第一篇：1.5牛津英語(yǔ)6A教案 Unit 1 Public…

牛津英語(yǔ)6A教案 Unit 1 Public signs

牛津小學(xué)英語(yǔ) 6A Unit 1 復(fù)習(xí)課教案

Teaching aims 使學(xué)生進(jìn)一步掌握八個(gè)公共標(biāo)志，并能進(jìn)行相應(yīng)拓展。介紹更多的公共標(biāo)志給學(xué)生。會(huì)使用should、should not 巨型。

Teaching difficulties and importance Aim2&3 Teaching aids

Audio-lingual Approach Task-based Approach Teaching preparation Pictures exercise paper Teaching procedures Step 1 Freetalk What is your hobby? What day is it today? How do you spend your weekends? Step 2 Revision

T: Just now,we talked about your hobbies and weekends.Do you want to know my weekends？

S:Yes.What do you usually do at weekends? T:I usually surf the Internet.Sometimes I go outside.There are many public signs outside.1 No smoking

T:When you see this sign,can you smoke ? Ss:No.T: Yes,you are right.We shouldn't smoke.I think we shouldn't smoke in the hospital.Can you give me any other sentences?

S:We shouldn't smoke in the cinema/gas station/classroom.T：So we can say we shouldn't smoke in public.Does your father smoke? S：Yes.T:What will you say to him? Ss：It's bad for your healthy.No littering

T:What's this? Oh ,it's useless.（扔紙）

Am I right?

Ss: No,you can't.T:I'm sorry.I should pick it up.We shouldn't litter everywhere.3 No parking

T:What does it(park)mean? Ss:停車(chē)，公園

T:What does it mean?(no parking)Ss:It means we shouldn't park our bikes.4 Do not touch 打火機(jī)打出火

T:Can we touch it? Ss:No,you can't.T:Yes , do not touch.What shouldn't we touch? Ss:We shouldn't touch the tiger/snake...5 Danger

T:Guess,what does this sign mean? S:It means 'Danger'

T: Where can we see the sign 'Danger' ? Ss:Near the river.T:What does it mean?

Ss: It means we should stay away from the river.6 No eating or drinking

T:I'd like to ask you a question.Can we eat or drink in the classroom? Ss:No ,we can't.T:So, what does this sign mean? Ss: It means we shouldn't eat or drink.T:Where shouldn't we eat or drink?

Ss:In the library/cinema/theatre.7 Be quiet

T:Great,what the other public signs can we see in the library? Ss:Be quiet.T:What does this sign mean?

Ss:It means we shouldn't make noise.T:Why shouldn't we make noise in the library? Ss:The students are reading books quietly.8 Keep off the grass

T: What does this sign mean?

Ss:I t means we should keep off the grass.Step 3 Listening test

一 根據(jù)聽(tīng)力內(nèi)容，給下列標(biāo)志標(biāo)出正確順序。

1A:Look, there's a sign on the wall.What does it mean?

B:It means we should stay away from the building,because it's very dangerous.2A:Can we play on the grass?

B:No,you can't.3A:What does the sign on the bird's cage mean? B:It means we shouldn't make noise.4A:What are you doing?

B:I'm eating a hamburger.A:We are in the classroom.Can't you see the sign on the wall? 5A:Can I smoke here?

B:Please look at the sign on the wall.A:I'm sorry.二 Check the answer.Step 4 presentation and practice

Teacher will introduce more public signs to the Ss.And then let the students discuss the meanings of these public signs with the sentence structures “What does it mean?” “It means...”.And the teacher should encourage the studenta to say more about the public signs.(no cycling no photos no swimming no drinking no fishing)Step 5 Practise 1 Topic

As a primary school student ,what should we do,what shouldn't we do ?(Compete in two groups)Read the story of mike ,give him some suggestions.Mike is a primary school student.He rides to school everyday and parks his bike on the playground.He often takes some snacks with him.And he always eats the food and drinks the juice in the classroom.Then he litters them on the floor.In the afternoon,Mike and his classmates often go reading in the reading room.He often speaks loudly and sings loudly in it.After school ,he often climbs the trees and plays football on the grass.3 Write dowm the suggestions ,at least five sentences.Mike,I know a

lot

about

you

from

the

story.I

think

you should____________________________________________ ___________________________________________________ ___________________________________________________ _______________________________ I hope you can do better soon.Step 6 Homework

Give some suggestions to your friends.

