(六年级英语教案)《牛津小学英语》6BUnit7第六课时

《牛津小学英语》6BUnit6教学设计六年级英语教案●一、教学内容：《牛津小学英语》6b unit 6复习课●二、教学目标：1、知识目标：熟练运用be going to表达计划或打算。

2、技能目标：能独立收集信息，并正确处理信息。

3、情感目标：保持英语学习的兴趣，能自信地用所学英语交流。

●三、教学重难点：be going to 的灵活运用和综合运用。

●四、教学准备：一段视频材料，一段听力材料，练习纸（师生每人一张）●五、教学过程：step1: introduction(1) 引入本课话题。

t: today we are going to review unit6, what’s the title of this unit?ss: planning for the weekend.t: right. in unit6,we learned “be going to”这个句型来表达自己的计划或打算，比如plan for the weekend（板书单词weekend）或planfor tomorrow（板书tomorrow）教师引导学生说出“plan for next week/month/year…等，并板书学生所说的短语）(2) 学生根据下图提示，每人写一句话。

t: i’m going to have a birthday party this weekend.what are you going to do? please write one sentence about your plan.play…be going tomake…have…go…see…[设计意图]：复习课对学生的要求不能仅停留在口头表达上，而应是既动脑、动口，又动笔。

通过写的活动让学生更加注意时态的时间意义及相应的动词形式，以提高学生的语言运用能力。

step2: group activities:（1）师生一起探讨如何完善这份计划t: …is going to have a picnic this weekend. who is going to have a picnic this weekend,too?s1: i’m going to have a picnic this weekend,too.。

牛津小学英语6b_unit7全英文说课稿（可编辑）牛津小学英语6b_unit7全英文说课稿清华大学英语教授50年研究成果Hello, everyone, the teaching design I’m going to talk aboutis for Unit7 A letter to a penfriend from Oxford English for primary school, Book 6B. I’ll finish this unit in four lessons.This is the first peorid of Unit7. And it covers three parts(B, Cand E). In part B, the students will learn a new word: writing paper. In part B, we’ll learn the sentence patterns, but the sentences ‘Can I have a/an/some/the …? I want to … Sure. Here you are.’ the students have learned before, so the new sentence pattern for them is ‘What for?’. Part E is the most important part in this lesson. It is just to teach the students how to introduce themselves to their penfriend by a letter. The formats of the letter can be omited, because the students have learned it before. How to write the addresses of the letters willbe taught next lesson. Here are the analysis of the students and thetext book.Then I’ll talk about my teaching aims.Firstly, knowledge aims: (1)To enable the students read and spell the new words and understandthe meaning of them.(2) The students know how to use the new sentence patterns ‘CanI have a/an/some/the …? What for? I want to … Sure. Here youare.’ (3) The students can write aletter to their penfriend.Secondly, skill aims. (1) Practise the students’ skills of listening, speaking and writing.(2) Practise the students’ communicative skill and creativity.2. Teaching points:The key points of the lesson: Thestudents can read the words correctly. The students can understand the meaning of the new sentencepatterns and use them. The students know how to write a letter.The difficult points of thelesson: The students know how to write a letter.To improve the students’ abilities of spea king and writing.Teaching approaches: The students must play the principle role in each class. That is student-center teaching. And also task-based learning and activity-based teaching with individual work, pair work, group work and class work.Teaching aid s: I will use CAI, writing paperNext, I’ll talk about myteaching procedures: I’ll follow four steps.Step1 Warm-upFirst,I’ll have a free talking with the students.Because free talking is an important way to improve the students’ ability of speaking. Of course it can prepare for the next step. I’ll ask the students some questions like: Whatday is it today? What’s the date today? What’s your favourite subject? What do you like doing? …Step2 PresentationI’ll ask the students ‘What do you like doing?’ The students will say ‘I like…’Then I’ll let them guess “Do you know ‘What do I like doing?” Maybe the students will have many differentanswers. If they can’t guess it, I’ll tell them ‘I like reading newspaper. I think it’s interesting. Yesterday I read a letter from an English boy. He wants to make a penfriend in China. He is as old as you. Do you want to make friend with him.’ I think most of the students will say ‘Yes’. At the same time, I’ll show Peter’s picture and list in the screen by CAI and let the students know more about Peter. I’ll let the students say something about Peter by themselves. For example‘Peter lives in London…’ Then let the students answer some questions. ‘ Where does he come from? Where does he go to school? (What’s his school’s na me?) What subjects does he study? What are his hobbies? How about his family? …’ Next I’ll let the students give a short passage about Peter. Like: Peter comes from England.He lives in London. He studies at St John’s Primary School…Purpose: The purpose o f the part doesn’t only practice the students’ ability of expressions, but also prepare for the next step.Then I’ll say ‘Now you know much about Peter, doyou want to make penfriends with him.’ Maybe the students will say‘Yes.’ T: OK. But if you want to make a penfriend with him, you should write a letter to him. Yes or no?S: Yes. T: Before you write the letter, what do you need?S: Maybe the students will say ‘writing paper.’T: At the same time, I show the word and its picture in the screen. Let the students read the word after the record and one by one. I think thestudents can remember the new word more deeply by this way. Readingafter the tape can check if the students read the word correctly.T: Boys and girls, you want to make penfriend with Peter, so you need some writing paper. Look, there is lots of nice writing paper in my hand. (It is time to tell the students the word is an uncountable noun.) Would you like some?S: Maybe the students will say ‘Yes’.T: OK. If you want, you can ask me like … Then I will lead the students to use the new sentence patterns: Can I have a/an/some/the …? What for? I want to … Sure. Here you are.If the students can ask and answer with me, I will give him/her some writing paper as the presents or encouragement.It is a better way to teach the new knowledge, because the studentscan understand the meaning of sentence patterns by the。

