(六年级英语教案)上海牛津英语6A-Unit9P63教案
上海版牛津英语小学六年级英语6a上学期全册教学设计
上海版牛津英语小学六年级英语6a上学期全册教学设计本套上海版牛津英语学校六班级英语6a上学期全册教学设计由供应资源。
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教案方法：右键点击下面的教案附件，选择目标另存为，保存在桌面上或你的电脑上解压缩即可使用！英语学校六班级上学期全册教学设计.rar（39.81 KB,次数: 9382）2022-9-22 00:38 上传点击文件名附件牛津，英语，教育网，教学小练笔成就大作文一浅谈中低班级的小练笔2022-2022学年学校三班级下册数学教学工作总结《帮帮残疾人一他们不简单》教学设计2022—2022学年学校三班级下册数学教学案例让学885541地板2022-9-22 00:40:20TipsThoughtsUnit 1Public signsThe Third PeriodObjectives 1.通过复习要求同学能娴熟把握本单元所学的公共标志类词汇。
2.能娴熟地在情景中娴熟的运用本单元所学的句型和日常交际用语。
3.能听懂、会说、会读日常交际用语和词组：take a walk, lookaround, pick up, come up to, point to, He sees something on the grass. Fine 10 yuan.Emphases 1.通过复习要求同学能娴熟把握本单元所学的公共标志类词汇。
2.能娴熟地在情景中娴熟的运用本单元所学的句型和日常交际用语。
Teaching procedures：Task A Review. What does it mean?It means you/we should/shouldn't/must ...出示图片让同学进行问答，复习公共标志类词汇。
1.同学表演会话。
2.复习c部分的内容，同学相互问答。
Task B Ask and answer.老师预备一只时钟，将其拨至不同的时间，询问同学What's the time? Can you ...?引导同学依据详细时间考虑该做什么, 提出建议You/We should1.同桌看图练习相互问答，两人一组。
牛津英语上海版六年级6A Unit 9教案设计(4课时)
Module 3 Food and drink Unit 9 Picnics are funFirst periodTeaching aims:Learning about different foodsMaking suggestions for a picnicCompiling a shopping listLanguage focus:Using modal verbs to make suggestionsUsing modal verbs to indicate preferenceUsing formulaic expressions to make suggestionsTeaching procedures:Pre-task preparation:Do a quiz: Ss work in groups of five. Write as many food names as possible.e.g. Aa apple, Be beef, Cc cabbage…While-task procedure:1. Look and learn: Look at the pictures, and learn some different foods.oranges, bread, pears, cola, spicy sausages, jam, apple juice, chicken wings, nuts, lemon tea, water2. Listen and circle: Listen to the tape, then circle the pictures of the foods. oranges, bread, cola, jam, apple juice, chicken wings, nuts3. Look and read: Look at the picture, read after the tape sentence by sentence. Then Ss read by themselves and read in roles.______ will be a fine day. It’s a good day for _______. So _______ plan to have a picnic. First they will _______ together. Peter would like to buy some _______. He likes ______ very much. Joe would like to have some _______. Alice wants to buy _______ and ______ because bread tastes ______ with ______. Jill would like to buy ______. Kitty would like to have ______.Post-task activity:1. Write a shopping list: Ss work in groups of five, and make a shopping list for thecoming picnic.2. Act it out: Ss talk in groups of five and make a short dialogue about the picnic. Then act it out.You can use these sentences:•Shall we buy some …?•Let’s buy some …•I’d like to have …•I’d like to buy …•… tastes nice with …Optional activity:1. Make a food dictionary:Ss work in groups, make some cards with food names starting with different letters. Then put all these cards in alphabetical order and make a food dictionary.e.g. apple, banana, carrot, …, peach, …, watermelon, …2. Plan a barbecue: Work in groups of five and make a plan and a shopping list. Suppose you are going to have a barbecue at Shanghai Forest Park this Saturday. What will you buy?Consolidation1. Workbook 6A, page 552. Read and recite P.62Second periodTeaching aims:Learning adjectives to describe tasteMaking suggestions for a picnicGiving reasons for choicesLanguage focus:Using formulaic expressions to make suggestionsUsing modal verbs to make suggestionsUsing adjectives to describe tasteAsking Wh-questions to find out the reasonUsing connectives to give a