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PEP小学六年级英语教案Unit2

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下面小编为大家整理了PEP小学六年级英语教案Unit2，本文共13篇，欢迎阅读与借鉴!本文原稿由网友“pulinhc”提供。

篇1：pep小学六年级上册英语教案全册

pep小学六年级上册英语教案全册

pep小学六年级上册英语教案全册 Unit 1 How Do You Go There? 第一课时教学设计第一课时一、教学目标与要求 1．能够听、说、读、写短语：on foot，by bike，by bus，by train。 2．能够听、说、认读短语：by plane，by ship，by subway。 3．能用句子“How d0 you go to school? How do you go to Canada／…?”来替换询问别人的出行方式；并能够用句子“I go by…”进行回答。 4．听懂、会吟唱Lets chant的歌谣。 5．帮助学生了解交通规则，并在生活中自觉遵守交通规则。二、教学重点、难点分析本课时的教学重点和难点是掌握四会短语和A Lets learn部分中运用某种交通工具去某地的表达法，并能替换关键词进行问答。三、课前准备 1．教师准备Lets start部分和主情景图的教学挂图。 2．教师准备录音机和本课时的录音带。 3．教师准备A Lets learn部分的单词卡片。四、教学步骤 1．热身(Warm-up) (1)复习副词：always，usually，often，sometimes，never的读音与词义。 T: When do you get up?/ When do you go to school?...(引导学生用always，usually，often，sometimes回答) (2)T：Today I go to school on bus. I usually go to school on foot. 教师利用肢体动作帮助学生理解句子意思。 T：What about you? Do you go by bike or by bus? Do you go on foot? Or by car? 师生之间自由会话，引出几种常见的交通方式。引导学生看本课Let’s start部分的标图并回答问题。 2．预习(Preview) (1)Lets chant 教师放本课Lets chant部分的录音，唱到on foot时，全班跺跺脚；唱到by Car／bike／bus／plane／train的时候，学生做出相应的动作。然后教师根据歌谣内容随机出示Lets learn部分的单词卡片加深学生印象，全班学生再跟录音边唱边做一遍。 3．新课呈现(Presentation) Lets learn (1)教师做动作，自问自答：“How do I go to school? I go to schoolby bike．”并在黑板上写下：by bike。教师再重复刚才的句子并问某一学生： What about you? How do you go to school? 教师帮助学生说出完整的句子：“I go to school by…”并将相应的.短语写在黑板上。 (2)看短语贴卡片游戏教师依次出示画着不同交通工具的短语卡片，让学生迅速地贴在黑板上的“by”短语旁边，教师领读短语和句子“l go to school by...” (3)“快速反应”游戏教师说出某个短语，如：by bike，让学生做相应的动作并说出句子，如：I go to school by bike． (4)教师拿出刚才学生可能没有提到的交通工具的图片，如：by plane／subway/ ship／boat等，呈现和练习这些短语。然后指着课本上的配图问：“What can you see in the pictures?”注意引导学生理解“地铁”的含义：“Its an underground railway in a city．It travels very fast．”教师领读新学短语。 (5)学生听录音，跟读Lets learn部分的内容。教师注意纠正学生的语音、语调 (6)教师引导学生进行单词的拼读竞赛。可空出单词中的元音字母让学生填写,也可打乱组成单词的字母的顺序，让学生重新排序，组成单词。 (7)Lets play 教师请学生说一些地点，比如：school，Beijing，the US，the moon等；教师鼓励学生大胆想象出行方式和所去地点。然后学生两人结对进行句型操练，一人问“How do you go to Beijing／the USA／the moon?”另一学生给出答案：“I go by train/plane／spaceship．” 4．巩固和延伸(Consolidation and extension) (1)Main scene 教师引导学生看主情景图，说出其中表现的交通方式。学生多能说出：on footby bike，by subway。如有学生问及小丑骑的独轮车以及幼儿骑的三轮儿童车教师可补充说明那分别是unicycle和tricycle；而自行车bike的另一说法：bicycle，意为两轮车。 (2)学生做Lets learn部分的活动手册配套练习；教师指导学生规范书写。新学伊始，教师非常有必要对学生重申一下书写的要求。 (3)学生背诵并抄写四会单词； (4)学生预习c Lets sing部分的歌曲。五、课后反思第二课时一、教学目标与要求 1．能听、说、读、写四会掌握句子：“How do you go to school? Usually I go to schoolon foot．Sometimes I go by bike．”并能在情景中正确运用。 2．能够表述自己以何种方式上学并简单陈述原因，如：Usually I go to school by bus because its fast． 3．能够听董Lets try的录音内容并选出正确选项。掌握Let’s talk and read and write部分的句型。 4．学会调查和统计、分析数据，并能表示出来。二、教学重、难点分析 1．本课时的教学重点是听、说、读、写句型：How do you go to school? Usually Sometimes I go by… 2．本课时的教学难点是学生书写四会句子并能简单陈述选择某种交通方式上学的原因。三、课前准备 1．教师准备录音机和本课时的录音带。 2．教师准备本单元A Lets learn部分的单词卡片。 3．教师课前在黑板上画出空白柱状图，用于统计班内学生上学方式的调查 4．学生每人准备一张卡片，画一个印象最深刻的交通标志。四、教学步骤和建议 1．热身(Warm-up) T: “Good morning! How do you go to school today? What about you? Do you go by bus，too?”然后学生复习Lets chant部分的歌谣。 2．预习(Preview) (1)教师出示单词卡片，提问：“How do you go to school?”学生根据图片内容回答：“I go to school by…”师生会话直到班级里大部分学生能够准确说出图中交通工具的名称以及该句型。然后学生两人一组练习句型：“How do you go to school? I go to school by…” (2)Lets try 3．新课呈现(Presentation) Lets talk (1)教师放课文录音，之前向学生提出问题：“How does Sarah go to school? listen．”学生听后模拟Sarah来回答问题。 (2)学生跟读录音，然后两人一组替换句型中的关键词练习对话。 (3)Group work T：“How do I go to school，do you know? Ask me，please!”然后教师在黑板上画一辆自行车、一辆公共汽车和一辆计程车的图案，并分别在后面两图旁标当地的价格，如：l yuan，7 yuan，回答说：“Usually I go to school by bike。because its good exercise．Sometimes I go by bus，because its cheap．It costs l yuan. Sometimes I go by taxi，because its fast，but its too expensive．It costs 1o yuan．教师让学生四人一组，了解同学用何种互方式上学，并鼓励学生简单阐述原因，如：My home is near．Its fast．Its cheap．good exercise．… (4)Let’ read 学生四人小组阅读，并完成课后练习。 (5)听录音，跟读。教师对学生人有疑问的地方讲解。 4.巩固和延伸(Consolidation and extension) (1)学生回家调查父母及其他亲戚的上班方式，写一篇小作文。 (2)找出peak/beat/team/deal/pig/big/tin/dish的读音之间的区别。五、课后反思第三课时一、教学目标与要求 1．能够充分理解并正确朗读对话，能完成文后回答问题的练习。 2．能够了解辅音，/p／，/b/，/t/，/d／与元音/i:/，/i/的发音规则. 3．了解Good to know部分的内容，能够辨认常见的交通标志，如：Crossway，No entry，No bikes，Turn right和No left turn。二、教学重、难点分析 1．本课时的教学重点是学生能够充分理解并正确朗读对话。 2．本课时的教学难点是如何指引他人在不同地点换用不同的交通工具到达某一三、课前准备 1．教师准备

