昌吉职业技术学院-焦作一中分校

Lesson1：At the Airport

教学目标
知识目标：1. 学生能听懂、会说、认读和书写单词：home, time, clock
2. 句型“What time is it? It’s _____.”
能力目标：1. 能运用句型“What time is it? It’s _____.” 来表达时间，如: seven o’clock, half past
four, four forty-five
2. 可以运用所学对话熟练进行口语交际。
情感目标：通过对本课的学习，学生可以了解在机场下飞机的流程以及不同的国家在同一时间
的不同时 间差异，提高文化素养，激发英语学习兴趣。
教学重难点
教学重点：学生对单词clock和airport的熟练掌握以及对关于时间句型What time is it? It’s
____. 的灵活运用。
教学难点：学生可以灵活运用课文的对话进行有感情的口语交际，并且运用到真实的生活中。
教学准备
多媒体课件，PPT
教学过程
1. Greetings
Free talk:
T: Hello! How are you?
S: I’m fine, and you? Just so so. I’m not bad…
T: Summer holiday is coming. What do you want to do?
S：I want to go on a trip…
T: But on September 1, what will you do?
S: I will go back to school.
T: Do you know what Li Ming will do on September 1?
(Let’s listen)
2．New concept
S: (after listening) He will go to school in Canada.
T: Why does Li Ming go to school in Canada? Do you go to school in Canada?
S: No.
T: So why does Li Ming go to school in Canada?
S: He wants to learn English.
T: Yes, Li Ming wants to go to school to learn English in Canada. Can you guess how Li Ming goes to
Canada and what happens?
(Please read part 1 and part 2 silently)
T: Can you find some questions about our text?
分小组（Question Team and Answer Team）
Q: 1. When will Li Ming arrive?
2. When will Li Ming go home?
3. How long will Li Ming be in Canada?

4. How does Li Ming feel after the trip?
5. Where are Danny and Jenny now?(讲airport)
S: They are at the airport.
T: Yes! What’s this? This is an airport(机场图片). Try to read “port”. sport short horn
T: What about other questions? Let’s go on.
(学生继续提问并回答)
What time will Li Ming’s plane arrive?
S: At five o’clock.
T: Good. (出示一个表示5点的钟表) What time is it? It’s five o’clock，Yes, we know the time from
the clock.
T: What’s this?
S: This is a clock.
T：Clock! ck k (板书)
（chain drills）
T: What time is it?
S: It’s eight o’clock ten o’clock twelve o’clock. nine o’clock.
T: What time is it now?
S: It’s half past four.
T: half(做手势) past four.（板书）
T: What time do you get up?（示范）
S: At half past six.
T：Yes, we usually get up at half past six.
S1: What time do you go to school?
S2: At half past seven.
S3: What time do you go home?
S4: At half past eleven.( in pairs)
S5: What time do you have supper?
S6: I have supper at six fifteen.
T: At six fifteen? Can you show us with this clock?
(让学生来用手拨表)
T: Good. Look! It is 6:15.
T:（教师用手来拨）What time is it?
S: At four forty-five five fifteen.
T: (game：What time is it?) 出示多组电子表,让学生来问答。
T: Does Li Ming come out at four forty-five?
S: No.
T: What about five fifteen?
S: No.
T: So at that time, how does Danny feel?
引导学生说出 DANNY is bored or worried.

T: Why does Danny feel bored and worried? (Let’s listen and imitate.)
(After listening)
T: Why does Danny feel bored and worried?
S: He always asks the time like “ What time is it?”
T: Good! Can you read picture 1 2 3 with your partner? (鼓励学生带着Jenny 和Danny的感情色彩
试读句子)
T: OK. Each of you did a good job. Li Ming's plane will arrive at five o’clock. Why he didn’t come out
until five fifteen? Do you know? Who knows?
S: 学生用英语表达的各种猜测。
T: Well, (出示图片)学生看大屏幕Let’s see what happens.
S: Get off the his his passport to the custom...
T: Oh, Li Ming comes out! How do Danny and Jenny feel?
S: They feel happy.
T: OK. Let’s read p4-p6 together.
T: Does Li Ming have a good trip?
S: Yes, Li Ming has a good trip.
T: How does Li Ming feel after the trip?
S: He feels tired.
T: Good. Let’s see part 3 and answer the questions.
(学生做练习，写出答案)
T: Let’s check your answer(学生之间一问一答)
T: Let’s see Part2. What time is it in Beijing?
S: It’s one o’clock in the afternoon in Beijing.
T: Yes. So p.m means “ in the afternoon”and what does a.m. mean?
S: In the morning.
T: Good. What time is it in Ottawa?
S: It’s one o’clock in the morning in Ottawa.
T: OK. From these two clocks we know “At the same time, different countries have different times, we
call it “Jetlag” (学生跟读单词). After class, you can finish next two clocks. OK?
S: OK.
3. Task
T: Yes, this is Jetlag. The world we live is big. Different countries have different times, but we always
say that the world is too small. We have modern transport, such as high speed train or plane. Many
people go on a trip by plane.
If your friends come to visit you by plane, you will meet them at the airport. Can you make up a
dialogue at the airport?
4. Group work ---- Dialogue show.
5. Class over.