reasonTeaching procedures:Pre-task preparation:Odd one out: Ss look at the slide and odd out the different one from each group.Group 1 oranges pears strawberries lemon tea (lemon tea)Group 2 nuts biscuits cakes bread (nuts)Group 3 cola lemon tea apple juice chicken wings (chicken wings) Group 4 prawns fish chicken crabs (chicken)Group 5 milk ice cream fish balls frozen vegetables (milk) While-task procedure:1. Look and learn:a. Look at the fruits, odd out the different one. Learn adjectives: sweet, sour.b. Read different foods and learn adjectives to describe taste: cakes, sweet, nuts, salty, chillies, spicy, lemons, sour.2. Look and say:a. Look at the pictures, T invites some Ss to read the model dialogues first, then thewhole class read together:1) S1: Do you like vegetable salad?S2: Yes. I like vegetable salad.S1: Why?S2: I like vegetable salad because it is tasty. It’s sour, salty and sweet.2) S1: Do you like vegetable salad?S2: No. I don’t like vegetable salad.S1: Why not?S2: I don’t like vegetable salad because it is too salty.b. Practise the dialogues: Ss work in pairs, and then make dialogues about fourfoods according to the model.Look at the picture, answer the question: How does coffee taste? Learn the adjective: bitter. Then think and answer the other question: Why do we add sugar to coffee? Try to get the answer: To make it sweet.4. Look and read: Look at the pictures, read after the tape sentence by sentence. Then Ss read by themselves and T invites some Ss to read in roles.5. Read and answer: Answer some questions according to the text.•What kind of juice are they going to buy? Apple juice or orange juice?•Why does Peter like apple juice?•What kind of fruit are they going to buy?•Why does Jill like oranges?•Does Joe like eating spicy sausages? Why or why not?•What does Joe think of chicken wings?Post-task activity:1. Act it out: Ss work in pairs and role-play the text.2. Look, read and write: Look at the pictures, fill in the blanks to complete the dialogues, then read them.3. Do a survey: Ss work in groups of five and survey group members what kind of meat / fruit/ drink/ vegetables/ seafood they would like to eat and why they like1. Find out: Ss can walk round the classroom. Try to find what flavour the people indifferent places have. E.g.: Cantonese (sweet), Shanghainese (sweet and salty), Sichuanese (spicy)2. Make comments:Ss look back at the survey form. Use the cues in the box to make comments on group members’ favourite food. Then T invites some Ss.You can use these sentences:•It’s good for ___’s health.•It’s bad for ___’s health.•It’s too sweet.•It’s too sour.•It tastes bitter.•It is tasty/ terrible.Example: Joe likes chicken, cabbage, kiwi, cola and squid best. Chicken is salty and tasty. But too much is bad for our health. Cola is sweet but I think it’s too sweet. Kiwi is sour and sweet. I also like it very much. It’s good for our health …Consolidation1. Workbook 6A, page 572. Read and recite P.63Third periodTeaching aims:Reading a poem about suggestions for a picnicMaking suggestions for a picnicCompiling a shopping listGiving reasons for choicesLanguage focus:Using modal verbs to make suggestionsUsing adjectives to describe tasteAsking Wh-questions to find out a reasonAsking Wh-questions to find out specific informationTeaching procedures:Pre-task preparation:Look and think: Ss look at the pictures and think what they are probably doing. Try to get the answer: They are