《牛津小学英语》6A Unit 7 At Christmas(精选14篇)
《牛津小学英语》6A Unit 7 At Christmas 篇1
教材依据:《牛津小学英语》6a unit 7 at christmas a部分。
教学目标:
1. 学生能听懂、会说、会读和会拼写单词:watch, teapot, wallet, hairdryer, calculator, skateboard, mine, yours, his, hers, theirs.
2. 学生能听懂、会说、会读和会写句型:whose … is it? whose … are they?及其回答。
3. 学生初步掌握a部分的对话。
教学重点:b部分单词和句型
whose … is it? whose … are they?及其回答。
教学难点:名词性物主代词的用法。
课前准备:多媒体课件。
教学过程:
step 1. greetings. (会话导入)
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>.
这一步骤主要是通过询问学生姓名,互问身体情况等与学生拉近距离,并且通过演唱歌曲<make new friends>让学生感觉到老师和他们的距离很近,同时也是让他们做好上英语课的准备,调动学生说英语的积极性。
step 2. learn the new words. (新授b部分单词)
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.
让学生在特定的情境中展开对话而不是进行机械的无意义的对话,这样比较符合小学生的学习特点,因此我采用圣诞节这一情境带出圣诞快乐、圣诞树等词语。并且让学生听一听人们通常在圣诞节这一天唱的歌曲来感受圣诞节的气氛,同时也是为下面用圣诞礼物引出新单词做铺垫。
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.
传统的出示图片然后新授单词对学生们来说已经没有了新鲜感,因此在这一步骤中我并没有这样做,而是用简笔画将这些东西画在黑板上然后再学习。因为 watch这个单词学生是学过的,学生比较容易掌握,因此我就让学生自己说出这张图片代表的单词。接着我就边画边说出今天要新授的单词,学生看得认真也听得认真。
10. play a game. (做游戏)
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.
这是个以比赛形式进行的游戏,学生在掌握了今天新授的单词后一个接一个的用这些单词来组词,组词最多的小组获胜并能获得老师的奖品。这一步骤不仅是巩固今天新授的单词也是复习了以前学过的一些知识,学生的积极性也非常高。
step 3. learn the new sentences. (学习新句型)
1. show a picture of a teapot. t: who is it from? 很快的闪动一下helen的图片。
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? 很快的闪动一下su yang and su hai的图片。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.
这个句型以前有接触过并且对学生来说比较简单,因此我没有要求学生跟读然后再操练,这样学生就不会觉得老师在教一些自己会的东西。同时出现的人的图片非常短暂,学生必须高度集中注意力才能看清楚,这就充分能发挥学生的主体作用。
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.
对于小学生来说名词性物主代词是个难点,我使用了学生课桌上的东西来教学。如拿出自己的一本书说:it’s mine.(这是我的。)拿起学生课桌上的两样或三样东西,提问:whose
are they?学生自然会回答:they are mine. 这时就顺势说出they are yours.并教学新单词yours。这样的方法学生很容易就理解了这些单词和句子的意思,同桌操练起来也非常方便。
7. let’s chant.(有节奏的朗读)
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.
将名词性物主代词教学完后我设计了这样一个chant,让学生通过有节奏的朗读来巩固所学的单词。
step 4. listen, read and say. (学习a部分课文)
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.
这一步骤是对上面教学的单词和句型的一个全面的学习。首先我要求学生听录音完成书本上的一个比较简单的连线题,然后再根据这一主线来跟读课文并分角色朗读。虽然课文很长但学生基本都能掌握,因此学习起来很有信心,效果也比较好。
step 5. say goodbye.(结束本课并布置课堂作业)
1. t: christmas is coming. i wish you a merry christmas. let’s sing a song <we wish you a merry christmas>.
课上到这里学生和老师都比较疲倦了,因此我设计了演唱<we wish you a merry christmas>这首歌,让学生和老师一起唱起来,在轻松愉快的氛围中结束本课。
2. assign the class work: make a christmas card for your teachers.
《牛津小学英语》6A Unit 7 At Christmas 篇2
本单元的主要话题是“谈论物品的归属”。通过jim一家在圣诞节互赠礼物这一情景引出主要的学习内容,即名词性物主代词。
教学目标:
1、能听懂、会说、会读和会拼写单词yours, mine, hers, his, ours, theirs。
2、能听得懂、会说、会读单词 a watch, a teapot, a wallet, a skateboard, a hairdryer。
3、能听懂、会说、会读、会写句型whose … is it/are they? it’s/they’re mine/yours/his/hers/ours.
4、让学生了解西方在送礼与受礼时的习俗。
教学重点:
1、能听懂、会说、会读和会拼写单词yours, mine, hers, his, ours, theirs。
2、能听懂、会说、会读、会写句型whose … is it/are they? it’s/they’re mine/yours/his/hers/ours.
教学难点:1、能理解形容词性物主代词与名词性物主代词的区别,并能正确运用名词性物主代词。
教学准备:教学课件、单词卡片、小练习
教学过程:
step1: warming up
1.课前播放《we wish you a merry christmas》
(教育家托尔斯泰说过:“成功的教学所必须的不是强制,而是激发学生的兴趣,兴趣是推动学生学习的强大动力,是学生参与教学活动的基础。激发学生参与学习的兴趣,是新课导入的关键。通过听听与本课有关的英文歌曲,营造了英语学习的气氛,同时也为本课的教学作了知识的铺垫,构建了知识表象)
2.greetings
3.free talk
(1)what day is it today?
(2)what date is it today?
step2: presentation and practice
1.t: when’s christmas?
s: it’s on the 25th of december.
t: christmas is coming. i got a lot of presents from my relatives and friends. look, they’re on the christmas tree. let’s see what are they.
(利用旧知,在已熟练的交际语境中引出本课所要学习的内容,也降低了难度。)
2.呈现礼物盒之后用橡皮擦除功能,分别拆开礼物,依次学习单词a watch, a comb, a wallet
3.用单词组合法学习复合词 teapot ( tea pot) , skateboard (skate board) , hairdryer (hair dryer)。并揭开彩色图片后面的物品,使学生能更直观的理解单词。
4. 巩固活动:利用橡皮擦除功能猜一猜彩色块后面的物品。
(根据小学生好奇心强,爱观察的特征,设计这个活动,让学生积极地参与到课堂中来,并且在游戏中巩固了已学知识。)
5.(根据上一轮游戏,出示 watch) t: it’s my watch . it’s mine.
