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精編 2019年冀教版小學英語六年級上下冊全套教案全冊精寫Lesson 1 At the Airport 一、教學目標（一）知識目標1.學生能聽懂會讀本課課文2.使學生通過練習復習句子：What time is it? It’s ____.復習所學過的時間表達法。 (二)能力目標1.學生能夠模仿課文對話，能練習相互問候的日常用語。2.培養(yǎng)以舊帶新掌握一定的語言技巧的能力，練習該如何表達時間。（三）情感目標以情感培養(yǎng)人，培養(yǎng)學生珍惜時間的好習慣。二、教學重點掌握 what time is it ? It’s＿三、教學難點學生能夠準確的用英語表達時間。四、教學用具錄音機，磁帶五、教學資源 2 : 10 two ten or two past ten. 4 : 30 four thirty or half past four. 9 : 00 nine o’clock or nine. 5 : 45 five forty-five or a quarter to six. 六、教學過程：Step 1 : Review 1) Play a game: “ The number game” to review number , play with numbers up to ten thousand .2) Review some phrases : What day is it ? What time is it ? Step 2 : Presentation and practice 1.引出新課題，教授新單詞 airport，教讀數(shù)遍并讓學生明白單詞的意思。2.Ask and answer: 1).Who is this? Jenny\Danny\Li Ming.2).Where does Jenny live? Canada. Where does Li Ming live? China.3)How long is it from September 1 to June 25? Ss count the months: October November December January February…June. Wow!That’sten months. 3.Teaching “ What time is it ? ”1) 指著自己的手腕處，ask: What time is it ? （強調連讀 is it）.Explain that we use “o’clock” only on the hour.2) Demonstrate : Draw a clock on the blackboard.More the hands on the clock as T asks and answer the question . Then get volunteers to answer the question . Eg: 2:40 two forty 5:10 five ten 6:37 six thirty seven 9:00 nine o’clock 3.Practice :1) Practice in pairs .2)Ask the volunteers to more the hands on the clock as they ask and answer the question .4.Teaching “ the text ”1)When the students listen to the tape , think over the question :a.Why does LiMing come to Canada ?b.When does Li Ming arrive ? When will LiMing go home?c.What time did Li Ming’s plane arrive ? d.Who meets him at the airport ? e.Did he have a good trip ? 2)Read the dialogue and discuss the questions in groups . 3)Ask the students to answer the questions .4)Read by themselves , then read role-play . Step 3.HomeworkMake up a dialogue about meeting someone at the airport . Use“ What time is it ? It’s .” 七、 Blackboard Lesson 1 At the Airport 5 o’clock ——What time is it? 6 o’clock ——It’s 5:25.教學反思：Lesson2 Jenny’s House 一、教學目標： （一）知識目標： 1、能聽、說、讀、寫單詞：bedroom; kitchen; bathroom; living room ,toilet ,study2、能用英語簡單描述自己的家中的各個房間。 （二）能力目標： 學生能正確運用英語描述家中的房間，能在創(chuàng)設的情境中進行交流，使語言交際與表達能力進一步得到提高。 （三）情感目標： 1、激發(fā)學生學習英語的濃厚興趣，培養(yǎng)學習主動性，感受學英語的樂趣。 2、培養(yǎng)學生要熱愛家庭、熱愛生活。二、教學重點、難點： （一）教學重點： 能正確運用 bedroom; kitchen; bathroom; living room，toilet, study 能正確運用 There be….和 Here is…句式。 （二）教學難點：能正確運用 There be句式。三.教具、學具: Some pictures，vocabulary cards ，audiotape and the tape recorder 四、教學資源：起居室和客廳的區(qū)別簡單的說,區(qū)別: 客廳主要是用來接待客人的地方，起居室主要是家人一起聊天,看電視的地方。因為咱們現(xiàn)在的條件有限,一般人家是把客廳和起居室沒有分開,一個空間,兩種功能。