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六年级上册英语教案

发布时间:2013-12-12 16:33:47  

小学六年级英语上册教案

第四单元教案

第一课时

教学内容:P44 Let’s start, P46, P47 Let’s try

教学目标:

1、能够听、说、认读句子:What is your hobby? I like collecting stamps.

2、能够听、说、读、写动词短语的ing形式:collecting stamps, riding a bike, diving, playing the violin, making kites.

教学重点:

掌握五个动词(短语)的ing形式。

教学难点:

拼写:riding, diving, making。

课前准备:

1、录音机和录音带。

2、A部分Let’s learn的单词卡片。

2、一些树叶、一本集邮册、两只风筝。

课时安排:1课时。

教学过程:

1、Warm up

(1)说唱歌谣,及唱英语歌。

(2)师生进行Free talk,内容:What are you going to do…? I’m going to … I like… What about you?...

2、Preview

“滚雪球”游戏:教师先示范说“I like ….”,然后请学生在此基础上再加一句话,“I like… I like ….”依次类推,看谁说出的句子多,进行奖励。

3、Presentation

Let’s learn

(1)教师边做动作边说自己的业余爱好:“I like playing the violin. What is your

hobby?”引导学生回答:“I like…”教师板书:What is your hobby? I like playing the violin.指导学生拼读hobby, playing the violin并进行问答练习。

(2)教师拿出集邮册,从里面取出一张邮票,问学生:“What’s this?”引导学生回答:“It’s a stamp.”教师板书stamp并带读。教师展示集邮册,同时说:“I like collecting stamps.”然后板书并带读collection stamps。教师问:“Do you like collecting stamps?”,引导学生作答后拼读并操练:I like collecting stamps.

(3)教师做骑自行车的动作:“What am I doing?”学生猜:“You’re…”教师说:“Yes, I am riding a bike. I go to work by bike every day. I like riding a bike.”教师板书:riding a bike,指导学生拼读,告诉学生riding是ride去掉结尾不发音e再加上ing。

(4)教师出示一只风筝:“What’s this?”引导学生回答:“It’s a kite.”教师出示两只风筝:“What are they?”引导学生回答。接着教师做放风筝的动作:“What am I doing?”

学生回答:“You’re flying a kite.”教师回答:“Yes, I like flying kites. I can make kites. I like making kites, too.”然后出making kites的单词卡片:“What’s he doing?”引导学生回答:“He’s making kites.”板书:making kites,学生拼读,注意making的拼写。

(5)教师出示diving的单词卡片“What is he doing?”引导学生回答:He’s diving.教师板书:diving,学生拼读,注意diving的拼写。

4、Practice

(1)教师手指板书,学生齐拍手练习说句子:What is your hobby? What is your hobby? Playing, playing, I like playing the violin. Collecting, collecting, I like

collecting stamps. Riding, riding, I like riding a bike. Making, making, I like making kites. Diving, diving, I like diving.

(2)让学生看板书,指导学生说出各动词词组的原形,教师板书。

(3)游戏:What is missing?

放A—Let’s learn部分的录音,学生跟读。并让学生仿课文进行对话练习。 Let’s try

指导学生听录音完成。

Let’s start

先师生示范,再让学生分小组完成表格。

Group work

指导学生完成。

5、Summary:本课时所学的句型和词组。

6、Homework

(1)抄定写并背诵本课所学的单词。

(2)听录音、读本部分的课文,家长签名。

第二课时

教学内容:P47 P53 Pronunciation

教学目标:

1、能够听、说、读、写句型:What’s your hobby? I like collecting stamps. He likes collecting stamps, too.

2、能够认读音标,并能朗读Pronunciation部分的例词。

教学重点:

句型:What’s your hobby? I like collecting stamps. He likes collecting stamps, too.的掌握。

教学难点:

在实际情景中正确运用句型:He/ She likes…

课前准备:

1、录音机及录音带。

2、A--Let’s learn部分的单词卡片和五年级下册第四、五、六单元Let’s learn部分的单词卡片。

3、Pronunciation部分的挂图。

4、自制的各种活动的海报。

课时安排:1课时。

教学过程:

1、Warm up

(1)连锁问答练习,教师对一名学生说:“I like … What’s your hobby?”该学生回答后向别的学生提问,依次进行。

(2)教师出示A Let’s learn部分的单词卡片和五年级下册第四、五、六单元Let’s learn部分的单词卡片,同桌根据卡片开火车问答操练:What’s your hobby? I like…

2、Preview

(1)教师放部分的录音,学生跟读并拼读动词短语。

(2)“看谁反应快”游戏。

3、Presentation & Practice

Let’s talk

(1)(教师课前在黑板贴出各种海报)教师手指墙上画展的海报说:“There is a painting show Saturday. I like painting. I am going to the show. Who else likes

painting? Who would like to go with me?”有学生举手,教师则手指该名学生说:“I like painting. He / She likes painting, too.”接着教师手指邮票展的海报说:“There is a stamp show Sunday. I like collecting stamps, too. Do you?”有学生举手,教师说:“He/ She likes collecting stamps, too.”板书:He likes collecting stamps, too.学生跟读,然后开火车进行造句练习:He/ She likes…

