第一篇：牛津英語模塊六Unit3改

牛津英語模塊六 Unit3

1.泰國 n

2.和某人打招呼（或問好）vt 3.擁抱，抱緊 vt＆vi＆n 4.中東地區(qū)，中東 n

5.阿拉伯人 n 阿拉伯人的adj 6.荷蘭 n 7.學(xué)期末 n 8.婚禮 n 9.韓國，朝鮮 n 10.公雞 n

11.保證，擔(dān)保，確保 vt 12.向（某人）道賀，祝賀 vt 13.招待會，接待，接受 n 14.新郎 n 15.新娘 n

16.允許，準(zhǔn)許 vt，許可證n 17.（尤指以法令）禁止vt

18.至始至終，貫穿，遍及 prep＆adv 19.冒犯，侮辱 n 20.拇指 n

21.適應(yīng)，習(xí)慣，調(diào)整，調(diào)節(jié) vi＆vt 22.習(xí)慣于，慣常的 adj

23.相像，十分相似 adj，十分相像地 adv 24.大火堆，篝火 n 25.通曉，熟悉的 adj 26.慶典，慶?；顒?n 27.焰火，煙花 n 28.熱狗（香腸面包）n 29.芥末，芥末醬 n 30.戶外燒烤 n 31.期望，期盼 n 32.皇帝 n 33.更不用說

34.帶某人參觀，游覽35.占據(jù)（時間或空間）36.禁忌 n

37.宗教 n

38.手勢，姿勢，示意動作 n 39.問候，問候語 n 40.輕微的 adj 41.名片 n

42.少數(shù)民族，少數(shù)，少數(shù)人n 43.雪橇 n

44.海豹，印章n蓋章vt 45.鹿 n 46.北極圈n

47.盛宴，宴會，節(jié)日 n 48.描述，敘述 n 49.勇敢 n

50.面具n，偽裝，掩飾vt 51.雕刻 vt 52.爪，爪子 n 53.狼 n

54.統(tǒng)治，控制，支配 vt 55.音樂的adj，音樂劇n 56.樂器 n 57.回力鏢 n

58.神秘的，奇怪的 adj 59.蒸發(fā)，蒸 vt＆vi，蒸汽n 60.爐子，火爐 n 61.印第安人，印度人 n 62.北美印第安人 n 63.部落 n

64.平原 n，明顯的，樸素的，簡單的 adj 65.平原印第安人，大草原印第安人 n 66.控制，支配67.和平煙斗 n 68.弓，蝴蝶結(jié)，琴弓 n 69.箭，箭頭標(biāo)記 n 70.復(fù)述，轉(zhuǎn)述 vt

71.烤，烘焙 vt，烤的，焙的 adj

第二篇：牛津英語Module1 Unit one

牛津英語Module1 Unit one（Revision）

一．短語：

1.on(the)campus在校園內(nèi)

2.be/feel at ease with our teacher與老師相處隨意

3.with ease =easily輕松，方便地

4.achieve high grades取得高分

5.used to do過去常常做某事

6.be/get used to doing習(xí)慣做某事

7.encourage students to do

8.surf the Internet

9.find sb hard to please

10.at assembly

11.be available for

12.have an appointment with

13.make an appointment with

14.have/take/show an interest in

get/be interested in

develop an interest in doing sth

15.form/develop the habit of

16.attend a wedding

attend a ceremony/funeral/lecture

attend church

attend school

17.earn one’s living

earn respect from others

18.in respect of

19.show respect to/for

have respect for

20.prepare sth

21.prepare sb to do sth

22.be prepared to do

be prepared for

make preparations for

23.join the Party/army/club…

24.join sb in…

25.drop out of school

26.develop a film

27.donate sth to sb

28.attract/draw one’s attention

29.fix/focus one’s attention on

30.regret to do sth

regret doing/having done sth

31.inform sb of sth

鼓勵學(xué)生做某事 上網(wǎng)發(fā)現(xiàn)某人難以取悅 在集會上供…使用 和…有個約會 預(yù)約 對…有興趣發(fā)展對…的興趣 養(yǎng)成…的習(xí)慣 參加婚禮 參加典禮/葬禮/演講 去教堂 上學(xué) 自行謀生 贏得別人的尊重 關(guān)于;就...來說 對…表示尊敬 準(zhǔn)備某物 使某人為做…而做準(zhǔn)備 樂意或已準(zhǔn)備干某事 樂意或已準(zhǔn)備干某事為…做準(zhǔn)備參加組織團(tuán)隊,成為其中一員加入某人做…活動輟學(xué)沖洗膠卷捐贈某物給某人引起某人的注意集中某人的注意力抱歉要干某事遺憾干過某事通知某人某事 1

