牛津上海版六年级上册U4教案

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沪教牛津版六年级英语上册教案Module4Unit45篇

沪教牛津版六年级英语上册教案Module4Unit45篇第一篇：沪教牛津版六年级英语上册教案 Module4 Unit4 沪教牛津版六年级英语上册教案unit4 sports and activities一、对教材的分析1.本节课教学目标：1）通过本节课的词汇学习，要求学生区分sports, activities 和entertainments。

通过对句型的学习，要求掌握询问对方能力和爱好的交际用语，例如What can you do?/What do you like to do? 以便学生在交际中运用灵活，交流顺利，同时也能缩短同学间距离，增强情感。

2）本节课通过听、说、读、写的训练，培养学生思维、观察、分析、和创新能力。

2．本节课重点和难点:1）本节课重点为区别sports activities和entertainments。

区别的关键在于sport是体育活动。

activity是开展的活动。

而entertainment 则是娱乐活动。

2）本课难点为can 和like to的特殊疑问句。

What can you do? What do you like to do? 在最开始介绍词汇时，就加入句子Can you swim? Do you like to swim?学生很容易接受，在随后的练习中就可以问What can you do? What do you like to do? 相信学生会很快掌握。

熟练地掌握重点和难点，不但能在本课的交流活动中起到很好的作用，而且还能为下一课起到铺垫作用。

二、对学生的分析。

本节课的内容对六年级学生来说较容易。

大部分词汇在前面学过，新学十一个词汇，都与学生生活联系紧密，都是学生喜欢的活动，在幻灯的吸引下，学生会乐意接受这些词汇。

例如：making a model, table-tennis, volleyball, camping, collecting stamps。

沪教牛津版六年级英语上册教案 Module4 Unit2.

沪教牛津版六年级英语上册教案Unit2Holidays一、单元分析（Unit Analysis）（一）单元地位（Unit Position）1.在Unit1中学习并巩固了以be going to引导的一般将来时，本单元继续学习以will引导的一般将来时。

在本册书中首次出现。

对于基础薄弱的学生，没有必要去仔细讲解两者的区别。

建议随着今后will用法的多次出现，再加以小结。

2.本单元出现了大量包含will的特殊疑问句。

因此，教师有必要帮助学生操练。

3.本单元围绕“假日”这个主题，从讨论假日安排→讨论天气→全家出游。

因此教师在教学时应紧紧抓住这条主线，在情景中教学。

下一单元主题为“节日”，有了本单元的基础，教师可以在下一单元结束时，将两单元串起来，设置一个活动。

（将在下个Unit中详细说明。

）（二）单元目标（Unit Target）1.学会使用一般将来时态“will”来描述将来发生的事情。

2.学会使用How，Where，What，When，How long等特殊疑问词针对将来的事件发表问题。

3.了解形容词比较级的简单用法（用于比较不同地区之间的气候差异）。

4.其他需要解决的问题：1）掌握一些介词的用法或搭配，如by aeroplane，(stay)with relatives，(stay)on the boat，(stay)at a hotel等。

2)掌握描述天气的基本方式，能看懂简单的天气预报。

3）初步了解enough做形容词和副词的基本用法和区别。

（三）单元重点（Unit Focus）1.关键词：cold,cool,warm,cold,dry,wet,sun→sunny,wind→windy,snow→snowy,rain→rainy,cloud→cloudy（通过词类的变化，让学生总结n.+y→a.的规则）,coat,T-shirt,shorts,scarves,gloves,sandals,socks,clothes,brochure,a river/boat trip,a4-star hotel,enough,wear,fish(v.),China Eastern。

六年级英语上册Unit4《Ourneighbours》(第2课时)教案牛津上海版(深圳用)

Our neighborsb.Ask and answer（1）Where did the rabbits and the owl live？（2）Why were the rabbits tired and angry？（3）Was the owl a good neighbour？Why or why not？（4）Where do many rabbits sleep today？d.根据课文，完成下题。

There_____（be）an owl and three rabbis in the forest.The owl______（live）in the tree.The rabbis______（居住）on the ground.The owl was very______（吵闹的）.He ______（make）a lot of______（噪音）.The rabbits was______（生气的）.They_________________（有一个注意）.They_____（dig）a hole ，then they can sleep well.e.Write about a neighbor.Tom is my neighbor.He is twenty years old.He is a worker. 学生根据课文内容完成本题学生根据课文内容完成本题学生根据课文内容来描述自己的邻居。

的掌握情况课文与语法相结合，达到课文与语法同步学习的目的。

课文与语法相结合，达到课文与语法同步学习的目的。

检测学生对自己的邻居的了解程度。

I often play ball games with him.I sometimes play football with him.Last Sunday，we played basketball together. Ⅳ.PronounceStep1（1）展示每个单词的读音，并附上录音。

