牛津小学英语5A Unit 7教案 教学设计（通用8篇）
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。
T: Can you read them?
学生能朗读其中的八个：No parking. No eating and drinking. Keep quiet. Do not touch.
通过复习帮助学生巩固以上四句话。
Park以前所学的意思是公园，在这里的意思是停车。
2.T: (Point to a sign)What does this sign mean?
板书： What does this sign mean?
学习这句话，讲解mean的意思及其中ea的发音。再次强调助动词用does及其语法意义。
T: It means “No smoking”.
板示： No smoking. 学习这句话。
让学生回答smoking 的动词原形，smoke,并再次复习它的变化规则。
T: What does this sign mean?
S: It means “No smoking.”.
T: Yes. It means you shouldn’t smoke.
板示：It means you shouldn’t smoke. 并学习这句话。
讲解 shouldn’t=should not ，should为情态动词，意思为应该，后跟动词原形。
3. T: What does this sign mean?
T: It means “No littering.”
板示：No littering. 学习这句话。
litter为littering 的动词原形，意为乱丢杂务。
同理学习： No parking. No cycling.
注意park的意思与以前不同意思为停放汽车。 cycling的动词原形为cycle.
4. 叫一学生上前来问：What does it mean?
T: It means “Danger.”
学习danger.
S: What does it mean?
T: It means you should keep off the grass.
学习：Keep off the grass.
5. 跟读这九个句子，然后齐读，指名读。
6.同桌用What does it mean? It means ….就书上九句话来问答，以巩固所学内容。
三.Look and say:
1. 让学生分组讨论标志的含义。
2. 排学生分组操练，根据图意用What does it mean? It means you shouldn’t … 进行问答。
3. 然后两两问答。
四.Assignment:
1. 能识别所学公共标志，并能流利朗读。
2. 用书面形式完成C 部分的六幅图。
3. 抄写四会单词。
4. 预习A部分的对话。
教后感：公共标志是学生所熟悉的东西。抓住这点提起学生的学习兴趣。用should 和shouldn’t做什么，来巩固这两个词。
第二课时
教学目标：
1.能听懂、会说、会读和会拼写单词：must, make,mean
2.能听懂、会说和会读单词和词组：a cousin, always, a question, a cage, make noise.
3.能听懂、会说、会读和会写句型：What does it/this/that meam? It means you /we should/must/shouldn’t …
教学重点：
1.能听懂、会说、会读和会拼写单词：must, make,mean
3. 能听懂、会说、会读和会写句型：What does it/this/that meam? It means you /we should/must/shouldn’t …
教学过程：
一.Review:
What does it mean?
It means you should/shouldn’t …
出示图片让学生进行问答。
二.Presentation and practise:
1. 出示‘Danger’标志及课文挂图。
T: There’s a sign on the wall.What does it mean?
S: It means “Danger”.
T: It means you must stay away from the building.
学习must, stay away.
讲解： must 为情态动词，意为必须，后跟动词原形。
在此复习should, can 同为情态动词，后跟动词原形。
Stat away意为远离。
2. 出示课文第二张挂图。
T: What’s on the grass?
S: There’s a sign on the grass.
T: What does it mean?
S: It means we should keep off the grass.
T: Yes. It means we shouldn’t walk on the grass.
Read: walk on the grass.
T: Look , what’s this? It’s a bird’s cage.
Learn: cage.
T: Look at this sign. What does it mean?
S: It means ‘Keep quiet”!
T: Yes. It means we shouldn’t make noise here.
Learn: make noise.
3. 介绍图上人物。
T: Who’s he?
S: He’s Ben.
T: Who’s he?
S: He’s Ben’s cousin.
Learn: cousin.并解释意思。
T: Where are they?
S: They’re in the park.
T: Ben’s cousin has a lot of questions.You know “a lot of questions”?
出示：a lot of questions 学读并了解意思。
T: Now he is asking Ben some questions about the signs.
Learn: ask .. about …
4. 听课文录音回答问题。
What day is it today?
Who’s Jack?
How old is Jack?
What is Jack doing now?
What do the signs mean?
What does “Danger” mean?
What does “Keep off the grass” mean?
What does “Keep quiet.” mean?
5. 跟录音读对话。
学生分角色朗读。
6.完成课文中的填空题。
7.划出四会单词：danger, mean, must, should, shouldn’t, make.
拼读这些单词。
划出词组： public signs, a lot of questions, different things, on the wall, stay away, walk on the grass, make noise.再次朗读，了解意思。
三. Assignment:
1. 抄写四会单词，并默写。
2.抄写词组。
教后感：在教授公共标志的同时给学生以文明礼貌的教育。
第三课时
教学目标：
1. 通过复习要求学生能熟练掌握本单元所学的所学的公共标志类词汇。
2. 能熟练地在情景中熟练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, look around, pick up, come up to,point to, He sees something on the grass. Fine 10 yuan.
教学重点：
1.通过复习要求学生能熟练掌握本单元所学的所学的公共标志类词汇。
2.能熟练地在情景中熟练的运用本单元所学的句型和日常交际用语。
教学过程：
一.Review:
1.What does it mean?
It means you/we should/shouldn’t/must …
出示图片让学生进行问答,复习公共标志类词汇。
2. 学生表演会话。
3.复习c部分的内容，学生相互问答。
二.Ask and answer:
1. 教师准备一只时钟，将其拨至不同的时间，询问学生What’s the time? Can you …?引导学生根据具体时间考虑该做什么，提出建议You/We should …
2.同桌看图练习相互问答，两人一组。鼓励学生运用已学的语言材料丰富对话的内容。
三. Read and match:
1. 看图阅读短文，理解对话内容。学习单词和词组：
take a walk, look around, pick up, come up to, point to , suddenly，something,fine.
2.将短文的序号填入相应的括号内。
3.看本段文章的flash动画。然后让学生练习看动画描述情景。
4. 学生看动画描述。
四.Assignment:
1. 抄写本课的四会单词和句型并默写。
2. 熟读课文对话并试着背诵。
教后感：学以致用是教学的目的，在这一课中，我让学生表演会话，让学生描述flash的内容，以锻炼学生的口头表达能力。
第四课时
教学目标：
1. 通过复习熟练掌握本单元所学的单词和句型。
2. 了解字母组合er 在单词中的发音。
3. 会唱歌曲The signs in the park
教学重点：
1. 过复习熟练掌握本单元所学的单词和句型。
2. 了解字母组合er 在单词中的发音。
教学过程：
一.Everyday English.
What time is it?
Can I …?
Give … to …
What does this sign mean?
二.Review.
1. 几对学生有关公共标志类的对话表演。
2. 复习句型：What does it mean? It means… 同时复习课本B部分的内容。并完成练习册中11页上的内容。
3. 复习课本 C部分内容，生生相互问答。
4. 看课本E部分的flash动画，请学生当解说员。
三.Sing a song:
1. 学读歌词，注意生词：rubbish, bin.
2. 学生听录音学唱。
3. 学生齐唱，并请几个学生来表演唱。
四.Draw and guess
1. 教师在黑板上画简笔画，让学生猜出公共标志。
2. 学生分组来做这个游戏，充分发挥学生的想象力同时复习所学内容。
五.Listen and repeat:
1. 让学生读单词， 了解er在单词中的读音。
2. 齐读单词和句子。
3. 练习：
litter brother( ) mother tiger ( ) danger teacher ( )
总结：单词末尾er都是发[[]
六.Assignment:
1. 完成练习册中的练习。
2. 背诵课文对话。
3. 总结本单元所学的词组，并抄写2遍。
牛津英语6A教案 Unit 2 Ben’s birthday
第一课时
教学目标：
1. 四会掌握单词：March, April, May, June, July,birthday.
2. 能听懂会说会读单词：January, February, August, September, October, November, December, first, second, third, fourth, sixth, twelfth, twentieth, twenty-first, thirtieth.
3. 能掌握日期的表达方式。
教学重点：
能掌握日期的表达方式。
教学过程：
一.Free talk
How are you?
What do you like?
What does this sign mean?
Can you …
What day is it today?
二.Presentation and practise:
1. 介绍序数词的表达规则。
First,second,third缩写分别为(1st,2nd,3rd)分别是数字加上每个单词的最后两个字母。
接下来的数字为规则变化分别为基数词后加th，除(fifth),以ly结尾的，y变ie再加th.如twentieth, thirtieth.强调第二十几、三十几只要变化个位上的数字就行了。如，twenty-first, thirty-first.
学生朗读并熟练掌握1~31的序数词表达方式。说明日期的表达是用序数词来表示的。
2.学习月份的表达方式，Junuary.出示音标，学习这个单词。
学习表达一月一日，给学生一个公式：the 日期 of 月份。Of的意思为属于。
指名答： 一月三日 一月十五日 一月二十二日 ， 以此巩固月份和日期的表达。
3.同理学习其它的月份。边学习边巩固日期的表达。
4.出示：九月二十五日，让学生用英语说出表达方式， the twenty fifth of September.
T: My birthday is on the twenty fifth of September.
强调： on+日期， at+时间。
学习birthday,并拼读。
学生小组间练习：My birthday is on ….然后上讲台来交流。
三.Assignment:
1. 写出几个日期的英语表达： 一月一日，二月二日，三月三日，四月四日，五月五日，六月六日，七月十二日，八月二十日，九月二十一日，十月十日，十一月十三日，十二月三十日。
2.抄写四会单词：March, April, May, June, July,birthday.
教后感：日期的表达是教学的难点，在以后的教学中要以日常会话的形式不断巩固。
第二课时
教学目标：
1.四会掌握单词及词组：present, date, when, as.
2.能听懂、会说、会读句型 My birthday’s coming. Would you like to come to my birthday party? Would you like a VCD of Japanese cartoon, too? Let’s wait and see.
3.掌握句型：When’s your birthday? My birthday’s on … What would you like as a birthday present? I’d like …
教学重点：
熟练掌握表日期的词汇
能正确理解和掌握所学的对话内容，并能流利朗读。
教学过程：
一.Free talk：
T: What does this/that mean?
S: It means …
T: What is this?
S: It’s …
T: What would you like ?
S: I’d like …
二. Review:
复习上一节课所学的日期，使学生能流利表达。
三.Presentation and practise:
1.T:(出示日期) What date is it today?
S: It’s the 16th of October.
Learn: date
What date is it today?
学生练习这个句型。
2.T: What date is it today?
S: It’s the 25th of September.
T: My birthday’s on the 25th of September.
重复几遍，学习birthday, My birthday’s on the 25th of September.
指名学生说： My birthday’s on the …
3. T: When’s your birthday?
S: My birthday’s on …
学习： when, When’s your birthday?学生间练习这个句型。
4. T: Look! What’s this?
S: It’s a yo-yo.
T: Yes. It’s very nice. It’s my birthday present.
T: What’s this?
T: It’s a VCD of Japanese cartoons. It’s my birthday present , too.
Learn: present.
T: (出示几样礼物)This is my birthday present. 逐样展示。
T: What would you like as a birthday present?
Learn: as, what would you like as a birthday present?
同桌练习。
5. T: Would you like a VCD of Japanese cartoons?
S: Yes, please.
6. 听录音理解对话内容，并回答问题：
When’s Ben’s birthday?
When’s Jim’s birthday?
