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译林版小学英语教案六年级下册

Unit 1 The lion and the mouse

The 1st period 教材分析：

本课的教学内容是译林版六下Unit1 The lion and the mouse(story time本课的教学内容是译林版六下Unit1 The lion and the mouse(story time)板块的教学，这个教学内容是来自伊索寓言故事，其中课容量较大，并涉及到一般现在时，过去时和将来时的交叉使用，这些对于六年级学生的理解上会造成一定的难度。要求学生能听懂、会说、会读单词large, strong, sharp, bite, net, hole, sadly,能理解故事大意并尝试复述。能听懂、会说、会读故事中出现的不规则动词过去式的读音。能通过教师示范，生生互教，小组合作讨论等方式来提高学生学习积极性，互相学习提高其语言综合运用能力。能引导学生通过学习，懂得人与人之间应该互相帮助。

一、教学内容：

Unit 1 The lion and the mouse Story time

二、教学目标：

1.能理解并会朗读故事，初步说出故事大意。

2.在故事学习过程中掌握large, strong, woke, weak, net, bit, sharp等新单词，体会副词sadly, quietly, loudly, happily的用法。

3.通过学习本课的故事，让学生懂得人与人之间应该互相帮助。

三、教学重难点：

1、在故事中通过读体会副词sadly, quietly, loudly, happily的用法。

2、能从不同角度理解故事的寓意。

四、教学准备：

PPT，动物头饰

五、教学过程

Step 1: Greeting and Lead-in

1. Greeting

T: Hi, boys and girls. Welcome back to school again.

2. Learning tips

T: This is a new term now. And it’s the last term in your primary school time. So first of all, today let’s talk about your study plan for this term. What’s your study plan?

3. Lead –in

T: Here’s a study plan. Can you read this plan?

T: Look, in this plan, the planner wants to spend more time on reading English. Indeed, reading is very important. And story reading is very good for English learning. So today, I bring you a story.

Step 2 Presentation

1. 30-second’s talk show

T: This story is about two different animals. (PPT)

The name of the story is The lion and the mouse. (课题)

Before the story, I want you to be one of them and try to say something.

2. Prediction

T: Yes, As you all know, the lion and the mouse are very different, aren’

t you? What if they met each other one day? Can you guess?

T: Let’s watch a cartoon and see what happens. (学生看后预测)

3. Read and order

T: Nice. Now you know what happens. Here are some sentences, but they are not in order. Can you read your story on your book quickly and put then

in order?

T: Now they are in order. But here’s a problem. Even if they are in the right order, this story is still not completed. So can you read this story again and try to say three more sentences to complete this story?

4. Read the story picture by picture

T: Now we ’ve got the outline of the story. Let ’s listen and read this

story by picture. Please listen and try to follow what you hear.

(教授：单词词组)

5.Ask and answer

T: Now we ’ve got every details of the story. Let me ask you some question

and please answer me quickly.

T: There are 5 questions on your book. But I want you to ask and answer

more. Now you can read the story again and prepare some questions?

Step 3 Consolidation

1. The moral or the story

T: What does this story tell us?

T: I have 3 questions to help you think in different ways.

Read and try to say something,

2. 3-minute ’s talk show.

Step 4 Homework

1. Make a study plan.

2.听磁带，有感情地模仿熟读课文并尝试背诵。

3.读更多的寓言故事。

七、板书设计：

Unit 1 The lion and the mouse

Large, strong walked by, woke …up caught …with … bit …

with

Made a big hole became friends

教学反思：

这节课的第一课时是故事的教学，这篇课文是一般过去时，带领学生复习一般过去时，同时注意教学重点是形容词变副词，在教授课文时，注意引导动词后面用副词。教学中我发现quietly不好读，注意mouse的复数是mice。Wake的过去式是woke，woke发音注意与walk区别。

The 2nd period

一、教学内容：

Grammar time & Fun time

二、教学目标

1. 能听懂，会读，会说副词loudly, quietly, sadly, happily, excitedly

并能体会副词在句中的作用。

2. 能正确恰当地运用副词修饰动词。

3. 能生动形象地表演Fun time中的课本剧。

三、教学重难点：

1、能正确恰当地运用副词修饰动词。

2、能在Fun time课本剧表演中体现出副词的功能性。

四、教学过程：

Step 1 Let’s review

T: Hi, boys and girls. Look, who’s he? S: He’s a lion.

