第一篇：Unit 11 Trees教案牛津版

Unit 11 Trees教案牛津版

Unit11Trees教案牛津版

Teaching

Aims:

.能聽(tīng)、說(shuō)、讀、寫本課的核心詞匯：wood,cool,match

2.能熟練掌握核心句型：wegetwoodfromtrees.weusewoodtomakepencils.3.了解樹的重要性，增強(qiáng)環(huán)保意識(shí)。

TeachingImportancesandDifficulties：

.能在語(yǔ)境中運(yùn)用本課的核心詞匯和句型。

2.通過(guò)Listenandsay關(guān)于數(shù)的重要性的對(duì)話，學(xué)生初步運(yùn)用核心句型weget…from…

和weuse…to…

TeachingTools：錄音機(jī)、自制等

TeachingProcedures：

StepⅠ.warmupandrevision（熱身與復(fù)習(xí)）

.Greetings.2.Dosomewarming-upexercises.StepⅡ.Presentationandpractice（呈現(xiàn)新語(yǔ)言知識(shí)和練習(xí)）

.Leadin.T:showswordcards:wood,metal,cotton,wool,earth,sheep,plants,trees.Ss:matchandsay.T:Tressareimportant.whatdowegetfromtrees?

Let’slistenandsay.Ss:listenandrepeat.2.Askandanswer.T:whatdowegetfromtrees?

Ss:wegetwoodfromtrees.wegetfruitfromtrees.T:whatdoweusewoodfor?

Ss:weusewoodtomakepencils,desksandpaper.3.Learntosayandusethewords.4.watchthecartoonandlearntosaytheusefulsentences.5.Thepupilsreadthetextcarefully.Andthentrytodosomeexercises.StepⅣ.consolidation（拓展延伸）

T:whatdowegetfromtheenvironment?whatdoweusewood,glassandwoolfor?Pleasediscussingroups.S1:whatdoweusewoodfor?

S2:weusewoodtomakedesksandchairs.S3:whatdoweuseglass?

S4:weuseglasstomakemirrors.教學(xué)反思：

這個(gè)模塊的主題是“Naturalworld",本單元，我們談?wù)摰脑掝}是“Trees”，通過(guò)觀看多媒體，學(xué)生驚訝于環(huán)境的污染，懂得了植樹的重要性。學(xué)生能聽(tīng)說(shuō)讀寫核心詞匯和句型，并能讀會(huì)課文。但是，跳出文本，靈活運(yùn)用就有困難。還需要不斷復(fù)習(xí)、練習(xí)。

第二篇：教案改進(jìn)版牛津5AUnit3

牛津小學(xué)英語(yǔ)5A Unit3 At a Music lesson教案

05120328 周瑤

一、Content of Courses：

蘇教版牛津小學(xué)英語(yǔ)

第一課時(shí)5A Unit3 Part B（部分）,Part C，Part D(部分)

二、Teaching objects：

1.Cognitive objects：

(1)To enable students to understand, read words : sing, dance, ski, skate.(2)To enable students to understand , read and use the sentence structure : What can you do? I can ….2.Ability object:

Students can use the new sentence structure : What can you do? I can … and new words freely into their daily conversation.3.affective objects：

(1)Make the students talk with each other in an friendly , free and harmonious atmosphere and voice their opinions actively.(2)Help them know more about each other through the class practice.三、Key teaching points：

New words and sentence structure : What can you do? I can …

四、Teaching difficulties：

Make students understand and use the new sentence structure properly.五、Teaching tools：

PPT 六，Blackboard Design

Topic sentence and key words are written to help Students know the main content of this class.七、Teaching Methods(1)Student-centered teaching(2)Task-based learning(3).Learning through communication

八, Teaching process：

STEP 1 : Greet and have some free talk.STEP2 : Read the title of the unit and make students say what they usually do in music lessons.I will do some actions to remind them and lead in the teaching of new words.(The aim of doing some actions to attract students’ attention and let them think actively.)STEP3: Play a game(words guessing)to consolidate new words.（To consolidate new words in time by playing a small game: words guessing.I will show some uncompleted pictures in the screen and then let students guess what is the people in the picture doing.This method can increase students interests , stimulate their creativity and make them more attentive to the class.）

STEP4: Ask students whether know how to ask others can do what and then teach them the new sentence structure ‘ What can you do? I can …’.（It aims to arouse their curiousness and let them think actively.）

STEP5:Sing a song which consists of the new words and sentence structure we have learnt just now.(It aims to consolidate students’ knowledge further by singing a song.Singing a song together also can create a friendly , free and harmonious atmosphere.It is also easy for students to remember new words and sentence structure.)

STEP6: Let all students talk in groups by using the new sentence structure and words.(Make students do the practice in time to review what they have learnt.That can improve their oral abilities and make them know more about each other by talking in a friendly , free and harmonious atmosphere.)STEP7: Do practice of part D.(To consolidate their new knowledge further by doing practice.)STEP7: Assign homework.

第三篇：《牛津初中英語(yǔ)》8A__Unit_5_Wild_animals教案_

8A Unit 4 Wild animals

Comic strip& Welcome to the unit

一、教學(xué)目標(biāo) 了解對(duì)話內(nèi)容，掌握重點(diǎn)詞組及初步了解if句型的用法 2.熟悉學(xué)習(xí)更多有關(guān)野生動(dòng)物的詞語(yǔ)

二、教學(xué)重難點(diǎn)

學(xué)生討論表達(dá)對(duì)動(dòng)物的喜好

三、教學(xué)流程 Step1 Comic strip

Hobo and Eddie have a new problem now.Listen to the tape and answer the following questions.1 What does Hobo want to do? 2 Is Eddie willing to share his food? Step2 Vocabularies Ask students to look at the pictures and learn new words about wild animals.bear dolphin giant panda kangaroo squirrel tiger Step3 Guessing games Let students paly a guessing gane to engage them.One student describes and the other guess ?What animal is it?? Step5 Discussion A: Which animal do you like best? B: I like ……best.A: Why？ B: Because they are …...A: Which animal do you like least? B: I like…… least.A: Why?B: Because they are …...Step 6 Homework Remember all the words about wild animals and try to describe them.8A Unit 4 Wild animals Reading1

一 教學(xué)目標(biāo) 1.知識(shí)目標(biāo)

1.)知識(shí)并運(yùn)用本課時(shí)的四會(huì)單詞。

2)理解并掌握描述熊貓外貌特性、它們所面臨的危險(xiǎn)以及采取保護(hù)措施的詞組和句型。2.能力目標(biāo)

1)能根據(jù)上下文猜測(cè)詞匯在文中的含義。

2)能通過(guò)閱讀了解名叫“希望”的大熊貓的成長(zhǎng)過(guò)程、面臨的危險(xiǎn)以及采取的保護(hù)措施。

3.情感目標(biāo)

通過(guò)了解大熊貓的信息，我們意識(shí)到要善待大熊貓，它們是我們的朋友，我們應(yīng)該盡力保護(hù)它們。

二、教學(xué)重難點(diǎn)

理解文章的大意，掌握語(yǔ)言知識(shí)

三、教學(xué)流程

Part One Pre-reading Step 1 Guessing game

Today we are going to learn Unit 4 Wild animals Reading.We learned many wild animals, such as tigers, bears, kangaroos… First, let?s paly a game called ?guessing game?

