职业介绍所-少先队队史

六年级英语(上)第1单元第1课时
Unit 1 How can I get there?

A Let’s talk
一、【教材分析】



教
学
目
标



知识
目标
1. 能够听、说、认读句型：Where is the...? It’s nearnext tobehind...
2. 能够理解对话，能够按照正确的意群及语音、语调朗读对话，能够在任务情景中运
用句型“Where is the ...? ”“It’s …”交流场所方位。
3. 熟练运用词组“nearnext tobehind”等表述方位，达到简单的交际。
“Where is the ...?”“It’s …”交流场所方位。
能力
熟练运用句型：
目标
情感 1. 能运用礼貌用语寻求他人的帮助，知道遵守交通规则。
目标
2. 倾听别人的观点。
能够听、说、认读句型：Where is the...? It’s nearnext tobehind...，并且能在实际情境
教学重点
中熟练运用。
运用句型问路，表述方位。
教学难点
情境教学法、任务型教学法
教学方法
二、【教学流程】
环节
I.
warm-up
师生活动 二次备课
1. 分组。
T:Boys and girls, today I will divide you into four groups, you are group 1,
you are group 2, group 3, group4. If you did a good job, you can get a sticker.
a song.
T: first, let’s enjoy a song together.(唱完歌后) Look, there are many places,
hospital, museum…
3.闪卡复习相关地点单词。Let’s visit the other places together.
librarygymschoolparkzooshopgarden )
4. 复习方位介词。
T: Wu Yifan and robin are visiting, too. Look, where are they now? (PPT呈
现吴亦凡和robin在建筑物的里边、后边、旁边的图片，复习介词。)

1. Let’s try.
Ⅱ.
Present-
T：Wu Yian and Robin, they find an interesting place, Let’s listen and
answer:
ation
Q1: Where are they? (核对答案的时候，强调museum的发音。)
Q2: Is grandpa there?
Ss: answer
2．整体感知文本。
T: Wu Yifan and Robin are in the museum, What does Wu Yifan want to
buy? Listen and circle. (postcardbook)
3. 观看文本视频，获取文本信息。
T: Great！Wu Yifan wants to buy a card, but he doesn’t know where the

1

museum shop is? Listen and fill in the chart.
Where is the museum shop?
It's ____________.
Where is the post office?
It's ______________.

（板书主句型 Where is…？并进行机械教读、操练。领读、小组读、个
人读、group操练。)
4. 再次观看文本视频，完善表格。
T: Wonderful! Wu Yifan bought the postcard, he wants to send it today.
Listen and fill the chart.
Where is the museum shop?
It's ____________.
Where is the post office?
It's ______________.

T: (师完善板书，where is the museum shoppost office? It's near next to… )
(机械操练：领读、小组、个人。)
5. Game. 记忆大比拼。
（意义操练：教师使用课件呈现一幅城市简图，让学生看三十秒，然后地图消失，师用Where is…？向学生提问，学生根据回忆用It’s…作答，
然后小组问，小组答，并起来展示。）
（对回答精彩的同学，老师可用what a great answer！ 引出难点句型：
what a great museum!）
6. chant.
T: You are wonderful! Let’s chant together.
Excuse me, where is the museum shop? It’s near the door.
Excuse me, where is the post office? It’s next to the museum.
Wow! What a great place!

Ⅲ.
1. Listen and repeat.
Practice
2. Read by yourself.

3. Read in roles.

4. Let’s show.
5. 文本重构（重点句型遮盖，学生复述对话。）


Ⅳ. 1. T: Great! Today, our city is beautiful, but what will the city be

Product- like in the future? Please design your dream city, and talk about it
ion in your groups using the sentences: Is there a ...? Where is it? It’s
near next to bebind… 然后展示。
T: look, this is my dream city, let’s talk about it.(师生问答展示。)
2. 小组内活动。
3. 展示。
4. Your classmates have designed many cities, which city do you
like best? Choose one and describe it.

2

This is a __ city. （busy clean green）
There is a ______, it’s _______ the _______.
There are many ______, they are ____ the _______.
What a ____ city! ( great beautiful cool…. )

( hospital zoo park library museum post office school gym
garden mountain tree bird flower building near in front of
next to bihind)


Ⅴ. 1. T: Wow! The cities are so charming, we should Obey the traffic

Progress rules, treat life.(遵守交规，善待生命!)
2. What have we learnt today?


Ⅵ. 1. Listen and read the dialogue after class.
Homework
2. Make a dialogue with your partners with the sentences and show
us next class.
三、【板书设计】
Unit 1 How can I get there?
A Let’s talk

museum shop?
Where is the
post office?
near the door.
It’s
next to the museum.
What a great museum !(贴词条)

四、【教后反思】
本单元话题涉及地点及问路，这与学生日常生活息息相关。本课教学过程中我首先用一首歌曲Where
is the hospital？激发学生的学习兴趣，让学生们很快的进入到英语学习的氛围。并让 学生从歌曲中感
知相关的地点单词，以旧引新，引出学生已学过的地点单词，并通过闪卡的游戏进行复习 。本单元的重
点和难点是方位介词的运用，此前在五年级已有所接触，所以我设计了看图说话的内容以旧 引新，复习
已学过的方位介词，从而降低本课教学的难度。
在新知呈现环节，我首先通过Let’s try 的听力练习，帮助学生突破难点单词museum及句型What
a great museum！接着我通过由易到难的问题引导学生观看文本视频，获取本课的重点句型Where is
the...?及回答：It’s nearnext to...信息获取后我有设计了“记忆大比拼 ”活动来对句型进行意义
操练。最后还设计了一个chant来进行总结。
拓展环节我让学生设计自己心目中的未来城市，应用句型：Is there a ...? Yes there is .No ,
there isn’t. Where is the...? It’s ...来进行小组内采访问答。完成后我又让学生写下自己采访
到的最精彩的城市，让学生做 到了学有所获，学以致用。
总之，我在本节课中设计了以城市为主题的系列活动，让学生在玩乐中学习 ，在活动中练习。当然，

3

本课中还存在一些不足：如 课堂语言还不够精炼，对个别学生的关注还不够。在以后的教学中我会更认
真的设计课，努力关注到更多 的孩子。



六年级英语(上)第1单元第3课时
Unit 1 How can I get there?

B Let’s talk

一、【教材分析】


教
学
目
标


知识
目标
能力
目标
情感
目标
1. 能理解对话大意。
2. 能够按照正确的意群及语音、语调朗读对话。
3. 能在情景中理解词汇、短语或句子的语义：Italian restaurant, pizza, street, What an
interesting film!
1. 能够在情景中运用句型How can we get there? Turn leftright at the...问路或作答。
2. 能够观察并归纳出两组介词词组的异同：at the bookstoreon Dongfang Street
敢于在迷路时主动寻求帮助，乐于用简单英语给问路人指路。
1. 能理解对话大意。
2. 能够在情景中运用句型How can we get there? Turn leftright at the...问路或作答。
1. 能够在情景中运用句型How can we get there? Turn leftright at the...问路或作答。
2. 能够观察并归纳出两组介词词组的异同：at the bookstoreon Dongfang Street
情境教学法、任务型教学法、小组合作学习法

教学重点
教学难点
教学方法
二、【教学流程】
环节

I.
Warm up

ngs:
Good morning, class. How are you?
2. Play a game: Look at PPT. Who is he? Yes, he is Wu Yifan. He
says instructions, let’s listen and do the actions. Listen carefully.
Stand up. Show me your left hand. Show me your right hand. Turn
left. Turn right. Turn tight. Turn left. Sit down, please. Attention!

师生活动

二次备课

, Wu Yifan is calling Mike. Where do they want to go? Where

Ⅱ.
is the place? Listen and tick. Open your books, turn to Page6.
Presentation
Then check the answers.

2. Wu Yifan and Mike go to the cinema and see a film. Do you know
film? Look at PPT. The film is so interesting. What an interesting
film! (教读句子，并简单操练。)
3. Just now, Wu Yifan and Mike saw a film. Now they are hungry.
Where do they want to go? Chinese restaurant or Italian restaurant?

4

Watch the video and choose the right answer.
Then check the answer. (教读新短语并操练。)
4. Boys and girls, in Chinese restaurant, there is jiaozi, noodles ...Do
you know what food in Italian restaurant is? Look at the screen. There
is pizza...
5. They are hungry. They want to go to the Italian restaurant. Where
is the Italian restaurant? Watch the video again and answer. Then
check.
Teach the new word: street.
6. The Italian restaurant is next to the park on Dongfang Street. How
do they get there? Watch the video and try to answer. Then check the
answers.
师板书句型，教读，引导学生操练。
7. Work in pairs.
Talk about a cinema or restaurant you like.
8. Read the phrases, discuss in groups and find the differences.
Then finish the exercises:
Choose and fill in the blanks. 选词填空。
（ on at ）
1. Turn left the cinema.
2. The park is Zhongshan Street.
3. The hospital is Lishan Street.


Ⅲ.Practice


1. Listen and repeat.
2. Read the dialogue in groups. Then act it.
3. Read the sentences and arrange.
( ) Yum! I like pizza! Where is the restaurant?
( ) Turn left at the bookstore. Then turn right at the hospital.
( ) What an interesting film!
( ) How can we get there?
( ) OK. Let’s go.
( ) Yes, but I’m hungry now. I know a great Italian restaurant.
( ) It’s next to the park on Dongfang Street.
4. Sing a song:
Where is the restaurant? Where is the restaurant?
It’s near the park. It’s near the park.
How can I get there? How can I get there?
Turn left at the school. Turn left at the school. (两只老虎的音乐)



Ⅳ.
Production

1. Listen and choose.
2. The best tour guide.
Our friends Oliver and Mike are in our school now. They want to
visit Zhu Geliang park and Zhisheng Hot Spring. Now you are the
tour guide, discuss in groups, then show. We will choose the best tour


5

guide.
the route from our school to Zhu Geliang park and Zhisheng
Hot Spring.

1. Emotion education.

Dare to seek help in the initiative lost, willing to use simple English
to ask for directions.
2. Sum up.
What have you learned today?

Homework:

1. Listen to the tape and follow it.
2. Draw a map from your home to your school, then describe how to
get to school.

Ⅴ.
Progress

Ⅵ.作业
布置

三、【板书设计】

Unit 1 How can I get there?
B Let’s learn

How can I get there?

Turn leftright at the …
四、【教后反思】


六年级英语(上)第1单元第2课时
Unit 1 How can I get there ?

Part A Let’s learn
一、【教材分析】


教

1. 能够听、说、读、写下列词汇或短语。

知识
science museumpost officebookstorecinemahospital
2. 能够听、说、认读下列句型。
目标
6

学
目
标

Where is the ...? It’s next to the ...
能力
1. 能够灵活使用本课的主句型,并替换关键词进行问答。
目标
2. 能够理解并描述简单地图上的建筑物位置。
情感
1. 通过小组交流，学生能够建立小组合作的意识，从而形成团队协作的能力。
目标
2. 学生在日常生活中帮助别人的时候，要有自我保护意识，不要随意为陌生人带路。
1. 能够熟练的听、说、读、写本课的词汇或短语。
2. 能够听、说、认读并能灵活运用本课的重点句型。
1. 熟练拼读并书写本课的四会单词或短语，特别是science museum的拼写。
2. 能够运用方位介词next to nearbehindin front of等，准确表达建筑物的位置。
情境教学法、任务型教学法
教学重点
教学难点
教学方法
二、【教学流程】
环节
I.复习
热身

师生活动 二次备课
talk.（复习介词nearnext tobehindin front of等）

T: Good morning. Good afternoon. I’m Sunny. What’s your name?
Ss: ...
T: Where is Tom?
S: He’s near ...
T: Where is Alice? She’s behind ...And Tom is next to Alice.
(课件制作利用思维导图来呈现介词。）
a song.（学生感知本课所学内容）
T: Boys and girls, you all did a good job. Now, let’s sing a song together.
Where is the hospital? And you should answer this question:
What is this song about? A. Animals B. Places(地点）

1.整体感知

Ⅱ.呈现
新知
T: Boys and girls . Look ! I have two friends. Who are they ?
Ss: They are Wu Yifan and Robin.

T: Great!They are talking now. What are they talking about? Now let’s
watch the video.
(Ss watch the video and answer the question.）They are talking about the
places, too.
2.创设map语境，利用句型Where is the...? It’s next to ...呈现单词，
贯彻词不离句的原则。
Look！This is the map . (课件呈现Wu Yifan 和Robin谈论的地图。）
3.呈现单词science museum, 排除教学难点。
T：Boys and girls. Where is Robin? Can you tell me?
Ss: He’s in the science museum.
Teach the new word: science museum. (贯彻音-形-义的原则）
然后用Linyi science museumBeijing science museumShanghai science
museum Zhejiang science museum 等进行替换练习。
4.呈现单词post office.
T: Robin is in the science museum. Look, where is it? This place we can send
the letters to our friends.
Ss:...
Teach the new word :post office. o sounds ƏƯ, the first word, Who can
read?
Good try. And the second o sounds Ɔ, ce sounds s. Who can read? Now
let’s read this word together. And follow him or her.
Where is the post office? It’s next to the science museum.
5.呈现词汇bookstore.
T: This place we can read many books in it. Where is it? Yes,bookstore. Who
can read it？

7

Where is the bookstore? It’s next to the post office.
替换练习Xinhua BookstoreChildren Bookstore
6.呈现词汇cinema.
T: Boys and girls. Look at this picture. We can see films in it. Where is it?
c sounds s , i sounds i, n sounds n, e sounds Ə, m sounds m, a
soundsƏ. Who can read this word? ( 注重学生学习自主性的培养，通过
自然拼读法，让学生自然习得语言。）
Where is the cinema? It’s ________the ________.
7.呈现单词hospital.
T: If you are ill. Where will you go ? Yes, hospital. Who can read? Where is
the hospital? It’s next to the cinema.
and imitate.
Please pay attention to your pronunciation and intonation.
9. Read in groups. And you can help each other.

1. Let’s chant。

Hello, Wu Yifan. Hi, Robin.
Where is Robin?
He’s in the science museum.
Where is the sicence museum?
It’s next to the post office.
Where is the post office?
It’s next to the bookstore.
Where is the bookstore?
It’s behind the hospital.
Where is the hospital?
It’s next to the cinema.
Oh. I know. Where am I .
2. Activities (听、说、读、写四个方面的活动练习。)
T: Boys and girls. You all did a good job. Do you like games? Now it’s time
for games.
Game 1: listen and help the words find their home.
Game 2: What's missing?
Look at the screen. Read the words and find out which word is missing?
And say the missing words as qucikly as you can.
Game 3：Magic box.
There are many words in the box. Each person choose one words in the
read it aloud as quickly as you can.
Game 4: Who has the best memory?
I’ll give you 1 minute. Each person write these words on your exercises
book. When I say time’s up. Who can write the correct words more. Who
has the best memory? Are you ready? Now let’s go.
1. 听力拓展活动。

Look! Who are they? Yes, They are Sarah and Chen Jie. They are talking
now. Which place are they talking about? And Where is it? Now let’s watch
the video .
Question 1: There is a __________ in my city. A cinema B pet hospital
Question 2: Where is it?
It’s near the _________. A park B bookstore
2. I’m a little designer. (说、写的拓展活动。）
This is Sarah's map. What about yours? Please design your own map
about your city . And discuss in your groups. And you can choose the words
in the word box.
A: There is a _______ in my city.
B: Where is it? Where is the _____________?
A: It’s ____________ the ______________ .

Ⅲ.巩固
练习


Ⅳ.实践
应用


8

Word box

science museum post office bookstore cinema hospital
next to in front of near behind ...
1.情感渗透。
When the strangers ask the way. Please help them and pay attention to safety.
y.
What have we learned today?
Words: science museumpost officebookstorecinemahospital
Sentences：Where is the _____? It’s next to the ______.

1. Listen, repeat and write the words.

2. Design a simple map about your block. And talk about it with your
friends.
Ⅴ.总结
反馈

Ⅵ.作业
布置

三、【板书设计】
Unit 1 How can I get there?
Part A Let’s learn
Where is the _______________?
It’s next to the _____________ .

science museum post office bookstore

cinema hospital
四、【教后反思】
本单元的话题是问路和指点方向，与孩子们的日常生活 息息相关。本课的教学重点是能够听、说、
读、写四会单词：science museumpost officebookstorecinemahospital.并能够利用句型Where is
the ____? It’s next to the ____.灵活表述建筑物在简单map上的位置。下面,我就从每个教学环节
进行反思。
Step1：Warm up我首先通过与学生free talk的形式，自然的导入本课的教学，谈 话气氛轻松自然，
然后再借助ppt上的思维导图，复习了表示方位的介词 nearnext toBehindin front of等，为本课
的语言学习奠定了非常好的基础。然后再让学生听唱歌曲Where is the hospital? 提前感知本课所学内
容。
Step2: Presentation 我首先借助文本语境，My friends Wu Yifan and Robin are talking now. What
are they talking about? 让学生观看视频，从而整体感知本课的学习内容。然后创设map的语境，先
让学生带问题Where is Robin? 学习词汇science museum. 这个单词是本课的教学难点，特别是在单词< br>的拼写上，所以一定要加大训练力度，然后利用句型Where is the __? It’s next to the ___. 学习
词汇post officebookstorecinemahospital,贯彻词不离句的原则。单词教学中贯彻音- 形-义的原则，
并渗透语音，灵活运用自然拼读法。同时注意单词操练的层次性，机械操练-趣味操练- 意义操练，只有
操练的扎实，教学效果才会更加完美。
Step3：Practice首先采 用chant的形式将本课的内容进行整合，让孩子们在有韵律的节奏中整合语
言。然后运用games 的形式，对本课的教学重点进行听、说、读、写四个方面的训练，操练注重了趣味
性，层次递进性，操练 应该来说是比较全面的。
Step4：Production我设计了两个拓展活动。首先是听力的拓 展，利用Sarah和Chen Jie在谈论的
video， 然学生听并观看，从而捕捉信息，回答问题Which place are they talking about? And where
is it? 然后又设计个一个说和写的拓展活动，让学生根据上面的拓展活动，设计自己的map.并在小组内

9

讨论、展示。让学生将本课的内容学以致用。
Step5：Progress 首先对学生进行情感渗透，教育孩子遇到陌生人问路时，一定要注意安 全。然后
对本课的内容进行整合，让学生回顾总结本课所学内容,然后进行作业的布置 。



六年级英语(上)第1单元第4课时
Unit 1 How can I get there?

B Let’s learn
一、【教材分析】

知识
1．能够听、说、读、写短语：crossingturn leftturn rightgo straight
“Where is the Italian restaurant? Turn right here? No, turn left．”
教学
目标
2．能够听、说、认读句型：
并能进行关键词的替换操练。
目标
能力
能询问路线并作简单的回答。
目标
情感
培养学生乐于助人的良好品质。
目标
教学重点
教学难点
教学方法
掌握四会单词和短语：crossingturn leftturn rightgo straight
straight的发音和拼写。
情境教学法、任务型教学法
二、【教学流程】
环节
I.复习
热身

Ⅱ.新知
呈现

师生活动
1. 师生边唱边跳：《The Rabbit Song》并回答：what words do you hear

the most in this song?
T: Boys and girls, let’s dance together , OK?
Ss: OK!(师生一起跳。)
3.整体感知

T：Oh, you can dance so well! But boys and girls, what words do you hear the
most in this song?
S1:Left.
S2: Right. S3:...
T: Oh, you are good listeners. Children, from last lesson, we know Wu Yifan
and Mike want to go to the Italian restaurant. Look! Robin is there too.（课件
呈现图片）But Where is the Italian resturant? How can they get to the
restaurant? Let’s listen and choose.






