六年级英语下册教案新课标.pdf

新课标六年级英语下册Unit 1 How Tall Are You?第一课时教学设计一、单元教学内容话题：figure功能：能够运用目标语进行身体或事物高矮、大小、重轻、长短进行描述和问答。语言结构：1.句型：How tall are you/is he/she?I m/He/She is 160 cm tall.How heavy are you/is he/she?Im/He/She is 40 kg.How long/How big/How large is.?I wear size 16.He/She is/are taller/heavier/bigger.than.2、词汇：taller、stronger older、younger shorter heavier、thinner longer、bigger smaller meter、height weight length、size二、单元教学目标a）知识目标i.能听、说、读A、B部分中的会话。ii.能听、说、读、写A、B部分Let s learn、Let s talk中的四会单词和重点句型。iii.能理解Let s read中的内容,并能做相应的问答。iv.能够运用计量单位：k g和cmv.了解 Good to know 和 story time 中的内容。v i.能够认读音标ei,ai,Ri,并能拼读由以上音素组成的音节和单词。b）能力目标i.能够相互问答身高、体重、大小、长短，如How tall are you?I m cm tall.How heavy are you?I,m kg.ii.能通过比较词进行事物或身体的比较或描述，如is taller th an.iii.能听懂会唱歌曲 My P e ts。iv.能根据所给数据，对两样事物进行比较。c）情感、策略、文化目标i.培养学生在观察和测量中联系英语的习惯。ii.了解计量单位的完整和缩写的写法及换算方法。三、单元重难点a）本单元的教学重点是让学生在联系日常生活的对话中运用比较级。b）本单元的教学难点a.各类比较级词汇及相应问题的掌握。b.比较级不规则变化和写法的掌握。四、单元教学课时安排建议：六课时第一课口寸：Part A Let s start/Let,s learn/Let s play第二课时：Part A Let（第三课时：Part A Let第四课时:Part B Let,s try/Let*s talk/Let s chant/Group works read&Part C Pronunciation/Let s sings learn/Let s play&Part C Task time第五课时：Part B Let s try/Let s talk/Pair work&Part C Good to know第六课时：Part B Let,s read&Part C Story time第一课时(Part A Let s learn/Let s play/Let s start/Let,s sing)教学目标：(-)知识目标：1、使学生能听、说、读、写有关比较级的单词older、younger shorter taller stronger o2、知道than是比较的意思，than前面要用形容词比较级(v-er)。3、了 解cm、k g分别表示长度和重量单位，并知道它们的读音，会回答句型：How tall are you?How heavy are you?(二)能力目标：1、使学生初步掌握比较级的用法及句型。2、使学生知道形容词比较级变化的一般规律。3、使学生能在一定的情境中自觉运用所学新知识。(三)情感目标：培养学生分析观察能力，知道要关爱身边的人，爱父母要从生活中的小事做起。教具准备：图片、卷尺、钓鱼杆。教学过程：Step 1.Warm-up(revision)(1)Sing a song.Whats your favorite season?(2)Free talk.a.Whats your favorite season?Which season is it now?Whats the weather like in winter?Which season is always hot and sunny?/warm and rainy?/cool and cloudy?/cold andsnowy?b.Which season can we make a snowman,winter or fall?Which season can we go swimming in a river,winter or summer?Which season can we fly kites,winter or spring?Which season is colder,summer or winter?Which is colder,water or ice-cream?c.I can say：cold colderCan you say?warm-warmer,cool-cooler,hot-hotter,old-older.Step2.Presentation(practice)older/younger 的教学1.How old is the woman?She is 35.2.How old is the girl?She is 12.3.Who s older,the woman or the girl?4.3512,so we can say the woman is older than the girl.(出示图片)12 Activity one:Bingo!(8)、师生问答。(语言内容，媒介)(9)、Activity tw o:摘苹果游戏(10).教师领读Let s learn部分。