六年级下册教学设计

1、Module1.Stories备课人：陈泳茵、区凤钿模块教学目标：本模块是有关德育的故事教育课。在第一单元里，Janet给Jiamin 讲了一个有关龟兔赛跑的故事。在第二单元里，讲述了一个农民守株待兔的故事。语法和交际功能：1、能使用一般现在时理解和复述故事。2、一般过去时的否定句：didnt want3、以dont引导的祈使句。4、一般过去时would引导的重句：The hare was sure he would win.5、使用should的建议：I should be careful and patient.6、will引导的条件重句：If you eat me, he will no

2、t be happy.7、一般过去时动词的变化交际功能句子：Are you OK? You are like.What do you mean?You know.Thatright.Dont move.Ill eat you up.Go for it.词汇：名词：tortoise, hare, race, meal, work, field, nothing, ground, farmer, snake, bottle, crow, elephant, danger, weather, sure, proud, careless, slow, careful, old, patient, sa

3、d, steady.动词：carry, save, crash, appear, pick up.形容词：kind, bad, clever, heavy, small, great,cold, poor, warm, silly, alive, delicious, hard, dark.短语：in such a hurry, from then on, all day long副词：suddenly, fast, 语言目标：比较四种时态 学习目标：能读懂故事并用一般过去时复述故事。用Dont 给出建议。用should提出建议。比较不同的时态。Would用于一般过去时中。理解条件重句。第一课

4、时：U1 Slow and steady wins the race一、教学内容分析本课以“搬书”情景展开话题，情景性强，单词主要以动词和名词为主，涉及动物类的单词容易上手，动词短语形象生动，语法以现在进行时为主，要应用形容词于实际中。二、教学目标（知识、技能和情感目标）1、“四会”掌握单词和词组：steady， win, (won),try, carry, such, in such a hurry, silly, hare, mean(meant), tortoise, proud, carefless-careful, patient, remanber, sad, hard, hard

5、er, 2、掌握句型： didnt want.You are like What do you mean?You know Dont.3、能用正确的语音语调朗读课文。4、通过本节课的学习，提高学生的学习兴趣和参与课堂活动的积极性，养成良好的学习习惯。5、培养学生做事情不要一时贪快，要在稳中求胜。三、学情分析1.重点：本课单词和课文的朗读2.难点：本课的句子较长，因此课文的朗读成为了难点，对中下生来讲，更需要帮助。四、教学策略1.充分利用已学只是引入新知识的学习；2.充分利用图片、照片、简笔画和生活实际，引导学生进行语言实践；3.鼓励学生与他人合作，共同完成学习任务。五、教学过程一、warmin

6、g up1、歌曲：课本P6 one two three four five 新学期的第一节课用轻松愉快的音乐活跃气氛2、明确学习目标二、Presentation1、PPT示几个故事情景，让生讨论What are these stories about?；TP PP2.lead in the story ,the tortoise and the hare then teach the new words in the title3.what a video and discuss what can we learn from the story?Teach them to use the se

7、ntence Dont ,Be 4、lets talk. Look at the picture and say: who are they? What are they doing? What is Jiamin doing?5.lets read and judge7.read the dialogue again and learn the new words8.read in group /together/ roles三、归纳巩固consolidation 1. Lets read.（1）让学生打开课本，把刚才的对话与原文对照，划出不同处。（2）课文录音，留意停顿及连读并用符号标示出

8、来。（3）模仿录音熟读课文，特别是划线及标示部分要多读。2、学习与归纳新单词归类学习，小组比赛记忆四、发展 Development1.Lets recite.2.Lets practise.根据图和句子理解重点短语和句子Try to do sth/ try ones best to do sthSb want to do sthIn a hurry/ hurry to do sthSure +从句If you want to you should 五、小结1、提问方式以学生讲自己这节课的收获。2、把自己喜欢的单词或者句子读给大家听。六、作业。1、朗读课文，读单词。2、抄写活动手册P71 U1（