篇2：PEP小学六年级英语教案Unit2

PEP小学六年级英语教案Unit2

Unit 2 Where Is the Science Museum? 单元教学目标 1．能力目标（1）能够简单描述城市、城镇或社区内公共设施的大致位置如：Where is the cinema? It’s next to the hospital.等。 (2)能够询问路线并简单回答，如：where is the post office? It’s east of the cinema. Turn left at the cinema, then go straight. It’s on the left. (3)能够了解地图的基本标识，并能用东、南、西、北简单表示行政区的'划分。（4）能够听懂、会唱歌曲 Where Are You Going? 2．知识目标（1）能够听、说、读、写A、B部分let’s learn中的四会单词和let’s talk 中的四会句子。（2）能够掌握A\\B部分Let’s learn和Let’s talk中的四会单词和句子。（3）能够听、说、认读Let’s learn,Let’s talk,Let’s read等部分的白体单词和句子。（4）了解story time, Good to know, Task time等部分的内容。（5）能够了解pronunciation中音标的音与形，并能正确读出例词。 3．情感、策略、文化等有关目标（1）情感态度：培养学生团结友爱、乐于助人的良好品质，使学生愿意在小组活动中积极与他人合作，互相帮助，共同完成学习任务。（2）学习策略：引导学生在学习过程中注重合作学习。（3）文化目标：简单了解国外地图的主要标识。 The first period Aims and demands 1. Listen,talk,read and write the words: Hospital/cinema/post office/bookstore. 2. Listen,talk and read the phrase and the sentences: Where is the library? It’s near the post office. 3. Sing the chant. 4. Sing the song. The difficulties Grasp the words: hospital, cinema, post office, bookstore Importances Write the words: hospital, cinema, post office, bookstore Tools Wall pictures, tape,a bear toy Teaching steps: Step 1. Warm-up (1) Sing the song: They Are in the Zoo (2) Show the pictures. T:Where is the trash bin? S1: It’s near the table. ……. Step 2. Preview Play the game: The bear is in front of me. Step 3. presentation Let’s learn (1) Guessing (2) Play the game Let’s chant. Where is the post office? Next to the hospital. Read:Go straight ahead. Next. Sing the chant after the tape. Lets’ start Read and match Pair work Step4. consolidation and extension Do the activity book. Play: I’m a painter. Write and recite the important words. Step5. Summing up and homework Say the chant to the parents after school. The Second Period Aims and demands (1) Listen, talk and read:Where is the cinema/post office…? It’s next to the hospital/cinema… is it far from here? No, it’s not far. (2) Write: Where is the cinema,please? It’s next to the hospital. (3) Check the answer after the tape. (4) Read the pronunciation. (5) Sing the song. Key points Where is the cinema/post office…? It’s next to the hospital/cinema… Is it far from here? No, it’s not far. Where is the cinema? It’s next to the hospital. Difficulties Write the key sentences and read the pronunciation. Tools Tape,pictures,a policeman hat and a headgear of Liu Yun Teaching steps: Step 1. Warm-up (1) Play ‘Let’s chant’ (2) Check the homework. Step 2. Review Let’s try Step 3. Presentation Let’s talk (1) Game: imitate a cat (2) Ask and answer in pairs. (3) Game: Bandy the sentences in lowly. (4) Interlock practice. (5) Play the tape. (6) Act out the conversant on. Pronunciation Let’s sing Step4. consolidation and extension (1)’Good partner’game (2) do the activity book (3)write the key sentences. Where is the cinema, please? It’s next to the hospital. (4)Sing the song . (5) Write a chant by themselves. Step5. Summing up and homework The ways to ask the ways: 1. Where is the cinema, please? It’s next to the hospital. 2. Is there a cinema near here? Yes, there is. The Third Period Aims and demands Understand the dialogues of Lets’ read. Understand the design on the map. Key point Listen, talk and read the dialogues. Difficulties Understand the key point Tools Tape, pictures and headgears. Teaching steps: Step 1. Warm-up Sing the song. Step 2. Preview How do you go to school? I usually go to school by bike. Where is your home? It’s near… Step 3. Presentation. Let’s read (1) Draw a picture on the Bb. School is over, I want to buy a pair of shoes after school. What are you going to do after school? (2) Draw a map of a street, ask and answer: Where is the …? Is it far from here? It’s next to the… (3) T: This is a bus stop. We can take the No.34bus here.now ,I am at the school . I want to buy a pair of shoes. How can I get to the shoe store? S: You can go by the bus. Then get off at the shoe store. (4) Read the text and ask: What is Mike going to do? What is she going to buy? Where is she going? Where is the shoe store? (5) Play the tape. Good to know Step4 consolidation and extension Do the exercises of the activity book. Listen to the tape and read the text. Step5. Summing up and homework What are you going to do after school? I want to buy a pair of shoes. Get off at the cinema. Walk straight for three minutes. On the left/ on the right The Fourth Period Aims and demands(1) Listen, talk and read : south, east, west,north (2)listen, read and write: turn left, turn right,go straight. (3)Listen, talk and read: How can I go to the museum? Go straight for five minutes. Then turn left. (4) Understand the story. Key points Turn left, turn right, go straight Difficulties The pronunciation of straight Tools Cards, pictures and tape Teaching steps: Step 1. warm-up A game. Step2. Preview (1) Game: S1:I can see a hospital. S2:I can see a hospital and a cinema. (2) The Ss ask in pairs: Where is the…? It’s… Is it far from here? No, it isn’t. (3) Check the writing . Step 3. Pronunciation Let’s learn This is my left and this is my right hand. A is on the left. B is on the right. Where is A? Do the actions. Simon says. Teach: west, south,north, east. Listen and match. Show a card: I want to get to the museum. Where is the museum? How can I get to the museum? Play the tape. Step4 consolidation and extension (1) Let’s play. (2) The Ss write a chant like this: left hand, left hand, show me your left hand. Right foot, right foot, stamp your right foot. (3) Story time. (4) Do the exercises. (5) Write the phrases. Step5. Summing up and homework The third way to ask the ways: How can I get to the museum? Go straight for five minutes. Turn left turn right go straight The Fifth Period Aims and demand (1) use the sentences: It’s east of the cinema. Turn left at the cinema. (2) Grasp: Turn left at the cinema. Then go straight. It’s on the left. (3) Listen to the tape and check the right answer Key point Grasp : Turn left at the cinema. Then go straight. It’s on the left. Difficult points Grasp : Turn left at the cinema. Then go straight. It’s on the left. Tools. Tape, pictures and headgears Teaching steps: Step 1. warm-up A game. Step 2. review (1) Let’s try. (2) Play again and the Ss read after it. (3) Check the right route. Step 3. Presentation. Let’s talk. (1) picture: I want to go to the post office. Where is the post office? The Ss answer: It’s east/south…of… (2) ‘love my country’ (3) Practicing : I want to go to the hospital. Where is it? it’s … How can I get there? (4) Read after the tape. (5) Make a dialogue. (6) Write the sentences. Let’s check. Listen to the tape and check the answer. Step4 consolidation and extension (1) Group work. (2) write the sentences. (3) Read the text to their parents. Step5. Summing up and homework Where is the post office? It’s east of the cinema. Take the No.12 bus.=Go by the No.12 bus. The Six Period Aims and demands Do ‘Let’s read Listen ‘FASK TIME’ Describe the route. Key point Listen, talk and read the sentences.