第二篇：牛津英語(yǔ)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(xué)目標(biāo)）

Language learning objectives（知識(shí)目標(biāo)）

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

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(guān)的動(dòng)詞短語(yǔ)）Skill & ability objectives（技能目標(biāo)）

Providing chances for the students to improve the skills of listening, speaking, reading and writing（提高聽(tīng)說(shuō)讀寫(xiě)能力）.Having the students make a poster and a short play using newly learned knowledge.（用新學(xué)知識(shí)做海報(bào)、編小品）Instructional objectives（教育目標(biāo)）

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

Main structure（語(yǔ)言結(jié)構(gòu)）:

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(xué)生分析

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

Learner-centered Teaching以學(xué)生為中心 Task-based learning（任務(wù)型教學(xué)法）

Communicative Language Teaching（語(yǔ)言交際法）Teaching Strategy 教學(xué)策略

Relaxed classroom atmosphere 輕松的學(xué)習(xí)氛圍.Real-life situations 真實(shí)的情景 Main Activities主要活動(dòng)

Competition 比賽

Poster 海報(bào) Board-writing design 板書(shū)設(shè)計(jì)

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(guò)提問(wèn)復(fù)習(xí)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(tīng)然后復(fù)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(guò)畫(huà)圖和寫(xiě)句子介紹自己和家人一起做的事情，簡(jiǎn)單而有趣）Short play Name of the programme(節(jié)目名稱(chēng)）:Family Studio(家庭演播室）Topic（話(huà)題）: Things I do with my Family.（I am busy, but I do a lot of things with my family.)

Four roles(4 個(gè)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(lái)演小品，提高積極性，激發(fā)興趣)The students will present their work to the whole class.任務(wù)匯報(bào) 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(yǔ)6A教案 Unit_8_Review_and_check

牛津英語(yǔ)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(guò)去時(shí)的用法.(肯定句與一般疑問(wèn)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(fù)習(xí)2)Aims.1.Review Unit 1---Unit 4.2.Do some exercises.Difficulties and emphasis.一般過(guò)去時(shí)的用法.(肯定句與一般疑問(wèn)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(fù)習(xí)3)Aims.1.Review Unit 5---Unit 6.2.Do some exercises.Difficulties and emphasis.一般過(guò)去時(shí)，一般現(xiàn)在時(shí)，現(xiàn)在進(jìn)行時(shí)的區(qū)別 Teaching preparation

補(bǔ)充練習(xí)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(guī)則：一般現(xiàn)在時(shí)：表示經(jīng)常性的事情。時(shí)間狀語(yǔ)：often, usually, always.every, sometimes等。有兩種情況：第三人稱(chēng)單數(shù)，動(dòng)詞用三單；復(fù)數(shù)和I, you，動(dòng)詞用原形

一般過(guò)去時(shí)：事情發(fā)生在過(guò)去。時(shí)間狀語(yǔ)：just now, yesterday, last等。動(dòng)詞用過(guò)去式，現(xiàn)在進(jìn)行時(shí)：表示現(xiàn)在進(jìn)行的動(dòng)作。Now, look, listen.句子結(jié)構(gòu)：be+現(xiàn)在分詞 一．根據(jù)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(fǎng)了我們的語(yǔ)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(gè)小鎮(zhèn)上.Gao Shan’s uncle _____ in a small town near Nanjing.4.在周末,林濤經(jīng)常去看望他的外公外婆.Lin Tao _____ _____ his grandfather and grandmother _____ _____ _____.5.你們?cè)诿朗彻?jié)做什么的?我和同學(xué)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(fēng)箏,然后在操場(chǎng)上放飛.They made many _____ kites and flew _____ on the playground.二．根據(jù)文中提示完成下列句子:

1.I often get up _______________(早上六點(diǎn)一刻)2.My father usually _______________(看電視)after supper.3.They often _______________(舉辦體育節(jié))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(fēng)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(jù)首字母填空,完成下列對(duì)話(huà):

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(fù)習(xí)4)Aims.1.Review Unit 7---Unit 8.2.Do some exercises.Difficulties and emphasis.一般過(guò)去時(shí)，一般現(xiàn)在時(shí)，現(xiàn)在進(jìn)行時(shí)的區(qū)別 Teaching preparation

補(bǔ)充練習(xí)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(fù)：規(guī)則：一般現(xiàn)在時(shí)：表示經(jīng)常性的事情。時(shí)間狀語(yǔ)：often, usually, always.every, sometimes等。有兩種情況：第三人稱(chēng)單數(shù)，動(dòng)詞用三單；復(fù)數(shù)和I, you，動(dòng)詞用原形

一般過(guò)去時(shí)：事情發(fā)生在過(guò)去。時(shí)間狀語(yǔ)：just now, yesterday, last等。動(dòng)詞用過(guò)去式，現(xiàn)在進(jìn)行時(shí)：表示現(xiàn)在進(jìn)行的動(dòng)作。Now, look, listen.句子結(jié)構(gòu)：be+現(xiàn)在分詞 根據(jù)首字母填空,完成下列對(duì)話(huà):

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(dāng)?shù)膭?dòng)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(fù)習(xí)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(xué)英語(yǔ)6A Unit 5教案 On the farm

牛津小學(xué)英語(yǔ)6A教學(xué)設(shè)計(jì)

Unit 5 On the farm 一．教學(xué)目標(biāo)：

1．聽(tīng)懂、會(huì)說(shuō)、會(huì)讀和會(huì)拼寫(xiě)單詞holiday, last, early, meet, before, pull

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

2．能聽(tīng)懂、會(huì)說(shuō)、會(huì)讀日常交際用語(yǔ)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(xué)重難點(diǎn)

1．整體把握本課對(duì)話(huà)內(nèi)容，并能回答出簡(jiǎn)單的閱讀理解問(wèn)題。2．四會(huì)單詞句型holiday, last, early, meet, before, pull , taste, What(else)did you do on Monday? I/We… 三．教學(xué)過(guò)程 Step1.Free talk: When’s your birthday? What date is it today? What day is it today? Where is your…（利用學(xué)生課桌上的文具

單復(fù)數(shù)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(gè)詞語(yǔ)中 cook, collect, milk, pick,water是已學(xué)過(guò)的詞語(yǔ)，稍微復(fù)習(xí)一下學(xué)生便掌握了。讓學(xué)生了解milk以前的意思為牛奶，在這里指擠奶，并拼讀這個(gè)四會(huì)單詞。

plant, taste, pull up 為新內(nèi)容，讓學(xué)生邊讀邊做動(dòng)作并反復(fù)拼讀。2．學(xué)習(xí)國(guó)慶節(jié)

T: Boys and girls, do you know the National Day.Learn: National Day T: I watched a film on the National Day.板書(shū)，并讓學(xué)生觀察動(dòng)詞有什么變化。3．講解過(guò)去時(shí)態(tài)中動(dòng)詞過(guò)去式的變化規(guī)則。1）

不規(guī)則變化。

2）

一般情況下動(dòng)詞后加ed 3）

以不發(fā)音的e結(jié)尾的加d.4）

以輔音加y 結(jié)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(dòng)詞的過(guò)去式。)T: I watched a film on the National Day.What did you do? 板書(shū)：What did you do? 學(xué)讀這個(gè)句型。

