《牛津小学英语》4B Unit 4 Buying fruit 篇一

教学内容：h. sing a song 练习册c、d、e、f部分

教学目标：

1.全面复习巩固本单元所学的单词句型。

2.理解歌曲内容，能准确唱出歌曲i wish i was taller。

3.通过练习，检查学生对所学知识的掌握情况，并以此提高学生的语言实际运用能力。

教学重点：熟练掌握并运用所学的单词、句型。

教学难点：培养学生阅读理解及书写的综合能力。

教具准备：录音机、磁带、图片、词卡等。

教学过程：

step1 warm up

1. greetings

2. sing a song.

①listen to the tape. ②简单介绍歌词大意。 ③sing after the tape.（2遍）

3. free talk

结合学生的实际情况及室内现有物品，围绕本单元词句与学生展开闲谈。

step2 revision

1. listen and repeat.（a部分）

2. listen and answer.（d部分）

①who’s younger, su hai’s aunt or su hai’s mother?

②is the man is black su hai’s uncle?

③is su hai’s father stronger than su hai’s uncle?

④who’s older, su hai’s father or su hai’s uncle?

3. listen and write.（b部分形容词及其比较级）

4. look and write. 出示c部分图片，指导生写出对话。

5. choose and write.

bird, girl, skirt, t-shirt

the tall in the yellow and the blue has a .

step 3 do exercise.（练习册）

1. look, read and write（c部分）

①指导看懂题意。 ②指导读懂表格内容及句子内容。

可采用问答形式帮助学生理解如：t: who is taller thon jack? who is younger than jack? who is heavier than tom?…

③生自由练习。 ④read and check.

2. look and write.（d部分）

①指导生看图，谈论图意。

如：p1: who’s taller the boy or the girl.

p2: who’s stronger, the policeman or the doctor?

p3: who are heavier, the oranges or the pears?

p4: whose hair is longer?…

②生自由阅读并补充句子。 ③read and check.

3. look, read and write.（e部分）

①talk a bout the pictures.

t: what are they? who’s heavier? whose ears are longer? whose nose is shorter? who’s stronger?

②read the passage in pairs.

③complete the sentences. ④read and cheek.

4. read, write and answer.（f部分）

①read the dialogues in pairs.

②指生对话 ③指导理解对话内容

④answer the questions.

a: who is taller than john? b: is marg stronger than john?

c: what is john good at? d: where are they going?

⑤生自由阅读并完成练习 ⑥check it.

step 4 homework

1. read the text two times（a部分）

2. write the words two times（b部分）

3. make dialogues use the sentences of part c.