篇3：PEP小学六年级英语教案Unit1

PEP小学六年级英语教案Unit1

Unit1 How Do You Go There? 单元教学目标 1、能力目标（1）能正确询问并回答乘做某种交通工具去某地，如：How do you go to school? usually I go to school by bike. Sometimes I go on foot. How can I get to Zhongshan Park? You can go by the No.15 bus. (2)能够描述人们日常出行的方式，并简单陈述理由，如：Usually I go to school by subway. because its fast. (3)能够辨认一些常见的`交通标志，了解并遵守交通规则，特别是要学会看交通指示灯安全地过马路。（4）能够了解不同国家交通规则的异同。 2、知识目标（1）掌握A\\B部分的Lets chant, Lets talk 中的四会短语和句子。（2）能够听、说、认读A,B部分Lets learn 的三会单词和Lets talk, Lets read中出现的三会句型。（3）能够理解并会根据指令操作Lets play, Lets chant,Group work 等部分的内容。（4）了解音标/ /，/ /，/ /，/ /，/ /，/ /的音和形，能够区分音标/ /，/ /发音不同。 3、情感、策略、文化等有关目标（1）情感态度：帮助学生了解交通规则，并在生活中自觉遵守交通规则。（2）学习策略：学会调查和统计、分析数据，并用扇性统计图的形式表示出来。（3）文化目标：了解中西方交通规则的异同。 The first period Aims and demands 1.Be able to master the four-skills phrases: on foot, by bike, by bus, by train. 2.Be able to listen,read and say: by plane, by ship, by subway. 3. Be able to use the sentences: How do you go to school? How do you go to Canada/...? 4. Sing Lets chant. The important and difficulty points. Grasp the four-skills phrases and the sentences of Part A. Tools Pictures,cards,toys and the tape Teaching steps: Step 1. Warm-up lets chant. Step 2. Preview (1) review the words: always, usually ,often, sometimes,never. (2)Lets chant. Step 3. Presentation. lets learn (1)T shows a toy bike: How do I go to school? I go to school by bike. then write by bike . T repeats the sentences to the Ss. (2)games: Look and put up. be quick. (3)Show the cards to teach: by plane/by subway/ by ship/ by boat. (4)Listen and read after the tape. (5) Have a competition: spell the words. (6) The Ss write the words. Lets play Step 4. Consolidation and extension (1)Look at the main scene, ask and answer in pairs. (2)Do the activity book. (3)Copy the words. (4)Sing Lets sing/ Step5. Summing up and homework How do you go to school? I go to school by bike. Handwriting: The second period Aims and demands 1.Be able to grasp the four-skills sentences: How do you go to school? Usually I go to school on foot. sometimes I go by bike. 2.Be able to describe how to go to school and say the reasons. 3.Understand Lets try. The important and difficult points 1. The important points: the four-skills sentences How do you go to school? Usually /Sometimes I go by... 2.The difficult points: write the four-skills sentences and say the reasons of how to go to school. The tools Cards and the tape Teaching steps: Step 1. Warm-up 1.Review the sentences of last class. 2. Lets sing. Step 2. Preview 1.Show the cards , ask and answer in pairs. 2. Lets try. Step 3. Presentation lets talk 1.T: How do I go to school, do you know? Ask me, please! Draw the bike,bus ,taxi on the Bb. Then answer: Usually I go to school by bike,because its good exercise. Sometimes I go by bus, because its cheap. It costs 1 yuan. Sometimes I go by taxi, because its fast, but its too expensive. It costs 10 yuan. 2.Listen to the tape and answer: How does Sarah go to school? 3.Read in pairs. 4.Make the dialogues. 5. Write the four-skills sentences. Group work Step 4. Consolidation and extension 1.Task time. 2.Do a survey and report like this: My father and Uncle Wang go to work by bus, because its cheap. My mother goes to work on foot, because... 3.Copy the four-skill sentences. Step5. Summing up and homework How do you go to school? Usually I go to school on foot. Sometimes I go by bike. Handwriting: The third period Aims and demands 1.Read the text and finish the exercises of it. 2.Understand the pronunciation: / /,/ /,/ /,/ /,/ /,/ /. 3.Good to know. The important points Read and know the text. The difficult points Tell someone how to go to a place who wants to go The tools Cards, Paper, headgears and the tape Teaching steps: Step 1. Warm-up Lets sing. Step 2. Preview Check the homework. Step 3. Presentation Lets read 1.Game: The best route. 2.Read the dialogue and find out how Sarah goes to the park, Draw the route on the paper. 3.Show the route and say: First, Sarah can go to Zhang Pengs home by bike. Next, Sarah and Zhang Peng go to the bus stop on foot. Then they can go to the park by bus. 4. Read the text and finish the questions. 5.Read after the tape. 6. Read in pairs. pronunciation 1.Listen to the tape and read the words. 2.Read and match. 3. Discuss the pronunciations. Step 4. Consolidation and extension. 1.Good to know. 2. Read the text. 3. Finish the exercises of the Activity book. Step5. Summing up and homework Come to my home by bike. We can go to the bus stop on foot. Then we go to the park by bus. Which floor? The fifth floor. Handwriting: The fourth period Aims and demands 1.Be able to listen, say and read the phrases: Stop at a red light. Wait at a yellow light. Go at a green light. Be able to listen, say,write and read: Stop, wait, traffic lights, traffic rules. 2. Know the traffic rules. The important points Grasp the four-skill phrases and words. The difficult points Write: traffic light, traffic rule. Know the meaning of stop and wait. The tools Cards, wall pictures and the tape Teaching steps: Step 1. Warm-up A game: The rabbits dancing. Step 2. Preview 1.lets chant 2.Ask and answer in pairs. Step 3. Presentation Lets learn 1.T points to the lights in the classroom and say: I like the lights because i can see things clearly at night. Can we see lights in different colors in our city? 2.Draw and say: We have red, yellow , and green lights. We call them traffic lights. 3.Teach the traffic rules. 4. Lets play. 5. Lets learn. 6. Read after the tape. 7.Have a competition : Write the words and phrases. Step 4. Consolidation and extension 1.Discuss the traffic rules 2. Do the activity book. 3. Copy the words. 4.Draw the route from their home to school Step5. Summing up and homework Look at the traffic lights. Remember the traffic rules. Stop at a red light. Wait at a yellow light. Go at a green light. handwriting. The fifth period Aims and demands 1.Be able to listen, say and write: How can I go to Zhongshan Pard? You can go by the N0.15 bus. 2. Be able to use: Excuse me. Thank you. Youre welcom. The important points Grasp the four-skill sentences. The difficult points Use the sentences in the true lives. The tools A map, cards and the tape Teaching steps: Step 1. Warm-up 1.A game. 2.Deciribe the traffic rules. step 2. Preview lets try Step 3. Presentation Lets talk 1.Show the map, ask and answer. 2.Guess: Its a place. You can buy food, drink, fruit, vegetables, school things and clothes there. What is it? (Its a supermarket.) How can I get there? By bus or by bike? 3.You say I ask 4.Go on studying: Bank, post office, cinema, hospital 5. Look at the map , ask and answer in pairs. 6. Listen to the tape and find out where Jim is going and how he can get there. 7. Check. 8.Make the dialogues by themselves. Lets try Step 4. Consolidat

篇4：PEP小学六年级英语教案Unit3

PEP小学六年级英语教案Unit3

Unit 3 What Are You Going to Do? 单元教学目标能力目标（1）能够用be going to do 句型交流行事计划，如：What are you going to do this evening? I’m going to the cinema. （2）能够用where,when替换句型What are you going to do ?中的疑问句what 提问并予回答，如；Where are you going? I’m going to the bookstore. When are you going? I am going at 3 o’clock. （3）能够了解他人的行事计划并进行转述，如：He/She is going to…等。（4）能够以小组讨论的方式完成购书、当小导游、采访等任务，熟练运用be going to do 句型。（5）能够听懂、会唱歌曲What are you going to do? 知识目标（1）能够掌握A,B部分Let’s learn, Let’s talk中的四会单词和句子。（2）能够听、说、认读A、B部分Let’s learn ,Let’s talk和Let’s read 中的三会单词和句子。（3）能够了解Pronunciation部分音标/ /，/ /，/ /，/ /，/ /，/ /，/ /的音和形，能够读出本部分例词并完成单词、音标、配图的连线练习。（4）能够理解并会吟唱Let’s chant部分的歌谣。（5）能够了解 Story time,Good to know,Task time 等部分的'内容。情感、策略、文化等有关目标（1）情感态度：培养学生合理安排自己的学习与生活的能力，培养学生从小树立远大理想并为之努力的思想意识。（2）学习策略：关注小组合作与交流，加强自主学习。（3）文化目标：了解有关文字记载方式的知识。 The first period Aims and demands 1.Be able to listen, say and read : What are you going to do this evening? I’m going go the cinema. Take a trip, go to the cinema, read a magazine. Tomorrow, toningt. 2.Be able to grasp the four-skill phrases: next week, this morning/afternoon/evening. 3.Pair work The important points Be able to grasp the four-skill phrases, Use the ‘be going to do’ sentence The difficult points The same as the above. The tools Cards, wallpictures and the tape. Teaching steps: Step 1. Warm-up 1.Sing ‘What are you going to do?’ 2.a daily English. Step2.Preview 1.Look at the timetable ,ask and answer in pairs. 2.What day is it today? What time is it/…. Step 3. Presentation Let’s start Let’s learn 1.Suppose we’re free today. What are you going to do? 2.What are you going to do this evening/morning /afternoon/tonight/tomorrow/next week? I’m going to the cinema I’m going to take a trip/ read a magazine. 3. Act and guess. 4.Read after the tape. Pair work Step 4. Consolidation and extension. 1.Copy the four-skill phrases. 2.Tell your family or your friend what you are going to do . 3.Sing the song. 4.Do the activity book. Step5. Summing up and homework Take a trip tomorrow Read a magazine tonight Go to the cinema this morning/ this afternoon/ evening Next week The second period Aims and demands 1.Be able to grasp the four-skill sentences: What are4 you going to do on the weekend? I’m going to visit my grandparents this weekend. 2.Group work. 3.Let’s try. 4.Sing ‘What are you going to do?’ The important points Use ‘Be going to do’ to talk with the others. The difficult points . Be able to grasp the four-skill sentences: What are4 you going to do on the weekend? I’m going to visit my grandparents this weekend. The tools A map,the tape Teaching steps: Step 1. Warm-up 1.Sing the song. 2.Tell the other Ss what you are going to do today. Step 2.Preview Let’s try. Step 3.Presentation Let’s sing. Let’s talk. 1.Show the map: What are you going to do on the weekend/tomorrow morning/ this Sunday? I’m going to the zoo. Is it far? Yes, it is. 2.Play the tape. 3.Read in pairs. 4.Remange the words. 5.Copy the words. Step 4. Consolidation and extension 1.Read the dialogues. 2.Copy the sentences. 3.Make a mark. 4.do the activity book. Step5. Summing up and homework What are you going to do on the weekend? I’m going to visit my grandparents this weekend. Copy the sentences three times after class. Handwriting The third period Aims and demands 1.Read the text and write Liu Yun’s weekend plan. 2.Say your weekend plan. The important points The use of ‘be going to do’ The difficult points The change of Pre. Words. The tools The tape Teaching steps: Step 1. Warm-up 1.Sing the song. 2.Show the cards of Unit 2. What are you going to do this morning? I’m going to visit the Great Wall. How do you get there? By train… Step 2. Preview Tell the Ss what you are going to do on the weekend, then say: A is gong to have a busy weekend. Step 3. Presentation. Let’s read 1.Ask and answer in pairs. 2.Read the passage and answer the questions: What is Liu Yun going to do on Saturday? What is she going to buy? What is she going to do at home? What is she going to do on Sunday? Who is she going with? What is she going to do in the evening? What is her weekend like? 3.Discuss the questions. 4.Read after the tape. 5.Finish Liu Yun’s Weekend Plan 6.Find friends. Step 4. Consolidation and extension 1.Read the passage. 2.Make a weekend plan of themselves. 3.Do the activity book. Step5. Summing up and homework On Saturday On Sunday Go to the bookstore go to the supermarket Buy a new CD and some story-books visit aunt Read the new books watch TV The fourth period Aims and demands 1.Be able to listen, say and read: dictionary, post card, newspaper, magazine,comic book, What are you going to do? I’m going to buy an English book in the bookstore. When are you going? This afternoon. 2. Use the sentences fluently. What are you going to buy? I’m going to buy… 3.Let’s chant. 4.the pronunciations: / /,/ /,/ /,/ /,/ /,/ /. The important points The four-skill words and phrases. The difficult points The pronunciation of the three-skill word ‘dictionary’ ,the writing of the four-skill words. The pronunciation of ‘th’ The tools Books , wall pictures and tape Teaching steps: Step 1. Warm-up 1.Read ‘Let’s read’ 2.Ask and answer: What is he going to do on Saturday morning? He is going to… Step 2. Preview Let’s chant Step 3.Presentation Let’s learn 1.Go on ‘Let’s chant’. Then ask and answer: 2.T:What books can you buy in the bookstore? Teach and write : English book, math book, music book, science book… 3. Teach: comic book, dictionary, newspaper, post card. 4.Have a match: Spell the words. Let’s play Let’s learn Read after the tape. Pronunciation. Step 4. Consolidation and extension. 1.Copy the four-skill phrases. 2.Read the pronunciation 3. Let’s chant. 4.Do the activity book. Step5. Summing up and homework What are you going to do? I’m going to buy --- When are you going? This afternoon. Post card magazine dictionary comic book newspaper The fifth period Aims and demands 1.Be able to listen, say and read ‘wh’ question sentences. 2. Grasp the four-skill sentences: Where are you going this afternoon? I’m going to the bookstore. What are you going to buy? I am going to buy a comic book. 3. Let’s try. The important point The ‘wh’ question sentences. The difficult point Use the ‘WH’ question sentences and write the four-skill sentences. The tools A map, cards, and the tape Teaching steps: Step 1. Warm-up 1.Let’s chant/ 2.Have a competition:write the words 3.Show the map , ask and answer. Step 2. Preview Let’s try Step 3.Presentation Let’s talk 1. My shopping plan 2.Read after the tape. 3. Read in pairs. 4.Read in groups 5. Copy the four-skill sentences. Step 4. Consolidation and extension. 1. Copy the sentences. 2.