二次备课
Where is the Italian resturant?

10

T:A or B?
T: Yes! Turn
left. 师教读turn left .提示字母组合ur的发音。师边读边做动作，然后拍
手升降调领读，并加动作。生生相互读。
T: l e f t, left (升降调读, 伸出左手左脚读，个别生读。)
T：What about this one?(课件呈现单词) Do you remember this word?(呈现
light)
T: Good, igh is pronounced as ai,so what about this one? Who’d like to
have a try? (生试读)T: Good try.(分音节教读，小组读。)
2. 呈现单词turn right. 体现学生自主学习。
T：Now,look at my hands and say as quickly as you can. 师出左右手，令生
说单词。
T:Terrific!
T：（PPT呈现一左转的标志图）Look, this is the sign--Turn left. What about
this one? PPT呈现右转的标志图。Let’s listen.
T: 师提示igh 的发音，并联系lightnightfight以旧引新, 让学生当小老
师进行教读，拍手齐读，带动作读。

light

right
left

night



3. 呈现单词go straight.
（PPT呈现go straight 图标）T：If you see this sign , can you turn left?
Can you turn right?
T: What should we do? Yes! We should go straight.师讲解aightr发音，边
做动作边教读。
4. 呈现单词crossing.
T：（出示本课图片）We can see the three signs under
the traffic lights. Look at the boys, where are they
now? They are at the crossing.师教读
know from the crossing ,they should turn left and then they will get to the
Italian resturant.
6. Listen and imitate.
Please pay attention to your pronunciation and intonation.
7. Read in groups. And you can help each other.

A. Turn right. B. Turn left.

11

Ⅲ.巩固
1. Read by themselves.
操练
2. Listen and do. 师示范发指令，全班做动作。生发指令，部分生到黑


板前做动作。
3. Game: Speak out quicly and loudly.(课件呈现，看图片说短语或单词。)
4. A challenge！
补全单词并连线。



Ⅳ.拓展
应用

and write.
Zoom: Hello! Is that the food resturant?
Waitor: Yes. Can I help you?
Zoom: Where is it? How can I get there ? I’m in the park now.
Waitor: Well. First____________ and ______________.
Then__________.You’ll find our resturant.
Zoom: Thanks. See you later.
2. I can say.









Ⅴ.发展
3.情感渗透。
与提高
Please observe the traffic rules and pay attention to safety.
y.
What have we learned today?
Words: crossingturn leftturn rightgo straight
Sentences：Where is the... resturant?...

1. Listen to the tape and repeat after it for 3 times.
2. Make a traffic sign book.


Ⅵ.作业
布置


三、【板书设计】

12

Unit1 How can I get there?
B Let’s learn
turn left go straight
Where is the Italian restaurant?
Turn right here? No, turn left.

turn right crossing
四、【教后反思】
本课内容不是很难，并且与人们的实际生活紧密联系。 我在教授单词时比较注重了字母组合的发音
渗透，让学生们能够逐步掌握拼读的规律，从而降低了学习单 词的难度。在操练的过程中，我注重把学
生听读做三者结合起来，让学生印象更加深刻。同时我也设计了 一些有趣的活动，能让全体学生都积极
参与，课堂气氛很好，同时目标达成也比较理想。
在拓 展环节，我设计了小导游的活动，大部分学生能够比较好的输出目标语言，但是部分同学对位
置表达不是 很清晰，所以还需在以后的授课中多加操练。


六年级英语(上)第1单元第5课时
Unit 1 How can I get there?

Part B Read and write
一、【教材分析】




教
学
目
标

1. 能够读懂Read and write部分的对话，并完成Answer the questions 和fill in the blanks.

知识
2. 能够在情境中简单表达指路方法: Go straightturn leftright at ...
目标
3. 能够在图片的帮助下了解四种辨别方位的方法: CompassGPSstarsmap.
4. 能正确朗读英语句子的升降调。
Is it far? ↗ Follow me please! ↗ Robin has GPS. ↘ Where is the restaurant?↘
1. 能够通过推理获取教材提供的阅读理解题，能够通过阅读问题在语篇中捕捉不同信息，并

根据信息写出文章梗概。

能力
2. 能够在讨论中知道车辆中哪种工具能帮助人们找到想去地方，并以此激活已有背景知识和
储备。
目标
3. 在小组合作学习中锻炼能力，并在实际情景中描述简单的路线。
4. 能够在教师帮助下找到英语朗读句子的一般规律，并能正确朗读。

情感
在合作学习交流中逐步养成团结友爱、关心他人、互帮互助、与别人分享快乐的良好品质。
目标
1. 能够阅读Read and write中的语篇。
2. 能完成教材所提供的读写活动。
通过阅读获取信息后，能在情境中会表达指路方法。
情境教学法、任务型教学法
教学重点
教学难点
教学方法

13

二、【教学流程】
环节
I.复习
热身

师生活动
1. 欣赏歌曲并回答：What place did you hear?
(hospital cinema bookstore)
2. 一起朗读chant并完成方位图，根据方位图讨论去餐馆方式







1. 根据方位图，PPT呈现交通工具，学生讨论轿车采用哪种方式寻路。
If you in a car, Which of these can help you find a place?
Compass map star GPS
2. 拓宽学生视野，讲解GPS功能，全球定位系统，拥有行车导航功能，
能帮助人们准确找到想要去的地方，便捷实用。扫除阅读障碍。
1. 快速默读，回答问题。
(1) We know Wu Yifan and Mike are hungry now. They want to go to a
restaurant. Why Robin can help them get there?
Read the text as fast as you can and answer:
Why Robin can help them find the Italian restaurant?
Answer: Robin has GPS.
讲解难点：gave →give过去式 feature : 功能
2. 仔细阅读，完成文中活动。
Read the passage carefully, answer the questions:
(1) What is Robin’s new feature?
□ He can find food.. √□ He can find the way.

(2) Read carefully again. And find:
How many places did they pass by? ______ (three)
Ask Ss to underline them in the text.


二次备课
Ⅱ.阅读
前
活动


Ⅲ阅读
中
活动


Ⅳ.阅读
后
活动

(3) Which word under the fourth picture means “奏效，起作用”______

(work)
1. 听音跟读，模仿发音，提高朗读能力。
2. 学习句子朗读掌握一般规律。




14

3. 小组合作角色朗读，同时发现问题共同解决。
4. 完成课本填空，并复述文本。

Ⅴ.发展
与
提高
Answers: go straight turn left turn right
1. 结合板书和课件，让学生重回文本找出介词及介词短语。

2. 根据文本方位词画出路线图，小组合作并彼此分享。

3. 结合学生生活实际，小组合作画出一区域中路线图，并用英语描述。

4. 引导学生总结本节课所学重点，并提炼板书。
In front of the cinema
Go straight and turn left at the bookstore
Behind the hospital
Turn right

1. Listen and repeat the text three times.

2. Try to retell the passage.

3. Show your route and try to elaborate to your family.


Ⅵ.作业
布置


三、【板书设计】
Unit 1 How do you get there?
Part B Read and write
1. map compass GPS stars
2. In front of the cinema
Go straight and turn left at the bookstore
Behind the hospital
Turn right
3. gave → give 过去式 feature 功能 → quite a few + 名词复数

四、【教后反思】

15

本单元 话题涉及问路活动，这与学生日常生活息息相关。在日常生活中，同学之间经常遇到问路及
指路的问题。 本单元主情境图通过吴一凡和机器人Robin去餐馆、科学博物馆途中问路的情境展开一系
列活动。学 生通过小组合作、讨论等形式，初步掌握问路方法及指路表达。因此，本单元起到对第二单
元（Ways to go to school）的铺垫作用。
六年级的学生对英语学习兴趣整体有所下降，两极分 化比较严重，经过一个暑假，学生肯定遗忘很
多。开学之初，应做好后进生的转化工作。教师应面向全体 学生，以学生的发展为宗旨，始终把激发学
生的学习兴趣放在首位，注意分层教学，引导学生端正学习态 度，掌握良好的学习方法，培养良好的学
习习惯。


六年级英语(上)第2单元第1课时
Unit 2 Ways to go to school.

A Let’s talk
一、【教材分析】



教
学
目
标



知识
目标
能力
目标
1.能理解对话大意。
2.能够按照正确的意群及语音、语调朗读对话。
3.能在情景中理解That’s good exercise.的语义。
1.能够在情景中运用句型How do you come to school? I usually often sometimes
come …提问及作答。
2.能够了解usually, often, sometimes表示动作发生的频率。

1.了解同学上学的交通方式。
2. 提倡绿色出行。
3. 能理解对话大意，按照正确的意群及语音、语调朗读对话。
4. 能够在情景中运用句型How do you come to school? I usually often sometimes
come …提问及作答。

能够在情景中运用句型How do you come to school? I usually often sometimes
come …提问及作答。
情境教学法；任务型教学法；小组合作学习法。

情感
目标
教学重点
教学难点
教学方法
二、【教学流程】
环节

1.
Warm up

ngs:
Good morning, class. Nice to see you again.
2. Enjoy an English song: How do you get there?
Enjoy the song and try to remember the transports.
Then check the answers.
else do you know? Think and answer.

师生活动

二次备课

16

1. Let’s try.
Ⅱ.
Amy meets Mike this morning. Where are they? Who is this lady?
Presentation
Listen and try to answer. Then check the answers.

Listen again and tick or cross. Open your books, turn to Page14.
Then check the answers.
2. In the morning, many students come to school. Amy and Mike also
come. Now they are at school. They meet Mrs Smith. There are many
ways to come to school. How does Mike come to school? Watch the
video and choose the right answer.
Then check the answer.
T板书句型，教读，引导学生操练。
By bike means ride a bike. That’s good exercise. (出示词卡教读并简
单操练)
3. Mike often comes by bike. How does Amy come to school? Watch
the video again and try to fill in the blanks.
Then check the answers. (教读新短语: on foot并操练)
Usually, I come on foot. We can say: Usually, I walk.
Walking is good exercise.
4. Mike often comes by bike. Amy usually comes on foot. Sometimes
she comes by bus. How about Mrs Smith? By car? Watch the video
and answer. Then check.
5. Work in pairs.
Ask and answer in pairs like this:
A: How do you come to school, Chen Jie?
B: I usually come by bus. How do you come to school? Zhang Peng?
A: I often come on foot. Sometimes I come by bike.
6. Emotion education: The school is not far from your home. You can
come to school on footby bike, …
7. Look at the screen. 小提示：usually, often, sometimes都是频度副
词，用来表示动作发生的频 率。他们的频率大小是不一样，请在
小组内讨论，说出他们的百分比。
8. Exercise: Write the names.
( Mrs Smith Amy Mike )


on foot 80% on foot 80% by bike 60%
by bus 20% by car 20%



Ⅲ.Practice


1 .Listen and repeat.
2. Read the dialogue in groups. Then act.
3. Read the sentences and arrange.
( ) Hi, children. You’re early. How do you come to school?
( ) That’s good exercise.
( ) Sometimes, but I usually walk.


17

( ) Good morning, Mrs Smith.
( ) How do you come to school, Mrs Smith? By car?
( ) I often come by bike.
( ) Usually, I come on foot. Sometimes I come by bus.
a game:
Choose the cards and make new sentences.


Ⅳ.
Production

1. Listen and fill in the blanks.
2. Do a survey:
What about your classmates and teachers? Do a survey in groups.
Then show.
a short passage according to your survey.

Sum up:
What have you learned today?


Ⅴ.
Progress

Ⅵ.作业
布置


Homework:

1. Listen to the tape and follow it.
2. How do your parents go to work? How do your partner’s parents
go to work? Do a survey and make a chart.

三、【板书设计】

Unit 2 Ways to go to school.
A Let’s talk

How do you come to school?

I usuallyoftensometimes come …
四、【教后反思】



六年级英语(上)第2单元第2课时

18

Unit 2 Ways to go to school.

A Let’s learn
一、【教材分析】
教
学
目
标

知识
目标
能力
目标
情感
目标
1. 能听、说、读、写词组：by planeby trainby taxiby shipon footby busby subway.
2. 能听、说、认读句型：How can we get there? By… 并能做替换练习。

能结合本节课的核心句型询问出行方式并作简单回答。
在日常生活中，能够绿色出行。
1. 能听、说、读、写词组：by planeby trainby taxiby shipon footby busby subway.
2. 能听、说、认读句型How can we get there? By… 并能做替换练习。


教学重点
教学难点
教学方法
能听、说、读、写词组：by planeby trainby taxiby shipon footby busby subway.
情境教学法；任务型教学法；小组合作学习法。

二、【教学流程】
环节

I. Warm up

ngs:
Good morning, children. Nice to meet you.
2. Play a game.
Now, let’s play a funny game: Bomb game. When you see a
picture, you read the word. But when you see a bomb, you should do
like this(做抱头的动作）。



1. T: Look! Mrs Smith is coming. Let’s say hello to her.
Ⅱ.
T&Ss: Hello, Mrs Smith.
Presentation
T: Today Mrs Smith and Children are at school. They want to go

out to play. Where are they going? Listen and choose the right
answer.
Then check the answer.
T: Who got the answer? Please put up your hands.
S1: They want to go to the nature park.
T: Clever girl.
2. T: Wow! They want to go to the nature park. The nature park is far
from school. How many ways to get there? What are they? Listen
again and answer.
Then check the answers.
T: Any volunteers? That boy, please.
S2: Seven.
T: What are they? Can you say?

师生活动

二次备课
19

S2: by subway, by plane, by ship, by train, by bus, by taxi, on foot.
T: Good memory. You’re so smart.
the new phrase: by subway.
T: Follow me, please. By subway. u,u,u ʌ, ʌ,ʌ, subway, by
subway. （师板书）
T: Look at my hand, please read together.
Boys read, girls read.
Please read one by one.
4. Teach the new phrase: by plane.
T: Follow me, please. By plane. Plane, plane, by plane. （师板书）
T: Look at my hand, please read together.
Boys read, girls read.
Please touch the picture and read one by one.
5. Teach the new phrase: by ship.
T: Follow me, please. By ship. ship, ship, by ship. （师板书）
T: Look at my hand, please read together.
Group1 read, group2 read, Group3 read, Group4 read.
Please touch the picture and read one by one.
6. Using the same way to teach the other new phrases: by taxiby
trainby buson foot.
7. T: Wow! Seven ways to get to the nature park. How do they get
there? Listen and answer.
Then check. (师板书句型)
T: Follow me, please. How do we get to the nature park? We get
there by bus.
I ask, you ge.
Boys ask, girls answer. Exchange.
Then practice in pairs and show.
8. Read and write.
For example: by bus ------ take a bus.
by subway------
by taxi ------
by ship ------
by train ------
by plane ------
Then check the answers.

9. Exercise:
选词填空 ( on by take )
1. I usually go to school __ a bus.
2. Sometimes my father goes to work __ bike.
3. We often go to the park __ foot.


20

Ⅲ.Practice



1 .Listen and imitate. Pay attention to your pronunciation and
intonation.
2. Read the words in groups. Then show.
3. Here are challenges for you. If you can do a good job, you will get
the flag.
Challenge1:
I will say some sentences. Tell me Yes or No! Right hand means
“Yes”, left hand means“ No”. If you don’t know or you are not
sure, you can “cross your arms”.
Challenge 2: Ask and answer in pairs! For example：
A：How do you get to the USA from China?
B: By plane.
Ask and answer in pairs like this. Then show.
Challenge3:
Find the words and write on your exercises books!
Then check the answers.


Ⅳ.
Production

1. Miss White, Zhang Peng and Chen Jie want to go to the zoo. How

do they get there? Listen and choose.
2. China’s National Day is coming. Where do you want to go? Who
do you go with? How do you get there? Do a survey in groups.
Then show it.
3. Write a report.
I want to go to . I go with .
We go there .

n education:
In our daily life, we should be green travel!
3. Sum up.
What have you learned today?

Homework:
1. Listen and repeat.
2. Draw your family member’s transportation and write sentences.

Ⅴ.
Progress


Ⅵ.作业
布置





三、【板书设计】

21

Unit 2 Ways to go to school.
A Let’s learn
How do we get there? We get there...
by subway
by plane
by ship
by train
by bus
by taxi
on foot

四、【教后反思】


六年级英语(上)第2单元第5课时
Unit 2 Ways to go to school

Part B Read and write
一、【教材分析】




教
学
目
标

1. 能够读懂Read and write部分的四个小语篇，并完成Read the text and answer the questions

知识
和 Choose some suggestions for kids on page 18.
目标
2. 能够在情境中简单表达上学方式。
3. 能够在图片的帮助下了解不同地区的上学方式。
4. 能正确朗读英语中的连读。
1. 能够通过阅读问题在语篇中捕捉不同信息，并根据信息复述文章大意。

2. 能够在讨论中知道不同地区有不同的上学交通方式，并以此激活已有背景知识和储备。

能力
3. 在小组合作学习中锻炼能力，并结合实际情景描述简单的安全海报设计。
4. 能够在教师帮助下找到英语连读朗读的一般规律，并能正确朗读。
目标
情感
在合作学习交流中逐步养成团结友爱、关心他人、互帮互助、与别人分享快乐的良好品质。
目标
1. 能够阅读Read and write中的语篇。
2. 能完成教材所提供的读写活动。
通过阅读训练能过在语篇中寻找关键词，并能进行细节进行推理。
情境教学法、任务型教学法
教学重点
教学难点
教学方法

22

二、【教学流程】
环节
I.复习
热身

师生活动
1. 欣赏歌曲并回答：How do you get there? 说出从
歌曲中听出的交通方式。
2. Talk with your partner.
How do you go to school? How many ways can you think of to go to school?
Sum up the ways to school in the local area.
1. T: Can you come to school by plane?
T: But some Ss go to school by plane. 课件呈现图片，让学生说说图上的学
生上学用的交通工具。





板书并教读：sled 和ferry.
2. 拓宽学生视野，讲解生词，扫除阅读障碍。
1. 快速默读，回答问题。
Read the passage quickly and underline:
(1)How many ways to go to school can you find in the text?
Answer: Four. On foot, by sled, by ferry, by plane.
(2) Does everyone in the text go to school?

Answer: Yes.







2. 仔细阅读，完成文中活动。
Read again carefully and answer:
(1) How do children in Munich, Germany, go to school?
Answer: They go to school on foot.
(2) How do kids in Alaska, USA, go to school?
Answer: They go to school by sled.
(3) How do children in Jiangxi, China, go to school?
Answer: They go to school by ferry.
(4) How do children in Papa Westray, go to school?
Answer: They go to school by ferry.









