牛津小学六年级英语教案unit

牛津小学六年级英语教案unit（精选9篇）

1.牛津小学六年级英语教案unit 篇一

六年级英语上册Unit 1第一单元教案

（牛津版）

六年级英语上册Unit1第一单元教案（牛津版）

Teahing

Ais:

知识目标：

能听、说、读、写本的核心词汇：grup,ute,prett,handse

2能熟练掌握核心句型：Sheastnthsld

Sheassallandute

Herhairasshrtandhereeserebig

能力目标:

能听懂对Sall不同成长阶段年龄和特征的描述。

2能综合运用所学语言描述人在不同成长阶段的情况。

情感目标：

对所学内容能主动联系生活实际，能尽量用英语交流，培养学生的小组合作精神。

TeahingIprtanesandDiffiulties：

能在语境中运用本的核心词汇和句型。

2在句型His/heras/ere中根据名词的单复数形式正确使用as或ere

TeahingTls：

录音机、自制、照片等

TeahingPredures：

StepⅠarupandrevisin（热身与复习）

Greetings

2Dsearing-upexerises

3Reviethenubers

StepⅡPresentatinandpratie（呈现新语言知识和练习）

Leadin

T:Hldareu?

S1:I’elevenearsld

T:u’llbetelveearsldnextearu’regringup

2Shsephtsandintrduethenerds

3Learntsaandusetherds

4TalabutthephtsfSall

aththesreenandlearntsathesentenes

6Aspupilstpratiseingrups

SeptⅢLearnthestr

Readthestrandlearntsatheusefulsentenes

2aththeartn

2.牛津小学六年级英语教案unit 篇二

江苏译林版牛津小学英语4A第四单元I like...第一课时A.Read and say。

二、设计思路

本部分呈现的是Yang Ling在Nancy家玩玩具的情形。好学的Yang Ling向Nancy请教一些玩具的英语表达法。Nancy回答后还询问Yang Ling是否喜欢这些玩具, 从而自然引出:What's this/that in English?Do you like.../this...?Yes, I do./No, I don't.等教学内容。在整节课的教学中, 通过玩具展示, 师生间和生生间的交谈活动, 导入话题I like..., 在此基础上进入课文的学习, 最后通过综合任务活动, 引导学生在生活中进行运用。活动中, 借助实物呈现和情景创设, 创设氛围, 激发潜能, 培养学生的语言表达和对英语学习的自信。

三、教学目标

1.能听懂、会说、会读单词a kite, a doll, a puppet和a puzzle。

2.能听懂、会说、会读日常交际用语I like puzzles.Me, too.I love dolls.Thank you very much.

3.能听懂、会说、会读重点句型What's this/that in English?It's a...Do you like...?Do you like this...?Yes, I do./No, I don't.

4.在课文中了解名词的单复数。如a kite和kites, a puppet和puppets等。

5.运用所学知识, 询问周围的老师、同学和朋友对某物是否喜欢, 增进相互间的了解, 学会相互关心、相互尊重。

四、教学重、难点

重点:能够理解课文, 流利朗读课文, 并在语篇的学习基础上, 初步运用新单词、句子和日常交际用语。询问周围的老师、同学和朋友对某物是否喜欢, 增进相互间的了解, 学会相互关心、相互尊重。

难点:正确使用Do you like..?和Do you like this..?询问对方对某类物品或某个物品的喜好。

五、教学准备

多媒体课件PPT, 玩具实物, 小贴画若干张, 单词卡片。

六、教学过程

Step 1:Warming up (自由交谈, 复习旧知, 激发学习兴趣)

1.T:Hello, boys and girls.How are you?Are you happy today?

S1:Fine, thank you.

S2:Yes, I'm happy.

2.T:Look!What's this? (这里老师拿出的玩具都是学生在前面单元学过的动物类单词)

S:It's a toy rabbit.

T:Is it nice?

S:Yes.What a nice toy rabbit.Can I have a look?

T:Sure.Here you are.

3.学生两人一组用以前学过的英语知识来谈论今天带来的玩具。如:What a nice...!Can Ihave a look?Sure.Here you are.How pretty nice!

4.同桌两人在全班展示对话。

设计意图:通过课前的师生问好、师生交流、学生同桌交流、同桌对话展示, 营造了一个宽松、和谐、灵活、自由的心理氛围, 并且生生间的交流贴近学生的生活, 打动学生的心灵, 引发学生学习的兴趣, 一方面从学生的已知出发, 另一方面为我们后面的教学开展奠定了基础。

Step 2:Presentation (借助实物, 导入话题, 呈现新知)

1.老师呈现自己带来的玩具。 (展示带来的玩具实物)

T:Look!I have so many toys.But what are they in English? (首先呈现一个洋娃娃) If you want to know, how to ask?

S:What's this/that in English?

T:It's a doll.One doll, two dolls, three dolls.They're dolls.

全体学生学习该单词以及它的复数形式dolls.

2.T:Do you like dolls?Do you like this doll? (分别出示不同的三个娃娃来问学生)

学生根据自己的喜好回答:Yes, I do./No, Idon't.根据学生的不同回答, 老师说:Here's a doll for you.This...is for you.Oh, you don't like...Do you like...?

3.以同样的方法来教授a puppet和puppets。 (展示puppet实物及系列图片) 和a puzzle和puzzles (展示puzzle实物及系列图片)

4.T:What about the last one? (呈现一个风筝) This time, ask me together.

S:What's this/that in English?

老师寻找一名同学, 轻轻告诉他It's a kite。

T:He knows that.Let's ask him together.

S:What's this/that in English?

S1:It's a kite.

T:Good!It's a kite.And here're two kites.How nice!

设计意图:老师没有直接告诉学生拼图、木偶、洋娃娃和风筝的英语表达, 而是通过让学生来问自己What's this/that in English?然后回答:It's a doll/puppet/puzzle, 最后, 老师改变方法, 告诉一个学生风筝的表达, 再通过引导全班同学向这位同学提问, 从而学习kite这个单词, 整个过程是学生自主学习探究的过程, 老师没有全盘告诉学生, 而是通过学生问、听、读、说来掌握单词和句子。教学的设计凸显了学生的主体地位和学生的自己体验。

5.师生共同复习巩固新单词:doll, puppet, puzzle, kite, 通过图片展示、小组开火车读、小组竞赛读, 巩固单词的发音和拼写。

6. 学生学唱歌曲:

设计意图:呈现最直观的玩具实物, 从感性入手, 寓教于乐, 潜移默化, 在教育活动中淡化知识的传递过程, 取而代之的是师生双方主动投入、互相回答的情感交流活动, 并视此活动为教育目的之一。学生在学完新单词和句子后, 继续学唱歌曲Do you like puppets/puzzles/kites?一方面在歌曲中快乐学习并且巩固了所学的词句, 另一方面激发了学生用所学语言表达的能力, 使得他们学有所获。

Step 3:Text Learning (整体感知, 分段学习, 阅读理解)

1.T:Just now, we talked a lot about toys.And I think all of you like those toys very much.What about Yang Ling and Nancy?They like toys, too.Now they're talking about some toys.But what toys are they talking about?Now Let's watch the cartoon about it. (播放A部分的课文)

2.学生看完动画后分享交流Yang Ling和Nancy所谈论的玩具, 并且在相应的玩具下打勾。

3.反馈:S:They'e talkingabout puppets, kites, puzzles and dolls.

