2017最新人教版小学六年级英语上册教案
一建合格标准-如何发挥党员的先锋模范作用
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 … ? It’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，unde
r，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
the
words after the tape.
after the teacher.
with your partner and recite the words
the
pictures to practice the sentences.
Step 4: Post-task stage
a map and
talk.
A: There is a pet hospital in my city.
B: Where is it?
A: It’s near the park.
Using the map to make a new dialogue.
①Talk about with your partner.
② Show in
class.
the new dialogue on the exercise-book
and show.
Step 5：Sum up
This class I
have learned .
Step 6：Homework
you can recite the words,
please write once from memory. You can get 3
you can’t, please copy the words three can get 2
stars.
about “Where is Xinhua
bookstore?” with your partner and write the
dialogue on your exercise-book, you can get 5
stars.
Writing design:
Unit 1 How can I
get there?
Part A Let’s learn
science
museum post office bookstore cinema hospital
A:Where is the cinema?
B:It’s next
to the bookstore.
Reflection after
class
：
Unit 1 第二课时 总第二课时 教学设计
课题：Unit
1 How can I get there? Part A Let’s talk
课型：对话课
Learning aims：
a.我能借助图片和录音，在老师的帮助下，听、说、读、写：Where is the … ?
It’s
nearnext tobehind the
….做到发音清楚，语调达意。达成率100%。（重点）
b.我能在实际情景中灵活运用本节课学习
的语言，并能创编一个新的对话。达成
率90%。（难点）
学习过程
Step1
Warm-up
1. Greeting.
2. Everyday English:
Two heads are better than one. 一个好汉三个帮。
3.
Introduce every group name and evaluation system.
4. Show the learning aims.
5. Let’s show
the new dialogue.(学生两人一组表演上节课的作业。)
Step 2:
Pre-task Stage
Ask and answer according the
pictures:
Where is the museum shoppost office?
Step 3 While-task Stage
1. Listen and
answer: Where is the museum shoppost office?
2. Listen and repeat.
3. Read after the
teacher.
4. Role play. （多种方式的练读。）
5．Practice (练习) the conversation (对话) with
your partner (同伴).
奖励提示：如果你能和同伴一起把对话熟练地读下来，你们可
以为小组赢得两颗
星，如果你能和同伴一起把对话表演出来，你们可以为小组赢得四颗星。
time.
Step 4:Post- task Stage
1.反馈检测(Test)
Make (创编) a new
conversation (对话) with your partner (同伴). Talk
about the
places in your townvillage.
Tip 1: 大胆地把你和同伴的对话展示出来吧，相信你是最棒的！
Tip 2:
语音语调正确，表情自然。
Model(范例):
A: Hello!
B: Hello!
A: How are you?
B: I’m … ,
thank you.
A: Is there a … in your
townvillage?
B: Yes, there , there isn’t.
A: Where is it?
B: It’s nearnext
tobehind….
A: Let’s go to the … tomorrow.
B: OK! Bye!
A: Bye!
2. Write the new
dialogue on the exercise-book and show.
Step
5：Sum up
This class I have learned
.
Step 6：Homework
If you can write the
conversation in your memory, you can get 2 stars.
If you can
make a new conversation, you can
get 4 stars. If you can act the new conversation
next class, you can get 6 stars.
Writing
design:
Unit 1 How can I get there? Part A
Let’s talk
A:Where is the museum shop?
B:It’s nearnext to….
Reflection after class
：
Unit 1 第三课时 总第三课时 教学设计
课题：Unit
1 How can I get there? Part B Let’s learn
课型：词汇课
Learning aims
a.我能借助
拼读规则、录音和图片，在老师的帮助下，听、说、读、写四会
单词crossing, turn
left, go straight, turn right ,能读懂句子Where is the
Italian
restaurant? Turn right here? No ,turn
left.并能在情景中运用，达到语音清晰，
语调自然。达成率100%。（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。达成率95%
。（难点）
学习过程：
Step 1:Warm-up
1.
Greeting.
2. Everyday English ：A
miss is as good as a mile.失之毫厘，差之千里。
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 show the new
dialogue.(学生两人一组表演上节课的作业。)
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）
crossing, turn left, go straight, turn right
Where is the Italian restaurant? Turn right
here? No ,turn left.
Step 3: While-task stage
the words after the tape.
after the
teacher.
with your partner and recite the
words
the pictures to practice the
sentences.
Step 4: Post-task stage
a tour guide.
Chen Jie is trying
to be a tour guide for Oliver in Beijing, help her
finish the
guide.
Using the map to make a
new dialogue
A: Hello, Oliver. Now we are in
front of Tian’anmen. Go straight and you can see
the Palace Museum.
B: Wow! It’s great!
Where is the …? Turn … here?
A: Yes, this way,
please. No, turn … .
B: Let’s go there.
A: OK!
①Talk about with your partner.
② Show in class.
the new dialogue on the
exercise-book and show.
Step 5：Sum up
This class I have learned
.
Step 6：Homework
a. If you can recite the
words, please write once from memory. You can get
3
stars. If you can’t, please copy the words
three times. You can get 2 stars.
b. Talk about “Where is Zhengtong restaurant?”
with your partner and write
the dialogue on
your exercise-book, you can get 5 stars.
Writing design:
Unit 1 How can I get
there?
Part B Let’s learn
crossing, turn
left, go straight, turn right
A:Where is
the Italian restaurant? Turn right here?
B:No, turn left.
Reflection after
class
：
Unit 1 第四课时 总第四课时 教学设计
课题：Unit 1 How can I
get there? Part B Let’s talk
课型：对话课
Learning aims：
a.我能借助图片和录音，在老师的帮助下，听、说、读、写：Where is the … ?
It’s
nearnext tobehind the ….How can … get
there? Turn … at ….做到发音清楚，语
调达意。达成率100%。（重点） b.我能在实际情景中灵活运用本节课学习的语言，并能创编一个新的对话。达成
率95%。（难点
）
学习过程
Step1 Warm-up
ng.
2.
Everyday English: Better to ask the way than go
astray.问路总比迷路好。
3. Introduce every group name
and evaluation system.
4. Show the learning
aims.
5. Let’s show the new
dialogue.(学生两人一组表演上节课的作业。)
Step 2: Pre-task
Stage
Ask and answer according the pictures:
Where is the Italian restaurant?
Step 3
While-task Stage
1. Listen and answer: How
can Wu Yifan and Mike get to the restaurant?
2. Listen and repeat.
3. Read after the
teacher.
4. Role play. （多种方式的练读。）
5．Practice (练习) the conversation (对话) with
your partner (同伴).
奖励提示：如果你能和同伴一起把对话熟练地读下来，你们可
以为小组赢得两颗
星，如果你能和同伴一起把对话表演出来，你们可以为小组赢得四颗星。
time.
Step 4:Post- task Stage
1.反馈检测(Test)
Talk about a cinema
or restaurant you like. How can you get there?
Make (创编) a
new conversation (对话) with your
partner (同伴).
Tip 1: 大胆地把你和同伴的对话展示出来吧，相信你是最棒的！
Tip 2: 语音语调正确，表情自然。
Model(范例):
A:
Hello!
B: Hello!
A: I like ….I know
a great ….
B: Where is it?
A: It’s
nearnext tobehind….
B: How can I get to the …
?
A: Turn leftright at ….
B: Let’s go to
the … tomorrow.
A: OK! Bye!
B: Bye!
2.
Write the new dialogue on the exercise-book and
show.
Step 5：Sum up
This class I have
learned .
Step 6：Homework
If you can write the
conversation in your memory, you can get 2 stars.
If you can
make a new conversation, you can
get 4 stars. If you can act the new conversation
next class, you can get 6 stars.
Writing
design:
Unit 1 How can I get there? Part B
Let’s talk
A:Where is the Italian restaurant?
B:It’s nearnext to….
A：How can we get
there? B:Turn left at the ….
Reflection after class
：
Unit 1 第五课时 总第五课时 教学设计
课题：Unit 1 How can I get there? Part B Read
and write
课型：读写课
Learning
aims：
a.我能借助图片和录音，在老师的帮助下，听、说、读、写： How can Wu
Y ifan
and his friends get to the Italian?
They … and …. They … and then turn right
again.
做到发音清楚，语调达意。达成率100%。（重点）
b.我能在实际情景中灵
活运用本节课学习的语言，并能较完整地复述这个故事。
达成率95%。（难点）
学习过程
Step1 Warm-up
ng.
2. Everyday
English: Well begun is half done.好的开端是成功的一半.
3. Introduce every group name and evaluation
system.
4. Show the learning aims.
5.
Let’s show the new dialogue.(学生两人一组表演上节课的作业。)
Step 2: Pre-task Stage
Ask and answer
according the pictures:
You are in a car
.Which of these can help you find a place?
Step 3 While-task Stage
1. Listen and
answer: What is Robin’s new feature?
2. Listen
and repeat.
3. Read after the teacher.
Tips for pronunciation
(1)Listen.
(2)Look.
Robin has GPS .
Follow me
,please !
Is it far ?
Where is the
restaurant ?
(3)Say.
4. Role play.
（多种方式的练读。）
5．Practice (练习) the conversation
(对话) with your partner (同伴).
奖励提示：如果你能和同伴一起把对话
熟练地读下来，你们可以为小组赢得两颗
星，如果你能和同伴一起把对话表演出来，你们可以为小组赢得
四颗星。
time.
Step 4:Post- task Stage
1.反馈检测(Test)
(1)Answer the questions of
P9.
(2)Fill in the blanks of P9.
(3)Retell
the story.
Tip 1: 大胆地展示出来吧，相信你是最棒的！
Tip 2:
语音语调正确，表情自然。
Step 5：Sum up
This class I
have learned .
Step 6：Homework
If you can write the
conversation in your memory, you can get 2 stars.
If you can
make a new conversation, you can
get 4 stars. If you can act the new conversation
next class, you can get 6 stars.
Writing design:
Unit 1 How can I get
there? Part B Read and write
A:
How can Wu Yifan and his friends get to the
Italian?.
B:
They … and ….
They … and then turn right again.
Reflection after class
：
Unit 1 第六课时 总第六课时 教学设计
课题：Unit 1 How can I get there? Part C Let’s
check &Story time
课型：综合实践活动课
Learning aims：
a.我能借助图片和录音，在老师的帮助下，听、说、读、写：Where is the
London
Eye? It’s next to the film museum near
the the Thames far from here?
做到发音清楚，语调达意。达成率100%。（重点）
b.我能在实际情景中灵活运用本节课
学习的语言，并能较完整地复述这个故事。
达成率95%。（难点）
学习过程
Step1 Warm-up
ng.
2. Everyday
English: Well begun is half done.好的开端是成功的一半.
3. Introduce every group name and evaluation
system.
4. Show the learning aims.
5.
Let’s show the new dialogue.(学生两人一组表演上节课的作业。)
Step 2: Pre-task Stage
Ask and answer
according the pictures:
Where is the … ?
Step 3 While-task Stage
1. Listen and
answer: Where is the London Eye?
2. Listen and
repeat.
3. Read after the teacher.
4. Role
play. （多种方式的练读。）
5．Practice (练习) the
conversation (对话) with your partner (同伴).
奖励提示
：如果你能和同伴一起把对话熟练地读下来，你们可以为小组赢得两颗
星，如果你能和同伴一起把对话表
演出来，你们可以为小组赢得四颗星。
time.
Step 4:Post-
task Stage
1.反馈检测(Test)
(1)Retell the story.
Tip 1:
大胆地展示出来吧，相信你是最棒的！
Tip 2: 语音语调正确，表情自然。
(2)Listen and tick the places you hear.
(3)Listen again and write the words under the
pictures.
Step 5：Sum up
This class I
have learned .
Step 6：Homework
If you can write the
conversation in your memory, you can get 2 stars.
If you can
make a new conversation, you can
get 4 stars. If you can act the new conversation
next class, you can get 6 stars.
Writing design:
Unit 1 How can I get
there? Part C Story time
A: Where is the
London Eye?
B: It’s next to the film
museum near the Thames.
Reflection after class
：
Unit
2 第一课时 总第七课时 教学设计
课题：Unit 2 Ways to go to
school Part A Let’s learn
课型：词汇课
Learning aims
a.
我能够借助拼读规则、图片、听、说、读、写有关乘坐交通工具的词组：by
plane、by
ship、on foot、by bus、by train、by
subway.并能在情景中正确运用。
达成率100%。（重点）
b.
我能正确运用上述词组和句型：How do you get
there?谈论交通方式。达成率
95%。（难点）
学习过程：
Step
1:Warm-up
1. Greeting.
2.
Everyday English ：A friend in need is a friend
indeed.(患难见真情)
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bike的同类词，复习三年级下册和五年级上
册学过的单词：bus,plane,
taxi,ship.）
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）
by plane、by ship、on foot、by bus、by train、by
subway.
How do you get there?
