教师通过出示图片的形式使学生理解文中的新单词。
Lawyer—引导学生通过构词法认读记忆单词。
Collect stamps—通过图片辅助和英英互译的方式帮助学生理解词
汇。
【设计意图】通过听课文录音,获取文本细节信息,理解、学习语言。
活动4【讲授】活动四：Listen and work in pairs
【活动目标】以多种方式操练语言
【活动方式】T-Ss
【活动时间】
【实施方法】
学生打开书,听录音跟读课文。
学生学习lawyer, be interested in, collect
stamps, strong等词汇,教师关注发音。听录音再读课文
Pair work
T: Please choose the level and work in pairs.
教师简单介绍三种形式。
【设计意图】通过听录音操练课文朗读,进一步学习有关词汇。通过
三种水平的方式,学生自主选择,进行语言的操练和展示。
活动5【活动】活动五：Be a teacher
【活动目标】梳理描述人物的语言
【活动方式】S-Ss T-Ss
【活动时间】
14

【实施方法】
学生通过课文的学习填单词完成文段。
教师通过文中关键信息,引导学生了解描述
人物的信息点。
age, traits, appearance, birthday, job, hobby
教师就词组be interested in 引导学生自主学
习,以英英互译的方式进行语言的拓展和总
结。Like doing, love doing, enjoy doing……
教师做示范,就学生感兴趣的话题进行复习
梳理。
请个别学生选择信息点,为全班学生进行语
言的总结。
【设计意 图】通过课文的转述,引导学生了解从哪方面对人物进行描
述。通过生生之间的互助式学习,充分发挥学 生的自主性,梳理巩固相
关语言。
活动6【练习】活动六：Let’s talk
【活动目标】在真实情境下运用语言
【活动方式】S-Ss T-Ss
【活动时间】
【实施方法】
学生小组交流,就自己的家庭照片进行人物
信息的问答。
15

T: Now you can work in pairs. Try to ask some
information about your partner’s family photo.
Show time
教师请一名学生通过实物投影展示自己家庭的
照片,其他学生可以自由提问,该生给予回答。
【设计意图】学生在真实的语境中进行语言的操练与运用。
















16

Unit3 What happened to your neck《lesson5》
1教学目标
1 知识技能目标:review the dialogue: 复习巩固所学单词和
动词的过去式did, went, stayed, visited, took等; 巩固了解
过去时的用法,并掌握动词的一般过去式的规则变化,能听懂有关询
问过去做过什么事情及其回答的日常交际用语。 流利朗读课文对话,
并能根据老师提供的场景创编新对话。
2 过程与方法目标:review the text;;read the sounds 通过
视 听法,学生初步掌握询问过去做过的事情及其回答的交际用语。通
过听说法,学生感知句子的发音,掌握 正确的语音和语调。通过快速反
应的方法,了解动词的过去式。
3 情感态度价值观目标:make some new sentences; 通过课文
的学习,学生 能够了解自己身边的人或事,热爱生活。通过课文的学习,
学生关注自身的身体健康,保持好的作息习惯 。
2学情分析
六年级学生经过了以前大量的实际课堂情景练习,对本课的动词过去
式有一定的了解,对相关句型能够举一反三,在课堂上能够掌握相关
的交际用语,感知西方人的情感氛围 ,能够关注到自身的语音语调语
感等方面的欠缺。
3重点难点
一般过去时态中简单问答交际用语的使用为学习重点,难点是动词特
殊过去式和字母Y的发音。
17

4教学过程
活动1【导入】Warming up
ngs.
and answer
T: Hello, boys and girls. Welcome back to school. We all
have a long vacation. How was your holiday?
T: My holiday was wonderful. I went back to Guangdong. I
visited my grandparents. What did you do this summer?
T: What about Mike and Yangyang? What did they do this summ
er? Now let’s watch the video. Before that, let’s read th
e questions first.
S1: It was good.
S2: It was exciting.
S3: It was …
S4: I visited my grandparents.
S5: I went to the park.
活动2【讲授】Revision
T: ok ,look at here , we have a test for your eyes
快速认读游戏
由教师出示PPT课件,动词及其过去式快速出现并消失,学生记忆,然
后复述。
T show the picture
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SS read and remember.
Ss 分组朗读对话,或者跟读。在规定时间内。
活动3【活动】Presentation
OK now we learn the next one:
I can say
读出关于人体器官的疑问句
句型参考:
What happened to your --?
Let’s play a game
(关于人体器官的认识)
Show time 1 :
分组或者分角色规定时间读出对话;
Ss play the game
Point and read the sentences .
活动4【练习】Practice
New dialogue show :
各组选取自己感兴趣的图片,进行对话交流展示。
Let’s retell
1 1 分钟自己说
2 分钟拍档说
3 分钟小组说
活动5【测试】Consolidation
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Listen and choose .
Now I can read .
What happened to mike and yangyang ?
SS show
活动6【练习】Summary
字母Y 的五种发音
Ss 认读和试读
Ss 模仿并体会
Show the smile faces
活动7【作业】Homework
Homework :
Read “Now I can read” at Page 17
2 Read “Now I know the sound” at Page16
3 Write “Now I can write ”at Page 17








20

Unit2 What happened to your neck《lesson6》
1教学目标
本节课学习结束后,学生能够:
1. 正确听说认读、理解单词hurt,upset, scratch。
2. 正确认读、理解功能句 What happened to you? 及答语I … . 。
3. 正确理解并应用一般过去时的表达,在情境中正确使用句型What
happened?以及答语问询和阐述过去发生的事情。
4. 正确朗读理解课文。
5. 他人受伤时,应给予关心和安慰,增强安全运动、自我保护的意识,
具备遇到困难和问题 不轻易放弃的坚韧精神。
2学情分析
授课班级28人,大部分学生热爱英语学习,喜爱运动 ,尤其喜欢篮球。
全班参与校内篮球训练及比赛,并在赛季参加了英语学科安全运动讲
座、与球 星交流和英文海报制作等英语学科的实践活动。学生在五年
级曾经学习关于病症类的交际句型,如Wha t’s wrong with you? Wh
at’s the matter with…?I hurt my…I have…,及短语,如hurt
legs, have a fever, get nosebleed等,能针对病症给予相应的建
议。在前一单元的学习中,已学习过去时的使 用方法,积累、掌握了1
8个动词过去式。在前一课的学习中,已感知句型What happened to
your neck?能正确朗读和理解其含义。
3重点难点
理解、应用句型What happened to...?
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能根据具体情况提出适当的建议
4教学过程
活动1【导入】warming up
StepI Warming up
(一)播放Mr.G视频
T:We all enjoy sports. So does Mr. G. There was something
happened to him. Let’s watch.
(二)自由谈论
T: Did he get hurt? Where did he hurt? Can you guess?
S1:Maybe he hurt his legheadleg. T:It’s possible.
S2: Maybe his legarm is broken, because he fell down. T:Ma
ybe
S3: Maybe he had a stomachache, because the ball hit him. T:
It is reasonable.
T: Did he get hurt? Let’s look.
出示Mr.G受伤图
S:He hurt his leg and right arm.
设计意图:动画视频 揭露本课话题,激发学生兴趣,集中学生注意力。
问题引领,激活学生思维,结合生活经验,复习旧知, 阐述个人观点。
活动2【讲授】presentation
Step II Presentation
(一)播放画外音“ Run! Run! Pass the ball! ouch!”
22

