第一篇：1.5牛津英語6A教案 Unit 1 Public…

牛津英語6A教案 Unit 1 Public signs第二課時 教學目標：

1．能聽懂、會說、會讀和會拼寫單詞：must, make,mean 2．能聽懂、會說和會讀單詞和詞組：a cousin, always, a question, a cage, make noise.3．能聽懂、會說、會讀和會寫句型：What does it/this/that meam? It means you /we should/must/shouldn’t … 教學重點：

1．能聽懂、會說、會讀和會拼寫單詞：must, make,mean 3． 能聽懂、會說、會讀和會寫句型：What does it/this/that meam? It means you /we should/must/shouldn’t … 教學過程： 一．Review: What does it mean? It means you should/shouldn’t … 出示圖片讓學生進行問答。二．Presentation and practise: 1.出示‘Danger’標志及課文掛圖。T: There’s a sign on the wall.What does it mean? S: It means ?Danger?.T: It means you must stay away from the building.學習must, stay away.講解： must 為情態動詞，意為必須，后跟動詞原形。在此復習should, can 同為情態動詞，后跟動詞原形。Stat away意為遠離。2.出示課文第二張掛圖。T: What’s on the grass? S: There’s a sign on the grass.T: What does it mean? S: It means we should keep off the grass.T: Yes.It means we shouldn’t walk on the grass.Read: walk on the grass.T: Look , what’s this? It’s a bird’s cage.Learn: cage.T: Look at this sign.What does it mean? S: It means ‘Keep quiet?!T: Yes.It means we shouldn’t make noise here.Learn: make noise.3.介紹圖上人物。T: Who’s he? S: He’s Ben.T: Who’s he? S: He’s Ben’s cousin.Learn: cousin.并解釋意思。

T: Where are they? S: They’re in the park.T: Ben’s cousin has a lot of questions.You know ?a lot of questions?? 出示：a lot of questions 學讀并了解意思。

T: Now he is asking Ben some questions about the signs.Learn: ask..about … 4.聽課文錄音回答問題。What day is it today? Who’s Jack? How old is Jack? What is Jack doing now? What do the signs mean? What does ?Danger? mean? What does ?Keep off the grass? mean? What does ?Keep quiet.? mean? 5.跟錄音讀對話。學生分角色朗讀。6．完成課文中的填空題。

7．劃出四會單詞：danger, mean, must, should, shouldn’t, make.拼讀這些單詞。

劃出詞組： public signs, a lot of questions, different things, on the wall, stay away, walk on the grass, make noise.再次朗讀，了解意思。

三． Assignment: 1.抄寫四會單詞，并默寫。2．抄寫詞組。

教后感：在教授公共標志的同時給學生以文明禮貌的教育。

第二篇：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.

第三篇：牛津英語6A教案 Unit_8_Review_and_check

牛津英語6A教案 Unit 8 Review and check

Aims.1.Review Unit 1---Unit 2.2.Do some exercises.Difficulties and emphasis.一般過去時的用法.(肯定句與一般疑問句)Teaching preparation Workbook.recorder Teaching procedure Step 1.Reading.Read the texts.Step 2.Phrases.Unit 1

1.football match 2.at Jinling Primary School 3.t next to me 4.in the corner 5.at the goal 6.go over the goal 7.go out of the football field 8.in the same team 9.in the football field Unit 2

1.public sign 2.a lot of questions 3.different things 4.stay away from 5.keep off 6.the sign on the bird’s cage 7.make noise 8.keep quiet

9.take a walk 10.a ten-yuan note 11.look around 12.a park keeper 13.come up

Step 3.pronunciation Step 4.Exercises in workbook.1.Look, Read and write.P59

____you go and watch dragon boat races at the ____ _____ _______? No, _____ _____.I ______ill.I’m sorry.2.Listen and choose.3.Listen and tick.Step 5.Homework

1.Recite the phrases.2.Do exercises in workbook.P57,P58,P60

Unit 10 Revision(復習2)Aims.1.Review Unit 1---Unit 4.2.Do some exercises.Difficulties and emphasis.一般過去時的用法.(肯定句與一般疑問句)Teaching preparation Workbook.Teaching procedure

Step 1.Reading.Read the texts.Step 2.Phrases.Unit 3

1.take about 2.come soon 3.on the 18th of October 4.have a birthday party 5.as a birthday present 6.a VCD of Japanese cartoons 7.take off 8.blow out