I?ll describe one kind of animals, please tell me what it is at once.It is a sea animal and looks like a large fish.It is very clever and often plays some games for us in the zoo.Yes, it?s a dolphin.It’s a heavy wild animal with thick fur and sharp paws.It can walk upright.Yes, it?s a bear.It’s the king of the animal world.It has yellow fur and black stripes on its body.Yes, it?s a tiger.It jumps with its baby in its pocket.You can see it in Australia.Yes, it?s a kangaroo.It lives in China.It is black and white.Its favorite food is bamboo shoots and leaves.Yes, it?s a giant panda.Step 2 Practice

Now, let?s have a discussion.Which aniaml do you like best? Why? Which animal do you like least? Why? Part Two While-reading Step 1 Presentation

I like giant pandas best.Because I think they are beautiful black and white animals.They are very lovely, quiet and peaceful.Today I will show you a passage about a giant panda called ?Xi Wang.Step 2 Reading

We can divide the passage into three parts.。After reading, try to match the main idea.The growth of Xi Wang，The problems giant pandas meet The actions we can take Step3 Read and answer

Now please read the passage again.This time, you should pass three levels after reading.Level One The growth of Xi Wang

First, read from Line1-Line14, try to answer the following questions: 1.How much did Xi Wang weigh when she was born? 2.What did she look like when she was ten days old? Well.I want to know if you know more about Xi Wang.Millie is making a growth chart of Xi Wang.Open your books, turn to page 61.Help her match the sentences with pictures.Let?s check the answers

Level Two The problems giant pandas meet

We know giant pandas are very lovely.But they may have many problems in the future, what are they? Read from Line 15 to Line 22.You can see five problems here.What can you get from the passage? 1.If giant pandas live in the wild, the other big animals will eat them.2.If farmers cut down trees and forests, they will have nowhere to live.3.If hunters catch a giant panda, they will kill it for its fur.4.If the weather is too hot, they will have no food to eat.5.If people find baby pandas alone, they will often take them away.Millie is telling Amy about the dangers that giant pandas are facing.Open your books, turn to page 62, finish Part D.Let?s check the answers.Read Part D together.Part Three Post-reading

Now, how much do you know about Xi Wang Please open your books, turn to page 62, finish part E.Now, let?s check the answers.Homework

1.Copy the new words and phrases.2.Read the passage three times after the tape.3.Surf on the internet to find more information about pandas.8A Unit 4 Wild animals Reading2

一 教學(xué)目標(biāo) 1.知識(shí)目標(biāo)

1.)鞏固第一課時(shí)所學(xué)內(nèi)容 2)學(xué)習(xí)掌握重點(diǎn)語(yǔ)言知識(shí)點(diǎn) 2.能力目標(biāo)

對(duì)重點(diǎn)語(yǔ)言知識(shí)點(diǎn)要求會(huì)運(yùn)用

二、教學(xué)重難點(diǎn)

文章復(fù)述及語(yǔ)言知識(shí)點(diǎn)的運(yùn)用

三、教學(xué)流程 Step one Revision 1 Say something about giant pandas 2 Finish the table about the growth of Xiwang 3 Review what danger giant pandas meet and what actions we can take 4.Fill in blanks with proper forms.Step two language points Explain the following language points to students1.be in danger.Many wild animals are in danger.2.weigh v.weight n.3.encourage sb to do sth.The English teacher always encourages me to speak more in class.4.following adj.We must take the following actions to learn English well.5.have nowhere to live If farmers cut down trees and forests, giant pandas will have nowhere to live.6.at the very beginning At the very beginning, I didn?t like maths.7.up to Tortoises can live up to 150 years.8.Survive v.Sadly, it?s difficult for wild animals to survive in the wild.9.for the first time She borrowed some books from the school library for the first time.10.on one?s own

These children will live in foreign countries on their own in the future.8A Unit 4 Wild animals Vocabulary

一、教學(xué)目標(biāo)

1.To learn about some wild animals? names.2.To learn about these wild animals? appearance , food and living areas.3.To be able to make short dialogues about wild animals with their partners.4.To know the importance of protecting wild animals.二、教學(xué)重點(diǎn)難點(diǎn)

1.Some wild animals? names, food and living areas.2.How to describe the wild animals about their appearances and abilities.3.According to what they learnt in the class, make short dialogues and introduce the wild animals.三、教學(xué)過(guò)程Teaching procedures: Step One : Leading-in Warm-up 1.Leading-in by the theme song of animal world.2.T: When hearing the music, what do you think of? S.Wild animals.T: Today we?ll go into the world of wild animals.Step Two: Revision Revise the wild animals they have learnt in this unit by a guessing game.(Teach the word: stripe.)Step Three: Learning the names of some wild animals.1.T: In the forest , there will be a big party.Many wild animals are coming.Do you know them? Show the pictures of the wild animals and teach the students how to read them.2.Ask the students try to remember the places of the pictures and the names of the wild animals.Then play another guessing games about these.3.T: You know the names of these wild animals.Can you say anything special about them?

Teacher describe one wild animal as an example.Help the students try to describe these wild animals? special abilities and appearances.(Teach: turtle shell, smell, hearing, foxy, hump, eyelid)Step Four : Learning about food and living areas of these wild animals.1.T: Do you want to learn more about these wild animals? Do you know their food and living areas? For example, what do foxes eat? Show some pictures of insects and teach insect.2.Books open.Make students talk about part B animals? food in page63 in pairs.Then check the answers in pairs in this way: Ask: What do camels feed on? Answer: Camels feed on grass and tree leaves.3.Show some pictures about wild animals? living areas.(Teach: desert, wetland, grassland, North Pole)Step Five : Task 1 1.Tell the students the wild animals are having the party and some reporter are coming, too.Ask them to make a dialogue between the reporter and the wild animals.Ask them to use the information and words teacher taught.Make the students work in pairs, in three and in four.(Give them headgears of three animals: a tortoise, a zebra and a wolf)2.Several minutes later, ask four groups to act out the dialogues.Step Seven : Task 2

1.T: Audience like the programs very much.They want to learn more about the wild animals.Can you introduce the other wild animals like Zhao Zhongxiang? Then teacher should introduce one animal as an example.Ask the students to begin it like this: Hello, everyone.This is Animal World.I?m … Today I?ll introduce you a wild animal---…

2.Give the students several minutes.And ask them to come to the front and talk about the last five wild animals.Step Eight : Ending the class.1.T: After watching the program, more people are interested in wild animals.Show some pictures of some ferocity animals: a tiger, a lion, a bear and a crocodile..T: How do you feel when you see these pictures? Look at their sharp teeth and paws.(Teach: dangerous, endangered, in danger)

2.Show some pictures about people killing wild animals.Make the students think about two questions after class: 1)What problems do wild animals have? 2)How can we protect wild animals?