T: Who’s he? S: He’s a mouse.

T: Who’s strong? S: The lion.

T: Who’s weak? S: The mouse.

T: But after we learned the story, do you still think that the mouse is always weak? Why?

S: No. The mouse could help the lion./The mouse was brave./…

T: Yes. It’s an interesting story. So first let’s try to tell this story. Here are two tips for you. First, we often use the past tense to tell a story. So we don’t say ‘The lion wakes up’, but often say ‘The lion woke up’. And how about the past tense of “let and bite”.

S: Let and bit.

T: That’s right. And the second tip is that these pictures can help us remember the story. So you can look at the pictures and tell the story. Now, please do it in pairs.

（学生同桌讲故事）

T: This time let’s tell the story in class. Everybody says one or two sentences and let another person go on. Start from me: There was a lion in the forest. He was large and strong. One day …（请学生逐个复述，接龙完成故事）

Step 2 Grammar time

Read and feel

T: In this story, the mouse and the lion said something. What did they say? How did they feel at that time? Can you try to read and feel? (学生自己读并感受)

T: The mouse was very little, and he was scared, so how did he say it? Can you guess?

S: He said quietly. （带读这句话，板书）

T: So who can be the mouse and say it quietly? (引导学生夸张读)

The mouse said quietly, but how about the large lion? How did he laugh?

S: He laughed loudly. (带读，板书)

T: But when he was in the net, was he happy? How did he say?

S: He said sadly. （带读，板书）

T: After the mouse helped the lion, how did the lion feel? So how did he say?

S: He said happily. （带读，板书）

T: The lion and the mouse had different feelings at different times. Let’s read and feel!

Learn the adverbs

T: Just now we used these four words.

S: Quietly, loudly, sadly and happily.

T: They are adverbs. (带读，板书)

We can say ‘The mouse said.’ It’s OK. But why do we say ‘The mouse said quietly.’ What are the adverbs for?

S: (引导学生)They can show the actions more vividly.

T: And look(板书), do we often put them before or after the verbs? S: we often put adverbs after the verbs.

T: And we can get some adverbs from the adjectives. (学生快速说，读词，贴板书。)

You know excitedly. What does it mean? Can you tell us in English? S: It means very, very happily.

T: Look at the adverbs. Can you find any rules?

S: Often we add ‘ly’ after the adjectives and they become adverbs. T: And sometimes they end up with ‘ily’.

3. Try to use

T:Look, we learned so many adverbs today. Can we try to read well?

Good! You can read well, and can you use them well, too?

Look at this boy. Is he happy?

S: Yes.

T: He’s a happy boy, so he does everything happily.

For example, he often laughs happily. He reads happily. What else does he do happily, can you guess?

S: He eats happily. He runs happily. He sleeps happily. …

T: Is this a happy dog?

S: No.

T: So maybe he does everything sadly. Can you guess and talk in groups? （学生小组讨论，请小组反馈）

T: What about Linda?

S: She’s an excited girl.

T: So what does she often do? Can you guess?

S: She gets high marks excitedly. She watches films excitedly. She sings excitedly. …

T: Great!

Step 3 Fun time

1. Before acting

T: You showed your ideas excitedly. And how about this lion? He was excited, too. What did he say?

S: I am large and strong./ I’m powerful and big./…

T: So at that time, how did he say it?

S: He said it loudly/happily/excitedly.

T: I think you are all right, and I guess maybe he said excitedly.(出示excitedly的卡片) But did the animals say excitedly, too?

S: No. They said sadly/loudly/fearfully.

T: Maybe. Look, this is a short play of ‘The lion and the mouse’. Before we act, please first work in groups of three and decide the adverbs for their words.

（学生三人小组讨论并选择合适的副词卡纸）

2. Let’s act

T: You’ve well prepared, so let’s try to act. Let’s act in three, a lion, a mouse and a narrator. The narrator is very important because he can use the adverbs to show the actions vividly.

Step four Story time

T: You see, although the mouse was small and weak, he could help the lion. And could the lion help the mouse one day?

S: Yes./No.

