

 

Aids: Pictures, Realia, tape.

 

PROCEDRES

CONTENTS

METHODS

PURPOSE

I.Pre-task preparation

Warming up:

Rhyme

Rhyme

What do you like?

I like cola and milk.

复习旧单词与句型,引出新课内容。

II.While-task procedure

 

 

A good girl

 

 

 

 

 

 

 

1)Make a short dialogue with a student

T: Drink some milk, please.

S: Thank you.

T: Drink some cola, Linda.

S: Thank you, Sengue.

2)Say and act

3)Make a short dialogue in pairs

以问答的形式展开教学,引起学生注意,激发兴趣。

同时注意操练的多样性,使学生扎实掌握新授内容。

创设情境,模仿例子表演对话      

III. Post-task

activity

Do the exercises.

Tick what you like and talk about it

 

勾出你喜欢的食物,然后说一说。

IV. Assignment:

11.  Listen to the tape.

12.  Read the story.

 

 

 

板书:

What do you like?  

I like …        

Drink some …, please.

Have some …, please.

教学效果反馈

创设情景,操练Drink..句型的用法,能够用手边的饮料提供给所需学生时的交际用语,尤其有些孩子,还会在对话中用到Here you are. Taste..这些学过的句型拓展对话。

 

 

Drinks I like

The Third Period

Aims:

1.     Review the words: birthday, cola, juice, milk, water

2.     Review the sentences: What do you like? I like water (milk, cola, juice ).

3.     Use formulaic expressions to wish someone a happy birthday: Happy Birthday, Eddie.

 

 

Language focus:

Using formulaic expressions to wish someone a happy birthday: Happy Birthday, Eddie.

 

Aids: Pictures, Realia, tape.

 

PROCEDRES

CONTENTS

METHODS

PURPOSE

I. Pre-task preparation

Warming up:

song

A birthday song

歌曲将学生带入英语学习的氛围。

II. While-task procedure

 

 

Happy Birthday, Eddie.

 

 

 

 

 

 

 

1.       Pair work

2.       Say and act

3.       Practice in groups

4.       Make a short dialogue:

S1: What do you like?

S2: I like cola. It’s cool.

S3: Drink some cola, please.

S4: Thank you.

创设情境(birthday party),让学生熟练运用like句型和Drink some…句型,以此激发学生的学习兴趣,牢固掌握今天的英语对话。

III. Post-task

activity

Do the exercises.

Do a survey

 

IV. Assignment:

13.  Listen to the tape.

14.  Read the story.

 

 

 

 

板书

Happy birthday.   

What do you like?     

Drink some …

Thank you. 

 I like … 

It’s …       

Thank you.

教学效果反馈

Happy Birthday这首歌引出Eddie生日派队的情景,展示给学生看,创设一个比较真实的语言环境,学生学习兴趣较浓郁。 学会Let’s ..句型,复习了What do you like ?I like…句型。表演的孩子基本能做到脱离书自由发挥,还有些孩子表达不清,不熟练。

 

Module 4  Things we do

Unit 2  New Year’s Day

Tasks in this unit:

Begin an interaction and maintain it by responding to questions

Using modeled phrases to communicate with other students.

Use formulaic expressions to offer people things

 

Language focus:

Using nouns to identify objects

e.g., gift, card, firework, firecracker

Using imperatives to give instructions

e.g., Draw. Write. Fold.

Using adjectives to describe things

e.g., new

Using formulaic expressions to greet people on New Year’s Day

e.g., Happy New Year!

Using formulaic expressions to offer people things

e.g., A gift for you.

Using the simple present tense to express interest and preferences

e.g., I like the red dress.

 

Language skills:

Listening

Identify specific information in response to simple instructions

e.g., draw, write, fold

Understand the key pattern

e.g., I like the red dress.

Identify the key words in an utterance by hearing the pronunciation

e.g., gift, card, firework, firecracker

understand formulaic expressions of New Year’s greetings

e.g., Happy New Year!

Understand formulaic expressions offering people things

e.g., A gift for you.

Understand a simple story with the help of pictures and body language

 

Speaking

Pronounce the words, phrases and sentences correctly

e.g., gift, card, firework, firecracker

Use imperatives to give instructions

e.g., Draw. Write. Fold.

Use formulaic expression to greet people

e.g., Happy New Year, Miss Fang.

Use the pattern I like the … to express interests and preferences

e.g., I like the sweets.

Use formulaic expressions to offer people things

e.g., A gift for you.

Use formulaic expressions to express thanks

e.g., Thank you.

 

Scheme of work:

 

Period

Core contents

 

Extension

 

Materials

Grammar and expressions

Vocabulary

 

1

…for you.

gift card firework firecracker

You are welcome.   Happy New Year!

SB:pp.42 and 45

WB:p.42, Part A 

 

2 

 

 

 

shoes new sweets write fold

SB:pp.43,44and 53

WB:pp.43,44and45

Parts B, C, and Task

 

 

Period 1

Language focus:

Using nouns to identify objects

e.g., gift, card, firework, firecracker

Using formulaic expressions to greet people on New Year’s Day

e.g., Happy New Year!

Using formulaic expressions to offer people things

e.g., A gift for you.

 

Language skills:

Listening

Identify the key words in an utterance by hearing the pronunciation

e.g., gift, firework, card, firecracker

Understand formulaic expressions of greetings

e.g., Happy New Year!

Understand formulaic expressions offering people things

e.g., A gift for you.