T:That's right.But how do they talk?Now let's learn the dialogue.

4.分别呈现课文中的图片一、二、三。学生在听、读、学、练中学会图片一到三的句子。

5.学完了图片一到三, 我们来试着读一读, 演一演。同桌简单地反馈表演。

6.继续学习剩下的四、五幅图。老师让学生先看图, 然后同桌讨论Yang Ling和Nancy在讨论什么, 试着编对话。学生将自己编好的对话在全班展示。稍后, 老师就让学生来听Yang Ling和Nancy的对话, 并尝试复述学习。

设计意图:在教学活动中设计生动有趣的形象性活动的内容、形式和情景, 增进教学的趣味性, 注重学生学习的过程。在教授课文的时候, 教师能注重对话的整体性和层次性教学。首先提出Yang Ling和Nancy在谈论哪些玩具, 反馈后, 再次提出Yang Ling和Nancy是怎样谈论的, 从而带领学生开始学习对话。在整体把握的基础上又把课文分成两大部分进行呈现并细化教学, 使得教学的整体性和层次性得以体现。此外, 注重激活学生的表现欲望和创作意识, 鼓励学生大胆地想象与表现, 在激发学生主动参与的过程中展现他们的创造的才能。学生在创新的同时也发展了思维, 展现了自我。

Step 4:Consolidation and Production (自我总结, 复习巩固, 拓展延伸)

1.学生自己在小组内熟读课文, 表演课文。

2.老师给学生提供了几个情景, 学生想一想、说一说, 运用本节课所学的知识得出总结。

设计意图:在教学后, 多问学生学到了什么?收获了什么?这是对学生的检测, 也是对学生概括总结能力的培养。在此过程中, 一方面, 学生通过回忆总结出本节课上自己的所得;另一方面, 体验了学习的成功。

3.老师告诉学生:今天老师还带了一些玩具, 呈现了很多漂亮的贴画, 大家喜欢吗?现在每个人可以拿到2张, 你可以用自己手中的贴画去和同学交换你喜欢的东西。

步骤: (1) Try to knowthe names of the thingsin the stickers.Use“What's this/that in English?”

(2) Ask your classmate“Do you like...?”

(3) If your classmate says:Yes, I like..., you can say“Here's a...for you.”or“This...is for you.”

4.学生四人一组, 互换贴画。最后老师询问2-3名学生得到的新贴画是什么?是否喜欢?

设计意图:课文学完后, 对学生的课后延伸学习作出要求, 鼓励学生积极地学习与探究, 激起对今英语学习和活动的持续兴趣。

Step 5:Homework

1.听录音, 模仿跟读对话, 尝试背诵。

2.了解更多玩具的英语名称, 并与同学用英语交流。

七、课后反思

通过本节课的学习, 学生掌握了单词a kite, a doll, a puppet, a puzzle和句子What's this/that in English?It's a...Do you like...?Do you like this...?Yes, I do./No, I don't.笔者在教学中真正尊重学生的主体性和创造性, 挖掘学生的潜力, 引导学生主动参与教学之中, 让每一位学生都学有所得, 学有所获。

下面我想谈下本课做得比较好的地方。

1. 以实物玩具, 设置真实情景, 充分调动学生的学习兴趣和学习积极性。

老师不仅为本节课准备了大量的玩具, 还要求学生带来自己的玩具, 这样在我们的教学中, 学生就可以拿着玩具, 和老师、同学之间进行交谈, 也可以发自内心的感叹:What a nice toy monkey!Howlovely!在导入的时候, 老师呈现了实物娃娃、拼图、木偶、风筝并教学, 学生的学习积极性一下子被调动起来, 并且对单词的认知更加深刻。

2. 课文的教学体现了语篇的整体性和层次性。

由整体理解到局部学习, 再过渡到整体强化, 层次性强, 学生学有收获。 (学习课文的步骤见下面表格)

3. 在最后的活动巩固环节, 使用了小组交换贴画的方式。

3.牛津小学六年级英语教案unit 篇三

一、warm-up（热身阶段 ）

1、let’s sing a song：（达到活跃课堂气氛的作用）

2、daily oral english: what’s your name? / i’m ... / nice to meet you . / nice to meet you , too. / what color do you like? / i like …

二、presentation

o=orange p1=peach p2=pear w=watermelon

t: today i’ll introduce 4 new friends to you.

1、orange

o: hello! boys and girls. （cai出示半个跳舞的橘子）

t: do you know who is she?

ss guess, then read after t on the tape.

blackboard: orange read（图片和单词结合，形象直观）

t: i’m orange . hello, x x …

s: nice to meet you , orange.

t: nice to meet you, too

t greets to ss , make dialogues.

2.peachcai播放声音：la, la, la… 桃子跳着跑出来和橘子对话

p1：hi, orange.

o: hello, peach. nice to meet you.

p1: nice to meet you , too.

t: look! this is …

blackboard: peach ss read after t on the tape（图片和单词结合，形象直观）

3. pear

cai: pear comes out and talk to peach.

p2: hi, peach!

p1: hello, pear. this is my friend, orange.

p2: nice to meet you.

o: nice to meet you , too.

t: this is …

blackboard: pear ss read after t on the tape（图片和单词结合，形象直观）

game :击鼓从两边传梨和挑子，鼓声停了，它们在哪两个同学的手里，哪两个同学就要扮演它们，进行对话

e.g. p1: hello ,i’m peach .what’s your name ?

p2:hello , i’m pear .

p1: how are you？

p2: fine ,thank you .

… .

3、watermelon

cai(w从远处走来和p1，p2打招呼): hello !

o，p1，p2: hello, watermelon, how are you?

w: fine, thank you. how are you?

o，p1，p2: we are fine. thank you.

t: this is …

blackboard: pear ss read after t on the tape（图片和单词结合，形象直观）

let one student be watermelon, other ss ask him/her some questions.

四个水果单词通过拟人化的手段，用不同的导入方式，新颖有趣，紧紧抓住学生的`注意力.单词教学又与语言教学融合在一起，真正围绕语言学习的交际目的。

open your books, read the four new words.(用升降调)

show the fruit: pear, peach, orange. (实物, 让学生再对单词形象进行感知)

what’s missing ? watermelon t: oh, it’s on the screen.

