牛津英语6A教案_牛津英语6a教案
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Module One
Relationships Unit One
Meet my family(First Period
Page2)
Analysis of the Teaching Material
1.Page 2 is the beginning of this unit.So if the students can learn it well, it will be helpful to make the students learn the rest of this unit.2.Such a topic is related to daily life, so it is easy to arouse learning interests of students and it will be also helpful to improve their spoken English skills.3.Most students have learned Oxford English for about five years so far.They can understand some words and some simple sentences.So the students may communicate each other easily in English in cla now.Teaching Task(Aims)Talk about family members: 1.Draw a self-family tree.2.Talk about the partner‟s family members according to the family tree.3.Talk about photographs of their families.Teaching Key & Difficult Points Key points: 1.To draw a family tree.2.Using simple present tense to talk about family members.Difficult points: 1.To teach the students how to use “same” and “different” in a correct way.2.Using “How many” questions to find out quantity.3.How to use the long sentences to talk about the family and family members.Teaching Materials Student‟s Book 6A page 2.Caette 6A and a recorder Photocopiable page 1-4 Some family photographs of students.Teaching Procedure Warming up: A story about a family or teacher‟s self-introduction.Pre-task preparation: 1.Draw a family tree of my family on the blackboard.2.Introduce the new vocabulary:
“meet, family, family tree, estate” 3.Teach the usage of “same”
a.“My parents and I live in different housing estates.We live far away.But last year, I moved into a new housing estate.It was really a nice big flat.So my parents came to live with us.Now they and I live in the same flat…” 3.Teach the usage of “same”
a.“My parents and I live in different housing estates.We live far away.But last year, I moved into a new housing estate.It was really a nice big flat.So my parents came to live with us.Now they and I live in the same flat…” b.Practice on “same” Question:
1)Do your grandparents live in the same flat with you? 2)Are you and your good friends studying in the same middle school? 4.Play the recorder “Look and read”
a.Draw a family tree of the Li family on the blackboard.b.Listen to the tape twice.c.Ask several questions to check if the students can understand it.d.Repeat the sentences after the tape.While-task procedures: 1.Students do the “Questions and Answers”(by using “How many”)
2.Show their family photographs and talk about them in pairs.“age”(p.2 “About you”)
3.Divide the students into groups.They take turns to introduce their partner‟s family members to the other group members.4.Let the students draw a family tree of their partner‟s family on photocopiable p.3.(Give some guided questions), and then correct them.Post-task Activity 1.Finish photocopiable p.4 2.Students write a few sentences about their family members.3.Students are required to circulate their work in groups.4.The whole cla vote for the best.Homework: Oral work: 1.Read p.2 and recite it.Written work: 1.Copy the new vocabulary 2.Write five-six sentences about their families or their partners‟ families
M1U1 Meet my family
（second period）
Language focus：
Using adjectives to make comparisons Using conjunctions to link contrasting ideas Using poeive determiners to identify people Procedure： I． Warm Up Free talk – Students introduce themselves II． Pre-task 1.Gueing game-Who is she？
Material：She‟s our teacher.She‟s not very young, but she‟s a little old.She‟s not very tall, but she‟s a little short.She has two big eyes with glaes, but she has a small nose on her face.2.Read and review 3.Questions and answers 1)In Ben‟s family Who is older, Ben or Kitty? Who is taller, Ben‟s father or his grandfather? 2)Look, Which ruler is shorter, this one or that one? Which book is bigger, this one or that one? 4.Read and think III.While-task 1.pair-work My ________(sth)is big, but your ________ is bigger.small
smaller
short
shorter
long
longer 2.pair-work
Your ________(sb)is young , but mine is younger.old
older
short
shorter
tall
taller 3.Listen and read(text on p2)4.group discuion material: two photographs on p3 topic: What else can you compare with Kitty‟s family and Alice‟s? form: role-play(two Ss are members in Kitty‟s family, the others are Alice‟s family members.)5.consolidation exercises on WB p1 IV.Aignment
1.talk about your own family members by using comparison 2.GB p1 Module One Unit One Meet My Family(Third Period)Language focus: Using “How many” questions to find out the quantity Using adjectives to make comparisons Using the simple present tense to expre simple truth Using the simple past tense to talk about past activities Using poeive pronouns to identify people and animals
1.Daily song 2.Daily report(day, date, weather)3.Daily talk:
(for today)How are you?(together)
How old are you?(Single)
Do you have a younger an older sisterbrother?
How old is shehe?
