六年级英语人教版教案

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六年级英语人教版教案


【篇一:新人教版六年级上册英语教案】

unit 3 my weekend plan

单元教学目标

能力目标

1、学习用一般将来时询问何时、何处、将要做什么的特殊问句及其
回答:what are you going to do tomorrow? i’m going to have
an art lesson. we’re going to draw some pictures in renmin
park. where are you going? we’re going to the cinema. when
are you going?

2、能掌握四会单词或词组:visit, film, see a film, trip, take a trip,
supermarket, evening, tonight, tomorrow, next week,
dictionary, comic, comic book, word, word book, postcard.

3、能听、说、认读单词或词组:lesson, space, travel, half, price,
mid-autumn festival, together, get together, mooncake, poem,
moon.

4、能够用英文拟定周末计划。

5、能正确读出多音节词。

6、会唱歌曲《what are you going to do?》

知识目标

1、 能听懂、会说part a、b中let’s talk, let’s learn中呈现的对话,
并能在实际情境中得以运用。

2、能听、说、认读三会单词或词组:lesson, space, travel, half,
price, mid-autumn festival, together, get together, mooncake,
poem, moon。掌握四会单词或词组:visit, film, see a film, trip,
take a trip, supermarket, evening, tonight, tomorrow, next week,
dictionary, comic, comic book, word, word book, postcard。

3、理解read and write、let’s check、let’s wrap it up、story
time部分的内容,会唱歌曲《what are you going to do?》。

情感目标

1、培养学生合理安排自己的学习和生活的能力 。培养学生从小树立
远大理想并为之努力的思想意识。

2、通过唱歌,提高学生的审美情趣。

课时划分

6课时


第一课时 a、let’s learn a、make a plan

第二课时 a、let’s trya、let’s talk

第三课时 a、let’s learn b、role-play

第四课时 b、let’s tryb、let’s talk

第五课时 b、read and write b、tips for pronunciation

第六课时 b、let’s check b、let’s wrap it up c、story time

重点句型点拨

1、what are you going to do tomorrow?

明天你打算做什么?

2、i’m going to have an art lesson.

我打算去上一节美术课。

3、we’re going to draw some pictures in renmin park.

我们打算去人民公园画画。

4、have a good time.

过得愉快。

5、i have to do my homework now.

我现在必须做作业。

6、my cousin jack is going to visit me next week.

我的表兄杰克下周要来看我。

7、where are you going?

你们打算去哪儿?

8、we’re going to see a film about space travel!

我们要去看场太空旅行的电影!

9、i have lots of comic books about space.

我有很多有关太空的连环画册。

10、when are you going?

你们什么时候去?

11、why not go on tuesday? it’s half price then!

为什么不星期二去?那天半价!

12、my family are going to get together and have a big dinner.

我的家人将聚在一起吃顿团圆饭。

13、my grandma will tell us a story about chang’e.

我的奶奶将给我们讲嫦娥的故事。

14、please don’t disturb me.

请不要打断我。


15、how can you learn to swim without going to a pool?

不去游泳池你怎么学游泳?

16、i’m afraid of water.

我怕水。

17、just jump in! catch this. practise and you will learn.

只要跳下去!抓住它,多练习你就能学会。

18、we should always remember:“learn by doing.”

我们要记住:“做中学。”

语法点拨

be going to 的用法

一、be going to的一般用法

1、be going to是一种固定结构,其后要接动词原形,用来表示按
计划或安排要发生的动作,有时也可 以表示推测将要或肯定会发生
的动作,有“准备”“打算”的意思。含有be going to结构的句子中往
往有表示将来的时间状语。例如:

we are going to swim this afternoon.今天下午我们打算去游泳。
(安排)

look at the black clouds. it’s going to rain.看那些乌云,快要下
雨了。(推测)

2、be going to在肯定句中的形式。be going to结构中的助动词
be很少用原形,它一般有三种形式,即:am, is, are。当主语是i< br>时用am;当主语是第三人称单数时用is;当主语是其他人称时用
are。例如: i am going to buy a present for my mum tomorrow.

明天我要给我的母亲买礼物。

she is going to see mr wang this afternoon.

