《牛津小学英语》6B Unit 6教学设计(精选12篇)
《牛津小学英语》6B Unit 6教学设计 篇1
一、教学内容:《牛津小学英语》6b unit 6复习课
二、教学目标:
1、知识目标:熟练运用be going to表达计划或打算。
2、技能目标:能独立收集信息,并正确处理信息。
3、情感目标:保持英语学习的兴趣,能自信地用所学英语交流。
三、教学重难点:be going to 的灵活运用和综合运用。
四、教学准备:一段视频材料,一段听力材料,练习纸(师生每人一张)
五、教学过程:
step1: introduction
(1) 引入本课话题。
t: today we are going to review unit6, what’s the title of this unit?
ss: planning for the weekend.
t: right. in unit6,we learned “be going to” 这个句型来表达自己的计划或打算,比如plan for the weekend(板书单词weekend)或plan for tomorrow(板书tomorrow)
教师引导学生说出“plan for next week/month/year…等,并板书学生所说的短语)
(2) 学生根据下图提示,每人写一句话。
t: i’m going to have a birthday party this weekend. what are you going to do? please write one sentence about your plan.
play…
be going to
make…
have…
go…
see…
[设计意图]:复习课对学生的要求不能仅停留在口头表达上,而应是既动脑、动口,又动笔。通过写的活动让学生更加注意时态的时间意义及相应的动词形式,以提高学生的语言运用能力。
step2: group activities:
(1) 师生一起探讨如何完善这份计划
t: …is going to have a picnic this weekend. who is going to have a picnic this weekend,too?
s1: i’m going to have a picnic this weekend,too.
t:oh,really? you two come here, please. you are going to have a picnic this weekend. what time are you going to meet?(板书问句:what time are you going to meet?)
s1: we are going to meet at eight in the morning.
t:(向其他学生) do you have any questions about their plan? please write them down.
(学生四人一组讨论,并将讨论的问题写在一张纸上,站在讲台上的两位同学也同时讨论如何完善他们的计划)
[设计意图]:小组合作学习有利于学生积极参与课堂活动,并开动脑筋;让学生写出讨论的问题有助于学生注意单词的拼写。
(2) 各组派代表提问讲台前的两位学生。
step3: more practice
(1) 为了帮助学生复习,巩固和正确运用一般现在时和一般过去时,教师与学生进行如下对话:
t: i’m going to go fishing this weekend. i like fishing. do you like fishing?
s1: no, i don’t like fish.
t: ( to s2) does s1 like fishing?
s2: no, she doesn’t.
t: do you like fishing?
s2: yes,i do.i like fishing.
t: did you go fishing last weekend?
s2: yes, i did. i went fishing last weekend.
t: ( to s3)did s2 go swimming last weekend?
s3: no,he didn’t .
t: what did he do last weekend?
s3: he went fishing.
t: what did you do last weekend?
s3: i visited my grandparents.
t: how do you usually spend your weekend?
s3: i usually watch tv or play computer games at weekends.
[设计意图]:一句“do you like fishing?”将课堂教学由复习一般将来时巧妙地转入下个环节,通过师生之间的对话帮助学生复习所学时态,把对语言形式的训练变成了自然、有意义的交际活动,摆脱了机械、枯燥的语法训练模式。此外,连续提问的方式,以提醒学生认真倾听别人的发言,将看似个别训练的活动自然地变成对全体学生的训练。
(2) 用课件将一般现在时,一般将来时,一般过去时和现在进行时作对比,帮助学生梳理知识网络。
(3) 读故事并填空
学生阅读以下故事,并用单词的正确形式填空:
a running race
rabbit: hello, i’m a lovely rabbit.last time, the tortoise and i
(have) a running race. he (run) faster than me . i
(be) still not happy. now i’m (call)him.
rabbit: hi, is that mr. tortoise?
tortoise: yes, this is mr. tortoise (speak)
rabbit: are you free tomorrow?
tortoise: yes. what are you going to do?
rabbit: i (have)a running race with you tomorrow. would you like to come?
tortoise: sure. where are we going to (meet)
rabbit: in front of miss cat’s house.
tortoise: when?
rabbit: at nine o’clock.
tortoise: ok. see you tomorrow.
rabbit: see you.
[设计意图]:由句子到段落再到篇章的练习形式,让学生对不同的时态及其用法有了更为清晰的认识和理解。
step4: listening practice
教师出示视频,让学生做听力练习,并回答问题。
step5: consolidation and practice
教师呈现课前制作好的海报,给学生2-3分钟的时间阅读。
good news!
go to huangshanhu park this children’s dayby bus.
meet at 8:30, in front of our primary school.
go fishing in the morning.
have a picnic at 10:45 on the grass.
have a singing contest in the afternoon.
go back home at 4:10 by bus.
(2)分层作业:
教师给出短文的开头(如下):
last sunday was mother’s day. i for my mother. she was very happy. i was happy, too.
children’s day is coming…
学有余力的学生根据以上信息续写短文。中等水平的学生回答以下问题,然后连成一段小短文。
where are you going this children’s day?
how are you going to get there?
what are you going to do in the morning in the park?how about the afternoon?
are you going to have lunch at home?
what time are you going to get back home?
学习困难生根据所给信息完成下列填空练习:
sunny and warm wednesday, may 15th
children’s day plan
last sunday was mother’s day. i for my mother. she was very happy. i was happy too.
children’s day is coming. i’m going to huangshanhu park with my classmates by .
we’re going to meet 8:30
our primary school.
we’re going to in the morning.
we’re going to .
we’re going to at 4:10.
huangshanhu park is very beautiful. i’m sure we’re going to have a good time there.
