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1、Tears are salty and sweat is salty, but I prefer sweat.同学互助一起进步（页眉可删）沪教牛津版六年级下册英语教学设计 沪教牛津版六年级下册英语教学设计1unit8 Review and check第一部分 简要提示一，年级：6年级二，Unit 8三，课题：Review and check四，课型：单元复习课五，教学目标：1 通过复习，要求学生掌握四会单词，词组和句子。2 通过本单元各个板块的复习操练，要求学生能综合运用所学的日常交际用语。六，重点难点：在本单元各个练习中综合运用前三个单元的四会内容。第二部分 教学过程第一步：复习(5、6、7
2、三个单元的重点内容)T: Hello, boys and girls. What day is it today? (稍停,等待学生回答问题)T: Yes, today is What did you do last ?What else did you do ? ( 稍停,等待学生回答问题)T: Look, what did David do on Sunday? (PPT2显示David 在看卡通片)T: Yes, he watched cartoons. What else did he do ?(PPT显示David在走向动物园,稍停,等待回答)T: Now practice in p
3、airs. (PPT3 显示一个男孩和一个女孩的活动,图下有时间和句型)T: Look, (PPT4显示句子)Read after me.(带读第一单元重点句式,结合PPT强调需要注意的地方)T: Are these festivals? (PPT5显示节日)T: Yes, they are festivals.T: Whens New Years Day? (稍停)(PPT6呈现句型和答案)Its on the 1st of Jan.Whens Halloween? (稍停)Its in Oct.T: Now, Lets match. Ask and answer with the sent
4、ence structures.请和你的同桌用所给句型完成连线练习。(稍等)(PPT7显示其余的节日和日期的连线练习)T: Are you right? Lets look. (PPT完成其他连线练习)T: What do people usually do on New Years Day? (PPT呈现句型)Yes, they go to parties. Did you go to parties last New Years Day? (等待学生回答)T: Please talk about Mid-Autumn Festival, Halloween, and Spring Fest
5、ival with your partners.T: Look at these pictures, what are they talking about? (PPT8显示3幅图片及句型) (稍等)引导学生使用句型: Whose is it/are they? Its /Theyre mine/his/hers/ours. 造句。复习第七单元名词性物主代词的用法。(本步骤设计说明:本单元是综合复习,在本部分,教师安排对话、交流等形式复习旧知，为本课练习做铺垫。)第二步：单元各板块综合练习(一) B Look, read and respond1 T: 刚才我们复习本册书后三个单元的重点内容,
6、下面老师就来考考大家掌握的情况。Look at the pictures and try to practice with your partner. 同学们，请大家看这些图，和同桌试着说说图中人物的对话。(PPT9显示B部分第一幅图的对话及句型提示)(学生进行看图讨论)2 T: OK. 现在请你们完成书上的练习吧!(学生口头完成书上练习)3 (出示PPT10-12核对正确答案, 讲解容易出错的部分)(二) A Look, match and say1 T:刚才我们的是根据问句进行回答,相信大家都完成得不错.下面老师要加大练习难度啦! Look at the pictures and try
7、to practice with your partner. 同学们,请大家看这些图,和同桌试着说说图中人物的对话。(PPT13显示第一幅图及句子提示)(学生进行看图讨论30秒)2 T: OK. 现在请你们完成书上的练习吧!(学生完成书上练习)3 (出示PPT14-16核对正确答案，讲解易错部分)(三) C Look, read and complete1 T:刚才,我们练习的都是口头表达,下面我们来试试书面表达. Look!(PPT17-19 显示各个单元重点句式中容易出错的地方,需要强调之处均为空白; 在引导学生自主归纳的基础上,出示PPT完整内容)(学生进行讨论)2 T: OK! Let
8、s try to finish this exercise. (出示PPT20及正确答案)(学生完成C部分填空练习)3 (出示PPT21-23 核对正确答案,讲解易错部分)(四) D Play a game1 T: 同学们,刚才大家做了很多练习,下面让我们来放松一下,一起做个游戏吧!首先, 这是一个掷筛子的游戏,请根据图片顺序来解释一下游戏规则。(PPT24-25 显示图片)(学生尝试解释游戏规则)2 T: 游戏规则就是象大家所描述的这样: 首先第一个同学根据所掷筛子的数字走棋子,并向第二个同学提问,如果第二个同学答对了就换成第二个同学掷筛子提问;如果答错了,第一个同学进行纠正,并继续掷筛子。
9、3 T: 下面，老师来跟全班同学一起做这个游戏。咱们用“石头，剪子，布”来决定谁先走第一步棋子。(教师和学生代表进行“石头，剪子，布”游戏决定游戏顺序)4 教师和学生之间开始游戏。第三部分 说明本节课为6A第8单元的内容，是5，6，7单元的综合复习。本课分为两个步骤设计：第一步：综合复习后三个单元的重点句式;第二步：分板块完成各项目要求，并作重点提示。这节复习课的sample 是根据大家讨论的结果来做的，我在做的过程中觉得还是需要商榷。希望大家再讨论：既然复习课只有一个课时，我们是完全按照教材内容把各个板块走一遍?还是根据本单元需要涵盖的内容组织各种形式的复习，重点内容的精讲，在讲解和活动的过
