牛津英语6A教案(冲突2010-10-19 10-07-26)
牛津小学英语6A教案(全册)
牛津小学英语6A教案（全册）课题：牛津英语6A教案Unit 1 Public signs第一课时教材类型：所属学科：英语>>6A（六上）主备教师：☆教学调整☆教案内容：教学目标：1．能听懂、会说、会读和会拼写单词：mean, danger, should, shouldn’t, litter, park, cycle.2．能听懂、会说和会读单词和词组：public, a sign, grass, quiet, touch, keepoff.3．能听懂、会说、会读和会写句型：What does it meam? It means you shouldn’t …教学重点：1．能正确听说读会写句型：What does it meam? It means you shouldn’t …2．能正确能听说读写单词：mean, danger, should, shouldn’t, litter, park, cycle.教学过程：一. Everyday English:How are you?Pass the ball to …Give the pen to …Where’s …What’s the score?二．Presentation and practise:1. T: Let’s go the the park.(多媒体展示公园情景,出现许多公共标志牌)T: What’s this?It’s public signs.Learn : public signs.T: Let’s look at some public signs on the Internet.多媒体展示九个标志。
T: Can you read them?学生能朗读其中的八个：No parking. No eating and drinking. Keep quiet. Donot touch.通过复习帮助学生巩固以上四句话。
牛津英语6A全册教案
小学英语第6 A 册教学分析
胜利街小学学科进度表
2013.9 ——2014.1
1、各学科教师严格按照进度教学。
2、此表一式两份，交教研室一份，教师自留一份粘贴于备课本上。
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牛津6a教案
牛津6a教案教案标题：Unit 6A - Oxford 6A教案目标：1. 通过本课程，学生将能够掌握有关城市和交通方式的词汇和表达方式。
2. 学生将能够运用所学知识，描述和讨论他们居住的城市以及不同的交通方式。
3. 学生将培养合作和沟通能力，通过小组活动和讨论进行交流。
教学重点：1. 城市和交通方式的词汇和表达方式。
2. 描述和讨论居住的城市以及不同的交通方式的能力。
教学资源：1. 牛津6A教科书2. 词汇卡片和图片3. 小组活动指导表4. 讨论问题的提示教学准备：1. 准备课堂展示的图片和图片描述的卡片。
2. 复印小组活动指导表和讨论问题的提示。
教学步骤：1. 导入（5分钟）：- 展示一张城市的图片，让学生观察并讨论图片中的特征。
- 引导学生谈论他们居住的城市的特点和他们喜欢的交通方式。
2. 词汇学习（10分钟）：- 使用词汇卡片和图片，教授与城市和交通方式相关的词汇。
- 引导学生阅读和发音这些词汇，并提供相关的例句和示意图。
3. 口语练习（15分钟）：- 将学生分成小组，让他们讨论以下问题：- What is your favorite mode of transportation? Why?- How would you describe your city to someone who has never been there?- 每个小组选择一名代表，向全班展示他们的讨论结果。
4. 阅读理解（15分钟）：- 学生阅读教科书中与城市和交通方式相关的文章。
- 学生回答与文章内容相关的问题，以检查他们的理解能力。
5. 小组活动（15分钟）：- 分发小组活动指导表，要求学生根据所学知识，设计一个理想的城市，并描述该城市的交通方式。
- 每个小组展示他们的设计和描述，并接受其他小组的提问和意见。
6. 总结（5分钟）：- 回顾本节课所学的内容，强调城市和交通方式的重要性。
- 鼓励学生继续探索和学习有关城市和交通方式的知识。
牛津小学英语6A案例分析教学设计
牛津小学英语6A案例分析教学设计Case analysis teaching design of Oxford prima ry school English 6A牛津小学英语6A案例分析教学设计前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和针对教学对象是小学生群体的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用，本文下载后内容可随意修改调整及打印。
教学背景:本课内容是《牛津小学英语》6a中unit5《on the farm》，本单元的核心内容是动词过去式变化规律及读音，主要学习句型what （else）did you do?及其回答i……本单元出现了七个关于农场活动的动词，已于第一课时教完。
本节课主要教授这七个动词的过去式，并教会构成方法发音规律，并拓展到其它动词。
教学目标：1、认知目标：（1）能正确听、说、读、写词汇last,did.（2）正确听、说、读、写句型what（else）did you do last…?及其相应答句（3）初步了解一般过去时中规则动词的过去式变化规律及其变化中的不同读音。
2、能力目标：（1）培养学生的观察力，分析能力。
（2）培养学生的创造能力、发展学生个性。
3、情感目标：（1）激发学生的学习兴趣，提高学习的积极性。
（2）激发学生的参与意识，综合运用语言知识的意识，团结合作的意识。
重点难点：（1）四会单词和句型的初步掌握及运用。
（2）了解规则动词过去式的变化规律及其变化中ed的不同读音。
