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Unit 1 Who is younger? 教案
Unit 1 Who is younger? (period1)
Aims: 1. Ss can lsten , say and write the words: young, twin, minute, also.
2. Ss can listen, say and write the phrases: go for a walk, be glad to see ... under a big tree, have a chat,
a twin sister, as...as, twenty minutes, one day, the one child in my family look the same.
3. Ss can listen, read and say the dialogue.
4. Ss can translate the dialogue by themselves.
Teaching tools:
tape, English cards, picture
teaching diffculties:
Ss know the comperative degree
teaching importances:
young-younger, old -older, as...as
Teaching procedures:
一. Warming- up:
Free talk:
T: What festival do you like? why?
S1: i like...because...
T: What's the weather like today?
S2: It's cold
T: Yes, we know it's cold today, and it will be colder tomorrow.
Read “cold---colder” twice.
二. while-teaching procedures:
1.Comperative degree:
-er }
more }than...
e.g. big-bigger old-older
fat-fatter young-younger
more beautiful
T: Sentences: My grandmothe is old.
Mike's grandmother is older than...
Look at... I am tall.
Now, look at...she is taller than me.
(ask the students to make up sentences like this)
S1: I am short.
but ... is shorter than me.
S2: I am tall.
... is taller than me.
S3: This red ruler is long.
The black one is longer than mine.
T: There is two rulers in my hands.
This one is long, how about that one?
is it longer?
S1: No.
T: So, we can say this one is as long as that one.
ok, let's read after me.
S2: as tall/long/short/old as ...
T: Sentence: I'm as tall as my sister.
Ss make sentences.
2. Teach the dialogue:
a. Teach the first part.
T read the passage, Ss listen and underline.
the new words and phrases at the same time.
teach the main points:
go for a walk met-meet
glad=happy sat-sit
have a chat
Ss read the passage after one sentence by one sentence
Read in pairs
invite some Ss read individually.
b. Teach the second part
T: Su Hai and Su Yang are twin sisters.
Teach twin, a twin sister(brother)
T: So they look the same
Do you know who is younger? Whi is taller?
Ask Ss to read this part by themselves, and then answer the two questions
T: “as tall as...
taller than...
twenty minutes younger than...”
Play the tape
Ss read after the tape one sentence by one sentence
Teach “one day”
Ss read after T
Read in pairs
Then read together.
c: Read the two parts together.
Invite some pairs to read the text.
三. After-teaching activities:
1. underline the phrases.
2. review the comperative degree
四. Homework:
1. Ss copy the new words and prases.
2. Recite the words and phrases.
3. Pead the dialogue for several times.
Bb desighing:
Unit 1 Who is younger?
Part A
cold colder 1.比...高/大/老... 比较级＋than
tall taller eg. My grandmother is older than grandfather.
short shorter The cat is fat. The pig is fatter than the cat.
young younger
big bigger
fat fatter 2.和...一样高/大/老... as＋原级＋as
thin thinner
beautiful more beautiful eg. I'm as old as my sister.
interesting more interesting He's as tal as me.
Unit 1 Who is younger? (period2)
Unit 1 Who is younger? (period2)
Aims: 1.Ss can listen, say, read and write the phrases:the only child, one year younger than me.
2.Ss can read the whole dialogue.
3.Ss can do the exercise gy themselves.
Teaching tools:
tape card word
Teaching procedures:
Warming up:
1. Free talk: 1. Where are the children?
2. Who are twins?
3. Who is taller?
4. Who is younger?
Ss answer the questions.
2. Revision
Invite some Ss to read the first part and the second part.
Spell some words, translate some phrases.
Have a dictation.
while-teaching procedures:
1. Ss read part 3 in A
Answer the questions.
a. Does Jack have any brpther or sisters?
b. Who is Jimmy?
c. How old is Jack?
Ss answer the questions.
Teach： the only child.
one year younger than...
2. Play the tape, Ss read after the tape.
Read it in pairs.
Invite some pairs to read it.
After-teaching activities:
1. Ss do the exercise and then check the answers:
cousin, six, dog, younger
Ss read the passage together.
2. Read the whole dialogue.
Role-reading in groups
homework:
1. Copy the phrases.
2. Read and recite the whole dialogue.
Bb desighing:
Unit 1 Who is younger?
Qa: Does Jack have any brothers or sisters?
Qb: Who is Jimmy?
Qc: Who is younger?
Qd: How old is Jack?
Unit 1 Who is younger? (Period3)
1. Ss can listen, read, say and write the words ld, young, tall, short, big, small, thin,fat, heavy, and their cpmperative dagree.
2. Ss know and master the grammer.
3. Ss ca use the grammer.
Key and difficult points:
Ss can use the grammer.
Teaching tool:
tape, chant.
Teaching procedures:
Warming up:
Revision: Review the grammer: Comperative degree.
While-teaching procedures:
1. T write some words, Ss say the comperative degree.
old-older young-younger
tall-taller short-shorter
long-longer
big-bigger small- smaller
fat-fatter thin-thinner
strong-stronger heavy-heavier
Ss read the words, learn the words.
more beautiful more interesting
much＋比较级 ...得多
2. Ss translate the sentences
a.我奶奶比我爷爷老.
b.他弟弟比我叔叔强壮得多.
c.我爸爸比我叔叔强壮得多.
d.这只猪比那只猫胖.
e.我比你瘦.
f.我的书包比你的重.
g.她的尺比我的长.
f.我们学校和他们学校一样大.
After-teaching activities:
1. Copy the words
2. Translate some sentences
Homework:
Recite the words
Master the grammer
Bb designing:
Unit1 Who is younger?
old-older young-younger
tall-taller short-shorter
long-longer
big-bigger small- smaller
fat-fatter thin-thinner
strong-stronger heavy-heavier
Ss read the words, learn the words.
more beautiful more interesting
much＋比较级 ...得多
Unit 2教案
单元教学内容简析：
本单元主要话题是Jim 和他爸爸讨论如何进行体育锻炼展开的。通过对话引出语言项目：副词比较级。
本单元A部分通过创设情景，和爸爸聊天引出引出副词比较级的学习。
B部分主要学习常见副词及其比较级。
C部分和D部分是本单元的句型结构部分，重点学习句型及其答句。Do the boys jump higher than the girls? Yes ,they do. Does Jim swim slower than David? No, he doesn't. 要求学生能够四会掌握这些句型。
E部分为Look ,read and judge。要求学生能根据所给的内容判断对错。
F部分为游戏活动部分，要求学生在听听、看看、做做、玩玩中进行。
G部分为语音部分，让学生了解字母组合or在单词中的读音。H部分是一首韵律诗，要求学生能够熟练朗读、并能配以动作进行表演。
单元教学要求：
1. 能听得懂、会说、会读和会拼写strong, slow, low, fish, late, be good at.
2. 掌握会话中出现的三会单词和词组far , well, jog, do well in, need help with，
do well in , do more exercise, animal show, go for a walk..
3. 能听得懂、会说、会读和会写四会句型：
Ben runs faster than Jim .
Do the boys jump higher than the girls?
Does Jim swim slower than David?
4. 能听得懂、会说、会读：
That's true. Well done. Mike runs as fast as Ben.
5. 了解字母组合or在单词中的读音。
6. 会诵读歌谣 Run，rabbit，run。
单元教学重、难点： 见教学要求。
The First Period（第一课时）
一、教学内容：
6B. Unit 2 A部分,Listen ,read and say.
二、教学目标：
1 初步掌握理解句型，并能在交际中口头运用副词比较级句型
2 掌握四会单词be good at, strong, faster ,higher. .
3 掌握三会单词和词组jog, need help with, do well in , That's true. .
4 能听懂会说句型 That's true. He is not as strong as the other boys.
5 四会句型：Ben runs faster than Jim .
三、教学重、难点： 能正确理解、掌握四会单词和句型。
四、课前准备：
1 准备录音机和本课A部分的磁带。
2 准备A部分的图片。
3 课前写好本课的课题6B. Unit 2A部分Look, read and say
五、教学过程：
A Sing a song. 跟录音机边听边表演唱英文歌曲Hello
B Free talk. 师生交流
T: Good morning, boys and girls.
Ss: Good morning,
T: Nice to see you again.
Ss: Nice to see you, too.
T: How old are you ?
Ss: I'm 12 years old.
T: How old is he?
Ss: He's 11 years old , too.
T: Do you run fast?
Do you jump high?
Do you swim fast?
T: Who is taller , you or your brother?
Which bag is heavier, yours or mine?
C Presentation and drill
1 教师通过刚才的师生问答引出句型I run faster than xxx。
2 教师板书fast和faster进行教学同时让学生理解。
3 教师出示音标让学生试读，然后集体升降调朗读。
4 教师找一学生和自己比跳高。T:I jump higher than xxx.同时板书high和higher，运用相同的方法学习这2个单词
5 就刚才创设情景，T：I'm good at jumping. T：He is good at English.引出be good at的学习。同时让学生模仿说几句。
6 教师板书巨型并领读。
D Practice and consolidation
1 让学生听录音，引出单词和词组jog，do well in，do more exercise的学习。
2 T板书以上单词和词组学生集体朗读，并扩展出词组和句子
3 让学生模仿跟读录音。
4 学生小组活动，每人接龙说一个比较级的句子，I run faster than xxx. I jump higher than xxx。
5 在次基础上小组讨论说出句型：Ben runs faster than me . xxx runs faster than xxx. .....
6 请学生说出自己擅长的方面运用句型be good at, I am good at English. 接龙说句子。
7 Ask and answer in pairs.。
六 布置作业：
听本课A部分的录音，要求学生跟读、读熟，并能够和同学比身高和年龄。
调查班级同学的年龄和身高
七、板书设计:
Unit 2 More exercise
fast faster high higher
I jump higher than some of the boys in my class.
Ben runs faster than me.
The second period （第二课时）
Teaching contents:
Part B and C
Teaching aims:
1.Enable the students to listen, say read and write the words: low, high, far, farther, slow, early, better
2.Enable the students to understand, read and say the sentence patterns:
Ben runs faster than Jim.
Do the boys jump higher than the girls? Yes,they do.
Does Jim swim slower than David? No,he doesn’t.He swims faster than David.
Teaching focus:
1.Enable the students to listen, say read and write the words: low, high, far, farther, slow, early, better
2.Enable the students to understand, read and say the sentence patterns:
Ben runs faster than Jim.
Do the boys jump higher than the girls?
Does Jim swim slower than David?
Teaching aids:
Pictures, word cards, a tape recorder
Teaching steps:
Step1.Greeting and free talk
1.Listen and do
Revision the Verbs ：jump, run, swim, fly, skate, ski, climb, sing, dance, play football, get up, go to bed…
2.Quickly respond：说反义词
复习上单元的形容词，引出本课出现的副词：big- small, fat- thin, long- short, good- bad… well- bad, near- far, high-low, fast- slow, late- early, …
Step2. Presentation
1. T: What time do you go to bed?
S1: At …
T: What about you?
S2: At …
T: Who goes to bed later? S: ** goes to bed later than ***. （板书）此处的later解释为“晚的，迟的”
2.通过提问What time do you get up?引出 ** gets up earlier than ***.（板书）
3.通过跳远比赛引出** jumps farther than ***.（板书）
4.通过跳舞比赛引出** dances better than ***. （板书）
提醒学生注意这几个比较级变化，引导学生总结副词的比较级变化规则：（略）
5.通过比赛跳高引出Does ** jumps higher/ lower than ***?
Yes, he does. / No, he doesn’t. *** jumps higher than **.
Do ** and ** jumps higher/ lower than *** and ***?
Yes, they do./ No, they don’t.
6.可重复1-4环节的提问或者利用B部分的挂图，引出比较级的一般疑问句
7.Read the words in part B.
Step3. Work in pairs (Part C)
1.Look and read the dialogues
2.Ask and answer in pairs, using the dialogues and words（注意书上的fat 可改为far）
3.Act out their dialogues.
4.Write down the dialogues ss make
Step4. Homework
1.Copy the new words
2.Write down two dialoges.
板书设计：
Unit 2 More exercise
low- lower Does ** jumps higher/ lower than ***?
slow-slower Yes, he does. / No, he doesn’t. *** jumps higher than **.
late-later Do ** and ** jumps higher/ lower than *** and ***?
early-earlier Yes, they do./ No, they don’t.
far-farther
well-better
The Third Period (第三课时)
Teaching aims:
1.Enable the students to understand, read and say the phrases: an animal show,skate well(better), on the lake, fly in the flowers, like better.
2.Enable the students to use these expressions fluently.
That’s true.
Jim is not as strong as the other boys.
Mike runs as fast as Ben.
3.Enable the students to use the sentence patterns:
Ben runs faster than Jim.
Do the boys jump higher than the girls?
Does Jim swim slower than David?
Teaching aids:
1.A tape recorder
2.Picture of part D
Teaching steps:
Step1. Greeting and free talk
Are you good at …?
What subject are you good at?
Who is good at PE/…?
Do you do well in…?
Does ** do well in…?
Who runs faster than **?
Who can swim?
Do you get up early?
How do you go to school in the morning?
Do you want to do better in PE/ English/…?
What do you want to do?
Step2. Revision
1.Read the text together/ in roles
2.Practise the dialogue
Step3. Listen and write (Part D)
1.Look and answer:（要求学生回答要完整）
T: Look, here’s an animal show.Do you know them?What are they doing?
Which animals skate better, the monkeys or the bears?
Do the bees fly higher than the butterflies?
Do the fish swim faster than the ducks?
Which animals do you like better, the monkeys or the bears?
2.Listen and write
3.Check the answers
4.Ss say and write more sentences about the picture
Step4. Homework
1.Read and recite the text
2.Have a dictation(part B&C)
板书设计：
Unit 2 More exercise
___________ fly _______than _________.
_________ skate _______ than _________.
__________ swim _______ than ________.
The Fifth Period（第四课时）
一 教学内容
《义务教育课程标准实验教科书牛津小学英语》6B第二单元第四教时（Look, read and judge, Play a game, Listen and repeat, Say a rhyme）
二 教学目标
1 能在游戏中熟练地运用本单元所学的句型。
2 初步了解字母组合or在单词中的读音。
3 能够熟练并有感情的朗读儿歌Run, rabbit, run!
三 教学重点
1 熟练掌握副词比较级的表达法。
2 能综合运用本单元所学过的单词、句型。
四 课前准备
1 准备实物投影仪，将F部分的图片投影在屏幕上。
2 准备好一台录音机。
五 教学过程
A Revision.
1 Free talk.
教师请一位男生和一位女生到教室前，请他们分别做些动作。
学生先原地跳。
T: Who jumps higher, the boy or the girl?
Ss: The boy jumps higher.
学生单脚站立。
T: Who does better, the boy or the girl?
Ss: The girl does better.
再分别问两位学生，When do you usually go to bed? When do you usually get up?
和学生复习Who goes to bed earlier? Who gets up later?
B Listen and repeat听一听，读一读
1 让学生听G部分录音，先让学生听一遍。
2 学生模仿跟读两遍，并请学生说出这四个词的中文意思。
3 让学生用所听到的单词组成一个句子窗身情景让学生背诵。
C Play a game
1 将图片实物投影在屏幕上，教师向学生解释游戏规则，和学生一起把主要的动词词组罗列好，然后给学生做游戏示范。
T: Whose kite flies higher, the boy’s or the girl’s?
S: The girl’s flies higher.
T: Who runs faster, the boy or the girl?
S: The girl runs faster.
T: Who skates well, the boy or the girl?
S; The girl skates well.
几组示范后，学生记忆图片内容后，小组活动做游戏。
D Listen and repeat
1 教师播放录音，依次出示单词forty, horse, morning, sports, 指导学生跟读，引导学生说出or 在单词中的发音。
2 教师出示本部分中的句子，指导朗读，找出读音规律，进行朗读竞赛。看谁读得又快又准。
E Say a rhyme
1 教师播放录音，学生先看图和儿歌，听录音。
2 和学生一起解释儿歌的意思。
3 指导跟录音朗读儿歌。
4 挑出学生发音有困难的单词,纠正发音。
5 指导学生有感情得朗读儿歌。
F Homework
1 熟读G、H两部分
2 能有感情地朗读儿歌。
The Sixth Period（第五课时）
一、教学内容： 综合练习
二、教学目标：
1 掌握副词以及比较级的使用。
2. 能听得懂、会说、会读和会拼写late later,early earlier, far farther..。
3. 掌握会话中出现的三会单词和词组far, traffic , well, jog, do well in , have problems with
, do more exercise, animal show, go for a walk..
4. 能听得懂、会说、会读和会写四会句型：Ben runs faster than Jim . Do the boys jump higher
than the girls? Yes ,they do. Does Jim swim slower than David? No, he doesn't..
5. 能听得懂、会说、会读日常交际用语. That's true. Well done. Jim is not as strong as the
other boys. Mike runs as fast as Ben..
6. 了解字母组合or在单词中的读音。
7. 会说英语歌谣。
三、教学重、难点： 正确掌握B部分出现的四会单词,和句型。
四、课前准备：
1 准备录音机和本课H部分的磁带
2 练习题的投影片。
3 课前写好本课的课题。
五、教学过程：
A 跟音乐集体Say a rhyme: Run, rabbit, run!
B 1.Free talk. 师生交流
2. 请学生之间用所学的句型问答，分组比赛
C Revision 复习
1 看A部分投影片，创设情景让学生表演
2 让学生复述A部分第一段和会话。
3 学生小组内表演会话内容。
4 教师让学生根据实际情况说自己的优势
I'm taller than xxx
I'm younger than xxx
I'm stronger than xxx
My father is taller than
My pencil is longer than xxx's
I'm good at Maths ..
I'm good at English .
...I run faster than xxx.
I swim slower than xxx.
Tom jump higher than xxx.
...
5 让学生看黑板，朗读、拼读刚才教师板书的四会单词。
6 学生拿出课前准备好听写本，听写本课四会单词。
D 学生一齐拍手唱歌谣两遍。
E Practice and consolidation练习和巩固
1. 游戏； 用所学的句型来猜班级的同学
2．教师投影本单元的练习题请学生完成(略)
六 布置作业：
1 朗读本课的会话，要求学生能够复述、背诵。
七 板书设计：
投影本单元的练习题目
unit 3 教案
Unit 3 Asking the way Period I
I. Teaching aims:
a. Words: turn left/right, post office, along, street, city, crossing, shopping centre, middle school, primary school, train station, history museum
b. Daily express for communication:
Go along this street, and then turn right at the third crossing.
How can I get to the shopping center?
c. Sentence pattern:
Can you tell me the way to…, please?
II.Teaching steps:
Step1 Preparation
1. Listen and do
left, left, right, right, come, come, go, go ,go!
2. Listen and guess
a. I’m ill. Where shall we go? (a hospital)
b.I want to watch films. Where shall we go? (a cinema)
c. I want to watch the animals. Where shall we go? ( a zoo)
d. I want to watch the plays. Where shall we go? (a theatre)
e. I want to do some shopping. Where shall we go? ( a supermarket)
Yes, we can also go to a shopping centre.
f. I want to take a plane. Where shall we go? (an airport)
g. I want to take a bus. Where shall we go? ( a station-a bus station)
h. I want to take a train. Where shall we go? (a station- a train station)
i. I want to study. Where shall we go? (a school- a primary school.)
Next term, you’ll go to the middle school.
j. I want to see some old things. Where shall we go? (a history museum)
3. Read the new words
Step2. Presentation
1. Show a map of Garden City
Post office History meseum Cinema
Primary school Shopping centre Bus station
Middle school Hospital Train station
T: Look, this is a map of Garden City. Some teachers will come to our city tomorrow. And they need some guides. Can you help them? Let’s try to be a good guide, OK?
T: （take out some idenfication of the guides）Who can try? Let me try, first. （teacher takes one out and try it by herself/himself）
Now I’m at the train station. You can ask me the way.(show the title)Asking the way
S: Where’s the cinema?
T: Let me see. Er, … go along this street, and then turn right at the first crossing. The cinema is on your right.（use a map to help students understnd the new points）
Ss learn the words: along, street, crossing, turn right/left
2.Teacher give some examples。To remind the students use the different way to answer the questions：How can I get to…?
Can you tell me the way to …?
3.Students act the guides, answer the teacher’s inquire
Practise in pairs
Step3. Ask and answer (Part C )
1. Look at the pictures and teach the sentences: That’s all right. That’s OK. You’re welcome. Not at all.
2. Ask and answer in pair
3. Write down the dialogue
Step4. Homework
1. Copy the new words
2. Workbook : P23 H
Step5. blackboard designing
Unit 3 Asking the way
Go along this street.
Turn left/right at … crossing.
The … is on your left/right.
Unit 3 Asking the way Period II
I Teaching aims:
a. Words: on holiday, far from…, kilometre, stop, get on/off
b. Daily express for communication:
How far is it from here?
It's about a kilometre away.
You can take bus No.5.
How many stops are there?
c. Sentence pattern:
Can you tell me the way to…, please?
II.Teaching steps:
Step1. Listen to the song
Step2. Revision
1. Teacher show the picture of Mr Smith：Look, here’s a stranger in our city. He’s on holiday here. Now he’s in the bus station.He wants to visit some palces.
Post office History meseum zoo
Zhong Shan Road
Primary school Cinema Bus station
Ren Min Road
Middle school Hospital Train station
Jie Fang Road
Listen and answer: Where does Mr Smith want to visit?
2. T:Can you help him?
S1: Let me see. Er, … go along this street, and then turn left at the first crossing. The history museum is on your right.
T: Which road is it on?
S: It’s on Zhong Shan Road.
T: How far is it from ? How far? （show a ruler to help the students ）
Oh, it’s about a kilometre away. （compare:centimetre）
3.T: If we want to get there faster, we can take a bus.
Listen to the first period dialogue and answer:
Which bus can Mr Smith take?
How many stops are there?
4.Listen, read and learn
Learn the words:miss, stop
5．Listen to the second period dialogue and answer:
Where’s the bus stop?
Where’s the city post office?
6.Listen , read and learn
Learn the phrases:get off/ on, Get off at the …stop.
7. Read in roles
8.Read and complete the sentences
Step4.Further learning
1 Use a map to make a dialogue to ask the way
2use the main sentence parterns which in the text to have a commucation
Step5. Homework
1. Copy the new words
2. Read and practise the dialogue
3. Workbook B C D E
Step5. blackboard designing
Unit 3 Asking the way
How far is it from here?
It’s about a kilometre away.
You can take Bus No.5.
It’s on Zhongshan Road.
Get off at the third stop.
Unit 3 Asking the way Period III
I Teaching aims:
c. Words: bookshop, bank , hotel,place
d. Daily express for communication:
How can I get to …? It’s on River Road.
II.Teaching steps:
Step1. Listen to the song
Step2. Revision
1.Quickly respond: Words in PartB
2.T: Mr Green is new here. He asks Yang Ling how to get to the history museum. Do you still remember the way to the history museum?
(According the answers write on the blackboard):
Go along this street. Turn … at the … crossing. It’s on your….
Teach: Go along … Road. Turn … at … Road. The … is on your….
T: How far is it from here?
(According the answers to write on the blackboard):
It’s about a kilometre away.
T: If we want to get there faster, what shall we do ?
(According the answers write on the blackboard):
You can take bus No.… and get off at the … stop.
3. T:Mr Smith want to go to the City Post Office, too. How can he ask?
(According the answers write the blackboard):
Where’s the …?
How can I get to…?
Can you tell me the way to the…?
4. Read the useful expressions
5. Read the dialogue in Part A
Step3. Play a game (Part F)
1. T: Look at the map on Page28. Read the names of the places.
Teach: bookshop, hotel, bank(Bank of China),place
2.T（Prepare six cards of partF, choose one ,and tell them the position then describe the way, let the students guess out their destination ）
Now I’m at the hotel. I’m go along Guangzhou Road, then turning right at Nanjing Road. Then….The place is on my…. Where am I?
S: You’re at…
2.Call one student to give an example。
3．Play the games in groups of four
Step4. Read and talk(Part D)
1. T(use the map of Part F) ook, I’m at the train station. I want to buy some clothes for my cousin. How can I get to the shopping centre?
S: Go along Hong Kong Road, then turn right at Nanjing Road. Turn right at Guangzhou Road.It is on your right.
T: Andy wants to get there, too. Read the dialogue, tell us how he goes there.
2.Listen and read
3. Practise in pair
Step5. Homework
1. Write down the similar dialogue of PartD
Step6：Blackboard designing
Unit 3 Asking the way
Where’s the …? Go along this street/… Road.
How can I get to…? Turn … at … Road.
Can you tell me the way to the…? The … is on your…
You can take bus No.… and get off at the … stop.
Unit 3 Asking the way Period IV
I Teaching aims:
a.Words: steal, stole,shout, out of, thief, begin,began,heard, caught
b.Daily express for communication:
Stop thief!
c.Review the past sense
d.Phonic: The pronunciation of the letters:”ou” in the words
II.Teaching steps:
Step1.Sing a song
Step2. Revision
1. show the picture of partF, to review the words of the places
2. Look, I’m here. Can you tell me the way to …,please?
(To remind students use the sentence pattern)Go along ….Turn left/right …
T: How far is it from here?
S: It’s about … kilometre away.
T: It’s a long walk.
S: You can take bus NO.5 and get off at …
T: Thank you very much.
S: That’s all right.
3. Practise in pair
Step3. Read and number(Part E)
1. T: Nancy went to a bookshop last Sunday.What happened?Read the story and put the picture in the correct order.
2. Read , translate and learn
Rewiew the irregular verbs
Teach the new words: steal, stole,shout, out of, thief, begin,began,heard, caught
3. Read and number
4. Read the story
Step4. Listen and repeat
1. Read and compare
mouse blouse out house [au]
2. Read and recite the sentence
3. Give more examples: shout, mouth, about, …
Step5. Homework
1. Copy the new words
2. Recite the story
3. Workbook AGI
Step6 Blackboard designing
Unit 3 Asking the way
[au] mouse blouse out house
6BUnit5 The seasons教案
第一课时
一、教学内容：
1. 6B,Unit 5, B部分Look, read and learn.
2. The sentence structures: Which season do you like best? I like…What’s the weather like in…?
二、教学目标：
1 学习B部分,学生会读和拼写spring, summer, autumn, winter。
2掌握三会单词warm, cool ,sunny, cloudy, rainy, windy.
三、教学重点：
1学习B部分，套用旧句型，以旧带新。
2掌握四会单词和句型。
四、教学难点 灵活运用所学单词和句型进行交际。
五、课前准备：
1.准备录音机和第五单元的磁带。
2.课前写好本课的课题6B. Unit 5 The seasons
3.一些季节和天气的图片。
六、教学过程：
Step1.Free talk
T: Hello, boys and girls!
Today we learn Unit5 the seasons
(Write the title on the blackboard.)
The teacher read the title, and the students read after the teacher.
T: What’s the weather like today?
S:…
T:What can you see in the sky?Can you see the sun?
S:Yes./ No.
T:So it’s sunny/ cloudy.
T: Do you know how many months are there in a year?
S: There are 12 months in a year.
T: And how many seasons are there in a year?
S:There are four.
T: Yes,there are four seasons in a year.
T:Do you know What they are?
S:Spring, autumn, …
Step2:Presentation
1.Teach’spring, autumn, summer, winter’
Show S some pictures of seasons.
T: There are four seasons in a year.
And they’re…(show the picture of spring.)
S: spring
T:Yes.Who can spell the word?
S:S-P-R-I-N-G,spring.
T:Good.(Stick the word on the blackboard.)
Use the same way to teach’autumn’
T:Do you like swim?
S:Yes.
T:Can we swim now?
S:No.
T:Yes,it’s too cold.We can’t swim now.
So,when can we swim? In autumn?
S:No.
T:Can we swim in summer?
(Show S the picture.)
S:Yes.We can swim in summer.
Show S the word quickly.
T: Now who can spell the word?
S: S-U-M-M-E-R, summer.
T:Very good.(stick the word on the blackboard.)
Use the same way to teach winter.
2. Teach’warm’,’cool’.
T: We know it’s very cold in winter.What about summer?
S:It’s hot.
T:Yes,it’s very hot in summer. Is it very cold in spring?
S:No.Not very cold,and not very hot.
T: Yes.It’s warm in spring.
Is it hot in autumn?
S: No.
T: It’s…
S: It’s cool.
(The teacher show S the picture)
Let S read the words, and write the words on the blackboard.
3. Teach the sentence:Which season do you like best?
T: I like spring best. Because I can fly the kite.
Which season do you like best?
S1: I like …
Write the sentence structure on the blackboard.
3.Teach the sentence structure What’s the weather like…?
T:What’s the weather like there?
S:It’s sunny.
T:Yes.It’s sunny.(Show S the picture.)
T:Read after me.sun,sun,sunny.
S:Sun,sun,sunny.
T:Now,who can write the word on the blackboard?
S1: (Write the word.)
Teach the words:cloudy, rainy,windy in the same way.
Step3Practice
1. Play a game:
Guessing game:
A student say something about the word ,the others say out the word.
Ex1.T: It’s one of the seasons. It’s very warm. What is it?
S: It’s spring.
2.T:Today I take an umbrella to school.What’s the weather like today?
S: It’s rainy.
2. Repeat the words with the tape recorder.
3. Write the words on their own books..
(write the words on the book, every word write once. )
Step4.Consolidations
Work in groups:Which season do you like best?
What’s the weather like here in…?
Then finish the table.
Name\seasons spring summer autumn winter
S1 Jwarm
S2 Jhot
S3
S4
Step5.Blackboard Designing
Unit5 The seasons
Spring summer autumn winter
PICTURES
Warm cool sunny cloudy rainy windy
Which season do you like best? I like…
What’s the weather like …?
Unit5 The seasons 第二教时
一、Teaching contents： PartA Listen,read and say.
二、Teaching aims：
1, Apprehensibility this lesson contents and learn the new words:countryside,snowball fights.
2,Enabele the students tomaster the main sentence pattern:What's the weather like ...?
3, To more understand the sentence:Which season in...do you like best?
三、Teaching focal points:：
1,Understand this lesson content.
2,To master further the new words and main sentence.
四、Teaching difficult points:
1,Use the comparative degree firstly.
2 Understand :be going to .
五、Teaching aids：
a small blackboard, tape recorder,pictures,wall picture
六、Teaching process：
Step1.Warming up
1,Greeting .
2,Look and guess. What's the weather like in…?
The teacher shows the weather forecast quickly,and then let the students guess what’s the weather like in…?
For example:S1： What's the weather like in Nanjing? S2: It's rainy.
Step2.Presentation：
1,Look and say
T:Here are some pictures ,look at the pictures and answer my questions.
PICTURE1：What city is it?
PICTURE2: What's the weather like in autumn in New York?
PICTURE3：What do the Americans usually do in autumn?
PICTURE4：What do the children usually do in winter in New York?
2,Listen and read.
(1)Listen to the tape and write the right order.
1． New York is very beautiful in spring.
2． Ben likes making snowmen in New York.
3． New York is usually very hot in summer.
4． Su Yang's father is going to New York.
5． People in New York like to go to farms in the countryside.
(2)Listen again and repeat after the tape.
(3)Read and try to understand the following phrases:
In the countryside, pick apples, make snowmen, great fun
Step3, Summary:
1,Sum up the new words and sentence patterns.
2,Sum up the weather in New York and make a table.
Step4, Homework
1.Talk about the weather in our hometown..
2. Ss make a dialogue like Unit 5.
3. Ss read Unit 5 after the tape.
Blackboard design:
Unit 5 The seasons
What’s the weather like in New York?
In spring:rainy and warm
In summer: as hot as in Nanjing
In autumn:cool ,sunny and windy
In winter:colder than Nanjing
Unit5 The seasons第三教时
一，教学内容：6B Unit 5 Part C(Ask and answer)and part E(Write and talk)
二，教学目标：1，掌握三会句型 Which season do you like best ?I like ┄┄. Why ? Because it’s ┄┄.I can ┄┄.
2，掌握四会句型 What’s the weather like ?
3，进一步在真实的语言环境中应用本单元的句型，提高学生英语做事的能力。
三，教学重点：1，学生看图能迅速的说出内容。2，拓展句型 Which season do you like best ?I like ┄┄. Why ? Because it’s ┄┄.I can ┄┄.
3，在真实的语言环境中运用所学知识。
四，教学难点：灵活运用所学句型进行交际。
五，课前准备：1，录音机和磁带
2，书写课题 Unit 5 The seasons
六，教学过程：
七，
Step 1 Say a rhyme
Spring,spring,spring,it's warm,warm,warm,
Summer,summer,summer,it's hot, hot, hot,
Autumn,autumn,autumn,it's cool,cool,cool,
Winter,winter,winter,it's snowy,snowy,snowy,
Windy,windy,windy,it's Beijing,windy city,
Foggy,foggy,foggy,it's London,foggy city,
Sunny,sunny,sunny,it's Lasha,sunny city.
Step 2 Free talk (the topic is”Weather ” )
1(1) eg: A: What’s the weather like in spring in JiangSu ?
B: It’s warm .
(2) work in park(学生自由交谈)
check it
2(1)eg: I like┄┄best .because it’s┄┄.I can ┄┄.
(2)（说出自己喜欢的季节及原因）Work in park
Check it (Four students a group )
Step 3Ask and answer(操练对话结合Part c 四幅图)
1 Show a picture (Part C picture 1 )
Ask : Which season ?
What does the boy do ?(Ask students to answer )
2 eg : A: Which season do you like best ?
B : I like ┄┄
A : Why?
B: Because it’s ┄┄.I can┄┄.
3 Work in park
Check it
4 Show the other pictures and dialogue
5 Do a survey.
Name Season Activity
Step 4 Write and talk
1Talk about the weather of some cities.
（1）Show a card (南京)
A：What's the weather like in summer in NangJin ?
B: It's very hot . It's often rainy .
A: What do people usually do?
B: They usually swim .
（2）Ask the students to choose one card and make a dialogue
2 Talk about the students' hometown, finish part E.
Check it .
Step 5 Homework
1 Write the dialogue (Part c)
2 Make the simmer dialogue (Part E)
Unit 5 the seasons第四课时
1、Teaching points:
a、Can pronounce /ow/ in the words.
b、Can use the four-skill sentences :What does … usually do? And What`s the weather like?
c、Can listen to the tape and find out the important phrases.
2、key and difficult points:
a、Can listen to the tape and find out the important phrases.
b、Grasp the four-skill sentences
3、Teaching tools:
wall pictures ;a tape recorder; Yangling and Nancy`s 头像
Teach steps:
Step1、warm-up
1、Greetings
a、Talk to the partner about the weather in hometown ,can use the sentences :What
does …usually do? And What`s the weather like?
b、Check the pair work
Step2、listen and write
1、show the wall pictures about part D, let the Ss look at it and answer some questions.
A、who are they ?
B、what`s the weather like in these pictures?
C、What does she usually do?
2、Answer the questions，invite the Ss to spell the words and write them on the blackboard.
3、listen to the tape and find out the important phrases, then write the phrases on the paper , listen
to the tape again ,then complete the note.
4、Can make the similar dialogue like part D.
Step3、listen and repeat
1、show the four words ,let the Ss read the words
brown cow how now
2、to know the“ow ”pronounce /au/,then find out the other words pronounce /au/,----down town
3、look at the picture and read the new sentence .
4、listen to the tape and repeat them.
Step4、homework
1、Can read part D and part G after the tape.
2、Copy the four-skill sentences ,can use them make other sentences
Blackboard Design
Unit 5 the seasons
Wall picture
1、who are they?
2、what`s the weather like in these pictures?
3、What does she usually do?
Wall picture
brown cow how now
How many brown cows did you see just now?
Unit5 The seasons 第五教时
教学目标:
1．using the structures in the real situation，improve their ability of using English
2．feel the beautiful emotion of the rhyme
教学重、难点：
1. solve the problems with English in real situation
2. improve the ability of using English in games
教学准备：
1prepare the property for the games
2.cards pencils
教学过程：
Step 1Free talk：
1． Release their feeling
T: What date is it today? S: It's the ...
T: What’s the weather like today?
Step 2 Game
1 Show them some cards with the words: weather, spring, summer,
autumn, winter,
divide into several groups, and one do the mouth actions, the other guess the words
2 Show them some cards with the words: warm, cool, cloudy, rainy,
windy, snowy, sunny, rowing,swim,fly a kite ,play football,……
3.Do it in several times
Step 3Chatting
1.Improve the listening ability by different ways.
Talk about the weathers of some cities.
2.Teacher prepares some cards with the name of different cities on them, and let them choose then to make a short dialogue. E.g. Haerbin
A：What's the weather like in winter in Haerbin?
B: It's cold and windy. It's often snowy.
A: What do people usually do?
B: They usually go skiing and go skating.
3.Then listen carefully, and check their answers later.
4.Discuss the questions in group first, then answer them.
在小组内交流玩这个游戏，并鼓励学生改变游戏
step3 consolidation
1.Teacher shows some phrases, and let them make dialogue with them, and
check who the best is.
2.They think about by themselves
LianYunguang,summer, goswimming Nanjin, autumn, go climbing
Shanghai, spring, go walking Su Zhou, spring, visit the gardens
3.Do in group, and then choose one as homework, check the writing about this Unit
4.play a game (part f)
take out the cards that students prepared
讲清游戏规则，play the game in group
小组内展开游戏活动。
Step 5
Say a rhyme
1. Say with the music, train the emotion of saying English.
2. students Say follow the tape with music
step 6 homework
1.workbook page 34
板书：
Unit 5 The seasons
What’s the weather like today? It`s sunny
What do you usually do ? I often play football.
6B unit6 参考教案
单元教学内容简析：
本单元围绕“周末活动计划”这一话题开展各项活动，所涉及到的日常交际项目有介绍，打电话，询问和建议等，其中以询问What are you going to do...?及We're going to...为重点内容。 A部分Read and say板块展现了周六上午Gao Shan和David各自通过电话谈论周末安排的情景。B部分出现了八个有关周末活动的动词短语。C部分呈现六个活动画面，旨在联系巩固本单元的重点句型What are you going to do？ D部分是听写活动的安排。E部分展示了与妈妈谈论班级要去动物园游玩的场景。F部分为一个趣味游戏，旨在帮助学生通过游戏进一步复习巩固What are you going to do...?及其回答。G部分为语音部分，让学生了解字母组合ow在单词中的读音。H部分是一首歌曲，要求学生能够会唱、并能配以动作进行表演。
单元教学要求：
1. 能听得懂、会说、会读和会拼写plan, picnic, play, take part in..
2. 掌握会话中出现的三会单词still, project, zebra, Africa, elephant, concert, outing,
Beijing opera show, singing contest, sports meeting.
3. 能听得懂、会说、会读和会写四会句型：What are you going to do...? We're going to ...
4. 能听得懂、会说、会读日常交际用语Is that Gao Shan? Yes, speaking. By the way, what are you going to do...?
5. 了解字母组合ow在单词中的读音。
6. 会说英语歌曲Would you like to join us?
The First Period
一、教学内容：
6B. Unit 6 B部分，Look, read and learn
二．教学目标：
1. 能听懂、会说、会读和会拼写单词picnic, play, take part in..
2. 掌握会话中出现的三会单词concert, outing, Beijing opera show, singing contest, sports meeting.
3. 能初步运用所学的词汇进行交流What are you going to do...? We're going to...
三．教学重点：
1.能听懂、会说、会读和会拼写单词picnic, play, take part in..
2. 能听懂、会说、会读本单元出现的动词词组。
四．教学难点：
能初步运用本课所学语言描述将要发生的动作。
五．课前准备：
1. 准备本课B部分的课件及录音机和磁带。
2. 黑板上预先写好课题 Unit6 B部分 Look, read and learn
六. 教学过程：
Step1 Organization
1.Warm up
1) Listen to a rhyme: Seasons.
2)Everyday English(S→Ss)
2.Free talk ---师生自由交谈,
T: Good morning, boys and girls. Ss: Good morning,
T: Nice to see you again. Ss: Nice to see you, too.
T: What day is it today? Ss: It's ....
T: What date is it today？ S1: It's ... of ....
T: What's the weather like today? S2:It's....
3．Revision
以“Seasons”为主题，做一个对话表演或编一个小短文。
Step2 Presentation and practice
1. 教师用课件播放有关周末活动的动画，让学生对教学内容有个感性的认识。然后拿出一些关于周末活动的图片（可使用B部分的教学图片），老师通过在黑板上贴图的方式创设情境向学生介绍周末活动。
T: Here are some pictures of some weekend activities. Look at them carefully. What are they doing? What is he/she doing?
2．让学生在小组中自学picnic, play, take part in.，concert, outing, Beijing opera show,
singing contest, sports meeting.，然后搞一个“Little Teacher”活动，使其获得成就感，然后让其他学生参与评价，老师通过个人说、集体说、小组说、开火车说等形式，检查学生的掌握情况，最后给予总结。
2. 学生听录音，跟读模仿。
3.教师继续引导：What are you going to do this weekend?
I am going to have a picnic. I am going to ....
Step3 Practice and consolidation练习和巩固
1.活动：Look and act--- 教师和学生说出词组，其余学生用动作表示。
2.游戏：Look and guess--- 教师或学生做某一动作，全班学生竞猜What are you going to do？或Who is going to...?
七．布置作业：
1.听录音，用正确的语音语调朗读本课词汇
2.抄写要求四会的单词和词组
八.板书设计：
Unit6 B部分Look,read and learn
动词词组和图片
The Second Period
一、教学内容：
6B. Unit 6 A部分，Listen, read and say
二、教学目标：
1 能正确理解、掌握A部分会话，并能朗读、初步表演对话。
2 能正确地运用对话中出现的日常交际用语Is that Gao Shan? Yes, speaking.
By the way, what are you going to do...?
3 初步掌握会话中出现的四会单词plan
4． 掌握会话中出现的三会单词still
三、教学重、难点：
能正确理解、掌握A部分会话，并能熟练朗读、表演会话。
四、课前准备：
1 准备录音机和本课会话的磁带。
2 准备本课会话的投影片。
3 玩具电话
4 多媒体课件
5课前写好本课课题6B. Unit 6 A部分Listen, read and say
五、教学过程：
Step1 Organization
1.Warm up
1)学唱歌曲: Will you join me? 本歌曲是本单元的新内容，课前学习既可以营造学习英语的氛围，又可以为新知识的学习作铺垫。
2)Everyday English(S→Ss)
2.Free talk: A telephone call
师生以打电话的形式自由交谈，渗透Is that ...？ Yes, speaking.用 Do you like...? Can you ...?What do you do on ...?等句子谈论各自的爱好所能，为引出本课内容Do you like volleyball? Can you swim? What do you do on Sunday afternoon?做好准备。在师生自由交谈中，引出打电话形式，学习Is that ...？的答句Yes,
speaking.并适时运用一般将来时。如：
T: Do you like basketball? S: Yes, I do.
T: I like basketball, too. I'm going to play basketball this afternoon.
Step2 Presentation and practice
教师可将课文分为两个部分教授。
1.本文对话的引言部分。
教师出示David和 Gao Shan打电话的多媒体课件（上有日历显示为周六，天气暖和，阳光灿烂）。
1）学生自由描述或交谈。
2）听录音介绍场景。
3）听录音回答问题，在讨论中学习单词plan.
