上海牛津英语6a教案

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上海牛津英语六年级第一学期6AUnit1教案设计（5课时）

上海牛津英语六年级第一学期6AUnit1教案设计（5课时）Module 1 Family and friendsUnit 1 Family and relatives (Period 1)Tasks in this unitTalking about one’s family and relatives; writing greetings cards; talking about family leisure activities and frequency.Language focus:Using demonstratives to refer to peoplee.g., These are my family and relatives. This is my grandfather.Language skills:Listening Listen for specific informationReading Identify details that support a main ideaWriting Write out a piece of work by presenting writing using appropriate layout and visual support including charts Materials:Student’s Book 6A page 2Workbook 6A pages 1 and 2Pre-task preparationAsk individual students about their family: e.g., How many people are there in your family? Who are they? to elicit: e.g., My mother, my father, my sister, my brother and me. Write the family members on the board to create a typical family tree.While-task procedure1 Give the students time to look at the family tree in Look and learn. Play the cassette. Thestudents listen.2 In pairs, students take turns pointing to the family tree and asking: Who’s that? to elicit: e.g.,That’s Alice’s grandmother.3 Give the students time to look at the pictures in Look and read. Play the cassette. Thestudents repeat.4 Select two students to read the first dialogue. Then ask each of them: Who are you? to elicit:I’m their son/daughter.5 Select three pairs of students to read the second dialogue. Then ask the pairs: Who are you?to elicit: We’re their sons/grandsons/granddaughters.ConsolidationWorkbook 6A pages 1 and 2教后感：开学的第一节课，学生很有热情，但反映出的问题也很多。

牛津上海版英语6a教案

牛津上海版英语6a教案教案标题：牛津上海版英语6A教案教案目标：1. 学习并掌握牛津上海版英语6A教材中的单词、短语和句型。

2. 培养学生的听、说、读、写的综合能力。

3. 培养学生的合作学习和自主学习能力。

教学重点：1. 学习并掌握本单元的重点词汇和短语。

2. 学习并掌握本单元的语法知识。

3. 培养学生的听说能力，提高他们的英语交流能力。

教学难点：1. 学生对新词汇和短语的理解和运用。

2. 学生对新语法知识的掌握和运用。

3. 学生的听力和口语表达能力的提高。

教学准备：1. 牛津上海版英语6A教材和教学辅助材料。

2. 多媒体设备和投影仪。

3. 学生练习册和笔记本。

教学步骤：Step 1: Warm-up (热身活动)1. 运用图片或实物引入本单元的主题，激发学生的学习兴趣。

2. 利用问题和讨论的方式，让学生回顾和复习上一单元的知识。

Step 2: Presentation (呈现)1. 利用多媒体设备或教学辅助材料展示本单元的新词汇和短语，并帮助学生理解其意义和用法。

2. 引导学生通过图片或实物等方式理解和掌握本单元的语法知识。

Step 3: Practice (练习)1. 运用口语练习、听力练习、阅读练习等形式，让学生在实际情境中运用所学的词汇、短语和语法知识。

2. 组织小组活动或角色扮演，让学生进行合作学习和互动交流，提高他们的语言表达能力。

Step 4: Consolidation (巩固)1. 布置练习册上的相关练习，巩固学生对本单元知识的掌握。

2. 利用课堂游戏或竞赛等形式，复习本单元的重点内容，检查学生的学习效果。

Step 5: Extension (拓展)1. 引导学生进行自主学习，鼓励他们在课外寻找更多相关资料并进行学习。

2. 组织学生进行小组或个人展示，分享他们的学习成果和心得体会。

Step 6: Assessment (评估)1. 利用听力测试、口语测试、书面测试等方式，对学生的学习成果进行评估。

上海牛津英语6AUnit9P66教案通用

上海牛津英语6AUnit9 P66教案通用一、教学内容本节课选自上海牛津英语6A教材，具体内容为Unit 9 “The seasons”中的P66。

详细内容包括了对四季变化及特点的描述，重点词汇包括spring, summer, autumn, winter, warm, hot, cool, cold 等，以及相关句型如“Which season do you like best?”和“I likebecause”。

二、教学目标1. 学生能够理解并描述四季的特点及其变化。

2. 学生能够运用目标词汇和句型进行交流，表达个人喜好。

3. 学生能够通过观察和思考，培养对自然环境的关注和热爱。

三、教学难点与重点教学难点：正确运用目标词汇和句型进行交流。

教学重点：掌握四季的特点及其相关词汇。

四、教具与学具准备1. 教具：多媒体课件、四季图片、单词卡片。

2. 学具：学生用书、练习册、笔、纸。

五、教学过程1. 导入：通过展示四季变化的视频，引发学生对本课主题的兴趣。

2. 新课内容呈现：讲解四季的特点，呈现并学习相关词汇和句型。

3. 实践情景引入：分组讨论，让学生用目标句型表达自己最喜欢的季节及原因。

4. 例题讲解：结合教材P66，讲解如何使用目标词汇和句型进行对话。

5. 随堂练习：让学生模仿例题，进行角色扮演，练习对话。

六、板书设计1. 四季词汇：spring, summer, autumn, winter2. 季节特点：warm, hot, cool, cold3. 目标句型：Which season do you like best? I likebecause七、作业设计1. 作业题目：根据所学的词汇和句型，编写一段对话，讨论四季的喜好。

