最后一头战象-福鼎一中

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Lesson1：At the Airport

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

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Li Ming goes to Canada and what happens?
(Please read part 1 and part 2 silently)
T: Can you find some questions about our text?
分小组（Question Team and Answer Team）
Q: 1. When will Li Ming arrive?
2. When will Li Ming go home?
3. How long will Li Ming be in Canada?
4. How does Li Ming feel after the trip?
5. Where are Danny and Jenny now?(讲airport)
S: They are at the airport.
T: Yes! What’s this? This is an airport(机场图片). Try to read “port”. sport short horn
T: What about other questions? Let’s go on.
(学生继续提问并回答)
What time will Li Ming’s plane arrive?
S: At five o’clock.
T: Good. (出示一个表示5点的钟表) What time is it? It’s five o’clock，Yes, we know
the time from the clock.
T: What’s this?
S: This is a clock.
T：Clock! ck k (板书)
（chain drills）
T: What time is it?
S: It’s eight o’clock ten o’clock twelve o’clock. nine o’clock.
T: What time is it now?
S: It’s half past four.
T: half(做手势) past four.（板书）
T: What time do you get up?（示）
S: At half past six.
T：Yes, we usually get up at half past six.
S1: What time do you go to school?
S2: At half past seven.
S3: What time do you go home?
S4: At half past eleven.( in pairs)
S5: What time do you have supper?

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S6: I have supper at six fifteen.
T: At six fifteen? Can you show us with this clock?
(让学生来用手拨表)
T: Good. Look! It is 6:15.
T:（教师用手来拨）What time is it?
S: At four forty-five five fifteen.
T: (game：What time is it?) 出示多组电子表,让学生来问答。
T: Does Li Ming come out at four forty-five?
S: No.
T: What about five fifteen?
S: No.
T: So at that time, how does Danny feel?
引导学生说出 DANNY is bored or worried.
T: Why does Danny feel bored and worried? (Let’s listen and imitate.)
(After listening)
T: Why does Danny feel bored and worried?
S: He always asks the time like “ What time is it?”
T: Good! Can you read picture 1 2 3 with your partner? (鼓励学生带着Jenny 和
Danny的感情色彩试读句子)
T: OK. Each of you did a good job. Li Ming's plane will arrive at five o’clock. Why
he didn’t come out until five fifteen? Do you know? Who knows?
S: 学生用英语表达的各种猜测。
T: Well, (出示图片)学生看大屏幕Let’s see what happens.
S: Get off the his his passport to the custom...
T: Oh, Li Ming comes out! How do Danny and Jenny feel?
S: They feel happy.
T: OK. Let’s read p4-p6 together.
T: Does Li Ming have a good trip?
S: Yes, Li Ming has a good trip.
T: How does Li Ming feel after the trip?
S: He feels tired.
T: Good. Let’s see part 3 and answer the questions.
(学生做练习，写出答案)
T: Let’s check your answer(学生之间一问一答)

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T: Let’s see Part2. What time is it in Beijing?
S: It’s one o’clock in the afternoon in Beijing.
T: Yes. So p.m means “ in the afternoon”and what does a.m. mean?
S: In the morning.
T: Good. What time is it in Ottawa?
S: It’s one o’clock in the morning in Ottawa.
T: OK. From these two clocks we know “At the same time, different countries have
different times, we call it “Jetlag” (学生跟读单词). After class, you can finish next
two clocks. OK?
S: OK.
3. Task
T: Yes, this is Jetlag. The world we live is big. Different countries have different times,
but we always say that the world is too small. We have modern transport, such as high
speed train or plane. Many people go on a trip by plane.
If your friends come to visit you by plane, you will meet them at the airport. Can you
make up a dialogue at the airport?
4. Group work ---- Dialogue show.
5. Class over.

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

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Lesson 2：Jenny’s House

教材分析
本节课是冀教版六年级上册Unit 1 Lesson 2 My Ho use的容。学生已学过一
些房间的名称。这一课主要是围绕Jenny家里的各类房间，如study , kitchen，living
room，bedroom and bathroom及一些常见的生活用品和家具toilet，fridge，TV, sofa,
table, bed等展开的话题。这些东西都是学生们非常熟悉而且和我们生活息息相
关的，学生也会乐于学。
教学策略
本节课是新授课，我的设计主要的特点是以任务为依托，以活动为手段，通
过各种有趣的游戏帮助学生将枯燥、抽象的语言变得生动，激发学生学习英语的
兴趣和愿望，让 学生在感知、体验、参与中获取知识，形成能力。
教学目标
1. 语言知识：
（1）词汇：house，kitchen，study，toilet，floor
（2）句型：There be句型
2. 语言技能：
（1）能正确运用所学的单词，对房子进行简单描述。
（2）能运用所学的知识去询问别人，和别人交谈有关房子的知识。
3. 情感态度：
培养学生对家的热爱
教学重难点
重点：能运用There be句型进行简单的描述。
难点：综合运用语言来介绍自己的房子。
教学过程
Warm up
Free talk.
S: Where do you live?
T: I live in an apartment.
T：I think many Chinese people live in an apartment, but also many people live in
houses. Now let’s see some beautiful houses.
New Concepts
T: Look at this house. It’s a lovely house. Can you guess whose house it is?
S: It’s Jenny’s house.
T: Bingo. Write house on the blackboard, teach the pronunciation of “au” . Show the

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

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S: I can sit on the sofaread the newspaperplay checkers with my fathertalk with my
friends on the phone…
T: There is another name of living room. We call it sitting room. They are the same.
T: Let’s go on. Which room do you want to go?
S: I want to go to room 3.
T: (PPT) A bathroom. The weather is so hot. I need to take a bath in the…
S: Bathroom.
（拓展：take a bath 和take a shower 的区别，用图展示bathtub 和shower）
T: Do you like to take a bath or take a shower? What else do we need in the bathroom?
We need it everyday, so it is a toilet (pay more attention about the pronunciation )
Practice toilet one by one.
T: Guess, which room is it? Your mother always cooks there.
S: It is kitchen. (write ki and chen on the blackboard then write t, tell students t is
silent )
T: Who cooks in the kitchen?
S: My mother or my father.
T: What’s in the kitchen?
S: There is a potfrying panfloureggsmilkbutter…
T: Look, what is it? There are many books in it.(show ppt用猜图片的方式，遮住一
部分，让学生猜study)
T: Right. It is the study.
Chant: (齐说)Study, study, what’ s in the study?
（一个人说）Books, books, there are many books in the study.
(齐说)Study, study, what’ s in the study?
（一个人说）Bookcase, bookcase, there is a bookcase in the study. …
T: Look at the blackboard , can you say something about Jenny’s house?
S: This is Jenny’s house, there is a …
T: Show me your paper part 2 Look and write. You can write more sentences.
3）Task
T: We visited Jenny’s house just now. Can you show us your house or your apartment?
Talk in pairs and then show us. First I will show you my home. Look!
S1: Here’s my houseapartment, come in, please! I’ll show you the rooms in my
houseapartment. (Welcome to my apartment!) This is the... It’s bigsmall beautiful.
There is ... in it. It is … (colour). I ... in the ...

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4）Homework
Miss Song bought a new apartment. Please help her to design the apartment. (you
can get the furniture with your star. )

（六）板书设计



Jenny’s house

There are


There is
a living room, a bathroom and a kitchen








four bedrooms

and a study


toilet






on the second floor.
on the first floor.

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

创设情境
激发兴趣

教师活动
Good are you?
Here’s a video for you.

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

Watch the video.

