第一篇：教案改進版牛津5AUnit3（大全）

牛津小學英語5A Unit3 At a Music lesson教案

05120328 周瑤

一、Content of Courses：

蘇教版牛津小學英語

第一課時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.

第二篇：《牛津初中英語》8A__Unit_5_Wild_animals教案_

8A Unit 4 Wild animals

Comic strip& Welcome to the unit

一、教學目標 了解對話內(nèi)容，掌握重點詞組及初步了解if句型的用法 2.熟悉學習更多有關(guān)野生動物的詞語

二、教學重難點

學生討論表達對動物的喜好

三、教學流程 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 教學目標 1.知識目標

1.)知識并運用本課時的四會單詞。

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

1)能根據(jù)上下文猜測詞匯在文中的含義。

2)能通過閱讀了解名叫“希望”的大熊貓的成長過程、面臨的危險以及采取的保護措施。

3.情感目標

通過了解大熊貓的信息，我們意識到要善待大熊貓，它們是我們的朋友，我們應該盡力保護它們。

二、教學重難點

理解文章的大意，掌握語言知識

三、教學流程

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 教學目標 1.知識目標

1.)鞏固第一課時所學內(nèi)容 2)學習掌握重點語言知識點 2.能力目標

對重點語言知識點要求會運用

二、教學重難點

文章復述及語言知識點的運用

三、教學流程 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、教學目標

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、教學重點難點

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、教學過程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?

第三篇：牛津6A教案

Unit 1 Public signs 第一課時 教學目標：

1． 能聽懂、會說、會讀和會拼寫單詞：mean, danger, should, shouldn’t, litter, park, cycle.2． 能聽懂、會說和會讀單詞和詞組：public, a sign, grass, quiet, touch, keep off.3． 能聽懂、會說、會讀和會寫句型：What does it meam? It means you shouldn’t ?

教學重點：

1． 能正確聽說讀會寫句型：What does it meam? It means you shouldn’t ? 2． 能正確能聽說讀寫單詞：mean, danger, should, shouldn’t, litter, park, cycle.教學過程：

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.多媒體展示九個標志。T: Can you read them? 學生能朗讀其中的八個：No parking.No eating and drinking.Keep quiet.Do not touch.通過復習幫助學生鞏固以上四句話。

Park以前所學的意思是公園，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? 學習這句話，講解mean的意思及其中ea的發(fā)音。再次強調(diào)助動詞用does及其語法意義。

T: It means “No smoking”.板示： No smoking.學習這句話。

讓學生回答smoking 的動詞原形，smoke,并再次復習它的變化規(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.并學習這句話。

講解 shouldn’t=should not，should為情態(tài)動詞，意思為應該，后跟動詞原形。

3.T: What does this sign mean? T: It means “No littering.” 板示：No littering.學習這句話。

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

學習danger.S: What does it mean? T: It means you should keep off the grass.學習：Keep off the grass.5.跟讀這九個句子，然后齊讀，指名讀。

6．同桌用What does it mean? It means ?.就書上九句話來問答，以鞏固所學內(nèi)容。

三．Look and say: 1.讓學生分組討論標志的含義。

2． 排學生分組操練，根據(jù)圖意用What does it mean? It means you shouldn’t ? 進行問答。3． 然后兩兩問答。四．Assignment: 1.能識別所學公共標志，并能流利朗讀。2.用書面形式完成C 部分的六幅圖。3.抄寫四會單詞。4.預習A部分的對話。

教后感：公共標志是學生所熟悉的東西。抓住這點提起學生的學習興趣。用should 和shouldn’t做什么，來鞏固這兩個詞。

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 practice: 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(tài)動詞，意為必須，后跟動詞原形。在此復習should, can 同為情態(tài)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。

第三課時 教學目標：

1． 通過復習要求學生能熟練掌握本單元所學的所學的公共標志類詞匯。2． 能熟練地在情景中熟練的運用本單元所學的句型和日常交際用語。3． 能聽懂、會說、會讀日常交際用語和詞組：take a walk, look around, pick up, come up to,point to, He sees something on the grass.Fine 10 yuan.教學重點：

1.通過復習要求學生能熟練掌握本單元所學的所學的公共標志類詞匯。2.能熟練地在情景中熟練的運用本單元所學的句型和日常交際用語。教學過程： 一．Review: 1.What does it mean? It means you/we should/shouldn’t/must ? 出示圖片讓學生進行問答,復習公共標志類詞匯。2.學生表演會話。

