(湘少版)六年級(jí)英語(yǔ)下冊(cè)教案

Unit1

’reatcontents:Theme’regoodat,Peter.theofhowtopatterns:1)begoodat…,2)likedoing…..:yougoodIgoodInotgoodatsinging.diving,pictures,skating,goodidea,films1.Greetingsa)GoodHowyou?happy?What’stheweatherlikeThemesame.incorrect,whoontodaystudentswillclassatalkthatby.1)Let’stovisitouroldfriendsLingling,Mingming,PeterandAnne.(CAISHOWSReviewthethatwehavelastterm:eat,jump,sit,etc.3.Presentation:ActivityB--letlearn.1)PlayofthewordsinPartB.2)PlayCAIandSstothewordsitseveralpausewordforSs,thenreadafterit.3)Recite:ThistimeSsrecitewordsasmuchascan.Andonlygivethem.askofthemtorecitewordsascan.Iftheyalsowords,Iwillthem4)CAIsomeparticiplewordsasktothemwithverbs.RunJumpsingdraw

Jumpingsingingdrawing5)Thenleadin:Ilikedoingsth.AndgivethemEx:Ilikeswimming.2.PartA’slistensayPlayaskSstothetwice.Thenasktoquestionsdialogue.Itthequitewell.HowmanypersonsinthiswasMingminggoodat?Whowasatdiving?PeterlikeEtc.cassetteaskthemlistenmore.3)Explainifitis4)Thentoreadseveraltimestillfluently.5)ThenthequestionsagainandSswriteanswersofonthenotebook.6)Lettoreadthencheckanswerstogether.7)Askstudentstoout.3.PartCAboutstory.pupilstobooksandfinishinpairs.:1)Askthem6timesforwordinexercisebook.severalathomeandfinishexerciseofF

’regoodatdrawing,aregoodIgoodInotgoodatsinging.2wantedskate.Period1Aim1.Betoword:skating2.thetext3.Betosentence:wanttodothinking.Difficultpointtextandthetext.cardstapeProduceSTEP1WarmingupT:WhatdolikedoingS:…STEP2drill

1.T:DowhatIlikeinandinS:Ilikedivinginandskatingwinter.T:Yeah,youhaveT:Ilikeskatingverymuch.Lookarink.Igototherink.:fallT;Ilike,butIamgoodatit.SowhenIinrink,Ikeepalwaysfall3.listenPart’smissingskatingrinkfalloverSTEP3Fastreadingandlistening1.showPartateachword:wellas(Peter)2.thethequestionPetertellAnnetodotoskatewell?WAhavetodoaswellPeter?3.toPartASTEP4reading1.thecarefullytwowillthetogether.2.thePartC;3.tapeSTEP51.perfactthe2.thetable

CharactersReasonResult3.:

dayInrinkandPeterAnneandPeterwantedto…AnnedidnotknownowAnnelearntto…Peterskated…PetertoldAnneto…Annetriedto…butshefellover…keptslippingPeterhelped…andencouraged…h(huán)appyT:Whatwillyoudoifyoudon’tknowhowtodoyourhomework/4.homework;listenthetape,writetheword.

2Aim1.Betosentence:wanttodothinking.2.BetoDifficultpointofthetowayusesentence:wanttodosomething.cardstapeProduceSTEP1Warmingup1.2.3.revisionthe4.atthepicturesayaboutSTEP2drill1.showcupT:Iamverythirsty.Itowater.Ifeelverybored.Iwanttocyclein(cycle)T:I.Iwanttogotobed.(show“Iwanttodrinksomewater…)2.T:Whatdowantto?S1:IwanttoS2:Iwantto

……..3.T:Ihavetwofriends.TheirnamesareTingtingandTom.LETlookattheirfortheWhatTinting/Tomwanttoon4.dotheexercise;”Iwantto…:STEP3Fractice1.,guess,guess!A:dotheactionB:saysentece;He/Shewantsto….2.atthePart,helptoword:mend,clean,washand3.theESTEP4reading1.theconditionandtalkingfreely.S1s2s32.STEP5ConsolidationHomework;listentomake3Aim1.Precesstheofthinking2.precesstheofunderstandingDifficultpointTheofthelisteningPartDressProdure