T:What happened?
(二) 呈现Yangyang受伤图
T:Did he get hurt?
S: Yes, he did. Yangyang hurt his leg.
(三) 观察描述主题图
T: Where was he? What else do you know from the picture?
S1:His mom was worried about him.
S2: His mom cooked a big meal for him.
S3:His mom was upset.
1.观察预测
T:If you were his mom, what would you want to know?
S1: What happened to him?
S2:What’s wrong with you?
S3:Are you OK?
S4:Why you hurt yourself?
设计意图:通过对课文主题图的观察 和描述,激发学生思维,发掘信息
的能力,对课文内容进行初步感知。引导学生结合自身的经验,进行问
题预测。
(四) 观看课文动画
T:Did he hurt terribly? Let’s watch.
1.教授重点句型 归总动词过去式
T: Did he hurt badly? S:No.
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T:So we can say he didn’t hurt…
S:He didn’t hurt terribly.
T: What happened to him?
S:He hurt his right leg.
学生朗读hurt原形及过去式
T:What did Yangyang say?
S:We had a football match and I hurt my right leg.
听单句录音核对答案,学生朗读答句,教师板书答句
T:What did his mom ask?
S:What happened to you?
听单句录音核对答案,学生朗读问句,教师板书问句
体会发音,有感情的朗读问答句
T:He felt sorry about that.
设计意图:通过动画演示,生动 呈现课文内容;通过问题引领,引导学
生捕捉、学习本课重点句型,通过角色体验,获得文本内含的情感 因
素。
2.教授单词
T: What’s wrong with his leg?
S: A scratch.
听单句录音核对答案,学生跟读句子
(1) 朗读单词 体会发音match
(2) 总结字母组合tch发音
24

(3) 试读理解单词scratch
(4) 朗读单词watch,match巩固字母组合发音
(5) 看图选择,理解单词含义
(6) 读、编句子体会单词用法
T: We can use the word scratch as a noun, we can also useit
as a verb.
朗读scratch, scratched
Can you make sentences like those?
S1:My cat scratched me. I got a scratch. T: You should
becareful.
S2: A bat scratched me. I got a scratch. T: Oh, you lost
your blood.
S3:A wolf scratched me. I got a scratch.
T: It is so dangerous.
S4: A cat scratched me. I got a scratch. T: Be careful.
S5: My brother scratched me. I got a scratch.
T: You should be careful when you play.
设计意图:培养学生词汇学习策略。首先,关 注语音,以旧带新,引导学
生自行总结字母组合发音规律,并进行读音尝试,进而掌握。其次,通
过朗读句子,体会、理解单词不同词性的用法,通过句子创编深度记忆
单词的发音及用法。
(五) 播放课文音频,学习单词
25

T:Yangyang got a scratch.
What’s his mom’s feeling about that?
What’s her advice?
播放课文录音
T:What’s her feeling about that?
S1: She was upset.
S2:She was angry and worried.
教师板书学生答案
1.教授单词 upset
(1)试读单词
(2)模仿朗读
(3)分析感受,体会含义
T:What does it mean? How do you know that? Did he hurt for
the first time?
S:No.
教师出示句子
S:You hurt your self again.
T:If you were his mom, how would you like to read?
学生试读、体会句子“You hurt yourself again.”,播放录音,跟读
教师根据学生的语气给予评价
T: A little angry. Very angry. Some questions in it.
T: What does upset mean here?
26

S: Both angry and worried
T: Was his mom upset at last?
S: No,She was happy.
Because Yangyang said he will be careful.
2. 结合实际,提出建议
T: Mom gave him advice. Right?
What’s that?
播放录音
S: Be careful when you play.
T: Can you give some advice to him?
S1:I think you should drink more water after you doing
sports.
T: I think so.
S2: I think we should do some warm up before doing sports.
T: Such as running or stretching.
S3: Don’t eat immediately after sports.
T: You should walk for a long time to recover..
S4: Don’t eat too much before you doing sports.
T: Is that right? It is very important.
With your advice, Yangyang will be more careful when he
does ports.
设计意图:本文中的upset含义多样,每个学生都会结合自己的经历
27

产生不同的感受和理解,试读句子为学生提供了展示个人理解的机
会。随后结合上文 ,听录音跟读,体会妈妈的情感和语气,进而准确把
握单词在本文情境中的含义。
活动3【活动】practice
Step III Practice
T: What did they talk? Let’s review.
(一)课文操练
1. 跟读课文
2. 同伴朗读
3. 朗读展示
设计意图:同伴互助, 朗读巩固记忆、内化课文。
(二) 练习巩固句型
1.设置情景
T: Yangyang was lucky. Do you think so? Because…
Ss: Because it’s only a scratch.
T: So he got well soon. What did he want to do?
Ss:He wanted to watch the CBA.
T: invited his friends to watch the games. Did they
go there with him?
播放微信录音内容“Shall we go to watch the CBA?””Sorry. ….”
T:Look, they sent pictures back.
设计意图:延续文本大情景,设置微信小情景,进行语块替换练习。结
28

合学生课外活动经验,先预测后跟读,即先激发学生的思维活动,后机
械练习,初步应用并内化重点句型。将Yangyang微信中的朋友们,分
为两组,将分别完成后续 练习。
2.语块替换练习
T:They couldn’t go there with Yangyang.
Look, they sent pictures back.
Can you guess and help Yangyang to ask?
教师与学生示范
(1)观察图片,预测答案,同伴问答
(2)听录音,核对答案,跟读句子
(3)信息差连线
T:They couldn’t go there with Yangyang. Then what did th
ey do at home?
They watched TV at home. It reviewed what happened to th
e sportsman these years.
Each one of you have part of the answer, please ask and a
nswer in pairs to get the whole answer. Firstly, let’s rea
d the phrases.
同伴问答,完成连线
设计意图:在学校开展 的学科综合实践课上,英语学科结合本校小篮
球特色进行了各著名运动员运动经历的介绍,因此在此题设 计中,以
信息差为练习方式,充分利用学生在综合实践课中的已知,复现伤病
29

类短语,巩固句型,为阅读奠定基础。
3.听力练习
T:How about the rest four? What happened to them?
Let’s listen.
播放教材听力练习录音
设计意图:学生通过听力练习及全文反馈,练习巩固已知和新知句型。
活动4【测试】production
Step Ⅳ Production 阅读
1.阅读短文
T:Yangyang went shared the events with his friends
on We Chat.
T:Let’s read the passage and then talk in pairs with the q
uestion… .
You can also talk what you learned from the passage.
Show me your personal ideas.
学生默读文章
2. 交流信息,分享心得
S1:I think Mabry was brave and didn’t give up. He shoul
d be careful when he plays
S2&3: What do you think of him?
I think he is a real man. He didn’t fight with the other
player who hurt him.
30

I think we should be careful when we do sports.
T:I’m so glad you got ideas to make sport much safer.
We shouldn’t give up easily when we do sports even in our
life.
设计意图:2013年,马布里曾到 我校进行篮球交流活动,在活动中与
学生就篮球技巧进行了英文对话。本环节的阅读资料由马布里真实的
比赛受伤事件和学生的课外活动经历为主要内容,学生独自阅读后,
应用已学句型就文章信息与 同伴进行问答,并分享阅读心得。学生从
交流中获取安全运动的建议和意识以及遇到困难、挫折不轻易放 弃的
精神,有效渗透本课德育教育。
活动5【作业】Ending
StepⅤ Ending
1.电脑故障
T:You did good job today. Can you read the homework?
播放电脑故障画面
S:What happened?
播放录音“You scratch me, I scratch you.”
2.作业:查找句子“You scratch me, I scratch you.”的含义。
设计意图:教师有意设置电脑故障,创设了真实情景,趣味性的 出现俚
语的同时,也再次创设了语言环境,学生自然地应用本课句型“What
happened?”提出了疑问,音频呈现句子“You scratch me, I scrat
ch you.”引发学生的思考句子的含义。随后布置作业,查找其中文含
31

