unit7 牛津小学英语说课稿

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六年级英语说课稿牛津小学英语6bunit7全英文说课稿

Hello, everyone, the teaching design I ’m going to talk about is for Unit7 A letter to a penfriend from Oxford English for primary school,Book 6B. I ’ll finish this unit in four lessons. This is the first peorid ofUnit7. And it covers three parts(B, C and E). In part B, the students will learn a new word: writing paper. In part B, we’ll learn the sentence patterns, but the sentences ‘Can I have a/an/some/the ? I want toSure. Here you are’.the students have learned before, so the new sentence pattern for them is ‘Whatfor ?’.Part E is the most important part in this lesson. It is just to teach the students how to introduce themselves to their penfriend by a letter. The formats of the letter can be omited, because the students have learned it before. How to write the addresses of the letters will be taught next lesson.Here are the analysis of the students and the text book.1.Then I ’lltalk about my teaching aims.Firstly, knowledge aims: (1)To enable the students read and spell thenew words and understand the meaning of them.(2)The students know how to use the newsentence patterns‘Can I have a/an/some/the ? What for? I want to Sure. Here you are’.(3) The students can write a letter to their penfriend.Secondly, skill aims. (1) Practise the students’skills of listening, speakingand writing.(2) Practise the students’communicative skill and creativity.2.Teaching points:The key points of the lesson: The students can read the words correctly.The students can understand the meaning of the new sentence patterns and use them.The students know how to write a letter.The difficult points of the lesson: The students know how to write a letter.To improve the students’abilities of speaking and writing.3.Teaching approaches: The students must play the principle role ineach class. That is student-center teaching. And also task-basedlearning and activity-based teaching with individual work, pair work, group work and class work.4.Teaching aids: I will use CAI, writing paperNext, I ’lltalk about my teaching procedures:I ’llfollow four steps.Step1Warm-upFirst, I ’llhave a free talking with the students. Because free talking is an important way to improve the students ’ability of speaking. Of course it can prepare for the next step. I ’ll ask the students some questions like:What day is it today? What’s the date today? What’s your favourite subject? What do you like doing?Step2 PresentationI ’llask the students‘ Whatdo you like doing?’The students will say ‘I like ’Then I ’lllet them guess “Do you know ‘Whatdo I like doing? ”Maybe the students will have many different answers. If they can’tguess it, I ’ll tell them ‘I like reading newspaper. I think it ’s interesting. Yesterday I read a letter from an English boy. He wants to make a penfriend in China. He is as old as you. Do you want to make friend with him.’I think most of the students will say ‘Yes’.At the same time, I ’llshow Peter’s picture and list in the screen by CAI and let the students know more about Peter.I ’lllet the students say something about Peter by themselves. For example ‘Peter lives in London’Then let the students answer some questions.‘Where does he come from? Where does he go to school? (What’s his school’s name?) What subjects does he study? What are his hobbies? How about his family? ’Next I ’ll let the students give a short passage about Peter. Like: Peter comes from England. He lives in London. He studies at St John’s Primary SchoolPurpose: The purpose of the part doesn’t only practice the students’ability of expressions, but also prepare for the next step.Then I ’ll say ‘Now you know much about Peter, do you want to make penfriends with him.’Maybe the students will say ‘Yes.’T:OK. But if you want to make a penfriend with him, you should writea letter to him. Yes or no?S:Yes.T:Before you write the letter, what do you need?S:Maybe the students will say‘writing paper.’T:At the same time, I show the word and its picture in the screen. Letthe students read the word after the record and one by one.I think the students can remember the new word more deeply by this way. Reading after the tape can check if the students read the word correctly.T:Boys and girls, you want to make penfriend with Peter, so you need some writing paper. Look, there is lots of nice writing paper in my hand. (It is time to tell the students the word is an uncountable noun.) Would you like some?S:Maybe the students will say‘Yes’.T:OK. If you want, you can ask me like Then I will lead the studentsto use the new sentence patterns: Can I have a/an/some/the? What for?I want to Sure. Here you are.If the students can ask and answer with me, I will give him/her some writing paper as the presents or encouragement.It is a better way to teach the new knowledge, because the students can understand the meaning of sentencepatterns by themselvesbythe dialogue. The objects(writing paper) can encourage the students join the part.Step3 Production1. Look and say. I will choose P1/2/3/6 and let the students do the pairwork.It is to parctise the new sentence patterns. But I don’tshow the pictures of part C directly, I let the students practise them through the guessing game. If the students guess it right, I will also give them some writing paper as the presents.I think game is a better way to consolidate the new knowledge than just let the students say the dialogue one by one. If the students guess it, I will give them some writing paper as their presents.2. Write a letter. I will let the students write a letter like Liu Tao to theirpenfriend Peter. Before writing, I ’ll let the students read it and understand the meaning of it. And know how to introduce themselves to Peter by a letter. At last, the students write it.The purpose is to improve the students’ability of writing and know a new way to communicate with others.Step4 Assignment1. Write the four pictures in their copybooks.Writing is a good way to check if the students do the exercises correctly.2.Say something about your penfriend Peter to your parents.Let the students speak English in their daily lives.。

