[牛津中小学英语网]6A U5signs第一课时教案

2024-04-16

[牛津中小学英语网]6A U5signs第一课时教案（共9篇）

篇1：[牛津中小学英语网]6A U5signs第一课时教案

江苏译林6下 The lion and the mouse

Story time Teaching plan 一.Teaching contents 江苏译林6下 the story time of ‘The lion and the mouse’.二．Teaching aims.a.Aims of knowledge

1.At the end of the class, the students will be able to master the words ‘large, strong, sharp, and weak’ and describe it with their favorite animals.2.At the end of the class, the students will be able to get a basic understanding of ‘verbs+ adverbs’ and through the reading, they can get a basic feeling of it.b.Aims of abilities

1.At the end of the class, the students will be able to read the story fluently and act it through group learning and self learning.2.At the end of the class, the students will be able to solve the problems through group work and pair works like ‘What happened at the end of the story?’

c.Aims of emotions

1.At the end of the class, the students will be able to get the hang of the implication of this story.三．Teaching focus and difficulties

1.At the end of the class, the students will be able to solve the problems through group work and pair works like ‘What happened at the end of the story?’

2.At the end of the class, the students will be able to get the hang of the implication of this story.四．Teaching aids PPT, some pictures about these two animals, prizes for the children.五．Teaching procedure

1.Free talk

T: Good morning, boys and girls, I’m your new English teacher;today we’re going to learn a very interesting story about two animals.They’re

S: The lion and the mouse.T: I like lions, because they’re the king of the forest, they have a strong body, too.So what animals do you like?

S: I like dogs.T: Why?

S: Because they’re cute and lovely.T: What about you?

S2: I like…..Because they’re…… 2.Presentation

1.T: Now I know your favorite animals, let’s talk about today’s animals, lions.S: The lion is large and strong(teach large and strong.)

S2: The lion has sharp teeth.(Teach sharp)T: So at the beginning of the story, there was a lion in the forest,(lead the students to read)he was large and strong.T: What about the mouse? S: The mouse is small.S2: the mouse is afraid of the lion.S3: The mouse is weak.(Teach weak)S4: The mouse also has sharp teeth.2.T: Yes, one day, they met in the forest, how did they meet? Please read part2.S: One day, the mouse walked by and woke the lion up.T: How was the lion?

S: The lion was angry and wanted to eat the lion.T: Yes, let’s read it together.(PPT presents the Chinese meaning of walked…by and woke…up)

T: Here woke is the past form of wake, wake…up.T: We know the lion was angry, look at this picture and was the lion angry?

S: No.S: The lion laughed.T: Yes, the lion laughed loudly, why? Please read part 2 and choose.S: Because the mouse said:” Please don’t eat me, I can help you some day.” But the lion thought it was funny.T: Did you think it was funny?

S: Yes.I thought it was funny.T: Why?

S: Because the mouse was so small and weak, I don’t think he can help the lion.3.T: Yeah, maybe he can or may be not, next let’s read in pairs.T: Did the mouse laugh loudly?

S: No, he said quietly(指导学生朗读quietly)

T: If I was the lion, who can be the mouse?(示范和指导朗读)

T: Now you try.4.T: So at last, did the lion eat the mouse?

S: No, he didn’t, he let the mouse go.T: Yes.The next day, two men caught him with a large net.(PPT presents the net)5.T: Guess what happened next?(PPT presents the three choices)

S: I think C is right.S2: I think maybe A is right.(teach bit, bit is the past form of bite)

T: So let’s open the envelop and read part 3 and tell me which one is right.S: We should choose ‘C’.Someone helped the lion.T: Here someone means…

S: The mouse.T: How did he help? Please read part4.S: The mouse made a big hole in the net with his teeth.(PPT presents the hole)6.T: And the lion(引导学生说出)got out.We know the lion has sharp teeth, so why can’t he make a hole by himself? Please discuss this in groups.S: I think the lion is too large so he can’t make a hole.S2: I think …….7.T: I think you did a good job here, now guess what happened at last? Please discuss in groups and write it on the paper.S: I think the lion and the mouse became friends.I think one day the mouse got caught, the lion helped him.……

