《牛津小學英語》Unit 6 Doing housework（通用16篇）
《牛津小學英語》Unit 6 Doing housework 篇1
the first period一、teaching contentsi. words:housework, ring, morning, home, help, maths, at home, sweep the floor, clean the windows, do housework, do homework, come and help…with…,ii. sentences what are you doing? i’m… what is he/she doing? he/she is…is that…? can you come and help..with…?二、teaching steps step1: greetings t: ok! it’s time for class. today i’m your english teacher. i’m miss feng. hello! boys and girls! ss: hello, miss feng! t: nice to meet you. ss: nice to meet you, too.step2: free talk (1) t: you know, i’m new here. so i want to know something about you. excuse me, may i have your name? s: i’m / my name is … t: nice to meet you. s: nice to meet you, too. t: oh, i am writing down your name.(教師記下該學生的名字，并且給他看)（2）t: excuse me, may i have your name?s: i’m /my name is… t: what is your telephone number? s:… t: i am writing down your telephone number.(3) t: excuse me, may i have your name? s: my name is… t: do you like english? s: yes, i do./ no, i don’t. t: do you like maths?s: yes, i do./ no, i don’t.t: look! this is a maths book. (教師出示一本數學書，拿出單詞卡片maths,學生跟讀單詞) do you like maths? how about you? (復習已學句型)step3: presentation(1) t: now, i know something about you. do you want to know something zbout me? it can help you.(課件出現兩個“風車”，風葉上寫有關于教師的一些個人信息，學生根據這個向老師提問)s: what is your telephone number? what animals do you like? … what can you so?t: i can dance. look! i am dancing now. (教師一邊做動作,一邊說)(2) 學習新句型what are you doing? i’m…t: i can play baketball. (教師打籃球)can you play basketball? s: yes. t: can you show me ? ( 學生打籃球) s: oh, you are playing basketball.(3) t: can you play basketball? s: no, i can’t. t: what can you do?s: i can…s:學生做相應的動作(動作要有持久性) (4) t: what are you doing? s: i am sitting./ i’m having an english leaaon. (教師注意提醒學生動詞后要加ing,并糾正讀音)(5) t: what are you doing, boys and girls? s: we are having an english lesson. t: but where is my english book? i can’t find it. who can come and help me?(學生幫助老師找書) oh, there are some pictures here. you can choose one picture and do the action. (教師英語書里夾有一些圖片,學生抽出一張并做相應的動作)t: what are you doing?s: i’m…(教師與學生示范對話→學生與學生示范→)(6) students use the pictures and make some dialogues with their partners. (7) 學習新句型 what is he/ she doing? he/she is…t: now, let’s have a rest and sing a song ‘what are you doing?’ then tell me what mike is doing? (學生看課件齊唱)(8) t: what is mike doing? what is he doing? (從歌曲中獲知信息) s: he is sleeping. t: is he sleeping? (教師指向一個做得不端正的學生) s: no. t: what is he doing? s: he is sitting. t: how about that girl? what is she doing? s: she is… (教師呈現句子卡片what is he/she doing? he/she is…,學生跟讀)(9) t: what is she doing? (教師在一個學生耳邊說,單詞,讓該生做動作)s: she is… (學生問學生答)(10) look! it is saturday afternoon. what are my friends doing? what is wang fang doing? what is qianqiang doing? do you know? (讓學生猜猜老師的朋友在做什么事,設置一定的懸念) s: no.t: i don't know either. but s1 knows. why? because there is a piece of paper in her hand. the answers are on the paper. let me call her. (教師拿出一個玩具電話,與該生打電話,教師與學生之間的對話為下面學生之間的交流,起到一個很好的示范作用)( 教師呈現打電話用語hello! is that…? yes, this is …speaking.)(11) t: let’s count the numbers and pass the paper. if miss feng says stop. you can call the student who gets the paper. (學生傳遞著有答案的那張紙,教師喊停,其他學生可以打電話給拿到該紙的學生,這個活動既有效鞏固了句型what is he/she doing?又操練了電話用語)(12) t: oh, i know my friends are doing different things. how about su yang and su hai? what is su yang doing? (課件呈現蘇揚在做什么的模糊圖片) s: she is cleaning the windows. (學習詞組clean the windows) t: clean the chair? can you make somne phrases?s: yes. clean the desk/ door…t: can you spell the word’door’? can you read this word?(課件呈現單詞floor)同法教授新詞組sweep the floort: su yang is cleaning the windows. su hai is sweeping the floor. what are they doing?(13) t: su yang and su hai are doing housework. suddenly, the telephine is ringing.(課件里有電話聲音) listen! what are they talking about? let’s look, listen and judge. (14)多媒體呈現課文引言部分,學生跟著老師讀(15) what is nancy doing? let’s listen againnames what is she doing?su hai is su yang nancy (16) 多媒體呈現課文左半邊對話,學生跟著老師讀,教師講解新句子can you come and help me with my maths? (17) 學生自由讀對話→學生表演對話(把全班學生分成兩大組,分別扮演兩個角色,背對背表演)step4: consolidationstep5: homework
《牛津小學英語》Unit 6 Doing housework 篇2
教材依據：《牛津小學英語》6a unit 7 at christmas a部分。
教學目標：
1. 學生能聽懂、會說、會讀和會拼寫單詞：watch, teapot, wallet, hairdryer, calculator, skateboard, mine, yours, his, hers, theirs.
2. 學生能聽懂、會說、會讀和會寫句型：whose … is it? whose … are they?及其回答。
3. 學生初步掌握a部分的對話。
教學重點：b部分單詞和句型
whose … is it? whose … are they?及其回答。
教學難點：名詞性物主代詞的用法。
課前準備：多媒體課件。
教學過程：
step 1. greetings. (會話導入)
1. t: hello, boys and girls. my name is vicky, your name please? s: my name is …
t: nice to meet you. s: nice to meet you, too.
t: how are you? s: fine, thank you. and you? t: i’m fine, too.
2. t: i want to make friends with you. let’s sing a song <make new friends>.
這一步驟主要是通過詢問學生姓名,互問身體情況等與學生拉近距離，并且通過演唱歌曲<make new friends>讓學生感覺到老師和他們的距離很近，同時也是讓他們做好上英語課的準備，調動學生說英語的積極性。
step 2. learn the new words. （新授b部分單詞）
1. show a calendar. t: today is the 25th of december. it’s christmas day.
show the pictures and the words ‘christmas, christmas day, merry christmas, christmas tree.’
2. t: on christmas day, people always sing <ring, ring, ring the bells>
listen to the song.
讓學生在特定的情境中展開對話而不是進行機械的無意義的對話，這樣比較符合小學生的學習特點，因此我采用圣誕節這一情境帶出圣誕快樂、圣誕樹等詞語。并且讓學生聽一聽人們通常在圣誕節這一天唱的歌曲來感受圣誕節的氣氛，同時也是為下面用圣誕禮物引出新單詞做鋪墊。
3. t: merry christmas! i have some christmas presents. please look at the picture.
draw a watch on the blackboard.
t: what is it? s: it’s a watch.
write the word on the blackboard, students read and spell the word.
4. draw a teapot on the blackboard.
t: it’s a teapot.
write the word ‘teapot’ on the blackboard, students read the word after the teacher.
5. draw a wallet on the blackboard.
t: it’s a wallet.
write the word ‘wallet’ on the blackboard, students read the word after the teacher.
6. draw a hairdryer on the blackboard.
t: it’s a hairdryer.
write the word ‘hairdryer’ on the blackboard, students read the word after the teacher.
7. draw a calculator on the blackboard.
t: it’s a calculator.
write the word ‘calculator’ on the blackboard, students read the word after the teacher.
8. draw a skateboard on the blackboard.
t: it’s a skateboard.
write the word ‘skateboard’ on the blackboard, students read the word after the teacher.
9. read all the words together.
傳統的出示圖片然后新授單詞對學生們來說已經沒有了新鮮感，因此在這一步驟中我并沒有這樣做，而是用簡筆畫將這些東西畫在黑板上然后再學習。因為 watch這個單詞學生是學過的，學生比較容易掌握，因此我就讓學生自己說出這張圖片代表的單詞。接著我就邊畫邊說出今天要新授的單詞，學生看得認真也聽得認真。
10. play a game. （做游戲）
t: i will give you 30 seconds. you can make phrases using the new words. let’s see how many you can make.
make some examples. students work in groups.
這是個以比賽形式進行的游戲，學生在掌握了今天新授的單詞后一個接一個的用這些單詞來組詞，組詞最多的小組獲勝并能獲得老師的獎品。這一步驟不僅是鞏固今天新授的單詞也是復習了以前學過的一些知識，學生的積極性也非常高。
step 3. learn the new sentences. （學習新句型）
1. show a picture of a teapot. t: who is it from? 很快的閃動一下helen的圖片。
s: it’s from helen.
show a picture of a hairdryer. t: who is it from? s: it’s from yang ling.
show a picture of a skateboard. t: who is it from? s: it’s from mike.