32.approve sth批準(zhǔn)某事

approve of sb/sth贊成某事/某人

33.require sb to do sth要求某人干某事

require sth of sb向某人要求某物

require sb that(should)do要求某人.....(虛擬語氣)

34.require doing/to be done sth要求某事被做

want doing/to be done sth想要某事被做

need doing/to be done sth需要某事被做

deserve doing/to be done某事值得被做

35.mean to do sth打算干某事

mean doing sth意味著做某事

36.by means of借;靠;通過

by no means一點也不;決不

means of transportation交通工具

37.have access to sb/someplace接近某人/某地

38.far from satisfaction遠(yuǎn)遠(yuǎn)不能讓人滿意

39.free of charge=for free免費

free sb of /from..免受…影響

40.more than不僅僅

no more than僅僅

more...than...與其說.....不如說......牛津英語Module1 Unit Two

20.deserve to be given the prize

一、重點短語和句子。

1.turn up your music21.be hard on sb.2.a waste oftime22.be strict with sb./ in sth.3.in one`s spare /free time23.now that

4.on vacation/holiday24.be rude to sb

5.than expected25.feel like doing sth

6.can’t wait to do---26.expect too much from/of sb.7.be supposed to do---27.an explanation for/of……

8.sound frightened28.shouldn ’t have done

9.(in)a mess29.argue about/over sth.10.leave sb.in charge30.the biggest cause of arguments

11.leave him to explain it to them31.the reason for his being late

12.what surprised me was that---32.after all

13.in charge of33.call sb.at /on---

in the charge of34.complain to sb.of /about sth..14.go unpunished37.don’t be a wet blanket

15.find fault with sb.16.slam the door38.have a good laugh over---

17.have his arms crossed39.change … for…

18.drive sb.mad40.score a goal

19.deserve the punishment41.feel upset about…

42.win that speech competition

43.be proud of /take pride in60.insist on(one’s)doing

44.stay up latesuggest(one’s)doing

45.be nervous about sth..require sb.to do …

46.mix up my results with someone else’s61.harm one’s relationship

47.ask for one’s advice62.call me selfish

48.give sb.some advice63.forbid sb.from doing /forbid sb.to do sth..49.take /follow one’s advice64.a good way to start a conversation

50.miss doing65.be strongly against---

51.be meant to do 66.be supposed to have done

52.what’s up ? 67.treat diseases caused by smoking

53.get the room tidied up 68.at present

54.make a bit of difference69.like crazy

55.fix /solve the problem70.followed by

56.What’s the new situation like? 71.do with

57.as though /if72.deal with

58.do as we’re told73.make progress

59.have been refusing to do his homework

1.be good at … 在…方面（學(xué)得、做得）好；善于…2.be 21.work at …從事于（研究、學(xué)習(xí)等）；work on … 從事good to sb.對某人好 于（寫作，創(chuàng)作等）

3.be good for…=do good to … 對… 有益/有用 22.work out 制定；解出 算出；解決；運動 鍛煉(work out

a plan;work out the answer;work out a problem;)4.It’s no good doing sth.做某事是沒有益處的5.do exercise =take exercise 做運動 鍛煉 23.recover from …（神志、心態(tài)、健康等）從…回復(fù)到

6.look/sound/smell/feel/taste + adj.看起來/聽起來/聞起來正常狀態(tài)

/感覺起來/嘗起來… 24.recover oneself 恢復(fù)常態(tài)25.recover one’s

7.make sb.do 的被動語態(tài) sb.be made to dostrength/health 恢復(fù)體力/健康

8.be dying to do sth.非?？释瞿呈拢籦e dying for sth.非26.A be a match for B=A match BA同B相稱相配 常渴望某事 27.match A with B 使A同B相稱相配

9.hear from sb.收到某人的來信；10.hear about/of … 聽28.… be(well)worth doing…（很）值得做（主動表達(dá)說… ；聽到有關(guān)…的事 被動含義）

11.(will/would)not hear of … 不同意… ；不允許… 29.… be worthy of + being done/to be done…值得做

12.be ashamed of(oneself for)doing sth.因做了某事而覺30.get in touch with … 同… 取得聯(lián)系；keep in touch 得羞愧 with … 同…保持聯(lián)系

13.be ashamed to do sth.(因羞愧)而不愿意做某事/不好意31.go on diets /be on a diet 節(jié)食

思做某事；因做了某事而感到羞恥 32.come across=run across/into（偶然）碰到 遇見

14.to one’s shame 令人感到羞愧 15.It’s a shame to do sth.33.join the party/army/WTO 入黨/參軍/加入世貿(mào)組織 做某事是可恥的 34.join sb(in sth/doing sth)加入某人（一起做某事）； join