牛津小学英语6BUnit6教学案例六年级英语教案牛津小学英语6B Unit 6教学案例一、教学背景1．设计理念：根据英语新课程标准，本课教学设计是以一般将来时“be going to” 结构为教学目标，采用“任务型”教学模式，通过让学生设计周末生活的计划，使他们积极参与学习和使用英语，在生活中加以应用，完成学习任务。

2．情况说明：在第五单元中，学生已对“be going to”这一句型结构有了初步认识，在本单元中主要是教授以“what”作为疑问词的“be going to”句型的用法，使学生能够在各种情境中应用各种人称灵活运用句型。

3．教学内容：《牛津小学英语》6b unit 6 part b (look, read and learn) part c (look and say)4．教学目标：（1）知识目标：a. 通过学习使学生能够正确地听、说、读、写单词play，词组take part in 以及句型what are you going to do…? we’re going to…b. 通过学习使学生能够正确地听、说、读单词和词组picnic, outing, beijing opera, singsing contest, sports meeting。

（2）能力目标：使学生能运用句型what are you going to do this weekend? i’m/we’re going to…进行对话，交流自己的周末或其它时间的计划。

（3）情感目标：通过多种形式的教学活动，激发学生学英语、用英语的兴趣，鼓励他们积极参与课堂活动，并通过本课的学习，培养学生学习、生活有计划性的好习惯以及良好的合作意识。

5．教学重、难点：通过本课学习，使学生能正确理解一般将来时的意义及用法，并能运用本课句型进行日常对话交流。

6．教具准备：多媒体课件，录音材料二、教学过程（一）free talk以what day is it today? what’s the first day of a week? 引出weekend一词，并提问what do you usually do at the weekends?（设计理念：通过已学知识引入本课话题weekend，既巩固了旧的知识，又为学习新的知识作好铺垫。

牛津小学英语6b全册Unit7教学设计牛津小学英语6b全册Unit7教学设计6B Unit 7 A letter t a penfriendThe Fifth Perid （第五课时）一、教学内容：6B Unit 7 D、 Listen and write/ E、 Read， thin and write/ F、Thin and write二、教学目标：1、培养学生正确的听力习惯，提高听力水平。

2、向学生介绍英文书信的书写方法。

3、鼓励学生大胆用英文与国外友人沟通。

三、教学重、难点：1、培养学生正确的听力习惯，提高听力水平。

2、向学生介绍英文书信的书写方法。

四、教学准备：1、教具准备：录音带，教学挂图2、学生准备：预习D，E，F部分3、板书准备：写好课题Unit 7 A letter t a penfriend五、教学过程：A、 Greeting、B、 Revisin、1、请几位学生上台进行自我介绍。

2、背诵、表演A部分对话。

C、 Presentatin and practice、1、 Listen and write本部分为一段有关Helen在笔友俱乐部征集笔友的对话，要求学生通过听录音完成填表练习。

1）在学生听录音前，教师可先引导他们看练习的引言部分，让他们了解对话主题，预测可能听到的内容，做好心理准备。

2）教师播放全文录音，鼓励学生逐步养成整体接受语言材料的习惯；再指导学生在听的过程中完成填表练习。

3）教师与学生共同讨论练习答案，并分析错误原因，找到解决方法。

2、 Read ， thin and write本部分展示了Liu T a 写给Peter的信，要求学生在阅读来信的基础上帮助Peter给Liu Ta回信，重点训练学生的阅读理解能力和写作能力。

