第一篇：教案改进版牛津5AUnit3（大全）
牛津小学英语5A Unit3 At a Music lesson教案
05120328 周瑶
一、Content of Courses：
苏教版牛津小学英语
第一课时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：《牛津初中英语》8A__Unit_5_Wild_animals教案_
8A Unit 4 Wild animals
Comic strip& Welcome to the unit
一、教学目标 了解对话内容，掌握重点词组及初步了解if句型的用法 2.熟悉学习更多有关野生动物的词语
二、教学重难点
学生讨论表达对动物的喜好
三、教学流程 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 教学目标 1.知识目标
1.)知识并运用本课时的四会单词。
2)理解并掌握描述熊猫外貌特性、它们所面临的危险以及采取保护措施的词组和句型。2.能力目标
1)能根据上下文猜测词汇在文中的含义。
2)能通过阅读了解名叫“希望”的大熊猫的成长过程、面临的危险以及采取的保护措施。
3.情感目标
通过了解大熊猫的信息，我们意识到要善待大熊猫，它们是我们的朋友，我们应该尽力保护它们。
二、教学重难点
理解文章的大意，掌握语言知识
三、教学流程
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 教学目标 1.知识目标
1.)巩固第一课时所学内容 2)学习掌握重点语言知识点 2.能力目标
对重点语言知识点要求会运用
二、教学重难点
文章复述及语言知识点的运用
三、教学流程 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、教学目标
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、教学重点难点
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、教学过程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 第一课时 教学目标：
1． 能听懂、会说、会读和会拼写单词：mean, danger, should, shouldn’t, litter, park, cycle.2． 能听懂、会说和会读单词和词组：public, a sign, grass, quiet, touch, keep off.3． 能听懂、会说、会读和会写句型：What does it meam? It means you shouldn’t „
教学重点：
1． 能正确听说读会写句型：What does it meam? It means you shouldn’t „ 2． 能正确能听说读写单词：mean, danger, should, shouldn’t, litter, park, cycle.教学过程：
一.Everyday English: How are you? what day is it today? 二．Presentation and practice: 1.T: Let’s go the the park.(多媒体展示公园情景,出现许多公共标志牌)T: What’s this? It’s public signs.Learn : public signs.T: Let’s look at some public signs on the Internet.多媒体展示九个标志。T: Can you read them? 学生能朗读其中的八个：No parking.No eating and drinking.Keep quiet.Do not touch.通过复习帮助学生巩固以上四句话。
Park以前所学的意思是公园，在这里的意思是停车。2．T:(Point to a sign)What does this sign mean? 板书： What does this sign mean? 学习这句话，讲解mean的意思及其中ea的发音。再次强调助动词用does及其语法意义。
T: It means “No smoking”.板示： No smoking.学习这句话。
让学生回答smoking 的动词原形，smoke,并再次复习它的变化规则。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.并学习这句话。
讲解 shouldn’t=should not，should为情态动词，意思为应该，后跟动词原形。
3.T: What does this sign mean? T: It means “No littering.” 板示：No littering.学习这句话。
litter为littering 的动词原形，意为乱丢杂务。同理学习： No parking.No cycling.注意park的意思与以前不同意思为停放汽车。cycling的动词原形为cycle.4.叫一学生上前来问：What does it mean? T: It means “Danger.”