2. 答案示例：A: Which season do you like best?B: I like summer because it's hot and I can go swimming.八、课后反思及拓展延伸1. 反思：关注学生对四季词汇和句型的掌握程度，及时调整教学方法。

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。

牛津上海版英语6a教案

牛津上海版英语6a教案一、教学内容本节课选自《牛津上海版英语》6A教材，具体内容包括第三章《At the Doctor’s》的第一至三节。

详细内容涉及常用疾病名称、描述病情、就医场景对话以及相关动词时态的使用。

二、教学目标1. 让学生掌握本章出现的疾病名称、症状描述及就医场景下的常用表达。

2. 培养学生运用一般现在时和现在进行时描述病情的能力。

3. 提高学生在实际生活中运用英语就医沟通的能力。

三、教学难点与重点1. 教学难点：一般现在时和现在进行时的运用，病情描述的准确性。

2. 教学重点：疾病名称、症状描述、就医场景对话及动词时态的正确使用。

四、教具与学具准备1. 教具：PPT、黑板、录音机、医生道具。

2. 学具：单词卡片、练习册、病历本。

五、教学过程1. 导入：通过展示医生看病的图片，引导学生用英语讨论就医场景，激发学习兴趣。

2. 新课内容呈现：a. 教师播放教材录音，学生跟读并学习新单词。

b. 教师讲解一般现在时和现在进行时的用法，并举例说明。

c. 学生分角色朗读对话，熟悉就医场景下的英语表达。

3. 实践情景引入：a. 学生分组，每组设计一个就医场景对话。

b. 各组展示对话，全班同学进行评价。

4. 例题讲解：针对本节课的重点知识点，教师精选例题进行讲解。

5. 随堂练习：学生完成练习册上与新课内容相关的练习题，巩固所学知识。

六、板书设计1. 牛津上海版英语6A第三章《At the Doctor’s》2. 疾病名称、症状描述、就医场景对话3. 动词时态：一般现在时、现在进行时七、作业设计1. 作业题目：根据所学内容，编写一段就医场景对话。

答案：略答案：略八、课后反思及拓展延伸1. 教师反思：关注学生在课堂上的参与度，调整教学节奏，确保每位学生都能跟上教学进度。

2. 拓展延伸：鼓励学生在课后观察生活中的就医场景，尝试用所学英语进行描述，提高英语实际运用能力。

重点和难点解析1. 教学难点：一般现在时和现在进行时的运用，病情描述的准确性。

上海沪教版牛津英语6A六年级上册全册教案

按住Ctrl键单击鼠标打开配套教学视频动画全册播放6A Unit1 (Part A) 教学设计年级：6年级单元：Unit 1课题：Public signs 课型：新授课教学目标： 1. 掌握单词、词组cousin, always, mean, danger, grass, cage, only, public signs, stay away from … make noise,2. 能听懂、会说、会读日常交际用语There are a lot of signs here.They mean different things. Keep off the grass. Be quiet.重点难点：初步了解掌握句型：What does it/this/that mean? It means you/we must/should/shouldn’t…教学过程第一步：重难点突破T: (PPT 1 显示课题) Hello, boys and girls. Nice to meet you.T: Well, let’s start our English lesson of this term, OK?T: OK. First, let’s play an interesting guessing game.现在我们一起来热热身，做一个有趣的游戏。

在这个游戏中，请你仔细看老师的动作，猜一猜这些动作分别代表什么意思。

回答老师提出的问题：What does this mean? (PPT 2 显示操练句型) (指屏幕，重复，慢)请大声跟我读——如果你猜出来了，就可以回答：It means …(指屏幕，重复，慢) 请大声跟我读——好，现在我们就来试一试吧！T: Now watch me carefully. (做一个叫别人过来的手势) What does this mean?T: Yes! It means ‘ Come here”. And what about this one?(做牙疼状) What does this mean?T: Right! It means ‘ I’ve got a toothache. ‘ Now try again. (做跑步状) What does this mean?T: Clever! It means ‘I’m running. ‘Now you can play this game, too. 现在你也可以和同学玩一玩这个游戏，请记住要用的句子是：What does this mean? 和It means …（活动时间2分钟）（学生互问互答，展示游戏问答对话）S1: (做游泳状) What does this mean?S2: It means ’swim ”.S1: (做快速游泳状) What does this mean?S2: It means ’swim fast ”.S3: (做停止手势) What does this mean?S4: It means ’Stop ”.S4: (竖起大拇指) What does this mean?S3: It means ’Great ”.T: They did a good job. What about you? 你呢？（本步骤设计说明：本节课课文对话生词较多，对话中反复出现新句型What does it mean? It means … 学生感觉比较陌生，在理解时会产生困难。

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。

上海版牛津英语6A新教案

he ?
练习设计
Read P2
作业批改
记录
板书设计
U1 You and me
Weigh, kilogram, centimeter,
fan, theatre, go fishing,
句型：I’m 150 centimeters tall.
I usually play football after school.
2.请一个学生介绍自己和家人的身高体重，然后教师询问其他学生善于这个学生的身高、体重的情况。
S1: My father is 175 centimetres tall and weighs 72 kilograms . My mother is 162 centimtres tall and weighs 54 kilograms . I am 156 centimetres tall and weighs 48 kilograms.
M1 Changes and differences
Unit1 You and me
教学内容与目标
教学内容
功
能
描述，询问
● 询问身高及体重。
● 描述差异
语
言
知
识
核心句型和
日常用语
●I’m 150 centimeters tall.
●I usually play football after school.
●There are a lot of tall buildings in the city.
●How exciting!
●That’s fantastic!
词汇
Weigh, kilogram, centimeter, fan, theatre, go fishing, enjoy oneself