板书内容：

b部分词组 c部分句型及图片

板书设计：

教后笔记：

牛津小学英语4B第二单元参考教案 篇二

北环路小学 吴旭飞 第一教时教学内容：《牛津小学英语》3b第二单元第一教时教学目标：1、学生能熟练掌握clock key computer 这三个单词。 2、学生能熟练运用一般疑问句is this /that …？并能进行肯定和否定的回答 yes，it is . no, it isn’t. 3、能正确地使用感叹句 what a nice…对物品进行赞美。 4、能正确地使用礼貌用语may i come in，please.教学重点：1、单词：clock key computer 2、能运用is this /that ?yes，it is . no, it isn’t.进行问答。教学难点：is this /that …?yes，it is .no, it isn’t. 及单词的正确读音。课前准备：教师和学生都应该准备一些彩色的礼物盒。礼物盒里面准备一些学生学过的一些漂亮物品作为礼物。同时教时还应该准备钥匙、钟、电脑的实物或图片。教学过程：1、free talk and revisiona教师运用学生学过的问候语与学生进行每日英语交流。帮助学生复现学过的知识。 t: hello everyone! how are you? s: fine, thank you . and you? t: i’m fine ,too. t: i’m very happy today.b、猜谜游戏 (教师通过学生在第一单元中学过的句型复习已经学过的单词) t: excuse me, what’s this in the box? s: it’s a …2、presentation and practicea（一名学生稍晚进教室 教师课前指导学生完成） s：may i come in? t: come in , please. sit down, please. s : thank you. （一名学生捧着作业本进教室 教师课前指导学生完成） s：may i come in? t: come in , please. （教师引导学生应答） 教师创设情境让学生在情境中明确may i come in？ come in，please.的意思。在此基础上，教师与学生表演对话 t： ，come here. 教师与学生耳语后，该生走出教室敲门进来。 s：may i come in？ t：教师引导学生集体应答 come in ，please. t: 领读句子： may i come in? come in, please. 同桌表演对话 a: may i come in? b: come in, please.b教师拿出准备好的物品询问学生并引导学生进行一般疑问句的应答。 t: touch this. is this a pear? yes or no? s: yes. t: yes, it is. (教师帮助学生完整回答) （出示句型is this a pear?yes, it is.并领读） 再让学生触摸物品运用句型is this a… yes, it is. t: （让学生通过闻一闻，尝一尝的形式，进行问答）：is this a banana? s: no. t: you are right. no, it isn’t. (教师帮助学生回答no, it isn’t.) （出示句型no, it isn’t.并进行领读） 再让学生触摸物品运用句型t: is this a crayon? s: no, it isn’t. (出示并领读句型 is this/that a…?)c look and guess 教师呈现出一些物品的局部图片，让学生看图猜测这个游戏的目的在于 巩固一般疑问句。 s: is this a …? t: yes, it is. no, it isn’t. s: is this a toy cat? t: yes , it is. look at my toy cat. s: how nice. t: thank you. now boys and girls, show me your beautiful presents s: look at my…. t: how nice. / what a nice …. 两种评价同时穿插使用让学生在情境中明白意思是一致的 (出示并领读句型what a nice…) t: there are many beautiful things in my schoolbag. touch this. is this a …? s: no, it isn’t. t: yes, it’s a clock. t: look at my clock. s: what a nice clock. (出示并领读单词 clock) t: touch this. s: 钥匙。 t: it’s a key. (出示并领读单词 key) 出示玩具电话与电脑的图片 t: is this a key? s: no, it isn’t. it’s a telephone. t: is this a tv? s: no, it isn’t. t: it’s a computer. (出示并领读单词 computer )d集体游戏 教师拿出一个大盒子，里面有许多图片。一位同学上台 从里面拿出一张，另一学生背朝学生进行猜测：is this…? 下面学生进行应答。背朝学生的学生猜对了就可得到该图片，教师总结活动结果。 3 consilidation1、 出示课文挂图，学生听录音看图回答问题is this a dog? what is it ?让学生带着问题听录音。养成良好的听录音的习惯2、 听录音跟读课文3、 分角色朗读4、 同桌表演对话5、 戴头饰上台表演对话 家庭作业：1、和父母用is this/that…？yes，it is. no, it isn’t.句型进行猜测手中物品的游戏 2、仿照今天所学的课文编演对话板书设计： unit 2 yes or no may i come in？come in，please.is this/that …? yes, it is. no, it isn’t. what a nice…! 3b第二单元第二教时教学内容：《牛津小学英语》3b第二单元第二教时教学目标：1、学生能熟练掌握watch , radio, camera这三个单词。 2、学生能熟练运用一般疑问句is this /that …？并能进行肯定和否定的回答 yes，it is . no, it isn’t. 3、学生能正确地使用can i have a look？及应答sure，here you are.教学重点：1、单词：watch radio camera 2、能正确使用 can i have a look？及应答sure，here you are. 教学难点：单词的正确读音。课前准备：教师要准备好手表、收音机、照相机的实物或图片。教学过程：1、revision and presentationa 复习上节课出现的句型。并由一般疑问句引出这节课要教学的新单词t: may i come in? s: come in ,please. t: good morning everyone. s: good morning teacher. t: is this a key? s: no, it isn’t. t: what is it? s: it’s a clock. t: is that a computer? (教师出示照相机) s: no, it isn’t. t: it’s a camera. (出示并领读单词camera) 每一组都用camera造句。 a: is this a camera? b:look at my camera. c: what’s this ? it’s a camera. t: look！ is this a tv? (出示收音机的图片) s: no, it isn’t. t: you are right. it’s a radio. (出示并领读单词radio)bt: is that a radio? (教师指着学生的文具盒) s: no, it isn’t. it’s a pencil box. t: what a nice pencil box! t: can i have a look?(教师用体态语表示要看一下)教师可用yes or no 提示。 s: yes./ok! t：oh，what a nice pencil box! t: here you are. (教师把物品还给学生) t: now show me your beautiful presents. is this a toy car? s: yes, it is. t: what a nice toy car! can i have a look? t: sure, here you are. (教师帮助学生应答) (在学生明确其意的基础上出示并领读句型can i have a look? 及应答 sure, here you are.)c在教师指定的两件物品中，学生可任意选择一个画在练习本上，然后同桌间进行问答。 s1: is this a… s2: yes, it is./no, it isn’t. s1：can i have a look? s2: sure, here you are. 3. consilidation 1 看本课挂图带着问题听录音 is that a radio？ 2 分组游戏 （课前教师在教室的四面墙上贴上一些图片，图片背面朝外。让学生看不到图片的内容。） t：look at that picture. guess! is that a …? 学生分组进行游戏。猜测正确的话，即可得到这张图片。最后教师根据学生得到图片的数量给小组评奖。 