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外研社六年级英语上册教案（三年级起点）








教案说明
：
本教案汇集了全国多位优秀教 师的
心血，凝聚了大家的智慧，教案严格按照高效课堂要
求编写，环节齐全内容详细，可以直接 用A4纸打印，
本教案形式多样，为大家提供更广阔的视野，当然，
也还有诸多不足之处，望大 家多提建议和意见。



任教学科：____________________
任课班级：____________________
任课班级：____________________



年 月 日

Module1 Unit1 It’s more than twenty thousand kilometers long.

Teaching aims:
1.单词：more than，thousand，kilometre，million，something，map, right,
country
2.学习句子：These postcards are great!
How long is it? It’s more than twenty thousand kilometers long.
How big is New York? It has got more than eight million people.
Teaching importance:
1.能口头运用这类语句说明How long is it?
It’s more than twenty thousand kilometers long.
2.运用Where is New York？

Teaching difficulties:
1.能口头运用这类语句How long is it?
It’s more than twenty thousand kilometers long.说明历史古迹。
运用Where is New York？
It’s here in the east.
Teaching aids:
tape-recorder, word cards, PPT, multi-media computer.

Preset demands:

1 Review the past tense.
2 Listen to the tape and circle the words that you don’t understand.
Teaching preset procedures:
Unit1 It’s more than twenty thousand kilometers long.
1: Warm up
1) Greetings.
2) Sing a song: Row a boat.
3）Free talk: Describe their summer holiday. “Life is like a
dream.””My summer holiday is like a dream, （课件出示）I read books
in the library„What did you do in summer holiday?”
Free talk.
2 Presentation
1) Show the Task: 描述某一地点，如北京，上海，宁夏等。
2）Students learn new words with teacher’s help.
3)（课件出示)Play CD- ROM, then ask students answer: “What are they
（Simon and Daming）doing?”.
4) Play CD-ROM again, ask students to listen carefully then try to answer
the questions: Where are Daming and Simon? What are they doing? Are
these postcards great ? How long is the Great Wall?

How big is New York? How big is Beijing?
5) (课件出示) Play CD-ROM again，Then let students describe text use
the answer. Students read it by themselves.
6) Students learn: ‘s=is ‘s got=has got with teacher’s help
3 Practice
1) Do replacements exercise. (the Changjiang River, Sichuan, Fujian)
2) Act it out.
4 Play a game: Tell me more.( Activisty3 )

4 Consolidation
1) Talking about Beijing. “Where is Tian’an Men Square?”引出
Beijing，课件出示Beijing 及The Great Wall 、Water Cube 、 Bird’s Nest
继而引导学生用Beijing has got„句型描述北京)
2) Talking about Shang Hai. (课件出示上海地图，上海的美景等图，给
学生一些句型的提示让学生通过group work活动完成对上海的描述。)
3) Students describe Sanming in their group then act it out.
4）完成任务：全班同学完 成配套练习3。学生认真看短文，先让学生口头
回答，然后再书写，鼓励学生说出自己不同的想法，最后 老师可以给全班核对答
案。
5 Summary
6Homework:
A: Talking about Beijing ，NingXia with your parents.
B: Talking about Beijing ，NingXia and Shang Hai with your parents
then write on your book.
C: 1)Listen the tape and read the text half an hour.


Blackboard –writing design:


Module 1 Unit 1
It’s more than twenty thousand kilometers long.

It’s a picture of „ postcard
Tell me more „ .
How long is it? It’s more than„ thousand kilometres
How big is it? It’s got„ million people.


Teaching reflection:

Module1 Unit1 It’s more than twenty thousand kilometers long.
教学目标：
1 知识目标：掌握单词 thousand, kilometre , more than,
something, has got, postcard
句子：会用How long...and how big... 提问，
掌握句子It’s picture of the Great Wall.
How long is the Great Wall?
It’s more than twenty thousand kilometres long.
How big is New York?
It has got more than eight million people.
How big is Beijing?
Beijing has got about twenty million people.
Can you tell me...
2 过程与方法：
老师引导学生参与课堂，通过图片观察，小组练习等活动完
成本节课学习。
3 情感与态度：
让全体学生参与课堂，在轻松氛围中学习，在学习中建立信心，
培养对英语的兴趣。
4 重点与难点：
重点： 会用how long... how big... 进行提问，并能正确的

回答。
难点： 数量的正确表达，如twenty million...等。
5 教具准备：单词卡片，PPT课件，图片，听说视频工具。
6教学过程：
Step:
1)greeting:
Boys and girls,pleased to meet you! Welcome all of you to
come back to school.I have a wonderful summer holiday.I read
lots of books and visited many beautiful places on my
example:... Now can you tell us what did do on your
Summer holiday?(Free talk)
2)presentation:
Look at this picture,there is a boy.
is he?
He is Daming. He is our good friend.
B. What is he doing?
He is sharing the postcards with his cousin Simon.
the tape and answer this question:
How many places are there on these postcards?
What are they?
There are three places. They are the Great Wall,New York and
Beijing.

D. Listen the tape again.
1) How long is the Great Wall?
It’s more than twenty thousand kilometers long.
(Teacher writes the new words “thousand more than
kilometer” on the blackboard and then teaches them to read)
Let the pupils measure their desks. How long is the desk?
E. Look and listen.
How big is New York?
It has got more than eight million people.
How big is Beijing?
Beijing has got about twenty million people.
F. Read part 1 and look at the picture.
What’s this?
It’s picture of the Great Wall.
Can you tell me more about the Great Wall?
It’s very ’s long and old.
Tell me more.
It’s in China. ...
G. Listen and read after the tape.
3). Practice.
A. Read the new words in group.
B. Question and answer.

How long.... How big....? ....
4). Consolidate.
Talk about what do we learn in this lesson.
Daming is sharing his postcards with his cousin Simon. And
they are talking about the Great Wall....
5). Homework.
Talking about the beautiful places in China and writing
about main idea in this lesson. For example:
Daming is sharing ....The Great Wall is long and ’s
more than twenty thousand kilometers long......

6). Blackboard design:
Module1 Unit1
It’s more than twenty thousand kilometres long.
How long is the Great Wall?
It’s more than .... thousand
How big is Beijing? Kilometre
It has got about ... million
How big is New York? more than
It’s more than ... something

Teaching reflection:

Module1 Unit2 It’s in the west.

教学思路构想：利用一幅中国地图，将第一部分和第三部分整
合在 一起，先学习方位词，东西南北，然后在地图上找出地点，然后
开始对话的练习。在此基础上，展示美国 地图，标出纽约、休斯敦、
旧金山等地，展开对话。第五部分作为拓展与娱乐学习。第七部分当
做写作来练习，另外在此基础上，还可以写写当地的情况。

教学流程：

一、课前准备

1、单词关：

postcard more更；tell me more about…告诉我更多关于…；
A picture of一张……的图片；how long多长how big多大a l
ot非常多；north；west；east；south； thousand 一千，一 千个 k
ilometre 公里 million 百万，百 万个

2、方向关：1）单词 2）地理方位的认识：上北下南左西右东

Let’s chant ：North, north, north, Beijing is in the north. East, east, east, S
hanghai is in the east. West, west, west, Xinjiang is in the west. South, so
uth, south, Hainan is in the south.

3、展示地图Part3的地图，将Hangzhou标注在地图上，然后标出 t
he West Lake,将Part1和Part3合并一起处理。

Where is the West Lake Shanghai Haikou Harbin ?

It`s in the east .... of China. Where`s +城市地名？

It`s in the +方位词（+of+国家）

拓展： Where is are +人物?(.....在哪里） ?

人物+isare +地点（.....在......)

例：埃米在哪里？她在她的卧室里。

4、讲解Part2

It’s a map of is …? It’s in the…of China. Beijing is the capi
tal of China.

What a big map of America! How big a map of America!

感叹句

What a big map of America! 多么大的一张美国地图
What(+aan)+形容词+名词（+主语谓语）

How big map of America!

How+形容词副词+主语+谓语
地理位置

1）San Francisco

a)is in the south of America. b)is in the east of America.

c)Is in the east of China. d)is in the south of China.

e)is in the west of America.

2）New York is ______ _____ in the of America.

3）San Francisco is ______ in west of America.

4）Houston is ______ _____ south _____ of America.

5）a lot 非常多,是表示程度的一个副词词组 如：thanks a lot

a lot of=lots of 许多的 可以修饰可数名词 和不可数名词 ,lots of
可以用在平时口语 当中，而a lot of用于书面
5、写作：Part7 6、最后进行Part5



教学反思：

六年级上册 Module1Unit 2 It's in the west

教学目标
1.知识目标：Where is New York? It’s here, in the east.
2.能力目标：讲述某个地方的地理位置和相关的基本信息.。
3.情感目标：通过两人合作,描述各省所在的方位，培养学生合作学
习的精神。
教学重点和难点
重点：教授地点类单词：San Francisco，Houston
新授句型：It’s in the east of……
难点：两人合作,描述各省所在的方位。
教学过程
1.热身复习
老师出示一张中国地图并进行介绍:This is a map of China. I’m
from Guilin . It’s in the south of China.然后向学生提问:Where
are you from Where is your uncle from? Where is your pen friend
from?
2.课文导入
老师出示Simon的图片,向学生提问:Who is he? 学生回答:He’s
Simon. He’s Daming’s cousin.再问:Where is he from?学生回
答:He’s from New York, America.