牛津上海版一起六年级上册unit 4《what would you like to be》优秀教案(重点资料).doc

Unit 4 What would you like to be?Tasks in this unitTalking about jobs an preferences; giving reasons for preferences; interviewing people about their jobs;Period OneLanguage focusUsing nouns to identify peoplee.g., a doctor, a dentistLanguage skillsListeningListen for specific informationSpeakingMaintain an interaction by replying, adding or giving examplesReadingUse knowledge of what words look or sound like to work out their meaningsMaterials1.Student’s Book 6A page 262.Cassette 6A3.Cassette playerPre-task preparationAsk What would you like to be? To elicit e.g., I’d like to be a policeman. pile a listof jobs on the board as the students reply. Then go through the list asking individual students e.g., Would you like to be a policeman? To elicit Yes, I’d like to be a policeman. No, I’d like to be a teacher.While-task procedure1.Play the cassette for Look and Learn. The students listen and repeat.2.Give the students time to look at the picture in the Look, Listen and number.3.Play the cassette for Look, listen and number. The students listen and write thecorrect numbers in the boxes.4.Play the cassette again. The students listen, repeat and check the answers.5.Ask a few other individual students What would you like to be? To elicit e.g., I’d like to be a pilot.HomeworkWorkbook 6a page 21Period TwoLanguage focusUsing modal verbs to express preferencese.g., Would you like to be a policeman?Asking wh-questions to find out the reasone.g., Why/why not?Using connectives to give reasons.e.g., I’d like to be policeman because I want to make out city a city place.Language skillsListeningListen for specific informationSpeakingMaintain an interaction by replying, asking questions, explaining and using formulaic expressions where appropriate.ReadingRead for specific informationMaterials1.Student’s Book 6A page 272.Workbook 6A pages 21, 22, 24 and 263.Cassette 6A4.Cassette playerPre-task preparationPlay a miming game. Ask the students to look at the jobs on student’s Book page 26 and choose one of the jobs. Ask for volunteers to e out and mime a job. The students guess e.g., Would you like to be a doctor? The student who guesses correctly takes the next turn to mime a job.While-task procedure1. Give the students time to look at Read and think. The students write the jobs in the table and tick the ones they would like to do.2. Ask questions about the table e.g., this person teaches children English. What is his/her job? To elicit He/She is an English teacher.3. Workbook 6A page 21a. Read the sentences. The students match them with the pictures.b. Ask questions e.g., Look at picture one. What does this person do?4. Give the students time to read Play a game. Play the cassette. The students listen. Playthe cassette again. The students repeat.5. In pairs, students practice the dialogues. Select pairs to read a dialogue.6. Ask individual students questions e.g., Would you like to be a doctor? To elicit Yes, I would. No, I wouldn’t.7. Write the beginning of the two sentences on the board I would like to be a doctor because…Ask the students to plete the sentences. Replace ”doctor”with other jobs and repeat the procedure.8. The students practice in groups, taking turns to ask a member of the group Would you like to be a /an…?9. Workbook 6A page 24a. Give the students time to look ar the pictures.b. play the cassette. The students listen and match.Post-task activitiesWorkbook 6A page 26a In groups, students discuss different jobs and why they would or would not like to do them. They then write their own lists.b Ask a few individual students What job would /wouldn’t you like to do? Why?c. The students write the sentences. Ask individual students to read one of their sentences.ConsolidationWorkbook 6A page 22Period ThreeLanguage focusUsing wh-questions to find out specific informatione.g., What’s your job?Using connectives to give reasons.e.g., Because I like to make sick people better.Using prepositions to indicate timee.g., I usually start work at half past eight in the morning.Language skillsListeningIdentify details that support a main ideaSpeakingOpen an interaction by greeting someone in an appropriate mannerMaintain an interaction by replying, asking questions, explaining an using formulaic expressions where appropriateReadingRecognize the presentation of ideas through headingsWritingGather and share information by using strategies such as interviewingMaterials1.Student’s Book 6A page 282.Workbook 6A pages 23, 25 and 273.Photocopiable pages 2 and 34.Cassette 6A5.Cassette playerPre-task preparationAsk the students about their daily routines e.g., When do you get up? When do you go to school? What is your favourite lesson? Why? What do you do after school? When do you go to bed?While-task procedure1 Give the students time to look at the picture in Look and Read.2 Play the cassette. The students follow in their books..3 In pairs, students practise the dialogue. Select pairs to read a section of the dialogue.4 Ask questions about the dialogue e.g., How old is Samuel Han? What’s his job? Does he like his job? Why? When does he usually start/ finish work?5 The students plete Read an write. Ask one or two students to read their pleted reports.6.Workbook 6A page 25a.In pairs, students practice the dialogue. Select pairs to read a section of the dialogue.b.The students plete the card at the bottom of page 25.c.Ask questions about the information on the carde.g., What’s the man’s name?7. Read the instructions in Find out. You may want to use photocopiable pages 2 and 3 here.Post-task activitiesWorkbook 6A page 27 (for more able students)The students can either interview an adult or plete the cards as followsa.In groups, students select a job and write notes about it, using their imagination.b.The students each interview another member of the group an plete the card.c.Select individual students to talk about the carde.g., Miss Zhu is a bank clerk. She is twenty years old. She likes here job because shemeets a lot of people. She starts work ar nine o’clock in the morning. She finishes work at five o’clock in the afternoond. The students write about the person they have interviewed or imagined using the notes they have made.e. Ask one or two students to read what they have written about the person to the class. ConsolidationWorkbook 6A pages 23Period FourLanguage focusUsing wh-questions to find out specific informatione.g., What would you like to be?Using modal verbs to express wishes.e.g., I would like to be a pilot.Language skillsListeningListen for specific informationSpeakingMaintain an interaction by replying, asking questions, explaining and using formulaic expressions where appropriateReadingRecognize formats and language features in narrative and non-narrative texts WritingDevelop written texts by presenting main and supporting ideasMaterials1.Student’s Book 6A page 292.Drawing paper3.Cassette 6A4.Cassette playerPre-task preparationAsk individual students What would you like to be? To elicit e.g., I would like to be a policeman. Ask Why? To elicit Because I want to make our city a safe place.While-task procedure1 Give the students time to look at the pictures.2 Play the cassette of the poem. The students listen. Play the cassette again. The students repeat.3 Select individual students to read a verse of the poem.4 Read About you. Distribute drawing paper. The students write their peoms e.g., What would you like to be?What would you like to be?I would like to be a dentist.That’s what I would like to be.The students then draw a picture of the job.5 Ask a few individual students to read their poems. Display some of the poems.ConsolidationCopy the new wordsRecite the passage.。