牛津小学英语6A教案全册

牛津小学英语6A教案全册一、教学内容1. Chapter 1：Public Signs2. Chapter 2：My Body3. Chapter 3：Fruit4. Chapter 4：Transport5. Chapter 5：Weather详细内容如下：1. Chapter 1：学习公共场所的标志，如：No Smoking、No Running、No Eating等。

2. Chapter 2：学习关于身体部位及动作的词汇，如：head、arm、run、jump等。

3. Chapter 3：学习水果类词汇，如：apple、banana、orange等。

4. Chapter 4：学习交通工具类词汇，如：car、bus、train等。

5. Chapter 5：学习天气类词汇，如：sunny、rainy、cloudy等。

二、教学目标1. 知识目标：学生能够掌握本册书中的重点词汇和常用表达，能够运用所学进行简单对话。

2. 技能目标：学生能够提高听说读写能力，尤其是口语表达能力，增强英语学习兴趣。

3. 情感目标：培养学生合作精神，激发学习英语的热情，增强自信心。

三、教学难点与重点1. 教学难点：词汇的读音和用法，日常对话的表达。

2. 教学重点：重点词汇和句型的掌握，口语表达能力的提高。

四、教具与学具准备1. 教具：教材、录音机、磁带、卡片、挂图等。

2. 学具：练习本、笔、卡片等。

五、教学过程1. 导入：通过创设实践情景，引入新课。

例如，在讲解Chapter 1时，展示公共场所的图片，引导学生说出相关标志。

2. 新课呈现：呈现新课内容，引导学生学习词汇和句型。

3. 例题讲解：针对重点内容，进行讲解和示范。

4. 随堂练习：进行小组讨论、角色扮演等实践活动，巩固所学。

六、板书设计Chapter 1：Public Signs：No Smoking、No Running、No Eating句型：This is a It meansChapter 2：Body Parts：head、arm、legActions：run、jump、danceChapter 3：Fruit：apple、banana、orangeChapter 4：Transport：car、bus、trainChapter 5：Weather：sunny、rainy、cloudy七、作业设计1. 作业题目：（1）抄写本章重点词汇和句型，每个词汇写5遍。

上海牛津英语6AUnit9P66教案通用

上海牛津英语6AUnit9 P66教案通用一、教学内容本节课选自上海牛津英语6A教材，第九单元P66页。

详细内容包括：继续学习一般现在时态，掌握频率副词的使用；学习描述日常习惯和动作的词汇，如“always, usually, often, sometimes, never”等；通过阅读小故事，了解并运用目标词汇和句型。

二、教学目标1. 能够理解并运用频率副词描述日常习惯和动作。

2. 能够在一般现在时态的语境中，运用目标词汇进行交流。

三、教学难点与重点1. 教学难点：频率副词的运用，一般现在时态句子结构。

2. 教学重点：掌握频率副词，如“always, usually, often, sometimes, never”等；熟练运用一般现在时态描述日常习惯和动作。

四、教具与学具准备1. 教师准备：教材、PPT、黑板、卡片等。

2. 学生准备：教材、练习本、彩笔等。

五、教学过程1. 实践情景引入（5分钟）教师展示一幅日常生活场景的图片，引导学生观察并描述图片中人物的日常习惯。

学生运用目标词汇进行描述，教师给予反馈。

2. 例题讲解（10分钟）教师通过PPT展示例题，引导学生分析句子结构和频率副词的使用。

教师讲解并示范解题过程，强调一般现在时态的用法。

3. 随堂练习（10分钟）学生根据教材P66页的练习题，进行随堂练习。

教师巡回指导，解答学生疑问。

4. 小组活动（15分钟）学生分组，运用目标词汇和一般现在时态进行交流，描述组内成员的日常习惯。

教师参与讨论，给予建议和指导。

学生分享学习心得，提出疑问。

六、板书设计1. Unit 9 Describe your daily routines2. 内容：Frequency adverbs: always, usually, often, sometimes, neverSentence structure: Subject + verb (s/es) + object七、作业设计1. 作业题目：描述你的日常习惯和动作，至少使用5个频率副词。

上海牛津英语6AUnit9P66教案通用

上海牛津英语6AUnit9 P66教案通用一、教学内容本节课选自上海牛津英语6A教材，涉及Unit 9的P66页。

详细内容包括：词汇学习（如：transport, vehicle, convenient,traffic等），语法讲解（一般现在时的使用），以及与交通方式相关的阅读理解。

