第一篇：牛津英语模块六Unit3改
牛津英语模块六 Unit3
1.泰国 n
2.和某人打招呼（或问好）vt 3.拥抱，抱紧 vt＆vi＆n 4.中东地区，中东 n
5.阿拉伯人 n 阿拉伯人的adj 6.荷兰 n 7.学期末 n 8.婚礼 n 9.韩国，朝鲜 n 10.公鸡 n
11.保证，担保，确保 vt 12.向（某人）道贺，祝贺 vt 13.招待会，接待，接受 n 14.新郎 n 15.新娘 n
16.允许，准许 vt，许可证n 17.（尤指以法令）禁止vt
18.至始至终，贯穿，遍及 prep＆adv 19.冒犯，侮辱 n 20.拇指 n
21.适应，习惯，调整，调节 vi＆vt 22.习惯于，惯常的 adj
23.相像，十分相似 adj，十分相像地 adv 24.大火堆，篝火 n 25.通晓，熟悉的 adj 26.庆典，庆祝活动 n 27.焰火，烟花 n 28.热狗（香肠面包）n 29.芥末，芥末酱 n 30.户外烧烤 n 31.期望，期盼 n 32.皇帝 n 33.更不用说
34.带某人参观，游览35.占据（时间或空间）36.禁忌 n
37.宗教 n
38.手势，姿势，示意动作 n 39.问候，问候语 n 40.轻微的 adj 41.名片 n
42.少数民族，少数，少数人n 43.雪橇 n
44.海豹，印章n盖章vt 45.鹿 n 46.北极圈n
47.盛宴，宴会，节日 n 48.描述，叙述 n 49.勇敢 n
50.面具n，伪装，掩饰vt 51.雕刻 vt 52.爪，爪子 n 53.狼 n
54.统治，控制，支配 vt 55.音乐的adj，音乐剧n 56.乐器 n 57.回力镖 n
58.神秘的，奇怪的 adj 59.蒸发，蒸 vt＆vi，蒸汽n 60.炉子，火炉 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，明显的，朴素的，简单的 adj 65.平原印第安人，大草原印第安人 n 66.控制，支配67.和平烟斗 n 68.弓，蝴蝶结，琴弓 n 69.箭，箭头标记 n 70.复述，转述 vt
71.烤，烘焙 vt，烤的，焙的 adj
第二篇：牛津英语Module1 Unit one
牛津英语Module1 Unit one（Revision）
一．短语：
1.on(the)campus在校园内
2.be/feel at ease with our teacher与老师相处随意
3.with ease =easily轻松，方便地
4.achieve high grades取得高分
5.used to do过去常常做某事
6.be/get used to doing习惯做某事
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
鼓励学生做某事 上网发现某人难以取悦 在集会上供…使用 和…有个约会 预约 对…有兴趣发展对…的兴趣 养成…的习惯 参加婚礼 参加典礼/葬礼/演讲 去教堂 上学 自行谋生 赢得别人的尊重 关于;就...来说 对…表示尊敬 准备某物 使某人为做…而做准备 乐意或已准备干某事 乐意或已准备干某事为…做准备参加组织团队,成为其中一员加入某人做…活动辍学冲洗胶卷捐赠某物给某人引起某人的注意集中某人的注意力抱歉要干某事遗憾干过某事通知某人某事 1
32.approve sth批准某事
approve of sb/sth赞成某事/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.....(虚拟语气)
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意味着做某事
36.by means of借;靠;通过
by no means一点也不;决不
means of transportation交通工具
37.have access to sb/someplace接近某人/某地
38.far from satisfaction远远不能让人满意
39.free of charge=for free免费
free sb of /from..免受…影响
40.more than不仅仅
no more than仅仅
more...than...与其说.....不如说......牛津英语Module1 Unit Two
20.deserve to be given the prize
一、重点短语和句子。
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（学得、做得）好；善于…2.be 21.work at …从事于（研究、学习等）；work on … 从事good to sb.对某人好 于（写作，创作等）
3.be good for…=do good to … 对… 有益/有用 22.work out 制定；解出 算出；解决；运动 锻炼(work out
a plan;work out the answer;work out a problem;)4.It’s no good doing sth.做某事是没有益处的5.do exercise =take exercise 做运动 锻炼 23.recover from …（神志、心态、健康等）从…回复到
6.look/sound/smell/feel/taste + adj.看起来/听起来/闻起来正常状态
/感觉起来/尝起来… 24.recover oneself 恢复常态25.recover one’s
7.make sb.do 的被动语态 sb.be made to dostrength/health 恢复体力/健康
8.be dying to do sth.非常渴望做某事；be dying for sth.非26.A be a match for B=A match BA同B相称相配 常渴望某事 27.match A with B 使A同B相称相配