Understand the meaning of the song.

 

Speaking

Pronounce the words, phrases and sentences correctly

e.g., firecracker, gift, firework, card

Use formulaic expressions of greetings

e.g., Happy New Year!

Use formulaic expressions to offer people things

e.g., A gift for you.

Use formulaic expressions to express thanks

e.g., Thank you.

Sing the song and act it out

 

Materials:

Student’s Book 1B, pp.42 and 45

Workbook 1B, p.42, Part A

Cassette 1B

Wall picture 1B

Flashcards 1B (gift, card, firework, firecracker)

 

 

Procedures

Contents

Methods

Purpose

Characteristic modification, the teaching introspects

 

Pre-task preparation

Happy New Year

Happy New Year.

Happy New Year to you all.

We’re singing.

We’re dancing.

Happy New Year to you all.

 

 

Listen to the tape and follow it.

跟唱歌曲,进入英语学习状态,帮助回忆过年时的快乐氛围,为学习新知创设情境。

 

 

 

 

While-task procedure

gift

 

 

 

 

card

 

 

 

 

 

 

 

firecracker

 

 

 

firework

 

 

 

Happy New Year!

Happy New Year!

A gift for you, Kitty.

Thank you.

Show a beautifully wrapped gift and imitate  “gift”.

 

 

Talk about the Spring Festival with the students and ask them whether they have received cards from their relatives or friends.

 

 

On New Year’s Day, many people like to set off firecrackers.

 

 

On New Year’s Day, people also set off fireworks.

 

 

Today is New Year’s Day. Kitty’s grandparents and Kitty greet each other by saying ‘Happy New Year!’ Then Kitty’s grandparents give Kitty a gift and say “A gift for you, Kitty’. Kitty days “Thank you’.

 

用实物引入,给予学生直观感受。

 

 

 

启发谈话,活跃气氛,引入新知。

 

 

 

 

媒体演示,易于学生理解。直观印象帮助记忆。

 

 

 

 

 

 

 

 

Post-task activity

Happy New Year!

Happy New Year!

A gift for you, ….

Thank you.

Ask the students to act out the dialogue in groups.

表演对话,培养英语交际能力。

Board show:

M4  Unit 2 New Year’s Day

gift                                  Happy New Year!

card                                 Happy New Year!

firecracker                            A gift for you, ….

firework                              Thank you.

 

Exercise:

Act out the dialogue with your classmates.

 

 

课题

Module 3 Things around us

Unit 1  season

Look and learn

教学目标

知识与技能:

1.      Using nouns to identify seasons eg., spring, summer.

2.      Using adjectives to describe conditions eg., warm, hot

3.      Using the simple present tense to state facts eg., Spring is warm.

过程与方法:

1.      Use modeled sentences to communicate with other students.

2.      Pronounce the key words correctly.

3.      Use the key pattern to describe seasons.

.

 

教学重点和难点

4.      Identify the key words in an utterance by hearing the pronunciation. e.g., spring, summer, warm, hot.

5.      Understand the characteristics of seasons e.g., Spring is …

6.      Understand the characteristics of seasons: e.g., Spring is green

教学媒体

Pictures, , Cassette 1b, Cassette player

课前学生准备

Listening to the recording of the text.

教学流程

Pre-task Activities

Activity 1

To elicit the names of the seasons, show a Disney cartoon of four seasons to students.

And show the pictures of spring and summer to the students and ask them what they see?

T: Look at the picture. What do /can you see?

S1: I see/ can see a bird.

S2: I see/ can see many flowers.

T: Yes. In spring, we can see birds, flowers and many beautiful things. Look at the picture again.

  It’s spring. Today we’ll talk about four seasons.

Say “season”.

While-task Activities

Activity 1

Show pictures of spring and summer, and introduce them.

T: There’re four seasons in a year.

  Spring is green. Spring is warm.

  Summer is red. Summer is hot.

Ask students look at flashcards and read new words.

Activity 2

Summer is hot.

Red, red, red,

Summer is rec.

Hot and red,

Summer, summer, summer.

Practice in groups.

Activity 3

Do a quick response in groups of three.

S1: Spring.

S2: Spring is warm.

S3: Spring is green.

Ask the students to say a rhyme.

Warm, warm, warm,

Spring is warm.

Green, green, green

Spring is green.

Warm and green,

Spring, spring, spring

Hot, hot, hot,

Post-task Activities

Activity 1

Listen to the tape and repeat.

Activity 2

Ask students to say sth. about spring and summer.

S: It’s summer. Summer is hot. Summer is green. I can swim. I like summer.

板书设计

Spring is green.

Spring is warm.

Summer is hot.

Summer is hot.

教学效果的反馈

通过让学生选择自己喜欢的季节开始新课,并让他们说出每个季节的气候特点。随后指导学生如何描述SpringSummer,似乎对他们来说有点困难,不能及时反映老师提到的季节气候。

 

 

课题

Module 3 Things around us

Unit 1  season

Period 2

 

教学目标

知识与技能:1.      Use modeled sentences to communicate with other students.

2.      Pronounce the key words correctly.

3.      Use the key pattern to describe seasons.

4.      Identify the key words in an utterance by hearing the pronunciation.

5.      Understand the characteristics of seasons

6.      Understand the characteristics of seasons:.

教学重点和难点

 1.      Using nouns to identify seasons eg., autumn, winter.

2.      Using adjectives to describe conditions eg., cool, cold

3.      Using the simple present tense to state facts eg., Winter is cold.

教学媒体

Pictures, , Cassette 1b, Cassette player

课前学生准备

Listening to the recording of the text.