出示美国地图并向学生提问:This is a map of the US. Can you find
New York? here is New York?引导学生回答：New York is in the east
of the US.点题：老师将课文题目板书。
在地图上标注east, south, west, north（边拍手边或做动作，根
据句子分别指上、下、左、右）复习Chant:
Up is north, north ,
Down is south, south ,
Right is east, east ,
Left is west, west .
（注意纠正他们的发音.让全班来一遍后让各组比赛一下看哪组最标
准、最整齐、最响亮,可以 设计一个学生说单词，其他学生抢答单词
并做动作，【可以省略：根据口令做动作please turn to north. Please
turn to South. Please turn to east Please turn to west.】）
3.课文教学
老师问：“Do you know where these cities are?”老师引导学生
听录音里面的城市，然后放录音,学生边听边看SB2 Unit 2活动1的
地图,让学生踊跃上黑板写出自己听到的城市（如果比较难写，可以
带书本），把录音中提到的 美国城市和国家名称写在黑板上.再放录
音,请学生跟读，纠正发音.

老师把所有单词重复一遍，然后通过问答展现句型Where is New York?
It’s in the east of the US. What about San Francisco? It’s
in the west of the US……
老师问Where is …，学生抢答。突然老师问Where is Canada? 【学
生可能会答错，老师就可以引出另外一种不包含表达法。】
老师说:Where is Canada? It’s north of America. Where is Mexico?
It’s south of the US.
句型比较：Where is New York? It’s in the east of America.
Where is Canada? It’s north of America.
（引导学生发现这种表达与 第一种表达法在方位上有什么不同.因为
加拿大和墨西哥在美国领土以外,所以表达方法不同.）
4、课堂检测
1. （很惊喜的表情）老师快速指地图上的某个城市或某个国家，
让学生抢答。
2．学生上台对话练习
ask and answer in pairs（小组内两人一组相互问答）Where
is…？ It’s in the…
5.课文学习
请学生边听边看,熟悉韵诗的内容.着重学习Tennessee,再放录音, 学
生跟读.掌握Chant后【学生边拍手边chant】,完成AB Unit2练习
3.再听录音,根据录音判断练习中陈述是否正确.

6、小结归纳
学生自主总结。再回到板书上，老师快速指某个城市或国家，一组同
学问Where is …，另外一组同学答：It’s …
7课后作业:
SB Unit2活动3听录音模仿语音语调,特别注意句子中的重音部
分.


教学反思：

Module1 Unit2 It’s in the west.
Teaching objectives:
Knowledge objects: Where’s New York? It’s in the
east.
Ability aims: Talk about the location of a place
in English.
Emotion aims: cooperation with others to learn new
knowledge.
Teaching important points and difficulties:
Important points:
New words: San Francisco Houston
New sentences: Where’s New York?
It’s in the ...
Difficulties: Talk about the location of a place in
English.
Teaching steps:
Step1:
Sing an English song and greeting.
Step2:
Look at this picture,what’s this?

It’s New York.
How big is New York？
It has got more than eight million people.
Where’s New York?
It’s in the east.
Where’s San Francisco?
It’s in the west of America.(Teach pupils to read
San Francisco)
Where’s Houston?
It’s in the south of America.
Chant and do:
Up is north, north ,
Down is south, south ,
Left is east, east ,
Right is west, west .
Step3:
Ask and answer in pairs: Where is…？ It’s in
the…
Step4:

1 Read after the tape. 2 Look and write and then finish
Part3 page6
Step5:
Talk about what do we learn in this lesson?
One group asks: Where’s ...?
The other group answers: It’s ...
Step6:
Homework:1 Read the text after the tape.
2 Talk the location of a city.
Blackboard design:
Unit2 It’s in the west.
Where’s + 地名？
It’s +方位名词 north
west east Houston
South San Francisco

Teaching reflection:

Module2 Unit1 There's Chinese dancing.
教学内容:
Unit 1 There's a Chinese dancing.
学习任务:
There’s a Chinatown in New York! There are lots of
Chinese shops and restaurants there.
功 能:
用There be句型描述事物Chinatown in America
运用任务:
活动3 练习4
3.给朋友发一封email,介绍一个自己游览过的城市.
预习学案
1出示长江长城的图片,问:”How long is it? 引导学生用It’s„
回答 .复习词汇trees,flowers,shops,supermarkets,buildings等
2.任务呈现与课文导入
Show a picture and say:”This is a picture of my favourite place.
What can you see in it?介绍说:”This is a picture of the Great
Wall. There ‘s a long wall . there ‘re many trees„”
再出示一张唐人街的图片,问:Do you know where it is ? What can
you see in this picture?

导学案
1、听录音,回答Daming是否想念中国,为什么? Where is Chinatown?
What is it like?学生听录音,从书中找出问题的答案,学生回答后教
师板书There is a Chinatown in New York. There are lots of
Chinese shops and restaurants there. There is Chinese dancing.
2、老师放录音,学生跟读课文.请学生书中的图片,描述图中有什么并
用There is和There are说句子 .
3、全班一起完成AB练习1.先让学生讨论如何完成这封Em ail,然后
带领全班朗读例句和提示词,再播放录音.
课堂检测
老师请学生们一起描述教室里的物品,如:There ‘s a blackboard,
There are many chairsow,desk,pen,pencil,bag,girl,boy等.
课后作业:
给自己的朋友发一封email,介绍自己游览过的城市.
.板书设计:
Unit 1 Chinatown in America
There’s a Chinatown in New York!
There are lots of Chinese shops and restaurants.

教学反思：

Module2 Unit1 There’s Chinese dancing.
一、教学内容
外研版小学英语六年级上册M2U1第一课时: Unit 1 1. Look, listen
and say. 2. Listen, read and act out.
二、教学目标
1. 大多数学生能够听、说、读、写单词: sometimes, shop, dancing,
Chinatown.
2. 大多数学生能够听懂并运用“There’s a Chinatown in New York!
There’s Chinese dancing. There are lots of Chinese shops and
restaurants there.即“There isare„”句型。
3. 能够运用所学的语言知识与同伴进行交流。
三、教学重难点
（一）重点：
1. 听、说、读、写单词: sometimes, shop, dancing, Chinatown.
2. 学习句型: There isare...
（二）难点：
1. 用句型“There isam..”描述事物。
2. “You do miss China!”中do表示强调。
四、教学准备
1. 单词卡片2. 音频3. PPT课件。
五、教学设计
Step 1 Warm-up

1. Have a dictation of the new words of Module 1.
2. Let’s chant
Let the students say the chant of Page 7 together.
【设计思路】通过听写复习 了前面所学到的知识，通过chant让学生
快速地进入学习状态，并为进入今天的新课做好铺垫。
Step 2 Preview
老师提出以下几个问题：
1. Is New York in America?
2. What can you see in New York?
3. Can you tell me more about Chinatown?
4. Are there any Chinese shops and restaurants in New York?
【设计思路】通过这四个问题的设置，可以起到承上启下的作用。让第一环节自然过渡到第二个环节，第二环节又自然过渡到本节课重点
部分，即下面的新授环节。
Step 3 Presentation
1. 新课导入。 老师用PPT出示唐人街的图片，询问学生：
T: Do you know which city it is?
Ss: It’s New York.
T: There is a Chinatown in New York. Look at the picture on the
screen. What can you see in this picture?
请学生回答你的问题。有些学生可能对唐人街有所了解，肯定他们的
发言和大胆尝试。并且用单词卡片教 授新单词Chinatown.

Next ask the students:
T: Are there any Chinatowns in China?
Ss: Yes, there are.
T: You are right! All towns in China are Chinatowns.
2. Unit 1 Activity 1 Look, listen and say.
Let the students listen to the tape and follow the tape. Then
practice in pairs and act out
3. Grammar teaching.
Let the students underline the “There be... ”sentences of
Activity 1, and tell them the usage of this sentence pattern.
Let them remember when we should use “There is... ”, and when
we should use “There are... ” Give some examples on the
blackboard.
4. 课文教学。
Tell the students: Darning is in the US now. He is sending an
email to his family in China.
Does he miss his family? What does he learn about the Chinatown?
将本课的挂图贴在黑板上，播放录音或动画，让学生看完后回答上述
问题。单词和句型教学：
Give the students 5 minutes to read the dialogue of Unit 1
Activity 2, find out the new words and the new sentence pattern
(There is are...). 5 minutes later, let the students tell the

class the new words and the new sentences. Use the cards to teach
the new words, especially pay attention to:
(1) sometimes有时，可以放在句首，也可以放句中。eg:
Sometimes I go to school by bike.有时我骑自行车去上学。
I sometimes go to school by bike.我有时骑自行车去上学。
(2) shop 商店 eg：
There are many shops in the street.这条街上有很多商店。
(3) dancing舞蹈它的动词是dance
eg:
I like dancing我喜欢跳舞。
(4) lots of a lot of许多，大量，可以修饰可数名词也可修饰不
可数名词。
用PPT把There be句型的用法呈现给学生，并让学生做些相应的练
习。
( ) ①There is Chinese dancing in Chinatown.
A. a B. the C.
( ) ②There some bread in the bag.
A. is B. are C. am
( ) ③There lots of apples in the bag.
A. is B. are C. am
Check the answers with the whole class.
Then let the students open their books and look at Activity 2,

and listen to the tape. Then answer the following questions:
Does Darning miss his family?
What is Chinatown like?
再放一遍录音，请学生 看着书听，并试着从书中找出问题的答案。引
导学生用文中的句子回答问题: “Yes, he does. There are lots of
Chinese shops and restaurants there. There’s Chinese dancing.
老师板书这三个重点句子，并向学生进行关于唐人街的背景介绍。
学生掌握后老师放录音，请学生逐句跟读课文。
请学生看活动2中的插图，并试着描述图中有 些什么。鼓励学生大胆
尝试。然后放录音，请学生仔细听，并注意对话中所使 用的语言。
引导学生回顾并比较“there is”和“there are”的用法。
T: Very good! Next look at your books, and read the dialogue
after me please! Pay attention to the pauses during the long
sentences.
Practice the dialogue in halves or in parts or in pairs. Then
act out.（用上人物头饰）
【设计思路】本环节的设计做到了词不离句，句不离篇。通过各种各
样的操练形式来学习单词、 重点句型和对话，让学生在轻松愉快的氛
围中习得新知。
Step 4 Consolidation and extension
活动1: PPT课件出示两幅图。要学生运用“找不同”的方法来实现 用
“There be”句型描述事物的目的。学生观察两幅图的相同点与不同