6.t: do you like the watch?
s1: yes, i do.
t: this watch is for you. it’s your watch. it’s yours.
s1: thank you.
t: whose watch is it now?
s2: it’s his/her watch. it’s his/ hers. (初步感知名词性物主单词)
7. 同法引出句子they’re our books. they’re ours.
they’re their books. they’re theirs.
8.学习形容词性物主代词与名词性物主代词.依次出示形容词性物主代词与名词性物主代词表格。
形容词性物主代词名词性物主代词mymineyouryourshishisherhersourourstheirtheirs
9.说一说形容词性物主代词与名词性物主代词的区别。形容词性物主代词后加名词,名词性物主代词后不能加名词。10.利用显露工具依次完成选择题
11.根据路径找到物品的主人,分数操练句型whose … is it?it’s… whose …are they? they’re …
(利用学生感兴趣的卡通人物,体育明星等,激发学生的兴趣,先由师生示范表演为学生提供一个可操作的模式,以任务型的活动方式,通过合作学习,并予以评价,给学生提供平等的说英语的机会,既创造了轻松愉快、自然和谐的课堂气氛,又促进了交际活动的展开。)
15. 用适当的物主代词填空
1. this is ____ (your) comb. ____ (my) is in the bag.
2. the skateboards are (our).
3. is this hairdryer ____ (her)?
no. ____ (her) hairdryer is at home.
4. they aren’t ____ (his) teapots.
they are ____ (their).
5. whose wallet is it ? it’s ____ (his).
6. whose books are they? they’re ____ (their) books. they’re _____ (their).
step3.assign homework
1. 复习所学单词及句型。
2.根据c部分所给图片对话。
3.复习所学的名词性物主代词。
《牛津小学英语》6A Unit 7 At Christmas 篇3
一:教学目标
知识与技能
1. 巩固 book, ruler, pen, pencil, rubber, bag六个单词及日常用语: good morning! how are you? fine, thank you!
2. 通过朗读,比赛,游戏能听懂,会读,会说book, ruler, pen, pencil rubber, bag六个单词
3. 能熟练的在实际的情景中运用日常交际用语: good morning! how are you? fine, thank you!
二:情感
培养学生见面用合适的话打招呼的习惯,了解西方国家语言的特点和习惯.
三:教学重点,难点及对策
1. 重点: 学会 book, ruler, pen, pencil, rubber, bag
2. 难点: 熟练的运用日常交际用语good morning! how are you? fine, thank you.
3.教学对策: 表演询问法, 情景交际法, 直观教学法.
四:教学过程
step one: warning exercises
1. greeting
t: class begins! s: stand up!
t: hello, class! ss: hello, miss kong!
2.do the action
stand up, please! sit down, please!
open your book! close your book!
step two: presentation ( learn to read )
1: teacher shows the pictures to the students, say the words: book, ruler, pen, pencil, rubber, bag.
2: teacher says the word ‘book’,ask the students to hold up their rulers and repeat the word together. the same way to practice all the words.
3: teacher asks the students to match the words and the pictures.
step three: presentation ( learn to say )
1: 利用布偶或玩具将这句话演示出来,让学生感知 good morning的发音及意义.
2: 老师依次用 good morning 和学生打招呼.
3: 让学生和老师打招呼,再让学生分组互相打招呼
4: 顺水推舟,用good morning引出 how are you ? fine, thank you.
5: 师生,生生情景操练:
t: good morning! ss: good morning!
t: how are you? ss: fine, thank you!
6: 玩游戏:“找朋友”学生围成一圈随音乐拍手,两位学生在圈中走动找朋友,音乐一停,圈内学生必须与各自朋友互相问好 good morning, how are you? fine, thank you!然后继续找朋友.
step four: consolidation
1: listen to the tape, pay attention to the pronunciation and intonation, then read after the tape.
2: do pair work, practice the dialogue.
step five: music time
sing a song
good morning, good morning. good morning, teacher
i take my bag and book. my bag and book to school.
step six: homework
workbook page 2: look, listen and respond.
《牛津小学英语》6A Unit 7 At Christmas 篇4
unit 5 the seasons
单元分析:
本单元主要围绕“季节及气候”这个话题开展各项活动,所涉及的日常交际项目有介绍,询问,建议等。其中以“询问天气”及应答为重点内容。在设计教学活动时,应用“任务型”教学方法,以活动来支撑课堂。把每一项教学目标看成本课时的主要任务,精心设计,巧妙铺垫,在教师示范的前提下,让学生自己归纳做题方法,培养学生的英语思维习惯。
教学内容:牛津小学英语6b 第五单元。
教学目标:
能听懂、会说、会读和拼写单词weather, spring, autumn, winter, hot, cold.
能听懂、会说、会读单词season, because, countryside, warm, cool, rain, rainy, sunny, windy, cloudy, rowing, snowball fights.
能听懂、会说、会读日常交际用语 which season do you like best? i like… why? because it’s…
能听懂、会说、会读和拼写句型 what’s the weather like…?
了解字母组合ow在单词中的读音。
会诵读歌谣seasons。
教学重点:
能听懂、会说、会读和拼写单词weather, spring, autumn, winter, hot, cold.
能听懂、会说、会读和拼写句型 what’s the weather like…?
教学难点:
能听懂、会说、会读单词season, because, countryside, warm, cool, rain, rainy, sunny, windy, snow cloudy, rowing, snowball fights.
教具准备:单词卡片、教学挂图、录音机。
课时分配:
第一课时:教材b部分;
第二课时:教材c、e部分;
第三课时:教材a部分;
第四课时:教材d、f 部分;
第五课时:教材g、h 部分;
第六课时:练习册
友情提示:
建议教师在教完b、e、c之后再教a部分,学生会水到渠成地理解。当然,教师也可自行安排各部分的教学时段。
同样,练习册的教学可以放在最后,也可分散到各个课时之间完成。教无定法,仅供参考。
关于课后练习题,主要操练的是四会单词和句型。只有牢牢抓住四会单词和句型,才能在测试中取得好的成绩。而四会单词和句型要靠教师一点一点地教,一定要体现教的过程。
《牛津小学英语》6A Unit 7 At Christmas 篇5
unit 1 who is younger?