2.对话部分分两个层次进行教学。
1）第一部分重点了解David和 Gao Shan周六下午的活动安排。（内容在P46）在引言的基础上，教师可通过提问的方式导入课文对话部分。
Where is David doing? What are they going to do?
Where will they meet?教师通过提问What are they going to do?引导学生有目的地听课文的前半段录音，然后学习词汇still.最后通过填表格来完成本部分的学习任务。
Who
When
Activities
Where
2）第二部分重点了解David和 Gao Shan明天的活动安排。（内容在P47）
教师将课文图片设计成David和 Gao Shan各自单独的图片，让学生听录音看图片，了解对话内容。同样继续完成上面的表格。
Step3 Consolidation
1．学生听录音，模仿正确的语音语调，学习对话。
2.小组竞赛: 小组之间互相用已学过的问句进行提问，比一比哪一组问得多，哪一组正确回答的多。建议教师给每个学生建立积分卡，凡是竞赛活动中个人获胜的可积分卡上记5分，小组获胜的小组成员每人可积2分，学期结束后看看哪位同学的积分多。
3.分角色朗读对话。在理解课文的基础上，完成对话后面的练习。
4.Planning for the weekend：学生在小组中交流，创设情景对话。
六、布置作业：
1.听录音，模仿学说，熟练朗读并能初步表演该对话内容。
2.自制周末活动计划。
3.记忆A、B部分中的三会单词。
七、板书设计：
Unit 6 Planning for the weekend
plan still
Is that Gao Shan? Yes, speaking.
By the way, what are you going to do...?
The Third Period
一、教学内容：
6B. Unit 6 C部分，Look and say.
二、教学目标：
1.能听得懂、会说、会读和会写单词play与句型What are you going to do...? 及其回答We're going to ...
2.能在具体情境中熟练运用所学句型。
3.熟练完成本单元C部分内容。
三、教学重难点：
1.四会掌握What are you going to do...?句型及其回答并能在具体情境中熟练运用。
2.理解一般现在时的意义及构成。
四、课前准备：
1.教具准备：录音机、磁带。
2准备一些关于周末活动的图片（可使用B部分的教学图片）
3.板书准备：板书课题Unit 6 C Look and say.
五、教学过程：
Step1 Organization
1.Warm up
1)Sing a song: Will you join me?可边唱边表演。
2)Everyday English(S→Ss)
2.Free talk: Planning for the weekend
2.Revision
1)Play a game: Bingo。教师将班级学生分组，通过游戏达到巩固、检查单词的目的。
2) A部分对话表演赛：可通过分角色朗读、分角色表演，改编对话等形式巩固、操练A部分。
Step2
1.看图问答：教师指着图片提问What are you going to do...?学生回答We're going to ...复习巩固句型。
2.教师可以在学生充分练习的基础上，安排适当的读写的练习，以促进读写技能的不断提高。
Step3 Practice and Consolidation
1.Guessing game： 教师课前准备一些关于周末活动的图片（可使用B部分的教学图片），让一学生到台前选择自己最喜欢的一件，其它同学用What are you going to do...?句型猜他（她）将要做什么。猜对最多的同学即为优胜者，可以积分卡上记5分。
2.小组竞赛：用What are you going to do...? 及其回答We're going to ...句型造句，看看哪个小组说得最多，获胜的小组每位成员可在积分卡上加2分。
六、布置作业：
1.回家后自创情境，自己找搭档操练What are you going to do...? 句型。
2.用We're going to ...句型写出自己周末将要做的五件事。
3.阅读一篇英文的小短文。
4.预习D，F部分。
七、板书设计：
Unit 6 Planning for the weekend
What are you going to do...?
We're going to ...
The Fourth Period
一、教学内容：
6B. Unit 6 D部分 Listen and write , F部分 Play the game
二、教学目标：
1.能听得懂、会说、会读和会写句型What are you going to do...? 及其回答I am/ We're going to ...
2.能在具体情境中熟练运用所学句型。
3.熟练完成本单元D和F部分内容。
三、教学重、难点：
四会掌握What are you going to do...?句型及其回答并能在具体情境中熟练运用。
四、课前准备：
1.教具准备：录音机、磁带；图片等。
2.教学准备：骰子和棋子，预习D 部分内容。
3.板书准备：板书What do you like...?
五、教学过程：
Step1 Organization
1.Warm up
1) Sing a song: Will you join me?可边唱边表演。
2) Everyday English(S→Ss)
2.Revision
1) 利用图片进行师生问答练习。如：What are you going to do...? I am / We're going to ...
2)小组接力赛：教师将班级学生分成若干组，每组发一张纸条，每人写一句，进行接力传递，看看哪个小组传得快，写得正确，获胜的小组每位成员可在积分卡上记2分。
Step2 Presentation（Part D）
1.教师出示本部分的教学图，指导学生先观察图片，简要地介绍对话背景，让他们了解对话主题。
Today is Friday. David and Liu Tao are talking about what they are going to do after
school.
2.同桌或小组根据图片预测可能听到的内容，做好听的心理准备。
3.教师播放全文录音，使学生对短文的内容有个大致的了解，鼓励学生养成整体接受语言材料的习惯。
4在听写的过程中，教师要注意观察学生的反应，要在听力技巧上及时给予指导，如根据对话内容，针对所填词语设计一些问题，请学生听完后口头回答，帮助学生理解对话，并在此基础上完成填空练习。
5学生完成之后，教师可与学生讨论练习答案，分析错误原因，找到解决方法。
对此练习中需要的非四会单词，教师可出示在黑板上或给出单词让学生有选择地填写。
Step3 Practice and Consolidation(Part F)
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.教师教师也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。
六、布置作业：
1.抄写本单元要求四会掌握的句子。
2.利用本单元所学知识，自编对话并会表演。
3.阅读一篇课外英语小短文或小故事。
The fifth Period
一、教学内容：
6B. Unit 6 E部分Read and number G部分 Listen and repeat
二、教学目标：
1.能在教师指导下正确理解语篇内容，提高学生的朗读和阅读理解能力。
2.能在理解的基础上，指导学生找到相应的图片。
3．掌握语篇中出现的三会单词project, zebra, Africa, elephant。
4.能初步了解字母组合ow在单词中的读音。
三、教学重、难点：
正确理解语篇的内容，并能实际运用。
四、课前准备：
1.教具准备：录音机、磁带；图片等。
2.板书准备：板书课题 Unit 6 Planning for the weekend
五、教学过程：
Step1 Organization
1.Warm up
1)Sing English songs: 教师组织各小组进行英语歌曲的拉歌比赛。
2)Everyday English: (S→Ss)
2.Revision利用图片进行问答练习，复习巩固C部分句型。可以师生问答，也可以生生问答，还可以小组与小组之间问答。
Step2 Presentation
1.完成书中E部分内容：
1)教师先指导学生阅读本课的语言材料，大致理解句子含义，想象活动场景。
2)对本部分出现的生词project, zebra, Africa, elephant，教师可采取不同的处理方法：可在阅读前讲解，可启发学生通过上下文猜测，也可指导学生借助课文插图理解词意。
3)引导学生阅读对话，选择合适的图片，完成本部分阅读练习。
2.完成书中G部分内容：
1)老师让学生自己朗读单词，边读边体会字母组合ow在单词中的读音。
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)教师可知道学生朗读，也可在学生中开展朗读比赛。
4）讲师鼓励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。
Step3 Consolidation
1.分小组排练E部分的对话，然后表演出来。
2.Play a game:接龙比赛
教师将学生分成若干组，每组以snow开头，要求学生用含有相同音素的单词进行接龙比赛，看看哪个小组接得多，接得快！获胜的小组每位成员可在积分卡上记2分。
六、布置作业：
1.抄写四会单词和句型，并用句型造句。
2.排练E部分的对话。
The Sixth Period
一、教学内容：
复习及完成《学习手册》
二、教学目标：
1.通过复习，能熟练掌握本单元所学的单词。
2.通过复习，能熟练地在情境中运用本单元所学的句型和日常交际用语。
3.熟练完成本单元《学习手册》中的练习。
三、教学重、难点：
通过复习，巩固本单元的知识点，达到熟练运用。
四、课前准备：
1.教具准备：录音机、磁带；实物；图片等。
2.教学准备：复习本单元所有知识点，准备本节课检测。
3.板书准备：板书课题Unit 6 Revision
五、教学过程：
Step1 Organization
1.Warm up
1)Sing English songs: 教师组织各小组进行英语歌曲的拉歌比赛。
2)Everyday English:
a. Daily report（S→Ss）
b.本节课教师可以给学生确定话题：Say something about your weekend，以巩固上节课所学内容。
2.Revision
1)利用图片和实物进行问答练习，复习本单元所学单词和句型。
2)Dictation：听写本单元要求四会掌握的内容及部分三会单词。
3)情境表演：要求学生根据教师提供的情境自编会话进行表演。
a.打电话和好朋友商量周末活动计划
b.和爸爸妈妈商讨五一黄金周的活动安排
c.Nancy的生日马上要到了，Yang Ling和Mike正商量送她什么礼物。
Step2 Practice（完成练习册）
1.听力练习一：Listen and choose要求学生听清录音内容，正确理解图意后选择正确答案。
2.听力练习二：Listen and tick先指导学生看懂短文内容，了解每个人做了什么，再在表格里
打钩，有的人做的事不止一件，需听清。
3.书面练习一：Read and write指导学生先看懂句子意思，再填入所缺单词。
4.书面练习二：Look, think and write让学生先看图，读懂所给句子，联系所给场景，排列句子顺序，让学生在小组内讨论完成。
5.书面练习三：Look, read and write教师先组织学生看图，读懂所给句子，联系所给场景进行讨论，填入所缺词句。
6.书面练习四：Read and answer本题为阅读理解题。教师先让学生独立阅读短文，理解大意，然后分小组讨论所给出的问题。
7.通过问答或小组讨论核对答案。
六、布置作业：
1.复习巩固本单元所学的四会单词和四会句型
2.能熟练朗读本单元会话，并能自编自演一段小对话
3.自选一篇课外阅读材料进行补充阅读
4.预习下个单元学习内容
Unit 7 教案
一、单元教学内容简析：
英语学习的目的就是要交际。本单元围绕“写信”这一主题，从谈论自己的笔友入手到着手给笔友回信，把有关“自我介绍”、“询问他人情况”、“征求意见”等日常交际用语、词汇和句型有机结合起来，并运用于对话和课文之中。本单元涉及到的了内容十分丰富，是对多种主题的综合，包含到的语言点和知识点也很多。既然是“通信“，教师就要根据学生的具体情况让这个主题在学中真正地体现出来。可以组织多种活动，如和外班，外校的学生相互通信还可以针对小学生爱上网沟通的特点，鼓励他们交外籍朋友，培养他们的综合语言运用能力，从而达到交际的目的。
Teaching aims：
1．Students can understand, say, read and spell the words:
penfriend, also, glue, write a letter。
2．Students can understand, say and read the words and phrases:
a postcard, finish, receive, subject, writing paper, envelope, e-mail address, fax number。
3． students can master the daily expressions : I hope so. What should I do?(Three skills)
4． students can master the sentence patterns: Can I have...? What for? I want to... (Four skills)
5． The pronunciation of “ur”
6． Students can read the rhyme : I want to write a letter.
Main and difficult points:
1． Students can master the words.
2． Students can understand the dialogue and can read it.
3． Students know how to write an English letter.
4． Encourage students to communicate with the foreign friends.
Teaching periods:
Period 1：B. Look, read and learn C. Look and say
period 2：A. Listen, read and say (page 54)
Period 3：A. Listen, read and say (page55)
Period 4：D. Listen and write/ E. Read, think and write
Period 5: F. Think and write G. Listen and repeat/ H. Say a rhyme
The First Period
一、Teaching contents：6B Unit 7 B & C
二、Teaching aims：
1、word: (4 skills) glue.
2、3 skills: envelope, postcard, fax machine, telephone number
3、3 skills：Can I have...? What for ? I want to ... Sure. Here you are.
三、Points： the words in B & sentences in C。
四、Teaching aids：letter paper, envelop, postcard, glue, and the pictures, tape and the recorder
五、Teaching steps：
A．Organization.
1. Greeting.
2. Free talk.
3.Sing : Will you join me ?
B．Presentation and practice.(Look, read and learn)
1、e-mail
2、telephone number.
T: My telephone number is ..... What's your telephone number?
3、T shows the pictures, ss listen to the tape. to find out who learns fastest.
Let ss read the words ,and the others read after him/her.
(writing paper ,envelope, post card, glue)
5、Read after the tape, the after the teacher, together
c．Consolidation .
A good memory:
T shows P, ss say the words.
d. Use the words to practice the following sentences.
Can I have a postcard ?
S: What for?
T: I want to write to Tom .
S: Sure. Here you are.
e. practice the sentences and words with their partners.
And then let some come say.
f. ss practice C with their partners.
g．Assigning homework.
1、listen and read B.
2、Copy the words in the eb.
3． Write C in their own book.
3、prepare A.
The Second Period
Teaching material
6B Unit 7 A. Listen read and say（page 54）
Teaching aims:
1． Students can understand, say, read and spell the words: penfriend,
2． Students can understand the dialogue and read it .
3. Students can use the knowledge they’ve learned in this class to communicate with foreign friends.
Main and difficult points:
1． Students can understand and master the dialogue.
2． Students can use the expressions and sentence patterns freely and correctly.
Teaching tools:
a letter, pictures, cards, tape, tape recorder
Teaching steps:
Step 1. Greeting.
step 2. Revision.
1. T: (show several pictures of the words in part 2)
Ss: Look at the picture and speak out the words.
T: what for?
Ss: I want to …
2. Students can get anything they’d like if they can make the right conversation with the teacher.
S: can I have the glue?
T: What for?
s: I want to make a kite.
T: Here you are.
Step3 . Presentation
1. Follow the conversation above
T: Can I have some writing paper?
Ss: What for?
T: I want to write a letter to my penfriend.
Ss: Learn the word: penfriend
2. Show the picture of Part A
T: I have a penfriend. Liu Tao also wants a penfriend.
1.Who did Liu Tao read about yesterday afternoon?
2.What did Peter want in China?
3. What would Liu Tao like to do?
Ss: Answer the questions.
3．T: Liu Tao want to write a letter. What things does he need?
Ss: Answer.
T: What will he say to mum if he want these things.
Ss: Speak out the sentences.
4. T: Please put the sentences in the right order.
( )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?
5. Listen to the tape and think about these question.
Q1: How many questions does mum ask?
Q2: What are Liu Tao’s answers?
Step4 Practice
1. Listen to the tape and imitate.
2. Read the dialogue in chorus and by themselves.
Step 5 Consolidation.
1． Fill in the blanks.
Time:____________________
Person:__________________
Activities: He ____ _____ an ______ boy, Peter. Peter wanted a _________ in China. Liu Tao would like to _________________________. He wants to _______________.
2． Act the dialogue.
Step 6 Assigning homework.
1． Listen to the tape and read
2． Preview next part.
3. Copy the new words and sentences.
The Third Period
Teaching materials:
6B Unit 7 A. Listen read and say（page 55）
Teaching aims:
1． Students can understand, say, read and spell the words: also
2． Students can understand , say and the words: subject, e-mail address
3． Students can understand ,say and read the expressions: I hope so. What should I do?
4． Students can understand the dialogue and read it .
4. Students can use the knowledge they’ve learned in this class to communicate with foreign friend
Main and difficult point:
1. Students can understand the dialogue and can use the expressions and sentence partteners freely and correctly.
2. From learning, students can know how to write an English and communicate with foreigners.
Teaching tools:
Pictures, cards, letter, tape with Peter’s self-introduction on it, tape recorder
Teaching Steps:
Step 1. Greeting.
Step 2. Revision.
1. T: Answer the questions
Q1 Does Liu Tao want to have a postcard?
2.What does Liu Tao want to have?
3.What does Liu Tao want to do?
2. Retell the dialogue
Step3. Presentation
1. T: Liu Tao wants to be Peter’s penfriend. Let’s know something about Peter.
Ss: Listen to the tape of Peter’s self-introduction.
Dear Friend:
I'm Peter. I'm from the UK. I want a penfriend in China.
Please listen to my self-introduction.
I live in London. I have a brother and a sister. I like listening to music and making model planes.
Waiting for your letter in reply.
With best wishes
Peter
2． After listening. Discuss in groups.
Question 1. Who's Peter?
2. Where does he live?
3. Does he have any brothers or sisters?
4.What are his hobbies?
3.T: Liu Tao’s mum gave him some suggestions.
Open your books and find out them.
Step4. Practice
1. Listen to the tape and imitate
2. Read dialogue in chorus and by themselves.
3. Complete Peter’s details’
Step5. Consolidation.
1． Retell the dialogue according to the form
2． Guessing game
Finish the form. S choose one and guess who he/she is.
Key words: Age, City, Family, hobbies.
E．Assigning homework.
1． Listen to the tape and read the dialogue
2． Recite the dialogue.
4. Complete this form and sen
6B词组(1)
Unit One
1. on Sunday morning 在星期天早晨
2. go for a walk 去散步
3. be glad to see them 很高兴见到你
4. under a big tree 在一棵大树下
5. have a chat 聊天
6. a twin sister 双胞胎姐姐/妹妹
7. look the same 看上去一样
8. as tall as 和……一样高
9. twenty minutes younger than… 比……小二十分钟
10. want to do sth. 想做某事
11. one day 有一天
12. the one child in my family 我家的独生子
13. the man in black 穿着黑色衣服的男人
14. Who’s younger, you or Su Yang? 谁年龄小，你还是苏扬？
15. Do you have any brothers or sisters? 你有兄弟姐妹吗？
16. He’s one year younger than me. 他比我小一岁。
17. You’ve got a brother. 你有一个哥哥。
18. I’m taller than Su Yang. 我比苏扬高。
19. Who’s taller than David? 谁比David高？
20. Whose school bag is heavier, yours or mine? 谁的书包重，你的还是我的？
Unit Two
1. be good at 擅长
2. do well in 在……方面做得好
3. talk to sb. about sth. 和某人谈有关某方面的情况
4. need help with… 在……方面需要帮助
5. run faster than… 比……跑得快
6. a good football player 一位好的足球运动员
7. some of the boys 其中一些男孩
8. Don’t worry. 不用担心。
9. do some exercise 做练习/做运动 do more exercise 多做练习/运动
10. get stronger 变得更健壮
11. jog to school 慢跑去学校
12. play ball games 玩球类运动
13. all of us 我们所有人
14. be late for school 上学迟到
15. What’s the matter? 怎么了？
16. I’ll get up earlier every day and do some exercise before I go to school.
我会在每天早点起床，上学前做些运动。
17. Please don’t be late again. 请下次别迟到。
18. Shall we start our lesson now? 我们现在开始上课吧？
19. You have five minutes to remember them. 你们有五分钟的时间来记住他们。
Unit Three
1. Excuse me, can you tell me the way to …? 请问，你能告诉我去……的路吗？
2. go along this street 沿着这条街走
3. turn right/left 向右/左拐
4. at the first crossing 在第一个十字路口
5. on your left/right 在你的左/右边
6. take bus No. 5 坐5路车
7. a long walk 走一段很长的路
8. every five minutes 每5分钟
9. in front of 在……前面
10. get off 下车 get on上车
11. at the third stop 在第三站
12. the History Museum 在历史博物馆
13. a shopping centre 购物中心
14. a post office 邮局
15. a middle school 中学
16. a primary school 小学
17. a train station 火车站
18. last Sunday afternoon 上个星期天下午
19. a book about animals 有关动物的书
20. run out of 跑出……
21. stop thief 抓贼
22. start to run 开始跑
23. get sth. back 把某物拿回
24. come to help 来帮忙
25. He’s asking Yang Ling how to get there. 他在问杨凌怎么去那儿。
26. You can’t miss it. 你不会错过的。
27. How far is it from here? 离这儿有多远？
28. It’s about a kilometer away. 大约一公里远。
Unit 5
1. be going to do sth 将做某事
2. next week 下个星期
3. for one year 有一年的时间
4. want to know about sth 想知道某事的情况
5. What’s the weather like…? 天气怎样？
6. in spring/summer/autumn/winter 在春天/夏天/秋天/冬天
7. in the countryside 在乡村
8. Sounds great! 听起来很棒！
9. most of the time 大部分时间
10. make snowmen 做雪人
11. It’s great fun. 这很有趣。
12. warm clothes for winter 冬天穿的保暖衣服
13. go rowing and fishing 去划船钓鱼
14. go jogging 去小跑
15. It’s usually very hot, as hot as in Nanjing. 通常很热，很南京一样热。
16. What about…? ……怎么样？
17. Does it often rain there in spring? 春天经常下雨吗？
18. There’s a lot of rain in spring. 在春天雨水很多。
19. Which season do you like best? 哪个季节你最喜欢？
20. turn green 变绿
21. get shorter 变短
22. go swimming 去游泳
Unit 6
1. have school 上课，有课
2. talk about 谈论
3. see a Beijing opera 看京剧
4. this afternoon 今天下午
5. Would you like to join us? 你想和我们一起去吗？
6. by the way 顺便说/问一下
7. at the concert 在音乐会上
8. play the violin/piano 拉小提琴/弹钢琴
9. have a picnic 进行野餐
10. go on an outing 去远足
11. see a play 看戏
12. take part in… 参加
13. a singing contest 歌咏比赛
14. a sports meeting 运动会
15. have a class outing 进行班级远足
16. class project 班级课题
17. at the bus stop 在公共汽车站
18. come home 回家
Unit 7
1. yesterday afternoon 昨天下午
2. some writing paper 一些信纸
3. What for? 为什么
4. write a letter 写信
5. listen to music 听音乐
6. make model planes 制作模型飞机
7. have the same hobbies 有同样的爱好
8. I hope so. 我希望如此。
9. tell sb about sth. 告诉某人有关某事的情况
10. of course 当然
11.a fax machine 传真机
12. a telephone number 电话号码
13. write to sb 给某人写信
14. collect stamps 收集邮票
15. draw a picture 画画
16. make a kite 做风筝
17. do one’s homework 做回家作业
18. ask for 要求
19. some other subjects 一些其他课程
20. finish primary school 小学毕业
21. go to middle school 上中学
22. know everything about 了解有关……的一切
23. penfriend club 笔友俱乐部
24. with best wishes 祝好
Review the second part of 6B, from Unit 5 to Unit 7, check their controlling of the vocabularies, structures and the daily talks.
Unit 5: Control the words about weather, and the structures about how to ask weather: What’s the weather like…? Which season do you like best? ect.
Unit 6: Control the words about planning, and know how to plan for the weekend. Control the structures about calling sb., and how to ask plans: What are you going to do ?
Unit 7: Control the words about letters, and the structures about how to write a letter. Control the daily talk：What should I do? I want to do ….
Emotions: Train their ability to use all of the points together, and make a conversation or short dialogue.
Help them to take more interesting in it.
Teaching plans: four lessons
Part C Part B
Part B、D、A Test
The First Period
教学目标:
1.Control all the phrases in this unit, and can use the structures to practice: What are you going to do this afternoon? I’m going to … with my friends. Would you like to join us? Yes I’d love to. // No. I’m going to …
2.Train their ability to use the structures and phrases to describe their plans
教学重、难点:
Correct pronunciation and using of the phrases and structures
教学准备:tape, cards
教学环节:
Step 1 Free talk
Review the next used structures
Do the free talk with all the students. Then review the structures: What are you going to do? I’m going to…
Ss answer the question with the learned verb phrases. I’m going to have a picnic. I’m going to see a play. I’m going to …
Step 2 Presentation
Learn new phrases and review the learned
Give them a range: In the countryside(let Ss think about the verb phrases can do in the countryside) then teacher adds, Plant trees, water flowers, mike cows .Go fishing ect. Do the same way to teach the other phrases
Ss think out the phrases: Pick apples, grow flowers, Fly kites, ect.
Step 3 Practice
Check their controlling of these phrases
Practice the structures with these phrases
Ss practice in a group of four, then act it out
Step 4 Reading
Check the pronunciation
Teacher reads the phrases for the first time, and asks Ss to follow and spell them.
Ss do this job follow the teacher
Step 5 Homework
Write four short dialogues, and two for agree, two for disagree
The second period
教学目标:
1.Review the words about weather. Learn to describe the four seasons.
2.Review the structures of unit 5.
3.Help them to make short dialogue about how to describe seasons
教学重、难点
Correct describe ration for the weather in different season
教学准备:tape, card, pictures
教学环节
Step 1 Free talk
1.Check their Vocabularies
2.Teacher asks some questions about the weather: What’s the weather like in spring?
( summer, autumn, winter)
3.Ss find the words to describe the weather of spring
4.Ss give the answers to another seasons.
Step 2 Practice
Train their ability to make dialogue
Ask Ss to make a short dialogue about the weather of four seasons.
Then ask them to say it in a short context.They discuss in a group, and then act it out.
Then ask one to conclude
Step 3 Writing
Controlling of the words
Ask them to finish the exercise of page 65, “the four seasons”Then read follow the tape one by one, control the correct pronunciation
Ss first finish the passages, then repeat follow the tape , got the correct pronunciation
Step 4 Explanation
Got the important grammar
Teacher explains the difficult points in the passage, then give some more examples.
get warmer get green in rivers and lakes go skating go skiing
Ss got the pronunciation and got the important points
Step 5 Homework
read the passage five times after class
recite tomorrow
The Third Period
教学目标
1.Review the structure about how to make pen friends
2.Review the asking way about the name, city , age, telephone number, fax number, e-mail address, school, favorite subject ect. Help them to make a short passage to describe their pen friend
教学重、难点
The correct asking way of these information questions.
教学准备:tape, cards
教学环节
Step 1 Free talk
Check their oral English
Teacher first greets to all the students, and then ask some questions about their information, such as: How old are you? Where do you live? What’s your telephone number? Do you have a brother or a sister? sect.
Ss first do the morning greeting together, and then answer the questions about their own information.
Step 2 Practice
Check their correct answering of the questions
Let them ask questions to their partner about his/her best friend’s information, and then finish the notes on page 69.Then tell the passage
Ss practice and finish all the questions, and try to introduce their best friend to all the classmates.
Step 3 Reading
Check their reading ability and learn to write a passage
Give them the example of how to introduce one person.
Show the passage, and play the tape, let them listen and read.Then follow it, and try to repeat
Read; learn the way of writing, and then repeat follow the tape
Try to write a passage with other two pictures.
Step 4 Home work
Write a passage about the introduction of their best friend.
Finish the exercise book.
The Fourth Period
完成本单元测试。
牛津5B：Unit 1
《牛津小学英语5B》Unit 1 A New Term
一、教学内容
《义务教育课程标准实验教科书 牛津小学英语》5B第一单元第一教时（Part B and Part C）
二、教学目标
1、能正确地听、说、读、写单词
Monday, Tuesday, Wednesday, Thursday, Friday, Chinese, Science,
Computer Studies.
2、能正确地理解并应用句型What day is it today ?It’s…
What lessons do you have in the … We have …
3、能用所学单词、句型问答并初步感知句型Welcome back to school. Nice to see you.
三、教学重点
正确应用所学的句型问答
四、教学难点
单词的四会掌握
五、教具准备
自制课表、录音、投影
六、教学过程
A. Free talk
1.Greetings
用“Happy New Year!’’ “Welcome back to school!” “How are you?’’等日常交际用语进行问答，复习并导入新知
2.Revision
复习“I like English .What do you like?’’ “Do you like…?’’ “How about you?’’等所学句型，渗透新知
3.Present “Science，Social Science, PE, Computer Studies’’
方法：延续以上对话引出。通过实物直观呈现，在学生理解的基础上，进行单词教学（教师先范读，让生静听、模仿跟读。可通过抢答、试拼等进行巩固）为避免单词教学的枯燥，可将单词放入句型中操练，也可为新句型的教学做个铺垫。
例如： I like Science. What subject do you like? Oh you like Art. Me,too. How about you/ And you? …
师生示范一例，生生操练并问答表演。
B. Presentation and practice
1.Learn “Monday”
教师自由谈话引出，例如：Oh, someone likes PE, but someone likes English…Today is “Monday”(出示自制课表)，师重复该单词，生静听、模仿跟读。延续以上对话，引出：“What lessons do we have today? ”
生听、模仿。
2.Present “What lessons do we have in the morning?”
引导学生用“We have┅”回答
1）师问，让学生熟练回答。
2）学生试问，师帮助纠正读音。
3）在会读的基础上操练并进行实际运用，师生先示范，后让学生自由练习运用。
3.Learn “Tuesday, Wednesday…Friday”
方法：渗透新句型“What day is it today? It’s…”
例如：What day is it today?
It’s Thursday.
为避免单词教法的重复，在新单词的引入时还可以用让学生试读的方法，单词的拼读可通过竞赛、游戏等方法以激发学生的兴趣。同时也可加入本课所学的句型“What lessons do we have in the morning?” “We have┅”，使对话的情景更为真实，也起到了复习的作用。
C． Practice
1)教师利用自制的课表进行连锁操练：
A：What day is it today?
B: It’s Thursday.
A: What lessons do you have in the morning?
B: We have┅
B: What day is it today?
C: It’s Friday.
….
2) 师利用投影进行有意义的操练，图文结合。
3）利用挂图，生生问答，检查表演。
D、Assign homework
1．朗诵并抄写要求会的单词、词汇和句型。
2．完成练习册A、B部分。
一、教学内容
《义务教育课程标准实验教科书 牛津小学英语》5B第一单元第二教时（Read and say 和part F）
二、教学目标
1、能正确地理解、掌握对话内容，并能朗读、初步表演对话。
2、能正确地听、说、读写单词a subject. Interesting, a week 和句型What subjects do you like ? I like…
3、能正确地运用对话中的日常交际用语Nice to see you. I hape we have more. How about you?
4、在掌握重点句型的基础上，通过本课学习培养学生的语言实际运用能力。
三、教学重点
能正确理解对话内容并能朗读和初步表演对话。
四、教学难点
能比较流畅的朗读对话，并能在掌握对话的基础上分角色表演。
五、教具准备
录音、图片、多媒体
六、教学过程
A．Revision
1．Play a game: “反口令”游戏
2．Free talk.
A: I have a … What do you have?
B:I have a …
A:I like going sopping. What do you like?
C:I like …
A:I often going shopping on Sundays. Is it Sunday today?
Ss:No,it isn’t. It’s Monday.
3.复习前一课所学有关的单词，通过图、词闪现，师生问答，或个别问答。
A: What day is it ?
B: It’s …
4. Sing a song 生初步感知、熟悉歌词及旋律。
B．Presentation
1．教学句型“What subjects do you like?” “I like…”
(由对话自然引出)T: We are having an Engilsh lesson. Do you like English?
Ss: Yes, …/No, …(师帮助学生回答)
T: What subjects do you like?(生跟读，出示板书)
S1:I like …(师作提示)
2．Teach: How about you?
师指明一名学生：How about you? 生自然地理解并作答，师可稍作提示“I like…”
3．Drill
a．师问生，直观呈观句型运用的情景，为学生自己开口说作铺垫。
b.同桌互问，要求学生适当加入问候语，真实运用语言。
c.走下坐位与学生交流，既检查学生的掌握情况，又给了学生说的场地、机会。
4.Learn “interesting”
1).教师可由以上的对话What subjects do you like? Do you like PE?生回答Yes, I do.师可引入Yes, it’s interesting.
新单词的呈现时师可放慢速度，让学生感知读音后再开口，为了使学生明确意思可在单词卡下面写出中文给学生参照。
2).Say a rhyme
根据不同的学生不同的爱好这一特点，由生描述I like …,It’s interesting .一方面训练 interesting,同时也复习前面所学各种科目的单词。师总结出rhyme.
English, English, A, B, C.
Maths, Maths, one, two, three.
Chinese, Chinese, write and read.
Art, Art, draw and sing.
PE, PE, run and swim.
C．Listen, read and say.
1．Present “I hope we have more ” “a week”
(师述引出)I like PE, do you like PE? Who like PE, please hands up. But we have only two in a week. I hope we have more.
单词week让学生多听几遍，读音可与 “need”比较读。也可提问：How many days are there in a week? 检查学生理解程度。在引入I hope we have more 后可改动课表, 如增加二节课，帮助学生理解。单词和句型的读应放在听清发音之后。
2．Listen and answer
课文对话分成两部分，降低难度，听一半对话后回答：
1).What day is it today?
2).What lessons do they have in the morning?
检查后继续听并完成句子：
What do Su Hai and Su Yang like? Su Hai likes and Su Yang likes .
3.Read the text by yourselves then together.
4．Read in roles
D. Practice
1．Look ask and answer
2．Do a survey
可借助F部分的表格，师先示范，让学生明确句型运用的场合，再相互问答。作记录后上前回答并介绍。
E．Homework
听录音，朗读并表演对话。
四人一组自编或改编对话。
一、教学内容
《义务教育课程标准实验教科书 牛津小学英语》5B第一单元第三教时（Part D, E, F and Part G, H）
二、教学目标
1．进一步掌握本单元的单词、句型达到能熟练运用的程度。
2．通过有针对性的操练，训练重点句型和难点，学生能用所学句型进行情景对话和交流。
3．了解元音字母O在开音节词中的读音。
4．能演唱本课英语歌曲。
三、教学重点
1．进一步掌握本单元的单词、句型达到能熟练运用的程度。
2、通过有针对性的操练，训练重点句型和难点，学生能用所学句型进行情景对话和交流。
四、教学难点
较熟练地掌握与运用所学句型及有关星期的单词。
五、教具准备
挂图、录音机、实物投影。
六、教学过程
A: Sing a song
1.Listen to the tape
听录音，投影歌词，学生熟悉旋律。试记歌词。
2．Sing after the tape
B: Free talk and revision
T：Good morning, class. Nice to see you.
Ss: Nice to see you.
T: I like running on Sunday morning. Do you like running?
S1:Yes, I do./ No, I don’t.
T: He likes PE, so he likes running.
What subject do you like?
S2: I like science.
T: How many science lessons do you have in a week?
S2: We have two. I hope we have more.
T: Excuse me .Do you have science today?
What day is it today?
Ss: It’s Friday.
T: What lesson do you have in the afternoon?
Ss:…
3.叫一学生走下坐位摹仿教师与其余学生交流。
4.利用挂图，操练句型 “What subject do you like ?”
I like … How about you?
I like …
先出示1幅图，师生试说后出示对话内容，其余挂图出示后生生操练再检查。
C: Look and read.
1.师引导学生读，扫除障碍，大致了解图意。
2.学习单词“trick” “minus”, 生猜其意并试读。
3.同桌问答，熟练地朗读对话。
4.你知道其中的窍门吗？用同样的方法来出题，自编对话。
例如：I like Maths very much. It’s┅
What’s 654 minus 456?
It’s ┅
D: Design a timetable
1.师出示自制的课表操练句型。
How many subject do you have this morning?
We have ┅
How many Chinese lessons do you have in a week?
We have ┅
What subject do you like?
I like┅
What lesson do you have on Wednesday?
We have┅
2. Make a new dialogue in pairs.
3. Action.
4. Design a timetable you like.
1).师示范（可利用科目粘贴的方式）：选择星期几，再边问边选科目粘贴。
2)小组合作，注意用英语问答。
3)上台演示并作介绍。
S1: Today is ┅
The first lesson is┅
T: Do you have any questions to ask?
S2:What subject do you like?
S1:I like ┅
S3:Do you ┅
E: Listen and repeat.
1.利用卡片呈现单词，可加入以前所学的单词认读，如，black,happy,hat,rabbit,after,class,basketball,dance,clock,coffee,doctor,hot┅
2.同桌交流，互读，体会读音相同和不同之处。
3.Read after the tape.
4.归纳出clock, coffee, doctor,hot的共同音标，后出示图，师生共同看图说话：The hot coffee near the clock is for the doctor.
F. Homework
1.抄写本单元所学单词、词组和句型，要求能默写。
2.能熟读并会表演Read and act .
3.自由分组编演小对话。
4.调查学生的兴趣、爱好，自制合理课表。
Unit2 A telephone call (第一教时)
一、教学目标：
1、能正确地听、说、读、写单词 a headache， bad ， a cough ，got， a fever ， a cold
2、能正确地听、说、读单词 a toothache ， an earache ， a backache ， a stomach ache
3、能正确地理解并运用句型 What’s wrong with you? I’ve got…
4、能初步熟悉歌谣。
二、教学重点及难点：
1、能正确地朗读和书写本课时要求掌握的单词。
2、能正确地理解和运用句型What’s wrong with you? I’ve got….
三、课前准备：
1、本课所教单词的图片。
2、录音机和磁带。
四、教学过程：
A、课前热身
Game: Touch your nose/eyes/head/ear/tooth并导入back stomach
B. Free talk
T: How are you?
S: Fine thank you. /Not so good
当有学生回答Not so good 时，教师关切地询问What’s the matter?
What’s wrong with you? 并用手势引导学生回答。
（What’s the matter? 在4A出现过教师可告诉学生What’s the matter?和What’s wrong with you?的意思一样.）
板书：What’s wrong with you? 生跟读
在生回答后,师：I’m sorry to hear that. I hope you get better soon.[板书，生跟读]
C. Presentation and practice.
1、Teach: toothache
a. 师与一生表演呈现
T: How are you?
S: Not so good.
T: What’s wrong with you?
S: I’ve got a toothache. (托腮作痛苦状)
T: I’m sorry to hear that. I hope you get better soon.
b. 师出示图片并配以单词 a toothache
生跟读：a toothache a toothache I’ve got a toothache.(板书：I’ve got a….)
c. 练习What’s wrong with you? I’ve got a…. I’m sorry to hear that. I hope you get better soon.
师问生答 生问生答
2、同法教学单词 earache backache headache stomachache
并启发学生总结此类单词的词尾特点：后缀-ache
3、学单词fever cold cough
4、听B部分录音并跟读
5、Say a rhyme <
a.听录音，理解意思
b.听录音跟读
c.试着模仿改编，并朗诵.（替换high fever）
D操练句型及单词
1、整体操练
师出示图片问：What’s wrong with you?
要求生根据图片内容边做相应的动作边回答：I’ve got a……
T: I’m sorry to hear that. I hope you get better soon.
2、学生两人一组自编对话并表演
3、P18 Work in pairs
a.Picture1 师生问答
b.Picture 2-6 学生两人一组看图进行模仿练习。然后分角色进行表演。
E Assign homework
1、并抄写要求四会掌握的单词和词组。
2、运用所学的词组和句型自由交谈
Unit2 (第二教时)
一、教学目标：
1.能正确地听、说、读、写单词lunch , speak, feel
2.能初步理解并运用句型How do you feel now? I feel…..
3.能正确地听、说、读日常用语M ay I speak to…?This is …speaking .See you soon
4.能熟练诵读本课的歌谣。
二、教学重点和难点：
1．能正确朗读和书写本课的单词。
2．能熟练运用本课的句型。
三、课前准备：
1．本单元单词图片
2．两部玩具电话机
3．磁带 录音机
四、教学过程：
A. Revision
师生之间以free talk的形式复习句型What’s wrong with you?和本单元B部分的单词
T: Hello xxx How are you today?(出示图片 要求学生根据图片回答)
S: Not so good.
T: What’s wrong with you?
S: I’ve got a stomach ache
T: I’m sorry to hear that. I hope you get better soon.
S: Thank you.
2.生问师答 生问生答
B. Presentation and practice.
1. 师关切地询问刚才回答不舒服的学生：How do you feel now?
帮助学生回答I feel ill/ hot /tied…
T: I can get a glass of water for you
S: Thank you.
2、板书：How do you feel now?
I feel….
I can get a/some…for you.
生跟读数遍
3、看图编对话，练习并表演（教师逐一出示P7的图片）
C Read and say.
1、复习打电话（5A学过）并新授May I speak to …
May I speak to….
T: Hello, Is that Wang Bing?
S1: Yes, this is xxx
S2: No, this is Yu Wenjie.
T: Sorry, May I speak to Yang Jie?
帮助生答Hold on, please.并把电话递给Yang Jie
Yang Jie: Hello, this is Yang Jie speaking.
(板书speak May I speak to … This is …speaking)
2学生练习用May I speak to …打电话
3在此基础上，教师出示课文挂图并用语言直接导入：Helen is not at school She’s absent today She’s ill 引导学生理解absent的意思，然后指着挂图说 Helen is in her bedroom Su Yang is calling her.让学生理解第2句中her的意思
教师出示钟面，指针显示12：30 师：Su Yang calls her after lunch.帮助学生理解after lunch
4.听课文录音回答问题
What’s wrong with Helen?
a.听录音（P14）二遍
b.指名回答问题
c. Listen and repeat.
5.学习P15对话
a.师把钟面指针拨到4：35 问：What’s the time now?
S: It’s four thirty
T: Yes Classes are over. Su Yang calls Helen after school.
b. 看图听录音
c. 帮助学生理解still take any medicine
d. Listen and repeat.
6.教师安排学生整体听录音。模仿正确的语音语调学说对话。
7.情境表演，用玩具电话设置与课文内容相仿的情境。分角色表演本课会话内容。
D. Assign homework
1.听录音，朗读并表演对话
2.根据所学的对话内容自编或改编对话。
Unit 2 (第三教时)
一、教学目标：
1.复习本单元所学的词汇
2.进一步掌握句型How do you feel now ? I feel … I can get a/some…for you . 及 What’s wrong with you ? I’ve got a…
3.能正确地听、说、读、写句子 How do you feel now ? I feel … What’s wrong with you ? I’ve got …
4.能听懂、会说、会读日常交际用语 Sorry， Wrong Number
二、教学重点及难点：
能正确地听、说、读、写句子 What’s wrong with you ? I’ve got a … How do you feel , now? I feel ……
三、课前准备：
1.B部分单词卡片
2.录音机和磁带
3.准备一些医生看病用的道具
4.两台玩具电话机
四、教学过程：
B、A. Say a rhyme
1.用投影片出示英文儿歌《 I’m ill 》,让学生眼看录音机朗读
2.教师逐一出示单词卡片，让学生进行替换朗读。（复习单词）
C、B. Ask and answer
1.Revesien
教师再次出示单词卡片，与学生进行问答。
T:×××，What’s wrong with you ?
S:（根据图片内容）I’ve got a …
T: I’m sorry to hear that ? How do you feel , now ?
S: I feel …
T: I can get a /some … for you .
2. Practise in groups.
a. 小组活动，让学生根据图片内容进行同桌自由问答，要求说得正确、流利。
b. 小组比赛。
D、C. Read and act
1. 教师出示这部分内容的挂图。让学生听录音整体理解对话内容。并回答问题 What’s wrong with the woman ? 从而了解学生对对话的理解。
2. 学生跟读并朗读对话。
3. 在能熟练朗读对话的基础上，让学生两人一组扮演角色扮演对话。
E、D. Work in pairs
1. 学生自由朗读这部分对话。
2. 教师指名朗读，检查学生掌握情况。
3. 模仿对话，让学生进行游戏。教师把学生分成四人小组，要求其中三人写出一个七位数的电话号码交给老师，并在号码旁注上自己的姓名。没有给出电话号码的学生要记住其中一位同学的电话号码，然后打电话给该同学。注意提示学生别人打错电话时可以说 Sorry ,wrong number .