T: How could it be?

S: …

T: Look, in the forest, there came a cat one day. Who was not happy? S: The mouse.

T: So could the lion help his friend this time? What would happen among them? Let’s imagine and make a short play. This time let’s work in groups of four. We still need a narrator to tell the story. Don’t forget to use adverbs to show actions and also use the past tense to tell the story. (学生四人小组编短剧，并上台表演)

Homework:

1. Copy and remember the adverbs we learned today.

2. Surf the Internet and get to know more adverbs.

3. Finish the story of ‘The lion, the cat and the mouse’.

七、板书设计：

教学反思：

在教学中，我一直强调背诵课文的重要性，在背诵的基础上，后面的练习活动展开地非常顺利，背诵也有助于形成语感，是一种非常有效的学习方法。在以后的教学中，我会更加关注孩子的语言发展，让孩子在学习中找到快乐。及时监督学生背诵对于教学非常有意义。

Unit 1 The lion and the mouse

(period 3)

一、教学目标

1、能理解并会表述伊索寓言和成语故事。

2、能理解Cartoon time的内容并会表演。

3、能理解并认读句子，掌握一定的韵律。

4、能理解Wh—特殊疑问句，并且会正确地问答。

二、教学重难点

1、能理解并认读句子，掌握一定的韵律。

2、能理解Wh—特殊疑问句，并且会正确地问答。

3、能锻炼运用英语及与他人合作的能力。

三、教具

图片、课件

四、教学过程

Step1 Warming up and leading in

1、Free talk.

2、Tell a story.

Step2 Presentation and practice

1、Read and answer

2、Look and talk

3、Try to read by the Ss themselves

4、Read and answer

T:Do Sam and Bobby find the ball finally?

Ss: Yes, they do.

2、T. Show Ss. the sentences:

Sam and Bobby are playing table tennis happily.

You’re really good at table tennis, Sam.

Teach: be good at 善于I’m good at English.She’s good at learning Chinese.

1、Ss. Try to read:

Billy and Willy cheer for them loudly. Sam is too excited and he hits the ball hard. Then, they cannot find the ball

4、T. Is the ball in the hole?

Ss. Yes! I can see it. But it’s too deep. I can’t reach it.

Teach: too deep; reach it = get it

5、Ss. Read :

Sam has an idea. He brings some water quickly and pours it into the hole. Well done, Sam! There are so many balls!

Teach: bring … quickly; pour … into …

6、Read and answer(读后思考问题)

Who is clever? Why?

Ss. Sam. Because he brings some water quickly and pours it into the hole, then he finds so many balls.

Step3 Practice (Culture time)

1、T. We learned the story : The lion and the mouse. It’s from Aesop’s Fables.

Ss. Read the sentences : This is Aesop’s Fables.

You can find many animal stories in it.

Teach: story, stories, animal stories, many animal stories,

2、T. In China, we have so many idioms.

Ss. Read: This is a Chinese idiom book.

You can also find many animal stories in it.

Step4 Consolidate the new knowledge

1、Read the sentences

2、Read together

Step5 Homework

Finish the blank

教学反思：本单元的话题是生活习惯和学习习惯。这话题与学生的生活实际密切相关，教师在教学中要引导学生多联系自己的实际情况，分析和判断什么是好习惯、什么是坏习惯，帮助他们在今后的学习和生活中形成好习惯、摈弃坏习惯，更有效地学习、更健康地生活。教师可以结合学生用书四年级下册Unit 3 (My day)的相关内容设计教学活动。

Unit 1 The lion and the mouse

（period 4 ）

一、教学目标

1、能复述和进一步理解The lion and the mouse的故事和其中的寓意。

2、能正确使用动词和副词的搭配用法。

3、能掌握动词的过去式用法，并用其正确形式填空，完成邮件。

4、能正确运用特殊疑问句来提问，并掌握其语音语调。

二、教学重难点

三、教具

能掌握动词的过去式用法，并用其正确形式填空，完成邮件。

四、教学过程

Step1 Warming up and leading in

1、Free talk

2、Retell the story in groups.

T: Now let’s retell the story sentence by sentence in your groups.

T: Now which group would like to show?