三、consolidation and extension

1.a game : guess ,what is it?.

t: it is big and round, what color is it ? it’s green.

s: watermelon / pear /…

let the ss find the right picture and put it on the blackboard.

t: now can you put the name under each fruit?

将单词贴到相应图下

t：look , this is an orange ,an orange orange, i like orange very much.(假装咬一口) hmm, it tastes good .(学生都戴有水果头饰，教师再走到学生中，找到一个“橘子”咬一口，将刚才的话再重复一边) do you like …?

让学生去吃“水果”。

ss: hmm, it tastes good ./ it’s nice/ it’s yummy./…

让刚刚猜的同学给下面同送水果学品尝。

2、a game: find your sisters and brothers

e.g. t(戴上相应水果的头饰):are you…?

s1: yes.（如果学生不是则换别的学生）

t :follow me, please. are you…?

s2: follow me , please.(教师然后再发给学生另外三个头饰, 让学生模仿教师的样子自己去找朋友，等到全班学生都有了各自的朋友之后，要求学生数一数各个组有了多少水果)

e.g. how many …do you have? let’ s count.

找好后让他们各站成一堆，大家一起数个数，板书这些水果单词的复数。

通过做游戏巩固单词的复数，学生乐在其中。

3.let’s sing.

按不同的水果分别编唱歌曲。

one little, two little, three little oranges/pears/peaches/watermelons,

five little ,six little seven little oranges/pears/peaches/watermelons。 ……

通过歌曲不仅达到了知识的巩固，又活跃了课堂气氛。

四、assessment

activity book

五、the end.

4.牛津小学六年级英语教案unit 篇四

3eud教育网 http://e from 来自于 2.live in China 住在中国 3.on holiday 度假 4.get there 到达那里(get home)5.go to the city post office 去市邮局 6.tell me the way to 告诉我去……的路 7.let me see 让我想想 8.go along this street 沿着这条街走 9.turn right / left 向右/ 左转 10.at the third crossing 在第三个十字路口 11.on your left 在你的左边 12.how far 多远 13.take bus No.5乘5路车 14.at the bus stop 公共汽车站 15.every five minutes 每隔五分钟 16.on River Road 在大江路 17.get on 上车 18.get off at the third stop 在第三个车站下车 19.You’re welcome.不客气/不必谢。20.a map of the town小镇地图 3eud教育网 http://e with Wang Bing 和Wang Bing一起来 19.at the concert在音乐会上 20.meet at the bus stop at 10:30 10:30在公交车站会面 21.a new zebra from Africa 来自非洲的新斑马

三、句型： 3eud教育网 http://.7.Thank you for your letter.8.I would like to know more about you.9.I hope so.牛津6B Unit 8知识点整理 3eud教育网 http://e in March/June/September/December在三月/六月/九月/十一月来临 3eud教育网 http://www.3edu.net 教学资源集散地。可能是最大的免费教育资源网！

5.牛津小学六年级英语教案unit 篇五

Unit4 Review and check 教学设计

第一课时（Part A and Part B）

教学目标：

1.知识目标

通过本课时的复习，要求学生掌握第一至第二单元的四会单词。tall,young,heavy,strong,shortmore,slow,far,以及短语as...as ,be good 能力目标

通过本课时的复习操练，要求学生能够综合运用所学日常交际用语：Who’s taller,you or...?...runs faster than...?...is as...as...等。情感目标

培养学生学习英语的兴趣以及大胆开口说英语的勇气。教学重难点

通过本课时的复习操练，要求学生能够综合运用所学日常交际用语：Who’s taller,you or...?...runs faster than...?...is as...as...等。教学准备

多媒体课件，图片，词条，教学过程 I.Warming up 1.Sing a song:I wish I was taller.(多媒体课件）

（设计意图：采用学生第一单元学习的歌曲“I wish I was taller”导入，创设轻松愉快的学习氛围。在欢快的歌曲声中，学生的思维自然而然转移到英语课堂上来，并且能产生极大的习欲望。）2.Free talk.：

T: What do you usually do at the weekends? Do you want to go to the parties? There is a party.Do you want to go? T: Let’s go!（出示舞会门票）

(设计意图：这个环节的设计在于通过日常问候语的过渡，引入到今天的主题：party)II.Presentation&Practice They are having a party..Will you join me ? Let’s go!Dressing room(Dress up the words)1.T shows the words.（多媒体出示）

（设计意图：通过录音人机对话，引出本环节的学习任务：dress up the words.）随意点击一个单词，就会出现相应的比较级。最后，点击课件，用蓝色方框对单词归类，有助于帮助学生形成良好的学习习惯。）2.Check the answers.3.Tips.（形容词、副词比较级的构成规律）

（设计意图：声形并茂的精讲点拨，更有助于加深学生的记忆。）Preparation room 1.Find out the correct orders.（连词成句）a.T shows some words to students.（多媒体课件）

（设计意图：通过课件形象地展示给单词排排队的过程，减轻学生在连词成句过程中产生的畏难情绪，使学生乐于去做。）b.Put them into the correct orders.c.Read the sentences.2.Find out the partners.（找舞伴：找出合适的答句）a.T shows the sentences,read in groups.b.Find the partners quikly.（设计意图：将语言训练的内容放在游戏中，点击问句后面的图案，相应的答句也会出现相同的图案。采用小组合作的形式，让学生熟练地掌握所学句型，同时也降低了学习A部分的难度，帮助学生理解A部分的重点句型。）III.Consolidation chatting room(聊天室：Have a chat.（课文中A部分的内容）1.Practice in groups.2.Choose and act.（多媒体课件）（设计意图：学生点击哪幅图，哪幅图就会相应的晃动或放大，引起学生的注意，也会激发起学生团结协作的意识，较好地完成学习任务。）Activity Room 1.PK（背景音乐：The more we get together）快速问答比赛：Who is older,Dora or Garfield?...?（设计意图：复习课中，学生最容易感到枯燥乏味，所以，用课件适时地让学生边唱边跳，在学生喜爱的朵拉和加菲猫的PK问答中，又一次复习了形容词和副词的比较级，也符合party的主题。）2.Let’s PK.(快速问答）（书中B部分习题）a.Talk about the pictures with your partners.b.Choose and say.(课件图片）

（设计意图：学生选择哪幅图，相应的那幅图便晃动，吸引全班同学的注意力，也有助于检查答案。）Summary（总结）

1.总结小组评价情况，给予奖励（神秘礼物盒子）。(课件出示）2.打开盒子里的锦囊（小贴士：关于形容词、副词比较级的语法知识）(设计意图:课件出示精美的礼物盒子，极大的激发了学生的好奇心和好胜心，在满怀期待中打开锦囊，获得了里面的关于形容词副词比较级的语法秘诀，这样的方式给学生的印象最深刻，记忆也最牢固。)Design the blackboard: A : Who is older, Garfield or Dora?

