小学牛津英语教学6A6AM1复习参考

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小学牛津英语教学6A6AM1复习参考

整理ppt
6
一般过去时（表示过去某时发生的动作）肯定句: 主+ (动词原形+ed) 否定句: 主+ didn’t + 动词原形
一般疑问句: Did +主 + 动词原形
时间标志： yesterday yesterday morning ( afternoon, evening) the day before yesterday
❖ young—younger –the youngest
❖ tall—taller—the tallest/short
❖ nice—nicer –the nicest 比较级和最高级有变化规则，
❖
big—bigger
–the
biggest
且比较级是两者比较。最高级是三者或三者以上比较。
❖ fat—fatter—the fattest
always > usually > sometimes >never
总是通常
有时从不
一直
整理ppt

3
动词第三人称单数形式：
He is younger than me.
Ben sometimes washes the dishes with her mother.
一些变化：
go-goes
like-likes live-lives
整理ppt
2
Adverbs of Frequency(频率副词）
❖ Ben: I always go to the supermarket with my mum. ❖ Kitty: I usually go to the supermarket with my mum. ❖ Alice: I sometimes go the supermarket with my mum. ❖ Eddie: I never go to the supermarket with my mum.

牛津沪教版六年级上6AUnit1-Unit2重要知识点复习

牛津沪教版六年级上6AUnit1-Unit2重要知识点复习Unit1-Unit2复习教案Ⅰ. Unit1 重要知识点复习一、词汇go cycling/ shopping/ swimming自行车\\购物\\游泳family tree 家谱how many 多少（后跟可数名词复数）how much 多少（后跟不可数名词）make...for ...为...做get…from从...获得one of +可数名词复数频度副词：always—100%usually—70-80%often —30-50%sometimes10-30%never—0%【辨析】family , home and housefamily:“ 家、家庭、家人”。

作主语时，如果强调的是家庭成员，谓语动词用复数；如果强调的是一个家庭，则谓语动词用单数。

family tree 家谱home "家",指同家人共同生活，居住的地方，特别强调家里的氛围和环境，不一定含有建筑的意思，带有感情色彩的词。

如：hometown 故乡...house“住宅”、“房子”，指居住的房屋，建筑物。

二、语法和重点句型1. 用This is ... /These are ...来介绍家人。

二者都表示近指，“This is .. . ”后跟单数名词，“These are ...”后跟复数名词或者多个不同的对象。

2.用how many 来询问数量后接可数名词的复数形式，当我们提问你有多少……时候，如果How many后跟人，常用how many... do you have?如果How many 后跟物，常用how many...have you got?3.What do you do with your... ? 和What else do you do with your... ? 来提问与家庭成员或亲戚一起做什么.else 意为别的其他的，常用于特殊疑问词或不定式之后，如what else, something else等。

上海版牛津英语六年级上、下全重点知识点复习整理

上海牛津英语六年级上下册全知识点梳理频度副词always/sometimes/usually/never 是频度副词，提问应该要用How often…?在句中的位置是：放在行为动词的前面，放在be动词的后面。

也可以说“行前系后”。

E.g She is always kind.她总是很善良的。

She always helps other people.她总是帮助其他人。

不能出现这样的句子：She is always helps other people.(×)一句话中不能同时出现两个动词。

并且要注意主谓保持一致，尤其注意第三人称单数不可以忽略。

how often 与how many timeshow often 提问“频率次数+时间范围”how many times 提问“频率次数”e.g. —How often do you exercise? —Twice a week.—How many times have you been there? —Twice.副词表示动作特征或性状特征。

一般用来形容或修饰除了名词和代词以外的词，主要修饰形容词、动词、其他副词和句子。

He looks very happy.（修饰形容词）The old lady is walking slowly now.（修饰动词）Luckily, he got the first prize.（修饰句子）形容词后面+ly构成副词:slow—slowly slight—slightly quick—quickly careful—carefully fierce—fiercely immediate—immediately gentle—gently lucky—luckily happy—happily介词What else do you do with your…?你和你的…还干什么？With是个介词，后面接人称代词时，要用宾格的形式。

unit 6 同步教案 2023-2024学年牛津上海版六年级上学期英语

六年级英语秋季班1. 6A U6同步与提高Part 1词汇语法复习（1）根据对应的音标和词性，写出单词的中英文6A U6 Vocabulary （牛津）序号英文音标词性中文1/ˈtrævl/v.2/əˈbaʊt/adv.3/'mɪnɪt/n.4[ˈferi]n.5[ˈaʊə(r)]n.6[həʊˈtel]n.7[ədˈvɜ:tɪsmənt]n.8[bɔ:d]n.9[wen]conj.10[lait reil]n.11[diˈpɑ:tmənt stɔ:]n.12[ˈkɪndəgɑ:tn]n.13[ˈhauziŋ isˈteit]n.14[ˈtempl]n.15[hɑ:f æn ˈauə]16[ə fju:]17[ə lɔt ɔv]（2）6A U6语法重难点1. be/live near some place 离/住得离某地近My school is _______ my home. 我家离学校很近。

I live _______ my school. 我住得离学校很近。

2. be/live far (away) from some place 离/住得离某地远The hospital is ________ ________ the supermarket. 这家医院离超市很远。

She lives ________ ________ the hospital. 她住得离医院很远。

3. go to some place by + n. 乘某种交通工具去某地= go to sp. in/on a/an/the + n.= take a/an/the + n. to sp.I usually go to the park by car. 我通常坐车去公园。

= I usually go to the park in a car.= I usually take a car to the park.She sometimes goes to work by bus. 她有时乘公交车去上班。

沪教牛津版(深圳)英语六年级全册知识总结

尚学吧六年级英语期末复习重点一.冠词a、an、the：a和an的区别：an用于元音音素（一般就是元音字母aeiou）前，a用于辅音音素前。

the用于特指。

例如：an orange 一只桔子 a cat一只猫the earth这个地球二介词1.表示时间的介词(1)at:用于表示时刻，时间的某一点。

at noon在午时at night在夜间at present目前(2)on:用于星期,某天,某一天的上午、下午、晚上(指具体的某一天时，一律用on)on Sunday在星期天on sunday morning 在星期天的上午on march 8 在3月8日(3)in:用于表示周、月、季节、年、泛指上午、下午、晚上。

in 1999 在1999年in November 在11月份in summer 在夏季in the afternoon在下午at表示片刻时间；in表示一段时间；on总是与日子有关。

2.表示地点的介词(1)at:在某地点(表示比较狭窄的场所)at school上学at home在家at the station 在火车站(2)in:在某地(表示比较宽敞的场所)she will arrive in shanghai at ten .10点她将到达上海。

3.方位介词：in, on, under, behind, near..….1). in表示"在……中"，"在……里面"。

例如in our class 在我们班上in my bag 在我的书包里in the classroom 在教室里2). on 表示"在……上"、"在……表面"。