义,引导学生课后自主学习,向学生渗透语言文化。
Unit2 What happened to your neck《lesson8》
1教学目标
1. 能在情境中询问他人的身体状况,并根据具体情况为他人提出合
理的建议。
2. 知道字母y和字母组合ay、ey在单词中的不同发音,能读出含有
字母y的单词。
3. 能正确选词填空,能仿照短文描述自己曾经发生的一件不好的事。
4. 增强安全运动意识和自我保护意识,提高主动关心他人的意识与
习惯。
2学情分析
北京版小学英语六年级上册第二单元话题是“健康”,主要涉及运动
健康和饮食健康。单元内容在三个生 活情境“Mike脖子受伤去看医
生”、“Yangyang踢足球腿受伤,妈妈提醒他要小心”和“P iggy吃多
了肚子疼去看医生,医生建议他要少吃多运动”中逐渐展开,呈现了本
单元的重点 功能句型“Why did you …? Because I ….”,“What
happened to you? I hurt my ….”和“What did you say? I sai
d….”。
本单元的话题学生在四年级下册第二单元初步接触过,学习 了“head
ache”、“toothache”和“fever”等词语和“What’s wrong with
you?”、“What’s the matter with you?”和“My leg hurts.”等
功能句型,这些为学生继续学习本单元打下了良好的基础。
32

3重点难点
教学重点:
1. 能在情境中询问他人的身体状况,并根据具体情况为他人提出合
理的建议。
2. 知道字母y和字母组合ay、ey在单词中的不同发音并朗读单词。
教学难点:
1. 能在情境中询问他人的身体状况,并根据具体情况为他人提出合
理的建议。
2. 能仿照短文描述自己曾经发生的一件不好的事。
4教学过程
活动1【导入】Step1 Review
1. “Donald’s bad day!”
Set the scene: Have the children make a dialog
with Donald to review the core structures.
T:Who is he? S:He is Mr. Donald.
T:What do you want to ask him?
S:What happened to you, Mr. Donald?
(Mr. Donald:I hurt my head、leg and finger.)
T:What do you want to ask him now?
S:How did you hurt your head、leg and finger?
(Mr. Donald:I played football and fell down yesterday.)
T:What advice do you want to give him?
33

S:You should be careful.
T:But Mr. Donald doesn’t hear you clearly.
(Mr. Donald:What did you say?)
S:I said you should be careful.
T:Good advice. It’s very kind of you.
教学指导策略:利用多媒体课件创设学生和唐老鸭先生对话的情境,
在情境中复习整 理本单元前三课学习的功能句型,为下面运用功能句
型进行交际打下语言基础。
2. Play a game: It’s our bad day.
(1)Give the children evaluation criterion.
T:If you perform Scene 1, you can get one star. Perform Sce
ne 2, two stars for you. If you perform Scene 3, you can ge
t three stars and a candy.
教学指导策略:先出示评价标准,分层设计交际任务,让不同水平的学
生自由选择,使每一个学 生都能完成交际任务,取得成功感。
(2)Have the children watch a movie.
T:Now let’s watch a movie first. How many stars can they g
et?
S:Three stars and a candy.
教学指导策略:为学生出示一个运用功能句型进行交际的范例。
(3)Pair work: Make up first then ask and answer.
T:First, please make up yourselves with band-aids, gauze, b
34

andage and work in pairs. Please choose one from Scene1, Sc
ene2 or Scene3 and act out. Go!
教学指导策略:先让学生用创可贴、绷带和纱布为自己化妆,这样学生
很快就可以融入 “自己在运动中受伤”的情境,在情境中运用本单元
的功能句型进行真实的交际。此情境的创设可以充分 激发学生交际的
积极性,取得最佳的学习效果。
(4)Have some pairs show.
教学指导策略:通过展示活动既检查了学生进行口语交际的效果,又
使学生获得了 成功的成就感。对展示中学生出现的语言问题进行及时
的纠正,通过积极的即时评价调动学生的学习积极 性。
活动2【讲授】Step 2 Now I know the sound.
1. Set the scene. Miss Y’s bad day. Her good friends are m
issing.
T:Today is really our bad day. We are all very very sad. Mi
ss Y is very sad, too. Why? Oh, she can’t find her friends.
Let’s help her, OK?
2. Group work: Have the children write some words that the
first letter is“y”and the last letter is “y”. Write on
the card.
教学指导策略:激活学生的已有知识,为体会字母y的发音规律做好
准备。
3. Have the children stick the word cards on the blackboard.
35

Have the children read the words together.
教学指导策略:让学生朗读单词,初步体会字母y在单词中的不同发
音。
4. Have the children put the words in groups according to t
he pronunciation.
教学指导策略:让学生 在小组内把自己所写的含有字母y的单词按不
同的发音分类。通过分类活动使学生体会字母y在单词中的 不同发
音。
5. Teacher shows the rest words and have the children put t
hem in the correct groups.
教学指导策略:教师补充出示学生没有想到的单词,让学生把它们按
发音放到 相应的位置,进一步帮助学生掌握字母y的发音规律。
6. To show the words on Page 16. Have the children try to r
ead.
T:Now look at the screen. Please listen and repeat.
教学指导策略:出示书上按发音分类的单词,让学生大声朗读,一是检
查自己 刚才的归类是否正确,二是进一步体会字母y的发音规律。
7. Have the children read the sentences.
T:I have two tongue twisters. Please listen and repeat.
教学指 导策略:本环节重点在于让学生继续体会字母y的发音规律,
所以用合成图来直接呈现韵文的意思,重点 放在学生的朗读上面。提
示学生要注意单词在句子中语音语调的变化。
36

活动3【讲授】Step 3 Now I can write.
1. Set the scene.
T:Today is Miss Y’s bad day. But yesterday was Mingming’s
bad day.
教学指导策略:创设情境,由语音板块过渡到选词填空板块。
Teacher shows the picture. Ask some questions. Elicit the a
nswers from the children.
T:What happened to Mingming?
S:He hurt his neck.
T:How did he hurt his neck?
S:He had a football match.
T:What did he do before the football match?
S:He had lunch.
T:Where was Mingming?
S:He was in the hospital.
T:What did his mother bring him?
S:She brought some chocolate to him.
教学指导策略: 学生在情境中回答老师的问题,也是学生初步了解语
篇大意的过程。
2. Teacher shows the words to help the children understand
them with the pictures.
教学指导策略:语篇中的所缺词语都是学生已经学过的单词,用图片
37

的方式帮学生回忆单词的意思,为选词填空做好准备。
3. Have the children complete the passage with the words.
教学指导策略:学生独立完成选词填空,培养学生运用能力。
4. Have the children check the answer with each other.
T:This is a big lunch. This is not a big lunch.
教学指导策略:让学生互相检查选词填空完成情况,培养合作意识与
习惯。在检 查的过程中用图片帮助学生理解“big lunch”。
Step 4 Extension
1. Have the children read the passage.
T:Now let’s read the story aloud. Please pay attention to
the pronunciation and intonation
教学指导策略:让学生整体回顾语篇的内容,培养学生有语气地朗读
语篇的能力。在学生朗读的 过程中教师指导学生按意群进行朗读,对
学生朗读时出现的语音语调的问题进行及时的指导。
2. Our own Story .
T:This is Mingming’s bad day. But do you have a bad day? I
think you must have a bad day. For example, hurt foot, had
a headache. What’s your bad day?
S:Answer the teacher’s question.
(1)Give the children a model. “My bad day”
T:Oh, so many bad days. First, look at my bad day. Look at
my scar first. I went to work by bike one day ten years ago.
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I rode into a puddle(水洼儿). I fell off the bike. I hurt
my wrist. My friends took me to the hospital. My wrist ache
d terribly but I didn’t cry. That was my bad day.
教学指导策略:教师先让学生看自己手腕上的伤疤,以自己真实的经
历为学生做一个示范,鼓励学生用所学语言知识讲出自己真实的故事,
培养学生用英语做事情的 意识与习惯。
(2)Group Work: Talk about “My bad day”.
(3)Have some children show.
教学指导策略:通过展示活动, 使学生获得成功的喜悦。另外,对于学
生在描述中出现的语言错误,特别是过去时态的使用,进行及时的 指
导与纠正。
活动4【讲授】Step 4 Extension
1. Have the children read the passage.
T:Now let’s read the story aloud. Please pay attention to
the pronunciation and intonation
教学指导策略 :让学生整体回顾语篇的内容,培养学生有语气地朗读
语篇的能力。在学生朗读的过程中教师指导学生按 意群进行朗读,对
学生朗读时出现的语音语调的问题进行及时的指导。
2. Our own Story .
T:This is Mingming’s bad day. But do you have a bad day? I
think you must have a bad day. For example, hurt foot, had
a headache. What’s your bad day?
39