第四篇：牛津6A教案

Unit 1 Public signs 第一課時(shí) 教學(xué)目標(biāo)：

1． 能聽(tīng)懂、會(huì)說(shuō)、會(huì)讀和會(huì)拼寫單詞：mean, danger, should, shouldn’t, litter, park, cycle.2． 能聽(tīng)懂、會(huì)說(shuō)和會(huì)讀單詞和詞組：public, a sign, grass, quiet, touch, keep off.3． 能聽(tīng)懂、會(huì)說(shuō)、會(huì)讀和會(huì)寫句型：What does it meam? It means you shouldn’t ?

教學(xué)重點(diǎn)：

1． 能正確聽(tīng)說(shuō)讀會(huì)寫句型：What does it meam? It means you shouldn’t ? 2． 能正確能聽(tīng)說(shuō)讀寫單詞：mean, danger, should, shouldn’t, litter, park, cycle.教學(xué)過(guò)程：

一.Everyday English: How are you? what day is it today? 二．Presentation and practice: 1.T: Let’s go the the park.(多媒體展示公園情景,出現(xiàn)許多公共標(biāo)志牌)T: What’s this? It’s public signs.Learn : public signs.T: Let’s look at some public signs on the Internet.多媒體展示九個(gè)標(biāo)志。T: Can you read them? 學(xué)生能朗讀其中的八個(gè)：No parking.No eating and drinking.Keep quiet.Do not touch.通過(guò)復(fù)習(xí)幫助學(xué)生鞏固以上四句話。

Park以前所學(xué)的意思是公園，在這里的意思是停車。2．T:(Point to a sign)What does this sign mean? 板書： What does this sign mean? 學(xué)習(xí)這句話，講解mean的意思及其中ea的發(fā)音。再次強(qiáng)調(diào)助動(dòng)詞用does及其語(yǔ)法意義。

T: It means “No smoking”.板示： No smoking.學(xué)習(xí)這句話。

讓學(xué)生回答smoking 的動(dòng)詞原形，smoke,并再次復(fù)習(xí)它的變化規(guī)則。T: What does this sign mean? S: It means “No smoking.”.T: Yes.It means you shouldn’t smoke.板示：It means you shouldn’t smoke.并學(xué)習(xí)這句話。

講解 shouldn’t=should not，should為情態(tài)動(dòng)詞，意思為應(yīng)該，后跟動(dòng)詞原形。

3.T: What does this sign mean? T: It means “No littering.” 板示：No littering.學(xué)習(xí)這句話。

litter為littering 的動(dòng)詞原形，意為亂丟雜務(wù)。同理學(xué)習(xí)： No parking.No cycling.注意park的意思與以前不同意思為停放汽車。cycling的動(dòng)詞原形為cycle.4.叫一學(xué)生上前來(lái)問(wèn)：What does it mean? T: It means “Danger.”

學(xué)習(xí)danger.S: What does it mean? T: It means you should keep off the grass.學(xué)習(xí)：Keep off the grass.5.跟讀這九個(gè)句子，然后齊讀，指名讀。

6．同桌用What does it mean? It means ?.就書上九句話來(lái)問(wèn)答，以鞏固所學(xué)內(nèi)容。

三．Look and say: 1.讓學(xué)生分組討論標(biāo)志的含義。

2． 排學(xué)生分組操練，根據(jù)圖意用What does it mean? It means you shouldn’t ? 進(jìn)行問(wèn)答。3． 然后兩兩問(wèn)答。四．Assignment: 1.能識(shí)別所學(xué)公共標(biāo)志，并能流利朗讀。2.用書面形式完成C 部分的六幅圖。3.抄寫四會(huì)單詞。4.預(yù)習(xí)A部分的對(duì)話。

教后感：公共標(biāo)志是學(xué)生所熟悉的東西。抓住這點(diǎn)提起學(xué)生的學(xué)習(xí)興趣。用should 和shouldn’t做什么，來(lái)鞏固這兩個(gè)詞。

第二課時(shí) 教學(xué)目標(biāo)：

1．能聽(tīng)懂、會(huì)說(shuō)、會(huì)讀和會(huì)拼寫單詞：must, make,mean 2．能聽(tīng)懂、會(huì)說(shuō)和會(huì)讀單詞和詞組：a cousin, always, a question, a cage, make noise.3．能聽(tīng)懂、會(huì)說(shuō)、會(huì)讀和會(huì)寫句型：What does it/this/that meam? It means you /we should/must/shouldn’t ? 教學(xué)重點(diǎn)：

1．能聽(tīng)懂、會(huì)說(shuō)、會(huì)讀和會(huì)拼寫單詞：must, make,mean 3． 能聽(tīng)懂、會(huì)說(shuō)、會(huì)讀和會(huì)寫句型：What does it/this/that meam? It means you /we should/must/shouldn’t ? 教學(xué)過(guò)程： 一．Review: What does it mean? It means you should/shouldn’t ? 出示圖片讓學(xué)生進(jìn)行問(wèn)答。

二．Presentation and practice: 1.出示‘Danger’標(biāo)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(xué)習(xí)must, stay away.講解： must 為情態(tài)動(dòng)詞，意為必須，后跟動(dòng)詞原形。在此復(fù)習(xí)should, can 同為情態(tài)動(dòng)詞，后跟動(dòng)詞原形。Stat away意為遠(yuǎn)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(xué)讀并了解意思。

T: Now he is asking Ben some questions about the signs.Learn: ask..about ? 4.聽(tīng)課文錄音回答問(wèn)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(duì)話。

學(xué)生分角色朗讀。6．完成課文中的填空題。

7．劃出四會(huì)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(huì)單詞，并默寫。2．抄寫詞組。

