舞动的骷髅
PEP小学英语教学设计，有求必应，别忘了赏分哦！pep小学英语六年级下册 Unit 4 My Holiday Part A教案第一课时Teaching Aims:1.能够听、说、读、写以下动词短语：learned Chinese, sang and danced, took pictures, climbed a mountain, ate good food.2.能够询问别人在假期里所做的事情并做答。Teaching Importance and Difficulties:1.本课时的教学重点是掌握五个动词短语的过去式形式。2.本课时的教学难点是以下六个单词的拼读和拼写：took, learned, sang, danced, ate, climbed。教师要多示范，通过有针对性的反复操练知道学生熟练掌握。Teaching Medias:Teacher：本课时的动词短语卡片；一架照相机、食物、一首歌曲，一张照片；本课时的单词卡片。Teaching Procedures:Ⅰ.Warm-up1.教师放五年级下册的歌谣“Let’s go on a field trip…” 学生边唱歌边跟教师作相应的动作。2.教师放Let’s chant的录音，学生跟着录音说。Ⅱ.Preview1.“猜一猜”游戏：教师呈现学生小时候的照片问：Who’s he/she? 引导学生回答。然后教师拿出自己小时候的照片让学生猜。学生猜出后，教师指着照片说：Yes, it’s me. I was … years old then. 教师依次拿出几张风景照，问：Guess. What place is it? 引导学生回答。2.Let’s start教师展示本部分的挂图问：Do you like holidays? What do you usually do on your holiday? Do you go on trip? What do you usually do during your trips? 引导学生根据提示图回答。Ⅲ.Presentation and PractiseLet’s learn1.教师问一名学生：What’s your hobby? 引导学生回答。教师指着自己说：I like taking pictures. I have many beautiful pictures. 然后拿出一张风景照说：Look at this picture. I took the picture last week. 教师板书took pictures和take pictures，请学生认真观察并说出两个短语的不同之处，然后指导学生拼写。2.教师拿出一张自己爬山的照片，说：I went to Xinjiang/…last year. Guess. What did I do there? 请学生猜。如果有学生猜到climb a mountain，教师就向学生展示照片：Yes, that’s right. I climbed a mountain. 教师板书climbed a mountain，带读，引导学生对东词原形和过去式形式进行比较。教师继续问：Have you ever been to any famous mountains? Where have you been? 引导学生说：I climbed Hua/Yandang/…Mountain.教师可继续提问：When did you climb Yandang Mountain? I climbed Yandang Mountain in spring/April 8th.3.教师再次展示爬山的照片，说：I climbed Huang Mountain. Then I was hungry. I went to a restaurant. Guess. What did I do there? 如果学生猜到吃东西，教师就拿出一张美食的照片说：Yes, I ate. I ate good food. 板书ate good food和eat good food，带领学生比较不同之处。教师带读，注意强调ate的发音。4.教师依次出示爬山和美食的照片说：I climbed a mountain. I ate good food, too. What else did I do there? Guess.5.教师放课前准备的歌曲录音，放完一遍后，问学生：Do you like it? Would you like to sing along? 教师和学生一起跟着录音哼唱歌曲。教师问学生：What did we do just now? 引导学生回答：We sang a song. 教师板书sang和sing，带领学生进行比较。教师带读单词。教师边做动作边说：People in Xinjiang like singing. They like dancing, too. 教师板书sang and danced，带读。6.教师出示本部分的教学挂图，介绍说：Mike and John went to Xinjiang together. Mike likes taking pictures. He took many pictures. What else did he do? 手指Mike学中文的图说：He learned Chinese. 板书 learned Chinese，带读。教师再问学生：What did John do? 引导学生回答：He climbed a mountain. He ate good food. He sang and danced.7.教师放A Let’s learn部分的录音，学生跟读。8.教师带领学生说唱下面歌谣：What did you do on your holiday?What did you do on your holiday?I took, took pictures.What did you do on your holiday?I climbed, climbed a mountain.What did you do on your holiday?I learned, learned Chinese.What did you do on your holiday?I sang, sang and danced.9.快速抢答：全班学生分成四大组。请一名学生上来抽取两张卡片并依次做相应的动作，四个组的学生根据表演者的动作猜：He ate good food/ … and climbed a mountain/… 哪个小组手先猜出正确答案就得一分，最后总分最高的小组获胜。