沪教牛津版六年级下册英语教学设计3篇 牛津小学六年级英语教案.docx

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1、Word沪教牛津版六年级下册英语教学设计3篇 牛津小学六年级英语教案 下面是我收集的沪教牛津版六班级下册英语教学设计3篇 牛津学校六班级英语教案，欢迎参阅。 沪教牛津版六班级下册英语教学设计1 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，同学可以运用所学语言争论动物习性这一真实语言情景，将语言变得生活化、情境化，从而把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同学会用简洁的句式介绍和描述动物的习性。 学情分析： 学校生都具有奇怪、好玩、好动、好表现、好表扬等心理特点，同时对新颖的事物特别感爱好。同时，六班级同学也具备了肯定的合作力量和参加意识，在肯定的情

2、境中，同学能够乐观的参加、大胆表达、勇于合作，呈现出良好的学习氛围。 教学目标： 学校英语课程标准强调指出：“英语教学要重视对同学实际语言运用力量的培育，重视同学的学习方式和任务型的教学途径，进展同学的综合语言运用力量。” 依据以上要求及对同学实际状况的分析，我制定了如下教学目标。 (一)学问与技能：引导同学运用一般现在时的句子介绍动物习性。 (二)过程与方法：同学通过小组合作，组内争论，组间沟通，培育同学自主学习和运用语言的力量。 (三)情感态度与价值观：通过了解动物与人类的和谐关系，激发同学喜爱动物的情感和自觉爱护动物的意识。 教学策略： (一)教学方式与学习方式 教学方式：“任务型”教学

3、方式 学习方式：自主探究、合作沟通 本课的设计中，我运用了“任务型”教学方式，要求同学通过表达、询问、解释、沟通、交涉、协商等多种语言活动形式来完成任务，同时注意英语中听、说、读、写各项基本技能的训练;英语课程标准强调重视同学实际语言运用力量的培育，提倡体验、实践、参加、合作与沟通的学习方式。同学将在“任务型”教学方式的引导下，在自主探究与合作沟通中学习和运用语言。 (二)评价方式 评价方式：多元性评价 心理学家指出：同学在课堂上有获得表扬的需要，评价的主体应当是多元性的。所以，在教学中我着眼于同学语言运用的培育，采纳激励性评价、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同学的求

4、知欲和表现欲，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”、“动物习性的争论”、 “学说小韵诗”、“写写宠爱的动物”等几项任务。 2、利用图片，激发同学的学习爱好。 3、采纳小组竞赛的形式，激发同学乐观参加，培育其集体荣誉感。 教学过程： 一、Warm up T: 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

5、 listen to music. (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

6、! T: Number 1. Theyve got 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: Number 2. They are tall. Theyve got long necks. What are they? S2: They are pandas.T: Fantastic! Group 3, a flag! T: Who can say

7、 another animal? 二、Presentation T: 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.)

8、Ss: (Read the title together for 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 contents T: These animals are lovely. You can see them on your books. Now listen to the tape, order the picture

9、s. T: Now Ill check the answers. Who can 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 tog

10、ether, 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

11、: Who can come here and point to the pictures for us? S2: I can. You are very good! 四、Practice T: Can you remember now? Ss: Yes! T: OK. I say, you guess. They love the sun. What are they? S5: They are snakes.T: Very good. Now work in pairs, practice part 2. Ss: (Work in pairs to do the practice.) T:

12、 Who want to show your dialogue?Ss: (Several groups act out.) T: You did a good job! Now lets learn another animal-owl.(Read and explain the word.) T: Ill ask students to explain the sentences. Ss: (Study the chant, and then say with the rhyme.) 五、Enlargement T: Today weve learnt lots of animals. Bu

13、t which do you like? Now talk in groups: What are your favorite animals? Why? Ss: (Talk in groups.) T: Stop! Now write down your ideas. You can write like this: My favorite animals are Because T: Who want to read your sentences? S1: S2: T: You are very lovely. We love animals, because they are our g

14、ood friends. Lets read loudly! Ss: We love animals, because they are our good friends. T: Again! Louder! Ss: We love animals, because they are our good friends! T: Well done, children! You should remember this sentence.Class is over. Goodbye, children! Ss: Goodbye, teacher! 沪教牛津版六班级下册英语教学设计2 Holiday

15、s 教学内容： 牛津学校英语6A Unit6 Holidays (PartBC) 教材分析： 本单元围绕“谈论节日里所做的事”这一话题绽开教学活动，其中消失了过去式的一般疑问句形式。同学通过学习，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. 能把握节日单词 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，把握以下节日 New Years Day、Halloween、 May Day、

16、National Day 。 3. 能把握四会句型 Whens?Its inWhat do people usually do at/on?They 4. 同学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.能把握所学节日的正确读音。 2.能娴熟把握四会句型，并能敏捷进行替换训练，从而进一步来巩固一般过去时的学问。 教具预备： 多媒体课件 实物 教学过程： Step1: Warming-up 1.Greetings. 2.Free talk. What day is it ? What date is it today? What do you u

17、sually do at the weekends? (设计意图： 在上课开头，与同学亲切自然地相互问候，使同学快速进入英语学习的氛围，同时为下一步教学做铺垫。) Step2: Presentation: 1. T：(老师手拿日历)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, H

