《牛津小學英語4A》Unit 3第一課時（精選7篇）
《牛津小學英語4A》Unit 3第一課時 篇1
課 題
unit 2 in a toy shop 第一課時（新授課）
課時教學目標
1、認知： (1) 聽懂、會說、會讀單詞a panda, a monkey, a bear, a rabbit。
(2) 聽懂、會說、會讀、會寫單詞a dog, a cat, a tiger, a lion。
(3) 能正確聽說讀寫句型what’s this/ that? it’s…
2、能力：培養(yǎng)學生在詞語與相應事物之間建立聯(lián)想。
3、情感：培養(yǎng)學生積極參與課堂教學。
教學重難點
lion, rabbit, this, that 的發(fā)音，四會單詞的拼寫
教 學 準 備
動物玩具、單詞卡片、課件
教 學 方 法
情境教學、游戲教學 、實物教學、朗讀教學
師生互動
二次復備
step 1 free talk
師生、生生交流
t: good morning, boys and girls. ss: good morning.
t: how are you? ss: fine, thank you. and you?
t: i am fine, too. do you like animals?
ss: mm…（老師可學一些動物的聲音、體態(tài)等等，以啟發(fā)學生） ss: yes.
t: ok. today let’s learn animals.
step 2 presentation and drill
t: what’s this?( 單詞卡a dog)
t: right. i like it. do you like it?(梢作解釋)
t: can you spell dog? let’s try.
板書 a dog ,帶讀，正音。指導拼寫
t: look, what colour is the dog?
t: and what’s this?(單詞卡，a cat)
t: yes, can you imitate a cat?
t: good. but can you spell cat?
板書a cat, 帶讀，正音。指導拼寫
t: what’s this ?is it a cat?(單詞卡a tiger)
t: can you imitate a tiger?
板書a tiger，帶讀，正音。指導拼寫
t: we have done well just now. next let’s learn some other animals.
師生互動
二次復備
出示單詞卡a panda
t: what’s this?
t: can you spell panda?
板書 a panda, 帶讀，正音。指導拼寫
t: what’s this?(單詞卡a rabbit)
t: what colour is it?
板書 a rabbit ,帶讀，正音，指導拼寫
t: look. what’s this?(單詞卡 a lion)
t: can you imitate a lion?(比一比看誰模仿的象)
t: you act very good. but can you read and spell it?
板書 a lion , 帶讀，正音。指導拼寫
t: what’s this?（單詞卡a bear）
t: yes, it’s a bear.
板書 a bear, 帶讀，正音。指導拼寫
t: can you find some ways to recite this word?( 引導學生用pear 去記 bear)
t: can you imitate a bear?
t: last. what’s this?(單詞卡a monkey)
t: can you spell monkey?
板書 a monkey, 帶讀，正音。指導拼寫
step 3: consolidation
1. game
兩人一組，一個同學表演另一個同學猜是什么動物，并拼讀，比一比，看哪一組先猜完這節(jié)課學的單詞，起來表演
2. 擦去板書上單詞的元音字母，讓學生填空
3. 同桌之間練習c部分對話。
作 業(yè)
1. copy the new words and sentences.
2. listen to the tape and repeat part b three times.
板書設計
unit 2 in a toy shop
單詞
what’s this/ that?
it is a…
it’s
教學隨感
《牛津小學英語4a》unit 2第一課時 來自第一范文網(wǎng)。
《牛津小學英語4A》Unit 3第一課時 篇2
課 題
unit 3 a purse 第一課時（新授課）
課時教學目標
1、認知：(1)能正確聽說讀寫單詞a key, a purse, a tape, a fan，an。
(2)能正確聽說讀單詞umbrella, a water bottle, a storybook, a classroom。
(3)能正確聽說讀寫句型is this/ that my/ your/ his/ her…?yes, it is. /no, it isn’t. where’s my/ your/ his/ her…? perhaps it’s in/on…
2、能力：培養(yǎng)學生在單詞與事物之間建立聯(lián)系。
3、情感：鼓勵學生用英語交流。
教學重難點
四會單詞、句型的掌握。
教 學 準 備
錄音機、磁帶、教學掛圖（c）、實物
教 學 方 法
朗讀教學、游戲教學、情境教學、實物教學
師生互動
二次復備
step 1: warming up
1. greetings
2. sing a song “we are happy bees”
step 2: presentation and practice
1. learn to say “a fan” read after the t(a fan) spell
2. learn to say “a water bottle”
read after the t (a water bottle)
3. learn to say “an umbrella”
read after the t (an umbrella)
4. learn to say “a purse”
s read after the t.