10.学生两人一组，轮流抽取学生卡片编对话。Let’s play学生两人一组，每人在长纸条上写过去式时的句子，然后把句子在单词间空隙处剪开。学生交换剪下来的单词，看谁能最先把同伴的两个句子排列好。Good to know1.教师介绍普通相机一些基本零部件的名称和简单的摄影常识。2.教师一边介绍摄影的基本步骤一边用相机给学生照一张照片。Ⅳ.Consolidation and Extension1.Activity Book2.学生课后进一步熟悉照相的基本步骤，教师鼓励有条件的学生拍下几张照片，下节课进行班级交流。第二课时Teaching Aims:1. 能够听、说、读、写句型：Where did you go on your holiday? I went to Xinjiang.2. 能够听懂Let’s try部分的录音并完成练习。3. 能够理解、说唱歌谣“Where did you go on your holiday?”。4. 会使用英汉字典查新词。Teaching Importance and Difficulties:1. 本课时的教学重点是句型：Where did you go on your holiday? I went to Xinjiang.2. 本课时的教学难点是在实际情景中正确运用所学对话。Teaching Medias:Teacher：录音机及磁带；Let’s learn部分的单词卡片；调查表格；几张地名卡片；几张照片；英汉字典。Teaching Procedures:Ⅰ.Warm-up1. 教师与学生的日常会话。2. 复习上一课时新课呈现部分所学的歌谣。Ⅱ.Preview1. 教师放A Let’s learn 部分的录音，学生跟读并拼读动词短语。2.“打擂台”游戏请五名学生到教室前面，教师任意抽取一张短语卡片，让五名学生根据卡片上的内容造句，如：I learned Chinese at school. 不能正确造句的学生即被淘汰出局。然后教师出示另一张卡片，留在台上的学生继续比赛。能最后留在台上的学生成为擂主。Ⅲ.Presentation and PractiseLet’s try1. 学生听Let’s try部分的录音，完成练习。2. 教师提问：What do people in Xinjiang like doing? 引导学生回答：They like singing and dancing..Let’s talk1. 教师出示一张新疆的风景照说：Look at this picture. This is a picture of Xinjiang. I went to Xinjiang two years ago. 教师再拿出一张公园的照片，说：This is a park. I went to the park last weekend. 教师板书：I went to…指导学生拼写单词went。2. 教师出示一张中国地图说：This is a map of China. I went to a city last year. It’s in Guangdong province. It’s a new city. Guess. Where did I go? 引导学生用句型Did you go to ,,,? 猜一猜，然后教师说：Yes, I went to…3. 教师邀请一名学生到讲台前面来描述自己曾经去过的一个地方，教师问：Where did you go on your holiday? 引导这名学生回答。再请几名学生轮流上台，台下的学生其问：Where did you go on your holiday? 教师指导讲台上的学生回答。4. 教师在请一名学生上台，随意抽取一张地名卡片举起来，不要让台上的学生看到卡片的内容。台下的学生一起问：Where did you go on your holiday? 台上的学生用I went to… 回答。猜对地名后，这名学生指定另外一名学生上台继续游戏。教师再拿出上一课时的单词卡片，在学生猜出地点名称后，任意抽取一张动词短语过去式的卡片，带领台下学生问：What did you do there? 请台上的学生回答。教师注意强调there的发音。5. 听录音，跟读Let’s talk部分的内容。6. 学生操练对话，教师引导学生根据本部分插图的提示进行替换练习。7. 教师出示能拼成重点句型的单词卡片，要求学生在最快的时间内组合成句。Let’s chant1. 教师问：Where did you go on your holiday? Did you have a good time? 引导学生回答：I went to … Yes, I had a lot of fun.2. 教师放歌谣录音，全班跟唱。3. 学生男女生各一组，一组唱问句，一组唱答句，看那组唱得好。Pronunciation1. 教师出示英汉字典，问：What’s this? It’s a dictionary. Yes. It’s an English dictionary. Words in a dictionary are in alphabetical order. 教师用中文介绍查英汉字典的方法。2. 教师指导学生完成练习，然后让学生在词典理查一查练习中的单词，看谁查得最快。Ⅳ.Consolidation and Extension1. Activity Book2. 学生课后询问同学或老师曾经去过的地方，完成调查表。第三课时Teaching Aims:1. 能够听懂、会读Let’s read中信的内容并独立完成信后的书写练习。2. 能够完成Let’s find out部分的练习。3. 能够听懂、会唱歌曲“A trip to China”。Teaching Importance and Difficulties:1. 本课时的教学重点是能读懂Let’s read部分的一封信。2. 本课时的教学难点是能正确认读下列句子：Every day I had fun with my cousins. On Monday we went to a restaurant. Tomorrow I’ll be back home.Teaching Medias:Teacher：录音机和录音带；A Let’s learn部分的动词短语卡片。Teaching Procedures:Ⅰ.Warm-up教师放前一课时学过的歌谣，学生边作动作边说。Ⅱ.Preview1. 日常口语练习。