3．復習c部分的內(nèi)容，學生相互問答。二．Ask and answer: 1.教師準備一只時鐘，將其撥至不同的時間，詢問學生What’s the time? Can you ??引導學生根據(jù)具體時間考慮該做什么，提出建議You/We should ? 2．同桌看圖練習相互問答，兩人一組。鼓勵學生運用已學的語言材料豐富對話的內(nèi)容。

三． Read and match: 1.看圖閱讀短文，理解對話內(nèi)容。學習單詞和詞組：

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

3.看本段文章的flash動畫。然后讓學生練習看動畫描述情景。4． 學生看動畫描述。四．Assignment: 1.抄寫本課的四會單詞和句型并默寫。2.熟讀課文對話并試著背誦。

教后感：學以致用是教學的目的，在這一課中，我讓學生表演會話，讓學生描述flash的內(nèi)容，以鍛煉學生的口頭表達能力。

第四課時 教學目標：

1． 通過復習熟練掌握本單元所學的單詞和句型。2． 了解字母組合er 在單詞中的發(fā)音。3． 會唱歌曲The signs in the park 教學重點：

1． 過復習熟練掌握本單元所學的單詞和句型。2． 了解字母組合er 在單詞中的發(fā)音。教學過程：

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

Give ? to ?

What does this sign mean? 二．Review.1.幾對學生有關(guān)公共標志類的對話表演。

2.復習句型：What does it mean? It means? 同時復習課本B部分的內(nèi)容。并完成練習冊中11頁上的內(nèi)容。

3.復習課本 C部分內(nèi)容，生生相互問答。

4.看課本E部分的flash動畫，請學生當解說員。三．Sing a song: 1.學讀歌詞，注意生詞：rubbish, bin.2.學生聽錄音學唱。

3.學生齊唱，并請幾個學生來表演唱。四．Draw and guess 1.教師在黑板上畫簡筆畫，讓學生猜出公共標志。

2.學生分組來做這個游戲，充分發(fā)揮學生的想象力同時復習所學內(nèi)容。五．Listen and repeat: 1.讓學生讀單詞，了解er在單詞中的讀音。2.齊讀單詞和句子。3.練習：

litter brother()mother tiger()danger teacher()總結(jié)：單詞末尾er都是發(fā)[[] 六．Assignment: 1.完成練習冊中的練習。2.背誦課文對話。

3.總結(jié)本單元所學的詞組，并抄寫2遍。教后感：語音是教學的一個難點，學習時不斷比較鞏固可以收到良好的教學效果。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)________________________________? 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

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’！

______________________________________________________________ 2． 我可以進去嗎？不，你不能。你必須要遠離這個建筑。

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

______________________________________________________________ 4． 是一張十元鈔票。

______________________________________________________________ 5． 難道你沒看見那邊的標志嗎？上面寫著“請不要接近草坪。罰款十元。”

Unit 2 Ben’s birthday 第一課時 教學目標：

1.四會掌握單詞：March, April, May, June, July,birthday.2.能聽懂會說會讀單詞：January, February, August, September, October, November, December, first, second, third, fourth, sixth, twelfth, twentieth, twenty-first, thirtieth.3.能掌握日期的表達方式。教學重點：

能掌握日期的表達方式。教學過程： 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)詞的表達規(guī)則。

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

接下來的數(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.強調(diào)第二十幾、三十幾只要變化個位上的數(shù)字就行了。如，twenty-first, thirty-first.學生朗讀并熟練掌握1~31的序數(shù)詞表達方式。說明日期的表達是用序數(shù)詞來表示的。

2．學習月份的表達方式，Junuary.出示音標，學習這個單詞。

學習表達一月一日，給學生一個公式：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。

3．同理學習其它的月份。邊學習邊鞏固日期的表達。

4．出示：九月二十五日，讓學生用英語說出表達方式，the twenty fifth of September.T: My birthday is on the twenty fifth of September.強調(diào)： on+日期，at+時間。學習birthday,并拼讀。

學生小組間練習：My birthday is on ?.然后上講臺來交流。三．Assignment: 1.寫出幾個日期的英語表達： 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．抄寫四會單詞：March, April, May, June, July,birthday.教后感：日期的表達是教學的難點，在以后的教學中要以日常會話的形式不斷鞏固。