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

引導(dǎo)學(xué)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(guò)去式發(fā)音 4.聽(tīng)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(jié)本課所學(xué)重難點(diǎn)內(nèi)容的基礎(chǔ)上，側(cè)重讓學(xué)生將單詞和句子大聲朗讀出來(lái)。

2.整體把握對(duì)話(huà)部分，進(jìn)行簡(jiǎn)單復(fù)述。

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

設(shè)計(jì)意圖：

為了突破本堂課的重、難點(diǎn)，根據(jù)小學(xué)生好奇、好勝、好動(dòng)、模仿力強(qiáng)、表現(xiàn)欲旺盛等生理和心理特點(diǎn)，我主要采取了以任務(wù)型教學(xué)模式為主，以活動(dòng)，合作為主線(xiàn)，遵循“聽(tīng)說(shuō)領(lǐng)先，讀寫(xiě)跟上”的原則，讓學(xué)生在教師的指導(dǎo)下，通過(guò)感知、體驗(yàn)、實(shí)踐、參與和合作、游戲感悟等多法并用的方式組織教學(xué)。徹底改變傳統(tǒng)的“授— 受”的單一教學(xué)模式，促進(jìn)語(yǔ)言實(shí)際運(yùn)用能力的提高。在教單詞與句子的時(shí)候要做到將兩者恰倒好處的結(jié)合，做到“詞不離句，句不離詞”，重視對(duì)學(xué)生思維，觀察能力的培養(yǎng)，特別是對(duì)學(xué)生合作學(xué)習(xí)能力的培養(yǎng)，讓學(xué)生們們?cè)趲熒?，小組等不同的合作方式中，學(xué)會(huì)傾聽(tīng)，學(xué)會(huì)評(píng)價(jià)，為學(xué)生的終身學(xué)習(xí)奠定基礎(chǔ)。

黑林小學(xué)

徐彩霞

第五篇：牛津英語(yǔ)6A說(shuō)課稿

說(shuō)課稿1 《Public signs》是牛津小學(xué)英語(yǔ)6A的第一單元。本單元主要圍繞“公共標(biāo)志”這個(gè)話(huà)題開(kāi)展各項(xiàng)活動(dòng)，所涉及到的日常交際項(xiàng)目有介紹、詢(xún)問(wèn)、忠告和建議等，其中，以“詢(xún)問(wèn)公共標(biāo)志含義”及其應(yīng)答為重點(diǎn)內(nèi)容。為了使學(xué)生更好的掌握本單元的學(xué)習(xí)內(nèi)容，我利用多媒體課件，將信息技術(shù)與學(xué)科相整合，用直觀、形象、與學(xué)生互動(dòng)的手段來(lái)教授，使教學(xué)內(nèi)容更貼近學(xué)生的生活，激發(fā)學(xué)生的學(xué)習(xí)興趣，提高學(xué)生參與語(yǔ)言活動(dòng)的積極性。根據(jù)課文特點(diǎn)及新課標(biāo)對(duì)六年級(jí)學(xué)生英語(yǔ)學(xué)習(xí)能力的要求，本課的教學(xué)目標(biāo)我定為以下幾方面： 認(rèn)知目標(biāo)：