Step 3:
While-task stage
the words after the tape.
after the teacher.
with your
partner and recite the words
the pictures
to practice the sentences.
Step 4:
Post-task stage
and say.
A: How do you
get to the USA from China?
B: By plane.
Using the pictures to make a new dialogue.
①Talk about with your partner.
② Show in
class.
the new dialogue on the exercise-book
and show.
Step 5：Sum up
This class I
have learned .
Step 6：Homework
you can recite the words,
please write once from memory. You can get 3
you can’t, please copy the words three can get 2
stars.
about “How do you get to
the …?” with your partner and write the
dialogue on your exercise-book, you can get 5
stars.
Writing design:
Unit 2 Ways to go
to school
Part A Let’s learn
by plane
by ship on foot
by bus by train by subway
How do you get there?
Reflection after
class
：
Unit 2
第二课时 总第八课时 教学设计
课题：Unit 2 Ways to go to school
Part A Let’s talk
课型：对话课
Learning aims：
a.
我能在图片和教师的帮助下理解对话大意，并回答读后问题。（重点）
b.我能按照正确的语音语调及意群朗读对话，并能够进行角色表演。（重点）
c.我能听、说、读、写，并在情景中运用以下句型： How do you come to
school?
I usuallysometimesoften come on
foot.提问及作答。 （难点）
学习过程
Step1 Warm-up
1. Greeting.
2. Everyday English: A friend
in need is a friend indeed.(患难见真情)
3.
Introduce every group name and evaluation system.
4. Show the learning aims.
5. Let’s show
the new dialogue.(学生两人一组表演上节课的作业。)
Step 2:
Pre-task Stage
Ask and answer according the
pictures:
How do you come to school?
Step
3 While-task Stage
1. Listen and answer: How
do Mike, Amy and Mrs Smith come to school?
2.
Listen and repeat.
3. Read after the teacher.
4. Role play. （多种方式的练读。）
5．Practice (练习)
the conversation (对话) with your partner (同伴).
奖励提示：如果你能和同伴一起把对话熟练地读下来，你们可以为小组赢得两颗
星，如果
你能和同伴一起把对话表演出来，你们可以为小组赢得四颗星。
time.
Step
4:Post- task Stage
1.反馈检测(Test)
How do
your classmates and teachers come to school? Do a
survey.
Model(范例):
A: Hello!
B:
Hello!
A: How are you?
B: I’m … , thank
you.
A: How do you come to school?
B: I
usuallysometimesoften come on foot.
A: That’s
good exercise.
2. Write the report on the
exercise-book and show.
Step 5：Sum up
This class I have learned
.
Step 6：Homework
If you can write the
conversation in your memory, you can get 2 stars.
If you can
make a new conversation, you can
get 4 stars. If you can act the new conversation
next class, you can get 6 stars.
Writing
design:
Unit 2 Ways to go to school Part A
Let’s talk
A：How do you come to school?
B: I usually come to school….Sometimes I come ….
Reflection after class
：
Unit 2 第三课时 总第九课时 教学设计
课题：Unit 2 Ways to go to school Part B
Let’s learn &Role-play
课型：词汇课
Learning aims
a.我能够借助拼读规则、图片、听、说、读、写四个描述交通规则的单词和词组：
wait,
slow down,go,stop并能在情景中正确运用。达成率100%。（重点）
b.我能正确运用核心句型：We must
….及上述四个单词和词组为他人提建议。（难
点）
学习过程：
Step
1:Warm-up
1. Greeting.
2.
Everyday English ：A friend in need is a friend
indeed.(患难见真情)
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 show
the new dialogue.(学生两人一组表演上节课的作业。)
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）
wait, slow down,go,stop
Slow down and stop
at a yellow light.
Stop and wait at a red
light.
Go at a green light.
We must ….
Step 3: While-task stage
the words after
the tape.
after the teacher.
with
your partner and recite the words
the
pictures to practice the sentences.
Step 4: Post-task stage
-play.
A:
Excuse me. How can I get to…?
B: It’s near
the …. Let me help you.
(Red light)
A:
Stop and wait!
B: Thank you.
A: You’re
welcome!
①Talk about with your partners.
②
Show in class.
the new dialogue on the
exercise-book and show.
Step 5：Sum up
This class I have learned
.
Step 6：Homework
a. If you can recite the
words, please write once from memory. You can get
3
stars. If you can’t, please copy the words
three times. You can get 2 stars.
b. Talk about the traffic rules with your
partner and write the dialogue on your
exercise-book, you can get 5 stars.
Writing design:
Unit 2 Ways to go to
school
Part B Let’s learn
Slow down and
stop at a yellow light.
Stop and wait at a red
light.
Go at a green light.
Reflection
after class
：
Unit 2 第四课时 总第十课时 教学设计
课题：Unit 2 Ways to
go to school Part B Let’s talk & Let’s try
课型：对话课
Learning aims：
a.我能在图片和教师的帮助下理解对话大意，并回答读后问题。（重点）
b.我能按照正确的语音语调及意群朗读对话，并能够进行角色表演。（重点）
c.我能听、说、读、写，并在情景中运用以下句型：You
must…和Don’t…提出
要遵守的交通规则。（难点）
学习过程
Step1
Warm-up
ng.
2. Everyday English: A friend
in need is a friend indeed.(患难见真情)
3.
Introduce every group name and evaluation system.
4. Show the learning aims.
5. Let’s show
the new dialogue.(学生两人一组表演上节课的作业。)
Step 2:
Pre-task Stage
Ask and answer according the
pictures:
What do you know about the traffic
rules?
Step 3 While-task Stage
1. Listen
and answer: What do you learn about riding a bike
from the dialogue?
2. Listen and repeat.
3. Read after the teacher.
4. Role play.
（多种方式的练读。）
5．Practice (练习) the conversation
(对话) with your partner (同伴).
奖励提示：如果你能和同伴一起把对话
熟练地读下来，你们可以为小组赢得两颗
星，如果你能和同伴一起把对话表演出来，你们可以为小组赢得
四颗星。
time.
Step 4:Post- task
Stage
1.反馈检测(Test)
Talk about a cinema
or restaurant you like. How can you get there?
Make (创编) a
new conversation (对话) with your
partner (同伴).
Tip 1: 大胆地把你和同伴的对话展示出来吧，相信你是最棒的！
Tip 2: 语音语调正确，表情自然。
Model(范例):
A:
Hello!
B: Hello!
A: I like ….I know
a great ….
B: Where is it?
A: It’s
nearnext tobehind….
B: How can I get to the …
?
A: Turn leftright at ….
B: Let’s go to
the ….
A: Hey, don’t go at the red light.
A: Oh, right! Thanks. I must pay attention to
the traffic lights!
2. Write the new dialogue
on the exercise-book and show.
Step 5：Sum up
This class I have learned
.
Step 6：Homework
If you can write the
conversation in your memory, you can get 2 stars.
If you can
make a new conversation, you can
get 4 stars. If you can act the new conversation
next class, you can get 6 stars.
Writing
design:
Unit 2 Ways to go to school Part B
Let’s talk
You must …. Don’t ….
Reflection after class
：
Unit 2 第五课时 总第十一课时 教学设计
课题：Unit 2 Ways to
go to school Part B Read and write
课型：读写课
Learning aims：
a.我能
在图片和教师的帮助下理解对话大意，在语篇中寻找关键词，通过细节进
行推理，并回答读后问题。（重
点）
b.我能根据范例完成有关安全的海报设计。（难点）
学习过程
Step1: Warm-up
ng.
2. Everyday
English: A friend in need is a friend
indeed.(患难见真情)
3. Introduce every group name
and evaluation system.
4. Show the learning
aims.
5. Let’s show the new
dialogue.(学生两人一组表演上节课的作业。)
Step 2: Pre-task
Stage
Ask and answer according the pictures:
How many ways can you think of to go to
school?
Step 3 :While-task Stage
1.
Listen and answer: How many ways to go to school
can you find in the text?
2. Listen and
repeat.
3. Read after the teacher.
4.
Choose some suggestions for the kids on page 18.
5．Tips for pronunciation
(1)Listen.
(2)Look.
come and have a look
pictures of stop at a red light
(3)Say.
Look at the text on page 18. Find and say more
like these.
Step 4:Post- task Stage
1.反馈检测(Test)
(1)Answer the questions of
P19.
(2) Retell the story.
Tip 1:
大胆地展示出来吧，相信你是最棒的！
Tip 2: 语音语调正确，表情自然。
(3)What suggestions will you give to your friends?
Make a poster.
Step 5：Sum up
This class
I have learned .
Step 6：Homework
If you can write the
traffic rules in your memory, you can get 2 stars.
If you can
make a poster, you can get 4 stars.
If you can show a poster next class, you can get 6
stars.
Writing design:
Unit 2
Ways to go to school Part B Read and write
by sled by ferry on foot
Slow
down and stop at a yellow light.
Stop and wait
at a red light.
Go at a green light.
You must …. Don’t ….
Reflection after
class
：
Unit 2 第六课时
总第十二课时 教学设计
课题：Unit 2 Ways to go to school
Part C Let’s checkLet’s wrap it upStory time
课型：综合实践活动课
Learning aims：
a.
通过阅读趣味故事，复习巩固本单元所学语言，做到发音清楚，语调达意。达成率100%。（重点）
b.我能在实际情景中灵活运用本节课学习的语言，并能较完整地复述
这个故事。
达成率95%。（难点）
学习过程
Step1 Warm-up
ng.
2. Everyday English: A friend in need
is a friend indeed.(患难见真情)
3. Introduce every
group name and evaluation system.
4. Show the
learning aims.
Step 2: Pre-task Stage
Ask
and answer according the pictures:
What should
you do at the redgreenyellow light ?
Step 3
While-task Stage
1. Watch the cartoon and
answer: How can the family go home?
2. Listen
and repeat.
3. Read after the teacher.
4.
Role play. （多种方式的练读。）
5．Practice (练习) the
story with your partner (同伴).
奖励提示：如果你能和同伴一起把故事熟练地读下来，你们可以前进两步。
time.
Step 4:Post- task Stage
1.反馈检测(Test)
Retell the story.
Tip
1: 大胆地展示出来吧，相信你是最棒的！
Tip 2: 语音语调正确，表情自然。
Step 5：Sum up
This class I have learned
.
Step 6：Homework
If you can retell the
story, you can get 2 stars. If you can make a new
conversation, you can get 4 stars. If you can
act the new conversation next class, you
can
get 6 stars.
Writing design:
Unit 2
Ways to go to school Part C Story time
left right
England China
Australia the USA
Reflection after
class
：
Unit 3 My weekend plan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：6课时 ◆授课教师:新密市曲梁镇下牛小学 冯桂涛
◆授课对象：小学六年级
词汇课（Part A、B）
课程标准相关的陈述：
能借助图片、图像、手势听懂简单的话语或录音材料。能在口头表达中发音清
楚。语调达意。能
根据拼读的规律，认读所学的词语。能根据图片、词语或例句的提
示，写出简短的语句。
学习目标：
Part A:
1.我能够借助拼读规则、图片、听、说、读、写有关周末活动的四个词组：visit my
grandparents,see a film,take a trip,go to the
supermarket并能在情景中正确运用。达
成率100%。（重点）
2.我能正确运用上述词组和句型：What are you going to
do...?谈论周末活动。（难
点）
Part B:
1.我能够借助拼读规则、
图片、听、说、读、写四个描述书店中常见物品的四个
单词和词组：dictionary,comic
book, word
book,postcard,并能在情景中正确运用。达成
率100%。（重点）
2.我能正确运用核心句型：Where are you going? What are you
going to buy?及上述
四个单词和词组描述书店中常见的物品。（难点）
评价任务 1.激励性评价：口语评价good,super,you’re clever...
2.过程性评价：倾听、英语角、复习、合作、展示、检测
学习活动：
目标1：
目标2：
戏（What’s in my hand?）
Make a survey
and fill in the form.
Show time
结果纸笔测试：
and write
down a
sentence according to the pictures.
对话课（Part
A、B）
课程标准相关的陈述
能听懂课堂活动中简单的提问。能就日常生活话题做简短的叙述。能正确朗读所
学对话或短文。
能根据图片、词语或例句的提示，写出简短的语句。
学习目标：
Part A:
1.我能在图片和教师的帮助下理解对话大意，并回答读后问题。（重点）
2.我能按照正确的语音语调及意群朗读对话，并能够进行角色表演。（重点）
3.我能听、说、读、写，并在情景中运用以下句型： What areis ... Going
to do? I’m
going to ...HeShe is going to
...提问及作答。 （难点）
Part B:
1.我能在图片和教师的帮助下理解对话大意，并回答读后问题。（重点）
2.我能按照正确的语音语调及意群朗读对话，并能够进行角色表演。（重点）
3.我能听、说、读、写，并在情景中运用以下句型：Where areis ... going?
...is going
to ... When areis ...
going?谈论计划的地点与时间。（难点）
评价任务：1.激励性评价：口语评价 You’re
super,perfect,wonderful.
