冀教版六年级英语上学期unit1教案教学设计.docx

冀教版六年级英语上学期unit1教案教学设计冀教版 六年级上册 Lesson1：At the Airport 教学目标 学问目标：1. 学生能听懂、会说、认读和书写单词：home, time, clock 2. 句型“What time is it? Its _.” 实力目标：1. 能运用句型“What time is it? Its _.” 来表达时间 如: seven oclock, half past four, four forty-five 2. 可以运用所学对话娴熟进行口语交际。情感目标：通过对本课的学习，学生可以了解在机场下飞机的流程以及不同的国家在同一时间的不同时间差异，提高文化素养，激发英语学习爱好。教学重难点 教学重点：学生对单词clock和airport的娴熟驾驭以及对关于时间句型“What time is it? Its _. “的敏捷运用。教学难点：学生可以敏捷运用课文的对话进行有感情的口语交际，并且运用到真实的生活中。教学打算 教学过程 1. Greetings Free talk: T: Hello! How are you? S: Im fine, and you? / Just so so. / Im not bad T: Summer holiday is coming. What do you want to do? S：I want to go on a trip T: But on September 1, what will you do? S: I will go back to school. T: Do you know what Li Ming will do on September 1? (Lets listen) 2New concept S: (after listening) He will go to school in Canada. T: Why does Li Ming go to school in Canada? Do you go to school in Canada? S: No. T: So why does Li Ming go to school in Canada? S: He wants to learn English. T: Yes, Li Ming wants to go to school to learn English in Canada. Can you guess how Li Ming goes to Canada and what happens? (Please read part 1 and part 2 silently) T: Can you find some questions about our text? 分小组（Question Team and Answer Team） Q: 1. When will Li Ming arrive? 2. When will Li Ming go home? 3. How long will Li Ming be in Canada? 4. How does Li Ming feel after the trip? 5. Where are Danny and Jenny now?(讲airport) S: They are at the airport. T: Yes! Whats this? This is an airport(机场图片). Try to read “port”. T: What about other questions? Lets go on. (学生接着提问并回答) What time will Li Mings plane arrive? S: At five oclock. T: Good. (出示一个表示5点的钟表) What time is it? Its five oclock，Yes, we know the time from the clock. T: Whats this? S: This is a clock. T：Clock! ck k (板书) （chain drills） T: What time is it? S: Its eight oclock/ ten oclock / twelve oclock./ nine oclock. T: What time is it now? S: Its half past four. T: half(做手势) past four.（板书） T: What time do you get up?（示范） S: At half past six. T：Yes, we usually get up at half past six. S1: What time do you go to school? S2: At half past seven. S3: What time do you go home? S4: At half past eleven.( in pairs) S5: What time do you have supper? S6: I have supper at six fifteen. T: At six fifteen? Can you show us with this clock? (让学生来用手拨表) T: Good. Look! It is 6:15. T:（老师用手来拨）What time is it? S: At four forty-five / five fifteen. T: (game：What time is it?) 出示多组电子表,让学生来问答。T: Does Li Ming come out at four forty-five? S: No. T: What about five fifteen? S: No. T: So at that time, how does Danny feel? 引导学生说出 DANNY is bored or worried. T: Why does Danny feel bored and worried? (Lets listen and imitate.) (After listening) T: Why does Danny feel bored and worried? S: He always asks the time like “ What time is it?” T: Good! Can you read picture 1 2 3 with your partner? (激励学生带着Jenny 和Danny的感情色调试读句子) T: OK. Each of you did a good job. Li Mings plane will arrive at five oclock. Why he didnt come out until five fifteen? Do you know? Who knows? S: 学生用英语表达的各种揣测。