Unit 4

1.Sports Day 2.running race 3.take some photos 4.look for 5.a moment ago 6.just now 7.on the ground 8.a video recorder 9.a mobile phone 10.a pair of glasses 11.a CD Walkman 12.a roll of film Step 3.pronunciation Step 4.Exercises in workbook.1.Read ,think and write 2.Look, read and circle.3.Read and answer.Step 5.Exercises in book.1.Look, match and say.2.Look, read and respond.last weekend, at lunchtime, this morning a present from Mum 3.Look, read and complete.buy—bought take---took Step 6.Homework

1.Recite the phrases.2.Do exercises in workbook.P57,P58,P60 Unit 10 Revision(復習3)Aims.1.Review Unit 5---Unit 6.2.Do some exercises.Difficulties and emphasis.一般過去時，一般現在時，現在進行時的區別 Teaching preparation

補充練習Teaching procedure Step 1.Reading.Read the texts.Step 2.Phrases.Unit 6

1.last week 2.the first day of school 3.after the holiday 4.in the school playground 5.before classes 6.with my parents 7.a funny cartoon 8.visit a farm 9.with my family 10.on the farm 11.pull up carrots 12.milk cows 13.collect eggs 14.fruit trees 15go to the farm 16.at the camp

17a lot of food 18.a lot of games 19.go camping Step 3.pronunciation Step 4.Exercises in workbook.規則：一般現在時：表示經常性的事情。時間狀語：often, usually, always.every, sometimes等。有兩種情況：第三人稱單數，動詞用三單；復數和I, you，動詞用原形

一般過去時：事情發生在過去。時間狀語：just now, yesterday, last等。動詞用過去式，現在進行時：表示現在進行的動作。Now, look, listen.句子結構：be+現在分詞 一．根據中文完成英文句子:

1.今天早上,我打掃了我的臥室.I _____my bedroom _____ _____.2.上星期六我們拜訪了我們的語文老師張老師._____Saturday, we _____ our Chinese teacher Mr Zhang.3.高山的舅舅住在南京附近的一個小鎮上.Gao Shan’s uncle _____ in a small town near Nanjing.4.在周末,林濤經常去看望他的外公外婆.Lin Tao _____ _____ his grandfather and grandmother _____ _____ _____.5.你們在美食節做什么的?我和同學做了許多食品,我吃了很多東西.What _____ _____ _____ at the food festival? I _____ many foods _____ my classmates and I ate _____ _____.6.他們制作了許多漂亮的風箏,然后在操場上放飛.They made many _____ kites and flew _____ on the playground.二．根據文中提示完成下列句子:

1.I often get up _______________(早上六點一刻)2.My father usually _______________(看電視)after supper.3.They often _______________(舉辦體育節)in September.4.Liu Tao often visits his grandparents _______________(在周末).5.Yang Ling’s uncle ______________(居住在)a small town near Nanjing.6.We _______________(制作了許多美麗的風箏)at the kite festival.7.Billy always eats a lot of food _______________(每天).8.Su Hai , where is my diary? It was on my bed _______________(剛才)Step 6.Homework

1.Recite the phrases.2.Do exercises 根據首字母填空,完成下列對話:

A:Do you have any s_____ festivals in your school? B:Yes,we do.We had o_____ last month.A:W_____ was that? B:It was a f_____ f_____.A:W_____ was it?

B:It was on the twenty-sixth of October.A:What did you do?

B:I c_____five hamburgers and some C_____food.And I a_____ a lot.A:That was I_____.Unit 8 Revision(復習4)Aims.1.Review Unit 7---Unit 8.2.Do some exercises.Difficulties and emphasis.一般過去時，一般現在時，現在進行時的區別 Teaching preparation

補充練習Teaching procedure Step 1.Reading.Read the texts.Step 2.Phrases.Unit 7

1.school festivals 2.live in 3.a town near Nanjing 4.at the weekends 5.after dinner 6.have a chat 7.lots of=a lot of 8.have an Art Festival 9.on the 4th of November 10.put the pictures on the wall 11.near the school gate 12.a lot of people 13.colourful kites 14.in the school hall 15.Chinese dances 16.have a good time 17.fly a kite 18.make a kite

19.drink some juice 20.a Kite Festival 21.a Science Festival 22.a Food Festival 23.at the Art Festival Unit 8

1.get excited 2.come after 3.at New Year 4.have a big lunch 5.go to parties 6.visit relatives and friends 7.last Spring Festival 8.dress up in costumes 9.moon cakes 10.watch the moon 11 play with lanterns 12.favourite holiday 13.make Easter eggs 14 give presents to each other 15.wear masks 16 make pumpkin lanterns

Step 3.pronunciation Step 4.Exercises in workbook.重復：規則：一般現在時：表示經常性的事情。時間狀語：often, usually, always.every, sometimes等。有兩種情況：第三人稱單數，動詞用三單；復數和I, you，動詞用原形

一般過去時：事情發生在過去。時間狀語：just now, yesterday, last等。動詞用過去式，現在進行時：表示現在進行的動作。Now, look, listen.句子結構：be+現在分詞 根據首字母填空,完成下列對話:

A:Do you have any s_____ festivals in your school? B:Yes,we do.We had o_____ last month.A:W_____ was that? B:It was a f_____ f_____.A:W_____ was it?