牛津小学英语1A 说课稿 Unit7 Follow me

牛津小学英语1A 说课稿Unit7 Follow me我说课的内容是牛津小学英语1AUnit7Followme的第二课时。

本节课是单词教学，主要教授四个新词：mouth,ear,nose,eye。

本节课的知识目标是使学生能听、说、认、读mouth,ear,nose,eye这四个单词。

能力目标是能辨别教师所说单词，并准确辨识相应面部器官。

以及培养学生灵活运用所学知识进行交流的能力.情感目标是培养学生注意观察、认真模仿的良好习惯，激发学生学习英语的兴趣。

教学重点是能正确认读新词mouth,ear,nose,eye。

为了突破这堂课的重、难点，根据小学生好奇、好胜、好动、模仿力强、表现欲旺盛等生理和心理特点，我主要采取了以任务型教学模式为主，以活动，合作为主线，让学生在教师的指导下，通过感知、体验、实践、参与和合作、游戏感悟等多法并用的方式组织教学。

在教学开始的时候，带领学生唱英文歌曲goodmorning,吸引住学生，渲染了学生学习英语的良好气氛，接着以Hello,I’m…andThisis…这样的句型进行freetalk,以及有趣的guessgame帮助小朋友复习旧知识，并为新知识的学习做好铺垫。

在教单词的时候，我使用了不同的方法引导新单词。

在教单词nose的时候，我首先出示的是卡通人物的鼻子图片，问小朋友是什幺？自然引导出nose在教单词mouth的时候，指着自己的嘴巴，问学生，通过动作的展示，形象直观。

在教单词ear的时候，我首先在幻灯片上出示了一个谜语，让小朋友猜一猜，这是什幺。

然后再出示耳朵的图片，介绍新单词，在学生反复诵读操练单词之后，我下载了四幅深受学生喜爱的卡通人物图以playamissinggame和matchthewords的形式，帮助学生复习巩固本课所学内容。

这时学生的注意力开始分散，以chant来稍作休整，让小朋友们一起拍拍手说一说，调控一下课堂气氛。

接下来，最后下载五官的视频，播放给学生看，然后先师生一问一答，再学生分组以类似对歌的形式再次巩固检验这节课所学内容。

牛津小学英语6b_unit7全英文说课稿(可编辑)