第二課時 教學目標：

1．四會掌握單詞及詞組：present, date, when, as.2．能聽懂、會說、會讀句型 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 ? 教學重點：

熟練掌握表日期的詞匯

能正確理解和掌握所學的對話內(nèi)容，并能流利朗讀。教學過程：

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: 復習上一節(jié)課所學的日期，使學生能流利表達。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? 學生練習這個句型。

2．T: What date is it today? S: It’s the 25th of September.T: My birthday’s on the 25th of September.重復幾遍，學習birthday, My birthday’s on the 25th of September.指名學生說： My birthday’s on the ? 3.T: When’s your birthday? S: My birthday’s on ?

學習： when, When’s your birthday?學生間練習這個句型。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。

5． T: Would you like a VCD of Japanese cartoons? S: Yes, please.6.聽錄音理解對話內(nèi)容，并回答問題： 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.聽錄音跟讀對話，并熟悉意思。學生分角色朗讀，使學生能流利朗讀。四．Assignment: 抄寫四會單詞和詞組：present, date, when, as.熟練流利朗讀課文對話。

教后感：要特別強調(diào)序數(shù)詞前面要加the.第三課時 教學目標：

1． 能聽懂會說會讀單詞blow out, a candle a costume, a doorbell,take off.2． 能聽懂,會說,會讀和會寫句型 When’s your birthday? My birthday’s on ? What would you like as a birthday present? I’d like ? 教學重點: 能聽懂,會說,會讀和會寫句型 When’s your birthday? My birthday’s on ? What would you like as a birthday present? I’d like ? 教學過程: 一.導入: 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.復習: 1.一個月份出現(xiàn),指名說,然后齊說.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? 問幾學生.T: What would you like as a birthday present? 問幾個學生.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.學生活動.Can you introduce your sheet.學生介紹:?’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.然后兩兩問答.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,講解生詞.讓學生說故事,好的得到禮物.2.學生小組間創(chuàng)作故事,然后起來講,好的得到禮物..五.Exercise: 1.看圖聽錄音完成P26.2.然后校對答案.六.Assignment: 抄寫并默寫本課的句型和單詞.背誦課文對話.教后感：將所學的語言放入情景中，并給予獎勵，學生學習興趣很高。

第四課時 教學目標：

1．通過復習，要求學生能熟練掌握本單元所學的表日期的詞匯。2．能熟練地在情景中運用本單元所學的句型和日常交際用語。3．能進一步掌握句型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。教學重點：

能綜合運用本單元所學過的單詞、句型和日常交際用語。能初步靈活運用或擴充本單元所學的對話。教學過程：

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.教師運用多媒體出示日期： What date is it? 通過復習使學生熟練掌握日期的表達方式。

2.學生間會話復習句型： When’s your birthday? What would you like as a birthday present? 3.請3-4對學生表演課文對話。三． Listen and write;1.看圖復習圖上的人物和物品，以為聽音練習作好準備。2.聽錄音完成填空。3.校對答案。四． Listen and repeat.1.出示圖片，引出單詞： dear hear near year 2.讓學生整體認讀單詞，讓學生在讀的過程中體會字母組合ear在單詞中的發(fā)音[].3.完成幾道辨音題，以鞏固所學內(nèi)容。五． Assignment.1.抄寫本單元所學的單詞、詞組和句型，并能默寫。2.完成練習冊中本單元的練習。聽課文錄音，熟讀本單元對話。

Unit 3 It was there 第一課時 教學目標：

1.四會掌握單詞 was , a moment ago.2.能聽懂，會說，會讀單詞a camera, a CD Walkman, a roll of film, glasses, a mobile phone, a video recorder 3．能聽懂、會說、會說和會寫句型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.教學重點：

能基本了解一般過去時的構(gòu)成及用法。教學過程：

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 同理學習：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的過去式用于過去時態(tài)的句子中。當句子表示的事情是發(fā)生在過去，該句就應用一般過去時。

a moment ago 意思為剛剛，指過去，所以應用一般過去時，動詞用過去式。4.與學生問答。

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

第二課時 教學目標：

1．能聽懂、會說、會讀和會拼寫單詞：excited, a race.exciting, a pocket.take photos, look for, just now.2．能聽懂、會說和會讀單詞和詞組：yesterday，Sports Day, ground 3.能聽懂、會說、會讀日常交際用語和句型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.教學重點：