2. show a picture of two wallets. t: who are they from? 很快的閃動一下su yang and su hai的圖片。s: they are from su hai and su yang.
show a picture of a ruler and a pencil. t: who are they from? s: they are from ben.
這個句型以前有接觸過并且對學生來說比較簡單，因此我沒有要求學生跟讀然后再操練，這樣學生就不會覺得老師在教一些自己會的東西。同時出現的人的圖片非常短暫，學生必須高度集中注意力才能看清楚，這就充分能發揮學生的主體作用。
3. t: oh, the ruler is from ben. it’s mine.
show the new word ‘mine’. students read and spell the word.
show the sentence structure: whose is it? it’s mine.
ask and answer using their things.
4. take two or three things of one student. t: whose are they? s: they are mine. t: oh, they are yours.
show the new word ‘yours’, read and spell the word.
5. look at the picture of a calculator. ask some students to read the word. listen and repeat the word. t: whose is it?
students listen and learn the new word ‘his’.
show the sentence and read: it’s his.
look at the picture of a magazine. listen and repeat the word. t: whose is it?
students listen and learn the new word ‘hers’.
read the sentence: it’s hers.
6. look at the picture of two skateboards. ask some students to read the word. listen and repeat the word. t: whose are they?
students listen and learn the new word ‘ours’.
t: they are theirs.
show the word. read and spell the word.
對于小學生來說名詞性物主代詞是個難點，我使用了學生課桌上的東西來教學。如拿出自己的一本書說：it’s mine.（這是我的。）拿起學生課桌上的兩樣或三樣東西，提問：whose
are they?學生自然會回答：they are mine. 這時就順勢說出they are yours.并教學新單詞yours。這樣的方法學生很容易就理解了這些單詞和句子的意思，同桌操練起來也非常方便。
7. let’s chant.（有節奏的朗讀）
watch, watch, it’s mine, mine. skateboard, skateboard, it’s yours, yours.
hairdryer, hairdryer, it’s his, his. calculator, calculator, it’s hers, hers.
wallets, wallets, they’re ours, ours. teapots, teapots, they’re theirs, theirs.
將名詞性物主代詞教學完后我設計了這樣一個chant，讓學生通過有節奏的朗讀來鞏固所學的單詞。
step 4. listen, read and say. （學習a部分課文）
1. t: the cds are su yang’s. they’re her christmas presents. let’s go back to jim’s grandpa’s house. listen to the tape and tell me whose are these presents.
students listen to the tape and do the exercise.
check the answers..
2. read after the tape.
read part a together. work in pairs and act.
這一步驟是對上面教學的單詞和句型的一個全面的學習。首先我要求學生聽錄音完成書本上的一個比較簡單的連線題，然后再根據這一主線來跟讀課文并分角色朗讀。雖然課文很長但學生基本都能掌握，因此學習起來很有信心，效果也比較好。
step 5. say goodbye.（結束本課并布置課堂作業）
1. t: christmas is coming. i wish you a merry christmas. let’s sing a song <we wish you a merry christmas>.
課上到這里學生和老師都比較疲倦了，因此我設計了演唱<we wish you a merry christmas>這首歌，讓學生和老師一起唱起來，在輕松愉快的氛圍中結束本課。
2. assign the class work: make a christmas card for your teachers.
《牛津小學英語》Unit 6 Doing housework 篇3
教學內容：《牛津小學英語》6b unit 6 d listen and write
教學目標：
1、能在具體情境中熟練運用所學句型what are you going to do…?及其回答i am / we’re going to…
2、熟練完成本單元d部分內容。
教學重點：熟練完成本單元d部分內容。
教學難點：
能在具體情境中熟練運用所學句型what are you going to do…?及其回答i am / we’re going to…
教具準備：錄音機、磁帶、課件或投影片或小黑板、圖片等。
教學過程：
step1 warm up
1. sing a song
2. greetings
3. everyday english
step2 revision
1. look, read and learn和look and say.
①guessing game.
groups work.
教師課前準備一些關于周末活動的圖片（可使用5b unit3 hobbies的b及本單元b部分的圖片），小組內一學生選擇自己最喜歡的一件，其它同學用what are you going to do…?猜他（她）將要做什么。猜對最多的同學即為優勝者，可分別加5、4、3顆星。
action.
�、趆ave a match
用what are you going to do…?及we’re going to…造句，看哪組說得最多，獲勝的小組每位組員加2顆星。
2. listen, read and say.
①group work.分角色朗讀并表演課文。
②action.
�、踠ook, read and complete.
it is eight thirty on ________ morning. the children ___________ have school today. gao shan and his father are going to ______ a beijing ________ ________ this afternoon. david is going to ________ the ________ tomorrow. nancy is going to _________ ________ ________ at the concert tomorrow. gao shan will come with________, _______ and_______.gao shan and david will meet at one ________ in front of the______ ________.
學生獨立完成練習，集體訂正，全班齊讀。
step3 presentation
1. 指導學生觀察圖片，簡要介紹對話背景，讓學生了解對話主題。
2. 學生根據介紹的對話背景，了解對話主題，預測可能聽到的內容，做好聽的心理準備。
3. 播放全文錄音，使學生養成整體接受語言材料的習慣。
4. 指導學生完成填空練習。
�、僭谕瓿删毩暤倪^程中，教師要在學習方法上及時給予指導：如根據對話內容，針對所填詞語設計一些問題，請學生聽完后口頭回答；又如指導學生做好聽寫記錄，記下關鍵詞……，幫助學生理解對話。
�、趯毩曋谐霈F的非四會單詞，教師可給出單詞讓學生有選擇地填寫。
5. 教師與學生共同討論練習答案，分析錯誤原因，找到解決方法。
6. 學習短語。
①學生自由畫出d部分中出現的短語。
�、趲熒餐懻摬⒄n件或小黑板出示短語：see his parents，in new york，buy some presents，with his friends，buy some kites，at the shopping centre，near their school，watch a race，進行英漢互譯練習。
7. 學習語法知識。
�、俳樵~的用法，例如in new york，with his friends，at the shopping centre，near their school中的in, with, at, near的用法。
�、诿~復數的用法。例如some presents，some kites，要注意some后加名詞的復數；又如with his friends liu tao and wang bing，因為后面跟了liu tao和wang bing兩個人，所以friend必須用復數friends。又如see his parents是父母兩人，而不是父親或母親的parent，要講清詞義區別。
8. 全班齊讀。
9. 小組內自由練讀，并試著背誦。
10. 教師抽查學生的朗讀和背誦情況，全班評議。
step4 consolidation
1. a task
學生就d部分的練習，重新設計填空練習，把自己認為易錯的地方用紅筆標注出來。
2. groups work
學生就自己設計的練習在小組內進行討論交流，整合出一份小組的填空練習。
3. action
就小組設計的填空練習在全班范圍內討論交流。
step5 homework.
1、熟讀并背誦d listen and write。
2、預習e read and number。
3、默寫unit 6 的四會單詞和四會句型1遍，并將錯誤訂正。
板書內容：
is going to, parents, buy, friends, kites, shopping centre, school, dad, race
板書設計：
《牛津小學英語》Unit 6 Doing housework 篇4
教學內容：《牛津小學英語》6b unit 3 asking the way復習本單元內容并完成補充練習。
教學目標：
1. 通過復習，使學生熟練掌握本單元所學的與問路有關的詞匯。
2. 能較熟練地在情境中運用本單元所學的句型和日常交際用語。。
3. 能進一步掌握句型can you tell me the way…? how can i …及其答語。
教學重點：can you tell me the way…? how can i …?及其答語。
教學難點：能綜合運用本單元所學的單詞、句型和日常實際用語。
教具準備：本單元的單詞卡，補充練習的聽力磁帶、錄音機、一張自制城市交通圖。
教學過程：
step 1 warm up:
1. sing a sang: excuse me
2. chant: where’s the bookshop?
3. free talk:
師生利用地圖圍繞本單元所學的單詞、句型進行問路對話。
t：excuse me. can you tell me the way to…, please?
s：go along this street,…
t：how fat is it from here?
s：it’s about… away.
t：how can i get there?
s：you can take… and get off at…
step2 revision
1. 請學生復述或表演a部分會話。
2. 根據課文內容，教師提出問題，讓學生判斷正誤。
step3 do some exercise.
教師指導學生完成本單元的補充習題。
1. a listen and number
�、僦笇W生仔細觀察每幅圖的內容，看清圖意。
�、谡J清每幅圖的場所。
�、勐犱浺襞判蛱枴�
2. b listen and match.
①指導學生說出圖中的人物、地點和交通工具。
�、诼犱浺暨B線。
3. c look, read and write
�、僦笇W生看圖口頭說出完整的句子。
�、谄醋x單詞和詞組。
�、鄹鶕䦂D意填詞或詞組。
4. d read and judge
①指導學生認真閱讀短文。
�、诟鶕}目中的句子，在課文中找出相應的內容畫出來，進行比較，判斷句子的對錯。
5. e look, read and complete.