学习danger.S: What does it mean? T: It means you should keep off the grass.学习：Keep off the grass.5.跟读这九个句子，然后齐读，指名读。
6．同桌用What does it mean? It means „.就书上九句话来问答，以巩固所学内容。
三．Look and say: 1.让学生分组讨论标志的含义。
2． 排学生分组操练，根据图意用What does it mean? It means you shouldn’t „ 进行问答。3． 然后两两问答。四．Assignment: 1.能识别所学公共标志，并能流利朗读。2.用书面形式完成C 部分的六幅图。3.抄写四会单词。4.预习A部分的对话。
教后感：公共标志是学生所熟悉的东西。抓住这点提起学生的学习兴趣。用should 和shouldn’t做什么，来巩固这两个词。
第二课时 教学目标：
1．能听懂、会说、会读和会拼写单词：must, make,mean 2．能听懂、会说和会读单词和词组：a cousin, always, a question, a cage, make noise.3．能听懂、会说、会读和会写句型：What does it/this/that meam? It means you /we should/must/shouldn’t „ 教学重点：
1．能听懂、会说、会读和会拼写单词：must, make,mean 3． 能听懂、会说、会读和会写句型：What does it/this/that meam? It means you /we should/must/shouldn’t „ 教学过程： 一．Review: What does it mean? It means you should/shouldn’t „ 出示图片让学生进行问答。
二．Presentation and practice: 1.出示‘Danger’标志及课文挂图。
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.学习must, stay away.讲解： must 为情态动词，意为必须，后跟动词原形。在此复习should, can 同为情态动词，后跟动词原形。Stat away意为远离。2.出示课文第二张挂图。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.介绍图上人物。T: Who’s he? S: He’s Ben.T: Who’s he?
S: He’s Ben’s cousin.Learn: cousin.并解释意思。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 学读并了解意思。
T: Now he is asking Ben some questions about the signs.Learn: ask..about „ 4.听课文录音回答问题。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.跟录音读对话。
学生分角色朗读。6．完成课文中的填空题。
7．划出四会单词：danger, mean, must, should, shouldn’t, make.拼读这些单词。划出词组： public signs, a lot of questions, different things, on the wall, stay away, walk on the grass, make noise.再次朗读，了解意思。三． Assignment: 1.抄写四会单词，并默写。2．抄写词组。
教后感：在教授公共标志的同时给学生以文明礼貌的教育。
第三课时 教学目标：
1． 通过复习要求学生能熟练掌握本单元所学的所学的公共标志类词汇。2． 能熟练地在情景中熟练的运用本单元所学的句型和日常交际用语。3． 能听懂、会说、会读日常交际用语和词组：take a walk, look around, pick up, come up to,point to, He sees something on the grass.Fine 10 yuan.教学重点：
1.通过复习要求学生能熟练掌握本单元所学的所学的公共标志类词汇。2.能熟练地在情景中熟练的运用本单元所学的句型和日常交际用语。教学过程： 一．Review: 1.What does it mean? It means you/we should/shouldn’t/must „ 出示图片让学生进行问答,复习公共标志类词汇。2.学生表演会话。
3．复习c部分的内容，学生相互问答。二．Ask and answer: 1.教师准备一只时钟，将其拨至不同的时间，询问学生What’s the time? Can you „?引导学生根据具体时间考虑该做什么，提出建议You/We should „ 2．同桌看图练习相互问答，两人一组。鼓励学生运用已学的语言材料丰富对话的内容。
三． Read and match: 1.看图阅读短文，理解对话内容。学习单词和词组：
take a walk, look around, pick up, come up to, point to , suddenly，something,fine.2.将短文的序号填入相应的括号内。
3.看本段文章的flash动画。然后让学生练习看动画描述情景。4． 学生看动画描述。四．Assignment: 1.抄写本课的四会单词和句型并默写。2.熟读课文对话并试着背诵。
教后感：学以致用是教学的目的，在这一课中，我让学生表演会话，让学生描述flash的内容，以锻炼学生的口头表达能力。
第四课时 教学目标：
1． 通过复习熟练掌握本单元所学的单词和句型。2． 了解字母组合er 在单词中的发音。3． 会唱歌曲The signs in the park 教学重点：
1． 过复习熟练掌握本单元所学的单词和句型。2． 了解字母组合er 在单词中的发音。教学过程：
一．Everyday English.What time is it? Can I „?