二次备课
Ⅱ.
阅读前
活动


Ⅲ.
阅读中
活动




23

Ⅳ.
阅读后
活动
Ⅴ.
发展与
提高
5. 听音跟读，模仿发音，提高朗读能力。

6. 学习英语连读朗读，掌握一般规律。




















7. 小组合作角色朗读，同时发现问题共同解决。





8. Choose some suggestions for the kids on page 18.















1. 结合板书和课件，让学生重回文本找出时间、地点和上学的交通方式。

2. 根据文本方位复述小语篇，小组合作并彼此分享。

3. 学生分小组讨论，针对本组成员上学的交通方式，提出安全建议并制作
成海报。



24

4. 引导学生总结本节课所学重点，并提炼板书。
Munich Germany on foot
Alaska USA by sled
Jiang Xi China by ferry
Papa Westray Scotland by ferry …

1. Listen and repeat the text three times.

2. Write a poster of suggestions for your friends.
Ⅵ.作业
布置


三、【板书设计】
Unit2 B Read and write


Munich Germany on foot
Alaska USA by sled
Jiang Xi China by ferry
Papa Westray Scotland by ferry …


四、【教后反思】
这篇短文较长，地点等生词较多，在备课时，我感到对于学生来 说较难理解，因此我充分利用图片、
课件来降低难度，帮助学生理解，虽然学生理解了整篇短文，但是在 拓展练习时，有部分学生不会灵活
运用语言知识。所以我又进行二次阅读，通过阅读训练能过在语篇中寻 找关键词，并能进行细节进行推
理，进一步帮助学生提高综合语言运用能力。


六年级英语(上)第2单元第3课时
Unit 2 Ways to go to school.

B Let’s talk

一、【教材分析】

25

教
学
目
标

教学重点
教学难点
教学方法

知识
目标
能力
目标
情感
目标

1.能理解对话大意, 能够按照正确的意群及语音、语调朗读对话。
2.能理解情景语言I must pay attention to the traffic lights.的大意。
1.能够在情景中运用句型... must ... 和Don’t ... 表达要遵守的交通规则。


1.通过对话学习了解欧美国家骑自行车的注意事项。
2. 了解不同交通警示标志和这些标志出现的场所。
1. 能够在情景中运用句型... must ... 和Don’t ... 表达要遵守的交通规则。
2. 通过对话学习了解欧美国家骑自行车的注意事项。

能够在情景中运用句型... must ... 和Don’t ... 表达要遵守的交通规则。

情境教学法；任务型教学法；小组合作学习法。

二、【教学流程】
环节

1.
Warm up

ngs:
Good morning, class. Nice to see you again.
2. Listen and judge.
T says some sentences, students judge.
.
师生活动

二次备课


1. Let’s try.
Ⅱ.
Mrs Smith and students are going to the nature park. What does Mrs
Presentation
Smith tell the children to do? Listen and tick the right picture. Open

your books, turn to Page16. Then check the answers.
But Wu Yifan isn’t coming. Why doesn’t he go with them? Listen
again and answer. Then check the answers.
2. Wu Yifan’s grandpa is ill. Where is Wu Yifan going? How does he
get there? Watch the video and choose the right answer.
Then check the answer.
T教读，引导学生简单操练。
3. Now Wu Yifan is waiting for the bus. He is talking about pictures
of bikes with Mr Jones. Watch the video again and try to fill in the
blanks.
The pictures are from Mr Jones’ cousin .
In the USA people on bikes must wear .
Then check the answers. (教读新单词: helmet并操练)
4. Oh, the bus is coming. Wu Yifan wants to go. But he should obey
the traffic rules. What traffic rules? Watch the video and underline
them in the dialogue. Then check.
Teacher板书、教读, 引领学生操练。
Emotion education: Wherever we go, we must know and obey the
traffic rules.
5. Look at the screen. Discuss in groups: What do these signs mean?
Where can you see them?

26

6. Exercise: Look at the pictures, read the sentences and tick or cross.




We must go straight. Don’t turn left.
( ) ( )




You can turn right. No parking!
( ) ( )


Ⅲ.Practice


1 .Listen and repeat.
2. Read the dialogue in groups. Then act.
3. Read the sentences and arrange.
( ) Thanks! Wow! So many pictures of bikes!
( ) I see. Oh, the bus is coming. Bye, Mr Jones.
( ) Hey, don’t go at the red light!
( ) What’s this?
( ) Oh, right! Thanks! I must pay attention to the traffic lights!
( ) Mr Jones, how can I get to the Fuxing hospital?
( ) They are from my cousin in the USA.
( ) A helmet. In the USA people on bikes must wear one.
( ) Take the No.57 bus over there.
4. Choose the pictures and say some sentences using ... must ...
Don’t ...



Ⅳ.
Production

1. Listen and number.
2. Draw and write.
Draw some traffic signs you know and write some sentences in
groups. Then show.

Sum up:
What have you learned today?

Homework:
1. Listen to the tape and follow it.
2. 搜集其他国家的一些交通标志，画下来并尝试写出句子。


Ⅴ.
Progress

Ⅵ.作业
布置



三、【板书设计】

27

Unit 2 Ways to go to school.
B Let’s talk

Don’t go at the red lights!

I must pay attention to the traffic lights!
四、【教后反思】


六年级英语(上)第2单元第4课时
Unit 2 Ways to go to school.

B Let’s learn

一、【教材分析】



教
学
目
标

教学重点


知识
目标
能力
目标
情感
目标
1. 能听、说、读、写单词和词组：slow down, wait, stop, go.
2. 能听、说、认读句型Slow down and stop at a yellow light. Stop and wait at a red
light. Go at a green light.

能够运用句型... must ... 提出建议。
能够辨认一些常见的交通标志，了解并遵守交通规则。
1. 能听、说、读、写单词和词组：slow down, wait, stop, go.
2. 能听、说、认读句型Slow down and stop at a yellow light. Stop and wait at a red
light. Go at a green light.
能够运用句型... must ... 提出建议。

情境教学法；任务型教学法；小组合作学习法。

教学难点
教学方法
二、【教学流程】
环节

ngs:
师生活动

二次备课

28

1.
Warm up

Good morning, children. Nice to see you again.
2. Play a game: Simon says.


4. Look at the screen. Who are they? Where are they going? Can you

Ⅱ.
remember?
Presentation
2. They go to the nature park. Now the park is over there. But they

can’t go now. They are talking. What are they talking about? Listen
and choose. (A. traffic rules B. Traffic signs )
(把小对话和句子整合成一个新文本：
Mike: Look! The park is over there! Let’s go!
Mrs Smith: Oh, no. It’s yellow now. We must slow down and stop.
Mike: Oh, right! Thanks!
Chen Jie: It’s red now.
Mrs Smith: We must stop and wait at a red light.
Chen Jie: I see.
Mrs Smith: Oh, it’s green now. Let’s go. )
Then check the answer.
3. They can’t go now. Why? What must they do? Listen and fill in the
blanks.
引出：Slow down and stop.
Teacher teaches to read and writes on the blackboard. Then let the
students practice.
4. They must slow down and stop at a yellow light. What must they
do when it is a red light? And what must they do at a green light?
Listen and fill in the blanks. ( They must at a red
light. They must at a green light. )
Then check the answers.
引出：Stop and wait at a red light. Go at a green light.
Teacher教读、板书，引导学生操练。
5. Look at the blackboard. There are three lights. Red light, yellow
light, green light. They are traffic lights.
教读并板书：traffic lights. 并引导学生操练。




Ⅲ.Practice


1 .Listen and imitate. Pay attention to your pronunciation and
intonation.
2. Read the sentences in groups. Then show.

3. Students look at the lights, and say the rules as quickly as they can.
4. Memory games: There are three pictures and three cards. Students
look at the pictures and read the sentences. 5 seconds later, teacher
turns the pictures and the cards over. Student find the right pictures
and cards.



29

Ⅳ.
Production

a wants to cross the road. What must she do? Listen and

choose.
2. Role-play.
三个同学手 拿三个颜色的卡纸扮演交通灯，其余二人同时过马路，
其中一人扮演盲人。过马路的学生及时根据交通灯 的颜色提示扮
演盲人的学生，帮助扮演盲人的学生安全过马路。
3. 制作宣传栏：在小组内画出常见的交通标志，并配上适当的文
字。


1. Emotion education:

When we cross the road, we must pay attention to the traffic lights.
2. Sum up.
What have you learned today?

Homework:
1、Listen and repeat.
2、Make a book about traffic rules.



Ⅴ.
Progress

Ⅵ.作业
布置

三、【板书设计】

Unit 2 Ways to go to school.
B Let’s learn

Slow down and stop at a yellow light.


Stop and wait at a red light. traffic lights


Go at a green light.


四、【教后反思】



30

六年级英语(上)第3单元第1课时
Unit 3 My weekend plan

Part A Let’s talk
一、【教材分析】



教
学
目
标

知识
1.能够听说认读下列句型：What are you going to do tomorrow? I’m going to...We’re going
目标
to...
2.能够听懂Let’s try部分的内容并回答问题。
3.能够听懂、会唱歌曲“What are you going to do?”
能力 1.能理解Let’s try 部分的内容，并正确选出答案。
目标 2.能在实际情景中灵活运用所学对话，做到语调自然，语音准确。
情感 培养学生合理安排自己的学习与生活的能力,从小树立远大理想并为之努力的思想意识。
目标
能准确、自如地运用be going to do 句型描述自己的活动计划,与他人进行交流并会写这一句
型。
1.能够灵活运用be going to 句型。
2.能够听、说、认读句型I have to do my homework now. Sounds great.
情境教学法；任务型教学法。
教学重点
教学难点
教学方法
二、【教学流程】
环节
I.复习
热身

师生活动 二次备课
talk:

Good morning Good afternoonHow are you ? How do you go to school?
a song:“ What are you going to do ?”

Ⅱ.呈现
4.

Let’s try教学。
It’s Saturday morning. Sarah is on the phone with Mike. Listen and circle.
新知
① Can Mike go swimming today?

A. Yes, he can. B. No, he can’t.
② Why or why not?
A. He has homework to do. B. He is fishing now.
第一遍听整体感知，第二遍听做题，第三遍听检查。
答案：B A
’s talk 教学。
①整体感知Let’s talk.
Mike and Sarah are going talking now. What are they talking about? Let’s
watch the video.
A. tomorrow plan B. weekend plan
答案： A
② What is Sarah going to do tomorrow? Let’s watch again.
How does Mike ask ? And how does Sarah answer?
教读：What are you going to do tomorrow?
I’m going to have an art lesson.
操练：T-Ss, Ss-T, Boys -Girls, Practice in groups, Show us.
板书教读Mike : What are you going to do in your lesson?
Sarah: We’re going to draw some pictures in Renmin Park.
操练：T-Ss, Ss-T, Groups –Groups, Practice in pairs. Show in two.
③ Sounds great! 领读两遍，What is Mike going to do tomorrow? Let’s
watch the video again.

31

Mike says: I’m going to see a film tomorrow. 领读。
Sarah wishes Mike: Have a good time. But Mike says I have to do my
homework now. 领读两遍。
③ 替换练习
教师出示一组图片和表示时间的短语，同学们利用下列句型进行替换练
习。
A: What are you going to do …?
B: I’m going to We are going to ….
1. Listen and imitate. Please pay attention to your pronunciation and

intonation .
2. Read in pairs.
3. Act .
4. Let’s chant.
What are you going to do tomorrow?
I’m going to have an art lesson.
What are you going to do in your lesson?
We are going to draw some pictures in Renmin Park..
What are you going to do tomorrow?
I’m going to see a film tomorrow.
5. Game time.
Boys and girls, Look! This is a turntable. Turn the turntable. When the
turntable stop. Choose the picture make a new dialogue like this.
A: What are you going to do …?
B: I’m going to ….
3. 听力拓展活动。

I have a friend. Look! Who is she? Listen and choose the answer.
What is she going to do tomorrow?
She is going to __________.
A. wash clothes B. draw pictures
4. Talk about your and your friends weekend plan. (说写的拓展活动。）
Now please talk about your and your friends weekend plan.
For example:
A: What are you going to do ?
B: I’m going to ...
A: What is he she going to do?
C: HeShe is going to...
D: They are going to...
Please practice in groups , and then show us.

Word box

go ice-skating wash clothes draw pictures
make a snowman go for a picnic


5.情感渗透。
Please reasonable arrangement of time. 请合理安排时间。
y.
What have we learned today?
Words: see a film
Sentences：What are you going to do...?
I’m going to We’re going to...

3. Listen, repeat the text.
4. Talk your weekend plan with your friends.

Ⅲ.巩固
练习


Ⅳ.实践
应用

Ⅴ.总结
反馈

Ⅵ.作业
布置



32

三、【板书设计】
Unit 3 My weekend plan
Part A Let’s talk
What are you going to do tomorrow?
I’m going to...
What are you going to do in your lesson?
We’re going to...
He’s She’s going to...
They are going to...
四、【教后反思】
本单元的话题是周末计划，与孩子们的 日常生活息息相关。本课的教学重点是学生能够听、说、读、
写并能够灵活运用本课的重点句型：Wha t are you going to do tomorrow? I’m going to...What are you going to
do in your lesson? We’re going to...通过本课的教学，下面我就每个教学环节进行反思。
Step1 Warm up 环节, 我首先通过与学生free talk的形式，自然的导入本课的教学，谈话气氛轻松自
然，然后再让学生听唱歌曲What are you going to do? 提前感知本课所学内容。
Step 2 Presentation 环节,首先借助文本语境，Sarah and Mike are talking on the phone. What are they
talking about? 让学生观看视频，处理Let’s try的内容。然后利用文本语境语境，第一步观看视频整体 感
知文本；第二次观看视频提出本课的重点句型:What are you going to do tomorrow ? I’m going to have an art
lesson. What are you going to do in your lesson? We’re going to draw some pictures in Renmin Park. 进行教读
操练。 第三次观看视频，提出Mike明天的计划I’m going to see a film tomorrow . 然后排除教学难点Have
a good time! I have to do my homework now.并进行了替换练习。
Step 3 Pr actice环节,首先采用chant的形式将本课的内容进行整合，让孩子们在有韵律的节奏中整合
语言。然后运用game的形式，对本课的重点句型进行了操练。
Step 4 Production 环节 我设计了两个拓展活动，首先是听力的拓展，利用I have a friend 让学生通
过听来回答问题，然后又设计个一个说写的拓展活动，让学生根据上面的拓展活 动，设计自己的weekend
plan.并在小组内讨论、展示。让学生将本课的内容学以致用。
Step 5 Progress环节,首先对学生进行情感渗透，教育孩子合理安排自己的时间。然后 对本课的内容进
行整合，让学生回顾总结本课所学内容。然后进行作业的布置 。




六年级英语(上)第3单元第3课时
Unit 3 My weekend plan

Part B Let’s talk
一、【教材分析】


知识
目标
1.能够听说认读下列句型：Where are you going? We’re going to the cinema. We’re going to
see a film about space travel. When are you going? Next Wednesday.
2.能够听懂Let’s try部分的内容并回答问题。

33

能力

目标
教
学
情感
目
目标
标

教学重点
1．能理解Let’s try 部分的内容，并正确选出答案。
2．能在实际情景中灵活运用所学对话，做到语调自然，语音准确。
培养学生合理安排自己的学习与生活的能力和从小树立远大理想并为之努力的思想意
识。
能准确、自如地运用句型Where are you going? When are you going?What are you going to
do?进行问答
1. 能够灵活运用本课重点句型。
2. 能够听、说、认读句型We’re going to see a film about space travel. Why not go on
Tuesday? It’s half price then!
情境教学法；任务型教学法。
教学难点
教学方法
二、【教学流程】
环节
I.复习
热身

师生活动 二次备课
talk:

Good morning. Good afternoon.
How are you ?
How do you go to school?
What are you going to do?
I’m going to... HeShe’s going to...We are going to...
a song: What are you going to do ?


Ⅱ.呈现
5.

Let’s try教学。
John is on his way home. He sees Amy. Listen and answer.
新知
④ What is Amy going to do? ________________________.

② Is the ice cream for John? ________________________.
第一遍听整体感知，第二遍听做题，第三遍听检查。
答案：①
She is going to buy some food.

②
No,It's from John's cousin Jack.

’s talk 教学。
①整体感知Let’s talk.
I have two friends. Look ! Who are they? John and Amy are talking now.
Who is going to visit John? Let’s watch the video.
A. John’s cousin Jack B. Amy
答案： A
教读My cousin Jack is going to visit me next week.
⑤ John’s cousin Jack is going to visit him next week. Where are they
going? 教读Where are you going? Let’s watch again.
教读Where are you going？
We’re going to the cinema. We’re going to see a film about space travel.
替换练习，出示一组图片。
A: Where are you going?
B: We’re going to...
⑥ They are going to see a film about space travel. And Amy says I have
lots of comic books about space . 教读comic book. And When are they
going? 教读：When are you going? Now let’s watch again.
板书教读Amy: When are you going?
John: Next Wednesday.
替换练习: 出示一组表示时间的图片
A: When are you going?
B: ...
操练：T-Ss, Ss-T, Groups –Groups, Practice in pairs. Show in two.
④教读Why not go on Tuesday? It’s half price then! 板书教读并操练。

34

Ⅲ.巩固
练习


6. Listen and imitate. Please pay attention to your pronunciation and

intonation .
7. Read in pairs.
8. Act .
9. Let’s chant.
My cousin Jack is going to visit me next week.
Where are you going?
We’re going to the cinema.
We’re going to see a film about space travel.
When are you going?
Next Wednesday.
Why not go on Tuesday?
It’s half price then.
10. Games time.
It’s a turntable. Now let’s turn the turntable. When I say stop. Please ask
and answer with the sentences.
5. 听力拓展活动。

I have a friend, Look! Who is he? Jerry. Listen and choose the answer.
are you going? ______________________.
A. cinema B. bookstore
are you going to do? ___________________.
A. take a trip B. see a film
are you going? ________________________.
A. tomorrow B. next week
答案：1. A 2. B 3. A
【听力材料】
Jim: Hi , Jerry. Where are you going?
Jerry: Hi,Jim. I’m going to the cinema.
Jim:What are you going to do?
Jerry: I’m going to see a fil.
Jim: When are you going?
Jerry: Tomorrow.
6. Interview your classmates and then give a report. (说写的拓展活动。）
For example:
A: Where are you going?
B: I’m going to... We’re going to...
A: What are you going to do?
B: I’m going to ... We’re going to...
A: When are you going?
B: ...
Please practice in groups , and then show us.

Word box
Where: Beijing Shanghai Linyi cinema bookstore...
What: go ice-skating see a film take a trip ...
When: next week tomorrow this afternoon ...


7.情感渗透
Please enjoy your holiday, enjoy every day!
y.
What have we learned today?
Words: space travel It’s half price then.
Sentences：Where are you going?
I’m going to the... We’re going to the...
What are you going to do...?