教学准备：1.多媒体课件。
2.水果若干。
教学过程：1.listen and act（t说动词，s做动作，以此来复习上节课所学的农场活动的相应词组eg:milk cows…）2.free talk（free talk主要有两个目的：一是复习一般时态：what do you usually do?为学习一般过去时做好铺垫；二是由谈论职业引出农民，进而引出贯穿整堂课的主线a li baba这位农民。
牛津小学英语6a教案
牛津小学英语6a教案一、教学目标1.学生能够听懂、会说、会读、会写本单元的单词和短语。
2.学生能够理解并运用本单元的语法知识。
3.学生能够运用所学知识进行交际，表达自己的想法和意见。
4.学生能够通过本单元的学习，了解和理解英语国家的文化和习俗。
二、教学重点1.本单元的单词和短语。
2.本单元的语法知识。
3.本单元的交际用语。
三、教学难点1.学生能否正确理解和运用本单元的语法知识。
2.学生能否正确运用所学知识进行交际。
四、教学准备1.教师准备教案、课件、单词卡片、图片等教学资料。
2.学生准备课本、笔、纸等学习用品。
五、教学过程1. Warm-up1.教师与学生互相问候，营造轻松愉快的学习氛围。
2.教师通过图片或单词卡片等方式复习上一单元所学内容。
2. Presentation1.教师通过课件或黑板等方式呈现本单元的单词和短语，并让学生跟读。
2.教师讲解本单元的语法知识，并通过例句等方式让学生理解和掌握。
3. Practice1.教师设计各种练习，如填空、选择、连线等，让学生巩固所学知识。
2.教师组织学生进行口语练习，让学生运用所学知识进行交际。
4. Production1.教师设计各种情境，让学生在情境中运用所学知识进行交际。
2.教师让学生进行小组活动，让学生合作完成任务，提高学生的合作能力和交际能力。
5. Summary1.教师让学生回顾本节课所学内容，巩固所学知识。
2.教师对学生的表现进行评价和总结。
6. Homework1.教师布置适当的作业，如背诵单词、完成练习等。
2.教师鼓励学生自主学习，提高学生的学习兴趣和自主学习能力。
六、教学反思本节课教学过程中，教师通过多种方式让学生掌握本单元的单词、短语和语法知识，并通过各种练习和活动提高学生的口语交际能力和合作能力。
但是，教师在教学过程中还需要更加注重学生的个性化差异，根据学生的实际情况进行差异化教学，提高教学效果。
同时，教师还需要不断反思和总结，不断提高自己的教学水平和教学质量。
牛津小学英语6A教案-unit 1
牛津英语6A教案Unit 1 A football match第一课时教学目标：1．四会掌握单词：pass, kick,throw,stop2．能熟练掌握句型：Give…to …Don’t give…to…. Pass ….to…Don’t pass …to…Throw …to.,.. Don’t throw …to …Kick …to …. Don’t kick …to …3．能运用以上句型熟练描述C 部分图片。
教学重点：能运用所学句型熟练描述C 部分图片。
课前准备：1．教具准备准备一个足球。
准备若干个“袖珍足球”一些足球赛的照片设计制作本课多媒体教学课件。
2．板书设计预先写好课题：Unit 1 A football match教学过程：一．Free talkHow are you?What do you like?What’s this?(football)Do you like football?二．Presentation and practise:1．由自由会话引出本课话题“足球”，教师就“足球”这个话题与学生进行交流，渗透本课部分新知识。
T: I like football. But I can’t play football.Can you play football?S1:No, I can’t.S2:Yes, I can.T: Show us, please.请S2上台演示一些足球的动作。
教师引导S2 将球传给自己。
T: Please pass the ball to me.出示单词及句子pass和pass the ball to …学生跟读句子Pass the ball to me/Pass it to me. 数次。
请另一学生上来，请学生听指令做动作，T: Pass the ball to me./Don’t pass it to me. Pass it to him/ her.同时复习宾格：him, her,me. 学生跟读句子Don’t pass it to me.理解Don’t…的意思，及祈使句的用法。
牛津英语6A全册教案
牛津英语6A全册教案一、教学内容本节课的教学内容选自牛津英语6A教材，包括Unit 1Unit 6十个单元。
教学内容主要围绕着日常生活中的话题展开，如学校生活、家庭成员、节日庆祝、购物、旅行、天气、体育活动等。
每个单元由几个模块组成，包括词汇、语法、听力、口语、阅读和写作等。
二、教学目标1. 学生能够掌握教材中的词汇、语法和功能句型，并在实际情景中运用。
2. 学生能够提高听力、口语、阅读和写作能力，达到相应的教学目标。
三、教学难点与重点重点：教材中的词汇、语法和功能句型的学习和运用。
难点：听力、口语、阅读和写作能力的提高，以及在学习过程中遇到的生词和短语的理解。
四、教具与学具准备教具：PPT、黑板、粉笔、录音机、磁带或音频文件。
学具：课本、练习册、铅笔、橡皮、笔记本。
五、教学过程1. 热身（5分钟）教师与学生进行简单的英语对话，询问学生上一节课的学习内容，检查学生的学习情况。
然后，引导学生进行小组活动，讨论彼此的学习心得。
2. 导入（10分钟）教师通过PPT展示本节课的主题，引导学生回顾相关话题的词汇和短语。
然后，引入本节课的新内容，激发学生的学习兴趣。
3. 课堂讲解（20分钟）教师讲解本节课的词汇、语法和功能句型，并通过例句和练习进行讲解。
同时，引导学生参与课堂讨论，巩固所学知识。