[设计意图]:根据学生英语水平参差不齐的实际情况设计三个层次的练习供学生选择,让每位学生都能体验到学习成功的快乐。
step6: summary and homework:
教师总结本节课的重点内容,并布置作业:以小组为单位,续编龟兔赛跑的故事。
《牛津小学英语》6b unit 6教学设计 来自第一范文网。
《牛津小学英语》6B Unit 6教学设计 篇2
一、教材简介
本单元的核心内容是万圣节晚会的准备工作,本课时为教学第一课时,重点学习do you like…?yes,i do./no,i don’t. i like…what do you like?等句型及b部分动物词汇。
二、教学目标
能力目标:
1.能听得懂、会说、会读和会拼写单词chicken、duck、horse、pig。
2.能听得懂、会说、会读和会写句型do you like…?/yes,i do./no,i don’t. what do you like?i like…。
技能目标:培养学生运用语言的能力。
情感目标:培养学生爱护小动物、热爱生活、热爱英语的浓厚兴趣。
三、教学重点、难点
1.教学重点:四会掌握本单元词汇及目标句型。
2.教学难点:(1)掌握like句型中名词的正确形式。
(2)让学生运用本堂课所学知识进行口语交流。
四、设计理念
英语课程标准强调,从学生的学习兴趣和生活经验出发,倡导体验、实践、参与、合作和交流的学习方式和任务型教学途径,发展学生的综合语言运用能力。本课为学生生活中喜欢的话题,让学生在课堂上不仅学会知识,还能体会在生活中运用知识的乐趣。
五、设计思路
用以往所学的动物单词引入新知的教学,在导入环节就引起学生的注意,在接下来的单词教学中,采用形象、生动的叫声、奔跑声,再次提高学生的学习兴趣,让课堂气氛活跃起来。句型教学,不仅紧紧围绕本节课的单词进行操练,还采用了chant、do a survey、小记者采访等多个方面巩固,充分调动学生的积极性。
六、教学过程
step1.greeting and revision
1.greeting
2.revision
(课件出示一些动物图片)
t: what’s this ? s1: it’s a panda. (生拼写panda,师板书)
t: i like pandas. do you like pandas? s1: yes, i do. (用红笔板书复数。)
t: what’s this? s2: it’s a cat.
t: i like cats. do yu like cats? s2: yes, i do. (板书同上)
(bears, tigers, monkeys, 练习五名学生。同时板书i like)
3、chant
panda↑pandas↓i like pandas.
cat↑ cats↓ i like cats.
bear↑ bears↓ i like bears.
tiger↑tigers↓ i like tigers.
monkey↑monkeys↓i like monkeys.
(设计意图:通过以往所学的动物单词和自然的把学生带入like句型,为本节课的学习作好了铺垫。用chant练练,更增加了兴趣。)
step2. presentation and practice.
1. 教学单词chicken、duck和do yo like…句型及其肯定回答
t: pandas、 cats、bears、tigers、monkeys. they are animals.
(顺带教学该单词)
t: do you like animals? ss: yes, i do.
t: now, boys and girls, today we have four friends, they are animals too.
(课件呈现鸡叫声)
t: what is it? ss: 鸡、chicken
t: yes, it’s a chicken.(呈现)
教学:chicken 开火车读,拼写
师:chicken ↑ chickens ↓ i like chickens.(呈现一群鸡,板书复数。)
t: * * , do you like chickens? s1: yes, i do.(板书 do you like)
t: * *, do you like chickens? s2: yes, i do.(板书yes, i do.)
t: do you like…(播放鸭子的叫声)ss: duck
教学:duck 开火车读,拼写。
师:duck↑ ducks↓ i like ducks. (板书ducks)
t: * *, do you like ducks? s3: yes, i do.
s4: miss huang, do you like ducks? t: yes, i do.
pair work: do you like…?
yes, i do.
(设计意图:用动物的叫声来引起学生的兴趣,对单词的教学,句型的操练起到了事半功倍的效果。)
2、教学horse、pig,否定回答no, i don’t,及what do you like?
t: boys and girls, listen, who is coming? (播放马奔跑的声音)
ss: 马,horse t: yes, it’s a horse.
教学:horse 开火车读,拼写并板书
t: i like horses. * * , do you like horses? s1: yes, i do.
t: * *, do you like horses? s2: yes, i do.
(生问)ss: miss huang, do you like horses? t: yes, i do.
(指板书的其他单词)s2:miss huang, do you like…?
t: no, i don’t. (强调两遍)
s3: miss huang, do you like…? t: no, i don’t.
t: * * , do you like…?(问学生不喜欢的动物)s4: no, i don’t.
(板书,并领读)
(课件呈现猪的图片)t: do you like pigs? ss: no, i don’t.
教学:pig,pigs.(齐读两遍)
t: * *, do you like pigs? s5: no, i don’t.
t: * *, do you like pigs? s6: no, i don’t. t: what do you like? s6: i like…
t:* *, do you like pigs? s7: no, i don’t. t: what do you like?
s7: i like…
(板书what do you like? 领读)
引导学生问老师,两名学生。
pair work: a: do you like…?
b: no, i don’t.
a: what do you like?
b: i like…
(设计意图:单词的教学上,我有意把学生喜欢的单词放在前面,为句型的教学做好铺垫。而教学否定句时,有意加上肢体语言,引导学生,所以学生在句型的学习上都显得和自然,没有刻意的强加。)
3、chant 巩固所学单词和句型
chickens, chickens, i like chickens.
ducks, ducks, do you like ducks?
yes, i do,. yes, i do.
pigs, pigs, do you like pigs?
no, i don’t. no, i don’t.
like, like, what do you like?
i like horses, i like horses.