板书设计

Lesson 1 At the Airport
clock What time is it?
airport It’s half past four.







Lesson 2：Jenny’s House

教材分析
本节课是冀教版六年级上册Unit 1 Lesson 2 My House的内容。学生已学过一些房间的 名称。
这一课主要是围绕Jenny家里的各类房间，如study, kitchen，living room，bedroom and
bathroom及一些常见的生活用品和家具toilet，fridge，TV, sofa, table, bed等展开的话题。这些
东西都是学生们非常熟悉而且和我们生活息息相关的，学生也会乐于学。
教学策略
本节课是新授课，我的设计主要的特点是以任务为依托，以为手段，通过各 种有趣的游戏帮
助学生将枯燥、抽象的语言变得生动，激发学生学习的兴趣和愿望，让学生在感知、体验 、参
与
教
1.
（
（
2.
1）
2
词
）
语
语
汇：
句
中获取
学
言
h ouse
型
言
，kitchen
：
技
知
，stud y，
be
能
There
知识，形
目
识
toilet，
句
成能力。
标
：
floor
型
：
（1）能正确运用所学的单词，对房子进行简单描述。
（2）能运用所学的知识去询问别人，和别人交谈有关房子的知识。
3.
培
教
重
教
Warm
Free talk.
S: Where do you live?
T: I live in an apartment.
T：I think many Chinese people live in an apartment, but also many people live in houses. Now let’s
see some beautiful houses.
New Concepts
点：能运
养
情
学
学
用There < br>学
be
感
生对
重
句型进行
过
简
态< br>家的
难
单的描述
度
热
：
爱
点
。
程
up
难点：综合运用语言来介绍自己的房子。

T: Look at this house. It’s a lovely house. Can you guess whose house it is?
S: It’s Jenny’s house.
T: Bingo. Write house on the blackboard, teach the pronunciation of “au” . Show the houses I made it.
S: This is a house.
T: Let’s go to Jenny’s house. First, listen and answer the questions:
How many bedrooms are there in Jenny’s house?
How many floors (楼层) are there in Jenny’s house?
S: There are four bedrooms in Jenny’s house.
S2: There are two floors.
T: Yes, two floors. (Teach floor using the card and PPT. Show the first floor and the second floor) How
many floors are there in this office building?
S: There are four floors. We are on the second floor.
This time listen and imitate, then answer the questions:
How many rooms are there on the first floor? What are they ?
How many rooms are there on the second floor? What are they ?
T: Jenny’s house is big. There are eight rooms. Let’s go inside and have a look.
T: Which room do you want to go?
S: I want to go to room 1.
T: What’s this?
S: It’s a bed.
T: What room is it?
S: It’s a bedroom. (write “bedroom” on the blackboard)
T: Do you have a bedroom?
S: Yes, I do.
T: What’s in your bedroom?
S: There is a beda lamp a closet in my bedroom. Xx, what’s in your bedroom?
S2: There is a mirror and some flowers in my bedroom.
T: A beautiful bedroom. Let’s go on. Which room do you want to go?
S: I want to go to room 2. (for example)
T: (PPT) A living room. This is a living room. What can you do in the living room?
S: I can watch TV in the living room.
T: Which program do you like best?
S: ...
T: What’s your favourite cartoon character?
S: …
T: What else can you do in the living room?
S: I can sit on the sofaread the newspaperplay checkers with my fathertalk with my friends on the
phone…
T: There is another name of living room. We call it sitting room. They are the same.
T: Let’s go on. Which room do you want to go?