9、反思：在引导学生说：If you want to you should 这个句型欠缺语言环境；另外在教学:The hare was sure he would win so he took a rest,这个句型时，学生对句子的结构模式掌握不够好，所以要加强这个句型的模仿造句的训练）第二课时： U1 Slow and steady wins the race一、热身、复习Revision1、歌曲：课本P6 2、明确学习目标二、呈现Presentation1、try to retell the dialogue2.look and say (review some verb phrases, p

10、lay a game Mime and guess3.look at the picture and give some advise, 4.let talk about the storiesExercise: listen and number then talk about the pictures5.look read and match 三、发展 Development1.T show the picture of a story 2.look and title the story 3. tell the story with some simple sentences4. try

11、 to write四、小结1、tell your favourite story to your partner2、把自己听写出现错误的单词改正后抄写一行。六、布置作业1、背诵课文。2、听写活动手册P71 U1单词3、复习P4P5内容。（反思：学生在运用careful和careless这两个单词混淆了，必要的时候直截了当地交代中文意思。）第三课时： U1 Fun with language一、热身1、 Guessing game: What story is it?Rules：Student A：Talk about the story.Student B: Guess the name of

12、 the story.刚开始时ppt中呈现短语进行提示，接下来只给出图片让同学们猜。2、明确学习目标二、Pre-task1. Read the story on page7. Read and judge the sentences true of false.2. Check the answers.3. Read and fill in the blanks.Kitty, the little cat, _(like)eating fish. She often _ (go)fishing. The old bear _(love) eating fish too. Yesterday m

13、orning, Kitty _ (catch) a lot of fish. Then the old bear _ (come)and _ (talk) with Kitty. Your friends are_(play) in my garden. They are _ (have)fun. They are going to _(have) a picnic on my farm. Go and play with them. I _ look after your fish and help you catch more fish here.Kitty _(is) happy. Sh

14、e _ (leave) for the garden and _(look) for her friends. But when Kitty _(leave), the old bear _(eat) all the fish up.4. Read and compare. 对比四种时态。5. Sum-up:在故事描述中，一般使用过去式。但故事中的人物对话时，要根据情景需要，运用恰当的时态。三、While-task1. Lets practice. Try to tell the story about the fox and the crow. Look at the pictures an

15、d tell the story.2. Answer the questions of the pictures. One by one. For example:Where was the crow ?What was the crow doing?Was the crow happy? Why?What was the meat like ?What did the fox say to the crow?3. Read and fill.把句子挖空，让学生尝试复述故事。One day, a crow _ in the forest finding food to eat. Luckily

16、, she _ a piece of meat. The meat _ delicious and the crow _ very happy. So she _ in the tree with the meat in her mouth. A moment later, a fox _ to the crow. The fox _ very hungry and he _ to eat the meat so much. Then he _ Wow, Miss Crow, you _ so beautiful. _ at your eyes, they are bright like th

17、e stars. The crow _ shy, she didnt say anything. So the fox continued, Oh, _ at your feather, they shine like the sun. I think you _ the most beautiful crow Ive ever seen. The crow _ so happy, but she didnt know what to say. After a while, the fox _ again,Oh, Miss Crow, I think you must have a nice

18、voice,too. Can you _ a song for me?4. Watch the Video : The fox and the crow.四、Post-task Write the the story: The fox and the crow.One day, a crow 1、 What happened next? 2、 Give a different ending to the story.五、Homework Read your story The Fox and the Crow，and revise it.（反思：学生在写The fox and the crow

19、的时候老师没有给到足够的支持。）第四课时： Unit2 Waiting for another hare一、教学内容这节课学习的内容是Module1 Unit2,A Story: Waiting for Another Hare, 主要是学习一篇寓言故事，并复述故事。二、教学对象分析六年级的学生相对小学其他阶段的孩子，会比较有自己的思想。然而孩子总是对故事感兴趣的，本节课从他们熟悉的寓言故事着手，创设情景让他们也尝试用英语讲故事的乐趣。三、教学目标（一）语言目标1.能理解、口语运用本课单词以及短语：field, suddenly, hare, ground, pick up, certainl