3 情境表演： 海伦的生日 出示多媒体画面或图片介绍海伦的生日。 (学生通过这个虚拟的情景可以自如的运用本单元涉及到的句型单词) 例如：may i come in? come in ,please. it’s for you. what’s this in the box? is this a …? no, it isn’t. can i have a look? sure, here you are. open the box. what a nice …! 家庭作业：1、跟磁带朗读a部分 2、根据课文编演对话 板书设计： unit 2 yes or nocan i have a look? sure , here you are.unit 2 yes or no 第三课时常州市丽华二小 丁勤芝一。教学内容：《牛津小学英语》3b第二单元第三课时二。教学目标：1复习巩固形容词性物主代词your,his,her,并能运用于本单元所学的日常交际用语中。2.能较熟练地在情景中运用本单元所学礼貌用语和日常交际用语。3,能正确的听、说、读、写字母cc,dd。三。教学重点能正确地听、说、读、写字母cc,dd。四。教学难点cc,dd的读音及其大写字母的笔顺和笔画。五。课前准备投影仪，投影片，字母卡片， b部分物品图片；教师要求学生带一些玩具手表，玩具电话等实物以及一些图片。六，教学过程a.free talk.1.t:hello,….is this a watch?s: yes, it is.t: good morning, ….is that a radio?s: no,it isn’t. it’s a camera.……s: work in pairs.（让学生取出自带的物品或图片进行相互问答）2.play a game “draw and guess”让学生选择黑板上教师提供的5 幅图，任选一幅自己喜欢的画，并把编号写在纸上，进行同桌问答，猜猜各自所选的画。s1:is this/that a …?s2: yes, it is./ no, it isn’t.b. revision .1.play a game “guessing game” “猜物游戏”（教师出示放着实物的书包）t: look at my box. what’s this in my box? can you guess?s: is this a clock?t: yes, it is.t: look, is this your clock?s: no, it isn’t.t: you’re right.it’s his key.(教师指着一男学生) ……2. t: is this your key?s: no,it isn’t.t: is this her key?s: yes,it is.t: how nice!s: work in pairs.3.t: is this your watch?s: yes,it is.t: can i have a look?s: sure.t: what a nice watch!s: work in pairs.c. practise.1.出示本课look and say挂图，学生分4组，每组选择一幅图片进行问答练习。2.每组选择一幅图片，自编对话，进行比赛。教师可先与一位学生示范。t：hi，….what’s this on the chair?s: it’s a skirt. is this your skirt?t: yes,it is.s: can i have a look?t: sure, here you are.s: what a nice skirt!3. 实物投影或幻灯片出示练习册p5 “listen and respond”中的图片，让学生进行谈论。4.让学生看图听录音并说出正确的应答。d. presentation.1. review the alphabets “aa, bb”。教师出示字母卡片t: is this aa/bb?s: yes,it is./no,it isn’t .s: read the alphabet cards “aa. bb”2. learn new alphabets “cc, dd”（在字母初学阶段，教师要示范朗读到位，同时要求学生仔细听发音，认真看口型。）教师出示字母卡片bb.a.t:i have some cards in my hands .guess. what is it? is it bb? s: yes,it is. t: guess! what is it? is it bb,too? s: no, it isn’t. t: yes. you are right. it’s cc. 以同法教学字母dd. s: read “cc” and “dd” after the teacher.教师在示范读音时，应让学生领会到cc, dd与字母bb中均含有相同的音素/i:/。b. 书写：教师先在黑板上的四线三格中进行书写示范，指出字母c, c, d都是一笔完成，d为2笔完成，书写时笔顺统一规范。让学生书空后在四线三格本上按板书所示范的书写，教师在教室里巡视，帮助能力弱的学生。。e. consolidation.1.在学生能认读新授字母的基础上， 可让学生做做找字母邻居的游戏，也可让学生了解一些缩写词，如cd，abc，bbc。2.完成练习册p8 “listen and judge”3. 听录音欣赏fun house 中的 “it’s his key”,为下节课的教学作准备。f. homework.copy the new alphabets “cc, dd”practise the dialogues in this unit. g、板书设计unit 2yes or no (在以下四线三格内写下字母cc和dd， 教师作好字母书写示范) unit 2 yes or no第四课时一、教学内容：《牛津小学英语》3b第二单元第四课时二、教学目标：1.能熟练掌握本单元所学的字母、单词及短语。2.能较熟练地运用本单元所学的礼貌用语和日常交际用语。3.能背诵歌谣it’s his key .三、教学重点：1.能综合运用本单元学过单词、短语以及日常用语。2.复习字母aa至dd.四、教学难点：能背诵歌谣it’s his key.五、课前准备：磁带、录音机、实物图片。六、教学过程：a free talk and motivation.1.t: good morning …. is this a watch?s: yes, it is.t: is this your watch?s: yes, it is.t: what a nice watch!2.t: is that a story book?s: no, it isn’t. it’s a notebook.学生通过教师出示的投影片，用is this/that…句型进行同桌问答。b revision.1. 出示字母卡片，复习字母aa--dd2.play a game “magic box ”教师出示放着aa,bb,cc,dd 大小写字母卡片的盒子，教师每次摸出一张卡片，让学生用is this/that …?进行猜测，分组比赛。3..play a game “guessing game”教师出示一些 “radio,watch,computer,camera,key”等实物图片的反面，引导学生运用所学句型进行猜测。s: guess “ is this/that …?”t: yes it is. /no, it isn’t.4.游戏“失物招领”把学生分成4小组，每组设有一个失物招领处，教师把在课前预先搜集的每组学生的书包，铅笔盒等物品做“失物”，让需要认领“失物”的学生排队前去认领。教师可先示范一组对话：t: excuse me ,what’s your name?s: my name is ….t:is this your bag/pencil-box?s:yes, it is.t: what’s in your bag/pencil-box?s: a blue pen and a book!t: right! here you are!s:thank you.t:goodbye!s:goodbye! 教师于各组巡视，帮助帮助困难的学生。c fun house :1.listen and judge a.先利用这8幅进行问答。t:what’s this?s:it’s a key.t:is this a radio?s:yes ,it is.t:what a nice radio! ……b,听录音，判断正误。（完成课文p16页上的练习） c. 听录音，完成练习册p6 listen and number”，（可让学生先用what’s this?it’s a …说出物品的名称，再做练习。） d.听录音，完成练习册p7“listen and check”2.think and guess.a.play a game “ draw and guess”教师在黑板上画一个未成型的物品，让学生以提问的形式进行猜测，引导学生用“is this/that a/an …说出自己的想象物，教师添加几笔后再继续问，直到所画物品明确为止。b.利用课本上6幅未完成的画进行猜测问答游戏，鼓励创新思维。a:is it a crayon?b:no,it isn't.a:is it a camera?b:yes,it is.d. learn a song让学生跟学《易捷儿童韵律英语》3a或3b上的歌谣及歌曲， 跟唱，并配以动作。e. say a rhyme1.教师利用实物做动作，让学生边听录音边理解诗歌的含义，必要时可做适当的解释。2.边跟录音读边打节奏，让学生体会句子的重音和语调。3.随录音一起有感情地背诵诗歌。f. homework1. 抄写字母aa,bb,cc,dd.2.听录音，跟读课文2遍。