Give „ to „
What does this sign mean? 二．Review.1.几对学生有关公共标志类的对话表演。
2.复习句型：What does it mean? It means„ 同时复习课本B部分的内容。并完成练习册中11页上的内容。
3.复习课本 C部分内容，生生相互问答。
4.看课本E部分的flash动画，请学生当解说员。三．Sing a song: 1.学读歌词，注意生词：rubbish, bin.2.学生听录音学唱。
3.学生齐唱，并请几个学生来表演唱。四．Draw and guess 1.教师在黑板上画简笔画，让学生猜出公共标志。
2.学生分组来做这个游戏，充分发挥学生的想象力同时复习所学内容。五．Listen and repeat: 1.让学生读单词，了解er在单词中的读音。2.齐读单词和句子。3.练习：
litter brother()mother tiger()danger teacher()总结：单词末尾er都是发[[] 六．Assignment: 1.完成练习册中的练习。2.背诵课文对话。
3.总结本单元所学的词组，并抄写2遍。教后感：语音是教学的一个难点，学习时不断比较巩固可以收到良好的教学效果。Exercise: 一.英汉互译
1．在公园里 2.在草地上 3．禁止自行车通行 4.不许乱扔垃圾 5．不许停放车辆 6.许多 7．在墙上 8.散步 9．公共标记 10.吵闹
11.at Jinling Zoo 12.take a walk 13.keep off 14.keep quiet 二 选词填空（每词只能用一次）
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 句型转换 1.It means ‘No Parking’.(提问)________________________________? 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’.(改为一般疑问句)_____________________________________？ 四 选择题
()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 改错
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 句子翻译
1． 它是什么意思？它的意思就是‘危险’！
______________________________________________________________ 2． 我可以进去吗？不，你不能。你必须要远离这个建筑。
______________________________________________________________ 3． 史密斯先生正在公园里散步。
______________________________________________________________ 4． 是一张十元钞票。
______________________________________________________________ 5． 难道你没看见那边的标志吗？上面写着“请不要接近草坪。罚款十元。”
Unit 2 Ben’s birthday 第一课时 教学目标：
1.四会掌握单词：March, April, May, June, July,birthday.2.能听懂会说会读单词：January, February, August, September, October, November, December, first, second, third, fourth, sixth, twelfth, twentieth, twenty-first, thirtieth.3.能掌握日期的表达方式。教学重点：
能掌握日期的表达方式。教学过程： 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.介绍序数词的表达规则。
First,second,third缩写分别为（1st,2nd,3rd）分别是数字加上每个单词的最后两个字母。
接下来的数字为规则变化分别为基数词后加th，除（fifth）,以ly结尾的，y变ie再加th.如twentieth, thirtieth.强调第二十几、三十几只要变化个位上的数字就行了。如，twenty-first, thirty-first.学生朗读并熟练掌握1~31的序数词表达方式。说明日期的表达是用序数词来表示的。
2．学习月份的表达方式，Junuary.出示音标，学习这个单词。
学习表达一月一日，给学生一个公式：the 日期 of 月份。Of的意思为属于。指名答： 一月三日 一月十五日 一月二十二日，以此巩固月份和日期的表达。
3．同理学习其它的月份。边学习边巩固日期的表达。
4．出示：九月二十五日，让学生用英语说出表达方式，the twenty fifth of September.T: My birthday is on the twenty fifth of September.强调： on+日期，at+时间。学习birthday,并拼读。
学生小组间练习：My birthday is on „.然后上讲台来交流。三．Assignment: 1.写出几个日期的英语表达： 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．抄写四会单词：March, April, May, June, July,birthday.教后感：日期的表达是教学的难点，在以后的教学中要以日常会话的形式不断巩固。
第二课时 教学目标：
1．四会掌握单词及词组：present, date, when, as.2．能听懂、会说、会读句型 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 „ 教学重点：
熟练掌握表日期的词汇
能正确理解和掌握所学的对话内容，并能流利朗读。教学过程：
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: 复习上一节课所学的日期，使学生能流利表达。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? 学生练习这个句型。