20、y, himself, from then on, all day long, wait for, 2.理解句型“Working in the field every day is hard work. But picking up a hare is so easy”3.学生能用过去式复述故事。4.能理解寓言故事，并能理解寓意。5.在key words的帮助下复述故事，学习能力强的同学能生动地讲述故事。（二）情感态度目标1. 懂得自食其力的道理。2. 通过老师的引导，培养学生爱读书的好习惯。3.通过寓言的学习和表演，促进学生学习的积极性，使学生体验到用英语表达情感的乐趣，增强学习自信心。（三

21、）学习策略目标1.能通过多种形式，主动获取与课文相关的信息。2. 能积极参与小组合作，共同完成学习任务，发展语言的听说能力和阅读能力。3. 通过合作活动，培养合作精神。三、教学策略1.情景教学与故事教学相结合。2.寓词汇教学于故事之中。3.通过游戏、竞赛等方式培养学生的学习兴趣，树立学习自信心。4.设置任务，加强小组合作，培养学生在小组活动之中获取更多的语言信息，提高学生的语言学习能力。四、教学重点1. 复述故事。2.理解寓言故事和它的寓意。五、教学难点1. 课文长句的的理解和上口。2.让学生正确运用一般过去时态来讲故事。六、教学过程：一、Leading-in1. TPR Game1.look

22、 at the pictures, chant the words and do action.warm up ,and review the verbs二、Present the topic1. Tell kids todays aims, and present the topic, teach“hare” “wait for” Learn“hare” “wait for”Let kids know the aims for this lesson, and learn two new words.三、Present the story1.Present the story with Bi

23、g Book look and listen, catch the pronunciation and the meaning of new words2.Show pictures and sentences, let kids guess the pronunciation and the meaning of new words Look at the pictures and sentences, guess the pronunciation and the meaning of new words 3.Game:finger drillingfinger ID game4. Mat

24、ch game.Match the words or phrases5Look at the pictures and answer the questions. Practise the difficult sentence.Look at the pictures and answer the questions. Practise the difficult sentence6.Answer the questions7.Encourage kids to tell the story with their teacher. Try to tell the story with thei

25、r teacher四、Practice And Consolidation1Activity：Fast speed reading 2Tell the story with key words in parts3.Activity：You are a liar 4. Let kids act out the story with key words五、Development1. Activity：retell the story2. Choose words to fill the blanks, and learn a new story 六、Sum up Let kids make a c

26、onclusion for todays lesson.Make a conclusion for todays lesson七、Homework（反思：这一课情境性比较强，而且学生在第一课以及过去的学习中接触过这个故事，所以带文章的理解比较容易，但在要求学生进行表演的时候，大部分的学生不够胆展示。对连贯性的短语运用还不够熟练。）第五课时： Unit2 Waiting for another hare一、热身、复习Revision1、根据动词短语做动作 2、明确学习内容：书本P10/11 二、呈现Presentation1、try to retell the dialogue2.Lets ta

27、lk about the stories.P10 2Exercise: Read and number then talk about the pictures3.P11 3 listen and circle三、发展 DevelopmentP111.T show the picture of a story 2.look and title the story 3. tell the story with some simple sentences4. try to write四、布置作业1、背诵课文。2、听写活动手册P71 U1单词3、完成书本P11.4（反思：在做练习2的过程中，发现学生

28、对短文的理解很差，只是看图进行排序，在进行练习3时，学生没耐心听，只是胡乱选。）第六课时： Unit2 Waiting for another hare Story time教学过程：一、Warm-upSing a song 二、Presentation/practice1、 Have the pupils look at the pictures on page 12. 2、 In this story, Aki jokes that there is a fire. Ben tells Aki the story of The Boy Who Cried Wolf.3、 Go throug

