第一篇：新牛津英語Unit8教案

7A Unit 8 教案

Comic strip and welcome to the unit Teaching Aims: 1.Learn some new words about fashion.2.Arouse the students’ interests in fashion and learn to enjoy nice things.Step 1.Lead-in

Enjoy a short video about a fashion show, teach the word “fashion”.And draw the Ss’ interest in the following words and expressions.Step 2.Presentation

Show some pictures to learn the new words: fashion n.時裝；時尚，風尚 think about 考慮

spend vt.度過；花費（錢、時間等）lazy

adj.懶惰的

blouse

n.(女子穿的）短上衣，襯衫 tie

n.領帶 lend vt.借給

Step 3.Learn some words about clothes

Present the words about clothes and make sure Ss know each word then fill in the boxes in PA on Page 93.Step 4.Borrowing things

1.Listen to the conversation between Millie and Mum, then answer

1)What does Millie need for the fashion show?

2)Why doesn’t she wear Mum’s blouse?

2.Read aloud and then make a similar conversation about borrowing things from others.A: Can you lend me/ us …?

B: Of course.A: What size/ colour is/ are your …? B: …

A: Oh, it’s … but … can … it/ them.B.OK then.A: Thank you, …

Step 5.Listen and fill in the blanks.Listen to the conversation between Eddie and Hobo on Page 92, then fill the blanks:

Eddie is ________ about what to wear.But Hobo tells him dogs don’t _______ clothes.So Eddie wants to ________ ten more minutes in bed.He is a ______ dog.Step 6.Read and act

Read aloud the conversation in groups, then present the comic strip on the screen for the Ss to act out the conversation.Step 7.Explain 1.wear 穿著，戴著（表示穿、戴的狀態）

put on 穿上，戴上（表示穿戴的動作）

e.g.She likes wearing red.她喜歡穿紅色。

It’s cold outside.Put on your coat.外面冷，穿上外套。2.think about sth.考慮某事；想起某事

e.g.She is thinking about how to spend her holiday.她正考慮如何度假呢。Don't think about it any more.不要再去想這事了。

3.what to wear

意思是“穿什么”，英語中“疑問詞+ to do ”是一個短語而不是句子。

e.g.I don’t know what to do.我不知道該怎么辦？

Let me tell you how to do it.讓我告訴你如何做這件事。4.spend vt

花費，度過

常用結構(1)Sb.+ spend +time/money doing sth.(2)Sb.+ spend + money on sth.e.g.He spends a lot of time playing football every day.他每天花大量時間踢足球。

How much does she spend on clothes every year? 她每年在衣服上花多少錢？

5.spend ten more minutes = another ten minutes

再花十分鐘 e.g.We need five more chairs.6.lend sb.sth.= lend sth.to sb.把某物借給某人

e.g.Can you lend me your bike? 你能把自行車借給我嗎？= Can you lend your bike to me? 注：lend 是“借給”，而英語中的borrow

是指句子的主語將東西借進，含義是“借來”。常用結構是borrow sth.from sb.“向某人借某物”。e.g.Can I borrow your rubber? 我可以借用你的橡皮嗎？ Step 8.Exercises

一、根據Millie 與Mum的對話內容填空：

Millie wants her mother to _______ her some clothes for the _________ show.Her mother’s red ________ is ________ 4.It’s too large for her.but she thinks Sandy can _______ it because Sandy is tall.So she borrows it from her mother.二、翻譯：

1.她正在考慮去哪度假（holiday)。2.我可以再吃兩個蘋果嗎？ 3.你穿多大尺碼的鞋？ 4.Tom經常將自行車借給我。Homework: 1.Act out the two conversations in pairs after class.2.Preview the new words in Reading.Reading I Teaching Aims: 1.Learn some new words about fashion.2.Practise reading skills by learning Millie’s article.Step 1.Presentation Present the new words: lady

女士，夫人

gentleman

(pl.gentlemen)先生;君子 style

風格，樣式 trainer

運動鞋

comfortable

舒適的，使人舒服的 popular

受喜愛的，受歡迎的 among

在（三者或以上）中 purple

紫色(的)grey

灰色(的)smart 衣著講究的；聰明的；精干的 cool

酷的，絕妙的 cotton 棉；棉織物 scarf

(pl.scarves)圍巾 both

兩者（都）jeans

（復）牛仔褲 silk

（蠶）絲；絲綢 wool 羊毛，羊絨 boot

靴子

both… and …

…和… 都；不僅…而且… be made of … 由… 制成 Step 2.Lead-in

Present two pictures about a fashion show and ask: What are they doing? Are you interested in it? Step 3.Reading

1.Listen to Millie’s article and answer the questions:

1)Where do they hold the fashion show? 2)How many students are there in this show? 2.Read the article and complete the form:

3.Complete B1 on Page 95.4.Read aloud the article and put T or F in the blanks.5.Complete B3 & 4 on page 96.Step 4 Homework

1.Read aloud the article and underline the difficult parts.2.Remember the new words in this lesson.Reading II Teaching Aims: 1.Learn the language points in this article.2.Learn to describe a fashion show.Step 1.Revision The students are having a fashion show in the school _______ in the ________.Millie wears _______ clothes.She thinks trainers are __________ to wear, so they are popular _________ young people.Simon’s shirt is _______ and his trousers are ________.He looks _______.______ Amy _______ Daniel wears blue ________.Young people also like to wear them.Sandy looks ________ because she is in red _______ blouse, a ______ wool skirt and a pair of red __________.Step 2.Explain 1.trousers, jeans本身就是復數，其數量的表達要用 a pair of 這樣的短語，這樣的短語作主語時要由pair 的單復數形式來決定謂語動詞形式。e.g.The jeans are popular among young people.There is a pair of jeans in the bag.The two pairs of trousers are different.2.look cool 看上去很酷