2．T: What date is it today? S: It’s the 25th of September.T: My birthday’s on the 25th of September.重复几遍，学习birthday, My birthday’s on the 25th of September.指名学生说： My birthday’s on the „ 3.T: When’s your birthday? S: My birthday’s on „
学习： when, When’s your birthday?学生间练习这个句型。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:(出示几样礼物)This is my birthday present.逐样展示。T: What would you like as a birthday present? Learn: as, what would you like as a birthday present? 同桌练习。
5． T: Would you like a VCD of Japanese cartoons? S: Yes, please.6.听录音理解对话内容，并回答问题： 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.听录音跟读对话，并熟悉意思。学生分角色朗读，使学生能流利朗读。四．Assignment: 抄写四会单词和词组：present, date, when, as.熟练流利朗读课文对话。
教后感：要特别强调序数词前面要加the.第三课时 教学目标：
1． 能听懂会说会读单词blow out, a candle a costume, a doorbell,take off.2． 能听懂,会说,会读和会写句型 When’s your birthday? My birthday’s on „ What would you like as a birthday present? I’d like „ 教学重点: 能听懂,会说,会读和会写句型 When’s your birthday? My birthday’s on „ What would you like as a birthday present? I’d like „ 教学过程: 一.导入: 1.Hi, boys and girls.Do you know me?(打扮成肯德基员工)I’m a waitress in KFC.与学生打招呼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.复习: 1.一个月份出现,指名说,然后齐说.出现日期如: 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? 问几学生.T: What would you like as a birthday present? 问几个学生.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)„..老师介绍表格情况.3.学生活动.Can you introduce your sheet.学生介绍:„’s birthday is on „
He would like „ as a birthday present.(屏示十二月份)三.Practise: 看屏幕,同桌练习.然后两两问答.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? 看录像老师解说,讲解生词.让学生说故事,好的得到礼物.2.学生小组间创作故事,然后起来讲,好的得到礼物..五.Exercise: 1.看图听录音完成P26.2.然后校对答案.六.Assignment: 抄写并默写本课的句型和单词.背诵课文对话.教后感：将所学的语言放入情景中，并给予奖励，学生学习兴趣很高。
第四课时 教学目标：
1．通过复习，要求学生能熟练掌握本单元所学的表日期的词汇。2．能熟练地在情景中运用本单元所学的句型和日常交际用语。3．能进一步掌握句型When’s your birthday? My birthday’s on „ What would you like as a birthday present? I’d like „ 4．初步了解字母组合ear在单词中的读音。教学重点：
能综合运用本单元所学过的单词、句型和日常交际用语。能初步灵活运用或扩充本单元所学的对话。教学过程：
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.教师运用多媒体出示日期： What date is it? 通过复习使学生熟练掌握日期的表达方式。
2.学生间会话复习句型： When’s your birthday? What would you like as a birthday present? 3.请3-4对学生表演课文对话。三． Listen and write;1.看图复习图上的人物和物品，以为听音练习作好准备。2.听录音完成填空。3.校对答案。四． Listen and repeat.1.出示图片，引出单词： dear hear near year 2.让学生整体认读单词，让学生在读的过程中体会字母组合ear在单词中的发音[].3.完成几道辨音题，以巩固所学内容。五． Assignment.1.抄写本单元所学的单词、词组和句型，并能默写。2.完成练习册中本单元的练习。听课文录音，熟读本单元对话。
Unit 3 It was there 第一课时 教学目标：
1.四会掌握单词 was , a moment ago.2.能听懂，会说，会读单词a camera, a CD Walkman, a roll of film, glasses, a mobile phone, a video recorder 3．能听懂、会说、会说和会写句型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.教学重点：
能基本了解一般过去时的构成及用法。教学过程：