能正確理解和使用一般過去時態(tài)。教學過程： 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.出示圖片讓學生進行問答。

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.聽課文第一段錄音。學生回答問題。

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.聽課文第二段錄音回答問題。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.學生齊讀這個句子。

4.看課文第三部分動畫錄象，回答問題。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.學習just now意思為 剛才。5.跟錄音讀對話。學生分角色朗讀。

6．完成對話后的填空題。

7．劃出四會單詞：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: 抄寫四會單詞，并默寫。抄寫詞組。

教后感：為了使學生易于理解語言，本課設(shè)置了多媒體課件和實物情景教學，為學生創(chuàng)設(shè)語言環(huán)境，調(diào)動學生學習的積極性，提高課堂教學效率。

第三課時 教學目標：

1． 通過復習要求學生能熟練掌握本單元所學的所學的詞匯。

2． 能熟練地在情景中熟練的運用本單元所學的句型和日常交際用語。

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

1.通過復習要求學生能熟練掌握本單元所學的所學的公共標志類詞匯。2.能熟練地在情景中熟練的運用本單元所學的句型和日常交際用語。教學過程： 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.讓學生用實物進行問答,復習新學的詞匯與句型。2.學生表演會話。

3．復習c部分的內(nèi)容，學生相互問答。二．Listen, tick and circle.1.教師先引導學生通過看圖說話描述一下圖中所看到的物品。

2.讓學生同桌討論預測物品所在的位置。用Where is/are ? It’s/They’re ?來相互問答。3． 錄音指導學生完成練習。4． 講解與分析題目。三．Play a game.1.教師做示范，說明游戲的做法與規(guī)則。2讓學生分組進行游戲。四．Assignment: 1.抄寫本課的四會單詞和句型并默寫。2.熟讀課文對話并試著背誦。

教后感：讓學生用實物做一做，說一說，手腦并用，復習鞏固所學句型，并能有效理解過去時態(tài)中的時間順序。

第四課時 教學目標：

1． 通過復習熟練掌握本單元所學的單詞和句型。2．了解字母組合ear和ere在單詞中的讀音。2． 會唱歌曲Where’s my diary? 教學重點：

1． 過復習熟練掌握本單元所學的單詞和句型。2． 了解字母組合ear和ere 在單詞中的發(fā)音。教學過程：

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

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

2.復習句型：It was /They were there a moment ago.同時復習課本B部分的內(nèi)容。并完成練習冊中11頁上的內(nèi)容。3.復習課本 C部分內(nèi)容，生生相互問答。三．Sing a song: 1.學讀歌詞，注意生詞：find, perhaps 2.學生聽錄音學唱。

3.學生齊唱，并請幾個學生來表演唱。四．Listen and repeat: 1.讓學生讀單詞，了解ear和ere在單詞中的讀音。2.齊讀單詞和句子。3.練習：

bear pear()there here()dear bear()near year()here hear()where there()五．默寫本課的四會單詞和句型。六．Assignment: 1.完成練習冊中的練習。2.背誦課文對話。

3.總結(jié)本單元所學的詞組，并抄寫2遍。

教后感：本課的過去時態(tài)是教學難點，在教學中我將之與以前學過兩種時態(tài)：一般現(xiàn)在時和現(xiàn)在完成時作比較，并教給學生區(qū)別的方法，多數(shù)學生掌握情況較好。

Unit 4 Review and check 第一課時 教學目標：

通過復習要求學生掌握四會單詞，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: 猜單詞說出意思并拼讀，如，出示單詞卡的背面，學生猜出單詞present,拼出且說出意思為禮物。以此復習所學的四會單詞。2．默寫這些四會單詞。

3．幫學生歸納1~4單元的詞組。Unit 1 public sings a lot of questions different things on the wall stay away from 公共標志 許多問題 不一樣的東西 在墻上 遠離

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 教學目標：

1． 復習字母組合在單詞中的發(fā)音，使學生熟練掌握，并能正確判斷。2． 復習Unit 1~3所學句型。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． 讓學生就書中每課C，D部分的圖片進行同桌問答，然后抽學生兩兩問答。以檢查學生的鞏固情況。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, B部分也以書面形式完成。2.讓學生就所學的句型表演會話。