教学流程

Pre-task Activities

Activity 1

Show the picture of Students’ book P26. And ask some questions.

T: What do you see?

S: I see a a flower.

T: What colour is it?

S: It’s red.

T: What season is it?

S: It’s spring.

T: How is spring?

S: Spring is green. Spring is warm.

T: In spring, I see flowers. I sing songs.

What do you do?

  S: I sing songs.

  Talk about summer.

Activity 2

Say the rhyme again:

Warm, warm, warm,

Spring is warm.

Green, green, green

Spring is green.

Warm and green,

Spring, spring, spring

Hot, hot, hot,

Summer is hot.

Red, red, red,

Summer is rec.

Hot and red,

Summer, summer, summer.

While-task Activities

Activity 1

Show pictures of winter and autumn, and introduce them.

T: It’s autumn. Autumn is cool. Autumn is golden.

  It’s winter. Winter is cold. Winter is white.

Ask students look at flashcards and read new words.

Activity 2

Ask the students to say the rhyme in P26.

Warm, warm, warm,

Spring is warm.

Green, green, green

Spring is green.

Warm and green,

Spring, spring, spring

Hot, hot, hot,

Summer is hot.

Red, red, red,

Summer is red.

Hot and red,

Summer, summer, summer.

Practice in groups.

Activity 3

Do a quick response in groups of three.

S1: Autumn.

S2: Autumn is cool.

S3: Autumn is golden.

Activity 4

Ask students to rewrite the rhyme with “winter, cold,autumn, cool”.

Cool, cool, cool,

Autumn is cool.

Golden, golden, golden,

Autumn is golden.

Cold, cold, cold,

Winter is cold.

White, white, white,

Winter is white.

Post-task Activities

Activity 1

Listen to the tape and read the rhyme.

Activity 2

Ask students to say sth. about winter and autumn.

 

板书设计

Autumn is cool.

Autumn is golden.

Winter is cold.

Winter is white.

教学效果的反馈

利用春夏,引出秋冬的气候特点,部分学生cool,cold分不清楚,而且在发音上存在缺陷。

 

 

课题

Module 3 Things around us

Unit 1  season

Period 3

教学目标

知识与技能1.      Use modeled sentences to communicate with other students.

2.      Pronounce the key words correctly.

3.      Use the key pattern to describe seasons.

教学重点和难点

Using the simple present tense to state facts. Eg, In summer is hot. I drink some juice.

教学媒体

Pictures, , Cassette 1b, Cassette player

课前学生准备

Listening to the recording of the text.

教学流程

Pre-task Activities

Activity 1

Ask students to answer questions about the characteristics of seasons.

Ask them try to say some sentences to describe seasons.

While-task Activities

Activity 1

Have the students listen to and repeat the rhyme on P26. Then do a quickly response:

T: (Show a flashcard of spring.)

S: Spring is warm.

Activity 2

Have students to listen and repeat the sentences on P29.

Ask them questions: In spring, what do you do? And act out the action.

S: In spring, I smell flowers. (Smell flowers.)

Post-task Activities

Activity 1

Finish wookbook.

Activity 2

Have the students do a survey: What season do you like?

             Spring    Summer   Autumn   Winter 

S1: I like summer. It is hot. It is green. I can swim.

板书设计

Spring is…

Summer is…

教学效果的反馈

综合四季的特点,在每个季节进行不同的娱乐活动或吃不同的食品。相对来说较难,经过一番操练,仍有部分学生不能表达四季特点。

 

课题

Module 3 unit 2 weather

Period 1

教学目标

1.      Identify the key words in an utterance by hearing the pronunciation. e.g., sunny, cloudy, rainy, windy.

2.      Understand formulaic expressions describe weather. e.g., It’s sunny.

3.      Understand the key pattern : How is the weather.

4.      Use modeled sentences to communicate with other students.

5.      Pronounce the key words correctly

教学重点和难点

1.      Using the key words in the context. eg., sunny, cloudy, rainy, windy

2.      Using formulaic expressions to describe weather. Eg., It’s sunny.

3.      Asking questions to find out specific information about weather. Eg., How is the weather?

教学媒体

Pictures, , Cassette 1b, Cassette player

课前学生准备

Listening to the recording of the text.

教学流程

Pre-task Activities

Activity 1

Daily talk:

T: How many seasons in a year?

S: Four seasons. Spring, summer, autumn and winter.

T: How is summer?

S: Summer is hot.

T: We are in summer now. Are you hot?]

Ss: Yes.

T: (Show a picture of summer with a red sun.)

   Summer is hot.

   The sun is shining.

   How is the weather?

   It’s fine. It’s sunny.

Read the word “weather” together.

While-task Activities

Activity 1

Have the students to listen to a simple weather report while show them the flashcards and talk about weather.

T: It is sunny. It is cloudy.

Activity 2

Talk about weather with simple adjectives.

T: Look! We can see the sun in the sky. It is sunny. I like sunny days.

Show them pictures of each weather and ask them do quickly response:

T: (Show a picture of sunny.)

S: sunny days

Activity 3

Have the students say the rhyme after you.

Sunny, sunny, sunny days. I like sunny days.

Rainy, rainy, rainy days. I like rainy days.

Practice in pairs.