8.T: Very good imagination, boys and girls, maybe the lion and the mouse lived happily in the forest, now let’s listen and repeat.3.Consolidation 9.T: Next, it’s the show time;three people get into groups, please pay attention to your pronunciation and intonation.(Showtime)10.T: Well done, boys and girls, last question, what do you learn from this story? S: I think A is right.S2: I think B is right.T: Well, boys and girls, I think ‘A and B’ are good choices, but if there is only one choice, the best choice is C, let’s read C together.The lion and the mouse became friends;let’s see some pictures of animals, did they become friends, too?(PPT presents the pictures).11.T: Thank you, boys and girls, let’s help each other from today.See you!六．Homework 1.Read the story fluently.2.Try to retell the story by yourself.3.Share this story with more people.七．Blackboard Design

Unit1 The lion and the mouse

Dec.11

large, strong, sharp

small, weak, sharp

The lion(picture)

laugh at

The mouse(picture)

two men caught the lion

made a hole

became friends

八．Reflection after class

篇2：[牛津中小学英语网]6A U5signs第一课时教案

1.Ss can listen, read, say and understand the new words and short phrases: wet floor, No littering, No eating or drinking , a restaurant ,No smoking, shopping centre, smell ,careful 2.Ss can listen, read, say and understand the sentence patterns: What does this mean? And answer with “It means …”

3.Ss can understand the text and try to retell it 4.Ss can understand the signs in our daily life and know the importance of signs Teaching important points 1.Ss can listen, read, say and understand the new words and short phrases: wet floor, No littering, No eating or drinking , a restaurant ,No smoking, shopping centre, smell ,careful 2.Ss can listen, read, say and understand the sentence patterns: What does this mean? And answer with “It means …” Teaching difficult points

1.Ss can understand the signs and know how to use them in the daily life 2.Ss can use English to complete the classroom tasks Teaching aids Pictures, cards, PPT Teaching course：

Step1： Warming up 1.Greeting 2.Play a game T: OK.First, let’s play an interesting guessing game.(Rules:在这个游戏中，请你仔细看老师的动作，猜一猜这些动作分别代表什么意思。回答老师提出的问题： What does this mean?(PPT 2 显示操练句型)(指屏幕，重复，慢)请大声跟我读——如果你猜出来了，就可以回答：It means …(指屏幕，重复，慢)请大声跟我读——)Now let’s have a try！T: Now watch me carefully.Twenty years ago my hair was …, now my hair was…

What does this mean? S: Short , long Twelve years ago , I used a … at home to call people(telephone)Thirty years age , I couldn’t…(run)T: Yes!It means ‘swim”.And what about this one?(做跑步状)What does this mean? T: Clever!It means ‘Im running’ T:(做停止手势)What does this mean? S: It means ’Stop”.T:(竖起大拇指)What does this mean? S: It means ’Great”.再次领读句型：What does this mean? 和It means … 3.Enjoy the song T: What can you see in the park? S: I can see…

T:(Point to the signs on the picture.)What are they ? They are public signs.领读signs.引出课题：Today we’ll learn Unit5 并教授单词：No litterting 操练句型：①What does it mean? It means “No littering” It means we can’t litter here.② What does it mean? It means we can’t walk on the grass.（这只要顺便带一下就可以）T: we can see the signs in the park.Where can we see the public signs,too? S1:In the hospital.S2: In the library.S3: In the shopping center，In the park… T: All right.Thank you.Step2: Story time 1.Pre-reading T: Today , Mike ,Helen and Tim also see some public signs.Where do they see the signs ? Watch the flash and choose the pictures.给出几幅不同地方的图片如：医院，公园，购物中心，书店。水果店，果汁店，饭馆等。

①Watch the flash ②Choose the pictures 教单词：a shopping centre.restaurant ③Read the book quickly ,and order the places.让学生快速粗略的浏览一下文本，将四个地点排序 2.While-reading ① in the shopping centre a.教师出示课文第一幅图。