Ⅳ.实践
应用

Ⅴ.总结
反馈


35

I’m going to We’re going to...
When are you going?
...
5. Listen, repeat the text.
6. Talk your plan with your friends.
Ⅵ.作业
布置


三、【板书设计】
Unit 3 My weekend plan
Part B Let’s talk
Where are you going?
We’re going to the cinema.
What are you going to do?
We’re going to see a film about space travel.
When are you going?
...
四、【教后反思】
本单元的话题是周末计划，本课的话题是John和Amy谈论下周的计划 。本课的教学重点是能够听、
说、读、写本课的四会句型：Where are you going？We’re going to the cinema. We’re going to see a film about
space travel. When are you going? Next Wednesday. 并能灵活运用所学句型。通过本课的教学，我下面我就
每个教学环节进行反思。
Step1 Warm up 环节,我首先让学生演唱歌曲What are you going to do? 将学生 带入英语学习的氛围
中，然后借助思维导图，复习前面学过的短语，并借助这些短语，采用Free talk的形式与学生进行问答
交流，为本课的学习做好了铺垫。
Step 2 Presentation 环节,首先利用Amy 和John再谈论的情景，解决了Let’s try环节的教学，然后借
助文本语境，John and Amy are going talking now. Who is going to visit John? 让学生观看视频，从 而整体感
知本课的学习内容。然后让学生第二遍观看视频，排除了本课重点句型：Where are you going? We’re going
to the cinema. We’re going to see a film about space travel. 的学习，并排除了教学难点space travel. 第三遍观
看视频，解决了重点句型When are you going? Next Wednesday.的教学，并排除了教学难点It’s half price
then.
Step 3 Practice环节,首先让学生听 音仿读，并模仿录音的语音语调。然后采用chant的形式将本课的
内容进行整合，让孩子们在有韵律 的节奏中整合语言。
Step 4 Production 环节,我设计了两个拓展活动，首先是听力的拓展，利用Sarah和Chen Jie在谈论计
划的情景， 让学生听并观看，从而捕捉信息，回答问题Where are you going? What are you going to do? When
are you going? 然后又设计了一个说写的拓展活动，让学生问一下同学的weekend plan，并利用本课所学
的重点句型Where are you going? What are you going to do? When are you going? 教师和一组学生示范之
后，让学生在小组内讨论、展示。让学生将本课的内容学以致用。
Step 5 Progress环节，首先对学生进行情感渗透，教育孩子Enjoy your holiday. Enjoy every day!然后对
本课的内容进行整合，让学生回顾总结本课所学内容，最后进行作业的布置。



六年级英语(上)第3单元第4课时
Unit 3 My weekend plan


36

Part B Let’s learn

一、【教材分析】

教
学
目
标

知识
1.能够听、说、读、写下列词汇：dictionarycomic bookword bookpostcard.
目标
3.能够听、说、认读下列句型：--Where are you going? To the bookstore. What are you
going to buy? I’m going to buy a new comic book.
能力
3.能够灵活使用本课的主句型并替换关键词进行问答。
目标
4.能够灵活描述自己去的地点并描述自己想购买的物品。
情感
3.通过小组交流，学生能够建立小组合作的意识，从而形成团队协作的能力。
目标
4.在日常生活中要养成自觉排队的习惯。
1. 能够熟练的听、说、读写本课的词汇或短语。
2. 能够听说认读并能灵活运用本课的重点句型。
1. 能够熟练拼读并书写词汇dictionary.
2. 能够灵活运用所学句型。
情境教学法；任务型教学法。
教学重点
教学难点
教学方法
二、【教学流程】
环节
I.复习
热身

师生活动 二次备课
talk.

Good morning. Good afternoon.
Where are you going?
I’m going to…
What are you going to do ?
I’m going to…
When are you going?
…
a song.（学生感知本课所学内容）
What are you going to do? Sing a song and answer this question.
Q1: Where are you going?
Q2: What are you going to be?
答案：Q1: I’m going to walk on the moon.
Q2: I’m going to be a soldier.

Ⅱ.呈现
6.

整体感知。
Boys and girls . Look ! Who are they ?
新知
(Ss: John and Jack .)

John and Jack are going to see a film. After the film. Jack asks John: Where
are you going? 领读两遍。Now let’s watch the video.
(Ss watch.）
Jack : Where are we going?
John: To the bookstore.板书教读2遍。
2. 创设bookstore语境，教读词汇dictionary.
Boys and girls. There are many books in the bookstore.
What are you going to buy?
I’m going to buy a…利用该句型引出四会词汇dictionary教读。渗透语音
d i k ∫ ,Can you read this word? Who can read? Follow him or follow
her.
9.利用此情景教读 comic book.
What are you going to buy? I’m going to buy a…
教读 comic book. 渗透语音。
same ways to teach: word book, postcard .
and imitate.
Please pay attention to your pronunciation and intonation.

37

8. Read in groups. And you can help each other.

Ⅲ.巩固
练习


Ⅳ.实践
应用

3. Let’s chant.

Where are you going?
To the bookstore.
What are you going to buy?
Dictionary, dictionary, I’m going to buy a dictionary.
Comic book, comic book. I’m going to buy a comic book.
Word book, word book. I’m going to buy a word book.
Postcard, postcard, I’m going to buy a postcard.
4. Activities 1-4.(听说读写四个方面的活动练习。)
Boys and girls. You all did good job. Do you like games? Now it’s time for
games.
Game 1: listen and help the words find their home.
Game 2: What's missing?
Look at the screen. Read the words and find out which word is missing? And
say the missing words as quickly as you can.
Game 3Magic box
There are many words in the box. Each person choose one words in the box.
And read it aloud as quickly as you can.
Game 4: Who is the best memory?
I’ll give you 1 minute. Each person write these words on your exercises
book. When I say time’s up. Who can write the correct words more. Who is
the best memory? Are you ready? Now let’s go.

7. 听力拓展活动。

（遮盖）Can you guess? Who are they? Yes, They are Datou and Xiaotou.
They are
Word box
dictionary comic book word book postcard English
going to
the
book Chinese book maths book note book
bookstore
now.
What are you going to buy? Please listen and choose.
Datou is going to buy a _________________.
A. comic book B. postcard.
Xiaotou is going to buy a _______________.
A. word book B. dictionary
8. Shopping. (说写的拓展活动。）
Children. Now our classroom is a bookstore now. Look! I am the assistant.
There are many books here. Who wants to buy the books. Now let’s play.
教师和一组学生示范：
A: Can I help you?
B: Yes, Do you have comic books?
A: Yes. Here they are.
C: What are you going to buy?
D: I’m going to buy a…
And then practice in groups. And then show us.







38

Ⅴ.总结
反馈

9.情感渗透。
We should read more good books. Improve reading ability, master learning
method.
y
What have we learned today?
Words: dictionary, comic book, word book, postcard.
Sentences：Where are you going? To the bookstore.
I’m going to buy a _______.

7. Listen, repeat and write the words.

8. Talk about the things you are going to buy with your friends.
Ⅵ.作业
布置

三、【板书设计】
Unit 3 My weekend plan
Part B Let’s learn
Where are we going? To the bookstore .
What are you going to buy?
I’m going to buy a __________.

dictionary comic book word book postcard

四、【教后反思】
本单元的话题是周末计划，本课的话题是到 书店买书的计划，与孩子们的日常生活息息相关。本课
的教学重点是能够听、说、读写四会单词：dic tionarycomic bookword bookpostcard.并能够利用句型Where
are you going? To the bookstore. What are you going to buy? I’m going to buy a…灵活表述自己买书的计划。
通过本课的教学，我下面我就每个教学环节进行反思。
Step1 Warm up 环节,我首先通过与学生free talk的形式，自然的导入本课的 教学，谈话气氛轻松自然，
本课的语言学习奠定了非常好的基础，然后再让学生听唱歌曲What are you going to do? 并回答问题
Where are you going? What are you going to be? 提前感知本课所学内容。
Step 2 Presentation 环节，首先借助文本语境：Who are they? They are John’s cousin Jack and John. After
the film. Where are they going? 让学生观看视频，从而整体感知本课的学习内容。然后创设bo okstore的语
境，先让学生带问题What are you going to buy? I’m going to buy a…学习词汇： dictionarycomic bookword
book,postcard, 贯彻词不离句的原则。单词教学中贯彻音-形- 义的原则，并渗透语音，灵活运用自然拼读
法。同时注意单词操练的层次性，机械操练-趣味操练- 意义操练，操练的好，教学效果才会更加完美，拓
宽对学生的关注面。
Step 3 Pra ctice环节，首先采用chant的形式将本课的内容进行整合，让孩子们在有韵律的节奏中整合
语 言，然后运用games的形式，对本课的教学重点进行了听、说、读写四个方面的训练，操练注重了趣
味性，层次递进性，操练应该来说是比较全面的。
Step 4 Production 环节，我设计了两个拓展活动，首先是听力的拓展，利用大头儿子和小头爸爸在谈
论购书计划的音频， 然学生听，从而捕捉信息，回答问题Datou is going to buy a _________. Xiaotou is going
to buy a ______. 然后又设计了一个说写的拓 展活动，让学生根据上面的拓展活动，设计自己的购书计划.
并在小组内讨论、展示，让学生将本课的内 容学以致用。
Step 5 Progress环节，首先对学生进行情感渗透，教育孩子We should read more good books. Improve
reading ability, master learning method. 然后对本课的内容进行整合，让学生回顾总结本课所学内容。然后
进行作业的布置 。

39

六年级英语(上)第3单元第5课时
Unit 3 My weekend plan

Part B Read and write
一、【教材分析】
教
学
目
标

知识 1. 能够通过阅读问题训练在语篇中捕捉不同类型的信息和思考的能力。
目标 2. 能够在阅读中获取有用的句型并口头描述自己家庭成员在中秋节的活动，最终写出
一篇相关日记。
能力 1．能够阅读语篇捕捉知识点并回答问题。
目标 2．能够灵活运用所学内容描述中国的传统节日。
情感 培养热爱中国传统文化的情感。
目标
教学重点
教学难点
教学方法
能够在阅读中获取有用的句型，并口头描述自己家庭成员在中秋节的活动。
能够描述自己家庭成员在中秋节的活动，并最终写出一篇相关日记。
情境教学法；任务型教学法
二、【教学流程】
环节
I.复习
热身

师生活动 二次备课
talk:

Good morning. Good afternoon.
How are you ?
Where are you going ?
I’m going to the …
What are you going to do?
I’m going to…HeShe’s going to ---.We are going to…
When are you going?
…
a song: What are you going to do ?

1. (PPT出示节日插图)
Ⅱ.呈现
T: Here are some pictures for some holidays. What holidays are they? Do you
新知
know their English names?

Ss discuss.

40

Teach: National day, Spring festival, Christmas.
T: What do we often do on these holidays?
2. Look! This is a diary. Watch the video and find out : Who’s family is this?
And What holiday is he talking now?
答案：Wu Yifan’s Mid-Autumn Festival
3. Read the diary again and underline Wu Yifan’s family members and their
activities.
Who Be going to will








Ⅲ.巩固
练习


Ⅳ.实践
应用

Check the answers.
4. Read the diary carefully and find out what is the poem about.
Ss read it in groups.
Check the answers.
答案：Family
5. Read aloud.
6. Read in groups.

the diary.

Tomorrow is ____________. My family are going to ________and
_______. My aunt is going to ______________. My grandma will _______ .
Robin and I are going to ___________.
’s chant.
Tomorrow is Mid-Autumn Festival.
Wu Yifan’s family are going to get together and have a big dinner.
Wu Yifan’s aunt is going to make mooncakes.
Wu Yifan’s grandma will tell us a story about Chang’e.
Robin and Wu Yifan are going to read a poem.
What about you?
3.二次阅读
Saturday
Dear diary,
I am Judy. Tomorrow is Spring Festival. My family are going to get
together and have a big dinner. My father is going to read books. My mother
is going to cook. My grandfather is going to tell stories. My grandmother is
going to do the dishes.
读短文回答问题：
What are Judy’s family members?
What are they going to do tomorrow?
Discuss with your partner. What about your Mid-Autumn festival? What

are you going to do? Discuss with your partner. Write down your plan.
For Mid-Autumn Festival, I’m going to ________________________.
My partner is going to _______________________________.


41

Word box
cook dinner do the dishes read stories read a poem
play computer games go ice- skating see a film take a trip
Ⅴ.总结
反馈

Ⅵ.作业
布置

11.情感渗透。
Love our Chinese traditional holidays. Love every day.
y.
What have we learned today?

9. Listen, repeat the text.
10. Talk your plan with your friends.


三、【板书设计】
Unit 3 My weekend plan
Part B Read and write
Tomorrow is Mid- Autumn Festival.
My family are going to ___________.
My aunt is going to ______________.
My grandma will _______________.
Robin and I are going to ___________.
四、【教后反思】
本单元的话题是周末计划，本课的话题是holiday plan.本课的教学重点是通过Wu Yifan’s diary的学习，
能够理解语篇，并了解中国的传统文化中秋节，以及如何描述家人 在中秋节的计划和打算等。同时对中
西方文化也有一个渗透和理解，如中国的国庆节，春节和西方的圣诞 节等，从而形成了中西方传统节日
的一写对比。通过本课的教学，我下面我就每个教学环节进行反思。
Step1 Warm up 环节,我首先通过与学生free talk的形式，自然的导入本课的教学，谈话气氛轻松自然，
对本单元所有的重点句型利用Free talk的形式也进行了一个系统的复习，然后再让学生听唱歌曲What are
you going to do? 也是对本课所学内容的一个预热。
Step 2 Pre- reading环节,首先出示中国的national day ,spring festival,和西方的christmas对中西方传统节
日的一个预热，为下面mid- autumn festival的学习打好了基础
Step 3 In- reading环节,首先让学生整体观看Wu Yifan日记的视频内容，首先整体感知本课的学习重点
是Mid-Autumn Festival 的学习。然后让学生细读课文第一段，并采用边读边underline的形式，既教给了
学生学习的方 法，又让学生捕捉到了文本的关键信息，同时也排除了本课的教学难点mooncakes。第三遍
阅读 ，读poem环节，总结出poem其实描述的就是一个family的过程，从而学生也学到了一个写英文诗< br>的小窍门。
Step 4 Post-reading 环节,首先让学生复述本课所学内容， 是对本课所学内容的一个整合。另外让学生
利用chant的形式，既有趣味性，学生又感兴趣，然后出 了一篇二次阅读，让学生读短文回答问题，提升
了学生的能力。
Step 5 Progre ss环节,首先让学生复述自己和自己的同伴中秋节的计划的拓展活动，切合学生的教学实
际，教学难度 也不是很高。然后对学生进行情感渗透，教育孩子热爱并弘扬中国的传统文化。然后对本
课的内容进行整 合，让学生回顾总结本课所学内容。最后进行作业的布置 。




42

六年级英语(上)Recycle1第1课时
Recycle 1 Lesson1

一、【教材分析】


教
学
目
标

知识 1.学生能掌握第1—3中单元所学一些公共场所的词汇，问路的句子以及一些交通规则，
目标 并能把所学的句型正确运用在实际生活当中。
2.能描述场所的位置，能正确指路。
3.完成课本中听音画圈和听音填空的练习。
能力 学生能描述场所的位置、能正确指路。
目标
情感

目标
通过学习，学生知道遵守交通规则的重要性。
能听说认读Unit1——Unit3所学的三会词汇和句子和四会单词。
学生能描述场所的位置，能正确指路。
情境教学法，任务型教学法，游戏法
教学重点
教学难点
教学方法
二、【教学流程】
环节
I.
Preparation
师生活动
1. Play a game: bomp.

（PPT呈现公共场所的词组）T：If you can read, please read as quickly as
you can. If you see a bomp, please jump and read it. If you are wrong.
Other students will say to you: 1, 2, 3, bomp!

二次备课
1. Guess：What place is it?
Presentation
(1)Turn right at the post office. Then go straight. It’s on the right.









(2) Turn left at the cinema, then go straight. It’s on the left.







ce in groups.
’s chant:
Go to the bookstore. Buy some books.
Ⅱ.

43

Go to the post office. Send a letter.
Go to the hospital. See a doctor.
Go to the cinema. See a film.
Go to the museum. See some robots.
Ⅲ.
Practice


1. Listen and circle. 新 课 标 第 一 网
（1）T: (ppt出示图标)Do you know the signs? Then spell them：go
straightturn leftturn right.
（2）Listen and circle.
（3）Check the answers.
2. Fill in the blanks.
（1）Fill in the blanks.
（2）Check the answers.
（3）Read it together.
3. Listen again and answer.
（1）Ss read the two questions.
（2）Listen again.
（3）Ask some Ss to answer.
（4）Read the answers together.
Task: I’m helpful
活 动方式：教师将教室的课桌重新布局，在教室中模拟出一些街道和十
字路口，然后在一些课桌上放上表示 场所名称的标牌，如：
librarymuseumschoolsupermarket.请上一位学 生，用眼罩蒙住双眼，扮
演盲人。“盲人”告诉大家他要去哪儿，全班同学为其指路。如：
Blind man: Where is the supermarket?
Ss: Turn right, please. Then go straight. Here’s the school. Turn left at the
school, please. Now go straight. Stop! Here’s the supermarket.
Blind man: Thank you. You are helpful!
Ss: You’re welcome.
Blind man: Bye!
Ss: Bye ! Be careful! …
2. Do you know the traffic rules?
We should:
(1)Go at a green light.
(2)Stop and wait at a red light.
(3)Slow down and stop at a yellow light.
T: (播放交通安全动画片)Everyone must obey the traffic rules.
1. Sum up: What have you learned in this class?
and fill.
plane how where museum yellow
must slow down and stop at a __________ light.
2. My father always goes to Beijing by __________ .
3. Please turn left at the __________ .
4.__________ can I get to the hospital?
5.___________is the hospital?
Ⅳ.
Production
Ⅴ.
Progress


44

VI.
Homework
1、听录音，跟读本课时对话5分钟。
2、画一幅本地主要场所的平面图，并和小伙伴谈论如何用英语指
路。

三、【板书设计】


Recycle 1





Turn left Go straight. Turn right.

四、【教后反思】



六年级英语(上)Recycle1第3课时
Recycle 1 Lesson3

一、【教材分析】


教
学
目
标

知识
1.掌握如何问路指路,并能正确描述行走路线。
目标
2.能完成看图填空,看图回答等练习。
能力 掌握如何问路、指路,并能正确描述行走路线。
目标
情感

目标
问路要有礼貌。
掌握如何问路指路。
能正确描述行走路线。
情境教学法，任务型教学法，游戏法
教学重点
教学难点
教学方法

45

二、【教学流程】
环节
I.
师生活动


二次备课
1.活动：Sharp eyes.
Preparation
Please read the phrases as quickly as you can.(by bus, on foot, by ferry, by
subway…)
2. I ask, you answer.
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? ….
Ⅱ.
Game: Hunting the treasure.(快乐寻宝。)
在图中标出若干个地点以及在这些
Presentation
教师准备一张简明的.城市交通图，
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 A. I go straight from A .Then turn left at the supermarket, then go
Straight. Where am I ? …
师示范后，由学生来发指令，其他同学来指出地点。







1. Look at the map and fill in the blanks.
Ⅲ.
Practice
（1）T: Wu Yifan, Robin and the little boy are at the police station. The
policeman is calling his mum. Let’s see.

What does Ma’am mean?( PPT呈现Ma’am =madam,通常后面不加姓
名， Mrs指已婚女士, Mr指先生，后面都要加姓氏来用。如Mrs Wang,
Mr Li)
（2）Ss look at the map and fill in the blanks .
（3）Check the answers.
（4）Pair work .
Policeman: Ma’am, we have your son. Come to the police station, please.
Mum: Thank you. Thank you! How can I get there?
Policeman: Where are you now?
Mum: I’m in front of the hospital. Is it far? Should I go by bus?
Policeman：No, you can come on foot. Turn left at the hospital. Then go
straight. The police station in next to the supermarket.
（5）Act it out in front of the class.
2. Read, answer and do.
（1）T：How can the boy’s mother go to the police station? Ask several Ss
to answer.