5. learn to say “a key及where’s…?”
a. play a game: touch and guess由此引出新單詞
b. t: look, it’s a key.
read after the t(a key) spell
c. t (將鑰匙放在別處)：where’s my key?
read after the t (where’s=where is, where’s…?)
并做替換練習
（my/ your/ his/ her fan/ umbrella/ radio/ walkman/ clock/ watch/ box/ basket/ camera…）
6. learn to say “a tape 及is this your…? yes, it is.”
read after the t (a tape ,拼讀，where’s my tape?)
師生互動
二次復備
read after the t (is this…? yes, it is.)并做替換練習
practice in pairs t&s s&s
7. learn to say “a crayon及is that your…? no, it isn’t. it’s…”
a. read after the t (a crayon, where’s my crayon?)
b. read after the t (is that…? no, it isn’t. it’s…)
并做替換練習
c. practice in pairs t&s s&s
8. learn to say “a storybook及perhaps…is in/ on…”
a. read after the t (a storybook, where’s my storybook?)
b. read after the t (classroom, perhaps…is in/on…)
c. practice in pairs t&s s&s
step 3: consolidation
work in pairs
作 業(yè)
1. listen to the tape and repeat part b three times.
2. copy the new words and sentences.
3. preview part a
4. write the dialogues of part c in books.
板書設計
unit 3 a purse
where’s my/ your/ his/ her…?
is this/ that my/ your/ his/ her…?
yes, it is. no, it isn’t. it’s…’s.
perhaps…is in/ on…
教學隨感
《牛津小學英語4A》Unit 3第一課時 篇3
教學目標：
1、初步掌握四會單詞eat, drink, write, read, close, open。
2、初步掌握三會單詞draw, copy, new, word。
3、能正確聽說讀祈使句：stand up. sit down. read/ copy/ write the new words, please. draw…for me, please.及其回答ok. / yes. / all right.
教學重難點：學生能夠運用祈使句并根據(jù)祈使句做出相應的動作。
教學準備：多媒體課件，單詞、句型卡片。
教學過程：
step 1: free talk
t: nice to meet you, boys and girls.
s: nice to meet you, too.
t: welcome to my class. i’m miss liu. i’m very happy to give you an english class here. you know i’m an english teacher. i like english. do you like english?
s: yes, i do.
t: i like playing games, too. do you like playing games?
s: yes, i do.
t: good. now let’s play a game. look, i have a magic box. do you want to know what’s in it? who’d like to come here and open it?
(s1 open the box.)
t: what’s this in english?
s1: it’s a…
t: do you like this…?
s1: yes, i do.
t: here’s a …for you.
s1: thank you.
t: not at all.
step 2: presentation and practice
1. learn: open
read and spell the word, then make phrases.
open the box/ window/ door/…
2. learn: eat
t: there’s something in the box. s1, open the box, please. look, what’s this?
s1: it’s an orange.
t: boys and girls, would you like to eat the orange?
s: yes.
read and spell the word, then make phrases.
eat a hamburger/ cake/ an apple/ …
3. learn: drink
t: there’s something in the box. s2, open the box, please. look, there’s some water. would you like to drink some water?
s: yes.
read and spell the word, then make phrases.
drink some juice/ milk/…
4. learn: close
t: look, the box is empty. s3, close the box, please.
s: ok.
read and spell the word, then make phrases.
close the box/ window/ door/…
5. sing a song
6. play a game: listen and guess
7. learn: draw
t: would you like to eat the apple? i don’t have any apples here. let me draw an apple for you.
read and spell the word, then make phrases.
8. learn: write, write the word
t: i’ll write the word …
read and spell the word, then read the phrase.
9. learn: copy, copy the new word
t: who can copy the word…?
read and spell the word, then read the phrase.
10. learn: read, read the new word
t: can you read the new word?
s: yes.
read and spell the word, then read the phrase.
11. practice in pairs
a: draw a pear for me, please. b: ok. / yes. / all right.
write the word, please.
copy the word, please.
read the word, please.
step 3: look, choose and say
1. read the sentences.