16.lose weight 減肥；put on weight 增加體重；發(fā)福 發(fā)胖 A to B 將A同B連接起來

17.need to do sh.需要做某事35.get out of … 從…里出來；推辭掉…；逃避…；放棄…

18.need/require/want doing =need to be done（某物）需要36.build up 增強(qiáng)（體質(zhì)等）；建設(shè)起來（強(qiáng)調(diào)從無到有從被…（主動表達(dá)被動含義）弱到強(qiáng)）

19.needn’t have done 本沒有必要做某事（實際上做了）37.on one’s own 獨自地 獨立地；sh of one’s own=one’s

20.There is no need(for sb.)to do sth.（某人）沒必要做某own sth 某人自己的東西

事 38.consider doing sth =think about doing sth 考慮做某事

39.consider…(as)… =think of … as …=look on … as … on/upon BA是以B為基礎(chǔ)的將…看作…；把…當(dāng)成… 69.compare A with B 將A同B相比較；compare A to B 將

40.consider…(to be)… 認(rèn)為…是…；consider sb to do sth A比作B

認(rèn)為某人做某事 70.compared with/to … 與…相比（作狀語，此時with

41.have an(good/bad)effect on … 對…有（好的/壞的）影和to無區(qū)別）

響/作用/效果

42.take risks/a risk 冒險；do sth at the risk of …冒著…的危險做某事

43.risk doing sth 冒險做某事

44.A marry BA娶了B或A嫁給了；marry A to B 將

A嫁給B

45.get married 結(jié)婚（動作）；be married 結(jié)婚了（狀態(tài)）

46.A get married to BA嫁給了B（動作）；A be married to

BA嫁給了B（狀態(tài)）

47.put on 穿上 上演 增加； put out 撲滅（火等）

48.put up with 忍受； put up 張貼 搭建（簡易建筑）

49.seem to be …似乎是…；seem to do …似乎做… ；seem

as if … 看上去似乎…

50.It seems(to sb)that …（在某人看來）似乎…

51.pass by 路過

51.what’s more =besides =moreover 還有 而且（作狀語）

52.make the most of sth(to do)=make the best use of sth(to

do)盡可能利用某物（去做某事）

53.laugh at … / make fun of … 嘲笑 取笑 …

54.call sb names 罵某人；call one’s name 喊某人的名字；

call sb/sth … 稱某人或某物為…

55.try to do sth 努力去做某事（結(jié)果未必成功）；

56.try doing sth 嘗試做某事（目的是尋求改變，強(qiáng)調(diào)換一

種方法做某事，無需付出努力）

57.take in 吸收/吸??； 領(lǐng)會/聽懂 ；欺騙

58.take up 從事（某種活動或工作）； 占據(jù)（時間、空間、注意力等）

59.give up(doing sth)放棄（做某事）；give up on … 對…

絕望

60.give in(to …)（向…）屈服/讓步/投降；give out 分發(fā)

/散發(fā) 筋疲力盡 用完

61.concentrate on … 全神貫注于…；concentrate …on …

把…集中在…上

62.a large amount of … =a great deal of …大量的 許多的（只修飾不可數(shù)名詞）

63.in large /small amounts 大量地/少量地（作狀語）

64.cause sth/sb to do sth 使某人做某事/導(dǎo)致某物…；

cause … to sb 給某人帶來（痛苦等）

65.cause of … …的起因；reason for … …的原因/理由；

excuse for … …的借口

66.in no time 立刻/馬上（和將來時連用）

67.right now/away；at once；immediately 立刻 馬上

68.base A on/upon B 將A建立在B的基礎(chǔ)；A be based

第三篇：牛津英語7A Unit 4 Food

牛津英語7A Unit 4 Food

教案

本單元要學(xué)習(xí)和復(fù)習(xí)各種各樣的食物名稱。了解不同的飲食習(xí)慣以及它與健康之間的關(guān)系。

在學(xué)習(xí)本單元內(nèi)容的同時，讓同學(xué)們對照自己，談?wù)撊绾螕碛幸恍┢胶獾娘嬍辰Y(jié)構(gòu)以保持身體勻稱，健康。

通過語言技能的訓(xùn)練達(dá)到本單元的各學(xué)習(xí)目標(biāo)：

聽：

1、Guess the meaning of new words by looking at a questionnaire.（看調(diào)查問卷，猜測生詞含義。）

2、Develop effective listening skills to extract specific information.（培養(yǎng)有效的聽力技能，獲取具體信息。）

說：

1、Formulate questions about diets and respond appropriately.（練習(xí)說關(guān)于食物的問句并給以適當(dāng)?shù)幕卮?。?/p>

2、Ask“wh—”questions with the right intonation.（用恰當(dāng)?shù)恼Z調(diào)練習(xí)wh—問句）

3、Read one's own article to a classmate and check for mistakes.（讀一篇文章給一位同班同學(xué)聽，以檢查錯誤。）