6.牛津小学六年级英语教案unit 篇六

盐城市第一小学 胥丽丽

第一课时

一、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.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 mean? It means you shouldn’t „

二、教学重点：

1.能正确听说读会写句型：What does it mean? It means you shouldn’t „ 2.能正确能听说读写单词：mean, danger, should, shouldn’t, litter, park.三、教学过程： A.Everyday English: How are you? What day is it today ? Do you have any hobbies ? What’s your hobby ?

What do you do at the weekends ? B．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 a public sign.Learn : public sign.T: Let’s look at some public signs on the Internet.多媒体展示八个标志。T: Can you read them? 学生能朗读其中的八个：No parking、No eating or drinking、Keep quiet、Do not touch.通过复习帮助学生巩固以上四句话。

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，意为乱丢杂物。同理学习： No parking.注意park的意思与以前不同意思为停放汽车。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 „.就书上八句话来问答，以巩固所学内容。C．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。D．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。

第二课时

一、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 mean? It means you /we should/must/shouldn’t „

二、教学重点：

1.能听懂、会说、会读和会拼写单词：must, make, mean 2.能听懂、会说、会读和会写句型：What does it/this/that mean? It means you /we should/must/shouldn’t „

三、教学过程：

A．Review: What does it mean? It means you should/shouldn’t „ 出示图片让学生进行问答。

B．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。stay 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 these 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。C.Assignment: 1.抄写四会单词，并默写。

2.抄写词组。

3.寻找生活中的公共标志，用所学句型对话。

第三课时

一、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.二、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。

三、教学过程： A．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。B．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。C． 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。D．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。

第四课时

一、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ea 在单词中的发音。3.会唱歌曲The signs in the park

二、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ea在单词中的发音。

三、教学过程：

A．Everyday English.What time is it? Can I „?

Give „ to „

What does this sign mean? B．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。C．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。D．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。E．Listen and repeat: 1.让学生读单词，了解ea在单词中的读音。2.齐读单词和句子。

3.练习

总结：单词中ea是发[e]的音。F．Assignment: 1.完成练习册中的练习。

2.背诵课文对话。

7.牛津小学六年级英语教案unit 篇七

Period 1

一、教学目标

1.能听懂、会说、认读单词、词组和短语the Eiffel Tower,the Golden Gate Bridge,travel, the Great Wall,Big Ben,places of interest，travel to London, take pictures。

2.能用句型“I went…”“I traveled to...”“I saw...”“I enjoyed...”描述旅游见闻；能用“I want to...”表达自己的旅游愿望。3.能听懂会说A部分对话

二、教学重难点

重点：能听懂、会说、认读单词、词组和短语the Eiffel Tower,the Golden Gate Bridge,travel, the Great Wall,Big Ben,places of interest，travel to London, take pictures。

难点：能用句型“I went…”“I traveled to...”“I saw...”“I enjoyed...”描述旅游见闻；能用“I want to...”表达自己的旅游愿望。

三、教学准备

用于新授单词的图片、单词卡片、数字挂图、数字磁带等，四、教学过程

Step 1 热身/复习（Warm-up/Revision）1.Greetings 2.Revision

Step 2 新课呈现（Presentation）1.New words（1）travel to London,take photos,Big Ben（2）the Eiffel Tower（3）the Golden Gate Bridge（4）go to the places of interest（5）教师出示一些关于长城的图片，边向同学介绍。2.The dialogue（1）Read and answer（2）Read together and think（3）Follow the tape Step 3 趣味练习（Practice）

小小解说员；学生四人一组，任选课文中的一个风景名胜，进行介绍

1.听录音，朗读短文。

2.选择A部分任意一个景点，介绍该景点。

五、作业布置 记单词、熟读课文

六、板书设计

教学反思

Unit 9 Look at the beautiful places in the world

Period 2

一、教学目标

1.进一步巩固运用新词the Eiffel Tower,the Golden Gate Bridge,travel, the Great Wall,Big Ben,places of interest，travel to London, take pictures。

2.能听懂会说新词汇would，show, over, wonderful。

3.能用句型“I went…”“I saw...”“I enjoyed...”余人分享自己的旅游见闻；能用“I want to...”表达自己的旅游愿望。3.能运用有效的阅读策略阅读D部分短文，并完成相关习题。

二、教学重难点

重点：能用所学的词表达自己的旅游见闻，能正确运用“I want to...”表达自己的旅游愿望。

难点：能运用有效的阅读策略阅读D部分短文，并完成相关习题。

三、教学准备

单词卡片、数字挂图、数字磁带等

四、教学过程

Step 1 热身/复习（Warm-up/Revision）1.Greetings 2.Revision 3.Free talk 教师分别出示四个旅游名胜的图片，分别与四个同学谈论这几幅图片。

Step 2 新课呈现（Presentation）1.Part C 2.Part D（1）Pre-reading（2）While-reading（3）Post-reading Step 3 趣味练习（Practice）1.最佳导游 2.优秀景点评选

Step 4 趣味创作（Let’s write）作业布置 1.读D部分故事

2.选择自己喜欢的一个旅游景点，并写下几句话介绍该景点。

五、板书设计

教学反思

Unit 9 Look at the beautiful places in the world

Period 3

一、教学目标

1.进一步巩固运用新词the Eiffel Tower,the Golden Gate Bridge,travel, the Great Wall,Big Ben。

2.能用句型“This is the picture of...”“It’s in...”介绍E部分四个风景名胜。

3.能综合运用本单元的单词和重点句型介绍湖南的风景名胜。

二、教学重难点

重点：能用句型“This is the picture of...”“It’s in...”介绍E部分四个风景名胜。

难点：能综合运用本单元的单词和重点句型介绍湖南的风景名胜

三、教学准备

单词卡片、数字挂图、数字磁带等

四、教学过程

Step 1 热身/复习（Warm-up/Revision）

1.Greetings 2.Revision Step 2 新课呈现（Presentation）1.Part E（1）教师向同学们展示四幅风景名胜的图片，学生快速说出各风景名胜的介绍。

（2）学生完成E部分习题，并检查答案。2.Part F（1）初听音乐，熟悉旋律（2）细读歌词，理解含义（3）跟随歌曲视频，学唱歌曲 Step 3 趣味练习（Practice）

教师展示课前准备好的湖南著名风景名胜的图片，学生分组自选一幅图片，介绍景点。

五、作业布置 1.背诵课文A部分

8.牛津小学六年级英语教案unit 篇八

第一课时 导言课

教学内容：英语入门、Part A 教学目标：

1.引起兴趣，建立自信。初步学习良好的英语听说方法。

2.初步感知英语，学习交际用语：Hello./Hi.I’m ….What’s your name? 认识课文中的五个人物。

重点：能大声地说Hello./Hi.I’m ….What’s your name? 对学习英语感兴趣。难点：name 和I’m 中/m/ 的发音。

教学过程

一、导言

1.为什么学英语

T: Hello, boys and girls.同学们，你们好！I’m Linda.我叫林达。今天我们上第一节英语课。英语：English

T: 英语是当今世界上主要的国际通用语言之一。世界上每十个人中，就有一个人讲英语。如：英国人，美国人，加拿大人，澳大利亚人等。T: 在我们的日常用品上也经常会看到英文。（出示实物）