篇5：人教版pep六年级下英语教案

教学目标：

1、能够听、说、读、写本课短语：on foot，by bike，by bus，by train。

2、能够听、说、认读短语 by plane，by ship，by subway。

3、能用句子“How do you go to school?How do you go to …? By ….”来询问和回答人们日常出行的方式。

4、能够听懂、会唱Let’s chant的歌谣。

教学重点：

1、学习Let’s learn部分的train，plane，ship，subway几个单词。

2、在情景中使用对话中的句子，掌握句型学会询问和回答人们日常出行的方式。

3、听、说、读、写本课短语：on foot，by bike，by bus，by train。

4、听、说、认读短语 by plane，by ship，by subway。

教学难点：

1、subway中字母u在单词中的读音和词义的理解。

2、用句子“How do you go to school? How do you go to …? By ….”来询问和回答人们日常出行的方式。

3、描述出行方式的英语表达法多是由 “by + 交通工具名称”构成，只有“走路”一词要用介词on。

课前准备：

1、教学过程中所需的录音(Let’s learn, Let’s play)、课件、动画素材。

2、本课时(let’s learn部分)的单词短语的图片和卡片，以及(let’s chant部分)的单词短语卡片。

教学过程：

1、Warm up ( 热身)

活动一：Let’s start

教学参考时间：2-3分钟

和学生一起看教材Let’s start部分，请学生说一说知道哪些交通工具。

活动二：Brainstorm(头脑风暴)

教学参考时间：2-3分钟

1.教师点击课件：画面中出现 road 一词，教师提问：What can you think of from the word “road”?

2.教师请学生拿出纸，在纸上写出看到这个单词后能够联想到的一切单词。如果学生实在有困难，可以允许部分用中文。

3.四人一组，交流所写的单词或短语，相互启发。

4.教师可以让每个小组汇报讨论结果。

5.教师点击课件，出现相应的词汇。这些词汇可以是学生说到的，也可以是学生没有说到的。如：car jeep bus taxi people police shops building bike kite traffic lights driver train plane ship subway trolley bus。

6.教师请学生试着读出这些单词。

2.Presentation (新课呈现)

活动三：学一学

教学参考时间：5-8分钟

1.接着上面的教学步骤，教师请学生试着读出没学过的单词。

2.引导学生读出符合拼读规律的单词，教师给予必要的帮助：ship 中字母i读短音/i/;plane是开音节，字母a读/ ei /;train中ai字母组合读作/ei /。subway教师可以带读。

3.教师点击单词，出现相应的图片，让孩子能够将单词的音形义联系起来。

4.在没有地铁的地方，教师可以进一步解释：It’s an underground railway in a city. It travels very fast.增强学生的印象。

5.教师播放Let’s learn A部分单词的录音，让学生跟读单词，纠正发音。

活动四：锁链游戏

教学参考时间：2-3分钟

1.请一个学生说出学过的有关交通工具的单词。

2.后一个人必须重复前面同学的单词，然后再加上自己的单词。

3.教师适当加以提示。

4.在学生比较熟练后，可以以组为单位记时，看哪组速度快，用时少。

小结

教学参考时间：1-2分钟

1.教师请学生自己总结本课所学的重点内容。

2.教师在学生小结的基础上How do you go to …?

篇6：PEP小学英语六年级下册英语教案(全册)

PEP小学英语六年级下册英语教案(全册)