F、E. Assign homework
1. 朗读并抄写要求四会的单词，词汇和句型。
2. 用句型 What’s wrong with you ? I’ve got a … 和 How do you feel , now ? I feel … 进行笔头编对话各两组。
Unit 2 (第四课时)
一、教学目标：
1. 通过复习，要求学生能熟练地掌握本单元所学的有关疾病类词汇
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 What’s wrong with you ? I’ve got … How do you feel now ? I feel …
4. 能初步了解字母O在闭音节单词中的读音
二、教学重点
能正确地听、说、读、写句型 What’s wrong with you ? 及其答语 I’ve got … 和 How do you feel , now ? 及其答语 I feel …
三、教学难点
能较熟练地掌握本单元所学的有关疾病类词汇
四、课前准备
1. 录音机和磁带，玩具电话机，医生用的一些道具，各种动物头饰
2. 单词图片
3.学生自制电话号码卡，放在桌上备用。
五、教学过程：
G、A. Free talk and revision
1. 教师一边报出一生的电话号码，一边拨打电话，该生就拿起玩具电话机和老师进行对话。
T: 722××××, Hello , may I speak to ××× ?
S: This is ××× speaking .
T: Hi , ×××, This is Miss Huang , How are you , today ?
S: I’m fine , thank you . / Not so good .
（当生答Not so good 时）T: What’s wrong with you ?
S: I’ve got a …
T: Oh , I’m sorry to hear that .
How do you feel , now ?
S: I feel …
T: I can got a / some … for you .
S: Thank you .
T: Not at all , See you soon .
（教师也可故意报错号码，让学生练习用Sorry ,wrong number ）
2. 学生两人或三人一组模仿编对话并练习。
3. 小组比赛，看看哪一组表演得自然、流畅、正确。
H、B. Say a rhyme
让学生跟着录音机诵读，并练习自编儿歌。
I、C. Play a game
1. 教师创设情境：森林里有一家动物医院，里面有医术精湛的大象医生，老马医生，老虎医生和狮子医生。这两天，气温反常，许多小动物都生病了，都到医院去看医生，如果你是病人，该怎样去医院看医生呢 ？
2. 四位学生戴着大象，老马，老虎，狮子的头饰，身穿白大褂，手拿听诊器扮演医生，其他学生戴各种动物头饰扮演病人，到自己喜欢的医生处就诊。从而用 What’s wrong with you ? I’ve got a … Open your mouth and say “Ah” …等日常用语展开一段对话。
3. 教师巡视各组情况，进行及时表扬和纠正错误。
J、D. Listen and repeat
1. 教师逐个出示单词 brother , love , monkey , mother . 让学生认读
2. 让学生在多次朗读单词后找出它们的共同因素。即O发 |∧|
3. 听录音跟读句子 My mother and my brother love that fat monkey .
K、E. Assign homework
1. 抄写本单元所学的单词、词组和句型，并能默写。
2. 能够熟读并表演 Read and act 。
3. 根据实际生活情景自编对话，并表演对话。
Unit 3
一、教学内容
《牛津小学英语5B》 Unit 3 Hobbies（第一课时）
二、教学目标
1 能正确地理解、掌握对话内容，并能朗读、初步表演对话。
2 能正确地听、说、读、写单词：collect, a stamp, beautiful, a classmate, a ship, an animal。
3 能正确地运用对话中的词组和日常交际用语：take photos, Show us his stamps, please.
Here they are.
4 能正确地理解并运用句型Do you have any hobbies? Do you like…? Yes, I do.
No, I don’t. He/She likes…
5 能初步理解主语为第三人称单数时动词的变化形式。
6 初步熟悉歌曲：Hobbies。
三、教学重点
能正确理解对话内容并能朗读和初步表演对话。
四、教学难点
1 能比较流畅地朗读对话，并能在掌握对话的基础上分角色表演对话。
2 能初步理解主语为第三人称单数时动词的变化形式。
五、课前准备
1、一本有中国发行的船类和动物类邮票。
2、一架照相机。
3、Read and say 部分的投影片。
4、录音机和磁带。
六、教学过程
A Free talk
Eg: Good morning./How are you?/What day is it today?/What lessons do you have in the morning/afternoon?/What subject do you like? Do you like…?
B Presentation and practice
1 T:(出示一张印有花卉的邮票)What’s this? It’s a stamp.
Drill: stamp
T: Look at this stamp. What’s this?
Ss: It’s a flower.
T: Yes, it’s beautiful.
Drill: beautiful
2 T(出示一张印有船的邮票)Look. There’s a ship on the stamp. It’s a ship stamp.
Drill: ship
3 T:(出示几张印有动物的邮票)What’s this on the stamp?
Ss: There’s a dog on the stamp.
T: Yes, the dog is an animal. It’s an animal stamp.
(出示一张印有其他动物,如熊猫的照片，重复以上的对话)
T: They are animal stamps.
Drill: animal
4 T:(出示一本邮册)I like collecting stamps. Look, I have many stamps. They are beautiful. Do you like collecting stamps?
Ss: Yes, I do./No, I don’t.
Drill: collect/collect stamps.
5 T:(拿出一本相册)I like collecting photos.
(拿出照相机拍照)I like taking photos, too.
Drill: photo/take a photo.
Practise: The students say and do.(take a photo)
6 T:(请一男生和一女生到班前，教师指着女生对男生说)She’s your classmate.
（指全班学生）They are your classmates.
Drill: a classmate
7 Teaching of the sentence patterns.
1) T:(做游泳的动作)I like swimming. Do you like swimming?引导学生用Yes, I do./No, I don’t. I like…来回答。
2) 请一学生用I like…句型说出自己喜欢做的运动，教师逐一想全班:He/She likes…领说句型，学生跟读。
3) 教师出示Read and say部分的挂图进行句型介绍This is Yang Ling. She likes making clothes. Helen likes cooking and growing flowers.学生理解图片意思后模仿学说句型Yang Ling likes making clothes. Helen likes cooking and growing flowers.
4) 教师利用挂图进行问答练习，引出Does Yang Ling like making clothes? Yes, she does. Does Helen like taking photos? No, she doesn’t.领说句型。
C Read and say
1、The students look at the picture and listen to the tape.
2、The students listen to the tape and read after the tape.
3、The students read the dialogue themselves and the teacher gives some help.
4、The students read the dialogue in roles and act out the dialogue.
5、Ask several groups of students to act out the dialogue.
D Listen to a song: Hobbies
E Assign homework
1 Listen to the tape, read the dialogue and act out the dialogue.
2 Make a new dialogue according to the dialogue of the text.
Unit 3 （第二教时）
一、教学目标
1、能正确地听、说、读、写单词a coin和词组take photos, go shopping.
2、能正确地听、说、读词组make model ships, collect stamps, collect coins, grow flowers, keep goldfish, make clothes.
3、能唱本课英文歌曲。
二、教学重点
1、能正确地听、说、读、写单词a coin和词组take photos, go shopping.
2、能正确地听、说、读词组make model ships, collect stamps collect coins, grow flowers, keep goldfish, make clothes.
三、教学难点
1、能正确地听、说、读、写单词a coin 和词组take photos,go shopping.
2、能熟练运用本课所学的词组。
四、课前准备
1、画有动作的多媒体课件
2、B部分词组的动作图片和挂图
3、录音机和磁带
五、教学过程
A Free talk and motivation
1 Eg: Good morning!/How are you?/Nice to see you./Do you like…?Does he/she like…?
2 The students act out the dialogues.
3 Listen to the song: Hobbies, and sing after the song.
B Presentation
1 Present the pictures and say the phrases: take photos, make clothes, collect stamps.
2 T:(教师根据多媒体课件或动作图片提问)What’s he doing? He’s going shopping.通过教师自问自答引出make model ships, collect coins, keep goldfish，grow flowers等词组。
3 The students listen to the tape and read after the tape.
C Practice
1 把所有词组的图片贴在黑板上，教师说出一个词组并请一位学生指出黑板上相对的图片。
2 师生根据动作或图片进行问答练习，如Do you like going shopping?No,I don’t. Do you like keeping goldfish? Yes, I do.
3 教师引导学生看图，并用主语为第三人称单数的一般现在时叙述图片内容，如He likes making model ships. She likes making clothes.
4 学生同桌看图说话，自由操练词组。
D Consolidation
1 Listen and act or look and say.
（一学生发令，全班同学做动作，或一个学生演示一个动作，其他同学说出动作名称。）
2 Play the game: What’s missing?
（教师出示本单元所学的所有动词词组的图片，以最快的速度抽出一张，问学生What’s missing?学生说出被抽出图片的动词词组。）
3 Play the game: Chinese Whisper
（把学生分成小组，教师在每组第一位学生的耳边悄悄说出不同的单词或句子，让学生依次在下一位学生耳边轻声说出。然后请每组最后一位学生大声说出他/她所听到的单词或句子，说对的小组为优胜组。）
E Assign homework
1 read the phrases and copy the phrases.
2 Make some sentences with the phrases.
Unit 3 Hobbies（第三教时）
一、教学目标
1、能熟练掌握本单元所学的有关兴趣爱好词汇。
2、能熟练掌握句型Do you have any hobbies?及其答语Yes,I do.
3、能用句型I like…和He/She likes…,too.描述自己或他人的爱好和活动。
4、能用所学句型进行情景会话和交流。
二、教学重点
能正确地听、说、读、写句子Do you have any hobbies?及其答语Yes,I do.和I like…及He/She likes …,too.等句型。
三、教学难点
能正确运用Do you have any hobbies?及其答语Yes,I do.并能在具体情景中以口笔头或书面的形式进行交流。
四、课前准备
1、有关活动方面的多媒体课件或图片
2、录音机和磁带
3、学生自带一些有关自己兴趣爱好或活动的照片。
五、教学过程
A Sing a song
The students sing after the tape.
B Revision
1 Present the pictures of Part B with the CAI, the students say the eight phrases.
2 The teacher present the picture of Part B, the students talk about their hobbies with the sentence pattern: I like…..
3 Play a game
教师课前准备一些动作图片，一学生到讲台前挑选一种喜欢的动作图片，做图片上动作，其他学生猜他或她喜欢的活动：He/She likes …
C Ask and answer
1 Revision
Present the CAI and talk with the students.
Eg: S1: Do you have any hobbies?
T: Yes, I do. I like collecting stamps.
2 Practise in groups
1) Work in groups.
Eg: S1: Do you have any hobbies?
S2: Yes, I do. I like collecting/…
2) Compete in groups.
The students make sentences: Do you have any hobbies? Yes, I do. I like…He/She likes…,too.(The group which makes the most sentences is the winner.)
3) Make an interview.
The student interview his classmates with the topic: Hobbies.
Eg:S1: Do you have any hobbies?
S2:Yes, I do. I like making model ships/…
S1:(Point to another student) He likes making model ships, too. Right?
S2: Yes, he does./ No, he doesn’t. He likes taking photos/…
D Look,read and complete
1 The teacher present the pictures of PartD: This is a picture of Su Hai’s family. Su Hai and her family have some hobbies. The talk about the picture with the students, make the students know the meaning of the picture.
2 The students do the exercise.
3 Check the answer.
F Assign homework
1 Read and copy the words and sentences.
2 Make out a new dialogue.
Unit3 Hobbies（第四课时）
一、教学目标
1、通过复习，要求学生能熟练地掌握本单元所学的有关活动类词汇。
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Do you have any hobbies?及其答语Yes,I do.并能用I like…和He/She likes…,too.句型描述自己或他人喜欢的爱好和多动。
4、能初步了解字母u在单词中的读音。
二、教学重点
能正确地听、说、读、写句型Do you have any hobbies?及其答语Yes,I do.和I like…及He/She likes…,too.句式。
三、教学难点
能熟练地掌握本单元所学的有关活动类词汇。
四、课前准备
1、有关活动的多媒体课件或图片
2、E部分的教学挂图
3、录音机和磁带。
4、调查表
五、教学过程
A Free talk and revision
Eg: Good morning, class./I like…Do you have any hobbies?/He/She likes …Right?
B Sing a song
The students sing after the tape.
C Do a survey
1 Present the CAI or the picture of Part B, the students say the phrases.
2 Free talk.
The students talk about hobbies with each other.
3 Do a survey.
1) The teacher do a survey as a model.
Eg: T(Present the form)Do you have any hobbies?
S1:Yes,I do. I like…
T:(Fill the form)
2)The students do the survey in groups.
4 Sum up.
教师课前做一张统计表,抽取若干组学生，让学生汇报调查情况。
Eg: T: Can you tell me about your survey?
S: Yes. Five student like taking photos. One student likes making model ships.
taking photos 5
making model ships 1
D Read and act
1 T:(Present the picture) Now ,Boys and girls. Look at the picture. What does Liu Tao like? Can you guess?
Ss:…
(The student listen to the tape.)
2 Teach the words: water, every, aunt, carefully with the picture. Learn the dialogue.
3 Answer the questions:(Make sure the students understand the dialogue)
Eg:1)What is Liu Tao doing?
2)Who likes growing flowers, too?
3)Does Liu Tao water the trees and flowers every day?
4 Read the dialogue after the tape and act out the dialogue.
E Listen and repeat.
1 Play a game:
教师用多媒体课件快速展示图片，一闪即停，然后问学生：What’s missing?让学生看图后猜单词。
2 The students read the words together.
3 Sum up the common pronunciation.
4 Present the phonetic symbol and read after the teacher.
5 Read the sentence.
F Assign homework
1 Read the dialogue of Part E and try to act out it.
2 Make a new dialogue.
3 Do the exercise of the Exercise Book.
Unit 4《牛津小学英语5B》第四单元教案
课题： Unit 4 An English friend
课时： 本单元共4课时 本课为第1课时
课时目标：1. Four skills: fast high ,Does he/she…? Yes, he does. No, he doesn’t.
2. Three skills: speak loudly, run fast, jump high, dance beautifully, walk carefully, sit quietly
3. Require the Ss to use v. and adv. properly in a certain situation
教学内容和过程：
A. Warming up
1. Sing a song.
2. Free talk
B. Preparation
1. Greetings
2. Sing a song “Come on and join into the games”
C. Presentation and practice
1. jump high
a. Now, let’s do some exercise. Sun rise. Wave your arms. Shake your body. Stand up. Jump high etc. Run fast.
b. Ask a student to jump high. (put “jump high” on the Bb)
c. Read in pairs.
2. run fast
a. Let’s act! Run fast! (Put “run fast” on the Bb.)
b. Read in pairs!
3. speak loudly
a. I say you do. fast→run loudly→speak
b. Put “speak loudly” on the Bb. and read loudly.
c. You say s. do. cry loudly sing loudly
4. Teach dance beautifully, walk carefully, sit quietly in the same way
5. Listen to the tape and read after the tape
6. Hand out the cards to some students, ask the others to guess.
7. Show Ss some photos and talk about them. Does he run fast? Yes, he does. No, he doesn’t .Ask Ss try to say “Does he …?”
8. Talk about the picture in pair.
9. Make a dialogue and act it.
D. Consolidation
Do a survey
《牛津小学英语5B》第四单元教案
课题： Unit 4 An English friend
课时： 本单元共4课时 本课为第2课时
课时目标：1. Four skills: an e-mail, busy, town, age, usually, what does she usually do? He/she usually…
2. Three skills: I’m busy, we’re the same age
3. Require the students to read and act the dialogue
教学内容和过程：
A. Free talk
B. Preparation
3. Do some exercise!
4. Talk about the photos.
C. Presentation and practice
1. What does he/she usually…? He/she usually…
a. What do you usually do? I usually play football. What does he usually do? He usually…
b. Reading and practice.
2. Look at the picture and talk about it.
c. E-mail, surf the Internet, busy
What’s Wang Bing doing? Is he surfing the Internet? He’s busy.
d. town, age
Do you live in the city? No, I’m in a small town. Are you twelve? Yes, I am. And you? I’m twelve, too. You’re in the same age.
3. Listen to the tape, answer the question.
d. Does Wang Bing’s friend live in London?
e. How old is his friend?
f. Does he usually play football?
g. Does he play well?
4. Imitate!
5. Practice in groups.
D. Consolidation
6. Act the dialogue.
7. Talk about your own friends.
《牛津小学英语5B》第四单元教案
课题： Unit 4 An English friend
课时： 本单元共4课时 本课为第3课时
课时目标：1.进一步掌握本单元所学的动词词组
2.进一步掌握句型“What does…usually do…?” “He/She usually…”
能用该句型询问他人日常生活规律
3.通过本课学习能灵活区别运用Do…? Yes,…do./No,…don’t．
Does…? Yes,…does./No,…doesn’t．
教学用具：图片 录音机 投影
教学内容和过程：
A. Say a rhyme
3. Try to read. (投影呈现)
4. Listen to the tape.
5. Let’s say together.
B. Revision
5. 图片闪现，生说本单元所学的词组
6. Introduction
T: I usually read English books and watch TV on Sundays.
My brother usually does his homework…
My parents usually…
7. Do a survey in group
S1: What do you usually…?
S2: I usually…
S1: What do…
S3: I…
8. 从他人口中了解你的同学
e.g. SA: Excuse me ,B What does C usually do…
SB: She usually…
SA: Does D…?
SB: Yes,…/No,…
9. Play a game
a. 游戏目的：复习What does…? Does…?
b. 游戏准备：师准备各类图片
c. 方法：看看，问问，猜猜
一生看图，师生共猜（个别：Does…）
C. Ask and answer
8. 出示图片，师生示范一例
9. 同桌问答
10. 扩充对话，比比哪组说得好
D. Look and read
11. Look at the pictures
12. Listen to the tape, then repeat
13. Try to say (If you are the boy)
14. Describe
Use: He goes to school…
He has…
He likes…
15. 师提供类似的图片，出示关键词，生试说（同桌），比比谁说得既流利又正确。
E. Assign homework
1. 回顾本单元所学的词组，单词，试默
2. 用所学的句型描述你同学的日常生活，兴趣爱好
提示：go to school at seven
have six lessons everyday
have lunch at 11:10
like singing
…
《牛津小学英语5B》第四单元教案
课题： Unit 4 An English friend
课时： 本单元共4课时 本课为第4课时
课时目标：1. 通过复习，要求学生能熟练地掌握本单元所学的动词词组
2. 能熟练地在情景中运用本单元所学的句型及日常交际用语
3. 能进一步掌握句型Does…? Yes,…does./No,…doesnt．并能用What does …usually do…?询问他人日常生活规律
4．能初步了解字母u在单词中的读音
教学内容和过程：
A. Free talk and revision
T: I usually go shopping on Saturdays and Sundays.
Do you usually…?
S1: Yes, I do. / No, I don’t.
I usually play chess on Saturdays.
T: Does your mother work on Saturdays and Sundays?
S1: Yes, she does.
T: What does your father usually do in the evening?
S1: He usually watches TV and reads newspapers.
…
B. Say the rhymes
一生起说，齐说
C. Play a game
游戏目的：复习所学的动词词组并进行扩展，灵活运用
游戏方法：师说一副词，生做各种动作
e.g. cry /laugh/sing
You’re right. /great!
做错的：You’re wrong.
I’m sorry.
D. Read and act.
3. Look at the pictures, read after the tape in roles.
4. Change.
5. Try to ask and answer (Don’t look at your books.)
鼓励学生说，不一定要全面，完整，说一两句也行，还可以用自己的话说。
E. Listen and repeat
6. T writes some words on the blackboard or use some cards with the words.
7. Read together or ask someone to read.
3. 将单元按读音归类
[ju:] [u] [A]
4. Look at the picture, describe it then say “The puppet jumps and runs in the bus”
e.g. T: What’s this?
Ss: It’s a puppet.
T: Where is it?
Is it in the box?
Is it in the box?
Ss:…
F. Assign homework
1. 能熟练表演本课对话
2. 模仿Part A并结合重点句型自编对话（分小组进行）
Try to write a small passage (About your family member or your classmate)
Unit 5 Review and check
课时： 本单元共3课时 本课为第1课时
一.教学目标及重难点.
1. 复习及巩固动词与副词的搭配.
2. 复习问句:Does he/she…？yes, he /she does. No, he/she doesn’t.
二.教具准备:挂图，图片。
三.教学内容及过程.
Step 1.Revision
1. Greetings
2. Freetalk
1).Do you have any hobbies?
2).Do you like…？
3).Does he/she…？
4).What does he/she usually do…？
3. Answer quickly
The way: 当一个学生说出动词时,另一个学生快速的说出相应的副词.
Step 2.Look,read and write.
1. Show the pictures (1-4) and answer questions.
1).What does the girl/boy do?
2)do he/she…？
2. Read the sentences and fill in the blank.
3. Check the answers.
4. Show the pictures (5-8) and answer questions.
1).Does Miss Li like keeping goldfish?
2).Does Mr Black like making model ships?
3).Does Mrs Brown like cooking?
4).Does Mr Green like collecting stamps?
Step 3.Look and write.
1. Show the pictures of Part B.
2. Talk about the pictures.
3. Divide 8 groups and make dialogues
4. Check out.
Step 4 Consolidation
Assign homework: Finish Part A and B.
Read it and recite it.
课题： Unit 5 Review and check
课时： 本单元共3课时 本课为第2课时
一．教学目标
1． 能熟练运用“打电话”及课程的日常用语
2． 能正确掌握like + doing的形式
二． 教学重难点
目标1，2
三． 教学用具
挂图，实物，图片
四． 教学过程
Step1.Revision
1.Greetings
2.Free talk
May I speak to…?
This is …speaking.
I am sorry to hear that.
See you soon..
Sorry, wrong number.
Step 2.Look read and complete of part C
1. Show the picture and describe the dialogue
2. Make a dialogue in pairs
3. Check out
4. Play a game: Make friends
The way:做两组卡片：一组是课程名称，另一组是代表该课程的图片。
请几位学生各抽一张，并找出与自己卡片上的名称/图片相符的图片/
名称，引导学生复习课程名称，如一位学生出示代表PE的科目图片，
另一位学生则说PE。
5. Show the picture of part C2
6. Make a dialogue in pairs
7. Check out
Step 3.Consolidation
1. Assign homework: finish part C
2. Recite it
课题： Unit 5 Review and check
课时： 本单元共3课时 本课为第3课时
教学目标
1． 通过复习，能熟练地掌握1-4单元所学的单词。
2． 能教熟练地在情景中运用1-4单元所学的句型和日常交际用语。
二． 教学重点
1． 能熟练地掌握1-4单元所学单词
2． 能综合运用1-4单元所学的句型和日常交际用语。
3． 能初步改编或扩充1-4单元所学的对话。
三． 教学难点
培养学生综合运用语言的能力。
四． 教学准备
挂图，图片
五．教学过程：
Step1. Revision
1. Greetings
2. Warming-up
3. Free talk
1) Do you have any hobbies?
2) What do you like?
I like…
3) What do you usually do?
4) What does he/she usually do?
He/she usually…
Step 2.Look and talk
1. Game “Do and Guess”
The way: 根据动作猜词组 给名词快速说词组
2. Show the picture of part D
1) 指导学生观察图片。
2)
3. According the model to make a new dialogue
4. Check out
Step 3.Consolidation
Assign homework: Make a new dialogue and write it down.
5B. Unit 6 A部分 Read and Say
二、教学目标：
1. 四会掌握人体部位：arm , hand, foot , leg.
2. 熟练运用日常交际用语：Touch…with…
三、教学重、难点：
1. 熟练运用交际用语。
2. 灵活熟练运用日常交际用语。
四、课前准备：
1． 准备录音机和本课会话的磁带。
2． 准备本课会话的投影片。
3． 课前写好本课的课题5B. Unit 6 A部分 Read and Say
五、教学过程：
A Organization组织教学
1. Greetings
T: Good morning, boys and girls.
Ss: Good morning, Miss Zhang.
2. Let’s sing a song 学生听录音跟唱英语歌曲What are you doing?
B Revision复习
1. Let’s speak English
T: What’s your name? Ss: My name is…
T: What are you doing? Ss: I’m reading…
T: Are you playing basketball? Ss: Yes, I am.
T: Does he play well? Ss: Yes, he does.
T: Does Mr. Black like making model ships? Ss: Yes, he does.
T: Does Mrs. Brown like cooking? Ss: Yes, she does.
2. Let’s act.
(1)T:创设情境，学生表演（T示范一组，运用祈使句）
T: Stand up. Jump, please… Touch your nose…
(2)学生模仿做。
C Presentation.新授
1. T又发命令作动作→人体部位名称。
2. T投影图片，由旧引新（T注音标，请学生试拼读）
3. arm, hand, leg, foot
4. 学生集体升降调朗读。
5. T指投影：T: Touch your nose with your hand.
学生理解后，T板书。
6. 学生集体朗读。
D Practice练习
1. T指投影图片，请同学快速说出人体部位。
2. 男女竞赛，争说人体部位。
3. 在熟练具体部位名称后，运用句型练习。
4. T发命令，学生作动作，练习数组。
T: Touch your foot with your hands.
5. 学生模仿教师，互相发命令。
6. Talk in pairs. 同桌发命令。
E Consolidations:
1. 请学生个别发命令，作动作。
2. T投影图片，请同学看图，填空，写出相应的单词。
3. 听录音，跟读B部分。
4. 总结：
(1) 要求同学们熟练运用日常交际用语：Touch…with…
(2)四会掌握人体部位。
六、布置作业：
1. 抄写四会单词各一行。
2. 跟读本课会话录音二十分钟。
七、板书设计：
Unit 6
arm hand leg foot
Touch…with…
The Second Period (第二课时)
一．教学内容：
5B.Unit 6 B 部分 Look, read and learn.
1. 四会单词：
time, left, right, stop, touch.
2. 四会句型：
Put…on…
Touch…with…
All right.
3. 日常交际用语：
Stand in a line.
Let’s do some exercises.
Now, listen carefully.
Jump up and down.
Do this…times…
Now, stand up, everybody!
二、教学目标：
1. 正确掌握四会单词。
2． 能正确掌握四会句型。
3． 熟练运用日常交际用语。
三、教学重、难点：
1. 正确掌握四会单词、句型。
2． 熟练运用日常交际用语。
3． 综合灵活熟练运用日常交际用语。
四. 课前准备：
1．准备录音机和本课会话的磁带。
2．准备人体各个部位的图片，准备贴在黑板上。
3．准备人体各个部位的单词卡片。
4．准备人体部位的投影片。
5．课前写好本课的课题5B.Unit 6 B 部分 Look, read and learn.
五、教学过程：
A Organization 组织教学
1．Greetings
T: Good morning/afternoon, boys and girls.
Ss: Good morning/afternoon, Miss Zhang.
2.Let’s sing a song.学生听录音跟读唱英语歌曲 We can dance!
B Revision 复习
1. Let’s speak English.
T: Who’s on duty today? Ss: am.
T: Is everyone here today? Ss: Yes, we are all here.
T: What do you like? Ss: I like…
T: Do you like bananas? Ss: Yes I do.
T: What day is it today? Ss: It’s…
T: What lessons do you have in the morning? Ss: We have…
T: What subject do you like? Ss: I like…
2.Let’s act:请两组同学站起来表演
(1)T:创设情境，学生表演（T示范一组，运用祈使句）
T: Put…on…, please… Touch your eyes…
(2)学生模仿做。
C Presentation 新授
1. T投影图片：at a PE lesson 创建情境，让学生理解 ，在一节体育课上。
T板书，学生集体朗读。
2. T创设两个情境：让学生理解。
(1)Stand in a line , please.
Put your feet together.
Jump up and down ten times.
(2)Put your hands on your head and turn left and right.
Do this ten times
D Practice 练习
1．T板书以上情境句型→四会单词 T注音，学生集体朗读。
2．学生集体朗读四会句型。
3．T发命令学生作动作。
4．Talk in pairs. 同桌互相发命令。
5．同桌互相发命令。
E Consolidations
1.男女生互相发命令
2.看投影，学生模仿录音跟读前两段
3.总结：
(1)要求四会掌握的单词：arm ,hand ,foot, leg.
(2)要求四会掌握的句型：Put…on…
Touch…with…
All right.
六、布置作业：
1．抄写句型、单词各三遍。
2．跟读本课B部分录音二十分钟。
七、板书设计：
Unit 6
time left right stop touch
Put…on… Touch…with…. All right.
5B.Unit 6 C 部分Work in pairs.
1. 四会单词：
time, left, right, stop, touch.
2. 四会句型：
Put…on…
Touch…with…
All right.
3. 日常交际用语：
Stand in a line.
Let’s do some exercises.
Now, listen carefully.
Jump up and down.
Do this…times…
Now, stand up, everybody!
二、教学目标：
掌握句型： Touch…with… All right.
三、教学重、难点：
1. 熟练运用日常交际用语。
2. 综合熟练运用日常交际用语。
四、课前准备：
1． 准备录音机和本课的磁带。
2． 准备C部分的投影片。
3． 准备本课的单词卡片。
4． 课前写好本课的课题5B.Unit6 C部分Work in pairs.
五、教学过程：
A Organizations.组织教学
1. Greetings
T: Good morning/afternoon, boys and girls.
Ss: Good morning/afternoon ,Miss Zhang.
2．Let’s sing a song.学生听录音跟读唱英语歌曲 We can dance!
B Revisions复习
1. Let’s speak English.
T: Who’s on duty today? Ss: I am.
T: Is everyone here today? Ss :Yes ,we are all here.
T: What do you like? Ss I like…
T: Do you like bananas? Ss: Yes, I do.
T: What day is it today? Ss: It’s…
T: What lessons do you have in the morning?
Ss: We have…
T: What subject do you like? Ss: I like…
2. Let’s act:请两组同学站起来表演
(1)T:创设情境，学生表演（T示范一组，运用祈使句）
T: Put…on…, please… Touch your eyes…
(2)学生模仿做。
C Presentation新授
1. 投影图片：at a PE lesson T发命令，请同学作动作。
2. 再投影另外两个情境的图片。
（1）Lie on your back. Put your knees together.
Bend your knees. Move your legs to the left, then move to the right.
（2）lift up your left leg and touch it with your right hand.
2.学生理解后，集体朗读后。
D Practice 练习
1. 发命令学生作动作，理解明白后集体朗读。
2. 个别领读。
3. Talk in pairs.
4. 学生发命令作动作。
E Consolidation
1. T投影后，整节PE课，让学生试听录音。
2. 看图片，请学生跟读录音。
3. 请学生分片段表演。
4. 总结：要求学生熟练运用日常交际用语。
六、布置作业：
1. 听录音跟读二十分钟。
2. 抄写C部分的句型两遍（两英两中）。
七、板书设计：
Unit 6
Touch…with…
All right.
The Fourth Period（第四课时）
一、教学内容：
5B.Unit 6 D 部分Look ,read and complete.
1. 掌握四会词汇：Touch…with…
2. 学习人体部分名称。
二、教学目标：
1. 正确掌握人体部位名称。
2. 熟练运用四会句型。
三、教学重、难点：
1. 正确掌握四会单词、句型。
2． 熟练运用日常交际用语。
3． 综合灵活熟练运用日常交际用语。
4． 熟练运用四会句型。
四、课前准备：
1． 准备录音机和本课的磁带。
2． 准备D部分的投影片。
3． 准备本课的单词卡片。
4． 课前写好本课的课题5B.Unit6D部分Look, read and complete.
五、教学过程
A Organization组织教学
1. Greetings
T: Good morning/afternoon, boys and girls.
Ss: Good morning/afternoon, Miss Zhang.
2．Let’s sing a song.学生听录音跟读唱英语歌曲 Two jackets.
B Revision 复习
1．Let’s speak English.
T: Who’s on duty today? Ss: I am.
T: Is everyone here today? Ss: Yes, we are all here.
T: What do you like? Ss: I like…
T: Do you like bananas? Ss: Yes, I do.
T: What day is it today? Ss: It’s…
T: What lessons do you have in the morning? Ss: We have…
T: What subject do you like? Ss: I like…
2．T投影人体图片，请学生说出部分名称
3．请学生听写四会单词
4．T创设PE课的情景，请学生分片段表演
C Practice练习
1 . 由表演→句型操练Touch…with… three times
T板书，学生集体朗读
2．投影C部分图片，学生模仿说句子
3．Talk in pairs.
4．看图写句子
E Consolidation
1. Play games Chinese Whisper
传句子：Touch your head with your hand.
2.同学之间发命令作动作。
3. 总结：要求同学门熟练运用四会句型，以及日常交际用语。
六布置作业：
1．看图写句子。
2．听二十分录音并跟读。
七、板书设计：
Unit 6 At a PE lesson
Touch…with…three time
The fifth period（第五课时）
一、教学内容：
5B.Unit 6 E,F,G,H 部分.
1． 复习人体部位名称，以及体育课上的动作词组， D.E部分
2． 复习祈使句
3． 复习现在进行时
二、教学目标：
1． 正确掌握单词，词组
2． 熟练运用祈使句
3． 综合灵活运现在进行时
三、教学重、难点：
1． 正确掌握祈使句和现在进行时。
2． 祈使句语现在进行时再正确情况下使用
四、课前准备：
1． 准备录音机和本课唱歌的磁带。
2． 准备E,F,G,H的图片。
3． 课前写好本课的课题5B.Unit6.E,F,G,H部分。
五、教学过程：
A Organizations.组织教学
1. Greetings
T: Good morning/afternoon, boys and girls.
Ss: Good morning/afternoon, Miss Zhang.
2. Let’s sing a song.学生听录音跟读唱英语歌曲 Two jackets.
B Revision复习
1. Let’s speak English.
T: Who’s on duty today? Ss: I am.
T: What day is it today? Ss: It’s Monday.
T: What subject do you like? Ss: I like…
T: What class are you in? Ss: I’m in Class Two.
T: What lessons do you have on Monday? Ss: We have…
2. T投影人体图片，请学生快速说出人体部位名称
3．请同学板演默写人体部位名称单词
4．T投影PE课，请同学看情景说句子。
C Practice练习
1. 请同学看情景，表演PE课内容
2. T发命令请学生作动作
3. T投影图片：D部分图片，让学生说句子作动作
4.请另外一学生运用现在进行时说出他们所做的动作
5.反复练习D部分，四幅图
6.请学生笔头完成
7.T投影E部分，请同学看图朗读；分讨论表演
六、布置作业：
1． 听录音跟读本课所内容，要求学生能够根据本课所学句子和日常交际用语进行自编会话，同桌表演。
七、板书设计：
Unit 6 At a PE lesson
D部分句型
The Sixth Period(第六课时)
一、教学内容：
第六课时是综合练习课，完成本单元学习手册。
1. F部分，活动内容。
2. 语音。
3. Sing a song.（Do some exercise with me）
二、教学目标：
1. 能听懂人体部位名称并画出。
2. 能正确听读、辨认语音。
3. 学英歌曲。
三、教学重、难点：
1.正确掌握字母组合ai、ay在单词中的发音，即[ei]
2. Listen and draw.能听懂并画出。
3 学合唱英语歌曲。
四、课前准备：
1.准备本词汇的图片。
2.准备录音机和练习册听力部分的录音。
3.黑板上预先写好课题Unit2 A telephone call.
五、教学过程：
A Say a rhyme 学生集体说歌谣，并自己配上动作。
B Free talk 师生交流。
C Revision复习
1. Let’s speak English.
T: Who’s on duty today? Ss :I am.
T: What day is it today? Ss: It’s Monday.
T: How do you feel now? Ss: I feel…
T: What’s wrong with you? Ss: I have got a fever.
2. Let’s act.
T投影PE课情景，请同学表演。
D Listen and repeat.
(1)T投影，语音. 请学生认真听然后跟读。
(2)学生集体朗读。
(3)请个别学生朗读。
E 1.T投影人体部位，请学生认人体部位名称词。
2. Listen and draw
请学生静听然后画画。
3.同桌之间互相Listen and draw
F 学唱英语歌曲。
1.先静听录音两遍，跟唱。
2.学生表演唱。
3. 总结：要求学生能听懂教师所发的命令，并能做动作。
六、布置作业：
1. 跟读录音20分钟。
2. 全面复习本单元的四会内容。
七、板书设计
Unit 6 At a PE lesson
waiter waitress day play
八、教后笔记：
通过直观教具，生动形象的动作对学生进行句型的教学，教学效果很好。人体部位名称的学习采用实物教学，学生很有兴趣。祈使句的学习采用游戏的形式对学生进行教学，让学生在玩中学到知识，由初步的感性认识再逐步上升到理性认识，最后落实到笔头，课堂教学效果很好。
Unit 7 The First Period（第一课时）
一、教学内容：
5B Unit7A部分 Read and Say
二、教学目标：
1. 能正确理解、掌握A部分会话，并能朗读、初步表演对话。
2. 能正确地运用对话中出现的日常交际用语。
3. 初步掌握会话中出现的四会单词night, half, past, a face, ready, on duty, quick, a game, a quarter, really
三、教学重、难点：
能正确理解、掌握A部分会话。
四、课前准备：
1. 准备录音机和磁带。
2. 准备投影片（早上、中午和晚上三个场景）。
3. 准备本课会话中出现的有关词汇的图片。
4. 课前在黑板上写好课题。
五、教学过程：
A Sing a song. 跟录音机边听边表演唱英文歌曲Do some exercise with me
B Free talk. 师生交流
T: Good morning, boys and girls.
Ss: Good morning.
T: Glad to see you.
Ss: Glad to see you, too.
T: Let’s play a game, OK？
Ss: OK!
C Revision.复习
1. 组织学生做“听词组、做动作”和“做动作、说词组”游戏，复习动词词组get up, have breakfast, watch TV, do homework等。
2. 在熟练掌握这些动词词组后，教师演示wash my face和brush my teeth这两个词组，让学生学习。
D Presentation and drill新授和操练
1. 教师利用教具钟以What’s the time? It’s….句型引导学生学习含有past和to的表示时间的词组。
T: (教师事先将钟拨到6:30) What’s the time?
S1: It’s six thirty.
T: Yes, it’s half past six. (教师将钟拨到6:50)What’s the time?
S2: It’s six fifty.
T: Yes, it’s ten to seven. (将钟拨到6:45) What’s the time?
S3.: It’s six forty-five.
T: Yes, it’s a quarter to seven.
2. 在学生已掌握时间表达法的基础上，教师将教具钟拨到相应的点钟并说It’s half past six. It’s time to get up.再将钟拨到6:45,问学生What time is it?引导学生回答It’s a quarter to seven.后，教师说Yes, it’s time for breakfast. Let’s have breakfast.引出What time is it? It’s time for….句型。教师示范发音，学生静听、模仿、跟读。
3. 借助挂图，解释情境，教师说It’s Thursday today. David has a lot of things to do. He’s busy. He has no rest.边摆手边装着休息状,引出单词rest。
4. 出示本部分三个场景的挂图，逐步呈现对话，让学生看图听录音，整体了解会话内容。引出、学习本部分单词、词组以及相关句型。
5. 听录音，学生模仿、跟读会话。
E Practice and consolidation练习和巩固
1. 学生小组内分角色朗读会话。
2. 学生小组汇报朗读会话。
3. 小组推荐组员到台前用所学语言描述图片内容。
4. 学生小组内看图说话。
六、布置作业：
听录音跟读本课会话，小组进行会话，准备下节课表演会话。
The Second Period(第二课时)
一、教学内容：
5B. Unit 7 B部分 Look, read and learn
二、教学目标：
一、进一步掌握句型What time is it? It’s….
一、能正确地掌握含有past和to的时间表达法。
三、教学重、难点：
能正确地掌握含有past和to的时间表达法。
四、课前准备：
1、准备画有各种不同时间钟面的投影片
2、请各小组带一个钟。
3、在黑板上预先写好课题Unit7 After school。
五、教学过程：
A Listen to a rhyme 听本课的歌谣两遍，边听边用手打节奏。
B Free talk 师生交流
C Revision 复习
1. 出示A部分会话投影片，看图进行师生会话。
2. 学生看图进行小组会话。
一、学生小组会话表演。
一、Play a game : Bingo!来复习数词。
D Presentation and drill 新授和操练
1. 出示一教具钟，教师口述What time is it? It’s….分别引出含有past和to的表示时间的词组。
2. 引导学生观察含有past和to的表示时间的词组，体会、发现past和to的用法。
3. 学生小组内练说含有past和to的表示时间的词组，使学生尽快掌握此类时间表达法。
4. 出示几点一/三刻的钟面，师生问答What time is it? It’s a quarter past/to… .引出单词quarter，强调单词中字母组合ar的发音，教师示范发音，学生静听、模仿、跟读、拼读。
5. 游戏活动：听听、指指。
教师拿出事先准备好画有各种不同时间钟面的投影片，如6：30，6：35，
6：05，教师发令，学生听音并指出正确图片。待学生比较熟练后，再请一些小助手到台前发令。
E Practice and consolidation练习和巩固
1. 游戏：抢答比赛。
以每个小组为单位进行操练，任意一成员拨一时间问What time is it?其余学生拍手进行抢答（拍手最快的学生赢得抢答权）。
2. 学生听B部分录音，跟读单词。
3. 游戏活动：听听、画画、写写。
教师口述时间，学生把它们画出来，并写出该时间。比一比，看谁画得又快又准。
六、布置作业：
1、朗读并抄写本课四会单词各一行，每行抄写单词四遍。
2、课后认认钟，用英语向家长、同学汇报时间。
The Third Period（第三课时）
一、教学内容：
5B. Unit7 C部分 Ask and answer
二、教学目标：
1. 复习本单元所学词汇。
2. 进一步掌握句型What time is it? It’s….
3. 掌握句型It’s time for….。
三、教学重、难点：
四会掌握句型What time is it? It’s…. It’s time for….。
四、课前准备：
1. 准备C部分出现的图片。
2. 在黑板上预先写好课题Unit 7 After school。
五、教学过程：
A Listen to a rhyme 听本课的歌谣
B Free talk 师生交流
What time is it?
It’s….
C Revision 复习
1. 出示A部分会话投影片，看图进行学生会话。
2. 投影出示部分时间，让学生看图快速认读。
3. 看图学生分层次拼读本课四会单词。
4. 听写本单元部分四会单词、句型。
D Presentation and drill新授和操练
1. 运用教具钟拨不同的时间组织师生连锁问答。
T : What time is it?
S1.: It’s ten past one.
S1.: What time is it?
S2.: It’s twenty past five.
S2.: What time is it?
S3.: It’s a quarter to nine.
…
2. 教师出示C部分图片，继续组织师生问答，在学生回答What time is it? It’s….后，教师引导学生根据画面内容用It’s time for….的句型继续学说句子。教师与一个学生完整地示范第一幅图，并板书句型，后让学生模仿，分小组练说。
3. 小组学生汇报练习情况。教师抽查三到四组。
E Practice and consolidation练习和巩固
1. 分小组分别由学生自己挑选其他三幅图的内容，自由练说。
2. 各小组汇报练说结果。
3. 分小组朗读各图内容。
4. 学生摹仿、书写句型。
5. 游戏活动：“眼尖嘴快”
请全班学生闭上眼睛，让一名学生到台前拨时间，后该学生提问，全班学生回答，看谁答的又快又准确。
六、布置作业：
看图模仿教师板书内容造句。
七、板书设计：
Unit 7 After school
What time is it?
It’s…
It’s time for….