T: 同学们可以看看自己的文具和衣服，寻找一下你身边的英语。

2.怎样学英语

T: ―――我们发现英语就在我们周围的生活中。

T: 今天是同学们第一次上英语课，老师给大家提几点上课要求：上课的时候同学们眼睛要看着老师，看老师发音时的嘴型；耳朵要仔细倾听，听老师的发音；不要急于开口，听清楚后再模仿。

T: Now let’s try to say ‘Hello’ 让我们试着来用 ‘Hello“你好”’互相打招呼。Look at my mouth.看着我的嘴型仔细听：hello 现在跟我念 请每个同学都来读一读

T: 现在用hello跟你边上的同学打一个招呼。再跟坐在你前面和后面的同学打个招呼。

二、重点突破 1.(学I’m ….）

T: ‘Hello, I’m Linda.’ 你好，我叫林达。I’m我是。。注意看老师的口型，仔细听：I’m Linda.I’m Linda.I’m 请同学们跟我念I’m… T: 与手偶小狗对话：‘Hello, I’m Linda.’ ‘Hello, I’m Bobby.’

T: 请同学们象这样来打招呼并作自我介绍。2.(学hi）

T: 相信同学们一定说得都很好！除了用Hello打招呼，在比较随意的场合，我们还可以说Hi。请跟我一起读Hi.(T演)：Hi, I’m Linda.Hi, I’m Bobby.请同学们也象这样跟你的同桌说一说。3.(学What’s your name?）

T: 在课本里我们将遇到很多新朋友，让我们先来认识一下第一单元中的五个同学。问问他们都叫什么名字。出示Liu Tao和Yang Lin的人物头像。

师范：Hello, I’m Linda.What’s your name?假装听到了回答，点点头。Oh, I know.我知道了。(同法问杨林。)你也想知道他们的名字吗？让我们用What’s your name?来提问。T: 我们先来学这句话

请跟我念：name---your name---What’s your name? 请同学们问一问

T: 原来他叫刘涛，她叫杨林。让我们跟他们打个招呼。

T: 你还想知道这几个新朋友的名字吗？出示 Nancy, Mike, David.[PPT] 请用： What’s your name?的句式来询问。4.(学Nancy, Mike, David.）

下面我们来学习这三个英文名字。

T: Mike是男孩的名字，请跟我念：示范分解读。I---mi---mike T: David.也是男孩的名字A--David示范分解读。T: Nancy.是女孩的名字 An---nan---Nancy示范分解读.T: 同学们认识他们了吗？请跟他们打个招呼。

三、课文学习

1.T: Now listen to a short dialogue, 现在，听对话，找出谁在跟谁打招呼。[PPT] 听课文第一段，圈出相应的人物。核对答案 T: 让我们一起来跟读课文第一段。

（下面我们用同样的方法学习课文中的其它四段对话。）

2.T: 请同学们打开课本，看书上的图片，手指指着文字，模仿朗读课文。3.T: 再请大家两人一组分角色念课文。

4.请同学们表演对话：Hello, I’m … What’s your name?

四、总结

T: 今天我们学习了用英语打招呼，我们可以用Hi,或hello 打招呼。介绍自己的名字我们用―――I’m 加自己的名字。想知道对方姓名时，我们问：“What’s your name?”今后大家看到老师和同伴可别忘了用英语互相打招呼哟！

T: 最后，让我们在歌声中结束今天的英语课。Bye-bye Boys and girls.同学们，再见。

说明

学生们总是怀着好奇、兴奋的心情上头一节英语课。往往还没有听清楚老师的发音就急于开口说英语，在这节课上教给学生良好的听说英语的习惯是首要任务之一。同时，在练说的过程中给每个学生一次成功的体验将有助于他们从此建立起学习英语的自信心，一定要小心防止出现有学生因说得不好而被其他同学嘲笑。

第二课时

教学内容：复习Part A、新授Part B 中的8个动物类单词 教学目标： 复习前课所学交际用语：Hello./Hi.I’m ….What’s your name? 及课文中的五个人物。

新学8个动物类单词：a cat, a dog, a bird, a monkey，a panda, a tiger, a zebra, an elephant 对学习英语建立自信。

重点难点：8个动物类单词：a cat, a dog, a bird, a monkey，a panda, a tiger, a zebra, an elephant

教学过程

一、课文复习

1.T: Hello, I’m Linda.请同学们也来打招呼。2.〔师生戴上头饰〕 T: Hi, I’m Yang Ling.4S: Hi, Yang Ling.S1: Hello , I’m Liu Tao.(T＆3STogether:)Hello, Liu Tao.S2: Hello, I’m Nancy.(T＆3STogether:)Hello, Nancy.S3: Hello, I’m David.(T＆3STogether:)Hello, David.S4: Hello, I’m Mike.(T＆3STogether:)Hello, Mike.T: I’m Yang Ling.What’s your name?(chain drill)S1: I’m Liu Tao….What’s your name? S2: I’m Nancy….What’s your name? S3: I’m David….What’s your name? S4: I’m Mike ….T: 请以小组为单位，象这样做“What’s your name?”的问答游戏。

3.上节课我们学习了课文，让我们打开书，手指指着文字，模仿朗读课文。

二、词汇学习1.(总起)T: Now, let’s go to the zoo.今天，让我们一起去动物园看动物。

[PPT动物园里有很多动物。8个小动物逐个出现。]（文字，声音）2.(学cat)

T: Look, What’s this?（实物）a cat(分解念数遍)我们边传边念：cat(学a)

T: a：一个，一只，一张a cat： 一只猫

T: 生念：a cat 3.(学 a dog)T: Look, What’s this?（实物）a dog分解念数遍 我们再来传一传，念一念。4.(练习a cat, a dog)T: What’s this?(做猫的动作)Yes, a cat.What’s this?(做狗的动作)Yes, a dog.你们也和同桌来玩玩这个游戏。5.(学 a bird)T: What’s this?(做鸟的动作)a bird.分解念数遍 跟我做：A bird我们来演一演，念一念。6.(学 a monkey)T: What’s this?(做猴的动作)a monkey.分解念数遍 跟我做：A monkey我们再来演一演，念一念。

7.(练习a cat, a dog, a bird, a monkey)T: Look, what can you see in the picture? Yes, a cat, a bird, a monkey, a dog T: 下面让我们边欣赏动物图片，边念单词。