9.hear from sb.收到某人的来信；10.hear about/of … 听28.… be(well)worth doing…（很）值得做（主动表达说… ；听到有关…的事 被动含义）
11.(will/would)not hear of … 不同意… ；不允许… 29.… be worthy of + being done/to be done…值得做
12.be ashamed of(oneself for)doing sth.因做了某事而觉30.get in touch with … 同… 取得联系；keep in touch 得羞愧 with … 同…保持联系
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 节食
思做某事；因做了某事而感到羞耻 32.come across=run across/into（偶然）碰到 遇见
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 入党/参军/加入世贸组织 做某事是可耻的 34.join sb(in sth/doing sth)加入某人（一起做某事）； join
16.lose weight 减肥；put on weight 增加体重；发福 发胖 A to B 将A同B连接起来
17.need to do sh.需要做某事35.get out of … 从…里出来；推辞掉…；逃避…；放弃…
18.need/require/want doing =need to be done（某物）需要36.build up 增强（体质等）；建设起来（强调从无到有从被…（主动表达被动含义）弱到强）
19.needn’t have done 本没有必要做某事（实际上做了）37.on one’s own 独自地 独立地；sh of one’s own=one’s
20.There is no need(for sb.)to do sth.（某人）没必要做某own sth 某人自己的东西
事 38.consider doing sth =think about doing sth 考虑做某事
39.consider…(as)… =think of … as …=look on … as … on/upon BA是以B为基础的将…看作…；把…当成… 69.compare A with B 将A同B相比较；compare A to B 将
40.consider…(to be)… 认为…是…；consider sb to do sth A比作B
认为某人做某事 70.compared with/to … 与…相比（作状语，此时with
41.have an(good/bad)effect on … 对…有（好的/坏的）影和to无区别）
响/作用/效果
42.take risks/a risk 冒险；do sth at the risk of …冒着…的危险做某事
43.risk doing sth 冒险做某事
44.A marry BA娶了B或A嫁给了；marry A to B 将
A嫁给B
45.get married 结婚（动作）；be married 结婚了（状态）
46.A get married to BA嫁给了B（动作）；A be married to
BA嫁给了B（状态）
47.put on 穿上 上演 增加； put out 扑灭（火等）
48.put up with 忍受； put up 张贴 搭建（简易建筑）
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 …（在某人看来）似乎…
51.pass by 路过
51.what’s more =besides =moreover 还有 而且（作状语）
52.make the most of sth(to do)=make the best use of sth(to
do)尽可能利用某物（去做某事）
53.laugh at … / make fun of … 嘲笑 取笑 …
54.call sb names 骂某人；call one’s name 喊某人的名字；
call sb/sth … 称某人或某物为…
55.try to do sth 努力去做某事（结果未必成功）；
56.try doing sth 尝试做某事（目的是寻求改变，强调换一
种方法做某事，无需付出努力）
57.take in 吸收/吸取； 领会/听懂 ；欺骗
58.take up 从事（某种活动或工作）； 占据（时间、空间、注意力等）
59.give up(doing sth)放弃（做某事）；give up on … 对…
绝望
60.give in(to …)（向…）屈服/让步/投降；give out 分发
/散发 筋疲力尽 用完
61.concentrate on … 全神贯注于…；concentrate …on …
把…集中在…上
62.a large amount of … =a great deal of …大量的 许多的（只修饰不可数名词）
63.in large /small amounts 大量地/少量地（作状语）
64.cause sth/sb to do sth 使某人做某事/导致某物…；
cause … to sb 给某人带来（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/马上（和将来时连用）
67.right now/away；at once；immediately 立刻 马上
68.base A on/upon B 将A建立在B的基础；A be based
第三篇：牛津英语7A Unit 4 Food
牛津英语7A Unit 4 Food