T: Well, Lets see what happens. S: Get off the plane./Pick his luggage./Show his passport to the custom. T: Oh, Li Ming comes out! How do Danny and Jenny feel? S: They feel happy. T: OK. Lets read p2-p3 together. T: Does Li Ming have a good trip? S: Yes, Li Ming has a good trip. T: How does Li Ming feel after the trip? S: He feels tired. T: Good. Lets see part 3 and answer the questions. (学生做练习，写出答案) T: Lets check your answer(学生之间一问一答) T: Lets see Part2. What time is it in Beijing? S: Its one oclock in the afternoon in Beijing. T: Yes. So p.m means “ in the afternoon” and what does a.m. mean? S: In the morning. T: Good. What time is it in Ottawa? S: Its one oclock in the morning in Ottawa. T: OK. From these two clocks we know “At the same time, different countries have different times, we call it “Jetlag” (学生跟读单词). After class, you can finish next two clocks. OK? S: OK. 3. Task T: Yes, this is Jetlag. The world we live is big. Different countries have different times, but we always say that the world is too small. We have modern transport, such as high speed train or plane. Many people go on a trip by plane. If your friends come to visit you by plane, you will meet them at the airport. Can you make up a dialogue at the airport? 4. Group work - Dialogue show. 5. Class over. 板书设计 Lesson 1 At the Airport clock What time is it? airport Its half past four. 冀教版 六年级上册 Lesson 2：Jennys House 教材分析 本节课是冀教版六年级上册Unit 1 Lesson 2 My House的内容。学生已学过一些房间的名称。这一课主要是围绕Jenny家里的各类房间，如study, kitchen，living room，bedroom and bathroom及一些常见的生活用品和家具toilet，fridge，TV, sofa, table, bed等绽开的话题。这些东西都是学生们特别熟识而且和我们生活休戚相关的，学生也会乐于学。教学策略 本节课是新授课，我的设计主要的特点是以任务为依托，以活动为手段，通过各种好玩的嬉戏帮助学生将枯燥、抽象的语言变得生动，激发学生学习英语的爱好和愿望，让学生在感知、体验、参加中获得学问，形成实力。教学目标 1. 语言学问： （1）词汇：house，kitchen，study，toilet，floor （2）句型：There be句型 2. 语言技能： （1）能正确运用所学的单词，对房子进行简洁描述。（2）能运用所学的学问去询问别人，和别人交谈有关房子的学问。3. 情感看法： 培育学生对家的酷爱 教学重难点 重点：能运用There be句型进行简洁的描述。难点：综合运用语言来介绍自己的房子。教学过程 Warm up Free talk. S: Where do you live? T: I live in an apartment. T：I think many Chinese people live in an apartment, but also many people live in houses. Now lets see some beautiful houses. New Concepts T: Look at this house. Its a lovely house. Can you guess whose house it is? S: Its Jennys house. T: Bingo. Write house on the blackboard, teach the pronunciation of “ou” . Show the houses I made it. S: This is a house. T: Lets go to Jennys house. First, listen and answer the questions: How many bedrooms are there in Jennys house? How many floors (楼层) are there in Jennys house? S: There are four bedrooms in Jennys house. S2: There are two floors. T: Yes, two floors. (Teach floor using the card and PPT. Show the first floor and the second floor) How many floors are there in this office building? S: There are four floors. We are on the second floor. This time listen and imitate, then answer the questions: How many rooms are there on the first floor? What are they? How many rooms are there on the second floor? What are they? T: Jennys house is big. There are eight rooms. Lets go inside and have a look. T: Which room do you want to go? S: I want to go to room 1. T: Whats this? S: Its a bed. T: What room is it? S: Its a bedroom. (write “bedroom” on the blackboard) T: Do you have a bedroom? S: Yes, I do. T: Whats in your bedroom? S: There is a bed/a lamp /a closet in my bedroom. Xx, whats in your bedroom? S2: There is a mirror and some flowers in my bedroom. T: A beautiful bedroom. Lets go on. Which room do you want to go? S: I want to go to room 2. (for example) T: (PPT) A living room. This is a living room. What can you do in the living room? S: I can watch TV in the living room. T: Which program do you like best? S: Cartoons./Films. T: Whats your favourite cartoon character? S: T: What else can you do in the living room? S: I can sit on the sofa/read the newspaper/play checkers with my father/talk with my friends on the phone T: There is another name of living room. We call it sitting room. They are the same. T: Lets go on. Which room do you want to