10、程中选择本单元各板块的典型题例做个示范?(其余内容让使用教师自己操作)沪教牛津版六年级下册英语教学设计2At Christmas教学目标：知识目标1、能听懂、会说、会读单词：watch, wallet, calculator, teapot, hairdryer, skateboard。2、能听懂、会说、会读名词性物主代词mine, yours, his, hers, ours, theirs并让学生感受其用法。3、能正确理解并能体验句型 Whose?is it/are they? Its/Theyre?Who is it/are they from? Its/Theyre from?的使用语
11、境。技能目标引导学生在学习对话的过程中感受如何谈论物品的归属并能正确理解、掌握对话的内容，并能有感情的朗读对话。情感目标让学生了解西方国家的重要传统节日“圣诞节”，体验西方国家送礼与受礼的风俗习惯，帮助学生拓展文化视野，增强跨文化意识。教学重点：能听懂、会说、会读本课词汇，初步理解运用本课句型，能正确理解、掌握对话的内容并能流利的朗读对话。教学难点：单词hairdryer, calculator, skateboard的读音;有感情的朗读对话并适当拓展。教学准备：多媒体课件，单词、句型和人物卡片，练习纸教学过程：Step1 、Warming-up.1、课前播放歌曲：“We wish you m
12、erry Christmas”。2、Free talk.T: Today, here are so many new English teachers in our classroom. Can you introduce yourself to the teachers?T: What date is it today?T: What holiday(节日)is coming?(Ss: Christmas)引出课题并呈现卡片进行教学。(Unit 7 At Christmas)T: Whens Christmas? (Ss: Its on the 25th of December.)T: Wh
13、at do you know about Christmas? (Ss:自由介绍!)提示学生可以用中文自由介绍。(T：You can speak in Chinese.)Father Christmas圣诞老人 stockings长筒袜T: What do people usually do at Christmas? (Ss: They usually eat delicious food.and give presents to each other.互赠礼物)(设计意图：导入简明而直接点题。由于学生对于圣诞节还是有话可说，所以在这一环节还是把更多的话语权交给学生，老师只是辅助性的补充课余
14、知识。)Step2、Presentation and Practice1、师创设情境导入并教学新授内容：“T: We know we can get some presents on Christmas day. And last year, onChristmas day, I got a present from my friend Jack. Look, its a watch.So we can say the watch is from Jack. Its for me. Its my watch. Its mine.(设计意图：从学生熟悉的手表watch开始导入新句型和名词性物主代
15、词，目的在于让学生能够整体感知名词性物主代词的含义及用法)2、Learning the whole textListen and answer(序言)T: Now we know I got a Christmas present from my friend at Christmas. And Jims family got some presents, too. Now lets look at the preface.What holiday(节日) was it?It was Christmas Day.Who are they?They are Jims family.Where w
16、ere they?They were in Jims grandparents house.What were they doing?They were opening their presents under the Christmas tree.Watch and circle(完整的看一遍课文卡通片，圈出Jim一家的礼物)根据学生圈出的礼物，教师进行单词教学：a watch, a teapot and some tea, a wallet, a calculator, a skateboard, a hairdryer.教师示范朗读，学生跟读单词。重点指导calculator, skat
17、eboard，hairdryer的发音。(设计意图：在教学skateboard, teapot, hairdryer时，我借助单个单词和在一起的做法，帮助学生了解复合词，提高记忆的效率。)Read and match(快速阅读课文，将对应的人物、礼物进行连线。)在学生做完连线以后，运用连线后的图引出句型：Whose.is it/are they? Its/Theyre.(设计意图：对于重点句型的导入是放在进入语篇后，让学生整体感知名词性物主代词后再渗透句型，这样学生理解起来更容易。)Read and fill in the form(细读课文，完成表格内礼物来自于谁，然后根据例句造句)重点让学
18、生操练句型：Who is it/are they from? Its/ Theyre from如：The wallet is from Grandma. Its for Grandpa. Its his.The teapot and some tea are from Grandpa. They are for Grandma. Theyre hers. (注意单复数)Step3、ConsolationRead after the T sentence by sentence.Fill in the blanks (Do a summary of the text)On _ Day, Jims
