第一篇:小学六年级英语教案:People and work
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优尼全能英语:小学六年级英语教案:People and
work
知识目标
通过本单元的学习,学生能够谈论自己及他人的职业情况,同时对别人提出的与此相关的问题予以回答,并能向别人提出类似的问题。
要求学生掌握一般现在时的句型变化,特别是单数第三人称的用法。交际用语学习
What do you/ they do ?/ What does he/she do ? 语法学习
动词一般现在时的第三人称单数形式。语音
掌握字母组合ch,th,sh 和wh的拼读规则。能力目标
1.要求学生能熟练的运用询问职业的句型、掌握与之相关的用语。
2.掌握一般现在时,动词第三人称单数形式的变化规律,主语为第三人称单数形式时候,谓语动词用三单形式。掌握句子重音和语调的训练。情感目标
本单元的核心教学项目是“职业”,即用英语询问不同人物的职业和不同的工作场所的语言。教育学生询问他人的时候用句型what do you do? 回答:I am.。.并要求学生掌握好助动词do在不同人称特别是第三人称单数后的变化。通过学习本单元内容使学生了解不同人之间的不同职业的表达。教学建议
教学内容分析
本单元以的What does he/she do? What do I / you /we/ they do? 问题展开讨论。主要围绕着人和职业设计了一系列的读写活动。
职业话题也和本教科书中的其它话题一样,与我们的日常生活息息相关,是人们经常谈论的热门话题。各类考试中的阅读材料也经常涉及到这方面的内容。同时也是英语教学大纲中所规定的必会的日常话题之一。
通过本单元的学习,学生们要掌握有关职业方面的一些最基本的习惯表达。每课重点练
一、两个习惯表达,下一课在重复上一课习惯表达的同时,再增加
一、两个新新内容,体现以新带旧。这也是本单元的突出特点之一。每课有每课的重点句型和语法,课与课之间相互联系又相互独立。
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前一课是后一课的铺垫,后一课又往往是前一课的延伸。
101课学生不仅要学会表达某人是什么职业,还要会说此人在什么地方工作等。利用书上的图片初步学会一些表示职业的新单词。
102课在前一课“表达某人是什么职业、什么地方工作”的基础之上加上“询问职业”,主要的句型是:What do you do?
游戏部分出现的主要句型是:Are you a…? 第三部分利用一些实物丰富学生的词汇,并进一步复习表示职业的单词。
103课在第一、二人称的基础上出现了第三人称单数的句型What does he/she do? What does your father/mother do? Where does he/she do?
以及答语He/She is a … He/She works in … 同时本课还提供了一篇较长的对话,内容贴近生活,情景真实,并集中了学生们所学过的涉及到有关“职业话题”的各类句型,是综合运用语言能力具体体现。
104课本给我们提供了一篇较长的文章。其内容是以叙述的形式介绍一对美国夫妇在中国的生活和工作的情况。配有问答练习。是一节阅读加口语练习课。我们可以利用本单元的内容练习一般现在时,也可渗透一般将来时等。词汇、口语教学建议:
本单元主要涉及到一些有关职业的单词,老师们可利用一些图片教这些单词,图片的正面是各种人物,背面写单词。并同时练句型。也可适当穿插一些简单的对话,用于巩固所学单词。如:教driver,可说A driver can drive a car.What do I do? Am I a driver? Is your father a driver? Whose father / mother is a driver? 等等。但由于是第一次接触此话题,学生的词汇量可能不够,影响他们的表达。可给学生补充一些课外的词,特别是一些常用的职业词汇,如:会计,职员、收银员、总裁、老板、文秘等,以扩大学生们表达内容的范围。
也可用图片和肢体语言讲述单词。可让班上擅长表演的同学在前边做动作来加深单词的印象。
语音教学建议
1.ch,sh,th,wh,w,h的发音。
2.一般疑问句、特殊疑问句以及回答的升降调。3.动词词尾加s的读音。
4.利用教参P.96最后一段练习韵律诗练习动词第三人称形式。
语法教学建议
