新冀教版六年级英语上册第一单元教案
湖南专科学校排名-入团申请书格式
课 题
Lesson 1 At the Airport 课 型 新授
课时安排 1
六年级的学生通过前阶段的学习，已经具备一定的英语基础，大部分学生能
够用
简单的英语谈论一些话题。基于培养学生继续学习英语兴趣的目的，我
学情分析
巧妙地借助图片、道具、及小组合作形式，让学生在体验、参与、合作中体
会学习英语的乐趣。
知识目标：
1.学生能听懂会读本课课文
2.使学生通过练习复习句子：What
time is it? It’s ____.复习所学过的时间
表达法。
教学目标
能力目标：
1.学生能够模仿课文对话，能练习相互问候的日常用语。
2.培养以旧带新掌握一定的语言技巧的能力，练习该如何表达时间。
情感目标：
以情感培养人，培养学生珍惜时间的好习惯。
重 点
难 点
掌握what time is it ? It’s＿
学生能够准确的用英语表达时间
教学用具 多媒体课件
教 学 过 程
Step 1 : Review
1) Play a game: “ The number game” to review
number , play with
numbers up to ten thousand
.
2) Review some phrases : What day is it ?
What time is it ?
Step 2 : Presentation and
practice
1.引出新课题，教授新单词airport，教读数遍并让学生明白单词的意
思。
and answer:
1).Who is this? JennyDannyLi
Ming.
2).Where does Jenny live? Canada. Where
does Li Ming live? China.
3)How long is it
from September 1 to June 25? Ss count the months:
October November December January
February…June. Wow!That’sten
备 注
months.
ng “ What time is it ? ”
1) 指着自己的手腕处，ask: What time is it ? （强调连读is
it）.Explain that we use “o’clock” only on the
hour.
2) Demonstrate : Draw a clock on the
the hands
on the clock as T asks and answer
the question . Then get volunteers
to answer
the question . Eg: 2:40 two forty 5:10 five ten
6:37
six thirty seven 9:00 nine o’clock ce :
1) Practice in pairs .
2)Ask the
volunteers to more the hands on the clock as they
ask
and answer the question .
ng “ the
text ”
1)When the students listen to the tape
, think over the question :
does LiMing come
to Canada ?
does Li Ming arrive ? When will
LiMing go home?
time did Li Ming’s plane
arrive ?
meets him at the airport ?
he have a good trip ?
2)Read the dialogue and
discuss the questions in groups .
3)Ask the
students to answer the questions .
4)Read by
themselves , then read role-play .
Step rk
Make up a dialogue about meeting someone at
the airport . Use
“ What time is it ? It’s .”
Lesson 1 At the Airport
What time
is it?
It’s 5:25.
板 书
设 计
教 学
反 思
本课的知识目标是让学生能听说和拼写单词：half,
him，clock；理解简短对
话询问半点时间：What time is it? It’s
half past….以及宾格形式的运用。
并能在情景中去表达。在处理单词him的时候，如何
让学生清晰明了的理解
宾格形式这方面，我做的并不好。语法相对与词型来说是抽象和透明的，如
果由抽象到表象，更符合学生的思维规律，去渗透，不是生硬的让学生死记
这样的知识。并且能灵活运
用，是我在以后的教学中要继续和思考的问题。
课 题
Lesson2 Jenny’s House 课 型 新授 课时安排 1
学生年龄在
十三、四岁，要强、上进、竞争意识强、不甘落后，应重点培养
学习兴趣。在英语教学中，多以鼓励、表
扬为主，提高他们对自我价值的认
学情分析
可，增强自信心，克服英语课“只看不说”的现状
，要他们乐于张嘴，敢于
张嘴，，将书面英语真正转化为口头英语。
知识目标：
1、能听、说、读、写单词：bedroom; kitchen; bathroom;
living
room ,toilet ,study
2、能用英语简单描述自己的家中的各个房间。
教学目标
能力目标： <
br>学生能正确运用英语描述家中的房间，能在创设的情境中进行交流，使语言
交际与表达能力进一步
得到提高。
情感目标：
1、激发学生学习英语的浓厚兴趣，培养学习主动性，感受学英语的乐趣。
2、培养学生要热爱家庭、热爱生活。
能正确运用bedroom; kitchen;
bathroom; living room，toilet, study能正确运
重 点
用There be….和Here is…..句式
能正确运用There be句式
难 点
教学用具 多媒体课件
教 学 过 程
Step 1.