单元教材分析:
本单元的主要话题是两种事物的比较,通过ben, jack和su hai之间的闲聊引出本单元的主要语言项目:形容词比较级。教师可创设情景,用实物或动作将比较级的概念清晰明了地传播给学生,同时注重比较级单词的读法与写法规律。
教学目标:
1.能听懂会说、会读、会写单词tall, young, old, heavy。
2、能听懂会说、会读单词和词组twin, minute, centimeter, child, also, chat。
3、能听懂会说、会读日常交际用语:i’m as tall as you. su yang’s twenty minutes younger than su hai. whose school bag is heavier, yours or mine?
4.能听懂、会说、会读、会写句型who’s taller then david? gao shan is taller than david。
5.了解字母组合or在单词中读音。
6.会唱歌曲i wish i was taller。
教学重点:
1.能掌握本单元的四会单词、句型。
2.灵活运用形容词的比较级于真实情景中。
教学难点:掌握形容词比较级的读写规律及用法。
教具准备:录音机.磁带.挂图.图片.相关的实物等。
课时安排:第一课时:b. look read and learn c. work in pairs
第二课时:a. listen, read and say
第三课时:c. work in pairs d. listen and write
第四课时:e. look, read and judge 练习册a部分
第五课时:f. play a game g. listen and repeat 练习册b部分
第六课时:h. sing a song 练习册c.d.e.f部分
友情提示:
1.注重各环节中的情景设计.本单元重点学生形容词及其比较级用法。教学中,教师在每个环节中都要注重对情景的设计。利用实物进行比较,让学生对比较级有直观清晰认识。另外本单元牵涉到人物的比较,教学中可联系学生实际进行语言交际,让学生在真实的交际中体会语言,学习语言。
2. 注重对语法知识的渗透讲解.学生刚接触比较级对其用法易模糊,特别对于“…than…”和“…as…as…”两句型易混淆,因此教学中教师有必要对学生对此句型进行简单梳理,讲清两句型特点及区别。(详细内容见教参)
3. 注意对“who’s(比较级)than…?”和“whose…is(比较级)?”两句型的区别讲解,在教学中学生对这两句型的构成易混淆,教师要注意在新授时帮助学生理清句式特点及句意。
《牛津小学英语》6A Unit 7 At Christmas 篇6
教学内容:b. look, read and learn. c. work in pairs
教学目的:
1.能听懂、会说、会读、和会拼写单词tall, young, old, heavy。
2.能听、说、读懂本单元中所学的形容词及比较级。
3.能听、说、读句型who’s taller than? is taller than。
教学重点:
1.掌握本部分所学的形容词及其比较级,并能运用于情景中。
2.掌握句型“who’s… than…? whose…is…?”。
教学难点:了解并掌握形容词比较级在语音与字形上的变化。
教具准备:
录音机.磁带.相关实物.图片等
教学过程:
step 1 warm up.
1. listen to a song: i wish i was taller
2. greetings
3. free talk
可围绕以下句型与不同学生展开:hello. good morning! nice to see you at new term. how old are you now? oh, you’re younger than me. look, he is tall. who’s taller than him? look at my scarf. it’s long. the scarf is longer than this ruler(随着手拿一尺子)…
step2 presentation
1. learn long, longer
①由free talk引出long, longer.并出示单词指导生朗读,并比较两词区别其间教师不断地出示实物,边比较边发音long-longer.
②practice in pairs
指导生利用现有实物练说long-longer
2. learn whose…is…, yours or mine?
①教师将围巾与学生围巾放在一起问:whose scarf is longer, yours or mine?并指导生回答。
②practice in pairs
生利用现有实物进行问答练习
③ss act.
3. learn old-older, young-younger
①出示图画,引导生观察,随机出示两组单词指导生朗读。
②操练句型: who’s…than…?
师随意问两个同学的年龄后;指着两个学生问其他学生:who’s older/ younger than…?并引导生回答。
4.出示单词:tall-taller, short-shorter, small-smaller
①引导学生根据发现的规律进行练读。
②总结比较级一般情况下的发音与书写规律。
5.出示big, fat, thin, heavy
①鼓励生写出比较级,并适当出示正确单词。
②强调特殊情况下比较级单词的变化规律。
③指导朗读。
5.拼读old, young, tall, heavy
step3 consolidation
1. listen to the tape and read after the tape.
2. look and read
出示图片进行比较,指导生认读。
3. work in pairs
①picture 1-2,出示挂图,师示范并随机板书句子。
②groups work.
出示相关图片,引导学生进行替换练习。
step 4 homework
1. listen to the tape and repeat.(b部分)
2. write the words of pant b two times.
3. make dialogues use the words.
板书内容:
句子:a: who’s… than…? b: …is.
a: whose…is… , yours or mine? b: …is, i think.
单词:b部分出示的单词
板书设计:
教后笔记:
《牛津小学英语》6A Unit 7 At Christmas 篇7
教学内容:f. play a game g. listen and repeat
教学目标:
1.通过游戏,复习巩固本单元所学的知识。
2.帮助学生了解字母组合or在单词中的发音规律。
3.通过观察、听录音,复习检查对知识掌握情况,并进一步提高听力水平。
教学重点:能熟练掌握本单元所学的词、句,并能灵活运用形容词的比较级。
教学难点:根据所听内容,做出正确判断。
教具准备:录音机、磁带、词卡等。
教学过程:
step1 warm up
1. greetings
2. listen to a song: i wish i was taller!
step 2 revision
1. listen and repeat(a部分)
2. read the text in groups.(分组分角色朗读a部分对话)
3. look and read.
①出示图片背面,生猜单词。
②出示词卡(形容词原形)生抢答说出其比较级。
③教师读单词,只展示口型,不出声,生猜单词。
4. look and write
①出示图片,生写出相应单词。
②出示形容词原形,生写出其比较级。
5. look and say
出示c部分图,根据提示,生与生之间进行对话。
step 3 play a game
1.教师指导生读懂游戏内容。
2.讲解并与生示范游戏规则。
3. groups work.
step 4 listen and repeat
1.指导看图,谈论图意,从而引出单词:bird, girl, skirt, t-shirt
2. listen to the tape.
