湘少版六年级英语上册教案全册表格式.docx

Unit 1 The children are playing in the park.（孩子们正在公园里玩） Period 1一、教学目的1、 能听懂、会说新单词swing，slide，bench，bark，chain，bite，stones；2、 能理解课文；能正确运用如今进展时描绘人物正在进展活动。二、教学重点及难点 重点：驾驭本单元四会单词。 难点：理解课文。三、教学打算单词卡片和图片、教学挂图、教学磁带等。四、教学步骤Step 1 Warming up1 师生问候。2 唱已学的英文歌曲。Step 2 Presentation and drill1 T: Hello, boys and girls. Nice to see you again! Today is the first day of this new term. Im very happy. So lets go to the park together! 边说边将一张公园大门的图片贴在黑板上，布置成公园的场景。2 可出示一张秋千的图片。T: Look! A swing. Do you like it?板书单词swing，带读。将图片贴在黑板上“公园”的相应位置。3 用同样的方法教单词slide和bench。4 出示一张狗正在叫的图片。T: What is the dog doing? It is barking.板书单词bark，带读。T: Dont throw the stones at the dog. Itll bite you.板书单词stone和bite，并用动作扶植学生理解其含义。然后带读。5 出示一张被铁链锁着的狗的图片。T；The dog always bites the strangers，so the owers use the chain.板书单词chain，扶植学生理解其含义。并带读。嬉戏-Look and say. （看看小说）教师做口型，学生依据口型说单词。嬉戏-Loud and low voice （大小声）教师大声说单词，学生小声重复；或者教师小声说，学生大声说。Step 3 Fast reading and listening1 出示课文中人物的图片。T: Look! The children are playing in the park.边说边将图片贴在“公园”的相应位置。2 快速阅读课文A局部，答复问题。T: Today well learn Unit One. First lets listen to the text, and then answer my question: Why is the dog biting Mingmings foot 检查学生阅读状况，扶植学生答复所提问题。Mingming is throwing stones at dog, so the dog is angry.3 听课文A局部录音，仿照其语音、语调，驾驭新词难句的正确读音。Step 4 Intensive reading1 精读课文，然后两人一组完成课文C局部练习。2 教师及学生校对答案后让学生按正确依次读一遍。3 听课文A局部录音，跟读。Step 5 Consolidation1黑板上的单词卡片及图片复述课文。2练习。（见练习册P13）3家庭作业：听磁带，读课文。 Period 2一教学目的1 能复述课文A局部；2 能正确运用如今进展时描绘人物活动。二教学重点及难点 重点：理解如今进展时 难点：正确运用如今进展时描绘人物活动。三教学打算 让学生们打算一些生活照片、单词卡片、教学磁带等。四教学步骤Step 1 Warming up1 师生问候。2 唱已学的英语歌曲。3 利用卡片复习本单元新单词。嬉戏-Quick response （快速反响）教师说单词的中文，学生快速说出其英文；或者反过来，教师说英文，学生说中文。4 复述课文。1） 两人一组进展复述2） 让一至两名学生上台复述。Step 2 Presentation and drill1 学生自渎课文一遍，将课文中出现的如今进展时（如are playing, is sitting, is pushing, is playing等）划记出来。然后两人一组进展探讨。2 教师总结。Step 3 Practice （课文D局部） 1、 出示课文D局部图片或做动作、表情等，人学生两人一组看图或动作说句子。2、 小组活动。3、 完成书面练习。Step4 Consolidation1、 创设情景，自由会话。2、评价。 3、家庭作业：听磁带，读课文。 Period 3一教学目的1、复习本单元单词、课文及语法学问；2、能唱英语歌曲“Shell be coming round the mountain.”3、能独立完成课文F局部练习。二教学重点及难点 重点：英语歌曲“Shell be coming round the mountain.” 难点：完成课文F局部练习。三教学打算 单词卡片、教学磁带等。四教学步骤Step 1 Warming up1、师生问候。2、复习本单元已学新单词。3、分小组活动（可进展说句子竞赛等）。Step 2 Presentation and drill （课文E局部）1、 听录音，观赏歌曲。2、 学习歌词3、 听录音，跟唱。Step 3 Practice （课文F局部）1、 教师说明题意。2、 让学生们找出答案，先口头练习，然后完成书面练习。 Step4 Consolidation1、创设情景，自由会话（要求运用如今进展时。假如有时间，可让学生自己创设情景，自由交换）。2、 评价。3、 练习4、 家庭作业：听磁带，读课文。五、教学反思： Unit 2 Katie always gets up early. （凯蒂始终都起得很早。） Period 1一、教学目的1、 能听懂、会说新单词和短语wake up , make the bed ,late, wave, drive, porridge;2、 能理解课文；3、 能正确运用一般如今时描绘常常发生的行为、活动等。二、教学重点及难点 重点：驾驭本单元四会单词。 难点：理解课文。三、教学打算单词卡片和图片、教学挂图、教学磁带等。四、教学步骤Step 1 Warming up1、师生问候。2、唱英文歌曲“Shell be coming round the mountain.”3、复习已学的单词（swing，slide，bench，bark，chain，bite，stones）。Step 2 Presentation and drill1、出示教学挂图。边说边做动作，让学生理解课文。然后，板书单词，带读，并利用单词卡片扶植学生理解其含义。2、让学生看图说话。Step 3 Fast reading and listening1、 速阅读课文A局部，答复问题。T: Today well learn Unit 2. Katie always gets up early . First lets listen to the text, and then answer my question: What time does Katies father leave for work ? 检查学生阅读状况，扶植学生答复所提问题。2、 听课文A局部录音，仿照其语音、语调，驾驭新词难句的正确读音。Step 4 Intensive reading1、 读课文，然后两人一组完成课文C局部练习。2、 听课文A局部录音，跟读。Step 5 Consolidation1依据黑板上的单词卡片及图片试复述课文。2练习。（见练习册P5）3家庭作业：听磁带，读课文。 Period 2一教学目的1、能读课文A局部；2、能理解第三人称单数做主语的一般如今时的用法；3、能运用一般如今时描绘常常发生的行为、活动等。二教学重点及难点 重点：理解第三人称单数做主语的一般如今时的用法难点：运用一般如今时描绘常常发生的行为、活动等。三教学打算 单词卡片、教学磁带等。四教学步骤Step 1 Warming up1、师生问候。