S: I want to go to room 3.
T: (PPT) A bathroom. The weather is so hot. I need to take a bath in the…
S: Bathroom.
（拓展：take a bath 和take a shower 的区别，用图展示bathtub 和shower）
T: Do you like to take a bath or take a shower? What else do we need in the bathroom? We need it
everyday, so it is a toilet (pay more attention about the pronunciation ) Practice toilet one by one.
T: Guess, which room is it? Your mother always cooks there.
S: It is kitchen. (write ki and chen on the blackboard then write t, tell students t is silent )
T: Who cooks in the kitchen?
S: My mother or my father.
T: What’s in the kitchen?
S: There is a potfrying panfloureggsmilkbutter…
T: Look, what is it? There are many books in it.(show ppt用猜图片的方式，遮住一部分，让学生猜
study)
T: Right. It is the study.
Chant: (齐说)Study, study, what’ s in the study?
（一个人说）Books, books, there are many books in the study.
(齐说)Study, study, what’ s in the study?
（一个人说）Bookcase, bookcase, there is a bookcase in the study. …
T: Look at the blackboard , can you say something about Jenny’s house?
S: This is Jenny’s house, there is a …
T: Show me your paper part 2 Look and write. You can write more sentences.
3）Task
T: We visited
us your house or
show us. First I
S1:
show
Here’s
you
my
the
toilet


four bedrooms
Jenny’s house just now. Can you show
and a study
your apartment? Talk in pairs and then
will show you my home. Look!
houseapartment, come in, please! I’ll
rooms in my
This
houseapartment.
is the... It’s apartment!) (Welcome to my
bigsmall beautiful.
in the ...
4）Homework
There is ... in it. It is … (colour). I ...
Miss Song bought a new apartment. Please help her to design the apartment. (you can get the
furniture with your star. )

（六）板书设计




There are
Jenny’s house

on the second floor.

Lesson 3 Making Breakfast
教学目标
1．知识与技能目标：
a. 复习食物类单词，并能使用What would you like for breakfast? I’d like ______. 来谈论自己
想吃的早餐，进行口语交际。
b. 能通过短文阅读了解中西方食物的差异，并进行简单的总结复述。
2．情感态度目标：
a. 能为父母制作简单的早餐，或帮助父母制作早餐，做孝顺的好孩子。
b. 拓展国际视野，了解不同的中西食物。
3．学习策略目标：
a. 积极与同伴合作，能够运用所学的知识与他人讨论早餐。
b. 能够在思维导图的帮助下进行简单的口语输出。
教学重点
1．学习四会单词（听懂、会说、认读，书写）：breakfast, half, table, put.
2．掌握新句子（会听、会说）：What would you like for breakfast? I’d like...
教学难点： 中西文化对比的文章理解。
教具学具：课件，食物类单词卡片，早餐制作食材。
教学过程
教学环节 教师活动 学生活动 设计意图

创设情境
激发兴趣

Good are you?
Here’s a video for you.

Which meal do they have?
Let’s spell breakfast.
Today we’re going to learn
lesson 3 “Making Breakfast”.
Who makes breakfast in your
family?
Yes, your parents love you very
much. Now you’re big kids, you
can help them. Today let’s learn
to make breakfast for parents.

Watch the video.

Breakfast
b-r-e-a-k-f-a- s-t


My motherfather.
视频内容
紧扣主 题
breakfast,
直接把学
生引到了
今天的课
中来。


创设情
景，同时
渗透情感
教育。
在情景中
回顾食物
单词，唤
起学生的
旧知。


以旧词带
新句，
What
would you
like for
breakfast?
I’d like
___.



















从课本中
走到生活
中，将知
识与学生
的生活联
系起来。

以旧代新
初步感知

What food do you remember for
breakfast?

T: I’ve got some food in my
bag. (边拿边说)

Wow, delicious food. I’d like
some bread. (边说边拿)
What would you like for
breakfast?
Sandwiches are western food.
Here you are.
Please ask your friend, please.

Pair work, please.

What would Li Ming and Jenny
like for breakfast?
What would Li Ming like for
breakfast?
What would Jenny like for
breakfast?

Mrs. Smith is making breakfast
for them.
Let’s listen and follow.
What’s this?