讀：

1、Guess general meanings of words from the context.（根據(jù)上下文猜詞義。）

2、Identify specific meanings.（找出詞的特定含義。）

3、Practise intensive reading.（練習(xí)精讀。）

寫：

1、Express factual information about diets and lifestyles based on the model article.（以范文為例，表達(dá)有關(guān)食物和生活方式的實際信息。）

2、Select appropriate vocabulary and sentence constructions to write about personal details.（選擇適當(dāng)?shù)脑~匯和句式，提供個人的具體信息。）單元要點：

1、Express likes and dislikes.（表達(dá)個人喜惡。）e.g.I like rice.I dislike hamburgers.2、Use adverbs of frequency.（使用頻率副詞。）e.g.I usually have fish and vegetables.3、Differentiate between countable and uncountable nouns.（區(qū)分可數(shù)名詞與不可數(shù)名詞。）e.g.Some rice, two apples.4、Understand and use the indefinite articles,“a”and“an”.（理解并使用不定冠詞a和an。）I want to buy a book.I want to buy an e-dog.5、詞組： a lot of be good/bad for Mid—Autumn Festival after class/school a top student play basketball play computer games a glass of milk chat with sb.walk to fast food try to do not…any more stay healthy twice a day get fat need to do not…at all want to do get tired more/less than go roller skating

6、句型：Let's…

I always eat/have an apple for breakfast.Once/twice a day.How often do you do exercise？ Good luck with your new diet.It takes half an hour to cook.It's important for sb to do sth.第一課時(The first period)課前準(zhǔn)備：

1、讓同學(xué)們查詢有關(guān)食物的詞匯，越多越好。

2、讓同學(xué)們帶食物的圖片或?qū)嵨铩?/p>

教學(xué)目標(biāo)：

1、To revise old vocabulary and learn new vocabulary about food.（復(fù)習(xí)舊單詞并學(xué)習(xí)有關(guān)食物的新詞匯。）

2、To talk about likes and dislikes with regard to food.（討論喜歡的和不喜歡的食物。）

3、To use adjectives to describe different tastes.（用形容詞描述不同的味道。）

教學(xué)要點：

詞匯

rice, hamburgers, chicken, fish, apples, oranges, vegetables, cakes, coke, chocolate, tea, mooncake, lemon, vinegar, hotpot, sugar, sandwich, sweet, sour, salty, spicy 句型：

1、What food do you like？

What food does he/she like？

2、How does it taste？

It tastes sweet/sour/salty/spicy.語言功能：Talk about different food.學(xué)習(xí)策略：

1、To develop students to look at the same thing in many ways.（培養(yǎng)學(xué)生對同一事物要有不同看法。）

2、To develop students' ability to classify what they have learned.（培養(yǎng)學(xué)生對所學(xué)知識分類能力。）

智能培養(yǎng)：Make a chart and talk about it.教學(xué)設(shè)計：Food

1、Talk about food for three meals and snacks.2、Talk about food for meals one likes and dislikes.3、Talk about food by the table.4、Describe different tastes about food.教學(xué)步驟：Task Ⅰ

1、Talk about food for three meals and snacks.This is a fun activity to learn and revise vocabulary and spelling.2、Of all the food and snacks, get students to work in groups to make a table by asking： What do you like/dislike？

Name

Love

Like

Dislike S1: S2: S3: TaskⅡ

1、Ask Ss to look at different kinds of food in Part A.Go through the words and make sure that they can pronounce them well and understand their meanings.2、Ask Ss to tick the boxes according to their own likes and dislikes.3、Ask some students to present their answers and say something about their likes and dislikes.4、Ask Ss to report their classmates' likes and dislikes according to the table in Part 1.5、If there is time, ask Ss to talk about their family as well.Task Ⅲ

1、Try to bring some pictures of different kinds of food with strong tastes.Get Ss to know the meanings of “sweet, sour, spicy and salty”.2、Ask Ss to think of other foods that are salty, sour, spicy or sweet.3、Look at P59 in the textbook and finish them.Task Ⅳ

Exercises.教學(xué)反思：優(yōu)點：

缺點：

第二課時(The second period)課前準(zhǔn)備：

1、預(yù)習(xí)閱讀資料，查出生詞或新語言點。

2、查閱相關(guān)資料,了解如何飲食和運動，保持身體勻稱健康。

教學(xué)目標(biāo)：

1、To revise and expand vocabulary about food and lifestyles.（復(fù)習(xí)并擴(kuò)展有關(guān)食物和生活方式的詞匯。）

2、To learn about the relationship between diet and overall health.（學(xué)習(xí)飲食結(jié)構(gòu)與身體健康之間的關(guān)系。）

3、To practise the technique of skimming for overall comprehension and scanning for detail.（練習(xí)快速閱讀了解總體大意，快速瀏覽查找細(xì)節(jié)的閱讀技巧。）教學(xué)要點：