《牛津小学英语》4B Unit 4 Buying fruit 篇三

unit 1 who is younger?

单元教材分析：

本单元的主要话题是两种事物的比较，通过ben, jack和su hai之间的闲聊引出本单元的主要语言项目：形容词比较级。教师可创设情景，用实物或动作将比较级的概念清晰明了地传播给学生，同时注重比较级单词的读法与写法规律。

教学目标：

1.能听懂会说、会读、会写单词tall, young, old, heavy。

2、能听懂会说、会读单词和词组twin, minute, centimeter, child, also, chat。

3、能听懂会说、会读日常交际用语：i’m as tall as you. su yang’s twenty minutes younger than su hai. whose school bag is heavier, yours or mine?

4.能听懂、会说、会读、会写句型who’s taller then david? gao shan is taller than david。

5.了解字母组合or在单词中读音。

6.会唱歌曲i wish i was taller。

教学重点：

1.能掌握本单元的四会单词、句型。

2.灵活运用形容词的比较级于真实情景中。

教学难点：掌握形容词比较级的读写规律及用法。

教具准备：录音机。磁带。挂图。图片。相关的实物等。

课时安排：第一课时：b. look read and learn c. work in pairs

第二课时：a. listen, read and say

第三课时：c. work in pairs d. listen and write

第四课时：e. look, read and judge 练习册a部分

第五课时：f. play a game g. listen and repeat 练习册b部分

第六课时：h. sing a song 练习册c.d.e.f部分

友情提示：

1.注重各环节中的情景设计。本单元重点学生形容词及其比较级用法。教学中，教师在每个环节中都要注重对情景的设计。利用实物进行比较，让学生对比较级有直观清晰认识。另外本单元牵涉到人物的比较，教学中可联系学生实际进行语言交际，让学生在真实的交际中体会语言，学习语言。