�、僦笇W生看圖，根據圖上的內容口頭完成句子。
②在學生整體朗讀對話后，再書面完成。
6. f read and write
①仔細閱讀句子，聯系所給情景，理解句意。
�、诟鶕䞍热萁o對話排序。
7. 集體校對答案，可指名回答問題。
step4 homework
1. 熟讀并抄寫補充練習中f read and write圖1和圖3的對話。
2. 思考：nancy想來我們這兒做客，你能為她推薦兩個本地最著名的風景區或最值得去的地方并為他指路嗎？課后分小組自編情景對話并畫出簡圖。
板書設計：
《牛津小學英語》Unit 6 Doing housework 篇5
利用多種資源 搞活課堂教學---《牛津小學英語》3b unit3案例
一 教學目標
1.技能目標：
�、偃龝莆站湫停簑ho’s he? he is …
who’s she? she is…
�、谀苷_區分he和she
2.功能目標：能將所學的句型運用到現實生活中。
3.情感目標：進一步培養和加強學生對英語學習的積極情感。
二 教學重難點:掌握并在現實生活中靈活運用句型who’s he/she? he’s/she’s…
三 教具準備:多媒體 照片 圖片
四 教學過程：
step1 warming up:
1 greetings and introductions
t: hello，boys and girls . ss:hello.
t: my name is han lili. what’s your name?
s1:hello, miss han. my name is…i’m… (2or3 students)
t: please introduce your friend to me.
s:…
2 sing a song
t:let’s sing a song “hello” ,ok?
step2 presentation and practice
1 introduce gogo.
t: today i will introduce a new friend to you. its name is gogo. (拿出玩具gogo) what colour is it?
s:it’s red.
t:do you like it?
s: yes.
t: let’s say hello to gogo. (學gogo的聲音)hello, boys and girls.
s: hello, gogo.
t: nice to meet you.
s: nice to meet you, too.
t: i’d like to tell you gogo’s story. now,look!
2 watch the media of gogo’s story.(讓學生看整個故事)
3 learn the name of the characters: tony and jenny
t: it’s a lovely story, isn’t it? again,ok?(播放剪輯)who is this?
s: gogo . t: and this is jenny. this is tony(把圖貼上黑板，并讀) t:now,listen carefully and repeat!
4 learn to say: who’s she? she’s my mother.
t: (繼續播放剪輯)repeat, please.
s: (repeat)who’s she?
t: a good job! (教學句子who’s she?板書。先領讀who’s,學生two by two 同樣教she & who’s she?)
t: i will ask you a question(教師手畫一個問號形狀)who’s she?(手指班級的一女生)
s: χχχ（老師在旁提示she’s）she’sχχχ
t: (板書she’s…讀，告訴生she refers to girls畫上簡筆畫，再問兩組這個對話，然后指向班級其他四個女生讓學生齊答。然后pair work,再指向大屏幕問who’s she?)
s: she’s gogo’s mother.
t: yes or no? let’s see.(繼續播放故事，gogo 說：she’s my mother.)(教師領讀兩遍gogo 的話)
5 learn to say: who’s he? he’s my father.
t: let’s go on.(繼續播放多媒體，讓學生復述who’s he? 然后教學此句)
t: (指向大屏幕，大屏幕出現名人的畫像)who’s he?
s: he’s yao ming…(板書he’s…)
t: (問gogo)who’s he? (老師用gogo 的聲音回答)he’s my father. (教師領讀兩遍此句)
6 pratise “who’s he/she?” " he’s/she’s…”
t:now tell me he refers to boys or girls.
s:boys.
t: (畫簡筆畫)he he he,she she she
now, look at the family tree.(出現helen一家的全家福) who’s she/he?
t: (出現nancy 一家的全家福)who’d like to be a little teacher?
7 read after the media.(對話錄音)
8 show 擴展資料。
step 3 production
1talk about family photos
a.t: i have some photos here.
t: hello, χχχ who’s he? s: he’s my father.
t: who’s she? s: she’s my mother.
t: thank you.
b.t: please look at the media.(老師介紹自己的一家人)
t: (指著自己的照片)who’s she?
s:miss han!
t: (指向較年老的男士)who’s he?
s: … t: ask me questions? for example:who’s he/she?
s: (指向照片中的人問)who’s he/she? t: he’s/she’s my…
2.act
1 t gives an example
2 act by themselves
3 sing a song with gogo.
t: let’s relax ourselves, ok? sing a song with gogo.
step 4 asign homework
blackboard design
family members
who’s she? she’s…
who’s he? he’s…
《牛津小學英語》Unit 6 Doing housework 篇6
教學內容：《牛津小學英語》6b unit 6補充習題
教學目標：
1. 熟練掌握本單元所學內容。
2. 掌握《補充習題》內容。
教學重點：熟練掌握本單元所學內容。
教學難點：掌握《補充習題》內容。
教具準備：錄音機、磁帶等。
教學過程：
step 1 warm up
1. greetings
2. free talk
學生以小組形式就本單元所學的日常交際用語進行交談。
step 2 presentation and consolidation
1. listen and choose.
①教師指導學生理解圖意，說出短語。
�、趯W生聽錄音完成練習。
③集體訂正，再聽錄音，指名學生重復。
2. listen and tick.
�、俳處熤笇W生看表格并說出短語。
�、趯W生聽錄音完成練習。
③集體訂正，再聽錄音，指名學生重復。
3. read and write.
�、賹W生獨立完成練習。
�、诩w訂正，教師相機板書。
�、蹖W生畫出短語，校正答案。
④學生齊讀。
4. look, think and write.
①學生獨立完成練習。
�、诩w訂正，教師相機板書。
③學生畫出短語，校正答案。
④學生討論易錯的地方，并匯報交流。
�、輰W生齊讀。
5. look, read and write.
�、賹W生獨立完成練習。
②集體訂正，教師相機板書。
�、蹖W生找出短語并校對答案。
�、軐W生齊讀。
6. read and answer.
�、賹W生獨立完成練習。
�、诮處煄W生看短文后問題并講解其含義。
�、劢處煄W生讀短文，理解其意。
�、軐W生找出短語，師生校對答案。
�、葜v解短文后問題答案并板書。
�、迣W生齊讀。
step3 homework.
1. 寫補充習題c read and write 和e look, read and write 1 遍。
2. 復習本單元所學內容。
�、偎臅䥺卧~和四會句型默1遍，保證會默。
�、谧xunit 6 的書1遍并試著背誦或復述。
板書內容（略）
板書設計：
《牛津小學英語》Unit 6 Doing housework 篇7
教學內容：《牛津小學英語》6b unit 3 asking the way g listen and repeat及h sing a song。
教學目標：
1. 了解字母組合ou在單詞中的讀音，培養學生整體認讀，記憶單詞的能力。
2. 有表情地演唱歌曲excuse me。
教學重點：
1. 培養學生能靈活運用或擴充本單元所學的對話。
2. 正確掌握字母組合ou在單詞中的讀音。
教學難點：正確朗讀含有ou字母組合的單詞。
教具準備：本單元的單詞卡片、磁帶、錄音機、玩具老鼠、女式襯衫。
教學過程：
step 1 warm up
1. greetings.
2. sing a song：excuse me
�、倮首x歌詞。
②讓學生跟著錄音機學唱歌曲。
�、鄯纸M比賽演唱歌曲。
�、茏跃巹幼鞅硌莩�。
3. free talk.
�、賻熒M行問路對話示范。
t：can you tell me the way to…, please?
s：yes,…
t：how far is it from here?
s：it’s about…away.
t：how can i get there?
s：you can take…and get off at…
�、趯W生之間進行問路對話，分組比賽。
step2 revision.
1. 學生拿出課前準備好的聽寫本、聽寫本課四會單詞和句型。
2. 分段復述或背誦a部分內容。
3. 對話表演a部分。
step3 listen and repeat.
1. 利用玩具老鼠和女式襯衫導入g部分的學習。
t：guess, what’s in the blouse？(touch and guess)
s：…mouse.
2. 出示g部分的單詞blouse, house, mouse, out，讓學生自由讀，并體會字母組合ou在單詞中的讀音。
3. 聽錄音，跟讀單詞。
4. 歸納ou字母組合在單詞的發音：ou—/ au /。
5. 出示本部分的句子，指導學生朗讀，理解句子意思，并試著背誦。
6. 與學生一起歸納、整理其它含有字母組合ou并發/ au /音的單詞。
mouth, shout, about, playground, cloudy
step4 consolidation
1. chant：where’s the bookshop?
2. sing the song：excuse me.