當look的譯為“看起來，看上去” 的意思時是連系動詞，這種動詞后面可以接形容詞作表語，但不能接副詞，e.g.You look happy today.（正）（happy是形容詞）

You look happily today.（錯）（happily 是副詞，不能作表語）

? 本課短文中的look cool, look smart，look modern中look都是連系動詞。3.both 兩者（都）

(1)這個詞只能用于兩者或兩部分時，三者及以上的“全，都”要用all。e.g.His parents are both teachers.There are 40 students in our class.We are all Chinese.(2)“both of + 名詞復數/ 賓格代詞”作主語時謂語動詞要用復數形式。

Both of them work in Beijing.（3）both … and …

…和… 都；不僅…而且… She can both sing and dance.她不僅會唱歌而且會跳舞。4.Here comes Sandy.西蒙來了。

這是一個以Here 開頭的倒裝句，句子的真正主語是Sandy。請觀察here 開頭的倒裝句的兩種不同情況：

Here comes the bus.(主語是名詞the bus）

Here it comes.(主語是代 it）

Here you are.(主語是you)5.be made of …

由… 制成

Sandy’s blouse is made of silk.桑迪的襯衫是由絲綢制成的。6.be popular among …

在……中很受歡迎

Jeans are popular among young people.Step 3.Exercises

一、用所給詞的適當形式填空。

1.Good evening, ________(lady)and _____________(gentleman)!2.You will feel ___________(comfort)if you wear trainers.3.Whose ________(scarf)are these? 4.My T-shirt is ________(make)of cotton.5.His red and grey tie ________(match)his clothes.6.Look!Amy is ________(wear)a blue scarf.二、完成句子：

1.今天我打算向你們展示不同式樣的鞋子。2.牛仔褲在年輕人中很受歡迎。3.瞧，汽車來了。

4.她今天看起來時髦又漂亮。5.他的褲子是棉制的。6.我們倆都喜歡穿運動鞋。7.今天的會議到此結束。

8.Amy正穿一件紅色的羊毛短裙。Step 5.Interview You are an interviewer.You want to interview Millie about the fashion show.Work in pairs, try to ask at least five questions about the show.Homework 1.Recite this article.2.Remember the language points in this lesson.Grammar Teaching aims: Learn the use of the present continuous tense.Step 1.Presentation Present the new words: write to, wait for, look for… Step 2.Lead-in Present three pictures in gif.and ask: What are they doing? /What am I doing? /What is he doing? Help them to answer and tell them they are using the present continuous tense.Step 3.Grammar

一、現在進行時肯定句和否定句的構成：

肯定句:

主語+ am/ is /are + v-ing...肯定句:

主語+ am/ is / are not + v-ing...I am not eating.You/ We/ They are not eating.He/ She/ It is not eating.二、動詞ing形式的構成：

Exercise 1: Complete Part A on Page 97.三、現在進行時一般疑問句的構成及回答： I am eating.→ Am I eating?

Yes, I am./ No, I am not.(或 No, I’m not.)

You/ We/ They are eating.→ Are you/ we/ they eating?

Yes, we/you/ they are.No, we/ you/ they are not(或用縮寫aren’t)He/ She/ It is eating.→ Is he/ she/ it eating? Yes, he/she/it is.No, he/she/it is not.(或用縮寫isn’t)規律：將be 動詞移到主語前面。注意：肯定回答時主語be動詞不能縮寫，否定回答時be動詞和not可以用完全形式也可以用縮寫。

Exercise 2: Complete Part B on Page 98.四、語法補充：

（一）現在進行時可以表示說話時正在進行或發生的動作，也可表示當前一段時間內的活動或現階段正在進行的動作。Look!He is reading in bed.(說話時正在進行）Mr Green is writing a new book.(現階段正在做）

（二）現在進行時的判斷方法：

如果句子中帶有鮮明的時間狀語，如：now, 或帶有Look, Listen 等暗示動作正在發生，或有表示現在的上下文語境時，我們常用現在進行時。Listen!She is singing in the next room.—Where is your mother? — She is cooking dinner.（三）注意點：

（1）現在進行時的謂語動詞由“be 的某種形式+ 動詞ing 形式” 這兩部分構成。這時be是個助動詞，沒有實際意思，只起構成時態的作用。同學們在使用現在進行時時千萬不要忘了用be動詞。

We having breakfast.(錯）We are having breakfast.(正)(2)有些動詞一般不用進行時，如：know, understand(理解), love, like, want, hope, hear, see等。

(3)雙寫末尾一個輔音字母再加ing形式的動詞的條件參考書本P121。這個規律不易掌握，所以同學們可以在學習英語的過程中學到一個雙寫詞就記住它，慢慢體會規律。以下是已經學過的一部分雙寫詞：shop, run, get, swim, begin, stop, cut, hit，forget等。Homework Remember the new words in this lesson.Integrated skills

Teaching Aims: 1.Practise listening skills by listen to a conversation.2.Practise speaking skills by talking about different materials of the things.Step 1.Presentation Present the new words by showing some pictures: go for sth.去做某事，去參加 fit for