4、Consolidation and extensionLets find out.(1)、教师通过CAI出示图片，提问:What did Zoom do last weekend?板书并认读：do-did,water-watered.(2)、教师问几个学生：What did you do?(3)、Do a surveyo学生之间相互了解，并做好记录。完成后上台进行解说。(4)、填入所缺的单词。(5)、完成活动手册的相应练习。(6)、回家朗读课本Let s learn部分，抄写词组。七、板书设计：last weekend watch-watched wash-washed clean-cleanedplay-played visit-visited do-did water-wateredWhat did you do last weekend?I watched TV.课后反思：A)这堂课的教学设计紧密联系学生的实际生活的，让学生通过be going t。do句型交流行事计划。在教授时注重时间短语和动词短语的搭配教学，来巩固句型和新授知识的实际应用能力，这样可以让学生活学活用，易于接受。B)引导性的道具，使抽象中的概念引领到实际的概念中。如电影海报一gotothecinema oC)在实际的教学过程中，可能是太注重内容的输送，对学生扎实的掌握所学语言基本功有些忽视，师生之间的互动不足，单词和句子操练不足，导致学生所表达的内容很局限，这还需进一步的改善。第二课时一、教学内容：ALet s try Let s talk LetJ s find out C Good to know二、教学目标与要求1、能够听说读写句型：What did you do last weekend?I played football.并能够在实际情景中运用。2、能够用过去式的一般疑问句形式进行简单的提问，如：Did you clean the room?Yes,Idid./No,Ididn t.3、能够听懂并完成Let s try部分的联系。4、能够运用新语言完成Let s find o u t中的任务。5、了解Good to know当中的标志的意思。三、教学重点能够听说读写句型：What did you do last weekend?1 played football.并能够在实际情景中运用。四、教学难点学生初步了解动词过去式的一般疑问句形式。识记help的意思。五、课前准备1、教师准备若干张图片。2、教师准备录音机与磁带。3、教师准备该课时的教学挂图。4、学生准备一张调查表。六、教学过程1、Warm-up、Enjoy the song:At the zoo(2)、Daily oral practiceGood morning.Glad to meet you.How are you?What day is today?Whats theweather like today?2、Preview(1)、Activity 1(2)、Let s try.T:What did you do last weekend?S:.T:What about Chen Jie?3、Presentation and practiceLets talk设计主情景“我是小小侦探”、“谁打扫了教室”教师用课件动画形式出现一个明亮干净的教室。出现一个老师和一个学生JohnoLook,our classroom.Its very clean and tidy.But who cleaned it.I dont know.I wantto thank him.Can you help me to find him?J:I can help you to find him.John 跑了 出去,碰到了 Sarah,John 就问 Sarah.J:What did you do last weekend?Sarah:Hmm!I watched TV.John 跑去问 了 Wu Yifan.J:What did you do last weekend?W：Hmm!I played football.板书句型：What did you do last weekend?I played football.学生朗读。教师头带 John 的头饰 T:Look,John come to our class.He wants to find who cleanedthe classroom last weekend.T:What did you do last weekend?S1:I.T:What did you do last weekend?S2:1.T:Did you help the teacher clean the classroom?引导学生回答。板书h elp,并朗读。(2)、Activity 2(3)Activity 3 Make the chant.(4)、找 到了”通过课件展示John和Zoom的对话。J:What did you do last weekend?Z:I played football at school.J:Did you help the teacher clean the classroom?Z:Yes,I did.J:Oh,Zoom.You are great!(5)听录音，跟读书本对话。(6)、学生一起朗读对话。4、Consolidation and extension(1)对话操练：Let s find out.p28(2)、完成活动手册相应练习(3)、Good to know七、板书设计：What did you do last weekend?I played football.help课后反思：在对话教学中，多进行PAIR WORK是非常重要的，但是进行小组问的合作对话又是比不可少的，为此我摸索着进行两套思路的教学：一、“以本为本”读对话。