3. read after the tape.
4.体会并总结发音特点,鼓励生归纳。
5.read the sentences.
step 5 do exercises(b部分)
1. look at the pictures and talk about then.
引导学生讨论四幅图中人物的特征,告诉学生抓住人物的主要特征听录音,并进行判断,如:p1: the girl is fat. p2: the girl is short. p3: the girl is tall. the girl’s eyes are big.
2. listen to the tape.
指导生记录关键词语
3. listen and repeat.
4. listen and find.
5. listen and check.
板书内容:
词:bird, girl, skirt, t-shirt
句子:the tall girl in the yellow skirt and the blue t-shirt has a bird.
板书设计:
教后笔记:
《牛津小学英语》6A Unit 7 At Christmas 篇8
教学内容:《牛津小学英语》6b unit 3 asking the way g listen and repeat及h sing a song。
教学目标:
1. 了解字母组合ou在单词中的读音,培养学生整体认读,记忆单词的能力。
2. 有表情地演唱歌曲excuse me。
教学重点:
1. 培养学生能灵活运用或扩充本单元所学的对话。
2. 正确掌握字母组合ou在单词中的读音。
教学难点:正确朗读含有ou字母组合的单词。
教具准备:本单元的单词卡片、磁带、录音机、玩具老鼠、女式衬衫。
教学过程:
step 1 warm up
1. greetings.
2. sing a song:excuse me
①朗读歌词。
②让学生跟着录音机学唱歌曲。
③分组比赛演唱歌曲。
④自编动作表演唱。
3. free talk.
①师生进行问路对话示范。
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…
②学生之间进行问路对话,分组比赛。
step2 revision.
1. 学生拿出课前准备好的听写本、听写本课四会单词和句型。
2. 分段复述或背诵a部分内容。
3. 对话表演a部分。
step3 listen and repeat.
1. 利用玩具老鼠和女式衬衫导入g部分的学习。
t:guess, what’s in the blouse?(touch and guess)
s:…mouse.
2. 出示g部分的单词blouse, house, mouse, out,让学生自由读,并体会字母组合ou在单词中的读音。
3. 听录音,跟读单词。
4. 归纳ou字母组合在单词的发音:ou—/ au /。
5. 出示本部分的句子,指导学生朗读,理解句子意思,并试着背诵。
6. 与学生一起归纳、整理其它含有字母组合ou并发/ au /音的单词。
mouth, shout, about, playground, cloudy
step4 consolidation
1. chant:where’s the bookshop?
2. sing the song:excuse me.
3. 在黑板上画城市交通图,让学生根据实际情况看地图问路,灵活运用本单元的日常交际用语。
step5 homework
1. 朗读本课会话,要求学生能够复述、背诵表演。
2. 有感情地演唱歌曲:excuse me
板书内容:unit 3 asking the way
ou—/ au /:blouse house mouse out
mouth shout about playground cloudy
板书设计:
《牛津小学英语》6A Unit 7 At Christmas 篇9
教学目标:1、学生能熟练掌握clock key computer 这三个单词。
2、学生能熟练运用一般疑问句is this /that …?并能进行肯定和否定的回答
yes,it is . no, it isn’t.
3、能正确地使用感叹句 what a nice…对物品进行赞美。
4、能正确地使用礼貌用语may i come in.come in,please.
教学重点:1、单词:clock key computer
2、能运用is this /that ?yes,it is . no, it isn’t.进行问答。
教学难点:is this /that …?yes,it is .no, it isn’t. 及单词的正确读音。
课前准备:教师和学生都应该准备一些彩色的礼物盒。礼物盒里面准备一些学生学过的一些漂亮物品作为礼物。同时教时还应该准备钥匙、钟、电脑的实物或图片。
教学过程:1、free talk and revision
a教师运用学生学过的问候语与学生进行每日英语交流。帮助学生复现学过的知识。
t: hello everyone! how are you?
s: fine, thank you . and you?
t: i’m fine ,too.
t: i’m very happy today.
b、猜谜游戏
(教师通过学生在第一单元中学过的句型复习已经学过的单词)
t: excuse me, what’s this in the box?
s: it’s a …
2、 presentation and practice
a (一名学生稍晚进教室教师课前指导学生完成)
s:may i come in?
t: come in , please. sit down, please.
s : thank you.
(一名学生捧着作业本进教室教师课前指导学生完成)
s:may i come in?
t: come in , please. (教师引导学生应答)
教师创设情境让学生在情境中明确may i come in? come in,please.的意思。在此基础上,教师与学生表演对话
t: ,come here. 教师与学生耳语后,该生走出教室敲门进来。
s:may i come in?
t:教师引导学生集体应答 come in ,please.
t: 领读句子: may i come in? come in, please.
同桌表演对话
a: may i come in?
b: come in, please.
b 教师拿出准备好的物品询问学生并引导学生进行一般疑问句的应答。
t: touch this. is this a pear? yes or no?
s: yes.
t: yes, it is. (教师帮助学生完整回答)
(出示句型is this a pear?yes, it is.并领读)
再让学生触摸物品运用句型is this a… yes, it is.
t: (让学生通过闻一闻,尝一尝的形式,进行问答):is this a banana?
s: no.
t: you are right. no, it isn’t. (教师帮助学生回答no, itisn’t.)
(出示句型no, it isn’t.并进行领读
再让学生触摸物品运用句型
t: is this a crayon?
s: no, it isn’t.
(出示并领读句型 is this/that a…?)
c look and guess
教师呈现出一些物品的局部图片,让学生看图猜测这个游戏的目的在于巩固一般疑问句.
s: is this a …? t: yes, it is. no, it isn’t.
s: is this a toy cat? t: yes , it is. look at my toy cat.
s: how nice.
t: thank you.
now boys and girls, show me your beautiful presents
s: look at my….
t: how nice. / what a nice ….
两种评价同时穿插使用让学生在情境中明白意思是一致的
(出示并领读句型what a nice…)
t: there are many beautiful things in my schoolba
touch this. is this a …?
s: no, it isn’t. t: yes, it’s a clock.
t: look at my clock. s: what a nice clock.