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


My motherfather.
设计意图
视频容紧
扣主题
b reakfast,
直接把学
生引到了
今天的课
中来。


创设情景，
同时渗透
情感教育。
在情景中
回顾食物
单词，唤起
以旧代新
初步感知


What food do you remember for I know bread.
breakfast?
I know…

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课文学习
随文理解






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

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

Pair work, please.

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

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



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








Wow, you made a fridge.
Wonderful.

I like your fridge. And I love the
food. Can I have some food?
学生跟着一起说




I’d like a sandwich.

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

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

Listen, follow and
learn.

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

S1: The____ isare in
the fridge.
S2: I want to show
my PPT. This is a
fridge. The ____isare
in the fridge. There
isare _____in the
fridge.
S3: I want to show
my fridge.
S3: There’s ____in
the fridge. The
___is in the fridge.
学生的旧
知。


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



















从课本中
走到生活
中，将知识
与学生的
生活联系
起来。

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I’d like some bread and milk,

please. S3: What would you
Put them on my dishes, please. like?
Thank you. S3: Here you are.
Look, this is a dish. These are
dishes.
Jenny and Li Ming put some
dishes on the table. One by one.
Go on listening.
I’m Mrs. Smith. Who wants to
分角色朗读课文
be Li Ming Jenny? Group work
Let’s read.
Show

T: Next day is coming. I’m Mrs. S1-Jenny S2-Li Ming
拓展场景
Smith. (穿围裙) Jenny: Mum, what
初步运用
Mrs. Smith: It’s half past seven.
would you like for
Time for breakfast. Jenny, Li breakfast?

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

you.
Jenny and Li Ming:

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

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

Li Ming: This is the

fridge. The juice is in
the fridge.

Mrs. Smith: Very delicious.
Jenny: Let’s put some
Thank you. I love you. dishes on the table.
选择任务 Li Ming: Breakfast is
分层展示
Exercise 1: Act the dialogues on ready.
P6.
Jenny: Let’s eat,
Exercise 2: Make a new Mum.
dialogue.
Group work to act.
Show.
Some people like Chinese food. steamed stuffed bun
延伸拓展
These are traditional Chinese porridge
文化渗透
food for breakfast. soybean milk

fried bread stick

The Robin’s family are making Watch a video.
the traditional English food for
breakfast. Cereal and milk




现场示，体
验深刻，为
最后的输
出任务作
铺垫，同时
进行情感
渗透。

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What food can you see?


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

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

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
















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

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

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


Exercise 1: Read.
Tick or cross.



Exercise 2: Complete
the thinking map.

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

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











第一遍速
度，通过判
断正误反
馈文章理
解。

第二遍细
读，获取信
息，把思维
导图填写
完整。





在思维导
图的帮助
下复述文
章， 即用自
己的话说
一说中餐
和西餐的
区别。

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national one is the international
one.

The winner is Team 2.
Congratulations.

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










Goodbye.






板书设计
Lesson 3 Making Breakfast
What would you like for breakfast?
I’d like _____________.
bread, eggs, sandwich, cake,
hamburger, milk, juice, vegetables…

课后反思
1.知识的学习过程：
第一阶段是知识的领会。创设情境，呈现新的语 言知识，让学生在情境中了
解语言知识的音、形、义。
第二阶段是知识的巩固与转化。通过练习或任务，让学生巩固新的语言知识。
第三阶段是知识 的应用、迁移。启发学生对所学容进行概括总结，有意识地
教学生学会如何运用所学知识，最后达成教学 目标。
根据学生学习知识的过程，设计合理有效的教学环节，帮助学生一步一步地
学习、掌握 、运用新知。
2.关注学生，及时评价
教学设计在符合学生学习知识的过程的前提下，还要 能激发学生的情感，培
养学生语用，给学生以语言思维和语言表现的空间。教师要在教学过程中与学生< br>保持眼神的交流、语言的交流和情感的交流，对学生的反应作出恰当的评价。

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Lesson 4 Making Dinner
一、教学分析
(一）学习对象分析
本课学习对象为小学六年级学生，他们已具有一 定的英语基础。大部分学生
能够用简单的英语谈论一些话题。但与此同时，随着年龄的增长，他们的个体 差
异更加明显，呈现出明显不同的学习需求和学习特点。基于培养学生继续学习兴
趣的目的，我 巧妙地借助图片、道具、实物及小组合作形式，让学生在体验、参
与、实践、合作中体会学习英语的乐趣 ，提高课堂效率和学生学习的积极性。
(二）教学容分析
本课是冀教版小学英语六年级上册 第一单元的第四课，是一节新授课。本单
元的主题是明来到加拿大，生活在詹妮家和詹妮一起认识房间， 饮食并做家务。
在本课中介绍了明和詹妮帮助史密斯夫妇做晚饭、洗盘子，包含了饮食及做家务
方面的容，在第3课我们已经学了Making Breakfast,所以我采用温故知新的方法
来引 出新的容。在教学中我采用情境教学法，让学生在实践中体会学习英语的乐
趣，多说，多练、多做,学会 口语传递信息，同时养成做家务的好习惯。
(三）教学目标
 知识与技能目标：
1. 能听懂、会说、认读、书写并运用新词汇：dinner, dirty, lunch。
2. 知道tomato，potato的复数形式（-es）并能在语境中运用。
3. 能够听懂，读懂本课对话文本，并能在真实的语境中运用所学对话。
 学习策略目标：
1.通过运用读音规则，尝试认读拼写新词汇dirty。
2.通过体验、实践、参与、探究和合作等方式，形成有效的学习策略，发展
自主学习能力。
3. 增强小组合作意识，共同完成任务。
 情感态度目标：
1. 在调查表演等活动中，使学生能体会到英语学习的乐趣。
2. 培养学生热爱劳动、做家务的好习惯，学会感恩。
3. 在小组活动中，加强学生积极配合和合作的意识。
(四）教学重点和难点
 教学重点：
1. 能够听、说、读、写并准确运用dinner, dirty, lunch。
2. 听懂、读懂本课语篇，并在情境中加以运用。
 教学难点：能够运用help, cook, wash, dry，dirty等词，介绍自己晚饭时间如

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何帮家人做家务。
二、教具准备
多媒体，冰箱道具，（西红柿、土豆、萝卜）实物
三、教学过程
(一）教学步骤
Step 1 Class-opening（3 minutes）
1. Greeting
T: Hello, boys and girls!
S: Hello, Miss Zhao.
T: How are you today?
Ss: I’m fine. Very well. I’m happy.
设计思路：师生互相问好，进行情感交流，将学生的注意力吸引到英语课堂
上。
2. Warming up
Watch a video and say the words fast.
设计思路：利用30秒快速出图调动学生积极性，同时复习食物单词，为下
一步的free talk做铺垫。
3. Free talk
What did you have for breakfast?
设计思路：以早饭为切入点，采用采访的形式互相问候，激励学生自由 问答，
促使他们在实际生活中运用所学知识。
What did Jenny have for breakfast?
(First, students try to remember Jenny’s breakfast in Lesson 3. Then teacher
shows the picture of Jenny’s breakfast. )
设计思路：话题的设计承上启下，由介绍自己的早饭过渡到回忆Jenny 的早饭，
以三餐为主线，为学习本课的晚饭做铺垫。
Step 2 New concepts (25 minutes)
1. Read and answer
T: Let’s take a look. (出示詹妮早饭图片)What did Jenny have for breakfast?
Ss: She had some bread and milk.
T: Good. I have another question to ask you. (屏幕出示问题，找学生读问
题)What did Jenny have for lunch?
(Students read the text fast and find the answer.)
设计思路：依据三餐主线，由早饭自然过渡到午饭，采用寻读策略，培养学