適合于

think of

認為；想起；考慮 glove

n.手套 leather n.皮革

smooth

adj.光滑的，平坦的；順利的 lovely adj.可愛的；親切友好的 hat

n.(有檐的）帽子 Step 2.Lead-in

Show a picture of a lady and let Ss discuss what she is going to do? Step 3.Listening 1.Listen to a conversation and complete A1 on page 99.2.Listen to the conversation again and complete A2 on page 99.3.Complete A 3 according to A1 & A2.Step 4.Speak-up 1.Listen and answer: 1)What colour are Kitty’s gloves? 2)What are the gloves made of? 3)What is Amy’s hat made of? 2.Read after the recorder.3.Talk about different materials of the clothes your classmates wear like this.Step 5.Explain 1.go for sth.去從事（某項活動或運動），去參加

go for a walk 去散步

go for a meeting 去開會

go for a dinner

去吃晚飯 2.am/ is / are going to do sth.打算做某事

—What are you going to do tomorrow?

你明天打算做什么？

—I’m going to see my grandparents.我打算去看望我的外祖父母。3.What do you think of … ?

(= What do you think about …?)

你覺得……怎么樣？（用來詢問別人對某事的看法的問句）

What do you think of this film? 你覺得這部電影怎樣？

It’s so boring.太無趣了。4.plan(to do)sth.計劃(做)某事

（注：plan---planning)

They are planning a school trip.他們正計劃一次學校組織的旅游呢。5.They’re made of leather.be made of 由 …… 制成，通常表示該成品仍看得出原材料。

This bottle is made of glass.這個瓶子是由玻璃制成的。

be made from 由……制成，表示該制成品看不出原材料。

Paper if made from wood.紙是由木頭制成的。

6.feel soft and smooth 摸上去柔軟光滑

feel 感覺，摸上去（是連系動詞，后常接形容詞）

I’m not feeling well.我覺得有點不舒服。（well 作“健康的，身體好的”之意時是形容詞，而不是副詞)11 7.sb + look + 形容詞+ in + 顏色

= 顏色 +look + 形容詞+ on sb.意為“ 某人穿某種顏色怎樣怎樣” You look good in red.= Red looks good on you.你穿紅色很好看。Step 6.Exercises 翻譯句子：

1.他今晚得去參加一個生日聚會。2.運動鞋適合長時間步行。3.她穿白色漂亮極了。

4.你的圍巾是什么制成的？

是絲綢制成的。5.—你覺得這本書怎么樣 ？

—很有興趣。Homework 1.Remember the new words and the language points in this lesson.2.Preview the next lesson.Study skills & Task Teaching aims: 1.Learn syllables in words.2.Write about the S’s own fashion design.3.Review the important points in this unit.Step 1.Presentation

Present the new words by showing some pictures: jacket

n.夾克衫，短上衣 feature n.特征 material n.材料 design

n.設計；構思 model

n.模特；模型

dark

adj.昏暗的；黑暗的，深色

include vt.包括，包含

Step 2.Learn syllables in words.1.英語單詞可以劃分成音節。一個單詞可能分成一個、兩個、三個或更多音節。例如：

clean，late, feel, tea, at

（單音節）

lazy

fashion about

（雙音節）

expensive

popular（三個音節）

2.Listen to A and repeat the words: 3.Listen to B and write down the number of syllables in the blanks.Keys: 2,3,21,2,3,1,4 4.Listen and complete C & D on page 101.Keys:

C:

special, weekend, present，children, football, modern D:

3, 5, 6, 7 Step 3.Read Part A on Page 102 and answer the following questions: 1.What is the shirt made of? 2.What colour is the jacket? 3.What are the trainers made of?

Step 4.Task 1.Listen and complete the form.2.Read aloud the article and then try to complete Part C.Step 6.Exercises

一、選擇題：

1.I’m thinking about ______.A.what to do it

B.how to do

C.to do what

D.how to do it 2.She always spends a lot of money ____

clothes.A.buy

B.buying

C.buys D.to buy 3.Can she ___ you her dictionary?

A.lends

B.lend

C.borrows

D.borrow

4.This pair of trousers ____ made of leather.A.is

B.be

C.are

D./ 5.Look!Here _____ two bus.A.come

B.comes

C.is coming

D.are coming 6.It’s six o’clock.Sandy ____ a letter.A.writes

B.writing

C.is writeing

D.is writing 7.---____ you ___ with her now?

---No, I’m not.A.Do;play

B.Are;play

C.Are;playing

D.Do, playing 8.She looks ____ with her new hat.A.beautifully

B.happily

C.lovely

D.well

二、翻譯：

1.你能把你的深藍色的夾克衫借給我嗎？ 2.這件男襯衫摸上去柔軟光滑。3.她不僅會唱歌而且會跳舞。4.瞧！他正在河里游泳。

5.你覺得這雙皮鞋怎么樣？

6.白色和其他任何一種顏色都可搭配。Homework Review all the new words and language points in this unit.

第二篇：牛津小學英語3A全冊教案unit8

Unit 8Let’s go to the park.一、Teaching aims

1、Words: a park a cinema a zoo a supermarket the Great Wall a bus a car let’s how great by bike/ car/ plane/ bus

2、Sentences: Let’s go to….All right./OK.Let’s go.But how? By….Let’s go to… by….二、重點難點

1、熟練掌握Let’s go to…極其回答All right./OK, let’s go./Good./Great.But how?