2. choose the sentence for every picture.
3. t check
step 4: play a game: 發(fā)號“師”令
四人一組，模仿老師發(fā)號令。
step 5: homework
板書設計：
unit 8 in class
draw a dog for me, please. ok. / yes. / all right.
write the new word, please.
copy the new word, please.
read the new word, please.
《牛津小學英語4A》Unit 3第一課時 篇4
課 題
unit 7 it’s late 第二課時（新授課）
課時教學目標
1、認知：1) 進一步掌握上節(jié)課所學單詞、句型。
2) 三會單詞及短語have breakfast, go to school, get up, watch tv, go to bed, lunch。
3) 能聽懂、會說、會讀句型what time do you…? i…at… it’s time to…
2、能力：培養(yǎng)學生綜合運用語言的能力。
3、情感：培養(yǎng)學生的學習興趣。
教學重難點
句型what time do you…? i…at…的運用。
教 學 準 備
多媒體
教 學 方 法
朗讀教學、游戲教學、情境教學
師生互動
二次復備
step 1: warming up
1. 迅速記下列的電話號碼及車牌號。
6791058 6221387 7216532 5418021
681208 102345。
2. listen and clap
教師說數(shù)詞，學生根據(jù)所聽到的數(shù)詞拍手，如師說two ,生連拍兩次手。此次活動，學生不僅興趣盎然，而且從中鞏固了數(shù)詞。
3. free talk
圍繞上節(jié)課所學的句型what’s the time? it’s …進行交談。
step 2: presentation
教師出示時鐘
t: what’s the time? s: it’s…
t: yes. read after me
(教師教授句型what’s the time? it’s---.講解時間的表示方法)
t: now, what’s the time? s: it’s…
(變換時間提問2—3個同學)
t: now work in pairs.
(請四組同學起來表演)
t: what’s the time? s: it’s 7:30.
t: it’s late. go to school now. s: ok/ all right.
t: so what time do you go to school?
s: i go to school at 7:30.
教授句型what time do you ----? i…at…
師生互動
二次復備
t: what’s the time? s: it’s 4:30.
t: go home now! s: ok./ all right
t: what time do you go home?
t: what time do you…? s: at….
t: what time do you…? s: at…
t: ask and answer in pairs like this.
step 3: ask and answer
1. 出示掛圖，生明確圖意。
2. practice in pairs .生口頭操練。
3. 指名到前面表達。
在學生回答完時間后，引導學生根據(jù)畫面內(nèi)容用it’s time to …的句型作補充回答，進行自編對話。
4. 指導學生書寫。
step4: work in groups
1. review
a.生聽口令做動作。get up have breakfast go to school have lunch go home watch tv go to bed
b.認讀這些動詞詞組。
2.填表，每小組發(fā)給一張表格。
a.師示范第一欄：
t: what time do you get up /go to school …?
s: i get up /go to school …at …
b.小組內(nèi)完成。
c.交流、反饋。
作 業(yè)
1. listen to the tape.
2. copy the new words and sentences.
板書設計
unit 7 it’s late
what’s the time, please?
it’s…
it’s time to…
what time do you…?
i…at…
教學隨感
《牛津小學英語4A》Unit 3第一課時 篇5
課 題
unit 1 may i have…?第一課時（新授課）
課時教學目標
1、認知：(1)能正確聽說讀寫單詞 a pen, a ball pen, a pencil, a book。
(2)能正確聽說讀單詞a copybook, a ruler, a rubber, a pencil case, a bookmark, a notebook, a school bag。
(3)能正確聽說讀寫句型may i have…?
(4)能正確聽說讀日常交際用語yes./sure. here you are. thank you.