2. 注重对语法知识的渗透讲解。学生刚接触比较级对其用法易模糊，特别对于“…than…”和“…as…as…”两句型易混淆，因此教学中教师有必要对学生对此句型进行简单梳理，讲清两句型特点及区别。（详细内容见教参）

3. 注意对“who’s（比较级）than…?”和“whose…is（比较级）？”两句型的区别讲解，在教学中学生对这两句型的构成易混淆，教师要注意在新授时帮助学生理清句式特点及句意。

《牛津小学英语》4B Unit6 Let’s go by taxi教学设计与评析 篇四

二、教学目标

1、能正确地听说读写词语children, hill, show, fish

2、能正确地听说读词语camping site, a tin of ,camping trip, tent, pot, stove, blanket, telescope, towel, tin-opener.

3、能正确地听说读写句型what do you / they have? i/ we/ you/ they have… what does she /he have? she /he has…

4、能正确地运用对话中的日常交际用语 look, …and… are coming. great!

5、能正确理解、掌握对话内容，并能朗读、初步表演对话。

三、教学重点：能正确地理解掌握对话内容，并能朗读、初步表演对话。

四、教学难点：能比较流畅地朗读对话，并能在掌握对话的基础上运用本课语言描述野营旅行情况。

五、课前准备

1、教具准备：多媒体，磁带，录音机。

2、板书准备：写好课题 unit 8

六、教学过程

step1. warming up

1. greetings

t: good morning, boys and girls.

s: good morning, miss yin.

t: how are you?

s: fine, think you. and you?

t: i’m very well.

2. free talk

t: i like masks. do you like masks?

s: yes, i do.

t: what masks do you like? i like m masks.

s: i like…

t: i like flowers. what do you like?

s: i like…

step2. presentation

1. t: do you like pumpkin lanterns?

s: yes, we do.

t: i like pumpkin lanterns, too. i like having camping trips. do you like having camping trips? look, they’re having a camping trip. (出示挂图)

teach: a camping trip

(贴课题 a camping trip)

t: boys and girls, do you like having camping trips?

s: yes, we do.

t: this class let’s have a camping trip.

s: it’s great.

t: but, what do we need for a camping trip? let me see. we need a towel and a blanket. （复习a towel a blanket）

t: what else do we need?

s:we need …(复习a pot a stove)

2. t:i have a towel, do you have a towel?

s: no, i don’t.

t: what do you have?

s: i have…

t: show your … to me, please.

s: ok.

teach: show … to …

t: i have a pencil. what do you have?

s: i have a …

t: show your … to me, please.

s: ok. here you are.

t: i have an english book, what do you have?

s: i have a …

t: show your … to me, please.

s: all right.

t: what else do we need? think over. oh, we need something to eat. we need some fruit.

teach: some fruit

3.t: look, i have a tin of fish. (出示实物) i’m very hungry. but i can’t open it. i need a tin-opener.

teach: a tin of fish

t: do you have a tin-opener?

s: no, i don’t.

…

4.t: who can ask me?

s: miss yin, miss yin, what do you have?

t: i have a box of chocolates.

teach: a a box of chocolates

5.t: what do you have?

s: i have …

t: show your … to me, please.

s: ok. / all right.

t: does he/ she have a…

s:yes, he/she does.

t: what does she /he have?

s:she /he has…

teach: what does she /he have? she /he has…

6.work in pairs.

ask two students.

t: what do you have?

s: i have…(问2组)

t: (问全班) boys and girls. what does she /he have?

ss: she /he has…

make a model

work in pairs, four in a group.

step4. watch the vidio

step5. homework

copy the new words and sentences.

《牛津小学英语》5a unit8第二课时 part a 来自第一范文网。

《牛津小学英语》4B Unit6 Let’s go by taxi教学设计与评析 篇五

教学内容： partb：rectangle，square，triangle，diamond，circle，star

partc句型：what shape is it\the…? it’s a….

教学目标：

1.能掌握形状类有关字词。

2.能较熟练地对各种物体的形状进行描述。

3.热爱生活，主动发现，能将形状有关知识运用于实际生活中。

教学重点：能听懂、会说、会读形状单词与询问形状的句型。

教学难点：形状的区分与发音。

教学准备：课件，flash歌曲《twinkle，twinkle，little star》，印有相应单词的六种形状纸片，三组三角形，皮筋和各种形状的实物。

教学过程：

step1：warming-up

1. greetings

2. let’s play a game: who thinks fast? for example: i say “make” you can say: “make a puppet”, make—(让学生组词),同样play—, sing—.