例如on the wall 在墙上on the desk 在桌子上on the blackboard 在黑板上3). under表示"在……下"。

例如under the tree 在树下under the chair 在椅子下under the bed 在床下4). behind表示"在……后面"。

牛津小学英语6A复习计划

牛津小学英语６A复习计划万兴红转眼又到了学期末, 6A教材让我们任课老师都感到困扰,单词量多,语法知识多而散,句型多,文章篇幅长,这一切的一切都给我们的教学带来很大的困难。

尤其是该本书对学生而言也是一种挑战，跨度比较大。

现在整个年级新课基本结束,根据平时教学过程中以及单元测试中学生暴露出来的问题,在总复习阶段，我们采用先梳理各单元，然后根据各知识点归纳总结，最后再综合练习的方式进行复习。

复习策略：1．单词、词组尽可能让每个学生过关。

2．把课文中的重点句，按单元课文的顺序进行语法归类。

3．加强听力、口头和笔头练习。

4．每课一小练习，讲、说、练结合。

5．及时评讲，及时改正，及时补差，使每个学生在原有基础上有所提高。

6．加强复习课的备课。

复习计划：1. 摸底阶段一次综合模拟练习（在没有进行复习的基础上进行，彻底排查一下学生的具体情况，到底是什么地方有问题，为接下来的复习提供信息。

）2．系统复习阶段（1）各单元复习（内容重点为各单元单词，词组，句型）；（2）特殊知识点集中训练（罗列各单元特殊知识点，练习，在此基础上老师进行重点归纳和系统讲解，形式为说，讲，练结合）；（3）做相关练习并辅导（结合每单元内容做相关巩固练习，争取当堂消化巩固知识）。

3. 针对性单项复习阶段（1）语法知识集中训练（归纳4种语法，练习）；（2）专项练习（按考试题型分项练习）。

4. 综合提高阶段（1）两次冲刺摸底练习（对学生有个再次摸底，最后做考前辅导）；（2）查漏补缺（针对学生暴露出的一些问题，再一次补充复习）。

复习方法、手段1．上课（朗读，背诵，操练，练习，讲解，归纳）；2．辅导（集体辅导和个别辅导相结合）；3．一帮一（老师专门负责边缘学生，一个优秀学生负责一个后进学生）。

复习过程：1月2日—1月14日分单元复习1月15日—1月25日综合复习1. 按单元进行系统的知识梳理。

先将单元的主要话题和句型提炼出来，进行口头上的操练，在此基础上老师进行重点的归纳和系统讲解，最后进行相应的课堂练习，争取当堂课消化巩固知识，提高课堂效率。

上海牛津版本英语小学六年级的第一学期6A期末总结复习学习知识点总结计划.docx

上海牛津版英语六年级第一学期6A 期末复习知识点总结频度副词频度副词always 、 sometimes、 usually 、 never提问How often?例： How often do you go swimming? — Twice a week.位置系动词 be 之后She is always kind.行为动词之前She always helps other people.错误She is always helps other people. (× ) 一句话中不能同时出现两个动词。

区别how often问“频率次数 +时间范围”How often do you exercise? — Twice a week.how many times问”次数” How many times have you been there?副词副词表示动作特征或性状特征 ,一般用来形容或修饰形容词、动词、其他副词和句子。

用法修饰形容词： He looks very happy.修饰动词： The old lady is walking slowly now.修饰句子： Luckily, he got the first prize.次数副词一次 once, 两次 twice, 三次及以上 : 数字 +times介词介词又叫前置词 ,通常位于名词之前。

分为时间介词、地点介词、方式介词、原因介词、数量介词等用法With ** （与 ** 一起）例：I’ll go there with JIM.With 接人称代词时 ,要用宾格。

With me/him/her/it/us /them表示具体的某一层楼用on+序数词 +floor 。

On the ground floor, on the first floor.表示具体的某一天用介词on。

On Sunday, On Sunday morning, On the Open Day.the one on the left/right ,the one in the middle =the left/right/middle one.地点、方位表述near 离 ** 近直接接地点far （ away） from 离 ** （很）远I live near school. He lives far away from school.Arrive in 到达 +大地方 (国家、城市等 )arrive in ShanghaiArrive at 到达 +小地方（车站、学校等）arrive at the airportget to 到达 +某地get to school. 到达那里”只能说 get therereach 到达 +某地reach schoolLeave 离开 +某地He will leave Shanghai.方位词：方位词east / west / north / south / north-east / north-west / south-east / south-westAB 两地不相邻 A is north B.Beijing is north Nanjing.AB 两地接壤 A is on the north of B.Heilongjiang is on the north of Jilin..A 包含 B,B 属于 A B is in the north of A.Beijing is in the north of China.代词one 用来指代一个人或事物 ,而 ones 用来指代一些人或事物。

牛津小学英语6B U6复习提纲

《牛津小学英语》(6B) Unit 6 Planning for the weekend复习提纲课题：planning for the weekend 为周末做计划plan: 作为动词，表示“做计划”。

plan for sth. “为……做计划”如：plan for the summer holiday 为暑假做计划。

plan to do sth 计划做某事，如：We are planning to go to Shanghai this weekend.我们正计划这周去上海。

作为名词，本身就有“计划”的意思，如：our plans, a new plan注意：plan作为动词时，现在分词为planning, 过去式为planned，需要双写n。

A部分重点：1. The children do not have school today. 孩子们今天不上课。

同义句：The children have no school today.相似例子：There isn’t any water in the bottle. 同义句There is no water in the bottle.2. David is calling Gao Shan. David 正在给高山打电话。

（在这里call是动词。

）同义句：David is making a telephone call to Gao Shan. （在这里call是名词。

）3. A: Hello. Is that Gao Shan? A: 你好，你是高山吗？B: Yes, speaking. B: 是的。

注意：在电话中问“你是……吗？”我们不用Are you…?而是说Is that…?同样，在介绍自己时，我们不说I am…而说This is…或This is … speaking. This is …here.其他打电话常识回顾：(1) 如果你打电话给某人，电话接通后，你应该对接听电话的人说：“Hello, may I speak to +sb, please?”(2) 如果你想告诉对方是谁，应该说：“This is +sb(speaking).”(3) 如果来电话要找的人不在，你应该说：“Sorry, sb is not here.”(4) 如果你接电话时，你正是对方要找的人，应该说：“Yes, speaking. ”(5) 如果你想问谁在接听电话，应该说：“Who is that, please?”或“Is that +sb (speaking)?”(6) 如果对方有人打错电话，你应该说：“Sorry, wrong number.”4. A: Would you like to join us? A: 你愿意加入我们吗？B: Yes, I’d love to. B: 好呀，我非常愿意。