牛津上海版英语六年级上册Module2Unit4课时教学设计

设想：提供多版本的听力材料，包括不同口音的天气预报，逐步提高学生的听力水平。
4.口语表达：学生需要在小组讨论中表达自己的观点，但可能存在表达不流畅、词汇量不足等问题。
设想：设计口语交流任务，鼓励学生提前准备，并在课堂上提供词汇和句型的支持。
（二）教学设想
1.采用多元化教学手段：结合多媒体资源，如视频、歌曲、图片等，多角度呈现天气情况，增强学生的学习体验。
3.教学内容：
（1）词汇：介绍本节课的天气词汇，如“sunny”, “windy”, “cloudy”, “rainy”, “snowy”等，并通过例句展示词汇的用法。
（2）语法：讲解一般现在时态，引导学生用该时态描述日常活动和天气状况。
（三）学生小组讨论
1.教学活动：学生分成小组，讨论各自的天气喜好和经历。
3.分组合作法：鼓励学生进行小组合作，培养学生的团队意识和合作精神，提高学生的口语表达能力。
4.读写结合法：通过阅读与写作相结合的方式，提高学生的阅读理解能力，培养写作技巧，提升学生的综合语言运用能力。
（三）情感态度与价值观
在本章节的学习过程中，学生将培养以下情感态度与价值观：
1.学生能够关注天气变化，养成良好的生活习惯，注意防寒保暖、防晒防暑等。
针对牛津上海版英语六年级上册Module2 Unit4的教学内容，进行以下学情分析。六年级学生经过前期的英语学习，已具备一定的词汇量和语法基础，能够进行简单的日常交流。在此基础上，他们对天气话题有一定的认知，但词汇表达和句型运用可能仍较为有限。因此，在教学过程中，应注重以下方面：
1.关注学生个体差异：学生英语水平参差不齐，教师需针对不同层次的学生进行分层教学，提供适当的学习支持，使每位学生都能在原有基础上得到提高。

(沪教牛津版)六年级英语上册教案Module2Unit4(2)

沪教牛津版六年级英语上册教案Unit 4 Rules一、单元分析（Unit Analysis）（一）单元地位（Unit Position）本单元是Module 2的第四个单元。

它围绕着交通规则这一话题展开教学。

通过讲解如何安全地过马路和介绍各种交通标识，让学生在学习英语的同时，学会基本的生活技能，即交通安全常识。

本单元在内容上是上一单元的延伸，在上一单元中出现的关于马路设施的词汇，为本单元的教学打下了基础。

在语法学习上本单元进一步讲解情态动词can的用法；学习并操练现在进行时的肯定句和祈使句的肯定及否定句式。

（二）单元目标（Unit Target）1．语言功能：学会用英语谈论交通安全，用英语解释交通标识的技能2．语法结构： 1）掌握现在进行时的肯定句式2）掌握情态动词can和祈使句的肯定和否定句式（三）单元重点（Unit Focus）1．关键词汇across, left, park, right, turn, way, wrong, on one’s way to, zebra crossing, no buses, no bicycles2．语言功能1）Advice and suggestions 劝告和建议●You can park your car here.●We can’t cross the road here.2）Instruction 指示●Look left! Look right! Look left again!●Cross the road.●Walk quickly!3）Warning 警告●Don’t cross!●Don’t turn right!●Don’t run!●No buses!4）Description 描述●The girl is waiting on the pavement.●The boy is walking across the zebra crossing quickly.3．语法要点1）现在进行时的肯定句：The girl is waiting on the pavement.The boy is walking across the zebra crossing quickly.2）情态动词can的肯定和否定句：You can park your car here.We ca n’t cross the road here.3）祈使句的肯定和否定句：Turn right!Don’t turn right!二、教学设计（Teaching Designs）语法结构任务1 操练现在进行时所需时间：约15 --- 20分钟所需资料：练习册第14页，学生自己的生活照片。

Unit4Writing教案牛津上海版(试用本)六年级英语上册

At the end of the class, students are expected to
1.be able to know the structure of the poem ‘What would you like to be’
2.be able to write a passage about ‘What would you like to be’
Teaching procedures:
Stages
Learning Activities
Teaching purposes
Leadin
OK, guys.What would you like to be? Why?
To lead in the topic.
Prewriting
Today we will talk about what would you like to be. Look at the picture. What would Peter and Kitty would like to be? Excellent. Now please read the poem and answer the questions. So, who writes the poem? Good. Inunit 2, we have learned a poem. Let’s review. We call each part in the poem ‘verse’. How many verses are there in this poem? Yes. How about in this poem? Very good. Each line in the poem is called line. Then, this poem is a rhythming poem. You can see a lot of rhythming words. But, isthis poem a rhythming poem? No!

