☆PEP小学英语六年级上册(全英)教案
Unit 1 How do you go there?
Period One
Teaching contents: Part A Let’s learn & Let’s play
Teaching aims:
1．To enable the students to master the four skills phrases: on foot，by bike，by bus，by train, by plane，by ship，by subway
2．To enable the students to ask about the ways of traffic with the following sentence patterns: How do you go to school? Or How do you go to Canada…?‖and answer with―I go by…‖
Teaching focus:
To master the four skills phrases: by train ,by plane, by subway, by ship , by bike, on foot
Teaching difficulty:
To differ ―subway‖ from―train‖
Teaching methods:
Communicative Approach
Teaching aids:
1.Word cards
2.Tape recorder and tape
3.Multi-media player
Teaching procedure:
1. (Warm-up)
Greeting: Good morning , class !
Glad to meet you again. How are you?
What day is it? What ?s the date?
What‘s the weather like today?
2. Presentation
Show a picture of bus
T: What‘s this? S: It‘s a bus.
T: I go to school by bus. How do you go to school?
(Show a picture of bike and help a student to answer with ―I go to school by bike.‖)
(In the same ways )Teach ―by subway‖ and ―by train‖ ―by ship‖ ―by plane‖ ― on foot‖.
Subway: It's an underground railway in a city．It travels very fast．we can see subway in Hong Kong, Beijing, Shanghai, Gongzhou…
Explain the differences between subway and train
Pay attention to the pre. ― by‖& ―on‖
3.Play games
Ask one S to the front and stick the word cards next to the phrases written on the Bb when T read the new phrases quickly and the other Ss put up their cards. The one who reflect fastest and correctly is the winner.
4.Listen to the tape of Part A Let‘s learn and follow it.
Pay attention to the tone and pronunciation
5.Practice: Let‘s play
T Offer many places (the USA. England Australia Hong Kong Shanghai Guangzhou the moon…)and traffic ways (by car/ taxi/ bus… on foot)
Ss practice with above places and ways in pairs:
A: How do you go to school?
B: I go to school on foot
.
Encourage the Ss to make up as many sentences as they can.
6.Spelling competition
Divide the class into tow groups. Show the pictures of traffic tools and ask Ss to spell the phrases. The first one who puts up hand gets the chance to spell. The group spell out more phrases are the winners.
Homework
Copy the new words and phrases
Finish Page1 of the AB
Bb design:
Unit One How do you go there
How do you go to school/ Canada?
I go to school on foot/ by subway/ bus/ train/ taxi…
Teaching reflection:
Unit1 How do you go there?
Period Two
Teaching contents: Let’s try & Let’s talk
Teaching aims:
1.To master the four skills sentence: ―How do you go to school? Usually I go to school on
foot．Sometimes I go by bike．‖
2.To enable the Ss to ask and answer about traffic ways and explain the simple reason why
he or she chose this traffic way.
I go to school on foot, because my home is near.
3.To make the Ss understand the listening material in ―Let‘s try‖
Teaching focus:
To use and write the following key sentences:
How do you go to school?
Usually I go to school by bike. Sometimes I go on foot.
Teaching difficult points:
To write the key sentences: How do you go to school?
Usually I go to school on foot.
Sometimes I go by bike.
To use Adverbs of frequency: usually, sometimes
Teaching aids:
Tape recorder Teaching cards a piece of paper
Teaching procedure:
1. (Warm-up)
T: Good morning! How do you go to school today? What about you? Do you go by bus，too?‖2. Have a dictation
Ask the Ss to dictate the new words learnt in the last lesson.
On foot by bus by train by plane by subway…
3. Let'stry
Guide the Ss to look at the pictures and ask
Who‘s the boy? He‘s Mike. How does Mike go to sch ool?
Play the tape and listen:
John：How do you go to school，Mike?
Mike：I usually go to school by bike．Sometimes I go 0n foot．
John：Is your home near our school?
Mike：Yes．it is．
J0hn：That's fine!
4. (Presentation)
Let's talk
T: How do I go to school，do you know? Ask me，please!
Draw a bike, a bus, a taxi on the Bb and write the price by each picture. bus 1 yuan taxi 10 yuan
Encourage the Ss to ask―How do you go to school?
