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英语小学六年级上册的教案(通用18篇)

英语小学六年级上册的教案(1)

教材分析:

教材分析本单元是对英语中一般现在时句型的扩展和练习,学生可以运用所学语言讨论动物习性这一真实语言情景,将语言变得生活化、情境化,从而掌握一般现在时的各种句式。本课没有偏词难句,主要的语言功能就是让学生会用简单的句式介绍和描述动物的习性。

学情分析:

小学生都具有好奇、好玩、好动、好表现、好表扬等心理特点,同时对新奇的事物非常感兴趣。同时,六年级学生也具备了一定的合作能力和参与意识,在一定的情境中,学生能够积极的参与、大胆表达、勇于合作,展现出良好的学习氛围。

教学目标:

《小学英语课程标准》强调指出:“英语教学要重视对学生实际语言运用能力的培养,重视学生的学习方式和任务型的教学途径,发展学生的综合语言运用能力。”根据以上要求及对学生实际情况的分析,我制定了如下教学目标。

(一)知识与技能:引导学生运用一般现在时的句子介绍动物习性。

(二)过程与方法:学生通过小组合作,组内讨论,组间交流,培养学生自主学习和运用语言的能力。

(三)情感态度与价值观:通过了解动物与人类的和谐关系,激发学生热爱动物的情感和自觉保护动物的意识。

教学策略:

(一)教学方式与学习方式 [教学方式:“任务型”教学方式 学习方式:自主探究、合作交流]本课的设计中,我运用了“任务型”教学方式,要求学生通过表达、询问、解释、沟通、交涉、协商等多种语言活动形式来完成任务,同时注重英语中听、说、读、写各项基本技能的训练;英语课程标准强调重视学生实际语言运用能力的培养,倡导体验、实践、参与、合作与交流的学习方式。学生将在“任务型”教学方式的引导下,在自主探究与合作交流中学习和运用语言。

(二)评价方式 [评价方式:多元性评价]心理学家指出:学生在课堂上有获得表扬的需要,评价的主体应该是多元性的。所以,在教学中我着眼于学生语言运用的培养,采用激励性评价、师生评价、生生互评等多元性评价方式,在教学活动中充分激发学生的求知欲和表现欲,实现教学过程的化。

(三)教学手段

1、结合本课教学目标我设计了“猜谜语”、“听音排序”、“听音写词”、“动物习性的讨论”、 “学说小韵诗”、“写写喜爱的动物”等几项任务。

2、利用图片,激发学生的学习兴趣。

3、采用小组比赛的形式,激发学生积极参与,培养其集体荣誉感。

教学过程:

一、Warm up

T: Good morning, boys and girls!

Ss: Good morning, teacher!

T: Pleased to meet you!

Ss: Pleased to meet you, too!

T: Now relax yourself. Let’s listen to music.

(Play the song Old MacDonald had a farm.)

Ss: (Listen, repeat and clap.)

T: This song sounds nice. There are lots of animals in the song. Yes?

Ss: Yes!

T: Do you like animals?

Ss: Yes!

T: Now I say, you guess which animals they are. Let’s have a match betweenfour groups. OK?

Ss: OK!

T: Number

1. They’ve got long tails. They climb trees very fast. They like bananas.What are they?

S1: They are monkeys.T: You are very clever! Group 2 can get a flag.

T: Number

2. They are tall. They’ve got long necks. What are they?

S2: They are pandas.T: Fantastic! Group 3, a flag!

T: Who can say another animal?

二、Presentation

T: So many animals! I like pandas. But I don’t like snakes. (Write onboard.) What about you?

S1: I like monkeys. But I don’t like tigers.

S2: I like bears. But I don’t like dogs.

T: Good. And do you know what do pandas love? (Write the title: Unit 2Pandas love bamboo.)Ss: (Read the title together for twice.)

T: Today we’ll discuss some animals. Let’s see what they are.(Show thepictures of animals.)

Ss: (Read and spell the words together for twice.)

三、New contents

T: These animals are lovely. You can see them on your books. Now listen tothe tape, order the pictures.

T: Now I’ll check the answers. Who can tell me?

S1: Number 1 is …T: Excellent! And what do they like? Let’s listen, thenyou should say and write down the sentences.

T: First, which animals?

Ss: Snakes.

T: Who can repeat the sentence?

S3: Snakes love the sun.

T: Great! (Write on the board.) Read together, please.

Ss: Snakes love the sun.

T: Next, which animals?

Ss: Elephants.

T: Who can repeat?

S4: Elephants like water.

T: Can you write on board?(The same process for the other animals.)

Ss: (Read the sentences together.)

T: (Correct the mistakes.)

T: Now I say numbers, you say the sentences.

T: Who can come here and point to the pictures for us?

S2: I can. …You are very good!

四、Practice

T: Can you remember now?

Ss: Yes!

T: OK. I say, you guess. They love the sun. What are they?

S5: They are snakes.T: Very good. Now work in pairs, practice part 2.

Ss: (Work in pairs to do the practice.)

T: Who want to show your dialogue?Ss: (Several groups act out.)

T: You did a good job! Now let’s learn another animal—-owl.(Read andexplain the word.)

T: I’ll ask students to explain the sentences.

Ss: (Study the chant, and then say with the rhyme.)

五、Enlargement

T: Today we’ve learnt lots of animals. But which do you like? Now talk ingroups: What are your favorite animals? Why?

Ss: (Talk in groups.)

T: Stop! Now write down your ideas. You can write like this: My favoriteanimals are …Because… T: Who want to read your sentences?

S1: …

S2: …

T: You are very lovely. We love animals, because they are our good friends.Let’s read loudly!

Ss: We love animals, because they are our good friends.

T: Again! Louder!

Ss: We love animals, because they are our good friends!

T: Well done, children! You should remember this sentence.Class is over.Goodbye, children!

Ss: Goodbye, teacher!

英语小学六年级上册的教案(2)

一、教学内容:

Let’s read Let’s sing story time

二、教学目标与要求

1.能综合运用动词的过去时。

2.阅读理解故事

三、教学重点

1动词过去时的读音及不规则动词的变化

2阅读部分的理解和有限度地再现

四、教学难点

1动词过去时的读音及不规则动词的变化

2阅读部分的理解和有限度地再现

五、课前准备

1、教师准备一幅本课时的教学挂图。

2、教师准备一台录音机和相关录音带。

3、学生准备本课时的单词卡片。

六、教学过程

1、Warm-up

Sing the song: at the zoo

2、Presentation

A: Activity 1 Memory testing

What did you do last weekend?

I went shopping.

I went shopping and visited grandparents

I went shopping and visited grandparents………

B: Activity 2比一比,谁说得最快。(见表格1)

请两个学生上来,背向黑板,教师说出表格中任意一个词组,学生就说出与之对应的词组,败者换其他人,再与胜者比赛,看看全班谁说得最快。

C: Text A.看图跟读课文。B.教师提示总结:

was / walked / studied / read /went

/saw / jumped / swam / returned

D: Activity 3无字的故事书

E: Exercises

(1)Finish the sentences

(2)Number the sentences

3、Comprehensive activity

story time

1. Two students a group and discuss the story.

2. Ask the questions:

(1)What did Zoom do on Saturday?

(2) What did Zoom do on Sunday?

3. Listen and read the story

4、Consolidation and extension

Mini role-play

Prepare and act out their stories in roles.

英语小学六年级上册的教案(3)

⑴能听懂、会说、会读、会写本单元的单词rain, snow, windy, cold, sunny, warm

⑵能听懂会说:

It’s going to rain in Harbin.

It’s going to be warm and sunny in Dalian.

What are you going to do on Thursday?

I’m going to watch TV.等句子。

⑶会说chant:What are you going to do today?.

⑷能模仿课文,用所学句型谈论将来的天气状况并制定计划。

教学步骤:

Step 1:Warm-up and show the learning aims

1. Review Unit 1. Ask and answer:

What are you going to do? I’m going to….

When are you going to go? I’m going to go at….

2. The teacher says: Boys and girls, today we are going to learn Module 2 Unit2 It’s going to snow in Harbin. (板书课题) First,please look at our learning aims.(出示本课学习目标,教师慢慢读,学生仔细看、认真听。)

Step 2: Learn the new words and the key sentences.

1. Watch a real weather forecast. Then write the key words on the blackboard: rain, snow, windy, cold, sunny, warm

2. Ask the students to learn the new words by themselves.

① Try to read by themselves.

② Listen to the tape and read after the tape.

③ Let the students remember the words in their own small groups.

3. Watch the parts of the real weather forecast again. Then ask

and answer two by two:

What’s the weather like in…? It’s…

What’s the weather going to be like inXXXXX tomorrow?

It’s going toXXXXXXXX.

Step 3: Learn the Text

1. (The teacher says) let’s listen to the weather forecast of the tape, and then answer the questions.