Unit 1 How tall are you? 第一课时一、教学目标与要求： 1．能够听、说、读、写形容词的比较形式：taller, stronger, older, younger 和 shorter. 2．能够用句型：I’m……cm tall. He/ She’s ……cm tall. 描述自己和他人的身高。 3．能够用句型 You’re taller than your brother. I’m older than you. 进行年龄和身高的比较。 4．能够听懂教师的指令，按不同年龄、身高排队，并用所学语言进行表述。二、教学重、难点分析 1．重点是能够听、说、读、写A Let’s learn 部分五个形容词的比较级形式；并能用含有比较级的句型替换关键词进行问答。 2．难点是能够听、说、读、写四会单词；并能根据某一情境使用含有形容词比较级的句型替换关键词进行问答。长度单位cm的完整形式centimeter的发音也是本课的教学难点。三、课前准备 1．准备主情景图的教学挂图。 2．准备录音机、本课时的录音带。 3．准备A Let’s learn 的单词卡片。 4．准备测量身高和体重的工具。四、教学步骤 1． Greetings Hello, boys and girls . Happy New Year. And nice to see you again. How are you? Now, after a term, I thin you know much better about your teachers. Who’s you music teacher? What’s he/she like? 引导学生用学过的形容词thin, short, tall, old, young, funny, strong, kind 来描述这位老师。当问到学生Who’s your English teacher?时，根据学生的回答She’s tall. 2．师出示测身高与体重的量器，提问学生：How tall am I , do you know? Guess? 帮助学生用句型Are you ……cm tall? 来猜。师用up 和down 帮助学生猜出确切的数字。 3．师请出猜中自己身高的学生，问： How tall are you?帮助他/她测量身高，引导该学生说：I’m……cm tall。然后师说： ……is taller than me. 或I’m taller than……来结束该游戏。 4．板书测量的学生的身高，师尽量用手势帮助学生理解以下句子：A is tall. B is taller than A. C is taller than B. D is taller than C. 然后板书并领读tall-taller 。 5．师请出三名较强壮的学生模仿健美动作，并做比较说： You’re strong. He’s stronger than you. 并板书领读strong-stronger 6．师在黑板上列出家人的年龄，介绍说：My mother is 44, My father is 46. He is older than her. My aunt is younger than my father, but she is older than my mother. How old is she? 然后板书old―older 和 young-younger , 让学生回答问题。 7．放Let’s learn部分的录音，学生听录音跟读。 8． Let’s play 师贴出4-5个学生图像，描述各人情况，发指令： Line up from younger to older. Line up from shorter to shorter. 9．Let’s chant. 放录音学生跟读。 10．学生做活动手册的配套练习。第二课时一、教学目标与要求 1．能够听、说、读、写四会掌握句子：How tall are you? I’m 164cm tall. You’re shorter than me. You’re 4cm taller than me. 并能在情景中正确运用。 2．能够听懂Let’s try 部分的录音并选出正确的选项。二、教学重难点重点与难点是四会掌握句型：How tall are you? I’m 164cm tall. You’re shorter than me. You’re 4cm taller than me. 三、课前准备： 1．准备录音机和本课时的录音带。 2．准备测量身高和体重的数据。四、教学步骤 1． Warm up 2． Let’s chant. 3．放Let’s try 部分的录音，学生听录音，圈出录音材料所描述的大象。 4．师：I’m 167cm tall. You’re taller than me. I’m shorter than you. How tall are you?该生回答：I’m 168cm tall. 师接着说：Oh, you’re 1cm taller than me.然后板书这组对话并重点领读最后一个句子。 5．师：How old are you, then? 生: I’m 14. 师补充：He’s 14 years old. I’m 28 years old. I’m 14 years older than xxx. 再询问几个学生的年龄，并作比较。 6．学生年Let’s talk 部分的对话，师放录音，学生跟读。 7．学生两人一组朗读对话。 8．学生做活动手册的配套练习。第三课时一、教学目标与要求 1．能够听懂、会说Let’s read 部分的对话并完成填充句子的练习，特别是能看懂、会朗读句子：I think the little monkey is only 40cm tall. The monkey is shorter but you are funnier. 2．能学唱本单元歌曲。二、教学重难点 1．重点是使学生能够充分理解、正确朗读对话。 2．难点是学生能看懂、会朗读句子: I think the little monkey is only 40cm tall. The monkey is shorter but you are funnier. 三、课前准备 1．准备录音机和本课时录音带。 2．师准备两张宠物狗的图片。四、教学步骤 1． Warm up 跟唱本单元Let’s chant 的歌谣。学唱本单元歌曲My pets. 2．师：The little girl has two pets. What are they? 生: A dog and a cat. T: Yes. I have two pets too. Let’s have a look . What are they? S: They are dogs. 3． T: Yes, I have a black dog and a brown dog. Are they cute? Which dog is taller? Which dog is stronger?学生看图回答。 4． T： The black dog is taller than the brown dog. It’s 80cm tall. The brown dog is 55cm tall. And its tail is longer than than the brown dog. Its tail is about 28cm long. But the brown dog is stronger than the black dog. I like the brown dog. It’s funny. It’s funnier than the black dog. Which dog do you like? 5．师再出示一张小猴的图片，说：Look at the monkey. What do think of it? 帮助学生回答：It is funny, too.师接着问Which one is funnier, the dog or the monkey? 帮助学生表达自己的看法，如：I think the monkey is funnier. 6．师引出课文：Ben is watching monkeys at a zoo with his father now. What are the monkeys like? Which monkey does Ben like? et’s read the dialogue. 7．学生听录音，理解对话，完成填充句子练习。师检查。 8．放录音，学生跟读。 9．学生做活动手册配套练习。第四课时一、教学目标与要求： 1．能够听、说、读、写形容词的比较级形式：heavier, longer, thinner, bigger和smaller. 2．能够灵活准确地运用以上形容词比较描述人物和动物的特征差异。 3．能够完成Let’s play部分的活动并在活动中相应的语言正确表达。 4．能够理解story time中的故事。二、教学重难点 1．重点是四会掌握五个形容词的`比较形式。 2．难点是掌握以下形容词比较级的构成方式：heavy―heavier, thin―thinner, big―bigger. 三、课前准备 1．准备录音机、B Let’s learn 和 C Story time 部分的录音带 2．准备本课的教学挂图和单词卡片。 3．准备一个汽球，一段弹力皮筋和一组对比明显的人物图片。四、教学步骤 1． Warm up 放本单元Let’s chant 录音，学生和着录音吟唱，师与生对话：T: How tall are you? S: I’m 160cm tall. T: I’m 168cm tall. You’re shorter than me. You’re 2cm shorter than me. 2. 师拿出一个气球，请一名学生帮忙吹，“Please make it big.” 师带领全班学生跟随学生吹气球的节奏喊：Bigger, Bigger, Bigger！呈现该单词。然后师拿着已经吹大的气球，一点一点放出空气，说: Smaller, Smaller, Smaller!呈现并领读这两个单词。 3．师拿出一段皮筋，一边拉长，一边说：longer, longer, longer! 接着慢慢放松皮筋说：shorter, shorter, shorter!然后呈现并领读这两个单词。 4．师拿一叠作业本：I have many books. They are heavy. 师一本一本往上加时说：heavier, heavier, heavier! 领读该词，请学生再次确认从heavy 到heavier的词尾变化。 5．师出示一组有强烈对比效果的图片，教学heavy, thin, thinner.师出示图片说:look , The boy is heavy. He wants to be thinner. So he does exercises everyday and eats less meat. He is thin after three months. He keeps doing exercises. He is thinner after another three months. 然后呈现thinner. 6．放录音，学生跟读单词。 7． Let’s play 8． Story time 9．学生做活动手册本部分的配套练习。第五课时一、教学目标与要求： 1．能听懂、会说并能书写句型：“How heavy are you? I’m 48kg. I’m thinner than you and shorter.”并能在情景中正确运用。 2．能够完成Pair work 中的调查任务。 3．能够完成Let’s try 部分听录音选图片并填充句子的练习。 4．能够了解Good to know部分的内容。二、教学重、难点分析 1. 重点是能够询问、回答有关体重、身高、脚的大小尺寸、头发的长度等问题并能书写相关句型。 2. 难点是四会掌握句型以及单位词。三、课前准备 1．准备录音机和本课时的录音带。 2．准备一把软尺和一把称。四、教学步骤 1． Let’s sing。 2．放Let’s try的录音，学生听录音，填充句子并选出相应的图片。 3．师说：The boy’s pencil is 15cm. How about your pencil? How long is your pencil? 学生测量自己的铅笔并回答。师再举例练习，如: How long is your English book/ Chinese book? 师接着拿着软尺并附与动作说：How long is your leg？叫几名学生上台测量，并板书句子： How long is your leg？ 85cm. 师接着继续量脚并说：My feet is 27cm. I wear size 35. How big is your feet? 学生明白后回答。师板书句子并带读：How big is your feet? I wear size …… 5．师放对话的录音，学生跟读。学生分成两大组练习对话。 6．学生做活动手册本部分的配套练习。第六课时一、教学目标与要求： 1．能够听、说、认读Let’s read 部分的内容，特别是能听、说、认读单词

篇7：小学六年级英语教案

一、教学内容

let’s try let’s talk pair work

二、教学目标

1.能够听、说、认读句子：“how are you, liu yun ? you look so happy.i’m going on a big trip.i failed the math test.i’m sorry to hear that.”并能在实际情景中进行运用。

2.能够掌握四会句子：“how are you? you look so happy.you look sad today.

3.能够根据let’s try部分的录音并选出正确答案。

三、教学重、难点

1.本课时的教学重点是使学生四会掌握句型：“how are you? you look so happy/sad.”

能听、说、认读句子“i’m going on a big trip.i failed the math test.i’m sorry to hear that.”

2.本课时的教学难点是学生能够陈述产生某种心情的原因。

四、课前准备

1.教师准备录音机和本课时的录音带。

2.教师准备课件。

3.教师和学生准备本课时的带有表情的卡片。

五、教学步骤

1. warm-up

(1) greetings.