詞匯 before, diet, energy, exercise, fast food, healthy, important, lifestyle, seldom, tired, top, dancer, change, fruit, sweet, often, bread, meet, juice, person 句型

1、Before, I seldom ate fruit and vegetables.Now I always eat an apple for breakfast and I often drink some milk.2、I swim twice a week.3、I do not eat fast food any more.學(xué)習(xí)策略：The technique of skimming.（快速閱讀技巧。）

智能培養(yǎng)：Compound healthy food and do some proper activities.（配制健康食物，適時運動。）教學(xué)設(shè)計：Food and lifestyles

1、Read the passage for overall comprehension.2、Know more about Kitty and Daniel's lifestyles.3、Learn to talk about a healthy lifestyle.教法步驟：TaskⅠ

1、Talk about healthy eating for three meals.2、Ask Ss to turn to Page 56.Read the title of the article and ask what it means.3、Ask Ss to scan the passage for new words and underline them.Give their explanation.4、Ask Ss to skim the text in Part B1 for understanding specific detail.Task Ⅱ

1、Get Ss to read the article again and prepare two summaries.Kitty ate… before / eats… now.Daniel ate… before / eats… now.2、Ask Ss to complete the lists in Part B2.3、To Part B3,work through the task individually, check answers as a class.4、Ask Ss to think about more activities that require a lot of energy and describe their own diets.Task Ⅲ

Exercises.教學(xué)反思：優(yōu)點：

缺點：

第三課時(The third period)課前準(zhǔn)備：

1、復(fù)習(xí)課文，根據(jù)Kitty和Daniel的飲食變化，復(fù)述課文。

2、找出并盡量理解課文中新語言點。

教學(xué)目標(biāo)：

1、To practise intensive reading and retell the text.（練習(xí)精讀，理解并復(fù)述課文。）

2、To understand and master the new points in the text.（理解掌握課文中的新語言點。）

教學(xué)要點：掌握句型

1、I want to be a dancer.2、It's important for a dancer to be healthy.3、Before, I seldom ate fruit and vegetables.4、I know that sweet snacks are not good for me.5、I do not eat sweet snacks between meals any more.6、After class, I also like playing computer games and chatting with my friends on the Internet.學(xué)習(xí)策略：Practise intensive reading.（練習(xí)精讀。）

智能培養(yǎng)：Compound healthy food and do some proper activities.（配制健康食物，適當(dāng)運動。）教學(xué)設(shè)計：Food and lifestyles

1、Read the text and practise intensive reading.2、Master the new language points.教法步驟：TaskⅠ

1、I want to be a dancer.want to be

想成為……

e.g.Tom wants to be a basketball player when he grows up.I want to go to the part this Sunday.want to do something

想要干某事

2、It's important for a dancer to be healthy.It's＋形容詞 for sb.to do sth.做某事對某人來說……

e.g.It's very easy for me to carry this box.It's very interesting for me to play with my friends.3、Before, I seldom ate fruit and vegetables.seldom 很少，表動作發(fā)生的頻度，已學(xué)過的這類詞還有always, usually, often, sometimes, seldom, never等。

4、I know that sweet snacks are not good for me.be good for…

對……有利/有好處 e.g.Swimming is good for health.be bad for…

對……有害/有壞處 e.g.Smoking is bad for your health.5、I'm 12 years old and a top student at school.a top student＝a best student

一名優(yōu)秀學(xué)生

e.g.Do you want to be a top student in your school? She is one of the top singers in China.6、I don't eat sweet snacks between meals any more.not…any more＝not…any longer

＝no longer

e.g.不再…… Mr Zhang doesn't live here any more.＝Mr Zhang doesn't live here any longer.＝Mr Zhang no longer lives here.Task Ⅱ

1、Translate some drills and explain language points.Task Ⅲ Exercises.教學(xué)反思：優(yōu)點：

缺點：

第四篇：1A Unit 2牛津英語1A教案

OXFORD ENGLISH 1A

Unit 2 Numbers Period 1

Let’s act

Teaching topic: Let’s act Language focus:

Using imperatives to give simple instructions

e.g.Give me …, please.Using nouns to identify classroom objects e.g.rubber Language skills: Listening Locate special informaion in response to simple instructions.Speaking Use modelled phrases to communicate with other learners Materials: Student’s Book 1A page 7

Cassette 1Ａ Cassette player

Wallchart Pre-task preparation 1 Revise the classroom objects vocabulary.Ask the students what do you have in your bag? Invite individuals to answer the question with the words they have learnt.Ask the class to put their personal items on the desks.Put up the wallchart on the board and tell a story like this: Sam and his classmates enjoy drawing.One day their teacher told them that they could each draw a picture.The students were happy to do this.However,the teacher told them that must share some of their things.They need to ask politely if they want to share some of their things.They need to ask politely if they want to borrow something.Sam didn’t have a rubber so he said to the girl sitting next to him, ‘Give me a rubber,please.’