T: Usually I go to school by bike, because it's good exercise．Sometimes I go by bus，because it's cheap．It costs l yuan. Sometimes I go by taxi，because it's fast，but it's too
expensive．It costs 1o yuan．
Explain that we use usually and sometimes to express frequency.
T: ―How does Sarah go to school? Listen．‖
Ask th e S to imitate Sarah‘s tone to answer
Sarah: Usually I to go school on foot. Sometimes I go bike.
Ss read after the tape. Then practice in pairs to make up the new dialogue according to
each picture.
Ask several pairs to act out the dialogue.
5.Group work
Read the dialogue .Then practice in groups of four. They can expand their dialogue like
the following:
A：How do you go to school/ hometown?
B：Usually I go by bus．
A：Can you go by bike?
B: Yes，I can，but it's too far．Sometimes I go by taxi，because it‘s fast, but it's expensive.
What about you?
A：I go to school on foot，because my home is near．
6.Play finding order games
Show the following word cards and ask Ss to form correct sentences.
How, do , go , to , school, you
I , usually, on , go , school , to , foot
Sometimes, by, bike, go , I
Homework:
Finish AB Page2
Bb design
Unit1 How do you go there
How do you go to school?
Usually I go to school on foot, because it‘s near.
Sometimes I go by bike, because it‘s fast.
Period Three
Teaching contents: Let’s read
Teaching aims:
1.To improve reading skill
2.To consolidate the traffic ways
3.To improve understanding ability.
4.
Teaching focus:
How do we go to the park?
It‘s easy.
How to finish answering the questions in the book
Teaching difficult points:
How to express the different ways to a place
Teaching aids:
Tape recorder a piece of paper masks of Zhang Peng and Sarah
Teaching procedure:
1.Review
Free talk
2.Dictation
How do you go to school?
Usually I go to school on foot.
Sometimes I go by bike. What about you?
3.Review different places
T: This is a very nice place. There are many students and teachers. There are many rooms, such as classroom, art room, music room… What‘s it?
It‘s a beautiful place. Many people like to play in it. There are nice flowers, trees and grass. There are toys. What is it?
It‘s a park.
4.Presentation
T: Where is my home? Do you want to know?
Describe with different traffic ways and use ―first‖ ―next‖ ―then‖ .
It‘s a little far from here. First I go to Zenbu bus stop on foot. Then I can go by the No.74 bus to the East Bus Station... We live on the ninth floor,Room902.
Explain ―then‖
5．T ask individual :
Where is your home?
Is it near the park? Which floor?
In pairs practice above questions
6．Play the tape and students follow it.
Ask: How can we go to Sarah‘s home?
How can they go to the park?
Finish answering the questions, then check the answers.
7.Practice
Read the text. Boys to be Zhang Peng,and girls to be Sarah.
Work in pairs to read the dialogue.
Ask several pairs to act out.
8.Make up new dialogues
Homework:
Do Page 5 in AB
Make a survey and fill in the following form
Bb design:
How do we go to the park?
It‘s easy.
Which floor?
The fifth floor, Room 5A
Period Four
Teaching cont ents: Let’s learn and Let’s play
Teaching aims:
1.To master the phrases: Stop at a red light. Wait at a yellow light. Go at a green light.
5.To know some traffic rules about traffic lights
Teaching focus:
To understand the traffic lights commands and do the action:
Stop at a red light.
Wait at a yellow light.
Go at a green light.
Teaching difficult points:
The meaning of the three traffic lights and do the correct action of the commands
Teaching aids:
Tape recorder
a flash card of traffic lights
word cards
Teaching procedure:
1.Free talk
2.Warm-up
Ask Ss to do actions when they hear the order
Stand up , touch your ears,
turn Left, right, go , turn around…
3.Review
How do you go …?
Ss should make a true answer and give the reason.
4.Revise the words of colours
5.T: ( show traffic lights)
What are they?
They are traffic lights.
T: How many colour?
What colours are they?
What do they mean?
T show a red light and say:
It‘s a red light. I must stop at a red light.
It‘s a yellow li ght. I must wait at a yellow light.
It‘s a green light. I can go at a green light.
Do you know the traffic rules?
Draw three traffic lights on the Bb and write the traffic rules next to them
Stop at a red light.
Wait at a yellow light.
Go at a green light.
6.Play the tape and Ss follow it.