B:It was on the twenty-sixth of October.A:What did you do?

B:I c_____five hamburgers and some C_____food.And I a_____ a lot.A: That was f_____.用適當的動詞形式填空:

We_____(have)a football match every Friday.Last Friday, the match _____(be)between Class 1 and Class 4.The score _____(be)one all.Today _____Friday again.The match _____(be)between Class 2 and Class 3.The score _____(be)one to two now.Look, Jim _____(throw)the ball to Billy.And Billy _____(pass)the ball to Tom.Oh, Tom ______(shoot).He’s got a goal.Time _____(be)up.The score _____(be)two all

Step 6.Homework

1.Recite the phrases.2.Review the exercises.Unit 10 Revision(復習5)Aims.1.Review Unit 9---Unit 10.2.Have a test.Phrases Unit 9

1.at Christmas 2.on Christmas Day 3.under the Christmas tree 4.open the presentsn 4.some tea 5.a beautiful wallet 6.go to the supermarket by bus 7.get off 8 point to the woman beside him 9.ask him to take it to the police station 10.at lunchtime 11.last weekend 12.a present from Mum

Pronunciation

第四篇：牛津小學英語6A Unit 5教案 On the farm

牛津小學英語6A教學設計

Unit 5 On the farm 一．教學目標：

1．聽懂、會說、會讀和會拼寫單詞holiday, last, early, meet, before, pull

up, taste, 四會句型What(else)did you do on Monday? I/We…

2．能聽懂、會說、會讀日常交際用語和句型Did you like the film?

It was a funny cartoon.We all liked it very much.Were there any fruit trees on the farm? There were apple trees, orange trees and pear trees.What did you do … ? I … 二。教學重難點

1．整體把握本課對話內容，并能回答出簡單的閱讀理解問題。2．四會單詞句型holiday, last, early, meet, before, pull , taste, What(else)did you do on Monday? I/We… 三．教學過程 Step1.Free talk: When’s your birthday? What date is it today? What day is it today? Where is your…（利用學生課桌上的文具

單復數形式）． Step2。Presentation

1.T: Do you know something about the farm..Now let’s go to the farm.出示詞匯圖片。

T: What is he/she doing? Do you know? S: He/she is …

其中八個詞語中 cook, collect, milk, pick,water是已學過的詞語，稍微復習一下學生便掌握了。讓學生了解milk以前的意思為牛奶，在這里指擠奶，并拼讀這個四會單詞。

plant, taste, pull up 為新內容，讓學生邊讀邊做動作并反復拼讀。2．學習國慶節

T: Boys and girls, do you know the National Day.Learn: National Day T: I watched a film on the National Day.板書，并讓學生觀察動詞有什么變化。3．講解過去時態中動詞過去式的變化規則。1）

不規則變化。

2）

一般情況下動詞后加ed 3）

以不發音的e結尾的加d.4）

以輔音加y 結尾的變y為i再加ed.4.T: I watched a film on the National Day.How about you? S: I….(在此鞏固動詞的過去式。)T: I watched a film on the National Day.What did you do? 板書：What did you do? 學讀這個句型。

出示圖片師生操練What did you do? What else did you do?

引導學生回答：I milked cows.I collected eggs.I tasted oranges.I visited a farm.I planted trees.I pulled up carrots.然后同桌間操練。注意過去式發音 4.聽磁帶跟讀課文，判斷T or F（）a.Nancy watched a cartoon with her parents.（）b.Helen visited a farm with her family at the weekends.（）c.Helen pulled up carrots on Monday.（）d.Helen picked oranges and watered trees on Tuesday.Step3。Consolidation

1.Read the dialogue and try to imitate it.2.Talk and say: What did you do on National Day holiday? Step4.Summary 1.在總結本課所學重難點內容的基礎上，側重讓學生將單詞和句子大聲朗讀出來。

2.整體把握對話部分，進行簡單復述。

Step5.Homework a.read the dialogue for three times.b.Copy the verb phrases in part A