(2) let’s chant of page 14. (课件展示吟唱视频)

(3)日常口语练习。

t：how are you today?

s1：i’m fine.

t：i’m glad to hear that.…

如学生回答说：“i’m sad/bored.”教师可说：i’m sorry to hear that.can you tell me why?请学生尝试阐述原因。

（为后面的i’m sorry to hear that .做好铺垫，另外让学生有阐述原因的意识）

2. preview

let’s try

t: there are four students here in the picture. let’s look at their faces and guess how they feel . (课件展示，并且让学生说出主人公的的心情，为听力练习做铺垫).

(1)教师放let’s try部分的录音，学生看图、静听。

(2)教师再放一遍录音，学生看图、听音、标号，然后跟读两遍。教师略作讲解，帮助学生理解录音内容。（课件展示答案）

录音内容：

①tom has a lot of homework.he goes to bed very late.how does tom feel?

②mary has to say goodbye to her friend.how does mary feel?

③jack can’t play with his friends this weekend.he has nothing to do.how does jack feel?

④larry loves ice-cream.he is eating a big chocolate ice-cream.how does larry feel?

（由于听力练习较难，教师应帮助学生说出原因）

3. presentation

let’s talk

(1)教师请做对的同学举手，并对他们说how are you,…? you look so happy.对没有做对的同学说you look sad today. (板书主要句型并进行替换操练)

（2）教师手拿表情卡片（excited），引导学生这样说;how are you, miss jiang? you look so happy.这样来引出i’m going on a big trip.并进行操练

篇8：小学六年级英语教案

一、教学内容分析

U12 Did You Know? Additional Words

二、教学目标

（一）语言知识目标

1.拓展学生的课外词汇或词组：receiver, dial tone, , dial the number, speak up, press, refund button, get through.

2.了解电话的过去与现在：第一部电话的发明者，telephone的由来，及当今的电话发展。

（二）语言技能目标

1.能运用所学词汇到句子中去。

2.能用英语说出打ID电话的过程。

（三）学习策略目标

通过网络资料，录像等向学生呈现电话发展历程，吸引学生的注意力，激发其求学的欲望。

（四）情感态度目标

1.培养学生从小爱科学的精神。

2.让学生了解更多的生活常识，从而培养学生热爱生活的态度。

三、教学重、难点

准确认读Additional Words。

四、教学策略

通过歌曲、谜语，激发学生学习的欲望，并运用多媒体向学生展示电话的发展进程。

五、教学过程

（一）热身与复习

小诗朗诵。（激情引趣。）

听力训练。（通过练习，强化学生听的能力。）

听对话三次，根据听到的内容填写表格。

3.揭示本课学习目标。

（二）呈现与操练

方法一：

1.谜语：老师读出谜语，让大家猜一物品。（适当设疑，引发学生的好奇心。）

It’s our good friend in our life. You can talk on it with each other. It can’t talk. When someone wants to talk with you it can sing “ring, ring, ring.” What is it?

谜底：Telephone

2.拼读单词Telephone，呈现书本P55 Did You Know?

The word “telephone” comes from the Greek works: “tele” and “phone”. “Tele” means “from far”. “Phone” means “sound”.老师边拆分单词，比用英文解释，让学生理解当中的意思。为检测效果，可提问个别学生。（学生对此类知识有较浓厚的兴趣，通过理解，运用策略记忆单词，收效较好。）

3.展示各种电话的图片（可从网上下载）呈现书本P55 Did You Know? C。

认读单词 mobile，让学生从图片或实物（老师的电话）中理解其中文意思。

并作文字介绍：About 58 million people in Britain use around 80 Million telephones and mobiles. Many people prefer the old-fashioned telephone boxes to the modern ones. (通过阅读及观看图片，有利于帮助学生理解这段话的含义。)

4.通过电脑，呈现第一部电话的'图片，并向学生介绍：This is the first telephone. Do you want to know who invented it?接着老师可呈现Alexander Graham Bell 的相片,并询问同学们：Do you know this man?如果个别学生认识的话，可让其用中文先介绍一下他，老师再作介绍。（这对于学生的理解有一定的帮助。）帮助学生理解以下单词或短语：a 28-year-old, black-haired Scotsman, invent

方法二：

1. 通过录像，向学生播放拨打ID电话的过程。（让学生先感知，为下面的学习与理解做好铺垫。）

2. 帮助学生理解和认读课外词汇或词组：receiver, dial tone, , dial the number, speak up, press, refund button, get through.

（可让学生自主拼读，从而培养其自学能力。）全班齐读单词。

3. 小组比赛：把单词放进对应的句子中，并帮句子排序。（提高学生理解、运用语言的能力。）读句子。

(三)拓展与提高

1.完成活动手册P51,Ex.5，P52,Ex.6

2. 练习。

读下面的句子，根据实际情况，判断句子的正误，如正确，在括号内写T，否则写F。

( ) (1) In I was 10 years old. In 20xx I was 12 years old.

( ) (2) There were twenty girls and twenty-two boys in my class last term.

There were forty-two pupils in my class last term.

( ) (3) Yesterday I had two oranges in the morning, three in the afternoon and one in the evening. I had four oranges yesterday.

( ) (4) Guangzhou has a history of more than 20xx years.

( ) (5) Last year the summer term began in September.

（四）作业布置

听U12 Did You Know? & Additional Words录音，跟读。

搜集更多的电话资料，制作手抄报。

完成拓展阅读P52, 根据提示写出你是如何打电话的。

六、教学反思

学生对科学的追求比较旺盛，课堂容易失控，但还是应该提供让学生充分展示的平台，让其在锻炼中获取自信，从而提高各项能力。

篇9：小学六年级英语教案

一、教学目标：

1、知识技能：能听、说、读、写的单词：basketball ping-pong sport

runners shorts T-shirt能根据具体的情况，进行问答。 2、过程与方法：通过情景创设，让学生理解句意，并在情景中学习单词，培养自主学习的能力，获得与同学交流的方法。 3、情感态度：培养学生认知事物，善于从生活中学习知识。二、教学重点：

能听懂、会说、会读和会写本课四会单词和句型。

三、教学难点：

能听、说、读、写的单词：basketball ping-pong sport runners shorts T-shirt能根据具体的情况，进行问答。四、教具准备：

课前准备好相应的单词卡片；录音机和磁带。五、教学时间：一课时。六、教学过程：

本节课我注重激发学生的学习兴趣，提高学生在课堂学习中处于交际的.教学的第一着力点。我设计各种活动贯穿于整个课堂学生求知欲，表现于强，善于模仿乐于参加。使学生获得成就感，开展小组竞赛活动或竞争性的游戏。让他们有成就敢让学生学到真正的英语，让他们在语言实践活动中有用武之地。本课我设计开放性的课后作业，有利于培养学生的语言学习兴趣，使教学满足不同层次学生的需要，让学生在实践中感悟英语就在我们身边。在本节课中鼓励学生但是用英语对他们学习过程中的事物和错误宽容的态度并且创造条件让学

生能探究自己感兴趣的问题并自主解决问题。

Lesson 2: At the sports store

一、教学目标：

1、知识技能：能听、说、读、写的单词：any need or能根据

具体的情况，进行问答。

2、过程与方法：通过学单词，培养学生听说读写的能力。通过创设情景，综合运用所学语言进行交流，培养学生在实际生活中综合运用语言的交际能力和对语言的应变能力。 3、情感态度：让每一个学生都能积极主动参与教学活动，发挥学生主观能动性，从而使他们更加热爱英语学习，增强学习英语的信心。

二、教学重点：

能听懂、会说、会读和会写本课四会单词和句型。四、教学难点：

能听、说、读、写的单词：any need or能根据具体的情况进行问答。

四、教具准备：

课前准备好相应的单词卡片；录音机和磁带。五、教学时间：一课时。六、教学过程：

篇10：小学六年级英语教案

学习目标：

1、能听、说、认、读单词“ask, sir”。

2、能在日常交际中询问别人某物在哪里，并能做出相应的回答，即能够灵活使用句型“Where is…？”“It，s+方位介词/介词短语”。

3、能完成“Let’s try”部分的听力任务。

4、能听、说、认、读句型：“Where is…？”“I want to…”“It’s…”“What a great museum！”。

5、提高学生合作学习的能力。

教学重点：

1、能听、说、认、读单词“ask, sir”。

2、灵活运用句型询问别人某物的具体位置，并能做回应。教学难点：

1、能在日常交际中询问别人某物在哪里，并能做出相应的回答，即能够灵活使用句型“Where is …？”“It’s+方位介词/介词短语”。

2、能、听、说、认、读句型“Where is …？”“It’s+方位介词”“I want to …”“What a great museum!”。

教学过程:

Step 1:Warm-up城市设计师。同学二人一组，一人边问边摆放建筑，一人自己设计建筑的位置，老师给每个小组一张一样的'小纸条，纸条上用英语描述着建筑的位置，同桌小组一边问答，一边讨论位置，看看哪个小组最先将城市建好。 Step 2: Presentation the song “Where is the hospital?”，带动学习英语的氛围。 2、介绍“Let’s talk”部分的背景，并准备播放听力。

Wu Yifan and Robin are in the are looking for museum shop and post ’s see what’s going on、播放听力，听第一遍时，跟读录音，模仿听力中的语音语调，做到准备发音，听第二遍时，思考以下问题：

(1)Where is the museum shop? What does Wu Yifan want to buy? (2)Where is the post office? Why does he want to find the post office?播放第三遍听力，学生回答出提出的问题，并思考对话的大概意思。

3、教师讲解的时候，要将本课时需认读的单词提前讲解。 4、根据所听录音，小组间相互模仿语音对话，并戴上人物头饰，进行情景表演，教师予以点评。 Step 3:Consolidation and extension 1、完成“Let，s try”部分的听力任务。Wu Yifan and Robin are looking at some robots、思考：“Where are they？”“Is Grandpa there？”。

2、和同桌之间相互谈论自己城市里的。建筑“park”“zoo”“post office”“school”“museum”，如：Is there a…？Where is it? It，s near/next to/behind…。

3、课堂小练习。

（1）—B is the science museum? —It’s in front of the (2)I want C go to the (3)A a great museum! (4)It’s next C the post Step 4:Homework 1、背诵对话“Let’s talk”部分。

2、自编对话，介绍自己设定的“park, library, zoo, post office, school, museum”的位置。

篇11：小学六年级英语教案

第一课时

一、教学内容：Main scene Let’s start Part A Let’s learn Let’s find out

二、教学目标与要求

1、能够听、说、读、写短语：watched TV, washed clothes, cleaned the room, played football and visited grandparents。

2、能够听懂问句：What did you do last weekend?并能够做出正确的回答。

3、能够运用新学语言内容完成Let’s find out中的任务。

三、教学重点

听、说、读、写短语“watched TV, washed clothes, cleaned the room, played football and visited grandparents”，听懂、会说句子：What did you do last weekend?并能够在实际情景中灵活运用。

四、教学难点

5个词组读音和书写，掌握动词过去式及其发音。

五、课前准备

1、教师准备本课时所需的六张词卡。

2、教师准备录音机和录音带。

3、教师准备本单元的挂图。

六、教学过程

1、Warm-up

(1)Daily oral practice.

Good morning! Glad to meet you. How are you? What’s the weather like today?对话练习，已学知识的巩固。

(2)Hang–man game.玩游戏，猜单词。

( watch, wash, clean, play, visit)

2、Preview

(1) Let’s chant (第六册书本Page 7)

a.听一遍录音b、师生一起说唱

(2) Let’s start:

What do you usually do on the weekend?说说自己的周末，复习动词短语。

3、Presentation

(1)、教师出示一个日历给大家看，圈出今天的日子是Sunday(weekend)，然后问学生：What’s the date today? What day is it today?学生回答今天的日期, Today is April the 10th. It’s Sunday.

(2)、教师说：On Sunday (weekend)，I usually wash clothes, clean the room, play football, watch TV and visit grandparents.出示教师所说动作的卡片，学生跟读词组。跟着老师朗读几遍动词短语。

(3)、教师问学生：What do you usually do on Sundays?学生回答教师的问题。

(4)、教师再次出示日历，圈出上个星期天的日子，然后问学生：What was that day?引导学生回答：It was last Sunday?板书并带读单词：last。教师：It was last Sunday. It was the last weekend.板书、解释并朗读词组：last weekend。学生跟读并掌握词组：last weekend。

(5)、引出句型：What did you do last weekend?板书句型并朗读。

(6)、呈现词组：watched TV, washed clothes, cleaned the room, played football and visited grandparents.强调这些过去式的发音。/t/, /t/, /d/, /d/, /id/。

(7)、Activity one: Bingo!

(8)、师生问答。(语言内容，媒介)

(9)、Activity two:摘苹果游戏

(10).教师领读Let’s learn部分。

4、Consolidation and e_tension

Let’s 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 survey。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-cleaned

play-played visit-visited do-did water-watered

What did you do last weekend? I watched TV.

八、教后小结：

第二课时

一、教学内容：A Let’s try Let’s talk Let’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, I did. / No, I didn’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 out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? I 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

(1)、Enjoy the song: At the zoo

(2)、Daily oral practice

Good morning. Glad to meet you. How are you? What day is today? What’s the weather 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 practice

Let’s talk

设计主情景“我是小小侦探”

(1)、“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John。

Look, our classroom. It’s very clean and tidy. But who cleaned it. I don’t know. I want to 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 cleaned the classroom last weekend.

T: What did you do last weekend?

S1: I …

T: What did you do last weekend?

S2: I …

T: Did you help the teacher clean the classroom?

引导学生回答。

板书help，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 e_tension

(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.

八、教后小结：

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.

①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。

②完成表格后，T再次重复：

A was busy last weekend.

③根据板书及表格，引导其他学生以：

—————— 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

① T: A was busy last weekend. B was busy last weekend. And Wu Yifan was busy last weekend, too.(可用课件展示)

② 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?

③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，寻求答案。

④听音跟读，再齐读。

⑤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) Let’s play

T: 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 basketball

4、Consolidation and e_tension

(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：

Busy

… was busy last weekend.

八、教后小结：

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, went hiking.

2、学会用句型What did you/ (name) do last weekend/ yesterday? I(name) (did) last weekend/ yesterday. Did you….? Yes, I did.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写作

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-up

1) 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 practice

let’s 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go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: went swimming, went fishing.

(3)Ask and answer:

A: T ask and Ss answer.

B: S1 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 phrase lowly, 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-time

1) Pair work

A: 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 check

1) Ask Ss to describe each picture with the sentence structures of:

I (did) yesterday/ last weekend.

2) Listen and circle.

3) Check the answers.

5、consolidation and e_tension

(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 park

went hiking—go hiking

went swimming—go swimming

went fishing—go fishing

read a book--read a book

八、教后小结：

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 ,I didn’t.

三、教学重点

To master the following sentence structures:

Did you read books? Yes, I did./ No ,I didn’t.

四、教学难点：

To master the following sentence structures:

Did you read books? Yes, I did./ No ,I didn’t.

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 practice

A.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chant

B.Let’s talk

(1) Listen and do

(2) Look and answer

(3)Listen and read

C.practice

Activity 1.Let’s find out

Activity 2 The story of Zoom

Activity 3 Guessing

4、Consolidation and e_tension

1.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, I did. No, I didn’t.

八、教后小结：

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、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

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-up

Sing the song: at the zoo

2、Presentation

A: Activity 1 Memory testing

What did you do last weekend?

I went shopping.

I went shopping and visited grandparents

I 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 / returned

D: Activity 3无字的故事书

E: Exercises

(1)Finish the sentences

(2)Number the sentences

3、Comprehensive activity

story time

1. Two students a group and discuss the story.

2. Ask the questions:

(1)What did Zoom do on Saturday?

(2) What did Zoom do on Sunday?

3. Listen and read the story

4、Consolidation and e_tension

Mini role-play

Prepare and act out their stories in roles.

七、板书设计：

八、教后小结

篇12：小学六年级英语教案

●Teaching aims

“四会”掌握：

sleep, look for, cook

What’s she/he doing?

She/He’s singing.

“三会”掌握：

Are you looking after the child?

Are you making dumplings?

●Key points

Whats he/she doing?

Is he/she reading? Yes, he/she is.

No, he/she isnt.

●Difficult points

时态的应用。

●Tcaching methods

通过设置场景，练习对话并引出新词。

通过各种图像、图片来练习有关现在进行时的对话。

●Tcaching aids

录音机、投影仪、图片、微机、课件Lesson 82教学演示.ppt。

●Teaching procedures

Step 1 Revision

1. Check the homework.

2. Revise: What’re you doing? I’m making the bed.

Step 2 Presentation

利用媒体资料引出第一部分句型。[见媒体资料Is he doing.swf 片头]

教师做一些词语、句型的讲解，如：put on/wear/in，解释一般疑问、肯定回答、否定回答等。

展示一些动作图片[见课件Lesson 82教学演示.ppt]

Step 3 Practice

通过微机或投影仪展示的图片场景，然后问学生 What’s the man in the picture doing? 或What’s the woman in the picture doing？让学生答出He/She is drawing a picture/…

再让学生两人一组进行问答练习：Is he doing…? Yes, he is. No, he isn’t. What’s he doing? 让同学们将所看到的动作一一写下来，并将句子改为一般疑问句，作出回答。

Step 4 Listen and read

＊展示媒体资料Is he doing.swf 中的song, 让学生听后跟着读。反复练习本课的句型。

＊先让学生看一遍本课第二部分课后习题，然后听录音。可根据学生的实际情况听2－3遍。学生做题，然后老师给出答案。

Listening text

A: Hi, Bill! Can you come out and play football with me?