2、熟練地運用Let’s go to… by….表達自己的意愿。

3、能聽懂會說常見的交通工具和表示地點的單詞。

三、教具準備

1、人物圖片

2、地點圖片

3、交通工具圖片

四、教學過程 第一課時

Step 1 Free talk T: How are you? S: Fine, thank you.And you.T: I’m fine, too.T: XX, go to school now.S: OK.Goodbye.T: XX, go to bed now.S: All right.Good night.Step 2(用多媒體呈現地點圖片的一部分，)T: Look at the picture.Guess, what’s this? S: 公園，花園 T: Oh’ let me see.CAI: This is a park.(Twice)Teach park – a park Practice Train work.Group work.T: Ok, next, what’s this? S: Guess.T: Yeah, let’s see it.CAI: This is a cinema.(twice)Teach Practice:

Train work.Boys read then girls read.Use the same way to teach “zoo”.T: Now, look at this picture.What’s this? S: Guess.T: Let me see.CAI: This is the Great Wall.Teach “the Great Wall”.重點糾正Great.Use the same way to teach “a supermarket”.Step 3 consolidation

1、T: Look at these pictures.（讀完隨手貼上去）

S;Say the words.（先一個一個讀，再一組一組讀）

2、Listen to the tape.Read after it.3、快速認讀圖片，看看誰的反應最快。（最后呈現park）Step 4 T: Now, boys and girls, look here.(Use a doll)Let’s go to the park.(Twice)

All right.T(doll): Let’s go to the park.S: All right.T: Who can act the doll? S&T: Let’s go to the park.S: All right.Teach: Let’s go to the park.(Train work)T-S(Model): Let’s go to the park.All right.T: XX, Let’s go to the cinema.(出示圖片)S: All right.Exchange.S: Let’s go to the cinema.T: OK, let’s go.（牽著學生的手一起去）Teach: “let’s go”

T: Let’s go to the cinema/ park/ zoo/ supermarket/ the Great Wall.S: OK, let’s go.S-S Step 5 Listen to the tape.Read the dialogue.Step 6 Act T: 你最喜歡去什么地方？邀請你的好朋友一起去，OK?(給學生門票)學生討論，上臺表演。

Ｕnit 8

第二課時

Step 1 Free talk T: Good morning ,boys and girls.S: Good morning.T: Let’s go to the park.S: All right.(S——S)T: Let’s go to the cinema.S: OK,let’s go.(S——S)Step 2 Teach the new words 1(把交通工具的玩具放在一只口袋里)T: Let’s play a game.I have some toys.Let’s touch and guess.(學生touch，然后 guess，如 car)T: Oh, it’s a car.Teach “car”

(train work)(T use bodylanguage)→ by car Teach : by → by car Practise: Train work 3 Use the same way to teach “ bus ,plane , bike “ Practise: 一人做動作，一人說by … T——S(Model)S——S Step 3 Teach the new sentences １ 復習地點單詞，圖片呈現。（完成后將圖片貼至黑板）

２（指一圖片）T: Let’s go to the park.S:All right./OK.Let’s go.T: Who can invite me ? S: Let’s go to the zoo.T: Good , but how ?

(bodylanguage 提示)S: By bike.(twice)Teach: Good,but how? Practise: T——S ＆ S——S : Let’s go to the …

Good ,but how?

By bike.↓ 3

S——T:

Let’s go to the …

Great ,but how?

By...Teach : Great.Practise: Pair work Step 4 The text 1 Listen to the tape.2 Read the dialogues.Step 5 Make and play(Fun house 2)教師制作兩轉盤，一是地點，一是交通工具，選兩個學生，一生抽地點，另一生抽交通工具，根據圖片進行對話：

S1: Let’s go to … Ss: But how? S2: By …

Unit 8

第三課時 Step 1 Free talk 1 T(手拿門票)：Let’s go to …

S: All right./OK.Let’s go./ Good.But how? T: By… T(做出相應的動作)：Let’s go to … by …

S: All right./OK.Let’s go./ Good./Great.Step 2 Look and say 1 Take out the picture 生討論 2 教師對第一幅圖進行示范 T: Let’s go to school by bike.S: All right./ OK.Exchange :

S——S 3 學生在教師的指引下討論完成練習另外三幅圖，并表演，檢查 Picture 2: Let’s go to the park by bus.All right.Picture 3: Let’s go to the supermarket by car.OK.Picture 4: Let’s go to the Great Wall by plane.Good.Step 3 Fun house Look at the picture and understand the meaning.2 Listen to the tape and finish the exercise.3 Check the answer.Step 4 Exercise book Listen to the tape and finish the exercise.2 Listen and repeat.3 Check the answer.Step 5 Say a rhyme 1 Listen to the tape.2 Read after the tape(or teacher)3 Try to read it together.

第三篇：四年級英語上冊Unit8教案(新廣州版)

四年級英語上冊Unit8教案(新廣州版)本資料為woRD文檔，請點擊下載地址下載全文下載地址

Unit8教學設計

Ⅰ教學目標Teachingaims

讓學生掌握Unit8單詞、短語及課文的正確發音；學會詢問及回答“what’syourfavouritesubject?”

Ⅱ教學重點keypoints:

掌握本模塊的學習科目單詞、短語各5個及怎樣表達最喜歡的科目是什么。

Ⅲ教學難點Difficultpoints

問最喜歡的科目與回答句型的運用。

Ⅳ教學內容Teachingcontent

（1）課內知識：

詞匯：

math

tousenumber

art

todrawpictures

music

tosingsongs

PE

toplaysports

science

tounderstandtheworld

chinese

towritestories

English

toreadEnglishbooks

課文詳解:

.Iliketowritestories.IliketoreadEnglishbooksIlovetolearn.①like+to+動詞原形

②like+名詞

如：Iliketoswim.我喜歡游泳。

Ilikerabbits.2.Howmanysubjectsdoyouhave?