having a picnic.While-task procedure:1. Read a poem: Play the cassette of the poem, Ss listen and repeat sentence by sentence. Then T invites individual Ss to read a verse each.according to each poem.1) Shall we have a picnic?Shall we have some bread?Let’s buy some bacon to make some sandwiches.Shall we have a picnic?Shall we have some cakes?Let’s buy some butter to put on the cakes.Shall we have a picnic?Picnics are nice.Let’s buy some soft drinks and a big packet of nuts.2) Shall we have a birthday party for Mum?Shall we have a birthday cake?Let’s buy some candles to put on the cake.Shall we have a birthday party?Shall we have some noodles?Let’s buy some sausages to put on the noodles.Shall we have a birthday party?Birthday parties are wonderful.Let’s buy some sweets and a big bag of fruit.3) Shall we have a barbecue?Shall we have some chicken wings?Let’s buy some honey to make the chicken wings nicer.Shall we have a barbecue?Shall we have some potatoes?Let’s buy some tomato sauce to make the potato nicer.Shall we have a barbecue?Barbecues are fun.Let’s buy some cola and a big bag of ice!4. Look, speak and write:a. Ss work in groups of three, make a dialogue to find out what food and drink theyand their classmates like/ dislike. And complete the shopping list.b. T asks groups to say a dialogue and invites individual Ss to read their shoppinglists.Post-task activity:1. Read and learn: Ss look at the slide, read the sentences from the poem to learn “... to do sth.”e.g. Let’s buy some jam to spread on the bread.Let’s buy some jam.We can spread the jam on the bread.Then rewrite some sentences and read together.2. Write a poem: Re-read the poem on page 64. Write a similar one with other food names. Then T invites some Ss to read their poems in class.Optional activity:Write: Suppose your mother’s birthday is coming. You are going to have a birthday party for her. Write 6 to 8 sentences about the preparation.Consolidation1. Workbook 6A, page 562. Read and recite the poemFourth periodTeaching aims:Reading about pricesCompiling shopping lists with quantities and pricesLanguage focus:Asking How questions to find out quantitiesTeaching procedures:Pre-task preparation:1. Think and say: Ss look at the pictures, answer the question: What do we need to have a picnic? (We need a good day / a nice place / some food / some plates and cups / enough money.)2. Discuss and say: Ss have a discuss and answer following questions:• What kind of weather is good for a picnic?• Where can you have a picnic?• What would you like to have at the picnic? Why?• What wouldn’t you like to have at the picnic? Why not?• How much money do you need for your picnic?• Who will give you the money for the picnic?While-task procedure:1. Look and talk: Look at the pictures, T invites some Ss to read the model dialogues first, then the whole class read together:1) S1: How much are the chicken wings?S2: They are fifteen yuan.2) S1: How much does a packet of chicken wings cost?S2: A packet of chicken wings costs fifteen yuan.Practise the dialogues: Ss work in pairs, and then make dialogues according to theSs read by themselves and T invites some Ss to read in roles.3. Answer questions: Look at the picture and questions, then answer them.∝ How much do these food items cost?They cost __________ yuan.∝ How much money have they got?They have got _________ yuan.∝ Have they got enough money?