What would Ben like as a birthday present?
What would Jim like as a birthday present?
7. 听录音跟读对话，并熟悉意思。
学生分角色朗读，使学生能流利朗读。
四.Assignment:
抄写四会单词和词组：present, date, when, as.
熟练流利朗读课文对话。
教后感：要特别强调序数词前面要加the.
第三课时
教学目标：
第三课时
教学目标：
1. 能听懂会说会读单词blow out, a candle a costume, a doorbell,take off.
2. 能听懂,会说,会读和会写句型 When’s your birthday? My birthday’s on … What would you like as a birthday present? I’d like …
教学重点:
能听懂,会说,会读和会写句型 When’s your birthday? My birthday’s on … What would you like as a birthday present? I’d like …
教学过程:
一. 导入:
1. Hi, boys and girls. Do you know me?(打扮成肯德基员工)
I’m a waitress in KFC. 与学生打招呼Welcome to KFC. Nice to meet you.
Do you like singing?
Ss: Yes.
T: Let’s sing a song:
2.T: Now, I have some questions for you. If you can answer well,you can get a star. If you get the most stars you can get a big hamburger. Let’s try our best.
二. 复习:
1. 一个月份出现,指名说,然后齐说.
出现日期如: 一月一日,二月三日,三月十二日 …
2. T: What date is it today?
S: It is …
T: Ya, Today is my birthday. My birthday is on …
When is your birthday? 问几学生.
T: What would you like as a birthday present?
问几个学生.
T: You are all good student. Do you like to go to KFC?
S: Yes.
T: Very good! I want hold birthday parties for you. So would you please finish this table.
First I give you an example.( 板示 KFC ,下面表格)
…..
老师介绍表格情况.
3.学生活动.
Can you introduce your sheet.
学生介绍:…’s birthday is on …
He would like … as a birthday present.(屏示十二月份)
三. Practise:
看屏幕,同桌练习.然后两两问答.
四. Storytime:
1. Thank you boys and girls. You all well done.
Now let’s have a rest.Let’s see some cartoons. OK?
看录象老师解说,讲解生词.
让学生说故事,好的得到礼物.
2. 学生小组间创作故事,然后起来讲,好的得到礼物..
五. Exercise:
1. 看图听录音完成P26.
2. 然后校对答案.
六. Assignment:
抄写并默写本课的句型和单词.
背诵课文对话.
教后感：将所学的语言放入情景中，并给予奖励，学生学习兴趣很高。
第四课时
教学目标：
1.通过复习，要求学生能熟练掌握本单元所学的表日期的词汇。
2.能熟练地在情景中运用本单元所学的句型和日常交际用语。
3.能进一步掌握句型When’s your birthday? My birthday’s on … What would you like as a birthday present? I’d like …
4.初步了解字母组合ear在单词中的读音。
教学重点：
能综合运用本单元所学过的单词、句型和日常交际用语。
能初步灵活运用或扩充本单元所学的对话。
教学过程：
一. Free talk:
What date is it today?
When’s your birthday?
My birthday’s on …
What would you like as a birthday present?
I’d like …
二.Revision:
1. 教师运用多媒体出示日期： What date is it?
通过复习使学生熟练掌握日期的表达方式。
2. 学生间会话复习句型： When’s your birthday?
What would you like as a birthday present?
3. 请3-4对学生表演课文对话。
三. Listen and write;
1. 看图复习图上的人物和物品，以为听音练习作好准备。
2. 听录音完成填空。
3. 校对答案。
四. Listen and repeat.
1. 出示图片，引出单词： dear hear near year
2. 让学生整体认读单词，让学生在读的过程中体会字母组合ear在单词中的发音[].
3. 完成几道辨音题，以巩固所学内容。
五. Assignment.
1. 抄写本单元所学的单词、词组和句型，并能默写。
2. 完成练习册中本单元的练习。
听课文录音，熟读本单元对话。
牛津英语6A教案 Unit 3 It was there
第一课时
教学目标：
1.四会掌握单词 was , a moment ago.
2.能听懂，会说，会读单词a camera, a CD Walkman, a roll of film, glasses, a mobile phone, a video recorder
3.能听懂、会说、会说和会写句型Where’s your …? It’s next to/in front of/on/in/between the … It isn’t there now. It was there a moment ago. Where are you your …? They’re next to/in front of/on/in/between the … They aren’t there now. They were there a moment ago.
教学重点：
能基本了解一般过去时的构成及用法。
教学过程：
一. Everyday English:
How are you?
Pass the ball to …
Give the pen to …
Where’s …
What’s the score?
What date is it today?
二.Presentation and practise:
1. T: Today Su Hai and Su Yang’s cousin, Gao Yun is visiting them.Let’s have a look.(多媒体展示情景)
T: What’s this? Do you know?
Learn : a handkerchief
同理学习：a CD Walkman，a roll of film, a pair glasses, a mobile phone, a video recorder, earphones, a diary
2.T: Guess and say巩固这些词组。示图片反面让学生猜图上的单词。
3.T: Where’s my book?
S: It’s on the desk.
T: (把书拿走) It isn’t there now.
T: It was there a moment ago.
示：It was there a moment ago.
Learn: was a moment ago
was为is的过去式用于过去时态的句子中。当句子表示的事情是发生在过去，该句就应用一般过去时。
a moment ago 意思为刚刚，指过去，所以应用一般过去时，动词用过去式。
4. 与学生问答。
T: Where’s your rubber?
S: It’s in my pencil box.
T:(拿走) It isn’t there now.
S: (提示学生回答) It was there a moment ago.
与学生反复操练几遍。
5. Look and answer.
1) 让学生同桌操练 P33 上的六幅图，然后两两问答，检查学生的掌握情况。
2) 先师生问答操练复数句型，然后让学生同桌操练 P34 上的六幅图，并两两问答，检查学生的掌握情况。
四.Assignment:
1. 能识别所学词组，并能流利朗读。
2. 用书面形式完成C 部分的12幅图。
3. 抄写四会单词。
4. 预习A部分的对话。
第二课时
教学目标：
1.能听懂、会说、会读和会拼写单词：excited, a race. exciting, a pocket. take photos, look for, just now.
2.能听懂、会说和会读单词和词组：yesterday，Sports Day, ground
3.能听懂、会说、会读日常交际用语和句型It is the Sports Day. Let me see. Can I have them, please? Can you pick them up for me, please?
4.巩固句型Where’s your …? It’s next to/in front of/on/in/between the … It isn’t there now. It was there a moment ago. Where are you your …? They’re next to/in front of/on/in/between the … They aren’t there now. They were there a moment ago.
教学重点：
1. 能正确理解和使用一般过去时态。
教学过程：
一.Review:
Where’s your …?
It’s next to/in front of/on/in/between the …
It isn’t there now.
It was there a moment ago.
Where are you your …?
They’re next to/in front of/on/in/between the …
They aren’t there now.
They were there a moment ago.
出示图片让学生进行问答。
二.Presentation and practise:
1. 出示课文挂图。
T: What are they doing?
S: They’re running.
T: Yes, they are having a running race.
Learn : race
T: The students are very excited.
Learn: excited
T: What are Su Hai and Su Yang doing?
Let’s listen to the tape.
听课文第一段录音。学生回答问题。
S: Su Hai is looking for her camera. Su Yang is helping her.
讲解： look for意思为寻找。将之区别 find .
2. 听课文第二段录音回答问题。
T: What are the boys doing?
S: They’re running.
T: Yes.They’re having a running race. It’s very exciting.
Learn: exciting. 将之与excited 做比较。
T: What does Su Hai want to do?
S: She wants to take some photos.
拼读 take some photos
3.看课件回答问题。
T: Where’s Su Hai’s camera?
S: It’s in Su Hai’s bag.
T: Let’s see. Oh.
Ss: It isn’t there.
T: Yes, it was there a moment ago.
学生齐读这个句子。
4.看课文第三部分动画录象，回答问题。
T: Where are the films?
S1: They’re in Su Yang’s pocket.
S2: No. They were there a moment ago.They were there just now.
学习just now意思为 刚才。
5. 跟录音读对话。
学生分角色朗读。
6.完成对话后的填空题。
7.划出四会单词：excited, a race. exciting, a pocket. take photos, look for, just now.
拼读这些单词。
划出词组： on the ground, pick up, in my pocket, Sports Day, a roll of film, a pair of glasses.再次朗读，了解意思。
三. Assignment:
1. 抄写四会单词，并默写。
2.抄写词组。
教后感：为了使学生易于理解语言，本课设置了多媒体课件和实物情景教学，为学生创设语言环境，调动学生学习的积极性，提高课堂教学效率。
第三课时
教学目标：
1. 通过复习要求学生能熟练掌握本单元所学的所学的词汇。
2. 能熟练地在情景中熟练的运用本单元所学的句型和日常交际用语。
3. 熟练掌握介词 under, on, in front of, next,behind的意思及用法。
教学重点：
1.通过复习要求学生能熟练掌握本单元所学的所学的公共标志类词汇。
2.能熟练地在情景中熟练的运用本单元所学的句型和日常交际用语。
教学过程：
一.Review:
1. Where is/are your …?
It’s/They’re next to/in front of/on/in/between the …
It isn’t/They aren’t there now.
It was/They were there a moment ago.
让学生用实物进行问答,复习新学的词汇与句型。
2. 学生表演会话。
3.复习c部分的内容，学生相互问答。
二.Listen, tick and circle.
1. 教师先引导学生通过看图说话描述一下图中所看到的物品。
2. 让学生同桌讨论预测物品所在的位置。用Where is/are … It’s/They’re …来相互问答。
3. 录音指导学生完成练习。
4. 讲解与分析题目。
三.Play a game.
1. 教师做示范，说明游戏的做法与规则。
2让学生分组进行游戏。
四.Assignment:
1. 抄写本课的四会单词和句型并默写。
2. 熟读课文对话并试着背诵。
教后感：让学生用实物做一做，说一说，手脑并用，复习巩固所学句型，并能有效理解过去时态中的时间顺序。
第四课时
教学目标：
1. 通过复习熟练掌握本单元所学的单词和句型。
2.了解字母组合ear和ere在单词中的读音。
2. 会唱歌曲Where’s my diary?
教学重点：
1. 过复习熟练掌握本单元所学的单词和句型。
2. 了解字母组合ear和ere 在单词中的发音。
教学过程：
一.Everyday English.
What time is it?
What does this sign mean?
Where is /are …?
What date is it today?
二.Review.
1. 让学生模仿本课对话内容自编会话并表演。
2. 复习句型：It was /They were there a moment ago. 同时复习课本B部分的内容。并完成练习册中11页上的内容。
3. 复习课本 C部分内容，生生相互问答。
三.Sing a song:
1. 学读歌词，注意生词：find, perhaps
2. 学生听录音学唱。
3. 学生齐唱，并请几个学生来表演唱。
四.Listen and repeat:
1. 让学生读单词， 了解ear和ere在单词中的读音。
2. 齐读单词和句子。
3. 练习：
bear pear( ) there here ( ) dear bear ( )
near year( ) here hear( ) where there( )
五.默写本课的四会单词和句型。
六.Assignment:
1. 完成练习册中的练习。
2. 背诵课文对话。
3. 总结本单元所学的词组，并抄写2遍。
教后感：本课的过去时态是教学难点，在教学中我将之与以前学过两种时态：一般现在时和现在完成时作比较，并教给学生区别的方法，多数学生掌握情况较好。
牛津英语6A教案 Unit 4 Review and check
第一课时
教学目标：
通过复习要求学生掌握四会单词，词组。
一.Free talk:
Give it to me.