1）教师先引导学生自己阅读本课的语言材料，理解句子含义。

读本部分出现的生词，教师可采取不同的处理方法：可在阅读前讲解，也可启发学生通过上下文猜测。

牛津小学英语6B Unit 7 At Christmas第一课时教学内容：Unit 7 At Christmas (Part A)教学目标：1 知识目标：①四会掌握单词：yours, ours, mine, his, hers. 三会掌握单词：a watch, a wallet, a teapot, a calculator, a skateboard, a hairdryer.②三会掌握句型：Whose … is it/are they? It’s / They’re m ine/yours/his/hers/ours. 三会掌握日常交际用语：Open it for me。

This … is from….Who are they from? They’re from Gran dpa and Grandma. You’re welcome.2 技能目标:①让学生初步领会名词性物主代词的使用方法，本课教师不急于让学生掌握，让他们在感受的基础上逐步掌握。

②能正确理解本课会话，并能朗读，初步表演对话。

培养学生的阅读能力和阅读技巧。

3 情感态度目标：了解东西方接受礼物的不同反应，培养学生良好的文明礼仪教学重点：名词性物主代词yours, ours, mine, his, hers的使用。

理解并运用句型 Whose … is it/are they? It’s / They’re mine/yours /his/hers/ours.教学难点：1名词性物主代词yours, ours, mine, his, hers的使用。

2 三会单词skateboard, calculator, hairdryer的发音。

教学准备:1教师准备: 多媒体课件，录音机，磁带，实物等。

2 学生准备:有关日用品的一些实物，一些自己曾收到的礼物教学过程:Step 1 warming up1 GreetingsGood morning, boys and girls ! How are you? There are many teachers in our class,Say Good morning to them,please.Are you happy today?2 Sing a song《We Wish You a Merry Christmas》3 Free talk引出课题Today, we’ll learn Unit 7 At Christmas(课件出示课题，认读课题)When’s Christmas?What do people usually do at Christmas?Boys and girls, I prepare many presents for you on the tree,do you want to get the present from me? If you do better in this class you’ll get a the present from me.Step 2 Presentations.1 Learn “hairdryer , mine”,“Open it for me. It’s mine. It’s from …”教师出示准备好的盒子让学生猜，1）T:Look, this is my favourite present. What is it? Guess! 对一个学生说Open it for me，please.带读这句话2)T: Oh, it’s very nice. Who can say it in English? （表扬能说出英文的学生或者小组）学习a hairdryer3) T: Whose hairdryer is it? It’s my hairdryer. It’s mine. It’s from my mother.多媒体出示mine，多媒体出示学习mine.2 Learn “skateboard, teapot, calculator, hers, his, yours”“ Whose teapot is it? It’s ……”T: Did you got any presents last Christmas? Show us please. T do you want to know the presents about others ? Let’s g o.学生拿出准备的礼物，①到学生中间对一个女孩子旁边说oh, your present look nice. O pen it for me，please.T: oh, it’s a beautiful teapot, Do you like drinking tea?Can you say it in English? （表扬能说出英文的学生或者小组）学习a teapotT: Whose teapot is it? It’s ……’s. It’s her teapot. It’s hers.学习hers问女生who is it from?引导其用It’s from….②同法学习a skateboard， yours，a calculator，his，③看到有的小组同学桌子上很多礼物指向他们并说：look， there are so many presents ,whose presents are they? 引导生回答Th ey are our presents.T: Oh, you can also say they are ours.师领读ours，多媒体出示学习ours④引导学生说Miss liu can you open ours for us？T：OK, It’s my pleasure..打开的过程中复习学过的四个单词和句型Whose …is it ?who is it/are they from? 同时引出单词watch和wallet.并运用单词卡片学习这两个单词。

Unit 7 A letter to a penfried江苏省赣榆县黄海路小学秦霞教学内容：6B Unit 7 A letter to a penfriend教学目标：1、能听懂、会说、会读和会拼写单词：letter, penfriend, number.2、能听懂、会说、会读单词和词组：envelope, address, fax, machine, postcard, glue, writing paper.3、能听懂、会说、会读和会写句型：Ca n I have a/ an/ some/ the…? What for ? I want to… Sure, here.4、初步了解用英文写信的基本格式。

教学重点：1、能正确地听、说、读写单词：letter, penfriend, number.和句型：Can I have…? What for ? I want to… Sure, here.2、能正确地听、说、读单词和词组：envelope, address, fax, machine, postcard, glue, writing paper.教学难点：1、正确拼写读单词letter, penfriend, number.以及单词envelope，address，machine，glue的读音。