4. 课堂练习（15分钟）学生根据教师给出的任务，进行听力、口语、阅读和写作的练习。
教师巡回指导，解答学生的疑问，并给予鼓励和评价。
5. 小组活动（10分钟）学生分组进行活动，运用所学知识进行对话和讨论。
教师观察学生的表现，及时给予指导和评价。
7. 课后作业布置（5分钟）教师布置作业，包括词汇练习、语法练习、听力练习和阅读写作任务。
同时，提醒学生按时完成作业，并给予解答。
六、板书设计教师根据课堂讲解的内容，设计板书，突出关键词汇、语法和功能句型。
板书设计简洁明了，便于学生理解和记忆。
七、作业设计1. 词汇练习：根据本节课所学词汇，完成填空、选择、翻译等练习。
牛津英语6A教案
牛津英语6A教案Module One RelationshipsUnit One Meet my family(First Period Page2)Analysis of the Teaching Material1. 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 class now.Teaching Task (Aims)Talk about family members:1.Draw a self-family tree.2.Talk about the partner?s family members according to th e family tree.3.Talk about photographs of their families.Teaching Key & Difficult PointsKey points:1.T o draw a family tree./doc/2d16059876.htmling simple present tense to talk about family members. Difficult points:1.T o teach the students how to use “same” and “different” in acorrect way./doc/2d16059876.htmling “How many” questions to find out quantity.3.How to use the long sentences to talk about the family and family members.Teaching MaterialsStudent?s Book 6A page 2.Cassette 6A and a recorderPhotocopiable page 1-4Some family photographs of students.Teaching ProcedureWarming 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. T each 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. T each 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 Activity1.Finish photocopiable p. 42.Students write a few sentences about their family members.3.Students are required to circulate their work in groups.4.The whole class vote for the best.Homework:Oral work:1. Read p.2 and recite it.Written work:1. Copy the new vocabulary2. Write five-six sentences about their families or their partners? familiesM1U1 Meet my family （second period）Language focus：Using adjectives to make comparisonsUsing conjunctions to link contrasting ideasUsing possessive determiners to identify peopleProcedure：I．Warm UpFree talk – Students introduce themselvesII．Pre-task1. Guessing 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 glasses, but she has a small nose on her face.2. Read and review3. Questions and answers1) In Ben?s familyWho 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 thinkIII. While-task1. pair- workMy ________ (sth) is big , but your ________ is bigger.small smallershort shorterlong longer2. pair- workY our ________ (sb) is young , but mine is younger.old oldershort shortertall taller3. Listen and read (text on p2)4. group discussionmaterial: two photographs on p3topic: 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. consolidationexercises