設計意圖：

為了突破本堂課的重、難點，根據小學生好奇、好勝、好動、模仿力強、表現欲旺盛等生理和心理特點，我主要采取了以任務型教學模式為主，以活動，合作為主線，遵循“聽說領先，讀寫跟上”的原則，讓學生在教師的指導下，通過感知、體驗、實踐、參與和合作、游戲感悟等多法并用的方式組織教學。徹底改變傳統的“授— 受”的單一教學模式，促進語言實際運用能力的提高。在教單詞與句子的時候要做到將兩者恰倒好處的結合，做到“詞不離句，句不離詞”，重視對學生思維，觀察能力的培養，特別是對學生合作學習能力的培養，讓學生們們在師生，生生，小組等不同的合作方式中，學會傾聽，學會評價，為學生的終身學習奠定基礎。

黑林小學

徐彩霞

第五篇：牛津英語6A說課稿

說課稿1 《Public signs》是牛津小學英語6A的第一單元。本單元主要圍繞“公共標志”這個話題開展各項活動，所涉及到的日常交際項目有介紹、詢問、忠告和建議等，其中，以“詢問公共標志含義”及其應答為重點內容。為了使學生更好的掌握本單元的學習內容，我利用多媒體課件，將信息技術與學科相整合，用直觀、形象、與學生互動的手段來教授，使教學內容更貼近學生的生活，激發學生的學習興趣，提高學生參與語言活動的積極性。根據課文特點及新課標對六年級學生英語學習能力的要求，本課的教學目標我定為以下幾方面： 認知目標：

1、能學會“三會”單詞9個，“四會”單詞9個。

2、能理解9個“公共標志”的含義，并會說、會讀。技能目標：

1、能用英語向人詢問公共標志的含義，并給出簡單的答復。

2、能運用所學改寫?The signs in the park?的歌詞，并在伴奏下唱出 一首屬于自己的歌。情感目標： 了解公共標志的有關知識，激發學生學習英語的興趣及運用英語交流的熱情，使學生在學習中建立自信，提高學生參與語言活動的積極性。教學重難點： 了解公共標志的意義，并能圍繞“公共標志”用英語進行簡單的介紹、詢問、忠告和建議。說教法： 新課標倡導學生是學習和發展的主體，而小學高年級的英語有一定難度，比較枯燥，因此如何在一堂復習課中吸引學生的注意力，激發他們的好奇心、求知欲及充分激發學生的主動意識和進取精神就成了關鍵。所以我在教學過程中充分利用多媒體直觀教學手段，將練習與游戲相結合，使學生“在玩中學，在學中玩”，營造輕松、活潑的課堂氣氛，有張有弛，循序漸進，引導學生積極主動地投入到學習活動中去。其教學步驟如下： 激趣導入→復習9個公共標志（以讀、說為主）→唱歌?The signs in the park?→復習句型（以說、寫為主）→拓展練習→改寫歌詞。教學過程中，教師將作為一名參與者、引導者、組織者，與學生之間進行平等地交流互動。說學法： 蘇霍姆林斯基說過：“人的內心有一種根深蒂固的需要——總感到自己是一個發現者、研究者、探詢者。在兒童的精神世界中，這種需要特別強烈。”因此在本課的學習活動中，多媒體課件幫助學生自己來探索、發現和解決關于公共標志的問題。學生在與人機互動、人人交流的活動中建立起自信，享受到學習的快樂，得到相關的知識，始終是學習的主人。說教學過程：

一、激趣導入：（演示由十幾張公共場所及公共標志圖片所組成的小短片）看完請學生說說你看到了些什么？由此引出課題：Unit 2 Public signs 【配上了音樂的小短片能一下子吸引學生的注意力，并營造一種輕松、歡快的學習氣氛，加上色彩艷麗的各種圖案直觀的顯示了課文的內容，自然的將學生們帶入學習內容中。】

二、復習9個公共標志（以讀、說為主）：

1、展示9個公共標志及其英文，學生來讀一讀、認一認。其中，讀的方式有多種多樣，如：指名讀，小組讀，開火車讀等。“四會”單詞要拼讀，如：danger, littering, parking, cycling等。

2、比一比、賽一賽。這是在學生較熟悉了9個標志后準備的比賽。計算機抽取9個標志中的若干張隨機播放，每隔1.5秒播一張。在這短短的1.5內，學生們要盡量快而準確的說出其所代表的英文，比比看誰的反應最快、掌握的知識最牢固。比賽的形式多樣，如：橫豎排小組間的個人的比賽，小組間的比賽，男女生的對抗賽或全班同學間的競爭。【競爭最能激發學生的求知欲和學習興趣，而且容易帶動課堂氣氛。在競爭中，人人有一種不甘落后、積極向上的精神，有利于學生的學習，并能將學生的熱情推向一個小高潮。】