牛津小学英语6b_unit7全英文说课稿（可编辑）牛津小学英语6b_unit7全英文说课稿清华大学英语教授50年研究成果Hello, everyone, the teaching design I’m going to talk aboutis for Unit7 A letter to a penfriend from Oxford English for primary school, Book 6B. I’ll finish this unit in four lessons.This is the first peorid of Unit7. And it covers three parts(B, Cand E). In part B, the students will learn a new word: writing paper. In part B, we’ll learn the sentence patterns, but the sentences ‘Can I have a/an/some/the …? I want to … Sure. Here you are.’ the students have learned before, so the new sentence pattern for them is ‘What for?’. Part E is the most important part in this lesson. It is just to teach the students how to introduce themselves to their penfriend by a letter. The formats of the letter can be omited, because the students have learned it before. How to write the addresses of the letters willbe taught next lesson. Here are the analysis of the students and thetext book.Then I’ll talk about my teaching aims.Firstly, knowledge aims: (1)To enable the students read and spell the new words and understandthe meaning of them.(2) The students know how to use the new sentence patterns ‘CanI have a/an/some/the …? What for? I want to … Sure. Here youare.’ (3) The students can write aletter to their penfriend.Secondly, skill aims. (1) Practise the students’ skills of listening, speaking and writing.(2) Practise the students’ communicative skill and creativity.2. Teaching points:The key points of the lesson: Thestudents can read the words correctly. The students can understand the meaning of the new sentencepatterns and use them. The students know how to write a letter.The difficult points of thelesson: The students know how to write a letter.To improve the students’ abilities of spea king and writing.Teaching approaches: The students must play the principle role in each class. That is student-center teaching. And also task-based learning and activity-based teaching with individual work, pair work, group work and class work.Teaching aid s: I will use CAI, writing paperNext, I’ll talk about myteaching procedures: I’ll follow four steps.Step1 Warm-upFirst,I’ll have a free talking with the students.Because free talking is an important way to improve the students’ ability of speaking. Of course it can prepare for the next step. I’ll ask the students some questions like: Whatday is it today? What’s the date today? What’s your favourite subject? What do you like doing? …Step2 PresentationI’ll ask the students ‘What do you like doing?’ The students will say ‘I like…’Then I’ll let them guess “Do you know ‘What do I like doing?” Maybe the students will have many differentanswers. If they can’t guess it, I’ll tell them ‘I like reading newspaper. I think it’s interesting. Yesterday I read a letter from an English boy. He wants to make a penfriend in China. He is as old as you. Do you want to make friend with him.’ I think most of the students will say ‘Yes’. At the same time, I’ll show Peter’s picture and list in the screen by CAI and let the students know more about Peter. I’ll let the students say something about Peter by themselves. For example‘Peter lives in London…’ Then let the students answer some questions. ‘ Where does he come from? Where does he go to school? (What’s his school’s na me?) What subjects does he study? What are his hobbies? How about his family? …’ Next I’ll let the students give a short passage about Peter. Like: Peter comes from England.He lives in London. He studies at St John’s Primary School…Purpose: The purpose o f the part doesn’t only practice the students’ ability of expressions, but also prepare for the next step.Then I’ll say ‘Now you know much about Peter, doyou want to make penfriends with him.’ Maybe the students will say‘Yes.’ T: OK. But if you want to make a penfriend with him, you should write a letter to him. Yes or no?S: Yes. T: Before you write the letter, what do you need?S: Maybe the students will say ‘writing paper.’T: At the same time, I show the word and its picture in the screen. Let the students read the word after the record and one by one. I think thestudents can remember the new word more deeply by this way. Readingafter the tape can check if the students read the word correctly.T: Boys and girls, you want to make penfriend with Peter, so you need some writing paper. Look, there is lots of nice writing paper in my hand. (It is time to tell the students the word is an uncountable noun.) Would you like some?S: Maybe the students will say ‘Yes’.T: OK. If you want, you can ask me like … Then I will lead the students to use the new sentence patterns: Can I have a/an/some/the …? What for? I want to … Sure. Here you are.If the students can ask and answer with me, I will give him/her some writing paper as the presents or encouragement.It is a better way to teach the new knowledge, because the studentscan understand the meaning of sentence patterns by the。

牛津小学英语4A Unit7 It说课稿

牛津小学英语4A Unit7 It’s late 说课稿一、说教材（一）教学内容及地位我说课的内容是牛津小学英语4A Unit7 It’s late A部分。

Unit7教学的核心内容是“询问时间”，这个问题学生并不陌生，其中数字1-20以及询问时间句型“What’s the time?It’s…”在前面的3B中已经接触过，可以说本单元是三年级的知识延续，具有承上启下的作用。

A部分主要学习四幅图，其中包括句型“What time do you …? I…at …/At …It’s late .”“It’s late.”及单词“thirty”“forty”“breakfast”。

A部分是本单元的重点。

（二）教学目标根据《英语课程标准》的教学理念，教材特点以及四年级学生的实际情况，我将本课确定为本单元第一课时，教学目标确立为：1.知识目标：①能听懂、会说、会读单词at, thirty, forty , breakfast, late.②能听懂、会说、会读句型“What time do you …? I…at …/At …”“It’s late .”2.能力目标：①能初步了解用英语表达非整点的时间。

②能在一定情景下，正确使用句型“What time do you …? I…at …/ At …”3.情感目标：①培养学生良好的学习习惯和形成有效的学习策略。

②培养学生良好的时间观念。

（三）教学重、难点确立为：本课重点是几点钟做某事的句型：What time do you …? I…at …/At …难点是单词breakfast的读音。

二、说教法和学法本节课我将采用情境教学法，小组合作学习法，歌曲、游戏等活动教学方法，以学生为主体，以语言功能为主线，充分利用多媒体这一教学手段，从学生的学习兴趣、生活经验和认知水平出发，使学生通过感知、体验、实践、参与、合作与交流的方式实现任务目标，使课堂活起来，让学生动起来，从而达成上述的目标，突出重点和突破难点。

牛津英语三年级上册第7单元Unit 7《In the classroom》教学课件

当你听到指令“Open the door, please.”时，做出相应的动作；当你听到“Simon says: Open the door, please.” 时，就不能做出任何反应。
Watch the radio
Guess the meaning
Come in, please. You’re late.
2. 预习Unit8 Look and learn。
Fill in the blanks
Miss Fang: O__p_e_n_t_h_e_d_o_o_r_, _p_le_a_s_e_. Peter: Yes, Miss Fang.
Miss Fang: Thank you, Peter.
Mime and guess
两人一组进行比赛：A先看写在纸上的指令，如 Clean the blackboard。这个学生要根据指令做动作，B根据A的动作猜指令。在最短的时间内猜对最多指令的一组获胜。
Look at the blackboard, please. = Please look at the blackboard.
write and say
Open the door, please. = Please open the door.
Clean the blackboard, please. = Please clean the blackboard.
This is our classroom. This is the blackboard. This is the door. This is the window.
Introduce the classroom.
请像老师一样介绍教室内的物品。 This is the …