Look, here’s some juice.
The juice is in the fridge.
This is Jenny’s fridge.
What’s in your fridge?






I know bread.
I know…

学生跟着一起说




I’d like a sandwich.

Thank you.
What would you like
for breakfast?
I’d like an egg.
Pair work.
Show.
Listen, choose and
write.

He’d like some bread,
eggs and juice.
She’d like some milk
and bread.

Listen, follow and
learn.

This is the fridge.
Fridge, fridge. This is
the fridge.
One by one.
The juice is in the
fridge.

S1: The____ isare in
the fridge.
S2: I want to show
my PPT. This is a
fridge. The ____isare
in the fridge. There
课文学习
随文理解

isare _____in the
fridge.
Wow, you made a fridge. S3: I want to show
Wonderful. my fridge.

S3: There’s ____in
I like your fridge. And I love the the fridge. The ___is
food. Can I have some food? in the fridge.
I’d like some bread and milk,

please. S3: What would you
Put them on my dishes, please. like?
Thank you. S3: Here you are.
Look, this is a dish. These are
dishes.
Jenny and Li Ming put some
dishes on the table. One by one.
Go on listening.
I’m Mrs. Smith. Who wants to
分角色朗读课文
be Li Ming Jenny?
Group work
Let’s read.
Show
T: Next day is coming. I’m Mrs. S1-Jenny S2-Li Ming
拓展场景
Jenny: Mum, what
Smith. (穿围裙)
初步运用
Mrs. Smith: It’s half past seven.
would you like for
breakfast?
Time for breakfast. Jenny, Li

Ming, what would you like for
Li Ming: Today we’ll
make breakfast for
breakfast?

you.

Jenny and Li Ming:


What would you like
Mrs. Smith: For me?
for breakfast?


Mrs. Smith: I’d like a sandwich
Jenny: I’m making
the sandwich.
and some juice, please.

Li Ming: This is the

fridge. The juice is in


the fridge.

Jenny: Let’s put some
Mrs. Smith: Very delicious.
dishes on the table.
Thank you. I love you.
Li Ming: Breakfast is

Exercise 1: Act the dialogues on
ready.
选择任务
Jenny: Let’s eat,
P6.
分层展示
Exercise 2: Make a new
Mum.

dialogue.
Group work to act.
Show.










现场示
范，体验
深刻，为
最后的输
出任务作
铺垫，同
时进行情
感渗透。




























延伸拓展
文化渗透

Some people like Chinese food.
These are traditional Chinese
food for breakfast.


The Robin’s family are making
the traditional English food for
breakfast.
What food can you see?


English food is western food.
steamed stuffed bun
porridge
soybean milk
fried bread stick

Watch a video.

Cereal and milk
Toast and jam
Bacon, egg, sausage,
tomato and fried
bread

Chinese food and Western food
are different. Do you know the
differences between them?
Let’s read.
Check answer.

Read it again and complete the
thinking map.
Check answer.

Look at the mind map. Let’s
talk about the differences
between Chinese food and
western food.
















Practice to talk about the
differences between Chinese
food and western food.
Who wants to have a try?

I think Chinese food is the best.
There is a TV program called A
Bite of China. It’s very famous.
It introduces Chinese food to
people all over the world. So the
national one is the international
one.

The winner is Team 2.
Congratulations.

Homework:
1. Listen and read the text on
P6.
2. Make a breakfast for your
family.
(video, PPT or poster)
Class is over. Goodbye boys and
girls.


Exercise 1: Read.
Tick or cross.



Exercise 2: Complete
the thinking map.

Say with teacher.
There are more
vegetables in
Chinese food. There
is much meat in
Western food.
Chinese like to eat
cooked vegetables.
Western people like
to eat uncooked
vegetables. Chinese
people like to drink
hot water. Western
people like to drink
ice water. Chinese
people use chopsticks
to eat. Western people
use knives and forks
to eat.

Talk about the
differences between
Chinese food and
Western food with the
help of mind map.















Goodbye.