What day is it today?
What date is it today?
When’s the teacher’s day?
What would you like as a birthday present?
二.Review:
1.Guess:
猜单词说出意思并拼读，如，出示单词卡的背面，学生猜出单词present,拼出且说出意思为礼物。以此复习所学的四会单词。
2.默写这些四会单词。
3.帮学生归纳1~4单元的词组。
Unit 1
a football match between and next to in the corner one all go over
一场足球比赛 在 之间 紧靠 在角落 一平越过
in front of
在前面
Unit 2
public sings a lot of questions different things on the wall stay away
公共标志 许多问题 不一样的东西 在墙上 远离
walk on the grass make noise no smoking no littering no parking
在草地上走 制造噪音 禁止吸烟 禁止乱扔垃圾 禁止停车
no cycling keep of keep quite take a walk look around?
禁止骑自行车 使不接近保持安静 散步 向四周看
pick up come up to point to
捡起 走进 指向
Unit 3
Ben’s birthday go home on the 18th of October a birthday present
Ben的生日 回家 在10月18日 一个生日礼物
A VCD of Japanese cartoons the fifth of April take off blow out
一盘日本卡通VCD 4月5日 脱下 吹灭
Unit 4
Sports day a running race take some photos look for a moment ago
体育运动日 跑步比赛 拍照片 寻找 刚刚
In my pocket just now on the ground a pair of glasses a roll of film
再我口袋里 刚才 在地上 一副眼镜 一卷胶卷
三.Assignment:
写所归纳的词组及意思一遍。
第二课时
教学目标：
1. 复习字母组合在单词中的发音，使学生熟练掌握，并能正确判断。
2. 复习Unit 1~4所学句型。
一.Free talk:
Give it to me.
What does it mean?
What date is it today?
When’s the teacher’s day?
Would you like a yo-yo as a birthday present?
二.Review:
1. 让学生画出表格归纳字母组合的发音。
【e】bread breakfast head sweater
brother Peter sister tiger
dear hear near year
bear pear there where
把它们牢记于脑中。
2. 完成几道题目以巩固所学内容。
1.bread read ( ) 2. head breakfast ( ) 3.pear near ( )
4. brother danger( ) 5.doctor tiger ( ) 6. here there ( )
7. dear bear ( ) 8.pear bear ( ) 9. here hear( )
3. 让学生就书中每课C，D部分的图片进行同桌问答，然后抽学生两两问答。以检查学生的巩固情况。
4. 默写句型。
Give it to me。 Don’t give it to him。
What does it mean? It means you houldn’t litter。
When is your birthday?
My birthday’s on the fifth of May.
What would you like as a birthday present?
I’d like some flowers.
Where’s your bookl?
It’s on the desk.
It isn’t there now.
It was there a moment ago.
They aren’t there now.
They were there a moment ago.
三. Assignment：
1. 书中 A~D的练习, B部分也以书面形式完成。
2. 让学生就所学的句型表演会话。
第三课时
教学目标：
通过本单元的复习操练，要求学生能综合运用所学的日常交际用语。
一.Free talk:
Give it to me.
What does it mean?
What date is it today?
When’s the teacher’s day?
Where is/are your …?
二.Review:
1. 几组学生表演会话。
2. 让学生四人一组以所学会话进行小组间对话。
3. 请学生流利朗读课文对话。评出最佳朗读者。
三.Check
1. 请学生讲解A中图画的内容并校对答案。
2. 让学生同桌就B中的图画内容相互问答，然后学生两两问答，检查并巩固会话。
3. 校对C答案并讲解答题要点。
4. 请学生汇报其调查表格的内容。用…’s birthday’s on the …来回答。
四. Assignment：
复习巩固1~4课所学的内容。
牛津英语6A教案 Unit 5 On the farm
一、教学要求
1 能听懂、会说、会读、会拼写单词plant, else, taste及其中动词的过去式。
2 能听懂、会说、会读单词last, pick, picked.
3 能听懂、会说、会读、会写句型What(else) did you do…? I…,并能在情境中正确运用该句型。
4 掌握规则动词过去式的构成及读音。
二、教学重点
1 plant, pick, taste, last的读音。
2 句型What(else) did you do…? I…的读音及运用。
3 规则动词过去式的读音。
三、教学难点
1句型What(else) did you do…? I…的读音及运用。
2规则动词过去式的读音。
四、教学准备
1 课件、若干橘子、带有封面的一张VCD(The sound of music)。
2 预先写好课题 Unit 6及卡片last weekend，并在卡片上写“上个周末”。
五、教学过程
A Greeting
B Chant
T: Boys and girls, let’s have a chant. OK?
T: Open, open, open the door.(教师在一个学生面前做动作)
T: Follow me, please. (教师和他/她一起做。)
T: Clean, clean, clean the desk. (教师在两个学生面前做动作)
T: Follow me, please. (教师和他们一起做。)
T: Play, play, play the violin. (教师做动作)
T: Boys, follow me.(教师和男生一起做动作)
T: Listen, listen, listen to music. (教师做动作)
T: Girls, follow me. (教师和女生一起作动作)
T: Now follow me together. (学生跟教师一起边说边做)
C Free talk
T: What day is it today?
T: What day was it yesterday?
T: What’s the date today?
T: What was the date yesterday?
T: How many days are there in a week?
T: What are they?(上述问题教师整体问学生)
T: What day do you like best?
T: What do you usually do on Sundays/…?(单个问学生喜欢的日子干什么)
D Presentation and practice
1 教last
T: I like weekend best. Last weekend I was very very happy.(教师指着卡片last weekend强调说这句话)
教读last, last weekend.
2 教What did you do last weekend?
T: Last weekend I was very happy. Why? Do you want to know?
T: You may ask me like this ‘what did you do last weekend’.(板书)
教读What did you do last weekend? (整体读，组读，个体读，整体读)
T: I watched VCD.(板书)It is called ‘The sound of music’.(手持VCD). It is so interesting, so funny. I like it very much. Do you like it?
T: I can lend it to you after class.
3 教What else did you do?
T: I was very very happy last weekend. Do you want to know more?
T: You may ask me like this ‘what else did you do’.(口型暗示)
引导学生说出What else did you do?(整体，男女生)
出示板书。(整体读，个体读)
4 教plant
T: I visited Mashan.(板书)Do you know Mashan?
T: (课件上出示一幅马山图片)This is Mashan. Is it beautiful? Do you like it?
T: Last weekend I visited Mashan. I like it very much. I planted trees.
教读plant, 并让学生拼读。(整体，个体)
T: Plant, plant, plant trees. Plant, plant, plant flowers.(教师边说边做，让学生模仿)
5 教pick
T: Look, there are so many oranges. Mmm, they’re so nice. I picked oranges last weekend.
教读pick, 并让学生拼读。(整体，个体)
T: Pick, pick, pick oranges. Pick, pick, pick apples/…(教师边说边做，让学生模仿)
6 教taste
T: I take some oranges here. They are from Mashan. Taste it, please…(让几个学生尝橘子)
T: Taste, taste, taste oranges. Taste, taste, taste pears/…(教师边说边做，让学生模仿)
T: In Mashan, I tasted oranges.
教读taste, 并让学生拼读。(整体，个体)
7 操练pick, taste, plant
a T: Let’s plant trees. OK?
T: Plant, plant, plant trees/flowers. Pick, pick, pick oranges/….Taste, taste, taste oranges/…
b Game: Listen and act, look and say.
c Say a rhyme:
We are happy
Spring, spring,
plant the tree.
Summer, summer,
water the tree.
Autumn, autumn,
pick the fruit.
Winter, winter,
taste the fruit.
Happy, happy,
we are happy.
8 规则动词过去式读音及构成
a T: Last weekend, I was very happy. What about my last weekdays from Monday to Friday? You may ask me like this ‘what did you do last Monday/…’(课件上有此句型)
当学生提问的时候，教师回答两个词组，同时课件上依次显示
cleaned the classroom
played the piano
watered flowers
listened to music
cooked food
watched TV
picked oranges
planted trees
visited friends
tasted apples
学生跟教师读动词过去式，并让学生归纳读音。课件出现一组动词原形，学生比较原形与过去式，得出规则动词过去式构成的规律。
b guessing game
T:(课件上显示一个词组last Monday, 一个头像，一个足球，一棵树)Who’s he? What’s this?(指着‘足球’)
T: What did he do last Monday? He played football?
T: Yeah, he played football. (课件显示这句话，学生齐读)What else did he do?(指着‘树’)
He planted trees or watered trees?
…
以此为样，让学生根据图片暗示,猜动词过去式词组。
9 What did you do…? What else did you do?及其应答I
…
a T: Boys and girls, now I want to know something about you.
T: What did you do this morning?
T: What did you do yesterday?(上述两个问题整体问)
b T: What did you do last Monday?
T: What else did you do?
S1: What did you do last Tuesday?
S1: What else did you do?
上述问题教师问某个学生，该学生回答后问后面的学生，开火车问。
E Consolidation
Do a survey
a T: Our headmaster Mr. Chou is very interested in your weekend. Now let’s help him do a survey. OK?
教师示范做调查
b T: Now report your survey.
Name Activities
F Home work
a Write down your report and show it to our headmaster
b preview ‘Read and say’ of Unit 6
六、板书设计
Unit 5
What did you do last weekend?
I watched VCD.
What else did you do?
I visited Mashan.
Unit6 Holidays
第一课时
教学目标：
1、Learn the names of holidays：Christmas, Thanksgiving, Easter, Halloween
2、Learn B and C.
教学重点：
Christmas, Thanksgiving, Easter, Halloween
When’s….?
It’s in …
What do people usually do at…?
They…
Did you …last…?
Yes, I did./No, I didn’t.
教学准备：
CAI
教学过程：
一.Free talk:
What did you do last week?
Did you watch TV yesterday?
二. Presentation and practice
CAI Presentation
a. Christmas
When is Christmas?
It’s on the twenty-fifth of December.
What do people usually do at…?
eat cake eat turkey give presents go to parties
Did you …last…?
Yes, I did./No, I didn’t.
b. Easter
When is Easter?
It’s in March or in April.
What do people usually do at…?
colour some eggs look for eggs eat cake give presents
Did you …last…?
Yes, I did./No, I didn’t.
c. Halloween
When is Halloween?
It’s on the thirty-first of October.
What do people usually do at…?
go to parties dress up in costumes make pumpkin lanterns
Did you …last…?
Yes, I did./No, I didn’t.
d. Thanksgiving
When is Thanksgiving?
It’s in November.
What do people usually do at…?
have parties sing and dance eat turkey
Did you …last…?
Yes, I did./No, I didn’t.
三. Consolidation
Practise in pairs.
四. Homework
1. Recite the phrases.
2. Do the exercise.
When’s….?
It’s in …
What do people usually do at…?
They…
Did you …last…?
Yes, I did./No, I didn’t.
五. Writing on the blackboard.
Unit 8
Christmas, Thanksgiving, Easter, Halloween
When’s….?