2、利用卡片复习本单元新单词。3、试讲解并描绘自己的一天。Step 2 Presentation and drill1、出示单词卡片always， often，usually，sometimes，never，让学生们认读，订正其发音。3、 总结词义及区分。Step 3 Practice （课文D局部） 1、 学生两人一组依据表格描绘Peter的一天。2、 小组活动。3、两人一组议论各自的日常生活。3、 完成书面练习。Step4 Consolidation1、让学生们调查好挚友的妈妈每一天所做的事情，完成表格。2、评价。3、练习。4、家庭作业：听磁带，读课文。 Period 3一教学目的1、复习本单元单词、课文及语法学问；2、能独立完成课文E局部练习。3、能独立完成课文F局部练习。二教学重点及难点 重点：区分副词always， often，usually，sometimes，never的含义及用法。 难点：课文F局部练习。三教学打算 单词卡片、教学挂图、教学磁带等。 四教学步骤Step 1 Warming up1、师生问候。2、可分小组说句子竞赛。Step 2 Presentation and drill （课文E局部） 完成E局部练习。Step 3 Practice （课文F局部）1、 教师说明题意后让学生依据表上的信息进展口头沟通。2、 完成书面练习。 Step4 Consolidation1、让学生仿照课本中的表格设计一份调查表。内容自定，然后陈述其调查结果。2、评价。3、完成练习4、家庭作业：听磁带，读课文。五、教学反思： Unit 3 Lets go to the Underwater World.Instructional DesignTeaching objectives: language function:The Imperative sentence to express their wishes.Language Structure: Let's go to the Underwater World. Term: master vocabulary: library, world understanding of vocabulary: a public holiday, Underwater World, restaurant, hospital, science story, idea, picnic Syntax: from "Let's." Constitute the imperative sentence.Period 1Teaching aims:1. can understand, will say the new words and phrases picnic, library, watch, Underwater World, science story, key master library, world; 2to understand and repeat the texts, 3to the proper use of Imperative sentences to express their wishes. Focus on teaching and difficult points:master of the four units will be the word. Difficulties: Understanding and repeat lessonsTeaching preparation: the word cards, teaching pictures, such as teaching tape. Teaching steps: Step 1.Warming up 1. teachers and students greetings. 2. free conversation. Describe themselves and their families one day. (To encourage students to have flexibility in the use of the word-and-free)Step 2、Presentation and drillT：Hello,boys and girls .I dont feel happy today.Can you guess why ?Enable students to think for various reasons.Ss:.T:Let me tell you .Yesterday I wanted to go to the library to read science stories ,but my friend told me it was not open. I wanted to go to the park for a picnic ,but my friend wanted to go to the Underwater World .Said one side of the card were the words produce (Underwater world. Library,) help students understand their meaning. And then with Reading.Game - (Goldfinger) card will be posted on the words on the blackboard, two students came to power "Goldfinger" games. Teachers do I type. Qi said his class of students words, the stage of the students quickly pointed out by hand to hear the words, the faster the victory.Step 3.Fast reading and listening 1.   Part A quick reading texts, to answer questions. T: Today we'll learn Unit Three.First, please read the text, and then answer my question:Where did they go? Check the students read, helping students answer to a question: They didn't go anywhere.2.   recording classes, part A, imitate their language, tone, master new words Nanju the correct pronunciation. Step 4. Intensive reading1.    intensive reading lessons, and then a group of two to complete the form below. (Teachers can be properly explained. Italics in the table to discuss some require students to complete)PeopleSuggestion（建议）Peter Go to the Undrewater WorldLinglingGo to the park for a picnicGo to the shopping centreMingming Go to the libraryAnneGo to the beachResultToo late to go out2. recording classes, part A, with Reading. 3. the two form a group based on more than repeat the texts. 