She was happy to share with him.Ann didn’t have a ruler so she said to Tom politely, ‘Give me a ruler, please.’ The teacher was happy that everyone was sharing their things.She aslo liked their pictures.3 Ask some questions such as the following: What did Sam want?

What did he say? What did Annn want?

What did she say? While-task procedure 1 Play the cassette tape for ‘Give me a rubber, please’.Ask some students to act it and the rest of the class to judge right or wrong.2 Repeat the process with ‘Give me a ruler, please.’ Open the Students’s Book to page 7 and ask the students to say the two sentences.4 Divide the class into groups of four to practise acting the story.5 Select groups to act the strory out to the class.Post-task activity 1 Let pairs of students substitude ‘ruler’ and ‘rubber’ with some other words they have learnt and act the dialogue.2 Distribute white drawing paper to each student.Tell them that they can use their pencils and rulers,ect.To draw a picture of their classroom.If they need to borrow something, they mest say ‘Give me…, please’ to their classmates.在教授“Give me a …..”的同時，擴(kuò)展“Here you are.”。形成問答結(jié)合的教學(xué)情境。讓學(xué)生使用實際中的物品作對話和表演，以增強(qiáng)對所學(xué)句子的印象，同時對前一單元所學(xué)文具等單詞進(jìn)行復(fù)習(xí)。

設(shè)計比賽游戲的環(huán)節(jié)，以組為單位，開火車作對話，記錄比賽時間和成績。

Period 2

Let’s talk Language talk:

Using formulaic expressions to greet people

e.g.Hi, May.Using formulaic expressions to introduce oneself e.g.Hello, I’m May.Language skills: Speaking Use modelled phrases to communicate with other learners Open an interaction by introducing oneself Open an interaction by greeting someone politely Open an interaction by introdeucing your friends Materials: Student’s Book 1A page 8

Cassette 1Ａ Cassette player

Wallchart Pre-task preparation A Greeting: 1 Say ‘Hello’ to the students.Prompt them to return the greeting ‘Hello, Miss…’ Encorage the students to say ‘Hello’ to as many classmates as possible.Say ‘Hi’ to the students.Prompt them to respond ‘Hi’.Explain that ‘Hi’ is informal and for use between students.They must say ‘Hello’ when they greet you and other adults.4 Encourage the students to say ‘Hi’ to each other.B Intruducing yourself： Hold up a muppet.Say ‘Hello, I am…’ Then point to yourself and say ‘Hello, I’m Miss …’ Repeat several times.2 Say ‘Hello, I’m Miss...’ to individual students, to elicit ‘Hello, I’m …’ 3 Encourage the students to greet each other and introduce themselves to each other.C Introducing your friends: 1 Introduce the muppet to students.Ask the students to greet the muppet.2 Ask Who’s your friend? Can you introduce himher me? Prompt individual students to introduce their friends.3 Encourage the students to introduce their friends to each other.While-task procedure 1 Put up the Wallchart on the board so that all the students can see it.2 Play the casstte tape for page 8.Students listen and follow in their books.3 Play the cassette tape again.Students listen and repeat several times.4 Divide the class into groups of thrree.Practise the dialogue in groups.5 Select groups to act the strory out to the class.Post-task activity Extend the task by having the same groups practise the dialogue, substituting with their own names.Select groups to act the dialogue.Check the students’ pronuciation, and correct if necessary.Consolidition

通過對句型的講授和操練，使學(xué)生學(xué)會如何用英語向同學(xué)問好，介紹自己、介紹朋友給別人。主要采用表演的形式進(jìn)行。向?qū)W生介紹Hi 和 Hello用法及區(qū)別，分對象進(jìn)行表演練習(xí)。

Period 3 Let’s learn Language focus: Using numbers to count from one to six Language skills: Listening Locate specific information in response to simple instructions Materials: Sudents book and cassette Boxes with various objects inside Pre-task preparation 1 Hold up a jar of sweets.Say Look.Do you like sweets? How many sweets are their in the jar? You all know how to count.Today we will learn how to count one, two,three,four,five,six in Enlish.If you learn all of numbers, you can have the sweets.2 Have six rulers ready.Hold up the first ruler and ask ‘What’s this?’ to elicit ‘A ruler.’ Introduce the new number words by adding the rulers one by one.Count slowly ‘one,two,three,four,five,six’.Repeat, and encourage the students to count together.4 Put the munber cards on the board.Then put the word cards next to them and read.Students repeat.While-task procedure 1 Open the Students’s Book to 9.Play the cassette tape and allow students to follow orally untill they are familiar with the words.Ask the students to point to each word as it is being read out.2 Put the same number of objects on a table in front of the class.Use a poniter to point and count with the students.3 Divide the class into six groups.Add on or take away objects but always keep the number within the range of 1 to 6.4 Listening activity: Every students if given 6 sweets.Read out a number within the range of 1 to 6.When the students hear the number, they count out the correct number of sweets and put them in their hands.Walk around the classroom and check.Post-task activity Divide the class into groups.Prepare some boxes with Various kinds of objects inside.Ask each group to choose one kind of object and count.Consolidition