19、 family get many presents. The wallet is from Grandma. Its Grandpas. Its _. The teapot and some tea are _ Grandpa. Theyre Grandmas. Theyre _. A calculator and a skateboard are from Mum and Dad. They are _ Jim. Theyre _. The watch is for father. The hairdryer is for mother. Everybody is very excited.
20、Step4、Write a letterWe know that I got a watch from my friend Jack last year. This year, on Christmas day, I want to send some presents to Jacks family, too. Lets look at Jacks family photo.Dear Jack, s for you. Its s for your wife(妻子)。It s for your son. ItMerry Christmas!Sincerely yours,Kitty(设计意图：
21、运用本课所学句型能进行简单的拓展时我们这节课的一个目标。而在课程设计上前后呼应是有必要的。前面提到我去年圣诞节收到Jack的礼物，那么今年我要会送礼物，那么我能送什么，请帮我完成这封信，这样水到渠成。在学生自己拓展前给了例子，并且要求学生根据需求为Jack一家选择礼物)Step5、Homework1. Read and act the dialogue.2. Make a Christmas present for your parents or your friends.沪教牛津版六年级下册英语教学设计3Holidays教学内容：牛津小学英语6A Unit6 Holidays (PartBC
22、)教材分析：本单元围绕“谈论节日里所做的事”这一话题展开教学活动，其中出现了过去式的一般疑问句形式。学生通过学习，能了解中西方一些节日的时间，习俗和文化背景，并能理解运用新句式。教学目标：1. 能掌握节日单词 Childrens Day、Christmas、Mid-Autumn Festival、Dragon Boat Festival和Spring Festival。2. 能通过课前的信息搜集，课上的团队合作以及课后的自学，掌握以下节日New Years Day、Halloween、 May Day、 National Day 。3. 能掌握四会句型Whens?Its inWhat do p
23、eople usually do at/on?They4. 学生能运用本单元的四会句型和日常交际用语谈论节日中人们的活动以及自己曾做过的事。重点难点：1.能掌握所学节日的正确读音。2.能熟练掌握四会句型，并能灵活进行替换训练，从而进一步来巩固一般过去时的知识。教具准备：多媒体课件 实物教学过程：Step1: Warming-up1.Greetings.2.Free talk.What day is it ? What date is it today?What do you usually do at the weekends?(设计意图： 在上课开始，与学生亲切自然地相互问候，使学生快速进入
24、英语学习的氛围，同时为下一步教学做铺垫。)Step2: Presentation:1. T：(教师手拿日历)What date is it?S: Its the first of October.T: What holiday is on the first of October.S: Its National Day.T：你们还记得其他的节日吗?Ss：Childrens Day, Teachers day, Christmas, National Day, Halloween-揭示主题： HolidaysMagic eyes快速闪现学生知道的单词，学生根据图片说出相应的节日。2. 教学 Sp
25、ring Festival(1)。(Look at the screen)There is a duck, a cake and some fruit. Oh, they are very delicious.(扮演出正在吃美味食物的样子)Here“delicious”means“nice”。 (Teach:delicious de-li-cious)T: We can eat delicious food at Spring Festival.Teach: Spring Festival 春节(2)。Lets readIt is a popular holiday in China. It
26、is in January or February. People eat a lot of delicious food. They usually visit their relatives and friends.Relative means your parents,uncle,aunt,cousin,grandparents and so on.It means?Ss:(引导学生说出答案)It means亲戚!T：(Teach: relative re-la-tive)(3)。 教学What do people usually do at Spring Festival?T: Wha
27、t do people usually do at Spring Festival?Read: people 人，人们Practice: What do people usually do at Spring Festival?They usually-Did you - last Spring Festival?Yes, I did. No, I didnt.3. 教学 Mid-Autumn Festival Dragon Boat Festival.And there are some Chinese traditional(传统的) festivals in China,too. We