2. Play the tape and repeat.

3. Ask and answer the questions.

A:What’s the weather going to be like in Harbin Beijing Dalian Xi’an tomorrow?

B: It’s going to….

4. Finish activity 2 and activity 3.

Ask the children to ask and answer in pairs.

5. Group work: Finish activity 5 of Page9 in the book.

Step 4: Chant

1. Ask the children to look at the pictures carefully.

2. Play the tape and ask the children to listen carefully.

3. Play the tape several times and ask the children to chant together.

4. Ask the children to chant one by one.

Step 5:Finish a Task

1. Say some sentences by using “be going to”

2. Recite the new words and the key sentences correctly and skillfully in 5 minutes.

3. Copy the new words and the key sentences correctly three times. (要求:书写要认真、细心、端正、漂亮)

Blackboard Writing:

It’s going to snow in Harbin

New words:rain, snow, windy, cold, sunny, warm

It’s going to XXXXXXX in Harbin….

It’s going to be XXXXXXXXXX in Dalian….

What are you going to do XXXXXXX?

I’m going to XXXXXXXXX.

教学反思:

英语小学六年级上册的教案(4)

教学目标:

(一)认知目标

1)能听懂、会说并能熟练使用单词hurry, rule, line, CD以及词组 library card, in line

2)能听懂、会说并能熟练使用句子Don’t talk in the library. Please stand in line.

3)能初步了解掌握祈使句的肯定形式与否定形式的句式结构 。

(二)能力目标

1)能够根据指令做事。

2)能够使用祈使句发出指令,从而要求或制止他人做某事。

3)能够初步运用语言做事(听说读写)。

(三)情感态度目标

1)养成遵守规章制度的好习惯,培养好公民的素质。

2)能够积极参与语言实践活动,树立信心,团结协作,获取成功体验。

教学程序:

一、热身复习

A、全班朗诵表演韵律诗“Do you want to go to the sea?”

B、用“brainstorm”的方式复习学过的动词(talk,stand,run,speak等)并表演出来。目的’在于活跃气氛,激活旧知识,为新知做铺垫。

二、任务呈现与课文导入

A、播放教师录的校园违规录象,问学生该不该这样做,怎么做才是对的,引导学生说出“Please listen to the teacher! Don’trun on the stairs!”之类的祈使句,教师板书在黑板上。

B、询问学生还知道学校的哪些行为规范,可拓展到不同场合的规章制度,引导学生尽量用英语表达。

C、询问学生图书馆会有哪些规章制度,学生可能无法用英语很好表达,告诉学生:今天的课文就是关于图书馆中的规章制度的。学完后,大家要试着给学校的一间公共教室制定一份规章制度,例如:阅览室、计算机室、语音室、音乐教室等。

三、课文学习

A、通过教学VCD,整体呈现课文内容。要求学生理解课文大意,

B、看书听录音。要求找出带有“Please…”和”Don’t…”的句子,并试着说出来。教师板书。

C、再看书听录音,要求学生总结“Library Rules”,教师将板书补充完整。并告诉学生在图书馆要自觉遵守这些规定。

D、教师针对课文内容进行提问,从而引出hurry, rule, line, CD以及词组 library card, in line的学习。

E、进行词汇的拼读、书写、口头运用训练。

F、读板书的句子。加以总结,让学生明确“Please…”和”Don’t…”的含义及语用功能。引导学生归纳其句型结构并在情境中加以口头巩固。

G、看SB活动2的图,让学生试着根据插图展开对话。听音跟读重点句式。

H、完成AB E1的书写任务。

I、以小组为单位表演对话,评出“表演小组”。

J、全班完成SB活动3,执行录音中发出的指令,进行淘汰赛。

K、结合AB E2开展“Simon says”的游戏。

L、两人一组完成AB E3。 学生可先讨论,再填写完成。

四、任务完成

以小组为单位试着给教室制定一份英文规章制度。先讨论制度内容,再书写整理,制作成提醒卡。

全班交流并总结“Class rules”,并告诉学生这是大家共同制定的,要自觉遵守,互相监督,养成自觉遵守规章制度的好习惯。

英语小学六年级上册的教案(5)

教学内容:

unit 3 part a look, read and say

教学目标:

1、学生能听说读单词exciting

2、学生能听说读写单词excited, sports.

3、学生能了解一般过去时的意义和基本用法:it was there just now. they were here a moment ago.

4、学生通过本课的学习,知道要照看好自己的物品。

重点难点:

一般过去时态的理解和运用

教学准备:

1、多媒体课件

2、录音机

教学过程:

一、free talk

t: hello, boys and girls. it’s a fine day today, isn’t?

s: yes.

t: what date is it today?

s: it’s …

t: when’s your birthday?

s: my birthday’s on the …of …

t: my birthday’s on the … of … so yesterday was my birthday. i got many presents and i was very excited. understand?

s: yes.

t: and i watched a sports meeting on tv with my friends. it’s olympic games. when was the beijing olympic game?(课件展示奥运会图片和口号)

s: it was on the 8th of august.

二、presentation

1、sports

t: do you like olympic games?

s: yes, i do.

t: so i think you like sports.

(课件展示运动的单词和图片,以旧带新读出新单词)

t:look, the children are having a sports meeting. let’s say a chant.

the students look at the pictures and say the chant together:

swimming, swimming, they’re swimming.

skating, skating, they’re skating.

skiing, skiing, they’re skiing.

running, running, they’re running.

2、race

t: look, the men are running, they are having a running race.

(课件展示图片,学生根据已学单词自己读出新单词race)

t: look at the pictures and tell me what race is it?

(课件出示游泳比赛、赛马和赛车的图片,让学生说一说)

3、exciting

t: which race do you like watching?

s: i like watching … races.

t: why?

s: because it’s …

t: it’s very exciting.(课件出示图片和单词)

操练新单词,朗读、组词和造句

4、excited

t: when you watch the exciting games, how do you feel?

s: i feel very happy.

t: me, too. i will feel very excited.

(课件出示图片和单词,操练新单词,朗读、组词和造句)

巩固新内容

课件展示一段学生进行跑步比赛的视频和提示,学生以小组讨论的形式谈论该视频。

5、was were以及一般过去时的意义。

根据学生对视频的描述,教师将课件上的be动词一个个改为was, were并示范朗读,同时出现一般过去时的意义并让学生归纳be动词的变化规律。

6、just now, a moment ago

t; 如何判断一个句子是否为过去时呢?在一般过去时的句子中常会出现表示过去时间的时间状语,如just now, a moment ago.

(朗读单词和词组,用其中的新单词moment ago组词造句)

三、巩固操练

1、将下列句子改成一般过去时

2、看一看,比一比,说一说

四、consolidation

listen to the tape carefully and answer the questions.

五、practice in groups

use the things in the gift boxes and make dialogues.

英语小学六年级上册的教案(6)

一、教学内容:

六上Project 1 A、B部分

二、教学目标:

1.知识目标

(1)在语境中对U1-U4的知识进行复习和运用。

(2)复习并学习部分动词过去式的不规则变化形式。

2.技能目标

指导学生运用学习策略,自主归纳学习。

3.情感目标

通过本单元学习,激发学生对英语学科的好奇心以及学习兴趣。

三、教学重点:

复习并学习部分动词过去式的不规则变化形式。

四、教学难点:

复习并学习部分动词过去式的不规则变化形式。

五、教学准备:

课件,练习纸三张,板书

六、教学过程:

Step 1 Greetings

Free talk

1. Topic: travelling

2. Show the students a map of the world.

If you have a lot of money and a long holiday, where do you want to go?

[设计意图]教学一开始通过让学生自由设想要去的地方,让学生有话可说也愿意说,并未下文旅行话题做铺垫。

Step 2 Presentation and practice

Today,I’ll take you on a trip.

The first stop: Denmark

1.大致了解丹麦的地理位置

Do you know anything about Denmark? For example, big or small?

Where is the country?

2.了解丹麦童话家安徒生及他的作品尤其是皇帝的新装

a.

Do you know any people from Denmark?引出Anderson

Do you know his stories? PPT呈现他的童话作品并引出“The Emperor’s New Clothes”

b.

It was written by him. In our book, it is called “The king’s new clothes”

PPT呈现U1 Learning tip: recite the text

因此要求学生以故事的形式复习U1 Story time

Tips: 1. Prepare to tell the story in group of 4.

2.Tell the story picture by picture. Each one in your group tells about one picture.

Ss四人小组合作/上台讲故事

c.

引出皇帝新装加强版故事Here’s another story “ The Emperor’s New Clothes”

新故事共四段,从易到难。每位学生自己选择合适自己的一段,完成后可帮助他人。

Check the answers.从易到难校对新故事。

在讲述新故事内容时指导学生:Note the past forms of these verbs. Mark the new past forms.