点。用“There be”句型表述出来。注意单复数be动词的用法以及
就近原则。
活动2:将全班分为两组开 展找不同的游戏。找到一处加一分。教师
需准备多组“找不同”图片演示文稿。要求学生用“There be”句型
来表述想要讲的事物。获奖小组奖励印章，学生积极性很高。
【设计思路】本环节的设计了两个活动，使学生在合作探究完成学习
任务，运用所学的新知识。
Step 5 Homework
1. 听Look, listen and say和Listen, read and act out部分录
音，并模仿表演。
2. 用所学的“There be”句型跟同学或朋友谈论自己的房间,
六、板书设计
Module 2 Unit 1 There's Chinese dancing.
Lesson 1
1. New words:
Chinatown 唐人街 sometimes 有时 shop 商店 dancing舞
蹈
2. New sentences:
There be句型表示某地有某物，某地有某人，某地有某
事
There is a Chinatown in New York.
There’s Chinese dancing.

There are lots of Chinese shops and restaurants
there.
七、回顾总结
本节课主要学习用“There be”句型描述事物。并且学习了一些新单
词：sometimes, shop, dancing, Chinatown.

Module2 Unit1 第2课时教案
一、教学内容
外研版小学英语六年级上册第二模块第一单元第二课时: Unit 1 3. Listen and say. 4. Practice.
& Unit 2 5. Listen and say. Then sing.
二、教学目标
1. 大多数学生能够听、说、读、写单词: sometimes, shop, dancing, Chinatown.
2. 大多数学生能够听懂并运用“There’s Chinese dancing. There are lots of Chinese shops and
restaurants there. ”即“There isare… ”句型。
3. 能够运用所学的语言知识与同伴进行交流。
三、教学重难点
（一）重点：
1. 听、说、读、写单词: sometimes, shop, dancing, Chinatown.
2. 学习句型: There isare…
（二）难点：
运用句型“There isare”描述事物。
四、教学准备
1. 单词卡片 2. 音频 3. PPT课件。
五、教学设计
Step 1 Warm-up
1. Have a game to practice the new words of last lesson. Use PPT on the screen to play the game.
（具体操作是，把单词做在每一个 气球里，学生对着气球边读单词边做打枪的动作。也可以
用单词卡代替气球进行游戏。）
2. Use the pictures of the text to revise the dialogue of last lesson.
3. Have a making sentences competition, using “There be”.
【设计思路 】通过游戏和竞赛帮助学生复习上节课所学到的知识，让学生快速地进入学习状
态，并为进入今天的新课 做好铺垫。
Step 2 Preview
老师提出以下问题： 1. Is there a Chinatown in New York?
2. Are there lots of Chinese shops and restaurants in Chinatown? 3. Is there Chinese
dancing in Chinatown?

【设计思路】通过这三个问题的设置，可以起到承上启下的作用 。让第一环节自然过渡到第
二个环节，第二环节又自然过渡到本节课重点部分，即下面的新授环节。
Step 3 Presentation
1. 新课导入。 老师用PPT出示唐人街的图片，告诉学生：
T: Look at the picture on the screen. This is a picture of Chinatown in New York. What can you
see in this picture?
Ss: I can see...
Let the students look at the picture and talk about it，using “There be”. Maybe the students will say
the following sentences:
There is a Chinatown in New York. There is Chinese dancing. There are Chinese shops and
restaurants.
2. Unit 1 Activity 3 Listen and say.
Let the students listen to the tape and follow the tape. Then practice in pairs and act out.
3. Practice. (Look and write. Then say.)
PPT出示三个教室的图片，让学生用There be句型进行谈论。
Give the students 5 minutes to practice it at first 5 minutes later, let the students act out, using
“There is are”, eg：
There are lots of computers in Classroom A. There is aan... in Classroom...There are...in
Classroom...
用PPT把There be句型的用法呈现给学生，并让学生做一些相应的练习。
( ) ①There a bed in my bedroom. A. are B. is C. am
( ) ②There some oranges in the bag. A. are B. is C. am
( ) ③There a book, two pens and three storybooks in the bag. A. am B. are
C. is
( ) ④There two pens, three storybooks and a book in the bag. A. am B. are
C. is
Check the answers with the whole class.
【设计思路】本环节的设计主要是对上节课的单词和句型进行巩固和运用。 通过各种各样的
形式来训练学生的口语运用能力，重点句型和对话，让学生在轻松愉快的氛围中习得新知 。
Step 4 Consolidation and extension

活动1: Pair work.
从 PPT 上的三幅图的教室(computer room, classroom, music room)中挑选自 己最喜欢的一
间，向同伴进行描述。讲述得较好的学生可以自荐或是由同伴推荐，到教室前面向全班讲述 。
活动2: Unit 2 Activity 5 Listen and say. Then sing.
Let the students listen to the song at first and then sing after the tape. At last, let them sing together,
(in whole class, in halves, or boys to girls)
【设计思路】本环节的设计了两个活动，使学 生在合作探究中完成学习任务，运用所学的新
知识。
Step 5 Homework
1. 听Unit 1 Activity 3 Listen and say部分录音，模仿表演。
2. 用所学的“There be”句型同学或朋友谈论自己学校的功能教室。
六、板书设计
Module 2 Unit l There’s Chinese dancing.
Lesson 2
1. New words:
Chinatown唐人街 sometimes 有时 shop 商店 dancing舞蹈
2. Grammar:
There be句型表示某地有某物，某地有某人，某地有某事。
3. New sentences:
There’s Chinese dancing.
There’re lots of Chinese shops and restaurants there.
七、回顾总结
本节课主要是继续学习如何运用“There be”句型描述事物。并且继续学习和运用新单词:
sometimes, shop, dancing, Chinatown.

Module2 Unit2 There are lots of beautiful lakes in China.
一、教学内容
外研版小学英语六年级上册第二模块第二单元第一课时：Unit 2 1.
Listen and chant 2. Listen and read. 3. Look and say.
二、教学目标
1. 大多数学生能够听、说、读、写单词或短语: strong,
hundred ,thousand, million, famous, lots of.
2. 大多数学生能够听懂并运用“There are lots of beautiful lakes
in China. There’s a famous mountain in Anhui.即 “There
isare...”句型。
3. 能够运用所学的语言知识与同伴进行交流。
三、教学重难点
（一）重点：
1. 听、说、读、写单词和短语: strong, hundred, thousand, million,
famous, lots of.
2. 学习运用“There isThere are”句型介绍事物。
（二）难点：
1. 运用句型“There isare...”介绍事物。 2. hundred,
thousand, million 的用法。
四、教学准备
1. 单词卡片 2. 音频 3. PPT课件。
五、教学设计

Step 1 Warm-up
1. Have a dictation of the new words of Module 2 Unit 1.
2. Watch the flash of the song and sing the song of Page 12:
There’s a Great Wall in China.
【设计思路】通过听写复习了前面所学到的知识，通过歌曲让学生快
速地进入学 习状态，并为进入今天的新课做好铺垫。
Step 2 Preview
老师根据Page 12的歌曲内容提问： 1. Where is the Great
Wall?
2. Is the Great Wall long and strong? 3. Can you tell
me more about the Great Wall?
【设计思路】通过这三个问题的设置，可以起到承上启下的作用。让
第一环节自然过渡到第二个 环节，第二环节又自然过渡到本节课重点
部分，即下面的新授环节。
Step 3 Presentation
1. Teaching the chant (Page 11 Activity 1 Listen and chant.)
老师点名让学生回答上面的三个问题。
S1: The Great Wall is in China. S2: Yes, it is. S3: The
Great wall is very old and big. And it is very famous.
Next tell the students:
T: Yes, you are right. The Great Wall is strong and famous. Now
look at the screen and there are some other pictures. (Show the

pictures of the Huangshan Mountain, the Changjiang River and
the West Lake by PPT) What places are they?
Ss: They are the Huangshan Mountain, the Changjiang River and
the West Lake.
T: You are right! What is the Huangshan Mountain like?
Ss: It is high.
T: Yes, the Huangshan Mountain is high. How about the Changjiang
River?
Ss: The Changjiang River is long.
T: Very good! And how about the West Lake? Ss: The
West Lake is beautiful.
T: Wonderful! Look at the screen and there is a good chant about
them. Let’s listen and repeat
Let the students listen to the tape and follow the tape. Then
practice, eg:
Boys: The Huangshan Mountain is high.
Girls: High, high, high.
Boys: The Changjiang River is long.
Girls: Long，long, long.
Boys: The West Lake is beautiful.
Girls: Beautiful, beautiful, beautiful.
Boys: The Great Wall is strong.