(出示并领读单词 clock)
t: touch thi
s: 钥匙. t: it’s a key.
(出示并领读单词 key)
出示玩具电话与电脑的图片
t: is this a key?
s: no, it isn’t. it’s a telephone.
t: is this a tv?
s: no, it isn’t.
t: it’s a computer. (出示并领读单词 computer )
d 集体游戏
教师拿出一个大盒子,里面有许多图片.一位同学上台 从里面拿出一张,另一学生背朝学生进行猜测:is this…? 下面学生进行应答。背朝学生的学生猜对了就可得到该图片,教师总结活动结果。
3 consilidation 1、 出示课文挂图,学生听录音看图回答问题
is this a dog? what is it ?
让学生带着问题听录音。养成良好的听录音的习惯
2、 听录音跟读课文
3、 分角色朗读
4、 同桌表演对话
5、 戴头饰上台表演对话
家庭作业: 1、和父母用is this/that…?yes,it is. no, it
isn’t.句型进行猜测手中物品的游戏
2、仿照今天所学的课文编演对话
板书设计:
《牛津小学英语》6A Unit 7 At Christmas 篇10
《牛津小学英语》4b unit6 let’s go by taxi教学设计与评析
一、 教学内容
《牛津小学英语》4b unit6let’s go by taxi b look, read and learn和 c work in pairs
二、教学目标
1. 能听懂、会说、会读和会拼写单词 a station, a hospital,by taxi。
2. 能听懂、会说和会读单词a theatre, a minibus
3. 能听懂、会说、会读和会写句型shall we go to……by……?及应答语 all right/ok.
三、教学重点、难点
1.能听说读写单词a station, a hospital,by taxi。
2.能听说读写句型shall we go to……by……?及应答语 all right/ok。
四、教具准备
录音机、磁带、单词卡片等。
五、教学过程
step 1.greetings
t:good morning,boys and girls.
ss: good morning, miss mu.
t: how are you?
s: fine, thank you. and you?
t: i’m very well .thank you. let’s sing a song, ok?
ss: ok.
学生跟着录音唱《go to school》并做动作。
[设计意图:在课一开始,通过warm up让学生在与老师的口语交际中复习旧知识,又逐步培养交际能力。而且歌曲内容与新知联系密切,在唱的过程中不知不觉地为学习新知作好了准备。]
step 2 .free talk
1. t: (出示公园图片)look at this picture. what’s this in english?
s: it’s a park.
t: let’s go to the park.
s: ( 通过看教师手势回答)ok/all right/good /great.
[设计意图:通过tpr教学法,用点头表示all right ,用竖起一个拇指表示good; 用竖起两个大拇指表示great;;用竖起后三个手指,拇指和食指圈成一个圈表示ok,让学生全身心地投入到教学活动中,有利于提高学习效果。]
2. t:(出示超市图片)what’s this in english?
s: it’s a supermarket.
t: (指名编对话) let’s go to the supermarket. but how?
s: (做动作)by bike/bus/ car
3. 教师出示长城图片(the great wall), 指名编对话.
s1: let’s go to the great wall.
s2: great. but how?
s1:by plane.(做动作)
[设计意图:教师让学生编对话可以培养学生的交际能力,教师再多激励,可以激发学生的学习兴趣。教师让学生通过free talk,复习了3a中所学的地点类和工具类单词,并结合句型let’s go to…but how?及其答语,一方面从旧知中引出新知的教学,另一方面为新知的学习作了很好的铺垫。
step 3 . presentation and practice
1. t: today we will learn: unit 6 let’s go by taxi。领读课题并拼读 a taxi
t: let’s go to …… by taxi.(用不同的地点类单词替换)
s:ok/ all right./ good ./ great.(并做动作 )
2. learn: a theatre
①教师出示电影院图片,问what’s this?
s: a cinema
t: (出示a theatre图片) is it a cinema, too?
s : no, it isn’t.
t: a theatre领读,开火车读, 教师指导发音。
[设计意图:利用电影院图片引出剧院图片,让学生自己说 no,既让学生避免了两者混淆,又牢牢地记住了新单词 a theatre。]
②chant: theatre↑↓→go to the theatre→let’s go to the theatre.
t: boys and girls, let’s go to the theatre.
s: ok. (手势)
t: shall we go to the theatre?
s:(看老师手势)ok./all right./good./great.
[设计意图:老师通过学生熟悉的句型let’s go to……引出新句型shall we go to……,学生自然地知道了句意并会在教师的指导下说出应答语。]
③guess: (师出示) it’s a big room . there are many books in it. what is it? (允许学生说汉语)
师在学生猜出后出示图片:a library 领读,开火车读。
t:shall we go to the library?
s: (动作)ok/all right.
t: but how?
s: by bike/bus/ car/taxi. (用动作表示出来)
[设计意图:通过学生喜爱的猜一猜的形式,制造了“信息差”,给了学生一个训练的空间 ,给了学生一个练说的理由。]
t:shall we go to the library by……?(用交通工具类单词进行替换操练)
s:ok/all right/…
[设计意图:通过简短的句型问答后,出示本节课的教学重点句型shall we go to…by……? ok/all right.既减轻了学生的学习压力,降低了学习难度,又顺其自然,水到渠成。]
④learn: a minibus
t:(出示公共汽车图片)what’s this in english?
s: a bus.
t:(出示小型公共汽车图片)what’s this in english?
s:a bus?
t:a minibus .领读,指导发音。
chant: minibus↑↓by minibus
t: shall we go to……by minibus? (用不同的地点类图片进行替换操练)
[设计意图:利用a bus引出a minibus,起到了以旧带新的作用,而且让学生明白了bus与minibus的联系和区别,并及时利用不同地点类图片操练,达到巩固的目的。]
s:ok/all right/….
学生同桌之间,组组之间操练,指名说一说。
⑤practice
出示图片:picture1剧院 出租车
picture2超市 小型公共汽车
picture1指名说一说,师评议
picture2 work in pairs.