2.过程性评价：倾听、英语角、复习、合作、展示、检测
学习活动：
目标1
目标2
Listen and answer the question.
Read
the dialogue
Instead the red words to the new
words.
Make a new dialogue according to the
pictures.
结果纸笔测试:
Pair work.
Listen and choose the best
answer.
Set new situation and make a new
saying
out and then write it down .
语篇教学(Part B)
课程标准相关的陈述：
能借助图片读懂简单的故事，并
养成按意群阅读的习惯。能正确朗读所学故事或
短文。能在教师的帮助和图片的提示下描述和讲述简单的
小故事。
学习目标：
Part B:
1.我能在图片和教师的帮助下理解语篇大
意，在语篇中寻找关键词，通过细节进
行推理，并回答读后问题。（重点）
2.我能模仿日记
描述自己家庭成员在中秋节的活动，并能够运用核心句型写出自
己的计划。（难点）
评价任务
1.激励性评价：口语评价good,super,great,...
2.过程性评价：奖励苹果。
学习活动：
目标1：
目标2
Read after the tape.
I can retell the test.
Read in pairs.
I can make a new dialogue according to the
real life.
Read and tick or cross.
Write down the traffic rules
评价细则：过程表现：倾听、英语角、复习、合作、展示、检测
作业评价：Good Better Best
Unit 3 第一课时 总第十三课时 教学设计
课题：Unit 3 My weekend plan Part A Let’s
learn
课型：词汇课
Learning aims
a. 我能够借助拼读规则、图片、听、说、读、写有关周末活动的四个词组：visit
my grandparents,see a film,take a trip,go to
the supermarket并能在情景中正确
运用。达成率100%。（重点）
b. 我能正确运用上述词组和句型：What are you going to
do...?谈论周末活动。达
成率95%。（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 sing.（通过欣赏歌曲，引出问题“What
are you going to do today?”）
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）
visit my grandparents see a film,
take a trip go to the
supermarket
What are you going to do today?
Step 3: While-task stage
the words after
the tape.
after the teacher.
with
your partner and recite the words
the
pictures to practice the sentences.
Step 4: Post-task stage
a plan.(Fill in
the form“What are you going to do on
Saturday?”)
Using the form to make a new
dialogue.
①Talk about with your partner.
②
Show in class.
the new dialogue on the
exercise-book and show.
Step 5：Sum up
This class I have learned
.
Step 6：Homework
you can recite the
words, please write once from memory. You can get
3
you can’t, please copy the words three can
get 2 stars.
about “What are
you going to do on Saturday?” with your partner
and write the dialogue on your exercise-book,
you can get 5 stars.
Writing design:
Unit
3 My weekend plan
Part A Let’s learn
visit my grandparents see a film
take a trip go to the supermarket
What are you going to do today?
Reflection
after class
：
Unit 3 第二课时 总第十四课时 教学设计
课题：Unit 3 My
weekend plan Part A Let’s talk & Let’s try
课型：对话课
Learning aims：
a.
我能在图片和教师的帮助下理解对话大意，并回答读后问题。（重点）
b.我能按照正确的语音语调及意群朗读对话，并能够进行角色表演。（重点）
c.我能听、说、读、写，并在情景中运用以下句型：What are you going to
do...？
提问及作答。 （难点）
学习过程
Step1 Warm-up
2. Greeting.
2. Everyday English
3.
Introduce every group name and evaluation system.
4. Show the learning aims.
5. Let’s show
the new dialogue.(学生两人一组表演上节课的作业。)
Step 2:
Pre-task Stage
Ask and answer according the
pictures:
What are you going to do...?
Step 3 While-task Stage
1. Listen and
answer: What are Mike and Sarah going to do
tomorrow?
2. Listen and repeat.
3. Read
after the teacher.
4. Role play. （多种方式的练读。）
5．Practice (练习) the conversation (对话) with
your partner (同伴).
奖励提示：如果你能和同伴一起把对话熟练地
读下来，你们可以为小组赢得两颗
星，如果你能和同伴一起把对话表演出来，你们可以为小组赢得四颗星
。
time.
Step 4:Post- task Stage
1.反馈检测(Test)
How do your classmates and
teachers come to school? Do a survey.
Model(范例):
A: Hello!
B: Hello!
A: What are you going to do tomorrow?
B:
I’m going to … .
A: Sounds great! I’m going to
… .
B: Have a good time.
A: You too.I have
to .... Bye!
B:OK! Bye!
2. Write the
conversation on the exercise-book and show.
Step 5：Sum up
This class I have learned
.
Step 6：Homework
If you can write the
conversation in your memory, you can get 2 stars.
If you can
make a new conversation, you can
get 4 stars. If you can act the new conversation
next class, you can get 6 stars.
Writing
design:
Unit 3 My weekend plan Part A
Let’s talk
A: What are you going to do
tomorrow?
B: I’m going to … .
A: Sounds great! I’m going to …
.
Reflection after class:
Unit 3 第三课时 总第十五课时 教学设计
课题：Unit 3 My
weekend plan Part B Let’s learn & Role-play
课型：词汇课
Learning aims
a.我能够借
助拼读规则、图片、听、说、读、写四个描述书店中常见物品的单词
和词组：dictionary,
comic book, word book,
postcard并能在情景中正确运用。
达成率100%。（重点）
b.我能正确运用核心句型：We must
….及上述四个单词和词组描述书店中常见的
物品。（难点）
学习过程：
Step
1:Warm-up
1. Greeting.
2.
Everyday English .
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 show
the new dialogue.(学生两人一组表演上节课的作业。)
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）
dictionary, comic book, word book, postcard
A: What are you going to buy?
B: I’m going
to buy ...
Step 3: While-task stage
the
words after the tape.
after the teacher.
with your partner and recite the words
the pictures to practice the sentences.
Step 4: Post-task stage
-play.
A: Can
I help you?
B: Yes. Do you have ...?(Red
light)
A: Yes. Here you are!
B: Thank you.
C；What are you going to buy?
D: I’m going
to buy ...
①Talk about with your partners.
② Show in class.
the new dialogue on the
exercise-book and show.
Step 5：Sum up
This class I have learned
.
Step 6：Homework
a. If you can recite the
words, please write once from memory. You can get
3
stars. If you can’t, please copy the words
three times. You can get 2 stars.
b. Talk about the traffic rules with your
partner and write the dialogue on your
exercise-book, you can get 5 stars.
Writing design:
Unit 3 My weekend plan
Part B Let’s learn
dictionary,
comic book, word book, postcard
A:
What are you going to buy?
B: I’m
going to buy ...
Reflection after
class
：
Unit 3
第四课时 总第十六课时 教学设计
课题：Unit 3 My weekend plan
Part B Let’s try & Let’s talk
课型：对话课
Learning aims：
a.我能在图片和教师的帮助下理解对话大意，并回答读后问题。（重点）
b.我能按照正确的语音语调及意群朗读对话，并能够进行角色表演。（重点）
c.我能听、说、读、写，并在情景中运用以下句型：Where areis ... going?
... Is going
to ... When areis ...
going?谈论计划的地点与时间。（难点）
学习过程
Step1 Warm-up
ng.
2. Everyday English.
3. Introduce
every group name and evaluation system.
4.
Show the learning aims.
5. Let’s show the new
dialogue.(学生两人一组表演上节课的作业。)
Step 2: Pre-task
Stag
Ask and answer according the pictures:
A: Where are you going ?
B: I’m going to
the ...
A: When are you going?
B: I’m
going ...
Step 3 While-task Stage
1.
Listen and answer: Where are Jack and John going
next week?
2. Listen and repeat.
3. Read
after the teacher.
4. Role play. （多种方式的练读。）
5．Practice (练习) the conversation (对话) with
your partner (同伴).
time.
Step
4:Post- task Stage
1.反馈检测(Test)
Talk
about a cinema or restaurant you like. How can you
get there? Make (创编) a
new conversation (对话)
with your partner (同伴).
Tip 1:
大胆地把你和同伴的对话展示出来吧，相信你是最棒的！
Tip 2: 语音语调正确，表情自然。
Model(范例):
A: Hello!
B: Hello!
A: Where are you going this afternoon?
B:
I’m going to the ...
A: What are you going to
do there?
B: I’m going to ...
A: When are
you going?
B: I’m going ...
A: Cool! Have
a good time!
B: Thank you!
2. Write the
new dialogue on the exercise-book and show.
Step 5：Sum up
This class I have learned
.
Step 6：Homework
If you can write the
conversation in your memory, you can get 2 stars.
If you can
make a new conversation, you can
get 4 stars. If you can act the new conversation
next class, you can get 6 stars.
Writing
design:
Unit 3 My weekend plan Part B
Let’s talk
A: Where are you going this
afternoon?
B: I’m going to the ...
A: What
are you going to do there?
B: I’m going to
...
A: When are you going?
B: I’m going
...
Reflection after class
：
Unit 3 第五课时 总第十七课时 教学设计
课题：Unit 3 My
weekend plan Part B Read and write Tips for
pronunciation
课型：读写课
Learning
aims：
a.我能通过读前问题的引导回忆背景知识及相关话题词汇。并能通过阅读问题，
学习在语篇中捕捉不同类型的信息，提高思维能力。还能模仿日记描述自己家庭成
员在中秋节的活动，写
出自己的计划。（重点）
b.我能根据例词提示在日记中找到更多双音节或多音节单词，掌握单词重音
，并
能正确朗读出来。（难点）
学习过程
Step1 Warm-up
ng.
2. Everyday English
3. Introduce
every group name and evaluation system.
4.
Show the learning aims.
5. Let’s show the new
dialogue.(学生两人一组表演上节课的作业。)
Step 2: Pre-task
Stage
Ask and answer according the pictures:
What do you usually do on National Day?
What do you usually do on Spring Festival?
What do you usually do on Christmas Day?
What are you going to do on Mid-Autumn
Festival?
Step 3 While-task Stage
1.
Listen and answer: What are Wu Yifan’s family
going to do on Mid-Autumn
Festival?
2. Listen and repeat.
3. Read
after the teacher.
4. Fill in the table.
s
with your partner.
What are you going to do
for Mid-Autumn Festival? Write your plan.
5．Tips for pronunciation
(1)Listen.
(2)Clap.
lesson dinner tonight
tomorrow
(3)Repeat.
Look at the text on
page 28. Find and say more words like these.
Step 4:Post- task Stage
1.反馈检测(Test)
Retell the story.
Tip 1:
大胆地展示出来吧，相信你是最棒的！
Tip 2: 语音语调正确，表情自然。
Step
5：Sum up
This class I have learned
.
Step 6：Homework】
If you can write the
traffic rules in your memory, you can get 2 stars.
If you can
make a poster, you can get 4 stars.
If you can show a poster next class, you can get 6
stars.
Writing design:
Unit 3 My
weekend plan Part B Read and write
What
are Wu Yifan’s family going to do on Mid-Autumn
Festival?
What are your family going to do on
Mid-Autumn Festival?
Reflection after class
：
Unit 3 第六课时 总第十八课时 教学设计
课题：Unit 3 My
weekend plan Let’s check Let’s wrap it up
Story time
课型：综合技能活动课
Learning aims：
a.
通过阅读趣味故事，复习巩固本单元
所学语言，做到发音清楚，语调达意。达
成率100%。（重点）
b.我能从图片信息中推测
考查点，做到有目的地听录音，并完成选图和填空任务。
达成率95%。（难点）
C.我能在教师帮助下小结一般将来时疑问句的结构。达成率100%。（重点）
学习过程
Step1 Warm-up
ng.
2. Everyday
English.
3. Introduce every group name and
evaluation system.
4. Show the learning aims.
Step 2: Pre-task Stage
Ask and answer
according the pictures:
What is John going to
do tomorrow?
Step 3 While-task Stage
1.
Watch the cartoon and answer: What is Zoom going
to do tomorrow?
2. Listen and repeat.
3.
Read after the teacher.
4. Role play.
（多种方式的练读。）
5．Practice (练习) the story with your
partner (同伴).
奖励提示：如果你能和同伴一起把故事熟练地读下来，你们可以前进两步。
time.
Step 4:Post- task Stage
1.反馈检测(Test)
(1)Retell the story.
Tip 1: 大胆地展示出来吧，相信你是最棒的！
Tip 2:
语音语调正确，表情自然。
(2)Listen and tick.(P30)
(3)Listen again and fill in the blanks.(P30)
2. Let’s wrap it.
Step 5：Sum up
This class I have learned
.
Step 6：Homework
If you can retell the
story, you can get 2 stars. If you can make a new
conversation, you can get 4 stars. If you can
act the new conversation next class, you
can
get 6 stars.
Writing design:
Unit 3
My weekend plan Part C Story time
Am is
are
what when where
I we
you they he she it
Will be
going to
Reflection after class
：
Recycle 1
第一课时 总第十九课时 教学设计
课题：P32-
Listen and circleLook at these pictures and fill
in the blanksListen again
and answer.