1、能學(xué)會(huì)“三會(huì)”單詞9個(gè)，“四會(huì)”單詞9個(gè)。

2、能理解9個(gè)“公共標(biāo)志”的含義，并會(huì)說(shuō)、會(huì)讀。技能目標(biāo)：

1、能用英語(yǔ)向人詢(xún)問(wèn)公共標(biāo)志的含義，并給出簡(jiǎn)單的答復(fù)。

2、能運(yùn)用所學(xué)改寫(xiě)?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(biāo)： 了解公共標(biāo)志的有關(guān)知識(shí)，激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣及運(yùn)用英語(yǔ)交流的熱情，使學(xué)生在學(xué)習(xí)中建立自信，提高學(xué)生參與語(yǔ)言活動(dòng)的積極性。教學(xué)重難點(diǎn)： 了解公共標(biāo)志的意義，并能?chē)@“公共標(biāo)志”用英語(yǔ)進(jìn)行簡(jiǎn)單的介紹、詢(xún)問(wèn)、忠告和建議。說(shuō)教法： 新課標(biāo)倡導(dǎo)學(xué)生是學(xué)習(xí)和發(fā)展的主體，而小學(xué)高年級(jí)的英語(yǔ)有一定難度，比較枯燥，因此如何在一堂復(fù)習(xí)課中吸引學(xué)生的注意力，激發(fā)他們的好奇心、求知欲及充分激發(fā)學(xué)生的主動(dòng)意識(shí)和進(jìn)取精神就成了關(guān)鍵。所以我在教學(xué)過(guò)程中充分利用多媒體直觀教學(xué)手段，將練習(xí)與游戲相結(jié)合，使學(xué)生“在玩中學(xué)，在學(xué)中玩”，營(yíng)造輕松、活潑的課堂氣氛，有張有弛，循序漸進(jìn)，引導(dǎo)學(xué)生積極主動(dòng)地投入到學(xué)習(xí)活動(dòng)中去。其教學(xué)步驟如下： 激趣導(dǎo)入→復(fù)習(xí)9個(gè)公共標(biāo)志（以讀、說(shuō)為主）→唱歌?The signs in the park?→復(fù)習(xí)句型（以說(shuō)、寫(xiě)為主）→拓展練習(xí)→改寫(xiě)歌詞。教學(xué)過(guò)程中，教師將作為一名參與者、引導(dǎo)者、組織者，與學(xué)生之間進(jìn)行平等地交流互動(dòng)。說(shuō)學(xué)法： 蘇霍姆林斯基說(shuō)過(guò)：“人的內(nèi)心有一種根深蒂固的需要——總感到自己是一個(gè)發(fā)現(xiàn)者、研究者、探詢(xún)者。在兒童的精神世界中，這種需要特別強(qiáng)烈?！币虼嗽诒菊n的學(xué)習(xí)活動(dòng)中，多媒體課件幫助學(xué)生自己來(lái)探索、發(fā)現(xiàn)和解決關(guān)于公共標(biāo)志的問(wèn)題。學(xué)生在與人機(jī)互動(dòng)、人人交流的活動(dòng)中建立起自信，享受到學(xué)習(xí)的快樂(lè)，得到相關(guān)的知識(shí)，始終是學(xué)習(xí)的主人。說(shuō)教學(xué)過(guò)程：

一、激趣導(dǎo)入：（演示由十幾張公共場(chǎng)所及公共標(biāo)志圖片所組成的小短片）看完請(qǐng)學(xué)生說(shuō)說(shuō)你看到了些什么？由此引出課題：Unit 2 Public signs 【配上了音樂(lè)的小短片能一下子吸引學(xué)生的注意力，并營(yíng)造一種輕松、歡快的學(xué)習(xí)氣氛，加上色彩艷麗的各種圖案直觀的顯示了課文的內(nèi)容，自然的將學(xué)生們帶入學(xué)習(xí)內(nèi)容中?！?/p>

二、復(fù)習(xí)9個(gè)公共標(biāo)志（以讀、說(shuō)為主）：

1、展示9個(gè)公共標(biāo)志及其英文，學(xué)生來(lái)讀一讀、認(rèn)一認(rèn)。其中，讀的方式有多種多樣，如：指名讀，小組讀，開(kāi)火車(chē)讀等?！八臅?huì)”單詞要拼讀，如：danger, littering, parking, cycling等。