Class Opening
1. Greetings
Step on
Use vocabulary cards to review the words “
house”,
“classroom”, “bathroom” ,“bed”.
Step concepts: room, kitchen, bathroom,
living room 1.
Introduce:
a. Use posters
of rooms to demonstrate each word.
b. Point
out the word “room” in bathroom, bedroom and
living
room.
c. Free talk
备 注
t book :
a. Play the audiotape as
the students follow in their books
b.1).Teach
“There be” 句式.Use a room to introduce some
objects
say There is a…. There are……s.
2).Ss say sentences freely, they should
introduce some objects
say There is a…. There
are……s.
Step 4:Practice: Use a picture-prompt
drill. Hold up vocabulary
cards for objects
found in particular room. Divide the class into
small groups. Ask each group to make up a
dialogue about showing
someone around a new
house.
Step 5:Consolidation Fill the blanks.
Ask one volunteer to
show .
Step6. Tell
the students to look at the pictures of the room
to
help them complete the 4sentences in Part2.
The draw their homes
and write with There is a
… There are …
Step 7:Homework: Write some
sentences to describe your rooms
in your
house.
板 书
设 计
教 学
反 思
单
词讲解过程中以拆分的形式让同学们加深理解，注重拼读规律。操练过程
中孩子们根据自己的意愿能够说
出这些句子。通过What’s missing? Listen
and answer…等活动的
操练让孩子们再现了学习内容，注重了语言表达。同
学们通过学习能够掌握这些房间的说法以及表达介绍
自己的家的句型。个别
同学们课下还需要多加练习，注意toilet的读法。总体来说，本堂课达到了
较好的学习效果。
课
题
Lesson 3: Making Breakfast 课 型 新授 课时安排 1
本课与学生生活实际紧密相连，学生有一定的生活经验，而且很多内容都之
学情分析
前都涉及过，所以在教学过程中创设真实的情境教学，放手让学生去表达。
认知目标
1.使学生争取掌握单词：make , breakfast, table put half
2.学生能够理解并且掌握句型:What would you like for
breakfast? I would
like aansome____, please.
能力目标
教学目标 1. 使学生能进一步掌握更多有关厨房的名词，扩充词汇量。
2. 能运用本课所学的内容及以前学过的相关句子结合实际生活情况表达
自己感情和意愿。
情感目标
学习课文后,让学生能够领悟到父母劳碌的辛苦,鼓励学生们多帮助爸爸妈
妈做家务。
重 点
难 点
教学用具
使学生学会读写单词：make ,
breakfast, table put half并应用
使学生学会读写单词：make ,
breakfast, table put half并应用
多媒体课件
教 学 过
程
Step 1 Class opening and Review
1.
Greetings.
2. Review:
1)Play “What time
is it ? “ to review the way to say some times .
2)Play “Draw and guess” to review the words of
food.
Step 2 Presentation
“make and
cook”（Explain “ cook ”） Ask the students
to
come to the front to write the answer.
S1 : I
want to cook ___. S2 : I want to make___.
the new words “breakfast, table put half”
1)Play “ Simon says “ to practice the new
words .
2)Ask the students to come to the
front to read .
Step3 Drill and Practice
备 注
the dialogue
your
books，read the part one and answer my question.
What
would Jenny and Li Ming like for
breakfast ?
3. Listen to the tape and fill in
the blank.
1) Mum is _________ eggs in the
_________.
2) The juice is in the
_____________.
3) Let’s put the _________ on
the _________.
4. Role-play the dialogue.
Divide the class into small groups.