第一遍速
度，通过
判断正误
反馈文章
理解。

第二遍细
读，获取
信息，把
思维导图
填写完
整。





在思维导
图的帮助
下复述文
章， 即用
自己的话
说一说中
餐和西餐
的区别。




















板书设计

课后
思
Lesson 3 Making Breakfast
What would you like for breakfast?
I’d like _____________.
bread, eggs, sandwich, cake,
hamburger, milk, juice, vegetables…
反
1.
知
识的学习过程：
第一阶段是知识的领会。创设情境，呈 现新的语言知识，让学生在情境中了解语言知识的
音、形、义。
第二阶段是知识的巩固与转化。通过练习或任务，让学生巩固新的语言知识。
第三阶段是知识 的应用、迁移。启发学生对所学内容进行概括总结，有意识地教学生学会
如何运用所学知识，最后达成教 学目标。
根据学生学习知识的过程，设计合理有效的教学环节，帮助学生一步一步地学习、掌握、运用新知。
2.关注学生，及时评价
教学设计在符合学生学习知识的过程的前提下，还 要能激发学生的情感，培养学生语用，
给学生以语言思维和语言表现的空间。教师要在教学过程中与学生 保持眼神的交流、语言的交
流和情感的交流，对学生的反应作出恰当的评价。

Lesson 4 Making Dinner
一、教学分析
(一）学习对象分析
本课学习对象为小学六年级学生，他们已具有一定的英语基础。大部分学 生能够用简单的
英语谈论一些话题。但与此同时，随着年龄的增长，他们的个体差异更加明显，呈现出明 显不
同的学习需求和学习特点。基于培养学生继续学习兴趣的目的，我巧妙地借助图片、道具、实
物及小组合作形式，让学生在体验、参与、实践、合作中体会学习英语的乐趣，提高课堂效率
和学生学 习的积极性。
(二）教学内容分析
本课是冀教版小学英语六年级上册第一单元的第四课，是 一节新授课。本单元的主题是李
明来到加拿大，生活在詹妮家和詹妮一起认识房间，饮食并做家务。在本 课中介绍了李明和詹
妮帮助史密斯夫妇做晚饭、洗盘子，包含了饮食及做家务方面的内容，在第3课我们 已经学了
Making Breakfast,所以我采用温故知新的方法来引出新的内容。在教学中我 采用情境教学法，
让学生在实践中体会学习英语的乐趣，多说，多练、多做,学会口语传递信息，同时养 成做家务
的好习惯。
(三）教学目标
 知识与技能目标：
1. 能听懂、会说、认读、书写并运用新词汇：dinner, dirty, lunch。
2. 知道tomato，potato的复数形式（-es）并能在语境中运用。
3. 能够听懂，读懂本课对话文本，并能在真实的语境中运用所学对话。

 学习策略目标：
1.通过运用读音规则，尝试认读拼写新词汇dirty。
2.通过体验、实践、参与、探究和合作等方式，形成有效的学习策略，发展自主学习能力。
3. 增强小组合作意识，共同完成任务。
 情感态度目标：
1. 在调查表演等活动中，使学生能体会到英语学习的乐趣。
2. 培养学生热爱劳动、做家务的好习惯，学会感恩。
3. 在小组活动中，加强学生积极配合和合作的意识。
(四）教学重点和难点
 教学重点：
1. 能够听、说、读、写并准确运用dinner, dirty, lunch。
2. 听懂、读懂本课语篇，并在情境中加以运用。
 教学难点：能够运用help, cook, wash, dry，dirty等词，介绍自己晚饭时间如何帮家人做家
务。
二、教具准备
多媒体，冰箱道具，（西红柿、土豆、胡萝卜）实物
三、教学过程
(一）教学步骤
Step 1 Class-opening（3 minutes）
1. Greeting
T: Hello, boys and girls!
S: Hello, Miss Zhao.
T: How are you today?
Ss: I’m fine. Very well. I’m happy.
设计思路：师生互相问好，进行情感交流，将学生的注意力吸引到英语课堂上。
2. Warming up
Watch a video and say the words fast.
设计思路：利用30秒快速出图调动学生积极性，同时复习食物单词，为下一步的free talk
做铺垫。
3. Free talk
What did you have for breakfast?
设计思路：以早饭为切入点，采用采访的形式互相问候，激 励学生自由问答，促使他们在
实际生活中运用所学知识。
What did Jenny have for breakfast?
(First, students try to remember Jenny’s breakfast in Lesson 3. Then teacher shows the picture of
Jenny’s breakfast. )
设计思路：话题的设计承上启下，由介绍自己的早饭过渡到回忆Jenny 的早饭，以三餐为主
线，为学习本课的晚饭做铺垫。
Step 2 New concepts (25 minutes)
1. Read and answer