并能掌握不可数名词glue，writing paper 的用法。

2、四会句型Can I have…? What for ? I want to… Sure, here.的正确运用。

教学具准备：多媒体课件，图片，实物，作业设计：1、copy the new words four times.2、Write some information about yourself.3、Preview Part A.教学过程：Step A Free talkT: What day is it today?What’s the weather like today?T: Do you have any hobbies?What are they?What are you going to do this afternoon/ after school/this evening? Step B Presentation（-）学习write a letter需要的物品1、接着刚才的Free talk，老师向学生提问T：What am I going to do this evening? Please guess!Ss：学生根据自己的想象来猜。

牛津小学英语6b全册Unit7教案6BUnit7Alettertoapenfriend一、单元教学内容简析：书信是促进人们相互了解、相互沟通的重要形式。

本单元围绕“写信”这一主题，从谈论自己的笔友入手到着手给笔友回信，把有关“自我介绍”、“询问他人情况”、“征求意见”等日常交际用语、词汇和句型有机结合起来，并运用于对话和课文之中。

本单元既呈现了十分丰富的语言材料，又展示了“与外籍朋友通信”的多种形式和具体操作过程。

教师在教学中可根据学生的兴趣和需要开展丰富多彩的活动。

在教学过程中，教师应利用多种资源，努力为学生们创造与外籍朋友通信的条件，引导学生运用所学语言参与实际交流，以培养他们的综合运用语言的能力。

二、单元教学目标：．能听懂、会说、会读并会拼写单词和词组penfriend,also,glue,writealetter。

2．能听懂、会说、会读单词和词组apostcard,finish,receive,subject,writingpaper, envelope,e-mailaddress,faxnumber。

3．能听懂、会说、会读日常交际用语Ihopeso.whatshouldIdo?4．能听懂、会说、会读并会写句型canIhave...?whatfor?Iwantto...5．了解字母组合ur在单词中的读音。

6．能有表情的诵读歌谣Iwanttowritealetter.三、教学重、难点：．掌握四会词汇。

2．正确理解、掌握对话内容，并能朗读、表演对话。

3．帮助学生了解英文书信的书写方法。

4．鼓励学生大胆用英文与国外友人沟通。

TheFirstPeriod新课标第一网一、教学内容：6BUnit7B.Look,readandlearn二、教学目标：、听懂、会说、会读、会拼写单词glue.2、听懂、会说、会读单词和词组envelope,postcard,faxmachine,telephonenumber三、教学难重点：熟练掌握B部分词汇。

活动名称：“教学中的互联网搜索”优秀教案评选活动教案科目年级：牛津小学英语6B Unit 7教案名称：《A letter to a penfriend》教案背景《义务教育英语课程标准》指出：学习英语有利于学生了解世界、学习先进的科学文化知识，传播中国文化，增进与各国青少年的相互沟通与理解……书信是促进人们相互了解、相互沟通的重要形式。

然而电子邮件的使用简易、投递迅速等优势使人们的沟通更加便捷。

教学课题牛津小学英语Fun with English 6B Unit 7 A letter to a penfriend教材分析本课教学内容是江苏版《牛津小学英语》最后一个新授单元，6B Unit 7 A Letter to a penfriend围绕“给笔友写信”这一话题展开。

以刘涛和妈妈的对话为文本呈现形式，包含索要写信所需材料、妈妈了解笔友相关信息和谈论回信内容。

经过六年的英语学习，学生具备了介绍自己，询问对方信息的语言基础，本课的词汇较少，为学生自主学习提供可能。

获得笔友相关信息、确定交流内容让学生通过体验、实践、参与、合作、交流和探究等方式，利用所学语言进行交流，更加真实，从而培养学生的综合语言运用能力。

教学方法：交际法、情境教学法、自主学习法等教学过程教学反思本课的教学围绕交友话题在获得相关信息的基础上，通过教师指导、学生自主学习，并结合自己实际进行交友。

大量地灵活运用多种句型，综合而有逻辑地进行表达和交流，最后能进行语篇的输出。

一、话题激趣、真实交际兴趣是学习的关键所在，本课的主题交友是学生感兴趣的话题，介绍自己也让学生有话可说。

通过网络的运用进行邮件收发给学生提供了真实的情景和真实的语言交际的平台，激发了学生的表达激情。

二、自主学习、能力培养在学习的过程中，学生自主听音，可以听一遍，也可以反复跟读，根据自身情况进行语音练习。

网络强大的搜索功能可以帮助学生进行自学，为进一步学习奠定基础。

三、情境延伸、沟通无限鼓励学生寻找笔友，在于异国青少年进行交流时，进行真实的语言交际，提高语言综合运用能力。