牛津上海版英语六年级上册 Unit 1 Family and relatives 教案（4课时）

2021学年牛津上海版英语六年级第一学期教案unit
1
Module
1
Family
and
friends
Unit
1
Family
and
relatives
Period
1
Contents:
page
1,
2
Teaching
objectives:
Knowledge
objectives:
Know
the
family
members’
relationship
Can
understand
a
family
tree
Ability
objectives:
Apply
syntactic
rules,
such
as
subject-verb
agreement.
Emotional
objectives:
Know
all
of
our
relatives
and
love
our
family
Focus:
Can
understand
and
draw
a
family
tree
Understand
the
relationships
between
all
the
family
members
Difficult
points:
Understand
the
relationships
between
all
the
family
members
Teaching
aids:
students’
book
6A,
cassette
6A,
a
cassette
player,
a
computer,
students’
family
photograph
Teaching
procedure:
I.
Warming
up
Daily
talk:
Introduce
yourself
Read
the
phonetic
symbols
with
the
help
of
the
cards.(A
competition)
Show
students
a
picture
of
a
family.
II.
Pre-task
preparation
Show
Alice’s
family
tree.
Introduce
the
family
members
to
all
the
students.
Introduce
the
relationships
of
them,
too.
Learn
the
new
words:
relatives,
family
tree,
granddaughter,
grandson
Practise
the
new
words
with
all
the
students.
III.
While-task
Listen
to
the
tape:
Look
and
learn.
Students
listen
and
read
in
their
books.
Play
the
recording
again,
and
students
read
after
it.
They
should
also
write
down
the
sentences
that
aren’t
written
on
the
books.
Students
read
the
passage
together
again.
Pair-work.
Suppose
you
are
Alice.
Your
desk-mate
point
to
the
members
in
the
family
tree,
and
you
should
say:
This
is
my…
Play
the
recording:
Look
and
read.
Students
listen
and
read
in
their
books.
Play
the
recording
again,
and
students
read
after
it.
Students
read
the
dialogue
together.
Pair-work:
suppose
you
are
Alice.
Your
desk-mate
point
to
the
family
members
in
the
family
tree
and
you
should
say:
This
is
my/These
are
my….
I
am
his/
her/
their….
Ask
students
to
finish
the
Exercise
book
6A
page
1
and
2
Ask
students
to
look
at:
Look
and
read.
And
complete
the
cards
in
Look,
write
and
make.
IV.
Post-task
activity
Group-work:
Students
show
their
group
members
their
own
family
photographs.
Then
each
one
draws
a
family
tree
of
their
own.
Then
they
introduce
their
family
members
to
the
group
work
like
this:
This
is
my/
these
are
my….
Encourage
students
to
say
more
about
their
family
members,
such
as
their
jobs
and
their
hobbies.
Invite
some
of
them
to
give
a
report.
Assignment:
Oral:
read
the
passage
and
dialogue
on
the
page
2
and
try
to
recite
it.
Written:
copy
the
new
words
and
the
passage
and
dialogue
on
page
2.
Period
2
Contents:
page
4
Teaching
objectives
Knowledge
objectives:
Use
“how
many”
question
to
find
out
number.
Use
“This
is/
These
are”
to
introduce
other
people.
Ability
objectives:
Can
start
a
dialogue
to
introduce
family
situation
Emotional
objectives:
Know
all
of
our
relatives
and
love
our
family
Focus:
1.
Use
“how
many”
question
to
find
out
number.
2.
Learn
to
use
“only”
to
express
the
number.
Difficult
points:
1.
Learn
to
use
“only”
to
express
the
number.
Teaching
aids:
students’
book
6A,
cassette
6A,
a
cassette
player,
a
computer,
students’
family
photograph
Teaching
procedure:
I.
Warming
up
Daily
talk:
These
are
my
family
and
relatives
Show
a
family
tree
and
invite
some
students
to
introduce
it.
Dictation:
Look
and
learn
on
page
2
II.
Pre-task
preparation
Learn
the
new
words:
only,
member,
classmate.
Students
should
practice
these
words
by
reading
and
spelling.
Play
the
recording:
Listen
and
say.