T: Look , They are at a shopping centre.What sign can you see in the shopping centre? 教单词：wet floor let –wet door –floor wet floor 教句型What does this sign mean ? It means the floor is wet.b.listen to the tape and fill in the blank.Be _____ ,Tim Can you see that _____? What ____ it _____? It ______ the floor is _____.教单词：careful c.Work in pairs ② in the juice shop a.出示课文第二幅图 T: where are they now ? S: In the juice shop.T: can you look at the picture and make a dialogue by yourself ? 让学生就图面自己先编对话。因为Litter在进入课文前已经学过了。b.Make a dialogue（看图同桌自编对话）。c.Read after the tape.(出示对话内容听录音跟读)③ in the bookshop a.出示第三幅图

T: After they buying juice ,they see a bookshop next to it.Helen wants to go in.教短语：go in 意为“进去”。

b.Read the dialogue and answer the question.T: But can Helen go in ? Why ? read the third paragraph by yourself and answer me.让学生自读寻找答案。S: No.she can’t.T: which sentence tells us the answer.让学生找出答案出处的原句。S: You can’t take your juice into the shop，Helen.当学生说出句子后，教短语：take …into… T: Why？

S: There’s a sign.It means you can’t eat or drink here.T: Yes.The sign here means “No eating or drinking ”.It means you can’t eat or drink here.教单词: No eating or drinking c.Read the dialogue after the tape.④ in the restaurant a.出示第四幅图

T：Now, they are eating some noodles in a restaurant.What happens in the restaurant ? 在餐馆发生了什么呢？look at the picture ,can you guess? 让学生看图片自己先猜测发生了什么？ S: …

如果学生能说出单词，就顺便教单词: smoke , smoking , No smoking 如果学生没说出来，那就在听录音的时候再揭示答案。T: Are you right ? Let’s look.（出示对话内容）

b.Read the dialogue after the tape.在听的过程中教新单词：smell c.Fill in the blank and work in pair Is someone ______? I can _____ it.Please don’t ______ here.Can you see that ______? It means you can’t ______ here.OK._______!把部分词抠掉，让学生对话，主要是为了注意这里面smoke的形式变化。3.After-reading a.Read the story together.b.retell the story c.Read and choose(完成书后P50的练习)d.如果有时间可以让学生续编故事，接下来他们会去哪里呢？又会看到哪些标志呢？自由创编。作业设计：

1.听读课文，并尽量会背。2.跟同桌或者好朋友续编故事。板书设计：

Unit5 Signs Where signs mean a shopping centre wet floor ….a juice shop No littering can’t litter a book shop No eating or drinking a restaurant No smoking

篇3：[牛津中小学英语网]6A U5signs第一课时教案

【案例描述】

[片段一]

教师: (故意从口袋中滑落一枚硬币) Do you have your pocket money?识

学生:Yes. (学生异口同声地回答)

教师:How to use your pocket money?

学生1: (踊跃地给出不同答案) I use it to buy some books. (buy toys, buy stationary.)

…

教师: (引导学生) If I have some money, I’ll help others.

(呈现一些汶川和芦山地震的图片)

学生: (能力较高的学生运用7A的知识回答)

S1:I can use it to help people in poor areas.…

Activity One

教师:How many students use their pocket money to help others?Work in groups.

(邀请了三个小组展示了结果)

教师引出课题“A charity show”, 讲解charity, 并让学生举例。

学生: (争先恐后地回答) Project Hope.…

教师:Do you know other charities in China?

(出示课件:慈善机构的名称, 理解其中文意思。)

反思:

1. 本课实际上是英语课与思想品德课的整合。学生在讲出了很多的慈善活动的同时也增加了关爱他人的意识。

2.教师让学生分组讨论时, 培养了学生积极参加慈善活动关爱他人的意识。并能以主人翁的身份, 提出种种更有意义的途径。

[片段二]

教师: (图片) Here are six pictures.What are they doing?

学生: (对于第一幅很熟悉的图, 学生很踊跃地回答) They are chatting on the sofa. (后几幅图片, 鼓励并提示学生完成。)

教师一一询问用哪幅图上的方式可以募集到钱, 提醒这几句为提建议的句型:Organizing a charity show is the best way to raise money.What would you like to be in the charity if we organize a charity show?