go? S: I want to go to room 3. T: (PPT) A bathroom. The weather is so hot. I need to take a bath in the S: Bathroom. T: Do you like to take a bath or take a shower? What else do we need in the bathroom? We need it everyday, so it is a toilet (pay more attention about the pronunciation ) Practice toilet one by one. T: Guess, which room is it? Your mother always cooks there. S: It is kitchen. (write ki and chen on the blackboard then write t, tell students t is silent ) T: Who cooks in the kitchen? S: My mother or my father. T: Whats in the kitchen? S: There is a pot/frying pan/flour/eggs/milk/butter T: Look, what is it? There are many books in it.(show ppt用猜图片的方式，遮住一部分，让学生猜study) T: Right. It is the study. Chant: (齐说)Study, study, what s in the study? （一个人说）Books, books, there are many books in the study. (齐说)Study, study, what s in the study? （一个人说）Bookcase, bookcase, there is a bookcase in the study. T: Look at the blackboard, can you say something about Jennys house? S: This is Jennys house, there is a T: Show me your paper part 2 Look and write. You can write more sentences. 3）Task T: We visited Jennys house just now. Can you show us your house or your apartment? Talk in pairs and then show us. First I will show you my home. Look! S1: Heres my houseapartment, come in, please! Ill show you the rooms in my houseapartment. (Welcome to my apartment!) This is the. Its big/small/ beautiful. There is . in it. It is (colour). I . in the . 4）Homework Miss Song bought a new apartment. Please help her to design the apartment. (you can get the furniture with your star. ) （六）板书设计 Jennys house on the second floor. and a study There are four bedrooms a living room, a bathroom and a kitchen on the first floor. There is 冀教版 六年级上册 Lesson 3 Making Breakfast 教学目标 1学问与技能目标： a. 复习食物类单词，并能运用What would you like for breakfast? Id like _. 来谈论自己想吃的早餐，进行口语交际。b. 能通过短文阅读了解中西方食物的差异，并进行简洁的总结复述。 2情感看法目标： a. 能为父母制作简洁的早餐，或帮助父母制作早餐，做孝顺的好孩子。 b. 拓展国际视野，了解不同的中西食物。 3学习策略目标： a. 主动与同伴合作，能够运用所学的学问与他人探讨早餐。 b. 能够在思维导图的帮助下进行简洁的口语输出。 教学重点 1学习四会单词（听懂、会说、认读，书写）：breakfast, half, table, put. 2驾驭新句子（会听、会说）：What would you like for breakfast? Id like. 教学难点： 中西文化对比的文章理解。教具学具 食物类单词卡片，早餐制作食材。教学过程 教学环节 老师活动 学生活动 设计意图 创设情境 激发爱好 Good morning. How are you? Heres a video for you. Which meal do they have? Lets spell breakfast. Today were going to learn Lesson 3 “Making Breakfast”. Who makes breakfast in your family? Yes, your parents love you very much. Now youre big kids, you can help them. Today lets learn to make breakfast for parents. Watch the video. Breakfast b-r-e-a-k-f-a-s-t My mother/father. 视频内容紧扣主题breakfast,干脆把学生引到了今日的课中来。 创设情景，同时渗透情感教化。 以旧代新 初步感知 What food do you remember for breakfast? T: Ive got some food in my bag. (边拿边说) Wow, delicious food. Id like some bread. (边说边拿) What would you like for breakfast? Sandwiches are western food. Here you are. Please ask your friend, please. Pair work, please. I know bread. I know 学生跟着一起说 Id like a sandwich. Thank you. What would you like for breakfast? Id like an egg. Pair work. Show. 在情景中回顾食物单词，唤起学生的旧知。 以旧词带新句，What would you like for breakfast? Id like _. 