(2)教师放Let’s talk部分的录音,学生跟读,分角色朗读。

(3)用黑板上的海报进行对话练习,先师生示范,再学生练习。请同桌学生依次起立江报:I like… …like …如果两人的爱好刚好相同,可以接着说:“We can go to the …show together.”教师及时指导,纠错。

Let’s play

(1)教师请六、七名学生上讲台站成一排,用滚雪球形式说 :I like… /A likes… B likes… I like…依次进行。

(2)教师出示一些名人图,让学生说:He /She likes …

(3)游戏“老师的爱好”

Pronunciation

(1)指导学生学习本单元的音标。

(2)指导学生完成练习。

(3)“摘星星”游戏。

4、Summary

5、Homework

(1)抄写本课所学的对话。

(2)背诵四会句子。

(3)听录音,读课文,家长签名。

第三课时

教学内容:P48 P54

教学目标:

1、能够听、说、认读Let’s read中的两封电子邮件。

2、了解一些有关英语信封书写的知识。

3、能够听懂、会唱歌曲“My pen pal”。

教学重、难点:

1、阅读中的两封电子邮件。

2、能理解、认读句子:My twin sister Ann likes drawing pictures and making kites. We look the same, but we don’t like the same things. Tell me something about you. 课前准备:

1、录音机和录音带。

2、单词卡片。

3、一个用汉语书写的信封与一个用英语书写的信封。

教时安排:一课时。

教学过程:

1、Warm up

1)Free talk

2)Chant a song

3)Sing a song “My pen pal”

2、Preview

1)复习Let’s learn和Let’s chant部分的内容。

2)复习五年级下册与本课有关的内容。

3、Presentation

Let’s read

1)教师问,引导学生看课文图:“Look at the two girls. This girl has long hair. That girl has long hair, too. This girl has big eyes. That girl has big eyes, too. They look the same. What is she doing? She’s drawing pictures. What about the other girl? What is she doing? She’s writing an e-mail. What are their hobbies? Now let’s read an e-mail.”引出新课题。

2)放录音,让学生听两遍,并说句子让学生作判断。

Liu Yun is Alice’s new pen pal.

Alice likes swimming, diving and making kites.

Alice’s twin sister Ann likes drawing pictures.

3)教师说:“We all know Liu Yun is Alice’s friend now. Liu Yun writes an e-mail to alice. Let’s read her reply. Please read the mail and tell me something about Liu Yun.”让学生看第二封电子邮件,说一说刘芸的情况。

4)再次听录音,学生跟读,教师指导完成Answer the questions的练习。 5)简要介绍英语电子邮件的格式。

Group work

指导学生进行小组调查活动。

Good to know

渗透相关的课外知识。

Let’s sing

教会学生唱英语歌。

4、Summary

5、Homework:听课文录音,家长签名,并完成活动手册中相关练习。

第四课时

教学内容:P49、P44、 P55

教学目标:

1、能够听、说、读、写五个动词的第三人称单数形式:lives, teaches, goes, watches,

reads。

2、能够听、说、认读句子:Does your pen pal live in Shanghai? No, he doesn’t. He lives in Beijing。

3、能够听懂、说唱歌谣“Tell me about your pen pal”。

4、能够听懂、理解Story time中的故事。

教学重、难点:

1、教学重点是:听、说、读、写掌握五个动词的第三人称单数形式。 2、教学难点是:区别使用后缀s和es。

教学准备:

1、录音机和录音带。

2、本课时的单词卡。

课时安排: 一课时。

教学过程:

1.Warm up

2.Preview

(1)使用单词卡,复习A—Let’s learn的单词。

(2)完成投影练习,最后一题设计为第三人称单数动词形式。

3.Presentation

(1)接投影练习,引出教学目标“今天我们就一起来学习有关动词第三人称单数的知识。”

(2)教师板书:live。说:“I live in… Where do you live?”引导学生作答后出示fish图片,T:“Does it live in the sky?”引导学生回答:“No, it doesn’t. It lives in rivers.”有意强调lives的发音。在板书后面加上“s”。T:“Does your father/ mother/ pen pal live in…?”板书句子,教师向学生展示的单词卡片,带读单词。

(3)T:“I teach English. Does Mr… teach English?”引导学生作答:“No, he doesn’t. He teaches…”板书教学单词:teaches。

(4)T:“I go to work by bus. How do you go to school?”引导学生:“I go to school by…”T:“How does your father go to work? Does he go to work by bus?”引导学生作答。同法教学watches和reads。教师引导学生比较动词原形和其第三人称单数形式。