教后感：在教授公共標(biāo)志的同時(shí)給學(xué)生以文明禮貌的教育。

第三課時(shí) 教學(xué)目標(biāo)：

1． 通過(guò)復(fù)習(xí)要求學(xué)生能熟練掌握本單元所學(xué)的所學(xué)的公共標(biāo)志類詞匯。2． 能熟練地在情景中熟練的運(yùn)用本單元所學(xué)的句型和日常交際用語(yǔ)。3． 能聽(tīng)懂、會(huì)說(shuō)、會(huì)讀日常交際用語(yǔ)和詞組：take a walk, look around, pick up, come up to,point to, He sees something on the grass.Fine 10 yuan.教學(xué)重點(diǎn)：

1.通過(guò)復(fù)習(xí)要求學(xué)生能熟練掌握本單元所學(xué)的所學(xué)的公共標(biāo)志類詞匯。2.能熟練地在情景中熟練的運(yùn)用本單元所學(xué)的句型和日常交際用語(yǔ)。教學(xué)過(guò)程： 一．Review: 1.What does it mean? It means you/we should/shouldn’t/must ? 出示圖片讓學(xué)生進(jìn)行問(wèn)答,復(fù)習(xí)公共標(biāo)志類詞匯。2.學(xué)生表演會(huì)話。

3．復(fù)習(xí)c部分的內(nèi)容，學(xué)生相互問(wèn)答。二．Ask and answer: 1.教師準(zhǔn)備一只時(shí)鐘，將其撥至不同的時(shí)間，詢問(wèn)學(xué)生What’s the time? Can you ??引導(dǎo)學(xué)生根據(jù)具體時(shí)間考慮該做什么，提出建議You/We should ? 2．同桌看圖練習(xí)相互問(wèn)答，兩人一組。鼓勵(lì)學(xué)生運(yùn)用已學(xué)的語(yǔ)言材料豐富對(duì)話的內(nèi)容。

三． Read and match: 1.看圖閱讀短文，理解對(duì)話內(nèi)容。學(xué)習(xí)單詞和詞組：

take a walk, look around, pick up, come up to, point to , suddenly，something,fine.2.將短文的序號(hào)填入相應(yīng)的括號(hào)內(nèi)。

3.看本段文章的flash動(dòng)畫。然后讓學(xué)生練習(xí)看動(dòng)畫描述情景。4． 學(xué)生看動(dòng)畫描述。四．Assignment: 1.抄寫本課的四會(huì)單詞和句型并默寫。2.熟讀課文對(duì)話并試著背誦。

教后感：學(xué)以致用是教學(xué)的目的，在這一課中，我讓學(xué)生表演會(huì)話，讓學(xué)生描述flash的內(nèi)容，以鍛煉學(xué)生的口頭表達(dá)能力。

第四課時(shí) 教學(xué)目標(biāo)：

1． 通過(guò)復(fù)習(xí)熟練掌握本單元所學(xué)的單詞和句型。2． 了解字母組合er 在單詞中的發(fā)音。3． 會(huì)唱歌曲The signs in the park 教學(xué)重點(diǎn)：

1． 過(guò)復(fù)習(xí)熟練掌握本單元所學(xué)的單詞和句型。2． 了解字母組合er 在單詞中的發(fā)音。教學(xué)過(guò)程：

一．Everyday English.What time is it? Can I ??

Give ? to ?

What does this sign mean? 二．Review.1.幾對(duì)學(xué)生有關(guān)公共標(biāo)志類的對(duì)話表演。

2.復(fù)習(xí)句型：What does it mean? It means? 同時(shí)復(fù)習(xí)課本B部分的內(nèi)容。并完成練習(xí)冊(cè)中11頁(yè)上的內(nèi)容。

3.復(fù)習(xí)課本 C部分內(nèi)容，生生相互問(wèn)答。

4.看課本E部分的flash動(dòng)畫，請(qǐng)學(xué)生當(dāng)解說(shuō)員。三．Sing a song: 1.學(xué)讀歌詞，注意生詞：rubbish, bin.2.學(xué)生聽(tīng)錄音學(xué)唱。

3.學(xué)生齊唱，并請(qǐng)幾個(gè)學(xué)生來(lái)表演唱。四．Draw and guess 1.教師在黑板上畫簡(jiǎn)筆畫，讓學(xué)生猜出公共標(biāo)志。

2.學(xué)生分組來(lái)做這個(gè)游戲，充分發(fā)揮學(xué)生的想象力同時(shí)復(fù)習(xí)所學(xué)內(nèi)容。五．Listen and repeat: 1.讓學(xué)生讀單詞，了解er在單詞中的讀音。2.齊讀單詞和句子。3.練習(xí)：

litter brother()mother tiger()danger teacher()總結(jié)：?jiǎn)卧~末尾er都是發(fā)[[] 六．Assignment: 1.完成練習(xí)冊(cè)中的練習(xí)。2.背誦課文對(duì)話。

3.總結(jié)本單元所學(xué)的詞組，并抄寫2遍。教后感：語(yǔ)音是教學(xué)的一個(gè)難點(diǎn)，學(xué)習(xí)時(shí)不斷比較鞏固可以收到良好的教學(xué)效果。Exercise: 一.英漢互譯

1．在公園里 2.在草地上 3．禁止自行車通行 4.不許亂扔垃圾 5．不許停放車輛 6.許多 7．在墻上 8.散步 9．公共標(biāo)記 10.吵鬧

11.at Jinling Zoo 12.take a walk 13.keep off 14.keep quiet 二 選詞填空（每詞只能用一次）

a lot of make about should off quiet in shouldn’t always a lot on away 1.Jack ________has ________ questions.2.He is asking Ben some questions _________ the public signs.3.Can I go_________? 4.You must stay ________from the building.5.Keep ________ the grass.6.There is a sign _________ the grass.7.Please keep __________.8.We shouldn’t _________ noise here.9.You __________ go out without a coat.You’ll be cold.10.Now I know _________ about public signs.11.You _________ brush your teeth before you go to bed every day.三 句型轉(zhuǎn)換 1.It means ‘No Parking’.(提問(wèn))________________________________? 2.Can I watch TV now?(肯定回答)______________________________.3.Does your sister come home now?(否定回答)_______________________________.4.It means ‘Danger’.(改為一般疑問(wèn)句)_____________________________________？ 四 選擇題