Girls: Strong, strong, strong.
Use the card to teach the new word: strong. And practice it one
by one.
2. 课文教学：Page 11 Activity 2 Listen and read.
老师让学生先观察课件上的图片，猜猜都是中国的什么地方。The
teacher can say like this: Hello, boys and girls, look at these
beautiful pictures. What places are they? Then the students
will answer: They are...
然后播放录音，让学生给所听到的录音图片排序。
单词和句型教学：
Give the students 5 minutes to read the short passages of
Activity 2 on Page 11 and find out the new words and the new
sentence pattern (There isare...). 5 minutes later, let the
students tell the class the new words and the new sentences.
Use the cards to teach the new words, and let the students pay
attention to the following sentences：
(1) It’s more than six thousand kilometres long.它有六千多
公里长。
(2) There are lots of beautiful lakes in China.在中国有许多
美丽的湖。
(3) There are many mountains in China.在中国有许多的山。
(4) There is a famous mountain in Anhui. It is the Huangshan

Mountain.在安徽有座有名的山，即黄山。
将本课的挂图贴在黑板上 ，播放录音或动画，让学生跟读。最后试着
让学生用自己的语言描述图片上的内容。
T: Very good! Next open your books and read the passages after
me please! Pay attention to the pauses during the long
sentences.
Practice the short passages in groups. Let the groups have a
competition.
【设计思路】本环节的设计做到了词不离句，句不离篇。通过 各种各
样的形式来操练单词、重点句型和对话，让学生在轻松愉快的氛围中
习得新知。
Step 4 Consolidation and extension
活动1: PPT课件出示Page 12 Activity 3中图片。请学生两人一组
用“There be”句型向对方介绍四张明信片中自己最喜欢的一张。 如
果有必要，可以给点提示，让学生抓住每张 明信片最主要的特征，然
后再向同伴讲述。鼓励学生根据图片进行更多描述，或是把自己对该
事 物的了解添加到描述中去。
活动2: 现在学生衣服上的图案很丰富，教师可让一个学生站在黑板
前，让其他学生用“There be”句型来描述学生衣服上的图案。如：
There are some ducks on her dress.
【设计思路】本环节设计了两个活动，使学生在合作探究中完成学习
任务，运用所学的新知识。

Step 5 Homework
1. 听Listen and chant 和 Listen and read 部分的录音，模仿表
演。
2. 学生挑 选一张本地风景明信片，用英文进行简单的描写和介绍，
然后把明信片寄给自己的外国朋友或是其他好友 。
六、板书设计
Module 2 Unit 2 There are lots of beautiful lakes in China
Lesson 1
1. New words:
strong 坚固的 hundred 百 thousand 千 famous 闻名的
2. New sentences:
There is a famous mountain in Anhui.
There are lots of beautiful lakes in China.
There are many mountains in China.
There be句型表示某地有某物，某地有某人，某地有某事。
七、回顾总结
本节课主要学习了用“There be”句型描述中国的一些有名的景点。
并且学习了一些新单词: strong, hundred, thousand, famous

Module2 Unit2 第2课时教案
一、教学内容
外研版小学英语六年级上册第二模块第二单元第二课时: Unit 2 4.
Listen and learn to say. 6. Look, remember and say. & 7. Look and
complete the postcard.
二、教学目标
1. 大多数学生能够听、说、读、写单词或短语: strong, hundred,
thousand, million, famous, lots of.
2. 大多数学生能够听懂并运用“There’s a Chinatown in New York.
There are lots of Chinese shops and restaurants there. ”即运用“There
isare…”句型描述事物。
3. 能把握句子的节奏和重音。能运用所学的语言知识与同伴进行交
流。
三、教学重难点
（一）重点：
1. 听、说、读、写单词和短语: strong, hundred, thousand, million, famous,
lots of.
2. 学习用“There isThere are”句型介绍事物。
（二）难点：
用句型“There isare...”介绍事物。
四、教学准备
1. 单词卡片。 2. 音频。 3. PPT课件。

五、教学设计
Step 1 Warm-up
1. Play a bomb game to revise the new words of last lesson.
2. Watch the flash and say the chant of Page 11.
【设计思路】 通过游戏和歌谣来复习上节课的旧知识，调动学生的学
习积极性，提高英语学习兴趣。让学生快速地进入 学习状态，并为进
入今天的新课做好铺垫。
Step 2 Preview
老师根据Page 11的歌谣内容提问：
1. What is the Great Wall like? 2. Is the Changjiang River long?
3. Is the West Lake beautiful? 4. Is the Huangshan Mountain high?
【设计思路】 通过这四个问题的设置，可以起 到承上启下的作用。
让第一环节自然过渡到第二个环节，第二环节又自然过渡到本节课重
点部分 ，即下面的新授环节。
Step 3 Presentation
1. Page 13 Activity 7.
PPT出示四张分别有长城，西湖，黄山和长江的明信片，让学生用
There is are...描述每张明信片上的东西。The teacher makes a model at
first.
T: This is a postcard of the Great Wall. There are some people at the
Great Wall. There are some mountains near the Great Wall.
Next give the students several minutes to practice and write a similar

passage. At last, let the students read out their passages to the class.
Then let the students open their books, turn to Page 13 and look at
Activity 7.
T: Now boys and girls, please look at the postcard of Activity 7 on Page
13, finish the card please. I’ll give you five minutes.
Five minutes later, ask the students individually to read out their writing
to the class.
2. Look, remember and say.
老师让学生先观察课件上展示的课文中的图片，让学生用“There be”
句型描述图片。eg:
There is a train station in the picture. There are three noodle shops...
Let the students have a competition to make sentences.
3. Listen and learn to say. Pay attention to the stress.
Show the sentences of this part on the screen.
There’s a Chinatown in New York.
There are lots of Chinese shops and restaurants there.
Let’s go to Chinatown now!
We can’t go now. It’s too late.
Ask the students individually to read the sentences one by one, correct
their mistakes in time. Pay attention to the stress.
Next let the students listen to the tape and repeat after the tape. And let
the class read the sentences together. Tell the class the rules of reading

sentences.（句子中粗体单词要重读，划线部分是单词的重读音节）
【设计思路】本环节是让学生把上节课所学的单词和句型进行巩固和
运用，通过各种各样的活动来操练 单词、重点句型和对话，做到了把
所学知识用于实践，符合新课标的要求。
Step 4 Consolidation and extension
活动1: 看谁读得好
PPT 出示一些句子，让学生四人一组进行朗读训练，注意节奏和重读
单词。小组成员每人所读句子必须不同。 四分钟后进行课堂展示，读
得好的组可以获得老师的奖品。
活动2: 说说写写
Use the picture of the students’ city to have a talk in groups of 4, then
write a short passage like the following: This is our city. There is aan... in
our city. There are... in our city. I like our city.示范一组后即可四人一小
组开展练习。教师可用PPT出示美国景点让学生分组进行练习。
Then act out.
【设计思路】本环节设计了两个活动，使学生在合作探究中完成学习
任务，运用所学的新知识。
Step 5 Homework
1. Unit 2活动4。听录音模仿语音语调，特别注意句子中的重音部分。
2. 学生挑选一张本地风景的明信片，用“There be”句型进行简单的描
写和介绍，然后把明信片寄给自己的外国朋友或是其他好友。
六、板书设计

Module 2 Unit 2 There are lots of beautiful lakes in China.
Lesson 2
1. Words and phrases:
restaurant, postcard, taxi, street, lots of, noodle shops
2. Grammar:
There’s a Chinatown in New York.
There are lots of Chinese shops and restaurants there. Let’s go
to Chinatown now!
We can’t go now. It’s too late.
There be句型表示某地有某物，某地有某人，某地有某事
七、回顾总结
本节课主要是继续学习用“There be”句型描述中国的一些有名的景
点。并且继续学习和巩固单词: postcard, taxi, New York, Chinatown.

本模块教材分析：
本模块主要学习用“There be”句型描述事物。教学内容围绕着主人公Daming从中国来到 美
国，和他的表哥Simon谈论中国和美国的一些事物和一些地方的情况，以这些基本信息为
主线，引出主要知识而展开的一系列对话和练习活动。教学的重心应放在如何让学生用本模
块主要句型“ There’s aan.. in... There are...”来谈论某个地方的情况及相关的基本信 息。本模块
的功能是：初步掌握运用本模块主要句型来谈论某地有某物，某地有某人，某地有某事。第< br>一单元主要以创设情景引出话题进人重点语言知识的学习。主要句型是: There’s a Chinatown
in New York! There’s Chinese dancing. There are lots of Chinese shops and restaurants there.第二
单元的主要句型是: There are lots of beautiful lakes in China. There are many mountains in
China. There’s a famous mountain in Anhui.