使學(xué)生熟悉認(rèn)讀1---6個數(shù)字，用拍手、手勢等方式練習(xí)對數(shù)字的快速反應(yīng)和迅速認(rèn)讀能力。呈現(xiàn)課件，以歌謠的形式操練這幾個數(shù)字。

重點強(qiáng)調(diào)three的發(fā)音；four和five的發(fā)音區(qū)別。

Period 4 Let’s play Language focus: Using imperatives to give simple instructions e.g.Show me.Using numerals to count numbers Language skills: Listening Locate specific information in response to simple instructions Speaking Use modelled phrases to open and maintain an interaction Materials: Cassette and cards Pre-task preparation 1 Say a number, e.g.One.The students show the number with their finger(s)and repeat as it is being read out.2 Prepare some cardboard rectangles for small group activity.On each draw six rows across and a vertical line parallel to the right margin.Inside the long rectangle spaces, draw 1 to 6 small objects,e.g.row 1 has 2 objects, row 2 has 6 objects, etc.Let the students count and invite individuals to come up and put the correct word card for each number onto the board near the margin.3 Ask Can you show me the numbers? Can you clap? Can you say he numbers from 1 to 6? While-task procedure Act: 1 Put up one finger and say ‘Show me one’.Students copy.Continue with ‘two’, ‘three’, ‘four’, ‘five’, ‘six’with students copying.2 Without doing the action,randomly select students and say ‘Show me…’ Students respond by doing the action and saying the number.3 Clap and count ‘One, two, three, four, five, six’.Students repeat the words only.Then say and do ‘Clap-one, two, three, four,five,six’.Students say and mine ‘Clap-one,two…’ Select students and say ‘Say-one,two,three…’.Students repeat.5 Play the cassette tape.Students listen and follow in their books.6 Play the cassette again.Encourage the students to say and act with you and the cassette.7 Invite individual students, groups or the whole class to say and act following you commands.Guess: 1 Put a number of objects into a big box.Ask students ‘How many?’ 2 Let individual students make their guesses.Take out objects and count together with the students.3 Students can take turns to put in objects for the class.Post-task activity Divide the class into groups of four.Call out any number from1 to 6 plus the name of any object students have learnt.Get individual sduents to use the sentences structure ‘Give me …,plese’ to collect number of objects from their classmates.Consolidition

本節(jié)是對所學(xué)數(shù)字的復(fù)習(xí)和使用課，先帶領(lǐng)學(xué)生復(fù)習(xí)1—6的說法，使之能正確認(rèn)讀。讓學(xué)生邊做邊說，用手勢表示幾就說幾。讓學(xué)生在前面帶領(lǐng)其他學(xué)生做，也可以用身邊的物品進(jìn)行操練。設(shè)計游戲，猜一猜書包里面有幾本書、幾支筆、幾個橡皮等，猜中者加分。

Period 5 Let’s enjoy Language focus: Using imperatives to give simple instructions e.g.Pick up sticks.Language skills: Speaking Pronouce correctly words in connected speech by linking words togther and using appropriate stress.Materials: Cassette and wallchart Pre-task preparation 1 Hold up number card ‘1’ and ask sduents to say it in English.Then say ‘Show me one’.Students respond by putting up one finger.Continue with 2 to 6.2 Ask the students to clapsay any number from one to six.3 Finally, flash word cards for them to read and ask them to show their fingers to indicate the actual number.While-task procedure 1 Put up the wallchart one the board.Point t the tree in the picture.Ask and answer yourself ‘What’s this? It’s a tree’.2 Repeat step 1 but ask the class to answer‘ It’s a tree’.Invite individuals to come up ,ponit to the tree and say' It’s a tree’.4 Poit to a stick and say ‘Is it a tree? No, it’s a stick.Many sticks, pick up sticks.Invite the students to say and do the action.5 Ask the students to say the rhyme and do the action, then act in front of the classroom Post-task activities Divide the class into groups.Have each groupact the rhyme.The best group will be the winner.Consolidition 用卡片、聽音等形式復(fù)習(xí)所學(xué)數(shù)字，同桌一個做手勢，一個說出這個手勢的數(shù)字，比一比哪組最快、最正確。

學(xué)習(xí)歌謠，和動作一起配合著邊演邊說。分組比賽、分男女生比賽，最后試著背誦下來。

第五篇：牛津小學(xué)英語6A Unit 1

6A Unit 1 The public signs Teaching aims: 1.Words: suddenly, note, nearby, quickly, keeper, point, fine, pick up , take a walk, look around, come up 2.Pronunciation: ea 3.Song: The signs in the park.Teaching process: Step1.Free talk and revision 1.Good morning, every one.Nice to see you here.2.Last class we learnt some public signs.Let’s play games about them.3 T: Magic eyes.What does this sign mean?