二、教学目标1. 学生能够掌握与交通方式相关的词汇，并能在实际语境中正确运用。

2. 学生能够理解并运用一般现在时描述交通工具的使用。

3. 学生能够通过阅读理解，了解不同交通方式的优势和特点。

三、教学难点与重点教学难点：一般现在时的运用，词汇的准确记忆与运用。

教学重点：交通工具的词汇学习，阅读理解的技巧。

四、教具与学具准备1. 教具：PPT，黑板，交通工具图片，教学录音机。

2. 学具：英语课本，练习本，词汇卡片。

五、教学过程1. 导入：通过展示不同交通工具的图片，引导学生用英语描述，激发学生兴趣。

2. 新课内容：讲解Unit 9 P66的词汇，语法，并进行例句演示。

3. 例题讲解：结合一般现在时，讲解交通工具的使用，让学生通过例题进行实际操作。

4. 随堂练习：分组进行角色扮演，用英语描述不同交通方式的优缺点。

六、板书设计1. 交通工具词汇：bus, train, plane, car, bicycle, underground, boat, ship2. 一般现在时：主语 + 动词原形（第三人称单数主语 + 动词三单形式）3. 例句展示：The bus is convenient for me. / He oftengoes to school bike.七、作业设计1. 作业题目：（1）用一般现在时描述你最喜欢的交通工具。

（2）阅读短文，回答问题：Which transport is the most environmentally friendly? Why?2. 答案：（1）I like the subway because it is fast and convenient.（2）The bicycle is the most environmentally friendly transport because it doesn't produce any pollution.八、课后反思及拓展延伸本节课通过实践情景引入，让学生在实际语境中学习交通工具的词汇和一般现在时的运用。

上海牛津英语6AUnit9P66教案通用

上海牛津英语6AUnit9 P66教案通用一、教学内容本节课我们将学习上海牛津英语6A教材第9单元的第66页内容。

具体内容包括：词汇学习，如“pollution”、“waste”等与环保相关的词汇；语法点，一般现在时的使用；以及通过阅读理解，提高学生对环境保护的认识。

二、教学目标1. 让学生掌握与环保相关的词汇和表达方式，如“reduce pollution”、“save energy”等。

2. 培养学生运用一般现在时描述环境问题的能力。

3. 提高学生的阅读理解能力，使其能够通过阅读文章了解环境保护的重要性。

三、教学难点与重点教学难点：一般现在时的运用，以及环保词汇的掌握。

教学重点：阅读理解能力的培养，以及环保意识的提高。

四、教具与学具准备1. 教师准备：PPT展示、阅读文章、词汇卡片。

2. 学生准备：笔记本、教材、词典。

五、教学过程1. 导入：通过展示污染严重的环境图片，引发学生对环境保护的关注。

2. 新课内容介绍：学习环保词汇和一般现在时的用法。

污染和节约能源。

4. 例题讲解：讲解一般现在时的用法，并通过例句展示。

5. 随堂练习：让学生运用所学的词汇和语法进行句子练习。

6. 阅读理解：阅读文章，了解环保的重要性，并回答相关问题。

六、板书设计1. 环保词汇：pollution、waste、reduce、save、energy等。

2. 语法点：一般现在时的句子结构。

3. 阅读理解文章框架。

七、作业设计1. 作业题目：请运用所学的环保词汇和一般现在时，写一段关于保护环境的建议。

答案示例：We should reduce pollution using public transportation more often. It helps to save energy andimprove the air quality.2. 作业题目：阅读一篇关于环保的文章，回答相关问题。

八、课后反思及拓展延伸1. 教师反思：关注学生对词汇和语法的掌握情况，调整教学方法，提高课堂效果。

上海牛津英语6a教案

上海牛津英语6a教案【篇一：上海版牛津英语6a-m2u5教案】module 2places and relativesunit 5open dayfirst periodlanguage targets: 1. using simple future tense to talk about future events. e.g. your parents will arrive at two o’clock.2. using adverbs of timee.g. what will they do first?ability targets:1. learners learn to communicate with their parents.2. learners try to express their ideas in english.emotion targets: students can realize how to show somebody the way andcommunicate with their parents.language focus:1. vocabulary: entrance, choir, noticeboard, programme, parent, first,next, finally, art, craft.2. function:1) using simple future tense to talk about future events.materials: 1. cassette 6a and a cassette player.2. workbook 6a pages 28 and 29.3. students’ book 6a page 32 123second periodusing the simple future tense to talk about future events e.g. i’ll be in classroom 6aability targets:1. learners learn to cooperate with each other. 2. learners try to express their ideas in english.emotion targets: students will welcome their parents on the open day. thisactivity will make them communicate with each other.language focus:1. new words: the ground floor, the first floor, the second floor,the third floor, gym, different.2. function:1) using the simple future tense to talk about future events.materials: 1. cassette 6a and a cassette player2. students’ book 6a page 333. workbook 6a pages 31.45【篇二：牛津英语6a教案全】牛津英语6a教案 unit 1 public signs第一课时教学目标：1．能听懂、会说、会读和会拼写单词：mean, danger, should, shouldn’t, litter, park, cycle.2．能听懂、会说和会读单词和词组：public, a sign, grass, quiet, touch, keep off.3．能听懂、会说、会读和会写句型：what does it meam? it means you shouldn’t ? 教学重点：1．能正确听说读会写句型：what does it meam? it means you shouldn’t ?2．能正确能听说读写单词：mean, danger, should, shouldn’t, litter, park, cycle. 教学过程：一. everyday english:how are you?pass the ball to ?give the pen to ?where’s ?what’s the score?二．presentation and practise:1. t: let’s go the the park.(多媒体展示公园情景,出现许多公共标志牌)t: what’s this? it’s public signs.learn : public signs.t: let’s look at some public signs on the internet.多媒体展示九个标志。

