(人教新版) 六年级英语下册教案 Unit 6 Lesson 35-36（优秀范文五篇）

第一篇：(人教新版) 六年级英语下册教案 Unit 6 Lesson 35-36

人教新版六年级英语下册教案 Unit 6 How do you learn

Lesson 35-36 教学目标

初步掌握新的词汇，句式和词组，能运用新知识和其他人做简单的交流

教学重难点

1．掌握词汇be,together,group,an,each other,polite 2．难点：掌握词组learning to ,work in ,do …together

be polite to ,be kind to

课前准备

1．录音机及磁带。2．A4纸若干张。

教学过程

Just read and speak 读一读，说一说

1．放磁带让学生跟读，纠正学生容易犯的错误 2．分析课文内容。

We have done a lot of activities since we came to school six years ago.分析：这句是时间状语从句，是一个复杂句。

主语是We，谓语是have done，宾语是a lot of activites，since we came to school six years ago为时间状语。

翻译：自从我们六年前来到学校，我们已经开展了很多活动。

The most important thing we did is that we learned to be good boys and girls.分析：这个句子是个表语从句，也是一个复杂句

主语是the most important thing，we did 做它的定语；系动词是is，表语是从句we learned to be good boys and girls.------小学资源网投稿邮箱: xj5u@163.com-----

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翻译：我们所做的最重要的一件事是学着成为优秀的男孩女孩。

Just practise 练一练

听磁带，找出听到的图片描述。We learn to be good students.We learn to live together.Work in pairs

work in groups

Do maths problems together

help each other

Be polite to people

be kind to animals

听完后，老师领读书上出现的词组

写一写

每位学生发一张A4纸，写下自己学习的目标。

Let’s make ands talk 做一做,说一说

每位学生发一张A4纸，做一个学习报告，格式可参考课本P66第三部分 做完学习报告后，学生间可以自由交流讨论

Let’s read and chant 放磁带老师和学生一起清唱

ear Everyone should learn how to learn.Let’s learn to know.let’s learn to do.Let’s learn to how to live together.Everyone should learn how to learn.Let’s learn how to be a whole person.板书

You learned to

Work in pairs

work in groups

Do maths problems together

help each other

Be polite to people

be kind to animal

------小学资源网投稿邮箱: xj5u@163.com-----

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第二篇：(人教PEP)六年级英语下册教案 Unit3 第四课

unit3 last weekend

第四课时 教学设计

一、教学设计思路

本课时的主要教学内容是不规则动词go的过去式以及有关环保的一些常见标志。本课时中，教师可以首先通过free talk带领学生一起巩固前几节课的动词短语过去式和句型；然后，通过教师介绍自己昨天的活动引入不规则动词read及go的过去式，went to a park, went swimming, went fishing, went hiking都是有关go的过去式，因此，教师可以只向学生介绍其中一个短语的过去式，然后让学生自己分析并举一反三；最后，通过看图讨论一些重大发明来进一步巩固过去式短语及句型。

二、教学目标

（一）知识

听、说、读、写短语：went to a park, went swimming, read a book, went fishing, went hiking。

听、说、认读句子：What did you do yesterday I went hiking.（二）能力

能够在实际情景中运用以上短语及句型。

能够理解并会唱 “At the Zoo”。

能够熟悉Good to know中的标志。

（三）情感

通过熟悉Good to know部分，增强学生的环保意识。

三、教学重点

短语went to a park, went swimming, read a book, went fishing, went hiking的听、说、读、写。

难点：掌握不规则动词的过去式形式。

四、教学媒体

1．Let’s learn部分短语图片及Good to know部分四个标志牌的图片。

2．录音机和本课时的磁带。

4．有关重大发明挂图。

3．教学课件

五、教学过程

1．导入

1）Daily Greeting

2）Free talk

T: What day is today?

A: Today is…

T: What day was yesterday?(强调 yesterday)

B: Yesterday/ It was…

T: What did you do yesterday?

C: I(did)…yesterday.(用前几课时已经学的词组)

3）教师播放歌曲本单元歌曲 “At the Zoo”，让学生欣赏。

2．呈现新课

1）Let’s learn

T: What did you do yesterday?

…

T: Who read a book yesterday?（教师做出读书的动作，帮助学生理解）…

教师分别说句子：I often read a book in the evening.I read a book yesterday.让学生去发现两个句子中read发音的不同。

教师一张张呈现go to a park, go swimming, read a book, go fishing, go hiking的图片，让学生先复习这些动词短语原形。

教师让学生看课本P31 Amy和Bai Lin的对话：

教师扮演Amy，让一名学生扮演Bai Lin，进行对话：

S: What did you do yesterday?

T: I went hiking.教师重复两边I went hiking.教师让学生发现went与go的关系。

让学生进行举一反三练习：假如以上提到有关go的动词短语是学生昨天的活动，教师进行提问

T: What did you do yesterday?

…（学生任选以上go短语进行回答）

教师根据学生对went的掌握情况调整教学。

2）Let’s play

将学生分组，4-6人一组，按照Let’s play部分自制表格，人物为该小组的成员。边对话边记录，然后做成表格再进行对话练习。

最后，教师鼓励各个小组将表格内容进行整体表述，形成一篇小短文，并进行表达。

3）Let’s sing

T: I went to the zoo yesterday.What did I see? Do you want to know?

Ss: …

T: Ok, let’s sing the song and let’s see what saw at the zoo.教师播放歌曲录音，学生听录音哼唱两边后跟录音齐唱。

然后，男女生对唱或按座位分组对唱。

4）Good to know

教师出示准备好的各种标志牌，请学生讲讲各标志的含义（本部分的四个标志牌分别表示：No fishing, No swimming, No dogs peeing, No dogs pooping），和学生一起讨论环境保护的重要性。鼓励学生课下自己设计一些标志图，下节课带来全班一起传阅。

3．趣味操练

活动：看图讨论

活动目的：练习运用一般过去时陈述过去的重大发明。

活动准备：一幅呈现着多种发明的大挂图。

活动过程：将挂图张贴在黑板上。将学生分成四组来分别讨论，并简单地用英语来陈述挂图上各种发明的时间、地点及发明人。然后向全班同汇报。看哪一组同学知道得多，陈述得准确。

4．课堂评价

完成本课时活动手册的相关练习，评价学生对不规则动词过去式形式的掌握情况。另外，教师在学生完成Let’s play任务及看图讨论中体现学生的自我评价及教师对各小组的评价。

5．课后作业

练习本课时的重点词汇，收集生活中常见的标志。

第三篇：PEP人教英语六年级下册Unit 4 Then and now教案

Unit 4 Then and now

第一课时

教学内容：A．Let’s try、Let’s talk 课

型：对话教学 教学目标： 知识与技能

1.学生能理解对话大意并能正确朗读所学对话。

2.能在图片的帮助下，在情景中运用There be 句型，用3—5句话描述某个地方过去与现在的状态和变化。

3.能理解one day , look it up, in my time , Internet 的意义和用法，并能正确发音。4.了解为类首次登月的一些信息。

过程与方法： 学生能在小组合作中快乐学习英语 情感与价值观：

鼓励学生将自己的烦恼、恐惧讲述给父母，释放内心的压力，保持身心健康。教学重点：

能在图片的帮助下，在情景中运用There be 句型，用3—5句话描述某个地方过去与现在的状态和变化。教学难点：

能理解one day , look it up, in my time , Internet 的意义和用法，并能正确发音。教学准备：PPT、图片 教学过程 ： Step 1: Warm-up 1.教师出示图片，复习学校设施单词 如：library, computer room, art room ……

2.教师将单词卡片发给学生，模拟“萝卜蹲”游戏。如： library 蹲 , library 蹲 , library 蹲完 , computer room 蹲

computer room 蹲，computer room 蹲，computer room 蹲完，art room 蹲 art room 蹲，art room 蹲，art room 蹲完，music room 蹲 music room 蹲，music room 蹲，music room 蹲完，classroom 蹲 …… Step 2: Presentation Let’s try

1.交代背景，听前预测。教师在组织学生谈论主情景图的基础上，引导学生猜猜Wu Yifan 的爷爷现在在哪里，请学生看题，教师解释different 的意思，帮助学生理解题意，并请学生先根据自己的想法预测做题。

2.教师放两次录音，第一次后，引导学生根据听到的信息验证自己先前的预测。第二次后，通过问答与学生讨论Wu Yifan 的爷爷上学时的学校是怎样的。Let’s talk

1.呈现与操练（方案： 从呈现完整对话到处理局部语言）(1)看一看，说一说

T：出示挂图或课件，引导学生看图谈图，引出对话背景：

Wu Yifan’s grandpa is visiting his old school.He is talking with Yifan and Yifan’s friends abouthis old school.What was Grandpa’s school like ? Can you imagine?(2)整体感知对话并回答问题

T：引导学生看图谈图的基础上，请学生观看动画或阅读文本获取核心信息，并回答以下问题：

① Were there any big buildings in Grandpa’s old school ?

② Were there any libraries and computer rooms in Grandpa’s school ? ③ Was Grandpa’s school on the hill ?

④ Can you gurss what Grandpa often did at night at school ?

(Maybe he often looked at the stars at night during his time at the old school.)(3)在学生理解对话大意怕，教师放录音，组织学生打开教材跟读课文。(4)教师通过与学生对话渗透人类首次登月的信息: Sarah wants to visit the moon one day I have a dream to visit the moon too.What about you ? Do you want to visit the moon and other stars ?(此处提出问题后，教师可播放从网络上下载的人类首次登月的视频或展示图片，让学生增加感性认识。)此外，教师可布置学生课后上网搜索有关人类首次登月的信息，在下一节课利用一些时间与全班同学分享。(5)组织学生细读对话，让学生提出自己不懂的问题。然教师对one day, look it up , in my time 的意义和用法进行解释。(6)教师组织学生分角色朗读并表演对话，亦可利用教师用书的光盘中的角色功能请学生给对话配音。Step 3 : Practice 1.句子认读活动：Ｃircle and talk : What was Grandpa’s school like ?

①在学生听录音朗读课文后，要求学生圈出对话中描述学校的句子。②请几位学生在班上描述，教师板书对话中描述学校的句子。2.听力训练: Listen and tick : What is the school like now ?

①组织学生听录音，并在worksheet 上圈出所听到的学校设施。

②组织学生描述Wu Yifan现在所在的学校，教师板书听力材料中描述学校的句子。

③引导学生通过对比，感悟There be句型的用法。3.语篇阅读训练：Read and tick or cross 教师针对一所学校现在与五年前的不同，设计一个worksheet , 请学生观察下图，认读句子，判断正误。

Step 4：Consolidation and extension 1.把Let’s talk 的内容读给家长听。2.做同步相关练习。板书设计

Unit 4 Then and now Grandpa: There was no….Sarah: Tell us…..Grandpa: There was only …

Wu Yifan: Could you see….?

Grandpa: Yes, I like…

Sarah: Me too.One day I’m going to … Wu Yifan: The Americans took ……

Sarah: How do you …?

Wu Yifan: Easy, I looked it up ….Grandpa: Ah!There were no … or … 教学反思：

本课时重点在对话教学，让学生学会开口说。教师采用对话交流的方式，在谈话间引出本课时的重点句型，让学生在真实情境中练习句型，并灵活地运用于日常交流中，这一点很重要。知识源于生活，用于生活。以知识巩固环节，教师通过画画的方式，让学生画出自己心目中对学校的印象，并通过今昔对比，使学生初步学会使用一般现在时和一般过去时对自己的画进行描述。另一方面，在对比中能让学生感觉到如今美好的生活来之不易。

第二课时

教学内容：A.Let’s learn、Find the mistakes 课

型：词汇教学 教学目标： 知识与技能：

1、学生能够听、说、读、写上述单词和词组，并能恰当运用所学词汇描述某个地方的过去与现在。

2、能够归类学习过的各种时态中表示时间的短语。

3、了解唐朝人的生活状态和条件，并能用简单的句子进行描述。过程与方法： 学生能在小组合作中快乐学习英语 情感与价值观：

鼓励学生将自己的烦恼、恐惧讲述给父母，释放内心的压力，保持身心健康。教学重点：

学生能够听、说、读、写上述单词和词组，并能恰当运用所学词汇描述某个地方的过去与现在。

教学难点：了解唐朝人的生活状态和条件，并能用简单的句子进行描述。教学准备 图片、PPT 教学过程 ： Step 1 : Warm-up 1.学生用英语从1数到20.2.师生进行日常会话：

T: Have you ever asked your parents or grandparents about the life in the past ? S: No / Yes.T: You should ask them.Talk about it with them.S: OK.T: Life in the past is very different from now.We need to treasure our life.…… Step 2 : Presentation Let’s learn

利用教材中的情景展开单词教学 1.看一看，猜一猜

(1)T：呈现A.Let’s learn板块的插图，引导学生看图谈图呈现单词：

T：Look at this picture.What is it?Yes, it’s a school.It’s Wu Yifan’s school.Is it big ? Is it new? What can you see in the school ? 教师引导学生猜测每个建筑物是什么，引出学校设施的单词: dining hall , gym , grass, library 等，并带读。(2)在学生学过三个学校设施名称后可组织学生用There is / are....描述图中的学校。

(3)教师通过听力补充活动，引出几个时间短语，进行教学。2.巩固与拓展

（1）记忆游戏：What is missing ? 教师利用PPT展示一幅含有三个新词的学校全景图，组织学生用There is /are…句型认读学校设施，依次用PPT展示不同的图片，每幅都标上不同的时间，每次都有一个或两个设施消失，让学生看图认读，并回想消失的设施，用There was /were no…来表达。此活动可把学过的学校名称和表达过去的时间短语一起复习。（2）语篇听力训练。

（3）语言梳理归纳活动：Find the differences 教师在PPT上呈现已学过的时间短语，组织学生认读。

last year

yesterday

tomorrow

next week

last weekend

next year

this week

this afternoon

at that time

last week

two years ago

very long time ago

last night

tomorrow morning...组织学生以两人或四人小组活动形式给上面的时间短语归类，并说出理由。

组织学生做Find the differences的活动。Worksheet 设计可根据需要决定题数，以表示同一时态为类别，每组有四个词，四个词中有一个不同类，要求学生找出来，例如：

A.last time

B.last year

C.at that time

D.next week Step 3 : Practice Find the mistakes 1.引导学生阅读图中文本。

2.以小组比赛的方式迅速找到图中错误的地方。Step 4 : Consolidation and extension 1.背诵并抄写本课的四会单词。2.做同步相关练习。板书设计：

Unit 4

Then and now A: There was no gym

in my school twenty years ago.months ago

dining hall

last year B: Now there’s a new one in our school.教学反思：

本课时的知识内容与我们的生活联系非常紧密。根据小学生活泼好动、模仿性强的特点，在教学中，老师利用挂图进行描述、提问，以动作演示帮助学生回答问题，使学生加深了对所学单词和词组的印象，这样学生学习起来比较轻松、自然。

第三课时

教学内容：B.Let’s try

Let’s talk 课

型：对话教学 教学目标： 知识与技能：

1.学生能理解对话大意，并能正确朗读所学对话（包含正确的语调和意群停顿）。2.能在图片的帮助下，在情景中恰当运用句型I / She / He was....before.I / She / He did / didn’t...befour.Now I / She / He am/ is...用3—5句话描述自己与他人在性格、爱好、行为等方面的变化。

过程与方法： 学生能在小组合作中快乐学习英语 情感与价值观：

鼓励学生将自己的烦恼、恐惧讲述给父母，释放内心的压力，保持身心健康。教学重点：能在图片的帮助下，在情景中恰当运用句型I / She / He was....before.I / She / He did / didn’t...befour.Now I / She / He am/ is...用3—5句话描述自己与他人在性格、爱好、行为等方面的变化。教学难点：

学生能理解对话大意，并能正确朗读所学对话（包含正确的语调和意群停顿）。教学准备：图片、PPT 教学过程 ： Step

1、Warm-up 1.师生会话：

T：Good morning , boys and girls.I’m your English teacher.We know each other well.Can You try to say something about me ? S: You are tall.You like singing.You can teach English very well.T: Good.Look at this picture.Who is that ? S: She is….T: It’s me.She was your English teacher thirty years ago.What could I do then? S: ….Step

2、Presentation 1.Let’s try

（1）教师展示一幅Mike与Chen Jie在看老照片的图片，先让学生猜猜他们在看什么，引出对话背景: Mike ang Chen Jie are looking at the old photos and talking.What are they are talking about ?（2）教师引导学生看题并进行猜测，然后放录音，让学生完成Let’s try的题目。2.B.Let’s talk 呈现与操练

听前预测：延续Let’s try的交流，介绍Let’s talk的对话背景并提出问题，引导学生想象他们三人以前的样子和性格：John is looking at the old photos with Mike and Chen Jie.They are talking about their changes.What were they like before? 教师给出以下提示单词或短语：

Appearance: short, tall, fat, thin, long hair, short hair… Character: quiet, active, kind, funny ….（1）整体感知对话，获取核心信息。教师请学生观看动画或阅读文本，根据文本信息完成表格。阅读对话，并在相关的信息下打勾（2）教师放录音，组织学生打开教材跟读课文。

（3）在学生理解对话大意后，让学生提出自己不懂的词句，教师给予解释。对话中You’re wearing a Pink T-shirt.虽然指Mike老照片里所穿的衣服，但在谈论照片时，欧美人士比较倾向于用一般现在时或进行时进行描述。由于本单元学习的核心语言是现在与过去的比较，教师不需要调此句的用法，学生理解即可。（4）组织学生分角色朗读并表演对话。

（5）教师将Mike和John的变化以表格形式板书在黑板上，如下所示

Name Before Now Mike liked pink;quiet doesn’t like pink;active John short;couldn’t ride a bike

go cycling

然后，教师组织学生根据表格提供的关键信息，口头描述Mike和John的变化，并以现在与过去时间为类别板书句型。描述示例如下：

Mike was quiet before.His hair was long five years ago.But now he has short hair and he is active in the class.巩固与拓展

1）“击鼓传花”游戏。

2）听力活动：Which is Mike’s grandpa ? 3）交际性活动：Let’s find the same friend 4）读、写活动 Step 3 : Practice 1.T: Talk about your friends or family members.How did they change? 学生先以列提纲的方式，简短地列出朋友或家人的变化。然后教师进行示范陈述，请几位学生上台说一说。最后学生之间进行自由练习。

2.教师播放歌曲Changes in me，第一遍录音，学生感受旋律，第二遍录音，学生跟着录音学唱歌曲，学生会后，师生一起和着音乐唱歌曲，教师可教学生一些简单动作来熟练歌曲。Step 4 ：Consolidation and extension 1.把 Let’s talk 的内容读给家长听。2.做同步的相关练习板书设计：

Unit 4 Then and now Chen Jie: John, come and look at ___________________.John: That’s funny, Mike!You’re _______________________.Mike: Yes, but I don’t __________________.Chen Jie: We are all _______________.Mike: Right.Before, ______________.Now , I’m very _____________ How ______________? John: Well, I ___________, so I ________________.Now , I ___________.I ___________.Chen Jie: That’s good _____________.教学反思：

1.在新课引入阶段，通过复习形式形容词的比较级，进行分组抢答游戏，一方面能快速让学生的注意力回归课堂，另一方面为本课时的话题学习做了铺垫。2.在呈现新课阶段，以与学生交流对话为主，借助图片、动作等方式，慢慢展开话题，使学生在口语交流中学习，学起来更轻松，也更贴近生活。学生根据自己的实际情况回答问题，更能集中注意力，提高课堂参与度，同时学生在学的过程中就已经把知识应用到了生活中，达到了很好的教学效果。

第四课时

教学内容：B.Let’s learn

Listen, match and say 课

型：词汇教学 教学目标： 知识与技能：

1.学生能够听、说、读、写词组：go cycling, ice-skate, play badminton

并能在情景中结合适当的句型描述或介绍自己对事物喜好的变化 2.能在教师的引导下梳理、归纳已学过有关运动的动词短语。

过程与方法： 学生能在小组合作中快乐学习英语 情感与价值观：

鼓励学生将自己的烦恼、恐惧讲述给父母，释放内心的压力，保持身心健康。教学重点：

学生能够听、说、读、写词组：go cycling, ice-skate, play badminton 并能在情景中结合适当的句型描述或介绍自己对事物喜好的变化 教学难点：能在教师的引导下梳理、归纳已学过有关运动的动词短语。教学准备：PPT 教学过程 ： Step 1 : Warm-up 1.教师出示短语或单词，学生说出相反的短语或单词。如：

T: didn’t like swimming

S: like swimming

T: long

S: Short.T: fat

S: thin Step 2: Presentation Let’s learn

1.展示教材中的三幅图并介绍：Look, this is Wu Yifan.What is he doing in the picture?引出三个词语进行教学。

2.在学生对三个词语初步操练上口后，教师引出Wu Yifan和Mike的对话背景：From the pictures, we can see Wu Yifan is going cycling, ice-skating and playing badminton.During which season can we play these sports ? Which season do you like best ? Do you think Wu Yifan likes all the seasons? 3.教师放课文录音，引导学生讨论下面的问题：

Did Wu Yifan like winter before ? Why or why not ?

Does he like winter now ? How do you know ? 4.引导学生以头脑风暴活动的形式按季节梳理归纳已学过的运动类词汇，并可让学生上网查找更多关联词汇。

What sports can we play in different seasons? Spring Summer

Autumn Winter

go hiking / go swimming / play football / ice-skate Step 3: Practice Listen, match and say 1.本活动可穿插在Let’s learn板块教学中，作为词汇教学中的一个听力训练活动。2.如有时间，教师可引导学生先看图预测，再听录音完成题目。Step 4: Consolidation and extension 1.将Let’s learn 部分的内容读给家长听。2.用英语跟父母说一说自己现在和以前的变化。3.做同步精练相关的练习。板书设计：

Unit 4 Then and now Wu: I didn’t like winter.Before, I thought it was too cold and I couldn’t go cycling.Mike: How about now ? Wu Yifan: Now I love to ice-skate.So I like winter.教学反思: 1.在课堂热身阶段，通过两个游戏复习了喜欢与不喜欢的表达方式以及询问他人爱好的方式，为新课的呈现进行了铺垫，同时营造了轻松愉悦的学习氛围。2.本课时的重点在于四会单词和词组的教学。利用图片、情景对话等方式教学，学生学起来更贴合实际，更容易接受。

第五课时

教学内容: B.Read and write

Let’s check

Let’s wrap it up 课

型：阅读教学 教学目标： 知识与技能：

1.学生能在教师的引导下，对文本内容进行预测。2.能理解文本，并能根据文本信息给图排序。

3.能根据文本内容，在对话模式的文本中填上合适的词语。

4.能结合自己的实际，模仿课文文本，写一篇关于自己的梦的小语篇。过程与方法： 学生能在小组合作中快乐学习英语 情感与价值观：

鼓励学生将自己的烦恼、恐惧讲述给父母，释放内心的压力，保持身心健康。教学重点：能理解文本，并能根据文本信息给图排序。

教学难点：能结合自己的实际，模仿课文文本，写一篇关于自己的梦的小语篇。教学准备：PPT、图片 教学过程 ： Step 1: Warm-up 1.复习动词过去式：老师说动词，学生说出该动词的过去式。

T: ride

S: rode

T: is

S: was

……

2.出示一系列动物的图片，学生用英语说一说各动物的名称。如：tiger, lion, rabbit …… Step 2: Presentation Read and write 1.阅读前 看一看，说一说

用PPT呈现各种动物，其中包括猎豹。要求学生找出跑得快的动物，并运用比较级讨论对比动物奔跑的速度。然后呈现Wu Yifan在床上睡觉的照片，引出做梦的语境。教师展示本部分的三幅图片请学生猜猜Wu Yifan在梦里梦到了什么？ 3.阅读中（1）第一次阅读

要求学生快速阅读文章，读后给图片排序。（2）第二次阅读

教师要求学生仔细阅读文章，然后回答下面的问题： Why was Wu Yifan worried ? What happened when Robin gave him some water? Why did he wake up ? 要求学生细读，然后放本部分的录音，让学生跟读，模仿正确的语音、语调。老师可让学生自己提出文本中不懂的地方，集中加以讲解。（3）第三次阅读

将文章内容以思维导图形式呈现，然后要求学生根据图中关键信息复述文章。教师还可让学生两人一组，一分扮演Wu Yifan，一人扮演Sarah，谈谈Wu Yifa 做的梦。示例如下：

Wu: I had a dream last night.Sarah: Was it a good dream ? Wu: Yea and no.Sarah: What did you dream about ? Wu: I dreamed I had a race with my father and Max.…….(4)要求学生阅读对话文本并填空 3.阅读后

（1）组织学生谈谈自己的梦。（2）学生完成写作活动。Step 3: Practice Let’s wrap it up

把此项活动变成游戏，具体如下：

（1）在PPT上展示五幅小图，让学生同桌间商量如何表达每一张图，并记住五幅图的内容。

（2）在PPT上把五幅图反过来，并重新顺序，在每幅图分别标上1~5的数字。（3）由一名学生随意点其中的一个数字，并根据记忆说出五幅画中其中一幅的变化，教师随意点另一名同学，问他是否相信前面同学所说的，如果相信，并能按前面同学所说的再描述一次，画面的内容与描述的一致，两位同学可为本组赢取得两分；如果画面跟所说的不一致，两人各得一分。Let’s check

1.看一看，说一说。为了让学生做好听的准备，可先引导学生看图，猜猜画中人是谁？在干什么？引出文本语境。2.放第一次录音后让学生听音排序。

3.引导全班学生朗读第二个任务中的单词，然后放录音，完成听音划词的任务。

Step 4: Consolidation and extension 1.将Let’s learn 部分的内容读给家长听。2.做同步相关的练习。

板书设计：

Unit 4 Then and now

T: ride

S: rode T: is

S: was 教学反思：

这节课以阅读教学为主。对于六年级学生来说，传统的阅读教学是比较枯燥乏味的。教师改变教学方式，以分组阅读讨论的方式开展短文阅读，并鼓励学生用简短的话概括大意，这样，学生在讨论、概括、汇报中能反复阅读短文，基本理清短文内容。另外几个小组同时展开讨论可以形成一种竞赛形式的阅读，有利于激发学生的阅读动力，提高团队合作能力和学习效率。在真实生活场景中，学生处处需要表达自己所想所感，让学生说一说自己做过的梦给了学生自由表达的机会，做到了让学生自己主动开口，表达自己所想。

第六课时

教学内容：C.Story time 课

型：故事教学 教学目标： 知识与技能：

1.学生通过阅读趣味故事复习巩固本单元所学的语言，并增加语言的输入。2.根据学生具体情况，制定不同层次的教学目标。3.能在教师的帮助下阅读文本，理解故事的大概意思。4.能理解并朗读故事。

5.能根据教材及相关课外知识，把三种事物古今未来的变化改编成三个小语段进行介绍。过程与方法： 学生能在小组合作中快乐学习英语 情感与价值观：

鼓励学生将自己的烦恼、恐惧讲述给父母，释放内心的压力，保持身心健康。教学重点：能理解故事内容 教学难点：

1.能自如表演故事。2.能根据图片进行解说。教学准备：PPT 教学过程 ： Step 1 : Warm-up 教师播放歌曲Heal the world,并适当介绍歌曲背景，学生静听，感觉音乐。教师提出本课主题：Heal the world.Step 2 : Presentation Story time 1.介绍文本背景，学生粗读，了解故事是关于什么的。师生 对话示例如下： T: Zoom and Zip are reading a magazine.What is the magazine about ? Read the story quickly and find the answer.提问学生，让学生自由回答，老师总结。

T: The magazine is about the past, the present and the future of the cooking, of the environment and of the whales.教师板书三个时间短语，为后面的归纳作铺垫。

2.组织学生一项一项地阅读和讨论，教师给予必要的支持。如果学生程度比较低，教师可组织学生先看图理解大意再看文字。3.学生理解了文本内容后，布置学生做以下两个任务： Task 1 Fill in the table.(请根据文本信息填表)Task 2 Fill in the table.(请根据三个时间段，在文本里找到动词形式并填充表格)3.请学生以小组为单位，自由选择三项内容做成海报进行展示介绍，鼓励学生补充课外知识。Step 3：Practice 1.学生分角色朗读Story time部分的句子。然后学生搭档之间进行练习。请几组学生进行表演。

2.根据图片示范表演解说员。学生进行自由练习，请几位学生上台表演，教师注意从动作、语言、神情等方面综合评价学生的表演。Step 4: Consolidation and extension 1.将Story time 部分的内容读给家长听。2.做同步精练相关的练习。板书设计：

Unit 4 Then and now Caveman often ate raw meat.In 2050.there will be house robots.Before humans lived on the earth, whales already lived in the sea.If we change now, whales and humans will have a bright future.教学反思：

本课时以故事教学为主，在其基础上渗透环境保护教育。这两者都很重要，在教学中不能强塞硬灌，否则学生容易产生厌烦感。加上本课时图片解说内容较多，教学有一定难度，采用分组讨论，学生自主解决难点的方式进行教学，一方面分散难点，另一方面学生能有针对性地去了解某一方面的情况和知识，学生印象深刻，更具有教育意义和启发性。

第四篇：(人教PEP)六年级英语下册 英语小游戏方案

1、大小声：我读大声，你读小声

2、举一反三：我读一遍，你读三遍

3、单词拍拍拍：（①、②、③、④、⑤）拍这几就读出来

4、炸弹：练习单词时，把一个炸弹放在一个单词上，在读单词的过程中，不能把放有炸弹的单词读出来

5、手心手背：伸手心读，伸手背不读

6、金手指：几根手指就读几遍

7、麦克风：以采访的形式来提问学生，练习单词、句子

8、击鼓传球：传球老师击鼓喊停时，谁最后拿到球就站起来读单词或句子，读对时，老师输，学生是胜利者，然后老师表演动作，如：兔子跳、贴墙、眨眼睛、表演大茶壶

9、抢椅子：读单词或句子同时，绕着椅子转，当老师说停时看谁以最快的速度抢到椅子，抢到者加分

10、木头人：如：I can fiyI can jump读句子的同时表演出动作，老师说停，不论你什么姿态，都不能动，老师挑选一名学生去逗表演的学生，看谁懂了谁犯规

11、说反语：I say sit downYou say stand up12、小手枪：指着谁，谁读单词的下一个单词

13、寻宝藏：选一名同学背对着大家，把卡片或别的东西藏到一个学生哪里，大家开始读单词或句子，当寻宝的学生离宝藏越近读声越大

14、萝卜蹲：用单词代替学生的名字一个接一个蹲

15、顶卡片：读句子单词的同时用头来顶卡片

16、互动记名字：给学生一个新名字（课中的单词）来互相提问及回答

17、警察抓小偷：选一名同学背对着大家，挑出两个学生，大家一起读单词，这两名同学读单词时不发音

18单词转转转：人站词下，每个人代表一个单词，读到哪个单词，就迅速动一下，反应慢就下去换另一个人

19、加一法：我读一，你读二，我而你三，依此增加，练习单词句子

20、拍图片：把制作好的单词图片贴在黑板上，拍到哪一个读哪一个

第五篇：冀教版六年级英语下册教案

Lesson 1.Ping-pong and Basketball 教学目标：

1． 知识目标：能四会单词sport，ping-pong，badminton，basketball，soccer，T-shirt，shorts，runners；能灵活使用句子What’s your favourite sport? My favoutite sport is ____./ I like ____ best.What do you wear? I wear ____ ,____ and____ to play ____.2． 能力目标：能运用所学的英语词汇和句式解决体育运动中所遇到的问题。3． 情感目标：培养学生热爱运动的思想品质，提高对运动项目的认识。教学重、难点：

要求四会的单词和要求掌握的句式。教具、学具准备：

1． 单词卡片，要求四会单词的实物，课后习题卡（每人一份）。2． 录音机或课件。教学过程：

Class Opening and Review 1.Let’s guess.If you want to make supper/take a bath/watch TV/read books/buy things/play ping-pong.Where do you go? I go to the kitchen/the bathroom/the livingroom/the library/the store/the gym.有必要的话，拿出这些词的卡片，进行复习一下。

(设计意图：这个环节的设置既复习了一些动词性词组，又引出了今天课文中提到的地点体育馆和商店。)2.利用单词卡片What’s your favourite clothes? My favourite clothes is ____.也可以直接提问学生：Today is warm/cool,what are you wearing? What’s your favourite clothes?(设计意图：这个环节的设置用来复习服装的词汇，同时复习What’s your favourite ____?这个句式，用这些词汇和句式引出新的服装词汇和新句式。)New Concepts 1． 利用复习二中的句式引出What’s your favourite sport?学习单词sport，出示单词卡片，联系朗读，拼读。

并让学生模仿回答My favourite sport is ping-pong/badminton.2． 学生熟悉句式后，再利用实物和单词卡片学习单词 basketball，soccer.3． 带入句式进行练习。可以是连接式练习，也可以小组练习。

4． 告诉学生回答这个问题还可以使用一个更简单的句式I like ____ best.5． 两人一组做问答练习。

6． 让学生根据已有知识说出踢足球，打篮球都用play.(设计意图：利用已有知识引出新知识，减小教学的难度，同时可以放手让学生自己说出新句式，教师加以指导就可以了，通过练习巩固新知。)7． If you want to play basketball, what do you wear?学习服装词汇I wear shorts，T-shirt.并引出runners,出示单词卡片，拼读单词，并让学生练习用这些词说一个句子。8． 两人一组练习这组句式。

9． 听录音两遍，注意any和some,either 和too的读音和用法。10.完成课后习题并两人一组自编对话。11.利用实物汇报演出。

（设计意图：学习第二部分内容时,要把either 和too的用法提一下, any和some的用法留到第二课去解决。编对话的内容可根据完成习题的内容进行，并利用实物表演出来，运用于实际生活中。）Class Clossing

Activity book Homework

Draw your favourite sport and write your favourite sport.板书设计：

Lesson 1.Ping-pong and Basketball What’s your favourite sport? My favoutite sport is ____.I like ____ best.What do you wear?

I wear ____ ,____ and____ to play ____.课后习题：

一． 填单词并连线：

b__dm__nt__n

篮球

T-sh__ __t

运动鞋 p__ng-p__ng

羽毛球

sh__ __ts

T恤衫 s__cc__ __

乒乓球

r__nn__ __s

短裤 b__sk__tb__ll

足球 二． 填空：

1．What’s your favourite sport? My favoutite sport is ____.I like ____ best.2．What do you wear?

I wear ____ ,____ and____ to play ____.课后反思：

Lesson2.At the Sports Store 教学目标：

1.知识目标：能四会单词need,any,or；理解any，some的用法；能灵活使用句子We need some ping-pong balls.Do you have any balls? Do you like this T-shirt or that T-shirt? I like this one.Do you like these runners or those runners? I want these runners.2.能力目标：能利用所学的词汇和句子到商店买东西，提高综合语言运用能力,解决实际生活中的问题。

3.情感目标：让学生学会独立买东西，学会看价钱和计算价格。教学重、难点：要求四会的单词和要求掌握的句式。教具、学具准备：

1.单词卡片,运动服装,乒乓球,纸币，课后习题卡（每人一张）。2.录音机或课件。教学过程：

Class Opening and Review

1． 分给学生不同的球，让学生自己说出I like to play ____.My favourite sport is ____./ I like ____ best.2． T: What’s this/that? S: It’s a T-shirt? T: Do you like this T-shirt or that T-shirt? S: I like this one.T: What are these/those? S: They are runners.T: Do you like these runners or those runners? S: I like/want these runners.(设计意图：利用已有知识引出新知识，减小教学的难度，or在以前的教学中已多次用到，学生都已掌握，不必再多费时间，加深学生对this，that，these，those用法的印象为下面的学习做铺垫。)New Concepts 1.If I want to play ping-pong，we need some ping-pong balls.Say “need”,please.让学生利用 need 造句。

2.Do you have any balls? Say “any”,please.讲清some和any的用法，都跟可数名词的复数或不可数名词，如：some/any shorts；some/any soup；some用在肯定句中，any用在否定和问句中，举例说明。3.完成课后习题。4.听录音两至三遍。同时讲解美元和元的区别。如：one dollar，two dollars；one yuan，two yuan.练习一下如何问多少钱How much is it? How much are they? 5.布置商店的环境，让学生根据课文编短剧，三、四人一组。6.汇报演出。

（设计意图：本课是对话形式的课文教学，主要是环境的设置，要让学生在实际的生活环境中学习本文，首先要解决课文中的重难点，也就是新单词和一些主要句式，理清脉络。突破了重难点，理清了脉络，学生在表演对话时就没有很大的困难了。）Class Clossing Activity book Homework 亲自到体育用品商店买一次东西并运用所学语言。板书设计：

Lesson2.At the Sports Store We need some ping-pong balls.Do you have any balls? 课后习题： 一． 改错：

these book

this runners

some ball those pencil

that T-shirts

any soups 二． 选词填空：

1． Do you like ______T-shirt or ______T-shirt? 2． Do you like ______shorts or ______shorts? 3． We need ______ ping-pong balls.Do you have ______ balls?(any, some, these, those, this, that)课后反思：

Lesson 3.At the Gym 教学目标：

1．知识目标：能四会单词light,heavy,throw,catch,hit；能灵活使用句子The basketball is heavy.The ping-pong ball is light.I’m throwing/catching the basketball.I’m hitting the ping-pong ball.2．能力目标：能利用所学的词汇和句子表演本课对话并运用于打篮球和乒乓球的活动中。

3.情感目标：培养学生对两种球类运动的喜爱之情。教学重、难点：要求四会的单词和要求掌握的句式。教具、学具准备：

1.单词卡片,石头,羽毛等轻重对比的物体,篮球,篮筐,乒乓球,乒乓球拍,球网，有条件可带学生去操场上这节课，课后习题卡（每人一张）。2.录音机或课件。教学过程：

Class Opening and Review

1.T:Hello, class!What’s your favourite sports? S:My favourite sport is ____.2.T:I want to learn basketball/ping-pong ball.Can you teach me? S:Yes.(设计意图：开头直接提出老师想学打篮球和乒乓球，让学生做小老师教，激发了学生的学习兴趣，增强了学生的自信心。)New Concepts 1．

教师右手拿篮球并说The basketball is heavy.左手拿乒乓球并说The ping-pong ball is light.让学生模仿练习。

2．利用准备的实物练习heavy 和light.3．

教师告诉学生篮筐是net,拿着篮球投篮，边投边说I’m throwing the basketball.Say “throw,throwing”,please.学生模仿练习。

4．教师没投中就说This is too hard.The basketball is too heavy.学生模仿练习。5．

教师拿着乒乓球投篮，一下就投中了就说This is too easy.The ping-pong ball is light.学生模仿练习。

6．然后把篮球传给别的学生并说I’m throwing the basketball.He’s catching the basketball.Say “catch,catching”,please.学生模仿练习。

7．教师又拿起乒乓球拍并告诉学生This is a paddle.I’m hitting the ping-pong ball.Say “paddle,hit,hitting”,please.学生模仿练习。8．

听录音两至三遍，完成课后习题。9．

学生分组编对话。10.汇报演出。

(设计意图：这节课的教学可在教室布置环境也可以到操场去上，让学生真正体会篮球和乒乓球运动，激发学习兴趣。在句子中学习单词，做到词不离句，最后过度到对话练习，形成篇章，对学生的综合语言运用能力有了很大的提升。)Class Clossing Activity book Homework 课下打篮球和乒乓球并把所学语言运用进去。板书设计：

Lesson 3.At the Gym The basketball is heavy.The ping-pong ball is light.I’m throwing/catching the basketball.I’m hitting the ping-pong ball.课后习题：

一． 根据要求写单词：

写出现在分词形式

写出反义词 hit---

heavy---

throw---

hard---catch---

this---learn---

these---teach---二． 填空：

1．I want to ____ basketball.Can you ____ me? 2.The basketball is ____.The ping-pong ball is ____.3.I’m ____ing the basketball.He’s ____ing the basketball.4.I’m ____ting the ping-pong ball.课后反思：

Lesson4 Where did you go? 教学目标：知识目标：1.bought, taught and thought 2.the story 3.a song 能力目标：1.past tense 2.where did you do? 3.What did you do？

情感目标：When you play things, you must get good corporation with your players.教学重点、难点：1.I am throwing the basketball.2.hitting and throwing 教具、学具：some balls and story a tape and pictures 教学过程：

一.Class opening and review

Review “ past tense” and “ future tense” verbs with a game.Write three columns of words on the blackboard and ask for volunteers to match them correctly.As each student makes a match, he or she says “Yesterday I___de.Today I___.Tomorrow I am going to__.Introduce Add “buy” “teach” and “think” to your “today” column.Ask the students to give you the future tense for each verb and write them under your “tomorrow” column.Then write “taught” “thought” “bought” in a different order than the other two columns, and ask the students to guess how they match with the present-tense verbs.Point out the similarities in spelling “bought” “taught” “thought” Use the student book

Pause after Number 1 in the student book.Review the story so far.Today Jenny and Li Ming went to the store buy some clothes for Li Ming to the pictures in the student book.Who are they talking to?

Note the word “player” in the lesson.A “players” plays something, such as a sport.Practice

Play “What’s wrong?” to practice the new past tense verbs, and other tenses and verbs.Play “spelling Bee” to practice spelling any vocabulary in this unit.Tech “Oh, what did you do?” in Number 3 of the student book.Use the activity book

Number 2 in the activity book is a listening exercise.The students listen to each sentence on the audiotape and change it into the past—tense.Here’s how the audiotape goes: 板书：

Lesson4 Where did you go? bought taught thought Where did you do? What did you do？习题：

l

写出buy teach think 的过去式。l

用Where did you do?练习说话。l

用What did you do？练习说话。课后反思：

Lesson5 A basketball game

教学目标：知识目标：1.player and team, game 2．win and lost

能力目标：1.Demonstrate “win” and “lose” after the game is done 2.play a game of “spelling Bee”

情感目标：When you get lose, you don’t lose your heart.Try it again and again.You will win at last.教学重点、难点：1.words about the game 2.win and lose

教具、学具：A big picture of this lesson and a tape 教学过程：

Class opening and review

Play “Charades” to review occupations the students mastered in Levels 1, 2 and 7: teacher, clerk, cashier, waitress and bus driver.After the students have guessed these occupations, add “doctor” and “police officer”.The students mastered these words orally in Level 1, but they haven’t seen them for a long time.Whisper the translation for these occupations to the students acting them out, and help the class guess the occupations with lots of prompts and encouragement.You can, for example, draw blanks on the blackboard and slowly write in the letters as you sound out more and more of each occupation.Introduce

Demonstrate “player” “team” “game” with six volunteers and a game of “spelling bee” divide the volunteers into two teams of three.Give player a sheet of coloured paper to hold, the same colour for each team.Demonstrate “win” and “lose” after the game is done.Point to the teams and as you say “You win/lose”

Use the student book Pause after Number 1 in the student book.Review the story so far.Li Ming and Jenny have been learning about sports.Look at the pictures in the student book.What are they doing now?

Note some of the idiom in this lesson: Bob plays basketball “for fun” Jenny and Li Ming “jump up and down” Li Ming asks Jenny “What’s the score?” What do the students think these phrases mean? Practice Divide the class into small groups.In each group.Some students pretend that they want to learn a game that the other students know how to learn a game that you play in class.Do the activity book Class closing 板书：

Lesson5 A basketball game player team game win

lost习题：

l

用win和lost练习说话。l

连线：player

队

team

游戏

game

运动员 课后反思：

Lesson 6 Who won? 教学目标：

1、正确理解、区分win—won, lose—lost

2、练习并准确应答What did you do？

教学重、难点：

1、学会探究学习时态的方法，理解过去时与现在时的不同用法；

2、能够理解和运用What did you do? 教具、学具：磁带、单词卡片。教学过程：

一、探究性学习准备

（1）

师生问候打招呼，并进行口语对话。

（2）

用What’s wrong?游戏来复习已学过动词的过去时、现在时和将来时结构。（设计思路：以学生喜爱的游戏方式进行复习，使这课一开始大家就有个好兴致。）

二、探究性学习的展开

Teaching key concepts 教师开门见山询问：What did you do yesterday?学生回答完毕，紧追问What did Jenny and Li Ming do this evening?让学生回忆上节课学习的内容并谈论一下比赛实况。让学生听录音，回答问题。探究问题一

1.Did Bob’s team play a game? 2.Who won? 3.Who lost?

4.What snacks did they buy?

学生小组合作，根据教师提供的录音内容，回答问题。探究问题二

认真听录音，复述Bob’s basketball game

小结：通过提示词Yesterday—Bob’s team played—good game--played hard—won—lost—yelled--bought帮助学生复述故事。

最后，请学生小组内进行比赛，巩固记忆动词的过去式。

三、探究练习训练

利用动词卡片向学生展示yesterdaytodaytomorrow不同时间的区别，对What did you do? What are you doing? What are you going to do?三组句子进行词汇替换。

小组内就关于从某地回到家中，向父母讲述去过哪里、做过什么等内容组织对话。

四、探究学习补充

活动手册有时间在课上做，没时间可说明要求，作为家庭作业。（设计思路：活动手册是很重要的一个内容，可利用它检查学生对所学知识的掌握情况）板书设计：

Yesterday—Bob’s team played—good game--played hard —won—lost—yelled--bought习题

一、仿照例句写句子

Eg.Yesterday we worked.Today we work.Tomorrow we are going to work.1、Yesterday we______.Today we win.Tomorrow we are going to________.2、Yesterday we _________.Today we __________.Tomorrow we are going to buy something.3、Yesterday we lost.Today we________.Tomorrow we _______________.二、找出下列答句所对应的问句 1.（）I am playing basketball.2.（）I am going to jump.3.（）I bought runners.4.（）I walk to school.A.What did you do yesterday? B.What are you going to do tomorrow? C.What are you doing now? D.What do you do from Monday to Friday？ 课后反思：

Lesson7: Are you ready for a quiz ?

一、教学目标

1、知识目标

带领学生复习本单元的重点内容： ①重点词汇： any, heavy, light or bought, taught, thought sport, basketball, ping-pong, runners, shorts, T-shirt, game, player, team catch, throw, hit, need, win, lose ②重点句型：

—What did you do? —I/We ____.③过去时的应用。

2、能力目标

要求学生能够灵活运用所学知识谈论与运动相关的话题。

3、情感目标

使学生明白体育运动的好处和重要性，鼓励学生积极参加体育运动。

二、教学重点、难点：

1、教学重点

英语故事

2、教学难点 any, heavy, light or bought, taught, thought sport, basketball, ping-pong, runners, shorts, T-shirt, game, player, team catch, throw, hit, need, win, lose —What did you do? —I/We ____.过去时的应用。

三、教具准备：磁带、英语故事书

四、教学过程

一、Class opening and review Play a game “What’s missing?”

（规则：把词汇卡片竖放在教室前面，告诉学生看1分钟的卡片后闭上眼睛,然后教师移开一张卡片。让学生睁开眼睛，设法指出教师移走了哪张卡片。提问每个学生让其说出移走的卡片的名称，直到猜对正确答案为止。让学生重新看到那张移走的卡片，并把它放回原处。那名猜对正确答案的学生可以在移走另一张卡片，让大家接着猜。）

二、1.讨论lesson 7: 的这几幅图片。（这几幅图片和问题都是本单元的重点知识，让学生讨论根据图片来描述不仅锻炼了孩子的口语表达能力，同时也复习了前面的知识。）2.听课文录音。

因为听力对于学生来说也很重要，安排这样一个练习，不仅强化了学生的知识，同时听力也得到了锻炼。

三、New concept1.利用《活动手册》、《故事书》和录音带带领学生复习。

1、讨论故事

a、oes anyone know any characters in this story？ b、Does anyone rember what the Diffos like to do ？ c、What does David do differently in this story ？ d、Is his friend happy or mad ？（本故事共分了三个情节，fly a kite , play egg ping-pong , play melon basketball.在讨论的时候也把这个故事分成三个部分来进行）

2、听录音

1）

先整体听一边。2）

在分成三部分来听。

3、练习

第一部分练习

填空。

One day , Dvied Difo was()with his fiend jeff.they were()kites.it was a hot day.there was no().the diffos()flew()in the wind.第二部分练习

判断

1.They donot need eggs.2.Jff taught Dvied to play egg ping-pong.3.Can David hit the ping-pong balls ? No, he cannot.4.Jeff is not a good player.5.David teaches Jeff to play egg ping-pong.Class closing。Student book：Lesson 7Homework：《Activity Book》

五、板书设计

Lesson 7：Are you ready for a quiz ?

a.Does anyone know any characters in this story？ b.Does anyone rember what the Diffos like to do？ c.What does David do differently in this story ？

六、练习题

（一）选择题： What sport do you like best ? I like to

best.a , play the badminton

b , play badminton

c, play the guitar

d, play the ping-pong 2 would like to learn to play ping-pong ?

a ,yes ,I do

b, no , I donot c ,yes , I would.d , yes , I can

3.Jenny and Li Ming________ something at the store yesterday morning.A.bought

B.thought

C.buy

（二）写出相对应的过去式：

play

have

go

teach

hit

hurt

want

think

buy

课后反思：

Lesson8 Again, please.一、教学目标： 1.知识目标 ①重点词汇： any, heavy, light or bought, taught, thought sport, basketball, ping-pong, runners, shorts, T-shirt, game, player, team catch, throw, hit, need, win, lose ②重点句型：

—What did you do? —I/We ____.③过去时的应用。2.能力目标

要求学生能够灵活运用所学知识谈论与运动相关的话题。

3.情感态度，价值观：使学生明白体育运动的好处和重要性，鼓励学生积极参加体育运动。运用游戏激发学生学习英语的兴趣，小组、同桌合作学习，形成师生互动、生生互动培养学生合作精神，并对其他学生所说的话给予适当的回应，让每个孩子感知英语的特有的魅力，通过努力，体验成功！

二、教学重、难点： any, heavy, light or bought, taught, thought sport, basketball, ping-pong, runners, shorts, T-shirt, game, player, team catch, throw, hit, need, win, lose —What did you do? —I/We ____.过去时的应用。

三、教具准备

课件、六年级配套光盘、单词卡

四、教学过程：

Step1 Warming-up and revision 1．学生互相问候，建立氛围。

2．利用节奏轻快的Chant复习几类sports，为下面的授课营造良好的气氛。3.展示课件大标题，让同学们谈论“Your favourite sport.” 找几名自告奋勇的学生谈论。

4.看幻灯片中的表格，小组合作完成。

在这一环节中，学生间介绍自己通过调查得出的结果，把单词揉合于句型中，进行语言交流，使整个教学源于生活，又用于生活，让学生学得有趣，学得有用，体验成功。Step2 Practise

1.Play a game “What’s missing?”

（规则：把词汇卡片竖放在教室前面，告诉学生看1分钟的卡片后闭上眼睛,然后教师移开一张卡片。让学生睁开眼睛，设法指出教师移走了哪张卡片。提问每个学生让其说出移走的卡片的名称，直到猜对正确答案为止。让学生重新看到那张移走的卡片，并把它放回原处。那名猜对正确答案的学生可以在移走另一张卡片，让大家接着猜。）2.Practice

规则：教师出示几个一般现在时的句子，学生把它们变成一般过去时。3.Text

Step3 Class closing Let’s chant.五、板书：

Lesson8:Again , Please!sport

六、练习题

快乐过去式你来填

buy __________teach _________ think ___________ win __________ lose ___________ play ___________

watch ___________

写反义词。

win ________ lost ___________ light ___________

catch _________ 选择填空。

（）1.Ping-pong is my favourite sport.I like ping-pong________.A.better

B.best

C.good

（）2.This ball is_______, I can throw it easily.A.light

B.heavy

C.hard

（）3.Jenny and Li Ming________ something at the store yesterday morning.A.bought

B.thought

C.buy

（）4.Do you like this T-shirt________ that T-shirt?

A.and

B.as

C.or

（）5.I buy a________ of runners and a hat________ Kim.A.pairs……for

B.pair……to

C.pair……for（）6.You must hit the ball________ the paddle.A.with

B.in

C.at（）7.Do you have any_________ ?

A.shoes

B.coat

C.jacket

（）8.Jenny and Li Ming arrive _________ the gym at 7:00.A.in

B.on

C.at

（）9.Danny thought he _________ hit the ball, but he hurt his hand.A.can

B.could

C.can’t

（）10.What snacks did you buy?

I bought a_________ and pop.A.snack

B.hot dog

C.rice 按要求完成句子。（8分）

1.has, team, a, many, players(连词成句)

2.What did you do yesterday?(回答问题)

3.I fly kites in the park.(变一般将来时)

4。What is Jenny doing now?(用打篮球回答)

七、课后反思：

Lesson 9 Always eat breakfast!

一、教学目标：

（一）知识： 1.巩固内容：

always, sometimes, usually, never等表示频度的词汇。2.掌握四会词汇和句型： ①healthy, strong, weak, week ②—How often do you ____? —____ times a ____.（二）能力：

学生能用所学词汇句型说出有关健康的句子。

（三）情感：

帮助学生明白早餐的重要性，培养学生关注健康、关心他人的品质。

二、教学重点、难点： 重点：四会词汇和句型

难点：—How often do you ____? —____ times a ____.句型的理解和运用。

三、教具、学具： 图片、录音机、四、教学过程：

Class Opening and Review

Greeting.Play a game: Never, Never Key Concepts ①healthy, strong, weak, week ②—How often do you ____? —____ times a ____.Introduce

Use puppets to role-play “healthy”, “strong”,” weak”and “sick”.P1:(Sad, coughing.)I feel sick.Sick.Say it, please, class.C: Sick.P2:(Happy, energetic.)I don’t feel sick.I feel healthy!Healthy.Say it, please.C: Healthy.P1: I am weak.Look!(Try to carry a chair, but can’t.)This chair is too heavy.I am weak.Weak.Say it, please.C: Weak.P2: Not me.I am strong.(To Puppet 1.)May I help you with that chair?(Carry it.)There!The chair is heavy, but I am strong.Strong.Say it, please.C: Strong.Show the pictures and introduce these words.Write “healthy”, “strong”,” weak”and “sick”on the blackboard.Ask the students try to translate them.Drill

Ask the students to say who is strong/ healthy/ weak/ sick.Student book No.1 Introduce

T: Everyone wants to be strong and healthy.Do you? Let’s learn what to do.First, always eat breakfast.Because it’s good for you!Do you always eat breakfast? Let’s look.Here is a chart.This is a week.There are seven days in a week.What are they?(Say Monday, Tuesday……)T: When did you eat breakfast last week?

Sunday Monday Tuesday Wednesday Thursday Friday Saturday Student 1

Student 2

„„

Introduce How often did you eat breakfast last week? Once/ Twice/ Three times/…… a week.Student book and audiotape

Play the audiotape and answer the questions:

How often did Danny/ Kim/ Li Ming eat breakfast last week? Practice

T: We can say other things.For example: How often do you play ping-pong? Ask the students to say some sentences.Ask the students to make up appropriate sentences about how often and make up a chart.Ask the students to introduce their charts.Activity book.Class closing.五、板书设计

Lesson 9: Always eat breakfast!

图片

Strong and healthy

图片

Weak and sick

—How often do you ____? —____ times a ____.(Once a week;

Twice a week.)

六、练习：(一)填空：

1.I always eat breakfast.I am ______ and _______.2.Liu Hong never eats breakfast.She is _______ and ______.(二)写句子：

Write three sentences with How often ________ ?

七、课后反思：

Lesson 10 Always Brush Your Teeth!

一、教学目标 A.知识目标

1．Review and use the keywords : before and after.2．

Students can read ,listen , say and write the vocabulary: teeth ,brush your teeth ,face ,wash your face , comb(your hair).3.Important sentence :What do you do before / after ____? B.能力目标

1、学生能够正确运用短语brush„teeth , wash„face ,comb„hair ,并知道人称的变化。2.能够掌握before ,after 的用法。C.情感目标

通过学习，学生能对本课内容产生兴趣，主动参与教学活动，认真理解短文内容，并养成讲究卫生的好习惯。

二、重难点

after , before , teeth ,face , brush , comb

三、教学准备

Objects(toothbrush , comb …)word-cards , clock

四、学具准备

paper , clock , marker

五、教学过程

(一)Class Opening and Review

1.Greeting :Good morning ,class!How are you ?How’s the weather today ? 2.Review ：Look at some pictures and actions ,ask several questions How often do you ____?

What do you do ___? 设计意图：在游戏中复习已经学过的单词，避免枯燥乏味的单纯记忆，让学生自己主动的记忆。

3.Sing a song :In the Bathroom.(Review the names about body)(二)New concepts Step 1: Introduce : Show the cards to remember “teeth , face ”

T: Do actions to introduce “brush your teeth ” and “comb your hair”

设计意图：用实际动作演练介绍单词，学生既爱学，又学的快，理解的容易。T: Look , it’s 6:30 , I often brush my teeth.Then , I wash my face.T: What do you do ?

What are you doing ? Step 2 : Play a game : Guess

Review the phrases such as “eat breakfast , get up , wash …hands , wash …face , brush …teeth , comb …hair ”

Step3 : Demonstrate: Draw three clocks to show : 6:45

7:00

7:15 7:00

I want to eat breakfast at 7：00.6:45

Before I eat breakfast , I brush my teeth.7:15

After I eat breakfast , I go to school.设计意图：通过出示图片，创设情境，让学生在意义的、生动有趣的情景中接触所学的新内容。

T : Let’s repeat ,before and after.Can you say some sentences with these two words ? Practice in groups.Show

设计意图：通过小组中的互相练说，克服学生一个人怕说错的思想，在集思广义中说出自己能想到的句子，同时不限定于一个句型，培养学生的发散思维。在小组练习中，提高了学生发言的积极性，说的机会也增多了，加上教师或基础好的学生的及时指导，学生的表达能力也会有所提高。

Play the audiotape and read the dialogue , check up understanding.Show the exercises : Listen and order()Jenny wakes up.()Jenny brushes her teeth.()Jenny eats breakfast.()Jenny washes her face and hands.()Jenny combs her hair.()Jenny goes to school.设计意图： 在听的过程中为孩子预留了任务，符合英语课标中提倡的任务型教学，并且能引导学生注意听得重点内容，为他的学习提供了方向。(三)Class closing

Activity Book : No 2 Listen.Answer the questions.Exercise

写出下列单词的反义词

1、weak----

2.sick---

3.this---

4.that---5.near---

6.quiet---

7.fast---

8.before---回答问题

1．How often do you go to school ? 2．

How often do you wash your face ?

3、What do you do before you eat breakfast ?

4、What do you do after you eat supper ? 写出下列短语

1．洗脸

2、刷牙

3、梳头

4、吃早饭 课后反思：

Lesson 11：This Is Good for You

一、教学目标：

1、知识技能：（1）学生能够听、说、读、写单词：bones, muscles ,skin 并能用英语进行表达。

（2）

学生能复习掌握并实际做对话：What`s your favourite fruit？ My favourite fruit is。

（3）

学生能够联系旧知结合新知掌握课文中的重点单词和句子。

2、过程与方法：通过师生、生生间的问答练习、游戏等活动，使学生在轻松、活跃的课堂中获得知识。

3、情感态度：通过学习本单元的前三篇课文，学生知道什么是对身体健康有好处的，培养学生养成良好的卫生习惯。

二、教学重点：

（1）学生能掌握四会单词：bones, muscles ,skin。

（2）

并且能够运用句型 What`s your favourite fruit？ My favourite fruit is

。做对话。

三、教学难点：

学生能够理解运用身体健康的句子。

四、教具准备：

实物水果、食物卡片、CAI课件等。

五、教学过程：

教

学

设

计 设 计 意 图（1）Class Opening and Review a．Greeting :

Good morning ,everyone!„„.b． Review words ：apple , banana , grapes , orange , melon , strawberry with real objects and make dialogue : What`s your favourite fruit？ My favourite fruit is

。c.game : do the activity

eg.Wash face ,wash hand ,comb hair ,get up ,eat breakfast ……（2）New concepts a．Demonstrate : bones, muscles ,skin with some pictures on the computer.Ask the Ss to pay more attention to “s”.Lead the Ss to read these new words several times.b.Introduce the sentences of part 1 on the computer too.Play the audiotape part 1 as the Ss follow.Then ask the Ss to discribe the pictures.c.Practice : listen to the radio and fill in the blank : ★

These are

.For strong

, you need to eat foods that are good for you。

★

This is a

.For strong , you need exercise.★

This is

.Healthy

is clean

.d ．game : Show some pictures of food and let the Ss to divide them : which one is good for you or bad for you.And this food good for you is good food.just like : fish ,fruit ,meat ……

e.Discussion : Ask Ss to make a discuss of what good for your health is.Then show the sentence :A healthy body has healthy bones ,muscles and skin.Blackboard design：

Lesson 11：This Is Good for You bones

muscles

skin What`s your favourite fruit？ My favourite fruit is

。Exercise ： ．写出下列短语：

洗脸

刷牙

梳头

吃早饭 2 ．写单词：

These are

.（骨头）This is

.（皮肤）

This is a

.For strong , you need exercise.（肌肉）A healthy body has healthy

and

..回答问题：

What`s your favourite fruit？

用游戏作为教学开头，活跃课堂气氛。复习了以前学过的单词，为后半部分教学做好铺垫。

用CAI课件上的图片和身体的肢体去表达骨骼、肌肉、皮肤等单词的含义。

使教学内容更简单、更直观，学生更容易理解和接受。活跃了学生的脑思维，将身体部位和英语单词有机结合起来，学生学起来比较感兴趣。

听音做事是英语课堂教学中一种很有效的途径，也是练习听力的一种有效的方法，做到了听和写的结合。

利用游戏使学生认识到什么食物是对身体有好处的，什么食物是对身体有害的。给学生创造一个快乐的学习环境。

小组合作并讨论，在复习旧知的基础上总结巩固新知。课后反思：

Lesson12: Eat Your Vegetables!Teaching content Student book 8 Unit2 Lesson12: Eat Your Vegetables!

Grade Grade Six Teaching time 40 minutes Teaching objectives 1.使学生能听、说、读和写词汇： cabbage, onions, month。2.使学生能够描述自己日常的饮食。3.能完成有关饮食的调查表。Teaching material analyses Teaching focal points

1、使学生能听、说、读和写词汇： cabbage, onions, month。

2、使学生能够描述自己日常的饮食。

Teaching difficulty points

1、能完成有关饮食的调查表。

2、能够在日常生活中，恰当的使用How often„?句型。Teaching aids tape recorder and tape, vegetables, CAI.Teaching steps

Warming-up and revision:

一、Greeting.二、利用词汇卡片复习：beverage、meat、fruit。New concepts:

一、学习cabbage、peas、onions.1、利用谜语学习peas。They are small.They are green.They live in the house.What are they?

2、使用实物学习cabbage、onions。

⑴

Put the cabbage in the box.Let student touch and guess.What is it? ⑵

The students talk about the cabbage.For example: What colour is it? Heave or light? Do you like cabbage? ⑶

Put the onion in the box.Let student touch and guess.What is it? ⑷

The students talk about the onion.二、练习对话。

1、T：How often do you eat peas? S: Once a week.T: How often do you eat cabbage? S: …

2、小组练习对话。

3、听录音并完成下表。（不看书）How often does Danny eat

day week month year donuts?

cabbage?

peas?

onions?

4、订正上表，并让学生描述内容。

三、小组练习，用调查表的形式调查一位同学的饮食习惯。a)

小组调查并填表。b)

展示各组表格。

c)

描述并评论同学饮食是否健康。

四、出示健康饮食表。

a)

出示一张小学生健康饮食表。b)

谈论饮食表。

c)

对照饮食表说说自己饮食有哪些不好的习惯？

五、Homework。

制作一张适合自己的健康饮食表。

六、Class closing.板书：

Lesson 12 : Eat Your Vegetables!How often does Danny eat

day week month year donuts?

cabbage?

peas?

onions?

Exercises :

一、Choose the right answers to the questions.1.What colour is cabbage ?

()2.When do you wake up everyday ?

()3.Do you like peas ?

()4.How often does Danny eat donuts ?

()5.What do you do before supper ?

()A.I wake up at 7:00 in the morning.B.Danny eats donuts about twice a day.C.It’s green.D.I often do my homework.E.Yes , I do.二、Write the words in the correct order.1.do , how , eat , often , you , onions

_________________________________

2.like , would , some , you , cabbage

_________________________________

1.eat , I , month , a , about , peas , twice 课后反思：

Lesson 13 ：Exercise 教学目标：

1、Students can read，write，say and aurally understand the vocabulary：minutes，hours，exercise

2、教授歌谣“Everyone, Everyone, Reach up High”

使学生能跟着节拍边做动作边说歌词。

3、通过本课教学，使学生了解健康的生活方式应加强体育锻炼。教学重、难点：

1、掌握本课四会单词: minutes, hours, exercise 是重点。

2、如何在实际中灵活运用 How much/How many/How often 是难点。教具、学具：

一个带有分针的钟表、录音机、课文录音带。教学过程：

一、Class Opening and Review：

1、Play“

What Time Is It” to review how to say times.2、Play“Simon Says” to review actions and phrases such as：ride a bike, walk, run, jump,play ping-pong等。

二、Key Concepts：

1、Introduce：

(1)Demonstrate“minute, hour”with a big clock.(2)Demonstrate“exercise” with five volunteers.Ask each volunteer(in a whisper)to perform an action(use the actions recommended for “Simon Says” above.)Ask the class to guess what he or she is doing.Then ask all the volunteers to perform their actions at the same time and lead a dialogue：

T: Look!They are exercising!(Point to each volunteer)Riding a bike is exercise.Playing ping-pong is exercise.Walking is exercise.What else is exercise?(Point to the next volunteer.)__ing is...C: …exercise.T: Right!(Point to the final volunteer.)And __ing is …

C: …exercise.T: Very good!

2、Use the Student Book and Audiotape:(1)《教科书》第一部分 T：Exercise helps make your body healthy and strong.出示问题：What is exercise? How much exercise do you need? 学生边看书边听课文录音，同桌讨论后回答。回答第一题引出动名词短语作主语这一知识点，板书：Riding a bike/Walking to school/Running/Playing ping-pong is exercise.回答第二题时引出How much 与 How many 的区别，并利用钟表演示使学生能回答: How many minutes are there in an hour?/How many minutes make an hour?(2)《教科书》第二部分 出示问题：How many minutes dose Danny exercise? How often dose Danny exercise? How many minutes dose Danny walk to school? 听课文录音小组讨论后

得出结论：Danny needs to get more exercise.采取多种方式操练：同桌对话、小记者采访的形式询问同学们的锻炼情况，在活动中复习并巩固句式的运用，深刻领悟锻炼的重要性。

3、Practice: Teach “Everyone, Everyone, Reach up High” in Number 3 of the student book.(1)Play the audiotape, the students follow words and pictures in their books.(2)Teach line by line, students to repeat.(3)Finally play the audiotape again, students chant along and do the actions.(4)各组选派一名台前表演。

三、Class Closing:

Homework:(1)画出一些动作或尽量用动作表演出来来练说:___ing is exercise.(2)课余将所学chant 带动作表演给家人或朋友。

(3)Make a chart : 了解身边人的锻炼情况。

板书 ：

Lesson 13

Exercise

Sixty minutes make an hour!

Riding a bike

Walking to school

is exercise

Running

Playing ping-pong习题：

一、Fill in the blanks.1、_____ helps make your body healthy and strong.2、Sixty m_____make an h____.二、根据答句补全问句：

1、_________exercise do you need a day?

I need about twenty minutes of exercise a day.2、__________minutes do you need to walk to school?

I need about five minutes to walk to school

3、___________do you play ping-pong?

I play ping-pong three times a week.课后反思：

Lesson 14 Work Hard 教学设计

教学目标：

1.知识方面：能听、说、读、写和正确运用high、low和homework等单词。2.能力方面：能够在日常生活中灵活运用所学的词汇和句型。How often do you

?

_______ times a

.How many minutes do you _____ ____? About ____ minutes.3.情感态度，价值观：通过分组练习、游戏培养学生合作互助精神、通过本课主题培养学生健康的生活观念。教学重难点：

1.使学生听写词汇 homework、high、low、等单词 2.使学生能灵活、运用并练习句型。

How

often

do you ___ ___?

About ____minutes.教学过程：

Step1 Warming-up and revision

一、Greeting.二、Chant.（内容）Everyone，everyone.reach up high，high、high、high.everyone, everyone.bend low, low、low、low.Step2 New Concepts

一、出示单词卡high、low把high贴在黑板的高处low贴在低处。让学生在手里随意拿一样东西，听教师的口令练习high、low.然后同桌练习。

二、观看幻灯，出示李明写作业的图片，放在屏幕的上方。提问：Is

it

low?

What is he doing?引出homework,进一步提问家庭作业还有那些形式。陆续出示所有图片，问What do they do ?

Do they work hard ?引出work hard 让学生说出自己最喜欢的事。问学生How

How many minutes do you___?

三、1.Play

a

game 将全班学生分成几个组，教师设置三个场景分别为学校、体育场、家中。要求学生用本单元所学的知识来编对话。最后用Work hard

at(in)____.来概括。然后学生来教室前表演。2.（一）、教师鼓舞学生说：Let's

work hard!Does kim work hard ?出示问题，让学生带着问题听磁带，然后做出回答。

（二）、Play

a

game

把全班分成若干小组，每组选出一名调查员，利用教师提前制作好的表格进行调查，评选出健康之星。Step3

Class

closing

Homework 画出一幅有关Work

hard 的图画，并写出几句话加以说明。四 布置作业

板书设计:

Lesson 14 Work Hard How

often

do you ___ ___?

homework About ____minutes.high

Low 课后反思：

Lesson : 15 Are You Ready For a Quiz ?

一、教学目标

1.使学生能够理解并运用本单元所学的词汇及句子。2．理解故事内容，完成活动手册。

3．运用所学内容在实际情境中进行会话练习

二、教学重、难点

1.教学重点：掌握本单元的词汇，理解故事内容。2.教学难点：

用“How often do you ____? ___times a_____.进行情境会话练习。

三、教具准备

Tape recorder and tape pictures CAI

四、教学过程

一、Greeting

[教师用 Hello ,How do you feel now ? Are you happy?等表达与学生问候，让师生在轻松的交流中走进本课]

一．

Warming-up

用Chant :“Everyone ,Everyone ,reach up high”作为热身的环节，既复习了以前所学内容，又将学生带到课堂上来，调动了学生的积极性。二．

Review

1.利用卡片，用问答的方式帮助学生复习本单元需要掌握的单词，也可以让一名学生扮演小老师来提问。

[在复习词汇的同时，也满足了孩子们的表现欲，让复习课不在枯燥] 2．用本单元学过的反义词，自编 Chant

strong strong strong and weak

high

high

high and low

before before after and before

[利用 chant 熟记本单元的反义词，学生可以更快捷的记忆所学内容，同时也增加了他们的学习兴趣]

三、Story Story :

“A Healthy Monster’ Prepare to read :

T: Do you remember Maddy the Monster ? Who is her friend?

Discuss the pictures.What do the students think is happening in the story? Read the story

Play the audiotape ,then check up the understanding.Discuss the story

Do you like this story? Why or why not?

[利用小问题引起学生对故事的兴趣；在阅读故事中，尽量发挥学生的作用，让学生说一说他们读懂了什么，必要时教师给予帮助。让学生体验自己会读、会理解故事的过程。] Use the activity book

[最后，利用活动手册来检验学生对故事的理解情况。]

四、Class closing 板书设计

Lesson 15: Are You Ready For a Quiz ?

strong strong strong and weak

high

high

high and low before before after and before

选择正确答案的序号填空。

1．I always dry the dishes ______ super.A.after B.before C.at

2.______minutes do you watch TV everyday ? A.How much B.How many C.How often 3.Is this heavy _____ light? It is heavy.A.and B.or C.do

4.Danny _____breakfast five times last week.A.eat

B.ate

C.eated

练习：

在故事中找出第二单元的重点词汇，勾画出来。课后反思：

Lesson 16 :Again，Please！

一、教学目标

1、知识目标：复习本单元的重点单词：介词：after before 名词：bones cabbage day exercise face homework hours minutes months muscles onions peas skin teeth weeks动词：brush comb 形容词：healthy high low strong weak

2、能力目标：通过情景创设，让学生能够理解并会书写这些单词，并在情景中运用单词，培养自主学习的能力，获得与同学交流的方法。

3、情感目标：通过本单元的学习，让学生知道如何强健身体？并学会在生活中如何与他人合作。

二、教学重难点：

能听懂、会说、会读和会写本单元四会单词并能根据本单元的内容完成小作文训练：How do you do make your body strong and healthy？

三、教学准备：

本单元中使用的图片如：肌肉、骨骼、牙齿及各种蔬菜

四、教学过程

一、Class opening and review

1、师生问候：

How are you today?

I’m fine thanks and you ?

I’m fine too.二、Review：

1、根据以下问题来复习本单元中的单词 Do you want to be strong and healthy？

How do you make your body strong and healthy？

学完本单元学生基本上能总结出以下几点；教师紧接着板书学生能够说出的内容：Always eat breakfast！Always brush your teeth！Always eat vegetables！Exercise！Work hard！说出这些以后并让学生再详细说出每一项如何去做？这样就能把本单元中要复习的单词展示出来了，并写在黑板上。

2、根据上面内容复习本单元中的句型：How often------？

这个练习可根据图表来复习：就拿Eat breakfast来说，教师可问班××上某一个学生，让他说出一周中他都是哪天吃早饭？然后填表。How often did you eat breakfast last week？

Name Sunday Monday Tuesday Wednesday Thursday Friday Saturday ××

√

×× √ √ √ √ √ √

填完此表后教师可根据学生的情况进行问答练习。回答时注意一次用“Once”，两次用“ Twice ”，三次及三次以上用“----times”。可根据时间安排其它组练习。

3、根据黑板上的板书练习说话；How do you make your body strong and healthy？ 分组进行练习。几分钟后小组表演。

三、Class closing 作业：把说的小短文写出来。

四、板书设计 Lesson 16 :Again，Please！

Name Sunday Monday Tuesday Wednesday Thursday Friday Saturday ××

√

×× √ √ √ √ √ √

五、练习题

1、写出下列单词的反义词：

Strong---

weak---

before---

high---

2、选择正确的单词填空：（）How often do you eat breakfast？-------A．Once

B Three time

C Four times Sixty minutes make-------hour！A．a

B．an

C．/

3、写作（至少4句）

How to make your body strong and healthy？

课后反思：

Lesson 17 Summer is coming!Teaching objectives：

4.使学生能听、说、读和写词汇：leaves ,grass ,flowers ,sandals 5.使学生能够用英文描述每个季节的特征并说出自己喜爱的季节。Teaching focal points：

使学生能听、说、读和写词汇：leaves ,grass ,flowers ,sandals Teaching difficulty points：

使学生能够用英文描述每个季节的特征并说出自己喜爱的季节。Teaching aims：

tape recorder and tape, CAI Teaching steps： 一.师生互动

1.游戏：Simon Says.复习动作短语：swim, skip, play sports , fly a kite, look at flowers

2.绘画：复习tree , leaves , flowers, grass, clouds.（先让学生画4棵树，然后分别在不同的树上画上四季的特征，即新叶，黄叶，白雪等，完成后让学生在树旁写上四季的名称。）

3.看图说话（引导学生自学第一部分内容）

二.自由对话：What's your favourite season?

引导学生用My favourite season is...或I like....best.回答。在多次练习的基础上，拓展对话内容，谈谈喜欢这个季节的理由。（引导学生用上课文中的句子：I like to ,I like flowers.....）

三、自学课文

1.提出问题：What's Jenny and Li Ming's favourite season? Why ?

2.学生自学，小组合作，找出答案。

3.小组赛读（分层次竞赛，小组内分工读单词或句子，并进行相应的加分）Blackboard show:

Lesson 17 Summer is coming!leaves

grass

flowers

sandals Exercises: 一 补全单词：

l_ _ves

gr_ss

fl_ _ers

s_nd_ls 二 根据句意补全句子： In summer , I like ____swim.2 Sometimes ,I play sports ____ my friends.3 I like ___look____the flowers.4 I lie ___the grass and look at the clouds.课后反思：

Lesson 18 Let's Go Swimming!Teaching objectives：

1.使学生能听、说、读和写词汇：swim ,swimsuit ,swimming pool 2.教育学生要养成热爱运动的好习惯

3.学生会用英语表达有关游泳的一些简单常识 Teaching focal points：

使学生能听、说、读和写词汇：swim ,swimsuit ,swimming pool Teaching difficulty points：

学生会用英语表达有关游泳的一些简单常识 Teaching aims：

tape recorder and tape, CAI Teaching steps：

一.游戏“你做我猜”复习swim ,duck ,fish ,river ,sandals ,lake等在课堂中将要用到的单词。

二.播放课件，学习第一部分

1，提出问题：What's Jenny doing?引导学生回答：She's swimming.T: Can you swim?

s: I can swim./I can't swim.T:(show cards)Can chicken swim?

What else can swim?

2, 学习swimsuit

a,猜卡片游戏复习衣物类单词。引出swimsuit.b,提问：What do you wear to swim?

What else ?

3,学习swimming pool

Do you want to swim? OK, let's go to the swimming pool? 引出swimming pool.Do you know , where is the swimming pool? 引导学生回答哪些地方有游泳池。

引导学生运用句型：Let's go to the swimming pool to swim！邀请好朋友去游泳

Where else can you swim?化用句型：Let's go to the lake/river to swim.三、学习短文

提出问题：Do you like swimming? Does Danny like to swim? Can Danny swim?

小组合作学习课文。

分层选择学习：

A.能流利朗读课文

B.能流利朗读文中对话

C。能读出大部分单词

回答问题：1.Can Jenny swim?

2.What does Danny wear to swim?

3.What does Jenny wear to swim?

4.Can Danny swim? Why? Blackboard show:

Lesson 18 Let's Go Swimming!

Swim

swimsuit

swimming pool Exercises:

一 将下列动词转换成名词：

例 skip skipping rope

swim __________

play _________ run________ 二 回答问题：

Can you swim? What do you wear to swim? Where can you swim? 课后反思：

Here’s some grass.Now I am lying on the grass.Now I can see the sky!Practice

Divide the class into small groups.Ask each group to make up a dialogue about lying on the grass and looking at clouds in the sky.Please read about making up dialogues in “Teaching Techniques”

Play “Go Fish” or “Memory Card” with the students’ flashcards for the following words: cloud, sky, flowers, leaves, grass, snow, ice, rain, sun and wind.Use the activity book

Number 2 in the activity book is a listening exercise on the audiotape as follows:

Lesson19:Let’s go to the park Teaching objectives： 1.It looks like ____.2.cloud , sky 3.lie.Danny goes to the park, we should clear about its meaning.It’s fun and happy, if you have time you can go out to play after you have finished your words.The nature is clear and vivid, clean air, green trees and leaves, white clouds, beautiful flowers.We can go out share it.Teaching focal points：

1.how to use “look like” 2．lie Teaching difficulty points： 1． how to use “look like” 2． lie

Teaching aims： A tape A big picture of the dialogue Teaching steps：

Class opening and review

Review “flowers” “leaves” “grass” with a drill.Choose a drill from “Teaching Techniques” Introduce Demonstrate “cloud” and “sky” with your poster, or by pointing out the window of your classroom.Draw quick pictures of clouds on the blackboard.Make the clouds look like something.Say phrases such as: Use a puppet to introduce the word “lie” For example, draw quick pictures of a bed and some grass on the blackboard.Make the puppet “lie” on these as you say phrases for it such as: I am tired.I want to sleep.Where can I sleep? Here’s a bed.I am going to lie on the bed.Now I am lying on the bed.I don’t want to sleep here!Listen, draw the shapes and write the words.a triangle b.line c.circle d.square

Blackboard show:

Lesson19:Let’s go to the park

lie on

cloud

sky

It looks like _________.Exercises:

一 补全单词并写出汉语意思：

cl_ _d()sk_()

c_ _ cle()

gr_ ss()二 写出下列动词过去式的原形：

ran()lay()liked()did()made()went()was()thought(三 补全句子： What does the kite look like? __ ___ ____ a bird.What does the cloud look like? __ ___ ____ an airplane.3 Iam going to ____ ____ the grass.I want to ____ _____ at the sky.课后反思：

Lesson 20 Tomorrow We Will Work and Play

一、教学目标：

知识目标：will, skip, fly, very, park...能力目标：学会在将来时态中使用 “will” 情感目标：培养学生保护花草树木的思想感情)

二、教学重难点：“will”在将来时态中的使用

三、教具学具：单词卡片，表示处所的图画和动作单词，课件等

四、教学过程：

1、Greeting：

2、用表示处所的图片和相应的动作单词卡片练习句型Let＇s go to the _____（场所）to ____（动词）_____（名词）。

Eg: Let’s go to the bathroom to wash our hands.Let’s go to the living room to watch TV.Let’s go to the gym to play ping-pong.Let’s go to the park to fly kite.3、做游戏“Memory Card”来复习动词的三种时态：

挑选10个左右动词，分别写出他们的三种时态。教师把单词卡片分成 “过去，现在，将来”三种时态放在黑板前，首先让学生记忆单词一分钟，然后让他们挑出相应单词三种形式组合在一起，并贴在黑板相应的位置上。看那组记得准。

4、介绍will是be going to的另一种表达方法，然后在黑板上将来时态的部分加出第四栏，给出一个will的例子，学生试着填充其他动词的这一部分。

5、小组活动：

将学生分成若干小组，告诉学生我们明天要去公园，请小组合作制作一项计划，围绕 “What will you do in the park?”展开讨论，并把商议结果以对话的形式汇报。

6、听录音，回答问题：

Question: A.what will LiMing, Jenny and Danny do?

B.What will Danny do in the park?

7、Reading following the tape.8、练习： A: 仿写句子：

Eg: pencil

Tomorrow I will write a story.1.book

__________________________ 2.kite

__________________________ 3.skipping rope

__________________________ 4.park

__________________________ 5.grass

__________________________ B:用所给词适当形式填空：

1.Yesterday I _______(go)to the park with my parents.2.LiMing always _______(go)to school by bus.3.Tomorrow I ________(go)to library to read a book.4.I ______(go)to beijing next holiday.5.Last holiday I _______(help)my mother with housework.五、Blackboard：

Lesson 20 Tomorrow We Will Work and Play Yesterday Today Tomorrow Ate Eat going to eat Will eat

六、课后反思：

Lesson21: Summer Holiday

一、教学目标 知识目标

1.复习本单元与海滩相关的词汇。

2.围绕What will you do tomorrow ?利用I will___.句型展开话题。能力目标

①

通过复习熟练掌握运用到I will_____.句型。②

引导学生描述自己暑假将要做的事。

③

能够熟练掌握两种一般将来时的表达方法。

二、教学重、难点 重点： ocean, beach, sand

难点： Learn and use these words.Verbs form about change.Teaching steps:

Warming-up and revision:

一、Greeting.T: Hello,everyone!Ss: Hi.二、Review

1、复习动词的过去式和将来时

yesterday

today

tomorrow

go

watch

play

2、师生、生生问答

T: What do you like to do in the summer? S: I like to swim.S: I like to play badminton.S: …

T: What did you do last year? S: I went to Chengde.S: I went to the park.S:(师替学生答)I went to a lake to swim in the lake and played on the beach.(出示beach 卡片引出新单词)New concepts:

一、学习新单词。

1、教师出示ocean, beach, sand三个新单词（让学生自己试读教师指导）。

2、让学生试着自己由词组成短语、由词短语组成句子(给出一些适当的词)。ocean，beach，sand on the beach，I like playing on the beach.I will play on the beach this summer.In the ocean I like playing in the ocean.I will swim in the ocean this summer.Play with sand I like playing with sand.I will play with sand this summer.回答问题(师问本班学生)：

What will you do this summer? I will …

二、练习话题

1、小组讨论：What will you do this summer?

2、小组汇报：

S: I will go to Hai nan.I like playing on the beach.I like playing with sand.I will play in the ocean I like that place.That is nice.S: I want to play with my friends.That is fun.三、跟读课文，回答问题。Questions: 1, Where did Jenny go last summer? 2, What did Jenny do last summer? 3, What will Li Ming do this summer?

四、学生做一个旅行计划表。

Who? Where? When? How do you go? What will you do?

五、谈论你自己的旅行。

六、作业。活动手册3、4题 本课练习

一、根据中文信息，选择正确的选项, 完成单词。（）1，s_ _mer

A.an

B.am

C.um

D.un（）2，air_ _ane

A.al

B.pl

C.ch

D.ph（）3，_ _ip

A.cr

B.dr

C.tr

D.ty（）4，mi_ _

A.ee

B.rr

C.tt

D.ss（）5，c_ _sin

A.ou

B.oa

C.oe

D.oo

二、用所给词的正确形式填空。

My family like to _______(go)on trips for our holiday.Last summer we _______(go)to Beidaihe for our holiday.We ______(stay)on the beach most of the time.(大部分时间)There we ________(make)thins with the sand.I _______(can not)swim.So my father _______(teach)me to shenyang for our winter holiday.My aunt and uncle ________(live)there.So we _______(visit)them.Also we ____(go)skiing and skating.三、连词成句。

1、like, beach, playing, I, the, on

2、will, and, aunt, I, uncle, visit, my

3、in, play, summer, to, sports, like, I, the

4、Danny, too, I, miss, and, will, you

5、ill, again, happy, feel, we, see, to, China

课后反思：

Lesson22:What will you do at the beach? 教学目标:

1.知识目标:本课复习与海滩相关的词汇内容。e.g.ocean, beach, sand, lie on the beach, swim in the ocean„„

2.能力目标：能够准确流利地描述自己的海滩经历，恰当地运用相关语句。

３情感目标：培养学生热爱大自然的情感以及保护环境的意识。

教学重点：关于海滩的一些词汇。e.g.ocean, beach, sand等。

教学难点：正确应用句式表达自己的经历和感受。教具准备：pictures, water, radio.教学方法：启发式，谈话式。

教学过程 备注

一．

Class opening and greeting.二．

Warm-up.T:What do you like to do? Ss:I like to fly a kite.I like to sing a song.I like to draw a picture.…… 三．New concepts.T: Look, please!This is me at a beach.What am I doing? Sa:You’are wearing swimsuit.T:What am I going to do? Sb:You are going to swim.T:Where can I swim in? Sc:You can swim in the ocean.T:Yes.You’re clever.Now listen to me to introduce this picture again.This is me at the beach.Beaches have sand.I can make a sand animal.I can lie on the beach.I am wearing swimsuit.I am going to swim in the ocean.Did you go to the ocean? Ss:Yes/No.T: What did you do there?(提给那些去过海边的学生)Ss:…..T: If you are going to the ocean on this summer holiday, what will you do there?(此问题提给那些没去过海边的学生)Ss:…...T: Ok now I have two glasses of water, one is our drink water, the other one is ocean water.Who can tell us which one is the ocean water? Ss: Teacher, me!Let me try!(叫一名学生到前边来,他用品尝的方法告诉我们答案.)Sd: 咸的这杯是海水.T: Yes, clever!We know the ocean water is salty.“Salty” means “咸”.四.Listen and read.五.Try to retell.What will Jenny do at the beach? Ss: She will lie on the beach.She will wear shorts and sandals.She will make a sand animal.She will put on her swimsuit.She will swim in the ocean…… 六.Learn to sing a song.1.Play the song.2.Explain the meaning.3.Learn to sing.七.Class closing.八.Homework: Write a short passage about your ocean trip.九.板书设计:

Lesson22:What will you do at the beach? beach

sand

ocean ↓

↓

↓

lie on the beach make sand animals swim in the ocean 由学生感兴趣的问题导入，激发他们的学习欲望。

展示教师自己的生活照片，拉近与学生的距离，更直观生动地呈现本课的新授内容。教师启发引导学生回答问题，在此过程中强化训练了学生的口语表达能力。教师的看图描述给学生做了很好的示范，不仅锻炼了学生的听力还培养了他们叙述事情的逻辑思维和组织能力。

对学生能力的提升,让他们自己去想去说,训练他们的句式结构的组织及表达的综合能力。

这是本课的一个小游戏，能激发学生的兴趣和探究欲望，并考查了学生的一些生活常识。

复述是体现学生对已知内容的理解、运用和表达。

学唱歌曲能培养学生的韵律感,也能舒缓紧张的学习情绪,更能帮助学生识记更多的语句。

Exercises:

1.补全单词：

b_ _ch

s_ _d

oc_ _n 2.英汉互译：

lie on the beach（）swim in the ocean（）穿短裤和凉鞋（）穿游泳衣（）3． 小练笔：What will you do at the beach? 课后反思：

Lesson 23: Are You Ready for a Quiz?

一、教学目标：

知识目标：学习故事“Baby Becky’s Summer”

能力目标：能听懂故事内容并回答简单的问题，较好完成课本上的测试。情感目标：培养学生发现问题，自己解决问题的能力。

二、教学重、难点：通过本单元的学习，能过运用所学知识去解决问题。

三、教具、学具准备：录音机、磁带、故事书

四、教学过程：

1、Class Opening and Review ①Sing “Summer’s Coming”

②Review: Do some exercises on student book

Listen carefully!Swim for the right answer.Fly for the wrong answer.⑴What do you wear to go swimming? ⑵What does this cloud look like? ⑶What are they doing? ⑷Where will Jenny go for the summer holiday? ⑸What is on the tree? What is under the tree?

2、Story ①Prepare to read Look at the pictures on the story book.Questions: What’s her name? Can she fly a kite? Can she skip? Does Baby Becky cry in this story? ②Read

Listen to the audiotape and read.③Discuss the story

Divide the students into small groups(<5 children), show some questions for discussion.Questions: When is next summer? Can Baby Becky fly a kite in this story? When will she fly a kite? Can she skip? When will she skip? Does Baby Becky like next summer better than this summer? Do you like this story? Why or why not?

T: Do you have any other questions?(让学生提出更多的问题，大家共同解决，培养学生发现问题，自己解决问题的能力。)

3、Activity Book: N2

4、Class Closing

五、板书：

Lesson 23: Are You Ready for a Quiz? Baby Becky’s Summer

put on her swimsuit Baby Becky

fly a kite

next summer

skip

六、课后反思：

Lesson 24: Again,Please!教学目标：1，复习巩固本单元所学词语，句子。2，进行简单测试。

3，使学生具有成就感，学习信心增强。

教学重难点：从词语入手，逐步培养学生的综合语言运用能力。

教具：投影片（书中的几幅图和提示词语）无条件的话可用小黑板出示几组词语 学具：活动手册和彩笔 教学过程：

一.Class opening and review 1.听上节课故事，做Secret Word 游戏，将重点词语板书。

Beach sand swimsuit sandals swim swimming pool ocean park flowers leaves grass look like will lie clouds sky fly skip

2.看图和提示词语，说一段话来描述图片，也可只给提示词语来说话。beach cloud ocean sand sandals

swim swimming pool swimsuit sandals

park flowers leaves grass lie sky clouds skip fly look like 3.回答问题：

How’s the weather in summer? What about plants in summer?

What clothes will you wear in summer? What sports do you like to do in summer?

What will you do this summer? Will you go on a trip? Will you play some sports? Will you go swimming?...二.Test(Activity book)

1.Find the words and write them.2.Write the correct words.3.Listen，Write and draw what you hear.a.I lie on the grass.b.The flowers under the tree are red.c.The leaves on the tree are green.d.The cloud in the sky looks like a donut.e.A boy is skipping.f.A girl is wearing a swimsuit and sandals.g.She is flying a kite.三.Class closing

1．Homework：根据提示，写一段关于今年夏天的短文。

Weather, clothes, sports, plants…

Will you go on a trip? Will you play some sports? Will you go swimming?.What will you do this summer?

2.Sing a song：Summer’s coming 板书：Lesson 24: Again,Please!

1.beach cloud ocean sand sandals

swim swimming pool swimsuit sandals

park flowers leaves grass lie sky clouds skip fly look like

2.What will you do this summer? 练习：

一．听句子，根据描述写出正确答案。

1.It is in the sky.It’s white.Sometimes it looks like an airplane or a donut.2.It’s very big and blue.You can swim in it.There is a beach, too.3.They have many colours.They are beautiful.Many girls like them very much.Usually they bloom in spring.4.A fish can’t do it, but a bird can.5.In summer, they’re green.In fall, they’re yellow, they are on the tree.二．选择正确答案。1.What is jenny doing?

()2.Will you go to the park?()3.Waht are you going to do?()4.How’s the tree in winter?()5.What are they doing?

()

A.watching flowers.B.They loose their leaves.C.No, I will lie on the sand.D.She is flying a kite.E.I will run very fast.课后反思：

Lesson 25 Buying Gift 教学目标：

1、知识与技能：（1）、学生可以读、写、说出并且听懂下列词汇：形容词：every名词：flag标准问句：How many______? ______.（2）、学生可以说出并且听懂下列标准问句：How far is it? ___ kilometres.How much is it ? It is ___ dollars.2、过程与方法：在教学中运用游戏、歌谣、情景表演等多种形式，增强学习的趣味性，培养学生课前预习的能力及语言交际能力。

3、情感态度与价值观：关注学生的情感，营造宽松、民主、和谐的氛围，用多种形式的教学手段和丰富多彩的教学活动吸引学生参与其中，继续激发和保持学生对英语的持久兴趣，促进学生的口语交际能力。教学重点：

1、形容词：every

名词：flag.2、标准问句：How many______? ______.教学难点：

用How many______? ______.进行口语交际。教具：录音机

单词卡片

学生用的小卡片 教学过程：

一、回忆故事，引入课题。李明到加拿大上学，现在他要回国了。

He want to buy some souvenirs of Canada.复习句子结构： “Let’s go to the shop to buy ___.” 将这个句子写在黑板上，用卡片进行替换练习。最后出示加拿大国旗flag，向学生介绍：This is a souvenirs of Canada.二、通过对话，介绍重要概念every，flag，句子How many„„ Ask five boys and five girls to come to the front of the class.Give each girl a flag.Lead a dialogue such as: Teacher: Look!How many people are there? Class : Ten!Teacher: How many girls are there? Class : Five!

Teacher : Right!(point to each girl, one at a time)Look!Dose she have a flag? Class: Yes.Teacher:Good!

(point to each boy , one at a time)Dose he have a flag? Class: No!

Teacher: Right!Every girl has a flag.She has a flag and She has a flag and She has a flag ……Every girl has a flag.Say it ,please.Class: Every girl has a flag.Teacher:(Give a flag to each boy.)Now every boy has a flag.Say it ,please.Class: Every boy has a flag.Teacher:How many flags are there? Class:Ten!These flags are my gifts.What gifts dose Li Ming buy?

How many gifts dose Li Ming need? 让学生先猜猜看，然后听录音。

三、听录音，理解课文内容，回答问题。

1.先听课文第一部分并回答：a.Why will Li Ming buy gifts?b.How far is it to the store ? 2.听课文第二部分并回答：a.How many gifts dose Li Ming need? b.What gifts does he buy ?3.课前为每一位同学准备一张卡片如下： a book

dollar

a flag dollors

a T-shirt

dollar

再听一遍第二部分，然后连线。在小组讨论结果时，让学生用How much_____?提问并做答。

4、当学生做完之后，教师指着1 dollar 说：This is cheap.The flag is cheap.指着50 dollars 说:This is expensive.The book is expensive.四、结束课堂教学，布置作业。

李明为家人选了合适的礼物，还要给Jenny一个surprise，什么是surprise？小组讨论，怎样给一Jenny个惊喜。请你们每个小组编一个对话，能用上How many ____? How much ______? How far____? 板书：

Lesson 25 Buying Gift

How far is it?

___kilometres.How much is it ?

It is ___ dollars.练习：

1、看表格填空，并照样子写句子：

A B C D E

How many 7 pencils 3 umbrellas 10 apples 6 flags 6 T-shirts How much 1 dollar

for one 15 dollars for one 2 dollars for one 4 dollars

for one 10 dollars for one

A.How many pencils do you need? I need ________.B.How many _______ do you need? I need _________.C._____ ______ ______ do you need? I need ____________.D.___ ____ _____ do you need? I need _____________.E.____ _____ ____ do you need? I need ____________.二、根据上表，买东西。

A.How much is a pencil? It is _____ ______.1×7=__________.B.How much is an u________? _____________.15×3=________.C._____ _____ is a_______?_______________.2×10=___________.D.______ ______ ___ a ________? _________4×6=__________.E.______ _____ ___ a ______?___________.10×6=________.课后反思：

Lesson 26

Looking at Picture 教学目标：

1、学生能正确说、读、写、用forget、remember

2、学生能用下列句子进行会话：

Do you remember this? Yes, it is a

.(No, I forget.)教学重点：

1、学生能正确说、读、写、用forget、remember

2、学生能熟练运用下列句子进行会话：

Do you remember this? Yes, it is a

.(No, I forget.)教学难点：学生能用下列句子进行会话：

Do you remember this? Yes, it is a

.(No, I forget.)教

具：词卡、录音机 课

时：1课时 教学过程：

一、问侯：

二、唱歌：

三、操练：复习25课单词

四、教授forget、remember

1、示范：

教师装作忘记然后又想起某物体的英语名称，如：装作忘记怎样说bag 和 book，教师用手势和面部表情让学生看明白意思，指关物体进行下列对话： 师：What is this? I forget how to say it in English.I forget.Say it, please, class.生：I forget.师：Oh, I remember.It’s a bag.I remember.Say it, please,class.生：I remember.然后，师再指另一件物品，师：I forget what this is.What’s this? Do you remember? 生：It’s a book.师：Oh, yes, you remember.Now I remember, too.2、跟读课文录音：

3、练习：用游戏“Go Fish”的变化形式做游戏。在游戏中，一生向另一生展示一张卡片并问：Do you remember this? 如对方有这张卡片，便回答：Yes, it is a

.如对方没有这张卡片，则回答No, I forget.4、角色扮演：

5、《活动手册》 No.1

6、游戏：

五、结束本课教学： 作业：

1、熟练本课对话

2、做《活动手册》 板书：

Lesson 26

Looking at Picture remember

forget Do you remember this? Yes, it is a

.(No, I forget.)Exercises:

一、Match the word and write Chinese in the blanks:

for

member

（）um

brella

（）re

get

()

二、Write the correct words:----What is this?

----I

(忘记)how to say it

English.(用英语)----Do your

(记得)？----It’s a book.----Oh, yes, I

(记得).----It’s a book.课后反思：

Lesson27 I Remember

教学目标：Review regular and irregular past-tense verbs.教学重难点：Ask the students to remember regular and irregular past-tense verbs.They can say sentences with them.教学过程：

一、Review

Play “Santa” to review vocabulary from unit 4 of level 7.二、Key Concepts

1、Practice verb tenses with a chart.Write “yesterday”，“today”，“tomorrow”

across the top of the blackboard.Ask the students to call out words from the lesson in the student book.Write these under “yesterday”.Then write “buy”，“think”, “teach”, “go”, “see” and “eat” under “today”.Ask the students to call out the corresponding words in the lesson for me to write under “yesterday”.Then ask for volunteers to complete the chart.2、Divide the class into pairs.Each student draws a picture of something that happened during Li Ming’s visit to Canada.They label as much of their pictures as they can in English.They then take turns describing their pictures to their partners.3、Teach “Red river Valley” in Number2 of the student book.三、Activity book

四、Homework Writing on the blackboard: Lesson27 I Remember

Yesterday

today

tomorrow

Cleaned

clean

Washed

wash

Talked

talk

Wanted

want

Laughed

laugh 课后反思：

Lesson28 A party of Li Ming 教学目标：Teach the students some words: “early” “late” “begin” and “after”.They can say sentences with them.教学重难点：介绍一组反义词early和late, 让学生融入到李明的party中，通过情境让学生了解surprise这个词。教学过程：

一、Review Play “Before” and “After” to review “before” and “after”.二、Key Concepts early, late, begin party, surprise

1、Demonstrate “early”, “late” and “begin” together.Draw a big clock on the blackboard that shows the time.Facing the clock, write “before” on the left and “after” on the right.Draw a clock under “before” that shows a few minutes before class time and a clock under “after” that shows a few minutes after.2、T: We are learning English now.This is English

class.When does English class begin? S: At _______.T: Right!Look!Here’s ________.3、Demonstrate “party” with the large vocabulary card.4、Role-play to demonstrate “surprise”.Ask a volunteer to leave the classroom.Hide a surprise in the volunteer’s desk.Then ask the volunteer to return to the room.T: I put something in your desk.Dose ____ know what’s in his/her desk, class? S: No.T: _____ doesn’t know what I put in her desk.It’s a surprise!S: Surprise.T: Yes!There’s a surprise in your desk.Can you find it? S: Yes!

T: What is it? S: A flag.三、Practise

Divide the class into small groups.Ask each group to make up a dialogue about organizing a surprise party for a friend.四、Activity book

五、Homework Writing on the blackboard: Lesson28 A party of Li Ming before--------after

early-------late

begin

课后反思：

Lesson 29: Surprise!

一、教学目标： 知识目标：

1.Four skills: cake, cookies, sugar, someone, ice cream 2.Three skills: flour, oil, salt, bowl

3.学生能听懂并会运用句型How long is

?

.能力目标：通过课本剧表演，培养学生在真实情境中运用语言的能力。

情感目标：通过本课的学习，培养学生热爱生活，关心他人，产生积极的情感体验。

二、教学重、难点： 1．掌握新授单词。

2．掌握制作饼干所需要的原材料。3．学习课文后进行课本剧的表演。.三、教具学具：电话，鸡蛋，面粉，油，盐，糖，碗，多媒体课件。

四、教学过程：

(一)、Class Opening and Review 1.Greetings:

T: Hello, boys and girls.How are you? S: Fine, thank you.And you?

T: I’m fine, too.What day is today? What’s the date today? How’s the weather?

2.Students answer these questions together.3.Sing an English song.4.Act out dialogues.T: Do you like a party? S: Yes.T: Li Ming has lived in Canada for ten months.Let’s have a party for him.I think we can invite some friends for the party.Who do you want to invite? Please call them.(教师出示一部电话提示学生编一个电话会话)Show their telephone conversations.(由于是复习旧知识，学生们可提前准备好道具，教师要提醒学生正确使用“打电话”用语。如：Who’s that speaking? This is „Is that„speaking? Yes, it is.等。)(二)、Key Concepts 1.Presentation.T: Today is Li Ming’s party.Yesterday I bought some things for the party.What are they?（出示课件，学生边看边回答。）

S: Watermelon, pop, pizza, apples, banana…

T: But I think we need some more things.What do we need? S: We need„（学生也许会给出很多不同的答案，如“蛋糕，饼干，牛奶，水果等”）

T:（出示课件：一块蛋糕，一些饼干）Yes, we need a cake, some cookies.（出示实物“cookies”）They are cookies,and this is a cookie.（教师区别单复数，并将图片出示给学生）

Students read and spell the new words T: Can you make a cake? What do we need to make a cake?（学生也许会给出不同的答案如：鸡蛋，牛奶等，教师可拿出准备好的物品帮助他们回答）

T : We must have these things to make cookies..What are they? You can taste it and guess.(学生通过品尝得出结论，是油，盐，糖，面粉。但要学生注意面粉和花的发音一样，做cookies需要面粉而不是花)Then teach and read these new words.T+S: We need flour, oil, salt, sugar to make cookies.2.Listen and Say T: Now, Li Ming’s friends Jenny, Danny make some cookies.But, when they begin making cookies, there’s someone at the door.Who’s that?(教师走到门口敲门，用身势语解释there’s someone at the door.的意思。)They make some cookies, what does every cookie have? Kim bought a gift for the party.What did she buy?（教师一边提问，一边出示幻灯，打出问题，）Please listen to the tape and answer the questions.（放录音，学生听后回答问题。此环节培养学生在短时间内捕捉英语信息的能力以及锻炼他们的听说能力。）

Then show the picture of “ice-cream”, read and spell.3.Read and say Play the tape again, students listen and repeat.Then read the text together.（朗读课文时可采取多种形式：先自由读---分角色读---齐读。）

4.Act.T: Boys and girls, Li Ming is leaving soon.Let’s have a party for him.How do you prepare the party and how to have the party for him, now I give you some sentences, you can accord to the sentences and the text, make a dialogue with your friends.（教师根据课本提炼出主要句型出示给学生：1.What do you need for the party? 2.How do you make cookies? 3.Who comes to the party? 4.How do you have the party?学生根据句型及课文，编排一个课本剧。教师提示学生要联系生活实际，想想如何开聚会。）Students show their play.(三)、Class Closing Sing a song.T: Let’s sing a song for Li Ming.Let’s wish he and his friends “Auld Lang Syne”.Play the tape, students listen to the music and sing the song.五：板书：

Lesson 29: Surprise!cake

make sugar

su + gar

cookies

cook + ie + s someone

some + one ice cream

ice + cream 六：课后反思：

Lesson30 Good-bye!

一、教学目标：

知识目标：学生能听懂并会运用句型How long is-----?-----

能力目标：在活动中培养学生积极参与的精神和与他人团结协作的精神。情感目标：培养学生学英语的态度，并通过活动调动学生学习英语的积极性

通过学习语言，培养珍视友谊、关爱他人的情感。

二、教学重、难点：学生能听懂并会运用句型How long is-----?-----三教具准备：钟表，红色的龙，录音机

四、教学过程：

一、Class Opening 1.Greeting.(T: Hello!Ss.S: Hello!T.T: How’s the weather today? S: It’s sunny.2．Review

用“How many?”提问下列单词：minutes,hours,days,weeks,months,years。（1）

向学生展示一只大钟表并且提示学生 a minutes与an hour的概念（2）

引导学生进行对话

T: How many minutes in an hour? S: Sixty.T:(在minutes 与hours之间话一个箭头，旁边写上数字60)How many hours in a day?(以此类推)

二、New Concepts 1.Introduce 1.(Show a big clock)T: When does the English class begin ? S: At 10:10.2.Practice T: How long is English class?(做出数时针的动作)。S: Forty minutes.2.(出示许多地点名称，并在两地之间标出距离和行程的长短)Ask Ss to make a drill, 3.Free Talk such as : How far is it from Canada to Bei jing.? It’s------kilometers.How long is it?------minutes hours.Ask for volunteers to present.(播放书中第二部分歌曲，告诉学生李明将要离开加拿大，并让他们讨论下面的问题)When they are at the airport what will they talk about ? 4.Use the Ss Book and Audiotape

Play the audiotape as the student follow it and find out “What’re the surprises for Li Ming and Jenny” ? 5.Role-Play 让学生分角色朗诵课文。6。Sing the Song Ask Ss to sing this song after the tape.7.Homework Ask Ss to write a postcard for Li Ming or Jenny.三、Class Closing

四、课后小练笔

1、选择填空。

1）A: _______is it from school to the library ? B: Two hours.A.How

B.how much

C.how long

D: How often 2)A: _______is it from school to your home ? B: Three kilometers.A.How

B.how much

C.how long

D: How often 3).A: ______ are they ? B: Five dollars.A.How

B.how much

C.how long

D: How often 4).A: ______do you go to school ? B :by bike.A.How

B.how much

C.how long

D: How often 课后反思：

Lesson31：

Are You Ready for a Quiz？

一、教学目标：

通过故事的教学，使学生对本单元的单词、词汇掌握得更扎实。

通过多种方法和手段，为学生营造语言环境，使学生在模拟真实的情景中进行交际，增加信息量激发学生学习英语的兴趣，提高学生听、说、读、写及知识自学的综合能力。

能在活动中互相合作，体验合作的愉快，发展合作精神，培养自己的创造力与想象力。

二、重点与难点：

重点：时态、本单元的词汇

难点：时态的灵活应用。

三、教、学具

录音机 课本 活动手册

四、教学过程：

(一)Class opening and review 1.Greeting.2.Sing a song

通过这一步骤既可让学生有一个适应教师语言（包括语音、语速等）的过程，消除紧张气氛，又可为进一步扩展学习个人信息交流作好复习铺垫。为了激发学生的学习兴趣，引起注意，拉近师生距离，首先以歌曲的形式导入正课。(二)Revision

1.T: Who can remember: What did Jenny Danny and the others do before Li Ming go home? Ss：学生根据本单元的学习，回答老师提出的问题 T: What did Li Ming do？

Ss：学生根据本单元的学习，回答老师提出的问题

(在学生的回答中引出第31课小册中的问题，以旧引新，过渡自然。)2.T: Now let’s do a quiz.T: Play the audiotape.Smile for the right answer.Frown for the wrong answer.Don’t worry.It’s not hard!

Ss：Listen and do.1)What does Jenny have in her hand? A flag.2)Can you name these foods? Cake, ice cream and sugar.3)How many cookies have letters? Every cookie has letters!I’m hungry now!4)Li Ming’s party begins at 4:00.Is Steven early or late? He’s late!5)How much are the socks? Fifteen dollars.鼓励学生积极参与、大胆表达，使学生在宽松、愉快的氛围中学习，在活动中有成功的体验。培养学生的自信心，让学生在参与活动中学会学习、学会合作。(三)Story

（为了调动学生的积极性，利用Work in pairs, ,in group等多种不同方式操练巩固。使学生处于积极思维的状态之中，全方位、多角度培养学生运用英语的能力。让学生进行分组自由对话。这一步既是展示本节课的语言学习成果，也是一个口语方面的反馈矫正机会与过程。）

1)

Prepare to read:

Here are some questions I can use to prepare the students for the story.Use as much English as possible, but allow the discussion to take place in Chinese where necessary.a.What is Danny making? b.What does his cake look like? c.What do the cookies look like? d.What is in Li Ming’s box? 2)

Read and discuss.Let’s do questions and answer.Let’s talk in groups.(Here are some questions I can use to reinforce the main idea of the story.)a.What did Danny put in his cake for a surprise? b.What did Danny forget to put in his cake？ c.Was that a surprise? d.What did Mr.Wood’s class send to Li Ming? e.What did Li Ming find in his cake? f.Do you like this story? Why or why not? 3)Answer the questions.pair/ group work是培养学生的合作意识，增加交际氛围，引导学生结合语境，促进学生的实践能力，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。在活动中注意创设各种合作学习的活动，促进学生相互学习，互相帮助，体验集体荣誉感和成就感，发展合作精神。4）Fill in the blanks.Danny wakes up _______in the morning.His class is going to have a ________.Danny is going to make a s______ c______.He b________s working on his cake.______do you make a cake? Does Danny _______? No, he ________s!He puts flours, eggs, oil, milk and salt in the cake, but he forgets the ________.Danny carries his cake to school.He walks slowly and he is _____for school.Mr.Wood brings __________ for the party.Jenny brings _________._________cookie looks like _____in the class.Danny’s cake looks like Canada’s_______.5）Do No.2.分层次设计问题：使学生的学习有坡度，从而能够学的轻松，在学生熟练掌握本课重点,使学生的交际向前发展。学生通过思考、讨论、交流的合作的方式，学习和使用英语，完成学习任务。

（四）Class closing

Homework:李明收到蛋糕后想要做什么或说什么写下来。试着做一个蛋糕。

五、板书

Lesson31：

Are You Ready for a Quiz？ a.What is Danny making? b.What does his cake look like? c.What do the cookies look like? d.What is in Li Ming’s box?

e.What did Danny put in his cake for a surprise? f.What did Danny forget to put in his cake？ g.Was that a surprise? h.What did Mr.Wood’s class send to Li Ming? i.What did Li Ming find in his cake? j.Do you like this story? Why or why not?

六、练习

一、补全单词并连线

s__ __ pr_se

早地 c__ __ kies

有人 __ __ rly

冰淇淋 s__me__ne

饼干

__ce cr__ __m

意外的惊喜

二、按要求改写句子.1.Rice is my favourite food.（改为同一句）I_________ rice _____________.2.He has breakfast at 6:00 every morning.（改为过去时）He ________ breakfast at 6:00 yesterday morning.3.They walk to school five days a week.（改为现在进行时）They ___________ to school now.三、写出下列单词的相应形式

put（过去时）______________ happy（反义词）_______________ sheep（复数形式）_________forget（反义词）______________ 课后反思：

Lesson32: Again , Please!

This is the revision of this unit.So there are two parts in this lesson.One part is the revision , the other part is the test.[教学目标]

1．能听懂、会说、会读、会写下列单词和句子。

early every late party flag surprise cake cookies ice cream sugar someone begin forget remember

2.能正确理解、运用下列重点句型，并能运用下列句子开展实践性的活动。How many_________? ______________.How far is it? ________ kilometres.How long is _______? __________.How much is it? ________ dollars.[教学重点]

单词、句子的正确书写及其在语言环境中的正确运用。[教学难点]

重点句型在语言环境中的灵活运用。

[教学准备]卡片 录音机 课本 活动手册等 [教学过程]

(一)Class opening and review 1.Greeting.2.Free talk.通过这一步骤既可让学生有一个适应教师语言（包括语音、语速等）的过程，消除紧张气氛，又可为进一步扩展学习个人信息交流作好复习铺垫。(二)Revision 1.T: Who can tell me : What will Li Ming do after he got the cake?（有的说写信、打电话等）Ss: He will „„（复习将来时）

T: How far is from Shijiazhuang to Canada? Ss:……

T: How many sentences do you remember beginning with “how”? Ss: ……

T:汇总学生的回答并板书：How(much many far long old tall often„)___________? 使学生处于积极思维的状态之中，全方位、多角度培养学生运用英语的能力。让学生进一步展示本单元的语言学习成果，也是一个知识系统化的过程。）

T: Last lesson I asked you to make a cake.How many minutes do you need to make a cake? Ss: ……

T: We learned to make the cake from the story :Danny’s Surprise Cake.Who can tell me how to do?（复习过去时）

Ss: „„（学生边回答，边让他把自己需要的材料写在黑板上）

T: Did you forget the sugar? Don’t forget the sugar.Remember it.Did your cake has a flag? What did your cake look like? Did your cake look like someone? Is it surprise? …… Ss: „„（学生边回答，边让他把本单元所要掌握的单词写在黑板上）

T: You were happy when you made the cake.I think you have a wonderful time from your childhood.Please tell your friends about it and write it.2.T: Now let’s do a quiz.1)Listen.Write what you hear.a.Let’s have a surprise a surprise party for Li Ming.b.When does the party begin? c.Do you remember what we ate the restaurant? d.What’s your name? I forget.e.Cake, cookies and ice cream are very good!f.The cake looks like Canada’s flag.g.She will be late.h.Please come early in the morning.i.Every coolie looks like someone in the class.j.How many eggs do you need? 2)Draw clocks and answer the questions.3)Listen.Write the words.Then make a sentence.a.cookies b.how c.need d.many e.you f.will g.cake h.I i.sugar j.like k.in

l.my

（三）Class closing

Homework:.Please tell your friends about a wonderful time from your childhood and write it.板书：

Lesson32: Again , Please!

How(much many far long old tall often…)___________?

flag surprise cake cookies ice cream sugar someone early every late party begin forget remember 练习

一、选择

1._________is the trip? It’s eleven hours to Tianjin.A.How long B.How often C.How much D.How many 2.__________ do you play basketball?---Once a week.A.How long B.How often C.How much D.How many 3.________ are these shoes?---Fifty dollars.A.How long B.How often C.How much D.How many 4.__________ books do you have?---I have four books in my hand.A.What

B.Where

C.How much D.How many

三、写出下列单词的正确形式 go

see

teach

flew

bought

Will go

Will swim

Will teach 课后反思：