Students
listen
and
read
in
their
books.
Play
the
recording
again.
Students
read
after
it.
Students
read
together.
Remind
students
of
the
pattern
“How
many…do
you
have?”
and
the
word
“only”
Ask
and
answer
How
many
subjects
do
you
have
now?
How
many
classmates
do
you
have
now?
How
many
friends
do
you
have
in
your
class?
How
many
hobbies
do
you
have?
How
many
presents
do
you
have
this
birthday?
How
many
favorite
toys
do
you
have?
III.
While-task
Pair-work:
ask
students
to
practice
the
dialogue
in
Ask
and
answer.
Remind
them
to
pay
attention
to
the
rule
of
subject-verb
agreement.
Invite
some
pairs
to
act
out
the
dialogue
Ask
students
to
use
their
own
family
tree
or
family
photographs
to
make
another
dialogue
just
like
this
one
Invite
some
pairs
to
act
out,
too.
IV.
Post-task
activity
Ask
students
to
read
the
family
tree
on
the
Exercise
Book
6A,
page
3.
Then
complete
the
exercise
of
it.
Give
students
some
time
to
complete
the
writing
exercise
page
3,
too.
Encourage
students
to
write
more
details
about
their
family.
Invite
some
students
to
read
the
passages
that
they
have
written,
and
other
students
should
answer
the
questions
that
he/
she
ask.
Do
the
listening
exercise
on
Exercise
book
6A
page
5.
Invite
students
to
check
the
answers.
Assignments:
Oral:
read
and
recite
the
dialogue
on
page
4
Written:
copy
the
dialogue
on
page
4
Period
3
Contents：Page
5
Teaching
objectives
Knowledge
objective:
Learn
the
adverbs:
sometimes,
usually,
always
to
express
times
Review
the
pronouns:
him,
her
and
them
Review
the
general
present
tense
Ability
objectives
Use
the
general
present
tense
to
talk
about
the
abilities
that
we
usually
do
Emotional
objective:
Learn
to
go
on
with
family
members
well.
Focus:
Learn
the
adverbs:
sometimes,
usually,
always
to
express
times
Review
the
pronouns:
him,
her
and
them
Difficult
points:
Learn
the
adverbs:
sometimes,
usually,
always
to
express
times
Teaching
aids:
students’
book
6A,
cassette
6A,
a
cassette
player,
a
computer
Teaching
procedure:
I.
Warming
up
Daily
talk:
my
family.
Students
can
use
their
family
photographs,
family
trees
or
the
PPT
they
have
made
to
introduce
their
own
families.
Have
a
dictation:
the
dialogue
on
page
4
Ask
and
answer:
Is
this
your
brother/
sister/
cousin?
Are
these
your
uncles/
aunts/
grandparents?
How
many
sisters/
brothers/
cousins/
uncles/
aunts/
classmates/
friends
do
you
have?
What
sports
do
you
like
best?
Do
you
often
play
it?
What
do
you
do
at
weekends?
Do
you
like
go
shopping
with
your
parents?
Do
you
often
play
with
your
brothers/
sisters/
cousins?
II.
Pre-task
preparation
Learn
the
new
words:
shop,
go
shopping,
else,
badminton,
cycle,
go
cycling.
Give
students
some
time
to
practice
these
words.
They
should
pronounce
them
correctly
and
remind
them
paying
attention
to
the
phonetic
symbols.
Play
the
recording:
Listen
and
say.
Students
listen
and
read
in
their
books.
Play
the
recording
again
and
students
read
after
it.
Explain
the
adverbs:
always,
usually,
sometimes
and
never
to
the
students.
Make
sure
that
they
understand
the
meanings
of
them.
III.
While-task
Ask
students:
What
do
you
always/
usually/
sometimes/
never
do
with
your
family/
parents/
friends?
Make
sure
that
students
can
use
these
words
correctly.
Ask
students
to
do
the
pair-work
to
practice:
Ask
and
answer.
Give
them
enough
time
to
practice.
Invite
some
pairs
to
act
out.
IV.
Post-task
activity
1.
Do
a
survey:
Family
member
Things
I
do
always
usually
sometimes
never
mother
father
Brother(s)
Sister(s)
Uncle(s)
Aunt(s)
Do
a
group
work.
