2017-2018学年牛津上海版英语六年级下册全册教案

Unit 1 Great cities in Asia

一、单元分析（Unit Analysis）

（一）单元地位（Unit Position）

1 本课中出现了较多的特殊疑问句，用来询问。

询问方式，如How are we going to get to,?

询问做某事花费时间的长度，如How long does it take?

询问距离，如How far is it from , to ,?

询问方位，如Where,?

这些问句及其答句，教师有必要在课堂教学中加以一定的机械性训练。

2在6A的同名模块中，学生已学习过How,? / How long,? 等特殊疑问句的表达方式。

已学习了用It takes sb. some time to do sth.的句型来回答做某事花费某人多少时间。

本unit中增加了疑问句“How far,?”。建议温故知新，加以区分疑问词的意思及答句的不同方式。

3教授east, south, west, north四个方位，建议用指南针图表形式复习并学习其他四个方向，如north-east, south-east, south-west, north-west.

4情态动词shall的用法在本课中多次出现，在课本中也为首次出现。课文中主要结合旅行的方式提问。教师可以设计多个场景，穿插各种不同的事物让学生进行操练。

5What ,?/Which,?的句型最初在6A中就已出现。本课中用来表示询问相关信息。

（二）单元目标（Unit Target）

1 运用How far,?/ How long,?来询问距离及做某事花费时间的长度，并学会用It is

about,kilometers./It takes about,minutes.句式来回答。

2 掌握V+doing. 如love eating/enjoy swimming.

3 操练有关How/Wh-的各种提问及其回答。

（三）单元重点（Unit Points）

1 关键词：

1）国名、城市名：Asia, Beijing, China, Tokyo, Japan, Bangkok, Thailand

2）旅游展览相关词汇：exhibition, explore, pier, harbour, tunnel, midtown, route, international, capital, tourist, sightseeing, travel

3）方位：east, south, west, north, north-east, south-east, south-west,

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一年级：牛津英语1A第一单元教案(实用文本)

( 英语教案 ) 学校：_________________________ 年级：_________________________ 教师：_________________________ 教案设计 / 精品文档 / 文字可改 一年级：牛津英语１Ａ第一单元 教案(实用文本) Learning English is conducive to making friends, chatting or working together with foreigners, and learning English is very useful for traveling abroad.

一年级：牛津英语１Ａ第一单元教案(实用 文本) topicunit 1 my classroom (let`s act) part(let`s act)aims and demand1、using imperatives to give simple instrutions.2、locate specific information in response to simple instruction. 3、use modelled phrases to communicate with other cearner.main pointslocate specific information in response to simple instructions.difficult pointsdo right appropriate motion.teaching toolsthe tape ,the picture teaching approachestimestep一、teaching organization.t: class bagins. (the students stand up with the teacher’s help)t: hello!boys and girls.s: hello!miss zhu!t: sit down,please!(the teacher make a gesture to motion the studends to sit down .)step二、

七年级英语下册 Module1 Unit4 How is food made教案 上海牛津版

Module 1 Food and drinks Unit 4 How is food made? 1 Language focus: Using ‘going to’ to describe events that will occur quite soon e.g. Kitty and her classmates are going to do project. Using the simple present tense to express thoughts e.g. I think I’m go ing to investigate bread. Asking ‘Wh-’ questions to find out specific information about a food item. e.g. Which food are you going to investigate in your project? Language skills: Listening Recognize differences in the use of intonation in questions and statements, and respond appropriately. Identify main, ideas of a new topic. Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression. Speaking Open an interaction by eliciting a response by asking questions or providing information on a topic. Maintain an interaction by asking and responding to others’ opinions. Reading Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression Recognize recurrent patterns in language structure, such as word structure, word order, sentence structure, organization of text-types. Materials: Student’s Book 7B page 20 Cassette 7B and a cassette player Pr eparation: Cue the cassette. Pre-task preparation Language learning activity (This section aims at providing students with opportunities to practise the language/vocabulary needed or become familiar with the background for the task that follows. 1. Ask students if they know where the food sold at supermarkets is made. Some students may give the correct answer: ‘factories’. Ask students whether they have ever visited certain food factories and whether they know how food is produced in factories. Conduct a survey to find out the types of food factories students have visited. List the types of food factories students have visited. List the type of food on the board.

七年级英语下册 Unit4《A more enjoyable school life》教案 上海牛津版

Module 3 Change 一. 本周教学内容： Unit 4 A more enjoyable school life ［教学过程］ 1. 情态动词could的用法 could的否定形式是could not，多缩写为couldn't，两者通常都读作['kudnt]。 （1）表示能力，意思是：能，会。 【例】Could you speak English then？那时你能讲英语吗？ He said he couldn't follow me. 他说他跟不上我。 注意：①could（能）和was/were able to 都表示过去一般具有某种能力。 【例】He could (was able to) swim very well when he was nine. 他九岁时就很会游泳。 ②was (were) able to 可以表示过去某时有某种具体的能力并且实际上可以做到，但could表示过去的习惯能力。 【例】Although the driver was badly hurt, he was able to explain what had happened. 司机虽受重伤，但仍能说明发生了什么事。 （2）表示可能性，意思是：可能。 【例】That big cinema can seat 2,000 people. 那家大电影院能坐2,000人。 He said he couldn't come. 他说他不能来。 （3）提出请求、疑问或看法（could是虚拟语气，代替can，在时间上与can没有区别，只是语气比can委婉。can语气直爽、肯定）。 【例】----Could you let me have your passport? ----Yes, here it is. —看看你的护照好吗？ —行，这就是。 （4）表示惊异、不信等情绪（用于疑问和否定句中，此时could与can用法相同，无时间上的差别，用could语气缓和，情绪要弱）。 【例】Who could have taken them？谁会把它们拿走了呢？ She couldn't have left so soon. 她不可能这么快就走了。 （5）表示与事实相反的情况（用于虚拟语气）。 【例】I would certainly do it for you if I could. 要是我能做得到，我一定会为你们做这事儿。 How I wish I could go with you! 我多么希望和你们一道去！ 2. 词组would like to 现在我们来学一种客气话, 也就是 would like to。这个词组就是“要” want to, w-a-n-t t-o, want to 的意思, 不过比较客气。 下面我们要作一组练习。第一个句子用 want to, 第二个句子用的是 would like to，这两句话意思一样。 M: Nancy wants to see a doctor. F: Nancy would like to see a doctor. M: Henry wants to watch television. F: Henry would like to watch television. 刚才我们学习了怎么用客气话 would like to 作陈述句, 下面我们看一看怎么用这个词组作问句. 比方有一句话: “你要做一个打字员吗?” 英文可以这么说: Would you like to be a typist? 另外一句话: “你要做市政府工作人员吗?” 英文可以这么说: Would you like to be a city worker? M: Would you like to be a fire fighter? F: Yes, I would like to be a fire fighter.