五、Teaching steps:Step 1. Class Opening 1. Greetings Step 2.Revision Use vocabulary cards to review the words “ house”, “classroom”, “bathroom” ,“bed”.Step 3.Key concepts: room, kitchen, bathroom, living room 1.Introduce: a. Use posters of rooms to demonstrate each word.b. Point out the word “room” in bathroom, bedroom and living room. c. Free talk 2.Student book :a. Play the audiotape as the students follow in their booksb.1).Teach “There be” 句式.Use a room to introduce some objects say There is a…. There are……s.2).Ss say sentences freely, they should introduce some objects say There is a…. There are……s. Step 4:Practice: Use a picture-prompt drill. Hold up vocabulary cards for objects found in particular room. Divide the class into small groups. Ask each group to make up a dialogue about showing someone around a new house. Step 5:Consolidation Fill the blanks. Ask one volunteer to show .Step6. Tell the students to look at the pictures of the room to help them complete the 4sentences in Part2. The draw their homes and write with There is a … There are … Step 7:Homework: Write some sentences to describe your rooms in your house. 六、板書設計:Lesson 2 Jenny’s Housebedroom kitchen bathroom living room ,toilet ,studyThere is a toilet. Here is the bathroom.There are some four bedrooms.教學反思：Lesson 3: Making Breakfast一、教學目標（一）認知目標 1.使學生爭取掌握（正確地說、讀、寫、用）單詞：make , breakfast, table put half2.學生能夠理解并且掌握句型:What would you like for breakfast? I would like a/an/some____, please. (二)能力目標1. 使學生能進一步掌握更多有關廚房的名詞，擴充詞匯量。 2. 能運用本課所學的內容及以前學過的相關句子結合實際生活情況表達自己感情和意愿。（三）情感目標學習課文后,讓學生能夠領悟到父母勞碌的辛苦,鼓勵學生們多幫助爸爸媽媽做家務。二、教學重難點使學生學會讀寫單詞：make , breakfast, table put half并應用。三、教學用具錄音機，磁帶，單詞卡片四、Teaching Steps: Step 1 Class opening and Review 1. Greetings. 2. Review: 1)Play “What time is it ? “ to review the way to say some times .2)Play “Draw and guess” to review the words of food. Step 2 Presentation 1.Teach “make and cook”（Explain “ cook ”） Ask the students to come to the front to write the answer. S1 : I want to cook ___. S2 : I want to make___.2.Teach the new words “breakfast, table put half”1)Play “ Simon says “ to practice the new words .2)Ask the students to come to the front to read . Step3 Drill and Practice 1.Study the dialogue 2.Open your books，read the part one and answer my question. What would Jenny and Li Ming like for breakfast ? 3. Listen to the tape and fill in the blank.1) Mum is _________ eggs in the _________.2) The juice is in the _____________. 3) Let’s put the _________ on the _________. 4. Role-play the dialogue. Divide the class into small groups. Ask each group to make up a dialogue about making a meal in a kitchen.Step4.Students fill in the blanks in Part2 - 1.Then make a dialogue with the words and would like….Read the passage in part2-2to the students. Tell students to tick the correct reponses below that go with the passage. Check as a class.Step 5 Homework 1.Make a dialogue .2.write a short dialogue or passage about a meal in a kitchen . 六、板書設計：Lesson3: Making Breakfast What would you like for breakfast? I would like a, an ___ ,please.dish-----dishes refrigeI would like some ___ ,please. 教學反思：Lesson 4: Making Dinner一、教學目標：1.知識目標：要求學生掌握四會單詞：lunch / clean/dirty/dinner/dry.2.能力目標：理解并能夠運用本課所學內容進行日常的會話練習。3.情感目標：培養(yǎng)學生熱愛勞動的思想感情。二、教學重點：本課的四會單詞。 三、教學難點：clean 和 dirty 的區(qū)別與運用。四、教學用具：錄音機、教學卡片、實物等。五、教學過程：（一）、Class opening and review 1、Greeting. 