∝ How much money do they need from Mr Li?They need _________ yuan from Mr Li.Post-task activity:1. Choose and write: Ss work in groups, look at the picture and choose five items they want to buy with ¥80 for a picnic. And complete the table.2. Read and write: Ss read a short passage, then fill in the blanks.Paul’s family are going to have a _______ in Century Park this weekend. ¥ Total: ¥ ¥¥ ¥ ¥ Price Item_________ is Paul’s favourite because it’s a little ________ and ________.His father likes bacon best. His mother is going to buy some _________ and ________. She thinks they are ________ for our health.Optional activity:1.Listen and write: Look at the menu and listen to five short conversations. AfterM: I’d like a b aked potato, a steak and a corn soup.W: W ould you like something to drink?M: N o, thank you. (¥ 43)2) W: Are you ready to order?M: Y es, I’ll have the fried fish, please.W: W ould you like anything else?M: I ced tea, please. (¥ 28)3) W: May I take your order?M: I’d like a steak and a chicken salad, please.W: W ould you like some dessert?M: Y es, I’ll have the apple pie.(¥ 40)4) W: Are you ready to order?M: Y es, I’ll have the chicken wings and a steak. I also want a seafood soup.W: W ould you like anything to drink?M: A hot coffee, please. (¥ 56)5) W: May I take your order?M: W hat’s your special today?W: W e have very good steak. It’s very delicious. Would you like to try it?M: O K, I’ll have the steak and I also want a green salad.W: W ould you like anything to drink?M: Y es, orange juice, please. (¥ 45)2. Look and act: Ss read the menu again and role-play the waiter/waitress and the customer. The waiter/waitress should tell the total price at the end of each conversation.You can use these sentences:•May I take your order?•Are you ready to order now?•What’s special for today?•That’s … yuan in all.Then T invites some Ss to act it out.Consolidation1. Workbook 6A, page 602. Read and recite P.65Fifth periodTeaching aims:Giving reasons for choicesWriting reasons for likes and dislikesLanguage focus:Using modal verbs to ask permissionAsking Wh-questions to find out specific informationUsing connectives to give reasonsUsing formulaic expressions to decline an offerTeaching procedures:Pre-task preparation:1. Look and say: Ss read the model patterns first.Then practise in pairs according to the pictures. T invites some pairs.Model: 1) S1: Would you like some nuts?S2: Yes, please.S1: Why do you like to have nuts?S2: Because they are tasty.2) S1: Would you like some chocolate?S2: No, thanks.S1: Why not?S2: Because it’s too sweet.2. Think and act: Ss look at the seven slides, practise the sentence pattern “Would you like…?”While-task procedure:1. Look and say: Look at the pictures, and practise the dialogue.S1: May I have some cola?S2: OK. Here you are.S1: May I have prawns?S2: Sorry, I haven’t got any.2. Act out: Ss work in pairs, make dialogues according to the pictures.3. Listen and say: Listen to the tape, and then read sentence by sentence. Then Ss read by themselves and read in roles.4. Act out the story: With a classmate, choose different food or drink. And act out the1. Read and answer: Ss read one text, then answer questions.Mandy: Today is a good day for our barbecue.Judy: Yes! It’s hot and sunny. There’s no rain and there’s no wind.Kally: This is a good place.Eddie: Let’s make a fire.Danny: It smells good!Eddie: Our meat will be ready soon.Peter: May I have some corn, please?Judy: OK. Here you are. Why do you like corn?Peter: I like it because it’s delicious.Mandy: Would you like some orange juice?Peter: No, thanks. I don’t want any orange juice.Mandy: Why not?Peter: It’s sour.Mandy: I like orange juice. I think it’s sweet.Questions:•What are the children doing?