Module3 Unit1 Collecting stamps is my hobby.
一、教案背景:
1.面向学生： 小学
2.学科：英语 外研社 （三起点）六年级上册
3.课时：第一课时
4.学生课前准备：
(1)预习生词：
（2）考虑自己的业余爱好 用英语怎么表达
二、教材分析：
本模块是《新标准英 语》第七册的第三模块，主要介绍业余爱好我将本单元
内容设计为本模块的第一课时。本课时为新知识的 呈现。
三、教学目标
Learning aims:
Knowledge aims(知识目标):
1. You should master the new words of the first part of the conversation.
2. You should read the first part of the conversation fluently and answer some basic
questions.
Ability aims（能力目标）:
1. You should talk about your hobby with others.
2. You should perform the conversation in groups.
Emotion aims（情感目标）:
You should improve your interest of expressing yourself in English.
四．教学过程
Step 1: Greetings
T：Class begins!
M: Stand up!
T: Good morning, class!
S: Good morning, Miss Yin!
T: Sit down, please.
S: Thank you.
Step 2: Leading in
T: At the beginning of this class, I want to share my favorite English song with you.
(Yesterday Once More)
Do you like this English song?
S: Yes.
T: I also like this English song very much. In other words, listening to English music is

my hobby.
Now, I have a question to ask you. What is your hobby? Please talk with your partner.
(Discussing)
Who wants to share?
I have known your hobby, and you have known my hobby. Do you want to know
Simon’s hobby?
S: Yes.
T：Then let’s step into the study of Unit 1--- Collecting stamps is my hobby.
Step 3: Listen to the recording and circle the new words. (3mins)
T: Firstly learn the new words by yourselves. If you can’t solve it, you can talk with
your partner.
Step 4: Read the conversation again and understand the following sentences in
groups.(5mins)
1. I’ve got lots of stamps.
2. Collecting stamps is my hobby.
3. These stamps are from Canada.
4. They are famous men and women.
1）I’ve got lots of stamps.
译：我有许许多多的邮票。
have got=have 有
lots of= a lot of 许许多多
后接可数名词复数形式或者不可数名词
2）Collecting stamps is my hobby.
译：收集邮票是我的兴趣爱好。
主语？
Collecting stamps 作主语
动名词作主语，谓语动词用单数。
3). These are some stamps from Canada.
译：这些是来自加拿大的邮票。
4). They are famous men and women.
译：他们是名人。
famous，有名的
men 男人（复数） man (单数)
women 女人（复数） woman(单数)
Step 5: Listen to the recording and pay attention to the pronunciation of every
word.
• Work in groups. Try to recite the conversation and perform it in
groups.(6mins)
Step 6: 我“行”我Show
The groups that prepared well can recommend two members to perform the
conversation before the blackboard.
Step 7: Summary

Step 8: Homework
Recite the 1st part of the conversation and preview the rest of the conversation.

Module3
Unit1 Collecting stamps is my hobby 预习学案
班级 ： 组别： 姓名：
一、在课文中用单下划线标出下列单词，写出汉意并背过
1. collect_______ 2. stamp_________ 3. hobby
_______________
4. men _______5. women___ another ________
二、在课文中用双下划线标出下列单词，写出相应形式，并读熟。
_________(复数) _______（单数）
________ （单数）4. China _________(形容词 )
5. Canada ______(形容词)
三、读课文回答问题。
’s Simon’s hobby?

are the stamps from?

Simon got any stamps from China?

四、听录音跟读第一单元课文5遍。 家长签字_________

Module3
Unit1 Collecting stamps is my hobby教学案
班级 ： 组别： 姓名：
一 、预习目标
（一）知识目标：
认读单词：collect stamp hobby men women another
学习目标语句：Do you collect stamp? are stamps
from Canada.
（二）能力目标：
运用Do you collect stamps?这类语句询问他人的兴趣爱好，
并能用 are stamps from Canada这类语句作答。
（三）情感态度目标：
1.培养学生学习英语的兴趣
2.培养学生的合作意识和集体荣誉感，以及在小组中自主学习的
能力。
三、导学案
（一）交流热身，韵句激趣
1. Greeting with students.“Good morning.”
a chant: H O B B I E S
（二）小组合作，自主学习
1.寻找问题

教师 播放动画，学生拿出预习学案，认真听，并划出还不会的单
词。再放一遍动画，认真听并跟读原来不会的 单词的读音。
（让学生听标准的读音，并解决预习学案中没预习会的单词，能
否通过看动画解决疑难问题）
2.学生带着下面几个问题再听一遍课文录音，然后分组讨论解答
完成。
1)What’s Simon’s hobby?

2)Where are the stamps from?

3)Has Simon got any stamps from China?
3. 教师公布答案，用小纸条分到小组，组内完成。
4.小组合作，解决问题
小组合作解决预习学案中不会的知识，教师巡视指导。
（小组成员互相学习，发挥优生帮教的 作用，使个人自学成果转
化为小组成员共同认识的成果，教师及时辅导，并且板书）
5.展示小组学习成果
小组推荐同学到台前展示学习成果，在展示过程中，教师寻找同
学们的学习问题板书并及时评价。
（三）精讲点拨，巩固强化
1.教师把小组合作学习及成果展示中出现的易错点、漏点及难点
进行重点讲解。

2.各小组在教师点拨完后，再在小组里讨论学习，巩固学习成果。
四、活动检测
（一）选词填空
Collect Canada another hobby
1. My ___ is playing football.
2. I________ stamps.
3. These stamps are from __________.
4. Now you can have stamp.
（二）根据要求写出相应的单词
_________(复数) _______（单数）
________ （单数）4. China _________(形容词 )
五、总结评价
1.总结本堂课所学的主要内容，让学生齐读。
2.总结各小组的课堂表现，找出优胜小组，及时表扬。
六、家庭作业
读熟课文对话并试着背诵。
预习Unit 2 ,试着翻译第一部分短文。
七、板书设计
Unit 1 Collecting stamps is my hobby
Do you collect stamps?
Yes,I ,I don’t.
Have you got any stamps from China?

Module3 Unit2 What’s your hobby?
学习目标：
知识目标：
重点句型： Have you got any dolls from ...?
Yes,I have. No,I haven’t.
... is my hobby.
能力目标：
运用句型 Have you got any dolls from Japan?
Yes,I have. No,I haven’t.
情感目标:
培养学生自主，合作学习的方式，让他们在活动中 体会英语学习
的乐趣，使他们在小组中积极与他人合作，相互帮助，共同完成任务。
学习重点：
Have you got any ...? Yes,I have. No, I haven’t.
学习难点：
1 可以熟练的运用Have you got any ...?
2 询问是否有某事，并能用yes, I have. No, I haven’t.来
回答。
3 学生在掌握have got 陈述句的基础上，练习运用have got
的疑问句。
教学准备:
多媒体，课件
教学过程：
1 复习：

师生对话，询问学生的兴趣的爱好。
What do you like?
I like ... Have you got any ...?
Yes, I have. No, I haven’t.
Do you collect...?
2 任务呈现与课文导入：
上节课，我们着重了解了 Simon的爱好——集邮。我们大家都有自
己的爱好。今天学习后，我相信有更多的同学会用英语表达 自己的兴
趣爱好。
3 课文教学：
1）Listen and read环 节。将本课的挂图挂到黑板上，播放录音。
让学生看图仔细听对话，听完后，让学生说一说，对话中的学 生都在
做什么？他们有哪些兴趣爱好？
Teacher: What’s your hobby,Sue?
Sue: I collect dolls.
Teacher: Have you got any any dolls from Japan?
Sue: No, I haven’t. But I’ve got some dolls form China.
Teacher: They’re beautiful! What about you,Jack?
Jack: Reading is my hobby.I’ve got lots of books.
... ... ... ...
2) 再放一遍录音，引导学生进一步理解课文中的句子。老师逐句播
放，让学生起来说一说 自己懂得句子。老师讲解不懂得句子，并把难
点写在黑板上。
3）老师教授：What’s your hobby?
4）讲解课文内容。重点句型： ... is my hobby.
让他们说本节课相关的表示爱好的短语，引导学生用短语和单词
进行替换。

例如：fishing, skiing, skating, reading books, riding bikes,
flying kites, playing basketball the pianothe guitar...
4 巩固练习：
1）完成Unit2活动3 look and write中的内容。
2) 运用活动3的句型，两人反复练习。
5 课文学习：
1）全班学生学习活动5Listen and say部分的诗韵，老师放诗
韵的内容，让学生理解诗 韵的大致的内容。说出小图种各表示的兴趣
爱好。
2） 再放录音，让学生注意听，试着逐句跟读。
6 做游戏：
1) 单词拼写比赛，老师 出示单词卡片，要求每组回答一次，并快
速抢答。答对得分，答错不得分，其他组可以补充，答对同样得 分。
2） 讲解对话中的 ... is my hobby.
T: Tell me your hobby. Write these words on the blackboard.
带领学生快速读这些单词，并用单词进行替换练习。
3）讲解之后，再放录音。
老师提问，学生从课文中找出答案，并快速读出来。
7 作业
完成调查表格。成立周末兴趣爱好俱乐部。
8 周末兴趣爱好俱乐部调查表。

Name:
Age:
Hobby:
What do you have?



板书设计：

Have you got any dolls from Japan?
Yes, I have. No, I haven
.... is my hobby.








’s your hobby?
’t.