UP1.2.3.drillT:upontimewasaprettygirl.Hershewasachild.Herstepmotherwasaselfishwoman.Shehertodoalleveryday.Look!Howshewas!Butdaypairofshoeslife.Whofirltoher?PRACTICE1.PartF2.the3.keywordsstudentssaystory.1.exercise:P82.homework;listentothewords3.sayaUnit3youenoughmoney?IStepIaimand1.Tounderstandthenewwords2.Tounderstandthetext3.ToperformFairythe

StepIIlocal1.thistext2.retelltextStepIIIWordsbookStepIVI.Warmmingup1.2.SinganEnglish3.Retelltext.II.Presentationdrill.ThewordsandWritewordsphrasestheblackboardreadingandlistening.1.PartAquickly2.PartAitIV.1.PartT:yougotS:Yes,INo,I’2.theAread3.Retelltext.4.1).WhatdidAnneinthe2).Didtobuytheusefulthe5).DidAnneinend?VI.Consolidation

adirtymarkcover

1.thewordsofasktoretell2.T:Doyoulikestory?youstory?VII.PartAthestories.designUnit4Ourfromspace.IStepIaimand1.Tounderstandthenewwords2.Tounderstandthetext3.ToperformFairytheStepIIlocal1.thistext2.retelltextStepIIIWordsbookStepIVI.Warmmingup1.2.SinganEnglish3.Retelltext.II.Presentationdrill.ThewordsandspacemuseumceilinglightsealandstarWritewordsphrasestheblackboardreadingandlistening.1.PartAquickly2.PartAit

IV.1.Part2.theAread3.Retelltext.VI.Consolidation1.thewordsofasktoretell2.T:Doyoulikestory?youstory?VII.PartAthestories.designUnit5ThereareinPictureOne.教學(xué)目標(biāo):1.基礎(chǔ)知識(shí)a.b.SentencesThereshops/…inPicture…IlikewatchingafilmgoingTherelotsofforfinish.2.基本技能a.Toguidetomall.b.anunderstandingsentencelinkingtheofmall.d.anaudienceappropriateregister.學(xué)習(xí)策略:學(xué)以致用，培養(yǎng)實(shí)踐能力。教學(xué)過(guò)程:Ⅰ1.throughandinstructions.EnsurethatSsthepurpose

ofwritingaguide.whattheywouldlikeinaguide,andkindofpeopleTheyneedtodecideupontheywriting2.SsreadinPartAandforunderstandingvocabulary.GetSsfindoutthatwewritenoteswedoneedinweneedtowritethekey3.Sstoinpairs.Talkaboutthecontext.focusonlinkingideasinparagraphsidentifyingclearlymainofparagraph.4.Ssreadthefirstunderstandingwordstheydonotknow.Explainthesewordsdoingexercise.inpairs,SsSimon’swritingusingwordsfromthenoteinPartA.5.forvolunteersreadoftheforanswers.TaskII1.touseon84toSsmakesomenotesaboutmallontheinPartAandwritedownlistofthingstofindthe2.SstodrawfromnearestTellthemwriteoftheinlettersshops.themwriteideassoldshop3.pictureofmall.Giveonepicturetoitcarefully.themtheyhavetoremembermanythingsasinthepicture.Afterminute,writedowntheycanrememberaboutmall.Sstothethingstheyremember“thereis”and“thereare,Ssgetonepointforeverycorrectstatement.Seewhichpairhashighest

Unit6areinterestingothers.Period1.Vocabularies:ahero,ascientist,akindman,

Notes:KeyDifficultStudentsAids:

2.Sentencespattern:Whowashe?Hewas…3.HelpstudentscansomepersonwithadjectivethesentencesFour-skillwordscards,Procedures:Step1:Warmingup1.Step2:T:IleftmyEnglishbookinmyoffice,canyoulendyourbooktoIfsomeyes,teachersay“areakind”AndI:showof“Leifeng”andstudentshe?”(writeittheHelpstudentsHewasleifeng.AndteacherHewasakind