并板书板书每段中出现的新动词过去式

第二段:give-gave begin-began

第三段:put-put praise-praised(用英语解释该词的意思) forget-forgot

由此引出学习策略1 How to learn better about past forms:Collect the past forms of verbs while reading. Make a portable word book for yourself. Learn more from a grammar book.

[设计意图]设计旅行这一话题,引出第一站丹麦并由此引出童话作家安徒生及他的代表作品,让学生扩充课外知识的同时巩固U1皇帝新装的课文内容,之后呈现加强版的故事,让学生自主选择难易完成故事复习并学习部分动词过去式,并适时传授学生学好动词过去分词的策略。

The second stop: The UK

了解教师的英国旅行经历

a. Ask and answer :Guess what I did there?

可以让学生用Did you …?或特殊疑问句提问老师。

b. Question time

出示老师在伦敦某一天的照片让学生利用What …? Where…? Who…? When…? How…?结合图片信息小组合作完成五个问题。教师指正问题后请学生猜测问题的答案,老师评价。

c. Show the answers

老师通过日记中诗歌的形式出示刚才图片的答案。要求学生先试着完成诗歌并朗诵,老师点评但不否定他们的答案。最后出示老师自己的诗歌。

并出示一些是诗歌中的新的动词过去式:wake-woke meet-met ride-rode

sit-sat teach-taught feel-felt think-thought tell-told

按照规律整理动词过去式,并对比朗读,加深印象。

与此同时指导学习策略2。

The third stop: Hong kong

Do you know the history of Hong Kong?

用已学的动词过去式,试着说说香港的过去和现在。

For example: …but now….

Step 3 Homework

1.复习U2-4课文

2. 整理学到的动词过去式

3.准备旅行照片,预先查找照片上的地名如何用英语表达,准备下节课制作holiday album。

英语小学六年级上册的教案(7)

教材分析:

本节课是一年级起点第11册英语Module7 Unit1 Pandas lovebamboo.的课文教学,课型为新授课。六年级学生对于动物有很多了解,因此,本课主要是为学生梳理知识,用已有知识描述动物,这也是本册教材的重点之一。

学生分析:

六年级学生有一定的自学能力,因此,可以给学生更多展示的空间,他们通过小组合作等方式先自学,教师加以引导和指点。

教学目标:

1、语言知识:全体学生能够听懂、会说、会读、会写写单词 bamboo/ gave/ its/ almost/ deaf/ frightened/sh/ roar/ fox/ at night 句子Pandas love bamboo. They eat for twelve hours a day!Do snakes love music? No, they don’t. They’re almost deaf!

2、 语言技能: 全体学生能够在适当的情境中,运用已学语言谈论动物的生活习性和不同的人与动物的睡眠习惯。

3、 情感态度:全体学生能够积极参与各项活动并且有团结合作的意识,向朋友介绍自己喜欢的动物。

4、学习策略:全体学生通过小组交流等方法,学会运用所学的英语,进行表达和交流,在词语和事物之间建立联想。

5、文化意识:全体学生能够中外文化的异同, 关注不同国家标志性动物,培养爱国主义情感和跨文化意识。

教学重点:

能在实际情景中运用已学语言谈论动物的生活习性和不同的人与动物的睡眠习惯。

教学难点:

在情境中恰当地运用已学语言谈论动物的生活习性和不同的人与动物的睡眠习惯。

教学过程:

一、复习导入Warm-up and lead in( 3 min )

1. Warmer: Sing a song

2. Free Talk: Watch the cartoon

Do snakes love music? Does the dog love music?

【设计意图】通过song 营造轻松愉悦氛围,激发学习英语兴趣,通过Free Talk顺利的引出本课内容,为本课作知识性的铺垫。

二、任务呈现Task presentation( 2 min)

T板题并揭示学习目标: 运用已学语言谈论动物的生活习性和不同的人与动物的睡眠习惯。

三、课文学习Text learning( 10 min)

1.Listen to the text带着问题,整体感知课文

What is the DVD about?

2. Listen again

What does it say about animals? Let’s see.

在任务驱动下,学生先自学,教师加以引导和总结

(1) What do pandas love?

(2)How many hours do pandas eat a day?

(3)What can snake do?

(4)Why? Do snakes love music?

(5) What do you think about the DVD?

a.自读课文,在文中画出答案

b.小组合作,交流答案

3. Listen, point and act

4.课文巩固:Talk about the pictures. A3

【设计意图】创设学习氛围,激发兴趣,展现与本文相关的信息,直接切入主题。学生带问题听录音,帮助理解课文培养学生了解中西方文化的差异,引导学生热爱祖国。

四、训练巩固 Practice( 10 min)

1. 口头操练: Ask and answer A4

2. 笔头训练: Read and choose

【设计意图】在情景交流中学习英语,体验英语,层层深入,加对课文的理解,通过练习反馈学生的理解程度。

五、任务完成 Task completion( 10 min)

Make a riddle

教师提供可用语言 What’s your favourite animal? Do you love…? Why? What can… do?小组自编对话进行展示。

【设计意图】教师为学生提供自主学习和相互交流的机会以及充分表现的空间。

六、小结与布置作业 Summary and homework( 5 min)

1. Summary:学生自主总结本课知识点

2. Homework

必做:读课文,抄写目标句子 选做:Free Talk, 小练笔

板书设计:

Module 7 Unit 1

Pandas love bamboo.

love

can/can’t Animal eat for…

英语小学六年级上册的教案(8)

教学内容:

unit 3 part a look, read and say

教学目标:

1、学生能听说读单词exciting

2、学生能听说读写单词excited, sports.

3、学生能了解一般过去时的意义和基本用法:it was there just now. they were here a moment ago.

4、学生通过本课的学习,知道要照看好自己的物品。

重点难点:

一般过去时态的理解和运用

教学准备:

1、多媒体课件

2、录音机

教学过程:

一、free talk

t: hello, boys and girls. it’s a fine day today, isn’t?

s: yes.

t: what date is it today?

s: it’s …

t: when’s your birthday?

s: my birthday’s on the …of …

t: my birthday’s on the … of … so yesterday was my birthday. i got many presents and i was very excited. understand?

s: yes.

t: and i watched a sports meeting on tv with my friends. it’s olympic games. when was the beijing olympic game?(课件展示奥运会图片和口号)

s: it was on the 8th of august.

二、presentation

1、sports

t: do you like olympic games?

s: yes, i do.

t: so i think you like sports.

(课件展示运动的单词和图片,以旧带新读出新单词)

t:look, the children are having a sports meeting. let’s say a chant.

the students look at the pictures and say the chant together:

swimming, swimming, they’re swimming.

skating, skating, they’re skating.

skiing, skiing, they’re skiing.

running, running, they’re running.

2、race

t: look, the men are running, they are having a running race.

(课件展示图片,学生根据已学单词自己读出新单词race)

t: look at the pictures and tell me what race is it?

(课件出示游泳比赛、赛马和赛车的图片,让学生说一说)

3、exciting

t: which race do you like watching?

s: i like watching … races.

t: why?

s: because it’s …

t: it’s very exciting.(课件出示图片和单词)

操练新单词,朗读、组词和造句

4、excited

t: when you watch the exciting games, how do you feel?

s: i feel very happy.

t: me, too. i will feel very excited.

(课件出示图片和单词,操练新单词,朗读、组词和造句)

巩固新内容

课件展示一段学生进行跑步比赛的视频和提示,学生以小组讨论的形式谈论该视频。

5、was were以及一般过去时的意义。

根据学生对视频的描述,教师将课件上的be动词一个个改为was, were并示范朗读,同时出现一般过去时的意义并让学生归纳be动词的变化规律。

6、just now, a moment ago

t;如何判断一个句子是否为过去时呢?在一般过去时的句子中常会出现表示过去时间的时间状语,如just now, a moment ago.

(朗读单词和词组,用其中的新单词moment ago组词造句)

三、巩固操练

1、将下列句子改成一般过去时

2、看一看,比一比,说一说

四、consolidation

listen to the tape carefully and answer the questions.

五、practice in groups

use the things in the gift boxes and make dialogues.

英语小学六年级上册的教案(9)

教学课题:

译林版《牛津小学英语》6A第五单元PartA(Listen,read and say)

教材分析:

本课是江苏译林版牛津英语6A Unit5的中第一教时的内容,这是学生初次接触过去时,只要求学生能在教学过程中,掌握其时态结构和过去分词的构成,并能对自己在过去做的一些事情进行描述。由于之前已经学过一般现在时,所以在制定教学步骤的过程中,通过和一般现在时进行比照,来掌握一般过去式的结构。

教学方法:

我将采用情景法、游戏教学法、直观演示法、交际法等教学方法,以学生为主体,以过去式话题为核心,以语言功能为主线,以任务型活动为媒介,从学生的学习兴趣、生活经验和认知水平出发,使学生通过感知、体验、实践、参与、合作与交流的方式实现任务目标,使课堂活起来,让学生动起来,从而达成上述的知识与技能目标。

教学目标:

1. 能正确的听、说、读、写词汇holiday, last, early, meet, before

能正确的听,说, 读词汇 fun, National Day, a film, wonderful

2. 能正确的听、说、句型What (else) did you do??We/I?