2、能力：培養(yǎng)學生在詞語與相應事物之間建立聯(lián)想的能力。
3、情感：培養(yǎng)學生積極參與課堂教學。
教學重難點
四會單詞、句型的朗讀和書寫
教 學 準 備
課件、文具、袋子
教 學 方 法
情境教學、實物教學、朗讀教學、游戲教學
師生互動
二次復備
step 1: warming up
1. introduction 2. chant
3. free talk and revision
t: what’s this on your desk/ in your desk/ in your pencil case…?
s: it’s a pen/ ruler/ rubber/ knife/ book/copybook/ school bag/ crayon.
step 2: presentation and practice
1. learn new words and sentences
a. learn “a pen”
t: boys and girls, today i am very happy, because i have a new bag. look! it’s very nice. i like it very much. but what’s in my bag? who can guess?
s guess.
t: let me see. yes, / no, there is a pen. (read and spell)
b. learn the sentence
t: may i have a pen?(t帶讀句型并做替換練習,用a ruler, a rubber, a pencil case, a copybook, a school bag 注意may, i, have的發(fā)音）
s make sentences. t: yes. / sure. here you are. s read.
c. learn “a ball pen”
t: boys and girls, look. is it a pen? no, it isn’t. it’s a ball pen. (read and spell)
t: may i have a ball pen? s: sure. / yes. here you are.
(read the sentences.)
d. learn “a pencil” “a pencil case”
t: may i have a pencil? s: yes. /sure. here you are.
t: thank you. (read and spell)
t: may i have a pencil box/ case?
s: yes. /sure. here you are. t: thank you.
師生互動
二次復備
(read the word 比較pencil box與pencil case)
e. learn “a book”
t: may i have a book? s: yes. /sure. here you are.
t: thank you. (read and spell)
f. learn “a bookmark”
t: look, what’s this? it’s a bookmark. (read the word)
g. learn “notebook”
t: look, is it a book? is it a storybook? is it a copybook? it’s a notebook. (比較copybook與notebook)
(read the word)
2. play a game: what’s missing?
3. practise
t: boys and girls, you are very clever. you have learned so many new words. what voice? (噓，假裝在聽包說悄悄話，并不時點頭作高興狀) she tells me that she likes you very much. if you can use the sentence “may i have…?” she will give you what you want.
step 3: consolidation
1. ask and answer(part c)
2. play a game: 在文具店
t: now we are in the stationery shop. i’m the shop
assistant. who’d like to be the customer?
s1: may i have…? t: what colour? / what about…?
s1: oh, i’d like … t: sure. / yes. here you are.
s1: thank you. how much is it? t: …yuan, please.
s&s
作 業(yè)
1.copy the new words and sentences.
2. listen to the tape and repeat part b three times.
3. write the dialogues of part c in books
板書設計
單詞
unit1 may i have…?
may i have…?
yes. / sure. here you are.
教學隨感
《牛津小學英語4a》unit 1第一課時表格式教案 來自第一范文網(wǎng)。
《牛津小學英語4A》Unit 3第一課時 篇6
課 題
unit 6 whose gloves? 第二課時（新授課）
課時教學目標
1、認知：(1) 四會單詞：big, small, long, short。
(2) 三會單詞：a dress, a skirt, now, go, so, funny, father。
(3) 三會句型：try this one/ pair on.
(4) 進一步掌握上節(jié)課所學單詞、句型。
2、能力：能理解’s 的含義
3、情感：培養(yǎng)學生的學習興趣
教學重難點
正確朗讀并表演課文
教 學 準 備
多媒體、實物
教 學 方 法
朗讀教學、情境教學
師生互動
二次復備
step 1: free talk
t: what’s this in english? s: it’s a pair of jeans.
t: whose jeans are they? s: they are …’s.
t: what’s this? s: it’s a scarf.
t: whose scarf is it? s: it’s…’s.
t: work in pairs like this.
step 2: presentation
t: what’s this? s: it’s a jacket.
t: whose jacket is it? s: it’s my jacket
t: try this jacket on. s: ok.
t: oh. it’s too small. try this one on. s: ok.
t: oh, it’s pretty.
帶讀句型，it’s too small. try this one on. it’s pretty.
t: look, what’s this? s: it’s a sweater.
t: whose sweater is it? s: it’s …’s.
t: now try this sweater on. s: ok.
t: oh, it’s too small. try this one on. s: ok.
t: yes. it’s nice.
t: now, work in pairs like this.
t: look. what’s this? s: it’s a pair of jeans.
t: try it on, please. s: ok.
t: it’s too long. try that one on please. s: ok.
t: good, it’s smart.
師生互動
二次復備
帶讀句型it’s too long/small/big/short.
t: what’s this? s: it’s a pair of gloves.
t: try it on. s: ok.
t: oh, it’s too short. try this one on please. s: ok.
t: you look so nice. s: thank you.
t: not at all.
t: now work in pairs like this.