Unit7 D部分 Look and say
二、教学目标：
1. 复习本单元所学词汇。
2. 复习现在进行时句型。
3. 听懂、会说、会读并理解句型I want to….Do you want to join me?
三、教学重、难点：
四会掌握句型I want to….Do you want to join me?
四、课前准备：
1. 准备D部分出现的图片。
2. 在黑板上预先写好课题Unit 7 After school
五、教学过程：
A Listen to a rhyme and learn to say it.听本课的歌谣并学习歌谣 A clock。
B Free talk 师生交流
C Revision 复习
1. 出示B部分词汇图片，教师快速展示图片，学生认读并拼 读本课四会单词。
2. 出示A部分会话投影片，看图学生进行会话。
3. 投影出示不同的时间，运用句型What time is it? It’s….It’s time for….
组织师生问答。
4. 游戏活动：听听、画画、写写。
教师口述时间，学生把它们画出来，并写出该时间。比一比，看谁画得又快又准。
D Presentation and drill新授和操练
1. 教师口述示范句型I want to play cards. .Do you want to join me?让学生理解后，模仿练说。
2. 学生小组内模仿造句。
3. 小组汇报各组所造的句子。
4. 教师出示D部分图一，与一个学生示范图中会话内容：
S: I want to play cards. Do you want to join me?
T: No, I’m doing my homework.
5. 教师重复No, I’m doing my homework.通过表情、手势让学生明白该句的意思，后让学生模仿、练说。
6. 根据图片内容进行师生会话。
E Practice and consolidation练习和巩固
1. 学生分小组任意选择D部分图片内容，自编会话，进行表演。
2. 学生分小组进行汇报表演会话。
六、布置作业：
根据D部分图片内容分小组自编会话。
七、板书设计：
Unit7 After school
I want to….
Do you want to…?
No, I’m doing….
The Fifth Period（第五课时）
一、教学内容：
5B. Unit 7 E部分 Look and read, F部分Look and guess, G部分Listen and repeat
二、教学目标：
1. 通过复习，能较熟练地掌握本单元所学的词汇。
2. 能较熟练地在情景中运用本单元所学的日常交际用语和句型。
3. 听懂、会说、会读并理解E部分 Look and read。
4. 了解元音字母组合ar在单词中的读音。
5. 能熟练诵读本单元出现歌谣。
三、教学重、难点：
能正确地运用句型What time is it? It’s….It’s time for…. I want to….Do you want to…?并能在具体情景中以口、笔头形式进行交流。
四、课前准备：
1. 准备E、G部分出现的投影片。
2. 准备car, park, party, star单词卡片。
3. 在黑板上预先写好课题Unit7 After school
五、教学过程：
A Learn to say a rhyme学习歌谣 Do you like my house?
先让学生听一遍，后教师逐句领读，学生跟读。
B Free talk 师生交流
C Revision 复习
1. 出示B部分词汇图片，教师快速展示图片，学生认读并拼 读本课四会单词。
2. 出示A部分会话投影片，看图让学生用所学的语言知识来描述。
3. 引导学生用所学句型自编一段对话，是学生能灵活运用所学语言。
D Look and read
1. 教师出示E部分Look and read图片, 指导学生看图。
2. 教师边指导学生看图边组织师生问答What time is it? It’s a quarter to seven/eight/half past eight/twenty to twelve/ten to six/nine。
3. 看图，指导学生用所学句型描述各图。
F Look and guess
1. 游戏活动：你做我做。
请任一学生说时间，另一个学生根据时间做相应的动作，台下的学生用一般现在时第三人称单数句式完整地描述出学生所做的动作，如He washes his face at ten past six.
2. 学生根据本部分插图中的示范在小组内开展游戏活动。把学生分为三人一组，其中一个学生挂着一个设有时针的钟面，用左右手分别表示时针和分针。另一个学生做动作，让其他学生猜他们所演示的时间和动作，如She rides a bike at ten to three.
G Listen and repeat.
1. 教师出示单词卡片car, park, party, star，让学生认读。
2. 教师示范朗读单词，让学生跟读，后让学生体会单词中的共同音素。
3. 学生听录音跟读单词和句子，教师通过表情、手势让学生体会该句的意思。
六、布置作业：
听录音跟读本课所学内容，要求学生能够根据本课所学句子和日常交际用语进行自编会话，同桌表演。
The Sixth Period（第六课时）
一、教学内容：
5B. Unit7综合练习，本课练习册
二、教学目标：
1. 通过复习，能较熟练地掌握本单元所学的词汇和句型。
2. 能较熟练地在情景中运用本单元所学的日常交际用语并能运用所学句型进行交际。
3. 能熟练完成本课的练习册。
三、教学重、难点：
1. 熟练地掌握本单元所学词汇。
2. 能综合运用本单元所学过的句型和日常交际用语。
3. 能初步改编或扩充本单元所学的对话。
四、课前准备：
1. 准备本课词汇的图片。
2. 准备录音机和练习册听力部分的录音。
3. 黑板上预先写好课题Unit 7 After school
五、教学过程：
A Say a rhyme 学生集体说歌谣，并自己配上动作。
B Free talk 师生交流
C Revision 复习
1. 出示A部分会话投影片，看图让学生自由交际。
2. 引导学生根据自己每天的生活情况用所学句型适当扩充进行一段对话，要求学生能灵活运用所学语言。
3. 出示B部分词汇图片，教师快速展示图片，学生个别认读并拼读本课四会单词。
4. 听写本课四会单词night, half, past, a face, ready, on duty, quick, a game, a quarter, really。
D Practice 练习
1. 听听、画画、写写。让学生先听录音，然后画出时针以表示录音中提及的时间。
2. 听听、画画、搭配。先让学生根据录音内容在空白的钟面上画正确的时间，然后将表示时间的图片与表示活动的图片配对。请一位学生在投影片上示范做，然后校对。
3. 看看、想想、写写。先请学生看图，理解其意思，然后阅读句子，最后将次序乱了的字母拼成合适的词并填入空格，以使句子完整。
4. 看看、搭配、写写。让学生先看图及句子，并根据图意和句意将图旁的字母编号写在相应句子前的格子内，然后将句子和适当的时间用线连起来，最后根据图意完成句子。让学生进行小组讨论，后各组派代表板书，完成句子，看哪组做的又快又好。
5. 读读写写。学生边看图，边读句子，然后给句子进行正确排序，组成对话。先小组讨论，后小组汇报讨论结果。
6. 看看、读读、填空。让学生试着独立完成该题。
六、布置作业：
复习本单元的词汇和交际用语。
七、板书设计：
Unit7 After school
（投影）
八、教后笔记：
本单元主要围绕David一日的起居活动学习时间表达法及问答时间的句型，教师充分利用图片、努力创设情景引导学生操练。在操练过程中，学生对时间表达法有了很好的了解，并能熟练地掌握。只有个别学生对含有past, to 的时间表达法掌握还不够牢固。
5B .Unit 8 A部分 Read and Say
二、教学目标：
1 能正确理解、掌握A部分会话，并能朗读、初步表演对话。
2 能正确地运用对话中出现的日常交际用语。
3 初步掌握会话中出现的四会单词和句型。
三、教学重、难点：
能正确理解、掌握A部分会话。
四、课前准备：
1 准备本课会话的投影片。
2 准备录音机和磁带。
3 黑板上预先写好课题 Unit 8 At the weekends
五、教学过程：
A Listen to a song 听歌曲 We know.
B Free talk 师生交流
C Revision 复习
1 出示图片，让学生看图复习以前所学的词汇---go swimming/ climbing/ jogging, play football/ basketball, play the piano/ violin, go to the park/ cinema, watch TV, play chess ...
2 活动：听听、说说、做做。学生听教师口令边说、边做动作，巩固以前所学的词汇。
D Presentation and drill 新授和操练
1 教师出示一个挂历，指着星期六和星期天问学生 What do you do on Saturdays and Sundays? 学生回答 I play football. 教师接着说：How do you spend your weekends? Oh, you often play football at the weekends.让学生理解句子的意思，然后教师指着星期六和星期天对学生说 weekend, at the weekends, 让学生理解该词的含义,跟读模仿单词weekend, at the weekends 及句型How do you spend your weekends? 板书单词及句型weekend 及句型How do you spend your weekends?
2 教师在挂历的大部分周末处画上足球，剩下的画上TV---T : How do you spend your weekends? 启发学生回答: I often play football. Sometimes I watch TV. 通过直观的图示使学生了解often 和sometimes 的含义，板书单词often 和sometimes 及句型I often play football. Sometimes I watch TV.
3 师生问答，学习并操练How do you spend your weekends?及其答语 I often ... Sometimes I ...
4 教师出示课文投影片简介课文内容，让学生了解对话的背景，然后问学生：Look. This is Wang Bing. How does he spend his weekends? He likes surfing the Internet.通过画有电脑的投影片使学生明白该句的意思。教师接着说：I likes surfing the Internet, too. I think it's very interesting. I can learn a lot from it. I can read novels、learn English、QQ, etc on the Internet. What do you think of it? 教师通过手势、表情引出单词very, learn from, 教师示范发音，学生静听、模仿、跟读，并拼读。
5 教师接着介绍课文中人物的周末活动，然后问：How does he/she spend his/ her weekends? 通过手势、表情让学生理解该句的意思，引导学生用He/ She often ... 和 Sometimes he/ she... 回答，板书学习单词sport, catch, of course
6 让学生分层次练说句型How does he/she spend his/ her weekends? He/ She often ... 和 Sometimes he/ she...
7 让学生看图、听录音，整体理解对话。
E Practice and consolidation练习和巩固
1 让学生听录音，模仿跟读。
2 学生小组分角色朗读。
3 在熟读的基础上让学生在小组内试着表演对话。
4 游戏活动：看看、说说。让一个学生做动作，其他学生用英语描述。
六 布置作业：
听本课对话的录音，要求学生跟读、读熟，并能够在小组内进行表演。
The Second Period（第二课时）
一、教学内容：
5B. Unit 8 B部分 Look, read and learn
二、教学目标：
1 通过复习能正确熟练掌握A部分会话，并能表演对话。
2 能正确地?
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?
Pass the ball to …
Give the pen to …
Where’s …
What’s the score?
二．Presentation and practise:
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 practise:
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。
牛津英语6A教案 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：
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. Storytime:
1. Thank you boys and girls. You all well done.
Now let’s have a rest.Let’s see some cartoons. OK?
看录象老师解说,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。
牛津英语6A教案 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 P33 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 P34 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：
1． 能正确理解和使用一般过去时态。
教学过程：
一．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:
1. 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 .
2. 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
3．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:
1. 抄写四会单词，并默写。
2．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。
牛津英语6A教案 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:
Give it to me.
What day is it today?
What date is it today?
When’s the teacher’s 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
a football match between and next to in the corner one all go over
一场足球比赛 在 之间 紧靠 在角落 一平越过
in front of
在前面
Unit 2
public sings a lot of questions different things on the wall stay away
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
no cycling keep of keep quite take a walk look around？
禁止骑自行车 使不接近保持安静 散步 向四周看
pick up come up to point to
捡起 走进 指向
Unit 3
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 4
Sports day a running race take some photos look for a moment ago
体育运动日 跑步比赛 拍照片 寻找 刚刚
In my pocket just now on the ground a pair of glasses a roll of film
再我口袋里 刚才 在地上 一副眼镜 一卷胶卷
三．Assignment:
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 1~4所学句型。
一．Free talk:
Give it to me.
What does it mean?
What date is it today?
When’s the teacher’s 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。
Give it to me。 Don’t give it to him。
What does it mean？ It means you houldn’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 bookl?
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:
Give it to me.
What does it mean?
What date is it today?
When’s the teacher’s 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1~4课所学的内容。
牛津英语6A教案 Unit 5 On the farm
一、教学要求
1 能听懂、会说、会读、会拼写单词plant, else, taste及其中动词的过去式。
2 能听懂、会说、会读单词last, pick, picked.
3 能听懂、会说、会读、会写句型What(else) did you do…? I…,并能在情境中正确运用该句型。
4 掌握规则动词过去式的构成及读音。
二、教学重点
1 plant, pick, taste, last的读音。
2 句型What(else) did you do…? I…的读音及运用。
3 规则动词过去式的读音。
三、教学难点
1句型What(else) did you do…? I…的读音及运用。
2规则动词过去式的读音。
四、教学准备
1 课件、若干橘子、带有封面的一张VCD(The sound of music)。
2 预先写好课题 Unit 6及卡片last weekend，并在卡片上写“上个周末”。
五、教学过程
A Greeting
B Chant
T: Boys and girls, let’s have a chant. OK?
T: Open, open, open the door.(教师在一个学生面前做动作)
T: Follow me, please. (教师和他/她一起做。)
T: Clean, clean, clean the desk. (教师在两个学生面前做动作)
T: Follow me, please. (教师和他们一起做。)
T: Play, play, play the violin. (教师做动作)
T: Boys, follow me.（教师和男生一起做动作）
T: Listen, listen, listen to music. (教师做动作)
T: Girls, follow me. (教师和女生一起作动作)
T: Now follow me together. (学生跟教师一起边说边做)
C Free talk
T: What day is it today?
T: What day was it yesterday?
T: What’s the date today?
T: What was the date yesterday?
T: How many days are there in a week?
T: What are they?(上述问题教师整体问学生)
T: What day do you like best?
T: What do you usually do on Sundays/…?（单个问学生喜欢的日子干什么）
D Presentation and practice
1 教last
T: I like weekend best. Last weekend I was very very happy.（教师指着卡片last weekend强调说这句话）
教读last, last weekend.
2 教What did you do last weekend?
T: Last weekend I was very happy. Why? Do you want to know?
T: You may ask me like this ‘what did you do last weekend’.（板书）
教读What did you do last weekend? （整体读，组读，个体读，整体读）
T: I watched VCD.（板书）It is called ‘The sound of music’.（手持VCD）. It is so interesting, so funny. I like it very much. Do you like it?
T: I can lend it to you after class.
3 教What else did you do?
T: I was very very happy last weekend. Do you want to know more?
T: You may ask me like this ‘what else did you do’.（口型暗示）
引导学生说出What else did you do?（整体，男女生）
出示板书。（整体读，个体读）
4 教plant
T: I visited Mashan.（板书）Do you know Mashan?
T: (课件上出示一幅马山图片)This is Mashan. Is it beautiful? Do you like it?
T: Last weekend I visited Mashan. I like it very much. I planted trees.
教读plant, 并让学生拼读。（整体，个体）
T: Plant, plant, plant trees. Plant, plant, plant flowers.（教师边说边做，让学生模仿）
5 教pick
T: Look, there are so many oranges. Mmm, they’re so nice. I picked oranges last weekend.
教读pick, 并让学生拼读。（整体，个体）
T: Pick, pick, pick oranges. Pick, pick, pick apples/…(教师边说边做，让学生模仿)
6 教taste
T: I take some oranges here. They are from Mashan. Taste it, please…（让几个学生尝橘子）
T: Taste, taste, taste oranges. Taste, taste, taste pears/…(教师边说边做，让学生模仿)
T: In Mashan, I tasted oranges.
教读taste, 并让学生拼读。（整体，个体）
7 操练pick, taste, plant
a T: Let’s plant trees. OK?
T: Plant, plant, plant trees/flowers. Pick, pick, pick oranges/….Taste, taste, taste oranges/…
b Game: Listen and act, look and say.
c Say a rhyme:
We are happy
Spring, spring,
plant the tree.
Summer, summer,
water the tree.
Autumn, autumn,
pick the fruit.
Winter, winter,
taste the fruit.
Happy, happy,
we are happy.
8 规则动词过去式读音及构成
a T: Last weekend, I was very happy. What about my last weekdays from Monday to Friday? You may ask me like this ‘what did you do last Monday/…’（课件上有此句型）
当学生提问的时候，教师回答两个词组，同时课件上依次显示
cleaned the classroom
played the piano
watered flowers
listened to music
cooked food
watched TV
picked oranges
planted trees
visited friends
tasted apples
学生跟教师读动词过去式，并让学生归纳读音。课件出现一组动词原形，学生比较原形与过去式，得出规则动词过去式构成的规律。
b guessing game
T:（课件上显示一个词组last Monday, 一个头像，一个足球，一棵树）Who’s he? What’s this?（指着‘足球’）
T: What did he do last Monday? He played football?
T: Yeah, he played football. （课件显示这句话，学生齐读）What else did he do?(指着‘树’)
He planted trees or watered trees?
…
以此为样，让学生根据图片暗示,猜动词过去式词组。
9 What did you do…? What else did you do?及其应答I
…
a T: Boys and girls, now I want to know something about you.
T: What did you do this morning?
T: What did you do yesterday?（上述两个问题整体问）
b T: What did you do last Monday?
T: What else did you do?
S1: What did you do last Tuesday?
S1: What else did you do?
上述问题教师问某个学生，该学生回答后问后面的学生，开火车问。
E Consolidation
Do a survey
a T: Our headmaster Mr. Chou is very interested in your weekend. Now let’s help him do a survey. OK?
教师示范做调查
b T: Now report your survey.
Name Activities
F Home work
a Write down your report and show it to our headmaster
b preview ‘Read and say’ of Unit 6
六、板书设计
Unit 5
What did you do last weekend?
I watched VCD.
What else did you do?
I visited Mashan.
Unit6 Holidays
第一课时
教学目标：
1、Learn the names of holidays：Christmas, Thanksgiving, Easter, Halloween
2、Learn B and C.
教学重点：
Christmas, Thanksgiving, Easter, Halloween
When’s….?
It’s in …
What do people usually do at…?
They…
Did you …last…?
Yes, I did./No, I didn’t.
教学准备：
CAI
教学过程：
一．Free talk:
What did you do last week?
Did you watch TV yesterday?
二. Presentation and practice
CAI Presentation
a. Christmas
When is Christmas?
It’s on the twenty-fifth of December.
What do people usually do at…?
eat cake eat turkey give presents go to parties
Did you …last…?
Yes, I did./No, I didn’t.
b. Easter
When is Easter?
It’s in March or in April.
What do people usually do at…?
colour some eggs look for eggs eat cake give presents
Did you …last…?
Yes, I did./No, I didn’t.
c. Halloween
When is Halloween?
It’s on the thirty-first of October.
What do people usually do at…?
go to parties dress up in costumes make pumpkin lanterns
Did you …last…?
Yes, I did./No, I didn’t.
d. Thanksgiving
When is Thanksgiving?
It’s in November.
What do people usually do at…?
have parties sing and dance eat turkey
Did you …last…?
Yes, I did./No, I didn’t.
三. Consolidation
Practise in pairs.
四. Homework
1. Recite the phrases.
2. Do the exercise.
When’s….?
It’s in …
What do people usually do at…?
They…
Did you …last…?
Yes, I did./No, I didn’t.
五. Writing on the blackboard.
Unit 8
Christmas, Thanksgiving, Easter, Halloween
When’s….?
It’s in …
What do people usually do at…?
They…
Did you …last…?
Yes, I did./No, I didn’t.
第二课时
教学目标：
1、Learn the names of holidays：Spring Festival, Dragon Boat Festival, Mid-Autumn Festival, May Day, Children’s Day, National Day, Teachers’ Day
2、Learn B and C.
教学重点：
Spring Festival, Dragon Boat Festival, Mid-Autumn Festival, May Day, Children’s Day, National Day, Teachers’ Day
When’s….?
It’s in …
What do people usually do at…?
They…
Did you …last…?
Yes, I did./No, I didn’t.
教学难点：
Spring Festival, Dragon Boat Festival, Mid-Autumn Festival, May Day, Children’s Day, National Day, Teachers’ Day
When’s….?
It’s in …
What do people usually do at…?
They…
Did you …last…?
Yes, I did./No, I didn’t.
教学准备：
CAI
教学过程：
一．Free talk
What do people usually do at…?
They…
Did you …last…?
Yes, I did./No, I didn’t.
二. Presentation and practice
CAI Presentation
a. Spring Festival
When is Spring Festival?
It’s in January or in February.
What do people usually do at…?
have parties eat lots of delicious food visit relatives and friends
Did you …last…?
Yes, I did./No, I didn’t.
b. Mid-Autumn Festival
When is Mid-Autumn Festival?
It’s in September or in October.
What do people usually do at…?
eat moon cakes play with lanterns watch the moon
Did you …last…?
Yes, I did./No, I didn’t.
c. Dragon Boat Festival
When is Dragon Boat Festival?
It’s in May or in June.
What do people usually do at…?
eat rice dumplings have boating races
Did you …last…?
Yes, I did./No, I didn’t.
d. May Day
When is May Day?
It’s on the first of May.
What do people usually do at…?
have a long holiday meet friends and relatives go out to parks and beaches
Did you …last…?
Yes, I did./No, I didn’t.
e. Children’s Day
When is Children’s Day?
It’s on the first of June.
What do people usually do at…?
have parties at school
Did you …last…?
Yes, I did./No, I didn’t.
f. Teachers’ Day
When is Teachers’ Day?
It’s on the tenth of September.
What do people usually do at…?
have parties at school give cards to the teachers
Did you …last…?
Yes, I did./No, I didn’t.
三． Consolidation
Practise in pairs.
四． Homework
1. Recite the phrases.
2. Do the exercise C.
When’s….?
It’s in …
What do people usually do at…?
They…
Did you …last…?
Yes, I did./No, I didn’t.
五. Writing on the blackboard.
Unit 8
Spring Festival, Dragon Boat Festival, Mid-Autumn Festival, May Day, Children’s Day, National Day, Teachers’ Day
When’s….?
It’s in …
What do people usually do at…?
They…
Did you …last…?
Yes, I did./No, I didn’t.
第三课时
教学目标：
1、Review B and C.
2、Learn D and E.
教学重点：
Guess what festival.
教学难点：
a popular holiday spend time a lot of delicious food have a long holiday meet friends and relatives eat rice dumplings dragon boat races go out to parks and beaches play with beautiful lanterns also
教学准备
CAI
教学过程：
一. Warming up
Read B&C.
二 . Preparation.
1. Greetings
2. Free talk
What do people usually do at…?
They…
Did you …last…?
Yes, I did./No, I didn’t.
三. Presentation
1. Guessing.
a. Spring Festival
It’s in January or in February.
People usually have parties, eat lots of delicious food, visit relatives and friends, wear new coats.
b. Mid-Autumn Festival
Mid-Autumn Festival
It’s in September or in October.
People usually eat moon cakes, play with lanterns, watch the moon.
c. Dragon Boat Festival
Dragon Boat Festival
It’s in May or in June.
People usually eat rice dumplings, have boating races.
d. May Day
It’s on the first of May.
People usually do have a long holiday, meet friends and relatives, go out to parks and beaches
e. Children’s Day
It’s on the first of June.
Children usually have parties at school.
f. Teachers’ Day
It’s on the tenth of September.
People usually have parties at school, give cards to the teachers.
g. Christmas
It’s on the twenty-fifth of December.
People usually eat cake, eat turkey, give presents, go to parties.
h. Easter
It’s in March or in April.
People usually make Easter eggs, look for eggs, eat cake, give presents.
Halloween
It’s on the thirty-first of October.
People usually go to parties, dress up in costumes, make pumpkin lanterns.
i. Thanksgiving
It’s in November.
People usually have parties, sing and dance, eat turkey.
四. Read and write.
Holidays in China
a popular holiday spend time a lot of delicious food have a long holiday meet friends and relatives eat rice dumplings dragon boat races go out to parks and beaches play with beautiful lanterns also
五. Listen and write.
Mike has a letter from his penfriend Danny. He is reading it to his mum. Listen to him reading to the letter and complete the sentences.
六. Homework
1. Recite the phrases.
2. Read E..
七. Writing on the blackboard.
Unit 8
a popular holiday spend time a lot of delicious food have a long holiday meet friends and relatives eat rice dumplings dragon boat races go out to parks and beaches play with beautiful lanterns also
第四课时
教学目标
1、Review B and E.
2、Learn A.
教学重点
Be able to read the text and answer some questions.
教学难点
have a big lunch visit their relatives and friends delicious food dress up in costumes
教学准备
Tape-recorder, pictures
教学过程：
一. Warming up
Read B&E.
二 . Preparation.
1. Greetings
2. Free talk
What do people usually do at…?
They…
Did you …last…?
Yes, I did./No, I didn’t.
三. Revision
Have a dictation.
Mid-Autumn Festival, dragon boat races, have a long holiday, a popular holiday, in January or February, eat moon cakes, play with beautiful lanterns, Spring Festival, eat a lot of delicious food, meet friends and relatives.
四. Presentation
1. the first paragraph
a. Listen to the tape.
b. Questions.
What’s the date today?
Why are the teachers and the students getting excited?
What are they talking about?
Christmas is coming.
get very excited
2. the 2nd paragraph
a. Listen to the tape.
b. Questions
When’s Christmas?
What holiday comes after Christmas?
What day comes after Sunday?
on the 25th of December
come after
3. the3rd paragraph
a. Listen to the tape.
b. Questions
Did David go to a party last year?
What did he do last year?
Did Yang Ling visit her friends and relatives?
What else did he do?
go to parties
have a big lunch
visit their relatives and friends delicious food
4. the 4th paragraph
a. Listen to the tape.
b. Questions
What’s Ben’s favourite holiday?
What do people do at Halloween?
Did Ben dress up in costumes?
What did he do?
dress up in costumes
3. the 5th paragraph
a. Listen to the tape.
b. Questions
What’s Yang Ling’s favourite holiday?
What did she do?
moon cakes
6. Read the text.
7.Do the exercise.
五. Homework
1. Recite the phrases.
2. Read A..
六. Writing on the blackboard.
Unit 8
have a big lunch visit their relatives and friends delicious food dress up in costumes
第五课时
教学目标
1、Review A.
2、Do some exercises..
教学重点
Be able to talk about the holidays.
教学难点
Be able to say out “What do people usually do at…?”
教学准备
Tape-recorder, pictures
教学过程：
一. Warming up
Read A.
二. Preparation.
1. Greetings
2. Free talk
What do people usually do at…?
They…
Did you …last…?
Yes, I did./No, I didn’t.
三. Revision
Have a dictation.
last Mid-Autumn Festival, dress up in costumes, favourite holiday, visit relatives and friends, at the Spring Festival, get excited, have a big lunch, Christmas, go to parties, lots of delicious food
四. Presentation
1. Listening.
A. Listen and write.
B. Listen and judge.
C. Listen and match.
2. Reading and writing
A. Look, think and write.
B. Look and write.
eat moon cakes, watch dragon boat festival, have a party, make Easter eggs
C. Look, read and fill in the form.
D. Read and answer.
五. Homework
Review Unit 8.
六. Writing on the blackboard.
Unit 8
eat moon cakes, watch dragon boat festival, have a party, make Easter eggs
第六课时
Have a test.
Homework.
根据文中提示完成下列句子:
1.I often get up _______________(早上六点一刻)
2.My father usually _______________(看电视) after supper.
3.They often _______________(举办体育节) in September.
4.Liu Tao often visits his grandparents _______________(在周末).
5.Yang Ling’s uncle ______________(居住在) a small town near Nanjing.
6.We _______________(制作了许多美丽的风筝) at the kite festival.
7.Billy always eats a lot of food _______________(每天).
8.Su Hai , where is my diary? It was on my bed _______________(刚才
第七课时
分析考卷.
Homework.
1． Prepare Unit 9.
Listen to the tape. Read A&B several times.
2. Revision.
人称代词与物主代词
教后感：本课的教学中，将一般现在时和过去时混合在一起，学生容易混尧。在教学中要让学生注意时间的变化，区别两种时态。
牛津英语6A教案 Unit 7 At Christmas (1)
第一课时
一Teaching aims：
1.能听懂，会说，会读单词：a watch, a wallet, a teapot, a calculator, a skateboard, a comb, a mirror, a hairdryer
2. 能听懂会说：This … is from…. Who are they from?
3. 了解东西方接受礼物的不同反应，培养学生良好的文明礼仪。
二．Teaching key points：
本课时的教学重点是有关日常用品的8个单词和讨论谁送的礼物的有关语言，其中skateboard, calculator, hairdryer单词较长，发音也有一定难度，教师应重点指导。
三．Teaching difficulties
本课时的难点是：This …is from….Who are they from? 这组句型，建议教师充分利用课文信息，让学生通过静听，在完成匹配题后逐步理解并达到输出。在操练时，教师可准备一些礼物，通过真实的送礼物的活动，让学生在情境中理解并掌握。
四、Teaching preparation
1．教师准备：1）教学图片，圣诞老人服饰，一个礼物袋，有关日用品的实物
2）录音机，磁带3）录音题目讲义
2． 学生准备：每人一张纸条和一份礼物。
五．Teaching procedure：
1． . Warming up：
1）师生热情地问候:Hello, children. Nice to see you. How are you today?
2）共同演唱前几节课学的歌曲。
2. 新课呈现：
T：Hi，boys and girls. What festival is Dec.25? Ss: It’s Christmas Day. T: Do you like Christmas Day? Ss: Yes. T: Children like Christmas Day very much. Why? Ss: Because we can get some presents. T: Yes.. Jim’s family were very happy on Christmas Day. Let’s watch the cartoons.
3. 新课教学：
Step 1 Words of Dailythings
1) 学生观看录像，初步体会课文内容。
2）教师根据录像内容提问： What are the presents? 学生指着图片将文章中涉及的物品找出来: A …/…
3）根据学生找出的图片，教师进行单词教学：a watch, a teapot, a wallet, a calculator, a skateboard, a comb, a mirror, a hairdryer.
4) 教师示范朗读，学生跟读单词。重点指导calculator, skateboard，hairdryer的发音。在教学skateboard, teapot, hairdryer时，教师可借助单个单词和在一起的做法，帮助学生了解复合词，提高记忆的效率。
5) 单词巩固游戏：What is it? T: I have a present. It’s no big nor small. Man puts money and cards in it. What is it? S1: It’s a wallet. T: Can you spell it? S1: Yes, W-A-L-L-E-T, wallet. 然后进行全班的问答。
Step 2 Drills： Who is it/are they from? It’s /They are from….
1) T: Jim’s family have got so many presents. Who are they from?
2) 出示句型，教师带领学生朗读三遍。
3）T：Who are they from? Let’s listen to the tape then match.
4) 学生听课文录音，完成匹配题：
grandfather grandmother father mother Jim
a watch wallet teapot hairdryer skateboard
5) 交流答案：
T：Who is the watch from? Ss: It’s from Grandpa and grandma.
T：Who is the wallet from? Ss: It’s from grandma.
T：Who is the teapot from? Ss: It’s from Grandpa.
T：Who is the hairdryer from? Ss: It’s from Grandpa and grandma.
T：Who is the skateboard from? Ss: It’s from Jim’s Mum and Dad.
T: Who is the calculator from? Ss: It’s from Jim’s Mum and Dad, too.
6) Ss齐读匹配结果：The watch is from Jim’s Grandpa and grandma./….
Step 3 Consolidation
1. T: Christmas is coming. Everyone has a present for his friends. Who are you going to send your present? Let’s write a card.
2. 教师指导学生写卡片：Dear …
Merry Christmas and Happy New Year!
From: ….
3. 学生写完后贴在自己准备的礼物上，然后将礼物集中在老师的礼物袋里，让一位学生扮演圣诞老人，给学生送礼物：Hey! Hey! Merry Christmas and Happy New Year! Here’s a present for ….T: Who is this present from? Santa clause: Look! Ss: It’s from ….这两个同学都上台，接受礼物的同学拆开礼物，教师在一边提示说：Oh, it’s a …How beautiful! I like it very much.像这样演示5组，逐渐由老师带着学生表达过渡到学生自己表达。
2． 圣诞老人将礼物分派给5个学生，由这5个学生给大家送礼物：Who is this present from? It’s from … Open it. Oh, it’s a … It’s ….。
3． 礼物送完后，大家齐唱：We wish you a Merry Christmas and a Happy new year.
4． 做书上D部分练习。
五．作业建议：
1. 朗读记忆本课的有关日常用品的单词。
2. 根据课堂情景，用学过的语言写一篇短文：It’s Christmas Day. Santa Clause comes to our class. He gives us a lot of nice presents. …
第二课时
一.教学目标与要求：
1. 能听懂，会说，会读，会写单词：yours, ours, mine, his, hers
2. 能听懂，会说, 会读，会写：Whose … is it/are they?
It’s / They’re mine/yours/his/hers/ours.
3. 能听懂，会说，会读日常交际用语：Open it for me. This one is from Grandpa.
二．教学重难点分析：
本课的重点和难点是：名词性物主代词的使用，建议教师利用讨论礼物或寻找失主这一情景导入教学，使学生在交际中初步领会名词性物主代词的使用方法。在本课时中，教师并不要急于让学生掌握，让他们在感受的基础上逐步掌握。
三．课前准备
1．教师准备：1）教学图片，有关日用品的实物，一些礼物2）录音机，磁带
2． 学生准备：听录音预习课文。
四．教学步骤：
1．热身：
1）师生热情地问候。
2）共同说唱：Send Christmas cards. Wrap presents. Decorate the tree. Sing Christmas carols.
Open presents.
2. 新课呈现：
T：Last class The Santa Clause comes to our class. He gives me some presents.These presents are for you.Look! This present is for Sun Yan. Sun Yan , come here, please.
3.新课教学：
Step 1 mine, yours
1) T & S show the dialogue: Hi, Sun Yan. This present is for you.
S: Thank you.
T: Here you are. It’s your present. It’s yours.(教师示范说三遍)
S: Thank you.
T: Open it , please. S: OK. Oh, it’s a doll. I like it very much.
T: Look at the card. Who is it from? S: It’s from Miss Li.
T: Yes, now this doll is yours. It’s yours. S: Thank you.
T: You’re welcome.
2) 教师教说It’s your doll. It’s yours.
3) 教师再和两位同学进行演示，让全班学生共同参与演示：Look at this present.
Ss: Who is this present for? T: It’s for…Come here, …This present is yours.
S: OK. Ss:Open it and see.
S: Open it for me, please, Miss Li. ( 教师引导学生说出)
T：OK. Oh, it’s a …Do you like it? S: Yes.
Ss: Who is it from? S: Oh, it’s from…
T(引导全班说): This … is yours., ….
Step 2 his, hers, ours
1) 在第三遍演示的时候，逐渐将：This present is for …. It’s hers. It’s his. It’s ours. 注意在教学his, hers, ours时，教师应充分运用肢体语言和学生的主动参与能力，使学生在老师的指导下由不会到会，由不理解到初步领会。
2）学生四人一组，每人拿一件物品放在课桌中间，S: This is my pencil.It’s mine.
S3(其余三人齐说): This is his /her… It’s his/hers. 交换一个同学：This is my rubber. It’s mine. S3: This is his/her rubber. It’s his/ hers.
Step 3 Dialogue
1)T: Jim’s family is very happy today. Do you know why? Listen to the tape and answer me .
2) 学生带着问题听录音然后回答问题.
Q1: What day was it? Q2: Where were Jim’s family?
Q3: What did they do with their presents? Q4: How did they feel?
3) 教师引导学生回答完问题后朗读课文第一段.
4) 教师在实物投影仪上出示Listen and match的图（见书上P.71），学生边看图边听录音。
5）学生听完后在书上完成题目，然后小结：T: Who’s the wallet for? Ss: It’s for Grandpa. T: Who is it from? Ss:It’s from Grandma. T: Does Grandpa like the wallet? Ss: Yes, he likes the color very much.
6）学生听录音朗读对话，教师重点指导：Open it for me, please. Open mine for me, Jim.
7）学生有感情地齐读课文，然后分角色朗读。
8）教师出示课文图片，学生为图片配音。
9）学生任选一幅图进行讨论，仿照课文内容对话。
五．作业：
1．听录音朗读课文。
模仿课文进行表演。
牛津英语6A教案 Unit 8 Review and check
Aims.
1. Review Unit 1---Unit 2.
2. Do some exercises.
Difficulties and emphasis.
一般过去时的用法. (肯定句与一般疑问句)
Teaching preparation
Workbook. recorder
Teaching procedure
Step 1. Reading.
Read the texts.
Step 2. Phrases.
Unit 1
1.football match 2.at Jinling Primary School 3.t next to me 4.in the corner
5.at the goal 6.go over the goal 7.go out of the football field
8.in the same team 9.in the football field
Unit 2
1.public sign 2.a lot of questions 3.different things 4.stay away from
5.keep off 6.the sign on the bird’s cage 7.make noise 8.keep quiet
9.take a walk 10.a ten-yuan note 11.look around 12.a park keeper
13.come up
Step 3. pronunciation
Step 4. Exercises in workbook.
1. Look, Read and write.P59
____you go and watch dragon boat races at the ____ _____ _______?
No, _____ _____. I ______ill.
I’m sorry.
2. Listen and choose.
3. Listen and tick.
Step 5. Homework
1. Recite the phrases.
2. Do exercises in workbook.P57,P58,P60
Unit 10 Revision(复习2)
Aims.
1. Review Unit 1---Unit 4.
2. Do some exercises.
Difficulties and emphasis.
一般过去时的用法. (肯定句与一般疑问句)
Teaching preparation
Workbook.
Teaching procedure
Step 1. Reading.
Read the texts.
Step 2. Phrases.
Unit 3
1.take about 2.come soon 3.on the 18th of October
4.have a birthday party 5.as a birthday present 6.a VCD of Japanese cartoons 7.take off 8.blow out
Unit 4
1.Sports Day 2.running race 3.take some photos 4.look for
5.a moment ago 6.just now 7.on the ground
8.a video recorder 9.a mobile phone 10.a pair of glasses
11.a CD Walkman 12.a roll of film
Step 3. pronunciation
Step 4. Exercises in workbook.
1. Read ,think and write
2. Look, read and circle.
3. Read and answer.
Step 5. Exercises in book.
1. Look, match and say.
2. Look, read and respond.
last weekend, at lunchtime, this morning a present from Mum
3. Look, read and complete.
buy-bought take---took
Step 6. Homework
1. Recite the phrases.
2. Do exercises in workbook.P57,P58,P60
Unit 10 Revision(复习3)
Aims.
1. Review Unit 5---Unit 6.
2. Do some exercises.
Difficulties and emphasis.
一般过去时，一般现在时，现在进行时的区别
Teaching preparation
补充练习
Teaching procedure
Step 1. Reading.
Read the texts.
Step 2. Phrases.
Unit 6
1.last week 2.the first day of school 3.after the holiday
4.in the school playground 5.before classes
6.with my parents 7.a funny cartoon 8.visit a farm
9.with my family 10.on the farm 11.pull up carrots 12.milk cows
13.collect eggs 14.fruit trees 15go to the farm 16.at the camp
17a lot of food 18.a lot of games 19.go camping
Step 3. pronunciation
Step 4. Exercises in workbook.
规则：一般现在时：表示经常性的事情。时间状语：often, usually, always. every, sometimes等。有两种情况：第三人称单数，动词用三单；复数和I, you，动词用原形
一般过去时：事情发生在过去。时间状语：just now, yesterday, last等。动词用过去式，
现在进行时：表示现在进行的动作。Now, look, listen. 句子结构：be+现在分词
一．根据中文完成英文句子:
1. 今天早上,我打扫了我的卧室. I _____my bedroom _____ _____.
2. 上星期六我们拜访了我们的语文老师张老师. _____Saturday, we _____ our Chinese teacher Mr Zhang.
3. 高山的舅舅住在南京附近的一个小镇上. Gao Shan’s uncle _____ in a small town near Nanjing.
4. 在周末,林涛经常去看望他的外公外婆. Lin Tao _____ _____ his grandfather and grandmother _____ _____ _____.
5. 你们在美食节做什么的?我和同学做了许多食品,我吃了很多东西. What _____ _____ _____ at the food festival? I _____ many foods _____ my classmates and I ate _____ _____.
6. 他们制作了许多漂亮的风筝,然后在操场上放飞. They made many _____ kites and flew _____ on the playground.
二．根据文中提示完成下列句子:
1.I often get up _______________(早上六点一刻)
2.My father usually _______________(看电视) after supper.
3.They often _______________(举办体育节) in September.
4.Liu Tao often visits his grandparents _______________(在周末).
5.Yang Ling’s uncle ______________(居住在) a small town near Nanjing.
6.We _______________(制作了许多美丽的风筝) at the kite festival.
7. Billy always eats a lot of food _______________(每天).
8. Su Hai , where is my diary? It was on my bed _______________(刚才)
Step 6. Homework
1. Recite the phrases.
2. Do exercises
根据首字母填空,完成下列对话:
A:Do you have any s_____ festivals in your school?
B:Yes,we do . We had o_____ last month.
A:W_____ was that?
B:It was a f_____ f_____.
A:W_____ was it?
B:It was on the twenty-sixth of October.
A:What did you do?
B:I c_____five hamburgers and some C_____food.And I a_____ a lot.
A:That was I_____.
Unit 8 Revision(复习4)
Aims.
1. Review Unit 7---Unit 8.
2. Do some exercises.
Difficulties and emphasis.
一般过去时，一般现在时，现在进行时的区别
Teaching preparation
补充练习
Teaching procedure
Step 1. Reading.
Read the texts.
Step 2. Phrases.
Unit 7
1.school festivals 2.live in 3.a town near Nanjing
4.at the weekends 5.after dinner 6.have a chat
7.lots of=a lot of 8.have an Art Festival 9.on the 4th of November
10.put the pictures on the wall 11.near the school gate
12.a lot of people 13.colourful kites 14.in the school hall
15.Chinese dances 16.have a good time 17.fly a kite
18.make a kite
19.drink some juice 20.a Kite Festival 21.a Science Festival
22.a Food Festival 23.at the Art Festival
Unit 8
1. get excited 2.come after 3. at New Year 4. have a big lunch
5. go to parties 6. visit relatives and friends 7. last Spring Festival 8. dress up in costumes 9. moon cakes 10. watch the moon 11 play with lanterns 12. favourite holiday 13. make Easter eggs 14 give presents to each other 15. wear masks 16 make pumpkin lanterns
Step 3. pronunciation
Step 4. Exercises in workbook.
重复：规则：一般现在时：表示经常性的事情。时间状语：often, usually, always. every, sometimes等。有两种情况：第三人称单数，动词用三单；复数和I, you，动词用原形
一般过去时：事情发生在过去。时间状语：just now, yesterday, last等。动词用过去式，
现在进行时：表示现在进行的动作。Now, look, listen. 句子结构：be+现在分词
根据首字母填空,完成下列对话:
A:Do you have any s_____ festivals in your school?
B:Yes,we do . We had o_____ last month.
A:W_____ was that?
B:It was a f_____ f_____.
A:W_____ was it?
B:It was on the twenty-sixth of October.
A:What did you do?
B:I c_____five hamburgers and some C_____food.And I a_____ a lot.
A: That was f_____.
用适当的动词形式填空:
We_____(have) a football match every Friday. Last Friday, the match _____(be) between Class 1 and Class 4.The score _____(be) one all. Today _____Friday again. The match _____(be) between Class 2 and Class 3. The score _____(be) one to two now. Look, Jim _____(throw) the ball to Billy. And Billy _____(pass) the ball to Tom. Oh, Tom ______(shoot). He’s got a goal. Time _____(be) up. The score _____(be) two all
Step 6. Homework
1. Recite the phrases.
2. Review the exercises .
Unit 10 Revision(复习5)
Aims.