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生阅读技巧，提升学生阅读能力。
2. Read and answer
T：Class! I have more questions to ask you. (屏幕出示问题)
(1) What time is it?
(2) Who’s cooking?
(3) What’s for dinner?
（Choose students from each team to read the questions.）
（Students read the text and underline the answers.）
（Check the answers in group.）
（Choose students from each team to answer the questions.）教师同时将答案板
书于黑板。
设计思路：针 对文本设计具有针对性问题，使学生通过回答问题理解文本。
学生利用默读的方法进行寻读获得答案，掌 握读的技能，体现了教师的“授渔”。
小组互助核对答案，培养学生自主学习的能力。
3. Help Jenny’s mother make dinner
T: Let’s help Jenny’s mother make dinner. She needs some vegetables. Where are
the vegetables? ( 屏幕出示问题) Please guess.
S1: They are in the fridge. S2: They are ...
T：Class! Please look! What’s this? (教师出示冰箱道具) What’s in the fridge?
(Students try to guess what’s in the fridge.)
(Students look inside the fridge and answer the question.) ( 接着屏幕出示西红
柿在冰箱图片，同样方式出示萝卜土豆在桌子上图片)
(Students look at the pictures and say.) 学生说完以后屏幕出示句子。
（Students read and find the rules about potatoes and tomatoes.）学生试着发现以
o结尾的名词复数的规律，在教师的提示下加以总结。
T: Li Ming and Jenny like potatoes and tomatoes. Now dinner’s ready. I think it’s
yummy. What do you want to say? What does Li Ming say?(屏幕出示语句并带音
频)
设计思路：使用冰箱的道具，让学生猜一猜蔬 菜在哪里，冰箱里有什么，为
课堂增添生活色彩。让学生真正体验、参与，发现，总结，从而形成有效学 习策
略。
4. Listen, read and answer
After dinner... (屏幕出示问题)
(1) Who washes the dirty dishes?

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(2) What does Li Ming do?
（Choose students from each team to read the questions.）读完第一个问题屏幕
出示脏盘子图片。
（Students listen, read and answer the questions.）
（Check the answers in group.）
（Choose students from each team to answer the questions.）教师同时将答案板
书于黑板。
设计思路：利用听读找答案的形式，理 解文本第二部分，锻炼学生的听读能
力。同时问题的设计对学生进行了爱劳动做家务的情感渗透。小组互 助核对答案，
充分体现学生主体性，培养学生自主学习的能力。
Practice
1. Make a survey
T: Now Let’s talk about Jenny. (屏幕出示相关表格)
What’s the time for dinner? What’s for dinner?
name
Jenny




T: Now choose one of your friends to make a survey.
(Students try to make the survey.)
(Share in class.)
设计 思路：巩固文本后跳出文本，通过体验、实践、参与、探究和合作等方
式，在真实的生活情境中沟通交流 问候，考查学生的综合运用能力。
2. Do the exercise of part 3
T: Now Let’s talk about the Smith.(屏幕出示part 3 Match and write) Picture 5
Mrs. Smith is in the kitchen. She is going to ______ dinner. Next one is picture 4.
OK！Please do it.
·Students do the exercise by themselves.
·Check the exercise in group.
·Check the exercise in class.
设计思路：检验学生学习效果。通过小组互助核对答案，充分体现学生主体性，

time

dinner

T: Do you want to know about me?

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培养学生自主学习的能力。同时也能使老师退出课堂，扮演“观察者”，从而更好
的激励学生。

Step 3 Activity (6 minutes)
Group work
Topic: Time for dinner. What do you do for dinner?
·Talk in the group and then write it down.
·Share the topic in class.
设计思路：围绕本课主线（Making Dinner）进行，根据所给出的情境进行书写
训 练，使学生在英语学习过程中发展综合语言运用能力。在小组活动中，加强学
生积极配合和合作的意识。 学生在这个过程中经历“语言输入—语言理解—语言
输出”三个环节的训练，使学会如何学习,同时使学 生在活动中养成爱劳动做家务
的好习惯。
Step 4 Class Closing (1 minute)
1. Summary (依据板书进行巩固复述)
设计思路：巩固扎实，总结本课所学。
2．Homework
·Listen and read Lesson 4.
·Finish your writing.
设 计思路：设计听读作业使学生巩固所学容，提高听读的能力。写作的布置是课
堂的延伸，锻炼学生写作的 能力，帮助不同程度的学生在自己原有程度上有所提
高和进步，尽量得到最多的收获。



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

cook meat and vegetables.
help potatoes tomatoes carrots

wash the dirty dishes.
dry the dishes.

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Lesson 5 In the Living Room
教材分析
本单元主要围绕Li Ming和Jenny一家在客厅所做的事情这一话题展开学习，在
讲述 中需用到现在进行时态和人称代词的宾格形式。本课为本单元第五课时，在
已经对现在进行时态有了一定 的认识和感知，并能在语境中对其加以应用。而宾
格是第一次如此系统完整的出现在同一节课的文本中， 需要给学生以系统的感
知，理解，并期望其在语境中能够加以熟练应用。
学情分析
授课对象为六年级学生，他们对宾格有初步的认识和感知，并能简单的应用诸如
me, him, her等宾格形式的词汇进行简单造句。因此，根据学生对知识的掌握情
况，基于培养学生学 习兴趣的目的，将本课容进行整合，从而突出重难点，提高
课堂效率和学生学习的积极性。
教学目标
1.语言知识与语言技能：
能听懂、会说、认读、会写新词汇：me, you, her, him, us, them，并在情境中对其
加以运用。
能在情境中理解并应用宾格代词，并理解这一语法现象的表意功能。
能就正在发生的事情进行简单的交流和描述。
2. 学习策略：
从学生的生活和兴 趣出发，以学生为主体，以训练为主线，以培养能力为宗旨，
使学生通过自主、合作、探究等方式进行学 习，尊重学生的兴趣和独特感受。通
过体验、观察、分析，能够发现、理解、并运用现在进行时态。
3.情感态度：
使学生体验学习、参与、合作、竞争的乐趣，树立学生学习英语的信心,培养 其
英语学习的兴趣。
教学重点和难点
重点：人称代词的宾格形式
难点： 对人称代词的宾格形式的理解应用。使学生能够熟练运用功能句，结合联
系实际生活综合运用语言进行交 流。
教具准备
多媒体，图片


教学过程

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教学环节 教师活动 学生活动
Greeting to teachers.




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

Describe the pictures.
设计意图
1. Greeting




Class-
opening

2. Free talk
and
What’s the date today?
review
（5 mins）
What day is today?
How’s the weather today?


e- reading

1. Leading-in
New
Listen and write T or F
concepts

(8 mins)



Listen and repeat the sentences.




Read and find the answer.
Read and underline the words.

Practice
(25 mins)
Game: Draw a lot.






Chant


Read and fill in the blanks.


师生互相问好进行
情感交流，将学生的
注意力吸引到英语
课堂上。

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

通过听读判断句子
Listen and write T or F 正误，让学生在对图
片描述后进一步对
文本加以认知。


Listen and repeat the 有意识地培养并建
sentences. 立学生对语音语调
Pay attention to the tips. 的把握能力。
Students practice.

通过阅读寻找答案。
Read the text and answer 培养学生的阅读能
the questions. 力。
Read and underline the 通过寻找和him，her
words. 同类的单词进一步
Find the rules. 加深学生对宾格的
感知和理解。
Play the game: 培养学生学习，体
A: Draw a lot, do the 验，观察，分析的能
action and say ’Look at
力。
me! I’m …ing.