[ PPT: 观赏各种形态的动物（猫，鸟，猴子，狗）共8张，生念词汇] T: 刚才我们学习了四个动物类单词，你能给这些图片找到相对应的单词吗？〔PPT〕 8.(同法学 a tiger)9.(学 an elephant)

(学elephant)〔PPT〕听[大象的声音]，What’s this?（图片）分解elephant念数遍 我们来传一传，念一念。

(学an)大象这个单词很特殊，一只大象，我们不用a, 而用an，an elephant.请跟我读，跟我做（动作）T: 我们来演一演，读一读。10.(练习a tiger, an elephant)

T: 看，这副图让你联想到我们学的哪种动物？Yes, an elephant.T: 看，这副图又让你联想到我们学的哪种动物？Yes.a tiger 11(学a panda)T: 那么这张图呢？会让你想到哪种动物？

T: a panda分解念数遍(实物)我们来传一传，念一念。12(a zebra):

〔PPT〕它使你想到哪种动物？

T:

a zebra 分解念数遍(实物)我们再来传一传，念一念。13(练习a tiger, an elephant, a panda, a zebra)Let’s enjoy the animals and say.下面让我们边欣赏动物图片，边念单词。

[ PPT: 观赏各种形态的动物（老虎，大象，熊猫，斑马）共8张，生念词汇] 同学们，你们能为这些图片找到相对应的单词吗？让我们来核对一下。〔PPT〕

三、词汇巩固 T: 在动物园里我们看到了哪些动物？请同学们来说一说。2 再跟录音念一念 〔PPT〕

今天，我们学习了8个动物类单词，同学们课后可以边做动作边记单词。

说明

这是学生的第二节英语课，我们重点是学习８个动物类单词。一下子要记住这些单词不是一件容易的事，所以运用讲练结合的方法，边学边巩固。教师不要急于求成，要耐心，对学生的要求不能太高，学生忘记个别词汇是正常的事，我们在今后的课当中可以作进一步的复习巩固。（我们也可以调整第二课时的教学内容：留四个词汇到下一教时学习，将下课时中的学唱歌曲提到本节课先学习。）

第三课时

教学内容：复习Part A、B，教学 Part C、Part D 教学目标: 1 复习课文

2动物类单词的综合操练对学习英语感兴趣，有信心。

教学过程

一、复习课文 T: Hello, boys and girls.同学们，你们好！Now, let’s review the text.现在让我们来复习课文。

T: 下面请打开书，跟录音朗读课文，注意：用手指着文字，一句句跟读。2

(Part C)〔PPT〕

T: 看这张图，图中有谁？(David, Yang Ling)是的。David 正和Yang Ling打招呼，并询问对方的姓名。T: 生演

S1: Hello, I’m David.What’s your name ?

S2: I’m Yang Ling.T: 请同学们打开书，翻到第9页，我们也来像这样跟同桌对话。小组活动 你们说对了吗？我们一起来读一下。

二、词汇操练 T: 上节课我们学习了8个小动物，Let’s chant and act.我们来唱儿歌并表演

T: 〔范唱〕A bird, a bird, I’m a bird.Hello.我们可以将a bird替换成其它动物来唱 2 T: Listen and circle.课文D部分1: 圈出你所听到的单词。核对 T: Let’s play a new game.我们再来做个新游戏。What’s missing.什么动物不见了？ [课文D部分图片隐去部分动物].4T: 还有另外一个游戏：Act and guess.课文D2

在做这个游戏之前，我们先来学两个要用到的单词：yes, 对no 不对 生示范

T: 下面请同学们4人一组来玩这个游戏。

三、唱歌拓展 T: Now let’s learn to sing.最后，让我们学一首歌曲：Hello.先听一遍。刚才那个小女孩的名字叫―――Helen.分解念数遍，Helen 在跟我们打招呼，让我们也来跟Helen打招呼：―――Hello, Helen.请同学跟着录音唱一遍。接着，Nancy 和Mike也来了，他们是怎么唱的？请大家跟着老师一起唱。4 下面请同学们换成自己的名字来唱一唱！5 T:动物们也来跟大家打招呼了。师范

I’m a dog, hello, hello.I’m a cat hello, hello.I’m a bird, hello, hello.I’m a panda, hello, hello.I’m a tiger, hello, hello.I’m a bird, hello, hello.I’m a zebra, hello, hello.I’m an elephant, hello, hello.I’m an elephant, hello, hello.T: 大家一起来唱唱跳跳吧！

四、结束语

同学们，这个单元中，我们学习了用英语打招呼和８个动物类单词。今后我们要坚持每天读一读英语，记一记单词，相信同学们一定会把英语学好的。同学们，再见。Bye!说明

9.牛津小学六年级英语教案unit 篇九

- To introduce vocabulary used in British English and American English

- To distinguish between British and American usage

- To sort out vocabulary

Vocabulary

British English American English

1. American football

2. autumn

3. break

4. corridor

5. dustbin

6. lift

7. film

8. football

9. ground floor

10. Maths

11. rubber

12. secondary school 1. football

2. fall

3. recess

4. hall

5. garbage can

6. elevator

7. movie

8. soccer

9. first floor

10. Math

11. eraser

12. high school

Pre-task activities 1. Have my students read the words after the teacher. Pay attention to the pronunciation and the spelling of words.

During-task activities 2. Check the answers in pairs, then in class.

British English American English

13. American football

14. autumn

15. break

16. corridor

17. dustbin

18. lift

19. film

20. football

21. ground floor

22. Maths

23. rubber

24. secondary school 13. football

14. fall

15. recess

16. hall

17. garbage can

18. elevator

19. movie

20. soccer

21. first floor

22. Math

23. eraser

24. high school

3. Practice.

1) Say the words after the teacher.

2) Practice in pairs.

3) Make sure my students are able to use the words.

4. Have my students do Part B, on Page 19.

Check the answers in class.

Practice reading the words.

Post-task activities

Unit 2 School lives (Pp. 20 – 22) Reading

Objectives:

- To guess general meanings from pictures and keywords.

- To understand feelings and opinions.

- To identify specific information about school life.

Language focus:

1. life in a British school (l. 1)

life in an American school (l. 16)

2. in Year 8 (l. 3)

in 9th grade (l. 18)

3. a mixed school (l. 4)

4. have lessons together (l. 4-5)

5. my favourite subject (l. 5)

6. how to do things for myself (l. 6-7)

how to cook healthy and tasty meals

7. have a reading week (l. 9)

8. bring in books and magazines from home (l. 11)

9. the end of each class (l. 12 - 13)

10. talk to our friends about our books (l. 13)

11. our friends’ books (l. 15)

12. as well (l. 15)

13. in Denver (l. 19)

14. have driving lessons (l. 20)

have a driving lesson

15. every day 16. twice a week (l. 23)

17. play softball (l. 23)

18. spend a lot of time practicing (l. 24)

19. go to a ‘buddy club’ (l. 24-25)

20. at the buddy club (l. 25)

21. older students (l. 25)

22. enjoy this a lot (l. 26)

23. a senior in 12th grade (l. 27)

24. help me learn (l. 27)

25. help me with my homework (l. 28-29)

26. listen to my problems (l. 28)

27. my hero (l. 28)

my heroes

28. during lunchtime (l. 29)

29. meet my friends (l. 29)

30. have a great time (l. 29)

31. talk to each other (l. 29-30)

32. go to shopping malls (l. 30)

33. after class (l. 30)

Pre-task activities Brainstorming and Free discussion:

What do you like in our school?