Step2 Presentation and practice

1、Say some sentences beginning with ‘what’

2、Find out the rules

3、Listen to sound time

4、Find out the intonation

5、Try to read

1、Say some sentences

T: Who woke the lion up one day? How did the mouse help the lion? T: Now can you say some sentences beginning with “wh”?

2、Find out the rules.

3、Listen to sound time

4、Try to imitate

Step3 Consolidate the new knowledge.

Finish with a chant.

T: We've known many animal stories. What do you think of stories? Finish the chant and read it together.

Stories are ______.

Stories make us ____________.

We ________ from stories.

Let's go and read ________.

T: Where can we read more books?

Step4. Homework

1.Read the story in the cartoon time twice and recite it.

2. Read more animal stories after class.

教学反思：本单元在语法方面延续了第一单元的副词话题，呈现了副词well, early, late, fast以及频率副词never的用法。另外，本单元还复现了always, often, sometimes, usually等频率副词。我结合学生用书五年级上册Unit 7 (At weekends)的相关语法知识，综合设计操练活动。

Unit 2 Good habits

The 1st period

一、教材分析

本单元的话题是生活习惯和学习习惯。这一话题与学生的生活实际密切相关，教师在教学中要引导学生多联系自己的实际情况，分析和判断什么是好习惯，什么是坏习惯，帮助他们在今后的学习和生活中形成好习惯，摒弃坏习惯，更有效地学习更健康地生活。本单元在语法方面延续了第一单元的副词话题，呈现了well, early, late, fast以及频度副词never的用法。另外，本单元还复现了always, often, sometimes, usually,等频度副词。教师可以结合教师用书五年级上册Unit 7 At weekends 的相关语法知识综合设计操练活动。

二、教学目标

1、能正确理解、朗读课文并可以根据提示复述课文内容。

2、能听懂、会读、会说单词: tidy, messy, habits, in order, finish always sleepy bedtime.

3、能尝试根据所学短语和句型来描述自己的习惯。

4、能初步根据提示写出好的习惯。

5、能分清好坏习惯，并知道以好的习惯来要求自己，让自己拥有更多好的习惯。

三、教学重点

1、能正确理解、朗读课文并可以根据提示复述课文内容。

2、能听懂、会读、会说单词: tidy, messy, habits, in order, finish always sleepy bedtime.

3、能尝试根据所学短语和句型来描述自己的习惯。

四、教学难点

1、能正确理解、朗读课文并可以根据提示复述课文内容。

2、能尝试根据所学短语和句型来描述自己的习惯。

五、教学准备：

头饰，板书制作，PPT

六、教学过程

Step1 Warming-up

T: Let’s look what do we learn today. S how the learning aims.

T: Do you want to know me well?

Listen to my chant carefully.

Step2 Presentation

1、T: You know in my chant, I say, I get up early, never go to bed late. Think about: never go to bed late, means A or B? （show the pictures）Read the new word并板书。

T: Do you get up early and go to bed early? I think we should go to bed early.

T: And I often put my things in order. I want to know do you often put your things in order.

S: Yes, I do. /No, I don’t.

T: Good .Because I often put my things in order, so I can keep my room clean and tidy.

Teach: clean and tidy = not messy.

2、Look at the four sentences. What are they about? They are about my habits. So today we’ll learn a new lesson, good habits. (揭示并带读课题)

出示图片录音引导学生问答。

3、T: You know a lot about my habits. Look, here comes Liu Tao and Wang Bing. What habits do they have?

T: First let’s read the choices together.

S:……

T: Now, let’s listen to the tape and try to find the answer.

Listen and answer:

4、T: You did a very good job. But I think there are more habits in the story. Please read the test again and try to find them out.

5、T: Good. They have a lot of habits here. But what are the good habits? And what are the bad habits?

S: Talk about in groups. Then say the answer.

6、Reading time.

T: Let’s read the test please. Look at the signs here.

7、Listen to the tape, read it one by one.

8、Read it together.

9、Retell the story

Step3 Consolidation

1、Think and talk

T: Hello, class. We know Liu Tao has three good habits, and two bad habits. He wants to do better. Can you help him to change the bad habits? 2、Try to write.

T: You say a lot of things about good habits. Now let’s make a video to let all of us have more good habits.

Step 4 Homework

1、Review story time and retell the story.