()1.Kick the ball to me._________ throw it to her.A.Don’t B.Aren’t C.Not

()2.---What does this sign________?---It________ you shouldn’t walk on the grass in the park.A.mean;mean B.means;means C.mean;means()3.The signs________ the lake say ‘No cycling’.We can’t cycle here.A.around B.round C.a round()4.Mum’s coat is black.________ is white.A.He B.Mine C.Your()5.________ you see the sign over there? A.can B.can’t C.Can’t()6.---Can I ask you a question?----No, you can’t.You________ ask the teacher.A.will B.should C.would()7.Which is the first day of the week? _________________.A.Monday B.Sunday C.Saturday()8.The boys _________ books in the classroom now.A.are looking at B.are reading C.are seeing()9.The park keeper ________ a sign on the grass.A.points B.point to C.points to()10.There’s _________ English book over there.________ English book is Sarah’s.A.the;An B.an;An C.an;The()11.What_______ it mean? A.does B.do C.did()12.There are ________signs here.A.a lot B.much C.a lot of()13.Look at the sign.You________ on the grass.A.may B.shouldn’t C.should()14.Do you like the park? A.Yes, I am.B.No, I do.C.Yes, I do.D.No, I’m not.五 改錯(cuò)

1.There are a lot of sign in the street.2.What does that means? 3.Today is Saturday.Ben and her cousin Jack are at the zoo.4.You must keep quietly near the bird’s cage.5.---What’s the time?---It’s at eight o’clock.六 句子翻譯

1． 它是什么意思？它的意思就是‘危險(xiǎn)’！

______________________________________________________________ 2． 我可以進(jìn)去嗎？不，你不能。你必須要遠(yuǎn)離這個(gè)建筑。

______________________________________________________________ 3． 史密斯先生正在公園里散步。

______________________________________________________________ 4． 是一張十元鈔票。

______________________________________________________________ 5． 難道你沒(méi)看見(jiàn)那邊的標(biāo)志嗎？上面寫著“請(qǐng)不要接近草坪。罰款十元?！?/p>

Unit 2 Ben’s birthday 第一課時(shí) 教學(xué)目標(biāo)：

1.四會(huì)掌握單詞：March, April, May, June, July,birthday.2.能聽(tīng)懂會(huì)說(shuō)會(huì)讀單詞：January, February, August, September, October, November, December, first, second, third, fourth, sixth, twelfth, twentieth, twenty-first, thirtieth.3.能掌握日期的表達(dá)方式。教學(xué)重點(diǎn)：

能掌握日期的表達(dá)方式。教學(xué)過(guò)程： 一．Free talk How are you? What do you like? What does this sign mean? Can you ?

What day is it today? 二．Presentation and practise: 1.介紹序數(shù)詞的表達(dá)規(guī)則。

First,second,third縮寫分別為（1st,2nd,3rd）分別是數(shù)字加上每個(gè)單詞的最后兩個(gè)字母。

接下來(lái)的數(shù)字為規(guī)則變化分別為基數(shù)詞后加th，除（fifth）,以ly結(jié)尾的，y變ie再加th.如twentieth, thirtieth.強(qiáng)調(diào)第二十幾、三十幾只要變化個(gè)位上的數(shù)字就行了。如，twenty-first, thirty-first.學(xué)生朗讀并熟練掌握1~31的序數(shù)詞表達(dá)方式。說(shuō)明日期的表達(dá)是用序數(shù)詞來(lái)表示的。

2．學(xué)習(xí)月份的表達(dá)方式，Junuary.出示音標(biāo)，學(xué)習(xí)這個(gè)單詞。

學(xué)習(xí)表達(dá)一月一日，給學(xué)生一個(gè)公式：the 日期 of 月份。Of的意思為屬于。指名答： 一月三日 一月十五日 一月二十二日，以此鞏固月份和日期的表達(dá)。

3．同理學(xué)習(xí)其它的月份。邊學(xué)習(xí)邊鞏固日期的表達(dá)。

4．出示：九月二十五日，讓學(xué)生用英語(yǔ)說(shuō)出表達(dá)方式，the twenty fifth of September.T: My birthday is on the twenty fifth of September.強(qiáng)調(diào)： on+日期，at+時(shí)間。學(xué)習(xí)birthday,并拼讀。

學(xué)生小組間練習(xí)：My birthday is on ?.然后上講臺(tái)來(lái)交流。三．Assignment: 1.寫出幾個(gè)日期的英語(yǔ)表達(dá)： 一月一日，二月二日，三月三日，四月四日，五月五日，六月六日，七月十二日，八月二十日，九月二十一日，十月十日，十一月十三日，十二月三十日。

2．抄寫四會(huì)單詞：March, April, May, June, July,birthday.教后感：日期的表達(dá)是教學(xué)的難點(diǎn)，在以后的教學(xué)中要以日常會(huì)話的形式不斷鞏固。

第二課時(shí) 教學(xué)目標(biāo)：

1．四會(huì)掌握單詞及詞組：present, date, when, as.2．能聽(tīng)懂、會(huì)說(shuō)、會(huì)讀句型 My birthday’s coming.Would you like to come to my birthday party? Would you like a VCD of Japanese cartoon, too? Let’s wait and see.3．掌握句型：When’s your birthday? My birthday’s on ? What would you like as a birthday present? I’d like ? 教學(xué)重點(diǎn)：

熟練掌握表日期的詞匯

能正確理解和掌握所學(xué)的對(duì)話內(nèi)容，并能流利朗讀。教學(xué)過(guò)程：

一．Free talk：

T: What does this/that mean? S: It means ? T: What is this? S: It’s ?

T: What would you like ? S: I’d like ? 二． Review: 復(fù)習(xí)上一節(jié)課所學(xué)的日期，使學(xué)生能流利表達(dá)。三．Presentation and practise: 1.T:（出示日期）What date is it today? S: It’s the 16th of October.Learn: date What date is it today? 學(xué)生練習(xí)這個(gè)句型。

2．T: What date is it today? S: It’s the 25th of September.T: My birthday’s on the 25th of September.重復(fù)幾遍，學(xué)習(xí)birthday, My birthday’s on the 25th of September.指名學(xué)生說(shuō)： My birthday’s on the ? 3.T: When’s your birthday? S: My birthday’s on ?

學(xué)習(xí)： when, When’s your birthday?學(xué)生間練習(xí)這個(gè)句型。4.T: Look!What’s this? S: It’s a yo-yo.T: Yes.It’s very nice.It’s my birthday present.T: What’s this?

T: It’s a VCD of Japanese cartoons.It’s my birthday present , too.Learn: present.T:(出示幾樣禮物)This is my birthday present.逐樣展示。T: What would you like as a birthday present? Learn: as, what would you like as a birthday present? 同桌練習(xí)。

5． T: Would you like a VCD of Japanese cartoons? S: Yes, please.6.聽(tīng)錄音理解對(duì)話內(nèi)容，并回答問(wèn)題： When’s Ben’s birthday? When’s Jim’s birthday?