T: Let’s take a look. (出示詹妮早饭图片)What did Jenny have for breakfast?
Ss: She had some bread and milk.
T: Good. I have another question to ask you. (屏幕出示问题，找学生读问题)What did Jenny
have for lunch?
(Students read the text fast and find the answer.)
设计思路：依据三餐主线，由早饭自然过 渡到午饭，采用寻读策略，培养学生阅读技巧，
提升学生阅读能力。
2. Read and answer
T：Class! I have more questions to ask you. (屏幕出示问题)
(1) What time is it?
(2) Who’s cooking?
(3) What’s for dinner?
（Choose students from each team to read the questions.）
（Students read the text and underline the answers.）
（Check the answers in group.）
（Choose students from each team to answer the questions.）教师同时将答案板书于黑板。
设计思路：针对文本设 计具有针对性问题，使学生通过回答问题理解文本。学生利用默读
的方法进行寻读获得答案，掌握读的技 能，体现了教师的“授渔”。小组内互助核对答案，培养
学生自主学习的能力。
3. Help Jenny’s mother make dinner
T: Let’s help Jenny’s mother make dinner. She needs some vegetables. Where are the vegetables?
( 屏幕出示问题) Please guess.
S1: They are in the fridge. S2: They are ...
T：Class! Please look! What’s this? (教师出示冰箱道具) What’s in the fridge?
(Students try to guess what’s in the fridge.)
(Students look inside the fridge and answer the question.) ( 接着屏幕出示西红柿在冰箱图片，
同样方式出示胡萝卜土豆在桌子上图片)
(Students look at the pictures and say.) 学生说完以后屏幕出示句子。
（Students read and find the rules about potatoes and tomatoes.）学生试着发现以o结尾的名词
复数的规律，在教师的提示下加以总结。
T: Li Ming and Jenny like potatoes and tomatoes. Now dinner’s ready. I think it’s yummy. What
do you want to say? What does Li Ming say?(屏幕出示语句并带音频)
设计思路：使用冰箱的道具，让学生猜一猜蔬菜在哪里，冰箱里有 什么，为课堂增添生活
色彩。让学生真正体验、参与，发现，总结，从而形成有效学习策略。
4. Listen, read and answer
After dinner... (屏幕出示问题)
(1) Who washes the dirty dishes?
(2) What does Li Ming do?
（Choose students from each team to read the questions.）读完第一个问题屏幕出示脏盘子图
片。

（Students listen, read and answer the questions.）
（Check the answers in group.）
（Choose students from each team to answer the questions.）教师同时将答案板书于黑板。
设计思路：利用听读找答案的形式，理解文本第 二部分，锻炼学生的听读能力。同时问题
的设计对学生进行了爱劳动做家务的情感渗透。小组内互助核对 答案，充分体现学生主体性，
培养学生自主学习的能力。
Practice
1. Make a survey
T: Now Let’s talk about Jenny. (屏幕出示相关表格)
What’s the time for dinner? What’s for dinner?
name
Jenny




T: Now choose one of your friends to make a survey.
(Students try to make the survey.)
(Share in class.)
设计 思路：巩固文本后跳出文本，通过体验、实践、参与、探究和合作等方式，在真实的
生活情境中沟通交流 问候，考查学生的综合运用能力。
2. Do the exercise of part 3
T: Now Let’s talk about the Smith.(屏幕出示part 3 Match and write) Picture 5 Mrs. Smith is in
the kitchen. She is going to ______ dinner. Next one is picture 4. OK！Please do it.
·Students do the exercise by themselves.
·Check the exercise in group.
·Check the exercise in class.
设计思路：检验学生学习效果。通过小组内互助核对答案， 充分体现学生主体性，培养学生自
主学习的能力。同时也能使老师退出课堂，扮演“观察者”，从而更好 的激励学生。
Step 3 Activity (6 minutes)
Group work
Topic: Time for dinner. What do you do for dinner?
·Talk in the group and then write it down.
·Share the topic in class.
设计思路：围绕本课主线（Making Dinner）进行，根据所给出的情境进行书写训练，使学 生在
英语学习过程中发展综合语言运用能力。在小组活动中，加强学生积极配合和合作的意识。学
生在这个过程中经历“语言输入—语言理解—语言输出”三个环节的训练，使学会如何学习,同时
使学 生在活动中养成爱劳动做家务的好习惯。
time

dinner

T: Do you want to know about me?