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.(多媒体展示情景)T: What’s this? Do you know? Learn : a handkerchief 同理学习：a CD Walkman，a roll of film, a pair glasses, a mobile phone, a video recorder, earphones, a diary 2.T: Guess and say巩固这些词组。示图片反面让学生猜图上的单词。3．T: Where’s my book? S: It’s on the desk.T:(把书拿走)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为is的过去式用于过去时态的句子中。当句子表示的事情是发生在过去，该句就应用一般过去时。
a moment ago 意思为刚刚，指过去，所以应用一般过去时，动词用过去式。4.与学生问答。
T: Where’s your rubber? S: It’s in my pencil box.T:(拿走)It isn’t there now.S:(提示学生回答)It was there a moment ago.与学生反复操练几遍。5． Look and answer.1）让学生同桌操练 P25 上的六幅图，然后两两问答，检查学生的掌握情况。2）先师生问答操练复数句型，然后让学生同桌操练 P26 上的六幅图，并两两问答，检查学生的掌握情况。四．Assignment: 1.能识别所学词组，并能流利朗读。2.用书面形式完成C 部分的12幅图。3.抄写四会单词。4.预习A部分的对话。
第二课时 教学目标：
1．能听懂、会说、会读和会拼写单词：excited, a race.exciting, a pocket.take photos, look for, just now.2．能听懂、会说和会读单词和词组：yesterday，Sports Day, ground 3.能听懂、会说、会读日常交际用语和句型It is the Sports Day.Let me see.Can I have them, please? Can you pick them up for me, please? 4．巩固句型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.教学重点：
能正确理解和使用一般过去时态。教学过程： 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.出示图片让学生进行问答。
二．Presentation and practise: 出示课文挂图。
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.听课文第一段录音。学生回答问题。
S: Su Hai is looking for her camera.Su Yang is helping her.讲解： look for意思为寻找。将之区别 find.听课文第二段录音回答问题。T: What are the boys doing? S: They’re running.T: Yes.They’re having a running race.It’s very exciting.Learn: exciting.将之与excited 做比较。T: What does Su Hai want to do? S: She wants to take some photos.拼读 take some photos 看课件回答问题。
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.学生齐读这个句子。
4.看课文第三部分动画录象，回答问题。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.学习just now意思为 刚才。5.跟录音读对话。学生分角色朗读。
6．完成对话后的填空题。
7．划出四会单词：excited, a race.exciting, a pocket.take photos, look for, just now.拼读这些单词。
划出词组： on the ground, pick up, in my pocket, Sports Day, a roll of film, a pair of glasses.再次朗读，了解意思。三． Assignment: 抄写四会单词，并默写。抄写词组。
教后感：为了使学生易于理解语言，本课设置了多媒体课件和实物情景教学，为学生创设语言环境，调动学生学习的积极性，提高课堂教学效率。
第三课时 教学目标：
1． 通过复习要求学生能熟练掌握本单元所学的所学的词汇。
2． 能熟练地在情景中熟练的运用本单元所学的句型和日常交际用语。
3． 熟练掌握介词 under, on, in front of, next,behind的意思及用法。教学重点：
1.通过复习要求学生能熟练掌握本单元所学的所学的公共标志类词汇。2.能熟练地在情景中熟练的运用本单元所学的句型和日常交际用语。教学过程： 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.让学生用实物进行问答,复习新学的词汇与句型。2.学生表演会话。
3．复习c部分的内容，学生相互问答。二．Listen, tick and circle.1.教师先引导学生通过看图说话描述一下图中所看到的物品。
2.让学生同桌讨论预测物品所在的位置。用Where is/are „ It’s/They’re „来相互问答。3． 录音指导学生完成练习。4． 讲解与分析题目。三．Play a game.1.教师做示范，说明游戏的做法与规则。2让学生分组进行游戏。四．Assignment: 1.抄写本课的四会单词和句型并默写。2.熟读课文对话并试着背诵。
教后感：让学生用实物做一做，说一说，手脑并用，复习巩固所学句型，并能有效理解过去时态中的时间顺序。
第四课时 教学目标：
1． 通过复习熟练掌握本单元所学的单词和句型。2．了解字母组合ear和ere在单词中的读音。2． 会唱歌曲Where’s my diary? 教学重点：
1． 过复习熟练掌握本单元所学的单词和句型。2． 了解字母组合ear和ere 在单词中的发音。教学过程：
一．Everyday English.What time is it? What does this sign mean? Where is /are „?