2、比一比、賽一賽。這是在學(xué)生較熟悉了9個(gè)標(biāo)志后準(zhǔn)備的比賽。計(jì)算機(jī)抽取9個(gè)標(biāo)志中的若干張隨機(jī)播放，每隔1.5秒播一張。在這短短的1.5內(nèi)，學(xué)生們要盡量快而準(zhǔn)確的說(shuō)出其所代表的英文，比比看誰(shuí)的反應(yīng)最快、掌握的知識(shí)最牢固。比賽的形式多樣，如：橫豎排小組間的個(gè)人的比賽，小組間的比賽，男女生的對(duì)抗賽或全班同學(xué)間的競(jìng)爭(zhēng)。【競(jìng)爭(zhēng)最能激發(fā)學(xué)生的求知欲和學(xué)習(xí)興趣，而且容易帶動(dòng)課堂氣氛。在競(jìng)爭(zhēng)中，人人有一種不甘落后、積極向上的精神，有利于學(xué)生的學(xué)習(xí)，并能將學(xué)生的熱情推向一個(gè)小高潮。】

3、游戲：What?s missing? 這個(gè)游戲在教授英語(yǔ)單詞的時(shí)候被老師們普遍運(yùn)用。這里為了能體現(xiàn)教學(xué)由簡(jiǎn)到難、有張有弛，我特意加大游戲的難度，使學(xué)生很難一下辨認(rèn)出，增強(qiáng)了挑戰(zhàn)性。

三、唱歌?The signs in the park?：

1、（展示問(wèn)題）讓學(xué)生帶著問(wèn)題聽(tīng)歌，聽(tīng)完后回答問(wèn)題。

2、（展示歌詞）學(xué)生跟著錄音一起唱。【在這里，歌曲是為下一個(gè)步驟：操練句型所做的鋪墊。回答的問(wèn)題復(fù)習(xí)了標(biāo)志的說(shuō)法，歌詞則讓學(xué)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(fù)習(xí)句型（以說(shuō)、寫(xiě)為主）： 這段教學(xué)過(guò)程分兩個(gè)步驟：簡(jiǎn)單的和較難的。都是用來(lái)復(fù)習(xí)重點(diǎn)句型： What does it mean? It means “?” It means we should/should not/must?學(xué)生可以自己選擇圖片來(lái)操練句型。兩個(gè)步驟均是先說(shuō)在寫(xiě)。學(xué)生根據(jù)所給的圖片和句型先進(jìn)行口頭操練：

1、教師問(wèn)，學(xué)生答。

2、學(xué)生問(wèn)，學(xué)生答。

3、小組比賽，看看哪組問(wèn)答的最快。

4、集體拼讀“四會(huì)”單詞。

5、完成填空。【“興趣是最好的老師?！睘榱俗寣W(xué)生對(duì)學(xué)習(xí)內(nèi)容有更多的興趣，我在課件中特意設(shè)置了評(píng)價(jià)部分，只要學(xué)生做對(duì)一題，就會(huì)聽(tīng)到掌聲或是夸獎(jiǎng)：“You?re so clever!”的聲音。鼓勵(lì)的評(píng)價(jià)能讓學(xué)生在賞識(shí)中建立、增強(qiáng)自信心，激發(fā)他們的學(xué)習(xí)熱情和興趣，而拼錯(cuò)單詞就無(wú)法繼續(xù)做題則使題目更具挑戰(zhàn)性，從而調(diào)動(dòng)起學(xué)生的學(xué)習(xí)積極性和主動(dòng)性。】 較難的步驟中出現(xiàn)了3個(gè)課外的標(biāo)志：“禁止左轉(zhuǎn)”、“?！焙汀敖古恼铡?。其中“禁止左轉(zhuǎn)”的英文在先前的配樂(lè)短片中有出現(xiàn)過(guò)，而“?！焙汀芭恼铡钡挠⑽膶W(xué)生都學(xué)過(guò)，因此我的目的在于要讓學(xué)生知道，知識(shí)和技能的積累是建立在敏銳的觀察和靈活運(yùn)用的基礎(chǔ)上的。