⑥learn: a hospital
出示 mrs black的图片
t:who’s she ? s: she’s mrs black
t: what’s her job? s: she’s a nurse
t: where does she work?
s:医院
t:出示图片a hospital并指导发音 ho—s—pi—tal
学生集体拼读,用手指在桌上尝试默写。
教师出示一幅图:david生病了,nancy正在询问他。
t: who’s the girl?
s:she’s nancy.
t who’s the boy?
s:he’s david.
t: now i’m nancy. you’re david.(老师扮nancy,学生扮david)
t:what’s the matter?
s: i’m ill .
t: shall we go to the hospital by taxi?
s: ok.
师生交换角色,指名表演。
[设计意图:利用图片创设情景,让学生通过角色扮演在情景中操练所学句型,使对话操练具有了真实的交际意义。]
step 4 : play games
1、what’s missing?
① 师将地点类图片贴在黑板上(a hospital a supermarket a theatre a library等)
让学生齐读两遍,然后学生闭上眼睛,教师随意抽去一张图片, 问what’s missing? 指名回答。
② 将图片换成交通工具类图片,同法操练。
[设计意图:这个游戏的设计简单,操作方便,而且可以让学生在不知不觉中复习所学的单词。在操练过程中还可以让学生在说出单词后,用该单词说词组、说句子、编对话,达到拓展所学知识的目的。]
2、look and read
① 教师读单词,但只张嘴不出声. 让学生猜。
[设计意图:这个游戏可以让学生集中注意力看教师的口形,纠正自己的发音,同时巩固所学单词。]
② 鹦鹉学舌:教师读单词,如果读对了,学生跟读。如果读错了,学生站起来并读出正确的单词。
[设计意图:这个游戏可以训练学生快速反应能力,在紧张的学习中复习单词,一张一弛,教师设计的多种游戏,孩子们没有感到是在专门学习语言,相反是在活动中、在游戏中、在真实的语言环境中学习了语言、训练了语言、应用了语言,发展学生的情感。]
step5.consolidation
出示c部分。
1. 指名说说图1和图2,教师出示正确答案并让学生齐读。
2. 分组练写图3和图4,教师在黑板上画四线格,指名板演,集体评议。
[设计意图:在小学英语教学中,听、说、读、写要体现“听说领先,读写跟上”的原则。因此本环节教师让学生板演并让学生通过集体评议学习别人的优点,并避免重犯别人的错误。]
step 6. homework
1. 抄写a hospital ,a taxi各四遍。
2. 用所学句型 shall we go to……by……?ok/ all right./造两个句子。
3. 预习a read and say.
[设计意图:课外作业是课堂教学的有效扩展和延伸。教师设计了多项作业,一方面复习本节课所学内容,另一方面预习下节课将要学的内容。这样,学生对知识的学习是前后连贯,浑然一体。]
课后反思:
一. 英语课堂应注重体现由浅入深、循序渐进的层次性教学过程,要通过层层深入的学习掌握知识点。因此在教学句型shall we go to……by……?时,利用旧知识let’s go to……by……引出新内容,采用看、猜、说等多种手段,是本节课的主要线索。
二. 在教学中千方百计为学生营造一个宽松愉悦民主和谐的英语氛围,适时采用chant巩固新单词,并用tpr教学法使学生全身心地投入到学习活动中,降低了对话教学难度,使学生轻松的掌握了对话
三. 在教学中,对学生多进行鼓励、表扬,让各个学习层次的学生都得到进步,使他们能够展现自己,激发他们的学习热情。
《牛津小学英语》6A Unit 7 At Christmas 篇11
教学内容:c部分 work in pairs
教学目标:
1、能听懂、会说、会读、会写句型do the boys jump higher than the girls? does jim swim slower than david?及其答语。
2、能正确看懂图意,并能灵活运用。
教学重点:能当堂掌握四会句型do the boys jump higher than the girls?does jim swim slower than david?
教学难点:区别do 以及does的不同用法,明确助动词后面动词用原形。
教具准备:幻灯片、图字卡、计时器(以便游戏时计时)、小星星(上面写着well done.以激励学生)。
教学过程:
step1 review
1. 把单词补充完整,并说说单词的中文意思。(幻灯片出示)。
l____w ( ) ____ ____rly( ) w____l____( )
l___t___( ) str___n____( ) f___ ____t ( )
你知道这些单词的比较级怎么写吗?
2. 游戏“碰地雷”。
游戏规则:读小黑板上的单词,在其中一词下面“埋”一颗地雷,读到该词时不能读出声,否则将被地雷“炸掉”。
游戏目的:巩固新单词的读音。
3. 合作游戏 (句子接龙)
游戏规则:每组抽一张图字卡、第一个学生说出一个词,第二个学生补充。比如s1:fast s2:run fast s3:ben runs fast s4:ben runs fast than jim。
游戏目的:巩固副词比较级的用法,增强语言学习趣味性。
step2 presentation
1. read, match and write
①questions:(幻灯片出示)
a. do the dogs swim slower than the ducks?
b. does the bee fly higher than the bird?
c. do the tigers run slower than the pandas?
d. does the rabbit jump farther than the cat?
②find the difference.找不同。
仔细读幻灯片中的句子,体会四个句子间的相同点与不同点。
③use the dialogues above as models, then make a sentence.
引导学生分别以do, does开头问两句话,体会do, does的不同用法。
注意,助动词后动词用原形。
2. check the answers.(上一节课的家庭作业练习册第9页)
3. read the sentences.
4. look, complete and answer.
_______ the boys jump higher than the girls?
________jim swim slower than david?
看图,填空并回答。
在回答的过程中,学习答语yes,…do / does. no,… don’t / doesn’t,及其句式he swims faster than david.
5. practise in pairs.
6. 换词练习
do the boys ______ ______ than the girls?
does jim ________ ________ than david?
a. work in groups.
b. check.
step3 work in pairs.
talk with your partner. use the dialogues above as models. the words in the box will help you.
fast slow high low
early late well fat
1. read the words in the box.
2. oral work:talk with your partner.
3. writing work.指导写话
指名上台板书八句话(最好写在幻灯片上)。
注意纠正学生句子中一些拼写或语法上的错误。
4. play a game:快言快语
游戏规则:小组内每人读板书中的一句话(例句两句、外加八句练习中的,共十句话),并计时,全部读完用时最少的一组获胜,每人将得到一颗写有well done的小星星。
游戏形式:小组内合作、小组之间竞争。
游戏目的:巩固所学四会句型,培养英语脱口而出的能力,增强合作与竞争的意识。
step4 consolidation
1. 完成补充习题第5页,d. look and write
①look and read by yourselves.