•What’s the weather like today?•What do they do first?•What are Danny and Eddie talking about?•What does Peter want to eat?•Why does he like it?•Does Peter like orange juice? Why or why not?•What does Mandy think of orange juice?2. Write: Ss think and write 6 to 8 sentences on the topic “_______ is/are fun”. Y ou may choose…–Barbecues are fun.–Picnics are fun.–Food festivals are fun.–Our school life is fun.–…Consolidation1. Workbook 6A, page 59 and 612. Read and recite P.66。
牛津英语6A全册教案
小学英语第6 A 册教学分析
胜利街小学学科进度表
2013.9 ——2014.1
1、各学科教师严格按照进度教学。
2、此表一式两份，交教研室一份，教师自留一份粘贴于备课本上。
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牛津上海版英语六年级上册《Unit6Goingtoschool》说课稿1
牛津上海版英语六年级上册《Unit 6 Going to school》说课稿1一. 教材分析《牛津上海版英语六年级上册》中的《Unit 6 Going to school》主要围绕着学校生活展开。
通过本单元的学习，学生能够进一步了解学校的各个场所和功能，提高他们的英语听说读写能力。
教材内容丰富，插图生动，贴近学生的生活实际，有利于激发学生的学习兴趣。
二. 学情分析六年级的学生已经具备了一定的英语基础，对于学校生活也有一定的了解。
但是，他们在英语表达方面还存在一定的困难，特别是对于一些学校场所和功能的表达。
因此，在教学过程中，需要关注学生的个体差异，因材施教，引导他们积极参与课堂活动。
三. 说教学目标1.知识目标：学生能够掌握本单元的生词、短语和句型，了解学校的各个场所和功能。
2.能力目标：学生能够用英语简单描述学校的基本情况，提高他们的英语听说读写能力。
3.情感目标：培养学生热爱学校，积极参与学校活动的情感态度。
四. 说教学重难点1.教学重点：学生能够掌握本单元的生词、短语和句型，用英语描述学校的基本情况。
2.教学难点：学生能够正确使用情态动词“can”表达能力，并用它来描述学校场所和功能。
五. 说教学方法与手段本节课采用任务型教学法，通过各种形式的任务活动，激发学生的学习兴趣，提高他们的英语听说读写能力。
同时，利用多媒体教学手段，为学生提供丰富的学习资源，帮助他们在实际语境中运用英语。
六. 说教学过程1.热身（5分钟）：通过歌曲《Going to school》引导学生进入学习状态，回顾已学的学校相关知识。
2.呈现（10分钟）：教师展示学校各个场所的图片，引导学生用英语描述，引出本节课的主题。
3.操练（15分钟）：学生分组进行角色扮演，模拟在学校各个场所的场景，运用本节课的生词、短语和句型。
4.巩固（10分钟）：学生完成一份关于学校的小，用英语记录并汇报结果。
5.拓展（10分钟）：学生分组讨论，提出改进学校的建议，并用英语表达。
上海牛津版英语六年级上册六上6AUnit9U9同步讲义教案
学员编号：年级：课时数：学员姓名：辅导科目：英语学科教师：授课类型TUnit9（牛津6上）基础知识梳理教学目标使学生能够基本掌握牛津6年级上册Unit9中的基础词汇及重要句型星级★★★★授课日期及时段T同步-U9基础知识梳理（建议2-5分钟）father mother grandfathergrandmother sondaughter批注：上面一幅图片是一家的幸福的在野餐的照片，要求学生快速的针对图片中的人物，对第一单元表示人称的family tree进行快速的复习，然后由学生和教师共同欣赏图片，分析图片中的一家人在做什么，引出今天的主题Picnics are fun（建议20-25分钟）一、词汇与词组Words and words phrases1. 1. 1. fun n．eg. They had lots of fun at the park today. 他们今天在游乐场玩的很高兴。
Reading is fun. 读书是一大乐趣。
【记忆连接】funny adj. 有趣的、可笑的e.g. Tom told a funny story just now. 刚才汤姆讲了一个很有趣的故事。
That's the funniest thing I have ever heard. 这是听到最可笑的事了。
【常见词组】just for fun 取乐，当笑话Make fun of sb/S th 嘲笑某人/某事；拿某人/某事取乐have fun 玩得愉快，相当于have a good lime 和enjoy oneself。
for fun 当做玩笑good fun 有趣的人/事物great fun 有趣的人/事物What fun! 多么有趣！2. 2. 2. nut n．坚果e.g. May I have some nuts? 我可以吃一些坚果吗?The chocolate with nuts is very delicious.果仁巧克力非常好吃。
小学六年级英语教案 牛津小学英语6A Unit 6 9篇
小学六年级英语教案牛津小学英语6AUnit 6 9篇牛津小学英语6A Unit 6 1利用多种资源搞活课堂教学---《牛津小学英语》3b unit3案例一教学目标1.技能目标：①三会掌握句型：who’s he? he is …who’s she? she is…②能正确区分he和she2.功能目标：能将所学的句型运用到现实生活中。
3.情感目标：进一步培养和加强学生对英语学习的积极情感。
二教学重难点:掌握并在现实生活中灵活运用句型who’she/she? he’s/she’s…三教具准备:多媒体照片图片四教学过程：step1 warming up:1 greetings and introductionst: hello，boys and girls . ss:hello.t: my name is han lili. what’s your name?s1:hello, miss han. my name is…i’m… (2or3 students) t: please introduce your friend to me.s:…2 sing a songt:let’s sing a song “hello” ,ok?step2 presentation and practice1 introduce gogo.t: today i will introduce a new friend to you. its name is gogo. (拿出玩具gogo) what colour is it?s:it’s red.t:do you like it?s: yes.t: let’s say hello to gogo. (学gogo的声音)hello, boys and girls.s: hello, gogo.t: nice to meet you.s: nice to meet you, too.t: i’d like to tell you gogo’s story. now,look!2 watch the media of gogo’s story.(让学生看整个故事)3 learn the name of the characters: tony and jennyt: it’s a lovely story, isn’t it? again,ok?(播放剪辑)who is this?s: gogo . t: and this is jenny. this is tony(把图贴上黑板，并读) t:now,listen carefully and repeat!4 learn to say: who’s she? she’s my mother.t: (继续播放剪辑)repeat, please.s: (repeat)who’s she?t: a good job! (教学句子who’s she?板书。