What would Ben like as a birthday present? What would Jim like as a birthday present? 7.聽(tīng)錄音跟讀對(duì)話，并熟悉意思。學(xué)生分角色朗讀，使學(xué)生能流利朗讀。四．Assignment: 抄寫四會(huì)單詞和詞組：present, date, when, as.熟練流利朗讀課文對(duì)話。

教后感：要特別強(qiáng)調(diào)序數(shù)詞前面要加the.第三課時(shí) 教學(xué)目標(biāo)：

1． 能聽(tīng)懂會(huì)說(shuō)會(huì)讀單詞blow out, a candle a costume, a doorbell,take off.2． 能聽(tīng)懂,會(huì)說(shuō),會(huì)讀和會(huì)寫句型 When’s your birthday? My birthday’s on ? What would you like as a birthday present? I’d like ? 教學(xué)重點(diǎn): 能聽(tīng)懂,會(huì)說(shuō),會(huì)讀和會(huì)寫句型 When’s your birthday? My birthday’s on ? What would you like as a birthday present? I’d like ? 教學(xué)過(guò)程: 一.導(dǎo)入: 1.Hi, boys and girls.Do you know me?(打扮成肯德基員工)I’m a waitress in KFC.與學(xué)生打招呼Welcome to KFC.Nice to meet you.Do you like singing? Ss: Yes.T: Let’s sing a song:

2.T: Now, I have some questions for you.If you can answer well,you can get a star.If you get the most stars you can get a big hamburger.Let’s try our best.二.復(fù)習(xí): 1.一個(gè)月份出現(xiàn),指名說(shuō),然后齊說(shuō).出現(xiàn)日期如: 一月一日,二月三日,三月十二日 ? 2.T: What date is it today? S: It is ?

T: Ya, Today is my birthday.My birthday is on ? When is your birthday? 問(wèn)幾學(xué)生.T: What would you like as a birthday present? 問(wèn)幾個(gè)學(xué)生.T: You are all good student.Do you like to go to KFC? S: Yes.T: Very good!I want hold birthday parties for you.So would you please finish this table.First I give you an example.(板示 KFC ,下面表格)?..老師介紹表格情況.3.學(xué)生活動(dòng).Can you introduce your sheet.學(xué)生介紹:?’s birthday is on ?

He would like ? as a birthday present.(屏示十二月份)三.Practise: 看屏幕,同桌練習(xí).然后兩兩問(wèn)答.四.Story time: 1.Thank you boys and girls.You all well done.Now let’s have a rest.Let’s see some cartoons.OK? 看錄像老師解說(shuō),講解生詞.讓學(xué)生說(shuō)故事,好的得到禮物.2.學(xué)生小組間創(chuàng)作故事,然后起來(lái)講,好的得到禮物..五.Exercise: 1.看圖聽(tīng)錄音完成P26.2.然后校對(duì)答案.六.Assignment: 抄寫并默寫本課的句型和單詞.背誦課文對(duì)話.教后感：將所學(xué)的語(yǔ)言放入情景中，并給予獎(jiǎng)勵(lì)，學(xué)生學(xué)習(xí)興趣很高。

第四課時(shí) 教學(xué)目標(biāo)：

1．通過(guò)復(fù)習(xí)，要求學(xué)生能熟練掌握本單元所學(xué)的表日期的詞匯。2．能熟練地在情景中運(yùn)用本單元所學(xué)的句型和日常交際用語(yǔ)。3．能進(jìn)一步掌握句型When’s your birthday? My birthday’s on ? What would you like as a birthday present? I’d like ? 4．初步了解字母組合ear在單詞中的讀音。教學(xué)重點(diǎn)：

能綜合運(yùn)用本單元所學(xué)過(guò)的單詞、句型和日常交際用語(yǔ)。能初步靈活運(yùn)用或擴(kuò)充本單元所學(xué)的對(duì)話。教學(xué)過(guò)程：

一． Free talk: What date is it today? When’s your birthday? My birthday’s on ?

What would you like as a birthday present? I’d like ? 二．Revision: 1.教師運(yùn)用多媒體出示日期： What date is it? 通過(guò)復(fù)習(xí)使學(xué)生熟練掌握日期的表達(dá)方式。

2.學(xué)生間會(huì)話復(fù)習(xí)句型： When’s your birthday? What would you like as a birthday present? 3.請(qǐng)3-4對(duì)學(xué)生表演課文對(duì)話。三． Listen and write;1.看圖復(fù)習(xí)圖上的人物和物品，以為聽(tīng)音練習(xí)作好準(zhǔn)備。2.聽(tīng)錄音完成填空。3.校對(duì)答案。四． Listen and repeat.1.出示圖片，引出單詞： dear hear near year 2.讓學(xué)生整體認(rèn)讀單詞，讓學(xué)生在讀的過(guò)程中體會(huì)字母組合ear在單詞中的發(fā)音[].3.完成幾道辨音題，以鞏固所學(xué)內(nèi)容。五． Assignment.1.抄寫本單元所學(xué)的單詞、詞組和句型，并能默寫。2.完成練習(xí)冊(cè)中本單元的練習(xí)。聽(tīng)課文錄音，熟讀本單元對(duì)話。

Unit 3 It was there 第一課時(shí) 教學(xué)目標(biāo)：

1.四會(huì)掌握單詞 was , a moment ago.2.能聽(tīng)懂，會(huì)說(shuō)，會(huì)讀單詞a camera, a CD Walkman, a roll of film, glasses, a mobile phone, a video recorder 3．能聽(tīng)懂、會(huì)說(shuō)、會(huì)說(shuō)和會(huì)寫句型Where’s your ?? It’s next to/in front of/on/in/between the ? It isn’t there now.It was there a moment ago.Where are you your ?? They’re next to/in front of/on/in/between the ? They aren’t there now.They were there a moment ago.教學(xué)重點(diǎn)：

能基本了解一般過(guò)去時(shí)的構(gòu)成及用法。教學(xué)過(guò)程：

一.Everyday English: How are you? Pass the ball to ? Give the pen to ? Where’s ?