Howmany+復數名詞+doyouhave？

問你有多少…

如:

Howmanypensdoyouhave?

3.wehavesevensubjects.IweyouTheyhave…

SheHeItmymotherBenhas…

4.myfavouritesubjectischinese.IlikeEnglishbest.myfavourite…is….或…ismyfavourite…

如：myfavouritefruitisapple.Appleismyfavouritefruit.Ilike…best

如：Ilikerabbitbest.Ilikemyfatherbest.（2）基礎訓練：

一、把下列短語翻譯成英語.一本數學書___________2.一本英語書__________________

3.二十本語文書________________4.三十本美術書________________

5.八十個故事__________________6.九十門學科___________________

二、用線把下面的學科和相應的功能連接起來。

maths

tosingsongs

art

tousenumbers

music

drawpictures

PE

tolearnEnglish

science

toplaysports

English

tounderstandtheworld

三、選擇填空

（）1.Look____thetwooldladies.A.on

B.at

c.in

2.Howmanybooks_____eachboyhave?

A.do

B.is

c.does

3.Group1____eighttoys.A.has

B.is

c.have

4.Let____see.A.I

B.my

c.me

5.wehave____toycarsintheroom.A.thirty-eight

B.thirteen-eight

c.thirtyeight

6.Thesegirlshaveeight______now.A.subject

B.thesubject

c.subjects

7.Ilikechinese.what____you?

A.about

B.is

c.are

8.myfavouritefruitistheapple.I

likeapple____.A.good

B.fine

c.best

9.Thereareten____inthatbedroom.A.babies

B.babys

c.baby

10.myfavouritesubjectis____.A.math

B.sciences

c.science

四、判斷下列句子與圖片是否相符，相符的打“相符的打“F”。

1.IliketowatchTV.2.Thedogisunderthechair.T”，不

3.Ihavemealsinthekitchen.4.Thereisabedinthebedroom.5.Ireadbooksinthestudy.五、按實際情況回答問題

.DoyoulikeEnglish?

________________________________.2.DoyoureadEnglishstoriesinthemorning?

_________________________________.3.Howmanysubjectsdoyouhavethisterm?

_________________________________.4.what’syourfavouritesubject？

____________________________________.5.whereisyoursciencebooknow?

__________________________________.六、認真閱讀Unit8的課文，判斷下列句子與課文內容是否一致，如一致，在括號內寫“T”，否則寫“F”

1.jiaminhaselevensubjects.2.jiamin’sfavouritesubjectismaths.3.Xiaoling’sfavouritesubjectisEnglish.4.XiaolinglikesreadingEnglishbook.5.Bendoesn’tlikeEnglishorchinese.回顧測評：

、二十本書：

2、三十棵樹：

3、四十匹馬：

4、三個圖書館：

5、你們學校有多少間課室？

我們學校有三十八間課室。

6、你們學校有多小英語老師？

有十三個。

7、它們很大，還是很小？

它們是大的。

小結與作業：、記憶數字的拼寫，并默寫。

2、用本單元學習的句型造句：

我最喜歡的…是….我喜歡做…

我最喜歡…

第四篇：人教版九年級英語unit8教案

Unit 8 I’ll help clean up the city parks．

The 1st period

何梅林

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

（1）Key Vocabulary

clean up, hunger, homeless, cheer up, give out, volunteer, food, bank

（2）Target Language

I’d like to work outside．

You could give out food at a food bank．

2． Ability Objects

（1）Train the students to express offering to help with the target language．

（2）Train the students’ listening skill．

3． Moral Object

Offer help to the others as much as possible．

Ⅱ． Teaching Key Points

1． Key Vocabulary

clean up, hunger, homeless, cheer up, give up

2． Target Language

How to express offering to help with target language．

Ⅲ． Teaching Difficult Points

1． Teach the students how to use the new phrasal verbs．

2． Teach the students to express offering help with target language． Ⅳ． Teaching Methods

1． Teaching by giving sample sentences and making up sentences．

2． Teaching by showing pictures．

Ⅴ． Teaching Aids

1． A tape recorder

2． Some pictures on volunteer’s offering help

Ⅵ． Teaching Procedures

Step Ⅰ Revision

1． Revise the language points in Unit 7．

Ask some questions like this: Where would you like to go on vacation? Why?（Because…）

2． Revise the contents in Unit 7．

3． Check homework by asking some students to read their sentences they’ve made with the verbs． Let them hand in their homework．

4． Dictate ten words in Unit 7．

Step Ⅱ la

In this unit we learn to offer to help．We’ll use some phrasal verbs． Each phrasal verbs has two or three words, such as clean up, cheer up, give out． Here is an example on how to use clean up． Look at the title of Unit 8． I’ll help clean up the city parks． Repeat it twice, please．

Ask the students to read the title twice．Then go on saying, “clean up means make a place clean and tidy, put things there in order”． Let’s see another example, We should always clean up after a picnic．Who can explain this sentence in your own, words?Ask one student to explain the sentence．

He or she may say like this． This sentences means we should burn wastepaper, collect litter and empty bottles, etc．Then ask the class． Who can make more sentences

with clean up?Ask several students to share their sentences to the class．Do the same with the other phrasal verbs．

Read the instructions to the students．

Please look at the picture now． We can see a bulletin board and two children in it． What is the bulletin board about? Help students to answer: Volunteer Today!Then continue saying, “Who can tell me the meaning of volunteer?”