牛津沪教版六年级上6AUnit9复习教案
Unit9 Picnics are fun同步教案Ⅰ. Important words and phrases:Words:1. fun n. (不可数) 有趣的事Reading is fun. 读书是一大乐趣。
funny adj. 有趣的，可笑的Tom told a funny story just now. 刚才汤姆讲了一个有趣的故事。
just for fun 取乐，当笑话make fun of sb./ sth. 嘲笑某人/某事；拿某人/某事取笑have fun 玩的愉快(相当于have a good time/enjoy oneself)for fun 当做玩笑good/great fun 有趣的人/物当不同意时，常用No, you may not. / Sorry, I’m afraid you can’t.May I have an apple?Sure. Here you are.May I go to the park with Kitty?Sorry. I’m afraid you can’t.4.Why do you like apple juice?Why do you like … 用来询问别人为什么喜欢某物，回答时用I like … because…Why do you like lemon tea?I like lemon tea because it’s tasty.【课堂小练】Ⅰ. Choose the best answer（错误率：掌握情况：）1.I don’t like any chillies because they are too ________.A. sweetB. sourC. saltyD. spicy2. -- ________ do you like chicken wings?-- Oh, because they are so delicious.A. WhatB. WhyC. WhenD. Which3. Le t’s __________ a barbecue.A. haveB. hasC. hadD. having4. Shall we _________ some fruit?A. buyingB. buyC. to buyD. bought5. How much pocket money ________ Kitty _______ every month?A. do; needsB. does; needsC. do; needD. does; need6. _____________ it is to play with children!A .What fun B. How fun C. What a fun D How a fun.7. ______ we do some warm-up exercises together?A. ShallB. WillC. CanD. MustI. Choose the best answer (选择) （错误率：掌握情况：）（）1.—Could I speak to the headmaster?It s at 6:30 p.m. and finished at 9:30 p.m. F , we had a karaoke contest(竞赛). Li Hong got the first prize（奖）. Then, we guessed riddles（猜谜语），put on short plays and t interesting stories .I took part in（参加）the group singing, too. In the end, we danced together. Our p also came to the party. It was a wonderful evening. We e every minute of it.E.Fill in the blanks about the story（阅读短文，回答问题）Lisa’s birthday is on October 18thIt’s on Wednesday. She is going to have a birthday party. She wants to invite Peter, Gao Wei and Li Yan to her birthday party. They can celebrate after school. Today Lisa’s parents go shopping with Lisa. They want to buy a birthday cake and some other things for her birthday party.M: What kind of cake would you like?L: I’d like a fruit cake, please.D: What shape would you like? A round one or a star one?L: I’d like the star cake. How nice!M: Yes, it looks lovely. L: Let’s get some ice cream, too.D: Yes, and I’ll get some jelly for you.L: Thank you. I love jelly. Can we get some round balloons and long balloons, too?D: Certainly.L: Thank you. I’ll have a great birthday party.1.When is Lisa’s birthday?2.Is her birthday on Thursday?3.Does Lisa invite Kate to her birthday party?4.What kind of cake would Lisa like?5.Does she want a round cake?1.默写单词和词组。
2024年上海牛津英语6AUnit9P66教案通用
2024年上海牛津英语6AUnit9 P66教案通用一、教学内容二、教学目标1. 能够听懂、会说、会读、会写与未来科技相关的词汇及短语。
2. 能够运用现在进行时态描述未来正在进行的动作。
3. 能够通过小组合作，运用目标词汇进行情景对话，讨论未来生活。
三、教学难点与重点1. 教学难点：现在进行时态的运用，词汇的拼写与用法。
2. 教学重点：学会使用目标词汇进行情景对话，描述未来生活。
四、教具与学具准备1. 教具：PPT，单词卡片，录音机，教材。
2. 学具：练习本，彩笔，词汇表。
五、教学过程1. 导入：通过展示一幅未来城市的图片，引发学生对未来生活的思考，导入新课。
2. 新课内容：学习词汇，讲解语法，进行情景对话。
a. 学习词汇：教师展示单词卡片，引导学生学习新词汇，并进行小组竞赛。