(5)教师将本部分的单词卡混在一起,快速展示给学生,学生读,然后同桌开火车进行问答练习。

(6)教师放B Let’s learn部分的录音,学生跟读。

(7)学生看板书提示根据实际情况进行问答练习。

4.Practice

(1)学生四人一组讨论用英语描述的一天,并轮流用英语表达。

(2)每个小组派代表上台介绍。

(3)Let’s chant

(4)Story time

5.Summary

6.Consolidation and extension

(1)学生做本单元相关部分的活动手册配套练习。

(2)学生听录音,读给家长听,签名。

(3)背诵并抄写本课的四会单词。

第五课时

教学内容:Let’s try Let’s talk Tick and say

教学目标:

1、能够听、说、读、写句型Does she teach English? No, she doesn’t. Yes, she does.

2、能够用上面句式询问他人一些日常生活情况。

教学重点:能够熟练掌握本课时的重点句型,并在现实生活中灵活运用,做到语调自然,语音准确。

教学难点:在实际情景中运用所学的对话。

教学准备:1、与本课时相关的教学挂图。

2、录音机和本单元的教学录音带。

教学过程:

Step 1 Preparation

1. Let’s chant.

课本44页中的chant.教师放录音,师生同完成。

2、让学生展示采访自己的父母或者老师的结果。

Step 2 Presentation

1、情境导入

(1)教师把Let’s try的教学挂图呈现给学生,师生一起讨论图意。Does the girl’s mother work in a hospital?Does her father work in a hospital, too?

然后教师放录音,让学生根据对话内容选出正确的答案。录音内容如下: Boy: Does your mother work in a hospital?Girl: Yes, she does.

Boy: Does your father work in the hospital, too?Girl: No, he

doesn’t .He works in a school.

Boy: Does your father go to work by bike?Girl: Yes, he does.

(2) T: My father is a doctor, too. Do you want to know more about him? Ask me some questions.

教师引导学生问:Does he ?? 帮助学生回答。教师板书:Does he ?.? Yes, he does. No, he doesn’t.教读,操练。

2、机械操练利用以前学过的内容操练,进行替换练习(不要忘了“写”)。

3、意义操练

游戏:寻找家园

Step 3 Practice

Let’s talk

Step 4 Production

1、游戏:小记者采访

2、教师让学生把52页的表格填好,然后每个人将个人信息填好后交给老师。教师请一名学生上台从一摞信息中抽取一张,告诉台下学生:“It’s a

boy/girl.”学生分成两大组,轮流提问,如下图所示,看看哪组先猜出填写卡片的人是谁。最后看看哪个小组得分高,教师要及时鼓励和奖励。

Step5 Progress

1、做本课时相应的基础训练或其他配套练习。

2、作业

(1)让学生听Let’s learn 和Let’s talk部分的录音,并积极与他人交流。

(2)抄写本课四会句子。

第六课时

教学内容:Let’s read

教学目标:1、能够简单描述自己的好朋友。

2、能够完成Let’s check部分的练习。

3、熟练掌握Let’s read 部分的短文内容。

教学重点:能够理解,会读Let’s read 部分的短文内容。

教学难点:理解Let’s read中的短文,并能利用所学灵活的交际。

教学准备:1、与本课时相关的教学挂图。

2、录音机和本单元的教学录音带。

教学过程:

Step 1 Preparation

1. Let’s chant.

教师放Let’s chant部分的歌谣“Tell me about your pen pal”,让学生跟录音有节奏地说唱。

2、让学生展示其调查同学或朋友的pen pal的结果。

Step 2 Pre-reading

教师向学生展示本部分的教学挂图,手指图中的孪生姐妹介绍:

“This is Alice .This is her twin sister. They look the same, but they don’t like the same things. They are different. ” 教师板书different, 教读。

Step 3 In-reading

1、第一遍阅读。快速阅读第一、二段,并回答问题:Does Alice live in China? Does her father work in a school? Does her mother work in a school, too? 让学生读并找出这些问题的答案。学生回答的时候,要求能说出依据。

2、第二遍阅读。仔细阅读第一、二封邮件,并回答问题。What’s Alice’s father? What’s Alice’s mother? 老师提示学生仔细读,并勾划出答案。做完后,同伴交流答案及依据。最后,老师核对答案。

3、第一遍阅读第三、四段。快速阅读,回答问题:Does Alice go to school by bike? Does Ann watch cartoons on TV? Is Alice’s family going to China soon? 让学生读并找出这些问题的答案及其根据。

4、第二遍阅读第三、四段。仔细阅读,回答问题:How does Alice go to school? How does Ann go to school? What does Alice do in the evening? What does Ann do in the evening? What does Ann usually do? 提示学生仔细读,并勾划出答案。做完后,小组交流,并说说怎么找到答案的。最后,老师对答案。

5、教师指导学生完成书本上的Answer and question.