沪教牛津版六年级英语上册教案Module3 Unit4

沪教牛津版六年级英语上册教案Module3 Unit4教学目标1.学习掌握与地点有关的单词和短语：the park, the cinema, the supermarket, the museum, go straight, turn left/right, and so on.2.学会运用“Excuse me, where is the…?”以及方向词汇进行地点问询和指路。

3.培养学生运用英语进行实际交流的能力，提高听说读写能力。

教学重难点1.教学重点：掌握与地点有关的单词和短语，并能够通过问询和指路进行实际交流。

2.教学难点：能够提问和回答地点相关的问题，并运用所学知识进行实际指路。

教学准备1.教学课件或黑板白板2.单词卡片或图片卡片3.学生练习册或作业本教学过程Step 1 导入新课1.Greetings and warm-up:–Greet the students and check their attendance.–Review the vocabulary from the previous unit related to directions and locations.–Ask students to share their favorite places in the city.Step 2 新课讲解1.Present the new vocabulary:–Show pictures or flashcards of different places such as park, cinema, supermarket, museum, etc.–Introduce the vocabulary using the target language:。

新沪教牛津版六上Module 4教案

Module 4The natural world一、核心词汇1.名词：air 空气factory 工厂smoke 烟wood 木头；木材match 火柴Earth 地球part 地区；区域forest 森林land 陆地ocean 海洋rubbish 垃圾balloon气球glass玻璃制品；玻璃2.动词：plant 种植cool 使变凉miss 想念hurt 感到痛recycle 回收利用；再利用3.形容词：alive 活着的dirty 脏的fresh 清新的sick 生病的clean 干净的；洁净的own自己的4.其他：everywhere 处处；到处5.核心短语：keep…alive让……活着plant trees 植树have to不得不cut…down 把……砍倒look for 寻找so many这么多pickup捡起；拾起shopping bag 购物袋plastic bag 塑料袋二、了解词汇1.其他why 为什么2.一些短语look at 看一看be from 来自……cool the air 使空气变凉make a poster 制作一张海报live on the Earth 住在地球上in the tree 在树上三、核心句型1.It keeps them high in the sky.它让他们在高高的天空中。

解读: 此句型是表达使某人/某物保持一种状态的句型, 这个句型是一个一般现在时的陈述句, 主语是第三人称单数it, 所以谓语动词keep 要用其第三人称单数形式keeps。

keep是“维持, 保持”的意思, 后面接人称代词时要用其宾格形式。

举一反三: He would keep in touch with us wherever he was.他无论在什么地方,他总是与我们保持联系。

Will you keep us the seats? 你给我们保留些座位, 好吗?It keeps me sticking into my heart. 它使我的心不能忘却!2.We get wood from trees. 我们从树上获得木头。

新沪教牛津版六上Unit 4教案

Module 2 RelationshipsUnit 4 Our neighboursTeaching Aims(教学目标):1.能听、说、读、写本课的核心词汇：neighbour, son, daughter, noisy, dig2.能熟练掌握核心句型：Did you play with Sam last weekend?- Yes, I did.3.询问别人邻居的情况及邻里关系，体会邻里关系的重要性。

Teaching Importances and Difficulties (教学重难点)：1.能在语境中正确运用本单元的核心词汇。

2.能用Do you…? 和Did you…? 询问别人和邻居的相处情况。

3.在句型Did you…?中动词用原型。

4.了解字母a, u, o及字母组合ar在单词中的发音规律，拼读简单的单词。

Teaching Tools(教学用具)：录音机、自制课件、照片等Teaching Procedures(教学过程)：StepⅠ. Warm up and revision（热身与复习）1. Greetings.2. Play a game: quick eyesStepⅡ. Presentation and practice (自主探究)1. 生词关T: Please write the meanings on your paperneighbour ______ son ______ daughter________writer________ weekend______ play chess_________The Greens__________ The Wus_________2. T：Show the pictures, learn the new words: neighbour / daughterSs：read these words after teacher.3. Work in groups to read the new words. Recite the new words, then recite in groups。

牛津沪教版六上英语Unit 4 Our neighbours-教案

Module 2 RelationshipsUnit 4 Our neighbours.本课是教材Module 2 Unit 4的教学设计。

本单元的语言功能项目是To revise vocabulary and expressions to describe "Our neighbours".主要话题是The students are able to use the key words correctly，本课内容贴近学生的生活和学习实际，为学生操练对话创设了一个真实的语言情景，有利于学生在比较接近实际的情景中听听说说，从而培养他们运用英语进行交际的能力。

【知识目标】1. To revise vocabulary and expressions to describe "Our neighbours".2. To guess meaning from context.3. The students are able to use the key words correctly.【能力目标】To use the sentences in context.【情感目标】利用多种游戏或活动形式培养学生对英语学习的浓厚兴趣。

【教学重点】The students are able to use the key words correctly.【教学难点】通过阅读活动，引导学生通过阅读抓住关键信息，了解故事大意，通过角色扮演，让学生巩固和运用本单元所学核心词汇和句型。

◆教学目标◆教学重难点◆◆课前准备◆◆教材分析Tape recorder, Multimedia◆教学过程Part AListen and sayStep 1:Free talk :T: What do you know about "Our neighbours"？Look at the pictures on P24 and PPT.Talk about "Our neighbours".Encourage them to talk about the topic.To introduce them to the topic.Step 2:ListeningPlay the listening materials,stop when necessary.And then check the answers.To train the students’ ability of catching the information of the listening materi als.Part BLook and learnStep 1:Free talk:Lead them to read and explain the “Our neighbours”.e.g: Who are your neighbours?To review the related knowledge.Make and sayStep 2:Learn the rules in P25.Finish the exercise on P25 and group work to work out the usage method of the “Our neighbours”. Walk around to exam the situation and check the answers for them.List the method of for them.To develop their interest and lead them to the conclude.Part CSay and actLet the students look PPT and act the scene.To make them get familiar with the details of the text and train their ability of saying and reading .Part DSing a songLet the students look PPT and sing a song.Let the students get the general idea of the text.Learn the lettersLearn the letters in P28.List the letters for them.To develop their interest and lead them to the conclude.Homework1.Dictation.e the new words to make sentences on your own or check them in a dictionary.略。