五、拓展練習(xí)： 這也分為簡(jiǎn)單和較難兩個(gè)步驟：

1、將圖片拖到合適的框中。教師讓學(xué)生自己先動(dòng)手做題，看誰(shuí)第一個(gè)完成，然后再一起來(lái)讀讀、認(rèn)認(rèn)這些標(biāo)志。【這些內(nèi)容都是課外的，10個(gè)標(biāo)志都是全新的也比較常用的，與生活較貼近，因此學(xué)生接觸的時(shí)候也比較親切。再加上英文和圖片相對(duì)照及圖片放錯(cuò)了位置后會(huì)返回的設(shè)計(jì)，減低了練習(xí)的難度，增加了趣味性和可操作性，因此勢(shì)必會(huì)吸引學(xué)生的注意力，提高教學(xué)質(zhì)量?！?/p>

2、操練句型。這部分的內(nèi)容將公共標(biāo)志與生活實(shí)際相聯(lián)系，對(duì)學(xué)生的口語(yǔ)提出了更高的要求，是本課的重難點(diǎn)。我一共準(zhǔn)備了6張圖，分別是在動(dòng)物園、在公園、在醫(yī)院、在圖書(shū)館、在馬路邊和在花園六個(gè)場(chǎng)景。學(xué)生要根據(jù)實(shí)際情況選擇合適的標(biāo)志拖到相應(yīng)的框中。有些地方有的還不止一個(gè)標(biāo)志，因此我就預(yù)先標(biāo)好，讓學(xué)生想想還有漏了哪個(gè)。在配好對(duì)后，就操練重點(diǎn)句型了。由于加上了地點(diǎn)，所以說(shuō)的句子更長(zhǎng)了，因此在這里學(xué)生要多操練、多說(shuō)，即使是重復(fù)別人說(shuō)過(guò)的也給予肯定鼓勵(lì)，目的在于要養(yǎng)成人人開(kāi)口的好習(xí)慣，讓內(nèi)向的學(xué)生不再覺(jué)得開(kāi)口說(shuō)英語(yǔ)很難，讓會(huì)的學(xué)生更加積極起來(lái)，培養(yǎng)學(xué)生的自信心和發(fā)言欲。6副圖說(shuō)完后，布置學(xué)生一個(gè)課外作業(yè)：回家上網(wǎng)查查或是上街看看身邊的公共標(biāo)志，把它記錄下來(lái)，并用英語(yǔ)向大家或是你的哥哥姐姐說(shuō)明其含義，將英語(yǔ)帶進(jìn)學(xué)生的生活中。

六、改寫(xiě)歌詞： 這是本課的最后一個(gè)步驟，目的在于要學(xué)生及時(shí)反饋。首先大家一起看著原來(lái)的歌詞把那首《The signs in the park》唱一遍，然后運(yùn)用所學(xué)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(xué)生間相互交流、傳唱，評(píng)選出寫(xiě)的最好的和唱的最好的人?！咀寣W(xué)生自己作詞本來(lái)就是一件讓他們覺(jué)得興奮的事，這能增強(qiáng)學(xué)生學(xué)習(xí)的主動(dòng)性；創(chuàng)作的過(guò)程則可以培養(yǎng)學(xué)生對(duì)英語(yǔ)運(yùn)用的實(shí)踐能力，讓他們成為學(xué)習(xí)的主人；而寫(xiě)完詞的相互傳唱?jiǎng)t將學(xué)習(xí)上升至享受的層次，達(dá)到這堂課的最高潮?！?說(shuō)設(shè)計(jì)理念： 根據(jù)新課標(biāo)精神，本課的教學(xué)設(shè)計(jì)，以心理學(xué)、建構(gòu)主義理論為指導(dǎo)，以學(xué)生為主體，教師為主導(dǎo)，使英語(yǔ)教學(xué)與信息技術(shù)相整合，利用多媒體手段進(jìn)行游戲型的教學(xué)，使學(xué)生對(duì)公共標(biāo)志有所了解，并在課堂中運(yùn)用多種方法促使學(xué)生多說(shuō)、多寫(xiě)、形成自主、探究性學(xué)習(xí)，致力于激發(fā)學(xué)生學(xué)習(xí)興趣和參與積極性及建立培養(yǎng)自信心上，使學(xué)生真正成為學(xué)習(xí)的主人。