②discuss in groups.
③write the answers.
④check the answers.
2. play a game:musical chair 抢椅子
游戏规则:
小组活动,每次有5个学生参与,只摆放4把椅子。
①放音乐,学生围着椅子走。
②音乐停,学生坐到椅子上。没有坐上椅子的那一个学生被淘汰、被罚说一段对话,模仿练习册d部分。
③顺利完成任务的学生、奖励一枚写有well done的小星星。
游戏目的:
巩固所学句型,增强英语学习的趣味性。
step5 布置作业
1. 听力练习。listen and tick 完成补充习题第4页
2. 书面作业,仿写句子。(书上第17页)
3. 预习a部分课文。
板书内容:
四会句型do the boys jump higher than the girls? does jim swim slower than david?及其答语。
板书设计:
《牛津小学英语》6A Unit 7 At Christmas 篇12
教学内容:6b第五单元第三课时。
教学目标:part a listen, read and say.
教学重点:
能听懂、会说、会读和拼写单词weather, spring, autumn, winter, hot, cold.
能听懂、会说、会读和拼写句型 what’s the weather like…?
教学难点:能听懂、会说、会读单词season, because, countryside, warm, cool, rain, rainy, sunny, windy, snowy, cloudy, rowing, snowball fights.
教具准备:单词卡片、教学挂图、录音机。
教学过程:
step 1 pre-task preparation:
1.daily report.
what’s the weather like today?
1.revision.
revise the following words: season, because, countryside, warm, cool, rain, rainy, sunny, windy, snowy, cloudy, rowing, snowball fights.
step 2 while-task procedures:
1.look and say:
look! this is new york. what’s the weather like there? say something about it.
2.listen to the tape. pay attention to the following questions:
who’s going to new york?
what does su yang want to know?
who is su yang asking for?
what’s the weather like in summer in new york?
what about autumn there?
does it often rain in spring there?
is it beautiful in spring?
listen and imitate sentence by sentence.
3.fill in the blanks:
su yang’s dad is going to____ ____ next week. he is going to work there for _____ _____. su yang wants to know about the _______ there. she is
asking ben some questions about the _________in ______ ______.
4.some explanations:
as hot as in nanjing, the best season, in the countryside, sounds great, most of the time, make snowmen, have snowball fights, colder than in nanjing, new york.
5.listen to the tape again.
listen to the tape and follow it.
step 3 post-task activity:
1.ask and answer:
what’s the weather like in spring in new york?
what’s the weather like in summer in nanjing?
what’s the best season in new york?
what clothes does dad need?
2.complete the sentences with the correct words:
in new york, there’s a lot of rain in _____. the weather in summer is as ________ as in nanjing. autumn is the best ________ in new york. it’s ________ and ________. in winter it’s _________than in nanjing. dad, you need to buy some ________clothes.
step 4 homework:
1.listen to the tape.
2.surf the internet about the weather in new york.
板书内容:
which season do you like best? i like… why? because it’s…
what’s the weather like…?
板书设计:
《牛津小学英语》6A Unit 7 At Christmas 篇13
一、教学目的、要求
1.能 听说读写单词及短语class, over, say, after school, look for 。
2.能听 说 认读日常交际用语和句型:perhaps they are. i’ll go and join them. where are you going?
二、教学重点、难点
i’ll go and join them 的读音。
三、教具准备
单词、 句型卡片,录音机和磁带,课件,抹布,脸盆,篮球和yo-yos
四、教学过程设计与分析
step1 warming up
1.greeting
2.sing the clapping song
line part f in each unit together to make a clapping song ,to consolidate the phonetic alphabet.
lead-in the title—after school(equal to after class in the clapping song.)
teach:after school
3.daily freetalk
invite several groups to perform their freetalk prepared before each lesson.
(设计意图:拍手歌和每日对话,是每节课上课前都让学生准备进行操练的。前者通过不断诵读,有利学生对音标这一较难知识点的扎实掌握。后者为学生提高自身的口语水平帮助很大,同时对学过的句型进行了很好的巩固和运用。)
step ii presentation and practice
1. t: (递抹布给s6) s6, come here . please clean the window.
s6: all right.
t: what is he doing?
ss: he is cleaning the window.
t: (将盛着水的脸盆递给s7) s7, please go and help him.
s7: ok.
t: boys and girls , is s7 cleaning the window?
ss: no.t: she’s not cleaning the window. she’s helping s6. s6, is s7 helping you?
s6:yes.
teach “is… helping you” and practice.
2.课件展示miss li的图片。
(1).t: look, who’s she?(miss li) now i’m gao shan.(带gao shan头饰) excuse me. i’m looking for wang bing .is wang bing helping you in the office?
miss li: no, he’s not.
teach “is wang bing helping you in the office” and practise.
(2).gao shan: is wang bing helping miss li in the office?
ss: no.
gao shan: i’m looking for wang bing. do you know where he is?
ss: sorry, we don’t know.
teach “look for, looking for, i’m looking for wang bing” and practise.
gao shan: i’m sorry. i can’t find wang bing. (脱下头饰)
课件展示一个男孩找自行车的画面。
t: look at this boy. what’s he doing?
ss: he’s looking for the bike.
课件展示男孩找钥匙的画面。
t: what is he doing?
ss: he’s looking for his keys.
(3).t let ss use look for to make some sentences.
exercises:
_______ is looking for _________.
_______ are looking for _________.
_______ am looking for _________.
(4)t: who can guess where my key is?
perhaps it’s ….
s1: perhaps it’s in your bag.
s2: perhaps it’s in your jacket.
t: yes. it’s in my jacket, in my pocket.
teach:perhaps
(设计意图:在教学句型is wang bing helping you in the office?时,利用学生间互助擦玻璃这一生活情景引导学生学习新句型,不仅形象,而且易于被学生接受和理解,并且他们学会在生活中运用英语。通过找钥匙,承接让学生猜猜我的钥匙在哪来引出perhaps they are 的教学,这避免了句型教句型的枯燥,营造了轻松、愉快的学习氛围。)
5. teach “i’ll go and join them” and “let’s go and join them” and practise.
t: (手拿篮球) look, what’s this?
ss: it’s a basketball.
t: s8 and s9, please come here and play basketball.(问其他学生) are they playing basketball?
ss: yes, they are.
t: i like playing basketball. i’ll go and join them.