Others: Look at himher. 使学生在体验过程
He She is …ing.
中对这一语法点进
行理解应用。
Students practice.
通过Chant，进一步
使学生感知运用这
Read and fill in the blanks. 一知识点。
通过在语境中填空，
进一步掌握对宾格

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Choose a picture and write.

Write about the picture.

Class-
Closing
(2 mins)
Summary and homework.







Summary and homework.

的应用。

通过写的练习，进一
步对所学知识进行
巩固。
总结本课所学。

开放式的分层作业，
帮助不同程度的学
生都能在自己原有
程度上有所提高和< br>进步，尽力使每个学
生都学有所获。
板书设计
Lesson 5 In the Living Room

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

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Lesson 6 Baby Becky at Home



一、教材分析

本课是第一单元的故事课，包含了前几课所学习过的时间、房间、做饭

等内容。在进行教学设计时注重引导学生在了解故事的过程中自然而然地复

习旧知，并通过读后活动对其进行巩固提升。




二、教学目标
 语言知识与技能

（1）能在老师帮助下听懂并读懂故事。

（2）能声情并茂地朗读故事并在老师帮助下复述表演故事。
 情感态度

（1）通过卡通物品和动画的引入激发学生的学习兴趣。

（2）通过了解角色特点培养学生帮父母做家务的劳动意识。
 学习策略

（1）通过创设情境并设疑来培养学生的寻读技能。

（2）借助板书培养学生的复述技能。

（3）通过示范朗读来培养学生有感情朗读与表演的技能。

三、教学重难点

 教学重点

能在老师帮助下听懂并读懂故事。

 教学难点

能声情并茂地朗读故事并在老师帮助下复述表演故事。


四、教学准备

多媒体、房间图片、人物图片


五、教学步骤

Step I Pre-reading

1. Leading-in.

(播放一段婴儿的声音)

T：What is it?

Ss：It’s a baby.

T：How do you feel about a baby？

Ss：I like don’t like babies.

I think they are lovelynoisy.

T：What does a baby like to do？

Ss: They like to crysleepeat...

[设计思路：用听声音猜人物的方式激发学生的学生兴趣，促使学生进行开放式的讨

论，所讨论的问题也为下文做铺垫。]

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Step II While-reading
1. Leading-in

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

(边摆弄手偶边播放Baby Becky的自我介绍。

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

Ss: …

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

Look! This is Baby Becky’s home. What can you see?

Ss: Kitchen, bedroom, living room, bathroom

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

[设计思路：用手偶配音的形式让故事角色活灵活现地在学生面前介绍自己，使人物

更生动。抛出悬念激起学生的好奇心。]

2. Introduce

(1) (课件展示Baby Becky在厨房)

T：Where is Baby Becky？

Ss：In the kitchen.

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

测故事情节)

Ss: …

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






并预测故事情节，然后进行听音打勾的练习，让学生清楚地总结出Baby Becky在厨房所
做的事情。之后运用寻读策略让学生找出mother说的话，并通过回答问题的形式体会

mother说这些话时的感情。]












Ss：In the kitchen, Baby Becky dries the dishes, makes a house with the dishes, opens the

fridge and cooks eggs.

T：If you were her mother，what would you say?

S：…

T: Please read and underline what her mother says. You have 10 seconds.

Can you say the words?

Ss: …

T: This is a kind mother. You are a strict mother.

…
What does Baby Becky say?

Ss: Mine.

[设计思路：此部分为故事发生的第一个场景——厨房，先让学生谈论自己实际生活

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(2) (课件显示Baby Becky在卫生间)

T：Look! Baby Becky goes to the ________.

S：Bathroom.

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

Ss: …

T: Let’s watch the video and answer.

(播放视频)

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

Now can you tell me what Baby Becky does in the bathroom?

Ss：She puts the toy in the toilet and takes a shower.

T：So, what is the bathroom like?

Ss：There’s water everywhere.

[设计思路：此部分为故事发生的第二个场景——卫生间，先让学生带着问题观看视频，

思考并讨论后回答问题，掌握此段故事大意。

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

T：What can you know from this picture?

Ss: Baby Becky is wet. Maybe Mother is tired.


T：What time is it?

Ss：It’s six o’clock. Time to make dinner.

T：So, where do they go? What do they say?


Ss：…

T: What’s the meaning of “mine” and “yours”

?
Ss: …

[设计思路：此部分为故事发生的第三个场景——客厅和厨房，让学生观察图片，描

述图片，根据之前故事的发展体会mother的心情，并预测故事结局。生词mine和yours

由学生自主学习了解含义。]


Step III Post- reading

1. Retell the story

T: Where do Baby Becky and her mother go in the story?

Ss: They go to the kitchen, the bathroom and the living room.









T: Can you put the pictures in the right places?
(两名学生上台摆放图片，如下：)

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T: Please talk about the pictures. Such as: Look! Baby Becky is drying the dishes in the

kitchen. It’s very funny.

[设计思路：让学生整理板书，对故事情节进行梳理后按示例复述课文。]

2. Imitate and practice

逐句跟读录音并模仿人物的语气并展示

[设计思路：模仿朗读训练能让学生充分体会故事人物的情感，同时也为后面的表演

做铺垫。]

3. Role play

(1) Act out in groups of three.

(2) Show time.

[设计思路：表演环节各小组表演不同的故事情节，先组内排练，再上台展示，提升

对语言知识的掌握程度和运用能力。]

4. Discuss the story

a. Does Baby Becky help her mother?

b. Do you help your mother?

c. What have you learned from this story?

[设计思路：通过讨论故事人物和自己的实际生活培养学生帮父母做家务的劳动意

识。]

Step IV Class Closing

Homework:

1. Read the story with emotion. (必做)

2. Tell the story to your parents IN ENGLISH. (选做)

[设计思路：本课课后任务是分层作业，在培养学生朗读能力的基础上提升学生对语

言的运用能力。]

六、板书设计
No! Don’t...





Baby Becky at Home






Mine!



kitchen

bathroom




living room

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Unit 1 Again, Please!

一、知识与技能目标：
1. 复习 home, clock, house, toilet, floor, table, breakfast, lunch, dinner, card,
put, half, dirty, put, me, him, them，study并能在真实语境下进行语言交流。
2. 学生能运用 “What time is it? It’s...” “What would you like to eat? I’d
like...” “There isare...” “ This is...”以及现在进行时态。在真实语境下进行语
言交流。
3. 能够在老师的帮助下综合运用这一单元所学知识进行房间话题的文本
描述。
二、情感态度目标:
学生乐于用英语进行交流，积极与他人合作学习。遇到困难时能大胆求助。
三、学习策略目标：
让学生在参与课堂活动中总结归纳所学知识，积极运用所学英语进行表达
和交流。初步体验写作乐趣。
教
学
目
标
Class- opening

Lead-in
Step 1
Step 2





教学过程
教学环节 学生活动
Greetings: 师生问候
设计意图
用学过的句型进行对话、问候，
增进师生感情，集中学生注意力。
一个有节奏的包含 了本单元所有
重点的chant可以让学生在愉快
的氛围下复习所学重点。
通过思考并回答这两个问题复习
本单元的重点词和词组。
Let’s do a chant together.
Think and answer: What’s in
the house? What can you do in
the house?
Read the words and phrases the
teacher shows.
Do the listening in the book.
Listen to the tape and tick or
cross. Then listen, match and
write. At last, listen and circle.
Listen and know what the other
听力练习，训练检测学生听力。
生生互相评价。

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people doing in the house.
After finish the listening,
change the paper with the
partner, give stars to each other.
Play a game. Choose one of the
用游戏的形式调动学生的学习兴
rooms in the house. And finish
趣，通过完成任务的形式完成对
the task in the room. A lucky
重点知识的复习。
room is in it.
Study: say something in the
进入书房，说说书房里看到的东
study. Rend and fill in the
西，阅读短文填空，使学生在语
blanks with him, her, them, me,
境下应用物主代词宾格形式。
you.
Kitchen: say something about

the kitchen and do a match to
Step 3
通过发现钟表小组派同学竞赛来
practice the time.