(设计意图:兴趣上最好的老师,通过琅琅上口的chant,不仅让学生巩固了新知,同时把本节课的单词和句型融合到一起,学生学习兴趣盎然,热情高涨。)
3、part c
(1) 课件呈现picture1、2
生pair work
(2)课件呈现picture3、4
生pair work: a: do you like…?
b: no, i don’t.
a: what do you like?
b: i like…
(设计意图:用书本上现成的图片,让学生进行有针对性的操练,进一步巩固已学知识。)
4、do a survery
(课件出示表格)
mingming
dogs
cats
chickens
ducks
师先作记者采访一名学生,可用do you like…? 也可用what do you like?进行采访,师作好示范,让生仿照采访四位好朋友。
(设计意图:此环节也是为了操练句型,通过小记者的调查活动,让学生的积极性增强,同时参与面广,进一步注重了全员参与。)
step3:homework
1.抄写新单词。
2.继续做小记者,回家采访家庭其他成员所喜欢的动物。
(设计意图:把课堂知识延续之课外,一方面是拓展学生学以致用的空间,另一方面是为了加强学生学以致用的理念。)
《牛津小学英语》6B Unit 6教学设计 篇3
利用多种资源 搞活课堂教学---《牛津小学英语》3b unit3案例
一 教学目标
1.技能目标:
①三会掌握句型:who’s he? he is …
who’s she? she is…
②能正确区分he和she
2.功能目标:能将所学的句型运用到现实生活中。
3.情感目标:进一步培养和加强学生对英语学习的积极情感。
二 教学重难点:掌握并在现实生活中灵活运用句型who’s he/she? he’s/she’s…
三 教具准备:多媒体 照片 图片
四 教学过程:
step1 warming up:
1 greetings and introductions
t: hello,boys and girls . ss:hello.
t: my name is han lili. what’s your name?
s1:hello, miss han. my name is…i’m… (2or3 students)
t: please introduce your friend to me.
s:…
2 sing a song
t:let’s sing a song “hello” ,ok?
step2 presentation and practice
1 introduce gogo.
t: today i will introduce a new friend to you. its name is gogo. (拿出玩具gogo) what colour is it?
s:it’s red.
t:do you like it?
s: yes.
t: let’s say hello to gogo. (学gogo的声音)hello, boys and girls.
s: hello, gogo.
t: nice to meet you.
s: nice to meet you, too.
t: i’d like to tell you gogo’s story. now,look!
2 watch the media of gogo’s story.(让学生看整个故事)
3 learn the name of the characters: tony and jenny
t: it’s a lovely story, isn’t it? again,ok?(播放剪辑)who is this?
s: gogo . t: and this is jenny. this is tony(把图贴上黑板,并读) t:now,listen carefully and repeat!
4 learn to say: who’s she? she’s my mother.
t: (继续播放剪辑)repeat, please.
s: (repeat)who’s she?
t: a good job! (教学句子who’s she?板书。先领读who’s,学生two by two 同样教she & who’s she?)
t: i will ask you a question(教师手画一个问号形状)who’s she?(手指班级的一女生)
s: χχχ(老师在旁提示she’s)she’sχχχ
t: (板书she’s…读,告诉生she refers to girls画上简笔画,再问两组这个对话,然后指向班级其他四个女生让学生齐答。然后pair work,再指向大屏幕问who’s she?)
s: she’s gogo’s mother.
t: yes or no? let’s see.(继续播放故事,gogo 说:she’s my mother.)(教师领读两遍gogo 的话)
5 learn to say: who’s he? he’s my father.
t: let’s go on.(继续播放多媒体,让学生复述who’s he? 然后教学此句)
t: (指向大屏幕,大屏幕出现名人的画像)who’s he?
s: he’s yao ming…(板书he’s…)
t: (问gogo)who’s he? (老师用gogo 的声音回答)he’s my father. (教师领读两遍此句)
6 pratise “who’s he/she?” " he’s/she’s…”
t:now tell me he refers to boys or girls.
s:boys.
t: (画简笔画)he he he,she she she
now, look at the family tree.(出现helen一家的全家福) who’s she/he?
t: (出现nancy 一家的全家福)who’d like to be a little teacher?
7 read after the media.(对话录音)
8 show 扩展资料。
step 3 production
1talk about family photos
a.t: i have some photos here.
t: hello, χχχ who’s he? s: he’s my father.
t: who’s she? s: she’s my mother.
t: thank you.
b.t: please look at the media.(老师介绍自己的一家人)
t: (指着自己的照片)who’s she?
s:miss han!
t: (指向较年老的男士)who’s he?
s: … t: ask me questions? for example:who’s he/she?
s: (指向照片中的人问)who’s he/she? t: he’s/she’s my…
2.act
1 t gives an example
2 act by themselves
3 sing a song with gogo.
t: let’s relax ourselves, ok? sing a song with gogo.
step 4 asign homework
blackboard design
family members
who’s she? she’s…
who’s he? he’s…
《牛津小学英语》6B Unit 6教学设计 篇4
unit 4 review and check
连云港市赣榆县青口中心小学 肖淑芳
单元教材分析:
本单元是复习单元,着重归纳了第一单元至第三单元的主要语言项目,通过看图编号,说说讲讲,完成句子等练习,帮助学生复习巩固以学的词汇,句型和日常交际用语,使学生的听、说、读、写能力在原有的基础上有所提高。在教学时,教师要分析学生的学习现状,课堂上根据学生的掌握情况,尽量采用图片,实物,多媒体等直观教具,结合游戏,情景对话等形式,对基础知识和基本技能进行训练,从而提高学生灵活运用语言的能力。
教学要求:
1 通过复习,使学生熟练的掌握四会单词,词组和句型。
2 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。
教学重点:
1 掌握一至三单元的四会单词,词组及句型。
2 掌握一至三单元的日常交际用语,并在实际生活中熟练运用。
教学难点:
1 能根据情景正确的使用形容词和副词的比较级。
2 能会用英语问路。
教具准备:
录音机、磁带、图片及相关实物。
课时安排 : 共四课时。
第一课时:复习1,2单元,完成a部分的练习。
第二课时:完成b,d部分的练习。
第三课时;复习第三单元,完成c部分。
第四课时:综合复习,完成练习册。
友情提示:
1、教师要帮助学生归纳形容词和副词比较级的构成及用法,帮助学生巩固记忆,达到熟练掌握,准确应用的目的。
2、对于“问路”这一语言项目,教师要多结合学生的生活实际进行交际操练,学以致用的目的。
《牛津小学英语》6b unit 4 单元教材分析 来自第一范文网。
《牛津小学英语》6B Unit 6教学设计 篇5
教学内容: g. listen and repeat h. say a rhyme及练习册
教学目标:
1、熟练掌握四会词汇和句型。
2、了解字母组合ur在单词的读音。
3、有表情地诵读歌谣i want to write a letter。
教学重点:
1、熟练掌握四会词汇和句型。
2、了解字母组合ur在单词的读音,并能扩充举例。
教学难点:正确理解歌谣含义,并能有表情地诵读。
教具准备:挂图、磁带、小黑板
教学过程:
step 1 warm up
1、greeting
2、listen a rhyme: i want to write a letter.