1. Review Unit 9---Unit 10.
2. Have a test.
Phrases
Unit 9
1. at Christmas 2. on Christmas Day 3. under the Christmas tree 4. open the presentsn 4.some tea 5. a beautiful wallet 6.go to the supermarket by bus 7. get off 8 point to the woman beside him 9.ask him to take it to the police station 10. at lunchtime 11.last weekend 12. a present from Mum
Pronunciation
第十单元考试
Homework
1. Recite the phrases.
2. Review the exercises .
Unit 10 Revision(复习6)
Aims.
1. 复习句型变换
2. Do some exercises.
Difficulties and emphasis.
肯定句变否定句；肯定句变一般疑问句，并作肯定和否定回答；划线提问
Teaching preparation
补充练习
Teaching procedure
Step 1. Reading.
Read the phrases..
Step 2.练习
肯定句变否定句：
1. Wang Bing is stopping David.
2. There are some boys in the room.
3. Tom can speak Chinese.
4. We have four lessons.
5. Stand in a line.
6. David has got a goal.
7. It means “No cycling”.
8. I watch TV every day.
9. We planted trees yesterday.
肯定句变一般疑问句，并作肯定和否定回答。
10. Wang Bing is stopping David.
11. There are some boys in the room.
12. Tom can speak Chinese.
13. We have four lessons.
14. Stand in a line.
15. David has got a goal.
16. It means “No cycling”.
17. I watch TV every day.
18. We planted trees yesterday.
提问：
19. Wang Bing is planting trees on the farm.
20. Wang Bing is planting trees on the farm.
21. Wang Bing is planting trees on the farm.
22. Wang Bing is planting trees on the farm.
23. There are twelve boys in the room.
24. There are twelve boys in the room.
25. Miss Green teaches English in China.
26. Miss Green teaches English in China.
27. Miss Green teaches English in China.
28. Miss Green teaches English in China.
29. It means “No cycling”.
30. I watch cartoons at home every day.
31. I watch cartoons at home every day.
32. I watch cartoons at home every day.
33. I watch cartoons at home every day.
34. These are my books.
35. These books are mine.
句型转换，句意不变。
1. What is the date today?
2. What’s the time?
3. Ben is Ron’s brother.
4. I want to have a CD Walkman as my birthday present.
改写句子。
1. I’m milking the cow now.(用yesterday改写)
2. That is a knife. (改复数句)
3. These are apples.（改单数句）
4. I watch TV every day.(用now改写)
Step 6. Homework
1. Recite the phrases.
2. Review the exercises
Unit4 Review and check (第一课时)
一． 教材析
教学目标
1．复习第一至第二单元相关的语言结构。
2．养成仔细观察图片的良好习惯。
3．能流利地根据教室里的实际情况用英语来描述，并以此作自我检查，补缺补漏。
4．完成本课的A,D.
教学重难点：完成本课的A,D.养成仔细观察图片的良好习惯。
二．课前准备
教师归纳好比较级并作好A与D部分的教学工作，学生同时作好归纳工作与预习工作
三．教学过程（含课后活动）
教学环节
复习比较级与相对应的句子
复习第一与第二单元 的内容,为下面教学作准备
1．说一说自己已知道的比较级
2．小组合作制作自己的简历（见 P36）,并与classmate比一比I am as tall as xxx. I am taller than xxx.
xxx goes to school earlier than xxx. ……
教学Part A
培养学生仔细观察的习惯,完成本课的教学内容
1．打开书，看图并说一说
Model 1: Who can you see in the pictures?
Can you say sth about them?
……
2．朗读句子并编号
3．用别的句子问答并表演
教学Part B
养成仔细观察的习惯与独立思考的能力
1．看D部分，比较后小组问答
2．自己独立完成每格一词
3．朗读校对答案
4．完成report ,并写一写。
板书设计
Unit 4 Review and check
taller, higher, older ,faster,
braver , later, ……
bigger , ……
heavier, earlier, ……
better, farther, ……
作业设计
用所给单词的正确形式填空：
1.Ben (run) faster than his father.
2. (do) Tom swim (slow) than Lu Tao.
3.The traffic is (heavy) than yesterday.
4. I’m as (tall ) as my mother.
5.Yang Ling does (well ) in English than Su Yang.
Unit4 Review and check (第二课时)
一． 教 材 分 析
教学目标
1．复习第一至第三单元相关的语言结构。2．在口头表达的基础上进行书面表达。
3．通过本单元的复习操练，要求能综合运用所学的日常用语。
4．完成本单元的B与C的教学
教学重难点：在口头表达的基础上进行书面表达，通过本单元的复习操练，要求能综合运用所学的日常用语。
二．课前准备
教师作好教学的准备工作，学生作好预习工作
三．教学过程（含课后活动）
教学环节
复习前一课的教学内容
与生活联系起来，学会在生活中运用英语
在比较中看谁最能认真听， 一方面养成倾听的习惯，另一方面引出Does ……的句子教学。
1．Ask one by one : Who is taller, xxx or xxx ?
2.四人一组比赛，快速问答I go to bed at 8:00. I go to bed at 8:30.
Who goes to bed later, xxx or xxxx? xxx goes to bed later than xxx. I get up at ……,.I get up at ……. Who gets up earlier, xxx or xxx? Xxx gets up earlier.……
3.Does xxx go to bed earlier than xxx? Does xxx get up later than xxx?
4.复习动物类单词（用动物用比较）Are bears as big as elephants? 并积极地参加比较工作，要求快速地问答。
教学Part B
在前面复习的基础上，很流利地快速问答， 同时养成仔细观察的习惯。
1．打开书，先看图，说说图的意思，并用英语说出来
2．同桌讨论，并以教材为model说出其它的问答句。
3.起立一人答出其答句，其他同学倾听较对
4．写一写。
教学Part C
养成仔细观察的习惯与独立思考的能力
1． 在预习的基础上自己检查自己的答案。
2． 读一读
3． 评一评
4．同桌互查，自己再读一读
板书设计
Unit 4 Review and check
Who goes to bed later, Helen or Mike ?
Does the boy ……?
Yes, he does.No, he does not.
Are the orange in the ……?
Yes, they are.No, they aren’t.
作业设计
翻译句子
1． 高山比吉姆强壮。 Gao Shan is Jim.
2． 凯特比苏珊小半小时。
Kate is Susan.
3． 沿着这条路走，在第三个拐弯处右拐。
Go the , right the third .
Unit 4 Review and check
一． 语音
（ ）1.word work ( )2.or world ( )3.forty horse
( )4.shopping along ( )5.net let ( )6.long old
二． 英汉互译
1.4米 2.在南京路上
3.一样高 4.在第三个拐弯处
5.向右 6.动物表演
7.穿蓝衣服的男孩 8.do more exercise
9.擅长画画 10. 遇到问题
三．阅读理解,自己编题让同桌判断正误
Chris: So, what did you do this weekend, Kate?
Kate: Oh, Kiane and I went for a drive in the country on Saturday.
Chris: That sounds nice. Where did you go?
Kate: We drove to the lake and had a picnic. We had a great time !
How about you? Did you do anything special?
Chris: Not really. I just worked on my car all day.
Kate: That old thing ! Why don’t you just buy a new one?
Chris: Buy then what would I do every weekend?
Kate: Did you do anything on Sunday , Chris?
Chris: No, I just stayed home all day. What about you? What did you do?
Kate: I met some friends.
Chris: Oh, where did you go?
Kate: We went to a great outdoor concert. Then we had dinner out and went dancing.
Chris: I sounds like you had a busy weekend !
Kate: Yeah, I guess I did.
第四单元 Unit 4
一． 教学内容
单元要求Tall, light, young, old, heavy
1、听得懂、会说、会读、会拼写
Strong, slow, low, fish, late, be good at
2、Stops, turn, left/right, post, office, get on/off, along, street
3、Twin, minute, centimeter,child, cute, also,chat
1、Far,traffic,well,jog, do well in, have problems with, do more exercise,animal show, go for a walk
2、City, crossing, away, suddenly, shout, thief, shopping center, middle school, out of, train station, History Museum.
3、日常交际用语及句型
I’m as tall as you.
Su Yang’s (twenty minutes)younger then Su Hai.
Whose school bag is heavier, yours or mine?
1、听得懂、会说、会读
That’s true. Well done.
Jim is not as fast as Ben. Mike runs as fast as Ben.
2、Go along this street, and then turn right at the third crossing.
How far is it from here?
It’s about a kilometer away.
You can take bus No.5.
How many stops are there?
How can I get to the shopping center?
3、句型
Who’s taller than David?
Gao Shan is taller than David.
1、听得懂、会说、会读、会写
Ben runs faster than Jim.
Do the boys jump higher than the girls?
Does Jim swim slower than David?
2、Can you tell me the way to…please?
3、本单元是复习单元，着重归纳了本册教科书第一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，帮助学生复习巩固已学的词汇、句型和日常交际用语，使学生的听说读写能力在原有基础上有所提高。
建议教师课前认真归纳总结前三单元中的教学重点和难点，认真分析学生的学习现状。课堂上则根据学生对语言项目的掌握情况，尽量利用图片、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扎实有效的训练，从而提高学生灵活运用语言的能力。
二． 教学要求
1． 通过复习，要求学生掌握四会单词、词组和句型。
2． 通过本单元复习操作，要求学生能综合运用所学的日常交际用语。
一、教学内容： 6B,Unit 5,B部分Look,read and learn.
二、教学目标：1 学习B部分,学生会读和拼写spring,summer,autumn,winter。
2掌握三会单词warm, cool ,sunny, cloudy, rainy, windy, foggy, snowy .
三、教学重点：1学习B部分，套用旧句型，以旧带新。
2掌握四会单词和复习旧句型。
四、教学难点 灵活运用所学句型进行交际。
五、课前准备：1 准备录音机和第五单元的磁带。
2 课前写好本课的课题6B. Unit 5 B部分Look, read and learn.
3 一些季节和天气的图片。
六、教学过程：
Step1.Free Talk.
T: What date is it today? S: It's the ...
T: What's the weather like today? S: It's ...
Step2. Teach snowy, windy, foggy, rainy，cloudy, sunny,cool,warm.
T: Look at the picture, it's snowy.让一排学生读。
T: Can you tell me which city is often snowy in China?
S:（引导学生说） ... is often snowy.
T: Look at these weather pictures and work in groups。
采取的步骤是，先是组内交流，后是组间交流，最后由组长提问
把全班不知道的单词解决。教学思想是尽量发挥学生的作用，让学生教学生，教师仅仅是指导者，参与者，组织者。
Step3.Review the words in step 2.
采取的活动是
1． 小组内快速记忆，互相帮助。
2． 单词接龙，无错误的小组积分。
3． 知识竟猜，Which city is foggy city? Which city is snowy
city? Which city is windy city?( Answers: London, Mu Danjiang,Beijing)
4. See quickly.老师拿出两幅天气的图片，快速在学生眼前闪过，让学生猜。猜对小组积分。
Step4.Teach spring, summer, autumn, winter.
T: How many months are there in a year? S: There are twelve.
T: How many days are there in a year? S: There are 365.
T: How many seasons are there in a year? 师自问自答，There are four. 在学生理解season的含义后，问What seasons do you know? 让学生自由说，说对小组积分。
Step5. Review seasons.
小组竞赛活动如下：
1. 一位学生先说季节，另一位学生说季节特征。如：spring
和warm。
2．一位学生形容季节，另一位学生说是哪一个季节。如：
The house is white. The tree and grass are white.
Everything is white.
3． 一位学生来到讲台上，老师拿出一幅图其他学生说出季节，
这位学生做有关这个季节的动作。
Step6. Play a game.
拿出准备好的图片，每组出一人，组成一个新的小组，每人四张，第一个学生说出图的内容，下一个学生如果有与之相配的图说出并仍下，第一个手中无图的学生为胜者，并为原小组积分。
牛津小学英语6B教案--Unit5 The seasons第二课时
一、教学内容： 6B,Unit 5,C部分Ask and answer.和一个四会句型What's the weather like...?
二、教学目标：1掌握三会句型Which season do you like best? I like...Why? Because it's ... I can...
2掌握四会句型What's the weather like...?
三、教学重点：1 学生能看图迅速说出内容。
2 拓展句型Which season do you like best? I like...Why? Because it's ... I can...
四、教学难点 灵活运用所学句型进行交际。
五、课前准备：1 准备录音机和第五单元的磁带。
2 课前写好本课的课题6B. Unit 5 C部分Ask and answer.
3 一些季节和天气的图片。
4 一些著名中外城市的图片，最好有明显的季节体现。
六、教学过程：
Step1. 说说唱唱。Spring,spring,spring,it's warm,warm,warm,
Summer,summer,summer,it's hot, hot, hot,
Autumn,autumn,autumn,it's cool,cool,cool,
Winter,winter,winter,it's snowy,snowy,snowy,
Windy,windy,windy,it's Beijing,windy city,
Foggy,foggy,foggy,it's London,foggy city,
Sunny,sunny,sunny,it's Lasha,sunny city.
Step2. Free talk. The topic is “WEATHER”.
T: What's the weather like in spring in Lan Yungang? S: It's warm.
让学生自由谈论一些城市的气候。
Step3.Look and say
.以小组为单位选一幅图谈论。e.g.:
S1: What's the weather like in spring in Beijing. S2: It's windy.
Step4. Look and write
围绕步骤三的句型进行。
1． 以小组为单位选一幅图并写出图的内容。
2． 以小组为单位出一道题由其它小组来做。
Step5. Teach “because”
T: I'm wearing three sweaters. Because it's cold.
I'm drinking some water. Because it's hot.
在学生理解because的涵义后，让学生用because造句。
Step6. Teach I like ... best. Because it's... I can...
T: I like winter best. Because it's snowy. I can make a snowman.
学生以小组为单位，表达自己喜欢哪个季节，并说明原因。
Step7.操练对话Which season do you like best?
I like.. Why? Because it's ... I can... 例如：
T: Which season do you like best? S: I like summer. Because it's hot. I can swim in the sea.
Step 8. Do a survey.
做一个小记者完成下列表格：
Name Season
Activity
Step9.Look and say. 采取的活动如下：
1． 让四幅图在学生眼前停留五秒钟，师问：What season does David like? Why? 然后分别由三位学生问，其它学生抢答，回答正确的学生给小组积分。
2． 一对学生表演，其他学生说出是哪一幅图，回答正确的学生给小组积分。
3． 一对学生表演，另外一组学生闭上眼睛猜是哪一对学生，回答正确给小组积分。
七：板书设计： Unit5 The seasons
What's the weather like in summer in Beijing?
牛津小学英语6B教案--Unit5 The seasons第三课时
一、教学内容： A部分Listen,read and say.
二、教学目标：1 学习A部分,学生会读countryside,snowball fights。
2熟练掌握四会句型What's the weather like ...?
3 进一步理解三会句型Which season in...do you like best?
三、教学重点：1理解A部分的含义。
2进一步掌握三、四会句型。
四、教学难点:
1 初步使用比较级。
2 了解be going to 时态。
五、课前准备：1 准备录音机和第五单元的磁带。
2 课前写好本课的课题6B. Unit 5 B部分Listen, read and say.
六、教学过程：
Step1.Look and guess.
先让一位学生站起来面对大家，教师出示一幅天气的图片，其他学生
问What's the weather like today?这位学生回答，正确给小组积分。
Step2.看一段天气预报的电视录象，回答问题，正确给小组积分。例如:S1： What's the weather like in Chong Qing? S2: It's sunny.
Step3.看图回答问题，用电脑做出下列课件：第一幅图是纽约的图片。问题：What city is it?
第二幅图是纽约秋季大风的图片。问题：What's the weather like in autumn in New York?
第三幅图是纽约的人们在秋季的活动。问题：What do the Americans usually do in autumn?
第四幅图是纽约冬季孩子们堆雪人的图片。问题：What do the children usually do in winter in New York?
Step4. 听A部分两遍，小组内根据所听内容把下列句子排序并读出，同时解决countryside这个单词。
1． New York is very beautiful in spring.
2． Ben likes making snowmen in New York.
3． New York is usually very hot in summer.
4． Su Yang's father is going to New York.
5． People in New York like to go to farms in the countryside.
Step5.以小组为单位自己读课文，注意语法现象，读过后小组内讨论解决，解决不了的在自由提问时间由老师或其他学生解决。为帮助学生有一定的针对性，老师出示以下问题：
1.What's the difference between the two sentences?
a. Su Yang's dad is going to work in New York next week.
b. Su Yang's dad is going to New York soon.
2.Tell us the meanings of the following phrases:in the countryside, pick pumpkins, make snowmen, snowball fights, as hot as Nanjing
3.Find the same rule of the following sentences.
a. It's colder than in Nanjing.
b. Your dad needs some warmer clothes for the winter in New York.
Step6. 逐句模仿跟读课文一遍后，独立完成课后的填空练习。七．板书设计Unit5 The seasons
（有关本课的挂图两幅)
It's hot.
牛津小学英语6B教案--Unit5 The seasons第四课时
一、教学内容： A部分Listen, read and say.和D部分Listen and write。
二、教学目标：1熟练掌握四会句型What's the weather like ...?
2 熟练运用三会句型Which season in...do you like best?
3 理解运用A部分的语法内容。
3 完成D部分。
三、教学重点：指导学生做好听力题。
四、教学难点:
1 理解D部分的新单词。
2 训练学生提取有用信息的能力。
五、课前准备：1 准备录音机和第五单元的磁带。
2 课前写好本课的课题6B. Unit 5
六、教学过程：Step1. Morning report.
A． 采取两人对话式报告一城市的天气。
B． 采取两人聊天式谈论一城市的季节及活动。
Step2. 抽签朗读排序。几位学生到讲台抽签，读出签上内容，并根据课文顺序站好。
Step3.看D 部分的四幅图，在教师的指导下读出并写出四幅图所涉及的短语。
Step4.结合四幅图看短文，了解大概含义，小组内讨论已出现的短语，猜想空内该填什么内容。
Step5.听第一遍，做简单的记录，试填空。
Step6. 听第二遍，根据短文的发展填空。
Step7. 听第三遍，进一步理解短文，全力完成剩余的空。
Step8. 小组内汇总组员的错误，讨论错误的产生原因，该如何避免。
Step9.在小组汇总的同时，老师深入各个小组掌握典型错误，进行分析。
Step10. 听第四遍，小组讨论回答问题。
a. What does Ma Li usually do in spring's morning?
b. Does Guangzhou often rain in summer?
c. Did Ma Li go swimming in summer in Guangzhou before?
d. What does Ma Li usually do after school in winter?
Step11.每小组出四人准备后，接龙式复述D部分。
七．板书设计Unit5 The seasons
turn green, go rowing, get shorter, go walking, go jogging
牛津小学英语6B教案--Unit5 The seasons第五课时
一、教学内容： E、F部分.
二、教学目标：1进一步在真实的语言环境中应用本单元句型，提高英语做事能力。
2 培养学生看图理解运用的能力。
3 实践中总结游戏规则和自创玩法。
三、教学重点：1 游戏中掌握所学知识。
2 在真实的语境中处理所学知识。
四、教学难点:
1 游戏中全部使用英语。
2 及时发现错误并解决。
五、课前准备：1 准备录音机和第五单元的磁带。
2 课前写好本课的课题6B. Unit 5 .
3 准备好已做好的游戏道具。
六、教学过程：
Step1 Look and spell.
老师事先把weather,spring,summer,autumn,winter,hot,cold写在卡片上，以小组为单位半分钟内，一个学生看卡片做口形，另一个猜并拼读，看一看哪个小组完成得多，胜者积分。
Step2 Look and do.
老师事先把warm,cool,cloudy,rainy,windy,snowy,sunny,foggy,
rowing,snowball fights,countryside写在卡片上,一个抽卡片并做动作，其他学生举手抢答，答对为小组积分。
Step3 Talk about the weathers of some cities.
老师准备一些写有地名的卡片，每个小组代表来抽，按所抽地名准备
对话并表演。例如：哈尔滨
A：What's the weather like in winter in Haerbin?
B: It's cold and windy. It's often snowy.
A: What do people usually do?
B: They usually go skiing and go skating.
Step4 Talk about the students' hometown, finish part E.
小组间交流检查答案是否正确。
Step5 Play games about part F.
在小组内交流玩这个游戏，并鼓励学生改变游戏。
七．板书设计
Unit5 The seasons
哈尔滨 北京 南京 海口 昆明 拉萨
牛津小学英语6B教案--Unit5 The seasons第六课时
一、教学内容： G、H部分.
二、教学目标：1进一步在听说基础上培养学生四会句型写的能力。
2培养学生ow组合发音运用的能力。
3感受歌谣的旋律美。
三、教学重点：1活动中训练学生写句型的能力。
2 总结ow组合发音。
四、教学难点:
1句子中的字母组合的发音训练。
2初步感受歌谣的旋律。
五、课前准备：1 准备录音机和第五单元的磁带。
2 课前写好本课的课题6B. Unit 5 .
六、教学过程：Step1. 根据A部分的对话，把小组自创的对话表演出来。老师可以组织学生当评委打分。
Step2. 看词连对话。
老师给出一些单词让学生独立完成对话，写在课堂作业本上。小组间交流评比，无错误的小组积分。题目如下：
1． Lian Yunguang , summer , go swimming 2． Nan Jing, autumn, go climbing
3.Shang Hai, spring, go walking 4． Su Zhou, spring, visit the gardens
Step3.连词成句
1． in, best, which, New York, you, do, season,like,(?)
2． in, go, people, farms, countryside, to, the ,like,(.)
3． New York, is, soon, to, father, going, my
4． season, New York, autumn, best, the, is, in (.)
Step4. 每个小组把其中一个组员在步骤2中的对话变成填空给其他组做。
Step5.完成G部分。
1． 学生听录音跟读brown, cow, how, now,四个单词，体会并发出ow组合发音。
2． 呈现G部分，启发学生用这四个单词编一句话，对能参与的学生给小组积分。
3． 利用李阳疯狂英语的办法操练G部分这句话。
A． 跟磁带慢读三遍，在自己中速读三遍，快速读三遍。
B． 试着一口气读这个句子，每组选读得最多的进行比赛。
C． 每组选一个代表看谁能最快速最清晰最大声读出这个句子。
Step6.完成H部分。
1． 组织学生听录音模仿读。
2． 老师和学生一起读，根据内容动作，让学生边做边理解。
3． 集体读和做动作。
一、教学内容：
6B. Unit 2 A部分,Listen ,read and say.
二、教学目标：
1 初步掌握理解句型，并能在交际中口头运用副词比较级句型
2 掌握四会单词be good at, strong, faster ,higher. .
3 掌握三会单词和词组jog, have problems with, do well in , That’s true. .
4 能听懂会说句型 That’s true. He is not as strong as the other boys.
5 四会句型：Ben runs faster than Jim .
三、教学重、难点：
能正确理解、掌握四会单词和句型。
四、课前准备：
1 准备录音机和本课A部分的磁带。
2 准备A部分的图片。
3 课前写好本课的课题6B. Unit 2A部分Look, read and say
五、教学过程：
A Sing a song. 跟录音机边听边表演唱英文歌曲Hello
B Free talk. 师生交流
T: Good morning, boys and girls.
Ss: Good morning,
T: Nice to see you again.
Ss: Nice to see you, too.
T: How old are you ?
Ss: I’m 12years old.
T: How old is he?
Ss: He’s 11 years old ,too.
T: Do you run fast?
Doyou jump high?
Do you swim fast?
T: Who is taller ,you or you r brother?
Which bag is heavier, yours or mine?
C Presentation and drill新授和操练
1 教师通过刚才的师生问答引出句型I run faster than xxx。
2 教师板书fast和faster进行教学同时让学生理解。
3 教师出示音标让学生试读，然后集体升降调朗读。
4 教师找一学生和自己比跳高。T:I jump higher than xxx.同时板书high和higher，运用相同的方法学习这2个单词
5 就刚才创设情景，T：I’m good at jumping.T：He is good at English.引出be good at的学习。同时让学生模仿说几句。
6 教师板书巨型并领读。
D Practice and consolidation练习和巩固
1 让学生听录音，引出单词和词组jog，do well in，do more exercise的学习。
2 T板书以上单词和词组学生集体朗读，并扩展出词组和句子
3 让学生模仿跟读录音。
4 学生小组活动，每人接龙说一个比较级的句子，I run faster than xxx. I jump higher than xxx。
5 在次基础上小组讨论说出句型：Ben runs faster than me . xxx runs faster than xxx. …..
6 请学生说出自己擅长的方面运用句型be good at.I am good at English. 接龙说句子。
7 Ask and answer in pairs.。
六 布置作业：
听本课A部分的录音，要求学生跟读、读熟，并能够和同学比身高和年龄。
调查班级同学的年龄和身高
七、板书设计
Unit 2 More exercise
fast faster high higher
I jump higher than Tom.
Ben runs faster than me.
八、教后记:
牛津小学英语6B教案--Unit2 More exercise 第二课时
一、教学内容：
6B. Unit 2B部分 Look ,Read and learn
二、教学目标：
1 能正确理解、掌握A部分会话，并能朗读、初步表演对话。
2 能正确地运用对话中出现的日常交际用语交流。
3 正确掌握B部分出现的四会单词low lower, slow slower, late later, early, earlier, , well better,和Ben runs faster than Tom .Jim is not as strong as the other boys.句型
4．掌握B部分中出现的三会单词 far farther
三、教学重、难点：
能正确理解、掌握B部分单词。
能熟练运用巨型操练单词。
四、课前准备：
1 准备录音机和磁带。。
2 准备本课单词的图片。
3 准备好的调查内容。
54 课前写好本课的课题。
五、教学过程：
A Sing a song. 跟录音机边听边表演唱英文歌曲Hello
B Free talk. 师生交流
T: Good morning, boys and girls.
Ss: Good morning,
T: Nice to see you again.
Ss: Nice to see you, too.
T: What day is it today?
Ss: It’s Monday.
T: Are you as tall as xxx?？
T: Who is taller ,you or Tom??
T: Who is younger ,you or Su Yang ??
S3: I’m younger than Su Yang .
T： Do you run fast?
Doyou jump high?
Do you swim fast?
C Presentation and drill新授和操练
T有和学生的对话引出B部分单词的教学。T: Do you swim fast?引出同类单词的教学。
1 教师板书low lower, slow slower, late later, early, earlier, , well better, far farther，让学生静听，后模仿、跟读。
2 教师继续创设情景用句型引出单词并引导学生说句子。
T：xxx flies the kite lower.
教师板书句子.让学生静听模仿跟读。然后集体升降调朗读。
3 运用刚才所学句子操练。让2个学生做动作大家一起说
Ss: xxx swims slower than xxx.
XXX gets up earlier than xxx
Xxx jump farther than xxx.
…
4 运用刚才所学句型和单词小组内学生进行交流。
5 小组内学生汇报刚才所说的句型，分组进行，看哪组学生说的又流利、又正确。
6 Talk in pairs then ask and answer.
D Practice and consolidation练习和巩固
1 让学生听录音，模仿跟读单词。
2 游戏：
A：一学生说形容词他的同桌说出比较级。
B：分集团接龙说单词。
3 再次让学生听录音，模仿跟读单词。在学生跟读中，纠正学生朗读中出现的错误。
4 在学生能正确朗读的基础上让升学自己总结部分形容词比较级的变化规则。
六 布置作业：
1抄写形容词和他的比较级。
2 跟读录音。
七、板书：
Unit 2 More exercise
单词
xxx swims slower than xxx.
XXX gets up earlier than xxx
Xxx jump farther than xxx.
八、教后
牛津小学英语6B教案--Unit2 More exercise 第三课时
一、教学内容：
6B. Unit 2 C部分Work in pairs
二、教学目标：
1 掌握副词以及比较级的正确用法。
2 熟练掌握四会单词的运用.
3 熟练运用四会句型：Ben runs faster than Jim . Do the boys jump higher than the girls? Yes ,they do. Does Jim swim slower than David? No, he doesn’t.
三、教学重、难点：
1 能正确理解、掌握四会单词late later,early earlier, far farther..
2 并能熟练运用四会句型: Ben runs faster than Jim . Do the boys jump higher than the girls? Yes ,they do. Does Jim swim slower than David? No, he doesn’t.
四、课前准备：
1 准备录音机和本课C部分的投影片。
2 课前写好本课的课题。
五、教学过程：
A Sing a song. 跟录音机边听边表演唱英文歌曲
B Free talk. 师生交流
T: Good morning, boys and girls.
Ss: Good morning,
T: Nice to see you again.
Ss: Nice to see you, too.
T: What day is it today?
Ss: It’s Monday.
T: Are you as tall as xxx?？
T: Who is taller ,you or Tom??
T: Who is younger ,you or Su Yang ??
S: I’m younger than Su Yang .
T: Do you run fast?
Doyou jump high?
Do you swim fast?
C Revision复习会话
1 看A部分投影片，师生问答，讨论会话。
2 让学生试着复述A部分第一段。
3 复习句型Heis not as strong as Tom .
4 学生小组内表演会话。
5 投影副词以及比较级，学生起升降调朗读。
D Presentation and drill新授和操练
1 教师出示C部分的图片创设情景引出句型的操练：
T：Look .The boys jump higher. The girls jump lower .
T: Do the boys jump higher than the girls?
Ss: Yes ,they do.
这时学生就很容易回答了。用同样的方法操练其他的副词。（low lower, slow slower, late later, early, earlier, , well better）
2 教师继续创设情景让2个学生比赛引出句型第三人称单数
T：Does Jim swim faster than David ?.
教师运用同样的方法引出其他单词进行操练
（far farther,……）
3. 教师和学生操练2组后，让学生模仿自己练习。
4 教师先让掌握比较好的学生做示范。然后同桌问答
5 教师板书句型四会句型，由学生集体朗读。
6 Talk in pairs then ask and answer.
E Practice and consolidation练习和巩固
1 出示C部分的投影片，看图1，师生会话。
Do the boys jump higher than the girls? Yes ,they do.
Does Jim swim slower than David? No, he doesn’t.
2 根据实际情况学生分组讨论，后分小组汇报。
3 自己创设情景运用句型表演。
六 布置作业：
看C部分图片，仿造今天所学句型编写会话，各编写两段。
七、板书设计
Unit 2 More exercise
Do the boys jump higher than the girls?
Yes ,they do.
Does Jim swim slower than David?
No, he doesn’t.
八.教后记：
牛津小学英语6B教案--Unit2 More exercise 第四课时
一、教学内容：
6B. Unit 2 D部分Listen and write
二、教学目标：
1 掌握副词以及比较级的使用。
2 掌握四会单词slow, low ,fish ,late, be good at。
3 掌握三会单词：far, traffic , well, jog, do well in , have problems with , do more exercise, animal show, go for a walk..
4 能听得懂会说会读日常交际用语That’s true. Well done. Jim is not as strong as the other boys. Mike runs as fast as Ben..
5． 能正确使用本单元的四会句型Ben runs faster than Jim . Do the boys jump higher than the girls? Yes ,they do. Does Jim swim slower than David? No, he doesn’t.
三、教学重、难点：
1 能正确理解、掌握四会单词和句型。
2 能够听懂D部分的会话，完成该部分的句子。
四、课前准备
1 准备录音机和本课D部分的磁带。
2 准备D部分句型填空的投影片。
3 课前写好本课的课题6B. Unit 2 D部分Listen and write
五、教学过程：
A 听本课的歌谣Run rabbit run
B Free talk. 师生交流
T: Good morning, boys and girls.
Ss: Good morning,
T: Nice to see you again.
Ss: Nice to see you, too.
T: What day is it today?
Ss: It’s Monday.
T: Who is taller than David ?
T: Whose bag is heavier,yours or mine?
T：Do the boys jump higher than the girls?
S ：Yes ,they do.
T： Does Jim swim slower than David?
S： No, he doesn’t.
C Revision复习
1 看A部分投影片，师生问答，讨论会话。
2 让学生复述A部分第一段。
3 学生到台前表演会话。
4 请学生运用所学的举行根据实际情况来表演。
5 游戏：接龙默单词 ，副词以及比较级
D Presentation and drill新授和操练
1 出示D 部分图片,先请学生就图片自己讨论。
运用本单元的句型学生互相问答
2 听本课会话录音，让学生理解D部分会话。
3 根据刚才的录音，教师提问，学生试着回答会话的内容。
4 再次让学生听会话录音，让学生进一步理解会话。
5 打开书，让学生独立完成18页的填空，同时请六位学生到黑板上板书填空的内容。
6 学生完成后集体进行校对。
7 集体朗读板书句型。
E Practice and consolidation练习和巩固
1 仿造D部分的内容，请4位同学到前面请学生讨论。
2 游戏活动：猜人游戏。运用所学的句型。
3 听本课歌谣，教师讲解，让学生试着朗读一遍。
六 布置作业：
1 抄写本课四会单词各一行，每行各抄写单词四遍。
2 准备自己家的照片分组讨论。
七 板书设计：
投影18页的句子
八、教后记：
牛津小学英语6B教案--Unit2 More exercise 第五课时
一、教学内容：
6B. Unit 2 E、F、G、H部分
二、教学目标：
1 掌握副词以及比较级的使用。
2 掌握四会单词late later,early earlier,.三会单far farther
3. 能听得懂、会说、会读和会写四会句型：Ben runs faster than Jim . Do the boys jump higher than the girls? Yes ,they do. Does Jim swim slower than David? No, he doesn’t..
4. 能听得懂、会说、会读日常交际用语That’s true. Well done. Jim is not as strong as the other boys. Mike runs as fast as Ben..
5 会说歌谣。
三、教学重、难点：
能正确理解E 部分副词比较级句型的使用并了解字母组合or在单词中的读音。
四、课前准备：
1 准备录音机和本课G和H部分的磁带。
2 准备量身高的尺子。
3 课前写好本课的课题。
五、教学过程：
A 听歌曲并学唱歌曲。
B 1. Free talk. 师生交流
2.请学生说自己擅长的事。
I’m good at Maths ..
I’m good at English .
…
3.请学生自己互相跳高比赛并汇报。
C Revision 复习
1 看A部分投影片，师生问答，讨论会话。
2 让学生复述A部分第一段。
3 学生小组内表演会话。
4 教师让学生自己根据刚才的结果说出自己在班级的优势。
D Read and judge 阅读理解
1 出示E部分投影片，创设情景让学生理解But the trffic was heavier than yesterday.
2 让学生看图试着用英语描述图中内容。
3 让学生打开书，阅读E部分内容然后判断对错。
4 学生完成后，集体校对，后集体朗读E部分内容。
E Listen and repeat听一听，读一读
1 让学生听G部分录音，先让学生听一遍。
2 学生模仿跟读两遍，并请学生说出这四个词的中文意思。
3 让学生用所听到的单词组成一个句子窗身情景让学生背诵。
4 听录音模仿跟读G部分。
F 学唱歌
G 游戏活动：F guessing game
教师让学生自己也做调查根据班级的情况来猜。.
六 布置作业：
1 A，B要求学生能够背诵。
2 背诵本课四会单词，准备下节课听写。
七 板书设计：
八、教后记:
牛津小学英语6B教案--Unit2 More exercise 第六课时
一、教学内容：
综合练习
二、教学目标：
1 掌握副词以及比较级的使用。
2. 能听得懂、会说、会读和会拼写late later,early earlier, far farther..。
3. 掌握会话中出现的三会单词和词组far, traffic , well, jog, do well in , have problems with , do more exercise, animal show, go for a walk..
4. 能听得懂、会说、会读和会写四会句型：Ben runs faster than Jim . Do the boys jump higher than the girls? Yes ,they do. Does Jim swim slower than David? No, he doesn’t..
5. 能听得懂、会说、会读日常交际用语. That’s true. Well done. Jim is not as strong as the other boys. Mike runs as fast as Ben..
6. 了解字母组合or在单词中的读音。
7. 会说英语歌谣。
三、教学重、难点：
正确掌握B部分出现的四会单词,和句型。
四、课前准备：
1 准备录音机和本课H部分的磁带
2 练习题的投影片。
3 课前写好本课的课题。
五、教学过程：
A 跟音乐集体唱歌曲。
B 1.Free talk. 师生交流
2.请学生之间用所学的句型问答，分组比赛
C Revision 复习
1 看A部分投影片，创设情景让学生表演
2 让学生复述A部分第一段和会话。
3 学生小组内表演会话内容。
4 教师让学生根据实际情况说自己的优势
I’m taller than xxx
I’m younger than xxx
I’m stronger than xxx
My father is taller than
My pencil is longer than xxx’s
I’m good at Maths ..
I’m good at English .
…I run faster than xxx.
I swim slower than xxx.
Tom jump higher than xxx.
…
5 让学生看黑板，朗读、拼读刚才教师板书的四会单词。
6 学生拿出课前准备好听写本，听写本课四会单词。
D 学生一齐拍手唱歌谣两遍。
E Practice and consolidation练习和巩固
1. 游戏； 用所学的句型来猜班级的同学
2．教师投影本单元的练习题请学生完成(略)
六 布置作业：
1 朗读本课的会话，要求学生能够复述、背诵。
2 学会唱歌曲。
七 板书设计：
投影本单元的练习题目
八、教后记
单词水平测试九
班级 ______________ 姓名 ______________ 分数 ______________
1. Beijing is the c _______________ of the P.R.C as well as the centre of China’s political matters and culture.
2. She wore sun-glasses so that I didn’t r _______________ her at the first sight.
3. Smoking is strictly f _______________ in the gas station.
4. The sunlight is a kind of limitless e _______________ for us to use.
5. He was w _______________ so that we couldn’t hear what he was saying.
6. Children are taught to believe in the _______________ (原则) of equal opportunity for everyone.
7. His work this week hasn’t been up to his usual _______________ (水准).
8. I know your back hurts, but you have to wait _______________ (耐心地) until the doctor arrives.
9. In fact, he felt the condition even _______________ (糟糕) than before.
10. The doctor are busy _______________ (做手术) on the wounded soldier now.
11. The a _______________ of air can easily cause a man to die.
12. Cancer is a kind of disease which is almost i _______________.
13. Please follow these sentence p _______________ to make a few sentences.
14. His teacher asked him not to be c _______________ with himself with a little success.
15. She was e _______________ to that man but got married to this man.
16. The girl was so _______________ (着迷) by the mighty river that she would spend hours sitting on its bank and watching the boats going and coming.
17. It being very hot, the boy had to stand in the _______________ (阴凉处).
18. The city of Nanjing _______________ (目暏) the cruelty of the Japanese invaders.
19. Look, our troops are _______________ (接近) the enemy’s position and will soon attack them.
20. It said that that plane _______________ (坠毁) in the valley.
单词水平测试十
班级 ______________ 姓名 ______________ 分数 ______________
1. What he says is not in h _______________ with what he does.
2. Before taking action, be sure to get p _______________ from your parents.
3. In China the a _______________ population takes up a large part of the whole population.
4. A $ 1,000 r _______________ has been offered for the return of the stolen painting.
5. It doesn’t seem ugly to me; on the c _______________, I think it’s rather beautiful.
6. The models are kept in locked cases as they are too valuable and _______________ (易碎的) for classroom use.
7. Although he was _______________ (残疾的) when he was only ten years of age, yet he aimed high, for which his classmates spoke highly of him.
8. Finally, Chairman made a short speech, _______________ (结束时说) that the plan should be carried out soon.
9. In Britain, some abandoned cats and dogs will be _______________ (收养) by kind-hearted people.
10. It rained _______________ (连续的) for seven days, completely ruining our holiday.
11. As far as I know, that country c _______________ of many tiny islands.
12. I can’t s _______________ my dictionary with you. I don’t like someone else to use it.
13. SARS is a kind of disease s _______________ very quickly.
14. There are seven c _______________ and four oceans in the earth.
15. Volleyball is played t _______________ the world.
16. Smoking _______________ (香烟) is harmful to our health.
17. I’ll _______________ (推荐) you a good book which will give you a lot of knowledge.
18. You’d better have all the programmes _______________ (简化) .
19. We gave our classroom a _______________ (彻底) cleaning before the National Day.
20. There will be a large apple _______________ (收成) in my hometown this year.
单词水平测试九
1. capital 2. recognize 3. forbidden 4. energy 5. whispering 6. principle 7. standard 8. patiently 9. worse 10. operating 11. absence 12. incurable 13. patterns 14. content 15. engaged 16. fasinated 17. shade 18. witnessed 19. approaching 20. crashed
单词水平测试十
1. harmony 2. permission 3. agricultural 4. reward 5. contrary 6. fragile 7. disabled 8. concluding 9. adopted 10. continuously 11. consist of 12. share 13. spreading 14. continents 15. throughout 16. cigrettes 17. recommend 18. simplified 19. thorough 20. harvest
单词水平测试十一
班级 ______________ 姓名 ______________ 分数 ______________
1. “Let me feel your p _______________,” the doctor said to the boy.
2. I like f _______________ music while she loves pop music.
3. L _______________ is the greatest enemy to an old man who lives alone.
4. Matter has three states; solid, l _______________ and gas.
5. Some scientists are carrying out a lot of research work in _______________ (南极洲).
6. He has _______________ (概括) what he saw and heard in America.
7. His _______________ (乐意) to help others moved many people.
8. Follow your teacher’s _______________ (教导) in class, please.
9. He dipped one of his _______________ (手指) into the mixture, took it out and sucked it.
10. Tom is _______________ (在楼上). Go and find him yourself.
11. The letter “b” in the work “climb” is not p _______________.
12. This great invention is sure to b _______________ the whole world.
13. Don’t always try to find f _______________ with me.
14. The great m _______________ of doctors believe smoking is harmful to health. But a few perhaps don’t.
15. My son is h _______________ joining the baseball team because it might take him a lot of time.
16. All these _______________ (天文学家) are trying to discover why the earth is becoming so hot.
17. They are going on _______________ (各自的) holidays in a few days’ time.
18. The Chinese Table Tennis Team won all the medals in the _______________ (竞赛).
19. What are you cooking in the _______________ (厨房)? It smells nice.
20. I only need one volume to _______________ (使完善) my set of Dickens’s novels.
单词水平测试十二
班级 ______________ 姓名 ______________ 分数 ______________
1. B _______________ is a man who studies living things.
2. Both our material and s _______________ life has been greatly improved in recent years.
3. The government is now making every e _______________ to improve the peasants’ life.
4. He remained modest d _______________ his great achievements.
5. He is doing scientific r _______________ on AEDS.
6. _______________ (农业) is the foundation of the national economy.
7. Thousands of people _______________ (示威) on the square in Britain to oppose the war.
8. The news on the Internet is _______________ (更新) every day.
9. The young woman is very _______________ (挑剔的) about clothes.
10. The union is opposed to the _______________ (引进) of the new technology because of the loss of the jobs it would cause.
11. We sell good quality food at _______________ (reason) prices.
12. He is good at grammar, but poor in _______________ (pronounce).
13. “ Here we are!” he shouted in a ______________ (cheer) voice.