T：What day is it today?S：It’s …T：What are you going to do this weekend?S：I am going to …T：Have a good time!S：Thank you.T：I will … this weekend.2. 教师让学生用句型I am going to … this weekend. 或者I will … this weekend.造句。Ⅲ.Presentation and PractiseLet’s read1. 教师问：What did you do last Saturday? 学生回答：I … 教师指导学生用单词last组词，如：last week, last month, last year等。2. 教师请学生说说下列词组的反义词：next week---last week, last Monday---next Monday, last month---next month, next holiday---last holiday, next trip---last trip.3. 教师描述自己一个星期内的活动：On Monday I played football. On Tuesday I played ping-pong. On Wednesday I … 然后教师问学生：What did I do on Monday/ Tuesday/… 让学生凭记忆回答。最后教师说：I did a lot of things last week. Everyday I had fun. 板书had 和have，指导学生拼写这两个词。4. 教师放Let’s read部分的录音，学生跟读。① John had fun with his parents.② On Monday, he went to a cinema.③ He went to a park on Tuesday.④ He went swimming on Wednesday.5. 教师指导学生完成短文后面的练习。Let’s find out1. 教师说：I went to … last month. I went there by… I climbed a mountain there. When was your last trip? 引导学生回答：My last trip was to … I went there by… I sang and danced there.2. 学生两人一组调查对方最近一次旅行的相关情况并在课本的表格里做记录。教师鼓励学生尽可能多地获取信息。3. 教师请几名学生做汇报：… went to .. in .. He.. 师生共同评选出最佳“小记者”奖。Let’s sing1. 教师放歌曲“A trip to China”的录音，第一遍学生先仔细听，教师简单讲解歌词，注意以下单词和短语得读音：came back, Urumqi, old jade ring, a green silk tile, a colourful cap.2. 学生跟录音学唱歌曲。3. 教师介绍我们部分省市的标志性商品。Ⅳ.Consolidation and Extension1. Activity Book2. 学生听Let’s sing歌曲，唱给家长或同伴听。3. 学生搜集我国不同地区的风景名胜等相关知识。
肥嘟嘟的哲妈
PEP人教版小学六年级英语上册全套教案，共26页，这里无法全部复制，你到我们网站去下载吧Unit 1 How do you go there?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 do you go to Canada／…?”来替换关询问别人的出行方式；并能用 “I go by…”回答。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 Let's learn部分中运用某种交通具去某地的表达法。三、教学步骤和建议1．热身(Warm-up)Let’s start(1)复习频度副词：always，usually，often，sometimes，never的读音与词义。有关活 动可借鉴五年级下册教师教学用书第一单元。(2)Let's chant 教师放本课时Let's chant部分的录音，学生先静听一遍，再跟录音轻声吟唱一遍。教师再放录音，带着学生一起边唱边做动作.3． 新课呈现(Presentation)Let's learn(1)教师拿出一辆玩具自行车，自问自答：“How do I go to school?I go to school by 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：0jWhat about you?How do you go to school?'’学生如果回答：“Me too!”教师就继续问下一名学生，直到有不同答案，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)学生听录音，跟读Let's learn部分的内容。教师注意纠正学生的语音、语调4． 巩固和延伸(Consolidation and extension) 学生做Let's 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。第二课时一、教学目标与要求1．能听、说、读、写四会掌握句子。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 busbecause it's fast．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原因。三、教学步骤和建议1．热身(Warm-up)Let's sing教师放c Let's sing部分的歌曲“How Do You Go to School?”学生听并轻声跟唱。2．预习(Preview)Let'stry教师放录音，学生看图选择正确答案，并从听觉上进一步感知主要句型。3．新课呈现(Presentation)Let's talk(1)教师提问学生：“How do I go to school，do you know? Ask me，please!’’鼓励要更多的学生参与提问教师：“How do you go to school?然后教师在黑板上画＆一辆自行车、一辆公共汽车和～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，1o yuan，回答说：“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．