上海牛津英语6A-Unit9P66教案（通用9篇）

上海牛津英语6A-Unit9 P66教案（通用9篇）上海牛津英语6A-Unit9 P66 篇1teaching design for oxford english6a - unit 8the food we eatcontents: page 55topic:what do you usually have for dinner?aids: tape-recorder & pptlearners: class 2-4, grade 6targets: help students1. learn and use the words: tomato, garlic, cabbage2. learn and use the structure: would like …for dinner3. talk about the food they eat every day.classroom activitiesi. talk about favorite food (speaking)teacher: what’s your favourite food?my favourite food is ….ii. practice on key structures (language)1. what would you like for dinner?2. i’d like noodles for dinner.iii. listen and answer (p55) (skills)1. what would ben like for dinner?2. what would kitty like for dinner?3. what kind of soup would ben like?4. what fruit would kitty like after dinner?iv. write a dinner menu for the li’s family. (test)help students write a dinner menu.assignments1. copy the new words on page 60.2. recite the dialogue.teaching reflectionin today's classroom teaching, the students are more active than usual.上海牛津英语6a-unit8 p55教案来自。

牛津英语6A全册教案

牛津英语6A全册教案一、教学内容本节课的教学内容选自牛津英语6A教材，包括Unit 1Unit 6十个单元。

教学内容主要围绕着日常生活中的话题展开，如学校生活、家庭成员、节日庆祝、购物、旅行、天气、体育活动等。

每个单元由几个模块组成，包括词汇、语法、听力、口语、阅读和写作等。

二、教学目标1. 学生能够掌握教材中的词汇、语法和功能句型，并在实际情景中运用。

2. 学生能够提高听力、口语、阅读和写作能力，达到相应的教学目标。

三、教学难点与重点重点：教材中的词汇、语法和功能句型的学习和运用。

难点：听力、口语、阅读和写作能力的提高，以及在学习过程中遇到的生词和短语的理解。

四、教具与学具准备教具：PPT、黑板、粉笔、录音机、磁带或音频文件。

学具：课本、练习册、铅笔、橡皮、笔记本。

五、教学过程1. 热身（5分钟）教师与学生进行简单的英语对话，询问学生上一节课的学习内容，检查学生的学习情况。

然后，引导学生进行小组活动，讨论彼此的学习心得。

2. 导入（10分钟）教师通过PPT展示本节课的主题，引导学生回顾相关话题的词汇和短语。

然后，引入本节课的新内容，激发学生的学习兴趣。

3. 课堂讲解（20分钟）教师讲解本节课的词汇、语法和功能句型，并通过例句和练习进行讲解。

同时，引导学生参与课堂讨论，巩固所学知识。

4. 课堂练习（15分钟）学生根据教师给出的任务，进行听力、口语、阅读和写作的练习。

教师巡回指导，解答学生的疑问，并给予鼓励和评价。

5. 小组活动（10分钟）学生分组进行活动，运用所学知识进行对话和讨论。

教师观察学生的表现，及时给予指导和评价。

7. 课后作业布置（5分钟）教师布置作业，包括词汇练习、语法练习、听力练习和阅读写作任务。

同时，提醒学生按时完成作业，并给予解答。

六、板书设计教师根据课堂讲解的内容，设计板书，突出关键词汇、语法和功能句型。

板书设计简洁明了，便于学生理解和记忆。

七、作业设计1. 词汇练习：根据本节课所学词汇，完成填空、选择、翻译等练习。

牛津上海版英语6a教案

牛津上海版英语6a教案一、教学内容本节课选自牛津上海版英语6A教材，涉及第3单元“On the farm”的第1课时。

教学内容详细包括：农场动物和植物的词汇学习，一般现在时的运用，以及描述农场场景的句型构造。

二、教学目标1. 能够听懂、准确说出并运用农场相关的词汇，如cow, horse, pig, wheat, corn等。

2. 掌握一般现在时的用法，并能运用该时态描述农场上的动植物及其特点。

3. 能够运用所学句型，如“What is this/that? It's”和“How is the? It's”，进行简单的农场场景描述。

三、教学难点与重点1. 教学难点：一般现在时的运用，以及句型构造和词汇的正确发音。

2. 教学重点：词汇学习，一般现在时的用法，以及句型的掌握和应用。

四、教具与学具准备1. 教具：PPT，农场动物和植物图片，单词卡片，录音机。

2. 学具：学生用书，练习册，笔记本，彩色笔。

五、教学过程1. 导入：展示一组农场图片，引导学生用英语描述图片内容，复习相关词汇。

2. 呈现：通过PPT展示本节课要学习的农场词汇，带领学生朗读并解释词义。

3. 实践：进行小组活动，让学生用所学词汇和句型描述农场场景。

4. 例题讲解：讲解一般现在时的用法，给出例句，并进行解释。

5. 随堂练习：让学生根据PPT上的场景，用一般现在时完成句子。

6. 巩固：播放录音，让学生跟读并模仿，加强词汇和句型的记忆。

六、板书设计1. On the farm2. 词汇：cow, horse, pig, wheat, corn等3. 句型：What is this/that? It'sHow is the? It's4. 一般现在时：主语 + 动词原形/第三人称单数形式七、作业设计1. 作业题目：(1) 根据所给图片，用一般现在时完成句子。