Try to change the rhyme with “windy, cloudy”

Activity 4

Show them pictures of each weather again.

T: How is the weather? (Show a picture of sunny.)

S: It’s sunny.

Post-task Activities

Activity 1

Listen to the tape and repeat.

Activity 2

Do a survey: What weather do you like?

 Weather    Sunny     Cloudy    Windy     Rainy

S: I like sunny days.

                                                           

板书设计

Weather

sunny cloudy                How is the weather?

 windy rainy                  It’s …

教学效果的反馈

尤季节过渡的天气,学生明显有些混淆,winter windy总是搞不清楚,学生能用How is the weather?询问天气,天气的回答略迟缓,一时反应不过来,还需要巩固知识,操练句型,熟记单词。

 

 

课题

Module 3 Unit 2 Weather

Period 2

教学目标

1.      Identify the key words in an utterance by hearing the pronunciation. e.g., sunny, cloudy, rainy, windy.

2.      Understand formulaic expressions describe weather. e.g., It’s sunny.

3.      Understand the key pattern : How is the weather?

4.      Understand formulaic expression making suggestions. E.g, Let’s go to the beach.

教学重点和难点

1.      Using formulaic expressions to describe weather. Eg., It’s sunny.

2.      Asking questions to find out specific information about weather. Eg., How is the weather?

教学媒体

Pictures, , Cassette 1b, Cassette player

课前学生准备

Listening to the recording of the text.

教学流程

Pre-task Activities

Activity 1

Daily talk: (Show pictures of different weather conditions.)

T: Is it sunny?

S: No, it isn’t.

T: How is the weather?

S: It’s cloudy

While-task Activities

Activity 1

Have the students to do Part C ‘Listen and say ’ on Workbook P32 and say the chant in groups. Ask them to make their own chant.

T: It is sunny. It is cloudy.

Activity 2

Have the students listen to and repeat the dialogue then play the guessing game on P31.

S1: (Hides the picture) How is the weather?

S2: It’s windy.

S1: No.

S2: It’s cloudy.

S1: Yes, it’s cloudy.

Activity 3

Have the students listen to the dialogue on P32 then act it out in groups.

Post-task Activities

Activity 1

Show the map of different places in China and ask:

T: It’s Beijing. How is the weather on Sunday?

S: It’s rainy.

Activity 2

Finish project 3 “Draw and say ” on Students’ book P52. Then make a short dialogue.

S1: How is the weather?

S2 : It’s sunny.

板书设计

Weather

sunny cloudy               

 windy rainy                  It’s …

                              No, it’s…/ Yes, it’s …

教学效果的反馈

巩固句型,进一步拓展,将季节天气综合在一起,给学生操练,效果不理想,学生知识掌握不扎实,仍有部分学生表达磕磕巴巴,还需操练。

 

课题

Module 3 Unit 3 Clothes

Period 1

教学目标

1.      Identify the key words in an utterance by hearing the pronunciation. e.g., -shirt, dress, shorts, blouse

2.      Understand the key pattern : What do you need? I need …

3.      Use modeled sentences to communicate with other students.

4.      Pronounce the key words correctly.

 

教学重点和难点

1.      Using nouns to identify clothing items. E.g., T-shirt, dress, shorts, blouse

2.      Using verbs to indicate needs. E.g., I need…

教学媒体

Pictures, , Cassette 1b, Cassette player

课前学生准备

Listening to the recording of the text.

教学流程

Pre-task Activities

Activity 1

Show a clothes shop on the screen

and introduce the names of clothes to the students.

T: What’s in the shop?

 Look, this is a T-shirt.

That is a dress.

Today we’ll talk about clothes.

Read the word “clothes” together/

Activity 2

Show the picture of Students’ book P34and ask:

T: Look at Dannny. He’s wearing a T-shirt. How about the T-shirt? Is it long or short?

S: It’s short.

T: Yes, it’s too short. So Danny say: “I need a new T-shirt.”

T: And how about  Alice?

  Look at her dress. Is it new or old?

S: It’s old.

T: So Alice say :”I need a new dress.”

While-task Activities

Activity 1

Have the students look at the flashcards of new words

and read after me.

Then have the students ask for the clothes.

T: (Show a card of T-shirt.)

S: Give me a T-shirt. I need a T-shirt.

Activity 2

Have the students repeat after the recording the sentences in “Look and say” on page 34

and practice in pairs.

Activity 3

Show some pictures of clothes on the screen

and ask the students to choose the clothes they like need.

e.g., S: I need a new dress.

I like the red dress.

Post-task Activities

Activity 1

Finish workbook P34-35

Activity 2

Have the students listen to the tape

and read the words and the text.

                                                                                      

板书设计

Clothes

T-shirt shorts             I need a new …

dress blouse             I like the …

教学效果的反馈

主要操练What do you need? I need…句型,并拓展到需要食物,玩具等,另外强调a pair of shorts的用法,感觉学生对词汇掌握不牢固,shirt shorts的读音混淆。

 

 

课题

Module 3 Unit 3 Clothes

Period 2

教学目标

1.      Identify the key words in an utterance by hearing the pronunciation. e.g., T-shirt, dress, shorts, blouse

2.      Understand the key pattern : What do you need? I need …

3.      Use modeled sentences to communicate with other students.

4.      Pronounce the key words correctly.

 

教学重点和难点

1.      Using nouns to identify clothing items. E.g., T-shirt, dress, shorts, blouse

2.      Using verbs to indicate needs. E.g., I need…

3.      Asking wh-questions to find out people neesds

4.      e.g., What do you need?