C
B
A


46

（2）Ss circle the answer and write down other transportations.
（3）Check the answers.
3. Listen and read aloud.
（1）T：We know different sentences has different intonations. Try to read
the sentences below and find the rules.
Man: Are you Mrs Zhang?
Woman: Yes, I am. Thank you so much!
（2）Listen and imitate.
（3）Find the rules: 一般疑问句通常用升调，回答中yes和no成为单
独的一个语调组，用降调，其余部分也用降调。如：
—Is this a ↗ruler ？
—Yes，it ↘is．
肯定的或者否定的陈述句通常用降调。如：
Your book is on the↘chair ．
I don’t like ↘ apples.
(4) Try to read the sentences below with right intonation.
 Is this your book? ↗
 Are you from America? ↗
Yes, ↘ I am.
No, ↘ I am not.↘
 I want to buy a post ↘ card.

 She is going to see a↘ film.

 He isn’t at↘ home.

Ⅳ.
Production
Place
school
post office
bookstore





— Where is the …?
—It's nearnext tobehind …the…
2. Be a little guide.
A: Good morning，xxx.
B: Good morning.
Where is it?





How to get to ?





1. Talk about the
places in your
citytown。







A: I want to buy a story book. Where is the bookstore?
B: It’s near next to the ....

47

A: How can I get there?
B: First, Go straight. Then turn left right at the crossing. You can see
the bookstore.
A: Thank you very much.
B: You’re welcome.
思想渗透T: When we ask the way, we should be politely with “Excuse
me.”“Thank you”.(当我们向别人问路要有礼貌。)
1. Sum up: What have you learned in this class?
2. Rearrange the sentences.
（1）the where museum is science
（2）to is next it hospital the
（3）park is there a
（4）It is school near the
（5）want I post card buy to a
1.听录音，跟读本课时对话5分钟。
2.和同伴表演本课所学对话。
Ⅴ.
Progress

VI.
Homework

三、【板书设计】

Recycle1

Lesson 3

How can I get there?
You can come on foot.
Turn left at the hospital. Then go straight.
The police station is next to the supermarket.
四、【教后反思】



六年级英语(上)Recycle1第2课时
Recycle 1 Lesson2

一、【教材分析】

教
学

知识 1.能正确理解并使用一般将来时。
目标 2.能完成看图说话、听音打钩或画叉等练习。
48

目
标

能力 能正确理解并使用一般将来时，并能在情境中灵活运用。
目标
情感

目标
能有计划地安排自己的时间和活动。
能正确理解并使用一般将来时。
理解歌曲的意义。
情境教学法，任务型教学法，游戏法
教学重点
教学难点
教学方法
二、【教学流程】
环节
I.
Preparation
师生活动
ng game:教师用PPT闪现遮挡一部分的图片

visit my grandparentssee a film,go to the supermarkettake a tripdictionary comic

book等让学生猜一猜是什么，然后快速说出来。
二次备课
talk.
A: What are you going to do this afternoonthis eveningtonight…?
Presentation
B: I’m going to take a tripread a comic book.
2.归纳总结。
（1）师生一起总结一般将来时的用法：
What are you going to do+表示将来的时间?
I am going to + 动词原形+其他
(2)总结三个疑问词的用法：







3. Game：My plan.
将三类单词分别装进三个标有“交 通工具”、“活动”、“时间”的箱子中。
请学生上台从这三个箱子中各抽取一张，然后用一般将来时将 其组成句子，并
大声说出来，如：I’m going to take a trip by sled tonight . I’m going to go for a
picnic on foot this afternoon. 全班学生对其说的句子进行评价。
work.
A: What are you going to do this afternoonthis eveningtonight…?
B: I’m going to ...

Ⅱ.
Ⅲ.
Practice


1. Wu Yifan is going to visit his grandparents. He and Robin see a little boy crying

on the street. Look at the pictures and guess what they are saying.
（1）Discuss in groups：
（2）Check the answers.
2. Listen and tick or cross.
（1）Read the sentences together.
（2）Listen and judge.
（3）Check the answers.
3. Listen and read the song aloud.

49

（1）T：Hush，Class！Don’t say a word.（食指指向嘴巴做嘘的动作）The little
boy is waiting for his mother. Now Robin is singing a song to him. Listen to the
song, please.
（2）Just listen.
（3）Try to read the song.
（4）In the song What is Papa going to do? Underline the sentences and write them
down on your book.(PPT图片解决难点ringlost (点击ppt，ring消失)，falls
down(点击眼镜图片，掉落到地上。)
（5）Read the answers together.
4. Read and circle.
（1）Read again and circle the right answers.
（2）Check the answers.
5. Sing the song : Hush , little boy .(Ss sing and do.)
Ⅳ.
Production
Task: “A crying boy”
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. Why are you crying ?
Little boy: I can’t find my mum.
Wu Yifan: Don’t cry. We’re going to have some rice. then I’ll call your mum.
Robin, where’s the restaurant?
Robin: Go straight .Then turn right at the cinema .


Ⅴ.
Progress
VI.
Homework
Wu Yifan: Thank you. Let’s go.

课堂练习:
I．Rearrange the sentences.
1. weekend going this to am do I what (?)

draw we to in are Renmin Park pictures going (.)

film we to a about travel going are see(!)

are lesson do what you to going in(?)

5.a will my tell Chang’e grandma about us story(.)

II. Sum up: What have you learned in this lesson?
思想渗透:
T: We should make a plan before we do something and help others when they need.
1. Listen to the recording for 5 minutes.

2. Use “What are you going to do? I am going to… ”to make a new dialogues
with your friend.
三、【板书设计】

50

Recycle 1 Lesson 2

What are you going to do+表示将来的时间?
I am going to + 动词原形+其他
Will+ 动词原形+其他

四、【教后反思】



六年级英语(上)第4单元第1课时
Unit 4 I have a pen pal

A Let’s talk
一、【教材分析】

教
学
目
标


知识
目标
能力
目标
1.能理听、说、读、写单词和词组：pen palhobbyjasmineidea等。
2.能理听、说、读、写与爱好有关的英文表达，能听、说、认读句子：What are your
hobbies? I like...
3.能在真实情境中运用所学语言，询问和描述他人的兴趣和爱好。
1.通过形式多样的第二 交际活动内化语言，能询问和描述业余爱好，形成良好的语
言交际能力，并做到语音准确，语调自然。
2.让学生自主发现动词变名词时加ing的变化规律，掌握记忆方法，培养学生自主
学习的能 力。
情感
目标
鼓励学生发展广泛的兴趣与爱好，培养乐于与人交往的性格。
1.能够在交际语境中运用有关兴趣和爱好的问答句：What are your hobbies? I like...
交流。
学生能够大胆创编、表演、询问和描述他人兴趣、爱好的小对话。
情景教学法、任务型教学法、活动教学法、小组合作学习法
教学重点
教学难点
教学方法
二、【教学流程】
环节 师生活动 二次备课

51

I.
Warm up


ngs:
Good morning, class. Nice to see you again. My English name is
Candy. Let’s say “Hello” to Candy.
talk:
T: What’s the weather like today?
Ss: It’s sunny.
T: Yeah. Do you like sunny days?
Ss: Yes.
T: I like sunny days too. Because I can go out and do some sports.
Do you like sports? And what do you like?
Ss: I like singing. I like flying kitesI like playing ping-pong…
T: Wow! That’s interesting.

T: Boys and girls, I like sports too. Look! (PPT呈现自己的爱好图

Ⅱ.
片)
Presentation
T: I like playing ping-pong and swimming. And I also like listening to

music. Do you like listening to music? Now, let’s enjoy a beautiful
song, you should tell me the name? Listen!
Ss: “Edelweiss”
T: Good listening. Children, I like listening English songs, and I also
like listening Chinese songs. Listen and try to tell me: “What’s the
English name of the song?”
Ss: 茉莉花。
T：Great! Listen! (PPT呈现Jasmine Flower并教读、操练。)
T: Now, you know I have many hobbies. (出示hobby --hobbies词卡
教读。并渗透语音O的发音。)
T: We can say it with the whole sentence: Candy likes…
T: Do you have hobbies? What are your hobbies? You can use the
sentence structure: I like … I also like…
Let’s try.
T: Today, we are going to meet two new friends. They are Oliver and
Zhang Peng. They are talking, please watch the video and try to
answer:
Who are they talking about?
Tips: Try to get the key words.
T: They are talking about Peter. What are Peter’s hobbies? Let’s listen
and try to fill in the blanks.
Peter likes ___________and ________, ________and__________.
T: Check the answer. 师板书句型，教读，引导学生操练。Ask and
answer in pairs.
T: Does Oliver like doing kung fu and swimming? Does Zhang Peng
like singing? Let’s listen again and try to answer.
Q1: Does Oliver like doing kung fu and swimming?
Q2: Does Zhang Peng like singing?
Then check the answers.
6. Emotion education: T

52

Ⅲ.Practice


1. Listen and repeat.
2. Read the dialogue in groups. Then act. 两人合作表演对话，注意
语音语调，争取脱稿表演。
3. Listen and fill in the blanks.
Oliver: What are Peter’s hobbies?
Zhang Peng: ______________________.He lives on a farm, so
sometimes he reads to the cows!
Oliver: That’s interesting.
Zhang Peng:____________________
Oliver: Really! Me too!
Zhang Peng: _________________________.
Oliver: Oh, ____________________________.
Zhang Peng: Yes. I’m going to teach him the Chinese song “Jasmine
Flower”!
Oliver: Good idea!
a game:
Choose the cards and make new sentences.


Ⅳ.
Production

1.

Work in pairs, talk about your friend’s hobbies.

Hobby

Name



watching dancing playing doing kung
TV football fu












Ⅴ.
Progress

Ⅵ.作业
布置

2. Write a short passage according to your survey.
Sum up:
What have you learned today?

Homework:
1. Listen to the tape and follow it.
2. Try to make a new dialogue. Talk about your parent’s hobbies.



三、【板书设计】

53

Unit 4 I have a pen pal
A Let’s talk


hobby hobbies




I like doing sth…
What are Peter’s hobbies?
He likes doing kung fu and swimming,
singing and reading stories.
I also like…







四、【教后反思】


六年级英语(上)第4单元第2课时
Unit 4 I have a pen pal

A Let’s learn

一、【教材分析】
教
学
目
标



知识
目标
能力
目标
情感
目标
1.能正确掌握单词和词组：dancingsingingreading storiesplaying football等并总结动
名词的变化规律。
2.能够运用有关兴趣、爱好的英文表达What are your hobbies?和I like…进行回答。
3.能根据时间情况运用本课重点句型表达自己的兴趣和爱好。
1.能用正确的语调朗读所学对话，能进行正确的意群停顿。
2.全体学生能进行简单的有关业余爱好的对话交流。
3.能在对话交流中使学生养成用英语交流的习惯，培养良好的语音、语调和语感。
1.鼓励学生培养广泛的兴趣与爱好，形成与人交往的性格。
2.通过上台表演等环节培养学生的交际能力。
1.能正确掌握单词和词组：dancingsingingreading storiesplaying footballdoing kung
教学重点

54

–fu, 并进行现在分词的基本变化规律总结。
2.能够运用有关兴趣、爱好的英文表达What are your hobbies?和I like…进行回答。

学生能够大胆创编和表演有关兴趣、爱好的小对话。
情景教学法、任务型教学法、活动教学法、小组合作学习法
教学难点
教学方法
二、【教学流程】
环节
I.
Warm up
1. Game: Nancy says.
Eg: Nancy says: play football play basketballlisten to musicsing
a songswim…

7. 整体感知。
师生活动

二次备课

T: (PPT呈现自己的照片)Look at this photo,
Ⅱ.
Presentation
who is she?
Ss: Candy.
T: Yes, it’s me. And I have many hobbies, I
like reading books, I like swimming, and can you guess: What else?
Ss: Do you like playing ping pong?
T: Oh, may be.
Ss: Do you like sleeping?...
T: (师范唱英文歌曲)“A little love”
Ss: Do you like singing?
T: Bingo! You got it. In my spare time, I like singing.

8.教读词汇singing .师出示词卡singing教读，板书I like singing.
3. 教读词汇drawing.
T: What else? What do I like doing?
Ss: Do you like reading？
T: Look, I can draw a picture. (师在黑板上画一个人物头像)引出
drawing, 师出示词卡drawing并教读。
T：I like singing ,and I also like drawing .师板书I also like drawing.
T: You know my hobbies. And what about you? What are your
hobbies? 师出示句条并教读：



Ss: I like drawing.
T: That sounds good.
Ss: I like playing the piano.
T: Good. Do you remember: What his hobby? (师手指刚才起来回答
问题的男生。)
Ss: He likes drawing.
T: Good memory. 师板书He likes …
4. 教读词汇 reading stories and doing kung fu.
T: Do you remember: Who’s this boy?
What are your hobbies?

55

Ss: Zhang Peng and Peter. Peter is Zhang Peng’s pen pal. Do you
remember：What are Peter’s hobbies?
Ss: He likes reading stories, sing ,
swimming and doing kun fu.
T：师出示词卡教读reading stories
and doing kung fu.
T:（PPT呈现功夫熊猫和李小龙）
Look ,Who’s he ?
Ss: Cheng long.
T: Yeah. He is good at doing kung fu.
T: We have known Peter’s hobbies, what are Zhang Peng’s hobbies?
Let’s listen.
Ss: He likes doing kung fu, reading stories and singing.
T: Now, let’s ask together. Hey, Zhang Peng, what are your hobbies?
师整体引导学生再齐读一遍3个单词。

Ⅲ.Practice


1. Listen and repeat.
2. Read it in groups and then act.
3. Look and say: What about Zhang Peng’s classmates? What are
their hobbies?
4. Choose the word that ends differently. word sort.将下面的词，根据
词尾变化分成3类，将对应的代号 填在横线上，请在小组里讨论
完成。


Ⅳ.
Production

1. Listen and fill in the blanks.
2. Do a survey, and then interview your classmates in your group.
3.

Ⅴ.
Progress

Ⅵ.作业
布置


Sum up:
What have you learned today?


Homework:

1. Listen to the tape and follow it.
2. How do your parents go to work? How do your partner’s parents
go to work? Do a survey and make a chart.

三、【板书设计】

56

What are your hobbies?

Unit 4 I have a pen pal
A Let’s talk

What are your hobbies?



I like
He likes
I also likes
drawing dancing

and



doing kung fu.
singing

四、【教后反思】


六年级英语(上)第4单元第3课时
Unit 4 I have a pen pal

B Let’s talk

一、【教材分析】
教
学
目
标

知识
目标
能力
目标
情感
目标
1.能够听、说、朗读与爱好有关的英文表达，如Does he like doing word puzzles and
going hiking? Yes, he does.
2.能够正确说、认读单词amazing, Canberra等。
1.能用正确的语音、语调朗读所学对话，能进行正确意群停顿。
2.能在情境中恰当运用Does heshe like doing...?进行提问，并能对别人的询问作出
正确的回答。
1.帮助学生形成用英语交流的习惯，培养良好的语感。

能够运用一般现在时的一般疑问句来提问他人的住处、爱好等情况并能作答。

学生能在真实的语境中灵活运用本课重点句型，并能根据课文大胆创编对话。
情景教学法、任务型教学法、活动教学法、小组合作学习法
教学重点
教学难点
教学方法

57

二、【教学流程】
环节
I.
Warm up
ngs:
Good morning, class. Nice to see you again.
2. Enjoy an English song: My pen pal.



T: Let’s play a guessing game, ok?
Ⅱ.
Ss: Ok.
Presentation
T: I have a friend in our class. He is a boy. He is tall. He has big eyes.

He likes travelling very much. Who is he?
Ss: Nie Shengqiang.
T: Great. This time, please discuss your friends in our class and the
others guess: Who is shehe? You can use these sentences:
He She is…
He She has…
He She likes…
Ss: I have a good friend. She is thin. She has long hairs. She likes
drawing pictures and singing. Who is she?
T: Today we’ll talk about pen pal. I have a pen pal. She is a Chinese
girl, but she doesn’t live in China. She often sends me some post card.
Look! Do you want to know more about her? You can ask me some
questions.








S1: What’s her name? T: Her name is Jenny.
S2: How old is she?
S3: What are her hobbies? T: She likes singing and reading.
S4: Can she speak English? T: Yes, she can.
S5: How tall is she? T: She is 163cm...
T: Look. School is over，Miss white is talking to Wu Yifan. Look!
Who can read Q1?
Q1: What are they talking about?
A. A computer. B. A pen pal.
T: When you listen, pay attention these two key words.
T: Who can read question2?
T: So what are the key words.
Ss: eleven and twelve.
T: Pay attention the key words:11 &12. Listen carefully.

师生活动

二次备课
58

Ss: 1.B. 2. A.
T: Look! They are Wu Yifan and John. Make a guess:
What are they talking about?
Ss: They are talking about pen pal.
T: Very good. Because Wu Yifan is writing an email to his new pen
pal. So they are talking about Wu Yifan’s pen pal.
T: Now, if you were John, what do you want to know about his new
pen pal. Think it over.
Ss: What is his name? How old is he? Where is she from? Where
does she live?...
T: Now, I know you want to know his age? name? city? hobbies?
Let’s watch the video and find out the information.






T:师根据同学的回答, 教授: Canberra and doing word puzzles.




T: How do you know that? Give me the key sentences in the dialogue.
Ss: His name is John too…
T: Look! They are the key sentences, read after me.
T: Watch again and answer:
How many Johns in this dialogue? What do they like? Let’s watch the
cartoon again and answer the question.

Ⅲ.Practice


1 .Listen and repeat.
2. Read the dialogue in groups. Then act.
3. Good memory: Wu Yifan’s pen pal.
4. Talk and guess.








5. Let’s dub!


59

Ⅳ.
Production


1. Write a short passage about your pen pal.


情感渗透：Friends can double the happiness and halve the sorrows!
朋友能让你快乐加倍,痛苦减半！
Sum up:
What have you learned today?

Homework:
1. Listen to the tape and follow it.
2. Introduce your pen pals to friends or your parents.

Ⅴ.
Progress

Ⅵ.作业
布置







三、【板书设计】

Unit 4 I have a pen pal
B Let’s talk






Does he…?
No, he doesn’t.
Does he like…?

60

Yes, he does.



四、【教后反思】


六年级英语(上)第4单元第4课时
Unit 4 I have a pen pal

B Let’s learn
一、【教材分析】
教
学
目
标

知识
目标
1.能正确听、说、认读短语cooks Chinese foodstudies Chinesedoes word puzzlesgoes
hiking.
2.掌握动词的第三人称单数形式。
3. 能够掌握一般现在时态的一版疑问句式，并能正确的作出回答。
1.能够积极大胆的尝试写作，并能够提高自主学习能力。
2.通过同位活动或小组活动培养学生自主学习与合作学习的能力。

1.培养与人交往的能力和多种兴趣爱好。

1.能正确听、说、认读四个单词的第三人称单数形式：cooks studies doesgoes.
2. 能正确听、说、认读句子：Does he live in China? No, he doesn’t. He lives in
Australia, but he studies Chinese.