牛津上海版六年级上册英语 Unit 4 What would you like to be 讲义

Unit4 What would you like to be同步教案课本单词1. secretary n. 秘书2. bank n. 银行3. clerk n. 职员4. dentist n. 牙医5. pilot n. 飞行员6. fireman n. 消防队员7. postman n. 邮递员8. shop assistant n. 店员；售货员9. person n. 人10. teach v. 教11. put out 扑灭12. interview v. 采访13. find out 查明；弄清情况14. if conj. 是否15. finish v. 结束16. age n. 年龄17. policewoman n.女警察Ⅰ. Important words and phrases:Words:1. _____________ n. 秘书2. ___________ n. (1) 银行【记忆链接】banker n. 银行家(2) 河岸，河畔My house is on the south bank of the river. 我家坐落在河的南岸。

3. ___________ n. 职员4. ___________ n. 女警察【复数形式】_________________【反义词】_______________ 男警察5. ___________ n. 牙医【友情提示】doctor n. 医生；博士surgeon n. 外科医生6. __________ n. 飞行员7. __________ n. 消防队员【复数形式】________________【同义词】firefighter消防队员8. __________ n. 邮递员【复数形式】___________________【友情提示】postman是英国英语，美国英语用mailman.9. _______________ n. 店员；售货员10. ________ n. 人personal adj. 个人的11. ________ v.(1) 教My father______________________________. 我爸爸教我如何种树。

Unit4第三课时教案2023-2024学年牛津上海版(试用本)六年级英语上册

Unit4第三课时教案2023-2024学年牛津上海版（试用本）六年级英语上册一、教学内容分析本节课的主要教学内容为牛津上海版六年级英语上册Unit4第三课时。

本课时主要围绕“动物”主题展开，通过学习，学生能够掌握有关动物的词汇，如tiger, lion, panda等，并能够运用这些词汇进行简单的交流。

同时，学生还将学习到如何用英语描述动物的特征，如big, small, white等。

教学内容与学生已有知识的联系：本课时内容与五年级英语学习中的动物主题相关知识相衔接，学生能够将已学的动物词汇和描述动物特征的词汇进行复习和巩固。

同时，学生将在本课时学习到如何运用这些词汇进行简单的句子构建，为后续更复杂的语言表达打下基础。

二、核心素养目标本节课的核心素养目标主要包括语言能力、文化意识、思维品质和学习能力。

在语言能力方面，学生通过学习能够正确发音新词汇，流畅地使用所学词汇进行简单的句子构建，并能够运用所学语言描述动物的特征。

在文化意识方面，学生通过学习了解不同国家的动物文化，培养对多元文化的尊重和理解。

在思维品质方面，学生通过观察、分析和归纳动物的特征，培养观察力和逻辑思维能力。

在学习能力方面，学生通过自主学习、合作学习和探究学习，培养自主获取知识、与他人合作解决问题的能力。

三、教学难点与重点1.教学重点本节课的核心内容是学生能够掌握有关动物的词汇，如tiger, lion, panda等，并能够运用这些词汇进行简单的交流。

同时，学生还将学习到如何用英语描述动物的特征，如big, small, white等。

具体重点内容包括：（1）掌握动物词汇：tiger, lion, panda, elephant, giraffe等。

（2）运用动物词汇进行简单句子构建：The tiger is big. The panda is black and white.（3）描述动物特征的词汇：big, small, white, black, furry等。

Unit4Listening教案牛津上海版(试用本)六年级英语上册

At the end of the class, students are expected to
1.master the meaning and pronunciation of new words (secretary, pilot, bank clerk)
2.listen for specific information
Tomake students’ know how to describe their activity at weekends.
Assignments
1.抄写生词
2.读生词，上传录音。
教学反思：本堂课的优点在于通过图片来教授新词，学生兴趣大。
缺点是开头放的图片没有任何作用，后面教生词的时候，提过What does a … do?但是在课的结尾又来了一次相应的match，相隔太远。应该在教生词的时候不用提到whatdo，后面放在一起说。
Learning Activities
Teaching purposes
Leadin
Boys and girls,have you listened this song before? If you have, please raise your hands. Can you sing this song together?
Nowopen the book and turn to page 26. Look at the picture. What jobs can you find in this picture? Right. Now listen to the recording and number the picture. Let’s check.
Topractice sg for specific information.