3、游戲：What?s missing? 這個游戲在教授英語單詞的時候被老師們普遍運用。這里為了能體現教學由簡到難、有張有弛，我特意加大游戲的難度，使學生很難一下辨認出，增強了挑戰性。

三、唱歌?The signs in the park?：

1、（展示問題）讓學生帶著問題聽歌，聽完后回答問題。

2、（展示歌詞）學生跟著錄音一起唱。【在這里，歌曲是為下一個步驟：操練句型所做的鋪墊。回答的問題復習了標志的說法，歌詞則讓學生初步了解了should及shouldn?t的句型，起到了承上啟下的作用。】

四、復習句型（以說、寫為主）： 這段教學過程分兩個步驟：簡單的和較難的。都是用來復習重點句型： What does it mean? It means “?” It means we should/should not/must?學生可以自己選擇圖片來操練句型。兩個步驟均是先說在寫。學生根據所給的圖片和句型先進行口頭操練：

1、教師問，學生答。

2、學生問，學生答。

3、小組比賽，看看哪組問答的最快。

4、集體拼讀“四會”單詞。

5、完成填空。【“興趣是最好的老師。”為了讓學生對學習內容有更多的興趣，我在課件中特意設置了評價部分，只要學生做對一題，就會聽到掌聲或是夸獎：“You?re so clever!”的聲音。鼓勵的評價能讓學生在賞識中建立、增強自信心，激發他們的學習熱情和興趣，而拼錯單詞就無法繼續做題則使題目更具挑戰性，從而調動起學生的學習積極性和主動性。】 較難的步驟中出現了3個課外的標志：“禁止左轉”、“停”和“禁止拍照”。其中“禁止左轉”的英文在先前的配樂短片中有出現過，而“停”和“拍照”的英文學生都學過，因此我的目的在于要讓學生知道，知識和技能的積累是建立在敏銳的觀察和靈活運用的基礎上的。

五、拓展練習： 這也分為簡單和較難兩個步驟：

1、將圖片拖到合適的框中。教師讓學生自己先動手做題，看誰第一個完成，然后再一起來讀讀、認認這些標志。【這些內容都是課外的，10個標志都是全新的也比較常用的，與生活較貼近，因此學生接觸的時候也比較親切。再加上英文和圖片相對照及圖片放錯了位置后會返回的設計，減低了練習的難度，增加了趣味性和可操作性，因此勢必會吸引學生的注意力，提高教學質量。】

2、操練句型。這部分的內容將公共標志與生活實際相聯系，對學生的口語提出了更高的要求，是本課的重難點。我一共準備了6張圖，分別是在動物園、在公園、在醫院、在圖書館、在馬路邊和在花園六個場景。學生要根據實際情況選擇合適的標志拖到相應的框中。有些地方有的還不止一個標志，因此我就預先標好，讓學生想想還有漏了哪個。在配好對后，就操練重點句型了。由于加上了地點，所以說的句子更長了，因此在這里學生要多操練、多說，即使是重復別人說過的也給予肯定鼓勵，目的在于要養成人人開口的好習慣，讓內向的學生不再覺得開口說英語很難，讓會的學生更加積極起來，培養學生的自信心和發言欲。6副圖說完后，布置學生一個課外作業：回家上網查查或是上街看看身邊的公共標志，把它記錄下來，并用英語向大家或是你的哥哥姐姐說明其含義，將英語帶進學生的生活中。

六、改寫歌詞： 這是本課的最后一個步驟，目的在于要學生及時反饋。首先大家一起看著原來的歌詞把那首《The signs in the park》唱一遍，然后運用所學將歌詞殘缺的部分填上。完成后按伴奏按鈕即可以唱一首屬于自己的新歌了，然后學生間相互交流、傳唱，評選出寫的最好的和唱的最好的人。【讓學生自己作詞本來就是一件讓他們覺得興奮的事，這能增強學生學習的主動性；創作的過程則可以培養學生對英語運用的實踐能力，讓他們成為學習的主人；而寫完詞的相互傳唱則將學習上升至享受的層次，達到這堂課的最高潮。】 說設計理念： 根據新課標精神，本課的教學設計，以心理學、建構主義理論為指導，以學生為主體，教師為主導，使英語教學與信息技術相整合，利用多媒體手段進行游戲型的教學，使學生對公共標志有所了解，并在課堂中運用多種方法促使學生多說、多寫、形成自主、探究性學習，致力于激發學生學習興趣和參與積極性及建立培養自信心上，使學生真正成為學習的主人。