What’s the score? What date is it today? 二．Presentation and practise: 1.T: Today Su Hai and Su Yang’s cousin, Gao Yun is visiting them.Let’s have a look.(多媒體展示情景)T: What’s this? Do you know? Learn : a handkerchief 同理學(xué)習(xí)：a CD Walkman，a roll of film, a pair glasses, a mobile phone, a video recorder, earphones, a diary 2.T: Guess and say鞏固這些詞組。示圖片反面讓學(xué)生猜圖上的單詞。3．T: Where’s my book? S: It’s on the desk.T:(把書拿走)It isn’t there now.T: It was there a moment ago.示：It was there a moment ago.Learn: was a moment ago was為is的過(guò)去式用于過(guò)去時(shí)態(tài)的句子中。當(dāng)句子表示的事情是發(fā)生在過(guò)去，該句就應(yīng)用一般過(guò)去時(shí)。

a moment ago 意思為剛剛，指過(guò)去，所以應(yīng)用一般過(guò)去時(shí)，動(dòng)詞用過(guò)去式。4.與學(xué)生問(wèn)答。

T: Where’s your rubber? S: It’s in my pencil box.T:(拿走)It isn’t there now.S:(提示學(xué)生回答)It was there a moment ago.與學(xué)生反復(fù)操練幾遍。5． Look and answer.1）讓學(xué)生同桌操練 P25 上的六幅圖，然后兩兩問(wèn)答，檢查學(xué)生的掌握情況。2）先師生問(wèn)答操練復(fù)數(shù)句型，然后讓學(xué)生同桌操練 P26 上的六幅圖，并兩兩問(wèn)答，檢查學(xué)生的掌握情況。四．Assignment: 1.能識(shí)別所學(xué)詞組，并能流利朗讀。2.用書面形式完成C 部分的12幅圖。3.抄寫四會(huì)單詞。4.預(yù)習(xí)A部分的對(duì)話。

第二課時(shí) 教學(xué)目標(biāo)：

1．能聽(tīng)懂、會(huì)說(shuō)、會(huì)讀和會(huì)拼寫單詞：excited, a race.exciting, a pocket.take photos, look for, just now.2．能聽(tīng)懂、會(huì)說(shuō)和會(huì)讀單詞和詞組：yesterday，Sports Day, ground 3.能聽(tīng)懂、會(huì)說(shuō)、會(huì)讀日常交際用語(yǔ)和句型It is the Sports Day.Let me see.Can I have them, please? Can you pick them up for me, please? 4．鞏固句型Where’s your ?? It’s next to/in front of/on/in/between the ? It isn’t there now.It was there a moment ago.Where are you your ?? They’re next to/in front of/on/in/between the ? They aren’t there now.They were there a moment ago.教學(xué)重點(diǎn)：

能正確理解和使用一般過(guò)去時(shí)態(tài)。教學(xué)過(guò)程： Review: Where’s your ??

It’s next to/in front of/on/in/between the ? It isn’t there now.It was there a moment ago.Where are you your ??

They’re next to/in front of/on/in/between the ? They aren’t there now.They were there a moment ago.出示圖片讓學(xué)生進(jìn)行問(wèn)答。

二．Presentation and practise: 出示課文掛圖。

T: What are they doing? S: They’re running.T: Yes, they are having a running race.Learn : race T: The students are very excited.Learn: excited T: What are Su Hai and Su Yang doing? Let’s listen to the tape.聽(tīng)課文第一段錄音。學(xué)生回答問(wèn)題。

S: Su Hai is looking for her camera.Su Yang is helping her.講解： look for意思為尋找。將之區(qū)別 find.聽(tīng)課文第二段錄音回答問(wèn)題。T: What are the boys doing? S: They’re running.T: Yes.They’re having a running race.It’s very exciting.Learn: exciting.將之與excited 做比較。T: What does Su Hai want to do? S: She wants to take some photos.拼讀 take some photos 看課件回答問(wèn)題。

T: Where’s Su Hai’s camera? S: It’s in Su Hai’s bag.T: Let’s see.Oh.Ss: It isn’t there.T: Yes, it was there a moment ago.學(xué)生齊讀這個(gè)句子。

4.看課文第三部分動(dòng)畫錄象，回答問(wèn)題。T: Where are the films? S1: They’re in Su Yang’s pocket.S2: No.They were there a moment ago.They were there just now.學(xué)習(xí)just now意思為 剛才。5.跟錄音讀對(duì)話。學(xué)生分角色朗讀。

6．完成對(duì)話后的填空題。

7．劃出四會(huì)單詞：excited, a race.exciting, a pocket.take photos, look for, just now.拼讀這些單詞。

劃出詞組： on the ground, pick up, in my pocket, Sports Day, a roll of film, a pair of glasses.再次朗讀，了解意思。三． Assignment: 抄寫四會(huì)單詞，并默寫。抄寫詞組。

教后感：為了使學(xué)生易于理解語(yǔ)言，本課設(shè)置了多媒體課件和實(shí)物情景教學(xué)，為學(xué)生創(chuàng)設(shè)語(yǔ)言環(huán)境，調(diào)動(dòng)學(xué)生學(xué)習(xí)的積極性，提高課堂教學(xué)效率。

第三課時(shí) 教學(xué)目標(biāo)：

1． 通過(guò)復(fù)習(xí)要求學(xué)生能熟練掌握本單元所學(xué)的所學(xué)的詞匯。

2． 能熟練地在情景中熟練的運(yùn)用本單元所學(xué)的句型和日常交際用語(yǔ)。

3． 熟練掌握介詞 under, on, in front of, next,behind的意思及用法。教學(xué)重點(diǎn)：

1.通過(guò)復(fù)習(xí)要求學(xué)生能熟練掌握本單元所學(xué)的所學(xué)的公共標(biāo)志類詞匯。2.能熟練地在情景中熟練的運(yùn)用本單元所學(xué)的句型和日常交際用語(yǔ)。教學(xué)過(guò)程： 一．Review: 1.Where is/are your ??

It’s/They’re next to/in front of/on/in/between the ? It isn’t/They aren’t there now.It was/They were there a moment ago.讓學(xué)生用實(shí)物進(jìn)行問(wèn)答,復(fù)習(xí)新學(xué)的詞匯與句型。2.學(xué)生表演會(huì)話。

3．復(fù)習(xí)c部分的內(nèi)容，學(xué)生相互問(wèn)答。二．Listen, tick and circle.1.教師先引導(dǎo)學(xué)生通過(guò)看圖說(shuō)話描述一下圖中所看到的物品。

2.讓學(xué)生同桌討論預(yù)測(cè)物品所在的位置。用Where is/are ? It’s/They’re ?來(lái)相互問(wèn)答。3． 錄音指導(dǎo)學(xué)生完成練習(xí)。4． 講解與分析題目。三．Play a game.1.教師做示范，說(shuō)明游戲的做法與規(guī)則。2讓學(xué)生分組進(jìn)行游戲。四．Assignment: 1.抄寫本課的四會(huì)單詞和句型并默寫。2.熟讀課文對(duì)話并試著背誦。

教后感：讓學(xué)生用實(shí)物做一做，說(shuō)一說(shuō)，手腦并用，復(fù)習(xí)鞏固所學(xué)句型，并能有效理解過(guò)去時(shí)態(tài)中的時(shí)間順序。

第四課時(shí) 教學(xué)目標(biāo)：

1． 通過(guò)復(fù)習(xí)熟練掌握本單元所學(xué)的單詞和句型。2．了解字母組合ear和ere在單詞中的讀音。2． 會(huì)唱歌曲Where’s my diary? 教學(xué)重點(diǎn)：

1． 過(guò)復(fù)習(xí)熟練掌握本單元所學(xué)的單詞和句型。2． 了解字母組合ear和ere 在單詞中的發(fā)音。教學(xué)過(guò)程：

一．Everyday English.What time is it? What does this sign mean? Where is /are ??