II:showMaozedongs“whowas”tothentellthe“Hewassit.III:ShowsicontheT“Whowashe?”Helpthestudentstospeakthentellthemheascientist.new”IV:thestudentslearn“braveman”aman”bywithofaffordpictures.3totheWhowasNormanBethune?HeadoctorandainHeinheChinamanypeopleAndlistenandStep3:Practice1Roleplay.studentstodialogueintext.2.workinpairs.finishactivity1.Eg.didhe/shedo?he/sheHeabraveman.wasa3.ListenandFinishofactivity2on23.Step4:Homeworktointhecommunity.WhoWhathe/shedo?Blackboarddesigning:

16WhowasWhowashe?He…aleaderscientistabraveanotes:Unit6areinterestingothers.Period1.HelpcanunderstandofConfucius.

Notes:Keypoints:Difficultpoints:’

2.,3.cantellstoryofHelpcanunderstandofConfucius.Helpstudentstellaofcards,Procedures:

Step1:Warmingup1Step2:1.Game:quickresponse.Teacherofleader,ascientist,abraveakindAskthetoquickly.2.TheteachertheiconofAndthenstudentswas”Helpstudentstoanswer“HeConfucius.3.asktothetapereadstorythemthetwoWhowashe?Whereheandthestory.attentiontothesewordsLive-lived,write-wrote.Step3:Practice1.listentheafterthetape.Andtryretellstory.thetofinishactivity3.todoaStep4:Homeworkstudentstoretellstoryof17TheofConfuciusWhowashe?Wherehehedo?heus?

notes:Unit6areinterestingothers.Period1.cantalkabout2.Reviewthewordsandinlesson16and17.

Notes:Keypoints:Difficultpoints:’

cancommunicate“Whohe?”3.cangraspofletter”HelpthestudentscanaboutHelpthestudentscanofletterch-”.Helpstudentsaboutpeople.cards,tape

Procedures:Step1:Warmingup1.Step2:1.groupHaveamatchamonggroupteacherwillshowpicturesofect.AndaskWhowas”WhichthataboutpersonareStep3:Practice1..asktofillinblankspage252.Checkandreadthestudentswritemore.3.TwordsontheSstrythemfindouttheruleoftheoftheletterofthe”ch-teachchairexplainchurch”4.Listenand.tosingofactivityStep4:Homeworkstudentstowriteaofoneperson.18ch-teachchairnotes:

UnitthemostinterestingIStepIaimand能夠通過(guò)本單元的學(xué)習(xí)握形容詞副詞的比較級(jí)和最高級(jí)的表方式和用法。StepIIlocal1.thistext2.retelltextStepIIIWordsbookStepIVI.Warmmingup1.2.SinganEnglish3.Retelltext.II.Presentationdrill.Writewordsphrasestheblackboardreadingandlistening.1.PartAquickly2.PartAitIV.1.Part2.theAread

3.Retelltext.VI.Consolidation1.thewordsofasktoretell2.T:Doyoulikestory?youstory?VII.PartAthestories.designUnit8DragonFestival1.HelpthecanofFestival.

Notes:Keypoints:Difficultpoints:

2.Helpstudentsknowthesewordstense.row-rowed,want-wanted,fall-fell,eat-ate,make-made.3.HelpcantellwithHelpthestudentscantheoftheFestival.Helpcantellwith’

cards,Procedures:Step1:WarmingupStep2:

1.Revision.Game:response.showcardsfestivals.(SpringBoatFestival,Mid-autumnFestival,dumplings,dumplings,mooncakes.)WhenBoatstart?doonthattorace””“remembering“”2.presentation.AfterthestudentsthetellthestudentsthatwegoinglearnstoryoftheFestival.3.asktothetapereadstorythemfillintheasfollow.people__________Festivaleveryonthatday,theyandmake__________.Thisanfestivalfor__________inandthestory.Tellstudentstenseofthein.–Jump-die-died,row-rowed,make-made.Step3:Practice1.listentheafterthetoeachofworkinpairsofthestorywithusefulremembering

savetrianglericefeedhaveadragonrace3.tellofactivity3.Step4:HomeworkstudentstoretellstoryoftheFestival.haveadragonthemakericeFestivalrememberingaQuyuan9WhatcanIdo?1.教學(xué)內(nèi)容與分析A.能夠聽(tīng)、說(shuō)、讀、寫(xiě)單詞或詞組B.掌重點(diǎn)句型：WhatcanI/…do?…can….Ifeelsick.WhatcanIdo?并能在具體地語(yǔ)中自如運(yùn)用。2.課前準(zhǔn)備A.錄音機(jī)、磁帶B.詞、教學(xué)掛圖3.教學(xué)過(guò)Warm-up/（熱身復(fù)習(xí)）a.Singasongpets”

b.Dohaveapet?What’s\hisHowWhichfooddoeshe\sheliketoeat?Butonedayyourpetdoesn’tliketoeatanything.Why?canwedo?B.Presentation呈現(xiàn)）a.短劇表演呈現(xiàn)T:Thisismypet.Shedoesn’teat.She’ssicktodayImusttakeherandNowwhowantto選擇一位經(jīng)過(guò)準(zhǔn)備的生)T:Goodmorning,D:What’sthematter?T:Mycatissick.Shedoesn’teat.D:Letmesee.Wow,it’shot.Ithasafever.T:sheD:Andlook!hurt.T:mycat.b.圖片觀察呈現(xiàn)出示Let’sstart分的教學(xué)掛圖Whothey?aretheydoing?What’sthematterwiththem?Let’schantC.Consolidation（操練/鞏固）a.聽(tīng)Letlearn部的錄音并跟讀b.認(rèn)讀詞卡并做出相應(yīng)動(dòng)作

老師或?qū)W生描述生活中良的習(xí)慣讓學(xué)生用havea….進(jìn)行猜測(cè)。如：IlikeWow,sweets.IthemIt’scold.Idon’tlikesweater.Iliketowearmyshirt.….d.小組活動(dòng)，扮演醫(yī)生，病人運(yùn)用本節(jié)課所學(xué)語(yǔ)言進(jìn)行答D.Assessment（測(cè)評(píng)價(jià)）a.表演展示并評(píng)價(jià)b.完成本課時(shí)的配套作業(yè)Add-activities（課外動(dòng)）a.抄寫(xiě)本課的四會(huì)單詞和詞組在具體地語(yǔ)境中能用What……can…IfeelWhatcanIdo?和同學(xué)老師進(jìn)行答。Unit10Tomorrowwillrainy.知識(shí)目標(biāo)A、thechildrenthewords:rainy,windy,hot,coldsnow.、childrensentencepattern:ItwillbeItwillrain/snow.thechildrentotomorrow:willtheweatherinsomeplace?能力目標(biāo)A、theandthetomorrowitfreely.、在學(xué)習(xí)和應(yīng)用本課知識(shí)所學(xué)知識(shí)，創(chuàng)編對(duì)話(huà)交流過(guò)程中，培養(yǎng)學(xué)生的發(fā)散思維、創(chuàng)造思，從而提高學(xué)生的自學(xué)能。情感、態(tài)度、價(jià)值觀目標(biāo)

A、培養(yǎng)學(xué)生熱愛(ài)大自然情感、通過(guò)小組合作討論、交，讓學(xué)生感受把所學(xué)知識(shí)匯到實(shí)際交往中的樂(lè)趣，從而激發(fā)積極學(xué)習(xí)情感。ImportantpointsandpointsItwillrain/Itwillberainy/windy///cold:ProceduresStep1:revisionS1:up!Ss:morningMissHuT:Goodboysand.down,wealethavearevision,?Ss:OkT:two,!(在備階段，師生帶動(dòng)作說(shuō)rhyme，激發(fā)學(xué)生的習(xí)興趣，調(diào)動(dòng)他們的學(xué)積極性，把他們帶入英語(yǔ)習(xí)的氛圍。