3. 能正确地运用对话中的日常交际用语和三会句型 Did you like the film?

It was a funny cartoon. We all liked it very much.. Were there any fruit trees on the farm? There were apple trees, orange trees and pear trees.

4. 能正确地理解、掌握对话内容,并能朗读、初步表演对话。

5. 能运用本课所学语言谈论过去所做的事情。

教学重点:

能正确地理解、掌握对话内容,并能朗读、初步表演对话。

教学难点:

能比较流畅的朗读对话,并能在掌握对话的基础上运用本课所学语言谈论过去所做的事情。

课前准备:

1.教具准备

a.单词,句型卡片。

b.练习题纸。(每人一张)

c.设计并制作多媒体教学课件,准备多媒体教学的设施。

2.板书准备

预先写好课题Unit 5 On the farm

教学过程:

Step 1 Greeting and warming-up

1. T-Ss greet.(师生问好,活跃课堂,拉近师生距离)

2. T: Look at this man, what’s his job?

Ss: He is a farmer.

T: His name is Macdonald. He has a beautiful farm.

Before class, let’s listen to a song, it’s about Macdonald and his farm.

Step 2 Presentation and practice

1. Teach: National Day ,holiday, last

T: What day/date is it today?

出示CAI指名回答 These seven days is this week.(CAI出示 this week)

These seven days was last week.( CAI出示 last week)

T: What date was it? 指名回答

T: Yes. It was the first of October.

And it was the National Day. (CAI出示National Day领读)

When National Day comes ,we usually have a long holiday . I had a wonderful holiday.

2 .T:Do you want to know what I did this National Day holiday?

You can ask me what did you do?

指名几个学生提问,可提醒学生看黑板上早已贴好的句子。 再次要求学生一起提问,师回答。

3.活动: washed clothes, played computer games, watched a funny cartoon, went to my father’s farm.

幻灯片呈现,让学生了解老师的活动

T:OK, boys and girls. Do you want to go to the farm?

Ss: Yes. CAI 出示农场里人们干活的场景

T:OK,here we are. Now we’re on the farm.

What can we do on the farm?Can you guess? 指名回答 CAI 出示

S1:Milk cows.

T:Great. I can’t milk cows. Can you teach me? 示意学生动作。

教师边动作边带领学生朗读milk cows 同时出示词组 贴到黑板上

T:What can we do?指名学生回答

S2:?

T:Good. Collect eggs. (CAI出示)师带领学生边做动作读词组。同时出示词组 贴到黑板上

T:What else can we do?指名回答 S3:?

T:Right. Water flowers. 带领学生读短语。

T:What else can we water? It’s big and green.

Ss:Water trees.

T: Good. 出示词组 water trees 带领学生朗读,并将词组贴到黑板上。

T:What else can we water? It’s on the ground. 指名回答

Ss: Water grass. 看CAI, T :What are these? They’re carrots. 领读carrot 出示单词图片 pull up carrots

T: Let’s pull up carrots.师带领学生做动作读词组,并将词组贴到黑板上。

T:What else can we do?

S4:?

T:Boys and girls, let’s pick oranges. Boys ,you’re tall and strong, please stand up and pick oranges.

师带领男学生们做动作读词组,并将词组贴到黑板上。 出示一篮子橘子。

T:What are these? Ss:They’re oranges.

T: Do you want to taste my oranges?问几组学生,Do you want to taste my oranges?

给学生分发橘子 出示 taste oranges 单词图片 Let’s learn how to read it.带领学生读/ei/,/ei/,taste.

Step 3 Listen, read and say

1 .T: Helen was on the farm last week. What did she do last week? Let’s ask her together, OK? CAI 出示问题,引导学生提问,What did you do last week? CAI 出示答案。

T: What did she do last week? Ss: She visited a farm?。

T: Yes, Helen visited a farm with her family on Monday and Tuesday.

Do you want to visit a farm? 出示词组 visit a farm 领读数遍,并将词组贴到黑板上。

T:Helen visited a farm. Here ed is pronounced /id/,领读 visited,将ed贴到黑板上visit后面。

2. T:What did Helen do on Monday? Who can ask? CAI出示,指名学生提问。

T: What did Helen do on Monday? 引导学生一起回答,She watered trees. 拿出ed/d/,领读短语数遍。并将后缀贴到黑板原词组后面。

T: What else did Helen do? Let me ask her. 师问What else did you do on Monday, Helen?,please listen ! CAI出示答案。

3. T: What else did she do? Together answer.

Ss: She pulled up carrots. 师出示ed/d/,领读单词,并将后缀贴到原来单词后面。

T: Helen visited a farm on Monday. She pulled up carrots and watered trees. 贴图Mon. How about Tuesday? Can you ask her? Boys have a try. 要求男生齐问。CAI出示答案。

4. T: What did she do on Tuesday?

Ss: She milked cows. 出示 ed/t/ 领读该词组,并将ed贴到原单词后面。

5. T: What else did she do on Tuesday?

Ss: She collected eggs.

T: Here ed is pronounced /t/,/d/ or/id/?Which one? 引导学生一起复述,Helen visited a farm. On Monday she watered trees and pulled up carrots.

T: How about Tuesday?

Ss: he milked cows and collected eggs.

6. T: Helen did a lot of things on a farm.

What else did she do on the farm? Let’s watch the cartoon. 出示CAI,

T: What else did Helen do on the farm? 再次出示CAI,提醒学生看屏幕。

Ss: She picked oranges. 师拿出ed,

T:Who can add ed for us?指名,stick for us.领读picked oranges

T: She picked oranges and tasted them.师做动作表明品尝。Which one?指名回答。

Here ed is pronounced /id/ ,who can add for us?指名加后缀。

7. T:Were there any fruits on the farm?

Ss:Yes.

T: Were there any apple/pear/banana trees on the farm? 学生齐答。 引导学生齐说

Ss: There were apple trees, orange trees and pear trees.

T: Nancy wants to go to the farm. So I think the farm is wonderful.(举例wonderful一词,领读)

8. T: Helen did a lot of things on the farm.

She had a wonderful holiday.

But her friend Nancy also had a good time, what did she do last week?

Let’s listen, read and choose. CAI出示,学生听。

提供问题,what did Nancy do last week? OK, you can choose. CAI出示选项。师读三条选项。指名学生回答。

出示 watch a film.词组领读。 Here ed is pronounced /t/.指名读音素。并将单词卡片贴到黑板上。

9. T: Nancy watched a film with her family.

Did she like the film?

Did her family like the film?

Yes, they all like the film very much.

T: Let’s enjoy the whole cartoon.播放整篇课文录音。

Do you like the cartoon? Ss: Yes.

T: It’s interesting. CAI出示课文前言。

T:Please read the narration and try to answer the questions. Read by yourself. 学生自读前言。

T:Attention please. OK, show time. Is the first day of school after the holiday today? 指名回答,带领学生读体现该答案的原句。

10. T: Take out your books and turn to P38,let’s read after the tape, please try to imitate it.跟录音读。

跟读过程中教授 fun 出示单词卡片 贴到黑板上 出示CAI,Here are five sentences for you. Read and judge, whether they’re true or false.要求学生拿出课前发的判断题,学生自己答题。

T: Let’s check the answer. 集体校对。 提醒学生看黑板。

11. T:Look at the screen. Here’re five pictures from the dialogue. I’d like to read it. I want to be Helen. Who wants to be Nancy? 指名一个学生与师示范朗读。

T:Choose one picture which you like and practise it with your partner. 学生选择一幅图操练 指名学生朗读。

Step 4 Retell the dialogue

根据黑板上的短语,指名要求学生复述课文。 (通过复述课文,检查并培养了学生的理解能力和口语表达能力,调动了学生的理解,促进课堂学习效率。)

Step 5 Do a report

T: I had a good time this National Day holiday.