[通过自由交流，营造轻松、快乐的氛围，让学生进入到英语学习的状态中去。让学生组词，使其活跃思维，最后操练单词sing和词组sing a song引出下面的歌曲。]

3.t: i like singing ，do you like singing ？now，let’s listen to a song.（播放flash歌曲）

[以歌曲为铺垫，引出“star”的教学。并以播放flash的形式激发学生学习热情。]

step2：presentation

1.教学“star”

[刚才的歌曲中出现了单词“star”，紧接教学，过渡自然。]

t: the song is 《twinkle，twinkle，little star》.what is the “star”?

s: 星星。

t: look, i have a star. (出示星形纸片，操练单词star)

now, i have a question. (板书)what shape is it? this lesson we’ll learn about shapes. first, let’s read these words. (多媒体出示：tape, grape, cake, table及其字母a的发音，操练单词shape)

t:（多媒体展示）the star means星星，also can mean 星形。can you answer “what shape is it? ”(教师示范，师生互动操练what shape is it? it’s a star.)

2.教学“rectangle”

(将星星贴于黑板上) t: now, where’s my star?

s: it’s on the blackboard.

t: what shape is the blackboard? please ask me?

s: what shape is the blackboard?

t: it’s a rectangle. (出示长方形纸片，操练单词rectangle及其句型what shape is it? it’s a rectangle.)

t: can you find some rectangles in our classroom? (让学生在教室里找长方形实物)

3.教学“square”

(出示一个盒子) t: what shape is it?

t: it’s a rectangle.

(出示另一个盒子) t: is it a rectangle?

s: no.

t: it’s a square. (出示正方形纸片，操练单词square及其句型what shape is the box? it’s a square.板书：what shape is the …?)

work in pairs:多媒体出示钟，毛巾图片，操练句型what shape is the …? it’s a square.

4.教学“triangle”

t: look at my paper. what shape is the paper?

s: it’s a rectangle.

（折成正方形）t: what shape is it now?

s: it’s a square.

（折成三角形）t: is it a square?

s: no.

t: it’s a triangle. (出示三角形纸片，操练单词triangle及其句型what shape is the paper? it’s a triangle.)

work in pairs:多媒体出示树，三明治图片，操练句型what shape is the …? it’s a triangle.

5. 教学“diamond”

t: i have some triangles. i can make some shapes. can you do it?(请学生来用三角形拼图。可以拼成三角形，长方形，正方形和菱形。)

t: what shape is it? please ask me.

s: what shape is it?

t: it’s a diamond. (出示菱形纸片，操练单词diamond及其句型what shape is it? it’s a diamond.)

work in pairs:多媒体出示风筝，福字图片，操练句型what shape is the …? it’s a diamond.

6. 教学“circle”

(多媒体展示)t: the diamond can mean 菱形，also can means 钻石。 now let’s listen to the song again. please pay attention to the diamond. (再次播放flash歌曲)

t: there are lots of stars in the sky. they like diamonds. how nice! there’s the sun and the moon , too. （多媒体展示，朗读the sun， the moon）what shapes are they? they’re circles. (出示圆形纸片，操练单词circle及其句型what shape is it? it’s a circle.)

work in pairs:多媒体出示足球，太阳图片，操练句型what shape is the …? it’s a circle.

step3：consolidation

1.t: we have leaned six shapes. they’re…

s: star , rectangle，square，triangle，diamond and circle.

t: let’s make some shapes.(让学生用皮筋框出各种形状)

2.let’s do another exercise(多媒体展示含有多种形状的一幅图画，让学生完成一份笔头练习：how many …are there? there is\are….集体校对)

3.there are lots of shapes in our life. can you find them?(让学生在生活当中寻找形状：the … is a ….)

step4：homework

1.look for the shapes and talk about them.

2.finish part c on your books.

板书：

unit 9 shapes

what shape is it\the…?

it’s a ….