b. 讲解语法：通过例句，解释现在进行时态的用法，并进行练习。
c. 情景对话：播放教材录音，学生跟读，并进行角色扮演。
3. 随堂练习：分组进行词汇填空，句子翻译，巩固所学知识。
4. 小组活动：学生分组，根据所给情景，运用目标词汇进行讨论，描述未来生活。
六、板书设计1. In the future2. 词汇：robot, spaceship, virtual reality, etc.3. 语法：Nowadays, we often use “be + V. ing” todescribe actions happening in the future.4. 对话：Example dialogue using the target vocabulary.七、作业设计1. 作业题目：Write a short passage about your future life, using the target vocabulary and grammar.2. 答案：My future life will be full of advanced technology. In the year 2030, I will live in a smart home controlled a robot. I will travel to other planets in a spaceship and experience virtual reality in my free time.八、课后反思及拓展延伸1. 课后反思：关注学生在课堂上的参与度，及时调整教学方法，提高教学效果。
沪教版牛津小学英语六年级上册教案(全册)
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2024年牛津上海版英语6a教案
2024年牛津上海版英语6a教案一、教学内容本节课选自2024年牛津上海版英语6A教材，具体章节为Unit 2 “Places and activities”。
教学内容详细包括：Lesson 1中的词汇和短语学习，如library, museum, park, swim, play chess等；Lesson 2的句型实践，以描述地点和活动，如“I like going to the museum”, “We can play chess in the park”。
二、教学目标1. 让学生掌握本课的生词和短语，并能熟练运用。
2. 培养学生运用所学句型描述地点和活动的语言表达能力。
3. 引导学生了解和尊重不同人的兴趣爱好。
三、教学难点与重点教学难点：词汇和短语的正确使用，句型的灵活运用。
教学重点：通过实践情景，让学生掌握描述地点和活动的英语表达。
四、教具与学具准备1. 教具：多媒体课件、黑板、单词卡片。
2. 学具：学生练习本、彩笔。
五、教学过程1. 导入：通过展示一张公园图片，引导学生用英语描述图片中的活动。
2. 新课内容展示：呈现词汇和短语，让学生跟随录音朗读，并进行小组竞赛。
3. 例题讲解：讲解句型“I like going to”的用法，并提供例句。
4. 随堂练习：分发练习纸，让学生完成相关练习，巩固所学知识。
5. 小组活动：学生分组，运用所学词汇和句型描述各自喜欢的地点和活动。
六、板书设计板书分为两部分：左边列出本节课的生词和短语，右边展示句型和例句。
七、作业设计1. 作业题目：请运用本节课所学的词汇和句型，写一篇小短文，描述你最喜欢的地点和活动。
2. 答案示例：My favorite place is the library. I like reading books there. I also enjoy playing chess with my friends in the park.八、课后反思及拓展延伸本节课结束后，教师应反思教学效果，针对学生的掌握情况，进行针对性的辅导。
牛津版上海版六年级上册 Unit 9 Picnics are fun 教学设计
牛津版上海版六年级上册 Unit 9 Picnics are fun 教学设计一. 教材分析本课的主题是“Picnics are fun”，属于牛津版上海版六年级上册Unit 9。
本课的主要内容是描述野餐的乐趣，通过图片和对话展示野餐的场景和活动，让学生能够用英语进行简单的交流和描述。
教材还包括一些相关的词汇和短语，如“picnic”, “food”, “games”, “fun”等。
二. 学情分析六年级的学生已经具备了一定的英语基础，能够听懂和说一些简单的英语句子。
他们对于描述日常生活和交流感受比较感兴趣，而且通过图片和实物展示能够更好地理解和记忆英语单词和短语。
三. 教学目标1.能够听懂、说出一系列的与野餐相关的词汇和短语。
2.能够用英语简单描述野餐的场景和活动。
3.能够通过听力、口语和阅读理解，掌握野餐的相关知识。
4.能够培养对于户外活动和自然的热爱和保护意识。
四. 教学重难点1.重点：能够听懂和说出与野餐相关的词汇和短语，能够用英语简单描述野餐的场景和活动。
2.难点：能够正确运用所学的词汇和短语，进行流畅的口语表达和交流。
五. 教学方法1.交际法：通过模拟野餐的场景，让学生进行实际的口语交流，培养他们的交际能力。
2.情境教学法：通过图片和实物展示，让学生在具体的情境中学习和使用英语。
3.任务型教学法：通过小组合作和任务完成，让学生在实践中学习和应用英语。
六. 教学准备1.准备相关的图片和实物，如野餐的场景、食物、游戏等。
2.准备录音机和听力材料，让学生进行听力练习。
3.准备教学PPT，展示相关的词汇和短语。
七. 教学过程1.导入（5分钟）通过展示一些关于野餐的图片，引起学生的兴趣和好奇心，然后用简单的英语问候学生，如“Hello, everyone! How are you today?”.2.呈现（10分钟）展示教学PPT，呈现与野餐相关的词汇和短语，如“picnic”, “food”, “games”, “fun”等。
Unit 9 教案 2022-2023学年牛津上海版英语六年级上册
Lesson PlanUnit 9 Period 1 (p 62-64)Course: Oxford EnglishClass: B2Time: 40 minutesObjectives: 1. Shall we... ? Why not do ...? How about/ what about doing ...? Why not do ...?2. Let’s do something ...3. Why do you like ... ? I like... because...4. Adjectives to describe food: sour, bitter/ (too) salty/ spicy5. Know how to plan a picnic themselvesMaterials: computer, ppt, Oxford English book.1.Warm up(1)Do dictation.(2)(ppt 2) Look at the pictures of food and learn new words: click the picture, and the wordswould appear on the screen.2.While-teaching(1)(ppt 3) Listen to the text and read silently at the same time. Then, read the text together once.(2)(ppt 4) Tell the shopping list, what do they need to buy for the picnic. Fill in the table.(3)(ppt 5) Open books and turn to page 62, try to fill in the blanks according to theirconversation.