4. part C complete texts fill in the blank practice. The answer:Yesterday was a holiday.The children wanted to go out .They did not want to stay at home.The children had many ideas.They talked and talked.It was very late in the afternoon.They did not go out at all.They stayed at home all day!Step 5 Consolidation1.the students will use dialogue in the form of text shows up. 2.evaluation. 3.practice. (See "practice of" P9 - P10) Period 2First. teaching objectives: 1. part A can repeat the texts, 2.can skillfully use imperative sentence to express their wishes. Second. focus on teaching and difficult points: Focus: A repeat of the text. Difficulties: the proper use of imperative sentences to express their wishes.Third. teaching preparation: bread, biscuits, milk, a little water, a carton, word cards, wall charts teaching, teaching tape, and so on. Fourth.teaching steps: Step 1. Warming up1. Regards to teachers and students 2. Has been learning to sing the song in English. 3. Use of the card or picture review of the unit have been learning new words. 4. Plug A repeat of the text.Step 2. Presentation and drill1. T: Ok,youve done a good job .Today is very hot ,I feel very thirsty.Are you thirsty?I want to have some water .（喝一口水）Hmm, Im not thirsty now .But I didnt have breakfast.I feel very hungry.Are you hungry? Look,here are some bread and milk. Let me eat some（装着肚子痛）Oh, I feel very sick. What can I do ? Guide the students to answer) Let's go to the hospital. Teachers through the above scenarios designed to help students understand hot, thirsty, hungry, sick, and so the meaning of the word. Writing on the blackboard the words, with Reading. Game - Guess, guess, guess! (Guess a student came to power, according to teachers to produce the word card (hungry, hot, thirsty, sick, bored) to do action, other students think.2. with the word or action picture restaurant, swimming pool, cinema, hospital, and so on. Game - Making friends (look for a friend) Teachers will be posted on the card words on the blackboard, left for the adjective (hot, thirsty, hungry, sick, bored, happy), the right to name some places (restaurant, swimming pool, cinema, park, hospital, cafe) students quickly and accurately Corresponding to the second category will be conducted with words.Step 3 Practice 1. in accordance with the example of the complete text D dialogue. The answer:（1）Im hot. Lets go to a swimming pool.（2）Im thirsty.Lets go to a cafe.（3）Im sick.Lets go to a hospital.（4）Im bored.Lets go to a cinema.2, the first to answer competition. His class will be divided into two group games. Teacher preparation for a carton containing a number of adjectives with nouns and place of the word card. A student from taking office box in an arbitrary word from the card, two groups of students under the words that were a logical words. The two sides Qiangda, to put it faster and better points. Final scores more wins.S:Cinema.G1:I feel very bored. Lets go to the cinema.Step 4 Consolidation1.  creation of scenarios, free conversation. Scenario: schools will be organized all the students on tourism. Class team activities class, students are sub-group discussions wanted to go to the place, the team record of the discussion.S1:Lets go to the Underwater World. Its very interesting.S2:I dont agree.I went there last month.Lets go to the Yuelu Mountain.2.  