她打算今天下午去看望王先生。

3、be going to的句子变否定句和一般疑问句。be going to的否定
句和一般疑问句的构成是在be(am, is, are)的后面加上not就构
成了否定句;把be(am, is, are)放到句首,在句末加问 号就构成
了一般疑问句,其答语为:yes,主语+,主语
+isn’taren’, i’m not.

二、be going to的特殊用法

1、在非正式语体中,要表示意图、打算时,一般多用将来时be
going to,而不用will.如: i’m going to go swimming this
afternoon.我打算今天下午去游泳。


但是,表示在说话时决定好去做某事时,我们一般多用will,而不
常用be going to。

2、be going to替代现在进行时。有时在句中有表示将来时间的词
语的情况下,指将来的be going to可以和现在进行时互换,作用和
意义相同。如:

she’s having dinner with amy tomorrow evening.

she’s going to have dinner with amy tomorrow evening.

明天晚上她要和艾米一吃吃饭。

教学设计

第一课时

课时目标

1、能够听、说、读、写本课时主要单词或词组:visit, film, see a
film, trip, take a trip, supermarket, evening, tonight, tomorrow,
next week.

2、能够听、说、认读句子:what are you going to do today? i’m
going to ? 并能在实际情境中正确使用。

3、会唱歌曲《what are you going to do?》。

教学重难点

1、重点:学习单词或词组:visit, film, see a film, trip, take a trip,
supermarket, evening, tonight, tomorrow, next week,学习句子:
what are you going to do today? i’m going to ?

2、难点:识记单词supermarket。

教学过程

一、热身(warm-up)

1、师生问好。

2、 sing the song: how do you get there?

二、复习(revision)

1、let’s do:(四年级下册unit 2)

it’s time for breakfast.

let’s drink some milk.

it’s time for lunch.

let’s have some chicken.

it’s time for dinner.

let’s eat some rice.

it’s time for pe class.

let’s jump and run.

it’s time for english class.


let’s read and write.

it’s time for music class.

let’s sing and dance.

2、活动:我演你说

活动方式:教师事先在纸条上写下一些动作词或词组,如:sing,
dance, swim, cook, watch tv, read a book, wash my clothes,
clean the vegetables, draw pictures, do some kung fu。每组派
上一名表演能力比较强的学生,抽取纸条,并将纸条内容用肢 体语
言表现出来给同组的学生猜。在规定时间内猜中数量多的组获胜。

三、新课呈现(presentation)

1、教学单词:visit, film和词组:visit my grandparents, see a
film

(1)教学单词:visit和词组:visit my grandparents

t:today i’m going to have three english classes. after school
i’m going to do some shopping. tonight i’m

going to visit my grandparents. they are very old.板书:visit
my grandparents,带读并拼读记忆单词visit,然后带领学生用升
降调读词组visit my grandparents,最后用two by two的形式,
即同桌一起站起来用升降调读单词。

(2)教学单词:film和词组:see a film

教师出示一张电影票说:tomorrow i’m going to see a film.板书:
see a film,拼读记忆film。然后教师将电影票传给一位学生说:
see a film,这位学生将电影票继续传给下一位学生,边传也要边说:
see a film。以此类推,边说词组边传电影票。

2、教学单词:trip, supermarket和词组:take a trip, go to the
supermarket

(1)教学单词:trip和词组:take a trip

教师背上背包,对学生说:i’m going to take a trip with my
family on saturday. i’m going to see the mountains and flowers.
板书:take a trip,拼读记忆trip。

游戏:摇头晃脑

活动方式:一位学生站起来说词组take a trip,说完之后,如果将
头点向坐在前面的同学, 则由坐在前面的那位同学接着说词组;如
果将头点向旁边的同学,则由旁边那位同学说词组。以此类推说 词
组。

(2)教学单词:supermarket和词组:go to the supermarket


教师出示超市的图片问:what’s this?学生回答后教师说:yes, it’s
supermarket. we can buy many things in it.板书:supermarket,
告诉学生这是一个多 音节的单词,然后引导学生分音节记忆单词:
su-per-mar-ket。 教师出示超市的购物袋说:let’s go to the
supermarket.板书:go to the supermarket,然后边传购物袋边说
词组:go to the supermarket。