Step 4 Post-reading

1. Listen and repeat. 听录音跟读课文。2. Reading competition. A B两部分学生比赛朗读课文。3、教师指导学生完成Let’s check部分的练习Listen and write the answers.

4、教师向学生展示story time部分的挂图,

T: “What are they doing? What does Joe see? Does Joe like monkeys? Do monkey live in the mountains? ”让学生读故事,找出这些问题的答案。

然后教师播放该部分的录音,学生听录音跟读、分角色朗读。如果时间允许,教师指导学生进行对话表演。

Step 5 Progress

1、完成基础训练的相应练习或其他配套练习。

2. Homework:写一段文字,简单讲述自己的好朋友的有关信息。

教学后记:本单元,我深刻地感悟到:要充分体现学生在学习活动中的主体性,引导学生在学习活动中去探索、发现,培养探索精神和与人合作的意识、态度、习惯,力求“活”、“新”、“实”,最大限度地提高教学效率

第五单元教案

第一课时

教学内容: 教材P。58 A. let learn

教学目标:

1. 能够听,说,读,写本课单词:singer, writer, actress, actor, artist, TV reporter.

2. 能够理解,认读白体句子:What does your father/mother do? He`s /She is?

3. 能够听懂,会唱歌曲“My Family”

教学重点: 掌握A let learn部分的五种职业的英文表达,并能简单问答,介绍表达自己的理想。

教学难点: 是在正确区分运用冠词a和an, 如:an actress, a writer 教学过程:

I. Warm up

1. 教师放四年级上册第74页的歌谣,学生边说边根据内容做做下些动作。

2. 教师把doctor, teacher, nurse, driver, farmer, baseball player等单词卡片面朝下放在桌上让学生猜。

II. Presentation

1. 教师展示本部分的挂图,然后对学生说: I am a teacher. I teach lesson.教师板书:teach, teacher 让学生观察两个词并说出差别。

2. 教师出singer图片,示范朗读,让学生跟说并做动作。

3. 教师出示一名歌手的照片,问:What does he do? 引导学生回答:He is an actor. 启发学生说出更多歌手的名字。

4. 用同样的方法学习其他职业: writer TV reporter. 教师依次拿出几张演员的照片,问学生:What does he do? 引导学生回答:He is an actor.

5. 教师快速出示一张本部分的单词卡片,学生争取首先拼出单词。

6. 教师指导学生在在学生卡片背面边拼读边描写。

7. 教师向学生展示杂志上的名人照片,问:Who is he/she? What does he/she so? 引导学生回答:That is ?He is/She is a?.

8. 学生把本课职业单词卡片正面朝上放在课桌上,随意抽取一张。学生与教师相互比赛。

III. Exercises (见活动手册的配套练习)

IV. Summary

1. 句型的运用。

2. 课文的理解。

V. Homework

1. 背诵课文。

2. 抄写单词。

VI. Writing

What does your father/mother do?

He`s /She is?

第二课时

教学目标:P.59 A. let talk

1. 能够听懂,会说本课对话,并能做替换练习。

2. 能够听,说,读,写句型:What does your mother do? She is a dancer 。并能在情景中运用。

3. 了解元音/u/,/u:/和辅音/w/, /j/,/h/,的发音并读出例词。

教学重点: 掌握句型:What does?do? She/He is a/an?.

教学难点: 重点句型中问句的表达。

教学过程:

I. Warm up

1. 教师放C部分歌曲my family的录音, 学生跟唱。

2. 全班学生分成几列站好,教师从本单元A let learn 部分的卡片中随意抽取一张,每队的第一名学生读出卡片的单词并做出简单的陈述。

II. Presentation

1. 学生两人一组将A let learn部分的单词卡片和四年级上册B let learn部分的单词一起放在桌上,让学生说单词。

2. 教师说:My mother is a teacher. What does your mother do? 请几名学生用She is a profession来回答。教师继续说:My father is a farmer. What does your father do? 引导学生作答。教师板书并示范朗读句型:What does your mother do? She is a TV reporter. 学生跟读,口拼句型。

3. 教师放课文录音,学生跟读。学生两面人一组做对话练习。

4. 学生两人使用一套职业卡片和家庭成员卡片。学生交换角色玩游戏。

5. 教师向学生展示该部分的挂图,示范朗读音标:/u/,/u:/和辅音/w/, /j/,/h/,学生跟读。

6. 教师引导学生通过拼读音标,尝试读出表格中的例词。

III. Exercises (见活动手册的配套练习)

IV. Summary

1. 职业单词的记忆。

2. 句型的运用。

V. Homework

1. 抄写单词。

2. 背诵对话。

VI. Writing

What does your mother do?

She is a dancer 。

第三课时

教学内容:教材P。let read

教学目标:

1.能够听,说,认读let read部分的对话,完成相应的活动。

2.能够运用所学的语言完成let find out活动。

教学重点: 巩固句型:What does ..do? He/She is a/an?.