课型：复习课
Learning aims
a．复习1
---3单元所学的词汇和句子，要求学生能描述场所的位置、 能
正确指路。
b.完成课本中听音画圈和听音填空的练习。
学习过程：
Step
1:Warm-up
1. Greeting.
2.
Everyday English
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 sing.
Step 2：Pre-task stage
1、师生对话：
T : Good morning. S1: Good
morning.
T : How do you usually come to
school? S1 : I usually come to school
on
foot.
T : I want to buy a word book .
Where is the bookstore?
S1 : It’s near the
post office .Go straight .Turn left at the
crossing . Then turn right at the post office.
T : Thank you very much.
S1: You’re welcome.
2、学生两人一组，模仿进行对话。
3、活动：Where am I going ?
活动方式:请学生根据教师的描述，猜猜“”。如：
T : I’m going to
see many famous pictures. S1: Art
museum.
T : I’m going to buy a
dog. S2:Pet shop.
T : I’m going to buy some postcards
and a dictionary. S3 : Bookstore.
T : I’m
going to see a doctor. S4 :
Hospital.
T : I’m going to have a big
dinner with my family. S5: Restaurant.
T : I’m going to read some books about space
travel. S6: Library.
T : I’m going to see
a comic film. S7 : Cinema.
Step 3: While-task stage
and circle.
in the blanks.
Step 4: Post-task stage
Listen again and answer.
(1)、全班齐读教材中的两个问题。
（2）、再次播放录音，学生静听。
（3）、请一些学生来回答这两个问题。
（4）、全班一起回答这两个问题。
Step
5：Sum up
This class I have learned
.
Step 6：Homework】
1、听录音，跟读对话。
2、复习1
---3单元学过的单词和句型。
Writing design:
Recycle 1
Go straight .
Turn left .
Turn right .
Are they going by bus or on
foot?
When are they going?
Reflection
after class
：
Recycle
1
or cross
课型：复习课
Learning aims：
a. 复习1---
3单元所学的词汇和句子，能正确理解并使用一般将来时。
b.能完成看图说话、听音打钩或画叉等练习。
学习过程
Step1 Warm-
up
3. Greeting.
2. Everyday English
3. Introduce every group name and evaluation
system.
4. Show the learning aims.
Step 2:
Pre-task Stage
1.复习有关交通工具类的单词或词组：on foot , bus
, plane , taxi ,
ship , subway ,train ,
sled , ferry .
活动方式：先快速抽读这些单词卡片，接着将这些单词卡片和图片发给学生，
教师读单词bus ，拿到该单词卡片和图片的同学迅速将手中的卡片贴在黑
板上。
2.复习动作类词组：visit my grand parents , see a film
, take a trip ,
go to the supermarket
,have an art lesson , do my homework , draw
some pictures , go ice-skating , go for a picnic
…
活动方式：先快速抽读这些单词卡片，然后将这些词组卡片发给学生，接着
教师将这些词组的图片贴在黑板上，教师每贴一幅图，持有该图片词组的学
生要将词组贴在相应的图片下方，全班评价其图片贴的是否正确。
2.复习时间类的单词：evening , tonight , morning ,
afternoon ,
tomorrow , next week , weekend
…
活动方式：先快速抽读这些词组卡片，然后让学生将单词和汉语配对。
Step 3
While-task Stage
1. Wu Yifan and Robin is
going to visit his grandma and grandpa . On
the way they see a little boy crying on the street
. Look at the
第二课时 总第二十课时 教学设计
课题： P33
Look at the picturesand guess what they are
listen and tick
pictures and
guess what they are saying .
2. Listen and
tick or cross .
3. The little boy is waiting
for his mother . Now Robin is singing a
song to him . Listen to the song , please .
4. Read and circle .
Step 4:Post- task Stage
1、Sing the song : Hush , little boy .
活动方式：教师播放歌曲录音，全体学生边唱边做动作。
2.活动：情景剧“A
crying boy”
活动方式：学生四人一组，根据教材提供的情景，发挥想象，编排一个小“情
景剧”，最后请上一些小组到台前表演。如：
Wu Yifan : Robin ,
look at the little boy . He’s crying .
Robin :
I see .
(The boy is crossing the
street .)
Wu Yifan :Stop! Don’t go at a red
light .It’s very dangerous . Why
are you
crying ?
Little boy : I can’t find my mum.
Wu Yifan :Don’t cry . We’re going to drink
some juice .then I’ ll
call your mum .Robin
,where’s the restaurant ?
Robin :Go straight
.Then turn right at the cinema .
Wu Yifan
:Thank you .Let’s go .
Step 5：Sum up
This class I have learned
.
Step 6：Homework
a、听录音跟读单词。
b、完成配套练习。
Writing design:
Recycle 1
on foot , bus , plane , taxi ,
ship ,
subway ,train , sled , ferry .
Reflection after class
：
Recycle 1
第三课时 总第二十一课时 教学设计
课题：P33-34
Listen and read the song aloudRead and ,answer
and
doListen and read aloud
课型：复习课
Learning aims
a.复习1---3单元所学的词汇和句子。
b.能完成看图填空、看图会答等练习
学习过程：
Step 1:Warm-up
1. Greeting.
2. Everyday
English .
3. Introduce every group name and
evaluation system(介绍组名和评价机制)
4.
Show the learning aims.
5. Sing the song :Hush
,little boy .
Step 2：Pre-task stage
1 .
活动：我问你答，你问我答。
活动方式：学生四人一组，采用我问你答，你问我答的方式进行连环问答，
回答错误或回答不上来的学生则被判出局。如：
S1：Where is the
bookstore?
S2: It’s near the supermarket .What
are you going to do?
S3: I’m going to draw a
picture .Are you going to draw a picture?
S4 :
Yes ,I am .Where are you going?
S1: I’m going
to the bookstore .How can I get to the
bookstore?….
2.活动：快乐寻宝
活动方式：教师准备一张简明的城市交通图，在图中标出若干个地点以及
在这些地点所埋藏的宝藏，如：A、B 、C等，请全体学生根据老师的指示
语，去寻找埋藏宝藏的地点。谁先找到宝藏，谁就获胜。如：I’m at Point .
I go straight from A .Then turn left at the
traffic lights .Where
am I ? …
Step 3:
While-task stage
Yifan , Robin and the little
boy are at the police station .
The
policeman is calling his mum . Let’s see .
（1）、教师让学生根据地图所示，将警察和妈妈的对话补充完整。
（2）、全班讲评订正。
（3）、两人一组，分别扮演警察和妈妈进行对话练习。如：
Policeman : MA’am ,we have your son . Come to
the police station,
please .
Mum : Thank
you . Thank you! How can I go there?
Policeman
: Where are you now ?
Mum : I’m in front of
the hospital .Is it far ? Should I go by bus?…
（5）、请上一些学生到台前表演。
, answer and do .
(1)、How can the boy’s mother go to the police
station?请几个学生
来回答。
（2）、画出对话中提及的交通方式，然后在横线上写下他们所知道的其他交
通方式。
（3）、全班讲评订正。
3、Listen and read aloud .
（1）、根据标注提示试读句子。
（2）、播放录音，全班跟读。
Step 4: Post-task stage
1.活动：问卷调查-----“Happy Weekend”
活动方式：学生六人一组，利用教师提供的表格，询问同伴本周末的安排，
调查表格如下：
Name
Step 5：Sum up
This class I have learned
.
Step 6：Homework
a.复习1---3单元学过的单词。
b.完成配套练习。
Writing design:
Recycle 1
Name
Reflection after
class
：
Activity
Activity
Unit 4 I have a
pen pal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：6课时 ◆授课教师:新密市曲梁镇下牛小学 冯桂涛
◆授课对象：小学六年级
词汇课（Part A、B）
课程标准相关的陈述：
能借助图片、图像、手势听懂简单的话语或录音材料。能在口头表达中发音清
楚。语调达意。能
根据拼读的规律，认读所学的词语。能根据图片、词语或例句的提
示，写出简短的语句。
学习目标：
Part A:
1.我能够借助拼读规则、图片、听、说、
读、写有关爱好的四个词组：
dancing,singing,reading
stories,playing football, doing kung
fu并能在情景中正确运
用。达成率100%。（重点）
2.我能正确运用上述词组和句型：What are your
hobbies?谈论自己或他人的兴趣
爱好。（难点）
Part B:
1.我能够借助拼读规则、图片、听、说、读、写四个描述日常活动的四个词组：
cooks
Chinese food,studies Chinese,does word
puzzles,goes hiking,并能在情景中正确运
用。达成率100%。（重点）
2.我能正确运用核心句型及上述四个单词和词组描述自己的日常活动。（难点）
评价任务
1.激励性评价：口语评价good,super,you’re clever...
2.过程性评价：倾听、英语角、复习、合作、展示、检测
学习活动：
目标1：
目标2：
Make a survey and fill in the form.
Show
time
结果纸笔测试： and write
down a sentence according to the pictures.
对话课（Part A、B）
课程标准相关的陈述
能听懂课堂活动中简单的提问。能就日常生活话题做简短的叙述。能正确朗读所
学对话或短文。
能根据图片、词语或例句的提示，写出简短的语句。
学习目标：
Part A:
1.我能在图片和教师的帮助下理解对话大意，并回答读后问题。（重点）
2.我能按照正确的语音语调及意群朗读对话，并能够进行角色表演。（重点）
3.我能听、说、读、写，并在情景中运用以下句型： What are ...’s
hobbies? HeShe
likes ...谈论他人的爱好与个人信息。 （难点）
Part B:
1.我能在图片和教师的帮助下理解对话大意，并回答读后问题。（重点）
2.我能按照正确的语音语调及意群朗读对话，并能够进行角色表演。（重点）
3.我能听、说、读、写，并在情景中运用以下句型：Does he live in ...?
No,he doesn’t.
Does he like
doing...?提问及作答。（难点）
评价任务：1.激励性评价：口语评价 You’re
super,perfect,wonderful.
2.过程性评价：倾听、英语角、复习、合作、展示、检测
学习活动：
目标1
目标2
结果纸笔测试:
Listen and
answer the question.
Read the dialogue
Instead the red words to the new words.
Make a new dialogue according to the pictures.
Pair work.
Listen and choose the best
answer.
Set new situation
and make a new saying
out and then
write it down .
语篇教学(Part B)
课程标准相关的陈述： 能借助图片读懂简单的故事，并养成按意群阅读的习惯。能正确朗读所学故事或
短文。能在教师的帮
助和图片的提示下描述和讲述简单的小故事。
学习目标：
Part B:
1.我
能在图片和教师的帮助下理解语篇大意，在语篇中寻找关键词，通过细节进
行推理，能补全广告信息，复
习动词第三人称单数的用法。（重点）
2.我能根据范例确定文段句子中哪些词重读、哪些词轻读，并正确朗读文段。（难
点）
评价任务 1.激励性评价：口语评价good,super,great,...
2.过程性评价：奖励苹果。
学习活动：
目标1：
目标2
Read after the tape.
I can retell the text.
Read in pairs.
I can make a new dialogue according to the
real life.
Read and tick or cross.
Write down the traffic rules
评价细则：过程表现：倾听、英语角、复习、合作、展示、检测
作业评价：Good Better Best
Unit 4 第一课时 总第二十二课时 教学设计
课题：Unit 4 I have a pen pal Part A Let’s
learn
课型：词汇课
Learning aims
a.
我能够借助拼读规则、图片、听、说、读、写有关爱好的五个单词和短语：
dancing,
singing, reading stories, playing football, doing
kung fu。达成率100%。
（重点）
b.
我能正确运用上述单词和词组谈论自己或他人的兴趣爱好。（难点）
学习过程：
Step
1:Warm-up
1. Greeting.
2.
Everyday English ：Like father,like son.(虎父无犬子。)
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 sing.（通过欣赏歌曲，引出问题“What
are your hobbies?”）
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）
dancing, singing, reading stories,
playing football, doing kung fu
What are
your hobbies? I like ....
Step 3: While-
task stage
the words after the tape.
after the teacher.
with your partner and
recite the words
the pictures to practice
the sentences.
Step 4: Post-
task stage
Interview your classmates and
then give a report.
Using the form to make a
new dialogue.
①Talk about with your partner.
② Show in class.
the new dialogue on the
exercise-book and show.
Step 5：Sum up
This class I have learned
.
Step 6：Homework
you can recite the
words, please write once from memory. You can get
3
you can’t, please copy the words three can
get 2 stars.
about “What
are your hobbies?” with your partner and write
the
dialogue on your exercise-book, you can
get 5 stars.
Writing design:
Unit 4 I have
a pen pal
Part A Let’s learn
dancing,
singing, reading stories,
playing football,
doing kung fu
What are your hobbies? I like
....
Reflection after class
：
Unit 4 第二课时
总第二十三课时 教学设计
课题：Unit 4 I have a pen pal
Part A Let’s talk
课型：对话课
Learning aims：
a.