2、Make a poster（海报）of the good habits.

3、Copy some important phrases and sentences

七、板书设计

Unit 2 Good habits

Wang Bing: Liu Tao:

get up early, never… listen to the teachers…

brush teeth… keep the room …

put things in order do homework late…

finish the homework… feel sleepy…

教学反思：

本单元的话题是生活习惯和学习习惯。这话题与学生的生活实际密切相关，教师

在教学中要引导学生多联系自己的实际情况，分析和判断什么是好习惯、什么是坏习惯，帮助他们在今后的学习和生活中形成好习惯、摈弃坏习惯，更有效地学习、更健康地生活。教师可以结合学生用书四年级下册Unit 3 (My day)的短语设计教学活动，学习本单元话题。

Unit 2 Good habits

The 2nd period

一、教学内容：

Fun time & Grammar time

二、教学目标

1、能够在句子中正确应用程度副词修饰动词。

2、能够应用本课所学的句型“Do you ...”/”Yes, I do./No, I don’t.”进行问答。

3、培养学生养成良好的学习习惯和生活习惯。

三、教学重点：

1、能够在句子中正确应用程度副词修饰动词。

2、能够应用本课所学的句型“Do you ...”/”Yes, I do./No, I don’t.”进行问答。

四、教学难点：

能够在句子中正确应用程度副词修饰动词。

五、教学准备：挂图，卡片

六、教学过程：

Step 1 Free talk

T: Do you get up early in the morning?

S: ...

T: That’s a good/bad habit!

T: I have some habits too, Can you ask me?

S: Do you have your meals in the morning?

T: Yes, I do. I always...

S: Do you read books?

T: Yes, I do. I usually....

S: Do you clean the room

T: Yes, I do. I sometimes...

T: I have some good habits but I have bad habits too. Look at my panda eyes, I always go to bed late at night, it is a bad habit, you should go to bed early.

Step 2 Presentation

T: As a good student, we should have good habits, let’s make a good habits proposal step by step.

1、Step 1 is how to ask others.

You know my habits, how about you? Let’s play a game. Who want to be my partner?

Fun time----(1) T: Pick one....

(2)S: pick one...

pair work

T: Now, it’s your turn, pick one picture from the envelope and practice in pairs!

Magic box----T: Good job, boys and girls, you can ask other about their habits. Let’s have a rest.

2、Wang Bing’s habits and Liu Tao’s habits

First, ask Ss to say about habits.

Here are some sentences for you, can you read them? Look, these words are subjects/adverb of frequency/verb/adverbial modifier. Do you understand? Second, the teacher write down the sentences on the blackboard. Third, circle the words: fast late early well …

Step 3 Consolidation

1 、Do a survey

T：Great, let’s do a survey. First, let’s make a survey form.

Here is an example, fill one word into the blank and make it a good habit. S：early.

T: Can you read it

S: Go to bed early at night.

T：Here is another form, can you fill this line with your group member

Let’s check together. The first one is early, please read it.

The first one is well, please read it

The first one is early, please read it

They are all good habits. Now, let’s do a survey.

Do you go to school early in the morning?(随机问一名学生)

S: Yes, I do.

Do a survey in your groups with this form.

提示句型： Do you ... ? Yes, I do./no, I don’t.

T: Ok, time’s up, I am going to be the first one.(教师示范)....

It’s time for you, who want to tell us about your group members

S: ...

2、Make a good habits proposal

T: Let’s make a good habits proposal according to your group survey. Here is my good habit proposal. Work in group to finish your good habits proposal. Here are some tips for you.

评价：

If everyone in your group says one sentence, you will get 3 stars.

If all the members in your group say together, you will get 2 stars. If only group leader say, you will get 1 star.

Step 4 Homework

1、Think of some more good habits and share with your classmates.

2、Put up your good habit proposal in the classroom or at home.

3、Review the two parts and then copy the sentences in Grammar time.

七、板书设计：

Unit 2 Good Habits

A: Do you...?