牛津5B全英文 Unit7 Part A 小学五年级英语说课稿

说课：《牛津小学英语》5B Unit7 A busy day Part A Read and say东中市实验小学范佳音Good afternoon, everyone. I’m Fan Jiayin. I come from Dongzhongshi Experimental Primary School. It’s my great pleasure to be here sharing my lesson with you. The conten t of my lesson is “A busy day” part A from Unit 7,Fun with English 5B. 一．Teaching contentsThe topics on Fun with English are well organized focusing on the pupil s’ world. Unit 7 is intended for pupils to talk about their daily lives. They have learnt many verb phrases. Such as watch TV, have breakfast, clean the library, watch a football game, do homework and etc. You know they are bilingual class pupils, so maybe these phrases will be more easier for them. “A busy day” mainly talks about the time and what they should do at the time.Considering the contents of the lesson and the levels of the pupils, I design the following teaching aims.二、Teaching aims1.Aims on the knowledge: Pupils will learn the new words “busy, past, to, on duty,brush teeth, really, half, a quarter ”, the new structures “ What time is it? It’s time for… Do you want to…? I want to…2.Aims on the abilities: To develop pupils’ abilities of listening ,speaking, readingand writing. To develop pupils’ communicative skills3. Aims on the emotion: To develop pupils’ sense of co-operation. To let pupilsknow they should cherish the time.三、Important points:1.To help the pupils say the new words and use the key sentences correctly.2.To write whole sentences correctly.四、Difficult points1. How to make dialogues and act them out.2. Pupils can talk about the time and what they should do at the time.五、Teaching aidsAnd in this le sson we’ll need CA I , Tape recorder, school things and so on.六、Teaching methodsNow I’d like to talk about my way of teaching(不必写在教案里).1. Communication methodI’ll set up a real situation, in this way , pupils can practise in pairs or in groups, they can speak freely and needn’t worry about making mistakes2. Task-based methodThat is to say I’ll let the pupils finish a task by making a short dialogue and acting it out. To help the pupils get a better understanding of the key structures, I will arrange these kinds of activities: singing, guessing game, finishing a survey and having a competition.七、Learning methodsLet pupils study in a relaxed and agreeable atmosphere. Thereby, develop the pupil s’ abilities of studying and working with the learning language independently.八、Teaching proceduresNow I’ll mainly talk about my Teaching procedures. I’ll follow five steps.Step 1( Warm-up and revision)It is important to set up a better English learning situation for the pupil s . So I ‘ll designActivity 1. Sing a song: Do some exercise with me? This song is from Unit6 Activity2. TPR( Total Physical Response ) to ask pupils to follow my instructions, “get up, have breakfast, watch TV, do homework” then ask and answer: What are you doing? I am…T: Look, what am I doing?Present the new phrases: brush my teethT: Who is on duty today?Let the child give the orders which are on the paper.I design this activity to get pupils to warm up and review the present continuous tense. I also infiltrate two phrases in t his step, “brush my teeth, on duty”. Because they will be presented in the text.Step 2 (Presentation )To present and practice the key structures one by one, that’ll be much easier for the pupils to learn and grasp the meanings. So in this step, I’ll design 3 activities. Activity1: Guess and learn.Guess a riddle, then learn to express time in English. In this step, I will use CAI to help me with my teaching. Let children practice the time first. Then learn to use “past” and “to”Activity 2: Ask and answer. What time is it? It’s time for…Let pupils talk about the time : What time is it? It’s time to… Because pupils have already learned this structure .Then teacher can make a model first : It’s time for…Then practice in groups.As we all know, using the pictures, this is one of the easiest ways to show the meaning of the words and sentences.Activity 3: Talk and matchTalk about the time and the things first, then listen and match . If time is enough, pupils can talk about their own time and their own things.Children’s attention span is very short. And proper exercises can help pupils focus on their attention and practice the key structures better.Activity4: Think and sayT: Oh, what time is it now? It’s time to watch VCD. Do you want to watch VCD? S: I want to watch VCD.Teacher shows them a list, look at the time and things: What do you want to do? Then invite your friend: It’s … It’s time for… I want to … Do you want to…?In this activity, pupils are encouraged to put themselves in the situation and make a face to face talking. All the pupils are involved in this activity. They can talk as much as possible.Step3. (Production)To help pupils put the language into using, I design a task to help pupils have a production.First watch VCD. Let the Ss listen and imitate the dialogue. Pay attention to their pronunciation and intonation. At la st I’ll ask the pupils to think hard and act it out. Then find out which group will act it out well. I’ll give them red stars.Purpose of my designing: This step makes the pupils get the general idea of the dialogue as a whole one. At the same time let the pupils have a chance to practise their listening and spoken ability.Step 4. (Consolidation)To develop pupil s’ abilities of listening and speaking, that’s the main instructional aims of learning English in primary school. So in step 4, I’ll desi gn some listening exercises to check what they have learned. For example: Think and fill in the blanks. Everyone will have a piece of paper. In this step I’ll give the pupils a free space to show their abilities.Purpose of my designing: “Task-based” teac hing method is used here to develop the pupil s’ ability of communication and co-operation. Tell the pupils we should cherish our time, Time and tide wait for no man.Step 5. (Homework )After step 4, some pupils can grasp the knowledge well, but some pupil s can’t. Revision is so important, pupils should speak English after class as much as they do in class. It is necessary for the pupils to do some exercise after class. So I design the following homework.1. Listen and read.2. Try to talk about the pictures.3. Try to finish your timetableMy timetable:九、．Blackboard DesignUnit7 A busy dayWhat time is it? busy 繁忙It’s … past…on duty 值日It’s … to …brush teeth 刷牙It’s time for…Do you want to…?I want to…?Proverb: Time and tide wait for no man. 时间不等人。