教师: (Hobo陶醉地手握microphone) What is he going to be?

学生眼前一亮, 兴趣倍增。有准备的学生会高兴地说出“Tobe the host.”。

教师最后设计两个活动, 谈论慈善和募集活动。

反思:

1.教师因势利导, 自然恰当的德育渗透, 起到一箭双雕的作用, 使活动达到了高潮。

2. 教师不是在“教教材”, 而是在“用教材教”。从学生熟悉的知识入手, 创建一个个与学生生活密切相关的问题情境, 让学生带着问题思考, 真正体现了在发展语言能力的同时, 发展思维能力, 激发想象力和创造力。

【体会与思考】

(一) “兴趣是成才的起点, 是最好的老师。”新颖奇特的东西最能激起学生的兴奋和愉悦, 引起他们定向探究的兴趣。英语教法上的不断更新变化, 在于缩短英语教学内容与师生间的距离, 体验到由于认识了未知的东西而感到高兴和满足, 使学生对教学内容始终保持浓厚的兴趣。巧妙地设计语境, 引导和帮助学生进行主动的、富有个性的学习, 从尊重学生的个人感受和独特见解出发, 整堂课的学习不仅仅有认知, 还扩展到情感、文化素养等领域。

(二) 本节课重视学生的语言输入与输出, 让学生在语言实践中丰富语言的积累, 培养语感, 发展语感。让学生在师生互动的过程中进行语言学习。学生的“动”不是无序的, 而是在教师的引导下, 让学生带着自己的经验、情感参与其中, 营造了一种平等、和谐、快乐的学习氛围。

(三) 从课堂情况看, 学生的参与意识强, 学生发言积极, 气氛活跃。充分发挥自己的特长, 以其良好的语言素养, 引导学生多方位地、认真地使用语言, 不断揣摩, 使学生从中感悟, 得到熏陶, 形成语感。

参考文献

篇4：[牛津中小学英语网]6A U5signs第一课时教案

一、教材分析

本单元围绕“询问时间”这一功能项目，按照时间顺序创设了一个个真实自然的场景，并由此展开了1～12的教学。要求学生比较熟悉地掌握时刻表达法What’sthe time?It’s…o’clock，以及数词1～12外，还出现了常用句型Shall we…?It’s time to…，再加上Let’s…。的复现，知识点较多，任务较重。在教学中，利用情景帮助学生整体理解课文，重点放在培养学生实际运用语言的能力上。

二、学情分析

小学生的模仿能力和记忆力强，爱玩、爱唱、爱游戏、爱活动，他们学习英语的基本形式是模仿，这就要求教师要选择合适的方法，让学生易于接受。我所在的小学三年级的学生学习英语的兴趣浓厚。虽然学生对英语已经有了一定的接触，但接触的时间还不是很长。学生之间的英语水平还是有一定的差异的。如何保持这部分学生学习英语的兴趣，使他们不因学习内容的简单而感到索然无味，同时又不使接受能力较弱的孩子掉队，是我必须思考和解决的问题。

三、教法和学法

根据本节课的课型特点及语言特色，在教学方法的总体构思上，我采用情景教学法、游戏法等教学手段，激发学生学习英语的兴趣，突出重点，突破难点。在学习过程中，学生们通过听、说、演和做等手段，巩固所学内容，完成知识技能目标。在活动过程中，我面向全体学生，尊重个体差异，采取小组竞赛、教师示范和小组合作的方式，调动学生的积极主动性，使每个学生都能在原有的基础上有所发展。