What makes you unhappy?

Which is your favourite subject?

What subjects do you study at school?

What subjects do you want to study at school?

Do you want to study in Britain?

Do you want to study in America?

Why?

During-task activities 1. Fast reading

Read the articles on Page 20 as quickly as possible. Fill in the blanks below.

Name John Nancy

School Woodland School Rocky Mountain High School

Grade 8 9

In class

(Subject) Home Economics Driving lessons

After class

(activities) A reading week Play softball; go to a ‘buddy club’

2. Detailed study of the articles and word guessing

Life in a British School

1) About a mixed school

What kind of school is Woodland School? (A mixed school.)

Who studies in a mixed school? (Boys and girls. They have lessons together.)

There are some schools for girls only. Is our school a mixed school or not? (Yes, it is.)

2) About Home Economics

Home Economics is John’s favourite subject. It is one of the subjects in Woodland School.

What can students learn in this subject? (How to cook healthy and tasty meals. ‘Tasty meals’ means meals with a pleasant taste.)

Exercise 1

Hi everybody

My name is John. I am in Year 8 at Woodland School near London. It is a mixed school. Boys and girls have lessons together. My favourite subject is Home Economics. I like learning how to cook and sew. I did not know how to do things for myself before I came to this school. Now, I know how to cook healthy and tasty meals.

3) About the reading week

Suppose you are John. Answer my questions:

- How often do the students in Woodland School have the reading week? (Every year. = once a year.)

- Can the students read all the books from the school library? (Yes, they can.)

- What can you bring in (the library) from home? (Books and magazines.)

- What must you do if you want to read books and magazines from home? (Tell our English teacher what we are reading. ‘have to’ = ‘must’)

- Who can you talk to about your books near the end of each class? (Our friends.)

- Do you like the reading week? Do you think it is too long? Why not? (We want to read all our friends’ books as well. ‘as well’ = ‘too’)

Exercise 2

Our school has a reading week every year. My classmates and I (我和我的同学们) love it. We can read any books from the school library. We can even bring in (把……带来) books and magazines from home but we have to (必须) tell our English teacher what we are reading. Near the end of (在……的结尾) each class we can talk to our friends about (对……谈论关于……) our books. The reading week is always too short because we want to read all our friends’ books as well (也).

Life in an American School

1) About driving age in the USA

- Students at 17 years old are in 12th grade in the USA.

- Students in 11th grade can have driving lessons.

Exercise 3

Hi guys,

I’m Nancy and I’m 14 years old. I’m in 9th grade (在九年级) at Rocky Mountain High School in Denver. My brother’s name is Jim. He is 17 years old. He had driving lessons (驾驶课) in school last year. Now, he drives me to school (开车送我上学) every day. This is great because it’s faster than (比……快) taking the bus.

2) About softball

- When do you play softball?

- How often do you play softball?

3) About the ‘buddy club’

3.

1) Home Economics

2) Tasty

3) As well

4) Softball

5) Buddy

4. Detailed study of the text

5.

Post-task activities

Unit 2 Making comparisons (Pp. 26 – 27) Grammar

Objectives:

- To compare two things using ‘like’ and ‘alike’

- To make comparisons using ‘the same as’ and ‘different from’

Language focus:

Structures:

- Amy’s sweater is like Millie’s sweater.

- (Amy’s shoes are like Millie’s shoes.)

- Amy’s sweater and Millie’s sweater are alike.

- My uniform is the same as Simon’s uniform.

- My uniform is different from Simon’s uniform.

Vocabulary:

Words about Stationery: ruler, paper, pencil, rubber, notebook

timetable

Pre-task activities 1. What are they wearing?

Look at the picture on page 26.

- How many students are there in the picture? (Four.)

- What are they wearing?

(Daniel is wearing a yellow jacket and a scarf.)

(Simon is wearing sports clothes.)

(Amy is wearing a red sweater.)

(Millie is wearing a red sweater, too.)

- Amy’s sweater is like Millie’s sweater.

- Amy’s sweater and Millie’s sweater are alike.

Have my students read the sample sentences and remember them.

During-task activities 2. Things that are similar

1) Have my students do Part C1.

2) Check the answers in pairs.

3) Ask my students to read the sentences aloud and check the answers in class.

3. What stationery do you have?

Have my students list the stationeries they have now. Teach the words ‘notebook’ and ‘paper clips’.

Post-task activities 4. Things in your school bags.

- My pen is like yours.

- Our notebooks are alike.

Pre-task activities 5. What are they wearing?

Look at the pictures on page 27. What are the boys wearing? (They’re wearing school uniforms.)

- Daniel’s uniform is the same as Simon’s (uniform).

- Daniel’s uniform is different from John’s (uniform).

It’s better to use what my students are wearing as the presentation.

During-task activities 6. Same or different?

1) Have my students do Part D1.

2) Check the answers in pairs.

3) Ask my students to read the sentences aloud and check the answers in class.

4) Then, go through Part D2 the same way.

Post-task activities Exercises on the Workbook:

How are their daily lives? (Pp. 26 – 27)

Unit 6 An accident report (Pp. 100– 101) Integrated skills

Language focus:

Vocabulary:

1) New words:

2) Numbers in English

Structure: more … than; fewer … than; less … than

1) There are more students in Rocky Mountain High School than in Woodland School.

2) There are fewer students in Rocky Mountain High School than in Beijing Sunshine Secondary School.

3) Rocky Mountain High School has more students than Woodland School.

4) Rocky Mountain High School has fewer students than Woodland School.

5) Chinese students have more weeks off in the summertime than British Students.

6) British students spend less time doing their homework than Chinese students.

Pre-task activities 1. John’s school, Nancy’s school and your school

1) Which school is John in? (Woodland School, Britain.)

2) Which school is Nancy in? (Rocky Mountain High School, the USA.)

3) Which school are you in? (Nanjing No. 13 Middle School.)

4) Which class are you in?

5) How many students are there in your class?

6) How many boys are there? How many girls are there?

(There are more / fewer boys than girls in my class.)

7) How many students are there in your grade?

8) How many students are there in your school? How many teachers?

9) How many students / teachers are there in Woodland School / Rocky Mountain High School?