上海牛津英语六年级6AM1

Module 1 Family and While-task procedureTeacher’s Book 2friendsUnit 1 Family and relativesTasks in this unitTalking about one’s family and relatives; writinggreetings cards; talking about family leisure activitiesand frequency.Language focus:Using demonstratives to refer to peoplee.g., These are my family and relatives. This is my grandfather.Language skills:ListeningListen for specific informationReadingIdentify details that support a main ideaWritingWrite out a piece of work by presenting writing using appropriate layout and visual support including charts Materials:∙ Student’s Book 6A page 2∙ Workbook 6A pages 1 and 2∙ Cassette 6A∙ Cassette playerPre-task preparationAsk individual students about their family: e.g., How many people are there in your family? Who are they? to elicit: e.g., My mother, my father, my sister, my brother and me. Write the family members on the board to create a typical family tree. 1 Give the students time to look at the family tree inLook and learn. Play the cassette. The students listen.2 In pairs, students take turns pointing to the family treeand asking: Who’s that? to elicit: e.g., That’s Alice’sgrandmother.3 Give the students time to look at the pictures in Lookand read. Play the cassette. The students repeat.4 Select two students to read the first dialogue. Then askeach of them: Who are you? to elicit: I’m theirson/daughter.5 Select three pairs of students to read the seconddialogue. Then ask the pairs: Who are you? to elicit: We’re their sons/grandsons/granddaughters. ConsolidationWorkbook 6A pages 1 and 2Teacher’s Book 3Language focus:Using formulaic expressions to express good wishes e.g., Happy birthday!Language skills:ListeningListen for specific informationIdentify details that support a main ideaSpeakingMaintain an interaction in group activitiesReadingIdentify details that support a main ideaWritingWrite out a piece of work using appropriate layout and visual support including illustrations Materials:∙ Student’s Book 6A page 3∙ Cards to make birthday cards Pre-task preparationWith the help of the students, draw and label a family tree. Include: grandmother, grandfather, mother, father, sister, brother. Then add drawings and labels for: uncle, aunt, cousin.Write on the board: daughter, granddaughter, son, grandson. Say to individual students: Point to grandmother. Now pointto her daughter/son/granddaughter/grandson. Point to one of the children. Now point to his/her cousin.Ask: Who has a birthday? Sing Happy Birthday to them.While-task procedure1 Give the students time to look at Look and read. Askthe students: Who are Alice’s presents and birthday cardsfrom? to elicit: They are from her family and relatives.2 In groups, students decide how to complete the fourcards without writing. Ask individual students to read acard.3 The students write the cards. Ask other students to reada completed card.4 Distribute cards. The students make a card for someonein their family.5 Make a display of some of the cards.Language focus:While-task procedureTeacher’s Book 4Using demonstratives to refer to peoplee.g., This is my grandfather. These are my uncles …Asking How questions to find out quantitye.g., How many uncles do you have?Language skills:ListeningListen for specific informationSpeakingMaintain an interaction by replying and asking questionsReadingRead written language in meaningful chunksWritingGather and share information by using strategies such as questioning and interviewingMaterials:∙ Student’s Book 6A page 4∙ Workbook 6A pages 3 and 5∙ Cassette 6A∙ Cassette playerPre-task preparationReview family vocabulary. Ask individual students: How many brothers/sisters/uncles/aunts/cousins do you have? to elicit: e.g., I have one brother./I don't have any brothers.1 Give the students time to look at the pictures in Listenand say.2 Play the cassette. The students listen and repeat withtheir books closed.3 In pairs, students practise the dialogues. Select pairs toread one of the dialogues.4 In pairs, students write the numbers of family membersin the second column of the table. They then ask eachother the questions in Ask and answer and completethe third column of the table.5 Ask individual students the questions in Ask andanswer.6 Workbook 6A page 5a Give the students time to read the dialogues and lookat the table.b Play the cassette. The students complete the dialogues.c Play the cassette again. The students write correctnumbers in the table.Workbook tapescriptNarrator: The students are doing a survey. Listen andcomplete their dialogues and the survey.Dialogue One.Jill: Peter, do you have any aunts?Peter: Yes, I have two aunts. How many aunts doyou have, Jill?Jill: I have one aunt. Do you have any uncles?Peter: Yes, I have two uncles.Narrator: Dialogue Two.Jill: Joe, do you have any brothers?Joe: Yes, I have four brothers. How manybrothers do you have, Jill?Jill: I don’t have any brothers. Do you have anycousins?Joe: Yes, I have three cousins.ConsolidationWorkbook 6A page 3Teacher’s Book 5Language focus:Using adverbs of frequencye.g., I usually go shopping with my aunt.Using the simple present tense to describe habitual actionse.g., I sometimes play badminton with her.Using pronouns to identify peoplee.g., What else do you do with her?Language skills:ListeningListen for specific informationSpeakingMaintain an interaction by replying, asking questions, adding or giving informationReadingIdentify details that support a main ideaMaterials:∙ Student’s Book 6A page 5∙ Workbook 6A page 4∙ Cassette 6A∙ Cassette playerPre-task preparationWith the help of the students, compile a list of after-school activities on the board: e.g., I play football. I go to the playground. Ask about each activity: e.g., Who do you play football with?Write on the board: always, usually, sometimes. Ask individual students a further question: e.g., How often do you play football? to elicit: e.g., I sometimes play football.While-task procedure1 Give the students time to look at the pictures in Listenand say.2 Play the cassette. The students repeat.3 In pairs, students practise the dialogue. Select pairs toread the dialogue.4 Read Ask and answer. Start by asking individualstudents questions, e.g., What do you do with yourmother? to elicit: e.g., I always go shopping with mymother. Ask: What else do you do with her? to elicit: e.g., I sometimes go to a restaurant with her.5 In pairs, students continue the practice.ConsolidationWorkbook 6A page 4Language focus:Pre-task preparationTeacher’s Book 6Using demonstratives to refer to peoplee.g., This is my father.Using adverbs of frequencye.g., I always ... with ...Language skills:WritingWrite a piece of work using appropriate layout and visual support including photosMaterials:∙ Student’s Book 6A page 6∙ Workbook 6A pages 6 and 7∙ Cassette 6A∙ Cassette playerPreparation:Ask the students to bring photos of their family and relatives. Review: son, daughter, brother, sister, grandson, granddaughter, cousin. Write the vocabulary on the board.While-task procedure1 Give the students time to read Look, think and tick.2 Ask individual students: What are you in your family? toelicit: I’m a daughter, a sister and a granddaughter in myfamily.3 The students tick the blanks in the column for ‘Me’ inthe table.4 Read Think and write. The students introduce thefamily members and relatives in their photos, and writesentences about the photos. Ask individual students toread their sentences.Post-task activitiesWorkbook 6A page 7a The students draw three pictures or stick three photos ofthe activities they do with their family members andrelatives.b The students write the sentences according to thepictures or photos.c Select individual students to show one of their picturesor photos and read their description.ConsolidationWorkbook 6A page 6Teacher’s Book 7Word boxrelative/9relRtIv/family treegranddaughter/9GrCndO:tR(r)/grandson/9GrCnsVn/only/9RWnlI/member/9membR(r)/*classmate/9klA:smeIt/shop/SBp/go shoppingelse/els/*badminton/9bCdmIntRn/cycle/9saIkl/go cyclingn.n.n.n.adv.n.n.v.adv.n.v.NotesPage 21 These are my family and relatives.Teacher’s Book 8Page 5familyMy family tree family1 What else do you do with her?what else withwith me/you/him/her/it/us/themAdditional teaching suggestionsPage 5 1 what else 2 withelseTeacher’s Book 9Unit 2 I have a good friendTasks in this unitTalking about activities and frequency; describing a person’s character; talking about places one has visited in Garden City; talking about the environment and how to protect it.Language