四、教学目标

1知识目标

(1)能正确地听、说、读、写数词one，two及three。

(2)能听懂、会说数词1～12。

(3)能听懂、会说日常交际用语：

What’s the time?It’s…o’clock，

Let’s…

It’s time to…

2能力目标

通过创设的实际情景，综合运用所学语言进行交流，培养学生在实际生活中综合运用语言的能力和对语言的应变能力。

3情感目标

通过情景的创设，使学生培养浓厚的英语学习兴趣。

五、教学重点、难点

1能正确地听、说、读、写数词one，two及three。

2能听懂、会说数词1～12。

3能听懂、会说日常交际用语：

What’s the time?It’s…o’clock，

Let’s…

It’s time to

六、教具使用

教师：钟、卡片、收音机(磁带)、球

学生：自制钟

七、教学设计

英语课程的学习，既是学生通过英语学习和实践活动逐步掌握语言知识、语言技能，提高语言实际运用能力的过程，又是学生陶冶情操、拓展视野、发展个性，形成有效的英语学习策略的过程。所以我采用了听、说、演、做等一系列的教学活动形式，具体设计为以下几个环节：

1热身准备，养成习惯

师生之间相互问答：What’s this in English?Who’she/she?…这既是对旧知识的巩固复习，又能培养学生用英语交流的习惯。

2创设情景，自然导入

T：He has a circle face，He has three hands，He hasn0 mouth and eyes，But he can walk，Can you guess?

S：It’s a clock，

T：Look，this is a clock，A beautiful clock!

…自然引出时间的表达方法。

通过游戏既活跃了课堂气氛，使学生迅速进入英语学习状态，又为后一阶段的学习做好了准备。

3编创歌谣，巩固新知

本课所学的词组及重点句型，通过节奏轻快，容易上口的歌谣进行巧妙转换，巩固所学的新知识。

4趣味操练，灵活运用

通过小组活动等多种操练形式，使学生即学即用。给学生充分展现自己的机会，同日j树立他们学习英语的自信心。

八、作业布置

课后让学生继续互相合作，进一步编练对话，能记住并在下堂英语课上进行表演。这样就给学生互相学习、互相交流的机会，又能给接受能力弱的孩子一个继续学习的机会，使他们在同伴的帮助下更好地掌握所学内容，增强学习英语的自信心。

九、板书设计

Unit 4 Time小组竞赛

What’s the time，please?

It’s…(o’clock)，

It’s time to…

Let’s…

篇5：[牛津中小学英语网]6A U5signs第一课时教案

一、教学内容： A部分Listen ,read and say.二、教学目标：

初步掌握理解句型，并能在交际中口头运用比较级句型

掌握四会单词tall,taller ,old ,older,young.younger.3

能听懂会说句型Are you as tall as your ……?Su Yang’s twenty minutes than me ,Who is

younger, you or Su Yang ? 4

学会描述某人，高矮胖瘦等，形成一定比较感念。

三、教学重、难点

能正确理解、掌握四会单词并能听懂会说句型Are you as tall as your ……,Su Yang’s twenty

minutes taller than me ,Who is younger, you or Su Yang ?。

四、课前准备：

准备录音机和本课A部分的磁带。2

准备A部分的图片。

五、教学过程：step1

warming-up

Free talk ：

Good morning，nice to see you again.Ss:

Nice to see you, too.T:

How old are you ? Ss:

I’m 12 years old.T:

How old is he? Ss: He’s 11 years old.step 2

Presentation and drill新授和操练

教师通过刚才的师生问答引出句型I’m older than … 2

教师板书old和older进行教学同时让学生理解。

教师继续指刚才比较年龄的2个学生说：Who is younger，xxx or xxx ？

同样的方法引出 young和younger的学习。

仍然就刚才创设情景的2个学生，T：Are you as tall as him？ T：I am taller than him。You are taller than him，too.引出tall和taller的学习。

教师板书句型并领读。

step 3

Practice and consolidation

让学生听录音，引出词组the only child 的学习。

听完整篇课文录音理解大意，回答以下几个问题（1）Who is Ben’s cousin？（2）Is SuHai taller than Su Yang？

（3）Who is younger ？SuHai or SuYang？（4）Does Jack has a brother or sister？

（5）

Does Jack younger than Jimmy？

让学生模仿跟读录音，自由朗读课文，并填写九页练习。

学生小组活动，每人接龙说一个比较级的句子，I’m older than you(him,her).I’m taller than

you.I’m younger than you。

在此基础上小组讨论巨型：Who is younger(,taller ,older),…

or…？ 6 举例比长短高矮大小黄河与长江

语文书与美术书长颈鹿与猴子等

step 4

布置作业：

听本课A部分的录音，要求学生跟读、读熟，并能够和同学比身高和年龄。调查班级同学的年龄和身高，观察周围事物比一比。板书设计

Unit 1 Who is younger ?