How many people are there in your family?(Write: There are(number)people in S1‟s family.)Pre-task preparation: 1.Ask and answer “How many” questions and use adjectives to make comparisons.Ⅰ.Ask a student: How many people are there in your family?
To elicit: There are(number)people in S2‟s family.Ask: Is S1‟s family bigger smaller than your familyyours?
To elicit: Yes, S1‟s family is biggersmaller than mine.(Encourage students to use poeive pronouns here.)
Ⅱ.Ask more students to make such comparisons.ⅰ.I make an example:
There are(number)people in my family.My family is biggersmaller than S1‟s.ⅱ.Invite students to talk.(Maybe in pairs)
A: There are(number)people in my family.B: There are(number)people in my family.A: My family is biggersmaller than yours.B: My family is smallerbigger than yours.2.Text learning.Ⅰ.Play the recording “Look and read”, students listen and answer questions.Q: How many people are there in Alice‟s family?
How many people are there in Kitty‟s family?
Is Kitty‟s family biggersmaller than Alice‟s?
Is Kitty‟s dog biggersmaller than Alice‟s?
Ⅱ.Play the recording “Look and read”, check the answers;students listen and follow in books.Ⅲ.Play the recording “Look and read”, listen and repeat.Ⅳ.Role reading.While-task procedure: 1.Invite students to compare Kitty and Alice‟s families 2.Finish the table in “A survey”.3.According to the survey table, make dialogues to consolidate “How many” questions and adjective comparisons.Ⅰ.Invite two students to make an example with me.(Use the dialogue model in “A survey”)
A: How many people are there in your family?
B:(Number).My_____, my _____, and my ____.A: There are(only)(number)people in my family.Your family is biggersmaller than mine.B: That‟s right.Your family is smallerbigger than mine.C: HisHer family is bigsmall, but mine is biggersmaller.There are(number)people in my family.Ⅱ.Give the students two or three minutes for preparation, then invite some to present.4.Play the recording “Read and act” students listen and follow in books.Post-task activity:(in groups)1.Each group forms a family.Ask the students to write about their families and compare their own family with the old woman‟s.eg.Our family was biggersmaller than the old woman‟s.We lived in a ___.Our mother knew what to do.She gave us some dinner.And then she said, “It‟s time for bed!” 2.Act out the poems.Ⅰ.Give time for preparation.Provide guidance if neceary.Ⅱ.Invite students to perform.Ⅲ.Give bars or stars as praises.Module One Unit One Meet My Family(Fourth Period)I.Warming-up A poem There was an old woman.She lived in a shoe.She had a big family.But she knew what to do!She gave them some dinner.II.Pre-task Preparation 1.Make a new story was;lived;had;knew;gave 1)a little prince(公主)palace（宫殿）owl（猫头鹰）cookies take them to the poor people 2)an old man(live)by the sea a lovely dog money buy some food for me 2.Introduce a new student--This is ….He/ she is….--Hello, … Nice to meet you./ Glad to see you.--How do you do?(when people first meet)III.While-task procedure 1.Introduce family to a new friend /clamate /teacher 2.When friends meet each other 1)--How are you ?
--I‟m fine.Thank you, and you ?
--I‟m fine, too.2)– Hello/ Hi.How is everything going?
--Pretty good./ Not bad./ just so so.3.Game: How are you? I am happy.I am very well.I am excited.I am sad.I am sick.IV.Post-task Activity Group work : At a party 1.Greet each other between friends.2.Introduce a new person to your friend or family member.A foreigner;
A teacher;
A new friend Module One Unit One Meet My Family(Fifth Period)Analysis of the Material 教材分析
Material（教材）: Oxford English, Student‟s Book 6A page 6 Teaching Aims（教学目标）
Language learning objectives（知识目标）
Using adverbs to expre frequency（用副词表达频率）Using the simple present tense to expre habitual actions（一般现在时）
Getting familiar with the verb phrases about the things we do with our families（熟悉和家人一起做的事情有关的动词短语）Skill & ability objectives（技能目标）
Providing chances for the students to improve the skills of listening, speaking, reading and writing（提高听说读写能力）.Having the students make a poster and a short play using newly learned knowledge.（用新学知识做海报、编小品）Instructional objectives（教育目标）
Having the students know the importance of spending more time with family.Language focus（教学重点）
Main structure（语言结构）:
I always /usually/sometimes/never go to the supermarket with my mum.Relevant phrases:
go to the supermarket
play football
go to the cinema
eat breakfast
do my home work
watch television
walk in the park
wash the dishes
go to the beach
Analysis of the Students学生分析
Character（特点）: active, competitive, curious, good at acting, good at drawing Ability（能力）: very different levels, most are weak English learners eaching Approach教学方法