(4)(ppt 6) When talking about food, different people may have their different favorite flavors. So,now please look at the pictures, and tell which one is different from others according to their tastes. Odd one out according to their different quality.(5)(ppt 7) Look at the pictures and first tell what are they: cakes, nuts, chillies and lemons. Andthen tell their different flavors: sweet, salty, spicy and sour.(6)(ppt 8) Look at the picture: How does the coffee taste? Bitter.(7)(ppt 9-13) Listen to the text about shopping in the supermarket for their picnic, then read thetext together once and then answer the questions. Which sentences we used to give suggestions? Ask for reasons? Pay attention: Shall we do something...? Let’s do something.Why do you like ...(8)(ppt 14-16) Pair work: practice the dialogue according to the picture.(9)(ppt 17) Look at the pictures and guess what they are doing. They are preparing for a picnic.Prepare for ...= get ready for ...(10)(ppt 18) Shall we have a picnic. Read the poem together once.(11)(ppt 29) After reading, fill in the shopping list for their picnic.(12)(ppt 20-21) Sentence transformation: read the poems and then try to put two short sentencestogether into a longer one. Learn the usage of “to”, 表目的。
牛津沪教版六年级上6AUnit9复习教案
Unit9 Picnics are fun同步教案Ⅰ. Important words and phrases:Words:1. fun n. (不可数) 有趣的事Reading is fun. 读书是一大乐趣。
funny adj. 有趣的，可笑的Tom told a funny story just now. 刚才汤姆讲了一个有趣的故事。
just for fun 取乐，当笑话make fun of sb./ sth. 嘲笑某人/某事；拿某人/某事取笑have fun 玩的愉快(相当于have a good time/enjoy oneself)for fun 当做玩笑good/great fun 有趣的人/物2. spicy adj. 辛辣的My mother doesn’t like spicy food. 我妈妈不喜欢辛辣的食物。
spice n. 香料chilli n. 辣椒（复数chillies）3. shall model v. 表示提出或征求意见What shall we do this evening? 今天晚上我们做什么？祈使句中表建议Let's..., shall we...?【辨析】Let us…, will you?【复习】我们去公园吧（六种表达法）① Let's go to the park = shall we go to the park?② How about going to the park?=What about going to the park?③ Why don't you go to the park?=Why not go to the park?4. salty adj. 咸的Why is the soup so salty? 为什么这汤这么咸？salt n. 盐You put too much salt in the soup. 你往汤里放了太多盐。
上海牛津英语6A-Unit9 P63教案
上海牛津英语6A-Unit9 P63教案一、教学目标1.掌握单词：tea, coffee, juice, watermelon, apple, banana, orange, grapes, pear。
2.能正确理解并朗读单词。
3.学会使用句型：Would you like some…? Yes, please./ No, thank you.4.能正确使用句型进行简单的购物对话。
二、教学重点1.掌握单词的读音和拼写。
2.在情境中正确使用句型：Would you like some…? Yes, please./No, thank you.三、教学准备1.教师准备课件或黑板。
2.学生的课本和练习册。
四、教学过程1. 导入新课教师出示单词卡片，呈现新单词：tea, coffee, juice, watermelon, apple, banana, orange, grapes, pear。
师生一起读出单词，帮助学生掌握正确的发音。
2. 学习新知1.教师板书句型：Would you like some…? Yes, please./No, thank you.2.教师示范句子，并引导学生跟读。
3.学生进行对话练习，使用句型进行简单的购物对话。
3. 操练与巩固1.学生跟读课文，注意语音语调。
2.学生分组进行对话练习，巩固句型的使用。
3.教师出示情景图片，让学生根据图片进行角色扮演，练习购物对话。
4. 拓展教师提供更多与食物购物相关的句子，并进行练习，帮助学生扩展知识。
五、课堂总结教师对本节课的重点进行总结，并要求学生在课后通过练习册进一步巩固所学知识。
六、作业布置完成练习册Unit 9的相关练习。
七、板书设计Unit 9 ShoppingNew words: tea, coffee, juice, watermelon, apple, banana, orange, grape s, pearSentences:- Would you like some...?- Yes, please.- No, thank you.八、课后反思本堂课主要围绕食物与购物展开，通过学习新单词和句型，学生能够在情境中正确运用所学知识进行简单的购物对话。
牛津英语6A六年级上册全册教案备课.docx
牛津英语6A六年级上册全册教案牛津英语6A教案Unit 1 Public sign第一课时教学冃标：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 shouldnt…教学重点：1.能正确听说读会写句型：What does it meam? It means you shouldn T 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）Learn : public signs.T: Let，s look at some public signs on the Internet.多媒体展示九个标志。
T: Can you read them?学生能阴读其中的八个：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。