B: Sorry, I cant.

A: What’re you doing?

B: Look, I’m doing my homework.

A: Is Jim in?

B: Yes.

A: Whats he doing? Is he doing his homework, too?

B: Let me see. No, he’s making a plane.

Answers: 1. is doing his homework

2. is making a plane

3. No, they cant

Step 5 Game

首先领学生熟读第三部分的`内容，尤其要注意其中的一些词组。然后领学生做一遍这个游戏。还可以让学生几个人一组来做此游戏，以达到反复练习现在进行时的目的。

Step 6 Summary

与同学们一起来总结在写句子和做答案时，出现的错误。老师将这些常犯的错误写在黑板上。如：

1．在进行时的构成上忘记写BE（is，are，am）：

× I working near the house.

2．忘记写-ing形式：

× She is stand near a tree.

3．忘记某些动词-ing形式的特殊变化：

× He is siting in a boat.

Step 7 Exercises

I. 句型转换

1．I’m putting on my clothes. （变为一般疑问句）

________ ________ ________ on ________ clothes?

2．We are listening to the radio. （变为否定句）

We ________ ________ to the radio.

3．Fim is reading. （用write改为选择疑问句）

________ Fim ________ ________ ________?

4．My sister is doing her homework. （就划线部分提问）

________ ________ your sister ________?

Key: 1. Are you putting, your 2. aren’t listening

3. Is, reading or writing 4. What is, doing

II．找一找，有几处错儿？

I have a picture here. Look at it! This is my sister. She and Lily are seeing books. Lin Tao and LiLei are writting. The boys are puting on their clothes. In the picture you can see a girl. She is siting under the tree. This one in me. They are listenning to me.

Answers:

1. seeing → reading 2. writting → writing 3. puting → putting 4. siting → sitting 5. listenning → listening

Step 8 Homework

1．Do Workbook exercises.

2．两人一组做对话。

篇13：小学六年级英语教案

Unit1HowcanIgetthere?

单元教学目标：

1、能力目标

(1)能够简单描述城市、城镇或社区内公共设施的大致位置，如：“Whereisthecinema,please?It’snexttothehospital.”等。

(2)能够询问线路并简单回答，如：HowcanIgettothe??Turnleftatthe?,thengostraight.It’sontheleft.

(3)能够掌握四会单词hospital，cinema，postoffice，bookstore，Turn，left，gostraight.

(4)能够听懂、会唱歌曲“Whereisthehospital?”。

2、知识目标

(1)掌握A,B部分Let’slearn,Let’stalk中的四会短语和句子。

(2)能够听、说、认读A,B部分Let’slearn的三会单词和Let’stalk,readandwrite中出现的三会句型。

(3)能够理解readandwrite,Let’scheck,Let’swrapitup等部分的内容。

(4)能够了解tipsforPronunciation中音标的音与形,并能正确读出例词。

(5)了解Storytime等部分的内容。

3．情感、策略、文化等有关目标

情感目标：培养学生团结友爱，乐于助人的良好品质。

学习策略；引导学生在学习过程中注重合作学习。

文化目标：简单了解国外地图的主要标识。

教学重点:问路以及指点方向。

教学难点：问路的用语以及AB部分readandwrite中的对话。

课时安排：6课时

一课时：ALet’slearn/Makeamapandtalk

第二课时：ALet’stry/Let’stalk

第三课时：BLet’slearn/Beatourguide

第四课时：BLet’stry/Let’stalk

第五课时：Breadandwrite/TipsforPronunciation

第六课时：BLet’scheck/Let’swrapitup/CStorytime

第一课时

一、教学内容：ALet’slearn/Makeamapandtalk

二、教学目标与要求:

1.能够听、说、读、写单词或短语：hospital，cinema，postoffice，bookstore

2.能够听、说、认读短语sciencemuseum。

3.能够听、说、认读句型：“Whereisthelibrary?It'snearthepostoffice．”并进行关键词的`替换操练。

4.会唱歌曲《Whereisthehospital?》

5.引导学生在学习过程中注重合作学习，培养学生合作学习的意识。

三、教学重难点分析

1、掌握Let'slearn部分的四会单词和短语。

2、准确书写四会单词和掌握三会单词museum的发音。

3.掌握句型：“Whereisthelibrary?It'snearthepostoffice．”进行关键词的替换操练。

四、教具:

录音机、录音带。

五、教学过程:

1.Warm-up

(1)Greeting

(2)师生对话，复习介词in，on,under,behind,infrontof,near,nextto.

2．新课呈现（Presentation）

Let'slearn

(1)listenandsay

T:Iwanttoposttheletter.WherecanIgo?(postoffice)

Oh,Ifeelbad,Ineedtoseeadoctor.WherecanIgo?(hospital)I’moknow,Iwanttoseeafilm,WherecanIgo?(cinema)

Ineedtobuysomebooks,wherecanIgo?(bookstore)

Q:Whereisthepostoffice?(It’snearthehospital.)

E:Wealsocansay“it’snexttothehospital.”Canyouguesswhatmeaningof“nextto”?(It’sthesameasnear.)

(2)Makeamapandtalk

Thereareothertwobuildings.Lookatthisone,thisisasciencemuseum.Theotheroneislibrary.Inthemap,thereare2blanksAandB.Now,pleaseguesswherearethey?

Sence:Iwanttogotothelibrary,butIdon’tknowhowtogettothelibrary?Canyouhelpme?

Q:Excuseme,HowcanIgettothelibrary?

A:?

Q:Whereisthelibrary?

A:?

Listentothetape,readafterit.

(4)Makedialogues

(5)Nextweek,wewillhavealongholiday.IwanttogotoBeijing.Iprepareamap.Butit’stoosmall,whocanhelpmewriteitonBb?

(6)Dothesamewithpartners.

六、Homework

Copythe4-skilledwords,each5times.

七、课后反思：

第二课时

一、教学内容：ALet’stry/Let’stalk

二、教学目标与要求:

1.复习单词或短语：hospital，cinema，postoffice，bookstore，sciencemuseum

2．能够听、说、读、写句型：“Whereisthemuseumshop?It'snearthedoor．”3.能够听、说、认读单词：ask，sir，interesting和句子:Istherea...?Iwantto...Whatagreatmuseum!

三、教学重难点分析

1、学习句型：“Whereisthemuseumshop?It'snearthedoor．”

2、正确使用方位介词。

四、教具

单词卡、录音机、录音带。

五、教学过程:

1.Warm-up

Let’sdo

Gotothebookstore.

Buysomebooks.

Gotothepostoffice.

Sendaletter.

Gotothehospital.

Seethedoctor.

Gotothecinema.

Seeafilm.

Gotothemuseum.

Seesomerobots.

2.Revision

复习单词或短语：hospital，cinema，postoffice，bookstore，sciencemuseum.教师先出示单词卡片，抽读这五个单词，然后再出示图片，让学生看图说单词。

3.presentation

Let’stry

（1）打开课本读一读Let’stry中呈现的问题和选项。

（2）播放录音，学生听完后勾出正确的选项。

（3）全班校对答案。

Let’stalk

（1）播放Let’stalk录音，学生带着问题听录音，whereisthemuseumshop？whereisthepostoffice？听完录音后让学生回答这两个问题，教师板书：It’snearthedoor.It'snexttothemuseum.教师讲解：“near”表示在附近，“nextto”表示与??相邻，它的范围比near小。最后让学生用“near”和“nextto”来讲述学校周围的建筑物。

（2）讲解“Atalkingrobot！Whatagreatmuseum!”,让学生说说这两个感叹句的意思。

（3）跟读、领读Let’stalk.

（4）分角色朗读课文。

4.Consolidationandextension

（1）分角色扮演Let’stalk的内容，三人一组表演对话，然后请一些同学到台前表演。

（2）教学A.Talkabouttheplacesinyourcity/town/village.

活动方式：教师引导学生共同回忆学过的公共场所名称，并将其板书在黑板上，如：park，library，zoo，school，museum等，先与一名学生示范问答：

T:Isthereazooinourcity?

S：Yes,thereis.

T:Whereisit?

S:It’snearthepark.

然后学生两人一组进行问答练习。