教学媒体

Pictures, , Cassette 1b, Cassette player

课前学生准备

Listening to the recording of the text.

教学流程

Pre-task Activities

Activity 1

Have the students listen to and repeat the rhyme on Students’ Book P 36.

To elicit the new content, ask the students some questions about the pictures on P36.

T: What do you need?

S: I need shorts.

Activity 2

Have the students act out the dialogue on Students’ Book P34.

Teacher acts as Mum to elicit the new pattern.

S: Mum, look! My T-shirt is short.

T: What do you need?

S: I need a new t-shirt.

While-task Activities

Activity 1

Divide the class into pairs.

Have them make a short dialogue.

S1: What do you need?

S2: I need a T-shirt.

Activity 2

Have the students listen to and repeat the rhyme on page 36 and practice in groups.

Then ask individual student to say the rhyme.

Activity 3

Play a game according to the contents on page 35 and make dialogues.

S1: What do you need?

S2: I need …

Post-task Activities

Activity 1

Finish workbook P36 ‘Chose and write’ and ‘Ask and answer’.

Then check:

T: What do you need?

S:I need a doll.

 

板书设计

Clothes

What do need?           I need a …

教学效果的反馈

借助媒体进行Play a game,是为了进一步巩固What do you need?句型,整体看来,比前一节课有所进步,流利很多。

 

 

课题

Module 3 Unit 3 Clothes

Period 3

教学目标

1.      Identify the key words in an utterance by hearing the pronunciation. e.g., T-shirt, dress, shorts, blouse

2.      Understand the key pattern : What do you need? I need …

3.      Use modeled sentences to communicate with other students.

4.      Pronounce the key words correctly.

5.      Use formulaic expression to express preferences.

e.g., I don’t like… I like…

7.      Using formulaic expressions to express thanks.

e.g., Thank you, Mum.

教学重点和难点

1.      Using nouns to identify clothing items. E.g., T-shirt, dress, shorts, blouse

2.      Using verbs to indicate needs. E.g., I need…

3.      Asking wh-questions to find out people neesds

4.      e.g., What do you need?

5.      Using formulaic expression to express preferences. E.g., I don’t like… I like…

6.      Using formulaic expressions to express thanks.

e.g., Thank you, Mum.

教学媒体

Pictures, , Cassette 1b, Cassette player

课前学生准备

Listening to the recording of the text.

教学流程

Pre-task Activities

Activity 1

Say the rhyme on P36 together.

Then ask individual student to say the rhyme.

Activity 2

Have the students make a dialogue according to the content of ‘Play a game’ on P35

S1: What do you need?

S2: I need a new t-shirt.

While-task Activities

Activity 1

Have the students listened to “Say and acr” .

Then practice new patterns: “I don’t like… I like …” in pairs.

T: Do you like this blouse?

S: I don’t like green.

  I like red.

Activity 2

Show the picture of Students’ Book P37 on the screen.

Elicit the dialogue.

Help them understand the general idea of the dialogue.

Then have them make new dialogues and choose several pairs to act it out.

S1: What do you need?

S2: I need a new T-shirt.

S1: Do you like the T-shirt?

S2: I don’t like yellow. I like blue. I like this T-shirt.

S1: It’s nice.

S2: Thank you, Mum.

Post-task Activities

Activity 1

Have the students do Task ’Draw and say’ on wookbook P37.

Then have them ask and answer in pairs.

S1: What do you need for summer?

S2: I need a new T-shirt.

 

 

板书设计

Clothes

Do you like this blouse?

I don’t like green. I like red. I like this blouse.

教学效果的反馈

本课重点I need ..I like ..I don’t like…,clothes shop中很常用的句型,在表演对话中,学生表现的很积极,基本上能够用好这些句型,由于时间不够,所以上台表演的对子不多,学生似乎很失望。

 

M4U1

教学目标 Teaching Targets

教学内容

Teaching Contents

功能目标

Functional Targets

语言目标

Language Targets

情感目标

Emotional Targets

Oxford English 1B

Module 4 Unit 1  (Period 1)

能运用进行简单的表达自己的能力。

单词:

ride, skip, play, fly

复习句子:

What can you do?

I can …

通过动作的教学,培养学生勇于表达自己的能力。

教学过程Teaching Procedure

Pre-task Activities

Step 1

Say a chant. 

  T: Let’s say the chant.  

Step 2

  Review the letters and words.   

Step 3

  Daily talk:   

 1) What’s your name? Nice to see you.  2) How are you?  3) How old are you? 

 4) Gvie me a rubber, please.  5) What can you do?

While-task Activities

Step 1

 Learn the word: ride                                                              

  1  Show a picture of bicycle: I can ride a bicycle.

2  Repeat: ride  ride a bicycle   red   read   write

3  Who can ride?

Step 2

 Learn the word: skip

1.       What can you do?

2.       I can skip. Can you skip?

3.       Repeat: skip skip the rope

4.       Do you like to skip?

5.       Say the rhyme: Skip my rope.

Step 3

  Learn the word: play                                                                      

   1) Show a picture of two girls: Look! They are skiping the rope. They are playing.  (repeat and spell)                                                                  

   2) I can play football. What can you play?                                                         

   3) Make a new rhyme.                                                            

  Step 4

    Learn the word: fly                                                            

   1)Elicit: fly. You can ride a bike. You can skip a rope. You can play football. Guess what I can do?  (repeat and spell)                                        

   2) Can you fly a kite?                                                         

   3) Look at this picture: I can fly a … kite.                                           

Step 5

    Review the words                                                             

   1) Play a game: Guessing game.                                                      

   2) Pair work                                                                   

Post-task Activities

Step 1

   Say the rhyme by themselves.                                                        

   Play, play, play football.  Skip, skip, skip a rope. 