(請三—四組同學起來表演)
step 3: 呈現(xiàn)課文
t: open your books. listen to the tape and repeat.
聽錄音跟讀
t: now. listen to the tape and answer my questions: 1.whose gloves are they?
2. whose skirt is this?
t: now read the dialogue after me
t: read the dialogue by yourselves and act the dialogue in groups.
step 4: consolidation
學生四人一組仿照課文遍對話
作 業(yè)
1. listen to the tape and repeat part a bthree times.
2. copy the new words and sentences.
板書設計
unit 6 whose gloves?
whose…is this/ are they?
it’s/ they’re…’s.
the…is/ are too…
try this one/ pair on.
…looks so funny.
教學隨感
《牛津小學英語4A》Unit 3第一課時 篇7
一、教材分析：
本課選自《牛津小學英語4a》中的unit6。這套教材從視聽入手，注重聽說訓練，著重培養(yǎng)學生的語感和初步運用英語進行簡單日常交流的能力，通過聽、說、讀、寫、唱、游、演、畫、做等活動激發(fā)學生的學習興趣，幫助學生養(yǎng)成良好的學習習慣，形成有效的學習方法，發(fā)展自主學習的能力，為進一步學習打下基礎，書中的各單元內(nèi)容貼近學生的生活和學習實際，unit6的核心教學內(nèi)容是“尋找物主”，要求學生圍繞服飾類的單詞，在一定的情景下，能正確使用 whose is this/are they?進行交談，并能對物體用形容詞big. small. long .short來進行描述，并能靈活運用，基于此，結(jié)合本單元a. read and say , b. look. read and learn的內(nèi)容較多，故選a中的1、2、3幅圖和b中的部分單詞安排在第一課時教授。
二、教學目標：
1、認知目標：
（1）.能聽懂、會說、會讀和會拼寫單詞big. small. long . short . sweater. jacket. whose。
（2）.能正確地聽、讀單詞a pair of jeans .a pair of gloves。
（3）.能聽得懂、會說和會讀日常交際用語the is /are too……try this one/pair on 。能初步運用whose 來進行簡單問答，回答’s。
（4）.初步理解掌握服飾類單詞中復數(shù)單詞的形式和用法以及與動詞be和代詞用時的一致關系。
2、 能力目標：使學生能熟練地應用本課所學的語言知識，進行日常交際，形成綜合運用語言的能力。
3、 情感目標：以情感培育人，以興趣吸引人，通過引導學生參與游戲、表演，對話等豐富多彩的教學活動，營造一種輕松愉快的教學氛圍，讓學生充滿樂趣地學習，并從中獲得美感。
三、教學方法：
1、 直觀情景教學法：本課將通過實物（服飾、其它物品等），創(chuàng)設出一些語境，讓學生體驗語言的真實，自然及語言的交際功能。
2、 整體語言教學法：本課通過實物的演示，讓學生試穿服裝，去體會big. small. long. short的含義，讓學生進行整體感知，而非孤立地去死記硬背，從而學會說try this one /pair on 。
3、 活動式教學法：通過設計情景，采用多種多樣的活動，圍繞參加party去選擇衣服這一內(nèi)容，把書本知識融進活動中，讓學生在活動中不斷地吸收，內(nèi)化所學知識。
根據(jù)小學生的特點，本課創(chuàng)建了活動為主的教學模式，重點培養(yǎng)學生運用英語進行簡單交流的能力，通過聽、說、讀、演、玩的形式，鼓勵學生積極參與，大膽表達，提高學生對語言的感受和運用英語進行日常交際的能力。
4、教學過程：
（一）、組織教學：
1、 師生交流，通過師生相互問好，演唱歌曲“we are happy bees”，營造一種輕松的學習氛圍，學生可以邊唱邊表演，這樣就很快進入一種自覺的語言狀態(tài)，
（二）、復習引入：
通過一些實物，學生比較喜愛的如balloon. apple等，用以前學過的what’s this /that in english? do you like……？is it nice?等這樣的問答自然地帶出以前聽學過的“big . small. long. short”,如教師可說：do you like balloons? i have some big ballons here’s a big balloon for you.等。
（三）新授：