on WB p1IV. Assignment1. talk about your own family members by using comparison2. GB p1Module One Unit OneMeet My Family(Third Period)Language focus:Using “How many” questions to find out the quantityUsing adjectives to make comparisonsUsing the simple present tense to express simple truthUsing the simple past tense to talk about past activitiesUsing possessive pronouns to identify people and animals1. Daily song2. 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 sister\brother?How old is she\he?How many people are there in your family? (Write: There are (number) people in S1?s family.)Pre-task preparation:1. Ask and answ er “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 family\yours?To elicit: Y es, S1?s family is bigger\smaller than mine.(Encourage students to use possessive 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 bigger\smaller than S1?s.ⅱ. Invite stude nts 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 bigger\smaller than yours.B: My family is smaller\bigger than yours.2. T ext 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 bigger\smaller than Alice?s?Is Kitty?s dog bigger\smaller 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 familie s2. 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. Y our family is bigger\smaller than mine.B: That?s right. Y our family is smaller\bigger than mine.C: His\Her family is big\small, but mine is bigger\smaller. 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 bigger\smaller 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 necessary.Ⅱ.Invite students to perform.Ⅲ.Give bars or stars as praises.Module One Unit OneMeet My Family(Fourth Period)I. Warming- upA poemThere 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 Preparation1. Make a new storywas ;lived ;had ; knew; gave1) a little princess(公主)palace（宫殿）owl（猫头鹰）cookiestake them to the poor people2) an old man(live) by the seaa lovely dogmoneybuy some food for me2. 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 procedure1. Introduce family to a new friend /classmate /teacher2. When friends meet each other1) -- 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 ActivityGroup work :At a party1. Greet each other between friends.2. Introduce a new person to your friend or family member.A foreigner ;A teacher;A new friendModule One Unit OneMeet My Family(Fifth Period)Analysis of the Material 教材分析Material（教材）: Oxford English, Student?s Book 6A page 6Teaching Aims（教学目标）Language learning objectives（知识目标）Using adverbs to express