During-task activities 2. Numbers of students, teachers and classrooms; length of summer holiday

A. Read the chart on Page 28.

1) How many students are there in Woodland School? (550.)

2) How many classrooms are there in Beijing Sunshine Secondary School? (45.)

3) How many classrooms are there in Rocky Mountain High School? (35.)

4) How long do the Beijing Sunshine Secondary School students have their summer holiday? (7 weeks.)

‘long’ & ‘length’

B. Listen to the conversation between Sandy and Daniel. Complete the table of Part A1, on Page 28.

- There are 550 students in Woodland School.

- The students in Beijing Sunshine Secondary School have 7 weeks off in the summertime.

D. Structures

1) There are more students in Rocky Mountain High School than in Woodland School.

2) There are fewer students in Rocky Mountain High School than in Beijing Sunshine Secondary School.

3) Rocky Mountain High School has more students than Woodland School.

4) Rocky Mountain High School has fewer students than Woodland School.

5) Chinese students have more weeks off in the summertime than British Students.

6) British students spend less time doing their homework than Chinese students.

E. Comparing Schools, Part A2, Page 28.

F. Comparing Schools, Part A3, Page 29.

Unit 2 Talking about different schools (P. 29) Speak up

Objectives:

- To develop fluency in asking and answering questions about school.

- To develop interactive skills by responding appropriately.

- To transfer a model conversation to a personal situation.

Language focus:

Vocabulary: kilometre

Structures:

1) How far do you live from your school?

How far is it from your home to school?

2) Do you walk to school?

Do you go to school on foot?

3) I usually take the school bus.

I usually go to school by bus.

4) What if it rains or snows?

What are you going to do / do you do if it rains or snows?

5) It doesn’t snow / rain, etc.

6) I don’t mind the rain.

Pre-task activities Mini-task I: How do you go to school?

- How do you go to school every day?

- How long does it take?

1) T – S

2) S – S

During-task activities Mini-task II: How do they go to school?

1. Listening task

- Daniel goes to school by bus.

- John walks to school

2. Reading aloud

Read after the tape twice.

3. Language studies

7) How far do you live from your school?

How far is it from your home to school?

8) Do you walk to school?

Do you go to school on foot?

9) I usually take the school bus.

I usually go to school by bus.

10) What if it rains or snows?

What are you going to do / do you do if it rains or snows?

11) It doesn’t snow / rain, etc.

12) I don’t mind the rain.

4. Role-play

Post-task activities Additional exercises on language points:

I. Fill in the blanks

Nancy: How far do you live from your school?

John: About two kilometres.

Nancy: Do you go to school on foot?

John: Yes, I walk to school every day. I like walking. And you?

Nancy: I usually ride my bicycle to school. (I usually go to school by bike.)

It’s fun (funny).

John: What if your bicycle doesn’t work?

Nancy: I don’t mind. I can take a bus then.

(I can go to school by bus then.)

II. Translation

1) The air pollution in Sunshine Town is less than that (the air pollution) in other areas of Beijing.

There is less air pollution in Sunshine Town than in other areas of Beijing.

2) British students spend less time (in) doing their homework than Chinese students (do).

3) How far is your home from your school? About 10 kilometres.

How far do you live from your school?

About 10 kilometres.

4) I don’t mind if it will rain tomorrow.

Unit 2 My ideal school (Pp. 31 – 32) Main task

Objectives:

- To complete a questionnaire with personal information.

- To select specific information for an ideal school week including the choice of favourite activities.

- To generate and organize ideas about an ideal school and write an article about it for website audience.

Language focus:

Vocabulary: finish, tick, baseball, table tennis, tennis, chess, drama, support, ideal, pop, tennis court

Phrases:

1. get up late

2. my ideal school

3. start at 9 a.m.

4. finish at 3 p.m.

5. have lots of time for after-school activities

6. have an hour for lunch

7. a big dining hall

8. eat lunch and chat

9. listen to pop music

10. in the hall

11. eat fruite and vegetables

12. every day

13. have Maths

14. love computers

15. have Computer Studies

16. before lunch 17. wear school uniforms

18. wear ties

19. be quite small

20. in each class

21. have a park

22. on one side

23. the other

24. have a big library with lots of useful books

25. have a tennis court and a swimming pool

26. lots of clubs

27. after-school activities

28. have half an hour of homework

29. at weekends

30. go on a school trip to a museum or a theatre

Pre-task activities Mini-task I: Your ideal school

1) When does your school start / finish? When do you get up?

2) How much time do you have for lunch? What do you do after lunch?

3) What subjects do you have every day? How many students are there in your class? Do you have to wear uniforms and ties?

4) Where is your school? What is around your school? What is your favourite place in your school?

5) What do you do after class? Every month? Every year?

During-task activities Mini-task II: Daniel’s ideal school

1) Introduction: starting and finishing time of school

2) Lunchtime: length, location, food

3) Subjects, school uniform and size of classes

4) Environment and facilities

5) Clubs and activities

Post-task activities Where do you want to go on with your studies after your leave No. 13 Middle School in ?

Unit 2 Showing surprise (P. 30) Pronunciation

Objectives

To recognize and use intonation patterns

To recognize and use falling voice to indicate the end of a statement

To recognize and use rising voice to show surprise

Language focus

Vocabulary

1. monkey n.

- Joe wants to get a pet monkey.

2. news n.

- Did you hear the news?

Tense

1. Laura hurt her leg on Monday.

2. She won’t be able to play basketball for three months.

3. Look out the window. It’s snowing!

4. Mr. Wu is going to be on TV tonight.

5. Joe wants to get a pet monkey.

6. You just ate four hamburgers.

7. We’ll have cakes for dinner tonight.

8. Did you hear the news? Liu Mei is going to move to Canada.

I don’t believe it.

During-task activities Mini-task I: Poor Laura

A. Amy and Sandy are talking about their classmate Laura. Try to fill in the blanks below.

Amy: Laura hurt her leg on Monday.

Sandy: Oh, really!

Amy: She has to stay in hospital for a month.

Sandy: A month!

Amy: Yes. She won’t be (be) able to play basketball for three months.

Sandy: Three months!

B. Amy and Sandy are talking about their classmate Laura. Listen to their conversation and fill in the blanks.

C. Listen to the conversation. Pay attention to the intonation patterns. Read after the tape.

D. Role-play

Mini-task II: Intonation

A. Read the sentences and fill in the blanks.

1) Look out the window. It is snowing (snow)!

2) Mr. Wu is going to be (be) on TV tonight.

3) Joe wants (want) to get (get) a pet monkey.

4) I’m hungry.

Hungry? You just ate (eat) four hamburgers.

5) We will have (have) cakes for dinner tonight.

6) Did you hear (hear) the news? Liu Mei is going to move (move) to Canada.

B. Read the sentences and put an arrow at the end of each sentence.

C. Listen to the tape and check the answers.