Unit 4教案 2022-2023学年牛津上海版英语六年级上册

Lesson PlanUnit 4 Period 1 (p 26-27)Course: Oxford EnglishClass: B2Time: 40 minutesObjectives: 1. Different jobs and their functions: the things they do2. Would you like to be a/an...?3. Why/why not?4. I would like ..., because I ...5. Build a goal for their career in the futureMaterials: computer, ppt, text book.1.Warm up(1)Do dictation: review test paper of SBS Unit 1& 2.(2) (ppt 2) Divide students into 6 groups. Brainstorm: Guessing game. Draw a column of 10 small squares on the board. Let each group of students say one letter, the correct ones are written in the right square, then try to guess the word. And that’s today’s topic ---Occupation.2.While-teaching(1)(ppt 3-4) Watch the short video, then tell what’s their job? Bank Clerk. Then read this newword after the tape twice, and teach the phonetics. Ask and answer: Where does a bank clerk work? What does he do? He usually helps people deposit /dɪ'pɒzɪt/ or withdraw /wɪð'drɔ:/ money. (students read twice together). Last, ask them to use an adj. to describe the quality of a bank clerk.(2)(ppt 5) Watch video: Factory workers. Where do they work and what do they do? They workin factories 注意复数的拼写, After that, also use an adjective to describe them.(3)(ppt 6-7) Watch video: A Secretary. Read the word after the tape and learn the spell. Then askand answer: Where does she work? In an office. What does she usually do? She usually types letters, makes phone calls, and sends e-mails to others. And she often works with a manager/'mænɪdʒə/. Finally, use adjectives to describe the qualities she needs in doing this job. (4)(ppt 8-9) Teacher leads: look at the picture. Policewoman: What’s his/her job? What doeshe/she do? Where does he/she work? Catch bad people/ thieves. / Stop crimes. Direct traffic.Help lost children find their parents. Place: on the street, in an office. Description: Brave, helpful, etc.Dentist: works in a hospital, clinic. Treat sweet tooth, take bad teeth out, etc. Careful.(5)(ppt 10-12) Work in pairs and make dialogues. A Pilot, a fireman and a shop assistant.(6)(ppt 13-16) Listen and guess their occupation. Listen first, then guess the job. After that, readthe short passage together. Ask several questions like what, who and where. Nurse, postman, taxi teacher, and teacher.(7)(ppt 17) Quick response: look at the pictures and then identify their different jobs. Together 12jobs.(8)(ppt 18) Read and identify. Read 10 descriptions of what they do in their jobs. Then tell thename of each occupation.(9)(ppt 19) Listen and number: 5 students talking about their ideal job, put the pictures into thecorrect order.(10)(ppt 20-21) Look and learn: read aloud after the tape once . Talk about each others’ favoritejob.3.Post-teaching(1) (ppt 22) Pair work: Ask students to make dialogues about their ideal jobs in the future and thereasons. Would you like to be ...? Yes, I would. No, I wouldn’t. And then tell their reasons. (2) (ppt 23) Group work: talk about parents’ jobs and then display the conversation to the wholeclass.(3) Homework:a.Recite all the new words in text, different jobs.b.Write a short passage about your ideal job when you grown up.c.Write at least 3 questions about interviewing other people’s job.d.Workbook: page 21-24.Lesson PlanUnit 4 Period 1 (p 28-29)Course: Oxford EnglishClass: B2Time: 40 minutesObjectives: 1. Wh-questions for interviewing other people’s jobs.2. Know the good and bad sides of different jobs.3. Start to do/ doing; finish doing4. Read and summarize the report for a job.Materials: computer, ppt, text book.1.Warm up(1)Do dictation (new words and sentences learned in the previous lesson).(2)(ppt 2) Listening 1: Listen to the tape, number the occupation you heard according to the tape.(3)(ppt 3) Listening 2: Listen: What jobs would the children like to do? Write the name next toeach picture.2.While-teaching(1)(ppt 4) Kitty is going to interview a doctor, help her list some questions. Learn new words:interview (interviewer, interviewee), and if = whether 是否whether ... or not.(2)(ppt 5) Show bubble charts, first, let students talk about the questions they prepared ashomework yesterday. Then list 8 questions.(3)(ppt 6) Arrange Kitty’s interview list orderly on a page of note. 8 questions, let students readaloud together once.(4)(ppt 7) Listen to the tape, complete the table for Kitty’s interview. Kitty is interviewingSamuel Han. Please help her complete her notes. Then check answers one by one.(5)(ppt 8-9) Listen and at the same time, read aloud following the tape.(6)(ppt 10-11) Only see answers to produce the correct questions; and then only see questions topractice the correct answers.(7)(ppt 12) Help Kitty to complete the report for Samuel Han on page 28.(8)(ppt 13) Complete the dialogue together orally for interviewing Mr. Li: a taxi driver.3.Post-teaching(1)(ppt 14)Pair work: Look at 2 cards and practice interview dialogues with your partners. JudyZhao and Mary Lin.(2)(ppt 15-16) Read a poem together, What would you like to be? And then try to imitate thispoem in talking about Joe---fireman; and Alice---teacher.(3)(ppt 17-18) Grammar: the use of Would.(4) Homework:a. Recite all the new words and key sentences (including the ones in Notes).b. Work book: page 25-27.c. Interview an adult about his/her job: complete the table and write a report.。

沪教牛津版六年级英语上册教案Module3 Unit4

沪教牛津版六年级英语上册教案Module3 Unit4沪教牛津版六年级英语上册教案module3Unit4Unit4Foodfromothercountries一、单元分析（UnitAnalysis）（一）单元地位（UnitPosition）．学习六个国家名称并能够表述商品是本单元重点之一。