28、have Spring Festival, Mid-Autumn Festival and Dragon Boat Festival.T:(Show the picture of Mid-Autumn Festival)Can you guess what fesitval it is from this picture?Ss:中秋节。T：Yes,its Mid-Autumn Festival.(Teach: Mid-Autumn Festival.)Whens Spring Festival?S:Its on the 15th of August.T:No,Its in September
29、or October. (日历展示)What do people usually do at Mid-Autumn Festival?If you cant say in English,you can say it in Chinese.(在用英语无法表达时，允许学生用中文来补充。)S: 吃月饼，赏月。T：Yes. They usually eat moon cake and watch the moon.T: Did you eat moon cake and watch the moon last Mid-Autumn Festival?Ss: Yes,I do.T: I think y
30、ou should say:Yes,I did.( Dragon Boat Festival教法同上。)4. 教学Christmas(1)Guessing game问： What holiday is it ?(2) 教师让学生说他们所知道的关于圣诞节的知识，如圣诞老人，圣诞礼物，圣诞食 品及圣诞活动，不限定学生全部用英语表达。T: Christmas is coming. Do you know anything about Christmas ,e.g. presents and food?(设计意图： 用提问的方式引出即将学习的活动，并通过讨论让学生了解有关圣诞节的文化意识。)(3) 教
31、师用课件创设情景： Christmas tree, Santa Claus, new clothes, stars, give presents to each other, play with friends.The Christmas is coming. Please look at these pictures and talk about the following questions.Whens Christmas?Do you like Christmas? Why?What do you usually do at Christmas?(4) 学生4人一组看图片，并根据问题讨论
32、圣诞节。(5) 小组汇报他们讨论的情况，并通过投影呈现： 例如Christmas is on the 25th of December. We like Christmas because its interesting. There are many Christmas trees and we can see them everywhere. We can also buy new clothes and give presents to each other.(设计意图：这个活动对学生来说具有一定的挑战性，但六年级学生已基本能把老师提供的信息组合成一句话，甚至能连成一段话。通过这样的活动
33、可以让学生把所学的知识运用于实际，使不同程度的学生都有成就感，增强自信心。)5. The usage of “at” and “on”T: Look at the phrases carefully and find the rule by yourselves.小组讨论 “on” 和“at”的区别at Halloween at Spring Festival at Dragon Boat Festivalon New Years Day on May Day on Childrens DayS: We use “on” before “Day”。T：Well done!Step4.Pract
34、ice1.(Show two pictures about Part C)T:Can you use the sentences on the blackboard to make up dialogues in pairs?T：Whens Spring Festival?S:Its in January or February.T: What do people usually do at Spring Festival?S:They eat lots of delicious food.T:Did you eat lots of delicious food last Spring Fes
35、tival?S:Yes,I did.(Picture1 T-S;Picture2 S-S)2.Show time:_is on _.Children usually_.Did you _last_?Step5: Homework1. 仿照PartC编写含有以下节日的句型：New Years Day、May Day、National Day2. Introduce the foreign festivals to your parents.板书设计：Unit6 HolidaysA: Whens - ?B: Its in -.A: What do people usually do at Spri
36、ng Festival?B: They usually-A: Did you - last Spring Festival?B: Yes, I did. No, I didnt.沪教牛津版六年级下册英语教学设计4教材分析：教材分析本单元是对英语中一般现在时句型的扩展和练习，学生可以运用所学语言讨论动物习性这一真实语言情景，将语言变得生活化、情境化，从而掌握一般现在时的各种句式。本课没有偏词难句，主要的语言功能就是让学生会用简单的句式介绍和描述动物的习性。学情分析：小学生都具有好奇、好玩、好动、好表现、好表扬等心理特点，同时对新奇的事物非常感兴趣。同时，六年级学生也具备了一定的合作能力和参与意识