3. 在黑板上畫城市交通圖，讓學生根據實際情況看地圖問路，靈活運用本單元的日常交際用語。
step5 homework
1. 朗讀本課會話，要求學生能夠復述、背誦表演。
2. 有感情地演唱歌曲：excuse me
板書內容：unit 3 asking the way
ou—/ au /：blouse house mouse out
mouth shout about playground cloudy
板書設計：
《牛津小學英語》Unit 6 Doing housework 篇8
《牛津小學英語》6b unit5 seasons的話題主要是圍繞“季節”展開，課文介紹了紐約的四個季節，課文中的這四個季節并不是按順序逐一介紹的，而是在特定的話題下產生。課一開始，教師在free talk中與學生交流有關天氣及四季的相關話題。
[教學片段一]
t: what’s the weather like today ?
s: it’s sunny day.
t: which season is it now ?
s: it’s spring.
t: which season comes after spring ?
s: summer.
t: which season is the last season ?
s: winter.
t: which season do you like best ? why ?
s: i like… because i…
free talk中的等問題，把學生引入他們感興趣并熟知的“揚州四季”，既為學習課文中“紐約的四季”做了鋪墊，也促使學生用英語主動去談論家鄉的季節，大大增強了學生的求知欲。
[教學片段二]
t: su yang’s dad is going to new york next week. but she doesn’t know the weather. who can help her?
t: what’s the weather like in new york?…
�。ń處熖嵋恍﹩栴}，學生聽完課文對話后，回答問題）
由這一系列的問題，教師把學生帶入課文引言部分的學習，在這一學習過程中，教師的話題從學生感興趣的“summer holiday”轉換成new york。但筆者認為教師完全可以改變一下free talk中最后的話題，可以先問where are you going next week? 再轉換為where is su yang’s dad is going next week? can you guess?這樣,自然地過渡到課文內容的學習，新舊知識點的聯系就較為緊湊了。
課文教學是小學高年級外語教學的重點，也是難點。課文是教材的中心，是教授、學習語言知識和訓練語言技能的綜合教學材料。高年級課文的詞匯量大、句型比較長。教師如何有效地讓學生學習課文內容呢？教師是直接講解課文？還是教師設計不同的練習，通過不同的方法，來逐步學習課文呢？課文內容的學習方式需要多樣性。魏老師教學課文內容的方式是這樣的：
一、通過“聽音標號”的形式，學生初步感知課文
教師提了兩個問題how long is he going there? what questions does su yang ask about ? 學生帶著問題先整體聽課文內容，根據課文介紹的先后順序標序號。
通過“聽音標號”這種形式，學生對課文介紹的紐約季節的先后順序有了一個感知，對課文內容有了一個初步了解，有了一個整體的把握。
二、通過“選詞填空”的形式，學生深層學習課文
學生對課文內容有了初步的感知，如何進一步加深學生對課文的理解？如何使學生了解紐約的季節里不同的天氣及人們的活動？教師采取了“選詞填空”的形式，學生一邊仔細聽課文錄音，一邊選詞填空。考慮到學生剛剛接觸課文，考慮到不同水平的學生，教師并沒有讓學生直接填詞，而是給出了一些關于天氣的詞，讓學生去選詞填寫，大大降低了難度，學生進一步理解了課文內容。
seasonweatherhotrainycoolwindycloudywarmsummerautumn spring
三、通過“缺詞填空”的形式，學生再次理解課文
學生是否已經掌握了課文知識？如何來檢測學生的學習效果？魏教師根據課文內容把對話改編成了一篇小短文，讓學生根據所學的課文內容填空，通過這種形式，不僅檢測了學生掌握課文知識的情況，同時再次讓學生理解鞏固了課文，更進一步地理解掌握課文知識。
su yang’s dad is going to new york . he is going to work there one year . in new york, there’s a lot of rain in . the weather in summer is
as as in nanjing. autumn is the season in new year.
it’s and . in winter it’s than in in nanjing. su yang’s dad
needs some warm clothes for winter in new year.
整篇課文的學習，教師采取了“總→分→總”的方法，及學生先從整體上把握課文，理解整篇課文的意思，然后分段學習課文，自然新授并講解知識點，最后再進一步鞏固課文。在每個教學環節的過程中，教師采取了不同的教學方法，設計了不同的練習，題目由簡到難，并且題型多樣，激發了學生學習的興趣，學生做的不亦樂乎！
這一節課中，教師設計的各個環節都很巧妙，學生學習課文的方式多樣，有“聽音標號”的形式等。學生運用語言的活動很多，教師對課文內容教學的每一個步驟設計到位，考慮到學生知識水平，循序漸進地，運用多種練習方式，不同難度的題目，讓學生學習課文。在學習課文中學生了解了語言知識，掌握了語言知識，并去運用了語言知識，符合學生的認知規律，學生感興趣，學的輕松，教學效果好。
《牛津小學英語》Unit 6 Doing housework 篇9
教學內容：6b第五單元第一課時。
教學目標：
能聽懂、會說、會讀和拼寫單詞weather, spring, autumn, winter, hot, cold.
能聽懂、會說、會讀單詞season, because, countryside, warm, cool, rain, rainy, sunny, windy, cloudy, rowing, snowball fights.
教學重點：能聽懂、會說、會讀和拼寫單詞weather, spring, autumn, winter, hot, cold
教學難點：能聽懂、會說、會讀單詞season, because, countryside, warm, cool, rain, rainy, sunny, windy, cloudy, rowing, snowball fights.
教具準備：單詞卡片、教學掛圖、錄音機。
教學過程：
step 1 pre-task preparation:
1.warming up.
sing an english song “seasons”.
2.free talk. “what’s the weather like today?”
t: what’s the weather like today? ss: it’s cold.
t: what season do you like best? s1: spring.
step 2 while-task procedures:
1. a guessing game: which season?
show some pictures and let the ss guess: spring, summer, autumn, winter.
2.say a chant:
spring, summer, autumn and winter,
which season do you like best?
spring, spring, i like spring best.
summer, summer, they like summer best.
autumn, autumn, we like autumn best.
winter, winter, we all like winter
summer is hot, winter is cold,
autumn is cool and spring is warm
t: what season do you like best? s1: spring.
step 2 while-task procedures:
1. a guessing game: which season?
show many cards to the ss, then ask “what’s missing?”
step 4 homework:
make some cards of part b.
板書內容：
weather, spring, autumn, winter, hot, cold.
板書設計：
《牛津小學英語》6b unit 5 第一課時 來自第一范文網。
《牛津小學英語》Unit 6 Doing housework 篇10
教學內容：《牛津小學英語》6b unit 6 f play a game g listen and repeat h sing a song.
教學目標：
1、了解字母組合ow在單詞中的讀音。
2、能唱歌曲will you join me?
3、熟練掌握本單元所學內容。
教學重點：熟練掌握本單元所學內容。
教學難點：了解字母組合ow在單詞中的讀音。
教具準備：錄音機、磁帶、小黑板、骰子、棋子等。
教學過程：
step1 warm up
1. greetings
2. free talk
就本單元所學的內容進行自由交談，可采用師生間、生生間、小組間等形式進行。
step2 revision
1. 齊讀e read and number。
2. 學生小組內準備朗讀并表演對話。
3. 教師抽查，全班評議。
step3 presentation and consolidation
1. play a game
①教師事先布置學生根據圖例，了解有關游戲規則和方法，準備好游戲工具，包括骰子和棋子。
②指導學生可在小組內開展游戲活動。
�、劢處煶椴閷W生開展游戲的情況。
�、芙處熆晒膭顚W生自己自創新的玩法，在游戲中進一步鞏固所學知識。
2. listen and repeat
�、俳處熥寣W生自己朗讀單詞，邊讀邊體會字母組合ow在單詞的讀音。
�、谥笇W生聽錄音跟讀單詞和句子，教師可利用圖片或多媒體課件幫助學生理解句意。
�、劢處熆芍笇W生朗讀，也可在學生中開展朗讀比賽。
④學生自己歸納整理其他例詞，編寫繞口令或其他句子并練習朗讀。
�、輩R報結果，教師相機板書。
snowmen
snowball
row rowing
show know
snow
blow low
snowy
snowman
lower slow
slower
3. sing a song
�、僦v解歌詞大意。
�、谧x歌詞。
③聽錄音。
�、苈犱浺舾�。
step4 homework
1、全面復習本單元所學內容。
2、背誦g listen and repeat并試著歸納其它例詞。
3、預習《補充習題》unit 6。
板書內容
snowball
snowmen
snowman
snowy
snow
row rowing show
blow know low
lower slow slower
板書設計：
《牛津小學英語》Unit 6 Doing housework 篇11
教學內容: partb：rectangle，square，triangle，diamond，circle，star
partc句型：what shape is it\the…? it’s a….
教學目標:
1.能掌握形狀類有關字詞。
2.能較熟練地對各種物體的形狀進行描述。
3.熱愛生活，主動發現，能將形狀有關知識運用于實際生活中。
教學重點：能聽懂、會說、會讀形狀單詞與詢問形狀的句型。
教學難點：形狀的區分與發音。
教學準備：課件，flash歌曲《twinkle，twinkle，little star》，印有相應單詞的六種形狀紙片，三組三角形，皮筋和各種形狀的實物。
教學過程：
step1：warming-up
1. greetings
2. let’s play a game: who thinks fast? for example: i say “make” you can say: “make a puppet”, make—(讓學生組詞),同樣play—, sing—.