2．在第二单元中学习了如何表达喜好的不同程度，而在这一单元中则要学会如何表达喜欢或不喜欢做某一件事。

3．在第一模块第一单元中已学习了单音节形容词的比较级，本单元在复习比较级的基础上继续学习单音节形容词的最高级。

（二）单元目标（UnitTarget）．词汇目标：掌握六个国家名及相关食物名称2．语法目标：能正确使用单音节形容词的比较级和最高级3．功能目标：正确表述自己对做某事的好恶4．情感目标：通过调查报告学习做一个关心他人的好孩子单元重点（UnitFocus）．关键词汇）Australia,canada,japan,NewZealand,theUSA,Thailand 2）comefrom,laythetable,mix,mixture,peel,goshopping（这部分词汇在本单元中有较为重要的作用，在练习中也会反复出现，可作为重点掌握）3)each,tin（讲清词义即可，不需扩充）2．语言功能）Askingforinformation询问信息---wheredotheycomefrom?---The_______comefrom…2)Likesanddislikes喜好和厌恶I/we/like/don’tlikedoing…He/Shelikes/doesn’tlikedoing…3．语法要点)正确使用一般现在时和动词搭配likedoing。

2)学会正确运用单音节形容词的比较级和最高级。

二、教学设计教学内容教学实施建议教学资源参考P53lookandlearn,lookandsayP54Findaskandanswer国家名在这一节可只作认知了解，课堂上可多做些句型操练。

Unit4Writing教案2023-2024学年牛津上海版(试用本)六年级英语上册

④ Winter：寒冷的天气，雪花飘落，寒假
3. 季节活动板书
- 重点知识点：与四季相关的活动和节日
- 板书内容：
① Spring：踏青、赏花、清明节
② Summer：游泳、野餐、端午节
③ Autumn：赏月、丰收节、中秋节
④ Winter：滑雪、猜灯谜、春节
4. 季节句型板书
- 重点知识点：用英语描述四季的句型
b. 学生在写作过程中，老师进行个别辅导和指导
5. 展示和评价（5分钟）
a. 学生展示自己的作文，其他学生进行评价和点赞
b. 老师对学生的作文进行点评，给予肯定和建议
四、作业布置
1. 学生回家后，复习本节课所学生词和句型，并进行口语练习
2. 完成一篇关于"My Favorite Season"的英语小作文
引导学生思考这些案例对实际生活或学习的影响，以及如何应用四季知识解决实际问题。
小组讨论：让学生分组讨论四季的未来发展或改进方向，并提出创新性的想法或建议。
4. 学生小组讨论（10分钟）
目标：培养学生的合作能力和解决问题的能力。
过程：
将学生分成若干小组，每组选择一个与四季相关的主题进行深入讨论。
小组内：
讲解四季的定义，包括其主要组成元素或结构。
详细介绍四季的组成部分或功能，使用图表或示意图帮助学生理解。
3. 四季案例分析（20分钟）
目标：通过具体案例，让学生深入了解四季的特性和重要性。
过程：
选择几个典型的四季案例进行分析。
详细介绍每个案例的背景、特点和意义，让学生全面了解四季的多样性或复杂性。
4. I learned that the seasons are caused by the Earth's rotation around the sun. In spring, the northern hemisphere is tilted towards the sun, so it's warmer.

六年级英语上册Unit4《Ourneighbours》(第1课时)教案牛津上海版(深圳用)

Our neighborsStep 2.课堂练习a.按要求完成下列句子。

（1）He did his homework last night.（改为一般疑问句并作肯定回答）（2）They had a big dinner last week.（改为一般疑问句并作否定回答）（3）Tom visited his friend three days ago. （改为一般疑问句并作否定回答）b.Ask and answer（1）Who are Peter´s neighb ors？（2）Did Peter see The Greens？（3）Who are Alice´s neighbors？（4）Do the Wus have a son or a daughter？（5）Did Alice play with Sam last weekend？c.根据课文填空。

The Greens are Peter´s__________（邻居）.They________（from）the US.Mr Green is a______（write），Mrs Green is a________（teach）.They have a_____（儿子）and a________（女儿）.I sometimes_______（meet）them in the morning.But I_________（没有看见）them this morning.The Wus is Al ice´s________（neighbour）.They have a____（儿子）.I______（玩）chess with him last weekend.d.Introduce your neighbors according to the text. 学生独立完成本题学生根据课文内容完成本题学生根据课文内容完成此题学生分别介绍自己的邻居讲练结合，训练学生一般过去时的一般疑问句的掌握情况课文与语法相结合，达到课文与语法同步学习的目的。

六年级英语上册Unit4《Whatwouldyouliketobe》教案牛津上海版(一起)