教学难点: 理解,认读句型How exciting和How does she go to Hong Kong? She goes to Hong Kong by plane. 其中,第二个句型是为B部分内容的铺垫。 教学过程:

I.Warm up

1.复习A let learn部分的职业词汇和pronunciation部分的例词及含有该部分音标的词汇。

2.教师出示有关职业和家庭成员的单词卡片,请学生做表演。

II.Presentation

1.教师发给每名学生一张纸条,让学生在条上写自己的名字,外貌特征和将来想从事的职业,让学生进行比赛。教师带出句型:How exciting! The game is exciting. How exciting! 学生跟读。

2.教师从刚才游戏中使用的卡片提问:What is he/she? 请学生猜填写的学生是谁。

3.教师课前备一个朋友的照片或简笔画,把该人物的相关信息分别写在照片后面,然后向学生介绍:This is my friend. 教师鼓励学生提问:What does he /she like? What does she /he do? Where does she /he work? How does she/he go to work? She /He works in ?. She goes to work by? 教师回答:

4. 学生分小组或同桌之间进行问答练习:What does your father do? Where does he work? How does he go to work? He/She works in a place. He goes to work by(means of transportation)

5.教师说:Wu Yifan has an aunt and an uncle. Do you know anything about them? ,学生回答。教师说:Ok, Now open your books and read the dialogue.

6. 教师向学生展示Alet read部分的挂图,指着照片上的两个人物问:What does

she /he do?

7. 教师放本部分录音,学生打开学生用书阅读短文,然后教师解答难点。

8.教师指导学生完成answer the questoins的活动。

III.Exercises(见活动手册的配套练习)

IV. Summary

1.课文理解。

2.句型的运用。

V. Homework

1.熟读课文。

2.抄写单词。

第四课时

教学内容:教材P。61 B. let learn

教学目标:

1.能够听,说, 读,写单词:enginner, accountant, policeman, salesperson, cleaner.

2.能够听,说, 认读How does he go to work? He goes to work by bike.,并能在情景中运用。

3.了解good to know部分的内容。

教学重点: 掌握let learn部分的五个职业名称, 并能简单问答,介绍。

4. 教学难点:熟练掌握单词: engineer, accountant, policeman, salesperson, cleaner.

教学过程:

I. Warm up

1. 教师准备第57页的歌谣录音,学生跟读。

2. 教师放my family歌曲的录音,学生跟唱。

II. Presentation

1.教师举起engineer的卡片, 说:Look at this man, What does he do? 引导学生回答后带读,学生跟读。让学生说说他们知道的工程师的名字。如:My uncle is an engineer.

2.用同类的方法学习其他词:accountant, policeman, salesperson,

cleaner.

3.学生把本部分的五张卡片贴在黑板问:What are you going to be? 引导学生回答。

4.教师把bike的卡片贴在的下面,并介绍说:He goes to work by bike.学生跟读。 然后教师依次在accountant, policeman, salesperson,和cleaner的卡片下面贴上交通工具的卡片,如:subway, bus, car, motor cycle. 教师问: How does he/she go to work? 引导学生回答:He/She goes to work by ? 接着教师问学生:How does your mother/father go to work? 并根据回答在相应的交通工具下打钩。调查一下哪种交通方式使用得普通。

5.教师指导学生边拼读边在学生卡片的痛面描红。

6.学生打开学生用书第61页,教师指导学生完成let find out部分的练习。\ III. Homework

1. 抄写单词。

2. 背诵对话。

第五课时

教学内容: 教材P。62 B. Let talk

教学目标:

1.能够听懂,会说本课对话,并能在情景中运用。

2.能够听,说,读,写句型:Where does she work? How does she go to work? 并能在情景中运用。

3. 能够理解story time的故事内容。

教学重点:掌握句型:Where does she work? How does she go to work? 教学难点;正确使用本单元重点句型。

教学过程:

I. Warm up

1. 教师把A,B let learn 部分的职业卡片和家庭成员卡片贴在黑板上,学生观察,并能正确读聘书单词的学生可以得到这张卡片。

2. 教师放第一单元歌曲:How do you go to school? 的录音,学生跟唱。

3. 学生打开学生用书第62页,教师放录音,学生听音,勾出正确的选项。 II. Presentation

1. 教师说:I go to school by subway. 在黑板上板书:subway 学生跟说, 然后 教师启发学生说出其他的交通方式,教师把学生想到的交通方式依次写在subway的下面。教师说:I work in a school. 然后school 把写在黑板上,启发学生说说不同的工作场所名称,如:post office, hospital, computer, shoe stroe/car/company 等。

2. 教师说句子:My mother works in a car company. She is an accountant. She goes to work by bus. 持有mother,bus, accountant和卡片的学生快速跑到黑板前把卡片贴在car company的旁边。

3. 教师衣黑板上的内容和学生做对话练习,如:What does your mother do? Where does she work? How does she go to work? 教师板书:Where does she work? 和How does she to to work? 。 示范朗读,学生跟说。学生两人一组根据黑板上的语言提示做对话练习。

4. 教师面前放一摞单词卡片,依次为:职业名称卡片,工作地点卡片和交通方式卡片。活动开始,教师随意从第一摞卡片中抽取一张职业卡片,如:

engineer 举起来问:What does your father do? 学生回答:He is an engineer. 教师继续抽取一张工作地点卡片,举起来,如:car company. 问:Where does he work? 学生回答:He works in a car company.