14. Facing the south, the room was _______________ (comfort) warm.
15. Though _______________ (wealth), the lady doesn’t feel very happy.
16. Young mothers should be taught how to raise their babies in a _______________ (science) way.
17. To her _______________ (satisfy) , business has been good in the first two months.
18. We heard the air hostess’s _______________ (announce) as soon as we got on the plane.
19. I owe you an _______________ (apologize) for my rudeness last night.
20. The brain needs a _______________ (continue) supply of blood.
单词水平测试十一
1. pulse 2. folk 3. Loneliness 4. liquid 5. Antarctica 6. summarized 7. willing 8. instructions 9. finger 10. upstairs 11. pronounced 12. benefit 13. faults 14. majority 15. hesitating 16. astronomers 17. separate 18. competition 19. kitchen 20. complete
单词水平测试十二
1. Biologist 2. spiritual 3. effort 4. despite 5. research 6. Agriculture 7. satisfaction 8. announcement 9. apology 10. continuous 11. reasonable 12. pronunciation 13. cheerful 14. comfortably 15. wealthy 16. scientific 17. satisfaction 18. announcement 19. apology 20. continuous
单词水平测试七
班级 ______________ 姓名 ______________ 分数 ______________
1. French is one of the o _______________ languages in Canada.
2. If you taste the sea water, you’ll find it s _______________.
3. He has broken the agreement by not doing the work he p _______________.
4. I know you are very busy, but if you can m _______________ to come on Saturday afternoon, I shall be very thankful.
5. A good p _______________ is very important for a teacher of English who teaches small children.
6. A national conference will be held next _______________ (周三) to discuss the economic problems.
7. The hostess takes pride in careful _______________ (准备) of special dishes.
8. While they were away from home, they put all their valuable in the bank, just for _______________ (安全).
9. Mr. Smith turns lawyer but Mr. Brown _______________ (仍然) a worker.
10. Susan is talkative, but she never talks to _______________ (陌生人) .
11. I can’t go to the party, but I’m going to have some flowers d _______________ for her birthday.
12. The picture shows four g _______________, great grandfather, grandfather, parents and baby.
13. My English teacher always e _______________ me when I meet with difficulties.
14. The c _______________ made me worn out when I reached the top of the mountain.
15. I’ll have to buy a pair of t _______________ to match my new T-shirt.
16. Robin is a cold-blooded killer; he has _______________ (谋杀) a lot of people.
17. The worst part of the divorce was the _______________ (分离) from his three children. He wanted to be with them.
18. The show had a very large audience, _______________ (范围) from children to grandparents.
19. Do you think the teaching in _______________ (私人的) schools is better than in state schools?
20. Your plan sounds good, and it you raise the plan at the meeting I’ll _______________ (支持) you.
单词水平测试八
班级 ______________ 姓名 ______________ 分数 ______________
1. My brother enjoys c _______________ stamps.
2. You seem to have a fever. Let me take your t _______________.
3. The air around the earth is called a _______________.
4. What he said e _______________ me greatly and I made up my mind to continue learning.
5. The manager can speak several f _______________ languages.
6. Dreams are just _______________ (记忆) to be.
7. Nowadays most people use paper _______________ (手帕) .
8. Nie Haishen and Fei Jun long have become _______________ (熟悉的) faces to millions of fans of space travel.
9. Not surprisingly, praise usually makes children _______________ (提高) greatly.
10. The boy spoke in a very low voice _______________ (承认) he had broken the glass.
11. When a soldier meets an officer, the soldier often s _______________ him.
12. When the crops are r _______________, they are ready to be harvested.
13. The fridge does not f _______________ very well; you’d better get it repaired.
14. I know you are very busy. Would you mind s _______________ me a few minutes?
15. A bicycle is far more c _______________ than a car or a bus in busy cities.
16. The car accident has caused _______________ damage to Mary’s eyesight; she will not be able to see things for the rest of her life.
17. Hand _______________ () is the small bags that you carry with you when you are traveling on a plane.
18. The boy was happy to see many colorful _______________ () go up into the sky.
19. Although the painting looked old, it’s really a _______________ ().
20. One of his _______________ () is to become the CEO of the international company.
Key
单词水平测试七
1. official 2. salty 3. promised 4. manage 5. pronunciation 6. Wednesday 7. preparation 8. safety 9. remains 10. strangers 11. delivered 12. generations 13. encourages 14. climbing 15. trousers 16. murdered 17. separation 18. ranging 19. private 20. support
单词水平测试八
1. collecting 2. temperature 3. atmosphere 4. encouraged 5. foreign 6. memories 7. handkerchiefs 8. familiar 9. improve 10. admitting 11. salutes 12. ripe 13. function 14. sparing 15. convenient 16. permanent 17. luggage 18. balloons 19. fake 20. ambitions
一、教学内容：
6B. Unit 3 A部分,Listen ,read and say.
二、教学目标：
1 初步掌握理解课文，并能在交际中口头运用关于问路的句型
2 掌握四会单词 . stops, turn left /right , post office ,get on /off, along, street。
3 掌握三会单词和词组. city, crossing, away, shopping center , .middle school , out of ,
train station ,History Museum .
4 能听懂会说句型和日常交际用语 Go along this street, and then turn right at the third
crossing . How far is it from here ?It's about a kilometer away .You can take bus No. 5 .
How many stops are there? How can I get to the shopping center?
5 四会句型：Can you tell me the way to ...,please? .
三、教学重、难点：
能正确理解、掌握四会单词和句型。
四、课前准备：
1 准备录音机和本课A部分的磁带。
2 准备A部分的图片。
3 课前写好本课的课题6B. Unit 3A部分Look, read and say
五、教学过程：
A Sing a song. 跟录音机边听边表演唱英文歌曲Hello
B Free talk. 师生交流
T: Good morning, boys and girls.
Ss: Good morning,
T: Nice to see you again.
Ss: Nice to see you, too.
T: Do you run fast? Do you run faster than xxx?
Do you jump high? Do you jump higher than xxx?
Do you swim fast? Does he swim faster than David ?
T: Where is you school ? Where is the xxx?
C Presentation and drill新授和操练
1 教师通过刚才的师生问答用旧知识引出句型Can you tell me the way to the xxx ?Go along this
street ,and then turn right at the third crossing .
2 教师板书句型中出现的生词进行教学同时让学生理解。
3 教师出示音标让学生试读，然后集体升降调朗读。
4 教师假装着急：How far is it from here? It's about kilometer away..同时板书单词，运用相同的
方法学习单词，同时领读句子。
5 就刚才创设情景，T:How many stops are there?引出every 5minutes ,get off at the third stop
的学习。同时让学生模仿说几句。
6 教师板书句型并领读。
D Practice and consolidation练习和巩固
1 让学生听录音，引出单词和词组History Museum ,post office的学习。
2 T板书以上单词和词组学生集体朗读，并扩展出词组和句子
3 让学生模仿跟读录音。
4 学生小组活动，每人接龙说一个问路的句子 Can you tell me the way to ...?
5 在次基础上小组讨论说出句型的回答:go along this street ,and turn right at the third
crossing ......
6 请学生用老师提供的地点运用句型， 接龙说句子。
7 Ask and answer in pairs.。
六 布置作业：
听本课A部分的录音，要求学生跟读、读熟。
找资料说出一些中国地名和外国地名。
七、板书设计
Unit 3 Asking the way
stops turn left /right , post office ,
get on /off, along, street
Can you tell me the way to ...,please?
八、教后记:
牛津小学英语6B教案--Unit 3 Asking the way 第二课时
一、教学内容：
6B. Unit 3B部分 Look ,Read and learn
二、教学目标：
1 能正确理解、掌握A部分会话，并能朗读、初步表演对话。
2 能正确地运用对话中出现的日常交际用语交流。
3 正确掌握B部分出现的四会单词post office,get on, get off,和Can you tell me the way to...?
以及回答的四会句型
4． 掌握B部分中出现的三会单词 middle school, train station, shopping center, History Museum .
三、教学重、难点：
能正确理解、掌握B部分单词。
能熟练运用巨型操练单词。
四、课前准备：
1 准备录音机和磁带。。
2 准备本课单词的图片。
3 准备好的调查内容。
4 课前写好本课的课题。
五、教学过程：
A Sing a song. 跟录音机边听边表演唱英文歌曲Hello
B Free talk. 师生交流
T: Good morning, boys and girls.
Ss: Good morning,
T: Nice to see you again.
Ss: Nice to see you, too.
T: What day is it today?
Ss: It's Monday.
T: Are you as tall as xxx?？
T: Who is taller ,you or Tom??
T: Who is younger ,you or Su Yang ??
S3: I'm younger than Su Yang .
T： Do the boys run faster than the girls?
Doyou jump higher than xxx??
Do you swim faster than xxx?
T: Can you tell me the way to you r school?
...
C Presentation and drill新授和操练
T和学生的对话引出B部分单词的教学。T: Can you tell me the way to ...??引出同类单词的教学。
教师板书middle school, train station, shopping center, History Museum .，让学生静听，后模仿
、跟读。
1 教师继续创设情景用句型引出单词并引导学生说句子。
T：Go along this street and turn right at the third crossing..
教师板书句子.让学生静听模仿跟读。然后集体升降调朗读。
2 运用刚才所学句子出示图片操练。让2个学生做动作大家一起说
Ss: Can you tell me the way to ...?
Go along this street and trun right at the third crossing ...
3 运用刚才所学句型和单词小组内学生进行交流。
4 小组内学生汇报刚才所说的句型，分组进行，看哪组学生说的又流利、又正确。
5 Talk in pairs then ask and answer.
D Practice and consolidation练习和巩固
1 让学生听录音，模仿跟读单词。
2 游戏：
A：一学生说地名他的同桌说出问路的句子。
B：分集团接龙说表示地名单词。
3 再次让学生听录音，模仿跟读单词。在学生跟读中，纠正学生朗读中出现的错误。
4 在学生能正确朗读的基础上让学生用外国地名问路。
六 布置作业：
1朗读课文和B部分单词。
2 表演问路。
七、板书：
Unit 3 Asking the way
post office,get on, get off
Can you tell me the way to...?
Go along this way then turn right at the third crossing.
牛津小学英语6B教案--Unit 3 Asking the way 第三课时
一、教学内容：
6B. Unit 3C部分Look and say.
二、教学目标：
1 掌握日常交际用语的正确用法。
2 熟练掌握四会单词的运用.
3 熟练运用四会句型：Can you tell me the way to …,please?
三、教学重、难点：
1 能正确理解、掌握四会单词stops, turn left /right , post office ,get on /off, along, street。
2 并能熟练运用四会句型和日常交际用语: Go along this street, and then turnright at the third crossing 。The …is on your…. How far is it from here ?It’s about a kilometer away .You can take bus No. 5 . How many stops are there? How can I get to the shopping center?
四、课前准备：
1 准备录音机和本课C部分的投影片。
2 课前写好本课的课题。
五、教学过程：
A Sing a song. 跟录音机边听边表演唱英文歌曲
B Free talk. 师生交流
T: Good morning, boys and girls.
Ss: Good morning,
T: Nice to see you again.
Ss: Nice to see you, too.
T: What day is it today?
Ss: It’s Monday.
T: Are you as tall as xxx?？
T: Who is taller ,you or Tom??
T: Who is younger ,you or Su Yang ??
S: I’m younger than Su Yang .
T: Do you run faster than xxx?
Do you jump higher than xxx?
Do you swim faster than xxx?
T: Can you tell me the way to …?
C Revision复习会话
1 看A部分投影片，师生问答，讨论会话。
2 让学生试着复述A部分第一段。
3 复习问路句型句型.
4 学生小组内表演会话。
5 投影地名和动词词组，学生起升降调朗读。
D Presentation and drill新授和操练
1 教师出示C部分的图片创设情景引出句型的操练：
T：先介绍图片，The park is on your left.让学生模仿出说其他的地点 .
T: Can you tell me the way to …? 这时学生就很容易回答了。用同样的方法操练其他的地点（shopping center, bus station ,WC…）
2 教师继续创设情景让2个学生表演问路操练句型.
教师运用同样的方法引出其他单词进行操练，让学生自己查资料找的外国地名进行操练。
3. 教师和学生操练2组后，让学生模仿自己练习。
4 教师先让掌握比较好的学生做示范。然后同桌问答
5 教师板书句型四会句型，由学生集体朗读。
6 Talk in pairs then ask and answer.
E Practice and consolidation练习和巩固
1 出示C部分的投影片，看图1，师生会话。
2 根据实际情况学生分组讨论，后分小组汇报。
3 自己创设情景运用句型表演。
六 布置作业：
看C部分图片，仿造今天所学句型编写会话，各编写两段。
七、板书设计
Unit 3 Asking the way
Excuse me ,can you tell me the way to …,please?
Go along this street ,and then turn …at the …crossing.
The …is on your …
That’s all rigtht.
八.教后记：
牛津小学英语6B教案--Unit 3 Asking the way 第四课时
一、教学内容：
6B. Unit 3 D部分Read and talk .
二、教学目标：
1 掌握问路句型的使用。
2 复习四会，三会单词和词组。
3 能听得懂会说会读日常交际用语.
4 掌握句型How can I get to …?以及回答。
三、教学重、难点：
1 能正确理解、掌握四会单词和句型。
2 能够听懂D部分的会话，并能表演会话。
四、课前准备
1 准备录音机和本课D部分的磁带。
2 准备D部分句型填空的投影片。
3 课前写好本课的课题6B. Unit 23D部分 Read and talk .
五、教学过程：
A 听本课的歌谣Run rabbit run
B Free talk. 师生交流
T: Good morning, boys and girls.
Ss: Good morning,
T: Nice to see you again.
Ss: Nice to see you, too.
T: What day is it today?
Ss: It’s Monday.
T: Who is taller than David ?
T: Whose bag is heavier,yours or mine?
T：Do the boys jump higher than the girls?
S ：Yes ,they do.
T： Does Jim swim slower than David?
S： No, he doesn’t.
T: Can you tell me the way to …?
C Revision复习
1 看A部分投影片，师生问答，讨论会话。
2 让学生复述A部分第一段。
3 学生到台前表演会话。
4 请学生运用所学的举行根据实际情况来表演。
D Presentation and drill新授和操练
1 出示F部分图片,先请学生就图片自己讨论。
运用接龙游戏让学生说地名。
2 老师由Can you tell me the way to …?引出How can I get to the …?并板书，让学生理解D部分会话。集体朗读板书句型。
3 根据图片和地图，教师提问，学生试着回答会话的内容。
4 再次让学生看地图讨论问答。
E Practice and consolidation练习和巩固
1 仿造D部分的内容，请2位同学到前面表演。
2 游戏活动：猜Where am I now ?游戏。运用所学的句型。
3 听本课歌，教师讲解，让学生试着跟唱一遍。
六 布置作业：
1 抄写本课四会单词各一行，每行各抄写单词四遍。
2 准备地图，互相问路。
七 板书设计：
Unit 3 Asking the way
How can I get to the …?
It’s on …. .
八、教后记：
牛津小学英语6B教案--Unit 3 Asking the way 第五课时
一、教学内容：
6B. Unit 3 E、F、G、H部分
二、教学目标：
1 掌握问路句型的使用和一般过去时的复习。
2 掌握四会单词 stops, turn left /right , post office ,get on /off, along, street。
3.能听得懂、会说、会读和会写四会句型 Can you tell me the way to ...,please?
4.能听得懂、会说、会读日常交际用语Go along this street, and then turn right at the third
crossing . How far is it from here ?It's about a kilometer away .You can take bus No. 5 .
How many stops are there? How can I get to the shopping center?
5 掌握三会单词suddenly ,thief , stole, out of ,
6 掌握ou 在单词中的发音.
7 学会歌曲。
三、教学重、难点：
能正确理解和使用并了解字母组合ou在单词中的读音。
四、课前准备：
1 准备录音机和本课G和H部分的磁带。
2 准备地图。
3 课前写好本课的课题。
五教学过程：
A 听歌曲并学唱歌曲。
B 1. Free talk. 师生交流
2.请学生表演问路。
How can I get to the ...?
Can you tell me the way to the ...?
C Revision 复习
1 看A部分投影片，师生问答，讨论会话。
2 让学生复述A部分第一段。
3 老师投影本单元的四会单词和词组,请学生集体朗读。
4 教师指地图请学生接龙问路。
D Read and number
1 出示E部分投影片，创设情景让学生理解并引出三会单词的学习.
2 让学生看图试着用英语描述图中内容。
3 让学生打开书，阅读E部分内容然后编号。
4 学生完成后，集体校对，后集体朗读E部分内容。
E Listen and repeat听一听，读一读
1 让学生听G部分录音，先让学生听一遍。
2 学生模仿跟读两遍，并请学生说出这四个词的中文意思。
3 让学生用所听到的单词组成一个句子创设情景让学生背诵。
4 听录音模仿跟读G部分。
F 学唱歌
G 游戏活动：F Where am I ?
教师让学生自己根据地图的情况来猜。.
六 布置作业：
1 A，B要求学生能够背诵病表演A部分。
2 背诵本课四会单词，准备下节课听写。
七 板书设计：
Unit 3 Asking the way
三会单词
地名
blouse house mouse out
八、教后记
牛津小学英语6B教案--Unit 3 Asking the way 第六课时
一、教学内容：
综合练习
二、教学目标：
1 掌握问路句型的使用。
2.能听得懂、会说、会读和会拼写stops, turn left /right , post office ,get on /off, along,
street。
3. 掌握会话中出现的三会单词和词组city, crossing, away, shopping center , .middle school ,
out of , train station ,History Museum .
4. 能听得懂、会说、会读和会写四会句型：Can you tell me the way to ...,please? .
5. 能听得懂、会说、会读日常交际用语. Go along this street, and then turn right at the third
crossing . How far is it from here ?It's about a kilometer away .You can take bus No. 5 .
How many stops are there? How can I get to the shopping center?
6 会唱英语歌曲。
三、教学重、难点：
正确掌四会单词和问路的句型。
四、课前准备：
1 准备录音机和本课H部分的磁带
2 练习题的投影片。
3 课前写好本课的课题。
五、教学过程：
A 跟音乐集体唱歌曲。
B 1.Free talk. 师生交流
2.请学生之间用所学的句型问答，分组比赛
C Revision 复习
1 看A部分投影片，创设情景让学生表演
2 让学生复述A部分第一段和会话, 学生小组内表演会话内容。。
3 引出本单元的四会单词很词组投影让学生集体朗读.
4 教师让学生根据实际情况看地图问路.,运用四会句型.
5 学生拿出课前准备好听写本，听写本课四会单词。
D 学生一齐拍手跟录音唱歌 。
E Practice and consolidation练习和巩固
1. 游戏； 看地图猜Where am I?
2．教师投影本单元的练习题请学生完成(略)
六 布置作业：
1 朗读本课的会话，要求学生能够复述、背诵表演。
一、教学内容： 6B. Unit 6 B部分，Look, read and learn
二．教学目标：1. 能听懂、会说、会读和会拼写单词picnic, play, take part in..
2. 掌握会话中出现的三会单词concert, outing, Beijing opera show, singing contest, sports meeting.
3. 能初步运用所学的词汇进行交流What are you going to do...? We're going to...
三．教学重点：1.能听懂、会说、会读和会拼写单词picnic, play, take part in..
2. 能听懂、会说、会读本单元出现的动词词组。
四．教学难点： 能初步运用本课所学语言描述将要发生的动作。
五．课前准备：1. 准备本课B部分的课件及录音机和磁带。2. 黑板上预先写好课题 Unit6 B部分 Look, read and learn
六. 教学过程：Step1 Organization
1.Warm up
1) Listen to a rhyme: Seasons.
2)Everyday English(S→Ss)
2.Free talk ---师生自由交谈,
T: Good morning, boys and girls. Ss: Good morning,
T: Nice to see you again. Ss: Nice to see you, too.
T: What day is it today? Ss: It's ....
T: What date is it today？ S1: It's ... of ....
T: What's the weather like today? S2:It's....
3．Revision
以“Seasons”为主题，做一个对话表演或编一个小短文。Step2 Presentation and practice
1. 教师用课件播放有关周末活动的动画，让学生对教学内容有个感性的认识。然后拿出一些关于周末活动的图片（可使用B部分的教学图片），老师通过在黑板上贴图的方式创设情境向学生介绍周末活动。
T: Here are some pictures of some weekend activities. Look at them carefully. What are they doing? What is he/she doing?
2．让学生在小组中自学picnic, play, take part in.，concert, outing, Beijing opera show,
singing contest, sports meeting.，然后搞一个“Little Teacher”活动，使其获得成就感，然后让其他学生参与评价，老师通过个人说、集体说、小组说、开火车说等形式，检查学生的掌握情况，最后给予总结。2. 学生听录音，跟读模仿。3.教师继续引导：What are you going to do this weekend?
I am going to have a picnic. I am going to ....
Step3 Practice and consolidation练习和巩固1.活动：Look and act--- 教师和学生说出词组，其余学生用动作表示。2.游戏：Look and guess--- 教师或学生做某一动作，全班学生竞猜What are you going to do？或Who is going to...?
七．布置作业：1.听录音，用正确的语音语调朗读本课词汇2.抄写要求四会的单词和词组八.板书设计：Unit6 B部分Look,read and learn
动词词组和图片
牛津小学英语6B教案--Unit 6 Planning for the weekend第二课时
一、教学内容： 6B. Unit 6 A部分，Listen, read and say
二、教学目标：1 能正确理解、掌握A部分会话，并能朗读、初步表演对话。2 能正确地运用对话中出现的日常交际用语Is that Gao Shan? Yes, speaking.
By the way, what are you going to do...?
3 初步掌握会话中出现的四会单词plan
4． 掌握会话中出现的三会单词still
三、教学重、难点：能正确理解、掌握A部分会话，并能熟练朗读、表演会话。
四、课前准备：1 准备录音机和本课会话的磁带。2 准备本课会话的投影片。3 玩具电话4 多媒体课件5课前写好本课课题6B. Unit 6 A部分Listen, read and say
五、教学过程：Step1 Organization
1.Warm up
1)学唱歌曲: Will you join me? 本歌曲是本单元的新内容，课前学习既可以营造学习英语的氛围，又可以为新知识的学习作铺垫。2)Everyday English(S→Ss)
2.Free talk: A telephone call
师生以打电话的形式自由交谈，渗透Is that ...？ Yes, speaking.用 Do you like...? Can you ...?What do you do on ...?等句子谈论各自的爱好所能，为引出本课内容Do you like volleyball? Can you swim? What do you do on Sunday afternoon?做好准备。在师生自由交谈中，引出打电话形式，学习Is that ...？的答句Yes,
speaking.并适时运用一般将来时。如：T: Do you like basketball? S: Yes, I do.
T: I like basketball, too. I'm going to play basketball this afternoon.
Step2 Presentation and practice
教师可将课文分为两个部分教授。1.本文对话的引言部分。教师出示David和 Gao Shan打电话的多媒体课件（上有日历显示为周六，天气暖和，阳光灿烂）。1）学生自由描述或交谈。2）听录音介绍场景。3）听录音回答问题，在讨论中学习单词plan.
2.对话部分分两个层次进行教学。1）第一部分重点了解David和 Gao Shan周六下午的活动安排。（内容在P46）在引言的基础上，教师可通过提问的方式导入课文对话部分。Where is David doing? What are they going to do?
Where will they meet?教师通过提问What are they going to do?引导学生有目的地听课文的前半段录音，然后学习词汇still.最后通过填表格来完成本部分的学习任务。Who
When
Activities
Where
2）第二部分重点了解David和 Gao Shan明天的活动安排。（内容在P47）教师将课文图片设计成David和 Gao Shan各自单独的图片，让学生听录音看图片，了解对话内容。同样继续完成上面的表格。Step3 Consolidation
1．学生听录音，模仿正确的语音语调，学习对话。2.小组竞赛: 小组之间互相用已学过的问句进行提问，比一比哪一组问得多，哪一组正确回答的多。建议教师给每个学生建立积分卡，凡是竞赛活动中个人获胜的可积分卡上记5分，小组获胜的小组成员每人可积2分，学期结束后看看哪位同学的积分多。3.分角色朗读对话。在理解课文的基础上，完成对话后面的练习。4.Planning for the weekend：学生在小组中交流，创设情景对话。六、布置作业：
1.听录音，模仿学说，熟练朗读并能初步表演该对话内容。2.自制周末活动计划。3.记忆A、B部分中的三会单词。
七、板书设计： Unit 6 Planning for the weekend
plan still
Is that Gao Shan? Yes, speaking.
By the way, what are you going to do...?
牛津小学英语6B教案--Unit 6 Planning for the weekend第三课时
一、教学内容： 6B. Unit 6 C部分，Look and say.
二、教学目标：1.能听得懂、会说、会读和会写单词play与句型What are you going to do...? 及其回答We're going to ...
2.能在具体情境中熟练运用所学句型。3.熟练完成本单元C部分内容。
三、教学重难点：1.四会掌握What are you going to do...?句型及其回答并能在具体情境中熟练运用。2.理解一般现在时的意义及构成。
四、课前准备：1.教具准备：录音机、磁带。2准备一些关于周末活动的图片（可使用B部分的教学图片）3.板书准备：板书课题Unit 6 C Look and say.
五、教学过程：Step1 Organization
1.Warm up
1)Sing a song: Will you join me?可边唱边表演。2)Everyday English(S→Ss)
2.Free talk: Planning for the weekend
2.Revision
1)Play a game: Bingo。教师将班级学生分组，通过游戏达到巩固、检查单词的目的。2) A部分对话表演赛：可通过分角色朗读、分角色表演，改编对话等形式巩固、操练A部分。
Step2
1.看图问答：教师指着图片提问What are you going to do...?学生回答We're going to ...复习巩固句型。2.教师可以在学生充分练习的基础上，安排适当的读写的练习，以促进读写技能的不断提高。Step3 Practice and Consolidation
1.Guessing game： 教师课前准备一些关于周末活动的图片（可使用B部分的教学图片），让一学生到台前选择自己最喜欢的一件，其它同学用What are you going to do...?句型猜他（她）将要做什么。猜对最多的同学即为优胜者，可以积分卡上记5分。2.小组竞赛：用What are you going to do...? 及其回答We're going to ...句型造句，看看哪个小组说得最多，获胜的小组每位成员可在积分卡上加2分。
六、布置作业：
1.回家后自创情境，自己找搭档操练What are you going to do...? 句型。2.用We're going to ...句型写出自己周末将要做的五件事。3.阅读一篇英文的小短文。4.预习D，F部分。
七、板书设计： Unit 6 Planning for the weekend
What are you going to do...?
We're going to ...
牛津小学英语6B教案--Unit 6 Planning for the weekend第四课时
一、教学内容：6B. Unit 6 D部分 Listen and write , F部分 Play the game
二、教学目标：1.能听得懂、会说、会读和会写句型What are you going to do...? 及其回答I am/ We're going to ...
2.能在具体情境中熟练运用所学句型。3.熟练完成本单元D和F部分内容。三、教学重、难点：四会掌握What are you going to do...?句型及其回答并能在具体情境中熟练运用。
四、课前准备：1.教具准备：录音机、磁带；图片等。2.教学准备：骰子和棋子，预习D 部分内容。3.板书准备：板书What do you like...?
五、教学过程：Step1 Organization
1.Warm up
1) Sing a song: Will you join me?可边唱边表演。2) Everyday English(S→Ss)
2.Revision
1) 利用图片进行师生问答练习。如：What are you going to do...? I am / We're going to ...
2)小组接力赛：教师将班级学生分成若干组，每组发一张纸条，每人写一句，进行接力传递，看看哪个小组传得快，写得正确，获胜的小组每位成员可在积分卡上记2分。
Step2 Presentation（Part D）1.教师出示本部分的教学图，指导学生先观察图片，简要地介绍对话背景，让他们了解对话主题。Today is Friday. David and Liu Tao are talking about what they are going to do after
school.
2.同桌或小组根据图片预测可能听到的内容，做好听的心理准备。3.教师播放全文录音，使学生对短文的内容有个大致的了解，鼓励学生养成整体接受语言材料的习惯。4在听写的过程中，教师要注意观察学生的反应，要在听力技巧上及时给予指导，如根据对话内容，针对所填词语设计一些问题，请学生听完后口头回答，帮助学生理解对话，并在此基础上完成填空练习。5学生完成之后，教师可与学生讨论练习答案，分析错误原因，找到解决方法。对此练习中需要的非四会单词，教师可出示在黑板上或给出单词让学生有选择地填写。Step3 Practice and Consolidation(Part F)
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.教师教师也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。六、布置作业：1.抄写本单元要求四会掌握的句子。2.利用本单元所学知识，自编对话并会表演。3.阅读一篇课外英语小短文或小故事。
牛津小学英语6B教案--Unit 6 Planning for the weekend第五课时
一、教学内容：6B. Unit 6 E部分Read and number G部分 Listen and repeat
二、教学目标：1.能在教师指导下正确理解语篇内容，提高学生的朗读和阅读理解能力。2.能在理解的基础上，指导学生找到相应的图片。3．掌握语篇中出现的三会单词project, zebra, Africa, elephant。4.能初步了解字母组合ow在单词中的读音。
三、教学重、难点：正确理解语篇的内容，并能实际运用。
四、课前准备：1.教具准备：录音机、磁带；图片等。2.板书准备：板书课题 Unit 6 Planning for the weekend
五、教学过程：Step1 Organization
1.Warm up
1)Sing English songs: 教师组织各小组进行英语歌曲的拉歌比赛。2)Everyday English: (S→Ss)
2.Revision利用图片进行问答练习，复习巩固C部分句型。可以师生问答，也可以生生问答，还可以小组与小组之间问答。Step2 Presentation
1.完成书中E部分内容：1)教师先指导学生阅读本课的语言材料，大致理解句子含义，想象活动场景。2)对本部分出现的生词project, zebra, Africa, elephant，教师可采取不同的处理方法：可在阅读前讲解，可启发学生通过上下文猜测，也可指导学生借助课文插图理解词意。3)引导学生阅读对话，选择合适的图片，完成本部分阅读练习。2.完成书中G部分内容：1)老师让学生自己朗读单词，边读边体会字母组合ow在单词中的读音。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)教师可知道学生朗读，也可在学生中开展朗读比赛。4）讲师鼓励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。Step3 Consolidation
1.分小组排练E部分的对话，然后表演出来。 2.Play a game:接龙比赛教师将学生分成若干组，每组以snow开头，要求学生用含有相同音素的单词进行接龙比赛，看看哪个小组接得多，接得快！获胜的小组每位成员可在积分卡上记2分。
六、布置作业：1.抄写四会单词和句型，并用句型造句。2.排练E部分的对话。
牛津小学英语6B教案--Unit 6 Planning for the weekend第六课时
一、教学内容：
复习及完成《学习手册》
二、教学目标：1.通过复习，能熟练掌握本单元所学的单词。2.通过复习，能熟练地在情境中运用本单元所学的句型和日常交际用语。3.熟练完成本单元《学习手册》中的练习。
三、教学重、难点：通过复习，巩固本单元的知识点，达到熟练运用。
四、课前准备：1.教具准备：录音机、磁带；实物；图片等。2.教学准备：复习本单元所有知识点，准备本节课检测。3.板书准备：板书课题Unit 6 Revision
五、教学过程：Step1 Organization
1.Warm up
1)Sing English songs: 教师组织各小组进行英语歌曲的拉歌比赛。2)Everyday English:
a. Daily report（S→Ss）b.本节课教师可以给学生确定话题：Say something about your weekend，以巩固上节课所学内容。2.Revision
1)利用图片和实物进行问答练习，复习本单元所学单词和句型。2)Dictation：听写本单元要求四会掌握的内容及部分三会单词。3)情境表演：要求学生根据教师提供的情境自编会话进行表演。a.打电话和好朋友商量周末活动计划b.和爸爸妈妈商讨五一黄金周的活动安排c.Nancy的生日马上要到了，Yang Ling和Mike正商量送她什么礼物。Step2 Practice（完成练习册）1.听力练习一：Listen and choose要求学生听清录音内容，正确理解图意后选择正确答案。2.听力练习二：Listen and tick先指导学生看懂短文内容，了解每个人做了什么，再在表格里打钩，有的人做的事不止一件，需听清。3.书面练习一：Read and write指导学生先看懂句子意思，再填入所缺单词。4.书面练习二：Look, think and write让学生先看图，读懂所给句子，联系所给场景，排列句子顺序，让学生在小组内讨论完成。5.书面练习三：Look, read and write教师先组织学生看图，读懂所给句子，联系所给场景进行讨论，填入所缺词句。6.书面练习四：Read and answer本题为阅读理解题。教师先让学生独立阅读短文，理解大意，然后分小组讨论所给出的问题。7.通过问答或小组讨论核对答案。六、布置作业：1.复习巩固本单元所学的四会单词和四会句型2.能熟练朗读本单元会话，并能自编自演一段小对话3.自选一篇课外阅读材料进行补充阅读4.预习下个单元学习内容
一、教学内容：6B Unit 7 B. Look, read and learn
二、教学目标：1、听懂、会说、会读、会拼写单词 glue.
2、听懂、会说、会读单词和词组envelope, postcard, fax machine, telephone number
三、教学难重点：熟练掌握B部分词汇。四、课前准备：1、教具准备：信纸、信封、明信片、胶水的实物；B部分教学挂图2、学生准备：事先布置学生预习B部分词汇。3、板书准备：预先写好课题：Unit 7 A letter to a penfriend
五、教学过程：A．Organization.
1.Greeting.
2.Free talk. ( 以 Unit 6 句型， 会话内容为主题)
3.Sing : Will you join me ?(可举办歌唱比赛)
B．Presentation and practice.(Look, read and learn)
本部分重点介绍了几种常见的通信设备及相关的词汇。1、e-mail 在5B就已学过，在此只需稍加复习。2、telephone number.
T: My telephone number is ..... What's your telephone number?以此检查学生理解程度，telephone number虽未出现过，但两个单词学生都理解，所以这个词并不难。3、教师出示图片，请学生听录音，找出学得最快的学生，以此培养学生自学能力。4、writing paper ,envelope, post card, glue这四个词均可由实物直接引出，因为教师已布置学生提前预习，所以可请英语发音较好的学生上台当小老师教其他同学 。重点操练glue拼写。5、听录音，模仿跟读。6、小组合作，4人为一组，分别读B部分词汇，请其他成员查找错误并纠正。D．Consolidation .
教师可设计一些游戏帮助学生巩固B部分。1、A good memory:
将教学挂图的每一物品标号，一学生说序号，请另一学生不看，而只凭记忆说出其相应单词。 2、Listen and point:
此游戏可请掌握较慢的学生参加，一学生说英文，请两位学生比赛看哪一位指得最快。游戏虽然简单，但也可以让他们感到学习英语的乐趣。3、A guessing game:
可将本部分词汇设计为谜语，如下：Liu Tao's mother is now in Guangzhou.Liu Tao is in Nanjing.
He wants to speak to his mother. I can help them. What am I? S: You're a ...
教师可布置学生课后自编谜语，下一节课同学交流。E．Assigning homework.
1、听录音，熟读B部分词汇。2、根据B部分词汇，自编谜语。3、预习C部分句型。
牛津小学英语6B教案--Unit 7 A letter to a penfriend第二课时
一、教学内容： 6B Unit 7 C. Look and say
二、教学目标：1、复习B部分词汇。2、听懂、会说、会读、会写句型：Can I have...?What for ?
I want to ...Sure. Here you are.
三、教学难重点：在真实情景中自然操练C部分句型。四、课前准备：1、教具准备：B、C部分教学挂图；C部分句型卡片。2、学生准备：事先布置学生预习C部分词汇。3、板书准备：预先写好课题：Unit 7 Aletter to a penfriend
五、教学过程：A． Greeting.
B． Revision.
1、出示B部分挂图，开始读单词，看哪一组火车可以不断，即为获胜组。 2、请学生拿出前一课布置准备的谜语，念给同学们猜。C．Presentation and practice.
1、教师出示准备好的C部分句型卡片，因没有生词，可请学生自由朗读。2、教师可与学生作示范：T：Can I have a postcard ? S: What for?
T: I want to write to Tom . S: Sure. Here you are.
3、教师可将全班学生分为A、B两个大组，每组分别担任不同的角色，如A组担任班级的“材料保管员”，B组负责完成教师布置的任务。教师可设计“Writing to teacher“, ”Drawing a picture“, ”Making a kite“等任务，B组学生在完成以上任务时首先向A组领取材料，在此过程中，A、B两组学生必然要用Can
I have....? What for ?I want to .... Sure. Here you are.等句子进行交流，在完成各自任务的过程中自然运用语言。4、回到课本中，请学生2人一组，操练C部分图片。D．Consolidation.
1、本部分均为四会内容，其中要向学生特别强调I want to +动词原形。2、同桌合作，可用身边所有的学习用品来操练本部分句型。E．Assigning homework.
1、看C部分图片，写句子。2、自由扩充操练C部分句型。3、预习A部分对话。
牛津小学英语6B教案--Unit 7 A letter to a penfriend第三课时
一、教学内容：6B Unit 7 A. Listen read and say（第一、二部分）二、教学目标：1． 听懂、会说、会读并会拼写单词penfriend, also
2． 听懂、会说、会读词汇subject, e-mail address
3． 听懂、会说、会读日常交际用语I hope so. What should I do?
4． 正确理解、掌握对话内容，并能朗读、表演对话。5． 运用本课所学知识，鼓励学生大胆用英文与国外友人沟通。三、教学重、难点：1． 正确理解、掌握对话内容，并能朗读、表演对话。2． 运用本课所学知识，鼓励学生大胆用英文与国外友人交流。四、课前准备：1． 教具准备：一封信，A部分教学挂图，对话第二部分打乱顺序的句子卡片。2． 学生准备：课前预习A部分对话，自学生词。3． 板书准备：写好课题：Unit 7 A letter to a penfriend
五、教学过程：A. Greeting.
B. Revision.
1. 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。2． 两位学生合作，教师现场说一物品，如writing paper，请学生快速按照C部分句型编对话，注意所说动作要与所给物品相配。C. Presentation and practice.
本部分对话内容较长，如果一课时完成，学生会感觉很吃力，所以可将此对话分为三部分进行教学：第一部分为引言部分，交代对话的背景；第二部分为Liu Tao向妈妈要一些写信的材料，准备给写信；第三部分为Liu Tao向妈妈介绍Peter的主要情况，并和妈妈讨论回信的内容。本教时安排如下：本部分生词及对话第一、二部分。1． 教师出示penfriend, also, subject, e-mail address这四个词汇，因为课前已布置学生预习，可请学生当小老师上台教读，并讲解中文意思。2. 教师出示自己收到的一封信，告诉学生：Look! Here's a letter from my penfriend. 并出示教学挂图，告诉学生： Liu Tao also wants a penfriend. 以谈话式的教学引入课题。3．教师让学生听引言部分录音。听完录音后，请学生回答问题，引导学生进入对话情景。 Question 1.Who did Liu Tao read about yesterday afternoon?
2.What did Peter want in China?
3. What would Liu Tao like to do?
4．因为对话第二部分是C部分已学过的句型，所以教师可采用巩固方式引出新内容。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4人为一组，共同讨论，看哪一组学生可以最先排列好顺序，并请该组成员每人教读一句。如：( )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?
D. Consolidation.
1． 听录音，跟读对话部分。2． 请语音教好的学生读其中一句，其他学生快速读出下一句。E. Assigning homework.
1． 听录音，熟读已学过的对话。2． 预习未学部分。3． 根据对话的第二部分，请学生自编问题，下一节课同学间交流。六、板书设计
牛津小学英语6B教案--Unit 7 A letter to a penfriend第四课时
一、教学内容：6B Unit 7 A. Listen read and say（第三部分）二、教学目标：1． 听懂、会说、会读并会拼写单词penfriend, also
2． 听懂、会说、会读词汇subject, e-mail address
3． 听懂、会说、会读日常交际用语I hope so. What should I do?
4． 正确理解、掌握对话内容，并能朗读、表演对话。5． 运用本课所学知识，鼓励学生大胆用英文与国外友人沟通。三、教学重、难点：1．正确理解、掌握对话内容，并能朗读、表演对话。2．运用本课所学知识，鼓励学生大胆用英文与国外友人沟通。四、课前准备：1． 教具准备：A部分教学挂图，写好问题的卡片，自录 Peter自我介绍的录音带。2． 学生准备：课前预习A部分对话，准备好上课要问的问题。3． 板书准备：写好课题Unit 7 A letter to a penfriend
一、教学过程：A. Greeting.
B. Revision.
1． 根据英语掌握程度，分层次请学生朗读、背诵、表演已学的对话。2． 上节课已布置学生准备问题，教师可事先检查，找出较好的问题，请该学生提问。问题大致如下：
Question 1:Does Liu Tao want to have a postcard?
2.What does Liu Tao want to have?
3.What does Liu Tao want to do?
C. Presentation and practice.
本节课教学内容为对话的第三部分，Liu Tao与妈妈谈论他的新笔友Peter以及如何给Peter回信，是本篇对话的重要内容。
1. 教师在课前自录一段 Peter自我介绍的录音，将Peter的有关情况直观、形象地展示给学生，让学生们和对话中的Liu Tao一起了解Peter，再帮助Liu Tao一同向妈妈介绍Peter的情况，并和Liu Tao的妈妈一起建议Liu Tao如何回信。通过这些设计，将学生由对话情景的旁观者变为参与者，让学生置身于对话情景之中主动学习。录音内容如下：Dear Friend:
I'm Peter. I'm from the UK. I want a penfriend in China.
Please listen to my self-introduction.
I live in London. I have a brother and a sister. I like listening to music and making model planes.
Waiting for your letter in reply.
With best wishes
Peter
2． 学生听完两遍录音后，教师将准备好的问题卡片贴于黑板上，将全班学生分为四大组，每一组派出一名代表上台选择问题进行回答。问题如下：
Question 1. Who's Peter?
2. Where does he live?
3. Does he have any brothers or sisters?
4.What are his hobbies?
3.“Liu Tao的妈妈建议如何回信”这一部分可让学生直接打开书，4人为一组合作自学：一学生读对话， D. Consolidation.
1． 听录音，跟读本节课所学对话。2． 活动--自我介绍。为增强此项活动的趣味性，可以要求学生在写自我介绍时不提到自己的名字；再将全班分为6-8组，把收上来的个人简介打乱发给每个学生，让学生通过阅读猜出作者是谁。 E．Assigning homework.
1． 听录音，熟读并背诵、表演A部分对话。2． 写一篇自我介绍。
牛津小学英语6B教案--Unit 7 A letter to a penfriend第五课时
一、教学内容：6B Unit 7 D. Listen and write/ E. Read, think and write/ F. Think and write
二、教学目标：1． 培养学生正确的听力习惯，提高听力水平。2． 向学生介绍英文书信的书写方法。3． 鼓励学生大胆用英文与国外友人沟通。三、教学重、难点：1． 培养学生正确的听力习惯，提高听力水平。2． 向学生介绍英文书信的书写方法。四、教学准备：1． 教具准备：录音带，教学挂图2． 学生准备：预习D，E，F部分3． 板书准备：写好课题Unit 7 A letter to a penfriend
五、教学过程：
A. Greeting.
B. Revision.
1． 请几位学生上台进行自我介绍。2． 背诵、表演A部分对话。C. Presentation and practice.