Explain ―remember‖ by doing gesture.
7.Let‘s play
Ask ten students to the front to do actions of traffic lights commands
Five girls are Group A. The other boys are Group B. When T show the yellow light they must wait. If not the one who disobeys
Should get back to the seat. In the end the group with more people win the game.
8. Consolidation and extension
Discuss the different traffic ways and rules
How do you go to school?
I go to school On foot．Can you tell me any traffic rules?
You must watch the traffic 1ights．
I go to school by bus．Can you tell me any traffic rules?
Don't run in the bus．
Don't stick your head Or arms out Of the window．
I go to school by bike．Can you tell me any traffic rules?
Don't go too fast．
Never go into the sideways．
Homework:
Copy the traffic rules written on the Bb
Finish AB Page4
Bb design:
Traffic lights traffic rules
Red light Stop at a red light.
Yellow light Wait at a yellow light
Green light Go at a green light.
Teaching reflection:
Period 5
Teaching contents: Let’s read
Teaching aims:
1.To improve reading skill
2.To consolidate the traffic rules and know different countries have different traffic rules.
3.To improve understanding ability and make Ss get right information from the reading
material.
Teaching focus:
Understanding the the meaning of the text and finishing the ―tick or cross‖
Teaching difficult points:
To improve the reading skills
To understanding the following sentences:
In China／the US，drivers drive on the right side Of the road．
In England and Australia，however，drivers drive On the 1eft side Of the road．Teaching aids:
Tape recorder flash card of traffic lights
A photo of Singapore street
Teaching procedure:
1.Free talk
2.Review
Stop at a red light.
Wait at a yellow light.
Go at a green light.
Let the Ss do the actions
Dictate the above sentences.
3.T: (put up the right hand) This is my right hand. Show me your right hand! Then show me
your left hand.
Do actions as I tell you:
Turn left. Turn right. Turn back. Touch your left ear…
4.Discuss traffic rules
T: Red means ―stop‖ .if the light is red ,you must stop.
Yellow means________ ,if the light is yellow you must ______.
Green means _________, if the light is green you can ________.
5.Show a photo of Singapore street and ask the Ss to find out the differences.
T: The traffic lights are the same in every country. But what about other traffic rules? Look at the picture. It‘s in Singapore. what ?s the differences.
Help the Ss to answer:
In Singapore, the driver is on the left side. In China the driver is on the right side.
6.Read
Ask the Ss to read the passage and do the exercises.
Check the answer together.
Teach new words:
Find difference every country
Always drive if must
Know England Australia however
Explain the following sentences:
In China, drivers drive on the right side of the road.
In England and Australia, however, drivers drive on the left side of the road.
Read the text again and put up any questions.
Homework
Ask Ss to find more traffic rules
Bb design
The same every country always
Mean drive right side England Australia
However if must know
Teaching reflection
Period 6
Teaching contents: Part A Let’s try & Let’s talk
Teaching aims:
1．To enab le the students to master the four skills sentences: ―How Can I get to Zhongshan Park?
You can go by the No．15 bus．
2．To enable the students to use polite words in dialogue:
Excuse me. Thank you. You‘re welcome.
3.To Review the names of places: post office , supermarket, cinema, bank, hospital, fast food
shop…
Teaching focus:
How can I get to Zhongshan Park?
You can go by the No.15 bus.
Teaching difficulty:
How to use ―how can I get to …?‖‖you can go by…‖correctly
The meaning of ―If you like‖
Teaching methods:
Communicative Approach
Teaching aids:
1.Tape recorder and tape
2.Multi-media player
3.A map of Dongguan city.
Teaching procedure:
pep小学英语全册教案
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PEP六年级上册英语教案全册
Unit 1How can I get there? 第一课时 一、教学内容 Part A Let's try & Let's talk 二、教学目标 1．能够听、说、读、写句子：“Where is the museum shop？”“It's near the door.”。 2．能够听、说、认读单词ask、sir和句型“Is there a…？”“I want to…”“What a great museum！”。 三、教学重难点 1．学习句子“Where is the museum shop？”“It's near the door.”。 2．正确使用方位介词。 四、教学准备 单词卡、录音机、磁带。 五、教学过程 Step 1 热身(Warming－up) Let's do Go to the bookstore.Buy some books. Go to the post office.Send a letter. Go to the hospital.See the doctor. Go to the cinema.See a film.