What about this one?

And this one? 3.Guessing game, what does this sign mean?

Yes, you’re right.What does this sign mean? Sorry, you’re wrong.Try again.Sorry.Try again.It means ‘No fishing’ Yes, you are right.4.Play the guessing game in pairs.Use these sentences… NO.1, 2, 3.Step2.Sing a song 1.Look, there are signs in the park.2.Talk about the signs like this… What does this sign mean? It means…

It means we should not… 3.About this sign.Learn : rubbish, bin

put the rubbish in the bin 2.Here’s a song.Try to read it.3.Try to sing.4.Now sing in groups.Step3.Read and match(Part E)1.There are lots of signs in the park.Look at this one.It says,“please keep off the grass.Fine ten yuan.”

Fine? Does it mean ‘good’? Here is a funny story for you.Open your books, turn to page 11.Read and answer questions.Learn: park keeper, ten-yuan note 2.There are four pictures, read the story again.Writer the correct words in the boxes.The answer is…

3.There are many phrases in the passage.Underline the key phases according to the pictures.Pic 1: take a walk Pic 2: see something Pic 3: look around, pick it up

Pic 4: come up , point to, say to , fine ten yuan 4.Now let’s read the story together.5.Try to retell the story in groups.We can give you some help.Mr Smith and park keeper.Who can try?(4 pictures , 4 people)Picture 1, picture 2, picture 3, picture 4.Step3.Listen and repeat 1.Mr Smith is not happy, right? Cause he didn’t get the ten-yuan note.What about this boy? Is he happy? How do you know? What is he doing? Yes.The boy is shaking his head.Learn: shake, shaking, shaking his head Shaking head means ‘No’ , Why?

2.Do you know why? There are four key words, make sentences to guess.Here ‘ea’ pronounce …

Read : e, words, sentences.Read in groups.3.How about these words? ea pronounce …

4.So, we know a lot about ‘ea’, right? Step4.Summary 1.Also, we learnt a lot about signs.We read funny stories about signs.We sang a song about the signs in the park.We played games about signs.And we know…

2.We know signs are important in our life.This sign means ‘Green food’.It’s good for our health.The sign ‘3 C’ is a sign for toys.We should buy toys with this sign.And this sign means there’s a school in front.Be careful.It’s good for

the students.3.Signs makes our life more orderly and interesting!Homework: 1.Read and recite Part E，try to retell.2.Sing the song after the tape.3.Collect more words and funny stories about signs.教學(xué)設(shè)計：

本節(jié)課是第一單元的第三課時。在設(shè)計本節(jié)課時，注意了教學(xué)內(nèi)容環(huán)節(jié)之間的銜接，但是總體上依然沒有能創(chuàng)設(shè)一個大的情景，這是可以改進(jìn)的地方。

本節(jié)課的復(fù)習(xí)階段把對單詞的復(fù)習(xí)和書上G部分的小游戲結(jié)合在一起進(jìn)行，讓單詞的復(fù)習(xí)更加有趣味性。也讓導(dǎo)入階段比較自然和緊湊。然后自然過度到歌曲部分的教學(xué)，圍繞著No littering這一標(biāo)志，討論復(fù)習(xí)了上節(jié)課的句型又攻克了歌曲中的難點。這樣歌曲的學(xué)習(xí)難度就不大了。本節(jié)課最難處理的是E部分的閱讀的教學(xué)。我把這個部分設(shè)計為一個圍繞標(biāo)志展開的有趣故事，設(shè)計了四個任務(wù)：聽故事回答問題；讀故事，排順序；圍繞圖片學(xué)習(xí)短語；閱讀和復(fù)述的鞏固練習(xí)。層次清晰，對文章的理解步步深入。也逐步提高的學(xué)生的閱讀理解能力。而listen and repeat部分，把主動權(quán)交給學(xué)生，自己去讀，去組句子，去發(fā)現(xiàn)讀音規(guī)則，總結(jié)發(fā)音規(guī)律。

總體來說，本節(jié)課的設(shè)計注重了對學(xué)生自主學(xué)習(xí)能力的培養(yǎng)，在具體的操作上還是要注意教師的指導(dǎo)作用的發(fā)揮，以利于孩子更好的發(fā)揮主動性。