三年级：小学牛津英语3A Unit 7说课稿

新修订小学阶段原创精品配套教材小学牛津英语3A Unit 7说课稿教材定制 / 提高课堂效率 /内容可修改Elementary school Oxford English 3A Unit 7 said textbook教师：风老师风顺第二小学编订：FoonShion教育小学牛津英语3A Unit 7说课稿一、说教材我说课的内容为小学牛津英语3a unit7 it’s nice. 本单元主要围绕表示服装的英语单词，通过复习前几个单元介绍人物时已经出现的this is …和that’s … ，学习由how 引导的感叹句。

要求学生能在一定的情景下用look at …和有关物主代词进行简单的交谈以及表达赞美之意。

根据这一安排和学生的整体认识水平，从知识教学、能力培养等方面考虑，我确立本课时的教学目标为：认知目标：使学生能在日常生活中了解并运用句型look at…及其应答语it’s nice/smart/pretty﹒并知道how nice!表达赞美、感叹之意。

同时还要掌握服装类单词a dress ，a skirt，a t-shirt，a jacket，a sweater，a coat，a shirt，a blouse和物主代词his，her以及形容词new。

通过句型的深入使学生更为熟悉和灵活运用语言，使之成为自己的语言。

情感目标：通过各种教学手段，如奖励、竞争、小组合作，交流激发他们学习英语的兴趣和热情，体验成功的快乐，注重培养积极向上、自信、善于交际的优良品质。

能力目标：1、培养学生良好的学习习惯和学习方法。

2、培养学生在一定的语境中运用所学语言进行交际的能力。

二、说教法创设情境，营造和谐气氛，强化听说。

突出学生主体。

warm-up部分，练耳，复习与一体。

师生，生生用英语交流，学以致用，提高学生语言交际能力。

在presentation单词教学处理上使学生多听教师用不同语调说出单词，升调和降调，再请学生模仿说，符合听说领先原则。

牛津小学英语5A Unit 7说课稿

牛津小学英语5A Unit 7说课稿
我说课的内容是牛津小学英语教材5AUnit7的第一课时。

这是一节新授课，围绕现在进行时态的陈述句展开对一般疑问句新内容的教学。

本课时的教学内容是学会现在进行时态的一般疑问句用法；然后运用句型去交谈有关课余活动的话题。

根据这一安排和学生的整体认识水平，从知识教学、能力培养等方面考虑，我确立本课时的教学目标为：
1、能听懂会说现在进行时态的一般疑问句,并学会答。

能够理解现在进行时态的陈述句改变成一般疑问句的结构。

2、听懂会说词组
readanewspaper;readapicturebook;readamagazine;playchess;playcards.
3、能运用所学句型进行对话表演和口语交际，激发学生学习英语的兴趣，培养学生的英语学习能力。

