范文村《牛津小学英语》6B Unit 7 第五课时（通用13篇）
时间：教案网
plete part d3.make a new dialogue like part e.
听课随想
1.本节课的重点是让学生学会关心他人的身体情况。在free talk环节就注意到了与学生情感上的沟通，为下面的教学打好基础。
2.在巩固操练环节中，设计了一个真实的去医院看病的情景，并教授了一些看病的基本知识，让学生带着真实的任务投入操练，使之真正成为交际工具。
3.环节间的联系还有待加强，say a rhyme 的环节可以放在医生给出建议之前进行，这样层次会更清晰。
4.学生在表演时还是像背书，有些言不由衷，要让学生清楚自己的角色，把握好自己要说的内容。
5.要将看病和课题联系起来。如通过打电话来谈论病情。
《牛津小学英语》6B Unit 7 第五课时 篇12
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plan for 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 to
make…
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.
t:oh,really? you two come here, please. you are going to have a picnic this weekend. what time are you going to meet?(板书问句：what time are you going to meet?)
s1: we are going to meet at eight in the morning.
t:（向其他学生） do you have any questions about their plan? please write them down.
（学生四人一组讨论，并将讨论的问题写在一张纸上，站在讲台上的两位同学也同时讨论如何完善他们的计划）
[设计意图]：小组合作学习有利于学生积极参与课堂活动，并开动脑筋；让学生写出讨论的问题有助于学生注意单词的拼写。
（2） 各组派代表提问讲台前的两位学生。
step3: more practice
(1) 为了帮助学生复习，巩固和正确运用一般现在时和一般过去时，教师与学生进行如下对话：
t: i’m going to go fishing this weekend. i like fishing. do you like fishing?
s1: no, i don’t like fish.
t: ( to s2) does s1 like fishing?
s2: no, she doesn’t.
t: do you like fishing?
s2: yes,i do.i like fishing.
t: did you go fishing last weekend?
s2: yes, i did. i went fishing last weekend.
t: ( to s3)did s2 go swimming last weekend?
s3: no,he didn’t .
t: what did he do last weekend?
s3: he went fishing.
t: what did you do last weekend?
s3: i visited my grandparents.
t: how do you usually spend your weekend?
s3: i usually watch tv or play computer games at weekends.
[设计意图]：一句“do you like fishing？”将课堂教学由复习一般将来时巧妙地转入下个环节，通过师生之间的对话帮助学生复习所学时态，把对语言形式的训练变成了自然、有意义的交际活动，摆脱了机械、枯燥的语法训练模式。此外，连续提问的方式，以提醒学生认真倾听别人的发言，将看似个别训练的活动自然地变成对全体学生的训练。
（2） 用课件将一般现在时，一般将来时，一般过去时和现在进行时作对比，帮助学生梳理知识网络。
（3） 读故事并填空
学生阅读以下故事，并用单词的正确形式填空：
a running race
rabbit: hello, i’m a lovely rabbit.last time, the tortoise and i
(have) a running race. he (run) faster than me . i
(be) still not happy. now i’m (call)him.
rabbit: hi, is that mr. tortoise?
tortoise: yes, this is mr. tortoise (speak)
rabbit: are you free tomorrow?
tortoise: yes. what are you going to do?
rabbit: i (have)a running race with you tomorrow. would you like to come?
tortoise: sure. where are we going to (meet)
rabbit: in front of miss cat’s house.
tortoise: when?
rabbit: at nine o’clock.
tortoise: ok. see you tomorrow.
rabbit: see you.
[设计意图]：由句子到段落再到篇章的练习形式，让学生对不同的时态及其用法有了更为清晰的认识和理解。
step4: listening practice
教师出示视频，让学生做听力练习，并回答问题。
step5: consolidation and practice
教师呈现课前制作好的海报，给学生2-3分钟的时间阅读。
good news!
go to huangshanhu park this children’s dayby bus.
meet at 8:30, in front of our primary school.
go fishing in the morning.
have a picnic at 10:45 on the grass.
have a singing contest in the afternoon.
go back home at 4:10 by bus.
（2）分层作业：
教师给出短文的开头（如下）：
last sunday was mother’s day. i for my mother. she was very happy. i was happy, too.
children’s day is coming…
学有余力的学生根据以上信息续写短文。中等水平的学生回答以下问题，然后连成一段小短文。
where are you going this children’s day?
how are you going to get there?
what are you going to do in the morning in the park?how about the afternoon?
are you going to have lunch at home?
what time are you going to get back home?
学习困难生根据所给信息完成下列填空练习：
sunny and warm wednesday, may 15th
children’s day plan
last sunday was mother’s day. i for my mother. she was very happy. i was happy too.
children’s day is coming. i’m going to huangshanhu park with my classmates by .
we’re going to meet 8:30
our primary school.
we’re going to in the morning.
we’re going to .
we’re going to at 4:10.
huangshanhu park is very beautiful. i’m sure we’re going to have a good time there.