focus:Using adverbs of frequencye.g., I always talk to her, but she doesn’t talk at all. Using the simple present tense to express preferences e.g., She likes to play.Language skills:ListeningListen for specific informationSpeakingMaintain an interaction by replying and asking questionsReadingRead written language in meaningful chunksWritingDevelop written texts by expressing own ideas and feelingsMaterials:∙ Student’s Book 6A page 9∙ Workbook 6A pages 8 and 10∙ Cassette 6A∙ Cassette player Pre-task preparationAsk individual students: Do you have a friend? What do you do together? Compile a list of the activities mentioned on the board. Ask: e.g., How often do you play games? to elicit: e.g., We sometimes play games.While-task procedure1 Give the students time to read the poem silently. Playthe cassette. The students listen. Then ask individualstudents to read a verse.2 Ask questions about the poem: e.g., What is Alice’sfriend? Is she big or small? How old is she? How often do they go to the park? What do they sometimes watch? Does the dog go out at night?3 Select other students to read a verse.4 The students read about Alice and Kitty silently. Play thecassette. The students listen. Ask individual students to read a sentence.5 Read About you. The students write two or threesentences. Ask individual students to read one of theirsentences.ConsolidationWorkbook 6A pages 8 and 10Language focus:While-task procedureTeacher’s Book 10Using adjectives to describe peoplee.g., She is always friendly and helpful.Using adverbs of frequencye.g., She always works hard.Language skills:ListeningListen for specific informationSpeakingUse appropriate intonation and stress to convey feelings ReadingRead written language in meaningful chunksRecognize recurrent patterns in language structure WritingDevelop written texts by expressing own ideas and feelingsMaterials:∙ Student’s Book 6A page 10∙ Workbook 6A pages 13 and 14∙ Cassette 6A∙ Cassette playerPre-task preparationAsk: Are you always friendly/helpful/kind/angry/naughty?to elicit: Yes, I am./No, I’m not.Ask: Do you always work hard? Do you share your food? Do you tell lies? (Yes, I do./No, I don’t.) Are you always late for school? (Yes, I am./No, I’m not.)1 Play the cassette for Read and write. The studentslisten.2 Give the students time to read the text silently. Selectindividual students to read a sentence.3 Ask questions: Why does Kitty like Alice? Why does Alicelike Kitty?4 In pairs, students read the card about Alice andcomplete the card about Kitty.5 Read Think and write. The students make the list.6 Read Write. Ask individual students to say a sentenceabout their friend, and then write some sentences about him/her.7 Workbook 6A page 13a Give the students time to look at Listen and tick.b Play the cassette. The students listen and tick.Workbook tapescriptNarrator: What does Spaceboy like about Skygirl,Ben, Alice and Kitty? Listen to Spaceboyand tick the correct answers. Spaceboy: I like Skygirl. She is my good friend. She isalways friendly and helpful. She never tellslies.I like Ben. He is my good friend. He isalways kind to others. He is never late forschool.I like Alice. She is my good friend. She isalways kind to others. She never gets angry.I like Kitty. She is my good friend. Shealways works hard. She is never late forschool.8 Workbook 6A page 13a Give the students time to read the passage in Readand write.b In pairs, students complete the sentences.c Select individual students to read a sentence.Post-task activitiesWorkbook 6A page 14 (for more able students)a The students do Find and write and complete thetable.b Select individual students to read the sentences abouthis/her classmate’s friend (from the class) withoutmentioning the friend’s name. Ask the class to g uesswho the friend is.Teacher’s Book 11Language focus:Using the present perfect tense to relate past events to the presente.g., Have you been to Ocean Park yet, Winnie? Using adverbs of timee.g., No, I haven’t been to Ocean Park yet.Using adverbs of placee.g., Yes, I’ve already been there.Language skills:ListeningListen for specific informationSpeakingOpen and maintain an interaction by asking and answering questionsReadingRead written language in meaningful chunksMaterials:∙ Stude nt’s Book 6A page 11∙ Workbook 6A pages 9 and 11∙ Cassette 6A∙ Cassette player Pre-task preparationAsk the students to name some places in your city. Withthe help of the students compile a list of places to visit.Write the places on the board. Ask about the places: e.g., Have you been to the zoo? Which animals have you seen? While-task procedure1 Give the students time to read Listen and say aloud.2 Play the cassette. The students listen and repeat.3 In groups of three, students practise the dialoguesection. Select groups to read the dialogue.4 Ask questions: e.g., Where does Winnie live? Has shevisited Garden City before? Has she been to OceanPark/Garden City Zoo/North City Park/Water World yet? to elicit: Yes, she has./No, she hasn’t.5 In pairs, students practise Ask and answer. Selectpairs to say a dialogue.ConsolidationWorkbook 6A pages 9 and 11Language focus:Pre-task preparationTeacher’s Book 12Using proper nouns to refer to organizationse.g., Friends of the EarthUsing the simple present tense to express simple truth e.g., The environment is all the things round us.Language skills:ListeningListen for specific informationIdentify details that support a main ideaSpeakingMaintain an interaction by answering questions ReadingRead written language in meaningful chunksMaterials:∙ Student’s Book 6A page 12∙ Cassette 6A∙ Cassette player Ask the students to guess what Friends of the Earth do. Why? Explain that they are people who look after the environment. Write ‘Environment’ on the board.While-task procedure1 Give the students time to look at the pictures.2 Play the cassette. The students follow in their books.3 Ask: What do Friends of the Earth do? Then ask individualstudents to read a sentence each.4 Ask questions about the pictures: e.g., What can you seein picture one?5 Ask the questions in Answer.Teacher’s Book 13Language focus:Using the simple present tense to express feelings and opinionse.g., I promise not to leave rubbish.Using proper nouns to refer to organizationse.g., Friends of the EarthLanguage skills:ListeningListen for specific informationSpeakingMaintain an interaction by responding to others’opinionsReadingRead written language in meaningful chunksUse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionWritingGather and share information and ideas by using strategies such as brainstorming, listing and questioning Materials:∙ Student’s Book 6A page 13∙ Workbook 6A pages 12∙ Cassette 6A∙ Cassette player Pre-task preparationAsk: Do you want to be friends of the Earth? What can you do to protect the environment? What can you do at school/at home/in the street/in the park/in the playground?While-task procedure1 Play the cassette for Read and say. The students listenand repeat.2 In groups of five, students practise the dialogue. Selectgroups to read the dialogue.3 Read ‘Our promises’. Ask: What do Class One promise todo? to elicit: They promise to keep their school clean, etc.4 Read Discuss and write. In groups, students discussand then compile a report. Ask a representative fromeach group to read their report.ConsolidationWorkbook 6A page 12Word boxalmost /9O:lmRWst/ never /9nevR(r)/ other /9VQR(r)/each other /i:T 9VQR(r)/ friendly /9frendlI/ helpful /9helpfl/ kind /kaInd/*naughty /9nO:tI/ *lie /laI/ocean /9RWSn/ yet /jet/ just /JVst/already /O:l9redI/ Earth /F:P/ look afterenvironment /In9vaIrRnmRnt/ pollute /pR9lu:t/ pollution /pR9lu:Sn/ land /lCnd/ keep /ki:p/ pick upinto /9Intu:/*rubbish bin /9rVbIS bIn/ leave /li:v/promise /9prBmIs/discuss /dI9skVs/ reuse /0ri:9ju:z/adv. adv. pron. adj. pron. adj. adj. adj. adj. n. n. adv. adv. adv. n.n. v. n. n. v.prep. n. v. v. n. v. v.Teacher’s Book 14Teacher’s Book 15NotesPage 91 But she doesn’t talk at all.(not) at allA: Thank you very much. B: Not at all.2 She sometimes watches TVAnd never goes out at night. at nightPage 10/1 She is always friendly and helpful. She always works hard. She is never late for school. She never gets angry.always never be late for ... get angrygetbe2 She is always kind to others.(be) kind toothers=other peoplePage 111 Winnie’s visit to Garde n Cityvisit2 Kitty’s cousin lives in the USA.the USA3 Winnie is visiting Garden City for the first time. ??? ? ? ?4?J@(Y?hf? @Hhe? ?@(YfJ@(Yg? ?J@@@@@@@@@@@@@@@@)??@Kg@?fO26Xe??@K?