5. 教师放本部分的录音,学生跟读。学生两人一组读课文对话。

6. 学生两面人一组做对话替换练习。

7. 教师指导学生书写四会句子。

III. Homework

1. 背诵对话。

2. 抄写句子。

第六课时

教学内容:P51、P53

教学目标:

1、 能够听、说、认读句子:They are very different.及理解Let’s read内容。

2、 能够完成Let’s check部分的练习。

教学重、难点:

本课时教学重、难点是:理解Let’s read中的短文。

课前准备:

1、 录音机和录音带。

2、 A、B部分的单词卡和对话教学挂图。

教学过程:

1. Warm up

(1) Free talk

(2) Sing songs and chant

2. Preview

复习A、B部分的对话及单词。

3. Presentation

(1) T:“Do you remember Alice and her twin sister? They look the same.”指两名班上的学生:“Do they look the same?”引导学生回答。教师给出完整的回答:“No, they don’t. They look different.”板书带读单词“different”T:“Do they have the same hobbies?”引导学生回答:“No, they don’t.”T:“They’re very different.”引导学生看课文图,T:“This is alice. This is her twin sister. They look the same, but do they like the same things? Do they go to school together? Let’s read.”教师放本课录音,让学生打开课本,带着问题阅读。

(2) 教师提出以下问题:

Does Alice go to school by bike?

Does Ann go to school by bike?

Does Alice read newspapers every evening?

(3) 教师指导学生完成Write the questions and the answers的练习。

(4) 教师放Let’s read部分的录音,学生听录音跟读。

(5) 四人小组试读短文,然后请两、三个小组朗读短文。

4. Practice

5. Summary

6. Consolidation and extension

(1) 完成本单元活动手册配套练习。

(2) 听本单元录音,读给家长听,签名。

(3) 背诵并书写本单元四会单词和句子。

教学后记:本单元教学中通过各种游戏,给每一位学生提供结识英语的机会,让全体学生的英语水平都能得到扎实的提高。

六上U6A1【教学内容】 A let’s learn & let’s find

out

【教学目标】

1.能够听、说、读、写A Let’s learn 部分的黑体单词:stream, rain, cloud, sun, 听说认读白体单词:vapour

2.能够听、说、认读句子:Where does the rain come from? 并在现实生活中能够灵活运用,做到语音准确,语调自然。

3.能够完成Let’s find out的任务。

4.学唱歌曲《Little Water Drop》.

5.了解水结成冰的相关知识。

【教学重难点】

1.熟练掌握重点单词:stream, rain, cloud, sun, vapour。教师要启发学生开动脑筋巧记单词,并结合句型替换关键词,在情景中学习新单词。

2.能够在现实生活中灵活运用句型: Where does the rain come from?并在现实生活中能够灵活运用,做到语音准确,语调自然。

【教学准备】

1. Teaching wall map of this period

2. Recorder and tape

3. Record: sounds of water

【教学过程】

Step 1: Preparation

1. Enjoy a song “Little Water Drop”

2. Free Talk.

Step2: Presentation:

1. T: We drink water every day. We need water every day. What else needs water? Where does the water come from?”

2. T (simple drawing): We are going to talk about rain. Where does it come from? Does it come from the sky? S: It comes from the cloud. Simple drawing: cloud Bb Notes: rain, cloud

3. Simple drawing and Bb Note: stream. T invites Ss to listen sounds of water, review words: sea and river. Compare: stream, lake and river. Step3: Practice:

1.教师找学生抽词卡,如抽到: cloud,下面学生就问:Cloud, cloud. Where does the cloud come from? 上面学生回答:“It comes from the stream,依此类推,如果是stop,就换人重新开始。

2. Let’s find out

T: What can you see in the picture? S: I can see the stream. Five Ss a group to find out what they are.

Step 4: Production

1. Make and say a chant.

Cloud, cloud, where does the cloud come from?

It comes from the vapour.

Vapour, vapour, where does the cloud come from?

It comes from the stream.

Stream, stream, where does the stream come from?

It comes from the rain,

Rain, rain, where does the rain come from?

It comes form the clouds.