I’m older than you.Who is younger，you or SuYang ?

SuYang is twenty minutes younger than me.Who is taller ？

I’m taller than you.You are taller than him.Are you as tall as …？

八、教后记:

篇6：[牛津中小学英语网]6A U5signs第一课时教案

Period 1 一．教学内容: 5A Unit 6 Doing housework(Part B)二．教学目标：

1、能正确的听、说、读、写单词sleep, jump, run, walk, sweep, wash clothes

2、能运用以上词汇，并能听懂会说，会读句子：What are you doing?及相应的回答。

3、在听、做、说、唱、玩、演中培养学生的学习兴趣和运用英语进行交际的能力。三.教学重点: 听说读写单词 sleep, jump, run, walk, sweep, wash clothes„ 四.教学难点:

1、能运用以上词汇，并能听懂会说，会读句子：What are you doing? 及相应的回答。

2、理解现在进行时的构成和用法。

五.教学准备: 录音机，单词图片，句型卡片,实物。六.教学流程： Step 1 warm up

Game: Simon says : stand，sit Step 2 free talk I can swim.What can you do?(Skate ski swim play the guitar play the violin)Step 3 presentation I 1.T: Look at the screen and guess.(flash小动画呈现单词,)What can she do? She can walk.What can she do? She can run What can she do? She can jump What can she do? She can sleep

2.Teach sweep, sleep, jump, and run, wash clothes(热身运动)T: Look at me.sing, sing, I’m singing.dance, dance, I’m dancing.Swim, swim, I’m swimming.Jump, jump, I’m jumping.Stand, stand, I’m standing.Sit, sit, I’m siting.Walk, walk, I’m walking.Run, run, I’m running.Sleep, sleep, I’m sleeping.T: Ok.Let’s do together.（与学生一起做。）Step 4 presentations II 1.T: Look!What a nice girl!(老师简笔画一女孩)She’s very excellent!

Mum says: good!Dad says: good!Brother says: good!T: Look!She can sweep the floor.简笔画板书单词。T: Look!She can clean the window.简笔画 T: Look!She can wash clothes.简笔画 2.了解学生做家务的情况 Can you…? 3.师生互动

CHANT：Ss---Miss Zhu, Miss Zhu, what are you doing?

T---Sweeping, sweeping, I’m sweeping the floor.Ss---Miss Zhu, Miss Zhu, what are you doing?

T---Cleaning, cleaning, I’m cleaning the window.Ss:---Miss Zhu, Miss Zhu, what are you doing?

T---Washing, washing, I’m washing the clothes.Step 5 Practices 1.T: look at the pictures.Read after me.2.T: Now follow the tape.3.T: Read after the little teacher.4.T: Let’s play a game.（接触句型What are you doing? I’m…ing）(1)T: Look at me.What am I doing?

I am standing / running/ jumping„

1)板书：I’m …ing.边做边说，在说到的单词后面加上ing 2)请学生说

S1: I’m dancing.S2: I’m jumping.S3: I’m riding a horse.(2)T: What are you doing? S1: I’m sleeping.T: What are you doing? S2: I’m sweeping the floor.板书：What are you doing? T: Look at the blackboard.Read after me.What are you doing? 5.T: Open your book.Let’s listen and point.(将课文单词图片编成小对话)(1)What are you doing? I’m washing the clothes.(2)What are you doing? I’m cleaning the window.(3)What are you doing? I’m running.(4)What are you doing? I’m sweeping the floor.(5)What are you doing? I’m walking.(6)What are you doing? I’m jumping.(7)What are you doing? I’m sleeping.(8)What are you doing? I’m standing.(9)What are you doing? I’m sitting.6.T: Let’s play another game.(连环问)You can ask your desk mate or your friend “what are you doing ? ” S1: I’m singing.What are you doing? S2: I’m playing the guitar.What are you doing? S3: I’m swimming.What are you doing? S4: I’m riding a bike.What are you doing? „„.T: Good job!7.老师适当总结语法：我们今天所学习的时态就叫做正在进行时。表示正在进行的动作。