教案
本单元要学习和复习各种各样的食物名称。了解不同的饮食习惯以及它与健康之间的关系。
在学习本单元内容的同时，让同学们对照自己，谈论如何拥有一些平衡的饮食结构以保持身体匀称，健康。
通过语言技能的训练达到本单元的各学习目标：
听：
1、Guess the meaning of new words by looking at a questionnaire.（看调查问卷，猜测生词含义。）
2、Develop effective listening skills to extract specific information.（培养有效的听力技能，获取具体信息。）
说：
1、Formulate questions about diets and respond appropriately.（练习说关于食物的问句并给以适当的回答。）
2、Ask“wh—”questions with the right intonation.（用恰当的语调练习wh—问句）
3、Read one's own article to a classmate and check for mistakes.（读一篇文章给一位同班同学听，以检查错误。）
读：
1、Guess general meanings of words from the context.（根据上下文猜词义。）
2、Identify specific meanings.（找出词的特定含义。）
3、Practise intensive reading.（练习精读。）
写：
1、Express factual information about diets and lifestyles based on the model article.（以范文为例，表达有关食物和生活方式的实际信息。）
2、Select appropriate vocabulary and sentence constructions to write about personal details.（选择适当的词汇和句式，提供个人的具体信息。）单元要点：
1、Express likes and dislikes.（表达个人喜恶。）e.g.I like rice.I dislike hamburgers.2、Use adverbs of frequency.（使用频率副词。）e.g.I usually have fish and vegetables.3、Differentiate between countable and uncountable nouns.（区分可数名词与不可数名词。）e.g.Some rice, two apples.4、Understand and use the indefinite articles,“a”and“an”.（理解并使用不定冠词a和an。）I want to buy a book.I want to buy an e-dog.5、词组： 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.第一课时(The first period)课前准备：
1、让同学们查询有关食物的词汇，越多越好。
2、让同学们带食物的图片或实物。
教学目标：
1、To revise old vocabulary and learn new vocabulary about food.（复习旧单词并学习有关食物的新词汇。）
2、To talk about likes and dislikes with regard to food.（讨论喜欢的和不喜欢的食物。）
3、To use adjectives to describe different tastes.（用形容词描述不同的味道。）
教学要点：
词汇
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.语言功能：Talk about different food.学习策略：
1、To develop students to look at the same thing in many ways.（培养学生对同一事物要有不同看法。）
2、To develop students' ability to classify what they have learned.（培养学生对所学知识分类能力。）
智能培养：Make a chart and talk about it.教学设计：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.教学步骤：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.教学反思：优点：
缺点：
第二课时(The second period)课前准备：
1、预习阅读资料，查出生词或新语言点。
2、查阅相关资料,了解如何饮食和运动，保持身体匀称健康。
教学目标：
1、To revise and expand vocabulary about food and lifestyles.（复习并扩展有关食物和生活方式的词汇。）
2、To learn about the relationship between diet and overall health.（学习饮食结构与身体健康之间的关系。）
3、To practise the technique of skimming for overall comprehension and scanning for detail.（练习快速阅读了解总体大意，快速浏览查找细节的阅读技巧。）教学要点：
词汇 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.学习策略：The technique of skimming.（快速阅读技巧。）