我能在图片和教师的帮助下理解对话大意，并回答读后问题。（重点）
b.我能按照正确的语音语调及意群朗读对话，并能够进行角色表演。（重点）
c.我能听、说、读、写，并在情景中运用以下句型： What are ...’s
hobbies? HeShe
likes ...谈论他人的爱好与个人信息。 （难点）
学习过程
Step1： Warm-up
4. Greeting.
2. Everyday English
3. Introduce every
group name and evaluation system.
4. Show the
learning aims.
5. Let’s show the new
dialogue.(学生两人一组表演上节课的作业。)
Step 2: Pre-task
Stage
Ask and answer according the pictures:
What are ...’s hobbies? HeShe likes ...
Step 3： While-task Stage
1. Listen and
answer: What are Peter’s hobbies?
2. Listen
and repeat.
3. Read after the teacher.
4.
Role play. （多种方式的练读。）
5．Practice (练习) the
conversation (对话) with your partner (同伴).
奖励提示
：如果你能和同伴一起把对话熟练地读下来，你们可以为小组赢得两颗
星，如果你能和同伴一起把对话表
演出来，你们可以为小组赢得四颗星。
time.
Step
4:Post- task Stage
1.反馈检测(Test)
Who is
your best friend? Talk about his or her hobbies.
Model(范例):
A: Hello!
B: Hello!
A: Who is your best friend?
B: My best
friend is ....
A: What are hisher hobbies?
B: HeShe likes ....
A:Really? Me too!
Thank you for telling me.
B:You are
welcome!
2. Write the conversation on the
exercise-book and show.
Step 5：Sum up
This class I have learned
.
Step 6：Homework
If you can write the
conversation in your memory, you can get 2 stars.
If you can
make a new conversation, you can
get 4 stars. If you can act the new conversation
next class, you can get 6 stars.
Writing
design:
Unit 4 I have a pen pal Part A
Let’s talk
A: My best friend
is ....
B: What are hisher
hobbies?
A: HeShe likes ....
Reflection after class
：
Unit 4 第三课时 总第二十四课时 教学设计
课题：Unit 4 I have a pen pal Part B Let’s
learn
课型：词汇课
Learning aims
a.我能够借助拼读规则、图片、听、说、读、写四个描述日常活动的词组：cooks
Chinese food,studies Chinese,does word
puzzle,goes hiking。达成率100%。（重
点）
b.我能正确运用核心句型：Does he live in China? No,he
doesn’t.及上述四个词组谈
论或描述自己的日常活动。（难点）
学习过程：
Step 1:Warm-up
1. Greeting.
2. Everyday English .
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 show
the new dialogue.(学生两人一组表演上节课的作业。)
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）
cooks Chinese food,studies Chinese,
does
word puzzle,goes hiking
A: Does he live in
China?
B: No,he doesn’t.
Step 3: While-
task stage
the words after the tape.
after the teacher.
with your partner and
recite the words
the pictures to practice
the sentences.
Step 4: Post-
task stage
,match and say.
A: Come and see
my new pen name is ....
B: Does he live in
China,too?
A: No,he doesn’ lives in ....
B: Does he ...?.
A: Yes,he does. No, he
doesn’t.
①Talk about with your partners.
②
Show in class.
the new dialogue on the
exercise-book and show.
Step 5：Sum up
This class I have learned
.
Step 6：Homework
a. If you can recite the
words, please write once from memory. You can get
3
stars. If you can’t, please copy the words
three times. You can get 2 stars.
b. Talk about the traffic rules with your
partner and write the dialogue on your
exercise-book, you can get 5 stars.
Writing design:
Unit 4 I have a pen pal
Part B Let’s learn
cooks Chinese
food,studies Chinese,
does word
puzzle,goes hiking
A: Does he live in
China?
B: No,he doesn’t.
Reflection after class
：
Unit 4 第四课时 总第二十五课时 教学设计
课题：Unit 4
I have a pen pal Part B Let’s talk
课型：对话课
Learning aims：
a.我能在图片和教师的帮助下理解对话大意，并回答读后问题。（重点）
b.我能按照正确的语音语调及意群朗读对话，并能够进行角色表演。（重点）
c.我能听、说、读、写，并在情景中运用以下句型：Does he live in ...?
No,he
doesn’ he like doing...? Yes, he
does.（难点）
学习过程
Step1 Warm-up
ng.
2. Everyday English.
3. Introduce every
group name and evaluation system.
4. Show the
learning aims.
5. Let’s show the new
dialogue.(学生两人一组表演上节课的作业。)
Step 2: Pre-task
Stage
Ask and answer according the pictures:
A: Does he live in ...?
B: No,he doesn’t.
A: Does he like doing...?
B: Yes, he
does.
Step 3 While-task Stage
1. Listen
and answer: What do the two Johns like?
2.
Listen and repeat.
3. Read after the teacher.
4. Role play. （多种方式的练读。）
5．Practice (练习)
the conversation (对话) with your partner (同伴).
time.
Step 4:Post- task Stage
1.反馈检测(Test)
Talk about a cinema
or restaurant you like. How can you get there?
Make (创编) a
new conversation (对话) with your
partner (同伴).
Tip 1: 大胆地把你和同伴的对话展示出来吧，相信你是最棒的！
Tip 2: 语音语调正确，表情自然。
Model(范例):
A:
Hello!
B: Hello!
A: What are you
doing?
B: I’m ....
A: Does he live in ...?
B: No,he doesn’t.
A: Does he like
doing...?
B: Yes, he does.
A: Amazing! I
like those too! Can I also be his pen pal?
B:
Sure. Why not?
A: Cool!
2. Write the new
dialogue on the exercise-book and show.
Step
5：Sum up
This class I have learned
.
Step 6：Homework
If you can write the
conversation in your memory, you can get 2 stars.
If you can
make a new conversation, you can
get 4 stars. If you can act the new conversation
next class, you can get 6 stars.
Writing
design:
Unit 4 I have a pen pal Part B
Let’s talk
A: Does he live in ...?
B: No,he doesn’t.
A: Does he like doing...?
B: Yes, he does.
Reflection after class
：
Unit 4
第五课时 总第二十六课时 教学设计
课题：Unit 4 I have a pen pal
Part B Read and write Tips for pronunciation
课型：读写课
Learning aims：
a.我能
通过读前问题的引导回忆背景知识及相关话题词汇；能在四则广告中捕捉
细节信息，并提高思考、推理的
能力；能补全广告信息，复习动词第三人称单数的
用法。（重点）
b.我能根据范例确定文段句子中哪些词重读、哪些词轻读，并正确朗读文段。（难
点）
学习过程
Step1 Warm-up
ng.
2.
Everyday English
3. Introduce every group name
and evaluation system.
4. Show the learning
aims.
5. Let’s show the new
dialogue.(学生两人一组表演上节课的作业。)
Step 2: Pre-task
Stage
Ask and answer，finish the table with
your partner:
A: What are your hobbies?
B:
I like ....
Step 3 While-task Stage
1.
Listen and answer: Do the four people in the text
want pen pals?
2. Listen and repeat.
3. Read,answer and write.
4. Finish the ad
for a cooking club..
5．Tips for pronunciation
(1)Listen.
1. We can share.
2.
I like dancing.
3. He lives on a farm.
4.
What are Peter’s hobbies?
(2)Repeat.
Look
at the text on page 40. Find and say more
sentences like these.
Step 4:Post- task Stage
1.反馈检测(Test)
Make an ad for a singing
club.
Tip 1: 大胆地展示出来吧，相信你是最棒的！
Tip 2:
语音语调正确，表情自然。
Step 5：Sum up
This class I
have learned .
Step 6：Homework
If you can write an ad for
your club with your partner, you can get 2 stars.
If you
can write an ad for your club by
yourself, you can get 6 stars.
Writing
design:
Unit 4 I have a pen pal Part B
Read and write
A: What are your hobbies?
B: I like ....
Reflection after
class
：
Unit 4 第六课时
总第二十七课时 教学设计
课题：Unit 4 I have a pen pal
Let’s check Story time
课型：综合技能活动课
Learning aims：
a.
通过阅读趣味故事，复习巩固本单元
所学语言，做到发音清楚，语调达意。
达成率100%。（重点）
b.我能从图片信息中推测
考查点，做到有目的地听录音，并完成选图和填空任务。
达成率95%。（难点）
学习过程
Step1： Warm-up
ng.
2. Everyday
English.
3. Introduce every group name and
evaluation system.
4. Show the learning aims.
Step 2: Pre-task Stage
Ask and answer
according the pictures:
A: What are your
hobbies?
B: I like ....
Step 3： While-
task Stage
1. Watch the cartoon and
answer:What are Monkey King’s hobbies?
What are Zac’s hobbies?
2. Listen and repeat.
3. Read after the teacher.
4. Role play.
（多种方式的练读。）
5．Practice (练习) the story with your
partner (同伴).
奖励提示：如果你能和同伴一起把故事熟练地读下来，你们可以前进两步。
time.
Step 4:Post- task Stage
1.反馈检测(Test)
(1)Retell the story.
Tip 1: 大胆地展示出来吧，相信你是最棒的！
Tip 2:
语音语调正确，表情自然。
(2)Listen and tick.(P30)
(3)Listen again and fill in the blanks.(P30)
2. Let’s wrap it.
Step 5：Sum up
This class I have learned
.
Step 6：Homework
If you can retell the
story, you can get 2 stars. If you can act the
story
class, you can get 6 stars.
Writing design:
Unit 4 I have a pen pal
Part C Story time
What are
Monkey King’s hobbies?
What
are Zac’s hobbies?
Reflection after class
：
next
Unit 5 What does he
do?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：6课时 ◆授课教师:新密市曲梁镇下牛小学 冯桂涛
◆授课对象：小学六年级
词汇课（Part A、B）
课程标准相关的陈述：
能借助图片、图像、手势听懂简单的话语或录音材料。能在口头表达中发音清
楚。语调达意。能
根据拼读的规律，认读所学的词语。能根据图片、词语或例句的提
示，写出简短的语句。
学习目标：
Part A:
1.我能够借助拼读规则、图片、听、说、读、写有关职业的单词和词组：factory
worker,postman,businessman,police
officer,并能在情景中正确运用。达成率100%。
（重点）
2.我能正确运用上述四个单词和词组谈论职业。（难点）
Part B:
1.我能够借助
拼读规则、图片、听、说、读、写四个表述职业的单词：
fisherman,scientist,p
olit,coach,并能在情景中正确运用。达成率100%。（重点）
2.我能正确运用核心句型及上述四个单词描述常见的职业。（难点）
评价任务
1.激励性评价：口语评价good,super,you’re clever...
2.过程性评价：倾听、英语角、复习、合作、展示、检测
学习活动：
目标1：
目标2：
Make a survey and fill in the form.
Show
time
结果纸笔测试： and write
down a sentence
according to the pictures.
对话课（Part A、B）
课程标准相关的陈述
能听懂课堂活动中简单的提问。能就日常生活话题做简短的叙述。能正确朗读所
学对话或短文。
能根据图片、词语或例句的提示，写出简短的语句。
学习目标：
Part A:
1.我能在图片和教师的帮助下理解对话大意，并回答读后问题。（重点）
2.我能按照正确的语音语调及意群朗读对话，并能够进行角色表演。（重点）
3.我能听、说、读、写，并在情景中运用以下句型： What does heshe
do?HeShe
is...提问并回答他人的职业。（难点）
Part B:
1.我能在图片和教师的帮助下理解对话大意，并回答读后问题。（重点）
2.我能按照正确的语音语调及意群朗读对话，并能够进行角色表演。（重点）
3.我能听、说、读、写，并在情景中运用以下句型：Where does he work?He
works ...
How does he go to work?He goes to
work ...询问并回答他人的工作地点和乘坐的交通
工具。（难点）
评价任务：1.激励性评价：口语评价 You’re
super,perfect,wonderful.
2.过程性评价：倾听、英语角、复习、合作、展示、检测
学习活动：
目标1
目标2
结果纸笔测试:
Listen and answer the question.
Read the
dialogue
Instead the red words to the new
words.
Make a new dialogue according to the
pictures.
Pair work.
Listen and choose the
best answer.
Set new situation and make a new
saying
out and then write it down .
语篇教学(Part B)
课程标准相关的陈述：
能借助图片读懂
简单的故事，并养成按意群阅读的习惯。能正确朗读所学故事或
短文。能在教师的帮助和图片的提示下描
述和讲述简单的小故事。
学习目标：
Part B:
1.我能通过读前活动的引
导回忆与话题相关的背景知识及话题词汇，并能在语篇
中捕捉不同类型的信息回答表格中的问题。（重点
）
2.我能根据例句在文段中找到更多句中停顿现象，并能正确朗读句子。（难点）
评价任务 1.激励性评价：口语评价good,super,great,...
2.过程性评价：奖励苹果。
学习活动：
目标1：
目标2
Read after the tape.