@Y?O26K?@Ye?O26X?? 75?@K?eO26Xf@@e?@@g@?f?@@?e??@@?f@@@5g@@e? .Ye?@@?e?@@?f@@e?@@g@?f?@@?e??@@@@@@@@@H?@6X?e@@e? ?@@?e?@@?f@@e?(Yg@?f?(Y?e??@@?f@@e?(Y?e@@e? ?(Y?he@@e? @?he??@@?f@@h@@e? @@@@@@(Ye? @?he??@5?f(Ye@@@@@@(Ye? ?V+Yf?? ?time ?Have you been to North City Park yet? Yes. I’ve already been there. have been tohave been there 5 What about ...?Additional teaching suggestionsPage 91 But she doesn’t talk at all.(not) at allPage 10?Not at all. ( What about a trip to Ocean Park?)1 She is always friendly and helpful. She always works hard. She is never late for school. She never gets angry.always never2 be +Page 111 have been to2 I’ve just been to Garden City Zoo.I’ve already been there. Have you been there yet? No, I haven’t been there yet.just already yethave been toUnit 3 Spending a day out Pre-task preparationTeacher’s Book 16togetherTasks in this unitTalking about places to visit in your city; talking about leisure activities and frequency; talking about past actions and describing them; writing captions for photos; making suggestions for leisure activities. Language focus:Asking Wh- questions to find out specific information e.g., What do you usually do at weekends?Using adverbs of frequencye.g., I usually go shopping in Sandy Bay.Using prepositional phrases to indicate placee.g., Is Sandy Bay near or far away from Spring Bay?Language skills:ListeningListen for specific informationSpeakingOpen and maintain an interaction by asking and answering questionsReadingRead written language in meaningful chunksMaterials:∙ Student’s Book 6A page 16∙ Workbook 6A page 15∙ Cassette 6A∙ Cassette player Ask the students to name some places in your city. Write a list on the board. Ask about the places: e.g., Have you beento _____? What can you see there? Is _____ near or far away from _____?While-task procedure1 Give the students time to look at the map of GreenIsland. Play the cassette for Look and learn. Thestudents repeat.2 Play the cassette for Look and read. The studentslisten. Play the cassette again. The students repeat.3 In pairs, students practise the dialogue. Select pairs toread the dialogue.4 Ask is questions about the map: e.g., Is North Bay near orfar away from Moon Town?5 In groups, students practise Ask and answer.6 Ask individual students the questions in Ask andanswer.7 Workbook 6A page 15Let the students look at the map on page 16 of theStudent’s Book and complete the exercise.Teacher’s Book 17Language focus:Using the present perfect tense to relate past events to the presente.g., I’ve been to Seaside Town on Lucky Island.Using the present continuous tense to describe an action taking place at the time of speakinge.g., We’re having lunch together.Language skills:ListeningIdentify main ideas in a new topicIdentify details that support a main ideaSpeakingUse appropriate intonation and stress to convey intended meaningReadingRead written language in meaningful chunks Recognize recurrent patterns in language structure Materials:∙ Student’s Book 6A page 17∙ Workbook 6A page 17∙ Cassette 6A∙ Cassette playerPreparation:If the students have photos of themselves in various places in your city, they can bring them to class. Pre-task preparationAsk: Where have you been in ______? to elicit: e.g., I’ve been to ______.If any students have brought photos, ask them to show oneto the class and say where they are: e.g., This is me in______.While-task procedure1 Give the students time to look at the pictures in Lookand read.2 Play the cassette. The students listen.3 Give the students time to read the page silently. Thenask individual students to read a sentence.4 Ask questions about the pictures: e.g., Picture one. Wherehas she been? What are they doing in the photo? Picture two.Where has she been? What are they doing? Picture three.Where has he been? What are they doing? Picture four.Where has she been? What are they doing?5 In pairs, students continue the practice, taking turns topoint and ask a question.ConsolidationWorkbook 6A page 17Language focus:Pre-task preparationTeacher’s Book 18Using the present perfect tense to relate past events to the presente.g., Where have you been in ______?Using the present continuous tense to describe an action taking place at the time of speakinge.g., We are shopping together.Language skills:ListeningListen for specific informationSpeakingOpen and maintain an interaction by asking and answering questionsReadingRead written language in meaningful chunksWritingWrite out a piece of work using visual supportMaterials:∙ Student’s Book 6A page 18∙ Workbook 6A page 20∙ The students’ photos∙ Drawing paper and scissorsPreparation:Ask the students to bring photos of themselves in various places in your city. Have a quiz about places in your city. The class can be divided into two teams. Each team takes turns to ask the other team a question: e.g., Where is the railway station? While-task procedure1 Give the students time to look at Look and say.2 Review/Introduce the activities in the list. Ask: e.g.,Where can you shop? to elicit: (You can shop) in/on ...3 Ask the students to practise the dialogue, using thephotos they have brought to class.4 Divide the class into groups of four. The students willneed four photos or drawings to complete Make analbum. Give drawing paper to those students who do not have enough/any photos. The students assembletheir four photos/drawings.Post-task activitiesWorkbook 6A page 20a The students stick their photos/drawings in the panelsand write the description.b Ask individual students to show one of theirphotos/drawings to the class and read their description.Teacher’s Book 19Language focus:Asking Wh- questions to find out specific informatione.g., Which place shall we visit? What time on Saturday? When are we going to come back?Asking How questions to find out various kinds of informatione.g., How about ten o’clock in the morning? How are we going to get there? How much does it cost?Using ‘going to’ to describe events that will occur quite soone.g., We’re going to come back at six o’clock. Language skills:ListeningListen for specific informationSpeakingMaintain an interaction by agreeing or disagreeing, replying, asking questions and adding or givingexamplesReadingRead written language in meaningful chunksWritingGather and share information and ideas by using strategies such as brainstorming and listingDevelop written texts by expressing own ideas Materials:∙ Student’s Book 6A page 19∙ Workbook 6A pages 16, 18 and 19∙ Photocopiable page 1∙ Cassette 6A∙ Cassette playerPre-task preparationReview: going to and How about …? Ask: What are you going to do this evening? to elicit: e.g., I’m going to watch TV. Ask: How about doing your homework? to elicit: e.g., I’m going to do that (this afternoon).While-task procedure1 Give the students time to look at the picture in Listenand say.2 Play the cassette. The students listen with their booksclosed.3 Ask questions about the dialogue: e.g., When are theygoing to visit a place in Garden City? Which place are they going to visit? When are they going to go on Saturday? How are they going to get there? How much is it going to cost?When are they going to come back?4 In groups of four, students practise the dialogue. Selectgroups to read the dialogue.5 In the same groups, students read Discuss and write.They discuss the questions and make notes. You can usePhotocopiable page 1 here.6 Workbook 6A page 18a Give the students time to look at the page.b Play the cassette. The students listen and tick.Workbook tapescriptNarrator: Kitty and Ben are planning a trip. Listen totheir conversation and tick the correctanswers.Ben: Let’s visit a place in Garden City. Whichplace shall we visit?Kitty: Let’s go to Science Museum.Ben: When shall we go?Kitty: How about next Saturday?Ben: What time on Saturday?Kitty: How about one o'clock in the afternoon?Ben: OK. How are we going to get there?Kitty: Let’s go by underground.Ben: When are we going to come back?Kitty: At five o’clock.Ben: How much does it cost?Kitty: It costs four yuan for the underground andtwenty-four yuan for Science Museum.ConsolidationWorkbook 6A pages 16 and 19 (for more able students)Word boxspend/spend/island/9aIlRnd/bay/beI/*dragon/9drCGRn/weekend/0wi:k9end/seaside/9si:saId/lucky/9lVkI/market/9mA:kIt/space/speIs/museum/mju9zi:Rm/activity/Ck9tIvRtI/*barbecue/9bA:bIkju:/*kite/kaIt/sandcastle/9sCndkA:sl/collect/kR9lekt/album/9ClbRm/plan/plCn/shall/SRl/o’clock/R9klBk/cost/kBst/trip/trIp/v.n.n.n.n.n.adj.n.n.n.n.n.n.n.v.n.v.modal v.adv.v.n.n.Teacher’s Book 20。