3、教学单词:evening, tonight, tomorrow和词组next week

(1)教学单词:evening, tonight

教师先拿出一个红色的圆纸片代表太阳,先由低到高,再由高到低
缓慢地移动太阳,边移动边说:morning-noon- afternoon,板书:
morning afternoon。然后教师拿出一个月牙型的白纸片代表月亮,
边移动边说:evening- night。板书:evening-night,告诉学生:
evening往往指下班后进入天黑及 以后的一段时间,即可以举行大
型公众party或活动的时段。而night往往是夜深以后的个人或 家庭
活动时段。

拼读记忆单词evening和night,告诉学生:“今天早晨”在英语中
用“this morning”表示,引导学生说:this afternoon, this
evening, 提醒学生night不能用this,而是用tonight,板书:
tonight,让学生拼读记忆 tonight。

(2)教学单词:tomorrow和词组next week

t:today is monday. tomorrow is tuesday.板书:tom orrow,让
学生说说“tomorrow”的意思,全班拼读记忆tomorrow。

教师板书:week,让学生试读单词,告诉学生:week是“周”的意
思。补充板书成:next week,让学生试读词组,并说说意思。

4、教学句子:what are you going to do today? i’m going to ?

t: i’m going to visit my grandparents. what are you going to do?

s1:i’m going to sing english songs. what are you going to do?

s2:i’m going to draw cartoons. what are you going to do?

?

板书:what are you going to do today? i’m going to ?

5、教学a. let’s learn

(1)教师播放“a. let’s learn”的课文视频,学生整体感知课文内容。

(2)教师再次播放课文视频,每句后暂停,学生跟读。

四、巩固与拓展(consolidation and extension)

1、教学let’s sing: what are you going to do?

(1)教师播放歌曲录音,学生静听。


(2)再次播放歌曲录音,让学生小声跟唱,体会歌曲的节奏。

(3)继续播放歌曲录音,让学生大声跟唱。

(4)让学生配上动作边表演边唱。

2、活动:“月光宝盒”

活动方式:教师出示事先准备好的两个盒子:标有“a ctivity”的盒子
里有一些活动类的词组,如:visit my grandparents, see a film,
take a trip, go to the supermarket, play basketball, read a book,
watch tv, wash my clothes;标有“time”的盒子里有一些时间类的单
词或词组,如:this morning, this afternoon, this evening,
tonight, tomorrow, next week。请上一位学生在两个盒子里分别抽
出一张纸条,全班齐问:what

are you going to do?请上来的学生要根据纸条的内容回答:i’m
going to ?

3、教学a. make a plan

活动方式:学生利用书上的表格,独立制定周末计划,然后两人一
组进行对话。如:

a. what are you going to do this morning?

b. i’m going to visit my grandparents.

c. what are you going to do this afternoon?

d. i’m going to see a film.

?

五、家庭作业(homework)

1、听录音,跟读对话。

2、用今天所学的句型,向家人、朋友介绍周末计划。

3、完成活动手册配套练习。

板书设计

教学反思

第二课时

课时目标

1、复习单词或词组:visit, film, see a film, trip, take a trip,
supermarket, evening, tonight, tomorrow, next week.

2、能听、说、读写句子:what are you going to do tomorrow?
i’m going to have an art lesson. we’re going to draw some
pictures in renmin park.

3、能听、说、认读单词:lesson和句子:sounds great! have a
good time! i have to do my homework now. 教学重难点


1、重点:学生句子what are you going to do tomorrow? i’m
going to have an art lesson. we’re going to draw some pictures
in renmin park.

2、难点:掌握一般将来时的句式特点并能正确运用。

教学过程

一、热身(warm-up)

1、 师生问候。

2、sing the song: what are you going to do?

二、复习(revision)

1、复习单词或词组:visit, film, see a film, trip, take a trip,
supermarket, evening, tonight, tomorrow, next week。教师出示
单词卡片,抽读这些单词或词组。

2、say the chant:

学生边说边做动作:

see, see, see a film.

take, take ,take a trip.

visit, visit, visit my grandparents.

go, go, go to the supermarket.

wash, wash, wash my clothes.

draw, draw, draw some pictures.

do, do, do my homework.

go, go, go for a picnic.