3、revision.
组织学生听d部分录音资料,提问相关问题:
①how old is helen? ②does helen live in nanjing?
③what’s the name of helen’s school? ④what are helen’s hobbies?
回答时学生间可采用男、女间,半班间,同桌间等多种问答形式进行操练。
step 2 presentation
1、listen and repeat
本部分是语言训练项目,教师应指导学生正确朗读单词及句子,并让他们体会字母组合ur在单词中的读音。
①教师让学生自己朗读单词,边读边体会字母组合ur在单词中的读音。
②出示单词hurt, nurse, thursday, turn,集体认读。
③指导学生听录音跟读单词和句子。
④教师引导学生看黑板朗读,也可在学生中展开朗读竞赛,看谁读得又快又准。
⑤鼓励学生自己归纳整理其它例词,编写成绕口令或句子练习朗读。
2. say a rhyme
①教师播放小诗录音,引导学生分句跟读。
②教师与学生按节奏诵读小诗。诵读时可根据节奏和内容做动作,以帮助记忆。
③指名读。 ④小组间试着编歌谣。
step 3 doing exercises
1. listen and number
听录音,根据所听到内容的先后顺序,在相应图中的方框内写上序号。
教师让学生先看图,用英语说出节目名称,再做此练习。
2. listen read and judge
听录音,读句子,根据所听内容判断句意是否正确。
教师让学生先看句子,读懂大意,听录音时注意进行方法指导。
3. look and write
看图,根据上下文完成句子。
教师指导学生边看图边读句子,在此基础上完成此项练习。
4. read and answer
朗读短文,根据短文内容回答问题。
5. read and complete
朗读并完成句子。
6. look, read and write
看图完成句子。
step 4 homework
1、练习册中的e、f两题作为家庭作业。
2、朗读并抄写本单元要求四会的单词各两遍,句子各两句。
3、鼓励学有余力的学生用英语与外籍朋友或其他学校的学生通信。
板书内容:
1、课题:unit 7 a letter to a penfriend
2、单词:hurt, nurse, thursday, turn
3、句型:last thursday the nurse hurt her fingers and they turned black and blue.
板书设计:
《牛津小学英语》6B Unit 6教学设计 篇6
教学内容:《牛津小学英语》6b unit 6 f play a game g listen and repeat h sing a song.
教学目标:
1、了解字母组合ow在单词中的读音。
2、能唱歌曲will you join me?
3、熟练掌握本单元所学内容。
教学重点:熟练掌握本单元所学内容。
教学难点:了解字母组合ow在单词中的读音。
教具准备:录音机、磁带、小黑板、骰子、棋子等。
教学过程:
step1 warm up
1. greetings
2. free talk
就本单元所学的内容进行自由交谈,可采用师生间、生生间、小组间等形式进行。
step2 revision
1. 齐读e read and number。
2. 学生小组内准备朗读并表演对话。
3. 教师抽查,全班评议。
step3 presentation and consolidation
1. play a game
①教师事先布置学生根据图例,了解有关游戏规则和方法,准备好游戏工具,包括骰子和棋子。
②指导学生可在小组内开展游戏活动。
③教师抽查学生开展游戏的情况。
④教师可鼓励学生自己自创新的玩法,在游戏中进一步巩固所学知识。
2. listen and repeat
①教师让学生自己朗读单词,边读边体会字母组合ow在单词的读音。
②指导学生听录音跟读单词和句子,教师可利用图片或多媒体课件帮助学生理解句意。
③教师可指导学生朗读,也可在学生中开展朗读比赛。
④学生自己归纳整理其他例词,编写绕口令或其他句子并练习朗读。
⑤汇报结果,教师相机板书。
snowmen
snowball
row rowing
show know
snow
blow low
snowy
snowman
lower slow
slower
3. sing a song
①讲解歌词大意。
②读歌词。
③听录音。
④听录音跟唱。
step4 homework
1、全面复习本单元所学内容。
2、背诵g listen and repeat并试着归纳其它例词。
3、预习《补充习题》unit 6。
板书内容
snowball
snowmen
snowman
snowy
snow
row rowing show
blow know low
lower slow slower
板书设计:
《牛津小学英语》6B Unit 6教学设计 篇7
教学内容:《牛津小学英语》6b unit 3 asking the way b look, read and learn, d read and talk。
教学目标:
1. 进一步巩固四会单词:stop, turn left / right, post office, get on, get off, along, street, way。
2. 熟练运用四会句型:can you tell me the way to… please?掌握句型:how can i get to…及其答语。
教学重点:
1. 进一步掌握四会单词和句型,并能熟练运用。
2. 能够听懂d部分的会话,并能灵活运用相关句型进行情景对话。
教学难点:利用d部分的对话,指导学生在具体情景中运用恰当的语言进行交流,培养学生活学活用的能力。
教具准备:本课的挂图、单词卡片、磁带、录音机、一张城市交通图。
教学过程:
step 1 warm up
1. greetings.