教師展示一下自己的漂亮衣服，告訴學生今天要去參加一個生日party，詢問有哪些同學愿意一起去？用這一活動來引起學生的興趣，讓他們處于一種興奮狀態(tài)，全身心地投入到學習中去，這時教師可讓一個學生上講臺，幫他打扮一下，例如梳頭等，整理衣服等，然后自然地引出：your sweater is too long. do you like a new one? s: yes. t : please take it off.幫助學生脫下sweater,指著一件毛衣說：try this one on.學生穿上后，教師可指著遠處的一件說：oh. it’s too small. try that one on 自然地引出了單詞sweater. small. 出示圖片，讓學生認知，體會too……讓學生學會評價it’s too……,教會學生用try this one on .同樣的方法可以教big .jacket,利用hat. coat. dress等，創(chuàng)設類似的情景，讓學生做替換練習，讓學生在真實的情景中理解句子的含義。
（2）教a pair of shoes .the shoes are too…….try this pair on 時可以穿插long .short 這對反義詞進拼讀訓練，例如：教師可讓一男生上臺，對他說i have a pair of shoes .do you like this pair? here you are. try this pair on.引出a pair of shoes 進行認讀，當學生穿上太大時，教師可說：the shoes are too big. try this pair on.同樣的方法可以教會學生用a pair of jeans進行替換訓練，引出“l(fā)ong .short”這對反義詞，進行認真拼寫訓練，并在真實的情景中學會說try this pair on。
（3）這時教師可帶著已打扮好的學生去birthday party。開門后教師裝出冷的樣子，退回教室說：oh, it’s so cold. i need to put my gloves on。教會學生認讀單詞a pair of gloves ，并讓學生回座位戴手套，學生可能沒帶，向同學借了后，教師可問：the gloves are too big .whose gloves?可啟發(fā)式地問“’s？”讓學生明白并回答“’s”，這時就可出示新單詞whose進行拼讀訓練，可用其它物品進行替代練習，whose……？’s。在此可穿插一個“猜物主”游戲，教師拿出事先準備好的物品，當學生拿到手中的物品時，全班學生問：whose……？讓其回答’s。猜對了，教師可給予獎勵，大家一起說“try this one on”“ try this pair on.”待其穿好后進行評價it’s too ____, the___ are too____。
（4）教師在游戲后可以演示一段多媒體，內(nèi)容為某位學生的birthday party場景，看完以后讓學生回答whose birthday？這時教師出示掛圖，告訴學生su yang and su klai也去參加birthday party，讓學生聽錄音，聽聽他們的談話內(nèi)容，回答教師的問題:
1、i’s su hai’s dress small?
2、are su hai’s jeans long or short?
3、where are they?
然后讓學生跟讀、齊讀、并表演。
（5）操練鞏固：教師通過詢問，哪些同學也愿意參加birthday party，教師說：“l(fā)et’s do some shopping to buy some new clothes then go to the party。”引導學生進入一個購物情景，綜合運用以前所學的句型進行對話表演，教師可與一學生示范。如：can i help you? what would you like? i’d like ___ , do you like___ ? it’s too ___. the ___are too ___. try this one /pair on. how much is it /are they……？進一步發(fā)展他們的口頭表達能力，最后可以小組以單位進行比賽，各派一名同學上臺購物并當場試穿，全班同學進行評價，選出最佳服飾儀表獎，然后教師帶了他們拿著禮物說：now let’s go to the party。
五、布置家庭作業(yè)：
1、聽磁帶有感情地朗讀unit6中的1.2.3.幅圖。
抄寫單詞long .short . big. small. whose .sweater. jacket及句子it’s too small. try this one on the jeans are too long . try this pair on。
2、以四人為一組，編寫對話并表演。
六、板書設計
unit6 whose gloves?
a sweater small it’s too small.
a jacket big try this one on
a pair of jeans long the jeans are too long .
a pair of gloves short try this pair on
本課小結(jié)：
本節(jié)課圍繞參加birthday party展開活動，讓學生自己挑選衣服，精心打扮，并給以評價，在真實的情景中，教學層次分明，過渡自然，緊扣教學內(nèi)容，使學生在真實的情景中直觀學習，加深印象，激發(fā)學習興趣，培養(yǎng)他們學習英語的積極態(tài)度，啟迪思維，使他們成為學習的主體，并在學習中受到了美的教育。