29、h the first pictures with pupils.Ask pupils to find out who is shouting.4、 Ask pupils to guess whether there is really a fire.5、 Set a purpose for reading6、 Play the recording. The pupils follow by looking at the text in the book.7、 Play the recording again, pausing after every picture to check unde

30、rstanding or clarify the meaning,8、 Play the recording all the way through again for the pupils to listen to read the whole story on more time.9、 Act out the story in groups.三、Consolidation1、 Ask pupils to recall the name of the story that Ben told Aki.2、 Tell the pupils that there are other popular

31、 stories and fables from different countries. Explain the word fable.3、 Show the pictures on the screen.4、 Guess what each story is about5、 Read the book titles.6、 Invite pupils to tell you which of those books they have read.四、HomeworkModule2.Animals模块教学目标：本模块是有关保护环境教育课。在第一单元里，以猜谜语的形式介绍动物的外形、栖居地、习性

32、。在第二单元里，号召要保护动物，保护地球。学习目标：1. 能在听说读写的语言活动中理解和运用本模块单词和词组：2. 能理解和流利朗读课文对话和短文，能复述课文主要信息。3. 能理解与课文难度相当或稍高的本模块话题的对话或短文。3. 能从外形、栖居地、习性等方面简单描述动物。4. 能简单讲述濒危动物的情况并提出挽救濒危动物的倡议。5. 能在听说读写的语言活动中理解和运用一般现在时、现在进行时、一般将来时和一般过去时态（否定句）。知识要点：1. 动物名称：frog, kangaroo, starfish, panda, elephant, lion, tiger, whale2.If 与may形成

33、的描述可能的行为后果的句子。如：If we cut down the trees, the animals may lose their home. If we dont do something now, they may all disappear forever! 3. 用祈使句表示倡议。如：Never buy things made from animals in danger. Plant trees and dont pollute. 4.一般现在时、现在进行时、一般将来时和一般过去时态的否定陈述句（复习运用）：见课本第19页第一课时：U3 What animals is it？一

34、、教学内容分析：本节课的教学内容第一课时。考虑到动物都是学生较为熟悉的话题，而且很多句型和单词都学过，所以一节课完成课文的教学与词条的替换。二、学生情况分析经过几年的英语学习，六年级的学生具备一定的英语基础，也具备了一定的听、说、读小诗， 玩游戏等活动形式进行英语的学习。本课的学习内容贴近读、写的能力。同时学生对于英语学习保持浓厚的兴趣，喜欢唱歌，编学生生活，学生应该对所学内容感兴趣。但学生的英语综合能力相当悬殊，分化严重，在小组合作学习过程中难免出现“搭车”现象，因此在教学中必须要顾及不同层面的学生的学习。让他们都有发挥自我的机会。三、教学目标:1、语言知识目标（1）词汇 ：“四会”掌握以下

35、单词: frog, kangaroo, starfish, panda,elephant,lion,tiger,bamboo,giraffe,neck,leaf,leaves,ocean,difficult,Asia,Africa（2）句型：能正确理解和运用下列句型：Can you guess the animals name?It has./ It can/ Its fromIt eats /It livesIt is also called the “King of the animals”(3) 日常用语：能恰当使用以下日常用语：Thats difficult /easy. My tur

36、n. You try.2. 技能目标（1）能流利说出新单词和日常用语。（2）能运用句型描述动物。（3）能听懂或读懂与课文难度相当的相关文段3.情感目标（1）通过多种形式的学习，调动学生学习积极性，提高学习兴趣。（2）乐于模仿，敢于开口说英语，积极与人交流，主动合作。4、教学策略：（1）注意及掌握新旧单词的联系，通过phonics学习新单词。（2）通过图片、实物、情景创设、小组合作学习等帮助学生理解和学习对话内容。5、文化意识：培养热爱动物的情感。6、教学重点和难点：重点：本节课单词和句型的学习。难点：描述动物的句型综合运用。四、教学过程 ：1.presentation(1) Lets chan