It’s in …
What do people usually do at…?
They…
Did you …last…?
Yes, I did./No, I didn’t.
第二课时
教学目标：
1、Learn the names of holidays：Spring Festival, Dragon Boat Festival, Mid-Autumn Festival, May Day, Children’s Day, National Day, Teachers’ Day
2、Learn B and C.
教学重点：
Spring Festival, Dragon Boat Festival, Mid-Autumn Festival, May Day, Children’s Day, National Day, Teachers’ Day
When’s….?
It’s in …
What do people usually do at…?
They…
Did you …last…?
Yes, I did./No, I didn’t.
教学难点：
Spring Festival, Dragon Boat Festival, Mid-Autumn Festival, May Day, Children’s Day, National Day, Teachers’ Day
When’s….?
It’s in …
What do people usually do at…?
They…
Did you …last…?
Yes, I did./No, I didn’t.
教学准备：
CAI
教学过程：
一.Free talk
What do people usually do at…?
They…
Did you …last…?
Yes, I did./No, I didn’t.
二. Presentation and practice
CAI Presentation
a. Spring Festival
When is Spring Festival?
It’s in January or in February.
What do people usually do at…?
have parties eat lots of delicious food visit relatives and friends
Did you …last…?
Yes, I did./No, I didn’t.
b. Mid-Autumn Festival
When is Mid-Autumn Festival?
It’s in September or in October.
What do people usually do at…?
eat moon cakes play with lanterns watch the moon
Did you …last…?
Yes, I did./No, I didn’t.
c. Dragon Boat Festival
When is Dragon Boat Festival?
It’s in May or in June.
What do people usually do at…?
eat rice dumplings have boating races
Did you …last…?
Yes, I did./No, I didn’t.
d. May Day
When is May Day?
It’s on the first of May.
What do people usually do at…?
have a long holiday meet friends and relatives go out to parks and beaches
Did you …last…?
Yes, I did./No, I didn’t.
e. Children’s Day
When is Children’s Day?
It’s on the first of June.
What do people usually do at…?
have parties at school
Did you …last…?
Yes, I did./No, I didn’t.
f. Teachers’ Day
When is Teachers’ Day?
It’s on the tenth of September.
What do people usually do at…?
have parties at school give cards to the teachers
Did you …last…?
Yes, I did./No, I didn’t.
三. Consolidation
Practise in pairs.
四. Homework
1. Recite the phrases.
2. Do the exercise C.
When’s….?
It’s in …
What do people usually do at…?
They…
Did you …last…?
Yes, I did./No, I didn’t.
五. Writing on the blackboard.
Unit 8
Spring Festival, Dragon Boat Festival, Mid-Autumn Festival, May Day, Children’s Day, National Day, Teachers’ Day
When’s….?
It’s in …
What do people usually do at…?
They…
Did you …last…?
Yes, I did./No, I didn’t.
第三课时
教学目标：
1、Review B and C.
2、Learn D and E.
教学重点：
Guess what festival.
教学难点：
a popular holiday spend time a lot of delicious food have a long holiday meet friends and relatives eat rice dumplings dragon boat races go out to parks and beaches play with beautiful lanterns also
教学准备
CAI
教学过程：
一. Warming up
Read B&C.
二 . Preparation.
1. Greetings
2. Free talk
What do people usually do at…?
They…
Did you …last…?
Yes, I did./No, I didn’t.
三. Presentation
1. Guessing.
a. Spring Festival
It’s in January or in February.
People usually have parties, eat lots of delicious food, visit relatives and friends, wear new coats.
b. Mid-Autumn Festival
Mid-Autumn Festival
It’s in September or in October.
People usually eat moon cakes, play with lanterns, watch the moon.
c. Dragon Boat Festival
Dragon Boat Festival
It’s in May or in June.
People usually eat rice dumplings, have boating races.
d. May Day
It’s on the first of May.
People usually do have a long holiday, meet friends and relatives, go out to parks and beaches
e. Children’s Day
It’s on the first of June.
Children usually have parties at school.
f. Teachers’ Day
It’s on the tenth of September.
People usually have parties at school, give cards to the teachers.
g. Christmas
It’s on the twenty-fifth of December.
People usually eat cake, eat turkey, give presents, go to parties.
h. Easter
It’s in March or in April.
People usually make Easter eggs, look for eggs, eat cake, give presents.
Halloween
It’s on the thirty-first of October.
People usually go to parties, dress up in costumes, make pumpkin lanterns.
i. Thanksgiving
It’s in November.
People usually have parties, sing and dance, eat turkey.
四. Read and write.
Holidays in China
a popular holiday spend time a lot of delicious food have a long holiday meet friends and relatives eat rice dumplings dragon boat races go out to parks and beaches play with beautiful lanterns also
五. Listen and write.
Mike has a letter from his penfriend Danny. He is reading it to his mum. Listen to him reading to the letter and complete the sentences.
六. Homework
1. Recite the phrases.
2. Read E..
七. Writing on the blackboard.
Unit 8
a popular holiday spend time a lot of delicious food have a long holiday meet friends and relatives eat rice dumplings dragon boat races go out to parks and beaches play with beautiful lanterns also
第四课时
教学目标
1、Review B and E.
2、Learn A.
教学重点
Be able to read the text and answer some questions.
教学难点
have a big lunch visit their relatives and friends delicious food dress up in costumes
教学准备
Tape-recorder, pictures
教学过程：
一. Warming up
Read B&E.
二 . Preparation.
1. Greetings
2. Free talk
What do people usually do at…?
They…
Did you …last…?
Yes, I did./No, I didn’t.
三. Revision
Have a dictation.
Mid-Autumn Festival, dragon boat races, have a long holiday, a popular holiday, in January or February, eat moon cakes, play with beautiful lanterns, Spring Festival, eat a lot of delicious food, meet friends and relatives.
四. Presentation
1. the first paragraph
a. Listen to the tape.
b. Questions.
What’s the date today?
Why are the teachers and the students getting excited?
What are they talking about?
Christmas is coming.
get very excited
2. the 2nd paragraph
a. Listen to the tape.
b. Questions
When’s Christmas?
What holiday comes after Christmas?
What day comes after Sunday?
on the 25th of December
come after
3. the3rd paragraph
a. Listen to the tape.
b. Questions
Did David go to a party last year?
What did he do last year?
Did Yang Ling visit her friends and relatives?
What else did he do?
go to parties
have a big lunch
visit their relatives and friends delicious food
4. the 4th paragraph
a. Listen to the tape.
b. Questions
What’s Ben’s favourite holiday?
What do people do at Halloween?
Did Ben dress up in costumes?
What did he do?
dress up in costumes
3. the 5th paragraph
a. Listen to the tape.
b. Questions
What’s Yang Ling’s favourite holiday?
What did she do?
moon cakes
6. Read the text.
7.Do the exercise.
五. Homework
1. Recite the phrases.
2. Read A..
六. Writing on the blackboard.
Unit 8
have a big lunch visit their relatives and friends delicious food dress up in costumes
第五课时
教学目标
1、Review A.
2、Do some exercises..
教学重点
Be able to talk about the holidays.
教学难点
Be able to say out “What do people usually do at…?”
教学准备
Tape-recorder, pictures
教学过程：
一. Warming up
Read A.
二. Preparation.
1. Greetings
2. Free talk
What do people usually do at…?
They…
Did you …last…?
Yes, I did./No, I didn’t.
三. Revision
Have a dictation.
last Mid-Autumn Festival, dress up in costumes, favourite holiday, visit relatives and friends, at the Spring Festival, get excited, have a big lunch, Christmas, go to parties, lots of delicious food
四. Presentation
1. Listening.
A. Listen and write.
B. Listen and judge.
C. Listen and match.
2. Reading and writing
A. Look, think and write.
B. Look and write.
eat moon cakes, watch dragon boat festival, have a party, make Easter eggs
C. Look, read and fill in the form.
D. Read and answer.
五. Homework
Review Unit 8.
六. Writing on the blackboard.
Unit 8
eat moon cakes, watch dragon boat festival, have a party, make Easter eggs
第六课时
Have a test.
Homework.
根据文中提示完成下列句子:
1.I often get up _______________(早上六点一刻)
2.My father usually _______________(看电视) after supper.
3.They often _______________(举办体育节) in September.
4.Liu Tao often visits his grandparents _______________(在周末).
5.Yang Ling’s uncle ______________(居住在) a small town near Nanjing.
6.We _______________(制作了许多美丽的风筝) at the kite festival.
7.Billy always eats a lot of food _______________(每天).
8.Su Hai , where is my diary? It was on my bed _______________(刚才
第七课时
分析考卷.
Homework.
1. Prepare Unit 9.
Listen to the tape. Read A&B several times.
2. Revision.
人称代词与物主代词
教后感：本课的教学中，将一般现在时和过去时混合在一起，学生容易混尧。在教学中要让学生注意时间的变化，区别两种时态。
牛津英语6A教案 Unit 7 At Christmas (1)
第一课时
一Teaching aims：
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 hairdryer
2. 能听懂会说：This … is from…. Who are they from?
3. 了解东西方接受礼物的不同反应，培养学生良好的文明礼仪。
二.Teaching key points：
本课时的教学重点是有关日常用品的8个单词和讨论谁送的礼物的有关语言，其中skateboard, calculator, hairdryer单词较长，发音也有一定难度，教师应重点指导。
三.Teaching difficulties
本课时的难点是：This …is from….Who are they from? 这组句型，建议教师充分利用课文信息，让学生通过静听，在完成匹配题后逐步理解并达到输出。在操练时，教师可准备一些礼物，通过真实的送礼物的活动，让学生在情境中理解并掌握。
四、Teaching preparation
1.教师准备：1)教学图片，圣诞老人服饰，一个礼物袋，有关日用品的实物
2)录音机，磁带3)录音题目讲义
2. 学生准备：每人一张纸条和一份礼物。
五.Teaching procedure：
1. . Warming up：
1)师生热情地问候:Hello, children. Nice to see you. How are you today?
2)共同演唱前几节课学的歌曲。
2. 新课呈现：
T：Hi，boys and girls. What festival is Dec.25? Ss: It’s Christmas Day. T: Do you like Christmas Day? Ss: Yes. T: Children like Christmas Day very much. Why? Ss: Because we can get some presents. T: Yes.. Jim’s family were very happy on Christmas Day. Let’s watch the cartoons.
3. 新课教学：
Step 1 Words of Dailythings
1) 学生观看录像，初步体会课文内容。
2)教师根据录像内容提问： What are the presents? 学生指着图片将文章中涉及的物品找出来: A …/…
3)根据学生找出的图片，教师进行单词教学：a watch, a teapot, a wallet, a calculator, a skateboard, a comb, a mirror, a hairdryer.
4) 教师示范朗读，学生跟读单词。重点指导calculator, skateboard，hairdryer的发音。在教学skateboard, teapot, hairdryer时，教师可借助单个单词和在一起的做法，帮助学生了解复合词，提高记忆的效率。
5) 单词巩固游戏：What is it? T: I have a present. It’s no big nor small. Man puts money and cards in it. What is it? S1: It’s a wallet. T: Can you spell it? S1: Yes, W-A-L-L-E-T, wallet. 然后进行全班的问答。
Step 2 Drills： Who is it/are they from? It’s /They are from….