Unit2 What

Module 4 Unit 1
Thanksgiving is my favourite festival
教学目标：
语言知识：1. 全体学生能理解：Thanksgiving, flag, Flag Day, fly, special,
meal, sound, football.
2. 全体学生能运用：fly, football.
3. 部分学生能运用：Thanksgiving, flag, Flag Day, special,
meal, sound.
语言技能：1. 全体学生能听懂,会说: Thanksgiving is my favourite
festival.
2. 全体学生能朗读课文。
3. 全体学生能按照要求完成语句书写。
情感态度与价值观：
1. 能谈论和描述课文所介绍的节日，并产生对其他的西方
节日的兴趣。
2．能在积极参与活动、和他人合作完成任务的过程中获得
学习的乐趣和学习成就感。
3.通过学习本单元，使学生懂得感恩，懂得珍惜自己所拥有
的。
教学重难点：

（一）重点：
1．听懂、会读festival, special, meal, sound。

2. 理解和认读句子“We always have a special meal.” “We say
‘ thank-you’ for your food, family and friends.”
（二）难点：
运用本课所学句子描述相关的节日的主要活动。中西方节日的区别
教学方法：
(1) 情景教学法 (2) 任务型语言教学 (3)直观教学法、提问法
教学准备
：
磁带、相应的单词卡片、有关美国国旗的图、和相关感恩节的图片，
课件。
课时安排
：1 课时
教学过程：
Step1: Warming up and Lead in
1. Greeting .
2. Sing a song 《we wish you a merry Christmas》
Guess:
Step 2 Test-learning
What’s the festival ?导入Thanksgiving
1. 出示美国的国旗， 引出”Flag Day”，教学生多读几遍这个节日的单
词。
2．出示Thanksgiving 图片，学习Thanksgiving这个词语。

3. 听课文录音，获取文章大意。
4. 再次播放课文录音，让学生仔细听，然后回答问题
(课件出示问题)
（1） What are the two American festivals in the story?
（2） What do people do on Flag Day?
（3） What do people do on Thanksgiving Day?
3、学生大声朗读课文。
4. 再次播放录音，学生跟读，模仿语音语调。
5. 重复模仿下列句子“We always have a special meal. We say
‘thank-you’ for our food, family and friends.”
Step 3 Practice
1. 请学生分饰对话中的角色，表演课文对话。
2. Have a test

短语
1 Flag Day 国旗日 2 carry flags 带着旗 3 sing songs 唱歌
4 tell me more about 告诉我更多关于„„的事
5 American festival 美国节日 6 a special meal 一段特殊的饭
7 a big family dinner 一段盛大的家庭晚餐
8. after thanksgiving dinner 感恩节晚餐之后
句型
you tell me more about „„
1. What do you do on Thanksgiving Day?
2. Thanksgiving is my favourite festival.
Step 4 Summary
What have you learnt in this class?
学生总结，教师补充。
Step 5 Homework

1.
2.

朗读课文，模仿语音语调。
Write something about Christmas
Step 6 Blackboard design


M4U1
Thanksgiving is my favourite festival

Thanksgiving is my favourite festival.
We always have a special meal.
We say thank- you for our food, family and friends.

Unit2 Our favourite festival is the Spring Festival
Teaching contents（教学内容）
Teaching aims（教学目标）
1、掌握单词race; moon cake; hang; lantern.
2、掌握词组 make delicious moon cakes; look for; Dragon
Boat Festival; Mid- Autumn Festival; Spring Festival; Lantern Fes
tival.
3、熟练运用句子
①He sings very well.
②It is after the Spring Festival.
Teaching difficult (教学重点难点)
1．基本能听懂、会读moon cakes, the Mid-Autumn Festival,
the Dragon Boat Festival, race, lantern, the Lantern
Festival, hang,
2. 能理解和认读句子“The Spring Festival is my
favourite festival. We always have...
Teaching Procedure（教学过程）
The 1st period（第一课时）
Step1 Warming-up （热身）
What do people do on Thanksgiving Day?
What do people do on Flag Day?
引导学生根据上节课所学内容做出相应的回答。

猜谜语（教师出谜题，让学生猜出是什么节日）
导入新课
T: What your favourite festival ?
S: My favourite festival is ......
T: My favourite festival is the Spring Festival
What about you ? Do you like the Spring Festival?
S: yes
T: Our favourite festival is the Spring Festival
Step2 Learn the following words and expressions(学习下列
单词和词组)
1、New words（单词）
race; moon cake; hang; lantern.
2、New phrases（词组）
make delicious moon cakes; look for; Dragon Boat Festival;
Mid-Autumn Festival; Spring Festival; Lantern Festival.
Step3 Learn the text（学习课文）
1、Listen to the tape and repeat the sentence by sentence
（听录音并逐句重复课文）
2、Read the text aloud correctly (正确朗读课文)
3、Role play (角色表演)
4、Ask and answer questions about the text(就课文问答)
What do you do at the Dragon Boat Festival ? What do y

ou do at the Mid- Autumn Festival ? What do you do at the
Spring Festival ?
What do you do at the Lantern Festival ?
5、Learn the following patterns（学习下列句型）
①He sings very well.
②It is after the Spring Festival.
Step4 Play a game(游戏)
Step5 Summary（总结）
Step6 Assignment of homework(布置作业)

Module 5 Unit 1 Can you be my Chinese pen friend?
教学内容:
新标准英语（三年级起点）六年级上册第5模块
教材分析：
本课时是新标准英语六年级上册第五模块第一单元Can you be my Chinese pen
friend?课文通过Daming、Simon、Laura的对话向同 学们介绍了“怎样交笔友以
及怎样介绍自己的笔友”，对话内容较为简练，语言实用性较强，并且课堂可 操
作性也较好。
教学目标：
1). 知识与技能
a.基本能听懂、会说词汇：pen friend pleased address
b. 会用I can„，I can’t„讲诉各自的能力。
c. 掌握Can you„?的语言结构,并会做答: Yes, I , I can’t.
d. 能听懂、会说Can you be my Chinese friend?,部分同学能通过介绍自己的
能力情况结识新笔友.
2).过程与方法 通过学生自主、合作的学习方式，培养小学生爱交朋友的习惯，发展广泛的兴趣，
在交流与合作中共 同进步成长。
3).情感态度
培养学生在活动中体会英语学习的乐趣，培养学生学习、生活 的自信心，培养学
生热爱生活、对异国文化的了解、兴趣。
教学重点：
能听懂并理解句型：Pleased to meet you! I can speak some English. Can you
speak English? Can you be my Chinese friend? Can I write to you ?
能运用句型：I can„. I can’t„.Can you„? Yes, I , I can’t.
教学难点：
1）能灵活使用情态动词can,并能灵活运用。
2）完成自己的名片并去寻找笔友
课时：1课时
教具：单词卡、教师自己的名片若干张、空白的名片若干张、 多媒体课件。
教学过程：
Step1：Warming-up
1 .Greetings

T: Hello, boys and girls! I’m Ms Lv. Nice to meet you.
Ss: Nice to meet you, too.
:
教师学生齐读。
T: Do you like chant? Listen to me, please.
Hands up Hands down
I can jump. I can run.
Can you jump? Can you run?
Yes, I can. Yes, I can.
I can read. I can skate.
Can you read? Can you skate?
No, I can’t. No, I can’t.
T: Let’s read it together, OK ? Some music, please. one two three go„
T: Once more, one two three go„
【设计意图】
（紧凑激烈的乐曲调动了学生的情绪，使学生迅速进入到学习状态，用这种有趣
的形式引入了学生已经学过的内容，又为学习新知识作铺垫。）
Step2 Presentation
1. 1）T: Today we have a new friend,（showing Ms Meng’s picture） She’s my pen
friend(教读)，Ms Meng.
(分组)We’ll have team match today, You’re Pen friend A Team. You’re Pen friend B
Team. Please do good jobs and try to get more smile faces for your team.
T: Ms Meng is teaching in America now. This is her address.( 教address)
2 1）T: Now, she’s greeting to you. ( PPT展示： pleased to meet you. 板书，教
读.)
师教读：Pleased==please==pleased==pleased to meet you.师解释说T: It
means nice to meet you! Glad to meet you! So you should answer.
（ 操练：Greet in pairs.）
2)PPT展示话泡：T：You’re so polite. Now Ms Meng asks you, Can you be my Chinese
pen friend?
Ss: Yes, I can.
T: Today we’re going to learn M5U1 Can you be my Chinese pen friend? 板
书(出示课题, 教读. )

（ 操练：Group1: Chinese pen friend—Group2: my Chinese pen
friend—Group3: be my Chinese pen friend—Group4: Can you be my Chinese
pen friend?）
T: Ask me can you be my Chinese pen friend?
Ss: Can you be my Chinese pen friend?
T: Yes, of is my address. Here you are.
(操练：Practice in pairs.)
3)T: Ms Meng asks, “ Can you speak English?”
Ss: Yes, I can speak some English .
师紧接着板书: I can„.（解释句子意思是我能做某事，后面加动词原形）
T: I think you can do many things, too.
（出示各种运动图片PPT）老师示范并引导学生说： I can ride a
bikeswimplay basketball„
4）T: Boys and girls, just now we say we can do things. If you can’t do
the things, we should say I can’t„
师紧接着板书: I can’t„.（解释句子意思是我不能做某事，后面加动词原形）
（出示各种运动图片PPT）老师示范并引导学生说：I can’t „
5) T: Can you play football(上组练习最后一张图片是踢足球)?
Ss: Yes, I can.
师紧接着板书: Can you„?
Yes, I can.（解释句子意思是你会做某事吗？后面加动词原形）
老师出示PPT图片训练句型：Can you„?Yes, I can.
老师出示PPT图片训练句型：Can you„? No, I can’t.（板书否定答句）
T: Can I ask you some questions? (老师出示各种活动的PPT，用can问问题，
让学生用Yes, I can . No, I can’t. 来回答。)
【设计意图】
(这种教学设计是学生 大量练习，而且每一个同学所问的问题都不能重复，这就
把“知识投入了周转”“投入周转的知识才是活 的知识”。学生在描述自己能与
不能时，老师及时给予热情的赞扬或给建议，以提高学生的自信心。)
Step3: Practice
记忆大比拼 :
T: Let’s have a competition.