Step 4 Class Closing (1 minute)
1. Summary (依据板书进行巩固复述)
设计思路：巩固扎实，总结本课所学。
2．Homework
·Listen and read Lesson 4.
·Finish your writing.
设计思路：设计听读作业使学生巩固所学内容 ，提高听读的能力。写作的布置是课堂的延伸，
锻炼学生写作的能力，帮助不同程度的学生在自己原有程 度上有所提高和进步，尽量得到最多
的收获。





(二）板书设计
Lesson 4 Making Dinner
T1 T2
Time for dinner.

cook meat and vegetables.
help potatoes tomatoes carrots

wash the dirty dishes.
dry the dishes.

教材分析

Lesson 5 In the Living Room
本单元主要围绕Li Ming和Jenny一家在客厅所做的事情 这一话题展开学习，在讲述中需用到
现在进行时态和人称代词的宾格形式。本课为本单元第五课时，在已 经对现在进行时态有了一
定的认识和感知，并能在语境中对其加以应用。而宾格是第一次如此系统完整的 出现在同一节
课的文本中，需要给学生以系统的感知，理解，并期望其在语境中能够加以熟练应用。
学情分析
授课对象为六年级学生，他们对宾格有初步的认识和感知，并能简单的应用诸如me, him, he r
等宾格形式的词汇进行简单造句。因此，根据学生对知识的掌握情况，基于培养学生学习兴趣
的目的，将本课内容进行整合，从而突出重难点，提高课堂效率和学生学习的积极性。
教学目标
1.语言知识与语言技能：
能听懂、会说、认读、会写新词汇：me, you, her, him, us, them，并在情境中对其加以运用。
能在情境中理解并应用宾格代词，并理解这一语法现象的表意功能。
能就正在发生的事情进行简单的交流和描述。
2. 学习策略：
从学生的生活和兴 趣出发，以学生为主体，以训练为主线，以培养能力为宗旨，使学生通过自
主、合作、探究等方式进行学 习，尊重学生的兴趣和独特感受。通过体验、观察、分析，能够
发现、理解、并运用现在进行时态。
3.情感态度：
使学生体验学习、参与、合作、竞争的乐趣，树立学生学习英语的信心,培养 其英语学习的兴

趣。
教学重点和难点
重点：人称代词的宾格形式
难点：对人称代词的宾格形式的理解应用。使学生能够熟练运用功能句，结合联系实际生活综
合 运用语言进行交流。
教具准备
多媒体，图片


教学过程
教学环节 教师活动
1. Greeting




2. Free talk
What’s the date today?
What day is today?
How’s the weather today?

e- reading
1. Leading-in
Listen and write T or F




Listen and repeat the sentences.




Read and find the answer.
Read and underline the words.
学生活动
Greeting to teachers.




Have a free talk.
It’s July 4.
It’s Friday today.
It’s …

Describe the pictures.

Listen and write T or F




Listen and repeat the
sentences.
Pay attention to the tips.
Students practice.


Read the text and answer
the questions.
Read and underline the
words.
Find the rules.
Play the game:
A: Draw a lot, do the
action and say ’Look at
me! I’m …ing.
Others: Look at himher.
He She is …ing.

设计意图
师生互相问好进行
情感交流，将学生
的注意力吸引到英
语课堂上。

对图片进行描述，
将课堂交给学生，
促使他们对所学知
识进行复习回忆并加以运用。

通过听读判断句子
正误，让学生在对
图片描述后进一步
对文本加以认知。


有意识地培养并建
立学生对语音语调
的把握能力。


通过阅读寻找答
案。培养学生的阅
读能力。
通过寻找和him，
her同类的单词进一
步加深学生对宾格
的感知和理解。
培养学生学习，体
验，观察，分析的
能力。

使学生在体验过程
中对这一语法点进
行理解应用。

Class-
opening
and
review
（5
mins）


New
concepts
(8 mins)

Practice
(25 mins)
Game: Draw a lot.

Chant


Read and fill in the blanks.



Choose a picture and write.
Students practice.


Read and fill in the blanks.



Write about the picture.

Class-
Closing
(2 mins)
Summary and homework.