2. free talk
①教师自制交通图,把表示场所类的图片随机贴到不同的地方与学生交流。
t:look at the map, boys and girls. here’s a cinema. what’s near the cinema?
s:there’s a shopping centre / middle school / history / post office / primary school / train station.
②复习词汇:教师快速从地图上拿走几张场所类图片,让学生回答:what’s missing?猜出拿走的卡片,并把要求四会掌握的单词拼出来。
③教师拿出一面小红旗贴到地图上,表示自己的位置,说look,i’m here. can you tell me the way to …, please?引导学生运用句型go along… turn left / right…来回答,进一步巩固c部分的对话内容。
3. chant:where’s the bookshop?
step2 presentation and practice
1. 出示一张本城的交通图和学生交流引出how can i get to the…?
t:tomorrow is my mother’s birthday. i want to buy some presents for her. who can tell me, how can i get to the shopping centre?(板书)
2. 根据地图和图片,帮助学生试着看图填空完成答语。
s:it’s on huazhong road.
it’s about a kilometre away.
you can take bus no.4 and get off at the second stop.
3. 再次让学生看图回答。
4. 小组内操练对话。
5. 出示d部分挂图,指导学生看图,整体阅读对话,了解大意。
6. 在学生理解的基础上指导学生读句子。
7. 小组内表演对话,并利用28页上的图自编对话。
8. 找几组学生表演对话。
step3 consolidation.
1. listen to the song:excuse me
在欣赏中巩固有关句型。
2. place and say.
教师在黑板上画一些简单的线路,随机把一些表示场所类的图片贴到不同的地方,让学生利用学过的句型进行有关问路对话。(how can i get to the…?)
3. 看图编一段问路的对话,并写下来。(可以让同位先交流讨论,再书写。)
4. look and write.
例:holsoc school
①iaostnt ②yrotsih ③ertcne
④gtrhi ⑤eettrs ⑥ngloa
step4 homework
1. 抄写本课四会单词,每个3遍,并会听写。
2. 画一张从家到学校的路线图,向别人介绍如何找自己的家。
3. 预习a部分。
板书内容:unit 3 asking the way
1. 单词卡、地图。
2. 句型:can you tell me the way to…, please?
how can i get to the shopping centre?
it’s on _________ road.
it’s about _________ kilometre away.
you can take bus _________ and get off at the _______stop.
板书设计:
《牛津小学英语》6B Unit 6教学设计 篇8
一、教学目的、要求
1.能 听说读写单词及短语class, over, say, after school, look for 。
2.能听 说 认读日常交际用语和句型:perhaps they are. i’ll go and join them. where are you going?
二、教学重点、难点
i’ll go and join them 的读音。
三、教具准备
单词、 句型卡片,录音机和磁带,课件,抹布,脸盆,篮球和yo-yos
四、教学过程设计与分析
step1 warming up
1.greeting
2.sing the clapping song
line part f in each unit together to make a clapping song ,to consolidate the phonetic alphabet.
lead-in the title—after school(equal to after class in the clapping song.)
teach:after school
3.daily freetalk
invite several groups to perform their freetalk prepared before each lesson.
(设计意图:拍手歌和每日对话,是每节课上课前都让学生准备进行操练的。前者通过不断诵读,有利学生对音标这一较难知识点的扎实掌握。后者为学生提高自身的口语水平帮助很大,同时对学过的句型进行了很好的巩固和运用。)
step ii presentation and practice
1. t: (递抹布给s6) s6, come here . please clean the window.
s6: all right.
t: what is he doing?
ss: he is cleaning the window.
t: (将盛着水的脸盆递给s7) s7, please go and help him.
s7: ok.
t: boys and girls , is s7 cleaning the window?
ss: no.t: she’s not cleaning the window. she’s helping s6. s6, is s7 helping you?
s6:yes.
teach “is… helping you” and practice.
2.课件展示miss li的图片。
(1).t: look, who’s she?(miss li) now i’m gao shan.(带gao shan头饰) excuse me. i’m looking for wang bing .is wang bing helping you in the office?
miss li: no, he’s not.
teach “is wang bing helping you in the office” and practise.
(2).gao shan: is wang bing helping miss li in the office?
ss: no.
gao shan: i’m looking for wang bing. do you know where he is?
ss: sorry, we don’t know.
teach “look for, looking for, i’m looking for wang bing” and practise.
gao shan: i’m sorry. i can’t find wang bing. (脱下头饰)
课件展示一个男孩找自行车的画面。
t: look at this boy. what’s he doing?
ss: he’s looking for the bike.
课件展示男孩找钥匙的画面。
t: what is he doing?
ss: he’s looking for his keys.
(3).t let ss use look for to make some sentences.
exercises:
_______ is looking for _________.
_______ are looking for _________.
_______ am looking for _________.
(4)t: who can guess where my key is?
perhaps it’s ….
s1: perhaps it’s in your bag.
s2: perhaps it’s in your jacket.
t: yes. it’s in my jacket, in my pocket.
teach:perhaps
(设计意图:在教学句型is wang bing helping you in the office?时,利用学生间互助擦玻璃这一生活情景引导学生学习新句型,不仅形象,而且易于被学生接受和理解,并且他们学会在生活中运用英语。通过找钥匙,承接让学生猜猜我的钥匙在哪来引出perhaps they are 的教学,这避免了句型教句型的枯燥,营造了轻松、愉快的学习氛围。)
5. teach “i’ll go and join them” and “let’s go and join them” and practise.
t: (手拿篮球) look, what’s this?
ss: it’s a basketball.
t: s8 and s9, please come here and play basketball.(问其他学生) are they playing basketball?
ss: yes, they are.
t: i like playing basketball. i’ll go and join them.