[通過自由交流，營造輕松、快樂的氛圍，讓學生進入到英語學習的狀態中去。讓學生組詞，使其活躍思維，最后操練單詞sing和詞組sing a song引出下面的歌曲。]
3.t: i like singing ，do you like singing ？now，let’s listen to a song.（播放flash歌曲）
[以歌曲為鋪墊，引出“star”的教學。并以播放flash的形式激發學生學習熱情。]
step2：presentation
1.教學“star”
[剛才的歌曲中出現了單詞“star”，緊接教學，過渡自然。]
t: the song is 《twinkle，twinkle，little star》.what is the “star”?
s: 星星.
t: look, i have a star. (出示星形紙片，操練單詞star)
now, i have a question. (板書)what shape is it? this lesson we’ll learn about shapes. first, let’s read these words. (多媒體出示:tape, grape, cake, table及其字母a的發音，操練單詞shape)
t:（多媒體展示）the star means星星，also can mean 星形。can you answer “what shape is it? ”(教師示范，師生互動操練what shape is it? it’s a star.)
2.教學“rectangle”
(將星星貼于黑板上) t: now, where’s my star?
s: it’s on the blackboard.
t: what shape is the blackboard? please ask me?
s: what shape is the blackboard?
t: it’s a rectangle. (出示長方形紙片，操練單詞rectangle及其句型what shape is it? it’s a rectangle.)
t: can you find some rectangles in our classroom? (讓學生在教室里找長方形實物)
3.教學“square”
(出示一個盒子) t: what shape is it?
t: it’s a rectangle.
(出示另一個盒子) t: is it a rectangle?
s: no.
t: it’s a square. (出示正方形紙片，操練單詞square及其句型what shape is the box? it’s a square.板書：what shape is the …?)
work in pairs:多媒體出示鐘，毛巾圖片，操練句型what shape is the …? it’s a square.
4.教學“triangle”
t: look at my paper. what shape is the paper?
s: it’s a rectangle.
�。ㄕ鄢烧叫危﹖: what shape is it now?
s: it’s a square.
�。ㄕ鄢扇切危﹖: is it a square?
s: no.
t: it’s a triangle. (出示三角形紙片，操練單詞triangle及其句型what shape is the paper? it’s a triangle.)
work in pairs:多媒體出示樹，三明治圖片，操練句型what shape is the …? it’s a triangle.
5. 教學“diamond”
t: i have some triangles. i can make some shapes. can you do it?(請學生來用三角形拼圖�？梢云闯扇切�，長方形，正方形和菱形。)
t: what shape is it? please ask me.
s: what shape is it?
t: it’s a diamond. (出示菱形紙片，操練單詞diamond及其句型what shape is it? it’s a diamond.)
work in pairs:多媒體出示風箏，福字圖片，操練句型what shape is the …? it’s a diamond.
6. 教學“circle”
(多媒體展示)t: the diamond can mean 菱形，also can means 鉆石. now let’s listen to the song again. please pay attention to the diamond. (再次播放flash歌曲)
t: there are lots of stars in the sky. they like diamonds. how nice! there’s the sun and the moon , too. （多媒體展示，朗讀the sun， the moon）what shapes are they? they’re circles. (出示圓形紙片，操練單詞circle及其句型what shape is it? it’s a circle.)
work in pairs:多媒體出示足球，太陽圖片，操練句型what shape is the …? it’s a circle.
step3：consolidation
1.t: we have leaned six shapes. they’re…
s: star , rectangle，square，triangle，diamond and circle.
t: let’s make some shapes.(讓學生用皮筋框出各種形狀)
2.let’s do another exercise(多媒體展示含有多種形狀的一幅圖畫，讓學生完成一份筆頭練習：how many …are there? there is\are….集體校對)
3.there are lots of shapes in our life. can you find them?(讓學生在生活當中尋找形狀：the … is a ….)
step4：homework
1.look for the shapes and talk about them.
2.finish part c on your books.
板書：
unit 9 shapes
what shape is it\the…?
it’s a ….
《牛津小學英語》Unit 6 Doing housework 篇12
課前準備
1.多媒體課件。
2.上課所需的食品及飲料。
3.本課單詞卡片及句型掛圖等。
教學過程
1.warming up
[設計理念】課前的熱身活動已經成了英語課的必要步驟，目的是集中精力，把學生的思想和情緒轉到學習英語上來。教師可設計說一說、唱一唱、猜一猜等環節來促使學生能夠快速地進入“角色”，全身心地做好學習英語的準備。
2.t：(多媒體出示星星、月亮圖片)hello，boys
and girls.
ss：hello，miss cao.
t：look at the picture.what’s the time in the
evening?
ss：it’s 8：45.
t：shall we do the puzzle/watchtv，now?
ss：no.it’s time to go to bed.
t：yes.it’s 8：45 in the evening.let’s go tobed.ok?
ss：ok.
t：(做出趴在桌上睡覺的姿勢，并以此引導學生跟著“睡覺”)now let’s sleep on the desk.
ss：(sleeping.)
3.t：(啟動鬧鐘響：“起床啦!起床啦!”)0h，i’m sorry.boys and girls.it’s time to get up.get upboys and girls.
ss：all right.
t：(多媒體出示早晨6：30太陽升起時的圖片)what’s the time in the morning?
si：it’s 6：30 in the morning.i’m hungry.1want to have breakfast.
who can help me?(出示hungry單詞圖片)
s1：(在老師引導下做出相應回答)here’s a
cake/hamburger/sandwich…for you.
t：thank you.
ss：not at a11.
t—s(2—3組)
t：now，who can read this word?(手舉“hungry”單詞卡片)
引出教學及拼寫該單詞。
【設計理念]一是利用舊知引出新知，使學生在原有知識的基礎上產生正遷移。二是“入境始與親”，利用多媒體為學生、為課堂創設情境。這樣，一方面避免了教師與學生、學生與學生之間單調、抽象、乏味的口頭交流，取而代之的是生動、直觀、形象的視覺效果，從而更好地培養了他們說英語的能力。另一方面，由此帶來的效果會使學生對學習產生好奇感，從而大大提高學習的積極性。
t—s do action(手摸肚子，并做揉狀)and say：i’m hungry.
t：excuse me.i’m hungry.are you hungry?
si：yes，i’m hungry.
t：here’s a…for you.
s1：thank you.
t—s(2組)
(引導學生問老師)si：are you hungry?
t：n0，i’m not hungry.i’m thirsty.(出示“thirsty”單詞圖片，并用手摸喉嚨，咳嗽幾聲表示口渴)
s：here’s…for you.
s—t(2組)引出“thirsty”，并對其進行拼寫教學。
t：excuse me.i’in thirsty.are you thirsty?
si：yes，i’m thirsty.
t：here’s a…for you.
s1：thank you.
t—s(2組) s—t(2組)
[設計理念】“體態語”是小學英語教學中的輔助教學方式之一，它形象、生動，能幫助學生理解課文內容，還可活躍課堂氣氛，查看更多文章請訪問小學課堂網增強學生學習英語的興趣和求知欲，從而提高課堂教學質量。
準確、恰當地運用體態語，將會對整個課堂教學起到“此時無聲勝有聲”的效果。
t：excuse me，i’m hungry.are you hungry?
s：no.i’m not hungry.
t：what’s the matter?(出示“what’s the mat—ter?”的中英文卡片)
(在老師引導下做出回答)ss：i’m thirsty.
t：ok.here’s a…for you.
s：thank you.
t—s(2～3組)
教學該句型：matter，matter.what’s the mat‘
ter?
ss read one by one.
[設計理念】對本課的重點句型“what’s the
matter?，’進行分解教學——先教單詞“matter'’，再
教句型“what’s the matter?”。這種循序漸進的教
學方法，消除了學生學習新句型前的緊張心理。
t：excuse me，s1.what’s the matter?
si：i’m hungry/thirsty.
t：here’s a…for you.
s1：thank you.
t—s(2～3組)
s1：what’s the matter，miss cao?
t：i’m hungry.
s1：here’s a…for you.
t：thank you.
s2：what’s the matter?
t：i’m thirsty.
s2：here’s a…for you.
t：no.1 want to drink some water.
在老師引導下，s2拿水(冷水)走上前給老師
喝。
t：thank you.
t：(喝水)oh，it’s too cold.(出示“cold”單詞
卡片，同時，老師用手捂著嘴，表示水很涼。走到
學生跟前，將同樣的水遞給學生喝)t：drink the
water，please.
s1：thank you.