2. Good to know.

Step 5: Homework

1. Do exercise book and copybook.

2.让学生自由结合组成小组,在班级内自由采访,询问生活中常见的东西来源,最后看看谁懂得最多。

六上U6A2

【教学内容】 Let’s try &let’s talk & Group

work

【教学目标】

1.能够听、说、读、写句子Where does the rain come from? It comes from the clouds. 并在现实生活中能够灵活运用,做到语音准确,语调自然。能替换运用于水循环的整个过程。

2.能够完成Task Time 的内容。

【教学重难点】

1.熟练掌握Let’s try部分的单词,并结合句型替换关键词,在情景中学习新单词。

2.能够在现实生活中灵活运用句型: Where does the rain come from?It comes from the clouds.并在现实生活中能够灵活运用,做到语音准确,语调自然。要求学生能替换关键词造新句并能在水循环的整个过程自如运用。

【教学准备】

1. Teaching wall map and pictures of this period

2. Recorder and tape

【教学过程】

Step 1:Pre-paration

1. Sing a song “Little Water Drop”

2. Say a chant

Cloud, cloud, where does the cloud come from?

It comes from the vapour.

Vapour, vapour, where does the cloud come from?

It comes from the Stream.

Stream, stream, where does the stream come from?

It comes from the rain,

Rain, rain, where does the rain come from?

It comes form the clouds.

Step 2: Presentation:

1.情景导入

1) T: Which is the first? Which is the second? S: First the cow, then the beef.

T: So the beef comes from the cow.

图片呈现:猪肉与猪(方法同上) 教师板书:?comes from ?

2). 图片呈现:面包

T: Does the bread come from the rice? S: No.

T: Where does it come from?

教师在?comes from ?上方板书示范Where does the?come from?

图片呈现面粉 T: It comes from the flour.

呈现面包与面粉之间的先后关系,教师引导学生齐说:The bread comes from the flour.

T: Where does the flour come from? 教师播放Let’s try 部分的录音 Ss: The flour comes from the wheat.

添加小麦的图片,显示面包、面粉、小麦之间的关系,并出现文字提纲帮助学生表达:

Wheat ---flour ----bread

2. Mechanical drills

3. Meaningful drills

图片呈现:egg, cloud 等

二人小组操练并汇报。

Step 3: Practice

1. listen and answer

T: What about rain? Let’s listen and answer.

2. Ss read the dialogue in roles.

Step 4: Production

1. T: Where does the rain come from? S: It comes from the clouds. Teacher sticks the pictures on the Bb and form a water cycle. T presents the wall map of Group work, Ss practice in pairs.

2. Ss retell things in Group work.

Step 5: Homework

1. Do exercise book and copybook.

2.了解大自然中很多东西的出处,并且四人小组进行讨论,看哪一个小组采集最多。

六上U6A3

【教学内容】

let’s read

【教学目标】

能够简单用英语叙述小水滴的“旅行历程”并通过阅读进一步熟悉水循环的过程。

【教学重难点】

能使学生通过阅读进一步理解水循环的过程,教师要设计一些真实的情景帮助学生理解。

【教学准备】

1. Teaching wall map of this period

2. Recorder and tape

【教学过程】

Step 1: Preparation

1. Sing a song “Little Water Drop”

2. Free talk

Step2: Pre-reading

1. 教师讲述科学家牛顿的故事。通过动作和简笔画引入部分新单词

T: Today I’ll tell you a story of a great man .One day, he wakes up early .What time does he wake up? Can you guess?

S1: Maybe he wakes up at ?

T: Yes. He wakes up early and he feels a little hot, so he comes out and sit down under an apple tree. Suddenly something is falling down. What is falling down?

S2: Maybe the leaves are falling down.

T: Look! An apple is ? Ss: An apple is falling down. T: Yes. Who is the man? Do you know? Ss: He is Newton.

2. T: Here is another story ---- the story of rain. Do you know where the rain comes from?

Ss: It comes from the cloud

T: Then where does the cloud come from? Ss: It comes from the vapour. T: How can the water become vapour? Ss:The sun shines and the water becomes vapour.

T: So the sun helps the water to become the rain. Right? Then what else helps the water to become the rain?

Step3: In –reading

1. Get the Ss to read the story and find out “Who helps the water drop become the rain ?”

2. Get the Ss to read again and discuss the details in their group and fill in the blanks:

Step4: Post –reading

1. Ss retell the table.

2. Best actor

Ss listen and act out the story.

Step 5Homework

Excise book and copybook.

六上U6B1

【教学内容】 Let’s learn & Number and

say

【教学目标】

1.能够听、说、读、写单词:seed, soil, sprout, plant。

2.能够掌握句型“First ,we have the seed.”等简单描述植物种植的过程。

【教学重难点】

1.熟练掌握本单元的重点单词:seed, soil, sprout, plant。

2.能够叙述种花的过程。

【教学准备】

1. Word cards, recorder and tape.

3. A pot of flower, a pot full of soil, some flower seeds, common seeds and their pictures.

【教学过程】

Step 1: Preparation

1. Sing a song “Little Water Drop”

2.Free talk

Step2: Presentation:

1. 教师拿出一些种子,T: What are they? 教授seed

2. T: Do you like flowers? Ss: Yes .

T: Do you know how to plant flowers? Ss: No.