3、活动:我演你猜

活动方式:教师事先写好一些活动类的词组,如see a film, take a
trip, go to the supermarket。每组派上

【篇二:2014新版pep人教版六年级下册英语全册教
案】


第一课时

section a let’s learn do a survey and reportp5

learning aims(学习目标)

1.掌握四会单词:younger, older, taller, shorter, longer。

2.能认读句型:how tall are you ? i‘m ‘re older
than me.. important difficult points(重难点)

重点:掌握形容词比较级的构成。

难点是;how tall are you ? i‘m ‘re shorter than
me..的理解和运用。 考点


step1 : 预习温故(用时5分钟)

请正确读出下列单词,并说出它们的汉语意思(展开小组比赛,看谁
记的短语多)

____________3. tall____________

5. long______6. thin______ 7. how many______8. how
old______

step 2. 新课内容展示(用时15分钟)

1. 请两个孩子到讲台上t:how old are you?

s1: i‘m 11years old. t: you are young. (板书young)

s2: i‘m 12 years old. t: you are young, too.

t: who is younger? s1: i‘m younger(板书younger)

t: who is older? s2: i‘m older.(板书old_older)

t: yes, s1 is younger than s2.s2 is older than s1.

t: say i‘m tall.(做手势) s1: i‘m tall.s2: i‘m tall,too (板书tall)

t: who is taller? who is shorter? ss:s1 is taller , s2 is shorter.

老师再拿两把长短不一的直尺教会longer, shorter,than.

2. 使用准备好的单词卡片巩固新单词和学习meter。

eg: one meter, two meters, 1.61 meters, 4.76meters

3. t:how tall are you? s:i‘m … t: help the students to answer :
i‘m …meters. t:say a is taller than b. b is shorter than a.

unit 1how tall are you?

4. 小组反复操练以上句型。

5. let‘s learn page 5. 听录音,仿读单词和对话

step 3. 合作交流,师生共建(用时10分钟)

1. 领读let‘s learn 中的句子。并纠正读音。

2. t:how tall is zhang peng? s:he is 1.61 meters.

t:who is older zhang peng or john? s: zhang peng.

t: zhang peng is taller and older than john.

3.灵活运用所学单词句子。

step 4. 达标检测(用时5分钟)

一、.读单词,选图片。(多 选)

二.按要求写单词。 1._____2. _____3. _____

1.写出下列词的比较级。

young _____ short ______ tall ________ old ______

long______ nice _______ fine________

(复数)______ foot (复数)______mouse (复数)______

三、 情景会话:根据情景选择句子。


( ) 1. 我有1.61米高可以说:

a.i am 1.61 meters. b. i am 1.61 meter .

( ) 2. 你比我大,可以说:

a. you are old than me. b. you are older than me.

( ) 3. 你比我矮,可以说:

a. you are shorter than me. b. you are short than me. 四、 找出
Ⅱ栏中与Ⅰ栏中相对应的答语,把标号填入提前括号。

( ) 1. how are you? a.i have fifteen..

( ) 2. how tall are you ?b. i‘m 15 years old.

( ) 3. how old are you ? c. i‘m fine.

( ) 4. how many books do you have? d. i‘m 1.49 meters.

step 5.作业布置

1. 课后默写younger, older, taller, shorter, longer, thinner
than ,meter

2. 课后背诵p5 let’s learn

板书设计 unit 1how tall are you?

let’s learn do a survey and report p5

youngeroldertaller

shorter longer

how tall are you ?

i‘m 1.61meters.

you‘re older than me.

教学反思:

第二课时section a let’s try let’s talk p4

一、教学目标与要求

1、能听懂、会说单词:hall, metermetre ,than, both

how tall is it? maybe 4 meters. that‘s the tallest dinosaur in
this hall. it‘s taller than both of us together .并能在情景中运用。

2.能听懂let‘s try,并完成任务。

二、教学重难点

能听懂、会说that‘s the tallest dinosaur in this hall. it‘s taller
than both of us together . how tall are you ? i‘m 1.65cmeters.
并能在情景中运用。

考点:

step1 : 预习温故(用时6分钟)

读一读,译一译;


r_______ _______
_______r_______

_______ur_______7.
first______________

t: how tall are you? ss: i‘m…meters.

t: who is taller? s: i‘m taller than… s: i‘m shorter than…

step 2. 新课内容展示(用时18分钟)

1. let‘s try:listen to the tape and circle

1. )the first dinosaur eats____ . a. vegetables b. meat

2. )the_____ dinosaur is taller. a. first b. second

2.教读板书下列单词和重点句子:dinosaur , that‘s the tallest
dinosaur in this hall. it‘s taller than both of us together .

how tall are you ? i‘m 1.65cmeters.