练习时间的表达。
Then, do the exercise in the

做书上检测练习，并自我评价。
book about Danny. Give stars

after it’s done by yourselves.

Living room: say something
about it. What are they doing in 通过描述房间为写作做铺垫。通
the living room? Then write 过学生分享自己的写作去发现问
down on the paper. Share 题，指导学生进步。
writings to each other. 随后对写作进行自我评价。
Then give stars about writing.


Give stars to all of the students,
and finish the “How am I
doing” in the book at home.
Homework:
1. Do the exercise in your
book. P15 No.4, P16 No.5, P17
Class closing No.7,8 对学生进行总结性评价，留作业。
做书上15页4题。16页5题。
17页7,8题。
2. Write about your house. You
can imitate P17.
仿写17页的文章，写一篇介
绍自己家的作文。

板书设计

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Unit 1 Again, Please!





































This is a living room.
Tom is writing.
Lily is playing on the computer
They are happy.

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Lesson 7 On the School Bus
教学分析
1、学生分析
六年级学生已 经具备了一些听说读写的能力和语言知识，在学习本课之前已
经掌握一定的天气用语和相关的表达天气的 语言知识，以及有关衣着的词汇和相
关的表达穿着的语言知识，因此要考虑到在完成教学目标的前提下， 如何设计活
动，使学生在巩固以往语言点的同时进行知识拓展，让学生习得更多语言，以使
学生 的语言得到丰富，使之能正确运用所学知识进行交流。培养学生学习和使用
英语的兴趣和方法。
2、教材分析
本课所选的容是冀教版小学六年级英语第七册第二单元。本单元围绕明在加拿大的学校生活展开，要求学生掌握一些有关于校园生活学习的词汇和句型。本
课时在以雨天为背景 的情境下，使学生了解要求学生能掌握词汇umbrella，Ms，
driver理解四个频率副词a lways, often, sometimes, never,结合日常生活进行交流，
使所学语言功能化。
教学目标
知识与技能目标
（1）学生能够听懂、会说、认读和书写词汇umbrella，Ms，driver
（2）学生能在图片的帮助下理解always, often, sometimes, never等表示频度
的词汇。
（3）学生能认读、理解运用下列问句Do you always go to school by bus?
情感态度目标
通过活动、游戏 使学生产生学习英语的兴趣；通过分享有关于自己的信息让
学生敢于、乐于开口，积极参与交流。并让学 生在学习的过程中，培养他们的合

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作意识和竞争意识。
学习策略目标
培养学生通过小组合作学习从而提高学习的效率。让学生在情景中运用本课的语言点。帮助学生掌握频率副词，指导学生灵活运用这些频率副词进行自主的
交流活动。
教学重难点
（1）重点：学生能够听懂、会说、认读和书写umbrella，Ms，driver
（2）难点：利用频率副词，使用一般疑问句进行问答。
教学准备
雨伞，多媒体
教学过程
教学步骤 教师活动 学生活动


学生利用所学知识，组
织自己的语言。
S: Yes.

Good morning.
It’s …
OK!

回想已经学过的知识。
设计意图
Greetings and Revision
1、经过简短的问好之后，
吟唱歌曲January, February,
one and two.
T: Are you ready for our
Warming- up class?
(5 minutes) Good morning!
How’s the weather today?
Let’s sing a song about the
weather, OK?
2、谈论不同季节的天气，
人们的穿着，复习服装名词
1、Talk About
出示一幅雨天图，提问天气
T: How’s the weather in this
picture?
What can you see in the
Presentation
picture?
and Practice
当有同学回答到看到Danny
（27
的时候，适时提问：
minutes）
Is he happy?
What does he need on a rainy
day?
2、New Words: umbrella,
driver, Ms.


互相问候，轻松开
始本课的学习。



用有关于天气的
歌曲以及问题来
使学生回忆起
rainy一词。


学生回忆自己已经学过创设雨天情境，通
的知识，组织语言回答过观看一幅雨天
问题。 的图，让学生说出
S: It’s rainy. 自己能够看到的
了解到的信息，从
I can see… 而使他们大量回
忆起已经学过的
有关单词。

No!
Umbrella!

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(1)引导学生用an umbrella
来表示单数雨伞数量。
拼读重点单词umbrella
出示实物，利用幻灯片背
景创设情境并展示,引导学
生表达
I have my umbrella.
深一步挖掘
Do you have your umbrella
on a windy day?

(2)引导学生在图中找到公
交车站，了解有关信息。
What is this?
Here is the bus stop.
What can we see at the bus
stop?
T: Let’s get on the school
bus.
通过猜测职业来教授bus
driver
Do you know the woman？
Is she a teacher…?
Pair work：Discuss in pairs
She is a bus driver.
Do you know her name?
了解Ms一词极其读音
3、Let’s Practice！
Finish Part 3.
4、Always, Often,
Sometimes, Never
（1）always--never
Are you a bus driver?
When do you go to school?

How do you go to school?
引导学生提问


出示表格，
I go to school by car.
教授单词always
T: So I can say I always go
to school by car.



学生进行拼读跟读等活
动。
学生理解句意后展示并
说出句子。

S: I have my umbrella.

组织语言后回答
S: No, I have my
umbrella on a rainy day.

仔细观察图息
S: It’s a bus stop.

A bus.A school bus.





No!

学生进行积极地讨论

学生在逐步理解中明白
了Ms. Scott的信息。
学生根据所学新知进行
练习巩固


No. I’m a student.
I go to school from
Monday to Friday.
I go to school …
学生组织语言提问：
How do you go to
school?


学生根据表格表象进行
理解。
学生跟读、记忆
在讲授新单词的
同 时，提醒学生注
意aan的用法，学
生在以后的学习
中就会能自主的
进行分辨 。

逐步引入句子，并
且多用一般疑问
句和学生交流，为
本课的一 般疑问
句重点句型打基
础。






这么做能使学生
回忆起许多已经
学过的职业。




在细节上使学生
了解Ms.。避免了
学生去死记硬背
该词。


通过上学方式的
问答来引导学生
对此的提问，为下
面的环节打基础。






解决文本重难点，
在学生掌握后，小

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Do you always go to school
by car?
分组跟读句子，记忆问答，
操练巩固



教授单词never
Do I always walk to school?
I never walk to school.
替换操练：
I always go to school by…
I never go to school by…

（2）often—sometimes
出示表格提问并引出often
频率副词
T: Look at the chart.
Do I always help my mum?
I often help my mum from
Sunday to Friday.
Sometimes I plant flowers.
发散思维操练：
I often …
Sometimes I …
(3)Finish Part 4
教师通过问答活动做示，4
名同学小组完成并写出句
子
(4)What else do you always
(often.…) do？
5、Part 1
通过问题引入文本
Look at Li Ming and Jenny.
Do they always have
umbrellas on a rainy day?
(1)Open your book, listen to
the radio.
解决问题
(2)Fill in the chart
默读后填写表格

(3)Read after the tape.
Yes. No. I always go to
school by…
学生小组问答
Do you always go to
school by car?
Yes. No. I always go to
school by…





学生根据所给信息练习
句型。






观看表格，回答问题
No.