Ask each
group to make up a dialogue about making a meal in
a
kitchen.
ts fill in the blanks in Part2
- make a dialogue
with the words and would
like….
Read the passage in part2-2to the
students. Tell students to tick
the correct
reponses below that go with the passage. Check as
a
class.
Step 5 Homework
a
dialogue .
a short dialogue or passage about
a meal in a kitchen .
板 书
设 计
Lesson3:
Making Breakfast
What would you like for
breakfast?
I would like a, an ___
,please.
dish-----dishes refrige
I
would like some ___ ,please.
教 学
反
思
本课总共三部分,一三部分复习了第一课和以前学过的一些知识,二部分又细
致的讲解了里
的一些用具.我在讲解的时候把重点放在第二部分的
教授上，运用各种手段对学生进行质疑,提问,最后
到能运用的不断提高.效果
不错.
课 题
Lesson 4: Making Dinner
课 型 新授 课时安排 1
本课与学生生活实际紧密相连，学生有一定的生活经验，而且很多内容都之
学情分析
前都涉及过，所以在教学过程中创设真实的情境教学，放手让学生去表达。
认知目标
1.使学生争取掌握单词：make , breakfast, table put half
2.学生能够理解并且掌握句型:What would you like for
breakfast? I would
like aansome____, please.
能力目标
教学目标 1. 使学生能进一步掌握更多有关厨房的名词，扩充词汇量。
2. 能运用本课所学的内容及以前学过的相关句子结合实际生活情况表达
自己感情和意愿。
情感目标
学习课文后,让学生能够领悟到父母劳碌的辛苦,鼓励学生们多帮助爸爸妈
妈做家务。
重 点
难 点
教学用具
使学生学会读写单词：make ,
breakfast, table put half并应用
使学生学会读写单词：make ,
breakfast, table put half并应用
多媒体课件
教 学 过
程
Step 1 Class opening and Review
1.
Greetings.
2. Review:
1)Play “What time
is it ? “ to review the way to say some times .
2)Play “Draw and guess” to review the words of
food.
Step 2 Presentation
“make and
cook”（Explain “ cook ”） Ask the students
to
come to the front to write the answer.
S1 : I
want to cook ___. S2 : I want to make___.
the new words “breakfast, table put half”
1)Play “ Simon says “ to practice the new
words .
2)Ask the students to come to the
front to read .
Step3 Drill and Practice
备 注
the dialogue
your
books，read the part one and answer my question.
What
would Jenny and Li Ming like for
breakfast ?
3. Listen to the tape and fill in
the blank.
1) Mum is _________ eggs in the
_________.
2) The juice is in the
_____________.
3) Let’s put the _________ on
the _________.
4. Role-play the dialogue.
Divide the class into small groups.
Ask each
group to make up a dialogue about making a meal in
a
kitchen.
ts fill in the blanks in Part2
- make a dialogue
with the words and would
like….
Read the passage in part2-2to the
students. Tell students to tick
the correct
reponses below that go with the passage. Check as
a
class.
Step 5 Homework
a
dialogue .
a short dialogue or passage about
a meal in a kitchen .
Time for dinner.
cook
meat and vegetables.
help potatoes tomatoes carrots
wash the dirty dishes.
dry the dishes.
板 书
设 计
教 学
反 思
课
题
Lesson5: In the Living Room 课 型 新授 课时安排 1
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
学情分析
用诸如me, him, her等宾格形式的词汇进行简单造句。
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。
教学目标
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。
重 点
难 点
教学用具
人称代词的宾格形式
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。
多媒体课件
教 学 过 程
step1:warming up
sing a song “In the
living room” revision
T：where do you live
? I live in a house . Here s my house .
How
many rooms ? Guess, what room is it ?
S1,S2,S3,S4:This is a bedroomliving
roomkitchenbathroom
T： I have something for
my house .
I want you to put them in the
correct room.
step 2:new teaching
T：There is a a and in the bedroomkitchenbathroom.
But there‟s nothing in the living room .Guess
,what „s in my living room?
（出示电视、小沙发、长沙发模型）
备 注
T：I want to watch TV.