1. Listen and write
本部分为一段有关Helen在笔友俱乐部征集笔友的对话，要求学生通过听录音完成填表练习。1） 在学生听录音前，教师可先引导他们看练习的引言部分，让他们了解对话主题，预测可能听到的内容，做好心理准备。2） 教师播放全文录音，鼓励学生逐步养成整体接受语言材料的习惯；再指导学生在听的过程中完成填表练习。3） 教师与学生共同讨论练习答案，并分析错误原因，找到解决方法。2. Read , think and write
本部分展示了Liu Tao 写给Peter的信，要求学生在阅读来信的基础上帮助Peter给Liu Tao
回信，重点训练学生的阅读理解能力和写作能力。1） 教师先引导学生自己阅读本课的语言材料，理解句子含义。读本部分出现的生词，教师可采取不同的处理方法：可在阅读前讲解，也可启发学生通过上下文猜测。2） 引导学生分组讨论Liu Tao的来信和Peter的回信，通过问答，如询问“How old is Liu Tao? Wheredoes he live? Does he have any brothers or sisters?”等深入浅出的问题让学生理解信中的内容。3） 让学生观察并自己总结信件的格式，写法，包括地址、日期、起首语、结尾问候语的处理方法。3．Think and write
本部分是Peter给Liu Tao的回信，介绍了除书信以外的另一种通讯方法e-mail，或称电子邮件。1） 通过问答如Who's Peter? Where does he live? 等，让学生记起A部分关于的一些资料。2） 让学生仔细阅读F部分有关的资料，让学生加深对Peter的了解。3） 让学生观察书中e-mail的格式，鼓励他们说出与书信的不同之处。4） 鼓励学生完成练习，或请学生2人一组完成填空练习。
D. Assigning homework
1. 将D部分录音内容重新认真地听一遍。2. 模仿E部分，用英语给同学或老师写一封信
牛津小学英语6B教案--Unit 7 A letter to a penfriend第六课时
一、教学内容： 6B Unit 7 G. Listen and repeat/ H. Say a rhyme
二、教学目标：1． 了解字母组合ur在单词中的读音。2． 有表情地诵读歌谣 I want to write a letter.
三、教学重、难点：1． 了解字母组合ur在单词中的读音，并能扩充举例。2． 正确理解歌谣含义，并能有表情地诵读。四、教学准备：1． 教具准备：教学挂图，录音带2． 学生准备：预习本节课所学内容3． 板书准备：写好课题 Unit 7 A letter to a penfriend
五、教学过程：A. Greeting.
B. Revision.
教师可以根据D部分录音资料，提问相关问题：Question 1. How old is Helen? 2.Does Helen live in Nanjing?
3.What's the name of Helen's school? 4.What are Helen's hobbies?
C. Presentation and practice
1． Listen and repeat.
本部分是语音训练项目，教师可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） 指导学生听录音跟读单词和句子。3） 教师可引导学生朗读，也可在学生中展开朗读竞赛，看谁读得又快又准。4） 教师也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） 教师播放录音，引导学生按节奏诵读。2） 诵读时要求要求学生根据节奏或内容做动作，让学生感受歌谣的韵律美，以帮助记忆。3） 可鼓励学生替换歌谣中的部分内容或自编歌谣诵读。E. 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相同。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, read and do the crossword读句子，根据句子中的图片在方格内填写单词，使句意完整。教师让学生通读每一句话，猜测所缺单词。4．Look and write看图。根据上下文完成句子。5．Read and complete朗读并完成句子。教师结合此项练习，对学生进行方法指导。6．Read and answer朗读短文，根据短文内容回答问题。F. Assigning homework
1． 教师将《练习册》中的听力练习在课堂中完成，笔试部分可有选择地作为家庭作业。2． 朗读并抄写本单元要求四会的单词和句子。3． 背诵并表演或自创对话。4． 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。
一、教学内容：
6B. Unit 1 A部分,Listen ,read and say.
二、教学目标：
1 初步掌握理解句型，并能在交际中口头运用比较级句型
2 掌握四会单词tall,taller ,old ,older,young .younger.
3 掌握三会单词和词组cute，go for a walk.
4 能听懂会说句型Are you as tall as your ……,Su Yang’s twenty minutesthan me ,Who is younger, you or Su Yang ?
三、教学重、难点：
5 能正确理解、掌握四会单词并能听懂会说句型Are you as tall as your ……,Su Yang’s twenty minutes than me ,Who is younger, you or Su Yang ?。
四、课前准备：
1 准备录音机和本课A部分的磁带。
2 准备A部分的图片。
3 课前写好本课的课题6B. Unit 1A部分Look, read and say
五、教学过程：
A Sing a song. 跟录音机边听边表演唱英文歌曲Hello
B Free talk. 师生交流
T: Good morning, boys and girls.
Ss: Good morning,
T: Nice to see you again.
Ss: Nice to see you, too.
T: How old are you ?
Ss: I’m 12years old.
T: How old is he?
Ss: He’s 11 years old ,too.
C Presentation and drill新授和操练
1 教师通过刚才的师生问答引出句型I’m older than xxx。
2 教师板书old和older进行教学同时让学生理解。
3 教师出示音标让学生试读，然后集体升降调朗读。
4 教师继续指刚才比较年龄的2个学生说：Who is younger，xxx or xxx ？同样的方法引出 young和younger的学习。
5 仍然就刚才创设情景的2个学生，T：Are you as tall as him？T：Yes，I am taller than him。引出tall和taller的学习。
6 教师板书巨型并领读。
D Practice and consolidation练习和巩固
1 让学生听录音，引出单词cute和the only child 的学习。
2 让学生模仿跟读录音。
3 学生小组活动，每人接龙说一个比较级的句子，I’m older than you(him,her ) . I’m taller than you . I’m younger than you 。
4 在次基础上小组讨论巨型：Who is younger (,taller ,older),xxx or xxx?
5 Ask and answer in pairs.。
六 布置作业：
听本课A部分的录音，要求学生跟读、读熟，并能够和同学比身高和年龄。
调查班级同学的年龄和身高
七、板书设计
Unit 1 Who is younger ?
I’m taller than you .
Who is younger ?you or SuYang ?
SuYang is twenty minutes younger than me.
八、教后记:
牛津小学英语6B教案--Unit 1 Who is younger?第二课时
一、教学内容：
6B. Unit 1B部分 Look ,Read and learn
二、教学目标：
1 能正确理解、掌握A部分会话，并能朗读、初步表演对话。
2 能正确地运用对话中出现的日常交际用语交流。
3 正确掌握B部分出现的四会单词light lighter ,heavy heavier,和句型Who is taller ,you and SuYang?Whose ruler is longer ,yours or mine?
4． 掌握B部分中出现的三会单词long, longer ,short shorter stronger strong, big bigger ,small, smaller ,fat fatter, thin thinner,,
三、教学重、难点：
能正确理解、掌握B部分单词。
能熟练运用巨型操练单词。
四、课前准备：
1 准备录音机和磁带。。
2 准备本课单词的图片。
3 准备好的调查内容。
54 课前写好本课的课题。
五、教学过程：
A Sing a song. 跟录音机边听边表演唱英文歌曲Hello
B Free talk. 师生交流
T: Good morning, boys and girls.
Ss: Good morning,
T: Nice to see you again.
Ss: Nice to see you, too.
T: What day is it today?
Ss: It’s Monday.
T: Are you as tall as xxx?？
T: Who is taller ,you or Tom??
T: Who is younger ,you or Su Yang ??
S3: I’m younger than Su Yang .
C Presentation and drill新授和操练
1 T有和学生的对话引出B部分单词的教学。T: Who ia taller ,xxx or xxx?引出同异类单词的教学。
2 教师板书old older, short shorter ,strong stronger ,fat fatter, thin, thinner .big bigger, small smaller，让学生静听，后模仿、跟读。
3 教师继续创设情景用巨型引出单词并引导学生回答。
T：Whose bag is heavier, yours or mine? S: Mine.
教师板书单词：heavy heavier, light lighter.让学生静听模仿跟读。然后集体升降调朗读。
4 运用刚才所学句型进行单词操练，教师问，学生回答。
T: Who is taller ,xxx or xxx?
T: Whose bag is heavier, yours or mine?
5 运用刚才所学句型和单词小组内学生进行交流。
6 小组内学生汇报刚才所说的句型，分组进行，看哪组学生说的又流利、又正确。
7 Talk in pairs then ask and answer.
D Practice and consolidation练习和巩固
1 让学生听录音，模仿跟读单词。
2 游戏：
A：一学生说形容词他的同桌说出比较级。
B：分集团接龙说单词。
3 再次让学生听录音，模仿跟读单词。在学生跟读中，纠正学生朗读中出现的错误。
4 在学生能正确朗读的基础上让升学自己总结部分形容词比较级的变化规则。
六 布置作业：
1抄写形容词和他的比较级。
2 跟读录音。
七、板书：
Unit 1 Who is younger ?
I’m taller than you .
Who is younger ?you or SuYang ?
SuYang is twenty minutes younger than me.
单词的书写
教后：
牛津小学英语6B教案--Unit 1 Who is younger?第三课时
一、教学内容：
6B. Unit 1C部分Work n pairs
二、教学目标：
1 掌握形容词以及比较级的正确用法。
2 掌握四会单词light lighter ,heavy heavier.
3 熟练运用四会句型：Who is taller than Gao Shan ?Whose bag is heavier,yours or mine ?
三、教学重、难点：
4 能正确理解、掌握四会单词light lighter ,heavy heavier.
5 并能熟练运用四会句型：Who is taller than Gao Shan ?Whose bag is heavier,yours or mine ?
四、课前准备：
1 准备录音机和本课C部分的投影片。
2 课前写好本课的课题。
五、教学过程：
A Sing a song. 跟录音机边听边表演唱英文歌曲
B Free talk. 师生交流
T: Good morning, boys and girls.
Ss: Good morning,
T: Nice to see you again.
Ss: Nice to see you, too.
T: What day is it today?
Ss: It’s Monday.
T: Are you as tall as xxx?？
T: Who is taller ,you or Tom??
T: Who is younger ,you or Su Yang ??
S: I’m younger than Su Yang .
C Revision复习会话
1 看A部分投影片，师生问答，讨论会话。
2 让学生试着复述A部分第一段。
3 学生小组内表演会话。
4 投影形容词以及比较级，学生起升降调朗读。
D Presentation and drill新授和操练
1 教师出示C部分的图片创设情景引出句型的操练：
T：Look .Who is he ? Who is taller ,David or Gao Shan ?
Ss:Gao Shan is.
T:Who is taller than David?
这时学生就很容易回答了。用同样的方法操练其他的形容词。（thin ,old ,long ,fat ,short,young ）
2 教师继续出示实物自己的包和学生的包引出句型
T：Whose bag is heavier,yours or mine ?
Ss:mine is.
教师运用同样的方法引出其他单词进行操练
（heavier, strong ,lightv…）
3. 教师和学生操练2组后，让学生模仿自己练习。
4 教师先让掌握比较好的学生做示范。然后同桌问答
5 教师板书句型四会句型，由学生集体朗读。
6 Talk in pairs then ask and answer.
E Practice and consolidation练习和巩固
1 出示C部分的投影片，看图1，师生会话。
Who is taller ,David or Gao Shan
Who is taller than David?
Whose bag is heavier,yours or mine
2 根据实际情况学生分组讨论，后分小组汇报。
3 自己创设情景运用句型表演。
六 布置作业：
看C部分图片，仿造今天所学句型编写会话，各编写两段。
七、板书设计
Unit 1 Who is younger ?
Who is taller than David ?
Gao Shan is.
Whose bag is heavier,yours or mine?
Yours is.
八.教后记：
牛津小学英语6B教案--Unit 1 Who is younger? （第四课时）
一、教学要求：
1、巩固四会单词与句子；
2、巩固三会单词和句子；
3、巩固两会单词并学习E,F部分，两会：try again
4、巩固语音：or - /з:/
5、歌曲《I wish I was taller》
二、教学重点：
能综合全面复习、掌握本单元知识点。
三、教学难点：
能综合运用本单元所学过的单词、句型和日常交际用语。
四、课前准备：
提前板书重点句型、人物图片、学生调查表、录音机、磁带、练习册。
五、教学过程：
Step 1.Sing a song :
Step 2.Revision
1. Ask and answer.
e.g.Who is taller ,…or …?
Who is thinner than …?
Whose eyes are bigger,hers or his?
Which river is longer,Chang Jiang or Huang He?
Which mountain is higher,Tai Shan or Hua Shan?
2.Play guessing games:
a.Guess numbers:Bigger or smaller?Up or down?
b.Guess your classmates:Who is he/she?Is he/she taller than me?…
Step 3.Who’s my friend? (E)
1.Open your books,and look at the form in Page 12.
T:How many children are there ?Who’re they?
What’s …’s height?What’s …’s weight?
(引导学生对人名进行学习，并复习height,weight)
2.Say sth. about the children and guess.
3.Learn to say “Try again”.
4.Take out your forms and guess in groups.
(示范表达后再进行小组游戏，重点在于表达比较级句型。)
5.Act in front of the class.(小组派出代表，全班进行猜测。)
Step 4.Look ,read and judge. (E)
1.(人物图片Liu Tao,Gao Shan,Mike,Ben and Wang Bing)
Say sth. about them
2. Look at the dialogue and judge.
3. Check the answers.
4. Look and answer the questions:
a.Who’s older than Wang Bing?
b.Who’s taller than Ben?
c.Is Gao Shan as tall as Mike?
d.Why will Liu Tao be the goalkeeper?
5.Act the dialogue.
Step 5.Workbook
Wb P5 E.Look,read and write.
P6 F.Read,write and answer.
引导学生学习快速阅读，获得关键信息，学会分析、判断、表达。
Step 6.Assign homework
1、小作文：My good friend,完成后教师收上来然后打乱发下，让学生之间相互阅读，并写出文中人名。
2、完成课后练习。
牛津小学英语6B教案--Unit 1 Who is younger?第五课时
一、教学内容：
6B. Unit 1 D部分Listen and write
二、教学目标：
1 掌握形容词以及比较级的使用。
2 掌握四会单词tall ,light ,young ,old ,heavy
3 掌握三会单词twin ,minute ,centimeter, child ,cute, also, chat.
4 能听得懂会说会读日常交际用语.Whose bag is heavier ,yours or mine ?I’m as tall as you .SuYang is younger than Su Hai .
5．能正确使用本单元的四会句型
Who is taller than David ?
Gao Shan is.
Whose bag is heavier,yours or mine?
Yours is.
三、教学重、难点：
1 能正确理解、掌握四会单词和句型。
2 能够听懂D部分的会话，完成该部分的句子。
四、课前准备
1 准备录音机和本课D部分的磁带。
2 准备D部分句型填空的投影片。
3 课前写好本课的课题6B. Unit 1 D部分Listen and write
五、教学过程：
A 听本课的歌曲《I wish I was taller》
B Free talk. 师生交流
T: Good morning, boys and girls.
Ss: Good morning,
T: Nice to see you again.
Ss: Nice to see you, too.
T: What day is it today?
Ss: It’s Monday.
T: Who is taller than David ?
T: Whose bag is heavier,yours or mine?
C Revision复习
1 看A部分投影片，师生问答，讨论会话。
2 让学生复述A部分第一段。
3 学生到台前表演会话。
4 请学生运用所学的举行根据实际情况来表演。
5 游戏：接龙默单词 ，形容词以及比较级
D Presentation and drill新授和操练
1 出示D 部分图片,先请学生就图片自己讨论。
运用本单元的句型学生互相问答
2 听本课会话录音，让学生理解D部分会话。
3 根据刚才的录音，教师提问，学生试着回答会话的内容。
4 再次让学生听会话录音，让学生进一步理解会话。
5 打开书，让学生独立完成10页的填空，同时请六位学生到黑板上板书填空的内容。
6 学生完成后集体进行校对。
7 集体朗读板书句型。
E Practice and consolidation练习和巩固
1 仿造D部分的内容，请4位同学到前面请学生讨论。
2 游戏活动：猜人游戏。运用所学的句型。
3 听本课歌曲录音，教师讲解，让学生试着学唱一遍。
六 布置作业：
1 抄写本课四会单词各一行，每行各抄写单词四遍。
2 准备自己家的照片分组讨论。
七 板书设计：
投影10页的句子
八、教后记：
牛津小学英语6B教案--Unit 1 Who is younger?第六课时
一、教学内容：
综合练习
二、教学目标：
1 掌握形容词以及比较级的使用。
2. 能听得懂、会说、会读和会拼写tall ,light ,young ,old ,heavy。
3. 掌握会话中出现的三会单词和词组twin ,minute ,centimeter, child ,cute, also, chat.
4. 能听得懂、会说、会读和会写四会句型：Who taller than David?Gao Shan is taller than David .
5. 能听得懂、会说、会读日常交际用语.Whose bag is heaviwer ,yours or mine ?I’m as tall as you .SuYang is younger than Su Hai .
6. 了解字母组合or在单词中的读音。
7. 会说英语歌谣《Iwish Iwas taller.》
三、教学重、难点：
正确掌握B部分出现的四会单词light lighter ,heavy heavier,和句型Who is taller ,you and SuYang?Whose ruler is longer ,yours or mine?
四、课前准备：
1 准备录音机和本课H部分的磁带
2 练习题的投影片。
3 课前写好本课的课题。
五、教学过程：
A 跟音乐集体唱歌曲。
B 1.Free talk. 师生交流
2.请学生之间用所学的句型问答，分组比赛
C Revision 复习
1 看A部分投影片，创设情景让学生表演
2 让学生复述A部分第一段和会话。
3 学生小组内表演会话内容。
4 教师让学生根据实际情况说自己的优势
I’m taller than xxx
I’m younger than xxx
I’m stronger than xxx
My father is taller than
My pencil is longer than xxx’s
…
5 让学生看黑板，朗读、拼读刚才教师板书的四会单词。
6 学生拿出课前准备好听写本，听写本课四会单词。
D 学生一齐拍手唱歌谣两遍。
E Practice and consolidation练习和巩固
1. 游戏； 用所学的句型来猜班级的同学
2．教师投影本单元的练习题请学生完成
六 布置作业：
1 朗读本课的会话，要求学生能够复述、背诵。
2 学会唱歌曲。
七 板书设计：
投影本单元的练习题目
八、教后记
Welcome to the unit
教学目标:
New words: dream, palace, capital
教学方法: task-based approach
教学任务: 1. To talk about cities and countries.
2. Have a discussion in groups, and talk about their dream homes.
3. Write articles about students’ dream homes.
教学过程:
Step 1. Warm-up (presentation)
1. Ask if any students have lived in another country. Elicit from students ideas about an ideal place to live.
2.Do a mini-survey. Ask students which is their favourite place to live.
Step 2. Listening
Listen to the tape, answer my question, Which is Eddie’s favourite place to live? Help the Ss to answer.
Listen again, Ss read after the tape recorder, then act it out.
Language points:
1.I’d like to live next to a restaurant.
① would like sth.= want sth
would like to do sth = want to do sth
e.g. Would you like some water?= Do you want some water?
Would you like to go with us? Yes, I’d love/ like to.=Do you want to go with us? Yes, I do.
② next to =beside
e.g. Tom’s house is next to mine.
Jack wants to sit next to me.
2. Learn about homes in different countries.
① learn about
I want to learn more about the world.
② learn from
We should help each other and learn from each other.
③ different → same
in different classes in the same class
Step 3. Countries and capitals
1.Ask students to study the pictures on page 3.
2.Say: The capital of China is Beijing . The Capital is the most
important city in a country. Ask students to do Part B. Ask them to check with others.
Step 4. Discussion (task)
Have a discussion in groups of four to talk about their dream homes.
Each group will choose a student to tell us about his / her dream home.
Why?
Language points:
The capital of the USA is Washington D.C.
the capital of ……
e.g. Nanjing is the capital of Jiangsu Province.
The capital of China is Beijing.
Step 5.Sum-up
Go through the new words and the language points learnt during this lesson.
Step 6. Homework
1.Review the contents of this lesson.
2. Write articles about students’ dream homes.
Reading
教学目标:
New words: balcony, cushion, beach, sea, bunk beds, town, wooden, over,
climb, ladder , quiet, rain, while, sitting room, street, share, friendly,
above, dining room, grow, most, lie
教学方法: task-based approach
教学任务: 1. To read and learn about different types of homes and lifestyles..
2. To obtain details about homes in different countries.
3. To respond to the text by making statements about the foreign students’ activities.
4.Write an article to introduce their own homes, using the four home pages as a model.
教学步骤:
Step 1. Warm-up
Ask some students to report their homework about dream homes.
Step 2. Presentation
1.Use the pictures to teach the new words.
balcony cushions ladder kitchen bunk beds sitting room
2. Complete the following sentences using the new words.
⑴ Two beds , one above the other, are .
⑵ In most homes, people cook meals in the .
⑶ We usually put the sofa in the .
⑷ is a good place to chat with friends.
⑸ Sitting on the big is very comfortable.
⑹ We can climb the tall tree with a .
Step 3.Listening
Now, let’s listen to the home pages of four foreign students, after you
listen to them, please do some “T” or “F” exercises. Check the answers
with the whole class.
1.Stephen lives near the sea.
2.There are more than ten rooms in Stephen’s house.
3.Maddee lives in a wooden house in the hills.
4.Maddee has a small family.
5.Neil has a TV in the kitchen.
6.Neil’s dog sleeps in the sitting room.
7.Anna’s flat is on a busy street.
8.Anna shares a bedroom with her brother.
9.Stephen’s favourite place is the balcony.
10.Anna lives in a large flat.
Step 4. Reading
Ss read the articles by yourselves. Then check their reading.
Language points:
1.We sit on the big floor cushions and look out at the beach and the sea.
look out (of) …
e.g. Don’t look out of the window in class.
look at / look around / look for / look like / look forward to / look after / look up
2. I live with my family in a wooden house.= I live with my family in a house made of wood.
wooden(adj.) → wood (n.)
e.g. We need some wooden chairs.
This house is made of wood.
3. I climb a ladder to get into my house. =I get into my house with a ladder.
①e.g. I often go to her house to see Uncle Li.
Daniel often goes to the shopping mall to play computer games.
② get into → get out of
get into the car get out of the car
4. I do not have my own bedroom.
own(adj./v.) → owner (n.)
e.g. I see with my own eyes.
Who’s the owner of this pen?= Who owns this pen?
5. My family and I often sit in the kitchen while my mother makes dinner.
e.g. I am reading books while my brother is watching TV.
She called while you were out.
6. I share a bedroom with my sister.
share sth with sb
e.g. The boy shared his toy with other children
share in sth
e.g. We should share in our sorrows as well as joys.
7. Our neighbours are friendly and we are happy here.
e.g. I’m friendly with her.
be friendly to sb
e.g. People are usually friendly to foreign friends.
8.Simon wrote down the meaning of some of the words.
①write + n. +down=write down +n. write it /them down
e.g. Can you write down the words on your book ?
= Can you write the words on your book?
OK, I’ll write them down.
②meaning (n.) → mean(v.)
e.g. What’s the meaning of “quick?= What does “quick” mean?
9.A garden is the best place to grow flowers.
e.g. It’s really a good place to go.
I’m hungry. Do you have anything to eat?
10.Stephen is lying on his bunk beds.
lie → lying tie → tying die → dying tell a lie
e.g. Don’t tell a lie any more . It’s not good for you.
Step 5.Discussion (task)
Divide the class into groups of six. Ask students to draw picture of their homes.
Students look at their pictures and talk about their homes.
Step 6.Sum-up
Go through the new words and the language points learnt during this lesson.
Step 7. Homework
1. Review the contents of this lesson.
2. Write an article to introduce their own homes, using the four home pages as a model.
Vocabulary ﹠ Grammar
教学目标:
New words: cupboard, bookshelf, shower, lamp, wardrobe, sink, bath, basin,
in front of , opposite, chalk, air conditioner, below, printer, shelf,
top, tidy, sixteen, nineteen, seventy, ninety, thousand, million, arrive,
seventh, sixth, come, exam, second, third, fourth, fifth, ninth, eleventh,
twelfth, twentieth, sound
教学难点: prepositions of place
cardinal numbers & ordinal numbers
教学方法: task-based approach
教学任务:
1.To use prepositions of place to identify specific locations of things.
2.To revise and use cardinal numbers in everyday situations , including phone numbers and amounts of money.
3.To understand the purpose of ordinal numbers in terms of ordering things and events.
4.To use ordinal and cardinal numbers to talk about schedules, dates, scores and results.
教学过程:
Step 1. Warm-up
Ask the student on duty to give a free talk.
Step 2. Vocabulary
Ask the students how many words they already know about furniture.
Then teach furniture. Use pictures to teach other words. e.g. chair,
cupboard, lamp, sofa, table, wardrobe…Ask the students to write the names under the pictures(Page 75).
Step 3.Grammar
1.Prepostitions of place
We use prepositions of place to say where things are. Prepositions of place: above, at, behind, below, beside, between, in, in front of , inside, next to, on , opposite, over, under.
e.g. Millie sits in front of me.
Amy sits between Millie and Simon.
Kitty sits next to Sandy.
Sandy sits between Kitty and me.
Simon sits in front of Kitty.
The window is opposite the door.
The chalk is on the teacher’s desk.
Language points:
⑴above, over, on
above →(反) below表示位置高于某物在其上方，并不表示正上方。over
→(反)under表示正方，指垂直上方上。on指两个事物表面接触，一个在另一个上面。
e.g. There’s a bridge over the river.
The plane flew above us.
There’s a book on the teacher’s desk.
⑵between, among
between一般指两者之间，among指三个或三个以上之间。
e.g. I am sitting between my parents.
I saw him among the students.
⑶in front of , in the front of
in front of →(反)behind 表示“在……前面”in the front of →(反) at the back
of表示“在……前部”，指某一结构本体的前部。
e.g. There is a garden in front of the house.
The desk for the teacher is in the front of the classroom.
⑷beside = next to
e.g. David sits next to/beside me.
Finish off the exercise on page 9.
2. Cardinal numbers
We use cardinal numbers almost every day. We use them for lots of
different things.
1.基数词的读法：
⑴“几十几”十位和个位之间用“-”。e.g. 32 thirty-two
⑵101-999 百位和十位间加“and”.e.g. 928 nine hundred and twenty-eight
⑶1000以上的数，从后往前每三位一段，倒数第一个数读thousand，倒数第二个数读million，依次类推。e.g. 8,542,601
eight million, five hundred and forty-three thousand, six hundred and one
2 .基数词的运用：
hundred, thousand, million, billion等一般用单数，但以下情况用复数：
⑴表示不定数目：e.g. hundreds of millions of
⑵表示“几十”的数词，其复数形式可以表示年龄或年代。
e.g. in his twenties in the thirties
0 zero 10 ten 20 twenty 100
1 one 11 eleven 30 thirty one hundred
2 two 12 twelve 40 forty 1,000
3 three 13 thirteen 50 fifty one thousand
4 four 14 fourteen 60 sixty 10,000
5 five 15 fifteen 70 seventy ten thousand
6 six 16 sixteen 80 eighty 100,000
7 seven 17 seventeen 90 ninety one hundred thousand
8 eight 18 eighteen 1,000,000
9 nine 19 nineteen one million
3. Ordinal numbers
We can use ordinal numbers to to order things and events. We use them to talk about dates, floors, results, etc.
e.g. Uncle Jim will arrive on the seventh of June.
The restaurant is on the sixth floor.
Millie came first in the English exam.
Cardinal numbers Cardinal numbers Ordinal numbers Ordinal numbers
1=one 10=ten 1st=first 10th=tenth
2=two 11=eleven 2nd=second 11th=eleventh
3=three 12=twelve 3rd=third 12th=twelfth
4=four 13=thirteen 4th=fourth 13th=thirteen
5=five 20=twenty 5th=fifth 20th=twentieth
6=six 21=twenty-first 6th=sixth 21st=twenty-first
7=seven 22=twenty-second 7th=seventh 22nd=twenty-second
8=eight 23=twenty-three 8th=eighth 23rd=twenty-third
9=nine 30=thirty 9th=ninth 30th=thirtieth
Language points:
1. 序数词的运用：
⑴表示日期：e.g. 6月1日 on the first of June/ on June (the) first
⑵表示编号：e.g. lesson 5 the fifth lesson
⑶起副词作用，前无“the” e.g. Simon came first in the English exam.
⑷序数词前有限定词修饰时，不加“the”. e.g. This is my first lesson.
2 .I’ll arrive in Beijing on Sunday.
arrive (vi.) arrive in(大地点)/at (小地点）= get to = reach
e.g. The train arrived an hour ago.
He arrives at school on time every day.=He gets to school on time every
day.= He reaches school on time every day.
arrive there/ here/home =get there/ here/ home= reach there/ here/ home
3.I can’t wait to see you.
can’t wait to do sth
e.g. The boy can’t wait to turn on T V when he gets home..
4.That sounds great.
sound (taste/ smell/ look/ feel/get/ turn/ become)+ adj.
5.Where else are we going?=What other places are we going?
where/what/who…+else something/anything/nothing/someone…+else
e.g. Do you want anything else?
We must find somebody else to do this job.
Step 4. Discussion (task)
Have a discussion and find out the differences between cardinal
numbers and ordinal numbers.
Step 5.Homework
1. Review the contents of this lesson.
2. Do the Exx of the workbook.
Integrated skills and Study skills
教学目标:
New words: bathroom, mirror , afraid , still, message
Key points: be different from May I speak to…, please?
Who’s calling? Can I take a message?
教学方法: task-based approach
教学任务:
1.To recognize words about homes, to identify items related to homes, to
under
-stand the location of rooms and furniture, to identify specific
information about furniture items and to show understanding of relevant
information by completing an e-mail
2.To develop grammar learning strategies and to use a recording system to
help memorize grammatical structures.
教学步骤:
Step 1. Warm-up
Ask the student on duty to give a free talk.
Integrated skills
Step 2.At home in Britain
Ask the Ss to study the pictures in Part 1carefully. Encourage them to ask questions about the pictures. e.g. Where do Neil and his family watch TV? Where do you think the house is? Listen to the tape, and ask the Ss to order the pictures. Check the answers with the whole class.
Listen to the recording again. Do the “T” or “F” exercises.
1. Neil and his family don’t sit in the kitchen.
2. There is a garden behind the kitchen.
3. There is a large table in the dining room.
4. Neil’s family watches TV in the dinging room.
5. The bathroom is new.
6. There is a lamp and some posters in Neil’s bedroom.
Ask students to read the words in the box in Part A2 and use them to label the things in the pictures in Part A1.
In pair, students check their answers. Ask them to label as many of the other things as they can in the pictures.
Ask students to read Amy’s e-mail in PartA3 to obtain general understanding. Check their choice of words. Students take turns to read the completed e-mail to the class.
Step 3. Speak up
Listen to the tape recording and read after it.
Ask the Ss to work in pairs to make up new conversation for leaving a message with Neil’s mother using the conversation in Part B as a model.
Ask a few pairs to present their conversations to the class.
Step 7. Study skills ( Making a grammar pattern book)
Take students through the two patterns at the top of the page.
Ask students toe Part A using the two grammar patterns. Encourage them to
use a different colour for each part of speech .
Ask students to write the two patterns on separate pages in a notebook.
Language points:
1.It’s really different from the flats in Beijing.
be different from
e.g. Your pen is different from mine.
City life is very different from Country life.
different(adj.) → difference(n.)
the difference between…and…
e.g. There are many differences between English and Chinese Names.
2. Who’s calling/speaking/that? （打电话用语）请问你是谁？
我是用This is… e.g. This is Jack speaking.
3. Can I take a message?
take a message (for sb)
4. I’ll ask him to call you back.
Step 8. Sum-up
Go through the new words and the language points learnt during this
lesson.
Step 9. Homework
1. Review the contents of this lesson.
2. Do the Exx of the workbook.
Main task ＆ Checkout
教学目标:
New words: at least, ground floor, swimming pool, football pitch
教学方法: task-based approach
教学任务:
1.Get the Ss to write an article about their dream home using Simon’s article as model.
2.To use prepositions of place to describe where things are
3. To use cardinal and ordinal numbers to talk about where people live.
教学步骤:
Step 1. Warm-up
Ask the student on duty to give a free talk.
Step 2. Main task
Ask the Ss to read the questionnaires , then complete it with students’ own information.
Listen to Simon’s dream home. Then students read it after the recording.
Ask them some specific questions to check comprehension.
⑴ Would you like a large room?
⑵ How many rooms are there in your dream home?
⑶ Are 25 rooms too many?
⑷ What other things does Simon want to have in his dream home?
⑸ Simon doesn’t want a garden . What about you?
⑹ Simon’s wishes are quite unusual. What does he want instead of a garden?
Give students 5-10minutes to discuss Simon’s dream home in pairs.
Encourage students to say what they like and what they do not like in his
home.
Step 3. Writing (task)
Ask students to write about their own dream home . Ask them to write down everything that they can think of associated with their dream home. Ask some able students to read their drafts in front of the class.
Step 4. Checkout
Get the Ss to do Part A & B on their own. Divide the class into pairs.
Students correct each other’s work and write the score in the “paw.”
Checkout: Helping people in a shopping mall
Language points:
1. There are at least 25 rooms.
at least → at most
e.g. It will cost at least five dollars.
The little girl is two at least.
2.This means that lots of people can stay with me.
e.g. The red lights mean “stop.”
His work means everything to him.
3.There is a swimming pool which is 50 metres long.
4.I have a room with twelve showers and four baths.
with(prep.) → without(prep.)
I have a foreign friend with brown hair.
His father often goes to work without (having ) breakfast.
Step 5. Sum-up
Go through the new words and the language points learnt during this lesson.
Step 6. Homework
1. Review the contents of this lesson.
2. Do the Exx of the workbook.
Fun with English 7B Unit6 Pets
Ⅰ. Teaching aims and demands of this unit
1.Perception targets:
1. The Ss can use the following words:
pet, ought to, parrot, rabbit, hold, feed, carrot, wide, hunt, hide, trick, build, camp, stick, bite, end, trouble, anywhere, middle, open, drawer, empty, care, ring, doorbell, feather, wing, knock, cage, pull, brush, frighten, once,…
2. The Ss can use the following expressions:
in the sun, all over, teach sb to do sth, make a lot of noise, take care of, knock on/at the door, on top of,be busy at /with/ doing sth, at least once a week, be different from, bark at sb, etc.
It’s adj to do….
Why not …?
My dog is the cleverest animal of all.
I’ll look after him until the end.
2.Ability targets:
1. Introduce names and characteristics of common pets, e.g.,
My cat is very friendly.
2. Recognize and use nouns, verbs and adjectives to talk about specific animal features in term of appearance, characteristics and personality, e.g.,
My dog is the cleverest animal of all. He doesn’t just chase and catch a ball.
3. Recognize and use positive and negative imperatives to give instructions, e.g.,
Walk the dog at 7 a.m. Don’t chase the cat.
4. Recognize how to use appropriate modal verbs to give instructions and to express duty and responsibility, e.g.,
You should play with your pet for some time every day.
5. Recognize positive and negative forms of modal verbs, e.g.,
You must put clean water in the fish tank. You must not touch a fish with your hands.
3.Emotion targets:
1. The Ss can realize that they learn English for their real life, not only for the English class and exams.
2. Give the Ss the feeling that they are the centre in English learning activities so that they will try to be active and creative in class.
3. This unit introduces the students to pets and responsibilities associated with pet ownership.
4. Let the students learn to live concordantly with the animals and care of the animals.
Ⅱ. Learning Strategies:
1. The Ss learn to express the same thing in different ways. The Ss learn to think in English. That is to express their uncertain opinion with imaginations, and express their attitudes with their reasons.
2. The Ss learn to use brain storming in their English study.
Ⅲ. Difficult points:
1. To use so many useful expressions correctly and freely to talk about specific animal features.
2. To use “must, should and ought to” to express duty and responsibility.
Ⅳ. Teaching methods and approaches:
Communicative Language Teaching (CLT), Situational Approach Learner, Centered Approach, Task based Learning (TBL), Aural-oral method, communicative approach, heuristic method of teaching, situational method, reading method, discussion method
Ⅴ. Teaching aids of this unit:
1. Card 2. Tape recorder 3.Multi-media computer
A teaching plan for ‘Integrated skills’
(Unit Six, 7B)
Ⅰ. Teaching targets of this part
1.Perception target:
1.Comprehend and make correct use of the following words and phrases:
fantail goldfish, weigh, kilogram, bottom, pea, owner, speaker, look like, look after, be different from…, look the same,
2.Comprehend and master the modal verbs “must, should and ought to”.
3.Comprehend this part and master the general meaning of it.
2.Ability target:
1.To identify specific characteristics in a description of a goldfish.
2.To listen for detail and extract specific information.
3.To use knowledge presented in written text to infer general meaning and context.
4.To listen for specific information to complete a conversation.
5.To ask and respond to questions about favorite pets.
6.To respond by stating opinions.
7.To ask for explanations of opinions and respond appropriately.
3.Emotion target:
1.Let the students learn to live concordantly with the animals and care of the animals.
2.Develope the spirit of co-operating, form the positive study attitude, stimulate the students’ participation and the consciousness with the independence through realization, experience, practice, anticipation and co-operation.
(3) Train the students’ abroad interest and favorable habits of listening.
Ⅱ. Teaching emphases of this part
1.Comprehend and make correct use of the following words and phrases:
fantail goldfish, weigh, kilogram, bottom, pea, owner, speaker, look like, look after, be different from…, look the same,
2.Comprehend and master the modal verbs “must, should and ought to”.
3.Get the main information of the text and retell the text with their own words after learning this part.
Ⅲ. Teaching difficulties of this part
1. Master the modal verbs correctly.
2. Retell Part A1 with their own words after listening.
3. Describe their own favourite pets in English.
Ⅳ. Teaching methods of this part
Aural-oral method, communicative approach, heuristic method of teaching, situational method, reading method, discussion method
Ⅴ. Teaching aids of this part
1. Card 2. Tape recorder 3.Multi-media computer
Ⅵ. Teaching procedures:
Part A The fantail goldfish
Ⅰ.Say something about people’s favorite pets like cats, dogs and birds.
T: Who can tell us something about your favourite pets?
S1: My favourite pet is …because…
S2: I like … best because …
S3: I am fond of …because…
Ⅱ.Bring a goldfish or a picture of goldfish to class. Ask a few questions to review the body parts of a goldfish --- fin, scales, tail, eyes, mouth, etc.
T: What is it? (Point at the parts of the animals)
S1, S2, S3, S4: It’s …
Ⅲ.Discuss how to look after a goldfish --- clean water, not too much fish food, a fish tank, not in the sun, etc. Try to use ‘should (not)’, ‘ought (not) to’ & ‘must (not)’
Ⅳ.Show a picture of a fantail goldfish to the Ss, ask ‘ what’s the tail like? ’. Then tell the Ss it’s a fantail goldfish.
Learn the new words:
fantail goldfish by using a photo
weigh by using my own weight or the students’ weights
kilogram by using my own weight
bottom by using a picture
Ⅴ.Listen to the recording of Part A1 and judge T / F.
a) Read the sentences in Part A1
b) Listen twice and write T / F.
c) Check the answers one by one.
d) Keys: FFFTTF
Ⅵ.Ask the Ss to write the sentences in Part A2 according to the table.
Ⅶ.Firstly, tell the Ss to read the phone talk in Part A3 and learn the three new words ‘pea, owner, speaker’. And then let the Ss try to fill in the blanks with the words above.
Ⅷ.Listen to the recording of Part A3 twice and complete the talk. Check the answers. At last, let the Ss perform the talk in pairs.
Keys: fantail goldfish, tank, vegetables, peas, fins, quiet
Notes:
1.listen to a talk give a talk a talk on / about …
2.look like…
3.Fantail goldfish are easy to look after.
The relationship between “look after” and “Fantail goldfish” is a transitive verb and its object in logically.
4.make sure the water is not too hot or too cold.
5.at the bottom of …
6.learn about … learn more about …
7.be different from…
look a little different
8.must be
9.weigh v. weight n. weighty adj.
How much does it weigh?
She weighs 48 kilograms.
Part B Speak up: talking about pets
Teaching procedures:
Ⅰ.Listen to the recording and read after it.
Ⅱ.Two Ss in a pair and role-play the conversation.
Ask some pairs to make their own conservations using Daniel and Amy’s conversation as a model.
Ⅲ.Explain:
1.look the same & look the same
2.---Why…? ---Because…
3.Why not…?
Ⅳ.Ask the Ss to discuss their favorite pets in groups of 6~8 and make their own new dialogue using the dialogue in Part B as a model.
Ask One to play as a journalist and the others to play as interviewees)
Walk around the classroom while the students are discussing offer the help when they need help.
Provide the Ss some useful expressions
Ⅴ.Ask some groups to perform their conversations in front of the class.
Make some commentaries about the Students’ performances
Homework:
1. Write an article of your favorite pet, send it to The Young Pet Owners Club.
2. Design a questionnaire table about people’s pets.
3. Preview Pronunciation & Main Task.
Reflection after class:
一、词组或短语
1 点一些食物 order some food
2 犯了一个错误 make a mistake
3 用钱买… buy…with money
4 比…少 less…than…
5 告诉某人关于某事 tell sb．about sth．
6 京剧 Beijing Opera
7 这样的一幢高楼 such a tall building＝so tall a building
8 去散步 go walking＝go for a walk
9 我们中的人多数 most of us
10 与…靠近be close to
11 乘地铁 by underground（介词短语）
take an underground（动词短语）
12 空气污染 air pollution
13 玩得开心 have a good/great/nice time＝enjoy oneself
=have（lots of) fun
14 国画 Chinese paintings
15 某人在作业方面需要帮助want/need help with one's homework
16 体育运动中心 sports centre
青少年活动中心 youth centre
17 举行一场晚会 hold a party＝have a party
18 一组…；一群… a group of
19 给某人发一封电子邮件 send an e-mail to sb．
20 英国学生中的一个 one of the British/English students
21 艺术品 works of art
22 制定计划 make a plan
23 骑自行车 ride a bike（动词短语）
on a/the/one's bike＝by bike（介词短语）
24 穿好色T恤衫的男孩 the boy in a red T-shirt
25 进行球类运动 play ball games
26 没关系；不要紧。 Never mind．＝It doesn’t matter.＝That's OK.
=That’s all right.
27 别的什么 what else＝what other things
28 让我猜猜 let me guess
29 向某人道谢 say thank you to sb．
向某人问好 say hello to sb．
30 乐一整天／享受一整天 enjoy a full day
31 世界上最好的游戏 the best game in the world
32 带某人参观某地 show sb．around sw.
33 到达最近的城镇 get to the nearest town
34 带某人去某地 take sb. to sw.