谁能说出这个时态的结构呢？ Ss: I’m ＋Ving T: Good!But how to add ing ? 并不是所有的动词都是直接加ing

（让稍有了解的学生说说特殊的加ing.的例子）T:(1.)一般直接加ing（2）一个元音加一个辅音,双写最后一个字母加ing（3）不发音的e,去e加ing 8.T: Look at the blackboard.Read after me.Standing/ sitting/ jumping/ sleeping Ss: standing/ sitting/ jumping/ running„„

9．小组问答：Group1, 2: What are you doing? Group3, 4: I’m …ing.Step 5 Consilidation T: Let’s sing a song.What are you doing? I am running.Running, Running, I’m running.What are you doing? I am jumping.Jumping, jumping, I am jumping.„„

篇7：[牛津中小学英语网]6A U5signs第一课时教案

一、教学目标：

1．能听懂、会说a bus, a car, a taxi和a bike 四个单词，发音准确。

2．能在旧句型 Is this…？Yes, it is./ No, it isn’t.中熟练运用新学单词，使得学生不光会

认读而且在实际情形中能灵活运用。

二、教学重点：

1．听懂、会说a bus, a car, a taxi和a bike 四个单词，发音准确。

2．在旧句型 Is this…？Yes, it is./ No, it isn’t.中熟练运用新学单词，使得学生不光会

认读而且在实际情形中能灵活运用。

三、教学难点：

1．能在实际情形中熟练运用四种交通工具。

四、教学准备：磁带，录音机，单词卡片，课件。

五、教学过程：

Step 1 Warming up 1．Free talk T：Hello, what’s your name? Hi, how are you? Nice to meet you, …

2．T：Can you sing a song “My nice ruler?” Let’s sing it together.(教师和学生边做动作边唱)3．Review the words.(课件出示变形图片，学生猜测)lead out “bike” Step 2 Presentation 1．（课件示图片一个问号）T：What’s this? Do you know？

S: No./ Sorry.T：Let’s listen.（Make the vioce）

Ss guess it in Chinese.Then T teaches “a bike” 2．

T: Where’re they? Can you guess? S: They’re on the road.(课件出示马路)

T: Today, we’ll learn Unit 5 On the road.(板书课题：Unit 5 On the road)教师带领朗读课题

3．T: Children, what can you see on the road? S: I can see…(a bus, a car, some shops, some people)T：What can Mickey and Garfield hear?(1)(课件：公交车喇叭声)T: What’s that? Can you guess? S: A bus.T: Is he /she right? Let’s have a look.(课件出示一辆公交车开过来)教学单词a bus 出示单词卡片并带领朗读。

Practice：Game：“Running race”（T asks two Ss have a running race，the other Ss shouted out the word of supporters）

（2）同法教学a car, a bike。

（3）（课件出示：一辆出租车从远处开过来）T：Look, children.Is that a car?

S：Yes/No.T: Oh, it’s a taxi.教学单词a taxi 出示单词卡片并带领朗读。

（4）听磁带，熟读四个单词。Step 3 Practice Say a rhyme： I am a bike，叮铃铃 I am a car，嘟嘟嘟 I am a bus，按站停 I am a taxi，招手停 Step 4 Games

（一）Game 1 “Magic eyes”

T: It’s time for us to play a game.Let’s see who has the “Magic eyes”.课件示：快闪四种交通工具，快闪速度从慢到快，练习单词。（2）Game 2 “What’s missing”

a.课件示四种交通工具，分别请生说出这四种交通工具的名称。S: What’s this? S: It’s a bus/car/taxi/bike.课件示：少一种交通工具

T：What’s missing? S: A bus/bike/taxi/car.b.课件示多种交通工具，包括没学过的，继续游戏。T: What’s missing?