Fly, fly, fly a kite.  Ride, ride, ride a bicycle.       

Step 2

___Make a short dialogue:    

  A: Hello! I am …    B: Hello! I am …             

  A: What can you do?  B: I can ….  What can you do?

  A: I can … Bye.      B: Bye.       

板书设计Blackboard Writing

ride

skip       

play       

fly

课后作业 Assignments

 Read the book P38-P39

Act out a new dialogue with your partner.

课后反思 Reconsideration

以前学过What can you do? 所以通过已学单词学习新的单词,ride read是学生容易在形和音上混淆的单词,因此特别指出了一下,通过边做边说的游戏巩固这几个动作单词。

 

 

教学目标 Teaching Targets

教学内容

Teaching Contents

功能目标

Functional Targets

语言目标

Language Targets

情感目标

Emotional Targets

Oxford English 1B

Module 4 Unit 1  (Period 2)

能运用进行简单的表达自己和他人的能力。

单词:

climb, swim

复习句子:

What can he/she do?

He/She can …

通过动作的教学,培养学生勇于表达自己与他人的能力。

教学过程Teaching Procedure

Pre-task Activities

Step 1

Say a chant. 

  T: Let’s say the chant.  

Step 2

  Review the letters and words.   

Step 3

  Daily talk:   

 1) What do you like?  2)What can you do?  3) What do you need?

While-task Activities

Step 1

 Learn the word: climb                                                             

  1  Show the monkey: Look, this is a monkey. What can it do?  (climb the tree.)              

2  Repeat: climb   climb the tree                                                   

3  Who can climb?  What can you climb?

Step 2

  Learn the word: swim

  1  Elicit: … can climb. I can climb,too. Guessing what I can’t do? (swim)

  2  Repeat: swim

  3  Which animal can swim? Who can swim ?

4         I can swim like a fish.(action)  I can swim like a …

5         Make a new rhyme.

Step 3

  Learn the word: play                                                                       

   1) Show a picture of two girls: Look! They are skiping the rope. They are playing.  (repeat and spell)                                                                  

   2) I can play football. What can you play?                                                          

   3) Make a new rhyme.                                                           

  Step 4

    Learn the sentences:   What can he/she do?  He/She can …                                                         

   1) Introduce yourselves. What can he / she do?                                         

   2) Elicit: He / She can …. (repeat)

   3) Play a game: What can he /she do?

   4) Pair work .

Post-task Activities

Step 1

___Make a short dialogue:    

  A: Hello! Who is he/she?     B: She / He is my ….             

  A: What can he do?  B: He / She can …

  A: I can …, too. Bye.      B: Bye.       

板书设计Blackboard Writing

climb

swim   What can he/she do? He / She can ….

课后作业 Assignments

 Read the book P38\P40

Act out a new dialogue with your partner.

课后反思 Reconsideration

 

 

 

教学目标 Teaching Targets

教学内容

Teaching Contents

功能目标

Functional Targets

语言目标

Language Targets

情感目标

Emotional Targets

Oxford English 1B

Module 4 Unit 1  (Period 3)

能运用进行简单的表达自己和他人的能力。

单词:

run, walk

复习句子:

What can you do?

I can …

What can he/she do?

He/She can …

通过动作的教学,培养学生勇于表达自己与他人的能力。

教学过程Teaching Procedure

Pre-task Activities

Step 1

Say a chant. 

  T: Let’s say the chant.  

Step 2

  Review the letters and words.   

Step 3

  Daily talk:   

 1) What do you like?  2)What can you do?  3) What can she/he do?

While-task Activities

Step 1

 Learn the word: walk

1  I ride a bicycle to school. How do you go to school?

2  Repeat: walk walk on the ground

3  Show some animals pictures and say who can walk

Step 2

  Learn the word: run

1         If you are late. How do you go to school?  (run )

2         Repeat; run                              

3         Do a competition: Who runs fast?             

Step 3

  Review the sentences:                       

  1 I am a little reporter: Do a survey. What can he/ she do in different age           

Post-task Activities

Step 1

___Make a short dialogue:    

  A: Hello! I am …           B: Hello! I am ….

  A: What can you do?        B: I can …

  A: Who is he/she?     B: She / He is my ….             

  A: What can he do?  B: He / She can …

  A: I can …, too. Bye.      B: Bye.       

Step 2

  Do the exercise book.

板书设计Blackboard Writing

walk  What can you do? I can …

run   What can he/she do? He / She can ….

课后作业 Assignments

 Read the book P38-P41

Act out a new dialogue with your partner.

 

 

课后反思 Reconsideration

重点学习What can she/he do ? 的句型,再通过儿歌学会四个动作游戏的英语表达,学生很快学会儿歌。部分学生不是很熟练。

 

 M4U2

教学目标 Teaching Targets

教学内容

Teaching Contents

功能目标

Functional Targets

语言目标

Language Targets

情感目标

Emotional Targets

Oxford English 1B

Module 4 Unit 2  (Period 1)

能运用进行简单的进行新年的问候,了解新年的习俗。

单词:

gift, firecracker, firework

句子:

Happy New Year.