37、t .(2)复习句子：It has./ It can/ Its from It eats /It lives（出示图片bluewhale和elephant用上面的句型复习并板书）2. Input and intake1（1）导入引出panda，bambooT: children，lets play a game ,can you guess what animal is it?p :Its the panda.让学生猜出bamboo的意思。(2)同上方法引出单词kangaroo ，neck ,leaf ,leaves这个过程中引出Thats difficult./Thats easy.（3）这

38、两个图运用以上句型操练。（4）引出starfish和句型：It looks like a star.3. Input and intake2(1)Listen and chose T or F引入课文： Jiamin ,Janet ,Xiaoling ,Ben are talking about the animals. Listen to the tape【Task1】听课文录音，判断对错，对的写T, 错的写F。（ ） 1. A kangaroo has two strong front legs.( ) 2. Kangaroos are from America.( ) 3.The sta

39、rfish looks like a star.( ) 4.Tigers live in Africa.( ) 5. The “King of the Animals” in Asia is the lion(2) 阅读课文，回答问题，完成Task2。【Task2】 阅读课文， 小组讨论并口头回答以下问题。1. Where is the kangaroo from?_2. What does a starfish look like ?_3. Does a tiger live in Africa? Where does it live?_4. Where does the lion live

40、?_(3)齐读课文，分角色读（4）根据提示词背诵课文4、Output(1)变换词条仿照课文创设对话。（2）小组开展活动归纳描述动物的句型（3）两人一组开展猜谜语活动5、Homework:(1) 熟读课文，尝试背诵。（2）家听单词。（3）小组表演课文。板书设计： Unit 3 What animals is it?bamboo Can you guess the animals name?neck It has./ It can/ Its fromleaf It eats /It livesleaves It is also called the “King of the animals”sta

41、rfish Thats difficult /easy. ocean My turn.king You try.（反思：在功能性交际语Thats difficult /easy. My turn. You try.不能更好地贯穿在语言环境中运用，应指导学生在适当的情景中运用。）第二课时：U3 What animals is it？一、内容与目标：1. 巩固课文的学习。2. 完成fun with language 的内容。3. 通过各项综合练习，学生能正确运用重点句型描述各类动物。二、教学过程1. presentation(1) chant：P18(2) sharp eyes game (3)根

42、据提示词背诵课文。(4)根据课文填单词 。A.The kangaroo has two legs. It can far. It usually has or hair. Its from . B.The starfish a star and it the ocean. C.The lion is calle the “ .”It is d .It looks like a .It loves It lives in .2P16Fun with language 1.3. P17Fun with language 3.(用上一节学过的句型描述)This is a panda.Its a lo

43、vely animal.Its black and white in colour.It lives in China.It eats bamboo.It 4.完成P 17 45.完成书本P19 1(反思：学生在4.中，根据课文填单词，高估了学生的能力，以为他们对课文的内容和单词的拼写很熟悉，其实不是，只好让他们打开书写)第三课时：U3 What animals is it？本课时目标：1.拓展学生有关动物名称的词汇量。2.通过思维导图引导学生回顾一些有关描写动物的词汇。3. 引导学生运用词汇进行连贯语言的表达。4. 通过阅读有关动物的文章，培养学生的写作能力。教学过程：1.Game:快速看单

44、词说读音2.归纳描述动物的词汇3.看词造句4.Guessing game5. Lets read about the elephant and the whale.6. Lets write.7. Homework.1）完成活动手册U3第3-5题 。2）画一幅你喜欢的动物，然后写一段话介绍它。(反思：两篇阅读篇幅虽然长，但在之前接触过，所以还不错。通过了前两节课的巩固复习，所以孩子写作起来得心应手。)U4 We can save the animals 第一课时教学目标1.词汇 ：“掌握“四会”单词： save, tiger, whale, danger, in danger, disappe