牛津小学英语4B第二单元参考教案 篇六

牛津小学英语4b第二单元参考教案常州市实验小学：张 佶unit 2 at a party一。教学内容及要求：类 别语言项目要 求语 音辅音字母组合ck在单词中的读音听读、辨认*△词 汇grandfather, grandmother, father, mother, brother, sister, an eye, a mouth, white, a skirt, a friend听得懂、会说、会读、会拼写日常交际用语nice to meet you.we’re late for the party.let’s hurry!听得懂、会说、会读*△句 型who’s the …with..?he’s/she’s (my)…?is that…your…?which one?the one in the…听得懂、会说、会读、会写歌 谣my brother会诵读（注：*者为教学难点，△者为教学重点。）二。教学安排：四教时三。教学过程：第一教时教学目标：◇ 复习巩固单词father, mother, grandfather, grandmother, brother, sister加强读写训练，以达到四会要求。 ◇ 教学六种人体部位的词汇 hair, an eye, an ear, a nose, a mouth, a head。◇ 初步接触句式the one in the …/ the one with…。教具准备：1）li an的家谱图； 2）卡通人物图； 3）拼图游戏用图（各种不同特征的人体部位：big eyes, small eyes,big nose, small nose, long hair, short hair, brown hair,…）； 4）录音机和磁带。1.free talkwhat colour …?who’s that boy / girl?2.review取出li an的家谱图。t: let’s talk about li an’s family. who’s this boy / girl / man /woman…? who’s the one in the blue shirt? who’s the one in the …?s: he’s / she’s li an’s ( father / mother / grandfather / grandmother / brother / sister ).通过谈论li an的家谱图，复习六个家庭成员，并出现相应的单词，领读并拼读。3.presentation and practice1） 将一卡通图片出示在黑板上，逐一引出生词hair, a head, an eye, an ear, a nose, a mouth。 2） 利用各种方式朗读以上生词。4.play a game：do a puzzle t: the girl is with long hair, big eyes, small nose, small ears, and big mouth...拼图游戏：学生通过老师的描述，选择相应特征的小图片进行组合，从而对本课所学内容起到练习巩固的作用。5.look, read and learn 朗读课本b部分词汇（跟读教学磁带）。第二教时教学目标：◇ 通过学习，能结合人的外貌特征、穿着打扮运用who’s the…with…?is that…your…? which one? the one in the…等句型。◇ 能正确理解、掌握对话内容，并能朗读、初步表演对话。教具准备：1）具有明显外貌特征的人物图片6-7张，其中2-3张给出姓名； 2）对话背景图； 3）录音机和磁带。1.free talkt: good morning / afternoon, boys and girls. this is… who’s this / that boy / girl? nice to meet you.2.presentation and practice1) 将一些外貌特征明显的人物图片出示在黑板上（其中几个下面写有姓名），边出示边介绍其特征the boy with big eyes, the girl with long hair, …让学生理解单词with并模仿说。2) 教师用完整的句型问学生带有姓名的图片。t: who’s the boy with big eyes? / who’s the girl with long hair? …s: he’s / she’s…3) 学生练习用此句型问不知姓名的人物图片，教师告知姓名。4) 继续以黑板上的人物图片为例，教师同时扮演a、b两角色表演一对话。a: is that girl nancy?b: which one?a: the one in the orange skirt. / the one with brown hair. …b: yes, she is.5) 模仿练习以上对话，由师生练习到学生小组练习。3.read and say1）出示对话背景图，让学生边看图边听对话录音，整体理解对话内容，并组织学生进行朗读操练。2）自由练习，表演对话。3）请2—3组学生上台表演对话。第三教时教学目标：◇ 复习本单元所学的家庭成员和人体部位单词。◇ 进一步掌握句型who’s the…with…? is that…your…? the one in the…?◇ 能初步了解字母组合ck在单词中的读音。1.review1) talk about li an’s family.t: who’s this / that? who’s the …with / in …?2) play a game: what’s missing?游戏方法：将所学人体各部位的图片出示数秒，后取下一张，问学生：what’s missing? 从而达到复习这些单词的目的。2.practice1）ask and answer利用17页的四幅图练习： a: who’s the…with…? b: he’s / she’s my…2）look and say结合课本18页的四幅图进行对话练习，并分组进行比赛。a: is that…your…?b: which one?a: the one in the…b: yes, he / she is. no, he / she isn’t.3.read and act听录音模仿，并分角色朗读。4.listen and repeat出示四个单词black, clock, jacket, sock及相应插图，学生听录音并跟读。在读的过程中体会字母组合ck在单词中发/k/。5.look and read1）要求学生仔细看图、读句，理解故事的幽默之处。2）请学生分角色朗读故事。第四教时1.free talkt: who’s the…with…?is that boy / girl …?2.say a rhyme: my brother3.exercises (exercise-book)

《牛津小学英语》4B Unit 4 Buying fruit 篇七

教学内容：b部分 look，read and learn

教学目标：

1. 能听懂、会说、会读和会拼写单词slow, low, late及be good at。

2. 能听得懂、会说和会读单词far, well。

3. 了解比较级的用法，并能运用，并以well done来评价学生，并渗透do well in, jog。

教学重点：能当堂掌握四会单词slow, low, late, high, fast, early及三会单词far, well。

教学难点：了解、掌握副词比较级读法、用法及写法。

教具准备：表格（一份学生体育成绩，一份人物信息表）、小黑板、图字卡、录音机。

教学过程：

step1 prepare for the class.