evaluation. Teacher to student performance evaluation, the affirmative and encourage and inspire the desire of students learning English.3.  practice. (See "practice of" P11) 五、教学反思：Unit 4: Its the Mid-Autumn FestivalContent of courses: textbook P1316workbook P13-16Teaching aims and demands:1. Learn the words & phrase: egg yolk/moon cake/ grapes/ tea2. Be able to master the knowledge of the Mid Autumn Festival.Teaching methods: games, reading, action, etc.Calendar plan:Period ArrangementsPeriod I Part B Period II Part A Part CPeriod III Part D Part EPeriod IV Part F Workbook Period IContent of courses: textbook P14 Part B Teaching aims and demands:Be able to master the words & phrase: egg yolk/moon cake/ grapes/ teaEducational affiliations: textbook, tape, tape-recorder, and word cards. Teaching-learning process:Step 1 Warm-up activity 1. Greeting.2. Lets play: Look and guess: What is it?Step 2 Presentation & drill 1. Learn to say: egg yolkT takes out an egg and help Ss understand the meaning. Read the sentence after T.2. Learn to say: moon cake T takes out a moon cake and help Ss understand the meaning. Read the word after T.Learn to say: grapes/ tea/ in the same way.3. Drill.T shows the pictures and Ss say the words. T shows the pictures quickly and Ss say the words. A guessing game.4. Open the books at Page14, listen to the tape and read after it.Step 3.Practice 1. Practice in four. Ss play the cards.2. Listen & act.Step 4.ConsolidationPeriod IIContent of courses: textbook Part A Part CTeaching aims and demands:Be able to understand and tell the story.Educational affiliations: textbook, tape, tape-recorder, word cards. Teaching-learning process:Step 1 Warm-up activity 1.Exchange greetings. 2.Sing a song weve learned last term together.Step 2 Presentation & drill 1. Lead-in. T shows the picture of Part A. T says, ”Long, long ago, there was a girl called Change. Do you know her story? Do you know the Mid-Autumn Festival?” T writes the sentence on Bb and help Ss understand the meaning. Read the sentence after T.2. Ss talk about the picture. 3. Drill. T shows the pictures and Ss rearrange them. T shows the pictures and Ss tell the story. A guessing game.4. Open the books at Pag13, listen to the tape and read after it.Step 3.Practice1. Answer the questions. 2.Ss practice in four. 3.A gameA competition among groups.Step 4.Consolidation1.Draw something about Mid-Autumn Festiva and talk about them.Period IIIContent of courses: textbook P15Part D&ETeaching aims and demands:1. Be able to understand and say the short passage, answer the questions below, then write the answers on the book.2. Role-play the story.Educational affiliations: textbook, tape, tape-recorder, word cards. Teaching-learning process:Step 1 Warm-up activity 1.Exchange greetings. 2.Sing a song weve learned last term together.Step 2 Practice1. Lead-in. T shows the picture of Part E. T says, “The family celebrate the festival today. Listen to the tape. What are they doing?”2. Listen to the tape, number the sentences.3. T writes the sentence on Bb and help Ss understand the meaning. Read the sentence after T.4. Ss say something about the picture. 5. Open the books at Page 3, listen to the tape and read after it.6. Fill in the blanks with suitable words.Step 4.Consolidation教学反思：Unit 5: The children are playing noisily. Content of courses: textbook P17-20 workbook P17-20Teaching aims and demands:1.      Learn the words & phrase: phone/ loudly/quietly/ noisily.2.