When
students
do
the
survey
in
the
group.
Ask
them
to
make
another
dialogue
just
like
the
one
in
Ask
and
answer.
Invite
some
groups
to
report
the
result
of
the
survey.
(
a
dialogue)
Ask
students
to
do
the
exercise
on
Exercise
book
page
4.
Make
sure
that
they
can
understand
the
table.
Remind
them
that
suppose
you
are
Jill
in
the
exercise.
Check
the
answers
with
whole
class.
Assignments
Oral:
say
what
you
often/
usually/
sometimes
do
with
your
family
members.
(no
less
than
6
sentences)
Written:
copy
the
new
words
and
the
dialogue
on
page
5.
Period
4
Contents:
page
6
Teaching
objectives
Knowledge
objectives:
Review
the
whole
unit
Ability
objectives:
Can
use
what
they
have
learned
to
describe
the
situation
of
their
whole
family
Can
write
down
their
family’s
situation
correctly.
Emotional
objectives
Know
all
of
our
relatives
and
love
our
family
Focus:
Understand
the
relationships
between
all
the
family
members
Can
express
what
they
usually/always/
often/
never
do
with
family
members.
Difficult
points:
Can
write
down
their
family’s
situation
correctly.
Teaching
aids:
students’
book
6A,
cassette
6A,
a
cassette
player,
a
computer,
students’
family
photograph/
tree
Teaching
procedure
I.
Warming
up
Daily
talk:
invite
some
students
to
give
a
report
about
their
oral
homework.
Have
a
dictation
Show
a
family
tree.
Review
the
relationship
between
the
family
members
with
whole
class.
II.
Pre-task
preparation
Ask
students
to
read
the
table
in
Look,
think
and
tick.
Make
sure
that
all
the
students
can
understand
the
meaning.
Give
students
some
time
to
complete
the
table
individually.
Ask
students
to
read
the
family
tree
and
short
passage
on
Exercise
book
page
6.
Ask
some
questions
about
that
to
make
sure
that
students
can
understand
it.
How
many
people
are
there
in
Sandy’s
family
tree?
How
many
aunts/
uncles/
cousins
does
Sandy
have?
What
does
Sandy
usually/
always/
sometimes
do
with
her
family
members?
Give
students
some
time
to
complete
the
exercises,
and
invite
some
to
check
the
answers.
IV.
Post-task
activity
A
group
work:
ask
students
to
show
their
family
photographs
or
family
trees
to
their
group
members.
Each
student
gets
some
time
to
say
something
about
it.
They
can
use
the
short
passage
on
Exercise
book
6A
page
6
as
a
model.
Invite
some
of
them
to
give
a
report.
Then
give
some
time
to
students
to
write
down
their
passage
on
Exercise
book
6A
page
7.
They
can
stick
their
family
photographs
or
family
tree
on
it
too.
Assignments:
Review
the
whole
unit.
Do
a
copy
of
exercise
paper.
教后记
??反思:课堂控制
《??牛津英语?》每个单元都有pair?work,?group?work?或
games。同桌之间、小组之间互相交谈，互相讨论，互相切磋，实现生生互动是《牛津?英语?》的最基本的活动。为了实现这一目标，教师就要千方百计地让学生多“动”。学生只有多“动”，才会得到发展，也才会有高的学习效率。但在课堂上做活动，活动一到高兴时课堂往往会出现失控。如果一下子停下来，学生们不乐意。进行下去吧，整个教室就乱哄哄。可见，在新形势下，我们该如何控制课堂？经反思，以下方法可一试：
???1、要根据学生的年龄特征、知识背景和理解能力控制语言的输入量和输入深度，设计
要有一定的坡度。
???2、要明确学习小组与小组长的职责，学习材料要被有秩序地发放，同时教师能注意到每个学生的所作所为。
???3、要指导学生遵守规则，指令要清楚，而不是让学生立刻就仓促行动，然后再徒劳地大声呼喊着维持秩序。
???4、要认真地计划教学活动，从而使之能在教师的控制和学生力所能及的范围内。
???5、要及时捕捉和处理课堂内的“意外事件”。