本单元的重点语法是一般现在时。一般现在时是属于那种看着简单,但学生们又难以掌握的时态。初一的学生还没有牢固的时态的概念。目前,我们要引导学生先有感性的认识。在学生现有知识的范围之内,一般现在时常用来表示习惯性动作、姓名、籍贯、年龄、特点和职业等。容易与现在进行时和以后要学习的现在完成时混淆,是中学生接触较多,又比较容易用错的时态之一。其原因是对该时态的意义、用法和内涵没有理解透。建议老师要在这方面上多下功夫,帮助学生树立起中文中没有,而外语中特有的时态概念。
在一般现在时中,主语为第三人称单数时动词的变化。这是初学者很难掌握的语法现象。建议老师们在教这项语法时,要随时提醒学生们的注意,并反复操练。在单句练熟之后,可采用一句话或一小段文章变换主语的方式练习这一语法现象。给老师们提供一小段话:
I like my bedroom because I like sleeping.I have a TV set in my bedroom.I like watching TV,优尼全能英语提供纯英式幼儿英语、儿童英语、少儿英语、青少儿英语、留学、游学英语培训课程,。赶紧登陆优尼全能英语官网获取免费试听课程,开始英语学习之旅。
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lying(躺)in bed.I also like the dinning room,because I like eating.I have a big dining room in my family.I have a round table and four chairs in it.I and my family often have meals and drink tea in the dining room.I like cooking.I can cook nice dishes.But I don’t like washing dishes.Who else does it? 把主语换成he / she,或换成my friend / Tom。让学生当堂做,当堂订正。有条件的可用投影片打出,订正,效果会更好。如学生基础较差也可采用单句的形式,方法同上。不必过早地给学生讲解规则,等学生有了一定的语言基础之后,再引导学生总结也不迟。
接触一种新的语法,特别是难度较大的语法现象,学生不断地出现错误是很正常的。要通过大量的语言实践,使学生了解知识的形成过程,引导他们不断地纠正错误,逐渐形成良好的习惯。即使是当时练熟了,过一段时间又会反复,这也毫不奇怪,一种语法概念的形成是需要很长一段时间的。阅读教学建议
103课提供了一篇较长的对话,对话中含概了学生们以前学过的许多习惯表达如:Nice to meet you.Nice meeting you.What do you do? Where do you work? That’s right.等等。既是复习课又是新课的良好材料。建议把本篇对话作为阅读材料。训练学生抓主要内容、信息的能力。也可训练学生将对话改成陈述的文章,如:介绍Mr Baker.以训练他们组织文章的能力。如有条件也可给学生提供一些其它材料让学生阅读,难易程度可根据学生的水平来定。
词汇分析
1.have/eat/take/ at table 它们都表示“吃”,区别为:
1)have常和三餐名词连用,不涉及到具体吃的内容,作及物动词。如: She has lunch at 12:30 and has supper at 7:00.她十二半吃午饭,七点吃晚饭。2)eat常和具体的食物连用,也可单独使用。如: The girl likes eating apples.那女孩喜欢苹果。
Don’t eat too much.It’s bad for you.别吃得太多,对你没好处。3)take可指吃药,作“吃”解时多用于正式场合。如: Take the medicine before 7:00.请在七点之前把这药吃了。
They are taking dinner with the guests.他们正与客人共进晚餐。4)at table泛指在吃饭这一状态(请注意table前无冠词)。如: Where’s Jim? He’s at table.杰姆在哪儿?他正在吃饭呢。2.put on/wear/ be in 1)put on强调“穿”的动作,指穿(衣服、鞋等)的过程。如: —What are you doing? 你在干什么?