本课时的教学重点是：
1、能听懂会说现在进行时态的一般疑问句,并学会答。

能够理解现在进行时态的陈述句改变成一般疑问句的结构。

2、词组学习
教学难点是能够理解现在进行时态的陈述句改变成一般疑问句的结构并能熟练地运用。

为实现以上目标，我是这样设计教学过程的：
教学过程：
一、Warmingup。

牛津英语五年级上册Unit7Afterschool说课稿

牛津英语五年级上册Unit7Afterschool说课稿Unit 7 After school教学内容：《九年义务教育六年制小学教科书牛津小学英语》5A 第七单元第一教时教学目标：1、能听懂、会说、会读、会拼写单词及短语a newspaper, chess, after school, a picture book, play with.2、能听得懂、会说、会读和会写现在时的一般疑问句及其回答。

教学重点、难点：1、能听懂、会说、会读、会拼写单词及短语a newspaper, chess, after school, a picture book, play with.2、能听得懂、会说、会读和会写现在时的一般疑问句及其回答。

教学过程：一、Greetings and free talk1.T: Can you sing the song <>?Do you like to sing it ?OK. Now let’s sing it together!Who is that speaking ?What is Mike doing now? Is Mike reading ?2. Look at some pictures. Ask some questions:What is he/she doing? He/She is …….2. (手执小卡片)Read the words (Page 46)V---- Ving and spell the words together二．Presentation 、drills and practice1. T: You like sports very much, for example, jumping , running and so on . I often listen to music /play the piano after school/class/work. What do you often do after school?S: I often ……..2. Some of you like reading . I also like reading very much.（图片）Look , what is he doing ?He is reading a newspaper/magazine after class.3. Learn to say : read a newspaper/magazineT: What is he/she doing ? S: He/She is ……..4. T: Look , is he/she reading a newspaper/magazine?S: Yes, he/she is No, he/she isn’t.（图片）T: He/She is reading a picture book.Yes, a picture book.5. Learn to say : read a picture book6. In our sparetime , we all like reading. Reading is interesting. But we also like playing .Yes or no ?7. (图片) T：What is he/she doing?Look, is he/she playing the violin/piano/guitar?8. Look, sometimes we play chess/cards.9. Learn to say : play chess/ cards10. (图片) T：Look, what are they doing ?11. Sometimes we also play with a yo-yo/marbles.12. Learn to say : play with a yo-yo/marbles13. (图片) T：Look , what is he doing ?Is he playing with a yo-yo/marbles?14. Revise seven phrases in Part Bwords------phrases ------sentencesnewspaper------read a newspaperWhat is he/she doing ? He/She is reading a newspaper.15. Look at the pictures, then fill in the blanks.(Part D)16. Play a game “骰子游戏play a dice”Guess what is he/she doing ?Is he/she ………. ?Are they ……… ?17.Part C Work in pairs.Picture 1 T: What is he doing ? Is he sitting ?S: Yes, he is .T: Is he sitting on a volleyball?S: No, he isn’t. He’s sitting on a basketball.呈现剩下的五幅图，由模糊变清晰的过程18. Write the sentences on your books.三、Consolidation1. Listen to the tape of Part B , repeat phrase by phrase2. Read the phrases together .3. HomeworkUnit 7 After school 说课本单元由课题After school这一放学后的话题说开去，在第六单元的基础上继续进一步学习现在进行时及其一般疑问句的形式与回答。

牛津小学英语3A Unit 7说课稿

牛津小学英语3A Unit 7 It’s nice说课稿一教材分析今天我要说课的内容是《牛津小学英语3A》教材中的Unit 7 It’s nice！包括A、B、C、D、E五个板块，经过对教材的研读与分析，我把本单元整合成四教时来完成教学，本课是第二教时，主要围绕表示服装的英语单词，通过复习第一单元动物来学习It's nice，要求学生能在一定的情景下用“Look at …”和有关物主代词进行简单交谈以及表达赞美之意。

二教学目标根据这一安排和学生的整体认识水平，从知识教学、能力培养等方面考虑，我确立本课时的教学目标为：认知目标:1、能听懂、会说“Look at …”及其应答“It’s nice /smart”；并会用“How nice ! ”表达赞美，感叹之意；2、能听懂、会说服装类单词：a dress , a skirt , a T-shirt ，a jacket ,a sweater, a coat , a shirt , a blouse ，物主代词 his ,her 。

能力目标：让学生能够运用本课句型灵活地进行表演以及进一步培养学生的英语表达能力和学习英语的兴趣，发展学生自主学习的能力。

情感目标：通过活动、游戏等，激发学生学习英语的兴趣和热情，敢于、乐于、善于开口讲英语，积极参与交流，树立学好英语的信心。

三、教学重难点1、句型：Look at his/her...；It's nice/smart. How nice!2、能在情境中正确应用his和her四、教学方法1. 直观情景教学在本课中，我借助各类服装、照片、图片等实物，创造情境，激发兴趣，让学生从趋于真实的环境中习得语言。