(2) 编写一段话，描述你在农场的一天。

答案：(1) The cow is eating grass. The horse is running.(2) Today I went to the farm. I saw many animals and plants. The cow is very big. The horse is fast. The wheat is yellow. I had a great day on the farm.八、课后反思及拓展延伸本节课通过实践情景引入、例题讲解和随堂练习，使学生掌握了农场相关词汇和一般现在时的用法。

牛津英语6A教案

牛津英语6A教案Module One RelationshipsUnit One Meet my family(First Period Page2)Analysis of the Teaching Material1. Page 2 is the beginning of this unit. So if the students can learn it well, it will be helpful to make the students learn the rest of this unit.2. Such a topic is related to daily life, so it is easy to arouse learning interests of students and it will be also helpful to improve their spoken English skills.3. Most students have learned Oxford English for about five years so far. They can understand some words and some simple sentences. So the students may communicate each other easily in English in class now.Teaching Task (Aims)Talk about family members:1.Draw a self-family tree.2.Talk about the partner?s family members according to th e family tree.3.Talk about photographs of their families.Teaching Key & Difficult PointsKey points:1.T o draw a family tree./doc/2d16059876.htmling simple present tense to talk about family members. Difficult points:1.T o teach the students how to use “same” and “different” in acorrect way./doc/2d16059876.htmling “How many” questions to find out quantity.3.How to use the long sentences to talk about the family and family members.Teaching MaterialsStudent?s Book 6A page 2.Cassette 6A and a recorderPhotocopiable page 1-4Some family photographs of students.Teaching ProcedureWarming up:A story about a family or teacher?s self-introduction.Pre-task preparation:1.Draw a family tree of my family on the blackboard.2.Introduce the new vocabulary:“meet, family, family tree, estate”3. T each the usage of “same”a. “My parents and I live in different housing estates. We live far away. But last year, I moved into a new housing estate. It was really a nice big flat. So my parents came to live with us. Now they and I live in the same flat…”3. T each the usage of “same”a. “My parents and I live in different housing estates. We live far away. But last year, I moved into a new housing estate. It was really a nice big flat. So my parents came to live with us. Now they and I live in the same flat…”b. Practice on “same”Question:1) Do your grandparents live in the same flat with you?2) Are you and your good friends studying in the same middle school?4. Play the recorder “Look and read”a. Draw a family tree of the Li family on the blackboard.b. Listen to the tape twice.c. Ask several questions to check if the students can understand it.d. Repeat the sentences after the tape.While-task procedures:1.Students do the “Questions and Answers” (by using “How many”)2.Show their family photographs and talk about them in pairs. “age” (p.2 “About you”)3.Divide the students into groups. They take turns to introduce their partner?s family members to the other group members.4.Let the students draw a family tree of their partner?s family on photocopiable p.3.(Give some guided questions), and then correct them.Post-task Activity1.Finish photocopiable p. 42.Students write a few sentences about their family members.3.Students are required to circulate their work in groups.4.The whole class vote for the best.Homework:Oral work:1. Read p.2 and recite it.Written work:1. Copy the new vocabulary2. Write five-six sentences about their families or their partners? familiesM1U1 Meet my family （second period）Language focus：Using adjectives to make comparisonsUsing conjunctions to link contrasting ideasUsing possessive determiners to identify peopleProcedure：I．Warm UpFree talk – Students introduce themselvesII．Pre-task1. Guessing game - Who is she？Material：She?s our teacher. She?s not very young, but she?s a little old. She?s not very tall, but she?s a little short. She has two big eyes with glasses, but she has a small nose on her face.2. Read and review3. Questions and answers1) In Ben?s familyWho is older, Ben or Kitty?Who is taller, Ben?s father or his grandfather?2) Look,Which ruler is shorter, this one or that one?Which book is bigger, this one or that one?4. Read and thinkIII. While-task1. pair- workMy ________ (sth) is big , but your ________ is bigger.small smallershort shorterlong longer2. pair- workY our ________ (sb) is young , but mine is younger.old oldershort shortertall taller3. Listen and read (text on p2)4. group discussionmaterial: two photographs on p3topic: What else can you compare with Kitty?s family and Alice?s? form: role-play ( two Ss are members in Kitty?s family, the others are Alice?s family members.)5. consolidationexercises on WB p1IV. Assignment1. talk about your own family members by using comparison2. GB p1Module One Unit OneMeet My Family(Third Period)Language focus:Using “How many” questions to find out the quantityUsing adjectives to make comparisonsUsing the simple present tense to express simple truthUsing the simple past tense to talk about past activitiesUsing possessive pronouns to identify people and animals1. Daily song2. Daily report (day, date, weather)3. Daily talk:(for today) How are you? (together)How old are you? (Single)Do you have a younger\ an older sister\brother?How old is she\he?How many people are there in your family? (Write: There are (number) people in S1?s family.)Pre-task preparation:1. Ask and answ er “How many” questions and use adjectives to make comparisons.Ⅰ.Ask a student: How many people are there in your family?To elicit: There are (number)people in S2?s family.Ask: Is S1?s family bigger \ smaller than your family\yours?To elicit: Y es, S1?s family is bigger\smaller than mine.(Encourage students to use possessive pronouns here.)Ⅱ.Ask more students to make such comparisons.ⅰ.I make an example:There are (number) people in my family.My family is bigger\smaller than S1?s.ⅱ. Invite stude nts to talk. (Maybe in pairs)A: There are (number) people in my family.B: There are (number) people in my family.A: My family is bigger\smaller than yours.B: My family is smaller\bigger than yours.2. T ext learning.Ⅰ.Play the recording “Look and read”, students listen and answer questions.Q: How many people are there in Alice?s family?How many people are there in Kitty?s family?Is Kitty?s family bigger\smaller than Alice?s?Is Kitty?s dog bigger\smaller than Alice?s?Ⅱ.Play the recording “Look and read”, check the answers; students listen and follow in books.Ⅲ.Play the recording “Look and read”, listen and repeat.Ⅳ.Role reading.While-task procedure:1. Invite students to compare Kitty and Alice?s familie s2. Finish the table in “A survey”.3. According to the survey table, make dialogues to consolidate “How many” questions and adjective comparisons.Ⅰ.Invite two students to make an example with me. (Use the dialogue model in “A survey”)A: How many people are there in your family?B: (Number). My_____, my _____, and my ____.A: There are (only) (number) people in my family. Y our family is bigger\smaller than mine.B: That?s right. Y our family is smaller\bigger than mine.C: His\Her family is big\small, but mine is bigger\smaller. There are (number) people in my family.