(说两次,并和两名学生一起玩篮球)
teach “i’ll join them, i’ll go and join them” and practise.
t: (拿出两个yo-yos,让两名学生玩) i like playing yo-yos, too. i’ll go and join them. who wants to play?
s10,11,12,13: i’ll go and join them.
t: ok. (问s14) do you like playing yo-yos?
s14: yes.
t: let’s go and join them.
ss: ok.
teach “let’s go and join them ”and practise .
(设计意图:通过创设真实的体育活动情景引出句型的教学,极大地调动囝学生的积极性,使学生能主动参与到英语学习中来。)
6. 课件显示时间4:30pm。
t: what’s the time?
ss: it’s 4:30pm.
t: classes are over.
teach “class, classes, over, classes are over” and practise.
课件出示放学的画面。
t: what’s the time?
ss: it’s three o’clock.
t: yes, classes are over.
what is gao shan doing?
(show the picture and the sentence: where is wang bing?)
ss:he is looking for wang bing.
7.listening exercises.
(1).show a dialogue about half of part a.let ss fill in the blanks and complete it by listening to the tape.
(2).check the answer and read it together.
8. 课件展示一个人走路的图片。
t: what’s he doing?
ss: he’s walking.
t: (出示zoo的图片 ) are you going to the zoo?
man: (运用课件对话) no, i’m not.
teach “are you going to the….” and practise.
课件展示park 和garden图片。
ss: are you going to the park / garden?
man: no, i’m not.
t: where are you going?
man: i’m going to the reading room.
teach “where are you going”.
ss: where are you going?
man: i’m going to the reading room.
teach:
a:are you going to the …?
b: no, i’m not.
a: where are you going?
b: i’m going to the….
替换下列地点名词toilet, sports hall, playground, table tennis room进行pair word 练习,教师巡视。
pair work:
a: are you going to the…?
b: no, i’m not.
a: where are you going?
b: i’m going to the….
(设计意图:创设情境学习句型并在学完后用所学句型进行操练。做到了当堂学习当堂巩固,收到了良好的学习效果。)
9.listen to another dialogue ,answer two questions.
(1).where are su hai and su yang?
(2).are they studying in the library?
10.listen to the tape ,following it to read unit 7 part a.
step iii learn the text
t: now, let’s listen to the tape. before listening, i’ll give you five questions. let’s have a look.
1.ss read the questions and listen to the tape, then answer the questions one by one.
2.ss read after the tape and the teacher.
step iv homework
1try to read the dialogue in part a fluently.
2 have a role play to perform the dialogue.
《牛津小学英语》5a unit7教案第二课时(a部分) 来自第一范文网。
《牛津小学英语》6A Unit 7 At Christmas 篇14
教学内容:e部分look, read and judge, f部分play a game和g部分listen and repeat.
教学目标:
1. 了解字母组合or在单词中的另一种读音。
2. 巩固本单元四会单词、句型,并能灵活运用。
教学重点:
1. 巩固本单元四会单词、句型。
2. 了解字母组合or在单词中的另一种读音。
教学难点:语音判断
教具准备:录音机、图字卡、计时器。
教学过程:
step1 free talk and motivation
1. 心灵感应:猜老师心中想哪些字母(a, e, l, t)。
2. 把这四个字母(a, e, l, t)合成一个词(late ),出示late图字卡,用late说一句话。
三种形式:
a. wang bing goes to bed late.
b. mike goes to bed later than wang bing.
c. does mike go to bed later than wang bing?
yes, he does.
3. 幻灯片出示上面的三句话,换词(动词)练习。
①指导读这三句话。
②强调句式及语法结构。
③换词练习。
4. say a rhyme: don’t be late again.
过渡: now, let’s start our lesson. open the book and tuen to page 19. who would like to read the conversations?
板书:start our lesson, would like to
step2 presentation 学习e部分
1. 学习she reads better than all of us.
①意会what does‘she reads better than all of us’mean?
②she reads better than the other students.(联系the other一词)
③read it.
2. look, read and judge.
给学生一定的时间,让他们独立完成阅读与判断。
3. check the answers.
4. read the conversations again.
step3 play a game.完成f部分
1. complete the sentence.
①does the bird fly ______ than the butterfly?
②does the girl run _______than the boy?
③does the woman swim ______than the man?
④does the girl skate _______than the boy?
⑤does the girl sing _______ than the boy?
⑥does the boy go to bed _______ than the girl?
⑦does the girl jump _______ than the boy?
⑧does the boy get up _______than the girl?
根据动词提示,填入合适的副词(比较级)。
2. look at the picture then answer the questions.
3. answer the teacher’s questions:
who runs faster, the boy or the girl?
who skates better, the boy or the girl?
…
4. practise who+v.(s)+副词比较级结构。
5. play a game.
a. 讲解游戏规则,并做示范。
b. 引导学生做游戏。
以抢答方式集体做游戏,选出优胜者。
step4 listen and repeat
1. 出示一组词语word , workbook, world, worm
read them.
2. 说一说or组合发什么音。
3. 出示另一组词语forty, horse, morning, sports,体会or组合的另一种发音。
4. 你还能说出其他类似发音的例词吗?
5. listen to the tape then read after the tape.
6. 竞赛,看谁读得又快又准。(计时器)
step5 布置作业
1. 选择填空
①ben is late school.
a. to b. of c. for
②who _______ higher, jim or david?
a. runs b. jump c.jumps
③does ben skate _______ than mike?
a. well b. better c. good
2. 排列句子顺序
①well he in pe does do not ( . )
②runs fast as tom nancy as ( . )
③boys jump lower the than girls do the ( ? )
3. 熟读e部分look, read and judge.
板书内容:
词组:start our lesson, would like to
句子:she reads better than all of us. who runs faster, the boy or the girl?
板书设计:
《牛津小学英语》6b unit 2 第五课时 来自第一范文网。
下一篇:6B Unit