What date is it today? 二．Review.1.让学生模仿本课对话内容自编会话并表演。
2.复习句型：It was /They were there a moment ago.同时复习课本B部分的内容。并完成练习册中11页上的内容。3.复习课本 C部分内容，生生相互问答。三．Sing a song: 1.学读歌词，注意生词：find, perhaps 2.学生听录音学唱。
3.学生齐唱，并请几个学生来表演唱。四．Listen and repeat: 1.让学生读单词，了解ear和ere在单词中的读音。2.齐读单词和句子。3.练习：
bear pear()there here()dear bear()near year()here hear()where there()五．默写本课的四会单词和句型。六．Assignment: 1.完成练习册中的练习。2.背诵课文对话。
3.总结本单元所学的词组，并抄写2遍。
教后感：本课的过去时态是教学难点，在教学中我将之与以前学过两种时态：一般现在时和现在完成时作比较，并教给学生区别的方法，多数学生掌握情况较好。
Unit 4 Review and check 第一课时 教学目标：
通过复习要求学生掌握四会单词，词组。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: 猜单词说出意思并拼读，如，出示单词卡的背面，学生猜出单词present,拼出且说出意思为礼物。以此复习所学的四会单词。2．默写这些四会单词。
3．帮学生归纳1~4单元的词组。Unit 1 public sings a lot of questions different things on the wall stay away from 公共标志 许多问题 不一样的东西 在墙上 远离
walk on the grass make noise no smoking no littering no parking 在草地上走 制造噪音 禁止吸烟 禁止乱扔垃圾 禁止停车 keep off keep quite take a walk look around 使不接近保持安静 散步 向四周看 pick up come up to point to 捡起 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 一个生日礼物
A VCD of Japanese cartoons the fifth of April take off blow out 一盘日本卡通VCD 4月5日 脱下 吹灭 Unit 3 the running race look for a moment ago just now on the ground 赛跑比赛 寻找 刚才 刚才 在地上 a pair of glasses a roll of film 一副眼镜 一卷胶卷 三．Assignment: 抄写所归纳的词组及意思一遍。
第二课时 教学目标：
1． 复习字母组合在单词中的发音，使学生熟练掌握，并能正确判断。2． 复习Unit 1~3所学句型。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． 让学生画出表格归纳字母组合的发音。【e】bread breakfast head sweater 【】brother Peter sister tiger 【】dear hear near year 【】bear pear there where 把它们牢记于脑中。
2． 完成几道题目以巩固所学内容。
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． 让学生就书中每课C，D部分的图片进行同桌问答，然后抽学生两两问答。以检查学生的巩固情况。4． 默写句型。
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.书中 A~D的练习, B部分也以书面形式完成。2.让学生就所学的句型表演会话。
第三课时 教学目标：
通过本单元的复习操练，要求学生能综合运用所学的日常交际用语。一．Free talk: What does it mean? What date is it today? When’s the Teachers’ day? Where is/are your „? 二．Review: 1． 几组学生表演会话。
2． 让学生四人一组以所学会话进行小组间对话。3． 请学生流利朗读课文对话。评出最佳朗读者。三．Check 1． 请学生讲解A中图画的内容并校对答案。
2． 让学生同桌就B中的图画内容相互问答，然后学生两两问答，检查并巩固会话。
3． 校对C答案并讲解答题要点。
4． 请学生汇报其调查表格的内容。用„’s birthday’s on the „来回答。四． Assignment：
复习巩固1~3课所学的内容。
第四篇：牛津英语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（宫殿）owl（猫头鹰）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（教学目标）
Language learning objectives（知识目标）
Using adverbs to express frequency（用副词表达频率）Using the simple present tense to express habitual actions（一般现在时）
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关的动词短语）Skill & ability objectives（技能目标）
Providing chances for the students to improve the skills of listening, speaking, reading and writing（提高听说读写能力）.Having the students make a poster and a short play using newly learned knowledge.（用新学知识做海报、编小品）Instructional objectives（教育目标）
Having the students know the importance of spending more time with family.Language focus（教学重点）
Main structure（语言结构）:
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学生分析
Character（特点）: active, competitive, curious, good at acting, good at drawing Ability（能力）: very different levels, most are weak English learners eaching Approach教学方法
Learner-centered Teaching以学生为中心 Task-based learning（任务型教学法）
Communicative Language Teaching（语言交际法）Teaching Strategy 教学策略
Relaxed classroom atmosphere 轻松的学习氛围.Real-life situations 真实的情景 Main Activities主要活动
Competition 比赛
Poster 海报 Board-writing design 板书设计
I always
go to KFC/the supermarket with my mum.usually
sometimes
never Warm-up Salad English Short play Useful Expressions Video录像
Game游戏
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.(通过提问复习一星期的七天)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 听然后复述 Read and check读然后检查 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.（通过画图和写句子介绍自己和家人一起做的事情，简单而有趣）Short play Name of the programme(节目名称）:Family Studio(家庭演播室）Topic（话题）: Things I do with my Family.（I am busy, but I do a lot of things with my family.)