学生根据实际情况组织
语言




头脑风暴：回忆旧知识，
组织语言，连带新知识



学生回想并且带着问题
听录音

学生默读，进一步感知
文本，完成有文本和有
关于自己信息的表格
学生跟读
组问答来操练句
子，和学生生活相
关的问题会使他
们很感兴趣，也能
使小组之间更加
了解同学的上学
方式，从而积极的
操练本句型。
用本课重点句子
引出下面的频率
副词。






用形象直观的表
格，更容易理解，
加深印象。






通过一系列问答
式的小组合作，进
一步巩固所学新
知。



利用情境，引入接
触文本。




同样用表格的方
式更深一步的理
解课文，巩固加
深。

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1、Make Up A Dialogue
with Your Partner
教师做示引导学生谈论日
常生活中做某事的频率。
T: Good morning!
How are you? 学生两人一组组织语言
Do you always …? 进行谈论和编排对话。

2、 Part 2
在唱歌曲前，出示图片，通学生通过问答的形式了
Production 过问答等交流形式，使学生解歌曲息，初步掌握歌
(6 minutes) 初步了解歌曲容，掌握生词曲含义及生词发音。
含义。
(1) How’s the weather?
(2) Is Jenny dry?
用实物感知wet和dry
(3) What does she wear on a
rainy day?
(4) Does she like a rainy
day?
一起谈论最后一幅图
Talk about the things you 学生记忆作业。
Part V often do on weekends using
Homework the words always, often,
（2 minutes） sometimes, never. And then
write it down.


Blackboard Design




Lesson 7 On the School Bus





an umbrella bus driver Ms.





Do you always go to school by bus?















在学生已经掌握
本课新知的基础
上，充分发掘他们
的语言组织能力。
通过问答，提前使
学生了解歌曲难
点，逐步学习歌
曲。
设置贴近于学生
自己身边的话题，
他们对此非常感
兴趣。

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Lesson 8 Li Ming Meets Jenny’s Class


一、教学分析
1、 学情分析
本册书的学习者是六年级 的学生。他们都学习了三年以上的英语，具备了一定的语言知
识和会话能力。根据他们的年龄和心理认知 特点，可以设计一些适合他们特点的学习任务。
2、教材分析
Unit 2的主题是School in Canada, 主要学习明到达加拿大之后的学习和生活。本课是明
来到了Jenny的班级，与Mr. Wood和Kim相识并使用英语进行交谈。重点是学生能够理解
并运用学过的旧句型Where are you from?以及本课的新句型What subjects do you have in
school?和How many classes do you have each school day?
二、教学目标
1、 知识与技能
学生能够听懂、会说、认读和书写词汇well, class；
学生能够通过图片及单词的类比，归纳总结语言规则；
学生能够恰当运用旧句型Where are you from?；
学生能够认读、理解并运用句型“What subjects do you have in your school?”以及“How
many classes do you have each school day?”进行问答。
2、 情感与态度
培养学生与他人友好礼貌地交流。学会介绍自己的校园生活，了解西方的小学生活。
3、 学习策略
提供给学生交际的机会，培养学生的人际交往能力。
教会学生监控自己的学习过程，主动学习，有效调控。
三、教学重点和难点

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1、 教学重点：
学生能够听懂、会说、认读和书写词汇well, class.
能够使用句型“What subjects do you have in your school?”以及“How many classes do you
have each school day?”进行交际。
2、 教学难点：
能够使用句型“What subjects do you have in your school?”以及“How many classes do you
have each school day?”及其答句进行交际。
四、教学准备
图片、多媒体、小记者话筒
五、教学过程
Step 1 Sing a song and Review
(5 minutes)

T: Good morning, my class! How are you today? Do you want to sing a song?
【设计意图】通过唱歌不仅能活跃气氛，还能调动学生的思维与积极性，Jenny与Li Ming
在雨天去学校，为下边的话题讨论做好了铺垫。

T: Yes, this is a beautiful song. And on a rainy day, our old friends Jenny and Li Ming go to
school by bus. Do you have a friend? Who is shehe? Where is she he? I have a friend, too. This is
my friend.
【设计意图】由歌曲自然引出我们的老朋友Jenny和Li Ming，并且通过自由交谈复现了单
词friend，及句型this is my friend.

T: Where are Jenny and Li Ming？
Ss: They are in Canada.
T: Yes, they are in Canada. They live in Canada. Where do you live?
Ss: We live in China.
T: Where are you from? We are from China.
以接龙的形式操练句型，询问几个同学来自哪，如：
S1: I’m from China. I’m from Tangshan. Where are you from?
S2: He is from Tangshan. I’m from Tangshan. Where are you from?
S3: He is from Tangshan. She is from Tangshan. I’m from Tangshan. Where are you from?

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T: And where are they from? Let’s look.
①出示模糊的自由女神像，让学生猜测，Who is she? Where is she from?
②欣赏英国女王的图片，询问学生Who is she? Where does a queen live? Where is she
from?
③播放一个小女孩的声音，请学生们猜一猜这是我们的哪位老朋友，以及Where is she
from?
【设计意图】通过不同的形式帮助同学们复习学过的旧句型Where are you from? Where
is she from? 答句 I’m She is from…以及国家U.S., U.K. and Canada.

Step2 Presentation and Practice
(25 minutes)

1. Watch and Answer
Jenny lives in Canada. Li Ming wants to speak English well, so he studies in Canada. He knows
some new friends at school. Who does LM know at school? Do you want to know? Yes? Ok, let’s
watch and answer.
【设计 意图】通过观看视频，使学生对文本有初步了解，带着简单的问题观看更具有目的
性。培养学生寻找信息 的能力。
2. Listen and Repeat
学生跟随录音，朗读课文。
【设计意图】学生跟读，有助于纠正发音。同时，体会不同人物的语气和情感，加深对文
本的理解。
3. Read and Judge Yes or No
( ) is Jenny’s friend.
( ) Ming is Kim’s old friend.
( ) 3. Li Ming is from China.
( ) 4. They have English, math, science and art in Kim’s school.
( ) 5. Kim has four classes in the morning and two in the afternoon.
【设计意图】Yes or No看似简单，但能使学生对对话有个全面深刻的 了解，不仅复习了
旧知，如介绍朋友，询问与表达来自哪里，关于学校的课程等，还呈现了新知，如何询 问对
方一天有多少节课，及如何表达每天有多少课程。
此外，这部分还涉及了词汇知识，通过图片让学生理解 well的意思，通过比较class—

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glass—gr ass—pass的发音，体会ass的发音。这样的类比学习，有助于学生的理解和记忆。

Step3 Production
(8 minutes)

1. Design class schedule and Interview partners
T: We have many classes. What subjects do you have on Monday Tuesday ….Friday? How
many classes do you have each school day? And there are some beautifully class schedules. Let’s
share. Do you want to have one? You can design your own class schedule as more beautiful as
possible.
Suppose you are a reporter, interview your partner about his or her class and school life. 【设计意图】该部分通过先让学生欣赏一些美丽的课程表，激发学生设计自己的专属课
程表。这极大 的调动了学生的热情。
在完成了课程表的制作后，假设每个学生都是小记者，对自己的同伴就他（她） 的学校
生活进行采访，并进行展示。创设相对真实的情境，达到学生知识输出的目的。

2. Enjoy some pictures about foreign primary school
T: Wonderful！I know more about your school life. Do you want to know foreign primary
school life? Let’s enjoy.
【设计意图】这部分学生能更多地 了解外国小学生活，这有利于他们拓展国际视野，增强
跨文化意识。从小培养他们的国际观。

Step4 Homework
（2 minutes）

Some American students will visit your school. Can you introduce your school life to your
new friends?
六、Blackboard Design





Lesson 7 Li Ming Meets Jenny’s Class

What subjects do you have in your school?
We have English, math….