(在生喝完水后)t：what’s the matter?
s2：(跟著做，學著說)it’s cold.
t：oh.i see.
t—s(2組)
以此引出教學單詞“cold”，并對其進行拼寫教學。
[設計理念】課堂教學中，學生的切身體會如摸一摸、猜一猜、嘗一嘗等都是為課堂教學打出的一種最有效的“廣告”。一方面，增強了學生的學習欲望。另一方面，由親身體驗得來的結果將會讓人難忘。
ss say and d0 actions after t：邊說“c-o_l—d。。ld”邊用力搓手，一直到手發熱。
t：oh，my hands are hot now.i’m hot.are youhot?(出示“hot”單詞卡片)
(在老師引導下做出回答)s1：yes，i’m hot.
t：thank you.
t—s(2組)
引出并拼寫教學“hot”。
4.t：n0w，please say and do after me.(利用多媒體出示)
matter。matter，what’s the matter?
hungry，hungry，i’m hungry.
thirsty，thirsty，i’m thirsty.
cold。cold，i’m cold.
hot，hot，i’m hot.
(重復多遍)
『設計理念]在教學過程中，適時地穿插一個小結.既能使學生緩解因為長時間學習產生的疲勞感，又可讓學生系統總結前半節課的內容，理清學習思路。這對正處于“亂如麻”思緒的小學生來說無疑是“錦上添花”。
5.t：exeuse me，what’s the matter?
si：i’m thirsty/hungry/cold/hot.
t：here’s a cup of tea/hamburger/coat/fan
for you.
s1：thank you.
t—s(2—3組)
t：now，let’s say a chant.
hungry。hungry，eat，eat，eat·
thirsty，thirsty，drink，drink，drink.
hot，hot，fan，fan，fan.
cold.cold，run，run，run.
(重復多遍)
t：oh.stop.please.i’m very tired now.what’sthe matter?
(出示“tired”單詞卡片，并作出氣喘吁吁的樣子，表示很累。)
(在老師引導下做出回答)s1：i’m tired.
t—s(2—3組)
教學“tired”這個單詞，并引導學生對其進行拼寫。
t：now.we are all very tired.let’s have arest.ok?(示意學生坐在位置上休息片刻，并走到一學生面前)excese me，how are you now?
sl：i’m fine.
t—s(2組)
t：(出示一小男孩脫掉衣服后“ill”的圖片)look。he is xiao hai.is he fine，too?
(在老師引導下做出回答)ss：no，he is i11.
引出并拼寫教學單詞“ill”。
t：excuse me，are you ill?
s1：yes。i’m i11./no，i’m not i11.
t—s(2組) s—t(2組)
6.t：now.1et’s say the new chant.
hungry，hungry，eat，eat，eat.
thirsty，thirsty，drink，drink，drink.
hot，hot，fan，fan，fan.
cold，cold，run，run，run.
tired，tired，sit，sit，sit.
ill，ill，go to bed.
(重復兩遍)
【設計理念】說說、動動是孩子的天性。一首簡單明了的歌謠(小詩)，將本節課的生詞全部包括在內，讓孩子們在邊說邊做動作的過程中，記住這些原本相對他們來說比較難記的單詞。對孩子們來說.這將是件樂此不彼的事情。另外，也舒緩了學生的疲勞感，活躍了課堂氣氛。
7.t：now.1et’s play two guessing games.
(1)what’s missing?(老師挨個抽掉所貼的單詞卡片，然后問學生：“what’s missing?”，生回答。對于回答對的學生，老師會把該生答對的那個單詞卡片作為獎品發給他)
(2)where’s“hungry/thirsty”?(和游戲(1)相反，老師問“where’s‘hungry/thirsty’?”，手里有那張對應卡片的學生會說“it’s here”，然后上前把卡片重新貼到黑板上)
[設計理念]多樣化的教學方式能讓學生眼前一亮。猜謎游戲更是激發了學生的求知欲，活躍了課堂氣氛，讓學生在掌握原有歌謠(小詩)的基礎上，更加牢固地記住這些單詞。
8.t：excuse me.what’s the matter?
s1：i’m hungry/thirsty…
t：here’s a…for you.
s1：thank you.
t：that’s all right.
t—s(2組) s—t(2組)
9.t：(出示uunit 9 what’s the matter?課文的part c部分圖片)now you can practice the sen-tences with these pictures with your partner.one is
the boy，and the other is the girl.
ss practice&act.
1 0.make a dialogue with your friends.
modle：
t：good morning.s1.
s1：good morning，miss cao.
t：it’s sunnv today.let’s go to the cinema，ok?
s1：au right.let’s go.
t：0h.i’m sorry.(手捂著肚子，皺著眉頭，慢慢地彎下腰，表示肚子疼。)
s1：what’s the matter?
t：i’m i11.
si：let’s go to the hospital，ok?
t：en.. [設計理念]在課尾，安排一個拓展對話練習時間，是為了操練本課所學的單詞和句子。另外，在學生的操練過程中，教師要善于啟發學生把新舊內容串起來，在情境發展中適當地應用所學語言，讓學生的個性在這里得到充分的張揚。
1 0.homework.
(1)copy the new words.
(2)make a new dialogue with your friends.
[設計理念]英語作業要鞏固課內知識，還要引導學生開闊視野，讓英語走進學生的生活。布置一些生活化的英語作業，讓學生體會到自己是學習英語的主人，也讓家長逐漸重視自己孩子的英語學習
《牛津小學英語》Unit 6 Doing housework 篇13
教學內容：6b第五單元第五課時。
教學目標：了解字母組合ow在單詞中的讀音。
會誦讀歌謠seasons。
能聽懂、會說、會讀和拼寫單詞weather, spring, autumn, winter, hot, cold.
能聽懂、會說、會讀單詞season, because, countryside, warm, cool, rain, rainy, sunny, windy, snowy, cloudy, rowing, snowball fights.
教學重點：能聽懂、會說、會讀和拼寫單詞weather, spring, autumn, winter, hot, cold
教學難點：能聽懂、會說、會讀單詞season, because, countryside, warm, cool, rain, rainy, sunny, windy, cloudy, rowing, snowball fights.
教具準備：單詞卡片、教學掛圖、錄音機。
教學過程：
step 1 pre-task preparation:
1.revision: a dictation.
try to dictate the following words: weather, spring, autumn, winter, hot, cold.
2.say a chant:
spring, summer, autumn and winter,
which season do you like best?
spring, spring, i like spring best.
summer, summer, they like summer best.
autumn, autumn, we like autumn best.
winter, winter, we all like winter.
summer is hot, winter is cold,
autumn is cool and spring is warm
spring is sunny, summer is rainy,
autumn is cloudy and winter is windy..
step 2 while-task procedures:
1.look and say:
show a picture to the ss, then ask “what can you see in the picture?”
2.pair work:
brown cow how now
讓同桌兩位同學找規律。另外可以延伸：字母組合還發什么音？
3.a match:
小組競賽，找出字母組合發另外音的單詞。
know, yellow, row, window
4.look and judge:
brown, know ( ) cow, yellow ( ) how, row ( ) now, window ( )
5. listen and repeat:
how many brown cows did you see just now?
step 3 post-task activity:
1.say a rhyme: seasons
in autumn, when the leaves start to fall.
i like to run, jump and kick a ball.
in winter, when there’s lots of snow.
the cold winds start to blow and blow.
i stay at home and wait for spring.
and the fine weather it’s going to bring.
i wait for summer when the sun is hot.
then i can play games and swim a lot.
2.listen and imitate.
教師對這一塊的重視是關鍵。也許這部分不測試，但是語音語調，句子的連讀以及詩歌的韻律會讓學生喜歡英語，會使一部分學生親近和貼近英語。
多放幾遍錄音吧，讓學生在模仿中學到純正的英語。
step 4 homework:
listen to the tape.
say a rhyme.
板書內容：
know, yellow, row, window
板書設計:
《牛津小學英語》Unit 6 Doing housework 篇14
本單元以“萬圣節”為話題，重點學習do you like...? yes, i do. / no, i don't. i like...等句型。學生在4b中已經學過do you like dolls? yes, i do. / no, i don't.等句型。本單元會話中出現了購物的情境，學生在3b中也學過，因此，教師可采用以舊引新的方法進行本單元的會話教學。本單元要求四會掌握的單詞10個，其中a chicken, a duck, a horse, a pig 是第一次出現，a dog, a cat, a monkey, a tiger, a panda，a zebra, a bird, an elephant等單詞以前出現過，在本單元以復數形式再現。教學中，教師要提醒學生注意詞形和讀音上的變化。
一、教學目標設計
【認知目標】
1、通過給學生創設適當的情景，拓寬視野，了解所學內容。
2、利用信息技術進行拓展性學習，吸收更多課外的英語知識。
【能力目標】
1、通過課件教學，培養學生把課文內容與課件教材上的圖片、文字、影片結合起來進行英語交際的能力。
2、通過課件教學，培養學生提出問題、解決問題的能力，培養學生利用信息技術搜集、整理材料的能力。
【情感目標】
1、讓每個學生都能積極主動參與教學活動，發揮學生的主觀能動性，從而使他們更加熱愛英語學習，增強英語學習的信心。
2、通過小組競爭活動，培養學生團結合作精神和競爭意識，增強學生主動探究知識和獲取信息的興趣。
3、增強學生的信息意識，讓學生學會用英語討論課后的娛樂活動，聽與說相結合。
二、教學內容及重點、難點分析
教學內容：《牛津小學英語》5a unit4 halloween第一課時。
教學重點：通過信息技術的展示使學生掌握四會單詞a chicken, a duck, a horse, a pig以及句型 do you like...? yes, i do. / no, i don't. i like...