掌握动词第三人称单数形式的变化规则。
情景教学法、任务型教学法、活动教学法、小组合作学习法
能力
目标
情感
目标
教学重点
教学难点
教学方法
二、【教学流程】
环节

I.

师生活动
ngs.
Good morning, class. Nice to see you again.

二次备课
61

Warm up

talk
T: What’s the weather like today?
Ss: It’s sunny
T: I want to fly a kite on the weekend. What do you often do on the
weekend.
Ss: I often draw picture.
T: Oh, you like drawing. What about you.
Ss: I often play football.
T: You like sports. I often surf the internet. And I often check wit my
QQ friends. Do you have QQ friends?
Ss: Yes.
T: How many QQ friends do you have?
Ss: I have 100 QQ friends. …
T: Wow，so many QQ friends. Where are
your QQ friends from？
Ss: They are from China.
T: Do you have foreign QQ friends?
Ss: No.
T: And I have many foreign QQ friends. Do
you want to have one?
Ss: Yes.

T: Today I will introduce some foreign friends to you. Look. This is

Ⅱ.
my QQ friend’s list. (师呈现男生女生的QQ list，贴黑板的两侧。)
Presentation
T: Please come and see my QQ friends. Look, this is my QQ list. And

my QQ name is Candy. That is my English name, oh, I have a
message. Who is he?
Ss: John.
T: Yes. John is my best QQ friends. Where does he live? Guess.
Ss: Does he live in American? Canada?Australia?
T: Look! He lives in Australia. Which city does he live?
Ss: Canberra. 回答对的同学可以把自己的QQ friend 贴到黑板上。
T: Yes. Canberra is the capital for Australia. And what does John say?
Listen.
T: Do you want to have a look at John’s QQ zone?
Ss: Yes.
T: Wow! That’s so cool.
T: please look at John pictures together and answer my question
T: please choose the right answer.
Ss: John lives in Australia. 回答对的同学可以把自己的QQ friend
贴到黑板上回答完问题后，生把两个句子读一下。
T: What does he often do? Let’s watch again.
Ss: He often go hiking.
T:师贴句卡He often, 出示词卡，goes hiking,并点拨es sounds z
教读、操练。goes hiking—goes –hiking-goes hiking .操练形式：
Group A,B,C,D. 开火车朗读。

62

T: What other things does he often do?
Ss: He often does word puzzles. 回答对的同学可以把自己的QQ
friend 贴到黑板上
T:出示词卡教读word puzzles. 点拨O 和U的发音。操练形式：
Boys togethergirls together. Paper, scissor and stone. Read in roles.
T:Use the same way to teach cooks Chinese foodstudies Chinese.
2. Game. 教师将四个动词短语卡片放在讲台上，学生分成四个小
组，每组派一位代表跑上讲台，领取卡片，拿到卡片后跑回小组
前，带读短语。然后，教师让学生比较动 词的第三人称单户型式
和动词原形，引导学生总结动词第三人称单数形式的变化规则。


Ⅲ.Practice


1. Listen and repeat.
2. Group work.
T: Now, you have known something about John, please talk about
John in groups. And then describe John to others.
3. Listen and match.
T: John is my best QQ friend. Do you want to be his QQ friends? I’ll
give you more information about my foreign QQ friend. Look at this
four, Oliver, He is from Canada. Miss Green, she’s from the UK.
John, he’s from the USA. And Mr. Jones, he’s from the UK too. And
these are the things they are often do. What does Oliver often do? Can
you guess?
Ss: Does Oliver often do word puzzles? goes hiking…
T: Now, let’s listen and match.
4. Brainstorm.
T: Does Oliver often do word puzzles?
Ss: Yes, he does.
T: Does Miss Green often cook Chinese food?
Ss: No, she doesn’t. 回答正确的同学继续在黑板上贴自己的QQ
friend.



Ⅳ.
Production

and judge “T” or “F”
T: Listen, I have another massage. Who is it? Oh, it’s from Jane. What
does he say, let’s have a look.
He, I have a laze cat, haha…
T: A laze cat. Do you want to know the laze cat?
Ss: Yes.
T: Please take out your exercise paper, let’s read the passage about
Jane’s cat.

Ss: Ok.

63

2. Teacher read the passage, when the students hear the verb, the
students clap their hands.
3. Please find out the verbs and fill in the blanks.
4.师将短文中出现的三单动词 贴在黑板上，让学生选择归类到各
自的house, 然后让学生完成课本P44页练习。











5. PPT呈现3个foreign friends 的短文，let the students to read the
information about themselves, and then communicate with your
partners.
Sum up:
What have you learned today?

Homework:
1. 1. Try to write a letter or an email to your pen pals.
2. 制作四个动词口袋，总结学过的动词制作成卡片,并分类装在口
袋里。


Ⅴ.
Progress

Ⅵ.作业
布置



三、【板书设计】

Unit 4 I have a pen pal
A Let’s talk


Does heshe live in…?
Yes, heshe does.
No, heshe doesn’t.
studies Chinese





does word puzzles

64

goes hiking
cooks Chinese food
四、【教后反思】



六年级英语(上)第4单元第5课时
Unit 4 I have a pen pal

B Read and write
一、【教材分析】

教
学
目
标


知识
目标
1. 学生能够通过讨论自己和同伴的爱好，激活相关的背景知识、储备词句：What are
your hobbies? I like dancingsingingreading...
2. 运用本课的核心词句口头描述自己的爱好，同时能仿照示范广告仿写自己想建
立的俱乐部广告。
3. 学生能够通过观察与小组讨论，进一步了解一些关于动词的第三人称单数变化，
以及li ke后面跟动名词形式这方面的语法小知识。
能力
目标
情感
目标
1. 能够在图片的帮助下，正确理解并按照正确的意群及语音、语调朗读公告栏内的
四则广告。
2. 能够通过阅读问题训练，在语篇中捕捉细节信息、思考推理问题的能力。
1. 培养学生享受爱好、享受生活的意识。
2. 培养学生的分享、合作意识。
学生能够在交流 各自爱好的基础上，在图片的帮助下，读懂这四则广告，并仿写出
自己喜欢的俱乐部广告。
< br>帮助学生进一步了解一些关于动词的第三人称单数变化，以及like后面跟动名词形
式这方面的 语法小知识。
情景教学法、任务型教学法、活动教学法、小组合作学习法
教学重点
教学难点
教学方法
二、【教学流程】

65

环节

I.
Warm up

1. Greeting:
T: Hello, boys and girls.
Ss: Hello, teacher.
2. T: Boys and girls, You are all my good friends. And I have some
pen pals, too. Let’s watch the videos about them, and enjoy their
hobbies. Ready? Let’s begin.
T: She likes ... He likes...
S1: She likes dancing. He likes playing basketball. She likes cooking.
They like reading.

师生活动

二次备课

Ⅱ.
Pre- reading

1.T: These are my pen pal’s hobbies. What about you? What are your

hobbies? 师接学生回答： I like reading books and cooking. Let’s
share the hobbies. What are your hobbies?











S1: I like......
S2：I like......
T: Can you ask your partners?
S1: What are your hobbies?
S2: I like......and......
2. T: You like reading. I like reading. My pen pal likes reading, too.
We can join the reading club. Let’s share the clubs.







T: This is a reading club, we can read together here. This is an
English club, we can share our English in it. This is a dancing club,
we can dance with our partners. This is a science club; we can see
some robots in it. And a basketball club, we can play together. And

66

the singing club, we can share the sweet songs here.
T: Wow, we have so many clubs. Let’s join. Show me your hands.
Join, join. Join the club. I like reading. So I want to join the reading
club. What about you?
S1: I like … I want to join the ...
S2: I like … I want to join the ...

Ⅲ.
In-reading


1. General reading.
T: You want to join so many clubs. But do they need new members?
Let’s go and see. Look, here’s the notice board. (课件闪现汉语意思）
There are some notices or ads for the clubs. Who writes them? Let’s
read quickly and silently, then try to answer. Let’s begin.
S1: Amy, John, Mike and Robin.
2. Detailed reading.
T: Amazing. There are four clubs need new members. If we want to
join? How to join? When and where to meet? What do they have? Let
read the passage carefully again and try to find the answers. For
example, the first one: （课件上做成表格）



Club
Dancin
g club
Footba
ll club
Readin
g clu

Scienc
e club
When What Where How to join?
Sunday at dancing
1 p.m.
Sunday Playing
football
At dance 1346650849
class
playgrou
nd
john@.
cn

1362100639

robin@.
cn

... Share great ...
books
teaches science
students to room
make
robots
...

We can meet Amy on Sunday at 1 p.m. We can find her at the dance
class. We can call Amy 1346650849 to be her partners. Clear? Let’s
begin. You can underline the key words.
T: Finished? Let’s share.
S1: ......
3. Read and write.
（1）T: Do the four people in the text want pen pals? And how many
hobbies can you find in the text. Please read the passage carefully and
try to write down the answers.
Tips for you: You can underline the key words. Pay attention to your
hand-writing. Finished? Who can share your answers?

67

（2）T: Boys and girls, we use “likes” here, and dancing, playing,
reading, learning here. Why？You can discuss in groups.
Tips: （一）在一般现在时中，当主语是第三人称单数 时，谓语
动词要用第三人称单数形式，即常在动词原形后加-s或- es；（二）
like后面跟动词的ing，表示喜欢做某事。
T: Any questions?
4. Listen and imitate.
T: Let’s listen and imitate. Pay attention to your pronunciation and
intonation.
5. Read aloud.
T: Read aloud by yourselves. Who can read? You can choose your
favorite club to read.

68

1. T: Now, let’s try to retell the passage, just according to the pictures

Ⅳ.
and words here. (师示范一则广告，提示学生按照板书上的图片和
Post reading

词句，复述其他三则中的一则。)
2. T: You did a good job. I want to join a club, too. Let’s listen and
help to choose: Which club can I join?
听力：I like eating noodles. And I like cooking, too. I want to join a
club, where can cook the meals together.
S1: B (Cooking club.)
3. T: Good. Let’s make an ad for the cooking club. Read and choose
the right words to finish this ad. You can discuss in groups. Finished?
Let’s check the answers.
S1: ......
4. T: Well done. I like cooking. So I can join the cooking club. Which
club can you join? Let’s do a survey about your hobbies first. Boys
and girls, write down your hobbies in the blue table. Then ask your
partners, try to finish this pink table. OK? Let’s begin.（words box提
示）Let’s share.
5. Most of you like singing, playing ping-pong, English, and so on.
Now we have four clubs here. The first one: English club. Who likes
speaking English? Come here, please. This is the English club. The
second one: art club. Who likes drawing? Come here, please. This is
the art club. The third one: ping-pong club. Who likes playing
ping-pong? Come here, please. This is the ping-pong club. The last
one: computer club. Who likes playing computer? Come here, please.
This is the computer club.
T: Now, boys and girls. Can you make some ads for your own clubs
now?
Ss: Yes.
T: Just according to one of the ads in the text. For example:






T: Clear? Let’s begin. Here are some words for you.
6. T: Who can share your ad? (小组长读，组员做动作。）
T: Great! We all have our own clubs now. Look, boys and girls, the
clubs will make our life more and more colorful. So let’s join the
clubs, and enjoy the wonderful life.



69

Ⅴ.
Progress

Sum up:
T: Now please think over: What have you learnt today? 引导学生从
知识、阅读方法、情感三个方面进行总结。


Ⅵ.作业
布置

Homework：
A. Listen and repeat the text for three times.
B. Share your ads to your good friends, and try to make some new
ones.
T: You did a good job today. Thank you. Class is over. Bye.
三、【板书设计】

Unit 4 I have a pen pal
B Read and write

title





Things to do
time




palce

benk
poster
contact

四、【教后反思】


六年级英语(上)第5单元第1课时
Unit 5 What does he do?
A Let’s talk
一、【教材分析】


教


知识
目标
1. 能够听、说、认读句型：What does your father mother do? HeShe is aan …..
2. 帮助学生理解对话，能够按照正确的意群及语音、语调朗读对话，能够在任务
情景中运用句型What does your father mother do? HeShe is aan …..交流工作。
70

学
目
标
3. 帮助学生学会运用词组“head teacher， businessman”等工作名称，简单了解
Australia和country等国家用词，达到简单的交际。
明白父母工作的辛苦，要爱和尊重父母的劳动

1.合作学习，同伴评价。
2.从听力活动中获取信息。
能够听、说、认读句型：What does your father mother do? HeShe is aan …..，
并且能在实际情境中熟练运用。
运用所学句型在现实生活中顺利的交流职业。
情境教学法、任务型教学法、小组合作学习法

师生活动
1.T:Boys and girls, good morning, today I will divid you into four

groups, you are group 1, you are group 2, group 3, group4. If you did
a good job, you can get a sticker.
2.T: first, let’s play a game, can you read, 1 2 go.
(闪出一些职业的单词，singer, writer, TV reporter , actor, actress,
artist，teacher, doctor, nurse, farmer, driver, baseball player)
3.T: Great, class , do you know, today is Parents’ Day, how funny!
Who will come? Please listen carefully and circle.(PPT出示问题，并
且check答案。)

1. T：Great, sarah’s father is a (职业)， but do you know Sarah and
Oliver are talking about the parents’ day , too, listen carefully
and answer Sarah’s question: what does he do?
(出示问题后把句子领读两遍，播放录音，出示选项。播放录音的
时候板书what does he do?)
T: who can answer? You, please
SI：businessman
T；clever, (出示businessman的词卡，并且领读。板书he’s a … …)
2. T: you did a good job, let’s watch the video again and answer the
question, What does Sarah’s mother do?(播放视频，等学生回答问
题。)
T：who can try? (找学生回答问题。)
S1:head teacher. (出示单词图片，学习单词。)
T:wonderful.

3.T: great, let’s watch the video again, answer the question. What does
Oliver want to be?
出示问题；I want to be ……..
(播放视频，回答问题。找学生起来回答问题。)

4. T: look at here, there are so many words, can you aks and anwer
with your partners:? For example,
What does your father mather do?
二次备课
能力
目标
情感
目标
教学重点
教学难点
教学方法
二、【教学流程】
环节

up


Ⅱ.Presentation


71

Heshe is aan …

Ⅲ.Practice


1 .listen and repeat

(跟读过程中出示Australia,领读，学习。)（遇到countries，出示图片学习。）(出示 go to other countries, 和he often goes to other
countries.)
2. Read the dialogue in groups. Then act it.
3. put the sentences in order.
( ) What about your father? What does he do?
( ) Yes. My mther is too busy.
( ) She’s a head teacher.
( ) Wu Yifan, today is Mother’s Day.
( ) What does your mother do?
( ) He’s a driver.
T: great, please talk about your family’s member’s job and finish the

famlily show. We will ask some of you to come to the front and show.
A: what does your mother do ?
B: she’s a …
A: what does your father do ?
B: he’s a …

2. Emotion education.
Love and respect out parents.
2. Sum up.
What have you learned today?



Ⅳ.Production
Ⅴ.Progress
Ⅵ.作业
布置
Homework:

1 .listen and read the dialogue after class.
2 .make a dialogue with your partners with the sentensecs and show
us next class.

Unit 5 What does he do ?
A Let’s talk

What does he she do?

He she is a an ……
三、【板书设计】
四、【教后反思】

72

六年级英语(上)第5单元第2课时
Unit5 What does he do?
A let’s learn
一、【教材分析】

教学
目标
知识
目标
能力
目标
情感
目标
教学重点
教学难点
学生能够听说认读、写单词“ factory workerpostmanbusinessmanpolice officer”等有关职
业的单词和词组，理解英语中职业名称对于不同性别的差异。

学生能在情境中运用“What does your heshe do? ”来询问对方的职业，用“HeShe is
aan…”来回答。

学生感受父工 作的辛苦，懂得尊重他人的劳动。学生了解英语中职业名称对于不同母性
别的差异。
能够听说读写let’s learn部分的四会短语。
四会单词替换入What does your heshe do? He’s a …句型中进行表述。Businessman的发
音。


师生活动 二次备课
1. T: Hello, boys and girls. let’s sing a song to warm up.

(师生共同说唱PEP四年级上册64页let’s sing “My family”)
2. T: he’s a driver, he’s not a cook. (老师要加上动作模仿) do you know any
other jobs?老师快速闪卡一些单词（teacher, nurse, doctor, singer, writer,
farmer, cleaner…）
3. Free talk .
T: What’s your father’s job?
S: he’s a …

1.T: Today is career Day. Zhang peng and Oliver are talking about their

father in front of the display board.
Can you guess?
Q: What does he do ?
He’s a ________.


A. B.



2.T: Is he a postman?板书postman .呈现课件中邮递员图片，The man
works in post office calls postman, women works in post office calls post
women板书。Let’s go and see.(播放录音视频)
T: what does he do ?
73
教学方法
二、【教学流程】
环节
I.复习
热身
Ⅱ.新知
呈现

S: B.
T: Yes, you are right. he’s a businessman. 板书单词businessman.(注意发
音，重难点)领读，小组读，个人读，one by one. He’s businessman.
出示女商人图片，讲解单词businesswoman. She’s businesswoman.

2.T: what does she do?出示工人图片，播放单词录音，讲解单词factory
worker.领读，齐读，小组读，个人读。She’s factory worker.
出示不同工人的照片，运用句型：what does heshe do? He she is factory
worker.
3. T: When I was child, I wanted to be a…(做敬礼的动作，让学生猜测职
业)，引出police offic er,出示警察图片，讲解发音，领读，齐读，小组读，
个人读。出示不同岗位上的警察图片，运用句型 what does heshe do? He
she is police officer.操练。

and repeat.

and point.(听得练习)听录音，学生指出黑板上所听到的单词。
speech. 看嘴型，大小声练习单词（说的练习）
4.排列字母组成单词osptanm_______ sissbnamuen__________(写的练习)
, match and say.课本49页

survey.
T: OK, boys and girls. Now let’s begin our family show! We know the jobs of
Oliver’s family. Let’s take the job show first.
T: Let me show my family. Who wants to know my family’s jobs? (出示小组
合作卡”family show”.)