Summary and homework.


通过Chant，进一步
使学生感知运用这
一知识点。
通过在语境中填
空，进一步掌握对
宾格的应用。

通过写的练习，进
一步对所学知识进
行巩固。
总结本课所学。

开放式的分层作
业，帮助不同程度
的学生都能在自己
原有程度上有所提
高和进步，尽力使
每个学生都学有所
获。
板书设计
Lesson 5 In the Living Room

Jenny is sitting in a chair.
Danny is sitting beside her.










Lesson 6 Baby Becky at Home



一、教材分析


本课是第一单元的故事课，包含了前几课所学习过的时间、房间、做饭

等 内容。在进行教学设计时注重引导学生在了解故事的过程中自然而然地复
习旧知，并通过读后活动对其进 行巩固提升。

二、教学目标

 语言知识与技能
（1）能在老师帮助下听懂并读懂故事。


（2）能声情并茂地朗读故事并在老师帮助下复述表演故事。

 情感态度

（1）通过卡通物品和动画的引入激发学生的学习兴趣。

（2）通过了解角色特点培养学生帮父母做家务的劳动意识。

 学习策略


（1）通过创设情境并设疑来培养学生的寻读技能。
（2）借助板书培养学

生的复述技能。

（3）通过示范朗读来培养学生有感情朗读与表演的技能。

三、教学重难点


 教学重点
能在老师帮助下听懂并读懂故事。


 教学难点

能声情并茂地朗读故事并在老师帮助下复述表演故事。






五、教学步骤

Step I Pre-reading

1. Leading-in.
(播放一段婴儿的声音)

T：What is it?

Ss：It’s a baby.

T：How do you feel about a baby？

Ss：I like don’t like babies.

I think they are lovelynoisy.

T：What does a baby like to do？

Ss: They like to crysleepeat...

[设计思路：用听声音猜人物的方式激发学生的学生兴趣，促使学生进行开放式的

讨论，所讨论的问题也为下文做铺垫。]






Step II While-reading

1. Leading-in

四、教学准备
多媒体、房间图片、人物图片

T: Look! Here is a baby. She is a girl. Her name is Becky. So you can call her Baby Becky.
Listen!

(边摆弄手偶边播放Baby Becky的自我介绍。)

T：Just now, we said babies like to… Do you know what Baby Becky likes to do?

Ss: …

T: Let me tell you. She likes to “help” her mother.

Look! This is Baby Becky’s home. What can you see?
Ss: Kitchen, bedroom, living room, bathroom…

T: OK, let’s see how she “helps” her mother at home.

[设计思路：用手偶配音的形式让故事角色活灵活现地在学生面前介绍自己，使人

物更生动。抛出悬念激起学生的好奇心。]

2. Introduce

(1) (课件展示Baby Becky在厨房)

T：Where is Baby Becky？

Ss：In the kitchen.

T: If you are in the kitchen，what do you do to help your mother? (学生根据自己的情况

预测故事情节)

Ss: …
T: Let’s look what Baby Becky do in the kitchen. Please listen and tick.

(2) (课件显示Baby Becky在卫生间)

T：Look! Baby Becky goes to the ________.

S：Bathroom.

T：Can you guess what Baby Becky does in the bathroom?

Ss: …

T: Let’s watch the video and answer.

(播放视频)

T: Please think about the question and talk with your partner.

Now can you tell me what Baby Becky does in the bathroom?
Ss：She puts the toy in the toilet and takes a shower.


T：So, what is the bathroom like?

Ss：There’s water everywhere.
< br>[设计思路：此部分为故事发生的第二个场景——卫生间，先让学生带着问题观看视
频，思考并讨 论后回答问题，掌握此段故事大意。]


7，遮挡mother表情) (3) (课件显示Baby Becky在客厅，然后切换到课文图

T：What can you know from this picture?

Ss: Baby Becky is wet. Maybe Mother is tired.
T：What time is it?
Ss：It’s six o’clock. Time to make dinner.
T：So, where do they go? What do they say?
Ss：…
T: What’s the meaning of “mine” and “yours”?
Ss: …
[设计思路：此部分为故事发生的第三个场景— —客厅和厨房，让学生观察图片，
描述图片，根据之前故事的发展体会mother的心情，并预测故事 结局。生词mine和
yours由学生自主学习了解含义。]