Please look at the screen.(CAI) 学生看视频表格,师描述自己的国庆节假期。

T: According to the things what I did, complete the passage. Please take out the paper and write down the words. 学生自己根据表格完成短文。

校对,指名一个学生朗读短文。

(让学生用自己的语言来叙述自己的故事,给学生提供拉真实的情景去使用语言,以活动促说,以活动促用,充分体现了任务型教学理念,发展了学生的语言技能,提高了学生应运用语言的能力)

Step 6 Assign homework

1. Listen to the tape and read after it.

2. Copy the new words and phrases for three times.

3. Finish the story about your holiday

英语小学六年级上册的教案(10)

设计理念:

1.新课程下的英语教学倡导充满情趣、真实的人文型的课堂,让学生在浓郁的人文气氛中感受、习得语言,发展能力。语言运用能力的培养重在应用,在亲身经历中体验、感悟,在实践中发展能力。为此,在综合拓展练习时,我设计了“小小督导员”的活动,重在让学生在创设的与生活相关的语言情境中去感悟,并运用英语。

2.《义务教育英语课程标准》明确要求小学生英语教学任务之一是培养学生初步的语感和良好的朗读、阅读习惯。本课的教学活动设计,我注重了学生对于发出指令的祈使句的朗读训练和语气感悟。并在最后设计一个趣味阅读练习,以培养学生良好的阅读习惯。

3.《义务教育英语课程标准》指出:“英语课程的学习,既是学生通过英语学习和实践活动,逐步掌握英语知识和技能,提高语言实际运用能力的过程;又是他们磨练意志、陶冶情操、拓展视野、丰富经历、开发思维能力、发展个性和提高人文素养的过程。”为此在本课的综合拓展练习时,我所选择的情景图画使学生熟悉的身边的生活场景,目的是能够很好的锻炼和培养学生良好的行为习惯,利用这个契机对学生进行情感教育。

教学目标:

1.知识目标:学生掌握语句Stop! Don’t go! Go!It’s green now. Don’t ride your bicyclehere.

2.能力目标:学生学会口头运用Stop! Don’t go! Go!It’s green now.等语句发出指令。

3.情感目标:培养学生自觉遵守交通规则的习惯。

教学重点:

1、能听懂Don’t ride your bicycle here.这类指令。能口头运用Stop! Don’t go! Go!It’s greennow.这类语句发出指令。

2、祈使句的读法。

教学准备:

录音机、课本第一部分的录音材料和标志图话、学生生活的情景图画

教学过程:

一、Warming up.

A game.

教师组织学生一起玩“Simon says”的游戏。首先教师发出口令,然后请一名学生担当教师角色。

T:Boys and girls,now let’s play a game“Simon says”。 Listen to mecarefully.“Stand up, please. Turn left/right/back/north/south/west/east.”Now,who can say as me?

(设计意图:通过组织游戏,既可活跃一下课堂气氛,又可复习巩固祈使句的用法。此外在游戏中,尽量多的运用“left,right”等词,又可为本课的学习做好准备。)

二、Presentation.

1.Lead in.(精讲点拨)

教师出示_指挥交通的图片,并向学生提出问题。“Do you know what dose it mean?”学生根据图片动作逐一进行回答:“Turnleft. Turn right. Go straight on. Stop!”

教师出示课本第一部分的交通标志图,请学生用英语说一说它们代表什么意思。(T:I have more pictures. Can you tell mesomething about it?)学生可能对其中的一些标志图不是很了解,教师可告诉学生本节课结束后,你将会很流利的说出。(T: Don’t worry.You may say it very well after this class.)

(设计意图:用_指挥图导入,能够很好的与本课的教学内容进行衔接,教师能够很自然的呈现本课的交通方面指示语的图画。另外,在学生遇到障碍后,给学生的鼓励的同时,也提出了本课教学目标。)

2.Listen and find.

教师首先让学生对图片的内容进行讨论,然后教师放录音,请学生边听边指向对应的图。教师放地二遍录音,进行检查,并让学生重复。学生听第三遍录音,完成课本第二部分的活动。

(设计意图:先让学生熟悉一下图片内容,学生能够很好的指向正确的图话。在听与指的过程中是对学生听力及反应能力的一种很好的锻炼。)

教师出示课本第一部分的图画,请学生快速说出对应的句子。

3.Listen and repeat.

教师出示课本第三部分的句子,让学生根据前几节课的知识自己先朗读。然学生对比自己的语气和升降调。

教师再次放录音,让学生跟读、模仿,并简单讲解祈使句的读法。(祈使句一般表示直接的命令、建议、告诫、邀请等多种意图,再读法上侧重读最后一个单词,读降调用以强调。)

(设计意图:学生已经接触过语调方面的知识,先让学生自己朗读,然后再对比录音,学生的学习印象更为深刻,更利于掌握。让学生掌握一点语音规则,对于他们的自学能力的培养有很大的帮助。)

三、Practice.

1.Who can read it?

教师出示一些祈使句,让学生站起来朗读,对于读的好的进行奖励。读的不正确的请其他学生帮忙纠正。之后在小组内进行朗读比赛。

Don’t put it on the table.

Please make the bed.

Please open the window.

Don’t close the door.

Don’t ride that horse.

(设计意图:在掌握了简单规则后,进行简单巩固练习,帮助学生进一步巩固所学知识,此外还能让学生更好体会英语学习成功的快乐,帮助学生进一步树立学生学习的自信心。)

2.Where is it?(巧问质疑)

教师请一名学生先走出教室,把一件物品藏在教室的某个地方,然后请学生回到教室试着找出所藏物品。首先由教师发出指令给学生提供线索,然后让他其他同学寻求帮助。

Eg:T: Walk to Song Shan.Go straight on. Then turn left.

S:Can you tell me more?…

(设计意图:通过找一找的小游戏,帮助学生进一步练习关于方位指令的祈使句的用法。让学生实际练一练,在教室里走一走能很好的体会、运用。比单纯的口令练习效果更好。)

四、Development.

1.小小督导员

教师出示几幅生活中的情景图,让学生以“小小督导员”的身份对其中的人物进行劝诫。

首先让学生对情景进行讨论,然后以小组为单位选一情景进行表演。

(设计意图:学生熟悉的生活情景,很容易让他们参与进来,也很利于他们发挥自己的运用能力。在给学生创设了练习与运用英语的学习情景的同时,也是对学生进行思想教育,培养正确的行为习惯的很好的契机。)

2. Read it and have a test.

It is a rainy day. A man gets on a bus with a dog. It is a big dog. Itsfeet are very dirty.The man says,“Condutor(售票员), if I buy a ticket for my dog,can he have a seat like the other people?”

The condutor looks at the man and then he says,“Of course,sir. He can havea seat like all the other people on the bus, but he must not put his feet on theseat like the other people on the bus.”

T or F

(1)The man gets on a bus with a small dog.

(2)The dog’s feet were very dirty.

(3)The mam wants a seat for his dog..

(4T)he conductor would like to give a seat to his dog.

(5)The dog sits down at last.

(设计意图:本节课的知识内容不是很多,在一定的练习巩固之后,我设计了趣味阅读。并在阅读的同时对学生提出建议和要求。既可调节一下课堂气氛,又可在课堂上进行阅读练习,培养学生良好的阅读习惯。)

五、Summary.(有效反馈)

学生进行简单小节,说一下自己的课堂收获,教师进行概括补充。

六、Homework.

List some rules about how to learn English well.

Eg: Please listen to the teacher.

Please speak English in class. …

英语小学六年级上册的教案(11)