Ⅱ.Give the students two or three minutes for preparation,then invite some to present.4. Play the recording “Read and act” students listen and follow in books.Post-task activity:(in groups)1. Each group forms a family. Ask the students to write about their families and compare their own family with the old woman?s. eg. Our family was bigger\smaller than the old woman?s.We lived in a ___.Our mother knew what to do.She gave us some dinner.And then she said, “It?s time for bed!”2. Act out the poems.Ⅰ.Give time for preparation. Provide guidance if necessary.Ⅱ.Invite students to perform.Ⅲ.Give bars or stars as praises.Module One Unit OneMeet My Family(Fourth Period)I. Warming- upA poemThere was an old woman.She lived in a shoe.She had a big family.But she knew what to do!She gave them some dinner.II. Pre-task Preparation1. Make a new storywas ;lived ;had ; knew; gave1) a little princess(公主)palace（宫殿）owl（猫头鹰）cookiestake them to the poor people2) an old man(live) by the seaa lovely dogmoneybuy some food for me2. Introduce a new student--This is …. He/ she is….--Hello, … Nice to meet you. / Glad to see you. -- How do you do?(when people first meet)III. While- task procedure1. Introduce family to a new friend /classmate /teacher2. When friends meet each other1) -- How are you ?-- I?m fine. Thank you, and you ?-- I?m fine, too.2) – Hello/ Hi. How is everything going?-- Pretty good./ Not bad./ just so so.3. Game: How are you?I am happy.I am very well.I am excited.I am sad .I am sick.IV. Post-task ActivityGroup work :At a party1. Greet each other between friends.2. Introduce a new person to your friend or family member.A foreigner ;A teacher;A new friendModule One Unit OneMeet My Family(Fifth Period)Analysis of the Material 教材分析Material（教材）: Oxford English, Student?s Book 6A page 6Teaching Aims（教学目标）Language learning objectives（知识目标）Using adverbs to express frequency （用副词表达频率）Using the simple present tense to express habitual actions （一般现在时）Getting familiar with the verb phrases about the things we do with our families（熟悉和家人一起做的事情有关的动词短语）Skill & ability objectives （技能目标）Providing chances for the students to improve the skills of listening, speaking, reading and writing（提高听说读写能力）. Having the students make a poster and a short play using newly learned knowledge. （用新学知识做海报、编小品）Instructional objectives （教育目标）Having the students know the importance of spending more time with family.Language focus（教学重点）Main structure（语言结构）:I always /usually/sometimes/never go to the supermarket with my mum.Relevant phrases:go to the supermarket play footballgo to the cinema eat breakfastdo my home work watch televisionwalk in the park wash the dishesgo to the beachAnalysis of the Students学生分析Character（特点）: active, competitive, curious, good at acting, good at drawingAbility（能力）: very different levels, most are weak English learners eaching Approach教学方法Learner-centered T eaching以学生为中心Task-based learning（任务型教学法）Communicative Language Teaching（语言交际法）Teaching Strategy 教学策略Relaxed classroom atmosphere 轻松的学习氛围.Real-life situations 真实的情景Main Activities主要活动Video录像Game游戏Short play小品表演Competition 比赛Poster 海报Board-writing design 板书设计I always go to KFC/the supermarket with my mum.usuallysometimesneverWarm-upSalad EnglishShort playUseful ExpressionsCharity begins at home.(Make your own family happy before you help others.)Pre-task preparationCreate a situation:I want to introduce four new classmates to you.Do you want to meet them now? (Y es.)But before you can see them, you have to answer my questions. Make sure that your answers are right. If not, you can?t see your new classmates. (to arise their curiosity)Review the seven days in a week by asking questions and then show the answers.(通过提问复习一星期的七天)A: How many days are there in a week?B: What are they?Read in chorus:Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, SaturdayElicit the following sentences.I always go to KFC/the supermarket with my mum.usuallysometimesneverMake sentences and match the right person.(sometimes, always, never, usually)Play the recording: Look and learn. Students listen and repeat with their books closed. (a long-term practice on listening) Listen and repeat 听然后复述Read and check读然后检查Act 表演While-task procedureGuessing GameWhat else can you do with your family?(If they can?t guess some of the things, I may ask a student to do actions and let the other students guess.)Students read the verb phrases together after they have guessed all the things.★Students look at the table in “About you”, give them an example with the first line: I usually walk in the park with my mum.★ Ask individual students to choose the thing and the adverb to make sentences like the example.★Students finish the table in “About you” individually, and then write a simple report using the main structure:I always/usually/sometimes/never …with my…★ Students share their reports in small groups of four.★Ask some students to read their reports in front of the clas s. Post-task procedureMake a posterImagine that you are new student to the class and you are going to introduce yourself to your classmates. Make a small poster with both pictures and sentences to say something about the things you do with your family. Make sure that you use “always, usually, sometimes, never”. Let?s see whose poster is the most beautiful.（通过画图和写句子介绍自己和家人一起做的事情，简单而有趣）Short playName of the programme(节目名称）:Family Studio (家庭演播室）Topic（话题）: Things I do with my Family.（I am busy, but I do a lot of things with my family.)Four roles(4 个角色）: a TV announcer(主持人）, three big stars( any big stars that you like) （任何你们喜欢的明星）(把自己想像成喜欢的名人来演小品，提高积极性，激发兴趣) The students will present their work to the whole class. 任务汇报Assignment:Ⅰ. Workbook page 2Ⅱ. Gram mar Practice Book Page 3Module 1 Unit 2 Good friendsLanguage focus:Using …like to? to expr ess preferencese.g. I tike to play and dress up, too.Using common expressions to introduce oneselfe.g. Hi! I?m Annie Wang from Flat 3C.Using …too? to express additione.g. I like to skate and cycle, too.Pre-task preparation1 Draw a floor plan of a 14-floor block on the board. There are five flats on each floor, A-E. Ask the students to read poem and find out which floors and flats the characters live on/in. Invite the more able students to circle the flat on the floor plan on the board. Ask the less able students to put the names of the characters in the correct flats.2 Have the students read the poem silently again. Ask them to find out what those characters like to do.3 Play the recording: Read a poem. Students listen and follow in their books.4 Play the recording again. Students listen and repeat.5 Introduce: dress up. Say: I don/'t like to dress up. I like to wear T-shirts and jeans. Who likes to dress up in the poem? What do the other characters like to do?While-task procedure1 In groups of four, students read the poem aloud. Each reads averse.2 Ask the students to read the sample poem in About you. Divide the students into groups. Distribute a copy of Photocopiable page 15 to each student. Students are required to tick the activities they like to do and write a poem about themselves. Put the work of the group members together to form a long poem. Ask the less able students to do the controlled task on Photocopiable page 16 first.3 Groups take turns to read their poems to the class.4 Put all the poems together to make an anthology. Put it in the class library.Post-task activityWorkbook page 5ConsolidationGrammar Practice Book 6A pages 6-8Oxford English (Shanghai Edition) Practice and Assessment Series 6A Part 1, Module 1, Unit 2 presents further grammar and vocabulary exercises as well as listening, reading and writing skills development tasks.。