Ⅲ.巩固操
练


Ⅳ.拓展
应用

Ⅴ.发展与
提高

Ⅵ.作业
布置

T: what did you learn from this class? 引导学生总结本节课所学知识，体谅
父母职业辛苦，感恩父母辛勤劳动。

1.背诵新单词。
2.用句型What does your fathermother do？或Is your fathermother do?了
解同桌家人的职业。






74

三、【板书设计】
Unit5 What does he do?
A let’s learn
factory worker police officer
What does heshe do?
Heshe is a ......
postmanpostwoman businessmanbusinesswoman







四、【教后反思】
本课内容不是很难，学习职业单词，与人们的实际生 活紧密联系。我在教授单词时比较注重了字母
组合的发音渗透，让学生们能够逐步掌握拼读的规律，从而 降低了学习单词的难度。Businessman是学生
读写记忆比较难的单词。在操练的过程中，我注 重把学生听读写三者结合起来，让学生印象更加深刻。
同时我也设计了一些有趣的活动，能让全体学生都 积极参与，课堂气氛很好，同时目标达成也比较理想。
在拓展环节，我设计了family show的活动，大部分学生能够比较好的输出目标语言

六年级英语(上)第5单元第3课时
Unit5 What does he do?
B Let’s talk
一、【教材分析】
知识
教学 目标
目标
能力
目标
情感
目标
教学重点
1.能在情境中运用句型：Where does shehe work? How does shehe go to work? 询问他
人工作地点和交通工具。
2.能理解stay healthy, work hard, study hard的意思。
1.能够用正确的意群及语音、语调朗读对话。
2.理解对话大意，并能简单介绍自己家庭成员的工作地点的交通方式。
培养学生们树立努力学习和健康生活的意识。
能在情境中正确运用句型：Where does he work? How does he go to work? 询问他人工
作地点和交通工具。

75

教学难点
能理解stay healthy, work hard, study hard的意思。

教学方法
二、【教学流程】
环节 师生活动 二次备课
T: Boys and girls, today I will divide you into four groups, you are group 1,
I.复习
you are group 2, group 3, group4. If you did a good job, you can get a sticker.
热身
T: first, let’s sing a song together and answer my
question: What jobs did you hear?
T: Great, do you want to be...(闪出很多职业图片让同学们说出英文：
teacher, doctor, nurse, policeman, worker )

Ⅱ.新知
呈现

1.T: Look, here come two friends. Who are they?
Ss: Mike and Xiao Yu.
T: They are going home now. Mike sees a man coming towards them. Let’s
try to listen and circle:
Q1: What does Xiao Yu’s uncle look like?
A: Big and tall B: Thin and short
Q2: Does Xiao Yu’s uncle often take him to school?
A: Yes, he does. B: No, he doesn’t.
Check the answers.
2. We all know Xiao Yu’s uncle is a police officer. What about Mike’s
uncle? What does he work? Now, let’s watch the video and choose: Mike’s
uncle is a _________?
A: postman B: fisherman
3. Where does he work? And how does go to work? Now let’s watch the
video carefully again and fill the chart:
Where does he work?
He works _______________.
Does he go to work by boat?
No, he works ___________.

板书：Where does he work? 出现答案后机械操练问答，领读，小组读，
个人读。
4. But how does he go to work? Now, watch again and circle:
How does he go to work?
By car By bike
完善板书：How does he go to work? He goes to work by bike.机械操练领
读，小组读，个人读。
4.意义操练：
T: What about this postman? Where does he work?
Ss: He works in a post office.
T: How does he go to work?
Ss: He goes to work by bike.
T: What about the others? You can ask and answer in pairs.
(课件呈现：医生-医院-地铁；工人-工厂- 公交；教师-学校-步行；Mike’s
uncle-海上- 自行车…，承接最后一组呈现Mike叔叔的图片，渗透：He has
a very healthy life.)

76

5 .Boys and girls, this is Mike’s uncle. Is he strong? Look at the smile. We
can say: He has a very healthy life.(领读，并过渡到stay healthy---He works
very hard and stays healthy.领读，小组读。)
6. T: What about us? Listen carefully and try to remember:
We should study hard and stay healthy.（领读，小组读，汉语提示，情感
渗透：我们要努力学习，健康生活。）


Ⅲ.巩固
操练


Ⅳ.拓展
应用
1. listen and repeat
2. read by yourself
3 .read in roles



1. T: What about Mike’s father and mother? Where do they work? And how

do they go to work? Let’s listen and match. (听力拓展，旨在培养和提高学
生们听的能力。)
work：Boys and girls. What about your family members? Where do
they work? And how do they go to work? (课本上的小组活动，调查完并做
汇报，师跟几名学生先作示范。)
A: Where does ... work? B: HeShe works …
A: How does... go to work? B: HeShe goes to work …
A: Where does ... work? C: HeShe works …
A: How does... go to work? C: HeShe goes to work


Ⅴ.发展
1. We should study hard and stay healthy! 树立努力学习、健康生活的意
与提高
识!
2. What have we learnt today?


Ⅵ.作业
布置
1. Listen and read the dialogue after class.
2. Interview your friends and their family, and then make a new dialogue. (采
访朋友及其家人，编写新的对话。）




三、【板书设计】

Unit5 What does he do?
A let’s learn
factory worker police officer
What does heshe do?
Heshe is a ...
postmanpostwoman businessmanbusinesswoman

四、【教后反思】

77

本课内容不是很难，学习职业单词，与人们的实际生活紧密联 系。我在教授单词时比较
注重了字母组合的发音渗透，让学生们能够逐步掌握拼读的规律，从而降低了学 习单词的难
度。Businessman是学生读写记忆比较难的单词。在操练的过程中，我注重把学生 听读写三
者结合起来，让学生印象更加深刻。同时我也设计了一些有趣的活动，能让全体学生都积极参与，课堂气氛很好，同时目标达成也比较理想。
在拓展环节，我设计了family show的活动，大部分学生能够比较好的输出目标语言。

六年级英语(上)第5单元第4课时
Unit5 What does he do?
B let’s learn
一、【教材分析】

教学
目标
知识 能够听、说、读、写单词fishermanpilotscientistcoach.并能 在情景中运用。能够听说
目标 读句型：What does she he do...? she he is aan ... .Where does she he work...? she he
works in...at...on.. .并熟练使用。

能力 能够在任务情景中运用句型 What does she he do?she he is aan ... .Where does she he
目标 work? she he works in...at...on.. .进行交流对话，谈论他人职业。
情感
目标
教学重点
1.进行交流对话，谈论他人职业。理解各种工作的职业特点。
2.通过职业学习教育学生，无论何种职业都值得尊重并且都要努力去做。
能够听、说、读、 写单词fishermanpilotscientistcoach.并能在情景中运用。能够听说读
句型：What does she he do? she he is aan ... .Where does she he work? she he works
in...at...on.. .并熟练使用。
运用句型进行交流对话，谈论他人职业。
1. 合作学习，同伴评价。
2. 通过话题的延伸谈论将来的职业，巩固所学。
师生活动
1.T:Boys and girls, today I will divide you into four groups, you are group 1,

you are group 2, group 3, group4. If you did a good job, you can get a sticker.
2.T: first, let’s enjoy a song together.(唱完歌后) the song is about job, now
please say about the jobs what you know.
Ss:....
1.T: Oh,boys and girls ,you are so knowledgeable.
Now let’s look at some pictures .
What does he .. do? (此处板书句型并简单机械操练)
Ss: 英语汉语都可回答
T:He... is a fisherman.（板书句型并重点操练，强调单词的发音，音节的
教读。）
再将句型合起来进行问答操练。
T：We know he is a fisherman . can you guess “Where does he work?”(将此
句型做成词条，背面解释意思，教读两遍后贴于黑板上。)

二次备课
教学难点
教学方法
二、【教学流程】
环节
I.复习
热身
Ⅱ.新知
呈现


78

SS:（教师帮助学生回答）he works at sea...
简单问答操练
用同样的方法教授其他单词，做到词不离句
2..用两只老虎的调子将所学内容唱出来，进行小结。
What does he do? What does he do?
He‘s a fisherman . He‘s a fisherman .
Where does he work? Where does he work?
He works at sea. He works at sea.
What does he do? What does he do?
He‘s a coach . He‘s a coach .
Where does he work? Where does he work?
He works in a gym. He works in a gym.
What does she do? What does s he do?
She‘s a pilot . She‘s a pilot .
Where does she work? Where does she work?
She works on a rescue plane. She works on a rescue plane .
What does she do? What does s he do?
She‘s a scientist . She‘s a scientist .
Where does she work? Where does she work?
She works in a university. She works in a university .
3.小结之后进行游戏操练，小组内请一位同学抽 出写有职业的卡片，其
余同学问另一位同学“what does shehe do ?”当这位同学回答后，持卡片
的同学回答yesno,每人三次机会.

1. listen and repeat
2. read by yourself
3. read in roles
4 .show
5.完成课后练习。

Ⅲ.巩固操
练



Ⅳ.拓展
应用


There are many jobs in our life .Dear kids what are you going to be？Talk
about it in your group,and tell us.
渗透无论你想做什么都要努力学习并保持健康。


79

Ⅴ.发展与
提高

给学生提供图片与对话模板，让学生将对话补充完整。

Ⅵ.作业
布置
1 listen and read the words after class.
2 make a dialogue with your partner and show us next class.。











三、【板书设计】

80

Unit5 What does he do?
B let’s learn
Fisherman coach
What does heshe do?
Heshe is a ......
Pilot where does he she work? scientist
Heshe works in …


六年级英语(上)第5单元第五课时教案
Unit 5 What does he do ?
Part B Read and write
一、【教材分析】
教
学
目
标
1.能够听、说、读、写单词：fishermanscientistpilotcoach

知识
2.听、说、认读：How does he go to work? He goes to work by…?
目标
3.能够说出五种职业名称。
1. 能够根据例句提示在文段中找到更多同类句子，正确朗读句子。并复述文本中人物的爱好、

能力
梦想职业和工作地点。
跳过不易理解的句子，获取主要信息并利用信息解决问题的能力。
目标
2. 培养学生运用阅读策略，
3. 能够通过阅读问题训练在语篇中捕捉不同类型信息的能力,能够在阅读中 获取有用的句型
并完成有意义的仿写活动。
情感
1.引导学生要丰富自己的业余生活，培养广泛的兴趣爱好。
目标
2.合作交流，分享学习成果。
1. 能够阅读Read and write中的语篇。
2. 能完成教材所提供的读写活动。
通过阅读获取信息后，能在情境中会表达指路方法。
情境教学法、任务型教学法
师生活动
Enjoy a song. “My family ” 教师和学生一起拍手说唱歌曲。《My Family》


1.T: Wow! Beautiful voice! What are your fathermother’s hobbies?

Ss: He She likes reading booksriding a bike.
T: How does heshe go to work?
Ss: He She goes to work on footby car.
T: What does your father mother uncle do?
Ss: He She is aan…
T: (对最后一个起来回答问题的同学，老师问)Oh, that’s great! How about
you ? What’s your hobby? What do you want to do? Are you going to be
aan…?（在学生回答时及时把课前准备的职业 单词卡选出来并贴到黑板
上，同时进行复习。）
二次备课
教学重点
教学难点
教学方法
二、【教学流程】
环节
I.复习
热身
Ⅱ.阅读
前
活动


81

Ⅲ阅读
中
活动












Ⅲ
阅
读
中
活
动




1.T: I want to introduce some friends to you. Look! Who are they?(PPT呈
现人物图片)
Ss: Yes, they are Sarah, Robin and our new friend Hu Bin. How does our
good friends want to be? What does Hu Bin like? Let’s read the first passage
and try to find the answers, then fill in the chart.


Name What does he like?

What does he
want to be?
Where is he going
to work?


T: Have you finished? Who would like to try?
师通过学生的回答引出新单词design，并通过拆音节教读、操练，同时
提出择业建议。
T: Here is a tip: If you like sports, you can be a coach, a sports reporter, or a
PE teacher.
2. T: （PPT呈现第二幅图）：Let’s see what about Sarah? What does she do?
Where does she work? How does she go to work? What’s her hobby? Please
read the second passage quickly and carefully, try to find the information
about her. If you find the answer, you can draw a line .

Name What does he What does he Where is he going
like? want to be? to work?

Hu Bin
Sarah
T: Check the answer: 师根据学生的回答引出新的语言点并教授：
type quickly.
Group work: What’s your hobby?What do you want to be? Where are you
going to work?
T: Look at the tip: If you can type quickly, you can be a secretary.
3. T: Read the third passage and try to find the information about Robin.
(1) What does Robin like?
(2) What does he want to be?
(3) Where is he going to work?
Check the answers.
T: Look at the tip: If you like science, you can be a scientist.
1. Listen and follow:（指出跟读要求，要注意模仿语音语调。）
2. Read by themselves and then act it out.
3. Good merry! 考考你的记忆力。
T：Boys and girls. Please close your books .Ask and answer the questions in
groups.
What does Hu BinSarahRobin do?
Where does heshe work?
How does heshe go to work?
What’s his her hobby?

Ⅳ.阅读后
1.小小解说员活动。(复述课文或课文的其中一个段落)

2.出示关于姚明的一段小短文，引导学生再次阅读，并回答问题。
活动
3. Make a survey.

82

4.小组长汇报。



Ⅴ.发展与
1. Sum up: What have you learned today?
提高 2.运用所学阅读策略做配套相关阅读。
Ⅵ.作业
布置
1. Listen to the tape twice.
2. Try to write.



三、【板书设计】

83

Unit 5 What does he do ?
Part B Read and write

Name
What does shehe like?
Hu Bin

Sarah





四、【教后反思】
“授之以渔，不如授之以渔。”在本节课的阅读教学中，我的任务就是：“Teach student how to learn
English”而不仅是”.Teach students English.学生是学习的主人，they are learning English not from
teachers but with teachers. 在英语阅读教学中，努力做到教学学生阅读的方法：如根据上下文猜词
义，用英语思维：What do you want to do? What do you want to be? Why? 通过问题引导，训练学生
的发散思维。
枯燥的练习和单调的训练将磨灭孩子们的阅读兴趣。在 拟定教学设计之初，我就确定要把任务型教
学活动渗透到阅读练习中。在Pre- Reading环节中，我通过free talk复习语言知识，导入阅读课题。
在In- reading 环节，我通过问题链,帮助学生提炼文中的主要信息。最后，我让孩子们introduce their
new friend,发挥他们的想象力和创造力，顺利完成阅读后的输出，为后面的写 作打好基础，让学生有话
可写，有话想写。
丰富多彩、形式多样的活动，吸引学生主动、积极 地参与阅读中，使学生对篇章的结构、内容及融
合的知识点有了较好的掌握后，再引导学生进行整体吸收 和运用，引导学生利用篇章所提供的信息进行
交际活动。课堂上，学生能乐在其中，在活动中灵活地运用 所学语言，实现知识的正迁移作用。
当然，我在本节阅读教学课中，也有许多值得改进之处。如教师的 导语不够清晰明确，导致学生在
活动开始会出现片刻地茫然。在个别环节没有为学生建立完善的思维导图 ，没有为学生的英语思维及时
引导。这些也是一个教师的课堂教学基本功，我还需要不断的学习和提升， 提炼自己的语言，为学生英
语思维和语言的发展把好脉搏。



Robin



What does shehe want to
be
Where is he she going to
work
六年级英语(上)第六单元第1课时
Unit 1 How do you feel?

Part A Let’s learn

一、【教材分析】



教
学
目

知识
1.能听、说、读、写下列词汇和短语：angrysadworriedafraidhappy
目标
2.能够听、说、认读句型：be +表示情绪的形容词。
能力
1.能结合be +表示情绪的形容词的句型表达人物和和动物的情绪和心理状态。
目标
2.能够听说读写上述单词。
情感
在生活中感知理解健康的体魄和愉悦的心情是一个人成功的重要因素。
目标
84

标

教学重点
教学难点
教学方法
1.掌握A Let's learn 部分的四会单词。
2.会表达表达自己、他人或动物的各种情绪和心理状态。

对四会单词的掌握及情景中运用
情境教学法；任务型教学法
二、【教学流程】
环节
I.复习
热身

Ⅱ.呈现
新知

师生活动
1. 欣赏歌曲 《the way I feel》

2. 回答问题：How does she feel in the song?
She is happy, sad and sometimes kind of mad.
3. 总结： This is the way she feels, it’s also the way we feel in our life.
1.整体感知：

How about Our friend Sarah? How does she feel in her life? What’s
wrong with her and her cat?
Maybe she is angry, she is sad, they are happy, sometimes they are
worried or afraid.
2. 创设情境，呈现新知：
教授：angry.
通过课件：Her cat broke her vase, How does she feel?
Look, she is angry.
通过句型：How does she feel? She is … 进行板书训练。
教授：afraid.
课件引入情境：The cat broke the vase, Sarah is so angry,
How does the cat feel?
She is afraid. 进行板书训练。
教授：sad.
课件导入： The cat is ill, How does Sarah feel?
She is sad.
通过发音dad bad 引出 sad. 进行板书训练。
教授：worried.
课件呈现：The cat is in the tall tree, she can’t jump down,
How do they feel?
They are worried. 点播 worry 进行板书训练。
教授：happy.
课件呈现： The worker lifts a ladder, the cat jumps down.
How do they feel?
They are happy. 进行板书训练。
3.词句结合，问答训练：How does she feel? How do they feel?

1. 听音跟读：
1> Listen to the tape.
2> Listen, point and repeat.
2. 大声朗读：
1> Read aloud and find the difficulties.
2> Check each other and help each other in groups.
3. 趣味操练： What’s missing?
1> First read the words as quickly as they can.
2> Say out which word is missing as soon as possible.
4 意义操练： Look and say 看图表达出下列人物的表情。
二次备课
Ⅲ.巩固
操练



85

Ⅳ.拓展
应用

1. 看图填空并进行描述：write and say.
1> Group talking: What is heshe doing? What are they doing?
How do they feel?......
2> Write and share the work.
2. 阅读短文并填表格：Read and write.
1> Read the passage and fill in the chart.
2> Talk about the animals’ feelings.
引导学生通过阅读动物情感，了解动物心理变化。
1.情感渗透：Different people, different feelings, care about others and
help others.
2.课堂总结：Who’d like to summarize what we learned?
结合板书和课件，让学生盘点当堂所学内容，引导学生对所学内容进行
总结。
and repeat three times.
to remember the new words.
to write some feelings about your family.



Ⅴ.发展
提高

Ⅵ.作业
布置







三、【板书设计】
Unit 6 How do you feel?
Part A Let’s learn
How does she feel? How do they feel?
She is angry. They are worried.
afraid happy
sad


四、【教后反思】

86

六年级英语(上)第1单元第2课时
Unit 6 How do you feel?

Part A Let’s talk

一、【教材分析】



教
学
目
标

1.听说认读写句型The mice are afraid of the cat. The cat is angry with them.
2.听说认读单词bad、hurt与句子Maybe our cat is chasing a mouse now.
知识 3.学生能够理解对话大意。
目标
能力 1.能够在情境中运用be+情绪词来表达情绪和心理感受。
目标 2.能够用正确的意群及语音、语调朗读对话。

情感 1.了解中国卡通名片《黑猫警长》。
目标 2.学会与别人分享你的快乐，独乐乐不如众乐乐。
1.听说读写句子:The mice are afraid of the cat.
教学重点
The cat is angry with them.并在真是情境中运用。
2.能够在情境中运用句型表达心情和心理状态。

1. 听说认读句子Maybe our cat is chasing a mouse now.
教学难点
教学方法
情境教学法；任务型教学法
二、【教学流程】
环节
I.复习
热身

Ⅱ.新知
呈现

师生活动
1. 感知心情
Let’s say the feelings 学生快速说出不同心情:
angry sad worried happy afraid

1. Let’s try.
 用PPT呈现Sarah Sam 谈话情境图片。
T: Who are they? Look out of the window, What’s the weather like?
Where are they?
引导学生猜测听力内容。
T： If you are at home and it s very cold, what will you do?引导学生
根据实际情况回答。

二次备课


87

 播放录音，学生做课本问题，并核对答案。
2. Let’s talk.
1> 整体感知 Read and answer:
Sarah and Sam are at home, What film do they watch?
学生带问题阅读并回答： They watch the cartoon.
2> 处理文本信息
 Watch and find:
What’s the cartoon about ?
What does the cat do?
学生观看文本并回答，通过课件处理： mice chasing
 Watch again and answer:
1. Why are the mice afraid of the cat ?
2 .Why is the cat angry with them?
学生再次观看文本并回答：
He chases the mice. The mice are bad, they hurt people.
通过课件处理：
Be + 形容词
Be afraid of ：害怕…
He is afraid of the dog.
She is afraid of the snake.
I am afraid of the tiger.
Be angry with:生…气
I am angry with him.
May is angry with Mom.
We are angry with that bad man.
Ⅲ.巩固

练习


Ⅳ.发展
提高

1. Watch the whole video.
T: We know the mice are afraid of the cat and the cat is angry with them
because they hurt people. Now let’s watch the whole video.
Pay attention to the pronunciation and intonation.
2. Listen and repeat.
3. Read it with partners in roles.
4. Act it out.
5. Try to retell the dialogue.