新授课完成后立即给学生5 分钟左右的时间，以四人小组为单咬准每一个音，发好每一个单词，尽量模仿录音中的语音、语调，把整个对话完整、流利、整齐地朗读出来。二、合作创造”编对话。这一阶段的训练旨在培养学生对场景的想象能力，以及对在适当的场景里运用适当、得体的语言的判别能力。这是一个自主学习，自觉“消化”的 过 程。此时还是以四人小组为单位，但这时更充分体现了任务型教学，更强调合作学习，我要求小组围绕话题展开讨论，大胆创设各类场景来运用所学知识。第三课时一、教学内容：Part A Let,s read.Let s play.Part C Pronunciation二、教学目标与要求1、能听、说、认 读 Let s read部分的内容，并完成相应活动。2、能够了解双元音音标/、/、/的音与形，能够读出例词并选择音标与单词和配图正确连线。三、教学重点1)理解短文内容，学会描述自己或询问他人的周末生活。2)was,busy,It was s birthday.四、教学难点1)理解短文内容，学会描述自己或询问他人的周末生活。2)was,busy,It was s birthday.五、课前准备1、教师准备一幅本课时的教学挂图。2、教师准备一台录音机和相关录音带。3、学生准备本课时的单词卡片。六、教学过程1、Warm-up(1)Let s sing:The days of the week.(2)Ask and answer:What did you do last weekend?What did you do yesterday?I(did).last weekend/yesterday.2、Preview结合单词卡片复习所学的四会单词，可让学生进行快看快拼的比赛。3、Presentation(1)Let s learn.从上面的问答中，老师总结并板书呈现：busy,was busy last weekend.根据学生的回答，教师可提出更细节性的问题：T:What did you do last Saturday morning/last Sunday evening.?A:I(did).last Saturday morning/last Sunday evening.T 根据学生A 的回答，再向其他学生提问：T:What did A do last Saturday morning/last Sunday evening.?引导学生将第一人称改为相应的第三人称进行回答，并将学生的回答(选择一个)以短语形式填入课前准备好的表格中。见附录。完成表格后，T 再次重复：A was busy last weekend.根据板书及表格，引导其他学生以：X X X was busy last weekend.为开头转述其他同学上周周末的活动。(2)Presentation of the sentences T:A was busy last weekend.B was busy last weekend.And Wu Yifan was busylast weekend,to o.(可用课件展示)Now,let,s listen to the short passage and answer some questions.(T 可根据段落内容顺序设计问题)A：What did Wu Yifan do Saturday morning?B:Whom did he visit?Why?C:What did they do together?D:What did they do in the evening?E:What did Wu Yifan do Sunday morning?With whom?F:What did Wu Yifan do in the afternoon?听完两遍录音，学生可以同桌讨论并回答问题。如果有不同答案，大家一起讨论，寻求最佳答案。听 音 跟 读，再齐读。要求学生独立完成课本中Finish the sentences.再进行组内讨论并校对答案。1)Lets playT:Look at the calendar.Today is(date).Yesterday was(date).What did you do yesterday?A:I(did)yesterday.2)Activity 1 :滚雪球Pronunciation(1)听音模仿.教师要以夸张的口型带学生跟读。(2)认读双元音音标。/,/,/说明音标与字母的区别和联系。(3)拼读单词。老师请学生自己拼读并读给大家听。(4)读单词，连线。(5)Activity 2:Play basketball4、Consolidation and extension(1)用词组或短句来描述自己爸爸或妈妈上周末的活动情况。(2)完成活动手册相关内容。七、板书设计：Busywas busy last weekend.教学反思：小学六年级的学生，由于其生理和心理都在发生着急剧的变化，因此，英语课堂上表现出来的性格也渐渐由外露变得比较内敛、害羞和敏感。根据这种细微的变化，我抓住学生争强好胜的心理，以朗读教学为突破口即在对本课时基本都理解的基础上，以小组学习、比赛为基本形式，力求使每一位学生都积极主动参与到教学活动中来，在听中模仿，在读中练，再在同桌之间的交流中提高。为此选择六年级英语课本中每单元的第三课为材料，具有很强的知识融合性和概括性，学生通过反复的朗读与自编，既达到了复习巩固的目的，又无形中大大培养和提高了学生的学习兴趣，为进一步的教学埋好伏笔。教学目标对于这部分对话的要求不仅是按部就班地“学会”，更强调能灵活地“学以致用”。第四课时一,教学内容：Part B Let s learn Let s play.Part C Task time Let s check二、教学目标与要求1、掌握四会词组：went to a park,went swimming,read a book,went fishing,wenthiking.2、学会用句型 What did you/(name)do last weekend/yesterday?I(name)(did)lastweekend/yesterday.Did you.？