Four roles(4 个角色）: a TV announcer(主持人）, three big stars(any big stars that you like)（任何你们喜欢的明星）
(把自己想像成喜欢的名人来演小品，提高积极性，激发兴趣)The students will present their work to the whole class.任务汇报 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：四季教案改进
<<四季>>教学设计
教学目标：
1、认识11个生字，会写4个字。学会两种笔画，认识“口、禾、雨、月”4个
偏旁。
2、正确、流利地朗读课文，背诵课文。
3、了解课文内容，知道一年有四季及四季的特征，感受各个季节的美丽，对大自然的喜爱之情。
教学重点： 识字、写字和练习朗读
教学难点：了解课文内容及四季特征，感受各个季节的美丽。教学用具:
1、课件。
2、引导学生课前收集四季的图片，了解每个季节的特征。教学课时：两课时 教学过程：
第一课时
（一）创设情境，揭示课题
1、欣赏四季风景图片，板书课题。
师：上课之前，老师先请同学们看几张图片，请同学们边看边想，你都看到了哪些季节的美景呢？（出示课件）
教师用一些简单的句式,比如:春天到了,夏天天气真热,(让学生有个说话的环境)让他们养成把话说完整的习惯。
2、教师小结：我们知道了一年有春季、夏季、秋季、冬季，合起来就叫“四季”。（板书）今天，我们就来学习这篇课文。
（二）学习生字、新词
1.请同学们自由地读一读课文，找出文中的生字并圈出来。2．认读生字。
请同学们看到屏幕上的生字，你们都认识吗？（课件出示：对错、说话、荷叶、圆圈、夏天、秋天、雪人、肚子、就是、冬天）
请你们自己先试着拼一拼，读一读。3.指名拼读，正音。4.齐读。
5.识字游戏《摘苹果》、《藏字宝》。
教师小结：我们可以把这些识记生字的方法运用到我们的学习生活中去。
6.前面我们学习课文的时候认识了一些偏旁，同学们还记得吗？指名答（三点水、提手旁、火字旁、足字旁、口字旁、言字旁、单人旁）今天，我们又要认识一些新的偏旁，请小朋友们看到黑板上的字（圆、秋、雪、肚）。老师介绍这些偏旁。你还能说出有这些偏旁的字吗？
7.这些字带上拼音你们会读，没有拼音，你们也会读吗？一起来看一看。（课件出示没有拼音的词语）谁会读？指名读。
8.开火车读。
9.认识了这些生字，下面我们就把这些生字宝宝送回家。（课件出示课文）请同学们试着读一读课文。
（三）指导写字。
1.认识了生字，读完了课文，现在来看看这篇课文中我们要学习写的字。请你们看书，自己先读一读这几个字，观察他们的字形。2.学生讨论交流，最后汇报字形。
3.这节课，我们要认识一种新的笔画：竖弯钩。4.教师在田字格中范写新的笔画、生字，学生书空。5.学生练习书写，教师指导。
第二课时
一、揭示课题，激发兴趣。
1、小朋友们，漂亮的大自然妈妈有四个非常可爱的女儿，她们可以让草儿变绿、花儿变红；可以让天气很热，让我们尽情地在水里游泳；可以让各种水果沉甸甸地挂在枝头，给我们带来丰收；还可以呀，让世界一夜之间变成一片雪白。（出示课件四季图）
2、还记得这四位女儿叫什么名字吗？