pep小学六年级上册英语教案全册 Unit 1 How Do You Go There? 第一课时教学设计   第一课时  一、教学目标与要求  1.能够听、说、读、写短语:on foot,by bike,by bus,by train。  2.能够听、说、认读短语:by plane,by ship,by subway。  3.能用句子“How d0 you go to school? How do you go to Canada/…?”来替换 询问别人的出行方式;并能够用句子“I go by…”进行回答。  4.听懂、会吟唱Lets chant的歌谣。  5. 帮助学生了解交通规则,并在生活中自觉遵守交通规则。  二、教学重点、难点分析  本课时的教学重点和难点是掌握四会短语和A Lets learn部分中运用某种交通工具去某地的表达法,并能替换关键词进行问答。  三、课前准备  1.教师准备Lets start部分和主情景图的教学挂图。  2.教师准备录音机和本课时的录音带。  3.教师准备A Lets learn部分的单词卡片。  四、教学步骤  1.热身(Warm-up)  (1)复习副词:always,usually,often,sometimes,never的读音与词义。  T: When do you get up?/ When do you go to school?…(引导学生用always,usually,often,sometimes回答)  (2)T:Today I go to school on bus. I usually go to school on foot. 教师利用肢体动作帮助学生理解句子意思。 T:What about you? Do you go by bike or by bus? Do you go on foot? Or by car? 师生之间自由会话,引出几种常见的交通方式。 引导学生看本课Let’s start部分的标图并回答问题。  2.预习(Preview)  (1)Lets chant  教师放本课Lets chant部分的录音,唱到on foot时,全班跺跺脚;唱到by Car/bike/bus/plane/train的时候,学生做出相应的动作。然后教师根据歌谣内容随机出示Lets learn部分的单词卡片加深学生印象,全班学生再跟录音边唱边做一遍。  3.新课呈现(Presentation)  Lets learn  (1)教师做动作,自问自答:“How do I go to school? I go to schoolby bike.”并在黑板上写下:by bike。教师再重复刚才的句子并问某一学生: What about you? How do you go to school? 教师帮助学生说出完整的句子:“I go to school by…”并将相应的短语写在黑板上。  (2)看短语贴卡片游戏  教师依次出示画着不同交通工具的短语卡片,让学生迅速地贴在黑板上的“by”短语旁边,教师领读短语和句子“l go to school by…”  (3)“快速反应”游戏  教师说出某个短语,如:by bike,让学生做相应的动作并说出句子,如:I go to school by bike.  (4)教师拿出刚才学生可能没有提到的交通工具的图片,如:by plane/subway/ ship/boat等,呈现和练习这些短语。然后指着课本上的配图问:“What can you see in the pictures?”注意引导学生理解“地铁”的含义:“Its an underground railway in a city.It travels very fast.”教师领读新学短语。  (5)学生听录音,跟读Lets learn部分的内容。教师注意纠正学生的语音、语调  (6)教师引导学生进行单词的拼读竞赛。可空出单词中的元音字母让学生填写,也可打乱组成单词的字母的`顺序,让学生重新排序,组成单词。  (7)Lets play  教师请学生说一些地点,比如:school,Beijing,the US,the moon等;教师鼓励学生大胆想象出行方式和所去地点。然后学生两人结对进行句型操练,一人问“How do you go to Beijing/the USA/the moon?”另一学生给出答案:“I go by train/plane/spaceship.”   4.巩固和延伸(Consolidation and extension)  (1)Main scene  教师引导学生看主情景图,说出其中表现的交通方式。学生多能说出:on footby bike,by subway。如有学生问及小丑骑的独轮车以及幼儿骑的三轮儿童车教师可补充说明那分别是unicycle和tricycle;而自行车bike的另一说法:bicycle,意为两轮车。  (2)学生做Lets learn部分的活动手册配套练习;教师指导学生规范书写。新学伊始,教师非常有必要对学生重申一下书写的要求。  (3)学生背诵并抄写四会单词;   (4)学生预习c Lets sing部分的歌曲。  五、课后反思           第二课时 一、教学目标与要求  1.能听、说、读、写四会掌握句子:“How do you go to school? Usually I go to schoolon foot.Sometimes I go by bike.”并能在情景中正确运用。  2.能够表述自己以何种方式上学并简单陈述原因,如:Usually I go to school by bus  because its fast.  3.能够听董Lets try的录音内容并选出正确选项。掌握Let’s talk and read and write部分的句型。  4.学会调查和统计、分析数据,并能表示出来。  二、教学重、难点分析  1.本课时的教学重点是听、说、读、写句型:How do you go to school? Usually  Sometimes I go by…  2.本课时的教学难点是学生书写四会句子并能简单陈述选择某种交通方式上学的原因。  三、课前准备  1.教师准备录音机和本课时的录音带。  2.教师准备本单元A Lets learn部分的单词卡片。  3.教师课前在黑板上画出空白柱状图,用于统计班内学生上学方式的调查  4.学生每人准备一张卡片,画一个印象最深刻的交通标志。  四、教学步骤和建议  1.热身(Warm-up)  T: “Good morning! How do you go to school today? What about you? Do you go by bus,too?”然后学生复习Lets chant部分的歌谣。  2.预习(Preview)  (1)教师出示单词卡片,提问:“How do you go to school?”学生根据图片内容回答:“I go to school by…”师生会话直到班级里大部分学生能够准确说出图中交通工具的名称以及该句型。然后学生两人一组练习句型:“How do you go to school? I go to school by…”   (2)Lets try   3.新课呈现(Presentation)  Lets talk  (1)教师放课文录音,之前向学生提出问题:“How does Sarah go to school? listen.”学生听后模拟Sarah来回答问题。  (2)学生跟读录音,然后两人一组替换句型中的关键词练习对话。  (3)Group work  T:“How do I go to school,do you know? Ask me,please!”然后教师在黑板上画一辆自行车、一辆公共汽车和一辆计程车的图案,并分别在后面两图旁标当地的价格,如:l yuan,7 yuan,回答说:“Usually I go to school by bike。because its good exercise.Sometimes I go by bus,because its cheap.It costs l yuan. Sometimes I go by taxi,because its fast,but its too expensive.It costs 1o yuan.  教师让学生四人一组,了解同学用何种互方式上学,并鼓励学生简单阐述原因,如:My home is near.Its fast.Its cheap.good exercise.…  (4)Let’ read 学生四人小组阅读,并完成课后练习。  (5)听录音,跟读。教师对学生人有疑问的地方讲解。  4.巩固和延伸(Consolidation and extension)  (1)学生回家调查父母及其他亲戚的上班方式,写一篇小作文。  (2)找出peak/beat/team/deal/pig/big/tin/dish的读音之间的区别。  五、课后反思       第三课时  一、教学目标与要求  1.能够充分理解并正确朗读对话,能完成文后回答问题的练习。  2.能够了解辅音,/p/,/b/,/t/,/d/与元音/i:/,/i/的发音规则.   3.了解Good to know部分的内容,能够辨认常见的交通标志,如:Crossway,No entry,No bikes,Turn right和No left turn。  二、教学重、难点分析  1.本课时的教学重点是学生能够充分理解并正确朗读对话。  2.本课时的教学难点是如何指引他人在不同地点换用不同的交通工具到达某一  三、课前准备  1.教师准备

英语小学六年级上册的教案(12)

第一课时 一、  教学目标与要求 1.能够听、说、认读句型:“What are you going to do this evening? Im going to the cinema.”并能对其中的动词和时间短语进行替换操练。 2.能够听、说、认读动词短语:take a trip,go to the cinema,read a magazine. 3.能够听、说、读、写短语:next week,this morning/afternoon/evening;并能够听、说、认读时间短语:tomorrow,tonight. 4.能够在Pair work中合理安排自己的活动时间并与他人进行交流。   二、教学重、难点分析 1.本课时的教学重点是能够听、说、读、写Lets learn部分的四会短语;并能替换  going to do句型中的动词和时间短语对将来的活动进行表述。 2.本课时的教学难点也是四会词汇的听、说、读、写以及对be going to do句型了解和替换操练。   二、  教学目标与要求 1.能够听、说、认读句型:“What are you going to do this evening? Im going to the cinema.”并能对其中的动词和时间短语进行替换操练。 2.能够听、说、认读动词短语:take a trip,go to the cinema,read a magazine. 3.能够听、说、读、写短语:next week,this morning/afternoon/evening;并能够听、说、认读时间短语:tomorrow,tonight. 4.能够在Pair work中合理安排自己的活动时间并与他人进行交流。   二、教学重、难点分析 1.本课时的教学重点是能够听、说、读、写Lets learn部分的四会短语;并能替换  going to do句型中的动词和时间短语对将来的活动进行表述。 2.本课时的教学难点也是四会词汇的’听、说、读、写以及对be going to do句型了解和替换操练。   三、课前准备 1.  教师准备动词短语卡片,如:take a trip,go to the cinema等。 2.  教师准备Lets start部分的教学挂图。 3.  教师准备录音机和本课时的录音带。 4.  教师准备上课时分派给学生的小礼物。   四、教学步骤和建议 1.  热身(Warm-up) (1)T: Can you sing any English songs? S: Yes. T: Good. Which song can you sing? S: Happy birthday to you … A,B,C,D,E,F,G,…….. T: You are so good, here I have a new English song for you ,please sing after the video, lets see who is the best singer. OK? S:OK. T: Are you ready? S: Yes. T: Now lets start. After the pupils singing the song ,I will choose the best singer and give him/her a small gift. (2)T: Can you understand the sentences What are you going to do? and Im going to…. yes, they are talking about the things that dont happen now, but will happen later. This part is to arouse the pupils interest and help them get a general ideal about the sentence structure What are you going to do?   2.预习(Preview) (1)教师出示课前准备好的课程表,说“Look! We have so many classes in a指着Monday说:“What classes do we have on Mondays?’帮助学生一起说“On Mondays,we have English,Chinese,math.…”再请学生回答其他几个的课安排。 (2)教师出示当天的日历,师生进行如下问答:   丁:What day is it today?   S:Its Monday/Tuesday.…   丁:What time is it now?   S:Its 9 oclock.(根据实际时间) 丁:What are you doing now? Tomorrow afternoon?”等。   3.  新课呈现(Presentation) (1)T: Now, I see, you have four groups, I want a group leader in each group. You will count your marks. T: Please look at the screen, I have a time 轴,Can you tell you me the order?             After we check our answers, I will assign my pupils read these words and structures in kinds of ways: read after teacher, read them group by group, and one by one. At the same time, I will choose the best group and the best pupil. In this part, pupils will get to know tomorrow, tonight, this morning, this afternoon, this evening and next week. (2)T: Please look at the screen; can you guess what is this? S: It’s a magazine. T: Yes, do you know what does she do? S: She reads a magazine. T: Yes, now please help me translate it into English.我打算今天下午看本杂志。Which one do you choose? S: This afternoon.   …… I will introduce the phrases take a trip, read a magazine, go to the cinema, play basketball, do the dishes, take photos in this way. (3)“演一演、猜一猜”活动   教师准备好动词短语卡片,如:play spots,go hiking,dO morning exercises.the cinema,take a trip,read a magazine等以及相关道具,如电影票、杂志、背包、太阳帽等。生抽出一张卡片,根据上面的图片或文字,用动作表现出来,其他学生猜是什么短语。当有学生抽到新短语read a magazine时,教师可引他借助杂志来进行表演,其他学生由此可能会猜:read a book,教师借机引入词magazine。教师可将take a trip留到最后自己表演,借助背包、太阳帽,产生可能会猜出是go hiking,教师说:“No,Im going to take a trip.引出新短语take a trip。  ’ 教师可设立“最佳表演奖”来鼓励学生进行创造性表演,也可设立心有灵犀奖”来鼓励学生踊跃竞猜。 (4) 学生两人一组进行练习,教师引导他们主动替换对话中的时间和动词短语,进行更为广泛的操练。 Pair work T: Look! Here are some activities that are good for you.Please decide when you are going to do them and tell your partner.Pay attention:You can do them in two weeks. In this part, teacher can encourage the pupils speak out as much as possible, they can also interview the teachers sitting beside them if they can. After introducing several pairs of pupils speak out their plans, teacher will tell the pupils the truth that it will be better for us to make a good plan of what we are going to do. This is also the emotion teaching aim of this class.   4.  巩固和延伸(Consolidation and extension) (1)学生抄写本课时的四会词汇。 (2)学生以表格形式安排自己第二天的活动并向朋友或家人介绍。 (3)学生跟录音学唱歌曲“What Are You Going to Do?” (4)学生做活动手册的配套练习。