1. Look and say.
1> Look and tell, How do these pictures make you feel?
2> Look and describe: How do these people feel?
HeShe is ...
They are....
2. Make a new a dialogue.
A: What’s the cartoon about?
B:_______________________.
A:What is the mouse doing?
B_______________________.
A: How does the cat feel?

88

B:______________________.
He catches him in hand.
A: How does the dog feel?
B:_______________________.
And he lets the mouse go.
A: Why does the mouse run ?
B:_______________________.
1. 结合板书和课件，让学生总结所学主句型用法。
Be + 形容词

and repeat the dialogue three times.
to write your classmates’ different feelings with “be”.

Ⅴ.总结
反馈

Ⅵ.作业
布置



三、【板书设计】
Unit 6 How do you feel?
Part A Let’s talk

The mice are afraid of ... Because... chases
The cat is angry with... Because... hurt...

Be + 形容词
四、【教后反思】
本单元话题涉及假期活动，这与学生暑期生活息息相关。新学期伊始，同学 之间相互交流过去的假
期经历和感受就顺理成章。本单元意念功能涉及谈论过去的事件，能正确使用一般 过去时态这一语法项
目就成为了必然，因此，本单元起到了对七年级下册第11、12两个单元（谈论过 去的事件）的承上作用，
是对一般过去时态学习的继续，也是复习和巩固。
对于上学期刚刚学 习过的新语法项目——一般过去时态，经过一个暑假，学生肯定遗忘很多。开学
第一课全面复习回顾一般 过去时态就成为了本单元学习的知识铺垫。接下来，让学生正确使用一般过去
时谈论暑期生活及感受，从 而自觉自然地实现了对学生“用英语做事情的能力”的培养。



六年级英语(上)第1单元第3课时
Unit 6 How do you feel?

Part B Let’s learn


一、【教材分析】


1.能听、说、读、写下列词汇和短语。
see a doctor, do more exercise, wear warm clothes, take a deep breath, count to ten
89

教
学
目
标

2.能够熟练运用句型：You should...针对不同心理情景提出有针对性的建议来疏导对方
知识 的情绪。
目标 A: I’m ill, what should I do? B: You should see a doctor.
A: It’s cold, What should I do? B: You should wear warm clothes .
A: I feel angry, What should I do? B: You should take a deep breath and count to
ten.
能力
能够熟练运用句型：You should ...针对不同心理情绪提出合理建议。
目标
情感
在生活中要关心他人，为他人所想，不要自我为中心，不要以貌取人，懂得感恩，适时
目标
帮助。
1.能熟练听说读写四会短语。
教学重点
2.准确提出合理的疏导情绪的建议。
1.掌握四会单词，个别发音：breath count.
教学难点
2.熟练运用短语进行合理的情绪疏导建议。
情境教学法；任务型教学法
教学方法
二、【教学流程】
环节
I.复习
热身

师生活动
1. 歌曲导入:

Let’s enjoy the chant and answer:
What’s wrong with the girl? How is she feeling?
引导学生回答：
She has a headache and has the flu. And now she is better.
2. 情景导入：
In our life, we may have different circumstances and different feelings.
Look at our friends, what happens to them?

1.整体呈现， 用PPT呈现四组不同情境的图片。

T:How do they feel?
Hang Peng is ill,
Wu Yifan feels weak,
Oliver is so angry,
Mike feels very cold.
What should they?
课件呈现： They should see a doctor, do more exercises, wear warm
clothes and take a deep breath and count.
Today we will learn these suggestions.
2.创设情境，呈现个体单词。
1> see a doctor.
课件呈现： Look ,Zhang Peng is ill , Let’s listen, he says:
I am ill, what should I do? (教师板书 What should I do?）
Let’s give him one suggestion:
You should see a doctor. 板书 训练
2> do more exercise.
课件呈现：Our friend Wu Yifan is very thin, he says:
I am very weak, what should I do?
Let’s give him one suggestion:
You should do more exercise. 板书, 训练。
3> wear warm clothes.
课件呈现：Look! Our friend Mike is very worried, he says:
It’s cold outside, I feel very cold, what should I do?
Let’s give him one suggestion:
90
二次备课
Ⅱ.新知
呈现

You should wear warm clothes. 板书，训练。

4> take a deep breath and count to ten.
课件呈现：Look,Our friend Oliver is very angry, he says:
I feel so angry, what should I do?
Let’s give him one suggestion:
You should take a deep breath and count to ten. 板书, 训练。
教授 breath, 由bread 引出 breath.
3.词句结合训练：What should I do?
You should ......



Ⅲ 巩固
操练


4. 听音跟读：
3> Listen to the tape.
4> Listen, point and repeat.
5. 大声朗读：
3> Read aloud and find the difficulties.
4> Check each other and help each other in groups.
6. 趣味操练：
 Look， guess and say
课件呈现，学生猜测图片大声说出:
 What’s missing?
3> First read the words as quickly as they can.
4> Say out which word is missing as soon as possible.
4 意义操练： Your suggestions 。看图根据不同情境提出合理建议。






3. 阅读短文并填表格： Read and write.
3> Read the text and fill in the chart.
4> Talk about Jack’s family’s problems, reasons and suggestions.
引导学生通过阅读杰克一家的生活经历，了解不同的生活变化及如何处

Ⅳ.拓展
运用

Ⅴ.发展
提高

Ⅵ.作业
布置

理和建议如何改变。
1. 结合板书和课件，让学生盘点所学词汇用法。
(1) 自己处于不同情绪和心理状态如何表达：
I am ... What should I do?
(2) 对于周围人处于不同状况时，给予合理建议。
You should...
2.情感渗透：A friend in need is a friend indeed. Care about
others ,Help others and Be grateful to others.

and imitate four times.

to remember the phrases.
to write five suggestions according to
different feelings and share them with your partner.
三、【板书设计】

91

Unit 6 How do you feel?
B Let’s learn
I feel What should I do?
ill You should see a doctor.
weak do more exercise
cold wear warm clothes
angry take a deep breath and count to ten
四、【教后反思】



六年级英语(上)第6单元第4课时
Unit 1 How do you feel?

Part B Let’s talk
一、【教材分析】



教
学
目
标


1.能听、说、认读本课句型：He should see the doctor Don’t be sad 并能在实际情境中

熟练运用。
知识
What’s wrong ?Your father is ill .He should see a doctor this morning .
目标
2.能够书写四会句子：
3.能够听懂Let’s try部分，并能根据录音内容回答问题。

健康、及各种心理状况，如：What’s wrong? How does ..feel?
能力
1.能够简单询问他人的心情、
目标
2.能够简单表达自己或他人的健康状况，及提出合理疏导建议。
情感
在交流中感知体验到不能以自我为中心要关心他人，为他人着想的德育教育，意识到合
目标
作学习的重要性。
教学重点
教学难点
教学方法
1.本课涉及到的句型： What’s wrong ? Don’t be sad. He should see the doctor
2. 针对不同心理状况 提出相关合理疏导建议。
1.在实际情境中运用句型： What’s wrong Don’t be sad等句子和 You should......
情境教学法；任务型教学法。
二、【教学流程】
环节
I.复习

师生活动
1.欣赏歌曲《If you are happy,clap your hands》

二次备课
92

热身

学生听歌回答问题：
If you are happy, what can you do?
If you are angry, what can you do?

(答案：Clap your hands. Stamp your foot.)

2.看图讨论
课件呈现图图心情变化
T：What’s wrong with TuTu? Let’s talk about him.
He is happy, He is angry, He is worried. Why? Because his mother is ill.
What should she do？ She should see a doctor.
This is TuTu’s home. What about Sarah’s home?

1. Let’s try

1>What is talking at Sarah’s home?
2>What are they talking about?

（答案：1. Parents 2. Going to the zoo.）
2. Let’s talk
1> 整体呈现

 Watch and find
What’s wrong with Sarah’s father?
What should he do?
学生观看文本并回答：1. Her father is ill. 2. He should see a doctor.
教师板书：What’s wrong？
 Think and say:
If your are Sarah, what do you think his father should or
shouldn’t do?

see a doctor stay in bed
He should….


go swimming go to work

He shouldn’t…
drink more water take pills


drive a car go to the zoo


学生小组讨论并分享。
2>仔细阅读获取信息
 Watch again and find:
Father is ill, they can’t go to the zoo,
How does Sam feel?
What should he do?
学生再次观看文本并回答：1. He is sad. 2. He can go next time.
 Think and say to Sam:
Don’t be sad, you should ......
教师板书 引导学生发散思维，联系生活实际，让学生进行情感渗
透，同时训练 句型： You should......
1. Watch the whole video.
T: We know that Sarah’s father is ill and he should see a doctor, Sam
and Sarah can go next time. Now let’s watch the whole video.
Pay attention to the pronunciation and intonation.
2. Listen and repeat.
3. Read it with partners in roles.
4. Act it out.
5. Share your suggestions.

Ⅱ.新知
呈现





Ⅲ.巩固

练习



93

Ⅳ.发展
提高

组织新对话
课件呈现不同情境，学生根据图片内容组织新对话，小组合作把主要建
议表达出来。
1.
A: How are you, …?
B: I am very sad.
A: Why ?
B: Because my cat is ill .
A: I’m sorry to hear that. Don’t be sad !
Let’s go to the pet hospital .

2.
A: How are you, …?
B: I am angry.
A: what’s wrong?
B: Because my dog takes my pen away .
A: I’m sorry to hear that.
Don’t be angry. You should get a new one.


Ⅴ.总结
反馈

Ⅵ.作业
布置


1. 结合板书和课件，让学生盘点所学句型
1> What’s wrong?
He is ...
2> Don’t be sad, you should......
2. 理解what’s wrong的含义及用法。如何疏导别人提出合理建议。

and repeat the dialogue three times.

to write some suggestions for your family according to their
feelings.

三、【板书设计】

94

Unit 6 How do you feel?
Part B Let’s talk
What’s wrong?
He is ill, He should see a doctor.
Don’t be sad, you can go next time.
四、【教后反思】
本单元话题涉及假期活动，这与学生暑期生活息息相关。新学期伊始，同学之间相互交流过去的假
期经历和感受就顺理成章。本单元意念功能涉及谈论过去的事件，能正确使用一般过去时态这一语法项
目就成为了必然，因此，本单元起到了对七年级下册第11、12两个单元（谈论过去的事件）的承上作用，是对一般过去时态学习的继续，也是复习和巩固。
对于上学期刚刚学习过的新语法项目——一般过 去时态，经过一个暑假，学生肯定遗忘很多。开学
第一课全面复习回顾一般过去时态就成为了本单元学习 的知识铺垫。接下来，让学生正确使用一般过去
时谈论暑期生活及感受，从而自觉自然地实现了对学生“ 用英语做事情的能力”的培养。



六年级英语(上)第1单元第5课时
Unit 1 How can I get there?

Part B Read and write
一、【教材分析】
1.能够读懂Read and write部分的短文，能完成文后回答问题的练习。

知识
2.能够在合作中理解：Robin is going to sit on the grass when he hears,“Wait!”. Please don’t sit on
me. One day I can help you. He is stuck in the mud. They pull Robin out of the mud
目标
3.能够正确朗读短语中爆破发音规律。Next daycan’t go count to don’t be

4.能够根据例句提示在文章中找到更多同类现象，能够正确朗读句子和语篇。
教

学

1.能够通过推理获取教材提供的阅读理解题，能够通过阅读在语篇中捕捉不同信息，并根据
目

信息写出文章梗概。
标

能力
2.能够在讨论中理解文本具体信息。
3.在小组合作学习中锻炼合作学习能力，能够对文本进行简单复述。
目标
4.能够在教师帮助下找到英语朗读句子的一般规律，并能正确朗读。

情感
在合作学习交流中逐步养成团结友爱、关心他人、互帮互助、与别人分享快乐的良好品质。
目标
教学重点
1.能够阅读Read and write中的语篇。
2.能完成教材所提供的读写活动。
教学难点
1. 能够写出文本的梗概
2. 掌握语音的发音规律 next day can’t be count to
教学方法
情境教学法、任务型教学法



二、【教学流程】

95

环节
I.复习
热身

师生活动
1. 欣赏歌曲《 the way you feel》

2. 一起完成课本： Draw and say，根据表情汇编成chant:







1. 话题小组讨论：
If your friend is ..., what’s your advice?
2. 呈现文章题目： The title is Robin and the ants.
引导学生预测： What happens in the story?

二次备课
Ⅱ.阅读
前
活动


Ⅲ.阅读
中
活动


1. 快速默读，回答问题。
(1) We know the story is about Robin and the ants. What happens? What does
the story tell us?
Read the text as fast as you can and answer:
What does the story tell us?
A. We should always be nice to each other.
B. We shouldn’t hurt ants.
Answer: A.
情感渗透：Be nice to each other.
2. 仔细阅读，完成文中活动。
（1）Read the passage carefully and number the pictures:





引导学生在排序过程中找出相关句子，抓取关键信息。
（2）Read carefully again. And find the difficulties
引导学生在小组合作中理解： is stuck in pull out of

Ask Ss to underline and discuss them in the text.
（3）Listen , repeat and read.
 Listen and repeat. 听音跟读。
.Read the story.合作朗读。
. Role play the story.
含有表情、语气、动作角色扮演故事。
（4）Write and retell.











（5）Tips for pronunciation.

96

Read and finish the chart.
Ⅳ.阅读
后
活动




Ⅴ.发展
与
提高
Ⅵ.作业
布置


1. 结合板书和课件，让学生重回文本找出能够爆破的短语。
2. 结合课件小组合作并用英语复述二次阅读文本内容。
3. 引导学生总结本节课所学重点，并提炼板书。
and repeat the story three times.
to write a short summary according to the text.

三、【板书设计】
Unit 6 How do you feel?
Part B Read and write
Ants afraid I can help you.
Robin worried is stuck in the mud
Ants Pull Robin out of the mud

Happy Be nice to each other
四、【教后反思】

97

六年级英语(上)Recycle2第1课时
Recycle 2 Lesson1

一、【教材分析】

教
学
目
标

知识 学生能够通过观察图片，听懂情景对话；能够在情境中运用What does heshe do? He
目标 She is… 询问并回答某人的职业；能够运用句型What are …’s hobbies? He She
likes….来询问和描述某人的喜好。
能力 学生能利用所学句型和词汇询问职业和爱好。
目标
情感

目标
尊重每一种职业，构思自己的职业理想。
能听说读写4—6单元所学的词汇和句子。
like 第三人称的用法。
情境教学法，任务型教学法，游戏法
教学重点
教学难点
教学方法
二、【教学流程】
环节
I.复习
热身

Ⅱ.感知
体验

师生活动
1. 出示带有职业标识的图片，提问学生：What does heshe do? 学生

回答HeShe is… 以此类推，复习学过的职业词汇。
2. Guess：What does heshe do?
(1)He works in the hospital.
(2) She drives plane.
(3) He works in a factory.
(4) He works at sea.
(5)He often goes to other countries, he is very busy.
(6) He delivers letters everyday.
(7)He likes sports. He works in a gym.
(8) She works at a university. She does many experiments.
ce in groups:
采访你最好的朋友：
What’s your father’smother’suncle’saunt’s brother’ssister’s job? 并做记
录。
3.T：I have a pen pal, her name is Mary. Let’s listen and find “What does her
二次备课

98

hobbies?(播放录音)
Ss：She likes dancing.
4.讲授语法点 like doinglike sth.
5. Ask and answer: What’s your hobbies? 并会用SheHe likes… 进行转
述。

Ⅲ.强化
巩固


1. Listen and fill in the blanks.新 课 标 第 一网
（1）T: Peter’s family are going to visit Ken’s family in another town. Peter’s
father is talking about them. Listen and fill in the blanks.
（2）Check the answers.
2. Listen again and fill in the blanks.
（1）Fill in the blanks.
（2）Check the answers.
（3）Read it together.

1. 调查活动。教师组织学生调查全班同学的喜好和他们将来想从事的工
作。
Name
Guo Rong




Hobbies
Singing dancing




Job
teacher





Ⅳ.实践
应用

2. 汇报调查结果。教师请学生先叙述自己的爱好和将来想做的事情，然
后再汇报其他学生的情况。
I like …I want to be a …
…likes… HeShe wants to be a …
Sum up: What have you learned in this class?
Ⅴ.总结
反馈

Ⅵ.作业
布置


以“My friend”为题写一篇小作文。包括他、她家人的职业，她的爱好
等等。

三、【板书设计】


Recycle2
第一课时
What does heshe do? HeShe is a…
What’s his her hobbies? HeShe likes… like sth
like doing sth

六年级英语(上)Recycle2第2课时

99

Recycle 2 Lesson2

一、【教材分析】

教
学
目
标

知识 1.学生能够运用句型 How does…feel? 询问某人的情绪；能够使用表示情绪的形容词
目标 描述情绪；能够用You should… Don’t… 安慰他人和提供建议；能使用句型What’s
wrong? 询问他人状况。
2.能完成看图回答问题和puzzle 的练习。
能力 能正确理解并使用现在进行时，并能在情境中灵活运用。
目标
情感

目标
在公共汽车上遵守秩序。
教学重点
教学难点
教学方法
能正确理解并使用现在进行时。
现在进行时的运用。
情境教学法，任务型教学法
二、【教学流程】
环节
I.复习
热身

Ⅱ.感知
体验

师生活动
a song
T: I’m happy, are you happy? Ss: Yes.
2. 图片出示QQ表情，复习单词sad happy worried angry afraid
二次备课


1.复习现在进行时态。
出示小孩开心的吃冰激凌的图片:What is she doing? She is eating. How
does she feel? She is happy.
出示跑步照片:What is he doing? He is running. How does he feel? He is
worried.
出示看电影的照片:What are they doing? They are seeing films. How do
they feel? They are afraid.
出示小孩正在玩电脑游戏，妈妈很生气的照片:What is the boy doing? He
is playing computer games. How does his mother feel? She is angry.
出示Wu Yifan 的爷爷在医院打针的照片:How does Wu Yifan feel?
He is sad.
2.归纳总结。
（1）师生一起总结现在进行时的用法：
Be + 现在分词
(2)对上一个活动所出现的人物情绪，用HeShe should…句型来进行安
慰和劝说。
3. 给绘本配解说词。
教师用图片展示 “卖火柴的小女孩”的故事，引导学生一遍看一边说出
小女孩的感受，看图填词。开始她充满希望（ho peful），逐渐感到疲惫
（tired）和饥饿（hungry），马车飞过时感到害怕（afra id），没了鞋子
光着脚丫感到寒冷（cold）。担心火柴没有卖出回去会挨打（worried），
最后擦亮火柴看到美食与奶奶感到幸福（happy）。

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