2. 交际法教学本节课上，学生通过真实生活中的交流来理解和学习句子。

五、学习策略在整个教学中，我注意构建有效的课堂，注重师生互动和生生互动，保证每个层次的学生都有机会参与学习，让学生在扎实的语言知识习得、丰富的游戏活动参与、精心设计的练习巩固中掌握所学内容。

2023年牛津小学英语译林版六下Unit7 Summer Holiday plans Story t

译林版6B Unit7 Summer holiday plans（Story time）说课稿尊敬的各位领导、各位同仁：大家上午好！非常荣幸能有机会在这里和大家一起交流和学习。

下面我就从八个方面说一下今天教授的这节课。

一、说教材本节课来自于新版教材6B Unit7 Summer holiday plans （Story time）。

新版教材的Story time通过对话、短文、故事等，帮助学生掌握基础的英语语言知识，发展基础的英语听、说、读、写技能，初步形成用英语与他人交流的能力，进一步促进思维能力的发展，同时提高学生的综合人文素养。

本单元重点围绕“暑假计划”展开，学生很感兴趣，涉及的语法知识是一般将来时，这在6A中已经接触过。

二、说学生六年级的学生相对来说比较成熟稳重，不太愿意举手回答问题，缺乏一定的学习积极性。

因此，需要老师采取一些有效的措施来激发他们的学习兴趣和积极性，比如游戏，奖励，竞争等机制，来促动学生的学习主动性和内驱力。

学生对本单元的内容比较感兴趣，对一般将来时will的用法也不陌生，所以教师可以多多地激励学生大胆地去说，去展示自己。

三、说教法本节课我主要采用了情境教学法、任务型教学法和游戏教学法。

四、说学法本节课学生主要采用了自主学习法、小组合作学习法和探究性学习法。

五、说教学目标1、能正确朗读课文；2、能正确说出四个人物的暑假计划；3、能用will描述并制定的自己的暑假计划；4、能享受生活，享受旅游。

六、说教学重难点1、能正确说出四个人物的暑假计划；2、能用will描述并制定的自己的暑假计划。

七、说教学准备PPT,练习纸,人物图片,地点图片,卡片等八、说教学过程Step1 Warm up1.自我介绍，创设情境。

2.Free talk3.观看“途牛暑期旅游”宣传片4.Talk time:T:Where will you go for this summer holiday?S:I will go to...(设计意图：师生平等对话，创设情境，放松气氛，调动学生积极性，导入课题。

Unit7AtChristmas说课稿

Unit7 At Christmas说课稿一、说教材我上课的内容是牛津小学英语教材6a，unit 7 at christmas 。

本课是围绕圣诞节这一话题，引出圣诞礼物，这些礼物的名称就是所授新单词，并谈论圣诞礼物归属这一话题，教授新句型whose---is it? it’s hers/his/mine/ours/yours.二、说教法、学法这节课中物主代词的语法知识比较多，如果语法中运用过于枯燥的讲解和机械重复的练习形式，不能很好地达法教学帮助提高学生语言的交际能力的最终目的，所以应尽可能结合学生的生活实际，创设各种生动活泼真实的情景来引导学生理解和运用语言知识。

本课在谈论事物的归属时，我运用了失物招领的方法，让学生从熟悉的形容词词性的物主代词入手，过渡到名词性的物主代词.导入今天的新内容,让学生初步感知两种物主代词的用法和区别。

然后通过询问其他东西的归属情境，引导学生理解和运用两种物主代词。

三、教学目标：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 hairdryer2. 初步掌握名词性物主代词hers, his, mine, ours, yours的用法。

3.初步掌握句型whose---is it? it’s hers/his/mine/ours/yours.4. 了解西方国家的节日(圣诞节)，激发学生学习英语的兴趣.四：教学过程step1：warming up运用free talk与学生进行交谈，不仅复习了旧知识还渲染了学习英语的良好气氛，同时自然过渡到达新单词的教学。

其中我还穿插了英文歌曲，不仅吸引了学生的注意力，渲染了学习英语的良好氛围，还建立轻松和谐民主的课堂氛围。

step2:presentation在教授新单词时，我出示，以圣诞礼物的形式让学生猜，避免了枯燥的单词教学。

牛津小学英语4AUnit7Storytime说课稿

牛津小学英语4AUnit7Storytime说课稿牛津小学英语4A Unit7 Story time说课稿作为一位兢兢业业的人民教师，时常需要编写说课稿，说课稿可以帮助我们提高教学效果。

我们应该怎么写说课稿呢？下面是小编为大家收集的牛津小学英语4A Unit7 Story time说课稿，欢迎阅读，希望大家能够喜欢。

一、说教学内容《牛津小学英语4A》Unit7 Story time二、说教学目标1、能听懂、会读、会说socks，shoes，umbrella，twenty，twenty-eight，only，well done。