I can retell the text.
Read in pairs.
I can make a new dialogue according to the
real life.
Read and tick or cross.
Write down the traffic rules
评价细则：过程表现：倾听、英语角、复习、合作、展示、检测
作业评价：Good Better Best
Unit 5 第一课时 总第二十八课时
教学设计
课题：Unit 5 What does he do Part A Let’s
learn& Listen, match and say
课型：词汇课
Learning aims
1.我能借助拼读规则、图片，听、说、读、写factory
worker,businessman,postman
和police
officer四个职业单词。（重点）
2.我能借助图片运用What does heshe
do? He She is a…, Is heshe a…? Yes,heshe
is.(No,heshe isn’t.)（难点）
学习过程
Step 1:
Warm-up
ay English
the learning aims.
and say.(教师利用多媒体课件出示学过的人物职业图片,让学生读。
’s
chant.
(教师利用多媒体课件出示人物职业图片，学生操练What is he she?
句型。
Step 2：Pre-task stage
Using the
pictures to lead out the key words and sentences
pattern of this
lesson.(借助实物、拼读规则、录音和熟知的句子，师生以
问答的方式引出本节课
的生词）
factory
worker,businessman,postman和police officer
Step
3: While-task stage
1..Let’s learn
(1)look and listen
(2)Listen and repeat
(3)Follow the teacher
(4)Read in groups
(5)
Read with your partner and recite
the words
a ’s missing?
3. Guess
Step 4: Post-task stage
1．Lisen ，match and
say
教师播放Listen, match and
say部分的录音，让学生匹配相应信息，题目如下：
Jiao Jie’s
mother
Ge Nan’s father
Zhou Jia’s
mother
Liu Qian’s father
…
police
officer
postman
businesswoman
factory worker
学生做好练习，教师核对答案。然后教师和一名学生示范对话
，最后学生间就
此部分信息展开对话练习，鼓励学生运用所学语言自由发挥，如：
T: Is
Jiao Jie’s mother a police officer?
S: No,
she isn’t.
T: What does Jiao Jie’s mother do?
S: She’s a businesswoman.
and say
Step5: Sum up
1.这节课我学会了---------------------------------。
2.我会用的句型-----------------------------------。
Step6: Homework(任选其一)
you recite the
words,you only write one time ,if you can’t
recite,you must
write three
times.(会背的单词，只写一遍，不会的写三遍)
you think of any
other jobs? Write them on your exercise and
answer with your
classmates.(你能想出一些其他职业吗？在练习本上写下来,并和
你的同学问一问答一答)
Writing design:
Unit 5 What does he do?
factory worker postman
businessman police officer
Is
your father a postman?
No, he isn’t.
What
does he do?
He’s a businessman.
Reflection
after class：
节课的教学内容是在原有知识的基础上继续学习有关职业名称的单词，教师
把单
词放入句子中巩固学习，学生印象会更加深刻。在Warm-up阶段就通过这种方法操
练本单元的重点句型，让学生熟练运用重点句型，在难度并不大的情况下，充分调动
学生的 积极性，把握好本课时的重点。在歌曲的轻松氛围下导入新课的设计很好，虽
然歌曲中存在难点单词，但 是歌曲这一形式能很好地分散难点，同时为新课奠定学习
基调。整个课时以照片或表演引出新单词，以男 女交替问答、拆音拼音法、游戏法等
多种形式学习巩固新知，具有趣味性，让学生在轻松愉悦的氛围下理 解并掌握知识。
Unit 5 第二课时 总第二十九课时
教学设计
课题：Unit 5 What does he do Part A Let’s
talk & Let’s try
课型：对话课
Learning aims：
a.
我能在图片和教师的帮助下理解对话大意，并回答读后问题。（重点）
b.我能按照正确的语音语调及意群朗读对话，并能够进行角色表演。（重点）
c.我能听、说、读、写，并在情景中运用以下句型：What does he she
do...？He is
aan… 提问并回答他人的职业。 （难点）
学习过程
Step1 Warm-up
ng.
ay English: Doing
is better than saying! ( 说 到 不 如 做 到 ! )
3.
Introduce every group name and evaluation system.
4. Show the learning aims.
5. Let’s show
the new dialogue.(学生两人一组表演上节课的作业。)
Step 2:
Pre-task Stage
Let’s try
Listen ana circle
Step 3 While-task Stage
1.
Read
the conversation by yourself. If you can’t read or
understand
the words or sentences ,circle
it,then ask.
and answer:
(1)What does
Oliver’s father do?
(2) What does Oliver’s
mother do?
3. Listen and repeat.
4. Read
after the teacher.
5. Role play. （多种方式的练读。）
6．Practice the conversation with your
partner .
奖励提示：如果你能和同伴一起把对话熟练地读下来，你们可以为小组赢得两颗<
br>星，如果你能和同伴一起把对话表演出来，你们可以为小组赢得四颗星。
time.
Step 4:Post- task Stage
1. Test:Fill in
the blanks with the right sentences
2. What
does your father mother do?Write the conversation
on the exercise-book and
show.(P48)
Step
5:Sum up
这节课我学会的句型有：
.
Step 6:Homework
If you can write the
conversation in your memory, you can get 2 stars.
If you can
make a new conversation, you can
get 4 stars. If you can act the new conversation
next class, you can get 6 stars.
Writing
design:
Unit 5 What does he do Part A Let’s
talk & Let’s try
Country head teacher
A: What does your fathermother do ?
B: He is a doctor..
Reflection after
class
：
本课时的重点在于学会如何询问对方的职业，同时教师拓展介绍了如何询问他人
未来的 职业理
想，这点做得很好，可以让学生对自己的未来有一个思考，在情感上
给学生带来了正能量。虽然增加知识
点会加重学生的学习负担，但是适当的拓展有利
于学生的全面发展。本课用表演做动作的形式在预热阶段
就调动了学生的学习兴趣，
同时又给学生提供了复习旧知识的机会，趣味性的练习使学生学英语不再单调
，更利
于学生接受。
本课的另一个特色就是充分引入一些当代歌手信息，在不影响教学进度的
前提
下，适当加以拓展，既调动了学生的积极性，又让学生了解到了许多课堂以外的信息
。
除了可以在课堂上充分练习本单元的重点句型以外，学生还可以在家与家长进行练
习，这样不
仅巩固了所学句型，同时加强了学生与家长之间的交流。
Unit 5 第三课时 总第三十课时 教学设计
课题：Unit 5 What does he do Part B Let’s learn
& Write and discuss
课型：词汇课
Learning aims
1.我能借助拼读规则、图片，听、说、读、写fisherman,scientist,pilot
,coach四个
职业单词和university地点名词 。（重点）
2.我能借助图片，会运用What does heshe do? He is aan…
What does heshe work?
He works atin… （难点）
学习过程
Step 1: Warm-up
1. Greeting.
2. Everyday English .
3. Introduce every
group name and evaluation system(介绍组名和评价机制)
4. Show the learning aims.
5. Show “Let’s
talk”(学生两人一组表演)
Step 2：Pre-task stage
Using the pictures to lead out the key words
and sentences pattern of this
lesson.(借助实物、拼读规
则、录音和熟知的句子，师生以问答的方式引出本节课
的生词）
fisherman,scientist,pilot ,coach
Step 3:
While-task stage
1..Let’s learn
(1)look
and listen
(2)Listen and repeat
(3)Follow
the teacher
(4)Read in groups
(5)
Read with your partner and recite the words
2. Let’s chant
3. Play a
game
:Choose your luck number.
Step 4:
Post-task stage
in the blank according to
Let’s talk.
2．Write and discuss
学生做好练习，教师核对答案。然后教师和一名学生示范对话，最后学生间就
此部分信息展开对话练
习，鼓励学生运用所学语言自由发挥，如：
T: What does Lee do??
S: He is a doctor..
T: Were does he work?
S: He works in a pet hospital.
Step5: Sum up
1.这节课我学会了---------------------------------。
2.我会用的句型-----------------------------------。
Step6: Homework(任选其一)
you recite the
words,you only write one time ,if you can’t
recite,you must
write three
times.(会背的单词，只写一遍，不会的写三遍)
you think of any
other jobs? Write them on your exercise and
answer with your
classmates.(你能想出一些其他职业吗？在练习本上写下来,并和
你的同学问一问答一答)
Writing design:
Unit 5 What does he do?
fisherman scientist pilot
coach
university
-What does heshe do??
- HeShe
is a doctor..
- Were does he she work?
-He
She works in at….
Reflection after class
：
上课前，教师和学生复习巩固了上节课所学的知识。在单词教学过程中，教师通
过展示一些比较能引起学生兴趣的电影片段、图片等，激发了学生的学习兴趣，通过
巧用拆分法让学生当
堂记住单词能够帮助学生形成形象记忆，这样可以降低学习的难
度。作为老师应 要“授之以渔”，让学
生掌握并运用多种学习方法，获取更多的知识，
提高学习效率。另外，教师对各种职业的介绍相当重要，
可以让学生了解职业不分高
低贵贱，不能因职业不同而歧视他人，要懂得为社会奉献。这是让学生形成正
确人生
观、价值观的好机会。
Unit 5
第四课时 总第三十一课时 教学设计
课题：Unit 5 What does he do
Part B Let’s talk & Let’s try
课型：对话课
Learning aims：
1.
我能在图片和教师的帮助下理解对话大意，并回答读后问题。（重点）
2.我能按照正确的语音语调及意群朗读对话，并能够进行角色表演。（重点）
3.我能听、说、读、写，并在情景中运用句型：Where does he she
work？He works…
How does he she go to work? He
goes to work…询问并回答他人的工作地点和乘坐
的交通工具。 （难点）
学习过程
Step1 Warm-up
ng.
ay
English: Doing is better than saying! ( 说 到 不 如 做
到 ! )
3. Introduce every group name and
evaluation system.
4. Show the learning aims.
5. Let’s show the new
dialogue.(学生两人一组表演上节课的作业。)
Step 2: Pre-task
Stage
Let’s try
Listen and circle
Step
3 While-task Stage
1.
Read the
conversation by yourself. If you can’t read or
understand the words or
sentences ,circle
it,then ask.
Life，stay, healthy, work hard
,should，study hard
and answer:
(1)What
does Mike’s uncle do?
(2) Where does he work?
(3)How does he go to work?
3.
Listen and repeat.
4. Read after the teacher.
5. Role play. （多种方式的练读。）
6．Practice the
conversation with your partner .
奖励提示：如果你能和同伴一
起把对话熟练地读下来，你们可以为小组赢得两颗
星，如果你能和同伴一起把对话表演出来，你们可以为
小组赢得四颗星。
time.
Step 4:Post- task Stage
1. Fill in the blanks with the right
sentences
2. Write the conversation on the
exercise-book and show.(P50)
Where does your
father mother work? -How does he she go to work?
Step 5:Sum up
这节课我学会的句型有：
Step
6:Homework
If you can write the conversation
in your memory, you can get 2 stars. If you can
make a new conversation, you can get 4 stars.
If you can act the new conversation
next
class, you can get 6 stars.
Writing design:
Unit 5 What does he do Part B Let’s talk &
Let’s try
sea, stay, healthy, work hard
,study hard
-Where does he she work？
-Heshe works…
-How does he she go to
work?
-HeShe goes to work…
Reflection
after class
：
本课是锻炼学生胆量、口语表达的主战场。有些学生学不好英语是
因为胆子小，
缺乏自信，怕说错，课堂上从不举手，而且常存在饶幸心理，希望老师不要叫到自己，
而老师们为了这些学生的“自尊心”和“安全感”，也很少提问他们，久而久之，这
样的学生就成了“哑巴”学生。而对话表演的学习方式给了学生很大的自由空间，它
可以更好地激发学生
的学习兴趣，拓宽学生的参与面，调动学生的积极性和主动性，
为全体学生提供口语锻炼的机会，达到良
好的教学效果。
Unit 5 第五课时
总第三十二课时 教学设计
课题：Unit 5 What does he do?
Part B Read and write Tips for pronunciation
课型：读写课
Learning aims：
a.我能通过读前活动的引导回忆与话题相关的背景知识及话题词汇，并能在
语篇中捕捉不同类型的信息回答表格中的问题。（重点）
b.我能根据例句在文中找到更多句中停顿现象，并能正确朗读句子。（难点）
学习过程
Step1 Warm-up
ng.
2. Everyday English
3. Introduce every group name and evaluation
system.
4. Show the learning aims.
5.
Let’s show the new dialogue.(学生两人一组表演上节课的作业。)
Step 2: Pre-task Stage
List five e with
your many different jobs are there in both
lists?
Step 3 While-task Stage
1.
Read the passage and choose a title for the text.
（ ）People and their jobs ( )Hobbies
and jobs
2. Listen and fill in the
table.(P53).
3. Read after the table.
4.
At the Real World Camp,children can try to do
different
you want to go to the camp? Fill
in this form.(P53)
5．Show in class.
for
pronunciation
(1)Listen.