S: A bus/bike/taxi/car.Step 5 Sentence practice(课件出示：rotation wheel)T：Children, is this a car? S: Yea, it is./ No, it isn’t.Ask the children to work in pairs.Step 6 Homework:

Listen to the tape and read Part B.板书设计：

Unit5 On the road

a bus

图片

a car

图片

a bike 图片

a taxi

篇8：[牛津中小学英语网]6A U5signs第一课时教案

近年来,在新课程理念的引导下,笔者通过不断探索,基本形成了一套行之有效的阅读教学模式。笔者试以牛津英语9A《Unit3 Teenage problems》阅读课第一课时的教学设计为例,谈谈阅读活动的设计理念。

一、读前活动——激发阅读文本兴趣

读前活动是阅读的蓄势,旨在激活学生相关的背景知识,激发学生的阅读兴趣,适当帮助学生扫除部分生词的障碍。因此,笔者用下面的一段话作为开场白: Everybody hasproblems.My problem is that as a teacher,I have a lot of workto do every day.In order to finish all the work,I sometimes haveto go to bed very late.As a result,I feel very tired.Do you haveany problem ? What is it? 笔者创设语言情境从自身的问题谈起,引导学生说出自己的问题,从而很自然地导入课题。然后通过谈论自己儿子的问题,再一次创设语言情境,让学生在语言情境中感悟have no choice but to do something,stay uplate,imagine,strict等生词、短语的意思,同时标注英文释义,培养学生用英语思维的能力。

二、读中活动——加强阅读方法指导

读中活动旨在培养学生预测文本的能力、通过略读了解主要观点的能力和通过找读、研读等把握细节的能力。

第一个活动,笔者要求学生快速阅读,呈现如下两个问题、两组图片,1.Who wrote these two letters ? 2.Look at thepictures and guess what Millie’s / Simon’s problem is.学生在问题和图片的引导下很顺利地通过了预测。

很多学生阅读浮光掠影,失之仓促,针对这种现象,为了引导学生深度进入文本,笔者接下来围绕两封信设计了如下四个活动:1.读Miliie的信回答问题;2.读Simon的信完成表格;3.再读两封信,完成判断;4.完成书本B3练习。

这四个活动要求学生用找读的方式阅读,旨在培养学生把握文本细节的能力,活动形式多样化、层次化,不断巩固学生的阅读兴趣。

三、读后活动——提高综合运用能力

如果说读前、读中活动是一个语言输入的过程,那么读后活动就是语言输出的过程。因为有了前面活动的层层铺垫,读后活动进行自然,水到渠成。

笔者设计的第一个读后活动如下:If you are SigmundFriend,can you give Millie or Simon some advice ? 同时提供如下支架语言,帮助学生降低表达难度。

Millie,you said you have …every day.You often have to ….You hardly have any spare time for ….like….You can’t imagine

I think you are a Grade 9 student now.You should…

Simon,you said you are crazy …You often stay out late to…You think your parents are so …because they don’t …to playoutside.You believe it is important to…

I think you are a Grade 9 student now.You should…

这个活动有两个作用,一是帮助学生复述课文,二是鼓励学生积极思考,大胆表达,培养学生的表达能力和思维能力。

笔者设计的第二个读后活动如下: Here is an email froma youth worker’s website.Read and fill in the blanks.

Hi,my name is Sally.I live with my family in a small town.My parents are too s_____with me.For e____when I talkon the p____for over five minutes,they always tell me to s____ I like talking on the phone because I am not a_______ogo out with my friends.It’s my only c_____ to communicatewith them.And I only talk to my best friends.

The caller’s number is s________ on the phone,so myparents can always tell who is calling me.I w____ why theydon’t let me talk to my friends on the phone.I feel l_______ .I need friends.Can you offer me some v_________advice ?

这个活动旨在进一步启发学生思考,拓展知识,同时又提供了一篇相关文章,为完成课后的作业提供更多的范本。这样的课堂,学生收获的不仅仅是一篇阅读,更是举一反三的能力。