Yes,I d id.来进行问答并完成 Task time 的表格。三、教学重点掌握四会词组，并用所学词组和句型进行调查四、教学难点掌握四会词组，并用所学词组和句型进行调查五、课前准备1、教师准备本课时所需的五张词卡及A 部分所学单词。2、教师准备录音机和的录音带。六、教学过程1 Warm-up1)Free-talk:T:What day is today?A:Today is.T:What day was yesterday?(强调 yesterday)B:Yesterday/It was.T:What did you do yesterday?C:I(did)-,yesterday.(用前几课时已经学的词组)2)Chain-drill:C:I(did).yesterday.What did you do yesterday?D:I(did).yesterday.What did you do yesterday?E,F.(ask the teacher)T:I went to a park yesterday.2、Presentation and practicelets learn(1)继续Chain-drill,由T 引出并出示新授词组:went hiking.(2)学生已经了解了 g o 的过去式后，T 边 用 I went(这个动词用动作表示)yesterday.表达自己昨天去做什么了，边做动作.让学生帮老师说出：wentswimming,went fishing.(3)Ask and answer:A:T ask and Ss answer.B:SI ask and S2 answer.C:S3 ask and T answer.由此,T引出新授词组:read a book.(4)自编 chant.Chant together.(5)Listen to the tape and repeat.Pay attention to the pronunciation of:went,read.(6)Reading in 2 parts:T say the phrase loudly,Ss say it lowly;T say the phraselowly,Ss say it loudly.Practice:通过各种游戏，操练所学词组Activity 1找搭档Activity 2我是侦察兵Activity 3记忆大挑战3、Task-time1)Pair workA:What did you do last weekend?/Did you.?B:I(did)./Yes,I did.2)在问答过程中完成书中所示的表格.3)邀请几组同学到前面汇报调查结果4、Let s check1)Ask Ss to describe each picture with the sentence structures of:I(did)yesterday/last weekend.2)Listen and circle.3)Check the answers.1 consolidation and extension（1）完成活动手册相应内容。（2）课后继续交流同桌的周末或前天的活动信息.七、板书设计：went to a park-go to a parkwent hiking-go hikingwent swimming-go swimmingwent fishing-go fishingread a book read a book课后反思：在词汇教学中我发觉应采用 全方位教学法，即在教学一个词时，应尽可能多地将该词与学生已有的旧知识建立起各种联系对学生的知识巩固性较好。Eg：newspaper 分开t己 T 乙 new（新的）news（新闻）&paper（纸）newspaper（报纸），这种方法特别适用于有了一定的词汇量的高年级学生。整体效果还不错，再在平时加深听写与巩固，对学生扩充词量能更有效的去记忆。第五课时一、教学内容：Let s chant Main scene Let,s try Let s find out二、教学目标与要求1、能理解并询问他人在过去时间里干了什么事情。2、掌握句型:Did you read books?Yes,I did./No,1 didn,t.三、教学重点To master the following sentence structures:Did you read books?Yes,I did./No,1 didnt.四、教学难点：To master the following sentence structures:Did you read books?Yes,I did./No,1 didnt.五、课前准备1、教师准备图片。2、教师准备录音机与磁带。3、教师准备该课时的教学挂图。六、教学过程1 Warm-up(1)Hang-man game(went to a park,went swimming,went fishing,went hiking,read books)(2)游戏 Bingo(3)Let s try听对话，选择图片2、Presentation and practiceA.chant(1)教师用课件呈现chant(在课件上出现几幅图片NIGHT PARK JUNE等，然后在YES的地方出现一个人)(2)学生二人小组说唱书本上的chant(3)学生用手头的卡片自编一个chantB.Lets talk(1)Listen and do(2)Look and answer(3)Listen and readC.practiceActivity 1.Lets find outActivity 2 The story of ZoomActivity 3 Guessing1 Consolidation and extension1.