1. sing a song“i wish i was teller”。

2. look, read and write.出示表格，根据表格中提供的信息完成填空。

nancydavidhelenage121313height (cm )148151150weight (kg )495049

①nancy is ________ than david.

②david is _________ than helen.

③helen is _________ than nancy.

④______ is as _______ as ________.

check the answers.

3. free talk.

t：hello, , are you tall?

s1：yes, i am. i’m tall.

t：yes, you are tall. you’re taller than… but you’re shorter than me. who’s taller than ?

s2：… is.

示范过后，接着出示图字卡，指名让学生以图字卡上提供的信息进行会话。

step2 presentation

1. learning be good at, fast, slow及其比较级faster, slower。

①揭示课题

继续free talk.

t：are you strong? are you stronger than…? do you do exercise after school？（板书课题unit2 more exercise.） do more exercise. you’ll get stronger.（齐拼读strong）

②学习be good at

a. asking：are you good at pe? （板书be good at善于）

b. reading： be good at（明确be动词三种形式：is, am, are）。

c. saying：please say a sentence according to ‘be good at’.

model：i am good at english.

he is good at maths.

you are good at pe.

③学习fast, slow及其比较级。

a. talking：can you run? can you run fast?

b. running race：who runs faster？找两生上台跑步比赛，其余生喊：fast, fast…

c. saying：s1 runs fast. s2 runs faster. so we can say s2 runs faster than s1.并板书句型。

提醒学生注意主语第三人称单数，run一词加s。

d. reading the sentence.

ss：runs slow（做动作） s1 runs slower than s2.

并利用识图卡，让学生用fast (faster), slow(slower)说话。

2. learning：low，high，far.

①出示带有学生体育成绩的表格。

name50米跑（秒）跳远（米）跳高（米）s114″3.001.00s213″2.901.00s315″3.051.10s414″2.921.05

②saying，根据50米跑一栏信息，用fast或slow说话。

model：s2 runs faster than s1.

s1 runs as fast as s4.

③asking：does s1 runs slower than s3? does s1 jump higher than s2? does s1 jump farther s4?…由问题引入far, low, high及其比较级farther，lower, higher.

④read after the teacher：far (farther) low (lower), high (higher)借助图字卡，明确单词含义。

⑤writing：choose one word and make a sentence, then write it down.

并指名三位学生上台板书句型，分别用far, low, high各写一句话。

注意纠正主语是第三人称单数时，动词加s或es.

⑥reading读句子。

3. learning：well（better），early（earlier），late（later）

①talking：i’m good at pe. i do well in ping-pang.（渗透do well in，并板书）。i played ping-pang with my friends yesterday. i was tired. so this morning i got up very late. i got up at 7：30. what about you? what time did you get up this morning?从而引出early, late及其比较级。

②reading：late, later, early, earlier.

注意early比较级变y为i,再加er。

注意early比较级变y为i, 再加er。

③learning：well （better）.

a. 回到板书：be good at， do well in

t：i’m good at pe. i do well in pe. do you know‘well ’means?

b. t：can you play ping-pang well？can you skate well?

can you dance well?

c. ss：yes. i play ping-pang well. i … well.

t：but i play better than you. i … better than you.

d. read after the teacher：well, better.

step3 read and learn.

1. listen to the tape.

2. 看板书上的单词read the word to each other（小组内互读）。

3. can you write the words?（小组内听写）。

4. 听字母拼单词，快速抢答。e. g. f-a-s-t fast.

step4 play a game

游戏：听听、做做

教师描述，学生认真听所描述的动作及状态，做出相应动作e. g. t: you swim.（ss游泳）you swim slow（游慢）. you swim slower（更慢）. you swim fast（变快）.you swim faster（更快）.

在此过程中，渗透jog一词，并与单词run比较。

step5 布置作业

1. 默写b部分单词。

2. 完成补充习题第5页 read, match and write.

3. 预习c部分work in pairs.

板书内容：

1. b部分单词（low—lower, high—higher, slow—slower, fast—faster, late—later, early—earlier, far—farther, well—better）及strong, be good at， do well in

2. 句子 …runs faster than…

…runs as fast as…

板书设计：

熟读唐诗三百首，不会做诗也会吟。以上就是快回答给大家分享的7篇牛津小学英语4B第二单元参考教案，希望能够让您对于牛津小学英语4b的写作更加的得心应手。