S:Answer the teacher’s question.
(1)Give the children a model. “My bad day”
T:Oh, so many bad days. First, look at my bad day. Look at
my scar first. I went to work by bike one day ten years ago.
I rode into a puddle(水洼儿). I fell off the bike. I hurt
my wrist. My friends took me to the hospital. My wrist ache
d terribly but I didn’t cry. That was my bad day.
教学指导策略:教师先让学生看自己手腕上的伤疤,以自己真实的经
历为学生做一个示范,鼓励学生用所学语言知识讲出自己真实的故事,
培养学生用英语做事情的 意识与习惯。
(2)Group Work: Talk about “My bad day”.
(3)Have some children show.
教学指导策略:通过展示活动, 使学生获得成功的喜悦。另外,对于学
生在描述中出现的语言错误,特别是过去时态的使用,进行及时的 指
导与纠正。
活动5【讲授】Step 5 Summary
Teacher shows the warm notice :“Take care of yourself, the
safety is first.”
T:Today. We know Donald’s bad day. Miss. Y’s bad day. M
ingming’s bad day and our bad day. So we should remember t
his warm notice: Take care of your self. The safety is firs
t. Today we all have a good job in the class. So we are all
40

the lucky children. Let’s clap for ourselves.
教学指导策略:通过温馨提示培养学生的安全运动意识和自我保护意< br>识。用积极的评价激发学生的积极性。
Step 6 Homework
1. Read the words on Page 16 aloud.
2. Talk about your “bad day” with your friends.
3. Make a poster “ My bad day”.















41

Unit3 How did you go to Hangzhou《lesson9》
1教学目标
(一)知识与技能目标
1.能够运用 “How did you go to…?”“IWe went to…by…”提 问
和回答出行方式,能够运用过去式把自己的旅行经历进行简单的描
述。并能够在情景中与他人 进行得体的交流。
2.能够听、说、读、写“hill、west、around3个单词,认读、理解
“the Spring Festival Fair”等短语,并能在交际活动中运用。
3.能正确理解课文 对话,获取课文中的相关信息,正确朗读课文,表演
对话,并能够尝试转述主课文。
(二)过程与方法目标
1.通过仔细听录音,模仿,观察跟读等方法学习单词和句型。
2.通过使用旅游的相片,在小组交流中练习综合语言运用书写旅行日
记。
3.通过借助图片,在情境中学习单词。每个词组都在语境中呈现出来,
强调语用功能。
4.通过观察思维导图,认真阅读,理解课文意思,并完成练习题。
(三)情感态度价值观目标
能够通过对话的学习,对杭州当地的名胜古迹和特产有所了解。
2学情分析
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对于六年级的学生来说本课涉及到的相关语言大部分都属于旧知的
滚动复现, 本课学生在前两个单元学习过去时的表达,有一定基础.
学生通过学习能够完成对出行方式(How) 进行询问和回答。能够知道
要关注旅游目的地的名胜古迹和著名景点,以及当地的特产等文化信
息。对学生来说,学习的难点在于如何能够整合所学知识,在理解对话
的基础上进行有效、合理的输出。 在拓展环节,我为学生的语言运用
搭设平台,首先让学生拿自己旅游的照片,用照片介绍自己的旅行,用
英语说话,提高学生的英语水平。
3重点难点
教学重点
(1)功能句型:
出行方式的询问和回答:“How did you go to……?”“IWe went t
o……by……”
关于旅行经历的信息交流:“How was your trip?”及其答语;“Wha
t did you do there?”及其答语。
一般过去时疑问句的提问和回答:“Did you……?”“Yes, I did.N
o, I didn’t.”
(2)能够听、说、读、三个单词:hill、west、around.
(3)认读单词及短语:fantastic、the Spring Festival Fair..
教学难点
(1)出行方式的两种表达方式,如:“I flew to…….I went to……b
y air.”
43

(2)独立而完整地表述自己的出行经历。
4教学过程
4.1.1新设计
教学过程
Step1: Free talk and lead in
T:I went to Hangzhou last vacation .I visited the West Lake,
the Lei Feng tower, the old house. Look here, Let’s liste
n (插播一首歌曲,关于杭州的)
Hangzhou is very you go to Hangzhou ? Who?
What do you know about Hangzhou?
S: the West Lake the Lei Feng tower
T:学习west 跟师读
S:silk 龙井tea
教师出示自己旅行的照片,和学生聊天,导入到课文的学习。
(设计意图:通过老师的自身 经历,向学生展示,并向学生提问,既能
够激发学生的学习兴趣,又活跃了课堂气氛,还巧妙的引出了本 课部
分语言现象,让学生有了初步的感知.)
Step2 :Presentation
Study dialogue
T:st weekend Mike’s family took a trip to Hangzhou. They c
ame back.
出示图片
44

T:Where is he ? S:He is at home.
T:What’s this ? S:It’s ipod.
T: Who is he? S:He si grandpa.
T: What is Mike doing?Is he calling? S: No.
T:He is talking to with his grandpa use his iPod.
T:They are talking about Mike’s trip.
S:Open the books, Listen and answer the questions.
T: How did they go there? What did they do there? What did
they see?
学生回答问题,教师板书。
S: They went there by air. They visited many places. They s
aw green hills, blue water, small bridges, old house.
T:We know Hangzhou is famous for it’s the west lake.
Did Mike go to the west lake? How did they visit?
Let’s listen.
S:They went around the west lake by bike.
T:出示图片 That sounds special.学习special. 特别的
There are famous specialty in Hangzhou .Did they buy? Let’s
Listen .
What did they buy?
出示图片
S: Mom bought some silk dresses. Dad bought some some green
45

tea.
T:Look at the blackboard
T: How was Mike’s trip to Hangzhou ?
S: It was fantastic.
T: Fantastic means great. 棒极了
教师呈现对话图片,引导学生观察图片,教师提问,学生通过观察讨论
回答问题。
( 设计意图:学生通过完整观看动画、阅读对话的过程,对对话进行进
一步内化,通过提问的形式,对对话 进行学习.)
T:Let’s listen and repeat.听录音模仿跟读。
S: 跟读
T:Read the text with your partner, one is Mike one is grand
pa
S: role play.
S: show
看板书,和教师说一说
Read and write.
Last weekend Mike and his parents took a trip to Hang zhou ,
They went there by air. They visited the West lake, and saw
green hills,blue water ,small bridges ,old houses. They
bought some green tea and silk dresses.
(设计意图: 通过观察思维导图,认真阅读,让学生进一步了解故事
46

的内容.并完成练习题。)
, look ,and learn
出示图片
T: Where is it? S:It’s the west lake.
T;Where is the West lake ? S: It’s in Hangzhou.
T;Who has been to Hangzhou?
T:How did you go to Hangzhou?
S: I went to Hangzhou by train.
(多问几个人)
(设计意图:结合学生实际,提问,回答,练习)
T:How did you go to ……?
S:I went to …… by……。
T:There are many transport .Read the words by yourself .
S:学生读单词,展示
T: Look at these pictures
如果你去了这些地方,伙伴想知道你怎么去的,应该怎么问呢?
学生举例
S: How did you go to ……?I went to there by ……。
T :work in pairs, one ask, one answer.
S: 学生练习,展示
关注三张图片给出的地点,请同学读出,并在教师的带领下反复读。学
习庙会the Spring Festival Fair.(给出庙会的图片,让学生感知,
47