Ask one student to try to explain it． Then tell them the meaning of it． Volunteer means a person who offers to do something unpleasant or dangerous． It means a person who offers to help the others sometimes． Volunteer is used as a verb in this lesson．

Draw the students’ attention to the three posters on the board．We can see one sentence in each poster．And we can see some people in each poster, too． What are the volunteers doing in each poster? Please work in pairs and talk about the posters．

Give the students a few minutes to talk about what they will say． Let them talk about all the three items． Move around and help the pairs as needed．Then read the sentences in the posters to the class． Ask the pairs of students to explain what the sentence means in their own words． Or tell what the volunteers are doing in the posters．For example, for the first poster, a pair might say:

It means there is trash in the park． There are papers on the ground． We can help clean up the park by picking up papers and trash． We can make the park clean．

After the students have finished all the items, ask the students to add some other ways they can help people． Get them to write the ways down in the box below the picture．

At last, ask some students to share their ideas with the class． Write any new words or phrases on the board and explain these words to the class, if necessary． Step Ⅲ 1b

Call the students’ attention to the two lists in the box in Activity lb． Ask some students to read the eight sentences on the lists to the class． Explain any new words and phrases in it．

Make sure that all the students can understand the meanings of the eight items．Then get the children to read the instructions together．

Say, we will hear four conversations．

Your task is to match the items in the two lists． We can see the blanks in fro

nt of the first line of each conversation． Listen to the conversations and write the letter in front of the first line of each conversation． Put the letters of the second line of conversations in right places． Point out the sample answer to the class．

Play the recording the first time． Tell the students to only listen． Then play the recording a second time．

Tell them to write a letter in front of each numbered sentence this time．Check the answers．

Step Ⅳ 1c

Read the instructions with the class．Call their attention to the example in the speech bubbles in Activity la． Ask a pair of students to read this conversation to a class． Then let them practice in pairs．

Note their pronunciation of “like to” in phrases such as, I’d like to help hungry people． Tell them English speakers usually pronounce the words “like to” as if they were spelled like-tuh．

Play the I’d like to statements on the recording to demonstrate this

pronunciation．After they’ve finished practicing the sample conversation, ask them

to make up similar conversations based on the other two posters． Get two pairs to demonstrate two conversations first．

Then let the whole class practice in pairs．After that, play the recording of activity 1b and let the children read after it twice．Then ask them to practice similar conversations using the information in Activity 1b．

Step Ⅴ Summary

Step Ⅵ Homework

1． Make up one sentence with each of the following phrasal verbs:

clean up, cheer up, give out

2． Write out three conversations of activity 1c．

Step Ⅶ Blackboard Design

第五篇：牛津英語6A教案

Module One

Relationships Unit One

Meet my family(First Period

Page2)

Analysis of the Teaching Material

1.Page 2 is the beginning of this unit.So if the students can learn it well, it will be helpful to make the students learn the rest of this unit.2.Such a topic is related to daily life, so it is easy to arouse learning interests of students and it will be also helpful to improve their spoken English skills.3.Most students have learned Oxford English for about five years so far.They can understand some words and some simple sentences.So the students may communicate each other easily in English in class now.Teaching Task(Aims)Talk about family members: 1.Draw a self-family tree.2.Talk about the partner?s family members according to the family tree.3.Talk about photographs of their families.Teaching Key & Difficult Points Key points: 1.To draw a family tree.2.Using simple present tense to talk about family members.Difficult points: 1.To teach the students how to use “same” and “different” in a correct way.2.Using “How many” questions to find out quantity.3.How to use the long sentences to talk about the family and family members.Teaching Materials Student?s Book 6A page 2.Cassette 6A and a recorder Photocopiable page 1-4 Some family photographs of students.Teaching Procedure Warming up: A story about a family or teacher?s self-introduction.Pre-task preparation: 1.Draw a family tree of my family on the blackboard.2.Introduce the new vocabulary:

“meet, family, family tree, estate” 3.Teach the usage of “same”

a.“My parents and I live in different housing estates.We live far away.But last year, I moved into a new housing estate.It was really a nice big flat.So my parents came to live with us.Now they and I live in the same flat…” 3.Teach the usage of “same”

a.“My parents and I live in different housing estates.We live far away.But last year, I moved into a new housing estate.It was really a nice big flat.So my parents came to live with us.Now they and I live in the same flat…” b.Practice on “same” Question:

1)Do your grandparents live in the same flat with you? 2)Are you and your good friends studying in the same middle school? 4.Play the recorder “Look and read”

a.Draw a family tree of the Li family on the blackboard.b.Listen to the tape twice.c.Ask several questions to check if the students can understand it.d.Repeat the sentences after the tape.While-task procedures: 1.Students do the “Questions and Answers”(by using “How many”)

2.Show their family photographs and talk about them in pairs.“age”(p.2 “About you”)

3.Divide the students into groups.They take turns to introduce their partner?s family members to the other group members.4.Let the students draw a family tree of their partner?s family on photocopiable p.3.(Give some guided questions), and then correct them.Post-task Activity 1.Finish photocopiable p.4 2.Students write a few sentences about their family members.3.Students are required to circulate their work in groups.4.The whole class vote for the best.Homework: Oral work: 1.Read p.2 and recite it.Written work: 1.Copy the new vocabulary 2.Write five-six sentences about their families or their partners? families