教學難點：通過信息技術解決所提出的問題，讓學生 進一步掌握名詞復數的詞形和讀音的變化，培養學生正確的信息使用的道德情感。
三、教學對象分析
新世紀的課堂教學應該是快節奏的、靈活多樣的、豐富多彩的，而不是“黑白”無聲的。教師上課節奏要快，以訓練學生的反應、思維與速度。教育心理學告訴我們，小學生的有意注意時間大多數不超過20分鐘，注意力易分散，一旦教學方法呆板、節奏慢，就會出現學生做小動作或小聲講話等不良習慣。教師應抓住注意力集中的短暫時刻，用學生能接受的節奏組織形式多樣的課堂活動，使學生在輕松愉快而又緊張刺激的氛圍中學習，教學效果會大大提高。同時，因為學生已初步掌握信息技術技能，能根據老師的要求順利進行課件瀏覽，收集信息，進行討論，并且可以在課后通過網上搜集資料的方式在同學間進行交流或向老師提出課堂上未能解決的疑問等。
四、教學策略及教法設計
教學策略：多媒體輔助教學課件因其具有能集成文字、圖像、影像、聲音及動畫等多種信息的功能而愈來愈受到歡迎。實踐也證明，多媒體輔助教學可以產生教與學的最佳效果。集圖、文、音、像等信息于一體，我自行設計了一個《牛津小學英語》5a unit4 halloween第一課時課件。我還要求學生能利用我們提供的資料參考，積極為自己提供更為廣闊的學習資源背景，從而使學生不斷地完成新知的建構過程，自覺地養成信息的“獲取—內化—提升—再獲取”習慣。
教法設計：多媒體輔助教學有利于調動學生的學習積極性，刺激學生的思維，讓孩子們一節課有多個興奮點；使教材和媒體之間優勢互補。英語科的教學特色是充分發揮其語言功能，講究對話的藝術。這就要求全體主動參與，克服羞于開口的毛病，積極開展語言交際活動。教師可以常使用表揚和鼓勵的話語，激勵學生，讓學生能夠大膽地表現自己。每一課，都盡量創設大量情景并提供廣泛的語言材料，讓學生進行聽說讀寫的訓練。長期的訓練，學生由膽怯別扭到自然大方而且不時有精彩的表演。
五、教學媒體設計
信息技術教學主要依靠多媒體系統、計算機軟件、教師自己制作的各種課件等等，在課堂上創造豐富多彩、生動活潑的學習英語的情景與氛圍，突出英語學習的形象性與動態感。在制作《牛津小學英語》5a unit4 halloween第一課時課件時，我通過文字和圖片的展示，向學生介紹萬圣節前夕的場面，使學生對國外的節日有個初步的了解。再由萬圣節前夕孩子們佩戴的動物面具，鏈接到本課時學生學習的動物類單詞。這里，我注重發揮信息技術的優勢，讓學生聽動物的聲音分辨所學的動物名稱。既可以增強活動的趣味性，也可使學生身臨其境。通過多媒體系統模擬的動物園，學生們定會盡情得將英語脫口而出。
六、教學過程設計與分析
[step 1: greeting and show the title]
1. s:hello,boys and girls.how are you?
t:fine,thank you,.and you?
s:i’m fine,too.
t:can you sing the song《boys and girls》?
s:yes ,we can.
t:le’s sing it together.（課件中封面上的小喇叭按鈕）
2. t:today we will learn new lesson 《unit4 halloween》
[設計思路]：兒童心理學特征告訴我們，教唱英語歌是一種很好的教學手段。課前一首歌，是組織進行教學的好方法，它能使學生以飽滿的精神、激昂的情緒，為上好一堂課作前奏. 小學英語教材每個單元后面都有一首英語歌，教師可以充分發揮其作用。將歌曲放在課堂開始，一來可使學生漸漸進入英語環境，二來也可以活躍課堂氣氛。課前先與學生進行簡單日常用語的交際，使學生漸漸熟悉課堂，輕松融入學習英語的氛圍中，從而揭示新課課題。
[step 2: presentation1（課件中part1）]
1. introduce the title“halloween”
2. introduce the new word“animal mask”
3.show the names of animals: call the names of animals
[設計思路]：文化背景知識可以說包羅萬象，范圍極廣。作為小學生，不可能也沒有必要廣泛涉及，但是對于一些基本常識應該加以積累。在平時的學習過程和日常生活中，凡是有關的文化背景知識，可以隨時摘錄下來。這樣日積月累，對于有關知識，就會有不知到知，從所知甚少到知之較多，對英語文化背景方面的知識就會有一個大概的了解。作為英語教師，我利用多媒體輔助工具，利用情景和設置情景進行教學。學生借助形形色色的圖片和文字，更好地認識“halloween”場面以及動物面具，有助于調動學生的積極性，使學生興趣盎然地接受知識。
[step 3 consolidation 1（課件中part2）]
1.t:do you like animal masks ?
s:yes , we do.
t:i will show you a place.do you want to have a look?
s:yes.
t:look! what is it?
s:it’s a zoo.
t: shall we go to the zoo?
s:great.
2.show some pictures of animals in the zoo.
t:what can you see in the zoo?
s:i can see a panda and a tiger.
[設計思路]：我利用信息技術呈現給學生許多動物圖片，讓學生仿佛置身于一個碩大的動物園。學生在閱讀中受到了信息技術教材的人文熏陶，心中已經有了豐富的語言和情感的積淀。這時我組織學生圍繞圖片進行集體討論，在集體討論中注意引導學生之間進行交流并及時點撥，提高學生的英語素養。
[step 4 presentation 2（課件中part3）]
1. revision
play a game : listen and guess “which animal is this?”
2.t:what’s this?
s:it’s a pig.. (升降調讀，拼讀，板演，書空，為后面句子教學鋪墊，也可以加上動作)
3.同法教授單詞“a duck, a horse, a chicken”
[設計思路]：經常性的成功體驗，可使人的需要不斷地滿足，心情舒暢愉快而求索不止，這對英語教學有著不可估量的促進作用。在英語教學中，要努力創設輕松、和諧、教學相長的教學情境。以學生為主體，以趣味活動為主線，以學生心智發展為重點，讓學生經常獲得學習成功的喜悅，從而培養學生的濃厚的學習興趣。我借助信息技術中聲音素材的導入，讓學生聽音辨別動物。先呈現學生學過的動物聲音，如a dog, a cat等，再引出本課時的新單詞。這種循序漸進的方法，不僅符合學生學習的方式，而且也能將信息技術更好運用于英語教學中。
[step 5 presentation 3（課件中part4）]
1.show some pictures of the new words.
t:what can you see in the picture?
s:i can see some chickens. (介紹名詞復數的詞形和讀音的變化，學生齊讀單詞復數形式)
t:do you like chickens?
s:yes, i do./no, i don’t. i like horses.
2. pair work
do you like…? yes, i do./no, i don’t. i like …
[設計思路]：在英語課堂里經常性地開展小組間的各種競賽，讓競賽促使學生產生成功的體驗。我們可以把學生分成若干個小組，每組分別有一個英文名，名字可以就用學生學過的單詞。每一次課堂里都會組織一個競賽，獲勝的小組可以累計分數。過段時間再評比一次，看哪一組累計分數做多。學生具有強烈的競爭意識，這也因此激發學生努力爭取成功，從而更加扎實的學好英語。我由單詞的單數圖片過渡到單詞的復數圖片，為下面的句型do you like…?教學作鋪墊，學生通過神氣活現的小動物，自然而然便對他們產生情感。這也正發揮了信息技術的情感導向作用。
[step 6 consolidation 2]
1.show a picture of the shop.
t:what can you see in the picture?
s:i can see some masks.
t:now ,i’m a shop assistant.
can i help you?
s:yes, i’d like some masks.
t:do you like rabbits?
s:yes, i do.
t:here you are ?
s:thank you. how much is it?
t:ten yuan, please .