沪教版牛津英语小学五年级下册6a全册教案

沪教版牛津英语小学五年级下册6a全册教案一、教学内容详细内容包括：问路、指路，描述物体位置；一般将来时，谈论未来计划；医疗健康，描述病情；介绍动物，描述动物特征；综合复习。

二、教学目标1. 让学生掌握本册书的重点词汇和句型，能熟练运用一般将来时描述未来计划。

2. 培养学生的听说读写能力，能进行简单的日常交流，如问路、描述病情等。

3. 提高学生的英语学习兴趣，激发他们主动学习的积极性。

三、教学难点与重点1. 教学难点：一般将来时的运用，描述物体位置，动物特征的描述。

2. 教学重点：词汇、句型的掌握，日常交流能力的培养。

四、教具与学具准备1. 教具：PPT、黑板、磁带、卡片等。

2. 学具：教材、练习册、笔、纸等。

五、教学过程1. 导入：通过PPT展示与单元主题相关的图片，引发学生兴趣，导入新课。

2. 新课：讲解词汇、句型，结合实践情景，进行例题讲解。

3. 随堂练习：分组讨论，进行角色扮演，巩固所学知识。

六、板书设计1. 重点词汇和句型2. 语法点：一般将来时3. 实践情景：问路、描述病情等七、作业设计1. 作业题目：（1）抄写本节课的重点词汇和句型。

（2）根据所给情景，运用一般将来时编写对话。

（3）描述自己喜欢的动物，介绍其特征。

答案：（1）见教材附录。

（2）例：A: What will you do after school? B: I will go to the library and read books.（3）略。

八、课后反思及拓展延伸1. 反思：关注学生的学习情况，及时调整教学方法，提高教学效果。

2. 拓展延伸：鼓励学生课后进行英语阅读，提高英语水平。

组织英语角活动，培养学生的口语表达能力。

结合实际生活，让学生在日常生活中运用所学知识，提高实践能力。

重点和难点解析1. 教学难点与重点的确定2. 教学过程中的实践情景引入3. 板书设计4. 作业设计5. 课后反思及拓展延伸一、教学难点与重点的确定1. 一般将来时的运用：一般将来时是英语语法中的一个重要时态，用于描述未来的动作或状态。