Learner-centered Teaching以学生为中心 Task-based learning（任务型教学法）
Communicative Language Teaching（语言交际法）Teaching Strategy 教学策略
Relaxed claroom atmosphere 轻松的学习氛围.Real-life situations 真实的情景 Main Activities主要活动
Competition 比赛
Poster 海报 Board-writing design 板书设计
I always
go to KFC/the supermarket with my mum.usually
sometimes
never Warm-up Salad English Short play Useful Expreions Video录像
Game游戏
Short play小品表演
Charity begins at home.(Make your own family happy before you help others.)Pre-task preparation Create a situation: I want to introduce four new clamates to you.Do you want to meet them now?(Yes.)But before you can see them, you have to answer my questions.Make sure that your answers are right.If not, you can‟t see your new clamates.(to arise their curiosity)Review the seven days in a week by asking questions and then show the answers.(通过提问复习一星期的七天)A: How many days are there in a week? B: What are they? Read in chorus: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday Elicit the following sentences.I always
go to KFC/the supermarket with my mum.usually
sometimes
never Make sentences and match the right person.(sometimes, always, never, usually)
Play the recording: Look and learn.Students listen and repeat with their books closed.(a long-term practice on listening)Listen and repeat 听然后复述 Read and check读然后检查 Act 表演
While-task procedure Gueing Game What else can you do with your family?
(If they can‟t gue some of the things, I may ask a student to do actions and let the other students gue.)Students read the verb phrases together after they have gueed all the things.★Students look at the table in “About you”, give them an example with the first line: I usually walk in the park with my mum.★ Ask individual students to choose the thing and the adverb to make sentences like the example.★ Students finish the table in “About you” individually, and
then write a simple report using the main structure: I always/usually/sometimes/never …with my… ★ Students share their reports in small groups of four.★
Ask some students to read their reports in front of the cla.Post-task procedure Make a poster Imagine that you are new student to the cla and you are going to introduce yourself to your clamates.Make a small poster with both pictures and sentences to say something about the things you do with your family.Make sure that you use “always, usually, sometimes, never”.Let‟s see whose poster is the most beautiful.（通过画图和写句子介绍自己和家人一起做的事情，简单而有趣）Short play Name of the programme(节目名称）:Family Studio(家庭演播室）Topic（话题）: Things I do with my Family.（I am busy, but I do a lot of things with my family.)
Four roles(4 个角色）: a TV announcer(主持人）, three big stars(any big stars that you like)（任何你们喜欢的明星）
(把自己想像成喜欢的名人来演小品，提高积极性，激发兴趣)The students will present their work to the whole cla.任务汇报 Aignment: Ⅰ.Workbook page 2 Ⅱ.Grammar Practice Book Page 3
Module 1 Unit 2 Good friends Language focus: Using „like to‟ to expre preferences e.g.I tike to play and dre up, too.Using common expreions to introduce oneself e.g.Hi!I‟m Annie Wang from Flat 3C.Using „too‟ to expre addition e.g.I like to skate and cycle, too.Pre-task preparation 1 Draw a floor plan of a 14-floor block on the board.There are five flats on each floor, A-E.Ask the students to read poem and find out which floors and flats the characters live on/in.Invite the more able students to circle the flat on the floor plan on the board.Ask the le able students to put the names of the characters in the correct flats.2 Have the students read the poem silently again.Ask them to find out what those characters like to do.3 Play the recording: Read a poem.Students listen and follow in their books.4 Play the recording again.Students listen and repeat.5 Introduce: dre up.Say: I don/'t like to dre up.I like to wear T-shirts and jeans.Who likes to dre up in the poem? What do the other characters like to do?
While-task procedure 1 In groups of four, students read the poem aloud.Each reads a verse.2 Ask the students to read the sample poem in About you.Divide the students into groups.Distribute a copy of Photocopiable page 15 to each student.Students are required to tick the activities they like to do and write a poem about themselves.Put the work of the group members together to form a long poem.Ask the le able students to do the controlled task on Photocopiable page 16 first.3 Groups take turns to read their poems to the cla.4 Put all the poems together to make an anthology.Put it in the cla library.Post-task activity Workbook page 5
Consolidation Grammar Practice Book 6A pages 6-8
Oxford English(Shanghai Edition)Practice and Aement Series 6A Part 1, Module 1, Unit 2 presents further grammar and vocabulary exercises as well as listening, reading and writing skills development tasks.