T: First, what do we need? S1: We need ??

T: Look, 教师拿出“soil”教授

3. T: Now let’s put the seeds in the soil. But the sun shins the soil, the soil dry now.

So we must water them. Yes? Ss: Yes.

T: The seeds drink the water and enjoy the sunshine. They are very happy, they grow, grow and grow. Now they are sprouts.教师讲授单词“sprout”

4. 教师出示嫩芽长大后的植物的图片,并向学生提问导出新词“plant ”

5. Ss listen, read and write the words.

Step3: Practice

1.“火眼金睛”猜单词:将单词卡放入信封内,然后逐个从里面拉出来。

2. Number and say

T: There are some pictures and sentences in your book. Please number and say.

Step4: Production:

Step5: Homework

1. Do exercise book.

2. 用本单元所学到的英语给家人简单描述植物种植的过程。

六上U6B2

【教学内容】let’s try & Let’s talk & Let’s play; Let’s

check

【教学目标】

1.能够听、说、读、写句子How do you do that?What should you do then? 并能在实际情景中灵活运用,力求做到语音准确,语调自然。

2.了解英文中先后顺序的表达First ?,Then?,Next?

【教学重难点】

1.熟练掌握本单元的重点句型:How do you do that?What should you do then? 并能在实际情景中灵活运用,

2.能够叙述植物的生长过程。

【教学准备】

1. Teaching wall map of this period

2. Recorder and tape

【教学过程】

Step 1: Preparation

1. Let’s chant. (P.68)

提炼关键词: First /Then /Next

1. Free Talk

以“How do you plant a flower seed?”为主题,引导学生按照Number and say,叙述种花的过程(可在此部分加入First /Then /Next)。

Step 2: Presentation:

1. Let’s try

2. Teach: in several days

3. T: I am going to plant a flower on the weekend. But I don’t know how to do that. Can you tell me? How do you do that?

S: Put the seed in the soil. T: First, put the seed in the soil.

T: What should you do then? S: Water it.

2. T: Zhang Peng is talking to his teacher. Now let’s see what they are talking about.

How does Zhang Peng plant flower seeds?

Step 3: Practice

1. Ss listen and read in roles..

4. 教师把B “Let’s talk”部分的主要句型写在黑板上,学生闭上眼睛,教师擦掉其中一个词,学生睁开眼睛,说出擦掉的单词并把句子补充完整。 Step 4: Production:

Ss retell let’s play.

Step 5: Progress

Let’s check.

Step 6: Homework

1. Do exercise book and copy book

2. 学生在家里种一盆花,写成简短的种植日记,拿到学校里面来和同学老师一起分享。

六上U6B3(阅读课)

【教学内容】Let’s read & Story time

【教学目标】

1.通过阅读植物日记进一步熟悉掌握 植物生长过程的叙述

2.能够理解,认读B Let’s read 部分的句子。

3.能听懂、理解Story time中的故事。

【教学重点】

1.能够理解、认读B Let’s read 部分的句子。结合句型替换关键词,在情景中应用新句型。

2.掌握植物生长日记的生长过程的叙述。

【教学准备】

1. Teaching wall map of this period

2. Recorder and tape

【教学过程】

Step 1: Preparation

1. Let’s chant. (P.68)

2. Free Talk

What are you going to do this afternoon?

Step2: Pre-reading

1. Group work (Five students a group)

S1: I put some soil in the pot. S2: I put some soil in the pot. I put a small seed in the soil. S3: ....

2. 教师出示只画有种子的图画,问学生:

T: What do we want? S: Pot and soil.

教师出示75页课文第一幅图画:

T: How do you do that? S: I put some seeds into a pot.

T: What should you do then? S: I put in some water.

T: Then we should put it in the sun.

教师依次出示课文第二、三、四幅画,用What do you see? How do you do that? 或者What should you do then? 来提问。

3. 在五幅图画和老师句型铺垫的基础上,请学生现场编写种植日记。

Step3: In-reading:

1. 教师请几位学生朗读一下种植日记,并说:“Liu Yun plants some flower seeds. She writes a diary, too. Let’s read, what does she write? 学生分小组讨论日记内容。

2. Read again and answer

3. Ss listen and read the passages.

Step4: Post -reading:

1. I say and you draw.

2. Little nature doctor.

教师出示有关植物生长过程的句子,请学生阅读后判断。

3. Story time

Step6: Homework

教学后记:在英语课堂教学中,教师是导演,引导学生走向教材,让学生在新的发展中进行新的开拓,在探索发现中达到一种新的境界。引导学生自主活动,就是教师针对学生的特点,采取灵活的方法,是学生独立地进行课堂内外的智力和非智力活动,进而顺利完成教学的全部任务。

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