(说两次,并和两名学生一起玩篮球)
teach “i’ll join them, i’ll go and join them” and practise.
t: (拿出两个yo-yos,让两名学生玩) i like playing yo-yos, too. i’ll go and join them. who wants to play?
s10,11,12,13: i’ll go and join them.
t: ok. (问s14) do you like playing yo-yos?
s14: yes.
t: let’s go and join them.
ss: ok.
teach “let’s go and join them ”and practise .
(设计意图:通过创设真实的体育活动情景引出句型的教学,极大地调动囝学生的积极性,使学生能主动参与到英语学习中来。)
6. 课件显示时间4:30pm。
t: what’s the time?
ss: it’s 4:30pm.
t: classes are over.
teach “class, classes, over, classes are over” and practise.
课件出示放学的画面。
t: what’s the time?
ss: it’s three o’clock.
t: yes, classes are over.
what is gao shan doing?
(show the picture and the sentence: where is wang bing?)
ss:he is looking for wang bing.
7.listening exercises.
(1).show a dialogue about half of part a.let ss fill in the blanks and complete it by listening to the tape.
(2).check the answer and read it together.
8. 课件展示一个人走路的图片。
t: what’s he doing?
ss: he’s walking.
t: (出示zoo的图片 ) are you going to the zoo?
man: (运用课件对话) no, i’m not.
teach “are you going to the….” and practise.
课件展示park 和garden图片。
ss: are you going to the park / garden?
man: no, i’m not.
t: where are you going?
man: i’m going to the reading room.
teach “where are you going”.
ss: where are you going?
man: i’m going to the reading room.
teach:
a:are you going to the …?
b: no, i’m not.
a: where are you going?
b: i’m going to the….
替换下列地点名词toilet, sports hall, playground, table tennis room进行pair word 练习,教师巡视。
pair work:
a: are you going to the…?
b: no, i’m not.
a: where are you going?
b: i’m going to the….
(设计意图:创设情境学习句型并在学完后用所学句型进行操练。做到了当堂学习当堂巩固,收到了良好的学习效果。)
9.listen to another dialogue ,answer two questions.
(1).where are su hai and su yang?
(2).are they studying in the library?
10.listen to the tape ,following it to read unit 7 part a.
step iii learn the text
t: now, let’s listen to the tape. before listening, i’ll give you five questions. let’s have a look.
1.ss read the questions and listen to the tape, then answer the questions one by one.
2.ss read after the tape and the teacher.
step iv homework
1try to read the dialogue in part a fluently.
2 have a role play to perform the dialogue.
《牛津小学英语》5a unit7教案第二课时(a部分) 来自第一范文网。
《牛津小学英语》6B Unit 6教学设计 篇9
《牛津小学英语》5a unit 9 shapes 教学设计
丹阳市蒋墅中心小学 张亚琴
一、教学目标
1、知识目标:能听得懂,会说,会读和会拼写单词shape, shapes, a circle, a square, a diamond, a rectangle, a triangle, a star及其相应复数形式。能听得懂,会说,会读和会写句型what shape is the…?it’s a …
2、技能目标:使学生能灵活运用所学知识完成交际任务。
3、情感目标:保持学生的学习兴趣。
二、教学内容及重难点
教学内容:5a unit 9 shapes
教学重难点:能听得懂,会说,会读和会拼写单词shape, shapes, a circle, a square, a diamond, a rectangle, a triangle, a star及其相应复数形式。能听得懂,会说,会读和会写句型what shape is the…?it’s a …
三、教学过程
1、warm up ---- free talk
t: boys and girls, i like drawing pictures. do you like drawing?
s:……
2、presentation
(1)引出课题 t:i have some cards. do you have a card?(教师呈现自己做的贺卡) s: ……(教师选一张圆形,长方形的贺卡贴在黑板上)
t: there are two cards on the blackboard. let’s have a look. what’s in the card? s:……
t: there are some shapes.
teach: a shape shapes
(2) t:(指着黑板) this is a circle card.
teach: a circle
t: the football is a circle. can you see something like “the …is a circle.”(组织小组竞赛造句,表现优秀的小组贴上图形)
t:(指着黑板)what shape is it? it’s a rectangle. it’s a rectangle card.
teach: a rectangle .
t: the book is a rectangle. can you see something like “the …is a rectangle.”(组织小组竞赛造句,表现优秀的小组贴上图形)
t: i have a rectangle paper. look at me. is it a rectangle? (将长方形纸折成正方形) s: no.
t: it’s a square.
teach : a square
can you see something like “the …is a square.”(组织小组竞赛造句,表现优秀的小组贴上图形)
t: (正方形纸折成三角形)what shape is it? is it a square?
s: no. t: it’s a triangle.
teach: a triangle
(3) teach: what shape is the …? it’s a …
t: we are talking about shapes.( cai ) what shape is the …?
s:it’s a ..(课件展示两幅图片)
t:can you ask me ?
teach: what shape is the …? it’s a …
s—t: what shape is the …?it’s a …(组织小组竞赛对话,表现优秀的小组贴上图形)
s—s:what shape is the …?it’s a …
(4) say a rhyme: (拍手)
card, card, i like cards.
circle, circle, it’s a circle football.
rectangle, rectangle, it’s a rectangle door.
square, square, it’s a square clock.
triangle, trangle, it’s a triangle kite.
(5)t: look at my card. there’s a tree in the card. what’s in the tree? s:… t: some stars.
teach: a star
( cai ) guess: what shape is it? is it a star?(遮住)
teach: a diamond
3、practice
(1) ( cai ) t: do you know them?( look and say)
(2) guess game: (露一小半图)t: what shape is it?
(3)look and say:( cai ) how many …are there? there are ….
(4)公布竞赛结果:用句型 how many … are there? 汇总。
(5) exercise:
t:look, i can make a picture. there’s a triangle ,
a rectangle and two squares. can you say?