六年级英语上册上海牛津版期末复习U6-U11

六年级英语上册上海牛津版期末复习U6-U11六年级英语上册期末复习 U6-U11上海牛津版Unit 61. travel - traveller - travelling2. go travelling3. talk about sthat about 7:00 a.m.4. It takes me about forty minutes to go to work by bus.（同义，划线）___________________________________________________________________________________________________________________________________________________5. one and a half hours = one hour and a half6. advertisement - advertise7. an advertisement board8. a few/few/a little/little9. a lot of = ____________ = ____________10. light rail11. department store12. depart - department - departure13. kindergarten14. housing estate15. live near ...live far away from ...16. She goes to school by ferry.= __________________________________ 17. Tom went to school on foot.= ___________________________________18. find out/look for/find19. the amount of time20. travel to sp with sb21. go to different _________ (place)22. get there/here/home23. travel to the __________ (follow) place24. on one's way to ...25. in pairs26. factory27. a swimming poolUnit 71. rule around us2. rule - ruler3. We mustn't smoke here.= ____________________________= ____________________________4. Don't leave rubbish.= ___________________________5. wait - waiter - waitresswait for ...6. keep - kept -keptkeep quietkeep the classroom cleankeep doing sth3. run across the road= ________________________4. enter - ____________(n.)5. Don't talk _________ (loud) in the library.6. What does this sign mean?= What's the meaning of this sign?7. on the left/right8. a lift/an escalator9. in the shopping centre10. in the centre of/in the middle of11. upstairs -- ___________12. We must use the lift in the middle.__________________________________________________13. break the class ruleskeep/follow/obey the class rules14. chase = run afterchase each other15. be late for school/work16. in class/in the class17 talk to sb/talk with sb18. complete the table19. a survey on Miss Wang's job20. job/work21. instead of22. We call these shortened forms abbreviations.23. PRC = the People's Republic of China24. practise doing sth25. What would you like to be?= ______________________________________?26. real - really - realize - reality27. What does your father do?= _____________________________________?= _____________________________________?28. cook delicious food29. teach - taught - taught - teacher teach sb to do sth teach oneself30. an astronaut31. How about _______ (go) fishing?32. according to ...Unit 81. steamed prawns with garlic tomato and egg soupfried eggs with baconfried cabbageboiled eggsfried chicken wingssteamed fishbaked potatoesfried rice2. dinner menu3. what kind of4. need to do sthneed sthneed do sth5. make a shopping list6. make sb sth = make sth for sb7. compare the price of ...8. at the vegetable stall9. in the seafood section10. frozen food (freeze)11. play the roles of12. packet13. bake - baker - bakery14. cheap - cheaper - cheapestlarge - larger - largestfat - fatter - fattestinteresting - more interesting - most interesting 15.good/well - better - bestmany/much - more - mostbad/ill - worse - worstlittle - less - leastfar - farther/further - farthest/furthestold - older/elder - oldest/eldestUnit 91. fun - funny2. What fun!How funny!3. spice - spicyspicy foodspicy sausages4. salty - salt5. chill - chilles6. taste - tasty7. have a picnic8. Shall we buy some soft drinks? = ___________________________________. = ___________________________________? = ___________________________________?9. too many soft drinkstoo much lemon tea10. make a list of ...11. a bottle _____ jam12. a packet of nuts13. too spicy14. plan - planned - plannedplan to do sth15. want to do sth = __________________want sb to do sth16. I have got 100 yuan. （否定，疑问，划线）__________________________________________________________________________________________________________________17. -May I have some ..., please?-OK/Sure.18. act - actor - actress - active - activity19. choose - chose - chosen20. prepare for = get/be ready for21. spread jam on the bread22. enough water/booksbig enough23. The boy is old enough to go to school.= The boy is so old that he can go to school. 24. The boy is too young to go to school.= The boy is so young that he can't go to school.Unit 101. healthy eating2. health - healthy - unhealthy3. eat - ate - eaten - eating (n.)4. food pyramid5. show sb sth = show sth to sb6. a little fat7. We need some milk.（否定，划线）__________________________________________________________________8. fresh fruit and vegetables9. have an unhealthy diet10. do some exercise11. live in the countryside12. be fit and healthy13. that kind ofbe kind to sb = ________________ kind - kindness14. stay with sbstay healthy15.porridge16. Your diet is healthier than my diet. = My diet is not so as healthy your diet. = My diet is less healthy than your diet.17. Your diet is as healthy as my diet.18.do a quiz19.take turns to do sth20. suggest - suggestion [C]suggest doing sth21. a piece of advice22. good eating habits23. total points24. very goodgoodaveragefairpoor25. should do sthUnit 111. Let's make a pizza, _______ _______?（反意疑问句）2. look/sound/feel/taste/smell + adjbe + adj3. It looks very interesting.4. Shall we make one more?5. ingredient6. green pepper7. a small tin of tomato sauce8. a few slices of ham9. I don't know how to make a pizza.10. firstly/secondly/next/then/after that/finally11. use a thick piece of bread as the base12. other/others/the other/the others/another13. above -- below14. both of -- neither ofboth ... and ... -- neither ... nor ...all of ... -- none of ...15. an oven16. paste - pastry17. onion, beef, mushroom, cherry18. in different waysin the same way19. by oneself20. over therehere and there = everywhere21. next to = beside22. trolley - (pl.) trolleys23. stop doing sthstop to do sthstop sb doing sth24. tell sb (not) to do sthtell a lietell a story25. write a letter to the ________ (edit) of a paper.。