3. let‘s learn page 5. 听录音,分角色读对话

4 .ask the students to read the dialogue 4times.

t: what are zhang peng and mike talking about?

s: they are talking about the dinosaurs.

t: how tall is zhang peng ?

s:he is 1.65 meters.

t: who is taller,zhang peng or the small dinosaur?

s: zhang peng.

5.请学生翻译重点句子并做好笔记,全班齐读对话。

step 3. 合作交流,师生共建(用时6分钟)

1.分角色表演对话。灵活运用所学单词句子造句。

提示:tallest 是tall的最高级。more 是many的比较级。

step 4. 达标检测(用时8分钟)

一、根据汉语提示选一选,填一填。

1.那是这个厅里最高的恐龙that‘s the______( tallest, taller)
dinosaur in this hall.

2.它比我两加起来还高。it‘s _____( tall, taller) than both of us
together.

3.你有多高? how _____( taller, tall) are you?

4. 我身高1.65米。i‘m 1.65 _____( meter, meters)

二、读一读,选一选

1. that‘s the tallest dinosaur in this hall.a. 我身高1.65米。

2. it‘s taller than both of us together.b.你有多高?

3. how tall are you?c.那是这个厅里最高的恐龙。


4. i‘m 1.65 meters. d.它比我两加起来还高。

三、选一选,填一填,译一译

1. peter is _____(taller ,tall) than chen jie.

2. the maths teacher is_____(old, older)than the chinese
teacher.

3. the _____ (old, older)teacher likes playing football.

4. the ruler is______ ( shorter , short).

5. the yellow pencil is ______(shorter, short) than the red one.

step 5.作业布置

1. 给父母,伙伴读读let‘s talk,背诵.

板书设计:unit 1how tall are you?

let‘s try let‘s talk p4

1. that‘s the tallest dinosaur in this hall.

2. it‘s taller than both of us together .

3.h ow tall are you ? i‘m 1.65cmeters.

_ taller__tallest many_ more_most

教学反思:

第三课时section b let’s learn match and sayp7

learning aims(学习目标)

1.掌握四会单词:thinner, heavier, bigger, smaller, stronger。

2.能认读句型:how heavy are you ? i‘m 52 kilograms. you‘re
heavier than me.. important difficult points(重难点)

重点掌握5个形容词比较级的构成。

难点是对新句型 how heavy are you ? i‘m 52 kilograms. you‘re
heavier than me. .的理解和运用。

考点:

step1 : 预习温故(用时5分钟)

一、读一读,口译

1. that‘s the tallest dinosaur in this hall. 2. it‘s taller than both
of us together.

3. how tall are you? 4. i‘m 1.65 meters.

【篇三:2014新版六年级英语上册教学设计】


基于课程标准的教学设计

unit1 how can i get there?第一课时教学设计

能认读所学词语;能根据拼读的规律,读出简单的 单词;知道要根
据单词的音、形、义来学习单词;能根据图片、词语或例句的提示,

写出简短的语句。能借助录音、图片、听懂简单的话语或录音材
料;;能在口头表达中做到发音清楚 ,语调基本达意; 教材分析

第一单元围绕“how can i get there? ”即问路与指路话题展开。问路
和指路是学生比较感兴趣的话题。此话题学生在实际生活中使用较
广,且与生活联系十分紧密。六年级的学生已经掌握了一些关于生
活与学习场所等地点名词的词汇和常 见的方位介词,介词短语等的
表达,本课时主要又学习5个地点名词:science museum, post
office, bookstore, cinema, hospital。单词都是学生熟知的地点名
词,学习起来贴近生活,易产生学习兴趣。通过 where is the … ?
it’s next to the…练习并运用这些单词。 学情分析