4、板书设计:
unit 9 shapes
(贺卡1) what shape is the …?
it’s a …. (小组竞赛贴图)
(贺卡2)
《牛津小学英语》6B Unit 6教学设计 篇10
一、教学目标
1.能听得懂、会说、会用短语a bad cold ,a bad cough,a high fever, have a lot of rest.
2.能听得懂、会说、会读和会写句型what’s wrong with you? i’ve got …
3.能听得懂,会说和会读日常交际用语i’m sorry to hear that.
4. 能听得懂、会说、会表演e.read and act.
5. 培养学生关心他人的好习惯.
二、教学重点
能听得懂、会说、会表演e.read and act.
三、教学难点
能听得懂,会说和会用what’s wrong with you? i’ve got …,have a lot of rest.
四、课前准备
教师:多媒体课件、录音机、图片若干,药瓶等。
学生:预习课文,纸。
五、教学过程
step1:preparation
1.free talk
2.play a game:listen and touch.
3.sing a song
4.t:are you happy today?
s1:yes,i am.
t:but i feel hot.how do you feel now?
s1:i feel….
t:i can get a …for you.
s1:thank you.
s-s make some dialogues.
step2:presentation
1.s: how do you feel now?
t:i feel cold.i’ve got a cold.
teach : a cold?a bad cold? i’ve got a cold.(ss)
t:look,i’ve got a toothache.i’ve got a headache.(做动作)
can you say and do like me?
2. t:what’s wrong with you?
s:i’ve got a …
teach:wrong?what’s wrong with you?(ss)
3.s:what’s wrong with you?
t:i’ve got a fever.
teach:fever?a high fever?i’ve got a high fever.
(同法teach: cough?a bad cough?i’ve got a bad cough.)
t—s,s-s make some dialogues.
4. t:what’s wrong with you?
s:i’ve got a …
t:i’m sorry to hear that.
t:听到别人病了,要学会关心。
teach: i’m sorry to hear that.
5.ss practise part d
6.t:you look ill.i think you’ve got a fever.
let’s go to see a doctor.
(教师扮演医生)
t:what’s wrong with you?
s:i’ve got a fever.
t:anything else?
s:i’ve got a …,too.
t:open your mouth and say ‘ah’
s:ahhh.
t:you’ve got a cold.take some medicine and have a lot of rest.
s:ok.
teach :rest? have a rest?have a lot of rest
have a good rest
s-s
7.read and act.
step 3.presentation
1.i’ve got a stomach ache today.i want to go to see a doctor.you’re doctors.
oh,there are many rooms in the hospital.
s:what’s wrong with you?
t:i’ve got a stomach ache.
s:anything else?
t:i don’t want to eat food.
s:take some medicine and have a lot of rest.
(出示四个科室---内科、牙科、骨科、耳鼻喉科卡片)
内科:take some medicine,stay in bed ,have a lot of rest,drink some hot water,don’t eat rich(油腻的) food .don’t drink cold drink…
牙科医生(dentist):don’t eat sweets,brush your teeth…
骨科:stay in bed.don’t jump and run.have a lot of rest…
耳鼻喉科:have a good rest,take some medicine,don’t listen to the walkman…
s-s make some new dialogues.
2.give you a proverb
a good medicine tastes bitter.
step4:homework
1.copy the new words.
2.complete part d
3.make a new dialogue like part e.
听课随想
1.本节课的重点是让学生学会关心他人的身体情况。在free talk环节就注意到了与学生情感上的沟通,为下面的教学打好基础。
2.在巩固操练环节中,设计了一个真实的去医院看病的情景,并教授了一些看病的基本知识,让学生带着真实的任务投入操练,使之真正成为交际工具。
3.环节间的联系还有待加强,say a rhyme 的环节可以放在医生给出建议之前进行,这样层次会更清晰。
4.学生在表演时还是像背书,有些言不由衷,要让学生清楚自己的角色,把握好自己要说的内容。
5.要将看病和课题联系起来。如通过打电话来谈论病情。
《牛津小学英语》6B Unit 6教学设计 篇11
《牛津小学英语》6b unit5 seasons的话题主要是围绕“季节”展开,课文介绍了纽约的四个季节,课文中的这四个季节并不是按顺序逐一介绍的,而是在特定的话题下产生。课一开始,教师在free talk中与学生交流有关天气及四季的相关话题。
[教学片段一]
t: what’s the weather like today ?
s: it’s sunny day.
t: which season is it now ?
s: it’s spring.
t: which season comes after spring ?
s: summer.
t: which season is the last season ?
s: winter.
t: which season do you like best ? why ?
s: i like… because i…
free talk中的等问题,把学生引入他们感兴趣并熟知的“扬州四季”,既为学习课文中“纽约的四季”做了铺垫,也促使学生用英语主动去谈论家乡的季节,大大增强了学生的求知欲。
[教学片段二]
t: su yang’s dad is going to new york next week. but she doesn’t know the weather. who can help her?