(2)教师放课文录音，之前向学生提出问题：“How does Sarah go to school?listen．”学生听后回答问题。(3)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。(4)教师事先准备一些打乱顺序的单词卡片，让学生读词后陕速拼成正确的句.或者空出四会句子当中的某些短语或单词，只给出打头的第一个字母作黄示，让学生填充句予。最后再让学生书写四会句子。Group work教师让学生四人一组，通过提问“How do you go to school?’’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．It's fast．It's cheap．good exercise．… 巩固和延伸(Consolidation and extension 1(1)学生回家调查父母及其他亲戚的上班方式，准备下一节课做汇报。教师可 My father and Uncle Wang go to work by bus，because it's cheap．My mother go to work on foot，because…．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／，厂b，，／t／，／d／与元音／i：／，，I／的发音规则，并能读出相。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、教学步骤和建议1．热身(Warm-up)教师放c Let's sing部分的录音，学生跟唱。可组织男女生各唱一遍，看谁好。2．预习(Preview)教师检查上一课时布置的调查任务，要求学生两人一组交换信息，如：“Mand Uncle Wang go to work by bus because it's cheap．My mother goes t0 work.because…”3．新课呈现(Presentation)Let's read(1)“最佳路线”活动教师展示画出的路线并示范如何描述Sarah去公园的路程：“First，Sarah Can go to Zhang Peng's home by bike．Next, Sarah and Zhang Peng go to the bus stop on foot．Then they can go to the park by bus．”教师板书first，next，then，请几名学生依照顺序来描述 Sarah和Zhang Peng去公园的路线，比一比谁说得最好。 (2)学生阅读对话，完成文后的两个问答练习。Pronunciation(1)教师先让学生听录音、认音标，再试读例词，让学生把发音的“音”(读音)、发音的的“形”(音标)与发音在单词中的表现形式(字母或字母组合)对照学习。(2)Read and match 学生先试着将课本上四个单词的音标与词形和配图连线，然后教师公布正确答案。 4、巩固和延伸(Consolidation and extension)Good to know教师询问学生课本上各个交通标志的意思：“What's the meaning?”然后帮助学生回答：“Turn right．Crosswalk．One way．”等。再让学生完成图与文字搭配的练习。第四课时一、教学目标与要求1．能够听、说、认读以下短语：Stop at a red light．Wait at a yellow light．Go at a green light．能够听、说、读、写短语和单词：stop，wait，traffic lights，traffic rules。2．能够了解基本的交通规则，即红灯、黄灯、绿灯的功能；并能听懂英语指令做出相应的动作。二、教学重、难点分析1． 本课时的教学重点是掌握四会短语和单词：stop，wait，traffic lights，traffic rules。2． 本课时的教学难点是书写短语traffic light，traffic rule和理解动词stop，wait的含义。三、教学步骤和建议1．热身(Warm-up)“兔子舞”游戏教师放兔子舞的音乐，全班学生排成长队，后面学生把手搭在前面学生的肩膀上，随着音乐的指令“Left-Right-Go-Turn around-Go，g。，go”，队伍开始向前慢慢移动，教师最好也参与游戏。2．预习(Preview)师生一起吟唱Let's chant的歌谣。3．新课呈现(Presentation)(1)教师指着教室里的日光灯说：I like the lights because I can see things clearly at night .Can we see lights in different colours in our city ? Yes!Neon light , traffic lights．…(2)教师边画简笔画，边说：“We have red，yellow，and green lights. We call themtraffic lights．，教师板书traffic fights，然后问学生：“What do they mean，do you know?，，学生可能会用汉语回答，教师点头表示肯定，再请学生回答：“When do we stop／wait／go?’’引导学生回答：We stop at a red light．．．-(3)教师出示自制红绿灯，看见绿灯，教师一边向前走一边说：“It is a green light. Go-go。go!，，看见黄灯，停住不动但摆动双臂示意要走：“It is a yellow light.Wait-wait-wait! I can go in a moment．”看见红灯，提问学生：“The light is red。Stop-stop-stop!”（5）Let's play 教师说，学生做相应动作。最后教师小结："Stop at a red fight．Wait at a yellow light-Go at a green light Red light．yellow fight，green light．These are traffic lights．”教师再指着以上三句话总结说：These are traffic rules．4．巩固和延伸(Consolidation and extension)(1)师生讨论不同的出行方式及其应当遵循的交通规则。(2)学生背诵并抄写四会词语。第五课时一、教学目标与要求
优质英语培训问答知识库