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新版PEP小学英语教学设计.pdf
PEP小学英语教学设计 三年级上册 Unit 5 Let’s Eat 一、教学内容 PEP小学英语三年级上册Unit 5 Part A中的Let's learn与Let's do部分。 二、教学目标 1. 能听、说、认读六个有关食物的单词：cake，hamburger，hot dog，chicken，bread，French fries，并能用I like…来表达自己喜爱的食物。 2. 能听懂有关食物的几个指令。例如：Show me your hamburger．Pass me the French fries．等，并能根据指令做出相应的动作。 3. 通过小组活动，增进学生间的交流，培养学生合作、共享的个性品质。 4.利用多元智能教学理论，针对所教内容和学生个体差异，使每个学生都得到最大限度 的发展。 三、教学重点 让学生听、说、认读六个有关食物的单词。 四、教学难点 用I like...来介绍自己喜欢的食物。 五、教学准备 1. 教师准备多媒体课件、录音机、相关的磁带和单词卡片。 2. CAI课件，食物模型、食物优惠券 3．学生准备所有食物的图片，各组准备每样食物若干份 六、教学步骤 Step1:Warming up 1、师生互相问候。 2、Sing a song <
人教版六年级英语上册教案(全册)
小学英语六年级上册全册课程纲要 ◆课程类型：必修课程◆教学材料：人民教育出版社 ◆课时安排：42课时 ◆授课对象：小学六年级 一、课程标准相关的陈述 能借助录音、图像、手势听懂简单的话语或录音材料；能听懂课堂活动中简单的提问；能在口头表达中做到发音清楚，语调基本达意；能认读所学词语；能根据拼读的规律，读出简单的单词；能读懂教材中简短的要求或指令；能正确地使用大写小字母和常用的标点符号；能根据图片、词语或例句的提示，写出简短的语句. 学习目标： 1、我能够借助拼读规则、图片听、说、读、写64个短语和单词以及12组句子和9个单句（包括社区生活，交通法规，课余活动，业余爱好，职业，心情等几个话题）。要求能在真实语境中正确运用并能读懂简短语篇。 2、我能够借助拼读规则、图片听、说、认读83个单词（带“△”）。 3、我能借助录音能听懂、会唱6首歌曲。 4、我能根据练习，作业及小组合作完成6个自我评价活动。 5、我能借助动画理解6个幽默小故事。 6、我能借助课本，课件了解6项简单的中西方文化生活知识。 能力目标： 1、我能借助录音，图片使用日常交际用语，活用四会句型，进行简单的交流，做到大胆开口，发音正确。 2、我能在图片、手势、情境等非语言提示的帮助下，听懂清晰的话语和录音。 3、养成良好的书写习惯。 4、进一步养成听英语、读英语和说英语的良好习惯。 二、课时安排
单元课题课时 Unit 1 How can I get there? 6 Unit 2 Ways to go to school 6 Unit 3 My weekend plan 6 Recycle 1 3 Unit 4 I have a pen pal 6 Unit 5 What does he do ? 6 Unit 6 How do you feel? 6 Recycle 2 3 三、课程实施 1、六年级上册的教材与五年级上、下册的结构、板块设计基本相同，不同之处主要有以下两个方面: (1)五年级上、下册教材中的主句型在Let's talk 部分只要求达到听、说、认读，在Read and write 部分要求达到能够书写。六年级上册的主句型在Let's talk 部分即要求达到听、说、读、写四会掌握. (2)语音部分由原来的字母组合朗读过渡到句子的语调和单词间的连读与重音。 2、本教材的设计体现了“以人为本”的教育思想，形式多样活泼，很符合该年龄阶段的儿童。教材以话题为纲，以交际功能和语言结构为主线，逐步引导学生运用英语完成有实际意义的语言任务。体现了交际教学思想，注重学生语言应用能力的培养。在整体构思、内容安排、活动设计和教学方法选用上都紧密联系学生的生活实际、贯彻了语言的交际功能和语言应用的基本原则。 3、复现率高。本册教材大量复现学生已经学过的词汇和句型，注重单元与单元之间内容的衔接，使语言在重复和滚动式的递进中不断巩固。如第一单元的话题是谈论地点与方位，告诉别人怎么去某个地方，第二单元紧接着谈论交通方式，第三单元结合谈论周末活动展开以各种疑问词开头的问句：What are you going to do? Where are you going ? When are you going ?第四单元与第五单元联系紧密，第四单元谈论笔友和
新版广州小学英语六年级上册教案
Module 1 Unit 1