第三課時 教學目標：

通過本單元的復習操練，要求學生能綜合運用所學的日常交際用語。一．Free talk: What does it mean? What date is it today? When’s the Teachers’ day? Where is/are your ?? 二．Review: 1． 幾組學生表演會話。

2． 讓學生四人一組以所學會話進行小組間對話。3． 請學生流利朗讀課文對話。評出最佳朗讀者。三．Check 1． 請學生講解A中圖畫的內(nèi)容并校對答案。

2． 讓學生同桌就B中的圖畫內(nèi)容相互問答，然后學生兩兩問答，檢查并鞏固會話。

3． 校對C答案并講解答題要點。

4． 請學生匯報其調(diào)查表格的內(nèi)容。用?’s birthday’s on the ?來回答。四． Assignment：

復習鞏固1~3課所學的內(nèi)容。

第四篇：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(xiàn)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(guān)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(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(wù)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(shè)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(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(fā)興趣)The students will present their work to the whole class.任務(wù)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.

第五篇：四季教案改進

<<四季>>教學設(shè)計

教學目標：

1、認識11個生字，會寫4個字。學會兩種筆畫，認識“口、禾、雨、月”4個

偏旁。

2、正確、流利地朗讀課文，背誦課文。

3、了解課文內(nèi)容，知道一年有四季及四季的特征，感受各個季節(jié)的美麗，對大自然的喜愛之情。

教學重點： 識字、寫字和練習朗讀

教學難點：了解課文內(nèi)容及四季特征，感受各個季節(jié)的美麗。教學用具:

1、課件。

2、引導學生課前收集四季的圖片，了解每個季節(jié)的特征。教學課時：兩課時 教學過程：

第一課時

（一）創(chuàng)設(shè)情境，揭示課題

1、欣賞四季風景圖片，板書課題。

師：上課之前，老師先請同學們看幾張圖片，請同學們邊看邊想，你都看到了哪些季節(jié)的美景呢？（出示課件）

教師用一些簡單的句式,比如:春天到了,夏天天氣真熱,(讓學生有個說話的環(huán)境)讓他們養(yǎng)成把話說完整的習慣。

2、教師小結(jié)：我們知道了一年有春季、夏季、秋季、冬季，合起來就叫“四季”。（板書）今天，我們就來學習這篇課文。

（二）學習生字、新詞

1.請同學們自由地讀一讀課文，找出文中的生字并圈出來。2．認讀生字。

請同學們看到屏幕上的生字，你們都認識嗎？（課件出示：對錯、說話、荷葉、圓圈、夏天、秋天、雪人、肚子、就是、冬天）

請你們自己先試著拼一拼，讀一讀。3.指名拼讀，正音。4.齊讀。

5.識字游戲《摘蘋果》、《藏字寶》。

教師小結(jié)：我們可以把這些識記生字的方法運用到我們的學習生活中去。

6.前面我們學習課文的時候認識了一些偏旁，同學們還記得嗎？指名答（三點水、提手旁、火字旁、足字旁、口字旁、言字旁、單人旁）今天，我們又要認識一些新的偏旁，請小朋友們看到黑板上的字（圓、秋、雪、肚）。老師介紹這些偏旁。你還能說出有這些偏旁的字嗎？

7.這些字帶上拼音你們會讀，沒有拼音，你們也會讀嗎？一起來看一看。（課件出示沒有拼音的詞語）誰會讀？指名讀。

8.開火車讀。

9.認識了這些生字，下面我們就把這些生字寶寶送回家。（課件出示課文）請同學們試著讀一讀課文。

（三）指導寫字。

1.認識了生字，讀完了課文，現(xiàn)在來看看這篇課文中我們要學習寫的字。請你們看書，自己先讀一讀這幾個字，觀察他們的字形。2.學生討論交流，最后匯報字形。

3.這節(jié)課，我們要認識一種新的筆畫：豎彎鉤。4.教師在田字格中范寫新的筆畫、生字，學生書空。5.學生練習書寫，教師指導。

第二課時

一、揭示課題，激發(fā)興趣。

1、小朋友們，漂亮的大自然媽媽有四個非常可愛的女兒，她們可以讓草兒變綠、花兒變紅；可以讓天氣很熱，讓我們盡情地在水里游泳；可以讓各種水果沉甸甸地掛在枝頭，給我們帶來豐收；還可以呀，讓世界一夜之間變成一片雪白。（出示課件四季圖）