并会读这个单词)

(设计意图:根据图片内容练习出行方式的询问和回答:“How did yo
u go to……?”“IWe went to……by……”)
Step3:Production
Listen and write
T:Rose went to her uncle’s house .She did something intere
sting last Sunday.
Where did she go ? What did she do ?
Let’s listen and write.
(1)师生共同观察图片中提供的信息,教师鼓励学生对将要听到的内
容进行预测。讲解fed ,利用图片解释说明
(2)组织学生听一遍录音,填写相关信息。
(3)组织学生第2遍听录音,补充相关信息。
(4)听第3遍录音(带原文听)进行检查。
(5)核对答案。
Let’s do
小组活动,Choose a photo from your trip and write about. 教
师出示例句。
老师以自己的亲身经历举例说明
组长带领组员说一说,Where did you go ? How did you go there?
What did you do there ? …… (设计意图: 通过旅游的相片,
48

在小组交流中练习综合语言运用书写旅行日记。)
展示
分层教学:(根据学生的实际水平分层教学)
第一层可以自己写 。 第二层根据教师提出问题写日记。
Where did you go on holiday? How did you go there? What did
you do there?
第三层可以填空。
Last weekend I took a trip to ,I went there by .
I saw green hills ,blue water. I ate delicious food.
I took many pictures.
展示Homework :
熟读课文并完成自己的旅行日记。










49

Unit3 How did you go to Hangzhou《lesson10》
1教学目标
能够正确理解并朗读对话内容。
能理解、听懂、认读fantastic, silk dresses, bridge词汇和the
Spring Festival Fair, went around the West Lake等词组短语。
能够听懂、会说:Where did you go? What did you do there? H
ow did you go there? How was your trip? 等问题,及其答语:I w
ent to….I visited ….I went there by….初步学会在恰当的情
境中进行口语交际。
能够简单地介绍自己的某次旅行。
2学情分析
经过五年的学习,本班学生已经掌握了基本的英语学习方法,积累了
一些 学习经验,具有一定的口语表达能力,这些基本知识、经验和方法,
为学生提供了良好的语言储备。本课 话题已在五年级以将来时态的形
式出现过,学生已有了旅行所涉及到的一些地点、所做活动以及出行方式的知识储备。因此,本课关于出行方式的表达,学生会比较容易接
受。
3重点难点
教学重点
1. 能够正确理解并朗读对话内容。
50

2. 能用Where did you go? What did you do there? How did you
go there? How was your trip? When did you go to …? 等句型
询问某人出行的情况,并做出相应回答。
教学难点
词汇fantastic,bridges的正确发音。
介绍自己某次旅行的经历。
4教学过程
活动1【导入】预热及导入
1. 头脑风暴: fly-flew, go-went, see-saw, eat-ate, buy-bough
t, take- took, play-played
2. 复习 :
T: In lesson 9, we know our friend Mike and his parents wen
t on a trip.
Where did he go? When did he go there? How did they go th
ere? What happened to them? Were his parents happy?
S: He went to…. He went there…. He went there….
【设计意图】帮助学生回忆动词 及其过去式,以及上一课学过的故事
和句型,为学生在本课语言的实际应用做铺垫,引入本课新知。
Step II 学习课文 (12m’)
T: After he came back, he wanted to share his trip with his
grandpa. Now they are talking on the phone.
1. 听对话,提取关键信息
51

T:What did they do in Hangzhou?(food famous places shoppi
ng something bad)
T:What did they see? What did they buy?
学生回答的同时,教师处理词汇: bridges, silk dresses.
学生通过Mike的旅行经历,推测出本次旅行是很精彩的,教师处理词
汇 fantastic。
【设计意图】通过精听,理解对话中的细节信息。体现本课教学目标
1和目标2。
2.听读对话,角色扮演,巩固所学。
(1)播放对话内容,学生听录音模仿录音中的语音、语调进行跟读操
练。
(2)班内开展group work,学生分角色朗读对话。
(3)请2组学生在全班进行展示。
操练方式:全班跟读→分角色朗读→小组展示。
【设计意图】通过模仿,跟读,角色扮演,学生能够正确朗读并理解对
话内容,体现本课教学目标1。
3.复述课文,巩固所学。
(1)根据板书,教师做简要复述做模范。
(2)根据板书,学生进行复述,教师指导。
【设计意图】通过复述Mike的旅行经历,学 生能够从不同方面正确描
述文章内容,为后面学生介绍自己的某次旅行经历作铺垫。
Step III 练习功能句型 (5m’)
52

T: From the dialog, we know how did Mike go to Hangzhou?
S: He went there by airplane.( took the planeair to, flew
to)
T: Our friends went to some famous places, too.
S: Use the sentences and choose one picture to ask and answ
er with partners.
【设计意图】培养学生用不同方式来回答出行 方式,不仅操练了句型,
而且还满足了不同层次学生的需求。体现教学目标2.
Step IV 拓展练习 (18m’)
教师呈现自己大连的旅行照片. Here are some pictures about my
trip. What do you want to know about my trip? (What questi
ons can you ask about my trip?)
教师引导学生就某次旅行的不同方面(引导学生根据板书中的where,
when, how, what)进行提问。
教师随意拿出某位学生照片,与学生作一组对话,为其他学生做示范。
学生拿出自己某次旅行的照片,模仿师生间的对话,和搭档互问互答
此次旅行的相关信息。
请1-2组学生进行展示。
教师根据板书对自己的旅行进行简单的描述。(教师示范)
学生根据自己的照片,向搭档描述自己此次旅行经历。
Here is the introduction about my trip. Now, I want to know
your trip. Please write a short introduction about your tr
53

ip on this paper. If you don’t know how to write, you can
see the screen and replace the underlined words.
【设计意图】突出以学生为本,学生能够用自己学到的 语言知识对自
己感兴趣的信息进行提问和回答,在此基础上能够对自己某次旅行经
历进行简单描 述,最后能够将语言落实到书面写作上。此环节实现了
语言在真实语境中的应用,提高了学生口语表达、 逻辑思维能力,突破
本课难点。
Step V 布置作业 (2m’)
(1) Please send your great trip to me!
(2) Active book P21.
【设计意图】巩固所学知识。











54

Unit3 How did you go to Hangzhou《lesson11》
活动1【讲授】教学过程
教学过程
Let’s talk
Greetings
2. T: Lool at the pictures. Let’s talk. Who can try?
T: How did Mike go to Hangzhou?
S: By airplane.
T: How did you go to schoolgo to the Beijing Zoogo to
Shanghai?
S:On footby busby bikeby taxiby trainby air
T: Those are modern vehicles.(出示PPT,板书vehicles)
[设计意图:复习交通工具,为新课做准备]
Presentation
T:Let’s look at this picture? (出示PPT)What do you think
we’re going to talk about?
S: Talk about in your group.
T: Ok. Does it talk about the modern people or people lived
many many years ago?
55

S: Watch and listen.
T: Play : How did they travel?
S: On footrode horses.
T: Open your books,read the dialogue and answer the
question:
Who invented those vehicles?(板书)
S: Some smart people did.(板书)
T: Do you know who invented the planetelephone ?
S: .
T: 出示PPT,播放视频
【设计意图:了解认识Wright brothers、等著名人物.同时
为后面的学习打基础】
T: Their inventions make our life easy and comfortable. The
y also make travelling safe and fast.(带读句子,学生个别读)
Practice
小组分角色朗读对话
Open your books at at the pictures. Ask and ans
wer in pairs. 展示
Homework
Read the dialogue.
Think: do you know who invented the papermaking?
Unit11
56

Who invented those vehicles?
Some smart people did.