智能培养：Compound healthy food and do some proper activities.（配制健康食物，适时运动。）教学设计：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.教法步骤：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.教学反思：优点：
缺点：
第三课时(The third period)课前准备：
1、复习课文，根据Kitty和Daniel的饮食变化，复述课文。
2、找出并尽量理解课文中新语言点。
教学目标：
1、To practise intensive reading and retell the text.（练习精读，理解并复述课文。）
2、To understand and master the new points in the text.（理解掌握课文中的新语言点。）
教学要点：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.学习策略：Practise intensive reading.（练习精读。）
智能培养：Compound healthy food and do some proper activities.（配制健康食物，适当运动。）教学设计：Food and lifestyles
1、Read the text and practise intensive reading.2、Master the new language points.教法步骤：TaskⅠ
1、I want to be a dancer.want to be
想成为……
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＋形容词 for sb.to do sth.做某事对某人来说……
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，表动作发生的频度，已学过的这类词还有always, usually, often, sometimes, seldom, never等。
4、I know that sweet snacks are not good for me.be good for…
对……有利/有好处 e.g.Swimming is good for health.be bad for…
对……有害/有坏处 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
一名优秀学生
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.教学反思：优点：
缺点：
第四篇：1A Unit 2牛津英语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 …..”的同时，扩展“Here you are.”。形成问答结合的教学情境。让学生使用实际中的物品作对话和表演，以增强对所学句子的印象，同时对前一单元所学文具等单词进行复习。
设计比赛游戏的环节，以组为单位，开火车作对话，记录比赛时间和成绩。
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
通过对句型的讲授和操练，使学生学会如何用英语向同学问好，介绍自己、介绍朋友给别人。主要采用表演的形式进行。向学生介绍Hi 和 Hello用法及区别，分对象进行表演练习。
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
使学生熟悉认读1---6个数字，用拍手、手势等方式练习对数字的快速反应和迅速认读能力。呈现课件，以歌谣的形式操练这几个数字。
重点强调three的发音；four和five的发音区别。
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
本节是对所学数字的复习和使用课，先带领学生复习1—6的说法，使之能正确认读。让学生边做边说，用手势表示几就说几。让学生在前面带领其他学生做，也可以用身边的物品进行操练。设计游戏，猜一猜书包里面有几本书、几支笔、几个橡皮等，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、听音等形式复习所学数字，同桌一个做手势，一个说出这个手势的数字，比一比哪组最快、最正确。
学习歌谣，和动作一起配合着边演边说。分组比赛、分男女生比赛，最后试着背诵下来。
第五篇：牛津小学英语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.教学设计：
本节课是第一单元的第三课时。在设计本节课时，注意了教学内容环节之间的衔接，但是总体上依然没有能创设一个大的情景，这是可以改进的地方。
本节课的复习阶段把对单词的复习和书上G部分的小游戏结合在一起进行，让单词的复习更加有趣味性。也让导入阶段比较自然和紧凑。然后自然过度到歌曲部分的教学，围绕着No littering这一标志，讨论复习了上节课的句型又攻克了歌曲中的难点。这样歌曲的学习难度就不大了。本节课最难处理的是E部分的阅读的教学。我把这个部分设计为一个围绕标志展开的有趣故事，设计了四个任务：听故事回答问题；读故事，排顺序；围绕图片学习短语；阅读和复述的巩固练习。层次清晰，对文章的理解步步深入。也逐步提高的学生的阅读理解能力。而listen and repeat部分，把主动权交给学生，自己去读，去组句子，去发现读音规则，总结发音规律。
总体来说，本节课的设计注重了对学生自主学习能力的培养，在具体的操作上还是要注意教师的指导作用的发挥，以利于孩子更好的发挥主动性。
点击咨询 