1) T: Jim’s family have got so many presents. Who are they from?
2) 出示句型，教师带领学生朗读三遍。
3)T：Who are they from? Let’s listen to the tape then match.
4) 学生听课文录音，完成匹配题：
grandfather grandmother father mother Jim
a watch wallet teapot hairdryer skateboard
5) 交流答案：
T：Who is the watch from? Ss: It’s from Grandpa and grandma.
T：Who is the wallet from? Ss: It’s from grandma.
T：Who is the teapot from? Ss: It’s from Grandpa.
T：Who is the hairdryer from? Ss: It’s from Grandpa and grandma.
T：Who is the skateboard from? Ss: It’s from Jim’s Mum and Dad.
T: Who is the calculator from? Ss: It’s from Jim’s Mum and Dad, too.
6) Ss齐读匹配结果：The watch is from Jim’s Grandpa and grandma./….
Step 3 Consolidation
1. T: Christmas is coming. Everyone has a present for his friends. Who are you going to send your present? Let’s write a card.
2. 教师指导学生写卡片：Dear …
Merry Christmas and Happy New Year!
From: ….
3. 学生写完后贴在自己准备的礼物上，然后将礼物集中在老师的礼物袋里，让一位学生扮演圣诞老人，给学生送礼物：Hey! Hey! Merry Christmas and Happy New Year! Here’s a present for ….T: Who is this present from? Santa clause: Look! Ss: It’s from ….这两个同学都上台，接受礼物的同学拆开礼物，教师在一边提示说：Oh, it’s a …How beautiful! I like it very much.像这样演示5组，逐渐由老师带着学生表达过渡到学生自己表达。
2. 圣诞老人将礼物分派给5个学生，由这5个学生给大家送礼物：Who is this present from? It’s from … Open it. Oh, it’s a … It’s ….。
3. 礼物送完后，大家齐唱：We wish you a Merry Christmas and a Happy new year.
4. 做书上D部分练习。
五.作业建议：
1. 朗读记忆本课的有关日常用品的单词。
2. 根据课堂情景，用学过的语言写一篇短文：It’s Christmas Day. Santa Clause comes to our class. He gives us a lot of nice presents. …
第二课时
一.教学目标与要求：
1. 能听懂，会说，会读，会写单词：yours, ours, mine, his, hers
2. 能听懂，会说, 会读，会写：Whose … is it/are they?
It’s / They’re mine/yours/his/hers/ours.
3. 能听懂，会说，会读日常交际用语：Open it for me. This one is from Grandpa.
二.教学重难点分析：
本课的重点和难点是：名词性物主代词的使用，建议教师利用讨论礼物或寻找失主这一情景导入教学，使学生在交际中初步领会名词性物主代词的使用方法。在本课时中，教师并不要急于让学生掌握，让他们在感受的基础上逐步掌握。
三.课前准备
1.教师准备：1)教学图片，有关日用品的实物，一些礼物2)录音机，磁带
2. 学生准备：听录音预习课文。
四.教学步骤：
1.热身：
1)师生热情地问候。
2)共同说唱：Send Christmas cards. Wrap presents. Decorate the tree. Sing Christmas carols.
Open presents.
2. 新课呈现：
T：Last class The Santa Clause comes to our class. He gives me some presents.These presents are for you.Look! This present is for Sun Yan. Sun Yan , come here, please.
3.新课教学：
Step 1 mine, yours
1) T & S show the dialogue: Hi, Sun Yan. This present is for you.
S: Thank you.
T: Here you are. It’s your present. It’s yours.(教师示范说三遍)
S: Thank you.
T: Open it , please. S: OK. Oh, it’s a doll. I like it very much.
T: Look at the card. Who is it from? S: It’s from Miss Li.
T: Yes, now this doll is yours. It’s yours. S: Thank you.
T: You’re welcome.
2) 教师教说It’s your doll. It’s yours.
3) 教师再和两位同学进行演示，让全班学生共同参与演示：Look at this present.
Ss: Who is this present for? T: It’s for…Come here, …This present is yours.
S: OK. Ss:Open it and see.
S: Open it for me, please, Miss Li. ( 教师引导学生说出)
T：OK. Oh, it’s a …Do you like it? S: Yes.
Ss: Who is it from? S: Oh, it’s from…
T(引导全班说): This … is yours., ….
Step 2 his, hers, ours
1) 在第三遍演示的时候，逐渐将：This present is for …. It’s hers. It’s his. It’s ours. 注意在教学his, hers, ours时，教师应充分运用肢体语言和学生的主动参与能力，使学生在老师的指导下由不会到会，由不理解到初步领会。
2)学生四人一组，每人拿一件物品放在课桌中间，S: This is my pencil.It’s mine.
S3(其余三人齐说): This is his /her… It’s his/hers. 交换一个同学：This is my rubber. It’s mine. S3: This is his/her rubber. It’s his/ hers.
Step 3 Dialogue
1)T: Jim’s family is very happy today. Do you know why? Listen to the tape and answer me .
2) 学生带着问题听录音然后回答问题.
Q1: What day was it? Q2: Where were Jim’s family?
Q3: What did they do with their presents? Q4: How did they feel?
3) 教师引导学生回答完问题后朗读课文第一段.
4) 教师在实物投影仪上出示Listen and match的图(见书上P.71)，学生边看图边听录音。
5)学生听完后在书上完成题目，然后小结：T: Who’s the wallet for? Ss: It’s for Grandpa. T: Who is it from? Ss:It’s from Grandma. T: Does Grandpa like the wallet? Ss: Yes, he likes the color very much.
6)学生听录音朗读对话，教师重点指导：Open it for me, please. Open mine for me, Jim.
7)学生有感情地齐读课文，然后分角色朗读。
8)教师出示课文图片，学生为图片配音。
9)学生任选一幅图进行讨论，仿照课文内容对话。
五.作业：
1.听录音朗读课文。
模仿课文进行表演。
牛津英语6A教案 Unit 8 Review and check
Aims.
1. Review Unit 1---Unit 2.
2. Do some exercises.
Difficulties and emphasis.
一般过去时的用法. (肯定句与一般疑问句)
Teaching preparation
Workbook. recorder
Teaching procedure
Step 1. Reading.
Read the texts.
Step 2. Phrases.
Unit 1
1.football match 2.at Jinling Primary School 3.t next to me 4.in the corner
5.at the goal 6.go over the goal 7.go out of the football field
8.in the same team 9.in the football field
Unit 2
1.public sign 2.a lot of questions 3.different things 4.stay away from
5.keep off 6.the sign on the bird’s cage 7.make noise 8.keep quiet
9.take a walk 10.a ten-yuan note 11.look around 12.a park keeper
13.come up
Step 3. pronunciation
Step 4. Exercises in workbook.
1. Look, Read and write.P59
____you go and watch dragon boat races at the ____ _____ _______?
No, _____ _____. I ______ill.
I’m sorry.
2. Listen and choose.
3. Listen and tick.
Step 5. Homework
1. Recite the phrases.
2. Do exercises in workbook.P57,P58,P60
Unit 10 Revision(复习2)
Aims.
1. Review Unit 1---Unit 4.
2. Do some exercises.
Difficulties and emphasis.
一般过去时的用法. (肯定句与一般疑问句)
Teaching preparation
Workbook.
Teaching procedure
Step 1. Reading.
Read the texts.
Step 2. Phrases.
Unit 3
1.take about 2.come soon 3.on the 18th of October
4.have a birthday party 5.as a birthday present 6.a VCD of Japanese cartoons 7.take off 8.blow out
Unit 4
1.Sports Day 2.running race 3.take some photos 4.look for
5.a moment ago 6.just now 7.on the ground
8.a video recorder 9.a mobile phone 10.a pair of glasses
11.a CD Walkman 12.a roll of film
Step 3. pronunciation
Step 4. Exercises in workbook.
1. Read ,think and write
2. Look, read and circle.
3. Read and answer.
Step 5. Exercises in book.
1. Look, match and say.
2. Look, read and respond.
last weekend, at lunchtime, this morning a present from Mum
3. Look, read and complete.
buy-bought take---took
Step 6. Homework
1. Recite the phrases.
2. Do exercises in workbook.P57,P58,P60
Unit 10 Revision(复习3)
Aims.
1. Review Unit 5---Unit 6.
2. Do some exercises.
Difficulties and emphasis.
一般过去时，一般现在时，现在进行时的区别
Teaching preparation
补充练习
Teaching procedure
Step 1. Reading.
Read the texts.
Step 2. Phrases.
Unit 6
1.last week 2.the first day of school 3.after the holiday
4.in the school playground 5.before classes
6.with my parents 7.a funny cartoon 8.visit a farm
9.with my family 10.on the farm 11.pull up carrots 12.milk cows
13.collect eggs 14.fruit trees 15go to the farm 16.at the camp
17a lot of food 18.a lot of games 19.go camping
Step 3. pronunciation
Step 4. Exercises in workbook.
规则：一般现在时：表示经常性的事情。时间状语：often, usually, always. every, sometimes等。有两种情况：第三人称单数，动词用三单;复数和I, you，动词用原形
一般过去时：事情发生在过去。时间状语：just now, yesterday, last等。动词用过去式，
现在进行时：表示现在进行的动作。Now, look, listen. 句子结构：be+现在分词
一.根据中文完成英文句子:
1. 今天早上,我打扫了我的卧室. I _____my bedroom _____ _____.
2. 上星期六我们拜访了我们的语文老师张老师. _____Saturday, we _____ our Chinese teacher Mr Zhang.
3. 高山的舅舅住在南京附近的一个小镇上. Gao Shan’s uncle _____ in a small town near Nanjing.
4. 在周末,林涛经常去看望他的外公外婆. Lin Tao _____ _____ his grandfather and grandmother _____ _____ _____.
5. 你们在美食节做什么的?我和同学做了许多食品,我吃了很多东西. What _____ _____ _____ at the food festival? I _____ many foods _____ my classmates and I ate _____ _____.
6. 他们制作了许多漂亮的风筝,然后在操场上放飞. They made many _____ kites and flew _____ on the playground.
二.根据文中提示完成下列句子:
1.I often get up _______________(早上六点一刻)
2.My father usually _______________(看电视) after supper.
3.They often _______________(举办体育节) in September.
4.Liu Tao often visits his grandparents _______________(在周末).
5.Yang Ling’s uncle ______________(居住在) a small town near Nanjing.
6.We _______________(制作了许多美丽的风筝) at the kite festival.
7. Billy always eats a lot of food _______________(每天).
8. Su Hai , where is my diary? It was on my bed _______________(刚才)
Step 6. Homework
1. Recite the phrases.
2. Do exercises
根据首字母填空,完成下列对话:
A:Do you have any s_____ festivals in your school?
B:Yes,we do . We had o_____ last month.
A:W_____ was that?
B:It was a f_____ f_____.
A:W_____ was it?
B:It was on the twenty-sixth of October.
A:What did you do?
B:I c_____five hamburgers and some C_____food.And I a_____ a lot.
A:That was I_____.
Unit 8 Revision(复习4)
Aims.
1. Review Unit 7---Unit 8.
2. Do some exercises.
Difficulties and emphasis.
一般过去时，一般现在时，现在进行时的区别
Teaching preparation
补充练习
Teaching procedure
Step 1. Reading.