Unit3 How did you go to Hangzhou《lesson12》
1教学目标
1.复习本单元前三课有关过去出行地点和出行方式的交际用语和句
型, 并能够在相对真实的的情境中正确使用。
2.复习所学词汇和短语,能够听懂会说,正确书写。
3.复习所学对话内容,能阅读语段,完成阅读理解练习。
2学情分析
教学对象是六年级学生,对于本课学习的有关出行地点和方式具备一
定知识储备。
3重点难点
1.教学重点
(1)功能句型
出行目的地的询问和回答:“Where did you go…?””I went to…”
出行方式的询问和回答:“How did go to…?””I went to by bus
traintaxicarair”“I flewdrovetake the train to…”
2.教学难点
(1)出行方式的两种表达方式,如:I flew todrovetake the trai
n to……I went to…by bustraintaxicarair
(2)一般过去时态在实际生活中的运用。
57

4教学过程
4.1.1新设计
教学过程
Step 1 Warming up
Let`s read some words.
T:What can we do first ?
Ss:Let `s read some words.
设计意图:教师通过展示本单元学过的单词,词组和句型,学生快速读
的活动和学生一起复习所学的旧知,热身复习,活跃气氛,为下一步的
学习做铺垫。
Step 2 Practice
(1)Do some listening.
T:Let`s go to see our is he?
Where were they?How did they go there?
设计意图:教师引导学生观察图片并预测,帮助学生完成听力练习。
Let`s talk.
T:Yangyang has a little `s his name?
If you were Yangyang,what would you say?
Read the dialogue.
Replacing practice
Talk about where you went and how to go there last Sunday.
设计意图:教师引导学生观察图中人物,用本单元的重点句型
58

对图片中人物的出行目的地以及出行方式进行询问,以小组为单位角
色扮演;并用学过的地点 ,出行方式惊醒替换练习;联系实际生活与同
伴讨论自己上周日是如何度过的。
(3)Read the passage
loudly.(What `s the passage about?)
sciently.
the exercise.
the answer.
设计意图:因为篇章的内容是对本单元课文的概括,大部分词 < br>都是学生熟知的,所以通读起来较为顺畅。首先,学生带着问题大声朗
读课文,整体把握课文。然 后,学生默读课文完成练习题。最后,师生
核对答案。
(4)Finish the letter.
the words .
the letter.
to the letter.
d. Check the answer.
设计意图:这部分我设计了一个小情境,Mike给Grandpa寄
信,但是有些字丢失了 ,让学生帮助Grandpa把信还原。首先让学生读
所给单词,整体感知单词。然后让学生独立完成“ 信”的内容,大部分
能够独立完成,有些同学存在困难。最后,我播放“信”的录音,让学
生核 对,完成内容。
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Step 3 Homework
page 18-23.
w Unit 5.
Unit4 Revision Lesson13: Reading
一、教学内容：本课时教学内容选自北京版小学英语六上四单 元复习
课，本课时为一篇讲述有关古代四大发明的阅读材料。
二、教学目标：
（一）知识与技能目标
1. 能在文字、图片、视频等帮助下，能正确理解阅读材料内容 ，初
步了解古代四大发明的发明时间，发明人等相关信息。
2. 能听懂有关阅读材料的提问，在文中标注信息，回答问题并进行
简单的交流。
（二）过程与方法目标
1. 根据老师出示的问题，进行有目的的阅读，让学生了解中国古代
四大发明。
2. 通过关注主要信息，鼓励同伴交流等方法，迅速寻找文中关键信
息，更好的了解语篇内容。
（三） 情感态度价值观目标
了解四大发明的历史故事，渗透其文化背景知识的同时弘扬中国 历史
文化，使学生对历史知识有更加深刻的了解。
三、教学重、难点：
（一）重点：了解有关四大发明英文名称，并从发明人等方面进一步
60

学习古代发明。
（二）难点：初步理解与四大发明相关词汇，如fiber, metal等。
四、教具准备： 教学课件、实物、词条
五、教学过程：
（一）Warming up and lead in
活动一：Duty Report T: Boys and girls, first let’s have out duty report
today. It’s about the invention of the plane. 设计意图：以旧知引新知，
学生通过duty report 复习飞机的发明，并引出本课时主题：中国古
代四大发明。
活动二：呈现有关四大发明的主题。
T：Boys and girls, Do we have any great inventions in China? S1: Yes, we
do.
T：Yes, wo do have great inventions in China. Today we have a reading
class about those.
设计意图：通过图片等呈现本课学习主题，初步了解学习内容。
（二）Reading Part
Before Reading
活动一：以指南针导入课堂 T: Boys and girls, I have a little device
about the inventions. What is it? Do you know? Ss: Look at the
blackboard and think about what it is. T：It’s round in shape. It’s like
a watch. People have to take it in the forest. People can’t sail in the sea.
It can point south. S1：It’s a compass. T: You are so smart. That is a
61

compass. Was the first compass like that? S1:No, it was not. 设计意
图：抓住学生兴趣点，以guessing形式进入课堂并调动学生学习兴趣。
While Reading Part one: Compass
活动一：Compass-快速阅读，找寻答案 T: Yes, Sinan was the first
compass. And do we have any other compasses? What was it like? Ss:
Read part one and underline the answer in the passage. T: Wow
compass is a magnetic device. It can be a spoon. It can be a small fish in a
bowl of water. It can be a lovely turtle. I’m interested in those. But I am
more interested in another invention. Can you take a guess?
设计意图：授课教师提出 问题，引导学生阅读故事第一部分，利用启
发式提问逐步引导学生在文中找答案，将相关短语标画出来， 了解中
国古代指南针-指南鱼，为学生语言表达做准备。
Part two: Gunpowder
T: It has different colors such as red, green, yellow and purple. We often
watch it during the Spring Festival.
活动一：Gunpowder-泛读故事第二部分，标画答案 T: That’s the
invention of gunpowder. It’s colorful but dangerous. It can bomb. Why
did Chinese ancient people invent gunpowder? Please read and
underling the key sentences. Ss: Read and underline 设计意图：教师
从自己的兴趣点过渡到四大发明-火药。用简单易懂的语言描述 火药，
帮助学生理解。此外，教师提问：古代人们怎样发明的火药？引导学
生阅读文章的第二部 分，标画答案。
62

活动二：Gunpowder- 出示选项，帮助学生理解 T: How did ancient
people discover gunpowder？ A: Looking for something that could
help people live longer. B: Wanted to fight in war. 设计意图：检测孩子
对于问题的理解时，教师给出两个答案选项，降低理解难度。此外教< br>师把文中“ searching for ”在A选项中用学生熟悉的词组“looking for”
代替，突破理解难点。 Part three: Papermaking and Printing T：We
can’t sail in the sea without the compass. We can’t enjoy wonderful and
colorful fireworks without the gunpowder. How about papermaking and
printing? What would you like to know about them? S1: Who invented
the papermaking? S2: When did people invent paper? … T：Perhaps
you are able to find out what you want to know in the passage. And here
is a little form. Try to get as much as information you can and write them
down in the form.
活动一：阅读三、四段，完成阅读表格

Who
When
What (materials材质)
Papermaking



Printing



…



设计意图：教师设计阅读表格，请学生在文中找到有关造纸术和活字
印刷术的发明人 、所用材料等信息。 并将提取后信息写在表格中。
学生在表格的引导下进行有目的的阅读。此后鼓励 学生进行交流，相
互说一说自己提取的信息。最后教师引导学生核对表格信息.在核对
63