How many classes do you have each school day?


Three classes in the morning and two in the afternoon.

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Lesson 9 Teaches a Science Lesson

一、教学分析
1、教材分析：
本单元的话题是明和Jenny Danny在加拿大的学校生活。本课是第 二单元的
第三课，主要容是与学生生活密切相关的各地天气与温度和学生切身相关的正常
体温和 小鸡健康体温问题
2、学生分析：
学生通过三年的英语学习，六年级学生已经积累了不少英语知识并掌握了有
关天气和数字的单词及句型， 通过继续深入学习，通过师生之间的合作交流和
指导，让不同层次的学生得到不同的发展，提高学习的效 果和效率。
二、教学目标
1、知识与技能目标：
（1）学生能听懂、会说、认读并书写下列词汇：ill，lesson，its
（2）学生能认读、理解并运用下列问句：
How’s the weather today?
What is the temperature?
2、情感态度目标:
（1）培养学生观察和思维能力，提高学生对事物的探究兴趣，激发学生的
学习兴趣。
（2）感知温度的变化。培养学生的合作精神，增强语言运用能力。
三、教学重难点
1、重点：
（1）掌握temperature, degree，ill并熟练运用“What is the temperature? It’s
_____degrees.”描述温度和运用“What is ______ temperature? It’s _____degrees.”
描述体温。。
（2）正确使用温度计并能对温度进行描述。
2、难点：
（1）能熟练运用体温表并正确表达体温。
（2）尝试测量自己和同学的体温并了解healthy的用法。
四、教学准备
温度计、体温表、多媒体课件、投影。

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五、教学过程：
教学步骤 教师活动 学生活动 设计意图

Greeting and Revision
Today we will learn a new

lesson（板书课题。）

Let’s get to work. Are you
Step1
Warming
ready?Do you like chants? Ok,
follow me.
up
（5 minutes）
Chant: Spring, spring, warm and
rainy. Summer, summer, hot and

, fall, windy and
cloudy. Winter, winter, cold and
snowy.
1、课件导入新知
Let's look at pictures. How’s the

weather on these days?（出示四


个天气图片）

教师从教室外将提前放好的温

度计拿进来向同学们展示温

度。Do you want to know the

temperature on these days ?

First, let’s have a look，what’s

the temperature now?
Step2
Presentation
板书temperature 领读单词并
介绍当问温度时用句子What’s
and
the temperature? 引出度数的
Practice
(25 minutes)
表达方法It’s _____degrees.

2、将温度表放入热水和冷水中

让学生观察并巩固练习What’s










1 、学生和老师交
流后说歌谣，做一简单的歌谣交流将
下热身活动的同学生带入今天的语
时复习本课将需境当中。
要的天气词汇。



1、学生根据图片
对天气进行描述
并回答老师提出
的问题。
2、学生学会用
What’s the
temperature?来提
问。
3、学会用It’s
_____degrees.来
回答温度。

从学生生活实际出
发，从他们身临其
境的身边入手，用
温度计来测量教室
外 的温度，通过观
察温度计来表达温
度，让学生学会观
察并表达。
通过小组合作学
习，学生动手测量
温度，根据温度计
the temperature？和It’s
的显示做出表达。
_____degrees.来表达温度。

3、(1) What’s your temperature?
Is it a healthy temperature?
学生学会问答并
教师拿出体温表来给学生测量
亲自给自己和自
体温，引导孩子用It’ s
己的小伙伴们测
量体温，相互交流
_____degrees.来回答并感受healthy和ill的读音和含义。
各自的体温并且
知道是健康的还
(2) What’s Li Ming’s
是生病的体温。
temperature? Is it an ill
temperature ?
通过小组合作学
习，大家亲自试 验
并交流，熟练使用
温度计并能准确表
达温度。
结合教学容，设计
贴近学生生活和实
际水平的教学目标
和教学活动，吸引
和组织他们积极参
与， 创造真实的语
言活动情境，激励
学生共同参与、共
同交流、共同学习。

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(3) 练习ill和healthy.
4、Listen and answer.
引导学生听录音，将课文第一
部分的容听两遍，其中听第一
遍的时候，回答老师的三个问
题：（1）What’s Li Ming’s
temperature?
( 2 ) What’s the chicken’s
temperature?
( 3 ) Is the chicken ill or
healthy?
听第二遍的时候，让学生打开
课本跟读并认真完成Let’s do
it.的第一部分容。
1、学生听第一遍
录音的时候需要
在听的过程 中捕
捉老师所提问题
的信息并根据录
音容进行讨论并
回答问题。
2、学生听第二遍
录音的时候需要
完成课本Let’s do
it.的第一部分容。
通过听音来检测学
生的听力理解能
力，帮助学生理清
思路，突出对学生
听的能力的培养。
通过继续探讨交
流，体现各项基本
语言技能的运用，
培养学生综合语言
素质。

、 1、学生独立运用

充
5、（1）Show the pictures of
新授语言知识，

分运用本课重难
Beijing,Guangzhou,

点进行综合性的
Step3
Canberra and London.
语言操练，加强对
Production
你能谈论一下这几个城市的天
以前所学语句的
（8 minutes）
气状况和气温吗？
复习运用。

（2）Practice in groups then
、2 2、学生从学说到
write it down with your friends.
自己会说、并且能
够会写出来。
Homework:
1、给自己的爸爸妈妈测量一下
Step4
体温，并且测量一下自己家的
Class Closing
室室外温度。
（2 minutes）
2、收看天气预报，关注自己城

市和自己喜欢的城市的气温并

记录下来。

六、板书设计Blackboard Design:

通过了解各地天气
情况把学生从文本
带到生活实际中
来，对新知识进行
适当的扩展，充分
体现学 习活动化，
活动交际化，交际
生活化。

作业的布置是为了
学生通 过课下亲
本节课的复习与延
自测试体温并关
伸，是一个很好的
注天气预报，将 实
动手操作并巩固的
际数据记录下来。
过程。
Lesson 9: Teaches a Science Lesson
What’s __the___temperature?
your
Li Ming’s It’s ________ degrees.

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Lesson 10 How Many Are There？
教学分析
教材分析
本单元的主题为School in Canada, 主要学习明在加拿大学习生活的所遇所
感，本课重点是通过比较和归纳学习，掌握名词的复数变化。
学情分析
六年级的学生经过三年的英语学习，已经知道了一定数量的复数名词单词，
具备了一定的语言表达技能，所以教师可以通过唤醒学生旧知、丰富教材文本的
方式，引导学生进行复习 和归纳，培养学生学习英语的兴趣和方法。
教学目标
知识与技能目标
1、学生能听懂、会说、认读、并书写词汇：word
2、学生能够认读、理解并运用问句：How many are there?
3、学生能 够在具体语境中理解名词的单复数形式的意义和用法，能够总结
名词复数的四种变化规则即直接+s，以 sx结尾+es，以o结尾+ses，不规则变化。
情感态度目标
学生通过积极参与课堂学习活动，能体会到英语学习的乐趣，乐于感知并积
极使用英语进行表达。
学习策略目标
学生通过图表填写、匹配等活动，掌握名词复数的变化规则，提升复习和归
纳能力。
教学重难点
重点：学生能够认读、理解并运用问句How many are there? 进行表达，能够
总结名词复数的四种变化规则即直接+s，以sx结尾+es，以o结尾+ses，不规 则
变化。
难点：名词复数的变化规则。
教学准备
PPT课件，教学光盘，单词卡片和学生练习纸。
教学过程