45、ar, forever, forest, pollute, made, fur2 .学生能听说读以下短语：in danger, cut down the forest , pollute the oceans, buy made from3. 掌握运用下列句型：If we dont do something now, they may all disappear forever.Many people buy things made from these animals, like medicine, fur coats and even food.If we work together we

46、 can still save the animals4、通过本文的学习,要学会爱护动物,保护动物,养成保护环境的好习惯。重点难点1、本节课单词和句型的学习。2、句型If 与may形成的描述可能的行为后果的句子和相关的祈使句进行交际。教具录音机、单词卡、小黑板教学过程（一）presentation1 .Free talk，引出课题。（板书课题：“We can save the animals）（设计意图：创造和谐的语言环境）2.观看Video.“Earth Song”让学生谈谈感受。（设计意图：初步激发学生爱护动物，保护森林，保护地球的环保意识）（二）Input and intake1（1）由

47、上面的谈话引出earth这个新单词。（2）展示PPT教学danger、disappear、save。句型：These and many other animals are in danger.These and many other animals are disappearing.We need to save these animals.（设计意图：通过PPT帮助孩子理解单词的意思，反复操练句型并在情景中运用）（3）Lets chant and change the chant：In danger ,in danger , in danger.Disappear , disappear,

48、disappear.Tigers ,tigers ,youre in danger!Yes , yes! were disappearing.No ,no , no !We can save you!(设计意图：巩固danger、disappear、save三个单词，增强趣味性,培养学生的创造力。) (3)同上方法引出单词forever 并以设问的形式引出：Why are they disappearing?进入第二段的课文重点句子的理解。分别对forest，pollute，fur，made from，以及对应的句子。（三）Input and in take 2（1）引入句型：If we do

49、nt save these animals, what will happen？独立完成连线，交换改后，两人小组读。If people still kill these animals, we may lost our homesIf people still cut down the forests, people may still kill these animals.If we buy things made from these animals, these animals will no place to live in.If people still pollute our ea

50、rth, these animals will disappear forever.If we work together, we can save these animals（2）由以上If的句型，引出相关的祈使句。先提问学生让他们思考，看能不能回答，展示完毕，小组内读。If you love the earth and love the animals, what we can do for these animals?（四）OutputMake a poster to call people work together to save the animals in danger.（五）作

51、业 (1) 熟读并家听本课新词（2）预习unit4 课文。（3）完成海报的制作。板 书Unit 4 We can save the animalsearth We have only one earth.danger Tigers are in danger.disappear Theyre disappearing save We need to save the animals.forest cut down the forest pollute pollute the oceanmade make from furfur If we .we can. If we dont .we may

52、. 教 学后 记把英语教学与情态有机地结合起来，创造各种合作学习的活动，促进学生互相学习，互相帮助，体验成就感，发展合作精神。U4：practice第二课时教学目标1、介绍cheetah, ostrich, zebra, penguin, kiwi,等野生动物的生活习性。2、学会和动物和谐相处，创造文明环境，人人有责。重点cheetah, ostrich, zebra, penguin, kiwi,等野生动物的生活习性。难点cheetah, ostrich, zebra, penguin, kiwi,等野生动物的生活习性。教具录音机、单词卡、小黑板教学过程一、在ppt 上出示课文的关键词要求学

53、生进行课文的复述。呈现与操练二、呈现Presentation1、和学生一起复习“保护野生动物”的方法。2、把学生分小组，合作记忆保护动物的方法。3、检测背诵效果。1、老师和学生一起阅读活动手册的内容，了解cheetah,ostrich,zebra, penguin, kiwi的生活习性。并在讲解过程中注解一些关键知识点。讲解外星人的特殊pets. 给学生做范例，引导学生学会填写调查表。三、作业没有背诵的同学继续背诵U4.已经背诵的同学开始预背课文U5。教 学后 记学生对于cheetah, ostrich, zebra, penguin, kiwi,等野生动物的生活习性很感兴趣，学习气氛浓郁。U4：Do the project第三课时教学目标发