表格过程中，教师出示麻绳和布纤维，帮助学生理解新词，突破理解
难点。除此之外，教师利用音频、视频资源了解活字印刷材质，攻克
难点。
活动二：小组合作，补充表格 T：What else do you know about those?
Please perfect your form. Ss: Write down more information about the
papermaking and printing. 设计意图：鼓励学生完善自己的表格。学
生对于造纸术和活字印刷术的 发明时间等信息有更详尽的了解，鼓励
学生分享，但不要求学生必须用全英文表达或书写。给学生提供四 大
发明“Time Line”，帮助学生完善表格中印刷术发明时间。
After Reading
活动一：Task1 on page 29 设计意图：通过判断检测对语篇的理解，
进一步细化故事细节理解。
活动二：Task2 on page 29 设计意图：回顾阅读，尝试改正，并写出
正确答案。
（三）Extention小组讨论，发表观点 T：Which invention are you
interested in? Why? Ss: Think and express ideas.
设计意图：在小组中鼓励学生在同伴间说一说自己感兴趣的发明？鼓
励学生用英语表达自己的想法。如果学生在语言表达上有困难，教师
要及时给予语言帮助。
（四）Homework Assignment 作业布置
1 Finish the “3-2-1” worksheet
to find out more inventions in China
64

设计意图 ：和同伴补充完善自己的表格，鼓励学生搜集更多关于四大
发明的信息。此外，鼓励学生去图书馆或上网 搜集古代或现代中国的
发明，了解中国的历史，感受中华人民的勤劳和智慧，弘扬民族文化。
Unit5 When did the ancient Olympic games begin《lesson15》
1教学目标
知识与技能目标:
1、了解古代奥林匹克运动会召开的时间,能听懂、会说“When did
… begin?” 及其答语,并能在实际情境中运用。
2、能够正确理解课文对话,获取课文中的相关信息,能够正确朗读课
文,表演对话。
3、学生能够对课文内容进行复述。
过程与方法目标:
1、通过对古代奥林匹克运动会知识的学习,丰富孩子的知识。
2、通过层层递进的问题设置,训练学生听懂对话、提取信息的方法。
情感与态度目标:
能够了解古代奥林匹克运动会的历史和相关知识,体会奥运的传承精
神。
2学情分析
本课时的授课对象是六年级学生,具备了一定的生活经验和社会知识,
对奥运会有一定的了解, 也比较感兴趣。本课时所涉及的时态依然是
一般过去时,主要讲动词过去式的的变化和使用规则。学生在 1-4单
元一直在学习,所以,学生具备一定的语言知识能力。但是古代奥运会
65

距离学生年代比较久远,学生理解和接受还是存在一定的困难。
3重点难点
教学重点:
1、学习询问某个时间或年代开始的时间,并能做出相应回答::“ Wh
en did … begin?” “… began in… .”
2、正确理解课文对话,获取课文中的相关信息,正确朗读对话。
3、了解古代奥林匹克运动会的历史和相关知识
教学难点:
1、单词ancient , modern,年代的读音,以及动词过去式的正确使用。
2、提取对话信息,对课文内容进行复述。
4教学过程
4.1
第一学时

4.1.1教学活动
活动1【导入】导入
1、Watch a video about the opening ceremony of Beijing Olym
pic Games.
设计意图: 通过观看2008年北京奥运会开幕式,引出话题,渗透对hi
story , modern的理解和认读,同时激发学生的自豪情感。
2、2008 Olympic Games are modern Olympic Games. Do you know
the ancient Olympic Games? What do you want to know?
设计意图: 激活学生的思维,学生提出自己感兴趣的问题,能够帮助
激发学生主动探索学习的欲望。
66

活动2【讲授】学习对话
1、创设情境:Lingling and Yangyang will help us. Let’s list
en and watch.
设计意图:创设情境,让孩子在真实的对话情境中了解古代奥运会的
相关知识
2、根据学生和老师的问题,听录音(一至两遍),回答问题。 When di
d the ancient Olympic Games begin? Which county held the fi
rst
Olympic Games? What are the differences? In the ancient Oly
mpic Games, there were no women. How do you think of it?
设计意图:通过问题的提出和回答,了解对话的主要内容,帮助解决学
生的疑问。
3、细节处理:776BC, 3000years,100years 4、How does Yangyang
know about the ancient Olympic Games? How do you think Of
Yangyang?
设计意图:在情感上支持Yangyang, 激发学生热爱体育运动的情感。
活动3【练习】操练与拓展
1、跟读。
2、圈出过去式。
3、自读。
4、分角色朗读。
设计意图:能够正确朗读对话,理解对话内容。
67

5、Read and circle 设计意图:进一步 理解对话内容。
6、Retell the text.
7、Watch a video about the ancient Olympic Games.
设计意图:能够了解古代奥林匹克运动会的历史和相关知识,体会奥
运的传承精神。
活动4【作业】作业
1、Read the dialogue.
2、Talk about the ancient Olympic Games to your parents.














68

Unit5 When did the ancient Olympic games begin《lesson16》
1教学目标
1、通过教师的引导,借助课件理解talk together谈论的内容;
2、能够在教师的指导下朗读对话内容;
3、能够通过学习对话内容,运用本课重点句型When did people
hold the … modern Olympics? They held them in … in … .并
可以仿照进行人物采访。
4、通过学习培养学生对体育运动的兴趣与爱好;通过合作学习培养学
生的合作精神。
2学情分析
学生情况分析:
1. 认知特点:本课的授课对象是小学六年级的学生 ,多数学生对英语
的学习兴趣比较稳固,养成了良好的英语学习习惯,具备了一定的语
言交际能 力,课上能够比较积极参与,根据不同情况表达出自己的想
法,学习效果明显。
2. 知识储备:之前在北师大版教材中五年级上册第三单元接触过
sports,只是对于一些运动项目有 初步的了解。奥林匹克运动会这一
话题,从来都没有接触过,是完全陌生的知识,虽然话题贴近生活,但
其中涉及到一些国家名称和年份,对于学生来讲有一定的难度。
69