Read the texts.
Step 2. Phrases.
Unit 7
1.school festivals 2.live in 3.a town near Nanjing
4.at the weekends 5.after dinner 6.have a chat
7.lots of=a lot of 8.have an Art Festival 9.on the 4th of November
10.put the pictures on the wall 11.near the school gate
12.a lot of people 13.colourful kites 14.in the school hall
15.Chinese dances 16.have a good time 17.fly a kite
18.make a kite
19.drink some juice 20.a Kite Festival 21.a Science Festival
22.a Food Festival 23.at the Art Festival
Unit 8
1. get excited 2.come after 3. at New Year 4. have a big lunch
5. go to parties 6. visit relatives and friends 7. last Spring Festival 8. dress up in costumes 9. moon cakes 10. watch the moon 11 play with lanterns 12. favourite holiday 13. make Easter eggs 14 give presents to each other 15. wear masks 16 make pumpkin lanterns
Step 3. pronunciation
Step 4. Exercises in workbook.
重复：规则：一般现在时：表示经常性的事情。时间状语：often, usually, always. every, sometimes等。有两种情况：第三人称单数，动词用三单;复数和I, you，动词用原形
一般过去时：事情发生在过去。时间状语：just now, yesterday, last等。动词用过去式，
现在进行时：表示现在进行的动作。Now, look, listen. 句子结构：be+现在分词
根据首字母填空,完成下列对话:
A:Do you have any s_____ festivals in your school?
B:Yes,we do . We had o_____ last month.
A:W_____ was that?
B:It was a f_____ f_____.
A:W_____ was it?
B:It was on the twenty-sixth of October.
A:What did you do?
B:I c_____five hamburgers and some C_____food.And I a_____ a lot.
A: That was f_____.
用适当的动词形式填空:
We_____(have) a football match every Friday. Last Friday, the match _____(be) between Class 1 and Class 4.The score _____(be) one all. Today _____Friday again. The match _____(be) between Class 2 and Class 3. The score _____(be) one to two now. Look, Jim _____(throw) the ball to Billy. And Billy _____(pass) the ball to Tom. Oh, Tom ______(shoot). He’s got a goal. Time _____(be) up. The score _____(be) two all
Step 6. Homework
1. Recite the phrases.
2. Review the exercises .
Unit 10 Revision(复习5)
Aims.
1. Review Unit 9---Unit 10.
2. Have a test.
Phrases
Unit 9
1. at Christmas 2. on Christmas Day 3. under the Christmas tree 4. open the presentsn 4.some tea 5. a beautiful wallet 6.go to the supermarket by bus 7. get off 8 point to the woman beside him 9.ask him to take it to the police station 10. at lunchtime 11.last weekend 12. a present from Mum
Pronunciation
第十单元考试
Homework
1. Recite the phrases.
2. Review the exercises .
Unit 10 Revision(复习6)
Aims.
1. 复习句型变换
2. Do some exercises.
Difficulties and emphasis.
肯定句变否定句;肯定句变一般疑问句，并作肯定和否定回答;划线提问
Teaching preparation
补充练习
Teaching procedure
Step 1. Reading.
Read the phrases..
Step 2.练习
肯定句变否定句：
1. Wang Bing is stopping David.
2. There are some boys in the room.
3. Tom can speak Chinese.
4. We have four lessons.
5. Stand in a line.
6. David has got a goal.
7. It means “No cycling”.
8. I watch TV every day.
9. We planted trees yesterday.
肯定句变一般疑问句，并作肯定和否定回答。
10. Wang Bing is stopping David.
11. There are some boys in the room.
12. Tom can speak Chinese.
13. We have four lessons.
14. Stand in a line.
15. David has got a goal.
16. It means “No cycling”.
17. I watch TV every day.
18. We planted trees yesterday.
提问：
19. Wang Bing is planting trees on the farm.
20. Wang Bing is planting trees on the farm.
21. Wang Bing is planting trees on the farm.
22. Wang Bing is planting trees on the farm.
23. There are twelve boys in the room.
24. There are twelve boys in the room.
25. Miss Green teaches English in China.
26. Miss Green teaches English in China.
27. Miss Green teaches English in China.
28. Miss Green teaches English in China.
29. It means “No cycling”.
30. I watch cartoons at home every day.
31. I watch cartoons at home every day.
32. I watch cartoons at home every day.
33. I watch cartoons at home every day.
34. These are my books.
35. These books are mine.
句型转换，句意不变。
1. What is the date today?
2. What’s the time?
3. Ben is Ron’s brother.
4. I want to have a CD Walkman as my birthday present.
改写句子。
1. I’m milking the cow now.(用yesterday改写)
2. That is a knife. (改复数句)
3. These are apples.(改单数句)
4. I watch TV every day.(用now改写)
Step 6. Homework
1. Recite the phrases.
一、新的语法教法尝试
(一) 牛津版初中英语教材与人教版教材语法项目的异同
同人教版教材不同的是, 牛津版初中英语教材在内容上, 编排了更为贴近生活、紧跟时代步伐的内容, 因此在语法上的编排也与以往人教版的教材有所不同。语法体系有所创新和改变, 这就使得教师在设计教案时感到无从下手, 因此就要求教师对牛津版教材的语法进行更细致深入的研究分析, 掌握更为合适的教学思路和教学主线。从整体上来看, 牛津版教材的语法项目与人教版相比, 只是多了间接语法这一项, 其他大项与人教版大同小异, 如果教师可以很好地理解把握人教版的语法内容, 掌握学习要点, 就能在教学过程中掌握主动性, 更好地把握牛津版教材的教学要点。
(二) 针对具体语法进行分析、比较
1. 时态方面:
牛津版教材与人教版相比, 在时态走线上基本一致, 只是“现在进行时”与“一般现在时”出现的先后顺序有所调整, 并且在牛津版教材中没有“过去将来时”。对学生们来说, 在小学就接触到了“现在进行时”和“一般现在时”, 所以顺序作出调整后, 接受起来并不困难, 主要是能够区分助动词的形式:do/does/is/are;动词的形式:work/works/working等。
2. 语态方面:
牛津版教材中, 被动语态比人教版教材出现的早些, 由于之前已经学习了五个基本时态, 时态的问题就不难解决了, 助动词的用法也熟悉了, 因此被动语态就比较容易学习了。在学习被动语态时, 语感对掌握被动语态是非常重要的, 因此提醒学生平时要加强语感练习。
3. 词类方面:
代词在小学阶段已经有了基础, 只要将人称代词与物主代词放在一起进行讲解就可以了, 不定代词可穿插在各单元中讲解;数词的讲解可以放在序数词之后, 容易拼错的序数词要让学生反复记忆;冠词、介词的讲解在整个初中英语教材中是贯穿始终的, 冠词的讲解从固定用法到习惯用法, 介词的讲解从方向、时间、位置到动词中的介词等;名词的单复数也在小学阶段就学习过了, 教师只要再加上不可数名词的讲解即可, 而名词的所有格要等学生掌握了物主代词之后进行讲解。名词的难点是名词与动词一致, 这可以通过加强学生的预感训练来解决;动词在牛津版教材中并没有归纳, 而学习英语的基础是掌握be动词, 所以教师可以适当变通, 提前讲解;非谓语的讲解相对来说是个难点, 教师可根据其出现的位置, 联系实际情况进行讲解。
二、如何设计教案
教案是教师教学方式的呈现, 是教学过程中的重要环节, 是教师思维方式和思考成果的载体, 教案的优劣好坏要在实践的基础上来评判。能够最大限度地发掘教师的教学能力, 让学生在最短的时间内接受新的知识, 这样的教案就是好教案, 就是成功的教案。
(一) 教案要有针对性
教师在编写教案时, 要以了解学生为基础前提。教师要了解班上每个学生的学习个性, 熟悉不同学生的性格特征、接受水平的差异, 这样在备课的时候就会产生事半功倍的效果, 并以此来设计教案。在教案设计中针对这一点的体现是:制定有层次性的学习目标, 设计有梯度性的问题, 进行选择性练习。根据学生的不同特质, 有针对性地设计教案, 才能够发挥每个学生的特长, 增加学生学习英语的兴趣, 才能够提高教学质量。
(二) 教案要深刻、要创新
教案设计的是否深刻, 主要看教师对知识点的思考是否深刻。能够透过现象看本质, 抓住事物的内在联系, 把握教学进展, 这都是由教师的素质和特点决定的。在当代社会中, 中学生正值青春期, 个性鲜明、兴趣广泛, 同时求知欲强, 想象力也很丰富, 提出的问题也五花八门, 因此教师要考虑到这些因素, 联系教材内容, 设计出更有深度与创新性的教案, 这样才能形成自己独特的风格, 让学生在接受自己的同时更好地学习英语知识。
(三) 教案要体现教学过程中的反思
教师只有不断地反思自己的教学过程, 才能不断地提高自身的教学能力, 因此, 教师应在每节课或者每学期结束后, 根据自身的教学实践活动, 对自己的教学方法进行有意识、有目的的回顾、分析与反思, 不断地积累经验, 总结教训。而课后在教案的相应位置, 记录反思札记就是最简单易行的反思方式。同时, 将原有的教案做进一步的充实和修改, 对以后的教学工作也是有所帮助的。
总结:
【关键词】直观教学；渗透语音；巧设情境；词汇教学；课堂效率
语音、词汇、语法是语言的三大要素，其中词汇是语言的基本素材，假如离开了词汇，语言就是空中危楼随风倒；假如没有足够的词汇，就不能顺利进行读、写、听、说训练，一定程度上影响到语言的准确表达。英国著名语言学家威尔金斯指出：“假如没有语法，那么人们表达的事物寥寥无几；若没有词汇，人们则将无法表达任何实物。”由此可见，学习词汇的意义深远，而词汇教学是小学英语教学的重要组成部分。笔者就如何提高小学牛津词汇教学效率浅谈肤浅体会，期盼同仁不吝赐教。
一、直观教学，激发兴趣
小学生对抽象的知识一般不太感兴趣，但在日常生活中对经常遇见的实物还是很有吸引力的。因此，在小学英语词汇教学中采用实物、图片作为教具，能有效激发小学生的求知欲。
英语的词汇是抽象的，但是实物是具体的，假如教师在引导学生学习单词时放置相应的实物，从而使学生觉得教室就是现实生活中的乐园，成功营造了轻松愉悦的教学氛围。譬如：我在执教《牛津小学英语》4A 中单词big， long， small， short时，在课前先把自己的衣服和鞋与一位女生对调，上课时我站在讲台上指着自己的coat和shoes说：“Look， my shoes are too small. My coat is too short.”许多学生顿时明白了我的用意；接着，我站在与我换衣鞋的那个女生旁边，并指着她的coat和shoes引导学生异口同声的说：“Look， her shoes are too big. Her coat is too long. ” 最后，我总结性说出 “She looks so funny.” 如此的学习过程达到水到渠成的效果，以后学生只要读到so funny 一词就自然联想到这有趣的的一幕。但运用直观教学法不能简单地理解为使用实物，教师应根据需要适当地选择。
在词汇教学中适当进行图片演示是直观教学中普遍使用的办法，目前使用的译林版《牛津小学英语》中新单词旁边都配相应的图片，从而使学生更愿意学习新单词，而且不容易遗忘。而文本中的插图大部分是卡通化的，比较符合小学生的心理特点。诸如教师引导学生学习bear， zebra， elephant等这一类单词时出示的图片鲜艳夺目，尤其是那些千姿百态的卡通图画一下子吸引了学生的注意力，充分调动了学生学习积极性。当然，作为教师也不能完全依赖教材的插图，应该结合现实生活实际，利用多媒体制作更具吸引力的课件，使画面声情并茂，从而进一步激发学生学习词汇的兴趣。
二、渗透语音，强化记忆
尽管记忆词汇的方法丰富多彩，但先让学生掌握拼读单词的基本规律是识记单词的前提条件。在平时的词汇教学中，教师应适度渗透相应的语音知识。否则，教学效果难以意料。《牛津小学英语》中虽然没有系统地为学生提供学习语音的平台，但绝不能采取拔苗助长教学方法，把48个音素短时间内全部灌输给学生，而应该把语音教学灵活渗透到词汇教学之中去，从而强化学生的记忆，有利于提高学生英语口语能力，有利于增强培养学生学好英语的信心和决心。譬如：我在教学单词bed时，先在黑板上素描一张床，然后用彩色粉笔板书单词： bed，并范读、领读这个单词，从而协调了学生的视觉、听觉等感官；同时，我还渗透元音音素[e]的教学，让学生明白单词bed中含有元音音素[e]，最后再写出一系列含有该音素的egg， yes， get， let等单词，带领学生齐读，甚至还可以让学生试读少量学过的但读音规律相同的单词。再如，我在执教单词cow时，先出示clock， cat， now， how等单词的卡片，并相应渗透辅音音素[au]和[k]的教学。长此以往，学生不仅深入了解字母的基本发音规律，而且养成拼读单音节单词的习惯，教学效果喜人。
三、巧设情境，趣味识记
在小学英语词汇教学中，创设一定的教学情境或者语境也是不错的选择。譬如：我在执教《牛津小学英语》 4 A Unit 9 What's the matter？ 的 B 部分教学时，针对表示感觉的形容词thirsty， ill， tired， cold， hot， hungry 等词汇，采取边示范、边教单词的办法：手拿一把扇子来表示 hot；弯腰摸肚表示 hungry； 双手紧抱身体表示 cold； 打扫卫生累了没精神表示 tired……在上述教学过程中，我充分利用动作和表情让学生逐步感悟、掌握这些词汇，并通过反复表演来巩固运用。由于不少英语词汇出现一词多义的现象，教师只有结合具体的语境，才能让学生真正明白其词义。诸如dear一词可以理解为“贵的”、“亲爱的”和感叹词“哎呀”，而到底是什么意思只有在具体的语境中才能确定。可见，结合一定的语境进行词汇教学是必不可少的手段。总之，教师把那些枯燥的词汇转变成了趣味化的情境与语境，有利于学生在趣味无穷的情境、语境中理解、识记词汇，教学效果显著。
2. collect information
3. used to do
4. be used to+名词/doing
5. be used to do…/ be used for doing
6. get married/ tired/ paid/ hurt / lost / caught
7. play cards and Chinese chess
8. noise pollution / air pollution/ white pollution/ water pollution
9. take off
10. from time to time
11. have an interview with sb.