What date is it today? 二．Review.1.讓學(xué)生模仿本課對(duì)話內(nèi)容自編會(huì)話并表演。

2.復(fù)習(xí)句型：It was /They were there a moment ago.同時(shí)復(fù)習(xí)課本B部分的內(nèi)容。并完成練習(xí)冊(cè)中11頁(yè)上的內(nèi)容。3.復(fù)習(xí)課本 C部分內(nèi)容，生生相互問(wèn)答。三．Sing a song: 1.學(xué)讀歌詞，注意生詞：find, perhaps 2.學(xué)生聽(tīng)錄音學(xué)唱。

3.學(xué)生齊唱，并請(qǐng)幾個(gè)學(xué)生來(lái)表演唱。四．Listen and repeat: 1.讓學(xué)生讀單詞，了解ear和ere在單詞中的讀音。2.齊讀單詞和句子。3.練習(xí)：

bear pear()there here()dear bear()near year()here hear()where there()五．默寫本課的四會(huì)單詞和句型。六．Assignment: 1.完成練習(xí)冊(cè)中的練習(xí)。2.背誦課文對(duì)話。

3.總結(jié)本單元所學(xué)的詞組，并抄寫2遍。

教后感：本課的過(guò)去時(shí)態(tài)是教學(xué)難點(diǎn)，在教學(xué)中我將之與以前學(xué)過(guò)兩種時(shí)態(tài)：一般現(xiàn)在時(shí)和現(xiàn)在完成時(shí)作比較，并教給學(xué)生區(qū)別的方法，多數(shù)學(xué)生掌握情況較好。

Unit 4 Review and check 第一課時(shí) 教學(xué)目標(biāo)：

通過(guò)復(fù)習(xí)要求學(xué)生掌握四會(huì)單詞，詞組。一．Free talk: What day is it today? What date is it today? When’s the Teachers’ day?

What would you like as a birthday present? 二．Review: 1．Guess: 猜單詞說(shuō)出意思并拼讀，如，出示單詞卡的背面，學(xué)生猜出單詞present,拼出且說(shuō)出意思為禮物。以此復(fù)習(xí)所學(xué)的四會(huì)單詞。2．默寫這些四會(huì)單詞。

3．幫學(xué)生歸納1~4單元的詞組。Unit 1 public sings a lot of questions different things on the wall stay away from 公共標(biāo)志 許多問(wèn)題 不一樣的東西 在墻上 遠(yuǎn)離

walk on the grass make noise no smoking no littering no parking 在草地上走 制造噪音 禁止吸煙 禁止亂扔垃圾 禁止停車 keep off keep quite take a walk look around 使不接近保持安靜 散步 向四周看 pick up come up to point to 撿起 走向 指向 Unit 2 Ben’s birthday go home on the 18th of October a birthday present Ben的生日 回家 在10月18日 一個(gè)生日禮物

A VCD of Japanese cartoons the fifth of April take off blow out 一盤日本卡通VCD 4月5日 脫下 吹滅 Unit 3 the running race look for a moment ago just now on the ground 賽跑比賽 尋找 剛才 剛才 在地上 a pair of glasses a roll of film 一副眼鏡 一卷膠卷 三．Assignment: 抄寫所歸納的詞組及意思一遍。

第二課時(shí) 教學(xué)目標(biāo)：

1． 復(fù)習(xí)字母組合在單詞中的發(fā)音，使學(xué)生熟練掌握，并能正確判斷。2． 復(fù)習(xí)Unit 1~3所學(xué)句型。一．Free talk: What does it mean? What date is it today? When’s the Teachers’ day?

Would you like a yo-yo as a birthday present? 二．Review: 1． 讓學(xué)生畫出表格歸納字母組合的發(fā)音?！緀】bread breakfast head sweater 【】brother Peter sister tiger 【】dear hear near year 【】bear pear there where 把它們牢記于腦中。

2． 完成幾道題目以鞏固所學(xué)內(nèi)容。

1.bread read()2.head breakfast()3.pear near（）

4.brother danger（）5.doctor tiger（）6.here there()7.dear bear（）8.pear bear（）9.here hear（）

3． 讓學(xué)生就書中每課C，D部分的圖片進(jìn)行同桌問(wèn)答，然后抽學(xué)生兩兩問(wèn)答。以檢查學(xué)生的鞏固情況。4． 默寫句型。

What does it mean？

It means you shouldn’t litter.When is your birthday? My birthday’s on the fifth of May.What would you like as a birthday present? I’d like some flowers.Where’s your book? It’s on the desk.It isn’t there now.It was there a moment ago.They aren’t there now.They were there a moment ago.三． Assignment：

1.書中 A~D的練習(xí), B部分也以書面形式完成。2.讓學(xué)生就所學(xué)的句型表演會(huì)話。

第三課時(shí) 教學(xué)目標(biāo)：

通過(guò)本單元的復(fù)習(xí)操練，要求學(xué)生能綜合運(yùn)用所學(xué)的日常交際用語(yǔ)。一．Free talk: What does it mean? What date is it today? When’s the Teachers’ day? Where is/are your ?? 二．Review: 1． 幾組學(xué)生表演會(huì)話。

2． 讓學(xué)生四人一組以所學(xué)會(huì)話進(jìn)行小組間對(duì)話。3． 請(qǐng)學(xué)生流利朗讀課文對(duì)話。評(píng)出最佳朗讀者。三．Check 1． 請(qǐng)學(xué)生講解A中圖畫的內(nèi)容并校對(duì)答案。

2． 讓學(xué)生同桌就B中的圖畫內(nèi)容相互問(wèn)答，然后學(xué)生兩兩問(wèn)答，檢查并鞏固會(huì)話。

3． 校對(duì)C答案并講解答題要點(diǎn)。

4． 請(qǐng)學(xué)生匯報(bào)其調(diào)查表格的內(nèi)容。用?’s birthday’s on the ?來(lái)回答。四． Assignment：

復(fù)習(xí)鞏固1~3課所學(xué)的內(nèi)容。

第五篇：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)畫圖和寫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）: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(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.