六年级学生对英语学习兴趣整体有所下降,两极分化比较严重。所
以本学 期应做好后进生的转化工作。激发学生学习英语的兴趣,培
养他们学习英语的积极态度,使他们初步建立 学习英语的自信心,
养学生具有一定的语感和良好的语音、语调、书写基础,以及良好
的学习习 惯,

使他们初步具备用英语进行简单日常交流的能力。同时培养学生的
观察、记忆 、思维、想象和创造能力。教师在教学过程中应强调语
言的综合运用,注意学生能力的培养,突出对学生 学习兴趣

的激发,重视知识的灵活扩展,真正将英语教学的目标落实到实处。
评价任务

1.对所学词汇能正确地读的合格率达85%,理解率达85%。

2.互相关注、关照、倾听,小组合作责任分工和学习目标明确。

3.学生主动参与面不低于85%,关注身边的学生,不同层面的学生
均有操练或展示机会。

4. 积极主动地完成学习任务,有良好的听、说、读、写等学习习惯。

5.学生经过本节课的学习后,听说读写或其他能力中的某一项或多
项有所提高。 学习目标

1.我能借助读音规则,结合音、形、义和字母组合发音,听、说、
读、写四会单词science museum, post office, bookstore,
cinema, hospital,能读懂句子where is the … ? it’s next to the ….
并能在情景中运用,达到语音清晰,语调自然。(重点)

2.我会借助简单的地图,模仿范例写句子,达到书写规范,格式正
确。(难点) 学习过程: step 1:warm-up

1. greeting.

2. everyday english :knowledge is power.(知识就是力量。)


3. introduce every group name and evaluation system(介绍组
名和评价机制) 4. show the learning aims.

5. let’s review.(通过提示写出nex t的同类词,复习三年级下册和
五年级上册学过的单词:in,on,under,behind,in front of。
教师利用多媒体课件出示地点,学生操练句子:where is the … ?
it’s next to the ….) step 2:pre-task stage

let’s learn

using the pictures to lead out the key words and sentences
pattern of this lesson.(通过图片和熟知的句子,师生以问答的方式
引出本节课的生词和重点句子)

1. 教师请两名学生扮演机器人,并问其他学生:what are they?学
生回答:they are robots. 教师:right! robots, robots, go to the
science museum and look at some robots.教师用多媒体课件展
示科学博物馆的单词和图片,教读science museum,可采用分步合
读的方法提醒学生注意science museum 的发音。教师板书词组
science museum, 并分解读音指导学生练习书写词组,如:
science museum。

4. 教师请一名学生装作生病的样子,说:he is ill. where should
he go?根据学生的回答出示词卡片hospital,让学生根据音节hos-
pi-tal及读音规律 读单词,拼单词。教师板书该单词,并给学生几分
钟时间拼读单词,最后请几位学生尝试脱离书本拼读单 词。

5. 教师在黑板画一个框,将hospital, post office, bookstore,
cinema, science museum, zoo, park, library, school等单词卡反
面朝外贴在黑板上作为地图,教师翻开其中一张卡片说:guess!
what is it?当有人猜出是电影院时,教师教单词cinema。可用拆分
法来教,如:cin- ema。教师示范朗读,学生跟读并拼写该单词。教
师指着卡片问学生:where is the cinema?教师翻开旁边书店的卡
片,帮助学生回答:it’s next to the bookstore.

6. 教师继续利用卡片反复操练句型:where is ...?it’s ... step 3:
while-task stage

the words after the tape. after the teacher.

with your partner and recite the words the
pictures to practice the 4: post-task stage

a map and talk.

a: there is a pet hospital in my city. b: where is it? a: it’s near
the park.


using the map to make a new dialogue. ①talk about with your
partner. a:there is a …in my city .

b:where is it?

a:it’s nextonearbehindin front of…. ② show in class.

the new dialogue on the exercise-book and show. step
5:.sum up

这节课我学会的短语: 这节课我学会用句型: step6:.homework

you can recite the words, please write once from memory.
you can get 3 you can’t, please copy the words three
can get 2 about “where is xinhua
bookstore?” with your partner and write the dialogue on your
exercise-book, you can get 5 stars. writing design:

unit 1 how can i get there?part a let’s learn

science museum post office

where is the bookstore ?

cinema hospital

it’s next to the bookstore. reflection after class:

基于课程标准的教学设计

(六年级英语上册)

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