12. look up a word in the dictionary
13. if necessary
14. be in service/ be in use
15. on one’s own= by oneself
16. start / begin with
17. provide sth. for sb./ provide sb. with sth.
18. lose one’s way / get lost (be lost )
19. It must be fun.
20. go skiing/ hiking/ swimming/ sightseeing
21. take photos (of sb.)
22. dance to music
23. give sb. some advice on…
24. something interesting and special
25. make a video
26. hold a writing competition
27. write computer programs
28. come out
29. at the same time
30. a thirteen-year-old boy
31. fall asleep
32. play the role of…
33. sell out
34. Most of them is good
35. on the radio/ on the air
36. Do you mind telling me how to…?
37. in other words= that is to say
38. the host of charity show
39. Only if you sleep less during the day!
40. different ways of raising money
to raise money
41. give out
42. Will it be a success?
43. donate money to Project Hope
44. give something to people in need
45. make money by doing sth.
46. I wish (that) I could fly.
I wish (that) I were Yao Ming.
We wish you good luck.
I hope (that) you will like it.
I hope to pass all my exams.
47. set up
48. volunteer to do sth.
49. have some pocket money left
50. The good/ bad news is that…
51. perform operations on sb.= operation on sb.
52. be grateful to sb. for sth..= be thankful to sb. for sth.
53. be proud of…
54. All we need is enough money to carry on with our work.
55. improve the lives of children
56. treat them with kindness
57. leave a book at your place
58. support one’s family
59. care about other people
60. finish school
61. a helping hand
62. train for a charity walk
63. be known as = be famous as
64.be famous/ known for…
65. group themselves into a team of four people= form groups of four
66. team spirit
67. This will be an experience.(that) you will never forget
68 Its aim/ goal is to raise money for…
69. first-aid
70. give seats to the elderly (= old people)
71. pay attention to sth.
72. fill in the form
73. be willing to do sth.
74. theme park
75. remote control
76. all-time favorite CD-ROM
77. health care
1. be familiar with
2. be divided into
3. share similar characteristics
4. at times
5. keep secrets
6. forgive sb.for their faults
7. sense of humor
8. She is stubborn at times though.
9. make such a mess
10. come up with new ideas
11. agree with sb.
12. Would you mind doing extra work?
13. would rather do … than do…
14. Blue looks good on you.
15. be in a good mood
16. I’m feeling blue.
17. feel relaxed/stressed
18. a contented feeling
19. cheer sb. up
20. remind sb. of sth.
21. the color of nature
22. physical strength
23. have difficulty making a decision
24. figure out
25. get good marks in tests
26. make phone calls to sb.
27. promiSe sb. success
28. make an appointment
29. be good for sb./ do good to sb.
30. common problems teenagers have
31. achieve a balance between the two
32. focus on
33. stay up late
34. from time to time
35. offer sb.some suggestions
36. give sb. an idea of
37. Susan prefers her drink hot.
38. Do you want your coffee black?
39. His computer broke down suddenly.
40. be in the wrong order
41. read sth. through
42. solutions to stress
43. deal with
44. be weak in
45. Mr Wu suggested that his students write to their penfriends about the causes of their stress.
46. keep the worries to yourself
47. wish for
48. I’m far too busy to go shooping.
49. a weekly round-up of what is happening in sport.