A gift for you.

通过新年的教学,教会学生尊敬长辈。

教学过程Teaching Procedure

Pre-task Activities

Step 1

  Review the letters and words.   

Step 2

  Daily talk:   

 1) What can your father / your mother do?  2) Can you fly a kite?  3) What can you do?      

Step 3

Make a short dialogue:    

  A: Hello! I am …           B: Hello! I am ….

  A: What can you do?        B: I can …

  A: Who is he/she?     B: She / He is my ….             

  A: What can he do?  B: He / She can …

  A: I can …, too. Bye.      B: Bye.       

While-task Activities

Step 1

 Learn the sentences: Happy New Year                                

  1  Show the date: 1.1  (New Year)                      

Repeat: new year.                                 

3         On this day, how can we greet to each other. (Happy New Year)

4         Greet with each other. Happy New Year, …               

Step 2

 Learn the words: firecracker, firework

1.       What can we see in the New Year?                         

2.       Elicit: firecracker, firework  Look, This is a firecracker.

3.       Repeat: firecracker                              

4.       What can you hear? I hear a firecracker.

5.       Say the rhyme: firecracker

6.       Elicit: firework.   Listen, what do you hear? (firecracker)  What do you hear? (firework)  

7.       Repeat: firework.

8.       I see the …firework.

9.       Make a new rhyme. 

Step 3

  Learn the word: gift                                                                      

   1) We can see firecrackers and fireworks. What can we get on this day?  (gift)       

   2) Repeat: gift

   3) Which gift do you like?  I like the … gift.

   4) Passing game:  Now I have a gift. Please pass the present and say “A gift for you, … “     

   5) Make a short dialogue (Exchange the present):

    A: Happy New Year!    B: Happy New Year!

    A: A gift for you, Kitty.  B: Thank you.

Post-task Activities

Step 1

___Make a short dialogue:    

  A: Happy New Year!   B: Happy New Year           

  A: What do you see?  B: I see …. 

  A: This is a … gift. A gift for you, …      B: How nice. Thank you.      

Step 2

__ Sing a song:  Happy New Year  

  T: Let’s sing a song together.     

板书设计Blackboard Writing

 gift

 firecracker   Happy New Year

firework    A gift for you, …

课后作业 Assignments

Read the book P48

Act out a new dialogue with your partner. 

课后反思 Reconsideration

学会新年常用单词,Firecrakerfirework,让他们从形音以及图片上区分,学生基本上能够掌握着几个单词,但对…for you , 这个句型,不能举一反三。

 

 

教学目标 Teaching Targets

教学内容

Teaching Contents

功能目标

Functional Targets

语言目标

Language Targets

情感目标

Emotional Targets

Oxford English 1B

Module 4 Unit 2  (Period 2)

能根据要求进行简单卡片的制作,了解新年的习俗。

单词:

card, fold, write

Miss(Mr)

 

Make a New Year card

通过制作卡片的教学,教会学生懂得感恩

教学过程Teaching Procedure

Pre-task Activities

Step 1

  Sing a song : Happy New Year 

Step 1

  Review the letters and words.    

Step 2

 __Make a short dialogue:    

  A: Happy New Year!   B: Happy New Year           

  A: What do you see?  B: I see …. 

  A: This is a … gift. A gift for you, …      B: How nice. Thank you.      

While-task Activities

Step 1

 Learn the word: card                                  

  1  Show the paper: Now we are in the shop. What do you see?  I see … (card)

2         Repeat: card / New Year card                                

  3  Do you like the New Year card?  Yes.  Today we will make a card by ourselves.

4  Look, this is a … (card)  First ,we should draw on the card. What can you draw on the card?              

5  So, the first step is drawing the card. 

Step 2

 Learn the word: write

  1  The next step is … (write ).  

2         Repeat: write.             

3         Make a new rhyme about write.

Step 3

  Learn the word: fold                                                                     

   1) The last step is … (fold)  

   2) Repeat: fold

   3) I can fold a … What can you fold? 

Step 4

   1)Now the card is finished. How does this girl say? 

     Happy New Year, Miss Fang.

   2) Repeat: Miss Fang.

   3) She is Miss Fang. / He is … Fang.   (Mr)

   4) Repeat: Mr                         

   5) Show different teachers’name they’ve known

Post-task Activities

Step 1

  Make a New Year card

板书设计Blackboard Writing

 card

 write

 fold

  Miss (Mr)

课后作业 Assignments

 Read the book P42-P43

Act out a new dialogue with your partner.

课后反思 Reconsideration

 通过制作New Year card学会认识write fold这两个单词,不要求四会,大部分学生能够按照制作步骤用英语说。

 

教学目标 Teaching Targets

教学内容

Teaching Contents

功能目标

Functional Targets

语言目标

Language Targets

情感目标

Emotional Targets

Oxford English 1B

Module 4 Unit 2  (Period 3)

能根据要求进行简单的对话创编。

Shopping

通过买东西,学会礼貌待人。

教学过程Teaching Procedure

Pre-task Activities

Step 1

  Sing a song : Happy New Year 

Step 1

  Review the letters and words.    

Step 2

 __Make a short dialogue:    

  A: Happy New Year!   B: Happy New Year           

  A: What’s this?  B: It’s a card. A card for you,  …. 