—I’m putting on my shoes.(I’m putting my shoes on.)我正在穿鞋子。
这里的on是副词,若是代词则必须置于put与on之间。如:Put them on,please.2)wear 强调“穿、戴”的状态。如:
The boy is wearing a yellow hat.那男孩正在戴一顶黄色的帽子。
3)put on与wear都可独立作谓语,而in是介词。它必须与be连用构成系表结构。be in也用来指某件衣服穿在身上这一状态。如上述2中例句可改写为:The boy is in a yellow hat.优尼全能英语提供纯英式幼儿英语、儿童英语、少儿英语、青少儿英语、留学、游学英语培训课程,。赶紧登陆优尼全能英语官网获取免费试听课程,开始英语学习之旅。
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第二篇:小学六年级英语教案
Unit 1 A Parade Day 1.Teaching aims: What did you do yesterday? I played basketball.What did you do the day before yesterday? I played basketball,then, too.2.教学重点、难点: a.v-ed: used, studied, played, visited, ran, talked, jumped, cleaned b.Passes: last night, the day before yesterday, last Sunday 3.教具: pictures, word cards, a basketball/football, tape, recorder 4.教学过程: The first period Step 1 Revision a.v-ed using pictures and word cards.b.Ask and answer using pictures.eg.T: What did Jenny do yesterday? P1: She painted.T: Did you painted yesterday? P1: Yes, I did/No, I didn't.Step 2 Presentation a.Ask and answer using pictures.T: Tom, what did you do yesterday? P2: I played watched TV.T: What about you, Peter? P3: I watched TV, too.T: Mary, what did you do yesterday? P4: I basketball/football.T: What did you do the day before yesterday?(Repeat.)P4: I played basketball/football, too.T: You can say, “I played basketball/football, of course.”(Repeat.)(Write “the day before yesterday” , “ of course” and sentences on the Bb.)b.Teach “last night” and “last Sunday” in the same way.c.Teach v.and v-ed at P60 using word cards, pictures/objects.eg.T: What did you do the day before yesterday? P5: I practiced piano.What about you, Miss Zou? T: I visited my good friend.(Repeat.)(Write these two pairs of v.and v-ed on the Bb.And ask the students to read them one by one.Tell them how to pronounce and the ways of the sounds.Teach other words in the same way.)Step3 Listen and repeat.Step4 Practice in pairs using word cards from WB.Read v-ed and make sentences using them.Step5 Ask answer and write.Finish P61 Practice 2.Step6 Ask and answer.Step7 Summary.Step8 Homework.a.Try to recite Target.b.Remember v.and v-ed.Blackboard writing: Unit 1 A Parade Day use-used play-played What did you do yesterday/last night/Sunday? run-ran study-studied I played basketball.talk-talked visit-visited What did you do the day before yesterday? jump-jumped clean-cleaned I played basketball,then, too.one.)T: Can you play it? P: Yes, I can/No, I can't.T: I can play the trumpet in the parade.(Repeat.)(Showing a picture on the Bb and write“ a parade” on the Bb.Ask the students to read them.)T: What did you do in the parade? P3: I danced.T: I played the trumpet.(Repeat.)b.Listen to tape twice without looking at the book or picture.c.Look at the picture or book and read after the tape twice.d.Read dialogue by themselves.Step2.Practice in pairs/groups.Step3.Act dialogue.Step4.Listening at P61 practice1.Step5.Chant activity.a.Listen and chant.b.Look, write and chant.c.Check answers.Step6.Exercises.a.Do exercises.b.Check answers.Step7.Summary.Step8.Homework.a.Try to recite dialogue.b.Finish Look and write.Blackboard writing: Unit 1 A Parade Day parade I danced/played the trumpet.trumpet We watched.Unit 3 A Lucky Day(The first period)Teaching Aim: Learn some phrases: woke up late /missed the bus /forget the homework /lost my keys Learn the target.Teaching key point: Learn the phrases and using them correctly.Teaching difficult point: Talk about someone‘s bad day.Teaching aids: Tape-recorder,picture cards Teaching procedure: Review: Revise some old words: eg.buy-bought have-had get-got do-did is/am-was are-were Talk about the pictures in pairs.eg.A:Where did you buy the can of milk ? B: I bought it at the … A:How much was it ?
B:It‘s … Representation: Put picture cards on the board.T:(Point to the clock)What time is it ? S:….T: In this morning I woke up at 8:00.(Put woke up late on the board)T:I woke up late.S: Woke up late.Teaching other phrases with the same way.Play the tape and have Ss repeat each words.Action game : eg.T:.Action.S: Lost my key.Learn the target : Write I had a bad day.And I had a great day on the board.T:(Show woke up late)read this.Ss: Woke up late.T: Is this bad or good? Ss: It‘s bad.Look at some pictures again 45 The Third period(Song activity, Activity, Sounds and words)
一、教学目标:
1、继续巩固学习Why are you scared? Because he‘s going into the hole.和Why did you go into the hole? Because it‘s great.这些句型及其问答。
2、学习Sounds and words部分的字母的发音及单词。
3、能独立完成Workbook的练习。
二、教学重点、难点: 1.Sounds and words部分单词mountain/ mouth/ house/ cloudy/ mouse/ playground里字母组合ou的发音。
2.理解Activity部分的内容,并能独立完成问题。
三、教学方法:讲授法、练习法
四、教具学具:录音机 单词卡片
五、学情分析:本课时语音部分的内容较简单,学生学起来会较轻松,而Activity部分的内容基础好的学生会容易掌握,基础薄弱的学生则要老师多加以引导。
六、教学过程: Step1.Review
Unit 5 Being Helpful 教学目标:
一、知识目标:
1、“四会”单词及词组:turn on ,turn off, put away, take out, trash,light,put on,hang up,clean up,in a minute,later,very good.2、“四会”句子: Can you take out the trash,please? Sure.I‘ll take it out.Can you hang up my clothes? Sure.I‘ll hang them up in a minute.Can you clean up my room,please? Sorry.I‘m busy now.二、能力目标:
1、能使用基本句型表达请求: Can you turn on the light,please? Sure.I‘ll turn it on.2、能在实际生活中灵活运用句子来表达自己的请求,能听 懂别人的请求,并能按照指令做出反应。
三、情感、文化等有关目标:
1﹑情感态度:激发学生学习英语的兴趣,培养学习英语的积极态度,使学生乐于合作参与,勇于进行交际实践,培养他们做事情的能力。2﹑策略:注重合作学习。
教学重点:
一、掌握四会单词及词组。
二、理解并灵活运用句型:Can you do sth? Sure.I‘ll do sth..教学难点:
一、单词发音的准确性。
二、句型的活用及turn it on,take it out,hang them up 的正确 用法。教学准备:老师准备所用的图片、录音机。学生人手一套图片。Period 1(Vocabulary and Target)教学内容:turn on the light;turn off the TV;take out your notebook;put away your books;take out the trash.Can you take out the trash,please? Sure.I‘ll take it out.一、Warming up:
1、Greeting: Where were you yesterday?Did you go to the park last Sunday? What are you go to do today?No,I didn‘t.2、Revision:What will the weather be like in the afternoon? It will be warm and sunny.Will there be a balcony ? No,there won‘t.二.教学呈现:
1.上课前将窗帘拉上,走进教室时,看看教室说:It’s dark..It’s bad for your eyes.Please turn on the light.(作手示)重复几次书: Can you turn on the light ? Sure.I will turn it on.贴上图片,学习词组:turn on the light 2.创设情景,同样方法教学词turn off the TV, put away your books ,take out your notebook, take out the trash.3.Play a game : A、Look at my mouth and guess the phrases.B,板
组:、Make a small dialogue after modle.4.Listen to the tape first, then listen and read after it.5.Learn Target.Listen and read after the tape.6.Read by yourselves.三、把所学词组的图画卡片堆成一迭。学生随意抽取一张卡片上的短语造一个表示请求的句子,如:Can you turn off the light?另一学生用动作表演回应请求,接着,请其他的学生继续进行活动。四﹑小结:简单小结本节课的知识并复习学生的薄弱知识点。五﹑Homework:Copy the new phrases and sentences.预习Vocabulary的其余三个词组和Conversation.板书:
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b.Play the tape, pausing after each sentence to have Ss repeat.c.Put Ss into four groups and give them the roles of Jenny, Tony, Gogo and the robber.3.Song activity a.Listen to the song.b.Sing together.c.Listen and write.Step four.Sum-up.Step five.Writing on blackboard.I lost my book.So I have to find it.He dropped the plates.So he has to clean the floor.Unit 6 Feeling Fun(The third period)Teaching contests Sounds and words, workbook and writing book The objectives 1.Learn the sound ―ear‖ 2.Finish the workbook and writing book of this unit.Teaching main point Learn the sound and words.Teaching difficult point The sounds ear‖ Teaching aids Tape Procedure Revise 1.Revise the song 2.Revise the new words of this unit.Using the book
―1.Write chair on the board and underline ―ear‖.say: Do you remember this word? Say it.[Ss: chair.] T: Good.Repeat.―ear‖.[Ss: ―ear‖] 2.Have Ss look at the pictures on the page.Play the tape and have Ss point to each word and the tape says it.1.Have Ss repeat after the tape.2.After enough practice, point to the pictures in random order and have Ss say the word.Chant 1.Let the Ss read the sentence.2.Listen to the tape once.3.Read after the tape.4.Play the tape and have Ss practice chanting to themselves.5.When Ss are read , chant together.Exercise 1.Let the Ss do the workbook and writing book first.2.Check the answers together.3.Read all the new sounds.4.Writing on the blackboard
第三篇:小学六年级英语教案
Module1Unit 2 What do you want to eat? learning aims:
1、能听懂、会读、会说、会写本单元的单词restaurant, menu
2、能听懂会说:
What do you want to eat? I want a hamburger, please.What do you want to drink? 等句子。
3、能利用所学到得知识在快餐店中进行实际的语言交际;
4、会唱歌曲: What do you want to eat? 教学步骤:
Step 1 Warm-up and show the learning aims 1.Review Unit 1.(key words and sentences)
2.T: Boys and girls, today we are going to learn Module 1 Unit2 What do you want to eat?(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 Try to read by themselves.② Listen to the tape and read after the tape.③Read the words in their own small groups.Step 3: Learn the Text(T: Last lesson we have learned that how to be a waiter or waitress in a restaurant and ask the customers what they want to eat.let’s listen to the tape.Then please tell me what Lingling and her Dad want to eat and drink.⑴.Show the children the teaching chart.⑵.Play the tape and ask the children several questions: Where are they? What do they want to do? What do Linglingher father want to eat and drink? ⑷.Practice the key sentences: What do you want to eat? I want to eat….What do you want to drink? I want to drink….Finish activity 2.Ask the children to ask and answer in pairs.⑸.Role play of the text.Step 4: Sing the song 1.Ask the children to look at the pictures carefully.2.Play the cassette and ask the children to listen carefully.3.Teach the sentences of the chant one by one.4.Play the cassette several times and ask the children to chant together.Step 5 :Finish a task 1.Play the game in group :The big dinner.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.Blackboard Writing: What do you want to eat? New words:restaurant menu What do you want to eat?
I want to eat….What do you want to drink?
I want to drink….
第四篇:小学六年级英语教案
小学六年级英语教案
篇一:小学六年级英语教学设计
一. 教案背景 1.面向学生:小学 2.学科: 英语 3.课时: 1课时
4.学生课前准备:预习本课单词,预习课文。
二.教学课题 六年级第七册 Lesson 10 I have a headache 1.学习表达身体不适和病痛的词句。2.掌握“四会”词句:
headache badilltoothachestomachache What’s wrong? I have a headache.I feel bad today.Don’t worry about them.3.认识“三会”词句: stay stay in bed call You look ill.I’ll call the doctor.I’ll telephone your teacher.4.通过听、说、读、写、演各种形式培养学生学习英语的兴趣。
三.教材分析
这节课是陕西旅游版教材第七册第十课内容。从本节课开始,将
涉及健康、卫生、就医等人们生活方面的日常活动。通过让学生在听、说、读、练、演中学习用英语表达自己某些身体部位的不舒服,发展学生的语言表达能力。本节课主要学习have a headache feel badhave a stomachache go to the hospital have a toothache stay in bed 这些单词,并能让学生灵活使用句型 what’s wrong? I have a____.四.教学方法:
在教学中采用直观教学、游戏教学、情景教学等方法,充分利用多媒体、教具、学具。注重将知识与能力、过程与方法和情感态度与价值观三维目标相统一,及时对学生的的学习进行评价和激励。
五.教学过程
(一).Greetings T: Good morning, everyone!Ss: Good morning, teacher!(二).Warming up Sing a song : 课件出示歌曲“Do-Re-Me”,学生和老师集体跟唱。
(三).Presentation Step 1:老师做头疼的动作,让学生猜,T: What’s wrong with me? Ss: 头疼
学习单词 have a headache,课件出示头疼的图片。学读短语 have a headache.跟读、分组读、游戏大小声读。
老师做动作,学习短语:have a stomachachehave a toothache.Play a game: 几位同学在讲台上做头疼、胃疼、牙疼的动作,其他学生猜单词,看谁猜得最快。Step 2: T: What’s wrong ? I have a headache.老师边说边做动作,学习句型。
(课件出示句型)T:What’s wrong? S1: I have a stomachache.T: What’s wrong? S2: I have a toothache.Step 3: 课件出示图片,学习短语feel bad go to the hospital stay in bed Step 4:课件出示所有短语图片,学生复习,边读边拼写短语,看谁
能在最短的时间记住的短语最多。
Game : What’ missing? 利用课前准备的短语图片,每次给学生出示时
少出示一张图片,然后问 what’s missing?
Step 5:(1).Listen to the tape and answer to the question “What’s wrong with Tom?”
S: Have a headache.(2)自读对话,找出自己不理解的单词句型:call You look ill.I’ll call the docotor.I’ll telephone your teacher.(3)老师讲解重点词句。
(4)listen to the tape and read the dialouge after the tape.(5)课件出示对话,让学生表演对话 Step 6: Let’s practise: 课件出示课本P49页练习二。Step 7: Let’s guess.一个同学站在讲台上做动作,其他同学猜 What’s wrong with himher? He She has ________.Step 8: 课堂小结 Homework: 1.书写并记忆本课所学的短语 2.和同学下去表演本课对话。
六.教学反思
本课教学紧扣教材,运用多媒体教学,形象直观,多媒体的运用有利于突破教学中的重点、难点,调动了学生学习英语的兴趣。教学内容由浅入深,由易到难。课堂设计以歌曲、游戏、竞赛、表演等活泼有趣的形式,使学生在学中玩,玩中学,同时在课堂上采取了听、说、读、写相结合的方法,让学生全面掌握知识,课堂教学效果明显。存在的不足:1.情景设计不到位,没有给学生创造的更好的情景,以致学生的表演没有预计的那么好。
2.课堂评价不及时,鼓励性的语言太少。七.教师个人介绍
省份:陕西省 学校:咸阳市彬县水帘中心小学
姓名: 陈兰职称: 无
通讯地址:陕西省咸阳市彬县水帘中心小学
本人自参加工作以来,一直从事小学英语教学工作。本人一贯热爱党的教育事业,思想上积极要求进步。在工作中,我爱岗敬业、勤勤恳恳,严格要求自己,规范自己的言行,团结同志,助人为乐。积极参加学校组织的一切活动,并虚心向有经验的老师学习。篇二:小学英语六年级教案
小学六年级下学期英语教学计划
一、教材分析
本学期的主要内容为PEP小学英语六年级下册,共有4个教学单元、2个复习单元。每单元分“A、B、C”三个部分,共12页,复习单元为6页。全书配有彩色卡通式插图,设计新颖活泼,生动有趣。本教材的设计与编写体现了对传统外语教学思想的继承和发展,在比较、分析和研究多种国内外小学英语教材的基础上,博采众长,取其精华,形成了本套教材特有的编写体系。本套教材的编写思路是以话题为纲,以交际功能和语言结构为主线,逐步引导学生运用英语完成有实际意义的语言任务,即:话题-功能-结构-任务。根据学生的实际情况,教师可以有选择地、灵活地安排教学内容,有针对性地设计课堂教学活动。
二、学生分析
六年级的学生对英语学习兴趣整体有所下降,两极分化比较严重。所以本学期应做好后进生的转化工作。教师应该面向全体学生,以学生的发展为宗旨,始终把激发学生的学习兴趣放在首位,注意分层教学,引导学生端正学习态度,掌握良好的学习方法,培养学生良好的学习习惯。
三、教学目标
1、能按四会、三会的要求掌握所学单词。
2、能按四会要求掌握所学句型。
3、能使用日常交际用语,活用四会句型,进行简单的交流,做到大胆开口,发音正确。
4、能在图片、手势、情境等非语言提示的帮助下,听懂清晰的话语和录音。
5、进一步养成良好的书写习惯。
6、进一步养成听英语、读英语和说英语的良好习惯。
7、能运用相关的语言知识和技能,完成某项任务。
四、主要教学措施
1、以活动为课堂教学的主要形式,设计丰富多彩的教学活动,让学生在乐中学、学中用,从而保证学生英语学习的可持续性发展。
2、通过听、说、读、写、唱、游、演、画、做等形式,进行大量的语言操练和练习。
3、培养学生拼读音标的能力,确保学生自主学习的质量。
4、设计全面、高效的课外作业,培养学生良好的书写习惯,做到整洁、规范、正确地书写。
5.对优秀学生尽量的多提高自身素质,多看英语读物,多落知识点。对差生则多利用课堂,课外的时间抓基础知识,纠正个别同学的发音。努力提高学生学习英语的积极性。争取全班统一进步。
五、教学进度安排
由于本学年教学时间相对较短,所以教学时间显得十分紧张,因此对本学年的教学作如下安排:
教材共六个单元。每单元6课时。总而言之,这半年是六年级学习小学英语的最后半年,本学期英语教学的目的就在于要使学生爱学、乐学、善学。为中学的英语学习打下基础,同时教师充分利用“情景教学”这一重要方法扩展教学形式,培养、维持和发展学生学习英语的兴趣,提高英语教学的效果。
篇三:2014新人教版六年级上册教案 Unit 1 How can I get there? 单元教学目标:
1、能力目标
(1)能够简单描述城市、城镇或社区内公共设施的大致位置,如:“Where is the cinema, please? It’s next to the hospital.”等。
(2)能够询问线路并简单回答,如:How can I get to the ?? Turn left at the ?, then go straight.It’s on the left.(3)能够掌握四会单词hos pital,cinema,post office,bookstore,Turn,left,go straight.(4)能够听懂、会唱歌曲“Where is the hospital?”。
2、知识目标
(1)掌握A,B部分Let’s learn, Let’s talk中的四会短语和句子。
(2)能够听、说、认读A,B部分Let’s learn的三会单词和Let’s talk, read and write中出现的三会句型。
(3)能够理解read and write, Let’s check, Let’s wrap it up等部分的内容。
(4)能够了解tips for Pronunciation中音标的音与形,并能正确读出例词。
(5)了解Story time等部分的内容。3.情感、策略、文化等有关目标
情感目标:培养学生团结友爱,乐于助人的良好品质。
学习策略;引导学生在学习过程中注重合作学习。
文化目标:简单了解国外地图的主要标识。
教学重点: 问路以及指点方向。
教学难点:问路的用语以及AB部分read and write中的对话。
课时安排:6课时
第一课时:A Let’s learn / Make a map and talk 第二课时:A Let’s try/ Let’s talk 第三课时:B Let’s learn /Be a tour guide 第四课时:B Let’s try / Let’s talk 第五课时:B read and write/ Tips for Pronunciation 第六课时:B Let’s check /Let’s wrap it up/C Story time 第一课时
一、教学内容:A Let’s learn / Make a map and talk
二、教学目标与要求: 1.能够听、说、读、写单词或短语:hospital,cinema,post office,bookstore 2.能够听、说、认读短语science museum。
3.能够听、说、认读句型:“Where is the library? It's near the post office.”并进行关键词的替换操练。
4.会唱歌曲《Where is the hospital?》
5.引导学生在学习过程中注重合作学习,培养学生合作学习的意识。
三、教学重难点分析
1、掌握Let's learn部分的四会单词和短语。
2、准确书写四会单词和掌握三会单词museum的发音。3.掌握句型:“Where is the library? It's near the post office.”进行关键词的替换操练。
四、教具: 录音机、录音带。
五、教学过程: 1.Warm-up(1)Greeting(2)师生对话,复习介词in,on, under, behind, in front of, near, next to.2.新课呈现(Presentation)Let's learn(1)listen and say T: I want to post the letter.Where can I go?(post office)Oh, I feel bad, I need to see a doctor.Where can I go?(hospital)I’m ok now, I want to see a film, Where can I go?(cinema)I need to buy some books, where can I go?(bookstore)Q: Where is the post office?(It’s near the hospital.)E: We also can say “it’s next to the hospital.” Can you guess what meaning of “next to”?(It’s the same as near.)(2)Make a map and talk There are other two buildings.Look at this one, this is a science museum.The other one is library.In the map, there are 2 blanks A and B.Now, please guess where are they? Sence: I want to go to the library, but I don’t know how to get to the library? Can you help me? Q: Excuse me, How can I get to the library? A: ? Q: Where is the library? A: ? Listen to the tape, read after it.(4)Make dialogues(5)Next week, we will have a long holiday.I want to go to Beijing.I prepare a map.But it’s too small, who can help me write it on Bb?(6)Do the same with partners.六、Homework Copy the 4-skilled words, each 5 times.七、课后反思:
第二课时
一、教学内容:A Let’s try/ Let’s talk
二、教学目标与要求: 1.复习单词或短语:hospital,cinema,post office,bookstore,science museum 2.能够听、说、读、写句型:“Where is the museum shop? It's near the door.” 3.能够听、说、认读单词:ask,sir,interesting和句子:Is there a...? I want to...What a great museum!
三、教学重难点分析
1、学习句型:“Where is the museum shop? It's near the door.”
2、正确使用方位介词。
四、教具
单词卡、录音机、录音带。
五、教学过程: 1.Warm-up Let’s do Go to the bookstore.Buy some books.Go to the post office.Send a letter.Go to the hospital.See the doctor.Go to the cinema.See a film.Go to the museum.See some robots.2.Revision 复习单词或短语:hospital,cinema,post office,bookstore,science museum.教师先出示单词卡片,抽读这五个单词,然后再出示图片,让学生看图说单词。3.presentation Let’s try(1)打开课本读一读Let’s try中呈现的问题和选项。
(2)播放录音,学生听完后勾出正确的选项。
(3)全班校对答案。Let’s talk(1)播放Let’s talk录音,学生带着问题听录音,where is the museum shop?where is the post office?听完录音后让学生回答这两个问题,教师板书:It’s near the door.It's next to the museum.教师讲解:“near”表示在附近,“next to”表示与??相邻,它的范围比near小。最后让学生用“near”和“next to”来讲述学校周围的建筑物。
(2)讲解“A talking robot!What a great museum!”,让学生说说这两个感叹句的意思。
(3)跟读、领读Let’s talk.(4)分角色朗读课文。
4.Consolidation and extension(1)分角色扮演Let’s talk的内容,三人一组表演对话,然后请一些同学到台前表演。
(2)教学A.Talk about the places in your city/town/village.活动方式:教师引导学生共同回忆学过的公共场所名称,并将其板书在黑板上,如:park,library,zoo,school,museum等,先与一名学生示范问答: T: Is there a zoo in our city? S:Yes, there is.T: Where is it? S: It’s near the park.? 然后学生两人一组进行问答练习。5.Homework(1)听录音跟读对话。
(2)完成活动手册配套练习。
六、课后反思:
第五篇:小学六年级英语教案
Unit 4 第一课时教学设计
一、教学目标与要求
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。
二、教学重、难点分析
1.本课时的教学重点是掌握五个动词(短语)的ing形式。
2.本课时的教学难点是拼写:riding,diving,making。
三、课前准备
1.教师准备录音机及录音带。
2.教师准备A部分Let's learn的单词卡片。3.教师准备一些树叶、一本集邮册、两只风筝。
4.学生准备A部分Let's learn的单词卡片。
四、教学步骤和建议
1.热身(Warm-up)
教师放五年级下册Recycle 2的歌曲“I Love Going Hiking”,学生边唱边跟教师倘相应的动作。
2.预习(Preview)
“滚雪球”游戏
教师边出示各种形状的树叶,边说:“I like collecting leaves.”请一名学生在此去基础上再加一句话,如:“I like collecting leaves.I like taking pictures.依次类推,看谁说出的句子最多。
3.新课呈现(Presentation)+
Let's start
教师与一名学生示范。教师问:“What's your hobby?”学生回答:“Swimming.What about you?”教师回答后示范填写Let's start部分的表格。同桌或前后两名学生之间进行问答、填表。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并进行问答操练。
(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collecting 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,问:“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:tiding a bike,指导学生拼读,告诉学生riding是tide去掉结尾不发音的e再加上ing。
(4)教师出示一只风筝,问:“What's this?”引导学生回答:“It's a kite.”教师出示两只风筝,问:“What are they?”引导学生回答。接着教师做放风筝的动作,问:“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.”然后出示making kites的单词卡片,问:“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,问:“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。
(6)教师手指板书,学生齐拍手练习说句子,如:What is your hobby? What is your hobby? Playing,playing, I like playing the violin.Collecting,collecting,I likecollecting stamps.Riding,riding,I like riding a bike.Making,making,I like making kites.Diving,diving,I like diving.
(7)教师放Let's learn部分的录音,学生跟读。教师出示 Let's learn部分的单词卡片,学生根据单词卡片内容进行问答操练:What is your hobby? I like...(8)“猜一猜”游戏。学生拿出A Let's learn部分的单词卡片。同桌一组,每人抽出一张单词卡作为自己的爱好,一人猜:“You like...”另一名学生根据手中卡片上的内容回答:“Yes/No.I like...”两人可进行积分比赛,猜对卡片上的内容就得到这张卡片,最后看谁手里的卡片最多。
Group work
学生带好纸笔在组内进行调查,互相询问:“What is your hobby?”调查完毕,各组派代表上台汇报调查结果:“...boys/girls like...”也可说出名字,如:“...and...like...”若课上时间不够,可将调查活动放到课后进行,下一节课汇报,建议教师指导学生自己做个简单的调查表,边调查边填写表格。
4.巩固和延伸(Consolidation and extension)
(1)让学生做本单元A Let's learn部分的活动手册配套练习。(2)让学生听Let's learn部分的录音,读给家长或同伴听。(3)让学生背诵并抄写本课四会动词(短语)。