2、Review: Play a variation of “Where is the world?” to review rooms and objects that go in them. 3、Sing “In the Bathroom.” （二）、Key concepts: 1. Introduce: Demonstrate the new vocabulary with a basin of water, some dish detergent, some real dishes and a towel. Wash and dry the dishes and say: These are dishes. These dishes are dirty. Let’s wash the dishes in the sink. Now, I am washing the dishes. 2. Use the student book and audiotape. Pause between Number 1 and Number 2. What will Li Ming do after Jenny says “Please pass me the peas”? 3. Practice: Divide that class into small groups. Ask each group to make up a dialogue about clean and dirty. Encourage the students to have fun. What gets dirty? How? Where? Play a game such as “Go fish” or “Memory cards”. Play “opposites” and include the new vocabulary. 4. Use the activity book. Number 1 is a listening exercise on the audiotape. 5. Check for understanding. 6.Tell students match each sentence to correct picture above by putting the number of the picture in the square to the left of the sentence Then complete each sentence by filling in the blanks spaces. Check as a class.六、板書設計： Lesson4: Making Dinnerlunch dinner dish (dishes) clean dry dirty 教學反思：Lesson5: In the living room 一、教學目標 1、 知識與技能目標 （1）聽、說、讀、寫單詞 me ,him, them, card ,Mr. Mrs.（2）能夠牢固掌握現(xiàn)在進行時，并將之靈活運用到課文圖片的談論及實際生活中，就家人在家里的活動用現(xiàn)在進行時進行簡單、準確的描述。 2、 情感及文化目標 （1）激發(fā)學生聽英語、說英語、用英語和他人進行交流的興趣，敢于用英語進行表達，并能主動利用語言環(huán)境大膽實踐。 （2）鼓勵學生根據(jù)所學知識談論自己家客廳的物品及家人，使之能在小組活動中積極參與他人合作，互相幫助，增強學生的團結合作意識。（3）通過學習客廳物品及能家人的描述，教育學生珍惜親情，熱愛家庭，增強學生對家的熱愛及對父母的尊重。二、教學重點、難點 1、 教學重點 （1）掌握單詞 me ,him, them, card ,Mr. Mrs.（2）掌握動詞短語。如：watch TV, read the newspaper ,play cards, write a letter ,sit in the chair ,（3）現(xiàn)在進行時的理解、掌握和運用。 2、 教學難點 （1）變現(xiàn)在分詞的不同方法。如：playing , reading , watching ,writing ,sitting （2）掌握現(xiàn)在進行時以及能夠熟練運用。三、教具: 錄音機, 圖片課件四、教學過程step1:warming up A. sing a song “In the living room” B. revision step 2:new teaching 出示 Jenny家客廳的圖片課件 What can you find in the living room? What do you do in the living room ? step 3. game 教師讓一個學生看動詞短語，然后做動作，其他同學回答：what is he\she doing ?what are you\they doing ?\ what am I doing ? 教師把黑板上的短語變成現(xiàn)在進行時的句子。 出示現(xiàn)在進行時自我介紹的 picture, ask and answer about the picture. 出示 Jenny家客廳的圖片step4:cousolidation listen to the tape and answer the question “ Is everyone in the living room quiet ?” Listen ,repeat and check your answers . step 4.activities .Show a picture of your living room and talk about it with your partner. step 5 Tell the students to fill in blank in each of the sentences by writing in the correct pronoun from the yellow box on the right side of the sentence.step6: Students should listen to each of the following sentences and repeat them. Tell the students to put the inflections and stresses in the right place in each of the sentences as note by the red markings in each of the four sentences.step6:homeworkTalk about your living room with your friends and your family. 六、板書設計Lesson5: In the living room me ,him, them, card ,Mr. Mrs. watch TV read the newspaper play cards write a letter sit in the chair 教學反思：Lesson 6: Baby Becky at Home 一、教學目標：知識目標；學生聽懂病理解這個簡單的故事能力目標：能看懂故事，提高閱讀能力。情感目標：滲透勞動意識，培養(yǎng)勞動習慣。