  A: How nice. Thank you.   B: You are welcome.     

While-task Activities

Step 1

  Learn the story:

  1  Show four persons: Today Tom’s family .Look! This is … (father, mother and Alice.

  2  Guess what they will do today ? (go shopping)

3  Repeat: shopping.

  4  Look at the four pictures and listen to the tape recorder.

  5  Rearrange the orders of the pictures.

  6  Listen again and say what they are talking about. (Group work)

  7  Act out this story. (Work in groups)

Post-task Activities

Step 1

  Make a new dialogue

Step 2

  Do the exercise book

 

板书设计Blackboard Writing

 

课后作业 Assignments

 Read the book P44

Act out a new dialogue with your partner.

课后反思 Reconsideration

通过flash动画让学生直观地看到shopping的过程,边看边听边模仿。在表演部分,学生表现的不够好,还是不能脱口而出,需要继续操练。尤其…for you.采用替换的方式进行练习。

 

 

M4U3

 

教学目标 Teaching Targets

教学内容

Teaching Contents

功能目标

Functional Targets

语言目标

Language Targets

情感目标

Emotional Targets

Oxford English 1B

Module 4 Unit 3  (Period 1)

能运用进行简单的语言进行情景剧的表演。

单词:

boy, wolf(wolves), farmer

 

通过学习,懂得诚实的可贵。

教学过程Teaching Procedure

Pre-task Activities

Step 1

  Review the letters and words.   

Step 2

  Daily talk:   

  1What can you do?  2) What can he / she do?  3) Happy New Year!  4) What do you like?      

Step 3

  Make a new dialogue:

  D/M: Let’s go shopping together. 

  T/A: OK.

  T: Alice, I like the …

  A: Mum, I like the …

  T: Dad, I like the firecrackers.

  T/A: … for you, Mum and Dad. Happy New Year!

  D/M: Happy New Year!

While-task Activities

Step 1

 Learn the word: boy                                

  1  Tell a story: Today I will tell you a story. What do you hear in this story? (boy, wolf, farmer)                    

2  Repeat: boy.                                    

3         Who is a boy?  …                 

4         Act out the boy. Introduce yourselves.   

Step 2

   1  The boy met a … (wolf)     

   2  Repeat: wolf 

3         What’s this? / What do you see? / Do you like … ? / What can it do? 

4         How many wolves?   … wolves.

5  Say the rhyme.: Wolf, wolf, I can see. One, two, three….. Six wolves.

Step 3

 Learn the words: farmer

1.       Who helps the boy first?  (farmer)                        

2.       Repeat: farmer. 

3.       Make a new rhyme.

Step 4

  1 What will this boy say?  ( A wolf)

  2 The farmers say”…”  ( Where’s the wolf? )   

Post-task Activities

Step 1

  Act out the story P47

板书设计Blackboard Writing

 boy

 wolf

 farmer

课后作业 Assignments

Read the book P47-P47

Act out a new dialogue with your partner. 

课后反思 Reconsideration

观看整个故事,学会道理,由于故事较难,第一课时没要求学生一定要会表演,只作为兴趣阅读。

 

教学目标 Teaching Targets

教学内容

Teaching Contents

功能目标

Functional Targets

语言目标

Language Targets

情感目标

Emotional Targets

Oxford English 1B

Module 4 Unit 3  (Period 2)

能运用进行简单的语言进行情景剧的表演。

单词:

narrator.

 

Act out the story

通过学习,懂得诚实的可贵。

教学过程Teaching Procedure

Pre-task Activities

Step 1

  Review the letters and words.   

Step 2

  Act out the story P47

While-task Activities

Step 1

 Learn the word: narrator                                

  1 Listen to the story: Who is this girl? (narrator )              

  2 Repeat: narrator.  Who wants to be a narrator.              

  3 If you are a narrator: How can tell this story?               

Step 2

   Learn the story.

  1 The first time. The boy told a lie. The second time, what will he do? Listen!

  2 How is he?   (a bad boy)

  3 Repeat: a bad boy.

4 Can guess what will happen in the third time?   

  5 Yes, the wolf comes. What will this boy say?  ( A wolf! Help! Help!)

  6 But no one comes. Don’t tell a lie.

  7 When the wolf wants to eat him, the farmer comes at last. They are kind. The wolf runs away.

Post-task Activities

Step 1

  Act out the story P46-P49

板书设计Blackboard Writing

 narrator

课后作业 Assignments

 Read the book P46-P49

Act out a new dialogue with your partner.

课后反思 Reconsideration

 根据动画让学生模仿语音语调,纠正发音。

 

 

教学目标 Teaching Targets

教学内容

Teaching Contents

功能目标

Functional Targets

语言目标

Language Targets

情感目标

Emotional Targets

Oxford English 1B

Module 4 Unit 3  (Period 3)

能运用进行简单的语言进行情景剧的表演。

单词:

Act out the story

通过学习,懂得诚实的可贵。

教学过程Teaching Procedure

Pre-task Activities

Step 1

  Review the letters and words.   

While-task Activities

Step 1

  Show time:                          

  Competition: Act out the story in groups.  

Post-task Activities

Step 1

  Do the excercises.                     

板书设计Blackboard Writing

 

课后作业 Assignments

 Read the book P46-P49

Act out a new dialogue with your partner.

课后反思 Reconsideration

表演故事,虽然不流畅熟练,但学生似乎很感兴趣.

 


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