Module2 Citie life 一、教学内容分析 本模块的话题涉及城市的生活。在第三单元里面，出现了一个新学生David，他给班上的同学介绍了他在纽约的生活。在第四单元里，是一张Li Wei 写给Lily的明信片。在这张明信片黎，Li WeI 描述了她在城市里假期生活。 二、语法和交际用语 1、询问比人来自哪里及回答：Where are you from? I am from（New York City in America）。 2、谈论一个城市：A: What’s … like? B: Do you like living in our city? 运用形容词来描述一个城市，如：It’s a big and modern city. 3、祈使句的使用：Don’t take photots here. 4、交际用语：I can’t wait to (get back home) I eally miss…. 三、教学目标 1.词汇 （1）“四会”掌握词汇：city, student, New York, America, quiet, cheap, modern, noisy, wide, crowded, hotel, comfortable, heavy, slow, postcard, dirty, afraid, be afraid, because, sell. Countryside, theatre, all day, miss (2）“三会”掌握词汇：was, be born, expensive, street, supermarket, traffic, holiday, different to , outside, 2.“四会”掌握句型： 1、Where is /are from…? 2、hat’s… like? 3、It’very different to… 4、…be afraid to do something… 5、There is much more to do ,,, than… 6、…can’t wait fo… （二）语言技能目标 1.能够按“四会”和“三会”的要求运用本模块的单词。 2.能正确理解课文意思及用正确的语音语调流利地朗读课文，并能听、读与课文类似的对话和短文。 3.能用英语谈论城市的特征。 4.能用总结人称代词的用法。 5、学习如何正确书写明信片。
PEP小学英语教学设计
P E P小学英语教学设计 三年级上册 Unit5Let’sEat 一、教学内容 PEP小学英语三年级上册Unit5PartA中的Let'slearn与Let'sdo部分。 二、教学目标 1.能听、说、认读六个有关食物的单词：cake，hamburger，hotdog，chicken，bread，Frenchfries，并能用Ilike…来表达自己喜爱的食物。 2.能听懂有关食物的几个指令。例如：Showmeyourhamburger．PassmetheFrenchfries．等，并能根据指令做出相应的动作。 3.通过小组活动，增进学生间的交流，培养学生合作、共享的个性品质。 4.利用多元智能教学理论，针对所教内容和学生个体差异，使每个学生都得到最大限度的发展。 三、教学重点 让学生听、说、认读六个有关食物的单词。 四、教学难点 用Ilike...来介绍自己喜欢的食物。
五、教学准备 1.教师准备多媒体课件、录音机、相关的磁带和单词卡片。 2.CAI课件，食物模型、食物优惠券 3．学生准备所有食物的图片，各组准备每样食物若干份 六、教学步骤 Step1:Warmingup 1、师生互相问候。 2、Singasong<
pep人教版六年级英语上册教案教学设计(完整版)
Unit 1 How can I get there？ 单元整体分析 本单元是人教版英语六年级上册的第一单元，单元的话题是“How can I get there?” 本单元通过不同的场景，提供了表达地点、问路的句型结构。教学中三个版块:A 部分，B部分和C 部分。A部分包括重点词汇和情景对话，共两个课时。第一课时呈现了吴一凡和Robin的谈话，引出表示地点的词汇。.第二课时吴一凡和Robin的谈话，引出句型Where is the...? It’s…A 部分重点掌握词汇和询问地点并回答的句型。B部分包括重点词汇、情景对话和读和写，共三个课时。第一课时呈现Mike问路的对话，引出关于路线的一些词汇。第二课时吴一凡和Mike 看完电影讨论吃饭地点在哪，呈现了问路并回答的句型How can we get there? Turn left/right....,并进一步表达句型Where is the ...? It’s next to...第三课时通过图片了解辨别方位的方法。通过吴一凡、Mike和Robin寻找意大利餐馆，拓展本单元所学句型。B部分重点是掌握词汇和问路及回答的句型How can we get there? Turn left/right... C 部分包括听力测试、介词词组的总结和故事，共一课时。重点是复习巩固本单元所学重点词汇和句型。 在课堂教学中，首先要整体把握本单元教学内容，教学重点和教学难点，了解学生学情。然后围绕本单元主题“How can I get there?”展开教学设计。本单元的教学内容与学生的生活相关，在组织语言教学时要注意设计生活化，充分利用教材已经设定的情境展开教学，引导学生在合作学习中表达和语用所学句型。鼓励学生自编对话巩固所学知识。同时还要引导学生自己归纳介词词组，启发学生的思维。 本单元所需要掌握的词汇中science, post office 中的office,在四年级、五年级的教材中已经学过。本单元所需要掌握的询问地点并回答的句型在Where is the ...?It’s in/on/under/near/in front of/behind....在四年级、五年级的教材中已经学过。这个句型的表达为本单元的教学奠定了一定的基础。 单元教学目标 1. 