t: what’s the weather like in new york?…
(教师提一些问题,学生听完课文对话后,回答问题)
由这一系列的问题,教师把学生带入课文引言部分的学习,在这一学习过程中,教师的话题从学生感兴趣的“summer holiday”转换成new york。但笔者认为教师完全可以改变一下free talk中最后的话题,可以先问where are you going next week? 再转换为where is su yang’s dad is going next week? can you guess?这样,自然地过渡到课文内容的学习,新旧知识点的联系就较为紧凑了。
课文教学是小学高年级外语教学的重点,也是难点。课文是教材的中心,是教授、学习语言知识和训练语言技能的综合教学材料。高年级课文的词汇量大、句型比较长。教师如何有效地让学生学习课文内容呢?教师是直接讲解课文?还是教师设计不同的练习,通过不同的方法,来逐步学习课文呢?课文内容的学习方式需要多样性。魏老师教学课文内容的方式是这样的:
一、通过“听音标号”的形式,学生初步感知课文
教师提了两个问题how long is he going there? what questions does su yang ask about ? 学生带着问题先整体听课文内容,根据课文介绍的先后顺序标序号。
通过“听音标号”这种形式,学生对课文介绍的纽约季节的先后顺序有了一个感知,对课文内容有了一个初步了解,有了一个整体的把握。
二、通过“选词填空”的形式,学生深层学习课文
学生对课文内容有了初步的感知,如何进一步加深学生对课文的理解?如何使学生了解纽约的季节里不同的天气及人们的活动?教师采取了“选词填空”的形式,学生一边仔细听课文录音,一边选词填空。考虑到学生刚刚接触课文,考虑到不同水平的学生,教师并没有让学生直接填词,而是给出了一些关于天气的词,让学生去选词填写,大大降低了难度,学生进一步理解了课文内容。
seasonweatherhotrainycoolwindycloudywarmsummerautumn spring
三、通过“缺词填空”的形式,学生再次理解课文
学生是否已经掌握了课文知识?如何来检测学生的学习效果?魏教师根据课文内容把对话改编成了一篇小短文,让学生根据所学的课文内容填空,通过这种形式,不仅检测了学生掌握课文知识的情况,同时再次让学生理解巩固了课文,更进一步地理解掌握课文知识。
su yang’s dad is going to new york . he is going to work there one year . in new york, there’s a lot of rain in . the weather in summer is
as as in nanjing. autumn is the season in new year.
it’s and . in winter it’s than in in nanjing. su yang’s dad
needs some warm clothes for winter in new year.
整篇课文的学习,教师采取了“总→分→总”的方法,及学生先从整体上把握课文,理解整篇课文的意思,然后分段学习课文,自然新授并讲解知识点,最后再进一步巩固课文。在每个教学环节的过程中,教师采取了不同的教学方法,设计了不同的练习,题目由简到难,并且题型多样,激发了学生学习的兴趣,学生做的不亦乐乎!
这一节课中,教师设计的各个环节都很巧妙,学生学习课文的方式多样,有“听音标号”的形式等。学生运用语言的活动很多,教师对课文内容教学的每一个步骤设计到位,考虑到学生知识水平,循序渐进地,运用多种练习方式,不同难度的题目,让学生学习课文。在学习课文中学生了解了语言知识,掌握了语言知识,并去运用了语言知识,符合学生的认知规律,学生感兴趣,学的轻松,教学效果好。
《牛津小学英语》6B Unit 6教学设计 篇12
教学内容:a. listen, read and say(第一、二部分)
教学目标:
1、能听懂、会说、会读并会拼写单词penfriend, also。
2、能听懂、会说、会读i want to write a letter. who do you want to write to?
3、正确理解、掌握对话内容,并能朗读,表演对话。
教学重难点:正确理解,掌握对话内容,并能朗读,表演对话。
教具准备:几封信,a部分教学挂图,小黑板。
教学过程:
step 1 warm up
1、greeting.
2、revision.
①出示单词卡片,开火车读,遇到四会单词要拼写。
②学生间自由操练c部分句型。
教师可与一学生问答引出,再由学生进行操练。
③教师现场说一物品,两位学生合作,如:writing paper,请学生快速按照c部分句型编对话。
for example:
a: can i have some writing paper? b: what for?
a: i want to write a letter. b: sure. here you are.
step 2 presentation
1、因为对话较长,再将a部分分为三部分教学:第一部分为引言部分,第二部分为liu tao向妈妈要一些写信材料,准备写信,第三部分为liu tao向妈妈介绍peter的主要情况,并和妈妈讨论回信内容。
2、listen to the tape.
3、teach: a penfriend.
①教师出示自己收到的一封信,告诉学生look! here’s a letter from my penfriend,引出单词a penfriend.
②教师范读,讲解词义,告诉学生penfriend是合成词,由单词pen和单词friend组成,pen和friend都是以前学过的单词,pen-friend→penfriend。
③学生齐读a penfriend。 ④开火车拼读penfriend。
a. pen, pen, p-e-n, pen, pen.
b. friend, friend, f-r-i-e-n-d, friend, friend.
c. penfriend, penfriend, p-e-n-f-r-i-e-n-d, penfriend, penfriend.
4、 teach: also b. friend, friend,
①教师出示教学挂图,告诉学生liu tao also wants a penfriend。
②出示单词卡片also,解释词义。 ③学生分组读also。
④集体拼读also, also, a-l-s-o, also, also。
5、教师用语音直接导入yesterday afternoon, liu tao read about an english boy, peter, in the newspaper. what does liu tao want to do? let’s listen.教师组织学生听引言部分录音。
6、听完录音后,请学生回答问题,引导学生看图学习课文。
question: ①who did liu tao read about yesterday afternoon?
②what did peter want in china? ③what would liu tao like to do?
7、对话第二部分是c部分已学过的句型,可采用巩固的方式引出新内容。
教师课前将此部分的句子打乱顺序写在卡片上,现将卡片贴于黑板上,请学生四人为一组,共同讨论,看哪一组学生可以最先排列好顺序,并猜该组成员,每人教读一句。
for example:
( ) thank you.
( ) i want to write a letter.
( ) sure. here you are.
( ) what for, dear?
( ) mum, can i have some writing paper, an envelope and some stamps, please?
step 3 consolidation
1、听录音,跟读引言和对话部分。 2、师生齐读引言和对话一遍。
3、分角色朗读。 4、小组内表演对话。
5、指名表演对话。
step 4 homework
1、听a部分录音半小时,跟读两遍。 2、抄写a penfriend, also各五遍。
3、预习第二部分,请学生自编问题,下节课准备同学间交流。
板书内容:
1、课题:unit 7 a letter to a pen rend 2、单词:a penfriend, also
板书设计: