小学六年级英语教案
推荐第1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 leon we have learned that how to be a waiter or waitre 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 Lingling\\her 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 caette and ask the children to listen carefully.3.Teach the sentences of the chant one by one.4.Play the caette 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….
推荐第2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）。
推荐第3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.Paes: 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, Mi 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.
25 Unit 3 A Lucky Day (The first period) Teaching Aim: Learn some phrases: woke up late /mied 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 ?
26 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 gue 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
推荐第4篇：小学六年级英语教案Unit6Revision
2．进一步确切掌握数字的读音及用法。
【难点】在就画面进行问答的过程中，对所学句式的综合运用。【过程】
1.warm-up/revision：
1）日常口语会话。
2）游戏：猜猜数字：
一个学生心里想一个数字，其他学生猜测：学生问：Isit…？
这个同学根据别
的同学的猜测进行判断，并用UP/DOWN来提示。
看谁能够最先猜出这个数字。
在学生游戏过程中，教师要注意引导，纠正学生不正确的发音。
3）读一读：教师出示单词卡片，学生齐读或个人读单词，教师纠正发音。
教师注意倾听学生-teen和-ty的读音。
4）听一听：教师口述，学生写出听到的数字。
2.Learntosay：
1）学生打开书看一分钟，注意观察画面。
2）合上书，回忆你在画面上看到了什么？Whatdidyouseeinthepicture？锻炼学生记忆力。
3）四个人为一个小组，互相交流曾看到了什么。Pleasetalkaboutwhatyouseeinthepicturesinyougrou.4）学生叙述看到的东西，教师播放与课文配套的影片。
教师根据学生叙述的进程，点击画面，出现一些实物场景或图片。
教师引导学生回答：Howmany…arethereinthepicture？
Wherearethey？
教师提问：Whatcolourisit/arethey？
回答后，再播放一遍影片。
5）教师此时可以面向学习上有困难的学生提问，引导他们复习提问的方法。
另外，可以进行如下活动：
＊教师可将画书中的图画分成几个区域，每个小组针对某一区域进行识图辨物的游戏。同学间可以互相提问任何问题，不受教材提供的问题的限制，但强调不要用中文。
＊小组汇报本组谈论的情况。每组可以选用不同的形式，但要求每人必须发言。
＊小组间互相提问：a组给b组提问，b组给c组提问…，提问正确记一分，回答正确记一分，最后看哪组的得分高。
3.Let’spractise：
学生四人为一个小组，在教室范围内进行提问和回答。
准备阶段：每个小组准备几个问题，以便向其他组提问。
每个小组准备回答其他组的提问。
竞赛阶段：每组向其他任意三个组各提一个问题，每个问题加10分，如果由一个学生提问，则每个问题加5分。
其他组回答对一个问题加10分，一个人只有一次答题机会。
最后看哪组成绩高，该组为优胜组。
4.趣味活动：
请你写一小段话，描述一下你的家、你的教室、教师的办公室、公园的一角等。
教师可以提供一个范例：
Ihavealovelyroominmyhome.Thereisasmallbedinmyroom.Therearefourpicturesonthewall.…
推荐第5篇：小学六年级英语教案Unit2Wherearemyshoes
【难点】发音Let’splayhideandseek.Turnaroundandcount.名词复数的发音catkites
【过程】
一、Warm-up/Revision
1Tonguetwister[配套教材三册Leon28]
听录音一起说，逐渐加快语速，增加活
动的趣味性
2Gueinggame
教师在课前将自己的书包和一些学生的文具放在特定的地点（告诉这些学生东西放在哪里），学生说完绕口令后立刻问：Whereismybag?示意让学生跟着自己手指的方向一起找，对最先发现并说出答案的学生给于表扬。再请其余几个被藏起学具的学生到前面来，依次问：Whereismy…?并进行与前面同样的步骤，直到找到全部被藏的学具。
二、Presentation
1Lead-in
教师边说Whereismy…?（最后寻找的学具），边做要写板书的动作，走到黑板前发现没有粉笔了，于是对学生说：Thechalksaretooshorttowrite.Wherearethelongchalks?Wherearethey?经过学生帮助后，教师用找到的粉笔在黑板上板书：Wherearethey?They’reintheteacher’sdesk.2Let’spractise[配套录音]
（1）将Let’spractise部分的图片打散放在讲台上。
（2）根据录音内容，请学生将图片与图片间的位置摆好。
（3）听录音说句子，每组句子找3~4对学生重复
（4）教师调整图片位置，学生重组句子
Example:Wherearethecats?They’reonthetable.
3Learntosay
（1）Watchandawer
教师播放录像，提问：Whataretheydoing?
Whataretheylookingfor?
Wherearethepencils?
可根据学生答题的情况决定学生看录像的遍数。
KEYS:They’replaying.
They’relookingforthepencils.
They’reinTom’sbook.
（2）师生合作展现课文对话场景
教师请几名基础较好的学生与自己配合完成
（3）利用对话跟读课件让学生一句一句跟读，教师做hide和seek的动作帮助学生理解其词义。
4Actout.
三、趣味操练
1Hideandseek
（1）3~4个学生组成一个小组，做Hideandseek游戏
（2）小组表演
（3）打破小组界线，教师从每组中各选择一位学生临时配合做Hideandseek，教师计算时间，看该组学生找多长时间内能找到所要找的东西
2Makeapicture
（1）教师将事先复印好的房间图和书、鞋、球、照片、衬衫等等图片发给每组一套
（2）教师提出任务：Makeabeautifulandcleanroom
T:Putthesethingsintheroom.Makeabeautifulandcleanroom.小组共同设计完成
（3）展示作品：找两组学生展示作品，并根据其他同学的提问对设计进行解释。如：Wherearethebooks?They’reonthedesk.
（4）全班共同设计一件作品（教师提供可展示的大号教具）
S1:Wherearetheshoes?
S2:They’reunderthebed.(贴在相应的位置上)
S3:Wherearetheshirts?
S4:They’reonthebed.(贴在相应处)
四、扩展练习
1Lookandread
catcatkitekiteunderiounder
2教师做动作，学生说句子
Example:Wherearethey?
They’reonthechair.
一只手握拳放在另一只展开的手掌上，然后做一个坐着的动作表示chair。
3Workbook.(1,2)
推荐第6篇：Join in 小学六年级 英语教案
Join in 小学六年级 英语教案
介休市 宋古二中上站小学 庞汝君
Unit 4 What do you collect ?
第一课时
教学目标：
1、单词：sticker comic football picture
autograph postcard stamp
2、句型：What do you collect ?
I collect stickers and comics.
I don’t collect football pictures or postcards.
重点、难点：
1、六个生词是本课的重点。
2、肯定句中用and来表示和，否定句中用or来表示和。
教具准备：
1、邮票、贴画、足球海报、签名、明信片、连环画
2、一个漂亮的盒子，用来装收集的宝贝。
3、新单词和句子里的单词都一个个写在纸片上备用。
4、如有条件，可做好课件，这样既直观形象又可提高课堂效率。
教学过程：
一、课前热身：
1、放录音、唱歌曲、做动作。通过拍手、跺脚、高呼万岁等动作，调动学生的学习热情，营造良好的课堂气氛。
2、做开火车游戏。
请同学们一个接一个地快速数数，先数one,one,one…然后数one,two,one,two…最后数one,two,three,one,two,three…这个游戏既可以热身，又为学习单词做好了准备。
二、教学过程：
1、导入新课： Let’s get started !
Good morning , children!
Today I have got some gifts for you .
What are they ? Look, this is my box.(举起盒子)
My gifts are in the box.
It’s my turn.(老师念咒语，很神秘地从盒子里拿出贴画)
2、引入新词：
Oh! What’s this ? Sticker ! 教读这个单词，一手拿贴画一手拿单词卡片，帮助学生理解词义。 等学生掌握这个单词的发音后，老师开始说句子：
3、
点明课题并引入新句型 What do you collect ?
- 2（5）小组问答练习，注意and这个词的使用。 （6）请几个小组上台表演。
5、仿照上面的方法学习其余四个单词。
6、老师拿起明信片和连环画做摇头的动作，请同学们说句子，这时就会出现错误的说法，老师不要忙着说话，让学生自己去纠正自己的错误，他们最后一定能说出正确的句子。
等到有人说出完全正确的句子就请他上来粘贴并领读：
I don’t collect postcards or comics .
7、老师把实物教具发给学生，让他们自己组织语言进行对话。准备好后请他们上台表演，进一步巩固所学的内容。
三、课后拓展：
举办一个小型的班级展览会，请同学们展示自己的收藏，学生可以口头也可以书面向大家介绍自己的宝贝。
推荐第7篇：小学六年级英语教案一式两份
英杰教育小学六年级英语重点班培训
授课题目： Unit 2 Helping each other与一般现在时的讲解 授课老师：曾思强 授课时间：2012-3-3
课堂内容设计 1． 2． 3． 4． 5． 6． 复习上一节课的知识点； 怎样谈论学习的科目； 语法：一般现在时； 一般现在时的练习； 福建小升初英语真题评讲； 布置作业。
教学过程设计 一．复习上一节课的知识点；
1．笔试考察的内容主要包括:发音；词汇；固定搭配；时态；比较级；介词；疑问词；复数；简单的翻译等等。 2.天气情况词语
练习：Hot的反义词是（
） 3.动词的过去式
二．一般过去时基本用法介绍
A．一般过去时表示过去某个时间发生的动作或存在的状态。 B．Be动词在一般过去时中的变化：
⑴am 和is在一般过去时中变为was。（was not=wasn’t） ⑵are在一般过去时中变为were。（were not=weren’t）
- 1
英杰教育小学六年级英语重点班培训
2.表示经常性或习惯性的动作。如：I get up at six every day.我每天六点起床。
3.表示客观现实。如：The earth goes around the sun.地球绕着太阳转。 构成：
1.be动词：主语+be(am,is,are)+其它。如：I am a boy.我是一个男孩。 2.行为动词：主语+行为动词(+其它)。 如：We study English.我们学习英语。
当主语为第三人称单数(he, she,it)时，要在动词后加\"-s\"或\"-es\"。如：Mary likes Chinese.玛丽喜欢汉语。 变化：
1.be动词的变化。
否定句：主语+ be + not +其它。
如：He is not a worker.他不是工人。
一般疑问句：Be +主语+其它。
如：-Are you a student?
-Yes.I am./ No, I\'m not.
特殊疑问句：疑问词+一般疑问句。 如：Where is my bike? 2.行为动词的变化。
否定句：主语+ don\'t( doesn\'t ) +动词原形(+其它)。如：
- 3Do you often play football?
- Yes, I do./ No, I don\'t.
当主语为第三人称单数时，要用does构成一般疑问句。如：
- Does she go to work by bike?
- Yes, she does./ No, she doesn\'t.特殊疑问句：疑问词+一般疑问句。如：
How does your father go to work? 动词+s的变化规则（重点）
1．一般情况下，直接加-s，如：cook-cooks, milk-milks 2．以s.x.sh.ch.o结尾，加-es，如：gue-guees, wash-washes, watch-watches, go-goes 3．以“辅音字母+y”结尾，变y为i, 再加-es，如：study-studies
四．Unit2应记住的词汇和句子及相应的一些语法 a photo of my cla 我全班同学的合影
a photo of my family 我的全家福照片
英杰教育小学六年级英语重点班培训
a photo of my school 我学校的照片
We often help each other. 我们经常互相帮助。 I teach her English.我教她学英语。 computer
science 计算机科学技术 语法点击：
1.注意主语是单数第三人称的时候的谓语动词形式：
Li Hong often helps Wang Tao with his math.2.I’m much better.我好多了。
这里的better 是形容词well (身体健康）的比较级 3.I’m worried about my leons.我担心我的功课。
be worried 表示心理状态, worried 是过去分词作形容词用，表示主语的特征。
Don’t worry.不要担心。 这里的worry 是动词。
4.I can help you with your English.我可以帮助你学英语。 “帮助某人做某事”的表达法：
- 56 -
推荐第8篇：小学六年级英语教案module3unit1
Module3
Unit1 The sun is shining.
learning aims：
1、能识别单词:shine ，everyone.并能书写sun ，sing
2、能听懂会说： The sun is shining.
The birds are singing in the trees. We’re looking at some ducks. It is raining.等句子。
3、能口头运用一般现在时态说明图片内容。教学步骤
Step 1：Warm-up and show the learning aims.
T: Look, there is a big sun in the picture.The sun is shining.Today we’ll learn Module3 Unit1 The sun is shining.(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.Ask the students to learn the new words by themselves.
① Try to read by themselves.
② Listen to the tape and read after the tape.③Let the students remember the words in their own small groups.
2.Review the key sentences.
T: look, what am I doing? （教师做动作，学生猜。）
Ss: You are playing basketball./ You are reading a book./ You are walking.
T:（教师放课件）What is he/she /they doing?
Ss: He is playing table tennis/He is running/ They are playing football„ （复习动词的ing形式，为后面的课文学习作好铺垫，同时营造英语学习氛围。） T: Now, let’s have a chant.(教师出示课件，学生边做动作边读。) Step3：Learn the text.Listen to the tape.
T:(出示课件).Look, this is Lingling’s letter, Do you know who give the letter to Lingling? Ss: Daming.
T: Yes, on Saturday, Simon, Simon’s mum and Daming, they went to the park and had a picnic.But their picnic was eaten by some ducks.It’s very funny, so Daming wrote a letter to Lingling.Now listen, what did Daming say? （播放录音,并请学生划出不理解的单词、短语或句子。）
Learn the key words.：funny
① T: What’s the meaning: a very funny day and sending some photos? Ss:有趣的和发送照片。
T: I think reading books is funny.Do you think so?
S1: I think playing computer games is very funny.
S2: I think„
② Ask the students to read the letter correctly and skillfully.
Step4.Learn the sentences about the photos 1.T: These are Daming’s photos.What’s in the photos?
Ss: the sun, the birds, the ducks, the trees„
T: Listen carefully then identify which picture are you listening?
(学生听音分辨图片，初步感知图片训练听力。)
T：The sun is„ S1: The sun is shining.S2: The birds are singing in the trees„ （教师板书句子，学生认读shine—shining.学生齐读，指名读，轮读。） （教师引导学生做简单的归纳） 2.使用同样方法，学习另外两张照片。 Step 4：Finish a task
1.Look at the picture，match the sentences using the following information. (通过连线、朗读，复习所学图片的句子。) 2.Summary the key sentences in pairs.(Make sentences using “is / am / are / +v--ing”)
3.Recite the new words and the key sentences correctly and skillfully in 5 minutes.
3.Copy the new words and the key sentences correctly three times.(要求：①在四线格内书写 ②用手写体书写 ③书写要认真、细心、端正、漂亮)
Blackboard Writing:
The sun is shining
sending\\ eating\\ raining\\ shining In this photo, the sun is shining.
We are looking at the ducks.
推荐第9篇：小学六年级英语教案module4unit2
Module 4
Unit 2 The apples are falling down the stairs.Learning aims：
1、能识别单词: stairs, me.
2、能听懂会说：
The apples are falling down the stairs.Can he help? Yes, he can./ No, he can’t.等句子。
3、会说Poem: What’s he doing?
教学步骤:
Step 1：Warm-up and show the learning aims.
1、Act out the dialogue of unit1.
2、T: Wonderful ! Boys and girls, today we are going to learn Module 4 Unit2 The apples are falling down the stairs.(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、Play the tape ,have the students look at Activity 1 of Page 16 and underline the new words and the key sentences.
2、Write the new words and the key sentences in the blackboard, ask the students to try to read and explain.
3、Let the students remember the words in 2 minutes.
Step 3: Learn the Text
1、Show the pictures of Activity 2 on the blackboard.
2、Play the tape，ask the students to listen and match:
Who can help the girl?
3、Work in pairs: Point to the pictures and say.For example: A: Can he help?
B: Yes, he can.He will pick up the apples.
4、Learn the poem: Listen and say, then say the poem.
5、Play the game: What is he doing? Step 4： Finish a task
Describe the pictures:
What is she doing? She is…What is he doing? He is…
(请学生依次观察两幅图片，进行描述，然后写到作业上)
Blackboard Writing:
Module 4
Unit 2 The apples are falling down the stairs.
stairs me
The apples are falling down the stairs.
Can he help?
Yes, he can./ No, he can’t.What’s he doing?
推荐第10篇：六年级英语教案
一、名词复数规则
1．一般情况下，直接加-s，
如：book-books, bag-bags, cat-cats, bed-beds 2．以s.x.sh.ch结尾，加-es，
如：bus-buses, box-boxes, brush-brushes, watch-watches 3．以“辅音字母+y”结尾，变y为i, 再加-es， 如：family-families, strawberry-strawberries 4．以“f或fe”结尾，变f或fe为v, 再加-es，
如：knife-knives 但有些词只加s: roofs, proof s, chiefs.5.以o结尾的名词，有些加es: Negroes, heroes, tomatoes, potatoes; 其它加s: radios, zoos, pianos, photos; zero加s,es均可。 6．不规则名词复数：
policeman-policemen, man-men, policewoman-policewomen, foot-feet, mouse-mice woman-women, fish-fish, child-children .
tooth-teeth
people-people, Chinese-Chinese, Japanese-Japanese
二、一般现在时
一般现在时基本用法介绍
一般现在时的功能
1.表示事物或人物的特征、状态。如：The sky is blue.天空是蓝色的。 2.表示经常性或习惯性的动作。
如：I get up at six every day.我每天六点起床。 3.表示客观现实。
如：The earth goes around the sun.地球绕着太阳转。
一般现在时的变化 1.be动词的变化。
否定句：主语+ be + not +其它。
如：He is not a worker.他不是工人。
一般疑问句：Be +主语+其它。
如：-Are you a student? -Yes.I am./ No, I\'m not. 特殊疑问句：疑问词+一般疑问句。
如：Where is my bike? 2.行为动词的变化。
否定句：主语+ don\'t( doesn\'t ) +动词原形(+其它)。 如：I don\'t like bread. 当主语为第三人称单数时，要用doesn‘t构成否定句。 如：He doesn\'t often play.一般疑问句：Do( Does ) +主语+动词原形+其它。
如：- Do you often play football? - Yes, I do./ No, I don\'t. 当主语为第三人称单数时，要用does构成一般疑问句。 如：- Does she go to work by bike? Yes, she does./ No, she doesn\'t.特殊疑问句：疑问词+一般疑问句。
如：How does your father go to work? 动词+s的变化规则 1．一般情况下，直接加-s，
如：cook-cooks, 2．以s.sh.ch.x.o结尾，加-es，
如： gue-guees, wash-washes, watch-watches , go-goes 3．以“辅音字母+y”结尾，变y为i, 再加-es，
如：study-studies 一般现在时用法专练: 写出下列动词的第三人称单数
三、否定句：
在be动词（am, is, are）l后加not或情态动词will后加not成won’t。
例如：I’m going to have a picnic this afternoon.I’m not going to have a picnic this afternoon.
四、一般疑问句：
be或will提到句首，some改为any, and改为or，第一二人称互换。
例如：We are going to go on an outing this weekend.Are you going to go on an outing this weekend?
五、对划线部分提问。
一般情况，一般将来时的对划线部分有三种情况。 1.问人。Who 例如：I’m going to New York soon.→Who’s going to New York soon. 2.问干什么。What „ do.例如： My father is going to watch a race with me this afternoon.→What is your father going to do with you this afternoon. 3.问什么时候。When.例如：She’s going to go to bed at nine.→When is she going to go to bed? 同义句：be going to = will I am going to go swimming tomorrow（明天）.= I will go swimming tomorrow.
第11篇：小学六年级英语教案 unit 3
Teaching plan of unit 3, book 11 Objectives: Using much with comparatives and ‘one of the’ with superlatives to talk about objects in space and things around. Teaching aids: CAI ,video and short movie
Periods arrangement: Period 1: A
Period 5: C+D +G Period 2: B1
Period 6:I
Period 3: B2+B3
Period 7:WB(craft) Period 4: E+H+F
Period 8:一课一练
Period1:part A 1.New words and phrase:
2.language focus: The sun is huge.It’s bigger than the moon.
•Teaching procedures
•Step1
Warm up(sing a song:twinkle little star) Everyday English Step2
Presentation
1.Show CAI and teach new words the sun the moon and the star.
2.Ask Ps to describe and compare the sun ,the moon and the earth.
3.Explain the word ’huge’.It means very very big.
T gives Ps some examples.Teach’ near to’ and ‘far from’ by pointing the two blackboards in the claroom.
4.tell Ps the difference between a star (the sun), a planet (the earth) and a satellite (the moon). Step3 practice
1.listen and repeat after the tape.
2.Do exercise 1 on P30.
3.Some exercise about the phrases.Step4 Chant
the sun is bigger
the earth is smaller the earth flies around the sun. Step5 Development
Show Ps pictures about the BIG STAR and the NORTH DIPPER.If they are interested in learning more planets and stars they can surf the Internet.
Step6 :Homework •
1.Draw the sun ,the moon and the earth and describe them •with your own words..
•
2.Imagine you are a powerful superman.Make a name card •
and write down ‘your’ name,height and weight.•
Period2:part B1 Objective: Use much with comparatives.
A…much…er than B •Teaching procedures
•Step1
Warm up (chant learnt in part A)
Everyday English Step2 Revision
Show pupils’ homework (their drawing & description) and review the new
words and phrases in part A.
.
Step 3 Presentation
1.Show CAI of three things in each group to compare and lead in new gramma(use’ much’ with comparatives).
eg: monkey elephant giraffe
The man is tall.
The elephant is taller than the man.
The giraffe is the tallest.
The giraffe is much taller the man.
Compare the sun, the moon and the earth .Ask Ps to find out the biggest, the heaviest and the smallest one of them.eg: The sun is the biggest.
The sun is much bigger than the moon.
Tell Ps that the word ‘much’can be used before the comparative if the difference is great.
2.do the exercise below PartB1. 3.explain phrases: It’s bad for….
That’s dumb.Step4 practice
1.Ps look at CAI and use ‘much’ with comparatives.Step5 survey
Interview at least 3 supermen in your group and compare them.Step 6 sum-up Step7 Homework
Period3:part B2 and B3 Objective: Use ‘one of the ‘ with superlatives.•Teaching procedures
•Step1
Warm up (twinkle , twinkle little star)
Everyday English
Step2 Revision
Show CAI and review part A and B1.Ps look at the pictures and talk.
Step 3Presentation
1.Show Ps the surveys they finished before and the information
charts that the T has got from them,so that the T can easily lead in the main grammar ‘one of the ‘in B2.
eg: Superman A is the tallest in group one.
Superman M is the tallest in group two.
Superman T is the tallest in group three.Superman W is the tallest in group four.. Superman A/M/T/W is one of the tallest .
2show pictures about space.Ask Ps to talk about things they know in space, They can talk in Chinese.
3.Show pictures about the solar system and the nine planets Put the importance on the 1st four planets.
Which planet is the biggest/hottest/smallest?
…is one of the biggest/hottest/smallest
2.show Ps the charts of P26 to demonstrate more clearly.
Step4 practice
1.Fill in the blanks according to the picture..
2.Listen and finish Part B3.
3.Check the answers.Step5.Survey :Who is one of the youngest in your line ?
1.talk about your suvey.Step 6 Sum up Step7 Homework
1.Find out’ one of ‘the … aruond you and write them down. （找出你身边最。。。之一的事物来）
eg: Huang he River is one of the tallest river in China.
My grdanpa is one of the tallest in my family.
Period 4:part E ,F and H
Objectives: 1.using ‘much’ with comparatives and ‘one of the ‘with superlatives. 2.learn to get information from charts.
•Teaching procedures
•Step1 Warm up
Everyday English (including Part H)
Which days are named after the sun and the moon ? Step2 Revision
1.Show CAI and review part B1 and B2.
2.Ask pupils to talk about their homework.(找出身边最之一） Step 3part F
1.Teach Ps how to read the chart and get informations they want from it.
2.Ps work in pairs and talk about what they get from the charts.
3.answer Qs below.
4 Ps write a quiz of their own.They exchange with their Partners.Step 4 part E
1.Listen to a rhyme about the space and answer the
questions 2.Read the poem and try to find out the patterns of it.3.Learn the words which have the same vowel sounds.4.Ps write the words which have the vowel sounds they’ve just leant.
Step 5.Homework
1.surf the internet and find out information about man in space.
2.Try to make charts about your family members(chart1:age chart 2 :height chart3:weight).
Period5:part C , D and G
Objectives: practice and improve reading skills. Arouse Ps’ interests in space, spaceman and exploring space. New words and phrases: It’s easier to… out of the window have a good sleep float away
•Teaching procedures •Step1
Warm up
Everyday English
Step2 Revision 1.Show CAI and review part A and B.2.Ask Ps to talk about their homework.
Step 3Presentation
1.Show a photo of space man ,Liwei Yang and ask Ps to tlak about him.
2.If they want to know more about space man and space station.Then explain the new words ‘gravity fix sunrise sunset float’ with PPT.
3..reading-skills.a.first reading: 5 WH Qs and find out key words.1 What is Dr Zhang Ling? 2.Where does she work? 3.What does she do every day? 4.When did she go to bed? b.second-reading: read through after-reading exercise and then begin second
reading.
1.What does Dr Zhang do in the morning? 2 .When does Dr Zhang go for a space walk? 3.How often is there a sunset or sunrise? 4.Why does Dr Zhang sleep in a special way? c.third-reading : do the exercise of part D and read again. 4.check the answer.Step4: Development(play a movie)
1.play a short movie about people at space station and then answer Qs which are related to the video.
2.group work
If you are a spaceman, what are you going to do in space? Step 6:chant G Step7 :Homework
1.Surf the internet to find out/collect more information and latest news about sapce, space man and space station.
2,Writing: Suppose you are a spaceman, write down your life and your work .
第12篇：小学六年级英语教案Unit4Pameanegg,please
2教法建议:
新知识呈现：课文对话发生在学生身边，教师先与学生进行交流,可以提到学生的兴趣爱好，由此引出Doyoulikedrawing?教师随即为学生画一种事物，从而使用语言Giveme.../Pame...，并给学生机会说一说、用一用这两个句子，并在此过程不断创造机会提及Anythingelse?，让学生
在自然交流的过程中理解这个句子。新知识操练：一部分是对话展示，另一部分是语言项目的机械操练，采取小组活动、对话表演、男女生对抗赛的形式对两部分进行训练。为了使学生更深入的掌握课文，可让学生以同桌为单位做对话表演，并采取男女生对抗的形式增加学生间的竞争意识，更好地掌握课文内容。
新知识运用：
一、以课文会话为中心，学生自由结合成表演小组，做课文对话表演，将课文内容生动地展现在大家面前。
二、设计全班参与的活动，让学生在活动中运用新的语言项目，培养学生实际运用的能力。
Leon20教学建议
一教材分析
本课主要语言功能项目为“表示劝阻或禁止”的日常交际用语。对话发生的背景为Tim
和Jean在阳光下看一本新的图画书，这时Peter走过来提醒他们“不要在阳光下看书，那
样做对眼睛不好”。这段对话突出的是表示劝阻的语言项目Don\'treadinthesun.，其中两个人对书中一些画面评述的句子比较长，不太容易上口。
二教法建议
给学生展示课文对话场景的录像。先看一遍，可以帮助学生理解对话内容，起到初步感受语言的目的。新知识操练可采取师生或生生问答的形式，理解课文对话中不易表现的内容如They\'resobeautiful.，然后进入朗读课文部分，因为在新知识呈现和问答过程中已经涉及到对话中的大部分句子，所以在朗读过程中侧重于学生的发音，特别是新词汇sun,read,don\'t，还有beautiful,bad,，以及个别句子的语调。然后找学生分别扮演对话的三个人物到教室前面边听录音边再现对话内容。Let\'spractise和Funtime中的五幅图做成Powerpoint，依次呈现给学生，可以先让学生用中文说说图中人物错在哪里，然后请学生以小组的形式讨论如何用英文提示这些人。Funtime中的词汇it和floor提供给学生，以支持学生组织语言。接着请几个学生说出他们组织好的句子。最后听录音或看录像进行比较。
Leon21教学建议
一教材分析：
本课的主要语言项目为How\'stheweathertoday?It\'s...课文围绕一位小女孩想去郊外野餐而询问天气如何展开的。在课文展现的情景中学生可以体会、理解主要功能句的情景。课文中出现的Shallwegooutforapicnic?(表示提出建议的语言项目)I\'dlike...(我想要...)是学生以前没有接触过的，在理解和掌握的时候可能会有一些困难，教师可以借助手势、动作以及提供运用这些功能句的不同场景帮助学生理解。
二教法建议
新知识呈现：课文对话发生的场景与我们的日常生活联系紧密，语言项目How\'stheweathertoday?也是人们日常生活中最关心的话题之一，而且也是学生能亲身感受到的，所以在教学开始部分，通过师生之间的交流将话题转向谈论天气，教师说到“Ithinkit\'sfinetoday.Doyouthinkso?”然后给学生出示两张相片，初步感受语言项目How\'stheweather?。
新知识操练：一是对主句型的单独操练，教师利用Let\'spractise中的图片，教师首先用新语言项目对其中一张图片进行解释，然后再反过来提问学生：How\'stheweathertoday?二是在课文情景中巩固主句型，并通过课文会话的表演，加深对句型的理解。
新知识运用：
一、以课文会话为中心，学生自由结合成表演小组，做课文对话表演，将课文内容生动地展现在大家面前。
二、设计全班参与的猜词活动，让学生在活动中运用与新的语言项目有关的词汇，培养学生实际运用的能力。
第13篇：广州版小学英语教案六年级
▲VOCABULARY show v.出示;给……看
[00:13.95] change n.& v.改变
dark adj.暗的;黑暗的
[00:18.70] far away from远离……close to靠近…… [00:25.16] pillow n.枕头grandma n.奶奶;外婆 [00:30.01]comfortable adj.舒适的;舒服的 [00:33.15]try v.试kung fu n.功夫;武术
[00:38.40]▲Dialogue1 Look and listen.Then read and actin groups.[00:47.36]Xiaoling is sittingon a chair in herliving room in hernew apartment.[00:53.92]She is showingphotos of her oldhouse to herfriends.[01:00.26]Xiaoling:Welcome tomy new apartment! [01:04.73]Let me show you thechanges between myold bedroom and thenew one.[01:11.97]This was my bedroomin my old house.[01:17.43]Mike:It was smaller thanyour new room.[01:21.97]Your bedroom hereis much bigger.[01:26.91]Sally:Your new room ismuch brighter,too.[01:32.06]The window in yourold house wasn'tlarge, [01:37.41]but the windows hereare much larger.[01:42.87]Xiaoling:Yes.And there wasonly one window inmy old bedroom, [01:49.92]so it was darker.Yongxian:I can see ourschool from here.[01:56.58]You are nearer tothe school now,aren't you? [02:02.23]Xiaoling:Yes,my old housewas far away fromour school.[02:08.78]Now it's lot closerto the school.[02:13.83]Jiamin:Your bed hereis prettier thanthe one in your oldbedroom,isn't it? [02:19.96]Xiaoling:Yes.The bedand the pillows arepresents from mygrandma and grandpa [02:27.12]for my new bedroom.[02:30.78]Jiamin:Oh,this bed ismore comfortablethan mine! [02:36.73]Mike:Let me try,too!Yongxian:Here I come! [02:42.17]Jiamin:Now,catchthe pillow,Mike! [02:46.01]Yongxian:And catch this! [02:49.17]Mike:Watch my kung fu!Xiaoling:Oh,no!My pillows! [02:56.72]Xiaoling:My bedroom was niceand clean before,but now it's mey.[03:04.06]Sally:Oh,Xiaoling.Look atyou,Jiamin,Yongxian and Mike.[03:10.41]She was happybefore but now sheisn't.[03:15.84]Mike,Yongxian &Jiamin:Sorry.We…
青草地荔湾学校（020—81954815）
青草地六年级下英语教案 UNIT 1 Part 1 复习Unit 1 单词和课文理解
Part 2 详析Unit one 的知识点 短语
On a chair, in the living-room, near to… , lovely to look at, be in trouble, Show+某人+某物， show +某物 to +某人 Changes between A and B. 句型
1.My old house was smaller than the new one.2.My new house is larger than the old one.以上两句中，请注意主语是旧的，谓语用过去时，如果是新的，谓语用现在时。
3.Your bedroom here is much bigger.注意 here 的位置 4.There is/ isn’t a chair and two beds in …… There are/ aren’t a chair and two beds in …. There was/wasn’t two beds and a chair in …..There were/ weren’t two beds and a chair in … 注意 There be 句型, be 动词的单复数遵循邻近原则。
5.This bed is more comfortable than mine.=my bed 注意作对比的对象。 A 和 B 之 间的变化。 从句
6.with blonde hair 放在名词之后 He is a handsome boy with blonde hair.He had blonde hair.7.When did he become a manager? In 1990.8.I was a tennis player when I was young.9.I was a student ten years ago.I am a teacher now.10.It looked beautiful./ It does not look…..(行为动词过去时的否定式在动词原形前加does not) 11.It’ helpful to relate the English you learned to yourself.(to+动词原行=动词不定式。)
复习形容词的比较级变化。much +比较级
1.单音节以及少数双音节形容词或副词大致按以下规律变化：
(1) 一般在形容词或副词后面直接加–er 变为比较级，加–est 变为最高级。如：
old—older—oldest
high—higher—highest
(2) 以重读闭音节结尾，且末尾只有一个辅音字母的，则双写最后一个辅音字母，再加-er变
big—bigger—biggest
thin—thinner—thinnest
(3) 以―辅音字母+y‖结尾的，则将改y为 i 再加-er变为比较级，加 –est 变为最高级。如：
busy—busier—busiest
heavy—heavier—heaviest
(4) 以字母 e 结尾的，直接加 –r 变为比较级，加 –st 变为最高级。如：
large—larger—largest
free—freer—freest
2.多音节以及某些双音节形容词或副词变为比较级或最高级时，则通常在其前加more变为比
important—more
difficult—more
useful—more
3.少数单音节，特别是分词形容词，须在前面加more变为比较级，(the) most变为最高级。如
fond—more
pleased—more 4.
clever—cleverer
able—abler /
more
able—ablest
/
most
able /
more
clever—cleverest
/
most
clever 有些的比
较
级
或
最
高
级
有
两
种
形
式
，
如
：
pleased—most
pleased
fond—most
fond ：
useful—most
useful
difficult—most
difficult
important—most
important 较级，
加
most
变
为
最
高
级
。
如
： 为比较级
，
加
–est
变
为
最
高
级
。
如
： narrow—narrower / more narrow—narrowest / most narrow
Part 3完成以下练习。
1 Do You Understand It?
1.Listen to the dialogue and choose the right words to fill in the blanks.1) Xiaoling and her friends are in Xiaoling’s __________.A.old apartment B.new apartment 2) Xiaoling likes her _________ better. A.new apartment B.old apartment 3) Xiaoling’s new apartment is _________. A.close to her school B.close to her old apartment 4) The boys _________ on Xiaoling’s bed. A.sit B.jump 5) The boys play with Xiaoling’s _______. A.books B.pillow 6) Xiaoling is _________ in the end (最后). A.happy B.unhappy 7) Xiaoling’s room is _______________ in the end. A.nice and clean B.mey
2.Compare Xiaoling’s new apartment with her old one and finish these sentences.1) Xiaoling’s new bedroom is __________ than her old bedroom.2) The windows in Xiaoling’s new bedroom are much _________ than the window in her old bedroom, so her new bedroom is much __________.3) Xiaoling’s old house was _______________ from her school, but her new home is ___________ to the school.4) Xiaoling’s new bed is ___________ than the one in her old bedroom.5) Jiamin thinks Xiaoling’s new bed is _________________________ than his.
2 Do You Know It? 3.Read and finish the sentences.1) Let me show you the change between my old bedroom and this new one.我来给你们看看我的新旧卧室的变化。 2) Let me _____ you my holiday photos.我来给你看看我度假的照片。
3) Let me ____________ my new bike.我给你看看我的新自行车。
4) _____________________my birthday present.我给你看看我的生日礼物。
4.Choose the right answer to finish the sentence.1) Your ____________ is brighter than your old bedroom.A.bedroom here B.here bedroom 2) This tree ______ is taller than that tree ________.A.there, here B.here, there 3) Guangzhou is _______ warmer than Beijing in spring.A.more B.much 4) Beijing is _________ colder than Guangzhou in winter.A.a lot B.many 5) My home is __________ the school.I have to get up very early in the morning.A.far away from B.close to 6) Your bed here looks prettier than the ______ in your old bedroom.A.one B.bed 7) Your room is ________, Ben.Tidy it up! A.clean B.mey
5.Finish the words to describe a room.你能根据首字母的提示写出可以用来描述房间的形容词吗？
1) s_____________ 2) b_______________ 3) c_____________ 4) d_______________ 5) t_____________ 6) m ______________ 7) b____________ 8) c ______________
第14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，
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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.
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第15篇：pep小学六年级下册英语教案
Unit 1 How tall are you? 能力目标：
1、学会用形容词的比计较来谈论自己、朋友及其他人或事物，如：“I’m taller than you, but you are stronger than me.”等。
2、学会用英文的长度和重量单位来描述人、物或动物的身高、长度和体重等。如：“I’m 160 cm tall.I’m 51 kg.A sperm whale is 35 ton.”等。并能借助长度及重量单位进行精确比较，如：“You’re 4 cm taller than me.I’m one year older than you.”等。
3、学会用本单元的目标语音分析比较调查的结果并做汇报。知识目标：
1、能够听、说、读、些A、B部分Let’s learn中的四会单词和Let’s talk部分的四会句型。
2、能够听、说、认读A、B部分Let’s talk 和Let’s read中的三会单词和句型。
3、能够理解并能根据指令操作Let’s play, Group work等部分的活动。
4、能够了解音标的音和形，并能正确读出例词和完成Read and match部分的连线活动。
5、了解Story time、Good to know等部分的内容。 情感、策略、文化等有关目标：
1、情感态度：引导学生关注自己身边的人、事物及自然界中与我们共同生活的其他生命。
2、学习策略：训练学生角色扮演的能力，鼓励他们在调查、比较和分析的过程中反思该如何扬长避短，让自己做得更好。
3、文化目标：了解常见的长度和重量单位。
第一课时
教学目标与要求：
1、够听、说、读、写形容词的比较形式：taller, stronger, older, younger 和 shorter.
2、能够用句型：I’m„„cm tall.He/ She’s „„cm tall.描述自己和他人的身高。
3、能够用句型 You’re taller than your brother.I’m older than you.进行年龄和身高的比较。
4、能够听懂教师的指令，按不同年龄、身高排队，并用所学语言进行表述。教学重、难点分析
1、重点是能够听、说、读、写A Let’s learn 部分五个形容词的比较级形式；并能用含有比较级的
句型替换关键词进行问答。
2、难点是能够听、说、读、写四会单词；并能根据某一情境使用含有形容词比较级的句型替换关键词进行问答。长度单位cm的完整形式centimeter的发音也是本课的教学难点。 课前准备
1、准备主情景图的教学挂图。
2、准备录音机、本课时的录音带。
3、准备A Let’s learn 的单词卡片。
4、准备测量身高和体重的工具。教学步骤
1、Greetings Hello, boys and girls .Happy New Year.And nice to see you again.How are you? Now, after a term, I thin you know much better about your teachers.Who’s you music teacher? What’s he/she like?
引导学生用学过的形容词thin, short, tall, old, young, funny, strong, kind 来描述这位老师。
当问到学生Who’s your English teacher?时，根据学生的回答She’s tall.
2、师出示测身高与体重的量器，提问学生：How tall am I , do you know? Gue? 帮助学生用句型Are you „„cm tall? 来猜。师用up 和down帮助学生猜出确切的数字。
3、师请出猜中自己身高的学生，问： How tall are you?帮助他/她测量身高，引导该学生说：I’m„„cm tall。 然后师说： „„is taller than me.或I’m taller than„„来结束该游戏。
4、板书测量的学生的身高，师尽量用手势帮助学生理解以下句子：A is tall.B is taller than A.C is taller than B.D is taller than C.然后板书并领读tall-taller 。
5、师请出三名较强壮的学生模仿健美动作，并做比较说： You’re strong.He’s stronger than you.并板书领读strong-stronger
6、师在黑板上列出家人的年龄，介绍说：My mother is 44, My father is 46.He is older than her.My aunt is younger than my father, but she is older than my mother.How old is she? 然后板书old—older 和 young-younger , 让学生回答问题。
7、放Let’s learn部分的录音，学生听录音跟读。
8、Let’s play 师贴出4-5个学生图像，描述各人情况，发指令： Line up from younger to older.Line up from shorter to shorter.
9、Let’s chant.放录音学生跟读。
10、学生做活动手册的配套练习。
第二课时
教学目标与要求
1、能够听、说、读、写四会掌握句子：How tall are you? I’m 164cm tall.You’re shorter than me.You’re 4cm taller than me.并能在情景中正确运用。
2、能够听懂Let’s try 部分的录音并选出正确的选项。 教学重难点
重点与难点是四会掌握句型：How tall are you? I’m 164cm tall.You’re shorter than me.You’re 4cm taller than me.课前准备：
1、准备录音机和本课时的录音带。
2、准备测量身高和体重的数据。教学步骤
1、Warm up
2、Let’s chant.
3、放Let’s try 部分的录音，学生听录音，圈出录音材料所描述的大象。
4、师：I’m 167cm tall.You’re taller than me.I’m shorter than you.How tall are you?该生回答：I’m 168cm tall.师接着说：Oh, you’re 1cm taller than me.然后板书这组对话并重点领读最后一个句子。
5、师：How old are you, then? 生: I’m 14.师补充：He’s 14 years old.I’m 28 years old.I’m 14 years older than xxx.再询问几个学生的年龄，并作比较。
6、学生年Let’s talk 部分的对话，师放录音，学生跟读。
7、学生两人一组朗读对话。
8、学生做活动手册的配套练习。
第三课时
教学目标与要求
1、能够听懂、会说Let’s read 部分的对话并完成填充句子的练习，特别是能看懂、会朗读句子：I think the little monkey is only 40cm tall.The monkey is shorter but you are funnier.
2、能学唱本单元歌曲。教学重难点
1、重点是使学生能够充分理解、正确朗读对话。
2、难点是学生能看懂、会朗读句子: I think the little monkey is only 40cm tall.The monkey is shorter but you are funnier.课前准备
1、准备录音机和本课时录音带。
2、师准备两张宠物狗的图片。
3 教学步骤
1、Warm up 跟唱本单元Let’s chant 的歌谣。 学唱本单元歌曲My pets.
2、师：The little girl has two pets.What are they? 生: A dog and a cat.T: Yes.I have two pets too.Let’s have a look .What are they? S: They are dogs.
3、T: Yes, I have a black dog and a brown dog.Are they cute? Which dog is taller? Which dog is stronger?学生看图回答。
4、T： The black dog is taller than the brown dog.It’s 80cm tall.The brown dog is 55cm tall.And its tail is longer than than the brown dog.Its tail is about 28cm long.But the brown dog is stronger than the black dog.I like the brown dog.It’s funny.It’s funnier than the black dog.Which dog do you like?
5、师再出示一张小猴的图片，说：Look at the monkey.What do think of it?帮助学生回答：It is funny, too.师接着问Which one is funnier, the dog or the monkey? 帮助学生表达自己的看法，如：I think the monkey is funnier.
6、师引出课文：Ben is watching monkeys at a zoo with his father now.What are the monkeys like? Which monkey does Ben like? et’s read the dialogue.
7、学生听录音，理解对话，完成填充句子练习。师检查。
8、放录音，学生跟读。
9、学生做活动手册配套练习。
第四课时
教学目标与要求：
1、能够听、说、读、写形容词的比较级形式：heavier, longer, thinner, bigger和smaller.
2、能够灵活准确地运用以上形容词比较描述人物和动物的特征差异。
3、能够完成Let’s play部分的活动并在活动中相应的语言正确表达。
4、能够理解story time中的故事。 教学重难点
1、重点是四会掌握五个形容词的比较形式。
2、难点是掌握以下形容词比较级的构成方式：heavy—heavier, thin—thinner, big—bigger.课前准备
1、准备录音机、B Let’s learn 和 C Story time 部分的录音带
2、准备本课的教学挂图和单词卡片。
3、准备一个汽球，一段弹力皮筋和一组对比明显的人物图片。
4 教学步骤
1、Warm up 放本单元Let’s chant 录音，学生和着录音吟唱， 师与生对话：T: How tall are you? S: I’m 160cm tall.
T: I’m 168cm tall.You’re shorter than me.You’re 2cm shorter than me.
2、师拿出一个气球，请一名学生帮忙吹，“Please make it big.” 师带领全班学生跟随学生吹气球的节奏喊：Bigger, Bigger, Bigger！呈现该单词。然后师拿着已经吹大的气球，一点一点放出空气，说: Smaller, Smaller, Smaller!呈现并领读这两个单词。
3、师拿出一段皮筋，一边拉长，一边说：longer, longer, longer! 接着慢慢放松皮筋说：shorter, shorter, shorter!然后呈现并领读这两个单词。
4． 师拿一叠作业本：I have many books.They are heavy.师一本一本往上加时说：heavier, heavier, heavier! 领读该词，请学生再次确认从heavy到heavier的词尾变化。
5． 师出示一组有强烈对比效果的图片，教学heavy, thin, thinner.师出示图片说:look , The boy is heavy.He wants to be thinner.So he does exercises everyday and eats le meat.He is thin after three months.He keeps doing exercises.He is thinner after another three months.然后呈现thinner.
6、放录音，学生跟读单词。
7、Let’s play
8、Story time
9、学生做活动手册本部分的配套练习。
第五课时
教学目标与要求：
1、能听懂、会说并能书写句型：“How heavy are you? I’m 48kg.I’m thinner than you and shorter.”并能在情景中正确运用。
2、能够完成Pair work 中的调查任务。
3、能够完成Let’s try 部分听录音选图片并填充句子的练习。
4、能够了解Good to know部分的内容。 教学重、难点分析
1、重点是能够询问、回答有关体重、身高、脚的大小尺寸、头发的长度等问题并能书写相关句型。
2、难点是四会掌握句型以及单位词。课前准备
1．准备录音机和本课时的录音带。
5 2．准备一把软尺和一把称。 教学步骤
1、Let’s sing。
2、放Let’s try的录音，学生听录音，填充句子并选出相应的图片。
3、师说：The boy’s pencil is 15cm.How about your pencil? How long is your pencil? 学生测量自己的铅笔并回答。师再举例练习，如: How long is your English book/ Chinese book? 师接着拿着软尺并附与动作说：How long is your leg？ 叫几名学生上台测量，并板书句子：
How long is your leg？
85cm.师接着继续量脚并说：My feet is 27cm.I wear size 35.How big is your feet? 学生明白后回答。 师板书句子并带读：How big is your feet? I wear size „„
5、师放对话的录音，学生跟读。学生分成两大组练习对话。
6、学生做活动手册本部分的配套练习。
第六课时
教学目标与要求：
1、能够听、说、认读Let’s read 部分的内容，特别是能听、说、认读单词：squid, lobster, shark, seal, whale 和单位词ton, meter, kg, cm;能听说、认读短语和句子：can dive into the deep cold water/ jump out of water.Each up to 20cm long.并能正确完成填充句子的练习。
2、能够正确完成Pronunciation中Read and Match连线的练习。
3、能够正确完成Let’s check 部分听音圈图的练习。 教学重、难点分析
1、重点是让学生理解、会读文内容；并能正确理解几个单位词：ton, meter, kg, cm.
2、难点是本部分语言知识含量大，需要帮助学生充分理解。课前准备
1、准备录音机、本课时录音带 教学步骤
1、Warm up 师生共唱Let’s sing部分的歌曲。
2、师放Let’s check部分的录音， 学生听录音完成听音圈图的练习。
3、师：Today, let’s get to know two kinds of whales, sperm whales and killer whales.让学生仔细看图，然后提问：How long are they? How heavy are they? Let’s read and answer.
4、学生四人一组阅读文段回答师提出的问题。
5、师指着图中的Killer whale的牙齿问：How many teeth do they have, do you know ? How long is each tooth? 学生根据文段的内容回答。师接着问：How many teeth do you have? How long is each tooth?
6、师再提问：What does a sperm whale eat? What does a killer whale eat? What can they do ?请学生根据课文内容回答问题。
7、师放let’s read的录音，学生跟读，提出不理解的单词或句子，师生一起讨论解决。
8、学生完成文后填充句子的练习。
9、师放Pronunciation部分的教学挂图并放录音，第一遍学生静听，感知音标的音与形；第二遍学生跟读。
10、师请一名学生在挂图上连线做示范，请其他学生仔细看图，辨认词形，试读音标，然后连线。最后学生集体核对答案。
11、做本课时活动手册配套练习。
7 Unit 2 What’s the matter, Mike?
能力目标：
1、能够简单询问他人的身体是否健康，心情是否愉快，如：“What’s the matter? How do you feel? How does she/ he feel?”
2、能够简单表达自己或他人的健康状况以及各种情绪和心理状态，如：“I have a headache/ cold/ toothache/ fever/ flu.I feel sick.I am happy/ sad/ angry/ bored/ tired/ excited.He/ She is excited.
3、能够简单表达感冒期间的注意事项，如：“Take some medicine.Drink some hot water.”等。
4、能够简单陈述产生某种心情的原因，如：“I feel sad because I failed my math test.”
5、能够听懂、会唱歌曲“The Way I Feel”。 知识目标：
1、能够掌握A、B部分Let’s learn, Let’s talk中的四会单词、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, Let’s read中的三会句子。
3、能够理解、会唱Let’s chant, Let’s sing等部分的内容。
4、能够了解Pronunciation中音标的音与形并能正确读出例词。
5、了解Story time、Good to know等部分的内容。 情感、策略、文化等有关目标：
1、情感态度：培养学生团结友爱、关心他人的良好品质。增强学生的集体荣誉感和耐挫折能力。
2、学习策略：引导学生在学习过程这个I报告注重合作学习，利用教材中设计的Pair work, Group work, Let’s play以及Tast time部分，培养学生合作学习的意识。
3、文化目标：让学生理解健康的体魄和愉悦的心情是一个人成功的重要因素。
第一课时
教学目标与要求
1、能够听、说、读、写单词或短语：have a cold, have a toothache, have a fever, hurt, have a headache.
2、能够听、说、认读短语:have a sore throat.
3、能够听、说、认读句型：What’s the matter, Mike? I feel sick.I have a fever.并进行关键词的替换练习。
4、能够理解会并吟唱Let’s chant的歌谣。 教学重难点
1、重点是掌握A Let’s learn部分的四会单词和短语，并会用询问他人身体善、状况的问句和答句替换关键词操练所学新词和短语。
2、教学难点是正确拼写四会单词、短语和掌握三会单词throat的发音。课前准备
1、准备本课时录音带、录音机。
2、准备本课时的单词卡片。
3、准备一支体温表和一顶医生的帽子。教学步骤
1、Warm up 师放四年级上册第六单元的歌曲：My father is a doctor.
2、师生口语练习
What are you? I’m a student.
What’s your father/mother? He’s / She’s a „„ How are you today? I’m fine, thank you.And you?
3、T: I’m not fine.I feel sick.I have a flu.师做擦鼻涕的动作。师出示一支体温表,说I have a fever.I have a cold.呈现图片教学have a fever.师示范朗读,学生跟读.让学生触摸他人和自己的前额来判断是否发烧.
4、师: I have a fever .I have a headache.And my throat is sore.I have a sore throat.并教学该短语.
5、师课前准备一只漂亮的糖果盒,装有巧克力等糖果,请学生猜: What’s in the box? 学生猜出后,师说:Yes ! Here are some sweets.I like eating sweets.So I often have a toothache.师做牙痛状, 呈现图片教学该短语.
6、呈现ZhangPeng受伤图片, What’s the matter with Zhang Peng ? Does he have a fever? Does he have a headache? Does he have a sore throat? 学生回答NO.师接着说: Oh, look, Zhang Pen’s leg hurts.师出示自己贴着胶布的手说: My hand hurts too.教学单词hurt.
7、师放A Let’s learn 部分的录音,学生跟读.
8、“看病”游戏
请六个学生上台,每人选一张短语卡片,师戴医生的帽子提问:Cold, cold, Who has a cold? 抽中have a cold 的学生上前一步,做动作并说:Cold, cold , I have a cold.
9、学生做本课时活动手册配套练习.
第二课时
教学目标与要求：
1、能够听、说、认读主要句型：How do you feel? I feel sick.What’s the matter? My throat is sore.My nose hurts.
2、能够书写四会句子：What’s the matter? My throat is sore.My nose hurts.
3、能够听懂Let’s try 部分， 并能根据录音内容为五张小图正确标号。
4、能够了解Pronunciation中的音标音与形；能够读出例词并选择音标与单词、配
图正确连线。 教学重、难点
1、重点句型：How do you feel? I feel sick.What’s the matter? My throat is sore.My nose hurts.
2、Pronunciation 部分也是本课时的教学重点。
3、难点是听、说、读、写熟练掌握四会句型。课前准备
1、准备录音机和本课时的录音带。
2、准备Ｌet’s talk 部分的教学挂图。 教学步骤 １、Ｗarm up ⑴师放本单元Let’s chant 部分的歌谣。学生跟唱。 ⑵Let’s try 师放录音，学生听音、看图、标序号。 ⑶学生再听录音，跟读一至两遍。
２、师说：Today is sunny.I like the sunny day.So I feel happy.How are you today? Do you feel happy today? (I feel happy./I feel sad.)You do well in your English study.I feel very happy.How about you? How do you feel?问答进行几个回合后，师引导学生询问自己：How do you feel?同时做出生病的表情，自然呈现句子：I feel sick.师教学新单词sick.并板书句子：I feel sic.师引导学生再问：Ｗhat’s the matter？继续表述：I have a sore throat.等。
３、师放Ｌet’s talk 部分的录音，提问学生：how does Amy feel? What’s the matter with her?引导学生听录音后模拟Ａmy回答问题。师板书：My throat is sore. My nose hurts.师再放录音，学生跟读。 ４、学生分成两组练习朗读对话。
５、pronunciation 板书单词，如home, snow, nose等师生齐读两到三遍，师在 相应字母或字母组合下面划线。写出音标。让学生感知音标的音与形，再用类似方 式呈现其他音标
６、学生做本单元ＡLet’s talk 部分活动手册的配套练习。
第三课时
教学目标与要求
10 １、能够理解并会朗读Ｌet’ read 部分的短文，能完成文后回答问题的练习。 ２、能够听、说、认读单词和短语：people, know, have the flu, take some medicine等。
３、基本会唱歌曲The way I feel.教学重、难点
１、重点是学生能够充分理解正确朗读短文。
２、难点是学生能理解条件状语从句和时间状语从句并能用这两种从句简单问答。课前准备
１、准备录音机和本课时的录音带。
２、师准备Let’s learn部分的单词卡片。 教学步骤 １、Ｗarm up 师放Ｌet’s chant 部分的录音，师生一齐吟唱。
２、师呈现图片have a fever,问How do you feel , if you have a fever?(生：I feel sick.I have a headache.I have a sore throat.)再呈现have a cold.How do feel if you have a cold? (生：I feel sick.I have a headache.I have a sore throat.My nose hurts.) T: Yes.If you have a fever or have a cold.You might have the flu.板书该句子并带读。
T: Many people get the flu in the winter.Some people feel sick.How do you know when you have the flu? 师指导学生阅读短文，提出Answer the questions部分的两个问题让学生新闻记者后口头回答，师在学生阅读过程中走动解答疑难问题。
３、师请学生回答Answer the questions部分的两个问题。再放本部分的录音，学生跟读。
４、学生做活动手册活动的练习。
第四课时
教学目标与要求
１、能够听、说、读、写表情绪的五个单词：tired, angry, excited, happy 和sad.２、能够听、说、认读单词bored.３、能够听、说、认读句子：How does Amy feel? She’s tired.” 并能进行关键词的替换操练。 教学重、难点
1、重点是使学生熟练掌握五个四会单词，并能替换句型How does he/she feel? He/ She’s„„中的关键词进行问答。
2、难点是学生熟练掌握五个四会单词。
11 课前准备
１、准备本课的单词卡片。
２、准备录音机、本课时的录音带和教学挂图。教学步骤
１、师准备一根长绳，绳上挂些小夹子，把课前制作的些可组成不同句子的单词卡片夹在夹子上，让学生快看拼句子。谁拼得既对又快可以为本组赢一分。 ２、“拼句子”活动结束后获胜的小组会很兴奋，师可指着他们对其他学生说：Look, they are so excited.让学生仔细观察教师的口形、听清发音后跟读。
第五课时
教学目标与要求
1、能够听、说、认读句子：How are you, Liu Yun? You look so happy.I’m going on a big trip.I failed the math test.I’m sorry to hear that.并能在实际情景中进行运用。
2、能够掌握四会句子：How are you? You look so happy.You look sad today.
3、能够根据Let’s try 和Let’s check部分的录音选出正确答案。 教学重、难点
１、重点是使学生四会掌握句型：How are you? You look so happy/sad.并能、说、认读句子：I’m going on a big trip.I failed the math test.I’m sorry to hear that.课前准备
1、准备录音机和本课时的录音带。
2、准备本课时的单词卡片。教学步骤
1、Warm up T： How are you today? S: I’m fine.
T: I’m glad to hear that„„如果学生回答说：I’m sad/bored.师可以说:I’m sorry to hear that.Can you tell me why?
2、师呈现单词卡片复习Let’s learn部分的单词。
师呈现Let’s check中Sarah和Amy的头像，说：How does Sarah feel? S: She is sad.She has a fever.T: How about Amy? S:Amy is sad.T: Sarah is sick.What should Sarah do? P: She can go to the hospital.See a doctor.Take some medicine and drink hot drinks.
12 T: What two things Sarah should not do? Amy’s dog Spot run away.She is sad.How can you make Amy feel better? (师生共同完成Let’s check部分练习。)
3、师呈现Let’s try 部分的图片，根据图片内容询问学生：How does„„feel?并在人物下方板书：look sad, look tired, look happy, look bored.师放录音，学生看图听音标号，然后跟读两遍。
4、复习第七册单词卡片have a trip.引出短语going on a big trip.T: After see a doctor and take some medicine.Sarah is fine now.How is Sarah now? (She is happy.) Yes, Because she is going on a big trip.带读该短语。T：What about Zip? How does she feel? (She is Sad.) T: Because she failed the math test.并板书，师准备一张成绩很糟的数学试卷，使学生更了解语意。进一步拓展，教学短语a Chinese test, an English test 等。还可以让学生了解Pa the math test/ a Chinese test, an English test等表达法。
5、师放Let’s talk 部分的录音，学生听后回答并且问题：How is Liu Yun? Is she happy? Is she excited? Why?师帮助学生回答：Yes, she’s excited.She is going on a big trip.师领读：She is going on a big trip.并及时纠正发音。师继续提问：Is Sarah happy today? How does she feel? Why ?请学生听录音
6、师放本部分录音，学生静听后跟读
7、学生听录音，做活动手册本课时配套练习。
第六课时
教学目标与要求
1、能够听、说、认读Let’s read部分，并能回答短文后的问题。
2、能够理解Story time的故事。 教学重、难点
1、重点是能听、说、认读Let’s read部分的故事并回答文后问题。
2、难点是能充分理解并大致讲述Let’s read 部分的故事梗概。 课前准备
1、准备录音机和本课时的录音带。教学步骤
1、Warm up How are you feeling? Do you like sports? What’s your favourite sport? Do you like football? What cla are you in?
13 What cla is „„in?（询问别班的同学）
2、T：（呈现图片）Look, This is Zhang Peng.This is John.What cla is Zhang Peng/John in? There is a football match between Cla 1 and Cla 3.Now Zhang Peng has the ball.He kicks it.The ball flies into the goal.(用简 笔画出一个龙门)。Which cla won the game?How many goals did they get? Who get the first goal?Who got the second goal?How did they get the second goal?
3、师放Let’s read 的录音，学生听录音，理解课文，完成句子练习。师检查。
4、师放录音，学生跟读两遍后全班齐读。
5、Good know，师先学生看Zoom的四种表情动作，再请学生读本部分的四个句子， 与Zoom的四种表情运用和Zip手举的四种颜色连线。
Unit 3 Last Weekend 能力目标：
1、能够用一般过去时描述自己在过去的时间里所做的事情，如：I visited my grandparents last weekend.
2、能够用主要句型询问他人在过去的时间里所做的事情并作答，如：What did you do last weekend? Did you read books？
3、能够听懂、会唱歌曲 “ At the zoo“。 知识目标：
1、能够听、说、读、写Let’s learn, Let’s talk 部分的四会单词和句子，掌握一般动词过去式的变化规则以及部分不规则动词的过去式形式。
2、能够听、说、认读Let’s learn, Let’s talk, Let’s read部分的白体单词和句子。
3、能够理解并会唱Let’s chant部分的歌谣。
4、能够认识、拼读Pronunciation部分的音标及例词，完成单词音、形、意的连线活动。
5、能够了解Story time, Good to know, Task time部分的内容。 情感、策略、文化等有关目标：
1、情感目标：培养学生合理安排生活的能力，适时强化尊老爱幼的教育。
2、策略目标：通过完成不同形式的记忆犹新发展学生的记忆能力。
3、文化目标：培养学生的环保意识。
第一课时
教学目标与要求
1、能够听、说、认读句型：What did you do last weekend? I visited my grandparents.并能够对其中的动词短语进行替换。
2、能够听、说、读、写动词短语的过去式: watched TV, washed clothes, cleaned the room, played football, visited grandparents.；并初步了解一般动词过去式的变化规则及其发音规则。 教学重、难点
1、重点是掌握Let’s learn 部分动词短语的过去式以及就过去时间所做的事情进行简单回答。
2、难点之一是动词短语过去的拼写，二是动词过去式的发音。课前准备
1、准备本课时的动词短语卡片
2、师课前制作一些过去式规则变化的动词短语卡片，如：played the piano, climbed mountains等。
3、准备前一个星期六或星期日的日历。
4、准备录音机和录音带。
15 教学步骤
1、师课前放本课时Let’s chant部分的歌谣。
2、师生一起吟唱五年级下册第一单元第一页的歌谣：What do you do on the weekend?复习与周末活动相关的动词短语。
3、师问：What do you usually do on the weekend?帮助学生回忆学生学过的动词短语并引导学生回答。
4、师: Now I know what you do on the weekend.Gue what I usually do on the weekend?如果学生猜不出，师可适当的做动作提示学生。学生猜出后，教师说：Yes, that’s right.I usually clean my room on the weekend.But I didn’t clean my room last weekend.师拿出一张当天的日历，说：What day is it today?引导学生回答： It’s „„然后师出示上一个周末的日历，说：„„was Saturday/Sunday.It was last weekend.师板书last weekend.学生跟读。
5、师说：Last weekend, I didn’t clean my room.I was tired but I was very happy.What did I do? Please gue.学生通过出示不同的短语卡片进行猜测，师先板书相关动词短语：play football ,然后再用不同颜色的粉笔标上过去式的后缀-ed.师带读动词短语的过去式，学生模仿跟读。
师问：What did you do last weekend? 让学生边出示相应的卡片边试着回答。
师用拍手打节奏的形式与学生进行连环问答。 T：What did you do last weekend? S1: I played football.How about you, S2? „„
6、Let’s find out 师说：What did Zoom do last weekend? Look at the pictures.引导学生回答。当学生回答He watched TV.时，师说：Did you watch TV last weekend? Did you„„？并引导学生作出正确的回答。Yes, I did./ No, I didn’t.
7、Let’s try 师问：What did Chen Jie do last weekend ?Let’s listen to the tape.学生听录音完成练习。
8、师生校对答案后，师说：Now we know what Chen Jie did last weekend.Did you clean you room last weekend? Now let’s listen what did Wuyifan and John do last weekend? 放Let’s talk 录音，学生看课文听录音。学生跟读两遍分角色朗读。
9、做活动手册配套练习。
第二课时
教学目标与要求
1、能够读懂Let’s read部分的短文，并完成文后的填空和问答练习。
2、能够完成Let’s play中的游戏，通过游戏训练并提高学生的记忆能力。
3、能够认读语音部分的三个双元音音标。教学重、难点
1、重点是读懂Let’s read部分的短文并能模仿短文描述自己上个周末所做的事情。
2、难点是is 的过去式形式was的用法。 课前准备
1、准备录音机和本课时的录音带。
2、准备本月的月历一张。
3、准备音标卡片。教学步骤
1、师生一起齐唱上一课时热身步骤的歌谣。
2、师生对话复习第一课时的对话。
3、师拿出月历指着当的日期说：What’s the date today?引导学生回答：It’s„„师继续问：What day is it today?引导学生回答。然后指着一星期前的日期，问：What day was it March 15th/„„？并有意强调was的发音，带领学生回答：It was Sunday /„„？师板书is 和was，带读，然后指着自己举例说：I am tired today.I was excited last weekend. 询问一学生周末活动，板书生的活动安排，说：S1 was busy last weekend.Wu Yufan had a busy weekend, too.Please read the paage and find out.学生默读或朗读课文，独立完成短文后的填空的练习。
师问：What did Wu Yifan do last weekend? 师生一起根据板书提示描述Wu Yifan’s Weekend.
师放课文录音，学生看书跟读两遍后齐读。
4、做活动手册的配套练习。
5、Prounciation 师板书ear, near here bear , pear , hair, there, sure.学生总结划线部分的发音。
6、学生打开课本听录音，在节奏中跟读语音例词。学生做Read and match部分，拼一拼， 连一连。公布正确答案，表拼得快，连线正确的学生。
第三课时
教学目标与要求
1、能够听、说、读、写短语：went to a park, went swimming, read a book, went fishing, went hiking.
2、能够听、说、认读句子：What did you do yesterday? I went hiking.
3、能够做Let’s play中的游戏并通过这个游戏进一步巩固所学短语和锻炼学生的记忆能力。 教学重、难点
1、重点是四会短语的听、说、读、写。
2、难点是掌握不规则动词的过去式形式。
课前准备
1、准备本课时的动词短语卡片。
2、准备录音机和本课时的录音带。教学步骤
1、齐读Let’s talk and Let’s read部分的短文。
2、Free talk : T:Yesterday was Sunday.It was weekend.What did you do yesterday? S1: I „„T: Did you read books? Did you „„？ S2: Yes, I did./No, I didn’t.
3、师放Story time部分的录音，学生一起听。听完后师问：What did Zoom do last weekend? Tell me, please?学生凭记忆回答问题。如有学生提到went to a park 或went fishing，师顺势教学这两个短语。师带读短语，学生跟读。
4、师用歌谣形式比较动词原形与过去式 Every weekend I go fishing.What do you do? What do you do? Last weekend I went fishing.What did you do? Every weekend I go hiking.What do you do? Last weekend I went hiking.What did you do? Every weekend I go swimming.What do you do? Last weekend I went swimming.What did you do? 师最后给出短语read a book, 提醒学生注意其过去式形式及读者音。 师放课文录音，学生跟录音齐读短语。
5、师拿出John的头饰说：What did John do yesterday? Did he go swimming? Did he go fishing? Let’s listen to the tape.学生看Let’s try部分的图画，听录音完成练习。
6、学生跟读Let’s talk部分的对话，然后分角色朗读。
7、学生做活动手册配套练习。
第四课时
教学目标与要求
1、能够读懂Let’s read 部分的短文，并完成文后的填空和问答练习。
2、能够完成Let’s check 部分的练习。 教学重、难点
1、重点是能理解并会朗读Let’s read 部分的短文。
2、难点是一认读一些新语言：如：We read funny tongue twisters together.Sundenly my kite flew into the lake.I was very grateful to him.课前准备
1、准备录音机和本课时录音带 教学步骤
1、师生以地唱的形式吟唱Let’s chant部分的歌谣。
2、师生日常口语对话。
3、“绕口令” 游戏。做完成游戏后师提问：What did we do just now? 帮助学生回答：We read tongue twisters together.
4、师一边做放风筝的动作一边问：What am I doing? 学生回答： You’re flying kites.师继续说：I like flying kites.Gue what I did last weekend.学生猜到是fly kites.引导学生回答： I flew kites.板书：flew kites.并带读。 师继续说：Zhang Peng flew kites yesterday.Something happened.What was that? Let’s listen to the tape.
5、学生听录音独立完成短文后的练习，师生一起校对答案。
6、师放录音，学生完成Let’s check的练习。
7、学生完成活动手册配套练习。
第16篇：小学六年级英语教案下学期Unit3Howmanydaysarethereinaweek?
【教学难点】Howmany和therebe句型的正确运用。
【教具准备】1．腾图资源中的课件。
2．有关名词变复数的读音的游戏课件：
3．深圳方直金太阳信息科技有限公司制作的《欧美流行儿童歌曲》软件。
【教学过程】
一热身/复习：
1．日常口语会话：
2．游戏：两个同学或三个同学一组，用英语数数1—30，一次可以数两个数，也可以数一个，但不能超过两个，不能不数，最后数30这个数的人就输了。
3．快速抢答：教师用英语叙述算式，学生起立说出答案。（教师应尽量使用30以内的数字）
如：Howmuchistwoandfive?
Howmuchisfiveminustwo?
（通过以上两个游戏，帮助学生熟悉1—30基数词的表达。如有必要可以再一起或个人从1数到30，也可以有学生来出题，教师要根据自己班的情况灵活处理。）
二新课呈现：
1教师：Hi,boysandgirls.Ihavetworiddles.Doyouwanttogue?
我有两个脑筋急转弯的问题，你们愿意猜一猜吗？
1)Whatwordisalwayspronouncedwrong?什么词的发音总是错的？
2)Whattwokindsofchildrencanplaythepiano?哪两种孩子会弹钢琴？
教师给孩子一些时间，让他们思考、讨论。
（答案：
1、wrong
2、boygirls）
2．询问孩子们一些有趣的英语智力问题，可以让孩子们说一说。
3．观看腾图资源中的课文录像：
第一遍：整体理解。
第二遍：看后回答问题：Howmanyanimalsarethereintheriddle?Whatarethey?
第三遍：看后讨论。Howmanybirdsarethereinthetreenow?Why?
4．学生根据自己的理解讨论分析，说明理由。
5．教师播放腾图资源中的动画，学生跟读课文对话，进行角色扮演。
6．学生自己进行课文对话练习，可以选几组同学到前面表演。
7．学习新单词：教师出示单词卡片，学生拼读。
三趣味操练：
1．看一看、猜一猜：
教师任意拿起学生的文具，问学生：Howmany…？由学生来猜，教师不要急于公布答案，应让孩子多练一练。这时教师要注意引导学生操练therebe句型回答提问。Therebe句型的操练要指导学生be动词要根据后面的名词的单数或复数选择is还是are。主语、谓语要保持一致。
2．学生基本掌握回答的句型后，可以让孩子来提问，教师回答或互相回答。这时教师要注意引导学生操练howmany句型。
3．学生自愿结合，数一数班里的东西，边数边记录。
4．每组出一名同学提问，由其他组的同学来回答。提问正确记一分，回答正确记一分，最后看看哪组的分数高。
5．教师操作课件，学生复习有关名词变复数的读音。根据木牌上单词复数部分的读音，如果小猴子能选对西瓜，这个西瓜就可以摘走，否则西瓜就会烂掉。教师先讲明要求，然后指导学生练习，也可以让学生自己上来操作。
6．学唱歌曲：《十个印地安小男孩》教师播放深圳方直金太阳信息科技有限公司制作的《欧美流行儿童歌曲》软件，学生跟唱，表演。
四扩展性活动：
比一比谁的记忆力好：
学生分为两组或更多的组。第一个人用therebe句型造句，第二个人重复前一个人的句子后，自己再说一句，依次类推，直到有人不能重复前面的句子为止。看看哪组重复的句子多，哪组就胜利了。
第17篇：小学六年级英语教案下学期Unit1Whatarethese?
【教具准备】
Let’spractise部分的图片
Learntosay的教学课件。【教学过程】
热身：
1)教师和学生用所学的日常用语打招呼Hello！Hi！Nicetomeetyou.What’syourname?
Howoldareyou?Whatisit?
2)学生之间用日常用语打招呼。
导入新知识：
1)教师呈现小鸭子图的一部分(一只小鸭子的头)，问：What’sthis？多数学生可以答出:It’saduck.2)呈现图的整体：四只鸭子,教师自问自答:Whatarethey?Theyareducks.教师带读“Whatarethey？”强调they的发音要咬舌头。
3)引导学生看图用Whatarethey?提问，教师回答：Theyareducks.强调ducks中[s]的音。小组进行问答练习。
4)教师将几本书卷起来拿在手中引导学生用Whatarethey?提问，然后找学生回答，教师要适时提醒book-books的演变。
5)教师出示图片：4ducks、5desks、3bikes、3clocks、7books。学生两人一组用Whatarethey？Theyare…进行问答练习。
6)请尽可能多的同学到前面作展示，教师要及时纠正学生对话中关于名词复数变化的发音。
3、会话教学
1)教师出示Learntosay部分的视频课件,学生观看，了解对话情景。
2)教师提问：Aretheyducks？Aretheygeese？Aretheyswa？学生回答：Yes，theyare.或No,theyaren’t.3)播放对话跟读课件，学生逐句重复听到的句子。教师适时强调Arethey…？读升调。
4)学生之间进行对话练习：一个人扮演儿子，一个人扮演爸爸。
5)请几组学生到前面展示。
4、趣味操练：
1）学生将课前准备的Let’spractise部分的图片排列在桌子上，问：Whatarethey？教师说：Theyare…学生迅速选出有关内容的图片并举起,比比看,谁的反应快。
2）小组进行以上活动。
请一位同学选择任意一张图片到前面，不让其他同学看到图片内容，提问：Whatarethey？班内其他同学用Theyare…猜猜图片内容。猜对的同学可以到前面来请班里的同学猜自己的卡片。此活动也可以以小组为单位进行。
【板书设计】
Leon1
Whatarethey?They’re(Let’spractise部分的图片，下方标有相应的单词,复数变化)
duck s=duckcake s=cakes
第18篇：新标准六年级英语教案
《英语》六年级第七册第五模块 第1单元教案 Pleased to meet you! 教学准备与分析
1、教学内容
学生用书：Module5Unit 1Activity1, 2, 3
2、教学目标
2．1技能与知识目标 A．基本要求
基本能听懂、会说词汇： pleased meet addre pen friend pretty 基本能听懂、会说:
“Can you speak English?” “Can I write to your friend?” B．初步要求
情态动词的一般疑问句 C．复习巩固 “I can do sth..” 2．2运用能力目标
在这一模块中，让学生学习讲述自己的能力，通过介绍自己的情况结识笔友或网友。
Talking about ability
3、教学重点 词汇：pleased meet addre pen friend pretty
4、教学难点
“Can you speak English?” “Can I write to your friend?” “You can be my pen friend.” “I can do sth..”
5、任务设计
运用任务1：SB Unit 1 练习
2、3 2: AB Unit 1练习
1、
2、
3、
4、5 3：a.询问同学的能力.
b.在班里进行技能调查，看看同学们有哪些平时所不为人知的特长。回家后，有所学句式询问家人或新朋友。
6、教学用品
录音机/带，相片，词条，图片
二、课堂教学程序
1、Warm up
⑴Greetings: T—Ss Ss—Ss
(2) Do a chant “I am me, and you are you!”
2、导入 （Leading ） （1）Lead in
T： （拿着手偶给大家介绍）This is our new friend--- Tom.Tom: Pleased to meet you!
引领孩子们回答 “Pleased to meet you too.” Tom: My name is Tom.What’s your name? Ss: My name is ….
Tom: I’m from Shanghai.Where are you from? Ss: I’m from Xinjiang.
Tom: Can I be your pen pal? 教授“pen pal”
Ss: Yes, you can.
Tom: My addre is …, what’s your addre? Ss: My addre is…
教授 “addre” 学生练习My addre is… Tom: I can swim very well, What can you do? Ss I can…
(2).Free Talk
T : What can you do?
S1: I can dance.( 强调can后用动词原形)
（Watch PPT— pictures about kinds of actions） Ask questions:
T: “What can he/she do?”
S1: He/She can jump/sing/speak English/…”
T: “Can you jump/sing/speak English/…?”引导学生做出正确答语: “Yes, I can.” “No, I can’t”
b.Then show the PPT of main sentence structures: “Can you do (something)?” “Yes, I can.” “No, I can’t”
Students look at pictures and do dialogue in pairs with the main structures offered on PPT.
c.Students show heir dialogue.
3、呈现（Presentation）
(1)S open their books
Question: Look at the pictures
a.How many people are there? b.Who are they? (2)Listen to the tape. (3) Give the questions：
a.Can Lingling speak English? b.Is Laura from America? c.Can Laura write Chinese? d.Can Lingling write English?
(4) Repeat after the tape.Students answer the questions.(5) Teacher explains the text and student practice the key points.The key points: pleased meet addre pen friend pretty (7) Students practice to make sentences with the key points. Game：听音乐传词卡 词卡单词造句
4、操练与指导（Drilling and Counselling） Game: Gueing Game.Two students, A and B.
Teacher shows a verb, for example：dance / write Chinese / speak English /…and so on.
A see the word and do action ( NO TALKING), B ask with sentence: “ Can you… ?”.
If B gue right, A says “Yes, I can”, this group got stars.If B gue wrong, go on the next verb.
(2) 完成SB第一单元活动2，教师先做示范，然后同桌之间练习对话。 5.选择完成运用任务
在班里进行技能调查，看看同学们有哪些平时所不为人知的特长。 6.Homework：
a.Write the new words.
b.Make sentences with “ Can you…?” 三.课后反思:
本课除了有对情态动词 “Can you …?” “ I can….” 以及初次见面问候语的扎实练习外，对交笔友这一现象也进行了正确的文化引领，教育孩子们文明礼貌用语和乐观开朗、广交良友。本课的亮点在于老师在引课时带着手偶给大家介绍新朋友，自然的引出了本课的只要语言知识点，在手偶与孩子们的对话活动中，很大的调动了孩子们的兴趣。不足之处是教师没有将写信的格式进行复习，以致后来孩子们在互相写信时格式上失误频频。以后要注意。
第19篇：六年级英语教案(上)
1I wrote a long letter.
I wrote a long letter.Objectives and Requirements: Language Review: Did you buy a bag of chips at the store? No, I didn‟t.I bought a bottle of shampoo.Ok.I‟ll go to the store and get a bag of chips.I‟m going to get a box of tiues, too.I‟ll go too.I‟m going to get a piece of candy! Sounds and words:/ / Vocabulary Key: a piece of candy, a carton of ice cream, a pair of socks, a bag of chips, a bottle of shampoo, a bar of soap, a box of tiues, a roll of toilet paper Additional: get, got, bring, brought, have, had Sounds and words: chair, stairs, bear, where, there (The First Period) Conversation Getting ready: a.
Bring in a plastic bottle with a piece of paper rolled up inside.b.
T: (Hold up a bottle.) What‟s this? [S1: It‟s a bottle.] c.
T: What‟s inside the bottle? What do you think? d.
Have some Ss gue.[S1: Is it a (letter)?] e.
Explain to Ss that people who are near the sea or traveling on boats sometimes put letters and maps inside bottles, then they put the bottles into the water for other people to find.Using the book: a.
Point to the first picture.b.
T: They‟re at the beach.What did Tony write? [Ss: They wrote a letter.] c.
T: Let‟s look at the pictures and listen to the tape.d.
Play the tape and point to each picture for Ss to follow.e.
T: Let‟s listen again and repeat.
f.
Play the tape again, pausing after each sentence to let Ss repeat.g.
Put Ss into groups of three and have the practice acting out the dialog.h.
Ask volunteers to perform for the cla using props, e.g.the bottle with the paper from the Getting ready section.Vocabulary Getting ready: a.
Put Picture Cards 1-8 (picture-side up) on the board and display real items, if available.b.
T: (Point to Picture Card a piece of candy.) A piece of candy.Repeat.[Ss: A piece of candy.] (Flip the card over to the word side.) c.
Continue with the other words.Using the book: a.
T: Listen to the tape and repeat.Point to each word as you say it.b.
Play the tape and have Ss repeat.c.
Review some past tense verbs and introduce the bonus vocabulary, e.g.get, got, bring, brought, have and had.Review Getting ready: a.
Bring in realia, e.g.a bag of chips, a box of tiues, etc.b.
Put Ss in groups and give each group one item.c.
T: (Ask one group.) What did you get? [Ss: We got (a bag of chips).] Using the book: a.
T: Listen to the tape and repeat.b.
Play the tape and have Ss repeat the sentences.c.
Hold up Picture Cards and ask individual Ss to substitute the words in the target language.教学后记: 学生对于量词与名词的掌握还是比较好的，但个别的同学对于量词词组的综合使用和量词的复数形式的用法，部分中下生不能很好地掌握，课后应该多渗透可数与不可数名词的区别及用法。
(The Second Period) Practice 1 Getting ready: a.
Ask four Ss to write questions A-D on the board.b.
Ask another four Ss to read the questions aloud.Using the book: a.
Have Ss look at the pictures for A.b.
T: (Point to each picture.) What‟s this? [Ss: It‟s (a bag of chips).] c.
T: Let‟s listen to the tape.
d.
Play the tape for number A, then pause.e.
T: Did Tony buy a piece of candy? [Ss: No, he didn‟t.] What did Tony buy? [Ss: He bought a bag of chips.] f.
Have Ss put a checkmark in the correct box.g.
Ask one student to write the answer on the board: He bought a bag of chips.h.
Repeat the procedures with the other three questions.Practice 2 Getting ready: a.
Go over the vocabulary using the pictures in the top row.b.
Ask S1 to read the first question in the box.[S1: Did she buy a carton of ice cream yesterday?] c.
Ask S2 to read the second question.[S2: What is she going to get tomorrow?] Using the book: a.
T: Find a partner.Ask each other questions like this.b.
Demonstrate with one student first.c.
T: (Point to Mrs.Green.) (S1‟s name), did Mrs.Green buy a (carton of ice cream) yesterday? [S1: Yes, she did.] d.
T: Now, (S1‟s name), you ask a question.[S1: (T‟s name), did Mrs.Green buy a (box of pencils)?] e.
T: No, she didn‟t.
f.
Have pairs practice asking and answering using the Yesterday chart then the Tomorrow chart.Chant activity(1) Getting ready: a.
Have Ss look at the pictures around the lyrics.b.
T: (Point to the boy.) What does he have? [Ss: He has a bag of chips.] c.
Do the same with the girl on the right.Using the book: a.
T: Let‟s read out the lyrics first.
b.
Read out the sentences and have Ss repeat.c.
T: Now, let‟s listen to the tape.
d.
Play the tape and point to each word.e.
Play the tape again and have Ss chant together.f.
Divide the cla into two groups.g.
Have one group chant the question parts and the other group chant the answers.h.
If time permits, ask Ss to substitute the items to make a new verse.Chant activity(2) Getting ready: a.
Bring in realia, e.g.a piece of candy, a bar of soap, etc.b.
T: (Hold up each item.) What‟s this? [Ss: It‟s (a piece of candy).] c.
T: How do you spell (piece)? d.
Have a volunteer come to the board and write the word.e.
Continue with the other items.Using the book: a.
Have Ss look at the letters on the page.b.
T: Look at the letters.What words can you make? c.
Give Ss time to write the words.d.
T: Can you draw lines from the left side to the right side to make phrases? e.
Show the example a piece of candy.f.
Have Ss work in pairs if they are having difficulty.g.
Check the answers with the whole cla.教学后记: 学生对课文内容的发音较感兴趣，听力部分完成的比较好。但个别同学说话的完整性需要在口语交际时多加训练，为以后写作打下良好的基础。
(The Third Period) Activity Getting ready: a.
T: (Point to the picture of the girl.) Look.This girl is talking about yesterday.Can you find the new words? (Point to the first paage on the page.) [Ss: A carton of ice cream.A bag of chips, etc.] b.
De the same with the picture of the boy and the second paage.Using the book: a.
T: Let‟s read! b.
Give Ss time to read the first paage silently.c.
Ask some Ss to read the sentences aloud.d.
T: Now, look at the questions.(S1‟s name), can you read the first question? [S1: When was the girl‟s birthday?]
e.
T: What‟s the answer? [Ss: It was April 9th.]
f.
Continue with the rest of the questions and have Ss write the answers.g.
Walk around the claroom to check Ss‟ writing.h.
Repeat the procedure for the second paage.Sounds and words(1) Getting ready: a.
Write air, ear and ere on the board.b.
T: Today we practice a combination of two sounds.c.
T: (Point to air.) The letters air sounds / /.Let‟s practice.Repeat./ /.[Ss: / /.] d.
Continue with the rest of the letters.Using the book: a.
Have Ss look at the pictures on the page.b.
T: Let‟s listen to the tape.
c.
Play the tape and have Ss point to each word as the tape says it.d.
T: Let‟s listen again and this time, repeat.e.
Have Ss repeat after the tape.f.
After enough practice, point to the pictures randomly and have Ss say the word.Sounds and words(2) Getting ready: a.
T: Put your heads down and close your eyes.b.
T: Now, I will read a chant.Repeat the words with the sound / /.c.
T: Where is the chair? [Ss: Where, chair.] d.
Continue with the rest of the sentences.Using the book: a.
T: Let‟s listen to the chant.Point to the pictures.b.
Play the tape once and have Ss point to the pictures.c.
Play the tape again and have Ss point to the lyrics while listening to the chant.d.
T: Let‟s chant together.
e.
Play the tape and have Ss chant along.教学后记: 学生对量词的掌握还是比较好的，Sounds方面，由于学生掌握了一定的语音知识，比较容易接受。
(The Fourth Period) Extension activities Conversation
Before the leon, write a meage on a thin strip of paper/cardboard, roll it up and put it into a plastic bottle.Make sure the paper/cardboard can be removed easily.To start the leon, T points to the bottle and asks, e.g.What‟s this? Ss answer, e.g.It‟s (a bottle).T points to the piece of paper inside and asks What‟s inside? Ss answer It‟s a piece of paper.T says Look! There‟s a meage! Ask a volunteer to read it to the cla.Then put Ss into small groups.Give each group paper/cardboard and a plastic bottle.Ask each group to write a question then put it in the bottle.Then groups exchange bottles, read the questions, write answers and send them back.Vocabulary
Put the Picture Cards/ realia in a line on the floor.Divide the cla into two equal lines and have them stand on either side of the card/realia.Number each student in Line A.Give the same numbers to Ss in Line B, so that S1s are standing acro from each other, etc.Then T calls out a number and item, e.g.Number (3)! Get (a bag of chips)! Then the two Ss with that number race to pick up the card/ item.The first student to touch the card/item says I got (a bag of chips)! The game continues with other numbers and card/items.Review
Before cla, put stickers under a few Ss‟ chairs.Have Ss make a circle with their chairs and ask them to sit down facing the inside of the circle.Ask S1 to get out of the chair and walk over to another student.Have the pair perform a dialog using the language in the Review section and vocabulary.Then S1 sits down in S2‟s chair and S2 stands up.S2 walks over to another student, S3.Then S2 and S3 perform a dialog.Continue until all the Ss have spoken and changed seats.The last student sits down in S1‟s chair.At the end, tell Ss that there are some lucky chairs.Have Ss look under the chairs.If they find a sticker, they win a prize, e.g.a piece of candy, a bag of chips, etc.Practice 1
After doing the activity on the page, keep the answer on the board.Then put Ss into pairs.Aign each pair one of the answers on the board.Then T says You have the answer.Now you make up the question to create a new dialog.Let‟s try one tighter! T points to the first answer, e.g.He bought a bag of chips.T asks Can you make up a question? and then asks individual Ss for ideas, e.g.What did (S1‟s name) buy yesterday? T writes the suggestions that make sense on the board.Then T gives pairs a few minutes to create new Q&A exchanges.Then each pair performs their dialog for the cla.Practice 2 Bring several shopping bags to cla.Put several Picture Cards in each bag.Then ask several volunteers to stand at the front of the room and give each one a bag.T says Look! (S1‟s name), (S2‟s name) and (S3‟s name) went to the store.I wonder what they got at the store.T asks, e.g.(S1‟s name), did you get a (bottle of shampoo)? S1 looks in his/her bag and answers accordingly Yes, I did./No, I didn‟t.If S1 answers yes, he/she shows the card to the cla.Then T asks Ss to ask similar questions until all the Picture Cards have been used.Then T mixes up the cards and asks for new volunteers.教学后记: 由于学生基础比较薄弱，所以学生对于有一点的难度的题目完成的不太理想。特别是综合的时态运用及句型的转换。
(The Fifth Period) Chant activity
Put Ss into pairs.Collect several sets of Student Cards and arrange them in a circle on the floor.Pairs wrap their arms around each other‟s shoulders and stand next to one of the cards in the circle.Then T starts the music and the cla starts chanting.Pairs hop around the circle to the music.Then T stops the music suddenly.T points to one pair.The rest of the Ss ask the pair What did you get at the store? The pair answers according to the nearest card, e.g.We got a (piece of candy).Start the music again.Pairs Continue until all pairs have had a chance to answer.Activity Have Ss write about their last birthday party.T writes the following prompts on the board: When was it? What did you do? Who brought what? Who made what? Who bought what? When Ss are finished, put Ss in small groups.Each student reads his/her story to the group, then asks three comprehension questions, e.g.When was my birthday? What did we do? Who brought (candy)? Encourage Ss to listen carefully to each story.Then have Ss write about their next shopping trip.Ss read their stories and then ask other Ss questions.Sounds and words Ask Ss to brainstorm for words that include the / / sound.Ask Ss to come up to the board and write the words.Check with the whole cla that each word on the board has an / / sound.Then put Ss into groups and have them create some sentences using the words on the board.When Ss are ready, ask them to share the sentences with the cla.Optional activity
Bring a soft ball to cla.Write the list on the board: a piece of ____, a carton of ____, a bag of ____, a bottle of ____, a box of ____ and a roll of ____.Then help Ss to brainstorm food words to go with each phrase (see examples below).Ask volunteers to write the phrases on the board.When there are enough references on the board, asks Ss to sit in a circle.Then T says Let‟s go on a picnic! What do you want to bring? T starts by saying, e.g.I‟m going to bring (a bag of chips).What do you want to bring, (S1‟s name)? T toes the ball to S1.Then S1 says I‟m going to bring (a bag of chips) and (a bottle of soda).What do you want to bring, (S2‟s name)? S1 toes the ball t S2 .Ss continue with the word chain, toing the ball to Ss at random around the circle.When a student cannot remember all the items on the list, begin the game again with that student.Some example phrases: a piece of toast, cake; a carton of eggs, milk, orange juice, yogurt; a bag of salt, sugar; a bottle of soda; a box of crayons, cereal; a roll of wrapping paper, etc.教学后记: 通过各种练习的训练，学生对本组教学内容的掌握还是比较理想的，但对量词的复数形式不太熟练，常漏-s。
2 I usually look for cookies.2008-02-25 20:12:05.0
2 I usually look for cookies.Objectives and Requirements: Language Target: How do you get to school? I usually take the bus.Do you ever take a taxi to school? No! I never take a taxi to school.Sounds and words: / / Vocabulary Key: never, sometimes, usually, always, subway, bus, taxi, bike Sounds and words: ear, hear, near, cheer, clear, beer
(The First Period) Conversation Getting ready: a.
Have Ss close their books.Hold up the wall picture so Ss can look at the pictures without reading the dialog.b.
T: (Point to Gogo, Tony and Jenny.) They are looking for some insects.Do you think they can find the insects? c.
Elicit responses from Ss.Using the book: a.
Have Ss open their books and look at the pictures.b.
T: Let‟s listen to the tape.
c.
Play the tape and point to each picture for Ss to follow.d.
T: Did they find any insects? [Ss: No, they didn‟t.] What did Gogo find?[Ss: He found some cookies.] e.
T: Let‟s listen again and repeat.
f.
Play the tape, pausing after each expreion to have Ss repeat.g.
Put Ss into groups and have them practice acting out the dialog.h.
Encourage Ss to use some props if available, e.g.backpacks, a map, cookies, etc.Vocabulary Getting ready: a.
Put Picture Cards 9-12 (never, sometimes, usually and always) word-side up on the board.b.
T: Listen.I eat rice for dinner every day.(Point to always.) I always eat rice for dinner.c.
Turn the card over to show the picture.d.
Give different examples for the rest of the words so that Ss understand the concept of frequency.Using the book: a.
T: Listen to the tape and repeat.Point to each word as you say it.b.
Play the tape and have Ss repeat.c.
Show Picture Cards 9-16 at random and have Ss say the words.d.
Introduce the bonus vocabulary drive, walk and ride my bike, using pantomimes.Target Getting ready: a.
Put Picture Cards 13-16 word-side up on the board.b.
T: I usually get to school (by bike).(S1‟s name), how do you get to school? [S1: I usually (take the bus).] c.
Continue with several Ss.Using the book: a.
T: Listen to the tape.b.
Play the tape.c.
T: Listen again and repeat.d.
Play the tape again and have Ss repeat.e.
T: Now, get into pairs.Make up your own dialogs.f.
Ask volunteers to perform their dialog for the cla.教学后记:学生对于陈述句的掌握不是很理想，很多学生容易直接用中文的思想来翻译，如：I go to school take a bus.或者是：I by bike to school.而且几个时间的词语的发音方面也不是很好。
(The Second Period) Practice 1 Getting ready: a.
Ask four Ss to write questions A-D on the board.b.
Ask another four Ss to read the questions aloud.Using the book: a.
Have Ss look at the pictures for A.b.
Write She ____.underneath question A on the board.c.
T: (Point to each picture.) Can you make a sentence? [Ss: She (usually rides a bike).] d.
T: Let‟s listen to the tape.e.
Play the tape for A, then pause.f.
T: How does she get to work? [Ss: She always rides a bike to work.] g.
Have Ss put a checkmark in the correct box.h.
Repeat the procedure with the other three questions.Practice 2 Getting ready: a.
Have Ss look at the example question on the page.b.
Ask Ss to read the question.[Ss: How do they get to school?] c.
Have Ss look at the character‟s faces and review their names( Tony, Jenny, Ben and Lisa).Using the book: a.
T: Now, work with a partner like this.(S1‟s name), how does Tony usually get to school? Look at the pictures for every day of the week.They are all buses.[S1: He always takes the bus to school.] b.
T: Good.Now find a partner and practice asking and answering about Jenny, Ben and Lisa.Check the pictures for every day of the week.c.
Give Ss time to practice asking and answering.d.
Walk around the claroom to provide help if needed.Song activity Getting ready: a.
Have Ss look at the pictures.b.
T: (Point to the boy taking a bus.) Is he taking a bus or a taxi? [Ss: He‟s taking a bus.] c.
Ask questions about the other pictures.Using the book: a.
Ask individual Ss to read the lyrics.b.
T: (Point to the blanks on the page.) There are some words miing.Let‟s listen to the song and fill in the blanks.c.
Play the tape and have Ss fill in the blanks.d.
Pause the tape from time to time if neceary.e.
T: Now, let‟s sing!
f.
Play the tape again and have Ss practice singing together.g.
Divide Ss into three groups and aign each group a verse.h.
Have each group choose one group member to sing the answer part.The rest of the group sings the questions.i.
Play the tape and have each group sing along.教学后记: 学生对于一般现在时的一般疑问句的肯定、否定回答掌握的比较好（比较简单），但对于陈述句的句式还是有一定的难度。 (The Third Period) Activity Getting ready: a.
Ask a student to come to the front of the cla.b.
Ask the student to play the role of Gogo and follow the conversation on the page.c.
T: Do you ever go on a skateboard to the movies? [S1: Yes.I always go on a skateboard to the movies.] d.
Ask another student to come to the front of the cla.Ask her to play the role of Jenny and ask S1 the other question.e.
S2: Do you ever take the subway to the mall? [S1: Yes.I sometimes take the subway to the mall.] Using the book: a.
Put Ss into pairs.b.
Ask Ss to practice the bookstore Q&A in Gogo‟s row with their partner.
c.
S1: Do you ever take the bus to the bookstore? [S: Yes.I usually take the bus to the bookstore.] d.
Ask Ss to draw their own answers in the row of „YOU‟.e.
Practice the Q&A with their partner.Sounds and words: (1) Getting ready: a.
Write ear on the board.b.
T: (Point to the word.) Let‟s practice this sound.c.
T: / /.[Ss: / /.] Using the book: a.
Have Ss look at the pictures on the page.b.
T: Let‟s listen to the tape.
c.
Play the tape and have Ss point to each word as the tape says it.d.
T: Let‟s listen again and this time, repeat.e.
Have Ss repeat after the tape.f.
After enough practice, point to the pictures randomly and have Ss say the words.Sounds and words: (2) Getting ready: a.
Write year, ear, hear, cheer, near, clear on the board.b.
Have Ss underline the sound in common of these words.(year, ear, hear, cheer, near, clear) Using the book: a.
T: Let‟s listen to the chant.b.
Play the tape once.c.
T: Now, listen and point to the pictures.d.
Play the tape and have Ss chant along.教学后记: 由于上一节课，学生对一般现在时一般疑问句的用法掌握得一般，通过本节课的训练，学生掌握的还是不错的。Sounds部分也掌握得比较理想。
(The Fourth Period) Extension activities Conversation
Point to the first picture on the page.T asks What is Gogo saying ? Then T reads the sentence I never look for insects! T shakes his/her head while reading the sentence.Then T points to the second picture and reads the sentence I usually look for cookies! This time T nods his/her head while reading the sentence.Then T writes I never look for insects.I usually look for ____.T says I never look for insects.I usually look for (my keys).Then T says Now you make up sentences.S1 starts by saying, e.g.I never look for insects.I usually look for (my books).Continue until every student has had a turn.Vocabulary
Divide Ss into four groups.Aign each group one word: never, sometimes, usually and always.Ask each group to make up an action to show what the word means.Give groups a few minutes to prepare.Then have each group teach their action to the rest of the cla.Then T makes up sentences using the words and Ss repeat the adverbs and do the actions when they hear them.Target
Put Ss into pairs.Put one set of the never, sometimes, usually and always Student Cards in a bag.Have each student pick one card out of the bag, look at the word, then put it back.Ss should not tell anyone their “secret word”.Then T says Ask your partner questions.You want your partner to answer with your secret word, but don‟t tell your partner the word.Demonstrate with one pair first.For example, if S1‟s word is never, he/she asks a question that he/she thinks will get an answer of never, e.g.Do you ever eat cereal for dinner? If S2 answers, e.g.No, I never eat cereal for dinner.then S1 gets one point.If S2 does not answer with never, then S1 must make up another question.Ss must continue to make up questions until their partners say their secret words.Then the partners switch roles.Practice
Write the following questions on the board: Do you ever ride your bike to school? Do you ever go to the movie theater? etc.T asks Ss to write the answers on paper, e.g.I (never) ride my bike to school.Ss should not write their names on the paper.Then T collects the papers and puts them in a bag.T asks one student to pick a paper out of the bag.S1 reads all the sentences on the paper.Then S1 asks Who is it? Allow several Ss to gue before asking the correct student to stand up.Then ask the next student to pick a paper from the bag and read the sentences.Continue until all the answers have been read.Practice 2 Before cla, prepare some Do you ever…? questions for Ss.In cla, put Ss in pairs.T tells Ss You have 30 seconds to ask each other these questions.Go! T times Ss for 30 seconds, then says Stop! Distribute paper to Ss.T asks one pair to stand at the front.T chooses one of the questions, e.g.(S1‟s name), does (S2‟s name) ever clean up his/her room? Give S1 and S2 time to write the appropriate adverb on their papers.If the appropriate adverb on their papers.If the answers match, then s1 gets a point.Then T asks another pair to stand at the front.He/ She asks the pair another question.When all the pairs have had a turn, start with the first pair again, but this time, T asks S2‟s about S1s.
教学后记: 通过游戏的形式加强学生对句型的操练，学生的学习积极性比较浓厚，对句型的掌握也比较牢固，练习质量比较高。
(The Fifth Period) Song activity
Ask Ss to brainstorm different types of transportation.T makes flash cards for the words.Using one set of Student Cards, T puts never, sometimes, usually and always cards in one envelope and the subway, bus, taxi, bike and the new flash cards in another envelope.Ss then sit in a circle.T plays the music and Ss sing the song, while paing the envelopes around the circle in opposite directions.When the song is over, the cla asks How do you get to school every day? The two Ss holding the envelopes show each other their flash cards and make a sentence, e.g.We (sometimes) take a (spaceship).Then they put the cards back in the envelopes and the cla plays again.Activity
Write Do you ever ____ to school? on the board.Put Ss into groups of six.Distribute paper to Ss.Ask Ss to draw the table below.Ss walk around the room and ask their group members about how they go to school.Ss count the number on a tally grid.T asks individual Ss questions, e.g.How many students go to school (by bus)? Then T gathers the information from all groups and prepares statistics of the number of students who go to school by each type of transportation.Sounds and words Write ear and eer on the board.Have volunteers write ear, near, clear, hear, cheer, beer, year under the correct heading on the board.Ask Ss to write ear and eer on two pieces of paper.Erase the words on the board and then say one of the words.All the Ss must repeat the word and hold up the piece of paper with the correct letters.After Ss get used to the game, divide the cla into teams and have a competition.Speed up as you go along.Say the words fear and cheerful as bonus trick questions.Transportation charades Put Ss into small groups.Give each group a Picture Card or Student Card with one of the following words: subway, bus, taxi or bike.Ask one group to demonstrate.For example, for bus, S1 pretends to be the driver holding the steering wheel.S2 makes a driver‟s seat with his/her arms for driver to sit in.S3 could be the paenger sitting sideways behind the driver.All the Ss could move together to demonstrate a moving bus.Give groups a few minutes to prepare a pantomime using all the group members.When groups are ready, each group performs their pantomime for the cla.Other Ss try to gue what mode of transportation they are acting out, e.g.It‟s a (bus)! 教学后记: 通过Mimi-research的游戏加强学生对句型的操练，培养学生的小组合作精神比较好，也促进了学生的竞争意识。
How often do you go hiking? Objectives and Requirements: Language Target: How often do you go fishing? Very often.I go fishing about once a week.How often do you eat fish? Not very often.I eat about once a year.Sounds and words: / / Vocabulary Key: once, twice, three times, go fishing, go dancing, go hiking, go ice-skating, go swimming Additional: once a week, once a month, once a year Sounds and words: girl, pearl, T-shirt, skirt, purse, nurse (The First Period) Conversation Getting ready: a.
Bring in a trekking pole/walking stick and a backpack.Pantomime going hiking.Then hold up one finger.b.
T: I go hiking once a month.c.
Pantomime swimming.Then hold up two fingers.d.
T: I go swimming twice a week in the summer.e.
T: (S1‟s name), how often do you go hiking? [S1: I go hiking (once a year).] f.
T: (S2‟s name), how often do you go swimming? [S2: I go swimming (three times a week in the summer.)] Using the book: a.
Have Ss open their books and look at the pictures.b.
T: Let‟s listen to the tape and read the story.
c.
Play the tape and point to each picture for Ss to follow.d.
T: Let‟s listen again and repeat.
e.
Play the tape, pausing after each sentence to have Ss repeat.f.
Put Ss into pairs and ask them to play the roles of Gogo and Jenny.g.
Have pairs practice acting out the dialog.h.
Encourage some pairs to act out the dialog in front of the cla.Vocabulary Getting ready: a.
Bring in Picture Cards 17-24.b.
Show the picture side of the Picture Card once.c.
T: Repeat.Once.[Ss: Once.] d.
Show the word side of the card.e.
T: How do you spell once? (Point to each letter for Ss to say.) [Ss: O-N-C-E.] f.
Continue with the rest of the cards.Using the book: a.
T: Open your book.Listen to the tape and point to each word.b.
Have Ss point to the words.c.
Play the tape again, and have Ss repeat each word.d.
Hold up Picture Cards in random order (picture-side up) and have Ss say the words and spell them.Allow Ss to write the words on paper before saying the letters.Target Getting ready: a.
Put Picture Cards 17-24 word-side up on the board.b.
Write How often do you ____? underneath the cards.c.
T: (Point to the Picture Card go fishing) (S1‟s name), how often do you go fishing? [S1: I go fishing (once a month).] d.
Continue with several Ss.教学后记：学生对本单元的单词和句型都感兴趣，学起来也容易很多，第一课时掌握的内容良好，对twice的发音加强一下就可以了。
(The Second Period) Practice 1 Getting ready: a.
Write How often ___________? b.
T: (Point to the first picture in A.) How often does he go swimming? c.
T: (Point to the second picture in A.) Can you make a question? [Ss: How often does she go ice-skating?] d.
Continue with individual students with different pictures.Using the book: a.
Have Ss look at the pictures for A.b.
Write He ____.underneath question A on the board.c.
T: ( Point to each picture.) Can you make a sentence? [Ss: He goes swimming (once a month).] d.
T: Let‟s listen to the tape.
e.
Play the tape for A, then pause.f.
T: How often does he go swimming? [Ss: He goes swimming once a week.] g.
Have Ss put a checkmark in the correct box.h.
Repeat the procedures with the other three questions.Practice 2 Getting ready: a.
Have Ss look at the Q&A on the page.b.
Ask two Ss to come to the front of the claroom and role-play Gogo and Tony.Using the book: a.
T: (Point to the second column with swimming.) (S1‟s name), can you make a question? [S1: How often do you go swimming ?] b.
T: (Think and answer truthfully.) I go swimming (once a week).c.
T: Now, you answer the questions.Write your answers on the top row.d.
Give Ss a few minutes to answer.e.
Then put Ss in groups of four to interview each other to complete the chart.Song activity Getting ready: a.
Have Ss look at the pictures.b.
T: (Point to the picture of Tony.) What is Tony going to do? [Ss: He‟s going to go hiking.] c.
Ask questions about the other pictures.Using the book: a.
Ask individual Ss to read the lyrics.b.
T: (Point to the blanks on the page.) There are some words miing.Let‟s listen to the song and fill in the blanks.c.
Play the tape and have Ss fill in the blanks.d.
Pause the tape from time to time if neceary.e.
T: Now, let‟s sing!
f.
Play the tape again and have Ss practice singing together.g.
Divide Ss into four groups and aign each group a verse.h.
Have each group choose one group member to sing the answer part.The rest of the group sings the questions.i.
Play the tape and have each group sing along.教学后记：从学生完成听力部分的结果来看，大部分学生掌握的还是比较好的，在课后应加强学生对句子的阅读和造句的训练，让学生能形成一种语感。
(The Third Period) Activity Getting ready: a.
Hold up your book.b.
T: (Point to the picture of the frog in A.) What is this? [Ss: It‟s a frog.]
c.
Continue with the other pictures.Using the book: a.
Ask a volunteer to read out the frog‟s introduction in A.b.
Ask another volunteer to read out the question for the cla.c.
Give Ss time to write the answer on the page.d.
Do the same with the other two questions.e.
Put Ss into pairs to check their answers.Sounds and words (1) Getting ready: a.
Write girl, pearl, T-shirt, skirt, purse and nurse randomly on the board.b.
Have Ss look at the board.c.
Underline the letters ir, ear and ur in the words.d.
T: Let‟s practice this sound.e.
T: / /.[Ss: / /] Using the book: a.
Have Ss look at the pictures on the page.b.
T: Let‟s listen to the tape.
c.
Play the tape and have Ss point to each word as the tape says it.d.
T: Let‟s listen again and this time, repeat.e.
Have Ss repeat after the tape.f.
After enough practice, point to the pictures randomly and have Ss say the words.Sounds and words (2) Getting ready: a.
Write girl, purple, purse, pearl, nurse, bird, skirt, word and shirt on the board.b.
Have Ss underline the sound in common of these words.(girl, purple, purse, pearl, nurse, bird, skirt, word, shirt) Using the book: a.
T: Let‟s listen to the chant.
b.
Play the tape and have Ss point to each word as the tape says it.c.
T: Let‟s chant together.
d.
Play the tape again and have Ss practice chanting.e.
Divide Ss into four groups.f.
T: Let‟s see who can chant better!
g.
Have each group chat in their own creative way.h.
Choose a group with the best performance and explain why they win.教学后记：渗透的语音知识对学生的作用较大，利用学生的竞争来学好本单元的发音，掌握良好。
(The Fourth Period) Extension activities Conversation
Write the Q&A exchange How often do you go hiking? I go hiking g(twice a month).on the board.Ask some Ss to work with partners to create short dialogs about their own hobbies.Have Ss brainstorm other Q&A exchanges they could use in their dialogs and have volunteers write them on the board, e.g.How often do you play badminton? I play badminton once a week.How often do you go swimming? I go swimming twice a week, etc.Put Ss into pairs and give them time to prepare.Then have volunteers perform their dialogs with actions for the cla.Vocabulary Divide the cla into groups of four and ask each group to make a set of vocabulary cards by writing the words/phrases on pieces of paper.Ss place the cards face down on the desk; the action cards in one row and the adverbs of time in another row.The first student picks one card from each row, then says a sentence using the phrases on the cards.Once everyone has had two tries, restart the game, but this time a student must say a sentence, then try to pick the cards that match the phrases they have used.If they are succeful, they get a point.Target Divide the cla into two teams: Question Team and Answer Team.The teams stand on opposite sides of the claroom.Bring in a ball.S1 on the Question Team starts by making up a question, e.g.How often do you (go swimming)? and toes the ball to the Answer Team.The student on the Answer Team.The student on the Answer Team who catches the ball, S2, answers truthfully I (go swimming twice a week).Then S2 toes the ball back to the Question Team.The student on the Question Team who catches the ball asks another question and the game continues.
(The Fifth Period) Practice 1
Ask a volunteer to come to the front.T chooses one of the pictures from Practice 1 and shows it to S1 to pantomime.Ask other Ss to gue what S1 is doing.Write How often do you ____? on the board.Ss who ask the correct question get a point.Then ask Ss to gue the correct answer and the correct picture.Ss who answer correctly get a point.Continue with other pictures and ask different Ss to pantomime.Practice 2
After the surveys are completed, ask the groups How many people in your group go ice-skating once a year? Write the answers on the board as each group reports back.Repeat for other activities and write the subtotals on the board.After Ss have added up the umbers, ask some individual Ss to make statements, e.g.Ten people in cla go ice-skating once a year.Song activity
Write day, week, month and year on the board.Sing the first two verses of the song How often do you go fishing? But as you do, mime the activities hiking and dancing, as well as showing the correct number of fingers and pointing to the correct words in order to prompt the Ss to sing the song correctly.Continue to sing the song, but invite Ss to come forward to lead the cla by miming, showing their fingers, and pointing to the correct word on the board.Activity
Divide the cla into two teams.Start to talk about yourself, just as the frog, polar bear, and girl do in Activity.Then ask questions to elicit answers, such as What‟s my name? What am I? What do I do? When do I …? How often do I …? Give points for correct answers.Then divide the cla into groups of four and have each student talk about themselves, then ask the others in their groups questions for points.Sounds and words a.
Write the r-combination ir, ur and ear on the board.Brainstorm with the cla the words from the unit that fall under these categories.Invite Ss to come up, say and write the words.Continue to think of more words that are not from the unit.Select a student to make a sentence using one of the words, then ask them to select another student, until several Ss have had a try.Finally, ask Ss if they know of any other letter combinations that produce the / / sound and brainstorm some of the words, e.g.er: her; ur: burn.b.
Ask the cla to stand.Have students write ir, ur and ear on separate pieces of paper and place them on their desk.Then start talking.When T comes to an r-combination word, Ss must raise the correct piece of paper.If they do not, or have raised the wrong piece, they must sit down.Continue to talk, until only a few Ss are standing.教学后记:
1、教学内容不多，句型比较简单，而且内容贴近我们的生活实际，学生掌握的比较好。在综合练习中，反映学生对以前所学的动词词组遗忘率比较高。
2、对于一般现在时的第三人称的动词变化，学生掌握得不太牢固，总忘记词性变化，-s。学生对歌曲的学习还是比较浓厚。
3、学生的阅读能力比较薄弱，理解课文能力很差，对人称的转变，对句型的结构不理解，须加大训练力度。
4 Review 1 Objectives and Requirements: Language Target: Did you buy a bag of chips at the store? No, I don‟t.I bought a bottle of shampoo.Ok.I‟ll go to the store and get a bag of chips.I‟m going to get a box of tiues, too.I‟ll go too.I‟m going to get a piece of candy! How do you get to school? I usually take the bus.Do you ever take a taxi to school? No! I never take a taxi to school.How often do you go fishing? Very often.I go fishing about once a week.How often do you eat fish? Not very often.I eat fish about once a year.Sounds and words: / /, / /, / / Vocabulary Key: a piece of candy, a carton of ice cream, a pair of socks, a bag of chips, a bottle of shampoo, a bar of soap, a box of tiues, a roll of toilet paper, never, sometimes, usually, always, subway, bus, taxi, bike, once, twice, three times, go fishing, go dancing, go hiking, go ice-skating, go swimming Additional: get, got, bring, brought, have, had, drive, walk, ride my bike, once a week, once a month, once a year Sounds and words: chair, stairs, bear, pear, where, there, ear, hear, near, cheer, clear, beer, girl, pearl, t-shirt, skirt, purse, nurse Review 1 Getting ready a.
T: (Point to sentence A.) (S1‟s name), can you read the beginning of the sentence? [S1: I bought…]
b.
Continue with the rest.Using the book a.
T: Now listen to the tape.b.
Play the tape for A, then pause the tape.c.
T: I bought … (Gesture for Ss to answer.) [Ss: a roll of toilet paper.] d.
Repeat for B, and have Ss write the answer on the page.e.
Continue with the rest.Review 2 Getting ready a.
Bring in Picture Cards 1-24.b.
Review the cards orally.Using the book a.
Ask a volunteer to read aloud question A for the cla.b.
T: Now, look at the pictures.Write the answers on the page.c.
Give Ss time to fill in the blanks.d.
Continue with the rest.e.
Put Ss into pairs and have them exchange their work for checking.Review 3 Getting ready a.
Put Picture Cards of go ice-skating, go hiking, subway, usually, once, twice, always, a box of tiues and a roll of toilet paper on the board, picture-side up.b.
Ask individual Ss to write the correct word underneath each picture, and then have the whole cla say the word.c.
T: We‟re going to read Jenny‟s e-mail.Using the book a.
T: Now, let‟s read the e-mail.b.
Give Ss time to read the e-mail silently.c.
Have individual Ss read aloud the e-mail sentence by sentence.d.
T: (Point to question A.) (S1‟s name), can you read the question? [S1: What are Mary‟s hobbies?] e.
T: What‟s the answer, (S2‟s name)? [S2: Her hobbies are ice-skating, hiking and table tennis.] f.
T: Write the answer on the page.g.
Continue with the rest.Review 4 Getting ready Ask individual Ss to read the words out loud.Using the book a.
Point to the word pearl.b.
T: / /, /,,/.Pearl.I‟ll play the tape.Let‟s find the sound / /.c.
Play the tape.d.
T: Can you find the words with the sound / /? Circle them.e.
Have Ss say the words so that the cla can check the answers.f.
Repeat procedures for questions B and C.教学后记：本单元的复习工作开展较好，学生在知识上的连贯比五年级要好，听力部分掌握的情况良好。
Bonus 1 Objectives and Requirements: Language Target: Did you buy a bag of chips at the store? No, I don‟t.I bought a bottle of shampoo.Ok.I‟ll go to the store and get a bag of chips.I‟m going to get a box of tiues, too.I‟ll go too.I‟m going to get a piece of candy! How do you get to school? I usually take the bus.Do you ever take a taxi to school? No! I never take a taxi to school.How often do you go fishing? Very often.I go fishing about once a week.How often do you eat fish? Not very often.I eat fish about once a year.Sounds and words: / /, / /, / / Vocabulary Key: a piece of candy, a carton of ice cream, a pair of socks, a bag of chips, a bottle of shampoo, a bar of soap, a box of tiues, a roll of toilet paper, never, sometimes, usually, always, subway, bus, taxi, bike, once, twice, three times, go fishing, go dancing, go hiking, go ice-skating, go swimming Additional: get, got, bring, brought, have, had, drive, walk, ride my bike, once a week, once a month, once a year Sounds and words: chair, stairs, bear, pear, where, there, ear, hear, near, cheer, clear, beer, girl, pearl, t-shirt, skirt, purse, nurse Activities What did you see?
Put Ss into pairs.Ask S1 to only look at page 73 and S2 only look at page 74.Ask Ss to remember as many items as they can on the page.After a few minutes, S1 closes his/her book.S2 looks at page 73 only and asks S1 What did you see? S1 answers according to his/her memory.e.g.I saw two pandas eating leaves.I saw a man riding a horse.S1 gets a point for each correct answer.When S1 is finished, S2 closes his/her book.S1 looks at page 74 only and asks S2 the same question.S2 answers according to his/her memory.S2 gets a point for each correct answer.Do you ever…?
Put Ss into pairs.Have Ss take turns pointing to pictures on Bonus I page and ask each other question, e.g.Do you ever go fishing? How often do you go fishing? etc.After that, Ss report the information about their partner to the cla.Read and find
Divide the cla into groups of four.Have the groups look at Bonus I page and each write down tow sentences or questions on paper strips about something on the page, e.g.She rides her horse twice a week.They go dancing once a month.Collect the sentences and redistribute them to the groups.Each student strips by the appropriate places on the page.If it is a question, they must answer it.Time travel
Divide the cla into groups of three.Hold up the page, point ot the two children running in front of the pizza restaurant and ask Did they run to the pizza restaurant? Help Ss to reply No, they didn‟t.They ran to their friend‟s home.Write the exchange on the board.Then ask What are they going to do? Have Ss answer They are going to play video games.Have Ss in each group write down similar exchange for at least six pictures on the page.Word chain game Divide the cla into two teams.Have S1 in Team A say a word form Bonus I page illustration.S2 in Team B must then find a word that starts with the first or last sound from the word given by S1.Set a 6-second time limit and award a point for each word given.If a student cannot think of a word, they can simply say another word, but no point is given.教学后记: 本单元主要学习量词词组、动词词组、时间时态，涉及四种时态的综合运用，涉及特殊疑问句、一般疑问句及其回答与运用，还有双元音的字母、字母组合发音。学生对词汇的掌握比较好，但对于句型、动词、时态的掌握有待加强训练。
5 It‟s a magic hat.
Objectives and Requirements: Language Review: How much is the guitar? It‟s $85.Wow! That‟s expensive! How much are those socks? They‟re $1.hey! That‟s cheap! Sounds and words: / / Vocabulary Key: forty, fifty, sixty, seventy, eighty, ninety, a hundred, cheap, expensive, dollar Additional: five hundred, a thousand, yuan Sounds and words: color, carrot, cups, cookies, kite, keys (The First Period) Conversation Getting ready a.
Bring in some real money, e.g.¥1,¥2,¥5,¥10,and ¥100 bills (or use Gogo Money WB p.70) b.
T: (Show a ¥1bill.) This is one yuan.Repeat.One yuan.[Ss: One yuan.] c.
Continue with different notes.d.
T: (Show a ¥10 bill.) How much is this? [Ss: Ten yuan.] e.
Do the same with some other notes.f.
Tell Ss that yuan is different from dollar to give them an idea of different currencies.In the story dollars refers to US dollars.It is an option to tell Ss the conversion rate of yuan into US dollar.Using the booka.a.
T: Now, let‟s listen to the tape.
b.
Hold up the book and point to the pictures.c.
T: Let‟s listen again and repeat.
d.
Play the tape, pausing after each expreion to have Ss repeat.e.
T: (Point to the hat.) How much is this hat? [Ss: It‟s a hundred dollars.] f.
T: What did Gogo find in the hat? [Ss: A chicken, a lion and Tony.] g.
Put Ss in groups of three and have them practice acting out the dialog.Encourage Ss to use the same voice expreions as the characters‟ voices and add actions.Vocabulary Getting ready a.
Bring in Picture cards 25-32 on the board, picture-side up.b.
Show the picture side of the Picture Card forty.c.
T: Listen and repeat.d.
Show each Picture Card and say the word for Ss to repeat.Using the book a.
T: Listen to the tape and repeat.Point to each picture as you say it.b.
Have Ss listen, repeat and point to each picture.c.
Point to the pictures at random and have Ss say the words.d.
Introduce the bonus vocabulary, five hundred, a thousand and yuan.Write the numerals on the board so that Ss understand how big the numbers are.Target Getting ready a.
T: (Point to S1‟s eraser.) How much is that eraser? b.
Teach Ss how to answer with their currency.[S1: It‟s (two yuan).] c.
T: (Point to S1‟s pencils.) How much are those pencils? [S1: They‟re (five yuan).] d.
Ask some more Ss, and have them answer accordingly.e.
Have Ss ask T similar questions.f.
Answer truthfully.Using the book a.
Have Ss look at the pictures on the page.b.
Ask individual Ss to read out the sentences.c.
Play the tape a few times and have Ss practice along with the tape.d.
Put Ss into pairs and have them act out the dialogs.e.
Have pairs ask each other about their own items as in Getting ready section above.=教学后记：学生对Gogo的讲话方式感兴趣，模仿的比较好，对数字的认识还可以，但遗忘较大，对以前学过的数字掌握反而不够，询问价钱贴近生活，一问一答的对话学生编的好。 (The Second Period) Practice 1 Getting ready a.
Write How much _________? On the board.b.
T: (Point to the first picture in A.) How much is a carton of ice cream? c.
T: (Point to the second picture in A.) (S1‟s name), can you make a question? [S1: How much is a cone of ice cream?] d.
Continue with individual Ss with different pictures.Using the book a.
Have Ss look at the pictures for A.b.
Write It‟s ____.Underneath question A on the board.
c.
T: (Point to the first picture.) (S1‟s name), can you answer the question using the sentence structure on the board? [S1: It‟s ten dollars.] d.
Continue with the other pictures.e.
T: Let‟s listen to the tape.
f.
Play the tape for A, then pause.g.
T: What‟s the answer? [Ss: It‟s four dollars.]
h.
T: Put a checkmark in the correct box.(S2‟s name), can you write the answer on the board underneath the question? i.
Have S2 write the sentence on the board.j.
Repeat the procedures with the other three questions.Practice 2 Getting ready a.
Have two Ss read the dialog.b.
T: (Point to the skateboard.) Is it cheap? [Ss: No, it isn‟t.It‟s expensive.] c.
Go over each picture.Using the book a.
Put Ss into pairs.b.
Have Ss take turns asking and answering questions about the pictures.c.
Walk around the claroom to see how Ss are doing Chant activity Getting ready a.
Have Ss look at the pictures around the lyrics.b.
T: (Point to the box.) Can you make a question? [Ss: How much is that box?] c.
Have one student answer.[S1: It‟s fifty dollars.]
d.
T: (Point to the socks.) Can you make a question? [Ss: How much are those socks?] e.
Have another student answer.[S2: They‟re three dollars.] Using the book a.
T: Let‟s read out the lyrics first.
b.
Ask individual Ss to read out the sentences.c.
T: (Point to the blanks on the page.) There are some words miing.d.
T: Let‟s listen to the chant and fill in the blanks.e.
Play the tape and have Ss fill in the blanks.f.
Pause the tape from time to time if neceary.g.
T: Now, it‟s time to chant! Let‟s listen to the tape first.h.
Play the tape again for Ss to practice chanting together.i.
Divide the cla into two groups.j.
Have one group chant the question parts and the other group chant the answers.Then switch.=教学后记：本课时充分训练了学生的听力和口语，对询问价钱的问题有了一定的认识，礼貌上的教育也加强了。
(The Third Period) Activity Getting ready a.
Have Ss look at Student A picture on the page.b.
T: Look at the Student A picture for one minute.c.
T: (Give Ss one minute.) Now, close your books.d.
T: What was in the picture? Do you remember? e.
Ask Ss to name all the items they remember.Using the book a.
Put Ss into pairs and aign them Student A and Student B roles.b.
T: Now, open your books.Student A should look at Student A picture only, so cover Student B picture.Student B should look at Student B picture only, so cover Student A picture.Are you ready? c.
T: Some information is miing in each picture.Your partner has
the answers.Ask each other about the items.d.
Give Ss time to ask, answer and write the prices on the page.e.
Circulate around the claroom to see how Ss are doing.f.
When Ss are finished, have them uncover the pictures to check the answers.Sounds and words 1 Getting ready a.
Bring in a cup and a key.b.
T: (Hold up a cup.) Repeat.Cup.[Ss: Cup.] c.
T: ( Hold up a key.) Repeat.Key.[Ss: Key.] d.
T: Today we practice the sound /k/.It‟s the sound in the words „cup‟ and „key‟.Repeat after me.
e.
T: /k/.[Ss: /k/.] Using the book a.
Have Ss look at the pictures on the page.b.
T: Let‟s listen to the tape.
c.
Play the tape and have Ss point to each word as the tape says it.d.
T: Let‟s listen again and this time, repeat.e.
Have Ss repeat after the tape.f.
After enough practice, point to the pictures randomly and have Ss say the words.Sounds and words 2 Getting ready a.
Write color, kite, black, carrot and keys on the board.b.
Have Ss underline the sound in common of these words.(color, kite, black, carrot, keys.) Using the book a.
T: Let‟s listen to the chant.
b.
Play the tape and have Ss point to each word as the tape says it.c.
T: Let‟s chant together.d.
Play the tape again and have Ss practice chanting.e.
Divide Ss into four groups.f.
T: Let‟s see who can chant better!
g.
Have each group chant in their own creative way.h.
Choose a group chat in their own creative way.i.
Choose a group with the best performance and explain why they win.教学后记：发音较到位，学生掌握的情况良好。
(The Fourth Period) Extension activities Conversation
Bring some hats to cla (or ask Ss to bring hats to cla).Put Ss into pairs to practice acting out the dialog, but encourage Ss ot choose different items for Gogo to pull out of the hat.Invite confident pairs to perform for the cla.Vocabulary
Bring some shopping catalogs/newspaper advertisements to cla.Teach Ss how to say their own currency in English.Then T looks in the catalogs/advertisements and writes down some prices on the board.Teach Ss how to say the prices in English.Then T asks individual Ss question, e.g.(S1‟s name), how much is the toy car? [S1: It‟s (forty yuan).] Target
After Ss have done the activity above, put Ss into pairs.Give each pair a shopping catalog/newspaper advertisement.T says Now you make your dialog.Choose an item and talk about it.T can demonstrate first with one student, e.g.T: How much is this (television)? [S1: It‟s (one thousand yuan).] T: Wow! That‟s expensive! When Ss understand, give Ss time to create and practice their dialogs.Then invite a few pairs to perform for the cla.Practice 1
Bring some real objects, e.g.a bag of chips, a box of tiues, a bottle of shampoo, etc.Keep the price tag on and put the items on the table.Model the dialog with S1 first.Ask Ss How much is this (bottle of shampoo)? Have S1 answer based on the price tag, e.g.It‟s (twelve yuan).Then make a comment, e.g.Wow! That‟s expensive!/ That‟s cheap! Then ask two Ss to make another dialog.Continue with several more pairs of Ss.Practice 2
Before cla, make a list, grouping some of the items on the page together and adding their prices, e.g.telephone, cake and fan---¥173.Distribute paper to Ss.For the game, Ss look at the page.T reads out a list of three or four items at a time.Ss compete to see who can be the first to give the total price, e.g.That‟s (¥173)! Give Ss paper to add the numbers together before answering.When one student answers correctly, T gives a list of new items.Make sure that Ss are saying the numbers correctly, e.g.That‟s (one hundred and seventy-three) yuan.教学后记: 1、本单元教学内容比较贴近生活，在生活中运用比较广泛，学生的学习兴趣比较浓厚。对句型容易掌握，但对名词的单复数不能明确区分。
2、学生对数字的掌握欠缺一点，特别是对以前所学习的1-20的单词遗忘较多，对于几十几、几百几十几、几千几百几十几的表示法掌握不太理想。
Unit6 The turtle is faster The First Period
Teaching contents: (Vocabulary Target Practice) Teaching key point:
1、Target language
2、Topic vocabulary.Teaching difficulty: Talking about animals using comparatives Teaching aids: tape cards Teaching procedure: n
Review Reiew words of the animals and sentences about Is…? and What‟s this? n
Presentation 1
SB p.32 Bring in picture Cards 33--40 on the board, picture-side up.Show the picture side of the Picture Card hippo.T: how do you spell hippo.[Ss: hippo.] (point to each letter for Ss to say.) [Ss: h-I-P-P-O.] Continue with the rest of the cards.T: Open your book.Listen to the tape and point to each word.Have Ss listen and point to each word.Play the tape again, and have Ss repeat each word.Hold up Picture Cards in random order ( picture-side up) and have Ss say the words and spell them.allow Ss to write the words on paper before saying the letters.Extension activity TB p.71 n
Presentation2
SB p.32 T: (Point to the Picture Cards of elephant and turtle.) Which is bigger, an elephant or a turtle? Elicit response from Ss.Ss: An elephant is bigger.Continue with the other animals Picture Cards and with different adjectives.Have Ss look at the pictures on the page.Ask some Ss to read out the sentences.Play the tape a few times and have Ss practice along with the tape.Put Ss into pairs and have them act the dialogs.Extension activity TB p.71 Optional activities TB p.73 n
Practice
SB p.33 Have Ss look at the model Q&A on the page.Ask two volunteers to read out the dialog front the cla.Put Ss take turns asking and answering questions about the pictures.Walk around the claroom to provide help if needed.Extension activity TB p.71 n
Homework Copy Vocabulary and Target on the exercise book.Say conversation.n
Writing Is_________________?
hippo
elephant
turtle snail Which is _________________?
big
small
fast
slow
bigger
smaller
faster slower
The Second Period
Teaching contents: (Conversation Practice1 and Chant activity) Teaching key point: Will be able to answer questions after listening to short paages.Teaching difficulty: Talking about animals using comparatives.Teaching aids: tape cards Teaching procedure: n
Review Review words and sentences about Vocabulary and Target.n
Presentation
SB p.31 Ask Ss to look at the first picture.T: (Point to the turtle in the first picture.) Who is Gogo talking to? [Ss: Gogo is talking to a turtle.] Hold up your book and point to the first picture.T: Who do you think is faster, Gogo or the turtle? Elicit responses from Ss.T: Now, let‟s listen to the tape and read the story.
Play the tape and have Ss look at the pictures and dialog in their books.T: Let‟s listen again and repeat.
Play the tape, pausing after each expreion to have Ss repeat.Put Ss into small groups and have them practice acting out the dialog.Extension activity TB p.71 n
Practice
SB p.33 Asking four Ss to read questions A-D aloud.Asking four Ss to write questions on the board Have Ss look at the pictures for A.Write______ is slower.underneath question A on the board.T: (Point to the first picture.) (S1‟s name) , can you answer question A using the sentence structure on the board? [S1: A turtle is slower.] Continue with the other pictures.T: Let‟s listen to the tape.Play the tape for A, then pause.T: What‟s the answer? [Ss: A snail is slower.]
T: Put a checkmark in the correct box.( S2‟s name), can you write the answer on the board underneath the question? Have S2 write the sentence on the board.Repeat the procedures with the other three questions.Extension activity TB p.71 n
Song activity 1
SB p.34 Have Ss look at the pictures around the lyrics.T: ( point to the snail and the snake.) Can you make a question? [Ss: Which is slower, a snail or a snake?] Have one student answer.[S1: A snail is slower.] T: (Point to the plane and the train.) Can you make a question? [Ss: Which is faster, a plane or a train?] Have another student answer.[S2: A plane is faster.] Asking individual Ss to read the lyrics out loud.T: Now, let‟s listen to the song.
Play the tape and point to each word as it is sung.Play the tape again to have Ss practice singing together.Divide the cla into two groups and aign each group a verse.Play the tape and have each group sing their verse.n
Activity2 Have Ss look at the pictures.Have Ss Gue what the song is going to sing about in A and B.T: Now let‟s listen to the tape and find out the answers.Play the tape and have Ss fill in the blanks.Pause the tape from time to time if neceary.T: Let‟s check the answers together.Have Ss read the sentences aloud.Have one group sings the question parts and the other group sings the answers.Then switch.Extension activities TB p.71 Optional activities TB p.73 n
Homework conversation.Write ask and answer of practice1 on the exercise book.n
Writing _________________is slower._________________is smaller._________________is bigger._________________is faster.
The Third Period
Teaching contents: (Activity sounds and words) Teaching key point:
1、Will be able to respond to / ask question about daily life (using comparatives)
2、sounds and words Teaching difficulty: Will be able to respond to / ask question about daily life (using comparatives) Teaching aids: tape cards Teaching procedure: n
Review (show the cards) Review words and sentences of Unit6.Activity
SB p.35 Have Ss look at the picture on the page.T: Look at the picture for one minute.T: ( Give Ss one minute.) Now, close your books.T: What was in the picture? Do you remember? Ask Ss to name all the animals they remember.T: Now open your books .You can look at the picture now.Answer the questions.Give Ss time to finish up writing the sentences on the page.Circulate around the claroom to see how Ss are doing.When Ss are finished, put them in pairs.Have Ss take turns asking and answering the questions.Ask some Ss to write the sentences on the board so that the whole cla can check the answers.Extension activity TB p.71 Optional activities TB p.73 n
Presentation
SB p.36 ( Hold up your thumb.) Repeat.Good.[ Ss: Good.] T: Today we practice the sound /g/.It‟s the sound in the word „good‟.Repeat after me.T: /g/.[Ss: /g/.] Have Ss look at the pictures on the page.T: Let‟s listen to the tape.
Play the tape and have Ss point to each word as the tape says it.T; Let‟s listen again and this time, repeat.Have Ss repeat after the tape.After enough practice, point to the pictures randomly and have Ss say the words.n
Practice
SB p.36 Have Ss look at the pictures.T: ( point to Gogo) What‟s Gogo playing? [ Ss: Gogo is playing the guitar.] T: Let‟s listen to the chant.
Play the tape and have Ss point to each word as the tape says it.T: Let‟s chant together.Play the tape again and have Ss practice chanting.Divide Ss into four groups.T: Let‟s see who can chant better!
Have each group chant in their own creative way.Choose a group with the best performance and explain why they win.Extension activities TB p.71 Optional activities TB p.73 n
Homework Finish the workbook and the writing book of Unit6 n
Writing g /g/ give
good
gate get
gift
garage 教学后记:
1、
对于比较的学习，学生的学习兴趣还是比较浓厚的，对于比较级的词形变化规则，学生还是掌握地不错的，但对于句子的结构就有待加强训练。
2、
总体来看，学生对形容词比较级的掌握还是不错的。
Unit Seven
He‟ s better than us Ⅰ.Teaching Targets.1.
Knowledge Targets: a) These noodle are cheaper than those noodles.b) Yes, but those noodles are better than these noodle.c) Sounds and words: l fl 2.
Ability Targets: Talking about people.animals and objects using comparatives.3.Emotion Targets: Read with expreion Ⅱ.Teaching Key Points.学习多音节形容词比较级的表达方法。 Ⅲ.Teaching Difficult Points. 多音节词形容词的比较级。句型“…be…than…” Ⅳ.Periods: three periods.Ⅴ.The First Period.Step one .Revision.1.
Review words: big-bigger
small-smaller fast-faster slow-slower.2.
Start a free talk of the clamates with sentences.eg: Which is _____._____or _____? _____is _____.Step two .Presentation.1.
Learn the conversation with Poster 2.
Learn the vocabulary and target.Step three .New leon.1.
Learning the conversation with Poster.2.
a).Ask two students to write their ages and birthday on the Bb.Then ask: Who is older, A or B? b).Help the students answer.c).Write older and younger on the Bb and underline…er.
d).Play the tape: Pausing after each expreion to have Ss repeat.e).Put Ss into groups of four and give then the roles of Gogo. Tong Jenny and Mrs.Green.f).Encourage Ss to act out the dialog.2.Using the picture cards learn Vocabulary.3.
Draw two different object on the Bb.Elicit Ss say the sentence.Then write it on the Bb.Eg: This…is cheaper than that____.a.
Have other Ss to read out in Target.b.
Play the tape and read it after the tape c.
Put Ss into pairs and act out it.d.
Do some substitution drills.Using the picture cards.Step four .Sum-up.Step five.Writing on blackboard.
Unit Seven
He‟s better than us
A
younger
B.older
… is\\are {cheaper
than
…
more expensive Ⅵ.The Second Period.Step one .Revision.1.
Review the conversation and vocabulary.2.
Acting in target P38.3.
Step two Presentation 1.
Do practice 1and 2.in P39.2.
Learn chant activity 1.2.Step three .New leon.1.
Practice1 a.
Ask four Ss to read the four questions for the cla.b.
Play the tape for A.then pause.c.
Cheek it.2.
Practice2 a.
Put Ss into pairs and have then take turns asking and answering.b.
Walk around the claroom to see how Ss are doing.3.
Chan activity 1 a.
Play the tape and point to each word as it is chanted.b.
Play the tape again and have all Ss chant together.c.
Divide Ss into two groups.d.
Have one group chant the question and the other group chem.The answers then switch 4.
chant activity 2 a.
Paint to the blanks on the page.b.
Give Ss time to fill in the blanks.c.
Walk around the claroom to help Ss if needed.d.
Check the answer together.Step four .Sum-up.Step five .Writing on blackboard.
Unit Seven
He‟s better than us Sentences:
Is ____ bigger than ____?
Which is smaller ____or_____?
Who‟s older ____ or____? Words: big-bigger young-younger
Tall- _____ thick-_______
_____-worse
show-______
cheap-______ ______-thinner
fast-_______ ______-older
short-______
good-_______.
Ⅶ.The Third Period.Step one .Revision.1.
Review words and sentences in P38 2.
Read check activity in P40.Step two.Presentation.1.
Activity Eg: T: which is thicker a dictionary or a notebook? Ss: A dictionary is thicker than a notebook.2.
Learn sound and words: [ f ] Step three: new leon 1.
Activity a.
Put Ss into pairs and give each pair a coin.b.
Dive one example .Paint to the first picture.c.
Check how Ss are doing.2.
Sounds and words 1.a.
Write the words on Bb and underline ph gh and f then the T reads it the Ss page .b.
Have Ss look at the pictures on the page c.
Play the tape and have Ss paint to each word as the tape says it.d.
Have Ss repeat after the tape e.
After enough practice point to the pictures randomly and have Ss say the words.3.
Sounds and words 2 a.
Have Ss read the lyrics out loud.b.
Play the tape and have Ss practice.Chanting to themselves.c.
When Ss are ready, chant together.
4.Extension activity TB p.83 Step four .Sum-up.Step five .Writing on blackboard.Unit Seven He‟s better than us
Elephant
cough
half
knife calf
wife
[f]
教学后记：
1.
学生基本上能掌握形容词比较级形式，但欠熟练，特别是多音
节形容词比较级以及不规则形容词比较级形式。
2.
学生基本上能用than来比较两种物体或人。
Unit 8 Review 2 Ⅰ.Teaching Targets.1.
Knowledge Targets: a.
The sentences of Units5-7 b.
Sound and words:[k].[g].[f] 2.
Ability Targets: Review of Units5-7 3 .Emotion Targets:
Review of Unit5-7 Ⅱ.Teaching Key Points.
The sentences of key points in Units5-7 Ⅲ.Teaching Difficult Points.
The sentences of difficult points in Unit5-7 Ⅳ.Periods: three periods.Ⅴ.The First Period.Step one .Revision.1.
Review words in Units5-7 2.
Review the structure in Units5-7 Step two .Presentation.1.
Activities 1 a.
Point to sentence A Eg:(S‟s name), can you read the beginning of the sentence? S: The red cup…
b.
Continue with the rest.c.
Play the tape for A.then pause the tape .d.
Repeat for B.and have Ss write the answer in the page.e.
Continue with the rest.2.
Activities 2 a.
Bring in Picture cards.b.
Review the cards orally c.
Ask a volunteer to read aloud question A for the cla.d.
Give Ss time to fill in he blanks.e.
Continue with the rest.f.
Put Ss into pairs and have them ex change Their work for checking.3.
Activities 3 a.
Give Ss time to read the e-mail silently.b.
Have individual Ss read aloud the e-mail sentence by sentence.c.
Continue with the rest.4.
Activities 4 a.
Ask individual Ss to read the words out Louel b.
Point to the word color.Listen and find the sound.Eg:[k].[k] color.[g].[g] give [f].[f] elephant c.
Play the tape and circle them.d.
Have Ss say the words so that the cla can check the answers.e.
Repeat procedures for questions B and C
Step three
Sun-up Step four.Writing on blackboard.
教学后记：
1、
从复习情况来看，学生对本组单元的重点掌握良好，特别是对形容词的比较级的掌握，大部分同学都基本能正确掌握。
2、
学生通过比较学习，能很迅速地掌握学习内容，但是个别学生还有待加强。
9 The green fish is the biggest. Ⅰ.Teaching Targets. 1.Knowledge Targets:
The drill: What‟s the smallest animal in your book? The ant is the smallest animal in this book. What‟s the biggest animal in the world? The whale is the biggest.
The form of the superlative degree of adjective. 2.Ability Targets:
A: The students can talk about people and animals using superlatives. B: The students can sing the songs：Who‟s the tallest? Sixteen Songs about Beijing. Ⅱ.Teaching Key Points: The drills and the words.
Ⅲ.Teaching Difficult Points: Compare and say the sentences. Ⅳ.Periods: three periods. Ⅴ.The First Period.
Step one .Revision. 1.Getting ready.
1.In cla, have two students show their pictures.At the front. T: (Point at the pictures) Who‟s bigger?
2.Have one more student.Come to front with a picture and ask Ss which of the three pictures is the biggest?
3.Have Ss white sentences on the board. Eg: A is bigger than.B C is the biggest.
Step two .Presentation. 1.Using the book.
T: (point to the first picture). What are they going to do? Ss: They are going to dive. Ask about other pictures.eg: What color is this? What‟s this?
T: Let‟s listen to the tape and read the story. (Have Ss follow the story in their books) T: Let‟s listen again and repeat.
l Play the tape, pausing after each sentence to have Ss repeat.
l Put Ss into groups of the and give them the roles of Gogo、Tony and Jenny. l Have groups practice the dialog. 2.Extension activity. Step three .New leon. 1.Getting ready
l Bring in picture cards 33-48.
l Show the picture sides of the picture card hippo, elephant and whale. l T: Look A hippo is big. An elephant is bigger. A whale is the biggest.
l Continue with the rest of the cards in the same way. 2.Using the book
1.Listen to the tape and point to each word.
2.Play the to tape again, and have Ss repeat each word.
3.Point to the pictures at random and have Ss repeat each word. Step four .Sum-up.
Step five.Writing on blackboard. Ⅶ.The Second Period. Step one .Revision.
1.Let‟s Ss read it together of conversation. 2.Show the picture cards 33-48.
3.Hold up picture cards in random order.And have Ss say the words and spell them.Allow Ss to write the words on book. Step two.Presentation.
1.white the whale is the biggest.(under line the and _est) 2.Underneath _ est, write the most
3.Explain the some words use the and the word ending _est .and that others use the most point to the bonus vocabulary, the most fun.
4.Point to the pictures and model the dialogs.
1:Play the tape and pause after each sentence, allowing Ss time to repeat.. 2:Put Ss into pairs to practice the dialogs.
3:Encourage Ss to substitute the words and create new dialogs.
5.Do practice 1 1;Play the tape.
2:Have Ss put a checkmark in the correct box. 6.Do practice 2
1:Have Ss look at Sb page 49.
2:Ask Ss to come to the front of the claroom and role-play Gogo and Tony. 3:Ask and answer . 7.Song activity .
1;Have Ss look at the pictures around the lyrics. 2:asking questions about the pictures
3:play the tape and have Ss fill in the blanks.
4:Play the tape again and have Ss practice singing together . 8.Extension activities Step three.New leon. Step four .Sum-up.
Step five .Writing on blackboard. Ⅶ.The Third Period. Step one .Revision.
1.Let‟s Ss sing the song.Who‟s the tallest? 2.Ask individual Ss to read out the sentences. Step two.Presentation. 1.Activity
1.Have Ss look at the pictures.
2.With the other items and people in the picture. 3.Give some time to write the answers on the page. 4.Check their answers 2.Sounds and words.
1.Have Ss look at the picture on the page. 2.Listen to the tape
3.Have Ss repeat after the tape.
4.Sing the song sixteen songs about Beijing. 5.Finish the workbook unit 9 Step three.New leon. Step four .Sum-up.
Step five .Writing on blackboard. Ⅷ.Teaching postscript。
1、学生基本上掌握形容词最高级形式，但尾音读得不够准确。
2、学生基本上能用形容词比较级和最高级说一句完整的话。
3、Sounds and words 含有s 音的单词未能准确区分。
Unit 10 I want the best
1.Knowledge Targets: Which is the cheapest notebook? The green one.Which is the best? The blue one, of course.2.Ability Targets: Ss can use the patter fluently Ⅱ.Teaching Key Points.
Vocabulary: coldest.hottest.longest.shortest.cheapest.most expensive.best.worst.
Sounds and words: neck.nose.notebook.napkin.knees.know.Ⅲ.Teaching Difficult Points: Vocabulary and Sounds.Ⅳ.Periods: three periods.Ⅴ.The First Period.Step one .Revision.Review: Ask three Ss to Bb and compare:
S1 is taller than S2 S3 is taller than.S1 S3 is the tallest.Step two .Presentation.1.Conversation: Look and say the story.2.Vocabulary: Compare the words and talk about the different.3.Target: Try to look and say. Step three New leon.1.Conversation: a.Ask Ss to look at the pictures on the page.T.(Point to the first picture) Ask: Where are Gogo and his friends? Ss :They are at a clothes shop.T: (Point to the title): What do they want to find at the clothes shop? Can you gue?
Ss: They want to find the best clothes.
B: Listen to the tape and read the story.
C: Encourage Ss to use the same voice expreion as the characters voices.
D: Put Ss into three groups and give them the roles of Gogo, Tony and Jenny.2.Vocabulary a.Put Picture Cards 57-64 on the Bb.b.Listen to the tape and repeat.c.Read together 3.Target a.Show three pencils and compare.Which is the longest pencil? Pencil A is the longest.b.Continue to draw other pictures and practice ice with other Picture Cards.c.Have Ss Look at the pictures on the page.d.Play the tape a few times and have Ss practice along with the tape.e.Put Ss into pairs and have them act out the dialogues.Step four .Sum-up.Step five.Writing on blackboard.Which is the cheapest notebook? The green one.Which is the best? The blue one, of course.coldest.longest.cheapest.best.hottest.shortest.most expensive.worst.Ⅵ.The First Period.Step one .Revision.Review: 1.Conversation .2.Vocabulary .3.Target.Step two .Presentation.1.Practice 1 Read, listen and check.2.Practice 2: Ask, answer and check.3.Song activity: 1 Listen and sing.2 Listen, sing and write.Step three .New leon.1.Practice 1: a.Ask four Ss to read questions A-D aloud.b.Ask four Ss to write the questions on the board.c.Listen to the tape and circle.d.Ask Ss to write the answer on the board.2.Practice 2 a.Have Ss Look at the pictures on the top row.b.Ask individual Ss to name the objects.c.Have Ss Look at the question on the page.d.Point to the first picture and ask a volunteer to read the question out loud for the cla.S1: Who has the longest finger? e.T: Now work in group of four.Put the names of your partners1, 2 and 3 in the boxes under „Me‟.f.T: compare each item on the top row.For each item, check the name of the person is your group who has the longest one.g.When Ss are ready, have the cla ask a question, Eg: Who has the longest (hair) in your group? 3.Song activity 1) a.T: (Point to the picture of cheese) What is it? It‟s cheese.b.Continue with the other picture.c.Listen to the song.d.Sing together.e.Divide Ss into two groups and sing.2) A: Have Ss Look at the pictures.
B: Have different Ss name the different item on the table.
C: listen to the tape and fill in the boxes.
D: Give Ss time to write the answers on the page.Step four .Sum-up.Step five .Writing on blackboard.
Who ahs the longest____?
Which is the cheapest? Ⅶ.The Third Period.Step one .Revision.Review: Conversation.Vocabulary.Target.Step two.Presentation.1.Activity: A: white: This____ is the _____.
These_____ are the____.
B: Look neck the girl pictures and make a sentence, 2.Sounds and words.a.Write neck and knee on the board and underline “ n” and “kn”.b.Practice the sound [n] c.Point to the girl sitting on a chair What is she doing? She is touching her toes.Step three.New leon.1.Activity .a.Put Ss into pairs and give each pair a coin.b.Use your erasers as tokens to move around the board.Flip the coin .Move one space for heads and two spaces for tails.c.When you land on a picture with cue words make a sentence when you land on space with cue words make a sentence when you land on space with find the … d.You must find the correct picture and move your eraser there.2.Sounds and words 1) a.Have Ss Look at the pictures on the page.b.Listen to the tape.And point and read.c.Read together.
2) a.Have Ss read the lyrics out loud.
b.Can you find the words that has the sound /n/? Circle them.d.Listen to the tape and practice.Step four .Sum-up.Step five .Writing on blackboard. /n/ neck.nose.notebook.napkin.knees.know. Ⅷ.Teaching postscript.
1、
对形容词比较级和最高级形式掌握得都比较好，但多音节形
容词以及good bad 的形式欠熟练。
2、
大部分学生都能用比较级和最高级说一句完整的话。但说最高 级时很多学生会漏掉the.
3、
Sounds and words 的单词掌握不够熟练。
11、Let\'s go to space Ⅰ.Teaching Targets.
1.Knowledge Targets:
The sun looks smaller than the Earth but it‟s bigger.
Which is the biggest planet in the solar system?
It‟s Jupiter.
2.Ability Targets: Ss can read and say.
Ss can talk about the solar system using comparatives and superlatives.
Ⅱ.Teaching Key Points.
Vocabulary: the Earth the moon the sun stars.
Furthest nearest heaviest lightest.
Sounds and words: leaves living room lion lemon lamp light. Ⅲ.Teaching Difficult Points. Vocabulary and sounds.
Ⅳ.Periods: three periods. Ⅴ.The First Period.
Step one .Revision.
Review Unit 10.1.Recite conversation and target.2Spell the words. Step two .Presentation.
1.Conversation
a.Hold up the book and point to picture t.Where are Gogo, Tong and Jenny Ss.They are in a spaceship.
2.Vocabulary
A.Put up picture cards 65-72 on the board.
3.Target.
a.Put picture card furthest word side up on the board. b.T; which is the furthest planet from the Earth.
Ss; Pluto.
Step three .New leon.
1.Conversation.
a.Listen to the tape and read the story.
b.Repeat twice.
c.Put Ss into three groups and give them the roles of jenny, Tony and Gogo. e.Encourage groups to the voice expreion.
f.Vocabulary.
a) Listen to the tape and repeat. b) Point to the pictures at random and say.
c) Read together.
d) Have reading match .
g.Target.
a) ask Ss to read.
b) Listen to the tape and read.
c) Put Ss into pain and have them act out the dialogues.
Step four .Sum-up.
Step five.Writing on blackboard.
The sun looks smaller than the Earth but it‟s bigger.
Which is the biggest planet in the solar system?
It‟s Jupiter.
The earth.Furthest The sun heaviest The moon nearest Stars lightest.
Ⅵ.The Second Period.
Step one .Revision.
1.Read Conversation.Vocabulary Target. Step two .Presentation.
a.Ask four Ss to read question a- a loud.
b.Ask four Ss to write the questions on the board. practice 2
a.Have two Ss read the dialogue.
b.Go over each picture and make sure Ss know how to pronounce the words and where these planets are 3.Song activity
a.(Point to Tony) T: what is Tony doing? He‟s looking at the moon and stars.
b.Have Ss look at the word in each box.
c.Ask some Ss to make sentences using the words in the boxes.
Step three .New leon. 1.Practice 1.
a.Listen to the tape. b.Write down the answer.
Practice 2
a.Put Ss into pairs and aign Student A and student B roles. b.Demonstrate the activity with one pair first. c.T: (Point to the chart ) Student A ask question A
d.Which is the biggest planet? Student B answer the question Jupiter e.Give pairs time to ask and answer.
Song activity.
a.Listen to the song
b.Have Ss listen and point to each words as it is sung. c.Let‟s listen to the song first.
d.Listen and draw lines and match the words.
e.Let‟s sing the song.
Step four .Sum-up.
Step five .Writing on blackboard.
Which is the biggest planet?
Jupiter.
Ⅶ.The Third Period.
Step one .Revision.
Review Vocabulary and target.
Step two.Presentation.] 1.Activity
a.Base on the example given on page 63 draw a Fruit solar system with Pineapple as the sun and four plants on the board.
b.Now thick about your own solar system .How many plants will there be ? Which is the biggest planet ? Which is the smallest planet ? What is the name of your solar system ?
2.Sounds and words . A.Write lion on the board. B.Under line L. C.Repeat [l]
D.Read the sentences
E.Circle the words with [l] sound. Step three.New leon. 1.Activity.
a.Give Ss time to draw their imagined solar system.
b.Then Ask Ss to fill in the solar system data table according to their drawing 2.Sounds and words
a.Listen to the tape and point to the words b.Repeat
c.Listen and point. 3.Read the sentences.
a.Circle the words [I] sound b.Listen to the tape and practice. c.Chant together. Step four .Sum-up.
Step five .Writing on blackboard.
Leaves lion lamp living room lemon light Ⅷ.Teaching postscript.
1、学生基本上能用比较级和最高级去比较太阳、地球、月亮的大小关系以及太阳系九大行星的特点。
2、学生对far的比较级和最高级形式掌握不够好。
3、学生难于区别sounds and words的单词。
12 Review 3 TEACHING AIMS: review of units 9-11
TEACHING KEY: to help students to comprehend units 9-11
TEACHING AIDS: pictures ,tape and some transparencies
TEACHING PERIOD: the first period
PROCEDURES:
review 3
getting ready
l put four picture cards up on the board.
l Write the letter A on the board.
l Bring s1 up and give him/her a piece of chalk/marker.
l Make up a question and answer about one of the pictures.
l S1 finds the a line from and draws a line from letter A to the picture card.
Using the book
l T: let‟ s listen to the tape.
l Play a, then pause the tape.
l T: which picture is it , cla?(point to the girl studying.)
l Model drawing a line from a to the matching picture.
l Play the tape for Ss to continue with the rest.
getting ready
l take three volunteers outside the room and explain that they will each act out a different word, e.g.eyes, nose and mouth.
l Take them back to the cla and have them do their actions.
l Make a question and an answer about one of the words, e.g.can you touch your ears? Yes, I can.
l T: who is acting out the correct word?
l Have Ss answer accordingly.
Using the book
l T: listen to the tape.Circle the correct picture.
l Play the tape once, pausing so Ss can circle the pictures.
Teaching postscript:
12 review 3
TEACHING AIMS: review of units 9-11
TEACHING KEY: to help students to comprehend units 9-11
TEACHING AIDS: pictures ,tape and some transparencies
TEACHING PERIOD: the second period
PROCEDURES:
getting ready
l write smil , stre and air on the board.
l Ask three Ss to come up to the board.Give them chalk/markers.
l Say one of the words and have one student write in the miing letter(s).
l Repeat with the other two words and tow Ss. Using the book
l Ask Ss to look at the pictures.
l T: listen to the words and repeat.
l Play the tape and stop after each number.
l Ss repeat the words as they are writing in the miing letter(s) from each word.
4
getting ready
l write a sentence on the board, e.g.whose is this?
l In the blank space, put up picture card 44 wallet.
l T: (pointing to the picture.)what is this?[Ss: it‟s a wallet.]
l T: whose wallet is this? Repeat.[Ss: whose wallet is this ?]
l Write a few more sentences like this.
Using the book
l T: now, you find the words and to the croword puzzle.
l Circulate, checking Ss‟ work.
l Ss write the words next to each sentence.
l Then Ss complete the puzzle. Answer key 1-ruler, 2-mouth, 3(acro)-wallet, 3(down)-writing, 4-eyes,5-nose, 6-eating, 7-table, 8-sleeping, 9-playing
l Play the tape once, pausing so Ss can circle the pictures. Teaching postscript:
第20篇：六年级上册英语教案
广东版开心英语六年级(上)全册教案
Unit1 I wrote a long letter.一 教学目标
1.学会VOCABULARY 的单词。
2.复习巩固上学期学习的句型：―Did you…‖、“Yes, I did./No, I didn’t”、―What are you going to do? I’m going to...‖、“I’ll„” 3.懂得“air”、“ear”、“ere”在单词中的发音。 二 教学重点
1 掌握“air”、“ear”、“ere”的正确读法和发音。 2 熟练运用句式“Did you„”、“I’ll…”进行交际。 三 教学难点
1熟练运用句式“I’ll…”进行交际。 四.教学用具
教学录音带 自制课件 学生自备的信封、邮票、课文中单词的实物 五 教学过程
The first period (Vocabulary、Review、Practic
1、Practic2) 1.revision : Say hello to the students
Sing a song which they have learned in last term .2.Presentation: Present the pictures of candy ice cream…with computer .Write down the Chinese 糖、雪糕„„
Have students to work out the number-plus-claifier Take out all the objects and elicit all the nouns.3.Practice(1) : Play a game and master the new words Line up a list of ―a‖ ,have Ss work out the English word of claifier, then
learn the new words together. Games: Make friends (match the number-plus-claifier and the noun together.) 4.Practice(2) : T ask Ss a question and elicit Review. Listen to the tape Read together
Redesign the dialogue Feedback 5.Conclusion: Go over the blackboard writing .6 .Homework : Copy the new words four for each . Read the text to their parents THE SECOND PERIOD (Conversation、Chant activity1-
2、Activity) 1.revision : Say hello to the students Listening test.2.Presentation: T tell a story about Tony and Gogo, and demonstrate how can Tony send
a letter.As to elicit all the new knowledge points.4.Practice : Listen to the tape and try to tell the story . Listen and repeat. Read together
Group work as to act out the dialogue Listen to Chant activity and sing together. Finish the Exercises on Page6. Comes to Activity on Page7 4.Conclusion: Go over the blackboard writing .5.Homework : Read the text to their parents
Imitate the eay on page7 and rewrite a new one.
The second period
(Sounds and words、Listen and chant、workbook) 1.revision : Say hello to the students Chant together as warm up.2.Presentation: Listen to the tape and find out what the features are . T demonstrate how to pronounce ―air‖、―ear‖、―ere‖. Ss read it one by one . Ss read the words freely, secondly ask them to set up more examples .3.Practice : Listen to the tape and chant together . Group work then make performance .4.Conclusion: Go over the blackboard writing .5.Homework : Read the text to their parents Copy the words of ―The sounds and words‖ (4 for each)
Unit 2 I usually look for cookies.The first period Teaching contents: Vocabulary and Target Teaching key points: New words: never sometimes usually always subway bus taxi bike How do you get to school? I usually take the bus.Do you ever take a taxi to school? No! I never take a taxi to school.Teaching aids: recorder tape picture Teaching procedure:
一、T: How do you get to school? S: I walk get to school.(引导学生理解用 usually的含义) T: I usually get to school.
二、利用卡片引导学生学习新的单词
①I never take a bus to school.从句子中学习单词的意思（引导学生学习词组：take a taxi ride a bike \take a subway） ②板书句子：How do you get to school? I usually take the bus.③ Read together and group by group ④互相问答------进行小组中抽查掌握的情况。 ⑤ T: How does she get to school? T: Do you ever take a taxi to school? S: No ! I never take a taxi to school.⑥Practice 1\ 2 (Page 11)
三、要求学生能把其背出来。
四、
Do exercise: Look and write
walk
五、Copy the new words and sentences.Rev ise the Target 五：板书设计： How do you get to school? I usually take a bus.……does she/he………? She/He………….. The second period Teaching contents: Conversation Teaching key points: New words: insects look for find of course lost found I usually look for cookies.We’re lost.Teaching aids: recorder tape picture Teaching procedure:
一、先放一篇课文读一次，后让学生理解课文的内容，引导其把不懂的说出 来。
二、重点教学生单词：find ---found insects look for ⑴ 每一幅图抽学生将他读一次。 ⑵叫学生表演Gogo Tony Jenny ⑶互相背书和小组间互相检查。
⑷唱歌---让学生边听歌边Finish the sentences.(5)Activity ----Draw, ask and answer ⑹Do exercise : Writing Book Unit 2 ⑺Homework: Copy conversation and revise it.The third period Teaching contents: Sounds and words Teaching key points: New words: ear hear near clear cheer beer Teaching aids: recorder tape picture Teaching procedure:
一、教师将ear 的音标写出来，让学生看着书本上的相同字母，把字母同一 音标的圈出来。
二、播放录音，让学生跟读。
三、学生通过充分练习后，教师发一个音，让学生指着相应的单词，游戏是
看嘴猜单词。
四、玩游戏，小组间互相点和读。
五、小练习：完成填空题。
六、Let’s listen to the chant.播放一次录音，全班跟着唱。
七、Homework: Copy the words and Listen chant.
Unit 3 How often do you go hiking? The first period (Vocabulary & Target) Teaching objectives:
1、学习Vocabulary部分的单词和词组，要求四会。
2、学习Target部分对话，并能运用所学句型进行对话。Teaching key points: Vocabulary部分的单词、词组和Target部分的对话。 Teaching difficult points: 运用所学的单词、词组及句型进行交际会话。 Teaching procedure:
一、Revision 1.(学生做动作)Ask and answer: S1: Do you ever take the bus to school? S2: Yes, I do.S1: Does she ever take the bus to school? S3: Yes, she does.S1: How does she get to school? S3: She always take the bus.„„.
2.Sing the song: Every day I take the bus.
二、Presentation (一) 学习Vocabulary部分的单词及词组：
１、师创设情景（叫一位学生出来做钓鱼的动作，并出示日历）进行问答： T: How often do you go fishing? T: (师代学生答) I go fishing once a week.引出并教学单词及词组：how often go fishing once 2）用同样的方法教学其它的单词及词组： twice three times go dancing go hiking go ice-skating go swimming once a week once month once a year 3) Books open, listen to the tape and repeat, and then read the words together.4) Let the Ss to read the words by themselves freely.5) Play games.(抛球看图说短语比赛) 规则：教师把球抛给每组同学，接到球的同学就要看图赶快说出一个
短语，说对了加1分，说错了加一分。（注意：每组的机会 要均等，而且每组里讲的短语不许相同。） 6) To check who can read the words and phrases.(二) 学习Target部分的句子
1) Listen to the tape for Target and repeat.2) Ask some students to repeat after the tape.3) To write down the sentences on the blackboard and practice.4) Show the pictures to let the Ss to make pair-works.A: How often do you go hiking? B: Very often.I go hiking about once a week.5) Practice in pairs freely.6) Ask some Ss to act out the dialogues.
三、Summarize（让学生总结这一节课所学的内容）
四、Homework
1、背诵Vocabulary部分的单词和Target部分的句子。
2、Copy the new words and drills.
3、运用所学的句型进行对话练习。
The Second Period 教学目标:
1、巩固学习Vocabulary部分的单词、词组和Target部分的对话。
2、能熟练掌握How often do you go hiking?这一型及其问答。 教学重点、难点: 熟练运用所学句型进行对话。 教学过程：
一、Revision
1、创设情景或出示图片，让学生间互相问答： A: How often do you go hiking? B: Very often.I go hiking about once a week.
二、学习Conversation
1、Let the students read the conversation by themselves.
2、Listen to the tape and repeat.
3、Teach the new phrases: not really.be good at twice a month
4、Read around the conversation by themselves, then act it out.
5、分组表演对话，对有创的学生给予表扬。
6、Read around the dialogues together.
三、学习Song activity
1、Talk about the pictures, then ask and answer.A: How often do you go hiking? B: Very often.I go hiking about once a week.
2、Listen to the tape carefully and then repeat.
3、分组Sing, 看哪组sing得最好。
四、Practice 1&2 1.Practice 1: Let the Ss to talk about the pictures freely, and then listen and tick.Last, check the answers.2.Practice 2: 1) First, teacher makes the examples, then let Ss ask and answer freely and fill in the blank.2) Act out the dialogues and check.
五、Summarize
六、Homework:
1、To copy and reside the sentences of Conversation.
2、运用所学的句型
进行对话练习。
The Third Period 教学目标：
1、巩固句型：
A: How often do you go hiking? B: Very often.I go hiking about once a week.
2、完成Activity A B C部分的阅读并能回答有关的问题。
3、学习Sounds and words 部分的字母、字母组合的发音及单词。
4、会应用所学的知识完成Workbook的练习。
教学重点：Sounds and words 部分的单词及其字母组合的发音。 教学难点：
1、字母组合ir, ur和ear在单词中的发音。
2、阅读短文并回答问题。教学过程：
一、Review
1、Sing a song ―How often do you go hiking?‖
2、Read P16 ―Vocabulary‖ & ―Target‖
二、Activity
1、Let the Ss read the paages aloud and answer the questions.
2、Check the answer.
3、Read the paages together.
4、Let Ss write a paages about themselves and check.
三、学习Sounds and words:
1、Listen , point and say.1）出示图片教学单词，提醒学生注意字母组合ir, ur和ear在单词中 的读音，并注意教师发音时的嘴形。 2）听录音，录音读到哪个单词，就让学生指到哪个单词。 3）跟录音机读单词，然后自由记忆。 4）出示图片快速拼读单词。
2、Listen and chant.1）看图问答：
T: Who’s that girl? S: That’s Mi Pear.T: What does she do? S: She’s a nurse.
T: What’s that words on her T-shirt? S: Oh, it’s p-e-a-r, pear.……
2）让学生自由朗读诗句。
3）Listen to the tape and point to the pictures.4）让学生跟录音一起chant。
四、小结。
五、作业：
1、背诵本课的单词和句子。
2、把Sounds and words部分的单词写一行。
Unit 4 Review 1 The first period 1.P21: Listen and write.(让学生听录音填写所缺的单词，最后老师检查) A.I bought B.I usually C.I go Hiking D.I’m go to
E.I sometimes get 2.P2 : Look, read and write.(按提示完成答句，辅导学生完成A, 然后叫一
个学生在黑板上做，其他学生在座位做，最后一起评讲)。 A.What does he do once a week ? He goes B.How often does she take a bus ? C.What are they going to get at the store? D.How does he usually get to school? E.How often do they go dancing every week? 3.P22: Read and write.（让一个学生在黑板做，其他在座位上做，先回答
A.B, 然后评讲，检查学生做得怎样，加以辅导，评讲完A.B后，再让学生完成C.D.E。
A.What are Mary’s hobies?
B.How does Mary get to the ice—skating rink? C.How often does Mary play table tennis? D.How does Mary get to school? E.What is Mary going to buy? 4.小结本节课学过的内容。 The second period 1.P23: Ask each other.（教师一上课就让学生回答几个问题） a.How often do you play computer games? b.How often do you watch TV? c.How often do you go shopping? 2.P23: Fill the chant.（辅导学生理解表格的内容，然后让学生自由采访，最
练，老师抽查，最后家庭作业笔试，写在书本) 4.P22: Listen, read and circle.（ 让学生听录音划圈，老师检查） 5.做 Wb的练习6.小结本课内容。 Unit 5 It’s a magic hat.The first period(第一课时) 教学目标：
1、学习和掌握数字40—100。
2、掌握人民币的表达法并会运用进行描述物品的价钱。
3、初步掌握和运用句型How much is……?来询问价钱。 教学重点：
1、正确表达数字“几十几”。
2、描述一个物品的价钱。
3、能流利说句型How much is……?及正确回答。 教学注意点：
1、比较数字并掌握记忆: four—fourteen---forty, five---fifteen---fifty, eight---eighteen---eighty
2、hundred的正确发音。
3、纠正错误的表达: It’s
教具：学习用品、实物、人民币和自制简单课件。 教学过程： Ⅰ.Revision.1.Greeting, say hello to the children 2.Making a short conversation with some Ss, ask these questions: T: Good morning.How are you? What day is it today? How many days are there in a week? How many people are there in your family? 3.Sing the song ― Ten Little Indians‖.Ⅱ.Presentation.
1、当学生边唱歌时，在黑板右边迅速板书单词 one six two seven three eight four nine five ten
2、学生边数手指边说单词one to ten，引导学生往下数一直到twenty.抽学生上前板书单词，师生一起检查。 one --- eleven six --- sixteen two --- twelve --- twenty seven --- seventeen three --- thirteen eight --- eighteen four --- fourteen nine --- nineteen five --- fifteen ten
3、引导学生观察单词thirteen----nineteen，寻找英语表达数字“十几”的规律：通常在单词后面加teen。
4、引导学生比较、区分三个单词two --- twelve --- twenty，让学生迅速记忆。
5、Let’s count the students in the claroom.当到21时稍作停顿，示范并启发学生说21=20+1 twenty-one, 22=20+2 twenty-two, 23至29则让学生接着说。
6、当到30时，让一学生把该单词thirty拼出来，比较区分three --- thirteen---thirty, 然后继续往下数31—39。
7、当数到40，让学生猜单词的拼写，大多数学生都从three --- thirteen---thirty和four --- fourteen中也许会拼成fourty。教师示范40的正确读音并告诉学生fourty是错的，要去掉一个字母，再次让学生猜，最后得出forty。这样就很容易让学生记熟，并容易区别four --- fourteen---forty。
8、引导学生观察two --- twenty, three --- thirty, four --- forty 寻找表达“几十”的规律：单词结尾都有ty。
9、让学生猜并说出数字60、70、80、90，教师迅速板书新单词： one --- eleven two --- twelve --- twenty three --- thirteen --- thirty four --- fourteen --- forty ten
10、让学生说数字99，引出100，示范hundred的发音，齐读几次，one by one 抽查，特别注意及纠正字母组合dr的发音[dr]。
11、巩固数字：①首先是整十的数字，幻灯片中速出现20、30、40、50等，让学生说出来。②同为幻灯片出示表示“几十几”数字，如
24、
36、8
7、9
9、
56、72等。Ⅲ.Practice.
1、教师与一学生对话
T: Did you go to the store / supermarket yesterday? Did you buy……? What did you buy?
2、教师用疑问的语气问学生How much is it?重复两次，边说边拿出钱包，拿出一张2元的纸币，Is it two yuan? 学生一般都会回答Yes, it is.或 No, it isn’t.教师出示5元、10元、20元、50元或100元的纸币引导全班学生一起来问 Is it …… yuan? 最后启发该学生回答Yes, it is.It’s ten yuan./ No, it isn’t.It’s ten yuan.
3、教师出示不同的纸币，学生快速说出It’s …… yuan.板书黑板。
4、教师拿起学生的学习用品问How much is the / your ……?一方面训练答句，一方面大量输出新句型，目的要学生集中注意力在问句了。经过四五次之后，
先引导个别优生再全面进行，让学生问How much is the / your ……?学生在一定量的听力之后，一般都有能准确表达。把问句板书。
5、先利用实物，然后放课件，出现标有价钱的物品，进行多种形式的操练：师生之间、男女生之间、小组之间、个别学生之间进行对话。
6、进一步巩固：学生可以在教室自由走动，随便拿别人的东西进行询问价钱 How much is this / that / the …….? It’s ……yuan.Ⅳ.Conclusion.Ⅴ.Homework: 1.Learn the words by heart.2.Look at the pictures, ask and answer questions.3.Workbook, page 16, Ex.2 match the words and the pictures.Blackboard writing one --- eleven How much is the pen? two --- twelve --- twenty It’s 2 yuan.
three --- thirteen --- thirty How much is it? four --- fourteen --- forty It’s…… ten hundred The second period 教学目标：
1、学完全部单词和Target的句子，学习对话。
2、掌握及会运用句型How much is / are……?对不同的物品询问价 钱，并会准确回答。
3、能用That’s cheap / expensive ! 对比物品的价钱。 教学重点：能正确运用句型来询问和对比物品的价钱。 教学注意点：
1、is, are与名词单复数的对应关系。
2、货币的简缩符号，yuan没有复数形式。
3、expensive的读音。
教具：学习用品、实物、人民币和自制简单课件。 教学过程： Ⅰ.Revision 1.Greeting, say hello to the children.2.Go over the numbers 1-100 as quickly as poible.快速教会学生超过100的表
达法，如278 two hundred and seventy-eight.3.Ask and answer this question How much is this / that / the ……? It’s ……yuan.Ⅱ.Presentation.
1、出示两支不同价钱的钢笔， ask and answer: T: How much is this pen? S: It’s five yuan.T: How much is that pen? S: It’s fifty yuan.
教师引出新知识点，连续说三次，提醒学生注意新单词： This pen is five yuan.That’s cheap! That pen is fifty yuan.That’s expensive!
让个别优生模防着说，注意纠正expensive的发音。
学习单词cheap和expensive，开火车的形式检查That’s cheap!和That’s expensive!
2、巩固操练，用课件出示各种不同价钱的物品，师生之间、小组之间、男女生之间、同桌之间进行多种形式的问答操练。A: How much is this / that / the ……?
B: It’s ……yuan.That’s cheap! / That’s expensive!
3、拿出刚才出示过的一支钢笔，学生之间问答A: How much is this pen? B: It’s five yuan.教师再拿出相同的另外一支，尽量让多位优生说问句，启发学生寻找错误，得到正确的句子How much are these pens? 充分让学生思考答句，最后教师说出三个句子让学生选择It’s 10 yuan.These are 10 yuan.They are 10 yuan.
4、课件出示复数形式的不同物品(socks, shoes, pants, apples…) 的价钱，引导学生问答：
T: How much are these / those ……?
S : They are …… yuan.That’s cheap! / That’s expensive!
5、巩固操练，用课件出示各种不同价钱的复数物品，师生之间、小组之间、男女生之间、同桌之间进行多种形式的问答操练。A: How much are these / those ……?
B: They are …… yuan.That’s cheap! / That’s expensive!
6、简单引出并学习单词: dollar, pound Ⅲ.Practice 1.Open books at page 27, practice 2 学生间进行问答，抽学生表演。 2.Books close, listen to the tape once carefully, look at the following questions.Listen once more, then answer the questions.1) What’s that? 2) How much is the hat? 3) Is that cheap or expensive? 4) Can Gogo do magic?