听录音，做活动手册。2.根据情景编对话。七、板书设计：Did you read books?Yes,Idid.No,Ididnt.教学反思：在教学中作为教师要坚持“尽量使用英语，适当利用母语”的教学原则，以减少学生对母语的依赖性和母语对英语教学的负迁移。教师的教和学生的学都尽量不用母语为中介的翻译法，即使使用也应该加强分析对比。因为用一种语言解释另一种语言不一定都能做到一一对应完全准确。我想大家都有这样的经历，即有些英语词、句用汉语很难解释，甚至会出现越解释越难的现象，学生有时会感到更烦。在这种情况下，我经常给出一些包含该词、句的句子，让学生在具体的语境中去猜测、理解。所给出的语境应尽力和该词、句所处的语境相似，而且是学生熟悉或容易接受的，这样既可以给学生的理解以铺垫，达到帮助学生理解掌握词、句的目的，又能增强语言实践的量，也能有效提高学生的英语理解能力，有助于培养学生运用英语思维的习惯。第六课时一、教学内容：Let s read Let s sing story time二、教学目标与要求1.能综合运用动词的过去时。2.阅读理解故事三、教学重点1、过去时的读音及不规则动词的变化2 阅读部分的理解和有限度地再现四、教学难点1 动词过去时的读音及不规则动词的变化2 阅读部分的理解和有限度地再现五、课前准备1、教师准备一幅本课时的教学挂图。2、教师准备一台录音机和相关录音带。3、学生准备本课时的单词卡片。六、教学过程1、Warm-upSing the song:at the zoo2、PresentationA:Activity 1 Memory testingWhat did you do last weekend?I went shopping.I went shopping and visited grandparentsI went shopping and visited grandparents.B:Activity 2比一比，谁说得最快。(见表格1)请两个学生上来，背向黑板，教师说出表格中任意一个词组，学生就说出与之对应的词组，败者换其他人，再与胜者比赛，看看全班谁说得最快。C:Text A.看图跟读课文。B.教师提示总结：was/walked/studied/read/went/saw/jumped/swam/returnedD:Activity 3无字的故事书E:Exercises(l)Finish the sentences(2)Number the sentencesComprehensive activitystory time1.Two students a group and discuss the story.2.Ask the questions:(l)What did Zoom do on Saturday?(2)What did Zoom do on Sunday?3.Listen and read the story1 Consolidation and extensionMini role-playPrepare and act out their stories in roles.教学反思:本单元是小学阶段最后一个语法点一一过去式。因为出现规则动词和不规则动词区别，对学生的学习加大了难度，如何让学生真正掌握这个时态呢？针对这个情况我利用平时的时间：在课前小黑板出示当天要记忆的单词，并在新课出现相关单词时进行讲解助于学生记忆；课后整理所学的单词的过去式，让学生区分单词规则和不规则的过去式，但小学生课本中还是以不规则动词过去时为主，为此利用小学生的高效记忆特性，定期报听写等来提升单词的复现率，深化对改时态动词的掌握。Unit 4 My Holiday第一课时Teaching Aims:1.能够听、说、读、写以下动词短语：learned Chinese,sang and danced,took pictures,climbed a mountain,ate good food.2.能够询问别人在假期里所做的事情并做答。Teaching Importance and Difficulties:1.本课时的教学重点是掌握五个动词短语的过去式形式。2.本课时的教学难点是以下六个单词的拼读和拼写：took,learned,sang,danced,ate,climbed。教师要多示范，通过有针对性的反复操练知道学生熟练掌握。Teaching Medias:Teacher：本课时的动词短语卡片；一架照相机、食物、一首歌曲，一张照片;本课时的单词卡片。Teaching Procedures:I.Warm-up1.教师放五年级下册的歌谣“Let sgo on a field t r i p-学生边唱歌边跟教师作相应的动作。2.教师放Let s chant的录音，学生跟着录音说。II.Preview1.“猜一猜”游戏：教师呈现学生小时候的照片问：Who,she/she?引导学生回答。然后教师拿出自己小时候的照片让学生猜。学生猜出后，教师指着照片说：Yes,it s me.I was years old then.教师依次拿出几张风景照，问：Guess.Whatplace is it?引导学生回答。2.Lets start教师展示本部分的挂图问：Do you like holidays?What do you usually do on yourholiday?Do you go on trip?What do you usually do during your trips?引导学生根据提示图回答。III.Presentation and PractiseLets learn1.教师问一名学生：What s your hobby?