（指黑板） Is this a TV ?
Ss： No, this isn‟t a
TV. This is a blackboard .
T：（指椅子）Is this a
TV?
S：No,this isn‟t a TV. This is a chair
.
T：Where is the TV? S：Here is the TV.
T：（出示Jenny家客厅的图片课件）What can you find in the
living room?
S1：This is a S2：These are
S3：I see S4：I like
T：What do you do in
the living room ?
step 3. game
教师让一个学生看动词短语，然后做动作，其他同学回答：what is heshe
doing ?what are youthey doing ? what am I
doing ? 教师把黑板上的短语
变成现在进行时的句子。
T：today we
„ll meet a new friend .（出示现在进行时自我介绍的课件）
T:
ask and answer about the picture.(
出示Jenny家客厅的图片课件)
step4:cousolidation
T: listen to the tape and answer the question
“ Is everyone in the living room
quiet ?”
Ok ,answer the question.
T: take out your
listening paper ,listen and fill the blanks .
Listen ,repeat an
d check your answers .
step ties
T:show a picture of your
living room and talk about it with your partner.
ste
p6: practise Read and match.
A.
What‟s for supper ? 1. It‟s on the TV. B. May I
help you ? 2. She is wri
ting a letter. C.
What is mum doing ? 3. Vegetables and meat. you
fi
nd the book ? 4. I‟d like a pencil.
step7:homework
T: Talk about your living
room with your friends and your family.
Lesson 5 In the Living Room
板 书
设 计
Jenny is sitting in a chair.
Danny is sitting beside her.
教 学
反 思
1
.积极利用游戏教学引导学生对学过的知识进行复习，检测了学生掌握的情
况，为新课的开展奠定了良好
的基础。
2.采用实物教学更能直观化，更大程度地调动了学生参与学习的积极性，激
发了学
生的学习兴趣，使得学生在学习单词过程中始终保持较高的热情，记
忆单词比较快、准确。
3
.在实践过程中不仅指导了学生参与动口，而且自己也主动参与学习，为学
生作了带头榜样作用，自然取
得了较好的效果，学生能大胆说出自己的理解，
敢于交流，即是说错了，我也正确地引导进行表达自己的
感受。
4.能主动为学生创造交流的环境和氛围，学生能在愉悦的氛围中尽情地发挥，
培养了
学生主动参与学习的能力，真正让学生成为了学习的主人。
课 题 Lesson
6: Baby Becky atHome
课 型 新授 课时安排 1
学情分析
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。
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
能在老师帮助下听懂并读懂故事。
能声情并茂地朗读故事并在老师帮助下复述表演故事
多媒体课件
教 学 过
程 备 注
教学目标
重 点
难 点
教学用具
ng
Use the quiz in the student book as
review. Observe the
studentsclosely.
Use
the storybook and audiotape. Prepare to Read Here
aresome questions I can use to prepare the
students for the story.
Use as muchEnglish as
possible, but allow the discussion to take
place in Chinese wherenecessary. Who remembers
Baby Becky? What
is Baby Becky doing in
thisstory?...... Read
可以利用录音带和故事书，让学生边听边阅读，阅读
完毕能从故事中找
出本单元的重点单词，并通过Find the words.
等形式，训练学生熟练
拼写单词。
s Here are some questions
I can use to reinforce the
mainidea of the
story. What does Baby Becky do at home? Does Baby
Becky “help” her mother? DidBaby Becky have
fun? Did her mother
have fun? Why
not? Where does Baby Becky “help” her mother cook?
How does Baby Beckyget dirty? Where does her
mother take Baby Becky
when she is dirty? Do
you likethis story? Why or why not? ……
板 书
设 计
Lesson 6: Baby Becky atHome
1. Are
these dishes clean or dirty? The dishes are clean.
2. What is Mr. Smith doing? Mr. Smith is
washing the dishes in thesink.
3..Where’s the
toilet? Thetoilet is in the bathroom.
does
Baby Becky do at home?
5. Does Baby Becky
“help” her mother?
教 学
反 思