M1U1 Meet my family

（second period）

Language focus：

Using adjectives to make comparisons Using conjunctions to link contrasting ideas Using possessive determiners to identify people Procedure： I． Warm Up Free talk – Students introduce themselves II． Pre-task 1.Guessing game-Who is she？

Material：She?s our teacher.She?s not very young, but she?s a little old.She?s not very tall, but she?s a little short.She has two big eyes with glasses, but she has a small nose on her face.2.Read and review 3.Questions and answers 1)In Ben?s family Who is older, Ben or Kitty? Who is taller, Ben?s father or his grandfather? 2)Look, Which ruler is shorter, this one or that one? Which book is bigger, this one or that one? 4.Read and think III.While-task 1.pair-work My ________(sth)is big , but your ________ is bigger.small

smaller

short

shorter

long

longer 2.pair-work

Your ________(sb)is young , but mine is younger.old

older

short

shorter

tall

taller 3.Listen and read(text on p2)4.group discussion material: two photographs on p3 topic: What else can you compare with Kitty?s family and Alice?s? form: role-play(two Ss are members in Kitty?s family, the others are Alice?s family members.)5.consolidation exercises on WB p1 IV.Assignment

1.talk about your own family members by using comparison 2.GB p1 Module One Unit One Meet My Family(Third Period)Language focus: Using “How many” questions to find out the quantity Using adjectives to make comparisons Using the simple present tense to express simple truth Using the simple past tense to talk about past activities Using possessive pronouns to identify people and animals

1.Daily song 2.Daily report(day, date, weather)3.Daily talk:

(for today)How are you?(together)

How old are you?(Single)

Do you have a younger an older sisterbrother?

How old is shehe?

How many people are there in your family?(Write: There are(number)people in S1?s family.)Pre-task preparation: 1.Ask and answer “How many” questions and use adjectives to make comparisons.Ⅰ.Ask a student: How many people are there in your family?

To elicit: There are(number)people in S2?s family.Ask: Is S1?s family bigger smaller than your familyyours?

To elicit: Yes, S1?s family is biggersmaller than mine.(Encourage students to use possessive pronouns here.)

Ⅱ.Ask more students to make such comparisons.ⅰ.I make an example:

There are(number)people in my family.My family is biggersmaller than S1?s.ⅱ.Invite students to talk.(Maybe in pairs)

A: There are(number)people in my family.B: There are(number)people in my family.A: My family is biggersmaller than yours.B: My family is smallerbigger than yours.2.Text learning.Ⅰ.Play the recording “Look and read”, students listen and answer questions.Q: How many people are there in Alice?s family?

How many people are there in Kitty?s family?

Is Kitty?s family biggersmaller than Alice?s?

Is Kitty?s dog biggersmaller than Alice?s?

Ⅱ.Play the recording “Look and read”, check the answers;students listen and follow in books.Ⅲ.Play the recording “Look and read”, listen and repeat.Ⅳ.Role reading.While-task procedure: 1.Invite students to compare Kitty and Alice?s families 2.Finish the table in “A survey”.3.According to the survey table, make dialogues to consolidate “How many” questions and adjective comparisons.Ⅰ.Invite two students to make an example with me.(Use the dialogue model in “A survey”)

A: How many people are there in your family?

B:(Number).My_____, my _____, and my ____.A: There are(only)(number)people in my family.Your family is biggersmaller than mine.B: That?s right.Your family is smallerbigger than mine.C: HisHer family is bigsmall, but mine is biggersmaller.There are(number)people in my family.Ⅱ.Give the students two or three minutes for preparation, then invite some to present.4.Play the recording “Read and act” students listen and follow in books.Post-task activity:(in groups)1.Each group forms a family.Ask the students to write about their families and compare their own family with the old woman?s.eg.Our family was biggersmaller than the old woman?s.We lived in a ___.Our mother knew what to do.She gave us some dinner.And then she said, “It?s time for bed!” 2.Act out the poems.Ⅰ.Give time for preparation.Provide guidance if necessary.Ⅱ.Invite students to perform.Ⅲ.Give bars or stars as praises.Module One Unit One Meet My Family(Fourth Period)I.Warming-up A poem There was an old woman.She lived in a shoe.She had a big family.But she knew what to do!She gave them some dinner.II.Pre-task Preparation 1.Make a new story was;lived;had;knew;gave 1)a little princess(公主)palace（宮殿）owl（貓頭鷹）cookies take them to the poor people 2)an old man(live)by the sea a lovely dog money buy some food for me 2.Introduce a new student--This is ….He/ she is….--Hello, … Nice to meet you./ Glad to see you.--How do you do?(when people first meet)III.While-task procedure 1.Introduce family to a new friend /classmate /teacher 2.When friends meet each other 1)--How are you ?

--I?m fine.Thank you, and you ?

--I?m fine, too.2)– Hello/ Hi.How is everything going?