课文学习 随文理解 What would Li Ming and Jenny like for breakfast? What would Li Ming like for breakfast? What would Jenny like for breakfast? Mrs. Smith is making breakfast for them. Lets listen and follow. Whats this? Look, heres some juice. The juice is in the fridge. This is Jennys fridge. Whats in your fridge? Wow, you made a fridge. Wonderful. I like your fridge. And I love the food. Can I have some food? Id like some bread and milk, please. Put them on my dishes, please. Thank you. Look, this is a dish. These are dishes. Jenny and Li Ming put some dishes on the table. Go on listening. Im Mrs. Smith. Who wants to be Li Ming / Jenny? Lets read. Listen, choose and write. Hed like some bread, eggs and juice. Shed like some milk and bread. Listen, follow and learn. This is the fridge. Fridge, fridge. This is the fridge. One by one. The juice is in the fridge. S1: The_ is/are in the fridge. S2: I want to show my PPT. This is a fridge. The _is/are in the fridge. There is/are _in the fridge. S3: I want to show my fridge. S3: Theres _in the fridge. The _is in the fridge. S3: What would you like? S3: Here you are. One by one. 分角色朗读课文 Group work Show 从课本中走到生活中，将学问与学生的生活联系起来。 拓展场景 初步运用 选择任务 分层展示 T: Next day is coming. Im Mrs. Smith. (穿围裙) Mrs. Smith: Its half past seven. Time for breakfast. Jenny, Li Ming, what would you like for breakfast? Mrs. Smith: For me? Mrs. Smith: Id like a sandwich and some juice, please. Mrs. Smith: Very delicious. Thank you. I love you. Exercise 1: Act the dialogues on P6. Exercise 2: Make a new dialogue. S1-Jenny S2-Li Ming Jenny: Mum, what would you like for breakfast? Li Ming: Today well make breakfast for you. Jenny and Li Ming: What would you like for breakfast? Jenny: Im making the sandwich. Li Ming: This is the fridge. The juice is in the fridge. Jenny: Lets put some dishes on the table. Li Ming: Breakfast is ready. Jenny: Lets eat, Mum. Group work to act. Show. 现场示范，体验深刻，为最终的输出任务作铺垫，同时进行情感渗透。 延长拓展 文化渗透 Some people like Chinese food. These are traditional Chinese food for breakfast. The Robins family are making the traditional English food for breakfast. What food can you see? English food is western food. Chinese food and Western food are different. Do you know the differences between them? Lets read. Check answer. Read it again and complete the thinking map. Check answer. Look at the mind map. Lets talk about the differences between Chinese food and Western food. Practice to talk about the differences between Chinese food and Western food. Who wants to have a try? I think Chinese food is the best. There is a TV program called A Bite of China. Its very famous. It introduces Chinese food to people all over the world. So the national one is the international one. The winner is Team 2. Congratulations. Homework: 1. Listen and read the text on P6. 2. Make a breakfast for your family. (video, PPT or poster) Class is over. Goodbye boys and girls. steamed stuffed bun porridge soybean milk fried bread stick Watch a video. Cereal and milk Toast and jam Bacon, egg, sausage, tomato and fried bread Exercise 1: Read. Tick or cross. Exercise 2: Complete the thinking map. Say with teacher. There are more vegetables in Chinese food. There is much meat in Western food. Chinese like to eat cooked vegetables. Western people like to eat uncooked vegetables. Chinese people like to drink hot water. Western people like to drink ice water. Chinese people use chopsticks to eat. Western people use knives and forks to eat. Talk about the differences between Chinese food and Western food with the help of mind map. Goodbye. 第一遍速度，通过推断正误反馈文章理解。 其次遍细读，获得信息，把思维导图填写完整。 在思维导图的帮助下复述文章，即用自己的话说一说中餐和西餐的区分。 板书设计 Lesson 3 Making Breakfast What would you like for breakfast? Id like _. bread, eggs, sandwich, cake, hamburger, milk, juice, vegetables 课后反思 1.学问的学习过程： 第一阶段是学问的领悟。创设情境，呈现新的语言学问，让学生在情境中了解语言学问的音、形、义。 其次阶段是学问的巩固与转化。通过练习或任务，让学生巩固新的语言学问。第三阶段是学问的应用、迁移。启发学生对所学内容进行概括总结，有意识地教学生学会如何运用所学学问