六年级上册英语Unit1教案(冀教版).doc

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1、YOUR LOGO原 创 文 档 请 勿 盗 版六年级上册英语（冀教版）Unit1教案六年级上册英语（冀教版）Lesson1教案年级六年级学科英语主备教师复备教师课题Lesson1：At the Airport课型新授教材分析本节课主要是使学生通过练习复习句子：What time is it? Its _.复习所学过的时同时学生能够模仿课文对话，能练习相互问候的日常用语。2.培养以旧带新掌握一定的语言技巧的能力，练习该如何表达时间间表达法学情分析六年级学生对英语学习兴趣整体有所下降，所以本节课始终把激发学生的学习兴趣放在首位，注意分层教学，引导学生端正学习态度，掌握良好的学习方法，培养学生良好

2、的学习习惯教学目标知识目标：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 _.”能力目标：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. 可以运用所学对话熟练进行口语交际。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，激发英语学习兴趣。教学重点难点分析教学重点：学生对单词clock和airport的熟练掌握以及对

3、关于时间句型What time is it? Its _. 的灵活运用。教学难点：学生可以灵活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。教学策略分析使学生进一步提高学生的自学能力，培养学生写摘录笔记的习惯。培养学生学会学习英语的策略、方法并形成习惯。加强朗读的指导与检查，加大对学生阅读和写作的指导。课前准备教师多媒体课件，PPT学生预习课文教学活动过程设计（第 课时）教学环节教学活动设计意图教师活动学生活动1. Greetings Free talk: T: Hello! How are you?S: Im fine, and you? / Just so so. / Im

4、not badT: Summer holiday is coming. What do you want to do?S：I want to go on a tripT: 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)师生对话。生生对话对话引入，集中学生的注意力2New conceptS: (after listening) He will go to school in Canada

5、.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

6、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

7、airport.T: Yes! Whats this? This is an airport(机场图片). Try to read “port”. sport short horn T: What about other questions? Lets go on.(学生继续提问并回答)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

8、 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 pas

9、t 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:（教师用手来拨）What time

10、 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 a

11、nd 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? (鼓励学生带着Jenny 和Danny的感情色彩试读句子)T: OK. Each of you did a good job. Li Mings plane will arrive at five oclock. Why he didnt com

12、e out until five fifteen? Do you know? Who knows?S: 学生用英语表达的各种猜测。T: Well, (出示图片)学生看大屏幕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 p4-p6 together.T: Does Li Ming

13、 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:

14、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, yo

15、u can finish next two clocks. OK?S: OK.根据老师的提问，积极回答问题，完成对话出示幻灯图片，学生根据图片提问并回答问题。点名学生拨表。并观察教师动作填写电子表新授环节主要采用对话形式，集中学生的注意力积极利用多媒体的教学手段，丰富课堂效果鼓励学生带着Jenny 和Danny的感情色彩试读句子)每个环节都重视对学生口语的练习3. TaskT: Yes, this is Jetlag. The world we live is big. Different countries have different times, but we always say th

16、at 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 workDialogue show.板书设计 Lesson 1 At the Airport c

17、lock What time is it? airport Its half past four.教学反思六年级上册英语（冀教版）Lesson2教案年级六年级学科英语主备教师复备教师课题Lesson 2：Jennys House课型新授教材分析本节课是冀教版六年级上册Unit 1 Lesson 2 MyHouse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等展开的话题。学情分

18、析本节课涉及到的这些东西都是学生们非常熟悉而且和我们生活息息相关的，学生也会乐于学。教学目标1. 语言知识：（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，对房子进行简单描述。（2）能运用所学的知识去询问别人，和别人交谈有关房子的知识。3. 情感态度： 培养学生对家的热爱教学重点难点分析重点：能运用There be句型进行简单的描述。难点：综合运用语言来介绍自己的房子。教学策略分析本节课是新授课，我的设计主要的特点是以任务为依托，以活动为手段，通过各种有趣的游戏帮助学生将枯燥、抽象的语言变得

19、生动，激发学生学习英语的兴趣和愿望，让学生在感知、体验、参与中获取知识，形成能力。课前准备教师多媒体，幻灯片学生预习课文教学活动过程设计（第 课时）教学环节教学活动设计意图教师活动学生活动Warm upFree 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.学生和老师互动New Conc

20、epts 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 “au” . 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 bed

21、rooms 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:

22、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

23、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 bedr

24、oom?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

25、 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 phoneT: There is another name of living room. We call it sitting room. They a

26、re 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 theS: Bathroom. （拓展：take a bath 和take a shower 的区别，用图展示bathtub 和shower）T: Do you like to take a bath or take a shower? What else do we need in the b

27、athroom? 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 kit

28、chen?S: My mother or my father.T: Whats in the kitchen?S: There is a pot/frying pan/flour/eggs/milk/butterT: 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

29、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）TaskT:

30、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/ beaut

31、iful. There is . in it. It is (colour). I . in the .4）HomeworkMiss Song bought a new apartment. Please help her to design the apartment. (you can get the furniture with your star. )随着老师的引入，学生积极配合老师学生猜配合教师的问题，积极回答（拓展：take a bath 和take a shower 的区别，用图展示bathtub 和shower）(show ppt用猜图片的方式，遮住一部分，让学生猜study)

32、板书设计and a studyfour bedroomsJennys houseThere areThere is on the second floor.a living room, a bathroom and a kitchen on the first floor.教学反思年级六年级学科英语主备教师复备教师课题Lesson 3 Making Breakfast课型教材分析本课主要借助多媒体辅助教学。本节课是信息技术与英语课的整合，利用多种方法最大限度的拓宽教学资源，利用多媒体技术将图片、文字巧妙融合，充分调动了学生的多种感官，激发学生的学习兴趣，创设有利于激发和支持学生想象的情境，给学

33、生以乐趣，更给学生以启迪，为学生创设了自主学习情境，提高了教学效率。学情分析针对六年级学生的年龄特点，教学设计在符合学生学习知识的过程的前提下，还要能激发学生的情感，培养学生语用，给学生以语言思维和语言表现的空间。教学目标1知识与技能目标：a. 复习食物类单词，并能使用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，并进行简单的总结复述。 2情感态度目标：a. 能为父母制作简单的早餐，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

34、标： a. 积极与同伴合作，能够运用所学的知识与他人讨论早餐。 b. 能够在思维导图的帮助下进行简单的口语输出。教学重点难点分析教学重点：1学习四会单词（听懂、会说、认读，书写）：breakfast, half, table, put.2掌握新句子（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。教学策略分析教师要在教学过程中与学生保持眼神的交流、语言的交流和情感的交流，对学生的反应作出恰当的评价课前准备教师课件，食物类单词卡片，早餐制作食材学生预习课文教学活动过程设计（第 课时）教学环节教学活动设计意图教

35、师活动学生活动创设情境 激发兴趣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

36、 breakfast for parents.Watch the video.Breakfastb-r-e-a-k-f-a-s-tMy mother/father.视频内容紧扣主题breakfast,直接把学生引到了今天的课中来。创设情景，同时渗透情感教育。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?San

37、dwiches 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

38、 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.

39、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?

40、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

41、_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，将知识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: I

42、ts 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 MingJenny: 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