• Rules: Rules: Remember the pictures as more as you can. Choose one
of the picture you remember and say，“I can „”, then ask the other
team，“Can you say more?” Don’t say the same picture again.
Step 4 : New text
Part1
1. Listen and answer
T: Have a look. Daming and Simon is talking about a panda. Can the panda
speak English?
Who can speak English?
Ss: His teacher.
2. Read after the E-pen
3. Read together.
Part2
and answer: Can Laura make pen friends?
T: And this girl Laura can speak English, too. Let’s greet to her .
Ss: Pleased to meet you. (引导学生运用刚学过的Pleased to meet you 来与
画面中的Laura打招呼。
T: Do you want to know if Laura can make pen friends?. Let’s listen.
2. T: Now ,listen to the E-pen and try to find out the answers. (分段听容易听懂，掌
握信息)
Daming speak English?
is Laura from?
Now question 3 and 4. Listen:
many English friends has Daming got?
Laura write to Sam and Amy?
Now question 5. Listen:
Daming be Laura’s Chinese pen friend?
【设计意图】通过学生听和回答问 题，在真实的语境中帮助学生初步理解和感知
对话，从而使学生在完成问题的过程中把握故事的主要信息 。
3.T: Now read after the E-pen sentence by sentence, find out “can” sentences.
T: Have you found the sentences? I have got them:
Can you speak English?
Yes, I can speak some English.

Can I write to your friends?
And can you be my Chinese pen friend?
But I can’t write Chinese.
• But I can write English.
Read the sentences.
4. Read the text in different roles in groups of 4 . (四人组分角色朗读。)
【设计意图】 通过让学生跟读，让学生模仿正确的语音语调，培养学生良好 的
语感。同时，通过分角色表演读，可以促使学生互相帮助，让每一个孩子都体验
到成功的喜悦 。
5. Fill in the blanks and help Laura and Daming to make pen friends.
Laura: Hello. I’m Laura ._______________?
Daming: My name is__________.
Laura: Pleased to meet you!
Daming :_____________________, too.
Laura: ______you be my pen friend?
Daming : Yes, of course. This is my address. Here you are!
Laura: Thank you! This is my_________. Here you are.
Daming : Thank you!
Laura: We are pen friends now.
Read the dialogue and practice in pairs.
【设计意图】通过完成对话和读对话，让学生在不知不觉中掌握交笔友的方法。
Step6 : Development
1. T: Look at the screen! This is my calling card.
Name: Lu Fang
Age: 42
Address: Xingxing Primary School
I can write an email, dance and play table tennis.
My name is Lu Fang This is my address---- Xingxing Primary School. This
is my email. And I can write an email, dance and play table tennis.
T: Please make your own calling cards now. (课前将表格发给每一位学生。)

Name:

Age:

Address:
I can „.



2.教师在课前要做好自己的几张名片，要求漂亮美观，易于吸引 学生。教师走到
学生中间，选择1名学生谈话，并送出自己美丽的名片并与其交笔友。
T: Hello. I’m Lv Xiaofang. What’s your name?
S1: My name is „
T: Pleased to meet you!
S1:Pleased to meet you, too.
T: Can you be my pen friend?
S1: Yes, of course. This is my address. Here you are!
T: Thank you! This is my address, here you are.
S1: Thank you!
3．让学生去寻找笔友，看哪队最多。
T: Do you want to make pen friends?
Ss: Yes, of course.
T: Let’s have a competition: Which team can make more pen friends, OK?
Now please go to the other team and make your pen friends.
T: Team A. Who has got your pen friend? Show your fen friends’ cards,
please. Let’s count.
T: Team B.
...
T: Team A has pen friends as more as Team B . So you’re both the winners.
【设计意图】在这个活动中，动静交 替，有张有弛，在老师的巧妙引导下，
有一条无形的线始终牵动着他们，不断学到语言知识，提高语言能 力，满足他们
的成就感，学生们轻松愉快的完成了学习任务。
Step6：Summary:
New words: Pleased pli:zd to meet you!见到你很高兴。
address ə’dres 地址
pen friend 笔友
Key points:

Pleased to meet you!
Can you be my fen friend?
I can„.
I can’t „.
--- Can you„?
---Yes, I , I can’t.
Homework
your own beautiful calling card， and then have a competition in
the class.(为自己制作一张的美美的名片来参加班里的名片设计大赛。)
pen friends as more as you can.(交尽可能多的笔友。)
【设计 意图】形式新颖的作业将学习的主动权交到了学生的手里，并延续到课下，
才可能培养持久的兴趣。

Module 5
Unit 2 I can speak French.

【教学目标】：
知识与技能：Who can be your pen friend ? He can speak
French.
过程与方法：直观教学法，表演法，对话法
情感、态度和价值观：讲述能力。 根据自己的兴趣和爱好结交
笔友或网友。
【重点】：能看懂四个人的表述并选自己的笔友 ，英语进行对
话。
【难点】：那四个人的自我介绍
【课时安排】：1课时
【教学过程】：
（一）导入：学生带来自己好友、笔友或网友的照片，向大家介
绍其个人情况。要求学生介绍他们的语言 能力、兴趣爱好和特殊能力
等等。其他学生可以自由提问，例如：
A： This is my pen friend. His name is Hao Xin. He studies
in a middle school. He can speak English very well and he’s
learning French. He likes playing football and swimming
B：Can I write to your friend? We can play football
together.
A：Yes, of course. This is his address.
（二）探究新知：
1. 讲解生词：address , Sydney , Australia , Hong Kong ,
painting , pet , French .
2. 将本课的挂图贴在黑板上，播放录音呈现SB第二单元活动
1。让学生看书听录音，弄清课文大体意思。
3. 录音原文：
Mike :hi ,I’m Mike .i’m eleven and I’m from Sydney .
I like football and swimming .
Yao Tingting : My name is Yao Tingting . I’m form Hong
Kong .i can write emails and stories in English . I like drawing
and playing computer games.
Jim: hello, I’m Jim from London . I’m twelve. I can speak
French and English , of course ! I like music and collecting
stamps.
Linda: Hi ,I’m from san Francisco and my name’s Linda .
I can speak English and Chinese . I like dancing . painting and
I love my pet dog, Alex.

3.放录音，让学生完整地听两遍。问学生：Who can be your pen
friend ? Why ?
让学生读一读书上的文字，说一说这几个人的基本情况。
4. 再放录音，让学生跟读，然后请他们试着脱离课本把这几个
人物的基本情况讲述出来。
5. 两人一组互相问答，运用以下语言：
Who can be your pen friend ?
Linda can .
Why ?
Linda loves her pet dog, and I love my dog , too. Linda is
American and I want to learn English from her .
（三）巩固新知：
Listen, and say, then sing..
For example, ‘speak’ can be a face with a bubble saying
‘How do you do’, ‘write’ can be a picture of a pen and some
words in English and ‘sing’ can be a face with a musical note
in a bubble.
Activity book
Answer a question
Invite the students to come up the front of the class and
encourage the students to ask them questions.
Example
A: Can you play volleyball?
B: No, I can’t;t.
T: (write on board: I can...;t play volleyball.)
A: Can you play football?
B: Yes, I can.
T: (write on board: I can play football.)
（四）作业布置：
（五）小结：本课学习了四个人的不同特性，选择自己的笔友并
说出为什么。
（六）板书设计：

Unit2 I can speak French

Who can be your pen friend ? He can speak French.

（七）课后反思

Module6
Unit1 You've got a letter from New York
教材分析:
本课的故事是在美国的Laura给Amy与Sam写了一张明信片， 想和他们成为
朋友，需要学生掌握的语言功能是如何表达自己有和没有的东西，并询问他人。
一、教学目标
1、知识目标：句型：Have you got„?
比较“and”、”but”的不同用法。
2、能力目标：询问他人拥有的物品。
3、情感目标：善于与人交往，与他人做朋友。
二、教学重、难点
1、利用“and”‘”but”将短句边成长句；
2、询问同学们拥有的物品；
三、课前准备
录音，贴花
四、 教学过程
Step1: warming-up (热身展示）
T：Hello, boys and girls. I’m Candy. What's your name? S: I'm ...
T: Hello, .... S:Hello,...
T: Hello, everyone.
Ss: Hello,....
T: Today,We'll have a lesson together. Before our class I 'll devide you
into four groups,Group
If you are good I'll give you one flower.
If you are very good I'll give you two flowers.
If wonderful, I'll give you three flowers.
（分组，创建竞争机制）
2.热身
T: First let's sing a song together ,OK? Now stand up, please.
(I can speak English.)
3、完成SB的活动5
1) 出示活动5的挂图
2) 让学生Look and say
师先示范:For example,
“I`ve got a TV.”
2再示范“I haven`t got a football.”
3)师叫3位同学上台和老师合作说出图中的例句
师先说I`ve got a TV.
再引导第1位同学说I`ve got a TV too And I `ve got a football.
再引导第2位学生说I haven`t got a football but I`ve got a basketball
再引导第3位学生说I haven`t got abasketball but I`ve got a piano.
4、课件展示letters