英语小学六年级上册的教案(13)

Review  module 第二课时 教学目标: 复习have got / has got…句型以及它们的运用。 教学重点: 复习本册中学习过的重点句型: have got / has got… 教学难点: 能正确运用have got / has got句型。 教学设计: Step 1  introduce   (教师出示一张中国邮票) 教师询问:What is this? 学生回答:It is a stamp。   教师指着这张邮票说:This stamp is from China 。 教师继续询问:Have you got any stamps from China ? 学生作答: 教师接着询问:Have you got any stamps from america ? 学生作答:No,I haven’t。 教师出示一张美国邮票,说:But I have a stamp from America。This stamp is from my friend。 Have you? 让学生用have got 句型描述他的特征。    Step 2  Presentation 出示图中的八福图片,让学生尝试描述每幅图。例如: In picture one,the boy has got blue eyes and black hair 。He has got a yellow cap 。He has got a dog 。He is very tall。 In picture two,the girl has got black hair 。She has got a red bag。She is short。 …… 让学生选择一个孩子作为自己的’笔友,并用has got 句型描述他的一个特征,请其他同学猜测他是谁。请猜对的同学再选择自己的笔友,其他人再猜。如果猜对了,则由他将游戏继续下去。 Step 3  Practice 让学生列出自己的玩具清单,让学生在小组内介绍自己有哪些玩具。例如: A :Have you got …? B :Yes,I have./ No,I haven’t. 或者: A :I  have  got  a …?Have  you  got  a …? B :No,I  haven’t. C : Yes , I  have.   做完几组后,学生可以根据记忆总结别人或是自己都有哪些玩具。(用have got/ has got句型) Step  4 Fummary(小结)   Step  5 Homework   拿一张最好的朋友的照片,用have got/ has got句型向家人描述他的相貌、衣着、家庭情况等,例如:He has got big eyes.He has got short hair .He has got a red toy car .He has got four little dogs .等。

英语小学六年级上册的教案(14)

【教材分析】: 本单元是一个阅读单元。重点学习水循环以及植物种植过程的表达,设计的内容比较抽象,教师要引导学生结合生活经验理解掌握。本单元的内容相对比较复杂,特别是Let’s read 部分容量大、难点多。教师要注重多种 教法的运用,逐一突破重点。 【单元目标】 【课时安排】   六上U6A1(词汇课)   【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.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。 3 课件:各种水的声音 【教学过程】 Step 1:Pre-paration 1.上课伊始,教师通过教学媒体资源给学生呈现英语童谣《Little water drop》.让学生静静地欣赏、感受。 2.教师走下讲台,到学生中间做Free Talk. T: What’s the weather like today? S: … T: Do you like rainy /sunny days? S: … T: What do you do every day? S: … T: Where does the water come from? Step2: Presentation: 1.教师对学生说:“We drink water every day. We need water every day. What else needs water? Where does the water come from?” 2.教师简笔画“雨”,并对学生说:“We are going to talk about rain. Where does it come from? Does it come from the sky? 教师帮助学生回答It comes from the cloud.”用简笔画出cloud的图,将单词板书并进行教授教读。 3.教师用简笔画在原先的rain和cloud 下面画stream,自然而然的引出stream,板书并教读。并进行适当的拓展:听海,让学生听各种水的声音,猜猜是什么,复习sea, river,并比较stream, lake 和river的区别。 4.教师用简笔画在stream 上面画sun ,教师夸张的描述太阳的火辣,引导学生想象溪水在太阳的照射下发热变成vapour。 5.听录音,并跟读 Step3: Practice: 1.教师找生抽词卡,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.教师把70页“Let’s find out”的教学挂图呈现给学生,让学生认真看图,教师问:“What can you see in the picture?”请一名学生示范回答:“I can see the stream.”然后学生五人一组找出图中的景物,用英文表述出来,在这个过程中教师可以给学生渗透保护环境,爱护地球家园的意识。 Step 4: Production 1.教师把学生分成两组和大家一起拍手说唱自编儿歌。 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.教师给学生呈现Good to know 的教学挂图,先让学生认真看挂图,然后教师结合挂图给学生介绍水结成冰后体积变大的相关知识,鼓励学生通过实验的方法验证自己的想法。教师也可以启发学生思考水在自然界中的其他存在形式, Step 5:Homework 1.让学生熟练掌握本单元的`重点单词和句型。 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 (对话课) 【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,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?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.与本课时相关的教学挂图。 2.录音机和本单元的教学录音。 3.简单的课件 【教学过程】 Step 1:Pre-paration 1.教师通过教学媒体资源让学生跟唱英语童谣《Little Water Drop》. 2.教师热情地和学生打招呼问好,和学生做简单的Free Talk. 3.教师和学生一起拍手说唱第一课时所编的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. Step2: Presentation: 1.情景导入 1). 课件呈现:牛肉与牛 T: Which is the first ? Which is the second ? S:  First the cow ,then the beef , T: So the beef comes from the cow. 课件呈现:猪肉与猪(方法同上) 教师板书:……comes from …… 2). 课件呈现: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 ? 课件呈现面粉 T: It comes from the flour . 课件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 . 课件添加小麦的图片,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.机械操练 游戏:开心辞典“金蝉脱壳” T: Look ,here is a game .(教师请一学生共同示范对话) 课件呈现:milk T: Where does the milk come from ? S1: The milk comes from the cow . 3. 意义操练 课件呈现:egg,cloud 等 二人小组操练并汇报。 Step 3: Practice 1. 听音答题 接上一环节,教师说: What about rain ?let’s listen and answer.播放let’s talk 内容 2. 听音正音 3. 引导学生读let’s talk部分对话。可以采取教读、齐读、男女生分角色、分小组等方式,大量的机械操练让学生掌握本课时的对话内容。 Step 4: Production 1.拿出rain 的单词卡片,贴在黑板上,问学生:“Where does the rain come from?”引导学生回答“It comes from the clouds.”然后,教师将cloud 的单词卡片也贴在黑板上。用同样的方法,在问答的过程中将其他三张卡片依次贴在黑板上,组成一个水循环过程的简易图。教师出示“Group work”的教学挂图。同桌之间根据单词卡片的提示进行问答练习。 2. 教师出示“Group work”的挂图,让学生据图复述 Step 5.Homework 1.让学生熟练掌握本单元的重点单词和句型。 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(阅读课) 【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】 能够使学生通过阅读进一步理解水循环的过程,教师要注意设计一些真实的情景帮助学生理解。 【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.教师播放78页的英语童谣《Little Water Drop》,学生跟唱。 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 does the rain come from ?” Ss: It comes from the colud . 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.教师让学生照着表格复述 2. 最佳演员 播放录音让学生模仿,之后让学生进行小组合作表演故事。 Step 5Homework 让学生回去模仿,表演 六上U6B1(词汇课) 【教学内容】 Let’s learn & Number and plant  【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

英语小学六年级上册的教案(15)

Lesson 28

一、教学内容

1.本课围绕感觉和感受进行知识扩展阅读活动和交流活动。

2.本课以学科融合的形式进一步围绕感情与感受进行复习。

3.通过儿歌学习字母ture组合在词汇中的读音。

二、教学目标

1.能够正确理解语篇。

2.能够通过颜色所表达的感情来指导安排自己的生活。

3.能够正确读出单词中ture的发音,并能够朗读儿歌。

三、教学重点

1.进一步巩固和扩展本单元的重点语言。

2.初步了解中西方文化中对于颜色和心情的不同认识。

3.初步感知字母组合在单词中的`读音

四、教学难点

对某些事的感觉或感受的扩展性讨论。

五、教学手段

1.教学录音磁带

2.教师自制课件

六、教学方法

情境教学法、听说法、翻译法、语言交际法

七、教学步骤

1.Show the words (future, picture, nature) Let the Ss read them, and say the pronunciation of “ture”.