3、对，就**夏秋冬。春夏秋冬四个姑娘在一起，我们就称他们“四季”。请同学们认真看老师写课题。一起读：四季
二、整体感知课文，复习生字。
1、小朋友们，我们在四季王国里已经认识了许多生字朋友，见了他们，还能喊出他们的名字吗？
①男女生比赛，看谁认得好。②开火车比赛读。
③同桌之间说说悄悄话，把你认识的这些字读给你的同桌听听吧。
在表扬的同时更要让他知道他好在哪里,对其他的学生也能有个很好的示范作用.2、小朋友们读得可真认真。大自然妈妈说呀，她把这四个女儿的特点，都藏在了儿歌里，下面让我们伴随着优美的乐曲，走进课文，进一步了解这四位姐姐吧，听录音读读课文。
3、想不想读读？好，下面先请小朋友们自己先来读读课文，一会老师请小朋友们站起来读。
4、老师请四位同学，一个同学读一段。其他小朋友听听他们读准了吗？
1.评读。
6、请全班同学齐读一次吧，注意把字音读准了，不要加字漏字。
三、品读课文，感悟景美。
（一）认识春姑娘，学习第一句。
1、我们赶快去认识大自然妈**女儿吧。小朋友们已经等的迫不及待了，瞧，她来了（出示课件）你们看到了什么？
2、同学们观察的真仔细，谁来读一读呢?
3、谁来说一说这句话写了什么？草芽是什么？刚出土的小草芽，可娇嫩了，我们可不要吓坏它，在朗读时你认为应该怎样读？（慢慢地、轻轻读、柔的）试着读读吧。
4、谁能把它美美的读一读。①生读，师生评价。②这么美的课文，老师也想读，给老师一个机会好吗？③谁再来读一读？④全班齐读。看哪株小草最高兴、最得意。
（二）认识夏姑娘，学习第二句。
1、悄悄的，悄悄的，春天去了，夏天到了。多热闹啊，你们想不想去看看夏天呢，请看大屏幕，让我们一边看一边读读吧。
2、指名读第二句。
3、谁来说一说这句话写了什么？
4、夏天是个热闹的季节，我们很开心，现在，谁能把这段给我们大家再美美地读一读啊？
（三）认识秋姑娘，学习第三句。
1、小朋友们，秋天来了，快去找找秋姑娘给我们送来了那些礼物，出示[课件】秋姑娘给我们送来了（水果、枫叶）。
2、是啊，秋天是一个收获的季节。还给我们送来了谷穗，你们见过沉甸甸的谷穗吗？瞧，弯弯的谷穗在向你们招手呢。谁来像老师一样读一读，“谷穗弯弯”读出弯弯。
3、在这句话中，还有一个词生动地写出了他的样子呢？一起说（鞠着躬）（出示课件）
4、谷穗为什么会鞠躬呢？如果你是谷穗，想说什么？
5、谷穗沉甸甸的，秋天丰收了，大家的心情多么高兴啊，让我们带着喜悦的心情来读读吧。
（四）认识冬姑娘，学习第四句。
1、最后让我们认识冬姑娘吧。冬姑娘来，瞧瞧它带来了什么呢？那你们就来读读课文冬天的句子，把课文读熟，好吧，开始。
2、谁能加上动作边表演边读呢？
3、这么可爱、顽皮的小雪人，就让我们一起读吧。
四、小结。（1）卡片出示每一个季节的特点。（练习用“是”说话。）（2）欣赏四季的景色，感知大自然的美丽。
五、课外扩展。
1、模仿课文来说说四季的景物。（），他（）说：“我是（）天。”
2、说说画画： 你喜欢哪个季节？说说理由。把你喜欢的季节画一画，并能给图画取个字。
六、布置作业。1，识记生字。
2、有感情地朗读课文。附板书设计： 四季
春 草芽尖尖
夏 荷叶圆圆 各有各的美
秋 谷穗弯弯
冬 雪人
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