[设计意图]：根据学生英语水平参差不齐的实际情况设计三个层次的练习供学生选择，让每位学生都能体验到学习成功的快乐。
step6: summary and homework:
教师总结本节课的重点内容，并布置作业：以小组为单位，续编龟兔赛跑的故事。
《牛津小学英语》6b unit 6教学设计 来自范文村。
《牛津小学英语》6B Unit 7 第五课时 篇13
教学内容：a部分 listen, read and say.
教学目标：
1. 能听懂、会说和会读单词和词组jog, do well in, need help with ,do more exercise。
2. 能听得懂、会说和会读日常交际用语that’s true. well done. mike runs as fast as ben.
3. 当堂掌握四会单词strong，四会句型ben runs faster than me.
4. 能正确朗读课文，读懂课文。
教学重点：正确流利地朗读课文中的重点句型，能读懂、听懂原文。
教学难点：正确运用as…as结构
教具准备：幻灯片、录音机、小星星（well done评价）、红线、小蛋糕图片（用于玩游戏）。
教学过程：
step1 warm up
1. sing after the tape‘i wish i was taller’.
2. play a game：bingo 游戏、猜单词。
s t r o n g , l a t e, s l o w , h i g h
3. choose one word and make a sentence.选择其中一词造句。
step2 presentation
1. 学习do well in, jog, do more exercise.
①free talk：are you good at english? do you like english? are you good at pe? do you do exercise after school? what do you usually do?（引出jog to school并板书）。
i do well in pe（板书do well in）。
i hope you do more exercise. you’ll get stronger.（板书do more exercise）。
②what do they mean? ( jog, do well in , do more exercise ).
③read after the teacher.
④practise.
2. judge：判断句子中哪些句子是谈论有关运动或体育课上的话题(幻灯片出示)。
①he is good at chinese.
②she has an english book.
③a pe teacher is showing their students how to jump, run and pass balls.
④she likes having sports, so she does well in pe, too.
⑤the old man likes fishing very much, but he is not good at sports.
⑥all the students in our school have sports at half past four every afternoon.
⑦ben runs faster than me in a pe lesson.
⑧he goes home later than me.
⑨she gets up earlier than her mother.
⑩mike runs as fast as ben.
在判断的过程中强调be good at 和do（does） well in 的用法及四会句型ben runs faster than me.
3. 学习mike runs as fast as be n.渗透jim is not as strong as the other boys.
①由上一题的第10句引出mike runs as fast as ben.这一三会句型。
②what does it mean?(it指 mike runs as fast as ben.)
③who can make a sentence like this?
④who can read it?
注意变换读的形式，提高学生读句子的兴趣。
⑤talking：mike runs as fast as ben. so mike runs fast. ben runs fast, too. can you run fast? can i run fast? yes, i can run fast. because i’m strong（教师做有力量、很强壮的动作）。
i’m strong. are you strong? you are （not） as strong as me.（板书as strong as）
⑥saying.学生以as strong as 为话题谈论本班同学们的身体状况。
引出××is not as strong as the other boys.
⑦拓展：the other boys/ childen/ students/ …
4. listening exercise.
①listen to the tape.注意关键词(key words)。
②what have you heard?（汇报所听到的句子，能说多少说多少）
③read the sentences then listen again（浏览课后的判断题，带着问题再听对话录音）。
④group work.小组合作完成判断。
⑤group work.小组内合作朗读课文，找出不懂的句子和词语。
5. learning：need help with. that’s true.
通过小组内合作学习引出三会句型和词组。
补充学习：a good football /… player
step3 consolidation.
1. reporting：what have you learnt?
教师注意引导学生说出主要句型和词组。
2. play a game：help jerry get the cakes.《帮杰瑞取蛋糕》
游戏规则与过程说明：
背景是小老鼠杰瑞没有东西吃，大家帮他取蛋糕。
①教师在盒子里放上很多语言卡片（内容为课文中的主要句型，比如：jim is good at english and maths. jim is not as strong as the other boys.句子多少自定）。周边放上警戒线（比如染成红色的线）。
②要求很小心地取出语言卡片而不碰到警戒线。
③然后要求学生读出卡片上面的单词或语句，就为杰瑞获得一份蛋糕。
3. read the text together
step4 布置作业
1. group work. 小组合作，制作纸袋偶，并分角色表演课文。（具体要求见第四课时），下一节课检查并表演。
2. writing work.你知道这些短语的意思吗？
a. get stronger b. after school c. be good at
d. do well in e. the other children f. a good football player
g. play ball games
g. some of the boys h. jog to school i. do more exercise
3.完成练习册11、12页。
板书内容：
词组：jog to school, do well in, do more exercise
句子：mike runs as fast as ben. jim is not as strong as the other boys.
ben runs faster than me.
板书设计：