2、能听懂、会读、会说、会初步运用句型Can I help you?I’d like ...How much is it/are they?It’s/They’re...。

3、能理解故事大意并模仿语调朗读。

4、能意识到在生活中要尽己所能，关爱他人。

三、说重点难点1、阅读、理解文本，并能流利朗读，大胆表演。

2、能在类似的情境中就“买卖”这一话题开展语言活动。

四、说教学方法本课文呈现以爱心为场景的购物活动。

教师可以在教学中设置其他购物情景，让学生在比较真实的`情景中学会使用How much is it/ are they? It’s / They’re … yuan. 在熟练听说的基础上，教师可以适当复现前面学过的饮料、食品、水果、家具等单词，进行综合操练，从而使学生能够在日常生活中自然流利地运用所学过的语言。

五、说教学过程导入部分，欣赏学生义卖图片，辅以听一首自编chant热身的方式，给学生创设一个学习环境，激活学生已有的知识，让学生跟着说，渐渐融入英语课堂，并出示本课时核心词汇how much，初步感知句型，并尝试运用。

新课学习部分，首先通过出示Miss Li和授课老师的对话，引出他们学校为了捐助海南儿童的义卖活动。

Miss Li邀请大家一起去看一看。

学生跟着老师一起整体感知四张课文图片，思考并回答三个问题。

牛津小学英语说课稿(优秀9篇)

牛津小学英语说课稿（优秀9篇）牛津小学英语说课稿篇一说课的内容：⑴ 说课程标准课标就是要把课程标准中的课程目标（三维目标）作为本课题教学的指导思想和教学依据，从课程论的高度驾驭教材和指导教学设计。

说课标，要重点说明有关课题教学目标、教学内容及教学操作等在课程标准中的原则性要求，从而为自己的教学设计寻找到用力的依据。

说课标，可以结合到说教材中去进行。

⑴说教材教材是课程的载体。

能否准确而深刻地理解教材，高屋建瓴地驾驭教材，合乎实际地处理教材，科学合理地组织教材，是备好课、上好课的前提，也是说课的首要环节。

说教材的要求有：①说清楚本节教材在本单元甚至本册教材中的地位和作用，即弄清教材的编排意图或知识结构体系。

②说明如何依据教材内容（并结合课程标准和学生）来确定本节课的教学目标或任务。

课时目标是课时备课时所规划的课时结束时要实现的教学结果。

课时目标越明确、越具体，反映教者的备课认识越充分，教法的设计安排越合理。

分析教学目标要从知识与技能、过程与方法、情感态度与价值观三个方面加以说明。

③说明如何精选教材内容，并合理地扩展或加深教材内容，通过一定的加工将其转化为教学内容，即搞清各个知识点及其相互之间的联系。

④说明如何确定教学重点和教学难点。

⑤说明教材处理上值得注意和探讨的问题。

⑴说学法现代教育对受教育者的要求，不仅是学到了什么，更主要的是学会怎样学习。

实施课程标准后，要求教师转换角色，基于这一转变，说课者就必须说明如何根据教学内容、围绕教学目标指导学生学习，教给学生什么样的学习方法，培养学生哪些能力，如何调动学生积极思维，怎样激发学生学习兴趣等。

说课活动中虽然没有学生，看不到师生之间和学生之间的多边活动，但从教师的说课过程中要体现以学生为主体，充分发挥学生在学习活动中的作用、调动学生的学习积极性。

在最大程度上体现课改精神——教师是课堂教学的组织者、引导者、参与者、启发者。

具体要说清两大问题：①针对本节教材特点及教学目的，学生宜采用怎样的学习方法来学习它，这种学法的特点怎样？如何在课堂上操作？②在本节课中，教师要做怎样的学法指导？怎样使学生在学会过程中达到会学？怎样在教学过程中恰倒好处地融进学法指导？⑴说教法说教法，应说出“怎么教”的办法以及“为什么这样教”的根据，具体要做到以下几个方面：①要说出本节课所采用的最基本或最主要的教法及其所依据的教学原理或原则。

小学牛津英语3AUnit7一等奖说课稿

小学牛津英语3AUnit7一等奖说课稿《小学牛津英语3A Unit 7一等奖说课稿》这是优秀的说课稿文章，希望可以对您的学习工作中带来帮助！1、小学牛津英语3A Unit 7一等奖说课稿一、说教材我说课的内容为小学牛津英语3a unit7 it’s nice. 本单元主要围绕表示服装的英语单词，通过复习前几个单元介绍人物时已经出现的this is …和that’s … ，学习由how 引导的感叹句。