引导学生回答。教师指着自己说：I liketaking pictures.I have many beautiful pictures.然后拿出一张风景照说：Look at thispicture.I took the picture last week.教师板书 took pictures 和 take pictures,请学生认真观察并说出两个短语的不同之处，然后指导学生拼写。2.教师拿出一张自己爬山的照片,说：I went to Xinjiang/last year.Guess.Whatdid I do there?请学生猜。如果有学生猜到climb a mountain,教师就向学生展示照片：Yes,thats right.I climbed a mountain.教师板书 climbed a mountain,带读引导学生对东词原形和过去式形式进行比较。教师继续问：Have you ever been toany famous mountains?Where have you been?弓I 导 学 生 说：I climbedHua/Yandang/Mountain.教师可继续提问：When did you climb Yandang Mountain?I climbed Yandang Mountain in spring/April 8th.3.教师再次展示爬山的照片，说：I climbed Huang Mountain.Then I was hungry.Iwent to a restaurant.Guess.What did I do there?如果学生猜到吃东西，教师就拿出一张美食的照片说：Yes,I ate.I ate good food.板书 ate good food 和 eat good food,带领学生比较不同之处。教师带读，注意强调ate的发音。4.教师依次出示爬山和美食的照片说：I climbed a mountain.I ate good food,too.What else did I do there?Guess.5.教师放课前准备的歌曲录音，放完一。遍后，问学生:Do you like it?Would you liketo sing along?教师和学生一起跟着录音哼唱歌曲。教师问学生：What did we dojust now?引导学生回答：We sang a song.教师板书sang和sing,带领学生进行比较。教师带读单词。教师边做动作边说：People in Xinjiang like singing.They likedancing,too.教师板书 sang and danced,带读。6.教师出示本部分的教学挂图，介绍说：Mike and John went to Xinjiang together.Mike likes taking pictures.He took many pictures.What else did he do?手 才 旨 Mike学中文的图说:He learned Chinese.板 书learned Chinese,带读。教师再问学生:What did John do?引导学生回答：He climbed a mountain.He ate good food.Hesang and danced.7.教师放ALet slearn部分的录音，学生跟读。8.教师带领学生说唱下面歌谣：What did you do on your holiday?What did you do on your holiday?I took,took pictures.What did you do on your holiday?I climbed,climbed a mountain.What did you do on your holiday?I learned,learned Chinese.What did you do on your holiday?I sang,sang and danced.9.快速抢答：全班学生分成四大组。请一名学生上来抽取两张卡片并依次做相应的动作，四个组的学生根据表演者的动作猜：He ate good food/and climbed amountain/-哪个小组手先猜出正确答案就得一分，最后总分最高的小组获胜。1 0.学生两人一组，轮流抽取学生卡片编对话。Lets play学生两人一组，每人在长纸条上写过去式时的句子，然后把句子在单词间空隙处剪开。学生交换剪下来的单词，看谁能最先把同伴的两个句子排列好。Good to know1.教师介绍普通相机一些基本零部件的名称和简单的摄影常识。2.教师一边介绍摄影的基本步骤一边用相机给学生照一张照片。1?.Consolidation and Extension1 .Activity Book2.学生课后进一步熟悉照相的基本步骤，教师鼓励有条件的学生拍卜.几张照片，下节课进行班级交流。课后反思：这课是涉及一些以往短语的融合，为此我在英语课堂中采用多样化活动教学，如课前留意观察学生喜欢玩什么游戏，有时学生的游戏，又能给我灵感，让我再把游戏加工后，用到课堂中去，会给自己更多的启发，带来很好的教学效果。此次课就是把音乐、简单的动作、游戏、小组间模仿比赛的等融入到课堂中，激发学生的求知欲，活跃课堂气氛，使每堂英语课真正地“活”起来，每个学生都动起来，通过各组的即兴表演来完成。第二课时Teaching Aims:1.能够听、说、读、写句型：Where did you go on your holiday?I went to Xinjiang.2.能够听懂Let s try部分的录音并完成练习。3.能够理解、说唱歌谣 Where did you go on your holiday?”。4.会使用英汉字典查新词。Teaching Importance and Di