2. make a dialogue in the shop
[設計思路]：眾所周知，興趣是最好的老師。激發學生的興趣則是小學英語教學的一個重要原則。因此小學英語老師應研究并熟知童心，充分利用兒童無意識記的心理特點，在課堂中采用聽、說、演等符合兒童心理和年齡特點的方式方法使他們產生興趣，在輕松、親切、自然的氣氛中學習英語。在教授完本課時的單詞和句型后，我通過呈現文中的背景圖片讓學生自然融入購物的情景中。此時，信息技術將學生以前所學的舊知識，重新輸入新的內容中。學生則能在愉快中接受信息，鞏固所學知識，并且達到較好的效果。
[step7classwork（課件中part5）]
1.do some exercise
2.show the classwork in the picture
《牛津小學英語》Unit 6 Doing housework 篇15
good afternoon, everyone. i’m fan jiayin. i come from dongzhongshi experimental primary school. it’s my great pleasure to be here sharing my lesson with you. the content of my lesson is “a busy day” part a from unit 7,fun with english 5b.
一.teaching contents
the topics on fun with english are well organized focusing on the pupils’ world. unit 7 is intended for pupils to talk about their daily lives. they have learnt many verb phrases. such as watch tv, have breakfast, clean the library, watch a football game, do homework and etc. you know they are bilingual class pupils, so maybe these phrases will be more easier for them. “a busy day” mainly talks about the time and what they should do at the time.
considering the contents of the lesson and the levels of the pupils, i design the following teaching aims.
二、teaching aims
1. aims on the knowledge: pupils will learn the new words “busy, past, to, on duty, brush teeth, really, half, a quarter ”, the new structures “ what time is it? it’s time for… do you want to…? i want to…
2. aims on the abilities: to develop pupils’ abilities of listening ,speaking, reading and writing. to develop pupils’ communicative skills
3. aims on the emotion: to develop pupils’ sense of co-operation. to let pupils know they should cherish the time.
三、important points:
1. to help the pupils say the new words and use the key sentences correctly.
2. to write whole sentences correctly.
四、difficult points
1. how to make dialogues and act them out.
2. pupils can talk about the time and what they should do at the time.
五、teaching aids
and in this lesson we’ll need cai , tape recorder, school things and so on.
六、teaching methods
now i’d like to talk about my way of teaching(不必寫在教案里).
1. communication method
i’ll set up a real situation, in this way , pupils can practise in pairs or in groups, they can speak freely and needn’t worry about making mistakes
2. task-based method
that is to say i’ll let the pupils finish a task by making a short dialogue and acting it out. to help the pupils get a better understanding of the key structures, i will arrange these kinds of activities: singing, guessing game, finishing a survey and having a competition.
七、learning methods
let pupils study in a relaxed and agreeable atmosphere. thereby, develop the pupils’ abilities of studying and working with the learning language independently.
八、teaching procedures
now i’ll mainly talk about my teaching procedures. i’ll follow five steps.
step 1( warm-up and revision)
it is important to set up a better english learning situation for the pupils . so i ‘ll design
activity 1. sing a song: do some exercise with me? this song is from unit6
activity2. tpr( total physical response ) to ask pupils to follow my instructions, “get up, have breakfast, watch tv, do homework” then ask and answer: what are you doing? i am…
t: look, what am i doing?
present the new phrases: brush my teeth
t: who is on duty today?
let the child give the orders which are on the paper.
i design this activity to get pupils to warm up and review the present continuous tense. i also infiltrate two phrases in this step, “brush my teeth, on duty”. because they will be presented in the text.
step 2 (presentation )
to present and practice the key structures one by one, that’ll be much easier for the pupils to learn and grasp the meanings. so in this step, i’ll design 3 activities.
activity1: guess and learn.
guess a riddle, then learn to express time in english. in this step, i will use cai to help me with my teaching. let children practice the time first. then learn to use “past” and “to”
activity 2: ask and answer. what time is it? it’s time for…
let pupils talk about the time : what time is it? it’s time to… because pupils have already learned this structure .then teacher can make a model first : it’s time for… then practice in groups.
as we all know, using the pictures, this is one of the easiest ways to show the meaning of the words and sentences.
activity 3: talk and match
talk about the time and the things first, then listen and match . if time is enough, pupils can talk about their own time and their own things.
children’s attention span is very short. and proper exercises can help pupils focus on their attention and practice the key structures better.
activity4: think and say
t: oh, what time is it now? it’s time to watch vcd. do you want to watch vcd?
s: i want to watch vcd.
teacher shows them a list, look at the time and things: what do you want to do? then invite your friend: it’s … it’s time for… i want to … do you want to…?
in this activity, pupils are encouraged to put themselves in the situation and make a face to face talking. all the pupils are involved in this activity. they can talk as much as possible.
step3. (production)
to help pupils put the language into using, i design a task to help pupils have a production.
first watch vcd. let the ss listen and imitate the dialogue. pay attention to their pronunciation and intonation. at last i’ll ask the pupils to think hard and act it out. then find out which group will act it out well. i’ll give them red stars.
purpose of my designing: this step makes the pupils get the general idea of the dialogue as a whole one. at the same time let the pupils have a chance to practise their listening and spoken ability.
step 4. (consolidation)
to develop pupils’ abilities of listening and speaking, that’s the main instructional aims of learning english in primary school. so in step 4, i’ll design some listening exercises to check what they have learned. for example: think and fill in the blanks. everyone will have a piece of paper. in this step i’ll give the pupils a free space to show their abilities.
purpose of my designing: “task-based” teaching method is used here to develop the pupils’ ability of communication and co-operation. tell the pupils we should cherish our time, time and tide wait for no man.
step 5. (homework )
after step 4, some pupils can grasp the knowledge well, but some pupils can’t. revision is so important, pupils should speak english after class as much as they do in class. it is necessary for the pupils to do some exercise after class. so i design the following homework.
1.listen and read.
2.try to talk about the pictures.
3. try to finish your timetable
my timetable
time
time
what for?
6:30
half past six
it’s time for breakfast.
九、.blackboard design
unit7 a busy day
what time is it? busy 繁忙
it’s … past… on duty 值日
it’s … to … brush teeth 刷牙
it’s time for…
do you want to…?
i want to…?
proverb: time and tide wait for no man. 時間不等人。
in a word, the teaching of this lesson aims to develop not only the pupils' language abilities, but also the diverse intelligence. as eachers, to make our english classrooms shine with vitality, we still have a long way to go.
above is the lecture notes of my lesson. thank you!
《牛津小學英語》Unit 6 Doing housework 篇16
一、教學內容
《牛津小學英語》2a unit7 here you are第一課時。
二、教學目標
a) 知識與技能目標：
1.能聽、說、讀有關食品類單詞a pie ，a cake， a hamburger， a hot dog。
2.能初步運用句型…，please.
b) 情感目標：
1.通過直觀有效的教學方法，激發學生的學習興趣，集中學生的注意力，提高學習效率。
2.通過學習，讓學生更好地了解食品，養成不浪費的好習慣。
三、教學重、難點
a) 使學生能夠理解并熟練掌握單詞a pie，a cake，a hamburger和 a hot dog。
b) 初步運用句型…，please.
四、教學準備
生詞卡、課件、練習題
五、教學過程
step 1 warming up
a) greetings
b) free talk
(1)t: what’s this?
s: it’s a pencil box/ rubber/ ruler.
t: look at the…
s: oh, it’s…
(2)t: what are these/ those?
s: they are carrots/ potatoes…
step 2 presentation
1.復習課堂用語（教師發出命令，學生邊說邊做動作）
stand up!
sit down!
open your book.
close your book.
touch your nose.
…
t: how are you?
s1:i’m fine, thank you.
t: how are you?
s2:i’m fine, thank you. and you?
t: oh, i’m not so good. i’m tired and feel a little hungry now. i want to go to the snake bar. let’s go together. ok?
ss: ok!
(出示課題)
3.教師拿出一個托盤,托盤里放著四個一模一樣的盒子, 盒子里分別放著四種將要學習的單詞(a pie、 a cake、 a hamburger、 a hot dog)
(1)t: look. what’s this?
it’s a pie.
learn: a pie(采用分組讀，男、女聲比賽讀等方法操練單詞。)
chant: a pie, a pie , i like pies.
(2)t: (教師又拿出一個里面放著蛋糕的盒子，請一名學生嘗一嘗并猜一猜)
is this a pie?
s：no, it isn’t.
learn: a cake(運用小組比賽讀、看手勢讀等方法練習單詞)
chant: a cake , a cake , i like cakes.
(3)t: what’s this in the box? who can smell and guess it? (教師再次拿出一個盒子，里面放著一個漢堡包，請一名學生聞一聞并猜一猜)
learn: a hamburger(運用小組讀、看手勢讀等方法讀單詞 )
chant: a hamburger 、a hamburger，i like hamburgers.
(4)t: anything else? who can touch it and guess it what’s this in the box?(教師拿出最后一個盒子，讓學生摸一摸、猜一猜)
learn: a hot dog(采用分組讀，男、女聲比賽讀等方法操練單詞。)
chant: a hot dog 、a hot dog，i like hot dogs.
4. play a game
what’s missing?
step 3 consolidation
活動手冊p25
1、觀察每組圖中的物體，請學生說一說；
2、解釋做題要求，請學生聽句子答題。
step 4 homework
聽錄音，跟讀b部分生詞。