二、教學用具：錄音機、磁帶、圖片、小獎品、小黑板三、教學過程：1.Greeting 2.Review Use the quiz in the student book as review. Observe the students closely. 3.Story Use the storybook and audiotape. Prepare to Read Here are some questions I can use to prepare the students for the story. Use as much English as possible, but allow the discussion to take place in Chinese where necessary. Who remembers Baby Becky? What is Baby Becky doing in this story? Read 可以利用錄音帶和故事書，讓學生邊聽邊閱讀，閱讀完畢能從故事中找出本單元的重點單詞，并通過 Find the words. 等形式，訓練學生熟練拼寫單詞。 4.Discuss Here are some questions I can use to reinforce the main idea of the story. What does Baby Becky do at home? Does Baby Becky “help” her mother? Did Baby Becky have fun? Did her mother have fun? Why not? Where does Baby Becky “help” her mother cook? How does Baby Becky get dirty? Where does her mother take Baby Becky when she is dirty? Do you like this story? Why or why not? ……四、板書設計：Lesson 6: Baby Becky at Home 1. Are these dishes clean or dirty? The dishes are clean. 2. What is Mr. Smith doing? Mr. Smith is washing the dishes in the sink.3Where’s the toilet? The toilet is in the bathroom.4.What does Baby Becky do at home?5. Does Baby Becky “help” her mother?教學反思：Lesson 7：On the School Bus 一、教學目標：知識目標：1.學習并掌握 always, sometimes, often, never等表示頻度的詞匯。2. 掌握四會詞匯：dry/ wet ,umbrella 能力目標：學生能用所學詞匯、句型談論日常生活的一些話題。情感目標：培養(yǎng)學生養(yǎng)成良好的生活習慣，關注健康、關心他人的品質。二、教學重點、難點：重點：四會單詞。難點：頻度副詞：always often sometimes never 的理解和運用。三、教具、學具：圖片、錄音機、四、課堂教學資源 : Word Supermarket always: at all time often: most often sometimes: not often never: at no time 五、教學過程：1.問候 2.復習常用短語：（eat breakfast watch TV go to the park ,go to school by bus …可以出示卡片，進行復習） 3．Key Concepts （1）Always / usually /sometimes / never 的教學。教師利用Danny Jenny Steven LiMing 一周吃早餐的圖表學習單詞： Sunday Monday Tuesday Wednesday Thursday Friday Saturday Danny donut donut donut donut donut donut donut Jenny \ sandwich sandwich sandwich \ sandwich sandwich Steven soup \ soup \ LiMing \ From Sunday to Saturday ,Danny eats a donut every day .He always eats donuts for breakfast .(教師放慢速度，并板書這句話) 板書：He always eats breakfast .A-L-W-A-Y-S always （2）單詞的理解和運用。 （由于這四個表示頻度的副詞對學生來說比較抽象，所以教師可以利用上面的圖示幫助學生認讀并熟記單詞，有必要讓學生說說這四個單詞的區(qū)別，從而讓他們理解并能靈活運用。） (設計意圖：通過這個環(huán)節(jié)的設置可以形象、直觀地讓學生明白這四個單詞的意思) （3）鞏固操練。教師給每個學生一張表格（如：下圖），教師描述表格中每個人所做的事情，讓學生完成表格。 name do homework Watch TV Walk to school Wear dresses Jenny Steven Danny (設計意圖：在這個練習的過程中，既是學生聽力的訓練，又是進一步熟記、鞏固單詞的訓練。之后可以找學生根據(jù)自己填寫的表格再進行一下復述，對教師來說也是個檢查的過程。) （4）單詞 umbrella dry wet 的教學。 接著上面的表格進行描述)After breakfast ,Jenny and LiMing go to school, How do they go to shool ?出示對應的畫面及短語：bus stop school bus bus driver在描述畫面的過程中，可以讓學生在情境中理解單詞的意思，讀兩遍就可以了，之后在教師的操作下出現(xiàn)另一幅畫面，讓學生形象的感覺到 dry ,wet 的意思，是反義詞) （5）學習課文。 播放錄音，學生跟讀。（6）作業(yè)：(范例) 學生自由結組， 完成調查。Name do homework watch TV take a shower Wash the dishes …Student 1 Student 2 …… Ask the students to introduce their charts.4.Play the song so the students can hear the beat. Tell students to look at the son page19. The new words in this song are: falling ,sky, wet, boot. Students listen and sing the song.5.Students fill in the blanks with the mastery words in this lesson. The tick and write part3-2. Check as a class. 