B: Yes, I do. / No, I don’t.

always usually

often sometime

教学反思：

本单元在语法方面延续了第一单元的副词话题，呈现了副词well, early, late, fast以及频率副词never的用法。另外，本单元还复现了always, often, sometimes, usually等频率副词。教师可以结合学生用书五年级上册Unit 7 (At weekends)的相关语法知识，综合设计操练活动。

Unit2 Good habits

The 3rd period

一、教学内容：

Sound time & Cartoon Time

二、教学目标

1. 能理解并体会字母组合or在单词中的发音，并适当扩展不同的发音。

2. 能理解Cartoon time的内容并动手实践

3. 能意识到good habits的重要性并付诸于实际生活

三、教学重点：

1. 能锻炼运用英语及与他人合作的能力。

2. 能意识到good habits的重要性并付诸于实际生活。

四、教学难点：

1. 能锻炼运用英语及与他人合作的能力。

2. 能意识到good habits的重要性并付诸于实际生活。

五、教学准备：卡片，电脑，练习纸

六、教学过程：

Step 1 Preparation

1．Greeting and make a self-introduction

Show a picture of me and let Ss ask me questions about my English name, hobby, best friend, and favorite color.

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小学英语3B教学计划一、班级概况本学期本班人数为47人。男生比较活泼调皮，大多数学生能遵守纪律，友好团结，有良好的班级学习氛围。在本学期中，将继续保持上个学期中出现的好的习惯，好的作风，增强班级综合实力。二、教材分析 1、知识目标能根据教师的简单指令做游戏、做动作、做事情（如涂颜色、连线）。能做简单的角色扮演。能唱简单的英文歌曲，说简单的英语歌谣。能在图片的帮助下听懂和读懂简单的小故事。能交流简单的个人信息，表达简单的情感和感觉。能书写字母和单词。对英语学习中接触的外国文化习俗感兴趣。本册教材主要分一下几个板块： Story time是单元核心板块。通过生动的课文，帮助学生掌握基本的英语语言知识，发展基本的英语听、说、读、写技能，初步形成用英语与他人交流的能力，促进思维能力的发展，同时提高学生的综合人文素养。 Fun time是句型操练板块。通过趣味性、互动性较强的语言实践活动，帮助学生熟练掌握Story time中呈现的主要词语和句型，以提高他们用英语进行简单交流的能力。 Cartoon time是拓展性趣味阅读板块。通过以小老鼠Bobby和小猫Sam 等卡通人物为中心的趣味小故事，帮助学生复习本单元的语言知识，训练语言技能，提高阅读理解能力;同时有计划地呈现下一单元即将出现主要句型。 Sound time 是总结辅音在单词中的发音。 Song time/Rhyme time是歌曲、歌谣学习板块。通过唱歌曲、诵歌谣等活动，

激发学生的兴趣，活跃学生的身心，帮助学生潜移默化地巩固所学内容，形成良好的语感，提高听说能力和思维能力。 Checkout time是检测板块。按照单元词语和句型等方面的教学目标，通过形式多样的综合性语言应用活动，帮助学生复习巩固所学的主要内容。 Ticking time是自我评价板块。通过自我评价，引导学生了解自己对本单元所学主要内容的掌握情况，体验进步与成功，反思和调控自己的学习过程。按照《英语课程标准》的目标要求，在每个单元特地设置了Learning tip (学习提示)，在每四个单元之后还安排了一个Project (综合语言实践项目)。Learning tip通过简要的提示和说明，引导学生逐步掌握有效的学习方法，养成良好的学习习惯，提高学习效率；同时帮助学生了解一些英语基础知识和在英语学习中需要注意的问题。Project由几个环环紧扣、联系紧密的语言实践活动组成。在活动过程中，让学生经过思考、调查、讨论、交流和合作等环节，综合运用前几个单元所学的语言知识和语言技能，完成一定的学习任务，展现自己的学习成果。 2、技能目标听、做 1.能根据教师的语言、动作、实物、图片等提示听懂所学内容。 2.能听懂课堂指令并作出正确的反应。 3.能根据指令做事情，如：指图片、涂颜色、画图、做动作、编排图片顺序、做手工等。说、唱： 1.能根据录音内容模仿说唱。 2.能就所学的内容进行简单的日常会话（内容以每个模块的话题为主。） 3.能唱4首儿童歌曲、韵律诗4首。 4.能根据图画说出单词或短句。玩、演 1.能用英语做游戏。

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