frequency （用副词表达频率）Using the simple present tense to express 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 footballgo to the cinema eat breakfastdo my home work watch televisionwalk in the park wash the dishesgo to the beachAnalysis of the Students学生分析Character（特点）: active, competitive, curious, good at acting, good at drawingAbility（能力）: very different levels, most are weak English learners eaching Approach教学方法Learner-centered T eaching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 classroom atmosphere 轻松的学习氛围.Real-life situations 真实的情景Main Activities主要活动Video录像Game游戏Short play小品表演Competition 比赛Poster 海报Board-writing design 板书设计I always go to KFC/the supermarket with my mum.usuallysometimesneverWarm-upSalad EnglishShort playUseful ExpressionsCharity begins at home.(Make your own family happy before you help others.)Pre-task preparationCreate a situation:I want to introduce four new classmates to you.Do you want to meet them now? (Y es.)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 classmates. (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, SaturdayElicit the following sentences.I always go to KFC/the supermarket with my mum.usuallysometimesneverMake 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 procedureGuessing GameWhat else can you do with your family?(If they can?t guess some of the things, I may ask a student to do actions and let the other students guess.)Students read the verb phrases together after they have guessed 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 clas s. Post-task procedureMake a posterImagine that you are new student to the class and you are going to introduce yourself to your classmates. 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 playName 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 class. 任务汇报Assignment:Ⅰ. Workbook page 2Ⅱ. Gram mar Practice Book Page 3Module 1 Unit 2 Good friendsLanguage focus:Using …like to? to expr ess preferencese.g. I tike to play and dress up, too.Using common expressions to introduce oneselfe.g. Hi! I?m Annie Wang from Flat 3C.Using …too? to express additione.g. I like to skate and cycle, too.Pre-task preparation1 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 less 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: dress up. Say: I don/'t like to dress up. I like to wear T-shirts and jeans. Who likes to dress up in the poem? What do the other characters like to do?While-task procedure1 In groups of four, students read the poem aloud. Each reads averse.