〈牛津英语〉Book 1A Unit 6

〈牛津英语〉Book 1A Unit 6〈牛津英语〉Book 1A Unit 6〈牛津英语〉Book 1A Unit 6一、教学说明：1．通过前五个单元的学习，师生关系日趋融洽，师生之间的密切程度有所增强，课堂教学效率有所提高。

2．本课学习一些简单的命令句：如look at …wash your …. eat a/ an…3．学习i like to eat …来表述自己喜欢吃的东西。

二、教学内容1)认知内容：a. 能听懂并会说祈使句look at your hands. wash your hands.和eat a cake.b. 能用i like to eat…表述自己喜欢吃的食物。

2）能力要求：在学习和生活中能用所学祈使句表述自己的意愿，同时对这些命令作出反应。

3）情感态度：通过本课的学习，培养学生讲卫生的良好习惯。

三、教学步骤：procedurescontentsmethodspurposepre-task preparation:1. warming up.2.revisionwords of fruits1. rhymes2.read words.3.greetings.4. t: what is this?p:it is a/an …通过问答练习来巩固前一单元所学的水果，为接下来的句型教学作好铺垫。

while-task procedure:a new pattern:i like to eat…1.t: oh, so many fruits here.i like to eat apples. yummy, yummy.2.teacher says and ps repeat.3.say the chant as following: eati like to eat. yummy, yummy. t: what do you like to do?s: i like to …i like to eat …t: what do you like to eat?s: i like to eat…由水果引出新授句型，自然明了。

牛津小学六年级英语教案6A全册集体备课教案

牛津小学六年级英语教案6A全册集体备课教案牛津英语6A教案Unit 1 Public signs第一课时教学目标：1．能听懂、会说、会读和会拼写单词：mean, danger, should, shouldn’t, litter, park, cycle. 2．能听懂、会说和会读单词和词组：public, a sign, grass, quiet, touch, keep off.3．能听懂、会说、会读和会写句型：What does it meam? It means you shouldn’t …教学重点：1．能正确听说读会写句型：What does it meam? It means you shouldn’t …2．能正确能听说读写单词：mean, danger, should, shouldn’t, litter, park, cycle.教学过程：一. Everyday English:How are you?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 a public sign.Learn : public sign.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。

牛津沪教版六年级英语6BModule1Unit3语法及拓展教学设计

5.课后阅读：推荐一本适合学生阅读的英语故事书，要求学生阅读后，用一般过去时撰写一篇阅读心得。
6.课堂练习巩固：针对本节课的课堂练习，教师挑选部分题目进行布置，要求学生独立完成，巩固一般过去时的用法。
7.同伴互评：学生将完成的作业互相交换，进行评价，提出建议，促进彼此的学习。
作业布置要求：
1.作业量适中，确保学生能在规定时间内完成，不增加学生负担。
牛津沪教版六年级英语6BModule1Unit3语法及拓展教学设计
一、教学目标
（一）知识与技能
本章节主要针对牛津沪教版六年级英语6BModule1Unit3的语法及拓展内容进行教学设计。通过本章节的学习，学生应掌握以下知识与技能：
1.掌握本单元的语法点：一般过去时态，并能运用到实际情景中进行交流。
2.学会并运用本单元的核心词汇和短语，如：visit, go to, see, do, have fun等。
6.情感教育，渗透课堂：
-在教学过程中，关注学生的情感需求，创设轻松愉快的学习氛围，帮助学生克服恐惧心理。
-结合教学内容，引导学生关爱家人，懂得感恩，培养积极向上的价值观。
四、教学内容与过程
（一）导入新课（500字）
1.热身活动：教师通过播放一首英文歌曲，让学生跟随歌曲一起哼唱，活跃课堂气氛，激发学生的学习兴趣。
二、学情分析
针对牛津沪教版六年级英语6BModule1Unit3的教学内容，结合学生的实际情况，进行以下学情分析：
1.学生特点：六年级学生已经具备一定的英语基础，对英语学习有一定的兴趣和热情。他们对新鲜事物充满好奇，善于模仿，学习积极性较高。但与此同时，学生在语法知识掌握方面存在一定程度的差异性，需要教师在教学中关注个体差异，因材施教。