37、，在一定的情境中，学生能够积极的参与、大胆表达、勇于合作，展现出良好的学习氛围。教学目标：小学英语课程标准强调指出：“英语教学要重视对学生实际语言运用能力的培养，重视学生的学习方式和任务型的教学途径，发展学生的综合语言运用能力。” 根据以上要求及对学生实际情况的分析，我制定了如下教学目标。(一)知识与技能：引导学生运用一般现在时的句子介绍动物习性。(二)过程与方法：学生通过小组合作，组内讨论，组间交流，培养学生自主学习和运用语言的能力。(三)情感态度与价值观：通过了解动物与人类的和谐关系，激发学生热爱动物的情感和自觉保护动物的意识。教学策略：(一)教学方式与学习方式 教学方式：“任务型”教学方
38、式 学习方式：自主探究、合作交流 本课的设计中，我运用了“任务型”教学方式，要求学生通过表达、询问、解释、沟通、交涉、协商等多种语言活动形式来完成任务，同时注重英语中听、说、读、写各项基本技能的训练;英语课程标准强调重视学生实际语言运用能力的培养，倡导体验、实践、参与、合作与交流的学习方式。学生将在“任务型”教学方式的引导下，在自主探究与合作交流中学习和运用语言。(二)评价方式 评价方式：多元性评价 心理学家指出：学生在课堂上有获得表扬的需要，评价的主体应该是多元性的。所以，在教学中我着眼于学生语言运用的培养，采用激励性评价、师生评价、生生互评等多元性评价方式，在教学活动中充分激发学生的求知欲
39、和表现欲，实现教学过程的化。(三)教学手段1、结合本课教学目标我设计了“猜谜语”、“听音排序”、“听音写词”、“动物习性的讨论”、 “学说小韵诗”、“写写喜爱的动物”等几项任务。2、利用图片，激发学生的学习兴趣。3、采用小组比赛的形式，激发学生积极参与，培养其集体荣誉感。教学过程：一、Warm upT: Good morning, boys and girls!Ss: Good morning, teacher!T: Pleased to meet you!Ss: Pleased to meet you, too!T: Now relax yourself. Lets listen to mu
40、sic.(Play the song Old MacDonald had a farm.)Ss: (Listen, repeat and clap.)T: This song sounds nice. There are lots of animals in the song. Yes?Ss: Yes!T: Do you like animals?Ss: Yes!T: Now I say, you guess which animals they are. Lets have a match between four groups. OK?Ss: OK!T: Number1. Theyve g
41、ot long tails. They climb trees very fast. They like bananas. What are they?S1: They are monkeys.T: You are very clever! Group 2 can get a flag.T: Number2. They are tall. Theyve got long necks. What are they?S2: They are pandas.T: Fantastic! Group 3, a flag!T: Who can say another animal?二、Presentati
42、onT: So many animals! I like pandas. But I dont like snakes. (Write on board.) What about you?S1: I like monkeys. But I dont like tigers.S2: I like bears. But I dont like dogs.T: Good. And do you know what do pandas love? (Write the title: Unit 2 Pandas love bamboo.)Ss: (Read the title together for
43、twice.)T: Today well discuss some animals. Lets see what they are.(Show the pictures of animals.)Ss: (Read and spell the words together for twice.)三、New contentsT: These animals are lovely. You can see them on your books. Now listen to the tape, order the pictures.T: Now Ill check the answers. Who c
44、an tell me?S1: Number 1 is T: Excellent! And what do they like? Lets listen, then you should say and write down the sentences.T: First, which animals?Ss: Snakes.T: Who can repeat the sentence?S3: Snakes love the sun.T: Great! (Write on the board.) Read together, please.Ss: Snakes love the sun.T: Next, which animals?Ss: Elephants.T: Who can repeat?S4: Elephants like water.T: Can you write on board?(The same process for the other animals.)Ss: (Read the sentences together.)T: (Correct the mistakes.)T: Now I say numbers, you say the sentences.T: Who can come here