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 less able students to do the controlled task on Photocopiable page 16 first.3 Groups take turns to read their poems to the class.4 Put all the poems together to make an anthology. Put it in the class library.Post-task activityWorkbook page 5ConsolidationGrammar Practice Book 6A pages 6-8Oxford English (Shanghai Edition) Practice and Assessment Series 6A Part 1, Module 1, Unit 2 presents further grammar and vocabulary exercises as well as listening, reading and writing skills development tasks.。
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牛津小学英语6A教材内容分析一、6A教材特点：6A教材以“话题---功能---结构---任务”相结合的原则，提倡“任务型”的教学模式，让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功。
本教材共有8个单元组成，其中第一至第三，第五至第七单元为新授单元，主要有A、B、C、D、E、F、G和H等八个板块构成；第四和第八单元为复习单元，由四个部分组成。
与5A教材相比，本教材在各单元的A板块增加了对话理解的辅助材料，来检测学生理解情景对话的情况；在部分单元Do a survey板块，要求学生在调查的基础上，对调查内容加以汇总。
二、各板块重点、难点及相应的对策：A Listen, read and say 情景对话教学本板块除了仍然有对话理解的背景材料外，增加了对话理解的辅助材料，对话篇幅明显增长，难度也增加，在一篇对话中，同时出现多种语态，主要出现的语法有一般现在时(第三人称单数作主语)、现在进行时、一般过去时；情态动词、there be结构等等。
通过该板块的教学，着重训练学生的朗读能力和会话能力。
对策：1、注意教学内容的衔接，温故知新。
2、在教学中，教师要尽量创设真实的交际活动的情景，增强语言实践的真实感。
（如Unit1可设置现场直播的场景，制作抽拉式图片）3、采用“先听说、后读写，先整体、后局部”的方法，引导和鼓励学生积极、主动地参加语言实践活动。
4、突出重点，加强感受，适当讲解语法现象。
（对于本教材出现的一般过去时，学生在对其有初步认识的基础上，教师应适当讲解语法，使学生对其有理性的认识）5、注意平时教学中的知识渗透和积累。
（如Unit2涉及到的日期表达方式，教师应将其贯穿在每一课时的常规教学中）6、根据学生特点分阶段，分层次达标。
B Look, read and learn 词汇教学主要按话题归类和图词结合的方式呈现新的词语，有名词、动词、短语或他们的混合形式及过去式。
在这些词语中，有的在前面已经出现过，但有的是第一次出现；有的只要求“三会”，有的却要求四会掌握。
对策：1、要尽可能用学生已知的情景引出新的词语。
2、注意与句型教学有机结合，使学生能在情景中学习和运用词汇。
3、可适当渗透与各单元相关的单词，但不能盲目提高要求，应承认学生认知水平的差异性。
（A,B,C,D有机渗透；掌握好三会、四会词，不要将所有单词四会。
）C Look and say / Ask and answer 句型的口语训练教学本板块以图为主，提供了主要句型，旨在通过比较真实的语言情境滚动的方法操练本单元和已学过的内容。
学习句型的目的是为了掌握句子结构，以便在适当的交际情景中运用这些句型去表达思想，因此句型应放在情景中操练，力求使学生通过操练学到现实生活中有交际价值的语言。
对策：1、教师在教学中，要尽量减少机械操练，创设较真实的情景，培养学生综合运用语言交流的能力。
（如Unit2C部分的教学，可指导学生在真实的“看看猜猜”的游戏活动中，练习“What does it mean?”的句型）2、以小组活动为主，鼓励学生积极参与，对于不同层次的学生都要给予肯定。
3、发现问题，要及时纠正，并进行语法现象的归纳和总结。
D Listen and write 听写/ Ask and answer 口语/ Listen, tick and circle 听做/ Look, read and write 看读写本板块为语篇的听力理解和对话的阅读理解训练，着重培养学生理解和书写的能力。
对策：1、充分挖掘课本所提供的材料，为学生营造较为宽松的环境，进行由浅入深的训练。
2、要把握好听的时机，为有困难的学生提供多听的机会。
(6A教材中，出现了听较长的语篇，完成练习的板块，旨在培养听的能力，教师在教学过程中，要对不同的学生作不同的要求，分层训练，并适时地加以指导)3、要利用讲评为学生提供再次练习的机会（找一些有代表性的同学板书答案、分析错误）。
E Read and match 阅读/ Read and judge 阅读、判断/ Listen and circle 听、判断/ read and write 读写本板块是课文学习的延伸，通过阅读、观察，培养学生的理解和判断能力，养成良好的阅读习惯。
对策：1、鼓励学生课前预习，以初步理解所学内容；2、运用图片、简笔画，多媒体等直观手段，让学生整体感知语篇内容。
3、加强对困难生的关注，尽可能为他们提供展示的机会。
4、为学有余力的学生提供看图说话或文字材料复述的机会。
F Draw and write 画写/ draw and guess 画猜/ Ask and make 听做/ Do a survey 说用/ Act and guess 猜说/ Play a game 口语本板块是趣味性的综合练习。