2.Read the chant by themselves, then listen to the tape and say the chant.

3.Show some colours and ask them “ what’s the feeling when you see the colours?

4. Have a discuss about the colours and feelings.

5.Listen and read (A).

6.Read and match.

7.Talk about your favourite colour and what feelingit makes.

8.Homework:

1) Find out the words with “ture”

2) Write a short passage about your feeling.

英语小学六年级上册的教案(16)

一、教学内容

1.本课围绕介绍动物特性进行知识扩展阅读活动和交流活动。

2.本课以学科融合的形式进一步围绕动物特性进行复习。

3.通过儿歌学习字母er组合在词汇中的读音。

二、教学目标

1.能够正确理解语篇。

2.能够就动物的特性讨论,并进行适当扩展。

3.能够正确读出单词中er的’发音,并能够朗读儿歌。

三、教学重点和难点

1.本课的教学重点是: 进一步学习和扩展介绍动物特性的词汇和表达法,尤其是了解Monarch Butterfly(黑脉金斑蝶)的生活习性,并真对其相关特征运用所学语言进行交流和表达。 感知和学习字母组合er在单词中的读音规则。

2.本课的教学难点是:正确理解A项阅读材料。

四、教学手段

1.教学录音磁带;

2.教师自制课件

3.学生和教师用单词卡片;

五、教学方法

情境教学法、听说法、翻译法、语言交际法

六、教学步骤:

1.Review the words Sort game

T: country/direction/continent/language/animal…

2.T: What’s your favourite animal? What kind of animal is it? What do you know about it?…

3.T: Do you like butterflies? What kind of animal are butterflies?

4.Ask the Ss to read the passage and underline the new words.

5.Ss discuss and learn the new words in group of four.

6.Ask the Ss some question about this passage.

7.Match the question and the answers on the book.

8.Do part B in pairs.

9.Part C. Ask the Ss answer the questions first, then write them on the book.

10.Try to read the chant in part D.

11.Homework: Part D

英语小学六年级上册的教案(17)

一、教学内容

1.围绕四个国家的家庭过生日的风俗习惯的`故事进行阅读。

2.进行文化知识渗透。

二、教学目标

1.能够正确理解故事。

2.根据线索简单复述故事。

三、教学重点和难点

1.本课的教学重点是:阅读理解四个简短语篇,了解国、俄罗斯、阿根廷、丹麦四家庭过生日的风格习惯。

2.本课的教学难点是:学生能简单讲述中国、俄罗斯、阿根廷、丹麦及其他国家或地区颇具特色的生日习俗。

四、教学手段

1.教学录音磁带

2.教学挂图

五、教学方法

情境教学法、听说法、翻译法、语言交际法

六、教学步骤:

1.T: How are you now? What’s the date today? When is your birthday? What do you usually do on your birthday? What do you usually eat on your birthdays?…

2.Talk about it in groups.

3.Ppt . Ask the Ss to read the passages and find out the correct pictures.

4.Read the passages in group of 4. The members in the group can choose only one passage to read.

5.Part B Match.

6.The members in the group can ask questions to each other.

7.Discuss Part C in pairs.

8.Show the dialogue in the class.

9.Homework: Listen to the tape and read the passages again.

英语小学六年级上册的教案(18)

一、教学目标与要求

1. 能够听、说、认读what,where,when引导的特殊疑问句并能做出相应回答。

2. 能够听、说、读、写四会句子:Where are you going this afternoon? I’m going

bookstore.What are you going to buy? I am going to buy a comic book.

3. 能够听懂Let’s try部分的对话并完成听音选图的练习。

4. 能够使用各种疑问句釆访他人的活动安排并做记录。

二、教学重、难点分析

1. 本课时的教学重点是三个特殊疑问句的问与答以及各种信息的替换和交流。

2. 本课时的教学难点是学生能运用what,where,when疑问句进行真实的’交际以工组四会句型的正确书写。

三、课前准备

1. 教师准备一张简明地图,标出bookstore,shoe store,fruit stand,pet shop等场所。

2. 教师准备各商店所出售的货物的小卡片。

3. 教师准备录音机和本课时的录音带。

4. 教师课前在黑板上画出下列表格:

四、教学步骤和建议

1、热身(Warm-up)

(1)全班一起吟唱Let’s chant的歌谣。

(2)单词拼写小能手

要拼写的单词包括:this morning/afternoon/evening,next week,newspaper。

postcard等。可采取小组合作的“接龙式”拼写形式;也可以选取组内一名学生拼写全部单词。拼出单词最快最多的组获胜。

(3)教师出示简明地图,师生问答如下:

r:What shop is it?

s:It’s a bookstore.

r:What can you buy in the bookstore?

s: …

在学生回答各商店所出售的物品时,教师根据其回答贴出物品的小卡片,如:

Fruit stand:orange,apple,pear,banana….Shoe store:sneakers,sandals,boots….(此时可引导学生说“a pair of sneakers/boots’’等)

2、预习(Preview)

Let’s try

教师指着地图中的商店及各商店所出售的物品说:Look!There are so many stores

and so many goods.Let’s listen to the tape and find out:①Where is Sarah going? ②What

is she going to buy? ③Who is she going with?

教师放三遍Let’s try部分的录音,以上问题可根据学生的实际情况分三次提出,直到多数学生能回答并能将前两项答案填人教师课前画出的表格中。在填表过程中,教师请学生一起拼写其中的四会单词,如:bookstore,comic book。

录音内容如下:

Chen:Hi,Sarah,where are you going after school?

Sarah:Hi,Chen Jie. I’m going to the bookstore.

Chen:What are you going to buy?

Sarah:I’m going to buy a dictionary.

Chen:1 want to buy a comic book.Let’s go together!

Sarah:OK!

3、新课呈现(Presentation)

Let’s talk

(1)“my shopping plan”

教师指着黑板上的简明地图及表格说:Look, Sarah and Chen J1e are going t(bookstore.Where are you going? What are you going to buy? When are you going? Please write a shopping plan.指导学生结合表格中的购物地点、时间及商品三项提示,根据自己的购物;制定一个购物计划,组内学生可以互相交流讨论。

学生做好计划后,师生根据表格中的三点要求:where,what,when进行。

(教师将获得的信息逐项填人表格),如:

了:Where are you going?

s:I’m going to the fruit stand.

r:What are you going to buy ?

s:I’m going to buy some apples.

r:When are you going?

s:I am going at 5 o’clock in the afternoon.

教师先与几名学生进行上述对话,再由学生提问来获知教师的购物计划由学生将有关信息填人表格中。 学生两人一组互相了解对方的shopping plan,灵活运用where,when,what导的三个疑问句互相提问和回答。

(2)教师放课文的录音,学生静听后跟读,再分角色朗读。

(3)学生两人一组根据课本上的替换图对对话中的各种信息进行替换,教师文指导,并请几组学生进行示范。

(4)教师引导学生进行四会句子的书写。

Pair work

(1)学生两人一组相互采访,根据表格中提供的三个疑问句了解同伴当天下午活动安排(不一定是购物),并简要记录信息。

(2)教师请几组学生在班级内演示采访过程。教师可对采访者的采访记录进行调查和评价,也可在不同桌的学生之间展开互评。

4、巩固和延伸(Consolidation and extension)

(1)学生抄写本课时的四会句子。

(2)学生课后对父母或朋友的近期活动进行采访,记录结果并录音,把文字及料以及录音材料交给教师。

(3)学生吟唱本单元的歌谣,录音后与录音带进行比较,不断改进语音语调。

课后反思:

本课的教学重点是三个特殊疑问句的问与答以及各种信息的替换和交流,也是难点所在。学生通过本单元前四课的学习基本上掌握了将来时的表达方法:What are you going to do?—I’m going to……这个句型。但本课是在此基础上增加了另外两个以where/when来提问的特殊疑问句,学生很容易把哪里、什么时候、干什么混淆在一起。所以下节课还应重点操练这三个句型。

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