50. up-to-date information
51. the program covers different sports
52. a bit boring
53. This year’s Beijing Music Awards will be covered live.
54. send text messages
55. win free tickets
56. a horron film
57. A doctor is found dead in his house.
58. get scared
59. take a close look
60. the Asian Tiger in its natural habit
61. win an award
62. refer to
63. put away
64. enter the writing competition
65. the remote control
66. work on the plan
67. It is you who make our story so perfect.
68. Stop daydreaming! Be more realistic!
69. stand by
70. join the film industry
71. put all her effort into ballet training
72. play the lead role in the play
73. shortly after
74. win an Oscar for Best Actress
75. protect the environment
76. remember sb. as
77. devote…to…
78. work closely with UNICEF
79. earn sb. many awards
80. The president presented her with the Medals.
81. pass away
82. rush into the cinema
83. action films
84. fall in love with
85. star in mant films
86. keep doing
87. The person is wanted for murder!
88. He was last seen leaving his office at 7p.m.
89. bleed to death
90. Detective Lu added that the police are checking the scene for fingerprints and other clues.
91. be guilty of
92. be charged with
93. break into
94. computer systems
95. offer a reward of ￥50,000
96. lead to
97. contact the police on 55501212
98. kidnapping/murder/shoplifting/theft
99. on the run
100. be stressed out
101. Time is running out.
Unit One
1. on Sunday morning 在星期天早晨
2. go for a walk 去散步
3. be glad to see them 很高兴见到你
4. under a big tree 在一棵大树下
5. have a chat 聊天
6. a twin sister 双胞胎姐姐/妹妹
7. look the same 看上去一样
8. as tall as 和……一样高
9. twenty minutes younger than… 比……小二十分钟
10. want to do sth. 想做某事
11. one day 有一天
12. the one child in my family 我家的独生子
13. the man in black 穿着黑色衣服的男人
14. Who’s younger, you or Su Yang? 谁年龄小，你还是苏扬?
15. Do you have any brothers or sisters? 你有兄弟姐妹吗?
16. He’s one year younger than me. 他比我小一岁。
17. You’ve got a brother. 你有一个哥哥。
18. I’m taller than Su Yang. 我比苏扬高。
19. Who’s taller than David? 谁比David高?
20. Whose school bag is heavier, yours or mine? 谁的书包重，你的还是我的?
Unit Two
1. be good at 擅长
2. do well in 在……方面做得好
3. talk to sb. about sth. 和某人谈有关某方面的情况
4. need help with… 在……方面需要帮助
5. run faster than… 比……跑得快
6. a good football player 一位好的足球运动员
7. some of the boys 其中一些男孩
8. Don’t worry. 不用担心。
9. do some exercise 做练习/做运动 do more exercise 多做练习/运动
10. get stronger 变得更健壮
11. jog to school 慢跑去学校
12. play ball games 玩球类运动
13. all of us 我们所有人
14. be late for school 上学迟到
15. What’s the matter? 怎么了?
16. I’ll get up earlier every day and do some exercise before I go to school.
我会在每天早点起床，上学前做些运动。
17. Please don’t be late again. 请下次别迟到。
18. Shall we start our lesson now? 我们现在开始上课吧?
19. You have five minutes to remember them. 你们有五分钟的时间来记住他们。
Unit Three
1. Excuse me, can you tell me the way to …? 请问，你能告诉我去……的路吗?
2. go along this street 沿着这条街走
3. turn right/left 向右/左拐
4. at the first crossing 在第一个十字路口
5. on your left/right 在你的左/右边
6. take bus No. 5 坐5路车
7. a long walk 走一段很长的路
8. every five minutes 每5分钟
9. in front of 在……前面
10. get off 下车 get on上车
11. at the third stop 在第三站
12. the History Museum 在历史博物馆
13. a shopping centre 购物中心
14. a post office 邮局
15. a middle school 中学
16. a primary school 小学
17. a train station 火车站
18. last Sunday afternoon 上个星期天下午
19. a book about animals 有关动物的书
20. run out of 跑出……
21. stop thief 抓贼
22. start to run 开始跑
23. get sth. back 把某物拿回
24. come to help 来帮忙
25. He’s asking Yang Ling how to get there. 他在问杨凌怎么去那儿。
26. You can’t miss it. 你不会错过的。
27. How far is it from here? 离这儿有多远?
28. It’s about a kilometer away. 大约一公里远。
Unit 5
1. be going to do sth 将做某事
2. next week 下个星期
3. for one year 有一年的时间
4. want to know about sth 想知道某事的情况
5. What’s the weather like…? 天气怎样?
6. in spring/summer/autumn/winter 在春天/夏天/秋天/冬天
7. in the countryside 在乡村
8. Sounds great! 听起来很棒!
9. most of the time 大部分时间
10. make snowmen 做雪人
11. It’s great fun. 这很有趣。
12. warm clothes for winter 冬天穿的保暖衣服
13. go rowing and fishing 去划船钓鱼
14. go jogging 去小跑
15. It’s usually very hot, as hot as in Nanjing. 通常很热，很南京一样热。
16. What about…? ……怎么样?
17. Does it often rain there in spring? 春天经常下雨吗?
18. There’s a lot of rain in spring. 在春天雨水很多。
19. Which season do you like best? 哪个季节你最喜欢?
20. turn green 变绿
21. get shorter 变短
22. go swimming 去游泳
Unit 6
1. have school 上课，有课
2. talk about 谈论
3. see a Beijing opera 看京剧
4. this afternoon 今天下午
5. Would you like to join us? 你想和我们一起去吗?
6. by the way 顺便说/问一下
7. at the concert 在音乐会上
8. play the violin/piano 拉小提琴/弹钢琴
9. have a picnic 进行野餐
10. go on an outing 去远足
11. see a play 看戏
12. take part in… 参加
13. a singing contest 歌咏比赛
14. a sports meeting 运动会
15. have a class outing 进行班级远足
16. class project 班级课题
17. at the bus stop 在公共汽车站
18. come home 回家
Unit 7
1. yesterday afternoon 昨天下午
2. some writing paper 一些信纸
3. What for? 为什么
4. write a letter 写信
5. listen to music 听音乐
6. make model planes 制作模型飞机
7. have the same hobbies 有同样的爱好
8. I hope so. 我希望如此。
9. tell sb about sth. 告诉某人有关某事的情况
10. of course 当然
11.a fax machine 传真机
12. a telephone number 电话号码
13. write to sb 给某人写信
14. collect stamps 收集邮票
15. draw a picture 画画
16. make a kite 做风筝
17. do one’s homework 做回家作业
18. ask for 要求
19. some other subjects 一些其他课程
20. finish primary school 小学毕业
21. go to middle school 上中学
22. know everything about 了解有关……的一切
23. penfriend club 笔友俱乐部
一、教材方面的分析
初中牛津英语教材考虑到了学生的需求,为了让学生能够有更广阔的英语视野,教材在题材方面丰富多彩,在词汇的编排上也有所扩充,让学生通过教材就能够了解到以前接触不到的新的知识,科学合理的编排让学生的学习更加有条理。教师在备课的过程中要进行新旧教材的对比,总结新教材的特点,吸收旧教材的精华,让二者得到完美的结合,对新教材的内容以及形式进行深入的研究,有效地提高教学的质量。教师要结合新教材的特点,给予学生更多的机会去表现。在课堂形式上要结合教材内容进行合理的安排,让学生在轻松快乐的气氛下学习,激发学生的学习热情和兴趣,保证教材的实施和学生的学习效率。
二、教学方法实践分析
(1)巧妙引入,激发学生的学习兴趣。普通的教学形式难以激发学生的学习兴趣,而学习兴趣又是保证学习质量的前提。兴趣是最好的老师,学生只有对学习产生兴趣,才能够将更多的精力和时间投入到学习当中。教师需要对学生进行引导,以巧妙的方式将学生引导到课堂学习当中来,从课堂的开始就引发学生的学习兴趣,激发学生的学习积极性。在课程开端,教师可以结合教材内容,将书本上的内容实际化,将教材上将要学到的对话以实际情况的形式引导学生学习。例如在学习见面问候的对话时,教师可以让学生先以汉语的形式表达一下朋友见面之间的问候话语、谈论的话题等,然后再和一个同学进行简单的示范,以英语表达的形式将对话呈现在学生的面前,让学生觉得对话交流并没有那么难,最后两人一组进行对话演练。这种形式能够有效地激发学生的学习兴趣,提高教学质量。
(2)分组学习,培养自主学习能力。初中牛津英语教学中,教师站在讲台上进行讲解已经不是唯一的学习方式。学生可以采用分组合作学习的方式,在课堂上可以让同组学生坐在一起,一起听课、讨论、研究,小组成员之间加强互动交流。小组中还可以选出小组长来督促大家学习,选出组内的学习委员来帮助大家解决学习上的困难,组织委员来进行组内活动以及课外阅读的安排,军事委员来为自己组如何提高学习效率献计献策,各个成员在小组内都有明确的分工,每个人身上都是有责任的,共同为了组内成员的学习努力,小组内互相帮助、互相学习、互相扶持,加强团队合作的意识,增强集体荣誉感。教师可以充分利用小组学习的这种形式开展活动,进行组与组之间的竞争活动、进行英语辩论比赛等,这样不仅能够锻炼学生的英语表达能力,还能够让每个学生都能够积极地参与到课堂学习中来。同时,让学生在小组学习中意识到团队合作的力量,对于学生自主学习能力的培养也有着重要的作用。
(3)应用于实践,锻炼学生的英语技能。在以往的英语教学中,学生的学习仅限于语法、单词的学习,培养出来的学生只是掌握英语语法,能够准确做出题,但是面对实际应用的时候却成了“哑巴”。学习的知识不能应用于生活实践中是目前面对的巨大问题。所以,新教材在这一点上要求重点培养学生的英语实践能力,让学生成为真正掌握英语实践技能的人才。在教学中,除了课堂学习以外,教师应该注重学生学以致用的能力。如可以结合教材将对话内容以漫画的形式表现出来,然后让学生根据漫画的内容进行英语描述,用英语表达出整个漫画的意思。学生在英语学习中见到漫画的形式,会觉得比较新颖独特,更愿意尝试用英语将内容描述出来。另外,学习一些建筑物以及日常用品的描述后,可以让学生走出教室,对一些所见所闻进行描述,让学生在真实的场景中去应用英语,锻炼学生的口语表达能力。同时教师还能够在学生的表达中发现不足之处,及时进行纠正,更好地进行英语教学。
三、关于教学评价的实践分析
经过教学实例的分析,教师在教学评价方面也要进行改革。教师对于学生的表现要及时地给予反馈和评价,并结合学生在英语课堂以及实践活动中的表现对学生的学习进行评价,对于学生的评价要以鼓励表扬形式为主,对待出现错误的学生要以引导的形式帮助学生改正,在取得进步的时候要积极表扬和鼓励,让学生更有信心地投入到英语学习当中。对于表现优异的学生要给予点名表扬,让学生感觉到自己的学习是受到认可的,得到肯定之后会激发出学生更大的学习动力。再有就是教师还可以在学生的作业本上写上几句鼓励的话,让学生感受到自己是受到关注的,从而提高学生学习的积极主动性。
总之,在初中牛津英语教学的过程中,教师要结合实例分析,并结合教材的具体内容,从实际出发,在教学方式不断改革创新,激发学生的学习兴趣,让学生以小组的形式进行自主学习,注重锻炼学生的英语实践能力,以正确的教学评价鼓励每个学生,保证课堂教学的丰富性和多样性,提升教学效率,从而培养优秀的英语人才。
摘要：英语教学不仅仅要是向学生传授语言知识,更重要的是培养学生的语言交际能力,让学生成为真正能够应用英语的人才。教师要根据教学实例对初中牛津英语教学进行具体的分析,从教材内容方面、教学方法以及教学评价等方面进行分析并提出建议,以期对英语教学有实际的帮助作用。
一、有机整合
成功的课堂教学必定有一条十分清晰的教学主线，主线不明必然会带来教学思路的混乱。一条清晰的主线能促使教学任务之间衔接紧密，环环相扣，过渡自然，更能帮助学生在轻松、愉悦的氛围下展开学习，有效地达成教学目标。因此，教师要认真挖掘各版块之间的隐蔽联系，将分散、零碎的各版块内容融入一条主线中，形成一个有机的整体，充分体现英语教学的整体性和趣味性。如： 5B Unit 7 A busy day这一单元主要讨论了时间的新表达法“to”和“past”以及一些日常活动。作为第三课时教学，教师充分挖掘了各版块间的联系，以“the Time Club”招募新成员为主题，成为会员的前提是完成4个任务，串联各版块，形成一条主线。学生在加入时间俱乐部这一主线的引导下，自然地参与语言学习，认真思考，积极发言，努力完成每个任务。
二、变序教学
综合版块包括阅读版块、语音版块、活动版块和歌曲歌谣版块等。每个板块的功能各不相同。教师不一定按部就班地逐一教学，可将各部分内容重新排序，根据教学思路进行整合，有效地开展教学活动。本课教学时，教师通过Free talk引出主题，开展四个任务。Task 1： Guess a riddle（猜谜），clock.引出H部分。本部分歌曲帮助学生进一步巩固了时间的新表达法，学生不仅在学唱中感受到了音律的美感，还关注了歌词中的语言点。Task 2： Talk about the words。教授G部分并拓展。在教学中，教师不仅要教给学生知识，还要教习得知识的方法。Task 3： Look and guess。操练F部分。Task 4： Do a survey。学习E部分，并拓展操练。E版块的阅读教学与单元的主题关系紧密，从某种意义上讲，它是A部分语篇教学的加强，旨在进一步提升学生的阅读能力和分析理解能力。
三、情景串联
环节过渡语在教学过程中是引路语，能够提示和引导学生从一个环节的学习，顺利进入下一个环节。它又是粘连语，可以把一节课的内容衔接成一个整体，提高学生的全面认识，从而使学生能够系统地掌握知识。在英语教学中，教师要用简洁精练的语言组织课堂，更多的时间留给学生，来开展说的训练。
例如，教师在教学Unit 7时可以采用以下导入语“How time flies！ Youll say goodbye to Grade 5 soon. Time is money. Time is life！ So， please cherish your time”，自然地介绍本节课的教学主题，学生非常轻松地捕捉到主题是time。接着教师紧扣此主题，引出今天的教学主线“Now， heres good news： The Time Club is recruiting new members. Finish four tasks， and youll be a member of our club”，由此介绍四个教学任务。通过谜底clock，引出H部分歌谣的教学“Great！ Listen， tick， tock， tick， tock， the clock is walking. Heres a rhyme for you”。适时给予表扬的同时，引出G部分的语音教学“Excellent！ Task 1 is very easy. Are you ready for Task 2 ”.“Youve done a very good job. Im sure you can do a very good job for task3 ”，由此引出F部分的教学。在E部分教学时，教师插入了一个相关的英文动画短片，吸引学生学习“Well done！ Now our chairman of the club---Sam， will bring you a cartoon about his day. Lets enjoy it. ”引出E部分的阅读教学。
四、回归生活
情感教育，是使学生身心感到愉快的教育，它通过在教育过程中尊重和培养学生的情感品质，发展自我情感调控能力，促使学生对学习、生活产生积极的情感体验，形成独立健全的个性与人格特征。积极的情感态度是英语学习成功的关键。综合板块的教学不仅要锻炼学生的各方面能力，还要帮助他们提升思想情感。如，五年级第七单元的教学主题是时间，所以教师在课堂上可以渗透珍惜时间的情感教育。例如“Time is money”“Time is life”等，在学生自由操练时，也可以提醒他们珍惜时间、认真操练。
五、结语
综合版块融合故事、游戏、调查、歌曲、歌谣等多项内容，与其他版块有着密切联系，是其他版块的有益补充。加强综合版块的教学研究对促进小学英语教学具有重要意义。作为教师，要反复钻研教学内容，精心构思，设计新颖活泼、主题明确、生机盎然的课堂教学方法。
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