6.Class closing 六、板書設計 Lesson 7：On the School Bus always often sometimes never教學反思：Lesson 8 LiMing Meets Jenny’s Class 一、教學目標： 1、知識技能：（1）復習句型：How are you ? How old are you ? Where do you live ? Nice to meet you! What’s your name ? 能根據(jù)具體的情況，進行問答。新句型：What subjects do you have in your school? We have English, math, science, art…How many classes do you have each school day? Three classes inn the morning and two in the afternoon.（2）能運用學過的重點句型，談論自己的年齡、姓名、興趣愛好等方面的話題。2、過程與方法：通過情景創(chuàng)設，讓學生理解句意，并在情景中進一步學習，培養(yǎng)自主學習的能力，獲得與同學交流的方法。3、情感態(tài)度：培養(yǎng)學生與他人進行交流的良好習慣。 二、教學重難點：重點：新句型：What subjects do you have in your school? We have English, math, science, art…How many classes do you have each school day? Three classes inn the morning and two in the afternoon.難點：能根據(jù)具體的情況，同學之間進行交流，談論有關年齡、姓名、興趣愛好等方面的話題。四、教具、學具：課件、錄音機、五、教學過程： 1.Greetings2.Song: Sing an English song “The Rain Song” 3.設置情景：在奧運會期間，北京的志愿者笑迎八方的來客，下面就是一名志愿者和一名運動員的對話：有必要讓學生猜讓學生自問自答，復習以前學習的句型，給學生一種自主說英語的機會，培養(yǎng)學生自主性。4.學習課文，教師可以先介紹。LiMing wants to go to school in Canada. He wants to learn English .Now LiMing meets Jenny`s class .Can you guess what do they talk about? Practice the questions again .播放錄音，讓學生回答問題5. Student book: Play the audiotape as the students follow in their books . 6.Students choose a city where they are from ( not the one they no live in). Each student writes the name of the city they have chosen on s card. Students ask and answer., then talk and write part3-2..六、板書設計:Lesson 8 Li Ming Meets Jenny’s ClassWhere are you from ? I’m from …What subjects do you have in your school? We have English, math, science, art…How many classes do you have each school day? Three classes inn the morning and two in the afternoon.教學反思：Lesson 9：Mr. Wood Teaches a Lesson 一、教學目標： 1、知識技能：（1）學生能夠聽、說、讀、寫單詞：class , ill , lesson, its （2）學生能理解掌握 temperature 這個單詞，并實際做對話：What`s the temperature ？ It is 。 2、過程與方法：通過實際溫度的學習，學生能較容易的理解明白掌握單詞和句子。3、情感態(tài)度：通過天氣、溫度的學習，激發(fā)學生熱愛生活。二、教學重點：學生能掌握四會單詞：class , ill , lesson, its 并且能夠運用句型 What`s the temperature ？ It is degree(s) .做對話。三、教學難點：學生能夠理解運用問溫度詢問天氣。四、教具準備：實物溫度計、錄音機和磁帶。五、教學過程：1.Class Opening and Review (1)Greeting. (2)Review words ：rainy， sunny ， windy， cloudy ，snowy ，and sing” the weather song.2.New concepts 出示課件，課件上是一副中國城市地圖，分別標著每個城市的天氣情況。由此引出本課的重點知識 What`s the temperature ？ It is degree(s). 這樣引出比較自然，前后聯(lián)系緊密。) 3．Demonstrate : “temperature”with a real thermometer .板書 What`s the temperature ？ It is degree(s).安排適當?shù)木毩?通過練習學生初步掌握。Put the thermometer in a cup of cold water and then a cup of hot water . 學生分小組進行練習這個對話。教師可以分給每個小組一個溫度計，學生可以隨意的去測量他們想測量的東西，這樣不僅體現(xiàn)出了學生的自主性，同時提高了他們的動手能力，增加了學生的興趣，更好的掌握這部分的知識。4. Read part1 and answer the questions inpart2-1.5. Tell students to look at the 4 weather boards on page 25 in part2. For each of the weather boards , students should complete 3 sentences below on the correct line using the patterned shown in#1.六、Blackboard design：Lesson 9：Mr. Wood Teaches a LessonWhat`s the temperature ？ It is degrees . 教學反思：Lesson 10 : How Many Are There ? 一、教學目標：（1）知識技能：學生能夠理解名詞的復數(shù)并能靈活掌握和運用規(guī)則名詞和不規(guī)則 名詞的復數(shù)形式。 （2）過程與方法：利用游戲復習和引入規(guī)則名詞的復數(shù)，避免語法學習的枯燥。（3）情感態(tài)度：通過游戲的引入，激發(fā)學生的英語學習興趣。二、教學重點：學生能夠掌握不規(guī)則名詞的復數(shù)形式。三、教學難點： 學生能夠掌握和在句中靈活運用名詞的復數(shù)。四、教學過程：1.Greeting 2.New concepts出示圖片 What is this ? (鉛筆,椅子，數(shù)量由一個變多個) What are these ? 從而引出規(guī)則單詞變復數(shù)的形式。學生觀察名詞單數(shù)和復數(shù)的區(qū)別，引出新單詞 difference和 word.3.Play a game : “WHANT`S WRONG” to review nouns that form regular plurals . Here are some nouns that form regular plurals that the students already know : book, chair, girl , boy , desk , school , teacher , eraser , pencil , pen , marker , arm , ear , eye , leg , hand , finger , toe ,apple , banana , orange , stamp ……用同樣的方法，引出 buses, boxes. 4.Write “bus , box, watch”on the blackboard . b.Tell Ss the word end in x ,s, sh , ch , they need to add “es” , and pronounce /iz/ . So : dish --- dishes bus --- buses box --- boxes watch---watches There words get bigger with an es at the end . 5.Introduce the new words in part3, using your flashcards and pictures. Introduce the concept for adding “ es” or”s” to make thgese words plural. Ead the words and have the students repeat them on4r bye one.6.Only one man ,one woman and one child ? So many good –hearted men , women ,and children donate their things for the area . （引出 men , children , women .） man ---men woman --- women child --- children 7. Play the audiotape and the Ss read these sentences after the tape . 8. Play “TIC-TAC-TOE” to practice regular and irregular plurals .9. Listening ：Activity Book No. 2 and No 3. 五、Blackboard design：Lesson 10 : How Many Are There ? (1) pencil ---pencils chair---chairs (2) bus --- buses box --- boxes watch---watches dish --- dishes(3) man ---men woman --- women child --- children 教學反思：Lesson 11 : Always Do Your Homework ! 一、教學目標：1、知識技能：（1）學生能夠理解課文中的對話，并能按要求完成表格。（2）通過表格練習，訓練和培養(yǎng)學生聽、說、讀、寫的能力。2、過程與方法：借助表格訓練學生的讀和寫，通過回答問題訓練學生的聽和說。 3、情感態(tài)度：鼓勵學生積極參與教學活動，充分發(fā)揮學生的主體性。二、教學重點：復習頻度副詞。三、教學難點：學生能夠掌握頻度副詞并順利完成表格。四、教學用具：表格 ，錄音機和磁帶五、教學過程： Step 1.Organizing the teaching1.Greetings 2.Sing an English song “The Rain Song” 1. Play “True or False ” to review adverbs of frequency. 教師出示句子： a. I never brush my teeth. b. I always go to school. c. I sometimes play computer. d. I usually go to school by train . 2. Review shapes with a dill. Teacher shows the model of the shapes where the students can not see them and let the students guess. Step 2.Key concepts:1. Wiret” A,S,O,N “on the blackboard . Beside each letter ,write an adverb of frequency and say the sentence : Let`s put A for always . Let`s put O for often . Let`s put S for sometimes . Let`s put N for never .2.Chart a. Teach it and let the Ss remember it. 3. Learn the text a. Play the audiotape as the Ss follow in their books.b. questions: Does Li Ming always do his homework? Does Li Ming always help his mother? Does Steven always walk to school? Why does Denny never wear dresses c. Read the text in groups Step3.Practice: a. Divide the class into small groups. Ask each group to make charts like the students’book. b. Find students to read their question and answer .Step4. Students should listen to each of the following