(2)Repeat.
Look at the text on Page 53. Find and say more
sentences like these.
Step 4:Post- task Stage
反馈检测(Test)
Discribe your hobbies and
dreams like Page 52.
Tip 1: 大胆地展示出来吧，相信你是最棒的！
Tip 2: 语音语调正确，表情自然。
Step 5：Sum up
This class I have learned
.
Step 6：Homework
If you can write your
hobbies and dream, you can get 2 stars. If you can
write
you and your friends’ hobbies and
dreams, you can get 6 stars.
Writing design:
Unit 5 What does he do? Part B Read and
write
My hobbies:
My dreams:
Reflection after
class
：
这节课在课前教师就安排了日常会话练习，这样既起到了很好的巩固旧
知、承接新知
的作用，又给了学生开口说英语的机会，让学生展示了自己的口语能力，为他们提供
了交流的机会。教师可让学生自由练习对话，因为学生想到的话题，往往比老师预期
的更全面，更精彩
。教师在教学中还要注重因材施教，比如把简单的问题留给后进生，
让他们尽量有机会模仿此外还要注意
及时地鼓励和表扬。这样由易到难，由简单到复
杂，循序渐进。随着学生会说的内容越来越多，他们的学
习兴趣也越来越浓，学习成
绩就会越来越好。小组讨论既是课堂活动的一种，也能让学生集体交流讨论，
使学生
学会表达自己的观点时吸取他人好的观点，有利于学生课后学习更好地开展。
Unit 5 第六课时 总第三十三课时 教学设计
课题：Unit 5
What does he do? Let’s check Story time
课型：综合技能活动课
Learning aims：
a.
通过阅读趣味故事，复习巩固本单元所学语言，做到发音清楚，语调达意。达成率100%。（重点）
b.我能从图片信息中推测考查点，做到有目的地听录音，并完成连线
任务。达成
率95%。（难点）
学习过程
Step1: Warm-up
ng.
2. Everyday English.
3. Introduce
every group name and evaluation system.
4.
Show the learning aims.
Step 2: Pre-task Stage
Ask and answer with teacher.
A: What
does your father do?
B: He’s a ...
A: And
what does your mother do?
B: She is a ...
A: Where does heshe work?
B: She works
atinon ...
A: How does heshe go to work?
B: HeShe goes to work .
Step 3: While-task
Stage
2. Watch the cartoon and answer:What
does Zip want to be?
2. Listen and repeat.
3. Role play.
奖励提示：如果你能和同伴一起把故事熟练地读下来，你们可以前进两步。
time.
Step 4:Post- task Stage
1.反馈检测(Test)
(1)Retell the story.
Tip 1: 大胆地展示出来吧，相信你是最棒的！
Tip 2:
语音语调正确，表情自然。
(2)Listen and match.(P54)
(3)Listen again and fill in the blanks.(P54)
2. Let’s wrap it.
(1)Fill in the blanks.
（2）Play the game“I didn’t hear you”.
Step
5：Sum up
This class I have learned
.
Step 6：Homework
If you can retell the
story, you can get 2 stars. If you can act the
story next
class, you can get 6 stars.
Writing design:
Unit 5 What does he do?
Part C Story time
What do
you want to be?
What does Zip
want to be?
Reflection after
class
：
本课时的重点是故事阅读，重在对学生阅读能力的培养。虽然故事具有
一定的吸
引力，但考虑到小学生定力不足，难以长时间全身心地投入阅读中，所以教师采取了
多
种形式，尽量让全体学生都投入到课堂学习中，如：分层阅读、小组讨论、示范阅
读、分角色阅读等形式
。同时教师在学生遇到难题时进行适当指导、梳理，让学生消
除畏难心理，大胆地跟着教
师的方法和思路来。有这样的经历后，学生以后就能够
自己慢慢地解决问题，逐渐形成良好的阅读习惯。
教师也应注意，提高学生的自主能
动性，不能过于依赖教师，度的把握十分重要。
Unit
6 How do you feel?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：6课时
◆授课教师:：新密市曲梁镇下牛小学 冯桂涛
◆授课对象：小学六年级
词汇课（Part A、B）
课程标准相关的陈述：
能借助图片、图像、手势听懂
简单的话语或录音材料。能在口头表达中发音清
楚。语调达意。能根据拼读的规律，认读所学的词语。能
根据图片、词语或例句的提
示，写出简短的语句。
学习目标：
Part A:
1.我能够借助拼读规则、图片、听、说、读、写五个有关情绪的单词：
sad,an
gry,happy,worried,afraid,。达成率100%。（重点）
2.我能看图完成句子，描述图片，并能正确运用这五个单词描述自己或他人的情
绪。（难点）
Part B:
1.我能够借助拼读规则、图片、听、说、读、写五个有关健康和建议的词组：see
a
doctor,do more exercises,wear more clothes,take a
deep breath,count to
ten,能正确运用
这五个词组描述身体状况并提出建议。达成率100%。（重点）
2.我能根据图片提示完成卡片游戏。（难点）
评价任务
1.激励性评价：口语评价good,super,you’re clever...
2.过程性评价：倾听、英语角、复习、合作、展示、检测
学习活动：
目标1：
目标2：
Make a survey and fill in the form.
Show
time
结果纸笔测试： and write
down a sentence according to
the pictures.
对话课（Part A、B）
课程标准相关的陈述
能听懂课堂活动中简单的提问。能就日常生活话题做简短的叙述。能正确朗读所
学对话或短文。
能根据图片、词语或例句的提示，写出简短的语句。
学习目标：
Part A:
1.我能在图片和教师的帮助下理解对话大意，并回答读后问题。（重点）
2.我能按照正确的语音语调及意群朗读对话，并能够进行角色表演。（重点）
3.我能听、
说、读、写，并在情景中运用be+表示情绪的形容词的结构询问他人
的情绪或描述自己的情绪。（难点
）
Part B:
1.我能在图片和教师的帮助下理解对话大意，并回答读后问题。（重点）
2.我能按照正确的语音语调及意群朗读对话，并能够进行角色表演。（重点）
3.我能听、说、读、写，并在情景中运用句型：He should ...Don’t be
...为他人提
建议。（难点）
评价任务：1.激励性评价：口语评价 You’re
super,perfect,wonderful.
2.过程性评价：倾听、英语角、复习、合作、展示、检测
学习活动：
目标1
目标2
结果纸笔测试:
Listen and answer the question.
Read the
dialogue
Instead the red words to the new
words.
Make a new dialogue according to the
pictures.
Pair work.
Listen and choose the
best answer.
Set new situation and make a new
saying
out and then write it down .
语篇教学(Part B)
课程标准相关的陈述：
能借助图片读懂
简单的故事，并养成按意群阅读的习惯。能正确朗读所学故事或
短文。能在教师的帮助和图片的提示下描
述和讲述简单的小故事。
学习目标：
Part B:
1.我能通过读前活动的引
导回忆与话题相关的背景知识及话题词汇，能在语篇中
捕捉不同类型的信息完成读后排序题，并能根据阅
读所获取的信息完成故事提纲和
口头复述故事。（重点）
2.我能根据例句在文段中找到更多“失去爆破”现象，并能正确朗读相关句子。
（难点）
评价任务 1.激励性评价：口语评价good,super,great,...
2.过程性评价：奖励贴纸。
学习活动：
目标1：
目标2
Read after the tape.
I can retell the text.
Read in pairs.
I can make a new dialogue according to the
real life.
Read and tick or cross.
Write down the traffic rules
评价细则：过程表现：倾听、英语角、复习、合作、展示、检测
作业评价：Good Better Best
Unit 6第一课时 总第三十四课时
课题：Unit 6 How do you feel? Part A Let’s
learn
课型：词汇课
Learning aims
1.我能够借助拼读规则、图片、听、说、读、写五个有关情绪的单词：
sad,angry,happy,worried,afraid.达成率100%。（重点）
2.我能看图完成句子，描述图片，并能正确运用这五个单词描述自己或
他人的情绪。（难点）
学习过程：
Step 1:Warm-up
1.
Greeting.
2. Everyday English
：No pleasure without pain.(没有苦就没有乐。)
3.
Introduce every group name and evaluation
system(介绍组名和评价机制)
4. Show the
learning aims.
5. Presentation of Unit
6.（通过情境设置，引出问题“How is Sarah feeling
now?”）
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）
sad angry happy worried afraid
Sarah is ...
The cat is ...
Sarah
and the cat are ...
They are ...
Step 3:
While-task stage
the words after the tape.
after the teacher.
with your
partner and recite the words
the pictures
to practice the sentences.
Step 4:
Post-task stage
Write and say.
Fill in the
blanks according the pictures.
①Wtite by
yourselves.
② Show in class and check with
your partner.
the new sentences on the
exercise-book and show.
Step 5:.Sum up
Step 6:Homework
you can recite the words,
please write once from memory. You can get 3
you can’t, please copy the words three can get 2
stars.
about “How is your
feeling now?” with your partner
and write
the sentences on your exercise-book, you can get 5
stars.
Writing design:
Unit 6 How do
you feel?
Part A Let’s learn
sad angry happy
worried afraid
主语 be
表示心情和感受的形容词.
Reflection after class
：
<
br>本课时重点学习了有关心情或心理状态的单词，学习难度不大，因为心理状态是
每一位学生自己都
有体会过的，所以我在教学时需要唤起学生对这些心理状态的体
会，那样学生既能积极参与课堂，学习起
来也不会觉得吃力。我运用歌曲If you’re
happy, clap your hands
.引入新课是很好的选择，这样既奠定好了学习的基调，又能够
使学生欢快地投入到新课当中。本课时最
大的特点就是表情简笔画的应用，既生动形
象，又贴近生活，学生还能自己描绘。如此一来，学生自然而
然地就将精力集中到了
课堂中，课堂效果良好。
Unit 6第二课时
总第三十五课时
课题：Unit 6 How do you feel? Part A
Let’s talk
课型：对话课
Learning
aims：
1.我能在图片和教师的帮助下理解对话大意，并回答读后问题。（重点）
2.我能按照正确的语音语调及意群朗读对话，并能够进行角色表演。（重点）
3.我能听、说、读、写，并在情景中运用be+表示情绪的形容词的结构询问
他人的情绪或描述自己的情绪。（难点）
学习过程
Step1:
Warm-up
5. Greeting.
2. Everyday English
3. Introduce every group name and evaluation
system.
4. Show the learning aims.
5.
Let’s show the new sentences.(学生两人一组表演上节课的作业。)
Step 2: Pre-task Stage
Ask and answer
according the pictures:
A: How is Sarah
feeling now?
B: She is ...
A: Why?
B:
...
Step 3 While-task Stage
1. Listen and
answer: Why is the cat angry with the mice?
2. Listen and repeat.
3. Read after the
teacher.
4. Role play. （多种方式的练读。）
5．Practice (练习) the conversation (对话) with
your partner (同伴).
奖励提示：如果你能和同伴一起把对话熟练地读下来，你们可
以为小组赢得两颗
星，如果你能和同伴一起把对话表演出来，你们可以为小组赢得四颗星。
time.
Step 4:Post- task Stage
1.反馈检测(Test)
How are you feeling
now?Talk with your partner.
Model(范例):
A:
Hello!
B: Hello!
A: You look so
?
B: Because...You are angry ?
A:
...,what should I do?
B: Well,first,take a
deep you should count to ten.
After
that,you won’t feel so happy.
A: OK,thank you.
B: You’re welcome.
2. Write the
conversation on the exercise-book and show.
Step 5:.Sum up
Step 6:Homework
If you
can write the conversation in your memory, you can
get 2 stars. If you can
make a new
conversation, you can get 4 stars. If you can act
the new conversation
next class, you can get 6
stars.
Writing design:
Unit 6
How do you feel?
Part A Let’s
talk
A: How is Sarah
feeling now?
B: She is ...
A: Why?
B: ...
Reflection after class
：
本课时的重点是会话练习，重在让学生学会在真实情景中掌握句型，熟练运用。
教师将难
点单词从重点句型中挑出来，逐一突破，很好地分散了重难点，符合教学规
律和学生的学习规律。采用情
景表演的方式引出难点单词，生动而活泼，再通过播放
与课文内容相关的《黑猫警长》这一卡通片，展现
句型，既活跃了课堂氛围，集中了
学生的注意力，又有利于学生主动投入到学习当中，可谓一举两得。在
句型的巩固阶
段，竞赛形式所营造的快节奏有利于学生迅速记忆句型，但同时也容易出现
反作用，
使学生出现畏难心理，没有信心。因此要注意细心观察学生，积极引导学生顺利完成
任
务，促进全班学生共同进步。
Unit 6第三课时 总第三十六课时
课题：Unit 6 How
do you feel? Part B Let’s learn
课型：词汇课
Learning aims
1.我能够借助拼读规则、图片、听、说、读、写五个有关健康和建议的词组：
see a
doctor,do more exercises,wear more clothes,take a
deep breath,
count to
ten,能正确运用这五个词组描述身体状况并提出建议。达成率
100%。（重点）
2.我能根据图片提示完成卡片游戏。（难点）
学习过程：
Step
1:Warm-up
1. Greeting.
2.