Unit 4 What would you like to be?Tasks in this unitTalking about jobs an preferences; giving reasons for preferences; interviewing people about their jobs;Period OneLanguage focus:Using nouns to identify peoplee.g., a doctor, a dentistLanguage skills:ListeningListen for specific informationSpeakingMaintain an interaction by replying, adding or giving examplesReadingUse knowledge of what words look or sound like to work out their meaningsMaterials:1.Student’s Book 6A page 262.Cassette 6A3.Cassette playerPre-task preparationAsk: What would you like to be? To elicit: e.g., I’d like to be a policeman. Compile a list of jobs on the board as the students reply. Then go through the list asking individual students: e.g., Would you like to be a policeman? To elicit: Yes, I’d like to be a policeman. No, I’d like to be a teacher.While-task procedure1.Play the cassette for Look and Learn. The students listen and repeat.2.Give the students time to look at the picture in the Look, Listen and number.3.Play the cassette for Look, listen and number. The students listen and writethe correct numbers in the boxes.4.Play the cassette again. The students listen, repeat and check the answers.5.Ask a few other individual students: What would you like to be? To elicit:e.g., I’d like to be a pilot.Homework:Workbook 6a page 21Period TwoLanguage focus:Using modal verbs to express preferencese.g., Would you like to be a policeman?Asking wh-questions to find out the reasone.g., Why/why not?Using connectives to give reasons.e.g., I’d like to be policeman because I want to make out city a city place.Language skills:ListeningListen for specific informationSpeakingMaintain an interaction by replying, asking questions, explaining and using formulaic expressions where appropriate.ReadingRead for specific informationMaterials:1.Student’s Book 6A page 272.Workbook 6A pages 21, 22, 24 and 263.Cassette 6A4.Cassette playerPre-task preparationPlay a miming game. Ask the students to look at the jobs on student’s Book page 26 and choose one of the jobs. Ask for volunteers to come out and mime a job. The students guess: e.g., Would you like to be a doctor? The student who guesses correctly takes the next turn to mime a job.While-task procedure1. Give the students time to look at Read and think. The students write the jobs in the table and tick the ones they would like to do.2. Ask questions about the table: e.g., this person teaches children English. What is his/her job? To elicit: He/She is an English teacher.3. Workbook 6A page 21a. Read the sentences. The students match them with the pictures.b. Ask questions: e.g., Look at picture one. What does this person do?4. Give the students time to read Play a game. Play the cassette. The students listen. Play the cassette again. The students repeat.5. In pairs, students practice the dialogues. Select pairs to read a dialogue.6. Ask individual students questions: e.g., Would you like to be a doctor? To elicit: Yes, I would. No, I wouldn’t.7. Write the beginning of the two sentences on the board: I would like to be a doctorbecause…Ask the students to complete the sentences. Replace ”doctor”with other jobs and repeat the procedure.8. The students practice in groups, taking turns to ask a member of the group: Would you like to be a /an…?9. Workbook 6A page 24a. Give the students time to look ar the pictures.b. play the cassette. The students listen and match.Post-task activitiesWorkbook 6A page 26a In groups, students discuss different jobs and why they would or would not like to do them. They then write their own lists.b Ask a few individual students: What job would /wouldn’t you like to do? Why?c. The students write the sentences. Ask individual students to read one of their sentences.ConsolidationWorkbook 6A page 22Period ThreeLanguage focus:Using wh-questions to find out specific informatione.g., What’s your job?Using connectives to give reasons.e.g., Because I like to make sick people better.Using prepositions to indicate timee.g., I usually start work at half past eight in the morning.Language skills:ListeningIdentify details that support a main ideaSpeakingOpen an interaction by greeting someone in an appropriate mannerMaintain an interaction by replying, asking questions, explaining an using formulaic expressions where appropriateReadingRecognize the presentation of ideas through headingsWritingGather and share information by using strategies such as interviewing Materials:1.Student’s Book 6A page 282.Workbook 6A pages 23, 25 and 273.Photocopiable pages 2 and 34.Cassette 6A5.Cassette playerPre-task preparationAsk the students about their daily routines: e.g., When do you get up? When do you go to school? What is your favourite lesson? Why? What do you do after school? When do you go to bed?While-task procedure1 Give the students time to look at the picture in Look and Read.2 Play the cassette. The students follow in their books..3 In pairs, students practise the dialogue. Select pairs to read a section of the dialogue.4 Ask questions about the dialogue : e.g., How old is Samuel Han? What’s his job? Does he like his job? Why? When does he usually start/ finish work?5 The students complete Read an write. Ask one or two students to read their completed reports.6.Workbook 6A page 25a.In pairs, students practice the dialogue. Select pairs to read a section of thedialogue.b.The students complete the card at the bottom of page 25.c.Ask questions about the information on the card:e.g., What’s the man’s name?7. Read the instructions in Find out. You may want to use photocopiable pages 2 and 3 here.Post-task activitiesWorkbook 6A page 27 (for more able students)The students can either interview an adult or complete the cards as follows: a.In groups, students select a job and write notes about it, using theirimagination.b.The students each interview another member of the group an complete the card.c.Select individual students to talk about the card:e.g., Miss Zhu is a bank clerk. She is twenty years old. She likes here job becauseshe meets a lot of people. She starts work ar nine o’clock in the morning. She finishes work at five o’clock in the afternoond. The students write about the person they have interviewed or imagined using the notes they have made.e. Ask one or two students to read what they have written about the person to the class.ConsolidationWorkbook 6A pages 23Period FourLanguage focus:Using wh-questions to find out specific informatione.g., What would you like to be?Using modal verbs to express wishes.e.g., I would like to be a pilot.Language skills:ListeningListen for specific informationSpeakingMaintain an interaction by replying, asking questions, explaining and using formulaic expressions where appropriateReadingRecognize formats and language features in narrative and non-narrative texts WritingDevelop written texts by presenting main and supporting ideasMaterials:1.Student’s Book 6A page 292.Drawing paper3.Cassette 6A4.Cassette playerPre-task preparationAsk individual students: What would you like to be? To elicit: e.g., I would like to be a policeman. Ask: Why? To elicit: Because I want to make our city a safe place.While-task procedure1 Give the students time to look at the pictures.2 Play the cassette of the poem. The students listen. Play the cassette again. The students repeat.3 Select individual students to read a verse of the poem.4 Read About you. Distribute drawing paper. The students write their peoms: e.g., What would you like to be?What would you like to be?I would like to be a dentist.That’s what I would like to be.The students then draw a picture of the job.5 Ask a few individual students to read their poems. Display some of the poems.ConsolidationCopy the new wordsRecite the passage.。