老师可以向学生展示一些精美的letters ，吸引学生的注意力，自然引导出
本课内容，同时复习单词“letters”。
——Boys and girls,Look,what are these?
——They are letters.
——Yes,They are some letters.(复习letter letter 信件)
——Are they beautiful? Do you like them?
——Have you got any letters?
In this class,we are going to learn M6.
Step2 lead-in(示范导入）
1、T:Last class,we know Daming and Sam and Amy are good
,Sam and Amy have got a 's from New York. But it’
s not from 's listen to the letter had find
to Sam and Amy?
2、new words:
（1）师手拿kite介绍：
It’s a Chinese kite.
T：I’ve got a Chinese kite and I often fly it in the ’
s difficult for me.
(2)I’m the winner.认读新词，抽小老师领读单词。
Step3: new lesson:
1、Let's listen，find“have gothas got”.
2、let's listen the letter again and circle ”
. 3、listen and repeat,then answer my question.
Where is the letter from?
Is the letter from Daming?
What has Daming got?
4、 Try to read and explain the new words.
五、Practise :
当堂检测
一、 选词填空（ have got has got ）
二、 选词填空 “and” or “but”.
六、Summary:
What have you learned ? 你学到了什么？
七、情感渗透：
A friend is a present which you give is easy to live
when we have many friends.
朋友是你给自己的礼物,朋友多了路好走
T: Have you got a friend? What's your friend's name?
S......
T:I have got three friends. She is Linda,She has got some chopsticks.(学
习单词chopsticks). They're Sara and Judy. They have got some books.(跟
读几遍“have got
（导入重点）
Chant（巩固练习）

T: Look at the chant about
this :got, have got 拍手），first，follow me:got, have got ,I
you, we and they.
T: Let's chant together. OK?
3课堂活动
T: Can you tell me “
S1： I have got... S2: I have got....
T: I have got some chopsticks. Have you got any chopsticks?
S123..: YesNo(多另一个例子也可）
T:Now let's make a dialogue by using these sentence patterns.
(小组自编对话）
T:Show group want to show?
课文导入：
T：what's this?
Ss: postcard
领读postcard，板书，A Postcard
T:I have got a postcard. Today Amy and Daming have got a postcard, It's
from New York.
板书，领读 from New York
领读： A Postcard from New York
一听课文:
T: we know Daming is at New York , but this postcard is not from Daming ,
Let's listen to the letter had find send a postcard to Sam and Amy?
Ss:Laura
二听课文跟读
T:Let's listen ,imitate and find the answers of these two
one..................second one................
Ss: (Answer)
4巩固训练：
T: let's have a name is
The content is
You can use this sentence iewer(记者)：What have
you got ?
interviewee(受访者)：I have
Got.....
You can ask your friend like this:
S1: ......
And write down the name and what has he got in this piece of paper.
5反馈展示
T: Now our show time
You have finished this paper, let's report, e.g. You can report like
this
Who want to show?
（小记者行动，创设情境运用语言）

听课文圈出”and，but
T：we have know has got a Chinese kite板书，贴）and(板书) ....What?
Who can read?
S1:We fly it in a park(师板书，贴）
T：Laura has got some chopsticks,（板书贴） but(板书）........you, please.
S2: They are difficult.（师板书，贴）
AND means并且” but means‘但是“
T：let's listen the letter again and circle ”
练习
T：Let our practice .look at this girl ,let's write a letter and be her
friend. Please finish his letter.
T: Who want to show your letter for us.
6提升总结
T: A friend is a present which you give yourself. Let's listen to the
music and enjoy some pictures about friend.
T: Let's sum up what we have learned today.
7 作业
T：today's homework.
Ok ,so much for today, class is over

板书设计

Module 6 Unit 1

You’ve got a letter from New York.
Daming has got a Chinese kite and we fly it in the park.

I’ve got some chopsticks but they are difficult.

Module6
Unit2 I’ve got a stamp from China.
教学目标
知识目标：I’ve got a knife and fork and chopsticks .
I’ve got some stamps from China but I haven’t got any stamps
from Canada .
能力目标：谈论个人所拥有的物品等。
教学重点难点
重点：运用句型：“sb. have ( has ) got …”谈论个人所拥有的物品。
难点：了解流利朗读句子的重音。
教学准备
PPT
教学过程
一、复习：
针对上一篇课文内容提问：
Where is the postcard from ? What has Laura got ? Can Laura use
them ?
What has Daming got ? Does Laura want to visit China ?
What does Laura want to send Sam and Amy ?
二、任务呈现与课文导入：

1、让学生说出I’ve got a 老师提问：What has he got ?
三、课文教学：
1、用挂图和录音呈现SB第二单元活动1的内容。老师提出问题：
Has the girl got a knife and fork or chopsticks ?
Has the boy got a Chinese kite or a Japanese kite ?
Has the girl got a book about America or a book about China ?
Has the boy got stamps from China or stamps from Canada ?
How do you know ?
2、录音原文：
Boy : Have you got a knife and fork or chopsticks ?
Girl : I’ve got a knife and fork and chopsticks .
Girl : Have you got a Chinese or a Japanese kite ?
Boy : I’ve got a Chinese kite and a Japanese kite .
Boy : Have you got a book about America or a book about China ?
Girl : I’ve got a book about America and I’ve got a book about China .
Girl : have you got stamps from China or stamps from Canada ?
Boy : I’ve got some stamps from China but I haven’t got any stamps
from Canada .
3、 再放录音，让学生看图听。跟录音朗读。练习几遍后，两人一组展开对话。
四、巩固练习：
1、对SB第二单元活动5的游戏进行扩展练习。
2、完成运用任务4。

3、完成AB第二单元练习1。
五、课文学习：
1、学习SB第二单元活动4的韵诗。
先放录音，让学生听韵诗，从整体上把握韵诗的大意和节奏。然后请学生一句
一句的跟读 ，老师一行一行的向学生讲解韵诗的意思。
2、注意这首诗的韵律。
六、课后作业：

一、教材分析：

本模块是《新标准英语》第七册的第七模块，主题是 “Animal
facts”。它是以学生喜欢的话题“动物习性”为主要教学内容。 Unit
1中出现的重点句型有：Pandas eat for twelve hours a day. They
love bamboo. Do snakes like music? 相关的词汇有：believe, lucky,
bamboo. CD-ROM, copy, fantastic。我将本单元内容设计为本模块
的第一课时。本课时为新知识的呈现。

二、教学重点和难点、重点：

1、掌握以下四会词：lucky, CD-ROM, copy, snake, music

2、学生能够熟练掌握一般现在时态的句子，如：Grandma gives
Daming a present. Do snakes like music? Does...like...?


难点：通过本模块的学习，学生能用英语向他人 描述某些动物
的生活习性，以及能向他人询问动物的生活习性。能将语言内容转化
为实际交际。

三、教学目标

a、认知目标：
（1）100%的学生能够掌握以下单词：believe,lucky, bamboo,
CD- ROM, copy, fantastic .

（2）100%的学生能够掌握句型：Do„ like„? Does...like...?

b、能力目标：

通过本模块的学习，学生能用英语向他人描述某些动物的生活习性，以及能向他人询问动物的生活习性。能将语言内容转化为实际交
际。

c、情感目标：

1、通过动物单词、句型的学习以及情景教学，激发学生爱 护动
物，热爱大自然，热爱生活的美好情感。鼓励学生通过各种途径了解
更多动物的生活习性。

2、培养学生对英语学习的兴趣。培养学生大胆开口、积极合作、
主动学习，参与语 言交际的能力和团结合作能力。

d、语用目标：

百分之百的学生能用Do„ like„? Does...like...?
ItTheyHeShe...来询问介绍他人以及动物的爱好和习性，为他们
的交友和饲养小动物 提供信息资料。

四、教法和学法

在教学中，我采用“真实运用任 务教学法”、“活动性教学法”
和“创设情景教学法”来完成教学任务。利用小道具，进行小组对话，< br>全班问答。借助动作、手势加以解释，帮助学生对句子意思有更形象
的理解。为充分激发学生的学 习兴趣，我为本单元设计的任务是：为
你最喜爱的动物做一张名片。

五、Teaching procedure:

一、Greetings:


T： Pleased to meet you, boys and girls.

Ss: Pleased to meet you, Penny.

T: I will divide all of you into two groups.

One is fantastic, another is you

answer my question is right,I will give you a .

T: Pleased to meet you,fantastic.

Ss: Pleased to meet you, Penny.

Pleased to meet you,lucky.

Ss: Pleased to meet you, Penny.

（ 营造活跃轻松的课前气氛，培养他们对英语的兴趣，使学生带着积
极和活跃的心态投入课堂中）

二、Warm up:

T:Do you like animals? Ss: Yes, I do.

T:Who can guess what's my favourite animal?

T: They are fat.

S1:elephants? S2:tiger? S3:lion?

T:No,they love bamboo.

Ss: Pandas.

Module7 Unit1 I don’t believe.

（猜出熊猫，怀着初步信心跨入门槛，初步品尝到成功的喜悦。）

T:Yes,boys and girls,you are so clever. my favourite animal is
panda.

There is a view, let's share!(播放视频)


T:I like panda,so I make a name card for it. Let's look at
it.(ppt)


T：What is your favourite animal?After learning this
lesson,showing your favourite animal's name card to us.

(此处采用任 务教学法，在新授之前将本课的任务提前告知学生，学
生就可以带着任务，目标进行学习，以便学生更好 地掌握知识，运用
知识。)

个别学生在接受任务时可能比较吃力，没有完全理解。

T:We all like animals.

Let's play a game:I'll show you some you know it,

please stand up quickly and say it out loudly. Are you ready?

T:Ok,all of you have done a good job.