通过游戏、调查、做手工等活动巩固所学内容，培养学生的听、说、读、写能力和注意、观察、记忆、思维、想象、动手等能力。
教师要鼓励学生积极参与这些活动，让他们通过模仿、体验、实践和合作等方式发展能力和智力，感受成功的喜悦。
对策：1、根据所教学生的特点做到有详有略，合理安排。
2、利用教学资源，培养学生自主学习意识。
3、英语活动课的设计一定要以语言的运用为出发点和落脚点。
G Listen and repeat 语音教学通过听、读所提供的例词和句子，帮助学生了解字母与其读音之间的联系。
对策：1、教师在教学中，要注重学生感受，适当扩充例词。
2、朗读句子时，注意语感，培养学生连读的能力。
3、开展小组竞赛，培养学生合作精神。
4、引导学生多听、多模仿时，进行及时的归纳。
H Sing a song 歌曲/ Say a rhyme 歌谣为语音的趣味练习。
通过童谣、唱歌曲等活动进一步激发兴趣，活跃身心，巩固所学内容，培养听说和思维等能力。
本册书编排了四首歌曲和四首歌谣，教师可根据实际情况，适当增加一些。
对策：1、充分利用课间、课外时间让学生多听、多模仿。
2、发挥小组评价优势，争取大多数学生参与。
第四和第八为两个复习单元，通过形式多样、生动活泼的练习，有计划、有重点地综合复习所学词语、句型和日常交际用语。
在教学时，教师可根据具体情况将这些板块重新组合，也可适当增加内容，使学生更好地复习所学内容，完成学习任务。
三、教材建议：在对6A教材有了系统的认识之后，我作为一名从事一线教学的英语教师，就教学过程中，教师教学方式，学生学习方式的转变谈一些个人的看法：1、明确各单元教学目标，是把握教材的关键。
牛津小学英语教材的每个单元都是根据某一话题提供了相关的词汇、句型或交际用语等教学内容，它相当于一个资料库，给教师使用教材和实施课堂教学提供了较大的空间，但也给教师把握教材和实施有效的课堂教学提供了较高的要求。
教师要具有分配整个单元教学内容的能力，而实际教学中，教师对教材的把握往往不够准确，在一定程度上影响了教学的效果，即使课前做了充分的准备，也只能达到事半功倍的效果。
因此，教师把握和处理教材可以从以下几方面入手：（1）了解本单元的教学内容及其与前后内容的联系；（2）确定单元教学目标；（3）合理划分课时，初步确定每课时的教学内容；（4）分课时备课，并要注意以下问题：教学目标的具体化；重点、难点的准确定位；学生前期学习情况的分析；教学策略的分析；教学活动的选择。
2、教学活动的设计，一定要以语言的运用为出发点和落脚点。
新课程标准倡导采用活动的途径，通过表演、唱歌、游戏、竞赛等小学生容易接受的形式激发他们的学习兴趣，培养他们初步用英语进行听、说、读、写的能力。
任何活动都应为了学生获得语言知识和语言技能而设计，教师更要善于将教学活动和语言知识的训练结合起来。
而在以往使用本教材的过程中，一些教师设计教学活动时，只重视做事（任务），忽略了做事前的准备和做事后的反思，即忽略了知识的学习。
学生往往仓促上阵，又匆匆收场，给人走过场的感觉。
学生只是热闹了一番，学得不扎实，收效甚微。
3、改进评价方法手段，使评价达到促进师生共同发展。
在小学英语课堂教学中，教师对学生的评价以鼓励为主，但鼓励也要有度。
教师对学生的适当的鼓励是必要的，但对于学生所做的体现不出太多创造性的模仿活动，只要对其做必要的纠正，做适度的评价即可，无须用过于夸张的语言加以评价。
对于有些学生出色的创造性的表现，师生应做合理评价或鼓掌以示鼓励。
牛津英语6A教案Unit 1 Public signs一、教学目标1 能听懂、会说、会读和会拼写单词和词组always, question, ask, mean, must, should，shouldn’t， take a walk, pick。
2 能听懂、会说和会读单词和词组suddenly, a note, look around, nearby, quickly, pick up, a keeper, come up, point, fine，public, sign, cousin, danger, away, bird, cage, make noise。
3、能够非常熟练地运用Part C部分中的关于公共标志询问的句型并四会掌握句型What does it/this sign/that sign mean? It means you/wemust/should/shouldn’t…4、能听、说、读本单元当中出现的句型：Can I …? Yes, you can. / No, you cant. You should…now. / You shouldn’t … What day is it today? It‘s… What date is it today? It‘s… What‘s the weather like today? It‘s… What’s the time? It is…5、能够让学生了解身边汽车、快餐店、服装、交通、电视台等等的图标，也就是说它们的 logo, 要能明白logo的含义，以此来培养学生们的合作精神和对日常生活当中出现的事物的兴趣。
6、能听读、辨认字母组合ea在单词中的发音，会唱歌曲The signs in the park。
7、能运用本课所学语言与朋友交流公共场合标志的意义。
二、教学重点、难点1、 must, should ,shouldn’t的区别和实际运用。
2、能够非常熟练地运用Part C部分中的关于公共标志询问的句型和听、说、读本单元当中出现的句型：Can I …? Yes, you can. /No, you cant.You should…now. / You shouldn’t …3、能够让学生了解身边汽车、快餐店、服装、交通、电视台等等的图标，也就是说它们的 logo, 要能明白logo的含义，以此来培养学生们的合作精神对日常生活当中出现的事物的兴趣。