35 想起、考虑 think of
36 许多要做的事 lots of things to do
37 住在像这样的地方 live in places like this
38 不必 don’t have to＝needn’t
39 直到晚十点 until ten o’clock at night
40 在北京市中心 in the centre of Beijing
41 （来）对了地方 (be）in the right place
42 选择任何你喜欢的食物 choose any food you like
43 许多西方的餐馆 lots of western restaurants
44 教某人某事 teach sb．sth．
教某人做某事 teach sb．to do sth．
45 当地剧院 local theatre
46 一个给人们看戏或表演的地方 a place for people to watch plays and shows
47 将A与B匹配 match A with B
48 说普通话 speak Putonghua
49 种蔬菜和花 grow vegetables and flowers
二、重点句子及句型
1. There's no dog food. =There isn't any dog food.. 没有狗食了。
2. How many tins of dog food can we buy with that?我们可以用它来买多少罐狗食呢？
3. Maybe we can order a pizza. 也许我们可以去订个比萨饼。
4. Let's take them to the sports center. 让我们把他们带到运动中心去吧。
5. There’s less air pollution in Sunshine Town than in other areas of Beijing.
6. Most of us live in places like this.＝Most of us live in such a place.
7. You can shop until 10 o'clock at night. 你可以购物到晚上＋点。
8. If so, you are in the right place! 如果这样的话，你就来对地方啦！
9. You can choose any food you like in Sunshine Town.
10. That is because you think football is the best game in the world！
11. Don't miss the great exhibitions.可别错过这些精彩的展览。
12. Would you like to go to the Palace Museum tomorrow?你想明天去故宫吗？
13. What time shall we meet in the morning？我们上午什么时候见面？
14. We shall be there at 9 a.m.to enjoy a full day there．
15. I'm going to show you around my hometown.我将带你四处看看我的家乡。
16. It takes about twenty minutes to get to the nearest town．
17. I'm going into town on my bicycle.我将骑自行车进城。
18. I think it is a wonderful place to live(in).我认为它是个很好的居住的地方。
19. The party was really great, wasn't it?这次晚会真的很棒，不是吗？
20. I really like the boy in the red T-shirt. 我真的喜欢那个穿红色T恤衫的男孩。
21. I'm afraid to be late.我怕迟到。
22. I sometimes go swimming in summer when it's warm and sunny.
23. How much does a bottle of orange juice cost? 一瓶橘子汁多少钱啊？
24. Let's take the exchange students to the Congqing restaurant instead!
25. I sent an e-mail to Mr Wu to say thank you because he helped us a lot.
26. That sounds great.
27. Why don't you go visit our local theatre with us?
= Why not go visit our local theatre with us?
= What about going our local theatre with us?
28. There are lots of fun and interesting things to see and to do.
29. I think thirtv of each will be enough.
30. There is nothing (=not anything) on the table now.
三、语法。
1）熟练掌握how much与how many的区别及用法
2) 熟练掌握no和none的用法与区别
3）进一步理解与掌握可数与不可数名词
4) 掌握冠词a, an，the及零冠词的用法。
5）对反意疑问句有初步了解。
7B Unit 2 Welcome to Sunshine Town
Comic Strip
1. Teaching aims and demands:
2. Make suggestions about visiting places and doing activities
e.g. Let's go swimming.
3. Use ”How much“ and ”How many“, ”no“ and ”none“ to express quantities .
Warm-up activities
1. Ask students to read Comic Strip. And answer my question ”How much money does Eddie have?“
2. Read the dialogue again , then ask them to act it out .
3. Language points
(1).There is no dog food, Eddie!
No=not any
e.g. I have no coats like this .=I don' t have any coats like these.
(2).How many tins of dog food can we buy with that?
我们能用它买多少听狗食？一听也买不了，埃迪。
【辨析】no one, none都表示否定，用法有所不同。
1) none可用来表示人或物，表示“（三个以上）一个也没有”，none常接of，当它做主语时，谓语动词既可用单数也可用复数。当它后接不可数名词的时候，谓语动词只能用单数。
None of us have／has been to the Great Wall. 我们中没有一个人到过长城。
None of the money is Mary's but her twin sister's.
这些钱都不是玛丽的而是她双胞胎姐姐的。
none单独使用时，是用来代替文中提到的特定的人和物，no one和nothing并不指文中提到的人和物。
All of the exchange students were invited，but none（＝not any girl) arrived.
宴请了所有的交流学生，但一个也没来。（如果用no one则意思是不仅交流学生没有来，连其他的人也没有来）
I would like to have some milk. But there is none left in the fridge.
我想喝点牛奶，可是冰箱里一点也没有了。（如果用nothing意思是冰箱里不仅没有牛奶，连其他东西也没有。）
2) no one一般指的是：“没有人”＝nobody.一般不接of短语，做主语时候，谓语动词用单数。
No one knows what will happen tomorrow.没有人知道明天会发生什么事情。
用what, who提问的句子要分别用nothing, on one (nobody)来回答。
用how many, how much提问的句子用none来回答。
一What's in your schoolbag, Millie?一Nothing.
米莉，你的书包里有什么吗？什么都没有。
一Who’s in the classroom? There is still a light lighting in it．
一Nobody. Maybe the student on duty forgot to turn it off．
谁在教室里？还有一盏灯在亮着。没有人，也许是值日的同学忘记关了。
e.g. We write with pens.
(3).Maybe we can order a pizza.（P20）
【辨析】maybe和may be一分一合，但含义和用法却截然不同。
1) maybe是副词，意思是“也许、可能”，在句中做状语，相当于perhaps,常位于句首。
2)在may be中may是情态动词，be是动词原形，两者构成完整的谓语形式。意思是：“也许是，可能是”。
Why doesn’t the little girl like to go to the zoo? Maybe she is afraid of animals．
Why doesn’t the little girl like to go to the zoo？She may be afraid of animals．
这个小女孩为什么不喜欢去动物园？也许她害怕动物。
Where is Mr. Brown? Maybe he is in the office．
Where is Mr. Brown? He may be in the office．
布朗先生在哪里？他可能在办公室。
Welcome to the unit
Teaching aims and demands:
New words: badminton
Teaching aims:
1. To revise vocabulary about activities and places in new situations
2. To make suggestions about visiting different places
Teaching procedures:
1. Ask students to do Part A and B on their own using the information provided in the pictures prompts
2. Ask students about what they can do in their local areas. Then ask them to write four sentences about what they like and could do in their areas.
教后记：
Unit 2 Welcome to Sunshine Town
Reading
Teaching aims and demands:
New words: underground, air, pollution, area, country, lake, building, such, place, like, close, far, hey, until, souvenir, so, western, local, theatre, teach, dirty, take, less
Teaching methods: task-based approach
Teaching task:
1. To read and learn about something about Sunshine Town.
2. To grasp the main idea of each paragraph..
3. Ask students to write an article to introduce their own home town, using the context as a model.
Teaching aids: tape recorder, pictures
Teaching procedures:
1. Ask some students some questions ”Are there any tall buildings in your home town?“ ”What can you do in your town?“ , etc…
2. Presentation
(1). Use the pictures to teach the new words.
underground air pollution lake building theatre
(2) Now let's listen to the tape and say ”T“ or ”F“ according to the text.
Check the answers with the whole class.
① It takes 40 minutes to walk to the center of Beijing from Sunshine Town.
② There is less air pollution in Sunshine Town.
③ Many students live in tall buildings.
④ There are only two shopping malls in Sunshine Town.
⑤ You can eat Beijing Duck in Sunshine Town.
⑥ You can enjoy Beijing Opera at the theatre.
(3) Ask students to read the text after the tape.
(4)Language points:
① It is only 40 minutes from the center of Beijing by underground.
= It takes 40 minutes to go to Sunshine Town from the center of Beijing by underground.
② There is less air pollution in Sunshine Town than in other areas of Beijing.
阳光城没有北京其他地区污染严重。
less是little的比较级，表示“更少的”意思，用来修饰不可数名词(air pollution)。
比较级十than的句型
Less ... than--→more ... than...
e.g. An elephant is heavier than a horse.大象比马重。
There is less water in this glass than in that one.
I have more books than he.
③ Here is such a tall building. such+a/an+adj.+n.(single)
Look，here is such a tall building.＝here is so tall a building.（P22）
［辨析] so，such都可表示程度，意思是“如此、这样”。
1) so是副词，用来修饰形容词和副词。
He is so excited that he can't say a word.他兴奋得说不出话来。
such是形容词，用来修饰名词。
I have never seen such an interesting book before.我从没有看过如此有趣的书。
2) 在用于单数名词前是，such，so位置不同。
such + a/an +形容词＋单数名词； so十形容词十a/an＋单数名词。
e.g. such a beautiful garden； such an interesting story
It is such an amazing thing＝It is so amazing a thing
3)如果修饰的是不可数名词或名词的复数形式，只可用such,不可用so。
It was such bad weather．天气这么糟糕。
I don't know such things.我不晓得这样的事情。
4）如果不可数名词被much, little,复数名词被many, few等表示量的形容词修饰，只用so,不用such。
He has so many books, his bookshelves are full.他有这么多的书，书架都满了。
5）这是以here开头的一个倒装句，也可以用there。here是一个副词，是不能做主语的。因此，后面的名词或代词才是真正的主语。动词的变化是随着主语的人称和数而决定的。
a: 如果主语是名词，动词在名词前。Here comes the bus.公共汽车来了。
b: 如果主语是代词，则动词放在代词的后面。There he goes.他走了。
④ be close to =be near→ be far from
⑤ We do not have to go far if we want help with our homework
If...... +clause...…，…clause… 如果……，……
［辨析】have to，must都是情态动词，表示“必须”。
have to强调是客观因素要求“不得不，只好”去做，可以用于多种时态（一般不用于进行时），而且有人称和数的变化。用do，does，did等助动词构成疑问和否定式。
一般现在时 一般现在时（三单） 一般过去时 一般将来时
have to has to had to will have to
My mother was ill last Saturday，so I stayed at home and looked after her.
上个星期六妈妈病了，我得留在家里照顾她。
must表示说话人主观认为“应该，必须”，无人称，数和时态的变化。
We must study hard because the future of China belongs to us.
我们必须努力学习因为中国的未来属于我们。
注意：must开头的疑问句，它的否定回答不用mustn't，而用needn't.
Must we finish writing the composition this week? No，you needn't.
我们必须在本周写完这篇作文吗？不必了。
must还可表示猜测，意思是“一定，肯定是”。
He must be in the classroom，I saw him clean the blackboard just now.
他一定在教室里，刚才我看到他在擦黑板。
⑥ You can shop until ten o'clock at night in Star Shopping Mall.（P23）
［辨析】until，till既是介词又是连词。
1）一般情况下可换用，在句首时，只能用until，不能用till。
Until the last minute of the match we tried our best.
直到比赛的最后一分钟，我们都在尽力。
2 ）not…until直到……才……
I didn't go to bed until/till I finished my homework yesterday．
昨天直到做完作业我才上床睡觉。
注意：till(until)只用来引导时间，不能用于指距离。
试译：我们走到树林的尽头。
误：We walked till/until the end of the forest．
正：We walked to the end of the forest.
⑦ We can take you to other shopping malls.（P23）
[辨析] another，the other，others，the others
another泛指三个或三个以上中的另一个。
I don't want this coat. Please show me another.
我不想要这件上衣．请另给我一件。
the other①特指两个中的另一个
He has two sons. One is a worker, the other is a doctor.
他有两个儿子，一个是名工人，另一个是名医生。
②修饰名词，特指另一个、另一些
Tom likes swimming，and the other boys in his class like swimming，too．
汤姆喜欢游泳，他班上的其他男生也喜欢。
others泛指其他的人或物。
He often helps others．他经常帮助他人。
Some are playing basketball, others are playing football.
一些正在打篮球，另外一些在踢足球。
the others特指确定范围内剩下的全部人或物。
There are fifty students in our class．Twenty of them are girls，the others are boys.
我们班有50名学生,20名是女生，其余是男生。
⑧ You can choose any food you like in Sunshine Town.
Any: 任何 you like修饰前面的food
⑨ If so，you are in the right place.
so这样，指前面一句的意思
If so=If you would like to eat Chinese food.
e.g. Tom is a good boy. Do you think so?
⑩ Why don't you visit our local theater with us?
Why don't you do=Why not do
e.g. Why don't you go swimming?
Why not come with me?
○11 Everyone in Sunshine town speaks Putonghua.（P24）
［辨析] every one, everyone虽然词形相同，但词性和意义不尽相同。
everyone是不定代词，当表示“每一个，人人”时，等于everybody，当它们做主语时，谓语动词用单数形式。
every one表示“每一个，人人”时，等同于everyone,,
every one还可以表示“每一个（东西，事情）”,one是代词。
注意：我们可以说every one of them,不可以说everyone of them,
I know every one of them well.我非常了解他们中的每一个人。
He was very hungry，he ate every one of the cakes.他太饿了，把蛋糕都吃光了。
【辨析] every，each都有“每个”的意思。
every十单数名词，表示“每一个”，强调共性、整体，只作定语，形式上为单数，不与of连用。
Every child likes playing games．每个孩子都喜欢玩游戏。
each表示“每一个”，强调个性，作定语主语、宾语和同位语，常与of连用。
Each student was asked to try again．每一个学生都被要求再试一次。
Each of them has a nice skirt.他们每个人都有件漂亮的裙子。
(5) Sum-up
Go through the new words and language points.
Homework
Finish the Ex of Page 24 and 25.
教后记：
Unit 2 Welcome to Sunshine Town
Vocabulary & Grammar
Teaching aims and demands:
New words: waiter, shopper, cashier, sick, hospital, ham, clip, beef, fork, plate, each, loaf, packet, carton, Coke, either, right, thirsty, finger, hold, week, group, exchange
Teaching methods: task-based approach
Teaching task:
1. To develop an understanding of names of occupations and names of related places
2. To use names of places to describe their functions
3. To use ”How much“ and ”How many“ to talk about quantities.
4. To use ”no“ and ”none“ in the context of quantity.
5. To recognize and use the definite article.
Teaching aids: tape recorder
Teaching procedures:
I . Warm-up
Ask the students to talk about what their parents/uncles...... do
II . Vocabulary
1. Revise the names of occupations and names of related places.
2. Learn new vocabulary and spelling
waiter cook teacher student doctor nurse shopper cashier
restaurant school hospital supermarket
III. Grammar
1. Revise the key vocabulary about food items
Ask students to identify countable and uncountable nouns of food.
2 . Complete the sentences
How many +countable nouns(pl.)
How much + uncountable nouns
e.g. How many apples do you need?
How many eggs do you have?
How much Coke do you need?
3. What else do we need?（P28）
［辨析】else，other都表示“别的、其他的”
else做形容词用在疑问代词who, what和不定代词something, anything, nothing, nobody, anybody后做定语，else做副词用在疑问副词when, where后面做状语。
I love this park very much. When else shall we come again?
我太喜欢这个公园了。我们什么时候再来呢？
other做形容词常用在名词或代词one，,one s的前面做定语。
I can't answer your question. You'd better ask some other people.
我不能回答你的问题，你最好问问别的什么人吧。
I prefer this film to the other one.两部电影相比较我更喜欢这部。
4. Complete the conversation with ”no“ or ”none“
(1) no =not any no +noun.
e.g. She has no friends.
No ones knows.
There is no water in the glass at all.
(2) none prep.没有人或没有东西
e.g. None of them are listening to you.
Is there any time left? No, none at all.
5. The article ”a“ , ”an“ , ”the“
（1）表示某人（事物）某一种类
My father is a driver.
Do you like an apple or a pear?
（2）表示某一事物中的任何一个
An elephant is bigger than a horse
A monkey can climb trees.
（3）表示某人某物，但不具体说明何人何物
A student from Class Two runs fastest.
A man is calling now.
（4）表示数量有”一”的含义
There is a book on the desk.
A panda has a mouth，a nose and two eggs．
（5）用于固定词组
half an hour, a lot of, have a rest, a moment ago
（6）上文提过，下文重复
I have a new pen. The pen is a present from my dad.
（7）世界上独一无二的事物 the sun，the moon
（8）序数词前，表示方位的名词前，形容词最高级前the first, in the south, the best
（9）乐器名词前 play the piano
（10）在复数姓氏前
The Browns(=the Brown family) are going to Shanghai for a holiday.
（11）一些形容词前表示一类人the rich，the old
（12）专有名词不和习惯用语中
the Great Wall, by the way, in the morning
（13）不用冠词的情况
附：不用冠词情况的口诀。
下列情况不用冠，名词前面代词限。复数名词表泛指，球类学科和三餐。
专有名词不可数，星期月份季节前。交通手段和节日，国名称谓和头衔。
①节日，星期．月份，季节，年，学科前 in summer, in August, on Sunday
②一些专有名词，不可数名词，称呼和头衔前
China, Grade Two，Mr. Li, Dr. Liu
③表示颜色，语种和国家前in purple, Japanese, England
④一些短语中
have breakfast, play football
Language Points:
C2 : The party was really great，wasn't it?（P31）
反意疑问句构成：若叙述部分为肯定句，则疑问部分用否定形式；若叙述部分为否定句，则疑问句部分用其肯定结构。回答要么都是肯定要么都是否定。
一The twins won’t go to the Summer Palace the day after tomorrow，will they？
一Yes，they will.一No，they won't．
构成反意疑问句的前一部分的陈述句要同后一部分的简短疑问句的主谓语在时、体、人称和数上都要保持一致。The film is very exciting，isn’t it．
关于反意疑问句的构成，有以下几点值得注意：
1.如果陈述部分包含有否定形容词no, little, few,否定副词no, seldom, never,否定代词few, little，none，no one，nobody，nothing时，疑问部分用其肯定形式。
My grandpa has never been abroad，has he？
Few people know the accident，do they？
2.当陈述部分是there一存在句时，附加疑问部分的主语也用there。例如：
There is no meat in the fridge，is there？
3.当陈述部分的主句是I think，I believe等结构时，附加疑问部分则与that一分句中的主语和谓语动词保持对应关系，但要注意否定的转移。
I think Tom runs fastest of all，doesn’t he？
I don't think John is a good student，is he?
4.祈使句的反意疑问句往往在陈述部分之后加will you:
Don’t shout at others，will you?
以let开头，其后跟us时有两种拼写方式，其反意疑问句也不同：
Let's go home now, shall we?我们现在回家吧，好吗？
Let us go home now, will you?让我们回家，行吗？
IV. Discussion (task)
Have a discussion and find out the use of the article.
V. Homework
1. Review the contents of this lesson.
2. Do the Ex of the workbook.
教后记：
Unit 2 Welcome To Sunshine Town
Integrated skills and Study skills:
Integrated skills:
Teaching aims and demands:
1. To listen for detail and abstract information about making arrangements.
2. To order information from a tour guide's introduction.
Teaching procedures:
I . Bring some pictures about famous local places to class. Ask a few very general questions. ”Do you like the place?“ ”Have you visited there?“ .
II . Go through some key vocabulary items in Part A 1 &A2: exhibitions, golden, thrones, pottery
III. Tell students to fill in the table in Part A2 carefully, then check the answers.
IV. Notes
Baohe Palace---works of art
这里的works作可数名词，是“作品”，“著作”的意思，而work作为不可数名词是“工作”之意，
e.g. I like reading the works of Shakespeare.
At last I found work in the city.
V. Explain to students that they will listen to a tour guide's introduction.
Listen to the recording. Ask them to do the task on their own first., then check answers.
VI. Ask students to read Simon's notes in Part A4. Play the recording again and ask students to complete Part A4. Check answers as a class.
Part B
I. Read after the tape.
II. Two students in a pair and role-play the conversation
III. Ask students to make a new dialogue. Using the dialogue in Part B as a model.
IV. Talk to students about making arrangements.
e.g. visiting friends, going to cinema, going to a restaurant.
Pronunciation
I .Teaching aims
To recognize the number of syllables in a word from listening and reading.
II. Teaching the new material
1. Talk to students about the sound and intonation of English.
2. Say a few simple words which students know well. Ask students how many beats they can hear.
girl, boy, dog, home
tea.cher, bro.ther, sis.ter, stu.dent,
to.mor.row, yes.ter.day, cin.e.ma
3. Go through the examples in Part A
4. Listen to the tape and write the number of syllables they hear for the words in Part B.
5. Check answers.
6. Ask students to do the puzzle in Part C.
7. Play the recording for Part D. After checking the answers, ask more able students to write the number of syllables they hear
教后记：
Unit 2 Welcome To Sunshine Town
Main task & Checkout
Teaching aims and demands:
Teaching methods: task-based approach
Teaching task:
1. To become familiar with a new text-script.
2. To organize language and descriptions to achieve interest.
3. To read a video script to the class.
4. To assess recognition of things we can find in a town.
Teaching procedures:
I . Warm-up
Ask the student to have a free talk.
II . Main task (Part A)
1. Talk to students about the purpose of writing a video script. It is important to engage students' interest at this stage as free writing takes a lot of courage.
2. Encourage them to bring in pictures, and make sketches and drawings to go with their texts.
3. Tell students that they need to organize pictures and text. They can use the planning notes on Page 35 as a guide.
4. Go through the notes under ”Town“ and ask students to choose 2 or 3 items.
5. Ask students to describe some items on the ”things to do“ list, e.g.
where they can do things and how they feel about it.
6. Ask students to write about their home town. Ask students to focus on writing for a specific audience, the British exchange students.
7. Then ask students to work on their own to number the items in the order of how much they like each item. Next, ask them to write down on the right side of the paper some reasons.
III. Main task (Part B)
1. Ask students to work in pairs. Have them read John' s video script in Part B 1 and discuss his home town. Then invite comments, e.g. Do you and your partner like John's home town? Why?/Why not? Would you and your partner like to visit it? Why?/Why not?
2. Ask students to plan their own video script using the questions in Part B2 as a reference.
3. students rewrite their video scripts on a separate sheet of paper and add illustrations.
Language Points:
B1: I hope you can come and visit soon.（P36）
【辨析】 hope，wish
hope”希望”，表示实现可能性很大的希望，后面可接动词不定式或从句。
He hopes to be a doctor.我希望成为医生。
I hope she will be well again．我希望她会痊愈。
注意：“希望某人做某事”，英语习惯上不说hope sb. to do sth.
试译：我希望你早点回来。
误：I hope you to come back early. 正：I hope you will come back early
wish意为“希望”，“愿望，’，后面接不定式或“代词（名词）＋不定式”结构，所表示的希望大体是可以实现的。
We wish you to be happy.我们希望你幸福。
注意：wish也接从句，表示的希望不太可能实现，从句中谓语动词用虚拟语气。
I wish I could fly to the moon in a spaceship one day.
但愿有一天我能乘宇宙飞船飞向月球。
wish还可接双宾语，表示“祝愿”，hope则没有这种用法。
Let's wish you a long life．祝你长寿。
IV: Checkout (Part A)
1. Ask students to write down the key language items they learned in this unit. Ask some of them to write on the blackboard.
2. Ask students to read the gapped conversation first before completing the sentences. It's important for them to have a general understanding of text and the context.
3. Set a time limit. To encourage students to read the conversation before writing.
4. Check the answers.
V. Checkout (Part B)
1. Tell students about word-search puzzles if they are unfamiliar with them.
2. Set a time limit of 5-10 minutes.
3. Ask more able students to make a word snake of their own.
教后记：
Teaching content：Comic strip and welcome to the unit
Teaching aims：1.复习掌握已学过的衣服的名称。
2.复习掌握已学过的颜色单词。
3.掌握并会使用服装的制作材料。
4.掌握并灵活运用课文中的对话。
5.教育学生养成乐于助人的品质。
Teaching focus ：1.衣服的名称及其制作材料。
2.会描述人物的穿着打扮。
Teaching aids：教学挂图，多媒体。
Teaching procedure：
Warming up:
Let the students see some pictures of the fashion show on the screen.
Pre - task:
1. Use the pictures to review the names of the clothes.
2. Review the colours. Ask the Ss to say the colours of the clothes.
3. Describe yourself what you are wearing today. Then ask some students to describe what they are wearing.
While- task:
1. Eddie is going to a fashion show. Will you please help him to dress up?
2. See some pictures of different kinds of dogs in clothes on the screen.
3. Use the pictures on the screen to present some new words: the material of the clothes. (silk, cotton, leather, wool,)
eg. Look at this lovely dog. Its scarf is white, and its made of silk.
4.Practise
Now Eddie is on the fashion show. He looks smart. He is doing a good job. He raises a lot of money for Project Hope. Use the following words to describe what Eddie is wearing.
names shoes hat scarf coat
colours black red white Yellow
materials leather wool silk cotton
5．Learn “comic strip”.
A. Present the comic strip. Help the Ss understand the meaning.
eg. Eddie is going to a fashion show. But he doesn't know what to wear. So he asks Hobo. Hobo tells him not to wear any clothes because dogs don't wear clothes.
B. Repeat the dialogue
C. Read the dialogue after the teacher.
D. Ask some students to act it out.
Post- task:
1.Welcome to the unit
A. Looking good and raising money.
The students are giving a fashion show to raise money for Project Hope. Look at the two students below and put the following words in the correct boxes.
B. Clothes and materials
Millie wants to join the fashion show. She wants to know the names of the names of the different materials. Help her write the correct words under the pictures.
2. Give a fashion show
Ask several students to give a fashion show.
The Second Teaching Plan Of Unit 6
Teaching Aims: (1) 认知目标：学习本课阅读内容。To learn the main diea of the reading.
(2) 技能目标：通过学生的活动，口头表达某人的衣着。初步完成本单元任务活动。
（3）情感目标：师生双边活动，增强亲合力，共同感受时装魅力。
Teaching contents: To learn the reading part of this unit, to grasp the main idea of this unit
Teaching Language Points: raise money; Project Hope, in /from 1980s;look colorful, / smart/modern /cool; a pair of blue jeans, fashion show.
Teaching procedures:
1. Lead-in (1)Select some Ss, Say something about their clothes. Pay attention to size, colour, and ues some suitable adjective words. Such as : smart, modern, cool, …
eg: 1. What colour is his coat?
2. What size is it ?
3. Does he look cool? …
(2) Ask the some Ss to describe my clothes. (to express one’s fashion with the words appeared in the reading. )
2. Warming up exercises: Present the new materials by picture.
(1) To distinguish the fashions in different times.(through pictures prepared.)
(2) Sum up. To describe a person in a short passage. (according to the pictures.)
Just like: “Deniel looked smart and modern. He wore blue and yellow sports clothes. He also wore a pair of colourful trainers. ”
3. Present the new materials; (1) Listening to the tape recorder and try to finish the form below.
Simon Clothes(1980s) Looked colourful Trousers were _____.His shirt was __ ____His tie was _______
Daniel ------ Looked ____ & ____. He wore ________.He also ______ trainers
Millie Give a talk on “_______” Young people ______ in 1990s. The trainers are _______.
Amy Young people like to wear ___________ Looked cool . She wore a yellow ‘silk blouse with ______ and a pair of blue jeans _____.
Sandy (I) Clothes(1990s) I wore ___, ____ and ______. I also wore my hair _____.
(2)Ask the Ss to sum up the impression on each student.(axxording to the form above)
(3) Try to retell the main ideas of the story.
4.Ask Ss to draw some pictures about Simon, Daniel, Millie, Amy and I.
This course is for the purpose of main task
5.Ss’ activities. Say something about the pictures drawn on the Bb.
6. Listen and read after the tape. (Pay attention to the intonation and pronunciation.) and try to translate some important sentences into Chinese.
7. Homework for today. Draw a picture of oneself in fashion for the Fashion Wall.
The Third Period of Unit 6
Teaching Contents: Reading A B
Teaching Topic: The Fashion Show
Teaching Aims: 1、进一步理解课文的主题
2、学习有关服装的名称、面料、色彩的运用
3、能够描述某个人的着装特色，增强个人的审美意识
Teaching LanguagePoints: 用新闻报道的形式写关于时装秀的一篇短文
Ⅰ.Greeting
Ⅱ.Warming up
1. Read the names of clothes with the picture on P87 (A)
T : He / She looks beautiful ( smart modern cool)
What is it?
S: Jacket tie shirt / blouse skirt
T : What are they?
S: Shoes trousers / boots
2. Ask the students about his (her) real life.
T: What are you wearing ?
S: A shirt.
T: What’s it made of?
S: It’s made of silk (wool leather cotton).
T: What colour is it?
S: It’s red .(yellow black white blue green purple)
Ⅲ. Reading (1)
1. Read the new words.
T: Last Friday ,Sandy’s class gave a fashion show.
Can you read the new words.
a fashion show Project Hope style scarf
time times trainer trainers century
smart modern colorful comfortable cool
2. Read the text
3. Qs and As
T: (1) Who wore white shoes?
(2) What did Simon wear?
(3) Who wore a blouse?
(4) What did Amy wear?
(5) Who wore sport clothes?
(6) Who wore a black skirt?
(7) Was Amy’s blouse silk? Was Amy’s scarf wool?
4. Fill in the blanks.
Name Clothes
Simon
Daniel
Sandy
Amy
Ⅳ.Reading (2)
T: Now let’s look at P90 (B) “Style and fashion”
Finish Kitty’s notes.
1. Simon wore a pair of white_____________
2. Millie talked about sports shoes called _____________
3.Young people like to wear trainers because they are ____________
4.Sandy wore a red____________
5. Simon’s _________ was yellow and red.
6.Amy wore a yellow __________ blouse and a pair of blue jeans.
Ⅴ.Post-task activity
(1) T: Now , I’ll ask you to say something about your friend’s fashionable clothes. And let’s guess who he is / she is .
S: He /She is wearing ….
(2) T: OK. Please come to the front and say something about yourself.
S: I’m wearing…
Ⅵ. Reading (3)
The students read the text again.
Ⅶ. Homework.
T: Please write an article about your friend’s fashionable clothes.
( about the fashion show)
The Fourth Period Of Unit 6 Fashion
Topic: Reading C, D
Aims:
1. Identify clothes and learn the names appeared in the reading part.
2. Arouse students’ enthusiasm for contacting others by interviewing.
3. Developing the ability of useing
I. Greetings
T: Hello, everyboy. Nice to see you again .Oh, Student A, your shirt is very beautiful, who bought it for you?
A: My father did.
T: Oh, I see. Student B, you look colourful. I think you can give a fashion show.
B: Thank you.
T: Do you still remember the fashion show?
Ss: Yes, we do.
II. Fashionable Clothes (C1)
1.T: Ok, let’s look at the pictures. Please tell us what these are.
(Teacher show them the pictures on the blackboard, ask students to tell the names.)
Picture One
C: scarf
T: Yes, scarf, a blue silk scarf. Read after me, please.
(Students read after teacher. Repeat the steps to go over the left pictures. Shirt, a black shirt;
boot, a pair of long red boots; tie, a yelllow and red tie; trousers, a pair of white trousers; trainers, a pair of colourful trainers.)
T: Good. Who wore these colthes at the fashion show? Who can answer this question? Please read the passage ‘ The fashion show’’, then answer the question.
(Students read it quickly.)
T: Who wore the scarf? Student E , please.
E: Amy wore the blue silk scarf at the fashion show.
(Ask students do the rest questions, write the names on the lines.)
2. Ask students to do the exercises in pairs like this:
A: What is this?
B: It’s a …..
A: Who wore it/them at the fashion show?
B: ….. did.
III. Fashionable Clothes (C2 )
T: Let’s come to the next part. Kitty wants to check her notes before she writes the article. Help her read her notes below. Write a T if the sentence is true. Write an F if it is false. Go ahead.
(Students read and check. Ask them to give the answers. If the sentence is false, ask them why, then correct it. Students read the true sentences.)
IV. A television interview
1.T: Kitty interviewed Simon and Sandy after the fashion show. Here are six sentences said by them. Read the sentences, then listern to the tape, try to find out who said what then write the correct numbers in the blanks.
(After the students finish reading the sentences, play the tape for them to listen to then ask them to write the numbers.)
2.T: Kitty interviewed Simon and Sandy after the fashion show. Do you know how Kitty interviewed them? Next please work in pairs or groups to act out the interview. Please use the sentences given in our textbook.
(Student prepair and act out the interview.)
V. Homework.Suggest some of our classmates just came from a fashion show. Do you want to know something about the fashion show? Do you want to know something about him?
The Fifth Period of Unit 6
TeachingContents: Vocabulary
TeachingTopics: Fashion Clothes
Teaching Aims :①To recognize adjectives that describe clothing
②To use adjectives to express opininons about how things look
Ⅰ:Warming up
T:Good morning
S:Good morning
T:What are you wearing ?
S:A silk shirt
T:Very beautiful
S:Thank you
Ⅱ: Part (A)
1,Show the six pictures and let the students guess who they are
S: Picture 1:Sandy
2:Amy
3;sandy
4:simon
5:Daniel
6:Daniel
2,Ask stronger classes to describe what their classmates are wearing. They can also describe their favourite clothes they wear at weekends.
e.g..Amy is wearing a yellow silk blouse
Sandy is wearing a pair of long red boots
3,Read the new words
boots blouse skirt tie trainers T-shirt
Ⅲ:Part (B)
1: help students describe the appearance of clothes with a wider range of adjectives. Introduce the idea of opposites. Brainstorm some common words:
big-small
old-new
short-long
slim-fat
young-old
2 :Ask students to do Part B on their own . For weaker classes, you may need to pre-teach or check the meaning of some words.
3:Have students compare answers with a partner’s. You could ask S1 to say the numbered words, one at a time ,and S2to say the word with the opposite meaning.
Ⅳ:Do a game
students work in pairs to describe a boy’s(girl’s) appearance and clothes,guess who he (she) is.
Game: He is wearing a yellow blouse and his clothes is heavy.
Q: Who is he ?
Extension activity
Do a survey. Write the table below on the board. Divide the class into groups of four.Have students interview each other using these questions.
What is your favourite clothing item? What materal is it made from? What colour is it?
Name of classmate Favourite clothes Material Colour
1
2
3
4
Ask students to present their fingings. Write some model sentences on the board to help students talk about their findings.
`they all like…’
‘One student like …and two students like…’
Ⅴ.Homework
1:Read the text after class
2:Preview grammar
The 6th and 7th Period Grammar
A Simple past tense
Task-based Teaching Aims:
1. Cognitive Development
Make sure students can recognize the tense freely.
2. Proficiency Level
To develop their integrated skills through listening, reading, speaking and writing. They can use the tense to make up sentences and dialogues freely after learning. They can also recognize and use adverbs to order events.
3. Affective Learning
To develop their enjoyments of life and things around them, especially the success of learning, through interactive teaching and student-oriented teaching.
4. Cultural Understanding
Make them feel the cultural differences between Eastern and Western Countries.
Step 1 Revise the purpose and use of the simple past tense by using a timeline. Draw a timeline on the board to show how the simple past tense is expressed in English. Give students some common time expressions: yesterday, last night, a month ago, yesterday afternoon, last week, ten years ago and make sure they can use the simple past tense to talk about things in the past.
e.g. 1. Eddie met Millie 3 years ago.
2. Eddie was ill yesterday.
Step 2 Teach them how to form the simple past tense before practicing them.
We form the simple past tense by adding ‘-ed’ to regular verbs.
Most verbs + ed walk →consonant walked
Verbs ending in e + d live → lived
Verbs ending in a consonant + y - y + ied try → tried
Short verbs ending in double the
a vowel + a consonant consonant + ed stop → stopped
We form the simple past tense of irregular verbs differently. We do not add ‘ –ed’.
No change cost → cost
Change the vowel come → came
Change the consonant make → made
Change the vowel (s) and the consonant (s) buy → bought
Writing about the past
A1. Write about the simple past tense forms of the verbs below.
1. start → started 2. dress → dressed 3. play → played
4. help → helped 5. use → used 6. like → liked
7. look → looked 8. study → studied 9. plan → planned
Step 3 Talk to students about what you did last weekend and ask some questions as you go along, e.g. I had a really good weekend.
Did you have a good weekend?
I played tennis for two hours.
What did you do?
I watched a film on Saturday evening. It finished at 11 p.m.
What did you do last Saturday?
On Sunday, I took a bus from Wangfujing.
There were a lot of people.
What did you do on Sunday?
Step 4 Teach them how to use the simple past tense to make positive and negative sentences, ask and answer questions. Have them complete the conversation. Check answers and clarify any misunderstandings.
Mrs Wang: Did Millie ask Grandma about the dress on Monday?
Andy: No, she didn’t. She went to the Reading Club. Did she help you with the shopping on Tuesday?
Mrs Wang: Yes, she did. Did she play volleyball on Wednesday?
Andy: Yes, she did. But she cleaned her bedroom.
Mrs Wang: I know! Did she do her Maths project?
Andy: No, she didn’t. But she did some work for the fashion show.
Step 5 Teach them how to use the simple past tense to form positive and negative sentences, ask and answer questions with the verb ‘ to be’. Have them complete the conversation. Check answers and clarify any misunderstandings.
Millie: Were you at home on Saturday morning?
Sandy: Yes, I was.
Millie: Was your cousin at the football match?
Sandy: No, he wasn’t. He was at the shopping mall with Mum.
Millie: Were you and your parents at the cinema on Saturday evening?
Sandy: Yes, we were.
Millie: Were your grandparents at the fashion show on Friday?
Sandy: No, they weren’t.
Millie: Were we at school last Monday?
Sandy: No, we weren’t. Last Monday was a holiday.
B Sequencing events
Step 1 To recognize and use adverbs to order events. Tell them to pay attention to the simple past tense. We use these adverbs to show the order in which things happen. We put the adverbs at the beginning of a sentence as they connect the sentences. We often use them to clarify a process or a particular sequence of events.
( first, then, next, afterward, finally)
Step 2 Ask students to do a presentation about their own day using the adverbs they have learned. Encourage them to include more information. Help them choose a title. Remind them to use the simple past tense.
B1 Briefly review the adverbs, using the picturesfor support.
Ask students to write the letters in the boxes in Ppart B1 individually. Students check each other’s sequence of sentences. Monitor the class as you walk around.
B2 Set the context by reminding students about the fashion show described earlier in the unit before asking students to do B2. Link Simon’s experience to any other events your students may have been involved in. introduce the idea of woriting a picture story as a narrative using adverbs and the simple past tense to order events.
Step 3 Review key vocabualry and explain unfamiliar words: ‘ catwalk.’
Ask questions about each picture.
1) What did Simon do first?
2) What did Simon wear?
3) What did he do next?
4) Who did Simon talk to?
5) Where did he go afterwards?
Ask students to write sentences about Simon’s day using the simple past tense. Check the answers as a class activity.
The Eighth Period of Unit 6 Fashion (Part 7)
Integrated Skills
Task-based Teaching Aims:
(1) Cognitive Development:
Through reading and listening to “The life of a trainer” , the Ss can learn and use relevant expressions freely.
(2) Proficiency Level:
To develop the Ss’ integrated skills through listening ,speaking, reading and writing .
(3) Affective Learning:
To develop the Ss’ enjoyments of life and things around them , especially the success of learning , through interactive teaching and student-oriented teaching .
(4) Cultural Understanding :
Make the Ss feel the cultural differences between Eastern and Western Countries.
Procedures:
Step One : Present a trainer and teach the different parts of it . Then listen and do part A1.
T: Is it a trainer ?
S: …
T: Do you like wearing trainers?
S: …
T: Do you know what the names of these parts are ?
S: …
T: OK. We call it “shoelace / sole / stripe / tongue”.
Step Two : Present the procedures of making a trainer .Then guide the Ss through the new words and let them speak out in English .
T: Now , boys and girls , I know that most of you like wearing trainers. Do you know how to make one ?
S: …
T: OK. First let’s have a look on the screen . Then please tell me about it .
S: …
T: OK. I know it’s very difficult for you to say . But it doesn’t matter . Now please discuss in your groups and later we’ll share your ideas together .
S: …(Discuss in groups )
T: (After listening to the Ss’ description , the teacher describes the general contents in Part A2 . Then let the Ss say after me twice . Finally listen and put the sentences in the correct order .)
Step Three : Present Part Two of the story . Then let the Ss get the general idea of it and pay much attention to the verbs past tense forms .
T: Now , we know how to make a trainer . Do you want to know how the trainer is getting along ? OK . Let’s listen carefully and complete the sentences in Part A4.
S: …
T: (After listening for three times , ask a student to present her answer , then check it . Teach the students to read the verbs and complete Part A3.)
T: Then guide the Ss to sum up the pronunciation principles of verbs past tense forms by reading themselves , such as:
清后[t], 元浊[d], [t][d]之后读[id].
eg: /t/ /d/ /id/
danced played acted
helped lived needed
talked answered visited
shopped carried shouted
Step Four :Present a fashion show and practise the sentences “What is / are … made of ? It’s/ They’re made of …”.
T: (First make a conversation with a student as a model in Part B. Then let the Ss work in groups of three to talk about the materials of their own clothes . Five or six minutes later , let them act out in the front and give the best a warm applause .)
Step Five :Written work
T: Now , we’ve learned the different parts of a trainer and how to make one . And we also see a fashion show and have learned different materials for making clothes . And would you please design some clothes and make a poster to give information about the styles , colours and materials of the clothes ? You can do it like this :
My Fashion ShowIntroduction Clothes A person wearing the clothes Introduction
T:OK. That’s all for today’s class . Thank you .
The Ninth Period of Unit 6 Fashion
Main task
Objectives
1 To describe different materials and items of clothing.
2 To make a brochure about clothes and fashion.
3 To present a brochure to the class.
Background information
Students will have opportunities to describe clothes and accessories. This section focuses on a fashion brochure for girls, which makes it necessary to bring in magazine pictures of boys’ fashions for mixed classes.
Bring in authentic brochures to show students the style of this kind of writing. Talk to students about the purpose of writing a brochure. Elicit from students as much information as possible about
1 Who are the readers?
2 What do the readers want to know?
3 How do you make your brochure look interesting to the reader?
Teaching procedures
1 Before doing the task, ask students who the audience is and emphasize the context in the Student’s Book of creating a ‘Fashion Wall’.
2 Tell students to read keywords below . Students identify any words they don’t know. Check and clarify the meaning of those words with the class.
Adjectives Clothing items MaterialsChecked hat silkSleeveless skirt cottonPatterned shirt denimLoose blouse leatherSpotted sweatshirt polyester Striped jacket viscoseFlowered sweater furTight socks linenComfortable tie Long shoesUncomfortable beltShort bootsBright suitFashionable dressModern CasualPolo-neckFormal
3 Enable students to describe themselves or their classmates by using the keywords above.
4 Ask students to read the model article on page 102. And tell them to use the model article and complete the sentences with word from Part A on page 101.
5 Check the answers and encourage students to express their opinions about the model article.
6 Tell students to choose one fashion item and make them aware of what kind of things . Their readers might like to read about . And tell students to create their own words to write a rough draft using the given model.
7 Let students read, check and correct their partner’s drafts in pairs and give them suggestions about the improvements in the use of words, spelling and structures and provide help while monitoring .
8 Make students rewrite their articles on a separate sheet of paper and add illustrations, particularly pictures of popular fashion items. Ask them to stick their work on the noticeboard and encourage them to read each other’s poster.
Sample writing
Teenagers like clothes that are fashionable and look good. My brochure is about casual, comfortable style.
First, I designed a cotton T-shirt. It is bright red and has a V-neck. It goes well with a pair of jeans. The jeans have wide legs. There are lots of big pockets at the front and back. I also designed a cotton shirt with long sleeves and buttons in the front.
Then I designed a pair of trainers to go with the jeans and T-shirt. They are very comfortable and made of white leather. They do not have laces, so they are easy to put on. The jacket I designed is blue with white sleeves.
All the clothes are comfortable to wear at weekends.
★ 7A unit1 This is me! 教案(译林牛津版七年级英语上册教案教学设计)