--Pretty good./ Not bad./ just so so.3.Game: How are you? I am happy.I am very well.I am excited.I am sad.I am sick.IV.Post-task Activity Group work : At a party 1.Greet each other between friends.2.Introduce a new person to your friend or family member.A foreigner;

A teacher;

A new friend Module One Unit One Meet My Family(Fifth Period)Analysis of the Material 教材分析

Material（教材）: Oxford English, Student?s Book 6A page 6 Teaching Aims（教學目標）

Language learning objectives（知識目標）

Using adverbs to express frequency（用副詞表達頻率）Using the simple present tense to express habitual actions（一般現在時）

Getting familiar with the verb phrases about the things we do with our families（熟悉和家人一起做的事情有關的動詞短語）Skill & ability objectives（技能目標）

Providing chances for the students to improve the skills of listening, speaking, reading and writing（提高聽說讀寫能力）.Having the students make a poster and a short play using newly learned knowledge.（用新學知識做海報、編小品）Instructional objectives（教育目標）

Having the students know the importance of spending more time with family.Language focus（教學重點）

Main structure（語言結構）:

I always /usually/sometimes/never go to the supermarket with my mum.Relevant phrases:

go to the supermarket

play football

go to the cinema

eat breakfast

do my home work

watch television

walk in the park

wash the dishes

go to the beach

Analysis of the Students學生分析

Character（特點）: active, competitive, curious, good at acting, good at drawing Ability（能力）: very different levels, most are weak English learners eaching Approach教學方法

Learner-centered Teaching以學生為中心 Task-based learning（任務型教學法）

Communicative Language Teaching（語言交際法）Teaching Strategy 教學策略

Relaxed classroom atmosphere 輕松的學習氛圍.Real-life situations 真實的情景 Main Activities主要活動

Competition 比賽

Poster 海報 Board-writing design 板書設計

I always

go to KFC/the supermarket with my mum.usually

sometimes

never Warm-up Salad English Short play Useful Expressions Video錄像

Game游戲

Short play小品表演

Charity begins at home.(Make your own family happy before you help others.)Pre-task preparation Create a situation: I want to introduce four new classmates to you.Do you want to meet them now?(Yes.)But before you can see them, you have to answer my questions.Make sure that your answers are right.If not, you can?t see your new classmates.(to arise their curiosity)Review the seven days in a week by asking questions and then show the answers.(通過提問復習一星期的七天)A: How many days are there in a week? B: What are they? Read in chorus: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday Elicit the following sentences.I always

go to KFC/the supermarket with my mum.usually

sometimes

never Make sentences and match the right person.(sometimes, always, never, usually)

Play the recording: Look and learn.Students listen and repeat with their books closed.(a long-term practice on listening)Listen and repeat 聽然后復述 Read and check讀然后檢查 Act 表演

While-task procedure Guessing Game What else can you do with your family?

(If they can?t guess some of the things, I may ask a student to do actions and let the other students guess.)Students read the verb phrases together after they have guessed all the things.★Students look at the table in “About you”, give them an example with the first line: I usually walk in the park with my mum.★ Ask individual students to choose the thing and the adverb to make sentences like the example.★ Students finish the table in “About you” individually, and

then write a simple report using the main structure: I always/usually/sometimes/never …with my… ★ Students share their reports in small groups of four.★

Ask some students to read their reports in front of the class.Post-task procedure Make a poster Imagine that you are new student to the class and you are going to introduce yourself to your classmates.Make a small poster with both pictures and sentences to say something about the things you do with your family.Make sure that you use “always, usually, sometimes, never”.Let?s see whose poster is the most beautiful.（通過畫圖和寫句子介紹自己和家人一起做的事情，簡單而有趣）Short play Name of the programme(節目名稱）:Family Studio(家庭演播室）Topic（話題）: Things I do with my Family.（I am busy, but I do a lot of things with my family.)

Four roles(4 個角色）: a TV announcer(主持人）, three big stars(any big stars that you like)（任何你們喜歡的明星）

(把自己想像成喜歡的名人來演小品，提高積極性，激發興趣)The students will present their work to the whole class.任務匯報 Assignment: Ⅰ.Workbook page 2 Ⅱ.Grammar Practice Book Page 3

Module 1 Unit 2 Good friends Language focus: Using ?like to? to express preferences e.g.I tike to play and dress up, too.Using common expressions to introduce oneself e.g.Hi!I?m Annie Wang from Flat 3C.Using ?too? to express addition e.g.I like to skate and cycle, too.Pre-task preparation 1 Draw a floor plan of a 14-floor block on the board.There are five flats on each floor, A-E.Ask the students to read poem and find out which floors and flats the characters live on/in.Invite the more able students to circle the flat on the floor plan on the board.Ask the less able students to put the names of the characters in the correct flats.2 Have the students read the poem silently again.Ask them to find out what those characters like to do.3 Play the recording: Read a poem.Students listen and follow in their books.4 Play the recording again.Students listen and repeat.5 Introduce: dress up.Say: I don/'t like to dress up.I like to wear T-shirts and jeans.Who likes to dress up in the poem? What do the other characters like to do?

While-task procedure 1 In groups of four, students read the poem aloud.Each reads a verse.2 Ask the students to read the sample poem in About you.Divide the students into groups.Distribute a copy of Photocopiable page 15 to each student.Students are required to tick the activities they like to do and write a poem about themselves.Put the work of the group members together to form a long poem.Ask the less able students to do the controlled task on Photocopiable page 16 first.3 Groups take turns to read their poems to the class.4 Put all the poems together to make an anthology.Put it in the class library.Post-task activity Workbook page 5

Consolidation Grammar Practice Book 6A pages 6-8

Oxford English(Shanghai Edition)Practice and Assessment Series 6A Part 1, Module 1, Unit 2 presents further grammar and vocabulary exercises as well as listening, reading and writing skills development tasks.