2、還記得這四位女兒叫什么名字嗎？

3、對，就**夏秋冬。春夏秋冬四個姑娘在一起，我們就稱他們“四季”。請同學們認真看老師寫課題。一起讀：四季

二、整體感知課文，復習生字。

1、小朋友們，我們在四季王國里已經(jīng)認識了許多生字朋友，見了他們，還能喊出他們的名字嗎？

①男女生比賽，看誰認得好。②開火車比賽讀。

③同桌之間說說悄悄話，把你認識的這些字讀給你的同桌聽聽吧。

在表揚的同時更要讓他知道他好在哪里,對其他的學生也能有個很好的示范作用.2、小朋友們讀得可真認真。大自然媽媽說呀，她把這四個女兒的特點，都藏在了兒歌里，下面讓我們伴隨著優(yōu)美的樂曲，走進課文，進一步了解這四位姐姐吧，聽錄音讀讀課文。

3、想不想讀讀？好，下面先請小朋友們自己先來讀讀課文，一會老師請小朋友們站起來讀。

4、老師請四位同學，一個同學讀一段。其他小朋友聽聽他們讀準了嗎？

1.評讀。

6、請全班同學齊讀一次吧，注意把字音讀準了，不要加字漏字。

三、品讀課文，感悟景美。

（一）認識春姑娘，學習第一句。

1、我們趕快去認識大自然媽**女兒吧。小朋友們已經(jīng)等的迫不及待了，瞧，她來了（出示課件）你們看到了什么？

2、同學們觀察的真仔細，誰來讀一讀呢?

3、誰來說一說這句話寫了什么？草芽是什么？剛出土的小草芽，可嬌嫩了，我們可不要嚇壞它，在朗讀時你認為應該怎樣讀？（慢慢地、輕輕讀、柔的）試著讀讀吧。

4、誰能把它美美的讀一讀。①生讀，師生評價。②這么美的課文，老師也想讀，給老師一個機會好嗎？③誰再來讀一讀？④全班齊讀。看哪株小草最高興、最得意。

（二）認識夏姑娘，學習第二句。

1、悄悄的，悄悄的，春天去了，夏天到了。多熱鬧啊，你們想不想去看看夏天呢，請看大屏幕，讓我們一邊看一邊讀讀吧。

2、指名讀第二句。

3、誰來說一說這句話寫了什么？

4、夏天是個熱鬧的季節(jié)，我們很開心，現(xiàn)在，誰能把這段給我們大家再美美地讀一讀??？

（三）認識秋姑娘，學習第三句。

1、小朋友們，秋天來了，快去找找秋姑娘給我們送來了那些禮物，出示[課件】秋姑娘給我們送來了（水果、楓葉）。

2、是啊，秋天是一個收獲的季節(jié)。還給我們送來了谷穗，你們見過沉甸甸的谷穗嗎？瞧，彎彎的谷穗在向你們招手呢。誰來像老師一樣讀一讀，“谷穗彎彎”讀出彎彎。

3、在這句話中，還有一個詞生動地寫出了他的樣子呢？一起說（鞠著躬）（出示課件）

4、谷穗為什么會鞠躬呢？如果你是谷穗，想說什么？

5、谷穗沉甸甸的，秋天豐收了，大家的心情多么高興啊，讓我們帶著喜悅的心情來讀讀吧。

（四）認識冬姑娘，學習第四句。

1、最后讓我們認識冬姑娘吧。冬姑娘來，瞧瞧它帶來了什么呢？那你們就來讀讀課文冬天的句子，把課文讀熟，好吧，開始。

2、誰能加上動作邊表演邊讀呢？

3、這么可愛、頑皮的小雪人，就讓我們一起讀吧。

四、小結(jié)。（1）卡片出示每一個季節(jié)的特點。（練習用“是”說話。）（2）欣賞四季的景色，感知大自然的美麗。

五、課外擴展。

1、模仿課文來說說四季的景物。（），他（）說：“我是（）天?！?/p>

2、說說畫畫： 你喜歡哪個季節(jié)？說說理由。把你喜歡的季節(jié)畫一畫，并能給圖畫取個字。

六、布置作業(yè)。1，識記生字。

2、有感情地朗讀課文。附板書設(shè)計： 四季

春 草芽尖尖

夏 荷葉圓圓 各有各的美

秋 谷穗彎彎

冬 雪人