牛津英语AM知识点总结

M4U1 A visit to a farm1.单词visit参观；拜访,hay干草,grass草,corn谷物,meat肉,litter乱扔垃圾,walk走,pick摘；捡,throw扔,stone石头,don’t不要,rubbish垃圾不可数, bin垃圾箱2.句型1.On his farm he has three sheep.在他的农场上有三只绵羊;2. Don’t litter. 不要乱扔垃圾;3. Don’t walk on the grass. 不要在草地上走;4.Don’t pick flowers.不要摘花;5. Don’t throw stones.不要扔石头;6. Please put the rubbish in the rubbish bin.请把垃圾放在垃圾箱里;7. Now let’s visit the farm.现在让我们参观农场;8. What do they eat 它们吃什么9. They eat hay.它们吃干草;10. He feeds the pig with the corn.他用谷物喂养猪;11. The pig lives in a pen.猪住在围栏里;12. It is angry.它生气了;3.语法：4. 1.单复数：sheep---sheep单复同形;5. horse----horses;6. child---children7. this---these;8. that---those9. 2.hay, grass, corn, meat, rubbish垃圾,都是不可数名词;10.3. feed the animals喂养动物； grow the plants种植植物11.4. Don’t litter. 换一种说法>>> You can’t litter.12.Don’t walk on the grass. 换一种说法>>> You can’t walk on the grass.13.5. let’s = let us让我们,后面跟动词原形：14.Let’s go. Let’s play. Let’s sing and dance.15.6. take a visit to + 地点, 一次去…的参观16.Let’s visit the farm. = Let’s take a visit to the farm.17.M4U2 At Century Park1.单词sketchbook素描本,cap帽子, camera-cameras相机, an aviary -aviaries 鸟舍,fountain喷泉, photo-photos照片, pond池塘, lovely =cute可爱的,far way 远的road道路,take乘坐、拍照2. 词组：at Century Park在世纪公园 in the picnic basket在野餐篮里,let me see我看一下, some peanut butter一些花生酱, have a picnic 去野餐,take the school bus= go there by bus 乘坐校车, be ready for为...做好准备far away from 很远-near 附近, look at the map of the park看公园的地图 ,beautiful flowers and plants美丽的花和植物, the plant house植物园, some aviaries一些鸟舍, next to紧靠…==beside 在...旁边= near在...附近home for birds小鸟的家 , go and have a look去看一看 ,of course =sure当然, take some photos拍照片 show them展示给他们看, beside the fountain喷泉旁边, play on the swing荡秋千 ,watch the fish and ducks观赏鱼和鸭子, under the tree在树下面,play in the garden在公园玩 swing very high 秋千荡的非常高,slide very fast滑的非常快3. 句型is Century Park 世纪公园在哪里It’s far away from our school.它离我们学校很远;2. What’s in the picnic basket野餐篮里有什么There’s some peanut butter and some bread and candy.有一些花生酱和一些面包和糖果There are some bananas.有一些香蕉are the students学生们在哪They’re at Century Park.他们在世纪公园;’t feed the birds.不要喂鸟;M4U3 Weather1.单词：2.词组3.句型。

〈牛津英语〉Book 1A Unit 6

〈牛津英语〉Book 1A Unit 6一、教学说明：1. 通过前五个单元的学习，师生关系日趋融洽，师生之间的亲密程度有所增加，课堂教学效率有所提高。

2. 本课学习一些简洁的命令句：如look at … wash your …. eat a/ an…3. 学习i like to eat …来表述自己喜爱吃的东西。

二、教学内容1)认知内容：a. 能听懂并会说祈使句look at your hands. wash your hands.和eat a cake.b. 能用i like to eat…表述自己喜爱吃的食物。

2）力量要求：在学习和生活中能用所学祈使句表述自己的意愿，同时对这些命令作出反应。

3）情感态度：通过本课的学习，培育同学讲卫生的良好习惯。

while-task procedure:a new pattern:i like to eat…1.t: oh, so many fruits here.i like to eat apples.yummy, yummy.2.teacher says and ps repeat.3.say the chant as following:eati like to eat. yummy, yummy.t: what do you like to do?s: i like to …i like to eat …t: what do you like to eat?s: i like to eat…由水果引出新授句型，自然明白。

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all, both, the same, different
1.Danny,Kitty and Alice are in Rose Garden School, they are ___ in that school, they are ______. 2. Danny is 12 years old, but Kitty is 11. They are __________. 3. Kitty is 11. Alice is 11, too. They are ____ 11years old. They are ______. 4.Kitty is 130cm, but Alice is 127cm, they are_____.
动词原形＋的构成动词过去式 (动词原形＋ed)的构成动词原形１．直接＋ed 直接＋ 2. e结尾的＋d 结尾的＋结尾的 wanted visited closed liked
3.辅音字母＋y结尾去辅音字母＋结尾去y+ied 辅音字母结尾去 study --- studied 4.不规则变化不规则变化 carry---carried
always > usually > sometimes >never 总是一直
通常
有时
从不
动词第三人称单数形式： He is younger than me. Ben sometimes washes the dishes with her mother. 一些变化： go-goes like-likes live-lives walk-walks want-wants play-plays watch-watches do-does have-has 还有特殊变化呢？你来找一找！
副词用在动词之后，修饰形容词和动词。形容词修饰人和物。
want(s) to do sth. 想要做某事 like(s) to do sth. 喜欢做某事 like doing sth. 喜欢做某事 be going to do sth. 打算。计划，将要做某事主语+be+doing(动词ing）正在做某事（现在进行时）
take a ferry by ferry I am going to visit City Park ________. I am going to _________ to visit City Park.
一般过去时（表示过去某时发生的动作）一般过去时（表示过去某时发生的动作）肯定句: 肯定句主+ (动词原形动词原形+ed) 动词原形
否定句: 否定句主+ didn’t + 动词原形一般疑问句: 一般疑问句 Did +主 + 动词原形主时间标志：时间标志： yesterday yesterday morning ( afternoon, evening) the day before yesterday last week ( month, year , weekend , night)
quick—quickly slow—slowly quiet—quietly loud—loudly easy—easily happy—happily heavy—heavily angry—angrily sad—sadly clear—clearly
You are loud. You ar I say it happily.
old—older –the oldest young—younger –the youngest tall—taller—the tallest/short nice—nicer –the nicest 比较级和最高级有变化规则，且比较级是两者比较。 big—bigger –the biggest 最高级是三者或三者以上比较。 fat—fatter—the fattest thin—thinner—the thinnest heavy—heavier—the heaviest easy—easier—the easiest
is –was/ are—were go—went eat—ate I go to school everyday. write –wrote I went to school yesterday. take—took I write a letter to my mum. get—got I wrote a letter to my mum last week. fly—flew want—wanted 在叙述过去的某件事或某个动作的时候，在叙述过去的某件事或某个动作的时候，只需要把句子中的动词变为过去时态。只需要把句子中的动词变为过去时态。 walk—walked 能记住吗？能记住吗？ play—played
Translate these words
两个都 ---both 同样的/不同的同样的不同的住宅区一起放学后跟…玩玩互相帮助分享在周末厘米千克所有的--all 所有的 the same/different housing estate together after school play…with help each other share at the weekend centimetre(s) kilogramme(s)
I am tall. But _____ is taller than me. _______ is the tallest student in my class,
Adverbs of Frequency(频率副词）
Ben: I always go to the supermarket with my mum. Kitty: I usually go to the supermarket with my mum. Alice: I sometimes go the supermarket with my mum. Eddie: I never go to the supermarket with my mum.

小学牛津英语教学6A6AM1复习参考