3重点难点
教学重点:
1、通过教师的引导,借助课件理解talk together谈论的内容;
2、能够在教师的指导下朗读对话内容;
教学难点:能够通过学习对话内容,运用本课重点句型When did
people hold the … modern Olympics? They held them in …
in … .并可以仿照进行人物采访。
4教学过程
活动1【导入】Warm－up
Watch a video about Olympic Games.
活动2【讲授】Presentation
(1)What do you know about Olympic Games? (中英文即可)
(2)Doyou remember the ancient Olympics ?Let’s see together.
【设计意图】:在学习新知的同时,回顾已学课文内容,通过对比的方
法,使学生对对话的理解 更加深刻。
(3)Group work
Four people in a group. Read the dialogue and finish the
form.
(4)Check the answer and analysis the dialogue.
Do you know when did people hold the first modern Olympics?
(板书)
— In 1896
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Where did people hold the first modern Olympics?
— Athens, the capital city of Greece.
What’s the rule about the modern Olympics?
Both men and women can take part.
In modern Olympic Games, both men and women can take part.
Why?
— There are more events.
Do you know why people from different countries come to tak
e part in the Olympic Games?
— People from different nations can meet and get to know e
ach other better.
Do you know what’s the motto of the modern Olympics?
— It’s “Higher, Faster, Stronger”
活动3【练习】Practice
(1)Read the dialogue after the flash.
(2)Pair-work
(3)Show time
(4)Retell the dailogue(结合本单元复习课中的阅读段落)
The modern Olympic Games began in Athens, the capital city
of Greece, in 1896. Every four years, a different city host
s the Games. Both men and women can take part now. The mo
tto of the modern Olympics is “Higher, Faster, Stronger”.
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Beijing held the 29th Games in 2008.
(5)Introduce something about Beijing Olympic Games.
活动4【活动】Production
1、The teacher interview one of the classes to example.
Sports reporter
Now, I’m a sports reporter. I will ask you some questions
about modern Olympic Games.
When did people hold the … modern Olympics?
People held the … modern Olympics in …in …
Why people hold the Olympics?
Because people from different nations can meet and get to k
now each other better.
What's the motto of the modern Olympics?
— It’s “Higher, Faster, Stronger”.
2、Interview in groupspairs. You can ask more questions.
3、Show the result in the class.
【设计意图】:此设计是知识的拓展,结合本课的新知识和训练点来提
取奥运会话题的相关信息,是结 合本课重点句型运用语言进行输出的
综合训练。
4、Writing
Answer some questions.
活动5【作业】Set the homework
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There are a lot of Olympic Games. Choose a session of Olymp
ic Games and tell me what do you know about it. Please try
your best to write an email for me.
Unit5 When did the ancient Olympic games begin《lesson17》
1教学目标
知识与技能目标:
1. 能够听懂并正确使用“How many…did …?”询问他人,并能用“T
hey won… ”做出回答。
2. 能 够听懂、会说、认读success,medal,athlete,bronze,visitor,
world, proud。
3. 能够正确理解课文,获取课文中相关信息,能够朗读课文,表演对
话。
4. 能够了解北京奥运会相关历史知识。
过程与方法目标:
1. 通过情景的创设使学生能够运用所学句子进行对话。
2. 通过教师呈现的图片、创编的英文绘本、课 前和课中制作的视频,
以及思维导图,都帮助学生理解课文、了解08年奥运会相关知识,使
学 生掌握所学的单词和问答句,并在情景中运用。
情感态度与价值观目标:
1. 通过角色扮演、小组活动的形式培养学生的小组合作精神,学会与
人合作完成任务。
2. 通过图片的呈现、视频的剪辑与制作、绘本的创编大大激发了学
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生们的爱国之情。
3. 利用北京奥运会的口号激发学生的学习动力、唤醒学生为祖国的
富强而努力奋斗的意识。
2学情分析
(1)知识基础:根据学生以往的学习,以及前两课学习的基础,学生能
够熟练运用英语表述数字单词,本节课,出现的单词“hosted”和“w
on”分别在Lesso n 16 Let’s do.环节中和Lesson 3Listen, look,
and le arn环节中已经出现了,学生已经理解其含义和掌握了过去式
的表达法。学生还能运用思维导图来描述 古代奥运会和第一次现代奥
运会的内容。本节课,利用教师制作的视频剪辑、情景的创设、思维
导图的板书制定,以及教师创编的英语绘本,这些都大大调动了学生
的积极性,并且激发了他们的爱国情 感。
(2)情感基础:六年级的学生性格活泼开朗,乐于表现、喜欢思考问题,
最重要的是他 们对英语的学习仍保持着浓厚的兴趣,能够积极主动参
与到英语课堂活动中,对于高年级的孩子来说,通 过拓展她们的知识、
文化领域来激发学习的情感是非常重要的。
3重点难点
1. 教学重点:
(1)学习询问在过去做某件事的数量:“How many … did …?”并能
做出相应的回答。
(2)了解北京奥运会的相关历史、知识。
2. 教学难点:
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(1)理解课文内容。
(2)运用“How many … did …?”询问在过去做某事的数量,并做出
相应的回答。
(3)词汇:掌握athlete、bronze和success的发音。
4教学过程
活动1【导入】Step I Warming－ up
1. Greetings
T: Class begins! Good morning, girls.
2. Revision (Mind Map)
T: Girls! We have learnt more about the Olympi
c Games. Look! Yangyang and Lingling talked about t
he ancient Olympic Games and the first modern Olymp
ic Games. Can you tell me more about them?

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【设计意图】:本单元从Lesson 15开始就介入了思维导图的形式 ,
通过思维导图的呈现,帮助学生更快、更有效地梳理、复习、巩固所
学的旧知。
活动2【讲授】Step. II Presentation
1. Lead-in
Look and say Show a piture.
T:Today,Yangyang and Sara are talking about another
Olympic at the you guess
which Olympic Games it is?
Great! It’s the 29th Olympic Games. (板书)
T: Girls! We have learnt more about the Olympic Ga
mes. Look! Yangyang and Lingling talked about the a
ncient Olympic Games and the first modern Olympic G
ames. Can you tell me more about them?
What can you see in the picture?
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Learn the words.
Teach the word: medal (出示单词卡片)(板书)
Show three pictures of the gold medal,the silver me
dal and the bronze medal.(出示三种奖牌的图片和单词)
【设计意图】:将人物图片融入到课文主题图里呈现出来 ,以Yangyan
g和Sara正在谈论另外一个奥运会为切入点,直接引出课文主题,简
单 明了。学生通过观察图片,搜索信息进行简单的口头描述,快速判断
是哪一届奥运会, 并且借着图片学习了“medal、bronze。”为后面
学习重点句“They won 51 gold medals,21silver medals,an
d 28 bronze medals.”降低了难度。
2. Learn the text.
T: Sara is very interested in the 29th Olympic Gam
es. She knows something. What does she know?
She knows the time. When did the the 29th Olympi
c Games begin? In 2008.
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(板书When?)
She knows the place. Which country hosted the 29t
h Olympic Games? Beijing hosted.
(板书Which country?)
T: Can you say the whole sentence? Beijing host
ed the 29th Olympic Games.
That was so great! We were a great success.(出示suc
cess卡片 学习单词)
【 设计意图】:根据主题图创设的情景,学生观察图片、搜索信息,猜
测Sara已经了解了关于奥运会的 哪些信息,利用思维导图的呈现帮
助学生来进一步学习课文、理解课文。通过图片感受成功的喜悦。
T: Sara wants to know more about the 29th Olympi
c Games. What does she want to know?
Let’s watch the video.
Watch and answer
第一遍视频:提出问题What does Sara want to know? Ho
w does she ask?
How many medals did the Chinese athletes win?
(板书:How many?)(先后出示卡片athlete、visitor学习单词)
第二遍视频:提出问题How many medals did the Chinese at
hletes win?
They won 51 gold medals, 21 silver medals, and 2
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8 bronze medals.
(板书三个数字,标注 medal后面的“s”)
【设计意图】创设一个由Sara已经知道的信息来引出Sara还想了解
更多信息的情境,通过观 看课文视频来进行回答。在情境中去学习词
语及重点句,帮助学生更有效地理解掌握所学知识。
Show a picture of the gold medal table.
T: What’s this? It’s the gold medal table.
Look!
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China was number one on the gold medal table.
We Chinese athletes were excited when they won. S
o, let’s watch a video.

Sara is so excited. Listen! She says: “…”.
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“ Wow, that’s great! It was such a big sports f
estival!” (播放音频)
Look! There were many people in this big sports fe
stival. Who are they?
We had many visitors and athletes from all over th
e world in Beijing.
We must be proud of our country and our city.
Do you love our country? Do you love Beijing?
Can you say the sentence with true feeling?
【设计意图】 出示2008年各国家获得奖牌的金牌榜图片,给学生更直
观的感受,学生观看教师剪辑制作的中国运动 员获奖的视频,来激发
她们的爱国之情,自豪之感。
the text
(1) Listen and repeat
(2) Role play T&S
(3) Work in pairs to practice the dialogue
活动3【练习】Step III Practice
1. Look and say
the mind map and talk more about the 29th Olympic Gam
es.
T: Let’s review. Can you say something more about the 2
9th Olympic Games?
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(这是学生自己通过预
习来制作的思维导图)
学生在预习课文时,观 看老师自制的视频,根据自己的理解,自制了一
张思维导图,在这个环节进行表述练习。
【设 计意图】利用思维导图来描述所学的知识,帮助学生巩固新知,
掌握所学内容。培养学生运用思维导图的 能力。
2. Listen and match

Listen and match.
T: We know, in the 29th Olympic Games, our Chinese ath
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letes won 51 gold medals, 21 silver medals, and 28 bronze m
edals. How about the 30th Olympic Games in 2012? How many
medals did the Chinese athletes win? Let’s listen and matc
h.
【设计意图】通过练习的形式,巩固新知,在情境下继续了解相关奥运
会的知识。

活动4【活动】Step IV Production
T: We learned more about the 29th Olympic Games. D
o you want to know more other Olympic Games? Ther
e are three books. Work in your group, let’s rea
d a book. Each group read one and then do some t
asks.

【设计意图】学生通过阅读教师创编的英文绘本,一方面是来了解其
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