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Step 1 Warming up (3minutes)
ngs : How are you today?
a game: Count numbers and say Hello when meets 5,10,15...
(设 计意图：数数的游戏能够迅速集中学生的课堂注意力、激发学生参与课堂的
兴趣，同时与How many句子建立对应联系，为引出新知做准备。
talk: How many students are there? Then how many chairs are there?
What’s this? It’s a book. Book is a word. What else is a word ? What’s your
favourite word? What words do you know?
We have known the words like book, chair, desk...when they are more than one,
we should say books,chairs,desks. Today we will meet lots of these words to get the
rule of them.
(设计意图：Free talk中突破重点词汇word的学习，为进一步学习文本打下基础。
学习重点的直接阐述，为学生更积极地参与学习做好思想上的准备。）
Step 2 Presentation and Practice (20minutes)
1. Pencils and chairs
1). T: Where is your chair?
S1: Here it is.
T: Thank you. What colour is it?
S1: It’s yellow.
T: So, we know. This is aone chair. This chair is yellow. Can you repeat?
(Ss repeat)
T: Please look at the screen. What are these? How are these?
(The teacher will show the pictures of some(two) or many chairs. The students try
to describe them with ThisThese sentences.）
(设计意图：由Free Talk中chair的提问直接进入文本1的学 习，区别some和
many的不同，自然过渡，学生自然接受。）
2). T：How many pencils do you have?
The teacher will ask a student to talk about a pencil and many pencils. The
students try their best to learn more about ThisThese sentences.

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(设计意图：师生进一步讨论铅笔实物，同时教师引导学生进行描述时要 丰富学
生的语言，如This is onea pencil. This pencil is a line. 既让学生体会表达的乐趣，
又为后面学习做铺垫。）
3). Play the Multimedia CD, ask the students to read along.
4). A snake and a doctor.
Guessing a picture. Is this a pencil?
The teacher will show the picture of snakes on the screen. The students guess and
describe.
(设计意图：由猜图的方式 引起兴趣，由学习用品过渡到动物及职业的学习，发
散学生的思维，为最后总结归纳做准备。）
5). Brief summary
T: Can you find the differences? The teacher will show the words above like aone
chairmany chairs on the screen and lead the students to find: When we talk “This” , it
means only one. And these words have no s. When we talk “These”, it means more
than one. And these words have an s .
(设计意图：小结既完整的呈现了教材文本，更给予学生学习策略的引导。)
5). Practice: Ask the students to more words about these regular nouns by adding ‘s’
to the end.
(设计意图：及时的有效练习不仅可以巩固新知，更能唤醒学生头脑中的已知词
汇，激发学生学 习兴趣，为后面的文本学习打下基础。）
2. Boxes and buses
1). Listen and fill in.
The teacher will play the voice of this text. The students try to fill in the blanks on
their exercise paper. And then check the answers together. Focus on the pronunciation
of es.
(设计意图：通过听写突破es发音难点，变 换的学习形式，吸引学生的持续注意
和学习兴趣。）
2). Look, say and find.
The teacher will show the pictures of peaches and dishes on the screen.

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(设计意图：用学生已经掌握的同类名词复数形式做补充，唤醒学生头脑 旧知，
更好的帮助学生进行名词复数的归类学习。）
3). Brief summary
The teacher will show the four pairs of words above on the screen. The student
find out the differences. These words have an es when they are more than one. Focus
on the end letters of those words: x, s, ch, sh
4). Practice : Ask the students to make the plural nouns of these words: witch,class,
kiss, brush, dress, fox, beach, cross
(设计意图：适当词汇的补充一方面巩固学生名词复数的变化规则，另一方 面可
以拓宽学生的词汇量。）
3. Tomatoes, potatoes and photos
1). Read and colour
The students read part3 silently and colour out what they find.)
（设计意图：由动到静，由领学到自学，全员参与，学生通过默读文本、涂色找
规律的方式，学习以字母o结尾名词复数的变化规律，培养和发展学生总结归纳
的学习方法，及学生自主 学习能力。
2). Share and talk
The students share their finding. Focus on the letter o and s or es. Then talk about
the pictures with the key sentences.
（设计意图：给予学生展示的机会，让学生体会学习的乐趣，激发学生的学习动
力。）
3). More words.
(The teacher will show some pairs of words like kangaroos, zoos, radios,zeroes
and pianos. The students will talk and compare.)
(设计意图：补充的词汇为学生归纳总结做铺垫，同时丰富 学生的词汇量，提高
学生的归纳总结能力。）
4). Brief summary
(The teacher will show the words above with the end letter o. The students read
and sum: These words have an s or an es when more than one.)
4. Men, women and children

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1). Listen and colour
The teacher will play the Multimedia CD of part4. The students listen and colour
out what they find.
(设计意图：听音找不同，听音可以纠正学生发音、语调和语速，涂色找不同的
过程是学生自主 学习的发展过程。）
2). Share and talk
The teacher will lead the students to talk about their finding.
（设计意图：学生分享学习心得，体验学习的快乐。）
3). Brief summary
The teacher will show out the pairs of the words on the screen. The students will
read and sum: These words are very special when they are more than one.
（设计意图：总结归纳化新知，实现教学重难点目标和学习策略的指导。）
4). Listen and follow.
The students follow to read Part4.
(设计意图：跟读可以再次帮助学生形成正确语音语调，发展学生的语感，提高
语言运用能力。）
Step 3 Summing up (2minutes)
1. Listen, watch and remember
The teacher will play the Multimedia of Lesson 10. The students try their best to
listen, watch and remember.
(设计意图：学生在听、看、记光盘的过程，是头脑里对文本进行系统梳理的过
程，符合学习规律，并未 后面的补充文本学习做铺垫。）
2. Summing up
The students help the teacher finish the blackboard design.
（设计意图：引导学生及时对新知归纳总结，夯实教学目标，帮学生形成明晰的
四类名词复数变化知识 系统。）
Step 4 Production (14 minutes)
1. Read, write and check
The students will finish some exercises on the screen. The teacher will help
check the answers.

文档 < br>(设计意图：写的训练再次集中学生的注意力，在对新知进行巩固的基础上实现
语言的综合语用。 ）
2. Read, match and find
The students will read a short passage on the paper to learn more words.
(设计意图：学生借助阅读材料通过自读圈名词感悟更多名词的不同变化，再 通
过小组合作完成作业纸上单复数名词的匹配练习，对不同类型的名词变复数形式
进行归纳，提 升学生的合作和自我学习能力。)
3. Fill in
The students work in a group to fill in the chart on the exercise paper .
(设计意图：小组活动中，学生集体完成名词分类表格，让学生在 合作整理的过
程中全面理解名词单复数的分类和复数变化规则。）
Step 5 Homework (1minute)
You can choose one.
1. Draw a logic picture of the nouns. Try to make a rhyme for remembering.
2. Write a story with“ThisThese” sentences to introduce and describe. (>=2pairs）
(设计意图：分层设计课后学习活动，既面向全体学生 ，又关注个体差异，无论
是画逻辑图还是写句子都是语言知识和技能的再次巩固，进一步提升学生的学习
能力。）

Blackboard Design

Lesson 10 How Many Are There？



This is aone child.

This child is learning.

These are twosomemany children.
These chlidren are reading. tomatoes,potatoes,



pencils, chairs... +s
boxes,buses,dishes,
peaches,... x,s,sh,ch +es
photos,... o +ess
man-m
e
n,woman-wom
e
n,
child-child
ren
,...
※