Everyday English .
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 show
the new dialogue.(学生两人一组表演上节课的作业。)
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）
see a doctor do more exercises wear more
clothes
take a deep breath count to ten
A: I am ...What should I do?
B: You should
...
Step 3: While-task stage
the words
after the tape.
after the teacher.
with
your partner and recite the words
the
pictures to practice the sentences.
Step 4: Post-task stage
card games.“What
suggestions can you give?”
Choose a card and
ask your partner“What should I do?”
A:What
should I do?
B:You should ...
①Talk about
with your partners.
② Show in class.
up
rk
a. If you can recite the words, please
write once from memory. You can get 3
stars.
If you can’t, please copy the words three times.
You can get 2 stars.
b. Talk
about “What suggestions can you give?” with your
partner and write the dialogue on your
exercise-book, you can get
5 stars.
Writing design:
Unit 6 How do you feel?
Part B Let’s learn
see a doctor
do more exercises wear more clothes
take a deep breath count to ten
A: I
am ...What should I do?
B: You should
...
Reflection after class：
本课时的重点是短语学
习，同时教育学生要学会照顾自己和他人。短语学习的方
式有很多种，比如做动作，反复朗读。教师结合
了实际生活情况，在真实的情景中引
导学生去思考具体情况下的建议，更有利于学生理解，并有效地吸收
，而不仅仅是停
留在短语的学习上，这一点，很重要。学习与生活息息相关，如果脱离生活去学习，那样我们就只是机械式地学，并不能将其融会贯通，应用于实际。采用chant、游戏
等方式巩固
知识，让学生在轻快的氛围中快乐地学习，降低了学习难度，学生乐于接
受，从而变被动学习为主动学习
。
Unit 6第四课时 总第三十七课时
课题：Unit 6 How
do you feel? Part B Let’s talk
课型：对话课
Learning aims：
1.我能在图片和教师的帮助下理解对话大意，并回答读后问题。（重点）
2.我能按照正确的语音语调及意群朗读对话，并能够进行角色表演。（重点）
3.我能听、说、读、写，并在情景中运用句型：He should ...Don’t be
...
为他人提建议。（难点）
学习过程
Step1: Warm-up
ng.
2. Everyday English.
3. Introduce
every group name and evaluation system.
4.
Show the learning aims.
5. Let’s show the new
dialogue.(学生两人一组表演上节课的作业。)
Step 2: Pre-task
Stage
Ask and answer according the pictures:
A: I am ...What should I do?
B: You
should ...
Step 3 While-task Stage
and
answer:
How does Sam feel?
What
should he do?
2. Listen and repeat.
3.
Read after the teacher.
4. Role play.
（多种方式的练读。）
5．Practice (练习) the conversation
(对话) with your partner (同伴).
time.
Step
4:Post- task Stage
1.反馈检测(Test)
Your friends need some them and give
your suggestions.
Make (创编) a new conversation
(对话) with your partner (同伴) and act with your
friends..
Tip 1: 大胆地把你和同伴的对话展示出来吧，相信你是最棒的！
Tip 2: 语音语调正确，表情自然。
Model(范例):
A:
Hello!Who’s that?
B: Hello!I’m ...I’m
...
A: What’s wrong?
B: ...What should I
do?
A: You should ...
B: Thank you.
A: You’re !
B: Bye!
with your
partner.
the new dialogue on the
exercise-book and show.
Step 5:.Sum up
Step 6:Homework
If you can write the
conversation in your memory, you can get 2 stars.
If you can
make a new conversation, you can
get 4 stars. If you can act the new conversation
next class, you can get 6 stars.
Writing
design:
Unit 6 How do you feel?
Part B Let’s talk
A: I’m ...
B: What’s
wrong?
A: ...What should I
do?
B: You should ...
Reflection after class
：
教有法，教无定法，贵在得法我
在本节课中尝试了不同的教学方法，通过创设真
实的情景，自然引入重点句型，让学生在情境中领会句型
，这样比突兀地给出句子有
意义得多。六年级的学生已经具有一定的英语学习能力，因此
让学生自己总结规律是
很有效的学习方法。小组讨论也能让每一位学生充分思考，发挥主观能动性，从而
提
高课堂效率，让课堂“活”起来。运用这些灵活的教学方法，让学生在乐中学，又在
学中乐，
尤其是对待后进生，采取鼓励性的评价方式，尽量肯定学生在学习中获得的
成功，多采用表扬的方式来鼓
励他们，帮助他们树立自信心。
Unit 6第五课时 总第三十八课时
课题：Unit 6 How do
you feel? Part B Read and write
课型：读写课
Learning aims：
1.我能通过读前活动的引导回忆与话题相关的背景知识及话题词汇，能在语
篇中捕捉不同类
型的信息完成读后排序题，并能根据阅读所获取的信息完成故事
提纲和口头复述故事。（重点）
2.我能根据例句在文段中找到更多“失去爆破”现象，并能正确朗读相关句
子。（难点）
学习过程
Step1 Warm-up
ng.
2.
Everyday English
3. Introduce every group name
and evaluation system.
4. Show the learning
aims.
5. Let’s show the new
dialogue.(学生两人一组表演上节课的作业。)
Step 2: Pre-task
Stage
Draw faces for each word:
afraid,happy,angry,sad
Step 3 While-task
Stage
2. Read the story and choose a best
answer.
What does the story tell us?
A:We should always be nice to each other.
B:We shouldn’t hurt ants.
2. Listen and
number the pictures.(P53).
3. Read after the
tape.
4. Fill in the blanks .
5．Show in class.
for pronunciation
(1)Listen.
(2)Repeat.
Look at the text
on Page 62. Find and say more sentences like
these.
Step 4:Post- task Stage
1.反馈检测(Test)
Retell the story.
Tip
1: 大胆地展示出来吧，相信你是最棒的！
Tip 2: 语音语调正确，表情自然。
Step 5:.Sum up
Step 6:Homework
If you
can read the story to your partner, you can get 2
stars. If you can retell the story,
you can
get 6 stars.
Writing design:
Unit 6 How do you feel?
Part B
Read and write
The ant
is____________.
Robin is
stuck and __________.
The
ants are ______________
Now everyone _____________.
Reflection after
class
：
本课时的重点看似在教学故事，实则是在让学生领会一则哲理：We
should always
be nice to each other.如若只停留在教学故事
表面，则没有达到此课时的目的；如若直
接灌输给学生哲理，学生难以体会或者体会不深刻，难以将书面
的东西内化为自我的
一种美德。因此本课时度的掌握很重要。我采用故事表演、小组讨论、学生联系生活
实际谈体会等多种形式，能让学生都积极参与到课堂，加入故事表演中。只有让学生
亲身经历，
才能深刻理解故事，有感而发，真正地做到友好待人。把握好了重点，学
生学起来就有激情，教师教起来
也就有动力，从而使课堂效率达到最高。
Unit 6第六课时 总第三十九课时
课题：Unit 6 How do you feel? Let’s check&Let’s
wrap it up Part C Story time
课型：综合技能活动课
Learning aims：
a.
通过阅读趣味故事，复习巩固本单元
所学语言，做到发音清楚，语调达意。
达成率100%。（重点）
b.我能从图片信息中推测
考查点，做到有目的地听录音，并完成连线任务。达成
率95%。（难点）
学习过程
Step1 Warm-up
ng.
2. Everyday
English.
3. Introduce every group name and
evaluation system.
4. Show the learning aims.
Step 2: Pre-task Stage
Ask and answer with
teacher.
A: Hello!
B: Hello!I’m ...
A: What’s wrong?
B: ...What should I do?
A: You should ...
B: Thank you.
A:
You’re wwelcome.
Step 3 While-task Stage
3. Watch the cartoon and answer:
In
the story,how is Zip feeling?
2. Listen and
repeat.
3. Role play.
奖励提示：如果你能和同伴一起把故事熟练地读下来，你们可以前进两步。
time.
Step 4:Post- task Stage
1.反馈检测(Test)
(1)Retell the story.
Tip 1: 大胆地展示出来吧，相信你是最棒的！
Tip 2:
语音语调正确，表情自然。
(2)Listen and match.(P64)
(3)Listen again and circle the right
answer.(P64)
2. Let’s wrap it.
(1)Add more
words about feeling.
（2）Tell your partner how
you are feeling now.
Step 5:.Sum up
Step
6:Homework
If you can retell the story, you
can get 2 stars. If you can act the story next
class, you can get 6 stars.
Writing
design:
Unit 6 How do you feel? Part C
Story time
A: I’m ...What
should I do?
B:You should ...
Reflection after class
：
本课时我通过两个游戏
既复习了本单元的重点知识，又提高了学生的故事理解能
力。在教学过程中，我采用片段教学配合小组合
作讨论的方法，很好地分散了课时重
点，集中了学生的注意力。通过多样化的教学手段，化难为易，是学
生在不知不觉中
掌握了所学的知识。
Recycle
2第一课时 总第四十课时
课题：Recycle 2 Listen and fill in
the blankslisten again
课型：复习课
Learning aims
a．我能够在图片的帮助下，听懂情景对话，并填出有关职业的关键信
息，复习相关核心词汇和句型。
b.我能够在图片和语言提示下填出人物的兴趣爱好，复习相关核心词汇
及句型。
学习过程：
Step 1:Warm-up
1. Greeting.
2. Everyday English
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 sing.
Step 2：Pre-task stage
1、师生对话：
T :
Good morning.
S1: Good
morning.
T : What does your father do?
S1 : He is a ...
T : What does your
mother do?
S1 : She is a ...
T : Thank you
very much.
S1: You’re welcome.
2、学生两人一组，模仿进行对话。
3、活动：What do I do
?
活动方式:请学生根据教师的描述，猜猜“职业”。如：
T : I
work in a school. I like sports. S1: A
teachder.
T : I work in a police
office.I like helping people.
S2: A police officer.
T : I work in
a factory. S3 : A factory worker.
T : I work in a post office.
S4 : A postman.
T : I work in a company.I
like using computer. S5: A secretary.
T : I
work at sea. S6: A
fisherman.
T : I work on a plane.
S7 : A pilot.
Step 3: While-task stage
and fill in the blanks.
angin and check.
Step 4: Post-task stage
Listen again
and write down the hobbies for the people.
(1)、看图熟悉人物。
（2）、再次播放录音，学生静听并填空。
（3）、请一些学生来回答。
（4）、全班一起对照检查并读句子。
Step
5:.Sum up
Step 6:Homework
1、听录音，跟读对话。
2、复习4---6单元学过的单词和句型。
Writing design
Recycle 2
A:What
does ... do?
B:... Is
he she a ...
A:What are
... hobbies?
B:...likes
...
Reflection after class
：
这节课是一节
复习课。复习课的重点是对重点知识进行回顾、巩固与提升，但复
习课相对缺乏新鲜感，学生劲头没那么
足，这就需要教师营造轻松活跃的学习氛围，
吸引学生融入课堂，才能提高学习效率。我采用游戏法、小
组讨论法等方式。在教学
中，还特别关注后进生，对他们加以个别辅导，引导他们要有耐心，并为他们单
独地
进行补缺补差，同时要求英语好的同学多多帮助后进生，使其感受到周围师生的关爱，
重新
树立起学好英语的信心。
Recycle 2第二课时 总第四十一课时
课题：Recycle 2 P67
课型：复习课
Learning aims：
a. 复习4---6单元所学的核心词汇和句子。
b.我能运用句型HeShe is doing
...以及be+形容词的结构描述图中人物正在做的
事情及其情绪。
学习过程
Step1 Warm-up
6. Greeting.
2.
Everyday English
3. Introduce every group name
and evaluation system.
4. Show the learning
aims.
Step 2: Pre-task Stage
1.复习有关心情与感受类的单词：happy,sad,worried,angry,afraid.
活动方式：先快速抽读这些单词卡片，接着将这些单词卡片和图片发给学生，
教师读单词happy，拿到该单词卡片和图片的同学迅速将手中的卡片贴在黑
板上。
2.复习动作类词组：read stories,do kung fu,play
sports,play the pipa,
sing English songs,draw
some pictures , go ice-skating , go for a
picnic …
活动方式：先快速抽读这些单词卡片，然后将这些词组卡片发给学生，接着
教师将这些词组的图片贴在黑板上，教师每贴一幅图，持有该图片词组的学
生要将词组贴在相应的图片下方，全班评价其图片贴的是否正确。
3.复习地点类的单词：university,gym, school,hospital,......
活动方式：先快速抽读这些词组卡片，然后让学生将单词和汉语配对。
Step 3
While-task Stage
4. Peper’s family are on the
are they doing on the bus?
5. Say the
sentences according the this:
Peple’s
father is talking. He’s happy.