知识目标 （1）能够听、说、读、写单词和词组：science museum, post office, bookstore, cinema, crossing, turn left, go straight, turn right （2）能够听、说、认读单词：ask, sir, interesting, Italian, restaurant, pizza, street, get, GPS, street, gave, feature, follow, far, tell （3）能够听、说、读、写句型： —Where is the...? —It’s near the door.. —How can we get there? —Turn left at the bookstore. （4）能够掌握句式： Where+系动词+地点名词？ It+系动词+表示地点的介词短语。 How can I/we + get to +地点？ （5）知道英语句子有升降调。 2. 能力目标 （1）能够正确使用science museum, post office, bookstore, cinema, crossing, turn left, go straight, turn right这些单词和词组描述城市设施及其位置。 （2）能够在情景中运用句型询问地点并作答： —Where is the....? —It’s ... （3）能够在情景中运用句型问路并描述路线。
人教版六年级英语上册教案
人教版六年级英语上册教 案 Revised final draft November 26, 2020
U n i t1H o w c a n I g e t t h e r e? 第一课时 A Let’s learn & Make a map and talk 一、教学目标与要求: 1．能够听、说、读、写： science museum，post office，bookstore，cinema，hospital 2．能够听、说、认读短语：near 在……附近；next to 与……相邻 3．能够听、说、认读句型：“Where is the cinema” “ It’s next to the bookstore.” 并进行关键词的替换操练。 二、教学重、难点分析 1、掌握Let's learn部分的四会单词和短语。 2、准确书写四会单词和掌握单词museum的发音。 三、教学步骤和建议 Step1．Preparation 教师放三年级下册第六单元的歌曲“They Are in the Zoo．'’师生齐唱。 Step 2.Presentation
1单词呈现 (1)“请你猜猜”活动 教师课前在黑板上画一个框，将hospital，post office，bookstore，cinema，science museum，park，library，school等单词卡片反面朝外贴在黑板上作为地图，每张卡片面都写着数字。教师指着其中一张卡片说：“Now I am in No?l. Please{what place it is．Is it a ZOO／school／park… ”教师要注意先出示两个学生的场所，第三次再让学生猜的时候，他们首先会考虑学过的词汇，这时再呈现新词cinema。教师示范朗读，学生跟读。教师带领学生拼读并cinema。 (2)继续做“请你猜猜”活动。教师说：“No．3 is a cinema．We can see a film’ cinema．”接下来教师拿出一封信，说：“1 want to post the letterShall I go to the cinema Where shall I go? Yes!Post office．”教师继续利用黑板上的卡片让学生猜：“Is it a post office” 并领读post office。教师指着黑板上post office的位置说：“Look at the map．The post office is here．”然后问：“Where is the post office in our town”
[教学]PEP小学英语教学案例
[教学]PEP小学英语教学案例 PEP Book3 Unit 3 Part A Let’s learn Unit 3 Let’s paint 教学案例 石庙镇大付小学徐泉祥教学内容: 人教版小学英语三年级上册Unit 3 Part A Let’s learn 指导思想: 以学生为主体，激发和培养学生学习英语的兴趣，帮助他们建立学习的成就感和自信 心，使他们在学习过程中发展综合语言运用能力，培养创新精神。教学目标: 知识目标 1. 学习关于颜色的单词:blue, green, yellow, red, purple 2. 通过用“Show me....”的指令来练习和运用有关颜色的单词。能力目标: 辨色彩，感受生活。 情感目标: 1. 通过游戏活动和歌曲培养学生说英语、学英语的兴趣。 2. 爱色彩，热爱 自然，保护环境。 3. 通过用哑语说颜色培养孩子们关心他人的优秀品质。教学重、难点: 1. 听、说、认读五个颜色单词。 2. 会说唱Let’s do，并会听音做出相应的反应。教具准备: 1. 教师准备 blue, green, yellow, red, purple 的单词卡片和颜色卡片。 2. 教师和学生都准备红、黄、蓝、绿、紫色的蜡笔。 3. 教师准备颜色的教 学课件。 4. 教师准备学生学过的文具并放在书包中。教学教程: Warm-up:
(1)师生之间相互问候: T: Good morning/ Good afternoon/ Hello, boys and girls. S: Good morning/ Good afternoon/ Hello, teacher/.... T: How are you? S: Fine, thank you. / I’m fi ne, thank you/.... (2)游戏 T: Let’s play a game, OK? S: OK. “猜一猜” 的游戏。将学生学过的文具放入书包中，让学生摸一摸，猜一猜。从而复习学过的文具词。 【说明:“猜一猜” 的游戏能调动学生大脑中所有相关记忆，使学生回忆起所有知道的有关文具的单词。】 (3)课件出示学过的文具用品:卷笔刀(红色)，钢笔(绿色)，铅笔盒(蓝色)，书(黄)，书包(绿色)，蜡笔(紫色)。 Presentation: 1. red (1)从复习3中引进新课，问What colour is the sharpener? 教师自 答:It’s red/Red. (2)教师手拿红色的卷笔刀反复说red,让学生猜意思，并使他们明白red为红色。 (3)教师领读red。 (4)教师拿起其他红色的物体，指着说It’s red. (5)让学生找出教室中红色的物体练习说It’s red.在练习过程中老师应注意纠正发音。 (6)教师板书red,让学生认读。
人教版六年级英语上册教案(全册)
Unit 1 第一课时总第一课时教学设计 课题：Unit 1 How can I get there? Part A Let’s learn 课型：词汇课 Learning aims a.我能借助读音规则、录音和图片，在老师的帮助下，听、说、读、写四会 单词science museum, post office, bookstore, cinema, hospital,能读懂句子 Where is the … ? I t’s next to the ….并能在情景中运用，达到语音清晰，语 调自然。（重点） b.我会借助图片，在老师的帮助下，在实际情境中模仿范例写句子，达到书 写规范，格式正确。（难点） 学习过程： Step 1:Warm-up 1. Greeting. 2. Everyday English ：Knowledge is power.(知识就是力量。) 3. Introduce every group name and evaluation system(介绍组名和评价机制) 4. Show the learning aims. 5. Let’s review.（通过提示写出next的同类词，复习三年级下册和五年级上 册学过的单词：in，on，under，behind，in front of。句子：Where is the … ? It’s next to the ….） Step 2：Pre-task stage Using the pictures to lead out the key words and sentences pattern of this lesson.(通过图片和熟知的句子，师生以问答的方式引出本节课的生词和重点句子） science museum, post office, bookstore, cinema, hospital Where is the … ? It’s next to the …. Step 3: While-task stage 1.Read the words after the tape. 2.Read after the teacher. 3.Read with your partner and recite the words https://www.wendangku.net/doc/ab11246163.html,ing the pictures to practice the sentences.
精通英语六年级上册教案
本学期教学进度一览 Unit1 I go to school at 8:00 Lesson 1 一知识与能力目标 1．学习简单介绍自己的日常生活和学习情况。 2．熟悉英文e-mail的格式，并在实际生活中应用。 二教学过程与方法目标 能够正确地听、说、认读下面的单词和句子：e-mail、daily life、after dinner 、best wishes、London、minutes等I get up at 7:30 in the morning. 三情感态度与价值观目标 在日常生活中主动养成良好的学习、生活和劳动习惯。 四教学重点： I get up at 7:30 in the morning. I go to school at 8:30. 难点： e-mail、daily life、after dinner 、best wishes、London、minutes等 三、教学工具: Pictures、tape、recorder.
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人教版PEP小学英语教学设计
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