18、alloween- 揭示主题： Holidays Magic eyes 快速出现同学知道的单词，同学依据图片说出相应的节日。 2. 教学 Spring 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. T

19、each: Spring Festival 春节 (2)。Lets read It is a popular holiday in China. It 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:(引导同学说出答案)It means亲戚! T：(Teach

20、: relative re-la-tive) (3)。 教学What do people usually do at Spring Festival? T: What 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 Drag

21、on Boat Festival. And there are some Chinese traditional(传统的) festivals in China,too. We 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:

22、Mid-Autumn Festival.) Whens Spring Festival? S:Its on the 15th of August. T:No,Its in September or October. (日历展现) 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，允许同学用中文来补充。) S: 吃月饼，赏月。 T：Yes. They usually eat moon cake and watch the

23、moon. T: Did you eat moon cake and watch the moon last Mid-Autumn Festival? Ss: Yes,I do. T: I think you 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) 老师让同学说他们所知道的关于圣诞节的学问，如圣诞老人，圣诞礼物，圣诞食 品及圣诞活动，不限定同学全部用英语表达。 T: Christmas is coming. Do

24、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，并通过争论让同学了解有关圣诞节的文化意识。) (3) 老师用课件创设情景： 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

25、 questions. Whens Christmas? Do you like Christmas? Why? What do you usually do at Christmas? (4) 同学4人一组看图片，并依据问题争论圣诞节。 (5) 小组汇报他们争论的状况，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 al

26、so buy new clothes and give presents to each other. (设计意图：这个活动对同学来说具有肯定的挑战性，但六班级同学已基本能把老师供应的信息组合成一句话，甚至能连成一段话。通过这样的活动可以让同学把所学的学问运用于实际，使不同程度的同学都有成就感，增加自信念。) 5. The usage of “at” and “on” T: Look at the phrases carefully and find the rule by yourselves. 小组争论 “on” 和“at”的区分 at Halloween at Spring Festiv

27、al at Dragon Boat Festival on New Years Day on May Day on Childrens Day S: We use “on” before “Day”。 T：Well done! Step4.Practice 1.(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: W

28、hat do people usually do at Spring Festival? S:They eat lots of delicious food. T:Did you eat lots of delicious food last Spring Festival? S:Yes,I did.(Picture1 T-S;Picture2 S-S) 2.Show time: _is on _. Children usually_. Did you _last_? Step5: Homework 1. 仿照PartC编写含有以下节日的句型：New Years Day、May Day、 Na

29、tional Day 2. Introduce the foreign festivals to your parents. 板书设计： Unit6 Holidays A: Whens - ? B: Its in -. A: What do people usually do at Spring Festival? B: They usually- A: Did you - last Spring Festival? B: Yes, I did. No, I didnt. 沪教牛津版六班级下册英语教学设计3 At Christmas 教学目标： 学问目标 1、能听懂、会说、会读单词：watch

30、, 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并让同学感受其用法。 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?的使用语境。 技能目标 引导同学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、把握对话的内容，并能有感情的朗读对话。 情感目标 让同学了解西方国家的重要传统节日“圣诞节”，体验西方

31、国家送礼与受礼的风俗习惯，关心同学拓展文化视野，增加跨文化意识。 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、把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。 教学预备： 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 merry Christmas”。 2、Free talk. T: Today, here are so many new English teachers

32、 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: What do you know about Christmas? (Ss:自由介绍!) 提示同学可以用中文自由介绍。(T：You can sp

33、eak 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。由于同学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同学，老师只是帮助性的补充课余学问。) Step2、Presentation and Practice 1、师创设情境导入并教学新授内容：“ T: We know

34、 we can get some presents on Christmas day. And last year, on Christmas 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：从同学熟识的手表watch开头导入新句型和名词性物主代词，目的在于让同学能够整体感知名词性物主代词的含义及用法) 2、Learning the whole text List

35、en 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 were they? They were in Jims grandparents house. What

36、 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) 依据同学圈出的礼物，老师进行单词教学：a watch, a teapot and some tea, a wallet, a calculator, a skateboard, a hairdryer. 老师示范朗读，同学跟读单词。重点指导calculator, skateboard，hairdryer的发音。 (设计意图：在教学skateboard, teap

37、ot, hairdryer时，我借助单个单词和在一起的做法，关心同学了解复合词，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。) 在同学做完连线以后，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，让同学整体感知名词性物主代词后再渗透句型，这样同学理解起来更简单。) Read and fill in the form(细读课文，完成表格内礼物来自于谁，然后依据例句造句) 重点让同学操练句型：Who is it/are they from? Its/ They

38、re 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. (留意单复数) Step3、Consolation Read after the T sentence by sentence. Fill in the blanks (Do a summary of the text) On _ Day, Jims family get many presents. The wal

39、let 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. Step4、Write a letter We know that

40、 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. It Merry Christmas! Sincerely yours, Kitty (设计意图：运用本课所学句型能进行简洁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。在同学自己拓展前给了例子，并且要求同学依据需求为Jack一家选择礼物) Step5、Homework 1. Read and act the dialogue. 2. Make a Christmas present for your parents or your friends. 18